江苏省海安县大公初级中学八年级英语上册《8A Unit 4 Wild animals》Period 3 Reading（2）&Vocabulary教案 牛津版.doc

《8A Unit 4 Wild animals》Period 3 Reading（2）&Vocabulary
Title
(课题)
Reading (2) and vocabulary
Type
(课型)
New
新授课
Period
(课时)
3
Supporting theories
（理论支持）
以瑞士儿童心理学家皮亚杰为代表的建构主义学习理论认为，学习者的知识是在一定情境下，借助于他人的帮助，如人与人之间的协作、交流、利用必要的信息等等，通过意义的建构而获得的。因此，学习是一个积极主动的建构过程；知识是个人经验的合理化，而不是说明世界的真理；知识是商谈出来的；学习者的建构是多元化的。因此，建构主义学习理论强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。
布卢姆掌握学习理论认为，只要提供适当的条件绝大多数学生都能达到对学习内容的掌握。该理论充分利用反馈—矫正程序，经常利用形成性测验提供反馈信息，发现学生学习上的难点或没有掌握的内容，然后给学生第二次学习机会并辅之于小组活动、个别辅导等多种矫正手段，最终使绝大多数学生达到对学习内容懂得掌握。他强调集体教学必须辅之于不断的反馈和对学生个别化的帮助。在实施反馈策略上，要求进行形成性测验、提供反馈信息、为学习定向、加强质量监控；在矫正策略上，要求有小组活动、个别指导帮助、为学生提供学习材料等环节。
Aims and demands
(教学目标)

B: Language skill (语言技能)
For lower-level students, understand some language points.
For higher-level students, write and say something with the language points.
C: Feeling (情感态度)
1. To make the students love wild animals.
2. To make the students love animals and try to protect animals.
Key points and difficulties
(教学重、
难点)
1. To Learn some useful language points.
2. To retell the text.
Teaching Methods
(教学方法)
Task-based approach
Aids:
课前准备（教具、活动准备等）
1. Get some information about animals from the Internet.
2. Get some pictures or toys about animals ready.
教 学 设 计
课前延伸
（预习）

1.复习单词，听磁带，跟读Reading
2.解决疑难问题。
（个人思考，小组讨论，待课上求助）
4.查阅与Reading（Wild animals）内容相关的资料，以备课上合作交流。
养成自学习惯，培养自学能力
Teaching Plan
(授课计划)
Studying Plan
(学习计划)
Aims
(设计意图)

课

内

拓

展

学
StepⅠ
Warming up and presentation
1. Have a dictation of the new words and phrases learned yesterday.
2. Present some more new words about animals. (With the help of some pictures of some animals)

3. Ask the students to do some reading. (one by one)

1.检查课前复习单词和短语的情况。各组抽调一名学生上黑板听写单词和短语。为接下来的环节做好铺垫。（做好过程中激励性评价）

2. 检查学生朗读reading的情况。
Step II Further understanding
(While-reading)
1. Ask the students to divide the passage into three parts in groups.
Part1 The growth of Xi Wang
Part2 The difficulties during Xi Wang’s growth
Part3 How to protect wild animals.
(show the main ideas of the three parts)
2. (1) Read and understand the first part and try to discuss the questions they can’t understand in the groups.
(2) Explain some difficulties that the groups can’t solve.
a. When Xi Wang was born, she weighed just 100grams.
When引导的时间状语从句，注意时态。
b. At the very beginning, Xi Wang drank her mother’s milk for up to 14 hours a day.
短语：for up to…
3. (1) Read and understand the second part and try to discuss the questions they can’t understand in groups.
(2) Explain some difficulties the groups can’t solve.
a. It is difficult for giant pandas to survive in the wild.
It’s + adj. + for + sb. to do sth.
b. If hunters catch a giant panda, they will kill it for its fur.
注意if引导的条件状语从句中：谓语动词常用一般现在时代替一般将来时。
4. (1) Read and understand the third part and try to discuss the questions they can’t understand in groups.
(2) Explain some difficulties the groups can’t solve.
a. Mothers often leave baby pandas for two whole days on their own.
leave sb. on one’s own
b. encourage farmers to leave the giant panda reserves
encourage sb. to do sth.
1.通过学生对文章的理解，将文章分成三个部分（化整为零的方法以便学生更好地理解Reading）

2. 通过小组合作解决能够在组内解决的问题。

3. 老师解决小组内不能解决的问题。

导
Step III
Practice
( While-
reading)
Ⅰ. Oral practice
1. Read the sentences above.
2. Ask and answer questions with when and if in groups.
Eg: (1) What will you do if you have a car?
I will drive my parents to Shanghai if I have a car.
(2) What will you do if you are free tomorrow?
I will go to the park if I am free tomorrow.
(3) How much did Xi Wang weigh when she was born?
She weighed just 100 grams when she was born.
(4) Will you help me with my English when you have time?
Yes, I’ll help you with your English when I have time.
3. Make sentences with the sentence pattern. It’s adj. for sb. to do sth.’(giving them some verb phrases)

1. 通过小组间的对话让学生对if从句和when从句有一个感性认识。为学习Grammar打下基础。
2.继续进行过程性评价。

II.
Listen and retell
Listen to the tape and retell Reading (looking at the pictures)

回归课本Reading 部分，让学生将三个部分合起来进行复述，以达到整体把握的目的。

练
Step IV
Production
(Post-reading)

Ⅰ.
Act out
1. Retell the passage and recommend the best student in groups.
2. Ask the best student of each group to come to the front and retell Reading.
以四二一小组为单位，合作交流，取长补短，集思广益，推优向全班展示成果。（教师巡视、了解，点拨有困难的学生大胆开口，引导优生发挥才智。充分体现面向全体学生，注重他们整体素质的提高。）

Ⅱ. Discussion
1. Ask the students to discuss how to protect animals in groups.
2. Share the ways before the whole class.
3. Call on the students to love and protect animals.
课后
提升
Step V Assignment
1. Recite Reading.
2. Remember the new words about animals in Vocabulary
3. Make a poster to call on the students to protect animals.
控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。（关心学生的能力发展）