Unit 2 Animals period 2 教案-高中英语上外版英语（2020）必修第二册

Unit2ANIMALSPeriod2Diggingin教学设计课题DigginginComprehensionandVocabularyFocus单元Unit2学科English年级SeniorGrade1教材分析FirstlywehaveadeeperexplorationinourunderstandingofReadingA.Secondly,wepractisethekeyvocabulary.Thirdly,wepractisesynonyms.教学目标与核心素养1.Knowledgeobjectives:deepeningtheconceptofseeingthingsfromadifferentperspective;usingcontextcluestounderstandmeaning;distinguishingfactsandopinions;2.Skillobjectives:graspofthestorygist;practisingthekeyvocabulary3.Emotionalobjectives:loveofanimals;protectinganimals4.Thinkingqualityobjectives:thinkfromdifferentperspectives重点Focusingonadeeperunderstandingofthetext;Tellingfactsfromopinions;seeingthingsfromadifferentperspective;Practiceofkeywordsandphrases;synonyms;难点Usingsynonymstocompleteapassage;教学过程教学环节教师活动学生活动设计意图导入1.presentingnounswith“-ment”assuffix2.presentingnounswith“-tion”assuffix3.presentingnounswith“-ness”assuffix4.presentingverbswith“-en”or“en-”assuffixorprefix5.presentingnounverbalization1.writingnounsendingwith“-ment”;2.writingnounsendingwith“-tion”;3.writingnounsendingwith“-ness”4.writingverbswith“-en”or“en-”;5.writingwordsthatfunctionbothasnounsandverbs;enlargingstudents’vocabularybyteachingwordformationrules;2.focusingonnounverbalization讲授新课PPT8“SentenceMaking”AllthewordslistedinthetablearethekeywordsofReadingA.Nounverbalization:debate,attempt,approach,cage,concern,design“en-”,endangerthreatn.threatenv.extinct-extinctionexhibit-exhibitionargue-argumentlocate-locationPPT9-11,I.Answerthequestions.Here,teachersshallencouragestudentstousethemindmapsandmakeuptheanswers.1.Whydomanypeoplethinkthezoosarecruel?Whycanatriptothezoobeaneducationalexperience?3.Whatistheauthor'sattitudetowardszoos?Allthesequestionsandanswerscoverupallthemainmessageofthestory.PPT12-14,IIGuessthemeaningofeachunderlinedwordbycirclingthecontextclues.“extinction”:thesituationinwhichanimalsstopexisting.Contextualclues:endangeredspecies,savetheseanimals;“replicate”:copysomethingexactly.Contextualclues:createaspace,similarto;“tropical”:comingfromthetropicsContextualclues:indoorsinheatedtanks；keptatatemperaturePPT15-16,IIICompletethetablebymakinginferencesabouttheauthor'sopinionstowardszoosbasedonthedetails.Here,factsandopinionsshouldbedistinguished.Usingtablestogroupinformationisagoodwaytofindoutthelogicofyourthinkingorwriting.PPT17,IVWhatisyourattitudetowardszoos?Apartfromwhattheauthorhasmentioned,whatotherinformationcanbeusedtosupportyouropinion?Myopinion:negativeonzooszoos,expensive,tomaintain;2.morepractical,severelypunishillegalhunting,topreserveanimalsinzoos;PPT18-28VocabularyFocusPPT18-22IRewritethesentencesbyusingthewordsorphrasesgiveninthebrackets.Partsofthesentencesaregiven.TheWorldWildlifeFundproducesserviceadstoraiseawarenessofanimalsindanger.(aware)TheWorldWildlifeFundproducesserviceadstohelppeoplegetawareofanimalsindanger.Theworkofthegroupofvolunteersincludesfindinghomesforhomelessanimalsandthepreventionofcrueltytoanimals.(prevent)Thegroupofvolunteersworktofindhomesforhomelessanimalsandpreventpeoplefrombeingcrueltoanimals.3.Thepalacewasfirstbuiltasamulberrygardeninanattempttogrowsilkworms.(attemptv.)TheKingattemptedtogrowsilkwormsandsoapalacewasbuiltasamulberrygarden.4.ScientistsstudiedwilddoggroupsinAfrica.Theynoticedthatifthedogssneezedmore,thelikelihoodofthegroupgoinghuntingwouldincrease.(belikelytodov.)ScientistsstudiedwilddoggroupsinAfrica.Theynoticedthatifthedogssneezedmore,thegroupwouldbemorelikelytogohunting.5.TheWorldWildlifeFundisespeciallyconcernedwithclimateandlandscapechangesandtheeffectonwildlife.(concernn.)ClimateandlandscapechangesandtheeffectonwildlifeisaspecialconcernoftheWorldWildlifeFund.PPT23-28,SynonymsPPT23,Definitionof“synonyms”PPT24,1.AretheunlinedpartsinGroup1and2synonymsorantonyms?love-enjoy;moreover-additionallyPPT25,2.Matcheachwordwiththesentencecontainingitssynonym.attempt-try;possibly-likely;typically-commonlyPPT26,3.Readthepassageandreplacetheunderlinedwordswiththeirsynonyms.Makesurethemeaningsofsentencesaremaintainedtothegreatestextent.Notethattheremightbeslightdifferencesbetweensynonyms.leap-jump;begin-start;forinstance-forexample;ask-require;soon-quickly;insteadof-ratherthan;afew-several;PPT29-30,LinktoCEEPS4.Fillintheblankswithsynonymsofthewordsinbrackets.Reflectingthedisciplineofgeographyasawhole,thismajoremphasizesanintegratedapproach(method)tostudyingtherelationshipofglobalchangetoindividualandcommunitywell-beingby...(2)OrissaisthehometothreemassnestingsitesoftheOliverturtles,aspeciesthreatened(endangered)withextinction.(3)Thespreadoflitareascouldthreaten(beathreatto)animalecologyandhumanhealth.(4)Between2012and2016themediannationpumpedout15%morelong-wavelengthlightasitsGDPincreasedby13%.Andoverall(onthewhole),countries'totallightproductioncorrelatedwiththeirGDP.PPT31Summary,Comprehensionofthetext√negativeattitudeonzoos√positiveattitudeonzoos√myattitudeonzoos√factsvs.opinionsVocabularyFocus√wordformationknowledge√keywords√synonyms√linkstoCEEPSPPT32,Homeworkfortoday.Makesentencesusingthefollowingwordsinthetablebelow.essentialcruelmaterialhabitatadditionallydefinitelyillegalconservation(1)Let’sdoit;(2)Guessit(3)QuestionTime(4)GroupWork(5)VocabularyFocusAlltheseactivitiescanbecarriedoutindividually,inpairworkorgroupwork.In,“SentenceMaking”,studentsmaylookthroughthetextofReadingAandquicklyfindtheanswers.Studentsshalllearntousemindmapsastoolsinansweringthequestions.Studentsareencouragedtodopairworkorhaveadiscussioninfindinganswerstothequestions.StudentsshallrefertothetextofReadingA,andfindtherelevantinformation.Studentsshalltaketheinformationlistedinthetableandmakeuptheirownanswers.InPPT18,studentsshalllearntouse“aware”toreplace“awareness”whileexpressingthesamemeaning.InPPT19,studentsshalllearntouse“prevent”toreplace“prevention”whileexpressingthesamemeaning.InPPT20,studentsshalllearntouse“attempt”asaverbtoreplace“attempt”(noun)inthesentence3whileexpressingthesamemeaning.InPPT21,studentsshalllearntouse“belikelytodo”toreplace“likelihood”whileexpressingthesamemeaning.InPPT22,studentsshalllearntouse“concern”asanountoreplace“concern”,averbinsentence5whileexpressingthesamemeaning.ExerciseIandIIarerelativelyeasyforstudentsindecidingsynonyms.InExercise3ofsynonyms,studentsaregiventimetoconsultdictionariesorhaveadiscussion.Exercise4ofVocabularyFocusisLinktoCEEPS.AllthesentencesarechosenfromCEEPS-2019.Studentsshalltaketheseexercisesseriously.InSummary,studentsshallbeabletoanswerquestionsconcerningtheimportantanddifficultpointsofPeriodTwo,forexample,methodsofwordformationandfactsvs.opinions.“SentenceMaking”isdesignedtoenablemoretextexposurestostudentsaswellasvocabularyrevision.“AnswertheQuestions”aredesignedtodigincomprehensionofthetext.Guessthemeaningofthewordusingcontextualcluesisareadingstrategythatstudentsshouldlearntoapply.Tellingfactsfromopinionsandgroupinginformationareimportantelementsofcriticalthinking;ExercisesIVisdesignedforthepurposeofactivatingstudents’mindsothattheymayproducesomethingnewintermsof“prosandcons”ofzoos’existence.ExerciseIofVocabularyFocusisdesignedtoreviewthekeywordsandphrasesofReadingA.SynonymisanimportantsenserelationshipinEnglishvocabulary.Studentsshouldgraspasmanyaspossiblesynonymouswords.LinktoCEEPSisdesignedto:practisethekeyvocabularyandgrammar;graspthetestpointsofcollegeentranceexaminations;SummaryisdesignedtogiveachecklistoftheimportantknowledgeandtaskswehavestudiedandcompletedinPeriodTwo.课堂小结1.wordformationknowledge;2.answeringquestionsonthemaincontentofthetextusingmindmaps;3.guessingwordmeaningusingcontextualclues;4.distinguishingfactsfromopinions;5.seeingthingsfromadifferentperspective;6.keyvocabularypractice;7.synonyms;8.LinktoCEEPS-2019(vocabulary)1.learningwordformation;2.reviewing