高中英语上外版（2020）必修 第二册Unit 2 Animals教学设计及反思

这是一份高中英语上外版（2020）必修 第二册Unit 2 Animals教学设计及反思，共9页。
Perid 2 Digging in 教学设计
课题
Digging in Cmprehensin and Vcabulary Fcus
单元
Unit 2
学科
English
年级
Senir Grade 1
教材
分析
Firstly we have a deeper explratin in ur understanding f Reading A.
Secndly, we practise the key vcabulary.
Thirdly, we practise synnyms.
教学目标与核心素养
1. Knwledge bjectives: deepening the cncept f seeing things frm a different perspective; using cntext clues t understand meaning; distinguishing facts and pinins;
2. Skill bjectives: grasp f the stry gist; practising the key vcabulary
3. Emtinal bjectives: lve f animals; prtecting animals
4. Thinking quality bjectives: think frm different perspectives
重点
Fcusing n a deeper understanding f the text;
Telling facts frm pinins; seeing things frm a different perspective;
Practice f key wrds and phrases; synnyms;
难点
Using synnyms t cmplete a passage;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1. presenting nuns with “-ment” as suffix
2. presenting nuns with “-tin” as suffix
3. presenting nuns with “-ness” as suffix
4. presenting verbs with “-en” r “en-” as suffix r prefix
5. presenting nun verbalizatin
1. writing nuns ending with “-ment”;
2. writing nuns ending with “-tin”;
3. writing nuns ending with “-ness”
4. writing verbs with “-en” r “en-”;
5. writing wrds that functin bth as nuns and verbs;
enlarging
students’ vcabulary by teaching wrd frmatin rules;
2. fcusing n nun verbalizatin
讲授新课
PPT 8 “Sentence Making”
All the wrds listed in the table are
the key wrds f Reading A.
Nun verbalizatin:
debate, attempt, apprach, cage, cncern, design
“en-”, endanger
threat n.
threaten v.
extinct - extinctin
exhibit - exhibitin
argue - argument
lcate - lcatin
PPT 9-11, I. Answer the questins.
Here, teachers shall encurage students t use the mind maps and make up the answers.
1. Why d many peple think the zs are cruel?
Why can a trip t the z be an educatinal experience?
3. What is the authr's attitude twards zs?

All these questins and answers cver up all the main message f the stry.
PPT 12-14, II Guess the meaning f each underlined wrd by circling the cntext clues.
“extinctin”: the situatin in which animals stp existing. Cntextual clues: endangered species, save these animals;
“replicate”: cpy smething exactly.
Cntextual clues: create a space, similar t;
“trpical”: cming frm the trpics
Cntextual clues: indrs in heated tanks；kept at a temperature
PPT15-16, III Cmplete the table by making inferences abut the authr's pinins twards zs based n the details.
Here, facts and pinins shuld be distinguished.
Using tables t grup infrmatin is a gd way t find ut the lgic f yur thinking r writing.
PPT 17, IV What is yur attitude
twards zs? Apart frm what the
authr has mentined, what ther
infrmatin can be used t supprt
yur pinin?
My pinin: negative n zs
zs, expensive, t maintain;
2. mre practical, severely punish illegal hunting, t preserve animals in zs;
PPT 18-28 Vcabulary Fcus
PPT18-22 I Rewrite the sentences by using the wrds r phrases given in the
brackets. Parts f the sentences are given.
The Wrld Wildlife Fund prduces service ads t raise awareness f animals in danger. (aware)
The Wrld Wildlife Fund prduces service ads t help peple get aware f animals in danger .
The wrk f the grup f vlunteers includes finding hmes fr hmeless animals and the preventin f cruelty t animals. (prevent)
The grup f vlunteers wrk t find hmes fr hmeless animals and prevent peple frm being cruel t animals.
3. The palace was first built as a mulberry garden in an attempt t grw silkwrms. (attempt v.)
The King attempted t grw silkwrms and s a palace was built as a mulberry garden.
4. Scientists studied wild dg grups in Africa. They nticed that if the dgs sneezed mre, the likelihd f the grup ging hunting wuld increase. (be likely t d v.)
Scientists studied wild dg grups in Africa. They nticed that if the dgs sneezed mre, the grup wuld be mre likely t g hunting.
5. The Wrld Wildlife Fund is especially cncerned with climate and landscape changes and the effect n wildlife. (cncern n.)
Climate and landscape changes and the effect n wildlife is a special cncern f the Wrld Wildlife Fund.

PPT 23-28, Synnyms
PPT 23, Definitin f “synnyms”
PPT 24,
1. Are the unlined parts in Grup 1 and 2 synnyms r antnyms?
lve- enjy; mrever-additinally
PPT 25,
2. Match each wrd with the sentence cntaining its synnym.
attempt - try; pssibly - likely;
typically - cmmnly
PPT 26,
3. Read the passage and replace the underlined wrds with their
synnyms. Make sure the meanings f sentences are maintained t the
greatest extent. Nte that there might be slight differences between
synnyms.
leap-jump; begin-start;
fr instance-fr example; ask-require;
sn-quickly; instead f-rather than;
a few- several;
PPT 29-30, Link t CEEPS
4. Fill in the blanks with synnyms f the wrds in brackets.
Reflecting the discipline f gegraphy as a whle, this majr emphasizes an integrated apprach (methd) t studying the relatinship f glbal change t individual and cmmunity well-being by ...
(2) Orissa is the hme t three mass nesting sites f the Oliver turtles, a species threatened (endangered) with extinctin.
(3)The spread f lit areas culd threaten (be a threat t) animal eclgy and human health.
(4) Between 2012 and 2016 the median natin pumped ut 15 % mre
lng-wavelength light as its GDP increased by 13%. And verall (n the whle), cuntries' ttal light prductin crrelated with their GDP.
PPT 31 Summary,
Cmprehensin f the text
√ negative attitude n zs
√ psitive attitude n zs
√ my attitude n zs
√ facts vs. pinins
Vcabulary Fcus
√ wrd frmatin knwledge
√ key wrds
√ synnyms
√ links t CEEPS


PPT 32, Hme wrk fr tday.
Make sentences using the fllwing wrds in the table belw.
essential
cruel
material
habitat
additinally
definitely
illegal
cnservatin
(1) Let’s d it;
(2) Guess it
(3) Questin Time
(4) Grup Wrk
(5) Vcabulary Fcus
All these activities can be carried ut individually, in pair wrk r grup wrk.
In, “Sentence Making”, students may lk thrugh the text f Reading A and quickly find the answers.
Students shall learn t use mind maps as tls in answering the questins.
Students are encuraged t d pair wrk r have a discussin in finding answers t the questins.
Students shall refer t the text f Reading A, and find the relevant infrmatin.
Students shall take the infrmatin listed in the table and make up their wn answers.
In PPT 18, students shall learn t use “aware” t replace “awareness” while expressing the same meaning.
In PPT 19, students shall learn t use “prevent” t replace “preventin” while expressing the same meaning.
In PPT 20, students shall learn t use “attempt” as a verb t replace “attempt” (nun) in the sentence 3 while expressing the same meaning.
In PPT 21, students shall learn t use “be likely t d” t replace “likelihd” while expressing the same meaning.
In PPT 22, students shall learn t use “cncern” as a nun t replace “cncern” , a verb in sentence 5 while expressing the same meaning.
Exercise I and II are relatively easy fr students in deciding synnyms.
In Exercise 3 f synnyms, students are given time t cnsult dictinaries r have a discussin.
Exercise 4 f Vcabulary Fcus is Link t CEEPS.
All the sentences are chsen frm CEEPS-2019.
Students shall take these exercises seriusly.
In Summary,
students shall be able t answer questins cncerning the imprtant and difficult pints f Perid Tw, fr example, methds f wrd frmatin and facts vs. pinins.
“Sentence Making” is designed t enable mre text expsures t students as well as vcabulary revisin.
“Answer the Questins” are designed t dig in cmprehensin f the text.
Guess the meaning f the wrd using cntextual clues is a reading strategy that students shuld learn t apply.
Telling facts frm pinins and gruping infrmatin are imprtant elements f critical thinking;
Exercises IV is designed fr the purpse f activating students’ mind s that they may prduce smething new in terms f “prs and cns” f zs’ existence.
Exercise I f Vcabulary Fcus is designed t review the key wrds and phrases f Reading A.
Synnym is an imprtant sense relatinship in English vcabulary.
Students shuld grasp as many as pssible synnymus wrds.
Link t CEEPS is designed t:
practise the key vcabulary and grammar;
grasp the test pints f cllege entrance examinatins;
Summary is designed t give a checklist f the imprtant knwledge and tasks we have studied and cmpleted in Perid Tw.
课堂小结
1. wrd frmatin knwledge;
2. answering questins n the main cntent f the text using mind maps;
3. guessing wrd meaning using
cntextual clues;
4. distinguishing facts frm pinins;
5. seeing things frm a different perspective;
6. key vcabulary practice;
7. synnyms;
8. Link t CEEPS-2019 (vcabulary)
1. learning wrd frmatin;
2. reviewing the text by answering questins using mind maps;
3. learning reading strategies - guessing wrd meaning by cntextual clues;
4. learning t tell facts frm pinins;
5. learning t think critically;
6. ding exercises n key wrds and phrases;
7. practising synnyms;
8. ding exercise n Link t CEEP
Exercises make up mst parts f Perid Tw.
1. practising wrd frmatin;
2. Answering questins n Reading A using mind maps and learning t see things frm a different perspective;
3. prmting students’ reading skills - guessing wrd meaning using cntextual clues;
4. teaching synnyms by ding relevant exercises
5. enlarging students’ vcabulary by using synnyms;
6. Link t CEEPS-2019 is designed t practise key wrds and phrases as well as getting familiar with the test pints f cllege entrance examinatins;
板书
New wrds and phrases:
debate
apprach
attempt
cage
design
cncern
threat, threaten
endanger, danger
extinct, extinctin
exhibit, exhibitin
argue, argument
lcatin, lcate
invlve, invlvement