holiday教案
课题：Unit3 Holiday Fun 教学目标：
1.听懂会说、会读、会写单词holiday, National Day, Great Wall, excited, paper, ask,
bottle, at first 2能听懂会说、会读词汇call, Bund, Shanghai Museum, star , Palace Museum, Summer Palace, Tian’an men Square, fashion show, go well, heavy rain 3听懂、会说、会读、会写句型What did you / he do/go for the holiday?I / He … Did you / he …? Yes, I / he did. / No, I / he didn’t 4.能理解,听懂，发音准确，语调适当的读好歌谣（Sound time）。 5.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.能掌握本单元的四会单词、句型。 2.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。 3. 能理解，正确朗读，表演storytime和cartoon time中的故事。并能自编类似情景正确掌握，灵活运用was,did构成的一般过去时句型表达于真实情景中。 课前准备：
课时安排： Period 1 教 学 过 程 二次备课 Step1: Warm up 1. Read and understand the name of the unit. Show the aims of teaching (Ticking time) 2. 小结一般过去时句型的基本用法：主语+was/were+其他。 语+动词过去式+其他 Step2 : Presentation 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。带领其他同学学习这些词汇。 T: 配乐滚动播放这些景观的图片，组织学生欣赏。 Do you want to visit these beautiful places? S: … T: Our good friend, Liu Tao went to Shang Hai a short time ago. You can ask him to understand more .What do you want to ask ? 引导学生问出相关的问题？(Tip: Hi, Liu Tao. When/Where/what…do)When did you go to Shang Hai? Where did you go ? What did you do ? S: 自读P.26课文，找到所有问题的答案，并读一读,了解含义。 相机学习新词汇：holiday, National Day. T: How was Liu Tao’s holiday? 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. T :组织学生找出课文中的相关内容，表演（假如Liu Tao也打电话给Mike的）情景。 Liu Tao : Is that Mike ? Mike : This is Mike speaking. Hi, Liu Tao.Where____ you ____. I called you ,But you __________at home. Liu Tao: I_________ and _______ Mike ：What _______ you do there? Liu Tao: I _________________and ___________________ Mike ：Great! Wish you a fun holiday. T : Liu Tao’s National Day holiday is so fun. How about Mike’s holiday? S : It’s fun,too. 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。 Step 3 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. Step 4 Conclusion
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。（小组操练并汇报） 3. Judge and tick.(Ticking time) 板书设计
Unit 3 Holiday fun
教 学 反 思
National Day holiday When ? Where…go
What…do? How? 课题：Unit3 Holiday Fun 教学目标：
1.能听懂、会说、会读和会拼写单词: holiday, National Day 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 3.能听懂、会说、会读单词：call, Bund, Shanghai Museum, star , Palace Museum,Summer Palace,Tian’anmen Square, 4.能听懂，会说，会运用日常交际用语：Where did you / he go for the holiday ? I went to… How was your holiday ? It was… Why did you call me ? I … 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。 3.情感目标 引导学生学会用英语描述自己的假期生活，了解同伴的假期经历，激发学生了解祖国乃至世界的欲望。 教学重、难点：
1.能掌握本单元的四会单词、句型。 2.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。 3. 能理解，正确朗读，表演storytime和cartoon time中的故事。并能自编类似情景正确掌握，灵活运用was,did构成的一般过去时句型表达于真实情景中。 课前准备：
课时安排： Period 2 教 学 过 程 二次备课
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。 1. Read and understand the name of the unit. Show the aims of teaching (Ticking time) 2. 小结一般过去时句型的基本用法：主语+was/were+其他。
语+动词过去式+其他 Step2 : Presentation and practice
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? 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:
《Did you have a nice holiday》教案
Module9Unit2Did you have a nice holiday?教学目标1.掌握本课的重点单词:holiday people earth2.掌握本课的重点句子：Did you have a nice holiday?3.能运用一般疑问句询问过去的行为。
教学重难点重点：单词holiday people earth these West Lake难点：一般过去时的一般疑问句结构Did you...?能运用一般疑问句询问过去的行为。
教学过程一、导入新课（一）导入新课，板书课题过渡语：Xiaoyong had a nice holiday.Let’s have a look,OK?T oday we’ll learn Module9Unit2Did you have a nice holiday?（二）出示学习目标过渡语：At first Let’s see our learning aims.Read together.Boys and girls,are you clear?Please co me on!二、先学环节（一）学生自学单词过渡语：Boys and girls,now let’s see what we will do this class.Let’s learn the new words by yourselves.OK?单词自学指导：（1）听单词录音，跟读。
第一次跟读一遍，第二次跟读三遍。
（2）小组内自学单词。
可以小组长领读，实行兵教兵，不会读的单词划出来，重点突破。
（3）各组提交不会读的单词，先找学生回答，学生不会的老师再帮助解决。
单词自学检测:过渡语：Boys and girls,have you finished?Hands up?Then I’ll check you.教师利用单词卡片，单个检查学生掌握单词的情况；运用PPT来检查新单词学生的掌握情况，学生根据PPT的图片，口头说出本节课学习的新单词。
六年级英语下册Unit-4-My-Holiday教案设计
六年级英语下册Unit-4-My-Holiday教案设计人教课标版小学六年级英语下册Unit 4 My Holiday授课教师：崔丽霞教学年级：小学六年级下册课题名称：Unit 4 My HolidayB Let's read教材版本：人教课标版（PEP）授课时间：40分钟一、学生分析六年级的学生已经有一定的英语学习基础和阅读能力，并已经养成了一定的英语学习习惯，具有一定的自我学习的能力，会利用网络资源，在网上搜索有关学习信息的能力。
在本课学习之前，已经初步掌握了一般过去式的用法，掌握了一些过去式动词词组，会用：Where did you go on your holiday? When did you go there? How did you go ?来进行问和答。
二、教材分析本课时是小学六年级英语下册Unit4 My Holiday 的第六课时，假期生活的内容距学生实际生活较近，在理解上并不困难，其教学内容是读懂B Let's read，完成 Let's check 部分的练习和能够完成Let's find out 部分的活动。
基于此，本课有机地与课外相结合，努力创设情景，激发学生的情感，与文本形成共鸣，激活学生的思维能力和想象力。
学生在了解了不同的地方有不同的文化背景、生活习惯和风俗习惯，不同的年代有不同的交通工具，深刻地体会到社会的不断进步，激发学生珍惜现在的美好幸福生活，努力学习，不断进取，增强学习的兴趣和动力。
三、教学目标和要求㈠、能力目标：1、能够用一般过去时询问别人在过去的时间里乘坐什么交通工具去了哪里并作回答，如：Where did you go on your holiday? I went to Xinjiang. How did you go there? I went by plane.2、能够听懂会唱歌曲“A Trip to China”。
2024小学英语六年级人教版上册《Holiday Fun》教案
2024小学英语六年级人教版上册《HolidayFun》教案教案编写：[Your Name]教材：《Holiday Fun》（人教版六年级上册）教学目标：1. 学生能够正确理解并运用本课词汇和句型进行交流。
2. 学生能够运用所学内容，进行相关的听说读写能力训练。
3. 学生能够通过参与各种活动，培养合作意识和团队精神。
教学重点：1. 掌握本课时的词汇和句型。
2. 进行实际场景的对话训练。
教学难点：1. 能够基本流利地运用本课所学内容进行对话。
2. 能够运用所学内容进行听说读写的综合训练。
教学准备：1. 教师准备投影仪、课件和学生练习册。
2. 学生准备教材、笔记本和练习册。
教学过程：Step 1: Warm-up (15 minutes)1. Greet the students and lead them to sing a warm-up song related to holidays.2. Ask students to share their favorite holiday activities with the class.3. Introduce the topic of the day: "We are going to learn about Holiday Fun in our English class today. Let's get started!"Step 2: Vocabulary and Phrase Learning (20 minutes)1. Present the new vocabulary and phrases related to holidays, such as "beach, swimming, camping, picnic, sunbathe," etc.2. Use flashcards, real objects, and pictures to help students understand the meanings of the words.3. Practice pronunciation and spelling of the new vocabulary together asa class.Step 3: Listening and Speaking (25 minutes)1. Play an audio clip or read aloud a conversation related to holiday activities.2. Ask students to listen carefully and answer the comprehension questions about the dialogue.3. Pair the students up and encourage them to have their own conversations about their favorite holiday activities.4. Walk around the classroom, monitor the students' conversations, and provide assistance if needed.Step 4: Reading and Writing (30 minutes)1. Distribute the textbook and ask students to read the passage about holiday activities individually.2. Discuss the passage as a class, focusing on comprehension and vocabulary usage.3. Assign writing tasks for the students to describe their dream holiday in 3-5 sentences.4. Encourage students to exchange their writing pieces with classmates and give feedback.Step 5: Group Activity (20 minutes)1. Divide the students into small groups and assign each group a different holiday activity.2. Instruct the groups to create a short skit or role play based on the given holiday activity.3. Allow time for groups to rehearse and practice their performances.4. Each group presents their skit or role play to the class.5. Provide feedback and praises for each group's performance.Step 6: Review and Closure (10 minutes)1. Review the key vocabulary, phrases, and sentences covered in the lesson.2. Summarize the main points of the lesson and ask students if they have any questions.3. Conclude the lesson by assigning homework, such as reviewing the vocabulary and writing a diary entry about a recent holiday.教学反思：本节课通过多种教学方法和活动形式，帮助学生熟悉和掌握与假期活动相关的词汇和句型。
2022年精品 《holiday和vacation的区别》优秀教案
hoida 和vacation的区别
hoida:假日
vacation：假期
老外的解释：
a、对于英国人或者澳大利亚人来说，“假日〞的意思等同于“假期〞〔尽管他们很少用“假期〞〕
b、如果你是美国人，“假日〞是指一个特殊的日子，好似圣诞节，而“假期〞是指你会花两到三周的时间和你的家人出去旅行。
其他说明：
hoida n 一般表示时间可长可短的假期，为可数名词。
与季节连用时多用复数；与数词连用时只表示次数，不表示日期。
例如：
We have had three hoida ince the beginning of the ear
但三天的假期应说：a hoida of three da或a three da’ hoida。
vacation n 一般表示比拟长的假期，多指大学的假期、法庭的休庭期。
至于寒、暑假，英国人喜欢用：ummer/winter hoida，美国人喜欢用：ummer/winter vacation，区别不大。
例如：
We mer hoida/vacation in the countride thi ear
M Dad i now on hoida/vacation in Beiing表示状态
Ever ear, we go to the iand for hoida/vacation表示目的
hoida/vacation用单数，前面也不加冠词，但可用on/for one’ hoida
vacation v 休假；n 〔地方的〕腾出、〔职位的〕辞去，。
六年级下英语教案-Lesson16LiMing'sSummerHoliday-冀教版
教案：六年级下英语教案 Lesson 16 Li Ming's SummerHoliday 冀教版教学目标：1. 能够听懂、会说、会读本课的生词和句子。
2. 能够用英语简单描述一个人的假期活动。
3. 能够通过图片和文字资料，了解不同季节的特点和活动。
教学内容：1. 生词：summer holiday, beach, swim, play, visit, parents, grandparents, mountain, camp, farm, horse2. 句型：What did you do during your summer holiday? I visited my grandparents on the farm.教学重点与难点：重点：本课的生词和句子。
难点：如何用英语描述一个人的假期活动。
教具与学具准备：1. 教材：冀教版六年级下册英语课本。
2. 课件：与本课内容相关的图片和文字资料。
3. 学具：笔记本、铅笔、彩色笔。
教学过程：Step 1: 热身（5分钟）1. 教师与学生用英语进行简单的问候和交流。
2. 学生展示自己的假期照片，并用英语简单描述。
Step 2: 引入（10分钟）1. 教师出示课题：Lesson 16 Li Ming's Summer Holiday。
2. 学生阅读课文，理解大意。
Step 3: 生词学习（10分钟）1. 教师出示生词卡片，学生跟读并模仿。
2. 学生用生词造句，巩固记忆。
Step 4: 句型练习（10分钟）1. 教师出示句型卡片，学生跟读并模仿。
2. 学生用句型描述自己的假期活动，互相交流。
Step 5: 小组活动（15分钟）1. 学生分组，每组选择一张与季节相关的图片。
2. 学生用英语描述图片中的活动，并展示给其他小组。
Step 6: 课堂小结（5分钟）2. 学生提问，教师解答。
板书设计：1. 课题：Lesson 16 Li Ming's Summer Holiday2. 生词：summer holiday, beach, swim, play, visit, parents, grandparents, mountain, camp, farm, horse3. 句型：What did you do during your summer holiday? I visited my grandparents on the farm.作业设计：1. 抄写本课生词，每个词写5遍。
Module9Unit2Didyouhaveaniceholiday？(教案)-英语四年级下册
外研版四年级下册英语Module 9《Unit 2 Did you have a nice holiday？》教案一、教材分析：本课是外研版四年级下册Module 9《Unit 2 Did you have a nice holiday？》，主要围绕假期的话题展开。
通过本课的学习，学生将学习新词earth，掌握句型Did you...?，并能够阅读和理解课文大意。
二、教学目标：语言知识目标：1. 全体学生能够在所给的语境中理解本课的新词earth的含义。
2. 全体学生能理解并运用Did you...?这一句型。
3. 能够阅读和理解课文大意。
语言技能目标：1. 全体学生能认读earth生词。
2. 全体学生听懂并进行Did you...?的问答。
3. 大部分学生能通过阅读技巧，抓关键信息，读懂文本。
学习策略目标：1. 主动学习，初步感知和运用阅读方法。
2. 积极思考，并与他人交流合作，共同完成学习任务。
三、教学重难点教学重点：1. 学生掌握阅读方法，理解课文大意。
2. 在活动中渗透阅读技巧，提取Who，where，what，How，Why的关键信息。
教学难点：1. 掌握阅读技巧。
2. 培养学生的质疑能力，提升学生的思维品质。
四、学情分析：学生是四年级的学生，已经掌握了一定的英语基础知识，具备一定的听说读写能力。
他们对于新词和句型的学习具有一定的接受能力，但在阅读理解方面可能存在一定的困难。
因此，在教学过程中需要设计多样化的活动，引导学生主动思考和合作交流。
五、教学过程：Step 1: Warmup1. Greet the students and ask them about their recent holidays. For example, "Good morning, class! How are you today?I hope you all had a great holiday. Now, can you raise your hand and share one fun thing you did during your holiday?"2. Show pictures of different holiday activities, such as swimming, hiking, or visiting a museum. Ask the students to discuss in pairs or small groups what they did during their holidays. Encourage them to use plete sentences to describe their activities.3. Have a class discussion and elicit responses from the students. Ask followup questions to encourage more detailedanswers, such as "Did anyone go swimming? Where did you go swimming? How was it?"Step 2: Presentation1. Introduce the new word "earth" by showing a picture or using real objects related to the earth, such as a globe or a map. Hold up the object and say, "This is the earth. Can you repeat after me? Earth."2. Elicit the meaning of "earth" from the students by asking questions like, "What do we call the planet we live on?" or "What is the name of our home planet?" Listen to their answers and provide a simple definition if needed, such as "The earth is the planet we live on."3. To practice the pronunciation of "earth" together as a class, lead a repetition exercise. Say the word clearly and have the students repeat it several times, emphasizing the correct pronunciation and intonation. Encourage them to pay attention to the vowel sound in the word.Teacher: "Now let's practice saying the word 'earth' together. Repeat after me: 'earth'."Students: "Earth."Step 3: Language Practice1. Introduce the sentence pattern "Did you...?" by askingthe students questions about their holidays using this structure. For example, "Did you go swimming? Did you visit any interesting places?" Model the correct responses and encourage the students to answer using the same sentence pattern.Teacher: "Now, let's talk about your holidays using the sentence pattern 'Did you...?' For example, I can ask, 'Did you go swimming?' and you can answer, 'Yes, I did. I went swimming at the beach.' Let's try it together."Student 1: "Did you go swimming?"Student 2: "Yes, I did. I went swimming at the pool."Teacher: "Great job! Now, let's continue with more questions and answers."2. Organize a pair or group activity where students take turns asking and answering questions about their holidays using "Did you...?" For example, one student can ask, "Did you go hiking?" and the other student can respond, "Yes, I did. I went hiking in the mountains."Teacher: "Now, I want you to work in pairs or small groups. Take turns asking and answering questions about your holidays using the sentence pattern 'Did you...?' Remember to use plete sentences. You can start with questions like 'Did you visit any interesting places?' or 'Did you try any new activities?'"Students work in pairs or groups, asking and answering questions about their holidays using the sentence pattern "Did you...?" The teacher moves around the classroom, monitoring the students' conversations and providing assistance when needed.Teacher (providing guidance): "That's great! Now, try asking followup questions to get more information. For example, if your partner says they went hiking, you can ask 'Where did you go hiking?' or 'How was the hiking trail?'"Step 4: Reading prehension1. Divide the class into small groups and distribute copies of the reading passage to each group. The passage should be related to holidays or vacation experiences.2. Explain the purpose of the reading task and introduce the key questions: Who, where, what, how, why. Write these questions on the board.3. Instruct the students to read the passage silently and underline or circle the answers to the key questions. Encourage them to read carefully and pay attention to the details.4. After reading, encourage the students to discuss their answers within their groups and justify their choices. They can take turns sharing their answers and discussing any differences or similarities.5. Conduct a class discussion to check the students' understanding and elicit their answers to the key questions. Ask different groups to share their answers and provide feedback on their prehension.Step 5: Consolidation and Application1. Ask the students to work individually and write a short paragraph about their own holidays using the sentence pattern "Did you...?" For example, "Write a paragraph about your holiday activities. Start each sentence with 'Did you...?' and describe what you did during your holiday."2. Provide a writing template or guide to support the students in organizing their ideas. Include sentence starters like "Did you go to any interesting places? Did you try any new activities? Did you meet any new friends?"3. Encourage the students to share their paragraphs witha partner and give feedback on each other's writing. They can discuss what they liked about their partner's paragraph and offer suggestions for improvement.六、板书设计：Unit 2 Did you have a nice holiday？Did you...?Who? Where? What? How? Why?七、教学反思：本节课通过引导学生讨论假期活动、介绍新词并练习句型，以及进行阅读理解活动和写作练习，全面培养学生的听说读写能力。
六年级 Unit_4_My_Holiday_教案新部编本
（①学生自由采访朋友或老师，询问他们旅行的相关信息。
②根据表格内容进行汇报，练习多种人称的运用。）
3.Design a trip for your family!
让孩子们设计旅行的具体行程和活动，为下一课的let’s read做好铺垫。
About 30 seconds
Ⅳ、Blackboard design:
附：Ⅰ、学生采访用表；Ⅱ、设计旅行计划
Ⅰ、采访活动：访问你的朋友或老师，了解他们的假期。
Who
Where
How
What
Ⅱ、设计旅行计划
Aims on theemotion
①培养学生积极主动地参与课堂活动，大胆开口，主动模仿。
②通过本课的学习使学生达到初步运用英语交际的能力，培养学生的合作精神。
③通过让学生欣赏大自然的美丽景色，培养学生热爱自然，关爱家人的情感。
Ⅰ、Teaching Aims :
Ⅱ、Teaching important and difficult points:
Aims on the abilities
能够联系实际用一般过去时询问别人在过去的时间里乘坐什么交通工具去了哪里做了什么事并作答。如：Where did you go on your holiday? I went to Chengde. How did you go there? I went by bus. What did you do? I went shopping.
全课以Sarah叙述朋友旅行为情景主线，到这一步自然引出课文内容，通过前面的学习，学生已经基本掌握了重点句型，新知识的学习水到渠成。
Unit 4 My Holiday教案及反思
Unit 4 My Holiday第一课时Teaching Aims:1.能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.2.能够询问别人在假期里所做的事情并做答。
Teaching Importance and Difficulties:1.本课时的教学重点是掌握五个动词短语的过去式形式。
2.本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。
教师要多示范，通过有针对性的反复操练知道学生熟练掌握。
Teaching Medias:Teacher：本课时的动词短语卡片；一架照相机、食物、一首歌曲，一张照片；本课时的单词卡片。
Teaching Procedures:Ⅰ.Warm-up1.教师放五年级下册的歌谣“Let’s go on a field trip…”学生边唱歌边跟教师作相应的动作。
2.教师放Let’s chant的录音，学生跟着录音说。
Ⅱ.Preview1.“猜一猜”游戏：教师呈现学生小时候的照片问：Who’s he/she? 引导学生回答。
然后教师拿出自己小时候的照片让学生猜。
学生猜出后，教师指着照片说：Yes, it’s me. I was … years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。
2. Let’s start教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。
新课标PEP小学英语六年级下册《Unit 4 My Holiday》精品教案-14页精选文档
新课标PEP小学英语六年级下册《Unit 4 My Holiday》精品教案A Let’s learn Let's playTeaching aims:1 能够听说读写以下动词短语：learned Chinese sang and danced took pictures climbed a mountainate good food2能够询问别人在假期里所做的事情并作答：Teaching important points:掌握：learned Chinese sang and danced took pictures climbed a mountainate good foodTeaching difficulties:以下单词的拼读和拼写took learned sang danced ate climbed Teaching steps:Step1:Preparation1 Chant together “page26”Did you go to the park? Yes, I went to the park.Did you go at… …2 Free talk:Q1:What did you do last weekend? Q2:Did you … …?Q3:How did you go there?Step2.Presentation1Look at your book.page38”Let’s star” Finish it. Then revien the words.2My hobby is taking pictures. I like taking pictures.I have many beautiful pictures. I took many pictures yesterday.板书taking pictures和took many pictures并让学生比较区别这两个词组，然后指导书写。
译林版小学英语六年级上册Unit3 Holiday Fun教案
译林版小学英语六年级上册Unit3 Holiday Fun教案一、教学目标1.能听，说，读，写本单元的词汇：holiday, fun, camper, picnic, bike, ride, swim, beach, musical, band。
2.能正确运用本单元所学的句型和语言交际用语，来表述有关节假日活动的内容。
3.能听懂简单的节假日活动的对话和文章。
二、教学重难点1.词汇：holiday, fun, camper, picnic, bike, ride, swim, beach, musical, band。
2.句型：“What did you do on your holiday?”及其回答。
3.阅读理解和听力训练。
三、教学过程A. Warming-up1.教师通过图片或活动道具引导学生回忆并介绍不同种类的节假日：New year, Spring Festival, Summer holiday, Labor Day, National Day, Christmas Day 等。
2.老师出示一张全家出游的图片，请学生逐一描述图片中的人、物、活动等，教师引导学生回忆新单元的单词和句型。
B. Presentation1.教师用图片及真实情境来介绍拼音/写出新单元关键词：–holiday/vacation–fun–camper–bike–ride–swim–beach–picnic–musical–band2.通过教师自编单词卡、播放配套磁带等方式呈现单词的发音和意义，学生一起跟读、默读，并运用普通话朗读。
3.教师通过图片或其他实物展示有关节假日活动的情境场景，引导学生用新单词和句型来描述及交流，层层递进，达到运用语篇性语言的目的，如：–What did you do on your holiday?–I went camping.–Did you have any fun?–Yes, I rode my bike and went swimming.C. Practice1.角色扮演–教师出示对话或图片，让学生模仿使用新单词和语言交际用语。