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六年级下册Unit7 Summer holiday plans 第一课时教学设计

盐城市亭湖区青墩小学

徐玲 224052 Ⅰ.课题（学科和年级）

六年级下册Unit7 Summer holiday plans (英语

六年级) Ⅱ.教材简解

本节课是译林版小学《英语》（三年级起点）六年级下册第七单元的故事教学。场景是学期临近结束时，Yang Ling 和Mike、Liu Tao 和Su Hai分别在讨论他们的暑假出游计划。

Ⅲ.目标预设

1. 知识目标：

①

能听懂、会说、会读词汇summer holiday,stay,sound,Disneyland,Ocean Park,Taipei,traveler,travel around the world,different ②

能听懂、会说、会读、会写词汇go back to,how long,photo,travel ③

能听懂、会说、会读、会写句型和日常交际用语Will you…?Yes,I will./No,I won’t.Where/When/How long/What will you…?I/We will…

2. 能力目标：

①能正确理解并朗读故事内容，在教师的引导和帮助下尝试复述。

②能正确运用一般将来时与他人交流讨论计划。

3. 情感目标：

①能获得学习成就感，增强对英语学习的兴趣。

②能开阔眼界，热爱家园。

IV.重点、难点

1.重点： ①能理解故事内容，流畅地朗读课文，并能复述课文。

②能正确掌握，在真实情景中灵活运用将来时句型。

2．难点： 能正确运用一般将来时与他人交流讨论计划。

V.设计理念

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新课程标准强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。把学生作为学习的主体，结合本课内容，创设任务，使学生自然地融入到英语学习中，建构知识技能，并设计不同的教学活动，使不同层次的学生都能得到提高。

VI.设计思路

本课Story time图文并茂，内容简单，容易被学生理解和掌握。在教学过程中，充分利用课本提供的信息和素材，精心创设情境，使教材生活化。六年级学生对英语已经有了一定了解，对故事很感兴趣，在继续激发和保持学生学习兴趣的同时，着重培养学习策略，提高英语思维能力。本课时在理解故事的基础上，理解一般将来时的一般疑问句和特殊疑问句的用法，让学生根据实际情况，运用一般将来时自主交流暑假计划。

VII.教学过程

Step 1 Pre-reading 1.Ｗarming up Greetings 2.Guessing game: Which city is it? （1）Beijing （2）Hong Kong 教授Disneyland, Ocean Park （3）London （4）Taipei （设计意图：通过猜城市这一环节，拓展学生视野，让学生了解四个城市的著名景点，为学习新单词和渗透文化意识作好铺垫。）

3. Enjoy the pictures. T: Last Summer holiday, I went to Shanghai with my family. I took many pictures. Do you want to enjoy them? I’ll show you my photos. Shanghai is a beautiful city. I went there by plane . I stayed there for about a week. I will go to Beijing for this summer holiday. Look! This is my summer holiday plans. Will you join me,…? That’s sounds great.

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Summer holiday plansWho Miss LiWhere BeijingWhen in AugustHow long 6 daysHow By trainWhat Visit some interesting places

T:How will you spend this Summmer holiday? Do you have a good plan? Today we’ll learn Unit 7 Summer holiday plans （设计意图：通过教师展示暑期计划表格，引导学生了解本单元的主题，初步掌握制定计划所涉及到的有关信息。）

Step 2.While-reading 1.Show the title “Summer holiday plans”. let the students read together. 2. Read and find T: Someone is talking about Summer holiday plans,too. Please read the story then answer the questions:Who are talking about their summer holiday plans? S:They’re Mike,Yang Ling,Su Hai and Liu Tao. （设计意图：学生带着问题快速浏览课文，通过整体感知文本，快速得出答案。）

3. Watch ，match and say T: Boys and girls, where will they go for the summer holiday? Look at the children. They’re talking about their plans for the summer holiday. Where will they go? Let’s watch the cartoon, match the line and say “…will go to…”

S1: Mike will go back to London. S2: Yang Ling will go to Beijing. S3: Liu Tao will go to Taipei. S4: Su Hai will go to Hong Kong.

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Where will they go for the summer holiday?Mike/ Yang Ling/ Su Hai/Liu Tao will…1.will2.3.4.

（设计意图：通过看动画、看图片获取更多信息,问题由易到难，层层递进，让学生从Who 到Where的进行回答，提升了学生的观察能力和思维能力）

4. Guess. T: How will they go there? Guess! (教授Will…go to…by…?及其回答) S1: Will Mike go to London by train? T: Yes, he will. …

（设计意图：利用猜测交通工具，教授一般将来时的一般疑问句，将枯燥的语法学习变得富有趣味性。）

5.Look and say T: What will they do there? S1: Mike will visit his grandparents in London. S2: Yang Ling will visit her aunt and uncle in Beijing. S3: Su Hai will go to Disneyland and Ocean Park in Hong Kong. S4: Liu Tao will take photos in Taipei. （设计意图：培养学生看图说话的能力，更深层次的挖掘文本，从Who到Where再到What的逐层深入学习文本。）

6.Read and judge. （1）.Mike will stay in London for two months.( ) 教授句型：How long will Mike stay in London?

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（2）. Yang Ling will go to Beijing by train.( ) （3）. Su Hai will go to Hong Kong with her sister.( ) （4）. Liu Tao will go to Taipei with his parents.( ) （5）. Liu Tao will take some photos after the holiday.( ) （设计意图：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，让学生进行改错，在改错中顺其自然地进行了新句型的教学，符合学生学习的需要。）

7.Read and complete Task3:Read and complete :Read in groups and complete the table. Who Where How How longone monthTips:四人小组读课文，查找信息，完成表格。What visit grandparentsvisit aunt and unclego to Disneyland and Ocean ParkMike London By planeYang LingBeijingBy trainHong KongBy planeSu HaiTaipeiBy planeLiu TaoTake photos Check the answers and learn the new words and phrases. （设计意图：让学生默读文本，四人一小组合作，让出时间和空间给学生自主完成表格。）

8.Read and write. Try to say 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. （设计意图：根据课文理解进行第三人称复述填空，进一步提高学生对文本的理解。） Step3 Post-reading

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1.Listen and repeat T: Now you know about the dialogue very well, but can you read well? Please read the dialogue after the tape. Try to imitate the pronunciation and intonation of the recording. (设计意图：学生通过跟读录音，模仿语音语调，提高朗读能力。) 2.Read in roles. Read the whole dialogue freely in groups, and choose the way you like. （设计意图：学生根据自己水平，选择适合自己不同形式的朗读，给学生充分的时间，让孩子享受朗读的乐趣，同时也给予他们不同的评价。通过这种民主性的选择朗读，既是对不同层次学生的尊重，也训练学生良好的语音语调，同时再次加深对故事的理解。）

3.Retell the text. Talk about the students plans. Look at the blackboard and retell. 4. Write and say. Help Mike finish the notes “Our summer holiday”. T:You did a good job. Mike is writing about everyone’s summer holiday plans. Please help him complete the notes. Our summer holiday My friends and I will be busy in the summer holiday. My family and I will visit grandma and grandpa in _______. We will stay there for ______. Yang Ling’s _________ live in Beijing. She will visit them this

summer. She will go there by _______. Su Hai and her family will visit ________ and _________ in Hong Kong. Liu Tao will go to __________ with his parents. He will take some ______ and show them after the holiday. Check the answer. 5. Talk about your summer holiday plans.

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Please talk about your summer holiday plan with your classmate, the sentences will help you. This summer holiday I'll go to ... with ... I'll go there by... I'll ... I'll ... I think I'll have a good time.

6. Write your plan. Please write down your plan. You can write by yourselves or use the passage. 7.Remember. （设计意图：在这一环节中，从简单的复述课文到写，然后再拓展，一步一步引导学生，从文本拓展到生活中。然后进行情感教育，升华主题。）

Step4.Homework 1.Read and retell the text. 2.Make the summer holiday plans for your family. （设计意图：设计个性化作业，尊重学生的个体差异；设计实践型作业，增强学生的动口动手能力。）

板书设计：

Unit7 Summer holiday plans Who Mike Yang Ling Su Hai Where London Beijing How by plane by train How long one month

What visit grandparents visit aunt and uncle go to Disneyland and Ocean Park take photos Hong Kong by plane Liu Tao

Taipei by plane

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教学反思： 本节课谈论的话题是暑假出游计划，教学中我始终围绕着“让学”和“引思”两个词来进行教学。 “让学”——

六年级的学生在课堂上通常比较保守，所以在设计教学时我尽量激发学生开口说的欲望，激发学生已有的知识储备。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，由于正值暑假来临之际，自然引出本课学生暑假计划，提问学生Where will you go for the summer holiday? 为了使学生熟练运用本课句型，通过多种活动，让时间、让空间、让机会、让活动，切合学生实际创设具体学习情境，让学生通过阅读、讨论、操作以及完成真实情境中的任务等活动学会自主学习、协作学习和探究学习，将重点句型加以操练。由于学生对自己的假期安排已有准备，所以学生兴趣浓厚，积极参与。从理解文本、复述课文到写自己的暑假计划，一步一步引导学生，将文本拓展到生活中，让学生内化所学知识，并能灵活运用于生活中。

“引思”——

语篇的教学重点是学生对文本的理解和重点朗读，文本的理解对于学生来说并不是难点，教学中要引发、引导、引领学生思考，在形式和本质上保证学生大脑处于积极的思维状态。教学中教师要贴近学生的认知水平设计科学、合理、有价值的具体问题，引导学生研究问题、分析问题和解决问题，通过体验、构建及内化等过程逐步形成相对稳定的思维方法和价值观。所以课文的学习主要是让学生自己提出想要知道什么，通过思考，从而自己阅读解决，其印象比老师的一味灌输要深刻得多。

通过两方面的努力相信学生会学得更扎实，理解更透彻。

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