北师大版初中英语八年级上册Unit6_Lesson16_精品教案Ⅰ
八年级英语北师大版上册Unit6Lesson16NaturalAbilities(第一课时)教学设计
（二）讲授新知
在本环节中，我将重点讲解以下内容：
1.通过课文阅读，让学生了解并掌握本课关于自然能力的关键词汇，如talent, gift, skill, intelligence等。
2.讲解一般现在时态，并结合课文中的句子进行示例，让学生掌握如何用一般现在时态描述人的自然能力。
-引导学生进行写作练习，如描述自己和朋友具有的自然能力，提高他们的写作能力；
-课后布置相关作业，巩固所学知识，提高学生的读写能力。
5.情感态度与价值观培养：
-在教学过程中，关注学生的情感态度每个人都有自己的优点和特长，学会尊重他人；
-培养学生正确的价值观，明白努力和天赋同样重要，成功需要付出努力。
1.培养学生认识到每个人都有自己的优点和特长，学会尊重他人。
2.培养学生自信、乐观的心态，敢于展示自己的才华。
3.引导学生树立正确的价值观，明白努力和天赋同样重要，成功需要付出努力。
4.培养学生的团队协作精神，学会与他人分享和合作。
在设计本章节的教学活动时，我将注重以上三个方面的目标，使学生在掌握英语知识的同时，提高综合语言运用能力，培养积极向上的情感态度和价值观。以下为具体的教学设计：
三、教学重难点和教学设想
（一）教学重难点
1.重点：掌握描述自然能力的主题词汇，如talent, gift, skill, intelligence等；运用一般现在时态描述人的自然能力。
2.难点：如何引导学生运用所学词汇和语法结构，准确、流畅地描述自己和他人具有的自然能力；以及如何在实际情境中运用一般现在时态。
-鼓励学生在课堂上用英语进行交流，提高他们运用语法知识的自信心。
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.
北师大版英语八年级上册Unit 6 Lesson 16 Natural Abilities 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.。
北师大版英语八年级上册Unit6 Lesson16 精品教案Ⅰ
Unit6 Lesson16 精品教案Ⅰ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丧失了。
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，其中也表达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，并关注事情的开展和动物和人的感受，最后结合对话信息和语言进展输出性活动。
通过本课学习，引导学生尊重动物本能，增强保护动物的意识。
第二课时在复习课文内容和语言的根底上，引入本课语法工程为过去进展时。
学生在理解其语意功能的根底上，反复操练，最后在输出活动中学生能够根据具体问题，恰当使用过去进展时，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, wake五级词汇：natural, sense, smell, taste, touch, relax, search, yard, strange, noise, wake.课标外词汇：amazing, disappear, fence, strangely,⑵按照话题分类：Feelings and moods: sense, smell, taste, toucNature: 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、上下文语境猜想词义。
北师大版-英语-八上-Lesson16 Natural Abilities 1课
Homework
1. Retell the stories. 2. Finish writing your report.
Read the title of the interviews and the pictures, and guess what happened to the animals.
Maybe the interviews will talk about what made the animals amazing.
初中英语北师大版八年级
Unit 6 The Unexplained
Lesson 16: Natural Abilities 第1课时
Look at the photos and match them with the unexplained things below.
Bigfoot the Loch Ness Monster
Main idea:
When Pam’s aunt anladteurn.cle were working in the yard, the animals became noisy. About an hour later, there was an
earthquake.
2nd-reading :
from a trip. A: Why did it lose? Dad: …. A: What happened then?
Suppose you are the reporter. After the interviews, you can choose one story to write a report for your newspaper.
Amazing but True!!!
八年级英语北师大版上册Unit6Lesson16NaturalAbilities(第二课时)教学设计
（3）能够运用目标语言进行小组讨论，分享个人及他人的优点和特长。
2.难点：
（1）正确运用目标词汇和句型进行表达，注意语法和句子结构的准确性。
（2）理解并运用一般现在时和一般过去时描述天生能力和后天努力的变化。
（3）在团队合作中，有效沟通、分工与协作，提高学生的合作能力。
（3）语法讲解：结合实例，讲解一般现在时和一般过去时的用法，让学生在实际语境中感受语法的实际应用。
（4）课堂活动：设计小组活动，让学生运用目标语言讨论个人及他人的优点和特长，培养学生的听说能力和合作精神。
（5）巩固练习：设计形式多样的练习，如填空、选择、改错等，帮助学生巩固所学知识。
3.课堂评价：
（1）教师关注学生在课堂活动中的表现，及时给予鼓励和指导，提高学生的自信心。
2.培养学生珍惜天生能力，同时明白后天努力的重要性，形成积极进取的人生态度。
3.引导学生尊重他人，学会欣赏和赞美他人的优点和特长，培养良好的人际关系。
4.培养学生的团队合作意识，让他们在合作中学会分享、互助和共同成长。
二、学情分析
八年级学生经过前期的英语学习，已具备一定的词汇和语法基础，能够进行简单的听说读写活动。在此基础上，针对Unit6Lesson16NaturalAbilities（第二课时）的学情分析如下：
（3）组织课后小组活动，让学生在实践中运用目标语言，巩固所学知识。
四、教学内容与过程
（一）导入新课
1.教师以提问方式引导学生回顾上一课的内容，如：“What did we learn in the last lesson? Can you remember some key words and phrases about natural abilities?”通过学生的回答，自然引入本课的话题。
初中英语北师大版八年级上册《Unit 6 Lesson16 Natural Abilities》课件
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What did you do?
We searched for him for hours. Finally, we gave up and went home, 150 kilometres away. Five weeks later, we were having lunch when we heard a dog outside. We looked out of the window and there was Paddy. He was back.
A: What were you doing yesterday afternoon?
B: I was studying at school.
A: What were you doing one hour before you had dinner last night?
B: I was reading books.
The past continuous tense 过去进行时
The past simple tense 一样过去式
The past continuous tense 过去进行时
用法： 表示过去一段时间内正在进行的动作。 构成情势： was / were + v-ing 肯定句： He was reading at this time yesterday. 否定句： He wasn’t reading at this time yesterday. 一样疑问句：Was he reading at this time yesterday? 肯定回答：Yes, he was. 否定回答：No, he wasn’t.
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.。
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
北师大版八年级英语上册Unit 6 Lesson 16 Natural Abilities教案2
Unit 6 Lesson 16 Natural Abilities 教学设计教学内容：北师大版英语八年级上册Unit 6 Lesson 16 Natural Abilities 部分内容。
教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。
2.学习使用本单元重点句型及表达（To use the typical sentences to express）。
3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。
4.培养学生对英语学科的兴趣（To make the students interest in English learning)。
5.增强学生听说读写译的能力（To strengthen the ability of listening, speaking, reading, writing and translating)。
教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。
了解动物的本能，尊重爱护动物。
教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。
教学难点：学生处于初中阶段，对英语有了初步了解，有了一定的词汇储备，对于八年级上学期学生的要求重点是在会读会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。
教学准备：课件、照片素材、音频文件、教学道具。
教学设计：Step1. GreetingStep2.Warm-up/Leading（热身/课程导入）Warm-up Question1. 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?...Step3.Presentation(呈现新课）1.Words Learning!1)老师放映课件，用中文询问同学看到了什么？同学们会看到课件上呈现的图画。
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。
北师大版八年级英语上册课件Unit 6 Lesson 16ppt
Amazing but True
Animals are really ________. As we know , they have different __________ abilities . Here is one story about it. _____________________________________________________________ _____________________________________________________________ __________________________________________________
Main idea:
When Pam’s aunt and uncle were working in the yard, the animals became noisy. About an hour later, there was an earthquake.
2nd-reading
Answer the interview questions using your own words. • What were you doing when it happened? • What did you do? • What was happening on the farm? • What happened then?
from a trip. A: Why did it lose? Dad: …. A: What happened then? Mom: ……
Suppose you are the reporter. After the interviews, you can choose one story to write a report for your newspaper.
北师大版英语八年级上册Unit6 Lesson16 精品教案Ⅱ
·were relaxing
·weren’t feeling very well
·was taking Paddy for a walk
·were having lunch
·were working in the yard
·were running around
T asks Ss toguessand write sentences about what your partner was doing at these times
Ss read the sentences aloud and check their guesses.
T encourages Ssto think of more activities that can help their lives colorful and meaningful.
Ss work in pairs to ask and answer.Check their guesses.
在句子中运用过去进行时。
在与本课对话相关的实际情景中，进一步巩固过去进行时在when引导的时间状语中的应用。
给学生们创设真实情境。
练习不同时间状语引导下，正确运用过去进行时猜测朋友的日常活动
·T helps Ss to get the correct pronunciation.
·Ss listen to the sentences in Ex. 8 and focus on the sound and the rule.
·Ss listen to the recording and try to repeat.
5.正确读出辅音/r/连读。
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so they are amazing 教授新词汇。
animals.” Teacher
writes down the title on
the blackboard.
Pre-reading
St 生 阅
TB:小初高题库
北师大版初中数学
pictures ， asks them 读 题 目 ， 观 察 图
2. 通过问答，拓展 IW
· What animals do you 孩 子 们 的 知 识 PW
think are amazing?
面，为最后输出 5’
· What makes them amazing?
做准备。帮助学 生初步了解令人
· T will say， “They 惊奇的动物们。
have natural abilities, 3. 引入本课话题，
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, 1. 激活学生已有知 and choose the animals 识储备，调动兴
who have natural 趣，引出文章主
abilities.
题。
CW
· T asks Ss
北师大版初中数学
北师大初中数学 重点知识精选
掌握知识点，多做练习题，基础知识很重要！ 北师大版初中数学 和你一起共同进步学业有成！
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北师大版初中数学
Unit6 Lesson16 精品教案Ⅰ 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。
Kept acting strangely,
Ending:
started shaking
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北师大版初中数学
相信自己，就能走向成功的第一步 教师不光要传授知识，还要告诉学生学会生活。数学思维可
以让他们更理性地看待人生
TB:小初高题库
· Ss listen and read the 模 仿 正 确 的 语 音
text with the recording. 语调，强化语言和
· Teacher ask Ss to ask 信息。
and answer in pairs 借助学案， 同伴
according to the 之间问答，内化文
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, wake 五级词汇：natural, sense, smell, taste, touch, relax, search, yard, strange, noise, wake. 课标外词汇：amazing, disappear, fence, strangely, ⑵按照话题分类： Feelings and moods: sense, smell, taste, touch, 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、上下文语境猜测词义。 功能：表示惊奇
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北师大版初中数学
Setting:
Pam was at her aunt an uncle’s home
What was happening on the farm?
Development : Were working, became noisy, tried to break,
What happened then?
TB:小初高题库
北师大版初中数学
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。
同 时 ， 处 理 部 分 PW
· WHAT?
词 汇 ， 如 ： CW
· Main idea:
disappeared, ran 16’
· Ss check the answers. after, 为阅读扫清障
2nd reading
碍。
· Ss read the passage
again and write the 2 通 过 第 二 遍 细
表达出来。
北师大版初中数学
Step 4 · T asks Ss to have a 内化文章信息，
deep thinking. How did 培养学生的推理能
the dog find his way 力。
back home?
· Why did the horses and
dog act strangely?
Development: Were relaxing, weren’t feeling well, was
taking …for, ran after, disappeared
What did you do?
Searched for, gave up, went home,
Ending:
were having lunch, heard, was back
passage.
章信息。
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北师大版初中数学
Post-reading
Step 5 · Ss work in groups of 在语言和信息方面 CW
four, choose one story 检查和落实本课的 PW
and make an interview. 教学目标
GW
Ss finish writing the
correct questions in 读文章，理清文章
each blank.
脉络，将记者采访
· Ss check the answers in 的话语放到文章中
class and tell the 恰当的位置，由学
reasons.
生们说出理由。
3rd reading
TB:小初高题库
· Ss read the passage 3 通 过 第 三 遍 细
While-reading
Step 3 1st reading
· Ss read the passage 1.通过第一遍快速
carefully to get the key 读，获取故事发生
information.
的时间，地点，人
· WHEN?
物，结果，从而总
· WHERE?
结出文章的大意。 IW
· WHO?
again, answer the 读，获取关于事件
interview questions 发 展 得 的 细 节 信
using their own words. 息。通过教师设计
· Ss check the answers in 的细节问题，引导
class.
学生内化文章中的
·
主要信息和语言，
并运用自己的语言
to read the title and 片，并对故事情节
leads them to predict 进行预测，激发学
what happened to the 生阅读的兴趣。 IW
animals
CW
检 查 预 测 ， 为 阅 3’
· Ss read the text and 读做好准备。
check their prediction.
15’
reports for their
newspapers
· Ss work in pairs 为学生创设真实语
reading the report and 境，并以第三人称
choose the best speaker 形式叙述两种令人
to come to the front to 惊奇的动物的奇特
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。
share his passage.
表现。
Homework
1. Retell the stories
2. Polish your story.
板书
Amazing Animals
Setting: Tom and his family were returning
What were you doing when it happened?