人教版（2019）选择性必修第四册Unit1Science Fiction Reading and Thinking学案
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| 名称 | 人教版（2019）选择性必修第四册Unit1Science Fiction Reading and Thinking学案 |  | |
| 格式 | zip | ||
| 文件大小 | 14.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-01-20 16:58:55 | ||
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文档简介
Period 2 Reading and Thinking
Learn about protecting endangered animals
教学目标
By the end of this period,students will be able to
1.know more about the current situation of Tibetan antelopes.
2.figure out the main structure of the passage.
3.judge the writing purpose and the source of the passage.
4.express their own ideas on given topics by critical thinking.
教学重难点
1.To apply different approaches of discourse is to deepen the understanding of the text and language use.
2.To explore and understand the measures and achievements of protecting Tibetan antelopes in China.
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学过程设计
I.Lead-in
Teacher: Show students some pictures about Tibetan antelopes and Changtang National Nature Reserve and ask students to describe them.
Students: Try to describe what they see and express what they know about Tibetan antelopes and Changtang National Nature Reserve.
设计意图：引入阅读话题，激活学生的背景知识，引起阅读期待。
Guided questions:
1.What do you see in the pictures
2.What do you think of when you see the pictures
Suggested answers:
1.I see Changtang National Nature Reserve,Tibetan antelopes and snow-covered mountains.
2.I think Tibetan antelopes are graceful animals that live on the plains of Tibet,Xinjiang,and Qinghai.I am struck by their beauty,but I'm also reminded of the danger they are in.Changtang National Nature Reserve,a sacred place,is a shelter for animals from being hunted.
II.Discourse Analysis
Teacher: Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well.
Students: Dig into the whole text and find out the measure and achievements of protecting Tibetan antelopes in China.
设计意图：学生借助语篇分析模式，深入语篇，解构语篇主题与内容。
Problem-Solution Pattern问题一解决模式
Elements:
√情景Situation(Optional)
√问题Problem
√解决Solution
√评价Evaluation或结果Result
Guided questions:
1.What is the text mainly about
2.What's the main idea of each paragraph
3.What about the language
Suggested answers:
1.The Tibetan antelope was an endangered animal,but because of human action to protect it,its population has recovered and it was removed from the endangered species list.
2.Paragraph 1:The writer visited Changtang in order to observe Tibetan antelopes.
Paragraph 2:Tibetan antelopes are in danger.
Paragraph 3:The author's guide thinks that the land is sacred and protecting the wildlife is a way of life.
Paragraph 4:Bad times for the Tibetan antelope.
Paragraph 5:The Chinese government and volunteers took effective measures to protect the Tibetan antelope.
Paragraph 6:The effective measures have helped the population of Tibetan antelopes recover.
Paragraph 7:Human beings must change the way of life in order to save the planet.
3.
Topic Related lexis
To observe Tibetan antelopes snow-covered mountains; close enough to touch; on the plain; a herd of graceful animals
Bad times for the Tibetan antelope in danger; being hunted; illegally; a shelter for the animals; the population dropped; the habitats were becoming smaller
续表
Topic Related lexis
Effective measures placed it under national protection watched over...day and night ..were added move easily: keep...safe from...
Tibetan antelope population has recovered effective: population has recovered was removed from the endangered species list
Change the way of life change our way of life; exist in harmony with nature; stop being a threat to wildlife
II.Pragmatic Analysis
Teacher: Let students analyze the pragmatic value of the text through different angles.
Students: Analyze the text and supply evidence presented in the passage.
设计意图：通过“自上而下”(Top-Down Approach)的方式，帮助学生多层次、多角度地分析语篇传递的意义，帮助学生深刻理解语篇，把语言学习和意义探究融为一体，实现深度学习与思维品质的提升。
Guided questions:
1.What's the writing purpose of the passage
2.To whom does the author write this article
3.Where can you possibly read this article
Suggested answers:
1.The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list,the threats to it have not yet disappeared.We must change our way of life and learn to exist in harmony with nature.
2.Those who are concerned about wildlife especially the endangered species.
3.We can possibly read this article from a magazine, newspaper or textbook related to wildlife.
IV.Critical Thinking
Teacher: Help students to try to personalize the subject from different perspectives.
Students: Discuss in groups and express their ideas about the question.
设计意图：培养学生运用由此及彼的迁移性思维思辨的能力。
Guided questions:
1.Do you agree that we must change our way of life and learn to live in harmony with nature in order to save our planet
2.What do you think we should do or change
Suggested answers:
1.I agree that we must change our way of life and learn to live in harmony with nature in order to save our planet.
2.I think what we must do is to realize that we are part of nature and should not separate from it.We can't survive without it and so we damage it, we literally damage ourselves.
V.Assignment
1.Retell the passage in your own words.
2.Do some research on other endangered.animals by surfing the Internet and make a report.
教学反思
本文是一篇日记体的文章，记录一天中所发生的事情。课文以第一人称的口吻讲述保护珍稀物种藏羚羊的故事。文章共有七个段落，结构完整，文字优美，最后表达了作者的感想，即人类只有改变自己的生活方式，才能与自然和谐共生。
本节课的总体设计重点在于培养学生利用语篇知识深化语篇分析的能力，同时启发学生的思辨能力。通过一系列理解活动，学生能够理清文章的篇章结构，把握文章的内在逻辑顺序。不足之处在于，学生的语篇解读技能掌握尚有不足，需要在老师的启发下才能完成阅读任务，这一方面还要在未来的阅读中加以强化。
Learn about protecting endangered animals
教学目标
By the end of this period,students will be able to
1.know more about the current situation of Tibetan antelopes.
2.figure out the main structure of the passage.
3.judge the writing purpose and the source of the passage.
4.express their own ideas on given topics by critical thinking.
教学重难点
1.To apply different approaches of discourse is to deepen the understanding of the text and language use.
2.To explore and understand the measures and achievements of protecting Tibetan antelopes in China.
教学资源
教材、多媒体课件、学案、黑板和粉笔。
教学过程设计
I.Lead-in
Teacher: Show students some pictures about Tibetan antelopes and Changtang National Nature Reserve and ask students to describe them.
Students: Try to describe what they see and express what they know about Tibetan antelopes and Changtang National Nature Reserve.
设计意图：引入阅读话题，激活学生的背景知识，引起阅读期待。
Guided questions:
1.What do you see in the pictures
2.What do you think of when you see the pictures
Suggested answers:
1.I see Changtang National Nature Reserve,Tibetan antelopes and snow-covered mountains.
2.I think Tibetan antelopes are graceful animals that live on the plains of Tibet,Xinjiang,and Qinghai.I am struck by their beauty,but I'm also reminded of the danger they are in.Changtang National Nature Reserve,a sacred place,is a shelter for animals from being hunted.
II.Discourse Analysis
Teacher: Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well.
Students: Dig into the whole text and find out the measure and achievements of protecting Tibetan antelopes in China.
设计意图：学生借助语篇分析模式，深入语篇，解构语篇主题与内容。
Problem-Solution Pattern问题一解决模式
Elements:
√情景Situation(Optional)
√问题Problem
√解决Solution
√评价Evaluation或结果Result
Guided questions:
1.What is the text mainly about
2.What's the main idea of each paragraph
3.What about the language
Suggested answers:
1.The Tibetan antelope was an endangered animal,but because of human action to protect it,its population has recovered and it was removed from the endangered species list.
2.Paragraph 1:The writer visited Changtang in order to observe Tibetan antelopes.
Paragraph 2:Tibetan antelopes are in danger.
Paragraph 3:The author's guide thinks that the land is sacred and protecting the wildlife is a way of life.
Paragraph 4:Bad times for the Tibetan antelope.
Paragraph 5:The Chinese government and volunteers took effective measures to protect the Tibetan antelope.
Paragraph 6:The effective measures have helped the population of Tibetan antelopes recover.
Paragraph 7:Human beings must change the way of life in order to save the planet.
3.
Topic Related lexis
To observe Tibetan antelopes snow-covered mountains; close enough to touch; on the plain; a herd of graceful animals
Bad times for the Tibetan antelope in danger; being hunted; illegally; a shelter for the animals; the population dropped; the habitats were becoming smaller
续表
Topic Related lexis
Effective measures placed it under national protection watched over...day and night ..were added move easily: keep...safe from...
Tibetan antelope population has recovered effective: population has recovered was removed from the endangered species list
Change the way of life change our way of life; exist in harmony with nature; stop being a threat to wildlife
II.Pragmatic Analysis
Teacher: Let students analyze the pragmatic value of the text through different angles.
Students: Analyze the text and supply evidence presented in the passage.
设计意图：通过“自上而下”(Top-Down Approach)的方式，帮助学生多层次、多角度地分析语篇传递的意义，帮助学生深刻理解语篇，把语言学习和意义探究融为一体，实现深度学习与思维品质的提升。
Guided questions:
1.What's the writing purpose of the passage
2.To whom does the author write this article
3.Where can you possibly read this article
Suggested answers:
1.The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list,the threats to it have not yet disappeared.We must change our way of life and learn to exist in harmony with nature.
2.Those who are concerned about wildlife especially the endangered species.
3.We can possibly read this article from a magazine, newspaper or textbook related to wildlife.
IV.Critical Thinking
Teacher: Help students to try to personalize the subject from different perspectives.
Students: Discuss in groups and express their ideas about the question.
设计意图：培养学生运用由此及彼的迁移性思维思辨的能力。
Guided questions:
1.Do you agree that we must change our way of life and learn to live in harmony with nature in order to save our planet
2.What do you think we should do or change
Suggested answers:
1.I agree that we must change our way of life and learn to live in harmony with nature in order to save our planet.
2.I think what we must do is to realize that we are part of nature and should not separate from it.We can't survive without it and so we damage it, we literally damage ourselves.
V.Assignment
1.Retell the passage in your own words.
2.Do some research on other endangered.animals by surfing the Internet and make a report.
教学反思
本文是一篇日记体的文章，记录一天中所发生的事情。课文以第一人称的口吻讲述保护珍稀物种藏羚羊的故事。文章共有七个段落，结构完整，文字优美，最后表达了作者的感想，即人类只有改变自己的生活方式，才能与自然和谐共生。
本节课的总体设计重点在于培养学生利用语篇知识深化语篇分析的能力，同时启发学生的思辨能力。通过一系列理解活动，学生能够理清文章的篇章结构，把握文章的内在逻辑顺序。不足之处在于，学生的语篇解读技能掌握尚有不足，需要在老师的启发下才能完成阅读任务，这一方面还要在未来的阅读中加以强化。