资料简介
Teaching Plan
Topic: Friend or enemy
教学设计说明
1. 教材分析
授课文本为《牛津英语上海版高中一年级第二学期》U4 Creatures large and small-Friend
or enemy 内容。
从文本体裁来看，本课是一部戏剧的节选，以两个主人公 Winston 和 Betty 围绕 spider
展开对话，所以本文的语言较为简短，适合表演。斜体字和括号把舞台提示（stage directions）
凸显了出来。教师需要帮助学生掌握戏剧文本的阅读策略，了解戏剧中的人物、事件、地点，
并能够清晰地区分对话与舞台提示。
从文本内容来看，本课描述的是 Betty 在厨房看到了一只蜘蛛并想要杀死它，而 Winston
在对话中表达了对蜘蛛截然不同的观点——蜘蛛是人类的朋友，昆虫的敌人，并从三个方面
论证了自己的观点，教师需要引导学生在阅读对话的过程中捕捉主人公的观点。文本通过舞
台提示形象生动地刻画了 Betty 的态度和情感，教师需要引导学生从文本的字里行间中体会
她的态度变化，理清文本的脉络。
2. 学情分析
授课对象为上海中学东校高一 1 班学生。学生的英语学习基础较好，有较强的英语阅读
兴趣与一定的英语阅读能力，能够零星抓住文本信息，能够对教师的指令做出快速反应，但
对文本整体结构的理解能力较弱，口语表达能力较为薄弱，需要教师引导，通过有趣的课堂
导入激发学生兴趣，从而活跃课堂气氛。
学生第一次接触戏剧体裁的英语文章，所以不熟悉其结构。此外，学生以正确的语音语
调朗读文本会加深他们对文本的解读，教师需要从这方面训练学生。
一些生词在高一学生以前的英语学习中较少接触到，会难以理解，需要教师加强引导（图
片、实物或者意译）。
3. 教学重点与教学难点
教师需要帮助学生掌握戏剧体裁类文章的阅读策略，如通过舞台提示来了解主人公的情
感态度，还可以充分利用教材录音或学生表演的方式来体现戏剧体裁的特点，引导学生理解
文本。
对于阅读课而言，理解文本的语言和内涵是学生建立语言输出的基础，本文涉及一些平
日阅读中少见的词汇，如 shelter, elastic, artificial organs, bulletproof vest 等，可以通过实物图
片展示来帮助学生扫除阅读障碍。
Learning objectives:
At the end of the class, the students will be able to:
1. get the meanings of some new words and expressions. ( shelter, elastic, artificial organs,
bulletproof vest, brain disorder, get one’s point )
2. understand the passage by searching for the facts about spiders and the change of Betty’s
attitude towards spiders.
3. work out the strategy of reading a play.
4. develop an environmental awareness of understanding nature
Teaching aids: ppt, student-worksheets, blackboard
Teaching procedures:
Procedures Activities Purposes
Pre-task
Step 1 T shows Ss some pictures of small creatures
and asked about their impression about
different small creatures
To introduce the topic and raise
Ss’ interest in the topic.
Step 2 T shows Ss a video titled “What If All The
Spiders Disappeared” and asked them to
answer the Qs.
1) How many insects can a spider eat per
year?
2) Whose food source are spiders?
3) How can spiders be useful to humans?
To elicit some key words and
information and explain them to
Ss.
While-task
Step 3 Ss skim the introduction part and find out
the setting of the play:
1) What is the passage, a story or a play?
2) Who are the characters of the play?
3) Where are Winston and his wife Betty
when the scene begins?
To train Ss’ skimming skill and
enable Ss to have a general idea
of the structure of a play.
Step 4 Ss listen to the first 10 lines and answer the
questions:
1) What makes Betty jump and shout?
How did she feel?
2) What does Betty want to do with it?
Does Winston agree with Betty? Why?
3) What changed his view about spiders?
To train Ss’ ability to gain detailed
information through listening and
instruct Ss how to listen for key
words in an oral discourse.
Step 5 Ss scan lines 11---37 to get Winston’s view
and complete the table which summarizes
Winston’s arguments on spiders in three
fields
To train Ss’ ability to gain detailed
information through scanning and
enable Ss to clearly get Winston’s
view and learn how spiders are
useful to humans
Step 6 T teaches Ss some new words from lines
11---37 with the help of pictures
To reinforce Ss’ understanding of
Winston’s view
Step 7 T instructs Ss to match the words or To draw Ss’ attention to stage
expressions from Betty’s remarks and the
stage direction with the change of Betty’s
attitude towards spiders.
directions and train Ss’ ability to
read between the lines to better
understand the character’s
attitude and feeling.
Post-task
Step 8 Ss practice acting out the play in pairs and
then present it in class.
To consolidate and integrate what
Ss have learnt in class and
enables them to create a short
play.
Step 9 Ss work in groups and discuss:
1) Are you going to kill spiders next time
when they emerge in your house? Give
me your reasons.
2) What can we learn from this excerpt of
the play?
To encourage Ss to express freely
and logically, and help them to
develop an environmental
awareness of understanding
nature
Assignment:
Polish your short play between the Spider and the spider hater.
1. Dialogues
2. Stage Directions (written in italics within brackets)
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