江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 4 Wild animals》Period 2 Reading（1）教案 牛津版

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1、 《8A Unit 4 Wild animals》Period 2 Reading（1） Title (課題) Reading (1) Type (課型) New 新授課 Period (課時) 2 Supporting theories (理論支撐) 建構(gòu)主義學習理論強調(diào)教學必須以學生為中心，強調(diào)學生對知識的主動探索、主動發(fā)現(xiàn)和對所學知識在原有經(jīng)驗基礎上的意義生成，要求教師由知識的傳授者、灌輸者轉(zhuǎn)變成為學生主動建構(gòu)知識的幫助者、促進者，學生學習的合作者。教師有以下新要求：（1）教師必須改變以前單向控制教學活動的角色觀念；（2）教師要鼓勵學生探究客觀世界中復

2、雜和真實的問題；（3）教師必須創(chuàng)建一個令學生舒適的學習環(huán)境；（4）教師必須調(diào)整課程，以便使可能費時很多的建構(gòu)活動能與一定年級所要求的課程內(nèi)容保持均衡。 布盧姆該理論充分利用反饋—矯正程序，經(jīng)常利用形成性測驗提供反饋信息，發(fā)現(xiàn)學生學習上的難點或沒有掌握的內(nèi)容，然后給學生第二次學習機會并輔之于小組活動、個別輔導等多種矯正手段，最終使絕大多數(shù)學生達到對學習內(nèi)容懂得掌握。在實施反饋策略上，要求進行形成性測驗、提供反饋信息、為學習定向、加強質(zhì)量監(jiān)控；在矯正策略上，要求有小組活動、個別指導幫助、為學生提供學習材料等環(huán)節(jié)。 Aims and demands (教學目標) A: Knowledge (

3、語言知識) 1. To recognize and understand vocabulary for Reading. 2. To guess general meaning from the context 3. To grasp the main idea of the story. C: Feeling (情感態(tài)度) 1. To encourage students to take actions to protect wild animals. 2. To strengthen the students’ sense of protecting environme

4、nt. Key points and difficulties (教學重、 難點) 1. Learn some new words, useful phrases and sentence patterns. 2. Train the students’ ability of listening, speaking and reading. 3. Use the students’ own language to express their ideas. Teaching Methods (教學方法) Task-based approach Situational

5、approach Whole language approach Communicative approach Aids 課前準備（教具、活動準備等） 1. Get some information about pandas from the Internet. 2. Get some pictures about pandas and other wild animals ready. 3. Pre-reading and learn about the main ideas. 教 學 設 計 課前延伸 1. 預習單詞outside — writer,

6、對照音標，拼讀單詞，認知詞義。 2. 預習Reading, 了解大熊貓的生長過程和生存處境。 3. 查閱資料，了解人類為解決野生動物的生存危機而采取了怎樣的措施？ 4. 閱讀Reading, 找出下列短語。 1) 看起來像小白鼠 2)在四個月大時 3)第一次 4)不再 5)在最初的時候 6)照料她自己 7)生活在野外 8)砍倒樹木 9)拿走，帶走 10)處在危險中 養(yǎng)成自學習慣，培養(yǎng)自學能力 Teaching Plan (授課計劃) Studying Plan (學習計劃) Aims

7、 (設計意圖) 課 內(nèi) 拓 展 學 StepⅠ Warming up 1. A riddle We are beautiful black and white animals. We look like bears

8、. We live only in China. Our favourite food is bamboo shoots and leaves. Our greatest hope is to take a colour photo. Who are we? ( Giant pandas.) 以“熊貓”的謎語激發(fā)學生學習的興趣，吸引學生主動參與，積極思索，引起他們的求知欲。 Step II Presentation (Pre-reading) 1. Teach the new words: 1) Deal with the following new words by ta

9、lking about the profile of giant pandas. thick---thick fur, bamboo shoots, bamboo leaves, forest---in the forests, survive---survive in the wild, hunt---hunter, kill---kill them for their fur, farm---farmer, nowhere---have nowhere to live, encourage---encourage sb. to do sth. action---take action

10、s, reserve---build more giant panda reserves, protect---protect giant pandas 2. Read the new words and finish Part B on p61. 運用多媒體展現(xiàn)熊貓檔案及熊貓面臨危險的圖片，通過師生間的交際、互動來進行單詞、詞組的教學，既活躍了課堂氣氛，又復習、鞏固、拓展了詞匯。 導 Step III Practice ( While- reading) Ⅰ. Skimming 1. Read the text quickly and answer t

11、he following questions: 1) What’s the story about? (It’s about a giant panda named Xi Wang.) 2) What will happen to giant pandas if we do nothing? (There’ll be no giant pandas in the world.) 2. Listen to the tape, answer the following questions 1). Was she very small when she was born? (Yes, s

12、he was.) 2). How heavy was she when she was 4 months old? (10 kilograms.) 3). Why do hunters catch giant pandas? (They catch them for their fur.) 4). Do people do anything for giant pandas? (Yes, they do.) 通過對學生的聽讀訓練，培養(yǎng)其搜索有用信息的能力，巧妙設計問題，由淺入深，環(huán)環(huán)相扣，學生在教師的幫助和指導下不僅掌握了課本上的知識，培養(yǎng)了良好的閱讀策略。 II. Scan

13、ning 1. Read after the tape and judge the following statements. Write a “T” if it is true; write an “F” if it is false. 1). ( F )When the writer saw Xi Wang, she weighed only 10 kilograms. 2). ( F )When she went outside for the first time, she started to eat bamboo shoots and leaves. 3). ( T )E

14、ight months later, she weighed 35 kilograms. 4). ( T )Xi Wang drank her mother’s milk for up to 14 hours a day at the beginning. 5). ( F )Farmers kill giant pandas for their fur. 6). ( T )Making bigger reserves for giant pandas will help to protect them. 聽錄音并跟錄音朗讀，提高學生的模仿能力，培養(yǎng)學生精讀的能力，提高學生對

15、文章細節(jié)的理解和推斷能力，符合循序漸進的原理。 練 Step IV Production (Post-reading) Ⅰ. Further understan-ding 1. Encourage the students to divide the whole passage into 4 parts. Paragraph 1: introduction of Xi Wang Paragraph 2-3: the growth of Xi Wang Paragraph 4-6: the problems of pandas Paragraph 7-8: t

16、ake actions to protect pandas 2. Read through Paragraph 2-3 and finish Part C on p61: The growth of Xi Wang. 3. Read through Paragraph 4-6 and finish Part D: Protecting giant pandas 4. Read through Paragraph 7-8 and fill in blanks. l We should take the following _________ to protect giant pandas

17、. l We should make giant panda bigger and build more reserves. l We should encourage farmers to the panda reserves. 5. Complete the passage: The writer first saw the lovely giant panda c_______ Xi Wang when she was only ten days old. She looked like a little m________ at that time

18、. She w________ only 100 grams when she was born. But she grew fast. At twelve m_______ old, she _______ into a healthy young giant panda and she was much h________ at that time than the very beginning. At 20 months old, Xi Wang’s mother stopped l________ after her because she had a_______ baby. Fro

19、m then on, Xi Wang started to take c_________ of herself. Xi Wang’s favourite food is b_______ s________ and l_______. But before she was six months old, she liked d_______ her mother’s milk. Xi Wang may find i_____ difficult for her to s_______ in the wild. Here are two reasons. H_______

20、may kill her for her ________. F_______ may cut down forests so she may have n________ to live. Giant pandas are in d______ now. We must do something to p_______ them. We can build more r________ for giant pandas and make the reserves b________. We can also e_______ farmers to leave the reserve

21、s. By doing these, the number of the giant pandas will grow l_______. But without these a_______, there will b_______ no giant pandas in the world. 鼓勵學生將文章分成四部分，并寫出每一段落的主要意思，用練習來進行進一步的理解，通過這種綜合性、創(chuàng)造性的訓練，來培養(yǎng)學生運用知識的能力，思維能力和口語表達能力。 Ⅱ. Discussion 1. Have a discussion in groups. What actions can we

22、 take to protect them? We should make giant panda reserves bigger. We should encourage farmers to leave the panda reserves. We should build more reserves. Make some laws to protect them. Hunters should not kill giant pandas for their fur . Farmers should not work in panda reserves. People should not take baby pandas away. 學生以小組為單位，討論我們保護大熊貓所采取的措施，充分體現(xiàn)新課程自主探究、合作交流的學習方式，促使學生互相學習，互相幫助，發(fā)展合作精神。 課后 提升 Step V Assignment 1. Recite all the new words and phrases. 2. Retell the story. 3. Finish the exercise paper. 考查學生的基礎知識與閱讀能力以及根據(jù)重點短語復述課文的能力。 6