Fun time 1 Recycle 1主要内容及教案内容

Unit 3 We are going to travel. (revision)

一、教材分析：

我们现在使用的是精通教材，该教材注重学生语言应用能力的培养，教材在整体构思、内容安排、活动设计和教学方法选用等方面紧密联系学生的生活实际，把知识和技能目标融会在完成任务的过程之中，充分体现了交际教学的思想。六年级上学期Unit 3 We are going to travel涉及一般将来时，要求学生能灵活运用be going to.../will的各种句型，并且使用一般将来时态交流行事计划。

二、学情分析:

我校六年级的孩子在英语学习方面已经有了一定的积累，无论是单词、句子、课文还是口语表达，学生的理解能力和输出能力都有了很大的提升。在时态方面，他们已经接触并学习了一般现在时、现在进行时、一般将来时以及一般过去时。根据不同的时态和主题，学生可以表达相关主题。本节课主要复习一般将来时，经过几个课时的学习，学生对这个时态掌握得比较好，明白其结构为be going to...或will...。根据学生学情，本节课定位为复习拓展课，以听、说、写等活动引导学生进行语言整体输出，为后续的篇章写作做好准备。六年级学生已经具备了一定的自学能力，而且这种自学能力的建构过程也将持续进行，为他们升入中学做准备，因此语言课堂上的学习策略的指导也非常重要，这将有助于他们独立的学习能力的形成与加强。

一Teaching aims: 1.借助师生问答及图片展示，复习11个旅游景点及重点句型We are going to...by.... 2.利用小组合作进行对话表演，复习三个重点句型：

1)We are going to Beijing by plane 2)When are we going to the Summer Palace?Tomorrow morning. 3)Would you like to go to Disneyland?Yes,of course.I want to see all my favourite places. 3.通过整合课文及学生设计思维导图的方式，复习三单元重点的文本内容

二Teaching procedures：

教学环节

Pre- learning 1.

Daily talk

2. Brainstorming 教师活动

学生活动

设计意图

交流，引出一般将来时。

think 引导学生思考什么特殊节日即将到来，引出本节课的主线

“假期”

Teacher greets with Students answer 通过日常话题的students: “What day the questions.

is it today?

today?”

Teacher Students to look at the calendar on PPT, let brainstorm coming.

3. Ask and answer Teacher asks some Students make a questions about conversation in pairs.

summer holiday.

4. answer）

通过使用一般将来时的句型进行讨论、问答，唤醒学生的语言意识。

Showing the world map Ask and answer 利用思维导图带and answer questions mind map

领学生复习旅行里、做什么、怎么做、吃什么、天气如何，进行地道的旅行对话问答。

While-learning 1. Leading in Teacher introduces Students an old friend Harry why guess 通过中国和澳大winter 利亚的地域差异，地理常识，让学生明白两国在季节及学校学期制方面的文化差异。

老师利用Linda与老师在微信中交流自己假期计questions by using according to the 有关的句型：去哪mind map.

Travel （ask and ask Students what

Students leads and answer.

What’s the date

special days are to the students, and holiday is coming 渗透南北半球的lets the students for Harry.

guess why winter

holiday is coming for

Harry.

Teacher shows the pictures Wechat.

that chatted with Linda on 划的真实情境，引出主题。本活动结合了学生的已有生活经验来创设真实情景，使学生自然融入课堂活动。

2. Open listening activities

3. Read Linda’s message

4.

and 猜测linda的寒Teacher lets the Students read the 通过提问，让学生students guess what messages about.

Linda’s plan is guess what Harry’假计划有哪些内s plan is about.

容，培养学生预测

the 的能力。

voice 笔记的形式，捕捉Students listen 学生通过听力记Students listen to to take notes.

the voice message and message and take 听力内容的关键notes, then share 信息。

in groups.

Everyone are supposed to say hear.

Students listen

学生通过小组分享的形式获取更的信息。

学生通过阅读文本，找出之前在听力过程和小组分享过程中遗漏的信息,将文本整体信息补充完成，为下一步做准备。

the key words they 多关于听力内容Teacher listens to to the voice the voice message message again, the notes.

Teacher in groups, everyone should complete the notes.

asks

again and complete share their notes

students to read

linda’s plan and find Students read out more linda’s plan and

Retell Linda’s holiday plan information.

linda’s find out whether 引导学生关注板they miss any information.

plan The whole class together according to the mind map on the board.

书去整体回顾课文内容，为接下来的个人输出做准备。

Have Students retell

according to the mind retell the text map on the board.

Post-learning 1.

2. Watch a video summer holiday plan

3. Production Make your plan

think Teacher asks the Students students a question, and answer.

to prepare for his

coming school days?”

watch Think and answer “ What will Harry do

Teacher lets the Students video about teacher’

s summer holiday

plan.

Teacher

about teacher’s students watch a the video.

Students think lets about their plans students think about and write down key their plans and make information on plans.

the mind map. Then share their plans with the class.

启发学生进行发散性思考，学生结合自己的先在经验思考并表达Harry可能会为新学期所做的准备。同时在此处渗透情感教育，让学生明白：做任何事情之前都应做好计划，有备而来。

以老师的假期计划作为范例，给学生高于文本的第二次示范，为学生即将进行的语言输出再做准备。

通过文本的迁移，引导学生将已有的书本的知识，结合自己的思考，输出为自己的完整表达。

让学生完成了自己的holiday plan之后，向全班展示作品，并分

享。

4. Homework 1.Write your summer holiday plan.

2.Send it to Linda on Wechat.

将课堂最后一个活动中的语言口头输出变为笔头输出，并转变为同学之间相互交流的拓展活动。

5. Extension How to be a good traveler? 思维品质的提升：让学生思考如何做一个好的旅行者？

Blackboard design

Where are you going to travel？

What are you going to do？

How are you getting there？