高中英语人教版 选择性必修第四册Unit1Science Fiction Reading and Thinking学案- (2)

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Period2ReadingandThinkingLearnaboutprotectingendangeredanimals教学目标Bytheendofthisperiod,studentswillbeableto1.knowmoreaboutthecurrentsituationofTibetanantelopes.2.figureoutthemainstructureofthepassage.3.judgethewritingpurposeandthesourceofthepassage.4.expresstheirownideasongiventopicsbycriticalthinking.教学重难点1.Toapplydifferentapproachesofdiscourseistodeepentheunderstandingofthetextandlanguageuse.2.ToexploreandunderstandthemeasuresandachievementsofprotectingTibetanantelopesinChina.教学资源教材、多媒体课件、学案、黑板和粉笔。教学过程设计I.Lead-inTeacher:ShowstudentssomepicturesaboutTibetanantelopesandChangtangNationalNatureReserveandaskstudentstodescribethem.Students:TrytodescribewhattheyseeandexpresswhattheyknowaboutTibetanantelopesandChangtangNationalNatureReserve.设计意图：引入阅读话题，激活学生的背景知识，引起阅读期待。Guidedquestions:1.Whatdoyouseeinthepictures?2.Whatdoyouthinkofwhenyouseethepictures?Suggestedanswers:1.IseeChangtangNationalNatureReserve,Tibetanantelopesandsnow-coveredmountains.2.IthinkTibetanantelopesaregracefulanimalsthatliveontheplainsofTibet,Xinjiang,andQinghai.Iamstruckbytheirbeauty,butI'malsoremindedofthedangertheyarein.ChangtangNationalNatureReserve,asacredplace,isashelterforanimalsfrombeinghunted.II.DiscourseAnalysisTeacher:Geteveryonetofigureoutthediscoursepatternofthewholepassageandparagraphsaswell.Students:DigintothewholetextandfindoutthemeasureandachievementsofprotectingTibetanantelopesinChina.设计意图：学生借助语篇分析模式，深入语篇，解构语篇主题与内容。Problem-SolutionPattern问题一解决模式Elements:√情景Situation(Optional)√问题Problem√解决Solution√评价Evaluation或结果ResultGuidedquestions:1.Whatisthetextmainlyabout?

12.What'sthemainideaofeachparagraph?3.Whataboutthelanguage?Suggestedanswers:1.TheTibetanantelopewasanendangeredanimal,butbecauseofhumanactiontoprotectit,itspopulationhasrecoveredanditwasremovedfromtheendangeredspecieslist.2.Paragraph1:ThewritervisitedChangtanginordertoobserveTibetanantelopes.Paragraph2:Tibetanantelopesareindanger.Paragraph3:Theauthor'sguidethinksthatthelandissacredandprotectingthewildlifeisawayoflife.Paragraph4:BadtimesfortheTibetanantelope.Paragraph5:TheChinesegovernmentandvolunteerstookeffectivemeasurestoprotecttheTibetanantelope.Paragraph6:TheeffectivemeasureshavehelpedthepopulationofTibetanantelopesrecover.Paragraph7:Humanbeingsmustchangethewayoflifeinordertosavetheplanet.3.TopicRelatedlexisToobserveTibetanantelopessnow-coveredmountains;closeenoughtotouch;ontheplain;aherdofgracefulanimalsBadtimesfortheTibetanantelopeindanger;beinghunted;illegally;ashelterfortheanimals;thepopulationdropped;thehabitatswerebecomingsmaller续表TopicRelatedlexisEffectivemeasuresplaceditundernationalprotectionwatchedover...dayandnight..wereaddedmoveeasily:keep...safefrom...Tibetanantelopepopulationhasrecoveredeffective:populationhasrecoveredwasremovedfromtheendangeredspecieslistChangethewayoflifechangeourwayoflife;existinharmonywithnature;stopbeingathreattowildlifeII.PragmaticAnalysisTeacher:Letstudentsanalyzethepragmaticvalueofthetextthroughdifferentangles.

2Students:Analyzethetextandsupplyevidencepresentedinthepassage.设计意图：通过“自上而下”(Top-DownApproach)的方式，帮助学生多层次、多角度地分析语篇传递的意义，帮助学生深刻理解语篇，把语言学习和意义探究融为一体，实现深度学习与思维品质的提升。Guidedquestions:1.What'sthewritingpurposeofthepassage?2.Towhomdoestheauthorwritethisarticle?3.Wherecanyoupossiblyreadthisarticle?Suggestedanswers:1.TheauthorintendstotellusthatalthoughtheTibetanantelopehasbeenremovedfromtheendangeredspecieslist,thethreatstoithavenotyetdisappeared.Wemustchangeourwayoflifeandlearntoexistinharmonywithnature.2.Thosewhoareconcernedaboutwildlifeespeciallytheendangeredspecies.3.Wecanpossiblyreadthisarticlefromamagazine,newspaperortextbookrelatedtowildlife.IV.CriticalThinkingTeacher:Helpstudentstotrytopersonalizethesubjectfromdifferentperspectives.Students:Discussingroupsandexpresstheirideasaboutthequestion.设计意图：培养学生运用由此及彼的迁移性思维思辨的能力。Guidedquestions:1.Doyouagreethatwemustchangeourwayoflifeandlearntoliveinharmonywithnatureinordertosaveourplanet?2.Whatdoyouthinkweshoulddoorchange?Suggestedanswers:1.Iagreethatwemustchangeourwayoflifeandlearntoliveinharmonywithnatureinordertosaveourplanet.2.Ithinkwhatwemustdoistorealizethatwearepartofnatureandshouldnotseparatefromit.Wecan'tsurvivewithoutitandsowedamageit,weliterallydamageourselves.V.Assignment1.Retellthepassageinyourownwords.2.Dosomeresearchonotherendangered.animalsbysurfingtheInternetandmakeareport.教学反思本文是一篇日记体的文章，记录一天中所发生的事情。课文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，最后表达了作者的感想，即人类只有改变自己的生活方式，才能与自然和谐共生。本节课的总体设计重点在于培养学生利用语篇知识深化语篇分析的能力，同时启发学生的思辨能力。通过一系列理解活动，学生能够理清文章的篇章结构，把握文章的内在逻辑顺序。不足之处在于，学生的语篇解读技能掌握尚有不足，需要在老师的启发下才能完成阅读任务，这一方面还要在未来的阅读中加以强化。

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