上外版(2020) 必修第二册 Unit 2 Animals Reading A教案（表格式）
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Unit 2 ANIMALS
Period 1 Reading A教学设计
课题 Zoos: Cruel or Caring 单元 Unit 1 学科 English 年级 Senior Grade 1
教材 分析 Reading A is an argumentative writing. The topic of debate in on whether or not zoos are a good thing. Views of pros and cons are presented in the text, with reasoning and examples to illustrate their ideas. Finally, the author takes the pros-side.
教学目标与核心素养 1. Knowledge objectives: benefits of zoos; bad effects of caging animals in zoos; Skill objectives: close reading and word guessing by context; interpreting long sentence; 3. Emotional objectives: love of animals; support of conservation projects; 4. Thinking quality objectives: seeing things from a different perspective
重点 building up the concept of seeing things from a different perspective
难点 Understanding the following long sentence: Zoos exhibit animals from places all over the world and animals must therefore adjust to different climates and seasons, depending on the location of the zoo in relation to where they come from.
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 presenting two contrasting pictures of monkeys, inviting students to read into the eyes of monkeys; presenting two pictures of baby pandas showing animal care; presenting two pictures of elephants in the wild, inviting students to guess how do they feel; 1. understand the different feelings of the two monkeys; 2. recognize animal care and welfare of pandas; 3. perceive the feelings of elephants in water; 1. purposefully making contrastive visual effects; 2. inviting students to think over the question - zoos: cruel or caring 3. guiding students to think from a different perspective
讲授新课 PPT 5, “Pre-Reading Questions” 1. Do you think zoos are suitable homes for animals 2. Shall we cage animals in zoos or shall we set them free in the wild PPT 6, “Reading of para. 1” debate v. & n. 讨论 2. establishment n. 机构；大型组织 What does “establishment” refer to here Use the context to guess its reference. PPT 7, “Question Time” 1. Summarize the first paragraph in one sentence. People debate on whether or not zoos are a good thing. PPT 8, “Reading of para. 2-1” 3. welfare n. 福利；福祉 4. concern n. 担心；忧虑 5. cruel adj. 残酷的；残忍的 6. argue v. 争论 7. remove v. 移走；拿去 8. habitat v. 栖息地 9. cage n. 笼子 PPT 9, 2. Summarize the above para. 2-1 in one sentence. Many people believe that it is inhuman to cage animals in zoos where animals might lose their natures. PPT 10, “Reading of para. 2-2” 10. hunt v. 猎杀 11. additionally adv. 此外 12. exhibit v. 展览 13. adjust to v. 调整 14. climate n. 气候 15. location n. 位置 This is a relatively difficult paragraph, and teachers shall invite students to think over the hard long sentence here. “Zoos exhibit animals from places all over the world and animals must therefore adjust to different climates and seasons, depending on the location of the zoo in relation to where they come from.” PPT 11, “Question Time” 3. Summarize para. 2-2 in one sentence. Bad effects on animals are listed when they are caged in zoos. PPT 12, “Question Time” Summarize the whole paragraph 2 in one sentence. From the perspective of animal rights, some people hold that it is inhuman to cage animals in zoos. PPT 13, “Question Time” 5. Translate the following sentence. “Zoos exhibit animals from places all over the world and animals must therefore adjust to different climates and seasons, depending on the location of the zoo in relation to where they come from.” 动物园里展出的动物来自世界各地。非本地的动物必须调整自己以适应动物园所在地的气候和季节。 Here, the translation strategies like “division, omission” are applied. The basic translation method is “liberal translation”, where, on the contrary, literary translation may result in a illogical version in Chinese. PPT 14, “Reading of para. 3-1” endanger v. 濒临危险 design v. 意图 extinction n. 灭绝 PPT 15, “Question Time” 6. Summarize para. 3-1 in one sentence. A trip to the zoo can be very educational for students. PPT 16, “Reading of para. 3-2” 19. involve v. 牵涉 20. conservation n.保护 21. essential adj. 必不可少的 PPt 17, “Question Time” 7. Summarize para. 3-2 in one sentence. Zoos provide basic funding for many conservation projects. PPT 18, “Reading of para. 3-3” 22. threat n. 威胁 23. illegal adj. 违反的 24. extinct adj. 灭绝的 PPT 19, “Question Time” 8. Summarize para. 3-3 in one sentence. Zoos protect some animals from being killed by illegal hunting. PPT 20, “Reading of para. 3-4” moreover adv. 此外 26. attempt v. 尝试 ▲ 27. replicate v. 复制 28. exhibition n. 展览品 ▲ 29. tropical adj. 热带的 typically adv. 典型地 31. tank n.水箱 ▲ 32. indoors adv. 在室内 33. habitat n. 栖息地 PPT 21, “Question Time” 9. Summarize para. 3-4 in one sentence. Efforts are made to protect animals' welfare by zoos. A mind map here is used for teachers and students to review the points listed in para. 3-4. PPT 22, “Question Time” Summarize the whole paragraph 3 in one sentence. From the perspective of wild animal conservation, it is believed that zoos do have good reasons to exist. PPT 23, “Reading of para. 3-4” 34. slightly adj. 稍微 35. approach n. 方法 36. overall adv. 总地来看 37. alternative n. 可供选择的事物 38. definitely adv. 确定地 PPT 24, “Question Time” 11. Summarize para. 4 in one sentence. In conclusion, I consider zoos are a good thing. A mind map here is used for teachers and students to review the points listed in paragraph 4. PPT 25, “Summary of Reading A” 1.People debate on whether or not zoos are a good thing. 2. From the perspective of animal rights, some people hold that it is inhuman to cage animals in zoos. 3. From the perspective of wild animal conservation, it is believed that zoos do have reasons to exist. 4. In conclusion, I consider zoos are a good thing. PPT 26-27, “Speaking Task” Explain why some people disagree to cage animals in zoos, using the cues below. A mind map is given to students as cues. Explain why some people think zoos are a good thing, using the cues below. A mind map is given to students as cues. PPT 28, “Summary” A table is given here to summarize the points we have discussed. Topic: Whether or not we should cage animals in zoos Pros (支持): educational and fun; protection purpose; funding conservation Cons (反对): no hunting for food; no space as in the wild; passively adjusting to the local climates and seasons; PPT 29, “Homework” Recite the following words and phrases. debate v. & n. 讨论 2. establishment n. 机构；大型组织 3. welfare n. 福利；福祉 4. concern n. 担心；忧虑 5. cruel adj. 残酷的；残忍的 6. argue v. 争论 7. remove v. 移走；拿去 8. habitat v. 栖息地 9. cage n. 笼子 10. hunt v. 猎杀 11. additionally adv. 此外 12. exhibit v. 展览 13. adjust to v. 调整 14. climate n. 气候 15. location n. 位置 endanger v. 濒临危险 design v. 意图 extinction n. 灭绝 19. involve v. 牵涉 20. conservation n.保护 21. essential adj. 必不可少的 22. threat n. 威胁 23. illegal adj. 违反的 24. extinct adj. 灭绝的 25. moreover adv. 此外 26. attempt v. 尝试 ▲ 27. replicate v. 复制 28. exhibition n. 展览品 ▲ 29. tropical adj. 热带的 typically adv. 典型地 31. tank n.水箱 ▲ 32. indoors adv. 在室内 33. habitat n. 栖息地 34. slightly adj. 稍微 35. approach n. 方法 36. overall adv. 总地来看 37. alternative n. 可供选择的事物 38. definitely adv. 确定地 Pre-Reading Questions Question Time; (3) Group Work (4) Speaking All these activities can be carried out individually, in pair work or group work. Students may have their own answers before we start Reading A. Students may use the mind map to guess what “establishment” refer to here. Question 1 is relatively easy. Students may quickly get the answer. Question 2 is a bit hard. Students shall have a group discussion before they get an answer. Students shall realize the last long sentence of para. 2-2 is a hard point, which is sure to be asked in the following questions. Students shall learn to write a topic-sentence-style summary. Students shall combine summaries of para. 2-1 and para. 2-2 into one complete summary of Paragraph Two. Students shall separate the long sentence into two parts, and translate them into two sentences in Chinese. This strategy is called “division”; Students may have problems with this part - “depending on the location of the zoo in relation to where they come from”; Students may have a group discussion or pair work on how to deal with the above part; “非本地的” is one liberal translation of the above part; Interactions between teachers and students over the translation may happen here. Students shall recognize the topic sentence as the summary. Students shall find Question 7 easier to answer. Students shall find Question 8 easier to answer. Students shall be asked to do both the summary and the mind map speech. Here, students shall combine summaries of para. 3-1, 3-2, 3-3, and 3-4 into one complete summary of Paragraph Three. Students shall be asked to do the mind map speech. Here, students shall review the text with the help of the summary. And students shall be asked to elaborate on one point of the summary. Students shall learn to use mind maps as a help while doing output tasks. In “Speaking Task”, students shall talk about the pros and cons using the points given; think about the topic from a different perspective Pre-Reading Questions are designed to help students quickly find the focus of the text; Repeated exposures to the text enable students to quickly get familiar with the text. 3. Summarizing checks whether students understand the text, and helps students to express themselves using relevant vocabulary. 4 Mind map tasks are designed to review and do speaking. 5 Translation checks students’ language accuracy both in understanding and writing. 6 Group Work is designed to encourage students to co-operate at work; Paragraph 2 is rather long for one PPT to enclose it; Paragraphs 2 is divided into para. 2-1 and para. 2-2, which are relatively independent in meanings. Question 4 is designed to show that summary of the whole paragraph is built on summaries of its divisions This long sentence is the difficult points of Reading A. The translation task is designed to promote students’ interpreting and translation skills. Interactions are encouraged here between teachers, students and the translation task. Again, Question 10 is designed to show that summary of a whole paragraph is built on summaries of its divisions. Mind map is used here to help students do the speaking task. Speaking Task is designed for students to practise their output skills. A table summary is designed here for students to group relevant information and form a contrastive view which may facilitate critical thinking.
课堂小结 1. Reading by summarizing 2. presenting the topic of debate; 3. presenting pros and cons of the debate; 4. guessing the word meaning using the context; 5. translating one long sentence; 6. seeing things from a different perspective; 7. using mind maps to do speaking and review; 1. learning to summarize paragraphs by one sentence; 2. learning to recognize the issue of debate; 3. learning to list the pros and cons of the debate; 4. using context to pin down the reference of a word; 5. learning some translation strategies; 6. learning to seeing things from a different perspective; 7. learning to use mind maps; 1. presenting vocabulary of Reading A; 2. promoting students’ reading skills using context; 3. teaching reading by summarizing; 4. teaching students to think from a different perspective; 5. teaching some translation strategies; 6. teaching students to use mind maps as cues; 7. teaching students to use tables to group information;
板书 New words and phrases: debate v. & n. 讨论 establishment n. 机构；大型组织 welfare n. 福利；福祉 concern n. 担心；忧虑 cruel adj. 残酷的；残忍的 argue v. 争论 remove v. 移走；拿去 habitat v. 栖息地 cage n. 笼子 exhibit v. 展览; exhibition 展览品 adjust to v. 调 climate n. 气候 location n. 位置 endanger v. 濒临危险 design v. 意图 extinction n. 灭绝； extinct adj.
Period 1 Reading A教学设计
课题 Zoos: Cruel or Caring 单元 Unit 1 学科 English 年级 Senior Grade 1
教材 分析 Reading A is an argumentative writing. The topic of debate in on whether or not zoos are a good thing. Views of pros and cons are presented in the text, with reasoning and examples to illustrate their ideas. Finally, the author takes the pros-side.
教学目标与核心素养 1. Knowledge objectives: benefits of zoos; bad effects of caging animals in zoos; Skill objectives: close reading and word guessing by context; interpreting long sentence; 3. Emotional objectives: love of animals; support of conservation projects; 4. Thinking quality objectives: seeing things from a different perspective
重点 building up the concept of seeing things from a different perspective
难点 Understanding the following long sentence: Zoos exhibit animals from places all over the world and animals must therefore adjust to different climates and seasons, depending on the location of the zoo in relation to where they come from.
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 presenting two contrasting pictures of monkeys, inviting students to read into the eyes of monkeys; presenting two pictures of baby pandas showing animal care; presenting two pictures of elephants in the wild, inviting students to guess how do they feel; 1. understand the different feelings of the two monkeys; 2. recognize animal care and welfare of pandas; 3. perceive the feelings of elephants in water; 1. purposefully making contrastive visual effects; 2. inviting students to think over the question - zoos: cruel or caring 3. guiding students to think from a different perspective
讲授新课 PPT 5, “Pre-Reading Questions” 1. Do you think zoos are suitable homes for animals 2. Shall we cage animals in zoos or shall we set them free in the wild PPT 6, “Reading of para. 1” debate v. & n. 讨论 2. establishment n. 机构；大型组织 What does “establishment” refer to here Use the context to guess its reference. PPT 7, “Question Time” 1. Summarize the first paragraph in one sentence. People debate on whether or not zoos are a good thing. PPT 8, “Reading of para. 2-1” 3. welfare n. 福利；福祉 4. concern n. 担心；忧虑 5. cruel adj. 残酷的；残忍的 6. argue v. 争论 7. remove v. 移走；拿去 8. habitat v. 栖息地 9. cage n. 笼子 PPT 9, 2. Summarize the above para. 2-1 in one sentence. Many people believe that it is inhuman to cage animals in zoos where animals might lose their natures. PPT 10, “Reading of para. 2-2” 10. hunt v. 猎杀 11. additionally adv. 此外 12. exhibit v. 展览 13. adjust to v. 调整 14. climate n. 气候 15. location n. 位置 This is a relatively difficult paragraph, and teachers shall invite students to think over the hard long sentence here. “Zoos exhibit animals from places all over the world and animals must therefore adjust to different climates and seasons, depending on the location of the zoo in relation to where they come from.” PPT 11, “Question Time” 3. Summarize para. 2-2 in one sentence. Bad effects on animals are listed when they are caged in zoos. PPT 12, “Question Time” Summarize the whole paragraph 2 in one sentence. From the perspective of animal rights, some people hold that it is inhuman to cage animals in zoos. PPT 13, “Question Time” 5. Translate the following sentence. “Zoos exhibit animals from places all over the world and animals must therefore adjust to different climates and seasons, depending on the location of the zoo in relation to where they come from.” 动物园里展出的动物来自世界各地。非本地的动物必须调整自己以适应动物园所在地的气候和季节。 Here, the translation strategies like “division, omission” are applied. The basic translation method is “liberal translation”, where, on the contrary, literary translation may result in a illogical version in Chinese. PPT 14, “Reading of para. 3-1” endanger v. 濒临危险 design v. 意图 extinction n. 灭绝 PPT 15, “Question Time” 6. Summarize para. 3-1 in one sentence. A trip to the zoo can be very educational for students. PPT 16, “Reading of para. 3-2” 19. involve v. 牵涉 20. conservation n.保护 21. essential adj. 必不可少的 PPt 17, “Question Time” 7. Summarize para. 3-2 in one sentence. Zoos provide basic funding for many conservation projects. PPT 18, “Reading of para. 3-3” 22. threat n. 威胁 23. illegal adj. 违反的 24. extinct adj. 灭绝的 PPT 19, “Question Time” 8. Summarize para. 3-3 in one sentence. Zoos protect some animals from being killed by illegal hunting. PPT 20, “Reading of para. 3-4” moreover adv. 此外 26. attempt v. 尝试 ▲ 27. replicate v. 复制 28. exhibition n. 展览品 ▲ 29. tropical adj. 热带的 typically adv. 典型地 31. tank n.水箱 ▲ 32. indoors adv. 在室内 33. habitat n. 栖息地 PPT 21, “Question Time” 9. Summarize para. 3-4 in one sentence. Efforts are made to protect animals' welfare by zoos. A mind map here is used for teachers and students to review the points listed in para. 3-4. PPT 22, “Question Time” Summarize the whole paragraph 3 in one sentence. From the perspective of wild animal conservation, it is believed that zoos do have good reasons to exist. PPT 23, “Reading of para. 3-4” 34. slightly adj. 稍微 35. approach n. 方法 36. overall adv. 总地来看 37. alternative n. 可供选择的事物 38. definitely adv. 确定地 PPT 24, “Question Time” 11. Summarize para. 4 in one sentence. In conclusion, I consider zoos are a good thing. A mind map here is used for teachers and students to review the points listed in paragraph 4. PPT 25, “Summary of Reading A” 1.People debate on whether or not zoos are a good thing. 2. From the perspective of animal rights, some people hold that it is inhuman to cage animals in zoos. 3. From the perspective of wild animal conservation, it is believed that zoos do have reasons to exist. 4. In conclusion, I consider zoos are a good thing. PPT 26-27, “Speaking Task” Explain why some people disagree to cage animals in zoos, using the cues below. A mind map is given to students as cues. Explain why some people think zoos are a good thing, using the cues below. A mind map is given to students as cues. PPT 28, “Summary” A table is given here to summarize the points we have discussed. Topic: Whether or not we should cage animals in zoos Pros (支持): educational and fun; protection purpose; funding conservation Cons (反对): no hunting for food; no space as in the wild; passively adjusting to the local climates and seasons; PPT 29, “Homework” Recite the following words and phrases. debate v. & n. 讨论 2. establishment n. 机构；大型组织 3. welfare n. 福利；福祉 4. concern n. 担心；忧虑 5. cruel adj. 残酷的；残忍的 6. argue v. 争论 7. remove v. 移走；拿去 8. habitat v. 栖息地 9. cage n. 笼子 10. hunt v. 猎杀 11. additionally adv. 此外 12. exhibit v. 展览 13. adjust to v. 调整 14. climate n. 气候 15. location n. 位置 endanger v. 濒临危险 design v. 意图 extinction n. 灭绝 19. involve v. 牵涉 20. conservation n.保护 21. essential adj. 必不可少的 22. threat n. 威胁 23. illegal adj. 违反的 24. extinct adj. 灭绝的 25. moreover adv. 此外 26. attempt v. 尝试 ▲ 27. replicate v. 复制 28. exhibition n. 展览品 ▲ 29. tropical adj. 热带的 typically adv. 典型地 31. tank n.水箱 ▲ 32. indoors adv. 在室内 33. habitat n. 栖息地 34. slightly adj. 稍微 35. approach n. 方法 36. overall adv. 总地来看 37. alternative n. 可供选择的事物 38. definitely adv. 确定地 Pre-Reading Questions Question Time; (3) Group Work (4) Speaking All these activities can be carried out individually, in pair work or group work. Students may have their own answers before we start Reading A. Students may use the mind map to guess what “establishment” refer to here. Question 1 is relatively easy. Students may quickly get the answer. Question 2 is a bit hard. Students shall have a group discussion before they get an answer. Students shall realize the last long sentence of para. 2-2 is a hard point, which is sure to be asked in the following questions. Students shall learn to write a topic-sentence-style summary. Students shall combine summaries of para. 2-1 and para. 2-2 into one complete summary of Paragraph Two. Students shall separate the long sentence into two parts, and translate them into two sentences in Chinese. This strategy is called “division”; Students may have problems with this part - “depending on the location of the zoo in relation to where they come from”; Students may have a group discussion or pair work on how to deal with the above part; “非本地的” is one liberal translation of the above part; Interactions between teachers and students over the translation may happen here. Students shall recognize the topic sentence as the summary. Students shall find Question 7 easier to answer. Students shall find Question 8 easier to answer. Students shall be asked to do both the summary and the mind map speech. Here, students shall combine summaries of para. 3-1, 3-2, 3-3, and 3-4 into one complete summary of Paragraph Three. Students shall be asked to do the mind map speech. Here, students shall review the text with the help of the summary. And students shall be asked to elaborate on one point of the summary. Students shall learn to use mind maps as a help while doing output tasks. In “Speaking Task”, students shall talk about the pros and cons using the points given; think about the topic from a different perspective Pre-Reading Questions are designed to help students quickly find the focus of the text; Repeated exposures to the text enable students to quickly get familiar with the text. 3. Summarizing checks whether students understand the text, and helps students to express themselves using relevant vocabulary. 4 Mind map tasks are designed to review and do speaking. 5 Translation checks students’ language accuracy both in understanding and writing. 6 Group Work is designed to encourage students to co-operate at work; Paragraph 2 is rather long for one PPT to enclose it; Paragraphs 2 is divided into para. 2-1 and para. 2-2, which are relatively independent in meanings. Question 4 is designed to show that summary of the whole paragraph is built on summaries of its divisions This long sentence is the difficult points of Reading A. The translation task is designed to promote students’ interpreting and translation skills. Interactions are encouraged here between teachers, students and the translation task. Again, Question 10 is designed to show that summary of a whole paragraph is built on summaries of its divisions. Mind map is used here to help students do the speaking task. Speaking Task is designed for students to practise their output skills. A table summary is designed here for students to group relevant information and form a contrastive view which may facilitate critical thinking.
课堂小结 1. Reading by summarizing 2. presenting the topic of debate; 3. presenting pros and cons of the debate; 4. guessing the word meaning using the context; 5. translating one long sentence; 6. seeing things from a different perspective; 7. using mind maps to do speaking and review; 1. learning to summarize paragraphs by one sentence; 2. learning to recognize the issue of debate; 3. learning to list the pros and cons of the debate; 4. using context to pin down the reference of a word; 5. learning some translation strategies; 6. learning to seeing things from a different perspective; 7. learning to use mind maps; 1. presenting vocabulary of Reading A; 2. promoting students’ reading skills using context; 3. teaching reading by summarizing; 4. teaching students to think from a different perspective; 5. teaching some translation strategies; 6. teaching students to use mind maps as cues; 7. teaching students to use tables to group information;
板书 New words and phrases: debate v. & n. 讨论 establishment n. 机构；大型组织 welfare n. 福利；福祉 concern n. 担心；忧虑 cruel adj. 残酷的；残忍的 argue v. 争论 remove v. 移走；拿去 habitat v. 栖息地 cage n. 笼子 exhibit v. 展览; exhibition 展览品 adjust to v. 调 climate n. 气候 location n. 位置 endanger v. 濒临危险 design v. 意图 extinction n. 灭绝； extinct adj.