Story time优秀教学设计说课稿

译林版六年级英语Unit 7 Summer holiday plans教学设计

一、[课题]：

译林版六年级英语下册Unit7 Summer holiday plans （Story time）

二、[教材简解]：

本单元谈论的话题是暑假出游计划，语法延续了前一个单元的语法项目——一般将来时，重点是一般将来时的一般疑问句和特殊疑问句。Story time呈现的是学期临近结束时，Yang Ling和Mike、Liu Tao分别在谈论他们的暑假出游计划。本版块包括两个场景。场景一是Yang Ling和Mike在谈论他们暑假要去的城市和出行方式；场景二是Liu Tao和Su Hai在谈论他们将要去的城市和要参观的地方。

三、[目标预设]：

1.知识目标：

（1）能听懂、会说、会读、会写词汇: go back to, how long, photo. （2）能听懂、会说、会读词汇：summer holiday, stay, sound, Disneyland, Ocean Park, Taipei. （3）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 ...? Yes, I will. /No I won’t. 2.能力目标：

（1）通过课文重点语言知识点的学习，能初步理解并朗读课文。

（2）能在理解课文的基础上复述课文。

3.情感目标：

通过学习，让学生了解国内外著名城市的主要景点，使学生们能互相分享暑假出游的快乐。

四、[教学重难点]：

1．能听懂、会说、会读、会写词汇: go back to, how long, photo. 2．能听懂、会说、会读词汇：summer holiday, stay, sound, Disneyland, Ocean Park, Taipei. 3. 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 ...? Yes, I will. /No I won’t. 4. 能正确理解、朗读并复述课文。

5.

能正确掌握，灵活运用will来表达一般将来时句型。

五、[设计理念]：

Story time是单元核心板块,它借助活泼生动的插图和有趣的情节,呈现词汇、句型、日常用语和功能性语言。通过对话,帮助学生整体感知语言材料,理解故事内容,在整体情境中学习语言,初步形成用英语与他人交流的能力。通过任务型教学设计，更好地让学生理解和掌握了语篇，同时培养了他们的合作意识。

六、[设计思路]：

文本以对话形式展开,故事的内容是学期临近结束时，Yang Ling和Mike、Liu Tao分别在谈论他们的暑假出游计划。本节课要学习的语言知识是will的一般将来时句型，结合六年级上学期Unit3 Holiday fun中有关城市和旅游景点的内容，设计活动，导入本单元话题。本单元的目标词汇是有关城市的地点名词，课前准备有关国内外著名城市的图片或视频，用于教学活动中。通过free talk帮助学生复习地点类词，导入到本课的单词学习和句型操练中，创设真实的情景呈现、练习和巩固知识，并用情景拓展，引导学生灵活自如地把所学知识运用到日常生活中去。同时整节课面向全体学生，在激发学生兴趣的同时，培养学生的团结合作意识和口语表达能力。

七、[教学过程]：

Step1. Warming up 1. Greetings and Introduction: T：Good morning, boys and girls. I’m... I’m your new teacher. Today we are going to have an English lesson together. Let’s try our best. OK? 【设计意图】:教师作自我介绍并和学生简单进行交流，增加亲和力,激发学生的学习兴趣。

2.

Go through the learning aims: T:Today,we’ll learn Unit7 Summer holiday plans T: Look, these are our learning aims for today. Now read the aims by

yourselves. Learn: summer holiday plans 【设计意图】: 导出本课课题：Summer holiday plans让学生浏览本课的教学目标，明白自己需要掌握的知识，有目的地学习新课。

3. Play a game.

Rules（规则）: 快速读出你看到的单词或图片。

【设计意图】:利用游戏在复习相关地点类单词的同时，让学生能够充分的进行语言交际。一方面是复习巩固的需要，另一方面也为引出新课的地点教学做准备。以游戏的方式引出本课重点，学生非常感兴趣。

4. free talk T: Summer is coming. Do you like summer? Why?

Because we will have a summer holiday soon. T: What did you do last Summer Holiday? Where did you go? ... A: Where will you go...? B: I’ll go to...

A: Will you go to ...? B: Yes, I will./ No, I won’t. Show some pictures to ask and answer in pairs. 【设计意图】：旅游是学生感兴趣的话题，利用Free talk在复习相关知识的同时，让学生能够充分的进行语言交际。一方面是复习巩固的需要，另一方面也为引出新课的教学做准备。以自由谈话的方式引出本课重点，学生非常熟悉，很有兴趣。

Step2.Presantation and practice 1.T: Now the children are talking about their plans for the summer holiday. What are their plans? Let’s have a look.

【设计意图】:找准铺设点，本课通过对句型学习的铺设让学生能很快投入课文的学习与把握。

2. 整体导入Watch, match and say. Watch the cartoon and find where the children will go.

Learn the new words: Disneyland , Ocean Park, Taipei. After matching, ask students to say like this: xxx will go... Work in pairs and practice. 【设计意图】:针对六年级学生的学习特点，通过看动画整体呈现课文，让学生对语篇有一定的了解，连线练习的设计帮助学生更好的把握文章的脉络，抓住关键知识，掌握课文对话的思路。

3.

Read and answer. Read the text on P68 and answer : How long will Mike stay in London? What will Yang Ling do in Beijing? Will Yang Ling go to Beijing by plane? learn: how long, month, won’t=will not. 4.

Read and judge. Read the text on P69 and judge the sentences. If it is wrong, then correct it. a. Su Hai will go to Disneyland and Ocean Park.

（

）

b. Liu Tao will go to Taipei with his friends.

（

）

c. Liu Tao will show some clothes to Su Hai. （

）

Step 4 .Consolidation 1. Let’s read after the computer. (在跟读中体会语音语调语气。) 2. 四人小组读，选择一种方式

跟组长读、四人一起读、分角色读

【设计意图】:层次化的教学任务适合学生的自主发展，既充满着趣味性，又给了学生学习的空间。以小组活动的方式来朗读，一方面培养了学生的合作意识，同时也提高了学生的积极性。

3. Retell the story. Mike will go back to ________ for the holiday. He will stay there for __________. Yang Ling’s ______ and ______ live in Beijing. She will visit them

this summer holiday. She will go there by _______ .

Su Hai and her ________ will visit ________ and _____________ in Hong Kong. Liu Tao will go to ______________ with his __________. He will take some __________ and show them _________ the holiday. 四人一小组复述对话

【设计意图】:复述对话是对课文的进一步理解和巩固，培养学生的小组合作意识和团结精神，帮助学生增强口语表达能力，激发学生学习英语的兴趣。

4. Read and write. Finish the exercise on P70. 5.

Talk about your plans in groups. 选择一个你喜欢的节日谈论你们的计划。（Children’s Day，National Day holiday，Summer holiday）

A: ...is coming. Where will you go for ... ? B: I will go to ... A: That sounds great. How will you go there? B: I will go there ... A: That’s wonderful. How long will you stay there?

B: ... A: What will you do there? B: ... A: Will you ...? B: Yes, I will. / No, I won’t.

【设计意图】:这一部分对重点句型充分进行操练，让学生对本课的重点掌握，培养学生运用日常交际用语进行交流的能力，达到学以致用的目的。

Step5. Summary How to know other people’s plan?

“Where will you go?” It’s about the place. “How long will they stay there?” It’s about the time.

“Will you go to Beijing by plane?” It’s about the way. You also can ask about “ person”：Who will go with you? About “things”：What will you do ? and so on. Travel is very fun.Except traveling, we can also do many

other things for our summer holiday.Summer holiday is coming, I hope everyone can have a wonderful holiday. Step6.Ticking time 1. I can read Story time. 2. I can use Where /What/when will you go for the holiday？How long will you stay there？Will you ... ? to ask and answer. 3. I can talk about my holiday plans . Step7.Homework 1.必做题：a.听录音，模仿朗读对话。

b.抄写本单元四会单词，并会默写。

2.选做题：a.尝试复述课文。

b. talk about your summer holiday plans. 【设计意图】:作业的设计采用必做题和选做题的形式，充分照顾到各个层面的学生，让每个学生都能“吃得饱”，做到“因材施教”。同时也帮学困生找到学习英语的自信。

板书设计：

Unit7 Summer holiday plans Who Where What Mike London visit his grandparents Yang Ling will Beijing visit her aunt and uncle Su Hai Hong Kong visit Disneyland and Ocean Park Liu Tao Taipei take some photos Boys girls (climb up)