人教版八年级下册Unit 7 Section B 2b阅读课教学设计(经典、很好用)

Unit7SectionB读课教学设计一、教学设计（一）背景1．语篇类型：专题报道授课时长：40（二）文本分析4一、二段中，通过介绍成都熊猫研究基地的一些日常情况和熊猫饲养员对熊猫的喜爱，引出“保护大熊猫”这个话题。第三段话分析了大熊猫濒临灭绝的原因，本段当中的一些词汇，fewerthandiefrom,moreproblems,fewerbabies者介绍了目前中国政府和科学家采取的一些保护大熊猫的措施。本文旨在通过介绍大熊猫的情况，培养学生保护大熊猫的意识，从而了解其它濒危动物，提高关爱和拯救它们的意识。（三）学情分析本节课授课对象为广东梅县外国语学校八年级(2)班的学生。本班学生整体英语基础较学生均能学有所获。（四）教学目标在本课学习结束时，学生能够：endangered,research,keeper,awake,excitement,illness,wild,government,protection,huge,walkinto,fallover,runScientistssaytherearenowfewerthan2,000pandaslivingintheforests.Theysendpeopletoschoolstotellchildrenabouttheimportanceofsavingpandasandotherendangeredwildanimals；通过阅读训练，培养学生的良好的阅读理解能力；培养寻读的学习策略；能准确理解语篇中每个数字所表达的意义，能理解文本细节信息并运用文中的语言完成相关练习。4．熊猫的知识，培养保护大熊猫的意识；了解其它濒危动物，提高关爱和保护拯救它们的意识。1（五）教学重点takeininthefaceof,eventhoughrisktheirliveschallengethemselveswalkinto,fallover,orso,runoverwithexcitement,takecareof,cutdowntheforests,intheremainingforests,endangeredanimals,wildanimals重点句子:Theyfindthatmostofthebabiesarealreadyawakeandhungry.Pandasdonothavemanybabies,maybeonlyoneeverytwoyears.Theysendpeopletoschoolstotellchildrentheimportanceofsavingtheseanimals.TheChinesegovernmentisalsoplantingmorebambootreessotherewillbemoreforestsforpandastolivein.skimmingscanninginferringsummarizing四种阅读技巧，并学会运用这些阅读技巧解题。（六）教学难点2b的课文,能理解并运用其中的重点短语或句子；在文章中灵活地运用比较级和数字的表达；skimming、scanning、inferringsummarizing四种阅读技巧，并学会运用这些阅读技巧解题。（七）教学资源教材、多媒体课件、平板电脑、互动课堂app、学案、黑板和粉笔（八）教学过程—2—步骤 教学活动 设计意图 时间互动模式核心素养提升点Note:T=Teacher;Ss=Students;1’=1minute;IW=IndividualWork;GW=GroupWork;CW=ClassWork;Tshowssomepicturesofthenewwordsandthenasksthestudentstoguesswhatthenewwordis.ThenasktheSstoreadaloudthenewwords.Readthenewwordstogetherandthen

6’ IW&CWStep1WarmingStep2Workon

trytorememberthespellingofeachnew 等活动，让学生掌握本节课的新单word. Playagamecalled“SharpEyes”.Inthis 更好地理解课文内容。game,TshowsthenewwordsonPPTfast.ThentheSsneedtosayoutthewordandspellit.Thefirststudentthatsaysitoutandspellsitcorrectlycangetonepointforhis/hergroup.Askandanswer“DoyouknowwhatisknownasthenationaltreasureofChina?”Lookatthepictureandbrainstormdoyouknowaboutpandas?”Usemind-maptothinkasmanyaspossible.有利于学生从各个方面角度进行思考，拓展思维。

语言能力：知识()3’ CW思维品质：概括信息。Step3Activity1Reading

Tcreatesasituation.Thestudentsareon 学习阅读技---跳读astudytripinChengdu.StudentAisthe 用跳读，快速浏览段落的开头或结guide.StudentBisthezookeeper.Other 尾,有助于获取主旨大意。

4’ W2—语言能力：提取概括信息。—2——2—Strategy:Skimming

studentsaregoingtovisittheChengduResearchBase.Skim the passage and answer question“What’sthemainideaofeachparagraph?”ThenasktheSstoracetobethefirstonetoanswerthequestionthroughiPad.Texplains“Whatisscanning?”

学习能力：自主学习。Step4Activity2ReadingStrategy:ScanningScanPara1andthinkaboutthequestion“How’spanda’slifethere?”ThenusetheAPPClassInteractiontochoosealuckystudenttoanswerthequestion.Comparetworeadingstrategies:Skimming&Scanning.

学习阅读技巧---寻读scanning，运

6’ IW语言能力：创设情景，鼓励学生自我表达。Step5Activity3

Whatisinferring? 学习阅读技巧---推理inferring，对4’ IWReadingStrategy:SsListentoPara2.Usethereading 相关句进行合理推断，找出正确答strategyinferringtothinkaboutwhether

思维品质：分析推理，判断Inferring

thestatementsaretrueorfalse.

加准确。

作者的观点Step6Activity4ScanPara3andReadingStrategy:ScanPara3andanswer“Whatdothesenumbersmean?” Sswatchavideoandcompletethe sentencesbasedonthevideo. 字背后所表达的意义；通过思维导T invites one student to share the answers.

8’ IW思维品质：概括信息。Summarizing 4.Afterthat,Sssummarizethemainpoints 解。andthenfinishthemind-map.Step7Activity5

TasksSstoscanPara4andfindout 引导启发学生进行课本之外的延伸whatpeoplecandotohelpprotectthe

6’ GW文化意识：—2——2—ScanPara4pandas.ScanPara4pandas.的保护熊猫的建议。andthink2.Discussthequestion“Whatotherways自己的建议。aboutmoredoyouthinkstudentscanhelptosavethewaystopandas?”withyourgrouptect3.Afterdiscussion,askthestudentstotypepandasoutthewaystheythinkofonthescreenwiththehelpofiPad.TcheckswhatotherwaysSscanthinkoftoprotectthepandas.1.Tshowssomepicturesofendangeredanimals.“Ourworldissobeautifulwiththeseanimals.Let’ssavethepandas,savetheanimals