Integrated skills教学设计案例

牛津英语七年级下册Unit 6 Outdoor fun

Integrated skills教学设计

邗江实验英语组

夏元兰

一、教材分析

本课是七年级英语下册第六单元第5课时，本课内容主要是介绍风筝的历史由来与发展。在前面所学过去时态的基础上，通过读故事（本单元课文部分）听故事来帮助学生进一步熟练运用多种时态的表达功能。

二、学情分析

学生经过一年多的学习，对教材有了深入的认识，语言掌握的量也有了一定的积累。发现问题，解决问题的能力有所提高。，初步具备了通过结合图片听内容来搜集和处理信息的能力。这为学习本课做好了必要的知识储备。

三、设计思想

依据《英语课程标准》的要求，贯彻课改精神，即在教学过程中体现以学生为本，面向全体学生的观念，尊重学生的个性，调动学生主动参与的能力。在教学过程中我贯彻“以人为本”的原则，发展学生自我教育能力，加强主体实践活动，通过学生听、讲故事、分组辩论等，提高学生各种能力，借助现代化的教学设备进行直观教学，激发学生的学习兴趣。

教学目标

I. Teaching aims and learning objectives

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

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?

教学难点

III. Focus of the lesson and predicted area of difficulty Learn about the history of kites and talk about a day out.

教学步骤

IV. Teaching procedures A

Chinese kites

Step 1 Lead-in 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 photo of kite flying 2. Answer the following questions (1) Do you like flying kites?

(2) Where do you usually fly kites? (3) Who often goes with you?

(4) What does your kite look like?

T: This is my kite. What does the kite look like?

【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: 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 some questions to check the answers

T: Please listen to the conversation again and answer my questions. (1) What does Millie’s kite look like?

(2) Whose kite looks like a square?

(3) What about Amy’s?

(4) By the way, who is good at making models? 【设计意图：听力之前，提高要求，确保听力训练的效率，让学生养成良好的听力习惯。】

Step 4 Presentation Famous people in history 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 Cai Lun. 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. Talk about the materials of kites T: People used wood to make kites in history. It means, “People made kites out of wood.”

【设计意图：旨在巩固听力所得，更是对两种表达法的讲解与比较，便于学生更好地掌握运用这两种方式。】

3. Listen and complete T: Listen to Mr Wu’s talk again. Help Millie write down what he said. You can use the

information in Part A2. T: Check the answers and read the passage. T: Fill in the blanks with the right answers.

【设计意图：培养学生合作学习、共同解决困难的意识与能力。校对完答案之后，让学生自主练习朗读，在相对宽松的条件下操练口语，争取更大的学习空间。】

4. Language points

Western, from then on

B

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

Some advice on a day out T: Amy and her cousin Shirley are going for a picnic. They are very excited. What can they do and what do they need to take? Can you give them some advice? T: If they get lost and want to call their family, what do they need? (Present the mobile phone.) 【设计意图：进行主题的切换与过渡，引出外出日的活动与新的词汇mobile phone。】

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 Practice 1. Practice reading the conversation and do role-play activities 2. Pair work T: Work in pairs and discuss the outdoor activities you like. T: Suppose you are going camping this Saturday. Make up a new dialogue to talk about your plan. 【设计意图：先朗读对话，再进行讨论，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。】

3. 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. Introduce the history of kites to your family. 2. Search the information about Chinese tea or silk on the Internet.

教后反思：因为花了近2周时间精心准备了本节课的ppt，将知识性与趣味性融为一体，注意课堂提问的广面性和多元性，给学生充分的机会来展示他们听说读写的成果。所有学生在课堂上都能积极参与，热情很高。感觉本节课

效果也特别好。