Integrated skills第二课时教案

常州市东青实验学校课堂教学设计

常州市东青实验学校教学设计方案

学科

课题

英语

班级

七1 人数

课型

49 Integrated skills

一、教学目标

执教者

王煜洁

时间

2019.3.28 主备人

王煜洁

课时

4 Unit4 Finding your way

1.Remember some useful traffic signs and simple instructions. 2.Catch key words and predict some information while listening. 3. Ask and show your way by using some proper instructions.

二、教学重难点

1. How to make students use proper instructions to show the way. 2.How to develop students’ listening abilities of catching key words and predicting information.

三、制定依据（教材及学生分析）

第四单元的话题是“Finding your way”,本课时的主要内容是问路与指路时的用语。学生在学习了前面的板块中呈现的知识后，积累了一定的关于“问路、指路”方面的知识，如方向词汇(south, east, north, west, south-east...)和问路指路的指示词(turn left/ right,go along...)。但是,从语言知识层面，一些具体的指示词或短语(如at the zebra crossing, turn left at the second crossing , take the second turning on the left)，学生并不会清楚地表达,甚至会弄混淆;从语言能力方面,学生在运用这些词汇和短语,进行“问路、指路”时,会出现路线规划不清、表达不清晰、指示不明确等问题。因此,该如何运用这些知识是本节课的教学重点和学习重点。因此,我的设计“归纳指路用语”、“听线路”、“说线路”、“编写指路对话”的活动程序,首先由“听”引入本节课的主题,最后用“编写对话”检查和反馈学生对这个重点知识的掌握情况。

本班一共49位学生，女生21个，男生28个。大部分女生和个别男生对英语学习感兴趣，班上在英语学***的特点就是两极分化，特别是个别男生基础没打好，上了初中英语学习上还是比较吃力的。所以在设计教学活动的时候，我努力让每一个学生都能“说上话”，尽力做到在每节课上都能让那几个个别的男生发言。其次，有些学生在平时的课堂中，反应还是比较积极，也愿意举手发言，所以通过表扬、鼓励让这些积极的同学调动其他同学在英语课上的积极性。另外，学生对于学过的知识不能灵活的运用，局限于就呈现的进行展开，在课上进行句型对话操练时，我总是鼓励学生多说，说多，调动起原有的知识，虽然现在班上只有个别学生能根据内容自己进行创编，但是坚持下去，相信会取得一定的效果。

四、教学准备 PPT

常州市东青实验学校课堂教学设计

教 学 过 程

教学环节

教师活动

1.

Play a game with students. 学生活动

1.

Play the game. 设计意图

课前小游戏活跃课堂气氛，利用一个短视频引出本课所学话题，吸引2.

Show a funny video about 2.

Enjoy the video and get asking the way into the topic naturally. 3.

Brainstorming：How do we 3.

Try to say something 学生注意。

Step1 Lead-in

ask the way and show the way? about asking and showing

the way. 用大脑风暴的方式帮助学生唤起已有的关于问路和指路的知识。

1.

Play the tape about how Daniel asks the way.

2.

Give students more 1.

Listen to the tape and answer how Daniel asks the way.

利用书上已有的文本材料，通过听的方式引出本课2.

Read these sentences 新授的问路及指路的方式。

sentences about asking the way. together. 3.

Play the tape about how 核

心

Step2 推

Ask and show 进

the way 过

程

Millie answers the way. Listening tip1:Just write down some key letters and words. 4.

Teach some new words and phrases. Walk past/to/across/along Turn ...at the...turning/crossing At the corner of... 5.Ask students to read the dialogue together and find the route. 3.

Listen to the tape and

answer how Millie answers

指路的句子较长，the way. And write down 指导学生在听的some key words. 4.

Study some new words and phrases.

5.

Read the dialogue together and draw the route.

时候可以记录下关键词。

听后自然地呈现及教授本课的重点短语。

常州市东青实验学校课堂教学设计

T: Daniel arrives to the Sunny

Garden. He and his classmates

are going on a treasure hunt.

They need three keys to open

the treasure box.

1.According to the map, try 利用书中的三个听力任务，设计成打开宝盒的三把钥匙。每次听力都是带着任务听，并在听的过程中教给学生一些听的技巧。听力任务由易到难，由浅入深。

1.

Guess:Where is the treasure? to guess where the treasure 2.

To win the key of direction. is?

Play the tape of A1 and give

students listening tip2: You can 2.To win the key of find out the differences direction. between picture a and picture b;

Listen to Mr Wu’s Listen to the information which instructions and tick(√) the we need carefully. 3.

To win the key of order Step3 Find the way to the treasure correct boxes.

(1)

Play the tape of A2 and give . students listening tip3:You can

guess which is the first

sentence and the last one;Pay 3.To win the key of order attention the key words like (1)Listen and put the

take.../walk...You can underline instructions into correct

them order.

(2)

Ask students to read the (2)Read the instructions in

instructions . 4.

To win the key of route (1)

Play the tape of A3 the correct order. .

小组讨论找到宝藏的另外路线并选择其中一条进行小组汇报。

(2)

Ask students to work in

groups to speak out the route. 4.To win the key of route (3)

Ask students to discuss (1)Listen to the instructions other ways to find the treasure again and draw the route on and each group choose one way the map. to speak out. (2)Work in groups to speak out the route.

常州市东青实验学校课堂教学设计

(3)discuss other ways to find the treasure and choose one way to speak out. 1.

Ask one student to give the instruction and another student find my treasure. 开

放

Step 4 式

Show time 延

伸

1.

Try to find the teacher’s 让一学生发出指treasure.

令，另一学生找到老师事先藏在教室中的“宝藏”，一方面起到示范作用，另一方面也可再次活跃气氛，让学生更好的投2.

Ask students to work in pairs 2.

Work in pairs to find to find their own

treasure or try to make a dialogue to ask and show the way. 3.

Summary Encourage the students to summarize what they have learned in the class.

their own treasure or try to make a dialogue to ask and show the way.

3.Recall what they have 入到下面的表演learned.

中去。

板书设计

Unit 4 Finding your way

Integrated skills

Asking the way Where is …?

How do I get there?

Which way should I go to...?

Could you tell me the way to …?

Can you tell me how to get to...?

Which is the way to …?

Do you know the way to...?

Showing the way

Turn left/right at...the...

Take the...on the...

Walk straight on, and you'll see...

Walk past/to/across/along...

Just cross the road.

Then you will see...at the corner of the street.