牛津初中英语7A Unit 3 Welcome to our school教学设计

牛津初中英语7A Unit 3 Welcome to our school

Integrated skills教学设计

一．教学内容

7A Unit3 Integrated skills

二．教材分析

1．教学课型：听说课

2．教材处理：本课时采取先处理B部分Speak up的对话，再处理A部分的听力理解的设计，这样便于承上启下的导入本课时话题，同时也为教师灵活设计板块教学提供新的思路。前半部分我对听前活动进行了精心的设计和安排，我认为听前的准备工作对于后面是否能顺利完成听力任务是至关重要的。后半部分虽然以说为主，但和前半部分之间可以找到切合之处，怎样训练听力，并提高口语，达到听说共同参与的效果是我努力尝试的目标。

三．教学目标

知识目标：

1. 根据听力材料识别信息并完成表格，用所得信息将语篇补充完整。

2. 就关于我们学校的话题进行交流。

能力目标：

1、就学校的相关话题进行交流。

情感目标：

培养对学校的热爱之情，培养学生学习英语的兴趣，热情以及与同伴间的合作意识。

四．教学重点和难点

听力技能和语言表达的训练。

五．设计理念

教学之前，用百度上网搜索牛津初中英语听力教学方法，找到一些相关的论文、案例分析以及教案作为参考，然后根据自己的实际情况在借鉴别人好的做法的同时充分发挥自己的才智，设计出适合本班学生的最佳方案。

根据课堂教学需要，利用百度在英语教师网，牛津英语教研网上搜索并下载7A Unit 3 Integrated skills不同风格的课件（PPT）多个，将其中认为有价值的部分为我所用，充分利用互联网带给我们的方便和快捷。

六．设计思路

本节课主要就是通过听力训练，培养良好地听力习惯以及获取信息的能力。在听前、听中、听后三个环节中运用任务型教学，巧设听力任务，激发学生听的兴趣。设置构筑良好的学习情景，更好地培养学生的语言运用能力。最后通过设置的学习任务来检查学生的当堂掌握情况，及时根据学生的反馈来调整今后的教学思路。

七．教学过程

B Speak up: Do you have a library?

Step1 Presentation

1.教师与学生就My school为主题，进行口头交流。一方面复习原有知识，另

一方面导入B部分的话题。S: Do you like your school? Is it big or small?

What do you have in your school? Do you have a building? Is it tall?

How many floors does the building have? Which floor is your classroom on? Do you have a library? Is it open every day? What can you do in the library? Are there many books in your library?

2.在于学生交流的过程中，显现reading room, all kinds of和

borrow …from…等。

Step 2 Listening

1.向学生呈现课本B部分的图片并介绍语境。S: Amy’s cousin, Shirley,

wants to know more about Amy’s school. Please listen to their conversion and answer this question: What place are they talking about?

2.播放录音，鼓励学生带着目的听录音并找出答案：They are talking about the

library.

3.为学生提供T/F判断题，要求他们再听录音并完成正误判断：

（1）The library in Amy’s school is big. ( )

(2) It is open from 9a.m. to 5p.m. ( )

(3) The reading room is only open in the afternoon. ( )

(4) There are many books in the library. ( )

(5) Amy often borrows CDs from the library. ( )

4. 核对答案的同时鼓励有能力的学生订正其中的错误。

Step 3 Practice

1. 为学生播放录音，要求他们跟录音朗读对话。如需要可多跟读几遍。

2. 组织学生分角色朗读对话。Students on the right will play the role of Amy. Students on the left will play the role of Shirley. Then we will change the roles.

Step 4 Show time

1.鼓励学生两人一组，根据课本上的对话，发挥想象编写一段新的对话。Would

you like to introduce your own school？Do you have a library, a hall, an art room , a reading room or a music room? What do you know about these places? What do you often do there? Please work in pairs and make new conversations about your school?

2.教师选择能力不同的学生上台展示。

A How do you get to school?

Step 1 Warm—up

1.S: How many classes do you have every day? What time does your first

class begin?鼓励学生根据实际情况回答。

2.教师根据图片向学生介绍交通方式。S: I get to school by bus every day.

Sometimes I ride a bike to school. 将by bus, ride a bike 写在黑板上，同时呈现take a bus, walk, by bike. Question: How do you get to school every day?

3.教师接着呈现花费时间的表达。If I go to school by bus, it takes me twenty

minutes. How long does it take you to get to school by bike?鼓励学生根据实际情况回答，由此检查学生对新知识的理解状况。

Step 2 Listening

lie and her friends are talking about how they get to school every

day. Now , listen to their conversation and match the information with each person in Part A1.