Module 2 Unit 4 Wildlife protection(全单元)
高中英语人教版必修2Unit4WildlifeProtection完整教案
高中英语人教版必修2Unit4WildlifeProtection完整教案教学过程一、课堂导入Wildlife ProtectionAs we all know,there are less and less animals,we should try our best to protect animals.Do you know why we should protect wild animals?If you want to know more,please follow me,let’s learn the text“wildlife protection”.二、复习预习1）The important words in this passage:1.goal_________________2.calculate_____________3.simplify_____________4.sums______________5.technology____________6.tube_________________7.revolution____________8.arise_________________9.appearance_____________10.totally_____________11.download______________/doc/1e1003784.html,work___________ ____必修2Unit4Wildlife Protection适用学科英语适用年级高三适用区域全国课时时长（分钟）60知识点名词辨析；动词辨析；形容词辨析；副词辨析；动词短语辨析；完成句子；句子翻译教学目标知识： 1.快速复习掌握本单元词汇。
2.快速扩词汇量。
方法：1.老师和学生一起翻译短文并从中找出自己不认识的词汇。
2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
高中英语必修二《Unit 4 wildlife_protection》全英文说课稿
《Unit 4 wildlife_protection》说课稿Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 4 Wildlife protection. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us the importance of wildlife protection. The reading passage is the center of this unit. It is made up of 3 paragraphs, that is, why we need wildlife protection, a good example of wildlife protection and what we can get from wildlife protection. The text is the most important teaching material in this lesson, which extends the main topic “wildlife protection” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning abilityThirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about the endangered animals and wildlife situation and protection.2 Ability aims:(1) To improve the students’ organizing and using skills of English as thesecond language(2) To understand the main idea, to scan for the needed information and tograsp the details3 Emotional aims:(1) Help students understand the importance of the wildlife protection andmake them be more active in the helping wildlife.(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and somedetailed information and language points as well.2. To understand the importance of wildlife protection and then do something for wildlifeTeaching difficult points is1.The students use their own words to express their own ideas.2.the usage of present progressive passive voiceAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLa nguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the importance of wildlife protection”I’ll show them some beautiful pictures of wild animals, such as lions, Tibet antelopes, monkeys and so on. Ask them what they know about those animals. The answers must relate to their present situation, such as die out, dangerous, decrease and so on.After this, the students will be eager to something about the endangered wildlife and this is the very time to naturally lead the class into Step 2Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 3 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 27 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1Role readThe text is concentrated on the conversation between Daisy and Tibet antelope, elephant and monkey. Role read is a good chance to practice English in a cooperative learning atmosphere.2 DiscussionDuring making discussion, the students will deepen their understanding of the severe situation of wildlife and the importance of wildlife protection.1. Why is it important to protect wildlife?2. What must be done if wildlife protection is to succeed?Step 6 HomeworkAsk the students to write down their opinions about what they should do to protect the wild animals.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 Wildlife protectionTopic Sentences:1. Why we need wildlife protection2. A good example of wildlife protection3. What we can get from wildlife protectionDiscussion:1. Why is it important to protect the wildlife?2. What must be done if wildlife protection is to succeed?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.。
人教版模块2unit4wildlifeprotection单词学案
人教版模块2 Unit4 Wildlife protection 单词学案学习目的: Learn the new words and expressions学习重点: The usage of important words and expressionsTeaching steps：Step1 Have a check about the last lesson.〔检查上节课内容〕Step2 读单词-----英语②---Unit 4词汇表单词所有单词。
Step3 Learn the following words by yourselves〔自学词汇表〕.The guidance for learning 自学指导此局部内容供同学们自学，要求自己理解掌握。
自学过程中发现问题要翻查工具书，假如还不能解决，请作好标记。
稍后，教师会给你提供帮助。
1.wildlife protection 保护野生动植物wild a. 放纵的,未开发的,野的,野生的,原始的wildlife n. 野生动植物protection n. 保护protect v. 保护……免受……protect sb against sth 防御……He wore dark glasses to protect his eyes from the sun他戴上墨镜保护眼睛以防太阳光。
2.threaten ['θretn] v. 构成威胁, 威胁;预示〔某事〕It keeps threatening to snow= Snow seems likely all the time. 天总像是要下雪.threaten sb. 威胁某人threaten to do sth 预示要发生某事3. decrease 反义词：increase. vt/ vi降低，〔使〕减少,〔使〕变小n. 减少;减少的数量decrease the cost of production [prə'dʌkʃən] 降低消费本钱。
：必修2 Unit4 Wildlife_protection(人教版)
某事
prevent＋宾语＋ (from) doing
【点津】 在prevent/stop. . . from doing sth.
中的 from 在主动句中可以省略，而在
被动句中不可省。 keep. . . from doing sth. 中的from在任何情况下都
不能省略。
示时间段的状语连用； dead为形容词，表状态，意为“已死的”可与表
时间段的状语连用；
deadly为形容词，意为“致命的”。
2. protect. . . from/against. . . 保护 …… 不 受……(危害) keep＋宾语＋from doing stop＋宾语＋ (from) doing 阻止……做
课文句子背诵
1.As a result, these endangered animals may even die out. 结果，这些濒临灭绝的动物甚至可能灭绝。
2.So good things are being done here to save local wildlife.
所以为了拯救当地的动植物好的措施正在被做。 3.I'm protecting myself from mosquitoes. 我正在保护我自己免受蚊虫的叮咬
核
die affect
现在进行时被动
三年2考
心
要
三年3考
三年2考
点
拓展延伸
1.die 2.die 3.die 4.die 5.die out off 灭绝；灭亡 相继死去 因、、、而死 ( 内因） 因、、、而死（外因）
of from
down
减弱；平息
【点津】
die为不及物动词，不用于被动语态，也不能与表
人教版高中英语必修二m2unit4_wildlife_protection
1
Why we need wildlife
protection
What we can get from
2
wildlife protection
A good example of wildlife
3&4 protection
summary
Animals
Where What did she find? How
made a lot of money for the farmers.
Daisy: So you _a_r_e__i_n_c_r__e_a_s_i_n_g(increase) in
number now. Glad to hear that. It shows the
_i_m_p__o_r_t_a_n_c__e_(important) of wildlife protection.
_y_o_u__r_s_e_l_f__.
Mcrounobntiaktien_yo_s:v_aI_e__frpi__no__d_wm_ae_ymr_bf_io_luld_ilp_ye_td_oe_(ippnrosoewtceetcrwt) mhdirecuh_fg_ra_on_md___ mosquitoes. You see, the drug _a_f__f_e_c_t_s( affect)
2.What animals did she come across?
a Tibetan antelope an elephant in Zimbabwe a monkey in a rainforest
1.Why has the antelope in Tibet become an endangered species?
必修2 Unit 4 wildlife protection 整单元 PPT
A report on some endangered wildlife in China
Animal problem One habitat in China Number before concern Number after concern about 1600 after more than 50 reserves set up to protect bamboo areas More than 2500 after being brought back from UK
none
South China tiger
too much hunting in the 1950s
Baishanzu very few National Natural Protection Zone, Zhejiang Province
about 30-40 remain after being left in peace with no hunting
Words and expressions for warming up As a result结果是,作为结果. as a result (of sth): because of as a result of + 名词性的东西 “由于 由于…” As a result of the earthquake, a lot of people lost their homes.由于地震 许多人失去了家园。 由于地震,许多人失去了家园 许多人失去了家园。 result from… 起因于…. 起因于…. result in … 结果为 ，导致 结果为….，导致… 1). The terrible accident resulted from hi tell WWF about the drug
module2 unit4 wildlife protection全单元的教案
教学活动案例 5福建省福州一中肖仙德供稿教学活动类型3：合作学习活动教学目的：通过对一篇科普文章的合作学习活动，使学生了解早期人类在自然界的地位；训练阅读、交流和表达的技能，并且学会从已有的认知结构（如构词法）角度及前后文语境判断新词汇的含义，养成学习词汇的良好方法。
适合级别：7—8 级1、导入：教师提出几个简要问题，如：人类在自然界的进化过程中占据什么地位？作为强者还是弱者而存在？等等，收集学生不同的答案2、教师布置阅读任务：学生阅读一篇科普文章（后附）要求①学生通过构词法及前后文语境判断画线的生词；②找出文章中心，并从中找出论据进行论证，进而理清文章结构。
3、全班分为7组，每组6-7人（以各成员以ABCDEFG作为编号），完成阅读后①各学生从已有的认知结构出发（如构词法）及前后文语境判断生词的含义，进行交流，并且记下最终结论，对于讨论后仍不太确定的或者无根据可循的词汇可以各个组员分配任务查词典再得出最终答案。
②组员间交流文章的中心，并以图文形式理清文章结构。
操作如下，hypothesis4、把学生第二次分组。
把具有同一编号的学生编为一组，如，A组为具有A编号的所有学生，B组为具有B编号的所有学生，以此类推形成ABCDEFG七个全新的组，每个新组员代表原先的组跟其他六个组的代表进行交流。
5、教师进行点评。
Ancient Man was not a hunter but the hunted, according to new research that suggests that human intelligence and social co-operation evolved to allow our ancestors to escape predators rather than to catch prey.Studies of fossil teeth and bones from human species that lived millions of years ago indicate that meat did not play a significant part in diet, and that at least one in twenty met thei r end in a predator’s jaws.The findings support the idea that the communication skills and group living that are characteristic of modern Homo sapiens evolved as defensive measures against lions, crocodiles and eagles.If the predation hypothesis is correct, it might explain why ancient humans of the genus Homo, such as Homo erectus, survived to give rise to modern humans while other relatives such as Paranthropus, that lived alongside for hundreds of thousands of years, died out.If Homo erectus and Paranthropus were threatened by the same predators, but the former's social skills made it even a little more likely to escape, the small difference would have become a great advantage over time. Predators would have taken more and more of the less evasive species, which would eventually have been driven extinct.Research by Robert Sussman, of Washington University, St Louis, has identified that teeth belonging to an older species of ancient humans, Australopithecus afarensis, were poorly adapted for meat eating, suggesting that it was not a hunter. About 6 per cent of all A. afarensis bones, however, show tooth marks that are consistent with predation, indicating that this was a major cause of death.说明：在整个教学过程中教师只是指导者，整个学习过程主要都由学生自己掌握，这样可增加他们的学习积极性和自主性。
第一部分必修2Unit4 Wildlife protection)
,[学生用书P58～P59])Ⅰ.单词拼写根据音标及词义写出英文单词。
1．wildlife['waIldlaIf] n．野生动植物2．carpet['kɑːpIt] n. 地毯3．mosquito[mə'skiːtəʊ] n. 蚊子4．insect['Insekt] n. 昆虫5．income['Iŋkʌm；'Inkʌm] n. 收入6．incident['InsIdənt] n. 事件；事变7．dust[dʌst] n. 灰尘；尘土；尘埃8．zone[zəʊn] n. 地域；地带；地区9．inspect[In'spekt] v t. 检查；视察10．rub[rʌb] v t. 擦；摩擦11．respond[rI'spɒnd] v i. 回答；响应12．affect[ə'fekt] v t. 影响；感动；侵袭13．decrease[dI'kriːs] v t.& v i. 减少；(使)变小14．distant['dIstənt] adj. 远的；远处的15．contain[kən'teIn] v t. 包含；包括Ⅱ.单词拓展写出下列单词及其派生词。
1．protect v t.保护protection n. 保护2．mercy n. 仁慈；宽恕merciful adj. 仁慈的；怜悯的3．importance n. 重要性important adj. 重要的4．appreciate v t. 感激；欣赏appreciation n. 感激；欣赏5．succeed v i. 成功v t. 继承；接任success n. 成功successful adj. 成功的successfully ad v. 成功地6．harm n．&v t. 损害；伤害；危害harmful adj. 有害的harmless adj. 无害的1．die_out灭亡；逐渐消失2．in_peace 和平地；和睦地；安详地3．in_danger_(of) 在危险中；垂危4．in_relief 如释重负；松了口气5．burst_into_laughter 突然笑起来；大声笑了出来6．protect...from 保护……不受……(危害)7．pay_attention_to 注意8．come_into_being 形成；产生9．according_to 按照；根据……所说10．so_that 以至于；结果语境取词选用上面的单词或短语填空Dinosaurs died_out(灭绝)because of an unexpected incident(事件)．But wildlife today disappears or is in_danger(处在危险中)just because humans do harm(伤害)to it.Tigers are hunted(猎杀)for fur so that they can only live in secure(安全的)reserves；grassland is destroyed without mercy(怜悯)and so dust stormscome_into_being(形成)affecting(影响)distant(遥远的)cities.1．as引导方式状语从句It shows the importance of wildlife protection，but I’d like to help as the WWF suggests. [仿写]我会按照你的希望去做。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
策划：《学生双语报》
31
策划：《学生双语报》
32
策划：《学生双语报》
33
Unit 3 life in the future
策划：《学生双语报》
34
Period 1&2: 幻灯片39-56页
Word-consolidation-I (2m)
1.From the reading passage, find the words and expressions with the following meaning.
People must not kill animals but try to live in harmony with them. People must stop destroying the habitat of animals. People must stop using animals to make luxury.
策划：《学生双语报》 19
Wildlife Protection
策划：《学生双语报》
20
Reading-I----scanning (1m)
Fast reading
What does the passage mainly talk about ?(pay attention to the title) Daisy learned to help wildlife.
They have no human to speak up for them. They can put their case more effectively. They can win more sympathy.
策划：《学生双语报》
28
7.What must happen if wildlife protection is to succeed?
It helps wildlife protection because it contains many medicine and drugs that we do not know. These drugs may save lives.
策划：《学生双语报》 27
6.Why do you think the animals have to speak for themselves?
策划：《学生双语报》
25
3. How did life improve for the farmers in Zimbabwe?
The farmers got money when the government made sure that the tour companies had to pay them to visit and hunt the animals.
课时分配
课时 板块结合范例
Period 1&2 Warming up and Reading I Period 3 Period 4 Learning about language Reading II
Period 5
Period 6
Listening
Speaking and Writing 策划：《学生双语报》
1.Who is hunting and killing the Tibetan antelope?
People
2.Why are humans part of this Problem?
People who buy sweaters made with Tibetan wool are encouraging more people to go out and kill them.
策划：《学生双语报》
8
panda
策划：《学生双语报》
9
Tiger
策划：《学生双语报》
10
Crocodile
策划：《学生双语报》
11
Tropic fish
策划：《学生双语报》
12
leopard
策划：《学生双语报》
13
Koala
K
o
a l a
策划：《学生双语报》
14
Giraffe
策划：《学生双语报》
1.Who is hunting and killing the Tibetan antelope? 2.Why are humans part of this problem? 3. How did life improve for the farmers in Zimbabwe? 4.How did it improve for the animals? 5.In what way does looking afterthe rain forest help with wildlife protection? 6.Why do you think the animals have to speak for themselves? 7.What must happen if wildlife protection is to succeed? 24 策划：《学生双语报》
人教版高中英语
Module 1
策划:《学生双语报》 制作：广东英语教学E-classroom课件创作中心 人教版（NSEFC）项目组
策划：《学生双语报》
1
• English Song • English Class • Video Data • Language Data Bank
策划：《学生双语报》 2
策划：《学生双语报》
29
Oral task---thinking&பைடு நூலகம்peaking (3m)
Oral task
If you were Daisy ,what would you do to protect wildlife?
策划：《学生双语报》
30
Surf the Internet to find more information about the wildlife protection and you are expected to present it to your peer in the next class.
Daisy Zimbabwe
now farmers ____ them like
millipede A __________ insect affects mosquitoes No __________,no rain forest animals drugs ________and no _______22
策划：《学生双语报》
21
Reading-II----skimming (3m)
• Read it again ,then fill in the form. fur ___ used to make sweater Tibet wool killed for ___ Every year over______killed 29,000 farmers _______ used to hunt them
3
Unit 3 life in the future
策划：《学生双语报》
4
Period 1&2: 幻灯片9-38页
Warming up I – brainstorming(5m)
策划：《学生双语报》
5
Polar bear
策划：《学生双语报》
6
Milu deer
策划：《学生双语报》
7
rhino
2. Complete the passage with some of the words above.
Xiao Guoxia wanted to help protect wildlife very paid attention much. She _____________to all the information that she could find in her school. It suggested _________that animals should be protected or they would die out ________if people continue to hurt them. Guoxia thought that the _____of even one animal was too loss high a price to pay for land or money. She decided apply to _____for some money to find out if any animals As a result were disappearing in her town. ___________a special butterfly became protected. So what affect Guoxia did ______the wildlife in her area and helped save one species. Well done, Guoxia! 36 策划：《学生双语报》
Word-consolidation-III (2m)
1.Choose the correct word for the space in each sentence. Cross the other out.
Answer key : 1.After all 4.powerful 2. endanger 5.because 3.affect 6. because of
15
Elephant
策划：《学生双语报》
16
Warming up II– free talking(3m)
What’s the problem of these animals commonly facing?