人教版（2019）必修 第二册Unit2 Wildlife Protection Reading and Thinking 教案
文档属性
| 名称 | 人教版（2019）必修 第二册Unit2 Wildlife Protection Reading and Thinking 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 19.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-20 12:40:49 | ||
图片预览
文档简介
Unit2 Wildlife Protection Reading and Thinking
教学目标
By the end of this section, students will be able to:
1. analyze the structure and stylistic features of a travel journal.
2. figure out the causes of the danger facing Tibetan Antelopes, the measures taken and the results by making a mind map.
3. recognize the importance of ecological balance and explore how to change our way of life to live in harmony with wildlife and nature.
Teaching focus:
1. To identify the structure of a travel journal
2. To figure out the problem facing Tibetan antelopes, the causes of the problem the measures taken and their results.
Teaching difficulty:
To talk about the problem facing wildlife, the causes and the measures of it.
教学内容
This text is a travel journal about the author’s trip to observe the Tibetan antelope. On the one hand, the author records what he saw, heard or thought and how he felt during his trip. On the other hand, the text is developed in terms of the beauty of Tibetan antelopes, the problem they faced, measures being taken, the short-term result and the long-term follow-up. It is intended to improve readers’ understanding of wildlife and call on them to take action to live in harmony with wildlife and nature.
教学过程
Teaching procedures:
Step1: Lead-in.
Students are expected to talk about their preference as to traveling destinations and their purposes.
Where do you prefer to travel And why
Step2: Prediction
Ask students to predict according to the title and the picture.
Where did the author possibly go And why
What do the clouds in the title refer to
Step3: Read for the gist.
Ask students to fill in the blanks and identify the genre of the text.
What the author saw
a travel journal What the author heard
What the author thought
Step4: Read for information
(1)Ask students to understand the description of the Tibetan antelope and understand the author’s feeling.
What was the place like
How did the author feel
(2)Ask students to figure out the problem facing the Tibetan Antelopes and the causes.
What was the problem facing the Tibetan antelope during the 1980s and 1990s？
What had caused the problem
Why did people hunt Tibetan antelopes illegally
What led to the habitat loss of Tibetan antelopes
(3)Ask students to explain Zhaxi’s understanding of wildlife protection.
What do you think Zhaxi means by saying “We’re not trying to save the animals. Actually, we’re trying to save ourselves.” (Para3, line3)
(4)Ask students to complete the table to figure out what has been done to protect the Tibetan antelope.
Participants Measures Result
Chinese government ____ it under national protection
______ Changtang National Nature Reserve
_____ bridges and gates to let them move easily and freely
Common citizens _______ to watch over them day and night to keep them safe
(5) Ask students to answer the question.
What other measures did the government take to help protect the wildlife
(6) Ask students to figure out the author’s reflection by filling the blanks.
Only when __________________ can we _______________________.
Step5: Read for thinking
(1) Ask students to think about the question and then share their opinions with the partner.
What can we do to change our way of life to live in harmony with nature
(1)Ask students to complete the mind map to analyze the outline of the text and the changes of the author’s feelings.
Step6: Reading for writing
Ask students to discuss in groups about protecting a species of wildlife in danger to write a persuasive letter of 80—100 words.
Discuss and make notes
Write with useful expressions
Assess the writing in groups
Present the persuasive letter
Step7：Summary
The teacher summarizes the topic of wildlife protection with the recent news of Elephants’ Journey in Yunnan.
Step8：Assignments
Ask students to choose one assignment that interests them and complete it.
(1) Do more research to make an animal fact file about Tibetan antelopes, including their appearance, habitat, migration, diet, or other information.
(2) Write a report on an endangered species in your neighborhood.
Blackboard design
A DAY IN THE CLOUDS
the beauty of the Tibetan antelope
the problem
the causes
the measures being taken
the long-term follow-up
教学目标
By the end of this section, students will be able to:
1. analyze the structure and stylistic features of a travel journal.
2. figure out the causes of the danger facing Tibetan Antelopes, the measures taken and the results by making a mind map.
3. recognize the importance of ecological balance and explore how to change our way of life to live in harmony with wildlife and nature.
Teaching focus:
1. To identify the structure of a travel journal
2. To figure out the problem facing Tibetan antelopes, the causes of the problem the measures taken and their results.
Teaching difficulty:
To talk about the problem facing wildlife, the causes and the measures of it.
教学内容
This text is a travel journal about the author’s trip to observe the Tibetan antelope. On the one hand, the author records what he saw, heard or thought and how he felt during his trip. On the other hand, the text is developed in terms of the beauty of Tibetan antelopes, the problem they faced, measures being taken, the short-term result and the long-term follow-up. It is intended to improve readers’ understanding of wildlife and call on them to take action to live in harmony with wildlife and nature.
教学过程
Teaching procedures:
Step1: Lead-in.
Students are expected to talk about their preference as to traveling destinations and their purposes.
Where do you prefer to travel And why
Step2: Prediction
Ask students to predict according to the title and the picture.
Where did the author possibly go And why
What do the clouds in the title refer to
Step3: Read for the gist.
Ask students to fill in the blanks and identify the genre of the text.
What the author saw
a travel journal What the author heard
What the author thought
Step4: Read for information
(1)Ask students to understand the description of the Tibetan antelope and understand the author’s feeling.
What was the place like
How did the author feel
(2)Ask students to figure out the problem facing the Tibetan Antelopes and the causes.
What was the problem facing the Tibetan antelope during the 1980s and 1990s？
What had caused the problem
Why did people hunt Tibetan antelopes illegally
What led to the habitat loss of Tibetan antelopes
(3)Ask students to explain Zhaxi’s understanding of wildlife protection.
What do you think Zhaxi means by saying “We’re not trying to save the animals. Actually, we’re trying to save ourselves.” (Para3, line3)
(4)Ask students to complete the table to figure out what has been done to protect the Tibetan antelope.
Participants Measures Result
Chinese government ____ it under national protection
______ Changtang National Nature Reserve
_____ bridges and gates to let them move easily and freely
Common citizens _______ to watch over them day and night to keep them safe
(5) Ask students to answer the question.
What other measures did the government take to help protect the wildlife
(6) Ask students to figure out the author’s reflection by filling the blanks.
Only when __________________ can we _______________________.
Step5: Read for thinking
(1) Ask students to think about the question and then share their opinions with the partner.
What can we do to change our way of life to live in harmony with nature
(1)Ask students to complete the mind map to analyze the outline of the text and the changes of the author’s feelings.
Step6: Reading for writing
Ask students to discuss in groups about protecting a species of wildlife in danger to write a persuasive letter of 80—100 words.
Discuss and make notes
Write with useful expressions
Assess the writing in groups
Present the persuasive letter
Step7：Summary
The teacher summarizes the topic of wildlife protection with the recent news of Elephants’ Journey in Yunnan.
Step8：Assignments
Ask students to choose one assignment that interests them and complete it.
(1) Do more research to make an animal fact file about Tibetan antelopes, including their appearance, habitat, migration, diet, or other information.
(2) Write a report on an endangered species in your neighborhood.
Blackboard design
A DAY IN THE CLOUDS
the beauty of the Tibetan antelope
the problem
the causes
the measures being taken
the long-term follow-up