Unit 4 Creatures large and small教学评价实录

Friend or enemy? 第一课时教学说明

七宝中学

董辰韵

Teaching Objectives By the end of the period, the students are expected to : 

know the fact that spiders are useful in various ways and notice the changes of Betty’s attitude towards spiders through skimming, reading aloud, inferring, concluding and a taste of the details shown in the stage directions; 

understand the meanings of some new words like such as shelter, survive, emerge, elastic, property, artificial organs, bulletproof, nasty, etc. through context and guessing strategy, paraphrasing and pictures;



foster a positive attitude towards spider. Teaching procedures: Steps

Pre-reading Activities Lead in the topic with the connection between Unit 3 and Unit 4. Students talk about their opinions of spiders. Purposes of Activities To help students build up a holistic view of the neighboring units. To let the questions act in cooperation with the reappearing of the same questions at the end of the text. To get basic information of the conversation.

To learn to taste the emotion through listening and stage directions; To get Winston’s opinion of spiders; To help students differentiate them.

To keep on tasting the dialogue through role play; To study the relationship among farmers, spiders and insects; To find out the 1st reason why spiders are friends.

To keep on tasting the play;

To find out the 2nd

and 3rd

reasons why spiders are friends of humans. To learn to notice the details to help better understand the character;

Skim the title and introduction.

Divide the conversation into three parts:

1)

Line 1~10

Students listen to and read the dialogue

aloud with the help of stage directions;

Answer the related questions;

Tell the difference between spiders and While-reading insects.

2)

Line 11~24

Students read the dialogue aloud with the help of the stage directions; Fill in the blanks in the table;

Fill in the blanks in the conclusion of this part of the dialogue. 3)

Line 25~40 Students read the last part aloud with the help of the stage directions; Answer the related questions. Post-reading

1)

Find out the changes in Betty’s attitude towards spiders; 1

2)

Answer the questions at the very beginning of the lesson again.

Assignment To output the text and show the changes of students’

attitudes to spiders.

1)

Require the students to practice the dialogue after class based on the in-depth learning of the text 2)

Ask students to write down their respective answers to the questions in the

last section of the class: Are spiders friends of enemies? What will you do with it?

教材与学情分析

本文是剧本Winston and the Spider的选段，标题和图片直接呈现了主题，内容在Winston夫妇的对话中渐渐展开，括号中的舞台提示说明了人物的心理和情感，对于高一学生来说，是一篇词汇难度和篇幅适中的课文。

语言方面，文中出现的分词作状语和定语的现象不刻意提出，以读懂为宜，进入第二课时再深入解释；就用词而言，对文中出现的个别生词以鼓励学生利用上下文进行猜测、识图等策略来理解。

内容方面，将文章分成三部分，逐步解读文中的内容，重点在于帮助学生了解蜘蛛的不同用途，并引导学生学会阅读，通过对细节的关注，体会Betty在对蜘蛛的认识和态度上的变化。此外，通过课堂收尾呼应的一组相同的问题，引导学生进行文本的产出，突显学生在学习文本后，最终对蜘蛛的态度的变化。

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