Unit 2 Wildlife Protection Reading and Thinking 教学设计-2024-2025学年高中英语人教版（2019）必修第二册

Teaching Plan Topic: 人教版Book 2 Unit 2 Wildlife Protection Reading and Thinking Grade: Senior 1 教学目标 By the end of the class, Ss will learn: 1. Enable students to master the reading strategies and accurately grasp the text information; 2. Enable students to analyze the writing purpose, the target reader and the source of the reading of the text; 3. Enable students to think about the living conditions of wild animals and plants and the problems they face, and enable them to express their own views on the protection of wild species. 教学 重难点 Key points: 1. To help students master the key words and phrases in this text. 2. To help students learn about how to protect wild animals and make their own comments. Difficult points: To arouse students’ English reading learning motivation and cultivate their reading ability. 教学工具 教材、多媒体课件、学案、黑板和粉笔 Type Reading Period: 40mins Teaching Procedures Steps Activities Warming-up Ss will be asked to look at the pictures and the title in the text and predict what it is mainly about. Justification: Through the pictures and the title of the article, students can guess that the main content of the article revolves around the Tibetan antelope which can present a reading technique to the students— guess the general idea of the article through the title and pictures. While- reading 1. Fast reading Read the text quickly and match the main idea with each paragraph. Meanwhile, the teacher shows some skills of fast reading. Justification: To make students grasp the main idea of each paragraph through quick reading, which is very helpful for students to grasp the whole article. At the same time, teachers should show students the skills of fast reading and ask students to pay special attention to the first and last sentence of each paragraph when reading, which is conducive to improving students’ reading skills. 2. Careful reading Give students 5minutes to read the passage quickly and answer the questions and then share their answers with their group members. Meanwhile, the teacher should show some skills about careful reading, such as locating the key words in the text. (1) Why did the writer visit Tibet? (2) What happened to the Tibetan antelopes in the 1980s and 1990s? (3) Why were they endangered? (4) What facts proved that the measures were effective? (5) How does the writer feel about modern life? Justification： By allowing students to read carefully and giving students the skills of reading carefully, students can use the reading strategies taught by the teacher to find out some key information of the article. After finding out the answer to the question, the students can communicate and discuss with each other, which can strengthen the group cooperation. Post-reading 1) The teacher let students watch a video about the existing situation of some endangered animals and ask students to discuss what should we do or change in order to save them. Then, ask some of the groups to share their views. Justification： Watching the video can further expose the threat to wildlife and even the whole earth from human beings themselves, which can further enhance students’ awareness of the necessity and urgency of wildlife protection. In addition, playing videos is also conducive to improving students’ interest in English reading and learning. Group discussion can enable students to express their views, which is conducive to cultivating students’ ability to think independently, and is conducive to cultivating their critical thinking and innovative thinking ability. 2) The teacher provides extra reading--- an article with the theme about protecting endangered animals. And after the text, there are some exercises. And students are given 7minutes to finish the exercises with the learned reading strategies. Justification： Find an article on the same topic for students to use as an extended reading exercise, which not only enables students to understand the similarities in the theme ideas and some vocabulary expressions of articles on the same topic, but also enables students to apply the reading strategies they have learned in this class to practice, so as to achieve the output of reading strategies they have learned. 3) Summarize The teacher guides students to summarize the main content, reading strategies and theme of this class. And teacher stresses the importance of the harmony with nature. Justification： The teacher guides the students to summarize the content learned in this lesson, from the reading skills to the main content and theme of the article, which can help the students to sort out what they have learned in this lesson. In addition, teachers further emphasize the importance of protecting wildlife and living in harmony with nature, which is conducive to cultivating students’ positive cultural awareness. 4) Homework: (1) Each student is asked to finish a poster about the ways to help the wild animals. (Must) (2) Finish the exercise A with the same theme with this text. (Must) (3) Finish the exercise B with the same theme with this text. (Optional) Justification： Making students draw a poster can not only let them review some key sentences in this class, but also strengthen the theme of this class again, and cultivate the students’ awareness of protecting wildlife and ecological environment. In addition, the homework of drawing posters gets rid of the traditional form of homework, which is more conducive to improving students’ enthusiasm for English reading and learning. And there is layered assignments for different students. Exercise A is an exercise with the medium difficulty, which can be finished by most students, except for those who are really weak in English. And students can strengthen what they have learned in this class through the exercise. And Exercise B is slightly difficult, which can be fit for those students who are good at English. In this way, they can improve themselves better through the extra exercise. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$