Unit 4 Creatures large and small优秀获奖教案

上海市第六十中学教学设计详案课题

课型

学情

分析

S1B: Unit 4:

Creatures large and small Reading—Friend or enemy?

执教者

课时数

余建民

1课时

新授课 授课对象为六十中学高一（4）班学生32人，女生17人，

男生15人。本班英语在年级中较落后，女生总体英语水平比男生高一些。

大约有7-8位同学英语基础较好，但词汇量普遍较少，4-5同学学习有困难，英语阅读和口头书面表达的能力较弱。因此需要通过听说读写看等各种活动，提高学生各方面的能力，达到以读促写的教学目的。

Knowledge objective----To help the students internalize the information about spiders in the reading passage and enlarge the students’ vocabulary related to the topic

Ability objective----To develop the students’

strategy of reading a play and practising their skimming and scanning skills Emotional objective----To arouse the students’

awareness of understanding nature and protecting spiders 1.

教师需要帮助学生掌握阅读戏剧体裁类文章的阅读策略---借助舞台说明了解主人公的情感与观点。

2.

教师要善于使用图片来扫清学生阅读中的障碍词汇（shelter，

elastic，

artificial organs，

bulletproof vest，

brain disorder，

get one’s point）。

3.

教师要充分利用教材录音，或模仿朗读来体现戏剧体裁的特点，

帮助学生理解课文。

掌握阅读戏剧体裁类文章的阅读策略---借助舞台说明了解主人公的情感与观点并理解课文 教学

目标

教学

重点

教学

难点

教学

过程

Step One Pre-reading Stage 1.

Show pictures of different kinds of spiders to arouse the students’ interest and lead in the topic, meanwhile elicit the words describing spiders. 2.

Ask some general questions about spiders. 3.

Provide True or False Questions to test the students on their knowledge of spiders, thus preparing them for reading the text:

利用图片和问题，创设情境，引出主题。激活学生背景知识并引出学生问题。以培养学生观察与提取信息的能力。

Step Two:

While-reading Stage 1. Have the students skim the introduction under the title and predict what they will read in the excerpt from the play.

2. Ask the students to read the first 10 lines.

Have the students answer the teacher’s questions to check their understanding of the this part

3. Ask the students to read the rest part of the play to help the students’ understand spiders are useful creatures in many fields. 1)

Have the students read the rest part and then complete the table on the worksheet. 2) Have the students share the information they have collected and check for their understanding of the text.(orally) 4. Elicit a short conclusion about the uses of spiders and our attitudes towards spiders 培养学生Skimming 的阅读策略，通过完成worksheet 帮助学生进一步理解Spider 的三种用途，通过group work学会合作学习。

Step Three: Post-reading Stage: 1.

Re-examine the True or False Questions to make sure that the students have understood spiders after reading the text 2.

Read and think E2 on page 51 3.

Adapt the play for a report on spiders by using the information learnt in the text. The report may begin with “Spiders are not insects or pests, they are useful creatures”

通过再次回答问题，深刻理解关于spider的信息；通过书面表达锻炼学生的归纳提炼概括信息的能力。提升学生认识大自然的能力及意义，激发他们学习自然知识的兴趣。

Step Four: Assignment: Read aloud the dialogues in the text (pay attention to the stage directions-- playing the part of Betty or Winston 2. Write a report about another creature you would like to introduce.(120words) 通过朗读，使学生注意语音语调所体现的情感，提高学生对戏剧文本的阅读理解。通过写报告，训练学生组织语言，运用正确语言进行书面表达的能力。

通过拓宽学习资源，利用互联网查找提炼处理信息，使学生学会自主学习。

课后

作业

Spiders : nasty

dirty

terrible

horrible

dangerous

Useful beneficial 板书

设计

Useful in the fields 1.

Farming

2.

Science 3.

Medicine

课程与教学处

制