Unit 2 Reading and Thinking & Reading for writing（阅读课讲义）英语人教版必修第二册

Unit 1 Reading and Thinking & Reading for writing （阅读课讲义） 目录 1. Lead in 2. Pre-reading 3. While Reading-Text1 4. Post Reading-Text1 Analysis 5. While Reading-Text2 6. Post Reading-Text2 Analysis 7. Post Reading-Language Building 8. Homework 1. Lead in 一、话题引入： Who am I? ①I have two horns. ②I eat grass. ③I live in the northwest part of China. ④My fur is really valuable. 二、问题链互动（课堂提问）： ① Why people call them protected species? ②Why are they in danger of disappearing? 2. Pre-reading 一、话题核心词汇预热（文化遗产主题） 序号 英文 词性 中文释义 1 n. 野生动植物 2 n. 物种 3 n. 栖息地 4 n. 保护区 5 n. 灭绝 6 n. 威胁 7 adj. 非法的 8 adj. 濒危的 9 v. 打猎；猎杀 10 v. 适应 11 adj. 意识到的 12 n. 措施 13 n. 和谐 14 n. 利润，利益 重点主题短语 序号 英文短语 中文释义 例句 1 灭绝 Some species may die out due to human activities. 2 对…… 构成威胁 Pollution is a threat to many wild animals. 3 意识到 We should be aware of the danger wildlife faces. 4 适应 Animals need to adapt to the changing environment. 5 采取措施 The government takes measures to protect endangered species. 6 与…… 和谐共处 We should live in harmony with nature. 7 非法捕猎 Illegal hunting causes great loss to wildlife. 8 保护…… 免受…… We must protect wildlife from being hunted. 二、背景知识铺垫 1. Tibetan antelope 藏羚羊 Tibetan antelopes mainly live on the high‑altitude plains of Tibet, Xinjiang and Qinghai. They have thick and valuable fur. In the 1980s‑1990s, they suffered from illegal hunting for their fur. Their population dropped by over 50 percent. Thanks to years of protection work, their numbers have recovered. In 2015, the Tibetan antelope was removed from the endangered species list, though threats still exist. 2. Changtang National Nature Reserve 羌塘国家级自然保护区 It lies in northern Tibet, with extremely high altitude. It serves as a shelter for local wildlife and plants. Local villagers like Zhaxi work as wildlife volunteers. For them, protecting wildlife is not merely saving animals, but saving human beings ourselves — humans and wildlife share the same home on the planet. 三、标题 + 插图预测任务 Text1 标题：A DAY IN THE CLOUDS Whose day is it? Where did they go? Why do they go there? 3. While Reading-Text1 SKIMMING 1. The text mainly tells us __ __. 2. Find out the main idea of each paragraph. Para.1　　　　 A. The purpose of our journey Para.2　　 B. The achievementswe've made and also have a long wayto go Para.3　　　　 C. The measures taken to protect the antelopes. Para.4　　 D. The situation of the Tibetan antelopes. Para.5　　　　 E. My guide, Zhaxi, working for protecting the wildlife. Para.6　　　　 F. The bad times for Tibetan antelopes. Para.7 G. Protecting wildlife is savingourselves 3.Read for the structure Para ____: What I see Para ____: What I hear Para ____: What I think DETAILED READING Part1. What I see 1.Finish the six elements for narration. (Para. 1) Who What When Where Why How ①What kind of detail description is used in this paragraph? 2.Read Para. 2 and make a profile for the animal.  The profile The name Habitats Appearance Situaton My feelings： Part2. What I hear Read Para. 2-6 and find out the answers. 1.Why are antelopes in danger? 2.What’s Zhaxi’s attitude (态度）to protecting the wildlife? 3.What happened to Tibetan antelope in 1980s and 1990s? 4.What did people do to help protect the Tibetan antelope? Part3. What I reflect How does the writer feel about modern life? 4. Post Reading-Text1 Analysis 一、篇章结构 框架：实地见闻引入→揭示危机与保护行动→感悟升华主题（旅行日志：所见所闻所思） 明线（事件发展） 暗线（情感与认知变化） 行文结构 第一部分(Paras.12)分 Arrive at the highaltitude plains to 1. observe Tibetan antelopes, see their beauty and know their living environment admiration & shock 所见：作者来到羌塘高原，亲眼目睹藏羚羊优美的生存状态，同时意识到它们曾经身处危险境地 第二部分(Paras.36)分 Learn about the bad times: illegal hunting, population drop and shrinking habitats；Introduce protective measures: national protection, volunteer patrols, wildlife passages；Present achievements: population recovered, removed from endangered list, yet threats remain sad → hopeful 所闻：通过向导扎西的讲述，了解藏羚羊过去遭遇的生存危机、人类采取的各项保护措施以及保护取得的阶段性成果，但危机并未完全消除 第三部分(Para.7)总 Reflect on wildlife protection；call for 2. changing our way of life；advocate 3. existing in harmony with nature thoughtprovoking 所思：夜晚的深度思考，升华主旨：保护野生动物本质是保护人类自身，人类要改变生活方式，与自然和谐共存 二、行文逻辑分析 1. 见闻顺序推进叙事（see‑hear‑think） 本文是旅行日志，按照作者的体验顺序推进：抵达高原，亲眼看见藏羚羊→听向导扎西讲述藏羚羊过去的生存灾难、政府与志愿者的保护举措→看到保护取得的成效→夜晚反思，得出人生感悟。遵循 “所见 — 所闻 — 所思” 的日志叙事逻辑，读者跟随作者视角一步步认识藏羚羊保护的完整故事。 2. “现状 — 问题 — 措施 — 反思” 显性逻辑 文章核心逻辑支架： Situation（藏羚羊优雅生存于高原）→Problem（盗猎、栖息地缩减，种群数量暴跌）→Solution（国家立法保护、志愿者巡护、修建动物通道）→Result（数量恢复，但威胁尚未消失）→Reflection（改变生活方式，与自然和谐共处）。 逻辑链条完整，这套 “描述现状→摆出危机→列举解决办法→反思启示” 的结构，可直接迁移到野生动物保护主题的读写写作。 3. 转折逻辑强化思辨深度 多处使用转折制造思辨： ①保护取得成效：藏羚羊已经从濒危名录移除，however威胁并没有彻底消失，说明野生动物保护是长期任务，不能一劳永逸； ②保护动物不只是拯救动物本身：扎西提出 “We’re not trying to save the animals. Actually, we’re trying to save ourselves.”，把保护动物上升到人类自我救赎的高度； ③结尾再次转折：人类已经做了很多保护工作，but真正拯救地球需要人类改变自身生活方式。 多处转折避免简单的 “故事大团圆”，引导学生辩证看待野生动物保护，落实思维品质素养。 三、主题升华 1.Read the sentences below, and decide if each idea is the literal meaning(L) of the text or only implied(I) by the text. ( )When they first saw the antelopes, they were very far away. ( )We should not buy goods made from endangered animals. ( )The Tibetan antelope is not an endangered species now. 2.The writer says that we must change our way of life and learn to live in harmony with nature in order to save our planet. Do you agree? What should we do to change our way of life or protect the wild animals? 5. While Reading-Text2 一、信息梳理 （一）Read for information Tense（时态） Past tense  Present tense  Future tense Person（人称） First person(I, we) Second person(you) Third person(he,she, it, they) Title（标题） Concise or Complex? Eyecatching or plain（平实的） Genre（体裁） A travel journal Argumentative Writing（议论文） expository writing Grammar（语法） Attributive Clause（定语从句） Nonfinite verbs（非谓语动词） 倒装句 Style（文体风格） Based on factual（真实的）truth or imaginationSubjective or objective（主观还是客观） （二）Read for structure Lead Sentence Body Ending 二、与 Text 1 主题 / 结构 / 语言对比 Comparison item Text1 (A Day in the Clouds) Text2 (Wildlife protection proposal essay) Theme focus A reallife travel journal about Tibetan antelope protection General introduction & appeal for wildlife protection Text type Travel journal (experiencebased) Exposition & argumentation（读写输出应用文） Language feature Personal observation & feeling mixed with facts Argumentative, persuasive, suitable for composition output Writing reference value Material of animal protection cases Complete article framework for wildliferelated writing 三、后续写作可用要素 标题（Headline） 简洁醒目，点明野生动物保护主题，多用名词短语、简短祈使句式。 导语（Lead sentence） 开篇交代背景：野生动物濒危现状，点明写作目的，快速抓住读者注意力。 主体段落（Body Paragraphs） (1) 分层展开：先介绍现状，再分析濒危原因（非法捕猎、栖息地破坏），接着列举保护措施； (2) 结合案例：引用藏羚羊等真实案例增强说服力； (3) 灵活使用连接词：besides, what’s worse, fortunately, however 等实现段落过渡。 结尾（Conclusion） 发出倡议与呼吁，升华人与自然和谐共生的主题；可使用倒装句加强语气，表达青少年的责任。 6. Post Reading-Text2 Analysis 一、篇章结构 How to write a wildlifeprotection proposal? Structure & Matching Content Part 1: Lead Sentence Content: Show the present situation of endangered wildlife; state the writing purpose. Part 2: Body Subsection 1: Background & problems Sentence expressions: 1.Many wild species are threatened with extinction. 2.Human activities are doing great harm to wildlife habitats. Subsection 2: Solutions & practical suggestions Writing tips: Put forward suggestions from government, society and individual levels; use proper linking words to organize ideas. Part 3: Ending Content requirement: Make an appeal, advocate living in harmony with nature. 二、写作手法分析 逻辑衔接：使用 What’s worse, Besides, Therefore 等过渡词分层陈述问题与对策，层次分明； 语言特点：客观事实陈述结合呼吁式主观观点，兼具真实性与感染力； 读者意识：面向全校学生，语言通俗易懂，便于迁移到倡议书、建议信等书面表达。 三、主题升华 Every teenager has the duty to care about wildlife. Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and our planet. 7. Post Reading-Language Building 一、Language Points: Important phrases observe Tibetan antelopes be reminded of the danger be hunted illegally for their valuable fur make profits drop by more than 50 percent habitat become smaller save … from extinction place … under national protection watch over keep … safe from attacks recover from be removed from the endangered species list intend to do threats to … have not yet disappeared change our way of life exist in harmony with nature 二、高级句式 1.Watching them move slowly across the green grass, I’m struck by their beauty.（现在分词作状语，描写所见景象） 2.In order to save this species from extinction, the Chinese government placed it under national protection.（in order to 作目的状语） 3.The measures were effective. However, the government does not intend to stop the protection programmes, since the threats have not disappeared.（however 转折 + since 原因状语从句） 4.Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet.（only + 状语从句置于句首的部分倒装，作文高分句型） 三、可迁移高级替换表达 very dangerous → under severe threat many animals → numerous wild species protect → watch over / safeguard become less → shrink solve the problem → take effective measures to deal with the problem 四、微练习 选词：endangered, habitat, threaten, harmony Pollution and human activities destroy animals’ natural ________. Many ________ animals are being wellprotected in nature reserves. Illegal hunting continues to ________ the survival of wildlife. We should live in ________ with all living creatures on earth. 8. Homework Tibetan antelopes live on the plains of Tibet, Xinjiang, and Qinghai. 1. ________ (watch) them move slowly across the green grass, I'm struck by their 2. ____________(beautiful). At the same time, I'm also reminded 3. ____the danger they are in. They 4.________(hunt), illegally, for their valuable fur. Zhaxi, a villager from Changtang, works at the Changtang National Nature Reserve. “We’re not trying to save the animals, ” he says. “5. ________ (actual), we’re trying to save ourselves.” The 1980s and 1990s were bad times for the Tibetan antelope. Hunters were shooting antelopes 6.________(make) profits. Their habitats were becoming 7. _______ (small) as new roads and railways were built. In order 8. _________ (save) them, the Chinese government placed them under national protection. The measures were 9.________(effect). The antelope population 10.______ (recover) and in June, 2015, the Tibetan antelope was removed from the endangered species list. 14 / 17 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 1 Reading and Thinking & Reading for writing （阅读课讲义） 目录 1. Lead in 2. Pre-reading 3. While Reading-Text1 4. Post Reading-Text1 Analysis 5. While Reading-Text2 6. Post Reading-Text2 Analysis 7. Post Reading-Language Building 8. Homework 1. Lead in 一、话题引入： Who am I? ①I have two horns. ②I eat grass. ③I live in the northwest part of China. ④My fur is really valuable. 【答案】 Tibetan Antelopte 二、问题链互动（课堂提问）： ① Why people call them protected species? ②Why are they in danger of disappearing? 【答案】 ①The number of animals is extremely scarce. ②Food shortage destruction of habitats pollution over-hunting 2. Pre-reading 一、话题核心词汇预热（文化遗产主题） 序号 英文 词性 中文释义 1 wildlife n. 野生动植物 2 species n. 物种 3 habitat n. 栖息地 4 reserve n. 保护区 5 extinction n. 灭绝 6 threat n. 威胁 7 illegal adj. 非法的 8 endangered adj. 濒危的 9 hunt v. 打猎；猎杀 10 adapt v. 适应 11 aware adj. 意识到的 12 measure n. 措施 13 harmony n. 和谐 14 profit n. 利润，利益 重点主题短语 序号 英文短语 中文释义 例句 1 die out 灭绝 Some species may die out due to human activities. 2 be a threat to 对…… 构成威胁 Pollution is a threat to many wild animals. 3 be aware of 意识到 We should be aware of the danger wildlife faces. 4 adapt to 适应 Animals need to adapt to the changing environment. 5 take measures 采取措施 The government takes measures to protect endangered species. 6 in harmony with 与…… 和谐共处 We should live in harmony with nature. 7 illegal hunting 非法捕猎 Illegal hunting causes great loss to wildlife. 8 protect…from… 保护…… 免受…… We must protect wildlife from being hunted. 二、背景知识铺垫 1. Tibetan antelope 藏羚羊 Tibetan antelopes mainly live on the high‑altitude plains of Tibet, Xinjiang and Qinghai. They have thick and valuable fur. In the 1980s‑1990s, they suffered from illegal hunting for their fur. Their population dropped by over 50 percent. Thanks to years of protection work, their numbers have recovered. In 2015, the Tibetan antelope was removed from the endangered species list, though threats still exist. 2. Changtang National Nature Reserve 羌塘国家级自然保护区 It lies in northern Tibet, with extremely high altitude. It serves as a shelter for local wildlife and plants. Local villagers like Zhaxi work as wildlife volunteers. For them, protecting wildlife is not merely saving animals, but saving human beings ourselves — humans and wildlife share the same home on the planet. 三、标题 + 插图预测任务 Text1 标题：A DAY IN THE CLOUDS Whose day is it? Where did they go? Why do they go there? 【答案】 ①The author's/Zhaxi's ②Tibet ③To observe Tibetan antelopes. 3. While Reading-Text1 SKIMMING 1. The text mainly tells us __ __. 2. Find out the main idea of each paragraph. Para.1　　　　 A. The purpose of our journey Para.2　　 B. The achievementswe've made and also have a long wayto go Para.3　　　　 C. The measures taken to protect the antelopes. Para.4　　 D. The situation of the Tibetan antelopes. Para.5　　　　 E. My guide, Zhaxi, working for protecting the wildlife. Para.6　　　　 F. The bad times for Tibetan antelopes. Para.7 G. Protecting wildlife is savingourselves 3.Read for the structure Para ____: What I see Para ____: What I hear Para ____: What I think 【答案】 1.Tibetan antelopes and wildlife protection 2.Para 1 The purposeof our journey. Para 2 The situation of the Tibetan antelopes. Para 3 My guide, Zhaxi, working for protecting the wildlife Para 4 The bad times for Tibetan antelopes. Para 5 The measures taken to protect the antelopes. Para 6 The achievementswe've made and also have a long wayto go. Para 7 Protecting wildlife is savingourselves 3.1-2 3-6 7 DETAILED READING Part1. What I see 1.Finish the six elements for narration. (Para. 1) Who What When Where Why How ①What kind of detail description is used in this paragraph? 【答案】 “we” Walking in the mountains / In Xizang to observe Tibetan antelopes hike ①Environmental Description The air is thin; 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; 2.Read Para. 2 and make a profile for the animal.  The profile The name Habitats Appearance Situaton My feelings： 【答案】 Tibetan antelopes On the plain of Tibet, Xinjiang, and Qinghai Graceful, beautiful They are in danger. They are being hunted, illegally, for their valuable fur. My feelings：I am struck by their beauty. I am deeply impressed by their beauty. I am also reminded of the danger they are in. Part2. What I hear Read Para. 2-6 and find out the answers. 1.Why are antelopes in danger? 2.What’s Zhaxi’s attitude (态度）to protecting the wildlife? 3.What happened to Tibetan antelope in 1980s and 1990s? 4.What did people do to help protect the Tibetan antelope? 【答案】 1.P2L3 They were hunted, illegally, for their valuable fur. 2.P3L3 He thinks the land is sacred（神圣的） and protecting the wildlife is a way of life. 3.population:dropped by 50% 4.The Chinese government placed it under national protection Zhaxi and other volunteers watched over the antelopes to keep them safefrom attacks. Bridges and gates were added tolet the antelopes move easilyand keep thensafe from cars and trains. Part3. What I reflect How does the writer feel about modern life? 【答案】 We must change our way of life to exist in harmony with nature. Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet. 4. Post Reading-Text1 Analysis 一、篇章结构 框架：实地见闻引入→揭示危机与保护行动→感悟升华主题（旅行日志：所见所闻所思） 明线（事件发展） 暗线（情感与认知变化） 行文结构 第一部分(Paras.12)分 Arrive at the highaltitude plains to 1. observe Tibetan antelopes, see their beauty and know their living environment admiration & shock 所见：作者来到羌塘高原，亲眼目睹藏羚羊优美的生存状态，同时意识到它们曾经身处危险境地 第二部分(Paras.36)分 Learn about the bad times: illegal hunting, population drop and shrinking habitats；Introduce protective measures: national protection, volunteer patrols, wildlife passages；Present achievements: population recovered, removed from endangered list, yet threats remain sad → hopeful 所闻：通过向导扎西的讲述，了解藏羚羊过去遭遇的生存危机、人类采取的各项保护措施以及保护取得的阶段性成果，但危机并未完全消除 第三部分(Para.7)总 Reflect on wildlife protection；call for 2. changing our way of life；advocate 3. existing in harmony with nature thoughtprovoking 所思：夜晚的深度思考，升华主旨：保护野生动物本质是保护人类自身，人类要改变生活方式，与自然和谐共存 二、行文逻辑分析 1. 见闻顺序推进叙事（see‑hear‑think） 本文是旅行日志，按照作者的体验顺序推进：抵达高原，亲眼看见藏羚羊→听向导扎西讲述藏羚羊过去的生存灾难、政府与志愿者的保护举措→看到保护取得的成效→夜晚反思，得出人生感悟。遵循 “所见 — 所闻 — 所思” 的日志叙事逻辑，读者跟随作者视角一步步认识藏羚羊保护的完整故事。 2. “现状 — 问题 — 措施 — 反思” 显性逻辑 文章核心逻辑支架： Situation（藏羚羊优雅生存于高原）→Problem（盗猎、栖息地缩减，种群数量暴跌）→Solution（国家立法保护、志愿者巡护、修建动物通道）→Result（数量恢复，但威胁尚未消失）→Reflection（改变生活方式，与自然和谐共处）。 逻辑链条完整，这套 “描述现状→摆出危机→列举解决办法→反思启示” 的结构，可直接迁移到野生动物保护主题的读写写作。 3. 转折逻辑强化思辨深度 多处使用转折制造思辨： ①保护取得成效：藏羚羊已经从濒危名录移除，however威胁并没有彻底消失，说明野生动物保护是长期任务，不能一劳永逸； ②保护动物不只是拯救动物本身：扎西提出 “We’re not trying to save the animals. Actually, we’re trying to save ourselves.”，把保护动物上升到人类自我救赎的高度； ③结尾再次转折：人类已经做了很多保护工作，but真正拯救地球需要人类改变自身生活方式。 多处转折避免简单的 “故事大团圆”，引导学生辩证看待野生动物保护，落实思维品质素养。 三、主题升华 1.Read the sentences below, and decide if each idea is the literal meaning(L) of the text or only implied(I) by the text. ( )When they first saw the antelopes, they were very far away. ( )We should not buy goods made from endangered animals. ( )The Tibetan antelope is not an endangered species now. 【答案】 (I)We can just make out a herd of graceful animals. (I)They were hunted illegally for their valuable fur. (I)In June 2015, the Tibetan antelope was removed from the endangered species list. 2.The writer says that we must change our way of life and learn to live in harmony with nature in order to save our planet. Do you agree? What should we do to change our way of life or protect the wild animals? 【答案】 I agree. As far as I am concerned, the authorities should make strict laws against illegal hunting and set up more nature reserves to offer safe homes for wild animals. The society should spread knowledge of wildlife protection to raise public awareness of living in harmony with nature. We should refuse products made from endangered wildlife. Besides, we can live an ecofriendly life by saving energy and protecting the environment in our daily life. Small actions of ours will make a big difference to wildlife protection. 5. While Reading-Text2 一、信息梳理 （一）Read for information Tense（时态） Past tense  Present tense  Future tense Person（人称） First person(I, we) Second person(you) Third person(he,she, it, they) Title（标题） Concise or Complex? Eyecatching or plain（平实的） Genre（体裁） A travel journal Argumentative Writing（议论文） expository writing Grammar（语法） Attributive Clause（定语从句） Nonfinite verbs（非谓语动词） 倒装句 Style（文体风格） Based on factual（真实的）truth or imaginationSubjective or objective（主观还是客观） （二）Read for structure Lead Sentence Body Ending 【答案】 Lead Sentence: Set the scene, introduce the background of wildlife protection. Body: State the present situation of wild animals, analyze threats and list practical protective measures. Ending: Put forward reflection and appeal, call for living in harmony with nature. 二、与 Text 1 主题 / 结构 / 语言对比 Comparison item Text1 (A Day in the Clouds) Text2 (Wildlife protection proposal essay) Theme focus A reallife travel journal about Tibetan antelope protection General introduction & appeal for wildlife protection Text type Travel journal (experiencebased) Exposition & argumentation（读写输出应用文） Language feature Personal observation & feeling mixed with facts Argumentative, persuasive, suitable for composition output Writing reference value Material of animal protection cases Complete article framework for wildliferelated writing 三、后续写作可用要素 标题（Headline） 简洁醒目，点明野生动物保护主题，多用名词短语、简短祈使句式。 导语（Lead sentence） 开篇交代背景：野生动物濒危现状，点明写作目的，快速抓住读者注意力。 主体段落（Body Paragraphs） (1) 分层展开：先介绍现状，再分析濒危原因（非法捕猎、栖息地破坏），接着列举保护措施； (2) 结合案例：引用藏羚羊等真实案例增强说服力； (3) 灵活使用连接词：besides, what’s worse, fortunately, however 等实现段落过渡。 结尾（Conclusion） 发出倡议与呼吁，升华人与自然和谐共生的主题；可使用倒装句加强语气，表达青少年的责任。 6. Post Reading-Text2 Analysis 一、篇章结构 How to write a wildlifeprotection proposal? Structure & Matching Content Part 1: Lead Sentence Content: Show the present situation of endangered wildlife; state the writing purpose. Part 2: Body Subsection 1: Background & problems Sentence expressions: 1.Many wild species are threatened with extinction. 2.Human activities are doing great harm to wildlife habitats. Subsection 2: Solutions & practical suggestions Writing tips: Put forward suggestions from government, society and individual levels; use proper linking words to organize ideas. Part 3: Ending Content requirement: Make an appeal, advocate living in harmony with nature. 二、写作手法分析 逻辑衔接：使用 What’s worse, Besides, Therefore 等过渡词分层陈述问题与对策，层次分明； 语言特点：客观事实陈述结合呼吁式主观观点，兼具真实性与感染力； 读者意识：面向全校学生，语言通俗易懂，便于迁移到倡议书、建议信等书面表达。 三、主题升华 Every teenager has the duty to care about wildlife. Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and our planet. 7. Post Reading-Language Building 一、Language Points: Important phrases observe Tibetan antelopes be reminded of the danger be hunted illegally for their valuable fur make profits drop by more than 50 percent habitat become smaller save … from extinction place … under national protection watch over keep … safe from attacks recover from be removed from the endangered species list intend to do threats to … have not yet disappeared change our way of life exist in harmony with nature 【答案】 观察藏羚羊 意识到危险 遭到非法捕猎 因为它们珍贵的皮毛 谋取利润 下降超过 50% 栖息地变小 把…… 从灭绝中拯救出来 把…… 置于国家保护之下 看守；监视 使…… 免受袭击 从…… 中恢复 从濒危物种名录中移除 打算做某事 对…… 的威胁尚未消失 改变我们的生活方式 与自然和谐共处 二、高级句式 1.Watching them move slowly across the green grass, I’m struck by their beauty.（现在分词作状语，描写所见景象） 2.In order to save this species from extinction, the Chinese government placed it under national protection.（in order to 作目的状语） 3.The measures were effective. However, the government does not intend to stop the protection programmes, since the threats have not disappeared.（however 转折 + since 原因状语从句） 4.Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet.（only + 状语从句置于句首的部分倒装，作文高分句型） 三、可迁移高级替换表达 very dangerous → under severe threat many animals → numerous wild species protect → watch over / safeguard become less → shrink solve the problem → take effective measures to deal with the problem 四、微练习 选词：endangered, habitat, threaten, harmony Pollution and human activities destroy animals’ natural ________. Many ________ animals are being wellprotected in nature reserves. Illegal hunting continues to ________ the survival of wildlife. We should live in ________ with all living creatures on earth. 【答案】 habitat endangered threaten harmony 8. Homework Tibetan antelopes live on the plains of Tibet, Xinjiang, and Qinghai. 1. ________ (watch) them move slowly across the green grass, I'm struck by their 2. ____________(beautiful). At the same time, I'm also reminded 3. ____the danger they are in. They 4.________(hunt), illegally, for their valuable fur. Zhaxi, a villager from Changtang, works at the Changtang National Nature Reserve. “We’re not trying to save the animals, ” he says. “5. ________ (actual), we’re trying to save ourselves.” The 1980s and 1990s were bad times for the Tibetan antelope. Hunters were shooting antelopes 6.________(make) profits. Their habitats were becoming 7. _______ (small) as new roads and railways were built. In order 8. _________ (save) them, the Chinese government placed them under national protection. The measures were 9.________(effect). The antelope population 10.______ (recover) and in June, 2015, the Tibetan antelope was removed from the endangered species list. 【答案】 1. Watching 2.beauty 3.of 4. are being hunted 5.Actually 2. 6.to make 7.smaller 8.to save 9.effective 10.has recovered 14 / 17 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $