Story time教学内容分析

译林版6B unit7 Summer holiday plans 第一课时教学设计

丹阳市正则小学

谭建俊

212300 【课题】

6B unit7 Summer holiday plans （story time）

【教材简介】本课主要是Yang Ling 和Mike 谈论暑期出行的计划。第一部分是Yang Ling和Mike讨论暑假要去的地方和出行的方式；第二部分是Liu Tao 和Su Hai 讨论将要去的城市和要参观的地方。

【目标预设】

1、知识目标：

①

能听懂、会说、会读和会写单词: go back to ,how long , photo,并三会掌握summer holiday/stay/sound/Disneyland/Ocean Park/Taipei. ②

能听懂、会说、会读和会写句型：Will you…？及其肯定和否定答语；Where/How long /How /What will you …?及其答句。

2、情感目标：

能够在课堂活动的过程中，感受精彩暑假计划带来的旅途之乐。

3、能力目标：

①

通过课文重点语言知识点的学习，能理解课文内容，能流畅朗读课文内容，并能进行简单复述。

②

能够根据课文描述适当拓展语言空间，丰富语言内容。

【重点、难点】

正确掌握，灵活运用will来表达一般将来时句型。能理解、朗读、复述Story time。

【设计理念】新课标指出，在小学英语教学中，教师要激发学生的兴趣，鼓励学生进行自主表达，关注语言学习的本真，让英语教学回到真实的生活，还要让英语学习与鲜活的生活经验链接，上出富有生活味的英语课。要把教学的重点放在指导学生从篇章的角度整体把握所学语言材料上，力求从整体出发，遵循“整体-部分-整体”的路径，即从篇章到句子，再到词汇、语法点等语言知识点，最后到理解和运用所学的语篇的路径。

【设计思路】本课的内容是Miss Li 和学生们谈论即将到来的暑假计划，作为学生感兴趣的话题，在课堂中力求通过四个问题，即：What have they known? What do they want to know about “summer holiday plans”? How can they get to know? What will they do after learning? 开展本课的教学活动，赋予学生充分的自主性，巧妙激发学生的学习动机，未学生感兴趣的话题创设语言输出的空间，并利用开放性问题，提供表达机会。本课真正的目标是运用本课的语言知识，为日常生活中打算做的某件事制定一份合理的计划。

【教学过程】

Step I：Warm up

1. Enjoy some photos about China.

T: Hello,everyone.I like travelling. I often visit many nice places. And I took many photos there. In these pictures, I like this one.(PPT:Taipei) Do you know what city is it?

S:Taipei .

T:Look! It is a tall buliding in Taipei. Its name “Taipei 101”. It’s very tall, I love there. Look! I made a building here.In this lesson, Let’s have a competition between boys and girs. Who will be winners at the end of the lesson? Are you ready?

S: ok. 【设计意图】：课始,通过欣赏各地名胜的视频导入话题,激发学生的学习兴趣,帮助学生建立文本与以往经验、知识之间的联系。对于学生来说,即将到来的暑假是他们非常喜爱和盼望的,设计开放性的问题,学生一定有话想说,这便既激发了学生的兴趣,又很好地契合了主题,且为自然导入新课做好了准备,为最后的拓展活动埋下了伏笔。

Step II：Presentation and practice

1. T:Two months later you’ll finish primary school and have the summer holiday, how do you feel now? Today our topic is “summer holiday plans”. Do you have any plans?(板书) S：Q1:What are you going to do for the holiday? Q2:Where will you go for the holiday? Q3:How will you go there ? Q4:How long will you stay there?(板书：what

where

how

howlong) 2、T：Yesterday I talked with some children in our class. Who is he/she?(出示班上学生的照片）

S：He/She is ... T：Do you want to know their summer holiday plans? You can use this sentence to ask.

T: Will you go to Hong Kong for the summer holiday? S: Yes, I will./ No, I won’t. (出示教学won’t=will not)

课件呈现句型：Will you go to … this summer holiday?

Yes, I will./ No, I won’t.

【设计意图】：在语篇教学中,对于新的语言材料,要让学生获得第一次感知(输入),使学生在学习的第一时间知道所学语言的意义。然后,根据文本情境,激活学生思维,引导学生提出问题,主动探究,激发他们参与学习活动的欲望。因此,在进入语篇前,先让学生对本课的话题进行思考,即对于这个话题, 学生想知道什么？学生需要知道什么？并将自己的问题呈现出来,这样下一轮的阅读就会更有目的性。让学生结合自己的生活经验, 围绕 plan 进行提问,在学生提问的过程中, 教师及时将学生说出的key words 进行板书,将几个关键词贴在 plan 的下方,依次为 Who,Where,When,What,How,How long …

如果学生的提问不够全面,可相机进行引导,通过板书设计, 学生对于如何了解 plan 有了直观的理解。接下来,带着学生提出的问题,开启了文本的整体阅读。

Step III : Come to the story time. T:Just now,we talked about our summer holiday plans, and some children are talking about their summer holiday plans. Who are they? (PPT)（板书who）

S：Mike、Yang Ling、Su Hai and Liu Tao . T: What do you want to know?

T: Watch the cartoon and answer: Q: Where will they go for the holiday? 【设计意图】：通过整体感知的学习，让学生初步简单感知对话内容，任务设置实行分层次，由易到难，充分调动学生对语篇教学的学习兴趣，既强化了学生的听、说、读等综合运用语言的能力，又充分体现了听说领先的教学理念。

T:Do you have any more questions about their summer holiday plans? (PPT) T：I think this task is easy for you.I want you to have a good work.(出示课文，四人合作：自读课

文，找出相关问题的信息。相互交流自己的想法，用自己的话表达) T:Do you find out about Mike’s plan?

Ss：反馈,出示文本，并用红线划出关键词句。一组一人汇报一个。

Who

Mike Yang Ling Su

Hai Where

London Beijing Hong kong What Visit grandparents

Visit aunt and uncle

Go to Disneyland

and Ocean Park

【设计意图】：通过整体阅读，教给学生阅读的方法，让学生尝试自己去读，找出关键信息，培养学生的良好阅读习惯和自主阅读的能力。

Step IV：Consolidation (拓展练习)

1. Read and write(P70) 2. Try to retell the story. 1) T: Mike will go back to London this summer holiday.

He will go there by plane, I think. He will visit his grandparents.

He will stay there for a month. （教师示范，课件呈现句型: _____ will go to ________ this summer holiday.

He/ She will go there by ________, I think. He /She will __________.

He /She will stay there for ________, I think.）

2) Group work. 四人小组操练，每个学生至少选择一位人物展开复述。

【设计意图】：通过小组活动，培养学生的合作意识和语言组织能力。对文本内容的复述适当展开想象，在合理的逻辑范围内描述文本可以隐含或包含的内容，拓展英语语言思维的空间，拉伸英语语言交流的深度和广度，提高语言信息的捕捉能力。

3) T: How do you think about their summer holiday?

S: That’s great fun!/ Wonderful./ Exciting./…

3. Writing time: My summer holiday plans

I like travelling.

This summer holiday I will go to

with

.

We will go there by

.

We will stay there for

.

We will

.

I hope we’ll have great fun!

? ? By train ? How

? How long A month

1）自主完成，小组交流。

2）班级展示，小组汇报。

3）小结短文写作的结构。

4. So much for today .Finally, I ’ll give you a proverb “Travel will enhance romance and adventure.旅行能加强浪漫气息和冒险意味。

Enjoy your travelling!享受旅游

Have great fun!乐在其中

Enjoy your summer holiday! 享受暑假

Have a happy life! 快乐生活

5. Ticking time. Step V : Homework 必做：

1.Copy the new words/phrases three times. 2.Listen and Read the dialogue five times. 选做：

Talk about the summer holiday with your parents or friends use these useful sentences. 【设计意图】：进行分层布置作业，即是因材施教,也是笔头作业于口头作业的有效结合.让学生在生活中用英语,实践英语。

Step VI: 板书设计：

That’s great fun!

Wonderful!

Exciting! Unit 7 Summer holiday plans

Who Where How Mike London By …

Yang Ling Beijing By train Su Hai Hong Kong By …

Liu Tao Taipei By …

What Visit his Visit her aunt Go to Disneyland Take some photos,…

grandparenand uncle, …

and Ocean Park, …

ts, …

How long

A month …

…

…