教学环节

教学内容

设计目的

Step1

Before-reading

Lead in.

1. Teacher shows the mascots of big events in China, including Bin Dwen Dwen.

2. Teachers Question:

Q1: Do they have the similar thing?(--Yes, they are all pandas.)

Q2: Why do we design mascots with pandas? ( popular, symbol of China..)

Q3: What do you know about pandas?

Q4: Where do pandas live?

1.从北京冬奥会引入其他熊猫吉祥物，引起学生兴趣并带领学生进入熊猫主题。

2.让学生进行Brain storm 熟悉熊猫相关表达

3.让学生通过观察得出图片相似点，培养学生归纳总结能力。

Step 2

While-reading

Reading  for Para. 1&2

Life at the Chengdu Research Base

1. Introducing Qianqian ( a panda lived in Chengdu Research Base. And play a video about Qianqian and her friends’ life at the Base.

2. Drawing a mind map by answering the questions about Qianqian’s life at the base. And get the relationship between panda keepers and pandas. (Panda keepers love pandas and pandas trust panda keepers.)

Q1: What’s going on at 8:30?

Q2: What does Lin Wei do every day?

Q3: What does Lin Wei think of pandas?

(From the answers, we can know panda keepers love pandas)

Q4: What’s going on at 9:00.

Q5:What will pandas do when they see the keepers.

(From the answers, we can know pandas trust panda keepers)

Q6: In which paragraph do you get the answers?---Para 1& 2.

1. 引入大熊猫倩倩（以大熊猫倩倩为主线贯穿整个课时）通过视频引起学生对倩倩及其朋友基地生活的好奇心。做好第一段第二段的读前准备。

2. 通过回答问题对第一段和第二段文本进行思维导图的创建，通过对饲养员句子的分析感受饲养员对熊猫的热爱；并通过肢体语言表现“run over” “walk into” “fall over”,让学生感受大熊猫的可爱以及对饲养员的信任。

3. 通过询问再那一段落找出答案，可以让学生归纳出来第一段和第二段的文本大意。（成都熊猫繁育基地的生活）

Step 3

While-reading

Reading for Para.3

Pandas’ problem and reasons

1. Show a video about Qianqian.(She is going to go to the forest)  

Q1: Is the base Qianqian’s real home?--No.

Q2: Why does this base exist?--To protect and help pandas.

2. Read to find the meaning of 10, 12,300,2000 by scanning and know the problem of pandas.---The number of pandas is so small.

3. Ask students to find the reasons why the number of pandas is so small.

4. What\'s the main idea of para.3?

1.通过准备将倩倩放回森林的视频引出成都基地存在的原因。---保护熊猫。

2.通过寻读（scanning）找出10，12，300，2000具体含义，从而得出保护熊猫的原因--熊猫数量稀少。

3.通过再次阅读找出熊猫稀少的原因。

4.通过读完第三段得出第三段的段意。

Step 4

While-reading

Reading for Para. 4

Ways to protect pandas.

1. Since Qianqian and her friends are in great danger, we need to protect pandas. But how can we protect them? In which paragraph can we find the answers?---Paragraph 4.

2. Teachers’ questions.

Q1: How many ways are mentioned in this paragraph?

Q2: What do they do to help pandas?

Q3: As teenagers, what can we do to protect pandas?

3. Conclusion for this paragraph: We are trying our best to protect pandas and help them go back to the forest. Because eat or west, home is the best!

1.承接第三段熊猫的问题与原因，引发学生保护熊猫的热情，为读第四段作准备。

2.通过scanning（寻读）快速寻找保护熊猫的三种途径并通过列出思维导图的方式再次研读。

3.询问学生作为青少年保护熊猫的办法，提高学生保护熊猫的意识。

Step 5

Presentation.

Debating after reading.

Show your opinion.

1. Show a video that Qianqian gets hurt after she goes to the forest and ask students to make further thinking.---Is it right to send Qianqian to the forest?

2. Teacher’s question:

What will you do if you were Qianqian? Live in the base or return to the forest?

5 minutes for students to discuss within groups then show their opinions and reasons.

4. Ask students to show their opinions.

1.通过播放倩倩放回森林受伤的视频让学生进一步思考是否应该将熊猫放回森林。

2.通过小组合作进行辩论，培养学生的思辨能力及回顾并应用本节课内容。

Step 6

Post- reading.

Meaningful Ending.

1. Show a video about Qianqian’s decision whether she lives in the forest or not. And ask students to think the relationship between man and animals and nature.

1.通过展示倩倩自己关于是否回到森林的决定来看人和动物的关系。---是否回归森林应该由熊猫自己决定，人类的角色是在动物们需要的时候及时提出帮助。

2.通过讲解板书来升华主题--保护动物，人与自然和谐共处。（拳头是对熊猫的保护，没有保护，熊猫会处于危险之中，有了保护，熊猫在哪里都是家）