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高中英语必修二（人教版新课标）第2单元第2课时教案
Unit 2 Wildlife Protection
Reading and Thinking
Ⅰ. Background Information
1.Teaching material version: People’s Education Press edition 2.Lesson duration: 45 minutes 3.Lesson type: Reading and Thinking 4.Target students: Freshman of senior high school (at the age of 15-17) 5.Teaching contents: a travel journal about Tibetan antelopes protection.
Ⅱ. Teaching Aids
Power Point, blackboard, pictures, videos.
Ⅲ. Teaching Methods
1.Task-based language teaching 2.Communicative language teaching
Ⅳ.Teaching Objectives
At the end of the class, students should be able to: 1.understand the new words and expressions such as drop by, watch over, be recovered from, be removed from, the endangered species list, be a threat to and so on. 2.grasp both the general idea and details of the travel journal. 3.use the different reading strategies like prediction, skimming and scanning correctly. 4.better understand the importance of protecting wildlife and try to put that into action.
Ⅴ. Key and Difficult Points
1.Key points: 1) Help students have a good command of the meanings and usages of new words and expressions; 2) Let students realize the content of the passage through the reading process. 2.Difficult Points: Let students know how to use different reading strategies to get both the main idea and the detailed information,
Ⅵ. Teaching Procedures
Major Steps Activities Justifications
Lead-in 5 minutes Watch a video and answer some simple questions. After greeting, the teacher will show students a video about biodiversity conservation and live in harmony with nature and the teacher will ask the following two questions: Q1: What endangered species can you see in this video Q2: What does this video call on us to do Before the lesson, through a short video and some simple questions, teacher can attract students’ attention quickly and naturally lead into the lesson topic, antelopes.
Pre-reading 6 minutes 1.Prediction Before reading, the teacher will remind students to look at the title and ask students to make a prediction about the style of this passage. The teacher will provide three options. 2.Words and Phrases explanation The teacher will explain some new and difficult words and phrases like drop by, watch over, be recovered from, be removed from, the endangered species list, be a threat to and so on. Through prediction and words explanation, students can not only be more curious about the passage which can arouse their interests to read it, but also clear the obstacle in the passage.
While-reading 23 minutes 1.Fast reading （1）Reading for text type Look through the whole passage quickly and answer the question: The text is a (n)___about Tibetan antelopes protection. A. Argumentation B. Exposition C. Travel journal （2）Read for main idea Student will use the eight words or phrases provided to fill in the blanks to get the main idea of every paragraph.(pictured below)
（3）Read for structure Students will match every paragraph with its function in the whole passage. Through reading for text type, reading for main idea and reading for structure, students will have an overall understanding of the passage.
2.Careful reading （1）Paragraph1-2 The teacher will guide students to look at the title again and ask four questions about the title: Whose day is it Where do they go Why do they go there What do they see The teacher will guide students to read paragraph1-2 with these four questions. （2）Para3-7
Students will read Para3-7 and fill in the form.(pictured below) （3）Read the whole passage again and answer the following questions. Q1: What does “national protection” mean Can you list more examples Q2: How does the writer feel about modern life How do you know that Through these reading activities, students will have a better command of details of this passage and also improve their reading abilities.
Post-reading 6 minutes Group discussion Students will work in group of 4 to discuss the following question: Do you agree that to save our planet, we must change our way of life What do you think we should do or change After discussion, several students will be invited to share their answers. Then the teacher makes a conclusion. This task can arouse students’ interest and involve the whole class. Also, by group discussion, students’ critical thinking can be developed.
Summary 4 minutes Teacher will ask students to act as an assistant to conclude what this travel journal is about. Then make a summary together with some words.(pictured below)
Reviewing the content and structure of passage they have just learned can deepen students’ impression and help them form good study habits.

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