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

人教版英语第二单元 WILDLIFE PROTECTION Lesson 2 Reading and Thinking (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解，在上一课时中积累了一些相关的内容和词汇表达，对“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：1. 通过略读和扫读，理解阅读文本的主要信息；2. 了解文章的体裁和篇章结构；3. 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：4学科网（北京）股份有限公司学科网（北京）股份有限公司学科网（北京）股份有限公司学科网（北京）股份有限公司多媒体课件、教材教学过程：步骤教学活动设计意图互动时间ReviewStep 1Review the reasons why wildlife is under threats and the measures taken to help them.通过回顾上节课的内容，激活学生已有知识。1 minLead-inShow a picture of the map of the national3 minnature reserves in China and introduce theChangtang National Nature Reserve.Show some descriptions of Tibetan antelopeand ask Ss to guess what it is.引入文章主Step 2Play a video clip about the Tibetan antelope and the Changtang National Nature Reserve and ask Ss what they know about them.题，补充相关背景知识，从而更好地理解文章。IntroducesomeinformationabouttheTibetanantelopeandtheChangtangNational Nature Reserve.Introduce the learning objectives to Ss.Pre-readingStep 3Ask Ss to look at the title and the pictures, and make predictions about the meaning of the title, the main idea of the text, and the writing style.锻炼学生利用图片、标题等信息预测文本内容、体裁的能力。1 minWhile-readingStep 4Guide Ss to read the text quickly and ask them to match the main idea of each paragraph.培养学生快速阅读和分析文章大意的能力。2 minGuide Ss to read for specific information 9 minRead paragraph 1 and 2 to find out thereason why the writer visited Tibet and whatthe writer saw there.Readparagraph4andfindoutwhathappened to the Tibetan antelopes before.让学生精读Read paragraph 5 and find out the measures文章并回答Step 5to protect the Tibetan antelopes.问题，考查学生查找信息Read paragraph 6 and find out the results of的能力。the measures.Read paragraph 7 to find out how the writerfeel about modern life.Read paragraph 3 to find out what Zhaxisaid and ask Ss to share their understandingof Zhaxis words.Post-readingPresent three groups of sentences and ask Ss3 minto observe the sentences and tell what theyare talking about (what, why, how).搭建脚手架，引导学生利Step 6Summarize the common topic of the three用思维导图groups of sentences: protecting the Tibetan梳理文章信antelopes.息。Ask Ss besides what, why, and how, whatother information is mentioned in the text.Ask Ss to draw a mind map to show the development of ideas of the text. Remind them to include the key factors of the text.Step 7T summarises the main points of the present lesson.对课堂教学进行归纳梳理，给学生一个整体印象1 minHomework1. Retell the text to your classmates based on the mind map.2. Finish Exercise 4 on Page 17 of the textbook.