资源简介

(共20张PPT)
A Day in the Clouds
Unit 2
Reading & Thinking
学习理解类
感知与注意
获取与梳理
概括与整合
应用实践类
描述与阐述
分析与判断
内化与应用
迁移创新类
推理与论证
批判与评价
想象与创造
基于语篇
构建知识
深入语篇
转化能力
超越语篇
生成素养
The Activity-based Approach to English Learning
integrated, relevant and practical theme-based activities
1
Theoretical basis
v
Analysis of material
2
Para.2:
The ________ of our camping.
The ________ of the Tibetan antelopes.
The __________ for Tibetan antelopes.
My guide, Zhaxi, working for _________ the wildlife.
Para.1:
Para.3:
Para.4:
The __________ taken to protect the antelopes.
The ______________ we’ve made and we also have ____________ to go.
Protecting wildlife is saving ________.
Para.5:
Para.6:
Para.7:
Read for the main idea of each paragraph
achievements
purpose
a long way
ourselves
situation
bad times
measures
protecting
Read for Structure
Para ______: What I see
Para _______: What I hear
Para _______: What I reflect
1-2
3-6
7
Reading and Thinking
Learn about protecting endangered animals
A Day in the Clouds
What I see
What I hear
What I think
1. Read the text quickly and divide it into three parts.
Para _______: What I see
Para _______: What I hear
Para _______: What I think
1-2
3-6
7
While-reading
Read para. 1&2 and find out the answers.
what
Tibetan antelopes
③They have fur.
But
why
plains
graceful
valuable
mountains
Snow-covered
① Tibetan antelope live on the
, moving slowly across the green grass.
②They are animals.
Part 1. What I see
The 1980s and 1990s were bad times for Tibetan antelopes.
Part 2. What I hear
My guide is Zhaxi, a villager from Changtang. He works at the Changtang National Nature Reserve. The reserve is a shelter for the animals and plants of northwestern Tibet. To Zhaxi, the 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. (para.3)
Q1: What is Zhaxi’s opinion of protecting wildlife
What we have given to nature will be given back one day.
① The air is thin and we have to rest several times on the short hike from camp. To our left, snow-covered mountains disappear into clouds that seem almost close enough to touch.
〔
〕
that引导的定从，修饰coluds ,在从句中作主语
空气稀薄，在离开营地的短途徒步旅行中，我们不得不多次休息。
在我们的左边，白雪皑皑的山脉 消失 在 似乎触手可及的 云层中。
On the plain in front of us, we can just make out a herd of graceful animals. This is why we’re here—to observe Tibetan antelopes.
放眼平原，我们隐约看到一群体形优美的动物。
这就是我们来这里的原因--观察藏羚羊。
v.观察
羚羊
一群
make out 看清
在…前面
平原
藏族的
why did the writer visit Tibet
Teaching
Method
1
Situational teaching method
2
Task-based language teaching method
3
Communicative teaching method
Teaching Method
应用实践类
迁移创新类
学习理解类
Lead-in
Prediction
Fast Reading
Careful Reading
Discussion
Presentation
Reflection
Homework
Teaching Procedure
Wildlife protection
Further thinking
thought-inspired
questions
strategy guidance
ⅠAv
Analysis of the students
学习理解类
运用实践类
迁移创新类
Stage I Lead-in
Activity 1: Watch a video
【设计意图】感知主题，注意话题
围绕本节课主题创设情境，通过观看《藏羚羊的跪拜》以及羌塘自然保护区的视频，激发学生的学习兴趣和思维，鼓励知识丰富的学生通过分享拓展其他同学的视野，让学生迅速进入阅读课文的准备状态。
Activity 2: Watch a video
ⅠAv
Analysis of the students
学习理解类
运用实践类
迁移创新类
Stage II Pre-reading
Activity 3: Prediction
【设计意图】激活已知，预测新知
引导学生了解日志体的叙事文本，理解其文体特征和语言特点；阅读前指导学生预测文章内容，使学生产生阅读期待，激发学生的思维能力和探究欲望。
Answer the questions based on the title.
title
ⅠAv
Analysis of the students
学习理解类
运用实践类
迁移创新类
Stage III While-reading
Activity 4: Skimming for the main idea of each paragraph
【设计意图】围绕主题，构建新知
通过快速浏览和略读策略指导，引导学生获取大意，整体把握文章的语篇结构，构建对语篇主题的初步认识。
Activity 5: Read for structure of this passage.
ⅠAv
Analysis of the students
学习理解类
运用实践类
迁移创新类
Stage Ⅱ While-reading
Activity 6: Careful Reading
【设计意图】梳理文本，建立关联
引导学生在获取和梳理文本信息的过程中，深入理解文本，挖掘主题，建立信息间的关联。通过思维导图,有效训练学生的总结、归纳、推新等逻辑思维能力。通过合作探究,丰富学习方式,培养学生学习能力。
ⅠAv
Analysis of the students
学习理解类
运用实践类
迁移创新类
Stage Ⅱ While-reading
Activity 7: Further thinking
【设计意图】超越文本，形成素养
在深入分析文本的基础上，引导学生基于文本生成自己的批判性思维，表达自己的观点，并思考该如何保护野生动物，训练学生的发散性思维。实现语言由输入到输出。引导学生形成对“Wildlife protection”主题的积极认识和升华
Blackboard Design
【设计意图】
本节课的板书排版简洁，中心突出，体现了本节课的主要授课内容和思路，同时应用思维导图有助于学生整合零散信息，形成系统的学习和思维习惯。
v
Analysis of the students

展开更多......

收起↑