牛津譯林版6BU7Summer holiday plan教學(xué)設(shè)計(jì)s

1、譯林新版英語6BUnit 7 Summer holiday plans(Story time) 教學(xué)設(shè)計(jì)一、教材簡析教材分析：本課談?wù)摰脑掝}是暑假出游計(jì)劃，Story time呈現(xiàn)的是學(xué)期臨近結(jié)束時(shí)，Yang Ling和Mike、Liu Tao和Su Hai分別在談?wù)撍麄兊氖罴俪鲇斡?jì)劃。本版塊包括兩個(gè)場景。場景一是Yang Ling和Mike在談?wù)撍麄兪罴賹⒁サ某鞘泻统鲂蟹绞剑粓鼍岸荓iuTao和SuHai在談?wù)撍麄儗⒁サ某鞘泻鸵獏⒂^的地方。學(xué)情分析：小學(xué)六年級(jí)學(xué)生已有一定知識(shí)經(jīng)驗(yàn)積累，出現(xiàn)了初步的抽象思維，逐步能透過現(xiàn)象深入事物的本質(zhì)，已能預(yù)見事物的結(jié)果。

2、所以可能一些同學(xué)知道很多漢語知識(shí)，但用英文表達(dá)出來就比較困難了，所以大量的必要的詞匯輸入和準(zhǔn)備工作是非常必要的，適度的預(yù)習(xí)也很有好處，能夠讓各個(gè)層次的學(xué)生都能有表達(dá)的機(jī)會(huì)，提高學(xué)生的語言表達(dá)能力。二、教學(xué)目標(biāo)知識(shí)目標(biāo)：1. 能聽懂、會(huì)說、會(huì)讀summer holiday, stay ,sound, Disneyland, ocean park, Taipei。2.能聽懂、會(huì)說、會(huì)讀和會(huì)寫句型where /what/when will you go for the holiday？How long will you stay there？Will you .? Yes,I will /No I

3、wont并使用這些句子討論暑假出游計(jì)劃。技能目標(biāo)：1.能正確朗讀課文；2.能正確說出四個(gè)人物的暑假計(jì)劃；3.能用will描述并制定的自己的暑假計(jì)劃；4.能正確說出四個(gè)人物的暑假計(jì)劃；情感目標(biāo)：祖國母親，并且落實(shí)在行動(dòng)上。三、教學(xué)重點(diǎn)和難點(diǎn) 重點(diǎn)：1.能聽懂、會(huì)說、會(huì)讀summer holiday, stay ,sound, Disneyland, ocean park, Taipei。2.能聽懂、會(huì)說、會(huì)讀和會(huì)寫句型where /what/when will you go for the holiday？How long will you stay there？Will you .? Yes,

4、I will /No I wont并使用這些句子討論暑假出游計(jì)劃。難點(diǎn)：1.學(xué)生能進(jìn)一步的學(xué)習(xí)where /what/when will you go for the holiday？How long will you stay there？Will you .? Yes,I will /No I wont并使用這些句子討論暑假出游計(jì)劃。四、設(shè)計(jì)思路可以通過猜城市，拓展學(xué)生的視野，讓學(xué)生了解四個(gè)城市的著名景點(diǎn)，同時(shí)也為本單元學(xué)習(xí)做好文化意識(shí)滲透。并解決掉部分新單詞。讓學(xué)生了解各個(gè)城市的著名景點(diǎn)后，用一句話介紹一下，加深印象。通過看動(dòng)畫，問題由易到難，讓學(xué)生從Who 到Where的進(jìn)行深層回答和

5、學(xué)習(xí)。利用猜測交通工具，教授一般將來時(shí)的一般疑問句，可以把枯燥的語法學(xué)習(xí)加入趣味性，培養(yǎng)學(xué)生看圖說話的能力，更深層次的挖掘文本，從Who到Where再到What的逐層深入學(xué)習(xí)文本。讓學(xué)生自己通過精讀在文中找尋答案，并且在學(xué)生容易混淆的難點(diǎn)上設(shè)置判斷障礙，讓學(xué)生進(jìn)行改錯(cuò)，加深印象。五、教具和學(xué)具準(zhǔn)備：光盤單詞卡片，課文圖片，PPT六、教學(xué)過程：Step1: Greeting and lead-in1. Greeting 2. Free talkT: Last summer holiday，I went to Beijing and Shanghai with my friends by plan

6、e。They were beautiful cities。 3. T:This summer holiday is coming. Do you have any plans? Do you like travelling? S: . 3.觀看“途牛暑期旅游”宣傳片Question:where will you go for summer holiday？【設(shè)計(jì)意圖】：Free talk 首先呈現(xiàn)一些著名城市的圖片和視頻介紹，讓學(xué)生說一說他們想要在暑假去的地方，導(dǎo)入本單元話題。并激活學(xué)生相關(guān)的背景經(jīng)驗(yàn)或知識(shí)，營造交際場景，本課以“環(huán)游世界”話題展開，通過復(fù)習(xí)“An interesting co

7、untry”介紹學(xué)過的國家有關(guān)的知識(shí)，激發(fā)學(xué)生的學(xué)習(xí)興趣，為后面制定計(jì)劃埋下伏筆。Step 2. Pre-reading1.卡片游戲，認(rèn)讀目標(biāo)詞匯。T：呈現(xiàn)6A學(xué)過的城市著名旅游景點(diǎn)和地標(biāo)建筑的卡片，讓學(xué)生快速說出。T: Look, there are many famous cities. Lets look at some pictures . Do you remember?T:Wherewill you go for the holiday？So today were going to learn Unit 7 Protect the Earth.2.揭題（帶領(lǐng)學(xué)生讀課題)Unit7

8、Summer holiday plans (Story time)【設(shè)計(jì)意圖】：學(xué)生通過觀察課文圖片，解決問題并通過圖片獲取更多信息，拓展思維能力和觀察能力。Step2:Presentation1.Think and sayT: Our old friends will go travelling for summer holidays too.They are talking about their plans for the summer holiday. Do you have any questions about their plans?T:You can use ask quest

9、ions like”What will they do?”.(在will 左側(cè)板書what)2.Ask and answer(根據(jù)學(xué)生提問，在will 左側(cè)相應(yīng)板書where/when/who/how/how long)T: You can also ask like this: Will.?(板書Will.?)T: You have asked very good questions. Now lets try to answer them.【設(shè)計(jì)意圖】：教師示范提出問題進(jìn)行引導(dǎo)，讓學(xué)生打開思維，圍繞話題自由提問，讓學(xué)生在具有真實(shí)交流意義的情境中操練句型，并為回答這些問題埋下伏筆。通過板書設(shè)

10、計(jì)，學(xué)生對(duì)于plan的組成部分有了直觀的了解，接下來，根據(jù)提出的問題開啟文本的學(xué)習(xí)。T:Now lets deal with the first question. Where will they go?3.look and guess.S: .T: Mike will go to London. Yang Ling will go to Beijing. How do you know?S: .T: Why do we say go back to?S: Because Mike comes from London.T: Thats right. But where Liu Tao and

11、Su Hai will go?. Lets watch the cartoon and find.T: Do you know Hong Kong/Taipei? Lets watch a video about Hong Kong. T: Do you like the city? Would you like to visit it?T:Here are some pictures of Taipei for you to enjoy.【設(shè)計(jì)意圖】：教師充分利用課本圖片資源，培養(yǎng)學(xué)生的觀察和思考能力，鞏固跨文化的知識(shí)內(nèi)容，讓學(xué)生提問老師的暑假計(jì)劃的相關(guān)知識(shí)點(diǎn)，利用思維導(dǎo)圖模式，復(fù)習(xí)制定計(jì)劃

12、的要素：Where? What? When? Why? How? 引導(dǎo)學(xué)生學(xué)習(xí)如何輸出語言。4. read and answer.T：What will they do there? Please T: What will Yang Ling do in Beijing?S: She will visit her aunt and uncle.T: What will Su Hai do?S: She will go to Disneyland and Ocean Park.T: What will Su Hai do in Disneyland and Ocean Park? Can you

13、 guess?T: What about Mike and Liu Tao? Look at the picture. Can you guess?T: What else will they do? Can you guess?【設(shè)計(jì)意圖】：利用小組交流，培養(yǎng)學(xué)生的口頭輸出能力，練習(xí)的過程中，通過追問“Where will she go?”之類的問題，培養(yǎng)學(xué)生的良好的傾聽能力，并提升表達(dá)的難度，緊接著，讓學(xué)生寫一寫同伴的暑假計(jì)劃，這是一個(gè)從口頭表達(dá)到書面表達(dá)的關(guān)鍵，學(xué)生將剛才交流的信息進(jìn)行整合，輸出，培養(yǎng)學(xué)生用英語做事的能力。不斷追問，深入話輪，注重培養(yǎng)學(xué)生的發(fā)散性思維。T: There a

14、re still some questions left here. Lets read again and find out the answers.S: Mike will stay in London for a month. Yang Ling will go to Beijing by train. Su Hai will go to Hong Kong with her family. Liu Tao will go to Taipei with his parents.【設(shè)計(jì)意圖】：練習(xí)時(shí)通過多種活動(dòng)，如“夢(mèng)想秀”讓學(xué)生談?wù)勛约旱膲?mèng)想，讓學(xué)生能夠在真實(shí)的談話中靈活地運(yùn)用所學(xué)英語。

15、并讓學(xué)生既會(huì)表達(dá)自己的夢(mèng)想，又會(huì)認(rèn)真傾聽他人的夢(mèng)想，并能夠?qū)λ说膲?mèng)想進(jìn)行討論。Step 3 Practice1.find in the story. T：But there are still some questions we cant find. How will Mike go? Who will go with him? . So can you imagine and predict? And tell me why. 2. discuss in groups .T: Can you share your ideas with us?S:.T: Many of your ideas

16、 are wonderful. Now its time for you to read. Now follow the recording. Please read loudly and pay attention to your pronunciation and intonation.T：Lets finish the exercises at Page70 on the book.3.practice in groups. T: Now please use the notes on the blackboard and your imagination to talk about t

17、heir plans. S: .【設(shè)計(jì)意圖】：巧妙處理文本留白，引導(dǎo)學(xué)生發(fā)揮想象力將未知信息補(bǔ)充完整，利用文本潛在的信息進(jìn)行二度開發(fā)，培養(yǎng)學(xué)生的能力，激活學(xué)生的思維，豐富學(xué)生的語言表達(dá)。通過朗讀、復(fù)述課文和閱讀理解習(xí)題來鞏固學(xué)生新知，有助于突破要點(diǎn)，鞏固運(yùn)用，并將新知內(nèi)化為知識(shí)儲(chǔ)備。Step 4 Consolidation & Expanding1.talk about your plansT: We have learnt about their plans of travelling.Can you talk about your plans for your summer hol

18、iday?S: .T: Sounds great.Your plans are really good. 2.share plans each other.Rules:Make a plan for yourself and just write down the key words on your paper card.Work in groups. Ask and answer the main points with each other.Interview.(Share your plans with all the other students)【設(shè)計(jì)意圖】：在詞匯教授中，六年級(jí)的學(xué)

19、生應(yīng)更多注重單詞在語境中的意義，而減少單個(gè)起來拼讀的時(shí)間，可以把時(shí)間放在語境的理解上。比如可以讓學(xué)生再語境中猜測單詞的意義?；蛘呖梢赃\(yùn)用所學(xué)過的英文來將單詞解釋出來。在教學(xué)中，更應(yīng)注重單詞的發(fā)音，個(gè)別字母發(fā)音的辨析等，這些都是學(xué)生平時(shí)不太注重的地方，更應(yīng)該多加強(qiáng)調(diào)。Step 5 SummaryT: What do you learn from this class?S: .T: Yes. We learn to make plans for summer holidays. Most of you make travelling plans.Summer holiday is quite lo

20、ng. What other plans will you make? T: You can talk about some of your other plans with your friends after class. So make good plans and enjoy your life.【設(shè)計(jì)意圖】：小調(diào)查，旨在通過指導(dǎo)，讓學(xué)生更能在情境中運(yùn)用語言，也通過調(diào)查培養(yǎng)學(xué)生的交際能力、合作能力和自主能力。調(diào)查后又通過寫報(bào)告發(fā)展學(xué)生寫作的能力等。讓學(xué)生修改、完善自己的暑假計(jì)劃，完成小作文。思維導(dǎo)圖在本節(jié)課中起到了和好的引領(lǐng)作用，幫助學(xué)生理清脈絡(luò)，清晰表達(dá)。Step 6:Homewor

21、k必做題：1. Read story time three times.選做題：1. Retell the story to your parents/friends.2. Make a new plan and talk about it with your parents/friends.Blackboard designUnit7 Summer holiday plans(story time)Where /What/When/ How/ How long will.? - Will you.? - Yes, I will./No, I wont.【設(shè)計(jì)意圖】:最后以討論“如何實(shí)現(xiàn)夢(mèng)想”

22、為主題，讓學(xué)生更深層地思考自己的夢(mèng)想，在豐富學(xué)生關(guān)于夢(mèng)想的語言表達(dá)的同時(shí)，更讓學(xué)生明白要有行動(dòng)才會(huì)實(shí)現(xiàn)夢(mèng)想，從而激勵(lì)學(xué)生為夢(mèng)想而努力.七、教后反思：宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的教師稱謂皆稱之為“教諭”。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱“教習(xí)”。到清末，學(xué)堂興起，各科教師仍沿用“教習(xí)”一稱。其實(shí)“教諭”在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)的教育生員。而相應(yīng)府和州掌管教育生員者則謂“教授”和“學(xué)正”?！敖淌凇薄皩W(xué)正”和“教諭”的副手一律稱“訓(xùn)導(dǎo)”。于民間，特別是漢代以后，對(duì)于在“?！被颉皩W(xué)”中傳授經(jīng)學(xué)者也稱為“經(jīng)師”。在一些特定的講學(xué)場合，比如書院、皇室，也稱教師為“院長

23、、西席、講席”等。 本課我執(zhí)教的是6B Unit7 Summer holiday plans Story time，談?wù)撌罴儆?jì)劃。首先處理本課教材時(shí)，由于是語篇教學(xué)，所以在處理單詞和詞組及重點(diǎn)句型時(shí)采取了不同的方式。從上單元的Culture time復(fù)習(xí)已學(xué)的國家和景點(diǎn)，以舊引新。通過學(xué)生說Youll find，復(fù)習(xí)一般將來時(shí)。由于正值暑假來臨之際，自然引出本課學(xué)生暑假計(jì)劃，提問學(xué)生Where will you go for the summer holiday? How long will you stay there? Will you?為了使學(xué)生熟練運(yùn)用本課舉行，同時(shí)也滿足學(xué)生的好奇心，我設(shè)計(jì)了學(xué)生問一問老師的暑假安排的活動(dòng)，最后通過生生互動(dòng)合作的方式將本課重點(diǎn)句型再次加以操練。大部分學(xué)生能熟練運(yùn)用本課句型，另外，學(xué)生對(duì)自己的假期安排已早有準(zhǔn)備，學(xué)生積極參與，興趣較為濃厚。課本、報(bào)刊雜志中的成語、名言警句等俯首皆是,但學(xué)生寫作文運(yùn)用到文章中的甚少,即使運(yùn)用也很難做到恰如其分。為什么?還是沒有徹底“記死”的緣故。要解決這個(gè)問題,方法很簡單,每天花3-5分鐘左右的時(shí)間記一條成語、一則名言警句即可。可以寫在后黑板的“積累專欄”上每日一換,可以在每天課前的3分鐘讓學(xué)生輪流