高一英语新课标必修2 unit4 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。

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.。

Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。

教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。

通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。

学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。

II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。

而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。

本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。

III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。

这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。

整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。

IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。

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。

高一英语新课标必修2unit4教案Teaching plan of unit 4Wildlife protectionTeaching 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 dangerp rotect… 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 a bout? 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 fi nally everything was _____, she had _____ so much! Answers: dreamed, chair, talk, antelope, fur, sweaters, gone, flew, elephant, hunted, government, money, arrived, forest, animals , drugs, gone, learned Step 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 idea 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 checkthem 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. RevisionChe ck 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 befriendsWhat I think of manI would rather not tellyou…Step 4. WritingSs write the letter independently.Some writing tips:1. Collect your idea for the letter. Write an outline of yourways 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。

人教版高一英语必修二Unit4词汇教学设计教案高一英语词汇教学设计一、教学课型词汇研究与运用实践课二、教材分析1.教学内容本节课为词汇及运用实践课，教学内容为XXX的普通高中课程标准实验教科书必修二unit4的vocabulary部分。

2.教材处理根据新的课程标准,考虑到词汇的重要性，结合本人对词汇教学方法的实践积累，进行设计的一堂词汇课。

该课对词汇进行了针对性的整理与补充。

改变注重传授知识的倾向，采用“策略型”教学模式，进行了一次实验和探索。

XXX、学情分析笔者的授课对象是属于英语基础一般的学生，但是大部分学生的思维活动、研究热情、有强烈的表现欲望和合作精神。

词汇研究效果对于他们的英语研究有着重要的意义，因此如何使得一节课对学生今后的词汇研究有所思考和帮助，也是笔者要考考虑为什么和怎么上这节课的最初因素。

四、教学目标1、改善词汇研究的效果。

2、培养词汇研究的策略意识。

3、建立辞汇自主研究形式。

五、教学重点及难点1.指导学生合理利用和重组信息，引导学生有意义的词汇记忆。

2.指点学生注意辞汇的积累，并能活学活用，用与理论。

3.注意培养词汇研究策略，加以实践运用。

六、设计理念及思路针对材的词汇特点是数量大，涉及面广，词义变化多的特点，许多高中学生面临挑战和考验。

心理学研究表明，经过归类的知识要比零散的知识记得牢固。

因此，将生词与熟词以各种方式捆绑记忆，同时综合运用多种记忆法，将词汇以链式或发散式的形式联系，而非一盘散沙。

这样，既可以系统整理要记忆已经学会的词汇，又可以使其以有效的方式扩展词汇量。

设计的任务由浅入深，有识词到重点理解，步步深入，在整个过程中始终把我词汇的运用，引导学生达成教学任务。

七、教学手段多媒体辅助教学八、教学过程Step ILead—inDivide the class into three groups to compete to name the XXX.设计申明］：一开始以比赛的形式活泼课堂气氛，激起研究辞汇兴趣和积极性；进入下步研究创造好的心理准备。

英语必修二unit4教案能用英语与他人谈论关于旅游的话题。

培育同学提高语言交际力量,能在小组中乐观与他人协作,从而开阔自己的视野,扩大学问面。

一起看看英语必修二unit4教案!欢送查阅!英语必修二unit4教案1(1).学问目标要求同学牢记Section A全部新学的四会单词.短语和重点句型;把握不定式“to do〞的用法。

(2).技能目标：能用英语与他人谈论关于旅游的话题。

培育同学提高语言交际力量,能在小组中乐观与他人协作,从而开阔自己的视野,扩大学问面。

(3).情感目标培育同学爱护大自然，宠爱旅游.乐观参与课堂上各种英语实践活动的爱好。

培育同学分工合作和团体协作精神。

3.教学重点和难点(1).重点:谈论关于旅游的话题。

(2).重点和难点:不定式“to do〞的用法。

二.说学情1.同学对旅游较感爱好,但对旅游学问了解较少。

2.同学的词汇量把握不多。

3. 同学平常较少用英语与他人交谈并表达信息.。

三.说教法学法依据课程改革的要求,遵循“老师由主演化导演，同学由配角变主角〞的角色转换,接受把课堂交给同学的教学理论,我运用自由争辩.分组工作.结对练习.问答练习等方法,借助多媒体、录音机,图片等教学手段,设置特定的语言环境,使同学在轻松开心的气氛中理解.运用英语。

四.说教学程序我设计了以下的步骤来训练同学的听.说.读.写的力量,尤其是他们“说〞的力量。

(一)温故知新(1).请两位同学用上节课重点句型号，分别复述Unit 5 Topic3 SectionD 1a(2).老师与同学之间进行问答对话，让同学谈论关于他们最宠爱的旅游方式。

设计意图：稳固上节课学过的学问，为学习新课铺垫。

(二)情景导入用多媒体呈现一些关于旅游和交通的图片,来引起同学的爱好,并由此教学本节课的新单词,如:field ,trip ,cycle ,vehicle ,airline等。

设计意图：通过用多媒体呈现同学生疏的交通工具图片，激发同学的学习爱好，轻松把握新单词，顺当带入新课。

Unit 4 Wildlife Protection●Teaching Aims: (教学目标)Knowledge aims: （学问目标）a. help Ss to understand and master the words and expressionsb. Let the students know some basic information about the endangered animals andwildlife situation and protection.Ability aims: （实力目标）a. Encourage Ss to think and express their attitude towards the wildlife and thewildlife protection.b. Enhance Ss’ reading ability and develop Ss’ ability and skills of guessing wordsand reading comprehension.Emotional aims: （情感目标）a. Help Ss understand the importance of the wildlife protection and make them bemore active in the helping wildlife.b. Develop Ss’ sense of cooperative learning.●Teaching Key Points:（教学重点）a. To train the reading comprehension to the whole passageb. To improve Ss’ ability of listening, speaking, reading and writing.●Teaching Difficult Points: （教学难点）a. Enhance the students reading skills in the passage.●Teaching Materials: （教学材料）blackboard, books, and other normal teaching tools.●Teaching methods：（教学方法）Co-operative learningActivity-based teaching (individual work; group work; class work)Students-centered approach & Task-based teaching and learning●Teaching Procedures: （教学过程）Step 1: Review the new words and expressions.(2m)Step2 Lead-in (3m)Task: Group WorkShow some familiar pictures to draw the students’ attentions to the wildlife(fox, elephant, kangaroo, tiger, panda, bear, whales, golden monkey, Asian elephant, famingo and so on), and bring the question: Do you think what wildlife are? Encourage Ss to discuss with each other and then solve the question together.Step3: Warming up & pre-reading (6m)Task 1:Show the pictures again and ask Ss to guess which animals are in danger. If the student answer is right, give the beautiful pictures as reward. And then make the Ss have a talking:Why are they endangered?Suggested answers:(1) People killed the endangered animals simply to satisfy their desire to eat.(2) People kill animals for their fur, which can be made into beautiful and expensivefur coat.(3) People didn’t protect the nature. They destroyed it willfully.Task 2:(1) Who is the most dangerous enemy of animals?suggested answer: Human beings.(2) What relationship between people and wildlife should be?suggested answer Wildlife is human friends. They can keep the balance ofnature and make the whole world colorful. To protect wildlife is to protectourselvesStep 4: Listening Task (6m)Play the tape of the reading passage, and ask Ss to finish the following questions, and tick all the mentioned words out while listening:1. What places did Daisy go?A. Tibet ChinaB. rain forestC. WWFD. Zimbabwe2. How many animals did she meet? What are they?A. antelopeB. elephantC. monkeyD. mosquitoes3. What helps Daisy meet the wildlife?A. By a flying chairB. By a flying broom(扫把)C. By a flying carpetSuggested answers: 1. ABD 2. ABC 3. CStep 5 reading (26m)Task1 Fast reading :Suggested answers：antelope，Tibet ；elephant，Zimbabwe ；monkey，Rainforest 。

Unit 4 Wildlife ProtectionReading：How Daisy Learned to Help Wildlife●T eaching Aims: (教学目标)Knowledge aims: （知识目标）1.使学生理解课文中的重点单词，短语。

2.使学生了解一些关于濒危野生动物及其现状和保护的基本信息。

Ability aims: （能力目标）1.鼓励学生表达他们关于野生动物及其保护的态度看法。

2.提高学生的阅读理解能力。

Emotional aims: （情感目标）1.帮助学生懂得保护野生动植物的重要性并使他们能积极的参与保护野生动植物活动中。

2.培养学生的合作学习意识。

●T eaching Key Points: （教学重点）训练学生的阅读理解能力。

●T eaching Difficult Points: （教学难点）培养学生的一些阅读技巧。

●T eaching Materials: （教学材料）多媒体教室，黑板●T eaching methods：（教学方法）任务型教学；合作型学习；学生小组活动●T eaching Procedures: （教学过程）Step 1: Lead-in （导入）Task 1: Class Work让学生带着两个问题观看一段简短的关于野生动物保护的公益广告。

看完后让学生回答问题。

（问题设置以填空、问答为主，既引入新学单词又引入话题）Let’s enjoy a video （观看一段视频）Q1: which animals do you see? _____ _____ _______ ______ _______Q2: what happened to those animals?1. These animals are _______ and_______ by people without mercy, sothey are in danger of ____________now.2. Just as Chenglong said, “ When the buying stops, the killing can too! ”Step 2: Reading （阅读）I: Fast Reading （略读）Task 1:（速度文章获取文章大意）题型设置：选择题Task1 : Fast reading :Read the passage quickly and silently. try to find out the main idea. The passage is mainly about ______.A. some protection of wildlifeB. a journey of a flying carpetC. Daisy’s wonderful experience with some animalsTask 2:填表格Read the passage again and fill in the tableII: Careful Reading （详读）把文章分成三大部分，各部任务设置以选择，判断正误，回答问题，填空等为主。