【课题】7A Unit 3 Welcome to our school（Integrated Skills)教学设计  

【教学过程】

B  Speak up: Do you have a library ?

Step1 Presentation

   T：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?

   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?

设计意图：一方面复习了原有知识，另一方面导入B部分的话题。教师与学生就 My school 为主题进行自由对话。在与学生的交流过程中，呈现reading room, all kinds of , borrow...from... 等词汇。综合技能训练就是针对语言训练设计的，教学过程中要使语言训练更到位。

Step2 Listening

  T: Amy’s cousin, Shirley, wants to know more about Amy’s school. Please listen to their conversation and answer this question: What place are they talking about?

设计意图：教师向学生呈现课本B部分的图片并介绍语境，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. 然后为学生提供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 .(T)

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

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

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

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

Step3 Practice

  T：Students on the right play the role of Amy. Students on the left play the role of Shirley. Then we change the roles, OK?

设计意图：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，然后组织学生分角色朗读对话。

Step4 Activities

 T：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 our school.  

设计意图：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。在此环节中，教师让学生就My favourite place in the school 等话题进行讨论，教师选择能力不同的学生上台表演。

A  How do you get to school?

Step1 Presentation

 T：1) How many classes do you have every day ? What time does your first class begin ?

2) I get to school by bus every day. Sometimes I ride a bike to school.

  How do you get to school every day?

    3) If I go to school by bus, it takes me twenty minutes.  

      How long does it take you to get to school by bike?

设计意图：与学生就他们的学习和生活进行交流，在复习学过的内容的同时，导入A部分的话题。教师向学生介绍自己每天到校的交通方式等，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。

Step2 Listening

1、向学生介绍课本A部分的情境，指导他们进行听力训练。

 T：Millie and her friends are talking about how they get to school every day . Now, let’s listen to their conversation and match the information with each person in Part A1.

教师为学生播放录音并指导学生完成。

2、通过与学生问答的方式，核对答案。

 T：How does Millie get to school?  What about Amy?  How does Sandy get to school ?

3、向学生呈现A2部分的背景，指导他们先完成部分表格，再带着问题听录音，补全表格。

 T：Here is a table in Part2 . Would you please complete the table? Can you complete?

    If not, please listen to the conversation again.

4、向学生介绍A3部分的情境，指导他们听录音并根据A1和A2 的信息完成Millie的文章。

5、安排学生集体朗读短文。

设计意图：听力教学活动的设置由浅入深，循序渐进，每个层次和每个梯度都要使相应的学生容易达到，以适应不同能力的学生，满足不同层次学生的需要。

Step3 Activities

1、指导学生同桌问答，根据自己的实际情况谈论上学的方式。T：Would you like to know how your friends get to school every day ? Please ask and answer in pairs.

2、安排学生组成四个小组。开展调查，并完成表格。

   T：Here is a table. Please work in groups of four and make a survey.

3、给学生几分钟时间准备，而后每个小组派一个代表将调查的结果向全班进行汇报。

设计意图：对于学生的回答和表述，教师给予肯定和后续性的评价，拉近了师生之间的距离。学生在知识技能的同时，也享受了用英语交流和被老师肯定的快乐。

Step IV  Homework

1. Remember the new words and expressions.

2. Preview Study skills.

【教学反思】

听力教学中活动设计要突出趣味性、真实性、梯度性、实效性。每个环节的设置要从学生的兴趣、实际出发，符合初中生的心理需求，贴近他们的生活，从而使整堂课学生始终保持学的热情，教师保持教的热情。通过师生互动合作达到本课预定的知识、技能和情感目标。