Unit 7 Summer holiday plans-Grammar & Fun time-教案、教学设计-县级公开课-新牛津译林版六年级下册英语(配套课件编号：e072f).doc

1、Unit 7Summer holiday plansGrammar time & Fun timeTeaching contents教学内容教学内容Grammar time & Fun timeTeaching aims and learning objectives教学目标教学目标1. 学生能熟练运用一般将来时的一般疑问句和特殊疑问句。2. 培养学生的英语学习兴趣。Focus of the lesson and predicted area of difficulty教学重点和难点教学重点和难点教学重点：学生掌握一般将来时的一般疑问句和特殊疑问句。教学难点：学生能在语境中运用所学句型。Tea

2、ching procedures教学过程教学过程Step 1 Review and lead-inT: Today we will go on learning Unit 7.S: Summer holiday plan.T: Whats the plan for this lesson? Can you guess? Will we ?Look at the plan. Lets see who is right. (Show plan and read the aims.)Who is right? (示意举手) I think you are good students.【设计意图：通过

3、师生回答引出本课的主要话题。 】Step 2 Lets review1. T: First, lets review Story time. The children are talking about the plans for theirsummer holiday. Who are they?S: Mike, Su Hai, Yang Ling and Liu Tao.T: Look! Yang Ling is talking to Mike. Group 1, you are Yang Ling. Group 2, youare Mike. Turn around and talk t

4、o each other.T: Hello, Su Hai, will you go to Taipei?S: No, I wont. I will go to Hong Kong.T:Yang Ling, will you go to Hong Kong too?S: No, I wont. I will go to Beijing.2. T: Yang Ling will go to Beijing this summer holiday. Beijing is a big city. She caneat lots of delicious food. Like Tanghulu, Ro

5、lling donkey, Roast duck, Fulingcake. What will she eat in Beijing?Ask Yang Ling: will you ?T: There are many interesting places in Beijing. There are What places will shevisit?Ask Yang Ling.T: What places will Yang Ling visit?S: She will visit T:You are a good listener.And what food will Yang Ling

6、eat?S: She will eat T:You have a good memory too.T: So from these two sentences, we know what will she do in Beijing.【设计意图：引导学生来运用一般将来时述说。 】S: She will eat She will visit in Beijing.T: Good, from Story time we can also know: What will she do? Who will she gowith? How will she go there?Do you have an

7、y questions about her plan?【设计意图：发散学生的思维，学会问问题。 】3. T: OK. We call these questions “特殊疑问句”. Read them and think about thestructure. Whats the structure?S: T: (PPT 呈现结构) 特殊疑问句的结构是特殊疑问词 + 一般疑问句4. Liu TaoT: Look at Liu Taos plan. Complete his plan with these wh- words. Check theanswers and read the que

8、stions after him. Discuss in pairs. Boys ask, and girlsanswer.And then lets exchange.5. Su HaiT: You can ask and answer, right? Fill in the blanks according to the answers.Check the answers. Talk about Su Hais plan in pairs. (请 1 组展示)Good. You can use the sentences very well, but are they logical? W

9、hich sentenceshould be the first?S: Where will you go?T: Good job! Who can try again? (再请 1 组来表演)6. T: You know Su Hais plan, yes? We have already know about Mikes plan. Wherewill he go? How long will he stay there? We dont know Can you guess? Willhe ?T: Now listen to Mike, and write down the key wo

10、rds.【设计意图：指导学生学习策略，用关键词记录 Mike 信息。 】教师说问题，学生整句回答。T: Which pair would like to talk about Mike? Remember well talk about Mike, sowe should use “Where will he ?”“He will ”.【设计意图：活动设计了层次递进，让学生整合旧知，丰富语言表达。 】(呈现 tip)T: Mike will go to London, where will you go?S1: I will go to S2: I will T:And he Can you

11、say two sentences? I will go He/She will T: Good. I know you want to go to different places. Now take out your paper andmake your plan.T: Hello, S1. Where will you go?S1: T: What will you do ?S: T: Have a nice trip. What else can we say?S: T: Talk about your plans in pairs. The more sentences you ca

12、n say, the better.Others listen carefully and later I will ask you a question.7. Plan sharingT: Because time is limited. So I want a student to share your plan and one studentto share his or her deskmates plan.Homework 家庭作业家庭作业1. Write your plan for the summer holiday.2. Tell your plan to your class

13、mates.Teaching aids教学准备（含板书设计）教学准备（含板书设计）教学准备：教学课件板书设计：Unit 7Summer holiday plans说课说课Grammar time 是语法板块， 比较枯燥， 因此把它放在语境中学习运用。 Storytime 中四个孩子的信息进行再构、延伸。从 Yang Ling 引出特殊疑问句，加上上学期的 what places；到 Liu Tao，运用了练习提问的方式；Su Hai 的信息则采用从问句的运用到笔头，并通过谈论告诉学生交流一组对话时，句子要有逻辑性；Mike 的信息通过听力获得信息，然后交流，适时引导学生不要机械地去搬所学的内容，为了使交流更自然，可以对感兴趣的内容进行追问。最后从交流书中人物的信息，到交流学生自己的实际生活。教师希望通过整堂课给学生提供充分的口语练习机会，锻炼学生的口头表达能力。