Recycle 1优质课教案推荐

Recycle

Make a Trip Plan教学设计

马丽军

一．学情分析：

1.本节课的授课对象是六年级的学生，他们具有一定的抽象思维能力，逐步能透过现象深入事物本质，能掌握大多数定义性概念，但在学习中仍需要具体经验的支持。经过三年多的英语学***部分学生对英语学习兴趣较高，乐于参加英语课堂活动，对英语国家和本国的文化有浓厚的兴趣。

2.学生学习本课之前已积累了以下五个范畴的相关词汇：要干什么(What)，去哪里(Where)，什么时间(When)，什么交通方式(How)和出行伙伴是谁(Who)。学生在六年级上册Unit 3中学了be going to句型，掌握了相关语法知识及When/How/ What/Where提问的特殊疑问句的问答句。在学习本课内容时，大部分学生已基本掌握be going to句型结构，但有些学生掌握得还不够牢固。

二．教学内容

本课时复习的内容是be going to结构，主要围绕“制定假期计划”这个主题进行。本课时具体的教学内容为Sarah和Mike电话交谈的形式表达出来的Sarah旅程安排的内容。

本课时的复习内容以“制定假期旅游计划”这一任务，把what, where, when, how和who五个范畴的相关词汇有机地连接在一起，并与六年级上册第三单元的学习内容联系起来。教师鼓励学生综合运用所学语言表达自己的想法和制定旅游计划。

三．教学目标

1.语言知识：

【词汇】复习有关“制定假期计划”的五个范畴的词汇：

（1）复习有关假期活动的动词词组，如go shopping等。

（2）复习有关时间的词汇，如in the summer holiday等。

（3）复习有关交通方式的词汇，如by plane等。

（4）复习有关旅游伙伴的词汇，如with my sister等。

（5）能听、说、认读以下词汇：the West Lake,

silk scarf, 【句子】复习问答他人和自己的假期安排的句型: （1）Where are you going on your holiday? I am going to …

（2）Who are you going with? I am going with …

（3）What are you going to do there? I am going to …

（4）How are you going to get there? We are going …

（5）When are you going? We are going …

（6）复习表达自己计划的句型：I am going to …

【篇章】听一个有关Sarah旅程安排的电话交谈，能完整的复述Sarah的旅行计划；能用学过的语言知识口头表达自己的假期计划和寻找同行驴友，并能写出自己的旅游计划。

2.语言技能：

（1）学生能用学到的语言知识问答他人和自己的假期安排。

（2）学生能选择旅游目的地，能口头表达自己的旅游计划，并能准确写出自己的旅游计划。

3.学习策略：

（1）以小组合作学习的方式引导学生归纳有关假期活动的词组。

（2）通过复习形成自主复习的学习态度，掌握复习、拓展的学习方法，注意发现所复习的语言规律，并能将规律举一反三地运用。

（3）熟练运用本节课所复习的内容制定各种计划。

4.情感态度：

（1）学生对英语课堂活动感兴趣，积极参与各项活动。

（2）增强学生的民族意识，培养学生尊重各民族文化、热爱祖国河山的情怀。

5.文化意识：

了解一些地方名胜的天气、景观、食物及风土人情。

四.教学重难点

1. 本课时教学重点：

（1）复习有关假期计划的各类词汇、词组及句型,能复述对话中的信息。

（2）能围绕“制定假期计划”的五个范畴介绍或描述自己的旅游计划。

2. 本课时教学难点：

（1）能快速获取文本关键信息，并进行问答练习

（2）能围绕“制定假期计划”的五个范畴，连续性地表达自己的旅游计划，包括选择去这个地方的原因等。

五．教学过程

Step1

Presentation. 1. Greetings and free talk. T: Hello, boys and girls. How are you today? Let’s play a game. Look and guess. Think of a word. T: Yes, you are clever. It’s holiday. Today we are going to talk about our holiday.

（设计意图：教师先后出示度假的图片和提示语言：We don’t go to school. Take a trip. Go hiking. We can play for many days. 以及

_ _ _ _ _ _ _ 提示学生该单词由7个字母构成。引导学生通过图片和文字的提示猜词，以激发学生的学习兴趣，导入本课的学习主题holiday。）

2. Brainstorm and group the phrases. (1)Brainstorm: words and expressions about activities. T: What can we do during the holidays?

（设计意图：通过头脑风暴和师生问答，引导学生回忆并复习动词词组，为后面的学习作铺垫。）

(2) [PPT] Present the verbal phrases and read. T: We can do many things in the summer holiday. We can …

(3) Group the verbal phrases. T: There are so many phrases to remember. We can group them in this way.It’s easy to remember. （设计意图：教师对暑假所做的一些活动示范归类，目的是让学生在复习过程中学会梳理、归纳词汇的方法。）

Step 2

Presentation

1.T: Look at the calendar.Today is April 28th. After two month, Which holiday is coming? T:This summer holiday, I am going to take a trip. Can you ask some questions? T: When am I going for my trip this year? I am going on August 4th.

Where am I going then? I’m going to Xinjiang........... [设计意图]培养学生观察图片思考问题的能力，复习五个疑问句型。

2. Get to know Sarah’s trip plan.

（设计意图：以Sarah’s trip plan为载体，通过三个层次的问题和听说读写的语篇活动，启发学生了解Sarah’s trip plan的细节，复习巩固本节课的主要句型。）

(1) Read, ask and answer.

T: Well, you know I am going to take a trip to Xinjiang in the summer holiday. My friend Sarah is going to take a trip, too. Please read the dialogue by yourselves. Find the answer as quickly as you can. You have only 30s. T: Where is Sarah going? It’s so easy, right? She is going to Hangzhou. [设计意图]培养学生快速阅读，获取关键信息的能力。

(2) Watch a video about Hangzhou and talk about Hangzhou. T: Do you know anything about Hangzhou? … Let’s watch a video.

教师放一段介绍杭州的英语微视频。

T:What can you see in the video?

Anything else? 教师和学生谈论杭州的风土人情，展示西湖十景的美丽图片，帮助学生理解famous, view,the West Lake的意思。

（设计意图：通过这段富有地方文化特色的视频，使学生更深入地了解杭州的风土人情和西湖十景，同时处理文本中的新单词。）

3. Read and find out the details of Sarah’s trip plan.

(1) T: Sarah is going to Hangzhou. What is she going to do there? When is she going? How is she going to get there? Listen and find the answers, then underline. (2) Check the answers in class. T: What is Sarah going to do there? When is he going? How is he going? Who is he going with? 并通过实物让学生感知silk scarf的含义

[设计意图]：学生听录音，阅读文本，提取关键信息，体验阅读策略的运用。

(3)

Group work: ask and answer. [设计意图]小组进行问答练习，进一步复习五个疑问句型和be going to 的答句

4.Sum up how to make a trip plan. T: This is Sarah’s trip plan. Do you know how to make a trip plan? What should we think about first?

“when” and “where” are the most important things for a trip plan.

“How” “Who” and

“What”.

（设计意图：教师引导学生归纳出制定旅游计划要从when, where, how, who和what五个范畴考虑，这是从内容方面进行归纳。为下面学生自己制定旅游计划作铺垫。

5. Retell Sarah’s trip plan.

T: [Present the blanks] Summer holiday is coming. Sarah is going to …... （设计意图：复现主要内容，引导学生进行总结，复述Sarah的假期安排. Step3 Consolidation 1.

Teacher’s Trip Plan T：This is my trip plan. I’m going to ....

（设计意图：通过教师描述暑假旅游计划，学生归纳出描述自己的旅游计划时要用I am

going to … 句型。这是在语言形式方面进行归纳。）

2. Students make their own trip plans (1) The students make their own trip plans. T: I am going to take a trip in the summer holiday. Sarah’s family is going to take a trip, too.

What about you? What are you going to do in your holiday? Do you want to take a trip, too?

Now please make your own trip plan

（设计意图：学生拟定自己的假期计划，并填写计划表中的Where, What,when, how,who栏目.）

(3) Share the trip plans in class. T: Have you finished your plan? Now share your trip plan in our class… Who can come here and tell us about your plan? [设计意图]学生上台对自己的旅行计划进行描述，培养学生的综合语言运用能力。

3. Find the trip mates. (1) The teacher tries to find a trip mate. T: Next, we need to know the money.[PPT呈现价格] I’m going to Xinjiang with my husband. It will spend much money. I need to find my trip mate.

教师走到学生A的身边。

T: A, where are you going in the summer holiday?

A: I am going to …

T: Do you want to go Xinjiang with me? T: I have found two trip mates, I can save much money.

Boys and girls, do you want to save your money? After class you can find your trip mates.. （设计意图：增加找驴友的活动，学生进一步练习,使trip plan更完整）

4.

T: Today you did a good job. What have we learnt today? We have learnt how to make a trip plan. Plan well before you do things.（有计划才能做好事情）

Step4. Homework. 1.

Write a short passage about your trip plan. 2.

Make a trip plan for the class.