资源简介

(共30张PPT)
Unit 2 Getting together
Part B Let's talk
Choose and discuss
Learning Goals
By the end of this lesson, I can:
talk about a birthday, sports meet or school trip.
understand Amy's and Chen Jie's weekend events.
ask what someone
liked about an event.
Today's Learning Journey
Step 1
Look and predict
Step 2
Listen and understand
Step 3
Ask about opinions
Step 4
Choose and discuss
Review and Connect
What did Binbin do for the Spring Festival
He pasted fu on the door with Xinxin.
What other events can bring people together
A marathon and an online book fair.
Look and Predict
Who can you see
Amy, Chen Jie and Binbin.
What events can you see
A marathon and an online book fair.
Key Words in the Story
volunteer
marathon
runner
race
cheer
online book fair
share ideas
Before Listening
Did Robin go with Binbin
What did Binbin do last weekend
He went to a science fair.
No, he didn't.
Listen and Match
an online book fair
a marathon
Amy
Chen Jie
Listen Again: Amy
When:
Event:
Amy's mother:
Amy:
on Sunday
a marathon
worked as a volunteer
watched the race
Listen Again: Chen Jie
Event:
What they did:
What they talked about:
an online book fair
shared ideas
different books online
Check the Details
Who went to the marathon with Amy
Her mother.
What did Amy like watching
The runners.
What did Chen Jie join
An online book fair.
What did people share online
Ideas.
Let's Talk: Amy's Weekend
Chen Jie: How was your weekend, Amy
Amy: It was great. My mother and I went to a marathon on Sunday. She worked as a volunteer. I watched the race.
Chen Jie: What did you like about it
Amy: I liked watching the runners. They ran very fast. I cheered for them.
Let's Talk: Chen Jie's Weekend
Binbin: Nice! And you, Chen Jie What did you do last weekend
Chen Jie: I joined an online book fair. I liked it very much.
Binbin: What did you like about it
Chen Jie: We shared ideas and talked about different books online.
Binbin: That sounds fun!
Read the Full Dialogue
Chen Jie: How was your weekend, Amy
Amy: It was great. My mother and I went to a marathon on Sunday.
She worked as a volunteer. I watched the race.
Chen Jie: What did you like about it
Amy: I liked watching the runners. They ran very fast.
I cheered for them.
Binbin: Nice! And you, Chen Jie
What did you do last weekend
Chen Jie: I joined an online book fair. I liked it very much.
Binbin: What did you like about it
Chen Jie: We shared ideas and talked about different books online.
Binbin: That sounds fun!
Story Map
Amy
Event: a marathon
Actions: watched the race; cheered for the runners
Liked: watching the runners
Chen Jie
Event: an online book fair
Actions: shared ideas; talked about different books online
Liked: the online book fair
Marathon Phrases
worked as a volunteer
went to a marathon
cheered for the runners
watched the race
Online Book Fair Phrases
joined an online book fair
shared ideas
talked about different books online
Ask about the Weekend
How was your weekend
It was great.
great
fun
interesting
wonderful
Ask about What They Liked
What did
you like about it
Amy:
I liked watching
the runners.
Chen Jie:
I liked it
very much.
Language Focus: liked
I liked watching the runners.
I liked it very much.
liked
liked + V-ing
liked + pronoun
Past Actions in the Dialogue
go
run
work
watch
like
cheer
join
share
talk
went
ran
worked
watched
liked
cheered
joined
shared
talked
Read and Match
1. went to a marathon
2. cheered for the runners
3. joined an online book fair
4. shared ideas about books
Amy
Amy
Chen Jie
Chen Jie
True or False
1. Amy went to the marathon with her mother.
2. Amy's mother watched the race.
She worked as a volunteer.
3. Amy ran in the race.
She watched the race.
4. Chen Jie joined an online book fair.
5. Chen Jie talked about different books online.
Retell the Weekends
Amy went to a marathon
with her mother.
Her mother worked as a volunteer.
Amy liked watching the runners and cheered for them.
Chen Jie joined
an online book fair.
She shared ideas
and talked about different books online.
She liked it very much.
Role-play
Amy
It was great.
My mother and I ...
Chen Jie
How was your weekend, Amy I joined ...
Binbin
Nice! And you, Chen Jie
That sounds fun!
Speak clearly. Listen carefully. Use natural feelings.
Choose and Discuss
birthday
sports meet
school trip
cheered for
the players
enjoyed
delicious food
hiked in
the mountains
played games
sang and
danced
watched the races
Model Discussion
A: How was your birthday
B: It was great.
A: What did you like about it
B: I enjoyed delicious food and played games.
They help us share, cheer and have fun together.
How can big events
bring us together
Pair Work and Share
Choose one:
birthday
sports meet
school trip
A: How was your ...
B: It was ...
A: What did you like about it
B: I ...
···
···
Homework
Must do
Challenge
Choose Amy or Chen Jie and retell her weekend.
Listen to and read
the dialogue twice.
Ask a family member about an event.
Write four lines with the questions and answers.
Great job!
Share, cheer and grow together.
See you next time!Unit 2 Getting together 教案设计
第3课时 Part B Let's talk & Choose and discuss｜周末大型活动与喜好表达
一、基本信息
教材与课时 人教PEP英语六年级上册（2026秋）｜Unit 2 Getting together｜第3课时
课时内容 Part B Let's talk & Choose and discuss
教材页码 教材P18
课型 听说课、对话理解与观点交流课
建议时长 40—45分钟
主题语境 人与社会——周末大型活动与喜好表达
核心任务 听懂Binbin的science fair听前信息以及Amy、Chen Jie的周末活动；使用What did you like about it 追问并讨论生日、运动会或学校旅行。
核心语言 How was your weekend What did you do last weekend What did you like about it I liked watching... I joined... We shared ideas...
二、课标依据与单元定位
本课以英语课程核心素养为导向，把语言学习放在节日、校园活动和共同经历的真实语境中。课堂通过观察、预测、听读、取证、交流、合作与反思，让学生在完成任务的过程中理解和使用语言；评价重点放在学生能否获取信息、说出依据、完成真实表达并根据反馈改进。
核心素养 本课落实
语言能力 在完整语篇和活动情境中理解核心词句，完成有对象、有目的的听、说、读或写。
文化意识 从中国传统节日、校园活动和共同庆祝中理解分享、关爱、合作与文化传承。
思维品质 通过分类、排序、人物动作对应、事实取证或观点判断，把零散信息组织成有逻辑的表达。
学习能力 使用看图预测、带题听读、关键词记录、同伴互检和自评清单监控学习过程。
本课把交际重点从“做了什么”推进到“喜欢活动中的什么”。学生先完成Binbin的science fair听前任务，再理解Amy的马拉松和Chen Jie的线上书展，通过人物—事件—动作—喜好四维信息组织，迁移到自己的大型活动交流。
三、教材分析
本课是Unit 2 Part B的对话与交际活动课。教材P18的主对话由Amy的马拉松经历和Chen Jie的线上书展经历组成。学生需要理解Amy与母亲去了马拉松、母亲担任志愿者、Amy观看比赛并为跑者加油；同时理解Chen Jie参加线上书展、在线分享想法并讨论不同书籍。对话以How was your weekend 、What did you do last weekend 和What did you like about it 串联事实与感受，为学生谈论自己的大型活动经历提供范例。
教材下半部分Choose and discuss提供birthday、sports meet、school trip三个活动情境，以及cheered for the players、enjoyed delicious food、hiked in the mountains、played games、sang and danced、watched the races六个活动短语。教学重点不是让学生背诵更多词表，而是借助活动图和句型支架完成一段有来有回的真实交流。
课件按照“观察预测—整体听辨—分段理解—完整朗读—语言观察—信息检测—复述表演—迁移讨论”组织。第20、21页是为理解和复述增加的轻量语言支架，只观察liked的两种用法和对话中的过去动作，不扩展成系统语法课。
主对话中Amy说I watched the race，使用单数race；教材迁移词块P26为watched the races，表示运动会中的多场比赛。两种形式分别服务于具体经历与开放迁移，不机械统一。
课件共30页，页面数量服务于不同的学生动作：导入与目标建立学习期待，教材输入页承担理解和取证，语言支架页帮助学生发现并使用表达，迁移任务页提供真实输出，最后通过检测、总结和作业形成闭环。教学中不把所有页面平均用时，应优先保证教材语篇、关键互动和学生实际开口。
四、学情分析
六年级学生已经接触一般过去时的常见表达，能够理解weekend、went、watched等词，但面对较长对话时容易只抓住个别动作，忽略人物、事件和喜好之间的关系。
marathon、volunteer和online book fair对部分学生较陌生，需要借助大场景图片和简短中文释义先建立意义，再进入听读。
学生容易把What did you do 与What did you like about it 混为一谈。前者问做了什么，后者问喜欢活动中的哪一部分，课堂中应通过Amy的两组回答反复对比。
liked + V-ing和liked + pronoun只需结合教材例句观察、模仿，不要求讲解完整的动名词或代词语法体系。
同伴讨论时，部分学生会只读屏幕或只说It was great。教师需要用活动词库支持完整回答，并提醒学生倾听同伴后继续追问。
可能表现 课堂支持 进阶方向
能看懂图片，但回答常停留在单词或中文。 先接受有效信息，再用句首、词库或追问帮助补成完整句，并请学生重新说一次。 增加时间、地点、人物或感受，使表达更完整。
听读长语篇时容易记住个别词，却混淆人物和动作。 每一遍只设置1—2个任务，用Who—What—When—Feeling或时间线整理证据。 能够说明答案来自哪一句、哪幅图或哪个场景。
参与程度和语言基础存在差异。 基础学生使用词库与句框；一般学生完成完整问答；能力较强者增加追问、原因或第三人称汇报。 从准确表达逐步走向连贯、自然和有观点的表达。
五、教学目标
核心素养维度 具体目标
语言能力 能听懂并朗读教材主对话，准确提取Amy和Chen Jie参加的活动、完成的动作及喜欢的部分；能使用How was your ... 和What did you like about it 开展简短交流。
文化意识 理解马拉松中的志愿服务、加油支持以及线上书展中的观点分享，体会大型活动能够让人们共同参与、互相支持和分享想法。
思维品质 能通过人物—事件—动作—喜好四类信息整理对话；能区分事实信息与感受表达，并依据文本判断正误、完成复述。
学习能力 能运用观察预测、带着问题听、信息匹配、故事图、角色扮演和同伴讨论等策略理解并迁移教材语言。
六、目标—活动—评价对应
学习目标 主要活动 达成证据 评价方式
理解教材核心内容 观察预测、整体听读、细节定位、图文匹配 能完成核心题并用原文、音频关键词或画面信息说明依据 独立作答—同桌核对—全班取证；教师记录 /△
掌握并使用核心语言 跟读模仿、词句发现、控制练习、角色问答 能在完整句中正确使用关键词、过去形式和核心问答 即时口头检测、完整句重说、同伴纠错
组织并表达信息 信息图、排序或复述、同伴交流、展示或写作 能按人物、时间或逻辑组织2—6句连贯表达 任务单、口头展示、写作清单、具体反馈
形成主题理解 联系节日或活动实例，回答Why do we get together 能说出分享、庆祝、关爱、合作或传承中的一个理由并举例 出口条、自评、同伴补充
七、教学重点、难点与突破策略
项目 具体内容 突破与检验
教学重点 理解并准确朗读教材主对话；提取两位人物的事件、动作和喜好；运用How was your ... 、What did you like about it 和I ...进行问答。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。
教学难点 区分What did you do 与What did you like about it ；使用liked watching...和liked it...表达喜好；借助关键词较完整地复述周末经历。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。
教学准备 多媒体课件、教材P18主对话音频、Amy/Chen Jie/Binbin角色卡、birthday/sports meet/school trip活动卡。 通过分层任务、原文取证、完整句重说和同伴互检落实；每个难点都在后续迁移中再次检验。
八、教学思路与实施原则
坚持“先理解、后表达”：先让学生观察、预测和带题听读，再进行词句提炼，避免一开始就把语篇拆成孤立知识点。
坚持“问题—等待—学生尝试—追问—总结”的互动链。封闭题必须追问依据；开放题接纳合理差异；回答不完整时用支架引导学生自己补全。
坚持轻量语言聚焦：只讲本课表达所必需的过去式、句型或词义，讲后马上放回原句、对话或任务中使用。
坚持教—学—评一致：每个目标都对应课堂任务和可观察证据，评价语言具体到“信息完整、动词准确、声音清楚、能说明理由”。
九、教学过程
环节 PPT页码 教师活动 学生活动 设计意图
Step 1 Warm-up & Lead-in 1-6 用封面、目标和学习路线建立周末大事件情境，复习春节活动，观察马拉松与线上书展并学习理解关键词。 读课题和目标，回忆上一课时内容，观察人物、事件和关键词。 激活旧知并降低主对话理解难度。
Step 2 Listen for Gist 7-10 先让学生读问题，再播放主对话完成活动匹配；第二遍分别提取Amy和Chen Jie的关键信息。 带着问题听，完成人物—事件匹配和信息表。 由整体到局部培养听力策略。
Step 3 Read and Understand 11-17 核对四个细节问题，分段处理Amy与Chen Jie对话，再完整听读，并用故事图和主题场景整理短语。 回答细节题、分角色朗读、完成故事图并在场景中理解核心短语。 把零散信息重组为完整语篇。
Step 4 Notice the Language 18-21 对比询问整体感受、询问喜好和回答方式，轻量观察liked结构及对话中的过去动作。 模仿核心问答，比较两类问题，观察liked和过去式变化。 为复述与迁移表达搭建语言支架。
Step 5 Check and Retell 22-25 组织匹配、判断、复述和三人角色扮演，要求学生说出判断依据并用自然语气表达。 完成检测、订正错误、借助关键词复述并表演教材对话。 通过多种输出方式巩固文本理解。
Step 6 Choose and Discuss 26-28 讲清三个活动情境和六个活动短语，示范完整四轮问答，组织同伴选择、交流和展示。 选择一个活动，用How was... 和What did you like... 完成同伴对话。 把教材语言迁移到学生可能经历的活动。
Step 7 Homework & Close 29-30 布置听读、复述和家庭采访任务，回扣单元主题并进行积极评价。 记录分层作业，复述本课收获并完成自评。 形成课堂学习与课后实践闭环。
课堂时间建议
导入、目标和路线约4—5分钟；教材核心听读与理解约15—18分钟；语言发现与控制练习约7—8分钟；迁移输出约8—10分钟；检测、总结与作业约3—4分钟。
若课堂时间不足，优先压缩重复练习和拓展页，不压缩教材核心语篇、学生独立思考、同伴交流和一次完整输出。
十、关键互动与学习证据
互动节点 教师追问 期望证据 出现困难时
听读前 你从人物、场景或标题发现了什么？你准备重点听/找哪类信息？ 学生能提出有依据的预测，并知道预测还要验证。 允许先用中文，再把关键词转成英文。
答案核对 你为什么这样选？哪一个词、哪一句或哪幅图支持你？ 学生不只报答案，还能指出证据。 回放关键句、缩小文本范围或提供两个选项。
语言使用 能不能把单词放回完整句？能不能再追问一次？ 学生完成至少两轮有来有回的表达。 提供句首和词库，完成后逐步撤掉支架。
迁移输出 谁做了什么？先后顺序是什么？你的感受或观点是什么？ 学生表达信息准确、顺序清楚，并包含一个感受或观点。 先列关键词，再口头试说，最后展示或落笔。
十一、分层支持
层级 支持方式 完成标准
基础支持 保留图片、词库、句首和同伴示范；允许先说关键词，再补成完整句。 能听懂/读懂主信息，完成一轮核心问答或2—3个关键信息表达。
常规任务 使用问题链、信息表或时间线，完成两轮问答、简短复述或4—6句写作。 信息基本完整，核心词句和过去形式基本准确。
进阶挑战 撤掉部分支架，增加追问、原因、第三人称汇报、观点或具体反馈。 表达连贯自然，能根据听众问题补充信息并说明依据。
十二、课堂评价设计
理解评价：答案正确只是第一步，能够说出关键词、原句或画面证据才算完成取证。
表达评价：重点观察信息是否完整、动词形式是否准确、问答是否有来有回、声音和语气是否自然。
合作评价：观察学生是否认真倾听、轮流发言、记录同伴信息，并能给出一条具体而友善的反馈。
自我评价：课末回看学习目标，选择当前等级，并说出一项已经做到的证据和一项下一步改进。
十三、板书设计
板块1 板块2
Unit 2 Getting together Part B Let's talk & Choose and discuss
Amy a marathon | watched the race | cheered for the runners | liked watching the runners
Chen Jie an online book fair | shared ideas | talked about different books online | liked it very much
Ask about the event How was your weekend - It was great.
Ask about preference What did you like about it - I liked ... / I ...
Big idea Big events help us share, cheer and have fun together.
十四、作业设计
听教材P18主对话并跟读2遍，注意人物轮次和语气。
选择Amy或Chen Jie，借助Event—Actions—Liked三个关键词复述她的周末。
采访一位家人：How was your ... What did you like about it ，记录至少四轮问答。
挑战任务：选择birthday、sports meet或school trip，写出一段包含活动和感受的简短对话。
十五、教学反思建议
课后重点记录三类证据：学生是否真正理解教材核心信息并能指出依据；是否能把关键词放回完整句并进行自然互动；是否能在迁移任务中说清人物、动作、顺序和感受。若错误集中在同一语言点，下节课用原情境中的一组正误句进行短时回收；若多数学生理解但表达不完整，应增加同伴预演和句首支架，而不是重新长篇讲解。还应记录哪些页面产生了新的学生动作，哪些练习存在重复，以便后续在不损失学习证据的前提下优化课堂节奏。Unit 2 Getting together 教师逐页授课稿
第3课时 Part B Let's talk & Choose and discuss｜对应定稿PPT P01—P30
P01 Cover｜课题导入
本页目标｜建立马拉松和线上书展情境，明确本课主题。
教师｜Good morning, boys and girls! 请看大屏幕。左边的Amy在哪里？Yes, at a marathon. 右边的Chen Jie在做什么？She is joining an online book fair. 这两件事虽然不同，却都能让很多人一起参加、一起分享。今天我们要听懂她们的周末经历，并学会询问别人最喜欢活动中的什么。请跟老师读课题：Unit 2 Getting together, Part B Let's talk and Choose and discuss.
预设互动｜学生观察封面，说出marathon、online book fair，跟读课题。
操作提示｜封面用于建立情境。标题和两幅主场景可依次出现，不在此页提前解释全部对话。
P02 Learning Goals｜学习目标
本页目标｜让学生明确听懂经历、询问喜好和讨论活动三项任务。
教师｜Let's check today's goals. 第一，I can understand Amy's and Chen Jie's weekend events，我能听懂她们周末参加了什么活动。第二，I can ask what someone liked about an event，我能询问别人喜欢活动中的什么。第三，I can talk about a birthday, sports meet or school trip，我能谈论生日、运动会或学校旅行。请用一到三根手指告诉老师：Which goal may be difficult for you 下课前我们再回来检查。
预设互动｜学生跟读三个核心目标，并用手势完成目标预判。
操作提示｜中文讲清目标，英文只读关键词；三条目标可逐项出现。
P03 Today's Learning Journey｜学习路线
本页目标｜建立观察、听读、学习句型和同伴讨论的课堂节奏。
教师｜Today we have four steps. Step 1, Look and predict，观察预测。Step 2, Listen and understand，听音理解。Step 3, Ask about opinions，询问别人喜欢什么。Step 4, Choose and discuss，选择一个活动并讨论。每完成一步，我们就向终点前进一步。Are you ready Let's begin!
预设互动｜学生跟读四步路线，齐答Yes! / We're ready!。
操作提示｜用手势1-4快速过路线，控制在1分钟内。
P04 Review and Connect｜复习连接
本页目标｜复习春节活动并引出能让人们相聚的其他大型活动。
教师｜First, let's review. What did Binbin do for the Spring Festival 请看左边的图片。Yes, he pasted fu on the door with Xinxin. 这是家人一起参加的节日活动。Now look at the other pictures. What other events can bring people together 对，a marathon and an online book fair。马拉松让人们一起比赛、服务和加油；线上书展让人们一起分享书和想法。
预设互动｜学生回答He pasted fu on the door with Xinxin.，并说出a marathon和an online book fair。
操作提示｜两个问题先出现，学生回答后再显示对应答案。
P05 Look and Predict｜观察预测
本页目标｜观察人物和场景，预测主对话中的人物与事件。
教师｜Look carefully. Who can you see We can see Amy, Chen Jie and Binbin. 再看两个大场景：What events can you see A marathon and an online book fair. 请不要急着读对话，先猜一猜：Who went to the marathon Who joined the online book fair 把你的预测告诉同桌，稍后我们通过听音验证。
预设互动｜学生说出三个人物和两个事件，并预测Amy与Chen Jie分别参加的活动。
操作提示｜人物答案和事件答案在学生观察后出现；预测不立即判定。
P06 Key Words｜关键词
本页目标｜扫清主对话中的活动与动作词汇障碍。
教师｜Before listening, let's learn some key words. 左边是marathon，马拉松；volunteer，志愿者；runner，跑者；race，比赛；cheer，为……加油。右边是online book fair，线上书展；share ideas，分享想法。请大家边指图边跟老师读。Now listen and point: volunteer. Which picture Good. Share ideas. Which side Right. 这些词会帮助我们听懂两段经历。
预设互动｜学生指图跟读七个词或短语，并根据教师口令指出相应场景。
操作提示｜按两个场景分组教学，不要求学生孤立拼写全部新词。
P07 Before Listening｜听前任务
本页目标｜听懂Binbin上周末参加science fair以及Robin没有同行两项信息。
教师｜主对话开始前，我们先听一段关于Binbin的小信息。请读两个问题：What did Binbin do last weekend Did Robin go with Binbin 第一遍只抓事件，听到science fair就先记下来；第二遍再判断Robin有没有一起去。现在独立作答。谁来说第一题？He went to a science fair. 第二题呢？No, he didn't. 请用完整句再说一次，并告诉大家你听到的关键词。很好，接下来我们再看看Amy和Chen Jie的周末。
预设互动｜学生两遍听取信息，回答He went to a science fair.和No, he didn't.，并尝试说出听力证据。
操作提示｜两问和两条答案分层出现；先完成听前音频任务，再过渡到Amy和Chen Jie的主对话。
P08 Listen and Match｜整体听
本页目标｜第一次整体听，完成人物与事件的匹配。
教师｜Listen and match. Which event is Amy's Which event is Chen Jie's 听完先自己连线，再和同桌核对。Let's check. Amy went to a marathon. Chen Jie joined an online book fair. 请用完整句回答，不只说左边或右边。Where did you hear the answer Amy said, My mother and I went to a marathon. Chen Jie said, I joined an online book fair.
预设互动｜学生完成Amy—marathon、Chen Jie—online book fair两条匹配，并引用对话关键词说明依据。
操作提示｜先播放音频和作答，再显示两条连线；答案直接呈现在对应人物与事件之间。
P09 Listen Again: Amy｜细节听
本页目标｜提取Amy周末经历中的时间、事件和人物动作。
教师｜This time, focus on Amy. 请带着四项信息听：When What event What did her mother do What did Amy do 听完我们逐项核对。When On Sunday. Event A marathon. Amy's mother worked as a volunteer. Amy watched the race. 请连起来说：Amy and her mother went to a marathon on Sunday. Her mother worked as a volunteer, and Amy watched the race.
预设互动｜学生填写on Sunday、a marathon、worked as a volunteer和watched the race，并用完整句复述。
操作提示｜Event填写a marathon；四个答案按行逐个显示。
P10 Listen Again: Chen Jie｜细节听
本页目标｜提取Chen Jie参加的活动以及在线完成的两项事情。
教师｜Now focus on Chen Jie. What event did she join An online book fair. What did they do They shared ideas. What did they talk about Different books online. 请注意online book fair不是在网上买书，而是大家在线交流图书和想法。Now say the three pieces together: Chen Jie joined an online book fair. They shared ideas and talked about different books online.
预设互动｜学生填写an online book fair、shared ideas和different books online，并连句表达。
操作提示｜第二遍音频可在Chen Jie段落开始前定位播放；三个答案按问题顺序出现。
P11 Check the Details｜信息核对
本页目标｜用四个可从教材主对话直接找到依据的问题检查理解。
教师｜Let's check the details. Number 1: Who went to the marathon with Amy Her mother. Number 2: What did Amy like watching The runners. Number 3: What did Chen Jie join An online book fair. Number 4: What did people share online Ideas. 每答完一题，请在第12或13页的对话中找到原句依据。不是凭印象猜，而是用课文证明。
预设互动｜学生逐题回答Her mother、The runners、An online book fair和Ideas，并找出对应原句。
操作提示｜四题先完整出现，答案逐题显示；第4题接受They shared ideas.。
P12 Amy's Weekend｜对话前半段
本页目标｜理解并朗读Amy关于马拉松经历的教材原文。
教师｜Now let's read Amy's part. Chen Jie asks: How was your weekend, Amy Amy answers: It was great. 然后她说明My mother and I went to a marathon on Sunday. 谁做了志愿者？Her mother. Who watched the race Amy. 接着Chen Jie问：What did you like about it Amy没有只回答great，而是说I liked watching the runners. They ran very fast. I cheered for them. 请听老师示范一次，再按Chen Jie和Amy分角色朗读。
预设互动｜学生回答人物动作问题，按角色朗读四个说话轮次。
操作提示｜教材原句不得改写。按说话轮次逐句出现，重点处理volunteer、runners和cheered for。
P13 Chen Jie's Weekend｜对话后半段
本页目标｜理解并朗读Chen Jie关于线上书展经历的教材原文。
教师｜Now we move to Chen Jie's part. Binbin says: Nice! And you, Chen Jie What did you do last weekend Chen Jie answers: I joined an online book fair. I liked it very much. Binbin继续追问：What did you like about it Chen Jie回答：We shared ideas and talked about different books online. 最后Binbin回应：That sounds fun! 请注意，好的对话不只是问和答，还要像Binbin一样认真倾听并作出回应。Let's role-read it with natural feelings.
预设互动｜学生按Binbin和Chen Jie分角色朗读五个轮次，并模仿Nice!和That sounds fun!的语气。
操作提示｜按说话轮次逐步出现；不要把最后的回应句省略。
P14 Full Dialogue｜完整听读
本页目标｜建立两段教材对话的整体连贯性并进行跟读。
教师｜Now let's put the two parts together. First, listen without reading aloud. 用手指跟着说话人移动，注意谁在问、谁在答。Second time, listen and repeat sentence by sentence. 第三次三人一组：一人读Amy，一人读Chen Jie，一人读Binbin。读的时候注意问题的升降调，也要读出great、Nice和That sounds fun的情绪。完成后请大家说一说：What are the two events in the dialogue
预设互动｜学生完整听读教材对话，三人分角色朗读，并回答a marathon和an online book fair。
操作提示｜复用同一段教材主对话音频，可分句暂停；正文按说话轮次出现，不一次性遮满屏幕。
P15 Story Map｜信息图
本页目标｜按事件、动作和喜好整理两位人物的周末经历。
教师｜The dialogue has many sentences. Let's make it clear with a story map. For Amy, the event was a marathon. Her actions were watched the race and cheered for the runners. What did she like Watching the runners. For Chen Jie, the event was an online book fair. She shared ideas and talked about different books online. She liked it very much. 请先盖住文字，只看图片和关键词，尝试说出其中一条路线。
预设互动｜学生根据Amy和Chen Jie两条路线整理Event—Actions—Liked，并口头复述。
操作提示｜两条路线分别出现；Liked: the online book fair是对it指代对象的概括，朗读教材时仍使用I liked it very much.。
P16 Marathon Phrases｜语块整理
本页目标｜在完整场景中巩固Amy段落的四个核心动作。
教师｜Look at the whole marathon scene. Point and say. Amy and her mother went to a marathon. Her mother worked as a volunteer. Amy watched the race and cheered for the runners. 请大家做动作：volunteer，递水或服务；watch the race，注视比赛；cheer for the runners，挥手加油。现在老师指场景，请你快速说出对应短语。Which action shows helping others Worked as a volunteer.
预设互动｜学生看图说出四个短语，用动作理解并回答志愿服务问题。
操作提示｜四个短语随场景逐个出现；通过图与动作确认意义，不做脱离语境的词表背诵。
P17 Online Book Fair Phrases｜语块整理
本页目标｜在完整场景中巩固Chen Jie段落的三个核心动作。
教师｜Now look at the online book fair. Chen Jie joined an online book fair. What happened online They shared ideas and talked about different books online. 请注意三个动作的顺序：先join the event，再share ideas，最后talk about books。老师说中文，你们说英文；老师说英文，你们指出画面。What can people learn from an online book fair 可以先用中文回答。
预设互动｜学生说出joined an online book fair、shared ideas和talked about different books online，并分享线上交流的意义。
操作提示｜三个短语按逻辑顺序出现；接受学生合理的中文回答。
P18 Ask about the Weekend｜询问感受
本页目标｜掌握How was your weekend 及常见感受回答。
教师｜When we want to know the whole feeling, we ask: How was your weekend Amy answered: It was great. 还可以说It was fun, interesting or wonderful. 请注意，这里只是在问整体感受，还没有问具体做了什么。Let's practise. 老师问全班：How was your weekend 请选一个词回答。然后同桌互问一次，并用表情和语气表达真实感受。
预设互动｜学生使用It was great/fun/interesting/wonderful回答，并进行同伴问答。
操作提示｜先显示问句和It was great，再逐个显示替换词；学生可以给出其他合理感受词。
P19 Ask What They Liked｜询问喜好
本页目标｜理解What did you like about it 并用教材原句回答。
教师｜Now we ask a more specific question: What did you like about it 这不是问What did you do，而是问“关于这件活动，你喜欢什么”。Amy says: I liked watching the runners. Chen Jie says: I liked it very much. it指前面提到的online book fair。请两人一组：A读问题，B先用Amy的回答；交换后用Chen Jie的回答。问句中的it要联系前面的活动理解。
预设互动｜学生区分“做了什么”和“喜欢什么”，用两条教材回答完成问答。
操作提示｜问题先出现，两个人物回答随后分别出现；不把Chen Jie原句改成自行扩写的句子。
P20 Language Focus: liked｜语言观察
本页目标｜轻量观察liked + V-ing与liked + pronoun两种教材表达。
教师｜Let's notice the word liked. Amy says: I liked watching the runners. liked后面接watching，表示喜欢做这件事。Chen Jie says: I liked it very much. liked后面接it，it代替前面提到的线上书展。今天我们只需要理解和模仿这两种教材表达，不背复杂规则。请完成口头替换：I liked watching the race. I liked it very much. Which sentence talks about an action The first one.
预设互动｜学生朗读两条教材例句，完成一条口头替换并判断哪句强调动作。
操作提示｜两条分支先后出现；控制在2分钟左右，不扩展动名词体系。
P21 Past Actions｜过去动作
本页目标｜整理对话中的过去式，为理解和复述服务。
教师｜The dialogue is about last weekend, so we can find many past actions. First, two special changes: go-went, run-ran. 再看规则变化：work-worked, watch-watched, like-liked, cheer-cheered, join-joined, share-shared, talk-talked. 请不要只读右边的过去式，要把原形和过去式成对读。Now I say the base form, you say the past form. Go Went. Run Ran. Join Joined. 这些词稍后会帮助我们复述。
预设互动｜学生成对朗读原形和过去式，并完成教师快速口头检测。
操作提示｜先突出went和ran，再显示规则变化。本页用于文本整理，不讲完整的一般过去时规则。
P22 Read and Match｜阅读匹配
本页目标｜把四个动作准确归到Amy或Chen Jie，检查人物信息。
教师｜Read and match. Number 1, went to a marathon. Who Amy. Number 2, cheered for the runners. Amy. Number 3, joined an online book fair. Chen Jie. Number 4, shared ideas about books. Chen Jie. 核对时不能只报名字，请说完整句：Amy went to a marathon. Chen Jie shared ideas about books. 你从哪一页对话找到依据？请指给同桌看。
预设互动｜学生完成四题匹配，用完整句核对，并指出教材对话依据。
操作提示｜答案姓名直接位于每行末端并逐题出现，不另设答案板。
P23 True or False｜判断取证
本页目标｜区分人物、事件和动作，并用正确句订正错误。
教师｜Now judge true or false. Number 1: Amy went to the marathon with her mother. True. Number 2: Amy's mother watched the race. False. She worked as a volunteer. Number 3: Amy ran in the race. False. She watched the race. Number 4: Chen Jie joined an online book fair. True. Number 5: Chen Jie talked about different books online. True. 错误题不能只说False，要把错误信息改成课文中的正确表达。
预设互动｜学生判断T/F，并完整说出第2、3题的订正句。
操作提示｜逐题显示勾叉；第2、3题先让学生订正，再显示正确句。
P24 Retell the Weekends｜复述
本页目标｜借助两条路线较完整地复述Amy和Chen Jie的经历。
教师｜Let's retell. First, Amy. Amy went to a marathon with her mother. Her mother worked as a volunteer. Amy liked watching the runners and cheered for them. Now Chen Jie. Chen Jie joined an online book fair. She shared ideas and talked about different books online. She liked it very much. 第一轮可以看完整句，第二轮只看图片和关键词。复述时注意人物代词：Amy和Chen Jie用she，Amy's mother也用she，但要说清楚是谁。
预设互动｜学生先跟随教师复述，再选择一位人物独立复述。
操作提示｜两条路线分开出现；关键词答案可逐项出现，重点避免人物代词混乱。
P25 Role-play｜角色表演
本页目标｜三人合作表演教材对话，加入自然倾听与回应。
教师｜Now it's role-play time. We need Amy, Chen Jie and Binbin. 先分配角色，再给大家一分钟准备。不要只低头念提示，要看着同伴说。Chen Jie先问Amy的周末；Amy介绍马拉松；Binbin再转向Chen Jie；Chen Jie介绍线上书展；Binbin最后回应That sounds fun! 评价有三点：Speak clearly，声音清楚；Listen carefully，认真听；Use natural feelings，语气自然。Which group wants to try
预设互动｜学生三人一组准备并表演教材对话，其他同学按三项标准给予反馈。
操作提示｜角色提示按对话顺序出现；鼓励使用动作和眼神，但不要求背诵全部长句。
P26 Choose and Discuss｜教材迁移
本页目标｜理解教材三个情境和六个活动短语，为同伴讨论选材。
教师｜Now we move from Amy and Chen Jie to our own events. Choose one: birthday, sports meet or school trip. 再看六个可以使用的活动：cheered for the players, enjoyed delicious food, hiked in the mountains, played games, sang and danced, watched the race. 请先把活动和最可能的事件搭配，但答案不只一种。例如played games既可以发生在birthday，也可以发生在school trip。Choose one event and two activities you want to talk about.
预设互动｜学生跟读三个活动情境和六个短语，选择一个情境及两项活动。
操作提示｜学生从birthday、sports meet、school trip中选一项，并使用教材词块交流；运动会迁移词块读作watched the races。
P27 Model Discussion｜示范讨论
本页目标｜通过完整四轮示范明确同伴讨论的结构和回答长度。
教师｜Let's read the model. A asks: How was your birthday B answers: It was great. A continues: What did you like about it B answers: I enjoyed delicious food and played games. 请注意，一个完整交流至少有两个问题和两个回答。第一个问题问整体感受，第二个问题问喜欢的具体内容。现在换成sports meet试一试：How was your sports meet It was exciting. What did you like about it I cheered for the players and watched the race.
预设互动｜学生分角色朗读示范，并在教师带领下完成sports meet口头替换。
操作提示｜四个说话轮次依次出现；替换示范由教师口头完成，不必新增屏幕文字。
P28 Pair Work and Share｜同伴交流
本页目标｜使用教材支架完成自主对话并理解大型活动的共同意义。
教师｜Now work in pairs. Choose birthday, sports meet or school trip. A asks: How was your ... B answers: It was ... A asks: What did you like about it B用刚才选择的活动回答：I ... 完成一轮后交换角色。请尽量看同伴，不只读屏幕。两分钟后请一组展示。听完我们思考：How can big events bring us together They help us share, cheer and have fun together. 也可以用中文说出你的理解。
预设互动｜学生完成两轮同伴问答并展示，随后用中英文表达大型活动如何让人们相聚。
操作提示｜本页没有唯一答案；省略号是学生自主补充的位置。教师巡视记录句型完整度与参与情况。
P29 Homework｜分层作业
本页目标｜说明必做与挑战任务，并让学生理解完成标准。
教师｜Please write down the homework. Must do有两项：Listen to and read the dialogue twice，听音并跟读两遍；Choose Amy or Chen Jie and retell her weekend，选择一位人物复述。Challenge也有两项：Ask a family member about an event，采访一位家人；Write four lines with the questions and answers，写下四行问答。请大家告诉同桌：What will you do first 下节课老师会抽查朗读和复述。
预设互动｜学生记录作业，向同桌复述自己先完成的任务。
操作提示｜逐项出现作业要求并说明检查方式；课后复听本课对话，模仿语音语调。
P30 Great Job｜课堂收束
本页目标｜回扣分享、支持和共同成长的单元主题，积极结束课堂。
教师｜Great job, everyone! 今天我们听懂了Amy和Chen Jie的周末，还学会了两个重要问题：How was your weekend What did you like about it 我们也发现，马拉松、线上书展、生日、运动会和学校旅行都能让人们一起分享、互相加油、共同快乐。Let's read the final sentence: Share, cheer and grow together. 请给同伴一个thumbs-up，说一句Great job! See you next time!
预设互动｜学生齐读主题句，向同伴表示肯定并说See you next time!。
操作提示｜先回顾两个核心问题，再显示结尾句；不在结尾页增加新知识。

展开更多......

收起↑