《Unit 2 Natural disasters Integrated skills (I)示范教学设计【译林版英语高中必修第三册（新课标）】》由会员分享，可在线阅读，更多相关《Unit 2 Natural disasters Integrated skills (I)示范教学设计【译林版英语高中必修第三册（新课标）】（3页珍藏版）》请在金锄头文库上搜索。
1、Unit 2 Natural disastersIntegrated skills (I)教学设计I. Learning objectivesBy the end of the lesson, students will be able to:1. listen for the keywords in a talk; 2. know some flood safety tips;3. understand a story about a family caught in a flood.II. Key competence focus1. Get the correct information
2、 while listening.2. Listen for keywords.3. Figure out the key elements of a story.III. Predicted area of difficulty1. Find the key information of a talk.2. Understand the story and predict the ending.IV. Teaching proceduresStep 1 Free talk T asks Ss to talk about the following questions about a floo
3、d: Can you describe a flood you have encountered or have heard of? What were the consequences of the flood? Can you give us some flood safety tips? 【设计意图：通过询问学生有关洪水的经历，引出听力材料的话题。】Step 2 Listening1. T asks Ss to listen to the talk for the first time. (1) T asks Ss to find out the gist of the talk. T
4、asks Ss to find out the gist of the talk and choose the right answer. (2) T asks Ss to decide whether the statements are true or false. T: Numbers show accurate information. Read the following sentences carefully and circle the numbers. About 250,000 people in the world are affected by floods every
5、year. S: False. T: Its important to distinguish between “thousand” and “million”. While listening, we should pay special attention to the rules of saying numbers in English. Floods are not always caused by heavy rainfall. S: True. T: Sometimes, negative words are stressed in a talk. People should pr
6、epare food and drinking water to last at least seven days. S: False. T: Listen to the number carefully. As for “seven” and “three”, the pronunciations of “s” and “th” sound similar, which may confuse you. Fifteen centimetres of moving water can wash most cars away. S: False. T: There are two ways to
7、 correct the sentence. What are they?S: 60 centimetres of moving water can wash most cars away, or 15 centimetres of moving water can knock an adult down. 【设计意图：指导学生先仔细阅读题干，圈出关键信息，然后通过听录音辨析正误。尤其要让学生关注录音中数字的读法，区分易混淆的音，避免信息张冠李戴。】(3) T asks Ss to paraphrase the phrases. T asks Ss to to replace the phra
8、ses in part A with the words in the talk. in the world: worldwide every year: annually not always: usually food and drinking water: disaster supplies【设计意图：培养学生在听力过程中“同义替换”的能力。】2. T asks Ss to listen to the talk for the second time. (1) T gives Ss some tips on listening for keywords.T: It is importan
9、t to listen for keywords carefully. Keywords are the most important words in a sentence or paragraph. They are often stressed and repeated. There is usually a pause before a keyword. (2) T explains how to use keywords by two examples.T: The questions in listening often contain two types of words: th
10、ose likely to be used by the speaker and those likely to be paraphrased. Identifying the “anchor” words (names, numbers, dates, technical vocabulary, etc.) can not only help you grasp the main idea but also enable you to locate the answer quickly.(3) T asks Ss to listen to the talk again and complet
11、e the notes in part A2. 【设计意图：指导学生如何听关键词，从而快速定位答案。】Step 3 Reading a story1. T asks Ss the basic elements of a story.T: How can we read a story? What are the basic elements of a story?2. T requires Ss to work in pairs and describe the picture in English.A house, with the door and windows shut tightly
12、, was surrounded by a flood. The trees beside it were bent by the strong wind. The wind roared and the rain beat on the roof and windows. There was a car caught in the moving floodwater, like a boat.3. T asks Ss to read for the detailed information. When: On a rainy day Where: In the house Who: Mary
13、 and her parents What: They were trapped at home, not sure what to do. Why: It has been raining non-stop for three days. How: The city Mary and her parents lived in was flooded.4. T asks Ss to work in groups to analyse the storyline and find out the setting, characters and plot of the story. 【设计意图：老
14、师指导学生如何读故事，帮助学生理清故事的要素。鼓励学生用英语概述故事的主要情节，为下一课时的读后续写做准备。】5. T asks Ss to analyse the emotions of the characters. T: When reading a story, besides the setting, characters and plot, what else shall we focus on? Do you think it necessary to analyse the feelings of the characters?T: What are the emotions
15、of Mary, Mum and Dad?6. T asks Ss to read for the theme of the story. Ss can have a discussion and share their understanding of the theme. Then T asks some of them to share their ideas with the rest of the class. When faced with a danger or a disaster, we are supposed to remain calm and try to come up with ways to protect ourselves. It is necessary to know about some survival skills in case of danger. Optimism, encouragement and love can relieve our fear and nervousness. 【设计意图：通过分析人物的情感变化，过渡到讨论并分享故事的主题。】7. T asks Ss to have a discussion and predict the ending of the story. Would they
