牛津译林版（2019）必修 第三册Unit 2 Natural disasters Integrated skills 第二课时教案（表格式）

Unit 2 Natural disasters Integrated skills 第二课时教案 教材分析： 本课时承接Integrated skills第一课时内容，主要通过引导学生思考自然灾害时的避难正确方法，从而参考上一课时活动中的语篇材料，提炼句型和主题词汇进行写作。重点表达与句式主要涉及描述灾时情况、提出建议、举例说明等。学生通过本课时学习，能够了解读后续写的方法，辩证思考不同角色对待事件发生背景的反应并进行写作任务。 教学策略与设计说明： 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。 教学目标： 在本课学习结束时，学生能够： 语言能力上，习得涉及自然灾害话题词汇、建议提出、举例说明的句式。能够从口语写作中，提出合理建议。 思维品质上，熟悉语篇主要结构，结构清晰、逻辑有序的独立完成写作任务；熟练掌握故事内容，延伸思考角色合理行为。 文化品格上，从世界角度出发，体会自然灾害的严重性和全球性。 学习能力上，懂得通过思维导图或逻辑图提炼主要内容，提高语篇意识；感知并习得读后续写的写作方法，锻炼写后自评与互评策略与技巧运用。 教学重点： 学生能运用整合所学内容独立进行写作。 教学难点： 学生能逻辑有序、结构清晰的组织写作内容，并独立完成写作任务。 教学资源： 教材、多媒体课件、黑板与粉笔。 教学过程： 步骤 教学活动 设计意图 时间与模式 Step 1 Review: T leads Ss to review what they’ve learn from last lesson about the plot of the story. Alternatively, T can hand out some outlines to help Ss. Then T guides Ss to conclude some useful tips to survive from natural disasters and focus on what characters’ personalities are. 复习上节课内容，强调和总结上节课故事内容，引发学生进一步讨论。 5’ CW Step 2 Discussion: T asks Ss to reread the last paragraph and highlight the last sentence: what could they do to lead in the writing task. T shows what characters said to guide Ss to think about what might happen in the next. Before Ss discussing, T needs to give some useful expression to be used when Ss would like to ask their partner to explain further. I’m sorry, could you say that again / What do you mean by that / Could you please explain/rephrase this word / Can you paraphrase your question 通过总结故事内容，引出语言输出任务。提供如何询问解释的句式，使学生交流互动更有方向性与针对性。由输入转为输出，口语训练既能拓宽学生的思路，又能夯实教学内容。 5’ CW/GW Step 3 Discussion T gives Ss 8 mins to discuss three questions, Then T leads Ss to reconsider the contents and expand their thinking. The purpose is making the contents more creative and reasonable. Q1: Ss need to think about ways after making such decision. Alternatively, T plays a short video to show what might happen if they drive car for leaving house. Q2: T leads Ss to think reasonable activities and ending if they make “leaving home” or “staying home” decision. Q3: According to some pictures, T helps Ss expand thinking for possible new characters. 引导学生思考讨论，锻炼学生辩证思维，从客观和合理的角度讨论故事走向。 15’ CW Step 4 Planning: T teaches how to continue a story. First, T plays a table to show the text type. Then T uses the story as an example to show how to make up the info. Next, ... ...