胡小剛的教學設計

1、Unit 6 Lesson 16 Natural Abilities教材分析本課是北師大版初中英語八年級上冊教材第6單元的第16課，話題為動物本能。本課主要了講述了兩段采訪。第一段采訪的內容為Tom家的狗在旅行過程中丟失了。通過它的本能行走了150公里又回到了主人身邊。 第二段采訪講的是動物們的異常表現(xiàn)成功地預示了地震的即將到來。這兩個小故事情節(jié)跌宕起伏， 扣人心弦，其中也體現(xiàn)了動物與人之間深深的情感。本課的教學設計分為兩個課時。第一課時側重對閱讀內容的理解，引導學生通過閱讀獲取事情發(fā)生的時間、地點、經過和結果的信息。在閱讀活動中，既注重整體閱讀，也引導學生提取細節(jié)信息，并關注事情的發(fā)展和動物

2、和人的感受，最后結合對話信息和語言進行輸出性活動。通過本課學習，引導學生尊重動物本能， 增強愛護動物的意識。 第二課時在復習課文內容和語言的基礎上，引入本課語法項目為過去進行時。學生在理解其語意功能的基礎上，反復操練，最后在輸出活動中學生能夠根據(jù)具體問題，恰當使用過去進行時，描述過去發(fā)生的某一時刻的精彩瞬間。 教學內容話題：動物本能詞匯：Lesson 16: natural, sense, smell, taste, touch, amazing, relax, disappear, search, yard, fence, strangely, noise, wake1 按義務教育英語課程標

3、準（2011年版）的要求分類：五級詞匯：natural, sense, smell, taste, touch, relax, search, yard, strange, noise, wake課標外詞匯：amazing, disappear, fence, strangely,按照話題分類：Feelingsandmoods: sense, smell, taste, touch, relax Nature: disappear, search, yard, fence, strangely, noise, wake, natural 策略：讀前預測； 讀中通過關鍵詞獲取主要信息通過并列句、

4、上下文語境猜測詞義功能：表示驚奇第一課時First Period教學目標在本課學習結束時，學生能夠：1. 通過閱讀獲取事件發(fā)生的時間，地點，人物等基本信息。2. 分析采訪者的四個問題并將問題回位到文章的正確位置，說明理由。3. 依據(jù)獲取的信息，完成采訪稿，口頭描述兩個小故事。4. 體會交流的重要性以及了解動物的本能，尊重愛護動物。教學過程教學活動設計意圖互動模式&時間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. 激活學生已有知識儲備，調動興趣，引出文章主題。2. 通過問答，拓展孩子們的知識面，為最后輸出做準備。幫助學生初步了解令人驚奇的動物們。3. 引入本課話題，教授新詞匯。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. 教師引導學生閱讀題目，觀察圖片，并對故事情節(jié)進行預測，激發(fā)學生閱讀的興趣。檢查預測，為閱讀做好準備。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.通過第一遍快速讀，

8、獲取故事發(fā)生的時間，地點，人物，結果，從而總結出文章的大意。同時，處理部分詞匯，如：disappeared, ran after, 為閱讀掃清障礙。2通過第二遍細讀文章，理清文章脈絡，將記者采訪的話語放到文章中恰當?shù)奈恢?，由學生們說出理由。3通過第三遍細讀，獲取關于事件發(fā)展得的細節(jié)信息。通過教師設計的細節(jié)問題，引導學生內化文章中的主要信息和語言，并運用自己的語言表達出來。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.內化文章信息， 培養(yǎng)學生的推理能力。模仿正確的語音語調，強化語言和信息。 借助學案， 同伴之間問答，內化文章信息。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.在語言和信息方面檢查和落實本課的教學目標為學生創(chuàng)設真實語境，并以第三人稱形式敘述兩種令人驚奇的動物的奇特表現(xiàn)。CWPWGW15Homework1. Retell the stories2. Polish your story.板書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