七年级听说教学设计

Unit11Howwasyourschooltrip?SectionA1a-1cI.教学内容：SectionA,1bBob:Hi,Carol.Howwasyourschooltripyesterday?Carol:Itwasgreat!Bob:Didyougotothezoo?Carol:No,Ididn’t.Iwenttoafarm.Look,herearemyphotos.Bob:Didyouseeanycows?Carol:Yes,Idid.Isawquitealot.Bob:Didyourideahorse?Carol:No,Ididn’t.ButImilkedacow.Bob:Didyoufeedanychickens?Carol:Well,IsawsomechickensbutIdidn’tfeedthem.Bob:Whatelsedidyoudo?Carol:MyfriendsandIwentforawalkaroundthefarmandtalkedwithafarmer.II.学情分析1.六要素语篇分析（1）主题语境：人与自我（个人生活）；（2）语篇类型：对话；（3）语言知识：①周末活动有关的表达；=2\*GB3②一般过去时态；（4）文化知识：校园旅行—体验农场生活及感受；（5）语言技能：听说为主，看写为辅；（6）学习策略：通过思维导图获取信息并表达信息。2.学生分析从整体上说，通过小学阶段的英语学习，大多数学生对本单元话题和时态已有一定的语言基础。因此，他们对于一般过去时态不会有陌生感和畏惧感。但少数学生因自身基础薄弱，对英语仍存在畏难情绪，学习积极性不强。本课时听说材料语境真实、语言活泼，能有效激发学生学习欲望。同时，通过小组合作学习，鼓励学生主动探究和思考。III.教学目标1.通过听说活动，90%的学生能理解和运用有关参观农场的活动及感受的词汇：milkacow,rideahorse,feedchickens,goforawalk,talkwithfarmers,takephotos等.70%的学生能认读非重点词汇：farm,farmer等；2.通过本节课的学习，大部分学生能较为熟练地听辨出对话中所包含的动词过去式。中等及以上学生能运用一般过去时态描述过去发生的事情；3.在理解对话的前提下，全体学生能运用思维导图梳理对话。80%的学生能通过图片和文字预测听力信息，正确率不低于80%；70%的学生能模仿听力原文谈论自己的周末活动；4.全体学生通过学习参观农场的对话，养成主动参与户外活动的习惯，并培养亲近大自然的意识。IV.教学步骤Step1PreparationCreateasituationandlearnnewwords【活动概述】教师通创设情境激活学生背景知识并在主题语境的烘托下学习生词。【活动流程】Tsayhellotostudentsanddividethemintotwogroups:horseandcowLearnnewwordsthroughashortvideo:milkacow,rideahorse,feedchickens,goforawalk,talkwithfarmers,takephotos【设计意图】利用短视频学习生词，既能激发学生的学习兴趣，又为后面深入讨论农场之旅作好铺垫。Step2PresentationPresenttheteachingobjectives【活动概述和流程】现明了这节课的四个教学目标。【设计意图】增强目标意识，了解学习任务，避免教学的盲目性。Step3PracticeLearngeneralpasttense【活动概述】通过图片、chant以及课堂活动学习过去式。【活动流程】Learnthepastformsoftheverbsthroughpicturesandaudios:milkedacow,fedchickens,rodeahorse,talkedwithafarmer,tookphotos,wentforawalk.Singasong“Isay,Yousay”tohelpstudentsrememberthepastformsbetter.Playagametokeephelpingthemrememberthepastforms.Leadintothegeneralquestionandnegativequestionthroughguessingpictures:-Didyou/she/they/...goforawalk/...?-Yes,I/she/theydid.-No,I/she/theydidn’t.I/she/theydidn’tgoforawalk.Leadstudentstoevaluatethetrip:-Afteryousawthesepictures,whatdoyouthinkofmyschooltrip?-Itwasgreat!ListentoCarol’sschooltripMatchthepictureswiththephrasesMatchthepictureswiththephrasesBeforelisteningThrowaquestion:Doyouwanttolearnmoreabouthertrip?Throwaquestion:Doyouwanttolearnmoreabouthertrip?Forthefirsttime:listentothetimeandfeelings.Forthefirsttime:listentothetimeandfeelings.WhilelisteningForthesecondtime:listentothethreethingsCaroldidonthefarm.Forthesecondtime:listentothethreethingsCaroldidonthefarm.RetellCarol’sschooltripthroughamindmap.【设计意图】通过chant记忆动词过去式，再把一般过去时态下的一般疑问句和否定句沉浸在蒙层游戏中，最后通过听力活动，使学生在主题语境下巩固一般过去时态的用法。Step4ProductionMakeupastoryaboutyourschooltrip.【活动概述】学生以小组为单位，口头分享上周末的校园旅行活动。【活动流程】ImagineyouhadaschooltriptoTaiyangMountain,LiuyeLakeorotherplaces.Workingroupof4andmakeupastoryaboutyourschooltrip.Givestudentsanexamplebyashortvideo.Helpstudentsfindoutthemainpointsbythemselveswhentalkingaboutatrip.Prepareforthestoryingroupsforabout5minutes.Choose2or3groupstoshareinfrontoftheclass.【设计意图】小组合作完成一则关于校园旅行的小故事，既能作为检验学生对于主题语境和一般过去时态的掌握程度，又能培养学生合作学习的意识。Step4Progress课堂小结【活动概述】小结通过本堂课的听说活动，是否学会描述校园旅行；感受大自然的美好。【活动流程】对照教学目标小结本节课所学的关于校园旅行的知识；询问学生：Haveyougotit?【设计意图】呼应目标，增强目标自信；学科素养点题，学会感受大自然的美好。布置作业【活动概述】布置课外作业。【活动流程】（1）Makeaconversationwithyourpartneraboutyourlasttrip;（2）Thene-mailittome.【设计意图】教学由课内向课外延伸，复习巩固课堂成果。V.板书设计Unit11Howwasyourschooltrip?SectionA1a-1cmilkacowmilkedacowfeedchickensfedchickensrideahorserodeahorsetalkwithafarmertalkedwithafarmergoforawalkwentforawalktakephotostookphotos-Didshegoforawalk?-Yes,shedid.-No,shedidn’t.Shedidn’tgoforawalk.VI.教学反思SelfevaluationTheteachingprocesshasbeenoperatedwellandbasicallyachievestheteachingobjectives,butthereareflawsindealingwiththedetailswhichneedimprovement.SomeofSsareafraidofspeakinginfrontofclass.Iencouragedthemtotalkandcommunicatewitheachotherthroughdifferentactivities.ThegreatmomentWhenIaskSstoplaythegame“Isay,Yousay”,theirinteresthasbeengreatlystimulatedbecausetheyhavebeenattractedbythenewperformancetoremembernewwords.Arelaxedatmospherehasbeenbuiltup.SuccessfulpointsintheteachingdesignIdesignedmindmapsforSstoretellthestoryfluently.Bylearningthislesson,theynotonlyknowhowtotellastoryaboutaschooltrip,butalsorealizethebeautyofnature.PointstobeimprovedGiveSsmoretimewhilemakingupthestoryandlowerthedegreeofdifficulty.Students’feedbackFromtheSs’ev