北师大版英语八年级上册Unit 6 The Unexplained Lesson 16 Natural Abilities-教学设计

北师大版《初中英语》
八年级上册
Unit 6
Lesson 16 Natural Abilities
教学基本信息
课题
U6L16-1 Natural Abilities
学科
英语
学段：初中
年级
八年级
教材
北师大版《初中英语》八年级上册
指导思想与理论依据
《义务教育英语课程标准（2011版）》中课程基本理念（四）强调学习过程，重视语言学习的实践性和应用性。主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。涉及本课阅读技能为四级目标，要求学生能根据上下文猜测生词的意思，能从简单的文章中找出有关信息、理解大意，并能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历。
《普通高中英语课程标准（2017 年版）》提出英语学科核心素养，强调以主题意义为引领，以语篇为依托，以解决问题为目的，学会学习。整合性学习语言知识与文化知识，理解和表达意义、意图和情感态度，发展逻辑思维、批判思维和创新思维。英语课程内容是发展学生英语学科核心素养的载体。英语课程内容包括六个要素：主题语境、语篇类型、语言知识、文化知识、 语言技能和学习策略，它们是一个互相关联的整体。六要素整合下的英语学习活动观是指学生围绕特定主题语境，依托不同语篇类型，在分析和解决问题中，通过学习理解、 应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，促进语言知识学习、 语言技能发展、文化意识体验、学习策略运用。
综上所述，结合语篇以动物令人惊异的本能为主题，本课创设真实语境，首先以学习理解第一段采访为主要内容，通过层层深入的问题链，引导学生通过思维导图在解决问题的过程中，获取采访的背景、经过和结果等信息，学习语言知识；接着，将第一段采访中所获取的信息和提取的框架应用实践到第二段采访；最后，通过两个思维导图，让学生在课后将两段采访迁移创新到书写一篇新闻报道上。
教学背景分析
一、教材分析：
WHAT:本课是北师大版《初中英语》八年级上册教材第6单元The Unexplained的第16课Natural Abilities的第一课时，话题为动物本能。本课主要讲述了两段关于动物的采访。第一段采访的内容为Tom家的狗在旅行中走失了，Tom和家人努力寻找却未果，最后狗狗通过自己的本能行走了150公里又回到了主人的身边。第二段采访的内容为Pam在农村的姑姑家发现，院子中动物们的异常表现预示着地震的到来。两段采访均揭示了动物令人惊异的本能以及动物与人之间密切的情感。
WHY:作者希望通过本文让学生了解动物的本能，培养学生与动物建立和谐亲密的关系，并树立尊重爱护动物的意识。
HOW:本文是一篇采访式记叙文，文章分为两部分。第一部分通过两个采访问题“What were you doing when it happened?”和“What did you do?”引出Tom和家人在旅途中狗狗走失事情发生的时间、地点、经过以及狗狗通过本能又回到主人身边的结果；第二部分同样通过两个采访问题“What was happening on the farm?”和“What happened then?”而引出Pam在农村姑姑家发现动物们的异常表现事情发生的经过以及发现动物通过本能预测地震的结果。本文中，作者采用过去进行时来描述两个事件的发生，同时还涉及到了感官动词的应用。
二、学情分析：
整体情况：本班为十五中南口学校八年级1班，学生英语水平参差不齐，但英语学习积极性较高。学生对于本课话题动物令人惊异的本能兴趣较大，且乐于阅读记叙文体。
已有知识：学生对于动物话题较熟悉且具备相关词汇量；在七年级下册和八年级上册也已经细致学习了一般过去时和现在进行时的用法，这能够帮助学生理解过去进行时的语用功能；在阅读策略方面，学生能够通过阅读寻找并获取关键信息，并用自己的语言进行简单的描述。
未有知识：过去进行时的语用和表意功能。
可能存在的问题：对于感官动词以及yard, fence, natural, disappear, search for, give up, run after等词汇的理解不充分；缺乏对于过去进行时表意功能的理解；在阅读中提取细节信息以及进行总结概括能力欠缺。
应对策略：对于词汇的讲解，将利用情景代入、图片、同义词等方法；弱化过去进行时的语法讲解，重点引导学生在语境中理解句意；在阅读中注意指导阅读方法，关键词定位，联系上下文进行理解等。
教学目标
在本课学习结束时，学生能够：
1、认读感官动词以及yard, fence, natural, disappear, search for, give up, run after等词汇。
2、通过阅读，获取两段采访的背景、经过和结果的相关信息。
3、能够根据思维导图进行问答并复述第一段采访，并在课后完成第二段采访的复述以及书写一篇新闻稿。
4、通过阅读两段采访，体会并了解动物的本能，树立尊重爱护动物的意识。
教学重点和难点
教学重点：
1、通过阅读，获取两段采访的背景、经过和结果的相关信息。
2、能够根据思维导图进行问答并复述第一段采访，并在课后完成第二段采访的复述以及书写一篇新闻。
教学难点：
能够根据思维导图进行问答并复述第一段采访，并在课后完成第二段采访的复述以及书写一篇新闻。
板书设计
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教学过程
教学阶段
教师活动
学生活动
设计意图
时间
I. Pre-
reading
Step1 Lead-in
1. Teacher creates a situation and introduces a friend to the students: Jane, the reporter. Tell them an interesting story about Jane and her dog, then ask a question to lead out the topic –Natural Abilities:
Jane has an amazing dog. He always helps her. One day, her one sock disappeared, do you know who helped her find the sock? Yes, it was her dog! But how did the dog find the sock?
2. Select four animals and let students talk about the following questions:
(1) Which animal can see clearly at night?
(2) Which animal can touch like a human?
(3) Which animal can smell blood far away?
(4) Which animal can hear very small sound?
3.By answering the questions, lead out the Sense Words. Let students talk about the sense words and read them.
4. Show the pictures of them and their animals, let them talk about what their animals can do.
5. Tell the students that Jane is interested in animals’ natural abilities, so she has made an interview with Tom and Pam about their animals.
Meet the new friend, listen to the story, and answer the question.
Talk about the questions.
Learn the Sense Words and read them.
Talk about their pictures and animals.
Meet Tom and Pam.
创设真实情境，激发学生兴趣并引出本课话题。
通过贴近学生生活的图片和问题，激发学生已知，感知感官动词并为阅读作铺垫。
学习感官动词，并展示学生与小动物的照片，拉进学生与本课话题和语篇的距离，学习感官动词的应用。
通过介绍记者与两个人物的关系，引出阅读语篇。
8’
II. While-
reading
Step 2 Part one – First interview
First-reading
1. Show the interview questions Jane has asked and let students read the first interview for the first time and write the correct question in each blank. Remind them to circle the key words in the questions.
2. Check the answers.
Second-reading
1. Ask two questions and let students read the first interview for the second time and answer the questions:
(1) When did the story begin?
(2) What did the dog do after he saw the rabbit?
2. Check the answers and explain the words: run after, disappear.
Third-reading
1. Help students to get more details and understand the structure of the interview by asking when, who+what(doing), what happened (dog, we) and what (result).
2. Check their understanding and write on the blackboard, explain the new words: search for, give up.
Retelling
1. Let them work in pairs, ask, and answer the information on blackboard. Give them an example:
A: When did the story happen?
B: In the last summer.
2. Let them ask and answer in class.
3. Retell the first interview together.
Step 3 Part two – Second interview
First-reading
1. Show the interview questions Jane has asked and let students read the second interview for the first time and write the correct question in each blank. Remind them to circle the key words in the questions.
2. Check the answers.
Second-reading
1. Show students a mind map of Interview Two, ask students to think about how to finish the mind map and what questions they can ask. Then read the second interview again and fill in the blanks.
2. Check the answers and explain the new words: yard, break the fence.
Read the first interview for the first time and answer the questions.
Circle the key words.
Check the answers.
Read the first interview again and answer the answers.
Check the answers.
Read the third time and answer the questions, then understand the structure.
Learn the new words.
Ask and answer the information.
Show in class.
Retell together.
Read the second interview for the first time and answer the questions.
Check the answers.
Think about the questions, then read again and fill in the mind map on the worksheet.
Check the answers.
第一遍阅读，获取第一段采访的主旨大意。
第二遍阅读，获取第一段采访的细节信息。
第三遍阅读，深挖第一段采访的细节信息，并完善板书的思维导图。
让学生通过思维导图对第一段采访进行复述，并为第二段采访的思维导图作铺垫。
第一遍阅读，获取第二段采访的主旨大意。将第一段所学思维导图应用实践到第二个思维导图中。
第二遍阅读，获取第二段采访的细节信息。
20’

11’
III. Post-
reading
Step 4 Deep thinking
1. Ask two questions and let students think deeply:
(1) How did the dog find his way back home?
(2) Why did the horses and dog act strangely?
2. Show all the photos of animals, let students talk about their natural abilities and lead out “Animals’ natural abilities help themselves, also help people. How amazing is that! So, with their natural abilities, they are amazing animals!”
Step 5 Homework
1. Retell the Interview Two according to the mind map.
2. Jane wants to write a report for her newspaper, let students help her to finish the report and write on the worksheet.
Think and answer the questions.
Talk about their natural abilities.
Take notes.
通过两个问题，让学生对两段采访进行深度思考，挖掘本课的文化意识和思维品质。
在作业中，学生通过两个思维导图将所学迁移创新到新闻稿书写，以读促写，达到语言运用。
6’
U6L16-1 Natural Abilities
1. Read interview I and answer the questions:
(1) When did the story happen?
_____________________________________________________
(2) What did the dog do after he saw the rabbit?
_____________________________________________________
2. Read Interview II and fill in the blanks.
What (happened)
Dog:_______________
Where
at aunt and uncle’s home in the countryside
What(result)
Who+What (doing)
____________________
What (happened)
Horses: became noisy
____________
____________
____________
about an hour later,
___________________
4470403670303. Homework: Help Jane to write a report for the newspaper.