2 Tastes公开课教案（教学设计）

Unit 6 Holidays 单元教学设计

主备课人学校与姓名：

北大街小学

白娟

授课时间：

年

月

日-

年

月

日

单元整体分析

学情

分

析

1.单元内容总体描述：本单元的话题是询问和陈述度假计划，以Kitty一家计划去三亚度假为线索，复习一般将来时的两种陈述句形式和there be 句型，新学了一般将来时的特殊疑问句和一些特殊疑问词和短语的用法，如How/Where/What/How long/How often will…?学生在复习there be 句型的基础上，用There is/are…这样的句子来陈述自己的旅游海报。一般将来时在4和5单元学习过后，本单元再次复现并进行延伸。

2.本单元的教学内容分析：

功能：计划，打算；

话题：询问和陈述某人的度假计划。

语言知识：

核心句型：Where will we stay? How long will we stay in Sanya?

词汇：holiday, clear, seafood, hotel, island, how long, go swimming, in the south of, all year round

语音：oy(toy),oi(noise)

3.本单元复习了一般现在时、一般将来时和There be句型，增加了一般将来时的特殊疑问句。本册教材与此相关的内容有：

Unit4

I’m going to read a story every day. Unit5

What are you going to do this weekend? 学生已在第4和5单元学习了一般将来时为本单元做了很好的铺垫，而且本单元的话题是度假，学生们能在具体语境中运用所学的词汇和句子来描述并介绍个人度假计划。学生们在4B，5A中会用There be句型描述某处有某人或物。

难点预测：

1.正确运用一般将来时的特殊疑问句。

2.疑问句How long/How often提问及回答的差异。

语言知识与技能：

1. 能听、说、读、写核心词汇

holiday, clear, seafood, hotel, island, how long, go swimming, in the south of, all year round。

2. 在语境中熟练运用特殊疑问句

How/Where/What/How long/How often will…?询问他人的度假计划和打算，并能用I will…句型正确应答。

3.准确读出oy, oi在单词中的发音，并能运用到其他含有相关字母组合的单词拼读中。

4.能读懂旅游宣传海报，获取所需信息。

过程与方法：

以阅读、对话等方式推动对语言的感知和理解。在所创设的假期活动情境中运用本单元目标语谈论个人的假期打算。

3. 情感态度价值观：

在“Holidays”的主题中体验假期和休闲娱乐在日常生活中的重要性，进一步巩固目标语，体验在假期中和家人在一起的乐趣。

单元总目标

教学方法与手段

1.采用听说法，通过听录音，回答问题的方法感知和理解Listen and say这一核心板块。

2.利用多媒体课件，通过阅读理解Look and read中的旅游信息。

3.采用交际教学法，通过做调查，交流讨论，然后写出自己的假期计划，并向全班展示。

课时划分与分课时目标

板块

单元知识

整合与拓展的知识

教学目标

帮助学生掌握旅游相关词汇，学习核心句型。

主题语境

Beautiful places for holiday

island, clear, go We’ll go swimming,

swimming Look and 单seafood, 第词

holiday ,

learn there. 一Listen and

We will stay in Where will

课say in a hotel. 句we stay?

hotel,

时

型

Listen and enjoy,

第Ask and 二answer, 课时

Think and write 单how long, 词

巩固重点词汇。

How long 句will we stay 型

there?

单in the south

词

of, all year They’ll stay there for…

通过儿歌诵读，活跃课堂气氛，帮助学生操练运用核心句型。

Holiday in different places

学习，掌握阅读技能与同学交流家庭旅行计划。

round

第三课时

Look and read, Learn the sounds

句型

You’ll see many beautiful butterflies there.

在语境中综合运用本单元语言制作旅游海报。

Enjoy yourselves with your family in different places

oy(toy) 语oi(noise)

音

听音，圈出准确的单词

Copy the words and sentences. 第一课时

Read the sentences 作业

写词块，造句

第二课时

Eg. holiday

summer holiday

I will go to Dalian this summer holiday. 设计

第三课时

用5-8句话，写一份旅游海报，要使用There be句型和一般将来时。

教学设计续页

课题

项目

Unit 6 Holidays

课型

新授

课时

第1课时

授课时间

年

月

日

内容

教学

重点

难点

教学重点：词汇：holiday, clear, seafood, hotel, island, how long,

go swimming,

句型：Where will we stay?

How long will we stay in Sanya?

教学难点：1.正确理解特殊疑问词的含义，进行问答交流。

2.通过阅读，找出主演信息，并学会运用核心句型。

板书

设计

Unit 6 Holidays

Clear seafood hotel island

Where will we stay?

How long will we stay in Sanya?

教学设计续页

教学流程

个性化调控

Pre-task preparations 个性设计应达到1. 儿歌诵读。在黑板上或用多媒体呈现儿歌，

配以欢快的节奏，让30% 学生诵读，一方面复习前面学过的内容，一方面又为新授内容作铺垫。如：

What are you going to do this weekend? We're going to visit Hangzhou this weekend, this weekend. How are you going there this weekend, this weekend? We're going there by plane this weekend, this weekend. 2. 学生以小组为单位，根据上面儿歌的主要句型和节奏，在组内自编儿歌并诵读。

While-task procedures 1.用Apple tree游戏弓|入生词hotel。

T: (draw a line on the blackboard and five short lines under it. Then point to the short lines) This is a new word. There are five letters in this word. Please guess what the first letter is.

SI: A.

S2: B. •

• •

T: Yes，

well done! Please read after me: h-o-t-e-1，

hotel.

Ss: H-o-t-e-1, hotel. 然后出示hotel的生词卡片，与学生问答。

T: (point to the flashcard for hotel) What's this?

SI: It's a hotel

T: How is the hotel? S2: The hotel is beautiful. 最后，教师要求学生用hotel和be going to 组词并造句，看谁的句子最长。

T: hotel SI: Stay in a hotel. S2: Stay in a beautiful hotel. S3: Stay in a beautiful hotel by the sea S4: I’m going to stay in a beautiful hotel by the sea. S5: I’m going to stay in a beautiful hotel by the sea this weekend.

用同样的方法，教授生词island和seafood。

2.播放Listen and say的录音，并出示以下问

题，学生听录音后回答问题。

1)

Where are the Lis going this summer? (They are going to Sanya.) 2)

How do they get there? (They get there by plane.) 3)

Where will they stay? (They will stay in a hotel by the sea.) 4)

How long will they stay there? (They will stay there for five days.) 再次播放录音，并出示以下选项，学生听录音后选择正确答案。

a

They will go swimming there.

b

They will row a boat there.

c

They will play football there.

d

They will have seafood there.

e

They will fly a kite there.

What will the Lis do there? (a, d)

3.

完整地播放录音，学生听录音并逐句跟读。然后，仝班学生分成四组，分角色朗读对话。

4.

让学生四人一组，扮演一个家庭，仿照Listen and say的对话，用所学单词和句型自编对话。请一到两组学生表演对话。

Post-task activities 1.让学生独立完成课本第37页的练习。然后，

分别请几名学生将答案用完整的句子表述出来。

SI: The Lis are going to Sanya this summer. S2: They get there by plane. S3: They'll stay there for five days.

S4: They'll stay in a hotel by the sea. S5: They'll go swimming and have seafood there. 2.学生仿照课本第37页的练习，制作一张自己的度假计划卡片，然后用所学词汇和句型与同桌交流。

Homework

1.Copy the words five times 2.Drills twice 3.Read the material fluently. Complete the notes: 当

Where to go:________ 堂When:_________ 达Go there by:________ 标How long:__________ 设Stay in:____________ 计

Activities:__________

请描述课堂问题

现象与归因分析

教学反思

改进措施

教学设计续页

课题

Unit 6 Holidays

课型

新授

课时

第2课时

授课时间

年

月

日

项目

内容

教学

重点

难点

教学重点：1.掌握核心句型：How long will we stay there?及其答句They’ll stay there for…

2.通过听读并模仿诵读儿歌。

教学难点：1.运用所学词汇和句型完成Think and write的作答。

2.根据My holiday plan 连句成文，进行口头作文。

Unit 6 Holidays

板书

设计

How long will we stay there?

They’ll stay there for…

教学设计续页

教学流程

个性化调控

Pre-task preparations 个性设计应达到1.

儿歌热身。播放Listen and enjoy的儿歌，让学生跟着节拍诵读，以活30% 跃课堂气氛。

2.

要求学生根据上一课时所学句型改编儿歌。

Where are we going this summer holiday, this summer holiday? We are going to Sanya this summer holiday, this summer holiday. How will we get there, get there? We'll get there by plane, by plane. Where will we stay, will we stay? We'll stay in a hotel, in a hotel. What will we do there? What will we do there? We'll walk on the beach and go swimming there, go swimming there.

While-task procedures 1.

根据课本第40页Ask and answer栏目中Peter 一家的度假卡片，与学生示范问答。T: (point to Peter's card) Where are Peter's family going? SI: They're going to London. T: How do they get there? SI: They get there by plane. T: How long will they stay there? SI: They'll stay there for 25 days. T: Oh，

yes. I hope Peter will have a good time with his family. 然后，学生两人一组，根据示范对话，谈论Joe —家和川1 一家的度假计划。请一到两组学生表演对话。

2.以Peter—家为例，向学生示范如何介绍别

人的度假计划。T: The summer holiday is coming. Peter's family are going to London. They'll get there by plane. And they'll stay there for 25 days. 然后，学生根据教师的示范，独立练习介绍Joe 一家和Jill 一家的度假计划。最后，请一两名学生向全班同学介绍。

3.

学生仿照Ask and answer栏目的卡片，制作一张自己的度假卡片，然后与小组同学谈谈自己的暑假计划，并就暑假打算互相问答。

4.

请几组学生展示他们的卡片并表演对话。学生可根据自己的实际情况增加对话内容。

SI: Where are you going this summer? S2: I，m going to Hainan Island. SI: Are you going there alone? S2: No. Pm going there with my parents. SI: How do you get there? S2: We get there by plane. SI: How long v/ill you stay there?

S2: We'll stay there for five or six days. Where are you going this summer?

SI: I’m going to ... Post-task activities 1.让学生看Think and write的练习，根据自己的度假卡片，用完整的句子写出自己的度假计划，然后与同桌结对问答。

2.

请几名学生连句成文，进行口头作文，与全班同学分享自己的度假计划。学生不一定要完全按照Ask and answer中所给问题的顺序和内容，可以自由添加想要表达的内容。还可以让学生介绍一个同学的度假计划。

SI: I want to go to Shanghai this summer. I'll get there by train. I’ll stay in a beautiful hotel there. I’ll stay there for seven days. There are a lot of things to do there. I'll visit the Shanghai Museum and Yu Garden. I’ll also eat some kinds of famous Shanghai food. Homework

1.Write and remember the words and phrases. 2. Write some sentences about the answers. 3. Recite the dialogue. 当堂达标设计

Fill in the blanks:

My holiday plan

Where do you want to go?______________________ How do you get there?_________________________ How long will you stay there?___________________ Where will you stay?__________________________ What will you do there?________________________ 请描述课堂问题

现象与归因分析

教学反思

改进措施

请给出具体明确的改进措施

教学设计续页

课题

Unit 6 Holidays

课型

新授

课时

第3课时

授课时间

年

月

日

项目

内容

教学重点：1.帮助学生学会字母组合oy,oi在单词中的发音。

2.通过阅读短文，进一步巩固新学语言知识并学习阅读技能。

教学难点：1.运用所学词汇和句型完成Think and write的作答。

2.与同学交流家庭旅行计划，并能用第三人称的口吻进行转述。

教学

重点

难点

板书

设计

Unit 6 Holidays

oy

boy roy toy

oi

voice

noise

phrases: in the south of,

all year round

You will see many beautiful butterflies there.

教学设计续页

教学流程

个性化调控

Pre-task preparations 个性设计应达到30% 1.接龙游戏：先由第一组的一个学生简单说说自己的暑假计划，如：

Hello! I’m Mary. The summer holiday is coming. I'm going to Nanjing this summer holiday with my family. We'll get there by train. We... 然后，第二组的学生一个接一个根据Mary 所说的计划，每人说一句句子（即把刚才Mary说的句子改为第三人称单数），如：

Mary is going to Nanjing this summer holiday with her family. They'll get there by train.…

再由第三组的学生对Mary的暑假计划提出问题，由Mary回答，如：

Mary, where are you going this summer holiday? Pm going to…

最后由第四组的学生对Mary的计划提出问题，由第一组，即Mary组内的学生回答问题，如：

Where's Mary going this summer holiday?

She's going to Nanjing this summer holiday.... 看哪个小组的学生说得最流利。

2.带领学生诵读Listen and enjoy儿歌的第一段，以活跃课堂气氛，并引出本课时的内容。

While-task procedures 1.出示Look and read的图片，与学生问答，引出课文内容。

T: What place is this? SI: It's Sanya. T: How's Sanya? S2: It's beautiful. T: What can you see in Sanya? S3: We can see beautiful flowers, butterflies and fish. 2.播放课文录音，然后和学生问答。若学生基础较好，也可以改为生生问答。

T: Where's Sanya? SI: It's on Hainan Island.

S2: It's in the south of China. T：What does Sanya have? S3: It has beautiful beaches with clear water.

T: What else does it have?

S4: It has a big butterfly park too.

T: Whatcan we see there? S5: We can see many beautiful butterflies there. T: What can wc do there? S6: We can sw m under the blue sky and the warm sun. S7: We can visit the Sea World. 然后，再播放一遍录音，学生听录音并逐句跟读。最后，全班学生齐读课文。

3.学生分为若干小组，在小组里请去过三亚的学生用英语介绍三亚，或者事先请学生到网上查找有关三亚的资料，在小组里交流，每个小组将交流的信息整理成一篇介绍三亚的短文，小组活动结束后在班级里交流。

4.出示Learn the sounds的语音单词卡片

oy (toy), oi (noise),请学生跟读并感知字母组合oy和oi在单词中的发音。

T: oy，

toy, toy. Ss: oy,

toy，

toy. T: oi，

noise, noise. Ss: oi,

noise, noise. 然后播放Learn the sounds的录音，请学生跟读儿歌。鼓励学生模仿录音中的语音语调。

Post-task activities 小组活动，制作海报。将全班分成四至六个小组，每组制作一张海报，仿照Look and -read的短文，介绍组员喜欢、熟悉或想去度假的一个地方。全班分享各小组的海报，并互相问答。

Homework

1.Write and remember the prouncation of “oi,oy”. 2. Make a poster about travelling.

3. Read the passage five times. GROUP WORK 当Disscuss and Answer questions: 堂1.Where’s Sanya? 达

标2.What can we see in Sanya? 设

计

3.What can we do? 请描述课堂问题

现象与归因分析

教学反思

改进措施

请给出具体明确的改进措施