当前位置:文档之家› (骨干教师竞赛作品)八年级英语上册《8A Unit 6 Natural Disasters》实践报告 牛津版

(骨干教师竞赛作品)八年级英语上册《8A Unit 6 Natural Disasters》实践报告 牛津版

(骨干教师竞赛作品)八年级英语上册《8A Unit 6 Natural Disasters》实践报告 牛津版
(骨干教师竞赛作品)八年级英语上册《8A Unit 6 Natural Disasters》实践报告 牛津版

“8AUnit 6 Natural disasters(Integrated skills)”教学实践报

(指导思想,设计方法等说明)

“自然灾害”是人类依赖的自然界中所发生的异常现象,自然灾害对人类社会所造成的危害往往是触目惊心的。学生所熟知的自然灾害有地震、火山爆发、泥石流、海啸、台风、洪水等突发性灾害.人类要从科学的意义上认识这些灾害的发生、发展以及尽可能减小它们所造成的危害,这已是国际社会的一个共同主题。

八年级学生对自然灾害相关知识了解的已经不少,联系生活在课堂上应该有较强的口语表达能力,所以如果采用观看video,穿插各种相关问题设计、自主学习、分组讨论的方法,学生对本课学习将会有浓厚的兴趣,且学生能够充分发挥想像讨论出各种自然灾害带来的后果及正确处理方法。

从课程本身来讲,本节课为牛津英语8A第6单元Natural disasters的第七课时,是综合技巧的学习和运用,其中包括英语听,说,读,写四个部分的综合训练。通过读和听获取有用的信息,掌握听力材料中如caller, cover, be covered with, arrival, serious, weather condition等四会单词和词组,并能够完成相关练习;能通过阅读和听录音获取有关信息,了解紧急求助电话中需用到的关键表达法。同时要求学生根据从A1、A2录音中获取的信息完成A3中的一份事故报告单,培养细听技能。从而提高学生听说读写的综合语言运用能力。能模仿书本第103页Part B中 Sandy 和Amy的对话,谈论各种natural disasters,掌握相关句型表达,并进行简单的谈论从而指导并运用现实生活中遇到的各种自然灾害。

在教学设计中,抓住上述特点,根据课程需要,设定了一系列相关问题,让学生在事先找好的“自然灾害网页”上,查找、搜集、整合相关资料,形成结果。如本章节是由一个听力练习表格,一个在此基础上完成邮件的练习以及一个谈论自然灾难的对话组成的。本人在上这堂课的时候对教材作了调整,并增加了一些相关内容。如:在热身的时候就以谈论天气的格言复习本章部分词汇内容,接着以video的形式再现自然灾害内容。在处理对话与听力的时候把顺序作了调整。采取先说后听的步骤。此外,在完成邮件以后增加了一个discussion。Discussion环节,增加了孙氏夫妇用了手机及时求助得以在暴风雪中获救,那么如果是学生自己遇到被困,没有手机怎么办呢?等,接着将学生分成2人或4人小组,讨论What can we learn from the accidents? How can we prevent the accidents? 课时最后还列举了一些学生课堂上可能没想到的一些安全措施。如We must follow the traffic rules. Don’t make phone calls while driving. Don’t carry someone on a bike.等,继而将“Safety is above everything.”重点板书在黑板,让学生通过学习本课知道以后怎样合理面对常见自然灾难和提高安全意识。

一、实践过程

1.借助video,引入新课

借助生活中已经发生过的各种自然灾难,如唐山地震、玉树地震、雪暴、海啸等引出本课的学习内容:孙氏夫妇遇到了暴风雪该怎么办呢?

2.学生分组讨论已选问题、汇报分享

课前设定好几个研究问题,让学生自主选择感兴趣的题目,在老师自制的“自然灾害网

站”上进行自主探究,获得知识。课上,先是小组内交流,再在班级里汇报分享成果。

3.利用学生对问题的讨论结果,展开课文的学习

借助学生对问题的讨论结果,引导学生进入文本的学习,理解课文,掌握听力技巧。

4.小结、布置编写对话、拓展学习成果

学生谈这节课的收获,老师提出围绕各种自然灾害编写对话要求,用以拓展学生的学习成果,引导学生从课本知识向实际生活过渡。

二、收获与体会

1.本课主要让学生通过听,说,看,写的方式了解天气和自然灾难,并学会在遭遇这些灾难时如何逃生。在本课设计中,通过多媒体手段,可以直观,生动地让学生了解到自然灾难的可怕性。这样可以提供学生生动的描述画面,谈论所看到或听到的灾难场面,导入课题。

2.教材中还提供了一个对话作为模式,学生视需要可以采用这个模式,也可以自由对话。通过对话,更深一步了解天气和自然灾难的关系。继而通过听一则由天气引起的事故加深学生的认识。并学会如何拨打求助电话,以获得及时的帮助。当然本课主要要让学生明白:恶劣的天气可能引发意外事故和自然灾难,我们应该怎样面对这些事故和灾难,采用什么样的逃生方式最有效,我们应该以什么样的心态,心理素质去面对等等问题。从而达到学以致用。所以处理这一块内容,我选用了集体探讨,然后师生一起得出结论。最后拓宽学生的思路,将话题扩展到:如何面对我们生活中常见的各种事故和自然灾难,这时我通过列举安全措施让学生判断该如何做来达到这一教学目的。整个课堂学生表现活跃,效果好!各层次学生参与率高。

3.让学生自己运用以前学过的知识,融会到新课中去,并通过各种小组竞赛合作,让学生模拟自编自导对话,做到活学活用。说明教师在课堂教学中要充分相信学生,引导学生进行自主学习,并多创设问题情境,增强学生的自主合作意识。尽量提供学生开口说英语的机会,发挥集体的智慧。在教学中联系了学生的生活实际,让他们在学习语言中感受到英语的有趣、有意和有用,让他们体验到学习的成功感,形成自主学习的强烈欲望和动机。

三、问题与建议

1.没有手机条件下,在暴风雪中如何逃生?问题提出后,所给的讨论时间少,学生所展示的答案相对单一.应多安排点时间让学生多思考,而不是按照自己事先设计的时间限制学生的活动。一堂课的任务可减少,但学生的活动要充分有效,不能走过场。

2.在描述各种灾难下的自救措施时,部分学生的词汇量薄弱,不知如何表达或用其他词替代.学生英语思维能力的提升和词汇的拓展都要在平时课堂上加以关注、强调和执行。

3、在分组活动时不但要关注本组学生活动内容,教师还应设法积极引导、调动其他小组学生成员的相互关注率等,从而努力提高课堂学习的多元性和多效性。

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