牛津初中英语7B Unit1 Dream Homes教学案例

牛津初中英语7B Unit1 Dream Homes教学案例

学校：灌云县鲁河中学 设计人：李艳

一、教学标题

牛津英语7B Unit1 Dream Homes Integrated Skills 二、教学描述

本课为7B Unit1 Dream Homes Integrated Skills的教学。是以听力为主的综合技能训练，训练学生能够在听力中获取有效的信息，快速而准确的记录所听取的信息，鼓励学生运用听一篇描述家的布局介绍，能准确地描述家庭布局和摆设。从而达到在同一单元内进行有效的“听说读写”的教学任务。 三、设计思路

牛津教材的一大特色就是把所学的课本知识能够直接运用于实际生活和交流中。并且以任务为中心的任务型语言交际教学也是目前交际教学思想中的一种新的发展形态。它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质在英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，激发学生的听力兴趣。 四、教学目标

1. 听一篇描述家的布局的介绍，在相对陌生的语境中识别具体信息。

2. 识别有关家和家里物件的有关单词，并能在听力材料中获取相关信息。 3. 了解房间和家具的位置，培养精听技能。 4. 培养学生的口语表达能力和听力能力。 五、教学重难点

1．训练学生听力技能和口头表达, 识别有关家和家里物件的有关单词。 2．听一篇描述家的布局的介绍，能流利而准确地描述家庭布局和摆设。 3. 培养熟练运用打电话时常用表达方式的能力。 六、教学准备

Multimedia, a recorder, some pictures.

三案设计：

学案： 学习目标

能运用家庭布局为话题与他人进行交流；并就该话题开展采访或向同学作调查报告或描述图片，并根据所给图片说出图片内容，并就该话题谈谈自己理想中的家园情况。 【自学质疑】

一.你知道这些名称吗?

1.______ the room for sleeping in

2.______ the room we have our meals in 3.______ the room we cook our meals in 4.______ the room we have a bath in 5.______the place for growing flowers 6.______ the room we meet our friends in

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二.你会使用打电话的交际用语吗?看看你是否能根据首字母提示完成下列句子. 1. May I s_____ to Mr. Green, please. 2. Who’s that c_____, please? 3. I’m a_____ he’s not at home. 4. Can I take a m_____?

5. My t_____ number is 88462110. 6. I’ll a_____ him to c_____ you back. 【交流展示】

一．预习交流，回答下列问题:

1. Who lives in a house with a garden, Neil or Amy? 2. Who has his/her own bedroom? 3. Is Neil’s home very big?

4. Are there many rooms in Neil’s home? 5. Whose telephone number is 55572118? 二. 重点点击

1.你的家和我的(家)不同

Your home is _____ _____ mine. 2. Your garden is behind the kitchen. The kitchen is _____ your garden. 3. This bedroom is mine. I have my _____ bedroom.

4. I live in this room. My sister lives in this room, too. I _____ a room with my sister.

5. I think maybe (也许) he’s at school. I’m _____ he’s at school.

6. You can tell me and then I will tell him. I will _____ a _____ for you. 三.自我检测

一）.翻译下列短语

1.与??不同 2.给??捎个信 3.从北京打电话给我 4.在客厅看电视 5.叫我们听他讲 6.叫他在沙发上 7.恐怕,害怕 8.给他们回电话 二）.用所给词的适当形式填空

1. There is a TV in the _____ (sit) room.

2. Simon is _____ (lie) in bed in his bedroom. 3. Your aunt is _____ (call) you from Jinan. 4. This is a room _____ (call) bathroom.

5. There is a beautiful garden with many_________(flower). 6. Our classroom is different from _____ (they).

7. I’ll ask her _____ (clean) the classroom after school.

8. The old man _____ (want) _____ (have) a house like that. 三）.根据首字母或中文提示完成句子 1. My mother is busy cooking in the k_____.

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2. I’ll c_____ back later.

3. We keep our plates and glasses in the c_____. 4. Let me take a m_____ for you. 5. ---Can I borrow your rubber?

---I’m a_____ not. I’m using it now. ★学后记

1.你认为你在本节课的预习和学习的过程中做得如何？

_______________________________________________________________ 2.本节课的你收获不小吧？你学会了什么呢？还有疑惑的地方吗？

_______________________________________________________________ 教案： 七、教学过程 【互动探究】 Step One. Free talk

1. Free talk about a picture of a house. 1)Which floor do you live?

2)How many rooms do you have in your family? 3)Which room do you like best? Why?

2. Use pictures to introduce of Neil’s home in Part A1 carefully and answer. 1)Do you remember Neil? 2)Where is he from?

3)Where does he live? 4)Can you say something about his home? 5) What’s in the dining room? 6)What’s near the dinner table? 7)What’s on the table? 8)Where are the chairs?

【分析：通过使用多媒体呈现家园,指导学生进行有意识的简单而准确的叙述，生动展现教学情境，既激发了学生的学习兴趣又复习了前面已经学习过的知识，同时导入本课教学。通过free talk，增强了学生“说”的能力，也进一步了解学生对已学过的句型的掌握程度，为下一步巩固学习做好铺垫。】 ★知识体验

考考你:根据首字母提示及对话内容完成句子: A: Hello!

B: Hello! May I speak to Linda, please? A: I’m sorry he’s out. Who’s that?

B: This is Kitty. Can you t_____ a m_____ for me? A: Sure.

B: Please tell Linda to take my comic book to school tomorrow. A: OK. I’ll g_____ the m_____ to her when I see her. B: Can you l_____ a m_____ on her desk? A: Certainly. Goodbye! B: Thank you. Bye! 【精讲点拨】

Step Two. Listen to the tape: At home in Britain

1.Listen to the tape, finish A1, A2 on P18,then judge T or F 1) Neil and his family don’t sit in the kitchen. 2) There is a garden behind the kitchen.

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3) There is a large table in the dining room.

4) Neil’s family watches TV in the dinging room. 5) The bathroom is new.

6) There is a lamp and some posters in Neil’s bedroom.

2. Explain to the students and ask them to do Part A3 on their own. Give them help where needed.

3. Work in pairs to check the answers. Then check the answers as a class. 4. Practise reading the text and try to understand it.

【分析：Integrated skills的教学重点即为听力的教学。听力训练既是对知识的巩固，也为下一步的任务提供了输入材料，但并不是死板的练习。激发学生投入课堂学习的兴趣。有效的听力训练一个重要的因素是在听力过程中重视培养学生听力理解的技巧与良好的听的习惯。因此，教师的听力前的指导，听力过程中适当的肯定和表扬可以增强学生的自信心。】 Step Three. Introduce your own house

1)Draw pictures about different rooms like A1. 2)Tell the details of different rooms. Step Four. Talk and ask

1)What do you think of Neil’s home?

2)What differences are there between Neil’s home and yours? 3)Which do you like better, Neil’s home or your own home? Why? Step Five. Pairwork

1) Say Neil’s home is cool. Everyone wants to have a room like his. Now Simon is very happy and he is calling Daniel. Do you know why?Play the tape for the students.

2) Ask the students to read the dialogue in pairs.

3) Practise reading it.Then work in pairs.Work in small groups of three or four to have a talk. Then express their ideas to the others. 4) Language points

May I speak to …, please? This is … speaking./ Speaking.

Sorry, wrong number. Sorry, he/she is not here at the moment. Can I take a message for you ? Can I have your number? Just a minute./ Hold on, please. I’ll call back later. be different from… It’s nice to do sth. be free what’s that?

Who’s calling, please? I’m calling from my new home.

【分析：Pairwork既突出互动合作，又体现个性化发展，有利于调动学生的学习积极性，提高全班同学的参与意识。活动的主题难易顾及到学生的实际情况，操作具有可行性；充分发挥学生的主体作用和积极能动性，真正体现任务型语言教学模式。】 Step Six. Practice

Ask the ss to work in pairs according to their own homes to make up a dialogue. ★知识链接

试试看:补全对话

A: Hello! This is Sandy’s house.

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