初中英语牛津译林版八年级上册Reading第2课时教学设计

Unit 6 Birdwatching

Reading (I)

一、教学目标

1. 掌握本课重点词汇及短语：nature, wetland, provide, cover, wildlife, perfect, round, all year

round, while, stay, easily, cent, per cent, in order to, space, lead, lead to, less and less, moreover,

fisherman, fish, government, prevent, society, record, change, tourist, count, describe, understand,

importance

2.   掌握本课重点句型：

It’s one of the world’s most important wetlands.

Many birds live in Zhalong all year round, while some go there only for a short stay.

Some people want to make the wetlands smaller in order to have more space for farms and buildings.

Moreover, fishermen keep fishing there.

As a result, the birds do not have enough food to eat.

We hope this will help people understand the importance of the wetlands.

3. 通过读，获取扎龙自然保护区的基本信息以及鸟类面临的问题。
4. 通过分析人们为扎龙自然保护区和鸟类做的举措，提出自己关于保护鸟类的想法。
   5. 增强热爱鸟类、保护鸟类的意识。

二、         教学重点及难点

重点：

1. 指导学生在读中获取扎龙自然保护区的基本信息以及鸟类面临的问题。
2. 指导学生分析人们为扎龙自然保护区和鸟类做的举措，提出自己关于保护鸟类的想法。

难点：

引导学生分析人们为扎龙自然保护区和鸟类做的举措，提出自己关于保护鸟类的想法。

三、教学过程
Step 1 Warming-up
Get Ss to read the information and guess the animals and birds.

【设计意图】通过比赛的形式，帮助学生复习动物和鸟类的基本信息，同时导入新课学习并激活已知。

Step 2 Pre-reading
1. Show pictures to introduce Zhalong Nature Reserve and teach some new words. 
【设计意图】通过图片及师生互动的形式，帮助学生学习核心词汇，同时初步形成对扎龙自然保护区的感性认识，从而激发阅读兴趣。

2. Get Ss to read the title of the passage and think about the main idea.

【设计意图】通过阅读标题对课文内容进行预测，既有利于培养学生形成良好的阅读策略，也能有效地调动学生的读前欲望。

Step 3 While-reading

1. Get Ss to match the paragraphs with the main idea.
   【设计意图】通过匹配段意，帮助学生从宏观的角度关注语篇的内容和布局谋篇。

2. Get Ss to read paragraph 1 and find some adjectives or adjective phrases to describe the special place.

【设计意图】通过分段读，分析文章的微观架构。第一自然段通过抓几个关键形容词，培养学生理解文章标题的能力。

3. Get Ss to read paragraph 2 and discuss the questions.
【设计意图】第二自然段通过抓几个关键数词及其对比，培养学生分析句际关系的能力。同时通过基于文本的相关推测，丰富了学生的课外知识，也有助于学生加深文本的深层理解。4. Get Ss to read paragraph 3 and discuss the questions.

【设计意图】第三自然段通过抓几个比较级及动词鉴别，培养学生赏析并准确用词的能力。同时巧妙地激发了学生的情感，在“润物细无声”中为下文的讲解做好情感上的铺垫。

5. Get Ss to read paragraph 4 and discuss the questions.

【设计意图】第四自然段重点培养学生在阅读中基于文本发挥合理想象的能力。学生假设自己是观鸟俱乐部中的一员，无论是发布研究结果还是表达研究困惑或呼吁帮助，都是建立在对上文全面理解的基础上，旨在培养学生用英语做事情的能力。

6. Get Ss to read paragraph 5 and discuss the questions.

【设计意图】第五自然段重点培养学生理解文章写作目的的能力。同时通过对“more people”的深入挖掘，号召更多的志愿者加入the Birdwatching Society的队伍中来，情感得到升华。

Step 4 Post-reading

1. Get Ss to listen to the recording and read the passage loudly.

【设计意图】通过学生跟读录音，注意语音语调，提高学生的口语水平。

2. Get Ss to retell the passage according to the information.

【设计意图】通过提供文章大意和核心词汇，有效地为学生复述文章搭建脚手架。

3. Get Ss to discuss “How do the different people do?”.

【设计意图】将所学迁移到学生自身，进一步内化，深化主题意义。

Step 5 Summary

Summarize what they’ve learnt in this class.

Step 6 Homework

1. Read and recite the passage with key words after class to understand the passage better.

2. Make a poster:

(1) Search for more information about Zhalong, especially the ways to protect the birds living there.

(2) Add their own opinions.

【设计意图】朗读并背诵积累语言，培养学生的学习习惯，制作海报让学生明确信息获取的方式及呈现方式，提升学生的行动力。

四、板书设计

Unit 6 Birdwatching

Reading (I)

Location: in North-east China

Land type: wetland

Importance: provides food and cover

Rare birds: cranes

Dangers: less and less space for wildlife; no food to eat

Actions: The Chinese government makes laws to protect Zhalong.

The Birdwatching Society are studying the birds in Zhalong.

Hоре: More people understand the importance of the wetlands.