新人教版高中英语必修2Unit4 Wildlife protection教案

Unit 4 Wildlife protection
Teaching aims:
1. Topic
Wildlife protection: the importance of wildlife protection, ways to protect wild plants and animals.
2. Useful words and expressions:
wild wildlife protection enemy loss reserve area hunt zone peace fur stomach apply suggest thick rub mosquito insect contain powerful drug affect attention whale bite effect butterfly dust recently fierce unkind lazy
as a result die out in peace in danger protect… from pay attention to come into being
3. Functional items:
I. Intentions and purpose
I’m going to do…
I feel like doing..
I would rather not…
I intend/ mean/ plan to do…
I’d like to do…
I will do…
I’m ready to do….
II. Apologies
I’m so sorry that..
I’m afraid that ….
Thank you very much but..
It’s a shame that …
It was very nice of you but…
4. Structures
The present continuous passive voice
Animals are being hunted and killed.
The environment is being destroyed.
Teaching procedures
Period 1. Speaking and listening
Step 1. Leading in
1. Show Ss a video about some animals in danger.
2. Show Ss some picture of some rare animals in China. Step 2. Warming up
1. Ss read the passage quickly and find out:
Why did so many wild animals die out?
2. Ss talk about the form on page 25 and then discuss the following questions in pairs.
1). What other endangered species do you know?
2). Why are they in danger of disappearing?
3). Do you know any wildlife that has disappeared?
Step 3. Listening and talking (page 62)
1. Ss look through the questions on page 62, and then listen to the tape.
2. First listening: Ss listen and grasp the key words and get the main idea.
3. Second listening: Ss listen and answer the questions.
4. Third listening: Ss listen and write down the main idea of the passage.
5. Talking: Ss read the topics on page 62 and discuss in pairs. While they are talking, try to use the following sentences:
I’m so sorry that…
I’m afraid that…
Thank you very much but…
I hate to have to say this but…
The problem is….
It was very nice of you but…
It’s a shame that …
Why didn’t you tell me that..?
Homework
1. Collect as much information about endangered wildlife as possible.
2. Preview the next part—reading
Period 2. Reading
Step 1. Revision
Ask: What do you think of wildlife protection today?
What’s the passage about? Have you previewed it?
Step 2. Pre-reading
Ss in groups discuss the following questions:
1. Why should you worry about this?
2. What do you think we should do to protect wildlife? Step
3. Reading
1. Scanning: Ss read the passage quickly to get the main idea and complete the table on page 27.
2. Intensive reading: Ss read the passage again and answer the questions on page 27.
Step 4. Explanation
1. as a result of
2. die out
3. rise (v)
4. affect
5. prevent …from
6. She turned round and there was an antelope with a sad face looking at her.
7. In three years they may all be gone!
8. But what an experience!
Homework
1. Recite the key sentences in the text.
2. Write a summary of the text.
Period 3. Extensive reading
Step 1. Revision
Ss completer the summary of the text.
One day, Daisy _____ a strange dream. She flew in a wonderful ______ to _____ with an _______ in Tibet. The antelope told her they were hunted because of their_____ which can be used to make ______ like hers. In three years they may all be ______ . Later, she _____ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them. That’s because the _______ decided to help and the farmers finally made a lot of ______ . At last
she _____ at the thick rain _____ where a monkey told her “No rain forest, no ____ and no ____.”Although finally everything was _____, she had _____ so much!
Answers:
dreamed, chair, talk, antelope, fur, sweaters, gone, flew, elephant, hunted, government, money, arrived, forest, animals , drugs, gone, learned
Step 2. Pre-reading
1. Ss talk about what they know about the animals.
2. Ss read the passage and get the main idea.
Step 3. Reading (page 30)
1. Check Ss’ answer.
The main idea is species and the reasons for dinosaurs’dying out.
2. Ss read again and find out answers to the following questions:
1). When did the dinosaurs live?
2). What’s the rare new species dinosaur?
3). Why did the dinosaur die out?
Step 4. Reading task (page 65)
1. Ss read the passage on page 65 and try to collect
information for research into Milu deer.
2. Ss discuss the information collected with their partner and then check them with the whole class.
Homework
Describe dinosaurs and Milu deer in your own words. Period 4.Learning about language
Step 1. Revision
Ss try to say something about dinosaurs and Milu deer in their own words.
Step 2. Practicing the useful words and expressions
1. Ss finish Ex 1 and 2 on page 28.
2. Check the answers with the whole class and talk about the important phrases.
1). apply for sth. /apply to do sth
2). Bite-bit-bitten
3). Have an good/bad/no effect on …= affect
4). Pay attention to : “to” is a prep. Here.
Step 3. Structure learning: the present continuous passive voice
1. Ss read the following sentences and try to find the rules
1). Out fur is being used to make sweaters like yours.
2). The environment is being destroyed.
2. Ss finish Ex 2 on page 29.
3. Play a game.
Step 4. Practicing (page 63)
1. Ss finish Ex 1 and
2.
2. Check the answers with the whole class.
Step 5. Using structures
1. Ss do Ex 1 on page 64 and pay attention to the structures of the present continuous passive voice.
2. Tell Ss to remember the following expressions;
…is under repair = …is being repaired
…is under discussion=…is being discussed
Homework
1. Review what they have learnt about the present continuous passive voice.
2. Finish Wb Ex 2 on page 64.
Period 5. Using language
Step 1. Revision
Check Ss’ homework.
Step 2. Listening (page 30)
1. Ss listen to the tape about a disappearing animal. Go through Ex 1 before listening.
2. Play the tape again and check the answers.
Step 3.Speaking (page 31)
1. Ss talk in pairs about what they can do to help the lovely dodo.
2. Ss try to use the following expressions while they talk:
Step 4. Writing
Ss write the letter independently.
Some writing tips:
1. Collect your idea for the letter. Write an outline of your ways to help it.
2. Decide the intention and the purpose of each of your ways.
3. Begin your letter with your address and the solution. Then write the ways as the body of the letter.
4. Finish the letter with your best wished and your signature.
Homework
Sum up what you have learnt in this unit.
Period 6. Integrating skills
Step 1. Revision
Review what they have learnt in this unit.
Step 2. Listening (page 66)
Ss listen to three letters and see if they can help to answer them. While listening, fill in the boxed on page 66. Step 3. Speaking
Work in pairs and try to talk about what advice you might give to one of the three writers.
Tips:
1. Look through the three problems and decide which one to answer.
2. Write notes of your idea.
3. Give reasons for your idea.
4. Talk about them with your partners and then share your opinions with the whole class.
Step 4. Writing (page 67)
Ss write down their ideas in the form of a letter. Make each idea into one paragraph. And then exchange the letters with their partners to check.
Step 5. Project (page 67)
1. Ask the Ss to read the directions.
2. Direct the Ss to prepare a project.
As a student, what will you do to improve the environment? Homework
Finish the project on page 67.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。