（新教材）人教版（2019）高中英语必修第二册unit2 Wildlife Protection reading and thinking 教学设计.docx

1、1 高中英语必修高中英语必修 2 Unit2 Wildlife Protection 教学设计教学设计 一、一、教材分析教材分析 随着经济的发展，环境问题越来越突出。现今，野生动物的灭绝问题越来越 受到人类的关注，本课主要围绕 Wildlife Protection 这一话题展开学习，让学生 了解有关野生动物的一些常识、生活现状和保护方法。 二、二、学生主体分析学生主体分析 学生为高息学生，具有较好的英语水平，感知能力较强。本课具有脚气那个 的自主性，因为 Wildlife Protection 这一话题对学生来说有较强的吸引力，而且 学生有较强的的表现欲。 三、三、教学目标教学目标 【知识与

2、技能目标】 1. 学习并掌握本课单词，把所学知识运用于实践情景中。 2. 能用自己的观点表达对野生动物保护的看法，锻炼学生的交际能力和与他人 合作的能力。 【过程与方法目标】 1. 通过快速阅读、精读，达到提高学生阅读能力的目标。 2. 通过分组讨论，达到培养学生运用英语进行交际的能力的目标。 【情感态度与价值观目标】 1. 培养学生学习英语的兴趣和热情，树立一种保护野生动物的意识。 2. 培养学生爱护动物的习惯。 四、四、教学重点和难点教学重点和难点 重点：培养学生的阅读能力，如略读、细读、归纳大意的能力等。 难点：提高学生的口语交际能力 五、五、教学方法和手段教学方法和手段 1. 改变传统

3、的死记硬背的学习模式，倡导自主合作学习。 2. 使用实用教具和应用现代化教学手段-多媒体辅助教学， 丰富了课堂教学内 容，增强了教学的直观性、趣味性，提高了课堂教学效果。 2 六、六、教学过程教学过程 Step1 Lead-in 1. Play a game:show Ss the pictures of some rear animals and ask Ss to guess their names. And then ask them two questions: 1) Why do wildlife need help? 2) What are the reasons for thei

4、r being in danger? Hunted and killed by man Lack of food and loss of habitat Climate change water pollution and over-cutting. 设计意图设计意图：通过“展示图片设问回答”这一教学方法，让学生对野生动物有 所了解， 激起学生对濒临灭绝动物的兴趣， 可以带有好奇心的进入下一步的阅读。 2. Show a picture of Tibetan antelope and ask Ss to say something about it. Height: 75-85 cm Weig

5、ht: 30-60 kg Average life: 8 years Main habitat: live on the plains of Tibet, Xinjiang and Qinghai Current situation: the Tibetan antelope was an endangered animal, but because of humans protection, its numbers are now recovering. 设计意图设计意图：通过图片及相关信息介绍，让学生对藏羚羊有一个清晰的认识，激起 学生对藏羚羊的兴趣，从而更好地理解文章。 Step2 Fa

6、st reading Match the main idea of each part. Part 1(Para.12) A.The reason for Zhaxi saving animals. Part 2(Para.3) B.What I thought about wildlife protection. Part 3(Para.46) C.What we saw on the plain and my feeling about antelopes. Part 4(Para.7) D.The bad time for antelopes and the governments pr

7、otection 3 programmes. 设计意图：设计意图：培养学生快速阅读及分析文章大意的能力。 Step3 Careful reading Task1. Read the text and answer the questions. 1. Why did the writer visit Tibet? 2. What happened to the Tibetan antelope in the 1980s and 1990s? 3. What did people do to help protect the Tibetan antelope? 4. What does “nati

8、onal protection” mean? Can you list more examples? 5. How does the writer feel about modern life? How do you know? 设计意图设计意图:让学生精读文章并回答问题，考查学生查找信息的能力。 Task2. Read the text carefully and then choose the best answer. (1)Why did the author and his friends go to the Changtang National Nature Reserve? A.T

9、o climb the mountains. B.To enjoy the beautiful scenery. C.To watch Tibetan antelopes. D.To catch the man who hunt antelopes. (2)Some people hunt antelopes _. A.for their valuable fur B.to protect other animals C.because of their mass population D.to practise their hunting skills (3)What can be infe

10、rred from the last but one paragraph? A.The Tibetan antelope species is still endangered. B.The antelopes has been moved out of the reserve. 4 C.The government has stopped protecting antelopes. D.The threats to the antelope still exist. (4)Whats the authors attitude towards the wildlife protection?

11、A.Unconcerned. B.Positive. C.Negative. D.Unmentioned. 设计意图设计意图:对课文进行深度挖掘，拓宽学生的视野，让学生了解爱护野生动物就 是爱护我们自己。 Task3. Read the sentences below, and decide if each idea is the literal meaning L of the text or only implied I by the text. 1. _ When they first saw the antelopes, they were very far away. 2. _ We

12、 should not buy goods made from endangered animals. 3. _ Human activities are threatening animals and plants. 4. _ The Tibetan antelope is not an endangered species now. 设计意图设计意图:通过研读句子考查学生对课文细节的理解，也给那些基础薄弱的学生 提供表现的机会，提高他们学习的积极性。 Task 4. Summary Tibetan antelopes live on the plains of Tibet, Xinjian

13、g, and Qinghai. 1. (watch) them move slowly across the green grass, Im struck by their 2. _(beautiful). At the same time, Im also reminded 3. the danger they are in. They 4. (hunt), illegally, for their valuable fur. Zhaxi, a villager from Changtang, works at the Changtang National Nature Reserve.“W

14、ere not trying to save the animals,” he says.“5. (actual), were trying to save ourselves.”The 1980s and 1990s were bad times for the Tibetan antelope, 6. population dropped by more than 50 percent. Hunters were shooting antelopes 7. (make) profits. Their habitats were becoming 8. _(small) as new roa

15、ds and railways were built. In order to save them, the Chinese government placed them under national protection. The measures were 9. (effect). The antelope population 10. _(recover) and in June, 2015, the Tibetan antelope was removed from the endangered species list. 设计意图设计意图:通过填空让学生复习文章内容，并练习学生对于高

16、考语法填空题型的 能力。 Task 5. Discussion As a middle school student, what do you think you should do to protect wildlife? 5 【possible answers】 First, we must learn about the laws about protecting wildlife. Second, we can tell our families and others not to do harm to wildlife and buy any goods made of animal

17、s fur or bones. Third, we must protect the wildlifes habitats as possible as we can. 设计意图设计意图:在学生充分理解文章的基础上， 提出这个问题， 可以激发学生的想象， 让学生想法设法来帮助濒临灭绝的野生动物，而且可以锻炼他们的口语能力。 Step4 Homework Write a short passage about wildlife and future of the endangered animal and youd better use the key words and phrases tha

18、t appear in the passage today. 设计意图设计意图:把刚才在课堂上讲解的内容用笔写出来，是对语言精确的要求，是加 深记忆和理解的需要，是对课堂内容的补充，也是对课程资源的循环利用。从而 使本节课在听、说、读、写四个方面都对学生进行了训练。 教学反思教学反思 一、一、教学设计的成功之笔教学设计的成功之笔 1. 充分发挥了学生的主体作用充分发挥了学生的主体作用 因为我们的特殊的英语基础，每次我给学生上课时，就特别重视他们的学习能 力和学习习惯， 课上设计了很多活动， 让学生一直处于动的状态 （思考和活动） 。 教师的角色是导演，学会是演员，我把课堂的三分之二的时间交给了

19、学生，充分 发挥了学生的主体作用。 2. 衔接紧凑有效衔接紧凑有效 通过一个个教学活动，让学生从整体上把握了文章的结构，了解文章的细节内 容，拓宽了学生的视野。所引入的问题，环环相扣，不仅锻炼了学生的略读、精 读、归纳大意的能力，还锻炼了学生的交际能力和与他人合作的能力。 3. 渗透教育理念渗透教育理念 教师的职责不仅是教书，更重要的是育人。通过欣赏那些美丽的濒临灭绝的动 物的图片， 让学生回答他们濒临灭绝的原因， 再加上分组讨论怎样保护野生动物， 这一个个活动让学生意识到他们的动物朋友正处于危险中， 他们纷纷表示要尽自 己最大的努力保护野生动物，这才是教书的真正精髓。 二、二、教学设计的不足之处教学设计的不足之处 整个班级学生的英语水平参差不齐，总体上说，在教学细节上我需要为学生设 置更多更好的平台，以符合高一学生学习的特点和认知水平。 6