资源简介

Unit2 Reading and Thinking
课时内容
Learn about protecting endangered animals 主题语境：人与自然
主题群：自然生态
子主题：野生动物保护 语篇类型：夹叙夹议文 文本分析：
【What】 阅读文本“A Day in the Clouds”通过介绍藏羚羊过去和现在的生存环境，倡导每 个人通过改变自身的生活方式来进一步拯救野生动物、地球和人类。
【Why】通过学习文本，学生将会领悟到每一件动物制品背后都有无辜的野生动物惨遭屠戮， 意识到在日常生活中应不消费濒危野生动物制品，同时提高动物保护意识。
【How】该文本是一篇日志体的文章，以作者观察藏羚羊时的所见、所闻、所感为主线，目 的是倡导人类和大自然和谐共处。第一段是引入话题，交代此行的目的-观察藏羚羊；第二 至第六段是文章的核心部分，讲述藏羚羊的现状、扎西对保护藏羚羊的观念、藏羚羊过去濒 临灭绝的原因、政府和志愿者保护藏羚羊所采取的措施和取得的成就；第七段通过对上文的 总结和反思提出：人类只有把保护野生动物当作生活的一部分，和大自然和谐共处才能从根 本上消除对野生动物、对我们赖以生存的地球的威胁。
课时目标
学完本课后，学生能够：
1.通过标题预测，自主提问并验证提问，梳理问题链，了解藏羚羊的生存现状、曾经面临 的危机和原因、我国政府和当地人民采取的措施以及取得的成就等。
2.结合文本中的典型例句，准确理解字面意义(literal meaning)和隐含意义(implied meaning), 深度解读文本，提升推理判断的能力。
3.聚焦野生动物保护的话题语言，并将其进行分类整理。
4.绘制一张关于藏羚羊保护的思维导图，推断作者的写作意图。
5.讨论个人能够为野生动物保护做些什么,并就藏羚羊过去和未来的生活写一封信，提升 语言的综合运用能力，树立保护野生动物的意识。
重点难点 重点
1.让学生能够谈论野生动物的现状。
2. 指导学生总结每一段的主要思想以及文本的主要思想。
3. 帮助学生了解我国保护珍稀野生动物藏羚羊的措施和取得的成就。 难点
学生通过阅读，理解文章的主要内容，并且就如何保护野生动物发表自己的看法。
教学准备 教师准备
1. 藏羚羊和羌塘自然保护区的相关背景知识。
2.我国政府和民间组织为保护藏羚羊所采取的有力措施。 3.相关教学设备。
学生准备
1.预习本课的相关词汇，利用网络了解野生动物保护的意义。 2. 了解文本的体裁和结构。
精彩课堂
Stepl 学习理解
活动一：感知与注意
1.Ask students to watch a videoclip and talk about wildlife protection.
(1)Background.
(2)Discuss.
Ask students to watch a videoclip about the Tibetan antelope and talk about it.
·What is the animal in the video Suggested answer:
·It is an antelope.Itis good at running and jumping.It is one of the 2008 Beijing Summer Olympic mascots.Its name is closely connected with ChangtangNature Reserve.
【设计意图】通过探讨有关阅读文本的话题，激活学生的背景知识，引入新的知识和语言， 为下一个环节做铺垫。
2.Predict.
Let students look at the pictures below and the title of the text,and then guess what the text is about.
【设计意图】以及相关图片，锻炼学生猜测文章主旨大意的能力。 活动二：获取与梳理
1.Ask students to read the text and summarise the main idea of each paragraph.
Suggested answer
Para.1:The writer visited Changtang National Nature Reserve in order to observe Tibetan antelopes.
Para.2:Tibetan antelopes are in danger.
Para.3:His guide thinks that the landis sacred and protecting the wildlife is a way of life. Para.4:Bad times for the Tibetan antelope.
Para.5:The Chinese government and volunteers took effective measures to protect the Tibetan antelope.
Para.6:The effective measures have helped the population of Tibetan antelopes recover. Para.7:Human beings must change the way of life in order to save the planet.
【设计意图】引导学生细读文章，归纳各段大意。在阅读的过程中，引起学生的阅读兴趣并
激活学生已有的关于藏羚羊和羌塘国家自然保护区的知识和体验。 2.Read the text again for more detailed information.
(1)Ask students to read the text again and answer the questions below. ·Why did the writer visit Xizang
·What happened to the Tibetan antelope in the 1980s and 1990s ·What did people do to help protect the Tibetan antelope
Suggested answers:
·He visited Xizang to observe Tibetan antelopes.
·In the 1980s and 1990s the antelope population dropped by more than 50%,as they were shot by hunters for profit.
·People volunteered to watch over the antelopes day and night to protect them.Bridges and gateswere built to help them move around safely.
(2)What does the author experience in the clouds Ask students to read the text and finish the table.
Things the writer sees
Things the writer hears
How the writer feels or thinks
Things the writer hears Changtang National Nature Reserve bad times for the Tibetan antelope measures to protect the Tibetan antelope effects achieved after years of protection
How the writer feels or thinks struck by their beauty changing our way of life existing in harmony with nature
【设计意图】引导学生梳理阅读材料的细节，包括事实细节、推理判断等方面。同时，指导 学生欣赏和借鉴作者在文中细腻、真实、生动地描绘其所见、所闻和所感的方式。
3.Ask students to read the text again and try their best to draw a mind map on protecting the Tibetan antelope.
Hint:Your mind map should be based on the topic below.
(
Why
What
Protecting the
How
Tibetan Antelope
More
to
do
Results
)
【设计意图】通过思维导图的形式，学生再次梳理文本信息，深入理解文本主题。 4.Ask students to read the text again and find out the answers to the questions.
·What's the purpose of this text
·How does the writer feel about modern life How do youknow
Suggested answers:
·The writer intends to tel1 us that although the Tibetan antelope has been removed from the endangered species list,the threats to them have not yet disappeared.We must change our way of life and learn to exist in harmony with nature.
·The writer thinks modern life goes against nature,because he says we must change the way we live if we really want to protect wildlife and the planet.
【设计意图】引导学生结合问题并根据之前的信息梳理来推测作者的写作意图，并将注意政 府和志愿者的努力转移到自身上。
活动三 ：概括与整合
Ask students to learn about elephants by reading and completing the passage with the correct forms of the words.(Activity 4)
Suggested answers:
plains;threat;hunters;illegally;reserves;attacks;exists;harmony
【设计意图】本活动旨在训练学生初步运用阅读材料中学到的新词汇，并训练学生在相似清 境中应用本单元新词汇的能力。
Step ll 应用实践
活动四：描述与阐释
1.Ask students to work in groups of four to have a discussion about the measures the government has taken or can take besides setting up the nature reserve.
2.Ask students to discuss how to change their way of life to protect wildlife.
Suggested answer:
DO NOT buy wildlife goods.
DO NOT destroy or affect wildlife habitats.
Spread the news about the illegal hunting of wildlife.
Report any illegal hunting or trading. Join a volunteer protection group.
【设计意图】作者在文章最后一段提出自己的建议和思考：我们只有改变自己的生活方式， 即让保护野生动物成为自己生活的一部分才能保护野生动物，拯救整个地球。但是学生并不 太清楚应该如何去做或者可以做些什么,因此，在这一环节教师应紧扣话题给予提示，激活 学生原有知识，同时引导他们再度结合文本信息进行思考和整合，实现自我知识体系的重组 和情感态度的提升。
StepI 迁移创新
活动五：推理与论证
(Literal meaning is the usual,basic meaning of the words,ie.exactly what the
( words say.Implied meaning is suggestedbut not directly expressed,i.e.you ( guess the meaning based on what you know. d their meanings.
ldentify literal and implied meaning
(2)Ask students to read the sentences,and decide if each idea is the literal meaning
(L)of the text or only implied (l)by the text.(Activity 3) Suggested answers:
I When they first saw the antelopes,they were very far away. (Implied by "we can just make out a herd of graceful animals".)
I We should not buy goods made from endangered animals.
(Implied by "They were being hunted,illegally,for their valuable fur"and “Hunters were shooting antelopes to make profits”.)
1 Human activities are threatening animals and plants.
(Implied by“The reserve is a shelter for the animals and plants"and "the threats to the Tibetan antelope have not yet disappeared".)
L The Tibetan antelope is not an endangered species now.
(The same meaning as“in June 2015,the Tibetan antelope was removed from the endangered species list".)
【设计意图】通过教材上的练习，检测学生是否掌握了本课时中的知识要点，即词汇、短语
Topic Sub-topic Related Words and Expressions
Wildlife protection Danger be hunted,illegally,for valuable fur,bad times,the population dropped by...,hunters were shooting...to make profits,habitats were becoming smaller as..,extinction,attacks,endangered species,the threats to
Protection nature reserve,shelter,save...from extinction,place...under national protection,watched over,keep...safe from..,population has recovered,be removed from the endangered species list,does not intend to stop the protection programmes,exist in harmony with nature,stop being a threat to
固基础知识。
活动六：想象与创造
Apply the words and expressions by writing a letter.
(1)Ask students to share the related words and expressions.
或句 子的 字面 意义 和隐 含意 义 ； 通过 思辨 练
习 ， 复习 与巩
(2)Finish the writing of a letter.
T:Suppose you are an old Tibetan antelope.You're writing a letter to your grandson about the story of Tibetan antelopes.It may include the following parts:
·Your life in the past (the problems and the causes);
·Your present life and your thanks to...(the measures and the effects).
Dear..,
It is a beautiful day here on the plain.I expect you
and your friends are happily running around,free to
go anywhere you want.But can you imagine what
our life was like 35 years ago,my dear grandson
At that time, Fortunately,
So thanks to their efforts,we can now live in harmony.I do hope that your happy life today will last forever.
Love,
Grandad
【设计意图】本环节首先检查学生的话题词块整理情况，为最后的写作做铺垫；然后，教师 提供一个写作模板，鼓励学生根据文本主线“问题 (the problem)一 产生问题的原因(the causes)- 措施和成效(the measures and effect)-建议和反思(suggestion and reflection)”。 最后，让学生运用自己整理的话题词块，撰写一封信，在深入感知和运用语言的同时，把自 己真正融入文本创设的情境之中，发展综合运用语言的能力，培养与自然和谐共处的意识。

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