《8 AUnit6 Natural disasters“ Main task”》教学案 课程分析:(本课的作用和学习本课的意义 《牛津初中英语》按照任务型教学的原则设计语言实践活动。每个单元共分 个板块,其中“ Main task”板块是中心环节,这是一个单元的最终成果,前面 的各项活动作为有机整体的一部分,都与实现这一目标有关。 本单元讨论的话题是气候条件和自然灾害,以及人们是如何战胜它们的 “ Main task”的题目是“ Writing about a natural disaster”,要求学生能写 出一篇有关自然灾害的文章。学生通过之前的7个板块的学习,已经具有了本环 节写作的相关知识。 问题设计问题:1、 Where were you during the snowstorm 2, What did you do during the snowstorm? 3, What did you see during the snowstorm 4, What happened to you during the snowstorm? 5. Where were you after the snowstorm? 6, What did you do after the snowstorm? 7, What did you see after the snowstorm? 8, How did you feel after the snowstorm? 教学构想及目标 知识目标 To understand the words and expressions describing natural disasters. To understand the way of writing an article about the natural disaster 能力目标: To be able to describe natural disasters To be able to write about natural disasters 情感目标: To get the students to know how to help those people who are suffering from natural disasters To encourage the students to help and learn from each other while working in groups 教学重点:1、 Sandys article about the snowstorm in Beijing 2 Describing and writing about natural disasters. 教学难点: Describing and writing about natural disasters 教学方法 Task-based approach 所需设备:多媒体投影 教师活动 学生活动 设计意图
《8AUnit6 Natural Disasters“Main Task”》 教学案 课程分析：（本课的作用和学习本课的意义） 《牛津初中英语》按照任务型教学的原则设计语言实践活动。每个单元共分 9 个板块，其中“Main Task”板块是中心环节，这是一个单元的最终成果,前面 的各项活动作为有机整体的一部分,都与实现这一目标有关。 本单元讨论的话题是气候条件和自然灾害，以及人们是如何战胜它们的， “Main Task”的题目是“Writing about a natural disaster”,要求学生能写 出一篇有关自然灾害的文章。学生通过之前的 7 个板块的学习，已经具有了本环 节写作的相关知识。 问题设计 问题: 1、 Where were you during the snowstorm? 2、 What did you do during the snowstorm? 3、 What did you see during the snowstorm? 4、 What happened to you during the snowstorm? 5、 Where were you after the snowstorm? 6、 What did you do after the snowstorm? 7、 What did you see after the snowstorm? 8、 How did you feel after the snowstorm? 教学构想及目标: 知识目标： To understand the words and expressions describing natural disasters. To understand the way of writing an article about the natural disaster. 能力目标： To be able to describe natural disasters. To be able to write about natural disasters. 情感目标： To get the students to know how to help those people who are suffering from natural disasters. To encourage the students to help and learn from each other while working in groups. 教学重点： 1、 Sandy’s article about the snowstorm in Beijing. 2、Describing and writing about natural disasters. 教学难点： Describing and writing about natural disasters. 教学方法： Task-based approach 所需设备： 多媒体投影 教师活动 学生活动 设计意图
Stepl leading lk 2 Let the students watch the film The Day after Tomorrow The students watch the通过观看声像俱全的影 资料,引起学生的兴趣, for about one minute an nd filn 发他们的求知欲。 the film 1. Play the guessing game What natural disasters Get the students to guess while listening to The students play the|通过给关键词,启发学生进 行联想,既有效地复习了之 following guessing game. 前的词汇,也为下面写作的 description 环节作好了准备 a. 1979. China b. 1998, the Chang jiang Zhe jiang, Matsa d. dry, air polluted, dust and sand e. strong wind thunder lightning, he f. cold. traffic stopped, everything te Step 3 Presentation 1. Present the new word Describe the pictures. 按暴风雪发生的时间顺序, “ remove” and Sandy’s notes by getting the 给出四幅图片,让学生描述 这些图片来学习 Sandy的 students to describe the 笔记,也锻炼他们口头表达 的技能,同时在上下文的真 实语境中处理生词
Step1 Leading in 1、Free talk. 2、Let the students watch the film The Day after Tomorrow for about one minute and then ask: What’s the film about? Step2 Preparing 1. Play the guessing game: What natural disasters are they? Get the students to guess while listening to the following description: a. 1979,China, Tangshan b. 1998,the Changjiang River,water everywhere c. Last summer, Zhejiang, Matsa d. dry, air polluted, dust and sand e. strong wind, thunder and lightning, heavy rain f. cold,traffic stopped, everything white Step 3 Presentation 1. Present the new word “remove” and Sandy’s notes by getting the students to describe the pictures. The students watch the film. The students play the guessing game. Describe the pictures. 通过观看声像俱全的影象 资料，引起学生的兴趣，激 发他们的求知欲。 通过给关键词，启发学生进 行联想，既有效地复习了之 前的词汇，也为下面写作的 环节作好了准备。 按暴风雪发生的时间顺序， 给出四幅图片，让学生描述 这些图片来学习 Sandy 的 笔记，也锻炼他们口头表达 的技能，同时在上下文的真 实语境中处理生词
Step Practice Listen and complet 让学生带着问题去听能提 1. Let the students listen 高听的效率。根据学生的年 dy’ s story an 龄特点,通过小组PK的方 complete her article. 式能增强他们的集体荣誉 Then check the answers 感和成就感。同时也活跃了 by having a game between 课堂气氛。 TeamI and Team 2 2. Get the students to retell Sandy's story Work in groups. 通过复述学生口头语言表 达能力得到了提高,同时又 about the snowstorm in 促进了听、读、写三种能力 Bei jing according to the 的发展,加深了对描写自然 pictures.( Work in 灾害的文章的结构和体例 的理解。小组合作的方式促 使学生互相学习、互相帮 助,体验集体荣誉感和成就 感,发展合作精神。 Step5 Prod 1.Get the students to Write an article. write an article about a 前面所有的教学环节都是 为本环节服务的 disaster according to the given otes 2. Get two or three students to present their articles before the class Step6 Summing up 1. Let the students discuss What can we do to help those people who are suffering from disasters? Work in groups)
Step4 Practice 1. Let the students listen to Sandy’s story and complete her article. Then check the answers by having a game between Team1 and Team 2. 2. Get the students to retell Sandy’s story about the snowstorm in Beijing according to the pictures. ( Work in groups) Step5 Production 1. Get the students to write an article about a natural disaster according to the given notes. 2. Get two or three students to present their articles before the class. Step6 Summing up 1. Let the students discuss: What can we do to help those people who are suffering from natural disasters? ( Work in groups) Listen and complete. Work in groups. Write an article. 让学生带着问题去听能提 高听的效率。根据学生的年 龄特点，通过小组 PK 的方 式能增强他们的集体荣誉 感和成就感。同时也活跃了 课堂气氛。 通过复述学生口头语言表 达能力得到了提高，同时又 促进了听、读、写三种能力 的发展，加深了对描写自然 灾害的文章的结构和体例 的理解。小组合作的方式促 使学生互相学习、互相帮 助，体验集体荣誉感和成就 感，发展合作精神。 前面所有的教学环节都是 为本环节服务的