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ProceduresTeacher’s activitiesStudents’ activitiesDesigning
Purpose StageⅠ: Pre-reading(5mins.)Step1.
Warming-up
（2mins.）1.Greeting to the students as usual.
2.Enjoy a vedio and have a free-talk.
Talk about the lovely animals in the world.
以动物搞笑视频切入主题，让学生欣赏各种各样的动物，活跃气氛，快速切入主题。
Step 2(3mins.)Show the learning aims.
Check the preview by Teaching Assistant and correct together.
3.Teach new words in the passage then read together.The Ss Finished the preview work yesterday . They took pictures and sent them to Teaching Assistant. 带领学生一起纠正前一天预习作业中的共性错误。引出本课中的新词，逐渐过渡到阅读环节帮助学生在后面的阅读环节中扫除障碍。为后面的快速阅读做好铺垫。StageⅡ: While-reading(20 mins.)Step1.
Fast reading
（7 mins.）1.Let the Ss read the text fast and check the best title for it.
2.Let the Ss match the main idea of each paragraph.Read the text fast and find?out? the? main
idea of each paragraph.?1.快速阅读课文，让学生了解文章大意。课本2b部分要求学生阅读后选出最佳标题。在这一环节中要告诉学生在快读的过程中只需关注大意，先从整体上把握文章。
2.整体把握阅读材料后，设计让学生选择段落大意，培养学生通过扫读和略读的方法捕捉关键信息。
Step2.
Careful reading
（13 mins.）1.Read?the?article?again,?according?to?the?reading?skills?given?finish the exercise to each paragraph.
2.Read?the?article?again,ask the Ss to work in groups to finish
activity??2c .
Read the passage again, then finish the tasks by themselves.要求学生细读文章，通过寻找细节来获得更多信息。课本2c部分是要求学生完成一张思维导图，共四块内容，因此教师将课本上的思维导图分解开，让学生分段阅读，将导图中每段内容设计成问题让学生回答，板书时又将这些信息还原到黑板上的思维导图中，将文章内容，清晰地展示。让学生再获得整体的感知。StageⅢ: Post-reading (20 mins.)Step 1.
retell
(4 mins.)
1.Let the Ss work in groups to try to retell the article in 1 min.
2.Invite 2 groups to retell the article.
Retell the story using their own words with the help of the mind map.1.课文复述是学生对语言吸收、存储、内化和表达的过程。通过对阅读材料反复阅读能较好地帮助学生加深对课文的整体理解,巩固所学英语知识。
2.小组分工合作,根据思维导图可以给学生提供帮助。同时，采用以小组合作的形式，六人分工合作，最终四人一组复述，不仅能降低复述的难度，也因为有同伴在一起学生会更加有说的勇气。Step 2.
Writing
(13 mins.)1.Let the Ss fill in the blanks.(3a)
2.Write a description of a panda using the words in the box.(3b)