Unit 7 Summer holiday plans
第一课时
一、教学内容 Story time
二、教学目标
1. 知识目标
（1）能听懂、会说、会读单词及词组summer holiday, stay, sound, Disneyland, Ocean park, Taipei。
（2）能在主题情境中感知一般将来时的结构并初步运用句型where/ what/ when will you go for the holiday？How long will you stay there？Will you ...? Yes, I will. / No I won’t.输出语言。
（3）能正确朗读并梳理语篇信息，了解Yang Ling, Mike, Liu Tao and Su Hai的暑假计划。
（4）树立合理制定假日计划的意识，加深对主题意义的理解。
2. 技能目标
（1）能初步运用句型where/ what/ when will you go for the holiday？How long will you stay there？Will you ...? Yes, I will. / No I won’t.来谈论计划。
（2）能正确、流利地朗读语篇，了解四位主人公的暑假计划。
（3）能根据自己的实际情况，尝试用所学句型谈论自己的暑假计划。
3. 情感目标
树立合理制定假日计划的意识，加深对主题意义的理解。
三、教学重难点
1. 能在主题情境中感知一般将来时的结构并初步运用句型where/ what/ when will you go for the holiday？How long will you stay there？Will you ...? Yes, I will. / No I won’t.输出语言。
2. 能根据自己的实际情况，尝试用所学句型谈论暑假计划。
3. 正确理解文本，流利朗读并能尝试复述课文。
四、教学准备
PPT
五、教学过程
Step 1 Warm up
1. Greetings.
2. Song I love Summer Time
【设计意图】贴合主题的歌曲，不仅能营造轻松愉快的氛围，而且快速切入主题。
Step 2 Pre-reading
T: Children, do you like summer? Why?
S1: Yes, I do. Because…
S2: No, I don’t. Because…
T: I like summer. Because I have a long holiday. I can do many things. Last summer holiday, I went to Hainan with my friends by plane. It was a beautiful city. I ate a lot of nice seafood there.
Question: Where did you go last summer holiday/ What did you do there？/How did you go there?/ Did you…?/ When did you go there?/ When did you go back home?/How long did you stay there?
T: I’ll go to Beijing with my family this summer holiday. We’ll go to the Great Wall and the Palace Museum. We’ll eat roast duck and many famous snacks. We’ll go there by high—speed train. Where will you go for this summer holiday?
Question: Where will you go last summer holiday/ What will you do there？/How will you go there?/ Will you…?/ When will you go there?/ When will you go back home?/How long will you stay there?
【设计意图】通过师生互动，引导学生说一说自己已经去过的城市和他们今年暑假想去的城市，在交谈过程中自然导入本单元的话题和语法。
Step 3 While- reading
1. T：We are talking about our summer holiday plans. How about them?
【设计意图】课件出示文本中对话人物Yang Ling、Mike、Liu Tao和Su Hai的图片，保留文本中各个人物说话时的气泡图，但隐藏气泡图中的文字内容。引导学生预测对话内容。
S：Maybe they’re talking about their hobbies/weekends/habits…
2. Watch and answer
T: What are they talking about?
S: They are talking about their summer holiday plans.
3.Ask, listen and answer
T: What are their summer holiday plans? First, let’s focus on Mike’s summer holiday plans. What do you want to know about his summer holiday plans?
Mike’s
plan
S1: Where will Mike go for the summer holiday?
S2: How will Mike go there?
S3: What will Mike do there?
S4: Who will go there with Mike?
T: I want to know “How long will Mike stay there?”
（听录音，学生回答问题并板书）
【设计意图】本环节中，教师通过学生的预测，看动画找寻文章大意，再到通过学生的自主提问，进行具体文本信息的学习。改变师问生答的被动的学习模式，并试图帮助学生提炼出谈论summer holiday plans时的框架，并以思维导图的形式呈现，便于学生记忆、理解和运用，使学生形成从繁杂的对话内容中迅速把握核心脉络信息的能力，从而达到活学活用的目的。
4. 学生以4人小组为单位完成Yang Ling，Liu Tao和Su Hai的暑假计划梳理。
Where
What How
_____’s
plan
Whom How long
Teach: Disneyland （图）
Ocean Park （图）
Step 4 Post-reading
1. 听录音，跟读对话。
2. 自读课文。
3. 尝试复述。
4. 完成Page 70 Read and write
5. Share “My summer holiday plans”(同桌两人说一说各自的暑假计划，教师根据分享内容进行提问)
S: I will go to ...by..., I will stay there for…
T: Summer holiday is a long holiday. We can read books. We can learn how to cook. We can learn something interesting. We can do many things. Anyway, make your plan reasonably.
Step 5 Homework
1. Read the story fluently and try to retell.
2. Draw a mind map about your summer holiday plans and share it with your parents.
3. Finish课课练Period 1。
Step 6 Blackboard design
Summer holiday plans
