牛津譯林版七下Unit 4 Finding your way Comic Strip&Welcome案例研究

一、背景描述

Comic Strip & Welcome為每一單元的第一課時，其核心要領(lǐng)是引起學生對本單元話題的興趣。而本單元的話題為Finding your way，較為貼近現(xiàn)實生活，但對初一學生來說，仍然是個較難的話題，因為其認知結(jié)構(gòu)中，對方位的掌握還是一個較難的點，更何況要將其再加工，轉(zhuǎn)化為英語的方位關(guān)系。但初一學生還處于對一切新知事物的好奇階段，容易激發(fā)興趣。故本節(jié)課可以以舊知導入新知，運用視頻、圖片、游戲等設(shè)置形式多樣的活動。

二、具體的案例——教學設(shè)計

Teaching objectives：

Knowledge aims： At the end of the class，

1.the students will know some icons about places and traffic.

2.the students will be able to talk about traveling and transportation.

3.the students will be able to identify directions

Skill aims： At the end of the class，

1.the students’ listening ability will be improved.

2.the students’ speaking ability will be improved.

3.the students’ reading ability will be improved.

Teaching Key points：

1.Talk about positional relations between places freely and correctly.

2.Plan a day out skillfully， including location， distance and ways of transport.

Teaching Difficult point：

Organize a day out for others carefully and thoughtfully.

Design of Teaching Procedures：

Step 1： Lead in with a video about different places of interest in their hometown Huai’an

Teacher plays some sounds of different animals， and the students guess which season they are about. The students answer “Spring”.

Step 2： Presentation with a map of Huai’an and the location of the five places of interest

Teacher shows a map of Huai’an and asks the students to find the location of the five places of interest in the map. Then the teacher asks how they know it so as to lead in the eight directions （North， South， West， East， North-west， North-east， South-east， South-west）. Here we can use a Pair Work to drill the location between different places. That is， the teacher tells the students where our school is and the students talk about the positional relation between our school and the five places of interest with the help of a given sentence pattern.

Step 3： Consolidate the eight directions by playing a Quick answer game

The students play a quick answer game： Different directions appear and disappear on the screen quickly， and the students just stand up and give his or her answers quickly.

Step 4： Finish Part A on Page43 by speaking and listening

1.Teacher says： The students at SMS are also planning a day out. But first we need to know what’s around the school（2，1，6，7）.

2.Teacher says： There are also some places missing（3，4，5，8）. Please listen to a listening material and find the other places. I add this listening material mainly to drill the sentence pattern as well as to improve the students’ listening ability.

Step 5： Finish Part B on Page43 with the four questions and a further thinking

The students are asked to find out the answers to the four questions they summarized. Then， with the help of the teacher， the students will find that how to plan a class trip means what to do before a trip. The teacher will then ask the students how to behave themselves during a trip.

Step 6： Finish Comic strip on Page42 by reading with emotion and acting

The teacher present the first picture of the comic strip and ask the students to guess： Can Eddie read the map？ Whatever the answers， the teacher can give the students some encouragement.

Step 7： Further thinking

Eddie don’t know how to read a map， but we know， right？ However， how to read an e-map？ The teacher present a picture.（Starting place; destination; How; How far; How long）

Step 8： Homework

Plan a class trip for ourselves.

三、案例分析

本教學設(shè)計在導入環(huán)節(jié)設(shè)置了聲音導入以及視頻導入，其目的就是以語境的形式先掃除新授課中的生詞障礙。之所以預先設(shè)置聲音導入，主要想讓學生感受一下春天里的各種聲音，由聲音學生會聯(lián)想到春天各種生機勃勃的畫面，從而導出go on a trip這個話題，進而自然而然地過渡到我們的家鄉(xiāng)---淮安的一些風景名勝。學生對此話題非常感興趣，且有話可說。緊接著，向?qū)W生呈現(xiàn)一幅淮安的旅游圖，要求學生把視頻中出現(xiàn)的淮安的五大景點，在地圖上標出來。其本來的目的是在學生標出各個景點之后，引導他們說出其判斷的根據(jù)為directions，從而導出本節(jié)課的第一個重點知識——八個方向。

【作者簡介】湯芳，揚州大學外國語學院。