牛津译林版6BU7Summer holiday plan教学设计s

1、.情境中感悟 运用中内化译林新版英语6B Unit 7 Summer holiday plansStory time 教学设计一、教材简析 教材分析：本课议论的话题是暑假出游方案，Story time呈现的是学期临近完毕时，Yang Ling和Mike、Liu Tao和Su Hai分别在议论他们的暑假出游方案。本版块包括两个场景。场景一是Yang Ling和Mike在议论他们暑假将要去的城市和出行方式；场景二是Liu Tao和Su Hai在议论他们将要去的城市和要参观的地方。 学情分析：小学六年级学生已有一定知识经历积累，出现了初步的抽象思维，逐步能透过现象深化事

2、物的本质，已能预见事物的结果。所以可能一些同学知道很多汉语知识，但用英文表达出来就比较困难了，所以大量的必要的词汇输入和准备工作是非常必要的，适度的预习也很有好处，可以让各个层次的学生都能有表达的时机，进步学生的语言表达才能。二、教学目的知识目的：1. 能听懂、会说、会读summer holiday, stay ,sound, Disneyland, ocean park, Taipei。2.能听懂、会说、会读和会写句型where /what/when will you go for the holiday？How long will you stay there？Will you .? Ye

3、s,I will /No I wont并使用这些句子讨论暑假出游方案。技能目的：1.能正确朗读课文；2.能正确说出四个人物的暑假方案；3.能用will描绘并制定的自己的暑假方案；4.能正确说出四个人物的暑假方案；情感目的：1.培养学生热爱祖国母亲，并且落实在行动上。三、教学重点和难点 重点：1.能听懂、会说、会读summer holiday, stay ,sound, Disneyland, ocean park, Taipei。2.能听懂、会说、会读和会写句型where /what/when will you go for the holiday？How long will you stay

4、 there？Will you .? Yes,I will /No I wont并使用这些句子讨论暑假出游方案。难点：1.学生能进一步的学习where /what/when will you go for the holiday？How long will you stay there？Will you .? Yes,I will /No I wont并使用这些句子讨论暑假出游方案。四、设计思路 可以通过猜城市，拓展学生的视野，让学生理解四个城市的著名景点，同时也为本单元学习做好文化意识浸透。并解决掉部分新单词。让学生理解各个城市的著名景点后，用一句话介绍一下，加深印象。通过看动画，问题由易到

5、难，让学生从Who 到Where的进展深层答复和学习。利用猜测交通工具，教授一般将来时的一般疑问句，可以把枯燥的语法学习参加兴趣性，培养学生看图说话的才能，更深层次的挖掘文本，从Who到Where再到What的逐层深化学习文本。让学生自己通过精读在文中找寻答案，并且在学生容易混淆的难点上设置判断障碍，让学生进展改错，加深印象。五、教具和学具准备：光盘单词卡片，课文图片，PPT六、教学过程：Step1: Greeting and lead-in1. Greeting 2. Free talk T: Last summer holiday，I went to Beijing and Shangha

6、i with my friends by plane。They were beautiful cities。 3. T:This summer holiday is coming. Do you have any plans? Do you like travelling? S: . 3.观看“途牛暑期旅游宣传片Question:where will you go for summer holiday？【设计意图】：Free talk 首先呈现一些著名城市的图片和视频介绍，让学生说一说他们想要在暑假去的地方，导入本单元话题。并激活学生相关的背景经历或知识，营造交际场景，本课以“环游世界话题展开

7、，通过复习“An interesting country介绍学过的国家有关的知识，激发学生的学习兴趣，为后面制定方案埋下伏笔。Step 2. Pre-reading1.卡片游戏，认读目的词汇。T：呈现6A学过的城市著名旅游景点和地标建筑的卡片，让学生快速说出。T: Look, there are many famous cities. Lets look at some pictures . Do you remember?T:Where will you go for the holiday？So today were going to learn Unit 7 Protect the Ea

8、rth.2.揭题带着学生读课题 Unit7 Summer holiday plans Story time【设计意图】：学生通过观察课文图片，解决问题并通过图片获取更多信息，拓展思维才能和观察才能。Step2:Presentation1.Think and sayT: Our old friends will go travelling for summer holidays too.They are talking about their plans for the summer holiday. Do you have any questions about their plans?T:Y

9、ou can use ask questions likeWhat will they do?.在will 左侧板书what2.Ask and answer根据学生提问，在will 左侧相应板书where/when/who/how/how longT: You can also ask like this: Will.?板书Will.?T: You have asked very good questions. Now lets try to answer them.【设计意图】：老师示范提出问题进展引导，让学生翻开思维，围绕话题自由提问，让学生在具有真实交流意义的情境中操练句型，并为答复这些

10、问题埋下伏笔。通过板书设计，学生对于plan的组成部分有了直观的理解，接下来，根据提出的问题开启文本的学习。T:Now lets deal with the first question. Where will they go?3.look and guess.S: .T: Mike will go to London. Yang Ling will go to Beijing. How do you know?S: .T: Why do we say go back to?S: Because Mike comes from London.T: Thats right. But where

11、Liu Tao and Su Hai will go?. Lets watch the cartoon and find.T: Do you know Hong Kong/Taipei? Lets watch a video about Hong Kong. T: Do you like the city? Would you like to visit it?T:Here are some pictures of Taipei for you to enjoy.【设计意图】：老师充分利用课本图片资源，培养学生的观察和考虑才能，稳固跨文化的知识内容，让学生提问老师的暑假方案的相关知识点，利用思

12、维导图形式，复习制定方案的要素：Where? What? When? Why? How? 引导学生学习如何输出语言。4. read and answer.T：What will they do there? Please T: What will Yang Ling do in Beijing?S: She will visit her aunt and uncle.T: What will Su Hai do?S: She will go to Disneyland and Ocean Park.T: What will Su Hai do in Disneyland and Ocean P

13、ark? Can you guess?T: What about Mike and Liu Tao? Look at the picture. Can you guess?T: What else will they do? Can you guess?【设计意图】：利用小组交流，培养学生的口头输出才能，练习的过程中，通过追问“Where will she go?之类的问题，培养学生的良好的倾听才能，并提升表达的难度，紧接着，让学生写一写同伴的暑假方案，这是一个从口头表到达书面表达的关键，学生将刚刚交流的信息进展整合，输出，培养学生用英语做事的才能。不断追问，深化话轮，注重培养学生的发散性思维

14、。T: There are still some questions left here. Lets read again and find out the answers.S: Mike will stay in London for a month. Yang Ling will go to Beijing by train. Su Hai will go to Hong Kong with her family. Liu Tao will go to Taipei with his parents.【设计意图】：练习时通过多种活动，如“梦想秀让学生谈谈自己的梦想，让学生可以在真实的谈话中

15、灵敏地运用所学英语。并让学生既会表达自己的梦想，又会认真倾听别人的梦想，并可以对别人的梦想进展讨论。Step 3 Practice1.find in the story. T：But there are still some questions we cant find. How will Mike go? Who will go with him? . So can you imagine and predict? And tell me why. 2. discuss in groups .T: Can you share your ideas with us?S:.T: Many of

16、your ideas are wonderful. Now its time for you to read. Now follow the recording. Please read loudly and pay attention to your pronunciation and intonation.T：Lets finish the exercises at Page70 on the book.3.practice in groups. T: Now please use the notes on the blackboard and your imagination to ta

17、lk about their plans. S: .【设计意图】：巧妙处理文本留白，引导学生发挥想象力将未知信息补充完好，利用文本潜在的信息进展二度开发，培养学生的才能，激活学生的思维，丰富学生的语言表达。通过朗读、复述课文和阅读理解习题来稳固学生新知，有助于打破要点，稳固运用，并将新知内化为知识储藏。Step 4 Consolidation & Expanding1.talk about your plansT: We have learnt about their plans of travelling.Can you talk about your plans for your

18、summer holiday?S: .T: Sounds great.Your plans are really good. 2.share plans each other.Rules:Make a plan for yourself and just write down the key words on your paper card.Work in groups. Ask and answer the main points with each other.Interview.Share your plans with all the other students【设计意图】：在词汇教

19、授中，六年级的学生应更多注重单词在语境中的意义，而减少单个起来拼读的时间，可以把时间放在语境的理解上。比方可以让学生再语境中猜测单词的意义。或者可以运用所学过的英文来将单词解释出来。在教学中，更应注重单词的发音，个别字母发音的辨析等，这些都是学生平时不太注重的地方，更应该多加强调。Step 5 SummaryT: What do you learn from this class?S: .T: Yes. We learn to make plans for summer holidays. Most of you make travelling plans.Summer holiday is

20、quite long. What other plans will you make? T: You can talk about some of your other plans with your friends after class. So make good plans and enjoy your life.【设计意图】：小调查，旨在通过指导，让学生更能在情境中运用语言，也通过调查培养学生的交际才能、合作才能和自主才能。调查后又通过写报告开展学生写作的才能等。让学生修改、完善自己的暑假方案，完成小作文。思维导图在本节课中起到了和好的引领作用，帮助学生理清脉络，明晰表达。Step 6

21、:Homework必做题：1. Read story time three times.选做题：1. Retell the story to your parents/friends.2. Make a new plan and talk about it with your parents/friends.Blackboard designUnit7 Summer holiday plansstory timeWhere /What/When/ How/ How long will.? - Will you.? - Yes, I will./No, I wont.【设计意图】:最后以讨论“如

22、何实现梦想为主题，让学生更深层地考虑自己的梦想，在丰富学生关于梦想的语言表达的同时，更让学生明白要有行动才会实现梦想，从而鼓励学生为梦想而努力.七、教后反思：宋以后，京师所设小学馆和武学堂中的老师称谓皆称之为“教谕。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习。到清末，学堂兴起，各科老师仍沿用“教习一称。其实“教谕在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者那么谓“教授和“学正。“教授“学正和“教谕的副手一律称“训导。于民间，特别是汉代以后，对于在“校或“学中传授经学者也称为“经师。在一些特定的讲学场合，比方书院、皇室，也称老师为“院长、西席、讲席等

23、。 本课我执教的是6B Unit7 Summer holiday plans Story time，议论暑假方案。首先处理本课教材时，由于是语篇教学，所以在处理单词和词组及重点句型时采取了不同的方式。从上单元的Culture time复习已学的国家和景点，以旧引新。通过学生说Youll find，复习一般将来时。由于正值暑假降临之际，自然引出本课学生暑假方案，提问学生Where will you go for the summer holiday? How long will you stay there? Will you?为了使学生纯熟运用本课举行，同时也满足学生的好奇心，我设计了学生问一问老师的暑假安排的活动，最后通过生生互动合作的方式将本课重点句型再次加以操练。大部分学生能纯熟运用本课句型，另外，学生对自己的假期安排已早有准备，学生积极参与，兴趣较为浓重。课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一那么名言警句即可。可以写在后黑板的“积累专栏上每日一换,可以在每天课前的3分钟让学生轮流讲解