Unit 4 Creatures large and smallppt课件配套教案内容

上海市第六十中学教学设计详案Unit 4: Creatures large and 课题

small Reading—Friend or enemy? 课型

新授课 习题课 实验课 其它 学情分析：

课时数

执教者

薛西琴

1 高一（3）班学生词汇量普遍较少，过半的学生学习有积极性，其他同学学习有困难，所以积极性不高，目前听力与阅读理解能力一般，用英语口头书面表达的能力更弱。因此需要通过听说读写看学情

分析

等各种活动，培养学生各方面的能力，达到以读促写的教学目的。

牛津英语第二册Unit4 Reading 属于戏剧体裁，是关于蜘蛛的一篇对话，通过舞台说明（stage directions）来衬托文本内容，体现舞台剧的魅力。学习要了解蜘蛛的基本信息，蜘蛛在人类生活中的用途以及人类应该如何与它和谐相处的方式。要引导学生关注戏剧体裁，通过听录音让学生体会到舞台剧的情感效果，从而提高学生阅读理解能力。

1.Get the students to acquire

the information about spiders in the reading passage and enlarge the students’ vocabulary related to the topic.

2.Develop the students’ strategy of reading a play and practising their reading skills. 3. Arouse the students’ awareness of understanding nature and protecting spiders.

1. 使用图片以及提问等方式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）。

2. 通过各种教学活动，

帮助学生理解课文，激发学生热爱大自然。

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。

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:

nasty, dangerous (horrible, disgusting, frightening…),useful, friendly

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

教学

目标

教学

重点

教学

难点

教学

过程

[on the screen:] 1. Spiders are insects. 2. Spiders are dangerous to humans. 3. Some spiders live through winter in the corner of people’s houses.

4. Spiders do harm to farming because they feed on the crops. 5. The silk of spiders, just like that of silkworms, is easy to break. Step Two:

While-reading Stage: 1. Have the students skim the introduction on the screen and then predict what they will read in the excerpt from the play.

[Students are given 30 seconds to skim this part]

[Students learn to use the text feature to help understand reading materials] Q1: What type of the text are we going to read about? Is it a story, a magazine article or a scientific report?

What is it? Q2: What elements are usually included in a play?

How many characters are there in this excerpt of the play?

Who are they?

What’s their relationship?

What are they talking about?

Where does the conversation take place? Who/character: What/topic:

Where/scene: Dialogues/lines Stage directions

2. A----Let the students read the first 10 lines quickly, remind them to notice the feature of a play and then ask questions to check their understanding of the this part Q3: 1) What did Betty see in the kitchen?

2) How did she feel when she saw the spider?

How do you know it?

3) What was Winston’s reaction to the spider?

So did they have the same view about (hold the same attitude towards) spiders? B----Listen to the tape, pay attention to how to read a play according to the stage directions. 4) Now who can tell me their different views about spiders? What’s Betty’s view?

What’s Winston’s view?

5) Who knows more about spiders?

Where did he get the knowledge about spiders? 6) Did Winston use to hold the same view as Betty ?

How do you know it? 7) What will Winston tell Betty in the following dialogues? Prepare the students for the reading of the rest part by asking them to predict the following content Q: Before Winston began his talking, can you predict how useful spiders are?

In which way /fields are these creatures useful to us?

Or what parts of spiders are useful to humans?

3. Ask the students read quickly the rest part of the play, help the students’ understand spiders are useful creatures in 3 fields and do Task II on the worksheet. Q: In what fields are spiders considered to be useful creatures?

People of different jobs all find spiders useful.

Can you find who find spiders useful?

Have the students read the rest part for 2 more minutes and then complete the table on the worksheet Q: Can you find detailed information to illustrate how useful they are?

I will give you some time to find how useful they are, just put down the uses of spiders in the right column.

After reading, you can share the information you have collected with your deskmates. 4. Check for students’ understanding of the text step by step

Field A: useful in farming (farmers): Q1:What did Chinese farmers realize years ago?

Spiders are Friends of humans and enemies of insects Q2: What do friends do to each other ?

They help each other/ are friendly to each other---They live in harmony

Who can tell us how spiders and Chinese farmers help each other? (What did farmers build and put all over their fields?

Shelters—a structure built to give protection from rain, wind, cold weather, etc.

What did these shelters look like?

Tents

Do you know what these “tents” are made of? Have you ever seen such tents in the fields in the countryside?

straws

Can you draw the tents for spiders? ) Q3:Do you think these shelters very helpful for spiders to live through the cold winter?

What would happen if there were no such shelters?

Survive winter in the shelters made by the farmers, would be frozen to death---can not survive) Q5: With the careful protection of the farmers, how do the spiders come out

in spring?

Emerge healthy and hungry. What does emerge here means?

Come out/ appear from a hidden place Field B: Scientists: useful in science (scientists): 1) Show pictures of spider web and elicit the properties of the spider silk: strong, light, elastic 2) Let the students scan this part of Winston’s further introduction, and then try to tell how useful the spider silk is. 3) Help the students build up the vocabulary:

bulletproof(waterproof, soundproof, bombproof…),

artificial----man-made in imitation, not natural, not real (organs, flowers, pearl, silk,)

organ----part of the body (heart, stomach, lung…)

Field C: useful in medicine (doctors):

Q1: Hearing so many uses of the spiders, has Betty changed her view about spiders?

Why does she still think spiders should be killed?

bites,

dangerous Q2: Are the bites of spiders really dangerous to people?

Rarely Q3: What is the use of the poison?

treat brain disorders 4. Let the student listen to the recording , check their understanding of the last part and elicit a conclusion of the text:

spiders are useful creatures, we should understand nature and not destroy them. 1) Why did Betty laugh?

What does she mean by saying “That’s good news for you, then.”?

Does she really think her husband suffers brain disorder?

She is joking.

２) Do you think Betty understand Winston at last and agree with his view about spiders?

How do you know it?

But seriously, I get your point. ３) Will Betty kill the spider in the kitchen?

How do you know it?

Try to understand things in nature and not destroy them. Step Three: Post-reading

1. Re-examine the True or False Questions to make sure that the students have understood spiders after reading the text 2. Ask students to write a report paragraph by paragraph.

Assignment : 课后

作业

1. 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.)

（Acquire information from the Internet, around 120 words).

Unit 4---- Creature large and small Reading---- Friend or enemy?

Word bank: nasty, insect, shelter, tent, straw, empty stomach, emerge, property, survive, spacecraft, artificial(pearl, flower, silk,

organs) bulletproof(waterproof, soundproof, bombproof)vest, treat brain disorder, pest control, bite, get one’s point 板书

设计

Fields:

useful aspects:

details:

Field A:___________

____________

__________ Field B:___________

____________

__________ Field C:___________

____________

__________

课程与教学处

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