Unit 4 Wildlife protection 第二学时 Learning about Language 课件-优质公开课-人教高中必修2精品

高中英语人教版必修二：Unit+4+Wildlife+protection+教案5.doc

Unit 4 Wildlife protection教学目标[知识与技能](Knowledge and skills)1.Get the students to learn the words and expressions about wildlife protection.2.Make students know how to use the Present Progressive Passive Voice.3.Let the students 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 students realize the necessities of protecting wildlife.2.By reading Daisy’s wonderful dream,students can know how to protect wildlife by using some teaching software,pictures,flashcardsor objects.3.Get the students 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 students 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 students learn something about nature environment,the meaning of protecting wildlife,it can benefit harmonious development between animals and humans.学情分析该部分是本模块的阅读部分，课文重点描述了Daisy在梦中的一次奇妙的飞毯旅行。

人教新课标高中英语必修二Unit 4 Wildlife protection教案(2)

必修二Unit 4 Wildlife Protection公开课教案Period 1. Listening and SpeakingTeaching aims 教学目标：1. Knowledge aims 知识目标：a. To learn some important words and expressions as well as some sentence types .b. To learn something about wildlife and the protection of it.2. Ability aims能力目标:a. Enable the Ss to talk about wildlife protection.b. Enable the Ss to understand the listening text and answer some questions about it.c. Enable the Ss to talk about the topic of wildlife protection.3. Emotional aims 情感态度与价值观目标:a. Enable the Ss to learn how to talk about wildlife protection.b. Enable the Ss to understand the importance of wildlife protection.Teaching important points教学重点：a.How to talk about endangered species of wildlife and environmental protectionb.How to express refusing and give reasons.Teaching difficult points 教学难点：a.To express their own opinions using new words and expressions.b.To express their opinions on wildlife protection.Teaching methods 教学方法：Elicitation, discussion, pair work, group work, ask-and-answer activity.Teaching aids教学辅助：The Multimedia Computer, a projector, a board and a tape recorder.Teaching procedures & ways 教学过程与方法：Step 1. 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 someanimals.Show them the pictures of some endangered animals.123456T: 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 beautiful and s mart It is also known as Golden Snub-nosed Monkey (仰鼻猴)or Sichuan Golden Snub-nosed Monkey. It is endemic to China. It is threatened by habitat loss.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 China, the eastern Himalayas, north-east India andsouth-east Asia. 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 cry like 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, let’s come to Unit 4 Wildlife Protection.Step 2. 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 s ay 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. And then show them a sample conversation and sample answer.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 Milu 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/Brown Eared Pheasant/Red-crowned Crane/Wild Yak /Chinese Alligator Step 3. 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 thirdtime for them to write down the main idea of the passage. At last, check the answers with the whole class.Step 4 . 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 E nglish level of your students.Step 5. 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 sorry 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 6. Homework1. 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.。

2021年高中英语 Unit 4 Wildlife protection教案新人教版必修2

2019-2020年高中英语 Unit 4 Wildlife protection教案新人教版必修2【美文阅读】动物是人类最亲密的朋友，但现在世界上很多野生动物正濒临灭绝。

因此挽救并保护它们是我们义不容辞的责任。

珍稀的藏羚羊就在这些即将灭绝的动物之列，让我们来了解一下它们的现状吧！The Tibetan antelope is listed in the IUCN(国际自然与自然资源保护联合会) Red List as a threatened(有灭绝危险的)species.Several nature reserves were set up by the central government to protect these antelopes.Each year, Tibetan antelopes move to the northern area with a cooler climate and rich water and grass resources to lamb in June～July and return with their children in August.The Qinghai－Tibet Railway lies right in their path.In June, xx，in order to let some 30，000 future mother antelopes pass the construction(建设)site without disturbance(扰乱，打扰)，the workers shut down their ma－chines and pulled down their sign boards and sign flags.They stopped working for four days to make way for them.In August, when these Tibetan antelopes returned with their children, they stopped working onceagain.Moreover(而且，此外), the builders did their best to reduce noise in areas close to nature reserves.So far, the number of Tibetan antelopes in China has climbed to over 80，000.【诱思导学】1．Why do Tibetan antelopes move to the northern area each year?2．What did the workers do to help the antelopes?【答案】 1.Because natural conditions there help their newborn children grow up. 2.They stopped working to make way for them and did their best to reduce noise in areas close to nature reserves.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。

(完整版)Unit4Wildlifeprotection知识点详解,推荐文档

Unit 4 Wildlife protection知识点详解Ⅰ. 常考单词必背1．decrease vi.&vt. 减少；(使)变小或变少They are making every effort to decrease the production cost.他们正尽力降低生产成本。

(1)decrease to... 减少到……decrease by... 减少了……(2)on the decrease 在减少中2．loss n. 损失；遗失；丧失He was at a loss for words.他不知该说些什么。

lose v. 失去；输掉，失败3. hunt vt.&vi.打猎；猎取；搜寻We've been hunting for the car keys for the last half hour.我们一直在找汽车钥匙。

hunt for sb/sth 寻找某人/物hunt down 追捕，缉拿4．respond vi. 回答；响应；做出反应He always responds to my questions without any patience.(1)respond to... 回应……；对……做出反应respond by doing sth 以某种方式回应(2)response n. 响应；回答5．relief n. (痛苦或忧虑的)减轻或解除；减轻痛苦的事物It was a relief to be able to talk to someone about it.能和别人谈谈这件事，感到舒心多了。

(1)in relief 如释重负；松了口气to one's relief 令人感到欣慰的是(2)relieve vt.减轻；缓解；消除relieved adj.宽慰的；不再忧虑的6．mercy n. 仁慈；宽恕；怜悯It's a mercy she wasn't seriously hurt.很幸运她伤得不重。

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。

人教版必修二unit4-Wildlife-protection知识点总结知识点归纳[最新版]

⼈教版必修⼆unit4-Wildlife-protection知识点总结知识点归纳[最新版]知识点总结归纳【最新版】适⽤于⽼师、学⽣、家长unit4 Wildlife protection填空：They showed ____ to their enemies. (mercy) She was _____ to the prisoners. (mercy)翻译：The ship was at the mercy of the storm.填空：The change in climate may ____ （影响）your health.【原句回放】It contains a powerful drug which affects mosquitoes.affect (Vt.) 影响；使感动。

【拓展】Have/produce an effect on 对……有影响come into effect⽣效；实施be of no effect⽆效的；⽆⽤的填空：All people desire an ________(增加) in well-being (福利)．The workmen want to _______(减少) the working hours and to ____ pay (增加)【原句回放】If their habitat is threatened or they cannot find enough food，their numbers may decrease．decrease v. & n.(1)vi. & vt. 降低，减少，使(变⼩)(2)n. 降低，减少[搭配]decrease in在……⽅⾯减少from在……基础上减少to减少到……by 减少了……[特别提⽰]decrease v. 减少[近]reduce v. 减少[反]increase v. 增加Did you report the ____ (丢失) of your jewellery to the police?The company suffered a heavy ____ （损失）as a result of that mistake．What made him unhappy was the loss （输）of yesterday’s football match．【原句回放】loss of bamboo growing areas⽵⼦⽣长地的丧失loss n.(1)[U]损失；遗失；丧失(2)损失，损坏(3)[C]输，未能赢【拓展】the loss of sth. 损失/丢失/输掉某物suffer a loss (of) 蒙受损失make up a loss 弥补损失at a loss 不知所措，困惑lose v.lost adj.loser n.拓展：lose one’s waylose oneselflose one’s balance lose a game/match by be lost inlose v. 失去；丢失；损失；输lost adj. 丢失的，失去的，输掉的loser n. 失败者拓展：lose one’s way 迷路lose oneself 迷路，迷失⽅向；沉湎于lose one’s balance失去平衡lose a game/match by ( 以……之差)输掉⽐赛be lost in 沉迷于翻译：I must keep a good reserve of energy for tomorrow’s match．I have little money in reserve．You’d better reserve the money for future need．We must reserve two seats in the cinema．a forest reservea game reserve【原句回放】We drove the car slowly and watched the lions in the nature reserve．reserve(1) [C]保护区，禁猎区(2) [C]储藏，储备(3) v. 保留(4) v. (=book)预约，预订【拓展】in reserve without reserve keep a reserve of...for(=reserve sth. for) reservation n. reserved adj. unreserved adj.考考你：deserve是什么意思？in reserve 储备，备⽤without reserve 坦率地，毫⽆保留地keep a reserve of...for(=reserve sth. for)保留……以备reservation n. 保留地；居留地reserved adj. 内向的；说话不多的unreserved adj. 未被预订的翻译：This book contains all the information you need．The hall can contain 500 people．翻译：I would appreciate it if you paid in cash．Your support is greatly appreciated．Her family doesn’t appreciate her．【原句回放】You should pay more attention to the rainforest where I live and appreciate how the animals live together．appreciate v.(1)(不⽤于进⾏时)欣赏，赏识；重视(2)(不⽤于进⾏时)感激，感谢，欢迎[常⽤搭配]I would appreciate it if... 如果……，我将不胜感激。

高中英语人教版必修二：Unit+4+Wildlife+protection+教案6.doc

Unit 4 Wildlife ProtectionI. Teaching goalsKnowledge goals: Get the students to know the present situations and the reasons for the endangered wildlife; Learn some important words and phrases of this unit: die out, hunt, in danger and so on.Ability goal: Enable the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to improve their reading ability.Moral goal: Enable the students to realize the importance of protecting wildlife and do something actual to love nature and live with nature in harmony.II. Teaching important and difficult pointsA. How to summarize the main idea by picking out key words and to locate detailed information in the passage.B. How to make students cooperate with others and how to express their ideas in English.III. Teaching methods: Cooperative learning, task-based approach, discussing and summarizing.IV. Teaching proceduresStep 1 Lead-in. (3 mins)Teaching aim: Enable students to observe what happened to animals byenjoying a song.Greet students as usual.Firstly let’s enjoy a MV (Earth Song by Michael). Pay attention to animals in this music video. (What happened to animals? )T: Boys and girls, does animals live a happy life in this music video?Ss: No!T: Ok, now let’s look at some pictures.Step 2 Warming-up. (3 mins)Teaching aim: Enable students to realize that too much hunting by people is the most important reason for animals’ dying out through some pictures and a question.Picture 1: This is an Tibetan antelope which is very rare. People kill them for their fur, skin and meat.Picture 2: South China Tiger. They are searching for food which means they don’t have a good habitat.Picture 3: Elephant. People kill elephants for their ivories, which are very dear. The ivory has been traded among foreign countries.T: Here we must think about a question: why are these animals dying out?Ss: Hungry, hunting......T: More pictures......Therefore, the most important reason for their dying out is too much hunting, by whom?Ss: By people.T: Right. Good!Step 3 Pre-reading. (2 mins)Teaching aim: Import students into the passage--How Daisy Learned to Help Wildlife quickly.T: Then as middle students, certainly we should protect these miserable animals. What should you do?Ss: Plant trees; eat less animals;......T: You are so good. Now everyone, please open your books and turn to P.26. This class we will discuss how Daisy, a little girl, learned to help wildlife.Step 4 Reading. (19 mins)Teaching aim: Enable the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to retell the passage.1)Analyzing pictures. (2 mins)T: How many pictures are there in this passage?Ss: Two.T: Picture 1 is an Tibetan antelope. Picture 2 is about elephants.2)Listening. (4 mins)Teaching aim: Enable students to listen to the passage based on two questions.According to the two questions, listen to the whole passage and try to underline these answers in the passage.a. Is there any other animal in this passage? If there is, what is it?b. How many places did Daisy travel? What are they?......T: Check answers on the blackboard. (Animals: antelope, elephant and monkey; Places: Tibet, Zimbabwe, and rainforest) But how did Daisy go to these places and see these animals?Ss: A flying carpet.T: Good, she took a flying carpet to these places. Based on these clues, we can divide the passage into 3 parts. (para.1/para.2/para.3-4)3)Skimming. (5 mins)Teaching aim: Enable students to match the main idea of each part by skimming.T: This passage is a story, so we can’t pick out the topic sentence in each part. Then we need to summarize the main idea of each part, but how? Depend on what?Ss: ......T: Key words. Do you still remember? Look at these three sentences in the screen and pick out key words in each sentence. (S1: antelopes; why. S2: get a lot. S3: elephant; good example.) Now finish the task. Three minutes for you.......Check answers. (Ask some student to show his or her ideas.)Para 1: The story of antelopes tells us why we need wildlife protection.Para. 2: The story of elephants is a good example of wildlife protection.Para. 3-4: We can get a lot from wildlife protection.T: All of you did a good job. So here we can summarize the main idea of the whole passage. Look at the screen and fill in the blanks. Together, ok?Ss: In Daisy’s dream, she took a flying carpet to travel and met different animals, which made her realize the importance of protecting wildlife.T: Well done!4)Detailed reading. (8 mins)Teaching aim: Enable students to make a detailed reading about the passage to improve their reading ability.T: Now let’s do something interesting. A competition for you--detailed reading. But how to make detailed reading?Ss: Find information in the passage......T: Right, but imperfect. Look at the screen and read these together. One, two, go.Ss: Locate the key words into the concrete position in the passage, and then look ahead and behind until you find the answers.T: Two points. “Locate”and “look ahead and behind”. Now use this method to read the passage in detail. Three charts for you, about 6 minutes. You are to discuss in groups of six and I will ask some groups to share their answers. Now, begin!Chart 1(para.1):Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.1.Chart 2(para.2):Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.2.Chart 3(para.3-4)Answer these questions together and all the boys read these sentences.Evaluate students: Most of you did a good job in this task. So congratulations, my dear boys and girls (clap hands). Pay attention to the method especially when you meet so many new words.Step 5 Summarize. (3 mins)Teaching aim: Enable students to make a brief summary of the passage based on the blackboard design.Make a summary of the whole passage based on the blackboarddesign from the left to the right (the title, animals, places, how to go, main idea of each part and of the whole passage).Step 6 Retell the passage. (5 mins)Teaching aim: Make students retell the passage to examine whether they have grasped this passage.Fill in the blanks. One passage by one. Then ask some volunteers to share their answers.(One day Daisy went to see the animals that gave fur to make her sweater in a flying carpet. It flew away to Tibet in China first, where she saw an antelope. The antelope told her that they were killed (kill) for the wool.Then they went to Zimbabwe, where Daisy saw an elephant. Farmers used to hunt them without mercy. Now they allowed tourists to hunt only a certain number of animals if they paid the farmers. The problem was solved.In the thick rainforest, a monkey was rubbing a millipede insect which contains a powerful drug to protect (protect)him from mosquitoes. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.)Step 7 Write a letter. (10 mins)Teaching aim: Enable students to understand how to write a proposal letter so that they can provide some actual advice to protect wildlife topractice their writing ability.1). 假设你是小明，学习本课后，对于中学生如何保护野生动植物有自己的看法，现请你向WWF写一封信，提出几点关于野生动植物保护的建议，并期待他们的回复。

必修2 Unit 4 Wildlife Protection

Unit4 Wildlife ProtectionHOW DAISY LEARNED TO HELP WILDLIFE课型：新授课课时：第二课时【Objectives of Curriculum】Review the vocabulary and enable Ss to achieve the level of bearing in mindRead the passage for the structure, main idea and detailed informationEnable Ss to master the reading skills of skimming and scanning【Learning objectives】1. To learn the importance of wildlife protection.2. To practice the reading skills of predicting, skimming and scanning.3. To understand what we should do and learn to protect them.【Learning Procedure】Step1： Lead inenjoy a video together and d iscuss the questions in groups.1.What is the video about? ____________________________2.Do you want to help them？_____________________________【设计意图】通过让学生观看视频中野生动物所面临的环境，老师自然地引入了野生动物保护的问题。

学生们对于野生动物保护也比较感兴趣，然后自然引入本节课的HOW DAISY LEARNED TO HELP WILDLIFE的介绍。

高中英语_人民教育出版社高一英语必修2 Unit 4 Wildlife Protection教学设计学情分析教材分析课后反思

Book2 Unit4 Wildlife Protection教学设计Reading 1 How Daisy Learned to Help Wildlife一教材分析(analysis of teaching material)本课选自人民教育出版社高一英语必修2 Unit 4 Wildlife Protection Reading How Daisy learned to help wildlife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现状;我们要学会如何保护野生动以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识.”阅读”(reading)部分描述了Daisy在梦中经历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，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。

通过本节阅读课的训练，锻炼学生听说读写的各种技能，掌握和描述此话题相关的一些词汇，并能熟练运用所学词汇用英语描述发表自己的看法。

二学情分析(analysis of students)学生为高一学生，具有一定的英语水平，感知能力较强。

因为Wildlife Protection这一话题对学生来说有较强的吸引力，而且学生有较强的表现欲。

但学生缺乏根据要点词（key words）和(key sentences)快速阅读把握文章主要信息（main idea）和细节信息（detailed information）的能力，并且需要培养他们英语思维的习惯和用英语表达自己观点的能力，以及和他人合作交流的能力。

三教学目标(teaching aims)1）知识目标：学习并掌握本课单词和短语，把所学知识运用于实际情景中。

long to do …, wake up, find…by one’s bed, a flying carpet, fly away, be killed for…, turn around, in relief, burst into laughter,become endangered, destroy the farm, take photos, hunt…for…, make money for…, as a result, in thick rain forest, protect…from…, rub…over…, a powerful drug, pay attention to…, take…homeGrammar：现在进行时的被动语态。

高中英语 Unit4 Wildlife protection教案新人教版必修2

U4 Wildlife Protection ReadingHow Daisy learned to help wildlife一．教材分析本单元的中心话题是“野生动物保护“。

阅读课是本单元的重要环节，通过Daisy在西藏与藏羚羊的对话，在津巴布韦与大象的畅谈以及在热带雨林与猴子的交流，Daisy深刻了解到濒临灭绝的野生动物的生存现状，呼吁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教训从而促进我们保护野生动物的意识，让同学们体会到野生动物保护的重要性和紧迫性；并深刻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。

本节课始终贯穿“野生动物保护”这一主线，重点训练学生的阅读技巧 (Fast reading 和careful reading )；同时又兼顾培养学生的听，说，写能力，让学生畅所欲言，大胆表达自己独特的见解，最终使学生对整篇文章有更好的感知能力。

在听说读写的语言技能训练中，学生不仅学到语言知识，而且使学生的综合语言运用能力得到进一步加强。

本课时，在词汇、功能与语法方面则比较简单，对学生听说读写不构成很大的障碍。

二．学生分析我们的学生是典型的90后，出生于98年或99年，十七八岁，而这一年龄段是人一生中的黄金时期。

他们朝气蓬勃，积极乐观，对新鲜事物的求知欲非常强，思维活跃，善于独立思考，而且创新能力突出。

在课堂教学方面，学生能够听懂教师用英语语言发出的课堂指令，并对此作出积极响应。

在听说读写方面，学生有一些基础，能借助文字，图片，影像，等直观、形象的信息，看懂相关知识。

在信息筛选方面，学生的动手能力也不容小觑，他们对互联网以及搜索引擎了如指掌，能够查阅相关野生动物灭绝的原因、生存现状、亟需解决的问题。

在小组讨论方面，学生能够愉快地与小组成员合作，根据自己的日常生活体验和素材积累，积极表达自己的看法，集思广益，绽放思维的火花。

在价值观方面，学生积极社会主义核心价值观，有强烈的社会责任感，能够做到个人价值和社会价值的统一。

高中英语人教版必修二：Unit+4+Wildlife+protection+教案2.doc

Unit 4Wildlife protection教学目标Teaching objectives:After 45 minutes of teaching, students should be able to:1. retell the story and have a better understanding of the structure of the text；2. learn the present progressive passive voice and ask questions using the present progressive passive voice；3. learn vocabulary related to the wildlife protection and tell in English the current situation of some endangered wildlife and the progress that has been made on wildlife protection.教学重点Important points of teaching:1. To enable students to build up the sense of protecting wildlife and nature；2. To help students understand the text well and make students be able to retell the story；学时难点Difficult points of teaching:1. To help students to learn the present progressive passive voice in the text and enable them to use this grammar item；2. How to help students improve their reading skills and understand thepassage fully.3. To enable students to tell in English the current situation of some endangered wildlife and the progress that has been made on wildlife protection.教学活动【讲授】readingTeaching procedures:1. Students read the whole text to get its general idea；2. Students comb through the text by answering questions to know the structure of the text；Students read the questions to help them learn the structure of the text: a. What three places has Daisy been under the guidance of the flying carpet?b. What animals has Daisy seen?c. What problems do these animals face?d. How does the government of Zimbabwe help protect wild animals? Based on the questions, ask students how many parts this text can be into:Altogether, this text can be divided into two parts:Ⅰ.Daisy’s journey with the help of the flying carpet: Paragraph 1-3 Ⅱ. Journey’s over: Paragraph 43.Teacher leads students to the detailed study of three paragraphsParagraph 1: Daisy had a talk with an antelope in Tibet and learnt antelopes were being killed for their wool；Paragraph 2: Daisy conversed with an elephant in Zimbabwe and elephants had been protected by the efforts of local government；Paragraph 3: Daisy came to the rainforest and learnt the importance of the rainforest.Paragraph 4: Daisy finished her fantastic journey and was back to reality 4. Teacher leads students to analyze Daisy’s emotion hidden in the text by detailed study.Teacher: This text is about a girl who learnt the importance of wildlife protection through a fantastic journey. In her journey, when she met different animals, she must feel different, thus there must be emotional changes involved in her journey. Let’s try to find how Daisy’s emotion varied.During the study of Chinese literary works, we also analyze how characters' feelings change. In what possible way do we used to analyze the emotions of characters?Students think for 1 minute.Conclusion:Teacher: We have a close look of the verbs and adjectives used for character building. Now let’s find out those verbs and adjectives in this piece of writing.l Daisy had always longed to help endangered species of wildlife. (showing that Daisy’s eager to help animals)l Daisy cried. (showing that Daisy was sad and felt sorry for the situation of antelopes in Tibet)l Daisy burst into laughter. (showing that Daisy was relieved)l Daisy smiled. (showing that Daisy was delighted to learn the progress being made)Altogether, we can see Daisy’s emotions change in this way:eager sad relieved delighted1. Useful expressions and words:carpet, respond, distant, fur, in relief, burst into laughter, mercy, certain, importance, rub, protect from, mosquito, insect, affect, pay attention to, appreciate2. Teacher asks students to find out the following sentence in the passage. Pay attention to the verb tense.We are being killed for the wool beneath our stomachs.Ask students to abstract the verb part in the above sentence: are being killed.Then, teacher asks students to pick out four more sentences including the same kind of verb parts and mark their verb parts. This step will serve a foundation for the study of Grammar the present progressive passive voice.a. Our fur is being used to make sweaters for people like you.(is being used)b. I wonder what is being done to help you.( is being done)c. Daisy turned around and found that she was being watched by an elephant. (was being watched)d. Good things are being done here to save local wildlife. (are being done)Homework:1. Find more information about WWF and write a brief introduction of it.2. Write your end ending of the passage.3. Collect what progress has been made in wildlife protection.4. Finish the exercises on the textbook.精美句子1、善思则能“从无字句处读书”。

(完整版)Unit4Wildlifeprotection知识点详解,推荐文档

Unit 4 Wildlife protection知识点详解Ⅰ. 常考单词必背1．decrease vi.&vt. 减少；(使)变小或变少They are making every effort to decrease the production cost.他们正尽力降低生产成本。

(1)decrease to... 减少到……decrease by... 减少了……(2)on the decrease 在减少中2．loss n. 损失；遗失；丧失He was at a loss for words.他不知该说些什么。

lose v. 失去；输掉，失败3. hunt vt.&vi.打猎；猎取；搜寻We've been hunting for the car keys for the last half hour.我们一直在找汽车钥匙。

hunt for sb/sth 寻找某人/物hunt down 追捕，缉拿4．respond vi. 回答；响应；做出反应He always responds to my questions without any patience.(1)respond to... 回应……；对……做出反应respond by doing sth 以某种方式回应(2)response n. 响应；回答5．relief n. (痛苦或忧虑的)减轻或解除；减轻痛苦的事物It was a relief to be able to talk to someone about it.能和别人谈谈这件事，感到舒心多了。

(1)in relief 如释重负；松了口气to one's relief 令人感到欣慰的是(2)relieve vt.减轻；缓解；消除relieved adj.宽慰的；不再忧虑的6．mercy n. 仁慈；宽恕；怜悯It's a mercy she wasn't seriously hurt.很幸运她伤得不重。

人教英语必修二Unit 4-Wildlife Protection-知识点+语法全

She was engaged in protecting wild birds. 她致力于保护野生鸟类的工作。
be wild to do sth.
迫切地想做某事
be wild with+抽象名词 …得发狂，因…而发狂的状态
be wild out
极其热心或热爱
run wild
自由生长，不受控制
[教材P25原句] This is what wildlife protection is all about.
Unit 4 Wildlife protection
第一讲
MAIN CONTENTS ✓ 1. 核心词汇 ✓ 2. 句子控 ✓ 3. Have a try
PART ONE Vacabulary ＆ Phrase
核心词汇
wild /waIld/
n. 荒野 adj. 野生的；野蛮的；
狂热的；荒凉的
即学即用用适当的介词填空 (1) The povertystricken families can apply __t_o the local government
__fo_r___ financial and technical help. (2) After the company put an advertisement __fo_r__ two sales managers
如果它们的栖息地受到威胁，或者找不到足够的食物，它们的数量就会减少。
threaten v. 威胁；恐吓
threat n. 威胁；凶兆 be a threat to sb/sth
对某人/物构成威胁
threaten sb with sth 用某事威胁某人 threaten to do sth 威胁要做某事

高中英语必修2：Unit+4+Wildlife+protection+教案2+

Unit 4Wildlife protection教学目标Teaching objectives:After 45 minutes of teaching, students should be able to:1. retell the story and have a better understanding of the structure of the text；2. learn the present progressive passive voice and ask questions using the present progressive passive voice；3. learn vocabulary related to the wildlife protection and tell in English the current situation of some endangered wildlife and the progress that has been made on wildlife protection.教学重点Important points of teaching:1. To enable students to build up the sense of protecting wildlife and nature；2. To help students understand the text well and make students be able to retell the story；学时难点Difficult points of teaching:1. To help students to learn the present progressive passive voice in the text and enable them to use this grammar item；2. How to help students improve their reading skills and understand thepassage fully.3. To enable students to tell in English the current situation of some endangered wildlife and the progress that has been made on wildlife protection.教学活动【讲授】readingTeaching procedures:1. Students read the whole text to get its general idea；2. Students comb through the text by answering questions to know the structure of the text；Students read the questions to help them learn the structure of the text: a. What three places has Daisy been under the guidance of the flying carpet?b. What animals has Daisy seen?c. What problems do these animals face?d. How does the government of Zimbabwe help protect wild animals? Based on the questions, ask students how many parts this text can be into:Altogether, this text can be divided into two parts:Ⅰ.Daisy’s journey with the help of the flying carpet: Paragraph 1-3 Ⅱ. Journey’s over: Paragraph 43.Teacher leads students to the detailed study of three paragraphsParagraph 1: Daisy had a talk with an antelope in Tibet and learnt antelopes were being killed for their wool；Paragraph 2: Daisy conversed with an elephant in Zimbabwe and elephants had been protected by the efforts of local government；Paragraph 3: Daisy came to the rainforest and learnt the importance of the rainforest.Paragraph 4: Daisy finished her fantastic journey and was back to reality 4. Teacher leads students to analyze Daisy’s emotion hidden in the text by detailed study.Teacher: This text is about a girl who learnt the importance of wildlife protection through a fantastic journey. In her journey, when she met different animals, she must feel different, thus there must be emotional changes involved in her journey. Let’s try to find how Daisy’s emotion varied.During the study of Chinese literary works, we also analyze how characters' feelings change. In what possible way do we used to analyze the emotions of characters?Students think for 1 minute.Conclusion:Teacher: We have a close look of the verbs and adjectives used for character building. Now let’s find out those verbs and adjectives in this piece of writing.l Daisy had always longed to help endangered species of wildlife. (showing that Daisy’s eager to help animals)l Daisy cried. (showing that Daisy was sad and felt sorry for the situation of antelopes in Tibet)l Daisy burst into laughter. (showing that Daisy was relieved)l Daisy smiled. (showing that Daisy was delighted to learn the progress being made)Altogether, we can see Daisy’s emotions change in this way:eager sad relieved delighted1. Useful expressions and words:carpet, respond, distant, fur, in relief, burst into laughter, mercy, certain, importance, rub, protect from, mosquito, insect, affect, pay attention to, appreciate2. Teacher asks students to find out the following sentence in the passage. Pay attention to the verb tense.We are being killed for the wool beneath our stomachs.Ask students to abstract the verb part in the above sentence: are being killed.Then, teacher asks students to pick out four more sentences including the same kind of verb parts and mark their verb parts. This step will serve a foundation for the study of Grammar the present progressive passive voice.a. Our fur is being used to make sweaters for people like you.(is being used)b. I wonder what is being done to help you.( is being done)c. Daisy turned around and found that she was being watched by an elephant. (was being watched)d. Good things are being done here to save local wildlife. (are being done)Homework:1. Find more information about WWF and write a brief introduction of it.2. Write your end ending of the passage.3. Collect what progress has been made in wildlife protection.4. Finish the exercises on the textbook.。

人教版高中英语必修2《Unit 4 Wildlife protection》教案2篇

人教版高中英语必修2《Unit 4 Wild life protection》教案2篇Teaching plan of unit 4 wild life protection for senior high scho ol English compulsory 2 published by PEP人教版高中英语必修2《Unit 4 Wildlife protection》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修2《Unit 4 Wildlife protection》教案2、篇章2：人教版高中英语必修2《Unit 4 Wildlife protection》教案篇章1:人教版高中英语必修2《Unit 4 Wildlife protection》教案教学准备教学目标Teaching Objectives: At the end of this lesson, students should? master 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:Part1.Pre-reading （11’）1.A video of “THE LION KING” and some pictures of the miserable animals;2.Words and expressions competition.Part2.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 w as 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.篇章2:人教版高中英语必修2《Unit 4 Wildlife protection》教案【按住Ctrl键点此返回目录】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 once 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 re cording 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 P30 Step 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。

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