八年級英語上冊《8A Unit 4 Wild animals》Period 2 Reading（1）教案 牛津版

1、8A Unit 4 Wild animalsPeriod 2 Reading（1） Title(課題)Reading (1)Type(課型)New新授課Period(課時)2Supporting theories(理論支撐)建構主義學習理論強調教學必須以學生為中心，強調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、灌輸者轉變成為學生主動建構知識的幫助者、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）

2、教師必須調整課程，以便使可能費時很多的建構活動能與一定年級所要求的課程內容保持均衡。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 (語言知識) 1. To recognize and understand vocab

3、ulary for Reading.2. To guess general meaning from the context3. 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 environment.Key points and difficulties(教學重、難點)1. Learn some new wo

4、rds, 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 approach Whole language approachCommunicative approachAids課前準備（教具、活動準備等）1. Get so

5、me 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, 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

6、 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(設計意圖)課內拓展 學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

7、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 talking about the profile of giant pandas.thick-thick fur, bamboo shoots, bamboo leaves, fores

8、t-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

9、 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 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? (The

10、rell 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 an

11、ything 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.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 ki

12、lograms. 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

13、)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，提高學生對文章細節(jié)的理解和推斷能力，符合循序漸進的原理。練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: t

14、he 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

15、.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 l

16、ittle 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

17、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. Gian

18、t 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