人教版高中英语必修二-Unit-4教案
人教新课标高一英语必修2Unit4教案
Unit 4 Wildlife protection技能目标Skill GoalsTalk about ways to protect the environment Talk about wildlife endangerment Review Direct and Indirect SpeechWrite about causes and effectsMake a poster功能句式Causes and effects Why?Because of ... , I... As a result of ...I will use ... Because/As/ Since ... If ... , then ...It follows that ...It will lead to ...词汇1．四会词fur, Tibetan, lead, jungle, wolf, giraffe, environmental, act, measure, original, battery, devote, common, valuable, reduce, respond, amount, package, packaging, harmful, flat, material, poster, attractive, topic, organize, brief2.认读词汇antelope, endanger, hippo, kangaroo, Steve Jones, Birmingham, species, endangerment, habitat, adapt, Jennifer, Stevenson, ecosystem, soda, graph3.词组in danger, die out, as a result of, lead to, take measure, adapt to, make a difference, devote ...to, at present, set free, in the wild, throw away, keep...from, first of all, end up as, do...without...4.重点词汇lead, measure, devote, reduce, jungle, tour, environment, act, devote, common, amount, harmful, material, package, topic语法Review Direct and Indirect Speech1. Reporting statements“I am writing an article about animals in zoos,” the reporter said.The reporter said that he was writing an article about animals in zoos.2.Reporting yes-no questions“Do you like living in the zoo?” the reporter asked the kangaroo.The reporter asked the kangaroo if he liked living in the zoo.3.Reporting wh-questions“How long have you lived in the zoo?” the reporter asked the hippo.The reporter asked the hippo how long he had lived in the zoo.4.Reporting commands and requests“Please tell me more about the advantages and disadvantages of living in the zoo,” the reporter said to the giraf fe.The reporter asked the giraffe to tell him more about the advantages and disadvantages of living in the zoo.5.Reporting general truth“Human survival is dependent on the natural world,” he said.He said that human survival is dependent on the natural world.重点句子1. We human beings could not survive without all the plants and animals around us.2. Many of the earth’s plants and animals have already died out...3. If we know more about what causes endangerment, we may be able to take measures before it is too late.4. A species can become endangered for different reasons.5. When the habit of a species is changed or destroyed, the animal or plant has to either adapt to the change or find a new home.6. Professor Stevenson, who has devoted himself to protecting the milu deer...1. 教材分析本单元以环境保护为中心话题，内容涉及“野生动物保护”、“污染的防止”、“生活的环保”和“环保知识宣传”等。
高中英语人教版必修2Unit4单元教案正式版
Unit 4 Wildlife protectionThe First Period (Warming up & Talking)Teaching Procedures:Step One: Leading-in1.Show Ss the pictures of some rare animals.2.Ask Ss to guess their names and talk about them.Step Two: Warming up1.Ask the Ss to look through the words above the table on P25, and find out:Why did so many wild animals die out?(lack of food, bad environment and enemies, climate change, pollution…)2.Look at the table on P25, and work in pairs to retell the report, using completesentences.( The teac her may give an example of “pandas”).Example: pandaThe problem the pandas face in China is that they do not have enough food, because of the loss of bamboo growing areas. To solve this problem, China has set up a protection zone in Sichuan Province for the pandas. It is called Wolong Nature Reserve. Thanks to the effort, things have changed for the better. The number of pandas has risen from very few to around 50 after the growth of bamboo areas for the pandas.3. Ask some Ss to talk about Milu deer and South China tiger.Step Three: DiscussionAsk Ss to discuss the following questions in a small group.1)What other endangered species do you know?2)Why are they in danger of disappearing?3)Do you know of any wildlife that has disappeared?Answers: 1) antelope, bear, leopard [豹], whale, crocodile, elephant, golden monkey[金丝猴], giant salamander[娃娃鱼], Chinese Alligator[扬子鳄],dolphin, rhino…2) too much hunting, lack of food, bad environment, …3) dinosaurs, dodo, …Step Four: Language points1.as a result 结果；因此（放在句首或句中，用逗号与句子其它部分隔开,常用在有上下文表示原因的情况下）eg. He was lazy. As a result, he was late for school. 他懒。
高中人教版英语必修2unit 4 教案
Unit 4 Wildlife protectionWarming up, pre-reading and readingTeaching aims1.Get students to read the passage and learn the different reading skills.2.Enable students to learn about the importance the knowledge of wildlifeprotection and learn to talk about it.3.Develop students’ sense of cooperative learning.Teaching importance1.Let students read the passage and learn something about wildlife protection.2.Get students to learn different reading skills.Teaching difficulties1.Develop students’ reading ability.2.Enable students to learn to talk about wildlife protection.Teaching methods1.Task-based teaching and learning2.cooperative learning3.DiscussionTeaching proceduresStep1 W arming up1．A guessing gameGuess what animals they are.1) I live in China. I’m black and white. I eat bamboo and move by walking. ( )2) I have an orange beak(鸟嘴、喙). I wobble（摇晃，摆动） back and forth.I have a white stomach. I am black. I slide on the ice. ( )3) I live in lakes and rivers. I eat fish and birds. I have four legs and a long tail. I have lots of pretty teeth. ( ) 4) I live in the ocean. I am white and black. I can go in the water 68 miles away. I have a hole on top of my head. ( ).2. Discussion1) Is it easy to see the animals mentioned above now?2) What problems are they facing?3) Why are they in danger of disappearing?Step 2 Pre-reading1.What other endangered animals do you know of?2.Look at the pictures and the title of the reading passage and predict what it isabout.Step 3 ReadingTask 1 Listen to the tape and find out the main idea of this passage using about 30 words.This passage is mainly about Daisy’s dream. In her ______, she met an _______, an _______, and a _______. Through this dream, she had learned how to help _______. Task 2 Read the passage quickly and choose the best answers.1. Why did elephants use to be an endangered species in Zimbabwe?A. Tourists hunted too many elephants.B. Farmers hunted them without mercy.C. The government encouraged farmers to hunt them.D. Their living environment was seriously polluted.2. What can be inferred from the elephant’s words, “Have you come to take my photo”?A. It thinks itself a beautiful animal.B. Elephants are friendly to human beings.C. Money from tourists went to the large tour companies.D. Now many more tourists come to take its photos rather than hunt it.3. The sentence “No rain forest, no animals and no drugs” means _________A. There was no drug in the rain forestB. Animals i n the rain forest didn’t need drugsC. Rain forest, animals and drugs were resulted in and from each otherD. Drugs were important for animals and the rain forest4. What did Daisy learn from her experience?A. Some animals were becoming endangered as a re sult of humans’ hunting.B. Wildlife should be helped and protected by us humans.C. Humans and wildlife can benefit each other in many ways.D. All of the above.Task 3 Read the passage carefully paragraph by paragraph and fill in the blanks.What can we do to help the endangered animals?Step 4 Homework1.Try to retell the story2.Preview the useful words and expressions in this passage.。
人教新课标高一英语必修2Unit4全单元教案
Unit 4 Wildlife protection教材分析本单元的中心话题是“野生动物保护”。
I 教学内容分析Warming Up 部分通过图文的形式展现了中国在野生动物保护上所作出的努力以及所取得的显著成效，从而让学生体会到野生动物保护的重要性和紧迫性。
Pre-reading 部分实际上包括两项任务。
一是通过两个问题引导学生列举出除熊猫、麋鹿和华南虎以外的其它濒危动物，思考这些动物灭绝的原因，从而很自然地将学生从“热身”部分的讨论过渡到“阅读”部分的学习。
二是通过看图和读标题预测正文部分的内容大意，然后迅速浏览全文来检验自己的预测是否准确。
Reading 部分通过讲述一个女孩的梦中经历，向读者介绍了三种野生动物在西藏、津巴布韦和热带雨林的境遇，引起学生保护野生动物的责任感。
Comprehending旨在通过对文中要点的设问和表格，使学生充分理解课文，进一步意识到野生动物的困境和加强对野生动物保护的重要性的认识。
Using Language 部分通过恐龙的灭绝使学生进一步意识到野生动物保护的重要性和紧迫性。
通过听渡渡鸟的录音进一步加强学生保护野生动物的责任感。
Learning Tip部分向学生提供了词汇学习方面的建议——根据上下文推测词义，根据拼写猜测读音，最后通过查字典检查读音和意思的正确与否。
II 教学重点与难点1. 教学重点：（1）本单元的生词和短语；（2）要求学生能表述野生动物保护的重要性；（3）要求学生掌握并能正确运用现在进行时的被动语态结构；（4）熟练运用英语来表达自己的意志和目的，并能恰当的表示歉意。
2. 教学难点：（1）指导学生按类别归纳整理词汇，让学生学会有效的记忆词汇的方法；（2）引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。
III 教学计划本单元分五课时：第一、二课时Warming Up, Pre-reading, Reading, Comprehending第三课时Learning about Language第四课时Using Language第五课时Speaking and WritingIV 教学步骤Period 1 &2 Warming Up, Pre-reading, Reading, ComprehendingTeaching Goals: 1. To talk about endangered species2. To read about and understand wildlife protectionTeaching Procedures:Step 1. Warming UpPurpose: To activate Ss and arouse them to talk about endangered species.1.Leading-inThe title of this unit is wildlife protection and we all know that there are many endangered species in the world. Now class, which animals are in danger? Name as many wild animals as you can.2. IntroductionLook at the animals on page 25.We are very familiar with the giant panda，milu deer and south China tiger. The giant panda lives in mountainous regions, like Sichuan and Tibet. The giant panda is a symbol of the World Wildlife Fund, a conservation organization. Toward the latter half of the 20th century, the panda also became women what a national emblem for China, and is now used in Chinese gold coins. Milu deer has a long tail, wide hooves and branched antlers. Another Chinese name for it is "four unlikes" because the animals we seen as having the horns of a stag, the neck of a camel, the foot of a cow, and the tail of an ass. A tiger is a large cat famous for its beautiful fur of orange striped with black. Tigers lives in Asia and are becoming very rare. This is due to people hunting them for their fur and destroying the forests they live in.Step 2. Pre-readingPurpose: Activate Ss’ interest about wildlife protection.1. From the form on Page 25, we can see their problems. Answer the following questions.(1)Why are they in danger, class?Suggested Answer:Some wild animals are dying out because of the loss of food, their habitats being destroyed or over hunting.(2)What measures have been taken to protect these endangered species and what achievements have we achieved?Suggested Answer:China has set up some National Natural Protection Zones, such as Wolong Nature Reserve, Sichuan for pandas, Nanhaizi Milu Park for Milu deer, and Baishanzu National Natural Protection Zone, Zhejiang for South China tigers. Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60.(3)Why should we protect wildlife?Suggested Answer:Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.（4）What do you think we should do to protect wildlife?Suggested Answer: We should treat plants and ani mals the same as our friends and relatives. We shouldn’t cut or kill them freely. We should protect the environment around us to let them have enough food and good living conditions. We should collect money to protect the endangered animals, too.2. Let Ss talk as much about wildlife protection as possible.Step 3. ReadingPurpose: To lead Ss to the topic of this unit and understand more about wildlife protection.1. ListeningPurpose: To get a brief understanding of the text.To train Ss’ listening ability.(1)Listen to the tape and try to keep pace with the native speaker in speed, in intonation and inpronunciation.(2)Ask Ss to find the writing type and the main idea of the textSuggested Answers:The writing type: a piece of narrative writing.The main idea: Daisy went by a flying chair to Tibet, Zimbabwe and a certain thick rain forest to visit endangered animals, which made her know a lot about some destructive as well as protection behaviors that people had done to wildlife.2. Scanningpurpose: To get Ss to have some details in the text.⑴Leading-inSince we know the importance of the wildlife protection, we should try our best to protect wildlife. Ok, let's see how a girl named Daisy learned to protect wildlife. Let's turn to page 26.Our reading part: How Daisy learned to help wildlife.(2) Read the text and answer the following questions.①Which animal is being protected? (the elephant in Zimbabwe)②Which animal is likely to disappear altogether?(the antelope in Tibet)③Which animal is unhappy with the way humans are dealing with environmental problems?(the monkey in thick rain forest)(3) Read the text again and answer the questions on Page 27.Suggested Answers:①Its fur is being used to make sweaters. As the sweaters become popular, more and more animals arekilled. So very few antelopes are left.②The farmers stopped killing the elephants, so the numbers increased.③The government helps the farmers. It makes sure that the tour companies pay the farmers whentourists come to visit and hunt a few animals.④Looking after the rainforest helps protect plants and animals we know nothing about. They may makeit possible for us to produce medicines and drugs that we don’t yet know about.⑤Students’ answers vary.(4) Further readingPurpose: To get Ss to get more details about the text.1. Read paragraph one and answer the question.Why are we humans part of this problem?Suggested Answer:People who buy sweaters made with Tibetan wool are encouraging more people to go out and kill the animals.2. Read paragraph two, three and answer the questionHow did life improve for the farmers in Zimbabwe and how did it improve for the animals? Suggested Answer:The farmers got money when the government made sure that the tour companies had to pay them to visit and hunt the animals. And the animals were no longer killed by the farmers for destroying the crops.)3. Read paragraph four, five and answer the questionIn what ways does looking after the rain forest help with wildlife protection?Suggested Answer:Looking after the rain forest helps wildlife protection because it is where wildlife lives. It also contains many medicines and drugs may yet save lives.Step 4. Reading and underliningPurpose: To train Ss’ language capacity.1. Ss are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook.2. List the collocations from How Daisy learned to help wildlife.Not long ago, wake up, find…by one’s side, a flying chair, get dressed, put on one’s jeans, fly away to, turn around, with a sad face, use …to make…, kill …for…, take…from under…, take one’s picture, become endangered, destroy the farm, take photos, apply to, hunt …for…, make money for…, as a result, in thick rain forest, protect…from…, rub…over…, a powerful drug, pay attention to, take…home.Step 5. SummaryPurpose: To train Ss’ summarizing ability.1. Let Ss read the text again and divide the text into three parts.Suggested Answer:The first part: paragraph 1.The second part: paragraph 2 and 3.The third part: paragraph 4 and 5.2.Let Ss find the main idea for each part.Suggested Answer:Part 1: Daisy flew in a wonderful chair to Tibet and found that antelopes were in danger. They were killed for the fur to make sweater.Part 2: Daisy flew to Zimbabwe and found that the wild animals were well protected by paying farmers to visit animals.Part 3: Daisy flew to the rain forest. Talking with a monkey, she got to know that rain forests should be protected, for they are the source of many medicines and drugs.Step 6. Closing down1. The teacher summarize the text.One day, Daisy dreamed a strange dream. She flew in a wonderful chair to talk with an antelop in Tibet. The antelope told her they were hunted because of their fur, which can be used to make sweater like hers. In three years they may all be gone. Later, she flew to Zimbabwe where she talked with an elephant and got to know the farmers there no longer hunted them. That’s because the government decided to help and the farmers finally made a lot of money. At last she arrived at the thick rain forest where a monkey told her “No rain forest, no animals and no drugs.” Although finally everything was gone, she had learned so much.2. Homework(1)Let Ss listen to the tape and follow in a low voice.(2)Ask Ss to preview Learning about Language.Period 3 Learning about languageTeaching Goals: 1.To learn about The Present Progressive Passive voice2. To discover useful words and expressions3. To discover useful structuresTeaching Procedures:Step 1. PracticeTurn to Page 28 and do Ex1, Ex2 and Ex3. You can simply write your answers in the blanks on the book.Suggested Answers:Ex1: (1)distant (2) decrease (3) powerful (4) affect (5) appreciate (6) hunt(7) protect… from (8) respond (9)reliefEx2: wild, reserve, hunt, species, powerful, appreciated, relief, protecting…fromEx3:Places: habitat protection zone reserve animal park nature park safari parkEndangered species: South China tiger panda tropical rainforest wildlife Milu deerTibetan antelope African elephantsSituation: die out extinct extinction appreciate the importancePay attention to wildlife protection punish the hunters in reliefIn peace decrease decline threaten protect…fromProtection increase loss endanger hunted killedThreatened do harm to …affectStep 2. Grammar1. The introduction about the passive voice and the present progressive passive voiceThe passive voice is used when focusing on the person or thing affected by an action. The passive voice is formed: passive subject +to be + past participle. It is often used in business and in other areas where the object of the action is more important than those who perform the action. For example, We have produced over 20 different models in the past two years.→Over20 different models have been produced in the past two years.If the agent (the performer of the action) is important, use “by”.For example, Tim Wilson wrote The Flight To Brunswick in 1987.→The Flight To Brunswick was written in 1987 by Tim Wilson.Only verbs that take an object can be used in the passive.The present progressive passive voice is formed: is/are/am +being done.2. Let Ss find some sentences of the above kind in the text and do some exercises.Purpose: To make Ss further understand the structure of the sentence pattern.(1) Suggested sentencesOur fur is being used to make sweaters like yours.Daisy turned round and saw she was being watched by an excited elephant.(2) Exercise①The Tibetan antelope ____________(hunt)by people who wish to take the fur from under their stomachs.②The rhino __________________(study)Beijing University students.③The African elephant _________________(protect)by the WWF.④The panda ____________________(photograph)by Daisy.⑤The whales _________________ (kill)by Japanese fishermen.⑥The mice ___________________(attack)by the cat.Suggested Answers: ①is being hunted ②is being studied by ③is being protected ④is being photographed ⑤are being killed ⑥are being attacked.3. ConsolidationThe following chart includes sentences changed from the active voice to the passive voice. Ask Ss to read the chart carefully and ask if they have any questions.Active Passive Time ReferenceThey make Fords in Cologne Fords are made in Cologne. Present SimplePresent ContinuousSusan is cooking dinner Dinner is being cooked bySusan.Past SimpleJames Joy wrote Dubliners. Dubliners was written by JamesJoyces.They were painting the house when I arrived. The house was being painted when I arrived. Past Continuous They have produced over 20 models in the past two years. Over 20 models have been produced in the past two years.Present Perfect They are going to build a new factory in Portland. A new factory is being built in Portland. Future Intention with Going to I will finish it tomorrow.It will be finished tomorrow.Future SimpleStep 3. Passive Verb FormationPurpose: To make Ss further understand the passive forms of a verb in various tenses 1. IntroductionThe passive forms of a verb are created by combining a form of the “to be verb ” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses. 2. ConsolidationAsk Ss to take a look at the passive forms of “design ”.Tense SubjectAuxiliaryPast ParticipleSingular Plural designed. Present The car/cars is are designed. Present perfect The car/cars has been have been designed. Past The car/cars was were designed. Past perfect The car/cars had been had been designed. Future The car/cars will be will be designed. Future perfect The car/cars will have been will have been designed. Present ProgressiveThe car/carsis being are being designed. Past progressive The car/carswas beingwere beingdesigned.3. ExerciseTry to put the following sentences into the present progressive passive voice. (1) They are producing this new drug. (2) Antelope is looking at her.(3) They are killing us for the wool. (4) They are destroying the farm. Suggested Answers:(1) This new drug is being produced. (2) She is being looked by the antelope. (3) We are being killed for the wool.(4) The farm is being destroyed by them.Period 4 Reading and Listening (Using Language)Teaching Goals: 1. To read and listen about dinosaurs. 2. To talk about helping the dodo. 3. To write to the dodo.Teaching ProceduresStep 1. Warming UpPurpose: To get a brief understanding of the text.To improve Ss’ listening ability.1. ListeningLet’s warm up by reading the text about dinosaurs on page 30 and find the main idea of the text.Suggested Answer:Main idea: The development of dinosaurs.2. Group workDivide Ss into 4 groups and ask each group to talk about what they know about dinosaurs.3. In formation about DinosaurDinosaur means terrible lizard in Latin. They were called that because people used to think dinosaurs were lizards, but the were not. Dinosaurs first appeared about 200 million years ago. 65 million years ago, many kinds of dinosaurs became extinc Birds are a special type of dinosaur and they were the only kind to live until today.There were many kinds of dinosaurs. Some ate plants and some ate meat. The largest dinosaurs were plant-eaters lik apatosaurus and brachiosaurus. They were the largest animals to ever walk on dry land.Other plant-eaters had special weapons to help them fight off the meat-eaters. For example, triceratops had three horns on i 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, like tyrannosaurus, and some wesmall, like compsognathus. It was the smaller sized meat-eaters that evolved into birds. One of the first birds w 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 dinosaurs. There were also many kinds of large reptiles that could swim, like ichthyosaurs and pleisiosaurs, but they weren closely related to dinosaurs either.Step 2. ReadingPurpose: To increase students’ vocabulary and expressionsTo help Ss get a further understanding about the whole story.1. Read the questions in the table below and scan the text to answer them.When did dinosaurs live on earth?When did dinosaurs die out?How did dinosaurs die out?2. Read the text again and copy the useful words and expressions into your notebook.Useful words and expressionsDuring the history of the earth, live on the earth, tens of millions of years ago, came into being, eggsof five species, a rare new species, a bird-like dinosaur, climb tree, tell…from…, die out, hit theearth, put…into the air, get hot, live on, know for sure, in the same way, listen to the story about…,disappear from…3. Ask Ss to read the text again and repeat the text.Step 3. ListeningPurpose: To comprehend the details of the textTo strengthen students’ sense of wildlife protection1. Information about the dodoThe Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus), more commonly just Dodo, isone-metre-high flightless bird of the island of Mauritius. The Dodo, which is now extinct, lives on fruitand nests on the ground.2. Ask Ss to listen to the tape and do Ex3 and Ex4on page 30.Ex3: No 2 is correct.No 1 is wrong. It is not fair to blame the dodo for his disappearance.No 3 only explain half the story. The dodo and man did become friends but only because man wanted to kill all the dodo as easily as possible.No 4 is wrong because the other animals and birds did not do much to save the dodo. They warned him but did not he him.Ex 4：Read the whole text silently and carefully and finish the following questions:(1)The dodo is _________.A. fierceB. unkindC. friendlyD. foolish(2)He wants to believe that Man is telling the truth because___________.A. Man is friendlyB. he thinks Man is friendlyC. he thinks the bears and monkeys lieD. Man is his best friend(3)He didn’t realize who had killed many of his friends until ________.A. man told him the truthB. the other birds told himC. he saw how his friend was being killed by manD. the monkeys told himSuggested Answers: (1) C (2) B (3) CPeriod 5 Speaking and Writing (Using Language)Teaching Goals: 1. To learn more about wildlife protection.2. To practise expressing opinions and willingness.Teaching Procedures:Step 1. SpeakingPurpose: To lead Ss into protecting wildlifeTo train Ss to solve problems by themselves and strengthen their sense of responsibility.1. Ask Ss to read the chart in the Speaking part (P31) and try to keep the phrases in mind.2. Let Ss talk in pairs about how to help the animal which they plan to save. Remind them to use asmany phrases in the chart as possible.Step 2. WritingPurpose: To improve Ss’ writing abilityTo lead Ss into making friends with animals1. Ask students to work in pairs and brainstorm with their partner to get ideas. Make it clear that no idea is too mad or to weird at this stage. For example, take the dodo to the moon, attack man , ask the dodo to hide, teach the dodo to swim another island, etc..2. Ask Ss to choose the ideas that they like best and put them under the headings. Make a plan.3. Ask students to work on their first draft. When they finish, ask them to swap with their partner and getsome advice from him/her.4. Ask them to write a second draft which includes their partner’s suggestions.5. Ask as many students as possible to read their writings to the class.One possible version:Dear WWF,My friend, Chen Ting, and I have been doing some research on endangered animals. We found that thehabitat of polar bears is disappearing because the ice at the North Pole is getting warmer. I worry thatwhen it disappears altogether, there will be nowhere for the polar bears to live.First, I suggest we are very careful with the energy we use. Global warming happens because we areputting too much carbon dioxide into the air. One of the ways we do this is by driving everywhere by car.So I suggest we think carefully before using our cars unnecessarily.Second, instead of using our cars we should think about traveling by bus or by train. These forms oftransport are more environmentally friendly and do not put so much carbon dioxide into the atmosphere.Third, we can join WWF which is fighting to save the habitat of the polar bear. We can raise money tohelp them by making and selling cakes, selling crafts or giving talent shows and charging money for ourparents to watch.I hope you will support us in our fight to save the home of the Polar Bears.Yours sincerely,Wu XiaoxinStep 3. HomeworkAsk Ss to finish the exercises in the Workbook.。
人教版必修2高中英语Unit4TeachingPlanofWildlifeProtection教案
1 / 7Book 2 Unit 4 Teaching Plan of Wildlife ProtectionGrammar Exploration一、教材分析本单元是人教版必修2的第四单元，是以保护动物为话题，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。
本节内容Discovering useful structures 为“现在进行时的被动语态”，以课文内容为载体，要求学生能够使用该语法结构表达自己的观点。
二、学情分析1. 本单元的语法内容并不复杂，学生在初中阶段就已学过现在进行时和句子的被动语态，只是未学习将两者合二为一所表达的语法现象，因此学生在其结构的理解上容易混淆。
在本单元的前两个单元学生已经学习了现在完成时的被动语态和一般将来时的被动语态，因此之前所学知识可以正迁移到新知识上来；2. 本班是一个中等水平的文科实验班，学生的学习习惯较好，课堂参与度较高，因此，学生能够通过小组探究学习的方式，探讨出要求掌握的语法结构，并且通过小组协作的方式，运用所学的语法结构编出短剧，以达到学以致用的目的与保护野生动物的情感共鸣。
三、教学思路本堂课共分为三个板块：热身，发现规则和运用规则三个板块，以一只藏羚羊的遭遇与诉求将这三个部分串联起来。
热身部分，通过呈现两组图片（每组图片间都相关联）和关键词，让学生描述图片所表达的现象，达到初步感知语法结构的目的；发现规则部分，首先，要求学生找出课文中所有含有“现在进行时的被动语态”结构的句子，并分析其基本结构（be being done），其次，阅读一封来自藏羚羊莹莹写给人类的信，让学生深入到语境中进一步探讨现在进行时的被动语态的各种结构，如：肯、否定句，一般、特殊疑问句及其用法和意义；运用规则部分，让学生以藏羚羊莹莹的身份编一个短剧（运用现在进行时的被动语态，现在完成时的被动语态和一般将来时的被动语态），以求达到学以致用、复习和保护野生动物的情感目标。
Unit 4 History and traditions 教案
课题名称 ： 人教版（2019）英语必修二Unit4 Reading and Thinking
授课教师
授课年级
高一
一、教学内容分析
本板块的主题是“通过历史了解一个国家的概况”(Learn about a country through history )。学生迪过阅读英国历史的简要发展进程，了解英国地理、社会及文化概况，并深入思考历史与社会文化之间的关系。英国是最主要的英语国家之一，有着悠久的历史和文化，而英语语言也正是在这种历史和文化中产生的，所以英语语言富有鲜明的英国文化特征。因此，学习英语必然要了解英国文化，了解英国文化也会对学习英语起到促进作用。
二、学情分析
本课授课对象为高一平行班学生，高一的学生已经有了一定的词汇基础，掌握了一定高中英语学习的方法。但是大部分学生还缺少自主学习能力，和举一反三的能力。学生对于英国历史不太熟悉，对文本理解会略显困难。学生可能掌握不了看英文地图的要领。在讨论开放性问题时，学生可能无法用英语准确地表述出自己的想法。因此教师需要降低教学环节的难度设置，并且需要多引导学生。
According to a timeline, teacher asks students to find out the keys words and finish the timeline.
Activity 3: Read paragraph 3 and fill in the blanks.
Activity 5: Show students the complete timeline and review it by watching a video.
人教版高中英语必修二unit4学习教案
人教版高中英语必修二unit4学习教案一、教学内容二、教学目标1. 学生能够理解并掌握阅读材料中的生词和短语，如：oxygen, generate, climax等。
2. 学生能够运用一般现在时和一般过去时描述云的形成过程及特点。
3. 学生能够运用所学知识，进行有关天气和自然现象的讨论。
三、教学难点与重点1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
2. 教学重点：云的形成过程、特点以及与之相关的词汇和表达。
四、教具与学具准备1. 教师准备：PPT、黑板、粉笔、阅读材料。
2. 学生准备：课本、笔记本、字典。
五、教学过程1. 导入：通过展示一组有关天气和云的照片，引导学生讨论天气和云的特点。
2. 阅读与思考：学生阅读“A Day in the Clouds”一文，并完成相关练习，教师进行讲解。
3. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
4. 随堂练习：学生完成Discovering Useful Structures部分的相关练习，教师进行点评。
5. 小组讨论：学生分组讨论，运用所学知识描述云的形成过程及特点。
六、板书设计1. Unit 4 A Day in the Clouds2. 词汇：oxygen, generate, climax等3. 句子结构：一般现在时、一般过去时，使用“It”作为形式主语七、作业设计1. 作业题目：根据课堂所学，写一篇关于云的形成过程及特点的短文。
2. 答案要求：使用一般现在时和一般过去时，不少于100词。
八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的参与程度，调整教学方法和节奏，以提高教学效果。
2. 拓展延伸：鼓励学生关注天气变化，观察云的形态，提高英语实际应用能力。
重点和难点解析1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
2. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。
新人教版高一英语必修二Unit 4 Wildlife Protection全套教案
Unit 4 Wildlife ProtectionThe first periodWarming upKnowledge aims:a. help Ss to understand and master the words and expressions in warming up.b. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims:Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Emotional aims:a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss’ sense of cooperative learning.Teaching Key Points:Enable the students to know some basic information about the endangered animals and wildlife protection.Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Teaching Difficult Points:How to enable the students express themselves freely.Teaching Materials:Blackboard, multi-media, and other normal teaching tools.Teaching methods：Co-operative learningStudents-centered approach & Task-based teaching and learningTeaching Procedures:Step 1: Lead-inLead in by explaining the title and predicting what will be learned in this lesson. Step 2: ExplorationTask: let the students explore the following question:What is the problem of wild animals commonly facing?1. Show some pictures to the students. Students watch the pictures and say what the pictures tell us.References: food shortage, pollution, destruction of habitat, over-hunting.2. Show the students three more pictures and ask: what do people kill or hunt these animals for?From these pictures, students can conclude that people kill animals for food, for fur, for medicine and for works of art.3. Ask the students to give their answers to the question: What is the problem of wild animals commonly facing?Step 3: Discussion1. Let the students discuss the following question: why should we pay attention to wild animals and plants.Students discuss the question in groups and then give their opinions.2. After discussion, tell students what is wildlife protection about.Step 4: Group work1. Let the students read the report on some endangered wildlife in China at page 25, SB.2. Ask the students some questions about the report.3. Let the students describe the chart in small groups according to the sample.4. Discussion. More and more animals are killed by humans, as a student what should you do to protect the wild animals?Step 5: HomeworkWrite a composition according to the tips.假如你是一名记者，采访某动物园负责人有关国宝大熊猫的情况。
人教版高中英语必修二unit4学习教案
人教版高中英语必修二unit4学习教案教案内容：一、教学内容本课教材为人教版高中英语必修二Unit 4，主要内容包括三个部分：A部分为阅读理解，介绍了一位美国学生在中国过春节的经历；B 部分为听力练习，围绕春节习俗和文化展开；C部分为写作任务，要求学生以春节为话题写一篇短文。
二、教学目标1. 学生能够掌握本课的生词和短语，提高阅读理解能力。
2. 学生能够通过听力练习，了解并区分不同的春节习俗，提高听力技能。
3. 学生能够运用所学知识，以春节为话题写一篇短文，提高写作能力。
三、教学难点与重点重点：1. 掌握本课的生词和短语。
2. 提高阅读理解能力。
3. 提高听力技能。
4. 提高写作能力。
难点：1. 理解和运用本课的语法知识点。
2. 准确表达自己的观点和感受。
四、教具与学具准备教具：多媒体教学设备、录音机、听力材料。
学具：课本、练习册、笔记本、录音笔。
五、教学过程1. 引入：教师通过向学生介绍春节的来历和习俗，激发学生的学习兴趣。
2. 阅读理解：学生阅读A部分的文章，回答相关问题。
教师通过提问，检查学生的阅读理解能力。
3. 听力练习：学生听B部分的录音，回答相关问题。
教师通过提问，检查学生的听力技能。
4. 课堂讨论：教师组织学生就春节习俗和文化进行讨论，引导学生运用所学知识。
5. 写作任务：学生根据C部分的要求，以春节为话题写一篇短文。
教师通过批改，检查学生的写作能力。
六、板书设计板书内容：1. 生词和短语。
2. 语法知识点。
3. 春节习俗和文化。
七、作业设计1. 作业题目：请根据本课所学内容，写一篇关于春节的短文。
答案：略答案：略八、课后反思及拓展延伸重点和难点解析一、教学内容的选择与安排教学内容的选择应紧密结合学生的实际需求和兴趣，以及课程标准的要求。
在本教案中，选择了人教版高中英语必修二Unit 4，内容涉及春节的阅读材料、听力练习和写作任务。
这样的内容选择不仅与学生的日常生活紧密相关，而且能够激发他们的学习兴趣。
高中英语人教版必修二Unit4 Learning about Language教案设计
Unit4 Learning about Language教案设计高中英语人教版必修二的基本结构。
”复习“一般现在进行时1. 教学目标复习“现在进行时被动语态”的概念，结构，运用及其注意点。
2.动词的一直性be掌握“一般现在进行时”中人称和 1.教学重点掌握将“一般现在进行时（主动语态）”转变为“现在进行时被动语态”。
2.教学难点特殊疑问------一般疑问句掌握“现在进行时被动语态”的各句式之间的转换，肯定句---否定句3.句。
回顾旧知。
Step 1:2 Unit 3重要词汇和词组一、听写必修二、练习现在完成时被动语态的习题(The Present Continuous Passive Voice) Step 2:讲解“现在进行时被动语态”一、找出下列句子中的“时态语态”结构。
1. We are being killed for the wool beneath our stomachs.2. Our fur is being used to make sweaters for people like you.3. I wonder what is being done to help you.教学过程4. So good things are being done here to save local wildlife.概括：语态，表示表示因为are/is being 时态，being killed/used/done（时态，语态）所以are/is being killed/used/done表示现在进行时的被动语态被动现在进行Key:The Present Continuous Passive Voice二、主语是动作的承受者。
/意义：表示“某人事此时此刻正在被……”, 1. am/is/are (not) + being + V-2.基本形式（肯定句形式）：过去分词1 / 6高中英语人教版必修二Unit4 Learning about Language教案设计2 / 6高中英语人教版必修二Unit4 Learning about Language教案设计高中英语人教版必修二Unit4 Learning about Language教案设计4 / 6高中英语人教版必修二Unit4 Learning about Language教案设计5 / 6高中英语人教版必修二Unit4 Learning about Language教案设计6 / 6。
人教版必修二unit4教案
人教版必修二u n i t4教案(共8页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Teaching plan for unit 4 wildlife book 2How Daisy Learned to Help Wildlife（reading）Teaching aims1.Enable students to learn how to protect the wildlife and endangered animals by reading the passage and discussion.2.Enable students to know how to analyze the problems and solve the problems by the structure of the text.3.Students can master some unfamiliar words and expressions by understand the pictures and the words.Teaching important pointto lead students to protect the wildlife and endangered animals。
2. Learn the new words or expressions by answering questions. Teaching difficult pointsHow to stimulate Ss’abilities to analyze and solve problems. Teaching methodsTask-based learning and teaching methodCooperation learningTeaching aids: PPTTeaching procedures:Step1: Greeting (self -introduction)T:Hello! Girls and boys! My name is Hu Xiaoye. I’m glad to have a chance to make friends with you. Excuse me, the pretty girl, what’s your nameS1:…T:Thank you! Today, I’ll invi te all of you to visit some animal friends in the forest. Can you come with me?Ss: Yes! T:Ok,let’s go to the forest.Step2:Lead-inT:Listen to the sounds of animal and guess what kind of animal it is? Ss:An elephant、a tiger、a monkeyT: Pretty good! And the last one is a panda. The animals live in the forest, in the wild so they are wildlife. Wildlife includes wild plants and wild animals. Can you guess out all of the wildlifeSs:No. T:I know most of us can’t guess them all. Can we often see them in the forestSs: No. T: So w hat’s happening to the wildlifeSs: They are in danger.T:Excellent! They are in danger of disappearing or endangered. They are dying out! Now, let’s have a look at another endangered animal. They are antelopes. Look, there were so many antelopes, but, please look at this one, there is only one. So we can say “the number of endangered antelopes becomes smaller and smaller. The number of endangered antelopes becomes decreases.” Why are the animals endangered(showing four pictures: hunt、destroy the habitats、pollute ) How about the panda (showing the picture of a hungry panda)Ss: She is hungry. T:Right! She is very hungry. let’s save her. What food do pandas eat?Ss: Bamboos T: Yes. Now Let’s plant bamboos for the panda in my class. Every group can get one part of a bamboo by answering the questions correctly. Four parts of a bamboo can become a tree. ClearSs: Yes! T:It is an organization called WWF, World Wildlife Fund. It’s helping wildlife now. Do you want to join it to help wildlife Today, let’s learn to help wildlife with another friend ,Daisy in the reading on page 26.Step 3 ReadingT:From the picture we can see the girl named Daisy , let’s make a magical trip by a flying carpet.(showing a picture of flying carpet).And she went to many places of the world.(showing the map) Because there are so many countries with endangered animals, especially China. Are you curious about her trip?Ss:Yes! T:Ok,let’s have a look what happened.Task1:SkimmingT:Please skim the reading passage and choose the right answer. You can get three points.(pointing at the smiling face) Come on boys and girls!(after three minutes) Which one do you choose?Ss: C T:perfect! You can get three points. Congratulations !Task 2 :scanningLet’s continue. We know the passage is about Daisy’s journey, so please find out the first stop of her journey, and what animal did she see.(one minutes later) Have you find the right answer?Ss:Yes. T:Please hands up. How about this boySs:The fist stop is Tibet and the animal is an antelope.T:well done! I’ll give you two points. Ok, let’s continue. Are you ready for the second chance.Ss:Yes. T:very good! where did she go next and what animal did she see.(one minute later) Have you find the right answer?Ss:Yes. T:this girl, pleaseS4:she went to Zimbabwe and she saw elephants.T: wonderful, sit down please. let’s do the next task together. Where did she go last and what animal did she seeSs: She went to the rainforest and she saw monkeys.T:Everyone did a great job. let’s read the passage carefully.You have know the main topic of each paragraph. Let’s match each paragraph with the main idea. You can discuss your partners. I’ll give you three minutes to finish the task. Have you finished? Para1 What we can get from wildlife protection.Para2 What’s happening to antelopes?Para3-4 How the government of Zimbabwe protected thewildlife.Ss: Yes.T:Any volunteerGood, this girl.S5:para 1 is what is happening to antelopes.Para 2 is how the government of Zimbabwe protected the wildlife?Para 3 is what we can get from wildlife protection.Task 3 careful readingT:perfect!Now let’s move on careful reading. read the first paragraph carefully and fill in the blank.(two minutes later) any volunteer?Good,this boy.S6:..............T:very good. You will get one point for each. let’s look at paragra ph 2 and finish the task. The elephants destroyed farms so…. You can choose the result from A,B,C.Find the result for the following three sentences.1. The elephants destroyed farms. ( )2. Tourists are allowed to hunt a few animals. ( )3. The farmers no longer kill the elephants.( )A. The farmers happily get the money paid by tourists .B. The numbers of the wildlife are increasing.C. The farmers hunted the elephants without mercy.S7:...T:Good job! L et’s read part 3 and answer the two questions for four minutes. Any volunteer?1.Can we get the drug from millipede without the mon key’s help2. What is the drug used to?S8:.....Task 4 ConsolidationT: Let’s learn more about the article structure. Wildlife protection is a problem. So how do we read this kind of passage? Do you remember the main idea of each partPart1 is what is happening to antelopes. It shows wildlife in a bad situation, so it is about situation. Para 2 is how the government of Zimbabwe protected the wildlife? It tells us a way to solve the situation, so we call it solution. Para 3 is what we can get from wildlife protection. It is result.Task 5 Choose and discussT:Now we have learned the passage. let’s check whether you are familiar with it. Here are three pictures. Each picture stands for each part. Please choose one and finish the task.(six minutes later) Picture One(5scores)1. What is happening to antelopes--- situation2. How can we help them --- solutionPicture Two(5)1. What is happening to elephants?2. Do you agree with the government in Zimbabwe? Why Why not Picture Three(8)1. Is the rainforest being destroyed --- situation2. How can we solve the problem --- solution.3. What can we get from the rainforest--- resultAll of you have done a good job. Now the group lead, please read your own discussion in front of the class. Thanks to your help, she has so many bamboos to eat so the hungry panda is very happy now. Group….You did the greatest contribution to her food. I’d like to give you a prize. The group leader, please draw a smile mouth for the panda. All have done a good job. I will give all of you a gift. Thegift is watching a video.（showing a video about WWF）Let’s read the sentences.Pandas are happy.Nature is happy.Human beings are happy.No protection, no wildlife, no human beings!Let's leave our children a living planet!.Step 6 Homework1.Write a passage about wildlife protection.2.Find out more information on WWF.Step7 Blackboard designPart1 What’s happeningPart2 How …solve…Part3 What…get… G1 G2 G3 G4 G5 G6Step7 教学反思学生能在规定的时间内完成阅读任务，对文章的脉络有个基本的了解。
人教版英语必修二Unit4Wildlifeprotection教案4
Unit 4 Wildlife Protection1st & 2nd period1.Teaching important pointsA.To let students master the pronunciation of the new words and phrases.B.To let students know the main usages of them.2.Teaching difficult pointsA.How to help students master the pronunciation within limited time.B.How to make the usages clear.3.ProcedureStep 1. GreetingStep 2. Daily reportStep 3. New words and phrases learning1.The whole class read the new words and phrases together following the teacher.2.Let students read them aloud by themselves for a while.3.Explain the usages of the words and expressions as follows:①protection n. 保护②protect vt. ~sth. from/against…保护……避免……He’s wearing the sunglasses to protect his eyes from/against the strong sun shine.③as a result 结果A句.As a result, B句.I got up late this morning. As a result, I could catch the first bus.as a result of= because of 为介词词组，不能引导句子。
人教版高一英语必修2Unit4Wildlifeprotection全单元教案
人教版高一英语必修2Unit4Wildlifeprotection全单元教案人教新课标必修二 Unit4 Wildlife protection 全单元教案Period1: Warming up& New wordsImportant point: Talk about endangered species of wildlife and environmental protection.Step1. New words and expressionsStep2. Leading inHave you ever been to the zoo?Do you like animals?Do you keep animals as pets?Can you list the names of some animals?Step3. Warming up1. Why does wildlife need help/ Why are some of the animals endangered?(Their habitat is threatened./they cannot find enough food./They have enemies that kill and eat them./They are hunted by human beings.may decrease; these endangered animals may even die out.)2. DiscussionWhat should we do to protect wildlife?1) Protect the environment2) Build conservation zones3) Stop people from killing them4) Collect money to protect them3. Read a report on some endangered wildlife in China.1)What problems are some wild animals in China facing?2)What has China done to solve the problem?3)What’s the result after concerning?Example: The problem---face in China is that---. To solve theproblem, China has set up---. Thanks to the effort/After concerning, the number of---has risen from---to---.Step4. Language study1. decrease vi.减少，降低The number of tiger has decreased sharply this year.The population began to decrease.vt.减少，使减退The company decreased the number of worker to 40.n.减少，下降（后常跟in/of）There has been a 6% decrease in his income.There has been a decrease of 6% in his income.（反义词）increase2. die out 灭绝；（风俗、习惯等）消失 (《英语周报》20期)Many animals have died out in the past decades.3. loss n.损失；遗失；丧失He reported the loss of his car to the police.The company suffered a heavy loss as a result of the fire and they tied their best to make up a loss. at a loss不知所措lose v.失去，损失，失败lost adj.遗失的，输掉的 loser n.失败者4. hunt vt.&vi.打猎，猎取，搜寻November is a good time to go hunting.too much/over hunting 过度捕猎hunt for寻找，搜索He went to Shenzhen in order to hunt for a better job.5. in peace和睦地，安详地People from different countries live here in peace.HW: 1. Read the new word2.EW 20期Part13.Preview the reading passage on P26Period 2: ReadingImportant point: Understand the reading passage How Daisy Learned to Help Wildlife.Procedures:Step1: Pre-reading1. Endangered animals: panda, Milu deer, south China tiger, antelope, African elephant, golden monkey---2. Reason of disappearing: lack of food; the loss of habitat; bad environment; human’s hunting3. Pictures: a Tibetan antelope; elephantsTitle: How Daisy Learned to Help WildlifePredicate: It is mainly about how Daisy learned to help wildlife through what she saw and heard about animals.Step2. Reading1. Fast readingWhat places did Daisy visited and which animals are mentioned?Tibet antelopeZimbabwe elephantThe rain forest monkey, millipede insect, mosquito2. careful reading1.Ex2 on P272.《课堂同步》43-44页Step3. Analyze some difficult and important sentences.Step4. Summary and homework.HW:1.《英语周报》20期2. Read the words and text more.3. Ex1 on P28Period3&4 Language StudyImportant point: Learn some useful expressions.Procedures: Step1. Revision1. Read the passage together2. Check the exercises in English Weekly(20期)Step2. Language Study1. in danger of 有---危险 out of danger 摆脱危险She was seriously sick and in danger (of losing her life).The patient hs been out of danger.endanger vt. 危害Smoking endangers your health.endangered adj.有灭绝危险的；濒危的The panda is an endangered species.danger n.危险dangerous adj. 危险的（具有危险性）The hungry tiger is very dangerous.2. respond vi. 回答（比answer正，其后跟to）；响应，作出反应She didn't respond to my question.He decided to respond to the call of the Party.vt. 回答（说）（后接that-从句或直接引语）The doctor responded that he could not tell the name of her disease.3. in relief 如释重负，松了口气In relief she smiled.In relief she had a sound sleep last night.relief 轻松感；减轻或解除；减轻痛苦的事物It was a great relief to find they are safe.to one’s relief 令人欣慰的是To our relief, they are safe.4.burst into laughter突然笑起来 =burst out laughingAll the students burst into laughter when haering the funny story.burst into 突然迸发(-laughter/tears/song/applause/flames)Much to my surprise, Ben burst into song.5.mercy n.仁慈；怜悯对---宽恕残忍地；无情地对---发慈悲处于---的控制下；由---摆布6.certain adj.一定（作定语）A certain number of books for you to borrow.某个；某些；某种（作定语）For certain reasons I can’t attend the meeting.确定的（作表语）be certain to dobe certain of/about sthIt is certain that---be certain that---certainly adv. certainty n.7.protect---from---保护---不受—《英语周报》We wear sunglasses to protect our eyes from the strong sunlight.We should protect the crops from being destroyed by the rats.8.contain vt. 包含，容纳；容忍（与include的区别见《课堂同步》）The book contains all the information you need.He could hardly contain his anger when seeing such a rude manner.9. affect vt. 影响《英语周报》A sudden change in the weather may affect your health.effect n. 效应，结果，影响 have an effect onDid the medicine have any side effect?The film had quite an effect on her. （affect 与effect的区别见《课堂同步》）10.pay attention to 注意(被动：attention be paid to ) to是介词《英语周报》Please pay attention to my words/listening carefully/what I am saying.draw/attract/catch/get one’s attention to 吸引某人对某事的注意fix/focus one’s attention on 将注意离集中于Stand at attention.=Attention!立正11. appreciate vt.鉴赏，感激，意识到《英语周报》I appreciates every item of the performance.I appreciate your invitation.We appreciate your difficulty,appreciate doingI shall appreciate hearing from you again. 12. succeed vi. 成功 succeed in doing sth. 《英语周报》He succeeded in finding a better job.vt.接替，继任Jim will succeed his father as the boss of the company next year.success n. successful adj. successfully adv.13. employ vt.雇用，利用（时间、精力等）Never employed the man you suspect, nor suspect the man you employ.How do you employ your spare time.be employed in忙于（某事）She was employed in cleaning the house.employ oneself doing sth. 忙于做某事He employed himself doing his homework.雇用employment 失业unemployment 雇主employer雇员employee14. harm n.伤害，损害，危害do harm to=be harmful to对---有害Smoking does harm to your health.mean no harm无意伤害别人It does no harm to do sth.=there is no harm in doing sth.不妨做某事do more harm than good弊大于利He doesn’t mean any harm---he’s just joking.There’s no harm in trying.vt. 伤害，损害，危害Too much direct sunlight will harm your skin.Step3. Consolidation1. Exercises1-2 on P282. Exercises1-2 on P633. EW 20期Part2Step4. Summary and homeworkHW:1. Revise the language points and prepare for the dictation.2. Preview the grammar item: the Present Continuous Passive VoicePeriod 5 GrammarImportant point: The formation and usage of the Present Continuous Passive Voice.Procedures: Step1. DictationStep2. Discovering useful structures1. Find out the sentences in the passive voice using the present continuous tence.--- is being protected------are being killed------is being used------is being done------are being done---2. Formation and usage The door is being closed.表示说话时正在进行的一个被动的动作。
高中英语人教版必修二Unit4LearningaboutLanguage教案设计
高中英语人教版必修二Unit4 Learning about Language 教案设计3.其他形式:否定句形式： am/is/are + not + being +过去分词。
一般疑问句形式：Am/Is/Are +主语+ being +过去分词?特殊疑问句的形式：特殊疑问词+ am/is/are +主语+ being +过去分词?练习：根据句意，补充句子(1)I __________ around their school. (show) 有人正带我参观他们的学校。
(2)I am (follow)(现在)我没有被人跟踪。
(3)He ___________ personal questions by the teachers. (ask) 老师正在问他一些私人问题。
(4)The panda ________ taken photos of. 有人(正)在为熊猫拍照。
(5)The rhino is ___________ . (study) (现在)犀牛没有被进行研究。
(6)_she _________ in No. 1 Hospital. 她在第一医院接受治疗吗？ (7)_the room ? (paint) 房间(正)在粉刷吗？ (8)They ____________ w aiting at station. (keep) 他们只能在车站等。
(9) Whales _____________ and therefore they are in danger of dying out. (kill)鲸鱼正遭受捕杀，因此陷于绝种的危险。
Key: 1.am being shown 2.not being followed 3.is being asked 4.is being 5.not being studied 1 .Is being treated 7.Is being painted 8.are being kept 9.are being killed 10.are not being11 . are not being protected 12.Are being 13.Are taken 14. How many are being4 .现在进行时被动语态的用法(1)表现正在进行或发生的被动动作，常与 now, look 等词连用。
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。
2019统编人教版高中英语必修第二册unit 4《History and traditions》全单元教案教学设计
【2019统编版】人教版高中英语必修第二册Unit 4《History andtraditions》全单元备课教案教学设计Unit 4 HISTORY AND TRADITIONSListening and Speaking【教学目标】1. 掌握本课的重要词汇与句式；2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。
【教学重难点】1. 本课时的重要词汇与句式；2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。
【教学过程】Step 1 Lead inLook at the photo on Page 37, and then get the Ss to ask and answer the questions.1. What do you know about the buildings in the photo?2. What traditions of that city/country do you know about?3. Why is it important to protect historic buildings and cultural traditions?Then have some Ss share their views on the questions.Step 2 Share views on historic sites1. Before listening, get the Ss to look at some photos of Qufu in Activity 1 on Page 38. And ask “What can you say about these places?”Get the Ss to discuss in groups, and then ask several volunteers to share their views with the class.2. Listen to a conversation between a British tourist and a Chinese student inFinally check the answers with the class.3. Listen again and decide whether these statements are true (T), false (F), or not mentioned (NM).(1) Listen and judge, and check the answers.1) Confucius said that learning without understanding leads to confusion.2) Xiao Kong is doing a research project on Confucius philosophy.3) As one of Confucius’ descendants, Xiao Kong’s name is recorded in the family tree.4) Dacheng Hall is the tallest building in Qufu.(2) Then go through the question as bellow, and choose the right answer.·Why do you think William said his hometown was similar to Qufu?A. There are famous halls in his hometown.B. There are no tall buildings in his hometown.C. Both places have a famous person who was born there.D. His hometown doesn’t allow other buildings to be more noticeable than the historic buildings.4. Activity 4(1) At first, go through the Understand idioms with the Ss.An idiom is an expression which means something different from the meaning of the individual words. Some idioms present an idea or paint a picture that gives a hint as to the meaning. Other idioms can only be understood from the context in which they appear.(2) Write down the English idioms that are used in the conversation. Explain their meanings and think about some Chinese equivalents.5. Discuss the questions in groups, and then get some Ss to share their answers.(1) What do you know about Confucius’ ideas on education? Think of two or three examples. What else do you know about Confucius and his philosophy?(2) Think about a historic site that you have visited, and give an introduction to its history and importance.Step 3 Pronunciation1. Read this part of the poem “If-” written by British poet Rudyard Kipling.Notice the linking sounds. Then mark the linking sounds after the modelIf you can make one heap of all your winningsAnd risk it on one turn of pitch-and-toss,And lose, and start again at your beginningsAnd never breathe a word about your loss;If you can force your heart and nerve and sinewTo serve your turn long after they are gone,And so hold on when there is nothing in youExcept the Will which says to them: "Hold on!"2. Repeat the poem after the recording.Step 4 Homework课后练习Unit 4 HISTORY AND TRADITIONSReading and Thinking【教学目标】1. 理解并熟练掌握本课的重要词汇与句式；2. 引导学生通过课内阅读，了解英国的历史，全面培养学生的阅读能力和技巧。
Unit4 History and Traditions教学设计高中英语人教版(2019)必修第二册
人教统编版必修二Unit4 History and Traditions period 5 Reading for writing一、教学文本分析本单元的话题以历史和传统为主题展开，涉及中国、英国、俄罗斯、爱尔兰、巴西、希腊、埃及等多个国家的悠久历史和传统文化等内容，这些国家在悠久的历史文化长河中，孕育了一些独特的文化传统和风俗习惯。
了解这些历史和传统对学生理解英语语言，世界重要文明的内涵及其蕴含的思维方式，具有重要意义。
本节课选取的则是有关爱尔兰这个国家文章。
本文是一篇景物描写，作者从旅行者的角度将爱尔兰乡村的景致、自身感受与当地风土人情融为一体，内容丰富，语言优美，短小精悍。
作者生动地描述了乡村美景和风土人情在视觉、嗅觉、味觉、听觉和触觉等方面给人们带来的直观感受。
如“The peaceful landscape of the Emerald Isle and its many green counties is atrue feast for eyes, with its rolling green hills dotted with sheep and cattle.” “And down by the sea, the roar of the ocean waves and cries of the seabirds make up the music of the coast.” “On a quiet morning in the mountains, feel the sun on the skin, and breathe in a sweet scent of fresh flowers...”,分别从视觉、听觉、触觉和嗅觉的角度，对丘陵、大海、群山进行了惟妙惟肖地描写。
作者运用这些丰富细腻的手法，将爱尔兰乡村清新浓郁的文化气息描绘得栩栩如生。
同时，字里行间流露出对爱尔兰乡村的喜爱之情。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
教学内容一．Words1. affect v. 影响；侵袭，使感染affection n. 喜爱；affected adj. 假装的；做作的；【拓展】be affected by被……侵袭；被……感动He was much affected by the sad news. 这个悲惨的消息使他非常难过。
辨析：effect与affecteffect用作名词时，意为“影响，效果”，常用于have an effect on结构中；用作动词时，表示“引起，使发生”。
affect用作动词，意为“影响”，常表示消极的影响。
用effect，affect的适当形式填空(1)New controls will come into effect next month.(2)Parents’ words and actions will affect children greatly.2. contain v. 包含，含有；容纳；控制，抑制container n.容器；集装箱；货柜The stadium is big enough to contain 100 thousand audience. 这个体育场足够大能容纳10万名观众。
I could not contain my laughter. 我控制不住笑出了声。
This drink doesn’t contain any alcohol. 这种饮料不含任何酒精。
辨析：contain，include与holdcontain通常用来指某种容器中盛有某物，装有某物，还指某种物质中含有某成分或含有其他物质。
指作为组成部分而被“包含”或“容纳”在内。
include通常表示把某事物作为其中的一部分包含在内。
在句中常构成分词短语sth. included 或including sth.。
hold通常指有能力容纳，相当于contain，seat。
The bottle contains olives. 瓶子里装着橄榄。
The meal includes steak. 这顿饭包括牛排。
3. appreciate v.(1) 理解；意识到；领会I don’t think you appreciate how expensive it will be. 我想你不会了解它会有多贵。
(2) 欣赏；重视He appreciates your talents. 他很赏识你的才能。
(3) 感激，感谢I would appreciate it if you lent me a hand. 如果你帮一下忙，我将不胜感激。
辨析：appreciate与enjoy易混词组辨析一言辨异appreciate “欣赏，赏识”，指对事物有深入的了解并能鉴赏The foreigner enjoys Beijing Opera very malthough he does not appreciate it. 这个外国人enjoy “欣赏，喜爱”，强调从中可以得到乐趣爱听京剧，虽然他不理解它。
4. succeed v.(1) 成功；（考试）及格搭配：succeed in (doing) sth. 成功地做某事He succeed in (passing) the entrance examination. 他成功地通过了入学考试。
(2) 接替；继承；继任搭配：succeed sb. (as) 接替某人（担任……）；succeed to sth. 继承某物He will succeed his father as manager of the shop. 他将接替父亲担任商店经理。
Who will succeed to the property? 谁将继承那笔财产。
5. decrease v. & n. increase n. 增加(1) v. 降低，减少，（使）变小搭配：decrease in 在……方面减少；decrease from…to 从……减少到……；decrease by 减少了……This species of bird is decreasing in numbers every year. 这种鸟的数量在逐年减少。
The number of new students decreased from 1,200 to 900 this year. 今年新生人数从1200减少到900。
(2) n. 减少，减少的数量搭配：(a/the) decrease in sth. 某物的减少；a sudden decrease in number 数目的急剧下降There is s decrease of nearly 7% in the number of visitors to the museum. 参观博物馆的人数下降了将近7%。
6. loss n. 损失；遗失；丧失He’ll try his best to make up for the loss. 他将尽最大努力弥补损失。
The loss of his wife was a great blow to him. 他妻子的去世对他是个很沉重的打击。
【拓展】the loss of 损失/丢失/输掉……；make up for the loss 弥补损失；at a loss 不知所措7. hunt v. & n. hunter n. 猎人；追求者；hunting n. 打猎(1) v. 打猎，狩猎搭配：go hunting 去打猎He spent the whole day hunting deer. 他一整天都在猎取鹿。
(2) v. 追寻搭配：hunt for 搜索，追寻；hunt sb. for 为寻找……搜索某地She is still hunting for a new job. 她还在找新工作。
I’ve hunted everywhere for my watch, but I can’t find it. 我到处找我的手表，但就是找不到。
(3) n. 狩猎，追寻搭配：be on the hunt for 正在寻找；the hunt for 寻找……He is still on the hunt for a better job. 他还在寻找一份更好的工作。
The hunt for Mary’s glasses lasted one hour. 给玛丽找眼镜就找了一个小时。
8. respond v. response n. 答复；反应(1) 回答，应答搭配：respond to 回答……，对……作出答复；respond that…回答说……She didn’t respond to my question. 她没有回答我的问题。
The doctor responded that he could not tell the name of her disease. 医生回答说他无法说出她的病名。
(2) 回应，回报搭配：respond to…(with) （对……）报以……，（用……）回报……He responded to my offer with a laugh. 他对我的提议报以大笑。
辨析：respond，answer与reply易混词辨析例句respond 指对他人的期望等在行动上作出反应，常与介词to连用，较正式How did they respond to the news? 他们对这则消息有什么反应？answer 指用文字、语言或行动回答She answered with a smile. 她报以一笑。
reply 指对他人的问题、要求所作的相应的答复，比answer正式，常与介词to连用It’s your turn to reply to these charges. 现在该轮到你对这些指控进答辩了。
9. mercy n. 仁慈，宽容，怜悯搭配：show mercy to sb. (= show sb. mercy) 同情、怜悯某人；have/take mercy on sb. 怜悯某人beg for mercy 乞求宽恕The judge showed no mercy to the drunk driver. = The judge had no mercy on the drunk driver.法官对那个酒后驾车者好不宽容。
辨析：mercy与pity易混词辨析例句mercy 指对自己有权力支配的人所表示的一种仁慈He showed no mercy to the prisoners. 他对囚犯好不宽容pity 指对弱者和不幸者的苦难、不幸所给予的同情She looked at those orphans with pity. 她用怜悯的眼光看那些孤儿。
【拓展】at the mercy of 任……处置；任由……摆布；It’s a mercy (that) …幸运的是……It’s a mercy the accident happened so near the hospital. 幸亏事故发生在离医院很近的地方。
10. certain adj.(1) 某个；某些（作前置定语）The library’s only open at certain times of day. 这座图书馆只在一天的某些时段开放。
注意：a certain 表示“某一”；some 也可表示“某一”，后接可数名词单数。
(2) 确定的，确信的，无疑的（作表语，相当于sure）搭配：be certain to do 一定会做某事；be certain of/about (doing) 对（做）某事有把握He is certain to win the race. = It is certain that he will win the race. 他肯定能赢这场比赛。
I’m certain of your success. = I’m certain that you will succeed. 我确信你会成功。
11. employ vt. employee n. 受雇者；employer n. 雇主(1) 雇用The firm employed two interpreters. 那家公司聘请了两名口语翻译。
(2) 使用（= make use of）You should employ your funds more wisely. 你应该更明智地使用你的资金。
【拓展】be employed to do 受雇做某事；employ…to do 雇用……做某事employ oneself in (doing) = be employed in (doing) 忙于某事；从事某活动辨析：employ，hire与rent易混词辨析例句employ 指“长时间雇用”，宾语一般是人He employed the girl as a typist. 他雇用那个女孩当了打员。