Unit2WildlifeProtectionReadingandThinking教学设计-高一英语人教版

Name人教版高中英语必修二Unit2ALessonPlanofADayintheClouds.“Readingandthinking:ADayintheClouds”(李婉情)BackgroundinformationTitle：AdayinthecloudsTeachingtype：AreadingclassTimeduration：45minutesStudents：52seniorhighschoolstudents,GradeOne.AnalysisofstudentsMostofthestudentsinthefirstyearofseniorhighschoolhaveclearlearninggoalsandshowstrongerconfidenceinEnglishlearning.Whenfacingdifficulties,theycantaketheinitiativetoaskteachersandclassmatesforhelp.Moststudentsinthislevelarecooperativelearners,whileafewofthemareindividuallearners.Theyhaveknownsomeinformationaboutsomeendangeredanimalsandwildlifeprotection,whichmakesiteasierforthemtounderstandthetext.However,theylacktheabilitytofindoutthestructureandsummarizethemainideabyusingmindmaps.Analysisofteachingmaterial[What]Thistextisconsistentwithhelpingstudentsestablishanecologicaldevelopmentconceptofcaringforanimals,respectingnature,andpromotingharmoniouscoexistenceintheEnglishCurriculum(2020).Comparedwithtraditionalreadingteaching,thislessonfocusesmoreonthetrainingandimprovementofstudents'thinkingqualities,breakingtheisolationoftraditionaltextreadingandemotionalsublimation,andreflectingtheunityoftheinstrumentalandhumanisticaspectsofEnglishcurriculum(2020).[why]ThistextintroducesthepastandpresentlivingenvironmentofTibetanantelopes,advocatingforeveryonetofurthersavewildlife,theearth,andhumansbychangingourownwayoflife.[How]Thistextisajournal,focusingontheauthor'sobservationsandfeelingsofTibetanantelopes,withtheaimofadvocatingforharmoniouscoexistencebetweenhumansandnature.ThefirstparagraphintroducesthetopicandexplainsthepurposeofthistriptoobserveTibetanantelopes;Thesecondtosixthparagraphsarethecorepartofthearticle,describingthecurrentsituationofTibetanantelopes,Zhaxi'swaysofprotectingTibetanantelopes,thereasonswhyTibetanantelopeswereonthebrinkofextinctioninthepast,andthemeasuresandachievementstakenbythegovernmentandvolunteerstoprotectTibetanantelopes;Theseventhparagraphproposes,throughsummarizingandreflectingontheprevioustext,thatwemustchangeourwayoflife.TeachingobjectivesAfterthislesson,studentsareableto:usekeywordsandexpressionsrelatedtoTibetanantelopesandwildlifeprotection.raiseawarenessofprotectingwildlife.putforwardsomeusefulwaystopreservewildanimalsandmakemindmapsusing5W+1H.usesomereadingskillsandsummarizethemainideaofthispassage.TeachingkeypointsanddifficultpointsKeypoints:thetype,mainidea,structureofthetext.Difficultpoints:makemindmapsaccordingto5W+1H.TeachingmethodsSituationalteachingmethod,TaskbasedTeachingmethod,cooperativeteachingmethod,mindmapteachingmethod.TeachingaidsXiwoplatform;PPT;chalk&board;TeachingproceduresTeachingstepsTeacher’sactivitiesStudents’activitiesAssessmentPrereading(Warmingup)TshowsavideoclipaboutTibetanantelopesandgivessomequestions:Q1:whatcanwelearnaboutantelopesinthisvideoclip?Q2:Isthereanydescriptionwrong,likethenameoftheplace,likeTibet?Watchitcarefullyandtakesomenotesaboutbasicinformationaboutantelopes.SsanswerQ1andknowmoreaboutcurrentnameofXizanganddocorrectioninparagraph2.StimulateSs'interestinlearningthetopicthroughvideoclip,deepentheirunderstandingofTibetanantelopes,andembedtextualinformationtofacilitateknowledgeconnection.BehindkeepingupwiththetimesandunderstandingthechangesinsomeplacenamesisthestrongpowerofChina.Prereading(prediction)TgivesapictureaboutTibetanantelopesandraiseaquestion:Whatcanyouseefromthispicture?Tleadsthebackgroundinformation,thattherearemassesofclouds,sotheantelopesarewalkingintheclouds.Andask‘Sodoyoulikespendingadayintheclouds?’Taskstwoquestions:Whatkindofadayduetothispicture,thatisfullofclouds?Whatisthetexttypebecauseofthekeywords‘aday’?Somessmaysay:someantelopesarewalkingontheplain.Imaginespendingadayintheclouds.Ssguesstheauthor’semotionaccordingtothispicture’sbackground,thatiscloudy.Sothetitle’simpliedmeaningistheauthorisveryannoyedaboutthehuntingforTibetanantelopes.Ssguessthegenre,maybediaryiscloser,thatisalsojournal.Introducethetitlethroughapictureaboutantelope’sbehaviour.Studentsunderstandthestylisticfeaturesandlaythegroundworkforsummarizingwhattheauthorsee,hearandfeel.Sshaveanobviousunderstandingaboutliteralmeaningandimpliedmeaning.BrainstormIfyouaregoingtowriteapassageabout“protectingtheTibetanantelopes”,whatwillyouwriteabout?Throughthisquestion,Tpredictthemindmap’sstructureusing5W+H.Sshaveapairworkanddiscusswiththeirpartners,aswellasshowtheirideasbriefly.Ssfirstlyknowthemindmap’sstructureandlateruseittofurtherthispassage’sunderstanding.Ssactivelydiscussandguessthecontentofthearticle,anddivideitintodifferentaspects.Theyactivelyraisetheirhandstoexpresstheirgroupopinions.Laterthemindmapwillbeusedagain.Skimming Tgivesthemainideasofeachparagraphinawrongorder.Para.1A.Beauty,indanger.Para.2B.Hisguide,CNNRPara.3C.Badtimes.Para.4D.Changethewayoflifetosavetheplanet.Para.5E.Chinesegovernmentandvolunteerstookeffectivemeasures.Para.6F.Theeffectivemeasureshavehelpedtorecover.Para.7G.InordertoobserveTibetanantelopes.Tdividesthispassageinto3partsandsssummarizethem.Ssskimthisarticleandmatchthemainideawitheachparagraph.GABCEFDSssummarize‘WhatdoIsee,hearandfeel’.Guidestudentstoskimandfindthemainideaofeachparagraph,understandingthemaincontentofeachparagraph.Summarizekeywordstoexercisestudents'abilitytoextractandprocessmaininformation,andpromotedeepthinking.Scanning(readfordetails)Tgivessomechartsforstudentstofillin.1.whatdoIsee?whenwhowhatwherewhy2.whatdoIhear?whathappened(dangers)1980sand1990sInJune2015whatmeasuresweretaken?TheChinesegovernmentZhaxiandothervolunteersBridgesandgates3.whatdoIthink?Q:Whatabouttheauthorthinkaboutthefuture?Tshowstwopicturesaboutantelopesthatarewalkingintheclouds,onewithoutsun,onewithsun.Read(Para12)andfillintheblanks.Oneday;“we”ZhaxiandI;antelopes;InXizang;ToobserveTibetanantelopesRead(Para36)andfillintheblanks.SsRead(Para7)

Wemustchangeourwayoflifeandlearntoexistinharmony

withnature.

Luckily,thesunisoutagain.Use‘see,hear,feel’foundbyskimmingtoreadthearticleagaintofindmoredetailsinordertobuildSs’mindmaps.Theseactivitiesincludefactualdetailquestions,checkinganswershelpSstohaveabetterunderstandingofthecontentinthetext,whichalsoprep