资源简介

Unit 2 Natural disasters
Integrated skills 第二课时教案
教材分析：
本课时承接Integrated skills第一课时内容，主要通过引导学生思考自然灾害时的避难正确方法，从而参考上一课时活动中的语篇材料，提炼句型和主题词汇进行写作。重点表达与句式主要涉及描述灾时情况、提出建议、举例说明等。学生通过本课时学习，能够了解读后续写的方法，辩证思考不同角色对待事件发生背景的反应并进行写作任务。
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，习得涉及自然灾害话题词汇、建议提出、举例说明的句式。能够从口语写作中，提出合理建议。
思维品质上，熟悉语篇主要结构，结构清晰、逻辑有序的独立完成写作任务；熟练掌握故事内容，延伸思考角色合理行为。
文化品格上，从世界角度出发，体会自然灾害的严重性和全球性。
学习能力上，懂得通过思维导图或逻辑图提炼主要内容，提高语篇意识；感知并习得读后续写的写作方法，锻炼写后自评与互评策略与技巧运用。
教学重点：
学生能运用整合所学内容独立进行写作。
教学难点：
学生能逻辑有序、结构清晰的组织写作内容，并独立完成写作任务。
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 leads Ss to review what they’ve learn from last lesson about the plot of the story. Alternatively, T can hand out some outlines to help Ss. Then T guides Ss to conclude some useful tips to survive from natural disasters and focus on what characters’ personalities are. 复习上节课内容，强调和总结上节课故事内容，引发学生进一步讨论。 5’ CW
Step 2 Discussion: T asks Ss to reread the last paragraph and highlight the last sentence: what could they do to lead in the writing task. T shows what characters said to guide Ss to think about what might happen in the next. Before Ss discussing, T needs to give some useful expression to be used when Ss would like to ask their partner to explain further. I’m sorry, could you say that again / What do you mean by that / Could you please explain/rephrase this word / Can you paraphrase your question 通过总结故事内容，引出语言输出任务。提供如何询问解释的句式，使学生交流互动更有方向性与针对性。由输入转为输出，口语训练既能拓宽学生的思路，又能夯实教学内容。 5’ CW/GW
Step 3 Discussion T gives Ss 8 mins to discuss three questions, Then T leads Ss to reconsider the contents and expand their thinking. The purpose is making the contents more creative and reasonable. Q1: Ss need to think about ways after making such decision. Alternatively, T plays a short video to show what might happen if they drive car for leaving house. Q2: T leads Ss to think reasonable activities and ending if they make “leaving home” or “staying home” decision. Q3: According to some pictures, T helps Ss expand thinking for possible new characters. 引导学生思考讨论，锻炼学生辩证思维，从客观和合理的角度讨论故事走向。 15’ CW
Step 4 Planning: T teaches how to continue a story. First, T plays a table to show the text type. Then T uses the story as an example to show how to make up the info. Next, how to make connection with the first half story. T can display three examples: time, activity, emotion. And then, T explains the main structure of a story for showing what we should do for climax, falling action and resolution. Lastly, T teaches how to continue a story in language. 1. Dialogue: analyse a sample sentence from the story to say why dialogue is important. Then, list some useful verbs to replay “say” for delivering characters’ emotion directly. 2. sentence tense: Follow the tension from the first half of the story. (simple past, past continues) 老师从结构和语言的角度，教授如何读后续写。提高学生语言能力和学习能力。 10’ CW
Step 5 Writing: If possible, T gives Ss 15 to 20 mins for finishing writing. 学生独立完成作文。 20’ IW
Step 6 Checking and polishing T leads Ss to think about their article and explain why they are so important for an article. Then, T divided Ss into several groups for peer evaluation by aspects they’ve just learnt. Lastly, T shows a sample wiring. While T analysing the sample answer, he/she should highlight the key sentences and expression for improving Ss’ language skills. 让学生评价自己的作文，引导其对自身习作进行批判性审视，对写作过程中发现的问题进行探究和调控，解决问题，学会学习。分析范文巩固新知。 10’ GW
Step 7 Homework: Polish your story. Search a new story about natural disaster and try to continue the story. 同主题同文体写作，巩固新知 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否整合所学内容对自然灾害进行交流讨论，并能逻辑有序、结构清晰地独立完成相关写作任务。
学生通过本课时学习，能否加深对自然灾害自救方法的理解。

展开更多......

收起↑