Unit 4 Creatures large and small优秀教案案例

Teaching Plan Subject: Friend or enemy (reading) Teacher:柴道华

1.

单元分析

本教材单元属于“人与自然”的主题语境，“自然生态”主题群，主题语境内容为“人与环境、人与动植物”。本单元通过“听说读写”帮助学生了解自然界中的生物常识，学习生物相关的习性，培养学生探究生物、热爱生物、热爱自然的意识。

本单元的主阅读篇目friend or enemy 主要由Winston和Betty两位主人公围绕spider而展开对话，通过舞台说明(stage directions)来呈现文本内容。More reading 部分为来自科学杂志的文章，内容是关于三种动物的冬眠。Listening and speaking部分是围绕对于生物细节的描写和养宠物利弊的罗列。Writing 部分围绕故事描写（内容为盗贼利用狗行窃）中关联词的应用展开。Grammar 部分是现在分词的语法知识，紧紧围绕more reading中的相关内容。以上各单元内容紧密相关，相互承启。

本课为本单元第一课时，要完成语篇的理解和与主题语境相关的目标词汇意义的理解；掌握戏剧体裁的文章的阅读策略，了解人物，人物对话以及舞台说明，体会文中人物心理、态度的变化；了解蜘蛛对人类的用途，培养理解生命、尊重生命的生态意识。

2.教材分析

本课是牛津教材高一英语第二学期第四单元，阅读文本属于戏剧体裁,是剧本Winston and the Spider的节选。

从文本内容来看，它主要Winston和Betty两个主人公（characters）,围绕spider而展开的对话（dialogues)，以及通过舞台说明(stage

directions)来呈现文本内容—-Winston通过列举蜘蛛的用途来说服Betty改变对蜘蛛的看法，来呈现理解、保护自然界生物的主题。

从文本结构来看，文章分三大部分，第一部分Line1-10是通过Winston和Betty各自对蜘蛛的不同看法来引出主题，即蜘蛛是有益的生物；第二部分Line11-37 Winston通过列举蜘蛛的具体三方面用途（to farmers, to scientists, to doctors）来说明蜘蛛是对人类有益的生物；第三部分Line38-40是关于对待生物的正确态度。文章结构清晰，详略得当，特别是三方面的用途，结构层次学生比较容易把握，内容比较具体详实，需作具体解析。

从文本特征来看，这篇课文属于戏剧体裁，通过人物（Betty and Winston）、场景(in the kitchen)、情节（talking about spiders）的设置来呈现文本内容，剧本形式的语篇没有明显的段落标记，需引导学生标记行数，以便于阅读和查询信息；教材中括号内斜体部分的舞台说明(stage directions)与人物的动作、心理、情感紧密相关，通过掌握舞台提示的阅读策略，帮助学生提高阅读戏剧体裁文章的效率。

3.学情分析 1）这是学生第一次的接触戏剧体裁的文章，所以学生对文章的结构不熟悉。

2）由于本文没有要求学生进行预习，在阅读过程中学生对某些科技和医学专业用语或某些新词会难以理解（如shelter, elastic, artificial organs, bulletproof vest, brain disorder, get one’s point），通过语境中的词义解析和引入图片，帮助学生扫除阅读障碍。

4. Teaching Objectives 1）Language objectives: A. To know the meanings of some new words and expressions (shelter, elastic,

artificial organs, bulletproof vest, brain disorder, get one’s point).

B. To understand the passage by searching for the facts about spiders and the change of Betty’s attitude to spiders.

2）Skill objectives: To develop the strategy of reading a play and practicing skimming and scanning skills. 3）Emotional objectives: To arouse the awareness of understanding creatures in an objective way. 5.

Teaching focus and difficulties Focus: 1）To enable students to understand the passage by searching for the facts about spiders and the change of Betty’s attitude to spiders.

2)

To develop the students' strategy of reading a play and practicing their skimming and scanning skills.

Difficulties: To enable the students to understand the theme of the text and arouse their awareness of understanding creatures in nature. 6.

Teaching procedures:

Teaching Steps I. Leading-in ( pre- reading ) Teacher’s Activities

Show pictures and ask questions:

1.

Do you know about these creatures? 2.

Do you like spiders, why?

Skimming: Ask Ss to read the title, and the first and last eight lines to find the answers.

1.

What's the ‘friend’ or ‘enemy’ Student’s Activities

Purposes

To introduce the Answer the questions and topic and arouse give reasons. the students’ interest and learning motivation. Skim and find out the To help students answers.

have a general

understanding of 1.

Spider. the features of a II. ( while- reading ）

Skimming

Scanning

III. Discussion& Conclusion

( post- reading ) IV. Assignment mentioned in the title?

2.

What does Betty think of spiders?

2.

Nasty and dangerous. 3.

What does Winston think of them?

3.

Useful. Scanning: organize Ss to read one Detailed reading: Read paragraph by another and finish lines 11-37 carefully. different tasks.

1.

Ask some detailed questions and 1.

Answer questions and explain some new words in the context try to understand some (shelter, elastic, artificial organs, new words in English. bulletproof vest, brain disorder, get

one’s point)

2.

Finish the worksheet (Why are 2.

Finish the worksheet spiders useful creatures) individually and have

group discussion. 3.

Ask some students to retell the 3.

Retell the reasons why information to check the content they spiders are useful have just learnt. (Why are spiders creatures. useful creatures? Give reasons. ) 4.

Learn about reading 4.

Think about the strategy of reading strategy of stage a play. Ask students to role play. directions and read the

text with emotion.

1.

Group discussion: How do you 1.

Group discussion and understand this sentence ‘We should try to present to the whole class. understand things in nature and not destroy

them.’ What should we do?

2.

Make a conclusion: We should try to 2.

Form the conclusion and understand things in nature and not read after the teacher. destroy them.

Assignments: To do the oral and written 1. Listen to the record of the text at homework. least three times. 2. Read aloud the dialogues (pay attention to the stage direction)

role-playing Betty and Winston with your partner. 3. Make a report on spiders within 80 words and share it with your classmates next class. play.

To help students read between the lines and have a better understanding of the content and the feature of a play. To provoke the students’ thoughts

and arouse their awareness of understanding creatures in nature.

To consolidate their comprehensive abilities ( listening, speaking, reading and written abilities ).