冀教版八年级下册Unit 3 Animals Are Our FriendsLesson 13 Danny's Big Scare教案
展开设计主题 | Lesson 13 Danny’s big scare | 课型 | 阅读课 | |||
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整体设计思路： 在本课教学中，采用PWP教学模式（即读前、读中、读后），遵循以学生为主体，教师为主导的教学理念，引导、激励学生积极思考、主动参与、大胆探索。构建一个开放、合作、创新的课堂教学模式。 本节课旨在让学生学会谈论自己的宠物，体验宠物带来的乐趣，从而激发对宠物的喜爱之情。 为了达成教学目标依据本课的重难点设计了由易到难、由浅入深的学习任务，读中环节以阅读训练为主提升学生阅读能力，读后环节通过宠物猜谜游戏、对话创编等活动并在协作、展示中培养学生合作和竞争的意识。最后通过综合评价和课后任务的延续，搭建学生学习成果展示平台，增强学生学习英语的兴趣、信心和积极性。 指导依据说明： 新课程理念倡导任务-合作-探究式学习，采用PWP教学模式和任务型教学法，旨在提高英语课堂的时效性和趣味性，能很好地激发学生的英语学习兴趣，拓展学生的英语思维，提高学生的综合语言运用能力，并渗透情感教育。 引导学生采用情景交际和小组合作学习模式，尽可能创设语言的学习环境和生活情境，学生主动参与、自主学习，既培养了合作意识、也培养了实践能力和创新精神。 | ||||||
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本单元围绕动物是我们的朋友这一话题展开教学，本课是本单元的第一课，文体为对话。通过Danny 和Jenny两个人的对话了解到宠物Zoe的一些信息。渗透出Zoe的日常生活。饲养宠物这一话题贴近学生实际生活，通过创设真实的语言环境，结合多途径的课堂活动，让学生在体验、参与、实践、合作与交流的过程中提升语言综合运用能力。 通过本课的学习学生能够介绍自己饲养宠物的情况。同时激发学生对宠物的喜爱之情。 本课为本单元接下来的课程学习做好铺垫。 | ||||||
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学生具备了一定的阅读和写作能力，但仍需要得到更多的训练。学生接触过动物相关话题，而且此话题贴近实际生活，学生不难理解。 学生对动物相关话题有一定的理解，但水平参差不齐，需要教师进行适当引导，帮助学生搭建语言支架对零散的知识进行系统化，让学生能够就宠物饲养相关话题进行探讨，提高学生综合语言运用能力。 这个年龄段的学生乐于与人交流，而且有表现欲望，本课设计了较多合作交流的教学环节，学生更乐于参与课堂。 | ||||||
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(1)Knowledge aims: 1.Students can master the important words of this lesson: scare, tiny, sofa, gentle, loyal 2.Students can use the important expressions correctly: be afraid of…,on a vacation 3.80% of the students can talk about their pets from some aspects like: appearance, personality, activities, food (2)Ability aims: Students can improve their reading skills and strategies Students can improve their ability of self-studying and cooperating with others Students can improve the ability of using language by speaking and writing. (3)Moral aims : By learning this lesson, students can arouse their consciousness in loving and taking care of pets. | ||||||
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Key points: (1)Students can grasp the important new words and expressions in this lesson: scare, tiny , sofa, gentle, loyal, be afraid of, on a vacation. (2)Students can master some sentences to describe a pet: She’s gentle and quiet. Dogs are friendly and loyal. They even help people sometimes. Difficult points: Students can describe a pet in their own words from some aspects, like appearance, personality, activities, food | ||||||
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Task-based teaching method, situational teaching method PWP reading model, Self-learning and cooperative learning method | ||||||
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blackboard ,some pictures, some PPTs, and media equipment | ||||||
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Teaching steps | Teaching activities | Purpose for the design | ||||
Teacher’s activities | Students’ activities | |||||
Step 1 Warming-up
| 1.Ask the students some questions and let them to have a free talk Do you have a pet? What kind of pets would you like to have? 2.Show some pets to the students and ask them: What animals can you name?
| 1.The students have a free talk about these questions Do you have a pet? What kind of pets would you like to have? 2. Students watch these pets and say out their names.
| 激活话题相关词汇，并拓展相关话题的更多词汇，为其他课堂活动铺垫。 激发学生学习兴趣，引入话题。 | |||
Step 2 Presentation (pre-reading) | 1. Show some pictures to lead them to learn new words and phrases: loyal, gentle, sofa, tiny, scare, be afraid of, on a vacation 2. Show a “scared face” and the title of this lesson “Danny’s big scare” Let them guess: What scares Danny? | 1. Learn new words with the help of some pictures. 2. Guess “what scares Danny” with the help of the “scared face” and the title of the lesson. | 提供语境，引导学生理解生词的词性和用法。 为下一步的阅读扫清障碍。 通过标题和图片推测文章内容，以中心话题导入，开门见山，铺垫读中活动，把握文章要点。 | |||
Step 3 Fast-reading | Let students read the dialogue to get the main idea, and answer some questions. 1. What did Aunt Jane ask Jenny to do? 2. What happened to Danny? Danny was scared by a__ 3. Where would they like to go this Saturday? 4. What pet does Danny want to have? Why? | Task: Read and answer Students read the dialogue quickly and answer some questions 1. What did Aunt Jane ask Jenny to do? 2. What happened to Danny? Danny was scared by a__ 3. Where would they like to go this Saturday? 4. What pet does Danny want to have? Why? | 训练学生通过跳读阅读策略，快速获取主旨大意及关键信息的能力，初步感知对话内容 。 | |||
Step 4 Careful-reading | Task1: Let the students read the dialogue again and fill in some blanks. Task2: Let the students retell the dialogue. According to task1 Task3:Let the students have a discussion about these two questions. 1. Is Danny really afraid of the cat? 2. Do you think Danny like Zoe? How do you know that? Task4: Draw a mind map on the blackboard, and ask students to complete it. | Task1: Read and fill Students read the dialogue again and fill in some blanks. Task2: Retell Students retell the dialogue with the help of task1. Task3: Discuss in groups Students work in groups to discuss two questions: 1. Is Danny really afraid of the cat? 2. Do you think Danny like Zoe? How do you know that? Task4: Fill in the mind map Students read the dialogue and complete the mind map.
| 1.引导学生精读对话，关注文章重点信息，训练学生精读课文的阅读技能 2.通过复述课文，加深对文章的理解，强化重点。. 3.合作探究：通过两个问题的探讨引导学生深入思考文中人物的对Zoe的情感。培养学生的思维能力。 4.通过思维导图理清文章对Zoe 描写的维度，引发学生自主学习，形成一定的逻辑思维能力。 | |||
Step 5 Post-reading | Task1:Let the students discuss the personality of some pets then ask them: Can you match the animals with the proper words?
Task2:Organize students to play a guessing game: Introduce your pet to your friends. You can talk about anything about it except what kind animal it is. Let others guess. What does it look like? What does it like doing? What does it eat? How do you look after it? Task3:Let the students make up a dialogue according to the tips then Giving them some phrases : feed…to..; keep…as my pet; take care of Task 4: Let students present their works in front of the class. | Task 1:Discuss and match Students discuss the personality of some pets then match the animals with the proper words.
Task 2: play a guessing game Students play a guessing game with the help of the tips: Introduce your pet to your friends. You can talk about anything about it except what kind animal it is. Let others guess. What does it look like? What does it like doing? What does it eat? How do you look after it? Task3: Make up a dialogue Students work in pairs and make up a dialogue according to some given information. Task4: Present Students present their works in front of the class | 任务1：由文中的猫拓展到更多的宠物，通过合作探究让学生了解更多宠物，以及描述宠物性格特点的词汇，每个人对不同的宠物有不同的感受，合作过程中发散学生思维。同时培养学生懂得合作、懂得悦纳的团队精神。 任务2：寓教于乐，学生在游戏过程中，深入了解如何描述宠物。 任务3：通过创编对话，让学生在交际过程中对所学知识进行操练。同时感受同学们和宠物之间的日常，引发对宠物的喜爱之情。同时训练学生用英语表达的能力。为下一步写作作铺垫. | |||
Step 6 Summary and Homework | Write a short passage | 提高学生写作能力，对所学知识进行巩固和强化。 | ||||
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预习本课新单词短语，根据音标能够读出并正确拼写，理解单词及短语含义 写一写：写出几种熟知的宠物，不知用英语如何表达的利用网络或字典查阅。 | ||||||
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Language encouragement, action encouragement Give them assessment on their presentation The teacher or other students give several students some praising words to achieve individual assessment. | ||||||
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