《8AUnit6NaturalDisasters“MainTask”》教学案课程分析：（本课的作用和学习本课的意义）《牛津初中英语》按照任务型教学的原则设计语言实践活动。每个单元共分9个板块，其中“MainTask”板块是中心环节，这是一个单元的最终成果,前面的各项活动作为有机整体的一部分,都与实现这一目标有关。本单元讨论的话题是气候条件和自然灾害，以及人们是如何战胜它们的，“MainTask”的题目是“Writingaboutanaturaldisaster”,要求学生能写出一篇有关自然灾害的文章。学生通过之前的7个板块的学习，已经具有了本环节写作的相关知识。问题设计问题:1、Wherewereyouduringthesnowstorm?2、Whatdidyoudoduringthesnowstorm?3、Whatdidyouseeduringthesnowstorm?4、Whathappenedtoyouduringthesnowstorm?5、Wherewereyouafterthesnowstorm?6、Whatdidyoudoafterthesnowstorm?7、Whatdidyouseeafterthesnowstorm?8、Howdidyoufeelafterthesnowstorm?教学构想及目标:知识目标：Tounderstandthewordsandexpressionsdescribingnaturaldisasters.Tounderstandthewayofwritinganarticleaboutthenaturaldisaster.能力目标：Tobeabletodescribenaturaldisasters.Tobeabletowriteaboutnaturaldisasters.情感目标：Togetthestudentstoknowhowtohelpthosepeoplewhoaresufferingfromnaturaldisasters.Toencouragethestudentstohelpandlearnfromeachotherwhileworkingingroups.教学重点：1、Sandy’sarticleaboutthesnowstorminBeijing.2、Describingandwritingaboutnaturaldisasters.教学难点：Describingandwritingaboutnaturaldisasters.教学方法：Task-basedapproach所需设备：多媒体投影教师活动学生活动设计意图Step1Leadingin1、Freetalk.2、LetthestudentswatchthefilmTheDayafterTomorrowforaboutoneminuteandthenask:What’sthefilmabout?Step2Preparing1.Playtheguessinggame:Whatnaturaldisastersarethey?Getthestudentstoguesswhilelisteningtothefollowingdescription:a.1979,China,Tangshanb.1998,theChangjiangRiver,watereverywherec.Lastsummer,Zhejiang,Matsad.dry,airpolluted,Thestudentswatchthefilm.Thestudentsplaytheguessinggame.Describethepictures.通过观看声像俱全的影象资料，引起学生的兴趣，激发他们的求知欲。通过给关键词，启发学生进行联想，既有效地复习了之前的词汇，也为下面写作的环节作好了准备。按暴风雪发生的时间顺序，dustandsande.strongwind,thunderandlightning,heavyrainf.cold,trafficstopped,everythingwhiteStep3Presentation1.Presentthenewword“remove”andSandy’snotesbygettingthestudentstodescribethepictures.Step4Practice1.LetthestudentslistentoSandy’sstoryandcompleteherarticle.ThenchecktheanswersbyhavingagamebetweenTeam1andTeam2.Listenandcomplete.Workingroups.Writeanarticle.给出四幅图片，让学生描述这些图片来学习Sandy的笔记，也锻炼他们口头表达的技能，同时在上下文的真实语境中处理生词让学生带着问题去听能提高听的效率。根据学生的年龄特点，通过小组PK的方式能增强他们的集体荣誉感和成就感。同时也活跃了课堂气氛。通过复述学生口头语言表达能力得到了提高，同时又促进了听、读、写三种能力的发展，加深了对描写自然灾害的文章的结构和体例的理解。小组合作的方式促使学生互相学习、互相帮助，体验集体荣誉感和成就感，发展合作精神。2.GetthestudentstoretellSandy’sstoryaboutthesnowstorminBeijingaccordingtothepictures.(Workingroups)Step5Production1.Getthestudentstowriteanarticleaboutanaturaldisasteraccordingtothegivennotes.2.Gettwoorthreestudentstopresenttheirarticlesbeforetheclass.Step6Summingup1.Letthestudentsdiscuss:Whatcanwedotohelpthosepeoplewhoaresufferingfromnatural前面所有的教学环节都是为本环节服务的disasters?(Workingroups)
