【教学设计】初中英语·Choosing a new flat

发布日期:2024-03-21 发布人：宋佳颖

课题：Module 2 Unit 5 Choosing a new flat

上海市第十中学宋佳颖

一、单元内容分析

1. 单元简介

本单元的话题为Choosing a new flat, 单元内容涉及的主题语境主要为“人与自我”和“人与社会”。单元内容以对话为主要呈现形式，配有丰富的房型图和房间图。从李先生一家所面临的居住面积过于狭小问题出发，讨论了房型和选择新房时需要考虑的因素，在搬家的过程中，对家具的摆放位置使用适当的介词进行了描述，使用比较级对新家和原来的家进行比较，并运用所学的介词通过一定的空间顺序来描述卧室。

2. 单元目标

1.巩固与房屋房型、地理位置及室内物品摆放等话题相关的核心词汇与句型；

2.运用表示地点、方位的介词等语言知识正确描述居室内物品的摆放情况；

3.理解询问意向与需求，表示个人意愿和需求的表达及回应方式，并掌握其用法；

4.通过听、读有关“搬家”话题的语篇，运用听中笔记、读中圈划关键词句等策略获取关键信息，并根据语篇内容及所给情境进行创编；

5.运用本单元所学语言知识和句型结构，就搬家原因、房屋房型及室内物品摆放等信息进行口头或书面表达，提高多角度、辩证地看待事物和分析问题的意识。

3. 单元结构

Reading: Thinking about a removal（2课时）

Listening and speaking: On a removal day (1课时)

Writing: The Lis’ new flat (2课时)

二、教学内容分析

1. 教学内容

本课的主题是Thinking about a removal, 以Mrs. Li、Ben和Kitty三人对话的形式，围绕Ben的房间不整洁这一情况，引发出了一家人关于随着孩子长大，房子空间不够大，需要考虑搬家这一问题的探讨。虽然本课在教材中对应的是reading部分，但由于其呈现形式是对话的方式且文本难度不高，部分生词在文本学习任务展开前就已经通过图片进行教授，为符合真实情境，本课的设计融入了听说的部分，通过问题链层层引导学生把握对话的主要内容和重要的细节信息，并将图片与听力内容相结合，让学生直观地学习生词和对房间种类进行描述。

在学生对文本有了一定熟悉度后，引导学生关注到Ben在面对Mrs. Li指出他的问题后的语言、Kitty在提出自己的诉求之前的表达和Mrs. Li对于两个孩子建议的态度，鼓励学生学会正确、积极的交流方式。并引导学生联系生活实际，用“I need...”和比较级对自己对于公寓的需求进行描述。

三、学生学情分析

1. 学生的相关学习经验

学生已有一定的词汇量和语法基础，对文本的理解没有太大障碍，但在的比较级的使用上还需要更多操练。

2.学生可能遇到的学习困难

巩固与房屋房型、地理位置及室内物品摆放等话题相关的核心词汇与句型；读懂“搬家”主题的短文，了解搬迁原因及个人需求并给出建议；描述自己的寓所，表达对理想住所的美好蓝图。

四、教学目标

1. 学生可以在课文和图片的帮助下学会一些新的表达和短语，如untidy, tidy up, wardrobe, balcony等；

2. 学生能理解文本对话的大概内容，并识别出关键信息；

3. 能用“I need...”来表达自己的需求，并用比较级来描述自己的理想公寓；

4. 认识到家庭成员应该用恰当的方法来进行交流，并能够形成积极向上的生活态度。

五、教学重点和难点

引导学生用“I need....”和比较级的结构描述自己心中理想的房子。

六、教学策略分析

采用情景创设的方法，由学生的真实生活体验引入，引导学生逐步构建心中理想的房屋蓝图。

七、教学过程设计

Stages	Learning Activities	Teaching Purposes
Pre-learning	Look at a picture and tell what the people in the picture are doing. Talk about their past removal experiences.	To activate students’ existing knowledge and promote their interest
Pre-learning	Look at a picture and describe the bedroom. Guess whose bedroom this is and what Ben’s going to do.	To train students’ listening strategy of prediction
While-learning	Listen to what Mrs. Li says and check whether their prediction is right. Guiding questions: What does Mrs Li think of Ben’s bedroom? What does she ask Ben to do?	To help students learn about the background and learn some new words
	Listen to the rest part of the conversation and tell why they are thinking about a removal. Guiding questions: What do Ben and Kitty think of their bedrooms? Why are they thinking about a removal?	To guide students to gain the general idea of the conversation
	Listen to Ben’s and Kitty’s parts again and put down the things that Ben and Kitty need respectively. Guiding questions: What does Ben need and what does Kitty need?	To guide students to listen for the key information and lead them to understand the fuction of comparative degrees.
	Listen to Mrs Li’s part again. Decide which of the floor plan is the Lis’ flat and label the rooms. Guiding questions: Which one is the Lis’ flat? Floor plan A or B?	To help students to choose and describe a flat with visual clues
Post-learning	Read the conversation after the tape. Pay attention to the intonation when listing things. Analyze Ben’s attitude after Mrs. Li points out his problem and Mrs. Li’s response after listening to her children’s suggestions. Guiding questions: What does Ben say after Mrs. Li points out the problem with his bedroom? Does Mrs. Li take her children’s advice seriously?	To enable students to read aloud with the right intonation and appreciate the right way to communicate between family members
Post-learning	Pair work: Share with their pair whether they are satisfied with their flat and give the reasons. Describe their ideal flat by using “I need...” and comparative degrees. Guiding questions: What do you think of your flat? What do you need to make it your ideal one? Why?	To encourage students to apply what they have learnt to the speaking activity

八、课堂学习评价

Checklist
1. Did I express my attitude clearly?	□ Yes □ No
2. Did I give at least two reasons to support?	□ Yes □ No
3. Did I use “need to do / need something” pattern correctly?	□ Yes □ No
4. Did I use the comparative degrees to describe my ideal flat correctly?	□ Yes □ No

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