2018届人教版必修2一轮复习：Unit4单元学案设计(26页)

Unit 4 Wildlife protectionⅠ.单词速记A．识记单词1．________ (vi. & vt.)减少；(使)变小；(使)变少2．________ (n.) 损失；遗失；丧失3．________ (n.) 保护区4．________ (n.) 仁慈；宽恕；怜悯5．________ (vt.) 鉴赏；感激；意识到6．________ (adj.) 安全的；可靠的7．________ (vt. & vi.) 咬；叮；刺痛8．________ (vt.) 检查；视察9．________ (n.) 事件；事变10．________ (adj.) 凶猛的；猛烈的B．联想串记11．________ (n.)保护→________ (vt.)保护12．________ (vt. & vi.)打猎；猎取；搜寻→________ (n.)猎人13．________ (vi.)回答；响应；做出反应→________ (n.)回答；反应14．________ (adj.)远的；远处的→________ (n.)距离；远方15．________ (n.)(痛苦或忧虑的)减轻或解除；减轻痛苦的事物→________ (vt.)使减轻；缓解16．________ (vt.)包含；容纳；容忍→________ (n.)容器17．________ (vt.)影响；感动；侵袭→________ (n.)喜爱；感情→________ (n.)影响；效果；作用18．________ (vi.)成功；(vt.)代替；继任→________ (n.)成功→________ (adj.)成功的→________ (adv.)成功地19．________ (vt.)雇用；利用(时间、精力等)→________ (n.)雇主→________ (n.)雇员；雇工→________ (n.)雇用；使用；就业→________ (n.(反义词)失业；失业率20．________ (n. & vt.)损害；危害→________ (adj.)有害的→________ (adj.)无害的答案：1.decrease 2.loss 3.reserve 4.mercy 5.appreciate6．secure7.bite8.inspect9.incident10.fierce11．protection；protect12.hunt；hunter13.respond；response14．distant；distance15.relief；relieve16.contain；container17.affect；affection；effect18.succeed；success；successful；successfully19.employ；employer；employee；employment；unemployment 20.harm；harmful；harmlessⅡ.短语互译1．灭亡；逐渐消失__________________2．和平地；和睦地；安详地__________________3．在危险中；垂危__________________4．如释重负；松了口气__________________5．突然笑起来；大声笑了出来__________________6．保护……不受……(危害) __________________7．pay attention to __________________8．pick out __________________9．come into being __________________10．according to __________________11．so that __________________12．do harm to __________________答案：1.die out 2.in peace 3.in danger (of) 4.in relief 5.burst into laughter 6.protect...from7.注意8.挑选出9．形成；产生10.按照；根据……所说11.以至于；结果12.损害；伤害；对……有害Ⅲ.典句忆析A．完成句子1．as引导方式状语从句It shows the importance of wildlife protection, but I'd like to help __________________ (按照世界野生生物基金会的建议)．2．It is a pity that...____________________ (很遗憾) in the story nobody helped the dodo.3．There be (no)．..left...This is the only home of the red Colobus monkey but __________________ (现在所剩无几了)．B．典句仿写1．If you do ______________ (按照我说的), your dream will come true soon.2．__________________ (真可惜) he should miss such a golden opportunity.3．________________ (已经没有时间) for us to think it over.答案：A.1.as the WWF suggests 2.It is a pity that 3.there are very few leftB．1.as I say 2.It is a pity that 3.There has been no time leftⅣ.要点串记运用所学语言基础知识，补充完整下面短文，并背诵之。

Unit 4Wildlife protection重点单词精讲【重点词汇】重点词汇重要指数重点1 1．respond vi.回答；响应；做出反应★★★★重点2 2．decrease vt.& vi.减少；(使)变小；或变少n．减少，减小★★★重点3 3．certain adj. 确定的；无疑的；某(种) ★★★★★重点4 4．contain vt.包含；包括；容纳；控制；抑制★★★★重点5 5.affect vt.影响；感动；(疾病)侵袭★★★★重点6 6．appreciate vt. 欣赏；感激；喜欢★★★★重点7 7．succeed v．成功★★★★重点8 8．harm n．& vt.损害；危害★★★熟记词形变化的词有词形变化的词1．protection n．保护→protect v．保护→protective adj.保护的，防护的2．loss n．损失；遗失；丧失→lose v．遗失，丢失→loser n．输家；失败者→lost adj.遗失的，失去的3．contain vt.包含；容纳；容忍→container n．容器4．powerful adj.强大的；有力的→powerfully adv.有力地→power v．给……提供动力5．harm n. & vt.损害；危害→harmful adj.有害的6．bite vt. & vi.咬；叮；刺痛→bit(过去式)→bitten(过去分词)7．fierce adj.凶猛的；猛烈的→fiercely adv.猛烈地→fierceness n．猛烈重点1．respond vi.回答；响应；做出反应【考向1】考查语法填空1．【2014-2015学年浙江杭州市西湖高级中学高一下5月月考】When she was asked how she had managed to live in peace with the man she hated so much, she didn’t ______（response）to the question.【答案】respond【解析】试题分析：句意：当她被问到如何与讨厌的人和平相处时，她没有回答这个问题。

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。

2018 届高考英语一轮复习高效教案：必修2Unit4 含答案分析必修 2 Unit 4 Wildlife protection保护野生动植物晨读·记忆Wildlife ProtectionDinosaursdied out because of an unexpected incident. But wildlife today disappears or is in danger just because humans do harm to it. For example, tigers are hunted for fur to make carpets so that they can only live in secure reserves; grassland is destroyed without mercyso thatdust storms come into being affecting distant cities.Last year, scientists saw some monkeys rubbing themselves with a certain kind of insects to protect themselves from fierce mosquitoes biting. According to the result of the inspection, they found that the insect contains a powerful drug ,so local farmers were employed to catch the insects. The ending was that the insects disappeared from the whole zone.When told that it was a loss to humans, the farmers burst into laughter and responded,“ Our real loss is our decreasing income.”We should appreciate the natural balance and pay more attention to the importance of wildlife protection . Not untilwe succeed in letting wildlife live in peace, can we smile in relief .保护野生动植物恐龙因一次不测事件而灭绝，可是今日的野生动植物倒是由于人类的损害而消逝或处在危险中。

必修②Unit 4Ⅰ.单词拼写1．The restaurant is popular with people who ________ (赏识) good service and fine wines.答案：appreciate2．The school authority ________ (做出回应) to what happened last night immediately.答案：responded3．To support such a big family，you had better find a ________ (可靠的) job.答案：secure4．We had a ________ (激烈的) discussion yesterday.We didn't agree with each other in the meeting.答案：fierce5．You will ________ (使……面临危险) your health if you work so hard.答案：endanger6．China is becoming a ________ (有影响力的) country in international affairs.答案：powerful7．The doctor reminded us that our health is often ______ (影响) by many factors.答案：affected8．There were four or five boxes ________ (容纳) toys and books.答案：containing9．We ________ (雇用) her as an adviser.答案：employed10．Did you report the ________ (遗失) of your jewellry to the police?答案：lossⅡ.完成句子1．When did the club ________ ________ ________？这个俱乐部是什么时候成立的？答案：come into being2．The government is doing its best to ________ those rare animals ________ being hunted.政府正在尽力保护那些稀有动物免于被猎杀。

2018届人教版必修2一轮复习：Unit4Wildlife protection单元学案设计单元话题阅读1、Why save endangered species?When hearing of saving endangered species with the high cost of money and energy, perhaps you will doubt whether it is worth such effort. In fact, plants and animals hold many aspects of value. Endangered species must be protected and saved so that future generations can experience their presence and value.Medicinal (医学的)Plants and animals are used in many medications. In fact, about forty percent of all medicines people use come from different natural species. These species not only save lives, but they help the business of medicine worth over $40 billion every year. Unfortunately, only 5% of known plant species have been tested for their medicinal value, although we continue to lose up to 100 species daily.Agricultural（农业的）There are about 80,000 kinds of plants that people can eat in the world. Humans depend upon only 20 species of these plants, such as wheat and corn, to provide 90% of the world’s food. Wild relatives of these common crops contain much needed material that can protect against diseases. They can be used to develop new crops that can grow in lands such as in poor soils or in droughty areas. This can help solve the world hunger problem.Ecological（生态的）Plant and animal species are the foundation of healthy ecosystems on which humans depend to purify their air, clean their water, and supply them with food. When species become endangered, it shows that the health of the ecosystems is getting worse. The US Fish and Wildlife Service says that losing one plant species can start the loss of up to 30 other insect, plant and higher animal species.Commercial（商业的）Various wild species are commercially raised, directly contributing to local and regionaleconomies. Commercial and recreational salmon fishing in the Pacific Northwest provides 60,000 jobs and $1 billion every year in personal income. This industry and way of life, however, is in trouble as the number of salmon grows less due to habitat being destroyed by dams, cutting too much trees, and overgrazing along rivers.Aesthetic（美学的）/RecreationalEach year over 108 million people in the United States enjoy wildlife-related recreation including observing, feeding, and photographing wildlife. Americans spend over $59 billion every year on travel, living, equipment, and food to do wildlife recreation. Our national history of biological diversity is a very valuable and needed resource. Our quality of life and that of future generations depends on how we care for the plant and animal species.词汇导读droughty 干旱的purify 净化recreational 娱乐的income 收入overgrazing 过度放牧biological diversity 生物差异2、Keeping Common Species CommonOver eighty percent of Michigan's wildlife species are non-game species no one can hunt. While many of these animals are treated well by done by the Department of Natural Resources, the only true funding to helpthese species is the Non-game Fish and Wildlife Trust Fund.One of the main goals of the fund is to keep common species common. Too often the focus of management is on threatened or endangered species. These are species whose populations have fallen so low that they have been provided special protection. The danger in this is not watching what other species might need help.One of the Natural Heritage Program goals has been to make sure that our common species remain common. That is why each year we provide funding for projects like the frog and toad survey, and for management in protecting common non-game animals.It has taken nearly 30 years and millions of dollars to save two species: the bald eagle and peregrine falcon. It takes much less time and money to manage and protect common species.Money given to the Trust Fund and people buying the Critical Wildlife Habitat license plate are needed in two ways. First, they do support the saving of endangered and threatened species in Michigan. Secondly, they are the only funds the Department has to make sure common non-game species remain common.单元基础词汇回顾die out消失,灭绝1. The English of today is very different from the English of500 years ago. In time,some even die out completely. 现在的英语与500年前的英语已大不相同，有一些甚至会在今后完全消失。

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。

2018届人教版必修2一轮复习：Unit 4Wildlife protection 单元教案Teaching aims:1. TopicWildlife protection: the importance of wildlife protection, ways to protect wild plants and animals.2. Useful words and expressions:wild wildlife protection enemy loss reserve area hunt zone peace fur stomach apply suggest thick rub mosquito insect contain powerful drug affect attention whale bite effect butterfly dust recently fierce unkind lazyas a result die out in peace in dangerprotect… from pay attention to come into being3. Functional items:I. Intentions and purpose I‘m going to do…I feel like doing. I would rather not…I intend/ mean/ plan to do… I‘d like to do…I will do… I‘m ready to do….II. Apologies I‘m so sorry that..I‘m afraid that …. Thank you very much but..It‘s a shame that … It was very nice of you but…4. StructuresThe present continuous passive voiceAnimals are being hunted and killed.The environment is being destroyed.Teaching proceduresPeriod 1. Speaking and listeningStep 1. Leading in1. Show Ss a video about some animals in danger.2. Show Ss some picture of some rare animals in China.Step 2. Warming up1. Ss read the passage quickly and find out:Why did so many wild animals die out?2. Ss talk about the form on page 25 and then discuss the following questions in pairs.1). What other endangered species do you know?2). Why are they in danger of disappearing?3). Do you know any wildlife that has disappeared?Step 3. Listening and talking (page 62)1. Ss look through the questions on page 62, and then listen to the tape.2. First listening: Ss listen and grasp the key words and get the main idea.3. Second listening: Ss listen and answer the questions.4. Third listening: Ss listen and write down the main idea of the passage.5. Talking: Ss read the topics on page 62 and discuss in pairs. While they are talking,try to use the following sentences:I‘m so sorry that… I‘m afraid that…Thank you very much but… I hate to have to say this but…The problem is…. It was very nice of you but…It‘s a shame that … Why didn‘t you tell me that..?Step 4 .Homework1. Collect as much information about endangered wildlife as possible.2. Preview the next part—readingPeriod 2. ReadingStep 1. RevisionAsk:What do you think of wildlife protection today?What‘s the passage about? Have you previewed it?Step 2. Pre-readingSs in groups discuss the following questions:1. Why should you worry about this?2. What do you think we should do to protect wildlife?Step 3. Reading1. Scanning:Ss read the passage quickly to get the main idea and complete the table on page 27.2. Intensive reading:Ss read the passage again and answer the questions on page 27.Step 4. Explanation1. as a result of2. die out3. rise (v)4. affect5. prevent …from6. She turned round and there was an antelope with a sad face looking at her.7. In three years they may all be gone!8. But what an experience!Step 5 .Homework1. Recite the key sentences in the text.2. Write a summary of the text.Period 3. Extensive readingStep 1 . RevisionSs completer the summary of the text.One day, Daisy _____ a strange dream. She flew in a wonderful ______ to _____ with an _______ in Tibet. The antelope told her they were hunted because of their_____ which can be used to make ______ like hers. In three years they may all be ______ . Later, she _____ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them. That‘s because the _______ decided to help and the farmers finally made a lot of ______ . At last she _____ at the thick rain _____ where a monkey told her ― No rain forest, no ____ and no ____.‖ Although finally everything was _____, she had _____ so much!Answers:dreamed, chair, talk, antelope, fur, sweaters, gone, flew, elephant, hunted,government, money, arrived, forest, animals , drugs, gone, learnedStep 2. Pre-reading1. Ss talk about what they know about the animals.2. Ss read the passage and get the main idea.Step 3. Reading (page 30)1. Check Ss‘ answer.The main ide a is species and the reasons for dinosaurs‘ dying out.2. Ss read again and find out answers to the following questions:1). When did the dinosaurs live?2). What‘s the rare new species dinosaur?3). Why did the dinosaur die out?Step 4. Reading task (page 65)1. Ss read the passage on page 65 and try to collect information for research into Milu deer.2. Ss discuss the information collected with their partner and then check them with the whole class.Step 5 .HomeworkDescribe dinosaurs and Milu deer in your own words.Period 4.Learning about languageStep 1. RevisionSs try to say something about dinosaurs and Milu deer in their own words.Step 2. Practicing the useful words and expressions1. Ss finish Ex 1 and 2 on page 28.2. Check the answers with the whole class and talk about the important phrases.1). apply for sth. /apply to do sth2). Bite-bit-bitten3). Have an good/bad/no effect on …= affect4). Pay attention to : ―to‖ is a prep. Here.Step 3. Structure learning: the present continuous passive voice1. Ss read the following sentences and try to find the rules1). Out fur is being used to make sweaters like yours.2). The environment is being destroyed.2. Ss finish Ex 2 on page 29.3. Play a game.Step 4. Practicing (page 63)1. Ss finish Ex 1 and2.2. Check the answers with the whole class.Step 5. Using structures1. Ss do Ex 1 on page 64 and pay attention to the structures of the present continuous passive voice.2. Tell Ss to remember the following expressions;…is under repair = …is being repaired…is under discussion=…is being discussedStep 6.Homework1. Review what they have learnt about the present continuous passive voice.2. Finish Wb Ex 2 on page 64.Period 5. Using languageStep 1. RevisionC heck Ss‘ homework.Step 2. Listening (page 30)1. Ss listen to the tape about a disappearing animal. Go through Ex 1 before listening.2. Play the tape again and check the answers.Step 3.Speaking (page 31)1. Ss talk in pairs about what they can do to help the lovely dodo.2. Ss try to use the following expressions while they talk:Intention PurposeI‘m going to …Help the dodoI intend/mean/plan to …Hide it in a caveI will.. Trap man as he kills a dodo.I feel like…Attacking man myselfI‘d like to …Put man in a caveI‘m ready to …Teach man how to be friendsI would rather not tell you…What I think of manStep 4. WritingSs write the letter independently.Some writing tips:1. Collect your idea for the letter. Write an outline of your ways to help it.2. Decide the intention and the purpose of each of your ways.3. Begin your letter with your address and the solution. Then write the ways as the body of the letter.4. Finish the letter with your best wished and your signature.HomeworkSum up what you have learnt in this unit.Period 6. Integrating skillsStep 1. RevisionReview what they have learnt in this unit.Step 2. Listening (page 66)Ss listen to three letters and see if they can help to answer them. While listening, fill in the boxed on page 66.Step 3. SpeakingWork in pairs and try to talk about what advice you might give to one of the three writers.Tips:1. Look through the three problems and decide which one to answer.2. Write notes of your idea.3. Give reasons for your idea.4. Talk about them with your partners and then share your opinions with the whole class.Step 4. Writing (page 67)Ss write down their ideas in the form of a letter. Make each idea into one paragraph. And then exchange the letters with their partners to check.Step 5. Project (page 67)1. Ask the Ss to read the directions.2. Direct the Ss to prepare a project.As a student, what will you do to improve the environment?Step 6 .HomeworkFinish the project on page 67.New words1. decrease vt/vi 变小，减少eg: a) The population of the village has decreased to/by 500 .(该村的人口减少到500人/ 减少了500人。

Book2Unit4Wildlife Protection重点单词1．protection n．保护→protect v．保护→protective adj.保护的，防护的2．decrease vi.&vt.减少；(使)变小或变少→decreasing adj减少的，渐减的3．loss n．损失；遗失；丧失→lose v．遗失，丢失→loser n．输家；失败者→lost adj.遗失的，失去的4．respond vi.回答；响应；作出反应→response n回应；反应5．contain vt.包含；容纳；容忍→container n．容器6．powerful adj.强大的；有力的→powerfully adv.有力地→power v．给……提供动力7．affect vt.影响；感动；侵袭affection n喜爱，感情8．appreciate vt.鉴赏；感激；意识到→appreciation n感激；鉴赏→appreciative adj感激的9．succeed vi.成功vt.接替；继任→success n成功→successful adj成功的10．employ vt.雇用；利用(时间、精力等)→employer n雇主→employee n雇员11．harm n.&vt.损害；危害→harmful adj.有害的12．bite vt.&vi.咬；叮；刺痛→bit(过去式)→bitten(过去分词)13．faithfully adv忠诚地；忠实地→faithful adj忠诚的；忠实的→faith n忠诚；忠实14．fierce adj.凶猛的；猛烈的→fiercely adv.猛烈地→fierceness n．猛烈重点短语1．die out灭亡；逐渐消失2．in peace和平地；安详地；和睦地3．in danger(of)在危险中，垂危4．in relief如释重负5．burst into laughter突然笑起来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．do harm to对…有害重点单词1.decrease v.减少；（使）变小；变少n.减少；降低；减少的数量，其后常接介词in/of decrease(sth.)to/by...减少到/了……increase vi.&vt.增加；增长；增强n.增加；增加的数量increase to/by...增加到/了……on the decrease/increase在减少/增加易混辨析reduce/decreasereduce强调在“数量、大小，程度或强度”方面下降或减少。

2018届人教版必修2一轮复习：Unit 4 Wildlife protection单元教案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, Comprehending Teaching 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 beingdestroyed 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 animals 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, inintonation and in pronunciation.(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 withenvironmental 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 andmore animals are killed. 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 thefarmers when tourists come to visit and hunt a few animals.④Looking after the rainforest helps protect plants and animals we know nothingabout. They may make it 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.Purpose: 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…from Ex3: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 importance Pay attention to wildlife protection punish the hunters inreliefIn 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.Purpose: To make Ss further understand the passive forms of a verb in various tenses1. 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. Consolidation3. 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 they were not. Dinosaurs first appeared about 200 million years ago. 65 million years ago, many kinds of dinosaurs became extinct. 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 like 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 its 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 were small, like compsognathus. It was the smaller sized meat-eaters that evolved into birds. One of the first birds was 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 to dinosaurs. There were also many kinds of large reptiles that could swim, like ichthyosaurs and pleisiosaurs, but they weren’t closely related to dinosa urs 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.2. Read the text again and copy the useful words and expressions into your notebook. Useful words and expressions3. 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), morecommonly just Dodo, is one-metre-high flightless bird of the island of Mauritius. TheDodo, which is now extinct, lives on fruit and 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 dodos 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 help 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 senseof responsibility.1. Ask Ss to read the chart in the Speaking part (P31) and try to keep the phrasesin mind.2. Let Ss talk in pairs about how to help the animal which they plan to save.Remind them to use as many 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 too weird at this stage. For example, take the dodo to the moon, attack man , ask the dodo to hide, teach the dodo to swim to 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 withtheir partner and get some 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 endangeredanimals. We found that the habitat of polar bears is disappearing because the ice at theNorth Pole is getting warmer. I worry that when 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 are putting 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 of transport 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 to help them by making and selling cakes, selling crafts or giving talent shows and charging money for our parents 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.。