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

Unit 2 Wildlife Protection A Day In The Clouds (Reading &Thinking) Teaching Design 教学设计 教学设计理念 1. 本节课将“教-学-评”一体化理念融入到课堂中，引导学生从文本的表面走向深层，从所见、所闻到所感，逐步构建起对藏羚羊生存现状的全面认识。引导学生通过 篇章阅读，挖掘文本的细节信息，利用 what-why-how-effects-reflection-more 这条线索串联全文，让学生在理解的基础上，进一步思考和讨论。 2. 通过小组讨论和头脑风暴，学生将结合自己的生活实际以及课上所学，针对“如何进一步保护野生动物”，踊跃发表自己对野生保护的观点态度，课堂上对学生展示的观点、逻辑和语言表达作出评价，评价主体多元、既有教师评价，同伴互评，还有学生自评，利用多种评价手段以达到以评促学、以评促教的目标，促进学生的深度学习、并且激发他们对野生动物保护的责任感和使命感。 教材分析 阅读文本 A Day in the Clouds 以第一人称的口吻讲述保护珍稀物种藏羚羊的故事，主要介绍了作者观察藏羚羊的经历，羌塘自然保护区，藏羚羊曾经濒危的事实与原因，以及我国保护珍稀野生动物藏羚羊的措施和取得的成就。该文本通过介绍藏羚羊过去和现在的生存环境，倡导每个人通过改变自身的生活方式来进一步拯救野生动物、地球和人类。高中学生须树立保护野生动植物从我做起的意识，并学会采取一定野生动物保护措施。 本节课的将梳理文本内容和结构，了解保护藏羚羊的前因后果和客观事实。在理解各段主旨大意的基础上，归纳总结为所见﹣所闻﹣所感三个部分。通过篇章阅读，寻找文章细节信息，并根据 what - why - how – effects - reflection - more to do 这条线索来串联全文细节，利用问题链分块和思维导图来处理文本信息，引导学生结合生活实际讨论如何进一步保护野生动物，最后引导学生根据思维导图和头脑风暴讨论出保护措施，对藏羚羊的处境和自我的观点进行介绍，从而再现文本信息，在观点输出的过程中进一步理解藏羚羊的处境，巩固相关词汇与表达，表达自己对于野生动物保护的观点态度，让学生能在理解文章字面意思的同时，深挖文本内涵。 文本分析： [ What ] 文章叙述了作者在扎西的带领下前往羌塘观察藏羚羊时的所见所闻所感。作者先是陈述了藏羚羊生活地区的条件，例如空气稀薄、海拔高以及能见度低等，然后介绍了本次导游﹣扎西的工作以及对于保护野生动物的看法，在这之后，作者讲述了中国政府以及扎西为了保护藏羚羊而日日夜夜看护他们、搭建桥梁和门来保护他们不受车辆伤害等努力，在这些措施之下，藏羚羊的数量有所增加。观察结束后，作者呼吁我们与自然和谐共处。 [ How ] 本文为一篇旅行日志，内容结构较为清晰。文章以所见﹣所听﹣所感展开描述。所见（ para 1-para2）即藏羚羊的美，其居住地的空气稀薄、雪山覆盖等环境；所听（ para 3- para 6）即导游扎西讲述近些年来保护藏羚羊所付出的努力及成效；所感（para7）即作者认为人类需要与自然和谐相处。 [ Why ] 文章的写作意图在于让学生了解藏羚羊处于灭绝的事实以及拯救它们可以采取的措施，通过了解这一事实及相关措施之后，培养学生对于野生动物的爱护之心以及与自然和谐相处的生活态度。 学情分析 高一的学生已基本具备用英语获取和处理信息的能力对于如略读和扫读等阅读策略也有所了解，但还需进一步的提高。学生对野生物种保护有一定的了解，对"保护野生动物，与自然和谐相处"这一话题能够有话可说。但要学生用英语思维进行思考和表达，还是有一定难度。 学生们对于野生动物的一切都充满了好奇和兴趣，可以利用学生们的这种心理，选择一些和课本内容相关且学生感兴趣的话题进行探讨。 高一年级，英语学习是不少学生的薄弱点。在高中各学科中，英语学习的困难与其他学科之首（尤其对男生），导致很多学生对英语学习失去了兴趣，甚至放弃了对英语的学习。在某些班级除少数同学积极性较高外，相当一部分同学比较被动，且英语成绩大都不是很理想。很多同学在背单词、记短语、分析句子、理解语篇上都存在很大问题。本节Reading and thinking 部分对于他们而言更是比较困难。兼之，虽学生对 野生动物保护的话题比较熟悉，但是对具体的野生动物保护措施以及保护野生动物深远的意义缺乏全面深入的了解，而用英语思维整合、归纳文本能力仍然薄弱。学生运用所学知识，对事件进行评判的能力以及迁移创新的能力也有待提高。 教学目标 By the end of this class, students will be able to: 1. To analyze the structure of the text; 2. To learn some basic words and expressions about wildlife protection; 3. To master the reading skills like skimming and scanning; 4. To raise the awareness of protecting wildlife. 教学重难点 Important points: 1.identify the text type. 2.summarize the main idea of each paragraph and analyze the structure of the passage. 3.sort out what the author experienced in the clouds . 4.explore some ways to live in harmony with nature. Difficult points : 1.summarize the main idea of each paragraph and analyze the structure of the passage. 1. 2.voice their opinions about how to live in harmony with nature. 教学方法 Teaching approach: Activity-oriented Approach; Inquiry Teaching Method; Discovery Method. Learning Approach: Problem-based Learning; Self-directed Learning; Teamwork. 辅助教具 PowerPoint; blackboard; handout 教学活动设计 教学过程 活动形式及步骤 活动意图 Step1: Lead-in Enjoy a video and answer the questions. 1. What animal can you see in the video? 2. What happened to them? 3. Do you want to know more about Tibetan antelopes? 4. Learn the passage to know more about it. To activate Ss’ interest in endangered animals and serve as a warm - up activity Step II : Pre-reading Prediction Answer questions 1.From the title and pictures, Can we know the article type? What type of the text it is? A.A news report. B.A travel journal (diary). C. An advertisement. 2.Do you know what kind of article counts as a journal? To provide more information and to cultivate the Ss ' ability to make predictions based on the context clues Step III: While-reading While -reading : 1. Read for main idea Match each paragraph with its main idea! Para. 1 A. The bad times for the Tibetan antelope. Para. 2 B. The guide, Zhaxi, and the Changtang National Nature Reserve. Para. 3 C. Measures were taken to save this species from extinction. Para. 4 D. We should learn to live in harmony with nature. Para. 5 E. Tibetan antelopes are in danger. Para. 6 F. The purpose of our camping. Para. 7 G.effects the measures have had. Read the passage quickly and pay attention to key words, topic sentences while you are reading. 2. Read for the structure Divide the article into three parts. They are: What I __/What I_____/What I _____ 3. Read for details Get more details of the Tibetan antelope protection. Part1: What can you see? Please fill in the blanks. 1.________ mountains. Tibetan antelope live on the_______ , moving slowly across the green grass. They are _______animals. They have______fur. The 1980s and 1990s were bad times for Tibetan antelopes. want to know why? Part.2: Fill in the blanks 1. Changtang National Nature Reserve is a shelter for__________________. 2. The Chinese government placed it____________. _______were added to let them move easily and safely. Volunteers ____________ them day and night. 3. The antelope population has _____ . They were _______ the endangered species list in 2015. 4. Changtang National Nature Reserve is a shelter for_____________________________. Part.3 T: In the evening, how does the writer reflect on the day’s observation? We must change our way of life to exist in harmony with nature. What is our way? What is Zhaxi’s way? Summary: let's summarize the lesson together To help Ss get the main idea of the passage and understand the stylistic features of a journal &based on the structure of " what I see "," what I hear " and " what I think " To figure out the logical relationship and form a deeper understanding of the reasons behind the problems , measures taken to protect Tibetan antelopes , and the ultimate effects of the situation of Tibetan Antelopes To help students get a whole understanding of the lesson. Step IV: Post-reading Activity1: Discussion T:If an antelope could speak, what will it say to you and how will you answer? Please create a dialogue. the antelope says 1.I am thankful/grateful to you because you have did ... 2.but I also need your help because ... Activity2: Critical Thinking What else can we do to protect wildlife in our daily life? 1.To lead students to think deeper about how to protect wild animals from themselves and authorities, and call on them to protect the endangered wild animals and their habitats. 2.To enhance students cooperation ability with group members, and talk about the facts or situations of endangered wild animals and measures taken to protect them 3.To let students present their group speeches together on the stage to speak up for the endangered wild animals. Step V: homework Make a poster to call on everyone to change our way of life and learn to live in harmony with nature. To consolidate what has been learnt and inspire students to explore more about endangered wild animals and enrich their after-class activity 板书设计 Blackboard design 学科网（北京）股份有限公司 $$