下载文档第一篇：八年级Unit 3 教案
Unit 3 What are you doing for vacation? 一.[话题](Topic)vacation plans 二.[重点词组](Key Phrases)
go sightseeing
去观光旅行
take walks
去散步
go fishing
去钓鱼
take a vacation
去度假
think about
考虑；思考
decide on
决定
the Great Lakes
五大湖（加拿大与美国之间的五个大湖）
a no-stress vacation
一个没有压力的假期
Hong Kong
香港
how long
多久
get back
回来
San Francisco
旧金山（美国加利福尼亚州西部港市）
sports camp
运动野营
go bike riding
骑自行车旅行
go camping
去野营
go hiking
去远足
the Great Wall
长城
have a good time
玩得很高兴，过得很愉快
三.[交际用语] What are you doing for vacation?
你假期准备干什么？
I'm visiting my grandmother.我准备去看我的奶奶。
When are you going?
你想什么时候去？
I’m going next week.我打算下周去.What's she doing for vacation?
她假期准备干什么？
She is going camping.她打算去野营。
What are they doing for vacation?
他们假期准备干什么？
They are relaxing at home.他们打算在家里放松一下。
How long are you staying?
你要呆多久? We are staying for two weeks.我们要呆两周.四.[重点难点释义](Language Points)1.What's she doing for vacation?
她假期要干什么？
She's babysitting her sister.她要照看她妹妹。
（1）这两个句子都出现了现在进行时，但在这里是用来表示“将要……”的意思。现在进行时可以用来表示“近期打算做……”。
e.g.Are you playing tomorrow?
你明天打算打比赛吗？
She is leaving for Wuhan next weak.她打算下周去武汉。
（2）for vacation 度假
介词 for 在这里表示目的。
e.g.He is out for a walk.他外出散步去了。
He does everything only for money.他做什么都只是为了钱。
vacation n.假期，休假
① 指一次的休假（无论假日有多少天）
② 英国英语中用来指大学的休假，法庭的休庭期
take a vacation 去度假
※ babysit 指婴儿双亲外出时充当临时看护
① 其现在分词要双写“ t ”再加-ing, babysitting.② 其过去式多用“ did babysitting ”.e.g.Last year I did babysitting in my brother's.去年我曾在哥哥家当临时看护。
③ babysitter n.临时看护，临时保姆，简称为 sitter.2.I'm going camping.z我打算去野营。
go ＋ v-ing 去做……（通常表示一次性动作）=go to do e.g.go shopping =go to shop
go fishing =go to fish
go skating =go to skate
go swimming =go to swim 3.When are you going?
你什么时候走？
I'm going on Monday.我打算星期一走。
（1）when 引导的是特殊疑问句, when 可指比较广泛的时间, 也可指比较具体的时刻。
e.g.When are you coming to see me?
你什么时候来看我？
When does she get up every day?
她每天什么时候起床？
（2）注意在表示时间的名词前介词的用法：
① 在年、月、季节和泛指的一天中的上午、下午、傍晚前用“ in ”.e.g.in 1990;in summer;in the morning;in the afternoon;in the evening ② 在特指的某天或某天的上午、下午、晚上前用“ on ”.e.g.on a cold morning;on Sunday;on Saturday afternoon;on
November 12th
③ 在具体的时刻前用“ at ”.e.g.at half past ten;at 2 o'clock 4.I'm going to Tibet for a week.我要去西藏一个星期。
for 在这里表示时间，通常接表示一段时间的词组。
e.g.We walked for two hours.我们走了两个星期。
e.g.I am in this city for 10 years.我在这个城市呆了 10 年。5.That sounds nice.听起来不错。
1）sound 是动词，意思是: 听起来, 发出声音：
That sounds interesting.听起来很有意思。
That sounds great.听起来太好了。
Your idea sounds a good one.你的想法听起来很好。
Your proposal sounds quite feasible.你的提议听起来很可行。
When the bell sounds, you must come in.铃响时，你必须进来 6.How long are you staying? 你打算呆多久？
how long … 多久……，多长……
（1）“多长时间”，询问某个动作或状态持续了多久，在这种情况下，与之连用的动词应该是延续性动词，回答一般用 for ＋表示时间段的词组。
e.g.How long did he stay here?
For two days.他在这儿呆了多久？
两天了。
（2）“多长……”用来询问具体的事物的长度和空间的长度。
e.g.How long is this river?
这条河有多长？
How long is your vacation?
你的假期有多长？
7.Where are you going for vacation?
你要去哪里度假？
where 引导的是特殊疑问句，回答应该是地点。
e.g.I'm going to Hawaii.我计划去夏威夷。
8.She's leaving for Hong Kong on Tuesday.她打算星期二去香港。
leave for …（离开）去……
leave … for … 离开……去……
e.g.They're leaving Wuhan for Shanghai next week.他们打算下周离开武汉去上海。
9.How long are you staying ? 你要在那里呆多久？
How long 是对表示持续的一段时间来提问。因此回答时，也要用表示一段时间的时间状语，而不是具体时刻。e.g.How long is he staying ?
He’s staying for a week.他要呆一个礼拜。
或He’s staying until September.他在那里一直到九月份。10.Where are you going for vacation ? 你要去哪里度假？ I’ m going to Italy（Greece or Spain）.我要去意大利（希腊或西班牙）。11.What’s it like there ? 那里怎么样？
这个句型是我们在第二册中学习过的，当时我们对人提问，“What’s she like ? ”她这人怎么样。现在是对地点对问，请你介绍一下对某地的看法与印象。你可以回答：It’s beautiful!It’s wonderful!等等。12.How’s the weather there ? 那里的天气怎么样？
这也是上学期我们学过的句子。你可以用一系列表示天气的词来回答。如It’s cool.（hot , humit , warm …）13.Ben Lambert’s Vacation Plans plan（1）n.计划
e.g.What's your study plan?
你的学习计划是什么？
（2）v.计划做，打算做。plan to do/plan on doing.e.g.He plans to go to London for vacation.他计划去伦敦度假。
Do you plan to stay/on staying over night here?
你打算在这儿过夜吗？
14….but finally decided on Cannada.decide v.决定，下决心 decide on ＋ n.决定… e.g.She decided on the red shoes.她决定要买那双红鞋。
Mr.Green decides on spending the vacation by sea.格林先生决定在海边度假。
decide to do sth.下决心要做某事 =make up one's mind to do sth.e.g.My father decides to buy a new car.我爸爸决定要买一辆新车。15.I can’t wait.我迫不及待.如: I can’t wait to read his novel.我迫不及待想看他的小说.16.I just finished making my last movie.我刚刚拍完上一部电影.Make a movie 拍电影.五.语法知识
现在进行时表示将来的用法
现在进行时除表示现在外,还可表示将来,常有“意图”、“安排”或“打算”的含义。这种用法比较生动,给人一种期待感。它常表示最近或较近的将来,所使用的动词多是转移动词。如:
I'm going.我就要走了。
We're leaving for Beijing tomorrow.我们明天就去北京。
When are you starting? 你们什么时候动身?
They are coming here this afternoon.他们今天下午来这儿。
表示将来的现在进行时除用于转移动词外,也可用于某些非转移动词。如:
What are you doing next Sunday? 下星期天你打算干什么?
My mother is buying me a bike soon.我妈妈不久将给我买一辆自行车。
I'm meeting you after class.课后我要找你。
偶尔也表示较远的将来。如:
When I grow up, I'm joining the army.我长大了要参军。
表示将来的现在进行时有时含有“决心”的意思,多用于否定结构中。如:
I'm not going there.我不去那儿了。
I'm not waiting for him any longer.我不再等他了。
用这种进行时与对方讲话时可变成命令,不过语气比较温和。如:
You're staying.你留下来吧。
You're taking part in the sports meeting.你参加运动会吧。
同一般现在时一样,现在进行时也可用在时间、条件或原因状语从句中表示将来。如:
If they are not going, I won't go, either.如果他们不去,我也不去。
When you are passing my way, please drop in.当你路过我家时, 请进来坐坐。
第二篇：unit3教案
Unit 3 Teenagers should be allowed to choose their own clothes.I.Programs for the Unit
1.Teaching Goals
(1)In this unit, students learn to talk about what they are allowed to do.(2)In this unit, students learn to agree and disagree.(3)In this unit, students learn the passive voice.2.Important words and expressions
Allow, pierce, silly, stay up, drive, driver’s license, Do you think…? I agree.I disagree.I don’t agree.3.Target Language
I think sixteen-year-olds should be allowed to drive.I disagree.I think sixteen is too young.Do you think thirteen-year-olds should be allowed to have part-time job?
No, I don’t.4.Teaching Difficulty
The Passive Voice
So do I.II.Teaching Time
Four periods
Period 1 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: pierce, license, silly, earring, instead of(2).Key structures: I think students should be allowed to do homework with friends.I disagree.They talk instead of doing homework.Sixteen-year-olds should not be allowed to drive.I agree.They aren’t serious enough at that age.Do you think sixteen-year-olds should be allowed to work at night? No, I don’t.2.Teaching Difficulty
To master the structure: should + be allowed to do sth 3.Teaching Aids
A tape recorder
Some pictures
Teaching Procedures Step I.Greetings and Lead-in 1.Show a picture with a boy smoking on it.Say, Look, this boy is smoking.Do you think it’s right for teenagers to smoke? Yes.Students should not be allowed to smoke.2.Write the sentence on the blackboard.3.T: Do you like watching TV? Do your patents allow you to watch TV?
Ss: Yes, they do.My parents allow me to watch TV.T: Yes.You are busy on weekdays.Parents should allow you to watch TV.Write the sentence on the blackboard.Parents should allow you to watch TV.→ You should be allowed to watch TV by patents.Then ask students to say the differences between the sentences.And tell them “should be allowed to do sth” is a kind of the passive voice.Step II.Language Study 1.Ask students to make short conversations with “should/shouldn’t be allowed to do sth”.2.Ask some pairs to present their conversations.Step III.1a 1.T: I think there are many things for you to be allowed to do.Of course, there is something you shouldn’t be allowed to do.Please look at statements in 1a.Circle “A” or “B” and give the reasons.2.Students circle.3.Ask some students to give their opinions.Step IV.1b 1.Describe the pictures.Read the conversation and guess the other two conversations.2.Students listen and circle “T” or “F”.3.Check the answers with the students.Give the reasons.Step V.1c Pair work 1.Read the instructions and the conversation to the class, then ask students to make similar conversations.2.Ask some pairs to present their conversations.Step VI.2a 1.Describe the picture.2.T: We’re going to listen to a conversation.In this conversation, Kathy is talking with Molly about their friend-Larry.3.Read the instructions to the class.Then listen and check.4.Listen again and check the answers with the students.Step VII.2b 1.T: Let’s listen to the conversation again and number their reasons in the correct order.2.Listen and number.3.Listen again and check the answers with the students.Step VIII.2c Pair work 1.Read the instructions to the class.And give an example with a student.2.Ask students to work in pairs.3.Ask several pairs to present their conversations.Step IX.Summary
Ask one or two students to tell what they learned in this class.Step X.Homework Make five sentences using “should/shouldn’t be allowed to do sth”
Period 2 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: stay up
(2).Key structures: So do we.2.Teaching Aids
A tape recorder Teaching Procedures Step I.Greetings and Revision 1.Greet the class and check the homework.Step II.3a 1.Listen to the conversation with the books closed.Then answer teacher’s question about the conversation.2.Books open.Read the instructions and answer any questions students may have about the conversation.Then point out the sample answers.3.Ask students to read the conversation and complete the chart on their own.4.Check the answers.Step III.3b Pair work 1.Read the instructions to the class.2.Go on the conversation in pairs.3.Ask several pairs to present their conversations.Step IV.4 Group work 1.Read the instructions to the class.Then say, you can move around the room and talk to other students.Your job is to find another student who follows each of these rules.2.Go through the rules.3.Students do the work.4.Ask several students to tell the class what they learned.Step V.Section B 1a 1.Describe the pictures with the students.2.Read the instructions to the class.3.Check their choices.Step VI.Section B 1b Pair work 1.Read the instructions and the sample conversation to the class.2.Work in pairs.3.Ask several students to present the conversations.Step VII.Section B 2a
1.Read the instructions to the class and ask students to read the items by themselves.2.Listen and circle the things they hear.3.Check the answers.Step VIII.Section B 2b 1.Read the instructions to the class and ask students to read the items by themselves.Then ask them to try to guess some answers.2.Listen and match the sentences parts.3.Check the answers.Step IX.Section B 2c Group work 1.Read the instructions to the class.2.Students make conversations in groups.3.Ask some groups to present their conversations.Step X.Summary and homework 1.Ask a student to summarize what they learned in this class.2.Write Part 4 in Section A
Period 3 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: Concentrate on, study, design, present, at present, opportunity, volunteer, local，member, mess, old people’s home, sleepy, reply, newsletter(2).Key structures: We would concentrate more on our clothes than our studies.Last summer I had an opportunity to volunteer at the local hospital.2.Ability Objects
To train students’ reading and writing ability.3.Teaching Aids
A tape recorder
Teaching Procedures Step I.Revision 1.Ask some students say sentences with the pattern:
should /shouldn’t be allowed to do sth Step II.3a 1.Read the instructions to the class.2.Students read the article and answer the questions.3.Check with the students.4.Analyze the useful expressions the other day, The problem is that…, would like to do sth, concentrate on, be good for, a good way to do sth, keep sth adj., learn sth from sb, at present, have an opportunity to do sth，5.Answer any questions students may have about the conversation.Step III.3b Pair work 1.Read the instructions to the class.2.Read the conversations together.3.Work in pairs.4.Ask two or three students to share their conversation.Step IV.4 1.Read the instructions to the class.2.Ask a pair to read the conversation as an example.3.Complete the work.4.Ask a few students to tell the class about their rules.Self check 1 1.Read the instructions to the class.And ask students to fill in the blanks on their own.Tell students they may need to use another form of the word.2.Students fill in the blanks.3.Check the work with the students.And ask them to tell why they choose the answers.Step V.Self check 2 1.Read the instructions to the class.2.Students read the article and ask any questions they have about the article.3.Answer several questions given by the teacher，(1)What’s the writer’s opinion?
(2)What does the writer want to be?(3)What does Tian Ge want to be?(4)What do you think of their day? 4.Focus attention on the letter and ask students to continue the letter.5.Ask two or three students to read theirs.Step VI.Summary
Ask one or two students to tell what they learned in this class.Step VII.Homework Write Part 2 in self check in the exercise book
Period 4 Teaching Aims and Demands 1.Knowledge and Ability Objects(1).Key vocabulary: obey, get in the way, achieve, realistic, taught, importance, care about, succeed, point(2).Key structures: These hobbies can get in the way of schoolwork.Our son needs to be realistic.My parents care about me.I’m serious about running.2.Ability Objects
To train students’ reading ability.3.Teaching Aids
A tape recorder
Teaching Procedures Step I.Section 1 1a 1b Group work 1.Read the instructions to the class.2.Ask some students to list some rules that they agree should be obeyed, both at school and at home.3.Ask some students to answer “Yes” or “No”, and give the reasons.Step II.Section 2
1.Go through the learning strategy.2.Scan the reading silently, and find the three phrases in 3a.Then give the meanings and make new sentences.3.Read the article and finish 3b in Section 3.4.Read the article again and fill in the blanks in the following sentences，(1)Liu Yu’s idea is to be ___________.(2)His parents’ opinion is very ____________.(3)They worry about his ___________ at school.(4)His parents don’t allow him to __________ on school nights.(5)He wants to be allowed to _________ for himself.5.Check the blanks together.6.Read the third time and analyze some useful expressions 8.Answer students’ questions about understanding the article.Then add others that students don’t mention.9.Discussion
Should Liu Ye be allowed to practice running? Step III.Section 4 Go for it.1.Read the instructions to the class.2.Ask students to write a schedule that plans their time for schoolwork and hobbies.3.Ask students what the benefits are of a schedule like this.4.Suggest students share their plans with their parents.Step IV.Summary
Ask one or two students to tell what they learned in this class.Step V.Homework Repeat Section 2 after the tape.Remember the words.Do “If you have time”.
第三篇：Unit3教案
新外研英语七年级上Module 10 Unit 3教案
Unit 3 Language in use.课型：Revision 课时：45 minutes 课前预测 In this Unit, they’ll learn more about the Present Continuous Tense.It will not too difficult to learn it.教学方法：Interactive approach, writing and speaking.板书设计：Key words and sentences in PPT.教学目标：
1.Master the key words and expressions in Module 10.2.Master the Present Continuous Tense.3.Cultivate their ability of creation.教学重难点：
1.Key words and expressions.2.Key sentences in Module 10.3.How to use the Present Continuous Tense.教学准备：
PPT/pictures on the Internet/ videotape.教学过程：
Step 1.Warming up:
Ask them: What do Chinese people often do on Spring Festival? step2.Language practice.1.Go through the sentences and read them.2.Find the rules and talk about the picture in Part 1.step3.The Present Continuous Tense.1.The forms of different sentences of the Present Continuous Tense.2.The differences between the Simple Present Tense and the Present Continuous Tense.3.Exercises about the Present Continuous Tense.step4.Complete the passage.1.Complete the passage in Part 4 by themselves.2.Check answers each other, then read their answers loud in class in pairs.Step 5.Saying.Find four things that you both do at Spring Festival.Check the answers.Stetp 6.Around the world.Go through the passages of around the world to learn something about Christmas.Step 7.Ask and answer.Work in pairs.Ask and answer questions to finish Part 6.Step 8.Write notes.Write notes to finish Part 7.Step 9.Writing and saying.Write a letter to a pen friend.Then have a quick test.Step 10.Exercises
Do some exercises in class to consolidate the Simple Present Tense and the Present Continuous Tense.Encouragement should be given.Step 12.Homework 1.Master all the key words and sentences in Module 10.2.Write a short composition about Spring Festival.3.Additional exercises.
第四篇：八年级上Unit3~Unit4
八年级上Unit3~Unit4
一.单项选择
[] 1.---Peter has changed a lot, hasn’t he ?
----Yes.He used to _______the guitar, but now he is more _______in playing soccer.A.plays;interestedB.play;interestedC.play;interestingD.playing;interest
[] 2.----Hi, Ann!I won the first prize in the English Speech Contest.-----Congratulations!And I guess your parents must _________you.A.be mad atB.be proud ofC.be angry withD.be impolite to
[] 3.The young man is famous ______his novels, and he is famous ______the youngest writer.A.as;asB.for;forC.for;asD.as;for
[] 4.Oh, I left my dictionary at home.Can you _____me yours?
A.LendB.borrowC.keepD.buy
[] 5.My father _____ me not to play football in the street.A.makesB.letsC.tellD.asks
[] 6.I am ______ tired _____walk longer.A.too;toB.to;tooC.so;toD.so;too
[] 7.This novel is too long.I will continue _____tomorrow.A.readB.readsC.readingD.to reading
[]8.______ good news it is!
A.What aB.WhatC.HowD.How a
[]9.I think it is the best way to solve the problem.Do you ______ me?
A.agree withB.agreeC.agree onD.agree about
[]10.----Why didn’t you go to play football with us yesterday afternoon?
-----I______ my mother with the housework then.A.helpedB.was helpingC.had helpedD.have been helping
[]11.I have to well prepare for the math test tomorrow because it______ 30% of the final exam.A.sets upB.puts upC.uses upD.makes up
[]12.We should protect the animals______ danger.A.onB.inC.ofD.at
[]13.What a nice day!We should go sightseeing______ watching TV in the hotel.A.because ofB.instead ofC.togetherD.out of
[]14.The government of Chongqing is building______ cheap and good houses for the people.A.thousandB.thousandsc.thousand ofD.thousands of
[]15.Your father used to eat meat, ______ ?
A.did youB.didn’t youC.didn’t heD.use he
二、完形填空
We are now living in the 21st century.Is your classroom living in the 21st century, too? Tony is a student in Grade 8 at an American middle school.He
第五篇：6A unit3教案
译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
Unit 3 Holiday fun(The first period)【教学内容】
Unit 3 Holiday fun(Story time)【教学目标】 1.知识目标: ① 能听懂、会说、会读和会拼写单词: holiday, National Day, call, Bund, Tian’an men Square, Palace Museum, Summer Palace, ②能听懂、会说、会读和会拼写句型：What did you / he do for the holiday? I / He …Did you / he …?Yes, I / he did./ No, I / he didn’t 2.能力目标:通过课文重点语言知识点的学习，提高对语篇的阅读能力，进一步提高学生听、说、读、写综合语言运用能力。能自然流畅地给课文内容配音和表演。【教学重难点】
1.正确掌握，灵活运用was, did构成的一般过去时句型表达于真实情景中。2.能理解，正确朗读，表演story time和cartoon time中的故事。并能自编类似情景。
教学准备:图片、课件、电脑等 【教学过程】 Step 1: warming up 1.Free talk: where did you go last …? say sth about it.2.Show some different places of pictures.Do you want to visit these beautiful places? S: …配乐滚动播放这些景观的图片，组织学生欣赏。Step 2: Presentation 1.T：Do you know the places of interest ? Can you choose one tell us? Tip: Look.This is _______.It’s in________.It’s _____________.I went there _____years ago./ I saw it on TV/ the Internet.（出示新词汇的图片）S: ….T: 指名作介绍的学生当小老师领读新词汇。
2.T: Our good friend, Liu Tao went to Shang Hai a short time ago.You can ask him to know more.What do you want to ask ? 引导学生问出相关的问题？(Tip:.When/Where/what…do)When did you go to Shang Hai? 3.S: 自读P.26课文，找到所有问题的答案，并读一读,了解含义。学习新词汇：holiday, National Day.T : How was Liu Tao’s holiday? 译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
S : It’s ________.(wonderful/great fun)T : Liu Tao had a good time.He didn’t stay at home at that time.So he didn’t answer the phone.Who called him? S :Mike.4.T :根据课文中的相关内容，表演（Liu Tao也打电话给Mike的）情景。5.T : Why do you think so ? 组织学生倾听课文中有关叙述Mike过国庆假期的内容。完成问答。
Did Mike go to shanghai, too ? No, he didn’t.He____________ Did Mike pick any oranges ? Yes, he did.Did Mike water trees? No, he didn’t.Did Mike go fishing ? Yes, he did.He _________.T: Finally, where was the fish? S: …
T: 引导学生学习eat 的过去式ate.引导学生小结一般过去时一般疑问句的问法和回答。S：跟录音朗读课文中的相关内容。Step3: Practice 1.完整的欣赏课文内容视频，模仿人物的语音语调。尝试配音。2.Read the text in different roles in groups.Step4: Consolidation 1.完成书P.28 Think and write和Ask and answer.2.请你作为校报记者，采访Liu Tao和Mike的好朋友。3.Judge and tick.(Ticking time)Step5: Homework: 1.听录音，熟读并尝试背诵Story time部分课文。
2.用英语向你的父母介绍一下你的朋友Liu Tao或Mike的国庆假期经历。【板书设计】
Unit 3 Holiday fun 【教后札记】
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译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
Unit 3 Holiday fun
(The second period)【教学内容】
U3 Grammar time/ fun time 【教学目标】 1.知识目标：
（1）能听说读写并灵活运用Story time中的新词汇，新句型讨论假期经历。（2）了解英国学生的放假情况。体会中西方在放假上的文化差异。2.情感目标
通过本课时的学习，激发学生对美好景物的向往，感受愉快假期活动的乐趣。【教学重难点】
1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。
3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】
图片、课件、头饰等 【教学过程】 Step 1 Revision 1.Review the text S1: What did Liu Tao do? S:… S2: Where did MikeLiu Tao do? S:… S3: How was Mike’s Liu Tao’s holiday? S:… T: Why did Mike call Liu Tao …? S: Because….Ask some students: Did you …? S: Yes, I did.No, I didn’t.2.Writing on the blackboard What did … do? IHeShe… Where did …go? IHeShe… How was …? It was great fun.Why did Mike call Liu Tao …? S: Because
Did you …? Yes, I did.No, I didn’t.3.Read these sentences Step 2 Presentation 1.Grammar(1)总结过去时态的特殊疑问句、一般疑问句的结构 先请学生小组讨论，自行总结。教师后总结。(2)How to answer these questions? Turn to P29 ,read by yourselves.(3)Learn the new past tense.Play the game: Quick respond.译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
(4)Practice the questions and answers.Work in four and say it one by one.Step 3 Fun time T: Look at the girl.She is Li Li.She and her family visited Beijing on National Day Holiday(国庆节假日).They saw many interesting things.She took many nice photo and showed them to her good friend Tao Tao.Teach: National Day Holiday(国庆节假日)T: TaoTao wants to ask Li Li , but how to ask? Can you help him? Ss: Yes.1：出示图片和句型(1).Discuss in group(2).Ask and answer.Step 4 Consolidation 1.请你来当小记者，采访身边的小伙伴在国庆节期间都去哪？做了什么？…(1).四人一小组讨论。
(2).选出一位当小记者采访其它组。(3).小组中的其余三人做好被采访的准备。Homework 1.熟读Grammar time 中的句型。2.看Fun time 中的图片，完成对话。
3.采访身边的亲朋好友们在国庆节去了哪些地？做了那些事？……
【板书设计】
Unit3 Holiday fun What did … do? IHeShe… Where did …go? IHeShe… How was …? It was great fun.Why did Mike call Liu Tao …? S: Because
Did you …? Yes, I did.No, I didn’t.【教后札记】
________________________________________________________________________________________________________________________________________________________________________________________________________________ 译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
Unit 3 Holiday fun
(The third period)
【教学内容】
Sound time/ Culture time Cartoon time 【教学目标】
1.能理解,听懂，发音准确，语调适当的读好歌谣（Sound time）。2.能听说读写并灵活运用Story time中的新词汇，新句型讨论假期经历。3.了解英国学生的放假情况。体会中西方在放假上的文化差异。【教学重难点】
1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。
3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】 图片、课件、电脑等 【教学过程】
Step 1: Free talk and revision 1.T: Hi, boys and girls.Do you like holidays? Our friends: Liu Tao and Mike like holidays, too.Do you know where did they go for the National Day holiday? And what did they do during the holiday? Ss:回忆课文内容，完成填空。
On the National Day holiday, Liu Tao and Mike ___________(not)stay at home.Liu Tao ______(go)to _________and ________(visit)__________.Mike______(go)to _________.He ________(pick)__________and _________(go)fishing.He ________(catch)a big fish and ________(call)Liu Tao.He ________(want)to give the fish to Liu Tao.But Liu Tao _______(not)at home.Mike _______(eat)the fish.They_______(be)very happy.2.T: 板书填空部分的动词原形和过去式，引导学生读一读，记一记。发现did 和was/were的用法。
Step 2.Listen and say(Sound time)1.Show the aims of teaching(Ticking time)2.T: Mike went to a farm.He had a good time.Do you want to play with him? 播放Sound time录音，让学生注意倾听语音，语调并跟读。
播放背景音乐，指名学生扮演Mike,领着大家读一读。
3.T：Did you have a great fun holiday? Our classmates has been to many interesting places.You can ask them and understand.Boys and girls ,please share your wonderful travel experiences with us.What can we ask? 5 译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
S: 复习新句型并在黑板上默写。
4.T: 提问一名学生，了解该生的旅游经历。并根据学生的叙述提问： Did you ….? 作为范例，组织学生利用新学词汇，句型相互询问旅游经历。S: 分组汇报一名成员的旅游经历。
T：组织学生将自己或他人的旅游经历写下来，汇报交流。
①Look, This
is
_________.I
went
there ____________(when).I____________（what…do）It’s_________(how)I hope you can go there, too!
②My friend __________ had a great fun holiday.He went to _______.He _________and ________.He was very_______.5.T: We all like holidays.We have two main school holidays: the summer holiday and the winter holiday.Do you know what holiday is in the UK? Let’s look at the culture time.相机介绍Easter，Easter holiday.Step 3: Consolidation 1.给与学生三组人名，三组动词过去式短语，三组时间。让学生猜测Did Wang Bing…? 操练一般过去时一般疑问句的问法及其回答。2.Judge and tick.(Ticking time)Step 4: Homework 1.记忆P.29的动词过去式和重点句型问答。2.熟读Sound time 3.完成书p.34 Check time填空。【板书设计】
Unit 3 Holiday fun What/where did you do/go for the holiday? I __________________.How was your holiday? It’s___________ Did you __________ ? Yes, I did./ No, I didn’t.【教后札记】
________________________________________________________________________________________________________ ____________________________________________________ 译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
Unit 3 Holiday fun
(The fourth period)【教学内容】
U3 Checkout time /Ticking time 【教学目标】
1.复习，巩固本单元设计四会词汇和句型。
2.进一步复习、小结Unit 1-3中出现过的的动词过去式, 并会读，会用。3.能正确掌握，灵活运用一般过去时的否定句用法，一般疑问句和特殊疑问句问法及其回答。【教学重难点】
1.★①能掌握本课时中出现的动词过去式形式。2.★②能熟练运用was/did展开话题询问和回答。
3.③能正确掌握，灵活运用一般过去时的否定句用法一般疑问句问法及其回答 【教学准备】 图片、课件、电脑等 【教学过程】 Step1: Revision 1.Free talk.2.写出下列动词的过去式：
am----laugh----is-----like------are-----live------become-----look-----bring-----point-----can------shout-----fly-------show-----go------walk-----see------pick-------take------visit-------catch-----play------do-------turn----eat-------rain-----get-------say------have------get-------wear-----tell-------组织学生读一读，发现规律（第一竖排是不规则的动词过去式。第二竖排是规则的动词过去式）并记一记。
译林版英语六年级6A
Unit3 Holiday fun
设计者：孙娟
Step2: Presentation 1.组织学生用上面的动词过去式造句并板书。
2.组织学生尝试将黑板上的句子全部改为否定句，并小结改法，总结一般过去式句型的否定句结构。
3.组织学生尝试将黑板上的句子全部改为一般疑问句，并小结改法，总结一般过去式句型的一般疑问句句结构。
4.板书问题，小结一般过去式划线提问的改法，总结特殊疑问句的结构。5.指名交流上节课布置的短文:My holiday。6.组织学生就短文相互之间小组问答： Where did you go ? What did you do/see ? How was the … show ? Step3: Summary 1.理解，记忆一般过去时的否定句，一般疑问句和特殊疑问句及其回答的结构。2.Judge and tick.(Ticking time)Step4: Homework 1.背诵动词的过去式。
2.理解，背诵【达标检测】中的语法小结。【板书设计】
Unit 3 Holiday fun 一般过去时的基本句型结构是
I/he/she/it + _________ + 非动词的其他内容。You /复数主语+ _________ + 非动词的其他内容。任意主语 + _________ + 含有动词的其他内容。
【教后札记】
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