课题	UNIT 2 WIDELIFE PROTECTION Period 2 Reading and Thinking	学科	英语	班级	授课教师
教学目标	By the end of this section, students will be able to: 1. identify and use some new words, such as reserve, intend and harmony. 2. predict the main idea of the text based on its title and pictures; 3. read about the protection of Tibetan antelopes; 4. read to identify literal and implied meaning; 5. work out a mind map concerning the protection of Tibetan antelope; 6. think about what they can do to live in harmony with nature.
教学主题	本板块的活动主题是“学习保护濒危动物”(Learn about protecting endangered animals），主要讲述我国保护珍稀野生动物藏羚羊的措施和取得的成就。本文是一篇日志体（journal）的文章，记录一天中所发生的事情。课文的标题是A DAY IN THE CLOUDS，以第一人称的口吻讲述保护珍稀物种藏羚羊的故事。本板块包括五个活动，在设计上既体现了整个阅读过程，又体现了阅读理解的不同思维层次。
教学重点	1. 引导学生掌握该板块出现的新词汇和短语； 2. 引导学生在读前，能够利用图片和标题预测文章内容； 3. 引导学生阅读一篇关于藏羚羊的日志体的叙事文本，读懂文章的表层和深层意思，准确把握文本所传递的信息。
教学难点	1. 引导学生绘制关于藏羚羊保护的思维导图。 2. 引导学生思考如何行动才能与自然界达到和谐共处的状态。
教学内容与过程	Lead-in 展示主题图片，为后面的教学活动做准备。 Step 1 Pre-reading 引导学生完成P16活动1，利用图片和标题预测文章内容，分组讨论并分享有关藏羚羊和羌塘自然保护区的知识和体验。  Look at the pictures below. What do you think the text is about?  What do you know about the Tibetan antelope and the Changtang National Nature Reserve? Step 2 While-reading （1）让学生略读文章，匹配段落大意。（2）让学生细读文章，回答下列问题。  Why did the writer visit Tibet?  What happened to the Tibet antelope in the 1980s and 1990s?  What did people do to help the Tibetan antelope?  What does the author experience in the clouds? （3）让学生再读文章将思维导图补充完整。（4）让学生分组讨论作者的写作意图。  What’s the purpose of this article? （5）让学生完成P17页活动3区分字面意义和隐含意义的练习。 Step 3 Post-reading （1）让学生完成活动4，选词填空。（2）老师引导学生结合问题深入思考文本。  What does “ national protection” mean ? Can you list more examples?  How does the writer feel about modern life? How do you know?  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 do you think we should do or change? Step 4 Homework Retell the text with the help of your own mind map.					备注