Unit 10 I’ve had this bike for three years Section B 1a—1d 教学设计（表格式）

教学设计
课程基本信息
课题 Unit 10 I’ve had this bike for three years. Section B 1a-1d (Period 4)
文本解读
【What】主要意义和主要内容 本对话属于“人与社会”主题范畴中的“社会服务与人际沟通”，子主题内容为“家乡和社会的变迁，历史的发展，对未来的畅想”。本课以Martin和Jenny的对话展开，主要介绍了Jenny家乡近几十年来发生的改变，通过描述古老但特殊的家乡建筑的新旧程度、存在时间，总结了家乡的特点和特色，引发学生的hometown feeling。 【Why】写作意图 本文旨在通过Martin和Jenny围绕“介绍Jenny家乡及其改变”的对话，引导学生学会描述、介绍自己的家乡及其特色以培养学生对于家乡的自豪感和荣誉感，引导学生感知家乡存在的变迁，引发学生对于如何建设家乡、保护家乡的思考。 【How】文体结构和语言修辞 本语篇属于对话，通过Martin和Jenny的角度，Jenny采用还有for和since的现在完成时叙述家乡的变化，使用最高级表达建筑的新旧程度及其特点等内容。Martin和Jenny在对话过程中通过使用一系列口语化表达，贴近生活，达成真实交际。
教学目标
By the end of the lesson, students will be expected to 1. acquire the key information from Martin and Jenny’s conversation and classify the changes that have taken place in Jenny’s hometown. 2. analyze the structure and content of the conversation and the speakers’ speaking skills, internalize and apply through role-play. 3. evaluate Jenny’s hometown feelings, improve the thinking capacity through the evaluation and create a conversation to introduce own hometown.
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教学内容
教学重点： 1. Students will be guided to describe the time of existence with the present perfect tense, describe the characteristics of the hometown with the superlatives and cultivate the sense of pride of their own hometown. 教学难点： 1. Students may find it difficult to describe their hometown in detail and infer Jenny’s hometown feeling about her hometown.
教学过程
教学目标 教学活动 设计意图 活动层次 效果评价
Step 1: Pre-listening
有助于教学目标1的实现 Activity 1: View and watch The students view and watch the video about Ningbo which shows the special places. To lead in the topic and help students activate their knowledge about places. 学习理解： 感知与注意 观察学生回答表现，了解其对视频观察、获取信息能力。
有助于教学目标1的实现 Activity 2: Free talk The teacher creates a context about Me and My Hometown to find the qualified guide to introduce the hometown. Students prepare for it and answer two questions. Q: Where is your hometown What places are there in your hometown To lead in the topic and help students activate their knowledge about special places. 学习理解： 感知与注意 根据学生回答的的具体内容，了解其对家乡建筑的了解。
有助于教学目标1的实现 Activity 3: Look and say The teacher shows the pictures of old but special places and students say their names. To help students activate their knowledge about special places and acquire the information of some special places in Ningbo. 学习理解： 感知与注意 获取与梳理 根据学生看图回答的表现，了解其对古老特殊建筑了解。
Step 2: While-listening
有助于教学目标1的实现 Activity 4: Listen and circle The students listen and circle the places mentioned in Jenny and Martin’s conversation. Q: What places are mentioned in the conversation Listening Tip: Pay attention to key words like nouns of places. To know about Jenny’s hometown and practice catching the key information. 学习理解： 获取与梳理 概括与整合 根据学生勾选信息，了解其对听力内容理解和获取关键信息的能力。
有助于教学目标1的实现 Activity 5: Listen and fill The students listen and fill in the chart about the information of the three places. After listening, the students work in pairs and check the information in pairs. To know more about Jenny’s hometown and practice catching the key information. 学习理解： 概括与整合 应用实践：描述与阐释分析与判断 根据学生的填表情况，了解其对听力内容理解和获取关键信息的能力情况。
有助于教学目标2的实现 Activity 6: Listen and imitate The students read after the listening material and imitate the speakers. Q: What does Jenny think of her hometown What is Jenny’s hometown feeling To practice the speaking skills, the stress, and be more familiar with the language. 应用实践：分析与判断 内化与运用 迁移创新： 推理与论证 评判与评价 根据学生的模音情况，了解其语言学习能力和语言技能的发展情况。
Step 3: Post-listening
有助于教学目标2的实现 Activity 7: Read and summarize The students read the listening material and summarize the structure and the features of the language of the conversation. To improve the thinking capacity and improve the generalization ability. 学习理解： 概括与总结 应用实践： 内化与运用 根据学生绘制思维导图，了解其理解程度和总结概括能力。
有助于教学目标3的实现 Activity 8: Discuss and make The students discuss in groups of four and make the mind map about introducing the hometown. To get familiar with their hometown and get prepared for the conversation. 应用实践：描述与阐释 内化与运用 迁移创新： 想象与创造 根据学生对a qualified guide要求的总结，了解其掌握内容与生活实际的结合。
有助于教学目标3的实现 Activity 9: Pair work The students work in pairs and introduce their hometown. To practice what they have learned in today’s class and share with classmates. 迁移创新： 批判与评价 想象与创造 根据学生创编对话，了解情况，根据checklist同伴评价。
作业设计
Level A: Polish the conversation about introducing your hometown according to the checklist and shoot it. Level B: Make a PPT to explain whether to choose your hometown as the place for the school trip.