沪教版《牛津英语》五（下）Module 2 Unit 6 Holiday项目式学习设计

文|李 颖

教学过程

Step 1.Pre-reading（活动一）

1.Play a game

2.Freetalk

T:Hello,my children,do you like traveling? Indeed,we all like traveling.We can learn a lot from it.

3.Lead in

（1）Look and talk

T:Look! This is my Wechat.My friends Jodie and Kim like traveling too! Where are the places? Read the sentences and pictures,guess!

Ss:Xi’an and Pingyao.

T:Yes.Xi’an and Pingyao are wonderful places.

设计意图：从学生熟知和感兴趣的微信朋友圈入手，引入本课话题，激活思维，谈论自己身边的生活。

（2）Read and answer

T:In fact,there are many wonderful places in China for a holiday.Do you know holiday?

May Day is a holiday,that is a 5-day holiday.

T:What’s the meaning of holiday?

Ss:假期。

T:May Day is coming.Are you happy? Where are you going on May Day?

Ss:Beijing,Chengdu,Sanya...

T:On May Day,I have a plan too! Look,it’s my plan.Where am I going and how?Please read the passage quickly and find the answers,OK?

设计意图：指导阅读策略，习得文本阅读的有效方法，为后面更有深度的篇章学习进行学法指导。

（3）Work in pairs

T:Children,you know my plan for May Day now.How about your plan? Can you talk about it with your deskmate?Look at the mind map,it can help you！（在思维导图的支持下，进行讨论和表达）

T:Good places! But we’re going to Sanya,only 3 days,is it enough?

Ss:No! It’s not enough!

T:Only 3 days,it is too short to go to far places.But luckily,we have a summer holiday！

Ss:Yes! On summer holiday,we have 2 months !

T:On summer holiday,we can go to many far places.Look at the map,we are here,I want to go far places.How can I get there?

By bike? That is a healthy way.By plane? That is a fast way.（通过选择合理的交通方式，体验真实的任务）

T:There are so many wonderful places in China.There is a video,let’s enjoy!

4.Talk in pairs

T:There are so many wonderful places in China.Our country is so beautiful! I’m so proud! Do you want to go somewhere? Where do you want to go? Let’s make travel tips for the holiday today! Now,talk in pairs:The wonderful places I want to go.

设计意图：在《美丽中国》视频的声光刺激下，发散学生思维，让学生有感而发，表达自己想要出游的地方。通过教师给出的提示，学生根据自己喜欢的饮食、活动、气候和对未知的好奇心等选择出游地。既有了活动支架，也复习了相关知识“I’m going to...It’s in the...of China.”，形成语言框架，并能用简要的形容词描述旅行目的地的特征：It’s a/an...place.发展学生思维，激发学生对美丽祖国的自豪感，完成选择旅行目的地的任务。

Step 2.While-reading（活动二）

5.Read and answer

根据选择的目的地，制订出行方式和主要的旅行项目。

Look,it’s my travel plan.Where am I going to do it and how? Please read the passage quickly and find the answers.

从教师自己的“旅行计划”入手，指导阅读策略，习得文本阅读的有效方法，提炼和聚焦关键信息。以驱动问题推进任务的完成。给出语言示范，为下一个真实的任务提供依据。

设计意图：为了避免学生输出时重点不明确，教师以拓展文本为载体，以教授阅读策略为手段，聚焦重点，帮助学生有效搭建输出支架，指导阅读策略，习得文本阅读的有效方法，为今后更有难度的篇章学习打下基础。

Step 3.After-reading（活动三）

6.Make plan for summer holiday

T:After learning of my travel plan，can you talk about your plan for the summer holiday? Let’s make your own travel tips of beautiful China.

在活动二的基础上，基于教材内容又高于教材内容，结合生活中真实的经历，制作出自己独有的旅行攻略。

T:My children,do you know what your parents did for the last trip? Did they book the air tickets? What kind of hotel did you stay in? What belongings did you take with? It’s your turn now! Let’s make travel tips of beautiful China by yourself!

通过追问，形成问题空间，让学生带着新的问题，小组讨论、查找、共享信息。同时教师给出示范，使不同程度的学生都可以参与进来。

设计意图：通过小组实践活动，完成制订旅行攻略的任务，并进行展示介绍，实现知识与能力的内化和迁移，达到语言、思维、文化的发展与融合，从而真正实现英语学科的育人价值。