Unit 2 Wildlife Protection Reading and thinking教学设计 -2025-2026学年高一英语人教版必修第二册

该高中英语教学设计聚焦野生动物保护与日志体文本分析，以AI生成的VR短视频导入，回顾已学濒危动物知识，搭建旧知到藏羚羊主题的学习支架，自然衔接单元主题，激发学生探究兴趣。 亮点在于融合AI与VR技术（如VR导入视频、数字人扎西引导讨论），通过任务链（细节阅读、关键词归纳、深层思考）训练思维品质（区分字面与隐含意义），结合文化意识（野生动物保护与人类命运共同体），作业中藏羚羊视角演讲稿写作提升语言表达能力。为教师提供创新教学工具与可操作流程，助力学生语言能力与社会责任意识培养。

Unit 2 Reading and thinking A day in the clouds 弋阳县第一中学 温琳琳 Analysis of teaching material： The passage is taken from Unit 2, Book 2 -Wildlife Protection. This unit aims to raise students’ awareness of the situation of wildlife and enable the students to know the importance of wildlife protection. During this class, students will read and appreciate a passage “A Day in the Clouds”. In this passage, the author describes his experience of visiting Tibetan antelopes with his guide, Zhaxi in Changtang National Nature Reserve. From the words, the students can be struck by the beauty like the writer. But at the same time, students will be informed of the situation of the Tibetan antelopes that are faced with an extinction. There are many measures from the government, the individuals and some construction measures to save the Tibetan Antelopes. The writer’s feeling should be appreciated and the students must realize the fact that only when we change our lifestyle and live in harmony with nature, can we save the wildlife and our planet, finally saving us human beings. Analysis of students： The students have developed some reading skills, such as skimming for main ideas and scanning for specific information. But they may still struggle with understanding the deeper meaning of the text. The topic of protection of the wild life may be interesting to students as it relates to nature and they have acquired some measures about wildlife protection. But they may not be familiar with the Tibetan antelope. Besides, their interest levels can vary. Some students may be highly motivated to learn and participate actively, while others might need more encouragement and stimulation. In language analysis, to identify the difference between literal meaning and implied meaning might be a challenge. Teaching objectives： 1. Know about the living condition of Tibetan antelope and realize the importance of wildlife protection; 2. Get the basic content of a journal and identify the difference between literal meaning and implied meaning. 3. Learn about the opinion of the author and put forward some useful ways to protect wildlife. Teaching Key and Difficult Points： 1. Know about the living condition of Tibetan antelope and realize the importance of wildlife protection; 2. Identify the difference between literal meaning and implied meaning. Teaching Process: 1. Lead-in (3mins) Watch an AI-generated VR short video and ask students “Do you know these animals? What do they have in common?” They are all animals. Answer: endangered 设计意图：先由观看用ai制作的动物大世界的vr片段，让学生回顾之前书本上学过和生活中认识的一些濒危动物，再展示濒危动物藏羚羊在羌塘生活的视频，从图片中的风景自然过渡到文章的标题 A day in the clouds。 2. Pre-reading (3mins) What type of passage is it? A. Magazine B. Argumentation (议论文) C. Description (说明文) D. Journal (日志) What do you usually write in a journal? 设计意图：在读前让学生根据标题推断文本类型，并询问日志里通常包括哪些内容，引发学生的思考并整体理解全文，把握日志体文本的语篇特点。（完成教学目标2） 3. While-reading Task 1 Read for details. (5mins) Read Para.1-2 and find out the information. where, why, what “ I” see, how “ I” feel 设计意图：通过上个环节学生提出的日志内容，让他们寻找相关答案，了解本篇日志的背景和作者此行的目的，并由藏羚羊的远近问题引导学生分析文本的字面意义和隐含意义，使他们在阅读中有意识地关注文本的隐藏含义。（完成教学目标2） Task 2 Read for key words. (6mins) Use key words to summarize para.3-7 and finish the mind map. 设计意图：引导学生自主学习，培养学生分析文本和总结归纳的能力并掌握文章段落大意和日志的主要内容。（完成教学目标1） Task 3 Read for more information. (8mins) 1. What happened to the Tibetan antelope in the 1980s and 1990s? Why? 2.What did people do to help protect the Tibetan antelope? 3. What were the results of the protection? 设计意图：通过进一步阅读，了解藏羚羊过去的故事，明白它们经历的危机，国家采取的措施和成果，从而使学生掌握藏羚羊的濒危情况。（完成教学目标1） Task 4 Thinking. (8mins) 1. What does the author think we should do? 2. What’s the purpose of this passage? 3. Was the author real in the clouds? Why did he say “in the clouds”? Discuss with your partners. 设计意图：此环节引导学生深入阅读，分析作者的观点，文章的写作意图和标题的隐藏含义，读懂作者表达的妙处。（完成教学目标3） 4. Post-reading Group discussion (6mins) Use AI to make a digital human（Zhaxi) and he leads students to think about what we students can do to change our way of life and protect wildlife? 设计意图：学生通过之前的环节明白了保护濒危动物的重要性，此环节引入ai设计的数字人扎西，让他引导学生小组思考并交流作为学生在生活中可以做哪些力所能及的事情去保护野生动物，使保护野生动物不只是一句口号，而是可以在实践中尽自己的一份力量。（完成教学目标3） 5. Homework (1min) ①Suppose you were a Tibetan antelope and you are invited by WWF to give a speech on wildlife protection. Write at least 80 words. You may: · describe your past and present lives · share what you want to say to humans ②Finish exercise 3 on P17. 设计意图：第一个作业通过的写演讲稿的方式，让学生站在藏羚羊的角度来描述自己的处境，和人类对话，使学生在巩固课堂所学的同时，能设身处地地体会濒危动物的感受。第二个作业是书本上关于文本意义和隐含意义的练习，因为在课上已经学过这两种意义的区别，同时也思考了标题的隐含意义，通过此练习使学生进一步操练在实际阅读中的此阅读技巧的应用。 学科网（北京）股份有限公司 $