Unit 2 Wildlife Protection Reading and Thinking 课件- 2025-2026学年高中英语人教版必修第二册

该高中英语课件围绕“藏羚羊保护”主题，以旅行日志《A DAY IN THE CLOUDS》为载体，通过教师西藏旅行经历导入，结合Changtang自然保护区图片及词汇标注建立情境，Pre-reading头脑风暴激活认知，While-reading按“所见-所闻-所思”分层解析文本，搭建从文体特征识别到深层意义理解的学习支架。 其亮点在于融合语言能力与思维品质培养，通过字面与隐含意义辨析（如“make out”词义猜测、作者态度隐含表达）提升阅读理解能力，借助小组讨论（青少年保护自然措施）和批判性问题（反对伤害野生动物理由）发展分析思维。文化意识方面，藏羚羊保护案例渗透家国情怀与人类命运共同体意识，任务型活动（倡议信写作、对话创作）促进语言输出。对学生而言，实现知识向行动转化，对教师而言，活动设计具体可操作，便于高效开展教学。

Reading and Thinking Learning Objectives By the end of the class, you will be able to: 1. Explore the protection of Tibetan antelopes and understand the features of a travel journal; 2. Learn a new reading skill: identifying literal and implied meaning based on the context; 3. Understand the author’s opinion and attitude, and learn to express your own views on wildlife protection; 4. Reflect on how to change our lifestyle and live in harmony with nature. STEP 1 Lead in Group work Lead in During the summer vacation, I visited Tibet, where the scenery is very beautiful. Changtang National Nature Reserve Tibetan antelope [tɪˈbetən] [ˈæntɪˌləʊp] clouds STEP 2 Pre-reading Brainstorm What do you want to know? A Day in the A Day in the Clouds Who Why What where Clouds ...... STEP 3 While-reading Read for the main ideas Para. 1 Para. 2 Para. 3 Para. 4 Para. 5 Para. 6 Para. 7 A. The bad times for the Tibetan antelopes. B. The guide, Zhaxi, and the Changtang National Nature Reserve. C. Measures were taken to save this species from extinction. D. We should learn to exist in harmony with nature. E. Tibetan antelopes are in danger. F. The reason why we observe Tibetan antelopes. G. The good effects the measures have had. Match the main idea of each paragraph. Summarize the main idea of the passage: The passage is mainly about_________________ _____________________. Tibetan antelopes and wildlife protection Read for the genre A. An Advertisement B. A report C. A novel D. A travel journal What is the type of the text? What I see What I hear What I think 广告 报道 旅行日志/日记 Read for the structure Part 1 (Para.1-2): What “I” see Part 2 (Para.3-6): What “I” hear Part 3 (Para.7): What “I” think What I see Para. ____ What I hear Para. ____ What I think Para. ____ Journal PART 1 What “I” see Read for the details——What “I” see The air is thin and we have to rest several times on the short hike from camp. To our left, snow-covered mountains disappear into clouds that seem almost close enough to touch. On the plain in front of us, we can just make out a herd of graceful animals. This is why we’re here — to observe Tibetan antelopes. Paragraph 1 Why did the writer visit Tibet? What did the writer see? A vividly beautiful picture pops up in our mind. Guess: what is the meaning of “make out”? Reading Tips Identify literal and implied meaning Literal meaning is the usual, basic meaning of the words. Exactly what the words say. （字面意义） Implied meaning is suggested but not directly expressed. You guess the meaning based on what you know. （隐含意义） Read for the details——What “I” see Paragraph 2 Tibetan antelopes live on the plains of Tibet, Xinjiang, and Qinghai. Watching them move slowly across the green grass, I’m struck by their beauty. I’m also reminded of the danger they are in. They are being hunted, illegally, for their valuable fur. How do I feel when I see these animals and views? Maintenance(维护) of beauty concerned Read for the details——What “I” see Paragraph 2 Tibetan antelopes live on the plains of Tibet, Xinjiang, and Qinghai. Watching them move slowly across the green grass, I’m struck by their beauty. I’m also reminded of the danger they are in. They were hunted, illegally, for their valuable fur. Why did people hunt Tibetan antelopes? A. People want to eat them. B. Just for fun. C. There are too many Tibetan antelopes. D. People want to get their valuable fur. Literal meaning OR implied meaning? PART 2 What “I” hear Paragraph 3 My guide is Zhaxi, a villager from Changtang. He works at the Changtang National Nature Reserve. The reserve is a shelter for the animals and plants of northwestern Tibet. To Zhaxi, the land is sacred and protecting the wildlife is a way of life. “We’re not trying to save the animals,” he says, “Actually, we’re trying to save ourselves.” Whose day is it? What does Zhaxi’words mean? respect nature appeal for awareness Read for the details——What “I” hear Paragraph 4 The 1980s and 1990s were bad times for the Tibetan antelope. The population dropped by more than 50 percent. Hunters were shooting antelopes to make profits. Their habitats were becoming smaller as new roads and railways were built. What happened during bad times? Why? Read for the details——What “I” hear Paragraph 5 In order to save this species from extinction, the Chinese government placed it ________________ _____________. Zhaxi and other volunteers _____________________ ___________ to keep them safe from attacks. bridges and gates were added to ________________ __________ and keep them safe from cars and trains. how under national protection watched over the antelopes day and night let the antelopes move easily What are the measures? Human's constant efforts to protect Tibetan antelopes Read for the details——What “I” hear Paragraph 6 The measures were effective. The antelope population has recovered and in June 2015, the Tibetan antelope was removed from the endangered species list. The government, however, does not intend to stop the protection programs, since the threats to the Tibetan antelope have not yet disappeared. What can be learned from paragraph 6? A. The efforts to protect the antelope don’t work. B. The threats to the antelope still exist. C. The government has stopped protecting antelopes. D. The antelopes have been moved out of the reserve. Literal meaning National joint efforts PART 3 What “I” think In the evening, I drink a cup of tea and watch the stars. I think about the antelopes and what Zhaxi told me. Much is being done to protect wildlife, but if we really want to save the planet, we must change our way of life. Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet. Read for the details——What “I” think Paragraph 7 What is the author’s opinion about how to save the planet? A. By eating less. B. By not travelling. C. By changing our way of life. D. By not eating meat. In the evening, I drink a cup of tea and watch the stars. I think about the antelopes and what Zhaxi told me. Much is being done to protect wildlife, but if we really want to save the planet, we must change our way of life. Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet. Read for the details——What “I” think Paragraph 7 What’s the author’s attitude towards the wildlife protection? A. Unconcerned. B. Positive C. Negative. D. Unmentioned. implied meaning the author’s attitude Is the author’s attitude directly expressed? STEP 4 Post-reading Read for critical thinking——Video Time What can we teenagers do to live in harmony with nature? Read for critical thinking——Group Work 目的/倡导表达 live in harmony with nature 与自然和谐共处 be kind to nature 善待大自然 keep ecological balance 保持生态平衡 conserve natural habitats 保护天然栖息地 措施表达 set up; establish take part in; join in call on people to do sth. take measures to do sth. take immediate action to do sth. 衔接词 To begin with; What’s more; Moreover... Firstly; Secondly; Thirdly... What can we teenagers do to live in harmony with nature? Read for critical thinking——Group Work What can we teenagers do to live in harmony with nature? Stop using plastic bags. Don’t buy products from endangered animals. Make a poster about wildlife protection. Join or set up a volunteer group. Discussion Youth’s participation Objections(反对) to hurting the wildlife Maintenance(维护) of beauty Human’s constant efforts Objections(反对) to hurting Youth’s participation Respect for nature Appeal for awareness National joint efforts H A R M O N Y Humans Nature conclusion Learning Objectives Fully achieved Basically achieved Not achieved I can understand the structure of the text and summarize main content. I can distinguish between literal and implied meanings of the text. I can express specific actions of teenagers participating in environmental protection. Evaluation Worksheet 1.Finish Activity3 on Page17 2.Check if you achieve the learning objectives Homework： (必做）：藏羚羊保护志愿者扎西计划向全球青少年发起“人与自然和谐共生”主题倡议，现邀请你以中国高中生的身份，撰写一封英文倡议信。结合课文中藏羚羊从濒危到恢复的故事，向同龄人们分享藏羚羊的保护成果，提出3个贴合青少年生活的具体保护行动，呼吁大家以实际行动守护濒危野生动物，共建人与自然的和谐家园。（100词左右） （选做）：写一段5句左右的英文对话：让1990年的藏羚羊和2025年的藏羚羊进行对话，展现保护工作带来的变化，突出“harmony”的核心。 $