Unit 2 Wildlife Protection Reading and thinking導學案-高中英語人教版（2019）必修第二冊

黃州西湖中學高二(6)班英語學科導學活頁案年級：_______班級：______學生姓名：________時間：___月___日Unit2WILDLIFEPROTECTIONReadingandthinkingTeachingObjectives：Bytheendofthislesson,studentsshouldbeableto:LanguageCompetence:understandkeywordsandphrasesinvolvedinthereadingmaterialsandlearnhowtousethem:reserve,observe,remind,remove,intend,exist,harmony…noticethefeaturesofatraveljournalandlearnhowtogiveaspeech.CulturalAwareness:knowabouttheNationalNatureReserveandtheTibetanantelopes;realizethedangerandthreatthattheendangeredanimalsface;developtheawarenessoflivinginharmonywiththenature.ThinkingQuality:developcriticalthinkinganddeepthinking,formingthegrowthmindset.LearningAbility:1.usesomespecificreadingskills:skimmingforthemainideaofthetext;scanningforspecificinformationgraspthemainideaofthepassage.2.distinguishthedifferencesbetweenliteralmeaningandimpliedmeaning.TeachingProcess:Stage1.Warming-up&Pre-readingStage2.While-readingStep1.Readthetextandsummarizewhatthetextisabout?TheTibetanantelopewasanimal,butbecauseof,itsnumbersarenowandithasbeentheendangeredspecieslist.Step2.Readthe1standlastparagraphandfindoutwhattypeofthetextitis.WhattheauthorseesHowtheauthorfeelsorthinks____________mountainsdisappearingintocloudsWhattheauthorseesHowtheauthorfeelsorthinks____________acrossthegreengrass.______________________ReserveWhattheauthorhears________fortheTibetanantelopeWhattheauthorhearsmeasuresto________________________________afteryearsofprotectionstruckby_______________Howtheauthorfeelsorthinkschanging_______________Howtheauthorfeelsorthinksexistingin________________Step3.Readthetextcarefullyandthenwritedownthemainideaofeachparagraph:Paragraphs:mainideasPara.1Para.2Para.3Para.4Para.5Para.6Para.7Summarizethearticlewithamind-mapStep4.Readthesentencesbelow,anddecideifeachideaistheliteralmeaning(L)ofthetextoronlyimplied(I)bythetext.*Literalmeaningistheusual,basicmeaningofthewords,i.e.exactlywhatthewordssay.*Impliedmeaningissuggestedbutnotdirectlyexpressed,i.e.youguessthemeaningbasedonwhatyouknow.___TheTibetanantelopeliveshighabovesealevel.___Whentheyfirstsawtheantelopes,theywereveryfaraway.___TheTibetanantelopeliveshighabovesealevel.___Whentheyfirstsawtheantelopes,theywereveryfaraway.___Weshouldnotbuygoodsmadefromendangeredanimals.___Weshouldnotbuygoodsmadefromendangeredanimals.___Humanactivitiesarethreateninganimalsandplants.___Humanactivitiesarethreateninganimalsandplants.___TheTibetanantelopeisnotanendangeredspeciesnow.___TheTibetanantelopeisnotanendangeredspeciesnow.Stage3:Post-readingMakeaspeechonwildlifeprotection.Tips:1.Youcanimagineyourselfasoneoftheendangeredanimals,andrepresentittomakeavoice;2.Youcandeliveraspeechonbehalfofthegovernment,themassmediaorseniorhighstudents.Usefulwordsandexpressions:illegally,exist,harmony,treat,habitat,extinction,authority…endangeredspecies,biologicaldiversity,preserve…from，establis