Unit+2+Reading+and+Thinking+教案-2021-2022学年高中英语人教版（2019）必修第二册

教学设计课程基本信息英语年级高一学期秋季课题A DAYIN THECLOUDS Reading and ThinkingPeriod1书名人教版必修二教材教科书出版社人民教育出版社出版日期Text AnalysisThereading passage,titled ADay in the Clouds,tells of the writersown experiencein theChangtangNature Reserve,where the Tibetan antelopes are wellkept.The rollingsea ofclouds aroundvisitors caneasilyremind studentsof howhigh theplains ofTibet are.However,in suchhigh andbarren plains,hopesof rescuingTibetan antelopesnever fadeaway.The Chinesegovernment hasset upthe Reserve,devoted tothe protection oftheTibetan antelope.Thanks tothe effectivemeasures takenby thegovernment andindividuals,the antelopepopulation hasrecovered.Through the writers experience,he istrying toconveyto studentsa messagethat humansshould live in harmony with nature.Learner AnalysisThestudents arefrom gradeone insenior highschool in the firstsemester.As studentsof gradeone,they mayfind ita littledifficult tolearn acceptnew learningcontents.And theyhave masteredbasicreading skillsbefore.So itsmore importantto fostertheir thinkingquality.Students needto analyzeandjudge the text informationto clarifythe authorsidea.Students needto understand the maininformation ofreadingtext,understandthe authors viewsand attitude,cultivate readingstrategies todistinguish betweenliteraland implicitmeaning andlearn newwords inthe textand express their viewson the protection ofwildspecies.Teaching ObjectivesAtthe endoftheclass,students willbe ableto

1.comprehend the text about theprotectionof Tibetan antelopes.

2.identify literaland implied meaning behindthe linesand infertheauthorsopinion orattitude.

3.realize thesignificance ofprotecting endangeredanimals,and usewhat islearned toexpress opinionsandcall onothers to make adifference towildlife protection.Teaching Keyand DifficultPointsImportant point:It isreally challengingfor teachersto enhancestudents readingability onlyby gettingstudents toreadthe text.Therefore,some readingstrategies shouldbe recommendedif necessary.As weknow,guessingimplied meaningis animportant skillfor students.In thisperiod,teachers canguide students to guessimpliedmeaning behindthe linesfrom thecontext.Difficult point:Lessons ofReadingandThinking notonly focuson reading,but alsoon thinking.However,the latterisoften ignoredby moststudents.They evenwont opentheir mouthsto talkor sharetheir ideaswith theirpartnersbecause theyseldom getinvolved indeep thinkingfirst.The mostdifficult pointfor studentsis howtoget studentsto jumpinto the reading materialand thinkfurther.Teaching ProceduresStepI Lead-inTalk aboutWechat Momentand sharewith studentsa postof Andywhich isrelated tohis recentjourneyto Tibet.Students predictthe contentof hispost andappreciate theWechat picturesand andget toknowTibetan antelopes.Intentions:Arouse students5interest inexploring the living situationof Tibetan antelopes andintroduceTibetanantelopesto them.Step2ReadingActivity1Students readthe wholepassage,then findout whyhe was“inthecloud“and fillintheblanksincluding where,who,why.Intentions:Get studentsto havea basicunderstanding ofthereadingpassage.Filling intable canfosterstudentstograsp moredetailed andkey information.Activity2Students readthetextagain andgather evidencefrom thetext tosupport theiropinions onthefollowing twoquestions:Is ita greatplace forpeople toliveIs ita greatplace forTibetanantelopesto liveIntentions:Answering thesequestions candeepen students9understanding ofthe wholepassage andgetto knowmore about thelivingsituations inChangtang NationalNature Reserve.Activity3Students explorethe impliedmeaning of some sentences in severalparagraph:Para1:Its aplace ofhigh altitude.Its verycold there.Para2:They haveenough food.They areliving peacefully.Para4:The Tibetanantelope werein dangerbecause ofillegal huntingand smallerhabitats.Para5:The Tibetanantelopesarebeing protectedand cared.Intentions:Analyze structuretomakethe paragrapheasier tounderstand.Help studentsto understandandmaster theimpliedmeaning ofsomesentencesinseveral paragraphs.Activity4Students readthetextfor thethird timeto answerthe followingquestions andmotivate studentstothink deeply:l.Why didZhaxi saywere tryingto saveourselves”

2.1s theTibetanantelopean endangeredspecies nowWhats thegood news

3.Can thegovernment stoptheprotectionprograms nowWhy

4.What,sthemeaningofcontinuous protectingfor thewildlife

5.Whats thethreat towildlife andto ourplanetIntentions:Help studentsfurther comprehendthewriterswriting purposeand beaware ofthesignificant meaningof wildlifeprotection.Step IIIPost readingActivity5Students observea pictureshowing theclose connectionbetween wildlifeand humanbeings andtry tofigureoutthemessage conveyedby thepicture.Then theteacher drawa conclusionthat whatwe havegivento thenature willbe givenback oneday.Intentions:Guide Studentsto furtherthink ofthe importanceof environmentalprotection.Activity6Students havea discussionaboutthequestion:What canwe teenagersdo toliveinharmonywithnature。