课题

Period 2

Reading and Thinking

单元

Wildlife Protection unit

学科

English

年级

Grade 1

教材分析

This teaching period mainly deal with reading and thinking. Students are expected to learn the knowledge about how to work out problems in context. The teacher is expected to lead students to identify literal and implied meaning.

教学目标与核心素养

Knowledge objectives: Grasp some important words and phrases in this part.

Skill objectives: Learn to summarize the main idea of each paragraph. Master the reading skills to work out problems in context.

Emotional objectives: Develop students’ sense of protecting the wildlife.

Thinking quality objectives: Cultivate the awareness of existing in harmony with nature.

重点

Lead students to identify literal and implied meaning.

难点

The implied meaning in context.

教学过程

导入新课

Step1 Review

Ask students some questions to recall the knowledge about wildlife.

(1) What kind of wildlife do you know?

(2)What on earth mainly cause these wild 

animals in danger or disappearing?

(3)  What is being done to help them?

Step2 Leading–in

1. Use ppt to show a picture about the national nature reserves in China.

2. Ask students how much do they know about them?

3. Show a riddle and ask students to guess what is it.

“I eat grass. I’ve got long horns. I come from Tibetan Plateau. Who am I?” (Tibetan antelope)

4. Show some pictures and knowledge about  Tibetan antelopes and Changtang National Nature Reserve .

学生举手回答问题，回顾上节课学过的知识内容并回答问题。

学生观看ppt中展示的图片，了解藏羚羊相关知识。

通过回答问题，回顾上节课所学知识点，将学生带入本单元“保护野生动植物”的课堂主题中。通过猜谜语方式引出本课学习内容。通过扩展有趣的自然知识激发学生学习和探索的兴趣。

讲授新课

Step 3 New words and phrases

Use ppt to show some words and phrases in the passage. Show the part of speech, meaning, example sentences and pictures to help the students to understand and remember them.

Step 4 skimming and thinking

1. Skim to the text in 2 mins and summarize what the text is about. Finish the blank with some presented words with the whole class.

 Step 5 Fast reading

1. Ask students to find the main idea of each paragraph.

    Para. 1: The purpose of our camping.

Para. 2: The situation of the Tibetan antelopes.

    Para. 3: My guide, Zhaxi, working for protecting the wildlife.

Para. 4: The bad times for Tibetan antelopes.

Para. 5: The measures taken to protect the antelopes.

Para. 6: The achievements we’ve made and we also have a long way to go.

Para. 7: Protecting wildlife is saving ourselves.

Step 6 Careful reading

Find the answers on the text and mark them. The flowing questions are below.

Q1. Why did the writer visit Tibet? (the purpose)

A1: To observe Tibetan antelopes.

Q2. What happened to the Tibetan antelope in the 1980s and 1990s?

A2:

Q3: What did people do to help protect the Tibetan antelope? (the measures)

A3:

(1) The Chinese government …

(2) Zhaxi and other volunteers …

(3) Bridges and gates were added to …

Q4: What does “national protection” mean? Can you list some examples?

Step 1 Find the phrase in the text.

Step 2 Find the main idea in context.

Step 3 Analyze part of speech.

A4: National first/second/third class protected animals and plants: South China Tiger, blue whale, golden snub-nosed monkeys, Chinese yew, and …

Q5: How does the writer feel about modern life? How do you know?

A5: Our modern life goes against nature.

“We must change the way we live if we really want to protect wildlife and the planet.”

Step 7 After reading

Ask students to finish the question on page 14.

Lead students to identify literal and implied meaning.

Discussion

Ask students to discuss in groups base on the following topic.

The writer says that we must change our way of life and learn to live in harmony with nature in order to save our planet. Do you agree? What do you think we should do or change?

For example: I agree. As far as I am concerned, the authorities should … /The society should …/We should …

Step 8 Language points

Important words

legal  adj.

Established by or founded upon law or official or accepted rules.

illegal  adj.

illegally  adv.

Example sentences：

The government tried to disband the illegal organization.

He was convicted of illegally using a handgun.

attack

n. an aggressive and violent action against a person or place.

vi. &vt. take aggressive action against (a place or enemy forces) with weapons or armed force.

Example sentences：

In an attack on a police station, one police officer and an attacker were killed.

He bundled the old lady into her hallway and brutally attacked her.

exist

vi. If something exists, it is present in the world as a real thing.

Example sentences：

He thought that if he couldn't see something, it didn't exist.

We cannot exist without air, food and water.

harmony

n. The harmony of something is the way in which its parts are combined into a pleasant arrangement.

Example sentences：

If people are living in harmony with each other, they are living together peacefully rather than fighting or arguing.

Difficult sentences

(1) This is why we’re here——to observe Tibetan antelopes.

Predicative clause表语从句

This is why… +表示结果的句子

This is because…+表示原因的句子

Example sentences：

He didn’t go to school. That’s because he was ill.

He was ill. That’s why he didn’t go to school.

(2) Watching them move slowly across the green grass, I’m struck by their beauty.

分析：本句为现在分词短语作状语， 表示与主句主语之间存在主动关系。

Example sentences：

Hearing the news, they all jumped with joy.

Speaking in the public , he will surely be very cheerful. 

Step 9 Exercise

Fill the words in the blanks on page 14.

“Learn about elephants by reading and completing the passage with the correct forms of the words.”

学生读出单词，通过学习单词和短语的信息，理解并试着记住单词和短语

学生在特定时间内快速阅读文章，了解文章大致内容。

学生快速阅读各段落，小组讨论并根据ppt提示信息，找出各段落大意。

学生在文中找出对应句子并标记出答案的位置。

学生根据老师的提供的方法指导，逐步分析文章内容，总结问题答案

学生根据提示，定位文章信息，并画下相关句子，小组讨论后得出答案。

学生小组讨论，并派出代表进行发言。

学生学习重要单词的词性，在例句中加强对关键词的理解。

学生分析句子结构，并在例句中加强应用和理解。

学生根据新学过的重点单词、短语和语法知识，在练习题中进行应用练习，巩固新知识。

通过展示和辅助讲解新单词和短语的词性，含义，例句以及图片等，帮助学生理解和记忆

请学生带着问题进行快速阅读，使学会通过快速浏览抓住文章大意，从而对学生进行快速阅读训练，提高学生快速阅读的能力。

通过选出正确单词进行填空的方式，帮助学生总结段落大意。通过小组讨论形式培养学生合作交流能力。

通过独立思考，带着问题仔细阅读文章，培养学生提取关键信息的能力。

通过先教授学生学习方法，再给与学生时间独立探索问题答案，训练学生的仔细阅读能力。

通过小组讨论方式进行探索学习，帮助学生在小组讨论中解决困惑，提高课堂效率。有效帮助学生解决难题。

通过选择学生代表进行发言的方式，分享学生的想法，让学生积极参与讨论并有机会表达自己的想法。

通过扩展单词基本知识，帮助学生更好的理解和记住单词。

通过分析句子结构可以引导学生，复习此单元的语法，句子结构。通过展现例句，加强学生对句子的理解。

通过专项练习，帮助学生巩固知识点。

课堂小结

Step 10 Summary

Tell students to underline the sentences on the text, and complete the following questions in groups.

Summary the structure of the text on the ppt.

Step 11 homework

Collect information about one kind of endangered animals and write a passage.

Which class of national protected animals do they belong to?

Why are they endangered?

What do they need?

How to protect them? …

学生根据题目内容，在老师的帮助下完成对文章的总结。

全面理解本文，能根据课文提出问题并做出正确的回答。

板书