Unit5listening课件外研版英语八年级下册

Unit5Lookingintonature第四课时

Developingideas(1)(Listening&Speaking)P.73-75目标P44—课前预习boilingmaketeaAncientheatedchemicalsfound【设计意图】：通过课前两分钟的词形填空练习，激活学生对本课核心生词及基础词形变化的初步认知，快速切入单元话题。Lookandanswerthequestions1.Whatsecretsofnaturedothesepicturesshow?theblackhole黑洞theBigfoot大脚野人theLochNessMonster尼斯湖水怪thebeginningoftheuniverse宇宙起源OptionA【设计意图】借助图片引出本课话题，激发学生对于自然未解之谜的兴趣。Lookandanswerthequestions3.Whichofthesecretsinterestsyoumost?【设计意图】借助图片引出本课话题，激发学生对于自然未解之谜的兴趣。...interestsmemost.Becauseitis...(unknown/alive/...)2.Doyouknowthesenaturalsecrets?Aretheyallinreality?Yes/No.OptionALookandandmatch.theblackhole黑洞theBigfoot大脚野人theLochNessMonster尼斯湖水怪thebeginningoftheuniverse宇宙起源1.Whatsecretsofnaturedothesepicturesshow?OptionB【设计意图】设置分层任务引导，降低学习难度。Lookandandmatch.theblackhole黑洞theBigfoot大脚野人theLochNessMonster尼斯湖水怪thebeginningoftheuniverse宇宙起源3.Whichofthesecretsinterestsyoumost?...interestsmemost.Becauseitis...(unknown/alive/...)2.Doyouknowthesenaturalsecrets?Aretheyallinreality?Yes/No.OptionB【设计意图】设置分层任务引导，降低学习难度。Agroupofpeopleareonaguidedtour.Theguideistalkingaboutanunsolvedsecretofnature...Lookandanswer.【设计意图】引导学生回顾参观过的景观，激发学生对话题的兴趣。Whichrivershaveyouvisited?Lookandanswer.【设计意图】引导学生参观图片中河流奇观，激发学生对话题的回忆，引发学生对boilingwater的好奇心。跨地理学科探究:沸腾河所处生态环境---形成条件【设计意图】用亚马逊地理示意图进行地理知识预热，引导学生学习相关基础地理知识的语言英文表达，帮助学生直观感受沸腾河的形成条件。Climate:hotandwetgeographicallocation：

Therearemanyundergroundgeologicalactivities地壳运动SouthAmerica跨地理学科探究:沸腾河所处生态环境---形成条件【设计意图】通过拓展地壳运动地理知识，引导学生学习相关基础地理知识的语言英文表达，帮助学生直观感受沸腾河的形成条件。geographicallocation：

SouthAmericaTherearemanyundergroundgeologicalactivitiesWordbank:crustalmovement地壳运动verticalmovement垂直运动horizontalmovement水平运动volcaniceruption火山爆发earthquake地震Agroupofpeopleareonaguidedtour.Theguideistalkingaboutanunsolvedsecretofnature...Listentothetalkandchoosethecorrecttopic.【设计意图】情景导入，引导学生听前圈画关键词。培养审题和预测能力，准确把握听力材料的主旨大意。Phoneticsinuse【设计意图】训练学生通过对语音语调的学习,分辨重音对区分词性的作用。boilinghotmaketeaintheAmazonrainforest...What’sspecialabouttheriver?Rememberandanswer【设计意图】训练学生通过关键信息提取,总结介绍类文本主体特点的能力。Whatinformationshouldyoulistenfor?factsabouttheriverthespeaker’sopinionReadandthink.people’sactivities【设计意图】帮助学生根据标题问题内容归纳听力文本主要结构和内容，为后续复述做铺垫。Whatinformationshouldyoulistenfor?Prediction【设计意图】帮助学生根据根据前一次听力和活动2的内容，预测空白处需要填写的内容，完成信息预测。numberv.time/aphrasen.adj.+n.Listentothetalkagainandcompletethemindmap.【设计意图】提升学生综合听力技巧，分层训练学生提取信息并整合的能力。树立思维导图意识。AboilingriverWhere:______________Time:

_________________EventsWriter’sopinion:It’stheoneof____________________Temperature:_____________Activities:

1.____________________________2._____________________________OptionAListentothetalkagainandcompletethemindmap.OptionA【设计意图】提升学生综合听力技巧，分层训练学生提取信息并整合的能力。树立思维导图意识。【设计意图】引导学生听取关键信息,有关于亚马逊沸腾河的温度、居民的使用、作者的观点。86cookheavyrainteaamazingwondersListentothetalkagainandcompletetheprofile.OptionBReadandlearn.What’sthespeaker’sopinion?【设计意图】引导学生在听力中关注表达观点的语句，提升学生推测说话人情感态度的听力技巧和能力。【设计意图】：听录音，模仿并跟读，改善语音语调，内化听力内容。Readalongwiththeradio.Workinpairs.Introducetherivertoyourpartner.I’vegotsomeinformationabouttheAboilingriver...【设计意图】：可根据学情选择不同的方式，引导学生借助思维导图复述自然景观相关信息。OptionAOptionBIfyouareatourist,whatquestionswouldyouaskwhenvisitingtheBoilingRiver?【设计意图】引导学生设身处地，结合自身情况，思考问题，为下一个听力做铺垫。Thinkandshare.Let’slistentotheguideandtourists’talk.Whatistheconversationmainlyabout?Howtheboilingrivercameintobeing.Readandthink.【设计意图】引导学生根据表格已有信息，预测对话主题。Prediction.n.averbphraseaverbphrasenumberPlacev.adj.n.【设计意图】：训练学生根据前后语境预测所缺信息的能力和提取细节信息的能力。Listentotheconversationandcompletethetable.sunshineheattheriverbecomeshot700kilometres/700kminthewaterproduceresearchpossible【设计意图】：训练学生预测、听取细节信息和速记的能力，引导学生梳理不同观点及解释的表述。Thinkanddiscuss.1.Howmanypossiblereasonsarementionedintheconversation?2.Whoseopiniondoyouagreewith?Why?3.Arethetouristssureoftheirideas?Howdoyouknow?Three.Ithinkthelastgirl’sopinionisreasonable.Becauseotheropinionshavetheirexplanations,butheropinionhasn’tbeenproved.【设计意图】：引导学生总结整理听力材料信息，引导学生运用所学语言赞同他人观点，并为后续表达可能作铺垫。Listenagain.Thentalkabouthowthespeakersdiscusspossibilities.It’s

possible,right?Actually,it’sunlikelyforthesuntoheattheriverthatmuch.Perhapstheriverpassesavolcanoandbecomeshot?Maybetherearesomechemicalsinthewater.That’spossible.【设计意图】结合听力文本，及时引导学生总结表达可能性的语言。Workinpairsandactthisconversationout【设计意图】参考听力文本，引导学生与同学合作联系对话并模仿语音语调，内化学生语言。【设计意图】用沸腾河的介绍视频，引导学生学习相关地理、物理知识的语言英文表达，帮助学生直观感受沸腾河的形成过程。跨地理学科探究:沸腾河的前世今生---形成原因【设计意图】用沸点示意图，引导学生学习相关地理、物理知识的语言英文表达，帮助学生直观感受沸腾河的形成过程。跨地理学科探究:沸腾河的前世今生---形成原因Theboilingpointofwateris100℃.Undergroundheatcantransfertotheriver.Wordsbank:Amazonrainforest亚马逊雨林volcano火山geologicalstructure地质结构Heattransfer热传递geothermalenergy地热boilingpoint沸点Whydoeswaterboil?GeographyquestionsAnswers1.WhereistheBoilingRiver?2.WhereistheAmazonRainforest?3.WhatarethekeyclimaticcharacteristicsoftheAmazonrainforest?4.Whyisthewatertemperaturehigh?5.Wheredoestherainwateraccumulate?InvestigationsofGeographyandPhysicsKnowledge:1.IntheAmazonrainforest。

2.InSouthAmerica。3.Ithasahotandwetclimate。4.TheformationofBoilingriversrelatedtoundergroundmagmaandcrustalfractures.(地下岩浆和地壳断裂).5.Rainwateraccumulatesintheporoussedimentaryrocks.(雨水积聚在多孔的沉积岩中)跨地理、物理学科探究学习单【设计意图】通过跨学科探究任务单，引导学生用英文回答关于沸腾河的地理位置，气候变化，形成原因的重要科研价值，可以鼓励当堂使用工具书进行词汇的查找，小组讨论后再进行展示表达。结合听力文本、示意图和视频完成任务单GeographyquestionsAnswers6.Whatheatstherain?7.Whathappenedtothemagma?InvestigationsofGeographyandPhysicsKnowledge:6.ThiswaterisheatedbytheheatoftheEarth'score.(地心热量)7.Themagmaflowedthroughthecracksinthecrustalrocklayersandreachnearby.(岩浆顺着地壳岩层的裂缝流淌到附近)跨地理、物理学科探究学习单【设计意图】通过跨学科探究任务单，引导学生用英文回答关于沸腾河的地理位置，气候变化，形成原因的重要科研价值，可以鼓励当堂使用工具书进行词汇的查找，小组讨论后再进行展示表达。physicsquestionsAnswersWhyistheboilingriverrepresentedbytheboilingofwater?Theboilingtemperatureisaround100℃,whichcankilllivinganimals.跨学科探究学习单：评价标准按星级评分（★/★★/★★★）1.能观察图片并获取地理的相关基础知识，并猜测沸腾河的形成原因；2.能根据听力材料中的文本结合地理知识解释沸腾河沸腾的原因；3.能掌沸腾河的形成条件，完成表格填写4.能结合地理知识分析沸腾河的科研价值，用英语完整表达；5.能清晰分享小组探究结果，表达流畅。跨学科学习过程评价标准【设计意图】以评促学，帮助鼓励学生进行跨学科探究进行自评以及互评，教师可根据具体情况做调整。Whatotherunsolvedsecretsofnaturedoyouknow?CropcirclesAtlantisLookandsay.【设计意图】激活学生已有认知，激发学生探索未知，培养学生探索精神。【设计意图】通过科普视频降低学生对话难度，为学生提供直观的材料。CropcirclesAtlantisWorkinpairs.Chooseoneunsolvedsecretofnatureandtalkaboutpossibleexplanations.P104【设计意图】：通过语言支撑让学生口头输出关于未解之谜成因的对话的对话。sentencesexpressingpossibility:【设计意图】：给学生提供模版进行模仿与改进，降低学生对话难度，提供语言支撑。A:Haveyouheardofthestrangecropcirclesthatappearinfieldsovernight?B:Yes,it’sverystrange.I’mcuriousaboutthepossiblereasons.A:Thetruthmaybethattheyaremadebyhumansasakindofart.B:It’slikelythatsomepeoplecreatethemforfunortomakemoney.A:Perhapsit’sbecauseofsomespecialweather,likestrongwindsorunusualstorms.B:It’sprobablyaresultofnaturalforces,butIdon’tthinkwindcanmakesuchperfectpatterns.A:There’sastrongpossibilitythattheyarerelatedtosomethingelse,likeUFOs.B:It’spossiblethataliensaretryingtocommunicatewithusthroughthesecircles.A:There’sachancethatwewillneverknowtherealanswer.B:Yeah,it’soneofthemostmysteriousunsolvedsecretsofnature.Sample:EvaluationItemsScoresYouradvice1.Studentscanusetheexpressionsofpossibility(e.g.,Thetruthmaybe…,It’slikelythat…)correctlyandnaturallyinthediscussion.(4')2.StudentA