人教版高中英语必修二Unit4Wildlifeprotection教案2

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 the

passage 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】reading

Teaching 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 4

3.Teacher leads students to the detailed study of three paragraphs

Paragraph 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.