Lesson 15 Jenny’s Summer Holiday教学设计模板

Lesson 15 Jenny’s Summer Holiday

新石小学

欧阳晓振

教学目标：

1.学生能听懂、会说、认读并书写下列词汇：lake, swim, ship 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生活进行描述。

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.

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 to Japan. I climbed the Fuji Mountain. I ate some delicious food…

3.

How about you? What did you do last summer? I ______(ed) last summer. (ppt) Hands up! T: Good. You please. S1: Good try.

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? (ppt) 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.

并且（ppt）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.

Now let’s go on listening: what else did Jenny do last summer? T: Ready? Go! You please. Good. She played on the beach. (ppt 出示完整答案) Let’s read them together. (设计意图：) 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? (ppt) Please guess: S1: Jenny will….

T: Maybe. You please. S2: Jenny will…

T: Maybe. Good try. Open your book,P42, and read picture2 silently.(ppt 出示图片) 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. (ppt出示)板书 Jenny will go on a trip to the sea. Jenny will swim. Jenny will watch the ships and boats on the sea. 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. (ppt 出示图片ship和boat). Now look at these two pictures, what’s the difference? Well done. A ship is bigger than a boat.

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）(ppt ) T: Ok. Let’s have a test. 1.Danny _____ next year. 2.Danny _____ last year. A. learned to fly B will learn to fly 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. 3: let’s listen and imitate. T: Read part 1 by yourself.

4.

Look here, please. Let’s ask and answer. 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. 5.

Pair works. Practice with your partner.（ppt）

Who wants to show us. T: Good job. You two please. Write down No.5 and No. 6. on your book after class.(指示出题目位置)

6.

（PPT出示老师和米奇的照片）

T: Oh look, who is he? Ss: Mickey. T: Yes,last summer holiday, I went to the Disneyland. Mickey is my friend now.He sends an email to me. Read and do the exercises. Dear Ou Yang,

How are you? I’m so excited to share(分享) my story to you. Last month, I went to Shanghai and played football there. Last week, I had a rest in Chengdu. I decided to visit you yesterday.

I will fly to Beijing tomorrow evening. And I will eat delicious food this Sunday. I will say hello to you this month. Which day? It’s a secret（秘密）. I will give you a big surprise(惊喜). Ahaha~~ Yours truly,

Mickey

7.

Sing a song. T: First let’s listen it. Now let’s learn it. Sing the song after me. Sentence by sentence.

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. This summer, I will go to the U.K. for the holiday. I will go there by plane. I will stay there for three weeks. I will play with my friend and eat delicious food. I’ll have a wonderful summer holiday. 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?

教学反思：

各位老师下午好，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。

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ask and answer 这个环节前原本设计了一个由学生就本课课文内容提问的小环节，但是由于时间关系，没能实现，所以在今后的教学过程中还要注意对学生自主提问的培养。