牛津初中英语-教学设计8A-Unit5-Reading-The-story-of-Xi-Wang.docx

Teaching design――The story of Xi Wang
This teaching design is made up of 6 parts, including analysis of teaching material, analysis of students, teaching objectives , teaching methods, teaching theories and procedures.
Analysis of teaching material

This article, the story of Xi Wang , is from the reading part of Unit 5, 8A, Fun with English. The topic, wild animals, accords with the cognitive ability and lives of students. This course requires that students read a passage about lives of giant pandas. By learning it, students can know the growing process of pandas and develop the awareness of protecting wild animals by exploring the dangers giant pandas face.
Analysis of students
The target students are in level 4, they have certain reading ability. Their listening and speaking ability are enhanced in a certain degree. They have learning consciousness. With regard to the condition above, I will train their reading ability further and develop their prehensive language skills by listening, reading, speaking and writing activities.
Teaching objectives
Students are able to
(1) get to know some basic information of Xi Wang.
(2) be familiar with and identify the new words and expressions: serious, none, mainly, be born, in the beginning, take action, look like, eat bamboo, live on, face serious problems, in the wild, in danger, right away.
(3)improve reading ability by training skimming and scanning.
(4) raise awareness of protecting wild animals by knowing the truth that many wild animals are in danger.
Teaching methods
Task-based language teaching, municative language teaching and the guided-discovery method.
Teaching theories
(1) Make students the real masters of the class and I act as a facilitator.
(2) From easy to difficult, from shallow to deep, from simple to plicated.
Teaching procedures
It includes 4 steps: lead-in, pre-reading, while-reading, post-reading.
Step 1 Lead-in (have a guess)
Firstly, I will present students 3 sentences, they are the description of 3 animals. Then let students guess what animals they are.
Secondly, ask students “What’s your favourite animals? Why?” I will ask some students to share their favourite animals with us.
(Purpose: To lead in the topic and to arouse students’ interest by a guessing game)
Step 2 Pre-reading
Activity 1: important words and expressions learning
1. In step1, students have shared their favourite animals, so I will ask them: “Do you know what’s my favourite animals” to arouse their interest. Then HaI will also give them a descriptive sentence to guess what it is――gaint panda.
2. Show students a short paragraph of the reason why I like them and some basic information of gaint pandas. (These sentences contain important words and expressions)

3. Have students finish B1 to consolidate the words and expressions.
(Purpose: To deal with the difficult language points which may impede the understanding and to have students be prepared for the reading.)

Activity 2: Predicting
I’ll ask students “Can you predict the content of the article according to the title---The story of Xi Wang?” In this process, I’ll encourage students to think and speak out freely. (Purpose: To enable students to predict before reading and train the strategy of predicting)
Step 3 While-reading
Listening
I will have students listen the article before reading. Before listening, I will ask them a question “How many pandas are there in the wild?”. Have them answer after listening. (To train their ability of listening with questions)
Fast-reading (matching)
I have divided the article into 4 parts and present the main idea of each part randomly.
Have students read the article quickly and do the matching.
( To improve ability of skimming)

Careful-reading
1. Fill-in-table activity. Have students read para1-3, discuss with partners to fill in the table.

2. Have students read para4 to find the serious problems giant pandas face.
3. Discussion:group work
Give students a question “What can we do to protect wild animals?” Have them discuss in groups to put forward suggestions.
(Purpose: To improve ability of scanning and to enhance their awareness of cooperation in pair and group work)
Step 4 Post-reading
1. Review: ask one students to lead the whole class to review what they have learned in this lesson.
2. World Wildlife Protection Day
Homework: have students surf in the internet to look for information of World Wildlife Protection Day. In the next lesson, share the information with the whole class.
(Purpose: To train their ability of looking for information and have them aware the importance of wildlife protection in the process of surfing the Internet)