JUNIORENGLISHFORGUANGDONGSTUDENT’SBOOK2Module9StorytimeUnit2Goldilocksrushedoutofthehouse.教材分析ThislessonisthesecondperiodofModule9.Itisareadinglesson.ThemainreadingmaterialisastoryaboutwhathappenedtoGoldilocksaftersheenteredlittlehouseintheforest.Atthebeginningofthelesson,theteachercanaskthestudentstotellthestoryofwhathappenedtoGoldilocksinunit1,toleadinthenewlesson.Next,theteachercangivetwominutesforthestudentstodiscussandguesswhatwouldhappentoGoldilocksaftersheenteredlittlehouseintheforest.Inthisstep,don’ttellthecorrectanswerandaskthestudentstoreadthestoryinthefollowingstep.Then,dothereading.Inthisstep,theteachershouldgivethestudentsenoughtimetoreadandunderstandthepassagebythemselves.Afterthat,theteachershouldtalkabouttheimportantwordsandexpressionsinthepassage.What’smoreimportant,thestudentsmustunderstandthepassagestructure“First…,Next…,Then…,Finally”andlearnhowtoapplyittotheirwriting.Finally,writeacompositionwiththepassagestructurelearnedintheabovereadingpassage.學(xué)生分析MostofthestudentsinthisclassaregoodatEnglish,buttheteachershouldmakeeverythingthathewantsthestudentstodoclearlyandactivelybecausethestudentsatthisagecanbeabsent-mindedeasily.Soduringtheteachingprocedures,theteachermustdesignsomeactiveandinterestingactivitiestoencouragemostofthestudentstojoinin.Theslidersshouldbeactiveandinteresting,too.設(shè)計思路Duringthewholeteachingprocess,IwillusetheTask-basedInstructionModelandtheCooperativeLeaningModeltoguidethestudentstolearnactivelyandhappily.Atfirst,Iwillmakethetasksclearlyandattractively.ThenIwillgivethestudentsenoughchancestoreadbythemselvesandcooperatewithotherstolearnthenewlessonandcarryoutthetasks.教學(xué)目標(biāo)知識目標(biāo)1.Learnaboutthepassagestructureoftellingastory.2.Reviseandhaveadeeperunderstandingaboutpasttense.能力目標(biāo)1.Improvethestudents’readingabilitytofindoutsomeimportantdetailsofthetext.2.Improvethestudents’abilitytofindoutwhethersomestatementsaretrueornot.3.Improvethestudents’abilitytoanalyzeanddescribesomegraphsintheirownwords.情感態(tài)度目標(biāo)1.Developthestudents’senseofcooperativelearning.2.Keepthestudentsawareoftheimportanceofenvironmentprotection.3.Stimulatethestudents’interestsinEnglishlearning.教學(xué)重難點1.Improvethestudents’readingabilitytofigureoutthestructureofthetextandfindoutsomedetailsaboutthepassage.2.Encouragethestudentstodescribethetwographsinthetextintheirownwords.教學(xué)方法Task-basedInstructionCooperativeLearning教學(xué)用具PowerPointsliders,taperecorderandsoon教學(xué)用時45minutes教學(xué)過程Step1:Leadingin(5minutes)Activity1:ShowashortvideoofdisasterscausedbyclimatechangingfromthemovieTheDayAfterTomorrow.Andthenaskthestudentstothinkaboutandanswerthefollowingquestions:1.Whatdoyouthinkwillcausethedisastersinthevideoandhowwecanavoidthesefromhappeninginourreallife?(Thestudentscananswerthequestionintheirownopinion.)2.Doyouknowwhatglobalwarmingisandwhatitseffectwillbe?(Globalwarmingmeansthatthetemperatureintheatmosphererisesgraduallyanditwillcausetheclimatetochangealot.)[設(shè)計說明]教師先以關(guān)于氣候變化帶來災(zāi)難的電影片段引出話題，可以引起學(xué)生的注意，激發(fā)他們學(xué)習(xí)關(guān)于全球變暖這個話題的興趣。繼而發(fā)問，讓他們在看完了電影片段中的震撼場面之后，有更多的興趣去了解什么是全球變暖和我們應(yīng)該如何避免電影中的災(zāi)難發(fā)生。Step2:WarmingupandPre-reading(2minutes)Activity2:ShowthesixpicturesofWarmingupinthetextbookonthecomputerscreenandaskthestudentstolookatthemcarefullytofindoutwhatkindofenergysourcestheyareandwhethertheyarerenewableornot.Suggestedanswers:Picture1:windenergy/renewablePicture2:coal/non-renewablePicture3:petrol/non-renewablePicture4:nuclearpower/non-renewablePicture5:solarenergy/renewablePicture6:waterenergy/non-renewable[設(shè)計說明]通過直觀圖片創(chuàng)設(shè)情景，激發(fā)學(xué)生頭腦中的相關(guān)圖式。通過師生互動，巧妙地把學(xué)生的思維活動引導(dǎo)到課文的主題上來，明確能源的種類及特性，有助于培養(yǎng)學(xué)生愛護環(huán)境和保護自然資源的意識，并為后面的學(xué)習(xí)做好鋪墊。Step3:Pre-reading(5minutes)Activity3：Discussion1.ReadtheshortpassageofPre-readingandanswerthefollowingquestions:（1）Whatisgreenhouseeffect?(Greenhouseeffectmeansthatsomegasesintheatmospheresurroundingtheearthislikeagreenhousethattrapstheheatfromthesunandkeepsitfromescaping,whichcausesthetemperatureoftheearthtorise.)（2）Givesomeexamplesofwhatkindofgasesaregreenhousegases.(Carbondioxide,Methane,watervaporandsoon.)2.Discussthefollowingtopic:Whatkindofthingswedoinourdailylifewillcausecarbondioxidecontentintheatmospheretoriseandwhatshouldwedotosolvethisproblem?(Wastedgasesfromtraffic,factoriesandfamiliescancausecarbondioxidecontentintheatmospheretorise,sowemusttryourbesttoprotectnaturalenergysources,reducetheuseoffossilfuelsandsoon.)[設(shè)計說明]閱讀了該段說明文章之后，學(xué)生能夠明確地知道什么是溫室效應(yīng)，溫室氣體主要有哪些。通過討論，學(xué)生能夠?qū)θ粘Ｉ钪形覀兡男┝?xí)慣會引起溫室效應(yīng)、應(yīng)如何減少溫室氣體排放等有深刻的理解。這樣不僅能讓學(xué)生對環(huán)境污染這個話題有深刻的理解，還能培養(yǎng)他們的環(huán)境保護意識。Step4:Reading(25minutes)Activity4:Listening.Askthestudentstolistentothetapeanddividethewholepassageintofourpartsbasedonthefollowingform.Readafterthetapeiftheylike.partsparagraphsMainwordsPartoneFromparagraph___toparagraph___ParttwoFromparagraph___toparagraph___PartthreeFromparagraph___toparagraph___PartfourFromparagraph___totheendSuggestedAnswers:partsparagraphsMainwordsPartoneFromparagraphonetoparagraph/Leadinthetopic.ParttwoFromparagraphtwotoparagraphfiveClimatechangeandthecauses.PartthreeFromparagraphsixtoparagraph/_TheargumentsoverglobalwarmingPartfourFromparagraphseventotheendPrediction[設(shè)計說明]聽是常規(guī)訓(xùn)練，在平時的課堂教學(xué)中堅持聽的訓(xùn)練有利于讓學(xué)生在不知不覺中提高聽的能力。在聽課文的過程中要求學(xué)生劃分文章結(jié)構(gòu)，有利于培養(yǎng)學(xué)生迅速把握文章整體結(jié)構(gòu)的能力，有助于完成后面的閱讀任務(wù)。Activity5：FastReading.Askthestudentstoreadthepassagequicklyandanswerthefollowingquestions.(ShowthefollowingquestionsWhowrotethemagazinearticleandwhatisthenameofthemagazine?Whatarethenamesofthethreescientistsmentionedinthearticle?Whatdotheythinkaboutglobalwarming?Dotheyagreewithoneanother?Whatarethetwographsabout?Whatisthemaintopicofthearticle?Suggestedanswers:SophieArmstrongandEarthCare.Dr.JaniceFoster,CharlesKingandGeorgeHambley.Therearesomeverydifferentattitudestowardsthisissue.Somethinkitterriblewhileothersthinkitunnecessarytoworryabout.ThefirstgraphshowsthetemperatureincreaseofonedegreeHahrenheitbetween1860to2000.Thesecondgraphshowsthecarbondioxidecontentintheatmospherefrom1957to1997.Globalwarming/thewarmingoftheearth.[設(shè)計說明]細節(jié)理解題是高考閱讀理解最重要占分最多的組成部分?？焖匍喿x讓學(xué)生利用尋讀、查讀等閱讀方法，迅速找到文章中某些具體細節(jié)，這樣不但可以培養(yǎng)學(xué)生尋讀、查讀等閱讀能力，還能提高學(xué)生解答此類文章細節(jié)題的答題技巧。Activity6：IntensiveReading.Askthestudentstoreadthetextmoreslowlyandcarefullytofindoutwhetherthefollowingstatementsaretrueornot.(Showthefollowingstatementsonthescreen.)1.Thetemperatureinthelastcenturydidnotseemtoincreasemuch.()2.Everyonebelievesthatglobalwarmingiscausedbytheactivitiesofhumans.()3.JaniceFosterbelievesthatshecanmeasurethefutureglobalriseintemperature.()4.Theriseincarbondioxideiscausingasteadyincreasinginglobalwarming.()5.GeorgeHambleybelievesthatglobalwarmingwilldogoodratherthanharmtotheearth.()6.Itisclearwhateffectsofglobalwarmingwillbe.()Suggestedanswers:1.T2.T3.F4.T5.T6.F[設(shè)計說明]綜合理解題也是閱讀理解的重要組成部分，是閱讀的高級層次，也是學(xué)生閱讀理解最大的困難。因此在平時的閱讀課堂教學(xué)過程中，教師要適當(dāng)加入這類閱讀任務(wù)。由于該班學(xué)生的英語基礎(chǔ)較差，剛開始的時候我們可以適當(dāng)降低閱讀難度，以判斷對錯的形式來培養(yǎng)他們的綜合理解能力。這有助于降低學(xué)習(xí)難度，增強自信心。Activity7：DescriptionsAskthestudentstolookatthetwographsonpage26andtellthewholeclasshowthetemperatureandthecarbondioxidecontentchangedovertimeandwhy.Showthesampleonthescreenandthenasktwoorthreestudentstogivetheirowndescriptions.Sample:Thefirstgraphshowsthetemperaturedifferencefromlong-termaverage.ThetemperaturesteadilyincreasedonedegreeCelsiusfrom1860to2000.Thesecondshowstheincreasingcarbondioxidecontentintheatmospherefrom1957to2000.Therisingoftheearthtemperatureisduetotheburningoffossilfuelslikecoal,naturalgasesandoiltoproduceenergy.Asweallknow,somebyproductsofthisprocesssuchascarbondioxide,methaneandwatervaporwilltrapheatfromthesunandcausetheearthtemperaturetogoup.Inaword,themorefossilfuelsweburn,themorecarbondioxidewillbeintheatmosphereandthewarmertheearthwillbecome.[設(shè)計說明]英語課堂教學(xué)要培養(yǎng)的能力不是單一的、孤立的，因此閱讀課的課堂教學(xué)也應(yīng)注意適當(dāng)培養(yǎng)學(xué)生聽、說、寫等其它各項技能?？磮D作文是高中英語一項很重要的技能。仿照例子描述圖表內(nèi)容，有利于學(xué)生復(fù)習(xí)課文內(nèi)容并對語言輸入材料進行深加工，同時也可以培養(yǎng)他們的臨場應(yīng)變能力及創(chuàng)造性思維能力，為寫作打好堅實的基礎(chǔ)。Step5:Follow-up.(4minutes)Activity8：Giveaconclusionforthepassagetoshowthestudentshowtowriteapassageofdescribingascientifictopicandaskthestudentstowriteapassagefollowingtheexampleofthetextasanassignment.[設(shè)計說明]該閱讀文章是一篇介紹科學(xué)話題為主的文章，在完成所有閱讀任務(wù)之后，對該類文章的寫作過程進行概括，并要求學(xué)生課后仿照課文寫一篇介紹科學(xué)話題的作文。這不僅能夠讓該課堂的結(jié)構(gòu)更完美，還能培養(yǎng)學(xué)生的讀寫能力。Step6:Self-assessment(2minutes)Activity9：Showthefollowingformonthescreenforthestudentsto