Unit2WildlifeprotectionReadingandThinkingADayIntheClouds教學設計高中英語人教版

TeachingPlan

Topic:

Unit2readingandthinkingADayintheClouds

Grade:

Senior1

Theanalysisofthematerials

ThereadingtextisajournalchosenfromPEP(2019)Book2Unit2Readingand

Thinking.ThethemecontentisManandNature.ItmainlytalksaboutthemeasuresthatChinesegovernmenttooktoprotectTibetanantelopesandtheachievementsaftertakingthesemeasures.Thetextconsistsofsevenparagraphswhichcanbedividedintothreeparts.Thefirstpartisthefirstandsecondparagraphintroducingwhattheauthorsees.Thesecondpartisfromparagraphthreetoparagraphsixtalkingaboutsomepastandpresentsituations,protectivemeasuresandachievementsabouttheTibetanantelopes.Thethirdpartisabouttheauthor’sideaaboutprotectingwildlifeandourplanet,whichisalsotheBigIdeaofthejournalthatwemustchangeourwayoflifeandlearntoliveharmonywithnatureinordertosavewildlifeandourplan.

Theanalysisofstudents

1.Generalsituation

TheclassisforstudentsintheexperimentalclassofSeniorone,whichhas60students.Studentshaveactivethinking,activeparticipationinclass,basicabilitytoacquireandsortoutinformation,andmastercertainlearningstrategies.Andhavemoreexperienceingroupcooperation.

2.Initialcapability

InUnit4NaturalDisasters,studentshavelearnedhowtodescribetheconsequencesofdamagingthenaturalenvironmentandmasteredthevocabularyandexpressionsrelatedtoenvironmentalprotectionandnaturaldisasters.

3.Lackofability

Studentslackunderstandingandapplicationofthetopicvocabularyofthisunit,weakabilitytoanalyzethestructureandcontentofthetext,lackcriticalthinkingandcreativethinking,lackadeepunderstandingoftheimportanceofwildlifeprotectionandprotectionmeasures,andlackdialecticalthinkingontherelationshipbetweenhumanandanimals,humanandnature.

4.Solutions

Theuseoftext,videoandothermultimodaldiscourseandaseriesoflearningandunderstanding,applicationandpractice,transferandinnovationoflearningactivitiestohelpstudentslearnthevocabularyandexpressionsrelatedtowildlifeprotectioninthecontext,andapplythemtosolvepracticalproblems,sothatstudentsrealizetheimportanceofwildlifeprotection;Throughopenquestions,studentsareguidedtothinkcriticallyabouttherelationshipbetweenhumansandanimalsandbetweenhumansandnature.

TeachingObjectives

Inthisclass,studentswill:

Languagepetence:

Beproficientinaseriesofexpressionsrelatedtowildlifeconservation,suchasreserve,plain,observe,harmony,remind,shoot,etc.Tounderstandthemainmessageofthereadingtextandgrasptheauthor'spointofviewandattitude;Knowhowtoexpressyourviewsandopinionsonwildlifeconservation.

Qualityofthinking:

Knowhowtousedialecticalthinkingtothinkaboutthecausesofendangered

wildspecies;Thinkdivergentsolutions.

Culturalconsciousness:

ThroughunderstandingthelivingsituationofTibetanantelope,werealizetheurgencyandnecessityofprotectingwildspecies,andrealizethatprotectingwildspeciesisthemonresponsibilityoftheworld.Buildasenseofownershipandresponsibilityforprotectingtheplanet.

Learningability:

Tounderstandthemeaningofwordsthroughthecontext,mastertheskillsofskipreadingandscanreading,correctlyunderstandtheliteralmeaningandimplicitmeaning,betterunderstandthestructureandmeaningofarticles,andfurtherunderstandthedetailsofthearticles.

Important＆DifficultPoints:

Teachingkeypoints:

1.Identifythetexttype.

2.Summarizethemainideaofthetextandanalyzethestructureofthepassage.

3.bingtheproblemchain,understandthesituationoftheTibetanantelope,themeasurestakenbythegovernmentandlocalpeople,andtheachievements.

Teachingdifficultpoints:

1.Voiceyouropinionsaboutprotectingthewildlifeandhowtoliveinharmonywithnature.

2.Acquirethereadingskillstosolvesomerelatedquestions.

TeachingMethod

TaskbasedlanguageteachingEcologicalclassroomteachingmodel

Teachingaids:

Blackboard,PPT,Pictures,Multimedia

Type

Reading

Period:

40mins

TeachingProcedures

Steps

Activities

Prereading

Activity1Brainstorming

Lookatthepicturesandanswerthefollowingquestion.

Q1:Whatanimalsdoyouknowareendangered?

Q2:Whatarethereasonsfortheirbeingendangered?

Q3:Whydoweneedtoprotectendangeredanimals?

Q4:Howdoweprotectendangeredanimals

Designpurpose:

Toshowwildanimalsandwildendangeredanimalsintheformofpictures,guidestudentstobrainstormintheformofquestions,thinkaboutthereasonswhysomewildanimalsareendangered,whyhumanbeingsshouldprotectwildanimalsandhowtoprotectwildanimals,andactivatestudents’originalbackgroundknowledge.Atthesametime,cultivatestudents’divergentthinkingabilityandlanguageexpressionability.

Activity2WatchavideoclipandtalkaboutthesituationabouttheTibetanantelope.

WatchavideoclipabouttheTibetanantelopeanddescribethechangesofitssituation.

Q:Whatchangesabouttheanimalcanyouseeinthevideo?

TheTibetanantelopeswere,butbecausehumanactionstothem,theirnumberarenow.

Designpurpose:Playclipsrelatedtowildlifeprotection,attractstudents’attention,arousestudents’interestinreadingandthirstforknowledge,andgenerallyformapreliminaryunderstandingofwildlifeprotectionandrelatedcontentofthislesson.

Whilereading

Activity3Scanning

1.Lookatthetitleandguesswhatkindofpassageitis.

A.ArgumentationB.ExpositionC.Narration

2.Readthe1standlastparagraphandfindoutwhattypeofthetextitis.

A.AreportB.AtraveljournalC.Advertisement

Designpurpose:Tojudgethetextgenreaccordingtothetitleelementsofthearticle,ontheonehand,tocultivatestudents’texttypeawareness,ontheotherhand,toguidestudentstopayattentiontotheelementsandstructuralframeworkofthenarrativeessay.

Activity4Fastreading

1.Readthetextandgetthemainideaofthetext.

Q:What’sthemainideaofthepassage?

TheChangtangNationalNatureReserve.

B.TheprotectionofTibetanantelopes.

C.Snowcoveredmountains.

D.Someeffectivemeasures.

2.Analyzethestructureofthepassage.

Q:Whichparagraphsbelongtopart1orpart2orpart3

Designpurpose:Guidestudentstoprocessthenarrativetextinsectionsaccordingtothecharacteristicsofthenarrativetext,andsummarizethemainideaofeachpart,soastoexercisestudents’abilitytoanalyzethestructureofthetextandsummarizethegeneralidea.

Activity5Carefulreading

1.ReadPara.12andanswerthequestionswhatdoIsee.

Q:WhatimpressthewriterwhenhewasgoingtoobservetheTibetanAntelopes?

Tip:Youcanfindsomekeysentencesorkeywordstodescribethesceneryofthenatureandthesituationoftheanimal

2.Readpara.36carefullyandusesomekeywordstofinishthechartwhatdoIhear.

Q1:Whydidtheantelopesbeeanendangeredspeciesinthe1980sand1990s？

Q2:Whodidafavortosavethisspeciesfromextinction?

Q3:WhatdidpeopledohelpprotecttheTibetanantelope?

Q4:Whatfactsprovedthatthemeasureswereeffective?

Q5:Canwestopourprotectionoftheantelope？Why?

3.ReadthelastparagraphandreflectonwhatshouldwedowhatdoIthink.

Q:Accordingtothewriter,whatshouldwedo？

Designpurpose:Byreadingtherelevantcontentofthearticle,extractandintegratethedetailedinformation,cultivatestudents’abilitytocaptureandintegrateinformation.

information.

Postreading

Activity6Roleplay－interview

I:MayIaskyousomequestions?

A:Ofcourse.I:Whatwaslifeforantelopeslikeinthe1980sand1990s?

A:______________________________________________________________________________________________________________________I:Whatdoyouthinkoflifenow?

A:Quitegood.Lifehaschangedgreatly.__________________________.

DesignPurpose:Throughroleplay,studentscanputthemselvesinotherpeople’sshoesandraisetheawarenessofwildlifeprotection;Atthesametime,itishelpfultoimprove