资源简介

Unit 2 Natural disasters
Integrated skills 第一课时 教案
教材分析：
本课时主要操练学生的综合语言能力。该部分教材内容介绍了洪水灾害相关的形成原因、灾前灾后的实际情况，设计阅读练习，操练学生的阅读理解能力。教学中注重语言的运用，采用任务型教学法，自主学习与合作学习相结合的学习法，扩大课堂的语言输入量及学生的语言输出量。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，创设情境，引导学生完成相关任务，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，学会关于灾害描述的一系列表达方式，根据语篇判断信息真实性，提炼故事发展及主要矛盾。
思维品质上，通过了解洪水灾害的情况，辩证思考灾时正确避难的重要性以及对于突发事件的对策。
文化意识上，学生思考在全球环境背景下，我们能够做些什么。
学习能力上，学生通过听力语篇，习得捕捉关键词汇的方法，以及通过阅读文本，巩固梳理故事线及人物心理变化的方法。
教学重点：
对阅读能力的训练，在阅读文篇中查找、定位的能力。
教学难点：
学生学会梳理文章的逻辑结构，建立思维导图帮助加深对文章的理解。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step-1 Lead-in: T leads in “flooding” topic by asking a question: what’s your impression of floods. Alternatively, T can display some pictures about flooding and expand Ss’ thinking. Then, T asks what damage floods may cause to guide Ss to link the kind of natural disaster with their daily life. Similarly, T shows some pictures to give tips. [agriculture, transportation, water pollution etc.] Finally, T plays a news video about American flooding to set the situation for making Ss understand the kind natural disaster deeply. 通过洪水相关的图片和主题词汇，激发学生的兴趣；调动学生的已知知识。锻炼学生辩证思考的能力。通过播放视频，将自然灾害视觉化，加强情景感。 5’ IW/CW
Step 2 Listening: Firstly, T needs to analyse the type of question. Then showing some tips and steps. Tips: find key words for locating answer predict possible importance follow the key words and listen the information carefully surrounding them determine the sentence TRUE, FALSE or NOT MENTIONED Returning to the questions in the textbook, T guides Ss to highlight key words and possible importance separately. Then plays the recording and check the answer. 通过教授听力题型的特点，提高学生捕捉和判断信息的学习能力。 10' CW/IW
Step 3 Listening: T teaches how to catch the most important information from a recording and note them down. [step 1: what is keyword Step 2: how to identify; step 3: read notes and predict what type of word we need] Then, T plays a sentence from the recording and asks Ss to highlight keyword by using the new way they’ve learnt. Next, T leads Ss to read the notes and make prediction. T plays the recording again and checks the answer. Alternatively, T analyses the recording sentence by sentence. 教师教授捕捉重点词汇的方法，通过听力音频进行印证。提高学生听力能力。同时巩固和获取自然灾害主题词汇，加深对洪水情况的了解。 10’ CW/IW
Step 4 Discussion: T asks two questions to imply the possible problems we may face to during natural disaster. When facing to natural disasters, will everything be OK Do you know any sudden or objective factors may affect our activities 结合实际情况，激发学生想象力，为后续任务做铺垫。 5’ CW
Step 5 Reading: Firstly, T gives 3 mins to Ss for reading the whole passage and answer questions by catching key story plot from it. Where did the story take place Who were in the story What happened Then, T helps Ss review setting, characters and plot features. And guide Ss to fill in the table. Then, T leads Ss to reorganize the detailed info, and analyse characters’ feeling when they faced to natural disaster. Finally, Ss need to think clearly about the main conflict between family members: behaviour and feeling. 通过阅读文本内容，捕捉重点信息，感受角色的心境变化，体会角色行为的原因。该环节提高学生对于文本的感知，复习了故事要素。 15’ IW/CW
Step 6 Thinking: For concluding the above info, T leads Ss to predict changes of following contents. The story doesn’t end there, what might change in the following storyline 运用新知，引发学生对故事发展的好奇，为下一学习任务做铺垫。 3’ GW
Step 7 Homework: Search a story about natural disasters, and make some notes (setting, characters and plot) 巩固新知，自主探索，为输出任务做准备。 1’ IW/CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否掌握捕捉关键词的学习方法；
通过本课时学习，学生能否掌握借助已学知识理解故事的发展和背景。

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