高中人教版 (2019)Unit 2 Wildlife protection教案

Ⅰ. Teaching content

This is a reading class. It talks about wildlife Protection.

Ⅱ. Teaching objectives

1. Knowledge Objectives

(1)     Students are expected to understand the text both linguistically and semantically by which I mean they need to grasp the words, phrases, some useful expressions and other language points.

(2)     Students need to find the main idea of this passage.

(3)     Students need to know the facts and causes of the endangered antelope, as well as the measures and achievements of the government to protect the antelope.

2. Ability Objectives

(1)     Students can talk about Tibetan antelope in proper language.

(2)     Students can talk about their own opinions about the relationship between the men and animals.

3. Emotional Objectives

To develop student’s cognitive ability and critical thinking.

Ⅲ. Key and Difficult points.

1. Key point

Help students find the main topic of the article and expand

their knowledge of wildlife conservation.

2. Difficult point

Help students use their words to explain their own opinions.

Ⅳ. Major Steps:

Step 1 Lead-in

I will play a video for my students and ask them some questions:

1. What did you see in this video?
2. Do you think these animals are in danger?

Then, asking some students to answer these questions and let them to predict what we will learn today.

Step 2 Pro-reading

Ask students: What other wild animals are in danger? After that, showing them a picture about Tibetan antelopes and the title of the passage, let them predict.

Step 3 While-reading

1. Fast reading

Ask students to read the passage for the first time and find the main idea of this article.

Read the passage for the second time to answer: Why do you think the author wrote this text?

2. Careful reading

Ask students read the text on page 16 carefully and answer the following questions:

(1) Why did the writer visit Tibet? To observe Tibetan antelope.

(2) What’s the paragraph2 talking about?

Where do antelopes live and why they are in danger. (complement: the story of Tibetan antelope. The story is about the habit of Tibetan antelope, their characters and why the species has been threatened).

(3) What happened to the Tibetan antelope in the 1980s and 1990s?

The population dropped by more than 50 percent. Hunters were shooting antelopes to make profits. Their habitats were becoming smaller as new roads and railways were built.

(4) What did people do to help protect the Tibetan antelope?

I will ask student discuss this question, and write their answers on the whiteboard.

(In order to enrich students' knowledge and increase their interest,when we finish this question, I will tell them a story about Sonam Dhargey).

(5) What did Zhaxi and other volunteers do in Changtang National Nature Reserve?

(I will play a video about Changtang National Nature Reserve) (6)Did these measures work?

Yes.

Step 4 Post-reading

1. Thinking:

(1) Why the government does not intend to stop the protection programmes?

(2) Why did Zhaxi say:"We're not trying to save the animals, Actually, we're trying to save ourselves"?

(3) Why should we protect animals?

(In this process, after students’ discussion, I will give them a tip: there are a lot of animals feed on the Tibetan antelope, so if the Tibetan antelope goes extinct, other animals will starve to death, then starving animals can also produce new disease that eventually harm humans. And therefore concluded that:To protect animals is to protect ourselves.)

2. Discuss

Do you agree the author’s idea: Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet? What do you think we should do or change?

Step 5 Summary and homework

1. Summary

Ask some volunteers to summary what we learned today.

2. Homework

Finish the task on page 17 in Part 4.

民族高中 周应玲