省優質課教案TheHumanTrafficSignalBook5(外研版）滕州一中翟文文September23th，2023教學目標、方法和手段概述課題TheHumanTrafficSignal課型Vocabulary&Reading目標要求知識目標Tolearn:1.Newwords:steeply,sheer,vehicle,circular,bend,direct,respect,signal,survive,volunteer,mission,dawn2.Phrases:deathtoll,haveaprofoundeffecton,inparticular,passby,onaverage,haveacloseencounterwith,take…forgranted,takeup能力目標Totrainstudents:1.tounderstandthepassageusingdifferentreadingskills.2.toworkcooperativelywithothers情感態度價值觀Toarousestudents:1.tounderstandthemeaningofvoluntaryjobsanddeveloptheirsocialresponsibility.2.tocooperatewithothers.教學重難點1.Tolearnthenewwords&phrases(theabove).2.Tofullyunderstandthetextbyusingdifferentreadingskills.Todevelopthestudents’readingstrategy教學方法Task-basedlearning,individualandcooperativelearning,discussion教學手段Multi-media,ablackboard教學流程設計StepIPre-readingLeading-inShareapieceofnewsfromQiluEveningNewswiththestudents:A70-year-oldman,XiaoYonglu(肖永祿),sendschildrentoschoolbyboatfor6yearswithoutanypay.VocabularyDisplaysomenewvocabularybyusingthepicture.【設計意圖】借助《齊魯晚報》中與本文話題相似的新聞報道引出志愿者活動，并為后面的輸出活動做鋪墊。借助課文前的插圖，引導學生進入課文，使學生對學習內容產生濃厚的興趣，同時處理一部分較抽象的阻礙學生理解文章的詞匯。目的是既幫助學生掃除閱讀障礙，進一步拓寬詞匯量，又利用啟發式教授法自然引出下一個教學環節。StepIIWhile-reading(449words----60-70words/minute)Task1FastreadingReadthepassageandmatchtheheadingswiththeParagraphs.Para.1ThemanPara.2TheroadPara.3Thereasonwhyhedoesit（Tip：Youneedn’treadwordbywordorsentencebysentence.）【設計意圖】快速通讀全文，把握文章主題。本環節是利用教材Activity3訓練學生快讀了解大意的能力，同時注重指導和培養學生的閱讀策略。Task2CarefulreadingTheroad:What’stheroadlike?-–It’sthemostdangerous.→Whyisitthemostdangerous?Theman:(1)Howdoeshedirectthetraffic?(2)Doesanyonepayhimforit?Thereason:Completethesentencesaccordingtoparagraph3Whenheworkedasalorrydriver,hehadacloseencounterwithdeath.Afewyearslater,hewascalledouttohelptopullpeopleoutofabuswhichhadcrashed.【設計意圖】仔細閱讀課文，獲取文本主要信息，并通過追問，引導學生層層深入，充分理解課文。引導學生加工提煉相關信息，提高其用英語思維和表達的能力。Task3Specialdifficulties1.Butthankstooneman,thedeathtollhasfallen.2.Oftentheyjustpassby,takingthehumantrafficsignalforgranted.3.ThislastexperiencehadaprofoundeffectonTimoteo.【設計意圖】本活動設計了三個句子，旨在培養學生學會聯系上下文，結合語境暗示進行猜測生詞、短語含義及分析長難句的能力。StepIIIPost--ReadingTask1RetellingRetellthestoryofTimoteoaccordingtothekeywords.InLaPaz…inbadcondition…oneroad…dangerous…Butthanksto…thedeathtoll…ahumantrafficsignal...avolunteer…Whydoeshedoit?…encounter…wascalledout…mission…everymorning...takesup…anddirects...【設計意圖】本活動為讀后的鞏固性篇章輸出部分。旨在引導學生回顧所讀文章，同時對所學語言進行鞏固、內化、綜合、運用，為下一步的讀后活動做鋪墊。給出關鍵詞，降低了難度，充分尊重了學生的差異性，使所有的同學都有不同程度的發展。Task2Discussion(Groupwork)ComparethejobsofTimoteoandXiaoYonglu,andfindoutwhattheyhaveincommon.→Whathaveyoulearnedfromthem?VolunteersVolunteers【設計意圖】本活動為讀后的深層次的輸出，旨在培養學生的分析及評價能力。通過從課文閱讀延伸到課外生活引導學生進行情感升華。引導學生樹立幫助他人、服務社會的價值觀。Homework(chooseone)A.Readthepassageagainandwritea