B2U4 READING 教案
人教版八年级英语下册Unit 4 Section B 2b Reading 教学设计
Unit 4 Section B 2b Reading 教学设计1教学目标Language and ability goals:1) Students can understand the main idea and the structure of the passage.2) To be able to guess the meaning of words according to the context.3) To learn to give advice on how to relax.4) They will be able to keep a balance between study and relaxation, then enjoy school life.Emotional goals:1) Students can work together to have teamwork spirit.2) They can feel relaxed and happy after learing the class.2学情分析现在的中学生利用周末和假期参加课外班学习,导致劳累、压力大。
本节课的阅读贴近学生生活。
我所授课的班级是普通班, 学生课堂较活跃，善于表达，但不能很好的概括文章大意和作者观点。
本课意在引领学生学会依托阅读文本，学会分析、通过提建议来解决实际问题的能力，从而提高阅读理解能力。
3重点难点Language key points and difficulties:1) To learn to share opinions with others.2) To be able to give proper advice about how to lower the stress from after-scho ol classes.4教学过程教学活动活动1【导入】Pre－reading1. Ask students about their 3-day holiday.2. What do you often do on weekends/holidays? (Show some pictures of their after -school activities or write on the blackboard).3. Ask them how they feel about the activities.活动2【讲授】While－reading——1st ReadingSkim the passage.1. Match the key words of each paragraph.2. Then lead them to sum up the structure.活动3【讲授】While－reading———2nd ReadingScan the passage to finish the following tasks.Read P1:1. Underline the answers to the questions.2. Guess the meaning of the word compete.Read P2:1. Get to know the detailed information.2. Guess the meaning of the words typical/training/cut out/.3. Ask them the Cathy Taylor’s opinion.4. Guide them to understand the implied meaning of the Cathy Taylor’s.5. Students conclude and write down the present situation in China and America.Read P3&4:1. Judge T or F about P3&P4.2. Paraphrase 4 words.3. Students conclude and write down Linda Miller and Dr. Alice Green’s opinions.4. Ask them if they have time to relax and think for themselves?活动4【测试】Internalization(内化)1. Make a summary about the whole passage.2. Tell the result of survey on stress and after-school classes, we should learn to r elax.(概括全文，内化所学语言知识。
高中英语《Book2 Unit4 Wildlife Protection Reading》优质课教案、教学设计
Book2 Unit 4 Wildlife Protection 教学设计—综合视野下的高中英语阅读教学“阅读的过程是读者与文本及其作者进行对话和沟通的过程。
有效的阅读体验能激发读者的阅读兴趣，提高读者的阅读能力，提升读者的阅读思维品质，并使读者在阅读过程中感受语言的魅力”（傅咏梅，2014）基于上述考虑，结合该文的话题性强、脉络清晰、情感教育意义深远等特点，笔者从思维和情感两个层面入手设计本课的教学。
一、思维层面——巧设任务，提高学生的高阶思维能力根据认知心理学理论，阅读是一种积极的信息加工过程，是大脑运用语言和非语言的思维活动的过程（Goodman，1967，转引自李杰，2012）。
阅读教学就是训练和发展学生思维能力的过程。
通过阅读教学培养学生的思维能力，尤其是高阶思维能力，是一种切实有效的教学策略。
1.设计思索性问题Sadker&Sadker（1991）认为，思索性问题是指那些不能仅仅依赖记忆（memory）或回忆（recall），而是需要更多的思考才能回答的问题。
通过梳理其先前获得的表层信息，继而进行分析与综合，才能作答。
且该类问题并无既定答案，仁者见仁，智者见智，学生可以充分的表达自己的观点，只要言之有理，言之有物，即为有效思考。
通过对思索性问题的回答，可以有效地促使学生积极开动脑筋，增强其分析和综合思维能力。
例如：在本课的第二环节，教师通过追问“ Are these “good” things really good enough?” “Is this solution the best way to solve the problem?” 引发学生的思考，使学生在深入理解文本信息的同时，将阅读所获取的信息与自己的经验进行比较，逐步形成自己的观点。
在学生小组讨论中，实现了观点与观点的碰撞，在碰撞中逐步完善自身观点。
继而进行辩论，在辩论过程中学生审辩他人观点，展示自己的观点，培养了审辩式思维能力。
Book 2 Unit4 Reading教案
Book 2 Unit4 Reading1,Teaching aimsa, Develop students’ reading and speaking skills.b,Let students learn some important language points2,Teaching important and difficult pointsa. Enable students to learn to use reading strategies such as skimming, scanning, and so on.b. Have students make a discussion about wildlife protection.3,Teaching methodsSkimming , scanning4,Teaching aidsBlackboard, PPT5,Teaching proceduresStep1 Read the words in unit 4Step 2 Words preview1._______far away in space or time2. ___________to go down to a lower level3. _________to do something to make a change4. ________able to control events5. _________打猎，猎取，搜寻6. __________鉴赏，感激意识到7. ____________保护…不受…伤害8._________ 回答，响应Step 3 Leading-in1.Show a shot move about Wildlife Protection2. Have them in pairs discuss why they are endangered and show students some pictures.Step4 Pre-readingShow students some information about wildlife protection from the Internet and ask students to discuss the following questions in pairs,1. What is wildlife protection about?2. What endangered species do you know?3. Why are they in danger of disappearing?Step5 Fast reading1.Read the passage quickly, and finish the main idea .Daisy took _____________to travel and talked with ____________ in her dream, which made her know _____________ of the wildlife protection.2. Read quickly and silently, finish the true or false questions.(1).Daisy saw many antelopes in Tibet.(2).The elephant used to be well protected in Zimbabwe.(3).In Zimbabwe, tourists love to see the elephants.(4).This is a real story in Daisy’s life.Step 6 Careful reading1．Read aloud, and then match the main idea with each paragraph.Paragraph1 A Daisy decided to be the voice of the wild animalsParagraph2 B Elephants are being protected by the Zimbabwe government . Paragraph3 C Antelopes are likely to disappear altogether .Paragraph4 D The monkey is unhappy with the way humans are dealing with environment problemsStep 7 Discussion （Group work）What should we do to protect the endangered animals?Step 8 Fill in the retellingDaisy is a girl who longed to help___________ _______. One day, she woke up and found _ _____ ______. Then she had a chance to see many animals with the help of the flying carpet. First she went to see the_______. Daisy learned that antelope’s fur __ ____ ____ ___make sweater, so the antelope becomes_________ ________ Daisy was sad, then she went to see many elephants. They ___ ___ ___the endangered species, but now with the help of government, the farmers began to protect them, so Daisy was very happy. Last Daisy went to the _________, where she saw a monkey. And the monkey told Daisy “no rainforest, no ________,no ______”.Daisy was amazed. But anyhow, she had known the importance of protecting animals.Step 8.HomeworkWriting——More and more animals are killed by humans , as a student what should you do to protect the wild animals?。
全新版大学英语 第二册 Unit4 B2U4
Unit 4The Virtual World一、授课时间：秋季学期二、授课班级：非英语专业本科生三、授课内容：新编大学英语综合教程2 第4单元四、课程类型：阅读课五、教学目的：1理解课文的主题，掌握其写作结构2 掌握课文中出现的语言点和语法现象3 通过与课文主题相关的一系列的听、说、读、写活动，提高学生的英语综合能力。
八、教学重点：课文的理解和语言点的掌握和应用。
九、教学方法：最大限度利用网络教学资源，展开以学生参与为主的课堂教学活动，并通过督促检查等手段使学生课下继续学习。
十、主要参考书目：季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》上海：上海外语教育出版社柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》上海：上海外语教育出版社朱万忠，2002，《大学英语阅读进阶2》重庆：重庆大学出版社Unit 4 The Virtual WorldObjectives:1) Understand the main idea and structure of the text.2) Learn some rules of interpreting new vocabulary and usage related to computers and the Internet in English.3) Grasp the key language points and grammatical structures in the text.4) Conduct a series of reading, speaking and writing activities related to the theme of the unit. Time Allocation and Course Arrangement:Pre-reading Tasks: (50 minutes)1. Warming-up exercise: Deliver handout about the introduction of Internet and ask concerned questions for Ss to discuss first and then answer them. (15’)2. Do the pre-reading task on pp.100. (10’)3. Listen to the recording twice and then discuss the following questions with your partner. (15’)1) Is the hero a student or an employee?2) What was he doing when the boss came in?3) How did he act in front of his boss?4. Ask Ss to find antonyms of “virtual world” and “virtual life” in the text. (10’)While-reading Tasks: (40 minutes)1. Ss are asked to skim the text and then do the Text Organization Exercise on page 107. (15’)2. Detail ed Reading: Ss discuss the following questions and report to the class (30’)1) Question for Paragraph 1What does the author feel after too long on the Net?2) Questions for Paragraph 2-3What did the author do three years ago and what is she doing now?How does the author manage her daily life?3) Questions for Paragraph 4-10What are the symptoms shared by people who live a virtual life?How does the author behave when she is suddenly confronted with real live humans?How does the author behave on line? Why?4) Questions for Paragraph 11-12What does the author do in order to return to the real world?Does she feel happy doing so?5) Question for paragraph 13When dissatisfied with the real world, what does the author do?Homework:1. Deliver handouts about language points and ask Ss to review them after class.2. Finish exercises of unit 1.3. Finish reading Text B.4. Ss prepare for follow-up discussion: The pros and cons of InternetAfter-reading Tasks: (90 minutes)1. Group discussion on the pros and cons of Internet. (30’)2. The presentation of each group. (20’)3. Check on Ss’ homework. (20’)4. Test of Unit 3. (10’)II. Language Study1. virtual: 1) created and existing only in a computerExamples: I can visit a virtual store and put what I want in my basket at the click of a mouse button.Some people spend too much time escaping from reality into the virtual worldconjured up on their computer screens.2) being or acting as what is described, but not accepted as such in name or officially Examples: Our deputy manager is the virtual head of the business.Now that the talks have broken down, war in the region looks like a virtual certainty.2. interpret: 1) understand (sth. said, ordered, or done)Examples: They are worried that the students might interpret the new regulation as a restriction of their rights.She interprets the dream as an unconscious desire to be young again.2) give or provide the meaning of, explainExamples: How do you interpret his refusal to see us?This dream can be interpreted in several different ways.3) translate what is said in one language into anotherExamples: I am terribly sorry, but I don't understand a word. Could you interpret for me?No one in the tour group spoke Spanish so we had to ask the guide to interpret.3. tone: a particular quality or intonation of the voiceExamples: From the tone of her voice I could tell she was very angry.Suddenly he laughed again, but this time with a cold, sharp tone.4. stretch: (cause to) become longer, wider, etc. without breakingExamples: My working day stretches from seven in the morning to eight at night.The child stretched the rubber band to its full extent.5. submit: give (sth.) to sb. so that it may be formally considered (followed by to)Examples: You should submit your reports to the committee.I am going to submit an application for that job in Microsoft.Peter submitted his plans for the new town square to the local government.6. edit: revise or correctExamples: Jack is busy editing Shakespeare's plays for use in schools.John didn't finish editing the annual report until the end of last month.7. email: electronic mailExamples: Young people like to keep in touch with their friends via email.I received an email from my student yesterday.vt. send an email toExamples: I will email you the instant I get the news.She'll email me a question before she calls so I can think it over in advance.8. communicate: contact sb. in any way, esp. by speaking to them, writing to them or callingthem (followed by with)Examples: Some young people depend heavily on email to communicate with each other.They have been divorced for years and never communicated with each other.9. the Internet: the worldwide network of computer links which allows computer users to connectwith computers all over the world, and which carries electronic mail Examples: Whether we like it or not, the Internet is an ever-growing part of our lives.You can take online courses and earn your degree via the Internet whenever andwherever you want to.It's believed the Internet was born in 1969 when two computers at the Universityof California, Los Angles were connected by a 15 foot cable.10. relationship: state of being connectedExamples: What is the relationship between language and thought?The scientist had a good working relationship with his American colleagues. 11. at times: sometimesExamples: She has been away from her home for about a year. At times she wishes she hadnever left.He went on listening to her, at times impatient and at times fascinated.12. take in: absorb (sth.) into the body by breathing or swallowingExamples: The earth takes in heat and light from the sun.Fish take in oxygen through their gills.13. data: information, usu. in the form of facts or statistics that you can analyzeExamples: This data is stored on the network and can be accessed by anybody.The data is still being analyzed, so I can't tell you the results.14. spit: send (liquid, food, etc.) out from the mouth (used in the pattern: spit sth. (out) (at/on/ontosb./sth.))Examples: The baby spat its food out on the table.He took one sip of the wine and spat it out.15. on line: connected to or controlled by a computer (network)Examples: Our system is on line to the main computer.The largest online institution is the University of Phoenix, with some 1000 studentstoday and hopes of reaching 200,000 students in 10 years.16. symptom: 1) sign of the existence of sth. badExamples: High interest rates are a symptom of a weak economy.They regard the increase in crime as a symptom of a more general decline in moralstandards.2) change in the body that indicates an illnessExamples: A cold, fever and headache are the usual symptoms of flu.If the symptoms persist, it is important to go to your doctor.17. nightmare: a terrifying dreamExamples: Tom didn't eat fish because it gives him nightmares.Watching horror films gives me nightmares.I had a nightmare about falling off the skyscraper.18. conversely: in a way that is opposite to sth.Examples: $1 will buy 100 yen worth of Japanese goods. Conversely, 100 yen will buy $1 worth of American goods.You can add the fluid to the powder or, conversely, the powder to the fluid.19. but then: yet at the same timeExamples: The failure of China's soccer team looks inevitable. But then, anything can happen in football.Mary performed better than the others in the final exam; but then, she spent muchlonger on it than they did.20. jar: have a harsh or an unpleasant effect (used in the pattern: jar sth., jar on sb./sth.)Examples: You shouldn't have too many colors in a small space as the effect can jar.The loud bang jarred my nerves.Her squeaky voice jarred on me.21. suck in: (usu. passive) involve (sb.) in an activity, an argument, etc., usu. against their will(used in the pattern: suck sb. in/into sth.; suck in )Examples: I don't want to get sucked into the debate about school reform.Some teenagers don't want to get involved with gangs, but they find themselvesgetting sucked in.22. keep up with: learn about or be aware of (the news, etc.)Examples: Carrie likes to keep up with the latest fashions.He didn't bother to keep up with the news. His only concern was to study.23. Work moves into the background: Work becomes secondary to me.24. in sight: 1)visibleExamples: It was early in the morning and there wasn't anyone in sight on campus.As the train pulled into the station my parents standing on the platform were soonin sight.2) likely to come soonExamples: Two months passed, and victory was not yet in sight. ,The end of the economic nightmare is still nowhere in sight.A solution to the problem of environmental pollution now seems in sight.25. remark: thing said or written as a commentExamples: The principal of the school made some remarks about educational reform at the meeting.Mr. Smith approached us and made a couple of remarks about the weather.His rude remark about my book jarred on me.26. emotional: 1) of the emotionsExamples: She is grateful to him for his emotional support while she was in trouble.It's quite difficult to handle emotional problems.2) having emotions that are easily excitedExamples: Marie got very emotional when we parted, and started to cry.It's said that the Italians are more emotional than we are.27. cue: anything that serves as a signal about what to do or say (followed by to/for)Examples: When he started to talk about the finances, that was our cue to get up quietly and leave.When I nod my head, that's your cue to give flowers to him.Mr. Clinton's excitement was the cue for a campaign.28. I say a line: I type a line on the screen.29. routine: a fixed and regular way of doing things (often adjectival)Examples: The job is really just a dull series of fairly routine tasks. I don't think you'll take it.He established a new routine after retirement.30. rely on/upon: depend confidently on, put trust inExamples: Nowadays we rely increasingly on computers to control the flow of traffic.Some children relied heavily on the advice of their parents.31. abuse: wrong or bad use or treatment of sth./sb.Examples: The World Health Organization (WHO) has published a report on drug abuse and addiction.The policemen are making an investigation of child abuse.32. restore: bring back to a former condition (used in the pattern: restore sth.; restore sb. to sth.)Examples: Law and order will be quickly restored after the incident.Winning three games restored their confidence.Doing sports every day restored the old man to good health.The deposed king was restored to power.33. arrange: prepare or plan (used in the pattern: arrange sth.; arrange to do sth.; arrange for sb./sth. to do sth.)Example: Her marriage was arranged by her parents.Let% arrange to have a dinner together some time before we graduate.I have arranged for a taxi to pick us up at 8:00 a.m.I could arrange for you to come along with us if you like.34. flee: run away (from) (used in the pattern: flee from/to; flee someplace)Examples: The customers fled from the bank when the alarm sounded.During the war, thousands upon thousands of Afghans fled the country.Up to five million political refugees have fled to other countries.35. interview: 1) a meeting at which a journalist asks sb. questions in order to find out their newsExamples: In an exclusive interview with our reporter, the film star revealed some of his personal affairs.Radio interviews are generally more relaxed than television ones.2) a formal meeting at which sb. applying for a job is asked questions, as a way ofjudging how suitable they areExamples: I have been asked to go for an interview for a project I applied for at Harvard University.She has had a couple of job interviews, but no offers.v.Examples: As a journalist, he interviewed many government officials.After the press conference, the journalist interviewed the UN Secretary Generalabout the Israeli-Palestinian conflict.I will be interviewed next week for the Chief Executive's job.36. appointment: an arrangement to meet or visit sb. at a particular time (followed by with)Examples: You can't see the president of the university unless you make an appointment.I've made an appointment to see my tutor tomorrow.37. click: press or release a mouse button rapidly, as to select an icon (followed by on)Example: When shopping online, you just click the mouse and order what you want to buy.38. tune: a series of musical notes that is pleasant and easy to rememberExamples: She whistled a happy tune all the way home.He was humming a merry tune while cooking.. Homework:1.Recite the words and phrases of this unit.2.Finish doing the exercises.3.Preview Unit 5。
高中《英语》(人教)必修二Unit 4 Reading学习方案
高中《英语》（人教）必修二Unit 4 Reading学习方案设计与执教：华中师范大学鲁子问学生：甘肃天水一中高一X班学生课前学习活动与资源一、请从以下学习目标中确定至少2项作为你本课时的学习目标：1、学习阅读理解本篇短文的结构，尤其是发现其与同类汉语文章的结构差异（请参考阅读资源三）。
2、学习理解现在进行时的被动语态。
3、从本单元课文中确定3-5个语词或短语，作为自己学习运用的语词，并学习运用自选的这些运用语词。
4、学习分析本文的作者写作意图。
5、学习写作介绍过程的文章（以麦积山发展为例，请阅读资源一、二）。
6、学习如何展开幻想。
7、了解野生动物保护的意义。
8、了解新老师的教学特点，为以后学习做准备。
9、学习如何运用学案进行学习。
10、把自己感兴趣的事情告诉新老师，以使新老师了解自己的想法。
二、选择一个任务，作为你在本课时计划完成的任务。
1、就喜欢的话题展开幻想，设计出文章结构。
2、向西方读者介绍麦积山的发展过程How Mount Maiji became Maiji Grottoes3、为西方小学生编写伏羲、女娲的故事（均为与天水有关的神话故事）。
4、制作保护濒危动物的英文墙报。
5、自己选定的其他任务：___________________________________三、请写出本单元预习过程中存在的主要语言困难。
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 资源一：麦积山简介麦积山，又名麦积崖，始创于十六国后秦（公元三八四年至四一七年）时期。
区内松竹丛生，山峦迭翠，周围群峰环抱，麦积一秀崛起，古称“秦地林朱之冠”，是我国秦岭山脉西端小陇山中的一座奇峰，海拔1742米，距天水火车站三十公里。
英语人教版八年级下册Unit4 2b Reading教学设计
Unit 4 Why don’t you talk to your parents?Section B 2b Reading “Maybe you should learn to relax!”教学设计【教材分析】本节课是人教版八年级下册第四单元的一篇阅读。
本篇阅读的主要内容是围绕学生的课外活动这一话题而展开的，主要讨论现实生活中学生所承受的过重压力和负担以及找寻解决这些问题并能够放松自己的一些方法。
【学习目标】1.知识目标：掌握文章中的重点词汇；掌握略读、跳读、速读等基本阅读技巧；2.能力目标：提高利用阅读技巧阅读文章，提炼文章主旨大意的能力，以及写作能力；3.情感目标：通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。
【学习重点】：1、掌握文章中的重点词汇；掌握略读、跳读、速读等基本阅读技巧；2、通过对本课的学习，使学生们懂得学习要劳逸结合，并学会善于和父母沟通谈心，让孩子们要理解父母。
【学习难点】：1、在阅读时善于使用简单的工具书及阅读技巧查找信息，帮助理解文章大意。
2、灵活掌握本课遇到的句型和短语，并能学以致用，把输入的知识变成语言的输出。
【教学过程】Step 1: Lead-in Make a survey1. What after-school activities do you do?2. I wonder how many of you take after-school classes.As we can see, it’s very common for most students in big cities to take after-school classes on weekends .(设计意图：通过做调查，了解学生的课外的活动安排，为引入话题作铺垫。
) Step 2: Pre-reading Key words and sentencesPresent a picture in which a girl is playing the piano.T: Like most of you, This girl takes a lot of after-school activities on weekends.Ask a student a question, what after-school activities do you take on weekens? L:T: As we can see this girl is a typical example.(write typical on the Bb)T: Do you know why does her mother send her to so many after-school classes?S: (answers will vary widely)Present the picture to explain the first reason: Because her mom likes comparing her with other children. (write compare on the Bb)T: Any other reasons? OK. Let's list more reasons for that.Start to present the cartoonsT: What are the kids doing in the cartoon?S:….T: They are competing with other kids. Don't you see that competition starts very young in China?Present “competition starts very young in China” on PPT, write competition on the Bb.T: Even when you finish your college, you have to face the competition.Present the picture in which graduates compete for jobs.Present “competition continues until you get older” on PPT. then conclude the reasons why Chinese parents send their children to after-school activities.T: Do you think it is good for a child’s development?S: ….T: In my opinion, I think it’s not good . It causes a lot of pressure/stress for children. Present the sentence above on the Bb. Write “development, cause, pressure, stress on the Bb.T: Is there the same problem in America?Ok. Let’s read the article on Page30.(设计意图：这一环节的设计是为了扫清阅读障碍，让学生能顺利完成阅读。
人教版必修2 Unit 4 Reading教学设计 (1)
人教版必修2 Unit 4 ReadingHow Daisy Learned to Help WildlifeAnalysis of the Teaching MaterialThe topic of Book 2 Unit 4 is about wildlife protection. In this period, the teaching material is the passage How Daisy Learned to Help Wildlife on Page 26. After learning the passage, students are supposed to not only gain some background knowledge about wildlife protection and master relevant new words and expressions, but also train such reading abilities as predicting, skimming, scanning, reading memory and summarizing. What’s more, students should know the importance of wildlife protection and have the spirit of cooperation and sharing.Before reading, the teacher will have a free talk about keeping a cat with students and share pictures with them. After arousi ng students’ interest, the teacher will lead them to think about the present situations of wildlife and list the reasons why some wild animals are becoming endangered. While reading, students will learn to gain important messages from the title and pictures, grasp the main idea and outline of the passage and understand some specific details. After reading, there will be a reading memory activity to review the passage and consolidate new words and expressions. Then the teacher will lead students to summarize the passage. To arouse students’ awareness of wildlife protection, the teacher will ask students to discuss how to help wildlife and share a video and some slogans with them.Analysis of StudentsStudents are quite familiar with pets, but they cannot often see wildlife, hardly are they aware of the situations of wildlife. Therefore, the teacher will lead students to think about it. In order to arouse students’ interest and awareness, the teacher will share vivid pictures and a video about wildlife protection. It may be easy for students to understand the contents and the structures of the passage, but it is necessary to highlight the reading tips. Some new words and expressions are difficult, so students are encouraged to preview the new words and expressions. They should work out the meanings of new words through the context. Students are encouraged to discuss questions, cooperate with group members and share ideas.Basis of the DesignThis reading class focuses on teaching details, which are included in the teaching activities designed. How teaching details are dealt with influences the effect of teaching. The teacher will adopt the task-based teaching method and design several reading activities to help students understand the passage, improve reading abilities and realize the importance of wildlife protection. The teacher will also get students to combine English study with life experiences, encourage them to think, talk and share ideas, and improve their abilities of self-reading and English expression.Teaching AimsKnowledge Aims1. Get students to grasp the useful new words and expressions in this part: wildlife, in danger of, endangered species, carpet, respond, distant, fur, antelope, in relief, burst into laughter, mercy, certain, increase, importance, WWF, rub, protect...from, mosquito, insect, contain, affect, pay attention to, appreciate2. Let students accumulate some knowledge about wildlife protection.Ability Aims1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.2. Enable students to talk about animals and wildlife protection.Emotional Aims1. Let students have the awareness of wildlife protection and think out some measures to protect wildlife.2. Let students have the spirit of sharing and cooperation.Teaching Important Points1. Develop students’ reading abilities of predicting, skimming, scanning, reading memory and summarizing.2. Let students have the awareness of wildlife protectionTeaching Difficult Points1. Let students use reading strategies to understand the passage.2. Enable students to talk about animals and wildlife protection.Teaching Methods1. Task-based teaching2. Cooperative learning3. Group discussionTeaching ToolsThe multimedia and other common teaching toolsDesign of the Teaching ProceduresStep 1 Leading in (Individual work, 5 mins)[设计意图]导入由两个部分构成。
B2U4 Reading for writing教学设计
1.What can you see?
2.What can you hear?
3.How does the place feel?
4.What can you smell?
5.What can you taste there?
T refer to Ireland as“Emerald Isle”.
Step 2: Viewing and Predicting
T asks students to view the title and the picture to predict the content of the text.
1. read a descriptive paragraph about Ireland.
2. identify and analyse the introductory sentences and ending sentences.
3. write to describe an interesting, exciting or surprising place.
Teaching difficulties
1.help students tograsp the writing skills to describe a place that they like.
2. Inspire studentstoadmire Chinese traditions andcustoms by travelling to different places and using all the senses to experience every thing and by interacting with local people.
BookII Unit 4 Reading 阅读欣赏导学案
BookII Unit 4 Reading 阅读欣赏导学案【学习目标】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；(wildlife, decrease, die out, hunt, in peace, in danger of, endanger, long to, diatant, in relief, without mercy, certain, contain, affect, appreciate,…)2.准确把握文章主旨及篇章结构；提高阅读理解能力。
3. 合作探究，解决课文理解障碍；熟练运用所学语言。
4. 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；【使用说明和学法指导】1. 课前预习阅读文章，8分钟完成五个课文理解题及相关短语；2. 10分钟完成有关练习，训练速读，细读，猜词，分析句子等阅读技巧；3. 8分钟合作探究；4. 8分钟点评质疑、拓展；5. 5分钟搞好泛读，巩固所学的重要知识点，拓宽知识面。
【课前预习】I.【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，限时完成五个课文理解题；然后勾画文章重点词汇、短语以及难点，准备课上探究。
II.【文章理解】T ask1. What’s the main idea of the passage?Daisy dreamed a strange dream. In the dream, she took ________________ to travel and talked with _________________, which made her know the ______________ of wildlife _____________.T ask2. Answer the following two questions?1. Where did Daisy go? She went to _________ , Zimbabwe and a _____________.2. What kind of animal did she meet in each place?She met ____________, ____________ and ____________.3. How did the writer organize the text? Order of ____________.T ask3.Do some exercises to help you to comprehend the text.1. Daisy first learned about the antelope _________.A. from her sweater made of furB. when she went to TibetC. after she saw one standing with a sad faceD. when she woke up from her dream2. There are not as many antelopes as it used to be in Tibet _________.A. because of pollutionB. thanks to the development of industryC. as a result of killingD. because of lack of food3. The best way to protect the antelope is ___________.A. to leave them as they areB. to stop the fur tradeC. to ask the people to stop killingD. to let more people know the fact4. 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 ivoryD. thought they were dangerous to them5. In the rainforest, the millipede insects which contain drugs ____________.A. are waiting to be discovered and made into medicineB. should be introduced to other parts of the worldC. are not paid attention to by the WWFD. need attention and protectionT ask4. Useful expressions1. die out _______________________2. in peace ___________________________3. in danger (of) __________________4. long to do sth. ______________________5. endangered species ______________6. beneath our stomachs ________________7. in relief _______________________ 8. burst into laughter ____________________9. without mercy _________________ 10. a certain number of __________________11. protect… from… _______________ 12. pay attention to… __________________【课内探究】I．【限时训练】（听录音阅读文章一遍，完成课内探究部分）【探究一】：The details of the passage1. The passage mainly describes a magical journey of Daisy in her dream.Listen to the tape and put the following sentences in the right order.①In the dream, she flew in a wonderful carpet to talk with an antelope in Tibet.②Later, she flew to Zimbabwe and talked with an elephant and knew the farmers no longer huntedthem.③Although finally everything was gone, she had learned so much about the wildlife!④The antelope told her they were hunted because their fur could be used to make sweaters.⑤At last she arrived at the thick rain forest.⑥One day, Daisy dreamed a strange dream.⑦That’s because the government decided to help and the farmers made a lot of money at last.The order：____ ____ ____ _____ ____ _____ _____2. Listen to the tape and tell the following sentences are true or false.①Before this travel, Daisy had no interest in endangered species.②Antelopes were killed for the wool beneath their stomachs.③The elephants in Zimbabwe used to be protected well by the farmers in the past.④The visitors could not hunt the elephants any more.⑤Mosquitoes protect the monkey from a millipede insect.⑥The animals in the rainforest live together.⑦Some endangered wildlife has already been protected.⑧Finally, Daisy went back home and told WWF to produce the new drug.【探究二】：Analyze the complicated sentences and tranlate them.1. Please take me to a distant land where I can find the animal that gave fur to make this sweater.请你画出主句的主干，判断出please后面跟的是_________句，然后分析where引导的是______________句，that引导的是_________________句。
人教版高中英语必修二Unit4Reading教学设计
人教版高中英语必修二Unit4Reading教学设计人教版高中英语必修二Unit4 Reading 教学设计一、教材依据本节课是针对人教版高中英语必修二Unit4 Wildlife protection 中的Reading 部分而设计。
二、设计思路新课程要求教师根据自己所处的教学环境，借鉴国内外有关外语教学自主学习的研究成果，充分体现以“学生为中心”的思想，把自主学习引入英语阅读教学，大力培养学生浓厚的阅读兴趣，正确引导学生自主选择阅读材料，扩大阅读范围，养成良好的阅读习惯，逐步掌握阅读技能，从而把学到的知识灵活运用到对语言、文章的理解中，不断提高分析判断能力、逻辑思维能力和语言运用能力。
正是基于这一指导思想，笔者把打造“学生自主阅读，实现有效教学”作为自己的理念，设计了这堂阅读课。
本课围绕“野生动物保护”这一主题, 通过描述Daisy 在梦中经历一次奇妙的飞毯旅行，与藏羚羊、非洲象、猴子的对话，旨在让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。
教学对象是高一学生，英语基础知识和基本技能都是一般水平，对英语学习兴趣不太浓。
因此，课堂教学活动设计主要以调动学生的学习兴趣、以学生的自主学习为目标。
三、教学目标由于本节课是典型的阅读课，课文内容贴近生活并且时代感较强，所以笔者在设计课堂教学目标时，在原有的要求学生理解文章意思、掌握细节信息的基础上，对情感价值观方面进行了一定升华，对学生深层面的能力提出了要求，具体如下：知识与技能：①通过图片和标题预测文章内容；运用略读和查读策略迅速获取信息。
②强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：①培养学生精读文章获取信息、分析信息的能力和独立阅读能力。
②通过自主和合作学习，培养学生理解信息和处理信息的能力。
情感价值观：通过本节课的学习，让学生了解野生动物的处境和保护野生动物的重要性；增强保护野生动物的意识。
bunit2-unit4教案
1. To introduce the context about having a robot to help with the work for humans2. To talk about what a robot can do3. To learn some of the advantages of robotsII. Teaching procedure:Step 1: Warm-up: To raise students' interest, get students thinking and talking about robots:① Have you seen robots in the films?② What kind of robots do you know?③ Do you like robots? Why?④ What do you think robots can do for you?⑤ Would you buy a robot in the future? Why?Step 2: welcome to the unit1. The purpose of this part is to activate student's knowledge ofrobots and generate interests of this topic. Ask one student to read thephrases in the word box at the top of page 19. Make sure that all students understand the meanings of the phrases such as 'do the laundry, explorer dangerous places' in their own words.2. Explain the context. Daniel is explaining to Amy what robots cando. Ask students to complete the conversation on Page 19 on their own.3. Ask two students to read the conversation and check mistakes.4. Encourage students to talk about if robots are harmful? Divide students into groups to discuss.① What do robots do harm to human beings?② Why do they do harm to human beings?5. Listen to the tape for the first time to learn the main idea of the comic strip.6. Listen to the tape for the second time to read after the tape.7. Ask some students to act out the comic strip.Step 3: Useful expressions1. complaint: 不+可数名词"抱怨"；可数名词"抱怨的行动或话，投诉"complain: 动词：complain to / about2. post：动词'邮寄'：. post something for sb.III. Homework:1. Recite the useful vocabulary and comic strip.2. Complete some exercise.3. Preview reading(1)教学小结：学生基本能掌握对话，理解机器人能为人类做好多事。
Book2Unit4 Reading 课件
Para- Main idea graph
Supporting details
1 Animal: a millipede from
3 and
4
What we can get from wildlife protection
tropical rainforest
2) Detailed Reading（精读）
Read again and get the information in details. Part 3 (para.3-4)In the rainforest, Daisy met a monkey.
5. How is the monkey protecting itself from mosquitoes? The monkey rubbed the millipede insect over its body.
species
Situation:f_a_r_m__e_r_sused to hunt
elephants without m__e_r_c_y__
Result: protection by farmers and
numbers _a_r_e__in__c_r_e_a_s_in_g
Animal: a millipede
Situation: People killed antelopes forw_o_o_l
and _f_u_r_ used to make sweater
para2 Para3,4
Result: Antelopes become an_en_d_a_n_g_e_r_ed_
Animal: Zimbabwe
人教版高一英语必修二Unit4 Reading 课程教学设计
教学目的一、课标内容英语课程目标语言技能语言知识Unit4Rea ding名师教学设计（一）设计主题：人教版高中英语必修二Unit4Wildlife protection第一课时姓名：陈婉香__________学校：漳州市长泰第二中学教学目标三维目标领域通读了解有关中国及世界濒知识与技能领域危动物的信息资料；提高保英语课程目标教学目标三维目标领域语言技能How Daisy learned t o helpwildlife?这篇课文，并进行全面整体理解，积极思考，达到强化语言意识、积累语言经验的目的，全面提升综合语言运用能力。
学习本课新单词、短语学习策略情感态度文化意识二、教学要求交际策略、资源策略理解保护野生动物的重要性了解有关中国及世界濒危动物的信息资料；提高保护野生动物的意识；思考人类该如何采取措施保护濒危的野生动物，并与之和睦相处。
过程与方法领域基本要求 1.了解保护野生动物的一些现状；对保护野生动物的重要性进行思考；理解人与自然和谐相处的重要性。
2.初步掌握本单元出现的词汇用法。
发展要求 1.思考野生动物生存现状的变化对大自然的影响；学会用英语讲述人类该如何去保护野生动物的话题。
2.通过进行语言运用能力的训练培养自己分析日常生活中保护野生动物方面出现的问题，并讨论可采取的措施。
三、学情分析（一）学生的知识水平一方面，学生进入高一英语的学习，逐渐适应高中英语的学习方式，积累了一定的词汇量，并可以用英语简单表达自己的一些思想。
另一方面，学生在生物学科中已经学了关于生态环境的一些知识，对野生动物的生存状态和产生原因有一定的了解，这都为本节课的进行奠定了良好的基础。
（二）学生的情感态度价值观学生处在好动、善良、富有同情心的青少年时期，对动物具有比较强烈的兴趣，也可能对濒危的野生动物的遭遇给予极大的同情，并会热心地想办法来解决这个问题。
但同时，学生可能也会有意无意地伤害一些动物，通过这堂课的学习，可以让学生意识到这种行为的错误。
人教版高中英语M2 unit4 reading满分教学案
M2 Unit4 History and traditionsReading: What's in a Name?Motto: A people without the knowledge of their past history, origin and culture is like a tree without roots.一个不了解自己历史起源和文化的民族，就如同一颗无根之树。
----Marcus Garvey I. Learning aimsMaster the reading skills & main idea of the passage.探究疑惑：______________________________________________________________________________________________________________________________________________________________III ConsolidationLevel A SummaryAccording to the British history, Wales is the first country to be______（join）to the Kingdom of England, which happened in the 16th century. Later, Scotland and the Kingdom of Ireland ___________(add) to create the United Kingdom of Great British and Ireland. In the 20th century, the southern part of Ireland______(break) away from the UK, ______resulted in the full name we have today: the United Kingdom of Great British and Northern Ireland, whose_________(shorten) name is “the United Kingdom”or “the UK”. The four countries of the UK use_____same flag as well as the same currency and military defence.However, they also have some _________ (different), like different legal systems. The UK’s long and interesting history can help you understand much more about the country and its traditions. Studying the history of the UK will make your visit much more_________(enjoy). The capital city London is a great place_______(start), as it is an ancient port city that has a history______(date) all the way back to Roman times.。
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Book 2 Unit 4Teaching PlanBackground informationTeaching material: New Senior English for China, B2 U4, How Daisy Learned to Help WildlifeLesson type: readingStudents: Class 12, Senior High, Grade 1Time allotment: 40 minutesTeaching objectivesBy the end of the class, students should be able to:1.Conclude the main idea of the passage by skimming;2.Exploring the current living situation of wild animals and some wildlife protection through scanning to find some specific information provided in the passage;3.Strengthen their awareness of wildlife protection.The focal points1.S tudents can gain more knowledge about wildlife protection;2.Students should be able to use different reading skills according to different reading activitiesThe difficult points1.Students may have difficulty understanding the passage because of vocabulary obstacles2.Students lack relevant knowledge about wildlife and their living conditionsTeaching proceduresI Warming up and pre-readingStep 1 T: Speaking of wildlife, what comes to your mind first? Let’s see how much you know about wild animals. Next, you’ll see some pictures, try to guess what animals they are.(T’s activity: display the pictures and give some hints when Ss have difficulty giving the names of animals.)(Ss’activity: speak out the names of animals presented in the pictures;Chinese is allowed if they don’t know the English names.)Step 2 T: what do you think of antelopes? What will people do to get their horns and fur?(T’s activity: lead Ss to know the meaning of endangered species.)II While-readingStep1 T: First of all, let’s find out what the passage is mainly about. Please read the passage quickly and find out the main idea of the whole passage and the main idea of each paragraph. You have five minutes to go through it and finish the exercises in activity 1.Activity 1 Read the passage quickly and find out the main idea.1> Which one is the main idea of the passage?A. Some protection of wildlife.B. A journey of a flying carpet.C. Daisy’s wonderful experience with some animals.D. The difficult life of wild animals.2> Match the following main ideas with the right paragraph.Para1 A. What we can get from wildlife protection. Para2 B. Why we need wildlife protection.Para3&Para4 C. A good example of wildlife protection.Step2 T: now we know that Daisy had a wonderful experience in a special travel. How did Daisy travel around? How many places Daisy visited?Activity 2 Read the passage again and complete the chart below; findStep3 T: (display pictures as transaction) These are the animals Daisy met. Let’s see what she learned from each of them. First of all, let’s go to Tibet and see what happened to antelopes.Activity 3 Work in pairs, read paragraph 1 and answer the following questions.1>How did the antelope feel when Daisy met it?2>How did antelope become an endangered species?(additional information: nearly 20,000 antelopes are killed each year because of illegal hunting.)Step4 T: at this speed, sooner or later antelopes will disappear. So will these endangered animals. What can be done to help these animals? There is a good example of wildlife protection in Zimbabwe. Do you remember what animal Daisy met there? Let’s see what happened to elephants and how the government helped them.Activity 4 Read paragraph 2 and fill in the blanks; find out the relationship between the farmers and elephants, and how theThe government: allowed the _________ to hunt a certain number of animals if they ______ the farmers.Step5 T: that ’s how we successfully helped wildlife. But why should we human beings help wild animals? What can we get from them ？For example, can we learn anything from the monkey in the rainforest? Activity 5 Read paragraph 3&4, choose the best answers to the following questions.1>What does the monkey rub over its own body?A. mosquitoesB. a drugC. a millipede insectD. leaves 2>Why does the monkey rub this thing over its body?A. Because it can attract mosquitoes.B. Because it contains a powerful drug which affects mosquitoes.C. Because it has a special smell.D. Because it can protect the monkey from being killed.3>It can be inferred from the text that next Daisy would probably______A. Go and buy a flying carpetB. Work with WWF to help wildlifeC. Laugh over what she had experiencedD. Cry because she could not make her new drugIII Post-readingActivity 6 DiscussionThe Tibetan antelopes ’ number is decreasing because of hunting, the lack of food and living area, the danger on the road and so on.What do you suggest the government do to help antelopes and protect them from hunting, the lack of food and the danger on the road? Have a discussion in groups of four.。