杨风兴教学设计(前外)——易燕修改.docVIP

外语教学与研究出版社教材第四册 Module 10 Unit 1 I would go to London. 北京市密云县新农村中学 杨凤兴 评析：北京前门外国语学校 史元海 本节课是一节听说课，教学内容是围绕“我的理想假日”这一话题，展开听说活动。语法项目和语言功能是使用would来谈论imaginary situation 。通过对would的操练，能够就相关话题进行问答。能够正确运用perfect, board , flight, gate, silly 这些新单词，理解outdoor和课文中出现的交际用语。本节课是本模块的开篇课，是本册书的最后一个模块的第一课时，语法项目比较独立，但是对于学生学习能力的培养也提供了很好的教材基础。教师希望通过对对话的学习与理解，使学生能够抓住对话结构，从而为总结本段对话以及表达自己的话题理清思路，并学会迁移。 一、教学背景分析 学情分析:英语听说能力相对较弱、教学目标分析 确立依据：通过生生、师生之间的互动交流，教学目标：1．学课中出现的，。 三、学习准备分析 教师： 学生： 教学过程 would like to give her some presents. 2）What will they get for Sally to eat ? A. Some bread. B. Some vegetables. C. Nothing. 3. Listen to another dialogue, and choose the best answer in Activity 4. 意图：培养学生听中获取细节信息的能力。 III. Post-listening （24mins） 1. Practise reading aloud the dialogue. 1) Listen and repeat. 2) Read together. 3) Read in groups. 4) Act out in groups. 意图：通过跟读和大声朗读对话，使学生熟悉对话内容，为后面的对话练习储备语言支持。 2. Find out the difficulties and Everyday English in the dialogue and discuss in groups. 3. Read and complete the form. who Where to go How to go What to do Tony Daming Lingling Betty 4. Describe the form. Ask and answer in pairs. 意图：要求学生认真读对话，填表。并要求学生用完整的句子描述表格的内容。使学生感知would 的用法, 为下面的输出搭建台阶。 5. Underline the sentences with would in the dialogue. Read aloud them, and translate them into Chinese. 意图：通过在对话中找would的句子，使学生进一步感知would 的用法。 6. Discuss in groups, and sum up how to talk about the imaginary holiday. (where, who, why, how, what, wouldnt…) 意图：培养学生发现总结重点信息的能力，并为下面的输出打下基础。 7. Practise asking and answering in pairs. 1) Where would you go for your holiday? 2) Why would you go there? 3) With whom would you like to go? 4) How would you go there? 5) What would you do? … 意图：通过两人小组合作的方式，给学生提供运用所学语言的机会。 8. Talk about their imaginary holiday in groups, using a passage form. 9. Show their passages in front of the class. 四、Homework ( 1 min ) 1. Read the dialogue fluently. 2. Write a passage to describe your imaginary holiday. 意图：复习和巩固本节课的知识。 五、延伸和拓展 自制一张海报。（图文并茂的理想的假期） 六、附件一:教学反思 在以往