资源描述
8A Unit 4 Wild animalsPeriod 2 Reading（1） Title(课题)Reading (1)Type(课型)New新授课Period(课时)2Supporting theories(理论支撑)建构主义学习理论强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。教师有以下新要求：（1）教师必须改变以前单向控制教学活动的角色观念；（2）教师要鼓励学生探究客观世界中复杂和真实的问题；（3）教师必须创建一个令学生舒适的学习环境；（4）教师必须调整课程，以便使可能费时很多的建构活动能与一定年级所要求的课程内容保持均衡。布卢姆该理论充分利用反馈矫正程序，经常利用形成性测验提供反馈信息，发现学生学习上的难点或没有掌握的内容，然后给学生第二次学习机会并辅之于小组活动、个别辅导等多种矫正手段，最终使绝大多数学生达到对学习内容懂得掌握。在实施反馈策略上，要求进行形成性测验、提供反馈信息、为学习定向、加强质量监控；在矫正策略上，要求有小组活动、个别指导帮助、为学生提供学习材料等环节。Aims and demands(教学目标)A: Knowledge (语言知识) 1. To recognize and understand vocabulary for Reading.2. To guess general meaning from the context3. To grasp the main idea of the story.C: Feeling (情感态度)1. To encourage students to take actions to protect wild animals.2. To strengthen the students sense of protecting environment.Key points and difficulties(教学重、难点)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(教学方法) Task-based approach Situational approach Whole language approachCommunicative approachAids课前准备（教具、活动准备等）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 学 设 计课前延伸1. 预习单词outside writer, 对照音标，拼读单词，认知词义。2. 预习Reading, 了解大熊猫的生长过程和生存处境。3. 查阅资料，了解人类为解决野生动物的生存危机而采取了怎样的措施？4. 阅读Reading, 找出下列短语。1) 看起来像小白鼠 2)在四个月大时 3)第一次 4)不再 5)在最初的时候 6)照料她自己 7)生活在野外 8)砍倒树木9)拿走，带走 10)处在危险中养成自学习惯，培养自学能力 Teaching Plan (授课计划)Studying Plan(学习计划)Aims(设计意图)课内拓展 学StepWarming up1. A riddle We are beautiful black and white animals. We look like bears. 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“熊猫”的谜语激发学生学习的兴趣，吸引学生主动参与，积极思索，引起他们的求知欲。Step II Presentation(Pre-reading)1. Teach the new words: 1) Deal with the following new words by talking 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 actions, reserve-build more giant panda reserves, protect-protect giant pandas2. Read the new words and finish Part B on p61. 运用多媒体展现熊猫档案及熊猫面临危险的图片，通过师生间的交际、互动来进行单词、词组的教学，既活跃了课堂气氛，又复习、巩固、拓展了词汇。导Step IIIPractice( While-reading). Skimming1. Read the text quickly and answer the following questions:1) Whats the story about? (Its about a giant panda named Xi Wang.)2) What will happen to giant pandas if we do nothing? (Therell be no giant pandas in the world.) 2. Listen to the tape, answer the following questions1). Was she very small when she was born?(Yes, she 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.)通过对学生的听读训练，培养其搜索有用信息的能力，巧妙设计问题，由浅入深，环环相扣，学生在教师的帮助和指导下不仅掌握了课本上的知识，培养了良好的阅读策略。II.Scanning1. 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 )Eight months later, she weighed 35 kilograms. 4). ( T )Xi Wang drank her mothers 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. 听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，提高学生对文章细节的理解和推断能力，符合循序渐进的原理。练Step IVProduction(Post-reading). Furtherunderstan-ding1. Encourage the students to divide the whole passage into 4 parts.Paragraph 1: introduction of Xi WangParagraph 2-3: the growth of Xi WangParagraph 4-6: the problems of pandasParagraph 7-8: take actions to protect pandas2. 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 pandas4. Read through Paragraph 7-8 and fill in blanks.l We should take the following _ to protect giant pandas.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. 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 Wangs mother stopped l_ after her because she had a_ baby. From then on, Xi Wang started to take c_ of herself. Xi Wangs favourite food is b_ s_ and l_. But before she was six months old, she liked d_ her mothers milk. Xi Wang may find i_ difficult for her to s_ in the wild. Here are two reasons. H_ 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 reserves. 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. 鼓励学生将文章分成四部分，并写出每一段落的主要意思，用练习来进行进一步的理解，通过这种综合性、创造性的训练，来培养学生运用知识的能力，思维能力和口语表达能力。. Discussion1. Have a discussion in groups.What actions can we 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.学生以小组为单位，讨论我们保护大熊猫所采取的措施，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神。课后提升Step V Assignment1. Recite all the new words and phrases.2. Retell the story. 3. Finish the exercise paper. 考查学生的基础知识与阅读能力以及根据重点短语复述课文的能力。6
展开阅读全文