【名师指津】2011高中英语 U4 wildlife protection课件 新人教版必修2
高中英语《Unit4-Wildlife-Protection》优质课教案、教学设计

高中英语《U n i t4-W i l d l i f e-P r o t e c t i o n》优质课教案、教学设计(总7页)--本页仅作预览文档封面,使用时请删除本页--Unit4 Wildlife ProtectionI. Teaching aims1.L earn to analyze the text and summarize its main idea.2.E nlighten the students about the importance of wildlife.II I mportant and difficult pointsPromote the students' reading ability: How to analyze the text and summarize the main idea of the text.III Teaching methodsTask-based reading , Summarizing, Discussion, Self-evaluation....IV Teaching procedureStep1. Leading-in (ReadyGo!!) Step2ReadingTask1. Read the first paragraph1,fill in the chart.2 ).Careful reading: F ind out sentences to describe the following pictures1. .2.Plea se .3.W e the wool beneath our stomachs. Task2 Read Para 2 and finish the followingexercises does the elephant feel now?2.What situation are elephants in now?3.4.Now: They are being Their numbers areIn the past:They were5.Make up a dialogue between Daisy and the elephant.Example:D: Nice to see you, I’m Daisy from Can I ask you any questions?E: Of course, you can.D: Are you living a happy life?E: Yes. Now ,but in the pastD: How can we make the situation better?E: First Second D:I see. I will tell the people to do as you have said.See you next time.Task3 Read Para3-4 carefully and finish thepractices 1How does the monkey feel?2What situation is it in?A.They are over huntedB.They lose foodC.The place where they live is being destroyed3).In the rainforest, there is a milipede insect which apowerful drug that mosquitoes. So we shouldthe rainforest where animals live and how they live together. At last Daisy decided to tell WWF to the new drug.Step5 Summary:What things has Daisy learnedShe learned that some wild animals were beingor . And they were species. She knew how the animals in the lived together. She also learned it was necessary to protect the .Step6 Discussion (Speak your mind freely!!)What should we do to protect the wildlife?up--to sum up to experience success(反思总结,学有所获)What you have learned: I havelearned... What you haven't learned:I haven't ...What you should after class: I should...Step8 Homework (尊重差距,共同进步!!)1.W orkbook: Exercise 2 on page 45. (必做)2.Write a short passage according to your discussion. (选做)To my lovely students: Life is challenging, meet it.Life is various, make it.Life is beautiful, discover it.Life is humorous, enjoy it.Some useful advice1.Never kill endangered animals.2.Don’t buy wildlife products and tell your friends not to doso too!3.Protect their habitats. Help animals return to nature.ws should be passed to prevent people from killing or hunting them. Punish the destroyers…5.People are educated to be aware of the importance of wildlife protection.。
高中英语_Unit4 Wildlife protection教学课件设计

What should we do to protect wild animals? protect the environment
stop destroying habitats
don’t buy
what
reduce hunting
wildlife products
build nature reserves
3. How did Daisy feel? Daisy felt happy.
What can be inferred from the elephant’s words, “Have you come to take my photo”? A. It thinks itself a beautiful animal. B. Elephbeings. C. Money from tourists went to the large tour companies. D. Now tourists come to take its photos rather than hunt it.
Detailed reading
1. How did the antelope feel?
The antelope felt sad.
2. What are people killing them for?
They are being killed for the wool beneath their stomachs.
高中英语《unit 4 wildlife protection》优质课教案、教学设计

“一师一优”课导学案●P re-class activity﹦﹥To find missing words according to the movie fragmentCreatures under the seaThe 1. edge of the Great Barrier Reef,Plumments(坠入) into the depths of the coral sea,Many deep-water creatures 2. on these undersea escarpments.A chambered nautilus bobs its way toward 3. water,Its shell contains gas-filled chambers that can withstand tremendous 4.And its primitive eye is little more than a pinhole in front of the light-sensitiveLike the coral reef itself, its strong 5. is made of calcium carbonate.6. over 2,000species of nautiloids dominated life under the sea,But that was long before dinosaurs roamed the planetAnd the climate above and within the ocean has 7. many times since.Today, only six species of nautilus haunt the deep sea.Sudden changes in climate can exterminate species that can not 8. quickly. Corals need carbon dioxide to grow, but we’re putting so much of it into our Atmosphere that it’s causing9. temperatures to rise.If sea water gets too warm, coral reefs bleach white and die,But even more deadly is a new threat called ocean acidification .Too 10. carbon dioxide inhibits the formation of calcium carbonate.The stuff coral reefs are made of , and the shells of the chambered nautilus …●T eaching courseUnit 4 wildlife protectionI.leading inFrom the pictures above ,we know that : Wildlife makes the world more colorful , However, Many wild animals like pandas are dying out.How do you feel when seeing these?I think most feel very angry and we should do something to help them.Fortunately! There is a girl named Daisy ,who wants to help wildlife .do you want to follow her?Please turn to page 26 “How Daisy learned to help wildlife”→Where will Daisy go and what will she see?→Let’s go with Daisy.II.Fast reading1.W hat is the main idea of this passage?A.Daisy had a real and wonderful travel and learnt a lot from it.B.Daisy realized the importance of wildlife protection by traveling in a flying carpet.C.Daisy talked with three wild animals in a rainforest and learned a lot.2.d o the following true or false questions1.Daisy saw many antelopes in Tibet.( )2.Daisy’s sweater was made of sheep wool. ( )3.D aisy felt sad when she heard the antelope was endangered. ( )4.The elephant used to be well protected in Zimbabwe. ( )5.I n Zimbabwe, tourists love to see elephants. ( )6.T he farmers in Zimbabwe get nothing from the elephants now. ( )7.This is a real story in Daisy’s life. ( )III careful readingPara.11.Place:2.Animal:3.What happened to them?4.Result: their numbers are decreasing rapidly.Para.21.Place:2.Animal:3.What happened to them?4.Result: their numbers are increasing rapidly.Para.3&41.Place:2.Animal:3.What is it doing?4.Fine out one sentence which tells the importance of rainforest.IV.summary1.H ow many places did Daisy go? What are they?2.What animals did she meet?3.What happened to these animals?V . retell the text→ One day, Daisy a strange dream. She flew in a wonderful to with an in Tibet. The antelope told her they were hunted because of their which can be used to make like hers. In three years they may all be . Later, she to Zimbabew where she talked with an and got to know the farmers there no longer them. That’s because the→decided to help and the farmers finally made a lot of . At last she at the thick rain where a monkey told her “ No rain forest, no and no .” although finally everything was , she had so much.V I . Group discussion• The reasons of animals’ dying out?• The ways to solve them?★经典话题作文欣赏:假设你是李华。
高中英语《Unit 4 Wildlife Protection(1)》优质课教案、教学设计

3在速读把握文章hat can we doto
protectthese
endangered animals?”
要求学生根据自己本节课所学,头脑风暴尽可能多的保护措施以小组为单位,用英语组织一篇文章。
,
5.分层次布置作业,让学生及时复习巩固
1速读文章每一段的首句获得部分及文章大意并且展示出来。
2精读每部分,根据
,问题找信息句, 且学会归纳整合。
3根据线索复述课文
41)小组合作, 确定中心发言人, 根据所学内容组织一篇文章。
2)各小组成员积极展示讨论结果。
5.学生根据自己的水平, 任选一个作业。
自主合作、探究学习
2.仔细阅读,完成任务。明白大象状况的改善并且政府在其中发挥着重要的作用
3.仔细阅读, 找出热带雨林的重要性。两个深度思考的问题:探究讨论没有雨林就没有动物,没有药物,也没有人类。
3呈现三个问题, 让学生根据问题复述课文
4提出问题“Whatcanwedo to protectthese
endangered animals?”,指导学生有效小组合作并提出具体要求。
5布置作业
( 分层次布置作
业)
拓展延伸
教师寄语
总结提升
进行课堂小结,对学生
提出希望。
板书设计
Rainforest
Zimbabwe
教学效果预测
新课标明确提出要让学生成为学习的主体。怎样成为学习的主体?那老师应该对学情有更准确的了解,要清楚地知道学生哪些地方是知道的,哪些地方不清楚。学生自己完全可以完成的学习任务,教师如果包办代替了,学生就不会动脑筋,长此以往,他就会越来越懒惰,等待着你去讲给他听。我们进行的小组讨论式的“学生活动”,目的是想让学生有思考的空间,养成合作解决问题的思维。在这堂课上,我采用的是学生自主阅读文本深层理解、能力提升合作共进的策略。我预测这种效果应该很好,学生的积极性应该很高,绝大部分同学都可以参与进来。我的想法是在以后的教学中设计科学合理、有思维价值的问题,让学生在感悟、讨论、交流中深化自己的思想认识,形成正确的价值观念,同时培养学生自主合作、分析探究问题的能力。
高中英语Unit 4 Wildlife Protection全英文说课稿

高中英语Un it 4 Wildlife Protect ion全英文说课稿Lesson PI an Presentat i onFor NSEFC Book 2 Un i t 4 Wi I d I i fe Protect i onHow Da i syLearned to He Ip Wi IdI i fe?Good afternoon, everyone. I'm。
from Class 1. It' s my great p I easure to present my I esson p I an here today. The I esson p I an I 'm going to i interpret i s about the read i ng part How Da i sy Learned to He Ip WiIdIi fe? i n Un i t 4 Wildlife Protect i on from New Sen i or Eng I i sh For Ch i na Students Book 2. In the fol lowing time, I wi I I exp lain it from four aspects: the ana lysis of the teach ing mater ia I, teachi ng methods and I earn i ng ways, teach i ng procedures, and bI ackboard des i gn.I . Ana lysis of the teach i ng mater i a INow let's begin with the ana lysis of teachi ng mater ia I. It incI udes 4 parts: the status and the funct ion, the key points, the difficult points, and teaching objectives.The passage How Da i sy Learned to He I p Wi IdI i fe? i s mainly about how Da i sy I earned to he I p wildlife by travel Ii ng i n different pI aces and deaI i ng with different situations. The topic of his per iod is the focus of the who I e unit. Somenew words and expressions i n th i s passagewi I I be I earnt carefu I I y i n th next per iod1 ean i ng aboutIanguageTo know how to protect the wild animals and I earn the new words and expression i s the key points.As the students are on Iy senior 1, thei r ability of skimming for the main idea, scanning for the specific information and carefuI-reading for comprehension have much room for improvement. Thi s i s the difficult point.Based on the three parts I merit ioned above, I I i st the fol lowing teaching objectives:a)Language skills Fi rst, dur i ng the cI ass, students are abIe to predict what the passage is about from the title, and p i ck out the spec i f i c i nformat i on I i ke the p I aces and animals in the passage by scanning, and in the end, students can summar i ze the ma i n i dear of each passage from the supporting detai Is. In addition, students can taIk about the reason for the danger of animals.b)Know I edge Second I y, it is about the knowledge. After th i s cI ass, students are expected to know more about how to protect wi I d I ife, and know the mean i ng of some new wordsand phrases.c)Learn i ng strategies Th i rd Iy, it i s about I earni ng strategies. When reading, students can fi rst form thestructure of the passage in the mind, then find the supporti ng deta iIs, and final Iy summar i ze the ma i n i dea.d)CuIturaI awareness Fourth Iy, it i s about the cuIturaI awareness. Students wi I I aware the culture of animals and the poI icy of the wildlife protection.e)Effective objective The Iast objective is about effective objective. Students wi I I reaIize the importance of wildlife protect ion and take part i n the team of the protect i on.II.Teaching methods and Learning waysSo much for the ana lysis of the teach i ng mater i a I. Now let's come to the teaching methods and leaning ways. My teaching methods wi I I focus on the iinteractive method and a I so task-based teaching. When doing the reading, I wi I I guide the students i n the fol lowing order: first the structure, then paragraph, and then to the sentences and even to the words, final ly I des i gn a ref I ect i on and the summary. In the cI ass, students wi I I I earn i ndependentIy and a I so cooperat i veIy.III.Teaching procedureHere comes the most important part,teaching procedure. It incIudes f ive steps: Step I : Lead-in, Step I I : Pre-read i ng, Step III: Wh i Ie-read i ng, Step IV: Post-reading, Step V: InterviewStep I: Lead-in (5 minutes)Step I is Lead-in. I wi I I spend 5 minutes. I' I I ask students to enjoy some sections of video of animal worId about the endangered panda, Mi Iu deer and South China tiger. And ask them what happened to them. Here students are interested in the videos of animal s, and it wi I I concentrate them and throw them i nto the deep th i nk i ng by the poor endangered animal s. And a I so when talking about the thing in the video, the new words I ike in danger, decrease, d i sappear, d i e out and so onStep I I: Pre-reading(5 minutes)Step I I is Pre-reading. I wi I I spend 5 minutes. I wi I I organize the students to discuss the fol lowing question in pairs: what other endangered animals do you know of? Why are they i n danger of d i sappear i ng? The answers of these quest i ons wi I I a I so be presented i n the passage. 111s a preparation for the fol lowing reading.Step III: Wh i Ie-read i ng (20mi nutes)Step I I I is WhiIe-reading. Reading is the main part so I wi I I spend 20minutes. There are three activities i n th i s step. Inactivity 1 Prediction, I wiI I ask students to predict what the i s about just from the title. I n activity 2 Seanning,I wi I I ask the students check the answer to the questionin activity 1, and f i nd out Da i sy1 s route, p I aces,and animals. In activity 3 CarefuI-reading, I wiI I deaIwith it paragraph by paragraph, and even sentence bysentence, and ask some quest i ons to he I p students forfurther understand i ng.Step IV : Post-reading (7 minutes)Now comes Step IV: Post-reading. I wi I I spend 7 minutes. I n thi s step, there are two activities. I n activity 1, I wi I I ask the students do the T or F questions without Iooking at the book. It is a good way for students1 ref I ect i on. I n act i v i ty 2, I wi I I ask students to summar i ze the ma i n idea of each paragraph from the b I ackboard notes.Step V: Interview (8 minutes)Step V is Interview. I wi I I spend 8 minutes. Students wi I I work i n group of four. One i s a journa I i st, one i s a reporter, the other two are governors. The governors are d i scussing about what can be down to protect the wi Id animal s,and what pol icy should be made. The journaI i st ask the governors some quest ions about the present and future situation of the animals, the poI icies of the wildlife protect i on. Then the reporter report the result. Th i s activity i s a good way for students to rea I i ze the responsibiIity and the importance of wiIdIife protection.V. Blackboard workHere i s the bI ack des i gn.How Da i sy Learned to He Ip Wi IdIi fe?HomePI aces Animals Support i ng deta iIs Ma i n i deaT i betantelopeBe i ng huntedNumbers are i ncreas i ng Why we need wildlife protect ionZimbabwe eIephant ra i nforest monkeyThat' sail for my interpretation. Thanks for your attention.。
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。
《Unit4Wildlifeprotection》教案高中必修2英语
《Unit4Wildlifeprotection》教案高中必修2英语高中阶段英语的学习与其它科目的学习,既有共通之处又有其特殊性,关键是要有好的学习方法。
下面是小偏整理的《Unit4Wildlifeprotection》教案高中必修2英语,感谢您的每一次阅读。
《Unit4Wildlifeprotection》教案高中必修2英语教学准备教学目标TeachingObjectives:Attheendofthislesson,studentsshouldmasterthekeywordsandexpressionsthroughthecompetition;practicetheirreadingskillssuchasskimmingandscanning;enhancetheircooperationabilitiesthroughgroupwork;realizetheimportanceandemergencyofprotectingwildlife;教学重难点TeachingImportantPoints:Studentscandothecompetitionactivelyandmasterthewordsa ndexpressions;Studentscanfinishthosereadingexercisesbythemselvesbyusin greadingskills;Studentscandothegrouptasksuccessfully.TeachingDifficultPoints:Studentscanunderstandthecontentofthepassageanddothegr oupdiscussionsuccessfully.教学过程TeachingProcedures:Part1.Pre-reading(11’)1.Avideoof“THELIONKING”andsomepicturesofthemiserableanimals;2.Wordsandexpressionscompetition.Part2.While-reading(20’)1.Skimthewholepassageandfinishthechartbelow.2.ReadtheParagraph1andfindouttheanswerstothefollowingq uestions.1).Howdidtheantelopefeel?2).WhyarepeoplehuntingandkillingtheTibetanantelopes?3.Readparagraph2andchoosethebestansweraccordingtothet ext.1).WhyisthenumberofelephantsincreasinginZimbabwe?A.BecausemoreelephantshavecometoZimbabwe.B.Becausefarmersarehappyandnolongerkillthem;C,Becausethoseelephantsdon’tdestroyfarmsanymore.2).HowdoesthegovernmentofZimbabwehelpprotectwildani mals?A.Itallowedtouriststohuntasmallnumberofanimalsiftheypaidt hefarmers;B.Itforcedfarmerstoprotecttheanimals.C.ItputmorewildanimalsintoZimbabwe.4.Readparagraph3andfillintheblanks.WhenthecarpetandDaisycameto____________,theysawa_______ rubbingitselfwithamillipede_______,whichcan______mosquitoesbe causeit______apowerfuldrug.ThemoneytoldDaisytopaymore_____ ___totherainforestand_____howtheanimalslivetogether.Noforest,n oanimals,no_____.5.TrueorFalsestatements.1.DaisysawmanyantelopesinTibet.2.Daisy’ssweaterwasmadeofsheepwool.3.TheelephantusedtobewellprotectedinZimbabwe.4.InZimbabwe,touristslovetoseetheelephants.5.ThefarmersinZimbabwegetnothingfromtheelephantsnow.6.ThisisarealstoryinDaisy’slife.Part3.Post-reading(8’)1.Ask“Daisy”totalkaboutherfeeling;2.Discussion:Whatshouldwedotoprotectwildlife?3.SeeashortvideoofJackieChan.Part4.SummaryandWriting(1’)Writeashortpassagebasedonthediscussion.课后习题PleasewritealettertoWWFandprovidesomesuggestionsonho wtoprotectwildlife.人教版高中英语必修2《Unit4Wildlifeprotection》教案【二】教学准备教学目标Improvestudents’abilityofextensivereading.Improvestudents’askillsoflistening.教学重难点1.Teachingimportantpoints:A.Improvestudents’abilityofextensivereading.B.Improvestudents’askillsoflistening.2.Teachingdifficultpoints:A.Howtofinishthetaskinlimitedtime.B.Howtogettheaccurateinformationwhilelistening.教学工具课件教学过程Step1.GreetingStep2.DailyreportStep3.RevisionChecktheanswerstotheexercisesdoneyesterday.Step4.Extensivereading1.Askstudentstwoquestionsbeforelisteningtothetape,andthe nlistentotherecordingofthetext:A.Whendiddinosaursliveontheearth?B.Whydidtheydieout?2.Explainthefollowinglanguagepoints:①longbefore很久以前beforelong不久之后Dinosaursdoliveontheearthlongbefore.Beforelongdinosaursdieoutfromtheearth.②ontheearth-intheworldonearth究竟Whatonearthdoyouwant?Step5.Listening1.Explainthefollowingdifficultwordstothestudentsbeforeliste ning:①onceuponatime曾经;很久以前②curiousadj.好奇的③wingn.翅膀④trapn.陷阱⑤spearn.矛2.ListentotherecordingofDodo’sStory.3.FinishEx1onp30.4.Checktheanswers(CDBC)5.Listentothetapeagainandfinishex2onP30Step6Homework1.FinishEx.21-55onEnglishWeekly15th2.Reviewthelanguagepointsinthisunit.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。
英语必修二 Unit 4 Wildlife protection
4.protect ... from 保护……不受……(危害)
(1)protect ... against
保护……以防……
keep ... from doing 2 stop ... from doing
prevent ... from doing
阻止……做……
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[多角练透] 单句语法填空
必修二
Unit 4 Wildlife protection
(三)仿写用活句式——造佳句·表达高
背原句
明句式 学仿写
1.It shows the importance of
我们应该按照该组
wildlife protection, but I'd as 引导方 织的建议来保护这
like to help as the WWF 式状语从 一 地 区 的 珍 稀 动
B.Surprisingly
C.Seriously
D.Secretly
4.④处应填词的正确形式为 worse 。
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1.affect vt.影响;感动;侵袭
(1)be affected by heat/cold be affected with high fever be greatly/deeply affected by
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阅读微技能
1.①处应填词的正确形式为 have studied 。 2.②句 the way 后省略了 that/in which 。 3.本语段是一则作者作为交换生出国留学的经历和感悟的短
文。随着“留学热”的不断升温,“入乡随俗”应成为留 学生的必备技能。
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5.contain vt.包含;容纳;容忍;克制(强烈的感情等)
高中英语《Unit4 Wildlife protection》优质课教案、教学设计
视野广角:
认识WWF
世界自然基金会(WWF)是在全球享有盛誉的、最大的独立性非政府环境保护组织
之一。
WWF1961 年成立,总部位于瑞士格朗。
WWF 在全世界超过80 国家有办公室、拥有2500 名全职员工,并有超过500 万名志愿者。
WWF 自成立至今50 余年以来,投资超过13000 个项目,涉及资金约有100 亿美元。
WWF 在中国的工作始于1980 年的大熊猫及其栖息地的保护,是第一个受中国政府邀请来华开展保护工作的国际非政府组织。
1996 年,WWF 正式成立北京办事处,此后陆续在全国九个城市建立了办公室。
至今,WWF 在中国共资助开展了100 多个重大项目,投入总额超过3 亿元人民币。
Unit 4 Wildlife Protection 说课
Unit 4 Wildlife Protection 说课(NSEFC Book 2 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、学情分析、教学方法、教学步骤和板书设计。
一、教材分析:(教材内容分析,教学目标, 教学重点和难点)首先,我来讲下我的教材分析。
这主要包括教材内容分析,学情分析,教学目标和教学重点和难点四个方面。
1. 教材内容分析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。
这篇文章结构十分清晰,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)2. 学情分析学生对本单元的主题“野生动物保护”的话题是十分的熟悉,而且学生们对各种各样的动物也十分的感兴趣。
高一现阶段的学生也已经掌握了基本的像寻读,略读,概括等阅读技能,他们也能就一些问题进行英语对话讨论。
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. 教学目标本节课的教学目标包括知识目标、语言技能目标、情感目标、文化意识和学习策略目标。
语言技能:1)学生能够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)学生能够分析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能够掌握并运用重要词汇: mercy, importance, contain 等等;情感态度:学生能够认识到保护野生动物的重要性;文化意识:学生能对WWF组织有一定的了解。
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3.My grandfather longed for the return of the Milu Deer so much that he couldn’t ____________________ contain his excitement and burst into tears when he saw them in the Nanhaizi Milu Deer Park. 4.Many old customs________________ (不 have died out 复存在了).
10.game reserve __________________ 猎物保护区
请从上题中选择恰当的词组完成下列各句。
burst into 1.When I told the joke everyone _________ _________ laughter (爆发出大笑).
2. ____________ According to the weather report,it will be clear tomorrow.
please show me a place where there’s protection some wildlife 10 _________ (protect).”
1.The boy___________ is teaching (teach)himself French now. 2.—Shall we go for dinner? — Yes,let’s,it is _____________ being served (serve) in the dining-room now.
回答;响应;做出反应 _______________
消失 14.disappearance n._______________
15.inspect vt. 17.secure adj
18.species n. 19.mercy n.
_______________ 检查;视察 _______________ 安全的;可靠的
6.______________ extinction n.灭绝;消亡
7.______________ n.事件;事变 incident
8._____________ adj.凶猛的;猛烈的 fierce 9._____________ importance n.重要(性) 10._____________ vt.& n.损害;危害 harm 11.habitat n. _______________ 栖息地 12.reserve n. 13.respond vi _______________ 保护区
⑴ After the exam,I felt an incredible sense of ___________ (relieve). relief ⑵ I _____________ was relived (relieve) to hear that he was safe.
In relief, Daisy burst into laughter. ⑶ ____ To my great relief, I wasn’t late. ⑷ ____
____________ end in [搭配]以……结束/告终 ____________ end up [搭配]最后成为/处于
⑴ Children like stories with happy_______ ending (end).
in divorce. ⑵ Their marriage ended ____
5.Something must be done to protect ______ our environment _____being further polluted. from 6.You must _______________ pay attention to the teacher. Don’t let your attention wander.
3.affect vt. 影响;感动;侵袭
___________n. 影响 effect
___________adj. 受到感染的 affected ___________ influence [同义] v. 影响
affect (影响) ⑴ Does television ______ children’s behaviour?
9.When did the universe______________? come into being
10.She drove his car into the local ________ gave reserve to hunt for some animals to photograph.
4.succeed vi.成功
___________ n.成功 success successful adj.成功的 ___________
___________ successfully adv.成功地
⑴ You’ll have to work hard if you are to _______ succeed (success).
___________adj. 遗失的;丢失的 lost
___________ at a loss [搭配] 困惑;(茫然)不知所措
___________ leave [同义] v. 丢下;遗忘
⑴ She’s moved to another job;it’s a great ________ (lose) to our firm. loss
we are now 7 ___ an endangered species.” 8
____that Daisy cried,“I’m sorry I At didn’t know that.I wonder what 9 _____ is being done to help you.Flying carpet,
2.relief n.(痛苦或忧虑的)减轻或解除;减 轻痛苦的事物
_____________v. 减轻(痛苦、焦虑或困扰) relieve
relieved _____________ adj. 宽慰的;不再忧虑的
_____________ [搭配]如释重负;松了口气 in relief
to one’s relief[搭配]令某人宽慰的是 ________________
in getting a place at ⑵ He succeeded _____ art school.
⑶ Confidence is the key to________ success (succeed).
successful ⑷ The company has had another_______ (succeed) year.
⑵ Does television have an ________ effect (影响) on children’s behaviour?
affected ⑶ Rub the cream into the ____________ (affect) areas. ⑷ They were deeply___________ affected (affect) by the news of her death.
⑶ He ended _____ up as head of the firm. ⑷ I’m fed up with yourendless __________ (end) complaining.
1. 灭绝;逐渐消失
______________ die out
2. 突然笑起来;大声笑了出来burst _____________ into laughter 3. 保护……不受……(危害) ________________ protect...from... 4. 注意;专心;留意 5. 根据;依据 ________________ pay attention to _________________ according to
1.______________ environment n. 环境
2.______________ v.& n. 减少;降低 decrease
3.______________ protection n.保护
4.______________ n.& vt.关心的事 concern
5.______________ vt. 包含;包括 contain
7.His father drove with all the windows closed ________ so that he should not catch cold.
8.He is ______________ in danger of losing his job if he goes on like this.
“We 5are ______________ being killed (kill) for the wool
beneath our stomachs.
Our fur is being used 6_________ to make (make)
sweaters for people like you.As a result,
Daisy had always longed to help
endangered species of wildlife.One day she up and found a flying carpet by woke 1____ her bed.“Where do you want to go?” it
6.in danger(of)
___________________ 在危险中
形成;存在;产生 e into being ___________________