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译林英语六下Unit 7 Summer holiday plans教学设计
Part1 Subjects (subjects and grade)：
译林版英语六下Unit 7 Summer holiday plans (story time)。
Part2 Materials in solution：
Unit 7 Summer holiday plans是译林新版《英语》六下的内容，其story time板块主要讲Yang Ling、Mike、Liu Tao和Su Hai在为即将到来的暑假进行规划的事。本课话题与学生的生活息息相关，学生对此有着丰富的经历和体验，他们学习的热情和表达的欲望很容易被激发出来。
Part3 Teaching aims learning objectives:
1.掌握词汇Hong Bong , Taipei , Ocean Park ,Disneyland，how long，stay，go back to；
2.掌握句型Will you... 及其回答Yes , I will./No，I won’t. Where/When/How Long/What/Who/How will you… 及其回答I' ll/We' 11...；
3.能正确理解故事内容，能用正确的语音、语调朗读课文；
4.能用所学词汇及句型谈论自己的暑期计划, 通过课文的学习，引导学生开阔眼界，热爱家园。
Part4 Focus of the lesson and predicted area of difficulty：
1.能正确理解并朗读文章内容，在教师的引导和帮助下尝试复述；
2.能正确用将来时与他人交流讨论计划。
Part5 Design concept：
近几年，核心素养是教育界的热议话题，《义务教育英语课程标准（2011年版）》明确指出，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务。核心素养导向的课堂教学强调学生以主题意义探究为目的，以语篇为载体，在理解和表达的语言实践活动中，融合知识学习和技能发展，通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动，构建结构化知识，在分析问题和解决问题的过程中发展思维品质，形成文化品格，塑造正确的人生观和价值观，促进英语学科核心素养的形成和发展。课程目标与教学理念的深刻变化要求我们教师立足于教学设计的完整流程，形成课前、课中、课后相互衔接、融合的实践链，切实在语言教学中培养学生的核心素养。
Part6 Design ideas：
本课以plan为清晰的教学主线，让课堂重点突出，条理分明，更重要的是能帮助学生形成有序的认知形式，构建知识体系。教学伊始，先通过游戏、自由谈话引出课题，接着询问学生对暑假的初步打算，呈现疑间句What will you do 及其回答，为学生在进人文本之后的看图自主发问提供范例。While-reading环节的教学就回答学生提出的问题依次展开，让学生在丰富的语言学习活动和真实的语境中接触、理解并操练、构建语言。Post-reading
环节，学生再次带着问题向同伴发问，完成采访任务，并对别人的计划提出自己的意见和建议。问题串起课堂，在学习过程中培养他们的思维品质和文化品格，提高人文素养，增强实践能力，培养创新精神，让学习真正发生。
Part7 Teaching procedures：
Step 1 Pre-reading: Know me.(话题导入，有效铺垫)
1.Play a guessing game.
T: Boy s and girls, What word is it (每个单词给出几个字母，让学生猜测单词，而这些单词正好是学过的假期,最后组成一个单词holiday。)
Ss:Halloween,women’s day…
T:Yes. Look at this word.(呈现holiday.)
2.Lead in the title.
T:What holiays do you know
Ss: Summer holiday ,Winter holiday, National Day holiday…
T:What holiay do you like best Why
S1:I like … .Because…(及时对学生进行追问，适当引导孩子表达自己的观点，培养孩子正确的世界观、人生观。)
T:Do you like summer holiday What do you do in your summer holiday
Ss:I …
T:This summer holiday will be the last one of your primary school life. Do you want to have a plan for it
Ss:Yes.
T: (板书plans) Today,let’s talk about summer holiay plans. Lead in the title “Unit7 Summer holiay plans.”When we talk about plans for the future，we can use “Be going to/will.”(板书will )
T:So what will you do this summer holiday
Ss: …
【设计意图】读前热身环节是正式学习语篇前的准备阶段，其目的在于唤醒学生头脑中与语篇相关的已有知识，为学生充分获取和输出文本信息、建构知识和提高能力做好铺垫。以游戏引出holiday，再以What holiays do you know 这个问题激活学生的知识储备，让学生的思维打开。进而顺理成章地导入课题，调动学生生活体验说一说平时的暑假生活，展望小学阶段最后一个暑假，同时顺利引出一般将来时的句型。
3.Present some new words.
T:I can see that some of you like travelling.(板书travelling ) I think that' s a good idea. I like travelling in my summer holidays too.Do you want to know where I will go this summer holiday
Ss: Yes.
T: OK. Let's have a look.(播放视频，把本课的重点景点词汇Hong Bong , Taipei , Ocean Park ,Disneyland. 在视频里呈现出来。)
T: Where will I go
S1: You will go to Hong Bong , Taipei , Ocean Park ,Disneyland.(在学生回答中学习新词。)
T:Yes. This is my summer holiday plans. Is the world big Will you go and have a look in this summer holiday
Ss:Yes.
【设计意图】师生自由对话后，便直接进人课题，通过谈论学生感兴趣的暑假生活，抛出本课话题plans for summer holiday。从学生的回答中提炼travelling主题，随后谈论教师自己的暑假计划，为学生后面谈论假期计划做好示范，同时也拉近学生与文本内容的距离，并为拓展部分埋下伏笔。让学生观看身边人物环游世界的视频，感受世界之广阔，激发学生去旅游的欲望，从而引出中心话题plans，并顺利导入课文的学习。
Step 2 While-reading:Know the children.（自主阅读，提升能力）
1.Try to ask and answer.
T:OK, you know sth. about me. Look, who are they Yes, they’re Mike,Liu Tao, Yang Ling, Su Hai. (贴四个人物图片)
T:They are talking about their plans for the summer holiday.So,do you have any questions about their plans
T:You can use some sentences like "What will they do ”to ask questions.(在will旁板书What , 根据学生提问，在will旁相应板书where/when/ who/ how/ how long)
T:You can also ask like this ; Will... (板书Will... )
T:You can ask so many good questions. Now let’s try to answer them.
【设计意图】教师把学生带入真实的情境中，给他们搭建言语习得与运用的平台，激发他们的好奇心和求知的欲望，从而自主提问，让他们在不知不觉中进入学习的最佳状态，变被动地接受知识到主动地探究知识。这不仅能让学生在具有真实交流意义的情境中操练句型，还能为下面的学习埋下伏笔。
T:The first question is " Where will they go ”Look at this picture.(PPT呈现课文第一幅图) Where will Mike go for the holiday，can you guess
T:How do you know (引导学生读图，培养学生仔细观察图片的能力。)
T:Why do we say "go back to"
T:How about Yang Ling
T:How do you know
（ PPT出示文中第二幅图）
T:Where will Su Hai and Liu Tao go Let’s listen to their dialogue and find out.
T:Do you know Hong Kong/Taipei
T:Let’s watch a video about Hong Kong.
T:How is the city Will you go to Hong Kong some day
教师介绍台北，PPT呈现图片。
Ss: …
【设计意图】充分开发课程资源，以鲜活的图片及视频资料，为学生拓展获取信息的渠道，构建立体感官体验构建学生的立体感官体验，引导其以更开阔的视野感知世界，发展跨文化意识。在发展学生语言能力的同时，实现“工具性”与“人文性”的统一。
2.Watch and answer.
T:Then,what will they do there Let’s watch the cartoon and find.Maybe we can start from Yang Ling. What will she do in Beijing
S:She will visit her aunt and uncle.
T:What will Su Hai do in Hong Kong
S:She will go to Disneyland and Ocean Park.
T:What’s in Disneyland and Ocean Park (先让学生发散思维去说，然后播放自制的迪士尼短片，用视频冲击学生的眼球。)
T:So，what will they do there Can you guess
T : What about Mike and Liu Tao Look at the picture. Can you guess
T: How do you know
Ss: …
T: What else will they do，can you guess
【设计意图】带领学生梳理文本，透过课文字面找寻答案，并通过追问将话轮引向纵深，利用语言引导学生对文本展开深层次的解读。前一环节了解的城市信息，在这里成了学生发挥想象的素材，并为之后的复述做了铺垫，环环相扣。
3. Read and answer.
T:Boys and girls，we still have some questions here.Let’s read and find in our books.
S1:Mike will stay in London for a month.
S2:Yang Ling will go to Beijing by train.
S3:Su Hai will go to Hong Kong with her family.
S4: Liu Tao. will go to Taipei with his parents.(相机板书相应词组)
T:It’s reading time. Please read loudly，and pay attention to your pronunciation，intonation.
T:We know about their plans now. But we still have some questions:How will Mike go Who will go with him Do you know from the dialogue
S:No.
T:But we can guess.
(PPT呈现learning tips，引导学生运用 “I think/I guess/Maybe…”等句型，并发挥学生的想象力。)
T:Now use the notes on the blackboard and your imagination to talk about their plans.
学生小组合作并复述。
【设计意图】在上一环节教师带领进行精读的基础上，教师教给学生阅读的技巧，引导学生带着问题寻读，实现从扶到放的转变。在文本留白处，引导学生发挥想象力将未知信息补充完整，激发学生思考，拓宽语言输出的精度和宽度，切实发展学生用英语思维的能力。
Step3 Post-reading：Know you.（联系实际，情境操练）
1. Do a survey.
T: You know my summer holiday plans. We know Mike and his friends’ summer holiday plans.It’s time to know yours.Do you have plans for your holidays Now let’s try to introduce something about you and your friends. You can use these sentences. Now let’s work in groups. (播放轻音乐，小组操练)
T: Talk about your plan with one of your friend. Ask questions to get to know his/her plan.You can take notes on your paper. T talks with S1.（学生下位采访同学，然后汇报被采访人的暑假计划。）
T:Who can come here and talk about your plans
S:…
T:Do you have any questions or suggestions for this plan (引导学生学会给别人提出合理的建议。)
2.Think and write.（引导学生在说的基础上完成写的输出。）
My summer holiday plans
This summer,I will go to _____________________________.
I will go to there by _________________________________.
I will go there in/on_________________________________.
I will stay there_____________________________________.
I will do many things there.
I will_____________________________________________.
I will have a _______________summer holiday.
【设计意图】在了解文本人物的暑假计划之后，学生对制定自己的计划跃跃欲试。一对一的采访交流活动，让学生巩固了本课的目标句型；讲述别人的计划，进一步增强了学生提炼语篇的能力；对别人的计划提出问题和建议，让情境更显真实，交流更富意义，也让问题这一主线贯穿始终。最终以写自己的暑假计划对今天的学习进行升华，学以致用。
Step 4 Summary
T:What do you learn from this class
Ss: …
T:Yes, we learn how to make plans for summer holiday，actually for travelling. What other plans will you make for this summer holiday
T:Maybe you can talk about the other plans with your teacher next time.
So make good plans and enjoy your holiday.
【设计意图】总结环节，让学生自主回顾课上所学，并再次联系实际生活引发学生思考，让学生带着问题走进课堂，再带着新问题走出课堂，使本课言尽而意未尽。
Step4 Homework.（课后作业，拓展延伸）
1.Listen, read and try to retell the story fluently.
2.Use the sentences we learned, make the summer holiday plans for your family.
【设计意图】让学生课后朗读课文可以很好的让他们巩固课上所学的内容，同时，及时的复习所学的内容，也是学生继续学习的根基。让学生为家庭制作一份暑假计划，主要的目的是让学生能够学以致用，让他们把所学到的东西用起来，不仅可以巩固这些知识，而且对提高学生学习的兴趣和积极性方面也起到了很好的推动作用。
Part8 Blackboard design:
(
You
) (
Unit7 Summer holiday plans
) (
me
) (
children
)
(
Unit7 Summer holiday plans
drawing
) (
Yang Ling
) (
Su Hai
) (
Liu Tao
) (
Mike
)
(
Hong Kong
Disneyland Ocean Park
) (
Taipei
parents
) (
Beijing
by train
) (
London
a mouth
)

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