(设计意图:此环节通过美化原有教师提供的教学资料中MARY的居住环境,可以使学生有更多更好的设计理念,为下一个环节的自我居住环境的设计埋下伏笔)
(3)Design presentation
Tell the students that the teacher is going to buy a new flat, but there are two choices. Ask the students to help the teacher to choose the best flat.
a. Ask two groups of students to act as the designers to introduce the new flats, using the new words and expressions to introduce.
(设计意图:本环节通过两组学生的表演,给其他的学生做了示范表演,其他学生也对如何介绍房屋和周边环境的口语表达方式有了大概了解)
b. Group discussion: Discuss the good points and the bad points of the two flats.
c. Let the students to vote and judge which flat they like best.
(设计意图:通过学生投票决定,并在小组的讨论中对两套房屋优缺点的比较,让更多的学生开口进行练习。也可以指导学生运用其他的一些句型或表达方式,如:I don’t like this flat because…/ There isn’t a … / I can’t …there等来表达相反的意见)
(4) Creative work
Let the students design their own dream house, then show their works to their classmates.
六.活动评述
本节课较好地完成了教学任务,通过一个完整任务的几个环节,由浅入深,较好地提高了学生的实际语言运用能力,同时也培养了学生的创造性思维和合作精神,学生主动参与课堂,成为了课堂的主体。
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