6 Holidays教学实录及点评

Oxford English 5BMoudule2 Unit6 Holidays Period1 教学设计及反思

深圳市福田区梅园小学

利凤华

一、学生情况分析

本课授课对象是小学五年级下学期的学生。五年级的学生已经能就熟悉的话题，在日常交际情境中听懂对话、交流信息，能够阅读中等长度语篇，也具备基础的会话与自主创编能力。从心智水平来说，五年级学生已有了相当的逻辑思考能力，有一定的视野，也具备一定的自我管理及规划能力，并保持对未知的好奇心和探索欲。他们思维活跃，能够积极参与课堂活动。在学习此课之前，学生们已掌握与Holidays相关的交通工具、节日、地方、数字、介词、情态动词等词汇，和一般现在时、一般将来时语法知识。也学过与Holidays相关的话题，加上自身丰富的假期旅游经验，学生学习此课相对容易。

二、教材分析

本单元属于

Module2 Work and Play。此模块介绍了学生学习的业余生活及假期计划。从Unit4 Reading is fun介绍学生喜欢读书、书目及读书周，到Unit5 At the weekends学习介绍周末计划，再到Unit6 Holidays学习假期计划的制定及目的地介绍，一步步引导学生运用一般将来时制定计划。这个单元的主要话题是Holidays。本单元的知识结构合理，符合孩子们学习英语的方法，并且接近孩子们的生活。既让孩子们学会有关假期计划的单词e.g. island, hotel, seafood, in the south of, Sea World, butterfly park等，并了解主要景点名称及相关的游览活动。在语境中学习、理解并运用本单元的核心问句Where will …? How long will …? What will … see/do?及其答语，与他人谈论假期计划，并能听懂介绍旅游景点及旅游计划的语段内容，并能逻辑性地介绍一个旅游景点。

三、单元设计整体思路和课时安排

在Work and Play模块主题和Holidays单元话题下，我根据教材内容和学生已有知识水平，设计了本单元教学主线：学习老师的假期计及目的地介绍，进而迁移到学生制定自己的假期计划。因此，把这一单元划分为三个话题：

第一课时：Lily’s Holiday Plan （Lily老师的假期计划）

第二课时：Wonderful place for holidays（Lily老师假期目的地介绍）

第三课时：My holiday plan to …（自己的旅游计划）

本课为本单元第一课时，话题是Lily’s Holiday Plan。通过了解Lily老师和朋友的假期计划，复习旧知，学会用核心词汇：hotel, seafood, holiday及核心句型Where will …? How long will …? What will … see/do?

及其答语,学会用一般将来时特殊疑问句来询问和回答假期旅行计划的详情，并能通过制定Holiday plan来完成语用任务。

四、具体教学设计

Period1 ◆教学内容：Listen and say, Look and learn ◆教学目标：

1.语言能力

（1）在语境中感知、理解、学习并运用本单元的核心词汇：hotel, seafood, clear，holiday

（2）在语境中学习、理解并正确运用本单元的核心问句Where will …? How long will …? What will … see/do?及其答语，与他人谈论假期计划。

（3）能制定假期计划，并用一个语段描写介绍假期计划。

2.文化意识

（1）通过学习谈论假期计划，在习得语言的同时，学会制定假期旅行计划的信息，并以积极的态度克服归纳做计划的困难，体会做计划的重要性。

（2）通过学习谈论假期计划，了解不同旅游景点的风土人情，培养学生热爱大自然、热爱生活的积极情感。

3.思维品质

通过猜测、对话问答、复述等教学活动体验梳理、概括信息的思维过程，提高学生的逻辑思维能力。并通过了解他人制定的假期计划，由此迁移到自己制定计划。

4.学习能力

（1）能意识到在真实生活中运用英语理解他人和表达自我的英语学习观，自主总结谈论假期计划的语言要点，培养学生可持续学习英语的能力。

（2）引导学生通过同桌合作制作假期计划，培养学生的合作意识和交际能力。

◆教学方法

为了更好地实现教学目标，有效地突出重点、突破难点，在教学中，我主要采用了情境教学法、分层教学法、任务型教学法、启发式教学法。整节课中创设了生活化、真实化的语言情境，根据学生的个体差异，设置难度层层递进的不同类型的任务给学生，启发学生已有的语言知识储备，引导学生在学习过程中学会综合运用语言交流的能力，让学生在完成任务后达到对本课重点词汇和句型的掌握。

◆教具准备： (1)电化教学：CAI课件。

(2)道具：单词卡（How, where, how long…）、图卡（hotel, seafood等）

教学过程：

Procedures Pre-lesson

1.

Greeting Contents Methods Students’ Activities Greeting with teacher

Purpose

T: Good morning, students.

2.

Enjoy a song Vacation Ss sing the song To Activate the learning attitude of Ss’

Song

T: Let’s enjoy a song.

3.

Show pictures and free talk Ss answer the questions Asking questions to activate Ss’ thinking and to T: 1)Am I on work?

2)What do you think of holidays? 3)Do you like holidays?

according to the review the pictures and their feelings about holidays knowledge that we’ve learned so as to introduce the theme of this unit, Holidays.

T: Yes and today we’ll learn Unit 6 holidays.

[Blackboard: Unit6 Holidays] Pre-task preparation

Show the title of this unit: Holidays 1.

Show a calendar, ask and Ss lead in try to Set a scene：

answer: Labor Labour Day holiday is approaching. My T:What holiday is coming? Day holiday is friends and I are going out for a holiday. T: Yes, Labor Day holiday is coming.

coming. I’ll enjoy it with my friends.

2.

Show some pictures of Ss answer the Sanya and ask Ss to guess

questions: Connect Ss’ life experience and ideas by guessing. At the same time, arouse their curiosity about where the teacher is going so as to pave the way for the new lesson.

T: Where am I going to go? Maybe you’ll go

How do you know it?

T: Yes, you are right. I’m going to Sanya with my friend.

to... Because I can see ... in the pictures.

While-task procedure

1.

Listen to the dialogue and Ss listen to the To train Ss’

answer dialogue and listening skills. And Ss get the T: Please listen to the answer: You’re answers, the main dialogue and answer: What making a holiday idea of the text.

am I doing?

[Blackboard: Lily’s holiday plan] plan.

2.

Listen to the dialogue Ss again and answer read the Listen to the tape again with questions, and question T: Well done. Now, please together and try deepen Ss’

listen again and try to to answer them understanding of answer First,

these let’s questions. by listening to them the tape again. the content.

read together. 1.）When will we go to Sanya? 2.）

How will we get there? 3.）

Where will we stay? 4.）

How long will we stay in Sanya? 5.）

What will we do in Sanya?

3.

Check the answers one by Ss answer the By asking questions one and teach the key questions and with clues, teach new words and key sentence patterns and key learn the key sentence patterns. words sentence When Check the answers and expand the relevant language T: Can you answer the will we go to questions now? Let’s check Sanya? How will knowledge.

4.

Listen and repeat Ss listen and Follow and imitate the the dialogue to enhance Ss' pronunciation and intonation. them one by one.

[Blackboard:

we get there?... patterns and key words

hotel, seafood .

T: This time, please listen follow

and repeat. dialogue.

Post-task activity

1.

1. Retell Lily’s holiday plan

Ss try to retell Consolidate the knowledge in this unit and cultivate Ss' generalization ability and language application ability. 2.

T: Now you know my plan. Can Lily’s holiday you retell my plan?

plan. 3.

2. Watch a video about Sanya

4.

T: Sanya is a beautiful city. Ss watch the Expand students' video and know more knowledge about Sanya.

about

Let’s enjoy a video and know Sanya more about Sanya.

5.

3.Sum up：How do we make a 7.

Ss sum up how to Guide the Ss to holiday plan? make a holiday sum up the basic elements of the plan, cultivate Ss' generalization ability, and test whether they understand the key sentences. 6.

T:Wow, Sanya is a wonderful plan after

place for holidays. Do you want to go? Before going, we should make a plan. And let’s sum up how to make a plan.

learning the dialogue.

4.Make a new dialogue. Ss make dialogues with Ss make new dialogues according to their thinking, so as to develop their usage of language.

Through the new dialogues, Ss can strengthen the key sentence patterns and train their listening abilities. T: You know how to make a plan now. Can you make your their desk

own plan? Pair work and make a new dialogue.

T encourages the other students to ask and answer questions based on the new dialogue using what, where, mates.

Ss try to answer the questions according to the

new dialogue.

when. etc.

5.

How to book? -- Agoda Ss learn some basic elements on the website and try to know how to book a hotel. Connecting to the real life, teach Ss to think in English and enrich their experience in life. It is to improve Ss' ability of sustainable learning and to lay the foundation for their lifelong development. T: You have nice plans. Can we just go for holidays?

Before going, we need to book a hotel. Now let me introduce a website Agoda.

Home1. Read and repeat Page 36 three times. ★

work 2. Retell Lily’s holiday plan.★★

3. Plan for your holiday and write it down.★★★

...(when) is coming. ...and I are making a plan. We are going to... (where) We'll get there... (how) We'll stay in... (where) We'll stay for... (how long) We'll... (what to do) What a nice holiday plan!

Blackboard design

教学反思：

本单元属于Module2 Work and Play，根据模块、单元话题、教材内容和学生已有知识水平，我设计本节课话题为Lily’s holiday plan。学生通过了解我和朋友的假期计划，学会用核心词汇及核心句型询问和回答假期旅行计划的详情，并能通过制定假期计划来完成语用任务。

整节课中我创设了生活化、真实化的语言情境：五一将近，我和朋友将会外出旅游，引导学生通过猜测我要去哪里，引出话题Lily’s holiday plan。同时根据学生的个体差异和教材内容，再构文本，并设置难度层层递进的不同类型的任务，如：初步感知回答问题，再次感知带着问题去思考，学习核心句型和词汇，复述文本，总结概括，创编对话等。整个教学环节从教师问题的提出引导学生逐步感知课文，学习词汇和句型，综合运用，脉络清晰，层层推进，有效突破了重难点。启发学生已有的语言知识储备，引导学生在学习过程中学会综合运用语言交流的能力，让学生在完成任务后达到对本课重点词汇和句型的掌握。同时，我还联系生活实际，讲解Agoda，帮助学生学会用英语思维并解决实际生活问题，丰富生活实操经验，从而提高学生可持续学习能力。

在讲课的同时，我以思维导图的方式把本课核心句型疑问词When, How, Where, How long, What板书在黑板，帮助学生理解文本，复述文本，进而根据关键词创编对话，学生一目了然地看清楚所学习的内容。整个板书重点突出，简洁易记。

本课的作业采用分层设计，给不同层次的学生不同的机会和挑战，同时也把选择作业的权利回归给学生。

本课的教学完成得比较好，教学内容基本落实，而且课堂学习氛围活跃，学生有所收获。不过，本课也有需要改进的地方，如：在最后联系生活讲授Agoda时，我提问速度稍快，没有给学生充分的的思考时间，导致少数学生还未来得及思考就学会相关知识，在今后我会多加注意这一点。另外，五年级的学生正处于生理和心理发生急剧变化的状态，英语课堂上的表现也渐渐由外露变得比较内敛、害羞和敏感。以后的教学中，我需要更关注这些细微的变化，以多种教学形式为突破口，力求使每一位学生都积极主动参与到教学活动中来。