1、新人教（2019）英语必修二Unit2Period 2 Reading and Thinking 教学设计课题Period2Readingand Thinking单元Unit2Wildlife Protection主题语境人与自然教材分析The theme of this unit is the protection of wildlife around the world, while the theme of the reading text is “Learn about protecting endangered animals”. The text is a journal, whi
2、ch mainly tells about the measures of protecting the endangered animal-Tibetan antelopes and its achievements.It is hoped that students can use the information in this unit to reflect upon the situation of wildlife protection and how decisions in their own lives can have apositive effect on solution
3、s to the issue.学情分析Students in Grade One has learned English for years, and they have mastered some basic language points and language skills, and they can get some detailed information in the text. But most of them lack reading strategies like skimming, scanning and prediction. This text is related
4、 to the protection of endangered animals-Tibetan antelopes. This kind of topic can activate students sympathy for the endangered animals and cultivate their thinking ability to solvesome problems.教 学 目 标 与核心素养Knowledge objectives:To learn about the features and linguistic characteristics of a journa
5、l and appreciate the description of scenery and psychology.To analyze authors attitude to something.Skill objectives:To identify the literal meaning or implied meaning of some sentences.Emotional objectives:To learn about the challenges and dangers of wildlife;To learn about some measures of protect
6、ing wildlife and think over their own methods.Thinking quality objectives:To infer some implied meaning according to the text;To cultivate the spirit of critical thinking and creative thinking重点To learn about the features and linguistic characteristics of a journal and appreciate the description of
7、scenery and psychology.To identify the literal meaning or implied meaning of some sentences.难点To infer some implied meaning according to the text;教学资源：multimedia教学准备：Search the Internet for some background information of some endangeredwildlife教学方法：Task-based method to make students interested in wh
8、at they will learn Fast reading to get the general idea of the passageCareful reading to get some detailed information in the passage教学过程教学环节教师活动学生活动设计意图Pre-readingStep 1Show a video clip from Kekexili:Students watch theToactiveLead-inMountain PatrolvideoandlearnstudentsownQ: What do youknow about t
9、heabout the presentknowledgeandTibetan antelope and the ChangtangoftheTibetantheirsympathyNational Nature Reserve?antelopes.for them.Step 2Prediction:StudentspredictPractisePredictionLook at the pictures below.What dothe content of thepredictingyou think the text is about?text.contextandcontentfromi
10、mages and thetitle.While readingStep 3 SkimmingTeacher instructs students to find out the main idea of each paragraph:Students skim the text and conclude the main idea of each paragraph according to the topic sentencesand key wordsPractise skimmingto identify the main idea of the text andeachparagra
11、ph.Step 4 ScanningTeacher presents questions about some detailed information:1. Why did the writer visit Tibet?2. What did people do to help protect the Tibetan antelope?3. What happened to the Tibetan antelope in the 1980s and 1990s?4. What does national protection” mean? Can you list more examples
12、?5. How does the writer feel about modern life?How do you know?Students scan the text to find some specific informationPractise scanning tofindsome detailed informationStep 5Further-thinkingTeacher explains the difference of literal meaning and the implied meaning:Literal meaning is the usual, basic
13、 meaning of the words, i. e. exactly what the words say.Implied meaning is suggested but not directly expressed. i. e you guess the meaning based on the what youknow.Students have a discussion about the questions.Practise reading to determine literaland implied meaning.Read the sentences below, and
14、decide if each idea is the literal meaning L of the text or only implied I by thetext.1. When they first saw the antelopes, they were very far away.2. We should not buy goods made from endangered animals.3. Human activities are threatening animals and plants.4. The Tibetan antelope is not anendanger
15、ed species now.Post-readingStep 6 DiscussionTeacher presents the question:Do you agree that we must change our way of life and learn to live in harmony with nature in order to save our planet?Why do you think we should do orchange?Students state their own opinions.To cultivate the spirit of critical
16、 thinking and creative thinkingHomework1. Finish the exercises in Learning English.2. Watch the movie Kekexili: Mountain Patrol.Blackboard DesignUnit 2 Wildlife ProtectionPeriod 2 Reading and Thinking A Day in the Clouds教学评价:课程内容反思内容自我评价主题作者重点突出了什么内容？语篇语篇是什么体裁？结构特征是什么？语言知识能否列举一些藏羚羊的保护措施？语言技能能否通过图片，标题，主旨句及关键词来概括段落及文章大意？能否识别字面意义和隐含意义？文化知识能否了解野生动物的现状及解决策略？学习策略哪些学习方法对自己的学习帮助最大？教后反思：要提高学生野生动物保护意识，树立从我做起的意识。
