Unit2WildlifeProtectionReadingandThinking教學(xué)設(shè)計(jì)-2024-2025學(xué)年高一上學(xué)期英語(yǔ)人教版

教學(xué)設(shè)計(jì)方案1.學(xué)習(xí)階段：PEPBook2SeniorSchoolEnglish(2019)The2thlessonofUnit2WildlifeProtection:Readingandthinking2.授課時(shí)長(zhǎng)：45minutes3.語(yǔ)篇主題語(yǔ)境：HumanandNature4.文本分析：What：Thisarticleisatraveljournalthatrecordswhathappenedduringtheday.IttellsthestoryoftheTibetanantelope,ararespecies,inthefirstperson.Thearticleconsistsofsevenparagraphs,thefirstparagraphisanintroduction,explainingtheplaceandpurposeoftheauthor'sactivitiesthatday.ThesecondparagraphshowsthegraceandbeautyoftheTibetanantelope,whilepointingoutthattheyaresufferingfromillegalpoaching,expressingpityfortheTibetanantelopeandhatredforthelawbreakers.ThethirdparagraphisZhaxi'sconceptandunderstandingofwildlifeconservation.ZhaxiworkedintheQiangtangNationalNatureReserveastheauthor'sguide.ThefourthparagraphdescribesthereasonsfortheconservationoftheTibetanantelope,thedeclineinpopulationandhabitatnumbers,andtheendangeredextinctionoftheTibetanantelopepopulation.ThefifthparagraphdescribesthevigorousmeasurestakenbytheChinesegovernmentandcivilsocietyorganizationstoprotecttheTibetanantelope.Paragraph6dealswiththeeffectivenessofprotectivemeasures.Thelastparagraphistheauthor'sfeelings,anditisalsotheideaofthearticle,thathumanbeingscanonlyliveinharmonywithnaturebychangingtheirlifestyle.Why:Throughreadingthetexts,studentslearnabouttheconservationmeasuresandachievementsofthegovernmentandnongovernmentalorganizationsfortherarewildanimalTibetanantelope,andthinkabouthowtochangetheirlifestylesandliveinharmonywithnature.How:Thearticleiswellstructured,beautifullywritten,andpresentswhattheauthorhasseen,heard,andfelt.Instructstudentstoanalyzethestructureandlanguagecharacteristicsofthejournaltext,payattentiontotheauthor'sdescriptionofthesceneryandmentalactivities,learntomasterthenewvocabularythatappearsinthetext,expandthetopic,andexpresstheirownviewsandopinionsontheconservationofwildspecies.Atthesametime,studentswilllearntodistinguishthesuperficialmeaninganddeepconnotationofthereadingtext,andunderstandtheauthor'sintentionandemotionalattitude.Inaddition,theessayusesfiguresofspeech,suchaspuns,contrasts,andquotationstomakethelanguageinfectious,authentic,andvivid.5.學(xué)情分析：WhatIknowThisunitisdesignedforsenior1students,whohaveacquiredacertainlevelofprehensiveEnglishlanguageskills,suchaslistening,speaking,reading,readingandwritingskillsincontexts,aswellasapreliminaryunderstandingofselfdirectedlearning,cooperativelearningandinquirybasedlearning.WhatIwanttoknowTheEnglishproficiencyofstudentsisuneven,andsomestudents'Englishproficiencyneedstobeimproved,andstudentsrarelyhavetheopportunitytocontactwildanimalsintheirdailylives.WhatIlearnedAfterlearningthiscourse,itishopedthatthestudents'awarenessandsenseofresponsibilityforanimalprotectionwillbeenhanced,andtheywillhaveabetterunderstandingofthemeasuresandmethodsofanimalprotection.Fromtheperspectiveoflanguageknowledge,theaccumulationoflanguagevocabularymaybeinsufficient,andteachersneedtoenrichstudents'languageexpressionthroughteachingandstimulatestudents'desiretothinkandshareactively.6.教學(xué)目標(biāo)：1.Figureoutthemainstructureandthetexttypeofthepassagethroughthetextualpatternanalysis;2.ReadandknowwhatpeoplehavedonetomakebetterlivingenvironmentforTibetanantelopes;3.Expressthemselvesabouttheirwaystocareforwildlife.7.教學(xué)重難點(diǎn)：(1)Graspthetextualcharacteristicsofthejournalnarrative;ReadimportantinformationabouttheconservationofTibetanantelopesinthetext;(2)Shareviewsandopinionsontheconservationofwildspecies,andrealizetheimportanceofharmonybetweenmanandnature.(3)Excavatetheimplicitmeaningofthetext;(4)DescribethethreatofhumanactivitiestowildlifeandmeasurestoprotectwildlifeinEnglish.8.教學(xué)過(guò)程：教學(xué)過(guò)程活動(dòng)形式及步驟活動(dòng)意圖時(shí)間Step1&2Leadingin&PrereadingAppreciatethepicturesandthinkaboutthequestions.Predictthecontentandtheorder.TshowssomepicturesandaskstudentssomequestionstorecalltheknowledgeaboutTibetanantelopesandwildlife.(1)Guesswhatournewfriendis.(2)Lookattitleandthepicturesandpredictwhatthetextisabout?(3)WhatdoyouknowabouttheTibetanantelope？(4)WhatdoyouknowabouttheChangtang（羌塘）NationalNatureReserve?ShowsomepicturesandknowledgeaboutTibetanantelopesandQiangtangNational

Nature

Reserve.Bylookingatpicturesandvideos,answeringquestions,andreviewingwhattheylearnedinthepreviouslesson,studentswillbebroughtintothethemeofthisunit,"WildlifeConservation".Stimulatestudents'interestinlearningandexplorationbyexpandingtheirinterestingknowledgeofnature.3mins+4minsStep3WhilereadingReadforthemainideaandstructure.Readfordetailedinformationandlanguagefeatures.1.Readthetextquicklyandsummarizethemainideaofthewholepassageandeachparagraph.2.Readthetextcarefullyandthenanswerthefollowingquestionsconcerningthedetailedinformationandlanguagefeatures.3.Constructthepassagetogetherandretellbyyourself,withyourpartner,tothewholeclassaccordingtowhatwehavediscussed.Tofindoutthemainideaofeachparagraphusingskimmingandalsoconcludethestructureofthepassage.Tofindoutspecificinformationusingcarefulreading.Toanalyzethelanguagefeaturesandtofurtherperceivetheusageoftherestrictiverelativeclauses.28minsStep4PostreadingReadforthinkingAskstudentstodiscussingroupsbaseonthetopic.1.WhatdidZhaxiandthegovernmentdo?2.Whatshouldwedoorchange?1)Protecttheenvironment.Helpanimalsreturntonature.2)Reducehunting,andtreatthemasourfriends.3)Don’tbuyendangeredanimals’productsandtellourfriendsnottodosotoo.1.Tocultivatestudents’abilitytoanalyzeandsharetheiropinions.2.Toguidestudentstothinkabouttherelationshipbetweenmanandnatureanddiscusswhatwecandotoprotecttheendangeredanimals.7minsStep5Conclusion&SelfevaluationTrytosummarizetheinformationofthetextandwhatweshoulddonext.Toguidestudentstoconductobjectiveandtimelyevaluationoftheirclassroomperformance,soastoachievethepurposeofcheckingandfillinginthegaps.3minsStep6HomeworkMakeapostertocalloneveryonetochangeourwayoflifeandlearntoliveinharmonywithnature.Totransferandinnovateth