春六年级英语下册 Unit 7 Summer holiday plans（Story time）教案 （新版）牛津译林版-牛津版小学六年级下册英语教案VIP免费

Unit7Summerholidayplan（第一课时）一、教学内容:Storytime二、教学目标：1.学生能正确理解、朗读并表演Storytime.2.学生能初步了解询问计划的句型Where/When/Howlong/Whatwillyou…?Willyou…?以及词汇gobackto,stay,Taipei,Disneyland和OceanPark.3.学生能谈谈自己的暑假出游计划。4.通过课文的学习，引导学生开阔眼界，热爱家园。三、教学重难点：一般将来时句型Where/When/Howlong/Whatwillyou…?Willyou…?的运用。四、教学步骤：Step1Pre-reading1GreetingsWhat’stheweatherliketoday?Doyoulike...Days?Whatseasonisitnow?Whichseasondoyoulikebest?Why?2Ilikesummerbestbecausethere’salongholidayinsummer.It’ssummerholiday.(板书）Icangotraveling.Now,you’reinGrade6,andtwomonthslateryou’llfinishprimaryschoolandhavethesummerholiday,howdoyoufeelnow?Doyouhaveanyplans?(板书）Thestudentssaytheirplans,andtheteacheruses“Wherewillyougo?Howwillyougo?Howlongwillyoustaythere?...”toask.ThissummerholidayIhaveagoodplantoo.Doyouhaveanyquestions?Showthewords:where,who,how,howlong,what,andwillStep2While-reading1Justnowwetalkedaboutoursummerholidayplans,nowtherearefourchildren,they’retalkingabouttheirplanstoo.Whatdoyouwanttoknow?(学生说老师板书）2FirstLet’sfindwheretheywillgo,watchthevideoandmatch.Usethesentence“xxxwillgoto...”toanswer.3Theotheranswersyoucanreadbyyourselvesandfindthedetailstofillintheform,thenaskandanswer.YnagLingMikeSuHaiLiuTaogotoBeijing,byvisitgotoLondonbyforagotoHongKongwithhervisitandgotowithhissome.4Readafterthetape,payattentiontothepronunciationandintonationandthestress.Step3Post-reading1Readthewholedialoguefreelyingroups,andchoosethewayyoulike.2Actthedialogue.3Talkaboutthestudentsplans.Lookattheblackboardandretell.4HelpMikefinishthenotes.“Oursummerholiday”5Makeyoursummerholidayplans.ThissummerholidayI'llgoto...with...I'llgothereby...I'll...I'll...IthinkI'llhaveagoodtime.Step4Homework1.Readthetextafterthetape.2.Saysomethingaboutthestudents'plans.3.Saysomethingaboutyoursummerholidayplan.板书设计：Unit7SummerholidayplansMikeLondonwhereYangLingwillBeijingwhatLiuTaoTaipeihowlongSuHaiHongKonghow教学反思：本节课主要谈论学生的“暑假计划”，教学中我始终围绕着“激”和“放”两个字来进行教学。“激”——六年级的学生在课堂上通常比较保守，所以在设计教学时我尽量激发学生开口说的欲望，激发学生已有的知识储备。让他们不光学到新知识，更能将已有的知识进行整合，真正成为自己的东西。“放”——文本的理解对于学生来说并不是难点，只要给他们机会学生会还你一个意想不到的结果。所以课文的学习主要是让学生自己提出想要知道什么，从而自己阅读解决其印象比老师的一味灌输要深刻得多。通过两方面的努力相信学生会学得更扎实，理解更透彻。