人教版（2019）必修 第二册Unit 2 Wildlife Protection Reading and Thinking 教学设计

Unit 2 Wildlife Protection Reading and Thinking
教学目标
1.grasp some useful words and expressions
2.develop reading skills like skimming and scanning
3.identify literal and implied meanings
4.make a mind-map
5.raise the awareness of protecting wildlife animals
教学重点：
1. identify literal and implied meanings.
2. make a mind-map.
3. raise the awareness of protecting wildlife animals.
教学难点：
1. identify literal and implied meanings.
2. make a mind-map.
教学过程
Teaching Procedures
Stage 1 Lead in (2mins)
（Purpose: To arouse students’ interest in today’s reading and get them prepared in vocabulary.）
Step 1 Look at the pictures and can you recognize what the animals are
Description: sheep-like; long black horns(male only);
Answer: antelopes. The mascot of Beijing Olympic Games Yingying is actually a cartoon antelope.
Q: Where do they mainly live
A: Tibet. So they are often called Tibetan antelopes.
Q: Where are the antelopes moving across
A: The plain(平原).
Q: Look at the pictures and title, and what do you think the text is about？
Do you have any questions
A: The text is about antelopes .
Possible questions:
1.Who spent the day in the clouds
2.What does the clouds mean Did they really spend a day in the clouds
...
Stage 2 Skimming (3 mins)
（Purpose: Get the gist of the text and find out the answers to the previous questions）
Step 1 Read the passage quickly and find your answers for previous questions.
Summarize the main ideas.
Possible answers: we and Zha Xi. The clouds refers to Tibet.
This is not given directly in the text. We imply that from the text. Implied meaning
Explain literal meaning and implied meaning.
Explore it more later.
Main idea
Skim the text and summarize what the text is about.
removed recovering protect Tibetan antelope
The ________________ was an endangered animal, but because of human action to ________ it, its numbers are now _________ and it has been _________ from the endangered species list.
Main idea of each paragraph (key words given to help)
Stage 3 Scanning (15 mins)
（Purpose: reading for detailed information and get prepared for making a mind-map.）
Step 1: Q: Why did the author go on this hike
A: To observe Tibetan antelopes.
(Pictures to assist ) Observe the stars/regulation/ festival
Step 2: Q: What did the author see
A: snow-covered mountains disappear into clouds.
the antelopes move slowly across the green grass(the plain)
Q: How did the author feel after seeing this scene
A: struck by their beauty contrast
reminded of the danger they are in
Being hunted illegally for their valuable fur
Step 3: Q：Who did the author go on the hike with？
A：Zha Xi
Q: The roles Zha Xi played
A: A guide, villager, volunteer, protector.
He is protecting the wildlife. Purpose
The land is sacred and protecting the wildlife is a way of life.
Trying to save themselves.
Call on more people to get involved.
Step 4: What did the author hear along the way
bad times for the Tibetan antelope
the 1980s and 1990s: population dropped
Reasons: Hunters were shooting them for profits.
Their habitats were becoming smaller as new roads and railways were built.
measures to protect the Tibetan antelope
Chinese government : place it under national protection
Volunteers: watch over the antelopes to keep them from attacks
Bridges and gates ---keep them safe from cars and trains
Much is being done to protect wildlife.
● Results: in June 2015: population recovered;
The Tibetan antelope was removed from the endangered species list.
More can be done to protect wildlife and to save the planet.
Efforts count!
Step 5: Q:How did the author feel after the hike
change our way of life
exist in harmony with nature
Q: What adjective would you like to use here
This is what we imply from the text.
Step 6:Reading for implied meanings
Decide if each idea is the literal meaning [L] of the text or only implied [I] by the text. (Page 17)
___ When they first saw the antelopes, they were very far away.
(Implied by “we can just make out a herd of graceful animals”)
___ We should not buy goods made from endangered animals.
(Implied by “Hunters were shooting to make profits”)
___ Human activities are threatening animals and plants.
(Implied by “since the threats to the Tibetan antelope have not yet disappeared”)
__ The Tibetan antelope is not an endangered species now.
(The same meaning as “the Tibetan antelope was removed from the endangered species list”)
Stage 4 Post-reading ( 20 mins)
（Purpose: make a mind-map and develop students’ awareness of wildlife protection）
Step 1： Make a mind-map
Patterns and functions of mind-maps
Steps to follow:
1. Go through the text and decide a starting point.
2. Find your logic and choose your pattern of mind map.
3. Choose the information you want to include and simplify the sentences to key phrases.
Possible example:
Step2: Share your mind-map and explain it.
Step 3: Critical thinking
Activity1: Think and Role Play
Look at the pictures and share feelings.
Suppose you were one of the antelopes, what would you say to human beings
Then as a representative of human beings, what would you say to antelopes
Activity 2: Do you think it important to protect wildlife
Do you agree with the author’s idea that if we really want to save the planet, we must change our way of life If so, how
How do you think we can exist in harmony with nature
Look at the picture for more ideas.
Useful expressions provided.
Examples provided.
Stage 5 Summing up & Self-assessing (1 min)
（Purpose: to summarize what we’ve learnt in today’s class）
Stage 6 Assigning homework (1 min)
（Purpose: to consolidate the knowledge）