Integrated skills教学设计(第二课时)

7B Unit 7 Abilities Integrated Skills Learning Aims and Objectives: By the end of the lesson, students should be able to: 1.

Get information about one’s study from listening materials; 2.

Use the information and complete a report; 3.

Talk about their own abilities in the past and at present.

Learning Important and Difficult Points: 1.

Use the information to complete a report; 2.

Talk about their own abilities.

Learning Procedures: Step 1. Lead-in Look at the photos of Langlang and Lv Siqing. Ask students what abilities they have. T: Good morning, boys and girls. As we know that different people have different abilities. Look at this man. Do you know what is his ability? S: His ability is playing the piano.

T: Yes. He is good at playing the piano. Do you know when he started to play? S: He started to play when he was three./ At the age of three.

T: Okay. Here is another picture for you. Look and tell me, what is this man good at? S: Playing the violin.

T: When did he started to play the violin? S: At the age of four./ When he was four years old.

(设计意图：以学生熟悉的人物导入，学生能顺利用英语表达He is able to…,增强学生的学习自信。并借助这一话题，吸引学生注意力，提高学生的口语表达能力，帮助学生熟悉at the age of这一句型，引导学生应用于对话中。)

Step 2. Listening (Speak Up) 1.

Listen to Daniel and Sandy’s dialogue. T: What about Sandy and Daniel? What are their abilities? Listen to the tape and try to answer, what are their abilities? S: Daniel is able to play the violin. And Sandy can play the piano. T: Good. Both of them can play very well. They practise a lot. Now, here are two questions for you. 1)

When did Daniel start to play the violin? 2)

When did Sandy start to play the piano? Listen again and answer these two questions. S: Daniel started to play the violin when he was six. Sandy started to play the piano at the age of five. 2.

Practise T: We have talked so much about Daniel’s and Sandy’s abilities. What about you?

I know some students can dance, some can swim, some can even cook. Can you make up a dialogue with your deskmate to talk about your ability? You can follow the example like this. A: Can you ...? B: Yes, I can.I started to ... at the age of .../when I was... A: Can you show me how to... B: Sure. I know you can.... A: Yes, I love.... I started to ...at the age of .../when I was... B: That's great. 3.

Act out the conversation. (设计意图：通过问答和做对话，将听说两个环节结合，让学生在对话过程中复习语法点，训练学生的思维能力和口语表达能力。同时，通过口语练习把学生的注意力集中在ability上，使他们投入思考有关于他们自己的能力，从而自然进入下一个环节。)

Step 3. Presentation 1.

Free talk.

T: I see that all of you have your own abilities. Can you tell me how we get these abilities? S: Study. T: Yes. So, can you do well in your study? S: Yes.

T: Can you tell me how many subjects do you have at school this term? S: We have Chinese, Maths, English, Biology, Geography, History, Music, PE and Art.

T: Among them, which subject do you like best? Why? S1: I like English best, because it is useful. S2: I like Chinese because I like writing.

S3: I like Art. I am good at drawing pictures. ... 2.

Present a picture of their report cards and ask questions. T: As you have so many subjects, what will you receive at the end of the term? Look at this picture. Do you know what it is? S: It’s a report card. T: Are you afraid of it? S: Yes./No. T: I believe if you can get good grades, you won’t be afraid of getting a report card. So I want to take a survey. 1)

Do you work hard on your study? 2)

Are you careful or careless? 3)

Do you do your best this term? 4)

Are you good at writing articles? T: How about Suzy? She is a student in Class 1, Grade 7. Is she good at her study?

(设计意图：通过问答自然过渡到本节课的核心：学习，培养学生表达自我的能力和愿望。)

Step 4. Pre-Listening Prediction T: Mr Wu made a report of Suzy’s study. Look at the report card. How many subjects are there? What are they? S: Five. They are Chinese, Maths, English, History and Geography. T: It’s your turn to match these subjects with ABCDE. Before listening, let’s predict the answer. Which one refers to which subject? What is the key word?

Step 5. While-Listening 1.

Check the answers. Listen to the tape and check your prediction. 2.

Ask and answer. T: After listening, here are some questions for you. Can you find the answer in her report card? 1)

Does Suzy do well in all her subjects?

2)

What subjects is she good at? 3)

Which subject does she like best? 4)

Which subject is she not so good at? 3.

Finish Part A2. T: Now, you know a lot about Suzy’s study? Do you want to learn something else about her? Let’s listen to the next part and finish Part A2. Before listening, I have a tip for you. You can write down the first letter of each word to save time. (Listen twice if necessary.) (设计意图：将听力技巧融入教学过程中，通过有目的的引导学生猜测，并实时反映正确率，帮助学生熟悉听力材料，抓住关键词，从而为学生、尤其是部分底子薄弱的学生打好基础，扫清听力障碍。培养学生边听边记的习惯，为后续的听力输出做好铺垫准备。)

Step 5. Post-Listening 1.

Finish Part A3. T: Now, you know a lot about Suzy. Mr Wu is writing a report about Suzy. Help him complete the report.

2.

Further-Thinking. T: As we know, Suzy is not so good at Geography. How to make it better? Can you give her some advice. S: She should study hard. She should listen to her teacher carefully. ... (设计意图：进一步加强学生对于成绩单的印象。在降低难度的基础上，培养学生的口语自信，通过填写表格的形式，检测学生对于听力材料的接受度，帮助学生复习所学知识。并且通过头脑风暴法，唤起学生的表达愿望，培养学生发散思维的能力。)

Step 6. Group Work T: After listening, we can get Suzy’s report card. What about you? Can you talk about your study? Let’s work in groups of four and fill in the report card with your own information. Then, I would like to invite some of you to show us your articles. You can follow like this. This is ... He/She is a Grade 7 student.

He/She does well in..., because...

But he/she is not good at..., because...

He/She likes ... He/She often plays ... He/She also likes ... Every subject is important. He/She will work hard on...and try his/her best to learn.... (设计意图：本环节是本堂课的重点，是听说训练后的输出环节。目的是让学生在一系列的活动后，自行总结成绩单的框架和细节部分的相关表达。培养创新能力和合作精神。)

Homework:

1. Make your own conversation and write it down. 2. Read the new words, the report and Part B.

教学反思：

英语教学中，听、说、读、写既是检测英语效果的重要指标，也是学好英语的必要条件。而听力课教学的任务正是要引导学生学习从语言中提取重要信息并加以运用。听力课不仅仅为英语考试服务，也是英语的实际运用和综合技能的体现。因此，本课的教学目标是提高学生处理语言信息的能力。教学设计以传授听力技巧为核心，在提高听力能力的基础上同步发展学生的读、说、写的能力。

听力课是学生比较头疼的一堂课。因为学生水平参差不齐，加上平时对听力训练不够重视，很难在听英语时抓住重点，更不用说对信息加工处理。而本节课较好地解决了这一问题。首先，在课前进行适当的铺垫。通过学生熟悉的人物为导入，引导学生表达人物的不同能力。在此基础上自然过渡到听力环节。并有目的的引导学生模仿听力材料，谈论他们自己的能力。然后，让学生思考他们是如何获得这些能力的，从而引出本课的核心：学习。并通过简单问答进行新单词的教授，为后续的听力训练扫清障碍。

有了这几步铺垫，在听力中寻找关键信息就变得简单了。在听前，给学生时间进行简单预测，帮助学生熟悉听力材料，找准关键词。听时，结合学生实际，进行补充说明。听后，借助PPT上的有用信息帮助学生顺利完成A3部分。在听力训练的过程中，以板书的形式呈现成绩单的框架：学科-爱好-性格，让学生对成绩单的信息了然于心。由此，学生便能结合自身实际，顺利输出。

本节课最大的亮点在于让学生以小组合作的形式制作一份自己的成绩单，并向同班同学展示。这一过程中，小组分工明确，每个学生都参与其中，学习主动性得到了发挥。并且，借助现代化技术，通过小组间的竞争，提高学生发言的积极性，增强学生的学习兴趣。当然，这节课也必然有不足之处。课堂中，仍旧有少部分内向的学生不敢畅所欲言。因此，我今后会重视让学生在快乐中学习，真正做到让语言学习成为一种乐趣。