Unit10 I've had this bike for three yearsSection B 1a—1d（表格式教案）

教学设计
教学内容：Unit 10 Section B (1a-1d)
教学课型：听说课
教学课时：1课时
教学用具：多媒体、黑板、卡纸
教学目标：
语言能力目标：
⑴学生熟练掌握和运用“for”“since”。
⑵学生能够流利地介绍家乡。
学习能力目标：
⑴学生能够掌握课堂所用的举例法，运用到日常语言学习中。
⑵学生做听力前，学会预览问题，抓取关键信息。
⑶学生运用笔记缩写法，用于听力时速记。
思维品质目标：
引导学生为外地游客合理规划行程，避免拥堵又体验重庆特色。
文化品格目标：
引导学生热爱家乡，为家长的发展变化自豪。
教学步骤：
Steps Teacher’s Activity Students’ Activity Aims
Greetings Teacher asks about the hot apps and the hottest city. What kind of apps do you use mostly Which city is the most popupar one on Douyin Students brainstrom the hot apps and the hottest city -chongqing ①Encourage students to talk actively in class. ②Lead out the topic of chongqing.
Pre-listening ①Teacher plays the information on wechat from Martin and asks students to find out the task. Where is Martin now What does he want me to help with Students listen and find out the thing Martin wants us to do for him. He’s in Jenny’s hometown. Design a two-day trip for Marin Find out the tasks for today. Task 3: Design a two-day trip for Marin Task 2: What does Marin likes to do and see Task 1: Things to do and things to see in Chonqing
②Teacher ask students to talk about hot places in Chongqing. What are the hot places is Chonqing Students brainstorm the hot places in Chongqing. (Hongya Cave, Monument of Liberation, Ciqikou Ancient Twon, Liziba Light Rail Station, Qiansimen Bridge...) Guide students to talk about the special places in Chongqing. Prepare for the pair-work.
③Teacher asks students to talk about how much they know about the places mentioned above. Students match the information with the special places. Let studetns get familar with the target language- “for” and “since”.
④Teacher asks students to paraphrase the sentences mentioned above. Students paraphrasing the sentences by matching the information. Test whether the studetns understand the target language- “for” and “since”.
⑤Teacher lists some of the special places and asks students to do a pair-work. Students using the target language to make a short dialogue with partners. Let students to make conversations with the target language.
While-listening ① Teacher plays the listening and asks students to asnwer the questions in 1b. Students listen and anwer the questions in 1b. Students learn to scan the questions for informaion before listening and listen for main idea.
②Teacher plays the listening again and asks students to fill-in the chart in 1c. Students listen and fill-in the chart in 1c. Students listen for the detail information with taget language. Students learn to write the abbreviations for key information while listening.
③Teacher asks students to summarize the things Martin likes to see and do. Students listen and summarize the things Martin likes to see and do. Summarize the information and find out the things Martin likes to see.
After-listening ①Teacher asks students to discuss the two-day schedule for Martin as a group of four. Students discuss the two-day schedule for Martin as a group of four. The whole group present the trip togeter. Encourage the studetns to use the target language to discuss with the group members.
①Teacher invites studetns to prensent their trip. Students presnt the two-day schedule for Martin as a group of four. Studetns describe Chonqing as a group.