2020-2021学年Unit 2 Wildlife protection教案配套课件ppt

这是一份2020-2021学年Unit 2 Wildlife protection教案配套课件ppt，共34页。PPT课件主要包含了What I see，Feeling，times，measures，effect，Zhaxi，drop，recover，语言能力目标，思维品质目标等内容，欢迎下载使用。
male antelpes
female antelpes
A Day In The Cluds
What type f passage is it? A. Argumentatin(议论文) B. Descriptin(说明文) C. Jurnal(旅行日志)
What I hear
What I reflect
Para __: What I see
Para __: What I hear
Para __: What I reflect
What did I see during the day?
a. snw-cvered muntains
Muntains are very high
high enugh t tuch the cluds
b. A herd f graceful antelpes
mving slwly acrss the green grass
I am mved/affected/struck.
I am als reminded f the danger they are in.
Para 3 The _________ f my guide
Para 4 Tw bad _______
Para 5 The prtective _________
Para 6 The_____ f the measures
What did I hear during the day?
Name:Identity: Tibetan (A villager frm Changtang)Jb: 1. Guide 2. ________Belief:
Saving animals is saving urselves.
Prtectr (Changtang Natinal Nature Reserve)
What did I hear during the day? (4-6)
a. Hunters were shting…
b. Habitats were becming smaller.
a. Gvernment: natinal prtectin
b. Peple: watch ver day and night
c. Bridges and gates were…
Result: It was remved frm the endangered species list.
The gvernment desn’t intend t stp.
Mre can be dne
In the evening, hw did I reflect n the day’s bservatin?
We must change ur way f life t exist in harmny with nature.
DO NOT buy wildlife gds.(N buying,n killing.)DO NOT destry their habitat.Jin the vlunteer prtectin grup.Lead a greener life.
A ______Day In The Cluds
meaningful
significant/valuable/exciting…
fullfilling
Suppse yu were an antelpe（Jhn）frm Tibet and I’d like t ask yu sme questins that I am curius abut.
Example:A:Hell, Jhn! May I ask yu sme questins?B:Of curse. A:What d yu think f the life nw？B:Quite well. Life has changed greatly. Nwadays life is cmfrtable because in the reserve, peple watched ver us day and night t keep us safe. Bridges and gates were added t let us mve easily and keep us frm cars and trains..
Suppse yu were a Tibetan antelpe. Yu were invited by WWF t give a speech n wildlife prtectin. Write at least 80 wrds. Yu may:describe yur past and present lives;share what yu want t say t humans;tell ther things yu want t share.
Unit 2 A Day in the cluds (Bk2)
reading and thinking
Main Cntents
I. Analysis f teaching material
II. Teaching theries
III. Teaching methds and studying ways
IV. Teaching prcedures
V. Blackbard design
VI. Teaching evaluatin
Analysis f the teaching material (教材分析)
language aims
thinking ability aims
3). Teaching key pints 教学重点
4). Teaching difficult pints 教学难点
1). Analysis f the teaching cntent 教材内容
5). The analysis f the students 学生分析
2). Teaching aims 教学目标
cultural awareness aims
1). Analysis f the teaching cntent
本单元主题是人与自然，围绕野生动物保护的主题展开。阅读文本 “A Day in the Cluds” 通过介绍藏羚羊过去和现在的生存环境，倡导每个人通过改变自身的生活方式来拯救野生动物、地球和人类。 本文是一篇日志体的文章，记录一天中所发生的事情。作者以第一人称的口吻讲述保护珍稀物种藏羚羊的故事。文章共有七个段落，结构完整，文字优美。第一段是引子，交代了作者当天的活动地点和活动目的。第二段在展现藏羚羊的优雅美丽的同时指出他们仍处在危险之中。第三段是扎西的野生物种保护理念和认识。第四段是介绍藏羚羊过去濒临灭绝的原因。第五段是政府和志愿者保护藏羚羊所采取的措施。第六段是保护措施所取得的成效。第七段是作者的感想，也是文章的立意所在--人类只有改变自己的生活方式，才能与自然和平相处。
该文本行文逻辑清晰，教师可按照 “the present situatin -- the past prblems -- the measures -- the effect -- writer’s reflectin”这条主线帮助学生厘清本文的框架。其中较典型的话题语言需要学生掌握：描述藏羚羊处于危险之中、濒临灭绝的话题语言和介绍保护藏羚羊的话题语言。这些话题语言的教学可以分部落实：在信息加工过程中，让学生初步感知文本中的话题语言；设计分类整理任务，巩固强化语言；创设应用语言语境，让学生充分应用所学语言。
2) Teaching aims
根据标题和图片预测文章内容，培养学生运用已有知识构建文章基本内容的能力；通过概括主旨大意、梳理段落之间的逻辑关系，培养学生区分主要信息和次要信息的能力；通过辨别字面意义和隐含意义、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、概括等思维品质。
该文本的主题语境是人与自然。通过文本学习，学生可以意识到人类为了自身利益而做出的一些非理性行为使得野生动物处于濒临灭绝的危险，人类只有改变对野生动物的态度和自身的生活方式，才能拯救野生动物，拯救地球。学生应在教师引导下学会如何在实践中真正有效地保护野生动物，提升保护野生动物的意识，并传播这些方法和理念，带动越来越多的人参与这项有意义的活动。
3) Teaching aims
3) Teaching key pints
1.Hw t make students make clear the main cntent f the t make students wrk ut writer’s attitude t wildlife prtectin and express their wn ideas bravely.
4) Teaching difficult pints
1.Hw t guide students t understand the writer’s attitude t wildlife t raise the students’awareness f prtecting wildlife in daily life.
5). Analysis f the students
本课例授课对象为高一的学生，经过一个学期的语言能力、学习能力、思维品质和文化意识的培养，学生已基本具备用英语获取和处理信息、分析和解决问题的能力，对于阅读策略也有所了解，但是学生的阅读通常只限于对字面意义的理解而没有形成基于语篇学习主题的批判性思维、关键内容的开放性思维及主题要义的辩证性思维。
II. Teaching theries
新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。本节课采用“基于批判性思维的阅读课”的教学模式。以任务为载体，以活动为主线，以学生为主体，把阅读的自主权还给学生，让学生自己研读、探究、体验，与文本对话。
III. Teaching methds and studying ways
Task-based teaching apprach
Critical reading strategies
skimming Scanning
Pair wrk and individual wrk methd
Teaching methds:
Studying methds:
Step 1 Lead-in
Tw activities:
1.Free talk abut antelpes 设计意图：通过图片呈现藏羚羊，引出主题。由学生自由表述来激活学生已有的背景知识。核心素养提升点：语言能力：锻炼口头表达交流能力。2.Watch a vide t learn mre abut Tibet antelpes.设计意图：视频补充，从而激发学生对接下来课堂内容的求知欲。
IV. Teaching prcedures
1.What can yu knw accrding t the title and the picture?(wh, where, what)One day, __________ went t_________t bserve ___________. 2.What type f passage are we ging t learn accrding t the the title, the picture and yur predictin?A. Argumentatin(议论文) B. Descriptin(说明文) C. Jurnal(旅行日志)3. What d peple usually write in their jurnal? (what they see, what they hear, what they reflect)4.Can yu divide the passage int three parts?
Step 2.predictin
设计意图：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。核心素养提升点：学习能力：通过利用图片、题目文字等信息，学会预测文本的内容。
Step 3 Detail-reading细节阅读
训练阅读提高语言组织能力
Read the passage carefully and finish the fllwing fur reading tasks.
核心素养提升点：语言能力：感知话题语言，提升猜词能力和概括能力。学习能力：学生能够辨析准确把握文本所传递的信息。树立对野生动物进行保护并在日常生活中践行的意识。
1.Fr writer, the day is yu review the passage accrding t the tips? During the day, the authr begins t knw what antelpes went _______ in the past, such as being sht t ____ ______, and lsing their_______. The authr als learns abut that the gvernment and peple have taken effective ________ t prtect antelpes safe frm ______. Luckily, the antelpes were remved _____ the list in 2015. But the gvernment des nt intend ______ the prgrammes, since the ______ have nt disappeared. Mre can be dne.
Step 4.Read fr Summary
设计意图：引导学生对文本做个梳理。核心素养提升点：引导学生使用关键词提炼主旨大意，锻炼学生的思维品质。
Step 5 Interview
Suppse yu were an antelpe Jhn frm Tibet and I’d like t ask yu sme questins that I am curius abut.
设计意图：设置一个采访活动，让学生把课堂生成迁移运用，利用步骤三第二项任务自己提出的问题，模拟采访。核心素养提升点：设置任务锻炼学生的语言能力，知识迁移能力。
Step 6. Hmewrk
Suppse yu were a Tibetan antelpe. Yu were invited by WWF t give a speech n wildlife prtectin. Write at least 80 wrds. Yu may:describe yur past and present lives;share what yu want t say t humans;tell ther things yu want t share.
设计意图：介绍藏羚羊的生活，巩固课堂上所学的词汇句型，发出保护野生动物的倡议，内化知识。核心素养提升点：语言能力：运用所学内容和相关表达解决问题。文化意识：呼吁倡导保护野生动物。
V. Blackbard design

A day in the cluds