Unit5LanguagesaroundtheworldReadingandthinking說課課件高中英語人教版

B2U2WildlifeProtection教學(xué)展示PEPBook2SeniorSchoolEnglish(2019)The2thlessonofUnit2WildlifeProtection:Readingandthinking2CATALOGUETeachingandlearningmethods2Analysisoftheteachingmaterial3Analysis

of

thestudents4Teaching

andlearningobjectives5Teachingprinciples1678Teaching

proceduresBlackboarddesignTeaching

reflection01Teachingprinciples31.TeachingprinciplesCorecompetenciesSixcomponentsofthecurriculumActivity-basedapproachtoEnglishlearningAneffectiveclasslearningandunderstandingapplyingandpracticingtransferringandcreatingLanguageabilityCulturalawarenessThinkingabilityLearningabilityThemeText02Teaching

andlearning

methods52.Teaching

andlearningmethodsBloom’s

taxonomy

of

objectivesConstructivist

view

of

learning◆constructionofnewknowledgecannotbeachievedwithoutmakingameaningfulconnectionwiththeexistingone◆learners:principalpartoflearning◆teachers:facilitatorsTeachingmethodsLearningmethodsActivity-basedapproachtoEnglishlearningLearningthroughactivitiesCooperativelearningmethodInquiry-basedlearningmethodTeachingandlearningphilosophy03Analysisoftheteachingmaterial71.Analysisof

teaching

materialWhat02Why01How03Theme：

HumanandNatureTexttype：TravelJournalMaincontent:This

articleisatraveljournalthatrecordswhathappenedduringtheday.IttellsthestoryoftheTibetanantelope,ararespecies,inthefirstperson.Thearticleconsistsofsevenparagraphs,thefirstparagraphisanintroduction,explainingtheplaceandpurposeoftheauthor'sactivitiesthatday.ThesecondparagraphshowsthegraceandbeautyoftheTibetanantelope,whilepointingoutthattheyaresufferingfromillegalpoaching,expressingpityfortheTibetanantelopeandhatredforthelawbreakers.ThethirdparagraphisZhaxi'sconceptandunderstandingofwildlifeconservation.ZhaxiworkedintheQiangtangNationalNatureReserveastheauthor'sguide.ThefourthparagraphdescribesthereasonsfortheconservationoftheTibetanantelope,thedeclineinpopulationandhabitatnumbers,andtheendangeredextinctionoftheTibetanantelopepopulation.ThefifthparagraphdescribesthevigorousmeasurestakenbytheChinesegovernmentandcivilsocietyorganizationstoprotecttheTibetanantelope.Paragraph6dealswiththeeffectivenessofprotectivemeasures.Thelastparagraphistheauthor'sfeelings,anditisalsotheideaofthearticle,thathumanbeingscanonlyliveinharmonywithnaturebychangingtheirlifestyle.1.Analysisof

teaching

materialWhat01Why02How03Throughreadingthetexts,studentslearnabouttheconservationmeasuresandachievementsofthegovernmentandnon-governmentalorganizationsfortherarewildanimalTibetanantelope,andthinkabouthowtochangetheirlifestylesandliveinharmonywithnature.1.Analysisof

teaching

materialWhat01Why03How02Thearticleiswell-structured,beautifullywritten,andpresentswhattheauthorhasseen,heard,andfelt.Instructstudentstoanalyzethestructureandlanguagecharacteristicsofthejournaltext,payattentiontotheauthor'sdescriptionofthesceneryandmentalactivities,learntomasterthenewvocabularythatappearsinthetext,expandthetopic,andexpresstheirownviewsandopinionsontheconservationofwildspecies.Atthesametime,studentswilllearntodistinguishthesuperficialmeaninganddeepconnotationofthereadingtext,andunderstandtheauthor'sintentionandemotionalattitude.Inaddition,theessayusesfiguresofspeech,suchaspuns,contrasts,andquotationstomakethelanguageinfectious,authentic,andvivid.04Analysisof

students11WhatIknowThisunitisdesignedforsenior1students,whohaveacquiredacertainlevelofcomprehensiveEnglishlanguageskills,suchaslistening,speaking,reading,andwritingskillsincontexts,aswellasapreliminaryunderstandingofself-directedlearning,cooperativelearningandinquiry-basedlearning.WhatIwanttoknowTheEnglishproficiencyofstudentsisuneven,andsomestudents'Englishproficiencyneedstobeimproved,andstudentsrarelyhavetheopportunitytocontactwildanimalsintheirdailylives.WhatIlearnedAfterlearningthiscourse,itishopedthatthestudents'awarenessandsenseofresponsibilityforanimalprotectionwillbeenhanced,andtheywillhaveabetterunderstandingofthemeasuresandmethodsofanimalprotection.Fromtheperspectiveoflanguageknowledge,theaccumulationoflanguagevocabularymaybeinsufficient,andteachersneedtoenrichstudents'languageexpressionthroughteachingandstimulatestudents'desiretothinkandshareactively.2.Analysisof

students05Teaching

andlearningobjectives13143.TeachingandlearningobjectivesTexthereFocalpointsTexthereDifficultpoints(1)Graspthetextualcharacteristicsofthejournalnarrative;ReadimportantinformationabouttheconservationofTibetanantelopesinthetext;(2)Shareviewsandopinionsontheconservationofwildspecies,andrealizetheimportanceofharmonybetweenmanandnature.(3)Excavatetheimplicitmeaningofthetext;(4)DescribethethreatofhumanactivitiestowildlifeandmeasurestoprotectwildlifeinEnglish.1.Figureoutthemainstructureandthetexttypeofthepassagethroughthetextualpatternanalysis;2.ReadandknowwhatpeoplehavedonetomakebetterlivingenvironmentforTibetanantelopes;3.Expressourselvesaboutthewaystocareforwildlife.06Teaching

procedures15StepILeading-inStepIIPre-readingStepIIIWhile-readingStepIVPost-readingStepVConclusion

StepVIHomeworkPerceivethetopic:TheTibetanAntelope.Predictthecontentandthetextstyle.Readforthemainideaandstructure.Readfordetailedinformationandlanguagefeatures.Retellthestory.Readforthinking..Drawaconclusion

ontoday’stopic.Self-evaluate.LearningandunderstandingApplyingandpracticingTransferringandcreatingAssigngroupprojects.6.TeachingproceduresLeading-in&Pre-reading使用說明&設(shè)計(jì)意圖Bylookingatpicturesandvideos,answeringquestions,andreviewingwhattheylearnedinthepreviouslesson,studentswillbebroughtintothethemeofthisunit,"WildlifeConservation".Stimulatestudents'interestinlearningandexplorationbyexpandingtheirinterestingknowledgeofnature.6.Teaching

proceduresWhilereading使用說明&設(shè)計(jì)意圖：Invitestudentstoreadquicklywithquestions,sothattheycanlearntograspthegistofthearticlethroughquickbrowsing,soastotrainstudentstoreadquicklyandimprovetheirabilitytoreadquickly.Throughindependentthinkingandcarefulreadingoftextswithquestions,studentsdeveloptheabilitytoextractkeyinformation.Byteachingstudentshowtostudyandthengivingthemtimetoexploretheanswersindependently,studentsaretrainedtoreadcarefully.6.Teaching

proceduresReadforthemainideaandstructure.Readfordetailedinformationandlanguagefeatures.Post-reading使用說明&設(shè)計(jì)意圖：1.Tocultivatestudents’abilitytoanalyzeandsharetheiropinions.2.Toguidestudentstothinkabouttherelationshipbetweenmanandnatureanddiscusswhatwecandotoprotecttheendangeredanimals.6.Teaching

procedures使用說明&設(shè)計(jì)意圖：Cando&Mustdo&cooperatewitheachother.Torealizetheapplicationpracticeandtransferinnovationoftheknowledgelearned,teacherscanalsochoosetoassignhomeworkinlayersaccordingtothesituationofstudents.6.Teaching

procedures07Blackbo