人教版（2019）必修第二册 Unit2 Wildlife protection Reading and Thinking名师教学设计
文档属性
| 名称 | 人教版（2019）必修第二册 Unit2 Wildlife protection Reading and Thinking名师教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 36.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-09 19:08:26 | ||
图片预览
文档简介
Unit2 Reading and Thinking 名师教学设计
课时内容
Learn about protecting endangered animals
主题语境：人与自然
主题群：自然生态
子主题：人与动植物
语篇类型：夹叙夹议
文本分析：
作者首先介绍了自己观察藏羚羊的经历，然后介绍了藏羚羊及羌塘自然保护区，点出了藏羚羊曾经濒危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果。在文章最后作者提出了自己的思考：人类应当改变自己的生活方式，与自然和谐共处。文章先引发人们对动物保护的思考，再上升到人与自然相处的高度，语言简洁、优美，结构层次分明。
课时目标
深层理解课文内容，获取藏羚羊曾瀕危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果。
能用恰当的语言谈论藏羚羊。
能用恰当的语言表达自己对人与动物关系的看法。
重点难点
重点：
学生通过阅读，获取关于藏羚羊曾濒危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果等信息，并能用恰当的语言谈论藏羚羊。
难点：
能用恰当的语言表达自己对人与动物关系的看法。
教学准备
教师准备：
1.藏羚羊和羌塘自然保护区相关资料。
2.其他濒危动物的相关图片及动物保护相关视频。
学生准备：
1.预习本课的相关词汇。
2.利用网络查询我国濒危动物情况及动物保护的相关措施。
教学过程
Step I 学习理解
活动一：感知与预测（Make predictions)
1. Play a news video about the endangered animals in the world and ask students to talk about what they’ve found on the Internet about the status quo of some endangered animals and the measures carried out to protect animals.
2. Ask students about what they’ve known about the Tibetan antelope and the Changtang National Nature Reserve.
3. Predicting.
Ask students to look at the title and the picture and think about the content before reading. This helps students to relate what they’ve read to what they’ve already known and understand the new text.
【设计意图】通过观看新闻以及讨论，学生大致形成对野生动物保护以及本课课文主角藏羚羊的初步认识。同时通过读前预测，使学生对课本内容有个大致了解，为精读作准备。
活动二：获取和梳理（First-reading)
Ask students to read the text for the first time and get the basic information.
(1) What does the text mainly talk about
(2) Why do you think the author write this text
Suggested answers ：
(1) The text mainly gives introduction to the Tibetan antelope and the Changtang National Nature Reserve, and talks about why the animals were once endangered and what measures were carried out to protect them.
(2)To appeal to people to live in harmony with nature.
【设计意图】让学生带着问题阅读文章，获取和梳理基本信息。
活动三: 深层理解（Intensive reading)(SB，PI7，Part 2)
1. Ask students to read the text on Page 16 carefully and answer the questions in Part 2.
(1) Why did the writer visit Tibet
(2) What happened to the Tibetan antelope in the 1980s and 1990s
(3) What did people do to help protect the Tibetan antelope
(4) What does “national protection” mean Can you list more examples
(5) How does the writer feel about modern life How do you know
2. Share the answers.
Suggested answers ：
(1)To observe Tibetan antelopes.
(2) Tibetan antelopes were shot to make profits and their population dropped by more than 50 percent. And the habitats were becoming smaller because of newly built roads and railways.
(3)The Chinese government placed the Tibetan antelope under national protection. Volunteers watched over the antelopes day and night to keep them safe from attacks. People also added bridges and gates to let the antelopes move easily and to keep them safe from cars and trains.
(4)It means the national government makes laws and takes measures and actions to protect the animals. More examples: pandas, Amur tigers, Yangtze alligator, etc.
(5) The writer doesn’t think our modern life is environmentally friendly enough, for he thinks people need to change their way of life so as to exist in harmony with the nature.
【设计意图】通过深层阅读，让学生对文本内容进行分析、推断，深入理解文章的言外之意，有助于引发学生思考，提高解读文本内容的能力。
活动四：:批判阅读(Critical reading) (SB, P17, Part 3)
1. Ask students to go through the sentences in SB, P17，Part 3, make sure they understand their meanings and explain what literal meaning and implied meaning are.
2. Ask students to read the text on PI6 again to decide if each idea in Part 3 is the literal meaning (L) of the text or only implied (I) by the text.
3. Share the answers.
Suggested answers ：
L 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.
【设计意图】通过梳理、概括、分析、判断等一系列活动 提高学生的批判性思维能力。
Step II 应用实践
活动五：内化与应用（Complete) (SB，P3，Part 6)
1.Ask student to go through the following words and make sure they understand their meanings.
2. Choose proper words to complete the following passage about elephants with the correct forms of the words.
3. Share the answers.
Suggested answers ：
Herds of elephants used to live on the plains of Africa and in the forests of Asia. But today, they face a serious threat from hunters. These large animals are being killed illegally for their body parts that are considered valuable. In order to save them, some countries have created reserves where they can live in peace and safety. However，the attack on them will continue as long as interest in buying elephant products exists. To achieve harmony between humans and animals, the world must protect these beautiful creatures.
【设计意图】通过做题，让学生将所学语言知识和文化知识结合起来，并正确使用本课重点词汇，达到巩固新知识、将知识转化为能力的目的。
(略）
Step III 迁移创新
活动六：想象与创造
The writer says that we must change our way of life and learn to live in harmony with nature in order to save our plant.Do you agree What do you think we should do or change
Work in groups and talk about the questions above.
【设计意图】通过讨论话题，学生能够把所学语言运用到新的语境中，进而在新的语境中建构新的知识结构。
板书设计
hunter, illegally, reserve, attack, exist, plain, harmony, threat
Unit 2 Wildlife Protection
Period I Reading and Thinking
I.学习理解
活动一：感知与预测（Make predictions)
活动二：获取和梳理（First-reading)
活动三：深层理解（Intensive reading)
活动四：批判阅读(Critical reading)
II.应用实践
活动五：词汇应用
III.迁移创新
活动六：想象与创造
课时内容
Learn about protecting endangered animals
主题语境：人与自然
主题群：自然生态
子主题：人与动植物
语篇类型：夹叙夹议
文本分析：
作者首先介绍了自己观察藏羚羊的经历，然后介绍了藏羚羊及羌塘自然保护区，点出了藏羚羊曾经濒危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果。在文章最后作者提出了自己的思考：人类应当改变自己的生活方式，与自然和谐共处。文章先引发人们对动物保护的思考，再上升到人与自然相处的高度，语言简洁、优美，结构层次分明。
课时目标
深层理解课文内容，获取藏羚羊曾瀕危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果。
能用恰当的语言谈论藏羚羊。
能用恰当的语言表达自己对人与动物关系的看法。
重点难点
重点：
学生通过阅读，获取关于藏羚羊曾濒危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果等信息，并能用恰当的语言谈论藏羚羊。
难点：
能用恰当的语言表达自己对人与动物关系的看法。
教学准备
教师准备：
1.藏羚羊和羌塘自然保护区相关资料。
2.其他濒危动物的相关图片及动物保护相关视频。
学生准备：
1.预习本课的相关词汇。
2.利用网络查询我国濒危动物情况及动物保护的相关措施。
教学过程
Step I 学习理解
活动一：感知与预测（Make predictions)
1. Play a news video about the endangered animals in the world and ask students to talk about what they’ve found on the Internet about the status quo of some endangered animals and the measures carried out to protect animals.
2. Ask students about what they’ve known about the Tibetan antelope and the Changtang National Nature Reserve.
3. Predicting.
Ask students to look at the title and the picture and think about the content before reading. This helps students to relate what they’ve read to what they’ve already known and understand the new text.
【设计意图】通过观看新闻以及讨论，学生大致形成对野生动物保护以及本课课文主角藏羚羊的初步认识。同时通过读前预测，使学生对课本内容有个大致了解，为精读作准备。
活动二：获取和梳理（First-reading)
Ask students to read the text for the first time and get the basic information.
(1) What does the text mainly talk about
(2) Why do you think the author write this text
Suggested answers ：
(1) The text mainly gives introduction to the Tibetan antelope and the Changtang National Nature Reserve, and talks about why the animals were once endangered and what measures were carried out to protect them.
(2)To appeal to people to live in harmony with nature.
【设计意图】让学生带着问题阅读文章，获取和梳理基本信息。
活动三: 深层理解（Intensive reading)(SB，PI7，Part 2)
1. Ask students to read the text on Page 16 carefully and answer the questions in Part 2.
(1) Why did the writer visit Tibet
(2) What happened to the Tibetan antelope in the 1980s and 1990s
(3) What did people do to help protect the Tibetan antelope
(4) What does “national protection” mean Can you list more examples
(5) How does the writer feel about modern life How do you know
2. Share the answers.
Suggested answers ：
(1)To observe Tibetan antelopes.
(2) Tibetan antelopes were shot to make profits and their population dropped by more than 50 percent. And the habitats were becoming smaller because of newly built roads and railways.
(3)The Chinese government placed the Tibetan antelope under national protection. Volunteers watched over the antelopes day and night to keep them safe from attacks. People also added bridges and gates to let the antelopes move easily and to keep them safe from cars and trains.
(4)It means the national government makes laws and takes measures and actions to protect the animals. More examples: pandas, Amur tigers, Yangtze alligator, etc.
(5) The writer doesn’t think our modern life is environmentally friendly enough, for he thinks people need to change their way of life so as to exist in harmony with the nature.
【设计意图】通过深层阅读，让学生对文本内容进行分析、推断，深入理解文章的言外之意，有助于引发学生思考，提高解读文本内容的能力。
活动四：:批判阅读(Critical reading) (SB, P17, Part 3)
1. Ask students to go through the sentences in SB, P17，Part 3, make sure they understand their meanings and explain what literal meaning and implied meaning are.
2. Ask students to read the text on PI6 again to decide if each idea in Part 3 is the literal meaning (L) of the text or only implied (I) by the text.
3. Share the answers.
Suggested answers ：
L 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.
【设计意图】通过梳理、概括、分析、判断等一系列活动 提高学生的批判性思维能力。
Step II 应用实践
活动五：内化与应用（Complete) (SB，P3，Part 6)
1.Ask student to go through the following words and make sure they understand their meanings.
2. Choose proper words to complete the following passage about elephants with the correct forms of the words.
3. Share the answers.
Suggested answers ：
Herds of elephants used to live on the plains of Africa and in the forests of Asia. But today, they face a serious threat from hunters. These large animals are being killed illegally for their body parts that are considered valuable. In order to save them, some countries have created reserves where they can live in peace and safety. However，the attack on them will continue as long as interest in buying elephant products exists. To achieve harmony between humans and animals, the world must protect these beautiful creatures.
【设计意图】通过做题，让学生将所学语言知识和文化知识结合起来，并正确使用本课重点词汇，达到巩固新知识、将知识转化为能力的目的。
(略）
Step III 迁移创新
活动六：想象与创造
The writer says that we must change our way of life and learn to live in harmony with nature in order to save our plant.Do you agree What do you think we should do or change
Work in groups and talk about the questions above.
【设计意图】通过讨论话题，学生能够把所学语言运用到新的语境中，进而在新的语境中建构新的知识结构。
板书设计
hunter, illegally, reserve, attack, exist, plain, harmony, threat
Unit 2 Wildlife Protection
Period I Reading and Thinking
I.学习理解
活动一：感知与预测（Make predictions)
活动二：获取和梳理（First-reading)
活动三：深层理解（Intensive reading)
活动四：批判阅读(Critical reading)
II.应用实践
活动五：词汇应用
III.迁移创新
活动六：想象与创造