Module 2 Unit 4 Wildlife protection(全单元)

高中英语人教版必修2Unit4WildlifeProtection完整教案教学过程一、课堂导入Wildlife ProtectionAs we all know,there are less and less animals,we should try our best to protect animals.Do you know why we should protect wild animals?If you want to know more,please follow me,let’s learn the text“wildlife protection”.二、复习预习1）The important words in this passage:1.goal_________________2.calculate_____________3.simplify_____________4.sums______________5.technology____________6.tube_________________7.revolution____________8.arise_________________9.appearance_____________10.totally_____________11.download______________/doc/1e1003784.html,work___________ ____必修2Unit4Wildlife Protection适用学科英语适用年级高三适用区域全国课时时长（分钟）60知识点名词辨析；动词辨析；形容词辨析；副词辨析；动词短语辨析；完成句子；句子翻译教学目标知识： 1.快速复习掌握本单元词汇。

2.快速扩词汇量。

方法：1.老师和学生一起翻译短文并从中找出自己不认识的词汇。

2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。

《Unit 4 wildlife_protection》说课稿Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 4 Wildlife protection. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us the importance of wildlife protection. The reading passage is the center of this unit. It is made up of 3 paragraphs, that is, why we need wildlife protection, a good example of wildlife protection and what we can get from wildlife protection. The text is the most important teaching material in this lesson, which extends the main topic “wildlife protection” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning abilityThirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about the endangered animals and wildlife situation and protection.2 Ability aims:(1) To improve the students’ organizing and using skills of English as thesecond language(2) To understand the main idea, to scan for the needed information and tograsp the details3 Emotional aims:(1) Help students understand the importance of the wildlife protection andmake them be more active in the helping wildlife.(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and somedetailed information and language points as well.2. To understand the importance of wildlife protection and then do something for wildlifeTeaching difficult points is1.The students use their own words to express their own ideas.2.the usage of present progressive passive voiceAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLa nguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the importance of wildlife protection”I’ll show them some beautiful pictures of wild animals, such as lions, Tibet antelopes, monkeys and so on. Ask them what they know about those animals. The answers must relate to their present situation, such as die out, dangerous, decrease and so on.After this, the students will be eager to something about the endangered wildlife and this is the very time to naturally lead the class into Step 2Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 3 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 27 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1Role readThe text is concentrated on the conversation between Daisy and Tibet antelope, elephant and monkey. Role read is a good chance to practice English in a cooperative learning atmosphere.2 DiscussionDuring making discussion, the students will deepen their understanding of the severe situation of wildlife and the importance of wildlife protection.1. Why is it important to protect wildlife?2. What must be done if wildlife protection is to succeed?Step 6 HomeworkAsk the students to write down their opinions about what they should do to protect the wild animals.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 Wildlife protectionTopic Sentences:1. Why we need wildlife protection2. A good example of wildlife protection3. What we can get from wildlife protectionDiscussion:1. Why is it important to protect the wildlife?2. What must be done if wildlife protection is to succeed?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.。

人教版模块2 Unit4 Wildlife protection 单词学案学习目的: Learn the new words and expressions学习重点: The usage of important words and expressionsTeaching steps：Step1 Have a check about the last lesson.〔检查上节课内容〕Step2 读单词-----英语②---Unit 4词汇表单词所有单词。

Step3 Learn the following words by yourselves〔自学词汇表〕.The guidance for learning 自学指导此局部内容供同学们自学，要求自己理解掌握。

自学过程中发现问题要翻查工具书，假如还不能解决，请作好标记。

稍后，教师会给你提供帮助。

1.wildlife protection 保护野生动植物wild a. 放纵的,未开发的,野的,野生的,原始的wildlife n. 野生动植物protection n. 保护protect v. 保护……免受……protect sb against sth 防御……He wore dark glasses to protect his eyes from the sun他戴上墨镜保护眼睛以防太阳光。

2.threaten ['θretn] v. 构成威胁, 威胁;预示〔某事〕It keeps threatening to snow= Snow seems likely all the time. 天总像是要下雪.threaten sb. 威胁某人threaten to do sth 预示要发生某事3. decrease 反义词：increase. vt/ vi降低，〔使〕减少,〔使〕变小n. 减少;减少的数量decrease the cost of production [prə'dʌkʃən] 降低消费本钱。

教学活动案例 5福建省福州一中肖仙德供稿教学活动类型3：合作学习活动教学目的：通过对一篇科普文章的合作学习活动，使学生了解早期人类在自然界的地位；训练阅读、交流和表达的技能，并且学会从已有的认知结构（如构词法）角度及前后文语境判断新词汇的含义，养成学习词汇的良好方法。

适合级别：7—8 级1、导入：教师提出几个简要问题，如：人类在自然界的进化过程中占据什么地位？作为强者还是弱者而存在？等等，收集学生不同的答案2、教师布置阅读任务：学生阅读一篇科普文章（后附）要求①学生通过构词法及前后文语境判断画线的生词；②找出文章中心，并从中找出论据进行论证，进而理清文章结构。

3、全班分为7组，每组6-7人（以各成员以ABCDEFG作为编号），完成阅读后①各学生从已有的认知结构出发（如构词法）及前后文语境判断生词的含义，进行交流，并且记下最终结论，对于讨论后仍不太确定的或者无根据可循的词汇可以各个组员分配任务查词典再得出最终答案。

②组员间交流文章的中心，并以图文形式理清文章结构。

操作如下，hypothesis4、把学生第二次分组。

把具有同一编号的学生编为一组，如，A组为具有A编号的所有学生，B组为具有B编号的所有学生，以此类推形成ABCDEFG七个全新的组，每个新组员代表原先的组跟其他六个组的代表进行交流。

5、教师进行点评。

Ancient Man was not a hunter but the hunted, according to new research that suggests that human intelligence and social co-operation evolved to allow our ancestors to escape predators rather than to catch prey.Studies of fossil teeth and bones from human species that lived millions of years ago indicate that meat did not play a significant part in diet, and that at least one in twenty met thei r end in a predator’s jaws.The findings support the idea that the communication skills and group living that are characteristic of modern Homo sapiens evolved as defensive measures against lions, crocodiles and eagles.If the predation hypothesis is correct, it might explain why ancient humans of the genus Homo, such as Homo erectus, survived to give rise to modern humans while other relatives such as Paranthropus, that lived alongside for hundreds of thousands of years, died out.If Homo erectus and Paranthropus were threatened by the same predators, but the former's social skills made it even a little more likely to escape, the small difference would have become a great advantage over time. Predators would have taken more and more of the less evasive species, which would eventually have been driven extinct.Research by Robert Sussman, of Washington University, St Louis, has identified that teeth belonging to an older species of ancient humans, Australopithecus afarensis, were poorly adapted for meat eating, suggesting that it was not a hunter. About 6 per cent of all A. afarensis bones, however, show tooth marks that are consistent with predation, indicating that this was a major cause of death.说明：在整个教学过程中教师只是指导者，整个学习过程主要都由学生自己掌握，这样可增加他们的学习积极性和自主性。

,[学生用书P58～P59])Ⅰ.单词拼写根据音标及词义写出英文单词。

1．wildlife['waIldlaIf] n．野生动植物2．carpet['kɑːpIt] n. 地毯3．mosquito[mə'skiːtəʊ] n. 蚊子4．insect['Insekt] n. 昆虫5．income['Iŋkʌm；'Inkʌm] n. 收入6．incident['InsIdənt] n. 事件；事变7．dust[dʌst] n. 灰尘；尘土；尘埃8．zone[zəʊn] n. 地域；地带；地区9．inspect[In'spekt] v t. 检查；视察10．rub[rʌb] v t. 擦；摩擦11．respond[rI'spɒnd] v i. 回答；响应12．affect[ə'fekt] v t. 影响；感动；侵袭13．decrease[dI'kriːs] v t.& v i. 减少；(使)变小14．distant['dIstənt] adj. 远的；远处的15．contain[kən'teIn] v t. 包含；包括Ⅱ.单词拓展写出下列单词及其派生词。

1．protect v t.保护protection n. 保护2．mercy n. 仁慈；宽恕merciful adj. 仁慈的；怜悯的3．importance n. 重要性important adj. 重要的4．appreciate v t. 感激；欣赏appreciation n. 感激；欣赏5．succeed v i. 成功v t. 继承；接任success n. 成功successful adj. 成功的successfully ad v. 成功地6．harm n．&v t. 损害；伤害；危害harmful adj. 有害的harmless adj. 无害的1．die_out灭亡；逐渐消失2．in_peace 和平地；和睦地；安详地3．in_danger_(of) 在危险中；垂危4．in_relief 如释重负；松了口气5．burst_into_laughter 突然笑起来；大声笑了出来6．protect...from 保护……不受……(危害)7．pay_attention_to 注意8．come_into_being 形成；产生9．according_to 按照；根据……所说10．so_that 以至于；结果语境取词选用上面的单词或短语填空Dinosaurs died_out(灭绝)because of an unexpected incident(事件)．But wildlife today disappears or is in_danger(处在危险中)just because humans do harm(伤害)to it.Tigers are hunted(猎杀)for fur so that they can only live in secure(安全的)reserves；grassland is destroyed without mercy(怜悯)and so dust stormscome_into_being(形成)affecting(影响)distant(遥远的)cities.1．as引导方式状语从句It shows the importance of wildlife protection，but I’d like to help as the WWF suggests. [仿写]我会按照你的希望去做。

【本讲教育信息】一、教学内容必修2 Unit 4 Wildlife Protection（一）重点单词（二）重点短语（三）重点语法二、知识精讲（一）重点单词1. loss n. 损失；遗失；丧失；失败The loss of my watch meant that I had to buy a new one.我的手表丢了就意味着我得买只新的。

Their company suffered heavy losses in business last year.他们公司去年遭受巨大亏损。

We had to accept the loss in this game.我们不得不接受这场比赛的失利。

*知识拓展There are five pairs to choose from but I’m at a loss which to buy.有五双供我选择，但我不知买哪一双。

即学即用：He was at a ______what to say to the teacher’s question—obviously he was ______in thought just now.A. loss; losingB. loss; lostC. losing; lostD. lost; loss答案：B2. respond vi. 回答；响应；做出反应response n.She asked where he’d been, but he didn’t respond.她问他到什么地方去了，他却不回答。

Has she responded to your letter?她有没有回过你的信?He responded to the boss’s rude words by being late for work on purpose.他对老板粗鲁的话的反应是故意上班迟到。

He made / gave no response to my question.他没有回答我的提问。

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。

Unit 1 Cultural relicsThe Third Period ReadingI. Teaching aims1. Ability aims1) Get the students to comprehend the text, the Amber Room.2) Get the students to be able to talk about or retell the Amber Room with their own words.3) Get the students to be able to search for more information, either past or today, of the AmberRoom through their own possible ways.2. Language aims1). Enable the students to understand key sentences in this passage.2). Enable the students to use key sentence structures in key sentences.II. Teaching important points1. Get the students to understand the history of the Amber Room, the world cultural relics andstrengthen their realization of the cultural relics’ protection.2. Get the students to learn to tell the facts and views, toughen their ability of thinking analysis. III. Teaching methodsCognitive approach and task-based method.IV. Teaching aidsA tape-recorder, a computer connected with the Internet and a projectorV. Teaching proceduresStep 1 RevisionAsk the students some questions:1.What is a cultural relic?2.Can you think of any cultural relics you know?3.What shall do to protect cultural relics?4.What will you do if you have find a cultural relic?Step 2 Leading-inShow some pictures of the Amber Room to stir the students’ stimulation on sensory, arousing their interest in reading the passage and sympathy. These pictures will also help the students comprehend the Amber Room. Meanwhile, we might as well give them some questions to help them read the text with purpose.1.What does the text tell us about amber?2.How many tone of amber were used to make the Amber Room?3.What else were used to make the room besides amber?4.Why was the Amber Room first built?5.When and why did Frederick William I give the Amber Room to Peter the Great?6.What did Peter give in return?7.What did Catherine the Great do with the Amber Room?8.When and how was the Amber Room supposed to have been lost?Step 3 Reading comprehension1.Get the students to read the text quickly and silently.2.Ask the students the question “What does the text tell about the Amber Room?”(Ittells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.) besides the ones given in Leading-in.3.Get the students to read the text carefully again.4.Ask some more questions about the Amber Room.1)What could the King of Prussia never think of his present to the Russian?He could never think of his present would have such a strange history.2)Why was the gift given the name the Amber Room?Because about seven thousand tons of amber were melt to make it.3)What shape can the amber be made into when heated?Any shape.4)Is the Amber Room pure amber made with?No. It’s also made with gold and jewels.5)Was the Amber Room specially made to be a gift?No, it wasn’t.6)What was the Amber Room made for?For the palace of Frederick I.7)What did the Czar give the King of Prussia as a repayment?55 of his best soldiers.8)Where was the Amber Room first placed?In the Czar’s winter palace in St Petersburg.9)What did Catherine II do to the Amber Room?She had her artists add more details to its design.10)Is the Amber Room still in Russia?No, it isn’t.11)Where is it now?No one knows. It remains a mystery.12)What happened to the Amber Room?It was stolen by the Nazis and is missing now.13)When did the Amber Room disappear?During the Second World War.14)What were saved from the Amber Room?The furniture and small art objects.15)How old is St Petersburg now?3╳╳years old now.5.Play the tape for the students to listen and follow.prehending exercises.1)SB Page 2.2)SB Page 3.Step 4 Language pointsGo through the text and deal with the language points in it. There are some important sentences for the students to grasp.1. Frederick William I, …, could never have imagined that his great gift …情态动词+ have done 表示对过去发生的事情的推测、批评、反悔等意。

Unit4Wildlife protectionHOW DAISY LEARNED TO HELP WLDLIFEDaisy had always longed to help endangered species of wildlife.One day she woke up and found a flying carpet by her bed."Where do you want to go?"it asked.Daisy responded immediately."I'd like to see some endangered wildlife,"she said. "Please take me to a distant land where I can find the animal that gave fur to make this sweater."At once the carpet flew a way and took her to Tibet.There Daisy saw an antelope looking sad.It said,"We're being killed for the wool beneath our stomachs.Our fur is being used to make sweaters for people like you.As a result,we are now an endangered species."At that Daisy cried,"I'm sorry I didn't know that.I wonder what is being done to help you.Flying carpet,please show me a place where there's some wildlife protection."The flying carpet travelled so fast that next minute they were in Zimbabwe.Daisy turned around and found that she was being watched by an elephant."Have you come to take my photo?"it asked.In relief Daisy burst into laughter."Don't laugh ,”said the elephant,"We used to be an endangered species.Farmers hunted us without mercy.They said we destroyed the ir farms,and money from tourists only went to the large tour companies.So the government decided to help.They allowe d tourists to hunt only a certain number of animals if they paid the farmers.Now the farmers are happy and our numbers are increasing.So good things are being done here to save local wildlife."Daisy smiled."That's good news.It shows the importance of wildlife protection,but I'd like to help as the WWF suggests. "The carpet rose again and almost at once they were in a thick rainforest.A monkey watched them as it rubbed itself."What are you doing?"asked Daisy.”I’m protecting myself from mosquitoes,"it replied."When I find a millipede insect,I rub it over my body.It contains a powerful drug which affects mosquitoes.You should pay more attention to the rainforest where I live and appreciate how the animals live together.No rainforest,no animals,no drugs."Daisy was amazed."Flying carpet,please take me home so I can tell WWF and we can begin producing this new drug. Monkey,please come and help."The monkey agreed.The carpet flew home.As they landed,things began to disappear. Two minutes later everything had gone - the monkey,too.So Daisy was not able to make her new drug.But what an experience!She had learned so much!And there was always WWF…Book2Unit4wildlife/'waɪldlaɪf/n.野生动植物protection/prə'tekʃn/n.保护wild/waɪld/adj.野生的；野的；未开发的；荒凉的△habitat/'hæbɪtæt/n.栖息地（动植物的）自然环境△threaten/'θretən/vt.&vi.恐吓；威胁decrease/dɪ'kri:s/vi.&vt.减少；（使）变小；或变少△endanger/ɪn'deɪndʒə/vt.危害；使受到危险die out灭亡；逐渐消失loss/lɒs/n.损失；遗失；丧失reserve/rɪ'zɜ:v/n.保护区hunt/hʌnt/vt.&vi.打猎；猎取；搜寻zone/zəʊn/n.地域；地带；地区in peace和平地；和睦地；安详地in danger(of)在危险中；垂危△Daisy/'deɪzɪ/n．戴茜(女名)△species/'spi:ʃɪ:z/n.种类；物种carpet/'kɑ:pɪt/n.地毯respond/rɪ'spɒnd/vi.回答；响应；做出反应distant/'dɪstənt/adj.远的；远处的fur/fɜ:/n.毛皮；毛；软毛△antelope/'æntɪləʊp/n.羚羊△Zimbabwe/zɪm'ba:bweɪ/n．津巴布韦(非洲东南部国家)relief/rɪ'li:f/n.（痛苦或忧虑的）减轻或解除；减轻痛苦的事物in relief如释重负；松了口气laughter/'lɑ:ftə/n.笑；笑声burst into laughter突然笑起来；大声笑了出来mercy/'mɜ:sɪ/n.仁慈；宽恕；怜悯certain/'sɜ:tn/adj.确定的；某一；一定importance/ɪm'pɔ:təns/n.重要（性）△WWF(World Wildlife Fund)世界野生生物基金会rub/rʌb/vt.擦；摩擦protect…from保护……不受……（危害）mosquito/mə'ski:təʊ/n.蚊子△millipede/'mɪlɪpi:d/n．(=millepede)千足虫insect/'ɪnsekt/n.昆虫contain/kən'teɪn/vt.包含；容纳；容忍powerful/'paʊəfl/adj.强大的；有力的affect/ə'fekt/vt.影响；感动；侵袭attention/ə'tenʃn/n.注意；关注；注意力pay attention to注意appreciate/ə'pri:ʃɪeɪt/vt.鉴赏；感激；意识到succeed/sək'si:d/vi.成功vt.接替；继任△Indonesia/ɪndəʊ'ni:ʒə;-zɪə/n．印度尼西亚(东南亚岛国)△rhino/'raɪnəʊ/n.犀牛secure/sɪ'kjʊə/adj.安全的；可靠的income/'ɪŋkʌm;'ɪnkʌm/n.收入employ/ɪm'plɔɪ/vt.雇用；利用（时间、精力等）harm/hɑ:m/n.&vt.损害；危害△Milu deer麋鹿bite/baɪt/vt.&vi.(bit,bitten)咬；叮；刺痛△extinction/ɪk'stɪŋkʃn/n.灭绝；消亡dinosaur/'daɪnəsɔ:/n.恐龙come into being形成；产生△county/'kaʊntɪ/n.县；郡inspect/ɪn'spekt/vt.检查；视察△unexpected/ʌnɪk'spektɪd/adj.没料到的；意外的incident/'ɪnsɪdənt/n.事件；事变dust/dʌst/n.灰尘；尘土；尘埃according to按照；根据……所说△Mauritius/mə'rɪʃəs/n．毛里求斯(非洲东部岛国)△disappearance/dɪsə'pɪərəns/n.消失fierce/fɪəs/adj.凶猛的；猛烈的so that以致于；结果ending/'endɪŋ/n.结局；结尾△faithfully/'feɪθfəlɪ/adv.忠诚地；忠实地△Colobus/'kɒləbəs/monkey(非洲产)疣猴，髯猴II---IV Wildlife protection单项选择1. It seemed that he was______ losing his life. Luckily, he was______ in the end.A. in the danger of; out of dangerB. in danger of; out of danger;C. in the danger; out of the danger;D. in danger of ; out of the danger;2. More attention should be ___ equipment in our factory so that we can increase our productionA. paid to improving; B paid to improve; C taked to improve D. taken to improving;3. He was at a ______ what to say to the teacher’s question----obviously he was _____ in thought just now.A. loss; losing;B. loss; ;lost; C losing; lost; D. lost; loss;4. Have a good rest, and you need to _____ your energy for the tennis match this afternoon.A. leave;B. reserve;C. hold;D. get;5. Two thirds of the area______ with green grass or tall trees.A. is covered;B. are covered;C. is covering;D. are covering;6. Has the doctor suggested _______ close attention to your own health?A you paying;B your pay; C. you paid; D. you to pay;7. Lucy had to call a taxi because the box was _______ to carry all the way home.A.. much too heavy;B. too much heavy;C. heavy too much;D. too heavy much;8. We can’t figure out the reason for more and more animals _____.A are dying out; B. died out; C. are died out; D. dying out9. The winter of 1990 was extremely bad. _______, most people say it was the worst winter of their lives.A. At last;B. In fact;C. In a word;D. As a result;10. ----Why have you come to work on foot today?-----Well, my bike ______ and I hate taking a crowded bus.A.has been repaired; B is repairing; C, will be repaired; D. is being repaired;11. ---Have you moved into the new house? ---Not yet. The rooms _______.A. are being painting;B. are painting;C. are painted;D. are being painted;12. This is Ted’s photo. We miss him a lot. He ___when trying to save a child in an earthquakeA. killed; B is killed C, was killed; D, was killing13. Mary’s pale face suggested that she ___ ill and her parents suggested she ___ a doctor.A. should be; should see; B, was ; see; C,. be; seeing; D. was; would see14. A new cinema ______ here. They hope to finish it next month.A. will be built;B. is built; C, has been built; D. is being built15 -----Is it ____ that the China will host the 2008 Olympic games in Beijing?-----Yes, that’s for_____.A. sure; certain; B, certain; sure; C, made sure; certain; D. made certain; sure16. He made a mistake, but then he corrected the situation ____ it got worse.A. untilB. when;C. before.D. as;17. -----Will you give this message to Mr. White please?------Sorry, I can’t. He ______.A. doesn’t any more work here.B.does’t work longer here;C. doesn’t work any more hereD. doesn’t work here any longer;18. I would love ____ to the party last night but I had an unexpected guest.A. to go; B to have gone; C, going; D. having gone。

Unit 4 Wildlife ProtectionListening, Speaking and Writing1st Period1.Teaching important points:A. Improve students’ ability of extensive reading.B. Impro ve 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.3.ProcedureStep 1. GreetingStep 2. Daily rep ortStep 3. RevisionCheck the answers to the exercises done yesterday.Step 4. Extensive readin g1. Ask students two questions before listening to the tape, and then listen to the recording ofthe text:A. When did dinosaurs live on the earth?B. Why did they die out?2. Explain the following language points:①long before 好久以前before long 不久以后Dinosaurs do live on the earth long before.Before long dinosaurs die out from the earth.②on the earth- in the worldon earth 究竟What on earth do you want?Step 5. Listening1. Explain the following diffi cult words to the students before listening:①once upon a time 曾经；好久以前②curious adj. 好奇的③wing n. 翅膀④trap n. 陷阱⑤spear n. 矛2. Listen to the recording 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 P30Step 6 Homework1. Finish Ex. 21-55 on English Weekly 15th2. Review the language points in this unit.小结：这篇泛读的难度不大，学生大体上都能明白得而且能取得练习的答案，听力成效还不错。

Unit 4 Wildlife ProtectionUsing language （listening，speaking and writing）Design concept: the design is about Senior English for China book 2 unit 4 Wildlife protection; this is the Fifth period of this unit teaching, so it’s mainly about listening, speaking and writing. In this design, there are living environments to help students to apply their knowledge to practice and all the activities are centered on the students; besides, the activities are set from easy to difficult, and they are suitable for students of different levels. It is aimed to make students learn happily, experience the happiness of success and improve their abilities of listening, speaking and writing.Part one: Teaching aimsBy the end of this class, the majority of the students will be able to reach these goals.1. Knowledge aims(1). The students will be able to express their intention and purpose.(2). The students will be able to make sentences with the new words andexpressions in this unit.2. Ability aims(1). Through listening, students will improve their listening ability, especially the ability to catch key words and the ability to analyze the information.(2).Students will be able to talk about the endangered animals and the ways to protect them.(3). Through writing practice, Ss will be able to improve their writing skills.3. Emotional aims(1). Stimulate students’ love for wildlife.(2). Cultivate students’ sense of cooperation and build up their confidence in learning English.Part two: The analysis of studentsAccording to the New Standard Curriculum and the New Syllabus and the artistic appreciation, students in grade one are supposed to learn to be independent and cooperative in learning; besides they should learn to find out questions, analyze questions and work out questions in English; meanwhile they are requested to form the habit of thinking in English. My students have just graduated from junior school, they are able to deal with some easy questions, so in this period, I want to help them to listen independently, discuss together and solve difficult questions by teamwork.Part three: The analysis of the teaching materialThe teaching content is from New Senior English For China Module 2, Unit 4 Wildlife protection. This is the fifth period of this unit, which is about the listening, speaking and writing. This unit is about wildlife protection. From learning this period, the students can apply what they have learnt to talk and write, so this period is very important in this unit teaching and learning it well is a must for the students.Teaching important and difficult points:Improve the students’listening ability, especially the ability to catch key words and analyze the information. Improve the students’ writing skills (the ability to “output”after listening and speaking.Part four: teaching conceptsTeaching serves students, so all the activities are centered on students. In the class, the teacher is a guide and helper. Because each student has his own strengths and weakness, and they may not at the same English level, the teacher should set questions of different levels to make every student feel the happiness of development and help them to experience success. Part five: teaching strategiesAccording to the artistic appreciation, the purposeof teaching English is to improve their abilities of language learning, develop their spirit of teamwor k, and help them to learn by themselves. Through listening and speaking, students get the content of writing and get the ideas organized, which makes the writing task easier. So in this period, all the activities are for the students, so the teacher should communicate with students, observe their emotions and make proper adjustment in the class.Part six: teaching environmentEnglish class is the only time when students can practice listening and spoken English, so in the class the students and teachers will mainly use English to learn and communicate. Of course, if the students have difficulty in understanding, I will translate them into English to help them cooperate well. Part seven: Teaching proceduresStep 1. Revision and goals introductionIn this Unit, we talked about wildlife protection, so we know lots of animals are dying out, and also plenty of animals have already disappeared. Today we have some new goals and tasks, so let’s learn it together. Purpose: Make the students be clear about the tasks in this class, and be more careful in learning.Step 2. ListeningTask 1. Wake up your earsPlay a game with the students to arouse their attention about listening.Purpose: attract the students’ attention and make them more careful in listening .Task 2. ListeningActivity 1. Before listeningLook through the questions in listening part, and predict what the listening material is about. Purpose: make the students be prepared for the listening exercise.Activity 2. while listeningLead the students to form the habit of grasping the important words and making notes when listening.For the first time, the students should do Exercise 1 to catch the main idea.For the second time, finish all the exercises on page 30. and try to check their answers.For the third time, ask the students to try to get more details. Activity 3. After listeningHelp the students try to retell what they have listened in their own words. Purpose: help the students get some informationthrough listening .Step 3. SpeakingActivity 1: Free talkCan you list any endangered animals?( Show some pictures to help students know about their present situation and the reasons why they are in danger. )Activity 2. Discussion1. Why are they in danger?2. What should we do to protect these endangered animals? (several minutes later, ask some volunteers to present their ideas.)Purpose: input some content and be prepared for the writing . Step 4. WritingWrite a letter to WWF based on what you have discussed, asking them tohelp save the endangered animals.Firstly, review the start and the end of a letter, be clear about the form of a letter.Secondly, plan the structure of the letter together.Dear xxx,para1: the present situationpara2: the reasonpara3: the measurespare4: conclusion or an appeal yours sincerelyxxx Thirdly, offer some useful expressions to help them writing.Para1: I am writing to…Para2: As we all know, The number of …There are many reasons why… Firstly ,…; secondly, …;thirdly,…Para3: It is time to … take measures to do Above all ,…;Besides, …;what’s more,… It’s a good idea to do… why notdo…?We had better do… We are supposed to doPara4: take action make a difference to… live inharmony withPurpose: give some supporting languages to help them expresstheir ideas freely.Then ask the students to write the letter individually.…..Give an evaluation standard, after the students finish writing,If there are different paragraphs to express your ideas.If there is a topic sentence in each paragraph.If the ideas are organized logically.If the tense and person are used correctly.If your expressions are used properly and vividly.If your handwriting is neat and easy to read.Then, ask students to swap with their desk mates to correct the mistakes.Purpose: make the students know about the writing standard, and learn to find mistakes during learning.Step 5. SummaryAsk the student on duty to make a summary of this period. Step 6. HomeworkPolish your own composition and write it on your exercise. Review this unit and do the exercises in your workbook. Step 7. Reflection after classIn this class, my students are the center, I designed various activities to try to make students involved in the whole class and improve their English learning During listening teaching, I lead them to catch key words and analyze the information. . From listening and discussing, students will make the writing task easier. Through writing, students have improved their writing skills. So from this class, the students form the habitof thinking individually and learning corporately, they have practiced their listening, speaking and writing ability, and improved their English learning. Therefore, this class has reached its original aims and it is a success品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。