人教版(2019)必修第二册Unit 2 Wildlife protection Reading and Thinking 教学设计

高中英语人教版新教材B2U2 Reading and Thinking教学设计 教学目标 At the end of the class, students will be able to 1. master the following new words and phrases: plain,illegally,attack,threat,remind sb of, take measures to do, intend to do... 2. know the past and present situation of an animal, and what the government do for it. 3. make clear writer's attitude and opinion to wildlife protection. 4. express their idea to protect wildlife. 教学重难点 1. How to make students make clear the main content of the passage. 2. How to make students work out writer’s attitude and opinion to wildlife protection, and express their idea bravely. 教学过程 Step 1: Lead-in Task1: Make a guess Students will be asked to make a guess, guessing a wildlife (antelope): Clue1: It has two long but thin horns(角). Clue2: It has four feet. Clue3: It is an endangered species. Clue4: It can be seen on plains with high altitude. Task2: Know more about antelopes. Students will be asked to say anything they know about antelopes (habitat，diet，problems，protection...). Then students will know some basic information bout antelopes with the help of teacher. (通过猜谜游戏和图片呈现藏羚羊，引出主题。再由学生自由表述或由教师引导了解关于藏羚羊的信息来激活学生已有的背景知识，从而激发学生对接下来课堂内容的求知欲。) Step 2: Prediction Students will be asked to look at the title and the picture to predict today’s lesson: 1. What can you know according to the title and the picture (who, where, what) One day, _____ went to_____to observe _____. 2. What type of passage are we going to learn according to the the title, the picture and your prediction A. Magazine B. Argumentation(议论文) C. Description(说明文) D. Journal(旅行日志) 3. What do people usually write down in their journal (what they see, what they hear, what they reflect) 4.Can you divide the passage into three parts (通过标题和图片的解读，让学生大致明白接下去要学的内容。紧接着学生的预测让学生了解接下去要学的文本体裁是一篇旅游日志，再根据旅游日志的特点引导学生对文本进行分段处理。此步骤为之后的细读奠定基础) Step 3: Read for Detailed Information Task1: Read for “eyes” Students will be asked to read para1-2 to answer the following questions: 1. What did “I” see during the day 2. What is “my” feeling to the things “I” see 3. Through the writer’s eyes, what do you know about the present situation of antelopes Task2: Read for “ears” Students will be asked to read para3-6 to answer the following questions: 1. What does the writer hear during the day 2. Do you have any questions to the things writer heard 3. Let’s read and find the answers to our questions. 4. Through writer’s eyes, what can we know about antelopes Task3: Read for “heart” Students will be asked to read para7 to answer the following questions: 1. In the evening, how does the writer reflect on the day’s observation 2. What is the difference between “our way of life” and “Zhaxi’s way of life” 3. What can we do to protect wildlife (基于作者在旅行中的所见 ... ...