江西省信丰二中高中英语必修二《Unit Four —wildlife protection》学案
unit4《wildlifeprotection》学案3(人教版必修2).doc
Unit 4 Earthquakes 能力演练 一、语法填空 专题训练（一）巧用派生词，做好语法填空。 ♦技巧点拨
英语中有许多单词可带否定前缀或否定后缀,将该词变成一个与原 来单词意义完全相反的词。在做语法填空时,要仔细领会短文的意 思，理清文章脉络，注意行文逻辑，特别注意上下文之间有无转折、 对比、相反关系，如果有此种关系，文中又没有相应过渡词语,就 要考虑利用构词法知识，即利用单词的否定前缀或否定后缀来解题。
常用的否定前缀有: in + adj .— adj. correct—incorrect 3、止确的）
active—inactive （不积极的） im + adj ・一 adj polite—impolite （不礼貌的）
patient—impatient （不耐烦的） un + adj ・一 adj lucky—unlucky （不幸运的） happy
unhappy （不高;〈的） il + adj ・一 adj logical—订logical （不合逻辑的） legal—illegal （非法的） ir + adj ・一 adj regular—irregular （不规则的） responsible—irresponsible （不负 责任的） dis + adj .— adj honest—dishonest （不诚实的）
satisfied—dissatisfied （不满意 的） un + v . v dress—undress （脱衣服）
load—unload （卸货） dis + v .— v 1 i ke—d islike （不喜欢） cover—discover
（发现） non + n ・一 adj profit—nonprofit （非盈利的）
stop—nonstop （不间断的） 订1 treat—illtreat
（虐待）
manner—i 1 lmannered （没礼貌的） 常用的否定后缀有: n . + less— adj care—careless （粗心的）home
必修二unit4Wild;ife Protection教学设计
Unit 4 Wildlife Protection教学设计高二英语组杜佳红一、教案背景1. 面向学生：高中2. 学科：英语3. 课时：45分钟4. 学生课前准备：（1）预习课文，了解有关野生动植物保护的内容（2）搜集一些和野生动植物保护的图片及保护野生动植物方法二、教材分析本单元的中心话题是“野生动物保护”。
涉及的内容包括濒临灭绝的野生动物的生存现状；我们要学会如何保护野生动物，以及要从已经灭绝的动物中吸取哪些经验才识从而促进我们保护野生动物的意识。
教学重点1. Develop students’ reading and speaking skills.培养学生读与说的能力。
2. Let students learn some important language points让学生掌握重要的语言点教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.让学生掌握一些阅读策略。
2. Have students make a discussion about wildlife protection.让学生讨论如何保护野生动植物。
教学目标目标知识与技能目标Get students to learn some useful new words and expressions in this part.让学生学习一些有用的词汇与表达。
过程与方法目标Develop students’ reading skills and enable them to learn how to use different reading strategies. 培养学生的阅读技能，学习使用不同的阅读策略。
情感态度与价值观目标1.Let the students know the importance of wildlife protection and learn to protect them. 让学生知道野生动物保护的重要性并学习如何保护野生动植物。
必修二 Unit 4 Wildlife protection教学设计
Step 3 Wtiting
1.Analyze the structure of the passage and give the students some writing instructures.
2.Give the students a writing topic about how to pretect bears and ask them to discuss.
1.Discuss how to protect bears.
2.Write a composition
让学生能够较容易地完成写作，完成语言输入到输出的一个过程，从而提升语言的运用能力
Step 4 Homework
1. Continue to finish the writing.
Finish the writing.
2. Review the extension of some words and ask the students to finish
Activity 2.
3. Review some useful expressions in this unit.
1. Review the words and expressions in this unit.
3.Emotion aims
1)Arouse the interest of learning English.
2)Learn the importance of protecting wildlife.
教学重点
Review and consolidate what they have learned in this unit.
人教版高中英语必修二Unit 4 Wildlife protection 教案
Unit 4 Wildlife ProtectionUsing language （listening，speaking and writing）Design concept: the design is about Senior English for China book 2 unit 4 Wildlife protection; this is the Fifth period of this unit teaching, so it’s mainly about listening, speaking and writing. In this design, there are living environments to help students to apply their knowledge to practice and all the activities are centered on the students; besides, the activities are set from easy to difficult, and they are suitable for students of different levels. It is aimed to make students learn happily, experience the happiness of success and improve their abilities of listening, speaking and writing.Part one: Teaching aimsBy the end of this class, the majority of the students will be able to reach these goals.1. Knowledge aims(1). The students will be able to express their intention and purpose.(2). The students will be able to make sentences with the new words andexpressions in this unit.2. Ability aims(1). Through listening, students will improve their listening ability, especially the ability to catch key words and the ability to analyze the information.(2).Students will be able to talk about the endangered animals and the ways to protect them.(3). Through writing practice, Ss will be able to improve their writing skills.3. Emotional aims(1). Stimulate students’ love for wildlife.(2). Cultivate students’ sense of cooperation and build up their confidence in learning English.Part two: The analysis of studentsAccording to the New Standard Curriculum and the New Syllabus and the artistic appreciation, students in grade one are supposed to learn to be independent and cooperative in learning; besides they should learn to find out questions, analyze questions and work out questions in English; meanwhile they are requested to form the habit of thinking in English. My students have just graduated from junior school, they are able to deal with some easy questions, so in this period, I want to help them to listen independently, discuss together and solve difficult questions by teamwork.Part three: The analysis of the teaching materialThe teaching content is from New Senior English For China Module 2, Unit 4 Wildlife protection. This is the fifth period of this unit, which is about the listening, speaking and writing. This unit is about wildlife protection. From learning this period, the students can apply what they have learnt to talk and write, so this period is very important in this unit teaching and learning it well is a must for the students.Teaching important and difficult points:Improve the students’listening ability, especially the ability to catch key words and analyze the information. Improve the students’ writing skills (the ability to “output”after listening and speaking.Part four: teaching conceptsTeaching serves students, so all the activities are centered on students. In the class, the teacher is a guide and helper. Because each student has his own strengths and weakness, and they may not at the same English level, the tea cher should set questions of different levels to make every student feel the happiness of development and help them to experience success. Part five: teaching strategiesAccording to the artistic appreciation, the purposeof teaching English is to improve their abilities of language learning, develop thei r spirit of teamwor k, and help them to learn by themselves. Through listening and speaking, students get the content of writing and get the ideas organized, which makes the writing task easier. So in this period, all the activities are for the students, so the teacher should communicate with students, observe their emotions and make proper adjustment in the class.Part six: teaching environmentEnglish class is the only time when students can practice listening and spoken English, so in the class the students and teachers will mainly use English to learn and communicate. Of course, if the students have difficulty in understanding, I will translate them into English to help them cooperate well. Part seven: Teaching proceduresStep 1. Revision and goals introductionIn this Unit, we talked about wildlife protection, so we know lots of animals are dying out, and also plenty of animals have already disappeared. Today we have some new goals and tasks, so let’s learn it together. Purpose: Make the students be clear about the tasks in this class, and be more careful in learning.Step 2. ListeningTask 1. Wake up your earsPlay a game with the students to arouse their attention about listening.Purpose: attract the students’ attention and make them more careful in listening .Task 2. ListeningActivity 1. Before listeningLook through the questions in listening part, and predict what the listening material is about. Purpose: make the students be prepared for the listening exercise.Activity 2. while listeningLead the students to form the habit of grasping the important words and making notes when listening.For the first time, the students should do Exercise 1 to catch the main idea.For the second time, finish all the exercises on page 30. and try to check their answers.For the third time, ask the students to try to get more details. Activity 3. After listeningHelp the students try to retell what they have listened in their own words. Purpose: help the students get some informationthrough listening .Step 3. SpeakingActivity 1: Free talkCan you list any endangered animals?( Show some pictures to help students know about their present situation and the reasons why they are in danger. )Activity 2. Discussion1. Why are they in danger?2. What should we do to protect these endangered animals? (several minutes later, ask some volunteers to present their ideas.)Purpose: input some content and be prepared for the writing . Step 4. WritingWrite a letter to WWF based on what you have discussed, asking them tohelp save the endangered animals.Firstly, review the start and the end of a letter, be clear about the form of a letter.Secondly, plan the structure of the letter together.Dear xxx,para1: the present situationpara2: the reasonpara3: the measurespare4: conclusion or an appeal yours sincerelyxxx Thirdly, offer some useful expressions to help them writing.Para1: I am writing to…Para2: As we all know, The number of …There are many reasons why… Firstly ,…; secondly, …;thirdly,…Para3: It is time to … take measures to do Above all ,…;Besides, …;what’s more,… It’s a good idea to do… why notdo…?We had better do… We are supposed to doPara4: take action make a difference to… live inharmony withPurpose: give some supporting languages to help them expresstheir ideas freely.Then ask the students to write the letter individually.…..Give an evaluation standard, after the students finish writing,If there are different paragraphs to express your ideas.If there is a topic sentence in each paragraph.If the ideas are organized logically.If the tense and person are used correctly.If your expressions are used properly and vividly.If your handwriting is neat and easy to read.Then, ask students to swap with their desk mates to correct the mistakes.Purpose: make the students know about the writing standard, and learn to find mistakes during learning.Step 5. SummaryAsk the student on duty to make a summary of this period. Step 6. HomeworkPolish your own composition and write it on your exercise. Review this unit and do the exercises in your workbook. Step 7. Reflection after classIn this class, my students are the center, I designed various activities to try to make students involved in the whole class and improve their English learning During listening teaching, I lead them to catch key words and analyze the information. . From listening and discussing, students will make the writing task easier. Through writing, students have improved their writing skills. So from this class, the students form the habitof thinking individually and learning corporately, they have practiced their listening, speaking and writing ability, and improved their English learning. Therefore, this class has reached its original aims and it is a success。
人教版高中英语必修第二册 《Unit 2 Wildlife Protection》教案
人教版高中英语必修第二册 《Unit 2 WildlifeProtection》教案一、教学目标1.知识目标o学生能够掌握与野生动物保护相关的重点词汇和短语，如 “wildlife, protection, endangered, species, habitat” 等。
o学生能够理解并分析文中涉及野生动物保护的重要语句和段落。
2.技能目标o学生能够听懂关于野生动物保护的英语讨论和讲座。
o学生能够用英语流利地表达自己对野生动物保护的观点和想法。
o学生能够读懂并理解有关野生动物保护的文章，提取关键信息。
o学生能够写出关于野生动物保护的短文，提出合理的保护建议。
3.情感目标o增强学生对野生动物保护的意识和责任感。
o培养学生关爱自然、尊重生命的价值观。
二、教学重难点1.教学重点o重点词汇、短语和句型的理解与运用。
o课文内容的理解和对野生动物保护话题的深入探讨。
2.教学难点o如何引导学生用英语准确、流畅地表达对野生动物保护的复杂观点。
o帮助学生理解一些较难的专业术语和长难句。
三、教学方法1.任务型教学法：通过布置各种任务，引导学生在完成任务的过程中学习和运用知识。
2.讨论式教学法：组织学生进行小组或全班讨论，激发学生的思维和表达能力。
3.多媒体辅助教学法：利用图片、视频等多媒体资源，增强教学的直观性和趣味性。
四、教学过程（一）导入（5 分钟）1.播放一段有关野生动物的精彩视频，展示野生动物的美丽和多样性。
2.提问学生：What did you see in the video? Why do we need to protect wildlife?（二）词汇和短语学习（10 分钟）1.展示本单元的重点词汇和短语，结合图片和例句进行讲解。
2.进行词汇小测试，如单词拼写、词义匹配等，检查学生的掌握情况。
（三）阅读前准备（5 分钟）1.让学生看课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What might be the problems faced by wildlife? How can we protect them?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章主旨。
(完整)Unit 4 Wildlife Protection 教案
Unit 4 Wildlife Protection I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以保护动物为话题，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。
1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。
旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。
以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。
从而有效地引导学生关注本单元话题，关注动物生存现状。
1.2 Pre-reading是Reading的热身活动。
通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。
同时要求学生通过阅读文中的图片和标题来猜测文章的内容。
1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。
动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。
从而号召人们热爱动物，保护动物，从我做起。
1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。
练习1要求学生根据阅读文的内容回答问题。
这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。
高中英语 必修2 Unit 4 Wildlife protection 精品导学案(含答案解析)
高中英语必修2Unit4Wildlifeprotection精品导学案（含答案解析）核心词汇1．Themanager____________(雇用)another20workersforthenewpositions. 2．Onjusttheseconddayofthetrip，Iwas____________(咬)onthelegbyasnake.3．Thereisa____________(凶猛的)dogtoguardthehouse.Pleaseknockatthedoorbeforeyouenter.4.Thebook____________(包含)alltheinformationyouneed.5．Wecannotemphasizetoomuchthe____________(重要性)oflearningEnglish.6．Asthe____________(收入)levelincreases，morepeoplecanaffordacarnow. 7．Hetookthepoorchildrenunderhis____________(保护)．8．I’d____________(感激)itifyouletmegetonwithmyjob.9．Toour____________(宽慰)，themissingchildreturnedhometendayslater，tiredbuthealthy. 10．Thegovernmentshouldn’t____________(减少)theincomeoftheworkersbyraisingtheirtaxes. 11．用distant的适当形式填空(1)Nowadays，withsuchagoodpublictransportationsystem，it’seasytotaketripsto____________places.(2)ThefacesoffourfamousAmericanpresidentsonMountRushmorecanbeseenfroma____________of60miles .12．Thecompany____________heavilybecauseofwrongjudgement.Atpresent，theyareata____________astowhatkindofbusinesstostart.(lose)1.employed2.bitten3.fierce4.contains5.importance6.income7.protection8.appreciate9.relief 10.decrease 11.(1)distant(2)distance 12.lost；loss高频短语1．________________ 灭亡；逐渐消失2．________________和平地；和睦地；安详地3．________________在危险中；垂危4．________________如释重负；松了口气5．________________突然笑起来；大声笑了出来6．________________保护……不受……(危害)7．________________注意8．________________形成；产生9．________________按照；根据……所说10．________________以致于；结果1.dieout2.inpeace3.indanger(of)4.inrelief,5.burstintolaughter6.protect...from7.payattentiontoeintobeing9.accordingto 10.sothat重点句式1．____________theseendangeredanimalsmayeven____________.结果这些濒危动物甚至会消亡。
高中英语人教版必修二：Unit+4+Wildlife+protection+教案1.doc
Unit 4 Wildlife ProtectionUsing language （listening，speaking and writing）Design concept: the design is about Senior English for China book 2 unit 4 Wildlife protection; this is the Fifth period of this unit teaching, so it’s mainly about listening, speaking and writing. In this design, there are living environments to help students to apply their knowledge to practice and all the activities are centered on the students; besides, the activities are set from easy to difficult, and they are suitable for students of different levels. It is aimed to make students learn happily, experience the happiness of success and improve their abilities of listening, speaking and writing.Part one: Teaching aimsBy the end of this class, the majority of the students will be able to reach these goals.1. Knowledge aims(1). The students will be able to express their intention and purpose.(2). The students will be able to make sentences with the new words andexpressions in this unit.2. Ability aims(1). Through listening, students will improve their listening ability, especially the ability to catch key words and the ability to analyze the information.(2).Students will be able to talk about the endangered animals and the ways to protect them.(3). Through writing practice, Ss will be able to improve their writing skills.3. Emotional aims(1). Stimulate students’ love for wildlife.(2). Cultivate students’ sense of cooperation and build up their confidence in learning English.Part two: The analysis of studentsAccording to the New Standard Curriculum and the New Syllabus and the artistic appreciation, students in grade one are supposed to learn to be independent and cooperative in learning; besides they should learn to find out questions, analyze questions and work out questions in English; meanwhile they are requested to form the habit of thinking in English. My students have just graduated from junior school, they are able to deal with some easy questions, so in this period, I want to help them to listen independently, discuss together and solve difficult questions by teamwork.Part three: The analysis of the teaching materialThe teaching content is from New Senior English For China Module 2, Unit 4 Wildlife protection. This is the fifth period of this unit, which is about the listening, speaking and writing. This unit is about wildlife protection. From learning this period, the students can apply what they have learnt to talk and write, so this period is very important in this unit teaching and learning it well is a must for the students.Teaching important and difficult points:Improve the students’listening ability, especially the ability to catch key words and analyze the information. Improve the students’ writing skills (the ability to “output”after listening and speaking.Part four: teaching conceptsTeaching serves students, so all the activities are centered on students. In the class, the teacher is a guide and helper. Because each student has his own strengths and weakness, and they may not at the same English level, the teacher should set questions of different levels to make every student feel the happiness of development and help them to experience success. Part five: teaching strategiesAccording to the artistic appreciation, the purposeof teaching English is to improve their abilities of language learning, develop their spirit of teamwor k, and help them to learn by themselves. Through listening and speaking, students get the content of writing and get the ideas organized, which makes the writing task easier. So in this period, all the activities are for the students, so the teacher should communicate with students, observe their emotions and make proper adjustment in the class.Part six: teaching environmentEnglish class is the only time when students can practice listening and spoken English, so in the class the students and teachers will mainly use English to learn and communicate. Of course, if the students have difficulty in understanding, I will translate them into English to help them cooperate well. Part seven: Teaching proceduresStep 1. Revision and goals introductionIn this Unit, we talked about wildlife protection, so we know lots of animals are dying out, and also plenty of animals have already disappeared. Today we have some new goals and tasks, so let’s learn it together. Purpose: Make the students be clear about the tasks in this class, and be more careful in learning.Step 2. ListeningTask 1. Wake up your earsPlay a game with the students to arouse their attention about listening.Purpose: attract the students’ attention and make them more careful in listening .Task 2. ListeningActivity 1. Before listeningLook through the questions in listening part, and predict what the listening material is about. Purpose: make the students be prepared for the listening exercise.Activity 2. while listeningLead the students to form the habit of grasping the important words and making notes when listening.For the first time, the students should do Exercise 1 to catch the main idea.For the second time, finish all the exercises on page 30. and try to check their answers.For the third time, ask the students to try to get more details. Activity 3. After listeningHelp the students try to retell what they have listened in their own words. Purpose: help the students get some informationthrough listening .Step 3. SpeakingActivity 1: Free talkCan you list any endangered animals?( Show some pictures to help students know about their present situation and the reasons why they are in danger. )Activity 2. Discussion1. Why are they in danger?2. What should we do to protect these endangered animals? (several minutes later, ask some volunteers to present their ideas.)Purpose: input some content and be prepared for the writing . Step 4. WritingWrite a letter to WWF based on what you have discussed, asking them tohelp save the endangered animals.Firstly, review the start and the end of a letter, be clear about the form of a letter.Secondly, plan the structure of the letter together.Dear xxx,para1: the present situationpara2: the reasonpara3: the measurespare4: conclusion or an appeal yours sincerelyxxx Thirdly, offer some useful expressions to help them writing.Para1: I am writing to…Para2: As we all know, The number of …There are many reasons why… Firstly ,…; secondly, …;thirdly,…Para3: It is time to … take measures to do Above all ,…;Besides, …;what’s more,… It’s a good idea to do… why notdo…?We had better do… We are supposed to doPara4: take action make a difference to… live inharmony withPurpose: give some supporting languages to help them expresstheir ideas freely.Then ask the students to write the letter individually.…..Give an evaluation standard, after the students finish writing,If there are different paragraphs to express your ideas.If there is a topic sentence in each paragraph.If the ideas are organized logically.If the tense and person are used correctly.If your expressions are used properly and vividly.If your handwriting is neat and easy to read.Then, ask students to swap with their desk mates to correct the mistakes.Purpose: make the students know about the writing standard, and learn to find mistakes during learning.Step 5. SummaryAsk the student on duty to make a summary of this period. Step 6. HomeworkPolish your own composition and write it on your exercise. Review this unit and do the exercises in your workbook. Step 7. Reflection after classIn this class, my students are the center, I designed various activities to try to make students involved in the whole class and improve their English learning During listening teaching, I lead them to catch key words and analyze the information. . From listening and discussing, students will make the writing task easier. Through writing, students have improved their writing skills. So from this class, the students form the habitof thinking individually and learning corporately, they have practiced their listening, speaking and writing ability, and improved their English learning. Therefore, this class has reached its original aims and it is a success精美句子1、善思则能“从无字句处读书”。
高中英语必修二Unit+4+Wildlife+protection.doc
教学准备1. 教学目标Teaching AimsTo talk about endangered speciesTo read about wildlife protection2. 教学重点/难点To talk about endangered speciesTo read about wildlife protection3. 教学用具4. 标签教学过程ProceduresI. Warming up by learning about animalsLook at the photos below and listen to me telling you about the animals, the endangered animals.II. Pre-reading1． Defining wildlifeWhat does the world wildlife mean?2. Make a list of other endangered wildlife in China that is being protected.3. Pre-reading questions:4. Reading to the recordingNow turn to page 26, listening and reading to the recording of the text. Try to keep pace with the native reader, making your reading resemble that of the reader, in speed, in intonation and in pronunciation.III. Reading1． Reading and getting informationNow you are to read the text for information to fill in the form.2．Reading and underliningNext you are toread the text and underline all the collocations at the same time.Period 2: Learning about LanguagePlaying a gameLet’sgo on to play the game described on thet op of the page29. The following sentencesare to be passed on.. Studying ThePresent progressive Passive Voice1. Passive VoiceThe passive voice is used when focusing on the person or thingaffected by an action.ThePassive is formed: Passive Subject + To Be + Past ParticipleItis often used in business and in other areas where the object of the action ismore important than those who perform the action. For Example: We have producedover 20 different models in the past two years. Changes to: Over 20 differentmodels have been produced in the past two years.Ifthe agent (the performer of the action) is important, use “by.” For Example:TimWilson wrote The Flight to Brunnswick in 1987.The Flight to Brunnswick was written in 1987 by Tim Wilson.Onlyverbs that take an object can be used in the passive.Thefollowing chart includes sentences changed from the active to the passive inthe principal tenses.2. Passive Verb FormationThe passive forms of a verb are created by combininga form of the “to be verb.” with the past participle of the main verb. Otherhelping verbs are also sometimes present: “The measure could have been killedin committee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”IV. Reading andidentifyingSince you are clear about PassiveVerb Formation, go back to page 26 and scan the text for all the examples of The Present Progressive Passive Voice.Now try to put the following sentences into The Present Progressive Passive Voice.▲They areproducingthi s new drug.▲Antelope islooking at her.▲They arekilling us for the wool.课后习题Please finish doing the exercise part 5, in the page 98, 40minutes.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
高中英语必修二Unit+4+Wildlife+protection+
教学准备1. 教学目标Teaching AimsTo talk about endangered speciesTo read about wildlife protection2. 教学重点/难点To talk about endangered speciesTo read about wildlife protection3. 教学用具4. 标签教学过程ProceduresI. Warming up by learning about animalsLook at the photos below and listen to me telling you about the animals, the endangered animals.II. Pre-reading1． Defining wildlifeWhat does the world wildlife mean?2. Make a list of other endangered wildlife in China that is being protected.3. Pre-reading questions:4. Reading to the recordingNow turn to page 26, listening and reading to the recording of the text. Try to keep pace with the native reader, making your reading resemble that of the reader, in speed, in intonation and in pronunciation.III. Reading1． Reading and getting informationNow you are to read the text for information to fill in the form.2．Reading and underliningNext you are toread the text and underline all the collocations at the same time.Period 2: Learning about LanguagePlaying a gameLet’sgo on to play the game described on thet op of the page29. The following sentencesare to be passed on.. Studying ThePresent progressive Passive Voice1. Passive VoiceThe passive voice is used when focusing on the person or thingaffected by an action.ThePassive is formed: Passive Subject + To Be + Past ParticipleItis often used in business and in other areas where the object of the action ismore important than those who perform the action. For Example: We have producedover 20 different models in the past two years. Changes to: Over 20 differentmodels have been produced in the past two years.Ifthe agent (the performer of the action) is important, use “by.” For Example:TimWilson wrote The Flight to Brunnswick in 1987.The Flight to Brunnswick was written in 1987 by Tim Wilson.Onlyverbs that take an object can be used in the passive.Thefollowing chart includes sentences changed from the active to the passive inthe principal tenses.2. Passive Verb FormationThe passive forms of a verb are created by combininga form of the “to be verb.” with the past participle of the main verb. Otherhelping verbs are also sometimes present: “The measure could have been killedin committee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”IV. Reading andidentifyingSince you are clear about PassiveVerb Formation, go back to page 26 and scan the text for all the examples of The Present Progressive Passive Voice.Now try to put the following sentences into The Present Progressive Passive Voice.▲They areproducingthi s new drug.▲Antelope islooking at her.▲They arekilling us for the wool.课后习题Please finish doing the exercise part 5, in the page 98, 40minutes.。
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▁▂▃▄▅▆▇█▉▊▋▌精诚凝聚 =^_^= 成就梦想 ▁▂▃▄▅▆▇█▉▊▋▌ ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓点亮心灯 ~~~///(^v^)\\\~~~ 照亮人生 ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓ 学习内容：1.从课文和下列问题中了解了解濒危动植物的生活现状。 2.了解课文中的重点词组和句型的意思; 3.了解文章大意。 学习方法：预习单词、warming up, pre-reading 和 reading 以完成下列任务。 学习时间：（根据自身情况决定）
Background information
What is WWF? WWF, the global conservation organization was originally known as World Wildlife Fund. In 1986, it changed its name to World Wide Fund For Nature (except in the US and Canada) to better represent the spread of its work. It was founded on September 11, 1961 by, among others, the biologist Sir Julian Huxley, Prince Bernhard of the Netherlands, Max Nicholson and the naturalist and painter Sir Peter Scott who designed the original black and white panda logo. It is one of the world’s largest environmental organizations, with a network of offices in nearly 60 countries and a secretariat in Gland, Switzerland. Probably the most famous name associated with WWF is HRH The Duke of Edinburgh. The Duke was the first President of WWF-UK from its foundation in 1961 to 1982, International President of WWF (1981-1996), and is now President Emeritus. ▁▂▃▄▅▆▇█▉▊▋▌精诚凝聚 =^_^= 成就梦想 ▁▂▃▄▅▆▇█▉▊▋▌ ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓点亮心灯 ~~~///(^v^)\\\~~~ 照亮人生 ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓ WWF is dedicated to stopping the degradation of the planet’s natural environment and building a future in which humans live in harmony with nature, by: 一. 快速阅读 1．The passage is about ______. A. some protection of wildlife B. a journey of a flying carpet C. Daisy’s wonderful experience with some animals 2．Fill in the table. Test your reading speed.
Animal she met Places she went
First visit Second visit
Third visit 3． Write down the main idea and the supporting detail in the correct boxes. Para Main idea Supporting details
1 Why we need wildlife protection 1 Animal: Tibetan antelope 2,Situation:being.hunted for______________________ 3 Result: numbers are _____________ __________ rapidly 2 A good example of wildlife protection 1 Animal: ____________ in Zimbabwe 2 Situation: p_______ ________with numbers decreasing rapidly 3 Result: protection by _____ who _________________ 3 &4 What we can get From 1 Animal: a millipede from _________ ___________ 2 Situation: produces a drug naturally ▁▂▃▄▅▆▇█▉▊▋▌精诚凝聚 =^_^= 成就梦想 ▁▂▃▄▅▆▇█▉▊▋▌ ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓点亮心灯 ~~~///(^v^)\\\~~~ 照亮人生 ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓ wildlife protection _______________ 3 Result: Daisy plans to_____________ about the drug 二．仔细阅读课文，完成下列题目。 1．True or false
1.Daisy saw an antelope as well as mountains and people in Tibet. 2. The elephants and rhinos in Zimbabwe used to be protected well by the farmers in the past. 3. The antelope felt very sad when he saw Daisy. 4. Mosquitoes protect the monkey from a millipede insect. 2. Reading Comprehension
1) 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. 2) What did Daisy learn from her experience? A. Some animals were becoming endangered as a result 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. 3）Which is the most probable reason why the monkeys in the rain forest are dying out? A. There are too many tourists. B. They are being hunted and killed. C. Their habitats are being destroyed. D. There is not enough food for them. 4） From the end of the story we can conclude that ______. A. the WWF will help Daisy to make the powerful drug B. the WWF has done little to protect wildlife C. people will stop killing animals with the help of the WWF D. Daisy will continue to help protect wildlife by working with the WWF 3．Answer these questions below. (ex.1 Book p27) 4． Retell the text by filling the following blanks. One day a ______ ______ took Daisy to see the animals. It flew away to _____ in China first, where she saw an ________. The antelope told her that they were being killed for the ____ beneath their ________. Then the flying carpet flew away to __________, where Daisy saw an ________.The elephant said _______ used to hunt them without _______. But with the help of the ___________, now the farmers are happy and their numbers are __________ .