Integrated skills课堂实录【3】

教学设计--牛津译林7B Unit 4 Integrated skills 南京市六合区棠城学校

常凯丽

教学思路：

本节课运用平板，利用展示资源以及主观活动，让同学们上了一节活动丰富的听说课，上课过程中平板存在及时获取学生反馈、及时掌握学生学习情况、信息共享、学生互评、分组活动等优势。

本节课的教学目标是能从听力材料中获取指示语的相关信息；能够通过听指示语画出路线图；能够运用指示语表达如何达到指定地点。由他们身边的志愿者同学的指路任务作为导入，引出话题，并设计寻宝的活动作为主线，整节课分为寻宝前准备、寻宝三部曲以及寻宝后的挑战。让学生们在情境中以浓厚的兴趣融入课堂。寻宝前准备进行第一个听力活动：听指示语选图片，为后面听力内容做铺垫。寻宝的第一步是找到地图，把speak up中的对话设置为第二个听力活动，进一步锻炼学生提取听力材料中指示语的能力；寻宝第二步是读地图，将听听力排序安排在这一步当中，让学生通过听和练来进一步掌握指示语，为后面说做准备；寻宝第三步是画路线并描述路线，听听力画路线，运用平板设置主观活动，让学生在平板上画好路线上传并互评。引导学生画出寻宝的另外一条路线，并口头描述，与同桌对话，录音上传，有效的让学生学有所用，练习语言表达。寻宝后的挑战为学生设计了四个问路指路情境，提供对话模板以及参考问路指路用语，分别分配给四个大组，让学生在听说的过程当中学会运用指示语表达如何达到指定地点，联系实际，学以致用。

Learning aims: By the end of this lesson, the students will be able to 1.

get some information about instructions from the listening materials 2.

listen to the instructions and draw the route on the map 3.

talk about how to get to a specific location Teaching focus: 1.

help students to get the specific information from the listening material. 2.

teach students to draw the route on the map according to the instructions. Difficult points in teaching: 1.teach students to draw the route on the map according to the instructions. 2.talk about how to get to a specific location Teaching aids:Pad Teaching procedures: Step1. Lead-in Show students a picture about some volunteers and tell them their jobs are to show others the way. Tell students no matter when we show others the way or when we look for the way to some place, we all need to know some signs. Then guide students to learn some signs and

instructions. Step2. Practice Guide students to do a word test to see if they acquire those signs and instructions:traffic lights, walk past, turning, crossing, take the first turning on the left, at the corner of. Step3. Listening 1.

Tell students that we are going to play a game called treasure hunt. But before that we need to know some instructions to get ready for it. Listen to the tape and tick the correct pictures to check if they can get the instructions about the picture. Before their listening, show them the first tip:try to find the difference between the two pictures. And they guide the students to describe those pictures first. 2.

Show students the three steps to find the treasure.

A.

Get the map: guide students to listen to the tape to find the way to the map. Then let them choose the right way. Give them the second listening tip before it: pay attention to the key words about the instructions. B.

Read the map: guide the students to put the sentences in correct order. Then let them complete the sentence to practice to say those instructions. C.

Draw the route: listen to the tape, follow the instructions and draw the route.

Step4. Speak-up 1.

Try to draw another route to the treasure and describe it to your partner. Hand it in and then they can listen o others’

recording to give comments. 2.

Show student four situations to encourage student to make a dialogue about asking the way and showing the way.

Step 5. Homework

1.Choose one situation to talk about with your partner. 2.Record the conversation and hand it in. 教学反思：

这节课的情境设计让学生积极参与到课堂活动中来，以学生为主体，一切以学生为中心，设置了很多展示资源和主观活动，让学生多听、多说、多交流。运用平板能够及时获取学生的学习情况和学习程度，有针对性的进行教学，另外教师课后可以去听每一位学生课上录制上传的音频和对话，有针对性的经行课后辅导和指导。课堂上学生能够积极踊跃，大胆回答问题，全身心的投入到课堂活动中去，课堂目标达成。

反观这一节课，也有一些可以改善和提升的环节，首先在前面听听力完成任务的过程中，参与轮次相应较少，应该更多的让学生去参与，这样在后面的表达环节，效果会更好；在最后一个联系实际的活动中，可以更多地以学生身边具体情境为实例，这样学生更熟悉话题，更愿意去表达；另外最后可以增加一个总结和学生互评环节，这

样有助于学生互相学习，取长补短。