Integrated skills教学设计方案

牛津初中英语7B Unit4 Integrated skills 教学设计

【教材分析】

本节课是牛津英语7B Unit4 Integrated skills的教学，本课既是对Comic strip和Reading中地点、交通方式话题的延伸，也为下一课时study skills扫清语言障碍，更为Task邀请函中如何指明路线到达聚会地点做好充分铺垫，起到了承上启下的作用。由Road signs的识记到现实生活中交通规则的正确运用,再到礼貌问路和给他人正确指路,由易到难，自浅入深，既培养了学生探究合作的精神，还培养了学生的交通安全意识，进而使语言学习的过程成为学生形成积极的情感态度、主动思维、大胆实践和提高自主学习能力的过程。

【学情分析】

1.本节课所教对象是七年级学生。

2.学生在课前进行了充分的预习准备，如收集、绘画交通标志等。

3.学生对于英语学习有着浓厚的兴趣，思维活跃，能够积极参与讨论和创编问路对话，口头汇报能力较强。

【教学目标】

1.

Knowledge objectives (1)To learn the key words and expressions. (2)To learn and remember 6 road signs. (3)To learn how to read maps and how to show the way.

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2. Ability objectives (1)To develop students’

abilities of listening , speaking , reading and writing. (2)To train students’ ability of working together. 3.

Emotion objectives To foster students’ spirit of safety and lead them to help others in need.

【教学方法】

1. Audio-visual approach 2. Task-based approach 3. Communicative approach

【学习策略】

1. Teach students how to get and use useful information by themselves. 2. Let students communicate with each other to improve their ability of co-operation. 3. Give students more chances to express themselves in class and enjoy the success of learning English.

【教学准备】（教师）

CAI ; cards of road signs etc. （学生）

Pre-read the new words; Collect and draw some road signs.

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【Teaching procedures】

Step 1

Lead-in 1.

Talk about the importance of road signs when traveling on the roads. 2.

Talk about some road signs. Step 2

Presentation (1) 1.

Learn the six road signs. 2.

Learn some traffic demands. 3.

Task1: Draw，stick and act. Demands: Draw and stick the signs that you hear, then act them out. Step 3

Presentation (2) 1.

Sum up: How to ask the way\How to show the way. 2.

Practice: Which is the way to…? 3.

Task2: Play 3 guessing games.

4.

Task3: Make up some dialogues in pairs.

Step 4

Summary

Make a summary about what we’ve learned today. Step 5 Class exercises

Step 6 Homework 1. Remember the words and expressions in this class. 2.Finish off the relevant exercises in the workbook.

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班级___________

姓名_________

成绩__________

【课堂巩固】一、翻译下列词组

1. 向右拐

__

2. 向左拐

__________________ 3. 直行

________________

4.十字路口

_________________ 5.斑马线

_____

6. 交通灯____________________ 7.马路的拐角

____

_

_

8. 过马路____________________ 二、根据首字母提示完成下列句子填空

1. Walk s_______ on and you’ll find the hospital on your left. 2. Turn right at the zebra c________. 3. C______ the road and you’ll see the museum.

4. They’ll have a rest

in Jingling H_______.

5. Read the play and find the c______ answer. 6. I’ll meet you at the e________

to the cinema. 7. An old woman is standing at the c_______ of the street. 【课后提高】根据首字母提示补全对话: A: E______ me , is there a bookshop near here? B: Yes, go a____ this road, and t ______ left when you come to the corner. Walk s________ on. It’s beside a m________. A: How l_____ will it take me to walk there? B: It will take you 15 m_______. A: Thanks very much. B: That’s all r_______.

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【教学反思】

笔者在设计每个环节时，力求结合《新课标》，深刻领会教材编写意图和本课型的具体教学要求，采用任务型的教学途径，利用视听法、交际法等教学方法，从视听说入手，通过师生口语交流导入新课。利用幻灯片、图片、身体语言等多种媒体，通过师生对话、师生举例、学生朗读、师生讨论等形式，将学生的个别活动、小组活动和全班活动很好地结合起来。不但夯实了“左转、右转、直行、十字路口、交通灯、斑马线”等六幅路标的识记运用工作，还将其他四会单词如：correct、museum、corner、hotel、cross等运用在课本或自创的对话中。课前引导学生收集并绘画交通图标，课堂上鼓励学生大胆展示，极大地调动了学生的参与积极性，从而使词汇教学和交际运用融为一体，寓教于乐，活跃了课堂，提高了学生的四会技能。

由此我深刻体会到，教师在教学Vocabulary模块时，要“用教材教，而不是教教材”。

教师可以通过自己课前的学情预测，

精心设计教学的每个环节，让词汇教学不再枯燥乏味，将四会、三会内容下放到学生感兴趣的话题中去，充分利用神奇的网络资源和90后学生开阔的视野，让45分钟课堂由学生做主！！

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