牛津初中英语8A, Unit5 Reading 说课稿

牛津译林版英语八上Unit 5《Wild animals》（Reading1）说课稿一. 教材分析《牛津译林版英语八上Unit 5 Wild animals》（Reading 1）讲述了关于野生动物的保护问题。

通过阅读一篇关于非洲象的文章，让学生了解非洲象的生活习性以及面临的生存困境，从而引发学生对野生动物保护的思考。

教材内容丰富，插图生动，旨在提高学生对野生动物保护的意识，培养学生关爱地球生态的责任感。

二. 学情分析八年级的学生已具备一定的英语阅读能力，对野生动物有较高的兴趣。

但在阅读长篇文章时，部分学生可能会遇到生词、长句等困难，影响阅读理解。

此外，学生对野生动物保护的认识有限，需要通过课堂引导深化其环保意识。

三. 说教学目标1.知识目标：学生能理解文章主要内容，掌握的生词和短语；2.能力目标：学生能运用所学知识进行阅读理解，提高阅读技巧；3.情感目标：学生能增强对野生动物保护的意识，培养关爱地球生态的责任感。

四. 说教学重难点1.重点：学生能理解文章主要内容，掌握的生词和短语；2.难点：学生能运用所学知识进行阅读理解，提高阅读技巧。

五. 说教学方法与手段1.教学方法：采用任务型教学法，分组合作，讨论交流；2.教学手段：多媒体辅助教学，图片、视频等资料引导学生深入理解课文。

六. 说教学过程1.导入：展示非洲象的图片，引导学生谈论对野生动物的印象，引出本课主题；2.读前预测：学生浏览文章标题和图片，预测文章内容；3.快速阅读：学生快速阅读文章，回答简单问题；4.仔细阅读：学生分组讨论，深入理解文章内容，回答较难问题；5.小组活动：学生分组进行角色扮演，模拟文章中的场景，加深对文章的理解；6.总结提升：教师引导学生总结文章主题，谈论野生动物保护的重要性；7.作业布置：学生课后写一篇关于我国野生动物保护的文章。

七. 说板书设计板书设计如下：1.课题：Unit 5 Wild animals2.阅读文章：African Elephants3.生词短语：–wildlife protection–survival–conservation–poaching–habitat destruction4.文章主题：关爱野生动物，保护地球生态八. 说教学评价1.课堂参与度：观察学生在课堂上的发言和讨论情况；2.阅读理解：检查学生回答问题的准确性；3.作业完成情况：评估学生课后作业的质量。

《牛津初中英语》8A Unit 4 Wildanimals Reading一、年级：八年级二、教学内容：8A Unit 4 Wild animals三、课型：Reading四、教学目标1.知识目标1) 掌握并运用本课时的四会单词。

2) 理解并掌握描述熊猫外貌特性、它们所面临的危险以及采取保护措施的词组和句型。

2.能力目标1)能根据上下文猜测词汇在文中的含义。

2)能通过阅读了解名叫“希望”的大熊猫的成长过程、面临的危险以及采取的保护措施。

3.情感目标通过了解大熊猫的信息，我们意识到要善待大熊猫，它们是我们的朋友，我们应该尽力保护它们。

五、教学重难点理解文章的大意，掌握语言知识。

教学流程Part One Pre-reading (用时：7分钟)Step 1 Brain storm (用时：3分钟)Today we are going to learn Unit 4 Wild animals Reading. 同学们,今天我们将学习第一单元的阅读课。

We learned many wild animals, such as tigers, bears, kangaroos…我们已经学会了一些关于野生动物的内容。

First, let’s paly a game called ‘Brainstorm’.I’ll describe one kind of animals, please tell me what it is at once. 我来描述一种动物，请立刻告诉我它的名称。

It is a sea animal and looks like a large fish. It is very clever and often plays some games for us in the zoo.Yes, it’s a dolphin.It’s a heavy wild anima l with thick fur and sharp paws. It can walk upright.Yes, it’s a bear.It’s the king of the animal w orld. It has yellow fur and black stripes on its body.Yes, it’s a tiger.It jumps with its baby in its pocket. You can see it in Australia. Yes, it’s a kangaroo.It lives in China. It is black and white. Its favorite food is bamboo shoots and leaves.Yes, it’s a giant panda.Step 2 Practice (用时：4分钟)Now, let’s have a discussion.Which aniaml do you like best? Why?Which animal do you like least? Why?Part Two While-reading (用时：20分钟)Step 1 Presentation (用时：1分钟)I like giant pandas best. Because I think they are beautiful black and white animals. They are very lovely, quiet and peaceful. 我最喜欢大熊猫。

牛津初中英语8A,Unit5Reading说课稿牛津初中英语8A, Unit5 Reading(1)说课稿Geetings and introduction:Good afteroon,everyone. I’m Yuan Xingchen. I’m an English teacher from Sihong No3 Middle School. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods ,Study methods ,Teaching procedures and blackboard design..一．Teaching material analysis.1. Lesson type and contents.Today I’m going to talk about the reading part of Unit5, Oxford English 8A. I’ll finish the part in two lessons. This is the first period.2. Status and functionThis lesson is a reading passage. It plays a very important role in the English teaching of this unit. By studying this lesson, Ss can improve their readingability. The Ss should receive some moral education. At the same time, we should get the Ss to learn some words and some expressions about protecting wild animals.3. Teaching aims and demands.①Knowledge objects:a.) To get the students to understand the article.b.) Help the Ss remember the flowing new words and phrases. Eg:nature, wildlife,shelter,government, endangered, tourists, all year round,provide sth for sb, etc.②Ability objects:a). To develop the ability to infer the general meaning from title and context.b) To improve the students’ability to skim text for overall meaning and scanfor details③Moral objects:a) Arouse their interest in learning English.b) Enable the Ss the love our earth and the nature.c) Be aware of the importance of protecting our environment and take actions to protect wildlife.4．Teaching important points:①To understand the passage.②To enable the Ss to master the new word s and the phrases.③To develop the ability to infer the general meaning from title and context.5.Teaching difficult points.a) To use the words to express their ideas.b) To reinforce Ss’ability to skim text for overall meaning and scan for detail6. Teaching aidsIn this lesson, the multi-media will be used to make the class lively andimprove my teaching result.二.Teaching methodsAs we know, the main instructional aim of learning English in middle school isto cultivate Ss’s basic ability of listening, speaking, reading, writing andtheir good sense of the English language. So in this lesson, I’ll mainly useAudio-video method, the Communicative Method and Task-based Method. That is to say, I’ll let the Ss to get a better understanding of the key structu re of the text. I’ll give the Ss some tasks and arrange some activities三．Study methods①Teach the Ss how to be successful language learners.②Teach Ss how to develop the reading skills—skim and scan.③Get the Ss to form good learning habits.四．Teaching proceduresI’ll finish this lesson in seven steps.Step1. Listen to a songFirstly, I’ll ask the students to enjoy a beautiful song by Gan Ping, A RealStory. And then tell the students to talk about it. This step is used to arouseSs’interest and curiosity in the lesson.Step2. Look and discussIn this step, I’ll show the students some picures of many kinds of birds. Letthe Ss ask and answer with the learned expressions. Then I’ll present the map ofZha Long nature reserve and the pictures of red crowned cranes. Some of the new words in the passage will be presented. This step is used to review the learned knowledge and present new words. It’s also important to form a better English learning surrounding for the Ss.Step3. Fast and further reading.After pres enting the new words, I’ll present the article. FirstI’ll show the Sstwo questions and let them read the article and find the answers quickly.ThenI’ll present the Ss some more questions and get the Ss to read the text furtherto find the details.For th e rest of the new words, I’ll train the Ss to infer according to thecontext or the structrure of the words. This step is the most important. It’sused to train the students’ability to skim text for overall meaning and scanfor details. In this step, the rest of the new words should be taught.Step4. Read and match.I’ll show the Ss the next slide. On it there are paragraph orders on the rightand the main ideas on the left. I’ll ask the Ss to read the article again andmatch the paragraphs and the main ide as. In this step, I’ll train the studentsto summarize the main idea of each paragraph.Step5. Listen and fill.I’m going to get the Ss to listen to recording in this step. Remind them to pay attention to the pronunciation of the new words. Then I’ll show an exercise and let them fill in the blanks.In this step, I want to train the studentsprounounce and spell the new words correctly.Step 6. Retell the text.In the seventh step, I’ll give some hints in each paragraphand let the Ss prepare for a while. Then ask some students to retell the paraghrphs one by one. My design purpose is to check the production.Step7. Homework.I think revision is so important that Ss should speak English as much as they can in class or after class. It’s necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. 五．Blackboard design.Unit5 ReadingZhanglongA special placecomfortable→comfortablyThis area provedes food and shelter for wildlifeeasy →easlilyprovide sth.for sb.to ur →touristThis area provides wildlife with food and shelter.active →activelyprovide sb with sth.important→importanceIt is one of the world’s most important wetlands.…………。

Chapter 5Lesson: ReadingGrade: 8A Chapter 5Time: 20 minClass presentationⅠ. Status and function:The topic of this chapter is about finding and understanding information, especiallyfrom encyclopaedias. The part I will conduct is Reading Part, which contains threeshort articles from a children’s encyclopaedia. It is closely related to thechapter’s topic. By reading the three articles, students can get information ondinosaurs, Disney Walt and Diogenes. In this way, they are able to handle the usefulexpressions, master the vocabulary, and base for the Using English part.Ⅱ. Analysis of the students:According to the students’ interest and ability about this reading in Grade 8, theycan easily handle the words and get information from it. So I think the most importantstep is to enable the students to make up sentences and retell the articles withthe words and phrases.The students may have different opinions about Diogenes’ thought on how to be happy.So they need to discuss and present their own ideas.Ⅲ. Teaching aims and demands1. Knowledge objects : Words and expressions.2. Ability objects : a. Using the new vocabulary to retell the article.b. Showing the students’ ideas with the expression.c. Writing an article about one of the topics.3. Moral objects : Be kind to others, be kind to yourself.Ⅳ. Teaching key and difficult points1. Teaching key : a. Use of vocabulary.b. Understanding of reading.2. Difficult point : Further prehension about related topics.Ⅴ. Teaching aids:Multi-media.Ⅵ. Teaching methods:a. Task-based teaching methodb. Environmental teaching method.Ⅶ. Teaching procedureStep 1 : Warm-up (3 min)a. Review former closely knowledge.b. Watch a DVD to arouse the s tudents’ attractions.Step 2 : Presentation (7 min)a. Display the new words with pictures.b. Match the new words and the right pictures.Step 3 : Reading (10 min)a. Listen to the reading and get the main idea.b. Skimming reading: Read the articles quickly and answer some questions.c. Scanning reading: Read separately to gain some more details. Step 4 : Practice (5 min)Fill in the blanks of summary with vocabulary.Step 5 : Group-work (11 min)a. Discussion in groups: Different ways to be happy.b. Expression: The results from their discussion.c. Writing: A short article of being happy.Step 6 : Conclusion (3min)Retell the main idea and express their opinions about the three articles.Step 7 : Homework (1 min)a. Search for a similar article from encylopaedias.b. Use “dinosaur”, “Diogenes”, “Disney Walt” to make a story.Ⅷ. Blackboard designChapter 5 ReadingDinosaurs Disney Walt Diogenesexist amusement Greeceharmless create jarfootprint cartoon kneel byleave behind character fountainⅨ. RethinkingTo face the Oxford English, students should be masters from activities. We should pay more attention to practice students’ survival English. From municating between teachers and students, students’ ability of language using and creation spirit can get further development. So I design my class in this way to improve the students’ prehensive ability.。

The story of Xi WangTeaching design――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 materialThis article, the story of Xi Wang , is from the reading part of Unit 5, 8A, Funwith 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 studentsThe target students are in level 4, they have certain reading ability. Their listening and speaking ability are enhanced i n a certain degree. They have learning consciousness. W ith regard to the condition above, I will train their reading ability further and develop their comprehensive language skills by listening, reading, speaking and writing activities.Teaching objectivesStudents 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 methodsTask-based language teaching, communicative 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 complicated.Teaching proceduresIt 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.’ interest by a guessing game)(Purpose: To lead in the topic and to arouse studentsStep 2 Pre-readingActivity 1: important words and expressions learning1.In step1, students have shared their favourite animals, so I will ask them: “know what’s my favourite animals” to arouse their interest.Then HaI will also givethem 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 basicinformation of gaint pandas. (These sentences contain important words andexpressions)3.Have students finish B1 to consolidate the words and expressions.(Purpose: To deal with the difficult language points which may impede theunderstanding and to have students be prepared for the reading.)Activity 2: PredictingI’ll ask students “Can you predict the content of the article according to thetitle---The story of Xi Wang”In this process, I’ll encourage students to think andspeak out freely. (Purpose: To enable students to predict before reading and train thestrategy of predicting)Step 3 While-readingListeningI 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-reading1.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 workGive 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-reading1.Review: ask one students to lead the whole class to review what they have learned in this lesson.2.World Wildlife Protection DayHomework: 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)。

8A Unit 5 Birdwatchers教案ReadingPresentation (Reading A)1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.2 Write the title ‘Zhalong—A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ research skills.6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.9 Ask Ss to write a caption for each paragraph.Presentation (Reading B)1 Ask students to do Part B1 as a quiz.2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.Presentation (Reading C)1 Divide the class into teams of 4-5 students. Do Part C1 as a quiz. Set a time limit.2 Ask students to correct the false sentences.3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.Language points (Part A)A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlands Language points (Part B)Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important forLanguage points (Part C)Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birdsHomework1 Learn the language points by heart.2 一课三练P.56-573 Preview the V ocabulary Part.。

Unit 5 Zhalong A special place于红亮Good afternoon, ladies and gentlemen. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 8 sections. They’re analysis of the reading material, talking something about students, identifying the teaching aims ,teaching importance&difficulties, teaching strategies, teaching aids, teaching procedures and blackboard design.Section 1 Analysis of the teaching materialThis Unit is the 6th unit in 8上published by Oxford University Press (China) Limited . This English textbook for junior school learners was compiled of different topics, which touches almost every aspect of life. It lays stress on the communicative and language abilities. The topic birds is very close to students’ daily life. So the topic fits them very well. Its level of complexity lies within the learners’ ZPD. On the other hand, among all the six books there are three units talking about animals. They are 7B Unit 6, 8A Unit 4 and 8A Unit 5. In 7B Unit6, we mainly talk about the animals’ appearance, qualities, food, home, likes and likes. In 8A Unit 4 we add to ability, character and dangers. In this unit we add to how to protect animals and the environment. Section 2 talking something about studentsNeed: not only protecting the environment but also English plays a very important role in their later career, the course also offers some goals that learners must achieve.Interests: most students are young, active and energetic. They like pets very much. Many of them are bird fans; they are very interested in watching birds.Previous knowledge: Students have learned some information about animals from 7B Unit 6 and 8A Unit 4.Motivation: extrinsic motivation is that they have to pass the English exam. The intrinsic motivation is the fun of learning. It should be produced by some activities. According to linguist Stevens, the more the lessons focus on things with real-life relevance the more they appeal to the Learners, and the better chance of having learners wanting to learn.So the ZPD of learners is that they have some basic knowledge about animals, but at present it is not easy for them to talk about how to protect them in English fluently, and their birds vocabulary is limited.Section 3 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: students can understand the vocabulary related to birds, meanwhile they can get the expressions about how to ask about sports and give responses. Of course, at the end, they can improve their listening and speaking abilities.The 2nd aim: Students learn the reading skills and strategies.The process and method used in this section are pair-work and discussion.The 3rd aim: by the discussion students can form the awareness of protecting the animals andnature reserves.Section 4 teaching importance & difficulties1. According to the demands of new syllabus, this section mainly focuses on the following: Students should master the vocabulary related to birds, they can also understand and consolidate the expressions about wildlife, what’ more, they should catch the details while listening to the material.2. According to studen ts’ cognitive background, the difficulties in this section are as follows: students must express their ideas about birds and they should talk about their attitudes towards environment with their friends.Section 5 teaching strategiesSince the teaching objectives and focuses and difficulties have been specified, the following teaching strategies are mainly used in this section: Situational approach, communicative approach and interactive approachesAs to the learning strategies, meta-cognitive strategy, cognitive strategy and social/affective strategy are mainly used. The meta-cognitive strategy includes self-management, self-monitoring and self-evaluation; the cognitive strategy includes auditory-representation, contextualization and elaboration, meanwhile cooperation is used as one of the social/affective strategies. Section 6 teaching aids : a recorder, a computer, a projector and a blackboardSection 7 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include 4 parts.They’re pre-reading, while-reading, post-reading and homework.Part 1. Getting ready （pre-reading）Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Task 1: In this step I will play a video named a true story. It is about a college student Who lost her life in the wetland for saving a red-crowned crane. Then ask the students which bird the song is about. Students should answer “the red-crowned crane”.(With the task, I arouse the students’ curio sities and fire their imagination draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Another question is where red-crowned cranes live in China.Ask students to listen to the tape and then answ er this question. They should answer “zhalong”. (With the task, I draw their attention to the theme of the reading material and get them ready for the following reading.)Part 2. Focusing on main facts （while-reading）First ReadingSkimming for main ideaReading Skills---Skimming(阅读技巧-略读)Run over the text quickly. Do not read every word. Try to understand the main ideas.迅速浏览课文。

巧设“任务”，提升英语阅读能力8A Unit5 Reading教学设计【教学内容】牛津初中英语8A Unit4 Reading【理论基础】《英语课程保准》明确指出：“基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。

”即培养学生用英语做事的能力。

要培养学生的这种能力，就应该给学生以任务，使他们在完成任务的过程中体验和实践，通过交流、互助和合作完成任务。

新课标在进行听、说、读、写综合训练的同时,侧重培养阅读能力。

阅读能力是学习能力的核心,在各种形式的阅读理解中获取资料和信息,这是学生学习与发展的主要途径。

阅读的目的, 不仅是要欣赏,更重要的是获取信息，并利用信息解决问题。

为了实现这一目标，教师必须首先转变自己的角色，改革课堂教学方式，以学生为主体，发展学生的学习策略和自主学习能力，倡导任务型阅读教学模式。

在阅读教学中，可以不断巧妙设计多种任务，在任务活动中更多的使用语言，学习和掌握最基本的语言知识和语言技能，使学生“在做中学”（learning by doing），培养学生观察、思维、记忆、想象和创新这种用英语做事的能力，从而达到整体阅读素质的提升。

【教材分析】关于“Wild animals”是青少年很感兴趣的一个话题，而Reading部分是一个单元的核心部分，这篇文章通过描述大熊猫的成长过程，面临的危险以及我们人类应当采取必要的保护措施，让学生意识到生态环境对人类和动物的重要性。

既然是一节阅读课，它的学习目标就是要培养提升学生的阅读能力，同时还包括语法、词汇、知识点的掌握与英语的综合运用等任务。

在教学的过程中，巧用多媒体教学的优越性，结合课文，来激发学生的兴趣，调动学生参与的积极性，让学生在轻松愉快的气氛中获取知识，陶冶情操，以达到教学效果的最优化。

【教学策略】利用学生感兴趣的话题，借助于具有大容量、快节奏、形象性、直观性等诸多优势先进的教学手段，创设情景，激发兴趣，采用任务型教学，环环相扣，层层深入。

牛津译林版八年级英语上册教案教案背景 1.面向学生：中学 2.学科：英语3.课时：14.学生课前准备：1）学习生词，预习课文，了解文章大意2）提出预习中出现的问题教学课题8A Unit5 Wild animals Reading教材分析本课来自牛津初中英语8A第5单元。

这一单元主要围绕野生动物开展多种教学任务，材料内容符合学生生活实际，符合学生对野生动物的认知能力，具有很强的教育意义。

本节课是本单元的Reading部分，主要围绕大熊猫的成长过程展开话题讨论。

通过学习，让学生了解大熊猫的成长过程以及目前他们可能遇到的危机，让学生了解动物是人类的朋友，保护动物也就是保护人类自己，最后讨论保护野生动物的措施，为后面的学习打下伏笔。

教学目标 1.知识目标理解并运用本课时的四会单词理解并掌握描述大熊猫外貌特征、它们所面临的危险以及采取保护措施的词组和句型2.能力目标能根据上下文猜测词汇在上下文中的意思，从而理解文章内容能通过阅读了解名叫“希望”的大熊猫的成长过程、面临的危险以及所采取的保护措施3．情感目标通过了解大熊猫的信息，我们要善待大熊猫。

动物是我们的朋友，我们要尽力保护它们。

教学重难点理解文章大意，掌握语言授课类型新授讲授方法Task-based teaching methord教具准备PPT 学生提前互动准备动物特征纸条、学生对人类要说的话奖励物品（小熊猫）教学过程及时间主要教学内容教学方法应用Part OnePre-reading1. A guessing game Good morning, boys and girls. Nice to meet you.Last class we have learnt many names of animals.Do you remember them?Good. Let’s play a guessing game,ok?I will ask one student to say sth about his favouriteanimal. The others please guess what it is.(Good. Let’s clap our hands for them)(Congratulations to you )学生回答Yes请四位学生描述他最喜欢的动物的特征，其他人猜动物名称。