高中英语 Unit4 Wildlife protection教学设计说明 新人教版必修2
Unit 4 Wildlife protection
第一部分
《金色教案》教学设计说明
About the topic and the structures
单元话题和结构本单元的话题是Wildlife protection, 学生通过本单元的学习要清楚《中华人民共和国野生动物保护法》规定：珍贵、濒危的陆生、水生野生动物和有益的或者有重要经济、科学研究价值的陆生野生动物受国家法律保护，所以滥食野生动物是违法行为。
本单元句法项目是“现在完成被动式”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排等因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用教案提供的材料，以便“物尽所用”，达到最佳教学效果。
教师也可以参照教案提出的“实际教学过程课时划分建议”进行教学。
Period 1 Reading 阅读课Warming Up部分教师可以选择“了解野生动物”、“讨论野生动物面临的威胁”和“讨论中国大熊猫”形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。
Pre-reading与学生谈论“wildlife preservation”，让他们明白：中华人民共和国公民有保护野生动物资源的义务，对侵占或者破坏野生动物资源的行为有权检举和控告。
Reading是篇记叙文，记叙Daisy如何学会帮助动物、保护环境的。
教师应当引导学生从形式和内容两方面阅读文章、理解文章、提高对野生动物保护的认识。
教师还可以补充“食用野生动物极易传染疾病。
”野生动物与人类共患的疾病有100多种，如狂犬病、结核、鼠疫、甲肝等。
它们的内脏、血液乃至肌肉中均含有各种病毒、寄生虫，如B病毒、弓形虫、绦虫、旋毛虫等，有些即使在零下15℃的低温或100℃的高温下也不能被杀死或清除。
稍有不慎，就会得出血热、鹦鹉热、兔热病、脑囊虫、肺吸虫、血吸虫、肠道寄生虫病等。
Period 2 Learning about language
知识课Learning abo ut language Learning about language和课本一样，《金色教案》也分两部分：词法和句法。
第一部分是词法训练，强化学生对本单元重点词汇、短语的掌握和使用；第二部分是句法训练，学习和使用英语“将来被动式”。
上课之初，教师安排改写26页学过的课文，让他们表演“课本剧”；然后学习“被动语态”，重点是“现在进行被动式”。
Period 3
Using language 运用课Using language首先引导学生听、读一则有关“恐龙”的短文，其次是一个有关远dodo鸟的口语活动。
在1581年葡萄牙人在模里西斯岛发现了Dodo鸟，该鸟生得肥钝样，不会飞更是跑不快，由于Dodo鸟被后续登陆该岛的欧洲殖民者大肆屠杀，不幸于十七世纪完全绝种。
最后的写作活动要求学生发挥想象力，给“dodo”写一封信。
学生可以参考教案提供的范例，以学到的词汇、短语、结构和话题进行写作。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comp rehending整合在一起上一节“阅读课”。
Period 2 将Learning about lang uage 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section
1Background 背景围绕单元话题“野生动物保护”教案提供了若干实用性背景材料。
这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2 Explanation 重点针对“阅读课型”中的课文难句，教案提供了详尽的，就句论句的解析和翻译，并且以解析的焦点话题为线索，进行了一定的归纳、辨析
解析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3 Vocabula ry 词汇按照课本单元词汇表顺序，教案重点提供动词、短语搭配的讲解。
所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。
有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
人教新课标版必修2Unit4WildlifeProtection教学设计
人教新课标版必修2 Unit4Wildlife Protection 教学设计一、教材分析该局部是本模块的阅读局部，课文重点描绘了Daisy在梦中的一次奇妙的飞毯旅行。
通过女孩和藏羚羊、非洲象、猴子的对话，使学生理解野生动物的生存环境日益恶化，保护野生动物刻不容缓。
二、学情分析学生英语基础个体差异较大，但是大多数学生思维活跃、英语学习热情高、课堂表现欲望强、合作精神好。
我根据这些特点，不但精心设计提问的难易水准，努力做到面对实际、讲究实效，既照顾到优等生、中等生，也照顾到学困生，“让全体学生跳一跳都能摘到桃子”，鼓励每个学生参与到课堂活动中来，而且通过小组竞赛激发学生学习英语的兴趣，培养他们的合作水平。
三、教学目标[知识与技能](Knowledge and skills)1. Learn the words and expressions about wildlife protection.2. Make us know how to use the Present Progressive Passive Voice.3. Learn how to express our intentions and purposes.[过程与方法](Processes and methods)1. Through the report on some endangered wildlife in China, let us realize the necessities of protecting wildlife.2. By reading Daisy’s wonderful dream, we know how to protect wildlife by using some teaching software, pictures, flashcards or objects.3. Get us to know how to express out intentions and purposes using some sentences.[情感、态度与价值观] (Emotion, attitudes and values)1. By learning this unit we can know the living conditions of wildlife at present, at the same time we also understand the necessities of protecting wildlife.2. The content makes us learn something about nature environment, the meaning of protecting wildlife, it can benefit harmonious development between animals and humans.四、教学重点、难点1. Learn the words and expressions in this unit: die out, long (v.), respond, burst into laughter, certain, sugge st, protect… from, contain, affect, pay attention to , come into being, according to .2. Learn how to express our intentions and purposes using the following phrases:Intention PurposeI’m going to … to help/save…I inte nd/mean/plan to to protect… from…I will… so that…I’d like to … in order to …I’d rather not … but to …I’m ready to to teach them a lesson…I feel like… to punish those who do harm to wildlife3. Help the student understand the passage better and learn something aboutwildlife protection.4. How to help the students improve their reading ability.五、设计理念《课程标准》明确指出高中英语教学要“侧重提升阅读水平，特别注重开发和利用课程资源，创造机会，使学生积极、主动地用英语去思维，去交流”。
人教版高中英语选修2-Unit-4-Wildlife-Protection教学设计
英语学科教学设计（1）教学内容分析（2）课堂教学过程设计略读，找出文章主旨大意(5--10 min) （1）播放课文录音。
（2）教师让学生采用略读的技巧，快速找出文章的主旨大意，以填空题的形式呈现。
T:“Read the text quicklyand grasp the main idea of the text.”（1）合上课本，听课文录音；（2）学生快速的略读完全文，并集体完成空格的填写。
Textbook&PPT首先让学生听课文录音，帮助学生对要学习的内容有一个大致的了解，同时也锻炼了学生的听力水平。
在此基础上再训练学生的快速阅读技能。
教师通过让学生通读全文，弄清楚文章的主旨大意，有利于学生对本文有一个整体的把握同时，也训练了学生快速阅读的能力。
填空的形式更易于学生完成任务。
寻读，理清文章脉络和主要细节(10--14mi n) （1）教师让学生采用寻读的方式了解Daisy的三次行程和经历，并填写表格。
T:“Read the passage quickly and try tofill in the table below about Daisy’sjourney.”（2）判断文章重要信息点的正误True/False（1）学生在老师的要求下，对文章进行寻读，找出Daisy的三次行程并完成表格的填写。
男女分工，男生负责回答遇见的动物，女生负责回答到达的地点。
（2）学生单个回答。
读出句子并判断正误，对错误选项要加以改正。
Textbook&PPT该环节能帮助学生从宏观和微观两个层面来把握全文。
填表题有利于学生从宏观上把握文章的主要内容：主人公的三次主要经历，即遇见的动物和到达的地点。
男女分工，丰富了课堂活动形式；判断正误题有利于学生了解和把握文中的重要细节，培养他们寻找特定信息的能力。
个人活动与分工协作相互融合，提高了学生的阅读效率。
细读，处理每段细节(14--24mi n) .仔细阅读环节，教师设计了三个任务。
《Unit4 Wildlife protection period 2 》教学设计
《Unit4 Wildlife protection period 2 Words and Expressions》高三英语一轮复习教学设计一、三维目标：1、知识与技能：理解、识记、正确运用及掌握本单元的核心单词及重点短语并直触高考考点。
2、过程与方法：独立思考、合作与探究、学生质疑、老师答疑、生生合作、师生互动、动静交替、讲练结合。
3、情感、态度与价值观：（1）、培养学生良好的团队精神；（2）、培养学生踏踏实实学习的良好习惯。
二、教学重点、难点：1、学习重点：通过学习基础知识，掌握重点、难点知识、连接高考热点考点。
2、学习难点：如何正确运用及掌握重点、难点知识；如何运用已学知识增强学习能力、学习更多新知识，即实现学以致用、能力的迁移过程。
三、教学过程：（一）、课前学习任务：1、熟记基础词汇、提分句型；2、认真查阅以及填写核心单词、重点短语部分的内容并大声朗读。
（注意其词性、词音、词义）3、找出其中的重点、难点。
（二）、课堂学习任务：1、导入。
---展示长城的图片。
设计意图：让学生明白宏伟、壮观的万里长城也是有一块一块砖砌成的。
从而引入今天要学内容。
----词汇对学习英语的重要性。
2、同学们以学习小组为单位，交流预习时发现的重点、难点，并在小组内讨论解决。
设计意图：培养学生积极、主动学习、合作探究解决问题的能力。
3、各小组派小组科代表发言，提出组内无法解决的问题。
老师引领大家共同解决存在的问题。
设计意图：培养学生团结协作的团队精神。
4、请班级英语科代表张杰带领给同学们大声朗读本部分单词、词组。
老师做好必要的正音辅导工作。
设计意图：充分发挥班干部的带头作用、培养学生独立学习的好习惯。
5、给同学们3分钟时间快速记忆该部分核心单词，然后从各小组中请部分水平相当的同学上黑板听写单词及词组。
（针对该活动老师要有奖励机制，即要评分。
从参与者写的速度、正确率、板书等方面进行评判，班上学生是大众评委，老师做好把关工作。
高中英语 Unit4 Wildlife Protection说课稿 新人教版必修2 教案
Unit4 Wildlife ProtectionGood morning, everyone, it’s my great pleasure to be here sharing my lessons with you. The content of my lesson is about How Daisy learned to help wild life taken from New 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 learning methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Part 1 Teaching materialFirstly，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 demands.1 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 languageTo understand the main idea, to scan for the neededinformation and to grasp the details3 Emotional aims:(1) Help students understand the importance of the wildlife protection and makethem be more active in the helping wildlife.(2) Develop students’ sense of cooperative learni ngFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailedinformation 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 voicePart 2 Teaching methodsAccording 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. municative Language TeachingLanguage is used for munication. It’s learner-centered and emphasizes munication 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. puter Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product prehensible output, so puter has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep 1 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 animal s, 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 prehensionThe 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 e 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 e 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 municating. 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 protection。
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。
高一英语Unit4_Wildlife_Protection简明教案设计
Teaching PlanUnit 2 Wildlife protectionⅠTeaching Aims1.Knowledge aims (知识目标):a. Get Ss to learn the new words and expressions in this part.b. Help Ss to learn about some endangered animals and the knowledge ofwildlife protection.2.Ability aims (能力目标):a. Develop Ss’ reading ability and help them to learn different reading skillsb. Enable the students to talk about wildlife protection and know the importance of wildlife protection.3.Emotional aims (情感目标):a. Stimulate Ss’ sense to protect wildlife.b. Develop Ss’ sense of cooperative learning.ⅡTeaching Important Points (教学重点)：1. Get Ss to learn about the importance of wildlife protection and know what we should do to protect wildlife from dying out.2.Help Ss to learn different reading skillsⅢTeaching Difficult Points (教学难点)：1.Develop Ss’ reading ability2. Enable Ss to talk about the importance of wildlife protection.ⅣTeaching methods (教学方法)：1.Discussion (Group work).2.Task-based teaching and learning3.Cooperative learningⅤTeaching Procedures (教学过程)：StepⅠ RevisionRevise the important phrases together.Step2. Leading--inUsing some pictures of endangered animals to lead in. Step3. Fast reading1. Read the story quickly and answer the questions◆◆◆Which places did she travel to?◆What animals did she visit?2. The main idea of the storyStep4. Careful reading1.Read quickly and finish the true or false questions2.Match the main idea of each part:Step5.Group work: DiscussionQ1. What relationship between people and wildlife should be ?Q2. what can we do to protect endangered animals?Step6. SummaryRetell the story: P Ex-bookStep7. Homework1.Review the passage on P26 and finish the exercises on P27.2.Review the new words and phrases of this unit.。
高中英语必修二U4Wildlifeprotection教学设计.docx
高中英语必修二U4 Wildlife protection教学设计1.整体设计思路、指导依据说明本节课体现的是《普通高中英语课程标准》规定的课程性质和理念：“使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的精神；在加强对学生综合语言运用能力培养的同时，注重学生用英语获取信息、处理信息、分析问题和解决问题的能力以及用英语进行思维和表达的能力。
”本节课以新课程标准的一些核心理念为依据，以任务型语言教学为主，通过实际生活中的真实语境，激发学生学习英语的兴趣，寓教于乐，倡导小组表演活动，小组讨论，鼓励学生全体参与课堂，在体验、实践、合作与交流的学习方式中，培养学生用英语表达的能力，理解保护野生动物的重要性，达到培养学生的社会责任感，提高思考和判断的能力，进而增进跨文化理解和跨文化交际意识。
本节课的设计重视课前的导入，重视课中学生的小组角色表演。
2. 教学背景分析教学内容分析：本节课必修二第四单元 Wildlife protection 的 Reading 部分。
本单元的话题“野生动物保护” 。
Reading 是整个单元的核心部分，是Warming up 的延续和升华。
此外，大部分的重要词汇和句型结构都在这个课时中呈现出来。
完成本节课的阅读，为本单元目标的完成作了很好的铺垫。
也是培养学生阅读能力的重要渠道，发展阅读技能和策略的必经之路。
文章介绍了一个叫Daisy 的小女孩在梦中经历的一次奇妙的飞毯飞行。
通过女孩和藏羚羊、非洲象、猴子的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
学生情况分析：教学对象为高一学生，所教班级的学生思维活跃，有强烈的求知欲望，认知能力比初中有了进一步的发展，到了高中逐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，具备一定的阅读理解能力，不再单纯地满足教科书上仅有的知识，有获取更多信息的欲望。
笔者注重提高学生用英语进行思维和表达的能力。
高中英语必修2说课稿Unit4WildlifeProtection
高中英语必修2说课稿 Unit 4 WildlifeProtection高中英语必修2说课稿 Unit 4 Wildlife Protection大家好，今天我要介绍的课是普通高中课程标准实验教科书英语必修2第4单元Wildlife Protection的阅读部分。
下面我将从以下四个方面阐述我的课：教材分析^p 、学情分析^p 、教学方法、教学步骤和板书设计。
一、教材分析^p ：(教材内容分析^p ，教学目的,教学重点和难点)首先，我来讲下我的教材分析^p 。
这主要包括教材内容分析^p ,学情分析^p ，教学目的和教学重点和难点四个方面。
1.教材内容分析^p这篇阅读材料紧扣本单元的中心话题“野生动物保护的重要性”，讲述了一个叫戴西的小女孩在梦里和一些野生濒临灭绝的动物交谈，知道了保护野生动物的重要性，既是对前面热身部分的升华，也是这单元的主题内容和词汇学习的重点。
这篇文章构造非常明晰，是按戴西在梦中的的三次飞毯经历来分段的，但段落大意不是很明确。
此外，在这篇文章中出现的生词不是很多。
〔下面，我来讲下对学生学情的分析^p 〕2.学情分析^p学生对本单元的主题“野生动物保护”的话题是非常的熟悉，而且学生们对各种各样的动物也非常的感兴趣。
高一现阶段的学生也已经掌握了根本的像寻读，略读，概括等阅读技能，他们也能就一些问题进展英语对话讨论。
但是，学生对文中出现的组织WWF并不清楚，对有些句子所隐含的话外之音也不是很清楚，也对独立解决一些现实的问题感到困难。
3.教学目的本节课的教学目的包括知识目的、语言技能目的、情感目的、文化意识和学习策略目的。
语言技能：1〕学生可以应用不同的阅读技能得到所需的信息；2〕在略读后，学生能概括各段段落大意；3〕学生可以分析^p 作者某些句子的写作意图，像“No rainforest, no animals, no drugs” and “And there are always WWF.”语言知识：1〕学生能知道更多的关于为什么一些动物濒临灭绝以及如何保护它们；2〕通过学习大部分学生可以掌握并运用重要词汇: mercy, importance, contain等等；情感态度：学生可以认识到保护野生动物的重要性；文化意识：学生能对WWF组织有一定的理解。
高中英语新人教版精品教案《《Unit 4 Wildlife protection》》
Unit 4 Wildlife protecttionThe First Period Listening and SpeakingTeaching goals 教学目标1. Target language 目标语言重点词汇和短语die out loss reserve hunt zone in peace wild decrease hunting2. Ability goal 能力目标Enable the students to talk about endangered wildlife、the reasons for disappearing and the importance of protecting wildlife.3. Learning ability goals 学能目标Help the students learn to talk about endangered wildlife, the reasons for disappearing and the importance of protecting wildlife.Teaching important points 教学重点How to talk about endangered species of wildlife and environmental protection and how to express refusing and give reasons.Teaching methods 教学方法Elicitation, discussion, pair work, ask-and-answer activity.Teaching aids 教具准备The Multimedia Computer, a projector, chalks.Teaching procedures & ways 教学过程与方法Step I Lead-inGet the students to talk about some endangered animals to lead them to this unit’s topic.T: Morning, everyone! Look at the screen, please. I will show you pictures of some animals.Show them the pictures of some endangered animals.1 23456T: Talk about them in your own words.The students may refer to the following aspects: 1. what the animal is; 2. Its appearance; 3. reasons why it becomes less and less; 4. what has been done to protect it; 5. other things you know about it: where it lives; what it feeds on…S: The first one is G olden Monkey. It’s very bea utiful and smart It is also known as Golden Snub-nosed Monkey (仰鼻猴)or Sichuan Golden Snub-nosed Monkey. It is to . It is threatened by .S: The second lovely animal is Giant Panda. It can only be found in China. It feed mostly on bamboo, a tall woody plant full of fiber. It lives in a few mountain ranges in central China, in Sichuan, Shaanxi, and Gansu provinces. It’s our national treasure. We should try our best to protect it.S: The third one may be a deer.S: No! It’s Tibetan Antelope. Tibetan antelopes coming from the family of Bovidae are mainly distributed over Qinghai Province, Tibetan Autonomous Region and Xinjiang Autonomous Region in China. It is in danger now because many of them have been killed.T: Wonderful! Thank you. You know so much about wildlife. How about the fourth one?S: I am sure it is a kind of leopard, but I don’t know what kind of leopard it is exactly.T: Well, it is called Clouded Leopard (云豹), which are one of the first class protected animals. It is found in southern , the eastern , north-east and south-east . How about the fifth one?S: Tiger!T: What kind of tiger is it? … It’s South China Tiger. We’ll learn it today. OK, let’s go on.S: In Picture 6, there are two Giant Salamanders (娃娃鱼), which can swim against the current and crylike babies.T: Excellent work! Well, can you find anything common among them? What is it?S: They are all in danger.T: Well done! They are all endangered animals. If you want to know more about them, l et’s come to Unit 4 Wildlife Protection.Step II Warming upGet the students to do Warming up.ScanningT: Next, read through the words in Warming up part, and then find out: Why did so many wild animals die out?Get the students to look through this part. Later ask someone to give the answer.T: Who’d like to say something about this question?S: If their habitat is threatened or they cannot find enough food, their numbers may decrease. As a result these endangered animals may even die out.T: That’s it!DiscussingGet students to talk about the report in Warming up in pair.T: Today, more and more people realize the importance of protecting endangered wildlife. Here is a report on some endangered wildlife in China. Next, read the report. Then discuss with your partner about these animals. You may refer to the following aspects: 1. What the endangered animals are; 2. What the problem is; 3. List one of their habitat in China; 4. How the animal is after concernFour minutes for free talk, then ask some students to share their opinions with the whole class.Sample conversation:S1: What endangered animal do you know?S2: Our National Treasure—Pandas.S1: What’s the problem?S2: They are in danger for lack of bamboo, but recently their number is increasing because more bamboo has been grown.S1: It’s said that although China was the only home for M ilu Deer, we brought them from England.S2: Yes. They disappeared in China because of too much hunting. What a pity!S1: So do South China Tiger. They are said to be fierce but some hunters are fiercer!S2: I cannot agree with you any more.T: Well done! Do you know any other endangered wildlife in China that is being protected? Think about that and then make a list.Sample answer:Crested Ibis//Red-crowned Crane/Wild Yak /Chinese AlligatorStep III ListeningGet the students to do LISTENING on page 62. Help them learn more about wildlife problems.T: You know so much about wildlife. You must be very care about them. In fact, people around the world care about these endangered animals. They write to some experts and tell about their worry about the wildlife around them. Aunty Gladys is such a writer who usually answers these letters. Now, come to LISTENING on page 62. And find out what the problems people worry about.First, get the students to look though the questions in Listening. Play the tape for the students and ask them to listen to the tape carefully. While listening, the students should grasp the key words and get the main idea. Then play the tape once more. After that, let the students answer the questions and check the answers together. Sum up the useful expressions in the material (about environmental protection). Later, play the tape a third time for them to write down the main idea of the passage. At last, check the answerswith the whole class.Step IV TalkingGet students to do TALKING on page 62. Help them discuss what people can do to help the endangered animals.T: Next, let’s come to TALKING on page 62. In pairs discuss what advice you might give to one of these worried letter writers. You can write notes of your ideas in the boxes below.Show the useful expressions on the screen. You can give a model. It’s up to the English level of your students.Step V DiscussingHelp the students discuss what they have learned today and encourage them to talk about the importance of wildlife protection.T: What did we learn today?S: Endangered wildlife.S: What their problems are.S: What have been done to them…T: Animals are our friends. We live depend on each other. We should protect them. How do you think about this?S: Animals are our friends. It’s a shame that man killed wildlife for their fur. We don’t have the right to kill them.S: I’ll talk with people around me seriously. I’ll tell them that I’m so so rry that so many animals are in danger now. The problem is that if man doesn’t realize the dangerous situation, many of the animals will die out soon. We should try to protect endangered animals. I’ll collect some information about wildlife protection and shows the information to people around us.Step VI AssignmentT: Boys and girls you did very well today. I hope you can listen to the listening material again after class to get familiar with it. And here is your homework: 1. Collect information of endangered wildlife,especially Tibetan Antelope, about why they are in danger of disappearing; 2. Preview the next part—Reading on page 26.。
人教版高中英语必修2《Unit4Wildlifeprotection》教案
人教版高中英语必修2《Unit4Wildlifeprotection》教案人教版高中英语必修2《Unit 4 Wildlife protection》教案【一】教学准备教学目标Teaching Objectives: At the end of this lesson, students shouldmaster the key w ords and expressions through the competitio n;practice their reading skills such as skimming and scanning;enhance their cooperation abilities through group work;realize the importance and emergency of protecting wildlife;教学重难点Teaching Important Points:Students can do the competition actively and master the words and expressions ;Students can finish those reading exercises by thems elves by using reading skills;Students can do the group task successfully.Teaching Difficult Points:Students can un derstand the content of the passage and do the group discussion successfully.教学过程Teaching Procedures:Part 1. Pre-reading (11’)1. A video of “THE LION KING” and some pictures of the miserable animals;2. Words and expressions competition.Part 2. While-readin g ( 20’)1. Skim the whole passage and finish the chart below.2. Read the Paragraph 1 and find out the answers to the following questions.1). How did the antelope feel?2). Why are people hunting and killing the Tibetan antelopes?3. Read paragraph 2 and choose the best answer according to the text.1). Why is the number of elephants increa sing in Zimbabwe?A. Because more elephants have come to Zimbabwe.B. Because farmers are happy and no longer kill them;C, Because those elephants don’t destroy farms any more.2). How does the government of Zimbabwe help protec t wild animals?A. It allowed tourists to hunt a small number of animals if they paid the farmers;B. It forced farmers to protect the animals.C. It put m ore wild animals into Zimbabwe.4. Read parag raph 3 and fill in the blanks.When the carpet and Daisy came to ___ ___ ______, they saw a _______ rubbing itself with a millipede _______, which can ______ mosquitoes because it ______ a powerful drug. The money told Daisy to pay more ________to the rainforest and _____ how the animals live t ogether. No forest, no animals, no _____.5. True or False statements.1. Daisy saw many antelopes in Tibet.2. Daisy’s sweater was made of sheep wool.3. The elephant used to be well protected in Zimbabwe.4. In Zimbabwe, tourists love to see the elephants.5. The farmers in Zimbabwe get nothing from the elephants now.6. This is a real story in Daisy’s life.Part 3. Post-reading ( 8’)1.Ask “Daisy” to talk about her feeling;2. Discussion: What should we do to protect wildlife?3. See a short video of Jackie Chan.Part 4. Summary and Wri ting ( 1’)Write a short passage based on the discussion.课后习题Please write a letter to WWF and provide some suggestions on how to protect wildlife.人教版高中英语必修2《Unit 4 Wildlife protection》教案【二】教学准备教学目标Improve students’ ability of extensive reading.Improve students’ a skills of listening.教学重难点1. Teaching important points:A. Improve students’ ability of extensive reading.B. Improve students’ a skills of listening.2. Teaching difficult points:A. How to finish the task in limited time.B. How to get the accurate information while listening.教学工具课件教学过程Step 1. GreetingStep 2. Daily reportStep 3. RevisionCheck the answers to the exercises done yesterday.Step 4. Extensive reading1. Ask students two questions before listening to the tape,and then listen to the recording of the text:A. When did dinosaurs live on the earth?B. Why did they die out?2. Explain the following language points:① long before 很久以前before long 不久之后Dinosaurs do live on the earth long before.Before long dinosaurs die out from the earth.② on the earth- in the worldon earth 究竟What on earth do you want?Step 5. Listening1. Explain the following difficult words to the students before listening:① o nce upon a time 曾经;很久以前② curious adj. 好奇的③ wing n. 翅膀④ trap n. 陷阱⑤ spear n. 矛2. Listen to the recording of Dodo’s Story.3. Finish Ex 1 on p30.4. Check the answers (C D B C)5. Listen to the tape again and finish ex2 on P30Step 6 Homework1. Finish Ex. 21-55 on English Weekly 15th2. Review the language points in this unit.课后小结学了这节课，你有什么收获?课后习题完成课后习题。