资料简介
Teaching plan
Topic: S1B U4 More reading: The Mystery of Hibernation （Oxford English Senior1B）
Teaching aim:
After class, students are expected to
1. learn to make a guess of new words related to hibernation from the context, such as
hibernation, absence, occur, pulse rate, breathing rate, den, stir, etc.;
2. learn about the background knowledge related to hibernating animals, like mammals,
amphibians, reptiles, warm-blooded/cold-blooded animals, etc.;
3. learn to scan the article for detailed and useful information;
4. learn to draw conclusions based on their background knowledge and the information they’ve
got from the article;
5. become interested in animal hibernation and engage themselves in the subject about how
humans can learn from animal hibernation.
Teaching difficulties:
1. scan the article for detailed and useful information;
2. draw conclusion based on their background knowledge and the article.
stage Teacher’s activity Students’ activity Purpose
Pre-reading Ask students to do a quiz.
(PPT shows 6 pictures and ask
students “Are they insects?
Mammals? Reptiles? Amphibians?”)
Ask students to classify the animals
Look at the
pictures and try to
answer questions.
--to arouse
students interest
and lead in.
-
in the pictures according to the
definition.
Mammals:
• Definition: a group of
animals that give birth to
babies rather than laying
eggs, and feed their young
with milk.
Amphibians:
• Definition: a group of
animals that can live both on
land and in water.
Reptiles:
• Definition: a group of
animals which lay eggs and
have skins covered with
small, hard plates called
scales.
Warm-blooded and cold-blooded
animals:
• The body temperatures of
warm-blooded animals do not
change much, while the body
temperatures of cold-blooded
animals change much
according to the air
temperatures around.
The six animals share one thing in
common, that is, they are all
hibernating animals.
Try to understand
the definitions and
classify the
animals.
--to provide
students with
background
knowledge about
the kinds of
animals that
hibernate.
While-reading 1. Read the title of the article and
raise questions about the article, such
as “What is hibernation?” “When?”
Try to ask and
answer questions
from the title and
--to encourage Ss
to ask questions
before reading
“How?” “Why?” “Who?” “Where?” .
Encourage Ss to think out possible
answers based on their background
knowledge.
2. Ask Ss to read the 1st paragraph,
and find out answers to the question
raised before.
What is hibernation?
(Hibernation is compared to sleep.)
When does hibernation occur?
(It usually occurs in winter.)
How do creatures hibernate?
(They hibernate without moving
for a long time.)
Why do they hibernate?
(To survive cold weather and
absence of food. Or To survive
coldness and little food.)
As for the questions “Who
hibernate? Where to hibernate? How
to hibernate?”, Ss can explore the rest
of the passages to find out more
detailed answer.
3. Ask Ss to read para2 about
hibernating bats, and find out where
bats hibernate, and why.
(They hibernate in a safe place in a
cave.
the article.
Read para1, find
out useful
information and
answer the
questions by using
least words.
Read the passage,
think and reason
based on
knowledge.
and learn to
reason based on
their knowledge.
--to get Ss
interested in the
topic and
exploring the
article for an
answer.
--to encourage Ss
to scan and
reason.
The reason why the hibernating place
should be safe is that when
hibernating, bats might be attacked
by predators.
The predators are animals like
snakes.)
Ask Ss to read para3 about
hibernating frogs, and find out where
frogs hibernate, and why.
(They hibernate deep down at the
bottom of the pond.
The reason why the place should be
deep and warm is that in that way
they can protect themselves from
coldness.)
Ask Ss to read para4 about
hibernating bears, and find out where
bears hibernate, and why.
(They hibernate in the dens with
leaved comfortably covered.)
Ask Ss to find out something in
common in the hibernating places the
three creatures choose. And make
conclusion about the ideal place for
hibernating.
(To protect themselves from
predators, the hibernating place
should be safe. To protect themselves
from coldness, the place should be
warm. So an ideal place for
hibernating should be both safe and
warm. )
4. Ask Ss to scan the article from
paragraph from paragraph, and find
Listen carefully
and think.
--to help Ss better
understand the
way creatures
hibernate.
out how different creatures hibernate.
Bats:
-- hang upside down, looking like
they are dead.
--their pulse and breathing rate slow
down.
--their body temperatures drop as
well
Explain: by showing pictures on the
PPT, explain the great changes in
bats’ body temperatures.
Frogs:
--they breathe through their skin, not
their mouth.
(--Some frogs are even frozen,
appearing dead.
--they stop breathing and their heart
stop beating.)
Bears:
--Quite different from other creatures,
they do not appear dead, but look
very sleepy.
--When they are disturbed, they can
wake up quickly.
5. Ask Ss to add subtitles to each
paragraph, following the pattern
“_______ bats”, “________ frogs”,
Read
supplementary
material and know
more about the
way frogs
hibernate.
Read and answer
questions.
Think and answer.
--to get Ss to
know more about
the way frogs
hibernate.
--to get Ss to
know the details
of hibernating
bears.
--help Ss to catch
the key points in
each paragraph
and summarize
the paragraph in
their way.
“_____ bears”. Show examples, like
dead bats, frozen frogs, sleepy bears,
etc.
6. Explain that many creatures
experience hibernation every year,
but no human has ever experienced it.
But actually humans are good
learners who have learnt a lot from
nature.
Show examples:
Humans learn to :
--make planes from birds;
--invent swimwear from sharks;
--invent radar from bats;
What can humans learn from animals’
hibernation?
Ask Ss to think of CRAZY answers.
Look, think and
say.
--to get Ss to
learn to
understand the
relationship
between humans
and nature, and
what nature has
inspired humans.
Assignment 1. Retell the article;
2. Read articles about human hibernation in the newspaper;
3. Search the Internet for more information about one more hibernating
creature.
教学反思
本人在设计这堂课时主要的思路为①引导学生从结构上理解文章，②在读文章前对背
景知识有所了解，③对文章中的抽象概念，抽象概括有具体清晰的认识，④在理解原文的
基础上能适当拓展阅读材料。本次公开课基本上将以上几个思路进行授课。以下就本次公
开课的优点和不足及改进进行阐述。
就本堂课的优点而言。首先，课堂较为流畅。导入使用 Quiz 的形式既是对之前所学
课文的联系，也是对新课的一个铺垫；除此之外，通过提问题等方式自然衔接到下一个环
节。其次，课堂较能引起学生对本话题的兴趣。对于文章中出现的抽象概念，概括等知识，
能通过图片和举具体的例子的形式进行讲解，能够引起学生对课文话题的兴趣，通水也让
学生对课文知识有更深的理解；再次，对文章的理解有宏观把握，也有细节处理，学生能
形成基本概念，也能有细节方面的理解。
就本堂课的不足和改进方面而言，首先，学生对课文做略读和细读的时间较少，尤其
在做拓展阅读上的时间尤其少，导致基础较差的学生产出较不理想；其次，课文主体部分
的处理主要通过寻找线索，通过例子和图片进行解释的方式进行，主要是教师授课、学生
吸收理解的单一形式，可多采用学生合作的形式进行；再次，课文在处理时尝试与导入联
系，但还可加强这种联系，如通过让学生回顾导入，导入的内容如异温动物/恒温动物，
哺乳动物/爬行动物/两栖动物，和课文所举的三个例子联系；最后，对拓展材料的利用率
不高，事实上所寻找的材料和课文关系紧密，可以多加以利用，如通过问题的提问，讨论
等方式进行理解。除此之外，拓展材料中也有段落是对文章和整节课的一个汇总，因而应
给与学生更多时间阅读和巩固总结。
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