(2019新教材) 人教 Unit2 Reading Wildlife protection教学设计.docx

1、1 1 / 8 8 B2U2 Wildlife Protection Period2 Reading and thinking 横山中学横山中学 周侨周侨 一、一、 Analysis of the teaching material The theme of this unit is the protection of wildlife around the world, together with Natural disasters and We are trying to save the world, which contributes to improving our awarenes

2、s of environmental protection. Moreover, the theme of this reading text is “Learn about protecting endangered animals”. The text is a journal, which not only shares us a day in Tibet but also tells about the measures of protecting the endangered animal-Tibetan antelope and its achievements. Accordin

3、g to the English New Curriculum Standard, it is hoped that students can use the information in this unit to reflect upon the situation of wildlife protection and how decisions in their own lives can have a positive effect on solutions to the issue. 二、二、 Analysis of the students Students in Grade One

4、 has learned English for years, and they have mastered some basic language points and language skills, and they can get some detailed information in the text., but most of them lack reading strategies like skimming, scanning and prediction. Besides, they may not easily understand what the message is

5、 hidden in the text, which requires the teacher to help them tell the literal meaning from the implied meaning. Students get to know some knowledge about the importance and urgency of environment protection after learning Book1Unit4 Natural Disasters. Furthermore, this text focuses on the protection

6、 of endangered animals-Tibetan antelopes, which can activate students sympathy for the endangered animals and cultivate their thinking ability to solve some problem. 三、Teaching objectives 2 2 / 8 8 Knowledge objectives: 1. To learn about the features and linguistic characteristics of a journal and a

7、ppreciate the description of scenery and psychology; 2. To get the students to master the important words and phrases such as: plain, observe, beauty, shooting, recover, intend, remind sb of sth, day and night and so on. Skill objectives: 1. To identify the literal meaning or implied meaning of some

8、 sentences; 2. To enable the students to predict the content of the passage with the title and the pictures in the text; 3. To improve the students reading strategies like skimming, scanning to get the structure and content of the passage. Emotional objectives: 1. To learn about the challenges and d

9、angers of wildlife; 2. To learn about some measures of protecting wildlife and think over their own methods. Thinking quality objectives: 1. To infer some implied meaning according to the text; 2. To cultivate the spirit of critical thinking and creative thinking; 3. To analyze authors attitude to s

10、omething. 四、四、 Teaching important points 1. Get the students to catch the authors attitude towards something; 2. Let the students to identify literal and implied meaning; 3. Enable the students show their own attitudes towards the protection of wildlife with the language learnt from this text. 五、五、

11、Teaching difficult points 1. Make the students infer the implied meaning in the light of the text; 2. Cultivate students spirit of critical thinking and creative thinking. 六六、Teaching procedure 3 3 / 8 8 Pre-reading（4min） Step1 Lead-in（2min） Show a video clip from Kekexili:Mountain Patrol. Q: What d

12、o you about the Tibetan antelope and the Changtang National Natural Reserve? Purpose: To introduce the topic of the text after learning about the present of the Tibetan antelopes. Besides, get the Ss to know some new words and activate their sympathy for the antelopes for the further reading. Step2

13、prediction (2min) T: Look at the pictures and the title. What do you think the text is about? S: Probably a day during which the writer studies or watches Tibetan antelopes. T: Why is it “in the clouds”? S: Probably the writer has to go to a place high above sea level. T: Which sentences in paragrap

14、h1 show the antelopes live high above sea level? S: The air is thin and we have to rest several times on the short hike camp. To our left, snow-covered mountains disappear into clouds that seem almost close enough to touch. Purpose: To practice Ss ability to predict context and content from the imag

15、es and the title ask the Ss to pay attention to the first paragraph to get the main idea of the first paragraph. While-reading（25min） Step3 Skimming T: Why does the author spend a day in such a place? S: To observe Tibetan antelopes. T: What does the author observe about Tibetan antelopes? How many

16、parts will you divide this passage into? Part1 (para1-3) The moment of the Tibetan antelopes Part2 (para4-6) The past of the Tibetan antelopes 4 4 / 8 8 Part3 (para7) The future of the Tibetan antelopes Purpose: To practice Ss reading strategies of skimming and the ability to catch the main idea the

17、 passage Step4 Detailed reading Part 1 Para1-3 T: How does the author observe the Tibet antelope？ The environment/habitat The air is thin Snow-covered mountains disappear into clouds On the plains of Tibet, Xinjiang, and Qinghai The green grass Changtang National Nature Reserve The action/appearance

18、 Graceful Move slowly across the green grass Beautiful T: How does author feel now? S：He is struck by the beauty. T: What adjectives would you use to describe the view in the two paragraphs? S: Picturesque, clam, peaceful, amazing. T: Does the writer observe the antelopes at a distance or very near?

19、 S: Just make fun of.move slowly T: Why does the writer describe the beautiful view in such detail? S: The writer probably wants to tell the readers that these beautiful, graceful antelopes can live a peaceful life if humans keep a distance away from them. However, everything will become a mess if t

20、he hunters come 5 5 / 8 8 to hunt them. A contrast is formed in readers minds. Its really cruel to end these beautiful lives and break the peace and quiet. T: Therefore, it is necessary to protect Tibet Tibetan antelopes. Purpose: To get the students to catch the authors attitude towards something a

21、nd infer some implied meaning according to the text. T: Besides, whats the current situation of the antelopes does the author observe? S: They are will protected by someone like Zhaxi. T: Who is Zhaxi? What kind of person is Zhaxi? Why? S: Faithful, devoted, responsible, loving the land and wildlife

22、. To him, the land is sacred and protecting the wildlife is a way of life. T: What is his faith? S: “Were not trying to save the animals. Actually, were trying to save ourselves.” T: How do you understand his words? Can you give an example? S: The extinction of animals will disturb the balance of na

23、ture and harm the human being. Take this COVID-19 as an example, maybe hadnt we hunted the wildlife, we would be trouble this virus now. Purpose: To learn about the challenges and dangers of wildlife and reflect on our own way of life in order to raise awareness of wildlife protection. Part2 (para4-

24、6) T: What did the Tibetan antelopes experience the author observe? Ask the Ss to find what happened to the antelopes according to the timeline. 6 6 / 8 8 T: What writing technique is mainly used in these paragraphswhat ? S: Contrast. T: What do we learn from this comparison? A: From the past experi

25、ence of the Tibetan antelopes, we can know it is possible for us to protect the Tibetan antelopes Part 3 (para7) T: What does the author observe the future of the Tibetan antelope? S: Much is being done to protect wildlife, but if we really want to save the planet, we must change our way of life. Pu

26、rpose: To practice Ss ability of careful-reading to sort out the detailed information from the passage and think about we can do to help with the protection of the wildlife. Post-reading（11min） Step5 Discussion T: What does the “we” here refer to? A: Government: place the species from the extinction

27、 under national protection. Zhaxi: be devoted to protecting the environment for it is his way of life. Hunters: not to hunt any more. The author(the common people): when the buying stops, the killing can too. T: Its urgent to stop being a threat to wildlife and to our planet and 7 7 / 8 8 protect th

28、e Tibetan antelopes/wildlife. Step6 Further thinking After a days observation, whats a day do you think the author spend in the clouds? A（an） day in the clouds Assignment With all these efforts, suppose the author goes back to Tibet to observe the antelopes several years later, what will be the envi

29、ronment and the relationship between human beings and the Tibetan antelope? Please describe the situations with the useful expressions in the text. Purpose: To cultivate the Ss critical and creative thinking and review what we have learn today to make Ss have a further understanding of this reading

30、passage. 七、七、 Blackboard design A(an) Day In The Clouds the moment necessity observe the past possibility protect Tibetan antelopes the future urgency Tibetan antelopes 教学评价教学评价: 课程内容课程内容 反思内容反思内容 自我评价自我评价 8 8 / 8 8 主题主题 作者重点突出了什么内容？作者重点突出了什么内容？ 语篇语篇 语篇是什么体裁？结构特征是什么？语篇是什么体裁？结构特征是什么？ 语言知识语言知识 能否列举一些藏羚羊的保护措施？能否列举一些藏羚羊的保护措施？ 语言技能语言技能 能否通过图片，标题，主旨句及关键词来能否通过图片，标题，主旨句及关键词来 概括段落及文章大意？概括段落及文章大意？ 能否识别字面意义和隐含意义？能否识别字面意义和隐含意义？ 文化知识文化知识 能否了解野生动物的现状及解决策略？能否了解野生动物的现状及解决策略？ 学习策略学习策略 哪些学习方法对自己的学习帮助最大？哪些学习方法对自己的学习帮助最大？ 教后反思：教后反思： 要提高学生野生动物保护意识，树立从我做起的意识。要提高学生野生动物保护意识，树立从我做起的意识。