Lesson 15 Jenny’s Summer Holiday教学内容概述

Lesson 15 Jenny’s Summer Holiday

教学过程：

Step 1: 1.

Greeting:

T: Hello! Boys and girls. Nice to see you. Ss: Nice to see you, too. T: How’s the weather?

S1: It’s sunny…

T: What month is it now? S3: It’s April. T: So which season is it? S2: It’s spring.

(设计意图：用几个简单的问题拉近与学生们的距离，并与孩子们迅速建立起互动的状态。)

2.

T: Yes. And summer is coming soon. We’ll have the summer holiday.

Do you know the summer holiday? What’s the meaning?

S3: 暑假

T: Yes. T: Do you like to go on trips for the summer holiday? Ss: Yes. T: Me, too. I like to go on trips for the summer holiday. Last summer, I went on a trip. What do you want to know about my trip?

S1: Where did you go? T: I went to Korea. Good question.

You please. S2: Who did you go with? T: I went there with my husband. Well done. Last summer, I went to Korea. I visited the Teddy Bear Museum there. I bought a teddy bear. Look, it’s so cute.（展示Teddy bear。）

3.

How about you?

What did you do last summer? I ______(ed) last summer. (ppt) Hands up!

T: Good. You please. S1: Good try. （设计意图：从summer入手，既解释了summer holiday这个词组，又从学生自身出发，引入what did you do? 这个一般过去时态的句型。为新授内容做铺垫。）

Step 2: New Concepts. 1:T: Well done, everyone. Now I know what you did last summer. How about our friend, Jenny? Listen and answer: What did Jenny do last summer?

Are you ready? Let’s listen. (听第一遍) Now listen again. What did Jenny do last summer? S1: Last summer, Jenny went to a lake.

板书：Jenny went to a lake. T: Who did Jenny go with? Ss: With her grandfather and grandmother. T: OK. Anything, else? S1: She swam in a lake. 板书:She swam

in a lake. 出示Jenny 游泳的图片。

Swam is the past tense for swim. Read follow me.(先出示swam 再swim)

Jenny swam in a lake.

Look this is a… Yes. It’s a lake. 出示图片讲解lake。（讲解发音时可以强调清辅音

/k/，一定要多读几遍）。

Now let’s try to read. Cake, make, take.

Well done. What’s this?

Yes, it’s West Lake.

Where is it?

Do you know? Never mind. It’s in Hangzhou. It’s very beautiful.

Look, is this a lake?

Yes, it is Yangcheng Lake.

What is it famous about? Yes, it’s famous about Yangcheng Lake crabs. They are very delicious.

Look, what’s this? (箭头指示

lake)

Ss: It’s a lake, too.

Yes, it’s also a lake. Its name is the Loch Ness(尼斯湖). It’s in the U.K. It’s very famous around the world. Why? Because the Loch Ness Monster.

Now let’s go on listening: what else did Jenny do last summer? T: Ready? Go! You please. Good. She played on the beach.

Let’s read them together. (设计意图：用纯听音的方式处理第一部分，不仅锻炼了学生的听力能力，而且对第一部分的处理也更完整。在lake这个词汇讲解的同时拓展发音知识，并且增加了相关的国内外几个著名湖泊的介绍，适当渗透了文化意识的内容。) 2: As we know, Jenny’s family likes to go on trips in the summer.

This summer is coming soon. What will Jenny do this summer? Please guess:

S1: Jenny will…. T: Maybe. You please. S2: Jenny will…

T: Maybe. Good try. Open your book,P42, and read picture2 silently. Find the answer please.

Have you got the answer? (时间要停留一下等学生们举手多起来再叫) You please. Jenny will go on a trip to the sea.

Jenny will swim.

Jenny will watch the ships and boats on the sea.

（设计意图：第二种时态的讲解采取寻读策略，从而使学生在自读的过程中寻找答案，体会一般将来时态的用法。）

T: Look，what’s this? Yes, it’s a map. And this is the sea. It’s the East China Sea. How about this one? Good, it’s a map, too. And there is Pacific Ocean.

So what’s the difference? Which one is bigger? Great! The ocean is bigger than the sea. Jenny will watch the ships and boats on the sea. Now look, what’s this? Yes! A ship.

Ship. This part(指

sh), /

ʃ/, this letter(指

i), /i/, this letter (指

p), /p/. together. Ship.

And this is a ship, too. So they are ships. Is this a ship? No, it's a boat. (讲解发音)

指示oa, /

əu/This is a boat, too. So they are boats. Now look at these two pictures, what’s the difference?

Well done. A ship is bigger than a boat.

（设计意图：用对比的方式来处理ship和boat这两个单词，使学生更容易理解两个词汇词义上的区别。）

T：Now look at the time line. Let’s read. Last summer… This summer…(发现lake的发音问题的话一定要及时纠正。)

What can you find? Pay attention to these red words.(指示屏幕) look at these words. S1: (让学生自己发现规律。) T: Last summer, you should use went / swam / played.

This summer, you should use will go / will play / will swim. Now I have two tips for you. Who wants to read? （两条分别找学生朗读）

T: Ok. Let’s have a test.

T: No.1 choose?

S1: B T: No.2 choose? S2: A T: Why? How do you know it? Ss: …. T: last year 和Next year 这些是表示什么的词呢？

Yes. 表示时间的词。

Last year 是过去时间。

Next year 是将来时间。

You got it. Ok, let’s go on. （设计意图：用对比的形式将两种时态展示给学生们，并且用一个简单的小练习加深对两种时态的认识，使本节课的重难点知识得到巩固。学生也更好的掌握了两种时态的不同以及为后面的练习打好基础。）

3: let’s listen and imitate.

T: Read part 1 by yourself.

4.

Look here, please. Let’s ask and answer.（PPT）

No.1 what did Jenny do last summer? You please. Good! (1-4依次让学生口头说出答案) Now look at your book,P43. Write the answers, from No.1 to No. 4.

Let’s check your answer.(PPT出示答案). Have you finished? Let’s read it.

T: Can you ask more questions? S1: What will Jenny do on the beach this summer? T: Good question. Who can answer?

You please. S2: She will play on the beach with her family. T: Perfect. （设计意图：用问答的方式巩固课文内容，帮助学生更好的掌握文本，并练习了写的能力。放手让学生来提问，锻炼了孩子们独立思考，乐于提问的能力，同时使学生对文本的理解又提高一个层次，很好的实现对学生自主提问的培养。）

5.

Pair works. Practice with your partner.

Who wants to show us. T: Everyone, how do you think about their dialogue? Good? Great? Or wonderful? Write down No.5 and No. 6 on your book after class.(指示出题目位置) （设计意图：

练习学生说的能力，在将两种时态运用到自己的生活中，从而更熟练的掌握和运用两种时态的用法。）

6.

（PPT出示Superman）

T: Oh look, who is he? Ss: Superman.

T: Yes, he is my friend Superman. He sends an email to me. Read and do the exercises. Dear Yang, How are you? I’m so excited to share my story to you. Last month, I went to the moon and did sports there. Last week, I had a rest in Hawaii. I decided to visit China yesterday.

I will fly to Beijing tomorrow evening. And I will eat Beijing Duck this Sunday. I will say hello to you this month. Which day? It’s a secret. I will give you a surprise. Ahaha!

I miss you. Yours truly, Superman

Now let’s check your answers.

（设计意图：继续练习两种时态的用法，帮助学生对两种时态的使用更清楚。）

7.

Sing a song.

T: First let’s listen it.

Now let’s learn it. Sing the song after me. Sentence by sentence. （设计意图：一首歌曲的学习既轻松了课堂气氛，又巩固了新知。）

8.

Now let’s make a travel plan. Just as the words in the song: When school is done, what will you do? You’ll leave our school. And you will go to the middle school. You’ll have a long summer holiday without homework. Please make a wonderful plan for your family. First of all, I’ll show you my travel plan.

（设计意图：联系学生实际生活，落实到写的能力。）

Step 3: class closing: Homework: a.

Make a travel plan. b.

Make a video.

T: for example, let’s watch a video. You can make a video like this. T: You can choose anyone you like, ok? 板书设计

教学反思：

各位老师好，下面我对自己这节课进行一下总结。本课教学目标：

1.

学生能听懂、会说、认读并书写下列词汇：lake, swim, ship 我结合六年级学生的实际情况，在此基础上又增加了两条目标：

2.学生能听懂、读懂课文。

3.学生能区别一般过去时与一般将来时，并能正确运用这两种时态对自己的日常生活进行描述。

从授课情况来说，完成了既定的教学目标。

针对我们联合校主题：课堂提问的有效性研究。结合本课教学内容，我进行了如下设计（我认为也是本节课的亮点）：

1.

在问题的设置中，难易结合，有为了引起学生注意而使用“yes/no”来回答的简单问题，也有引发学生思考，需要自己组织语言来回答的程度较深的问题。学生参与度比较好，不同程度的学生都得到了展示的机会。

2.

新授环节，采取了不同形式的设计方式，先是递进式的提问，从“What did you do last summer?”到“What did Jenny do last summer?”展开对一般过去时的学习; 再用一个开放型思考问题“What will Jenny do this summer?”引出本课第二种时态：一般将来时态。两种时态过度很自然，学生也能马上转化思维，进入另外一个时态的学习中。从而更好的掌握两种时态，更深刻地理解两种时态的区别。在比较两种时态的环节也能抓住重点，达成了本节课的目标，运用两种时态。

3.

适时地追问也更能引发学生思考，例如时态练习的test时，学生给出答案，及时追问“Why? How do you know it?”从而帮助学生更好的理解并运用两种时态。

本节课的不足之处：

在课堂提问时，总是不自觉地重复自己所提出的问题，潜意识中总是担心学生没有听清提问。而不断地重复问题，并不能很好的锻炼孩子们的集中听力的能力，所以在今后的课堂中要注意减少不断重复问题的习惯。

在练习环节上时间分配有些前松后紧，后面的写的练习时间有些紧张了，在以后的课堂中要注意时间的分配。