牛津译林版 初中英语
8A Unit 5 Wild animals Reading
![]()
赵哲老师，任职于南师附中新城初中黄山路分校，南京市初中英语马黎名师工作室成员。曾获教育部“一师一优课奖”、第十二届全国初中英语课堂教学观摩一等奖、江苏省初中英语青年教师基本功大赛一等奖、江苏省初中英语优质课一等奖第一名、南京市教学信息化教学能手大赛特等奖，南京市微课比赛一等奖。
By the end of the class, students are expected to:
1. obtain the structure of the report with the help of the keywords on blackboard and summarize information about the baby panda.
2. understand the importance of using data, simile and transitions in the context.3. explore the latest information about pandas, read and think critically by comparing and identifying the information sources.4.apply what has been learned to express opinions about pandas' survival in the wild and wildlife protection.Understand and obtain information about pandas through reading.Students improve their critical thinking ability, compare, judge and identify information sources and cultivate dialectical thinking.
1.T asks Ss what animals they can see on the screen.2.T shows foreigners’ comments on seeing one kind of animal and the zoo they built for it and asks Ss to guess what it is.3.T explains giant panda as a cultural ambassador and asks Ss what they have known about giant pandas.4.T asks Ss to find the new words in the book and try to match the words on the left with the meanings on the right.5.T encourages Ss to read the new words and use them to finish new sentences on the screen.6.T shows Ss the reading material and encourages Ss to predict what the passage is about according to the title and the pictures.1.利用图片，激活学生有关动物与的背景知识，并引出本节课主题。2.以真实的国外友人的反映和做法，突出熊猫文化大使的身份，帮助学生形成文化自信。3.通过讲练结合的形式，在阅读前帮助学生扫清词汇障碍。4.通过阅读标题和插图，感知多模态文本建构的主题意义，并猜测文章主旨大意，帮助学生形成阅读期待，掌握猜测的阅读策略。语言能力：从音形义三个维度掌握新单词；获取信息，选择信息并回答问题。
1.T asks Ss to read the article silently for the first time and skim for the following questions:（1）What’s name of the baby panda? What does it mean?（2）How many pandas are there in the wild?（3）Where can we find the passage?2.T asks Ss to read for the second time and read for structure. While reading, T encourages them to find out the topic sentence to prove their ideas.3.T asks Ss to read for the third time and read for details.a.Ss Read para 2-3 and finish the table of the growth of Xi Wang.b.Ss watch a video of the first 100 days of panda and talk about their feelings toward baby giant panda.c.Ss take a close look at the language writer uses to describe Xi Wang’s growth and figure out the reason why the writer writes this.d.Ss read para 4 to find out the problems pandas face and how important transitions are when linking sentences together.e.After being shown pictures an a video, Ss get to know more reasons why the number of pandas is so small.f.Ss read para 5 to find out the actions accordingly. T shows them the data of natural reserves for pandas in China.1.通过对文本的三次阅读（包括快速阅读，细节阅读和跟读）了解文章内容，关注文章体裁特点并把握文章的结构以及写作手法。2.通过对文章的语言进行分析，掌握作者如何谋篇布局，同时感知作者的用词特色以及它们对传达主题意义的影响，培养思维逻辑性。3.通过多模态文本更全面的感知文本主题意义。在观看图片和视频后，对熊猫的成长过程、所面临的严峻挑战以及已做的措施有更全面的了解。思维品质：通过观察进行对比分析，并通过文中信息进行合理推断，培养思维逻辑性。1.T encourages Ss to do the further thinking:（1）Why does the writer write this article?（2）Why does the writer choose green as the background colour?2. T shows Ss two videos about Xi Wang’s life now and asks them to discuss:Is it better for giant pandas to live in the reserve or in the wild?3.T shows Ss a document from IUCN and tells them the present situation about giant pandas and encourages them to think of the hidden meaning of “Xi Wang”4. T shows the Top7 species which are more likely to extinct without protection and asks Ss to discuss the actions we can take to protect all the wildlife.1.对作者的写作意图以及多模态表现手法进行解读，感知语篇主题意义。2.对比希望现如今的生活以及大熊猫的现状，思考“希望”的真实意义，培养思维能力。3.引导学生关爱野生生命，树立保护动物人人有责且人人都可以从小事做起的意识。文化意识：引导学生关爱野生生命，树立保护动物人人有责且人人都可以从小事做起的意识。1.T invites Ss to sum up what they have learned.（1）Read the passage after the tape twice;（2）Tell the story of Xi Wang to your friends.（1）Make a logical and interesting mind map about the story of Xi Wang;（2）Share your ways of protecting animals with your parents and start doing it.通过学生自主总结，复习今日所学并利用分层作业进行巩固。学习能力：自主梳理今日所学，发现尚有疑惑的问题并尝试课后补偿。
