高中人教版 (2019)Unit 2 Wildlife protection教案及反思

这是一份高中人教版 (2019)Unit 2 Wildlife protection教案及反思，共5页。教案主要包含了设计意图等内容，欢迎下载使用。
Learn abut prtecting endangered animals
主题语境：人与自然
主题群：自然生态
子主题：人与动植物
语篇类型：夹叙夹议
文本分析：
作者首先介绍了自己观察藏羚羊的经历，然后介绍了藏羚羊及羌塘自然保护区，点出了藏羚羊曾经濒危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果。在文章最后作者提出了自己的思考：人类应当改变自己的生活方式，与自然和谐共处。文章先引发人们对动物保护的思考，再上升到人与自然相处的高度，语言简洁、优美，结构层次分明。
课时目标
深层理解课文内容，获取藏羚羊曾瀕危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果。
能用恰当的语言谈论藏羚羊。
能用恰当的语言表达自己对人与动物关系的看法。
重点难点
重点：
学生通过阅读，获取关于藏羚羊曾濒危的事实与原因，以及政府为保护藏羚羊所采取的措施与取得的成果等信息，并能用恰当的语言谈论藏羚羊。
难点：
能用恰当的语言表达自己对人与动物关系的看法。
教学准备
教师准备：
1.藏羚羊和羌塘自然保护区相关资料。
2.其他濒危动物的相关图片及动物保护相关视频。
学生准备：
1.预习本课的相关词汇。
2.利用网络查询我国濒危动物情况及动物保护的相关措施。
教学过程
Step I 学习理解
活动一：感知与预测（Make predictins)
1. Play a news vide abut the endangered animals in the wrld and ask students t talk abut what they’ve fund n the Internet abut the status qu f sme endangered animals and the measures carried ut t prtect animals.
2. Ask students abut what they’ve knwn abut the Tibetan antelpe and the Changtang Natinal Nature Reserve.
3. Predicting.
Ask students t lk at the title and the picture and think abut the cntent befre reading. This helps students t relate what they’ve read t what they’ve already knwn and understand the new text.
【设计意图】通过观看新闻以及讨论，学生大致形成对野生动物保护以及本课课文主角藏羚羊的初步认识。同时通过读前预测，使学生对课本内容有个大致了解，为精读作准备。
活动二：获取和梳理（First-reading)
Ask students t read the text fr the first time and get the basic infrmatin.
(1) What des the text mainly talk abut?
(2) Whyd yu think the authr write this text?
Suggested answers ：
(1)The text mainly gives intrductin t the Tibetan antelpe and the Changtang Natinal Nature Reserve, and talks abut why the animals were nce endangered and what measures were carried ut t prtect them.
(2)T appeal t peple t live in harmny with nature.
【设计意图】让学生带着问题阅读文章，获取和梳理基本信息。
活动三: 深层理解（Intensive reading)(SB，PI7，Part 2)
1. Ask students t read the text n Page 16 carefully and answer the questins in Part 2.
(1)Why did the writer visit Tibet?
(2)What happened t the Tibetan antelpe in the 1980s and 1990s?
(3)What did peple d t help prtect the Tibetan antelpe?
(4)What des “natinal prtectin” mean? Can yu list mre examples?
(5)Hw des the writer feel abut mdern life? Hw d yu knw?
2. Share the answers.
Suggested answers ：
(1)T bserve Tibetan antelpes.
(2)Tibetan antelpes were sht t make prfits and their ppulatin drpped by mre than 50 percent. And the habitats were becming smaller because f newly built rads and railways.
(3)TheChinese gvernment placed the Tibetan antelpe under natinal prtectin. Vlunteers watched ver the antelpes day and night t keep them safe frm attacks. Peple als added bridges and gates t let the antelpes mve easily and t keep them safe frm cars and trains.
(4)It means the natinal gvernment makes laws and takes measures and actins t prtect the animals. Mre examples: pandas, Amur tigers, Yangtze alligatr, etc.
(5) The writer desn’t think ur mdern life is envirnmentally friendly enugh, fr he thinks peple need t change their way f life s as t exist in harmny with the nature.
【设计意图】通过深层阅读，让学生对文本内容进行分析、推断，深入理解文章的言外之意，有助于引发学生思考，提高解读文本内容的能力。
活动四：:批判阅读(Critical reading) (SB, P17, Part 3)
1. Ask students t g thrugh the sentences in SB, P17，Part 3, make sure they understand their meanings and explain what literal meaning and implied meaning are.
2. Ask students t read the text n PI6 again t decide if each idea in Part 3 is the literal meaning (L) f the text r nly implied (I) by the text.
3. Share the answers.
Suggested answers ：
L When they first saw the antelpes, they were very far away.
I We shuld nt buy gds made frm endangered animals.
I Human activities are threatening animals and plants.
L The Tibetan antelpe is nt an endangered species nw.
【设计意图】通过梳理、概括、分析、判断等一系列活动 提高学生的批判性思维能力。
Step II 应用实践
活动五：内化与应用（Cmplete) (SB，P3，Part 6)
1.Ask student t g thrugh the fllwing wrds and make sure they understand their meanings.
hunter, illegally, reserve, attack, exist, plain, harmny, threat
2. Chse prper wrds t cmplete the fllwing passage abut elephants with the crrect frms f the wrds.
3. Share the answers.
Suggested answers ：
Herds f elephants used t live n the plains f Africa and in the frests f Asia. But tday, they face a serius threat frm hunters. These large animals are being killed illegally fr their bdy parts that are cnsidered valuable. In rder t save them, sme cuntries have created reserves where they can live in peace and safety. Hwever，the attack n them will cntinue as lng as interest in buying elephant prducts exists. T achieve harmny between humans and animals, the wrld must prtect these beautiful creatures.
【设计意图】通过做题，让学生将所学语言知识和文化知识结合起来，并正确使用本课重点词汇，达到巩固新知识、将知识转化为能力的目的。
(略）
Step III 迁移创新
活动六：想象与创造
The writer says that we must change ur way f life and learn t live in harmny with nature in rder t save ur plant.D yu agree? What d yu think we shuld d r change?
Wrk in grups and talk abut the questins abve.
【设计意图】通过讨论话题，学生能够把所学语言运用到新的语境中，进而在新的语境中建构新的知识结构。
板书设计
Unit 2 Wildlife Prtectin
Perid I Reading and Thinking
I.学习理解
活动一：感知与预测（Make predictins)
活动二：获取和梳理（First-reading)
活动三：深层理解（Intensive reading)
活动四：批判阅读(Critical reading)
II.应用实践
活动五：词汇应用
III.迁移创新
活动六：想象与创造