Story time教案1

新译林6BU7 Summer holiday plans教学设计

睢宁县凌城镇中心小学

郝娜 一、课题：Summer holiday plans 单元名称：

Unit7 Summer holiday plans 教材版本：

Yilin primary English 授课年级： Grade 6 教学设计的具体内容: 二、教材简解

本文选自新译林小学英语教材，每个单元共有七个版块。核心部分是story time版块。它贯彻了小学英语新课标强调把词、句放在语篇教学的理念，为学生创设了英语学习的真实情景，更生活化、真实化。文本更注重语言的实践性和应用性。本文Summer holiday plans亦是如此。同时也英语学科核心素养已成为小学英语教育日益关注的话题。要注重培养学生的语言能力、学习能力、思维品质以及文化意识。在本课中，我们紧紧围绕这几个目标进行活动设计。诸如：借助于构建thinking map的方式，在阅读过程中提炼文本的关键信息，快速地理解课文以及思维导图的运用，是基于培养学生学习能力以及思维品质的活动。

三、目标预设

Teaching aims and learning objectives: By the end of the lesson, the students should be able to: 1. Get to know the meaning of “go back to ,how long , photo, summer holiday，stay，sound，Disneyland，Ocean Park，Taipei” and pronounce them clearly;

2. Be able to use the patterns “Will you…？/Where/How long /How /What will you …?”to talk about plans. 3. Understand the text as a whole. 4. Learn some reading strategies, such as guessing the meaning of new words, taking notes to justify something etc; 5. Talk about their holiday plans according to the mind map, and deepen their love for travel. 四、教学重难点

Focus of the lesson: 1. Understand the text as a whole. 2. Try to talk about holiday plans and share interesting travel experiences. Predicted area of difficulty: 1. Pronounce the keywords: “stay，sound，Disneyland，Ocean Park，Taipei”; 2. Talk about their plans according to the mind map. 五、设计理念

小学英语课的教学效果直接影响学生今后对英语学习的看法和心态，成功的小学英语教学要有利于培养学生学习英语的听说读写综合语言运用能力、文化品格、思维品质、学习能力等。我在在充分了解英语学科核心素养的前提下，结合教学实践，通过文本特点，精心设计教学流程，采用更为灵活的教学方法来调动和提高小学生学习英语的积极性，调整自己的教学方法，关注小学生英语学习的核心素养的培养。。与此同时《小学英语新课程标准》也提出面向全体学生，注重素质教育、整体设计目标，体现灵活开放、突出学生主体，尊重个体差异、采用活动途径，倡导体验参与、注重过程评价，促进学生发展等基本理念，这些都与英语教学的核心素养相契合。

六、设计思路

本课通过设置多样活动完成读前、读中、读后的任务。读前，我通过free talk回顾已学第五单元的be going to引入will这一语法知识点和假期计划这一主题。通过任务型阅读如Watch and tick；Look，match and say；Listen and choose；Read and judge完成读中教学。读后，Read and write；Retell the story；Summarize &emotion improving来巩固、提升所学，同时教授学法与学习策略。作业设置采用多元化模式如listen, record, watch a film, and do a survey，让学生饶有兴趣地做作业。

七、教学过程

Teaching procedures: Step1 Warming up& Before–reading 1. T: In Unit 5, we know the children are going to have a party at Mike’s

house. What are they going to bring to the party? (学生回忆课文内容并回答…is going to bring…) 2. T：We use ‘be going to …’to describe the sentences. And we also can use ‘will’ in the future tense.(课件出示be going to与 will ，并请学生用will 来回忆描述第5课内容) 3. T: Children’s Day is on 1st June. After June, July and August are coming. All the children and teachers like a holiday in these two months. Do you like it? Why? (引出summer holiday及课题) 4. Do you want to know something about my summer holiday? You can ask me some questions about my summer holiday. But please use‘will’to ask,(引导学生主动提问，教师适时予以提醒和纠正) （1）PPT出示以下句子并读一读：

Where will you go for summer holiday? When will you go there? How will you go there? How long will you stay there? (教学how long) What places will you visit there? What will you do there? Who will you go there with? ….

（2）出示表格和图片 Miss Hao’s summer holiday plan Miss Hao’s summer holiday plan

Where

When How

How longWho

Hong Kong 16th July By ship

10 family visit Ocean Park& What will …do For days Disneyland & Victoria Harbor 教师进行回答并进行教学Stay there for ten days/ Ocean Park /Disneyland/Victoria Harbor，听三处录音简介。

5. T: Will you go to Hong Kong for summer holiday? S: Yes, I will./ No, I won’t. (师生交流并启发回答，之后出示句型,并进行生生交流Where/ How long/How…?) 【设计意图】读前活动首先通过U5将来时be going to的旧知，悄无声息地引入will，过渡自然且生易于接受。同时通过教师假期计划引出新授的单词和句型，让生在情景对话中习得词汇、语法，并且通过合作会恰当地使用它们，从而达成知识的输出。

Step 2 While--reading 1.PPT出示4个孩子头像，并直接出示句子理解朗读The children are talking about their plans for the summer holiday. 2. Watch and tick Where will the children go for summer holiday?（看动画之前先看图片认识城市）

3.Look，match and say 出示文中两组插图并让学生快速完成该题并描述

4.Listen and choose（第一部分对话）

5.Read and judge (第二部分对话) 6. Reading time (Read and repeat ad read together) 【设计意图】由图片入手导入新课，借助插图匹配文章片段文字。接着通过选择和判断题，让学生把握文章大意，为阅读做好铺垫。

Step 3 After-reading 1.

Read and write Teacher presents the text and asks students to read quickly, and use one word to complete the blank in the first sentence. 2. Try to retell the story. 3. Summary &emotion improving Students discuss and write down key words: What else will you do？ Students discuss in groups, find out the key information and take notes

on the paper cards. 【设计意图】围绕plan，在逐步的阅读过程中，一步一步构建出以plan为中心词的清晰的思维导图。在此过程中还有意识的借助take notes的方式，提炼文章的梗概，提升学生的思维认知和分析的能力。在引领学生体验计划出游的乐趣时，提供学生自主提问的机会，帮助学生更好学会表达分享计划，促进学生综合语用的能力，培养学生的思辨能力。

Step 4 Consolidation 1. Teacher introduces how to make a thinking map. 2. Students make a thinking map Students discuss in groups and make the thinking map with the cards. 3. Students try to retell the text. When retelling, they should add more words beyond the text. 【设计意图】让学生讨论，将对话构建成清晰的思维导图，不仅能够加深学生对文章的理解。同时借助思维导图，转化人称，加上个性化丰富的语言复述课文，促进学生知识的深层内化。 4. Writing time Teacher asks students a question: write a short hamburger passage about holiday plan

开头

正文

结尾

Tips: I will go to…

I will visit…

I will play…

【设计意图】基于社会文化教学目标，将之前对文本的学习体验，自然延展到现实生活，完成高层次写作。

借由汉堡包形式增添学生写作兴趣，同时让生注意开头、结尾、正文句型变换达到文章的“营养均衡”。

Step5 Homework 1. Read the story loudly, record it and send to 1102913737@qq.com. 2. Enjoy a movie about travel and try to dub it. 3. Do a survey and write a passage about your deskmate’s holiday plan. 【设计意图】拓展阅读不仅能够极大地拓展知识，而且促进学生的语言输出，从而使阅读更有实效性。根据思维导图写一篇完整文章，将课堂上产出的简单句子建构成连贯的语篇，由易到难，循序渐进，帮助学生建立写作的信心，同时也进一步加深对父母的情感体验。

八、板书设计

Unit 7 Summer holiday plans (Story time) Where will the children go for summer holiday? …will….