人教版（2019） 必修第二册 Unit 2 Wildlife Protection Reading and Thinking（教学设计）

Unit2WildlifeProtectionReadingandThinking课时安排时长讲解内容课前预习1课时45分钟教材P16-17学生自主完成教材中的题目。教材分析本文是一是一篇日志体（journal）的文章，记录一天中所发生的事情，课文的标题是ADAYINTHECLOUD,以第一人称的口吻讲述保护珍稀物种藏羚羊的故事。文章共有7个段落，结构完整，文字优美。教学目标1.Improvetheawarenessofwildlifeprotectionbyacquiringtheknowledgeofwildlifeprotection.2.Focusonenvironmentalprotectionandprotectionofalllives.3.Analysethelivingenvironmentofwildanimalswithappropriatethinkingmode.4.Skillfullyusethevocabularyandgrammarknowledgeofthisunittocultivateself-studyabilityaccordingtotheunitcontent5.Developcooperativelearningabilitythroughdiscussionandotherways教学重难点1.Enablethestudentstotalkaboutthecurrentsituationofwildanimals.2.Guidethestudentstosummarizethemainideaofeachparagraphaswellasthemainideaofthetext.3.Helpstudentslearnwhatefforthasbeenmadetochangetheserioussituationandwhatelseshouldbedone.教学资源PPT,videoclip,handouts教学方法Task-basedLanguageTeaching,Criticalreadingstrategies教学过程Step1:Warmingup1.Let’slookatsomeanimals,anddiscusswhattheyhaveincommon.Theyareendangeredanimals.Theyarebeinghuntedbysomeillegalhuntersformoney.Theyshouldbewellprotectednow.Theyarecuteandbeautiful…2.Guessinggame:whatkindofanimalisit?1) Itisgoodatrunningandjumping.2) ItisoneoftheBeijingOlympicmascots.3) ItsnameiscloselyconnectedwithChangtangNatureReserve.4) ItmainlylivesinQinghaiandTibet.Itisanantelope.3.Watchavideoaboutantelopesandtalkaboutthefeelingsaboutthevideo.Feelsorryandsad.Theyshouldn’tbehuntedandinsteadshouldbewellprotected.设计意图：展示藏羚羊图片，引出主题，激活学生已有背景知识，从而激发学生阅读欲望，锻炼口头表达交流能力。Step2:Pre-readingMakesomepredictionsbasedonthetitleandthepicture.Q1:Whosedayisit?Q2:Wheredotheygo?Q3:Whydotheygothere?Q4:Whatdotheysee?设计意图：通过对标题的提问和解读，让学生参与文本的讨论。在此基础上，教师可以引导学生学会通过标题、图片来预测文本的大概内容。Step2:While-reading1.FastreadingReadthepassagequicklytosolvethefollowingquestions.1)WhydidtheauthorcometoTibet?TheauthorcomestoTibetinordertoobserveTibetanantelopes.2)Whydidthepopulationofantelopesdropsobadlyinthe1980sand1990s?Thepopulationofantelopesdropssobadlybecauseofbeinghuntedandthelossoftheirhabitats.3)WhatwasdonetoprotecttheTibetanantelopes?HumansprotecttheTibetanantelopesbywatchingoverthemandaddingsomebridgesandgates.4)Whyshouldwecontinuetheprotectionprogramsoftheantelopes?Thethreattothemhasstillexisted.5)Whatcanwedotosavetheplanetaccordingtotheauthor?Weoughttoliveinharmonywithnature.2.Carefulreading1)ReadforthemainideaofeachparagraphPara1:ThewritervisitedChangtanginordertoobserveTibetanantelopes.Para2:Tibetanantelopesareindanger.Para3:Hisguidethinksthatthelandissacredandprotectingthewildlifeisawayoflife.Para4:BadtimesfortheTibetanantelope.Para5:TheChinesegovernmentandvolunteerstookeffectivemeasurestoprotecttheTibetanantelopes.Para6:TheeffectivemeasureshavehelpedthepopulationofTibetanantelopesrecover.Para7:Humanbeingsmustchangethewayoflifeinordertosavetheplanet.2)ReadforthestructurePartI:Para1-3PartII:Para4-6PartIII:Para7Tip:Thepassageisatraveljournalandisdividedbasedonwhat“I”observe,what“I”hearandwhat“I”think.3.Q:Whatdoestheauthorexperienceintheclouds?Thingstheauthorsees:1)Snow-coveredmountainsdisappearingintoclouds.2)TheantelopesmovingslowlyacrossthegreengrassThingstheauthorhears:1)ChangtangNationalNatureReserve2)BadtimesfortheTibetanantelope3)MeasurestoprotecttheTibetanantelope4)EffectsachievedafteryearsofprotectionThingstheauthorfeelsorthinks:1)Struckbytheirbeauty2)Changingourwayoflife.3)Existinginharmonywithnature.设计意图：通过概括每段大意、梳理段落之间的逻辑关系、段落内句与句之间的逻辑关系、区分主要信息和支撑性信息概括段落关键词；培养学生区分主要信息和次要信息的能力。通过猜测词义等活动使学生准确理解文本信息，提升学生的分析、推断、概括等思维品质。Step3:Post-readingDiscussionQ1:What’sthepurposeofthisarticle?TheauthorintendstotellusthatalthoughtheTibetanantelopehasbeenremovedfromtheendangeredspecieslist,thethreatstothemhavenotyetdisappeared.Wemustchangeourwayoflifeandlearntoexistinharmonywithnature.Q2:T:Doyouagreethatwemustchangeourwayoflifetosaveourplanet?Whyandhow?Wordsandexpressionsforreference:Inmyopinion,weshould/shouldn’t...Thereasonsareasfollows:....Tosaveourplanet,weshould....设计意图引导学生探究“人类不健康的生活方式与藏羚羊生存危机之间的关系及解决办法”。在“人与自然”这一主题语境下，调动学生已有的基于该主题的经验，建构和完善新的知识结构，深化对该主题的理解和认识。Step4：SummarySummarizewhatwehavelearnt:设计意图：依托主题，运用思维导图对语篇进行结构化解读，培养学生的思维可视性。HomeworkSupposeyouarethewriterandyouhavereturnedfromthejourney.YourheadmasteraskedyoutodeliveraspeechabouttheTibetanantelopes.Itmayincludethefollowingparts:1.Theantelopes’lifeinthepast(problemsandcauses)2.Theirpresentsituation(improvementsandreasons)3.Whatweshoulddotoprotecttheantelopes(reasonsandmeasures)设计意图帮助学生梳理、整合写作所需的词块。通过搭建支架，帮助学生巩固所学内容，整合运用语言进行书面表达，完成主体内容、语言知识和文化意识的迁移应用。板书设计Unit