人教高中英语Unit 2 Wildlife protection（Reading and Thinking）教案.doc

Unit 2 Wildlife protectionReading and Thinking: A Day in the Clouds 教案文本简析本单元的话题是野生动物保护。阅读文本A Day in the Clouds通过介绍藏羚羊过去和现在的生存环境，倡导每个人通过改变自身的生活方式来进一步拯救野生动物、地球和人类。该文本属于叙事类文体，以作者观察藏羚羊时的所见所闻所感为主线，目的是倡导人类和大自然和谐共处。第一段是引入话题，交代此行的目的观察藏羚羊；第二至第六段是文章的核心部分，讲述藏羚羊的现状、扎西对保护藏羚羊的观念、藏羚羊过去濒临灭绝的原因、政府和志愿者保护藏羚羊所采取的措施和成效；第七段通过对上文的总结和反思提出：人类只有把保护野生动物当做生活的一部分，和大自然和谐共处才能根本消除对野生动物、对我们赖以生存的星球的威胁。在进行文本教学设计时，要帮助学生梳理关于野生动植物保护的话题类语言，主要包括野生动植物面临的危险和困境以及保护的措施的表达。本文段落间的关系较为清晰，教师可以通过问题链的设计来加强学生的逻辑思维能力。此外，本课首要关注的文化要素是树立学生保护野生动植物的意识，并指导学生如何采取保护措施。第1课时一、教学内容教学安排：整体理解全文，并根据问题链重点研读文本前四段，了解藏羚羊面临的问题（the problem）产生问题的原因（the causes）措施和成效（the measures and effect）。了解字面意义（literal meaning）和隐含意义（implied meaning）的概念。二、课时目标1. 通过标题预测，自主提问并验证提问，梳理问题链，了解藏羚羊的生存现状、曾经面临的危机和原因、政府和当地人民采取的措施以及效果等。2. 结合文本中的典型例句，准确理解字面意义（literal meaning）和隐含意义（implied meaning），深度解读文本。3. 聚焦野生动物保护的话题语言，并将其进行分类整理。三、教学过程Activity 1: Watching a video clip and talking about wildlife protection本活动为实现课时目标1做铺垫。Watch a video clip about the Tibetan Antelope and talk about it.Q1: What is the animal in the video？Q2: Where do they live？设计意图通过探讨阅读文本的话题，激活学生的背景知识，引入新的知识和语言，为下一个环节做铺垫。Activity 2: Asking questions based on the title and answering them after reading本活动旨在落实课时目标1。1. Encourage students to ask questions based on the title.S1: Who spent the day in the clouds？S2: Where does it take place？S3: What does “in the clouds” mean here？S4: Why did the writer go there？2. Read the passage to answer the students questions.3. Read paragraph 1 to answer the following questions.Q1: What was the place like？Q2: Which two sentences in paragraph 1 can be used to describe the picture？设计意图引导学生根据标题对课文内容自主设计问题，然后带着问题整体阅读文本并进行自主回答，以验证所设问题的合理性；利用图片为学生提供感知语言和欣赏语言的机会，再通过适当追问，引导学生探求标题后所隐含的核心问题，为了解下文作者为什么来这里可能涉及的问题做铺垫。Activity 3: Reading again for more detailed information本活动旨在落实课时目标1和2。1. Read paragraphs 24 and answer the following questions.Q1: When observing the Tibetan antelopes， what came to the writers mind？Q2: Why did the antelopes become an endangered species in the 1980s and 1990s？2. Watch a video clip， learn and understand the key words and expressions.   Q3: What did the government do to save them from extinction？设计意图利用问题链解读文本内容，提取并整合以下信息：问题（the problem）、产生问题的原因（the causes）、政府和当地人民采取的部分措施（the measures）；完成主题词汇的教学，如：shoot、attack、threat、remove、make profits、endangered、extinct、reserve等，为第二课时的相关任务做铺垫。Activity 4: Having a discussion about what else the government can do本活动旨在落实课时目标1。Work in groups of 4 to have a discussion about the measures the government has taken or can take besides setting up the nature reserve.设计意图 通过讨论为第二课时的相关任务做铺垫，承上启下。Assignment本活动旨在落实课时目标3。Complete the table with words and expressions from this class.TopicSub-topicRelated expressionsWildlife protection Danger  Protection 设计意图把单元核心话题词汇或表达方法根据语义进一步分类，让学生在完成这项任务的同时，养成对所学的词汇或表达方法进行整体输入的习惯并掌握其中的技巧，通过这种语块学习的形式，提高学生对词汇或表达方法的记忆和理解，为将来各种有质量的输出提供必要的保障，如：第二课时写的任务。第2课时一、教学内容研读文本最后三段，反思自身的行为和生活方式；巩固字面意义和隐含意义的概念并进行操练；围绕单元话题和所整理的词块就藏羚羊的过去与现在写一封信。二、课时目标1.复习上一节课的关键信息并阅读最后三段，推断作者的写作意图。2.讨论个人能够为野生动物保护做些什么。3.基于文本相关信息，辨别字面意义和隐含意义，提升推理判断的能力。4.就藏羚羊过去和未来的生活写一封信，提升综合运用语言的能力，树立野生动物保护的意识。三、教学过程Activity 1: Reading paragraphs 5 & 6 for more information本活动旨在落实课时目标1。Read paragraphs 5 & 6 and answer the following questions.Q1: Last lesson， weve found that the government has set up Changtang Nature Reserve to protect the Tibetan antelopes. Then what else did the government and the volunteers do to save them from extinction？Q2: What was the effect？设计意图基于上节课的信息完成问题链并提取剩余信息：政府和当地人民采取的措施以及效果（the measures and the effect）。Activity 2: Reading the last paragraph and reflecting on the purpose of the writing本活动旨在落实课时目标1。Q1: Can we stop our protection of the antelope？Q2: According to the writer， what should we do？Q3: What is the purpose of this passage？T：   设计意图引导学生按照文本主线复习之前的信息，自然过渡到最后一段的阅读；引导学生将注意力从政府和志愿者的努力转移到自身上，并完善思维导图的最后一个环节：“change our way of life”；引导学生通过讨论并根据之前的信息梳理推测作者的写作意图。Activity 3: Discussing how to change our way of life本活动旨在落实课时目标2。Q: How could we change our way of life to protect wildlife？T: DO NOT buy wildlife goods.DO NOT destroy or affect wildlife habitats.Spread the news about the illegal hunting of wildlife.Report any illegal hunting or trading.Join a volunteer protection group.Change begins with you！设计意图在上一环节中，作者提出自己的建议和思考：我们只有改变自己的生活方式，即让保护野生动物成为自己生活的一部分才能拯救自己，拯救整个地球。但是学生并不太清楚应该如何去做或者可以做些什么，因此，在这一环节，教师应紧扣话题给予提示，激活学生原有知识，同时引导他们再度结合文本信息进行思考和整合，实现自我知识体系的重组和情感态度的提升。Activity 4: Getting to know the literal and implied meaning本活动旨在落实课时目标3。Q: Is each idea the literal meaning of the text or just implied？ How do you know？_ The Tibetan antelope lives high above sea level. （This is implied by “The air is thin”.）_ The writer remembered that Tibetan antelopes are under threat._ We should not buy goods made from endangered animals._ Human activities are threatening animals and plants._ The Tibetan antelope is not an endangered species now.设计意图通过教材上的练习，检测学生是否掌握了第一课时中的知识要点，即词汇、短语或句子的字面意义和隐含意义；通过思辨练习，巩固复习基础知识。Activity 5: Checking the assignment and applying the words and expressions by writing a letter本活动旨在落实课时目标4。1. Share and check the related words and expressions.TopicSub-topicRelated ExpressionsWildlife protection Dangerbe hunted， illegally， for valuable fur， bad times， the population dropped by .， hunters were shooting to make profits， habitats were becoming smaller as ， extinction， attacks， endangered species， the threats to Protectionnature reserve， shelter， save from extinction， place under national protection， watched over， keep safe from ， population has recovered， removed from the endangered species list， does not intend to stop the protection programmes， exist in harmony with nature， stop being a threat2. Finish the writing of a letter.T: Suppose you are an old Tibetan antelope. Youre writing a letter to your grandson about the story of Tibetan antelopes. It may include the following parts:（1）Your life in the past （the problems and the causes）；（2） Your present life and your thanks to . （the measures and the effects）.  设计意图本环节首先检查学生的话题词块整理情况，为最后的写作做铺垫；此外，教师提供一个写作模板，鼓励学生根据文本主线“问题（the problem）产生问题的原因（the causes）措施和成效（the measures and effect）建议和反思（the reflection）”，运用自己整理的话题词块，撰写一封信，在深入感知和运用语言的同时，把自己真正融入文本创设的情节之中。核心素养提升点发展综合运用语言的能力；培养与自然和谐共处的意识。AssignmentWork in pairs to check and polish the letters.      ItemsLevelsHighlightsCorrect tenses and voicesABC   Rich topic-related words and expressionsABC FeelingsABCAppraiser：Final level: 设计意图从语言和内容上相互修改和润色书信，巩固所学的内容，并鼓励学生在主题内容、语言知识和篇章结构方面进行创新。The teachers version:Dear Lucky，It is a beautiful day here on the plain. I expect you and your friends are running around happily， free to go anywhere you want. But can you imagine what our life was like 35 years ago， my dear grandson？At that time， cold-blooded hunters were hiding everywhere to shoot us， just for our fur！ We woke up every day feeling a mixture of both relief and fear. We felt lucky to survive， but we were so tired of living in fear and facing the threat of death. Our habitats became smaller and smaller， with some of us starving to death because of the lack of grass and clean water. Those were really dark times for us.Fortunately， the Chinese government and some volunteers began to take measures to help us. They set up new shelters for us， in which we were watched over and taken good care of. And new bridges and gates were added to keep us safe from vehicles. Our life became much easier.So thanks to their efforts， we can now live in harmony. I do hope that your happy life today will last forever.Love，Grandad