人教版（2019） 必修第二册 Unit 2 Wildlife Protection Reading and Thinking（教学设计）.docx

Unit2Wi1.d1.ifePnHectionReadingandThinking课时安排时长讲解内容豫前溜（习IiHW45分於收材P16-17学生自主完成收材中的题目.收材分析本文是一是-篇日志体(j。Urna1.)的文章，记录一天中所发生的事情，课文的标即是A1.)AYINTHEC1.oUD,以第一人称的口吻讲述保护珍稀初种藏性羊的故事。文章共有7个段落，结构完整，文字优关.铁学目标1. Improvetheawarenessofwi1.d1.ifePrO1.eCIiOnbyacquiring(heknow1.edgefwi1.d1.ifeprtHcc1.ion.2. Focusonenvironmenta1.PrO(CC1.iOnandprotectionofa1.1.1.ives.3. Ana1.yse(he1.ivingenvirn11cn1.ofwi1.danima1.swithappropriatethinkingmode.4. Ski1.1.fu1.1.yuseIhCvocabu1.aryandgrammarknow1.edgeofthisunittocu1.tivatese1.f-studyabi1.ityaccordingIo(heunitcn1.ent5. Deve1.opcooperative1.earningabi1.itythroughdiscussionandotherways教学”点1. Enab1.e(hestudentstota1.kaboutthecurrentsituationofwi1.danima1.s.2. Guidethestudentstosummarizethemainideaofeachparagraphaswe1.1.as(hemaini<1.caofthe(ext.3. He1.pstudentsIcamwhatefforthasbeenmadetochangetheserioussituationaiwhate1.seshou1.dbedune.教学资源PPTvideoc1.ip,handouts教学方法Task-based1.anguageTeaching.Critica1.readingstrategies教学过程Step1:VVurmingup1. 1.ct,s1.ookatsomeanima1.s,anddiscusswhattheyhaveincommon.Theyareendangeredanima1.s.Theyarcbeinghuntedbysomei1.1.ega1.huntersformoney.Theyshou1.dbewe1.1.PrVkX(Cdnow.Theyarccuteandbeautifu1.2. Guessinggame:whatkindofanima1.isi1.?1) Itisgooda1.runningandjumping.2) ItisoneoftheBeijingO1.ympicmascots.3) Itsnameisc1.ose1.yconnectedwithChangtangNatureReserve.4) Itmain1.y1.ivesinQinghaiandTibet.Itisanante1.ope.3. Watchavideoaboutante1.opesandta1.kIiboUtIhefev1.ingsaboutthevideo.Ecc1.sor)andsad.I'hcyshou1.dn'tbehuntedandinsteadshou1.dbewe1.1.protected.设计意B9r展示藏羚羊图片，引出主遨，激活学生已有背景知识，从而激发学生阅读欲里，锻炼口头表达交流能力.Step2:Pre-readingMakesomepredictionsbasedon(hetit1.eandthepicture.Q1.:Whoscdayisit?Q2:WheredoIhCygo?Q3:Whydotheygothere?Q4:Wha1.d(heysee?设计意BBt通过对标超的提问和解读,让学生参与文本的讨论在此基础上，教师可以引导学生学会通过标题、图片来预测文本的大概内容。Stcp2:Whi1.e-reading1. FastreadingReadthepassagequick1.yIoso1.vethefo1.1.owingquestions.1 )Vhydidtheauthorcome(oTibet?Theau1.horconics(oTibc1.inorderk>observeTibe1.anan1.e1.ope5.2)Vhydid(hepopu1.ationOfantc1.opcsdropsobad1.yinthe198OSandI99(X?Thepopu1.ationofante1.opesdropssokidIybecauseofbeinghuntedand(he1.ossofIhcirhabitats.3)Whatwasdonetoprotect(heTibetananc1.opcs?I1.umansprotecttheTibetanante1.opesbywatchingoverthemindaddingsomebridgesandga1.es.4)Whyshou1.dwecontinuetheprotectionp11>gramsof1.hcan1.c1.opes?Thethreat1.othemhassti1.1.existed.5)Whdtcanwedotosavethep1.anetaccordingtotheauthor?Wcought(o1.iveinharmonywithnature.2. Carefu1.readingI)ReadforthemainideaofeachparagraphParaIzThewritervisitedChangtanginOrdCnQobserveTibc1.anante1.opes.Para2:,11bctanante1.opesarcindanger.Para3:Uisguidethinksthatthe1.andisSHCredandProICDingthewi1.d1.ifeisawayof1.ife.Para4:BadtimesfortheTibetanante1.ope.P*ra5:TheChinesegovernmentandvo1.unteerstookeft'ec1.iveincasunrstopr<ec1.theTibetanante1.opes.Pan1.6:Thecec1.ivemeasureshavehe1.pedthepopu1.ationofTibetanante1.opesrecover.Para7:Humanbeingsmustchangethewayof1.ifeinordertosavethep1.anet.3. Readforhes(ruc<uPart I: Para1-3Part II: Pani4-6Part III: Para7Tip：hcpassageisatrave1.journa1.andisdividedbasedonwhat,observe.WhatTXhearandwhatuthink.3.Q:Whatdocstheauthorexperienceinthec1.ouds?ThinGtheauthursees:1) Snow-coveredmountainsdisappearingintoc1.ouds.2) Theante1.opesmovings1.ow1.y<rruss1.hcgreengrassThingstheauthorhears:1) ChangtangNationa1.NaIUreReserve2) BadtimesfortheTibetanante1.ope3) Measuresoprotect(heTibetaname1.ope4) Ef1.cctsachievedafteryearsofpro<cc1.ionThingstheauthorfee1.sorthinks:I)Struckby(heirbeauty2) Changingourwayof1.ife.3) Existinginharmonywithnature.通过概括短段人总,梳理段落之间的设辑关系、段落内句与句之间的设辑关系,区分主要信息和支撑性伯息概括段落关键词：培养学生区分主要信息和次要信恩的能力.通过猜测词义等活动使学生准确理解文本信息.提升学生的分析、推断、概括等思维品侦0StCP3:Post-readingDiscussionQ1.:Whatsthepurposeofthisartic1.e?hcauthorintendstote1.!usthata1.thoughthe,hbctanante1.opehasbeenremovedfromtheendangeredspecies1.ist,thethreatstothemhavenotyetdisappeared.Wemustchangeourwayof1.ifeandIcarntoexistinharmonywithnature.Q2:T:DyouagreeIha1.wemustchangeurwayof1.ite(osaveOUrp1.and?Whyandhow?WordsandCXPrCSSiOnSforreference:Inmyopinion,weshou1.d/shou1.dn't.hcreasonsarcasfo1.1.ows:.Tosaveourp1.anet,weshou1.d.设计意图引导学生探究“人类不健康的生活方式与藏羚羊生存危机之间的关系及解决办法”.在“人与自然“这一主题语境下,调动学生已有的蔚子该主题的经脸，建构和完善新的知识结构.深化对该主超的理解和认识.Step4SummarySummarizeWha1.wehaveIeitrn1.:依托主题，运用思维等图对语篇进行结构化斛读，培养学生的思维UJ相性“I1.umcworkSupposeyouarcthewriterandyouhavere1.umedfromthejourney.Yourheadmasteraskedyoutode1.iveraspe<xhabc>u1.theTibetanante1.opes.I1.mayinc1.udeIhefo1.1.owingparts:1. Theante1.opes'1.ifeinthepast(prob1.emsandcauses)2. Theirpresentsituation(inp11>ven>en1.sandreasons)3. Whatweshou1.ddotoPnMCCt1.hCante1.opes(reasonsandmeasures)设计意图帮助学生梳理、整合写作所需的词块。通过搭建支架，帮助学生巩固所学内容，整合运用语言进行书面表达,完成主体内容、诺言知识和文化遨识的迁移应用.板书设计Unit2Wi1.d1.ifeProtectionReadingandThinkingTeTibetanAnte1.opes假学反用本节课优点：课堂开放空间扩大,突出了学生在学习过程中的主体性和自主性.学生有了自主解读文本、自主探究的机会。本节课缺点：从语料的真实性来看,行的话题没有充分考虑学生的学习需求.与学生认知体聆脱节，导致无话可说,不利于学生语用能力的培养.本X课需要完善的地方：需要在单元大主题内通过情境连贯性加以改进,设计更多的藏区生活和环咬的小场景将学习TMI入连贯立体的主题语境肽络，培养学生的英语思斑:和综合语用能力.