Lesson 15 Jenny’s Summer Holidayppt配套的板书设计及意图

Jenny’s summer holiday教学设计

学校名称

课例名称

学段学科

章节

保定市高新区小学

Jenny’s summer holiday 小学英语

第三单元第15课

教师姓名

教材版本

年级

宋惠芳

冀教版

六年级下

教学目标

1.知识与技能目标

（1）学生能听懂、会说和认读lake, swam, ship三个单词并能在句子中正确地运用；

（2）学生能掌握并能正确运用过去式What did Jenny do last summer holiday?和将来式What will Jenny do last summer holiday?句型和其它日常句型。

（3）学生能从What, How, Where, Who四个方面了解Summer holiday的基本情况，并能够描述Summer holiday 2.过程与方法目标

通过设置真实的生活化的情景，利用pair work，小组合作，实物演示等方法，使学生参与其中并设计毕业旅游，在教师的暑期旅游计划和学生设计自己的毕业旅游计划的过程中学习拓展与Summer holiday相关的各种知识，提高学生综合语言运用的能力。

3.情感态度目标

（1）学生能体会到英语学习的乐趣，本课学生在小组合作活动中与其他同学积极配合与合作，在真实情景下完成教学任务。

（2）关注每一名学生的情感，努力营造宽松、民主、和谐的教学氛围。本课通过设置真实情景，让学生参与其中，自然地用英语表达自己内心的真实想法。

（3）通过了解Jenny和老师的暑假旅游及设计自己的毕业旅游，激发学生们之间的友谊，师生情及对学校的感恩之情。

学生能听懂、会说、认读和书写lake, swam, ship三个词，熟练掌握句型What did Jenny do last summer holiday?和What will Jenny do last summer holiday? 在真实的生活情景中运用所学的单词和句型，正确流利地表达过去时和将来时，做到基本准确的交流和summer holiday相关话题

，培养学生批判性思维品质并形成语言综合表达能力。

本课教学对象为六年级学生，我校六年级的学生已经接触过将近六年的英语，对英语学习有持续的兴趣和爱好，具备基本的口语表达能力，他们能够并且乐于表达自己对事物的看法。随着年龄的增长,学习态度也已经由被动学习向主动学习转变，对新接触的事物充满探究欲望。

情景教学法、任务型教学法、实物教学法。

教学重难点

学情分析

教学方法

1

教学过程

教学过程设计：

I．Class begins and reviews 1.

Greeting

T: Boys and girls. I love you! (一边拍手一边说)

S: Anna, Anna. , I love you!

(The teacher’s name is Anna.) 2. play a game: It’s me(由游戏引出我喜欢旅游）

3.Free talk ( 教师本人去年暑假的相关照片，以图配乐的形式播放展示

)

Please look at the photos, I went to the beach. We took photos. My son played with his shoes. My husband and my son ran on the beach...... We had a happy holiday.

T: What do you think of my trip? S: I think it’s nice/great/ wonderful.... T: I had a wonderful trip. Do you like my trip? S: Yes, I like your trip/....... T: Do you remember, What did we do during the holiday? S: You went to the beach/ played / walked/ listened to the music/played balls/took photos/made a castle on the beach……

T: Yes, You have good memory. We did many things and we had a happy holiday. T：Now, Let’s review the words about the holiday. I will show you, and you read them loudly. Went on a trip/made a castle/took a photo/played with the sand/ ran/ collected the shells/ played balls/listened to the music/swam/went for a walk

设计意图：通过创设本人去年暑假去旅游的情景，激活过去式的旧知识，既复习了动词过去式又创设了真实的贴近生活的情景，让学生在真切，自然的氛围中进入课堂，为整堂课营造一个良好的开端。

II.

New Concepts 1.

利用教师的去年暑假引出Jenny的去年暑假；通过听音回答问题引出lake, swam,等词并进行操练。（具体问题如下）

Q: What did Jenny do last summer holiday? She went to a lake and swam in the lake. She played on the beach. Q: Who did Jenny go with? She went there with her grandfather and grandmother. T: Let’s read. What about Jenny’s summer holiday. S: Last summer, Jenny went to a lake with her grandfather and grandmother. She swam in the lake. She played on the

beach. 2.

T：Please look！Jenny went.../She swam...Why we use “went/swam. S: Because it is Last summer. 2

T: let’s read. 原形和过去式对比：(read the words ) went- go

played- play swam- swim

walked- walk saw- see

watched- watch ran- run

listened-listen took- take

Visited- visit made- make

collect-collected

3. T: We know about Jenny’s last summer holiday. Do you want to know her summer holiday of this year?

S: Yes, we want to know. T: OK, please look at your book, and find the answers of my question. Q:What will Jenny do this summer holiday?（教师读）

She will go on a trip to the sea. She will swim in the sea and watch the ships and boats. Then explain the word: will（采用音标渗透方法）

ill -- Jill --

Bill -- Hill -- Will -- fill -- till-sill Will (be going to) + 动词原形表示将来

make some sentences with “will”

I will go on a trip this summer holiday. I will go to Beijing. I will ............(学生造句）

4.T: Q:What do you think of Jenny’s summer holiday？

（你觉得Jenny的假期如何？）

S: It’s nice/great/ wonderful/ good...(预设学生回答）

T: I think Jenny’s summer holiday is boring. (无聊）Jenny just swim in the sea and watch the ships and boats. I don’t think it’s nice. Do you agree with me?（教师给出不同意见）

S: I agree with you. I think It’s boring. Q: 3. Can you help Jenny make the summer holiday more exciting? （如何能让Jenny的假期更精彩？）

5. pair work : discuss how to make the holiday exciting(学生两两讨论如何使假期精彩有趣) 设计意图：学生习惯对老师抛出的问题回答Yes，

但是老师给出一个批判性思维的问题，学生需要结合现实生活认真考虑，于是打开学生思维，给学生真正思考的空间，课堂上立刻有很多来自生活的生成，课堂教学真实有效，激发学生表达欲望。

6. T: You have many good ideas. The summer holiday is coming. I will have a trip again. I have a new travel plan. Do you want to know that? （结合学生给出的建议，教师提出今年暑假就要来临，教师又有新的旅游计划。

S: Yes. We want to know. T:Which part do you want to know,

you can ask me?(出示由What, where, Who,和How组成的超链接PPT，学生任意提问）

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S: Where will you go? T:wonderful place S: Who will you go with you? T:10 students in our class will go on a trip with me.(班里10名同学将获得和老师共同出游的机会）

S:What will you do there？

T:

play sports, go swimming, play on the beach, cook a meal, tell stories, sing songs, play games and watch the stars.

S: How will you go there? T: We will go there by train. We will make many new friends.（交朋友）

It will be fun 设计意图：我的暑期旅游计划分别由How，who, where, what 四个Why句型形成有关My trip 的语篇。由学生自由提问，做成超链接，其目的是把语篇的难度分解，并给学生示范由How，who, where, what这四个方面阐述my trip，问题的答案依次组合后形成篇章，并为学生后面的小组合作做出清晰示范，降低学生输出语篇的难度。

7.

出示语篇My trip的思维导图PPT（归纳总结my trip的四个方面）

8.

出示语篇My trip I will go on a trip to a wonderful place this summer holiday. I will go with 10 students in our class.

We will go there by train. We will make many new friends.

It will be fun.

We will play sports, go swimming ，and play on the

beach. At night，we will work together to cook a meal. We will eat some delicious food.

After dinner, We will sit around, tell stories, sing songs, play games and watch the stars. It’s romantic.(浪漫)

Do you like my plan! Who wants to join us(加入）?

设计意图：四个问题的答案重新组合形成语篇，并由学生切身感受，由易到难，再次问答，充分理解篇章，达到示范的效果。

9配乐朗读My trip I will go on a trip to a wonderful place this summer holiday. I will go there with 10 students in our class.

We will go there by train. We will make many new friends.

It will be fun.

We will play sports, go swimming ，and play on the beach. At night，we will work together to cook a meal. We will eat some delicious food. After dinner, We will sit around, tell stories, sing songs, play games and watch the stars. It’s romantic. (浪漫) Do you like my plan! Who wants to join us(加入）

10.T：Now Who want to read with me? （师生互读）

T: Now, please read it with your partner.（生生共读）

设计意图：师生共读，注重语音语调，连读，失去爆破等语言技巧，并为学生小组共读做好示范，生生共读时指导朗读，提升朗读美感，显示语言魅力。

III．Describe students’ summer holiday1 .T: This is my trip plan. Now you will graduate from the school, you will say goodbye to your teacher, say goodbye to your friends, please make your travel plan of your summer holiday. If more students want to join your travel group. You will 4

win .(请制作你的暑假之旅计划书，能吸引更多同学想加入的旅游组为胜出组）

S: Group work

talk about summer holiday travel plan （做出my trip的思维导图）

T:Please look at the Key words(给出学生语言支撑）

Who: friends, family, teachers…. Where : city, countryside（乡下）/ sea/lake, mountains（山）

/interest places（景区）…..

How:

by train, by bus, by car, / by bike, by plan, on foot….. What: swim in the sea, play on the beach/watch the ship/boat, sing songs,/tell stories, watch stars, play games, play sports…….. 2.Show “Our travel plan”(根据学生做的思维导图，小组展示自己组里的暑期计划）

设计意图：根据实际情况六年级的学生即将从学校毕业，和自己的老师和同学们分离，再次毕业之际设计自己的毕业之旅，次活动激发学生的兴趣点，且情景既真实又迫切，学生们热烈讨论自己的毕业之旅，活动有效并能延续。

IV．Homework

1. Read Jenny’s summer holiday. 2. Make a poster of your travel plan. 设计意图：作业是教学的延伸和补充，是教师用来检查教学效果、指导学生学习的教学手段。为了更好地巩固所学，我设计了具有梯度的作业。其中1是基础作业，巩固课堂所学；程度好的同学可以选择2，发展学生的创造性思维，培养学生的思维品质。

V．板书设计

Jenny’s summer holiday

Last

did

Summer holiday?

What

Jenny do?

This

will

设计意图：营造Jenny海边假期的氛围，画上太阳，椰子树，沙滩和贝壳等装饰物，利用思维导图的方式进行引导，既涵盖教材知识点，又能对学生的表达思维进行指引，用图例的形式简洁明了地概括课堂教学内容。

教学评价设计：

教师评价:是小学英语课堂教学的有机组成部分,评价形式上，应丰富多彩，符合小学生的年龄特点，充分调动其学习积极性；评价内容上，应与小学英语课堂教学内容紧密结合，自然地融入到教学过程中，让学生在积极参与的过程中更多地关注学习内容，从而实现教师评价作用的最大化和学生学习的最优化。评价应以形成性评价为主，以学生平时参与各种教学活动的表现和合作能力为主要依据。

评价方法：

1.把学生分成4人一组。每组选一名组长来负责给其他的三个组员进行小组内的评价。小组长的评价由本组内一名组员负责。

2.把和旅游相关的内容做成奖励卡，对表现优秀的组和个人进行奖励。

3.根据本课内容准备一些实物，作为终极奖励。

5

教学反思

讲授Jenny’s this summer holiday 时引出lake ship 时应再设计一个活动进操练；

热身环节加换成一个复习动词词组的活动能更好为后面激活旧知做好铺垫；；

教学评价应该更有针对性些，学生的积极性会更高；

板书可以利用思维导图设计的更巧妙一点。

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