初中英语北师大版八年级上册Lesson 16 Natural Abilities教案设计

这是一份初中英语北师大版八年级上册Lesson 16 Natural Abilities教案设计，共6页。
本课是北师大版《初中英语》八年级上册教材第6单元的第16课，话题为动物本能。本课主要了讲述了两段采访。第一段采访的内容为Tm家的狗在旅行过程中丢失了。通过它的本能行走了150公里又回到了主人身边。 第二段采访讲的是动物们的异常表现成功地预示了地震的即将到来。这两个小故事情节跌宕起伏， 扣人心弦，其中也体现了动物与人之间深深的情感。
本课的教学设计分为两个课时。第一课时侧重对阅读内容的理解，引导学生通过阅读获取事情发生的时间、地点、经过和结果的信息。在阅读活动中，既注重整体阅读，也引导学生提取细节信息，并关注事情的发展和动物和人的感受，最后结合对话信息和语言进行输出性活动。通过本课学习，引导学生尊重动物本能， 增强爱护动物的意识。
第二课时在复习课文内容和语言的基础上，引入本课语法项目为过去进行时。学生在理解其语意功能的基础上，反复操练，最后在输出活动中学生能够根据具体问题，恰当使用过去进行时，描述过去发生的某一时刻的精彩瞬间。
教学内容
话题：动物本能
词汇：Lessn 16: natural, sense, smell, taste, tuch, amazing,
relax, disappear, search, yard, fence, strangely, nise, wake
五级词汇：natural, sense, smell, taste, tuch, relax, search, yard, strange, nise, wake.
课标外词汇：amazing, disappear, fence, strangely,
⑵按照话题分类：
Feelings and mds: sense, smell, taste, tuch, relax
Nature: disappear, search, yard, fence, strangely, nise, wake, natural
策略：读前预测；
读中通过关键词获取主要信息；
通过并列句、上下文语境猜测词义。
功能：表示惊奇
教学目标
在本课学习结束时，学生能够：
通过阅读获取事件发生的时间，地点，人物等基本信息。
分析采访者的四个问题并将问题回位到文章的正确位置，说明理由。
依据获取的信息，完成采访稿，口头描述两个小故事。
体会交流的重要性以及了解动物的本能，尊重爱护动物。
教学过程
教学活动
设计意图
互动
模式
&时间
Lead in
Step 1
Ss lk at the pictures, and chse the animals wh have natural abilities.
T asks Ss
What animals d yu think are amazing?
What makes them amazing?
T will say，“They have natural abilities, s they are amazing animals.” Teacher writes dwn the title n the blackbard.
激活学生已有知识储备，调动兴趣，引出文章主题。
通过问答，拓展孩子们的知识面，为最后输出做准备。帮助学生初步了解令人惊奇的动物们。
引入本课话题，教授新词汇。
CW
IW
PW
5’
Pre-reading
Step 2
T shws tw pictures ，asks them t read the title and leads them t predict what happened t the animals
Ss read the text and check their predictin.
教师引导学生阅读题目，观察图片，并对故事情节进行预测，激发学生阅读的兴趣。
检查预测，为阅读做好准备。
IW
CW
3’
While-reading
Step 3
1st reading
Ss read the passage carefully t get the key infrmatin.
WHEN?
WHERE?
WHO?
WHAT?
Main idea:
Ss check the answers.
2nd reading
Ss read the passage again and write the crrect questins in each blank.
Ss check the answers in class and tell the reasns.
3rd reading
Ss read the passage again, answer the interview questins using their wn wrds.
Ss check the answers in class.
1.通过第一遍快速读，获取故事发生的时间，地点，人物，结果，从而总结出文章的大意。
同时，处理部分词汇，如：disappeared, ran after, 为阅读扫清障碍。
2通过第二遍细读文章，理清文章脉络，将记者采访的话语放到文章中恰当的位置，由学生们说出理由。
3通过第三遍细读，获取关于事件发展得的细节信息。通过教师设计的细节问题，引导学生内化文章中的主要信息和语言，并运用自己的语言表达出来。
IW
PW
CW
16’
Step 4
T asks Ss t have a deep thinking. Hw did the dg find his way back hme?
Why did the hrses and dg act strangely?
Ss listen and read the text with the recrding.
Teacher ask Ss t ask and answer in pairs accrding t the passage.
内化文章信息， 培养学生的推理能力。
模仿正确的语音语调，强化语言和信息。
借助学案， 同伴之间问答，内化文章信息。
Pst-reading
Step 5
Ss wrk in grups f fur, chse ne stry and make an interview.
Ss finish writing the reprts fr their newspapers
Ss wrk in pairs reading the reprt and chse the best speaker t cme t the frnt t share his passage.
在语言和信息方面检查和落实本课的教学目标
为学生创设真实语境，并以第三人称形式叙述两种令人惊奇的动物的奇特表现。
CW
PW
GW
15’
Hmewrk
Retell the stries
Plish yur stry.
板书
Amazing Animals
Setting: Tm and his family were returning
What were yu ding when it happened?
Develpment: Were relaxing, weren’t feeling well, was taking …fr, ran after, disappeared
What did yu d?
Searched fr, gave up, went hme,
Ending: were having lunch, heard, was back
Setting: Pam was at her aunt an uncle’s hme
What was happening n the farm?
Develpment : Were wrking, became nisy, tried t break,
What happened then?
Kept acting strangely,
Ending: started shaking