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“野生动物保护”主题，以日记文本“A Day In The Clouds”为载体，通过Warming up环节提问地点与环境想象，结合文本场景描写引导学生预测文本类型，搭建从情境感知到结构分析的学习支架，帮助梳理日记中当天经历、倒叙的保护历程等内容脉络。 其亮点在于融合思维品质与语言能力培养，通过标题字面与隐含意义分析、倒叙结构拆解提升学生分析推断能力，结合“作为学生能做什么”的讨论锻炼英语表达。作业设计思维导图和保护海报，兼顾学习能力与实践意识，既助学生深化主题理解，也为教师提供结构化教学方案。

A Day In The Clouds Reading and Thinking Unit 2 WILDLIFE PROTECTION By the end of the class, you will be able to: 1.Figure out the main structure and the type of the text through the textual pattern analysis; 2.Read and know what people have done to make better living environment for Tibetan antelopes. 3. Interpret literal meaning or implied meaning. 4. Express yourselves about your ways to care for wildlife. Learning Objectives A Day In The Clouds Reading and Thinking Unit 2 WILDLIFE PROTECTION Where did the author go? Changtang, Tibet Have you ever heard about the place before? Can you imagine what kind of place it is? 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. Warming up Prediction Title & Text Type A day in the clouds? What kind of type is it? A Journal Reading for Structure A journal mainly records the author’s on a certain day. experience & feelings But does the journal only contain .....on that day? (pay attention to para.4, 5 and 6) Bad Times Protection Effective Measures 1 2 3 4 5 6 7 Part 1 Experience and feelings of the day Part 2 Bad times & Protection work experience& &feelings Flash-back Flashback(倒叙) Deepen your understanding experience& &feelings Flash- back Ask & Answer Ask & Answer Ask & Answer questions based on the two parts. Questions: What(saw, hear, did, thought)......? Who.......? Why......? When/Where........? Which......? How.....? Do/Did/Does.......? Is/Are/Were/Was........? e.g. What problems are Tibetan antelopes facing? Ask & Answer Experience Flashback Feeling Tibetan Antelopes Para 1. Where What Why Para 2. Present Problem Para 3. Protector Para 4. Bad times Para 5. Measures Para 6. Effects WHY HOW Para 7. Reflection A Day in the Clouds To show wildlife protection is very difficult, just like walking in the clouds. To show the writer’s feeling is worried, just like being in a cloudy day the Implied meaning of the title the Literal meaning of the title Implied meaning is suggested but not directly expressed, i.e. you guess the meaning based on what you know. Literal meaning is the usual, basic meaning of the words, i.e. exactly what the words say. The high altitude Do you agree? Why? We're not trying to save animals, we're trying to save ourselves. SAVE SAVE We must change our way of life Kill Buy Stop Killing, Stop Buying. We must change our way of life Habitat Loss Discussion What can we do as students? 5. Call on more people to take action. 4. Join the volunteer protection group. 3. Lead a greener life. 2. Learn about local animals and their homes. 1. Do not buy wildlife goods. ...... 要求添加的标题文字简洁明了且符合PPT的核心思想。点击添加标题文字。 要求添加的标题文字简洁明了且符合PPT的核心思想。点击添加标题文字。 要求添加的标题文字简洁明了且符合PPT的核心思想。点击添加标题文字。 添加标题 The harm that humans inflict on animals will eventually backfire on ourselves. We're not trying to save the animals. Actually, we're trying to save ourselves. Experience Flashback Feeling Tibetan Antelopes 1. Where What Why 2. Present Problem 3. Protector 4. Bad times 5. Measures 6. Effects WHY HOW 7. Reflection Summary Assignment 1 A Mind Map According to the analysis and the mind map of the context, draw a mind map of The Strange tale of Milu Deer. Design a “mini protection poster” for one kind of animals: Including： ①words or figures describing the chosen animal ②threats they are facing ③slogans about its protection Once completed, post it on the wall in the classroom and have the whole class vote for the “best poster”. Assignment 2 A Mini Protection Poster Evaluation Items Self - assessment I learn about the features of a journal; I accurately scan the text to find specific information (e.g. problems, measures and results). I infer the implied meaning based on the context. I express my understanding and opinions about wildlife protection in English clearly. I reflect on how to apply the awareness of wildlife protection in our daily life. Self-Evaluation √: Achieved; △: Partially achieved; ×: Not achieved Thank you for watching $