九年级阅读课facetofacewithagorilla附教材.doc

Lesson plan for Face to face with a gorilla罗敏江 上海外国语大学附属浙江宏达学校（浙江海宁） 314400 Lesson FocusFace to face with a gorilla(CambridgeEnglish in Mind Book 1 P118)DateNovember 1st, 2011Duration of lesson 45 minsStudentsClass _ Junior 3, _ SchoolSize of Class _Teaching ObjectivesDescriptionNational Curriculum Reference1. Language FocusThe students will be able to describe different feelings of being in danger with worried, frightened and terrified.本模块主题为“How brave!”，本课语言要点之一为描述感觉（尤其是表“害怕”）的形容词。2. Language SkillsThe students will be able to:l infer the meaning of new words according to the contextl understand the sequence of eventsl find out the topic of the textl (use dictionary to help read)本课时侧重基于阅读课文培养学生阅读理解能力。根据课程标准，结合该语篇及学生实际，关注以下四个方面语言技能的培养。l 能根据上下文和构词法推断、理解生词的含义；l 能找出文章中的主题，理解故事的情节；l 能根据不同的阅读目的运用简单的阅读策略获取信息；（能利用字典等工具书进行学习。）3. Learning StrategiesThe students will be encouraged tol find out how the writer feels and how she deals with itl discuss ways to deal with similar situations in groups学习策略是灵活多样的，策略的使用因人、因时、因地、因事而异。l 在学习中善于记要点。如结合思维导图，把握作者的情感发展与应对动作。l 积极参与课内外英语学习活动。尤其在阅读后的拓展环节，进行讨论并分享各自观点。 4. Affection & CultureThe students will understand it is important to l help the weak(protect animals in danger)l be brave to deal with dangerous situations于无痕中引导学生养成和谐及健康向上的品格。Strategies for AssessmentObservational answering questions, working and communicating in pairs and to as a whole class.Concrete evidence correct answers in worksheets. 关注不同程度学生，观察其参与课堂学习的专注程度和积极性，查看其当堂练习完成情况，给予即时的评价，进行激励和引导。Teaching ResourcesPictures (short videos) from National Geographyblackboard, chalk, computer, OHP合理使用资源策略。使用Google搜索，于国家地理官网获取相关资源。根据不可替代性原则，合理使用多种媒体。Teaching and Learning ArrangementTimingProcedures and ActivitiesAdvanced Thinking13:5514:00I. Warming-up: The students get involved in the topic1. Greetings.2. Watch a short video and answer.3. Start a short test to see “brave or not”.T: Sometimes I ask myself: Am I brave? Do you ask yourself the same question? Lets have a short test.Look at the picture of gorillas, ask and answer: If you meet a frightening gorilla, how do you feel?What will you do? (A frightening gorilla stands in front of you/ lifts its hand)l 预览视频，降低认知难度，直接导入单元主题。l 引导学生描述自身感受，并呈现表示“害怕”“担心”的形容词，以思维导图强化学生的语言图式。l 阅读前，均从学生已有认知导入，为阅读搭建适当的“支架”。14:0114:02II. Task introduction & acknowledgement4. The teacher points out what the students will be doing in the lesson, and what they are going to learn.(Make sure that everyone understands the task.) 导入后，教师及时介绍本课的主要任务，有利于学生认清目标并自主规划，从而主动参与活动，同时也体现以学生为中心的原则。14:0314:04III. Pre-reading5. Students confirm what theyve known about gorillas. Students mark the statements.学生进一步确认自己的已有认知，为文本阅读做好铺垫。14:0514:0914:1014:1314:1414:1914:2014:22IV. While-reading6. Read and check. Read the text quickly to check their answers.7. Read for topics. Read and choose one of the topics. (How?)8. Read for right order. Read and put the sentences in the right order according to the text.9. Listen, read and answer. 10. Read and find words in the text with these meanings. the opposite of ill (Para 1) _ frightened (Para 3) _ know someone because you saw them before (Para 1) _ very frightened (Para 4)_一读：已有认知与文本对话。二读：根据文本归纳（部分学生直接能做，则可省去一次阅读）。三读：排序，文本内容图式建构。（以上整体理解为主，突出理解，对文本只作符号式解答。）四读：朗读并回答，侧重细节把握，就文本具体内容作详答。五读：词义的猜测，引导学生关注对上下文的理解。为降低难度，还可指导学生使用词典。阅读是基于学生自主活动的信息输入过程，教师的主要任务是设计适当的载体适时为学生提供自主学习的支架。程度不一样的学生，需要读的次数可以不一样。14:2315:2715:2815:3215:3315: 38V. Post-reading11. Talk about the woman in the text.The woman felt: worried, frightened, terrifiedSheT: Do you think the woman in the text was brave? Why /Why not?12. Make a survey and share it: If you find a sick baby gorilla/, what will you do? l Make a survey in your group.If you find a sick baby gorilla/, what will you do?StudentsnamesWhat to choose and reasonTake it awayLet it beS1:_S2: _S3: _If you find a sick baby gorilla/, what will you do?Why would you take it away? What will you do with it?Why would you let it be?l Share and report.We think we will _ because _.Well _读后活动的主要是通过话题拓展，引导学生运用语言，提高综合语言运用能力。引导学生梳理作者情感的发展，理解作者虽有恐惧但保持淡定的原因在于她对猩猩习性的了解及对动物的关爱。结课时与导入呼应，教师逐步撤离支架，引导学生完成综合输出。关注学生的人文素养。15:3915:40HomeworkRead the text (*3). (810)Level A: Finish the report. (58)Level B: Some volunteers are going to South Africa, try to tell them how to face big gorillas by using the patterns and words learned in this class. Send it to . (1015)简约、有效，将课内讨论落实到书面输出。适当分层，提高针对性，促进学生在不同起点上的新发展。Blackboard Design Face to face with a gorillaWeThe writerFeelingAction 板书力求简明扼要，突出重点，具有内存逻辑联系，在对比中帮助学生理解和记忆。Worksheet for Face to face with a gorillaRead and put the sentences in the right order according to the text.A. The father gorilla was in front the woman.B. The woman took it back to the forest.C. The baby gorilla was well again.D. The father gorilla picked up the baby and moved away.E. The woman had found a baby gorilla which was very ill four weeks before.F. The father gorilla lifted his hand.G. The mother gorilla looked at the baby._ _ _ _ _ _ _Read and find words in the text with these meanings. know someone because you saw them before( Para 1) _ frightened (Para 3) _ very frightened (Para 4)_ the body is making quick, small movements (Para 4)_Make a survey and have a group discussion.l Make a survey in your group.If you find a sick baby gorilla/, what will you do?Studentsna