苏州市译林版六年级下册英语第七单元Grammar time & Fun time 教案及反思.docx

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1、英语（六年级下册）Unit 7 Summer holiday plansGrammar time & Fun timeTeaching contents 教学内容Grammar time & Fun timeTeaching aims and learning objectives 教学目标.学生能熟练运用一般将来时的一般疑问句和特殊疑问句。1 .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：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。Teachin

2、g procedures 教学过程Step 1 Review and lead-inT: Today we will go on learning Unit 7. Whals the plan fbr this lesson? Can you guess? Will we.?S: .T: Look at the plan. Lets see who is right. （PPT 呈现目标）Who is right?（示意举手） I think you are good students.【设计意图：通过师生回答引出本课的主要话题。】Step2 Lets review1. T: First, l

3、et review Story time. The children are talking about their plans for their summer 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. G2, you are Mike. Turn around and talk to each other.T: Now you are Su Hai. Hello, Su Hai,

4、 will you go to Taipei?S: No, I wont. I will go to Hong Kong.T: Now you are Yang Ling. 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 can eat lots of delicious food. Like Tanghulu, Rolling

5、 donkey, Roast duck, Fuling cake. What will she eat in Beijing? Ask Yang Ling: will you .?T: There arc many interesting places in Beijing. There arc.What places will she visit? 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 Lin

6、g eat?S: She will eat.T: You have a good memory.T: So 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. How will she go there? Do you have any questions about her plan?【设计意图：发散学生的思维，帮助学生学会问问题。】OK. Wc call these questions 特殊疑问句，read them and think

7、about the structure. Whats the structure?S: .T: （PPT呈现结构）So特殊疑问句的结构是特殊疑问词+一般疑问句Liu TaoT: Look at Liu Taos plan. Complete his plan with these wh- words. Check the answers and read the questions after him. Ask and answer in pairs. Boys ask, girls answer. And then lets change.4. Su HaiT: You can ask an

8、d answer, right? Try to fill in the blanks. Check the answers. Talk about Su Hais plan in pairs. （i# 1 组展示）Good. You can use the sentences very well, but are they logical? Which sentence should be the first?S: Where will you go?T: Good job! Who can try again?（再请 1 组来表演）6 T: We have already known abo

9、ut Mikes plan. Where will he go? How long will he stay there? （PPT 呈现表格）There are something we dont know. Can you guess? Will he.?T: Now listen to Mike, and write down the key words.（教师根据表格未完成部分 提出问题，学生整句回答）【设计意图：指导学习策略一一用关键词记录Mike的假期安排信息。】T: Which pair would like to talk about Mike?【设计意图：活动设计的层次和递进

10、，整合学生的旧知，丰富学生的语言表达。】 （呈现tip）Step 3 Fun timeT: So Mike will go to London. Where will you go, S1 ? （PPT 呈现 Fun time 对话框， 给学生提示）I will go to .T: Good. Can you tell me your plan and Sis plan?（教师引导学生回答）Iwill . SI will .T: Wonderful. Can you talk about your plan and S1 and S2s plans, S3?51: Iwill . SI wil

11、l . S2 will.T: Good. Please play this game in groups of four.Step 4 ConsolidationT: I know you want to go to different places. No take out your paper and make your plan.T: Hello, S1. Where will you go?SI: .T: What will you do there?51: .T: Have a nice trip. What else can we say?52: .T: Talk about yo

12、ur plans in pairs. The more sentences you can say, the better.Olhers listen carefully and later I will ask you questions.2. Share your plan and your desk mates plan.T: Time is limited. So I want a student to share your plan and one student to share your deskmates plan.Homework家庭作业1. Share your summe

13、r holiday plan with parents.2. Preview Cartoon time and Checkout time.Teaching aids教学准备（含板书设计）教学准备：教学课件。板书设计：Unit 7 Summer holiday plansWheregu go for the summer hoiidoyjYeswillWhenwt goZtfwill- 11.How longhestay there丽ftftwWhatshe do there： 1 f 4寸1you go to Beijing by planethey go to DisneylandWM I

14、I ?he stay in London for a monthj she visrt her aunt and uncleGrammar time是语法板块，比较枯燥，需要把它放在语境中学习运用。因 此，教师对Story time中四个孩子的信息进行再构、延伸。从Yang Ling引出特 殊疑问句，加上上学期所学的whal places,继续到Liu Tao,针对这两个人物， 教师采用了练习提问的方式。关于Su Hai的复习则从问句的运用扩展到笔头， 并通过谈论告诉学生交流一组对话时，句子要有逻辑性。关于Mike是通过听的 活动获得信息的交流，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。最后从描述别人的计划延伸到描述自己的 计划。教师希望通过整堂课给学生提供充分的口头表达的机会，从而锻炼学生的 口头表达能力。