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人教版必修二unit4教案

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人教版必修二unit4教案

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Teaching plan for unit 4 wildlife book 2

How Daisy Learned to Help Wildlife （ reading ）

Teaching aims

1.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 point

to lead students to protect the wildlife and endangered animals 。

2. Learn the new words or expressions by answering questions.

Teaching difficult points

How to stimulate Ss ’ abilities to analyze and solve problems.

Teaching methods

Task-based learning and teaching method

Cooperation learning

Teaching aids: PPT

Teaching 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 name 人教版必修二unit4教案

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S1: ⋯

T:Thank you! Today, I ’ ll invite 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-in

T:Listen to the sounds of animal and guess what kind of animal it is

Ss:An elephant、 a tiger、a monkey

T: 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 wildlife

Ss:No. T:I know most of us can ’tguess them all. Can we often see

them in the forest

Ss: No. T: So what ’ s happening to the wildlife Ss: 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 人教版必修二unit4教案

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the questions correctly. Four parts of a bamboo can become a tree.

Clear

Ss: 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 Reading

T: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:Skimming

T: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 :scanning

Let ’ s continueWe. know the passage is about Daisy ’sjourney,

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 boy

Ss:The fist stop is Tibet and the animal is an antelope.

T:well done! I ’llgive you two points. Ok, let s’continue. Are you

ready for the second chance. 人教版必修二unit4教案

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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, please

S4: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 see

Ss: She went to the rainforest and she saw monkeys.

T:Everyone did a great job. let ’reads 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 the

wildlife.

Ss: Yes.

T:Any volunteer Good, this girl.

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Unit4 Period 6 Assessing your progress教案

Unit4 Period 6 Assessing your progress教案

新人教版（2019）英语选修性必修二

Unit 4 Journey across a vast land

Period 6 Assessing your progress教学设计

课题 Unit 4 Period 6 Assessing your

progress 单元 Unit 4 学科 English 年级 Grade 2

教材

分析 The first part is language knowledge detection, including two activities. Activity 1 Focus on the use

of freeze, arise, astonish, proceed.Activity 2 is a completion dialogue exercise, which revolves

around a discussion of the novel Anne of Green Gables.The second part is unit content evaluation

and self-reflection. The third part is the project activity, the theme of the activity is "preparing for a

long journey".

教学目标与核心素养 Knowledge objectives: To focus on the use of four key verbs freeze, arise, astonish, and proceed.

Skill objectives: Be able to learn, summarize and review vocabulary by means of

composition, derivation and transformation.

高一英语必修二Unit 4 history and traditions writing教学设计教案

高一英语必修二Unit 4 history and traditions writing教学设计教案

1 新人教（2019）英语必修二

Unit 4 History and Traditions

Period 4 Reading for Writing

教学设计（一）

The theme of the part is “Describe a place that you like”.

This lesson aims at imitating describing a place after reading the text. It is known that Ireland is

famous for its beautiful countryside scenery and its history. During the text, the author describes the beauty

and traditions from a perspective of a traveler. The author describes the countryside scenery of Ireland like

the landscape, the roar of the ocean waves and the cries of seabirds, the sun and a sweet scent of fresh

flowers from the sight, smell, taste, hearing and touch, which gives the readers a direct image. The author

describes the beautiful scenery with a rich and sensitive writing method which makes the scenery lively.

Most importantly, the author expresses the love for the countryside scenery of Ireland.

2019新人教高中英语选择性必修二Unit4Using Language(p42-P43)公开课教案

2019新人教高中英语选择性必修二Unit4Using Language(p42-P43)公开课教案

2019新人教高中英语选择性必修二

Unit 4 Journey Across A Vast Land

Using LanguageⅠTalk about scenery and culture along a journey

Teaching aims:

By the end of this period, students will be able to:

1.To get the main idea and the key details by listening to the conversation.

2.To understand the meaning of the idioms in the listening text.

3.To talk about your own travel experiences by using what you have learned.

4.To compare Canada with China and enjoy the pleasure of a long journey.

Teaching key and difficult points:

1. Help students to understand the meaning of the idioms in the listening text

and learn some similarities and differences between Canada and China and enjoy the

pleasure of a long journey.

2. Instruct students to cultivate listening strategies by focusing on the idioms in

the listening text.

StepⅠ Lead-in

【教案】Unit 4 Reading and Thinking人教版(2019)选择性必修第二册

【教案】Unit 4 Reading and Thinking人教版(2019)选择性必修第二册

人教版选修2 Unit4 Journey across a vast land 读写课教学设计

一、教学分析

1. 教学内容分析

本科教学内容选自人教版高中英语第二册Unit 4 Journey across

a vast land中reading and writing部分。本单元阅读文本的话题是两名中国学生坐火车从西到东横跨加拿大的旅途见闻，旨在向学生介绍加拿大的一些基本情况，包括地理环境、自然风光、重要省市和地方，从而开拓学生视野，加深对加拿大的了解。

本单元的写作项目是写一封关于旅程方面的电子邮件。电子邮件属于应用文，是高考写作常见的形式之一。基本结构为第一部分，简要介绍你所去的地方；第二部分，具体列出见闻得内容；第三部分，对旅程的总结。

这一部分的主题是写一个关于旅行的电子邮件。老师应该让学生利用地图梳理李戴予和刘倩的旅行路线，整理总结两姐妹的旅行经历。学生可以利用李戴予的语气给家长写一封电子邮件。文本以时空转换为线索，用优美流畅的语言描绘了一幅富有加拿大特色的丰富多彩的画面，包括当地的自然风光、城市风貌、文化和传统艺术生活。它为学生的写作任务提供了重要的信息和生动的语言材料。最后，学生可以将所学知识用于崭新的文本内容中，写一封电子邮件，来描述自己最难忘的一次旅行经历。

2. 学情分析

教学设计的对象是普通高校的高中生，这篇文章的难度适中。主要谈论了加拿大的自然人文风光，学生们对于这一话题非常感兴趣，这为本课的学习提供了有利条件。此外，经过了初中阶段的英语学习，他们已经有了一定的应用文写作的基础以及应用能力。通过前三课时的学习，学生对本单元的话题有了充分的认知，对相关话题的词汇已有一定的掌握，语言的实际运用能力也有了一定的提高，能够根据话题表达自己的观点态度。

但是很多学生很少接触加拿大地理文化方面的知识，不熟悉电子邮件的格式、句式，较难将学到的词句转换成自己的语言写进应用文写作中。因此，教师应采取读写结合教学法，指导学生从结构、语言和内容三个视角解读该教材文本。此外，教师应指导学生开展自主学习、合作学习和探究学习，培养学生写作策略和技能，探究拓展性思维。