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高中英语人教版 (2019)必修 第二册Unit 2 Wildlife protection教案设计
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这是一份高中英语人教版 (2019)必修 第二册Unit 2 Wildlife protection教案设计，共7页。
课题
Perid 2
Reading and Thinking
单元
Wildlife Prtectin unit
学科
English
年级
Grade 1
教材分析
This teaching perid mainly deal with reading and thinking. Students are expected t learn the knwledge abut hw t wrk ut prblems in cntext. The teacher is expected t lead students t identify literal and implied meaning.
教学目标与核心素养
Knwledge bjectives: Grasp sme imprtant wrds and phrases in this part.
Skill bjectives: Learn t summarize the main idea f each paragraph. Master the reading skills t wrk ut prblems in cntext.
Emtinal bjectives: Develp students’ sense f prtecting the wildlife.
Thinking quality bjectives: Cultivate the awareness f existing in harmny with nature.
重点
Lead students t identify literal and implied meaning.
难点
The implied meaning in cntext.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Step1 Review
Ask students sme questins t recall the knwledge abut wildlife.
(1) What kind f wildlife d yu knw?
(2)What n earth mainly cause these wild
animals in danger r disappearing?
(3) What is being dne t help them?
Step2 Leading–in
1. Use ppt t shw a picture abut the natinal nature reserves in China.
2. Ask students hw much d they knw abut them?
3. Shw a riddle and ask students t guess what is it.
“I eat grass. I’ve gt lng hrns. I cme frm Tibetan Plateau. Wh am I?” (Tibetan antelpe)
4. Shw sme pictures and knwledge abut Tibetan antelpes and Changtang Natinal Nature Reserve .
学生举手回答问题，回顾上节课学过的知识内容并回答问题。
学生观看ppt中展示的图片，了解藏羚羊相关知识。
通过回答问题，回顾上节课所学知识点，将学生带入本单元“保护野生动植物”的课堂主题中。通过猜谜语方式引出本课学习内容。通过扩展有趣的自然知识激发学生学习和探索的兴趣。
讲授新课
Step 3 New wrds and phrases
Use ppt t shw sme wrds and phrases in the passage. Shw the part f speech, meaning, example sentences and pictures t help the students t understand and remember them.
Step 4 skimming and thinking
1. Skim t the text in 2 mins and summarize what the text is abut. Finish the blank with sme presented wrds with the whle class.
Step 5 Fast reading
1. Ask students t find the main idea f each paragraph.
Para. 1: The purpse f ur camping.
Para. 2: The situatin f the Tibetan antelpes.
Para. 3: My guide, Zhaxi, wrking fr prtecting the wildlife.
Para. 4: The bad times fr Tibetan antelpes.
Para. 5: The measures taken t prtect the antelpes.
Para. 6: The achievements we’ve made and we als have a lng way t g.
Para. 7: Prtecting wildlife is saving urselves.
Step 6 Careful reading
Find the answers n the text and mark them. The flwing questins are belw.
Q1. Why did the writer visit Tibet? (the purpse)
A1: T bserve Tibetan antelpes.
Q2. What happened t the Tibetan antelpe in the 1980s and 1990s?
A2:
Q3: What did peple d t help prtect the Tibetan antelpe? (the measures)
A3:
(1) The Chinese gvernment …
(2) Zhaxi and ther vlunteers …
(3) Bridges and gates were added t …
Q4: What des “natinal prtectin” mean? Can yu list sme examples?
Step 1 Find the phrase in the text.
Step 2 Find the main idea in cntext.
Step 3 Analyze part f speech.
A4: Natinal first/secnd/third class prtected animals and plants: Suth China Tiger, blue whale, glden snub-nsed mnkeys, Chinese yew, and …
Q5: Hw des the writer feel abut mdern life? Hw d yu knw?
A5: Our mdern life ges against nature.
“We must change the way we live if we really want t prtect wildlife and the planet.”
Step 7 After reading
Ask students t finish the questin n page 14.
Lead students t identify literal and implied meaning.
Discussin
Ask students t discuss in grups base n the fllwing tpic.
The writer says that we must change ur way f life and learn t live in harmny with nature in rder t save ur planet. D yu agree? What d yu think we shuld d r change?
Fr example: I agree. As far as I am cncerned, the authrities shuld … /The sciety shuld …/We shuld …
Step 8 Language pints
Imprtant wrds
legal adj.
Established by r funded upn law r fficial r accepted rules.
illegal adj.
illegally adv.
Example sentences：
The gvernment tried t disband the illegal rganizatin.
He was cnvicted f illegally using a handgun.
attack
n. an aggressive and vilent actin against a persn r place.
vi. &vt. take aggressive actin against (a place r enemy frces) with weapns r armed frce.
Example sentences：
In an attack n a plice statin, ne plice fficer and an attacker were killed.
He bundled the ld lady int her hallway and brutally attacked her.
exist
vi. If smething exists, it is present in the wrld as a real thing.
Example sentences：
He thught that if he culdn't see smething, it didn't exist.
We cannt exist withut air, fd and water.
harmny
n. The harmny f smething is the way in which its parts are cmbined int a pleasant arrangement.
Example sentences：
If peple are living in harmny with each ther, they are living tgether peacefully rather than fighting r arguing.
Difficult sentences
(1) This is why we’re here——t bserve Tibetan antelpes.
Predicative clause表语从句
This is why… +表示结果的句子
This is because…+表示原因的句子
Example sentences：
He didn’t g t schl. That’s because he was ill.
He was ill. That’s why he didn’t g t schl.
(2) Watching them mve slwly acrss the green grass, I’m struck by their beauty.
分析：本句为现在分词短语作状语， 表示与主句主语之间存在主动关系。
Example sentences：
Hearing the news, they all jumped with jy.
Speaking in the public , he will surely be very cheerful.
Step 9 Exercise
Fill the wrds in the blanks n page 14.
“Learn abut elephants by reading and cmpleting the passage with the crrect frms f the wrds.”
学生读出单词，通过学习单词和短语的信息，理解并试着记住单词和短语
学生在特定时间内快速阅读文章，了解文章大致内容。
学生快速阅读各段落，小组讨论并根据ppt提示信息，找出各段落大意。
学生在文中找出对应句子并标记出答案的位置。
学生根据老师的提供的方法指导，逐步分析文章内容，总结问题答案
学生根据提示，定位文章信息，并画下相关句子，小组讨论后得出答案。
学生小组讨论，并派出代表进行发言。
学生学习重要单词的词性，在例句中加强对关键词的理解。
学生分析句子结构，并在例句中加强应用和理解。
学生根据新学过的重点单词、短语和语法知识，在练习题中进行应用练习，巩固新知识。
通过展示和辅助讲解新单词和短语的词性，含义，例句以及图片等，帮助学生理解和记忆
请学生带着问题进行快速阅读，使学会通过快速浏览抓住文章大意，从而对学生进行快速阅读训练，提高学生快速阅读的能力。
通过选出正确单词进行填空的方式，帮助学生总结段落大意。通过小组讨论形式培养学生合作交流能力。
通过独立思考，带着问题仔细阅读文章，培养学生提取关键信息的能力。
通过先教授学生学习方法，再给与学生时间独立探索问题答案，训练学生的仔细阅读能力。
通过小组讨论方式进行探索学习，帮助学生在小组讨论中解决困惑，提高课堂效率。有效帮助学生解决难题。
通过选择学生代表进行发言的方式，分享学生的想法，让学生积极参与讨论并有机会表达自己的想法。
通过扩展单词基本知识，帮助学生更好的理解和记住单词。
通过分析句子结构可以引导学生，复习此单元的语法，句子结构。通过展现例句，加强学生对句子的理解。
通过专项练习，帮助学生巩固知识点。
课堂小结
Step 10 Summary
Tell students t underline the sentences n the text, and cmplete the fllwing questins in grups.
Summary the structure f the text n the ppt.
Step 11 hmewrk
Cllect infrmatin abut ne kind f endangered animals and write a passage.
Which class f natinal prtected animals d they belng t?
Why are they endangered?
What d they need?
Hw t prtect them? …
学生根据题目内容，在老师的帮助下完成对文章的总结。
全面理解本文，能根据课文提出问题并做出正确的回答。
板书
课题
Perid 2
Reading and Thinking
单元
Wildlife Prtectin unit
学科
English
年级
Grade 1
教材分析
This teaching perid mainly deal with reading and thinking. Students are expected t learn the knwledge abut hw t wrk ut prblems in cntext. The teacher is expected t lead students t identify literal and implied meaning.
教学目标与核心素养
Knwledge bjectives: Grasp sme imprtant wrds and phrases in this part.
Skill bjectives: Learn t summarize the main idea f each paragraph. Master the reading skills t wrk ut prblems in cntext.
Emtinal bjectives: Develp students’ sense f prtecting the wildlife.
Thinking quality bjectives: Cultivate the awareness f existing in harmny with nature.
重点
Lead students t identify literal and implied meaning.
难点
The implied meaning in cntext.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Step1 Review
Ask students sme questins t recall the knwledge abut wildlife.
(1) What kind f wildlife d yu knw?
(2)What n earth mainly cause these wild
animals in danger r disappearing?
(3) What is being dne t help them?
Step2 Leading–in
1. Use ppt t shw a picture abut the natinal nature reserves in China.
2. Ask students hw much d they knw abut them?
3. Shw a riddle and ask students t guess what is it.
“I eat grass. I’ve gt lng hrns. I cme frm Tibetan Plateau. Wh am I?” (Tibetan antelpe)
4. Shw sme pictures and knwledge abut Tibetan antelpes and Changtang Natinal Nature Reserve .
学生举手回答问题，回顾上节课学过的知识内容并回答问题。
学生观看ppt中展示的图片，了解藏羚羊相关知识。
通过回答问题，回顾上节课所学知识点，将学生带入本单元“保护野生动植物”的课堂主题中。通过猜谜语方式引出本课学习内容。通过扩展有趣的自然知识激发学生学习和探索的兴趣。
讲授新课
Step 3 New wrds and phrases
Use ppt t shw sme wrds and phrases in the passage. Shw the part f speech, meaning, example sentences and pictures t help the students t understand and remember them.
Step 4 skimming and thinking
1. Skim t the text in 2 mins and summarize what the text is abut. Finish the blank with sme presented wrds with the whle class.
Step 5 Fast reading
1. Ask students t find the main idea f each paragraph.
Para. 1: The purpse f ur camping.
Para. 2: The situatin f the Tibetan antelpes.
Para. 3: My guide, Zhaxi, wrking fr prtecting the wildlife.
Para. 4: The bad times fr Tibetan antelpes.
Para. 5: The measures taken t prtect the antelpes.
Para. 6: The achievements we’ve made and we als have a lng way t g.
Para. 7: Prtecting wildlife is saving urselves.
Step 6 Careful reading
Find the answers n the text and mark them. The flwing questins are belw.
Q1. Why did the writer visit Tibet? (the purpse)
A1: T bserve Tibetan antelpes.
Q2. What happened t the Tibetan antelpe in the 1980s and 1990s?
A2:
Q3: What did peple d t help prtect the Tibetan antelpe? (the measures)
A3:
(1) The Chinese gvernment …
(2) Zhaxi and ther vlunteers …
(3) Bridges and gates were added t …
Q4: What des “natinal prtectin” mean? Can yu list sme examples?
Step 1 Find the phrase in the text.
Step 2 Find the main idea in cntext.
Step 3 Analyze part f speech.
A4: Natinal first/secnd/third class prtected animals and plants: Suth China Tiger, blue whale, glden snub-nsed mnkeys, Chinese yew, and …
Q5: Hw des the writer feel abut mdern life? Hw d yu knw?
A5: Our mdern life ges against nature.
“We must change the way we live if we really want t prtect wildlife and the planet.”
Step 7 After reading
Ask students t finish the questin n page 14.
Lead students t identify literal and implied meaning.
Discussin
Ask students t discuss in grups base n the fllwing tpic.
The writer says that we must change ur way f life and learn t live in harmny with nature in rder t save ur planet. D yu agree? What d yu think we shuld d r change?
Fr example: I agree. As far as I am cncerned, the authrities shuld … /The sciety shuld …/We shuld …
Step 8 Language pints
Imprtant wrds
legal adj.
Established by r funded upn law r fficial r accepted rules.
illegal adj.
illegally adv.
Example sentences：
The gvernment tried t disband the illegal rganizatin.
He was cnvicted f illegally using a handgun.
attack
n. an aggressive and vilent actin against a persn r place.
vi. &vt. take aggressive actin against (a place r enemy frces) with weapns r armed frce.
Example sentences：
In an attack n a plice statin, ne plice fficer and an attacker were killed.
He bundled the ld lady int her hallway and brutally attacked her.
exist
vi. If smething exists, it is present in the wrld as a real thing.
Example sentences：
He thught that if he culdn't see smething, it didn't exist.
We cannt exist withut air, fd and water.
harmny
n. The harmny f smething is the way in which its parts are cmbined int a pleasant arrangement.
Example sentences：
If peple are living in harmny with each ther, they are living tgether peacefully rather than fighting r arguing.
Difficult sentences
(1) This is why we’re here——t bserve Tibetan antelpes.
Predicative clause表语从句
This is why… +表示结果的句子
This is because…+表示原因的句子
Example sentences：
He didn’t g t schl. That’s because he was ill.
He was ill. That’s why he didn’t g t schl.
(2) Watching them mve slwly acrss the green grass, I’m struck by their beauty.
分析：本句为现在分词短语作状语， 表示与主句主语之间存在主动关系。
Example sentences：
Hearing the news, they all jumped with jy.
Speaking in the public , he will surely be very cheerful.
Step 9 Exercise
Fill the wrds in the blanks n page 14.
“Learn abut elephants by reading and cmpleting the passage with the crrect frms f the wrds.”
学生读出单词，通过学习单词和短语的信息，理解并试着记住单词和短语
学生在特定时间内快速阅读文章，了解文章大致内容。
学生快速阅读各段落，小组讨论并根据ppt提示信息，找出各段落大意。
学生在文中找出对应句子并标记出答案的位置。
学生根据老师的提供的方法指导，逐步分析文章内容，总结问题答案
学生根据提示，定位文章信息，并画下相关句子，小组讨论后得出答案。
学生小组讨论，并派出代表进行发言。
学生学习重要单词的词性，在例句中加强对关键词的理解。
学生分析句子结构，并在例句中加强应用和理解。
学生根据新学过的重点单词、短语和语法知识，在练习题中进行应用练习，巩固新知识。
通过展示和辅助讲解新单词和短语的词性，含义，例句以及图片等，帮助学生理解和记忆
请学生带着问题进行快速阅读，使学会通过快速浏览抓住文章大意，从而对学生进行快速阅读训练，提高学生快速阅读的能力。
通过选出正确单词进行填空的方式，帮助学生总结段落大意。通过小组讨论形式培养学生合作交流能力。
通过独立思考，带着问题仔细阅读文章，培养学生提取关键信息的能力。
通过先教授学生学习方法，再给与学生时间独立探索问题答案，训练学生的仔细阅读能力。
通过小组讨论方式进行探索学习，帮助学生在小组讨论中解决困惑，提高课堂效率。有效帮助学生解决难题。
通过选择学生代表进行发言的方式，分享学生的想法，让学生积极参与讨论并有机会表达自己的想法。
通过扩展单词基本知识，帮助学生更好的理解和记住单词。
通过分析句子结构可以引导学生，复习此单元的语法，句子结构。通过展现例句，加强学生对句子的理解。
通过专项练习，帮助学生巩固知识点。
课堂小结
Step 10 Summary
Tell students t underline the sentences n the text, and cmplete the fllwing questins in grups.
Summary the structure f the text n the ppt.
Step 11 hmewrk
Cllect infrmatin abut ne kind f endangered animals and write a passage.
Which class f natinal prtected animals d they belng t?
Why are they endangered?
What d they need?
Hw t prtect them? …
学生根据题目内容，在老师的帮助下完成对文章的总结。
全面理解本文，能根据课文提出问题并做出正确的回答。
板书
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