胡小刚的教学设计

1、Unit 6 Lesson 16 Natural Abilities教材分析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Tom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

2、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：Lesson 16: natural, sense, smell, taste, touch, amazing, relax, disappear, search, yard, fence, strangely, noise, wake1 按义务教育英语课程标

3、准（2011年版）的要求分类：五级词汇：natural, sense, smell, taste, touch, relax, search, yard, strange, noise, wake课标外词汇：amazing, disappear, fence, strangely,按照话题分类：Feelingsandmoods: sense, smell, taste, touch, relax Nature: disappear, search, yard, fence, strangely, noise, 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、

4、上下文语境猜测词义功能：表示惊奇第一课时First Period教学目标在本课学习结束时，学生能够：1. 通过阅读获取事件发生的时间，地点，人物等基本信息。2. 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。3. 依据获取的信息，完成采访稿，口头描述两个小故事。4. 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 look at the pictures, and choose the animals who have natural abilities. T asks Ss What animals d

5、o you think are amazing? What makes them amazing? T will say，“They have natural abilities, so they are amazing animals.” Teacher writes down the title on the blackboard.1. 激活学生已有知识储备，调动兴趣，引出文章主题。2. 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。3. 引入本课话题，教授新词汇。CWIWPW5Pre-readingStep 2 T shows two pictures

6、 ，asks them to read the title and leads them to predict what happened to the animals Ss read the text and check their prediction. 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。IWCW3While-readingStep 31st reading Ss read the passage carefully to get the key information. WHEN? WHERE? WHO? WHAT? Ma

7、in idea: Ss check the answers.2nd reading Ss read the passage again and write the correct questions in each blank. Ss check the answers in class and tell the reasons.3rd reading Ss read the passage again, answer the interview questions using their own words. Ss check the answers in class.1.通过第一遍快速读，

8、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。IWPWCW16Step 4 T asks Ss to have a deep thinking. How did the dog find his way back home? Why did the horses and

9、dog act strangely? Ss listen and read the text with the recording. Teacher ask Ss to ask and answer in pairs according to 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。Post-readingStep 5 Ss work in groups of four, choose one story and make an interview. Ss finish writing the r

10、eports for their newspapers Ss work in pairs reading the report and choose the best speaker to come to the front to 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。CWPWGW15Homework1. Retell the stories2. Polish your story.板书Amazing AnimalsSetting: Tom and his family were returning What were you doing when it happened?Development: Were relaxing, werent feeling well, was taking for, ran after, disappearedWhat did you do?Searched for, gave up, went home, Ending: were having lunch, heard, was backSetting: Pam was at her au