教材分析：
本课时为六年级上册的第一课时，教学内容为P2和P3。这一个课时也是第一单元In China的第一课时。这一课时有三个部分：A Listen and number, B Let’s play, C Let’s write。A部分借助Get ready图和对话录音，情景化地呈现了8个目标词汇：morning tea, soup, garden, the Potala Palace, the Summer Palace, the Terracotta, vacation和taste。让学生通过看、听、标号等途径来感知并学习这些词汇。B部分通过游戏和活动，帮助学生操练词汇，并体会词汇在交际情境中的运用。C部分让学生根据语境和自己的实际情况，选择恰当的单词或者短语填空。
学情分析：
六年级的学生已经学习新起点英语有五年了。五年的英语学习让他们有一定的英语学习基础和习惯。这些基础和习惯为本节课的学习打下了良好的基础。
教学目标：
通过本节课的学习，学生能够达到以下目标
1. 能够听懂、会说：morning tea, soup, garden, the Potala Palace, the Summer Palace, the Terracotta, vacation和taste，并尝试借助拼读规律记忆单词。
2. 能够运用以前学习过的句子进行对话，操练本单元的主要词汇。
3. 能够根据语境从morning tea, soup, garden, the Potala Palace, the Summer Palace, the Terracotta, vacation和taste中选择恰当的词语或者短语填空。
教学重点：
能够听懂、会说：morning tea, soup, garden, the Potala Palace, the Summer Palace, the Terracotta, vacation和taste，并尝试借助拼读规律记忆单词。
教学难点：
能够运用以前学习过的句子进行对话，操练本单元的主要词汇。
教学过程：
一、热身（唱一唱）
T: Hello, boys and girls. Nice to see you again.
Ss: Nice to see you again.
T: Summer vacation is long. Summer vacation is beautiful, too. Do you think so?
Ss: Yes.
T: /və′keɪʃn/ （点击课件，出现vacation的单词，读音及意义）
Ss: /və′keɪʃn/
T: summer vacation
Ss: summer vacation
T: What’s the meaning of summer vacation?
Ss: 暑假
T: Good！Where did you go on your summer vacation? （点击课件，出现答句框架）
S: I went to ____ with ____ on my summer vacation.
T: How did you go there?
S: I went there by _______.
T: What did you do there?
S: I ____.
T: Good！ Can you talk your summer vacation like this?
Ss: Yes！
T: Let’s talk in pairs.
学生小组活动，班内展示，及时评价。
设计意图：六年级的学生暑假生活一定是丰富多彩的，有很多暑假趣事和见闻要和同学们分享的。通过用英语谈论暑假旅游，拉近师生和生生之间的距离，同时很快进入学习英语的氛围之中。
T: Do you want to know my summer vacation?
Ss: Yes！
二、学习（学一学，练一练）
T: （点击课件，出现一组老师暑假广州长隆旅游图片） Look the pictures. Where did I go?
S: 长隆
T: Chime Long is very popular because the film---Where are we going, Dad. Where is Chime Long?
S: Guangzhou.
T: Any else?
S: Zhuhai.
T: You know so much. Which Chime Long did I go? （再次播放上一组广州长隆旅游照片）
Ss: Guangzhou.
T: How did I go to Guangzhou?
S: Maybe you went there by plane/train/CRH …
T: I went there by train because train is cheap and comfortable. Whom did I go with?
S: You went there with your son/ sister/ …
T: You have a good memory. （点击课件，问句消失，剩下答句） Can you make then into a sentence?
S: You …
设计意图：通过谈论自己及老师旅游，很自然地进入本节课的重点词汇学习之中。
（1）单词教学
①教学morning tea, soup
T: What did I do there? Can you guess?
S: …
T: Look！ Are they beautiful?
Ss: Yes！
T: In Guangzhou, many old men eat them with tea in the morning. So it is called morning tea. Morning tea.
Ss: morning tea
T: I had morning tea in Guangzhou. Did you have morning tea?
S: Yes, I did.
T: How do you think of morning tea?
S: Beautiful and expensive.
T: I think so. Look！ What is it?
Ss:汤
T: Yes. It’s soup. /su:p/
Ss: /su:p/
T: What kind of soup is it? （手指课件图片）
S: Chicken soup.
T: Right！ How about this one?
S: Tomato soup.
T: OK！ And this?
S: Tofu soup.
T: You are clever. How about this one?
S: Fish soup.
T: Well done！ Do you know other soup?
S: …
T: You know so much.
设计意图：学习了soup这个单词，就学生经常看见的汤进行拓展。
T: Who are they? （手指课件人物）
Ss: Kimi and his father.
T: Cool！ What are they doing?
Ss: They are drinking soup.
T: We can’t say drink soup. We can say: have soup or eat soup. Kimi’s father is tasting soup for Kimi.
Ss: Kimi’s father is tasting soup for Kimi.
T: I tasted soup in Guangzhou. Did you taste soup in Guangzhou?
S: Yes, I did.
T: The soup in Guangzhou is popular. It’s different from the soup in Hubei. The soup in Guangzhou is lite and healthy. So please taste soup in Guangzhou. It’s healthy for us.
T: Guangzhou is near the sea. So there are many seafood in Guangzhou. I ate seafood in Guangzhou. Ate seafood
Ss: ate seafood
②教学active和popular
T: On my summer vacation, I went to another city. Look！ Where is it? （点击课件，出现老师游玩苏州园林照片）
S: Suzhou.
T: How do you know?
S: There are so many pavilions.
T: Yes. You are right. I visited some gardens in Suzhou. Look！ They are gardens. （点击课件，出现garden 单词，读音及意义） garden
Ss: garden
T: What does ar say?
S: /a:/
T: Can you say more the words which have ar?
S: car/ dark/ bark/ …
设计意图：培养学生观察和归纳的能力。
T: I visited some gardens in Suzhou. There are many beautiful qipao in Suzhou. So I bought a lovely red qipao in Suzhou. Bought a lovely red qipao.
Ss: bought a lovely red qipao
③教学the Summer Palace
T: （点击课件，出现老师在颐和园的照片） Look！ Where is it?
S: 北京颐和园
T: Good！ I went to Beijing and visited the Summer Palace. （点击课件，出现the Summer Palace词组，读音及意义） the Summer Palace.
Ss: the Summer Palace.
T: The Summer Palace is very beautiful. Look！ What did I do in the Summer Palace?
S: You went boating and took photos.
T: Yes. Please follow him/ her. You went boating and took photos.
Ss: You went boating and took photos.
④教学the Potala Palace
T: I have a beautiful friend. Look！ Her name is Helen. She likes traveling. This summer vacation she visited a place. （点击课件，出现她旅游的照片） Where is it?
S: 拉萨
T: Yes. It’s Lhasa. She visited the famous building. What is it?
S: 布达拉宫
T: The Potala Palace.
Ss: The Potala Palace.
T: The Potala Palace is great.
⑤ 教学the Terracotta Army
T: My friend, Lily. She is a teacher, too. She went to Xi’an on the summer vacation. Look！ What did she do there?
S:兵马俑
T: Yes. She visited the Terracotta Army and took photos there. The Terracotta Army
Ss: the Terracotta Army
T: Good！ She thinks the Terracotta Army is amazing. Do you think so?
Ss: Yes！
T: There're many places of interest in China. Chime Long in Guangzhou. The Sumemr Palace in Beijing. The Suzhou gardens in Jiangsu. And the Terracotta Army in Xi’an. We'd better make a tour in China. Can you?
Ss: Yes.
设计意图：进行德育渗透。让学生明白祖国有着大好河山，风景名胜，我们可以趁着节假日访问这些名胜古迹。从而激发学生的爱国情怀。
T: Look at the picture. Where is it?
S: Guangzhou, Lhasa, Beijing, Suzhou, Xi’an.
T: Wonderful！ Let’s listen and number. （点击课件，播放A部分录音）
学生听音，标号。班内校正，及时评价。
T: Miss Fan visited Guangzhou, Suzhou, Beijing on her summer vacation. Where did you go on your summer vacation?
S: I went to …
T: What did you do there?
S: I …
T: Good. Let’s work in 2.
学生两人一组进行游戏，班内展示，及时评价。
（2）Let’s play
T: Do you like playing games?
Ss: Yes！
T: OK！ Let’s see how to play. （点击课件，播放B部分动画。） Are you clear?
Ss: Yes！
T: Now let’s work in two people.
学生两人一组进行游戏，班内展示，及时评价。
（3）Let’s write
T: Look here. Who can ask me?
S: Where did you go on your summer vacation?
T: I went to Guangzhou on my summer vacation.
S: What did you do there?
T: I ate seafood, had morning tea and tasted soup there.
T: Thank you. 教师板书
T: Can you finish the sentence like me?
Ss: Yes！
T: Let’s do！
学生动笔写，教师巡视指导，及时评价。
三、Homework
1. Read P2 to your parents.
2. Talk about your travel to your parents.
3. Write a short passage about your travel.
设计意图：家庭作业以说为主，检测学生是否真正掌握本节课的内容。作业实行分层，让孩子根据自己的学习能力选作，真正实现了以生为主。
板书设计：
整个板书简单明了，没有多余的片言只语。随着教师讲授的内容，板书内容层层展开。先是课题，然后板书新授的单词，最后将新词连成句子。评价在黑板的右边。老师将全班学生分成四大组。每组在教学活动中表现优秀的在相应组别下面画笑脸。得笑脸最多的小组成员每人可以得1颗星星。