廣西師大附屬外國語學校 李 影
Topic: Holidays
Grammar: “l(fā)ike” followed by V-ing; simple future tense
General analysis on teaching content:
Unit 1：本單元的主要任務是聽和說。通過聽力材料學習該單元的主要句型“What do you like doing on holidays？” “I like doing…” 并談論假日里喜歡做的事情。 這是學生比較感興趣并易于發(fā)揮的話題,教師應該創(chuàng)設一些口語任務或情境,讓學生樂于開口,培養(yǎng)學生的口語能力。
Unit 2: 本單元的主要任務仍為聽和說。這也正體現(xiàn)了在起始年級 “聽說領先,讀寫跟上”這一語言學習規(guī)律,重視培養(yǎng)學生的語音語調以及聽說能力。通過教師的引導以及小組的合作學習,學會用一般將來時談論各自的假日計劃。
Unit 3: 本單元的主要任務是讀寫和聽說。教師要善于整合課程資源,不能僅僅依賴教材,要不斷開發(fā)課本以外的符合學生實際的課程資源,充實課堂,讓學生感受到英語的實用性。
Unit 4: 這一單元的閱讀和填詞是對前幾單元學習成果的有效檢測。同時通過這個任務拓寬學生視野,進行跨文化意識的培養(yǎng)。這里可以采取Task-based Approach 任務型教學。
Unit 1 What do you like doing on holidays?
Teaching content: listening and speaking
Language knowledge:
new words and phrases: museum, countryside, city, shop, restaurant…
“l(fā)ike” followed by V-ing.
talking about holiday activities
Character building: help the students to develop team work and a positive attitude towards life.
Culture awareness: to know what people like doing in different holidays.
Teaching aids: multi-media
Teaching procedures:
Step1 Warming-up activities
談論假期是學生們比較感興趣的話題,教師可以通過親切自然的問候或和學生的自由對話引入話題:
(Suppose there will be a holiday in the following days.)
T: Well, you look happy and excited these days. Why?
Ss: Because the holiday is coming.
T: Do you want to have a nice holiday?
Ss: Of course!
T: I have lots of new and good ideas for a nice holiday…
（通過幻燈片把一些有趣的假日活動展示出來，問學生“What do you like doing during holidays?”這些活動包括本單元要求掌握的如visiting the museum, going to the beach等短語，還可以向課外延伸，列舉一些比較流行而學生又比較熟悉的活動如bungee jumping, rock climbing, go hiking等等，這樣更能激發(fā)學生的興趣。）
Step2 Listening Task
1.Listen to people talking about their holidays. Then complete the following chart with the information you hear.
People Things they like doing during holidays.
Mary swimming and going to the beach and countryside, watching football, going to the restaurants in the city.
Feifei visiting museums
Li Jie visiting parks
Tan Mei going to the city and looking at the shops
2. Listen to the tape for a second time and check your answers. Then listen again and repeat sentence by sentence. (Focus on the students’ pronunciation and intonation)
3.Retell what these people like doing during holidays in your own words with the help of the information above.
(表格可以幫助學生獲取聽力中的關鍵信息,而跟讀和復述則可幫助學生糾正語音語調和熟悉課文。)
Step3 Speaking Task (Pair-work)
Show some public holidays in both China and Western countries (For example, Spring Festival, Christmas Day, Mid-autumn Festival, Thanksgiving Day…) on the screen. Ask the students to guess what people like doing in these holidays so as to get some background knowledge. And then work in pairs, choose one of the holidays as a topic to make up a dialogue.
S1: What do you like doing during Spring Festival?
S2: I like …
S1: Do you like…?
S2: No, I don’t like… but I like…
（本單元里，筆者將課本里的一些活動整合或提前，不拘泥于課本，目的是盡量創(chuàng)設貼近生活的情景,進一步提高學生的口頭表達能力,并通過一些跨文化信息激發(fā)學生的興趣，讓學生感受到學習英語和合作學習的樂趣。 在輸入文化信息的時候，要有充分的幻燈片資料。）
Unit 2 What are you going to do?
Teaching content: listening, speaking and writing
Language knowledge:
1. new words and phrases: cousin island have a barbecue go to the cinema take photos go sailing play badminton…
2. talk and write about holiday plans with simple future tense
Learning strategies: develop a good habit in English learning
Teaching aids: multi-media
Teaching procedures:
Step1 Revision
通過幻燈片把上一課時所學的有關假日活動的圖片展示出來,讓學生通過提問來了解老師喜愛的假日活動,在輕松互動的問答中進入課堂:
(Get the students to guess what the teacher likes doing during holidays)
S: Ms/Mr XXX, do you like visiting museums during holidays?
T: Yes, I do./ No, I don’t…
Step2 Pre-listening activities
Tell the students your holiday plans to lead in simple future tense.
T: This holiday, I am going to do something new. I am going to…
(在這個環(huán)節(jié)里,教師通過講自己的holiday plans，拉近和學生的距離,增進溝通。同時,可以把本單元要求掌握的新短語通過幻燈片圖文并茂呈現(xiàn)出來。對于起點較高的學生,教師盡可能的給學生輸入更多更新的信息。)
Step3 Listening task
Listen to the tape and answer: what are Xiao Xing and Sally going to do this holiday? How long are they going to stay in…?
Listen for a second time, then repeat to improve pronunciation and intonation.
Step4 Writing task
Pre-writing preparation: give some useful phrases and expressions that the students may use in writing by slides and get the students to read them aloud.
(信息量的大小可根據(jù)學生的實際水平而定。如果在學習過程中學生遇到生詞短語，教師應讓學生查雙解字典，引導學生養(yǎng)成良好的英語學習習慣，培養(yǎng)學生自主學習的能力。)
Get the students to write about what they are going to do this holiday with the title “My holiday plans”, using be going to …
Step5 Speaking task (Pair-Work)
Using the information in writing, make up a dialogue about holiday plans. Then show the dialogue to the class.
Unit 3 We are going to go to the Great Wall.
Teaching content: reading, listening and writing
Language knowledge:
new words: train hotel place first second next then lastly
further study: simple future tense
Culture awareness:
Learn to name some places of interest in our country and know more about Chinese culture.
Teaching aids:
Multi- media
Teaching procedures:
Step1 Revision
Play a piece of music in Task 5 of this Unit to review simple future tense.
Step2 Pre-Listening activities (Task 4)
T: Our motherland is a great and wonderful country. A foreign friend Simon is going to visit China. Can you guess which cities Simon is going to visit? (Then get the students to discuss in groups for a few minutes)
(通過幻燈片展示一幅中國地圖，先不要把Simon 所要參觀的城市名展示出來，而是把該城市的一些標志性建筑物，名勝或特點等在地圖中標示出來，讓學生猜。目的是調動學生參與課堂的積極性，激活學生的英語思維并加深對祖國文化的了解。)
Ask some students to come to the blackboard, point to the map, and say:
I can see five goats in the picture, and the city is in the south, so I think this is Guangzhou. Simon is going to visit Guangzhou….
Step3 Listening
Listen to the tape and number the cities Simon is going to visit in the order you hear.
Listen again and check the answers.
Retell the cities Simon is going to visit with the help of some consequence words first, second, next, then, lastly.
Step4 Reading (Task 1)
Pre-reading: help the students to name some places of interest in Beijing: the Forbidden City, Tian’anmen Square, the Great Wall, Beihai Park…
Read about Wei Ting’s plan for her holiday and fill in the gaps with suitable words. Then check the answers and answer some more questions.
Step5 Writing (Task 3)
Pre-writing: free talk to exchange ideas about how you are going to spend the money you won in a competition.
Write about the things that you are going to do with the money.
(在寫之前給學生創(chuàng)設交流信息的平臺，營造和諧愉快的課堂氣氛，更能激活學生的創(chuàng)新思維。對于學生有創(chuàng)新的地方,教師應肯定和鼓勵。同時,在對待money這個態(tài)度上也要加以正確的引導。)
Step6 Assignment
布置學生以3-4人為一個小組,通過上網(wǎng)或到圖書館查閱資料的方式,獲取關于下個單元一些城市(Beijing, Hong Kong, New York, London, Sydney, Paris, Rome…,每個小組只需選一個城市)的基本信息,下節(jié)課進行介紹。有條件的話,最好制作成幻燈片。
Unit 4 One day, I am going to travel to America.
Teaching content: speaking, listening and reading
Language knowledge:
new words and phrases: travel cartoon character photographs…
consolidate the use of simple future tense
Culture awareness: get some background knowledge about some popular vacation spots around the world; broaden the students’ horizon of knowledge.
Character building: develop a positive attitude towards foreign culture.
Teaching aids: multi-media
Teaching procedures:
Step1 Revision
Ask some students to read what they’ve written in the writing task.
Step2 Reading
Pre-reading
T: From your writing, I know that most of you are going to travel with money. Now I would like to show you around some nice places all over the world.
(Then show students the places mentioned in reading.)
Read about other’s plans for traveling and fill in the gaps with proper words. Then check the answers.
Step3 Listening
Guide the students to read the city names correctly, and then listen and number the cities in correct orders.
Step4 Speaking
Students show their work: introduce the information you get about the city.
After listening to the introduction of all the cities, talk about your favourite city and what you are going to do in the city .
My favourite city is…, one day, I am going to travel to…, I am going to…
(本單元主要采取了任務型教學。事先給學生布置任務，給學生充分的時間完成，并給學生展示才能的舞臺。互聯(lián)網(wǎng)豐富的課程資源讓學生體會到自主學習、探究學習和合作學習的愉快。總之，教師應當是課堂的引導者，在教學中要注重培養(yǎng)學生的學習能力、學習策略和創(chuàng)新能力,體現(xiàn)learners-oriented的原則。對于一些基礎比較薄弱的學生來說，要很好地完成這些任務有一定的困難,這就需要教師的指導和鼓勵，幫助他們克服困難， 消除怕講英語的心理障礙,樹立對英語學習的信心。)