Unit7 Summer holiday plans
课题: 译林版六年级下册Unit7 Summer holiday plans
课时: The first period(Story time )
教学目标：
（一）知识目标：
1. 能理解、朗读并复述故事。
2.能听懂、会说、会读、会写词汇: go back to, how long, photo
3.能听懂、会说、会读词汇：summer holiday, stay, sound, Disneyland, Ocean Park, Taipei
3.能听懂、会说、会读和会写句型：Will you…? Yes, I will. /No, I won’t.
Where/When/How long/What will you…? I/We will…
（二）能力目标:
1.通过课文重点语言知识点的学习，能初步理解并朗读课文。
2.能在理解课文的基础上复述课文。
（三） 情感目标：
通过学习，让学生了解国内外著名城市的主要景点。n
教学重点:
1.能理解、朗读并复述课文。
2.能正确掌握，灵活运用将来时句型表达于真实情景中。
教学难点:
1.能理解、朗读并复述故事。
2.能自编类似情景。
3.能理解运用一般将来时的一般疑问句和特殊疑问句。
教学准备:
1.教师准备：光盘，ppt，板书。
2.学生准备： 听磁带，初读课文，了解课文内容。
教学步骤 | 教学活动名 称 | 活动组织 | 活动目的 活动时间 | 二次修改 |
Step 1 Ｗarming up
Step2. Presentation
Step 3 Practice
Step4. Consolidation
Step4 Assignment
| 1) Greeting.
2) Pre-reading
3）While reading
1.Listen and answer.
2.Watch and choose.
3.Watch, match and say.
4. Guess.
5.Look and say
6.Read and judge.
7.Let’s read.
.
8.Happy reading.
Tasks.
| Step1: Daily talk T:1.How many days are there in a week? What are they? Which day do you like best? Why? Ss: talks. T: That sounds great./ That’s great. 2. T:How many months are there in a year? What are they? Which month do you like best? Why? Ss: talks. T: That sounds great./ That’s great.（教授）
Step2: Pre-reading 1.呈现本课学习目标 （1）Know some great cities in the world. （2）Can understand ,read the story. （3）Can try to talk about your summer holiday plans.
2.Guessing game: Which city is it? （1）Beijing （2）Hong Kong 教授Disneyland, Ocean Park （3）London （4）Taipei 3.Try to introduce T:Look at the picture. Can you say like this? You will find Tian’anmen Square in Beijing. S: talks.
Step3: While-reading T:Just now, we saw some famous cities. I want to travel in the holiday. Listen , there are some children talking. What plans are they talking about? S: They are talking about their summer holiday plans. (揭题：Summer holiday plans)
T:OK.First,let’s watch the cartoon and choose. Who are talking about their plans for the holiday? (Watch the cartoon.) S: They’re Mike, Yang Ling, Liu Tao and Su Hai.
T:Where will they go for the holiday? S1: Mike will go back to London. S2: Yang Ling will go to Beijing. S3: Liu Tao will go to Taipei S4: Su Hai will go to Hong Kong.
T: How will they go there? Guess! (教授Will…go to…by…?及其回答) S1: Will Mike go to London by train? T: Yes, he will. …
T: What will they do there? S1: Mike will visit his grandparents in London. S2: Yang Ling will visit her aunt and uncle in Beijing. S3: Su Hai will go to Disneyland and Ocean Park in Hong Kong. S4: Liu Tao will take photos in Taipei.
1. Mike will stay in London for two months.( ) 教授句型：How long will Mike stay in London? 2. Yang Ling will go to Beijing by train.( ) 3. Su Hai will go to Hong Kong with her sister.( ) 4. Liu Tao will go to Taipei with his parents.( ) 5. Liu Tao will take some photos after the holiday.( )
跟读课文，完成两段填空 Try to say Mike will go back to ________ for the holiday. He will stay there for __________. Yang Ling’s ______ and ______ live in Beijing. She will visit them this summer holiday. She will go there by _______ .
Su Hai and her ________ will visit ________ and _____________ in Hong Kong. Liu Tao will go to ______________ with his __________. He will take some __________ and show them _________ the holiday.
1. 选择一种喜欢的方式读。 2. 齐读 3. 分角色读。
1.Retell the text.（见PPT） 2.Read and write. 3.Talk about your holiday plans. 4.Writing. 5.Remember.
Ticking time.
1.Read story time fluently. 2.预习P71~72. 3.Talk about your plans with your classmates for the summer holiday. |
学生通过问答，既复习了旧知，也为本课学习做好铺垫、渗透。
呈现学习目标，让学生对于本堂课所学内容一目了然。
通过猜城市，拓展学生视野，让学生了解四个城市的著名景点，同时也为本单元学习做好文化意识渗透。并解决掉部分新单词。
让学生了解各个城市的著名景点后，用一句话介绍一下，加深印象。
通过听力，引导学生了解本单元的主题,训练学生安静倾听的能力及捕获信息的能力。
学生带着问题看故事动画，通过强烈的画面感，快速得出答案。
通过看动画，问题由易到难，让学生从Who 到Where的进行深层回答和学习。
利用猜测交通工具，教授一般将来时的一般疑问句，把枯燥的语法学习加入了趣味性。
培养学生看图说话的能力，更深层次的挖掘文本，从Who到Where再到What的逐层深入学习文本。
让学生自己通过精读在文中找寻答案，并且在学生容易混淆的难点上设置判断障碍，让学生进行改错，加深印象。此外，在改错中顺其自然地进行了新句型的教学，符合学生学习的需要。
根据课文时，纠正、引导学生读课文的语音语调和感情，并根据课文理解进行第三人称复述填空，进一步提高学生对文本的理解。
学生根据自己水平，选择适合自己不同形式的朗读，同时也给予他们不同的评价。通过这种民主性的选择朗读，既是对不同层次学生的尊重，也训练学生良好的语音语调，同时再次加深对故事的理解。给学生充分的时间，让孩子享受朗读的乐趣。
在这一环节中，从简单的复述课文到写，然后再拓展，一步一步引导学生，从文本拓展到生活中。然后进行情感教育，主题升华。
通过自我评价这一环节，提升学生自我学习评价的机制。 | |
Notes
| ||||
板书设计：
Unit7 Summer holiday plans
Who | Where | How | How long | What |
Mike | London | by plane | one month | visit grandparents |
Yang Ling | Beijing | by train | visit aunt and uncle | |
Su Hai | Hong Kong | by plane | go to Disneyland and Ocean Park | |
Liu Tao | Taipei | by plane | take photos |
教学反思：
“追问”顾名思义是追根究底地问。它是指在学生解答了教师预设的问题后，教师再根据学生的回答有针对性地“二度提问”，再次激活学生思维，启发主动质疑，促进深入探究，从而培养学生的语言综合运用能力和创新思维能力。因此，把握好课堂教学的目标和节奏，及时有效地进行追问，往往会使小学英语课堂绽放异彩，收到意想不到的教学效果。
在小学英语教学中，教可以围绕教材内容，挖掘生活资源，愈加贴近学生的真实生活，真正把教学从课内延伸到课外，以培养学生在真实的交际活动中运用语言的能力。比如在导入环节，让学生谈谈自己喜欢哪个季节，当说到喜欢春天，因为可以去放风筝，这时候可以追问：“Can you fly the kite high ?” "let's fly kites after school ."当说到喜欢夏天，因为可以吃冰激凌，这时候可以追问：“can we eat a lot of ice creams ? ” " we shouldn't eat too much sweet food "当说到喜欢秋天，因为可以去野餐，这时候可以追问："what will you bring for the picnics ?"当说到喜欢冬天，英文可以堆雪人，这时候可以追问："can you make a snowman by yourself ?"
通过追问，有利于学生理解，快速记忆新知识，同时建立新旧知识的联系，进一步完善认知。比如在谈到Mike will come back to London 时，可以追问：Where does Mike come from ? Mike comes from London ,so he will come back to London , 这样学生会更好地理解文本内容。
Yangling will go to Beijing ,由于学生对于北京是有所了解的，所以可以追问：what do you know about Beijing ? 复习旧知。
SuHai will go to Hongkong ? 6A 学习过Anna 是来自香港的，所以可以追问：Who comes from Hongkong ? Anna . Anna lives in Hongkong ,will Suhai visit Anna ?
Liutao will go to taipei 。学生对于台北不是很熟悉，教师可以出示一些图片，视频等先了解一下。
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