Unit2WildlifeProtectionAssessingYourProgress教學(xué)設(shè)計-高中英語人教版2

教學(xué)設(shè)計

課程基本信息學(xué)科高中英語年級高一學(xué)期秋季課題Unit2WildlifeProtectionAssessingYourProgress教科書書名：普通高中英語教科書英語必修第二冊出版社：人民教育出版社教學(xué)目標(biāo)Bytheendoftheclass,studentswillbeableto:1.Masterthekeywordsandphrasesrelatedtowildlifeprotectioninthisunit.2.Consolidatethepresentcontinuouspassivevoiceanduseitproperlywhenexpressingopinions.3.Enhancetheawarenessofwildlifeprotection.教學(xué)內(nèi)容教學(xué)重點：1.ReviewthetopicrelatedphrasesinUnit2.

2.Reviewthetargetgrammar–presentcontinuouspassivevoice.

教學(xué)難點：1.Reinforcethepresentcontinuouspassivevoicetensetohelpstudentsenrichtheirexpressions.

2.Helpstudentsorganizewords,phrases,andgrammarinthisunit.教學(xué)過程Step1:WarmingUpTusesthelogooftheWWFtoarouseSs’learninginterestandnaturallyleadsinthetopicofthisclass.Byraisingaquestion–howmuchdoyouknowabouttheWWFtoencourageSstakepartintheclass.Tintroduceswildlifeprotectiontomakeanaturaltransitiontothesecondactivity,reviewingphrasesrelatedtothetopic.Step2:Presentation＆PracticeActivity1:BrainstormSsareencouragedtothinkaboutasmanyphrasesaspossiblerelatedtowildlifeprotection.Tprovidessomepossibleanswersandpresentsonetip:Somephrasescanusedifferentprepsitionsgivingslightlydifferentmeanings.Whilepresentingthetwosetsofphrases:dieout,dieof;putup,putout,Ssarealsoaskedtomakesentencestoenhancetheirunderstandingofthesetwosetsofphrases.Activity2:Read＆pleteSsareaskedtopletetheshortpassagebyusingthephrasesthey’vereviewedjustnow.afterpletingthepassage,TraisessomequestionstohelpSsbetterunderstandtheWWF.Q1:WhatdoestheWWFdotoprotectwildlife?Q2:WhydoestheWWFdosuchthings?A:They’verealizedthatanimalsarebeingthreatened.BypresentingtheabovesentencetoguideSstoreviewtheimportantgrammarinthisunit–presentcontinuouspassivevoice.Firstly,reviewthestructureofit.ThenSsareaskedtodosomepracticetoreviewandconsolidatetheuseofgrammar.Activity3:Read＆ThinkFromthegrammarreviewtopassageunderstanding,Traisesaquestiontomoveontoanewactivity.Ssareaskedtopletethepassagewiththepresentcontinuouspassivevoiceoftheverbs.Q:Doyoufeelthatprotectingwildlifeiscloselyrelatedtoyourteenagelife?Step3:ProductionActivity1:CriticalThinkingBythinkingthequestion,thecriticalthinkingcanbetrainedandSscanenhancetheresponsibilityofprotectingwildlifeasateenager.Q:Whatdoyouthinkoftheinvention?(thinkfromtheperspectiveoftheanimalsandresearchers)Activity2:Watch＆ShareSsareaskedtowatchavideocallingforanimalprotectionandtalkabouttheirviewsonanimalprotection.Aftersharing,TsharesasentencewithSs:Humanlove,hopeandfeararenodifferentfromanimals.Theyarelikesunshine,ingfromthesameoriginandlandingonthesameground.JohnMooreStep3:SelfreflectionSsareaskedtothinkaboutthefollowingquestionstoreflecttheirlearninginunit2.Whattouchedyouthemostinthisunit,andwhy?Whichpartofthisunitdoyouthinkisthemostuseful,andwhy?Whichpartofthisunitdoyouthinkisthemostdifficult,andwhy?Overall,Ithoughtthisunitwas○wonderful○good○soso○toohardStep4:Assignments1.SearchmoreinformationontheInternetabouttheconditionsan