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”与“旅行日志”核心主题，通过Lead in引入话题，Pre-reading环节以Brainstorm（Who/Why/What/Where）激活思维，Skimming环节引导学生判断文体类型，搭建“导入-预读-精读”的学习支架，帮助学生逐步深入文本理解。 其亮点在于融合语言能力（如匹配段落大意、细节阅读分析）、文化意识（自然保护与和谐共处理念）和思维品质（批判性讨论青少年行动），通过Zhaxi话语解读、视频观看及小组合作等活动，既提升学生语言运用能力，又培养环保意识，教师可借助清晰教学步骤与多样互动设计优化课堂效率。

Learning Objectives 1. Explore the protection of Tibetan antelopes and understand the features of a travel journal; 2. Understand the author’s opinion and attitude, and learn to express your own views on wildlife protection; 3. Reflect on how to change our lifestyle and live in harmony with nature. STEP 1 Lead in 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 ...... Skimming What’ s the type of passage? A. Magazine (杂志) B. Argumentation (议论文) C. Description (说明文) D. Journal (旅行日志) What I think What I see What I hear STEP 3 While-reading Match the key words with the main idea of each paragraph. The _________ of our camp. The _________ of Tibetan antelopes. The _________ is working to protect wildlife. The _________ for Tibetan antelopes. The _________ for protecting Tibetan antelopes. The __________ of protecting Tibetan antelopes. The ___________ of protecting wildlife. guide situation bad times purpose measures achievements importance Structure Para①-②：What I see Para③-⑥：What I hear Para⑦：What I think 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 What did the writer see? A vividly beautiful picture pops up in our mind. 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? 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. 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.” What does Zhaxi’words mean? respect nature appeal for protection 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? 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. 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. 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 在云间度过的一天 [第1～2段译文] 空气稀薄，在离开营地的短途徒步旅行中，我们不得不休息好几次。在我们的左边，白雪覆盖的群山消失在云层中，似乎近在咫尺，触手可及。放眼平原，我们隐约看到一群体形优美的动物。这就是我们在这里的原因——观察藏羚羊。 [第2段译文] 藏羚羊生活在西藏、新疆和青海的平原上。看着它们慢慢地穿过绿色的草地，我被它们的美丽所震撼。我也意识到了它们所处的危险。因其珍贵的毛(皮)，它们(藏羚羊)正遭受非法猎杀。 [第3段译文] 我的导游是扎西，一位来自羌塘的村民。他在羌塘国家级自然保护区工作。该保护区是西藏西北部动植物的避难所。对扎西来说，土地是神圣的，保护野生动物是一种生活方式。“我们不是在尽力拯救动物，”他说。“事实上，我们是在尽力拯救自己。” [第4段译文] 20世纪80～90年代是藏羚羊的悲惨时期。藏羚羊的数量下降了50%以上。猎人们猎杀藏羚羊以获利。随着新公路和铁路的修建，它们的栖息地变得越来越小。 [第5段译文] 为了拯救这一物种免于灭绝，中国政府将其置于国家保护之下。扎西和其他志愿者们日夜守护着这些藏羚羊，保护它们免受攻击。为了让藏羚羊易于活动并且安全地避开汽车和火车，增加了桥梁和通道。 [第6段译文] 这些措施是有效的。藏羚羊的数量已经恢复，2015年6月，藏羚羊被从濒危物种名单中去除。然而，政府并没有打算停止这些保护项目，因为对藏羚羊的威胁依然存在。 [第7段译文] 在晚上，我喝着一杯茶，看着星星。我想起了藏羚羊和扎西对我说的话。我们在保护野生动物方面做了很多工作，但是如果我们真正想拯救地球，我们必须改变我们的生活方式。只有学会和大自然和谐共处，我们才不会成为野生生物和地球的威胁。 $