Module 2 Unit4 Wildlife Reading导学案2
必修2Unit4 Wildlife protection阅读导学案
第二课时Pre-reading and Reading主备人：授课人：授课时间：评价：教学目标：1. 了解课文内容，查找细节，掌握一些重要词汇，训练猜词，分析句子等能力；2.准确把握文章主旨及篇章结构；提高阅读理解能力。
3. 了解日益恶化的野生动物的生存环境，并能引起思考，唤起保护野生动物的意识；预习案Previewing caseI.【预习指导】课前阅读文章两遍，了解文章主旨，把握文章结构篇章结构特点，然后勾画文章重点词汇、短语以及难点。
II.【文章理解】Task1. What’s the main idea of the passage?Daisy dreamed a strange dream. In the dream, she took ________________ to travel and talked with many different animals, which made her know the of wildlife .Task2. Scan the passage and then fill in the blanks below.Where had Daisy visited in her dream? What animals did Daisy see in that place？How did the writer organize the text? Order of ____________.Task3. What does the following “it” in the passage refer to?① para 1 line 3② para 1 line 9③ para 2 line 2④ para 3 line 1⑤ para 3 line 3Task4. Useful expressions1. die out _______________________ 7. in relief _____________________2. in peace ______________________ 8. burst into laughter _________________3. in danger (of) __________________ 9. without mercy _________________4. long to do sth. ______________________ 10. a certain number of __________________5. endangered species ______________ 11. protect… from… _______________6. beneath our stomachs ________________12. pay attention to… __________________探究案Exploring caseI．Listen to the tape and put the following sentences in the right order.① In the dream, she flew in a wonderful carpet to talk with an antelope in Tibet.② Later, she flew to Zimbabwe and talked with an elephant and knew the farmers no longerhunted them.③ Finally everything was gone and she returned home, but she had learned so much about thewildlife!④ The antelope told her they were hunted because their fur could be used to make sweaters.⑤ Then she arrived at the thick rain forest.⑥ One day, Daisy dreamed a strange dream.⑦ That’s because the government decided to help and the farmers made a lot of money at last.⑧ She met a monkey in the rainforest and had a talk with the monkey.The right order：II．Read the statements first and then read the passage quickly. Decide whether they are true or false and give a reason.（）① Before this travel, Daisy had no interest in helping endangered species.（）② Antelopes were killed for the wool beneath their stomachs.（）③ The elephants in Zimbabwe used to be protected well by the farmers in the past.（）④ The visitors were not allowed to hunt the elephants any more.（）⑤ Mosquitoes protect the monkey from a millipede insect.（）⑥ Some endangered wildlife, for example the elephant, has already been protected.（）⑦ The animals in the rainforest live together.（）⑧ Finally, Daisy went back home and managed to tell WWF to produce the new drug.Ⅲ. Read the passage carefully and choose a best answer for the following questions.1. Daisy first learned about the antelope _________.A. from her sweater made of furB. once she was in TibetC. after she saw an antelope looking sadD. when she woke up from her dream2. There are not as many antelopes as it used to be in Tibet _________.A. because of pollutionB. due to the development of industryC. as a result of killing for furD. because of lack of food3. Why did elephants use to be an endangered species in Zimbabwe?A. Tourists hunted too many elephants.B. Farmers hunted them without mercy.C. The government encouraged farmers to hunt them.D. Elephants was killed by the government.4. Farmers used to hunt and kill elephants because they ___________.A. don’t want to make more moneyB. want to protect their cropsC. want to get their fur and meatD. thought they were dangerous to them5. What does “No rainforest, no animal, no drugs.” mean?A. There are no drugs in the rainforest.B. The rainforest, animal, drugs are closely related to each other.C. Animals in the rainforest don’t need drugs.D. There will be no rainforest, no animal, no drugs in the future.IV. Read the passage carefully and answer the following questions.1. Why are elephant numbers increasing in Zimbabwe?2. How does the government of Zimbabwe help protect wild animals?3. Why did the monkey rub itself?4. Was Dasiy able to make her new drug, Why?巩固案Building up case【单元词汇，活学活用】Fill in the blanks according to the Chinese translation, trying to use the words or phrases learnt today and try to recite it.As we know, the number of some (1)_________ plantsand animals has already (2)____________ and some animalshave already (3) . So it is high time for us to (4)____________ protecting (5) . But how can weprevent endangered animals from being (6)disappearing?Firstly, we should (7)__________ them (8)__________being (9)__________. It’s of (10)___________ to educatepeople to regard animals as our friends. Those who want to getlarge income from hunting animals for their fur should bepunished. Secondly, some nature (11) and(12)_________ should be set up (13)_________ animals canlive (14)_________. Only in this way will animals not be(15)_________ more often. Thirdly, the habit of eating themeat of some (16)_________ animals should be got rid of.According to some reports, some restaurants are still servingsuch dishes now. The government should make more (17)________ laws to stop this incident happening again.If everyone has the sense of protecting wildlife, it is(18)__________ that an atmosphere of wildlife protectionwill come into being. Thus a happy ending for both humanbeings and wildlife will appear.正如我们大家所知，野生动植物的数目已经减少，一些动物也已经灭绝了。
英语高一必修二学案：Unit_4_Wildlife_protection_Period_2_Language_points_in_Warming_up_and_Reading
Book 2 Unit 4 Wildlife protectionPeriod 2 Language points in Warming up and Reading (I)导学目标1.熟记学案中所列出的单词和短语: decrease, die out, hunt, in danger of, relief2.通过对这些词汇的理解能够更深层次地理解课文，同时会用这些词汇造句自主合作学习v t.& vi.减少；(使)变小；或变少 n．减少，减小，their numbers may decrease.(P25)如果它们的栖息地受到威胁或是它们找不到足够的食物，它们的数量就会减少。
They are making every effort to decrease the production cost.他们正尽力降低生产成本。
年出生率正在下降。
减少到/了…… a decrease in...在…方面减少了decrease from...to...从…减少到…increase vi. & vt. 增加；增长；增强n.增加；增加的数量increase to/by ...增加到/了…… on the decrease/increase 在减少/增加小麦价格降低了15%。
介词填空②The club members decreased ______________ two hundred compared with last year.③The housing price is hoped to decrease ___________ 10% this year.④To our delight, varieties of birds in the forest are ____________ the increase.结果濒危动物甚至可能要灭绝。
This kind of bird is dying out. 这种鸟即将灭绝。
必修2Unit4WildlifeProtectionReading教学设计
Activity2：Discuss“ What has Daisy learned？”
She has learned that wild animals are being killed or hunted.
She knows how the animals in the rainforest live harmoniously.
1、In relief Daisy burst into laughter.
2、No rainforest，no animals，no drugs.
3、And there was always WWF...
学生活动
Activity1:Students read the passage quickly and fill in the missing words.
description: South China tiger、Milu deer、Panda
Activity2：Discuss the causes of endangered animals in pairs.
Causes:lack of food, habitats destroyed, pollution, killed by human...
Activity4:help students analyse how Daisy's feelings changed.
引导学生在各段落中找出Daisy情感变化的词:cried→burst into laughter→smiled→amazed
Activity5:Get students to understand the following sentences:
高中英语最新导学案(人教版)Module 2 Unit 4 Wildlife protection (Reading) 导学案 (学生版)
Module 2 Unit 4 Wildlife ProtectionReading HOW DAISY LEARNT TO HELP WILDLIFEWarming UpTask 1: Why are some animals in danger of disappearing?ReadingTask 2: Fast ReadingWhere did Daisy go? What animals did she come across? Can you use a flow chart (流程图）to show where she traveled?(Pay attention to the names of the places and animals.)Task 3: Careful ReadingRead each paragraph carefully and fill in the chart below.AnimalsAnimal: ______________________.Situation: They are being ________ for the ____.Result: They are now an ___________ species.Animal: _____________________Situation: They used to be ________ by thefarmers. But the government decided to _______.Result: Now the farmers ________ them.Animal: ______________________.Situation: It is ________ his with a _______.No ________, no _________, no ________.Task 4: Make dialoguesPlease add some details to the three dialogues to make them more interesting. You arerequired to show these dialogu es to the whole class with your partner. The first example has been given.Dialogue 1 Daisy& a Tibetan antelopeDaisy: Antelope, why do you look so sad?Antelope:You go away! I hate you all!Daisy:Don’t worr y! I don’t mean to hurt you. Why are you so angry with me?Antelope: Because every year a lot of my friends are killed by man and our numbers decrease rapidly. Now we nearly die out!Daisy:But I don’t kn ow why…You know, you are so lovely.Antelope:I have to tell you the truth. Our fur is being used t o make sweaters like yours. And maybe in several years we will disappear.Daisy: I am terribly so rry. I didn’t know that …Home workImagine that you are a supe rman or a sup erwoman, and you are powerful enough to do everything you want. Wil l you try to save the poor wildlife? Can you tell u s which means will you try to do that? Please write a passage to tell us .。
module2 unit4 wildlife protection全单元的教案
教学活动案例 5福建省福州一中肖仙德供稿教学活动类型3：合作学习活动教学目的：通过对一篇科普文章的合作学习活动，使学生了解早期人类在自然界的地位；训练阅读、交流和表达的技能，并且学会从已有的认知结构（如构词法）角度及前后文语境判断新词汇的含义，养成学习词汇的良好方法。
适合级别：7—8 级1、导入：教师提出几个简要问题，如：人类在自然界的进化过程中占据什么地位？作为强者还是弱者而存在？等等，收集学生不同的答案2、教师布置阅读任务：学生阅读一篇科普文章（后附）要求①学生通过构词法及前后文语境判断画线的生词；②找出文章中心，并从中找出论据进行论证，进而理清文章结构。
3、全班分为7组，每组6-7人（以各成员以ABCDEFG作为编号），完成阅读后①各学生从已有的认知结构出发（如构词法）及前后文语境判断生词的含义，进行交流，并且记下最终结论，对于讨论后仍不太确定的或者无根据可循的词汇可以各个组员分配任务查词典再得出最终答案。
②组员间交流文章的中心，并以图文形式理清文章结构。
操作如下，hypothesis4、把学生第二次分组。
把具有同一编号的学生编为一组，如，A组为具有A编号的所有学生，B组为具有B编号的所有学生，以此类推形成ABCDEFG七个全新的组，每个新组员代表原先的组跟其他六个组的代表进行交流。
5、教师进行点评。
Ancient Man was not a hunter but the hunted, according to new research that suggests that human intelligence and social co-operation evolved to allow our ancestors to escape predators rather than to catch prey.Studies of fossil teeth and bones from human species that lived millions of years ago indicate that meat did not play a significant part in diet, and that at least one in twenty met thei r end in a predator’s jaws.The findings support the idea that the communication skills and group living that are characteristic of modern Homo sapiens evolved as defensive measures against lions, crocodiles and eagles.If the predation hypothesis is correct, it might explain why ancient humans of the genus Homo, such as Homo erectus, survived to give rise to modern humans while other relatives such as Paranthropus, that lived alongside for hundreds of thousands of years, died out.If Homo erectus and Paranthropus were threatened by the same predators, but the former's social skills made it even a little more likely to escape, the small difference would have become a great advantage over time. Predators would have taken more and more of the less evasive species, which would eventually have been driven extinct.Research by Robert Sussman, of Washington University, St Louis, has identified that teeth belonging to an older species of ancient humans, Australopithecus afarensis, were poorly adapted for meat eating, suggesting that it was not a hunter. About 6 per cent of all A. afarensis bones, however, show tooth marks that are consistent with predation, indicating that this was a major cause of death.说明：在整个教学过程中教师只是指导者，整个学习过程主要都由学生自己掌握，这样可增加他们的学习积极性和自主性。
module2 unit4 wildlife protection全单元的教案
Unit 1 Cultural relicsThe Third Period ReadingI. Teaching aims1. Ability aims1) Get the students to comprehend the text, the Amber Room.2) Get the students to be able to talk about or retell the Amber Room with their own words.3) Get the students to be able to search for more information, either past or today, of the AmberRoom through their own possible ways.2. Language aims1). Enable the students to understand key sentences in this passage.2). Enable the students to use key sentence structures in key sentences.II. Teaching important points1. Get the students to understand the history of the Amber Room, the world cultural relics andstrengthen their realization of the cultural relics’ protection.2. Get the students to learn to tell the facts and views, toughen their ability of thinking analysis. III. Teaching methodsCognitive approach and task-based method.IV. Teaching aidsA tape-recorder, a computer connected with the Internet and a projectorV. Teaching proceduresStep 1 RevisionAsk the students some questions:1.What is a cultural relic?2.Can you think of any cultural relics you know?3.What shall do to protect cultural relics?4.What will you do if you have find a cultural relic?Step 2 Leading-inShow some pictures of the Amber Room to stir the students’ stimulation on sensory, arousing their interest in reading the passage and sympathy. These pictures will also help the students comprehend the Amber Room. Meanwhile, we might as well give them some questions to help them read the text with purpose.1.What does the text tell us about amber?2.How many tone of amber were used to make the Amber Room?3.What else were used to make the room besides amber?4.Why was the Amber Room first built?5.When and why did Frederick William I give the Amber Room to Peter the Great?6.What did Peter give in return?7.What did Catherine the Great do with the Amber Room?8.When and how was the Amber Room supposed to have been lost?Step 3 Reading comprehension1.Get the students to read the text quickly and silently.2.Ask the students the question “What does the text tell about the Amber Room?”(Ittells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.) besides the ones given in Leading-in.3.Get the students to read the text carefully again.4.Ask some more questions about the Amber Room.1)What could the King of Prussia never think of his present to the Russian?He could never think of his present would have such a strange history.2)Why was the gift given the name the Amber Room?Because about seven thousand tons of amber were melt to make it.3)What shape can the amber be made into when heated?Any shape.4)Is the Amber Room pure amber made with?No. It’s also made with gold and jewels.5)Was the Amber Room specially made to be a gift?No, it wasn’t.6)What was the Amber Room made for?For the palace of Frederick I.7)What did the Czar give the King of Prussia as a repayment?55 of his best soldiers.8)Where was the Amber Room first placed?In the Czar’s winter palace in St Petersburg.9)What did Catherine II do to the Amber Room?She had her artists add more details to its design.10)Is the Amber Room still in Russia?No, it isn’t.11)Where is it now?No one knows. It remains a mystery.12)What happened to the Amber Room?It was stolen by the Nazis and is missing now.13)When did the Amber Room disappear?During the Second World War.14)What were saved from the Amber Room?The furniture and small art objects.15)How old is St Petersburg now?3╳╳years old now.5.Play the tape for the students to listen and follow.prehending exercises.1)SB Page 2.2)SB Page 3.Step 4 Language pointsGo through the text and deal with the language points in it. There are some important sentences for the students to grasp.1. Frederick William I, …, could never have imagined that his great gift …情态动词+ have done 表示对过去发生的事情的推测、批评、反悔等意。
人教新课标高中英语必修二Unit4Wildlifeprotection导学案设计
高一英语必修二Unit 4 Wildlife protection 导学案（人教新课标）学习目标：1 •深入理解课文，掌握课文中的基础知识；2 •自主学习，合作探究；3. 体会恐龙退出历史舞台的悲哀，意识到野生动物保护的重要性和紧要性。
学习重点：理解课文；掌握本文中的重点单词和短语。
自主预习一、重点短语完形1. ________ into ____________ 形成，产生2. for ____________ 确切地3. _________________ to 根据，按照二、经典句型应用1 • Others thi nk the earth got __________ hot for the dino saurs ___________ live onany more.另外一些人认为，地球变得太热，因此恐龙无法在地球上生活了。
2 • Nobody knows for sure ______________ dino saurs disappeared from the earth insuch a short time.没有人确切地知道恐龙是由于什么原因，又是怎样在这么短的时间里从地球上消失的。
3 • What _____ if wildlife protection is to succeed? 野生动物保护要想成功，我们必须做些什么？4 • They lived on the earth tens of milli ons of years ago, ______________________huma ns came into bei ng. 千百万年前恐龙就在地球上生活，比人类的出现要早得多.........合作探究一、一轮阅读做题目学法指导：1.先通读教材，完成表层理解题，再勾画出文中的疑难点，了解恐龙消失的原因。
2. 限时20分钟完成1. Decid e whether the following sentences are True Or False[(1) There are many differe nt species of dino saur and all of them have bee n found in China .()(2) Not long ago , a rare new species of bird —like dinosaur was discovered in HenanProvi nee.( )(3) Some scie ntists are sure dino saurs died out because the earth got too hot for thedino saurs to live on any more. ( )(4) Dinosaurs died out quickly about 65 million years ago and many animals have died outin the last 500 years.( )(5) Dinosaurs lived on the earth after humans came into being .( )(6) At that time those dinosaurs could only run like the Others .( )2. An swer the follow ing questi ons(1) How did we know a nu mber of dino saurs used to live in China ?(2) How did scientists find these dinosaurs could not only run like the others but also climb trees?二、二轮阅读找难点1. 单词(1) When scientists _______ (检查)the bones , they were surprised.(2) dino saur ____________(3) un expected ____________(4) A huge rock from space hit the earth and put too much ___ ( 灰尘)into the air.(5) Their future seemed________ (安全的)at that time .2. 短语［(1) They 1ived on the earth tens of millions of years ago, long before humans_____________ (形成)(2) _________ (按照)a UN report , some animals and plants have disappeared in the last 500 years.(3) Nobody knows _________ ( 确切)why and how dino saurs disappeared from the earthin such a short time.(4) 大量的 ____________________(5) _____________ 过去常常(6) Dinosaurs ____________ ( 灭亡)suddenly about 65 million years ago.3. 句型或交际用语(1) Others think the earth got_____ hot for the dinosaurs _____ ( 太... 不能 (1iv)on any more.(2) They were surprised to find that these dino saurs could _________ r un like theothers ____________ ( 不但....... 而且... )climb trees .4. 重点句型与长难句1. They lear ned this from the way the bones were joined together .(1) the way 是先行词，定语从句的关系词可以是__________ ; ________ ; __________ .(2) 你还能想起其他的特殊先行词吗？写在横线上______________________2.... they were surprised to find that these dinosaurs could not only run like the others butalso climb trees .(1) 翻译： _________________________________________________(2) Not only ________________________ (他们能跑)but also they could climb trees .三、Language points1. They lived on the earth tens of milli ons of years ago, long before huma ns came intobeing and their future seemed secure at that time. (P30 )千百万年前，恐龙就在地球上生活，比人类的出现要早得多，当时它们的前景好像也很安全。
人教新课标高中英语必修二Unit 4 Wildlife protection导学案
Unit 4 Wildlife protection 导学案教学目标1. 认识保护共同生活在地球上的动物和植物的重要性和急迫性。
2. 掌握与野生动物保护有关的词汇和短语。
3. 掌握并能正确运用现在进行时被动语态结构。
4. 熟练运用英语表达自己的意愿和目的。
5. 掌握英文书信的基本格式。
procedurestep1.look at the following pictures and answer: What are these animals？antelopeelephantPandatigerthen discuss why they are in danger of disappearing.Step2.Look at a report on some endangered wildlife in China，then complete the exercise the process of having less of something that you used to have ______running after animals in order to kill or catch them _______answers: loss huntingstep3.Pre-readingDiscuss the following questions:1. What other endangered animals do you know of？2. What is being done to protect them？3. Look at the title and the pictures of the reading passage. Predict what it is aboutStep4.While-reading⑴Read the passage quickly and answer the following questions.1..Who is the main character in the story？2..What animals has she seen and talked with？3.What has she learned？Answers:1. Daisy2.She has seen and talked with an antelope，an elephant and a monkey.3.She has learned the importance of wildlife protection.⑵.Read the passage quickly and put these sentences in the right order.A.Daisy found her being watched by an elephant. ﹝﹞B.Daisy woke up and found a flying carpet.﹝﹞C.As Daisy landed，things began to disappear including the monkey. ﹝﹞D.Daisy and her flying carpet were in a thick rainforest.﹝﹞E.Daisy looked at an antelope which was looking sad. ﹝﹞Answers:31542Step5. Read the text carefully and finish the chartAnswers: A good example of wildlife protection ；an elephant inZimbabwe ；previously hunted with numbers decreasing rapidly ；protected by farmers who make money from tourism；What we can get from wildlife protection；a millipede from tropical rainforest ；produces a drug naturally which can protect us from mosquitoes ；Daisy plans to tell WWF about the drug ；Step6.Look at the words below. Each has two meanings listed，but only one is used in the reading passage. Choose the meaning that has been used.Answers:11212Step7.Read the text again and translate the following phrases:1.渴望做某事___________________2.如释重负____________________3.突然大笑起来__________________4.残忍地做某事_______________5.只有一定数目的_________________6.在茂密的森林里_______________7.保护…不受___________________8.注意____________________Answers:long to do sth in relief burst into laughter do sth without mercy only a certain number of in a thick rainforest protect…fromStep8.some difficult sentences1. Please take me to a distant land where I can find the animal that gave fur to make this sweater.请把我带到遥远的地方，在那儿我可以找到为我的毛衣提供毛的动物.Where引导的是_______从句，修饰先行词_______。
Unit4WildlifeProtectionReading导学案- 高中英语人教新课标必修二
Unit 4Wildlife Protection导学案Class________ Name____________________一、课文（P.26）阅读理解本文以“穿越”的手法, 描述了小女孩Daisy在梦中经历的一次奇妙的飞毯旅行。
她去到了不同的地方，了解到了各地动物的保护情况。
请同学们快速阅读课文（15分钟）并按照课文内容填出各项信息：.Fill in the blanks with the proper words according to the text.Ⅰ.The first stopPurpose（目的）: to see some 1. ______________Place: 2. _____________Animal:Tibetan 3. ______________Situation（情况）: being hunted for the wool beneath its stomach and numbers are 4. ______________ rapidly Ⅱ.The second stopPurpose: to go to a place with wildlife 5. ________________Place: ZimbabweAnimal: African 6. ______________Situation: used to be hunted while now being protected by farmers and the numbers are 7. _____________Ⅲ.The third stopPurpose: to go to a place where the WWF is involved （涉及的；参与的）Place: 8. __________________Animal: 9. _________________Situation: The monkey can use the millipede insect to protect itself from 10. ______________.二、基本词汇学习（一）单词(每空一词)1._______________(n.) 野生动植物2. (n.) 保护______________ （v.）3.______________ (adj.) 野生的；荒凉的4. __________(v.) 减少；（使）变小________（反义词）5. (v.) 危害；使受到危险__________________ (adj.) 濒临危险的6. __ (n.) 损失___________（v.）7. (n.) 保护区8. （v.）打猎；搜寻9. (n.) 地域；地带10. (n.) 地毯11 (v.) 回答；作出反应(n.) 12. ___(adj.) 远的(n.) 13. (n.) 毛皮14. __ (n.) 仁慈；怜悯___________(adj.) 15.______________ (adj.) 确定的; 某一16. __(n.) 重要性____________(adj.) 17. (v.) 擦；摩擦18. ______________(n.) 蚊子19. ___(n.) 昆虫20._____________ (v.) 影响(n.) 21._______________ (vt.) 赏鉴；感激22. _____________(v.) 成功_____________(adj.) _____________(n.)23. _____________(adj.) 安全的; 可靠的24. ________________(n.) 收入25. (n./v.) 损害；危害.__________(adj.) 26______ (_______ __ __ )(v.) 叮；咬27 (n.) 恐龙28.. (vt.) 检查；视察29. _______________(n.) 事件30.______________(n.) 灰尘；尘土31._____________(adj.) 凶猛的；猛烈的32. ______________(n.) 结尾；结局33._____________(v.) 包含；容纳___________（同义词）34_______________(v.) 雇用；利用（二）词组(每空不限词数)1.灭亡；逐渐消失2.和平地；安详地3.在危险中4.如释重负；松了口气5.突然笑起来6.保护……不受……(危害)7.注意8.形成；产生9.按照；根据…..所说10. 以至于；结果三、重点词语学习1. mercy ( n.) 仁慈，宽恕；怜悯____________(adj.)相关短语：毫不留情without ____________ ; 任由……摆布at the__________ of对某人起了怜悯之心show________ ________ ______ ; 对某人仁慈be ___________ to sb. 完成句子：他们对敌人很仁慈。
人教英语必修二 Unit 4 Wildlife protection reading 教案设计
Unit 4 Wildlife protectionSubject: English Grade: 10 Lesson Type: ReadingTopic: Unit 4 Wildlife protectionResources Analysis: The topic of this unit is the protection of wildlife. It comes from Unit 4, People's Education Press High School English Compulsory II. This article tells about a little girl named Daisy who took a flying carpet to see three kinds of wild animals.Students Analysis: The students of grade 10 have a grasp of some reading skills, such as skimming, scanning and reading for detail. However, they are not very skilled, and they need a lot of training to master these skills.Design of Teaching ObjectivesKnowledge objectives1.Let students learn some knowledge about endangered animals and wildlifeconservation.2.Let students use some key words and phrases to talk about wildlifeconservation.Language skills objectives1.Let students use different reading skills to understand the article.2.Enhance students'ability to extract information from articlesAffection objectives1.Let students understand the importance of wildlife conservation and learn whatwe should do to protect wildlife from death.2.Develop students'awareness of cooperative learning.Key points1.Let students learn some knowledge about endangered animals and wildlifeconservation.2. Enable the students to learn how to give their opinions.Difficult Points1.How to enable the students to grasp the main idea of the text quickly.2. How to let students apply reading skills to practical reading.Teaching Aids:1. Blackboard and chalk2. Multimedia equipmentBlackboard design。
英语优秀教案(人教版)：必修二(Unit4 Wildlife d1 Reading)
英语优秀教案(人教版)：必修二(Unit4 Wildlife d1 Reading)In this d。
students will warm up。
pre-read。
read。
and comprehend Unit 4.The focus is on the XXX。
Zimbabwe。
XXX what Daisy has gone through。
students will realize the XXX。
they will learn reading XXX.XXX' reading ability。
learn useful words and ns。
and XXX.The important points to cover are XXX.The difficult points are improving students' XXX the language points in the passage.Teaching methods will include fast reading to get the general idea of the text and XXX.XXX:The objective of this lesson is to help students understand the XXX and to master some language points related to this topic。
Through the use of XXX。
students will be able to better understand and apply the knowledge they have learned.XXX:Step 1: Lead-inTo begin the lesson。
the teacher will greet the students as XXX and ask the students to name them in English。
【省公开课导学案】必修二Unit4 Wildlife Protection (Warming up and reading)(导学案 )
U nit4 Wildlife Protection (Warming up and reading)StepⅠ Lead-inT: We live in a world where there are all kinds of animals around us. Are you familiar with the following wild animals? (Show some pictures of wild animals.) What do they have in common?Ss: These animals are all in danger.T: Good! They become endangered.StepⅡ Warming upT: Now let’s have a look about what people do with them. (Show some pictures of wild animals’ dangerous situation.) Why are they endangered? (talk freely)Ss: Maybe it’s because of too much hunting, the loss of food and their living areas being destroyed.T: Well done. Let’s come to our reading passage.Step Ⅲ ReadingPart 1: SkimmimgT: First, I’d like you to skim the text quickly and find out the main idea of the passage.Second, go through the passage again and figure out the structure of the passage. How many parts can you divide this passage into? What’s the main idea of each paragraph?(1)Main idea of the passage:_____ took a ___________ to visit______, ________and ________ and talked with some ________there, which made her know the importance of the________________.(2)Part1(para1) Animal? Feeling? Why? Result? Main idea:W___ we needwildlife protection.(3)Part2(para2) Animal? Situation? Why? Main idea:A good ________ ofwildlife protection.(4)Part3(para3-4)：Animal? What is it doing? Why? Result? Main idea: _____we can get from wildlife protection.Part2: Detailed readingChoose the best answer: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 human’s hunting.B. Wildlife should be helped and protected by us.C. Humans and wildlife can benefit each other in many ways.D. All of the above.3. From the end of the story we can conclude that ______.A. the WWF will help Daisy to make the powerful drugB. the WWF has done little to protect wildlifeC. people will stop killing animals with the help of the WWFD. Daisy will continue to help protect wildlife by working with the WWF4. Why are the monkeys in the rainforest dying out? (For this question, design the choices by yourself.)Part3: Further reading1.What writing skill does the writer use in paragraph two?2.D aisy’s emotional development.Step Ⅳ DiscussionT: More and more animals are killed by humans. As a student what should we do to protect the wild animals? Discuss the question in groups and make a poster to voice your opinions.Step Ⅵ Homework1.Write an essay entitled “What should we do to protect wild animals?”2. Retell the story.。
《Unit 2 Wildlife protection Reading for writing》教案(附导学案)
《Unit 2 Wildlife Protection Reading for Writing》教案【教材分析】The activity theme is “making effective poster”. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public’s awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the “ambassador”of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, “give ugly a chance!” calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author’s point of view. The second POSTER “don’t make paper with my home!”adopts anthropomorphic rhetoric and takes koala’s heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author’s attitude and point of view. In addition, the title of these two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful. 【教学目标】1. Cultivate students to acquire some features about an English poster by reading the text.2. Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to write an English poster properly.2. Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pet’s shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I. Read the news report and then solve the questions below.1. Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2. What did the young people do in the shelter?Take care of animals.3. How do the young people think of their work?Worthwhile4. What help does the centre need?V olunteers’ time and love.II. Read the text again and then choose the best answer.1. What should we do when we protect the wildlife animals?A. Treat all the wild animals equally.B. Only pay attention to less cute animals.C. Pay attention to cute animals.D. Care about endangered wildlife animals.2. What’s the bad effect of cutting down billions of trees to make paper forhumans?A. Make a lot of animals homeless.B. Make a number of wildlife animals dying out.C. The animals’ habitat is being destroyed.D. All of them.【答案】ADCStep 3: Study the organization and language features.1. Read the passage more carefully and write down the outline of the text.2. Appreciate the complex sentences:1. The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文:当一些高中生和他们的父母看到在主人搬走后,____________ ___时,们建立了小朋友宠物收容所。
人教版高中英语必修2Unit 4Wildlife Protection--- reading 教学设计(中文版word)
Wildlife Protection 教学设计教材分析本单元的中心话题是“野生动物保护”，涉及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这一事实中吸取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；引发学生思考动物灭绝的原因，使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。
学情分析高一年级的学生，朝气蓬勃，求知欲强，在思维上有很强的独立性。
在阅读方面，学生能从一般的文字资料中获取主要信息，学会猜词，能根据阅读目的运用适当的阅读策略，针对问题表达自己的见解。
同时他们也具备很强的社会责任感和使命感，他们乐于针对此问题进行讨论发表自己的见解，并提出相应的解决措施。
学习目标.1.知识目标使学生学会有用的词汇和短语：wildlife ,die out , in peace , in danger of , respond , in relief , burst into laughter, protect…from , appreciate , pay attention to2.能力目标培养学生的阅读能力和阅读技巧，加强口语表达能力，能熟练运用英语来发表自己对保护野生动物的看法和观点。
3.情感价值观目标培养学生的自主学习和合作学习的能力，提高学生保护环境，热爱野生动物的情操。
重点如何培养学生的阅读能力和技巧难点如何理解一些难而且长的复杂的句子，如何写好一篇小短文。
教学方法采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习的效果。
教学过程由视频引入课文主题。
阅读活动设计了快速阅读和仔细阅读活动，对文章进行相应要求的理解。
阅读活动由整体入手，由易到难，步步推进，层层深入。
诱导学生多动脑、多活动，让学生在参与、合作和交流中练习口语。
Unit 4 Wildlife protection reading 教案 人教高中英语必修二
人教高中英语必修二Unit 4 Wildlife protectionReading: How Daisy learned to help wildlifeTeaching aims and demands:1.Enable students to know about the situation of endangered wildlife and thereasons why they are in danger of disappearing.2.Enable students to realize the importance of protecting wildlife.3.Enable students to think out solution to protect them.Teaching important points:1.Situation of endangered animals2.The importance of protecting wildlife and environment.3.Solutions to the present situation.Teaching difficult points:1.Reasons why some animals are in danger of disappearing.2.The relationship between humans and wildlife3.How to find proper ways to protect endangered wildlife.Teaching aids:PPT,; video; music.Teaching methods:Watching movie；skimming; careful reading; discussion; performanceTeaching proceduresStep 1: Lead-inT: Do you like animals? Do you like to watch a movie where main characters are animals?(Task: to find what animals appeared in the movie)Step 2 pre-reading1. Pictures of other endangered animals , introduction of their situation2. DiscussionWhy are these animals in danger of disappearing?(some pictures for help)So, wildlife protection is seriously in need!Step 3 Reading1.SkimmingTask 1: to find the main ideaA. It is about some protection of wildlife.B. It is about a journey of a flying carpet.C. It is about Daisy’s wonderful experience with some animals, from which shelearned how to help wildlife.Task 2: to find where Daisy went and what animals she saw there.First place: Tibet; antelopeSecond place: Zimbabwe; elephantThird place：Rainforest; monkey2.Division of the passagePart one: paragraph 1Part two: paragraph 2Part three: paragraph 3-43.Careful readingPart one (paragraph 1)1. What is the situation of Tibetan antelopes?They are hunted for their fur under their stomach.2. What is the result?They are now an endangered species.3.How do they feel?They feel sadPart two (paragraph 2)Part three (paragraph 3-4)Daisy went to a rainforest and met a monkey . It was rubbing itself with a millipede insect that contains a powerful drug , which prevents mosquitoes. The monkey suggested we should pay more attention to the rainforest and appreciate how animals live together: No rainforest. No animals; No drugs!THINKING: What should the relationship between humans and wildlife be? Step 4 Post-reading1.Discussion: What can we do to protect wildlife?2.PerformanceSupposing you are a volunteer to protect wildlife, you are working in a forest with a scientist from WWF to find out the change of situation of endangered animals after you worked together to protect them, then you two meet two endangered animals. A talk among you four start s…Step 5 SummaryAll hope is not lost only if we work together to protect them.Step 6 HomeworkStudents are asked to make a poster to appeal to more people to help to protect wildlife.。
Unit 4 Wildlife protection Reading 导学案-人教必修2精品
Unit 4 Reading How Daisy Learned to Help Wildlife Lead–in--Listen to a song to fill in some blanksAs sly as a ( )，as strong as an ( )As fast as a ( )，as brave as a ( )As free as a ( )，as neat as a wordAs quiet as a ( )，as big as a houseAll I wanna be，All I wanna be，Ohhh all I wanna beIs everything--Some pictures will be shown to lead out the topicReadingStepⅠFast ReadingR ead the text fast in 3m’ and try to finish the following tas k.1. What places did Daisy go to？2. What animals did meet in those places？3. main idea:took a trip to some places with the help of ，and talked with some ，which made her know the importance of the .StepⅡReading ComprehendingNow please，in 5m’’, glance through the five reading comprehending tasks and then read the text carefully to work them out.1. Which of the statements is NOT true？A. Daisy had been eager to help endangered species of wildlife.B. The flying carpet took Daisy to Tibet，where she saw an antelope that looked sad.C. The number of the antelopes in Tibet is getting much smaller.D. The elephant said “Have you come to take my photo？” because it thought itself beautiful.2. How d id Daisy feel when she heard the elephant’s words，“Have you come to take my photo”？A. excitedB. frightenedC. worriedD. relived3. Why did elephants in Zimbabwe use to be an endangered species？A. Tourists hunted too many elephants.B. Farmers hunted them without mercy.C. The government encouraged farmers to hunt them.D. Their living environment was seriously polluted.4. What can be inferred from the last two paragraphs？A. The monkey was protecting itself from mosquitoes when Daisy arrived.B. The millipede insect could kill mosquitoes.C. The monkey helped Daisy make the new drug.D. Daisy found her experience amazing.5. The sentence “No rain forest，no animals and no drugs” means _________A. There was no drug in the rain forest.B. Animals in the rain forest didn’t need drugs.C. Rain forest，animals and drugs were resulted in and from each other.D. Drugs were important for animals and the rain forest.Step ⅢAfter ReadingNow，in 2m’，Line 1，4，7 try to work out task 1；Line 2，5，8 try to work out task 2；Line 3，6，9 try to work out task 3，and then everyone share your answers with your two desk mates.1. Why has the antelope in Tibet become an endangered species？2. Why are elephant numbers increasing in Zimbabwe？3. What did the monkey suggest？Step ⅣStory RetellingOne day，Daisy________a strange dream. She flew on a wonderful_____to talk with an antelope in Tibet. The _________told her they were hunted because of their _____which can be to make sweaters like hers. Later，she ______to Zimbabwe 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 arrived at the thick rain ______w here a told her “No rain forest，no animals，and no__ ___.”Although finally everything was _____，she had________so much！Unit 4 ReadingHow Daisy Learned to Help Wildlife 学案答案Listen and fill in the blanks！fox，ox，hare，bear，bird，mouseReadingStepⅠFast Reading1. Tibet，Zimbabwe and a rain forest.2. An antelope，an elephant and a monkey.Daisy，flying carpet，animals，wildlife protectionStep ⅡReading comprehendingD D B D CStep ⅢAfter reading• 1. Because the Tibetan antelopes are being killed for their wool，which is being used to make sweaters for humans.• 2. Government has taken measures to protect them. If tourists want to hunt animals or take their photos，they will have to give money to farmers. Farmers are happy with it，so the number of elephants are increasing.• 3. The monkey suggested that we pay more attention to the rainforest where it lived and appreciate how the animals lived together. (应该多关注它生活的热带雨林，并且懂得雨林中的动物是如何在一起生活的。
高中英语必修二《Unit-4-wildlife-教学设计
《Unit 4 wildlife protection》教学设计Topic：Unit4 Wildlife ProtectionSection ⅠWarming Up & Reading — PrereadingTeacher：河北分公司唐山区域高中英语组蔡丽颖Teaching contents：Part1 the Teaching MaterialThis unit is to introduce to us the importance of wildlife protection. The reading passage is the center of this unit. It is made up of 3 paragraphs, that is, why we need wildlife protection, a good example of wildlife protection and what we can get from wildlife protection. The text is the most important teaching material in this lesson, which extends the main topic “wildlife protection” and contains most of the vocabulary and grammar points that students should learn in this unit.Part2 Analysis of the StudentsAlthough the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability.Most students in Xueda are not good at learning English. However, they are interested all kinds of interesting topics as well as hobbies. They are fond of animals which can set up their awareness of protecting animals. They may take an active part in the discussion.Part3 Teaching AimsKnowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about the endangered animals and wildlife situation and protection.Ability aims:(1)To improve the students’ organizing and using skills of English as the secondlanguage(2) To understand the main idea, to scan for the needed information and to grasp the detailsEmotional aims:(1)Help students understand the importance of the wildlife protection and make them be more active in the helping wildlife.(2)Develop students’ sense of cooperative learningPart 4 Teaching Key Points And Difficult Points:Teaching Key Points:(1). To help the students get a general idea of the whole passage, and some detailed information and language points as well.(2). To understand the importance of wildlife protection and then do something for wildlifeTeaching difficult points :(1). The students use their own words to express their own ideas.(2). the usage of present progressive passive voice.Part5 Teaching and Learning MethodsTeaching Methods:a.Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractiveLearning Methods:Task-based, self-dependent and cooperative learning.Part 6 Teaching ProcedureStep 1 Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the importance of wildlife protection”I’ll ask them the definition of the wildlife and name some animals. Ask them what they know about those animals. The answers must relate to their present situation, such as die out, dangerous, decrease and so on.Step 2 New wordsIn this step, I will deal with some new words in the class, which can help students make a better understanding of the passage and get some basic knowledge. I teach the new words by showing some pictures or songs which are related to the basic words.1. die out灭亡；逐渐消失2．in peace 和平地；和睦地；安详地3．in danger 在危险中；垂危4．in relief 如释重负；松了口气5．burst into laughter 突然笑起来；大声笑了出来6．protect...from 保护……不受……(危害)⎭⎪⎬⎪⎫prevent ... (from) doing sth.stop ... (from) doing sth.keep ... from doing sth.阻止……做某事 7．pay attention to 注意8．be concerned about 关心1. species/'spiːʃiːz/n.种类；物种2. carpet /'k ɑːpIt/n.地毯3. respond /rI'sp ɒnd/vi.回答；响应；做出反应4. distant /'dIst ənt/adj.远的；远处的5. fur/fзː/n.毛皮；毛；软毛6. laughter/'l ɑːftə/n.笑；笑声7. mercy/'mзːsI/n.仁慈；宽恕；怜悯8. certain/'sзːtn/adj.确定的；某一；一定9. powerful/'pa ʊəfl/adj.强大的；有力的10. affect/ə'fekt/vt.影响；感动；侵袭Step 3 Reading for information: fast reading and careful readingIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 fast readingI will ask the students to skim the text and answer the following questions, for example, the main idea of each paragraph.Task 2 careful readingCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 3 groups to finish the following questions.Step 4 Solving difficult language problems through readingStep 5 Basic practice1．—What are you worried about?—Tom didn't respond to any of my calls. Something must have happened to him.2．She was so amused with the magician's tricks that she burst into laughter (laugh)．3．After the boat's motor failed, they were at the mercy of the weather.4．I hope you will pay_attention_to_this_problem (对此问题给予关注)．5．I protected_my_eyes_from_the_sun (保护我的眼睛免于太阳晒) with my hand.6．This species of tiger is decreasing in numbers every year and is_dying_out (快要灭绝了)．Step 6 SummaryLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1 Role readThe text is concentrated on the conversation between Daisy and Tibet antelope, elephant and monkey. Role read is a good chance to practice English in a cooperative learning atmosphere.2 DiscussionDuring making discussion, the students will deepen their understanding of the severe situation of wildlife and the importance of wildlife protection.1. Why is it important to protect wildlife?2. What must be done if wildlife protection is to succeed?Step7 HomeworkAsk the students to write down their opinions about what they should do toprotect the wild animals. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Blackboard designPart 7 Teaching ReflectionI used pictures, music,questions and answers to attract students to have an active learning atmosphere.Help students master some key words, phrases and sentences.Reading is considered as a boring part by many students. It is a question that how to guide students to be always interested in English reading.。
高中英语Module 2 unit 4 wildlife reading 教学设计人教版必修2
普通高中课程标准实验教科书（人教版）英语必修IIUnit 4 Wildlife protectionPeriod 1 Reading教学设计福州鼓山中学王艳一、教材分析本单元的中心话题是“野生动物保护“，涉及的内容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教训从而促进我们保护野生动物的意识。
本节课是本单元第一课时，是一节以听说为辅的阅读课。
阅读课是这一单元教学的重要环节，通过warming-up,pre-reading,reading,comprehending四个环节，展现了中国在野生动物保护上所作出的努力以及所得的成就，让同学们体会到野生动物保护的重要性和紧迫性；通过让同学们列举他们已知的除熊猫、麋鹿、华南虎之外的濒危动物,引发学生思考动物灭绝的原因，使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。
整单元的听、说、读、写语言技能及语言知识学习，都围绕阅读主题Wildlife Protection展开，因此本节课在单元教学中占有重要地位。
二、学情分析虽然我们属普通校，学生英语基础相对薄弱，但针对他们年龄的特点，高一年级的学生，十六七岁，朝气蓬勃，求知欲强，在思维上有很强的独立性，在阅读方面，学生能从一般的文字资料中获取主要信息，能根据阅读目的运用适当的阅读策略，能针对问题表达自己的见解，同时能与他人合作，解决问题并报告结果，也能够利用一些教育资料进行学习，如学生通过上网、利用图书馆等了解与学习内容有关的资料。
同时他们也具备很强的社会责任感和责任心，对于发生在他们身边的动物灭绝的问题，他们乐于针对此问题进行讨论发表自己的见解，并提出相应的解决措施。
通过学生课前的预习，在学生已有所准备的情况下，基本能够完成课堂的学习目标。
三、课堂设计理念高中英语课程强调发展自主学习和合作学习的能力，形成有效的英语学习策略。
为此，在高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式形成具有高中生特点的英语学习的过程与方法。
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Module 2 Unit4 WildlifeReading教学目标:1 掌握文章中的重要单词词组以及句型。
2 发展提高学生的阅读理解能力。
3 了解野生动植物保护的重要性，学习如何保护他们。
4 让学生通过对野生动植物保护的讨论，学会用英语展示自己的观点。
【预习案】找出文章中的重要单词以及词组重要单词1_____________vi.回答，响应2_____________adj. 远的，远处的3_____________n.毛皮4______________n.减轻或解除5_____________n.笑；笑声6______________n.仁慈；宽恕7_____________adj.确定的；某一8_____________n.重要性9______________ vt. 擦；摩擦10_____________n.蚊子11______________n.昆虫12______________vt.包含13______________adj.强大的13______________vt.影响，感动，侵袭14______________n.注意15______________vt.鉴赏；感激；意识到重要词组1____________如释重负2_______________突然笑起来3____________保护.....不受..... 4_______________注意5____________渴望做某事6_______________结果7____________允许某人做某事8_______________转身【课内探究】【活动探究1】Lead in (导入）Appreciate a video a together.How do you feel after watching the video?【活动探究2】1 Fast reading1). Where did Daisy go?2). What kind of animal did she meet in each place?3). Who took her there?PlaceAnimal2 Careful ReadingRead the passage carefully and finish the tableAnimals Places Situation? Result? Feel? Antelope TibetElephant Zimbabwe In the past?Now?Monkey RainforestPara1 The antelope in TibetHow did the antelope feel?__________________________Situation_________________________________________Result___________________________________________Para2 An elephant in ZimbabweSituationIn the past_______________________________________Now____________________________________________Result___________________________________________Feel_____________________________________________What can be inferred from the elephant’s words “Have you come to take my photo”?A It thinks itself a beautiful animal.B Elephant 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.Para3-4 The monkey in the rainforestSituation_________________________________Result___________________________________Feel_____________________________________What does the monkey mean by saying “No rain forest, no animals and no drugs. ”?(A) There are no drugs in the rain forest.(B) The rain forest, animals, and drugs are closely related to each other.(C) Animals in the rain forest don't need drugs.(D) Drugs are not important for animals and the rain forest.3 Retell the storyA flying ________took Daisy to a_______ land and talked with a Tibetan_________ who told her they were hunted because of their _____. As a ______, they are now an ________ (endanger)species. Later, she flew to Zimbabwe where she talked with an __________ and got to know the farmers there no longer_____ them. That’s because the ________ decided to help .Now the farmers are happy and the elephants’number is_________(increase). At last she arrived at the thick ________ where a monkey told her “No rainforest, no ________ and no _______.”Although finally things had ________(go), she had_________ (learn)so much.【活动探究三】Discussion What should we do to protect wildlife?An American girl called Kendall Jones put some photos in the internet. These photos show her smiling alongside rare African wildlife which she hunted in Africa.Her behaviour has drawn ire(愤怒）of thousands of people all over the world.What do you think of her behaviour?Do you agree with her behaviour?be expected/ supposed to be advised toIt is of great importance to It makes sense toIt is advisable to It’s a good idea to【课后练习】阅读下面短文，掌握其大意，然后从36-55各题所给的四个选项（A、B、C 和D）中，选出最佳选项。
Mary was seven years old. Her parents recently moved to a new town, and so Mary was going to a 36 school, which was a few kilometers from the house they lived in now. A school bus going around picked up37 every morning and brought them back to their 38 every afternoon, and as both of Mary’s parents 39 to go to work, she always went on this bus.Mary’s parents always 40 their alarm clock for seven o’clock so that none of them would be 41 . But one morning the alarm 42 to go off, and it was not until a quarter past eight that Mary’s mother suddenly43 , looked at the clock and said, “What’s ever hap-pened to that clock?” and then44 into Mary’s room to wake her up.“I’m sorry, dear,” she said, “45 you’ll have to wash and dress very quickly,have an even 46 break-fast and then I’ll 47 you to school on my way to the office.”“But how can you find the 48 , Mum?” Mary said, “You’ve been to school only once.”“Yes,” her mother answered, “but you’ve done the 49 several times now on the bus, so you can be my guide to get there, can’t you?”“Oh, yes,” said Mary, “I suppose so.” She washed, and 50 and had a quick breakfast, and then they set off. Mary told her mother to turn each time they came to a place she 51 . In this way she made her mother drive round most of the town 52 they got to her school. When they arrived, her mother saw that it was not really very far from her house.“Why ever did you make me go such a long way round, Mary, instead of the most 53 way?” her mother asked her.“Well, Mum,” answered Mary, “it was because I didn’t know54 else to get here. That’s the way our bus always goes to 55 the other children to school.36. A. big B. nice C. different D. distant37. A. pupils B. teachers C. parents D. passengers38. A. offices B. towns C. classrooms D. homes39. A. seemed B. had C. refused D. used40. A. found B. set C. cleaned D. fixed41. A. late B. ready C. lazy D. asleep42. A. started B. stopped C. failed D. continued43. A. stood up B. stayed up C. put up D. woke up44. A. rushed B. stepped C. escaped D. jumped45. A. but B. and C. so D. then46. A. later B. quicker C. easier D. heavier47. A. bring B. fetch C. leave D. drive48. A. truth B. bus C. way D. guide49. A. homework B. shopping C. trip D. reading50. A. rose B. dressed C. moved D. showed51. A. wondered B. realized C. recognized D. designed52. A. unless B. after C. if D. before53. A. comfortable B. helpful C. important D. direct54. A. how B. when C. what D. which55. A. look for B. pick up C. drop by D. deal with。