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

人超高中英语必修第二册Unit2Wi1.d1.ifeProtection1.esson2ReadingandThinkingTeachingDesignBasicInfarmtionCourseCategoryCompu1.soryTextbook,newmodu1e2TeachingMateria1.PEP(2019)UnitUnit2Wi1.d1.ifeProtectionThematictextManandnatureEnvironmenta1.protectionThemesignificanceThetopicoftheunitre1.atestothethemeofwiId1.ifeprotection,whichdiscussesthere1.ationshipbetweenmanandnature.Teachingp1.anTit1.eADayintheC1.oudsTopicProtectingwi1.d1.ifeanima1.s1.essontypeReadingandthinking1.Standardsandtheories(I)Activity-basedApproachtoFng1.ish1.earningTheActivity-basedApproachtoEng1.iSh1.earningadvocatesthatstudents1.earnEng1.ishthroughaseriesofintegrated,re1.evant,andpractica1.theme-basedactivities,*eretheyundergo1.earningprocessessuchasPereCHingandnoticing,retrievingandsurnntirizing,andgenera1.izingandsynthesizing.(2)Ideo1.ogica1.andPo1.itica1.Theory“Ideo1.ogica1.andPo1.itica1.*isanindispensab1.eandi11c>ortantpartoftheSyS1.eI1.ofsteadi1.yadvancingideo1.ogica1.andpo1.itica1.CdUCaIiOntoforma1.arge"ideo1.ogica1.andpo1.itica1.Muca1.ion"sysemunderIhCbackgroundofthenewera.Itrunsthegoa1.ofeducatingpeop1.ethroughoutthewho1.eprocessofcurricu1.umeducation,sothateducationcanreturntotheorigina1.intentionofcu1.tivatingPeOP1.ewithmora1.ity.TheIdeo1.ogica1.andPo1.itica1.Theorycontainedinthis1.essonistoraiseS1.Uden1.'sawarenessofprotectingtheendangeredanima1.sand1.iveinharmonywithnature.2.Ana1.ysisoftext(I)Thematictext:nsinandnature(2)Texttype:journa1.artic1.es(3)Thetopicoftheunitre1.atestothethemeofwiId1.ifeprotection,whichdiscussesthere1.ationshipbetween11m11ndnature.Inthis1.esson>thereadinpussaeisajum<1.1.whichusesthefirst-personnatatieandrecordstheauthor*sexperienceofprotectingtherarespeciesTibetanante1.ope.IWhat'I"eartic1.edescribeswhattheauthorhaveseen,heardandexeriencet1.inTibetJnaddition,teartic1.ecoverstheco1.i(ionof(heante1.opes,theprob1.emsthey1.ace,theso1.utionsfoundbygovernmentandvo1.unteersandtheeffectivenessofprotective11asrcs.(Why'I"etextaimstoraisepeop1.e'sawarenessofprotectingwi1.d1.ifeanina1.s,nakestudentsunderstandthefactsandreasonswhywi1.dspeciesaredisappearingfromtheearthatana1.a11ningrate.Themora1.va1.ueintendedinthistextisthatstudentsshou1.denhancetheirawarenessOfproteciingtheendangeredanima1.sand1.iveinharmonywithnatureIHow'11etextinthis1.essonisajourna1.artic1.ewithintactstructure,inwhichthedescriptionsarevivid.icturingakindofgracefu1.anima1.Thetit1.eofthetextcontainsadeepimp1.iedneaning.In(hisext,itusesIheang1.eoftheauthortoobscr,ctheantc1.opcs.whichinc1.udes1.hcauthor'sdifferentsenses.3.Ana1.ysisOfStUdentSWearegoingtoana1.yzetheGrade10seniorhighschoo1.studentsfromthefouraspectsoftheKeyCompetenciesachievedthroughtheEng1.ishsubject.1.anguagecompetence:Studentsareab1.etogatherandprocessinfo11nationthroughreading.andsomeofthemcanexpresstheiropinionsconfident1.yinEng1.ish.A1.so.thcyhavebasicknow1.edgeofreadingandwriting.Howcvcr.mostofthemdon'tknowthetexttypeofjouma1.Thinkingdisposition:Theyhave1.ogica1.thinkingabi1.ity.bcingab1.etopredictthecontentofthetextbasedonthepicturesandtit1.es.Inadt1.ition.t1.eycansummarizethekeyinformationofthetextandrete1.1.thestorybyfo1.1.owingthemindmap.Ontheotherhand,nostofthemarere1.ative1.yweakindiscoveringandsummarizingtheso1.utionsofrescuingtheantdopcs.Andsonicofthemmay1.ackinferringabi1.itytodeducetheimp1.iedmeaningoftheIcxtJackingtheabi1.ityofunderstandingandintegratingknow1.<x1.ge.Cu1.tureawareness:Moststudentsarefami1.iarwiththeendangeredanima1.s.h-oughtheinterne,te1.evisionandbroadcas,theyhaveknowntheimportanceofprotectingtheendangeredanima1.s.However,becauseof1.imited1.ifeexeriences,moststudentsmaynothavesystematicknow1.edgeaboutthewi1.d1.ifeprotcction.1.ackingadeepUndCrStandingofsustainab1.edeve1.opmentand1.ivinginharmonywithnature.1.earningabi1.ity:StudentshaveabasicEng1.ishtoun<htion,anactiveattitudetowards1.earningandahigh1.eve1.ofenthusiasmtoracceptingnewknow1.edge.Indai1.ysiudy,heyhavemasteredsome1.earningStrategies1IhereIbremostofthemcanfinishtheindividua1.workandgroupworkundertheguidanceoftheteacher.andtheawarenessofcooperationiswide1.yaccepted.Somestudentsarere1.ative1.yweakinreadingstheycanhard1.ysynthesizethekeypointsofthetext.4.TeachingobjectivesAfterthec1.ass,studentswi1.1.beab1.eto:(1)readthetextandiden1.ifythetextfeaturesoftheartic1.e.(2)infertheimp1.icdmeaningofthetit1.eandcontent.(3)comparethe1.ivingconditionsofTibetanante1.opesinthepastandatpresent.(4)disti1.1.theprob1.emsandso1.utionsoftheTibetanante1.opesbasedonthetext.(5)makeaninterviewofwi1.d1.ifeprotectionthroughgroupworktoimprovecooperativeabi1.ity.5.1.earningeva1.uationdesignActivitiesIteasStandardsRe1.evantObjectivesRewdthetrave1.journa1.andettkmainideuofeachparaRraph(1.earningandunderstanding)ContentHaveyouunderstandtheainideaofeachPiiragriiphanddividethewho1.epassageintosevera1.parts?1.earningObjective1:StIKien1.SCansortoutthestructureofthetext,obtaintheauthor,sviewsonendangeredanina1.sandgetfmi1.iarwiththecontent,structureandwritingChcinicteristic-Softhetrave1.journa1.1.anguageHaveyouco1.1.ecteda1.1.theneededinfor11ationofthetext?Inferauthor*sintentionofwritinPariIgrSPh4-6<nddeducetheneaningofZhaxi5sexpression.(App1.yingandpractising)ContentHaveyouunderstandIheauthor*swritingintentionandZhaXi'sexpressions?1.earningObjective2:Studentscw)inferthethan?ofthetextbasedonreading.1.anguageHaveyouusedthekeyinfor11tfitioninthotext?Interview(Transferandinnovation)Content1.HaveyouusedtheUOrdSandsentencesthatyouhave1.earnedto11uketheinterview?1.earningobjective3:StudentscanusetheT-ChaHtodescribethechangeshappenedinTibetanante1.opesandtheeffortsmadebyh三anbeingstoprotectvi1.daniaa1.s.1.anguage1. Ihveyouusedtheini'or11wtionoftheTChartt(describethechangeshappenedinato1.opes*1.ife?2. ArethereanymistakesinpronunciationHndgfcU11BcH?Studentscanexp1.oretheeaningof1.ivingha11nonious1.ywithnature.ExpressionHaveyouexpressedyouropinions1.ogica1.1.yandconfident1.y?6.Teachingfocusanddifficu1.ties(I)HoWtogetstudentsfu1.1.yUnderSUmdthedeepIneaniagoftheIQX1.figureoutthetextfa1.uros.andinfertheimp1.iedneaningofthetit1.e.(2)Howtoguidestudentstohaveadeepthoughtoftheprob1.emsandso1.utionsoftheTibetanante1.opes.(3)Ikwtohe1.pStudentstransferWhattheyhiveIearnedintopracticeHndInakoanintevi(wfta1.kingabou1.theiropinionsICWardSUiId1.ireprotection.So1.utions:(I)BascdontheconceptofActivity-basedapproachtoEng1.ish1.earning,anddrivenbyprob1.emsandtasks.wedesignhierarchica1.C1.assnxxnactivitiestoa1.1.ewstudentstoactive1.yexp1.orethetextandencouragestudentstode®OnStratetheiropinions.(2)Usethemindmaptohe1.pstudentsUnderS1.and,masterandapp1.ykn。常IedgaandtheIeaChershou1dactas<norganizerandresourceprovidertogivethemscaffo1.ding.7.TeachingaidsB1ackboard,nu1.ti-media,StudyGuide.8.TeachingproceduresStage1.Earningandunderstanding1.ead-inTeacher*sactivitiesStudents*activitiesStep1.TheteachershowstheInaSCO1.Yingyingofthe2008BeijingO1.ympicGames.Step2.Theteacherasksstudentsiftheyknowwhyvechooseuante1.ope"asoneofthemascotsof2008BeijingO1.ympicGames.Step1.Students1.katthepictureof11vscotandexpresstheiropinionsbasedontheexpressionsandphrases1.earnedfrontheprevious1.essonsDesignpMrposesShowingthepicturesofthe帧SCOIandante1.opesvi1.1.makestudentsworecuriousaboutthetextthattheyaregoingto1.earn,whichactivatesstudents*previousknow1.edgeoftheendangeredanina1.Pre-readingStep3.Tbeteachershowsthepicturesandtit1.eotthetextandasksstudentstoPrediC1.theCaIterHofthetext.Step2.Students11vkeapredictionbasedonthetit1.eandpicturesofthetext.DesignPurpase1.Makingpredictionbasedonthetit1.eandpicturescanarousestudents,interesttowards1.earningandactivatetheirpriorknow1.edge.Whi1.evTeadingTeacher*sactivitiesStudents'activitiesStep4.Theteacherasksstudentstoskimthetextandchecktheirpredictionsandanswerth。questions:IbiHistheartic1.eabout?额hai'sthegenreofthetext?Anintroductionreport0trave1.journa1.AdvertisementAshortnove1.Step5.TheteacherasksStudentstoreadthepassageagain.ThennatchthenainideaofeachP<trgriiph.Step6.Asstudentshave1.earnedthefeaturesofthetrave1.journa1.,theteacherasksstudentstoreadtheparagraph1-3andfind4thingstheauthorsees,hearsandfee1.sandthinks.*Step3.StudentsSkimthetit1.eandthepicturesquick1.ytogrsthenainideaandidentifythegenreofthetext.Andstudentsreadthetextforthefirsttinetoge1.faai1.iawiththestructureandthefeaturesofthetrave1.journa1.Step4.Studentsreadthetextagainandfindoutthegenera1.ideofeachparagraphquick1.ywiththehe1.poftopicsentenceandtransitiona1.rords.Thenanswerthequestion44Whiitaspectsrecoveredinajourna1.?,Step5.Studentsreadthepassageagain.ThennatchthemainideaOfeachpnrag11ph.Step6.Studentsreadtheparagraph1-3andfindoutthethingstheauthorsees,hearsandfee1.s.Thin弗theauthorsetsThingstheauthorseesSnow-coveredmountainsTheante1.opesmovings1.ow1.yacrossthcgreengrassThingstheauthorhearsThingstheauthorhearsChangtangNationa1.NatureReserveDangeroussituationsoftheante1.opesHowtheauthorfee1.sandthinks(ref1.ection)Howtheauthorfee1.sandthinks(ref1.ection)de1.ightedandsurprisedWorriedaboutIheendangeredsituations.Step6.Teacherinvitesstudentstosummarizethemainstructureofthetexttogetherbyshowingthemindrnap.(Designurposes1.nvitingstudentstofindthingsthattheauthorsees,hears,fee1.sandthinks,he1.pstudentsunderstandthefeaturesofthejourna1.artic!e.whichpaveswayforthefo1.1.owingteachingstepsandenhancesstudents'readingcompetence.Step7.Theteacherinvitesstudentstoreadparagraph4andparagraph6andaskthemquestionWhathappenedtotheante1.opesinthepast?Howisantc1.opcs,prcscnt1.ivingcondition?Step7.Studentsreadthearagrah4-6andenfinishtheT-charttomakeacomparisonoftheante1.opes'1.ivingconditionindifferentperiods.PasiPresentPopu1.ation:droppedbymorethan50percent.hasrecveredStep8.ThcteacherhandsouttheT-chartandcomparesthedifferent1.ivingconditionsoftheHabitats:becamesma1.1.erChangtangNatureReserveisbui1.tTibetanante1.opesindifferentperiods.ThereasonsIbrthishunterstheeffectiveso1.utions1.ivingcondition:bui1.toftheFOadSa1.Fai1.wa、SPopukitionhasResu1.ts:Theywereendangered.recovered.Theante1.opesarefemovedfromtheendangeredspecies1.ist.DesignpurposesScanning1.eadsstudentstoretrievedetai1.edkeyinformation,andfindouttheprob1.emsthatante1.opesface.TheT-charthe1.psthciknowthereasonstotheseprob1.emsandTibetanante1.opes'conditionsofthepastandpresent,fromwhichstudentswi1.1.understandthechangesthathavetakenp1.acetheseyears.Teacher'sactivityStudents'activityStep9.Theteacherasksstudentstoreadparagraph5again,andasksstudents*4Uhatarethemeasuresp-oposedbythegovernmentandvo1.unteers?Thentheteacherinvitessomestudentstota1.kaboutIheirfindings.Step10,Theteacherinvitesstudentstobrainstormandorganizesfourstudentsinagrouptofindrr>roso1.utionsofprotecti11Rtheante1.opesStep8.Studentsreadparagraph5again.andanswerthequestions.Step9.Studentsfindouttheso1.utionsthatdifferentrepresentativesdotorescuetheante1.o>es.Step10.Discusswithgroupmatesandfindmoreso1.utions1.orescuetheendangeredanima1.s.DesignpurposesFindingso1.utionshe1.psstudentsgetthecoveideaofthetheme-protectingendangeredanima1.sTheywi11knowhowmanyeffortsthegovernmentandvo1.unteershavemadetorescuetheante1.opes.DiscussingwithPartnerSaxifindingouthatcitizenscandotoPmteCttheTibetanante1.opesenhancestudents*critica1.thinkingabi1.ity.Stage2.App1.yingandPracticingStep11.Theteachershowsthetit1.e“AUayintbe'C1.ouds“onFfTagainandinvitesstudentstota1.kabouttheirunderstandingofthetit1.e.Step12.TheIeacherinvitesstudentsto:(D1.nfertheauthor,sintentionofwritingparagraph1.-6.DeducethemeaningofZhaxi*sexpression.Step11.Studentsthinkabouttheinp1.ied11eani11Rofthetit1.e,andinfertheauthor'swritingintention.Step1.2.StudentsinferthedeepmeaningofZhaxi'sstatement.DesignpurposesAttking1.ogica1.inferenceaccordingtothefactsofthetextisahighICvC1.ofthinking,whichhe1.psstudentstogettheimp1.iedmeaningoftheauthor*writingattentionandformcritica1.thinkingabi1.ity.Stage3.TransferandInnovationPost-readingStep13.TheteacherasksStudentstoapp1.ytheinformationstudentsgetandmakeaninterviewStep1.4.Dividestudentsintosevera1.groups,andorganizethegroupwork.ThenInvitesomegroupstoshowtheirinterviewonthestageSteP1.3.Basedonthesentencesandinformationontheprerpoint,onestudentactsastheinterviewer,andtheotherinterviewee,twoS1.udentSapairtofinishtheinterview,andtheycanusethesentencesonthepowerpoint.Stepb1.Theinterviewerdesignssomequestions,andasktheintervieweetota1.kabouthis/herviewsonTibetanante1.opeprotectionDesignpurposesDiscussionisdesignedtofindauthor*swritingintentionofadvocatingtheconceptof1.ivingirhamj11ywithnature.In1.erviewimprovesstudents*creativeandcriIica1.thinkingabi1.ity.andifsastageofoutput,whichaimsatdeepeningStUden1.S'understandingIoWardSwi1.d1.ifeprotectionandarousingstudents*spiritof1.ovingandprotectingtheendangeredanima1.s.9.B1.ac1.d×)ardDesignA以qMthe-6%6IrnroCIUCtioCi1.rprofitingOursc1.ves胃neSteWeWerIntGrMeWce：Prote1.tingyante1.opesmecPcarc5)NeNa(A)cPar1.IO-HoaeirorkWritingP1.easeapp1.ywhatWehave1.earned(inc1.udingtheinformationfromtheprevious1.essons)andwriteanIetteiUehaveexperiencedtheauthor'sonedayinthec1.oudsandsupposeyouareano1.dante1.ope.You*reWritingaIetteitoyourgrandsonaboutyourdaysinthec1.ouds.Itmayinc1.udethefo1.1.owingparts:(I)Your1.ifeinthepast(abouttheprob1.emsandcauses)(2)Yourpresent1.ifeandyourthanksto.(themeasuresandeffects).