Unit 4 Creatures large and small主要内容及教案内容

Friend or Enemy?

——牛津上海版高一第二学期第四单元阅读第一课时

执教教师：上海市七宝中学

沈威

执教时间：2019年4月24日

教材分析：

本单元与第三单元合并于“自然世界”主题模块中，属于课程标准中“人与自然”的主题语境。与第三单元围绕“植物”不同的是，本单元围绕“动物”进行情景铺设，通过引导学生在认识蜘蛛这一常见动物（主要课文）与各种冬眠动物（拓展阅读）的过程中，培养学生提取信息的能力、掌握常见的词汇与语法表达形式。

本单元的阅读课文采用剧本的形式，即说话人名字统一列于文本左侧，并配有舞台指令，形式如下：

Betty: (jumping in fright, and then shouting) Kill it!

Winston: (calmly) Certainly not. 这是高中入学以来，教材中第二次以剧本的形式出现课文。第一次是高一第一学期的第五单元关于“食物”主题的（Very Vegetarian），但当时的剧本并没有“舞台指令”，仅采用人名靠左这一形式，这是因为该课文不需要过多的肢体表达，也符合当时高一学生的英语语言综合能力。本单元选文第二次出现了剧本，配有舞台指令，变得更加贴近真实，可见符合学生语言综合能力循序渐进这一学情。

学情分析：

本次授课是跨校借班上课。虽然对该班学生的具体能力水平不够了解，但是根据教材编排的进度，授课者预判该班学生通过将近八个月的高中学习，已经具备基本的语法知识，能够用简单且连贯的语言比较准确地描述事物、表达意见。但是，由于大多数高中生对于剧本这一文本特征仍比较陌生，且以往也较少从篇幅较长的对话中训练提取、整合信息的能力，另外本文认知型词汇较多，故授课者将在分析文本特征的同时，兼顾词汇基本释义的处理以及对文本零散信息要点的整合加以引导。

教学重难点：

1.

如何引导学生把对话中零散的信息要点整合、概括成便于系统理解的信息模块；

2.

如何引导学生借助“舞台指令”比较充分地理解剧中人物的心情及人物关系；

3.

如何引导学生利用角色扮演的活动环节欣赏戏剧表演语调与肢体动作的表现力。

教学目标：

By the end of the class, students will be able to 1. broaden their knowledge of spiders’ usefulness and values by selecting and integrating key information; 2. get familiarized with the basic elements of a play, especially the stage directions, by practising role play; 3. be reminded to judge a certain person or object from different angles by reflecting Betty’s change of attitude.

教学资源：

单元课文的配套音频、幻灯片投影仪、基本教具等。

教学过程：

Stages Pre-reading Learning activities Purposes 1. Students (Ss) are required to choose one from the four To arouse Ss’ interest in the topic for creatures given as a pet and present their reason(s). this class and elicit their long-held 2. Ss are further asked why a spider might not be their impression of spiders. choice and what impression they have of it. 3. Ss are familiarized with some basic facts about spiders To further warm up the class and by doing a T/F exercise orally with the help of the teacher introduce several new words in this (T). text in a natural way. While-reading 1. Ss are required to read parts of the text and answer the To guide Ss to acquire the general questions for the reading strategy of skimming. idea of the text. 2. T introduces the basic elements of a play and draw Ss’

To familiarize Ss with the basic attention to its difference from a narration.

elements of a play, especially the stage directions. 3. Ss listen to the audio recording of the play and To further lead Ss to appreciate the appreciate the stage directions and change in speakers’

features of a play. intonations. After listening, Ss are encouraged to try several lines by reading it aloud. 4. Ss are guided to discover Betty’s change of attitude by To remind Ss of Betty’s changed spotting relevant information from the scripts. attitude and arouse their critical thinking about the cause. 5. T draws Ss’

attention to the way Winston persuades To broaden Ss’

knowledge of Betty, and further guides the Ss to find specific examples spiders’

usefulness and values by he has used. helping classify relevant information into two main sections (namely, What & How) and introducing new words in this process. 6. T draws Ss’ attention specially to some stage directions To inspire Ss’ deep understanding of and encourages their further inferences about Betty and stage directions and intonations. Winston’s relationship. Post-reading 1. Ss are asked to form groups of 4 and prepare a To help Ss review the knowledge of mini-role play with the help of the work sheet. Some spiders and the stage directions they groups are invited to perform in the front of the have learnt in this class. classroom. 2. T raises food for thought: If you were Betty in the play, To remind Ss to have a what might you have got besides the truths about spiders. comprehensive view of the object they may judge in their daily life. Assignments 1. Practise your mini-role play and get ready to perform To help Ss consolidate what they with scripts in your mind next time. have learnt in this class. 2. Finish Exercises D & E on PP.50~51.