Unit5 Languages around the world Reading and thinking说课课件 -2024-2025学年高中英语人教版（2019）必修第一册

B2U2 Wildlife Protection 教学展示 PEP Book2 Senior School English (2019) The 2 th lesson of Unit 2 Wildlife Protection: Reading and thinking 2 CATALOGUE Teaching and learning methods 2 Analysis of the teaching material 3 Analysis of the students 4 Teaching and learning objectives 5 Teaching principles 1 6 7 8 Teaching procedures Blackboard design Teaching reflection 01 Teaching principles 3 1. Teaching principles Core competencies Six components of the curriculum Activity-based approach to English learning An effective class learning and understanding applying and practicing transferring and creating Language ability Cultural awareness Thinking ability Learning ability Theme Text 02 Teaching and learning methods 5 2. Teaching and learning methods Bloom’s taxonomy of objectives Constructivist view of learning ◆construction of new knowledge cannot be achieved without making a meaningful connection with the existing one ◆ learners: principal part of learning ◆ teachers: facilitators Teaching methods Learning methods Activity-based approach to English learning Learning through activities Cooperative learning method Inquiry-based learning method Teaching and learning philosophy 03 Analysis of the teaching material 7 1. Analysis of teaching material What 02 Why 01 How 03 Theme： Human and Nature Text type：Travel Journal Main content: This article is a travel journal that records what happened during the day. It tells the story of the Tibetan antelope, a rare species, in the first person. The article consists of seven paragraphs, the first paragraph is an introduction, explaining the place and purpose of the author's activities that day. The second paragraph shows the grace and beauty of the Tibetan antelope, while pointing out that they are suffering from illegal poaching, expressing pity for the Tibetan antelope and hatred for the lawbreakers. The third paragraph is Zhaxi's concept and understanding of wildlife conservation. Zhaxi worked in the Qiangtang National Nature Reserve as the author's guide. The fourth paragraph describes the reasons for the conservation of the Tibetan antelope, the decline in population and habitat numbers, and the endangered extinction of the Tibetan antelope population. The fifth paragraph describes the vigorous measures taken by the Chinese government and civil society organizations to protect the Tibetan antelope. Paragraph 6 deals with the effectiveness of protective measures. The last paragraph is the author's feelings, and it is also the idea of the article, that human beings can only live in harmony with nature by changing their lifestyle. 1. Analysis of teaching material What 01 Why 02 How 03 Through reading the texts, students learn about the conservation measures and achievements of the government and non-governmental organizations for the rare wild animal Tibetan antelope, and think about how to change their lifestyles and live in harmony with nature. 1. Analysis of teaching material What 01 Why 03 How 02 The article is well-structured, beautifully written, and presents what the author has seen, heard, and felt. Instruct students to analyze the structure and language characteristics of the journal text, pay attention to the author's description of the scenery and mental activities, learn to master the new vocabulary that appears in the text, expand the topic, and express their own views and opinions on the conservation of wild species. At the same time, students will learn to distinguish the superficial meaning and deep connotation of the reading text, and understand the author's intention and emotional attitude. In addition, the essay uses figures of speech, such as puns, contrasts, and quotations to make the language infectious, authentic, and vivid. 04 Analysis of students 11 What I know This unit is designed for senior 1 students, who have acquired a certain level of comprehensive English language skills, such as listening, speaking, reading, and writing skills in contexts, as well as a preliminary understanding of self-directed learning, cooperative learning and inquiry-based learning. What I want to know The English proficiency of students is uneven, and some students' English proficiency needs to be improved, and students rarely have the opportunity to contact wild animals in their daily lives. What I learned After learning this course, it is hoped that the students' awareness and sense of responsibility for animal protection will be enhanced, and they will have a better understanding of the measures and methods of animal protection. From the perspective of language knowledge, the accumulation of language vocabulary may be insufficient, and teachers need to enrich students' language expression through teaching and stimulate students' desire to think and share actively. 2. Analysis of students d400c969-6b1d-4484-a3b8-4051b77226bd.source.default.zh-Hans 12 05 Teaching and learning objectives 13 14 3. Teaching and learning objectives Text here Focal points Text here Difficult points (1) Grasp the textual characteristics of the journal narrative; Read important information about the conservation of Tibetan antelopes in the text; (2) Share views and opinions on the conservation of wild species, and realize the importance of harmony between man and nature. (3) Excavate the implicit meaning of the text; (4) Describe the threat of human activities to wildlife and measures to protect wildlife in English. 1.Figure out the main structure and the text type of the passage through the textual pattern analysis; 2.Read and know what people have done to make better living environment for Tibetan antelopes; 3.Express ourselves about the ways to care for wildlife. 14 06 Teaching procedures 15 Step I Leading-in Step II Pre-reading Step III While-reading Step IV Post-reading Step V Conclusion Step VI Homework Perceive the topic: The Tibetan Antelope. Predict the content and the text style. Read for the main idea and structure. Read for detailed information and language features. Retell the story. Read for thinking.. Draw a conclusion on today’s topic. Self-evaluate. Learning and understanding Applying and practicing Transferring and creating Assign group projects. 6. Teaching procedures Leading-in & Pre-reading 使用说明&设计意图By looking at pictures and videos, answering questions, and reviewing what they learned in the previous lesson, students will be brought into the theme of this unit, "Wildlife Conservation". Stimulate students' interest in learning and exploration by expanding their interesting knowledge of nature. 6. Teaching procedures While reading 使用说明&设计意图： Invite students to read quickly with questions, so that they can learn to grasp the gist of the article through quick browsing, so as to train students to read quickly and improve their ability to read quickly. Through independent thinking and careful reading of texts with questions, students develop the ability to extract key information. By teaching students how to study and then giving them time to explore the answers independently, students are trained to read carefully. 6. Teaching procedures Read for the main idea and structure. Read for detailed information and language features. Post-reading 使用说明&设计意图： 1.To cultivate students’ ability to analyze and share their opinions. 2.To guide students to think about the relationship between man and nature and discuss what we can do to protect the endangered animals. 6. Teaching procedures 使用说明&设计意图： Can do & Must do & cooperate with each other. To realize the application practice and transfer innovation of the knowledge learned, teachers can also choose to assign homework in layers according to the situation of students. 6. Teaching procedures 07 Blackboard design 21 7. Blackboard design B2U2 Wildlife Protection Reading and thinking 08 Teaching reflection 23 8. Teaching reflection Compared with the previous units, the learning content of this unit has obviously improved the difficulty. So in the teaching process, teachers should be more patient, preset the problems that students may have in advance, give students more time to prepare for discussion, improve the tolerance for the mistakes made by students, and actively guide them to build up their confidence. Teaching activities must be student-centered and we must pay attention to teaching students in accordance with their aptitude and follow the principle of consistent teaching evaluation. Different students have different goals and tasks to achieve. 设计思路特色与不足 Thank you for watching. Speaker name and title OfficePLUS hank 25 $$