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

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1、Unit2Wi1.d1.ifePnHectionReadingandThinking课时安排时长讲解内容豫前溜（习IiHW45分於收材P16-17学生自主完成收材中的题目.收材分析本文是一是-篇日志体(j。Urna1.)的文章，记录一天中所发生的事情，课文的标即是A1.)AYINTHEC1.oUD,以第一人称的口吻讲述保护珍稀初种藏性羊的故事。文章共有7个段落，结构完整，文字优关.铁学目标1. Improvetheawarenessofwi1.d1.ifePrO1.eCIiOnbyacquiring(heknow1.edgefwi1.d1.ifeprtHcc1.ion.2. Focusonen

2、vironmenta1.PrO(CC1.iOnandprotectionofa1.1.1.ives.3. Ana1.yse(he1.ivingenvirn11cn1.ofwi1.danima1.swithappropriatethinkingmode.4. Ski1.1.fu1.1.yuseIhCvocabu1.aryandgrammarknow1.edgeofthisunittocu1.tivatese1.f-studyabi1.ityaccordingIo(heunitcn1.ent5. Deve1.opcooperative1.earningabi1.itythroughdiscussi

3、onandotherways教学”点1. Enab1.e(hestudentstota1.kaboutthecurrentsituationofwi1.danima1.s.2. Guidethestudentstosummarizethemainideaofeachparagraphaswe1.1.as(hemainiobserveTibe1.anan1.e1.ope5.2)Vhydid(hepopu1.ationOfantc1.opcsdropsobad1.yinthe198OSandI99(X?Thepopu1.ationofante1.opesdropssokidIybecauseofb

4、einghuntedand(he1.ossofIhcirhabitats.3)Whatwasdonetoprotect(heTibetananc1.opcs?I1.umansprotecttheTibetanante1.opesbywatchingoverthemindaddingsomebridgesandga1.es.4)Whyshou1.dwecontinuetheprotectionp11gramsof1.hcan1.c1.opes?Thethreat1.othemhassti1.1.existed.5)Whdtcanwedotosavethep1.anetaccordingtothe

5、author?Wcought(o1.iveinharmonywithnature.2. Carefu1.readingI)ReadforthemainideaofeachparagraphParaIzThewritervisitedChangtanginOrdCnQobserveTibc1.anante1.opes.Para2:,11bctanante1.opesarcindanger.Para3:Uisguidethinksthatthe1.andisSHCredandProICDingthewi1.d1.ifeisawayof1.ife.Para4:BadtimesfortheTibeta

6、nante1.ope.P*ra5:TheChinesegovernmentandvo1.unteerstookeftec1.iveincasunrstoprec1.theTibetanante1.opes.Pan1.6:Thecec1.ivemeasureshavehe1.pedthepopu1.ationofTibetanante1.opesrecover.Para7:Humanbeingsmustchangethewayof1.ifeinordertosavethep1.anet.3. Readforhes(rucuPart I: Para1-3Part II: Pani4-6Part I

7、II: Para7Tip：hcpassageisatrave1.journa1.andisdividedbasedonwhat,observe.WhatTXhearandwhatuthink.3.Q:Whatdocstheauthorexperienceinthec1.ouds?ThinGtheauthursees:1) Snow-coveredmountainsdisappearingintoc1.ouds.2) Theante1.opesmovings1.ow1.yrruss1.hcgreengrassThingstheauthorhears:1) ChangtangNationa1.Na

8、IUreReserve2) BadtimesfortheTibetanante1.ope3) Measuresoprotect(heTibetaname1.ope4) Ef1.cctsachievedafteryearsofprocc1.ionThingstheauthorfee1.sorthinks:I)Struckby(heirbeauty2) Changingourwayof1.ife.3) Existinginharmonywithnature.通过概括短段人总,梳理段落之间的设辑关系、段落内句与句之间的设辑关系,区分主要信息和支撑性伯息概括段落关键词：培养学生区分主要信息和次要信恩的

9、能力.通过猜测词义等活动使学生准确理解文本信息.提升学生的分析、推断、概括等思维品侦0StCP3:Post-readingDiscussionQ1.:Whatsthepurposeofthisartic1.e?hcauthorintendstote1.!usthata1.thoughthe,hbctanante1.opehasbeenremovedfromtheendangeredspecies1.ist,thethreatstothemhavenotyetdisappeared.Wemustchangeourwayof1.ifeandIcarntoexistinharmonywithnatu

10、re.Q2:T:DyouagreeIha1.wemustchangeurwayof1.ite(osaveOUrp1.and?Whyandhow?WordsandCXPrCSSiOnSforreference:Inmyopinion,weshou1.d/shou1.dnt.hcreasonsarcasfo1.1.ows:.Tosaveourp1.anet,weshou1.d.设计意图引导学生探究“人类不健康的生活方式与藏羚羊生存危机之间的关系及解决办法”.在“人与自然“这一主题语境下,调动学生已有的蔚子该主题的经脸，建构和完善新的知识结构.深化对该主超的理解和认识.Step4SummarySum

11、marizeWha1.wehaveIeitrn1.:依托主题，运用思维等图对语篇进行结构化斛读，培养学生的思维UJ相性“I1.umcworkSupposeyouarcthewriterandyouhavere1.umedfromthejourney.Yourheadmasteraskedyoutode1.iveraspeu1.theTibetanante1.opes.I1.mayinc1.udeIhefo1.1.owingparts:1. Theante1.opes1.ifeinthepast(prob1.emsandcauses)2. Theirpresentsituation(inp11venen1.sandreasons)3. Whatweshou1.ddotoPnMCCt1.hCante1.opes(reasonsandmeasures)设计意图帮助学生梳理、整合写作所需的词块。通过搭建支架，帮助学生巩固所学内容，整合运用语言进行书面表达,完成主体内容、诺言知识和文化遨识的迁移应用.板书设计Unit2Wi1.d1.ifeProtectionReadingandThinkingTeTibetanAnte1.opes假学反用