英语必修 第二册Unit 2 Animals获奖ppt课件

这是一份英语必修 第二册Unit 2 Animals获奖ppt课件，共4页。

《高中英语（上外版）》必修第一册 unit 6 Animals课时：第6课时 课题：Friends Reunited课型：Reading 教学设计与说明教学目标本课为本单元的第6课时，核心目标是能归纳出人物经历、事件发展和情感变化，主题意义在于提醒人们重视人类和动物之间的关系，呼吁人与动物、人与自然应和睦相处。设计思路本课由动物的图片引出同学们的思考，让学生们思考图片中是什么动物，这些动物都住在哪里，以及图片上的老人是谁，猜一猜他大概多大年纪了。通过这些动物和老人之间的亲密举动，猜一猜这个老人和动物之间的关系。接着，让学生快速阅读文章，通过文章的第一段，他们可以找出这个老人是谁以及他和企鹅之间的关系。通过快速地阅读2-5段，快速阅读，学生们可以初步地了解到企鹅与老人之间发生的故事，知道这篇语篇内容是关于巴西一位退休砖瓦工和一只南美企鹅建立深厚友谊的故事。然后，通过深度阅读这篇文章，引导学生们能够抓住故事发展的时间线，抓住故事情节的发展线索。再仔细地分析每一份段落，可以概括出每一个段落的大意。最后可以通过老人和企鹅两个视角来讲述老人和企鹅之间发生的故事。呼吁学生们提醒人们重视人类与动物之间的关系，呼吁人与动物、人与自然应当和睦相处。教学重点及难点利用文中的标志性的表示时间的单词或短语，比如“in 2011”, “a week later” 等，可以让学生明白记叙文的语篇类型是什么。理解记叙文的语言特征需要围绕主人公和时间展开，记叙文通常会运用表示行为、情感、心理和言语的词语去叙事。最终能够抓住这篇文章的中心思想，呼吁人与动物、人与自然应当和睦相处。Lesson PlanAt the end of the period, students will be able to:Summarize the experiences of the main characters and the development of the story and feelings;Identify the stylistic features of a narrative passage, including time、places、 characters、and plot;Achieve the vocabulary and the usage of them in the passage;Share the implied qualities, such as love and caring for others.Procedures: = 1 \* ROMAN I. Warm-up Guided questions:What animal is it in the picture? Where does it live?Who is the man? How old is he?What is the relationship do you think between the man and the bird? What might have happened? = 2 \* ROMAN II. Pre-reading Guided questions:After reading the title and the paragraph 1, who are the friends?Who is Dindim? Where and how was he when he was found?Who is Joao? Where and how did he take good care of Dindim? = 3 \* ROMAN III. While-readingGuided questions:What did Joao do for Dindim when he found the penguin was close to death? What did he do after Dindim recovered?What did Dindim do after he was released on an island? How often does he visit the elderly man?What do Joao and Dindim like to do when they are together? How can we describe their attachment to each other? = 4 \* ROMAN IV. Post-readingGuided questions:What points does a narrative passage consist of?What is the main development line of the narrative passage?How to conclude the stories? = 5 \* ROMAN V. Critical thinking = 6 \* ROMAN VI.HomeworkRead aloud the article to make sure you know the key vocabulary and grammar points.Finish the exercise Comprehension Plus  = 1 \* ROMAN I、 = 2 \* ROMAN II on page 31.Finish the reading exercise of the workbook on the pages 20-23.Teacher: Ask the students to look at the two pictures on the page 30. And discuss about the three guided questions in the group of four students.Students: Look at the two pictures on the page 30.Think of the questions. Guess and discuss the questions with their group members.Purpose: To arouse students’ interest and introduce the main characters of the passage.Teacher：Ask the students to read the title and make some predictions about “friends”. Students: Make some predictions about “friends”.Teacher: Ask the students to read through the paragraph 1 and finish the questions in the first part on the page 31.Purpose: To understand the title and the paragraph 1 to know the basic information(who, what, how and where) about the story.Teacher: Ask the students to read through paragraph 2-5 and circle the vocabulary and grammar points related to the story development and feeling changes.Students: Read paragraph 2-5 carefully and circle the vocabulary and grammar points related to the story development and the feeling changes.Teacher: Encourage the students to describe the activities between the old man and the penguin, using the vocabulary and grammar points in paragraph 2-5.At the same time, ask the student to pay attention to the time of the activities.Students: work in groups and describe the activities and stories between the old man and the penguin.Purpose: To understand the detailed stories and activities between the old man and the penguin according to the time line and be able to use the proper vocabulary and tense.Teacher: Help the students to understand the writing structure of the narrative passage.Students: Get familiar with the writing structure and the writing skills of the narrative passage.Purpose: To identify the writing structure and the writing skills of the narrative passage.Teacher: Encourage the students reflect on what they have learned in this unit and make a list of different ways animals are treated. Student: Summarize how animals are treated.Teacher: Encourage the students to think if they were an animal living with humans, how would they like to be treated?Student: Discuss with the group members, ho would they like to be treated if they were an animal living with humans.Teacher: Encourage the students to find possible ways develop a harmonious relationship between humans and animals with the given examples.Student: Each student writes down the similar three sentences and then discuss with the group members.Purpose: To share the emotions and feelings of loving the animals. To appeal more people to care and love animals.