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

Unit 2 Wildlife Protection — Reading and Thinking Lesson Plan: A Day in the Clouds I. Teaching Objectives: 1. Linguistic Ability: Students will be able to read the travel journal to extract key information about the Tibetan antelope (habitat, threats, protection measures, and results) and master key vocabulary (e.g., plain, exist, harmony, threat, illegal). 2. Learning Ability: Students will learn and practice the reading strategy of distinguishing between Literal Meaning (L) and Implied Meaning (I), using context clues to infer deeper meanings. 3. Thinking Quality: Through constructing a mind map, students will analyze the logical chain of "Threats → Protection → Recovery" and critically evaluate the relationship between human activities and nature. 4. Cultural Awareness: Students will appreciate the sanctity of nature and understand the concept that "protecting wildlife is protecting ourselves," fostering a sense of responsibility toward ecological civilization. II. Important Point and Difficult Point: 1. Important Point: Comprehending the passage to detail the plight and recovery of the Tibetan antelope; visualizing the cause-and-effect relationship using a mind map. 2. Difficult Point: Mastering the skill of identifying implied meaning (reading between the lines) and understanding the philosophical conclusion: "Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet." III. Teaching Aids: Textbook, Multimedia (PPT with images/videos of Tibetan antelopes and the Changtang Reserve), Blackboard. IV. Teaching Procedures: Step 1: Lead-in (5 minutes) Activity: Visual Engagement & Prediction. The teacher displays images of the snow-covered plateau and a herd of antelopes. Teacher asks: "Look at the pictures. Where do you think this is? What animals can you see?" Teacher asks: "What do you know about the Tibetan antelope? Are they safe?" (Activate background knowledge about their endangered history). Design Intent (设计意图): To spark interest and activate prior knowledge about the setting (Changtang) and the subject (antelopes), preparing students for the text. Step 2: Fast Readi ng (5 minutes) Activity: Gist and Structure. Students read the text quickly to identify the text type (Journal/Travel Log) and the author's purpose. Task: Match the main idea with the paragraphs. Q: Why did the writer visit Xizang? -> A: To observe Tibetan antelopes. Q: What happened to them in the 80s and 90s? -> A: Population dropped by 50% due to hunting. Design Intent: To help students grasp the macro structure of the text: Observation -> Crisis -> Protection -> Reflection. Step 3: Detailed Reading (15 minutes) Activity: Information Processing & Mind Mapping. The teacher guides students to read carefully and complete a Mind Map to analyze the problem and solution. Board Work (Mind Map Construction): Subject: The Tibetan Antelope. Habitat: Plains of Xizang, Xinjiang, and Qinghai. Threats (Why): Hunted for valuable fur (profits); Habitats shrinking due to roads/railways. Protection (How): Government: National protection list. Infrastructure: Bridges and gates for safe movement. Volunteers: Zhaxi and others watching day and night. Results: Population recovered; removed from endangered list in June 2015. Design Intent: To cultivate logical thinking by structuring scattered information into a clear cause-and-effect framework. Step 4: Reading Strategy Focus (10 minutes) Activity: Literal vs. Implied Meaning. Concept Check: The teacher explains: Literal: The basic meaning of words. Implied: Suggested but not directly expressed (reading between the lines). Analogy: "If you hear pitter-patter on the window, you infer it is raining without seeing it." Practice (Textbook Activity 3): Students decide if statements are (L) or (I). Example: "The Tibetan antelope lives high above sea level." -> (I) Implied by "The air is thin". Task: "We should not buy goods made from endangered animals." -> (I) Implied by mentions of hunting for profit and valuable fur. Task: "Human activities are threatening animals." -> (I) Implied by threats (roads, hunting) and the need for protection. Design Intent: To equip students with high-level reading strategies required for deep comprehension, moving beyond surface facts. Step 5: Deep Thinking & Discussion (7 minutes) Activity: Critical Thinking. Quote Analysis: The teacher highlights Zhaxi's quote: "We're not trying to save the animals. Actually, we're trying to save ourselves." Discussion Question: "The writer says we must change our way of life to exist in harmony with nature. Do you agree? What specific changes can we make?" Student Interaction: Pair work to brainstorm ideas (e.g., reducing consumption, eco-tourism). Design Intent: To elevate the theme from "animal protection" to "human survival," fostering a sense of shared destiny between humans and nature. Step 6: Summary and Homework (3 minutes) Summary: The teacher reviews the journey: from the beauty of the antelope to the cruelty of poaching, the success of protection, and the final realization about harmony. Homework: 1. Vocabulary: Complete the passage in Activity 4 using the correct forms of words (e.g., plain, threat, harmony). 2. Writing: Write a short paragraph (3-5 sentences) expressing your understanding of "Existing in harmony with nature." V. Teaching Reflection Successful Aspects: The lesson effectively utilized the "Mind Map" approach to clarify the complex information regarding the antelope's history (Threats vs. Protection), which helped students visualize the logic of the text. The transition from factual reading to the strategy of "Literal vs. Implied" provided necessary scaffolding for higher-order thinking skills. The discussion on "saving ourselves" successfully engaged students' emotional connection to the topic. Areas for Improvement: While the "Literal vs. Implied" section is crucial, some students found it abstract. In future lessons, I should provide more concrete examples from daily life (e.g., body language or common idioms) before applying it to the text to lower the cognitive load. Additionally, the discussion on "changing our way of life" could be more structured; providing a checklist of daily habits (e.g., plastic use, clothing choices) might generate more specific and actionable student responses. Adjustment Plan: Next time, I will prepare a "Clue Hunting" game for the Implied Meaning section, asking students to underline the specific words that led to their inference, ensuring they are not just guessing but analyzing the text evidence. 1 学科网（北京）股份有限公司 $