资源简介

使用教材：人教版2019高中英语必修二
教授课节：第二单元第二课时Reading and Thinking——A Day in the Cloud (一)Teaching Procedures
Steps Teaching Activities Intention
Teacher's Activities Students' Activities
Step 1 Warming up &lead in (3mins) 1.Teacher greets students and invites one student to review what they have learned in the last class. 2.Teacher presents a video about African elephant whose habitat has become less than before,then asks students: ①What did you see from the video ②How about their situation ③What cause them in danger from your perspective Teacher asks students to discuss in pairs,then invites some of them to present their views 1.Students greet teacher and review what they have learned in the last class. 2.Students watch video and think about the reasons of it in pairs,then try to answer questions in their own words and share with others. In this part, students can activate existing language and cultural background so as to perceive the main topic firstly.At the same time, students’ interests can be stimulated in order to find out more about cruel treatment of wild animals
Step 2 Pre-reading (2mins) Teacher clarifies that there are many such situation all over the world and we are going to learn another endangered animal today,then leads students to observe the title and illustrations and try to predict what the text is about in following questions ① What do you think the text is about ②Do you think it Students move from African elephant to the text,and try to predict the message according to the title and illustrations Students get to know the basic content of this lesson.From this activity, they can also improve their ability of prediction which is viewed as an important reading strategy
is also a kind of endangered animals in the world ③What do you want to know from the text
Step 3 While-reading (23mins) 1.Skimming for the main idea. Teacher guides students to skim the text and complete the sentence presented on the PPT which is the general idea of the text. Students skim the text, and grasp the main idea of it,then complete the sentence on the PPT From skimming, students can grasp the main idea and verify their predication.It can also further improve their skimming competence.
2.Reading for basic structure of travel journal. Teacher guides students to recognize the genre of article——travel journal and introduces what basic contents should be include in it. T:As a travel journal,it must basically involve things we see,things we hear and things we feel. Then teacher guides students to read again and invites some of them to finish the table Students get familiar with the basic contents of a travel journal. Students read again and list what the author sees,hears and feels in the camping for Tibetan antelopes according to the table. From this activities, students can get familiar with the features of travel journal and the basic structure of the text,which can lay a foundation to detailed reading.
In the end,teacher guides students to conclude the basic structure of the text from perspective of camping and present them on the blackboard. T:Now,think it carefully or you can discuss with your partners.How many parts can the text be divided into from perspective of camping Students conclude the basic structure of the text. S:The text can be divided into three parts. Para1-2.Things the author sees. Para3-6.Things the author hears. Para7.How the author feels.
3.Reading for specific information. Based on reading, teacher help students generalize the tough situation and reasons faced by Tibetan antelopes as well as measures taken by the government and people by using question chains. ①What do you know about Tibetan antelopes ②What happened to the Tibetan antelopes in the 1980s and 1990s ③Why are they in danger ④How did people do to protect them Students go back to the text carefully and answer teacher's questions in learned language.At the same time,they are invited to finish the mind map presented on the blackboard. S:From the perspective of protection,the author writes in different aspects which involved information about antelopes, danger,reasons, measures taken by people,results and what we should do in the future. During this activity, students can grasp and generalize the detailed information of the text,so as to cultivate their generalized competence. In addition,it can also lay a foundation to analysis of authors view and attitudes that are arranged in the next step.
Step 4 Post-reading (15mins) ⑤What are the results of people's efforts ⑥What should we do in the future Based on the above, teacher invites students to finish the mind map and presents them on the blackboard.
1.Analysis & Application Teacher presents two dialogues and asks them to find the difference, then explains the strategies of identifying literal and implied meaning. Then teacher asks students to read the sentences in activity 3 and identify whether they are literal meaning of the text or only implied by the text in groups.After finishing, teacher invites some groups to share their answers and explain reasons. thttrteng le Students get to know the difference between literal and implied meaning.Then they discuss the sentences in groups and identify them based on the understanding of the text.In the end, students share their answers to the class and explain reasons. Students can judge the Causality of events,and further comprehend the attitudes and theme author wants to convey. Moreover they can use learned language reasonably in the process of explanation. which is beneficial to improve language using competence
2.Criticism & Evaluation Teacher divides students into different groups and leads them to pay more attention to the Students exchange their ideas and discuss their understanding of the title and writing During this activity, students have chance to
title——A Day in the Cloud and try to express their understanding of it.In addition,teacher asks them to discuss the purpose of author in this article. T:How do you understand the title T:What the author's purpose of the article Later,teacher invites volunteers to present their ideas. purpose of the article Later they present them in the class. infer the main views from author.They can also deepen the recognition of situation in wildlife so as to form a right value for protection
3.Imagination & Creation Teacher presents an interview situation- You are a reporter for the Wildlife Conservation Society. Based on the hot issue of living in harmony with nature in order to save our planet,you want to interview teenagers about their opinions and collect some ideas that what we should do or change to protect wild animals Teacher asks students to work in groups of four. One student acts as interviewer,the others act as interviewees and point out their opinions from different perspectives.Everybody takes notes while interviewing. Students interview in groups.One student acts as interviewer to present the questions, and the others list different solutions from different perspectives,all of them take notes while interviewing. During this activity, students can further understand the importance of wildlife protection and establish the correct values of harmony between man and nature.
After discussion, teacher invites students to show their works to others and gives some extension knowledge. Later,they volunteer to share.
Step 5 Assignment (2mins) After class,students are asked to collect information about one kind of endangered animal and write a passage at least 120 words. Their composition should include: 1.The current situation of it. 2.The solutions of protecting it.
VIII.Summary and Blackboard Design
Unit 2 Wildlife Protection——Reading and Thinking A Day in the Clouds Basic information
Things he sees Things he hears How he feels Camping Danger Reaso Measu res Effects
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二.案例评析报告
1. 本课的每个步骤都有逻辑关系，与教学目标一致。整个教学设计注重培养学 生的思维品质，包括获取、提取、归纳、总结信息的能力。
2.2.教学活动以主题探究为主线，在学习与理解、应用与实践、迁移与创新三 个层次的活动中贯彻活动式英语学习的理念。这有利于培养学生的语言应用能力、 思维品质和文化意识。
3.3.在教学过程中，学生通过同伴讨论、小组讨论、角色扮演等形式积极参与 合作学习，通过倾听、讨论、分享，实现师生互动和生生互动。
不足之处
1. 教学内容较多，时间安排可以适当放宽。例如，营建的结构讲解可以相对简 化。
2.2.在思考和表达部分，教师给学生的表达机会较少。另外，学生对这个话题
比较敏感，容易用中文讨论，所以教师应在讨论前制定规则，避免学生用中文讨 论。
3. 教师面对所有学生布置任务，但没有注意到学生的差异。最好是为不同层次 的学生安排不同的任务。
4.4.黑板设计缺乏直观性，使学生难以理解。可以将其优化为可视化思维导图 的形式，反映藏羚羊面临的威胁、人类的措施以及它们的影响。

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