Unit 4 Growing up Integrated skills 教案
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| 科目 | 英语 | ||
| 更新时间 | 2022-12-21 09:05:33 | ||
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Unit 4 Growing up
Integrated skills
I. Teaching aims and learning objectives
1. learn something about Anne Frank and The Diary of a Young Girl as well as the harm of war;
2. describe a person’s experiences according to the time clues;
3. talk about the war with their own ideas.
II. Teaching contents
1. New words and phrases: record, victory, spirit, German, thought, courage, symbol, Jew, survive, admire, break out, go into hiding, die of/from, in fear of one’s life, survive the war
2. New structures: Anne kept writing her diary until they were discovered by the Nazis in August 1944.
However, it’s a pity that they couldn’t enjoy a happy life just as we do.
III. Focus of the lesson and predicted area of difficulty
1. To get certain information from listening materials;
2. To talk about the war with their own ideas.
IV. Teaching procedures
A Anne Frank And World War II
Step 1 Lead-in
1. Free talk
T: What’s the film about .
It’s about World War II.
2. New words learning
T: World War II broke out in 1939 and ended in 1945. Many people became homeless. Lots of people died in the war and they could not survive the war. Do you know who led to the war
S: The Germany.
T: Yes. The German Nazis killed millions of the Jews. The Nazis caught the Jews and sent them to a Nazi camp.
T: We can find many pictures , books and short films about World War II. From these books, we can learn about
what happened during the difficult/horrible time. The picture can record it. The diary of a young girl record the
history.Anne Frank wrote the book and she was a Jew. How was the Jews’ life during the war Can you imagine
S: …
T: They were in fear of their lives every day.
They had to go into hiding.
Many of them died of illness or hunger (being hungry).
Only a few of them could survive (go on living) during the war.
T: Do you think if Anne could survive the war
S: …
T: She died just before the war ended. She wrote about the war in her diary. Her book The Diary of a Young Girl was a record of that time. It is also a symbol of the victory of the human spirit.
3. Read the words together.
【设计意图：以谈论Anne Frank为线，通过free talk的形式导出二战的话题，创设情境呈现相关生词及词组：Nazi、survive、record、symbol、victory、spirit、break out、in fear of、go into hiding、die of等，让学生对本课背景知识有了一定的认知，为后续学习减轻压力。】
Step 2 Presentation
1. Part A1
T: Now Millie is listening to a radio programme about Anne’s book and World War II.
Please read through Part A1. Try to predict the answers.
T: Listen to the first part of the programme and help Millie fill in the missing words. (P57)
T: Read Part A1 and answer the questions:
(1) When was the book first published
(2) How many languages has the book been translated into
(3) Why is the book very important (record, symbol, spirit)
【设计意图：听力技能的运用有两处体现：（1）听力前学生通读相关材料，弄清需要注意的问题，带着问题听录音，做到有的放矢；（2）对答案进行预测，听后设计的问题能帮助学生更清楚地理解文本，同时检测之前的生词呈现效果。】
2. Would you like to say something about The diary of a young girl
3. Part A2
T: Anne is so great. Let’s learn more about her.
(1) Read through Part A2 and predict the answers.
(2) Listen to the second part of the programme and help Millie complete the timeline about Anne Frank. (German, have sth. done)
(3) Try to make a report about Anne according to the timeline.
【设计意图：通过be born in Germany导出a German girl，让学生感知生词German的词性及用法；make a report 的设计主要是让学生熟悉如何按照时间顺序介绍人物，同时训练他们的语言表达能力。】
4. Part A3
(1) Millie wants to tell her classmates about Anne. Help her complete the article with the information on page 58.
(2) Anne kept writing her diary until they were discovered by the Nazis in August 1944. She lived a really hard life.
Think and discuss: What might Anne’s dreams for the future be
(3) You are imaginative! Let’s watch a short video about Anne. (点击图片链接) Read Anne’s book to learn more about the war.
5. Discussion: What do you think of Anne
【设计意图：Think and discuss的设计主要是让学生换位思考，使他们对战争时代有更深刻的了解，以激发他们珍惜当下生活的情感。】
B Speak up: I hope war never happens again.
Step 1 Presentation
1. Listen and choose
T: Do you know other stories about children in the war Millie and Simon are talking about that. Listen and choose the right answer.
T: What book is Millie talking about
2. Practise reading with the tape
【设计意图：speak up涉及了两本学生不太熟悉的书籍，难度稍大，听力任务的设计选用表格选择题的形式，可降低学生的心理畏惧感，又能使他们集中注意力，带着问题去找信息，提高听力学习能力。】
Step 2 Production
1. Talk about the war
T: It’s a pity that they couldn’t enjoy a happy life just as we do. During the Anti-Japanese War in China, there were also many stories about children.
(Show some pictures) Who are these children Do you know their stories Say something about them. Use Millie and Simon’s conversation as a model.
Sample:
S1: Have you read any other stories about children in the war
S2: Yes. I’ve just finished … a story about …
S1: The book/film is about a young boy and how …
S2: I admire these children for their courage. However, it’s a pity that they …
S1: Yes. Although we live in peace, some children in other parts of the world still live in fear of their lives. I hope war never happens again.
2. Design a poster to warn people to cherish Peace and be against the wars
3. Summary
T: Boys and girls, we’ve learned something about the war. War is cruel. I feel sad for those children who died in the war and hope war never happens again. Let’s cherish peace and our happy lives now.
【设计意图：因学生对战争的主题比较陌生，所阅读的关于战争的书籍也偏少，所以本部分的任务相对简单。可让学生在课前收集关于战争中的儿童的资料，做好预习，这样课上的任务生成才会更精彩。】
教学反思：
本节课很好的运用了多媒体课件的辅助教学。展示更多的图文词汇，以及句型结构，其作用主要是铺垫，为接下来的学生口头操练提供了一些词汇素材，积累并拓宽他们的知识量。以旧引新，由易到难，符合认知规律，学生易接受。用听-说-听得环节反复训练，让学生得以充分训练听说能力, 海报设计不仅锻炼了写的能力，还充分发挥了学生的创造力和想象力。 战争与和平的思考让学生从单纯的英语语言学习上升到了人文思维的高度。
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Integrated skills
I. Teaching aims and learning objectives
1. learn something about Anne Frank and The Diary of a Young Girl as well as the harm of war;
2. describe a person’s experiences according to the time clues;
3. talk about the war with their own ideas.
II. Teaching contents
1. New words and phrases: record, victory, spirit, German, thought, courage, symbol, Jew, survive, admire, break out, go into hiding, die of/from, in fear of one’s life, survive the war
2. New structures: Anne kept writing her diary until they were discovered by the Nazis in August 1944.
However, it’s a pity that they couldn’t enjoy a happy life just as we do.
III. Focus of the lesson and predicted area of difficulty
1. To get certain information from listening materials;
2. To talk about the war with their own ideas.
IV. Teaching procedures
A Anne Frank And World War II
Step 1 Lead-in
1. Free talk
T: What’s the film about .
It’s about World War II.
2. New words learning
T: World War II broke out in 1939 and ended in 1945. Many people became homeless. Lots of people died in the war and they could not survive the war. Do you know who led to the war
S: The Germany.
T: Yes. The German Nazis killed millions of the Jews. The Nazis caught the Jews and sent them to a Nazi camp.
T: We can find many pictures , books and short films about World War II. From these books, we can learn about
what happened during the difficult/horrible time. The picture can record it. The diary of a young girl record the
history.Anne Frank wrote the book and she was a Jew. How was the Jews’ life during the war Can you imagine
S: …
T: They were in fear of their lives every day.
They had to go into hiding.
Many of them died of illness or hunger (being hungry).
Only a few of them could survive (go on living) during the war.
T: Do you think if Anne could survive the war
S: …
T: She died just before the war ended. She wrote about the war in her diary. Her book The Diary of a Young Girl was a record of that time. It is also a symbol of the victory of the human spirit.
3. Read the words together.
【设计意图：以谈论Anne Frank为线，通过free talk的形式导出二战的话题，创设情境呈现相关生词及词组：Nazi、survive、record、symbol、victory、spirit、break out、in fear of、go into hiding、die of等，让学生对本课背景知识有了一定的认知，为后续学习减轻压力。】
Step 2 Presentation
1. Part A1
T: Now Millie is listening to a radio programme about Anne’s book and World War II.
Please read through Part A1. Try to predict the answers.
T: Listen to the first part of the programme and help Millie fill in the missing words. (P57)
T: Read Part A1 and answer the questions:
(1) When was the book first published
(2) How many languages has the book been translated into
(3) Why is the book very important (record, symbol, spirit)
【设计意图：听力技能的运用有两处体现：（1）听力前学生通读相关材料，弄清需要注意的问题，带着问题听录音，做到有的放矢；（2）对答案进行预测，听后设计的问题能帮助学生更清楚地理解文本，同时检测之前的生词呈现效果。】
2. Would you like to say something about The diary of a young girl
3. Part A2
T: Anne is so great. Let’s learn more about her.
(1) Read through Part A2 and predict the answers.
(2) Listen to the second part of the programme and help Millie complete the timeline about Anne Frank. (German, have sth. done)
(3) Try to make a report about Anne according to the timeline.
【设计意图：通过be born in Germany导出a German girl，让学生感知生词German的词性及用法；make a report 的设计主要是让学生熟悉如何按照时间顺序介绍人物，同时训练他们的语言表达能力。】
4. Part A3
(1) Millie wants to tell her classmates about Anne. Help her complete the article with the information on page 58.
(2) Anne kept writing her diary until they were discovered by the Nazis in August 1944. She lived a really hard life.
Think and discuss: What might Anne’s dreams for the future be
(3) You are imaginative! Let’s watch a short video about Anne. (点击图片链接) Read Anne’s book to learn more about the war.
5. Discussion: What do you think of Anne
【设计意图：Think and discuss的设计主要是让学生换位思考，使他们对战争时代有更深刻的了解，以激发他们珍惜当下生活的情感。】
B Speak up: I hope war never happens again.
Step 1 Presentation
1. Listen and choose
T: Do you know other stories about children in the war Millie and Simon are talking about that. Listen and choose the right answer.
T: What book is Millie talking about
2. Practise reading with the tape
【设计意图：speak up涉及了两本学生不太熟悉的书籍，难度稍大，听力任务的设计选用表格选择题的形式，可降低学生的心理畏惧感，又能使他们集中注意力，带着问题去找信息，提高听力学习能力。】
Step 2 Production
1. Talk about the war
T: It’s a pity that they couldn’t enjoy a happy life just as we do. During the Anti-Japanese War in China, there were also many stories about children.
(Show some pictures) Who are these children Do you know their stories Say something about them. Use Millie and Simon’s conversation as a model.
Sample:
S1: Have you read any other stories about children in the war
S2: Yes. I’ve just finished … a story about …
S1: The book/film is about a young boy and how …
S2: I admire these children for their courage. However, it’s a pity that they …
S1: Yes. Although we live in peace, some children in other parts of the world still live in fear of their lives. I hope war never happens again.
2. Design a poster to warn people to cherish Peace and be against the wars
3. Summary
T: Boys and girls, we’ve learned something about the war. War is cruel. I feel sad for those children who died in the war and hope war never happens again. Let’s cherish peace and our happy lives now.
【设计意图：因学生对战争的主题比较陌生，所阅读的关于战争的书籍也偏少，所以本部分的任务相对简单。可让学生在课前收集关于战争中的儿童的资料，做好预习，这样课上的任务生成才会更精彩。】
教学反思：
本节课很好的运用了多媒体课件的辅助教学。展示更多的图文词汇，以及句型结构，其作用主要是铺垫，为接下来的学生口头操练提供了一些词汇素材，积累并拓宽他们的知识量。以旧引新，由易到难，符合认知规律，学生易接受。用听-说-听得环节反复训练，让学生得以充分训练听说能力, 海报设计不仅锻炼了写的能力，还充分发挥了学生的创造力和想象力。 战争与和平的思考让学生从单纯的英语语言学习上升到了人文思维的高度。
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