高中英语 Unit 4 Wildlife protection Learning about Language课件 新人教版必修2
高中英语_Unit_4_Wildlife_protection 知识点归纳
解析：result in “导致，结果”， be responsible for 导致，结果” 解析： “为……负责”固定搭配。句意为：“我们的努力白费了， ……负责”固定搭配。句意为： 我们的努力白费了， 负责 我感到我也应对此负责任。 我感到我也应对此负责任。” 答案： 答案：C
6．relief n．(痛苦或忧虑的 减轻或解除；减轻痛苦的 ． ． 痛苦或忧虑的)减轻或解除； 痛苦或忧虑的 减轻或解除 事物 in relief 如释重负；松了口气 如释重负； relief from sth.解除；减轻 解除； 解除 breathe a sigh of relief 舒了一口气 to my relief 令我感到解脱的是 relieve one's mind 解除某人的顾虑 relieve sb. of sth.解除某人的 负担等 解除某人的(负担等 解除某人的 负担等)
这样考过 ① (2008· 云 南 昆 明 高 三 适 应 性 考 试 )It is widely concerned that this kind of species is ________ rapidly. A．dying out ． C．dying away ． B．dying down ． D．dying back ．
⑧(2009·广州模拟 广州模拟)Our efforts resulted __________ 广州模拟 failure；I feel I'm also responsible __________ it. ； A．in; to ． C．in; for ． B．from; to ． D．from; for ．
这样考过 ⑦ ( 全 国 高 考 )The government has __________ to public pressure and dropped the proposal. A．answered ． C．accepted ． B．got ． D．responded ．
(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_Unit 4 Wildlife Protection教学课件设计
Homework
Level 1: Review the passage Level 2: Learn more about wildlife protection by logging on to the websites. Level 3: Write a passage about how to protect wildlife in about 100 words.
Tibetan antelopes?
A Because their living space is small.
B Because they have not enough food.
C Because they are hunted for food.
D Because people want their fur to make sweaters.
fromTheroyurwistesreonhlyunwteendt itno tthhee plaargset. tour
companies. • 2. How did the government help protect
wild animals?
The government allowed tourists to hunt only a
Where did Daisy go and what did she see?
Fast Reading D a i s y
antelope
elephant
monkey
para1
para2
para3--4
Tibet
Zimbabwe
rainforest
Daisy took a _f_ly_i_n_g_c_a_r_p_e_t_to travel and talked
（完整版）人教版高一英语必修二Unit4Wildlifeprotection课文对译
（完整版）人教版高一英语必修二Unit4Wildlifeprotection课文对译Unit 4 Wildlife protectionHOW DAISY LEARNED TO HELP WILDLIFE戴西如何学会了保护野生动植物Daisy had always longed to help endangered species of wildlife.Daisy常常渴望去帮助濒临灭绝的种类的野生动物。
One day she woke up and found a flying carpet by her bed. "Where do you一天她醒来发现一个正在飞行的飞毯在她床边。
want to go?" it asked. Daisy responded immediately. "I'd like to see some “你想去哪里？”它问。
Daisy立刻回答它。
endangered wildlife," she said. "Please take me to a distant land where I can “我想去看那些濒危灭绝的动物，”她说。
“请带我去那个我可以find the animal that gave fur to make this sweater." At once the carpet flew找到供给皮毛去制造这件毛衣的动物的一个遥远的地方。
”away and took her to Tibet. There Daisy saw an antelope looking sad. It said,飞毯立刻带她飞去了西藏。
在那里Daisy看到了一支看起来很伤心的羚羊。
"We're being killed for the wool beneath our stomachs. Our fur is being used to它说，“我们被杀是为了我们肚子下的毛。
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。
unit 4 wildlife protection 课文翻译
• The carpet rose again and almost at once they were in a thick rainforest. A monkey watched them as it rubbed it self." What are you doing?" asked Daisy.“ I'm protecting myself from mosquitoes," it replied.
• So the government decided to help. They allowed tourists to hunt only a certain number of animals if they paid the farmers. Now the farmers are happy and our numbers are increasing. So good things are being done here to save local wildlife".
听了这话,戴茜哭了：“我很抱歉,我过 去不知道还有这回事儿.我不知道为了帮助 你们正在采取什么措施.飞毯啊,请把我带 到一个有野生动植物保护的地方去,好吗?”
Para 2
Where did Daisy arrive? Zimbabwe.
Who did Daisy talk to? An elephant.பைடு நூலகம்
e.g. They _s_h_o_w_e_d__m__er_c_y__to__ their enemies. 他们对敌人很仁慈。
at the mercy of 任……处置；无能为力
e.g. The ship was _a_t_t_h_e_m__e_r_cy__o_f_ the storm. 那只船在暴风雨中失去控制。
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。
高一英语Unit 4 Wildlife protection人教实验版知识精讲
高一英语Unit 4 Wildlife protection人教实验版【本讲教育信息】一. 教学内容：Unit 4 Wildlife protection1. 重点单词短语用法讲解2. 课文难点句解析3. 语法——现在进行时态的被动二. 知识总结与归纳：单元内容简介：学习了解野生动物保护的重要性，关注野生动物的生存环境。
三. 重点讲解与归纳：1. wildlife protectionprotection: 保护under the protection of… 在……的保护下Children are always under the protection of parents.protect: v.protect…from/against… 保护……使不受……伤害Angels protect everyone from/against being hurt.2. as a result 结果as a result of… 作为……的结果He was late as a result of the traffic jam.辨析：result in 结果是……result from 因为……The traffic jam resulted in his being late.His being late resulted from the traffic jam.3. loss of bamboo growing areasthe loss of sth. 丧失，损失某物suffer a (heavy) loss 蒙受损失make up a loss 弥补损失at a loss 茫然，不知所措lose: v.lost: adj.4. nature reserve 自然保护区reserve: n.in reserve 储存，储备They have little money in reserve.reserve: v. 保留You’d better reserve your energy for tomorrow’s sports meeting.5. in peace 和平地= peacefullyat peace 处于和平状态，与at war互为反义make peace with… 与……讲和6. …with a sad face looking at her.这是一个with复合结构，在句子中作定语，用来修饰前面的名词。
高中英语必修二《Unit 4 wildlife_protection》优秀说课稿
《Unit 4 wildlife_protection》优秀说课稿Wildlife ProtectionGood morning, respected professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 4 Wildlife protection. I’ll begin the lesson from the following six parts, the teaching material, teaching goals and important and difficult points,the teaching and studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.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 Teaching Aims and important and difficult pointsKnowledge 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 usi ng skills of English as the second language(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 learningTeaching 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.Part3Analysis 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.Part4 Teaching and Learning MethodsTeaching Methods:municative Language TeachingLanguage 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.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand thelanguage 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 5 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 w ildlife protection”I’ll show them some beautiful pictures of wild animals, such as lions, Tibet antelopes, monkeys and so on. Ask them what they know about those animals. The answers must relate to their present situation, such as die out, dangerous, decrease and so on.After this, the students will be eager to something about the endangered wildlife and this is the very time to naturally lead the class into Step 2.Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what t hey will read in the text. And they’ll be divided into groups of four to have a discussion. The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 3 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 27 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by 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?Step 6 HomeworkAsk the students to write down their opinions about what they should do to protect the wild animals. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 6Blackboard design。
(完整版)人教版高一英语必修二Unit4Wildlifeprotection课文对译
Unit 4 Wildlife protectionHOW DAISY LEARNED TO HELP WILDLIFE戴西如何学会了保护野生动植物Daisy had always longed to help endangered species of wildlife.Daisy常常渴望去帮助濒临灭绝的种类的野生动物。
One day she woke up and found a flying carpet by her bed. "Where do you一天她醒来发现一个正在飞行的飞毯在她床边。
want to go?" it asked. Daisy responded immediately. "I'd like to see some “你想去哪里？”它问。
Daisy立刻回答它。
endangered wildlife," she said. "Please take me to a distant land where I can “我想去看那些濒危灭绝的动物，”她说。
“请带我去那个我可以find the animal that gave fur to make this sweater." At once the carpet flew找到供给皮毛去制造这件毛衣的动物的一个遥远的地方。
”away and took her to Tibet. There Daisy saw an antelope looking sad. It said,飞毯立刻带她飞去了西藏。
在那里Daisy看到了一支看起来很伤心的羚羊。
"We're being killed for the wool beneath our stomachs. Our fur is being used to它说，“我们被杀是为了我们肚子下的毛。
人教版高中英语必修二 Unit4 Wildlife protection
必修2 Unit4 Wildlife protectionI.单元基础知识一、核心单词1．________ v．咬；叮2．________ n．保护3．________ n．笑；笑声4．________ vt.包含；容纳5．________ v．打猎；搜寻6．________ v．恐吓；威胁7．________ vt.检查；视察8．________ n．& vt.损害；危害9．________ n．减轻；解除10．________ adj.遥远的；远处的11．________ vt.感激；鉴赏12．________ vt.影响；感动13．________ n．仁慈；宽恕；怜悯14．________ n．注意；关注；注意力15．________ v．减少；变少16．________ vi.回答；响应；作出反应17．________ n．灰尘；尘土；尘埃18．________ v．成功；继任19．________ vt.雇用；利用20．________ adj.安全的；可靠的二、高频短语1．结果________2．灭绝________3．和平地；和睦地________4．在危险中________5．保护……不受……(伤害)________6．注意________7．形成；产生 ________8．过去常常做某事________9．被用来做________10．按照；根据……所说________11．飞走________12．一定数量的________13．在……上获得成功 ________14．转身________15．如释重负；松了口气________16．渴望做某事________17．残忍地；毫不留情地________18．突然笑起来________19．以至于；结果________20．对……有害________三、重点句型（填空）1．Please, take me to a distant land ________ I can find the animal ________ gave fur to make this sweater.请带我到一个遥远的地方，在那里我可以找到为制作这件毛衣而提供毛绒的动物。
高中英语必修2 Unit4_Wildlife_protection_——保护野生动植物
A．is being made
B．is made
C．was made
D．is making
栏目 导引
Unit 4 Wildlife protection ——保护野生动植物
解析：选A。句意为：你不被允许进 入会议室。一个秘密计划正在那儿被 制定。由句意知应选A项，表示被动 及动作正在进行。
栏目 导引
①The Chinese diet contains a lot of fruit and green vegetables.中国的饮食 包括很多水果和绿色蔬菜。 ②(朗文P431)I found it more and more difficult to contain my anger.我发现 越来越难控制自己的愤怒。
栏目 导引
Unit 4 9 ． ___a_c_c_o_r_d_in__g_t_o___ 按 照 ； 根 据 ……所说 10．_____s_o_t_h_a_t______ 以至于；结果
栏目 导引
Unit 4 Wildlife protection ——保护野生动植物
4 ． (2012·济 南 4 月 模 拟 )—Flight MU257________.I must be off now. —Have a nice trip. A．is being announced B．has announced C．was announcing D．had been announced
栏目 导引
Unit 4 Wildlife protection ——保护野生动植物
3．the way＋(that/in which) 定语从句 They learned this _fr_o_m__t_h_e_w__a_y_t_h_e__b_o_n_e_s_w_e_r_e__jo_i_n_e_d___ _to_g_e_t_h_e_r_[从(恐龙)骨骼连接的方式]． 4．It is a pity that... 遗憾的是…… __I_t_i_s_a_p__it_y_t_h_a_t____(遗憾的是) in the story nobody helped the dodo.
高中英语Unit 4 Wildlife protectionlearning about langu
• What should do if your friend is being sent to work in Tibet?
• What should you do if you are being given a large sum of money?
• The panda is being photographed by Daisy.
• The whales are being killed by Japanese fishermen.
• The mice are being attacked by the cat.
A Game
One group give active voice sentences and the other give the passive ones.
• …, …
Learning English
学英语报社组织制作
• Answerபைடு நூலகம்:(P29)
• The rhino is being studied by Beijing University students.
• The African elephant is being protected by the WWF.
• The Tibetan antelope is being hunted by people who wish to take the fur from under their stomachs.
Learning About Language
• Our fur is being used to make sweaters like yours.
_高中英语Unit4WildlifeprotectionLearningaboutLanguage
【名师点津】 (1)stay, love, have, want, belong to等一般不用于现在进行时的被动语态。 (2)“be+under/in等介词+名词”结构可用来表示现在进行时的被动语态的含义。 The telephone is in use. =The telephone is being used. 电话正在使用中。
4. Scientists have found that all kinds of plants give out VOCs when _t_h_e_y_a_r_e_b_e_i_n_g_ _a_t_ta_c_k_e_d_. 科学家发现, 所有的植物在受到攻击时都会发出挥发性有机物。(attack) 5. Wine is the world’s favorite drink enjoyed on almost every occasion where great times _a_r_e_b_e_i_n_g_s_h_a_r_e_d__w_i_th__f_r_ie_n_d_s_. 葡萄酒是世界上最受欢迎的酒, 几乎在所有与朋友分享美好时光的场合都是如 此。(share with)
【即学活用】 (1)The little boy has made rapid progress recently and _is__a_lw__a_y_s_b_e_in_g__p_r_a_i_se_d_by his teachers. 那个小男孩最近进步很快, 总是被他的老师表扬。 (2)New energy-sharing projects _a_re__b_e_in_g__c_a_r_r_ie_d__o_u_tin dozens of cities across the country to fuel China’s sharing economy in the next few years. 新能源共享项目正在全国数十个城市开展, 目的是给中国未来几年的经济提供 动力。
高中英语 Unit 4 Wildlife Protection Section Ⅳ Learning
Unit 4 Wildlife Protection Section Ⅳ Learning about Languageamp；Using Language[原文呈现][读文清障]ANIMAL EXTINCTION①Many animals have disappeared during the long history of the earth. The most famous of these animals are dinosaurs②. They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time③. There were many different kinds of dinosaur and a number of④them used to live in China. The eggs of twentyfive species have been found in Xixia County, Nanyang, Henan Province. Not long ago a rare new species of birdlike dinosaur was discovered in Chaoyang County, Liaoning Province. When scientists inspected⑤the bones, they were surprised to find⑥that these dinosaurs could not only run like the others but also climb trees⑦. They learned this from the way the bones were①extinction/Ik'stIŋkʃn/n.灭绝；消亡extinct adj.不再存在的；已灭绝的；绝种的②dinosaur/'daInəsɔː/n.恐龙③e into being形成；产生(相当于 e into existence)long before远远早于……，long用在before 前表示两个动作发生的时间相隔久远。
高中英语《Unit 4 Wildlife Protection(1)》优质课教案、教学设计
3在速读把握文章hat can we doto
protectthese
endangered animals?”
要求学生根据自己本节课所学，头脑风暴尽可能多的保护措施以小组为单位，用英语组织一篇文章。
，
5.分层次布置作业，让学生及时复习巩固
1速读文章每一段的首句获得部分及文章大意并且展示出来。
2精读每部分，根据
，问题找信息句， 且学会归纳整合。
3根据线索复述课文
41）小组合作， 确定中心发言人， 根据所学内容组织一篇文章。
2）各小组成员积极展示讨论结果。
5.学生根据自己的水平， 任选一个作业。
自主合作、探究学习
2.仔细阅读，完成任务。明白大象状况的改善并且政府在其中发挥着重要的作用
3.仔细阅读， 找出热带雨林的重要性。两个深度思考的问题：探究讨论没有雨林就没有动物，没有药物，也没有人类。
3呈现三个问题， 让学生根据问题复述课文
4提出问题“Whatcanwedo to protectthese
endangered animals?”，指导学生有效小组合作并提出具体要求。
5布置作业
（ 分层次布置作
业）
拓展延伸
教师寄语
总结提升
进行课堂小结，对学生
提出希望。
板书设计
Rainforest
Zimbabwe
教学效果预测
新课标明确提出要让学生成为学习的主体。怎样成为学习的主体？那老师应该对学情有更准确的了解，要清楚地知道学生哪些地方是知道的，哪些地方不清楚。学生自己完全可以完成的学习任务，教师如果包办代替了，学生就不会动脑筋，长此以往，他就会越来越懒惰，等待着你去讲给他听。我们进行的小组讨论式的“学生活动”，目的是想让学生有思考的空间，养成合作解决问题的思维。在这堂课上，我采用的是学生自主阅读文本深层理解、能力提升合作共进的策略。我预测这种效果应该很好，学生的积极性应该很高，绝大部分同学都可以参与进来。我的想法是在以后的教学中设计科学合理、有思维价值的问题，让学生在感悟、讨论、交流中深化自己的思想认识，形成正确的价值观念，同时培养学生自主合作、分析探究问题的能力。
高中英语 Unit 4 Wildlife Protection Section Ⅲ Learning
2016-2017学年高中英语Unit 4 Wildlife Protection Section ⅢLearning about Language课时作业新人教版必修2编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2016-2017学年高中英语Unit 4 Wildlife Protection Section ⅢLearning about Language课时作业新人教版必修2）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
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Section ⅢLearning about Language姓名：________ 测试时间：45分钟本卷总分：50分自评或老师评分：________基础训练Ⅰ.将下列句子改为被动语态1．Our manager is showing the visitors around the company。
________________________________________________________________________2．Are they searching for the lost boy？________________________________________________________________________3．The government is setting up a new wildlife protection park in this area.________________________________________________________________________4．They are discussing some problems about environment protection。