Story time教学实录

六年级英语下册

Unit 7 Summer holiday plans

教材简解：本单元谈论的话题是暑假出游计划，在上册学习的有关城市和旅游景

点的基础上，以旧引新、拓展延伸，引出how long, where引导的一般将来时的

特殊疑问句式和will引导的将来时的一般疑问句及其肯定、否定回答。本篇对

话贴近学生生活，学生学有兴趣。教师应根据学生的学习现状和掌握情况，采用

图片，多媒体等直观教具，结合游戏，情景对话等形式，对基础知识和基本技能

进行训练，让学生有机会运用所学语言，从而提高他们灵活运用语言的能力。

目标预设：

（一）知识目标：

1. 能理解、朗读并复述故事。

2.能听懂、会说、会读、会写词汇: go back to, how long, photo 3.能听懂、会说、会读词汇：summer holiday, stay, sound, Disneyland, Ocean Park, Taipei 4.能听懂、会说、会读和会写句型：Will you…? Yes, I will. /No, I won’t. Where/When/How long/What will you…? I/We will…

（二）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。

（三）

情感目标：

1.通过学习，让学生了解国内外著名城市的主要景点。n

2.鼓励学生积极体验生活，大胆参与语言交际活动，激发学生热爱祖国、热爱家乡的情感。

教学重点: 1.能理解、朗读并复述课文。

2.能正确掌握，灵活运用将来时句型表达于真实情景中。

教学难点: 1.能理解、朗读并复述故事。

2.能自编类似情景。

3.能理解运用一般将来时的一般疑问句和特殊疑问句。 教学准备: 1.光盘，多媒体ppt 2.一些有关国内外著名城市的图片或视频

教学过程：

Step 1Ｗarming up Daily talk T:1.How many days are there in a week? What are they? Which day do you like best? Why? Ss: talks. T: That sounds great./ That’s great. 2.

T:How many months are there in a year? What are they? Which month do you like best? Why? Ss: talks. T: That sounds great./ That’s great.（教授）

[设计意图] 学生通过问答，既复习了旧知，也为本课学习做好铺垫、渗透。

Step2.Presentation Pre-reading 1.呈现本课学习目标

（1）Know some great cities in the world. （2）Can understand ,read the story. （3）Can try to talk about your summer holiday plans. [设计意图] 呈现学习目标，让学生对于本堂课所学内容一目了然。

2. 出示有关北京和上海的图片，教师介绍出游计划，导入话题和语法

T: I’ll go to Beijing with my family this summer holiday. We’ll go to the Great Wall and the palace Museum. We’ll eat roast duck and the famous snacks. We’ll go there by train. Where will you go for the summer holiday? 3. 多媒体呈现六年级上册Unit 3和本册教材Unit 6中的城市著名景点或地标建筑的图片，要求学生快速说出相应的名称：the Bund, the Summer Palace, the Shanghai Museum, the Great Wall, Tian’anmen Square, Big Ben, the London Eye, Tower Bridge, the Sydney Opera House. 4. 出示目标词汇Hong Kong和Taipei的图片，并介绍两个城市的著名景点Ocean Park, Disneyland, Victoria Harbour, Taipei 101. T: Ocean Park and Disneyland are two large theme parks in Hong Kong. you’ll find a lot of interesting animals and fish. In Disneyland, you’ll see many cartoon friends. Taipei 101 is the tallest building in taipei. It’s the most famous place of Taipei.

[设计意图] 利用多媒体，由已学过的城市及其地名来引出新城市的著名景点，新授部分新知，由易到难，激发学生的学习兴趣，为学习课文作铺垫。拓展学生视野，也为本单元学习做好文化意识渗透。

4. 师生谈话，学习一般将来时的疑问句

T: I’ll go to Hong Kong this summer. I’ll go by plane. Where will you go? How will you go there? S1: I’ll go to Taipei by plane. S2: I’ll go to Shang Hai by train. S3: I’ll go to Hong Kong by ship.…

T: Will you go to Beijing this summer? Ss: Yes, I will. / No, I won’t …

[设计意图] 看似自由的谈话，从暑期旅游开始，引出一般将来时的一般疑问句和特殊疑问句，在不经意间把学生带入了本课story教学，教授新知。

Step3: While-reading

1. 1.Listen and answer. T:Just now, we saw some famous cities. I want to travel in the holiday. Listen , there are some children talking. What plans are they talking about? S: They are talking about their summer holiday plans. (揭题：Summer holiday plans) 2.Watch and choose. T:OK.First,let’s watch the cartoon and choose. Who are talking about their plans for the holiday? (Watch the cartoon.) S: They’re Mike, Yang Ling, Liu Tao and Su Hai. [设计意图] 学生带着问题看故事动画，通过强烈的画面感，快速得出答案。

3.Watch, match and say. T:Where will they go for the holiday? 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. [设计意图] 通过看动画，问题由易到难，让学生从Who 到Where的进行深层回答和学习。

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，把枯燥的语法学习注入了趣味性。

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? （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，加深印象。此外，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.Let’s read. 跟读课文，完成两段填空 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] 根据课文时，纠正、引导学生读课文的语音语调和感情，并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。

8.Happy reading. 1. 选择一种喜欢的方式读。

2. 齐读

3. 分角色读。

[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，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。给学生充分的时间，让孩子享受朗读的乐趣。

Step 3 Practice 1.Retell the text.（见PPT）

2.Read and write. 3.Talk about your holiday plans. 4.Writing. 5.Remember. [设计意图] 运用板书复述，带学生一起回忆本课内容，大大降低了学生组织语言的难度；为学生提供了一个“安全”的环境既让所有学生都有了参与的机会，又如他们举手发言时的心理有了安全感。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，主题升华。

Step4. Consolidation Ticking time. [设计意图]

通过自我评价这一环节，提升学生自我学习评价的机制。

Step4 Assignment 1. 听录音，跟读课文。

2.预习P71~72. 3.想一想，自己暑假里想去哪些地方和做哪些事，试着用学过的句型写出来。

[设计意图]

设计拓展性和开发性的语言表达及运用才是强化体验语言，内化语篇知识，提升语篇能力的重要途径。让学生试着介绍自己的家乡，拓展了学生的思维，达到了学以致用的目的。

板书设计：

Unit7 Summer holiday plans

Who Mike Yang Ling Su Hai

Where London Beijing How by plane by train What visit grandparents visit aunt and uncle go to Disneyland and Ocean Park Hong Kong by plane