武漢市第十四中學 許潔敏
Period 1 Warming-up & Listening
Teaching aims:
1. To help the students talk about amusement parks and our experiences.
2. To help the students learn to express likes and dislikes about the amusing activities.
3. To help the students be able to listen for information and understanding.
4. To help the students practise giving directions.
5. To help the students enlarge expressions of asking the way and answering.
6. To cultivate the students’ ability of communication.
Teaching important and difficult points:
1. Talking about amusement parks and knowing something about theme parks.
2. Learning to use the expressions to ask and give directions.
Teaching Aids:
A blackboard; a tape recorder; a video CD
Students’ Activities
Group work; Pair work; Individual work
Teaching Procedures:
Step 1 Warming-up
Task 1 Talk about the topic and the word FUN
Have the students talk about fun things use adjectives to describe fun things.
Questions: What is fun? (snowing, sailing, hiking, rafting---)
What do fun things have in common?
Cooking is fun because it is challenging ( interesting, relaxing---).
Where can we have fun? ( cinemas, amusement parks, theme parks---
Fun is everywhere if we can enjoy it.)
Task 2 Talk about our own experiences
Questions: Have you ever been to an amusement park? What did you see?
Have you ever tried sitting in a roller coaster?
How did you feel?
Do you like it? Why?
Task 3 Watch pictures and talk about likes and dislikes
1. Look at the pictures and name the activities
Question: Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas (make up a dialogue).
Step2 Listening
Pre-listening:
Talk about the theme of the theme parks
Questions: If you are to build a theme park, what theme will you have? Why?
While-listening:
Listen and finish the exercises 1 and 2
Post-listening:
1. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas
2. Act out and make decisions
Situation: Two presidents of different colleges in England come to China to try to persuade Chinese students to study in his college in England. Have two students prepare in advance and make a report in class. Other students listen to the report and make their own decisions.
(Students can also think up their own situations)
Step 3 Watching and listening
1. Have the students watch a short video show and answer some questions.
Where is Bob going? How to get there? ……
2. Get the students repeat the expressions to ask and give directions in the show.
Step 4 Speaking
Task Watch the map and find the way
Pre-speaking
T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…
Please write about how we can get there, according to page 65.
While-speaking
Make up dialogues of asking for and giving directions.
Post-speaking
Give directions
Situation: Suppose you are at the main entrance of your theme park and you are introducing some attractions and the way to them to a group of tourists. Use the map you have drawn and show the way around.
Step 4 Consolidation
Work in groups and conclude some useful expressions of asking the way and giving directions.
Homework
1. Finish the Workbook Talking
2. Look for necessary information and write several sentences about theme parks
教學后記
這是一節(jié)聽說課。現行的英語教材容量大，任務多，在這節(jié)課中我安排了聽和說這兩項能力訓練內容，但學生對主題公園不太熟悉，真正體驗過過山車、蹦極等游樂項目的學生很少，因此他們能談的也不多，時間有些浪費。以前我要求學生預習的重要是他們不熟悉的話題和不具備的知識，這次因錯誤估計他們的人生體驗而未布置具體的預習提綱，使得上課時氣氛比較沉悶，不過學生在完成聽和說的任務中表現得還是不錯的。今后要對學生情況做詳細調查。
另外，這課的話題是娛樂世界，與問路關系并不密切，在Listening 完畢進入到Speaking 時，盡管我安排了觀看短片，但過渡仍然顯得不流暢，如果要把聽和說真正結合起來，其實應該從問路找公園開始，過渡到討論公園的主要游樂項目到更自然些。今后應更全面地考慮教學內容的安排和實施方法。