1、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：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。Teaching proce
2、dures 教学过程Step 1 Review and lead-inT: Today we will go on learning Unit 7. Whats the plan for 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, lets r
3、eview 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. Group1, you are Yang Ling. G2, you are Mike. Turn around and talk to each other. T: Now you are Su Hai. Hello, Su Hai, wil
4、l 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 do
5、nkey, Roast duck, Fuling cake. What will she eat in Beijing? Ask Yang Ling: will you ? T: There are many interesting places in Beijing. There are.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 Ling e
6、at?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。 】T: OK. We 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4. 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.5. Su HaiT: You can
8、ask and answer, right? Try to fill in the blanks. 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? 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 kn
9、own about 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
10、动设计的层次和递进，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)S1: I will go to T: Good. Can you tell me your plan and S1s plan? (教师引导学生回答)S2: I will S1 will T: Wonderful. Can you talk about your plan and S1 and S2s plans, S3?S3: I
11、will S1 will S2 willT: Good. Please play this game in groups of four. Step 4 Consolidation1. T: 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? S1: T: What will you do there?S1: T: Have a nice trip. What else can we say?S2: T: Ta
12、lk about your plans in pairs. The more sentences you can say, the better. Others 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. Sha
13、re your summer 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 plans说课Grammar 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 what 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。
