【省级公开课】必修二Unit2 Reading and thinking 展示版
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• Q3: What was the effect？
Problem
Cause
Solution
Effect
Activity 4:Getting to know literal meaning and implied meaning
• ____The Tibetan antelope lives high above sea level. • ____When they first saw the antelopes, they were very far away. • ____We should not buy goods made from endangered animals. • ____Human activities are threatening animals and plants. • ____The Tibetan antelope is not an endangered species now.
Organize voluntary activities. Never buy products relevant to endangered wildlife.
Activity 3: Checking the assignment and sharing the words and expressions.
Assignment
• Complete the table with words and expressions from this class.
Topic Wildlife protection
Sub-topic Danger
Protection
Related expressions
Activity 1: Reviewing the last paragraph and reflecting on the purpose of the writing.
教学目标：
• 1. 通过标题预测，自主提问并验证提问，梳理问题链，了解 藏羚羊的生存现状、曾经面临的危机及其原因、政府和当地 人民采取的措施以及效果等。
• 2. 结 合 文 本 中 的 典 型 例 句 ， 准 确 理 解 字 面 意 义 （ literal meaning）和隐含意义（implied meaning），深度解读文 本，推断写作意图。
Activity 3: Reading again for more detailed information
• Q1: What happen to the Tibetan antelope in the 1980s and 1990s？Why did it happen?
• Q2: What did people do to help protect the Tibetan antelope？
Avoid eating food using relevant ingredients. Collect money to donate to organizations concerned. Treat the wildlife as our friends. Introduce wildlife knowledge to others.
• Q1: Can we stop our protection of the antelope？ • Q2: According to the writer, what should we do？ • Q3: What is the purpose of this passage？
Activity 2: What can you do to protect Discussion the endangered wildlife?
思维能力。此外，本课首要关注的文化要素是树立学生保护野生动植
物的意识，并指导学生如何采取保护措施。
学情分析：
• 本课教授的对象是我校高一学生，这些学生基础不够扎实 ，表达能力上还是欠缺。学生对英语学习有一定的兴趣， 但缺乏主动性，因此，要让学生多说，多予以表扬，增强 自信心，鼓励他们在原有的基础上不断进步。
Topic Wildlife protection
Sub-topic Danger
Protection
Related expressions
Activity 4: Making a poster about wildlife protection. Work in pairs and you can refer to the 3 posters on page14 for guidance.
Activity 2: Asking questions based on the title and answering them after reading.
What questions come to your mind when you see the title?
A day in the clouds
羊时的所见所闻所感为主线，目的是倡导人类和大自然和谐共处。文
本讲述了藏羚羊的现状、扎西对保护藏羚羊的观念、藏羚羊过去濒临
灭绝的原因、政府和志愿者保护藏羚羊所采取的措施和成效，通过对
上文的总结和反思提出：人类应当把保护野生动物当做生活的一部分
，和大自然和谐共处。
•
在进行文本教学设计时，可以通过问题的设计来加强学生的逻辑
• 3. 聚焦野生动物保护的话题语言，并将其进行分类整理。
• 4. 创造一幅有关野生动植物保护的海报，提升综合运用语言 的能力，树立野生动物保护的意识。
Activity 1: Look at the picture below, and think about the
two questions: Q1: What is the animal in the picture？ Q2: Where do they live？
必修二Unit2 Reading and thinking
教材分析：
•wenku.baidu.com
本单元的话题是野生动物保护。阅读文本A Day in the Clouds
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
生活方式来进一步拯救野生动物、地球和人类。
•
该文本属于叙事类文体，主题语境是人与自然，以作者观察藏羚
Problem
Cause
Solution
Effect
Activity 4:Getting to know literal meaning and implied meaning
• ____The Tibetan antelope lives high above sea level. • ____When they first saw the antelopes, they were very far away. • ____We should not buy goods made from endangered animals. • ____Human activities are threatening animals and plants. • ____The Tibetan antelope is not an endangered species now.
Organize voluntary activities. Never buy products relevant to endangered wildlife.
Activity 3: Checking the assignment and sharing the words and expressions.
Assignment
• Complete the table with words and expressions from this class.
Topic Wildlife protection
Sub-topic Danger
Protection
Related expressions
Activity 1: Reviewing the last paragraph and reflecting on the purpose of the writing.
教学目标：
• 1. 通过标题预测，自主提问并验证提问，梳理问题链，了解 藏羚羊的生存现状、曾经面临的危机及其原因、政府和当地 人民采取的措施以及效果等。
• 2. 结 合 文 本 中 的 典 型 例 句 ， 准 确 理 解 字 面 意 义 （ literal meaning）和隐含意义（implied meaning），深度解读文 本，推断写作意图。
Activity 3: Reading again for more detailed information
• Q1: What happen to the Tibetan antelope in the 1980s and 1990s？Why did it happen?
• Q2: What did people do to help protect the Tibetan antelope？
Avoid eating food using relevant ingredients. Collect money to donate to organizations concerned. Treat the wildlife as our friends. Introduce wildlife knowledge to others.
• Q1: Can we stop our protection of the antelope？ • Q2: According to the writer, what should we do？ • Q3: What is the purpose of this passage？
Activity 2: What can you do to protect Discussion the endangered wildlife?
思维能力。此外，本课首要关注的文化要素是树立学生保护野生动植
物的意识，并指导学生如何采取保护措施。
学情分析：
• 本课教授的对象是我校高一学生，这些学生基础不够扎实 ，表达能力上还是欠缺。学生对英语学习有一定的兴趣， 但缺乏主动性，因此，要让学生多说，多予以表扬，增强 自信心，鼓励他们在原有的基础上不断进步。
Topic Wildlife protection
Sub-topic Danger
Protection
Related expressions
Activity 4: Making a poster about wildlife protection. Work in pairs and you can refer to the 3 posters on page14 for guidance.
Activity 2: Asking questions based on the title and answering them after reading.
What questions come to your mind when you see the title?
A day in the clouds
羊时的所见所闻所感为主线，目的是倡导人类和大自然和谐共处。文
本讲述了藏羚羊的现状、扎西对保护藏羚羊的观念、藏羚羊过去濒临
灭绝的原因、政府和志愿者保护藏羚羊所采取的措施和成效，通过对
上文的总结和反思提出：人类应当把保护野生动物当做生活的一部分
，和大自然和谐共处。
•
在进行文本教学设计时，可以通过问题的设计来加强学生的逻辑
• 3. 聚焦野生动物保护的话题语言，并将其进行分类整理。
• 4. 创造一幅有关野生动植物保护的海报，提升综合运用语言 的能力，树立野生动物保护的意识。
Activity 1: Look at the picture below, and think about the
two questions: Q1: What is the animal in the picture？ Q2: Where do they live？
必修二Unit2 Reading and thinking
教材分析：
•wenku.baidu.com
本单元的话题是野生动物保护。阅读文本A Day in the Clouds
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
生活方式来进一步拯救野生动物、地球和人类。
•
该文本属于叙事类文体，主题语境是人与自然，以作者观察藏羚