译林版八年级上册Unit 5 Wild animals第2课时教案
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| 名称 | 译林版八年级上册Unit 5 Wild animals第2课时教案 |  | |
| 格式 | docx | ||
| 文件大小 | 30.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-20 22:16:52 | ||
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Unit 5 Wild animals
Reading (I)
一、教学目标
1. 掌握本课重点词汇及短语：mean, be born, beginning, in the beginning, sadly, face, live on,
mainly, however, result, as a result, danger, in danger, action, take action, right away, reserve, law,
none, at birth
掌握本课重点句型：
(1) At four months old, she weighed about eight kilograms and started to go outside for the first time.
(2) When she was six months old, she began to eat bamboo.
(3) When she was 20 months old, she learnt to look after herself.
(4) As a result, pandas may not have a place to live or food to eat.
(5) If we do nothing, soon there may be none left!
通过读，获取熊猫希望的基本信息以及存在的问题和解决办法的信息。
分析关于熊猫希望故事的文章结构及段落大意。
5. 通过阅读中的体验感受大熊猫的困境，激发学生呼吁大家保护大熊猫的决心。
教学重点及难点
重点：
1. 指导学生在读中获取熊猫希望的基本信息以及存在的问题和解决办法的信息。
2. 通过阅读文本内容，总结段落大意的方式来分析文章的结构。
难点：
通过阅读文本内容，总结段落大意的方式来分析文章的结构。
三、教学过程
Step 1 Warming-up
Show the pictures of wild animals and get Ss to say the names of wild animals.
【设计意图】通过播放野生动物的图片，帮助学生回忆野生动物的名称。
Step 2 Pre-reading
1. Introduce World Wildlife Fund and get Ss to support WWF.
2. Get Ss to make a brainstorm.
What do you know about giant pandas
【设计意图】通过展示关于世界野生动物基金会的传单，以及头脑风暴，激活学生对大熊猫的认知，为后面阅读做准备。
Step 3 While-reading
Get Ss to skim for the main idea of the whole text and teach them to get the main idea from the title, pictures and the first or last paragraph.
【设计意图】通过阅读全篇文章，引导学生关注语篇整体大意，形成相关语篇知识。
2. Get Ss to skim for the main idea of Paragraphs 2—5. While checking the answers, explain how to find out the main idea with the topic sentence or repeated and related words.
【设计意图】通过阅读获取段落大意，为文章分段做准备。同时教授学生获取大意的策略和技巧。
3. Get Ss to understand the structure of the text. It includes introduction, body and conclusion.
【设计意图】通过对文章进行分段处理，引导学生关注语篇知识，学会从整体架构上整理把
握文章内容。
4. Get Ss to read the passage and complete the table about the growth of Xi Wang.
【设计意图】通过细读，获取熊猫希望成长的基本信息，为后面的课文复述做准备。
5. Get Ss to read the passage and find out the problems and the solutions.
【设计意图】引导学生关注问题和解决办法，聚焦篇章核心内容，思考如何保护野生动物。
Step 4 Post-reading
1. Get Ss to listen to the recording and read the passage loudly.
【设计意图】通过学生跟读录音，注意语音语调，提高学生的口语水平。
2. Get Ss to think about the question according to the passage.
【设计意图】引导学生关注作者的写作意图。
3. Get Ss to discuss the question.
What other actions can we take to protect giant pandas
【设计意图】引导学生讨论文章的主题意义，以行动来保护大熊猫，同时，引导学生呼吁更
多的人参与保护大熊猫的行动中来。
4. Get Ss to retell the story by giving the useful expressions.
【设计意图】为学生提供语言支撑，聚焦语言的构成、使用和意义。
5. Get Ss to design a leaflet to ask people to care about giant pandas by giving the structure of the leaflet. While sharing the leaflet, ask them to do a report.
【设计意图】引导学生设计宣传单，并发放给更多的人，呼吁大家参与保护大熊猫的行动。
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Read the passage and retell it with Ss’ own words.
2. Look for more information about wild animals in the library or on the Internet.
3. Perfect Ss’ own leaflets.
【设计意图】复习巩固课堂所学内容。
四、板书设计
Unit 5 Wild animals
Reading (I)
The story of Xi Wang
Introduction: Brief information
Body: Problems & solutions
Conclusion: Encouragement
Reading (I)
一、教学目标
1. 掌握本课重点词汇及短语：mean, be born, beginning, in the beginning, sadly, face, live on,
mainly, however, result, as a result, danger, in danger, action, take action, right away, reserve, law,
none, at birth
掌握本课重点句型：
(1) At four months old, she weighed about eight kilograms and started to go outside for the first time.
(2) When she was six months old, she began to eat bamboo.
(3) When she was 20 months old, she learnt to look after herself.
(4) As a result, pandas may not have a place to live or food to eat.
(5) If we do nothing, soon there may be none left!
通过读，获取熊猫希望的基本信息以及存在的问题和解决办法的信息。
分析关于熊猫希望故事的文章结构及段落大意。
5. 通过阅读中的体验感受大熊猫的困境，激发学生呼吁大家保护大熊猫的决心。
教学重点及难点
重点：
1. 指导学生在读中获取熊猫希望的基本信息以及存在的问题和解决办法的信息。
2. 通过阅读文本内容，总结段落大意的方式来分析文章的结构。
难点：
通过阅读文本内容，总结段落大意的方式来分析文章的结构。
三、教学过程
Step 1 Warming-up
Show the pictures of wild animals and get Ss to say the names of wild animals.
【设计意图】通过播放野生动物的图片，帮助学生回忆野生动物的名称。
Step 2 Pre-reading
1. Introduce World Wildlife Fund and get Ss to support WWF.
2. Get Ss to make a brainstorm.
What do you know about giant pandas
【设计意图】通过展示关于世界野生动物基金会的传单，以及头脑风暴，激活学生对大熊猫的认知，为后面阅读做准备。
Step 3 While-reading
Get Ss to skim for the main idea of the whole text and teach them to get the main idea from the title, pictures and the first or last paragraph.
【设计意图】通过阅读全篇文章，引导学生关注语篇整体大意，形成相关语篇知识。
2. Get Ss to skim for the main idea of Paragraphs 2—5. While checking the answers, explain how to find out the main idea with the topic sentence or repeated and related words.
【设计意图】通过阅读获取段落大意，为文章分段做准备。同时教授学生获取大意的策略和技巧。
3. Get Ss to understand the structure of the text. It includes introduction, body and conclusion.
【设计意图】通过对文章进行分段处理，引导学生关注语篇知识，学会从整体架构上整理把
握文章内容。
4. Get Ss to read the passage and complete the table about the growth of Xi Wang.
【设计意图】通过细读，获取熊猫希望成长的基本信息，为后面的课文复述做准备。
5. Get Ss to read the passage and find out the problems and the solutions.
【设计意图】引导学生关注问题和解决办法，聚焦篇章核心内容，思考如何保护野生动物。
Step 4 Post-reading
1. Get Ss to listen to the recording and read the passage loudly.
【设计意图】通过学生跟读录音，注意语音语调，提高学生的口语水平。
2. Get Ss to think about the question according to the passage.
【设计意图】引导学生关注作者的写作意图。
3. Get Ss to discuss the question.
What other actions can we take to protect giant pandas
【设计意图】引导学生讨论文章的主题意义，以行动来保护大熊猫，同时，引导学生呼吁更
多的人参与保护大熊猫的行动中来。
4. Get Ss to retell the story by giving the useful expressions.
【设计意图】为学生提供语言支撑，聚焦语言的构成、使用和意义。
5. Get Ss to design a leaflet to ask people to care about giant pandas by giving the structure of the leaflet. While sharing the leaflet, ask them to do a report.
【设计意图】引导学生设计宣传单，并发放给更多的人，呼吁大家参与保护大熊猫的行动。
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Read the passage and retell it with Ss’ own words.
2. Look for more information about wild animals in the library or on the Internet.
3. Perfect Ss’ own leaflets.
【设计意图】复习巩固课堂所学内容。
四、板书设计
Unit 5 Wild animals
Reading (I)
The story of Xi Wang
Introduction: Brief information
Body: Problems & solutions
Conclusion: Encouragement