上外版（2020）必修 第二册Unit 2 Animals教案

这是一份上外版（2020）必修 第二册Unit 2 Animals教案，共12页。

Perid 6 Reading B教学设计
课题
Friends Reunited
单元
Unit 2
学科
English
年级
Senir Grade 1
教材
分析
Reading B is a narrative stry f a penguin and an elderly man called Ja. It delivers the message that man and animals can becme friends. We shuld learn t develp a gd relatinship with animals arund us.
教学目标与核心素养
1. Knwledge bjectives: understanding the text f Reading B;
learning hw t treat animals;
2. Skill bjectives: clse reading and paragraph writing using chesive devices;
3. Emtinal bjectives: lve f animals; helping injured animals;
4. Thinking quality bjectives: think critically
重点
the usage f “like”; present perfect cntinuus tense, “have been ding sth.”;
难点
understanding the last paragraph:
Wh said there wasn’t still sme gd news left in the wrld?
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1. presenting wrds and expressins f Reading B;
2. presenting backgrund knwledge f penguins such as: their natural habitats, species, breeding places, etc.
1. listening t the audi;
2. learning abut the penguins - particularly, they live nt nly in the ice wrld; sme species f penguins lives at the equatr;

1. intrducing the wrds and expressins;
2. presenting ne f the heres f Reading B - a penguin named Dindim;
讲授新课
PPT 5: Paragraph One
List the new wrds and phrases and the Chinese equivalents;
1. retired adj. 退休的
2. penguin 企鹅
3. Ri de Janeir, Brazil
巴西里约热内卢(巴西著名城市)
4. feather n. 羽毛
5. clean the il ff ...
把石油从...清理掉
a daily diet f fish 每天吃鱼
get strength up 使体力恢复
clse t death = dying
find sb. + cmpliment (补语)
PPT 6 invites students t give their wn summary while presenting the reference ne.
Summarize the first paragraph in ne sentence.
In 2011, utside Ri de Janeir, Brazil, Ja fund a dying penguin at the nearby beach, saved it and named it Dindim.
What infrmatin can be fund in the first sentence f para. 1?
Time, place, wh, what and prfessin f Ja.
PPT 7,
3. Making a sentence using the pattern “find + sb. + cmpliment”, in which the fllwing infrmatin shall be included: time, place, wh, what and prfessin.
On 11 Sept. 2001, Mr. Oma and his guide dg Salty, fund themselves n the 71st flr in Twer One
f the Wrld Trade Center which was cllapsing.
PPT 8: Pagraph Tw
9. release v. 释放；放出
10. nearby adj. 附近的
a nearby island
adv. 在附近
live nearby 住在附近
11. change
把换成
PPT 9, Questin Time
4. Summarize the secnd paragraph in ne sentence.
After Ja's twice effrts t release and its twice refusal t leave, the penguin stayed with Ja fr 11 mnths befre it went away ne day.
Translate the phrase “changed his cat fr new feathers”
退毛，换新毛；cat = feathers
PPT 10, Paragraph Three
12. It's believed that 大家相信
13. elderly adj. 年纪长的
14. migrate v. (随季节变化)迁徙
15. prefer t d sth. rather than
d sth. 宁愿做而不做
16. feeding area 捕食区
PPT 11, Questin Time
Summarize the third paragraph in ne sentence.
The penguin remembers Ja and visits him every summer in particular t shw its gratitude.
7. Make up a sentence using “prefer t d ... rather than d ...”
I think mst f the animals in the z prefers t live in the wild rather than stay indrs.
PPT 12, Paragraph Fur
recall v. 记起；回忆起;回想起
18. affectinate adj.表示关爱的
mre affectinate 比较级
affect - affectin - affectinate
影响 v; 关爱 n; 表示关爱的
19. emerge v. (事实，意见等) 暴露；
露出真相；被知晓
PPT 13, Questin Time
8. Summarize the furth paragraph in ne sentence.
The penguin has been visiting the ld man regularly fr fur years and their friendship becmes strnger as time ges by.
9. Translate the phrase “but he has been cming back t visit me fr the past fur years”.
但是在过去的四年里，它一直都回来看我，从未间断。

PPT 14: Paragraph Five
20. peck v. & n. 啄
peck sb. / give sb. a peck
啄某人
21. lap n. (坐着时)大腿部
laptp n. 手提电脑
22. sardine n. 沙丁鱼；
PPT 15: Questin Time
9. Summarize the fifth paragraph in ne sentence.
Dindim and Ja are like families when they stay tgether.

“I lve the penguin like it’s my wn child.” Explain the wrd “like”.
like cnj. in the same way as; as 就像一样
我爱丁丁，它就像是我的孩子。
PPT 16-17, a summary f the usages f “like”:
like v. regard; feel abut; 感觉
like v. want; 想要
like v. find enjyable, agreeable; 喜欢
like prep. 像
like prep. such as; fr example; 例如像
like cnj. as if; as thugh 似乎，好像
like cnj. in the same way as; as 就像一样
like adj. 相似的；类似的
likes:爱好；喜欢的事;
dislikes: 不喜欢的事；
PPT 18: Paragraph Six
Hw t interpret this sentence?
Wh said there wasn’t still sme gd news left in the wrld?
What if we have a pause after “wasn't”?
Wh said there wasn't (gd news left in the wrld)? (There was) still sme gd news left in the wrld!
Paragraph Six is the jining and mitting f parts f the abve tw sentences.
这个世界还是有好消息的，谁说没有？
PPT 19:
Summary f Reading B (First Versin)
PPT 20,
Summary f Reading B (Revised Versin)
In 2011, utside Ri de Janeir, Brazil, Ja fund a dying penguin at the nearby beach, saved it and named it Dindim. Dindim stayed with Ja fr 11 mnths befre it went away. Later, the penguin visits him every summer in particular t shw its gratitude. Dindim has been visiting Ja regularly fr fur years and their friendship becmes strnger as time ges by. Dindim and Ja are like families when they stay tgether. Lk, it's still a wrld f lve, isn't it?

PPT 21-23, Grup Wrk
PPT 21,
12. Underline the chesive devices in the revised summary and fill in the fllwing table.
Determiners r Prnuns: it, him, its, their, they
Linking Wrds:
sequencing: befre, later;
prviding explanatin: in particular t shw;
13. Are there any examples given in the summary? If any, are there any linking wrds indicating examples?
PPT 22, Grup Wrk
What d yu think is the main message f Reading B?
PPT 23, Grup Wrk
What des Dindim's cntrasting actins mean?
Trust t Ja, cautin against ther villagers.
Any linking wrds shwing cntrasting ideas?
N, we dn’t see any linking wrds between lines in the text.
PPT 24-26, “Let’s d it.”
I Reading cmprehensin: chse the best answer frm A, B, C and D.
1. A week later, Ja tried t release the penguin back int the sea. The underlined part means ______.
A. set free √B. let g C. make knwn D. free
2. It’s believed that the penguin prefers t visit the elderly man rather than migrate t the feeding areas f his species. “Prefer t d rather than” means ______.

want t d B. like t d √C. chse t d instead
D. refuse t d
3. Ja recalls hw the penguin cntinued t fllw him hme. The underlined part means _____.
A. calls again B. calls fr √C. remembers D. thinks ver
4. Nw new pictures have emerged f Dindim visiting Ja in his village
earlier this mnth. The underlined part means _____.
becme visible B. recver C. cme up √D. cme ut
5. “He arrives in June and leaves t g hme in February and every year he becmes mre affectinate as he appears even happier t see me.” The underlined part means _____.
√A. friendly B. mving C. mved D. lvely
PPT 27-28, “Vcabulary Fcus”
II Cmplete the fllwing sentences using prper frms f the wrds belw. One wrd can nly be used nce.
death, strength, diet,
lap, reunite, elderly,
release, recall,
1. I tried cuntless fad (时尚的)______ t lse weight, but nne wrked.
2. Tears f jy were flwing as three great army friends ______________ after mre than 50 years apart.
3. She dumped the prblem in my ________.
“The British Empire and the French Republic wuld defend t the ___________ their native sil, aiding each ther like gd cmrades, t the utmst ____________.”
-By Winstn Churchill.
5. We need specialist services fr _________________.
6. N infrmatin has yet been _________ frm the autpsy (尸检) n Mnday.
7. They started talking, each ne _____________ the events in detail.
1. diets 2. reunited
3. lap 4. death
5. strength 6. the elderly
7. released 8.calling
in ne’s lap: as smene’s respnsibility
PPT 29, Cmprehensin Plus,
I. Cmplete each answer using a relative clause.
Wh is Dindim? Where and hw was he when he was fund?
Dindim is a penguin that was clse t death at the lcal beach near Ja’s hme when it was fund.
2. Wh is Ja? Where and hw did he take gd care f Dindim?
Ja is an elderly man wh tk the dying penguin hme, cleaned the il ff its feathers, fed it a daily diet and sardines and saved its life.
PPT 30, Grup Discussin,
II. Discuss hw Ja and Dindim became friends. Use the questin cues.
A: What did Ja d fr Dindim when he fund the penguin was
clse t death? What did he d after Dindim recvered?
B: Ja tk the dying penguin hme, cleaned the il ff its feathers, fed it sardines and saved it. After Dindin recvered, Ja released it.
A: What did Dindim d after he was released n the island? Hw ften des it visit the elderly man?
B: Dindim fllwed Ja back t his hme and then they stayed tgether fr 11 mnths. Later, Dindim regularly visits Ja every summer.
PPT 31, Summary f Tday:
√ Penguin is a sea bird living in the suthern hemisphere;
√ the friendship between a penguin and Ja;
√ different usage f the wrd “like”;
√ using chesive devices when writing a paragraph;
√ using cntrasting actins t shw different attitudes in a narrative;
PPT 32, Hmewrk:
Think ver the questins belw.
If yu were an animal, hw wuld yu like peple t treat yu?
(1)Questin Time;
(2)Grup Wrk;
(3) Let’s d it;
(4)Cmprehensin
Plus
(5) Translatin
All these activities can be carried ut individually, in pair wrk r grup wrk.
Students shall first understand the lines f text with the help f the vcabulary table;
Students may brain-
strm ut many ideas, which need structuring t frm a ne-sentence summary.
Students may quickly find ut these basic elements f a stry.
Students shall take a nte f this pattern which is very useful in writing.
In Questin-time, students are faced with tw tasks here: summary writing and
a sentence making.
Students shall ntice the wrd series f “affect - affectin - affectinate
Students shall ntice the use f present perfect cntinuus tense here.
Different versins f translatin are welcmed and discussins are encuraged here.
Students shall ntice the wrd “peck” which is bth a nun and a verb.
Students shall be able t tell the differences between “like” as a verb and “like” as a cnj. r prep.
Students may first think the sentence is wrng with sme grammar mistakes. But if we think it ver and see it frm the perspective f spken English, then there might be anther explanatin fr the “grammar mistake”.
Students shall cmpare the first versin with the secnd versin, and see the imprvement in sentence writing and the use f chesive devices in paragraph writing.
Students shall refer back t the summary and recgnize the chesive devices applied.
Students can easily find the answer n the mind map.
Students shall be able t infer the implicatins f the cntrasting actins here.
Students are allwed t refer t dictinaries, textbk r any ther references. Discussins are invited here. Interactins between teachers and students are encuraged, t.
Here, students shall practise using the vcabulary f Reading B, particularly paying attentin t the prper frms f the chsen wrds.
Students shall review the stry by cmpleting the sentences.
Students may have a cnversatin in pair abut hw Ja and Dindim became friends.

Students shall have a g-ver f what have been learnt, taking dwn the part they feel nt sure f and asking the teacher fr help.
Summarizing exercises check bth understanding and thinking; summarizing the paragraph in ne sentence is a challenge t student in picking ut what t write and what t leave ut;
Questin 3 is designed fr students t practise the pattern “find + sb. + cmpliment”.
Questin 7 here is designed fr students t practise the verb phrase “prefer t d ... rather than d ...”.
Questin 9 is designed fr students t have a deeper understanding f the present perfect cntinuus tense.
Mistakes ften ccur in students’ writing in terms f the wrd “like”.
Here, a summary f the usages f “like” is designed fr students t distinguish “like” as a verb frm “like” as a prepsitin r cnjunctin.
The paraphrase f paragraph 6 is my persnal pinin, which is pen t criticism here. Discussins and interactins are welcmed here.
Summary f the whle text f Reading B is designed here t strengthen students’ memry f the main cntent f the text.
Questin 13 is designed fr students t think ver - smetimes, examples in the text are given withut linking wrds, yet we feel it’s natural.
Again, the questin f linking wrds - smetimes, cntrasting ideas are presented in the text withut linking wrds, yet we feel it’s natural.
In Vcabulary Fcus, tasks are designed (Exercise II) t examine students’ vcabulary knwledge frm different perspectives.
Task I f Cmprehensin Plus is designed fr students t practise using relative clause.
Task II f Cmprehensin Plus is designed fr students t practise speaking as well as a review f the stry.
Summary is designed fr the cnvenience f reviewing what we have learnt tday as well as fr students t d checklist.
课堂小结
1. understanding by summarizing
2. elabrating n hard language pints;
3. practising translating skills;
4. emphasizing n chesive devices in paragraph writing
5. disclsing the main message f the text;
6. practising using key vcabulary;
1. learning t summarize paragraphs
2. learning t interpreting sme wrds r phrases while reading;
3. learning t translate sme sentences;
4. sensing the lve between Dindim and Ja by heart;
5. learning abut chesive devices in paragraph writing;
1. presenting vcabulary f Reading B;
2. teaching the usages f key vcabulary;
3. teaching reading by summarizing;
4. prmting students’ reading skills;
5. teaching sme translatin skills
6. teaching t use chesive devices in paragraph writing;
板书
Vcabulary:
a summary f the usages f “like”:
like v. regard; feel abut; 感觉
like v. want; 想要
like v. find enjyable, agreeable; 喜欢
like prep. 像
like prep. such as; fr example; 例如像
like cnj. as if; as thugh 似乎，好像
like cnj. in the same way as; as 就像一样
like adj. 相似的；类似的
likes:爱好；喜欢的事;
dislikes: 不喜欢的事；