高中英语同步教案：UnitWildlifeprotection热身及阅读人教新课标必修

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Unit2WildlifeProtectionReadingandThinking教案-高一英语人教

Unit 2 Wildlife ProtectionReading and Thinking教案教材分析：本课时的主题语境围绕保护野生物种展开，帮助学生了解野生物种的现状与未来，建立起保护野生物种的意识，掌握一系列与保护物种、环境有关的词汇与句型，如exist, harmony, attack, shoot等。

并且能够就野生物种的生存现状展开简单的讨论。

本文的价值取向在于通过阅读了解我国政府和民间组织采取了多种有效措施，认识到保护物种的重要性，增强保护地球的责任感，建立辨证思维的能力。

教学策略与设计说明：采用任务型教学法(Taskbased language teaching)，结合阅读材料和保护野生物种的主题语境，布置一系列相关活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。

教学目标：在本节课学习结束时，学生能够：1.语言能力上，熟练掌握与保护野生物种相关的一系列表达方式，如reserve,plain, observe, harmony, remind, shoot等；理解阅读文本的主要信息，领会作者的观点和态度；懂得如何表达自己对野生物种保护的观点和看法。

2.思维品质上，懂得用辩证思维思考野生物种濒临灭绝的原因；发散性思考解决办法。

3.文化意识上，通过了解藏羚羊的生存现状，认识到保护野生物种的紧迫性与必要性，意识到保护野生物种是全球共同的责任。

建立起保护地球的主人翁意识和责任感。

4.学习能力上，学会通过语境理解单词的含义，掌握跳读和扫读的技巧，正确理解和认识字面意义和隐含意义，更好的理解文章结构和意义，进一步理解文章的细节。

教学重点：1.引导学生理解文本的主旨内容，领会作者在文中表达的中心思想2.指导学生掌握文中出现的新词汇及句型。

3.了解藏羚羊的生存现状及未来，对野生物种保护建立正确的认识，表达自己对野生物种保护的观点和看法。

教学难点：正确理解和认识字面意义和隐含意义，更好的理解文章结构和意义，进一步理解文章的细节，通过主题讨论建立起辩证思维的能力。

高中英语同步教案：UnitWildlifeprotection热身和阅读课人教新课标必修

2015-2016高中英语同步教案：Unit 4 Wildlife protection（热身和阅读课）（人教新课标必修2）Unit 4 Wildlife protection 教学设计Period 1: Warming up and readingTeaching AimsTo talk about endangered speciesTo read about wildlife protectionProceduresI. Warming up by learning about animalsLook at the photos below and listen to me telling you about the animals, the endangered animals.The Giant Panda is a mammal now usuallyclassified in the bear family, beside, that isnative to central China.The Giant Panda lives in mountainous regions, like Sichuan and Tibet. The Giant Panda is the symbol of the World Wildlife Fund (WWF), a conservation organization. Toward the latter half of the 20th century, the panda also became somewhat of a national emblem for China, and is now used in Chinese gold coins.Giant Pandas are an endangered species, threatened by continued loss of habitat and by a very lowbirthrate, both in the wild and in captivity. About 1,600 are believed to survive in the wild.Milu deer is a Chinese deer. It has a long tail, wide hooves, and branched antlers. Another Chinesename for it is “four unlikes,.”because the animals were seen as havingthe horns of a stag, the neck of a camel, the foot of a cow, and the tail ofan ass.These animals were first made known to Western science in the 19th century, by Father Arm and David, a French missionary working in China. At the time, the only surviving herd was in a preserve belonging to the Chinese emperor. The last herd of Milu deers that remained in China were eaten by Western and Japanese troops that were present at the time of the Boxer Rebellion.These deer are now found in zoos around the world, and a herd of Milu deer was reintroduced to Dafeng Reserve, China in the late 1980s. They are classified as “critically endangered.” i n the wild, but do not appear to have suffered from a genetic bottleneck because of small population size.A tiger is a large cat famous for its beautiful fur of orange stripedwith black. Tigers live in Asia and are becoming very rare. This isdue to people hunting them for their fur and destroying theforests they live in.II. Pre-reading1．Defining wildlifeWhat does the world wildlife mean?The term wildlife refers to living organisms that are not in any way artificial or domesticated and which exist in natural habitats. Wildlife can refer to flora (plants) but more commonly refers to fauna (animals). Needless to say, wildlife is a very general term for life in various ecosystems. Deserts, rainforests, plains, and other areas—including the most built-up urban sites—all have distinct forms of wildlife.Humankind has historically tended to separate civilization from wildlife in a number of ways; besides the obvious difference in vocabulary, there are differing expectations in thelegal, social, and moral sense. This has been reason for debate throughout recordedhistory. Religions have often declared certain animals to be sacred, and inmodern times concern for the environment has provoked activists to protest the exploitation of wildlife for human benefit or entertainment.2.Make a list of other endangered wildlife in China that is being protected.3.Pre-reading questions:4.Reading to the recordingNow turn to page 26, listening and reading to the recording of the text. Try to keep pace with the native reader, making your reading resemble that of the reader, in speed, in intonation and in pronunciation.III. Reading1．Reading and getting informationNow you are to read the text for information to fill in the form.2．Reading and underliningNext you are to read the text and underline all the collocations at the same time.IV. Closing up by matching animals to five risk categoriesDifferent endangered species appear on different endangered species lists. And people who are trying to protecting animal use the following five risk categories to group the unlucky animal.Now in groups of four try to group all the unlucky animals found in China.Period 2: Learning about LanguageTeaching AimsTo learn about The Present Progressive Passive V oiceTo discover useful words and expressionsTo discover useful structures.ProceduresI. Warming up by acting a text playGood morning class. To begin with we shall put our text HOW DAISY LEARNED TO HELP WILDLIFE on stage, that is, to act out our story. Now the class acting team with their text play of HOW DAISY LEARNED TO HELP WILDLIFE!II. Discovering useful words and expressions1. Doing vocabulary exercisesTurn to page 28 and do the vocabulary exercises 1, 2 and 3. You can simply write your answers in the blanks on the very page of 28.2. Playing a gameLet’s go on to play the game described on the top of the page 29. The following sentences are to be passed on.▲Plant native plants in your backyard.▲Do not dump weeds in the bush.▲Build a frog pond in your backyard.▲Put your rubbish in the bin.▲Leave your pets at home.▲Do not take anything out of the park.▲Encourage your friends to keep patches of bush as wildlife habitats.▲Join a community group and offer to do voluntary work.▲Find out about conservation activities happening in your local area.▲Participate in local clean-up, tree planting and weed control activities.▲Learn About Threatened Species▲Look out for wildlife▲Refuse to buy any rare or endangered plant or animalproduct.▲Be alert and drive slowly at dawn and dusk in rural areas where wildlife may be active. III. Studying The Present progressive Passive Voice1. Passive VoiceThe passive voice is used when focusing on the person or thing affected by an action.The Passive is formed: Passive Subject + To Be + Past ParticipleIt is often used in business and in other areas where the object of the action is more important than those who perform the action. For Example: We have produced over 20 different models in the past two years. Changes to: Over 20 different models have been produced in the past two years.If the agent (the performer of the action) is important, use “by.” For Example:Tim Wilson wrote The Flight to Brunnswick in 1987.The Flight to Brunnswick was written in 1987 by Tim Wilson.Only verbs that take an object can be used in the passive.The following chart includes sentences changed from the active to the passive in the principal tenses.Active Passive Time Reference They make Fords in Cologne. Fords are made in Cologne. Present SimpleSusan is cooking dinner. Dinner is being cooked by SusanPresentContinuousJames Joyce wrote Dubliners. Dubliners was written by JamesJoyces.Past Simple2. Passive Verb FormationThe passive forms of a verb are created by combining a form of the “to be verb.” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”IV. Reading and identifyingSince you are clear about Passive Verb Formation, go back to page 26 and scan the text for all the examples of The Present Progressive Passive V oice.We’re being killed for the wool beneath our stomachs.Our fur is being used to make sweaters for people like you.…Now try to put the following sentences into The Present Progressive Passive Voice.▲They are producing this new drug.▲Antelope is looking at her.▲They are killing us for the wool.▲They are destroying the farm.V. Discovering useful structuresTo consolidate your learning of The Present Progressive Passive Voice, turn to page 29 and do the grammar exercises 2 and 3.VI. Closing down by playing a gameTo end this period go to page 29 and play the game called “Tell me what is happening?” Ask questions containing The Present Progressive Passive V oice.Period 3: Using LanguageTeaching AimsTo read and listen about ANIMAL EXTINCTIONTo speak about helping the dodoTo write to WWFProceduresI. Warming up by reading to the tapeLet’s warm up by reading aloud to the r ecording of the textANIMAL EXTINCTION on page 30.II. Listening about ANIMAL EXTINCTIONNow I’d like to tell you something about DINOSAURS and finish exercise 3 and 4 on page 30. Have you ever heard of the dodo, an animal that has also disappeared fromthe earth?The Mauritius Dodo (Raphus cucullatus, calledDidus ineptus by Linnaeus), more commonlyjust Dodo, was a metre-high flightless bird of the island of Mauritius.The Dodo, which is now extinct, lived on fruit and nested on theground.Next we are going to listen to the tape and do exercises 2 and 3 on page 30 on dodo.■In formation about DinosaurDinosaur means terrible lizard in Latin. They were called that because people used to think dinosaurs were lizards, but they were not. Dinosaurs first appeared about 200 million years ago. 65 million years ago, many kinds of dinosaurs became extinct. Birds are a special type of dinosaur and they were the only kind to live until today.There were many kinds of dinosaurs. Some ate plants and some atemeat. The largest dinosaurs were plant-eaters like apatosaurus andbrachiosaurus. They were the largest animals to ever walk on dryland.Other plant-eaters had special weapons to help them fight off the meat-eaters. For example, triceratops had three horns on its face, ankylosaurus was covered in boney plates, and stegosaurus had spikes on its tail.The meat-eaters all ran around on their back legs like people do. Some were very large, liketyrannosaurus, and some were small, like compsognathus. It was thesmaller sized meat-eaters that evolved into birds. One of the first birdswas archaeopteryx, but it looked half like a dinosaur.There were large flying reptiles that lived at the same time as dinosaurs called pterosaurs, but they were not closely related to dinosaurs. There were also many kinds of large reptiles that could swim, like ichthyosaurs and pleisiosaurs, but they weren’t closely related to dinosaurs either.III. Reading and copyingNext we shall go back to the text ABOUT DINOSAURS on page 30 again to read it and copy down all the expressions into your notebook.Useful phrases from ABOUT DINOSAURSDuring the history of the earth, live on the earth, tens of millions of yearsago, came into being, eggs of five species, a rare new species, a bird-likedinosaur, climb tree, tell…from…, die out, hit the earth, put…into the air,get hot, live on, know for sure, in the same way, listen to the story about…,disappear from…IV. Reading to answer questionsRead the questions in the table below and scan the text to answer them.When did dinosaurs live on earth?When did dinosaurs die out?How did dinosaurs die out?V. Speaking in pairs about helping the dodoZhao Yannan:The Dodo was driven to extinction by sailors when they discovered the island of Maritius in the 17th century. It is one of the first documented humaninduced extinctions.Zhao Yanfei: What a pity that we can not find any dodo now. Imagine we are with the dodo, Yannan, what could we do to help it?Zhao Yannan: Then I would intend to hide it in a cave, so that sailors could not find it.Zhao Yanfei: If I were there, I would try to trap them as they were catching and killing the dodo. Putting man who is harmful to the dodo in a cage and attacking him is the best way to protect and save the dodo.Zhao Yannan:I’d like to and I’m ready to, teach man how to be friends with animals, including the dodo. The man and the dodo can be living side by side on the earth. They can be happy together. ZhaoYanfei: I would rather not tell you what I think of man. He is selfish and cruel. He cares only for himself and that is why so many animals have disappeared from this earth. Putting the bad men in a cage is the only way out, I am sure.VI. Closing down by writing to WWFAll right now, boys and girls, to end this period, next you are to write a letter or an email to WWF asking them to help you save your endangered animal.Give a Sample writing to the class after their writing.附：备课资料What is WWF?WWF, the global conservation organization was originally known as World Wildlife Fund.In 1986, it changed its name to World Wide Fund For Nature (except inthe US and Canada) to better represent the spread of its work. It wasfounded on September 11, 1961 by, among others, the biologist Sir JulianHuxley, Prince Bernhard of the Netherlands, Max Nicholson and thenaturalist and painter Sir Peter Scott who designed the original black andwhite panda logo. It is one of the world’s largest environmental organizations, with a network of offices in nearly 60 countries and a secretariat in Gland, Switzerland.Probably the most famous name associated with WWF is HRH The Duke of Edinburgh. The Dukewas the first President of WWF-UK from its foundation in 1961 to 1982, International President of WWF (1981-1996), and is now President Emeritus.WWF is dedicated to stopping the degradation of the planet’s natural environment and building a future in which humans live in harmony with nature, by:▲conserving the world’s biological diversity,▲ensuring that the use of renewable natural resources is sustainable,▲promoting the reduction of pollution and wasteful consumption.WWF has a factual, science-based approach to conservation, which focuses on six priority issues of global concern: forests, oceans and coasts, fresh water, endangered species, and the insidious threats of toxic chemicals and climate change. For each of these issues, WWF has developed measurable targets and runs more than 1,200 field projects around the world in any year.III. AntelopeThe antelope are a group of herbivorous African animals of the family Bovidae, distinguished by a pair of hollow horns on their heads. These animals are spread relativelyevenly throughout the various subfamilies of Bovidae and many are moreclosely related to cows or goats than each other. There are many differentspecies of antelope, ranging in size from tiny to very big. They typically have a light and elegant figure, slender, graceful limbs, small cloven hoofs, and a short tail. Antelope have powerful hindquarters and when startled they run with a peculiar bounding stride that makes them look as though they are bouncing over the terrain like a giant rabbit. Some species of antelope can reach speeds of 60 miles per hour (100 kilometers per hour), making them among the fastest of land animals.IV. ElephantElephantidae (the elephants) is the only extant family in the order Proboscidea. Elephantidae has three living species: the Savannah Elephant and Forest Elephant (which were collectively known as the African Elephant) and the Asian Elephant (formerly known as the Indian Elephant). During the period of the ice age there were more species, which are now extinct.Elephants are the largest living land mammals. At birth it is common for anelephant calf to weigh 100 kg (225 pounds). It takes 20 to 22 months for a babyelephant to mature to birth, the longest gestation period of any land animal. Anelephant may live as long as 60 to 70 years. The largest elephant ever recordedwas a male shot in Angola in 1974, weighing 12000 kilograms or 26400 pounds. Prehistoric human beings have been known to eat elephants, as recent findings of animal remains in central China show. The elephant is now a protected animal, and consumption is prohibited around the world.V. MonkeyA monkey is any member of two of the three groupings of simian primates. These two groupings are the New World and Old World monkeys. Because of their similarity to monkeys, apes such as chimpanzees and gibbons are sometimes incorrectly called monkeys. Also, a few monkey species h ave the word “ape.” in their common name. Because they are not a single coherent group, monkeys do not have any important characteristics that they all share and are not shared with the remaining group of simians, the apes.Monkeys range in size from the Pygmy Marmoset, at 10 cm (4 inch) long(plus tail) and 120 g (4 oz) in weight to the male Mandrill, almost 1metre (3 ft) long and weighing 35 kg (75 lb). Some are arboreal (living intrees), some live on the savanna; some eat fruit, some eat leaves, andsome eat insects; although most have tails (sometimes prehensile),others do not; some have trichromatic colour vision like that of humans,others are dichromats or monochromats. Although both the new and old world monkeys, like the apes, have forward facing eyes, the faces of Old World and New World monkeys look very different. To understand the monkeys, therefore, it is necessary to study the characteristics of the different groups individually.。

人教版高中英语必修二unit4 wildlife protection阅读课教案

1.To help students understand the important of wildlife;
2.To help students practice how to express their ideas.
Step 5
(2min)
【Homework】
1. Review the passage.
【Reason】
1.To attract students’ attention;
2.Toletstudentsthink ofwildlife..
Step 2
(10min)
【Activity】
1.Ask students to think about the reasons whywildlifeisdying out;
1.Ask students to find out the main ideaof the passage;
2.Ask students to do the careful reading and fill the blank
【Reasons】
1.To help students practice their skimming and scanning;
教案
1. aterial
人教版高中英语必修二Unit4 <Wildlife Protection>
Type:Reading
2. Teaching Design
Teacher
Learners
高一学生
Material
1. Genre: Narration
2. Tense: The present progressive passive voice

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

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

阅读课是本单元的重要环节，通过Daisy在西藏与藏羚羊的对话，在津巴布韦与大象的畅谈以及在热带雨林与猴子的交流，Daisy深刻了解到濒临灭绝的野生动物的生存现状，呼吁我们要学会如何保护野生动物以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识，让同学们体会到野生动物保护的重要性和紧迫性；并深刻意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。

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

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

本课时，在词汇、功能与语法方面则比较简单，对学生听说读写不构成很大的障碍。

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

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

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

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

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

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

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

人教版高中必修二unit4 Wildlife protection阅读教案

T: Let’s watch a video first. (1min)
T: Ok. What kind of animal it is?
Ss: It is panda.
T: Yes, do you like it?
Ss: ...
T: Most people like pandas, because they are so cute. Unfortunately, they are endangered animals. Do you know what “endangered”mean?
教学内容
Unit 4 Wildlife protection
Reading p25-27
教学重点
To help Ss master the words and expressions ;
To make Ss master the main idea and gather the detailed information by skimming and scanning;
文山学院外国语学院
学生试讲教案
学生姓名唐秀云
班级2016级英语1班
学号20160502011020
指导教师周海峰
2019年5月13日
教案
授课教师
唐秀云
授课对象
Senior 1 students, 1stterm
授课课题
Unit 4 Wildlife protection (How Daisy learned to help wildlife)
Ss: ...
T: That’s right. It means that the number of the animals is decreasing, and they need our help.

人教版高中英语必修第二册《Unit2Wildlifeprotection》说课稿

人教版高中英语必修第二册《Unit2Wildlifeprotection》说课稿一、教材简介《Unit2Wildlifeprotection》是人教版高中英语必修第二册的一个单元，主要讲述了野生动物和环境保护的相关知识。

本单元以保护野生动物和生态环境为主题，通过阅读、听力、口语和写作等多种方式，培养学生对野生动植物及其保护的认知和关注，培养学生的环保意识和责任感，同时提高他们的英语学习能力。

二、教学目标1.知识目标：–学习并掌握关于野生动物和环境保护的重要词汇和短语；–了解不同动物的生态习性及其在生态平衡中的作用；–掌握相关语法知识，如宾语从句和感叹句的用法等。

2.能力目标：–通过阅读和听力训练，提高学生的英语阅读和听力能力；–培养学生的口语表达能力，能够用英语进行简单的交流和讨论；–培养学生的写作能力，能够撰写一篇关于野生动物保护的短文。

3.情感目标：–培养学生对野生动物及其保护的兴趣和关注；–培养学生的环保意识和责任感，增强对自然环境的保护意识；–培养学生的合作和沟通能力，提高他们的团队意识。

三、教学重点和难点1.教学重点：–通过阅读和听力训练，提高学生的英语阅读和听力能力；–掌握相关的词汇、短语和句型，提高学生的语言运用能力；–启发学生的思维，培养他们的观察能力和批判思维能力。

2.教学难点：–帮助学生理解文章中的难点词汇和句子，提高他们的阅读理解能力；–引导学生进行口语表达和写作练习，提高他们的英语交际和写作能力。

四、教学准备1.教材：人教版高中英语必修第二册2.多媒体设备：投影仪、电脑、音响设备3.教学资源：单词卡片、图片、教学提纲、学生作品展示板五、教学过程1. 导入（10分钟）•利用图片和视频等多媒体形式，引入野生动物保护的话题，激发学生的学习兴趣。

•提问学生对野生动物保护的了解和想法，引导他们思考野生动物保护的重要性。

2. 预习导入（10分钟）•让学生在课前阅读Unit 2中的两篇阅读材料，了解关于大熊猫和海洋动物保护的内容。

高一英语人教版必修2Unit2WildlifeProtection教案

Unit 2 Wildlife ProtectionReading and ThinkingPeriod 1【单元学习主题】人与自然, 人教版高中英语必修2（2019版）第13页至第24页。

（6课时）【授课时长】40分钟【设计思路】本节课的重点是梳理文本，了解保护藏羚羊的前因后果和客观事实。

首先，教师引导学生根据标题猜测话题，设计问题并在阅读后回答，以培养学生自主学习的习惯和意识；其次，通过阅读旅行日志的一般方法来梳理文本，找寻文中细节信息，并根据whatwhyhow resultsmore to do这条线索来串联全文；最后，引导学生在探究字面意思的同时，探究其隐含意义，深挖文本内涵；最后布置学生课后讨论如何保护野生动物，为完成下一课时的目标做好语言铺垫。

【课标要求】1.知识要求：通过阅读本篇课文、学习提示、单元学习任务，了解叙事类语篇的主要写作目的和语篇结构，从语篇中提取主要信息和观点，理解语篇要义，根据语篇标题预测语篇的主题和内容。

通过比较、分析、思考，区分和鉴别语篇包含或反映的自然文化现象，并做出正确的价值判断。

2.核心素养要求：在阅读学习中提高语言能力，培养态度和行为取向，积极运用和调适英语学习策略，增强学生的语言能力、文化意识和学习能力，能够对事物做出正确的价值判断。

【学习建议】1.通过对标题的预测，自主提问并验证提问，梳理问题链；2.通过了解有关藏羚羊保护的背景知识，感受中国政府对保护野生动物的重视；3.通过探讨野生动物保护的话题，并将其整理分类，指导现实生活。

【学习评价】能否通过略读、扫读梳理全文的篇章结构，学习阅读技巧，并将其运用到之后的同类篇章阅读中。

【学习目标】In this class, we will:1.predict the content of the passage from its title.2.read and find out the information of each part in a travel journal;3.infer the implied meaning from the passage;e the mind map to retell the whole passage;5.read and think how people live in harmony with wildlife.【学习过程】学习环节一学生展示Good afternoon, class! My name is He Yiyang, It’s my great honor to be here to give my presentation. I am going to talk about wildlife protection. Could you please take out our textbook and turn to page 13? Did you find this sentence: When the buying stops, the killing can too. Do we really know what that means? Okay, now, let’s see some pictures at first. Please take a look at this picture. What are the things in it?Yes, they are ivory and ornaments made of ivory. Do we really need these ivory(象牙) products? We human beings steal ivories by killing up elephants to 33,000 a year, just for things that could be made of something else. Elephants need their ivory. We don't.Have you ever eaten shark fin? If people tell you shark fin (鱼翅) soup doesn't kill millions of sharks each year, don't buy it. If they tell you it's not harming shark populations, don't buy it. If they tell you it doesn't contain mercury that can kill you, definitely don't buy it. For your health, for the sharks, for the oceans, please say no to shark fin soup.Now can everyone understand the saying "When the buying stops, the killing can too."? Please don't deprive animals of essential life for something we don't need. That’s all for my presentation, thanks for your listening.学习环节二课前作业纠错（略）学习环节三Leadingin——Skimming——Scanning——Reading for implied meanings——Thinking【活动2.1 】LeadinginRead the title and look at the pictures. What can you get from them?Do you have any question about the title?A DAY IN THE CLOUDS1)Who spent the day in the clouds?2)Where were they? Were they really in the clouds?3) Why did they go there?Read the paragraph 1 and find the answer. 【活动】SkimmingRead the passage quickly and choose the correct answer. What’s the main idea of text?A ．The Changtang National Nature Reserve.B ．The protection of Tibetan antelopes.C ．Snowcovered mountains.D ．Some effective measures. 【活动】ScanningRead the passage and filling this chart below.Things the writer sees● snowcovered mountains intoclouds.● the antelopes slowly across thegreen grassThings the writer hears● times for the Tibetan antelope● measures to the Tibetan antelope ● the Tibetan antelope was fromthe endangered species list. How the writer feels or thinks● by their beauty ● our way of life● existing in harmony with【活动2.4】plete the mind mapRead the passage again and plete the mind map.【活动】Reading for implied meanings Please infer its implied meaning from the following sentences.1. The air is thin and we have to rest several times on the short hike from camp? (Where is the writer?)2. To Zhaxi, the land is sacred and protecting the wildlife is a way of life…Zhaxi and other volunteers watched over the antelopes day and night to keep them safe from attacks. (What kind of person is Zhaxi?)3. In June 2015, the Tibetan antelope was removed from the endangered species list. (What kind of result did they get?) 【检测与作业】Protecting the Tibetan antelopeWhyHow ResultsMore to do WhatThe writer says that we must change our way of life and learn to live in harmony with nature in order to save our planet. Do you agree? What do you think we should do or change?Discuss with your partners and write what you have discussed down and prepare for sharing it in the next class.【学后反思】1.是否能够用思维导图来理解本篇文章？2.是否能够推测出文章中隐含的意思？【板书设计】Unit 2 Wildlife Protection: Reading and Thinking。

Wildlife+Protection+Reading+for+Writing+教案高一

Unit 2 Wildlife ProtectionReading for Writing 教案教材分析：本单元主题是保护野生动物，在学习了野生动物现状和未来发展的相关知识之后，本课进行写作练习，写作体裁为海报设计Poster Writing，内容是先通过几个例子学习海报设计相关知识，然后就保护野生动物这一主题自己设计海报，针对如何保护野生动物给出自己的建议。

写作任务真实且贴近生活，与本单元保护野生动物的主题切合，写作时态应以一般现在时为主。

教学策略与设计说明：采用任务型教学法(Task-based language teaching)，结合保护野生动物的主题语境，围绕设计保护野生动物相关海报这一主题活动布置一系列相关活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。

教学目标：在本课学习结束时，学生能够：1.语言能力上，通过阅读一些范例海报懂得海报制作的基本信息，了解如何撰写保护濒危动物相关海报宣传语及简介，熟练运用一系列野生动物保护相关的表达方式，如unusual, stir, skin等。

2.思维品质上，通过学习海报设计相关信息和自主制作保护濒危动物主题海报，进一步了解濒危野生动物的相关信息，树立保护野生动物的意识。

3.文化意识上，进一步了解濒危野生动物的信息和处境，树立保护环境、保护野生动物的责任心和使命感，为保护野生动物贡献一份力量。

4.学习能力上，掌握海报设计的技能，了解海报制作相关步骤，学习如何写作简短而具有吸引力的文字。

教学重点：学生通过阅读海报范例，了解海报设计相关知识和步骤，掌握自主设计海报、撰写宣传标语、简介的能力，熟练运用野生动物保护相关的一系列表达方式，如unusual, stir, skin等。

教学难点：掌握海报制作的核心要素，懂得如何写作简短而具有吸引力的文字，树立保护环境、保护野生动物的责任心和使命感。

教学资源：教材、多媒体课件、黑板与粉笔。

教学过程：步骤教学活动设计意图时间与模式Step 1Review:T presents someChinese words andasks Ss to translatethem into English.Suggested answers:extinction, poster,habitat, concerned,measure, pressure,reserve, recover 通过复习上节课所学重点单词帮助学生迅速调动知识储备，为本节课内容做准备。

2019统编人教版高中英语必修第二册unit 2《Wildlife protection》全单元教案教学设计

【2019统编版】人教版高中英语必修第二册Unit 2《Wildlife protection》全单元备课教案教学设计Unit 2 Wildlife ProtectionListening and Speaking莪【教学目标】1. Guide students to understand the content of listening texts in terms of using visuals to predict content.2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.3. Instruct students to use functional sentences of the dialogue such as “I am concerned about…” “What do you know about the endangered animals in…” and so on to talk about one of the endangered animals.4. Instruct students to use functional sentences of the dialogue such as “This is used for…” “I did it to/in order to/so as to…” and so on to talk about how to help wildlife in Ss’ neighborhood.【教学重难点】1. Guide Ss to use the prediction strategy of reading pictures accurately to understand the content of listening texts;2. Guide Ss to express their opinions on how to participate in wildlife protection, and communicate with their peers about the living conditions and protection measures of wildlife in simple English.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to have a small talk about the topic:What messages do these posters share?Work in pairs and discuss. And then share your view after discussing.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.Some animals are endangered and why and how we can protect them from being extinct.Listening tip: use visuals to predict contentBefore listening, look at the pictures, videos, charts and other visuals to help you predict.Step 3: Summary of the main ideaPlay the audio which is about the dying wildlife on earth. And after finishing listening to the first part of the tape, the students need to solve the following task.Fill in the blanks while listening.Our planet’s ____________is dying out at an alarming rate. Between 150 and 200 species are becoming ___________ every day. This mass extinction is caused by hunting, habitat _________and pollution. We must make people aware of the problem and help_______ the endangered wildlife before it’s too late!After finishing the task above, the teacher plays the second part of the tape and after finishing listening, the students need to solve the following task.Listen and answer the following questions:1. How many elephants are killed on average every day?2. What did Prince William say about China?3. What does “change begins with you” mean?If you want things to change, you must change yourself first and not wait for others to be the first one to do something, you must be the number one to start to take the first action. In this way, we can change the world for the better.Step 4: Speaking ProjectIn pairs, discuss the questions, role play the example, and then talk about one of the animals in the photos below.1. What do you know about the animals in the photos?2. What is being done to help them?A: I’m concerned about the blue whales. What do you know about them?B: Well, I know that they’re being hunted and their number is getting dramatically smaller, so they’re in danger of extinction. Blue whales need large and clear water habitats, so it’s difficult for them to adapt to the changes.A: That’s terrible. What measures are being taken to help them?B: The authorities are under pressure to make laws to ban illegal hunting whales and tell people not to buy whales products.Part 2. Listening and TalkingStep1: Listen to the tape, for the first time, and then ask the students to solve the following tasks.Choose the right ending for each sentence.1. Binoculars ___________.2. Build bird feeders ___________.3. Use a bird field guide ___________.4. Put paper cut-outs on windows ___________.A.in order to identify birdsB. so that birds do not crash into themC. to make sure that birds have enough foodD. are used for watching birds from far awayListen and answer the questions.1. Who are the teenagers?2. Where are they?3 What are they doing?4. Why are they doing it?Step 2: Listen again and use the phrases you hear to fill in the blanks.1. They got up early _____________search for wild birds.2. I’ve brought a field guide ___________we can look up the birds we see.3. My dad gave me the binoculars ______________we can see the birds better.4. Bird watching clubs clean up habitats build bird feeders, and put paper cut-outs on windows ________________protect birds.Step 3: Speaking ProjectWork in groups. Ask Ss to think of the wildlife in neighborhood and their needs. What can they do to care for them? Find out the solutions. Role play a dialogue with their partners.A: I often see wild cats and dogs in our neighborhood. Maybe we should do something to care for them.B: Should we put out bowls of food for them?C: Sure, and I think we could also put out boxes or other things for them, so that they can find shelter when it’s cold or wet outside.D: What else can we do for them?A: Why not raise money and form a pet’s homeless shelter where homeless pets can find a home and may be adopted by others.C: Sounds great. Let’s make a plan and try it.Unit 2 Wildlife ProtectionReading and Thinking【教材分析】The theme of this unit is human and nature, focusing on the theme of wildlife protection. Nature is a complex ecosystem, in which there are delicate balance between animals and plants. Because of the role of the food chain, the extinction of one species will produce influence, causing a series of chain reaction. Large scale extinction of species will have a serious and even irreversible impact on the ecosystem, resulting in immeasurable losses. Therefore, it is of great significance to protect wild species. To protect wild species is to protect human beings themselves.The motto of this unit is “when the buying stops, the killing can too,” which is a public service advertising slogan to protect wildlife. It tells people that every rhinoceros horn, every fur, every bowl of shark fin soup, every ivory product, and every tiger bone product, etc. consumed by human beings, are innocent wild animals slaughtered behind them.The mission of wild aid is to ban illegal trade in endangered wildlife and mitigate climate change. It aims to educate the public to reduce the consumption demand for endangered wildlife products through public publicity and improve the awareness of environmental protection.【教学目标】1. Improve the awareness of wildlife protection by acquiring the knowledge of wildlife protection.2. Focus on environmental protection and protection of all lives.3. Analyse the living environment of wild animals with appropriate thinking mode.4. Skillfully use the vocabulary and grammar knowledge of this unit to cultivate self-study ability according to the unit content5. Develop cooperative learning ability through discussion and other ways【教学重难点】1. Enable the students to talk about the current situation of wild animals.2. Guide the students to summarize the main idea of each paragraph as well as the main idea of the text.3. Help students learn what effort has been made to change the serious situation and what else should be done.【教学过程】Step 1: Warming up and prediction1. Let’s look at some animals, and discuss what they have in common.They are endangered animals.They are being hunted by some illegal hunters for money.They should be well protected now.They are cute and beautiful…2. Guessing game: what kind of animal is it?1)It is good at running and jumping.2)It is one of the Beijing Olympic mascots.3)Its name is closely connected with Changtang Nature Reserve.4)It mainly lives in Qinghai and Tibet.It is an antelope.3. Watch a video about antelopes and talk about the feelings about the video.Feel sorry and sad. They shouldn’t be hunted and instead should be well protected.Step2: Fast reading tasksRead the passage quickly to solve the following questions.(1)Why did the author come to Tibet?The author comes to Tibet in order to observe Tibetan antelopes.(2)Why did the population of antelopes drop so badly in the 1980s and 1990s?The population of antelopes drops so badly because of being hunted and the loss of their habitats.(3)What was done to protect the Tibetan antelopes?Humans protect the Tibetan antelopes by watching over them and adding some bridges and gates.(4)Why should we continue the protection programs of the antelopes?The threat to them has still existed.(5)What can we do to save the planet according to the author?We ought to live in harmony with nature.Step3: Scanning reading tasksRead the passage and fill in the blanks.Title: A DAY IN THE CLOUDSParagraph 1 We come here to observe Tibetan (1) _________.Paragraph 2 I’m (2) ______by their beauty and also reminded of the danger they are in.Paragraph 3 My guide works at a nature reserve, which is a (3) ______for animals and plants.Paragraph 4 In 1980s and 1990s, the population (4) ________because of people’s activity.Paragraphs 5&6 The government placed it under national (5) _________and its population recovered.The protection programs will continue.Paragraph 7 We must change our way of (6) ___. Only when we learn to (7) ____in harmony with nature can we stop being a (8) ______to wildlife and to our planet.1. antelopes2. struck3.shelter4. dropped5.protection6.life7.exsit8.threatStep4: Consolidation1. Read quickly and figure out the main idea of each paragraph.Paragraph 1: The writer visited Changtang in order to observe Tibetan antelope.Paragraph 2: Tibetan antelopes are in danger.Paragraph 3: His guide thinks that the land is sacred and protecting the wildlife is a way of life.Paragraph 4: Bad times for the Tibetan antelope.Paragraph 5: The Chinese government and volunteers took effective measures to protect the Tibetan antelope.Paragraph 6: The effective measures have helped the population of Tibetan antelope recover.Paragraph 7: Human beings must change the way of life in order to save the planet.2. What does the author experience in the clouds?Things the author sees:Snow-covered mountains disappearing into cloudsThe antelopes moving slowly across the green grassThings the author hears:Changtang National Nature ReserveBad times for the Tibetan antelopeMeasures to protect the Tibetan antelopeEffects achieved after years of protectionThings the author feels or thinks:Struck by their beautyChanging our way of life.Existing in harmony with nature.Step 5: Critical thinking:What’s the purpose of this article?The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list, the threats to them have not yet disappeared. We must change our way of life and learn to exist in harmony with nature.Step 6: SummaryIntroduce the topic—why—how—resultsStep7 Homework:Review what we have learned and find out the key language points in the text.Unit 2 Wildlife ProtectionDiscovering Useful Structure【教材分析】The activity topic of this section is “report an ongoing event”, and the structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway.“Being” and “suffering” are the meanings of the present progressive passive voice.The usage of present progressive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context.【教学目标】1. Motivate students to deepen the understanding of the usage of present progressive passive voice in a fixed context.2. Enable students to master the usage of present progressive passive voice and use it flexibly in a context.3. Lead students to construct sentences or appreciate sentences used master it and use it flexibly in a context.【教学重难点】1. Help students to appreciate the function of the usage of present progressive passive voice in a sentence.2. Instruct students to write essays using the proper usage of present progressive passive voice.【教学过程】[课前诊断]Look at the picture and tell me what workers are doing. What is the housebeing done?The workers are building a house.A house is being built by the workers.We’re being killed for the wool beneath our stomachs. And our fur is being used to make sweaters for people like you.We are being hunted for our ivories.Step 1: Read the sentences and sum up the meanings of the Present Continuous Passive Voice.1. Do you know any other endangered wildlife in China that is not being protected?2. We’re being killed for the wool beneath our stomachs.3. Is their fur being used to make sweaters for people like you?4. What good things are being done here to save local wildlife?肯定式：be being doneShe is being treated in China now.否定式：be not being doneMy computer is being repaired now.我的电脑正在修理中。

高中英语同步教案：UnitWildlifeprotection人教新课标必修_1_1

2014-2015高中英语贵州同步教案：Unit 4 Wildlife protection（第2课时）（人教新课标必修2）The second period Reading1.知识目标1）Get the students to learn about some endangered animals and the knowledge of wildlife protection.2）Enable the students to use some key words and phrases to talk about wildlife protection.2.能力目标1）Get students to understand the passage by using different reading skills.2）Enable the students to talk about wildlife protection and know the importance of wildlife protection.3.情感目标1）Enable the students to learn about the importance of the wildlife protection and learn what we should do to protect the wildlife from dying out.2）Develop the students’ sense of cooperative learning.Teaching important points:1. Get the students to learn about some endangered animals and the knowledge of wildlife protection.2. Enable the students to use some key words and phrases to talk about wildlife protection.Teaching difficult points:How to enable the students to grasp the main idea of the text quickly.Teaching methods:1. Co-operative learning2. Activity-based teaching (individual work; group work; class work)3. Students-centered approach & Task-based teaching and learningTea c h i n g ai d s:Blackboard, multi-media, and other normal teaching tools.Teaching Procedures: （教学过程）Step 1: Pre-reading1. Lead in by a song.2. Warming-upShow the students some pictures of endangered animals.After the students watching the pictures, let them know that if we don’t take measures to protect endangered animals, they will die out.Step 2: While-reading1. ScanningLet the students read the text quickly to learn something about Daisy’s journey and then fill in the blanks.2. Detailed reading.Let the students read the text carefully to find out more details about Daisy’s journey. Before reading each paragraph, show them tasks.Para 1: the antelope--TibetTask one: Skimming. Find out the answers to the following two questions from para 1 quickly.Q1: How does the antelope feel?Q2: What situation is it in?Para 2: the elephant-- ZimbabweTask one: Skimming. Find out the answers to the following two questions from para 2 quickly.Q1: How does the elephant feel now?Q2: What situation is it in now?Para 3: the monkeyTask one:Skimming. Find out the answers to the following two questions from para 3 quickly.Q1: How does the monkey feel?Q2: What situation is it in?Step 3: Post-reading1. Self-explorationLet the students explore the following question by watching three pictures:Why are these animals endangered?2. DiscussionWhat should we do to protect the wildlife?Let the students discuss and a few minutes later, report the results.S t ep4:Summary and homework1. Sum up the whole lesson by showing the warning:*Killing animals is killing ourselves !*Let’s leave our children a living planet !2. Homework.What you have learned in this unit?eful verbs_____________________________________________________.eful adjectives________________________________________________.eful expressions_______________________________________________.小结__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.。

高中英语省同步教案：UnitWildlifeprotection人教新课标必修_4

2014-2015高中英语四川省同步教案：Unit 4 Wildlife protection（第5课时）（人教新课标必修2）Ⅰ.立体式复习单词A．基础单词1．v i./v t.减少，(使)变小(少)2．n．保护区3．v t./v i.打猎，猎取，搜寻4．n．(痛苦或忧虑的)减轻或解除；减轻痛苦的事物5．adj.确定的，某一，一定6．v t.包含，容纳，容忍7．v t.影响，感动，侵袭8．adj.安全的，可靠的9．n．事件，事变10．n．收入11．adj.凶猛的，猛烈的【答案】 1.decrease 2.reserve 3.hunt 4.relief 5.certain 6.contain 7.affect8.secure9.incident10.income11.fierceB．词汇拓展12．n．损失，遗失，丧失→v t.失去，损失13．v i.回答，响应，做出反应→n．回答，回应，反应14．v t.鉴赏，感激，意识到→n．感激，鉴赏15．v i.成功v t.接替，继任→n．成功→adj.成功的16．v t.雇用，利用→n．雇用，就业→n．雇员→n．雇主17．n．/v t.损害，危害→adj. 有害的18．v t.检查，视察→n．检查，视察【答案】12.loss；lose13.respond；response14.appreciate；appreciation 15.succeed；success；successful16.employ；employment；employee；employer 17.harm；harmful18.inspect；inspectionⅡ.递进式回顾短语A．短语互译1．灭亡，逐渐消失2．和平地，安详地3．如释重负4．注意5．在危险中，垂危6．burst into laughter7．protect...from...8．come into being9．according to10．so that【答案】 1.die out 2.in peace 3.in relief 4.pay attention to 5.in danger(of) 6.突然笑起来7.保护……不受……8.形成，产生9.按照，根据……所说10.以致于，结果B．用上面词组的适当形式填空11．Ever since human beings ，we have never stopped the action to put our feet on each inch of land we can find.12．You are catching a cold if you don't take any medicine.13．The English of today is very different from the English of 500 years ago.In time，some words even completely.14．People of different nationalities live in this country.15．Should we the opinions of famous people?16．We should the young plants the rain.【答案】11.came into being12.in danger of13.died out14.in peace 15.pay attention to16.protect；fromⅢ.仿写式活用句型1．Please take me to a distant land where I can find the animal that gave fur to make this sweater.【句式仿写】他不可能找到四十年前住的地方了。

高中英语同步教案：UnitWildlifeprotection人教新课标必修_4

2014-2015高中英语贵州同步教案：Unit 4 Wildlife protection（第5课时）（人教新课标必修2）The fifth PeriodUseful StructuresTeaching important pointExplanation of the important sentences and difficult language points in the passage---- How Daisy Learned to Help WildlifeTeaching difficult pointHow to make the students understand the language points better.How to help student master the usages of the language points.Teaching ProcedureStep 1 . GreetingStep 2 . Daily ReportStep 3 . Explanation.The whole class read the passage together and mark down the language points. And then explain the important sentences and difficult language points as follows:1.get dressed 穿上衣服get+ p.p.get burnt/lost/ married/ hurt/broken…2.in + some time表示在……以后in two days 两天后in a week 一周后3.show sb. sth. =show sth. to sb. 拿给某人看；对某人表示（友情等）She showed me her photos.= She showed her photos to me.4.prefer (prefer-preferred-preferred) vt. 更喜欢……；宁愿选……（而不选）A. prefer + sth.I prefer coffee. 我更喜欢咖啡。

高中英语同步教案：UnitWildlifeprotection人教新课标必修_1

2014-2015高中英语贵州同步教案：Unit 4 Wildlife protection（第1课时）（人教新课标必修2）Unit 4 Wildlife ProtectionThe first periodWarming upKnowledge aims:a. help Ss to understand and master the words and expressions in warming up.b. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims:Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Emotional aims:a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss’ sense of cooperative learning.Teaching Key Points:Enable the students to know some basic information about the endangered animals and wildlife protection.Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Teaching Difficult Points:How to enable the students express themselves freely.Teaching Materials:Blackboard, multi-media, and other normal teaching tools.Teaching methods：Co-operative learningStudents-centered approach & Task-based teaching and learningTeaching Procedures:Step 1: Lead-inLead in by explaining the title and predicting what will be learned in this lesson.Step 2: ExplorationTask: let the students explore the following question:What is the problem of wild animals commonly facing?1. Show some pictures to the students. Students watch the pictures and say what the pictures tell us.References: food shortage, pollution, destruction of habitat, over-hunting.2. Show the students three more pictures and ask: what do people kill or hunt these animals for?From these pictures, students can conclude that people kill animals for food, for fur, formedicine and for works of art.3. Ask the students to give their answers to the question: What is the problem of wild animals commonly facing?Step 3: Discussion1. Let the students discuss the following question: why should we pay attention to wild animals and plants.Students discuss the question in groups and then give their opinions.2. After discussion, tell students what is wildlife protection about.Step 4: Group work1. Let the students read the report on some endangered wildlife in China at page 25, SB.2. Ask the students some questions about the report.3. Let the students describe the chart in small groups according to the sample.4. Discussion. More and more animals are killed by humans, as a student what should you do to protect the wild animals?Step 5: HomeworkWrite a composition according to the tips.假如你是一名记者，采访某动物园负责人有关国宝大熊猫的情况。

高中英语省同步教案：UnitWildlifeprotection人教新课标必修_2

2014-2015高中英语四川省同步教案：Unit 4 Wildlife protection（第3课时）（人教新课标必修2）Period ⅢLearning about Language(教师用书独具)●教学目标(1)熟记学案中所列出的单词和短语。

(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。

(3)通过对语法的教学让学生能够理解并能够运用现在进行时的被动语态。

●教学地位语法是学生感到比较难以掌握的东西。

让学生正确理解和掌握语法知识是让学生学好英语的关键，所以应给学生创设一个语境，让学生理解该语法的应用，而不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。

(教师用书独具)●新课导入建议通过对学生作业的检查导入本堂新课。

●教学流程设计导入新课老师检查上堂课所布置的作业，检查学生对学案预习的情况。

让学生就“课堂互动探究”(见学案第53页)进行讨论，让学生各自发表自己的见解，然后让各个讨论组派代表汇报各自讨论结果。

错误!老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。

让学生针对各自不同的意见展开讨论，然后老师给出详细正确答案。

老师对语法部分给以点拨。

让学生掌握本单元语法知识。

让学生完成“当堂双基达标”（见学案第54页）。

师生共同讨论“当堂双基达标”并给出答案，并对难以理解的或有争议的地方给出详解。

布置作业。

让学生完成课本第29页1、2、3题，预习学案Period Ⅳ(见学案第55页)。

自我评估（见学案第55页）。

1．After a while she saw some zebra with black and white lines going beneath their stomachs．(P28)过了一会儿她看到了一些斑马，它们身上有一直延伸到腹部的黑白相间的条纹。

本句中的“with black and white lines going beneath their stomachs”是with的复合结构，在句中作后置定语修饰“some zebra”。

高中英语省同步教案：UnitWildlifeprotection人教新课标必修_1

2014-2015高中英语四川省同步教案：Unit 4 Wildlife protection（第2课时）（人教新课标必修2）Period ⅡWarming Up & Reading(教师用书独具)●教学目标(1)熟记学案中所列出的单词和短语。

(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。

(3)通过对这些词汇的理解能够更深层次的理解课文，并通过课文加深对这些词汇的理解，更加熟练的运用这些词汇。

(4)通过对本课文的理解，让学生学会写建议信，以提高学生的书面表达能力。

●教学地位单词和短语是构成句子的最小单位，在语言学习中起至关重要的作用，所以理解和正确使用英语单词和短语是英语学习的重点所在。

(教师用书独具)●新课导入建议播放视频：动植物的生存环境由好变坏的动植物数量上的差异(链接到土豆网)●教学流程设计老师检查上堂课所布置的作业，检查学生对学案预习的情况。

导入新课。

让学生就“课堂互动探究”(见学案第47页)进行讨论，让学生各自发表自己的见解，然后让各个讨论组派代表汇报各自讨论结果。

让学生再次阅读课文，（课本第26页）以加深对所学单词与短语的理解。

老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。

让学生针对各自不同的意见展开讨论，然后老师给出详细正确答案。

让学生完成“自我评估”（学案第52页）。

布置作业。

让学生完成课本第28页第1、2、3题，“课时作业”和预习Period Ⅲ(见学案第53页)。

1．decrease vt.& vi.减少；(使)变小；或变少n．减少，减小If their habitat is threatened or they cannot find enough food，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。

高中英语省同步教案：UnitWildlifeprotection人教新课标必修_3

2014-2015高中英语四川省同步教案：Unit 4 Wildlife protection（第4课时）（人教新课标必修2）Period ⅣUsing Language(教师用书独具)●教学目标(1)掌握本学案中所给出的词汇，能够理解并能熟练运用。

(2)理解课文。

(3)听懂课文中所给出的听力材料。

(4)能够根据课文中所提出的问题，发表自己的看法。

(5)掌握建议信的写作方法。

●教学地位本课时的内容是通过阅读，进一步意识到野生动物保护的重要性和紧迫性，学会使用所学会的日常交际用语，克服语言交流中的障碍，增强用英语与人沟通的能力。

通过习作，掌握建议信的写作技巧。

(教师用书独具)●新课导入建议通过对恐龙话题的讨论，引入话题。

●教学流程设计检查上堂所布置作业。

导入新课。

学生快速阅读课文（见课本第30页）并根据学案所设置的问题做出判断。

学生共同讨论。

师生统一答案。

让学生再次仔细阅读课文，并完成学案中“语篇理解”部分（见学案第55页）。

学生就学案中的问题相互交换意见。

老师指导学生统一答案。

学生完成“要点讲练”部分（见学案第56页）。

学生共同讨论，并让学生发表各自见解，最后统一答案。

学生完成“情景交际”部分（见学案第58页）。

自我评估（见学案第59页），课本第32页。

学生完成“写作提升”部分（见学案第58页）错误!让学生做“课时作业”。

老师布置作业：让学生课下做“单元归纳提升”部分(见学案第60页)和Workbook 第63页Using words and Expressions第1题、第2题，第3 题。

Ⅰ.判断正误阅读P30课文，判断正误1．A number of dinosaurs used to live in China.()2．The eggs of 25 species have been found in Liaoning Province.()3．The dodo was a very friendly animal，which lived on the Island of Mauritius.()【答案】1－3TFTⅡ.语篇理解阅读P30课文，选取最佳答案1．The main idea of the passage is ．A．how dinosaurs were discoveredB．about dinosaurs' extinctionC．about the history of dinosaurs2．From the first paragraph we know that ．A．dinosaurs have recently disappearedB．a number of dinosaurs used to live in CanadaC．dinosaurs' existence is long before humans came into being3．From the whole passage we can learn that ．A．if we protect the earth well，dinosaurs can't die out quicklyB．scientists found a surprising result of the brain of the dinosaursC．the next part of the passage will be about dodo's disappearance【答案】1－3BCC1．They lived on the earth tens of millions of years ago，long before humans came into being 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，他们的未来在那时看来很安全。

高中英语省同步教案：UnitWildlifeprotection人教新课标必修

2014-2015高中英语四川省同步教案：Unit 4 Wildlife protection（第1课时）（人教新课标必修2）Unit 4Wildlife protection【美文阅读】动物是人类最亲密的朋友，但现在世界上很多野生动物正濒临灭绝。

因此挽救并保护它们是我们义不容辞的责任。

珍稀的藏羚羊就在这些即将灭绝的动物之列，让我们来了解一下它们的现状吧！The Tibetan antelope is listed in the IUCN(国际自然与自然资源保护联合会) Red List as a threatened(有灭绝危险的)species.Several nature reserves were set up by the central government to protect these antelopes.Each year, Tibetan antelopes move to the northern area with a cooler climate and rich water and grass resources to lamb in June～July and return with their children in August.The Qinghai－Tibet Railway lies right in their path.In June, 2002，in order to let some 30，000 future mother antelopes pass the construction(建设)site without disturbance(扰乱，打扰)，the workers shut down their ma－chines and pulled down their sign boards and sign flags.They stopped working for four days to make way for them.In August, when these Tibetan antelopes returned with their children, they stopped working once again.Moreover(而且，此外), the builders did their best to reduce noise in areas close to nature reserves.So far, the number of Tibetan antelopes in China has climbed to over 80，000.【诱思导学】1．Why do Tibetan antelopes move to the northern area each year?2．What did the workers do to help the antelopes?【答案】 1.Because natural conditions there help their newborn children grow up.2.They stopped working to make way for them and did their best to reduce noise in areas close to nature reserves.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。

人教版高中英语第二册Unit 2 WILDLIFE PROTECTION教学设计

人教版高中英语第二册Unit 2 WILDLIFEPROTECTION教学设计文本简析本单元的话题是野生动物保护。

阅读文本A Day in the Clouds 通过介绍藏羚羊过去和现在的生存环境，倡导每个人通过改变自身的生活方式来进一步拯救野生动物、地球和人类。

该文本属于叙事类文体，以作者观察藏羚羊时的所见所闻所感为主线，目的是倡导人类和大自然和谐共处。

第一段是引入话题，交代此行的目的——观察藏羚羊；第二至第六段是文章的核心部分，讲述藏羚羊的现状、扎西对保护藏羚羊的观念、藏羚羊过去濒临灭绝的原因、政府和志愿者保护藏羚羊所采取的措施和成效；第七段通过对上文的总结和反思提出：人类只有把保护野生动物当做生活的一部分，和大自然和谐共处才能根本消除对野生动物、对我们赖以生存的星球的威胁。

在进行文本教学设计时，要帮助学生梳理关于野生动植物保护的话题类语言，主要包括野生动植物面临的危险和困境以及保护的措施的表达。

本文段落间的关系较为清晰，教师可以通过问题链的设计来加强学生的逻辑思维能力。

此外，本课首要关注的文化要素是树立学生保护野生动植物的意识，并指导学生如何采取保护措施。

第1课时一、教学内容教学安排：整体理解全文，并根据问题链重点研读文本前四段，了解藏羚羊面临的问题（the problem）—产生问题的原因（the causes）—措施和成效（the measures and effect）。

了解字面意义（literal meaning）和隐含意义（implied meaning）的概念。

二、课时目标1. 通过标题预测，自主提问并验证提问，梳理问题链，了解藏羚羊的生存现状、曾经面临的危机和原因、政府和当地人民采取的措施以及效果等。

2. 结合文本中的典型例句，准确理解字面意义（literal meaning）和隐含意义（implied meaning），深度解读文本。

3. 聚焦野生动物保护的话题语言，并将其进行分类整理。