人教版（2019）必修第二册 Unit 2 Wildlife Protection reading and thinking导学案（含答案）
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| 名称 | 人教版（2019）必修第二册 Unit 2 Wildlife Protection reading and thinking导学案（含答案） |  | |
| 格式 | zip | ||
| 文件大小 | 1.2MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-18 21:57:22 | ||
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文档简介
Unit2 reading and thinking导学案
课前导读
Content Analysis :
The activity theme of this section is "Learn about protecting endangered animals", which mainly tells about the measures and achievements of protecting the rare wild animal Tibetan antelope in China.
Text Analysis:
This article is a journal article, recording what happened in a day. The title of the text is A DAY IN THE CLOUDS, which tells the story of protecting the rare Tibetan antelope in the first person.
Activity Design:
This section includes five activities, which not only reflects the whole reading process, but also reflects the different thinking levels of reading comprehension. Activity 1 is a link of thinking and discussion before reading, which aims to stimulate students' curiosity. Activities 2 and 3 are to obtain information in reading and activate students' existing knowledge and experience about Tibetan antelope and Changtang National Nature Reserve. Activity 4 aims to train students to use the new vocabulary they have learned from the reading materials. Activity 5 is a critical thinking activity after reading. Let students discuss whether they agree with the author's views, and guide students to further think about how to act to achieve harmonious coexistence with nature.
Teaching Focus:
Guide students to understand the main information of the reading text, understand the author's views and attitudes, cultivate students' reading strategies to distinguish between literal meaning and implicit meaning, guide students to learn and master new words in the text, and express their views and views on wildlife protection.
Teaching Process
Step I pre-reading
Activity 1. look and predict
Let the students look at the pictures and titles, predict the content of the text, and get ready for the following reading.
Ask students to discuss and share knowledge and experience about Tibetan antelope and Changtang Nature Reserve in groups.
Pair work and Discussion
1. What do you think the text is about
The pictures are of antelopes, so the text must be about them.
2. What do you know about the Tibet an antelope and the Changtang National Nature Reserve
The Tibetan antelope was an endangered animal, but because of human action to protect it, its numbers are now recovering.The Changtang National Nature Reserve is in western China and covers an area of about 120,000 square miles. It was created to protect the area and the wildlife that live there.
Step II while-reading
Activity 2. Scan and answer questions
Ask students to read the text carefully and get the main idea of each paragraph.
Paragraph 1: The writer visited Changtang in order to observe Tibetan antelopes.
Paragraph 2: Tibetan antelopes are in danger.
Paragraph 3: His 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.
Ask students to read the text again and think of “What does the author experience in the clouds ” and then fill in blanks of the firm.
Things the author sees ●snow-covered mountains disappearing into clouds●the antelopes moving slowly across the green grass
Things the author hears ●Changtang National Nature Reserve ●bad times for the Tibetan antelope●measures to protect the Tibetan antelope●effects achieved after years of protection
How the author feels or thinks ●struck by their beauty●changing our way of life ●existing in harmony with nature
Step III post-reading
Activity 3. Think and Practise
Travel journals usually contain what the author sees, hears and feels. This article describes the author's experience vividly and lively. Let students learn to appreciate and learn from the writing characteristics of travel journals.
Ask students to read the article again and complete the mind map.
Have students discuss the author's writing intention in groups.
Let students think and answer the question
What's the purpose of this article
Suggested answer:
The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list. the threats to them have not yet disappeared. We must change our way of life and learn to exist in harmony with nature.
Activity 4. Think and Improve
Cultivate students' reading strategies to distinguish between literal meaning and implied meaning.
Read the sentences below, and decide if each idea is the literal meaning (L)of the text or only implied (I) by the text.
EXAMPLE
__I___The Tibetan antelope lives high above sea level.
( This is implied by "The air is thin".)
__I___When they first saw the antelopes, they were very far away.
__I___We should not buy goods made from endangered animals.
__I___Human activities are threatening animals and plants.
___L__The Tibetan antelope is not an endangered species now.
Implied meaning is meaning that is not given explicitly, but comes from understanding the context of a new word or idea. To do so one must “read between the lines”. To make this idea clear to students, indicate that they constantly infer meaning every day, probably without thinking about it. For example, when they hear a pitter-patter sound on the window they know it is probably raining without having seen the rain directly.
When reading and encountering new words and ideas, the following questions will assist in “reading between the lines" to infer meaning.
●Considering what has happened, what do you think the word means
●How do you know that the word has that meaning
●What part of the text helps you infer this meaning
●Where can you find the clues to help you understand its meaning
●Will the sentence still make sense if you change the word for one with a similar meaning
Activity 5. Practise using new vocabulary
Practise using new vocabulary and its different forms in context.
Herds of elephants used to live on the________of Africa and in the forests of Asia. But today, they face a serious __________from___________.These large animals are being killed__________ for their body parts that are considered valuable. In order to save them, some countries have created________where they can live in peace and safetv However, the _______on them will continue as long as interest in buying elephant products___________.To achieve____________between humans and animals, the world must protect these beautiful creatures.
Answers
plains; threat; hunters; illegally; reserves; attacks; exists; harmony
课前导读
Content Analysis :
The activity theme of this section is "Learn about protecting endangered animals", which mainly tells about the measures and achievements of protecting the rare wild animal Tibetan antelope in China.
Text Analysis:
This article is a journal article, recording what happened in a day. The title of the text is A DAY IN THE CLOUDS, which tells the story of protecting the rare Tibetan antelope in the first person.
Activity Design:
This section includes five activities, which not only reflects the whole reading process, but also reflects the different thinking levels of reading comprehension. Activity 1 is a link of thinking and discussion before reading, which aims to stimulate students' curiosity. Activities 2 and 3 are to obtain information in reading and activate students' existing knowledge and experience about Tibetan antelope and Changtang National Nature Reserve. Activity 4 aims to train students to use the new vocabulary they have learned from the reading materials. Activity 5 is a critical thinking activity after reading. Let students discuss whether they agree with the author's views, and guide students to further think about how to act to achieve harmonious coexistence with nature.
Teaching Focus:
Guide students to understand the main information of the reading text, understand the author's views and attitudes, cultivate students' reading strategies to distinguish between literal meaning and implicit meaning, guide students to learn and master new words in the text, and express their views and views on wildlife protection.
Teaching Process
Step I pre-reading
Activity 1. look and predict
Let the students look at the pictures and titles, predict the content of the text, and get ready for the following reading.
Ask students to discuss and share knowledge and experience about Tibetan antelope and Changtang Nature Reserve in groups.
Pair work and Discussion
1. What do you think the text is about
The pictures are of antelopes, so the text must be about them.
2. What do you know about the Tibet an antelope and the Changtang National Nature Reserve
The Tibetan antelope was an endangered animal, but because of human action to protect it, its numbers are now recovering.The Changtang National Nature Reserve is in western China and covers an area of about 120,000 square miles. It was created to protect the area and the wildlife that live there.
Step II while-reading
Activity 2. Scan and answer questions
Ask students to read the text carefully and get the main idea of each paragraph.
Paragraph 1: The writer visited Changtang in order to observe Tibetan antelopes.
Paragraph 2: Tibetan antelopes are in danger.
Paragraph 3: His 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.
Ask students to read the text again and think of “What does the author experience in the clouds ” and then fill in blanks of the firm.
Things the author sees ●snow-covered mountains disappearing into clouds●the antelopes moving slowly across the green grass
Things the author hears ●Changtang National Nature Reserve ●bad times for the Tibetan antelope●measures to protect the Tibetan antelope●effects achieved after years of protection
How the author feels or thinks ●struck by their beauty●changing our way of life ●existing in harmony with nature
Step III post-reading
Activity 3. Think and Practise
Travel journals usually contain what the author sees, hears and feels. This article describes the author's experience vividly and lively. Let students learn to appreciate and learn from the writing characteristics of travel journals.
Ask students to read the article again and complete the mind map.
Have students discuss the author's writing intention in groups.
Let students think and answer the question
What's the purpose of this article
Suggested answer:
The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list. the threats to them have not yet disappeared. We must change our way of life and learn to exist in harmony with nature.
Activity 4. Think and Improve
Cultivate students' reading strategies to distinguish between literal meaning and implied meaning.
Read the sentences below, and decide if each idea is the literal meaning (L)of the text or only implied (I) by the text.
EXAMPLE
__I___The Tibetan antelope lives high above sea level.
( This is implied by "The air is thin".)
__I___When they first saw the antelopes, they were very far away.
__I___We should not buy goods made from endangered animals.
__I___Human activities are threatening animals and plants.
___L__The Tibetan antelope is not an endangered species now.
Implied meaning is meaning that is not given explicitly, but comes from understanding the context of a new word or idea. To do so one must “read between the lines”. To make this idea clear to students, indicate that they constantly infer meaning every day, probably without thinking about it. For example, when they hear a pitter-patter sound on the window they know it is probably raining without having seen the rain directly.
When reading and encountering new words and ideas, the following questions will assist in “reading between the lines" to infer meaning.
●Considering what has happened, what do you think the word means
●How do you know that the word has that meaning
●What part of the text helps you infer this meaning
●Where can you find the clues to help you understand its meaning
●Will the sentence still make sense if you change the word for one with a similar meaning
Activity 5. Practise using new vocabulary
Practise using new vocabulary and its different forms in context.
Herds of elephants used to live on the________of Africa and in the forests of Asia. But today, they face a serious __________from___________.These large animals are being killed__________ for their body parts that are considered valuable. In order to save them, some countries have created________where they can live in peace and safetv However, the _______on them will continue as long as interest in buying elephant products___________.To achieve____________between humans and animals, the world must protect these beautiful creatures.
Answers
plains; threat; hunters; illegally; reserves; attacks; exists; harmony