(完整版)英语人教版八年级下册Unit7Reading.pdf
TeachingDesignUnit7Whatsthehighestmountainintheworld?(SectionB2a-2e)ByWuYuanyuanAnhuiProvinceHanshanNumber1MiddleSchoolApril10th,2017TeacherTeacherWuYuanyuanWuYuanyuanThepassagein2bismainlyaboutournationaltreasure-pandasand the protection of them.As they are a symbol of China,weAnalysisofAnalysisofteenagershavealreadyhadsomebackgroundknowledge.2b2carethetheaimed to have students find specific information by scanning in ateachingteachingreadingpassage.And2d is togive some writingpractice usingthematerialmaterialinformation theyve learned in 2b.So in this period,Id like myandtheSsandtheSsstudentstoexpresstheirideasaboutpandasandtheirunderstandingofprotectingthemusingthetargetlanguagefreely.KnowledgeobjectivesKnowledgeobjectives：Afterthelesson,thestudentsareexpectedtobeableto:Afterthelesson,thestudentsareexpectedtobeableto:1.Learn the key words and phrases on P54 by pronouncing andunderstandthemeaningsofthem.Bamboo,research,keeper,awake,excitement,illness,wild,government,protectionetc2.grasp and use the key words and useful expressions byexpressingtheirownopinionsfreely.LearningLearningobjectivesobjectivesAbilityobjectivesAbilityobjectives：Afterthelesson,thestudentsareexpectedtobeableto:Afterthelesson,thestudentsareexpectedtobeableto:1.scanthepassagequicklyandfindsomespecificinformationinalimitedtime.2.understandthestepsofwritinganexpositionandlearntowriteanarticleaboutpandasandotherendangeredanimals.EmotionobjectivesEmotionobjectives：Let students know the importance of loving and protectinganimalsandestablishtheharmoniousrelationshipbetweenanimalsandhumans.TeachingTeaching1.Pronounce and grasp the usage of all the key vocabulary,likekeypointskeypointsbamboo,research,keeper,awakeandthetargetLanguage.2.Be able to scan the passage quickly to find specific informationandmakefulluseofscanninginfurtherreading.Beabletousethekeywordsandphrasestheyvelearnedtoexpresstheirideasofprotectingtheendangeredanimalsfreely.TeachingTeachingdifficultdifficultpointspointsTeachingTeachingmethodsmethodsandandlearninglearningstrategiesstrategiesTeachingTeachingaidsaidsTeachingTeachingproceduresproceduresStep1Step1Task-based Teaching Method,The Cooperative Learning method,Groupwork,SituationalTeachingMethods,Student-centeredLearningStrategy,ScanningSkimming1.PPT2.TheapplicationofAHiteBoardfileTeachersActivitiesTeachersActivitiesStudentsStudentsActivitiesActivities1)Togiveaself-introduction.1)watchthevideoandthinkaboutthequestion.2)Trytomakecompletesentencesasmanyaspossibleaboutpandas.Tostimulatethestudentsbackgroundknowledgeandgetreadyforthereading.IntentionIntentionRevisionRevision andand2)TogettheSstoenjoyashortvideoofpandasandtrytoleadlead-inindescribethedifferencesbetweenbabypandasandadultpandasusingtheinformationtheyvelearnedinthelisteningmaterials.3)TogettheSstobrainstormtheinformationofpandasusingthewordsin2b.Step2Step2PrePre-readingreadingTogettheSsknowmoreaboutpandasbyenjoyingsomepicturesofpandasandleadthemintothelearningofkeywordsandphrasesonebyone.1)Listenandlearnthepronunciationsofnewwordsandphrasesusingcontext.1）Arousestudentsinterestandenrichtheirextracurricularknowledge2）Learnthe2)Trytoknowvocabularymoreaboutpandas.usingthecontext.Step3Step3WhileWhile-readireadingngTask1:ScanningTask1:ScanningScanthepassagequicklyandgetthe1）Toletstudentstoscanforthespecificinformation.2）ToencouragetheSstoexpressthemeaningsincompletesentences.1)Askstudentstolistenandtrytofocusednumbersfindoutthemeaningsoftheseandthemainideas.numbers:10,12,300,2000.2)Findthemainideaofeachparagraph.Task2:CarefulreadingTask2:Carefulreading1 1:(para2para2)Toshowapictureofthezookeeper-LinWei,andgettheSstothinkoftwoquestions:1.WhatsLinWeisjob?2.WhatdoesLinWeithinkofthepandas?Thenletthemreadthepassagecarefullytofillintheblanksoffacts.2 2:(para3para3)1)TogettheSstofindwhatproblemsthepandashavefacedthesedaysinthepassage.Thenthinkmoreaboutthepotentialproblemstheymightfacebyasking1)Scanthepassagecarefully,answerthequestionsandfillintheblanks.2)Answerthequestionsanddiscussinpairstofindtheproblemsthepandasmight1)Tosolvetheproblemsin2bbyrearrangement.2)Toletthemunderstandthepassagestepbystep.questions.face3)Toreadforthedetailedinformationbyscanning4)Tohaveageneralideaofwritinganexposition.2)Toshowsomepicturescontainingproblemsashintsif3)Readpara3and4necessary.carefullytofinishtherelevanttasks.3 3:(para4para4)4)ExpresstheirAskstudentstoreadparagraph4ideasofthecarefullyandleadthemintotheprotectionwaysofprotectingpandasbyindividuallyandfillingintheblanks.ThengetthedeveloptheirabilitySstothinktwicetofindsomeofspeakingotherwaysofprotectingpandas.1)ToshowthepicturesofotherthreeendangeredwildPostPost-readingreadinganimals,andgettheSstodescribeoneofthemasateenageranimalkeeper.AndGroupworkGroupworkfindpossiblewaystheStep4Step41)Studentstrytoworkinagroupandcooperatewiththeirpartnersbyteamwork.1.Tocultivatetheirabilityofcooperation.2.Tohelptheweakerstudentswithwriting.3.EncouragetheSstoexpresstheiropinionsandincreasetheirawarenessoftheimportanceofprotectinganimals.teenagerscoulddotosavethe2)Studentsanimals.presenttheir2)TodividetheSsintodifferentwritingsamonggroupsaccordingtotheirdifferentgroups.caredanimals,andchoosealeadertopresenttheirgroupfruit.3)TogivetheSsasampleofasemi-finishedarticle.Step5Step5SummarySummaryToappreciateashortvideoofmydearstudentsexpressingtheirunderstandingofprotectinganimalsandalsoshowingthebestwishestoourfutureenvironment.TowatchthevideoandarousetheirawarenessofprotectionNaturallytakeintheemotionalobjectivesandthedutiesoftheyoung.Togathertheinformationofwritinginclassandgetsomepractice.Step6Step6HomeworkHomework1)Toretellthestoryofpandasin2busingtheinformationtheyvelearned.2)Trytowriteapassageaboutoneoftheendangeredanimals.BlackboardBlackboarddesigndesignUnit7Whatsthehighestmountainintheworld?(2a-2e)themostendangeredanimalsFactsA zoo keeperA zoo keeperProblemsWaystosavepandasTeachingTeachingreflectionreflection(课前反思：）1.WhetherthestudentscanbeabletousescanningtofindthespecificinformationasIthought.2.Whethertheteachingaimsareproperaccordingtodifferentlevels.3.Afterteaching,whetherthestudentsarewillingtoexpresstheiropinionsusingthetargetlanguage.
