鲁科五四学制2011课标版《Lesson 4 Again,please!》优质课教案下载-湖南省优课

T: Yes, in summer swimming can make us cool. Good habit.

T: We can do many things in summer. I like summer, too. Do you know why?

T: Yes, because I can have a long summer holiday. I hope the summer holiday can come quickly. I want to do so many things. Now I have got a good plan for summer.

T: Today let’s go on talking about the plan for summer.

【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。

自由交流，明确目标

T: All of us want a happy summer holiday. But I know this summer holiday is very different for you . Because this is the last one in your primary school. After that you will go to middle school So it is necessary for you to make a good plan for this special summer holiday. In this class let’s try to make a useful and meaningful plan for this summer holiday, ok? And the topic is “A ______ Plan for the Summer ”.

【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: Do you still remember their summer holiday plan?(课件出示Jenny，Li Ming，Peter，Wang Hong, Guo Yang的头像) ？ If you want to know how to ask?

A: What are you going to do this summer?

T: Are you? No, I am not Jenny, and I am not Li Ming. Can we use “ Are you” here?

T: Yes, we should use “What is Jenny/Li Ming going to do this summer?” Please ask and answer in pairs.

When you ask and answer in pairs ,you should try to find the complete answers in the whole unit, Not only in one lesson. Are you clear?

T: Now practice in pairs.

【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: Just now we talked about their summer holiday plan, now which pair wants to show? Now I want to have a check about it .

1）Li Ming’s plan for the summer holidays .

T: Look at Li Ming. Yes, he’s going to a summer camp in Britain. But when will he go to the English class? When will he visit some famous places? Where will he visit? What will he take? Can you say more about his plan？Maybe you can find more answers in Lesson 2.（以导图为支架，引导学生继续思考，完善内容）

T: Now boys and girls ,close your books. Can you try to retell Li Ming’s plan for the summer? Look, the picture can help you.

Great! You can say so many sentences now. Actually it is Li Ming’s Plan for the Summer. Has he got a good plan? Good plan can make a good holiday. I hope you can have a good plan too.

【设计意图】通过导图，以话题为中心，以Li Ming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’s plan for the summer holidays .

What is Jenny going to do for the summer holiday? Yes, she’s going to read some Chinese story books and take Chinese painting classes. We all know Jenny is from Australia, but now she is in China. Look！Jenny will read some Chinese books. I am sure you know many good Chinese Story books. Can you give her some suggestion? Try to use : Jenny ,you’d better… if you don’t know how to say the name of the book in English ,you can say it in Chinese. It is ok.

S1.Jenny, you ‘d better read Snow White.

T:..Yes, it is an interesting book. Most of girls like it. Good suggestion .