牛津英语8A Unit4 Reading (1)教案

Wang Xiaoyu

教学目标：

1、语言知识目标：

1）掌握并能灵活运用本单元出现的重点词汇

2）熟悉if引导的条件状语从句的用法

2、语言技能目标：

通过本课的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，在此基础上鼓励学生大胆根据自己的语言基础能力，就如何来保护我们的生存环境，保护野生动物提出独特的见解。

3、情感目标：

1）激发并提高学生的学习兴趣，乐于接受新事物，勇于尝试体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人。

2）培养学生良好的环保意识，热爱大自然，热爱动物，拯救大熊猫，保护野生动物。

教学方法

本单元的主题是谈论大熊猫的成长过程以及保护大熊猫生存环境的措施，教学内容能激起学生的兴趣，通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。因而在课堂教学中巧妙运用教学艺术，适当安排猜谜及小组讨论，使学生在轻松愉快的环境中实现更多的信息交流，让学生在做中学，在做中练，在做中巩固，从而有效地提高课堂教学效益，达到事半功倍的效果。

阅读设计思路：快读(Fast Reading)——精读(Intensive Reading)——操练(Practising)——巩固(Consolidation)。

教材重点、难点

教材重点：

（1）重点词语：

the baby panda      look like  be born  grow into      at the very beginning      bamboo shoot

in the future    cut down        in danger  take the actions    encourage sb. to do sth.

（2）重点句型：

We called her XiWang

When XiWang was born, she weighed just 100 grams.

XiWang drank her mother’s milk for up to 14 hours a day.

Sadly, it is very difficult for giant pandas to survive in the wild.

（3）重点语法：if引导的条件状语从句

教材难点：

（1）讨论如何采取措施保护我们的生态环境？

（2）呼吁全社会保护自然生态环境，爱护野生动物。

教学过程：(Teaching Procedures)

StepⅠ Warming-up

T: Enjoy some pictures, would you like to share it with me ?

（理念：百度搜索音乐，课前伴随着欢快的音乐，播放一系列动物的图片，百度搜索图片，可以渲染课堂气氛，营造英语学习氛围，使学生很快进入角色）

T: Boys and girls, shall we begin our class now? We know every one of us has many friends and we also have many animal friends. I think animals are usually very friendly to us , If the animals live in the wild , we can call them wild animals. would you like to play games? Let’s play a guessing game.

 Now , look at the screen ,can you tell me what wild animals they are?

（理念：用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索，学生根据简短描述纷纷举手猜出了多媒体屏幕上展出的野生动物的名称）

Step Ⅱ. Pre-reading

T: Of all the animals, can you tell me which your favourite wild animal is?

  And can you tell me which my favourite wild animal is?

（理念：学生说出了自己和老师所喜欢的野生动物名称，以及喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛）

（学生在猜测老师所喜欢的野生动物的过程中，若有人提到了大熊猫，就将大熊猫的图片展示出来）

T: Do you know why I like giant pandas best ? Because giant pandas are very lovely. They have black and white fur. They like eating bamboo leaves and shoots. They seldom eat meat or hurt other animals. They live in the forests or reserves.

（理念：教师边讲，逐渐引出随后的话题，即讨论熊猫的三个方面(外貌,，食物，生存环境)，边显示出屏幕上的相关图片，并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇）

StepⅢ. While-reading

T: Here is a story of Xi Wang, a very lovely giant panda. Would you like to read it with me? Now open your books, turn to P.60. Scan(快速阅读） and find out the main ideas.

Paragraph 1-3:the growth of a panda

Paragraph 4-6:the problems of pandas

Paragraph 7-8:take actions to protect pandas

（理念：用快速阅读来培养学生整体获取信息的能力）

T: Now , listen to the tape about The weight of Xi Wang

Then encourage the students to find the main ideas about this story.

T: Now , listen to the tape about Things she eats

Then encourage the students to find out the answer.

T: Read the passage about The growth of Xi Wang

 Then encourage the students to choose a, b, c, d, e, f.

T: listen to the tape about The problems of Xi Wang?

Then encourage the students to fill in the blanks and choose T or F.

T: listen to the tape about How to protect them.

（理念：听录音培养学生精读的能力，符合循序渐进的原理。）

 After listening, let’s play a game

(Divide in 2 groups,--boys and girls. You can choose any number. If you choose a right way to protect pandas, you will get 10 points. If you choose a wrong way, you will lose 10 points.)

After playing a game, let’s fill in the blanks.

（理念：用听读两种方式培养学生部分获取信息的能力，为了激发学生的学习兴趣，这部分采用了形式多样的教学形式，包括填空，排序，if引导的条件状语从句填空的暗示，判断正误，玩加减分游戏，学生在游戏中，不知不觉熟悉了文章内容，了解了各部分的大意。）

Step Ⅳ Post-reading

T: Now please read the passage together. Then finish the exercises .Retell the story about Xi Wang

T: Now, We’ve known the giant pandas very well, They are very lovely and we love them very much . But there are many animals in the world. They’re in danger. Do you know why? Now, work in groups and do a Competition: Make up a dialogue like this:

A: Hello! Miss Panda? Where are you from?

B: Hello! Mr Tiger. I’m from Sichuan. And you?

A: I’m from …

B: How many tigers are there in your family?

A: …

B: Why is the number so small?

A: …(problems)

B: Do you hate people? /

  Do you want people to help you?

A: …

B: What do you want people to do?(actions)

A: …

（理念：学生以小组为单位，讨论目前动物的现状及濒临灭绝的原因以及采取的措施，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。）

Then ask some able students of each group to talk in front of the class.

T: Discuss with your partners: What other problems will the giant pandas have? What actions can we take ?And can you have a face to face interview about pandas?

（理念：通过教师教学方式的转变引导学生学习方式的转变，突出学生主体，让学生主动思维，发展修改，拓展视野，畅所欲言。）

Step V. Summary

Teacher makes a summary that we should take actions to protect giant pandas.

Remember: Help animals is helping ourselves

Step VI. Homework

1. Read the text after class.

2. Make a home page about giant pandas.

Words and phrases 1  giant pandas 2  look like white mice 3  be born 4  bamboo leaves and shoots 5  in danger 6  hunter 7  fur 8  cut down trees and farests 9  take action 10  protect

Main ideas of this passage Paragraph1: something about Xi Wang Paragraph2-3: the growth of Xi Wang Paragraph4-6:the problems of giant pandas Paragraph7-8: take actions to protect pandas