Unit 2 Reading and Thinking (2) 教学设计-高中英语人教版（2019）必修第二册

PAGEPAGE4人教版—英语—第二单元WILDLIFEPROTECTIONLesson2ReadingandThinking(1)教学设计主题语境：人与自然授课时长：20分钟文本分析：本课时的主题是“学习保护濒危动物，阅读文本是一篇日志体的文章，以第一人称的口吻讲述保护珍稀物种藏羚羊的故事主要介绍了作者观察藏羚羊的经历羌塘自然保护区藏羚羊曾经濒危的事实与原因以及我国保护珍稀野生动物藏羚羊的措施和取得的成就。文章立意为：人类只有改变自己的生活方式，才能与自然和谐共生。学情分析：高一的学生已基本具备用英语获取和处理信息的能力对于如略读和扫读等的阅读策略也有所了解但需进一步的提高学生对野生物种保护有一定的了，在上一课时中积累了一些相关的内容和词汇表达保护地球与自然和谐相处这一话题能够有话可说但要学生用英语进行思维和表达还是有一定的难度。教学目标：通过本节课的学习，学生能够：通过略读和扫读，理解阅读文本的主要信息；了解文章的体裁和篇章结构；运用思维导图梳理阅读文本的信息。教学重点：帮助学生理解和梳理阅读文本的主要信息。教学难点：引导学生通过思维导图梳理阅读文本的信息和逻辑。教学资源：多媒体课件、教材教学过程：步骤教学活动设计意图互动时间ReviewStep1Reviewthereasonswhywildlifeisunderthreatsandthemeasurestakentohelpthem.通过回顾上节课的内容，激活学生已有知识。1minLead-inShowapictureofthemapofthenational3minnaturereservesinChinaandintroducetheChangtangNationalNatureReserve.ShowsomedescriptionsofTibetanantelopeandaskSstoguesswhatitis.引入文章主Step2PlayavideoclipabouttheTibetanantelopeandtheChangtangNationalNatureReserveandaskSswhattheyknowaboutthem.题补充相关背景知识从而更好地理解文章。Introduce some information about theTibetan antelope and the ChangtangNationalNatureReserve.IntroducethelearningobjectivestoSs.Pre-readingStep3AskSstolookatthetitleandthepictures,andmakepredictionsaboutthemeaningofthetitle,themainideaofthetext,andthewritingstyle.锻炼学生利用图片标题等信息预测文本内容体裁的能力。1minWhile-readingStep4GuideSstoreadthetextquicklyandaskthemtomatchthemainideaofeachparagraph.培养学生快速阅读和分析文章大意的能力。2minGuideSstoreadforspecificinformation–9minReadparagraph1and2tofindoutthereasonwhythewritervisitedTibetandwhatthewritersawthere.Read paragraph 4 and find out whathappenedtotheTibetanantelopesbefore.让学生精读Readparagraph5andfindoutthemeasures文章并回答Step5toprotecttheTibetanantelopes.问题考查学生查找信息Readparagraph6andfindouttheresultsof的能力。themeasures.Readparagraph7tofindouthowthewriterfeelaboutmodernlife.Readparagraph3tofindoutwhatZhaxisaidandaskSstosharetheirunderstandingofZhaxi’swords.Post-readingPresentthreegroupsofsentencesandaskSs3mintoobservethesentencesandtellwhattheyaretalkingabout(what,why,how).搭建脚手架，引导学生利Step6Summarizethecommontopicofthethree用思维导图groupsofsentences:protectingtheTibetan梳理文章信antelopes.息。AskSsbesideswhat,why,andhow,whatotherinformationismentionedinthetext.AskSstodrawamindmaptoshowthedevelopmentofideasofthetext.Remindthemtoincludethekeyfactorsofthetext.Step7Tsummarisesthemainpointsofthepresentless