Unit 2 Wildlife Protection Reading and Thinking教案设计（表格式）-2025-2026学年高一英语人教版（2019）必修第二册

人教版高中英语必修第二册Unit2读思课教案设计 单元：Unit2 Wildlife Protection 课时：第2课时 课题：A Day in the Clouds 设计者：汪悦 教学目标（Teaching objectives）： 1. Language Ability（语言能力）:To understand the current (目前的) situation of Tibetan antelopes; 2. Learning Ability（学习能力）:To analyze the main structure and develop different reading skills such as prediction,skimming,scanning and detailed reading; 3. Thinking Quality（思维品质）:To express your opinions on wildlife protection; 4. Cultural Awareness（文化意识）:To raise the awareness of wildlife protection. 教学重难点（The key & difficult points）: The Key Points: To learn some key words and expressions in reading; To develop some reading skills such as prediction,skimming,scanning, and detailed reading; To raise the awareness of wildlife protection. The Difficult Points: To analyze the main structure and figure out the main idea of the text; To learn to express your opinions on wildlife protection. 教学准备（Teaching aids）： PPT Markers and a board eraser Guiding cases 教学过程（Teaching procedures）： Step1：Lead-in（5min） Enjoy a video about antelopes and answer the questions below. ①What can you see in this video ②Where are they Get to know something about the Changtang National Nature Reserve. ①It’s located in Qinghai-Tibetan Plateau, a high altitude plateau. ②It’s the 2nd largest nature reserve in the world. ③It’s a paradise for many wild animals. Open the magic book and explore the journal with me. Step2: Pre-reading（2min） Look at the title and pictures and predict. Answer the following questions: What can we learn from the title Why is the author in the clouds What does it mean Step3: While-reading（22min） Task1:Skim the text and match the main idea with each paragraph.(5 min) Para.1 Effect Para.2 Bad times(shooting problem) Para.3 Zhaxi’s opinion Para.4 Reflection Para.5 Purpose Para.6 Beauty and danger Para.7 Measures Task2:Read for the structure. (3 min) Divide the text into 3 parts: Para. 1-2:What “I” see Para. 3-6:What “I” hear Para. 7:What “I” think Task3:Read for details. ( min) Please help me finish my journal. What “I” see: snow-covered mountains disappeared into clouds; a herd of graceful antelopes move slowly across the green grass. What “I” hear: Zhaxi’s opinion; Problem; Measures; Effect(Good). What “I” think: Reflection Step4: Post-reading（8min） Let's act it out! Protect the Antelope Characters： - Ben: A wildlife protection volunteer. - Lily: A hiker who loves nature. - Hunter: An illegal hunter. - Antelope: An antelope that is hunted. Say something about protecting wildlife. Step5: Summary（3min） 作业设计（Homework assignment）： Make a poster（海报） about protecting wildlife. 板书设计（Blackboard design）： 教学反思（Reflect）： 课文以青藏高原野生动物保护者的视角展开，通过日记形式描述藏羚羊保护行动，成功将学生带入高原生态场景。教学中结合纪录片片段和藏羚羊生存数据，有效增强了文本的真实性和感染力，学生表现出对生态话题的浓厚兴 ... ...