人教版（2019）必修第二冊Unit 2 Wildlife Protection Reading and Thinking 教學設計（表格式）

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人教版高中英語必修第二冊Unit2WildlifeProtection

Lesson2ReadingandThinkingTeachingDesign

BasicInformation

CourseCategory

CompulsoryTextbook,newmodule2

TeachingMaterial

PEP(2019)

Unit

Unit2WildlifeProtection

Thematictext

Manandnature----Environmentalprotection

Themesignificance

Thetopicoftheunitrelatestothethemeofwildlifeprotection.whichdiscussestherelationshipbetweenmanandnature.

Teachingplan

Title

ADayintheClouds

Topic

Protectingwildlifeanimals

Lessontype

Readingandthinking

1.Standardsandtheories

(1)Activity-basedApproachtoEnglishlearning

TheActivity-basedApproachtoEnglishlearningadvocatesthatstudentslearnEnglishthroughaseriesof

integrated,relevant,andpracticaltheme-basedactivities,wheretheyundergolearningprocessessuchasperceivingandnoticing,retrievingandsummarizing,andgeneralizingandsynthesizing.

(2)IdeologicalandPoliticalTheory

"IdeologicalandPolitical"isanindispensableandimportantpartofthesystemofsteadilyadvancing

ideologicalandpoliticaleducationtoformalarge"ideologicalandpoliticaleducation"systemunderthebackgroundofthenewera.Itrunsthegoalofeducatingpeoplethroughoutthewholeprocessofcurriculumeducation,sothateducationcanreturntotheoriginalintentionofcultivatingpeoplewithmorality.TheIdeological

andPoliticalTheorycontainedinthislessonistoraisestudent'sawarenessofprotectingtheendangeredanimalsandliveinharmonywithnature.

2.Analysisoftext

(1)Thematictext:manandnature

(2)Texttype:journalarticles

(3)Thetopicoftheunitrelatestothethemeofwildlifeprotection,whichdiscussestherelationshipbetweenmanandnature.Inthislesson,thereadingpassageisajournal,whichusesthefirst-personnarrativeandrecordstheauthor'sexperienceofprotectingtherarespecies----Tibetanantelope.

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[What]

Thearticledescribeswhattheauthorhaveseen,heardandexperiencedinTibet.Inaddition,thearticlecoverstheconditionoftheantelopes,theproblemstheyface,thesolutionsfoundbygovernmentandvolunteersandtheeffectivenessofprotectivemeasures.

[Why]

Thetextaimstoraisepeople'sawarenessofprotectingwildlifeanimals,makestudentsunderstandthefactsandreasonswhywildspeciesaredisappearingfromtheearthatanalarmingrate.Themoralvalueintendedinthistextisthatstudentsshouldenhancetheirawarenessofprotectingtheendangeredanimalsandliveinharmonywithnature

[How]

Thetextinthislessonisajournalarticlewithintactstructure,inwhichthedescriptionsarevivid,picturingakindofgracefulanimal.Thetitleofthetextcontainsadeepimpliedmeaning.Inthistext,itusestheangleoftheauthortoobservetheantelopes,whichincludestheauthor'sdifferentsenses.

3.Analysisofstudents

WearegoingtoanalyzetheGrade10seniorhighschoolstudentsfromthefouraspectsoftheKeyCompetenciesachievedthroughtheEnglishsubject.

Languagecompetence:

Studentsareabletogatherandprocessinformationthroughreading,andsomeofthemcanexpresstheiropinionsconfidentlyinEnglish.Also,theyhavebasicknowledgeofreadingandwriting.However,mostofthemdon'tknowthetexttypeofjournal.

Thinkingdisposition:

Theyhavelogicalthinkingability,beingabletopredictthecontentofthetextbasedonthepicturesandtitles.Inaddition,theycansummarizethekeyinformationofthetextandretellthestorybyfollowingthemindmap.

Ontheotherhand,mostofthemarerelativelyweakindiscoveringandsummarizingthesolutionsofrescuingtheantelopes.Andsomeofthemmaylackinferringabilitytodeducetheimpliedmeaningofthetext,lackingtheabilityofunderstandingandintegratingknowledge.

Cultureawareness:

Moststudentsarefamiliarwiththeendangeredanimals.Throughtheinternet,televisionandbroadcast,theyhaveknowntheimportanceofprotectingtheendangeredanimals.

However,becauseoflimitedlifeexperiences,moststudentsmaynothavesystematicknowledgeaboutthewildlifeprotection,lackingadeepunderstandingofsustainabledevelopmentandlivinginharmonywithnature.

Learningability:

StudentshaveabasicEnglishfoundation,anactiveattitudetowardslearningandahighlevelofenthusiasmforacceptingnewknowledge.Indailystudy,theyhavemasteredsomelearningstrategies,thereforemostofthemcanfinishtheindividualworkandgroupworkundertheguidanceoftheteacher,andtheawarenessofcooperationiswidelyaccepted.

Somestudentsarerelativelyweakinreading,sotheycanhardlysynthesizethekeypointsofthetext.

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4.Teachingobjectives

Aftertheclass,studentswillbeableto:

(1)readthetextandidentifythetextfeaturesofthearticle.

(2)infertheimpliedmeaningofthetitleandcontent.

(3)comparethelivingconditionsofTibetanantelopesinthepastandatpresent.

(4)distilltheproblemsandsolutionsoftheTibetanantelopesbasedonthetext.

(5)makeaninterviewofwildlifeprotectionthroughgroupworktoimprovecooperativeability.

5.Learningevaluationdesign

Activities

Items

Standards

RelevantObjectives

Readthetraveljournalandgetthemainideaofeachparagraph

(Learningandunderstanding)

Content

Haveyouunderstandthe

mainideaofeachparagraphanddividethewhole

passageintoseveralparts?

LearningObjective1:

Studentscansortoutthestructureofthetext,obtaintheauthor's

viewsonendangeredanimalsand

getfamiliarwiththecontent.

structureandwriting

characteristicsofthetraveljournal

Language

Haveyoucollectedalltheneededinformationofthetext?

Inferauthor'sintentionof

writingparagraph4-6and

deducethemeaningofZhaxi3sexpression.

(Applyingandpractising)

Content

Haveyouunderstandthe

author'swritingintentionandZhaxi'sexpressions?

LearningObjective2:

Studentscaninferthethemeofthetextbasedonreading.

Language

Haveyouusedthekey

informationinthetext?

Interview

(Transferandinnovation)

Content

1.Haveyouusedthewords

andsentencesthatyouhave

learnedtomaketheinterview?

Learningobjective3:

StudentscanusetheT-chartto

describethechangeshappenedinTibetanantelopesandtheeffortsmadebyhumanbeingstoprotect

wildanimals.

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Language

1.Haveyouusedthe

informationoftheT-charttodescribethechanges

happenedinantelopes'life?

2.Arethereany

mistakesinpronunciationandgrammar?

Studentscanexplorethemeaningoflivingharmoniouslywith

nature.

Expression

Haveyouexpressedyouropinionslogicallyandconfidently?

6.Teachingfocusanddifficulties

(1)Howtogetstudentsfullyunderstandthedeepmeaningofthetext,figureoutthetextfeatures,andinfertheimpliedmeaningofthetitle.

(2)HowtoguidestudentstohaveadeepthoughtoftheproblemsandsolutionsoftheTibetanantelopes.

(3)HowtohelpStudentstransferwhattheyhavelearnedintopracticeandmakeaninterview,talkingabouttheiropinionstowardswildlifeprotection.

Solutions:

(1)BasedontheconceptofActivity-basedapproachtoEnglishlearning,anddrivenbyproblemsandtasks,wedesignhierarchicalclassroomactivitiestoallowstudentstoactivelyexplorethetextandencouragestudentstodemonstratetheiropinions.

(2)Usethemindmaptohelpstudentsunderstand,masterandapplyknowledge,andtheteachershouldactasanorganizerandresourceprovidertogivethemscaffolding.

7.Teachingaids

Blackboard,multi-media,StudyGuide.

8.Teachingprocedures

Stagel.Eearningandunderstanding

Lead-in

Teacher'sactivities

Students'activities

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Step1.TheteachershowsthemascotYingyingofthe2008BeijingOlympicGames.

Step2.Theteacherasksstudentsiftheyknow

whywechoose“antelope”asoneofthemascotsof2008BeijingOlympicGames.

Step1.Studentslookatthepictureofmascotandexpresstheiropinionsbasedontheexpressionsandphraseslearnedfromthepreviouslessons

[Designpurposes]Showingthepicturesofthemascotandantelopeswillmakestudentsmorecuriousaboutthetextthattheyaregoingtolearn,whichactivatesstudents'previousknowledgeoftheendangeredanimal.

Pre-reading

Step3.Theteachershowsthepicturesandtitleofthetextandasksstudentstopredictthecontentofthetext.

Step2.Studentsmakeapredictionbasedonthetitleandpicturesofthetext.

[DesignPurpose]Makingpredictionbasedonthetitleandpicturescanarousestudents'interesttowardslearningandactivatetheirpriorknowledge.

While-reading

Teacher'sactivities

Students'activities

Step4.Theteacherasksstudentstoskimthetext

andchecktheirpredictionsandanswerthequestions:

①Whatisthearticleabout?

②What'sthegenreofthetext?

□Anintroduction□Areport

?Atraveljournal

□Advertisement

□Ashortnovel

Step5.TheteacherasksStudentstoreadthepassageagain.Thenmatchthemainideaofeachparagraph.

Step6.Asstudentshavelearnedthefeaturesofthetraveljournal,theteacherasksstudentstoreadtheparagraph1-3andfind‘thingstheauthorsees,hearsandfeelsandthinks.”

Step3.Studentsskimthetitleandthepicturesquicklytograspthemainideaandidentifythegenreofthetext.Andstudentsreadthetextforthefirsttimetogetfamiliarwiththestructureandthefeaturesofthetraveljournal.

Step4.Studentsreadthetextagainandfindoutthegeneralideaofeachparagraphquicklywiththehelpoftopicsentenceandtransitionalwords.Thenanswerthequestion“Whataspectsarecoveredinajournal?”

Step5.Studentsreadthepassageagain.Thenmatchthemainideaofeachparagraph.

Step6.Studentsreadtheparagraph1-3andfindoutthethingstheauthorsees,hearsandfeels.

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Thingstheauthorsees

Thingstheauthorsees

Snow-coveredmountains

Theantelopesmoving

slowlyacrossthegreen

grass

Thingstheauthorhears

Thingstheauthorhears

ChangtangNational

NatureReserve

Dangeroussituationsoftheantelopes

Howtheauthorfeelsandthinks(reflection)

Howtheauthorfeels

andthinks(reflection)

delightedandsurprised

Worriedabouttheendangeredsituations.

Step6.Teacherinvitesstudentstosummarizethemainstructureofthetexttogetherbyshowingthemindmap.

[Designpurposes]Invitingstudentstofindthingsthattheauthorsees,hears,feelsandthinks,helpstudentsunderstandthefeaturesofthejournalarticle,whichpaveswayforthefollowingteachingstepsandenhancesstudents'readingcompetence.

Step7.Theteacherinvitesstudentstoreadparagraph4andparagraph6andaskthemquestion

①Whathappenedtotheantelopesinthepast?

②Howisantelopes’presentlivingcondition?

Step8.TheteacherhandsouttheT-chartandcomparesthedifferentlivingconditionsoftheTibetanantelopesindifferentperiods.

Step7.Studentsreadtheparagraph4-6andthenfinishtheT-charttomakeacomparisonoftheantelopes'livingconditionindifferentperiods.

Past

Present

Population:

Habitats:

Thereasons

forthis

living

condition:

droppedbymorethan50percent.

becamesmaller

①hunters

②the

builtoftheroadsandrailways.

hasrecovered

ChangtangNatureReserveisbuilt

effectivesolutions

proposedbythe

govermmentamdvolunteers

①Populationhas

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Results:Theywere

endangered.

recovered.

②Theantelopesare

removedfromthe

endangeredspecieslist.

[Designpurposes]Scanningleadsstudentstoretrievedetailedkeyinformation,andfindouttheproblemsthatantelopesface.TheT-charthelpsthemknowthereasonstotheseproblemsandTibetanantelopes'conditionsofthepastandpresent,fromwhichstudentswillunderstandthechangesthathavetakenplacetheseyears.

Teacher'sactivity

Students'activity

Step9.Theteacherasksstudentstoread

paragraph5again,andasksstudents“Whatarethemeasuresproposedbythegovernmentandvolunteers?”Thentheteacherinvitessome

studentstotalkabouttheirfindings.

Step10.Theteacherinvitesstudentsto

brainstormandorganizesfourstudentsinagrouptofindmoresolutionsofprotectingtheantelopes

Step8.Studentsreadparagraph5again,andanswerthequestions.

Step9.Studentsfindoutthesolutionsthatdifferentrepresentativesdotorescuetheantelopes.

Step10.Discusswithgroupmatesandfindmoresolutionstorescuetheendangeredanimals.

[Designpurposes]Findingsolutionshelpsstudentsgetthecoreideaofthetheme--protectingendangeredanimalsTheywillknowhowmanyeffortsthegovernmentandvolunteershavemadetorescuetheantelopes.DiscussingwithpartnersandfindingoutwhatcitizenscandotoprotecttheTibetanantelopesenhancestudents'criticalthinkingability.

Stage2.ApplyingandPracticing

Step11.Theteachershowsthetitle“ADayintheClouds”onPPTagainandinvitesstudentstotalkabouttheirunderstandingofthetitle.

Step12.Theteacherinvitesstudentsto:

①Infertheauthor'sintentionofwritingparagraph4-6.

DeducethemeaningofZhaxi'sexpression.

Step11.Studentsthinkabouttheimpliedmeaningofthetitle,andinfertheauthor'swritingintention.

Step12.StudentsinferthedeepmeaningofZhaxi'sstatement.

[Designpurposes]Makinglogicalinferenceaccordingtothefactsofthetextisahighlevelofthinking,whichhelpsstudentstogettheimpliedmeaningoftheauthor'writingattentionandformcriticalthinkingability.

Stage3.TransferandInnovation

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Post-reading

Step13.TheteacherasksStudentstoapplythei