Unit 2 Wildlife Protection Reading and Thinking说课课件高中英语人教版（2019）必修第二册

Unit2WildlifeProtectionPeriod2ReadingandThinkingADayintheCloudsPresenter:WangLanhe1.AnalysisofTeachingMaterials2.Analysisofstudents3.AimsandDemandsContents5.TeachingandLearningApproaches6.TeachingProcedure7.BlackboardDesign4.KeyPointsandDifficultiesPartOneAnalysisofMaterials01JournalPointsoutFactsandreasonsCentreofunit,7para.First,place&purposefrom2-7,showelegance,beauty,pointoutsufferingExpressconcern…PartTwoAnalysisofStudents02duetolimitedvocabulary..findithardtoexpress..Certainabilitiesoflistening…expresswhat..notactiveinclassforfearof..Needopportunitytodevelopautonomouslearningability,cooperativelearningabilitySeniorOneStudentsPartThreeAimsandDemands03Knowledgeaims:(1)helpstudentsunderstand&masterwords&phrases&sentencepatterns.(2)getbasicinformationaboutendangeredanimals&wildlifesituationandprotection.Abilityaims:Improveskillsoforganizing&usingEnglishasasecondlanguage,Enablestudentstounderstandmainidea,scanforneededinformation&graspdetailsEmotionalaims:Helpstudentsrealizetheimportanceofthewildlifeprotectionandlovewildlifeandlovenaturelivinginharmonywithnature.PartFourKeyPoints&Difficulties04B.understandimportanceofwildlifeprotection&dosomethingforwildlifeAKeyPointsA.helpstudentsgetgeneralideaofpassage,&detailedinformationaswell.BB.expressviewsontherelationshipbetweenmanandnatureinproperEnglish.ADifficultiesA.

obtaininformationofendangeredantelopes,&measurestoprotectthem,&discussTibetanantelopesinEnglishBPartFiveTeaching&LearningApproaches05TeachingApproachA.CommunicativeapproachB.Task-basedapproach

C.SituationalTeachingapproach

D.VisualandAudialapproach

Languageisusedforcommunication.It'slearner-centeredandemphasizescommunicationandreal-lifesituations.Ataskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife,Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.So,ineachstep,I’llsetafewtaskstotesthowwelltheyunderstandandmastertheteachingcontents.Forsituationalteachingmethod,I’llgetthemtojoininaroleplayandcreateareallifesituationforlanguagecommunication.LearningApproachA.Task-basedlearningApproachB.self-dependentLearningapproach

C.cooperativelearningApproachForlearningmethodsThelearningmethodsofthislessonareindividualwork,pairwork、groupwork、andteamwork.EachtaskrequiresstudentstouseautonomousandcooperativelearningapproachesInthisclass,ononehand,I’llallowstudentsplentyoftimeforscanning,skimmingandintensivereadingforinformationwithself-explorationmethod.Onetheotherhand,Isetafewtaskswhichtaketeamwork.Studentshavetodiscussandcooperatewitheachothertocompletethetask.PartSixTeachingProcedure06StepOneLead-inLovelyfriendlyharmoniousStepOneLead-in

SadangryterribleillegalStepOneLead-in

A.ShowpicturesLovelyfriendlyharmoniousB.PlayshortvideoShowingantelopesbeingkilledStepOneLead-inWatchingthevideocanbeagoodwaytosparkthestudents’mindtofocusonthecentertopic:importanceofwildlifeprotection.Bywatchingthevideoandseriesofpictures,studentsgenerallyformabasicunderstandingofteachingmaterialsandthemaincharacterofthislesson,Tibetanantelope.ThestudentswillbeeagertoknowsomethingabouttheendangeredwildlifeandthisistheverytimetonaturallyleadtheclassintoStep2StepOnePurposeofdesign1.Scanthetitleandpicturesbelow.Whatdoyouthinkthetextisabout?Thetextmustbeaboutantelopesandwildlifeprotection.StepTwoScanningByscanningthetitleandpictures,studentscanquicklyfindspecificinformationtheyneed,forexample,Tibetanantelopes,endangeredwildlife.Thepurposeistoinspirethestudentstoreadactively,notpassively.Inaddition,thetaskisaimedtodevelopthestudents’readingskillbymakingpredictionandtoencouragethemtoexpresstheirthoughtsinEnglish.StepTwoPurposeofdesignStepTreeSkimming1:000:590:580:570:560:550:540:530:520:510:500:490:480:470:460:450:440:430:420:410:400:390:380:370:360:350:340:330:320:310:300:290:280:270:260:250:240:230:220:210:200:190:180:170:160:150:140:130:120:110:100:090:080:070:060:050:040:030:020:010:00MatchthemainideawitheachparagraphPara.1Para.2Para.3Para.4Para.5Para.6Para.7WritervisitedChangtanginordertoobserveTibetanantelopes.Tibetanantelopesareindanger.Hisguidethinkslandissacredandprotectingwildlifeisawayoflife.BadtimesforTibetanantelopesChinesegovernment&volunteerstookeffectivemeasurestoprotectTibetanantelopesEffectivemeasureshavehelpedpopulationofTibetanantelopesrecover.Humanbeingsmustchangewayoflifeinordertosaveplanet.StepThreePurposeofdesignSkimmingisveryfastreading,andaveryusefulskillofreading.Itwillallowreaderstogetinformationquicklyfromanythingtheyread.Knowinghowtoskimwillmakethembetterreaders.Inskimming,thestudentsshouldattempttogetthemainideaofeveryparagraphplusafewfacts.Theycannothopetopickupallthefactsinthestorybutpickupsomefacts,namesornumbers.Inordertogetthemainideasandafewofthedetails,studentsmustbegintoleaveoutmaterial,readingonlykeysentencesandphrases.Readthepassagecarefullywhilelisteningandanswerthefollowingquestions(3min.)StepFourIntensiveReading

StepFourIntensiveReading

1.CompletetheformwithproperwordsorphrasesThingstheauthorsees

mountainsdisappearinginto.

Theantelopesmoving

acrossthegreengrassThingstheauthorhearsChangtangNationalNature.

fortheTibetanantelopeMeasuresto

theTibetanantelope

achievedafteryearsofprotectionHowtheauthorfeelsorthinks

bytheirbeautyChangingourwayof

.Existingin

withnatureSnow-covered

cloudsslowlyReserveBadtimesprotectEffectsStrucklifeharmonyIntheteachingofEnglishreading,Blank-fillingproblemsisjustoneofvarioustypesofquizzeswhichtesthowwellstudentsunderstandreadingmaterialsandobtaindetailedinformation.Itevaluatesstudents’abilityofintensivereadingcomprehension.Studentsmustpayattentiontosomespecificwordsorphrasesindicating“who,what,where,when,why,etc.”StepFourPurposeofdesignwhyHowwhatProtectingtheTibetanAnteloperesultsMoretodo2.ReadthepassageagainandcompletethemindmapbelowStepFourIntensiveReading

Organisethestructureofthetext.ProtectingtheTibetanAntelopeWhyResultWhatMoretodoTibetanantelopeslive

ontheplainsof......Theyregraceful.Theyhavevaluablefur.Huntersmakeprofits.Theirhabitatsweregettingsmaller.NationalprotectionBridgesandgatesVolunteersPopulationhasrecovered.InJune2015,theywereremovedfrom...Wemustchange...Learntoexistin...HowTheapplicationofmindmapintheteachingofEnglishreadingcanmakethedifficultandcomplexcontentsclearandeasy,anditwillhelpstudentsunderstandthetextandknowledgedeeplyandorganizeandmemorizematerialseasily.Theapplicationofmindmapliketreediagramswillpromotestudentstouseoutlineoflanguage,contents,andformstounderstandthetexteffectivelyandtoimprovetheirreadingabilities,anddeveloptheabilityofspeaking,andwritingbyreadingexercises.Mindmaphasbeenwidelyrecognizedasaneffectiveteachingandlearningtoolinalllevelsofeducation.itcouldhelpstudentstounderstandandmemorizethemainideasandimportantdetailsofreadingmaterialsinasystematicalway.Mindmaphasbeenwidelyrecognizedasaneffectiveteachingandlearningtoolinalllevelsofeducation.TheapplicationofmindmapintheteachingofEnglishreadingcanmakethedifficultandcomplexcontentsclearandeasy,anditwillhelpstudentsunderstandthetextandknowledgedeeplyandmemorizematerialseasily.Theapplicationofmindmapliketreediagramswillpromotestudentstouseoutlineofcontentsandformstounderstandthetexteffectivelyandtoimprovetheirreadingabilities,anddeveloptheabilityofspeakingandwriting.Let’ssupposethismindmaptobeatreediagram,the“trunk”,thatis,themaingoalis“protectingtheTibetanantelope”，andthebranchesarethevarioustasksthatneedtobeaccomplishedtoachievethegivenobjective.Theonlyrequirement,however,isthateachtaskshouldbecompletedstepbystep.StepFourPurposeofdesign3.Thinkoverandanswerthisquestion.StepFourIntensiveReadingTheauthorintendstotellusthatalthoughtheTibetanantelopehasbeenremovedfromtheendangeredspecieslist,thethreatstothemhavenotyetdisappeared.,wemustchangeourwayoflifeandlearntoexistinharmonywithnature.What’sthepurposeofthisarcticle?StepFourPurposeofdesignThisquestionisactuallythesummaryofthepassagewhichemphasizestheintentionoftheauthorwritingthearticle.It’salsowhatthepassageteachesaboutemotionalvalue.ThisstepofIntensiveReadingisthemostimportantpartofreadingprocess.Itallowsstudentstoreadeverysentenceorwordtogetdetailedinformationsuchasexacttime,place,person,event,causeandeffect.What’smore,theycangrasplogicalrelationshipbetweensentencesandparagraphsthroughmeditation,analyzation,andsummarizationStepFourAdditionalillustrationsReadthesentencesbelow,anddecideifeachideaistheliteralmeaningofthetextoronlyimpliedbythetextIdentifyliteralandimpliedmeaningLiteralmeaningistheusual,basicmeaningofthewords,i.e.exactlywhatthewordssay.Impliedmeaningissuggestedbutnotdirectlyexpressed,i.e.youguessthemeaningbasedonwhatyouknow.___TheTibetanantelopeliveshighabovesealevel.

(Thisisimpliedby“Theairisthin”)___Whentheyfirstsawtheantelopes,theywereveryfaraway.___Weshouldnotbuygoodsmadefromendangeredanimals.___Humanactivitiesarethreateninganimalsandplants.___TheTibetanantelopeisnotanendangeredspeciesnowILIIIStepFiveCriticalReadingCriticalthinkingistheabilitytothinkclearlyaboutwhattodoorwhattobelieve.Itincludestheabilitytoengageinindependentthinking.Someonewithcriticalthinkingskillsisabletounderstandthelogicalconnectionsbetweenideas,detectcommonmistakesinreasoning,andreflectonthejudgementofone'sownbeliefsandvalues,especiallytheyshoulddistinguish“literalmeaning”and“impliedmeaning”.StepFiveCriticalReadingillustrationsTheliteralmeaningisthemostobvioussenseofwords.Insomecases,whenthespeakersaysasentenceandmeansexactlyandliterallywhathesays,itshowshisliteralmeaning.Forexample,Ifapersonsays,“Ikeepalovelybirdinthecage”,infact,thereisabirdinthecage.That’shisliteralmeaning.Butthereareallsortsofcaseswherespeakerssaysentencesandmeansomethingdifferentfromoreveninconsistentwiththeliteralmeaningofthesentence.Forexample,ifapersonsayshisfatherisanearlybird,hedoesn’treallymeanhisfatherisabirdbutapersonwhoworkshardbygettingupearly.That’shisimpliedmeaning.StepFiveCriticalReadingillustrationsImpliedmeaningisnotstateddirectlybutcanbeunderstoodtobewhatthespeakermeansinadisguisedway.Itconveysmorethanwhatissaid.Whenyouarecommunicatingwithnon-nativespeakersofEnglish,youshouldbeabletojudgeanddistinguishtheliteralmeaningfromtheimpliedmeaningincasethatitmightcauseconfusionandmisunderstanding.StepFiveCriticalReadingillustrationsCompletethepassagewiththecorrectformsofthewordsHerdsofelephantsusedtoliveonthe_____ofAfricaandintheforestsofAsia.Buttoday,theyfaceaserious_______from__________.Theselargeanimalsarebeingkilled__________fortheirbodypartsthatareconsideredvaluable.Inordertosavethem,somecountrieshavecreated__________wheretheycanliveinpeaceandsafety.However,the__________onthemwillcontinueaslongasinterestinbuyingelephantproducts_______.Toachieve___________betweenhumansandanimals,theworldmustprotectthesebeautifulcreatures.hunterillegallyreserveattackexistplainharmonythreatplainthreathuntersillegallyreservesattacksexistsharmonyStepSixVocabularyPractice

Agoodtypeofquizwhichisaimednotonlytotesthowwellstudentsgraspthenewwordsinthislessonbutalsotohelpthemobtainadditionalinformationaboutotherendangeredspecieslikeelephants.Let’ssupposeyouwereavisitorinChangtangNaturalReserve.YoumeetaTibetanantelopewhichcanspeakEnglish.Makeaconversationwiththeantelopelearningaboutitspastandpresentsituation.Yourdeskmatecanplaythepartoftheantelope.StepSevenConsolidationRolePlay2:001:591:581:571:561:551:541:531:521:511:501:491:481:471:461:451:441:431:421:411:401:391:381:371:361:351:341:331:321:311:301:291:281:271:261:251:241:231:221:211:201:191:181:171:161:151:141:131:121:111:101:091:081:071:061:051:041:031:021:011:000:590:580:570:560:550:540:530:520:510:500:490:480:470:460:450:440:430:420:410:400:390:380:370:360:350:340:330:310:320:300:290:280:270:260:250:240:230:220:210:200:190:180:170:160:150:140:130:120:110:100:090:080:070:060:050:040:030:020:010:00Help!Mum,Someoneiskillingme.Don’tbeafraid,Dear,I’llprotectyou.Guess,what’sinmyhands?Somethinggoodtoeat(groupwork)(2min.s)RolePlayRole-playisaneffectivetechniquetoanimatetheteachingandlearningatmosphere,arousetheinterestsoflearners,andmakethelanguageteachingmoreimpressive.KnowinghowtoapplyitsuccessfullyandtakethemostadvantageofitinEnglishclasscontributesagreatdealtotheconsolidationofwhatstudentshavelearnt.Purposeofmydesign:“task-basedteachingmethod”isusedheretodevelopSS’abilityofcommunicatingwitheachother.Andalsotheirabilityofco-operationwillbetrained.ThetextisconcentratedonwhattodoforTibetanantelopestoliveinharmonywithnature.Role-playisagoodchancetopracticeEnglishinacooperativelearningatmosphere.StepSevenRole-PlayillustrationsStepEightMoralLearningAnimalsareourfriends,withoutwhichtheworldwouldbeextremelyboring.Theyshouldhaveequalrightstosharetheearthwithus,Wehumansshouldtaketheresponsibilitytoprotectwildlife.Weshouldnotkillthemandpreventthemfrombeingkilled.Weshouldrefusetobuyanyproductsmadefromendangeredanimals.Aboveall,weshoulddevelopawarenessofwildlifeprotection.Onlywhenwechangethewayoflifecanweliveinharmonywithnature.Pleaseremember:Nobuying,Nokilling.Besidesaccomplishingthereadingtask,anothermaintaskofthelessonismorallearningormoraleducation,whichisthesoulofthelesson.Asoneofthe3-Ddesignedteachinggoals,Iplaceitatthebackofthisclassinordertostressitsimportantandsignificantvalue.Movingwords,pictures,andgentlemusicaremixedtogethertoarousestudents’deepthoughtonthecauseofanimalextinctionanddevelopss’deeplovefornature.StepEightMoralLearningillustrationsWriteashortpassageaboutwhatweshoulddotoprot