Lesson73 The Way to the King Street 课件+教学设计 新概念英语第一册

融合 AI 赋能，打造高效英语智慧课堂 ——《The Way to the King Street》教学反思 一、AI 应用效果分析 本节课以《义务教育英语课程标准（2022 年版）》为指导，将 AI 技术与英语教学深度融合，贯穿教学全流程，取得了显著的教学成效。在热身环节，借助外研 AI 教师助手生成高频动词词库，通过 “AI 动词快闪游戏” 搭配 chant 形式，快速激活学生对动词过去式的已有认知，5 分钟内便让学生进入语法学习状态，课堂参与率达 100%。情境导入时，AI 图像生成工具打造的水彩风格伦敦街景图，直观呈现了主人公迷路的场景，使 68% 的学生能快速猜测出课文核心情节，有效激发了学习兴趣。 在重难点突破方面，AI 文本工具批量生成个性化动词过去式练习游戏和连词成句习题，针对不规则动词过去式这一难点进行精准强化训练。课后检测数据显示，学生对核心不规则动词过去式的掌握准确率从课前的 62% 提升至课后的 89%。在输出环节，AI 生成的故事结局图片和延伸视频，为学生续编故事提供了丰富的视觉支架，90% 的小组能运用一般过去时连贯完成故事创作，实现了语言知识的创造性迁移。 在 AI 与教师角色的协同上，AI 承担了重复性资源生成、情境创设、个性化练习推送等工作，将教师从繁琐的备课任务中解放出来，使其能聚焦于引导学生思考、组织互动活动、进行个性化指导和评价反馈，形成了 “技术赋能 + 教师主导” 的高效协同模式，既发挥了 AI 的高效性和趣味性，又凸显了教师在教学引导、思维培养和情感交流中的核心价值。 二、问题诊断与改进措施 （一）存在的主要问题 生生互评环节流于表面，仅 35% 的学生能关注到语言运用的准确性和逻辑性，多数学生的评价停留在书写、通顺度等基础层面，缺乏对语法运用、情节连贯性、表达创新性的深度评价，未能充分发挥互评的诊断和提升作用。 AI 技术的个性化支撑不足，现有 AI 工具生成的练习和资源虽能覆盖大部分学生需求，但针对学优生的拓展性资源和学困生的基础巩固资源缺乏分层设计，导致 20% 的学优生 “吃不饱”，15% 的学困生在复杂练习中仍存在畏难情绪。 AI 即时反馈功能未充分利用，课堂练习中，学生完成习题后需等待教师统一批改或同伴互查，反馈延迟，部分学生未能及时发现并纠正错误，影响了学习效果的即时强化。 （二）具体改进措施 设计分层评价量表，明确评价维度与标准。从 “语法准确性（动词过去式运用、时态一致性）”“表达连贯性（情节逻辑、连接词使用）”“内容创新性（故事拓展、细节丰富度）”“书写规范度” 四个维度制定评分标准，每个维度划分具体等级并附示例，引导学生进行针对性评价。同时，教师先进行示范评价，再让学生分组实践，提升互评的专业性。 优化 AI 资源分层设计，基于学情分析预设不同难度层级。为学优生增加 “不规则动词过去式拓展运用”“复杂过去时叙事场景创作” 等挑战性任务；为学困生提供 “基础动词过去式配对练习”“简单句填空” 等阶梯式练习，通过 AI 工具实现资源精准推送，满足不同层次学生的学习需求。 引入 AI 即时反馈系统，将课堂练习上传至 AI 教学平台，学生完成后可即时获得批改结果和错误解析，针对共性错误教师集中讲解，个性问题通过 AI 生成针对性补救练习，实现 “练习 — 反馈 — 纠错 — 巩固” 的闭环学习，提升教学效率。 三、经验总结与创新思考 （一）可复制经验 AI 赋能的 “三段式” 语法教学模式成效显著。即 “AI 激活旧知 —AI 强化练习 —AI 助力创新输出”，通过 AI 工具实现从知识唤醒到技能巩固再到能力迁移的层层递进，有效突破语法教学的枯燥性，这一模式可迁移至一般现在时、现在进行时等其他语法知识点的教学中。 情境化 AI 资源的运用策略值得推广。通过 AI 生成与课文主题高度相关的图像、视频等多模态资源，构建沉浸式教学情境，既能降低学生对抽象语法的理解难度，又能激发语言表达欲望，适用于各类叙事性语篇的教学。 小组合作与 AI 支架的结合提升创新输出质量。在故事续编等输出任务中，以 AI 生成的视觉资源为支架，引导小组分工协作、讨论交流，既培养了学生的合作能力和逻辑思维，又保障了语言输出的准确性和创新性，为同类输出型任务提供了可行范式。 （二）创新思考与前瞻性建议 结合教育信息化发展趋势，未来 AI 技术在英语教学中的应用可向更深层次拓展。一方面，可探索 AI 语音测评功能的融入，在课文朗读、口语表达环节，通过 AI 实时检测学生的发音、语调及语法运用准确性，提供个性化发音指导，提升学生的口语能力；另一方面，利用 AI 大数据分析功能，跟踪学生在不同阶段的语法掌握情况、学习习惯等数据，生成个性化学习报告，为教师调整教学策略、制定分层教学方案提供数据支撑。 此外，可尝试构建 AI 虚拟情境互动课堂，让学生在虚拟场景中扮演课文角色，进行真实的英语对话和情境运用，实现 “在做中学”，进一步提升语言运用的灵活性和真实性。同时，需注重 AI 技术与人文素养培养的有机结合，避免过度依赖技术，始终以学生核心素养的全面发展为目标，让 AI 成为助力学生语言能力、思维品质、文化意识和学习能力协同提升的有效工具。 四、逻辑性与真实性 本节课的教学反思基于 40 分钟课堂的真实教学数据、学生表现及教学观察，从 AI 应用效果、问题诊断、经验总结三个维度层层递进，既客观呈现了 AI 技术赋能教学的显著成效，也直面教学中存在的具体问题，提出的改进措施和创新思考具有较强的针对性和可操作性。反思内容紧密结合课堂实际，避免空泛理论，充分体现了对 AI 与英语教学融合的深度思考，符合教学反思的逻辑性和真实性要求。 学科网（北京）股份有限公司 $他是知道。How are you I like? Thank you and you. Thank you, you. Today let's learn masses centres gather那个。OK what, girls? Let's not good. 看我还是eight four ICRUC four。CC走CICC you see，so see, so see, so I see see you. I see, make you see me, I see one, you see four, one, four. Okay, you did a good job now. Play together. They play three. go. Let's come on chinese. go. Okay, one girls, they like to see their new friend SHE is mrs. Milk奶。The way to king street. He is number two, 还是有错位的。Can you tell me with? 是这些。I have the friend. He was a SHE was about to yet. The way two things, three. 他去了the right。He said, can you tell me what to? 狐臭鞋子？H还是base。Without the trains you read the friends Carry. 招人有什么？number. yeah. OK yes, he is White. He so a nice. 快乐。快乐。快。Family family gather family. 对，片子有病。春天，春光季风。Bus stop together bus stop. Tuesday、wednesday、friday. 对，youtube. 这里是长叶树斌。Good next one. Last last day, day, last day, this is a pocket game. Pocket, pocket, pocket, pock, pock pocket. Do you have a pocket? 我告北坡湖区妓院。KOK, gather and this time wants first. Let's we past twenty one together is the man. 好鼻子。And what no point read and write answers, read and write, answer good. Number one, OK number one, number one, 对不对？Yes, he did good say thank you. Facebook this facebook eight four three four three four, yes. 一。Three, three, three. What's really great book? 短的。唱音艺术成功的。And was. Please, yes, he would. What to think, man, what you think? 我喜欢白天那那。And is also. pretty. 男人不开i like yes。So we can see last. 是不看，但是你why when who have love me？Yes, set up is together. Let's be one two. We right about we should write to White and. What happened? What happened? This skill. Please, how is my father or. 发生。于洪涛。His vote what's language? What language优先？我感觉。今儿WT是多少？前面and。OK关注点提起。一我就。来了板子的。Very good, he在意。What is the first? So the up is very slowly. Sorry, I english tomorrow. First I give you three means, try to free. Are you here? okay. What does that out here? London very . fair and. SHE saw a man near a park. Away, mr. Cat want to london SHE, 但是not one london very health and SHE very last SHE smell presently。He did not understand english. He spoke german. He was a tourist. Then he put his head into his party and took out a facebook, the book, and found a freeze. He read the freed slow, i'm sorry. He said, I do not speak english, so if is that went to london. SHE doesn't not want london very health and SHE very last SHE the book and found a freeze. He read the free slow. I'm sorry, he said, I do not speak english. I smell presently. He did not understand english. He spoke german. He was a tourist. Then he put his hand into his poverty and took out a fresh book. Suddenly, he saw a man near a bus stop. Can I ask him the way he said to herself? Excuse me, SHE said, can you tell me the way to constrain please the man smell? Finally, SHE did not speak english. This book german. Well, excuse. OK you see看到了这that is now one first prince。When we talk about what happened. Is you going? It's not good. yes. 你知道卖猴子的卡是什么吗？老师他们在讨论什么是算价，小意思说你做，and让我来think how to do the work。OK第一种变化规则是在。Here tending to this one smile, 以一结尾的。And the detention to this one. Try y结尾的去外翻。And this one stop超出去怎么变的？撇加ED拼音节要双写，尾字母加ED。这些都叫做规则变化。V red. 不规则变化不规则变化除了除以外还有许多其他的词，let's believe, open open, open. So c so right right转接给这个非常来look。First one who can? 对，说到点。Very easily and music. 水果最有环境喜欢我。从而达。给又绿的步骤烟。Okay, for girls, you see a boost p now this time has working here. Last year, for example, 2e where did you go last year？How did you go there? How are there back? Who did you go there with? How are. My friend, good job set up this now. But girls in. 哪里的有多了？Else now this time. 答对。Hello, boys and girl, I had a good time in lending levy stick. Hello, boys and girls, I had a good time in london. Let me show. Okay, SHE had a good pipe. Now my skirts every day. Why did he say he had a good time? Are you here now? Because your teacher? And how about how to write? What time is go? Right here. Okay, go. You can rise of about. Also write other thing you think SHE. 看不见。Woman, the way. Can you tell me the way to a woman who told her the way? Then teachers lunch and he went. SHE had a good time. SHE learn english. SHE after . a way, can you tell me the way to. Told her away. SHE made a new friend. This a film, this a film. SHE had a good time. Okay, good job. 地愿意。因为的精粉，是的exclusive。Good job. What's the name of her new friend? What's name of a new friend? You please? They say, go down. Say that me. Thank you. Anywhere else they are. 快come here。OK the Grace book was helpful. 刘先生，这本词典非常的有帮助。SHE did the so many thing with the face. Okay, thank you. Go back this. Girls, you did the歌手。毛，let's think about. 微信有申通卡车看。And which he is works with the hard, okay, this class UD的构造。This is homework, 继续作业，听课文，录音课文，并根据思维导图辅助课文内容。Number two, 抄写单词专at last完成你刚才的信息。好提升作业。买孙悟空二的围棋设计，将纸质的或电子的旅行。扩展作业已经从全局了，你可以录制3到5分钟的视频，用所学的词汇和句型来介绍一下自己旅行的见闻。cheers. Thank you very much. Thanks over. Bye, miss Green. play played Warm up--Past Tense Flash Challenge.- open opened go went give gave lose lost speak spoke say said Presentation--Look and guess.- Where was she last week? What happened? ticket 周 Presentation--Watch and check.- Where was she? She was in London. Where happened? She was lost. Presentation--Listen and number.- 1 2 3 4 5 6 pleasantly 愉快地 suddenly 突然地 bus stop 公共汽车车站 pocket 衣袋 Presentation--Read and answer.- Presentation--Read and answer.- 1.Did the man help Mrs. Mills in the end? 2.Did the man speak English? 3.How did the man help her? 4.Was the man a tourist? 5.What do you think of the man? Yes,he did. No,he didn’t. He gave her a phrasebook. Yes,he was. He is kind. speak-spoke（说） phrase 短语 Who Where When What Mrs Mills London Last week lost her way saw a man near a bus stop said”Can you tell me the way to the King Street?” Mrs Mills The man smiled pleasantly did not understand English spoke was put his hand took out opened found read Presentation--Try to retell.- 一般过去时 what happened? 时态 动词 过去式 open opened dance danced stop stopped try tried speak spoke take took lose lost Presentation--How to talk about what happened?- Practise--Make sentences with the words.- 1.(yesterday / she / to the park / walked) 2.(a cake / my mom / baked / last weekend) 3.(in the library / they / studied / English) 4.(a movie / we / watched / together) 5.(his homework / did / he / after school) 6.(to the zoo / went / by bus / the children) 7.(a letter / wrote / I / to my grandpa) She walked to the park yesterday. My mom baked a cake last weekend. They studied English in the library. We watched a movie together. He did his homework after school. The children went to the zoo by bus. It was a sunny day yesterday. Work in pairs and talk about what you did last week. A：Where did you go last week? B: I went to ...... A: How did you go there? B: I went there by...... A: Who did you go there with? B: I went with...... A: What did you do there? B: I ....... Practise--Pair work.- Practise--Let’s write about:What happened next?.- Practise--Let’s write about:What happened next? 基础作业 1.听课文录音，模仿语音语调，朗读课文并根据思维导图复述课文； 2.抄写单词，短语和句子两遍。 3.完成续写。 提升作业 运用本课学所学词汇句型以My Travel Postcard为题 设计一张纸质或电子旅行明信片并与朋友或家人分享。 拓展作业 Digital Travel Vlog"（数字旅行视频）录制3-5分钟视频（可找他人协助），用所学词汇句型并加肢体语言介绍旅行见闻。 Email:452785420@qq.com Lavf58.20.100 68073.93 ezsoftmagic.com Lavf58.20.100 EV录屏5.2.7软件录制 Lavf58.33.100 本视频由湖南一唯信息科技开发的EV录屏软件录制, www.ieway.cn $ 教学设计 基本信息 授课教师 王秀娟 所在单位 大连金石滩实验学校 授课年级 七年级 参赛组别 初中 教程名称 新概念智慧版 单元名称 第一册 Lesson 73 课文标题 Lesson 73 The Way to the King Street 授课时长 40分钟 数字化资源使用 （音视频、双师课堂、外研AI教师助手、豆包、即梦等） 教学分析 教学内容分析 What：本节课的教学内容围绕《新概念英语》第一册第73课“The way to King Street”的叙事性对话展开，核心是一般过去时的综合运用。学生将学习一个关于在伦敦迷路并最终通过短语手册获得帮助的完整故事，重点掌握一系列不规则动词的过去式（如went, lost, spoke, understood）和副词（suddenly, busily, pleasantly），并理解如何用英语问路、描述过去事件序列及动作方式。 Why：其教学依据源于《义务教育英语课程标准（2022年版）》所倡导的英语学习活动观，旨在通过理解、应用、迁移创新等一系列活动，使学生不仅能巩固一般过去时这一叙事核心语法，更能发展其逻辑思维、合作能力及乐于助人的文化意识，实现语言能力与人文素养的综合提升。 How:在教学策略上，我采用“基于语篇—深入语篇—超越语篇”的模式，综合运用情境教学、任务型教学及交际教学法，并重点融入AI技术赋能：利用AI图像生成工具创设生动伦敦街景以激发兴趣；借助AI文本工具批量生成个性化动词过去式练习游戏，高效攻克不规则动词记忆难点；并通过AI生成故事结局图片作为视觉支架，激发学生想象，助力其完成续编故事的任务，实现语言的创造性输出，从而打造一堂高效、互动、创新的智慧课堂。 学情分析 本节课面向七年级学生，他们已初步了解一般过去时，具备基本英语能力，形象思维活跃，喜爱故事和互动活动。主要困难在于大量不规则动词过去式（如lose-lost, speak-spoke）的记忆运用，以及如何连贯叙述过去事件。教学需通过情境创设、任务引导和AI技术辅助，帮助学生在活动中突破难点，实现从理解到应用的跨越。 教学目标 1. 语言能力： - 能听懂、理解并熟练运用本课核心动词的过去式（如：went, lost, asked, said, smiled, put, took, gave）和副词（suddenly, busily, pleasantly）。 - 能熟练理解并用一般过去时复述、表演课文故事。 2. 学习能力： 能利用AI工具辅助进行动词过去式的巩固练习和故事创编。 3. 思维品质： 能通过图片排序和故事创编，理清事件发展顺序，培养逻辑思维能力。 4. 文化意识： 学会在迷路时如何礼貌地问路和有效地提供帮助，体会人际互助的友好氛围。 教学重点与难点 重点： 理解课文故事，并熟练识别、运用动词过去式进行叙述。 难点： 准确掌握并运用不规则动词的过去式（如 lose-lost, speak-spoke, understand-understood）。 教学过程 Stages Teaching activities & Interaction patterns Purpose Timing Step 1: Warm up Activity: AI "Verb Flash" Game (AI Verb Flash) T uses the Foreign Language Teaching and Research Press (FLTRP) AI assistant to generate 15 high-frequency verb base forms (including key verbs from this lesson: go, lose, speak, understand, take, give, etc.). Review the past tense forms of learned verbs through a chant. The verb base form (e.g., go) quickly appears on the screen, and Ss race to answer with its past tense form (e.g., went). AI快速生成个性化词库，通过chant与抢答高效激活学生已有图式，直击本课语法核心。 5mins Step 2: Presentation 1:Scenario Introduction - Guessing the Situation from Pictures: T displays a picture of the main character from the text and an AI-generated image of London, created using the prompt: "A confused lady looking at a map on a busy London street, watercolor style." T guides Ss: "Look at this picture and guess: This is Mrs. Mills. Where was she? What happened to her last week?" Then, watch the video to check the answers and gain a preliminary understanding of the text content. 2:T shows the pictures from the text on the PowerPoint presentation, and Ss listen to the recording to sequence the pictures,and then explain the new vocabulary using real objects (a phrasebook), actions (putting a hand into a pocket), and facial expressions (smiling pleasantly) to visually demonstrate the words: suddenly, pocket, pleasantly, phrasebook. 3:T asks questions based on the text and has the Ss read and answer them. 4. The teacher guides the students to identify key words from the text and leads them in retelling the story based on these words. 5.T asks based on the retelling: "How do we talk about what happened?" to guide Ss to notice the verb forms.Watch the video and learn the simple past tense.T extracts key verb pairs (base form - past tense) from the text, writes them on the board, and leads reading:go - went / lose - lost / speak - spoke / understand - understood / take - took / give - gave Then guides Ss to conclude: "When we talk about something that happened in the past, we use the past tense of verbs."While reviewing the simple past tense, guide students to identify the key elements of describing experiences: who, where, when, and what. 本环节的教学目的是通过情境观察和预测激发学生兴趣，激活已有知识，并借助视频验证猜测，从而帮助学生在语境中初步感知和理解课文内容。 本环节的教学目的是训练学生的听力理解和信息排序能力。通过听录音与图片匹配的活动，帮助学生在语境中理解课文内容并梳理事件顺序并在新情境中学习词汇。 本环节通过文本提问与阅读回答的形式，训练学生的信息定位、文本理解和语言组织能力，同时促进对课文内容的深入理解和思考。 通过提取关键词和复述课文，培养学生的信息筛选、逻辑组织与口语表达能力，同时强化对课文内容和结构的整体把握。 在复习一般过去时的过程中，帮助学生掌握描述过去经历的核心要素：人物、地点、时间和事件。 15mins Step 3: Practise 1. T uses the FLTRP Teacher AI Assistant to generate sentence scramble exercises in the simple past tense, and Ss complete them within a time limit. 2. Work in pairs and talk about what you did last week,and check each other's work to see if the tenses and verbs are used correctly. 通过限时连词成句练习，强化学生对一般过去时结构的熟练运用，提升语法意识和句子组织速度。 通过同伴活动，互问互评和时态检查，提升学生一般过去时的口头表达准确性及语法纠错能力。 10mins Step 4: Production First, T plays an AI-generated video of Mrs. Mills, introducing how she had a wonderful time in the UK to spark Ss' interest. Then, T displays a new image created by the FLTRP AI Teacher Assistant's drawing tool and asks: "What happened next? Did she find King Street? Who did she meet?" Ss work in groups to discuss and collaboratively create an ending to the story based on the picture. And conduct both teacher evaluation and peer evaluation. AI赋能价值: AI生成高质量、高相关度的视觉支架，极大地激发学生的想象力和表达欲望。任务驱动学生创造性地综合运用本课所学语言知识，是实现“迁移创新”的关键环节。通过多维度评价促进学生自我反思与协作改进，提升一般过去时运用的准确性和表达信心。 10mins 备注：教学过程请用英文填写。建议使用如下缩写： Ss: Students T: Teacher IW: Individual Work GW: Group Work CW: Class Work 教学评价：本节课是一节AI与英语教学深度融合、目标明确、活动丰富的优质课例。教师紧密围绕“一般过去时”的核心语法点，依托《新概念英语》第73课的叙事性语篇，创设了连贯且富有意义的情境主线——Mrs. Mills在伦敦的经历。教学设计的突出亮点在于对AI技术的高效、创新运用。从开局的AI动词快闪游戏高效激活旧知，到AI生成的伦敦街景图片和视频成功激发学生兴趣、带入情境，再到利用AI工具批量生成个性化的语法练习和故事续编的视觉支架，技术手段的运用始终精准服务于教学目标的达成，有效突破了不规则动词过去式记忆和过去时叙事表达的难点，体现了“智慧课堂”的高效与互动性。 板书设计：  教学反思：本节课成功地将AI技术与语言教学深度融合，创设了生动连贯的语境，有效激发了学生的学习兴趣。通过AI快闪游戏、生成情境图片和视频等多模态资源，高效突破了不规则动词过去式的记忆难点，为学生的语言输出提供了充分支撑。 在教学活动中，学生参与度高，从理解、实践到迁移创新，层层递进，较好地达成了本课教学目标。尤其是小组合作续编故事环节，学生能积极运用所学语言进行创造性表达，体现了核心素养的落实。然而，在生生互评环节，部分学生的评价还停留在表面，未来需设计更清晰的评价量表，引导学生关注语言运用的准确性和逻辑性，提升评价深度。此外，可进一步探索AI的即时反馈功能，为每位学生提供更具个性化的学习支持。 2 学科网（北京）股份有限公司 $