人教版（2019）必修第二册 Unit 2 Wildlife protection A Day In The Clouds 课堂设计
文档属性
| 名称 | 人教版（2019）必修第二册 Unit 2 Wildlife protection A Day In The Clouds 课堂设计 |  | |
| 格式 | docx | ||
| 文件大小 | 151.8KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-09-20 20:05:27 | ||
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文档简介
中小学教育资源及组卷应用平台
B2U2 Wildlife Protection
A Day In The Clouds
Teaching Objectives：
At the end of the class, students will be able to
1. master the following new words and phrases: plain,illegally,attack,threat,remind sb of, take measures to do, intend to do...
2. know the past and present situation of an animal, and what the government do for it.
3. make clear writer's attitude and opinion to wildlife protection.
4. express their idea to protect wildlife.
Teaching Important and Difficult Points：
How to make students make clear the main content of the passage.
How to make students work out writer’s attitude and opinion to wildlife protection, and express their idea bravely.
Teaching Procedures:
Step 1: Lead-in
Task1: Free talk about antelopes
Students will be asked to talk about an antelope:
1: A male antelope has two long black horns(角) while female antelope doesn’t.
2: It is an endangered species.
3: It can be seen on plains with high altitude in Tibet, Xinjiang and Qinghai.
（通过图片呈现藏羚羊，引出主题。由学生自由表述来激活学生已有的背景知识。）
Task2: Know more about antelopes.
Watch a video to learn more about Tibet antelopes.
(视频补充，从而激发学生对接下来课堂内容的求知欲。)
Step 2: Prediction
Students will be asked to look at the title and the picture to predict today’s lesson:
What can you know according to the title and the picture (who, where, what)
One day, __________ went to_________to observe ___________.
What type of passage are we going to learn according to the the title, the picture and your prediction
A. Argumentation(议论文) B. Description(说明文) C. Journal(旅行日志)
3. What do people usually write down in their journal
(what they see, what they hear, what they reflect)
4.Can you divide the passage into three parts
(通过标题和图片的解读，让学生大致明白接下去要学的内容。紧接着学生的预测让学生了解接下去要学的文本体裁是一篇旅游日志，再根据旅游日志的特点引导学生对文本进行分段处理。此步骤为之后的细读奠定基础。)
Step 3: Read for Detailed Information
Task1: Read for “eyes”
Students will be asked to read para1-2 to answer the following questions:
What did “I” see during the day
What is “my” feeling to the things “I” see
Task2: Read for “ears”
Students will be asked to read para3-6 to answer the following questions:
What does the writer hear during the day
Para 3 The ______ of “my” guide Para 4 Two bad _______
Para 5 The protective _________ Para 6 The_____ of the measures
Raise as many questions as possible based on this part.
Let’s read and find the answers to our questions.
(基于作者在旅行中的所见、所闻、所感设计问题链解读文本内容，提取并整合以下信息：过去的危机，危机产生的原因，政府和当地人民政府采取的措施以及效果。在解读过程中完成一些重点词汇的巩固，如plain,illegally,attack,threat,remind sb of, take measures to do, intend to do... )
Task3: Read for “heart”
Students will be asked to read para7 to answer the question:
In the evening, how does the writer reflect on the day’s observation
（清楚把握作者的观点）
Task4:Discussion
What can we do to protect wildlife
（通过讨论，让学生提高对保护野生动物的意识，并深思个人能以什么样的实际行动来保护野生动物）
Step 4: Read for Summary
Students will be asked to read the passage again and answer the question:
For writer, the day is ___________.
Can you review the passage according to the tips
During the day, the author begins to know what antelopes went _______ in the past, such as being shot to ____ ______, and losing their_______. The author also learns about that the government and people have taken effective ________ to protect antelopes safe from ______. Luckily, the antelopes were removed _____ the list in 2015. But the government does not intend ______ the programmes, since the ______ have not disappeared. More can be done.
（引导学生对文本做个梳理，小结。）
Step 5: Interview
Suppose you were an antelope John from Tibet and I’d like to ask you some questions that I am curious about.
Example:
A:Hello, John! May I ask you some questions
B:Of course.
A:What do you think of the life now？
B:Quite well. Life has changed greatly. Nowadays life is comfortable because in the reserve, people watched over us day and night to keep us safe. Bridges and gates were added to let us move easily and keep us from cars and trains.
（设置一个采访活动，让学生把课堂生成迁移运用，利用步骤三第二项任务自己提出的问题，模拟采访。）Step 6：Assignment
Suppose you were a Tibetan antelope. You were invited by WWF to give a speech on wildlife protection. Write at least 80 words. You may:
describe your past and present lives;
share what you want to say to humans;
tell other things you want to share.
（介绍藏羚羊的生活，巩固课堂上所学的词汇句型，发出保护野生动物的倡议，内化知识。）
B2U2 Wildlife Protection
A Day In The Clouds
Teaching Objectives：
At the end of the class, students will be able to
1. master the following new words and phrases: plain,illegally,attack,threat,remind sb of, take measures to do, intend to do...
2. know the past and present situation of an animal, and what the government do for it.
3. make clear writer's attitude and opinion to wildlife protection.
4. express their idea to protect wildlife.
Teaching Important and Difficult Points：
How to make students make clear the main content of the passage.
How to make students work out writer’s attitude and opinion to wildlife protection, and express their idea bravely.
Teaching Procedures:
Step 1: Lead-in
Task1: Free talk about antelopes
Students will be asked to talk about an antelope:
1: A male antelope has two long black horns(角) while female antelope doesn’t.
2: It is an endangered species.
3: It can be seen on plains with high altitude in Tibet, Xinjiang and Qinghai.
（通过图片呈现藏羚羊，引出主题。由学生自由表述来激活学生已有的背景知识。）
Task2: Know more about antelopes.
Watch a video to learn more about Tibet antelopes.
(视频补充，从而激发学生对接下来课堂内容的求知欲。)
Step 2: Prediction
Students will be asked to look at the title and the picture to predict today’s lesson:
What can you know according to the title and the picture (who, where, what)
One day, __________ went to_________to observe ___________.
What type of passage are we going to learn according to the the title, the picture and your prediction
A. Argumentation(议论文) B. Description(说明文) C. Journal(旅行日志)
3. What do people usually write down in their journal
(what they see, what they hear, what they reflect)
4.Can you divide the passage into three parts
(通过标题和图片的解读，让学生大致明白接下去要学的内容。紧接着学生的预测让学生了解接下去要学的文本体裁是一篇旅游日志，再根据旅游日志的特点引导学生对文本进行分段处理。此步骤为之后的细读奠定基础。)
Step 3: Read for Detailed Information
Task1: Read for “eyes”
Students will be asked to read para1-2 to answer the following questions:
What did “I” see during the day
What is “my” feeling to the things “I” see
Task2: Read for “ears”
Students will be asked to read para3-6 to answer the following questions:
What does the writer hear during the day
Para 3 The ______ of “my” guide Para 4 Two bad _______
Para 5 The protective _________ Para 6 The_____ of the measures
Raise as many questions as possible based on this part.
Let’s read and find the answers to our questions.
(基于作者在旅行中的所见、所闻、所感设计问题链解读文本内容，提取并整合以下信息：过去的危机，危机产生的原因，政府和当地人民政府采取的措施以及效果。在解读过程中完成一些重点词汇的巩固，如plain,illegally,attack,threat,remind sb of, take measures to do, intend to do... )
Task3: Read for “heart”
Students will be asked to read para7 to answer the question:
In the evening, how does the writer reflect on the day’s observation
（清楚把握作者的观点）
Task4:Discussion
What can we do to protect wildlife
（通过讨论，让学生提高对保护野生动物的意识，并深思个人能以什么样的实际行动来保护野生动物）
Step 4: Read for Summary
Students will be asked to read the passage again and answer the question:
For writer, the day is ___________.
Can you review the passage according to the tips
During the day, the author begins to know what antelopes went _______ in the past, such as being shot to ____ ______, and losing their_______. The author also learns about that the government and people have taken effective ________ to protect antelopes safe from ______. Luckily, the antelopes were removed _____ the list in 2015. But the government does not intend ______ the programmes, since the ______ have not disappeared. More can be done.
（引导学生对文本做个梳理，小结。）
Step 5: Interview
Suppose you were an antelope John from Tibet and I’d like to ask you some questions that I am curious about.
Example:
A:Hello, John! May I ask you some questions
B:Of course.
A:What do you think of the life now？
B:Quite well. Life has changed greatly. Nowadays life is comfortable because in the reserve, people watched over us day and night to keep us safe. Bridges and gates were added to let us move easily and keep us from cars and trains.
（设置一个采访活动，让学生把课堂生成迁移运用，利用步骤三第二项任务自己提出的问题，模拟采访。）Step 6：Assignment
Suppose you were a Tibetan antelope. You were invited by WWF to give a speech on wildlife protection. Write at least 80 words. You may:
describe your past and present lives;
share what you want to say to humans;
tell other things you want to share.
（介绍藏羚羊的生活，巩固课堂上所学的词汇句型，发出保护野生动物的倡议，内化知识。）