Integrated skills优质课教案设计

Teaching plan 7B Unit 6 Outdoor fun

Integrated skills

I. Teaching aims

By the end of the lesson, students should be able to: 1. To learn about the history of Chinese kites; 2. To talk about a day out for outdoor activities; 3. To arrange a day out and enjoy the day out.

II. Teaching contents 1. New words and phrases: wood, period, dynasty, century, Italian, province, excited, mobile phone, make a bird out of wood, use bamboo to make kites, in the 13th century, become famous for, from then on

2. New sentences: It’s dangerous to swim in the lake.

Remember to take your mobile phone.

Now everything is ready.

Shall we go?

III. Teaching difficulty 1. To learn about the history of kites 2. To talk about a day out.

IV. Teaching procedures Step 1 Lead-in A

Chinese kites 1. Present learning aims 2. Free talk (1) Do you like outdoor activities?

(2) What is your favourite outdoor activity? (3) Can you guess what outdoor activity I like best? 【设计意图：以学生熟悉且感兴趣的

“户外活动”导入衔接下文，让学生猜测老师最喜欢的“户外活动”，引出“风筝”这个话题。】

Step 2 Presentation 1. Present a map of Shandong Province Talk about the International Kites Festival in Weifang 2. Present my own kite (1)What does it look like? A butterfly. (2)What about yours? 【设计意图：自然地引出有关风筝外形的话题，正式进入文本的A部分。】

Step 3 Listening (A1) 1. Listen and write T: Here are four kinds of kites. What do the students’

kites look like? Let’s listen to the conversation between Mr. Wu and his students, and write correct names under the kites.

2. Ask and answer To know more about kites according to the questions: (1) What kind of weather is good for flying kites?

(2) What can we use to make kites?

(3)

Do you know the history of the kites? 【设计意图：用问题的方式让学生了解有关kite的常识，激发学生的求知欲，并自然地过渡到下个环节的听力】

Step 4 Presentation 1. Present four famous people about kites in history. 2. Know some information about them. T: Do you know the history of kites? First, let’s meet four famous people in history.

Pictures 1-2: There were two famous men Over 2000 years ago, in the Warring States period. This is Mozi. This is Lu Ban. Lu Ban is Mozi’s student.

Pictures 3-4: This is Cailun. He is a famous inventor. He invented paper in the Eastern Han dynasty. This is Marco Polo. He is from Italy. He visited China in the 13th century. 【设计意图：一方面介绍人物及年代，提前渗透听力涉及的内容；另一方面，也是对水平较弱的学生的一种提示，以此帮助他们更好地融入课堂活动。】

Step 5 Listening (A2 and A3) 1. Listen and choose T: Listen to Mr. Wu’s talk about the history of kites and match each person with the correct event. Write the letters in the boxes. 2. Listen and complete (1) Present listening tips (2) Complete the information they have known first.

(3) Listen to the tape and complete the rest. 3. Read the passage together.

【设计意图：教给学生听力技巧，提高他们的听力效率。校对完答案之后，让学生齐读可以培养学生整体理解语篇的能力。此外，在相对宽松的条件下操练口语，争取更大的学习空间。】

B

Speak up: We’re having a picnic. Step 1 Lead-in

T: I think flying kites is a good idea if you have a chance to go for a picnic. Our friends Amy and her cousin Shirley are going for a picnic. Do you want to know what they are talking about? Let’s listen to their conversation. 【设计意图:自然地进行主题的切换与过渡。】

Step 2 Presentation

1. Listen and answer

T: Listen to the conversation between Shirley and Amy and tell me: Can they swim there? Why?

2. Read and learn A day out Feeling

What they can do

What they cannot do

Things they need

【设计意图：通过表格的形式更好地归纳、整合文本信息，也为下面的自编对话提供更好的借鉴。】

Step 3 Discussion 1. Discuss in groups Discuss what we can do or what we can’t do? What things we need to take? 2. Pair work Read the dialogue and make up a new one. 【设计意图：由讨论到朗读再到编对话，最终完成自己的一日外出活动计划。铺垫和积累至此，学生已经具备开展活动的知识储备。本部分旨在鼓励学生灵活应用所学，实现语用价值。同时，本部分以合作形式开展活动，学生可在合作中互相学习，增进友谊，培养情感。】

Step 4 Practice Do some exercise. Step 5 Summary:

T: It is fun to do outdoor activities. Outdoor activities are good for our health and mind.

【设计意图：通过总结收尾，升华学生对户外活动的理解。】

V. Homework:

1. Finish the exercise on your guiding paper. 2. Introduce the history of kites to your family.