中小学教育资源及组卷应用平台
Book 3 Unit 6 Disaster and hope 第3课时教学设计
内 容 Using language——Grammar(Ellipsis)
课程标准分析 根据课程标准在必修阶段对语法知识内容要求,学生应意识到语言使用中的语法知识是形式-意义-使用的统一体,学习语法的最终目的是在语境中有效地运用语法知识来理解和表达意义;能运用所学语法知识理解口头和书面语篇的基本意义,描述真实和想象世界中的人和物、情境和事件,简单表达自己的观点。Usinglanguage—Grammar(Ellipsis)板块教学在理解认知阶段,该部分学生主要通过发现和总结省略的使用规律,让学生了解在新闻报道中如何使用省略使文字简练,培养学生在真实语境中正确恰当使用省略的能力。
教学内容分析 语法部分的语篇介绍了如何根据动物的行为来预测天气,以及中国国际救援队在尼泊尔地震后开展的救援工作,旨在引导学生感知发现、总结规律、在真实语境中了解和掌握省略句的特征和用法,并且了解中国在国际援助中所做的贡献。另一方面,在主题意义发展线索上承接Understanding ideas继续深入探讨人与自然的关系,了解预测天气和灾后重建工作。
学生学情分析 学生已经学习understanding ideas语篇,具备一定语言知识,欠缺对省略语法功能的认知;(知识储备) 动物预测天气话题和中国救援队的故事均能吸引学生阅读;(学习兴趣及心理) 学生具备发现和总结语法规律能力,欠缺语用能力。(学科能力水平)
学习目标叙写 (1)能够通过观察所给例句,发现并归纳省略句的语法特征和用法; (2)在真实语境中恰当使用省略句。
评价任务设计 1)学生总结省略的形式和意义; 2) 学生在特定的情境中正确使用省略。 3)通过讨论,在真实的情境中使用省略。 EvaluationContentCover the measuresafter natural disaters and attitudes towards them;Languageuse the newly learned expressions;Use ellipsis appropriately;Performancespeak confidently and fluently; use proper body language.
学习活动设计 教师活动学生活动环节一:Review and explore教师活动1 1. T asks Ss to observe the sentences in the upper column in Activity 1 and recall the former story they have learned. 2. T directs Ss to compare these sentences with those in the lower column and answer the questions: What has been left out in sentences (a) and (b) Why does the author leave them out 3. T guides Ss to generalize the features as well as functions of ellipsis and then look for more sentences with ellipsis in the reading passage.学生活动1 1. Ss look at the sentences in the first column and recall the story. 2. Ss observe and generalize the features and functions of ellipsis from the sentences that they are exposed to. 3. Ss look through the passage and find more sentences with ellipsis.活动意图说明:通过复习激活已知,引出本节课语法知识省略。环节二:Read and find out 教师活动2 1. T asks Ss to read the paragraph in Activity 2 and find out what words have been removed before or after the underlined words. T may offer assistance when necessary. 2. T asks Ss to talk about the other ways to forecast weather.学生活动2 1. Ss read the paragraph carefully and find out what words have been removed. 2. Ss work in groups and brainstorm the other ways that can be used to forecast weather. 活动意图说明: 引导学生通过对比观察语篇中的句子,总结省略的意义和用法。环节三:Read and rewrite 教师活动3 1. T introduces the background information of the picture in Activity 3. 2. T asks Ss to read the news report and remove words from it to make it more concise.学生活动3 1. Ss listen to T to get some background information of China’s rescue efforts in Nepal. 2. Ss read through the news report and omit certain words to make it more concise.活动意图说明: 理解语篇的主旨大意,在给定的情境中恰当地使用省略,为下一活动做铺垫。 环节四:Read and summarize教师活动4 T asks Ss to read the passage again and summarize the main idea of it.学生活动4 Ss to read the passage again and summarize the main idea of it. 学的活动3活动意图说明: 培养学生总结归纳语篇主旨大意的能力, 引导学生了解灾后重建工作,深入探讨本单元主题意义。环节五:Think and share教师活动5 T asks Ss to discuss what people should do after natural disaters. Use ellipsis where appropriate.学生活动5 Ss discuss what people should do after natural disaters.Use ellipsis where appropriate.学的活动3活动意图说明: 培养学生语言能力,深化学生对本单元主题意义的理解,让学生在真实语境中语用目标语法——省略.
板书设计 BOOK4 Unit6 Disater and hope Period3 Grammar—Ellipsis
作业与拓展学习设计 第3课时课后作业
教学反思与改进