人教版高中英语必修二-Unit-4教案
人教新课标高一英语必修2Unit4教案
Unit 4 Wildlife protection技能目标Skill GoalsTalk about ways to protect the environment Talk about wildlife endangerment Review Direct and Indirect SpeechWrite about causes and effectsMake a poster功能句式Causes and effects Why?Because of ... , I... As a result of ...I will use ... Because/As/ Since ... If ... , then ...It follows that ...It will lead to ...词汇1．四会词fur, Tibetan, lead, jungle, wolf, giraffe, environmental, act, measure, original, battery, devote, common, valuable, reduce, respond, amount, package, packaging, harmful, flat, material, poster, attractive, topic, organize, brief2.认读词汇antelope, endanger, hippo, kangaroo, Steve Jones, Birmingham, species, endangerment, habitat, adapt, Jennifer, Stevenson, ecosystem, soda, graph3.词组in danger, die out, as a result of, lead to, take measure, adapt to, make a difference, devote ...to, at present, set free, in the wild, throw away, keep...from, first of all, end up as, do...without...4.重点词汇lead, measure, devote, reduce, jungle, tour, environment, act, devote, common, amount, harmful, material, package, topic语法Review Direct and Indirect Speech1. Reporting statements“I am writing an article about animals in zoos,” the reporter said.The reporter said that he was writing an article about animals in zoos.2.Reporting yes-no questions“Do you like living in the zoo?” the reporter asked the kangaroo.The reporter asked the kangaroo if he liked living in the zoo.3.Reporting wh-questions“How long have you lived in the zoo?” the reporter asked the hippo.The reporter asked the hippo how long he had lived in the zoo.4.Reporting commands and requests“Please tell me more about the advantages and disadvantages of living in the zoo,” the reporter said to the giraf fe.The reporter asked the giraffe to tell him more about the advantages and disadvantages of living in the zoo.5.Reporting general truth“Human survival is dependent on the natural world,” he said.He said that human survival is dependent on the natural world.重点句子1. We human beings could not survive without all the plants and animals around us.2. Many of the earth’s plants and animals have already died out...3. If we know more about what causes endangerment, we may be able to take measures before it is too late.4. A species can become endangered for different reasons.5. When the habit of a species is changed or destroyed, the animal or plant has to either adapt to the change or find a new home.6. Professor Stevenson, who has devoted himself to protecting the milu deer...1. 教材分析本单元以环境保护为中心话题，内容涉及“野生动物保护”、“污染的防止”、“生活的环保”和“环保知识宣传”等。
高中英语人教版必修2Unit4单元教案正式版
Unit 4 Wildlife protectionThe First Period (Warming up & Talking)Teaching Procedures:Step One: Leading-in1.Show Ss the pictures of some rare animals.2.Ask Ss to guess their names and talk about them.Step Two: Warming up1.Ask the Ss to look through the words above the table on P25, and find out:Why did so many wild animals die out?(lack of food, bad environment and enemies, climate change, pollution…)2.Look at the table on P25, and work in pairs to retell the report, using completesentences.( The teac her may give an example of “pandas”).Example: pandaThe problem the pandas face in China is that they do not have enough food, because of the loss of bamboo growing areas. To solve this problem, China has set up a protection zone in Sichuan Province for the pandas. It is called Wolong Nature Reserve. Thanks to the effort, things have changed for the better. The number of pandas has risen from very few to around 50 after the growth of bamboo areas for the pandas.3. Ask some Ss to talk about Milu deer and South China tiger.Step Three: DiscussionAsk Ss to discuss the following questions in a small group.1)What other endangered species do you know?2)Why are they in danger of disappearing?3)Do you know of any wildlife that has disappeared?Answers: 1) antelope, bear, leopard [豹], whale, crocodile, elephant, golden monkey[金丝猴], giant salamander[娃娃鱼], Chinese Alligator[扬子鳄],dolphin, rhino…2) too much hunting, lack of food, bad environment, …3) dinosaurs, dodo, …Step Four: Language points1.as a result 结果；因此（放在句首或句中，用逗号与句子其它部分隔开,常用在有上下文表示原因的情况下）eg. He was lazy. As a result, he was late for school. 他懒。
高中人教版英语必修2unit 4 教案
Unit 4 Wildlife protectionWarming up, pre-reading and readingTeaching aims1.Get students to read the passage and learn the different reading skills.2.Enable students to learn about the importance the knowledge of wildlifeprotection and learn to talk about it.3.Develop students’ sense of cooperative learning.Teaching importance1.Let students read the passage and learn something about wildlife protection.2.Get students to learn different reading skills.Teaching difficulties1.Develop students’ reading ability.2.Enable students to learn to talk about wildlife protection.Teaching methods1.Task-based teaching and learning2.cooperative learning3.DiscussionTeaching proceduresStep1 W arming up1．A guessing gameGuess what animals they are.1) I live in China. I’m black and white. I eat bamboo and move by walking. ( )2) I have an orange beak(鸟嘴、喙). I wobble（摇晃，摆动） back and forth.I have a white stomach. I am black. I slide on the ice. ( )3) I live in lakes and rivers. I eat fish and birds. I have four legs and a long tail. I have lots of pretty teeth. ( ) 4) I live in the ocean. I am white and black. I can go in the water 68 miles away. I have a hole on top of my head. ( ).2. Discussion1) Is it easy to see the animals mentioned above now?2) What problems are they facing?3) Why are they in danger of disappearing?Step 2 Pre-reading1.What other endangered animals do you know of?2.Look at the pictures and the title of the reading passage and predict what it isabout.Step 3 ReadingTask 1 Listen to the tape and find out the main idea of this passage using about 30 words.This passage is mainly about Daisy’s dream. In her ______, she met an _______, an _______, and a _______. Through this dream, she had learned how to help _______. Task 2 Read the passage quickly and choose the best answers.1. Why did elephants use to be an endangered species in Zimbabwe?A. Tourists hunted too many elephants.B. Farmers hunted them without mercy.C. The government encouraged farmers to hunt them.D. Their living environment was seriously polluted.2. What can be inferred from the elephant’s words, “Have you come to take my photo”?A. It thinks itself a beautiful animal.B. Elephants are friendly to human beings.C. Money from tourists went to the large tour companies.D. Now many more tourists come to take its photos rather than hunt it.3. The sentence “No rain forest, no animals and no drugs” means _________A. There was no drug in the rain forestB. Animals i n the rain forest didn’t need drugsC. Rain forest, animals and drugs were resulted in and from each otherD. Drugs were important for animals and the rain forest4. What did Daisy learn from her experience?A. Some animals were becoming endangered as a re sult of humans’ hunting.B. Wildlife should be helped and protected by us humans.C. Humans and wildlife can benefit each other in many ways.D. All of the above.Task 3 Read the passage carefully paragraph by paragraph and fill in the blanks.What can we do to help the endangered animals?Step 4 Homework1.Try to retell the story2.Preview the useful words and expressions in this passage.。
人教新课标高一英语必修2Unit4全单元教案
Unit 4 Wildlife protection教材分析本单元的中心话题是“野生动物保护”。
I 教学内容分析Warming Up 部分通过图文的形式展现了中国在野生动物保护上所作出的努力以及所取得的显著成效，从而让学生体会到野生动物保护的重要性和紧迫性。
Pre-reading 部分实际上包括两项任务。
一是通过两个问题引导学生列举出除熊猫、麋鹿和华南虎以外的其它濒危动物，思考这些动物灭绝的原因，从而很自然地将学生从“热身”部分的讨论过渡到“阅读”部分的学习。
二是通过看图和读标题预测正文部分的内容大意，然后迅速浏览全文来检验自己的预测是否准确。
Reading 部分通过讲述一个女孩的梦中经历，向读者介绍了三种野生动物在西藏、津巴布韦和热带雨林的境遇，引起学生保护野生动物的责任感。
Comprehending旨在通过对文中要点的设问和表格，使学生充分理解课文，进一步意识到野生动物的困境和加强对野生动物保护的重要性的认识。
Using Language 部分通过恐龙的灭绝使学生进一步意识到野生动物保护的重要性和紧迫性。
通过听渡渡鸟的录音进一步加强学生保护野生动物的责任感。
Learning Tip部分向学生提供了词汇学习方面的建议——根据上下文推测词义，根据拼写猜测读音，最后通过查字典检查读音和意思的正确与否。
II 教学重点与难点1. 教学重点：（1）本单元的生词和短语；（2）要求学生能表述野生动物保护的重要性；（3）要求学生掌握并能正确运用现在进行时的被动语态结构；（4）熟练运用英语来表达自己的意志和目的，并能恰当的表示歉意。
2. 教学难点：（1）指导学生按类别归纳整理词汇，让学生学会有效的记忆词汇的方法；（2）引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。
III 教学计划本单元分五课时：第一、二课时Warming Up, Pre-reading, Reading, Comprehending第三课时Learning about Language第四课时Using Language第五课时Speaking and WritingIV 教学步骤Period 1 &2 Warming Up, Pre-reading, Reading, ComprehendingTeaching Goals: 1. To talk about endangered species2. To read about and understand wildlife protectionTeaching Procedures:Step 1. Warming UpPurpose: To activate Ss and arouse them to talk about endangered species.1.Leading-inThe title of this unit is wildlife protection and we all know that there are many endangered species in the world. Now class, which animals are in danger? Name as many wild animals as you can.2. IntroductionLook at the animals on page 25.We are very familiar with the giant panda，milu deer and south China tiger. The giant panda lives in mountainous regions, like Sichuan and Tibet. The giant panda is a symbol of the World Wildlife Fund, a conservation organization. Toward the latter half of the 20th century, the panda also became women what a national emblem for China, and is now used in Chinese gold coins. Milu deer has a long tail, wide hooves and branched antlers. Another Chinese name for it is "four unlikes" because the animals we seen as having the horns of a stag, the neck of a camel, the foot of a cow, and the tail of an ass. A tiger is a large cat famous for its beautiful fur of orange striped with black. Tigers lives in Asia and are becoming very rare. This is due to people hunting them for their fur and destroying the forests they live in.Step 2. Pre-readingPurpose: Activate Ss’ interest about wildlife protection.1. From the form on Page 25, we can see their problems. Answer the following questions.(1)Why are they in danger, class?Suggested Answer:Some wild animals are dying out because of the loss of food, their habitats being destroyed or over hunting.(2)What measures have been taken to protect these endangered species and what achievements have we achieved?Suggested Answer:China has set up some National Natural Protection Zones, such as Wolong Nature Reserve, Sichuan for pandas, Nanhaizi Milu Park for Milu deer, and Baishanzu National Natural Protection Zone, Zhejiang for South China tigers. Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60.(3)Why should we protect wildlife?Suggested Answer:Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.（4）What do you think we should do to protect wildlife?Suggested Answer: We should treat plants and ani mals the same as our friends and relatives. We shouldn’t cut or kill them freely. We should protect the environment around us to let them have enough food and good living conditions. We should collect money to protect the endangered animals, too.2. Let Ss talk as much about wildlife protection as possible.Step 3. ReadingPurpose: To lead Ss to the topic of this unit and understand more about wildlife protection.1. ListeningPurpose: To get a brief understanding of the text.To train Ss’ listening ability.(1)Listen to the tape and try to keep pace with the native speaker in speed, in intonation and inpronunciation.(2)Ask Ss to find the writing type and the main idea of the textSuggested Answers:The writing type: a piece of narrative writing.The main idea: Daisy went by a flying chair to Tibet, Zimbabwe and a certain thick rain forest to visit endangered animals, which made her know a lot about some destructive as well as protection behaviors that people had done to wildlife.2. Scanningpurpose: To get Ss to have some details in the text.⑴Leading-inSince we know the importance of the wildlife protection, we should try our best to protect wildlife. Ok, let's see how a girl named Daisy learned to protect wildlife. Let's turn to page 26.Our reading part: How Daisy learned to help wildlife.(2) Read the text and answer the following questions.①Which animal is being protected? (the elephant in Zimbabwe)②Which animal is likely to disappear altogether?(the antelope in Tibet)③Which animal is unhappy with the way humans are dealing with environmental problems?(the monkey in thick rain forest)(3) Read the text again and answer the questions on Page 27.Suggested Answers:①Its fur is being used to make sweaters. As the sweaters become popular, more and more animals arekilled. So very few antelopes are left.②The farmers stopped killing the elephants, so the numbers increased.③The government helps the farmers. It makes sure that the tour companies pay the farmers whentourists come to visit and hunt a few animals.④Looking after the rainforest helps protect plants and animals we know nothing about. They may makeit possible for us to produce medicines and drugs that we don’t yet know about.⑤Students’ answers vary.(4) Further readingPurpose: To get Ss to get more details about the text.1. Read paragraph one and answer the question.Why are we humans part of this problem?Suggested Answer:People who buy sweaters made with Tibetan wool are encouraging more people to go out and kill the animals.2. Read paragraph two, three and answer the questionHow did life improve for the farmers in Zimbabwe and how did it improve for the animals? Suggested Answer:The farmers got money when the government made sure that the tour companies had to pay them to visit and hunt the animals. And the animals were no longer killed by the farmers for destroying the crops.)3. Read paragraph four, five and answer the questionIn what ways does looking after the rain forest help with wildlife protection?Suggested Answer:Looking after the rain forest helps wildlife protection because it is where wildlife lives. It also contains many medicines and drugs may yet save lives.Step 4. Reading and underliningPurpose: To train Ss’ language capacity.1. Ss are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook.2. List the collocations from How Daisy learned to help wildlife.Not long ago, wake up, find…by one’s side, a flying chair, get dressed, put on one’s jeans, fly away to, turn around, with a sad face, use …to make…, kill …for…, take…from under…, take one’s picture, become endangered, destroy the farm, take photos, apply to, hunt …for…, make money for…, as a result, in thick rain forest, protect…from…, rub…over…, a powerful drug, pay attention to, take…home.Step 5. SummaryPurpose: To train Ss’ summarizing ability.1. Let Ss read the text again and divide the text into three parts.Suggested Answer:The first part: paragraph 1.The second part: paragraph 2 and 3.The third part: paragraph 4 and 5.2.Let Ss find the main idea for each part.Suggested Answer:Part 1: Daisy flew in a wonderful chair to Tibet and found that antelopes were in danger. They were killed for the fur to make sweater.Part 2: Daisy flew to Zimbabwe and found that the wild animals were well protected by paying farmers to visit animals.Part 3: Daisy flew to the rain forest. Talking with a monkey, she got to know that rain forests should be protected, for they are the source of many medicines and drugs.Step 6. Closing down1. The teacher summarize the text.One day, Daisy dreamed a strange dream. She flew in a wonderful chair to talk with an antelop in Tibet. The antelope told her they were hunted because of their fur, which can be used to make sweater like hers. In three years they may all be gone. Later, she flew to Zimbabwe where she talked with an elephant and got to know the farmers there no longer hunted them. That’s because the government decided to help and the farmers finally made a lot of money. At last she arrived at the thick rain forest where a monkey told her “No rain forest, no animals and no drugs.” Although finally everything was gone, she had learned so much.2. Homework(1)Let Ss listen to the tape and follow in a low voice.(2)Ask Ss to preview Learning about Language.Period 3 Learning about languageTeaching Goals: 1.To learn about The Present Progressive Passive voice2. To discover useful words and expressions3. To discover useful structuresTeaching Procedures:Step 1. PracticeTurn to Page 28 and do Ex1, Ex2 and Ex3. You can simply write your answers in the blanks on the book.Suggested Answers:Ex1: (1)distant (2) decrease (3) powerful (4) affect (5) appreciate (6) hunt(7) protect… from (8) respond (9)reliefEx2: wild, reserve, hunt, species, powerful, appreciated, relief, protecting…fromEx3:Places: habitat protection zone reserve animal park nature park safari parkEndangered species: South China tiger panda tropical rainforest wildlife Milu deerTibetan antelope African elephantsSituation: die out extinct extinction appreciate the importancePay attention to wildlife protection punish the hunters in reliefIn peace decrease decline threaten protect…fromProtection increase loss endanger hunted killedThreatened do harm to …affectStep 2. Grammar1. The introduction about the passive voice and the present progressive passive voiceThe passive voice is used when focusing on the person or thing affected by an action. The passive voice is formed: passive subject +to be + past participle. It is often used in business and in other areas where the object of the action is more important than those who perform the action. For example, We have produced over 20 different models in the past two years.→Over20 different models have been produced in the past two years.If the agent (the performer of the action) is important, use “by”.For example, Tim Wilson wrote The Flight To Brunswick in 1987.→The Flight To Brunswick was written in 1987 by Tim Wilson.Only verbs that take an object can be used in the passive.The present progressive passive voice is formed: is/are/am +being done.2. Let Ss find some sentences of the above kind in the text and do some exercises.Purpose: To make Ss further understand the structure of the sentence pattern.(1) Suggested sentencesOur fur is being used to make sweaters like yours.Daisy turned round and saw she was being watched by an excited elephant.(2) Exercise①The Tibetan antelope ____________(hunt)by people who wish to take the fur from under their stomachs.②The rhino __________________(study)Beijing University students.③The African elephant _________________(protect)by the WWF.④The panda ____________________(photograph)by Daisy.⑤The whales _________________ (kill)by Japanese fishermen.⑥The mice ___________________(attack)by the cat.Suggested Answers: ①is being hunted ②is being studied by ③is being protected ④is being photographed ⑤are being killed ⑥are being attacked.3. ConsolidationThe following chart includes sentences changed from the active voice to the passive voice. Ask Ss to read the chart carefully and ask if they have any questions.Active Passive Time ReferenceThey make Fords in Cologne Fords are made in Cologne. Present SimplePresent ContinuousSusan is cooking dinner Dinner is being cooked bySusan.Past SimpleJames Joy wrote Dubliners. Dubliners was written by JamesJoyces.They were painting the house when I arrived. The house was being painted when I arrived. Past Continuous They have produced over 20 models in the past two years. Over 20 models have been produced in the past two years.Present Perfect They are going to build a new factory in Portland. A new factory is being built in Portland. Future Intention with Going to I will finish it tomorrow.It will be finished tomorrow.Future SimpleStep 3. Passive Verb FormationPurpose: To make Ss further understand the passive forms of a verb in various tenses 1. IntroductionThe passive forms of a verb are created by combining a form of the “to be verb ” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses. 2. ConsolidationAsk Ss to take a look at the passive forms of “design ”.Tense SubjectAuxiliaryPast ParticipleSingular Plural designed. Present The car/cars is are designed. Present perfect The car/cars has been have been designed. Past The car/cars was were designed. Past perfect The car/cars had been had been designed. Future The car/cars will be will be designed. Future perfect The car/cars will have been will have been designed. Present ProgressiveThe car/carsis being are being designed. Past progressive The car/carswas beingwere beingdesigned.3. ExerciseTry to put the following sentences into the present progressive passive voice. (1) They are producing this new drug. (2) Antelope is looking at her.(3) They are killing us for the wool. (4) They are destroying the farm. Suggested Answers:(1) This new drug is being produced. (2) She is being looked by the antelope. (3) We are being killed for the wool.(4) The farm is being destroyed by them.Period 4 Reading and Listening (Using Language)Teaching Goals: 1. To read and listen about dinosaurs. 2. To talk about helping the dodo. 3. To write to the dodo.Teaching ProceduresStep 1. Warming UpPurpose: To get a brief understanding of the text.To improve Ss’ listening ability.1. ListeningLet’s warm up by reading the text about dinosaurs on page 30 and find the main idea of the text.Suggested Answer:Main idea: The development of dinosaurs.2. Group workDivide Ss into 4 groups and ask each group to talk about what they know about dinosaurs.3. In formation about DinosaurDinosaur means terrible lizard in Latin. They were called that because people used to think dinosaurs were lizards, but the were not. Dinosaurs first appeared about 200 million years ago. 65 million years ago, many kinds of dinosaurs became extinc Birds are a special type of dinosaur and they were the only kind to live until today.There were many kinds of dinosaurs. Some ate plants and some ate meat. The largest dinosaurs were plant-eaters lik apatosaurus and brachiosaurus. They were the largest animals to ever walk on dry land.Other plant-eaters had special weapons to help them fight off the meat-eaters. For example, triceratops had three horns on i face, ankylosaurus was covered in boney plates, and stegosaurus had spikes on its tail.The meat-eaters all ran around on their back legs like people do. Some were very large, like tyrannosaurus, and some wesmall, like compsognathus. It was the smaller sized meat-eaters that evolved into birds. One of the first birds w archaeopteryx, but it looked half like a dinosaur.There were large flying reptiles that lived at the same time as dinosaurs called pterosaurs, but they were not closely related dinosaurs. There were also many kinds of large reptiles that could swim, like ichthyosaurs and pleisiosaurs, but they weren closely related to dinosaurs either.Step 2. ReadingPurpose: To increase students’ vocabulary and expressionsTo help Ss get a further understanding about the whole story.1. Read the questions in the table below and scan the text to answer them.When did dinosaurs live on earth?When did dinosaurs die out?How did dinosaurs die out?2. Read the text again and copy the useful words and expressions into your notebook.Useful words and expressionsDuring the history of the earth, live on the earth, tens of millions of years ago, came into being, eggsof five species, a rare new species, a bird-like dinosaur, climb tree, tell…from…, die out, hit theearth, put…into the air, get hot, live on, know for sure, in the same way, listen to the story about…,disappear from…3. Ask Ss to read the text again and repeat the text.Step 3. ListeningPurpose: To comprehend the details of the textTo strengthen students’ sense of wildlife protection1. Information about the dodoThe Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus), more commonly just Dodo, isone-metre-high flightless bird of the island of Mauritius. The Dodo, which is now extinct, lives on fruitand nests on the ground.2. Ask Ss to listen to the tape and do Ex3 and Ex4on page 30.Ex3: No 2 is correct.No 1 is wrong. It is not fair to blame the dodo for his disappearance.No 3 only explain half the story. The dodo and man did become friends but only because man wanted to kill all the dodo as easily as possible.No 4 is wrong because the other animals and birds did not do much to save the dodo. They warned him but did not he him.Ex 4：Read the whole text silently and carefully and finish the following questions:(1)The dodo is _________.A. fierceB. unkindC. friendlyD. foolish(2)He wants to believe that Man is telling the truth because___________.A. Man is friendlyB. he thinks Man is friendlyC. he thinks the bears and monkeys lieD. Man is his best friend(3)He didn’t realize who had killed many of his friends until ________.A. man told him the truthB. the other birds told himC. he saw how his friend was being killed by manD. the monkeys told himSuggested Answers: (1) C (2) B (3) CPeriod 5 Speaking and Writing (Using Language)Teaching Goals: 1. To learn more about wildlife protection.2. To practise expressing opinions and willingness.Teaching Procedures:Step 1. SpeakingPurpose: To lead Ss into protecting wildlifeTo train Ss to solve problems by themselves and strengthen their sense of responsibility.1. Ask Ss to read the chart in the Speaking part (P31) and try to keep the phrases in mind.2. Let Ss talk in pairs about how to help the animal which they plan to save. Remind them to use asmany phrases in the chart as possible.Step 2. WritingPurpose: To improve Ss’ writing abilityTo lead Ss into making friends with animals1. Ask students to work in pairs and brainstorm with their partner to get ideas. Make it clear that no idea is too mad or to weird at this stage. For example, take the dodo to the moon, attack man , ask the dodo to hide, teach the dodo to swim another island, etc..2. Ask Ss to choose the ideas that they like best and put them under the headings. Make a plan.3. Ask students to work on their first draft. When they finish, ask them to swap with their partner and getsome advice from him/her.4. Ask them to write a second draft which includes their partner’s suggestions.5. Ask as many students as possible to read their writings to the class.One possible version:Dear WWF,My friend, Chen Ting, and I have been doing some research on endangered animals. We found that thehabitat of polar bears is disappearing because the ice at the North Pole is getting warmer. I worry thatwhen it disappears altogether, there will be nowhere for the polar bears to live.First, I suggest we are very careful with the energy we use. Global warming happens because we areputting too much carbon dioxide into the air. One of the ways we do this is by driving everywhere by car.So I suggest we think carefully before using our cars unnecessarily.Second, instead of using our cars we should think about traveling by bus or by train. These forms oftransport are more environmentally friendly and do not put so much carbon dioxide into the atmosphere.Third, we can join WWF which is fighting to save the habitat of the polar bear. We can raise money tohelp them by making and selling cakes, selling crafts or giving talent shows and charging money for ourparents to watch.I hope you will support us in our fight to save the home of the Polar Bears.Yours sincerely,Wu XiaoxinStep 3. HomeworkAsk Ss to finish the exercises in the Workbook.。
人教版必修2高中英语Unit4TeachingPlanofWildlifeProtection教案
1 / 7Book 2 Unit 4 Teaching Plan of Wildlife ProtectionGrammar Exploration一、教材分析本单元是人教版必修2的第四单元，是以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。
并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。
本节内容Discovering useful structures 为“现在进行时的被动语态”，以课文内容为载体，要求学生能够使用该语法结构表达自己的观点。
二、学情分析1. 本单元的语法内容并不复杂，学生在初中阶段就已学过现在进行时和句子的被动语态，只是未学习将两者合二为一所表达的语法现象，因此学生在其结构的理解上容易混淆。
在本单元的前两个单元学生已经学习了现在完成时的被动语态和一般将来时的被动语态，因此之前所学知识可以正迁移到新知识上来；2. 本班是一个中等水平的文科实验班，学生的学习习惯较好，课堂参与度较高，因此，学生能够通过小组探究学习的方式，探讨出要求掌握的语法结构，并且通过小组协作的方式，运用所学的语法结构编出短剧，以达到学以致用的目的与保护野生动物的情感共鸣。
三、教学思路本堂课共分为三个板块：热身，发现规则和运用规则三个板块，以一只藏羚羊的遭遇与诉求将这三个部分串联起来。
热身部分，通过呈现两组图片（每组图片间都相关联）和关键词，让学生描述图片所表达的现象，达到初步感知语法结构的目的；发现规则部分，首先，要求学生找出课文中所有含有“现在进行时的被动语态”结构的句子，并分析其基本结构（be being done），其次，阅读一封来自藏羚羊莹莹写给人类的信，让学生深入到语境中进一步探讨现在进行时的被动语态的各种结构，如：肯、否定句，一般、特殊疑问句及其用法和意义；运用规则部分，让学生以藏羚羊莹莹的身份编一个短剧（运用现在进行时的被动语态，现在完成时的被动语态和一般将来时的被动语态），以求达到学以致用、复习和保护野生动物的情感目标。
Unit 4 History and traditions 教案
课题名称 ： 人教版（2019）英语必修二Unit4 Reading and Thinking
授课教师
授课年级
高一
一、教学内容分析
本板块的主题是“通过历史了解一个国家的概况”(Learn about a country through history )。学生迪过阅读英国历史的简要发展进程，了解英国地理、社会及文化概况，并深入思考历史与社会文化之间的关系。英国是最主要的英语国家之一，有着悠久的历史和文化，而英语语言也正是在这种历史和文化中产生的，所以英语语言富有鲜明的英国文化特征。因此，学习英语必然要了解英国文化，了解英国文化也会对学习英语起到促进作用。
二、学情分析
本课授课对象为高一平行班学生，高一的学生已经有了一定的词汇基础，掌握了一定高中英语学习的方法。但是大部分学生还缺少自主学习能力，和举一反三的能力。学生对于英国历史不太熟悉，对文本理解会略显困难。学生可能掌握不了看英文地图的要领。在讨论开放性问题时，学生可能无法用英语准确地表述出自己的想法。因此教师需要降低教学环节的难度设置，并且需要多引导学生。
According to a timeline, teacher asks students to find out the keys words and finish the timeline.
Activity 3: Read paragraph 3 and fill in the blanks.
Activity 5: Show students the complete timeline and review it by watching a video.
人教版高中英语必修二unit4学习教案
人教版高中英语必修二unit4学习教案一、教学内容二、教学目标1. 学生能够理解并掌握阅读材料中的生词和短语，如：oxygen, generate, climax等。
2. 学生能够运用一般现在时和一般过去时描述云的形成过程及特点。
3. 学生能够运用所学知识，进行有关天气和自然现象的讨论。
三、教学难点与重点1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
2. 教学重点：云的形成过程、特点以及与之相关的词汇和表达。
四、教具与学具准备1. 教师准备：PPT、黑板、粉笔、阅读材料。
2. 学生准备：课本、笔记本、字典。
五、教学过程1. 导入：通过展示一组有关天气和云的照片，引导学生讨论天气和云的特点。
2. 阅读与思考：学生阅读“A Day in the Clouds”一文，并完成相关练习，教师进行讲解。
3. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
4. 随堂练习：学生完成Discovering Useful Structures部分的相关练习，教师进行点评。
5. 小组讨论：学生分组讨论，运用所学知识描述云的形成过程及特点。
六、板书设计1. Unit 4 A Day in the Clouds2. 词汇：oxygen, generate, climax等3. 句子结构：一般现在时、一般过去时，使用“It”作为形式主语七、作业设计1. 作业题目：根据课堂所学，写一篇关于云的形成过程及特点的短文。
2. 答案要求：使用一般现在时和一般过去时，不少于100词。
八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的参与程度，调整教学方法和节奏，以提高教学效果。
2. 拓展延伸：鼓励学生关注天气变化，观察云的形态，提高英语实际应用能力。
重点和难点解析1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
2. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
新人教版高一英语必修二Unit 4 Wildlife Protection全套教案
Unit 4 Wildlife ProtectionThe first periodWarming upKnowledge aims:a. help Ss to understand and master the words and expressions in warming up.b. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims:Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Emotional aims:a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss’ sense of cooperative learning.Teaching Key Points:Enable the students to know some basic information about the endangered animals and wildlife protection.Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Teaching Difficult Points:How to enable the students express themselves freely.Teaching Materials:Blackboard, multi-media, and other normal teaching tools.Teaching methods：Co-operative learningStudents-centered approach & Task-based teaching and learningTeaching Procedures:Step 1: Lead-inLead in by explaining the title and predicting what will be learned in this lesson. Step 2: ExplorationTask: let the students explore the following question:What is the problem of wild animals commonly facing?1. Show some pictures to the students. Students watch the pictures and say what the pictures tell us.References: food shortage, pollution, destruction of habitat, over-hunting.2. Show the students three more pictures and ask: what do people kill or hunt these animals for?From these pictures, students can conclude that people kill animals for food, for fur, for medicine and for works of art.3. Ask the students to give their answers to the question: What is the problem of wild animals commonly facing?Step 3: Discussion1. Let the students discuss the following question: why should we pay attention to wild animals and plants.Students discuss the question in groups and then give their opinions.2. After discussion, tell students what is wildlife protection about.Step 4: Group work1. Let the students read the report on some endangered wildlife in China at page 25, SB.2. Ask the students some questions about the report.3. Let the students describe the chart in small groups according to the sample.4. Discussion. More and more animals are killed by humans, as a student what should you do to protect the wild animals?Step 5: HomeworkWrite a composition according to the tips.假如你是一名记者，采访某动物园负责人有关国宝大熊猫的情况。
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教学内容一．Words1. affect v. 影响；侵袭，使感染affection n. 喜爱；affected adj. 假装的；做作的；【拓展】be affected by被……侵袭；被……感动He was much affected by the sad news. 这个悲惨的消息使他非常难过。
辨析：effect与affecteffect用作名词时，意为“影响，效果”，常用于have an effect on结构中；用作动词时，表示“引起，使发生”。
affect用作动词，意为“影响”，常表示消极的影响。
用effect，affect的适当形式填空(1)New controls will come into effect next month.(2)Parents’ words and actions will affect children greatly.2. contain v. 包含，含有；容纳；控制，抑制container n.容器；集装箱；货柜The stadium is big enough to contain 100 thousand audience. 这个体育场足够大能容纳10万名观众。
I could not contain my laughter. 我控制不住笑出了声。
This drink doesn’t contain any alcohol. 这种饮料不含任何酒精。
辨析：contain，include与holdcontain通常用来指某种容器中盛有某物，装有某物，还指某种物质中含有某成分或含有其他物质。
指作为组成部分而被“包含”或“容纳”在内。
include通常表示把某事物作为其中的一部分包含在内。
在句中常构成分词短语sth. included 或including sth.。
hold通常指有能力容纳，相当于contain，seat。
The bottle contains olives. 瓶子里装着橄榄。
The meal includes steak. 这顿饭包括牛排。
3. appreciate v.(1) 理解；意识到；领会I don’t think you appreciate how expensive it will be. 我想你不会了解它会有多贵。
(2) 欣赏；重视He appreciates your talents. 他很赏识你的才能。
(3) 感激，感谢I would appreciate it if you lent me a hand. 如果你帮一下忙，我将不胜感激。
辨析：appreciate与enjoy易混词组辨析一言辨异appreciate “欣赏，赏识”，指对事物有深入的了解并能鉴赏The foreigner enjoys Beijing Opera very malthough he does not appreciate it. 这个外国人enjoy “欣赏，喜爱”，强调从中可以得到乐趣爱听京剧，虽然他不理解它。
4. succeed v.(1) 成功；（考试）及格搭配：succeed in (doing) sth. 成功地做某事He succeed in (passing) the entrance examination. 他成功地通过了入学考试。
(2) 接替；继承；继任搭配：succeed sb. (as) 接替某人（担任……）；succeed to sth. 继承某物He will succeed his father as manager of the shop. 他将接替父亲担任商店经理。
Who will succeed to the property? 谁将继承那笔财产。
5. decrease v. & n. increase n. 增加(1) v. 降低，减少，（使）变小搭配：decrease in 在……方面减少；decrease from…to 从……减少到……；decrease by 减少了……This species of bird is decreasing in numbers every year. 这种鸟的数量在逐年减少。
The number of new students decreased from 1,200 to 900 this year. 今年新生人数从1200减少到900。
(2) n. 减少，减少的数量搭配：(a/the) decrease in sth. 某物的减少；a sudden decrease in number 数目的急剧下降There is s decrease of nearly 7% in the number of visitors to the museum. 参观博物馆的人数下降了将近7%。
6. loss n. 损失；遗失；丧失He’ll try his best to make up for the loss. 他将尽最大努力弥补损失。
The loss of his wife was a great blow to him. 他妻子的去世对他是个很沉重的打击。
【拓展】the loss of 损失/丢失/输掉……；make up for the loss 弥补损失；at a loss 不知所措7. hunt v. & n. hunter n. 猎人；追求者；hunting n. 打猎(1) v. 打猎，狩猎搭配：go hunting 去打猎He spent the whole day hunting deer. 他一整天都在猎取鹿。
(2) v. 追寻搭配：hunt for 搜索，追寻；hunt sb. for 为寻找……搜索某地She is still hunting for a new job. 她还在找新工作。
I’ve hunted everywhere for my watch, but I can’t find it. 我到处找我的手表，但就是找不到。
(3) n. 狩猎，追寻搭配：be on the hunt for 正在寻找；the hunt for 寻找……He is still on the hunt for a better job. 他还在寻找一份更好的工作。
The hunt for Mary’s glasses lasted one hour. 给玛丽找眼镜就找了一个小时。
8. respond v. response n. 答复；反应(1) 回答，应答搭配：respond to 回答……，对……作出答复；respond that…回答说……She didn’t respond to my question. 她没有回答我的问题。
The doctor responded that he could not tell the name of her disease. 医生回答说他无法说出她的病名。
(2) 回应，回报搭配：respond to…(with) （对……）报以……，（用……）回报……He responded to my offer with a laugh. 他对我的提议报以大笑。
辨析：respond，answer与reply易混词辨析例句respond 指对他人的期望等在行动上作出反应，常与介词to连用，较正式How did they respond to the news? 他们对这则消息有什么反应？answer 指用文字、语言或行动回答She answered with a smile. 她报以一笑。
reply 指对他人的问题、要求所作的相应的答复，比answer正式，常与介词to连用It’s your turn to reply to these charges. 现在该轮到你对这些指控进答辩了。
9. mercy n. 仁慈，宽容，怜悯搭配：show mercy to sb. (= show sb. mercy) 同情、怜悯某人；have/take mercy on sb. 怜悯某人beg for mercy 乞求宽恕The judge showed no mercy to the drunk driver. = The judge had no mercy on the drunk driver.法官对那个酒后驾车者好不宽容。
辨析：mercy与pity易混词辨析例句mercy 指对自己有权力支配的人所表示的一种仁慈He showed no mercy to the prisoners. 他对囚犯好不宽容pity 指对弱者和不幸者的苦难、不幸所给予的同情She looked at those orphans with pity. 她用怜悯的眼光看那些孤儿。
【拓展】at the mercy of 任……处置；任由……摆布；It’s a mercy (that) …幸运的是……It’s a mercy the accident happened so near the hospital. 幸亏事故发生在离医院很近的地方。
10. certain adj.(1) 某个；某些（作前置定语）The library’s only open at certain times of day. 这座图书馆只在一天的某些时段开放。
注意：a certain 表示“某一”；some 也可表示“某一”，后接可数名词单数。
(2) 确定的，确信的，无疑的（作表语，相当于sure）搭配：be certain to do 一定会做某事；be certain of/about (doing) 对（做）某事有把握He is certain to win the race. = It is certain that he will win the race. 他肯定能赢这场比赛。
I’m certain of your success. = I’m certain that you will succeed. 我确信你会成功。
11. employ vt. employee n. 受雇者；employer n. 雇主(1) 雇用The firm employed two interpreters. 那家公司聘请了两名口语翻译。
(2) 使用（= make use of）You should employ your funds more wisely. 你应该更明智地使用你的资金。
【拓展】be employed to do 受雇做某事；employ…to do 雇用……做某事employ oneself in (doing) = be employed in (doing) 忙于某事；从事某活动辨析：employ，hire与rent易混词辨析例句employ 指“长时间雇用”，宾语一般是人He employed the girl as a typist. 他雇用那个女孩当了打员。