资源简介

Lesson Plan
I.Background Information
Teaching Content Unit 2 A Day in the Clouds Reading and Thinking Senior High School English Compulsory Book 2
Design Principles According to Compulsory English Curriculum Standards (2022),the goal of English teaching was shifted to cultivate core competencies,which comprise language ability,learning ability,thinking capacity and cultural awareness.As the bridge linking curriculum content and curriculum goal,activity-based learning requires teachers to design a series of linear-advanced teaching activities,which aims to culminate in students’development of English subject core competencies.Guided by the idea,the teaching procedures in this lesson are designed,which cover different layers,namely learning and comprehension,practice and application,transfer and innovation. The thematic context of this unit is human beings and nature.In this reading passage,under the guidance of a video and a leading question,students can extract and construct the factual information of the title of the passage, which integrates the learning of language and thinking.As well as the understanding of factual information,the teacher should also consciously raise students’awareness of wildlife protection.
Learner Profiles As the first graders in senior high school,they have already attained a certain level of language competence, accumulating some basic words and sentence patterns.
Besides,they show great interest and passion in learning English so that they are actively engaged in classes. But they may find it difficult to analyze the structure of the journal.Another point is that some students might have no idea of the awareness that people should exist in harmony with nature,which requires the teacher to help them understand this.
Content Analysis [What] The teaching material is the reading and thinking part of Unit 2 The Day in the Clouds.The thematic context centers around the relationship between human beings and nature.This passage is a journal describing what happened in one day in author's travel.The passage introduces the beauty and disaster of Tibetan antelopes,National Nature Reserve's protection awareness,government's protection measures and the author's feelings about wildlife protection. [Why] The passage aims to introduce the danger and population recovery of Tibetan antelopes.Also,the students are expected to understand the awareness of wildlife protection [How] This passage is a travel journal that describes what the author saw,heard and thought on that day.The language is simple,using most simple present tense,simple past tense and figure of speech.
Teaching Objectives At the end of the class,students will be able to: 1.introduce the situation of Tibetan Antelopes in the past and at present.
2.acquire reading strategy of distinguishing the literal and implied meaning. 3.raise awareness of protecting endangered wildlife and appreciate the importance of living in harmony with nature. 4.provide some appropriate protection measures for wildlife
Key Point 1.Students can introduce the situation of antelopes. 2.Students can be aware of the importance of protecting wildlife and environment.
Difficult Point It may be difficult for students to provide protection measures,therefore,teacher should guide students to explore some solutions.
Teaching Methods 1.Task-based language teaching 2.communicative teaching
Teaching Aids PPT,blackboard,textbook
II.Teaching Procedures
Steps Teaching Activities Designing Purposes
Pre-reading (6minutes)
Step 1 Show students 2 pictures about panda and elephant,and ask them 2 questions: a.What do you know about them b.What do they have in common Show students 2 pictures about Tibetan Antelopes and Changtang National Nature Reserve. The pictures can be used as visual aids by which students can get more involved in Tibetan Antelopes
Step 2 Lead to the title by showing a video about antelopes and ask students to shear their opinions about the meaning of the title. Video can attract students’ interests. And it help students to predict the content better
While-reading (28 minutes)
Step3(28min) 1.Lead students to read the passage for the first time quickly to find out the main idea 2.Analyse the main idea and induce students to guess the genre of the passage-a traveljournal. Skimming can let students get the meaning of the passage quickly. Familiar with the genre of the passage,students can pay attention to the structure of the passage consciously.
3.Ask students to read the para1-2 and pose questions: a.Why did the author go to Changtang National Nature Reserve Highlight some expressions and guide students to identify literal meaning and implied meaning. The air is thin and we have to rest several times from camp.To our left,snow-covered mountain clouds/that seem almost close enough to touch.( Locating specific information can develop their scanning ability. Identifying the literal meaning and implied meaning can make students think critically and develop their thinking capacity.
b.Why were Tibetan Antelopes hunted The beauty of the antelopes can form a contrast with the danger they were in.
4.Lead students to read para3-6 and ask students 2 questions: a.Can you find some word that express people's attitudes towards Reading for specific information can develop students'scanning ability.
Tibetan Antelopes' danger b.According to the underlined sentence,what happened to Tibetan Antelopes land is sacred and protecting the wildlife is a way of life.“We're not trying to save the animals,”he says.“Actually,we're trying to save ourselves."(Para3) Lead to the changes of situations of Tibetan Antelopes.
5.Lead students to read para3-6 and finish the table: Para.3-Para.6 Q:What are the differences between the situation of Tibetan antelope in the past and at present In the past At present Ask students: a:Why did such change occur b:Did the government stop the protection programme Why Students can feel the contrast of Tibetan Antelopes’situation in the past and at present. Lead students to find out solutions Reading in detail contributes to understanding more clearly about antelopes'situation
6.Lead students to read para7 and find out the main idea.Then ask students the following question: Do you agree with the author Why Higher-order questions give students opportunities to shear their ideas,which can help them think creatively.
Post-reading (5minutes)
Step4 (5min) Discuss in groups about what we should do to protect the environment Post-reading What do you think about wildlife protection Zhaxi:“We're not trying to save theanimals;Actually,we'retrying to save oursclves. The writer:“we must change our way of life and learn to live in harmony with nature in order to save our planet. ” (
As far
as
I
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concerned,the
authorities shoul
d
.../The
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iety
hould
.../We
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) In discussion,students can be inspired by each other's ideas and opinions,which can not only raise their environmental protection awareness,but also can promote them to think from
more perspectives
Homework(1min)
Step5(1min) Write a short composition about endangered animals,in which students should mention at least the following aspects: Your situation now Effect ofyour extinction Measures to save you and human.. Homework If you were an endangered animal(You can choose any animal you like),now you have a chance to speak to people,what would you say Write a composition about this,in which you should mention at least the following aspects: Your situation now Effect of your extinction Measures to protect and save wildlife. . The composition should not be less than 120 words. In this way,students can empathize with endangered animals,which can make their awareness of protecting nature more profound.

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