(人教版)必修二优秀教案 (Unit4 Wildlife protection--Period2 Extensive Reading)

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人教英语新课标必修2全册教案 Unit 4 Wildlife protection

人教英语新课标必修2全册精品教案( Unit 4 Wildlife protection) Part One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(HOW DAISY LEARNED TO HELP WILDLIFE)AimsTo talk about endangeredTo read about wildlProceduresI. Warming up by learning about animalsLook abelow and llling you about the animaldangered animals.. The Giant PandabolWorld Wildlife Fund (WWF), a conservation organization. Toward the latterhal20th centuanda also became somewhat of a national emblem for , and is now usedgoldGiant Pandas are an endangeredatened bued labitat and by a very low birthrate, bwild and in captivity. About 1,600 are believed to survivwild.Milu deer is adeer. It has a long tail, wide hooves, and branc hed antlers. Aa“four unlikes,.” because the animals was havinga staga camela cow, and the tail of an ass.These animals wade known to Wury, by Father Arm and David, a Fary working in were eaten by Western and Japaat waBoxer Rebellion.These deer are now foundaround the world, and a herd of Milu deer waduced to Humankind haally tended to separate civilizawildlife in a number of ways; besidbvious dvocabulaare differing expectalegal, social, and moralThis has been readebate throughout recordedReligions havdeclared certain animals to be sacred, and in modvas provoked activxploitawildluman ba2. and tragNow you aad the texall and underliningNext you aad the text and underline all the collocations at the saHOW DAISY LEARNED TO HELP WILDLIFEnot long ago, wake u p, find…by one’s side, a flying chair, get dressed, pu’s jeans, fly away to…, turn around, with a sad face, use…to make…, kill…for…, take…from under…, take one’s picture, bdangered, darm, taapply to, hunt…for…, ma…, as a resula…from…, rub…over…, a powerful drug, pay a…, take…homeIII. Closing up by matching animals to fivategories Ddangeredappear on ddangeredlists. And people who agg animal ullowing fivateggroup the unlucky animal. Now in grouugroup all the unlucky animals found in 中国不幸动物分类名录EXTINCT(灭绝动物)-Aly indigenous to Canada that no longer exists anywXTIRPATED（根绝动物）-Alonger existingwild in Canada but occurring elsewNDANGERED （濒危动物）-Aatened wxxtirpaughout all or a significaanadian range.THREATENED（危急动物）-Alikely to bdangered in Canadaactors affecting its vulnerability aversed. VULNERABLE（弱势动物）-Aarticularly at risk because of low or declining numbers, small rangason, but not a threatenedPeriod 2: A sample lesson plan for Learning about Language(The Present Progressive Passive Voice)AimsTo learn about The Present Progressive Passive Voice To discover useful words and exTo 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, thaact out ouNow the class acting team wxt play of HOW DAISY LEARNED TO HELP WILDLIFE!II. Discovering useful words and exDoing vocabulary exTurn to page 28 and do the vocabulary ex2 and 3. You can simply write your answblavery page of 28.2. Playing a gameLet’s gl ay the game describedage 29. The followingare to be passed on.▲ Plant native plaur backyard.▲ Do not dump weedbush.▲ Build a frog pond in your backyard.▲ Put your rubbbin.▲ Leave your pets a▲ Do not take anything ouark.▲ Encourage your friendabush as wildlife habitats. ▲ Join a community group anddo voluntary work.▲ Find out abouvation activities happening in your local area.▲ Participate in local clean-ulanting and weedcontrol activ▲ Learn About Threatened▲ Look out for wildlife▲ Refuse to buy an y radangered plant or animal product.▲ Be alert and drive slowly at dawn and dusk in rural areas where wildlife may be active.III. Studying The Pgressive Passive VPassive Voice The passive vused when focusingg affected by an aThe Passivd: Passive Subject + To Be + Past Participle Iused in business andareas wbaant thawaction. For Example: We have produced over 20 ddelast two years. Changes t Over 20 ddels have been producedast two years.If the agent (action)ant, use “by.” For Example: Tim Wilson wrote The Flight to BrunnswThe Flight to Brunnswick was wby Tim Willy verbs that take an object can be usedassive.The following chart includangedactivassivalActive PassiveTime RThey make Fords in To read and listen about dinosaursTo speak about helping the dodoTo wdodoProceduresI. Warming up by readingapeLet’s warm up by reading alouddingxtABOUT DINOSAURS on page 30.II. Listening about DINOSAURSNow I’d lll youg about DINOSAURS■In formation about DinosaurDinosaur meable lizard in Latin. They were called that because people useddinosaurs were lizards, but they wDinosauappeared about 200 million years agllion years ago, many kinds of dinosaurs became extinct. Birds are a specialdinosaur and they wly kind to live until today.There were many kinds of dinosauate plants and some ate meat. The largest dinosaurs were plant-eaters like apatosaurus and brachiosaurus. They wlargest animals to ever walk on dry landlant-eaters had special wealgat-eaters. For examplatops hadace, ankylosaurus was covered in boney plates, and stegosaurus hadail.The meat-eaters all ran aroundback legs lle dwerevery large, like tyrannosaurus, and some were small, lgnathus. It waaller sized meat-eaters that evolved into birdbirds was archaeopteryx, but it looked half like a dinosaur.There were large flying reptiles that lived at the saas dinosaurs called pterosaurs, but they wlosely related to dinosaurs. There were also many kinds of large reptiles that could swim, laurs and pleisiosaurs, but they weren’t closely related to dinosauIII. Reading and copyingNext we shall go baxt ABOUT DINOSAURS on page 30 agaad it and copy down all the exur notebook.Useful phraABOUT DINOSAURSDuringarth, livallars ago, cabeing, eggs of fiva rare newa bird-like dinosaur, climbll…from…, die ouarth, put…air, glivw for suame way, labout…, disappear from…IV. Reading to answer quRead the quable below and scaxt to answWhen did dinosaurs live on earth? When did dinosaurs die out?How did dinosaurs die out?V. Listening about the dodoHave you ever hearddodo, an animal that has also disappearedarth?The Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus)ly just Dodo, was a metre-high flightless bird. The Dodo, ww extinct, lived on fruit and nestedground.Next we are going to lape and do exand 2 on page 30 on dodo.VI. Speaking in pairs about helping the dodo Daisy: (waking) Who are you? Why are youbedroom? Chair: Excuse me. I am the famous Flying Chair. Daisy: What are you?Chair: I aake you on a trip. Where would you go? Daisy: I’d lanimals that gave f urs to maweaair: Duringaave livedarth many, many kinds of animals. But many have disappeared because of various reasons. Daisy:u are right. I learned from books thallars ago, a rare newdinosaur, a bird-like dinosaur, cabeing. It could climb trees and was very lovely. Then it died out becaugarth suddenly, putting much duaarth ganimal to live on.Chair: Buws for sure what caused all those ancientanimals to die out, disappearingaver.Daisy: I shall get dressed and puans and sweaThen let’s fly away to Tibet Ch inaantelair: Here we are in ! Turn around. Ta antelwith a sad face. Antelope: Hellds. Welu two ldly, unlwho call us to use our furs make sweaters.Daisy: Sweaters lI am wearing? Oh, I am terriblAntelope: The bad men came in groull my family membwool. Tunder our stomach.Chair: I shall take a pictuu and the antelbe shown to all the world people.Daisy: Come Antelope! Let’s have a picture taken together. We shall bElephant: Those bad men usedand kill us. But now are welld by the govand the good people. We are happy now.Daisy: Good- bye, Elephant!Chair: Take care, Daisy. We shall huur laa. Daisy: Wow! Lght. A lovelbe rubbing herself. H! What are you doing?Monkey: I am rubbing a millipedver my bodlquitoes. Daisy: How intelligent you are!: It contains a powerful drug which aquitoes. There are llants andlittle animalawhich can be helpful to man. Daisy: Is that so? I am going to taall those useful plants and animals. I will showlassmaat they understand you lovely animals andbetter. I will apply to be allowed to wlp you get a better living: Thank you so much! Some unfriendly people came to catch us, to put uWlivingDaisy: Good- b! I willwhat I learnedWWF. I will invite alllmaugThe futube bright for both you the animals and us the human beingu!2: Background informawildl 中国国家重点保护动物名录■ 国家一级保护动物最凶猛的雕：金雕1.金雕 Aquila chrysaetos2.白鹳 Ciconia ciconia3.黑麂 Muntyacu云豹 Neofelis nebulosa5.华南虎 Panthera tigris6.豹 Panthera pardusfusca7.白颈长尾雉 Syrmaticus ellioti8.黄腹角雉Tragopan caboti■ 国家二级保护动物鬣羚：真兽下纲，反刍亚目，有角下目，牛科1.鬣羚 Caumatraensis2.豺 Cuon alpinus3.金猫 Fel短尾猴 Macaca arctoides5. 猕猴 Macaca mulatta6.穿山甲 Maadactyla7.黄喉貂 Martes flavigula8.斑羚 Naemorhedus goral 9.大灵猫 Viverra zibetha 10.小灵猫 Viverricula indica 11.雀鹰 Aus12.赤腹鹰 Al苍鹰 Agentilis14.鸳鸯 Aix galericulata 15.乌雕 Aquila clanga 16.白腹山雕 Aquila fasciata 17.短耳鸮 Asio flammeus18.长耳鸮 Asio otus 19.雕鸮 Bubo bubo20.灰脸鹰 Butastur indicus 21.大鵟 Bulasius22.毛脚鵟 Buteo lagopus 23.普通鵟 Buteo buteo 24.红脚隼 Falco vus 25.灰背隼 Falco columbarius 26.游隼 Falco peregrinus 27.燕隼 Falco subbuteo 28.红隼 Falco tinnunculus 29.领鸺鹠 Glaucidium brodiei30.斑头鸺鹠 Glaucidium cuculoides 31.白鹇 Lophuraa 32.小隼ax caerul鸢 Milvus migrans34.鹰鸮 Ninox scutulata 35.小杓鹬 Numenius borealis36.领角鸮 Otus bakkamoena 37.红角鸮 Otu勺鸡Pucrasia macrolopla 39.蛇雕 Spilla40.鹰雕 Spizaetus nipal褐林鸮 Strix leptogrammica 42.草鸮 Tyto ca大鲵 Andrias davidianus44.虎纹蛙 Rana tigrina 45.拉步甲 Carabus lafossaei II. What is WWF?WWF, the global conservation organization was originally known as World Wildlife Fund.Ianged its name to World Wide Fund For Nature (ex by, among, .Probablamous name associated with WWF is HRH The Duke of Edinburgh. The Duke waPresident of WWF-Uunda2, International President of WWF (1981-1996), and is now Presidus.WWF is dedicatedg the degradalanet’s natural envand building a future in which humans live in harmony with nature, by:▲ conserving the world’s biological div▲ ensuring that the uwable natural resouustainable,▲g the redullution and wasteful consuWWF has a factual-based approavation, wuxues of global:ans and coawater, endangeredanddious threaxals and climate change. For eaues, WWF has developed measurable targets and ruan 1,200 fieldaround theworld in any year.III. AntelopeThe antelope are a groubivorous African animalamily Bovidae, distinguished by a pallowads. These animals are spread relatively evenly throughout the various subfamilies of Bovidae and many alosely related to cows or goats than eaThere are many dantelope, rangingvery big. Tally have a light and elegant figure, slender, graceful limbs, small clovand aail. Antelope have powerful hindquarters and when startled they run with a peculiar bounding stride that malook as though they are bouncing ovain like a giant rabbantelope can reach speeds of 60 milur (100 kilur), making them among the faland animals. IV. ElephantElephantidae (the elephants)ly extant familder Proboscidea. Elephantidae haliving: the Savannah Elephant and Forest Elephant (which were collectively known as the African Elephant) and the Asian Elephant (formerly known as the Indian Elephant). Duringdagwwhich are now extinct. Elephants are the largest living land mammals. At banelephant calf to weigh 100 kg (225 pounds). It takes 20 to 22a baby elephant to mature to blongest gestad of any land animal. An elephant may live as long as 60 to 70 years. The largest elephant evded was a malOld World</st1:plaBecaulaapes such as chimpanzees and gibbons aly calledAlso, a fewave the word “ape.”ame. Becauare not a singlgroudo not have aant charaat they all share and aared waining grouaapes.</v:shaangPygmy Maat 10 cm (4 inch) long (plus tail) and 120 g (4 oz) in weigale Mandrill, al(3 ft) long and weighing 35 kg (75 lb). Some are arboreal (living), some livavanna; some eat fruat leaves, and some ea; althougave tails (le)do not; some havatic colour vision like that of humaare dichromaats. Although bw and old worldlapes, have forward facingald World and New World</st1:plalook very dTo understandaudaradgroups individuall: Words and exUnit 4 Wildlale groule: He viewed lawyers aal2. ag milita: Tattacked at dawvev.1. arrange for and reserve (glse) in advance: Reserve me a seat on a flight. 2. obtain or arrange(lf) in advance: We managedve a table at Maxim’s.3. give or assign a shaa particulaausehuntn. an instaarchingg: the huubmarines. v.chase away, with as w: They hunted the unwanted immigrants oughborhood. v. 1. pursud(as of wild animals): Goeringunted wild boars in . 2. search (an area): The King used to huarch for: She huntedading glasses but was unable to locallate about a desired speedate to an undesirable extent: The oscillator hunts abouquursue or chase relentlessly: The huaced the dwoods.wildn. a wildve state untouched by civilization: He livedwild. ada state of ex: wild with anger. 2. produced without being planted or without human labor: wild strawba natural state; not tamed or domesticated or cultivated: wild garked by extreme laal: wild ideaubjectedlaint: A piano played with a wild exuberance- Louis Bromfield. 6. deviating widely from an intended course: a wild bullet. 7. (of colunds)ly vivid or loud: wild colalking or behavingirrationally 9. located in a dismalarea; desolate: a godforsaken wildads. 10. without civilizing influences: wild tribes. adv. in a wild or undomesticated manner: growing wildayment extorted by gangat of violence: Evghborhood had to pa2. the activgg: The wdemanded polduquotadddustry agag: He made trada plaarty pladbeingd: They were huddled togdefense agaancial failure; financial independence: Insurance providedagainst loss of wages due to illa covering thaddamagury: They hadallout.peaa treaalities: Peace came on Novemb2. harmonious relations; freeddisputes: Tates lived in peace toggeneral secuublic places: He was arrested for disturbing the peace.applyv. 1. apply oneself t Please apply yourself to your homework. 2. blevant or applicable: The same laws apply to you! 3. ask (g): Apply for a job(a word or name) to ag 5. givvally 6. avail oneself t Apply alure observance of laws and rules: Apply the rules to evuvice; make wloy (g) for a particular puaturalpurpose: Apply a maglduggestv. imply as a possibility: The evidence suggests a needlarificaubact of rubbing or wiping: He gavd a quick rub. v. move ovg wure: Rub my handainv.1. be capable of holdingaining 2. be divisible by: 24 contaludain; have as a: Td contains many old song0’ald; have within: This can contains wald back, as of a danger or an enemy;xpaluence of: Contabel movement.affectv.1. have aupon: Will the new rules a? 2losely andatingly: This new ruling aur buake believe wdeceive。

人教版高中英语必修二Unit 4 Wildlife protection 教案

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

人教版高一英语必修二《unit 4 Wildlife Protection》教学设计

Book 2Unit 4---Vocabulary教学设计一、课型：技能训练课二、教学目标：通过观察，模仿，操练，掌握一些识记单词的方法，例如：构词法，拼读法，联想法，情境法等。

通过构词法，拼读法，联想法，情境法等方法识记本单元46个单词和词组。

通过梳理和构建知识体系，明白持之以恒在记忆英语单词学习的重要。

三、目标分析论证：准确性分析：本课时是这个单元的词汇课。

英语词汇教学是基础知识教学的重要环节。

词汇的贫乏会影响学生英语整体水平的提高，会妨碍学生听说读写各个方面。

现高中英语新教材除了内容贴近生活，富有较强时代气息这一特点外，还有一个明显的特点---词汇量大。

每个单元约四，五十个单词和短语，因此记忆词汇成为了学生的艰巨任务。

课标提倡教师和学生了解遵循记忆规律，提倡采用有效的词汇学习方法和策略来进行词汇的教授和学习。

教师以此为依据，根据本单元词汇的特点，将词汇进行分类教学。

可行性分析：本届高一的学生英语基础较差，词汇量较小，对各种单词记忆法的认知不足，从而导致不能高效识记单词。

在本课中教师根据不同的单词记忆法的特点将本单元的单词和词组分类，通过开心消消乐，连连看，最强大脑等游戏环节让学生体会不同的单词记忆法，帮助学生分类记忆单词，使得词汇的记忆不再是枯燥低效的，而是有趣高效的。

弹性分析：由于所任教班级的水平有差异，原课型的教学设计要做出适当调整：在基础较好的班级加大测评调控的比重；在基础较差的班级则要加长学生记忆和消化新知的时间。

五、教学反思词汇的研究一直是语言界的热点。

英国语言学家威尔金斯（Wilkins）说过：“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed .”我校的今年课堂大赛没有像往年一样选定课文阅读教学作为比赛的课题，而是别出心裁地确定了Book 2Unit 4的词汇作为赛课内容。

高中英语必修二U4Wildlifeprotection教学设计.docx

高中英语必修二U4 Wildlife protection教学设计1.整体设计思路、指导依据说明本节课体现的是《普通高中英语课程标准》规定的课程性质和理念：“使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的精神；在加强对学生综合语言运用能力培养的同时，注重学生用英语获取信息、处理信息、分析问题和解决问题的能力以及用英语进行思维和表达的能力。

”本节课以新课程标准的一些核心理念为依据，以任务型语言教学为主，通过实际生活中的真实语境，激发学生学习英语的兴趣，寓教于乐，倡导小组表演活动，小组讨论，鼓励学生全体参与课堂，在体验、实践、合作与交流的学习方式中，培养学生用英语表达的能力，理解保护野生动物的重要性，达到培养学生的社会责任感，提高思考和判断的能力，进而增进跨文化理解和跨文化交际意识。

本节课的设计重视课前的导入，重视课中学生的小组角色表演。

2. 教学背景分析教学内容分析：本节课必修二第四单元 Wildlife protection 的 Reading 部分。

本单元的话题“野生动物保护” 。

Reading 是整个单元的核心部分，是Warming up 的延续和升华。

此外，大部分的重要词汇和句型结构都在这个课时中呈现出来。

完成本节课的阅读，为本单元目标的完成作了很好的铺垫。

也是培养学生阅读能力的重要渠道，发展阅读技能和策略的必经之路。

文章介绍了一个叫Daisy 的小女孩在梦中经历的一次奇妙的飞毯飞行。

通过女孩和藏羚羊、非洲象、猴子的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。

学生情况分析：教学对象为高一学生，所教班级的学生思维活跃，有强烈的求知欲望，认知能力比初中有了进一步的发展，到了高中逐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，具备一定的阅读理解能力，不再单纯地满足教科书上仅有的知识，有获取更多信息的欲望。

笔者注重提高学生用英语进行思维和表达的能力。

人教版高中英语教案Unit4Wildlifeprotection

英语必修二第四单元Unit 4 Wildlife protectionThe topic of this unit is wild life protection，which is very important everywhere. It is concerned with the importance of wildlife protection and ways to protect wild plants and animals. It introduces some of the animals to students that are in danger which helps them know the importance of protecting wild animals and plants on the earth.Daisy `s story shows the problems of wildlife protection in three parts of the world: Tibet, Africa and the Brazilian rain forest. It also shows us an organization (WWW) which works all over the world for the wildlife protection.Vocabulary: wild wildlife, protection, decrease, loss, reserve, hunt, zone, carpet, respond, distant, fur, relief, laughter, mercy, certain, importance, rub, mosquito, insert, contain, powerful, affect, attention, succeed, secure, income, employ, harm, bite, inspect, incident, dust, fierce, ending, die out, in peace, in danger, in relief, burst into laughter, protect… from…, pay attention to, come into being, according to, so that Functions:I`m going to……I feel like doing……I would rather not……..I intend / mean / plan to…..I would like to ……I will do ………I am ready to …Apologies:I am so sorry that …..I am afraid that……Thank you very much but…..It is a shame that ……It was very nice of you but ……Grammar: the present progressive passive voiceThe first period: Warming up, Pre-reading, Reading and ComprehendingAbility aims: Develop the students` reading ability to enable them learn about the knowledge of wildlife protection and talk about endangered species.Important points: Get the students to read the passage How Daisy Learned to HelpWildlife and learn different reading skills.Difficult points: Develop their reading ability and enable them to talk about wildlife protection fluently.Step 1 Warming upWarm up the students` interest about wildlife protection by showing some pictures and then answer some questions.1). Can you name at least eight kinds of animals which live in your neighborhood? What habits and characteristics do they have?2). What problems are some wild animals in China facing?3). What has China done to solve the problems?4). How have things changed since China took action to protect wild animal?5). Have you ever watched Tibet antelopes on TV? What problems are these animals facing? What measures has our government taken to protect them?Step 2 Reading1. Read the text aloud to the tape for the main idea, and then fill in the table.How Daisy Learned to help WildlifeThe text is made up of 4 paragraphs and can be divided into 4 partsType of writing A narrative writingPart 1 (para. 1) Daisy visited Tibet where antelopes have been over-hunted.Part 2 (para. 2) Daisy came to Zimbabwe where animals were being killed.Part 3 (para.3) Daisy arrived in a forest which needs to be protected.Part 4 (para.4) Daisy returned home / earning wildlife.2. Scan the text for detailed information to do the following questions.1). Paragraph 1 suggests that _____.A. the number of the antelopes in Tibet is getting smaller now.B. Daisy would like to see the antelopes very much.C. the antelopes have all been killed for the wool and none was leftD. the antelopes have moved from Tibet to some other places2). Paragraph 2 suggests that _____.A. farmers in Zimbabwe once made a living by huntingB. farmers are not satisfied with the governmentC. the living conditions of elephants in Zimbabwe have been improvedD. animals in Zimbabwe find it interesting to take photos with tourists3). Which of the following is not true according to the passage?A. Daisy know little about wildlife protection before the visitB. the endangered animals will disappear in the near futureC. the WWF is an organization whose duty is to protect wildlifeD. animals are being threatened in different ways4). Which is the most probable reason why the monkey in the forest are dying out?A. there are too many touristsB. they are being killed or huntedC. their habitats are being destroyedD. there is no enough food for them5). From the end of the story we can conclude that _____.A. the WWF will help Daisy to make the powerful drugB. the WWF has done little to protect wildlifeC. people will stop killing animals with the help of the WWFD. Daisy will continue to help protect wildlife by working with the WWF3. Read it carefully for the detailed information and then fill in the form.What did Daisy see where she was?In Tibet in China Zimbabwe In thick rain forest4.根据课文内容填空Character Means of transport AimDaisy Flying carpet To see some endangered wildlife.Daisy’s JourneyAnimals Places situationsAn antelope Tibet They are being killed for their soft fur.An elephant Zimbabwe They used to be an endangered s pecies because o ffarmers’ too much hunting.Their numbers are increasing because they getprotection from the government.A monkey A thick rain-forest The monkey is rubbing a (n) millipede insect overits body to protect itself from mosquitoes, whichshows plants, animals and human beings livetogether by supporting each other.5. Deal with language problems students meet while checking the answers. Find out the useful collocations in the passage.long to do, endangered species of wildlife, wake up, find ….by one`s bed, a flying carpet, fly away to, use …. to make …., kill…for…., as a result, turn around, take one`s photos, in relief, burst into laughter, used to be, without mercy, destroy one`s farms, allow sb. to do sth. a certain number of…., make money for…, in thick rain forest, protect…from…., rub…over…., a powerful drug, pay attention to, take …..home….., be able to…..6. Do the exercise 1 and 2 in comprehending on page 27.Step 3 Dialogue:Ask students to read the passage again and then let them write dialogues in groups.(1)Group 1 write a dialogue between Daisy and Chair;(2) Group 2 write one between Daisy and Antelope;(3) Group 3 write one between Daisy and Elephant;(4) Group 4 write one between Daisy and Monkey.Step 4 Practice and performLet them practice their dialogue impairs and then before the class.Step 5 Closing down by matching animals to 5risk categoriesDifferent endangered species appear on different endangered species lists. All people who are trying to protect animals use the following 5 risk categories to group the unlucky animals:List o Unlucky animals found in China(中国不幸动物分类名录)EXTINCT(灭绝动物)—A species formerly indigenous to China that no longer exists anywhere.EXTIRPATED(根绝动物)—A species no longer existing in the wild in China but occurring elsewhere.ENDANGERED(濒危动物)—A species threatened with imminent extinction or extirpation throughout all or a significant portion of its China`s range.THREATENED(危急动物)—A species likely to become endangered in China if the factors affecting its vulnerability are not reversed.VUNERABLE(弱势动物)—A species particularly at risk because o f low or declining numbers, small range or for some other reason, but not a threatened species.Step 6 homeworkFinish off the exercises in the textbook.Learn all the useful words and expressions by heart.The second period: Learning about important language pointsThe emphasis of this period will be place on the important new words, expressions and sentence patterns in the former parts.Knowledge aims:1). Learn and grasp the new words and expressions: wild, wildlife, protection, decrease, lose, reserve, hunt, zone, carpet, respond, distant, fur, relief, mercy, certain, importance, rub, mosquito, insert, contain, powerful, affect, attention, succeed, secure, income, employ, harm, bite, inspect, incident, dust, fierce, ending, die out, in peace, in danger, in relief, burst into laughter, protect… from…, pay attention to, come into being, according to, so that.2). Let the students learn the following sentence patterns:As a result, these endangered animals may even die out.This is what wildlife protection is all about.I wonder what is being done to help you.We are being killed for the wool beneath our stomachs.We used to be endangered species.But I would like to help as the WWF suggests.Ability aims: get the students to use some useful words and expressions a nd enable them to make sentences after the useful sentence patterns.Important points: learn and use the useful words and expressions correctly.Difficult points: how to help them learn and use the words and expressions correctlyand enable them to understand the difficult sentences.Step 1 revisionCheck the homework exercises.Ask some students to perform their text play.Step 2 Reading and findingRead through all parts to underline all the collocations: look after, a good environment, as a result, die out, endangered animals, wildlife protection, in peace, in danger, long to do,endangered species of wildlife, wake up, find by one`s bed, a flying carpet, fly away to, use …to make…., kill…..for…., turn around, take one`s photos, in relief, burst into laughter, used to be, without mercy, destroy one`s farm, allow sb. to do sth….., a certain number of, make money for, in thick rain forest, protect ….from…., rub….over….., a powerful drug, pay attention to, take ….home, be able to…, such as…, move into, be concerned about, do harm toStep 3 Practice for the useful words and expressionsTurn to page 28 to do exercise 1-3. then check with them all in class.Step 4 V ocabulary study1.as a result: because of something that has happenedHe had some bad fish. As a result, he felt ill this morning.As a result of his hard work, he got a pay rise.Thousands of people lost their homes as a result of the big fire.2. die out: disappear completelyMany animals have died out in the past few years.He hid behind the door until the footsteps had died away.3. in danger:His life is in danger.Why are some species in danger of disappearing?The river is dangerous for swimmers.This machine is dangerous: the wiring is fault.out of dangeron the danger list4. respond: give a verbal or written answer; act in answer to or because of the action of another; react quickly or favorably, be easily controlled.She asked where he had been, but he didn`t respond.He responded to my volleyball with a backhand.The car responds well to the controls.Animals respond to kindness.5. protect: keep sb. or sth. safe from harm, injury,etc. defend sb. or sth. against sth.Protect home industriesProtect somebody from dangerHe raised his arms to protect himself.6. contain: have or hold within itselfPig iron may contain 4% of carbon.The bottle contains two pints.7. affect: have an effect on;A sudden change in weather may affect your health.His opinions will not affect my decision.Did the medicine have any effect?8. pay attention toPay attention to these sentences from the interview.My mother asked me to pay attention to the traffic when crossing the road.catch / call / draw / attract / invite one`s attentionbe all attentiondevote / direct one`s attention tofocus / center one`s attention onpay special attention toStep 5 sentence focus1.Do you know any other endangered wildlife in China that is being protected?that is being protected 是定语从句They produced a new record in 1996, with which they celebrated their former time asa real band.2.Daisy had always longed to help endangered species of wildlife.I am long to see you again.The children are longing for the holidays.She longed for him to ask her to dance.3. Please take me to a distant land where I can find the animals that gave fur to make this sweater.where I can find the animals / that gave fur to make this sweater是定语从句4. Our fur is being used to make sweaters for people like you.be used to do sth. 被用来作什么be used to doing sth. 习惯做什么used to do sth. 过去常常做什么5. It shows the importance of wildlife protection, but I`d like to help as the WWF suggests.as the WWF suggests是方式状语从句6. You pay more attention to the forest where I live and appreciate how the animals live together.where I live是定语从句how the animals live together是宾语从句7. No rain forest, no animals and no drugs.If there is no rain forest, there will be no animals and no drugs.Step 6 Using words and expressionsTurn to page 63 and do the exercises.Step 7 HomeworkFinish off the Workbook exercises.Learn the new words and expressions by heart.The third period: Learning about grammarThis teaching period mainly deal with the grammar: the present progressive passive voice.Knowledge aims: get the students to know the structure of the present progressive passive voice.Difficult points: get them to know and use the grammar clearly.Important points: how to help them learn the grammar easily.Step 1 revision1. Check the homework exercises.2. Dictate some useful words and expressions.Step 2 Grammar revision1. The passive voice: passive subject + be + past participle ( only verbs that take an object can be used in the passive voice), which focus on the person or thing when affected by an action.2. Turn the following into passive voice:1). They make Fords in Cologne.2). I will finish it tomorrow.3). They are going to build a new factory in Portland.4). They have produced over 29 models in the past two years.Step 3 practice1). Ask them to do Exercise 2 on page 29.2). Ask them to do Exercise 1-2 on page 64.Step 4 Consolidation.1).Read the text to find the sentences which includes the present progressive voice.2). Turn the following into passive voice.1). They are producing a new drug.→________________________________.2). Antelopes are looking at her.-→_________________________________.3). They are killing us for the wool.→_________________________________.4). They are destroying the farm.→_________________________________.Step 5 Closing down by playing a game.Ask some students to say some sentences which contain the present progressive voice.Step 6 HomeworkFinish off the Workbook exercises.Do Exercise 1 on page 64 in your exercise book.The forth period：Using Language：Extensive reading In this period，the teaching emphasis will be put on developing students` reading ability by reading extensively. We will deal with two parts: the passage about dinosaurs in Using language on page 30 and Reading task on page 65.Knowledge aims: get the students to learn some useful new words and expressions in this part: dinosaur, inspect, incident, dust, fierce, come into being, according to. Get them to learn about dinosaurs and deer.Important points: develop students` reading skills by extensive reading and let them read the two reading passage.Difficult points: enable students to learn to use reading strategies such as skimming, scanning, and so on to get them to finish their reading task.Step 1 Revision1. Check the homework exercises.2. Revise the form of the present progressive passive voice: passive subject + be + past participleStep 2 Leading in by looking and talking1. Show them some pictures of milu deer and talk about them.The milu deer, also called David`s deer, is an animal formerly unique to China. Ancient Chinese characters “mi” was one of the first to be engraved on tortoise-shell and animal bones. Later, throughout various dynasties, the animal was bred in imperial parks but, tragically , by 1900 it had become extinct in China. But 100 years later, David`s deer has returned.A look back at the history shows that tens of thousands of years of civilization achieved by man have been the cost of our natural environment. The wetland, home for the Milu deer dubbed the kidneys of the world. But centuries of devastations have led to series of soil erosion, depriving wetland animals of their habitats and the environment of one of its vital functions. The return of milu deer to China is a reminder to the Chinese people of the need to protect our mother earth.Something about dinosaurs:Dinosaurs first appeared about 200 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. The largest dinosaurs were plant-eaters like Apatosaurus and brachiosaurus. They were the largest animals to ever walk on dry land.Step 3 reading1. Fast read to get the main idea. ( it is mainly about species and the reasons for dinosaurs` dying out.)2. Read and answer:1). When did the dinosaurs die out?2). What is the rare new species dinosaur do?3). What could the rare new species dinosaur do?4). Why did the dinosaur die out?3.Read the text again to find out the useful collocations: during the history of the earth,live on earth, tens of millions of years ago, come into being, eggs of five species, a rare new species, a bird-like dinosaur, 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 fromStep 4 Reading taskTurn to page 65. First, read the title and guess the meaning. Then read it carefully to get the main idea.Information for research into the milu deerAppearanceFeaturesReasons fordisappearanceThe Milu deer in BritainHow they returnedPresent situationValue of the cooperationStep 5 closing down by retelling1. Ask students to read the passage The Return of the Milu Deer again and prepare their stories.2. Ask as many students as possible to come to the front to retell their story.Step 6 HomeworkFinish off the workbook exercises.Learn the useful new words and expressions in this part by heart.The fifth period: Using Language: Listening, Speaking and WritingThe emphasis of this period is the story of how the dodo disappeared forever. It is not a real story but it is possible that it happened this way.Knowledge aims: get the students to learn the expressions of intentions and apologies by listening and understanding the listening materials.Difficult points: develop students` listening ability.Important points: develop students` listening ability and enable them to learn and use the useful expressions.Step 1 Revision1. Check the homework exercises.2. Dictate some useful words and expressions.Step 2 Warming upShow them the picture of the dodo and talk about it.By 1681, the last dodo died, and the species became extinct and it was regarded as a myth invented by imaginative sailor. Until the 1900`s when the bones were found, dodo was believed to be true. Today the dodo bird is a symbol of the harm humans can bring to other living things if we are irresponsible.Step 3 listeningTurn to page 30. Go through the exercises with the students and make them know what to do.Play the tape for them to listen and get the main idea by making notes while listening to the text.Step 4 Speaking1. Show the students the form to help them understand.Intention PurposeI am going to Help the dodoI intend / mean / plan to Hide it in a raceI will Trap man as he kills a dodoI feel like Attacking man myselfI would like to Put man in a caveI am ready to Teach man how to be friendsI would rather not tell you What I think of man2. Get them talk about how to help dodo in pairs.Step 5 Writing1. Ask them to write a passage under the heading to make a plan.1. How to protect dodo from man Help him by attacking man so he will leave the dodo alone; build a trap to catch man; result: man will not want to attack the dodo any more.2. How to stop man from killing dodos Go to another island; hide the dodo; result: dodos will a calm and peaceful live3. How to teach man to hunt another animal Give man a meal of friend fish; encourage him to join you on a fishing expedition; result: man leave dodos alone.2. Ask some of them to read their writing out.Step 6 Closing down by talking1. Suppose a situation: a friend gives you a very expensive, fine wool sweater. You are unhappy about the present but you do not want to upset your friend. What would you do?Some useful expressions: I am so sorry that….., I am afraid that……., thank you very much but….., it is shame that….., it was very nice of you but….., I hate to have to say this but….., the problem is…., why didn`t you tell me that…..?2. Let them discuss in pairs and then write a dialogue.Step 7 HomeworkFinish off the homework exercises.Read the listening text and try to tell something about the dodo.The sixth period: Using Language: Listening, Speaking and WritingThe emphasis of this period is laid on developing students` integrative skills to test if they have mastered what they have learned.Ability aims: develop students` listening, speaking and writing ability by finishing the relative tasks.Difficult points: how to develop students` writing and speaking abilities.Important points: develop the students` writing and speaking abilities.Step 1 RevisionCheck the homework exercises.Ask some students to talk about dinosaurs and the dodo.Step 2 Warming upSaying that: Many people, especially young ones, are concerned about the environment and wonder what they can do about it. Now we are going to listen to a story which is about looking after the environment.Step 3 Listening on page 62Turn to page 62, listen to the material after going through the exercises.Step 4 Listening taskTurn to page 66. play the tape for them to listen three times.Step 5 Speaking taskTurn to page 66 and read the directions, and then discuss the questions in pairs:1. What else threatens birds besides oil pills?2. How can we help protect the birds?3. How can we help people understand the importance of protecting the environment so that birds can live in peace?Step 6 Writing taskLet them write a short passage of about 120 words on how to design a place for watching birds.Step 7 Homework1. Finish off the homework exercises.2. Write your letters in your own exercise book.补充练习一. Choose the best answers.1. I don`t like the way_____ you talk to your mother.A. whichB. /C. in thatD. what2. With the water in the lake rising fast, villages around are _____.A. in dangerB. dangerC. dangerousD. in dangerous3. This atlas _____ 40 mans, _____ 3 of the Great Britain.A. contains; includingB. includes; containingC. contains; containingD. includes; including4. She suggested _____ the Western Hill this Sunday.A. we pay a visitB. to visitC. a visit toD. we visiting5. The exciting performances attracted the passers-by` _____.A. noticeB. attentionC. patienceD. taste6. The aging population in China will be a great _____ on the whole society.A. effectB. advantageC. difficultyD. problem7. The commercial center _____ in the middle of the 1980s.A. came outB. came into beingC. came overD. came from8. All the newspaper reporters hurried to the airport, ____ that the pop star didn`t turn up at all.A. disappointing to findB. disappointed findingC. disappointing findingD. disappointed to find9. The food ------ at the moment is for dinner party.A. cookedB. to be cookedC. is being cookedD. being cooked10. ----Why have you come to work on foot today?----Well, my bike _____ and I hate taking a crowded bus.A. has been repairedB. is repairingC. will be repairedD. in being repaired11. ---- Have you got your test result?----Not yet. The papers ____.A. are not correctingB. have not correctedC. are still being correctedD. is being repaired12. ----Excuse me, what time is it now?----Sorry, my watch _____. It _____ at the shop.A. isn`t working; is being repairedB. doesn`t work; is being repairedC. isn`t working; is repairedD. doesn`t work; is repaired13. ----Have you moved your new house?----Not yet. The rooms _____.A. are being paintedB. are paintingC. are paintedD. are being painting14. A new cinema ______ here. They hope to finish it next month.A. will be builtB. is builtC. has been builtD. is being built15. Rain-forests _____ and burned at such a speed that they will disappear from the earth in the near future.A. cutB. are cutC. are being cutD. had been cut16. The number of the rhino ____ in the last two years after the volunteers’ hard working.A. have increasedB. are increasingC. has increasedD. is increasing17.---Have the teacher returned our papers?---Not yet. I guess they ___ now.A.have gradedB. are gradedC. are being gradedD. are graded18.The restaurant where we used to have dinner ____, so we have to go to another one tonight. A. is rebuilt B. is being rebuilt C. has been rebuilt D. was rebuilt19.----Can you borrow me your bike? I want to go to the supermarket.----Sorry, but now it ____.A.is being repairedB. is repairedC. was repairedD. had been repaired20.----Have our new neighbor moved in?---No. The house ____ and they have to wait for another two days.A.is paintedB. paintC. is being paintedD. had been painted21.According to the officials in the United Nations, the product ____ at several places in India and it will be on sale in one month.A.is being testedB. is testedC. has been testedD. has tested22.Because of the bad weather, we ave no idea when the project _____.A.Has been completedB. Will be completedC. Was completedD. Is being completed23.The new plan ____ at the meeting. And we may have a final decision soon.A.has discussedB. is discussedC. has been discussedD. are being discussed24.The habitats of these Milu deer ___ and one day they may disappear from our sight.A.Was destroyedB. DestroyedC. Will be destroyedD. Are being destroyed25.---How about the murder case that happened last afternoon?---One of the two murderers has been caught and ____ in the police station now.A. is being questionedB. is questioningC. has questionedD. has been questioned二. Fill in the blanks with the words and expressions given below. Use each only once and make changes where necessary.come into being, species, protect …. From…, in danger of, wild, care for, peace, set up, increase, pay attention to, protect, in peace, die out, unsuccessful, think of, dig out, in peace, in danger of, in relief, burst into laughter, protect...from, pay attention to, come into being, according to, so that1. This species of plant will die out, unless we take actions to protect it.2. They were wild with joy when their team won.3. He hoped that his country would always be at peace with all other countries.4. The technical cooperation and cultural exchange between the two countries are daily on the increase.5. He was wearing dark glasses to protect his eyes from the sun.6. He was unsuccessful in his attempt to climb the Mt Everest.7. This kind of bird is dying out in the world.8. Leave him in peace; he is trying to work.9. Our teachers always pay attention to combining theory with practice.10. His father gave him some capital to set him up in business.11. I wonder whether they will care for us all to go there.12. How many factory workers are in danger of losing their jobs.13. They huddled together in the corner to protect themselves from the wind.14. Dinosaurs lived on the earth tens of millions of years ago, long before humans came into being.15. We have to think of his health before we recommend him for the job.16. From this documentary we can learn when and how the universe came into being.17. Knowing the operation of the poor girl’s leg was performed successfully, all the people smiled in relief.18. Don’t ask me any questions again, please. Just let me work in peace, will you?。

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

必修二Unit 4 Wildlife Protection公开课教案Period 1. Listening and SpeakingTeaching aims 教学目标：1. Knowledge aims 知识目标：a. To learn some important words and expressions as well as some sentence types .b. To learn something about wildlife and the protection of it.2. Ability aims能力目标:a. Enable the Ss to talk about wildlife protection.b. Enable the Ss to understand the listening text and answer some questions about it.c. Enable the Ss to talk about the topic of wildlife protection.3. Emotional aims 情感态度与价值观目标:a. Enable the Ss to learn how to talk about wildlife protection.b. Enable the Ss to understand the importance of wildlife protection.Teaching important points教学重点：a.How to talk about endangered species of wildlife and environmental protectionb.How to express refusing and give reasons.Teaching difficult points 教学难点：a.To express their own opinions using new words and expressions.b.To express their opinions on wildlife protection.Teaching methods 教学方法：Elicitation, discussion, pair work, group work, ask-and-answer activity.Teaching aids教学辅助：The Multimedia Computer, a projector, a board and a tape recorder.Teaching procedures & ways 教学过程与方法：Step 1. Lead-inGet the students to talk about some endangered animals to lead them to this unit’s topic. T: Morning, everyone! Look at the screen, please. I will show you pictures of someanimals.Show them the pictures of some endangered animals.123456T: Talk about them in your own words.The students may refer to the following aspects:1. what the animal is;2. Its appearance;3. reasons why it becomes less and less;4. what has been done to protect it;5. other things you know about it: where it lives; what it feeds on…S: The first one is G olden Monkey. It’s very beautiful and s mart It is also known as Golden Snub-nosed Monkey (仰鼻猴)or Sichuan Golden Snub-nosed Monkey. It is endemic to China. It is threatened by habitat loss.S: The second lovely animal is Giant Panda. It can only be found in China. It feed mostly on bamboo, a tall woody plant full of fiber. It lives in a few mountain ranges in central China, in Sichuan, Shaanxi, and Gansu provinces. It’s our national treasure. We should try our best to protect it.S: The third one may be a deer.S: No! It’s Tibetan Antelope. Tibetan antelopes coming from the family of Bovidae are mainly distributed over Qinghai Province, Tibetan Autonomous Region and Xinjiang Autonomous Region in China. It is in danger now because many of them have been killed.T: Wonderful! Thank you. You know so much about wildlife. How about the fourth one?S: I am sure it is a kind of leopard, but I don’t know what kind of leopard it is exactly. T: Well, it is called Clouded Leopard (云豹), which are one of the first class protected animals. It is found in southern China, the eastern Himalayas, north-east India andsouth-east Asia. How about the fifth one?S: Tiger!T: What kind of tiger is it? … It’s South China Tiger. We’ll learn it today. OK, let’s go on.S: In Picture 6, there are two Giant Salamanders (娃娃鱼), which can swim against the current and cry like babies.T: Excellent work! Well, can you find anything common among them? What is it?S: They are all in danger.T: Well done! They are all endangered animals. If you want to know more about them, let’s come to Unit 4 Wildlife Protection.Step 2. Warming upGet the students to do Warming up.ScanningT: Next, read through the words in Warming up part, and then find out: Why did so many wild animals die out?Get the students to look through this part. Later ask someone to give the answer.T: Who’d like to s ay something about this question?S: If their habitat is threatened or they cannot find enough food, their numbers may decrease. As a result these endangered animals may even die out.T: That’s it!DiscussingGet students to talk about the report in Warming up in pair.T: Today, more and more people realize the importance of protecting endangered wildlife. Here is a report on some endangered wildlife in China. Next, read the report. Then discuss with your partner about these animals. You may refer to the following aspects: 1. What the endangered animals are; 2. What the problem is; 3. List one of their habitat in China; 4. How the animal is after concernFour minutes for free talk, then ask some students to share their opinions with the whole class. And then show them a sample conversation and sample answer.S1: What endangered animal do you know?S2: Our National Treasure—Pandas.S1: What’s the problem?S2: They are in danger for lack of bamboo, but recently their number is increasing because more bamboo has been grown.S1: It’s said that although China was the only home for Milu Deer, we brought them from England.S2: Yes. They disappeared in China because of too much hunting. What a pity!S1: So do South China Tiger. They are said to be fierce but some hunters are fiercer!S2: I cannot agree with you any more.T: Well done! Do you know any other endangered wildlife in China that is being protected? Think about that and then make a list.Sample answer:Crested Ibis/Brown Eared Pheasant/Red-crowned Crane/Wild Yak /Chinese Alligator Step 3. ListeningGet the students to do LISTENING on page 62. Help them learn more about wildlife problems.T: You know so much about wildlife. You must be very care about them. In fact, people around the world care about these endangered animals. They write to some experts and tell about their worry about the wildlife around them. Aunty Gladys is such a writer who usually answers these letters. Now, come to LISTENING on page 62. And find out what the problems people worry about.First, get the students to look though the questions in Listening. Play the tape for the students and ask them to listen to the tape carefully. While listening, the students should grasp the key words and get the main idea. Then play the tape once more. After that, let the students answer the questions and check the answers together. Sum up the useful expressions in the material (about environmental protection). Later, play the tape a thirdtime for them to write down the main idea of the passage. At last, check the answers with the whole class.Step 4 . TalkingGet students to do TALKING on page 62. Help them discuss what people can do to help the endangered animals.T: Next, let’s come to TALKING on page 62. In pairs discuss what advice you might give to one of these worried letter writers. You can write notes of your ideas in the boxes below.Show the useful expressions on the screen. You can give a model. It’s up to the E nglish level of your students.Step 5. DiscussingHelp the students discuss what they have learned today and encourage them to talk about the importance of wildlife protection.T: What did we learn today?S: Endangered wildlife.S: What their problems are.S: What have been done to them…T: Animals are our friends. We live depend on each other. We should protect them. How do you think about this?S: Animals are our friends. It’s a shame that man killed wildlife for their fur. We don’t have the right to kill them.S: I’ll talk with people around me seriously. I’ll tell them that I’m so sorry that so many animals are in danger now. The problem is that if man doesn’t realize the dangerous situation, many of the animals will die out soon. We should try to protect endangered animals. I’ll collect some information about wildlife protection and shows the information to people around us.Step 6. Homework1. Collect information of endangered wildlife, especially Tibetan Antelope, about why they are in danger of disappearing;2. Preview the next part—Reading on page 26.。

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

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

高中英语人教版必修2Unit4Wildlifeprotection教学设计

Unit 4 Wildlife protection speaking and writing教学设计教学目标1.合作探究，主动质疑；通过自主学习活用本单元词汇短语，提高口语表达能力和书面表达能力。

2.人人参与，体验生活；在英语中感受英语魅力。

学情分析高一年级学生在进入本校经历了四个多月的学习生活后，同学们已逐步适应了高中阶段学习的节奏与强度，更多的同学在调整的过程中寻找到了适合自己的学习方法。

但在口语以及书面表达上还有一定困难，需要老师耐心指导。

重点难点通过句子文章培养口语和书面表达的意识，并提高保护野生动物的意识，了解保护他们就是保护我们自己。

教学过程【测试】自主学习Step One: Revision1.灭绝______________________2.使人欣慰的是_______________3.由于______________________4.饿死_______________________5.建立______________________6.毫不留情___________________7.阻止某人做某事_______________8.关注_______________________9.总之______________________ 10.适合________________________11.造成危害__________________ _12.和平地_____________________13.意识到保护野生动物的重要性______________________________【活动】合作探究Step Two: SpeakingⅠ.Why are they endangered?1.它们生活的自然栖息地发生了很大变化,在那里他们已无法生存。

________________________________________________________________________2.人类为获取动物的毛皮、角（horns）、和肉而毫不留情地捕杀它们_______________________________________________________________________3.由于没有足够的食物，很多动物被饿死。

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

Unit 4 Wildlife Protection课型：SpeakingTopic: Wildlife ProtectionThe General Idea of This Period: This period includes Warming-up and Speaking. It introduces the wildlife situation and let the students discuss the wildlife its protection. Students will realize the necessity of wildlife protection and learn about how to protect them. Meanwhile, students can do some speaking exercise. Teaching Aims:1. Train students’ speaking ability.2. Learn more about the endangered animals and wildlife protection.Important Points:1.Help students to realize the importance and understand the ways of wildlife protection2.Train their speaking skills.Difficult PointsImprove student s’ speaking skills.Teaching Methods:1. Task-based method2. DiscussionTeaching Aids:A multimediaTeaching Procedures:Step 1 Warming-up and Oral Exercise1. Greeting the students as usual2. Ask students to turn to Page 96 New Words of Unit 4 and do the Oral Exercise(咬牙切齿).3. After the oral exercise, students read the words again as they usually do.Step 2 Revision1. Ask students to close their books and show them some English words of this unit. Then students give the Chinese meaning.2. Show some Chinese words and students give the English words.Step 3: Lead—in1. Show pictures of Beijing Olympics mascotsT: Do you know them?S: Yeah! They are “Fu Wa”.T: Very lovely, right?. And we have met them in Unit 2 the Olympic Games. Can you tell me who are they?Ss: Yes! They are Bei bei, Jining, Huanhuan, Ying ying and Ni ni.T: And what are they?Ss: Panda, swallow, fish, flame and Tibetan antelope,T: Great! As we know, all of them except Huan huan belong to wildlife.2.Introduce the definition of “wildlife”.T: And do you know what does “wildlife” mean?(Ss Discuss and show their opinions.)(T gives a completed definition of “wildlife”: wildlife means animals and plants living in natural conditions)3. Show the topic of Unit 4 Wildlife Protection.T: And, today, we are going to learn something about Wildlife protection, which is also the topic of Unit 4.Step 4: Presentation1.Game “Who am I?”T: If we want to understand “Wildlife protection”. Well, it is necessary for us toknow some basic information of the wildlife, such as the situation they facing. First, look at these pictures about the wild animals and tell me what are they.(T shows the pictures one by one, including these of crocodile, koala, dolphin, kangaroo, giraffe, leopard, zebra and so on. Students compete in telling their names.)2. Game “Pick me out”T: So, you do know some things about the wild animals. And can you tell me the difference between the wild animals and the poultry? Yeah, the poultry are kept by human beings. Now, we are going to play a game called “Pick me out”. I’ll show you 5 lines words. There are 6 words 12 every line, one of which doesn’t belong to “wild animals” and you should pick it up. Understand?(Ss can also compete in doing this game. )Step 5: SpeakingTask One1. Presentation1) Show some pictures of the dying-out wild animals appearing in the Games “Who am I?” and “Pick me out.” And ask students to discuss ” What other kinds of wild animals are dying out?” and “why are they facing such a situation?”2) Students discuss with their partners.3) Teacher shows more pictures and concludes the reasons, such as too much hunting, lacking of food and so on.4) Warming-up in Page 26 of Book IIMatch up the information about pandas, tigers and Milu deers. Then, teacher gives students some useful expressions. Introduce the WWF and ask students to imagine that they are scientists of it and make short reports, which should tell people the situations of them, the numbers of them before and after protections having been taken. And what are the protections.5)Students prepare for the speaking by themselves and make reports in class.Task Two: Wildlife Protection.1.Discuss why should we protect wildlife and how can we do.2. Students share their ideas with others. And then speak out loudly. Encourage them to give different pinions.3. Teacher draws a conclusion.Step 6:Game “Just for fun!”Give students the words: horse, pig, bee, donkey, church mouse, swan and so on. Ask them to complete some usage expressions of English. And tell students some different opinions of animals between Chinese people and some Western people. Introduce some cultural information.eg: T: Do you know as happy as a what? Horse? No! Bee? Oh, no! Swan? Also no! Yeah! It is pig! As happy as a pig! Wonderful!Step 7: ConclusionShow a picture, in which the human being live in harmony with the doves. And draw the conclusion that “We human beings can and should live in harmony with wildlife, which means enjoying our lives.”Homework:1. Make a poster “Wildlife Protection” in groups. There can be a competition among different classes. And the good work will be showed.2. Preview the Reading text. And find out the main idea of it.3. You an visit the following website to find out more information about wildlife protection.。

人教版高中英语必修二unit4wildlifeprotection教学设计.doc

专题名必修二 Unit4 Wildlife protection课题名 Reading -------- How Daisy Learned To Help Wildlife编者：装订线一、课标内容。

二、学案内容。

Paragraph 1.The first stop…part onePurpose: to see some _____________________Place: ________Animal: _______________Situation: being killed for ______________ and they are an______________ s pecies.Daisy's feeling: _______________Q1: Why has the antelope in Tibet become an endangered species?Q2: How did the antelope feel?Q3: Why do we need wildlife protection?Paragraph2The second stop…part twoPurpose: to go to a place with wildlife ____________Pl ace: ________Animal: African __________Situation: used to be an _______________ species while now theirnumbers are ___________Daisy's feeling: ___________Q4: Why did the farmers hunt the elephants without mercy?Q5: Why are elephant numbers increasing in Zimbabwe?Q6: How does the government of Zimbabwe help protect wild animalsFaragraph3The third stop-一part threePurpose: to go to a place where the WWF is involvedPlace: __________Animal: __________Situation: The monkey can use ____________ to protect itself fromDaisy，s feeling: __________Q7: What does the sentence “ No rainforest, no animals, no drugs'9 mean?Q8: Why did the monkey rub a millipede insect over its body?Summary专题名必修二Unit4 Wildlife protection课题名 Language Points ----------- H ow Daisy Learned To Help Wildlife编者：时间：2012年2月8日18.protect ...from...保护…不受…（危害）19.pay attention to 注意（to 为介词） 20. a secure income —笔稳定的收入 21. do hami to …伤害 .... ;损害 ..... （P26-27）【探究理解】重点词汇讲解l.contain vt.包含；容纳；容忍（回归课本 P26）It contains a powerful drug which affects mosquitoes. 它含有一种强效的药物可以防止蚊虫叮咬。

【人教版】高中英语必修二：教案全套Unit 4 Wildlife Protection 教案(精修版)

人教版英语精品资料（精修版）Unit 4 Wildlife ProtectionI. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。

并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。

1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。

旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。

以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。

从而有效地引导学生关注本单元话题，关注动物生存现状。

1.2 Pre-reading是Reading的热身活动。

通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。

同时要求学生通过阅读文中的图片和标题来猜测文章的内容。

1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。

动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。

从而号召人们热爱动物，保护动物，从我做起。

1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。

练习1要求学生根据阅读文的内容回答问题。

这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。

【超全精美教案】最新人教版高一英语必修2教学案Unit 4 Wildlife protection

Unit 4 Wildlife protectionPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(HOW DAISY LEARNED TO HELP WILDLIFE)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 usually classified in the bearfamily, Ursidae, that is native to central China.The Giant Panda lives in mountainous regions, like Sichuan andTibet. The Giant Panda is the symbol of the World WildlifeFund (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 low birthrate, 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. AnotherChinese name for it is “four unlikes,.”because the animals were seenas having the horns of a stag, the neck of a camel, the foot of a cow, andthe tail of an 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 wasreintroduced to Dafeng Reserve, China in the late 1980s. They are classified as “critically endan gered.” in 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 orangestriped with black. Tigers live in Asia and are becoming veryrare. This is due to people hunting them for their fur anddestroying the forests 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 protestthe exploitation of wildlife for human benefit or entertainment.2.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.3.Reading and transformingNow you are to read the text for information to fill in the form.4.Reading and underliningNext you are to read the text and underline all the collocations at the same time.III. 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: A sample lesson plan for Learning about Language(The Present Progressive Passive Voice)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.▲Look out for wildlife▲Refuse to buy any rare or endangered plant or animal product.▲Be alert and drive slowly at dawn and dusk in rural areaswhere 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 thanthose who perform the action. For Example: We have produced over 20 different models in thepast two years. Changes to: Over 20 different models have been produced in the past two years.If the agent (the performer of the ac tion) 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 principaltenses.2. 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 committe e.” 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.Now try to put the following sentences into The Present Progressive Passive V oice.▲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 V oice, turn to page 29 and do the grammar exercises 1, 2 and 3, also on the very page of 29.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: A sample lesson plan for Using Language(ABOUT DINOSAURS)AimsTo read and listen about dinosaursTo speak about helping the dodoTo write to the dodoProceduresI. Warming up by reading to the tapeLet’s warm up by reading aloud to the recording of the textABOUT DINOSAURS on page 30.II. Listening about DINOSAURSNow I’d like to tell you something about DINOSAURS■In formation about DinosaurDinosaur means terrible lizard in Latin. They were called that because peopleused to think dinosaurs were lizards, but they were not. Dinosaurs firstappeared about 200 million years ago. 65 million years ago, many kinds ofdinosaurs became extinct. Birds are a special type of dinosaur and they were the only kind to liveuntil 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.IV. Reading to answer questionsRead the questions in the table below and scan the text to answer them.V. Listening about the dodoHave you ever heard of the dodo, an animal that has also disappeared from the earth?The Mauritius Dodo (Raphus cucullatus, called Didus ineptus byLinnaeus), more commonly just Dodo, was a metre-high flightlessbird of the island of Mauritius. The Dodo, which is now extinct,lived on fruit and nested on the ground.Next we are going to listen to the tape and do exercises 1 and 2 onpage 30 on dodo.VI. Speaking in pairs about helping the dodoZhao Yannan: The Dodo was driven to extinction by sailors when they discovered the island ofMaritius 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 arewith 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, t each 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.VII. Closing down by writing to the dodoAll right now, boys and girls, to end this period next you are to write a letter or an email to the dodo telling him what you are going to do to save him.Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of HOW DAISY LEARNED TO HELP WILDLIFE I. Type of writing and summary of the ideaII. A text play （课本剧）of HOW DAISY LEARNED TO HELP WILDLIFEDaisy: (waking) Who are you? Why are you here in my bedroom?Chair: Excuse me. I am the famous Flying Chair.Daisy: What are you here for?Chair: I am here to take you on a trip. Where would you go?Daisy: I’d like to see animals that gave furs to make this sweater of mine.Chair: During the history of the earth there have lived on the earth many, many kinds of animals. But many have disappeared because of various reasons.Daisy: Yes, you are right. I learned from books that tens of millions of years ago, a rare new species of dinosaur, a bird-like dinosaur, came into being. It could climb trees and was very lovely.Then it died out because something hit the earth suddenly, putting much dust into the air. So the earth got too hot for the animal to live on.Chair: But no one knows for sure what caused all those ancient animals to die out, disappearing from the earth for ever.Daisy:I shall get dressed and put on my jeans and sweater soon. Then let’s flyaway to Tibet China to see the antelopes.Chair: Here we are in Tibet! T urn around. There is a antelope there with a sadface.Antelope: Hello, friends. Welcome to my home. You two look so friendly, unlike those who cameto kill us to use our furs make sweaters.Daisy: Sweaters like the one I am wearing?Oh, I am terribly sorry.Antelope: The bad men came in groups to kill my family members forthe wool. They took it from under our stomach.Chair: I shall take a picture of you and the antelope, to be shown to all the world people. Daisy:Come Antelope! Let’s have a picture tak en together. We shall be off to Zimbabwe too see elephants there.Chair: Here we are. This is a national park for animals. People came to see them and help with them.Daisy: Look, there comes an excited elephant. Hello, dear Elephant! Why are you so excited? Elephant: We are all excited because things have changed a lot here.Chair: Why? What happened?Elephant:We became endangered years ago. People came to destroy the farm and kill us for trunks. They are actually our long teeth.Daisy: I have heard of that. They take your teeth and make them into art work.Chair:Man is really selfish and disgusting. But Daisy is a nice girl. Now let’s have a picture taken together.Elephant: Those bad men used to come and kill us. But now are well protected by thegovernment and the good people. We are happy now.Daisy: Good- bye, Elephant!Chair: Take care, Daisy. We shall hurry to our last stop, the thick rain forest in South America. Daisy: Wow! Look to the right. A lovely mother monkey is there. She seems to be rubbing herself. Hi, Monkey Mother! What are you doing?Monkey: I am rubbing a millipede insect over my body to protect myself from the mosquitoes. Daisy: How intelligent you are!Monkey: It contains a powerful drug which affects mosquitoes. There are lots of plants and little animals in the rain forest here which can be helpful to man.Daisy: Is that so? I am going to take photos of all those useful plants and animals. I will show the photos to my classmates so that they understand you lovely animals and the forest better. I will apply to be allowed to work here to help you get a better living in the forest.Monkey: Thank you so much! Some unfriendly people came to catch us, to put us in the zoo in the city. We monkeys prefer living in the forest.Daisy: Good- bye, Monkey! I will report what I learned on this trip to WWF. I will invite all my schoolmates to join us in the protecting project. The future is to be bright for both you the animals and us the human beings. See you!Section 2: Background information on wildlife protectionI. 中国国家重点保护动物名录■国家一级保护动物最凶猛的雕：金雕1.金雕Aquila chrysaetos2.白鹳Ciconia ciconia3.黑麂Muntyacus crinifrons4.云豹Neofelis nebulosa5.华南虎Panthera tigris6.豹Panthera pardusfusca7.白颈长尾雉Syrmaticus ellioti 8.黄腹角雉Tragopan caboti■国家二级保护动物鬣羚：真兽下纲，反刍亚目，有角下目，牛科1.鬣羚Capricornis sumatraensis2.豺Cuon alpinus3.金猫Felis temmincki4.短尾猴Macaca arctoides5.猕猴Macaca mulatta6.穿山甲Manis pentadactyla7.黄喉貂Martes flavigula8.斑羚Naemorhedus goral 9.大灵猫Viverra zibetha10.小灵猫Viverricula indica 11.雀鹰Accipiter nisus12.赤腹鹰Accipiter soloensis 13.苍鹰Accipiter gentilis14.鸳鸯Aix galericulata 15.乌雕Aquila clanga16.白腹山雕Aquila fasciata 17.短耳鸮Asio flammeus18.长耳鸮Asio otus 19.雕鸮Bubo bubo20.灰脸鹰Butastur indicus 21.大鵟Buteo hemilasius22.毛脚鵟Buteo lagopus 23.普通鵟Buteo buteo24.红脚隼Falco vespertinus 25.灰背隼Falco columbarius26.游隼Falco peregrinus 27.燕隼Falco subbuteo28.红隼Falco tinnunculus 29.领鸺鹠Glaucidium brodiei30.斑头鸺鹠Glaucidium cuculoides 31.白鹇Lophura nycthemera32.小隼Mrcrohierax caerulescens 33.鸢Milvus migrans34.鹰鸮Ninox scutulata 35.小杓鹬Numenius borealis36.领角鸮Otus bakkamoena 37.红角鸮Otus scops38.勺鸡Pucrasia macrolopla 39.蛇雕Spilornis cheela40.鹰雕Spizaetus nipalensis 41.褐林鸮Strix leptogrammica42.草鸮Tyto capensis 43.大鲵Andrias davidianus44.虎纹蛙Rana tigrina 45.拉步甲Carabus lafossaeiII. 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 ofoffices 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 PresidentEmeritus.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 apair 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 iscommon for an elephant calf to weigh 100 kg (225 pounds).It takes 20 to 22 months for a baby elephant to mature tobirth, the longest gestation period of any land animal. An elephant may live as long as 60 to 70 years. The largest elephant ever recorded was 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 have 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, almost1 metre (3 ft) long and weighing 35 kg (75 lb). Some are arboreal(living in trees), some live on the savanna; some eat fruit, some eatleaves, and some eat insects; although most have tails (sometimesprehensile), others do not; some have trichromatic colour vision likethat 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.Section 3: Words and expressions from Unit 4 Wildlife protectionenemyn.1. any hostile group of people: He viewed lawyers as the real enemy.2. an opposing military force : The enemy attacked at dawn.reservev.1. arrange for and reserve (something for someone else) in advance: Reserve me a seat on a flight.2. obtain or arrange (for oneself) in advance: We managed to reserve a table at Maxim’s.3. give or assign a share of money or time to a particular person or causehuntn.an instance of searching for something: the hunt for submarines.v. chase away, with as with force: They hunted the unwanted immigrants out of the neighborhood.v. 1. pursue for food or sport (as of wild animals): Goering often hunted wild boars in Poland.2. search (an area) for prey: The King used to hunt these forests.3. seek, search for: She hunted for her reading glasses but was unable to locate them.4. oscillate about a desired speed, position, or state to an undesirable extent: The oscillator hunts about the correct frequency.5.pursue or chase relentlessly: The hunters traced the deer into the woods.wildn. a wild primitive state untouched by civilization: He lived in the wild.adj. 1. in a state of extreme emotion: wild with anger. 2. produced without being planted or without human labor: wild strawberries. 3. in a natural state; not tamed or domesticated or cultivated: wild geese. 4. marked by extreme lack of restraint or control: wild ideas. 5. not subjected to control or restraint: A piano played with a wild exuberance- Louis Bromfield. 6. deviating widely from an intended course: a wild bullet.7. (of colors or sounds) intensely vivid or loud: wild colors. 8. talking or behaving irrationally 9. located in a dismal or remote area; desolate: a godforsaken wilderness crossroads.10. without civilizing influences: wild tribes.adv.in a wild or undomesticated manner: growing wild.protectionn. 1. payment extorted by gangsters on threat of violence: Every store in the neighborhood had to pay him protection. 2.the activity of protecting someone or something: The witnesses demanded police protection.3. the imposition of duties or quotas on imports in order to protect domestic industry against foreign competition: He made trade protection a plank in the party platform.4.the condition of being protected: They were huddled together for protection.5. defense against financial failure; financial independence: Insurance provided protection against loss of wages due to illness.6. a covering that is intend to protect from damage or injury: They had no protection from the fallout.peacen. 1. a treaty to cease hostilities: Peace came on November 11th.2.harmonious relations; freedom from disputes: The roommates lived in peace together. 3. the general security of public places: He was arrested for disturbing the peace.applyv. 1. apply oneself to: Please apply yourself to your homework.2.be pertinent or relevant or applicable: The same laws apply to you!3. ask (for something): Apply for a job.4. refer (a word or name) to a person or thing 5. give or convey physically 6. avail oneself to: Apply a principle.7. ensure observance of laws and rules: Apply the rules to everyone.8. put into service; make work or employ (something) for a particular purpose or for its inherent or natural purpose: Apply a magnetic field here.suggestv.imply as a possibility: The evidence suggests a need for more clarification.rubn.the act of rubbing or wiping: He gave the hood a quick rub.v.move over something with pressure: Rub my hands.containv.1. be capable of holding or containing 2. be divisible by: 24 contains 6.3. include or contain; have as a component: The record contains many old son gs from the 1930’s.4.contain or hold; have within: This can contains water.5.hold back, as of a danger or an enemy; check the expansion or influence of: Contain the rebel movement.affectv.1.have an effect upon: Will the new rules affect me? 2.connect closely and often incriminatingly: This new ruling affects your business. 3. make believe with the intent to deceive。

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

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

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

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

便于学习和使用，本文档下载后内容可按需编辑修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修2《Unit 4 Wildlife protection》教案2、篇章2：人教版高中英语必修2《Unit 4 Wildlife protection》教案篇章1:人教版高中英语必修2《Unit 4 Wildlife protection》教案教学准备教学目标Teaching Objectives: At the end of this lesson, students should? master the key w ords and expressions through the competitio n;? practice their reading skills such as skimming and scanning;? enhance their cooperation abilities through group work;? realize the importance and emergency of protecting wildlife;教学重难点Teaching Important Points:? Students can do the competition actively and master the words and expressions ;? Students can finish those reading exercises by thems elves by using reading skills;? Students can do the group task successfully.Teaching Difficult Points:Students can un derstand the content of the passage and do the group discussion successfully.教学过程Teaching Procedures:Part1.Pre-reading （11’）1.A video of “THE LION KING” and some pictures of the miserable animals;2.Words and expressions competition.Part2.While-readin g （20’）1.Skim the whole passage and finish the chart below.2.Read the Paragraph 1 and find out the answers to the following questions.1）. How did the antelope feel?2）. Why are people hunting and killing the Tibetan antelopes?3.Read paragraph 2 and choose the best answer according to the text.1）. Why is the number of elephants increa sing in Zimbabwe?A. Because more elephants have come to Zimbabwe.B. Because farmers are happy and no longer kill them;C, Because those elephants don’t destroy farms any more.2）. How does the government of Zimbabwe help protec t wild animals?A. It allowed tourists to hunt a small number of animals if they paid the farmers;B. It forced farmers to protect the animals.C. It put m ore wild animals into Zimbabwe.4.Read parag raph 3 and fill in the blanks.When the carpet and Daisy came to ___ ___ ______, they saw a _______ rubbing itself with a millipede_______, which can ______ mosquitoes because it ______ a powerful drug. The money told Daisy to pay more________to the rainforest and _____ how the animals live t ogether. No forest, no animals, no _____.5.True or False statements.1.Daisy saw many antelopes in Tibet.2.Daisy’s sweater w as made of sheep wool.3.The elephant used to be well protected in Zimbabwe.4.In Zimbabwe, tourists love to see the elephants.5.The farmers in Zimbabwe get nothing from the elephants now.6.This is a real story in Daisy’s life.Part 3.Post-reading （8’）1.Ask “Daisy” to talk about her feeling;2.Discussion: What should we do to protect wildlife?3.See a short video of Jackie Chan.Part 4.Summary and Wri ting （1’）Write a short passage based on the discussion.课后习题Please write a letter to WWF and provide some suggestions on how to protect wildlife.篇章2:人教版高中英语必修2《Unit 4 Wildlife protection》教案【按住Ctrl键点此返回目录】教学准备教学目标Improve students’ ability of extensive reading.Improve students’ a skills of listening.教学重难点1.Teaching important points:A. Improve students’ ability of extensive reading.B. Improve students’ a skills of listening.2.Teaching difficult points:A. How to finish the task in limited time.B. How to get the accurate information while listening.教学工具课件教学过程Step 1.GreetingStep 2.Daily reportStep 3.RevisionCheck the answers to the exercises done yesterday.Step 4.Extensive reading1.Ask students two questions before listening to the tape, and then listen to the recording of the text:A. When did dinosaurs live on the earth?B. Why did they die out?2.Explain the following language points:① long before 很久以前before long 不久之后Dinosaurs do live on the earth long before.Before long dinosaurs die out from the earth.② on the earth- in the worldon earth 究竟What on earth do you want?Step 5.Listening1.Explain the following difficult words to the students before listening:① once upon a time 曾经;很久以前② curious adj. 好奇的③ wing n. 翅膀④ trap n. 陷阱⑤ spear n. 矛2.Listen to the re cording of Dodo’s Story.3.Finish Ex 1 on p30.4.Check the answers （C D B C）5.Listen to the tape again and finish ex2 on P30 Step 6 Homework1.Finish Ex. 21-55 on English Weekly 15th2.Review the language points in this unit.课后小结学了这节课，你有什么收获?课后习题完成课后习题。

人教版高中英语必修二unit4学习优质教案

人教版高中英语必修二unit4学习优质教案一、教学内容本节课，我们将深入探讨人教版高中英语必修二Unit 4"Wildlife Protection"内容。

具体涉及Chapter 3Reading and Thinking部分，重点学习课文"The Story of the Giant Pandas"。

本文讲述中国大熊猫保护历程，旨在提高学生对野生动物保护意识。

二、教学目标1. 让学生掌握课文中重点词汇和短语，如"endangered species"、"wildlife protection"等；2. 培养学生阅读理解能力，理解课文内容，掌握文章结构；3. 提高学生思辨能力，使其能够就野生动物保护问题展开讨论；4. 培养学生跨文化交际意识，解并尊重不同文化背景下野生动物保护观念。

三、教学难点与重点1. 教学难点：理解并运用课文中重点词汇和短语，掌握文章结构，进行思辨性讨论。

2. 教学重点：提高学生阅读理解能力，培养其野生动物保护意识。

四、教具与学具准备1. 教具：多媒体教学设备、PPT、黑板、粉笔；2. 学具：教材、笔记本、彩色笔。

五、教学过程1. 导入：通过展示一组关于野生动物图片，引发学生对野生动物保护兴趣，进而导入本课主题。

2. 阅读前：让学生预测课文内容，激发阅读兴趣。

3. 阅读中：让学生快速浏览课文，回答问题，理解文章大意。

接着，详细讲解课文，分析文章结构，学习重点词汇和短语。

a. Why are giant pandas endangered?b. What measures have been taken to protect giant pandas?c. How can we contribute to wildlife protection?5. 例题讲解：针对本节课重点词汇和短语，设计例题进行讲解。

人教版高中英语必修2Unit 4Wildlife ProtectionPeriod 4 Listening 优秀教案

Unit4 Wildlife protection Period 4 Listening 优秀教案（人教版必修2）Period 4 ListeningThe General Idea of This Period：This period aims at training students’two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and writing an well-organized letter about how to solve a specific problem.Students can improve these skills by listening，writing and finishing the relative exercises.Also in this period students can meet the theme of this unit again.Teaching Aims：1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.2.Help the Ss learn how to organize a letter to save the endangered animal dodo.Teaching Important Points：1.Make sure the students know the importance of tones in spoken English.2.Enable the students to organize a letter in the proper and efficient way.Teaching Difficult Point：How to write a letter in the correct way.Teaching Methods：1.Listening-and-answer activity to make the students know the importance of tones in spoken English.2.Practice to improve the students’ writing ability.Teaching Aid：A tape recorder and a projector.Teaching Procedures：Step 1 RevisionT：Good morning，boys and girls!Last class I asked you to prepare the description of dinosaurs and Milu deer and dodos，so now I will ask some of you to have a try.Any volunteers?S1：Dinosaurs lived on the earth long before humans came into being.There were many different species of them，of which a rare new one was able to run as well as climb.The reasons for their dying out are not sure.Maybe because of a large rock or due to the hot weather.S2：Dodos lived on the earth long long ago.They lived on an island called Mauritius.They were curious and kind hearted and quite different from most of the animals there.They were birds，but they were large and only had small wings.Their favorite activity was to wander along the beach and wait till the insects were ready to be eaten.S3：Milu deer used to be common in China.They lived together and lived on grass.But as a result of hunting，they disappeared from China later.Luckily，some were taken to Britain before that.So Chinese government can bring back some.Now there are more and more Milu deer in China.T：Everyone has done a very good job!Step 2 Brainstorming about tones in spoken English（Teacher asks two students to answer two easy questions，then express gratitude usingdifferent tones.One is ”Thank you↘”.The other is “Thank you↗.”）T：Well，just now I said “Thank you”，do you find some differences?Ss：You use different tones.T：Good.In the first one，the falling tone shows that I am very grateful.But in the second one，the rising tone means that is what the S should do and I was not really grateful.T：In spoken English，tones are used to express different feelings.To understand how the speaker is feeling，listen for four main things：the volume of the languagea rising or falling tonestress on certain wordspauses in the sentencesStep 3 Listening for general ideaT：OK，now we are going to listen to the story about another animal named dodo.Please have a look at the picture on P31.What does it look like?Ss：It looks like a duck.It’s very large.T：What about its wings?Are they very large too?Ss：No，its wings are very small.T：Can it fly high in the sky easily?S1：I don’t think it can easily fly high in the sky.T：Do you agree with her?Ss：Yes.T：So what might be its problem?S2：It can only walk on land.And when there is an animal attacking it，it can’t escape.T：You might be right.Let’s listen and see.As for the first time，you don’t have to understand every word.You can ignore what you don’t understand and concentrate on what you can understand.Now please open your books and turn to Page 30 to go through the Ex.2 and try to predict what might happen to dodo.（Two minutes later）T：What happened to dodo?Ss：It disappeared.T：Right.Check the answers to Ex.2 and get some Ss to tell the mistakes in the other choices.Step 4 Listen for detailed informationGet the Ss to listen to the tape again and fill in the blanks.Once upon a time I lived on the earth too.I was called “dodo”.My home was an ______ called Mauritius.I was ______ and ______ and quite ______from most of the animals there.I liked to make friends with the other animals and never ______.I have no enemies.We were birds too，but we were large and only had small ______.My favorite activity was to______ along the beach and wait till the insects were ready to be eaten.Get the Ss to discuss the answers in pairs and then check the answers to blanks （Suggested answers：island，curious，kind-hearted，different，quarreled，wings，wander）and Ex.1 （CDBC）.Get them to tell the reasons for their choices.Step 5 Further PracticeT：After we learn the story about the dodo，we shall again know the importance of protecting our environment.In fact to protect our earth is to protect ourselves.Next we shall listen to one more story about human beings and their environment.Please turn to P62.Listen for the first time and get the general idea.（After listening for the first time）T：What is the main idea of the story，do you think?S1：It’s about how a farmer improved his empty land and made his farm more beautiful.T：Good job.Get the Ss to listen for the second time and try to finish Ex.1 on P62.（After the Ss’ listening for the second time）Get them to discuss the answers in groups of four and then check the answers together.At last listen to the tape for the last time to check the answers.Listen for the third time and finish Ex.1.Step 6 Summary and HomeworkT：In this class，we have learned the importance of tones in spoken English，how to find out the general idea and the detailed information.After class，you should go on listening to more materials and try all efforts to make your ears sharp.That’s all for this class.Class is over.Homework：Surf the internet to find more information about the endangered animals in China and think of some ways to protect them.Step 7 The Design of the Writing on the BlackboardUnit 4 Wildlife protectionPeriod 4Listen for the general ideaListen for detailed informationtones，intonation，stress etc.dodo （large body，small wings）Step 8 Record after Teaching。

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Period 3 Extensive ReadingThe General Idea of This Period：This period is about the reading of the passages：the disappearance of the dinosaurs and the dodos；the return of the Milu deer.It will help the students learn more about wild life and realize what made the animals disappear and what we should do to protect the environment.T eaching Aims：1.Train the students’ reading ability.2.Learn some useful words and expressions：disappear，come into being，species，country，rare，die out，dust，dusty，for sure，recently，build a good friendship，be common in，care for3.Learn some useful drills：Our fur is being used to make sweaters like yours.There are so many of them that a new park has been opened for them in Hubei Provice.4.Enable the students to get main idea of dinosaurs’ species and the disappearance of the dinosaurs，dodos and the return of the Milu deer.T eaching Important Point：Help the students to understand the passages and realize the importance of protecting our environment.T eaching Difficult Points：1.How to improve the students’ reading ability.2.How to help the students understand real reasons of the disappearance of the animals and realize the importance of our environment.T eaching Methods：Asking-and-answering activity to check the students’ understanding of the text；individual，pair or group work to finish each task.T eaching Aids：1.A tape recorder.2.A multimedia computer and a blackboard.T eaching Procedures：Step 1 RevisionRevise some information about some endangered animals.T：Last class we learned something about some endangered animals.Remember?Ss：Y es.T：Can you name some animals which are endangered?Ss：Y es.S1：Polar bears.T：Good.S2：Rhino.T：Well done.S3：Milu deer.T：Y eah，very good.S4：Pandas，which appear only in China.T：Terrific!S5：Tibetan antelopes.As we see in the film 可可西里，they are being hunted day by day，and as result，there are only a little number of them left.It is really a shame for us human beings.T：Y eah，absolutely right.Sometimes we human beings are to blame.We are destroying the world where we are living and killing our dear friends by destroying their environment.So what should we do?Ss：Try our best to protect our environment and fight against any behaviour doing harm to animals and their surroundings.Step 2 Lead-inT：Look at the screen please.Do you know anything about these animals?（Show the following pictures on the screen.）S1：Dinosaurs and dodos have died out.They lived on the earth many years ago.S2：The Milu deer still live on the earth，there are some in China.T：Y es.Do you want to know more about them?Let’s come to the short passage on Page 30.Step 3 ReadingTask 1 PredictionT：Can you guess what the reasons might be for the disappearance of the dinosaurs and dodos?S1：Because the weather changed much at that time.S2：Because the human beings killed them.Task 2 Fast reading for the main ideaT：Maybe you are right.Let’s read the text.After reading，you should find out the main idea of the text.One minute for you to read.（One minute later.）T：Y ou may talk about it with your partner and now report your work.S1：The main idea is species and the reasons for dinosaurs’ dying out.T：That’s right.Task 3 Detailed readingT：Now read the text for a second time to underline the important words and expression and try to find out the answers to these questions.1.When did the dinosaurs live?2.What’s the rare new species dinosaur like?3.What could the rare new species dinosaur do?4.Why did the dinosaur die out?T：I’ll give you four minutes to prepare.Check the answers：1.When did the dinosaurs live?Tens of millions of years ago，long before humans came into being.2.What’s the rare new species dinosaur like?The rare new species dinosaur looks like a bird.3.What could the rare new species dinosaur do?They could not only run but also climb trees.4.Why did the dinosaur die out?Maybe that’s because a large rock hit the earth or because the earth got too hot to live on.Step 4 Reading task on WorkbookT：Now let’ s come to another kind of rare animal：Can you guess what’s that?Ss：Milu deer.Y es or no?T：Y es.Y ou are right.Today we’ll read a passage about this kind of deer.Read the passage on Page 65 and try to collect information for research into Milu deer and fill in the table on Page 65.T：I’ll give you four minutes to prepare.（Four minutes later.）At first，let the students discuss the information collected with their partner and then check them with the whole class.Appearance of Milu deer At first they appeared in China.Features of Milu deer They lived together and ate grass and soft parts of tree.Reasons for disappearance They were not protected and many were killed.Milu deer in Britain They like the weather there and the number increased year by year.How they returned The government of China asked to bring back some and the Duke helped.Present situation They are happy for the number has grown rapidly.V alue of the cooperation This is a good example to show the friendship and understanding between two countries.T：Now read the text for a second time and underline the important words and expressions.If you have any question，please ask me.Step 5 AssignmentT：In this class，we’ve read two passages about dinosaurs and Milu deer，and listen to a passage about dodos.Please try to describe dinosaurs，Milu deer and dodos in your own words.At the beginning of the next class，I’ll ask some of you to tell me.Step 6 HomeworkT：Finish the exercises in Learning about language.Step 7 The Design of the Writing on the BlackboardUnit 4 Wildlife protectionPeriod 31.long before 很久以前before long 不久以后e into being=begin to exist 形成；出现；产生Step 8 Record after Teaching。