高中英语人教版 (2019)必修 第二册Unit 2 Wildlife protection教案设计

这是一份高中英语人教版 (2019)必修 第二册Unit 2 Wildlife protection教案设计，共6页。
A Day in the Clud
高一年级
大单元设计意图及文本解读
本单元主题是人与自然，围绕野生动物保护的主题展开。自然界是一个复杂的生态系统，生存其中的动植物存在着微妙的平衡关系。由于食物链的作用，一个物种的灭绝会对其他物种产生影响，引起一系列的连锁反应。大规模的藏羚羊灭绝会对生态系统产生严重甚至是不可逆转的影响，由此造成的损失不可估量。因此，保护藏羚羊意义重大，保护藏羚羊就是保护人类自己。本单元的话题是野生动物保护。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--观察并了解藏羚羊。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。第六段是讲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。
考虑到本篇阅读材料结构清晰，思辨性强这一特点，本人决定摸索并实践“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。让学生通过文本了解到藏羚羊过去和现在的生存环境，倡导每个个体通过自身生活方式的改变，学会与自然、野生动植物和睦相处，学会保护、尊重野生动植物，以此来消除人类对野生动植物存在的威胁，最终达成人和自然的和谐共生。
学情分析
本课例授课对象为高一的学生，经过高一半个学期的语言能力、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。
教学目标
语言能力目标：
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话题语言。其中较典型的有两种需要学生掌握：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。
文化意识目标：
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。
思维品质目标：
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；通过概括每段主旨大意、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。
教学重点与难点
本节课的重点是处理文本的七段内容，了解保护藏羚羊的前因后果等客观事实，梳理文本结构，并在利用问题链处理信息的过程中感知话题词汇。本节课的难点是让学生在理解字面意义的同时，探究其隐含的意义，深挖文本的内涵。
教学辅助
PPT, vide clip, handuts
教学方法
Task-based Language Teaching, Critical reading strategies
教学内容
教学活动
设计意图
教师活动
学生活动
Activity 1: Warming up
T: Q1: What can yu see n the picture?
Ss:A herd f antelpes, green grass, snw-cvered muntains...
T: Q2: D yu like the picture? What struck yu mst?
Ss: Yes, I am glad t see the antelpes are living in harmny with nature. I am ttally amazed by the beauty f nature, especially the beauty f Tibetan Antelpes.
展示藏羚羊图片，引出主题，激活学生已有背景知识，从而激发学生阅读欲望。
核心素养提升点：
语言能力：锻炼口头表达交流能力。
Activity 2:
Predict & Skim
T: Q1: Tday we are ging t read a passage abut the Tibetan Antelpes. Can yu make sme predictins based n the title and the picture?
Ss: Whse day is it? Where d they g? Why d they g there? What d they see?...
T: Q2: G thrugh the passage quickly and try t find answers t yur questins.
通过对标题的提问和解读，让学生有机会参与文本的讨论，让学生成为课堂的主人。在此基础上，教师可以引导学生通过标题、图片来预测文本的大概内容。
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。
Activity 3:
Read and Cmprehend
Read fr the main idea f each paragraph
T: Read the passage again and try t find ut the main idea f each paragraph by fcusing n the key wrds r tpic sentences.
Para 1:The writer visited Changtang in rder t bserve Tibetan antelpes.
T: The writer visited Changtang t bserve Tibetan antelpes. Can we replace “bserve” with the wrd “watch” here?
S1: N. Observe means watch t learn mre abut smething s the fcus f this passage wuld be Tibetan antelpes and the cntent f the passage is what the writer learns abut antelpes thrugh a day’s trip n the plains f Tibet.
Para 2: Tibetan antelpes are in danger.
T: Thrugh the first paragraph we knw the secnd paragraph shuld talk abut Tibetan antelpes. What are talked abut the antelpes? And which sentence can cnvey the infrmatin that the writer mst wants t tell us abut the antelpes?
S2: I’m als reminded f the danger they are in.
Para 3: His guide thinks that the land is sacred and prtecting the wildlife is a way f life.
T: The tpic f the whle passage is antelpes. Why des the writer mentin Zhaxi in this paragraph? As a guide, why des he wrk at the Changtang Natinal Reserve? Why des the writer qute Zhaxi’s wrds here?
Para 4: Bad times fr the Tibetan antelpe.
T: Can yu underline the key wrds here?
S3: Bad times.
T: Besides the bad times fr antelpes what are als talked abut the antelpes?
S4: Causes.
T: What are the main cause f the extinctin f the antelpes?
S5: Shting and habitat lsses
Para 5: The Chinese gvernment and vlunteers tk effective measures t prtect the Tibetan antelpes.
T: What did the Chinese gvernment and vlunteers d t save this species? Can yu find sme key wrds in the passage t summarize their actin?
S5: Effective measures in para 6.
Para 6: The effective measures have helped the ppulatin f Tibetan antelpes recver.
T: Is there any tpic sentence in this paragraph?
S6: The measures were effective.
T: Can yu find sme key wrds t supprt it?
S7: Recver and remve.
Para 7: Human beings must change the way f life in rder t save the planet.
Read fr the structure
T: Read the passage again and try t divide the passage int three parts.
S1: Part I: Para 1-3
Part II: Para 4-6
Part III: Para 7
T: Why d yu divide the passage in such a way?
S2: Because the passage is a travel jurnal and I divide the passage based n what “I” bserve, what “I” hear and what “I” think.
通过概括每段大意、梳理段落之间的逻辑关系、段落内句与句之间的逻辑关系、区分主要信息和支撑性信息概括段落关键词；培养学生区分主要信息和次要信息的能力。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、概括等思维品质。
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。
文化意识：
拓展学生的视野，扩展学生知识面，了解野生动物现状。
思维品质：
引导学生使用关键词或句子提炼段落大意。
Activity 4: Read and Cmprehend
T: Read each part in detail and I will ask yu mre questins.
What “I” bserve:
T: Where des the antelpe live?
S1: They live n the plains f Tibet, Xinjiang.
T: What is the place where they live like? Is it suitable fr them t live in?
S2: They live in a place where the air is thin (It is at high altitude and nt suitable fr humans t live in.) and snw-cvered muntains disappear int cluds that seem almst clse enugh t tuch (It must be very cld there and few peple live there).
T: What kind f life d the antelpes live?
S3: They must live a peaceful life.
T: D they really live a peaceful life as it appears? Hw d yu understand this sentence: I am als reminded f the danger they are in.
(Tip fr reading: When the meaning is implied in the text but nt directly stated, we must learn t infer.)
What “I” hear:
T: Fill in the blanks and try t get basic infrmatin abut the antelpe.
The Basic Infrmatin
The prblem
are in danger
Causes
Illegal shting and habitat lsses cntribute t the prblem.
Effrts
The vlunteers and the gvernment are wrking tgether t imprve the situatin.
What “I” hear: The vlunters’ effrts:
T: What des Zhaxi d?
S4: Zhaxi wrks at the Changtang Natinal Nature Reserve which is a shelter fr the animals and plants f nrthwestern Tibet.
T: What is Zhaxi’s attitude twards prtecting wildlife?
S5: Zhaxi thinks that the land is sacred and prtecting the wildlife is a way f life.
T: What des the wrd “sacred” mean?
S6: ...
T: “Sacred” is cnnected with Gd r a gd and cnsidered t be hly. Frm this wrd, we can knw that he hlds a respectful attitude twards nature.
T: Hw d yu understand this sentence -- We are nt trying t save the animal. Actually, we’re trying t save urselves.
S7: N prtectin, n antelpes, n humans.
What “I” hear: The Gvernment’s effrts
T: What happened t the Tibetan antelpe in the 1980s and 1990s?
S8: The ppulatin drpped by mre than 50 percent.
T: Did the gvernment take any measures and what was the result?
S9: The antelpe ppulatin has recvered and in June 2015, the Tibetan antelpe was remved frm the endangered species list.
T: Why des the gvernment stp the prtectin prgrammes?
S10: Because threats still exist.
T: Then hw can we slve this prblem and what is the writer’s pinin? Please read the last paragraph.
What “I” think: Our effrts
T: After a day’s bservatin, what des the authr think abut the future?
S8: T save ur planet, we must change ur way f life.
T: Why des the writer uses s many “we”s in the passage? What des it refer t and imply?
S9: All human beings need t make changes.
T: What is the writer’s purpse f writing this passage?
S10: T call n all the peple t take actin.
该教学活动以语篇为载体，通过重现语篇中的信息，给出字面意义和隐含意义的基本定义，并通过一个个问题，夯实对语篇文字的字面意义和隐含意义的正确理解。依托关键问题导引的信息层次化解读文本。
核心素养提升点：
提升学生推理判断的能力并培养学生思维的层次性。
树立学生的主人翁意识，坚持推动构建人类命运共同体。
Activity 5:
Discuss
T: D yu agree that we must change ur way f life t save ur planet? Why and hw?

What is ur bad way f life?
Why is it harmful?
Hw t change?
Wrds and expressins fr reference:
In my pinin, we shuld / shuldn’t ...
The reasns are as fllws:
T save ur planet, we shuld
Example given by the teacher:
What is ur bad way f life
Why is it harmful?
Hw t change
Wearing Shahtsh has becme a fashin amng the rich.
The birth f ne Shahtsh means the death f 4 antelpes.
appeal fr awareness
take frceful measures
get / receive severe punishment
Students cme up with different ways f life which are harmful.
通过图片展示，输入“沙图什披肩”的背景知识，引起学生对藏羚羊的担忧和关怀之情，进而引导学生探究“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，调动学生已有的基于该主题的经验，建构和完善新的知识结构，深化对该主题的理解和认识。同时通过表格，强化基于主题整理词块的意识。在相关话题的表达过程中，提高词汇使用的准确性和丰富性。
核心素养提升点：
树立对野生动物进行保护并在日常生活中践行的意识。
Activity 6:
Cnclusin
T: Let’s summarize what we have learnt based n the fllwing questins.
Why d we need t prtect the antelpes?
What caused the disappearance f the antelpes?
Hw can we save the antelpe?
What is the results f ur present effrts?
Is there anything mre we can d save the animal?

依托主题思维导图的语篇结构化解读来培养学生的思维可视性。
家庭作业：
Suppse yu are the writer and yu have returned frm the jurney. Yur headmaster asked yu t deliver a speech abut the Tibetan antelpes. It may include the fllwing parts:
The antelpes’ life in the past (prblems and causes)
Their present situatin (imprvements and reasns)
What we shuld d t prtect the antelpes (reasns and measures)
Dear students,
I have just returned frm the plain. I was really struck by the graceful antelpes and snw-cvered muntains there. But if yu g there during 1980s and 1990s, things culd turn ut quite different.
At that time, ... Frtunately, ...
Only when we change ur way f life, can we live
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、语言知识和文化意识的迁移应用。
核心素养提升点：
发展总体运用语言的能力
板书设计：
The Tibetan Antelpes
What “I” bserve
What “I” hear
A travel jurnal What “I” think
教学反思：
本课时首先通过图片引出文本话题，然后引导学生根据标题对文本内容进行预测，然后进行整体阅读，最后转到各个段落的理解，几部分的输出效果都不错。实施的每个环节也较为顺畅，每一个活动的小目标也基本达成。例如，在预测环节，学生自主参与问题的设计并点名让同学回答的方式很好地激发了学生的学习兴趣，他们提出的问题与文本的内容相关度很高。
在分块处理信息的环节，问题链的设置能够很好地帮助学生梳理出文本主线，更有利于学生思考深层的内在信息及各部分内容之间的逻辑关系。而且在问与答环节，将语言学习和文本内容教学恰当结合，有利于学生理解和记忆词汇。
本节课的亮点主要有以下两个方面：一、课堂开放空间扩大，突出了学生在学习过程中的主体性和自主性。学生有了自主解读文本、自主探究的机会。同时学习文章严密的信息安排技巧；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，从而使思维品质的提升得到了有效的落实。二、注重拓展语篇内容，联系实际迁移应用，从而塑造文化品格。本课堂适时补充了相关拓展内容，比如：啥图什披肩等。拓展内容直观，学生倍感震惊，激发了学生保护藏羚羊的强烈愿望。
反思本堂课的不足之处：从语料的真实性来看，有的话题没有充分考虑学生的学习需求，例如Changtang Natinal Nature Reserve 的话题与学生认知体验脱节，导致无话可说，不利于学生语用能力的培养，应在单元大主题内通过情境连贯性加以改进，设计更多的藏区生活和环境的小场景将学习者引入连贯立体的主题语境脉络，培养学生的英语思维和综合语用能力。