一、教学内容与分析
Just read and talk
本部分通过Gao Wei和Kate开学后第一天见面相互谈论假期生活的场景，引出要学习的目标语言What did you do during your holidays? I went to Sanya with my parents.通过师生之间、生生之间的对话，自主感知、模仿、理解和体验，学生能够运用How did you get there? Did you have a good time? What did you do during your holidays? 等表示询问、描述等的功能语句在真实语境中进行交际。
主要目标语言：
What did you do during your holidays? I went to Sanya. How did you get there? We get there by plane. Did you have a good time? Sure. 二、课前准备
1. 准备家人旅游、度假、过节的照片，为开展小组合作学习提供资源。 2. 准备关于在海边度假的教学图片，创设情境，引导学生学习。
3. 准备白天和夜晚天空的图片，将学生分成太阳、月亮和星星小组，奖励表现出色的同学画有太阳、月亮和星星的小卡片。
4. 准备音频、教学课件，用于给学生创设情境，为趣味操练等活动提供依据。
5. 练习教学简笔画，力求板书主题突出。
6. 通过网络下载一般过去时态的英文儿童歌曲This Little Pig。 三、教学步骤与建议
1. 热身/复习(Warm-up / Revision)
1) 播放英语歌曲This Little Pig。歌曲播放过程中，教师要适时引导学生关注歌曲中的关键词did, went, stayed, had。同时，让学生初步感知一般过去时。
2) 创设访谈节目录制现场的主题情境，引导学生走入情境。
T: Look, I am a hostess of TV programme. Would you like to be my honored guests? I hope we can have a good time during today’s TV programme. If you do a good job, you may have a star or a moon card. (在随后的环节中，只要学生能够积极回答问题，教师就以小星星和月亮卡片奖励，旨在自然习得单词star和moon )
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2. 新课呈现(Presentation) 1) 情境导入，以旧引新
(1) 利用节日图片聚焦本期电视访谈节目的主题“我们的假日”，电视节目主持人利用嘉宾先前学过的一般现在时句式介绍每年度假经历，并在黑板上呈现一般现在时的基本句式：
Every summer I go to Dalian. I go there by plane. I stay with my friends in Dalian Hotel. I have a good time. T: Every summer I go to Dalian. I go there by ship. I often stay with my friends. I always have a good time. What about you, my honored guests?
(2) 作为电视节目主持人的教师利用一般过去时介绍自己去年的度假经历，引发学生对一般过去时及课文涉及的相关动词过去式(go—went, stay—stayed, have—had) 的感知、理解、识记。
T: Every summer I go to Qingdao. But last year, I went to Sanya. I went there by plane. I stayed with my parents in Sanya Hotel. I had a good time.
(3) 教师适时用醒目的彩色粉笔将原先的时间状语替换为last summer，然后将板书中原有的动词（go, stay, have）改为一般过去式（went, stayed, had），随后教师作简要说明。
T: When we talk about the past, can we use “I go to ...”? No, we should use “I went to ...” “I stayed ...” “I had ...” These are the past forms of the verbs.
(4) 教师带领学生认读动词的过去式，朗读黑板上的句式。 Last summer I went to Dalian. I went there by plane. I stayed with my friends in Dalian Hotel. I had a good time. 2) 呈现会话，整体感知
(1) 教师可以通过动画、PPT、实物投影或教学图片等方式呈现本课的会话，让学生在真实情境中整体感知并初步理解会话。为了使学生快速有效地理解会
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话，教师可以在呈现会话前提出1〜2个问题，如 Who are in the dialogue? What are they talking about? 从而激发学生的好奇心和求知欲，以达到短时高效教学的目的。
(2) 教师还可以采取画简笔画的方式，让学生在认真观察简笔画的基础上，根据图片所显示的信息猜测Where did she go? What did she do during the trip? How did she get there? Did she have a good time?
T: Look, this is Kate. Guess, where did she go during the holidays? She went to Shanghai? (教师一边画海滩和椰子树，一边呈现语言范例进行引导)
S: No, she went to Sanya.
T: How did she go there? Did she go there on foot? (教师画出飞机) S: No, she went there by plane.
T: What did she do during the holidays? Did she enjoy the sunbathing or make a sandcastle? (教师画出凯特日光浴的场景)
S: She enjoyed the sunbathing.
T: Right. She didn’t take a bath. She enjoyed the sunbathing. She enjoyed... S: She enjoyed the sunbathing. (学生此时会顺势而答，教师可以快速擦去太阳，改画出月亮和星星。)
T: Did she enjoy the sunbathing?
S: No. She enjoyed the moon and stars at night.
T: What about her good friend Gao Wei? Did he do the same? Where did he go? How did he I go there? What did he do? Let’s watch the video.
3. 趣味操练(Practice) 会话操练分三个步骤： 步骤一：视听并举，跟读模仿
教师播放本课对话的音频或动画，让学生跟读对话，模仿语音语调。教师注意指导学生带有真实情感地朗读会话，切勿生硬地拉长声音唱读会话。
步骤二 ：角色朗读，展示会话
在模仿跟读的基础上，教师布置学生两人一组，先按角色读对话，然后展示对话。
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步骤三：角色会话，真实表演
在角色朗读对话的基础上，学生再以两人一组分角色脱离或半脱离书本进行真实对话，最后到台前进行角色表演。
4. 语言运用(Language use)
1) 交际应用阶段慢热化：体悟结构，发现规律，重在运用
请嘉宾在主持人的引导下利用“I went to…by…I stayed…I enjoyed…I had…” 纷纷介绍自己假期生活。主持人在不断追问与对话的过程中潜移默化地引导学生感受祖国好河山的壮美。
2) 回归生活，利用照片，相互交流，分享度假经历 请嘉宾利用自己准备的照片，相互进行交流。 语言范例：
S1: Look at my photo.
S2: Wow, it’s beautiful. Who’s this?
S1: This is my brother John. We went to Yunnan this summer together. S2: How did you get there? S1: We went there by plane. S2: Did you have a good time?
S1: Sure. We stayed in a town. It’s quiet and nice. We enjoyed the different kinds of fruits there.
S2: That sounds wonderful. 5. 课堂评价(Assessment) 1) 课堂教学过程中的评价
(1) 教师可以引导学生积累自己学习动词过去式的小档案。
动词过去式规则变化 stay enjoy
stayed enjoyed 动词过去式不规则变化 do go have did went had (2) 教师可以利用发给学生的星星和月亮的评价卡与教学内容进行有机整
合，充分发挥评价工具的有效性。在星星和月亮的卡片背后是动词和它的过去式。
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学生每得到一张这样的评价卡，就会多一次和动词及其过去式见面的机会。
(3) 课堂表现自我评价表范例： 评价项目 我的学习信心比上学期更强了，学习兴趣更浓了 ★ ★★ ★★★ 我能按照教师要求将假期拍摄的旅游照片或录像带到学校， 供教师教学时使用 我能够根据相关信息积极参与各种竞猜活动，为本小组争光 我学会了如何用过去时来记英文日记 (4) 教师简要记录学生的课堂表现以便进行教学反思。 评价项目 学生已经很快回到英语学习状态中来 ★ ★★ ★★★ 学生能够很好地完成教师所布置的任务，并能很好地利用自 己所带来的照片进行语言交流 学生小组活动的积极性很高 学生能用一般过去时正确表达过去某个时间所从事的活动 或所到过的场所 2) 教师指导学生完成《活动手册》中的相关内容，并进行评价。 6. 拓展活动(Extended activities)
1) 鼓励学生建立动词小档案，将前七册书中的动词过去式进行归纳，逐步学会分类积累。
动词过去式规则变化 stay enjoy stayed enjoyed 动词过去式不规则变化 do go have did went had 2) 学生将度假的照片以组为单位张贴在大白报纸上，并为照片配上简单的文字。
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