人教版高中英语必修二unitwildlifeprotectionreading1
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
Good habitat
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
Why are these animals dying out?
Number before concern Nearly all disappeared Number after concern About 1,600 after more than 50 reserves set up to protect bamboo areas
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
One habitat in China
Nanhaizi Milu Park, Beijing
Milu deer
Problem Disappeared from China
Number before concern
None
Number after concern More than 2,500 after being brought back from UK
from_d_y_i_n_g__o_u_t.
New words
Widlife n. 野生动植物 Protection n. 保护 Protect vt. 保护 Habitat n. 栖息地 Threaten v. 威胁，恐吓 Decrease v. 减少 Endangered adj. 濒危的 Die out 灭亡，逐渐消失 Reserve n. 保护区 Hunt v . 猎取，搜寻 In danger (of) 在危险中，垂危
Background Information
What does WWF stand for?
World Wildlife Fund
世界野生生物基金会
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
They cannot find enough food
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
One habitat in China
Wolong Nature Reserve, Sichuan Province
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
Giant panda
Problem
Not enough food: loss of bamboo growing areas
Giant nda
Because they are ___in__d__a_n_g_e_r_o_f____
disappearing, we call them
e_n_d_a_n_g_e_r_e_d__s_p_e_c_ie_s_.
Luckily, we are taking action to protect these valuable animal
Unit 4 Wildlife protection
What made the world around us so wonderful?
They are lovely , but their number is _d_ec_r_e_a_si_ng, so they become rare animals.
One habitat in China
Baishanzu National Natural Protection Zone, Zhejiang Province
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
South China tiger
Problem Too much hunting in the 1950s
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
The logo of WWF
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
Is this the end of evolution(进化）
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT) 人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
too much hunting
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
Their habitat is being threatened
人教版高中英语必修二 unit 4 wildlife protection reading(共35张PPT)
Wild plants and animals have to look after themselves.
What do they need?
Food
Safety
Good environment
Unit 2 Period 2 Wildlife Protection高中英语(人教版必修第二册)
Mind map
A Day in the Clouds
Protecting Tibetan antelopes
Why: present situation para2 Bad times para4
How: measures para5
Results: recover para6
More to do
1 Before you read, discuss these questions in pairs.
1. Look at the pictures below. What do you think the text is about? Tibetan antelope.
2 What do you know about the Tibetan antelope and the Changtang National Nature Reserve?
Yingying
Antelope
Guessing
What do you think of antelopes in this picture?
How do you feel about this picture?
Why did this happen?
Strong
living
…
angry afraid …
4. What does “national protection” mean? Can you list more examples? “National protection” means something is protected across the whole country, and it is illegal to harm it.
Unit2WildlifeProtectionReadingandThinking阅读教案-高中英语
主题上：该课旨在使学生进一步意识到野生动物保护的重要性以及人与自然之间的紧密关联。
是学生生成单元小观念1（保护野生动物问题严峻，反思人与自然的关系刻不容缓）过程中关键的一课。
为单元输出任务（策划学校的野生动物保护社团）做认知、情感（思维）层次的铺垫。
语言上：该课呈现了本单元语言大观念（运用与野生动物保护相关的词汇和表达方式，描述事实，分析原因，提出建议，呼吁人与动物和谐共处）中最主要的语言特点和语言结构，是本单元语言输入和输出的关键课程。
教学内容分析/文本分析[What]学情分析1. 总体情况授课对象为高一平行班的学生，该班级有40人。
学生思维活跃，课堂参与较为积极，具备基本的获取和梳理信息的能力，掌握一定的学习策略。
并且具有较多小组合作的经验。
2. 初始能力学生在必修一Unit 4 Natural Disasters中已经学习了如何描述破坏自然环境的后果，掌握了与环保、自然灾害相关的词汇和表达方式；能够在阅读文章时获取文章大意并梳理细节信息，同时推测出作者的写作意图；口语表达较为流畅，能够输出与环保相关的基本语言；对野生动物生存现状及濒危原因有较为浅显的了解，对野生动物保护这一话题比较感兴趣。
3. 欠缺能力学生欠缺对本单元主题词汇的理解和运用，对文本结构和内容的分析能力较弱，批判性思维和创造性思维较为欠缺，对保护野生动物的重要性和保护措施缺乏深刻的认识，缺乏对人与动物、人与自然的关系的辩证思考。
4.解决对策you know what ‘them’ refer to? What does this sentence mean?” With this question in mind, Ss will look at a story about Tibetan antelope protection.Ss watch the video and answer the following questions:1. What kind of wild animal is mentioned in the video?2. What humans have done to the Tibetan antelope? After that, T preteaches the vocabularies: Tibetan antelope, fur, shoot.目标一：获取文章大意并通过回答问题梳理文本主要信息，梳理并整合文本内容、结构和语言的特点，形成思维导1st reading:T guides Ss to read the text: Do you want to knowwhat exactly happened to the Tibetan antelope? Let’stake a closer look!Then Ss read the passage with some questions:1.Why did the writer visit Tibet?2.What happened to the Tibetan antelope in the1980s and 1990s?3.What did people do to help protect the Tibetanantelope?4.What does “national protection” mean? Can youlist more examples?5.How does the writer feel about modern life?学生整体阅读文本，从整体上把握文本的主要内容，从写作背景到与藏羚羊相关的具体信息再到作者的情感态度，多层次的理解文本。
人教版高中英语 必修二 Unit4 《Wildlife protection ---Reading》 课件 (共34张PPT)
A _m__o_n_k_e_y was rubbing a millipede _i_n_s_ec_t_ which contains a powerful _d_r_u_g_ over his body because it could protect him from _m_o_s_q_u_i_t_o_e_s. So Daisy decided to produce this new drug with the help of _W__W__F_. The carpet rose and flew home.
What should we do to protect wild animals?
How Daisy learned to help wildlife?
Read the text quickly and fill in the blanks. The text is mainly about Daisy’s _e_x_p_e_r_ie_n_c_e__ in three areas which she goes to on a(n) _f_ly_i_n_g_c_a_r_p_e_t_.
&
Main idea: What we can get from wildlife protection.
Daisy was amazed to find that a(n) _m__o_n_k_e_y_ used a millipede insect which contains a powerful drug to protect itself from _m_o_s_q_u_i_t_o_es_.
Now they allowed tourists to hunt only a _c_e_rt_a_i_n_ number of animals if they paid the farmers. The flying carpet rose again and almost at once they were in thick rain _f_o_r_e_st_.
人教版高中英语必修二教案UnitWildlifeprotectionReading
人教版高中英语必修二教案UnitWildlifeprotectionReadingUnit 4 Wildlife protection阅读课一、教学内容Warming up; Pre-reading; Reading; Comprehending (pp. 25-27) 二、教学目标在本节课结束时，学生能够● 了解野生动物的处境和保护野生动物的重要性；增强保护野生动物的意识。
● 通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。
● 利用上下文猜测生词词义。
● 学会总结故事体裁文章主题的方法。
● 利用已获取的信息发表自己对野生动物保护问题的看法。
三、教学步骤步骤一热身1. 请学生看PPT 中的野生动物图片。
请全班学生根据已有知识谈谈为什么这些野生动物处于危险之中。
教师可以先请几个学生说出自己的看法，再总结并补充，和学生一起归纳出野生动物处于危险中的原因。
2. 请学生阅读学生用书p.25关于中国保护濒危野生动物的报告，了解中国保护野生动物的现状。
报告中有若干生词，教师可以引导学生根据上下文猜测词义。
不好猜的生词，建议给出英文释义，让学生根据释义在文段中找词。
What are these animals?I. Warming uppandaLook at a report on some endangered wildlife in China.They are endangered animals.Why?Lack of food Habitats destroyedClimate changedKilled by Man …PollutionWarming up设计意图：通过图片激发学生兴趣，引出本单元的话题：许多动物都处于危险之中，唤起学生的忧患意识，为后面的阅读做铺垫；通过处理词汇扫除生词障碍,帮助学生顺利完成报告阅读。
步骤二读前1. 请学生两人一组回答问题一。
人教版新课标高中英语必修二-unit4-wildlife-protectionReading
its photos rather than hunt it.
29
4. The sentence “No rain forest, no ani
and no drugs” meansC_________
Home
21
Human beings
Live in harmony with
Rain forest
Animals
22
True or False?
1. One day Daisy woke up and found a flying ship by her bed. F
2. Daisy saw many antelopes in Tibet. F 3. Daisy’s sweater was made of sheep
27
2. Why did elephants use to be an
endangered species in ZimbaBbwe?
A. Tourists hunted too many elephants. B. Farmers hunted them without mercy. C. The government encouraged farmers to
Unit 4
Wildlife protection
Reading
What other endangered animals do you know of?
red-crowned crane 丹顶鹤
2
green peacock 绿孔雀(爪哇孔雀)
3
camel 双峰驼、野驼
【课件】Unit+2+Reading+and+Thinking+课件-人教版(2019)必修第二册
Tibetan antelope
Learning Objectives
1 Learn the difficult situations the Tibetan antelope once faced and the current siruation of Tibetan antelopes.
EXAMPLE
_I__ The Tibetan antelope lives high above sea level.
(This is implied by”The air is thin”.)
__I_ When they first saw the antelopes, they were very far away.
Changtang National Nature Reserve is a shelter for Tibetan antelopes and other wildlife.
step2 Pre-reading
在云间度过的一天
1.Look at the pictures and
title on the textbook.
National Nature Reserve. C. Measures were taken to save this
species from extinction. D. We should learn to live in harmony
with nature. E. Tibetan antelopes are in danger. F. The reason why we observe Tibetan
to the Tibetan antelope have not yet disappeared”.)
高一【英语(人教版)】Unit 2 Wildlife Protection Reading -课件
高中英语
Can you think of some expressions of the wildlife protection?
⑤ ⑥
高中英语
⑦
高中英语
Make a poster about an endangered animal.
• Choose one of the animals below or one of your own. Do some research to add to the animal fact sheet.
高中英语
Answer the questions.
2. What does each poster use to stir up emotions?
高中英语
Answer the questions.
3. In your opinion, which poster is more effective? Why? I think the “Give Ugly a Chance” poster is more effective, because the viewer will react to the ugly animal first, but then read that this reaction is part of the problem that needs to be dealt with.
situation, reason, hope,
What are the features of an effective poster?
高中英语
image headline
body
impressive, eye-catching, strong visual effect …
Unit2WildlifeprotectionReadingandthinking教学设计-2023
人教版(2019)必修二Unit 2 Wildlife ProtectionReading and Thinking A Day In The Clouds一、文本分析:本课例选自人教版高中新教材必修二Unit 2－Wildlife Protection Reading and Thinking部分。
本单元的中心话题是目前全世界都相当关注和重视的野生动物的保护。
该主题语境属于三大主题语境“人与自我、人与社会、人与自然”中的“人与自然”这一大类，并从属于该语境下“环境保护”主题群。
本课语篇类型属于叙事类文体，围绕野生动物保护展开。
本文是一篇日志体(journal)的文章，记录一天中所发生的事情，以第一人称的口吻讲述保护珍稀物种藏羚羊的故事，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。
本课介绍了作者观察藏羚羊的经历和羌塘自然保护区，藏羚羊曾经濒危的事实与原因，以及政府为保护藏羚羊采取的措施与取得的成就。
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，讲述了藏羚羊的现状、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成效；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根本消除对野生动物、对我们赖以生存的星球的威胁。
本节课属于“Reading and thinking”部分，reading是前提，critical thinking and creative thinking 是关键。
与传统的阅读教学相比，本节课更侧重学生思维品质的训练和提升，打破传统的文本阅读与情感升华孤立的现状，体现英语课程工具性和人文性的统一。
秉承这一教学指导思想，该节课从导入到分层阅读，再到读后总结讨论及运用的各个环节，都设计了很多供学生参与的活动。
二、学情分析：本节课的授课对象是高一4班的学生，英语水平在年级中处于中等。
人教版高中英语 必修二 Unit4 《Wildlife protection ---Reading》
longerh_u_n__te_d_them.That’s because the _g_o_v_e_r_n_m_e_n_t_decided to help and the farmers
3. How did she feel in each place?
Animal an antelope
Where How Tibet sorry
an elephant Zimbabwe happy
a monkey rainforest amazed
Task 2: Listening
I. Decide whether each of the following statements is T or F.
Para.1 1. Animal: Tibetan Antelope 2. What is happening to them?
They are being hunted for the fur under their stomachs. 3. Result: Numbers are decreasing rapidly. 4. Main idea: Why we need _w_il_d_li_fe__p_ro_t_e_c_tio_n_._
The monkey also told her “No rainforest,
no_a_n_i_m__a_ls_and no_d_r_u_g_s_.” Although finally everything began to d__is_a_p_p_e_a_r_, she had _le_a_r_n_e_d_so much!elepantkangaroo
高中英语人教版(2023)必修第二册Unit 2 Wild life protection Read
高中英语人教版（2023）必修第二册Unit 2 Wild life protection Reading and Thinking（共17张ppt）(共17张PPT)Unit 2 Wildlife ProtectionPeriod 2 Reading and Thinking:A Day in the CloudsThis passage is a journal, and the topic of it is protecting endangered animals. The article starts with the author’s visit to the Tibetan Plateau and the following paragraphs describe the value, present situation and protective measures of Tibetan antelopes respectively, which warns people to attach great importance to the relationship between man and nature.The value orientation of this paper lies in how the individuals and government protect the endangered animals and the importance of being in harmony with the environment.00 Text analysisAfter this class, students should:1、aquire basic information about endangered animas, especially the antelopes, and improve the awareness of protecting the wild life.2、Be able to organize the information of this article and use what we have learned to descirbe the living conditions and protective measures of endangered animals .3、Be able to know the implied information and learn to analyse it.4、Be able to develop cooperative learning ability through discussion and other ways.00 Teaching objectivesDo you like animalsWhat animals do you like？01 PrereadingThe Game of Guesspanda 大熊猫golden monkey 金丝猴The Game of Guesswhitefin dolphin 白鳍豚South China tiger 华南虎It is good at running and jumping.It is one of the Beijing Olympic mascots.Its name is closely connected with Hoh Xil Nature Reserve.It mainly lives in Qinghai and Tibet.AntelopeWhat is the animalThe Game of Guess——Prediction1.Why should we protect the antelopes？2.What should we do to protect the antelopes？After understanding the basic situation of Tibetan antelope, let's step into today's theme！02 While Readingmain ideaThe article mainly talks about the danger faced by the Tibetan antelope, as well as the solutions and achievements.text typetravel journalwho where whywhat do I seewhat do I hearwhat do I thinkWe/ZhaXiTibetto observe Tibetan antelopssnow-covered mountains disappearing into cloudsthe graceful antelopes moving slowly across the grassChangtang National Nature ReserveWe are trying to save the animalsWe are trying to save ourselvesbad time for themmeasures to protect themeffects of measures/resultstruck by their beauty&worry about their situationchanging our way of lifeexisting in harmony with natureunderstand the implied informationImplied information（隐含信息）is suggested but not directly expressed, i.e you guess the meaning based on what you knowExample: Para 1. The air is thin and we have to rest several times......snow-covered mountains disappear into clouds...Implied meaning: it's a palce of high altitude / very cold therePara 4. the 1980s and 1990s were bad times for ... The population dropped by more than 50 percent. Hunters were shooting ... their habitates were becoming smaller as new roads and railways were built. Para 1. The air is thin and we have to rest several times ......snow-covered mountains disappear into clouds...Para 2. Watching them move slowly across the green grass...Para 5. ......the Chinese goverment placed it... zhaxi ad other volunteers watched over...bridges and gates were added to...Para 7. Only when we learn to exist in harmony with nature can we stopbeing a treat to wildlife and to our planet.Implied information: it's a palce of high altitude / very cold there Implied information: Tibetan antelopes are living safely and peacefuly Implied information: the antelopes were in danger because of hunters' killingImplied information: Tibetan antelopes are well protected by human beingsImplied information: human activities are treating animals & we should change and do somethingplainsthreathuntersillegallyreservesattacksexistsharmonyTry to complete the gap filling test in the textbook.Task 11Brainstorming: Can you give some examples about human behaviors are making animals' living conditions worseTask 22Try to find out some solutions to change the current situation.03 Post ReadingMake concerning lawsRaise people's awarenessDo not eat wild animalsDo not wear or buy the clothes made by animals fur…Imagine you are a Tibetan antelope and now you have an opportunity to share your feelings with human beings living in your area, what do you want to say to them Try to write an essay in NO LESS THAN 120 words. HomeworkClass over。