Unit 6 Lesson 16 Natural Abilities 课件3-优质公开课-北师大8上精品
北师大版八年级英语上册课件Unit 6 Lesson 16 Natural Abilities
doing
Underline the sentences with “When” Please pay attention to the verbs.
• Tom and his family were returning from a trip when their dog disappeared.
• I was taking Paddy for a walk when he saw a rabbit.
• We were having lunch when we heard a dog outside. He was back.
• My aunt and uncle were working in the yard when their dog became really noisy.
2nd-reading :
A:___W__h_a_t_h_a_p_p__en__ed__t_h_e_n_?________ B: The animals kept acting strangely. About an hour later, the ground started shHakowingd.idIt was an earthquakthee. yTahcetdog and the horses knew befosrtreawngeedlyid?.
happen? WThheadtowg wasasthe
rbeascuklt?4 3
Last summer, when Tom and his family were
Main returning from a trip, their dog disappeared. Five idea: weeks later, the dog was back home.
牛津英语Unit 6 Natural disastersPPT教学课件
2021/01/21
9
If there is a big fire, we should
2021/01/21
call 119 hotline for help.
10
If somebody is hurt, we should
2021/01/21
call 120 hotline for help.
13
Accident report form
Accident:
Their car crashed into(1) _a_t_r_e_e__ .
They are(2) _tr_a_p_p_e_d_ in the car.
Weather:
There is (3)_h_e_a_v_y_s_n_o_w_ and it covers the
A man named _S_u__N__in_g_ called the 110 hotline at 7_._4_0__p_._m_. using his mobile phone. His car crashed into _a_t_r_e_e___ near Starlight Street in S__u_n_s_h_i_n_e__T_o_w__n__ .He and his wife were _tr_a_p_p_e__d in the car .The snow was _h__e_a_v_y_ and it covered
北师大版-英语-八上-Lesson 16 Natural Abilities 课件2
2nd-reading :
A:___W__h_a__t_w_a__s_h_a_p__p_e_n_i_n_g__o_n__th__e farm?
B: My aunt and uncle were working in the yard when their dog became really noisy. Then their two horses became noisy. They were running around, too. They tried to break the fence and run away. We didn't understand why.
The animals kept acting strangely. Then an earthquake happened.
4th -reading :
Read after the tape and pay attention to your pronunciation.
Deep Thinking
•1. What did you do?
•2. What was happening on the farm?
•3. What happened then?
•4. What were you doing when it happened?
2nd-reading :
A:___W__h_a_t_d_i_d_y_o_u__d_o_?____________
doing
Underline the sentences with “When” Please pay attention to the verbs.
• Tom and his family were returning from a trip when their dog disappeared.
Unit6Lesson16NaturalAbilities(第二课时)教学设计八年级英语北师大版上册
Unit 6 Lesson 16 Natural Abilities（第二课时）Lesson Focus•Senses, prepositions and adverbs•Past continuous and past simple•Guessing what your partner was doing at a particular time Grammar: Past continuous and past simpleExercise 5Purpose: to help students plete a table with the past continuous or past simple form of verbsDirect students to the reading in Exercise 2. Have a student volunteer to read the first sentence aloud. Write the sentence on the board. Ask “What are the two actions in the sentence?”Elicit or provide Tom and his family were returning from a trip and their dog disappeared. Ask “What's the tense, past, present or future?”Elicit past. Then ask “Which was the first action?”Elicit or provide Tom and his family were returning from a trip. Ask“What happened to interrupt the first action?”Elicit or provide Their dog disappeared. Ask“Which past tense do we use to show that action interrupts the first action?”Elicit or provide past simple. Then ask“Which past tense do we use to indicate an action that is ongoing?”Elicit or provide past continuous.Revise how to form the past continuous, eliciting or providing past tense of be (was, were) + ing form of verb ( also called the presentparticiple). As well, revise how to form past simple (Add d or ed to the base form, unless irregular. ), going over a few irregular verbs. If you feel your students are ready, you may skip this step.Say““plete the table with the past simple or past continuous”. Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, asking individual students to read the sentences aloud. Challenge students to identify the first, ongoing action and the action that interrupted it.Answers1. was sleeping;2. woke;3. opened;4. were;5. wasn't;6. doing:7. happenedExercise 6Purpose: to help students guess and write sentences about what their partner was doing at specific times in the pastDirect students to the list of times. Read them aloud or have a student read them. Make sure students understand the meaning. Say a true sentence about yourself, for example,“Yesterday afternoon, I was riding on the train”Assign students partners, but don't put them into pairs yet, and say“Now guess and write sentences about what your partner was doing at these times”. Monitor, offering help as needed.Direct students to the chart in Exercise 5 if necessary.Have students pare their sentences with a different partner. Encourage them to offer each other corrective feedback. Monitor closely as students do this, making sure they are giving correct feedback. Go over some examples as a class if necessary.SpeakingExercise 7Purpose: to help students check their guesses from Exercise 6Say the true sentence about yourself again and write it on the board.Underline riding on the train and ask students to tell you the question word for the statement. Elicit or provide What? As a class, e up with the question to ask for the first time: What were you doing yesterday afternoon? Alternatively, read the Example aloud. If you feel your students are ready, you may skip this step.Direct students to the sentences they wrote in Exercise 6. Say " Now meet with your partner. Check your guesses in Exercise 6. Ask and answer questions". Monitor, offering help as needed. Make a list of any serious errors in past continuous and simple past usage and have an anonymous feedback session at the end of the activity. Expansion: Don't Stop!Note: Use these activities to give students more practice.Activity 1: Personalise the activity by either writing the following list on the board, or by making a sheet with them. Begin the list like this:What were you doing ...?⭕on 9/11⭕when the earthquake of 2010 hit⭕on the first day of your junior high schoolYou can also make this into a“bluff game”by telling students who don't remember what they were doing to make something up. Their partners can then guess whether the answer is true or not.Activity 2: If you did not do the Expansion exercise "Alibi!" from Unit 5, do it now.。
Unit 6 Lesson 16 Natural Abilities 课件3
c. at 8 pm last night
ready for the
d. at 7 am this
dictation
morning
5.He was singing
e. before English
an English song.
class started
6. He was reading
f. …
Chinese
We searched for him __f_o_r _ hours. Finally, we gave up and went home, 150 kilometres away. Five weeks later, we _w__er_e_h_a_v_in_g_ lunch _w_h_e_n_ we heard a dog outside. We looked out of the window and there was Paddy. He was back.
过去进行时
过去的时间点
Retelling the story:
Tom
relax disappeared searched heard was back
Amazing animals!
Paddy
relax disappeared searched heard was back
They were relaxing at a coffee shop because Tom’s parents weren’t feeling well.
_be_c_a_u_s_e_ my mum and dad _w_e_r_e_n_’t_f_ee_l_in_g_ very well. I _w_a_s__tak_i_n_g__ Paddy for a walk _w_h_e_n_ he saw a rabbit. He ran after it and disappeared.
北师大版英语八上Unit 6 Lesson 16 Natural Abilities 教学设计
北师大版英语八上Unit 6 Lesson 16 Natural Abilities 教学设计一. 教材分析北师大版英语八上Unit 6 Lesson 16 Natural Abilities主要讲述人们对于天赋和技能的看法。
通过本节课的学习，学生能够掌握各种天赋和技能，学会如何表达自己的观点，提高他们的阅读和写作能力。
本节课的主要内容包括动物的天赋和人类的学习技能。
二. 学情分析学生在学习本节课之前，已经掌握了基本的英语语法和词汇。
但是，对于一些关于天赋和技能的词汇，他们可能还没有接触过。
此外，学生可能对于如何表达自己的观点还存在一定的困难。
三. 教学目标1.学生能够掌握关于天赋和技能的词汇和短语。
2.学生能够理解课文内容，把握文章的主旨大意。
3.学生能够运用所学知识，表达自己的观点。
4.学生能够提高他们的阅读和写作能力。
四. 教学重难点1.词汇：动物的天赋和人类的学习技能相关的词汇。
2.语法：一般现在时态的运用。
3.表达：如何表达自己的观点。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.合作学习：学生分组讨论，培养他们的团队协作能力。
3.情境教学法：创设各种情境，让学生在真实的语境中学习英语。
六. 教学准备1.教学PPT：包括课文内容、词汇、语法、练习等。
2.课文录音：方便学生跟读和模仿。
3.相关图片和视频：用于创设情境，激发学生的学习兴趣。
七. 教学过程1.导入（5分钟）利用图片和视频，引导学生谈论动物的天赋和人类的学习技能。
例如，展示一些动物的捕猎和生存技巧，让学生谈谈对这些动物天赋的看法。
2.呈现（10分钟）向学生介绍本节课的主要内容，包括课文标题、作者、主要人物和事件。
让学生快速阅读课文，了解文章大意。
3.操练（10分钟）学生分角色朗读课文，模仿语音语调。
教师针对学生的发音和语调进行纠正和指导。
接着，学生进行词汇练习，运用本节课所学的新词汇。
初中英语北师大版八年级上册《Unit 6 Lesson 16 Natural Abilities-过
4、表示地理位置的in, on, to：
• in表示在某范畴内， • on指与什么毗邻， • to指在某环境范畴之外。 • Changchun is in the northeast of China. • Mongolia is on the north of China. • Japan is to the east of China.
二、介词具体的分类归纳
• 1、地点(位置、范畴)介词：
• above在…前,
across在…对面,
• after在…后面,
along在…近旁,
• among在…中间,
around在…周围,
• at在…处,
before在...前,
• behind在...后,
below低于...,
• beside在...旁边,
• in表示一段的时间，如：in the morning, in the afternoon, in the evening, in October, in 1998, in summer, in the past, in the future等。
• on总是跟日子有关，on Monday, on Christmas morning, on the following, on May Day, on a warm morning等。
2、表示时间的since和from：
• since表示从过去到现在的一段时间的进程，常与现在 完成时连用。
• from表示从时间的某一点开始，不触及与现在的关系。 一样多与现在时、过去时、将来时连用。
北师大版八年级英语上册：Unit 6 Lesson 16 Natural Abilities 教案
Development
A: Did you look for your dog?
A: How long did it take you to search for it?
A: ____________________
…
D: _______________________
B:____________________
C:____________________
Ending
A: How long did it take the dog to go back home?
A: ____________________A: Thank you来自for your story.
D: ______________________
Probably, we can't explain why these animals have these natural abilities. But definitely we know that they are our friends.
_________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
北师大版八年级英语上册课件Unit 6 Lesson 16 Natural Abilities-3
rabbit
2.How long did Paddy disappear?
A. 150 kilometres B. Five weeks C.
several hours
3.Is it easy for Paddy to go back home?
A. Yes
B. No
Why?
Read thewsteorreyrealnadxifningd the “disappearing” words.
He ran after it and disappeared.
We searched for him __f_o_r _ hours. Finally, we
gave up and went home, 150 kilometres away. Five
weeks later, we _____ _____ lunch _____ we heard a dog outside. We lwoeorkeehdaovuint gof the wiwndhoewn and there
T
4. Paddy came back at lunch-time.
Read the story and find the right answers.
1.He ran after it and disappeared. “it”
means_________
A. Tom
B. Paddy
C. the
amazing?
Retelling the story:
Amazing animals!
were working became noisy tried to break kept acting started shaking
北师大版英语八年级上册Unit6Lesson16NaturalAbilities教案
北师大版英语八年级上册Unit6Lesson16NaturalAbilities教案Unit 6 Lesson 16 Natural Abilities 教案Teaching aims:1. 进行课堂阅读训练，提高学生英语阅读能力。
2. 将课文主题与生活紧密联系，培养学生在生活中学习英语、运用英语的能力。
3. 对过去进行时进行归纳整合。
Key points:复习过去进行时。
Difficult points:引导学生在活动中、生活中灵活运用句型，培养学生英语听、说能力。
Teaching preparations:PPT, cards, pictures, recorder.Teaching procedures:Step 1: Warm-up1. Greeting:T: Good morning, girls and boys.2. Lead-inLook at the key words. Then make sentences about these things.Key Words: Senseshear see smell taste touch(feel)cheese air water sunExample:You can see, smell, taste and feel cheese but you can’t hear it!Step 2: Reading1. Read the two interviews. Write the correct question in each bank.1) What did you do?2) What was happening on the farm?3) What happened then?4) What were you doing when it happened?2. Now answer the interview question using your own words.Step 3: Your TurnGuess and write sentences about what your partner was doing at these times.1) yesterday afternoon2) one hour before he/ she had dinner last night3) at 8 pm last night4) at 7 am this morning5) before English class startedExample:Yesterday afternoon, he/ she was studying at school.Step 4: SpeakingT: Work in pairs. Check your guesses in Your Turn.Example:A: What were you doing yesterday afternoon?B: I was studying at schoolStep 5: Homework1. Memory all the key words and expressions.2. Do you think some people or animals have unusual skills? Write down your own opinion.。
初中英语北师大版八年级上册《Lesson 16 Natural Abilities 》课件
Warm up
Do ou remember what they were doing?
Last summer , Tom and his family _w__er_e_r_e_t_u_rn_i_n_g_f_ro_m__a_t_r_ip_when their dog _w_e_r_e _re_l_a_xi_n_g_. We__di_s_ap_p_e_a_re_d__ at a coffee shop because my mum and dad _w_e_r_e _re_l_a_xi_n_g_. I w_a_s_t_a_k_in_g_P_a_d_d_y__fo_r_a__w_a_lk_when he saw a rabbit. He ran after it and disappeared. We _s_e_a_rc_h_e_d_f_o_r_h_i_m_ for hours. Finally, we gave up. Five weeks later, we_w__er_e_h_a_v_in_g__lu_n_c_h_ when we _h_e_a_r_d_a dog outside. He was back.
What animals do you think are amazing? Owls are amazing because they can see clearly at night. What makes them amazing? Their natural abilities.
Look at the Key Words. Then make sentences about these things.
1st-reading
Read the two interviews. Write the correct questions in each blank.
北师大版英语八年级上册Unit6Lesson16NaturalAbilities教学设计
5.视频日志：鼓励学生录制一段关于自己锻炼和提高后天技能的视频日志，展示他们的努力过程和成果。这不仅能激发学生的学习兴趣，还能帮助他们反思和总结自己的学习经历。
在这个阶段，学生的认知发展正处于一个关键时期，他们对新鲜事物充满好奇，求知欲强，但同时也面临着一定的心理压力。因此，在教学过程中，教师应关注学生的情感需求，创造轻松、愉快的学习氛围，帮助他们建立自信心，勇于展示自己。
此外，学生在小组合作学习中，团队协作能力和沟通能力有待提高。教师应充分利用课堂活动，引导学生积极参与，培养他们的合作精神和人际交往能力。在此基础上，针对不同学生的学习水平和能力，教师应进行分层教学，使每个学生都能在原有基础上得到提高。
为了提高讨论效果，我会为学生提供一些讨论框架和参考词汇，并适时给予指导。讨论结束后，每个小组需要向全班汇报讨论成果，其他小组可以进行评价和提问，以促进学生之间的交流。
（四）课堂练习，500字
在学生掌握新知和进行小组讨论后，我将设计一系列课堂练习，帮助学生巩固所学知识。练习形式包括听力、口语、阅读和写作等，涵盖本课的重点词汇、句型和时态。
（五）总结归纳，500字
在课堂的最后，我将带领学生对本节课的内容进行总结归纳。首先，我会邀请学生分享他们在课堂上的收获和感悟，让他们谈谈对天生能力和后天技能的认识。接着，我会对本节课的重点知识进行回顾，强调天生能力和后天技能的重要性。
此外，我还会布置相关的课后作业，要求学生运用所学知识进行实践。在课后，我会对学生的学习情况进行跟踪了解，为下一节课的教学做好准备。
牛津英语Unit6 Natural disasters PPT课件
about it. There was… B: Oh, really? A: Yes. It was terrible. … B: Was anybody hurt? A: …
A big fire
Dialogue
Amy
1.What are they talking about? 2.Was the big fire very terrible? 3.Why did the school catch fire? 4.Was anybody hurt?
Sandy
Talking about natural disasters
The big fire in Britain When: last week Where: at Vivien’s school in Britain Reason: a heavy storm with thunder
and lightning Results: terrible, school caught fire
Name of caller: (6)_S_u__N_in_g________
Place:
(7)_S_t_a_rl_ig_h_t_S_t_r_e_e_t,_S_u_n_s_h_i_n_e_T_o_w_n_
No. of victims: (8)_T_w_o______________________
Conditions of victims:
Mr Su-(9)O__K_,b_u_t_f_e_lt__co_l_d_a_n_d__f_ri_g_h_te_n_e_d__
Unit 6 Lesson 16 Natural Abilities 课件3
Tom Paddy Amazing animals!
relax disappear search hear be back
relax disappeared searched heard was back
Let’s read the story on the books. Underline the sentences with these words.
Read the story and find the right answers.
1.He ran after it and disappeared. “it” means_________
A. Tom
B. Paddy
C. the rabbit
2.How long did Paddy disappear?
_be_c_a_u_s_e_ my mum and dad _w_e_r_e_n_’t_f_ee_l_in_g_ very well. I _w_a_s__ta_k_in_g__ Paddy for a walk _w_h_e_n_ he saw a rabbit. He ran after it and disappeared.
Unit 6 Lesson 16 Natural Abilities
Natural Abilities for people:
sences
hear see smell taste touch/feel
Natural Abilities for people:
sences hear see smell taste touch/feel
Read the story and find the right answers.
1.He ran after it and disappeared. “it” means_________
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Natural Abilities for people:
sences
hear see smell taste touch/feel
Natural Abilities for people:
sences hear
see
smell
Read and write T for true and F for false.
returning from 1. Tom and his family were going to a trip when Paddy disappeared. F
2. We gave up and went home after we searched for the rabbit for hours. Paddy F 3. Our home was 150 kilometers away at that time.
Predict the story with these words in groups, please.
Tom Paddy
Amazing animals!
relax disappear search hear be back relax disappeared searched heard was back
We were having lunch
过去进行时
过去的时间点
Retelling the story: Tom relax disappeared searched heard was back
Amazing animals!
Paddy
relax disappeared searched heard was back
Let’s read the story on the books. Underline the sentences with these words.
Tom Paddy
Amazing animals!
relax disappeared searched heard was back
Is it as same as your story?
dog outside. We looked out of the window and there
was Paddy. He was back.
Read the sentences and find the “disappearing” parts.
I was taking Paddy for a walk when he saw a rabbit. when we heard a dog outside. because Tom’s parents weren’t feeling well.
Read the story and find the right answers.
1.He ran after it and disappeared. “it” means_________ A. Tom B. Paddy C. the rabbit 2.How long did Paddy disappear? A. 150 kilometres B. Five weeks C. several hours 3.Is it easy for Paddy to go back home? A. Yes B. No Why?
taste
touch/feel
cheese, water, sun, air smell Who can smell better, or ?
What do you think when you see this picture? Tom Paddy
Amazing animals!
surprising greatly
We were having lunch
Read the sentences and find the “disappearing” parts.
I was taking Paddy for a walk when he saw a rabbit. when we heard a dog outside.
4. Paddy came back at lunch-time.
T
T
Read the story and find the right answers.
1.He ran after it and disappeared. “it” means_________ A. Tom B. Paddy C. the rabbit 2.How long did Paddy disappear? A. 150 kilometres B. Five weeks C. several hours 3.Is it easy for Paddy to go back home? A. Yes B. No Why?
He ran after it and disappeared. We searched for him _____ for hours. Finally, we gave up and went home, 150 kilometres away. Five were having when we heard a weeks later, we _____ _____ lunch _____
Read the story and find the “disappearing” words. We ______ ______ at a coffee shop near the road were relaxing because weren’t ______ feeling very well. _______ my mum and dad ______ I _____ _____ Paddy for a walk _____ was taking when he saw a rabbit.