Unit 4 Creatures large and small教案设计

Lesson Plan Time: May 17th

Content: Oxford English Book 2, Unit 4 Reading — Friend or enemy?

Teacher: Wan Pengcheng, Shanghai Gezhi High School

Teaching Objectives: Language Objectives: 1.

To help students get the meanings of new words and expressions, such as “elastic”, “artificial organs”, “bulletproof vests”, etc. 2.

To enable students to understand the passage by searching for the speakers’ opinions about spiders and to read between the lines to sense the speakers’ attitude towards spiders Skill Objectives: 1.

To develop students’ strategy of reading a play

2.

To encourage students to express their opinions about spiders Emotional Objective: To develop students’ awareness of understanding nature

Teaching Focus: To develop students’ strategy of reading a play, to help them find out the speakers’ opinions and supporting details, and to enable them to read between the lines to sense the speakers’ emotions.

Teaching Aids:

multi-media, blackboard, worksheet

Teaching Procedure:

Teaching Steps 1. Pre-reading Teacher Activities Show students some pictures of insects (bee, fly, grasshopper), show them a video clip of a spider and ask them to find out differences between insects and spiders Student Activities Purposes Look at the pictures, watch the To introduce the topic video clip and find out differences of spiders between insects and spiders

2. While-reading Fast-reading for information: Read the title and the italicized Ask students to read the title and words to find out the setting of the the italicized words to find out the play as soon as possible setting of the play as soon as possible Predicting:

Predict what the play is about Ask students to predict what the play is about

To cultivate students’

ability to read a play and scan for information To arouse students’

interest to read for information

1 / 2

Skimming for information: Skim the dialogue and check their To ensure students get a Ask students to skim the dialogue predictions clear understanding of between the two speakers and the topic of the dialogue check whether their predictions are right or not Reading for details:

1) Ask students to read the dialogue between the two speakers again and to find out Winston’s opinions about spiders and his supporting details

2) Guide students to read Betty’s remarks and the stage directions in brackets to sense the change of Betty’s attitude towards spiders 3. Post-reading Encourage students to act as one of the characters in the play and to summarize the speakers’ opinions and supporting details by using the sentence patterns given in the worksheet 1) Read the dialogue between the two speakers to find out Winston’s opinions about spiders and his supporting details and complete the table in the worksheet

2) Read Betty’s remarks and the stage directions in brackets to sense the change of Betty’s attitude towards spiders To help students find out the two speakers’

opinions about spiders and read between the lines to sense their attitude and emotions

Act as one of the characters in the To help the students play and to summarize the reinforce classroom speakers’ opinions and supporting input details by using the sentence patterns given in the worksheet

Assignment: Build up a profile of the spider by drawing a picture of the spider and writing down the facts about the spider as many as possible. e.g.

Picture

Facts about the spider

__________________________

__________________________

__________________________

__________________________

2 / 2