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| Unit 10“Frightening”Senior2课例点评
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作者： bx
发表时间： 2005-11-5 文章出处： 《从化教研网》
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教学案例：
教师：贾烛容
年级：高二
课题名称： Unit 10 Frightening
Nature Warming up & Speaking
教材版本：人教版新教材
授课时间： 2004.10.27
一、学生分析
1.本年龄段的学生好奇心强，记忆力强，能对事物进行有意识、有目的的理解和记忆，创造性想象力丰富，但同时缺乏自信心，胆怯、意志不坚强是阻碍他们在英语课中实现自主学习的障碍。
2.学生对自然灾害有所了解而且比较感兴趣，而且高一时已学过地震及洪水的灾害情况，掌握有关自然灾害的交际用语。
3.学习本课前，学生已具备一定的认知策略和谈论自然灾害的交际策略。
二、教材分析
1.本课为unit 10的第一课时，即Warming up & Speaking.
2.Unit 9的中心话题是“拯救地球”，具体涉及地球所面临的问题，为将要学的自然灾害作了铺垫。
3.Warming up的任务是通过口语交流，达到内容和语言方面的热身。为此在教学设计中，为引导学生轻松自然的参与活动，删掉了教材设计中的Questions 1,4 and 5,增加了视频资料、图片、新闻报道供学生讨论学习。
4.预测本节教学内容与设计会成为今后上Warming up & Speaking的模式。
三、教学目标
1. Target Language 目标语言
A、重点词汇和短语：mud-rock flow, sea seismic wave, snowslide, locust, hail
B、交际用语(Expressing emotion, anxiety and fear)
恐惧 (fear)
How terrible!
I'm afraid of...
You scared me.
I dare not go out at night.
He gets into a total panic when...
She's scared to death.
It made my hair stand on end.
It's a frightening thing.
What's really scary is...
What terrifies me is...
忧虑 (anxieties/worries)
Anything wrong?
What should we do?
Are you afraid of...?
It makes me feel uneasy when...
I think it's very unpleasant...
It makes me feel very worried.
I get very upset.
2.Abilty goals 能力目标
Enable the students to describe the natural disasters using the words and expressions in the unit and talk about their anxieties and fears.
3.Learning ability goals 学能目标
Help the students learn how to describe a natural disaster freely and fluently.
Let students learn to use the structures of expressing anxieties and fears.
四、教学策略
1.为激活学生关于自然灾害的思维，训练学生使用一些词汇和句型来表达情感、忧虑和恐惧。本课采用asking-and-answering activity, Individual work, pair or group work, and discussion 来启发学生思考和表达出来。
2.打算采用的媒体：A computer and a projector. 预计能增加学生的感性认识，提高学生对所学知识的兴趣。
3.课前需要准备的材料有：
图片：泥石流、海啸、雪崩、蝗虫、冰雹、火山。
网上资源：有关自然灾害的新闻报道。
两个视频：科普录像 earthquake和影片“龙卷风”的片段。
五、教学过程
Step I Warming up
1. Lead-in
Play part of the video “Earthquake” with the question:
What natural disaster is shown in the video?
(Purpose: Arouse the students' interest in natural disasters.)
2. Discussion (Group work)
How many kinds of natural disasters can you think of?
(Purpose: Encourage the students to talk about what they have known about natural disasters and further improve their interest in oral practice.)
3. Pictures Presentation
Talk about the pictures with the teacher's help to learn more kinds of natural disasters:
mud-rock flow/landslide, hail, sea seismic wave, locusts(biology bomb, snow slide
(Purpose: Enlarge students' vocabulary about natural disasters.)
4. Discussion ( Pair work)
Are these natural disasters dangerous?
How do they threaten/ do harm to people in the world?
(Purpose: Improve students' ability in analyzing problems.)
5. A news with the questions. (Teacher--students work)
What can you learn from the news?
Can we stop them?
What can be done to help reduce the threats?
(Purpose: Help students improve their ability in analyzing and solving problems.)
Step II Speaking
1. Writing (Individual work)
Ask Ss to take out a piece of paper and write down expressions for fears and anxieties in relation to frightening situations and things from nature in two minutes.
(Purpose: Help the students to improve their self-learning strategy by connecting what they have learned with the new expressions in the unit.)
2. Identification
Collect some Ss' work and show their expressions on the projector.
(Purpose: Help the students to identify what expressions are used to express fears or worries.)
3. Reading aloud
Show the possible expressions on the screen and ask Ss to read them aloud.
(Students work)
(Purpose: Help the students try to imitate and remember the chunks of language)
4. Watching the video
Play part of the video “Tornado”.
(Purpose: Improve the students' observation and make students feel the frightening experience of the three characters in the film.)
5. Interview
Make dialogues according to the video with the expressions for fears and
anxieties. ( Group work)
Situation :A Live Interview
A: a reporter B,C and D: the witnesses
(Purpose: Help the students realize the importance of appropriate communication and put the expressions for fears and worries into use freely and fluently.)
6. Dialogue production. ( Pair work)
Have the Ss choose any picture that they are interested in (SB Page 75) and make dialogues with their partners, or they may also talk about other natural disasters, animals or diseases that frighten them.(The students prepare the dialogue in groups and the teacher goes among each of the groups to see if they have any questions and directs the students' activities.)
(Purpose: Enable the students to express themselves freely develop their ability in communication and cooperation.)
7. Check students' work by having some groups to give their performances and give comments.
Step III Homework
1. Search more information about natural disasters online.
2. WB. Talking.
课后反思
体现了口语课的特点，最成功处在 Speaking部分，采用Task-based Teaching Method,先就“Useful expressions”表格中的有关句子结构设置任务，要求学生写下表达恐惧及忧虑的用语，再播放“龙卷风”中的片段让学生感受剧中人物的情感，设置现场采访的任务，让学生运用表达恐惧及忧虑的用语分角色编对话。学生反映热烈，采访进行得自然得体。
要改进之处：尽量减少口头禅。布置任务时指令需更准确清楚。
课例评析：由指导教师进行
1.本课依据新课程标准，在教学中倡导体验、实践、合作和探究的学习方式，强调学生能用英语做事。在教学中设置开放性的任务型活动，把综合语言运用能力的培养落实在教学过程中。强调情感、兴趣，注重过程评价对学生的激励作用。
2.本课体现了任务型教学的特点，在教学中营造氛围、逐个击破任务、到最后整体合成任务，充分体现了以学生为中心和以人的发展为本的教学理念。
3.改进建议：书写较潦草，需改进板书；减少口头禅。
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