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人教版高中英语必修第二册 Unit2 Wildlife Protection
Lesson 2 Reading and Thinking Teaching Design
Basic Information
Course Category Compulsory Textbook,new module 2
Teaching Material PEP(2019)
Unit Unit 2 Wildlife Protection
Thematic text Man and nature----Environmental protection
Theme significance The topic of the unit relates to the theme of wildlife protection. which discusses the relationship between man and nature.
Teaching plan
Title A Day in the Clouds
Topic Protecting wildlife animals
Lesson type Reading and thinking
1.Standards and theories
(1)Activity-based Approach to English learning The Activity-based Approach to English learning advocates that students learn English through a series of integrated,relevant,and practical theme-based activities,where they undergo learning processes such as perceiving and noticing,retrieving and summarizing,and generalizing and synthesizing. (2)Ideological and Political Theory "Ideological and Political"is an indispensable and important part of the system of steadily advancing ideological and political education to form a large "ideological and political education"system under the background of the new era.It runs the goal of educating people throughout the whole process of curriculum education,so that education can return to the original intention of cultivating people with morality.The Ideological and Political Theory contained in this lesson is to raise student's awareness of protecting the endangered animals and live in harmony with nature.
2.Analysis of text
(1)Thematic text:man and nature (2)Text type:journal articles (3)The topic of the unit relates to the theme of wildlife protection,which discusses the relationship between man and nature.In this lesson,the reading passage is a journal,which uses the first-person narrative and records the author's experience of protecting the rare species----Tibetan antelope.
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[What] The article describes what the author have seen,heard and experienced in Tibet.In addition,the article covers the condition of the antelopes,the problems they face,the solutions found by government and volunteers and the effectiveness of protective measures. [Why] The text aims to raise people's awareness of protecting wildlife animals,make students understand the facts and reasons why wild species are disappearing from the earth at an alarming rate.The moral value intended in this text is that students should enhance their awareness of protecting the endangered animals and live in harmony with nature [How] The text in this lesson is a journal article with intact structure,in which the descriptions are vivid,picturing a kind of graceful animal.The title of the text contains a deep implied meaning.In this text,it uses the angle of the author to observe the antelopes,which includes the author's different senses.
3.Analysis of students
We are going to analyze the Grade 10 senior high school students from the four aspects of the Key Competencies achieved through the English subject. Language competence: Students are able to gather and process information through reading,and some of them can express their opinions confidently in English.Also,they have basic knowledge of reading and writing.However,most of them don't know the text type of journal. Thinking disposition: They have logical thinking ability,being able to predict the content of the text based on the pictures and titles. In addition,they can summarize the key information of the text and retell the story by following the mind map. On the other hand,most of them are relatively weak in discovering and summarizing the solutions of rescuing the antelopes.And some of them may lack inferring ability to deduce the implied meaning of the text,lacking the ability of understanding and integrating knowledge. Culture awareness: Most students are familiar with the endangered animals.Through the internet,television and broadcast,they have known the importance of protecting the endangered animals. However,because of limited life experiences,most students may not have systematic knowledge about the wildlife protection,lacking a deep understanding of sustainable development and living in harmony with nature. Learning ability: Students have a basic English foundation,an active attitude towards learning and a high level of enthusiasm for accepting new knowledge.In daily study,they have mastered some learning strategies,therefore most of them can finish the individual work and group work under the guidance of the teacher,and the awareness of cooperation is widely accepted. Some students are relatively weak in reading,so they can hardly synthesize the key points of the text.
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4.Teaching objectives
After the class,students will be able to: (1)read the text and identify the text features of the article. (2)infer the implied meaning of the title and content. (3)compare the living conditions of Tibetan antelopes in the past and at present. (4)distill the problems and solutions of the Tibetan antelopes based on the text. (5)make an interview of wildlife protection through group work to improve cooperative ability.
5.Learning evaluation design
Activities Items Standards Relevant Objectives
Read the travel journal and get the main idea of each paragraph (Learning and understanding) Content Have you understand the main idea of each paragraph and divide the whole passage into several parts Learning Objective 1: Students can sort out the structure of the text,obtain the author's views on endangered animals and get familiar with the content. structure and writing characteristics of the travel journal
Language Have you collected all the needed information of the text
Infer author's intention of writing paragraph 4-6 and deduce the meaning of Zhaxi s expression. (Applying and practising) Content Have you understand the author's writing intention and Zhaxi's expressions Learning Objective 2: Students can infer the theme of the text based on reading.
Language Have you used the key information in the text
Interview (Transfer and innovation) Content 1.Have you used the words and sentences that you have learned to make the interview Learning objective 3: Students can use the T-chart to describe the changes happened in Tibetan antelopes and the efforts made by human beings to protect wild animals.
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Language 1.Have you used the information of the T-chart to describe the changes happened in antelopes'life 2.Are there any mistakes in pronunciation and grammar Students can explore the meaning of living harmoniously with nature.
Expression Have you expressed your opinions logically and confidently
6.Teaching focus and difficulties
(1)How to get students fully understand the deep meaning of the text,figure out the text features,and infer the implied meaning of the title. (2)How to guide students to have a deep thought of the problems and solutions of the Tibetan antelopes. (3)How to help Students transfer what they have learned into practice and make an interview,talking about their opinions towards wildlife protection. Solutions: (1)Based on the concept of Activity-based approach to English learning,and driven by problems and tasks,we design hierarchical classroom activities to allow students to actively explore the text and encourage students to demonstrate their opinions. (2)Use the mind map to help students understand,master and apply knowledge,and the teacher should act as an organizer and resource provider to give them scaffolding.
7.Teaching aids
Blackboard,multi-media,Study Guide.
8.Teaching procedures
Stagel.Eearning and understanding
Lead-in
Teacher's activities Students'activities
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Step 1.The teacher shows the mascot Yingying of the 2008 Beijing Olympic Games. Step2.The teacher asks students if they know why we choose“antelope”as one of the mascots of 2008 Beijing Olympic Games. Step 1.Students look at the picture of mascot and express their opinions based on the expressions and phrases learned from the previous lessons
[Design purposes]Showing the pictures of the mascot and antelopes will make students more curious about the text that they are going to learn,which activates students'previous knowledge of the endangered animal.
Pre-reading
Step 3.The teacher shows the pictures and title of the text and asks students to predict the content of the text. Step 2.Students make a prediction based on the title and pictures of the text.
[Design Purpose]Making prediction based on the title and pictures can arouse students'interest towards learning and activate their prior knowledge.
While-reading
Teacher's activities Students'activities
Step 4.The teacher asks students to skim the text and check their predictions and answer the questions: ①What is the article about ②What's the genre of the text □ An introduction □A report A travel journal □ Advertisement □ A short novel Step 5.The teacher asks Students to read the passage again.Then match the main idea of each paragraph. Step 6.As students have learned the features of the travel journal,the teacher asks students to read the paragraph1-3 and find ‘things the author sees,hears and feels and thinks. ” Step 3.Students skim the title and the pictures quickly to grasp the main idea and identify the genre of the text.And students read the text for the first time to get familiar with the structure and the features of the travel journal. Step 4.Students read the text again and find out the general idea of each paragraph quickly with the help of topic sentence and transitional words.Then answer the question“What aspects are covered in a journal ” Step 5.Students read the passage again.Then match the main idea of each paragraph. Step 6.Students read the paragraph1-3 and find out the things the author sees,hears and feels.
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Things the author sees Things the author sees Snow-covered mountains The antelopes moving slowly across thegreen grass
Things the author hears
Things the author hears ChangtangNational Nature Reserve Dangerous situations of the antelopes
How the author feels and thinks (reflection)
How the author feels and thinks (reflection) delighted andsurprised Worried about the endangered situations.
Step 6.Teacher invites students to summarize the main structure of the text together by showing the mind map.
[Design purposes]Inviting students to find things that the author sees,hears,feels and thinks,help students understand the features of the journal article,which paves way for the following teaching steps and enhances students'reading competence.
Step 7.The teacher invites students to read paragraph 4 and paragraph 6 and ask them question ① What happened to the antelopes in the past ② How is antelopes’present living condition Step 8.The teacher hands out the T-chart and compares the different living conditions of the Tibetan antelopes in different periods. Step 7.Students read the paragraph4-6 and then finish the T-chart to make a comparison of the antelopes'living condition in different periods.
Past Present
Population: Habitats: The reasons for this living condition: dropped by more than 50 percent. became smaller ① hunters ② the built of the roads and railways. has recovered Changtang Nature Reserve is built effective solutions (
proposed by the
) (
govermment amd volunteers
) ① Population has
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Results: They were endangered. recovered. ②The antelopes are removed from the endangered species list.
[Design purposes]Scanning leads students to retrieve detailed key information,and find out the problems that antelopes face.The T-chart helps them know the reasons to these problems and Tibetan antelopes'conditions of the past and present,from which students will understand the changes that have taken place these years.
Teacher's activity Students'activity
Step 9.The teacher asks students to read paragraph 5 again,and asks students“What are the measures proposed by the government and volunteers ”Then the teacher invites some students to talk about their findings. Step 10.The teacher invites students to brainstorm and organizes four students in a group to find more solutions of protecting the antelopes Step 8.Students read paragraph 5 again,and answer the questions. Step 9.Students find out the solutions that different representatives do to rescue the antelopes. Step 10.Discuss with group mates and find more solutions to rescue the endangered animals.
[Design purposes]Finding solutions helps students get the core idea of the theme--protecting endangered animals They will know how many efforts the government and volunteers have made to rescue the antelopes.Discussing with partners and finding out what citizens can do to protect the Tibetan antelopes enhance students'critical thinking ability.
Stage 2.Applying and Practicing
Step 11.The teacher shows the title“A Day in the Clouds”on PPT again and invites students to talk about their understanding of the title. Step 12.The teacher invites students to: ①Infer the author's intention of writing paragraph 4-6. Deduce the meaning of Zhaxi's expression. Step 11.Students think about the implied meaning of the title, and infer the author's writing intention. Step12.Students infer the deep meaning of Zhaxi's statement.
[Design purposes]Making logical inference according to the facts of the text is a high level of thinking,which helps students to get the implied meaning of the author'writing attention and form critical thinking ability.
Stage3.Transfer and Innovation
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Post-reading
Step 13.The teacher asks Students to apply the information students get and make an interview Step14.Divide students into several groups,and organize the group work.Then Invite some groups to show their interview on the stage Step13.Based on the sentences and information on the powerpoint,one student acts as the interviewer,and the other interviewee,two students a pair to finish the interview,and they can use the sentences on the powerpoint. Step14.The interviewer designs some questions,and ask the interviewee to talk about his/her views on Tibetan antelope protection
[Design purposes]Discussion is designed to find author's writing intention of advocating the concept of living in harmony with nature.Interview improves students'creative and critical thinking ability,and it's a stage of output, which aims at deepening students'understanding towards wildlife protection and arousing students'spirit of loving and protecting the endangered animals.
9.Blackboard Design
Introcluctio∩ 2l ar ne Protelting antelopes mecPcarc5) cParl O protelting Ourselves Yvl O Ne N a(A ) (
ntelrView
)
10.Homework
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Writing
Please apply what we have learned (including the information from the previous lessons)and write an letter We have experienced the author's one day in the clouds and suppose you are an old antelope.You're writing a letter to your grandson about your days in the clouds.It may include the following parts: (1)Your life in the past(about the problems and causes) (2)Your present life and your thanks to... (the measures and effects).
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