资源简介

U2 Natural disasters
Project and Assessment 教案
教材分析：
本课时主要围绕结合自然灾害主题设计救援方法档案的课堂活动，通过小组合作和小组竞争的学习方式，让学生在做中学，在学中做。教学中将综合训练学生的独立思考能力、团队协作能力、自我评价能力。成果展示后学生需锻炼反思提高能力。在实际的操作中，促进学生加深对于自然灾害的理解，深化自然灾害时的自我保护意识。
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，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握救援方式档案的组成部分和核心内容，能够阅读与写作完成关于灾害救援的文本，在实际的操练中进一步复习本单元的语言知识。
思维品质上，发展审美能力和归纳事物特点的能力，发散性思考救援方式类型，创造性思考其他救援方式的可能性。
文化品格上，通过制作关于自然灾害救援方式档案，加深学生对于自然灾害的了解，提高自我保护的意识。
学习能力上，提高用英语进行思维的能力，培养自主学习和协作学习的习惯，锻炼学生的实践能力。
教学重点：
学生阅读并分析样例，探讨在自然灾害时的救援方法，制作救援方法档案。
教学难点：
以课堂教学为依托，加强和提高运用英语的综合能力。
了解主要的结构与内容，班级合作完成救援方法档案。
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 Review: T shows six pictures for leading Ss to review all kinds of natural disasters they’ve learnt. If possible, T could use some key words to recall their memories. 通过图片激活学生已知。 5’ CW
Step 2 Thinking: T shows the proverb Ss discussed on the first lesson and guides Ss to think more deeply. Then T asks a question: How to rescue people during natural disasters 引导学生结合本单元已学知识对名言再次深度反思，引出下一阶段任务。 5’ CW/IW
Step 3 Project: Firstly, T analyses the subtitle of the task and explains what information folder is. Then, T plays a short video for getting into the situation and telling the class what rescue methods people used. If Ss don’t know vocabularies how to say, T encourages them to rephrase. Next, T teaches vocabularies and divided them into different groups. Have students discuss which method they would like to research. 视频导入情景，通过内容，引导学生描述救援方式，老师进行教学总结。拓展学生词汇量，鼓励学生提高语言表达能力。选择一种救援方法制作信息文件夹，表达自己的观点与见解。 8’ CW/GW
Step 4 Project: T leads in an example: rescue dog, and asks Ss to think about its history, advantages, disadvantages and real rescue stories. Then, T could show some key info and use a picture of rescue dog to explain its advantages or disadvantages say nose, size, feet and so on. Next, T should tell how to search reliable info. Have students sort materials they are ready to use. Use the ideas in Part B on Page 27 and other possible aspects. 教授搜索信息的学习方法，提高学生学习能力。根据图片，扩散思维。 8’ GW/CW
Step 5 Project: Guide students to organize what they have searched and make their parts of the information folder. Take the example in Part C on Page 27 for help. Add photos and illustrations if necessary. While analysing the sample, T needs to highlight the features for each part. e.g. Then, T guides Ss to discuss what linguistic features of the sample. Suggested answer: concise language, data listing, comparisons and contrasts. While analysing each feature, T shows sample sentences to support ideas, also it is better to explain advantages. e.g. Next, T gives 10 to 15 minutes to finish the task and asks Ss to choose a representative to present their works. 梳理、整合、归纳素材，通过分析范文，学生体会语篇的结构和特点，加深对语篇的理解，并运用到写作中。 25’ GW/IW/CW
Step 6 Assessment: Ss need to give a reflection to their studying for the unit, and make a detailed plan for following study. 培养学生正确认识自己、在课堂中进行自省的能力，并学会发现他人的优点，从而进行学习和自我提高。 6’ IW
Step 7 Further study: T could introduce some information The Grapes of Wrath and The Day After Tomorrow 老师介绍相关背景知识，提供学习材料，引导学生课后深入学习。 3’ CW
Step 8 Homework: Can you think about any other rescue methods to help people protect themselves during natural disasters. 巩固新知 2’ 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，学生能否把握救援方法的特点。
通过本课时学习，学生能否提升公众演讲与表达能力。
通过本课时学习，学生能否对自己整个单元的学习进行合理地梳理、总结和自省。

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