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“What is Sichuan famous for?”Answer the questions.
学生根据对老师和科学知识的了解回答问题，导课方式快速吸引学生注意力，并进入本课主题--熊猫 。Step2Before-reading
1).Brainstorm
Ask students: What do you know about pandas?
2).Play a short video about pandas and the panda keeper in Chengdu Research Base and ask students: What’s the name of the keeper?
3).Reading strategy(scanning)
Ask:
“What kind of information is easy to be found in a passage?”
1). Students can say anything about pandas.
2). Students answer the question after watching the video.
3). Have a discussion in groups.在阅读文章之前先说一说自己对大熊猫的了解，拓展学生的思路。通过观看在成都熊猫繁殖基地有关熊猫视频对其外表和习性有进一步了解，也可使学生们直观了解到熊猫饲养员的工作。同时对本文的阅读策略（Scanning）做了形象直观的铺垫。
Step3While-reading
1).Scanning
Give Ss three questions
Lead Ss to find out the specific information(Key words) from
the questions.
Scan for more information
让学生用最快速度浏览课文并答题。设计的问题简单明了，切合文章的主题，让学生对熊猫相关的习性和生存现状有大体的了解。Step3
2).Skimming
Let students skim the passage and match the main ideas with the paragraphs. Tell students to pay attention to the reading skills. Ask students read the first sentence of each paragraph.
Read the first sentence in each paragraph to get the main idea.
通过阅读技巧指导，使学生们掌握正确的方法,提高学生的阅读能力。3).Careful-reading
①Let Ss read para1-2and answer two questions.
②Ask Ss to read para3 and finish the table.
③Enable Ss to debate（A Research Base VS A bamboo forest）
④Make Ss read para4 and fill in the blanks.
Underline the key sentences in the passage.
Prepare for the debate in groups.
通过设置问答、填表、小组辩论和挖空的课堂活动学生掌握细读技巧并能做到语言输出（研究基地和竹林，哪个更适合熊猫生长）。使学生在潜移默化中对文章结构有更清晰的了解。Step4After-reading
①Make Ss discuss: