资源简介

人教版八下 Unit7 What’s the highest mountain in the world
教学设计
教学目标
1. Learning objectives: (1) Master the reading strategy ——scanning.
(2) Read and understand the article.
2. Ability aims: To improve the students’ reading ability.
3. Emotion aims: Teach the students to love animals and to protect the environment.
学情分析
The students are in Grade Eight, they have the basic ability to understand the information of a passage. They also have a great curiosity to learn and know more about animals.
But some of them don't have a big vocabulary. They can't use the reading strategy to finish the reading tasks. I need to improve their reading ability. This class I teach them a new reading strategy and help them finish the reading tasks.
重点难点
Key points: 1. Master the reading strategy ——scanning.
2. Read and understand the article, then finish the reading tasks.
3. Students can have a discussion on the ways of protecting animals.
Difficult points: Improve the students’ reading ability.
教学过程
Step 1 Greetings
Step 2 Lead-in
T: Do you like animals
Ss: Yes
T: Why
S1: …
S2: …
S3: …
【设计意图】以提问的方式激活学生的思维，能够第一时间吸引学生的注意力，在头脑中闪现不同的动物，激发学生英语思维，提高课堂参与度，为新授环节做好铺垫。
Step 3 Before reading
Ask the students to watch a video and talk about pandas.
Watch a video about pandas.
T: What is the video about
Ss: It’s about pandas.
T: Can you say something about pandas
S1: They are cute.
S2: The pandas are black and white.
S3: ...
T: OK, very good. Today we'll read the article about pandas.
Show learning objectives
【设计意图】用视频导入，引起学生的注意，激起他们的兴趣，让课堂更生动，并自然进入2a环节
Step 4 While reading
Fast reading
Skimming
T: Look through the passage quickly and match each paragraph with the main idea.
S: Para.1 Panda’s daily life at the Chengdu Research Base.
para.2 Panda’s popularity.
para.3 The reasons for fewer pandas.
para.4 The ways of protecting pandas.
Scanning
Learn the new reading strategy—— scanning.
T: We'll learn a new reading strategy——scanning.
First what is scanning used for
(Look at the blackboard)
S: It is used for...
T: Well, we know if we use scanning, we can save the reading time. What is scanning You can find the answer in you book.
(Read the books)
T: Who can tell us what is scanning
S: It means moving your eyes quickly down the page to find specific information.
T: Good!
Use the new strategy to read the article and finish the tasks.
T: Let' s scan the article and find out what these numbers mean
(Ask the students to read the article)
T: Are you ready
Ss: Yes.
T: Let's look what the numbers mean.
S1: 10 means ...
S2: 12 means...
S3: 300 means ...
S4: 2000 means...
T: Ok, good job. You can master the scanning. Next, let's scan the article again and answer the five questions in 2c. OK
Ss: OK.
(Scan the article again)
T: Are you ready
Ss: Yes.
T: Who can tell us the answers. Number one...
(Answer the five questions)
T: Good for you.
【设计意图】先给学生阅读策略（scanning）的指导，然后让学生运用阅读策略阅读文章，获取所需信息，提升学生快速阅读获取信息的能力。这是本课的重点，通过阅读任务评价学生理解掌握情况。
Step 4 Careful reading
Read the article again and answer the questions.
T: This time let's read the article in detail and answer the questions.
Read para.1 and fill in the blanks.
T: let's read the first paragraph and fill in the blanks.
(Ask the students to read the first paragraph)
T: OK, who can answer the question
S: ...
Read para.2 and answer the questions.
T: Read the second paragraph and answer the questions.
(Ask the students to read the second paragraph)
T: OK, who can answer the questions
S: ...
Read para.3 and complete the chart
T: Let' s complete the chart according to para.3.
Ss: ...
After they finish it, check the answers together.
T: Here is a long sentence you need to translate into Chinese. Before translation, who can find out the word groups
S: (Come to the front and do it, then translate it into Chinese)
Read para.4 and complete the mind map
T: Read para.4 and complete the mind map.
Ss: …
【设计意图】学生分段细读语篇内容，了解大熊猫数量减少的原因所在以及人们为保护大熊猫所做的努力，并根据各段内容设计不同的题型检测并培养学生的阅读能力。通过思维导图让学生更好地理解本段写作思路。
Step 5 Post reading
Discussion
T: Let’s have a discussion. What other ways do you think we can help to save endangered animals You can discuss it with your partners.
(Ask some students to share their opinions)
S1: We can volunteer in the zoo.
S2: We can put up signs to tell people the importance of protecting animals.
S3: We can make posters.
S4: Don’t eat the meat of wild animals.
T: I think all of you have done a good job.
Watch and think
T: Let’s enjoy a video.
(After watching it)
T: As we can see, it’s important for us to protect animals and the environment, right
Ss: Yes.
(Show some sentences to students)
T: Let’s read these sentences together.
Ss: Protecting animals is protecting environment. Protecting environment is protecting ourselves.
T: Very good.
【设计意图】读后活动，一是讨论保护野生动物的措施，培养学生合作学习的能力；二是通过观看保护生物多样性的视频，触动学生情感，引发学生思考，真正达到情感教育的目的。
Step 6 Homework
Write a short passage about one kind of animals, why they need to be protected and how to protect them.
Read the passage smoothly.
【设计意图】分层作业，一是锻炼写作能力，搜集资料的同时拓展学生的思维；二是熟读课文，巩固语言基础。较好地兼顾不同层次的学生。

展开更多......

收起↑