Page3Lesson17Danny’sSummerHoliday教學目標：1.知識與技能目標：

學生能夠聽懂、會說、認讀和書寫單詞:

clever

情感態(tài)度目標

學生通過學習感受學英語的樂趣，培養(yǎng)學生善于學習，善于發(fā)現(xiàn)別人的優(yōu)點。

重點難點：1.教學重點

：學生能夠與他人交流將要進行的夏季活動，在真實情景中靈活運用并進行表達。2.教學難點：靈活運用所學知識在真實情景中進行交流和討論。

教學過程：

Step

1

Warming

up

(5minutes)

1.

Greeting

2.

Guess

and

say

學生通過看PPT上的圖片進行猜想和分角色對話練習進行復習和導入。

T:

Look

at

Jenny

and

Li

Ming.

What

are

they

talking

about?

Can

you

guess?

S:

They

are

talking

about

their

summer

holiday.

T:

You

are

so

clever.

Please

make

a

dialogue.

S:

…

【設計意圖】：通過熟悉的人物和事件激活學生的思維，復習與本課相關的語言知識并為新知識的學習做好鋪墊。

Step

2

Presentation

(16

minutes)Look

and

guess.

教師播放PPT，

請學生根據圖片進行猜想。

T:

Look,

Danny

is

coming.

What

will

Danny

do

this

summer?

Can

you

guess?

S:

He

will

play

with

Li

Ming

this

summer

holiday.

T:

Maybe.

It’s

a

good

idea.

【設計意圖】：利用學生的好奇心激發(fā)學生學習和探索的愿望，自然過渡導入新課。

2.

Watch

and

check.

教師播放本課第一部分flash動畫，讓學生確認猜想是否正確。

T:

Will

Danny

play

with

Li

Ming

this

summer

holiday?

Let’s

watch

and

check

it.

S:

Yes.

Danny

will

play

with

Li

Ming

this

summer

holiday

【設計意圖】：運用整體教學的模式，讓學生帶著問題完整觀看動畫并回答問題，整體感知文章、初步理解文章大意。

3.

Read

and

think.

教師提出問題，請學生閱讀課文3、4幅圖內容并進行分析。

T:

But

we

know

Li

Ming

will

be

in

China

for

the

summer

holiday

and

Danny

lives

in

Canada.

How

will

Danny

go

to

China?

Please

read

the

text

in

picture

3

and

picture

4

and

find

the

answer.

S:

Danny

will

learn

to

fly

and

fly

to

China.

【設計意圖】：引導學生進行進一步的閱讀找出答案，激發(fā)學生的閱讀動機和興趣，培養(yǎng)學生的邏輯思維能力。

4.

Read

and

discuss.

師生討論

Who

is

clever?

T:

Do

you

think

Danny

is

clever?

What

does

Jenny

say

to

Danny?

Look

at

these

pictures,

do

you

know

them?

Are

they

clever?

Who

is

clever

too?

Are

you

clever?

Is

your

friend

clever?

Why?

S:

…

【設計意圖】：通過Jenny對Danny的總結呈現(xiàn)本課重點詞匯clever，通過學生熟悉的其他人物的圖片再次舉例幫助學生理解clever的含義并進行簡短的討論。

5.

Read

and

answer.

請學生細讀全篇并回答問題。

Questions：What

did

Danny

do

last

summer?

Will

Danny

swim

in

the

sea?

Will

Danny

visit

his

family?

Why

will

Danny

learn

to

fly?

【設計意圖】：教師鼓勵學生運用所學的閱讀策略找到問題的答案，使閱讀的目的性更強，學生邊閱讀邊思考，細致的掌握文章內容。教師通過回答問題的情況檢查學生的理解程度并及時點撥幫助理解。

Step

3

Practice

(7

minutes)

1.

Watch,

imitate

and

role

play.

教師請學生跟讀模仿課文和分角色進行對話表演。

【設計意圖】：學生嘗試模仿讀文本，回歸文本，讓學生對所學重點在頭腦中進行總結并沉淀。

培養(yǎng)學生良好的語音語調，合作精神和大膽表現(xiàn)自我的能力。

2.

Let’s

do

it.

進行本課第二部分的閱讀練習，學生閱讀并做書上的練習，教師利用PPT訂正答案。

T:

Freddie

writes

a

letter

to

Uncle

Peter.

What

will

he

do

for

the

summer

camp?

Please

read

and

tick.

T:

Now,

let’s

check

the

answer.

What

will

he

do

for

the

summer

camp?

S1:

He

will

…

S2:

He

will…

S3:

He

will…

T:

Will

Freddie

do

these

things?

Please

write

“will”

or

“will

not”.

T:

Now,

let’s

check

the

answer.

S1:

…

S2:

...

S3:

...

【設計意圖】：培養(yǎng)學生快速閱讀、分析問題的學習能力。

Step

4

Consolidation

and

Expansion

(6

minutes)

學生進行小組內交流，完成表格并展示。

T:

What

will

you

do

in

different

time

or

places?

Will

your

friends

do

the

same

things?

Say

“Bingo!”

or

write

the

things

in

the

chart.

Please

make

a

chart

and

share

with

us.

I

will…

My

friend

will…

My

friend

will…

This

evening

At

the

park

This

summer

holiday

In

the

forest

…

【設計意圖】：培養(yǎng)學生的發(fā)散思維和在實際生活中靈活運用所學知識的能力。

Step

5

Homework

(1

minute)

If

you

are

Danny,

what

else

will

you

do

with

Li

Ming

in

China?

Write

and

share

your

plan

with

your

teacher

and

friends.

【設計意圖】：作業(yè)是課堂教學的延伸