资源简介

Unit 2 Natural Disasters
Grammar and usage 教案
教材分析：
本单元围绕“自然灾害”的主题语境展开，内容涉及在自然灾害中，人们应该采取哪些避难举动。本课时主要为避难情境下的语法内容——不定式，重点在于让学生在话题语境下感知并理解不定式的使用，重点语法在于掌握不定式作状语、定语的表达；重点表达方式涉及与自然灾害相关词汇。本文的价值取向在于学生通过学习，加深对于自然灾害的了解，体悟普通人能在灾难时能做的事情。
教学策略与设计说明：
采用PPP教学法(Presentation Practice Production)，结合本课时知识要点，总结相关语法规则，进行系统学习，最后基于语境反复操练。
采用情境教学法(Situational teaching method), 借助多媒体设备，创设自然灾害主题情境，引导学生进入情境，在情境中完成教学。
教学目标：
在本课学习结束时，学生能够：
语言能力上，通过回忆前文句型，学习和归纳不定式语法要点；掌握基于自然灾害提避难建议相关的语言表达。
思维品质上，在学习的过程中提升自身归纳总结能力，加强对自然灾害的认识。辩证且合理思考灾害的影响。
文化意识上，了解全球化灾害的背景信息，感知自然灾害对人类活动的影响。
学习能力上，学会自主总结归纳语法规则，初步口语表达避难建议的能力。
教学重点：
学习和归纳不定式语法要点；掌握提建议相关的语言表达。
教学难点：
学会自主总结归纳语法规则，引导学生练习输出语言要点。
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 guides Ss to review what they’ve learnt from last lesson and displays some pictures to deepen their impression. 通过复习词汇和图片，创设自然灾害情景，让学生迅速进入学习状态。 2’ CW
Step 2 Lead in: Have a free talk with students, preparing them for reading the passage. 1. What kind of natural disasters are connected with a strong storm Typhoon, hurricane, tornado … [T needs to describe the differences between the three] Then watch a news video, Ss needs to concentrate on the images and effects of disaster. 2. What should people do during a strong storm Through showing different picture, T needs to circle the important ways to do say staying inside, closing and lock all the windows and doors, listening to radio or watch TV to keep informed what’s going on. 由单元话题导入本课语法项目，活跃课堂气氛，在呈现目标语法知识之前提供引导性的语料。 4’ IW/CW
Step 3 Reading: T asks Ss to read the conversation, Ss need to summary the main info and their suggestion from it. 完整阅读理解对话，提炼对话重点内容，为后续分析语法点做准备。 5’ IW/CW
Step 4 Exploring: T guides Ss to summarize the structures of future in the past tense, and lead Ss to find the functions of it. T can consciously lead Ss to notice the comparison between simple future tense and future in the past tense. Then have students focus on to-infinitives and identify the different functions by filling the table in A. Then help them work out the rules. The teacher can guide students to go through the grammar notes on Pages 98–99 to help them understand the rules thoroughly. 让学生在真实的语境中观察、分析、充分感知动词不定式在不同的句子中的成分，为归纳语法规则做好铺垫。 教师通过更多例句来启发、引导、点化学生体会语言的规律性，发展分析性思维能力，最终习得目标语法结构。 10’ CW/IW
Step 5 Grammar T analyses the grammar details by several sample sentences from the unit context. 结合新知和已知，讲解语法规则。 8’ CW
Step 6 Applying Have students finish B1 and B2 on Page 21. The teacher can explain the functions and lead students to conclude that to-infinitives can function as almost all the parts of a sentence except predicate. B1: T teaches the steps to answer the kind of problem. [Step 1: find out the topic or key word from the first half of sentences. Step 2: find out the key words from the second half of sentences to match the first half sentences. Step 3: check logical relationship] B2: T guides Ss to find out the logical relationships in the passage, and Ss fill in answers individually. B3: it’s an open conversation, T make Ss complete the task by themselves. 创设语境，让学生在使用的过程中逐步建立起语法系统，体会语言的工具性。 有意义的操练活动能够吸引学生的注意力，同时关注到包括形式、意义和用法上的学习难点。 15’ IW, CW, GW
Step 7 Homework: Reread the passages in the unit, and find out the sentences with to-infinitive and note the functions. 通过已知巩固新知内容。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握不定式，把握材料大意；
通过本节内容学习，学生能否掌握归纳总结使用该语法方法。

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