1、牛津译林版BUSummer holiday planstory time教学设计s情境中感悟 运用中内化译林新版英语6B Unit 7 Summer holiday plans(Story time) 教学设计一、教材简析 教材分析:本课谈论的话题是暑假出游计划,Storytime呈现的是学期临近结束时,YangLing和Mike、Liu Tao和Su Hai分别在谈论他们的暑假出游计划。本版块包括两个场景。场景一是YangLing和Mike在谈论他们暑假将要去的城市和出行方式;场景二是Liu Tao和Su Hai在谈论他们将要去的城市和要参观的地方。 学情分析:小学六年级学生已有一定知识经验
2、积累,出现了初步的抽象思维,逐步能透过现象深入事物的本质,已能预见事物的结果。所以可能一些同学知道很多汉语知识,但用英文表达出来就比较困难了,所以大量的必要的词汇输入和准备工作是非常必要的,适度的预习也很有好处,能够让各个层次的学生都能有表达的机会,提高学生的语言表达能力。二、教学目标知识目标:1. 能听懂、会说、会读summer holiday, stay ,sound, Disneyland, ocean park, Taipei。2.能听懂、会说、会读和会写句型where /what/when will you go for the holiday?How long will you s
3、tay there?Will you .? Yes,I will /No I wont并使用这些句子讨论暑假出游计划。技能目标:1.能正确朗读课文;2.能正确说出四个人物的暑假计划;3.能用will描述并制定的自己的暑假计划;4.能正确说出四个人物的暑假计划;情感目标:1.培养学生热爱祖国母亲,并且落实在行动上。三、教学重点和难点 重点:1.能听懂、会说、会读summer holiday, stay ,sound, Disneyland, ocean park, Taipei。2.能听懂、会说、会读和会写句型where /what/when will you go for the holida
4、y?How long will you stay there?Will you .? Yes,I will /No I wont并使用这些句子讨论暑假出游计划。难点:1.学生能进一步的学习where /what/when will you go for the holiday?How long will you stay there?Will you .? Yes,I will /No I wont并使用这些句子讨论暑假出游计划。四、设计思路 可以通过猜城市,拓展学生的视野,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
5、一句话介绍一下,加深印象。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,可以把枯燥的语法学习加入趣味性,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。五、教具和学具准备:光盘单词卡片,课文图片,PPT六、教学过程:Step1: Greeting and lead-in1. Greeting 2. Free talk T: Last summer holiday,I wen
6、t to Beijing and Shanghai with my friends by plane。They were beautiful cities。 3. T:This summer holiday is coming. Do you have any plans? Do you like travelling? S: . 3.观看“途牛暑期旅游”宣传片Question:where will you go for summer holiday?【设计意图】:Free talk 首先呈现一些著名城市的图片和视频介绍,让学生说一说他们想要在暑假去的地方,导入本单元话题。并激活学生相关的背景
7、经验或知识,营造交际场景,本课以“环游世界”话题展开,通过复习“An interesting country”介绍学过的国家有关的知识,激发学生的学习兴趣,为后面制定计划埋下伏笔。Step 2. Pre-reading1.卡片游戏,认读目标词汇。T:呈现6A学过的城市著名旅游景点和地标建筑的卡片,让学生快速说出。T: Look, there are many famous cities. Lets look at some pictures . Do you remember? T:Where will you go for the holiday?So today were going to
8、 learn Unit 7 Protect the Earth.2.揭题(带领学生读课题) Unit7 Summer holiday plans (Story time)【设计意图】:学生通过观察课文图片,解决问题并通过图片获取更多信息,拓展思维能力和观察能力。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
9、 questions about their plans?T:You can use ask questions like”What will they do?”.(在will 左侧板书what)2.Ask and answer(根据学生提问,在will 左侧相应板书where/when/who/how/how long)T: You can also ask like this: Will.?(板书Will.?)T: You have asked very good questions. Now lets try to answer them.【设计意图】:教师示范提出问题进行引导,让学生打
10、开思维,围绕话题自由提问,让学生在具有真实交流意义的情境中操练句型,并为回答这些问题埋下伏笔。通过板书设计,学生对于plan的组成部分有了直观的了解,接下来,根据提出的问题开启文本的学习。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 com
11、es from London.T: Thats right. But where Liu Tao and 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.【设计意图】:教师充分利用课本图片资源,培养学生的
12、观察和思考能力,巩固跨文化的知识内容,让学生提问老师的暑假计划的相关知识点,利用思维导图模式,复习制定计划的要素:Where? What? When? Why? How? 引导学生学习如何输出语言。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
13、 will Su Hai do in Disneyland and Ocean Park? Can you guess?T: What about Mike and Liu Tao? Look at the picture. Can you guess?T: What else will they do? Can you guess?【设计意图】:利用小组交流,培养学生的口头输出能力,练习的过程中,通过追问“Where will she go?”之类的问题,培养学生的良好的倾听能力,并提升表达的难度,紧接着,让学生写一写同伴的暑假计划,这是一个从口头表达到书面表达的关键,学生将刚才交流的信息进
14、行整合,输出,培养学生用英语做事的能力。不断追问,深入话轮,注重培养学生的发散性思维。T: There are 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.【设计
15、意图】:练习时通过多种活动,如“梦想秀”让学生谈谈自己的梦想,让学生能够在真实的谈话中灵活地运用所学英语。并让学生既会表达自己的梦想,又会认真倾听他人的梦想,并能够对他人的梦想进行讨论。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
16、you share your ideas with us?S:.T: Many of your ideas 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 o
17、n the blackboard and your imagination to talk about their plans. S: .【设计意图】:巧妙处理文本留白,引导学生发挥想象力将未知信息补充完整,利用文本潜在的信息进行二度开发,培养学生的能力,激活学生的思维,丰富学生的语言表达。通过朗读、复述课文和阅读理解习题来巩固学生新知,有助于突破要点,巩固运用,并将新知内化为知识储备。Step 4 Consolidation & Expanding1.talk about your plansT: We have learnt about their plans of travelling.
18、Can you talk about your plans for your summer holiday?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 plan
19、s with all the other students)【设计意图】:在词汇教授中,六年级的学生应更多注重单词在语境中的意义,而减少单个起来拼读的时间,可以把时间放在语境的理解上。比如可以让学生再语境中猜测单词的意义。或者可以运用所学过的英文来将单词解释出来。在教学中,更应注重单词的发音,个别字母发音的辨析等,这些都是学生平时不太注重的地方,更应该多加强调。Step 5 SummaryT: What do you learn from this class?S: .T: Yes. We learn to make plans for summer holidays. Most of you
20、 make travelling plans.Summer holiday is quite long. 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.【设计意图】:小调查,旨在通过指导,让学生更能在情境中运用语言,也通过调查培养学生的交际能力、合作能力和自主能力。调查后又通过写报告发展学生写作的能力等。让学生修改、完善自己的暑假计划,完成小作文
21、。思维导图在本节课中起到了和好的引领作用,帮助学生理清脉络,清晰表达。Step 6:Homework必做题:1. Read story time three times.选做题: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
22、.? - Yes, I will./No, I wont.【设计意图】:最后以讨论“如何实现梦想”为主题,让学生更深层地思考自己的梦想,在丰富学生关于梦想的语言表达的同时,更让学生明白要有行动才会实现梦想,从而激励学生为梦想而努力.七、教后反思: 本课我执教的是6B Unit7 Summer holiday plans Story time,谈论暑假计划。首先处理本课教材时,由于是语篇教学,所以在处理单词和词组及重点句型时采取了不同的方式。从上单元的Culture time复习已学的国家和景点,以旧引新。通过学生说Youll find,复习一般将来时。由于正值暑假来临之际,自然引出本课学生暑假
23、计划,提问学生Where will you go for the summer holiday? How long will you stay there? Will you?为了使学生熟练运用本课举行,同时也满足学生的好奇心,我设计了学生问一问老师的暑假安排的活动,最后通过生生互动合作的方式将本课重点句型再次加以操练。大部分学生能熟练运用本课句型,另外,学生对自己的假期安排已早有准备,学生积极参与,兴趣较为浓厚。其次,语篇的教学重点是学生对文本的理解和重点朗读。首先,让学生整体感知和理解文本内容。通过视频观看,直接从中获取信息。其次,细读语篇时我将该对话分成两部分,前半部分通过学生细读,在文
24、本中划出并获取Yang Ling和Mike的暑假计划。后半部分通过学生合作阅读,对老师提供的信息加以判断。最后通过跟读电脑进行朗读,强调学生语音语调的模仿。在课文朗读时为学生提供多种方式,满足学习层次不同的学生的需要。我认为这次教学中对学生课堂朗读的训练还有所欠缺,应再加上些小组朗读或男女生小组对话和全体朗读。课堂拓展部分,我设计了学生暑假计划的书面表达,先向大家展示老师自己的暑假计划范文,教会学生写作的技巧,再由学生结合自己的暑假计划来写一篇小短文,以培养学生的写作能力。但是由于时间的把控问题,该步骤只完成了一半,未达到预设的效果。学生的书面表达只能作为回家作业让学生课后完成。6、最后,我认为这次的板书还没有得到充分的利用,课上我只选择了语篇的前半部分进行复述,应该让学生结合板书更多的复述本课的内容。另外,板书中的几张图片清晰度不够高,学生不太看得清,可能会影响问答和课文的复述,以后的家族而中要加以注意和调整。
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