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Unit6PlanfortheSummerLesson4Again,please!教学设计一：自由对话，激情导入1.欣赏诗歌，切入主题T:Goodmorning,children.Firstlet’senjoyabeautifu

lpoem.Let’swatchandtrytofollowit.T:Whatisitabout?Yes，itisaboutsummer.Doyoulikesummer?Why?S1:Yes,Icaneaticecreaminsummer

.T:Youshouldn’teattoomuch.It’snotgoodforyourstomache.S2:Icanswiminsummer.T:Yes,insummerswimmingcanmakeuscool.Goodhabit.T:Wecandomanythingsinsumme

r.Ilikesummer,too.Doyouknowwhy?T:Yes,becauseIcanhavealongsummerholiday.Ihopethesummerholidaycancomequickly.Iwanttodosomanythings.NowIhavegot

agoodplanforsummer.T:Todaylet’sgoontalkingabouttheplanforsummer.【设计意图】通过欣赏诗歌和自主交流切入文本主题，自然流畅，又给教师留出了更多与学生自由交流的机会。自由交流激发了学生的发散性思维，为后面的自主运用

打好了铺垫。2.自由交流，明确目标T:Allofuswantahappysummerholiday.ButIknowthissummerholidayisverydifferentforyou.Becausethisisthelastonei

nyourprimaryschool.AfterthatyouwillgotomiddleschoolSoitisnecessaryforyoutomakeagoodplanforthisspecialsummerholiday.Inthisc

lasslet’strytomakeausefulandmeaningfulplanforthissummerholiday,ok?Andthetopicis“A______PlanfortheSummer”.【设计意图】复习目标是小学英语单元复习课的核心，它起着为复习课教学定向、定点、和

定量的作用。本课中基于学生实际，尝试运用“任务驱动式”复习目标的设定，结合单元话题和学生实际，通过梳理和讨论，帮助学生最终制定一份真实、充实、有意义的暑假计划为具体任务，提出目标，将汇聚复习内容，引领复习活动，整合复习资源为一体，为复习绘

制蓝图。二：复述交流，梳理文本1.T:Doyoustillremembertheirsummerholidayplan?(课件出示Jenny，LiMing，Peter，WangHong,GuoYang的头像)？Ifyouwan

ttoknowhowtoask?A:Whatareyougoingtodothissummer?T:Areyou?No,IamnotJenny,andIamnotLiMing.Canweuse“Areyou”here?T:Ye

s,weshoulduse“WhatisJenny/LiMinggoingtodothissummer?”Pleaseaskandanswerinpairs.Whenyouaskandanswerinpairs,youshouldtrytofind

thecompleteanswersinthewholeunit,Notonlyinonelesson.Areyouclear?T:Nowpracticeinpairs.【设计意图】基于学生实际，从学生已知知识入手，从文本

内容入手，采用不同的呈现形式，符合学生的认知规律。同时通过思维导图的不断完善，帮助学生有效梳理文本内容，同时也为学生自己用导图制作假期计划打下基础。2.整合教材，复述交流。T:Justnowwetalkedabouttheirsum

merholidayplan,nowwhichpairwantstoshow?NowIwanttohaveacheckaboutit.1）LiMing’splanforthesummerholidays.T:LookatLiMing.Yes,he’sgoingtoasumme

rcampinBritain.ButwhenwillhegototheEnglishclass?Whenwillhevisitsomefamousplaces?Wherewillhevisit?Whatwillhetake?Canyousaymoreabouthis

plan？MaybeyoucanfindmoreanswersinLesson2.（以导图为支架，引导学生继续思考，完善内容）T:Nowboysandgirls,closeyourbooks.CanyoutrytoretellLiMing’splanforthesummer?Lo

ok,thepicturecanhelpyou.Great!Youcansaysomanysentencesnow.ActuallyitisLiMing’sPlanfortheSummer.Hashegotagoodplan?Go

odplancanmakeagoodholiday.Ihopeyoucanhaveagoodplantoo.【设计意图】通过导图，以话题为中心，以LiMing的假期计划为抓手，鼓励学生将本单元前两课的教材内容有效整合，变以主

要句型为重点的纵向呈现整合为以单元话题为中心的横向呈现，凸显了话题中心，体现了教材编写以话题为中心的单元整体教学理念，既回顾了文本，又强化了学生的话题意识，提升了学生的语言整合能力。3.补充空白，整体呈现。1）Jenny’splanforthesum

merholidays.WhatisJennygoingtodoforthesummerholiday?Yes,she’sgoingtoreadsomeChinesestorybooksandtakeChinesepaintingclasse

s.WeallknowJennyisfromAustralia,butnowsheisinChina.Look！JennywillreadsomeChinesebooks.IamsureyouknowmanygoodChineseStory

books.Canyougivehersomesuggestion?Trytouse:Jenny,you’dbetter…ifyoudon’tknowhowtosaythenameofthebookinEnglish,youcans

ayitinChinese.Itisok.S1.Jenny,you‘dbetterreadSnowWhite.T:..Yes,itisaninterestingbook.Mostofgirlslikeit.Goodsuggestion.S2.Jen

ny,you’dbetterreadTheUglyDuck.(教师根据学生建议，直接充实导图内容)T：Goodsuggestions.Youareallsohelpful.ButwherecanshegetsomanyChinesest

orybooks.S:inthelibrary.T:Yes,sowecanalsosay:Jenny,you’dbetterreadinthelibrary.（充实导图）T:Look,she’sgoingtotakeChinesepaintingclasses.Weallknowshe

isaforeigner.ShewantstoknowChinawell.Whatotherscanshelearn?(从Jenny是外国人入手，从她想学习更多的中国文化入手，再次发散学生思维)S:Jenny，you’dbetterlearnBeijingOpera.T:Yes,Beij

ingOperaisveryfamousintheworldanditistraditional.Whatelsecanshelearn?S:Jenny,you’dbetterlearnTaijiquanan

dtheYanggeDance..T:Yes,goodidea.Wherecanshelearn?Yes,insummertherearesomanypeopledoingTaijiquaninthepark.Soshecanlea

rnitinthepark.Nowafteroursuggestions,Iamsure,Jennyhasanewplanforthesummerholidays.Whocansay?(充实导图，完整呈现)Pleasehaveatrywiththebeginningis:Thesumme

rholidayiscoming.Iamgoingtoread...T:ThisisJenny’splanforthesummerholidays.Nowcanyougiveatopictoherplan?Whatisitabout?Nowyoucanlookatthese

keywords:learn,read,takeclasses.Whataretheyabout?T:Yes,great,you’vegotit.ItisastudyplanfortheSummer.Yes,it’sagoodchanceforustostudyintheholi

days.Wecanlearnsomenewthings,forexample,swimming,dancing.Wecanalsolearnsomesubjectthatyouarenotgoodatit.Itisgoodforyourmiddleschool.Yes?Doyou

alsowanttostudyinthesummerholiday?(总结归纳这是Jenny的假期学习计划，及时渗透假期里要留出时间来学习，为下个学期做好准备的思想教育)2）Peter’splanforthesumme

rholidaysT:Great！Nowlet’slookatPeter.WhatisPetergoingtodothissummer?Yes.HeisgoingtotravelaroundChina.B

utwherewillhego?Whatplacewillhevisit?Howwillhego?Whatwillhetake?Wedon’tknow.WeknowmuchaboutChina.Cany

ouhelpPetertomakeadetailplanforthesummerholidays?Talkingroups.小组讨论交流展示，教师课件完善导图内容。Nowlet’slookatPeter’s

newplanforthesummer.Nowitisverylong.Thesummerholidayiscoming.PeterisgoingtotravelaroundChina.He’sgoingtoShanghai.He’sgoingtovisittheDisneylan

d.Hewillgotherebyplane.Hewilltakehiscamera.......T:IfIwantyoutogiveatopicofthispassage.Whatisit?A______PlanfortheSummer.(回归任务主题)T:Yes，weoftentr

avelinthesummerholiday,becauseitisverylong.Whenyouwanttomakeatravelplan,youmustthink:wheretogo?whatplacetovisit?Howtogo?Whatt

osay?Maybesometimeyoushouldalsothinkwhattoeat?Yes?Therearesomanyspecialdeliciousfoodindifferentplaces.(梳理总结，归纳办法)【设计意图】本环节教师充分利用Jenny和Peter是外国

人，现在在中国，想通过不同方式了解中国的实际，抓住文本空白，通过让学生给他们提建议的方式，既充分练习第二课时的功能句You’dbetter…又能及时发散学生思维，激活学生已有知识储备，补充文本空白，丰厚文本内涵，同时也融学生们应互帮互助的思想教育

于有效的教学活动中。同时教师通过对Jenny和Peter暑假计划的补充，也进一步通过思维导图的形式帮助学生梳理了假期学习计划该怎样制定，假期的旅游计划该怎样制定的方法，完成了从思维导图辅助学生口语表达到完成呈现一篇完整的英语暑

假计划的转变，让学生充分感受到了由以导图为支架的英语学习，到学生英语综合口语表达能力提升的全过程，符合由扶到放，由易到难，以学生为主体的教育理念。三：拓展阅读，还原生活1.拓展阅读，开阔视野T:Doyouwanttoknowmoreaboutothers’planforthesummerh

olidays?NowlookatPage71.ItisashortpassageaboutthepupilsintheU.S.It’sabouttheiractivitiesinthesummerh

olidays.Canyoureaditquicklyandtrytochoosetherightpictures？学生快速阅读，选择正确的图片。T：Howdoyouthinkabouttheirholiday?Isitgoodornot?Dotheyenjoytheirholiday?T:Ye

s,theirholidaylifeisthesameasmostofus.Weallwanttomakegooduseoftheholidaylife.Butinfact,someofthestudentshavedifferentopinions.【设计意图】充分

利用教材拓展阅读的内容，围绕单元主题，强化阅读，了解美国孩子的假期生活，开阔学生视野，加强学生文化素养的提升。2.还原生活，明辨是非Ihavegotsomenumbersfromthereportofinternet.L

et’slookatthereporttogether.(课件出示网络调查数据条形图）Morethan90%studentswantstospendtimeonthecomputerandmobilephone.Only65%studentswanttostudy.58%student

swanttotravel.Thisistrue.InChina,studentsspentmostofthetimeontheinternetandthemobilephone.Howdoyouthinkaboutit?Maybethisisthereallife

ofsomestudentsinthesummerholiday.Theygetuplate,gotobedlate,anddon’teatbreakfast.Theyspendlongtimeont

hecomputer,TVandmobilephone,buttheyspendlittletimeonstudyorsports.Isitgoodornotforyourbodyandyourmiddleschoollife?【设计意图】语言来源于生活，最后必须要回归生活。本环

节教师呈现“中国学生假期生活”网络调查数据，将单元话题回归到生活实际中。依托材料分析，还原了学生生活，指明了很多中国孩子假期生活的真相，引导学生明辨是非。通过师生讨论，引发学生的深度思考，明确了该如何制定一份有意义的假期计划。四：制作导图，完成计划，Whatkindofsummerhol

idaysdoyouwant?Don’tforgetyouareinGrade5now.andafterthissummerholiday,youwillgotothemiddleschool.Inthemiddleschool,youwilll

earnmoresubjects,andmaybeyouwillbealittlebusyandtired.Soifyouhaveagoodplanforthesummerholiday,itwillbeusefulforyourmiddleschoollife.Now,Iwa

nttoaskyouagain.Whatareyougoingtodothissummerholidays?OK,someonewilllearn,someonewilltravel,travelisanotherwayoflearninginfact.Someonewilldosom

esports.Good!Itisnecessaryforyourbody.Nowlet’smakeyourownplanofthesummerholidays.Youcanmakeitingroups.Laterwe’lltalkaboutit.1)Workin

groupstofinishtheblanks.2)Showintheclass.3)Canyoufinishthetopicofyourplan?A______PlanfortheSummerT:Yes,Ihopeeveryonewillhaveahappysummerholiday,adi

fferentsummerholiday,afullsummerholidayandameaningfulsummerholiday.【设计意图】以学引思，学以致用才能让复习课真正落到实处。该环节是语言输出活动。让学生以小组为单位,鼓励学生从学习、旅游、

运动或者其他方面制作一份有意义的假期计划，落实本节课的任务型目标。通过小组活动将在操练语言中获得的语言知识和技能转化为语言运用能力，应用到学生的生活实际中，将“学中用”落到实处。五：总结课堂，情感升华Inthisclass,wetalkedaboutourfriends’planforth

esummerholiday,andwehaveourownplanforthesummerholiday.Ifyoucandoaswhatyouplantodo,Iamsureyoucanhaveameaningfulsummerholiday,anditisgoodforyourmidd

leschool.【设计意图】计划的制定最终是为有效的落实打基础。在课的最后总结课堂，提出希望，鼓励学生落实行动，思想教育无痕呈现，升华了本节课的情感目标。