人教版高中英语必修二教案：Unit4+Wildlife+protection(1).doc

人教英语新课标必修2全册精品教案( Unit 4 Wildlife protection) Part One: Teaching Design (第一部分：教学设计) Period 1: A sample lesson plaading(HOW DAISY LEARNED TO HELP WILDLIFE)AimsTo talk about endangeredTo read about wildlProceduresI. Warming up by learning about animalsLook abelow and llling you about the animaldangered animals.. The Giant PandabolWorld Wildlife Fund (WWF), a conservation organization. Toward the latterhal20th centuanda also became somewhat of a national emblem for , and is now usedgoldGiant Pandas are an endangeredatened bued labitat and by a very low birthrate, bwild and in captivity. About 1,600 are believed to survivwild.Milu deer is adeer. It has a long tail, wide hooves, and branc hed antlers. Aa“four unlikes,.” because the animals was havinga staga camela cow, and the tail of an ass.These animals wade known to Wury, by Father Arm and David, a Fary working in were eaten by Western and Japaat waBoxer Rebellion.These deer are now foundaround the world, and a herd of Milu deer waduced to Humankind haally tended to separate civilizawildlife in a number of ways; besidbvious dvocabulaare differing expectalegal, social, and moralThis has been readebate throughout recordedReligions havdeclared certain animals to be sacred, and in modvas provoked activxploitawildluman ba2. and tragNow you aad the texall and underliningNext you aad the text and underline all the collocations at the saHOW DAISY LEARNED TO HELP WILDLIFEnot long ago, wake u p, find…by one’s side, a flying chair, get dressed, pu’s jeans, fly away to…, turn around, with a sad face, use…to make…, kill…for…, take…from under…, take one’s picture, bdangered, darm, taapply to, hunt…for…, ma…, as a resula…from…, rub…over…, a powerful drug, pay a…, take…homeIII. Closing up by matching animals to fivategories Ddangeredappear on ddangeredlists. And people who agg animal ullowing fivateggroup the unlucky animal. Now in grouugroup all the unlucky animals found in 中国不幸动物分类名录EXTINCT(灭绝动物)-Aly indigenous to Canada that no longer exists anywXTIRPATED（根绝动物）-Alonger existingwild in Canada but occurring elsewNDANGERED （濒危动物）-Aatened wxxtirpaughout all or a significaanadian range.THREATENED（危急动物）-Alikely to bdangered in Canadaactors affecting its vulnerability aversed. VULNERABLE（弱势动物）-Aarticularly at risk because of low or declining numbers, small rangason, but not a threatenedPeriod 2: A sample lesson plan for Learning about Language(The Present Progressive Passive Voice)AimsTo learn about The Present Progressive Passive Voice To discover useful words and exTo discover useful structures.ProceduresI. Warming up by acting a text playGood morning class. To begin with we shall put our text HOW DAISY LEARNED TO HELP WILDLIFE on stage, thaact out ouNow the class acting team wxt play of HOW DAISY LEARNED TO HELP WILDLIFE!II. Discovering useful words and exDoing vocabulary exTurn to page 28 and do the vocabulary ex2 and 3. You can simply write your answblavery page of 28.2. Playing a gameLet’s gl ay the game describedage 29. The followingare to be passed on.▲ Plant native plaur backyard.▲ Do not dump weedbush.▲ Build a frog pond in your backyard.▲ Put your rubbbin.▲ Leave your pets a▲ Do not take anything ouark.▲ Encourage your friendabush as wildlife habitats. ▲ Join a community group anddo voluntary work.▲ Find out abouvation activities happening in your local area.▲ Participate in local clean-ulanting and weedcontrol activ▲ Learn About Threatened▲ Look out for wildlife▲ Refuse to buy an y radangered plant or animal product.▲ Be alert and drive slowly at dawn and dusk in rural areas where wildlife may be active.III. Studying The Pgressive Passive VPassive Voice The passive vused when focusingg affected by an aThe Passivd: Passive Subject + To Be + Past Participle Iused in business andareas wbaant thawaction. For Example: We have produced over 20 ddelast two years. Changes t Over 20 ddels have been producedast two years.If the agent (action)ant, use “by.” For Example: Tim Wilson wrote The Flight to BrunnswThe Flight to Brunnswick was wby Tim Willy verbs that take an object can be usedassive.The following chart includangedactivassivalActive PassiveTime RThey make Fords in To read and listen about dinosaursTo speak about helping the dodoTo wdodoProceduresI. Warming up by readingapeLet’s warm up by reading alouddingxtABOUT DINOSAURS on page 30.II. Listening about DINOSAURSNow I’d lll youg about DINOSAURS■In formation about DinosaurDinosaur meable lizard in Latin. They were called that because people useddinosaurs were lizards, but they wDinosauappeared about 200 million years agllion years ago, many kinds of dinosaurs became extinct. Birds are a specialdinosaur and they wly kind to live until today.There were many kinds of dinosauate plants and some ate meat. The largest dinosaurs were plant-eaters like apatosaurus and brachiosaurus. They wlargest animals to ever walk on dry landlant-eaters had special wealgat-eaters. For examplatops hadace, ankylosaurus was covered in boney plates, and stegosaurus hadail.The meat-eaters all ran aroundback legs lle dwerevery large, like tyrannosaurus, and some were small, lgnathus. It waaller sized meat-eaters that evolved into birdbirds was archaeopteryx, but it looked half like a dinosaur.There were large flying reptiles that lived at the saas dinosaurs called pterosaurs, but they wlosely related to dinosaurs. There were also many kinds of large reptiles that could swim, laurs and pleisiosaurs, but they weren’t closely related to dinosauIII. Reading and copyingNext we shall go baxt ABOUT DINOSAURS on page 30 agaad it and copy down all the exur notebook.Useful phraABOUT DINOSAURSDuringarth, livallars ago, cabeing, eggs of fiva rare newa bird-like dinosaur, climbll…from…, die ouarth, put…air, glivw for suame way, labout…, disappear from…IV. Reading to answer quRead the quable below and scaxt to answWhen did dinosaurs live on earth? When did dinosaurs die out?How did dinosaurs die out?V. Listening about the dodoHave you ever hearddodo, an animal that has also disappearedarth?The Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus)ly just Dodo, was a metre-high flightless bird. The Dodo, ww extinct, lived on fruit and nestedground.Next we are going to lape and do exand 2 on page 30 on dodo.VI. Speaking in pairs about helping the dodo Daisy: (waking) Who are you? Why are youbedroom? Chair: Excuse me. I am the famous Flying Chair. Daisy: What are you?Chair: I aake you on a trip. Where would you go? Daisy: I’d lanimals that gave f urs to maweaair: Duringaave livedarth many, many kinds of animals. But many have disappeared because of various reasons. Daisy:u are right. I learned from books thallars ago, a rare newdinosaur, a bird-like dinosaur, cabeing. It could climb trees and was very lovely. Then it died out becaugarth suddenly, putting much duaarth ganimal to live on.Chair: Buws for sure what caused all those ancientanimals to die out, disappearingaver.Daisy: I shall get dressed and puans and sweaThen let’s fly away to Tibet Ch inaantelair: Here we are in ! Turn around. Ta antelwith a sad face. Antelope: Hellds. Welu two ldly, unlwho call us to use our furs make sweaters.Daisy: Sweaters lI am wearing? Oh, I am terriblAntelope: The bad men came in groull my family membwool. Tunder our stomach.Chair: I shall take a pictuu and the antelbe shown to all the world people.Daisy: Come Antelope! Let’s have a picture taken together. We shall bElephant: Those bad men usedand kill us. But now are welld by the govand the good people. We are happy now.Daisy: Good- bye, Elephant!Chair: Take care, Daisy. We shall huur laa. Daisy: Wow! Lght. A lovelbe rubbing herself. H! What are you doing?Monkey: I am rubbing a millipedver my bodlquitoes. Daisy: How intelligent you are!: It contains a powerful drug which aquitoes. There are llants andlittle animalawhich can be helpful to man. Daisy: Is that so? I am going to taall those useful plants and animals. I will showlassmaat they understand you lovely animals andbetter. I will apply to be allowed to wlp you get a better living: Thank you so much! Some unfriendly people came to catch us, to put uWlivingDaisy: Good- b! I willwhat I learnedWWF. I will invite alllmaugThe futube bright for both you the animals and us the human beingu!2: Background informawildl 中国国家重点保护动物名录■ 国家一级保护动物最凶猛的雕：金雕1.金雕 Aquila chrysaetos2.白鹳 Ciconia ciconia3.黑麂 Muntyacu云豹 Neofelis nebulosa5.华南虎 Panthera tigris6.豹 Panthera pardusfusca7.白颈长尾雉 Syrmaticus ellioti8.黄腹角雉Tragopan caboti■ 国家二级保护动物鬣羚：真兽下纲，反刍亚目，有角下目，牛科1.鬣羚 Caumatraensis2.豺 Cuon alpinus3.金猫 Fel短尾猴 Macaca arctoides5. 猕猴 Macaca mulatta6.穿山甲 Maadactyla7.黄喉貂 Martes flavigula8.斑羚 Naemorhedus goral 9.大灵猫 Viverra zibetha 10.小灵猫 Viverricula indica 11.雀鹰 Aus12.赤腹鹰 Al苍鹰 Agentilis14.鸳鸯 Aix galericulata 15.乌雕 Aquila clanga 16.白腹山雕 Aquila fasciata 17.短耳鸮 Asio flammeus18.长耳鸮 Asio otus 19.雕鸮 Bubo bubo20.灰脸鹰 Butastur indicus 21.大鵟 Bulasius22.毛脚鵟 Buteo lagopus 23.普通鵟 Buteo buteo 24.红脚隼 Falco vus 25.灰背隼 Falco columbarius 26.游隼 Falco peregrinus 27.燕隼 Falco subbuteo 28.红隼 Falco tinnunculus 29.领鸺鹠 Glaucidium brodiei30.斑头鸺鹠 Glaucidium cuculoides 31.白鹇 Lophuraa 32.小隼ax caerul鸢 Milvus migrans34.鹰鸮 Ninox scutulata 35.小杓鹬 Numenius borealis36.领角鸮 Otus bakkamoena 37.红角鸮 Otu勺鸡Pucrasia macrolopla 39.蛇雕 Spilla40.鹰雕 Spizaetus nipal褐林鸮 Strix leptogrammica 42.草鸮 Tyto ca大鲵 Andrias davidianus44.虎纹蛙 Rana tigrina 45.拉步甲 Carabus lafossaei II. What is WWF?WWF, the global conservation organization was originally known as World Wildlife Fund.Ianged its name to World Wide Fund For Nature (ex by, among, .Probablamous name associated with WWF is HRH The Duke of Edinburgh. The Duke waPresident of WWF-Uunda2, International President of WWF (1981-1996), and is now Presidus.WWF is dedicatedg the degradalanet’s natural envand building a future in which humans live in harmony with nature, by:▲ conserving the world’s biological div▲ ensuring that the uwable natural resouustainable,▲g the redullution and wasteful consuWWF has a factual-based approavation, wuxues of global:ans and coawater, endangeredanddious threaxals and climate change. For eaues, WWF has developed measurable targets and ruan 1,200 fieldaround theworld in any year.III. AntelopeThe antelope are a groubivorous African animalamily Bovidae, distinguished by a pallowads. These animals are spread relatively evenly throughout the various subfamilies of Bovidae and many alosely related to cows or goats than eaThere are many dantelope, rangingvery big. Tally have a light and elegant figure, slender, graceful limbs, small clovand aail. Antelope have powerful hindquarters and when startled they run with a peculiar bounding stride that malook as though they are bouncing ovain like a giant rabbantelope can reach speeds of 60 milur (100 kilur), making them among the faland animals. IV. ElephantElephantidae (the elephants)ly extant familder Proboscidea. Elephantidae haliving: the Savannah Elephant and Forest Elephant (which were collectively known as the African Elephant) and the Asian Elephant (formerly known as the Indian Elephant). Duringdagwwhich are now extinct. Elephants are the largest living land mammals. At banelephant calf to weigh 100 kg (225 pounds). It takes 20 to 22a baby elephant to mature to blongest gestad of any land animal. An elephant may live as long as 60 to 70 years. The largest elephant evded was a malOld World</st1:plaBecaulaapes such as chimpanzees and gibbons aly calledAlso, a fewave the word “ape.”ame. Becauare not a singlgroudo not have aant charaat they all share and aared waining grouaapes.</v:shaangPygmy Maat 10 cm (4 inch) long (plus tail) and 120 g (4 oz) in weigale Mandrill, al(3 ft) long and weighing 35 kg (75 lb). Some are arboreal (living), some livavanna; some eat fruat leaves, and some ea; althougave tails (le)do not; some havatic colour vision like that of humaare dichromaats. Although bw and old worldlapes, have forward facingald World and New World</st1:plalook very dTo understandaudaradgroups individuall: Words and exUnit 4 Wildlale groule: He viewed lawyers aal2. ag milita: Tattacked at dawvev.1. arrange for and reserve (glse) in advance: Reserve me a seat on a flight. 2. obtain or arrange(lf) in advance: We managedve a table at Maxim’s.3. give or assign a shaa particulaausehuntn. an instaarchingg: the huubmarines. v.chase away, with as w: They hunted the unwanted immigrants oughborhood. v. 1. pursud(as of wild animals): Goeringunted wild boars in . 2. search (an area): The King used to huarch for: She huntedading glasses but was unable to locallate about a desired speedate to an undesirable extent: The oscillator hunts abouquursue or chase relentlessly: The huaced the dwoods.wildn. a wildve state untouched by civilization: He livedwild. ada state of ex: wild with anger. 2. produced without being planted or without human labor: wild strawba natural state; not tamed or domesticated or cultivated: wild garked by extreme laal: wild ideaubjectedlaint: A piano played with a wild exuberance- Louis Bromfield. 6. deviating widely from an intended course: a wild bullet. 7. (of colunds)ly vivid or loud: wild colalking or behavingirrationally 9. located in a dismalarea; desolate: a godforsaken wildads. 10. without civilizing influences: wild tribes. adv. in a wild or undomesticated manner: growing wildayment extorted by gangat of violence: Evghborhood had to pa2. the activgg: The wdemanded polduquotadddustry agag: He made trada plaarty pladbeingd: They were huddled togdefense agaancial failure; financial independence: Insurance providedagainst loss of wages due to illa covering thaddamagury: They hadallout.peaa treaalities: Peace came on Novemb2. harmonious relations; freeddisputes: Tates lived in peace toggeneral secuublic places: He was arrested for disturbing the peace.applyv. 1. apply oneself t Please apply yourself to your homework. 2. blevant or applicable: The same laws apply to you! 3. ask (g): Apply for a job(a word or name) to ag 5. givvally 6. avail oneself t Apply alure observance of laws and rules: Apply the rules to evuvice; make wloy (g) for a particular puaturalpurpose: Apply a maglduggestv. imply as a possibility: The evidence suggests a needlarificaubact of rubbing or wiping: He gavd a quick rub. v. move ovg wure: Rub my handainv.1. be capable of holdingaining 2. be divisible by: 24 contaludain; have as a: Td contains many old song0’ald; have within: This can contains wald back, as of a danger or an enemy;xpaluence of: Contabel movement.affectv.1. have aupon: Will the new rules a? 2losely andatingly: This new ruling aur buake believe wdeceive。

教学设计精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

1 / 7Book 2 Unit 4 Teaching Plan of Wildlife ProtectionGrammar Exploration一、教材分析本单元是人教版必修2的第四单元，是以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。

并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。

本节内容Discovering useful structures 为“现在进行时的被动语态”，以课文内容为载体，要求学生能够使用该语法结构表达自己的观点。

二、学情分析1. 本单元的语法内容并不复杂，学生在初中阶段就已学过现在进行时和句子的被动语态，只是未学习将两者合二为一所表达的语法现象，因此学生在其结构的理解上容易混淆。

在本单元的前两个单元学生已经学习了现在完成时的被动语态和一般将来时的被动语态，因此之前所学知识可以正迁移到新知识上来；2. 本班是一个中等水平的文科实验班，学生的学习习惯较好，课堂参与度较高，因此，学生能够通过小组探究学习的方式，探讨出要求掌握的语法结构，并且通过小组协作的方式，运用所学的语法结构编出短剧，以达到学以致用的目的与保护野生动物的情感共鸣。

三、教学思路本堂课共分为三个板块：热身，发现规则和运用规则三个板块，以一只藏羚羊的遭遇与诉求将这三个部分串联起来。

热身部分，通过呈现两组图片（每组图片间都相关联）和关键词，让学生描述图片所表达的现象，达到初步感知语法结构的目的；发现规则部分，首先，要求学生找出课文中所有含有“现在进行时的被动语态”结构的句子，并分析其基本结构（be being done），其次，阅读一封来自藏羚羊莹莹写给人类的信，让学生深入到语境中进一步探讨现在进行时的被动语态的各种结构，如：肯、否定句，一般、特殊疑问句及其用法和意义；运用规则部分，让学生以藏羚羊莹莹的身份编一个短剧（运用现在进行时的被动语态，现在完成时的被动语态和一般将来时的被动语态），以求达到学以致用、复习和保护野生动物的情感目标。

Wildlife protection教学设计教学目标：Knowledge aims: （知识目标）1. Help students to understand and master the words and expressions about wildlife; 2. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims: （能力目标 )1. Encourage students to think and express their attitude towards the wildlife and the wildlife protection; 2. Enhance students’reading ability and develop their ability and skills of guessing words and reading comprehension. Emotional aims: （情感目标） 1. Help students understand the importance of the wildlife protection and make them be more active in the helping wildlife by discussing "Why are the animals in danger of disappearing" and "What should we do to protect the wildlife";2. Develop students sense of cooperative learning by group work.学情分析: About the studentsThe students have entered the high school for a period and their ability in listening, speaking, reading and writing has been greatly improved. At the same time, the students, at the age of sixteen or seventeen, are rather energetic and curious about everything they are interested in. However, they are not too good at cooperating with others and solving some problems independently. So, before the lesson, they are asked to find some information about the wildlife through the Internet and in the library and think about some measures to protect endangered animals, so that they can exchange their ideas with others.教学重难点Teaching Key Points: （教学重点） 1. To train the reading comprehension to the whole passage. 2. To improve students ability of listening, speaking, reading and writing. Teaching Difficult Points: （教学难点） 1. Enhance the students reading skills in the passage.教学过程Step 1: Warming-up (热身)Task 1: Class work Ask two questions:1) Do you like animals? 2) Have you ever seen some wild animals? Where?Task 2: Class work Can you find out the animal that doesn’t belong to wildlife? Group one: Antelope bear wolf dog deerGroup two: Monkey shark duck dolphinGroup three: Panda chicken kangarooPurpose: To draw the students’ attention into the lesson and get to know about their information about the wildlife.Step 2: Lead-in （导入）Task 1: As a reward , let them enjoy a short video: The tale of a paper fox. Ask two questions:1) What’s your feeling now? 2) If we go on hunting fox, what will happen?Task 2: Class Work show the pictures of some endangered species and let the students name them and talk about them in English, such as Tibetan antelope, golden monkey, Yangtze river dolphin and so on.Purpose: To make the students realize the importance of protecting endangered wildlife. Step 3: Listening Task （听力） Play the tape of the reading passage, and ask students to choose the main idea of the whole passage and ask them a question: How did Daisy go around?Purpose: To strengthen Ss’ listening ability and the ability of catching some sensitive information.Step 4: I: Fast Reading （略读）Task 1: Read the passage quickly and silently. try to answer the following questions: What three animals did she meet?What three places did Daisy go?Task 2: According to her three visits, we can divide the text into three parts. Ask one student to match the main idea of each part.Purpose: To train Ss to go through the passage quickly to get some special information and neglect other information.Step 4:Detailed reading（细读）Part 1: Read this part , fill in the blanks and answer one question.1). Tibetan antelopes are being killed for the_______ beneath their stomachs.2). As a result , antelopes are now an __________ species.After knowing this, how did Daisy feel?Part 2: Ask one student to read this part for us.Then ask another student to finish the true( T ) or false ( F ) questions, and try to correct the false.The elephant used to be well protected in Zimbabwe.In Zimbabwe, tourists love to see the elephants.The farmers in Zimbabwe get nothing from the elephants now.Suggested answers: F T FPart 3: Ask girls to read paragraph 3 and boys paragraph 4 together. Then answer the following questions on the screen.1). Why the monkey rub itself? 2). Why is the thick rainforest important for animals? Purpose: To train Ss the ability of combining the skimming with scanning together. Step 5: Discussion:Task 1: Class work: From the reading, let the students think about a question.Why are they in danger of disappearing?Answers: hunting, destruction of habitat, pollution, food shortage, disease and so on. Task 2: Group work: Ask the students to discuss one question in group.How can we help these animals?Suggested answers: Protect their habitats and set up new reserves.Collect money to protect the endangered animals.Stop using animals to make expensive goods.Set up the special government organizations to carry out the rules and laws.Make the public know about the importance of protecting wild animals.Purpose: To practice their spoken English and improve their cooperative abilities . Step 6: Conclusion:Task 1: Ask one student to fill in the blanks to summarize the whole passage in one sentence.Daisy took a flying carpet to travel and talked with some animals, which made her know the importance of the wildlife protection.Task 2:By enjoying a short video, make the student reach a conclusion:Rain forest, Animals and Human beings should live in harmony; No protection! No animals! No earth! No human beings!Purpose: To deepen their understanding of the passage and call on the students’ sense of responsibility in protecting wildlife.Step 7: Homework Assignment （作业）.1. Review the text and the new expressions.2. Pick out the sentences with present progressive passive voice.Purpose: To help train their writing abilities and prepare for the next lesson. Teaching reflection:根据上课的学生的反应和配合以及所达到的教学目标来说，自已感觉还算是比较高效的一课，整节课紧张有序，充实完整，轻松愉快，锻炼了学生的听说读写四方面能力。

Unit 4 Wildlife Protection I. 单元教学目标II. 目标语言II. 教材分析与教材重组1. 教材分析本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。

并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。

1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。

旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。

以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。

从而有效地引导学生关注本单元话题，关注动物生存现状。

1.2 Pre-reading是Reading的热身活动。

通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。

同时要求学生通过阅读文中的图片和标题来猜测文章的内容。

1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。

动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。

从而号召人们热爱动物，保护动物，从我做起。

1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。

练习1要求学生根据阅读文的内容回答问题。

这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。

人教版高中英语必修二教案UnitWildlifeprotectionReadingUnit 4 Wildlife protection阅读课一、教学内容Warming up; Pre-reading; Reading; Comprehending (pp. 25-27) 二、教学目标在本节课结束时，学生能够● 了解野生动物的处境和保护野生动物的重要性；增强保护野生动物的意识。

● 通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。

● 利用上下文猜测生词词义。

● 学会总结故事体裁文章主题的方法。

● 利用已获取的信息发表自己对野生动物保护问题的看法。

三、教学步骤步骤一热身1. 请学生看PPT 中的野生动物图片。

请全班学生根据已有知识谈谈为什么这些野生动物处于危险之中。

教师可以先请几个学生说出自己的看法，再总结并补充，和学生一起归纳出野生动物处于危险中的原因。

2. 请学生阅读学生用书p.25关于中国保护濒危野生动物的报告，了解中国保护野生动物的现状。

报告中有若干生词，教师可以引导学生根据上下文猜测词义。

不好猜的生词，建议给出英文释义，让学生根据释义在文段中找词。

What are these animals?I. Warming uppandaLook at a report on some endangered wildlife in China.They are endangered animals.Why?Lack of food Habitats destroyedClimate changedKilled by Man …PollutionWarming up设计意图：通过图片激发学生兴趣，引出本单元的话题：许多动物都处于危险之中，唤起学生的忧患意识，为后面的阅读做铺垫；通过处理词汇扫除生词障碍,帮助学生顺利完成报告阅读。

步骤二读前1. 请学生两人一组回答问题一。

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 tea cher 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 thei r 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。

教学准备1. 教学目标Improve students’ ability of extensive reading.Improve students’ a skills of listening.2. 教学重点/难点1. Teaching important points:A. Improve students’ ability of extensive reading.B. Improve 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. 教学用具课件4. 标签Unit 4 Wildlife protection教学过程Step 1. GreetingStep 2. Daily reportStep 3. RevisionCheck the answers to the exercises done yesterday.Step 4. Extensive reading1. Ask students two questions before listening to the tape, and then listen to the recording of the text:A. When did dinosaurs live on the earth?B. Why did they die out?2. Explain the following language points:① long before 很久以前before long 不久之后Dinosaurs do live on the earth long before.Before long dinosaurs die out from the earth.② on the earth- in the worldon earth 究竟What on earth do you want?Step 5. Listening1. Explain the following difficult words to the students before listening:① once upon a time 曾经；很久以前② curious adj. 好奇的③ wing n. 翅膀④ trap n. 陷阱⑤ spear 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.课堂小结学了这节课，你有什么收获?课后习题完成课后习题。

人教版高中英语必修2教案Unit 4 Wildlife protection Unit 4 ildlife prtetinPart ne: Teahing Design (第一部分：教学设计)Perid 1: A saple lessn plan fr reading(H DAIS LEARNED T HELP ILDLIFE)AisT tal abut endangered speiesT read abut ildlife prtetinPreduresI aring up b learning abut anialsL at the phts bel and listen t e telling u abut the anials, the endangered anialsThe Giant Panda is a aal n usuall lassified in the bear fail, Ursidae, that is native t entral hinaThe Giant Panda lives in untainus regins, lie Sihuan and Tibet The Giant Panda is the sbl f the rld ildlife Fund (F), a nservatin rganizatin Tard the latter half f the 20th entur, the panda als beae sehat f a natinal eble fr hina, and is n used in hinese gld insGiant Pandas are an endangered speies, threatened b ntinued lss f habitat and b a ver l birthrate, bth in the ild and in aptivit Abut 1,600 are believed t survive in the ildilu deer is a hinese deer It has a lng tail, ide hves, and branhed antlers Anther hinese nae fr it is “fur unlies,” beause the anials ere seen as having the hrns f a stag, the ne f a ael, the ft f a , and the tail f an assThese anials ere first ade nn t estern siene in the 19th entur, b Father Ar and David, a Frenh issinar ring in hina At the tie, the nl surviving herd as in a preserve belnging t the hinese eperr The last herd f ilu deers that reained in hina ere eaten b estern and apanese trps that ere present at the tie f the Bxer RebellinThese deer are n fund in zs arund the rld, and a herd f ilu deer as reintrdued t Dafeng Reserve, hina in the late 1980s The are lassified as “ritiall endangered” in the ild, but d nt appear t have suffered fr a geneti bttlene beause f sall ppulatin sizeA tiger is a large at faus fr its beautiful fur f range striped ith bla Tigers live in Asia and are being ver rare This is due t peple hunting the fr their fur and destring the frests the live inII Pre-reading1．Defining ildlifehat des the rld ildlife ean?The ter ildlife refers t living rganiss that are nt in an a artifiial r destiated and hih exist in natural habitats ildlife an refer t flra (plants) but re nl refers t fauna (anials) Needless t sa, ildlife is a ver general ter fr life in varius esstes Deserts, rainfrests, plains, and ther areas—inluding the st built-up urban sites—all have distint frs f ildlifeHuanind has histriall tended t separate ivilizatin fr ildlife in a nuber f as; besides the bvius differene in vabular, there are differing expetatins in the legal, sial, and ral sense This has been reasn fr debate thrughut rerded histr Religins have ften delared ertain anials t be sared, and in dern ties nern fr the envirnent has prved ativists t prtest the explitatin f ildlife fr huan benefit r entertainent 2 Reading t the rerdingN turn t page 26, listening and reading t the rerding f the text Tr t eep pae ith the native reader, aing ur reading reseble that f the reader, in speed, in intnatin and in prnuniatin 3 Reading and transfringN u are t read the text fr infratin t fill in the frhat did Dais see here she as? In Tibet in hinaZibabeIn thi rain frest4 Reading and underliningNext u are t read the text and underline all the llatins at the sae tieH DAIS LEARNED T HELP ILDLIFEnt lng ag, ae up, find…b ne’s side, a fling hair, get dressed, put n ne’s eans, fl aa t…, turn arund, ith a sad fae, use…t ae…, ill…fr…, tae…fr under…, tae ne’s piture, bee endangered, destr the far, tae phts, appl t, hunt…fr…, ae ne fr…, as a result, in thi rain frest, prtet…fr…, rub…ver…, a perful drug, pa attentin t…, tae…heIII lsing up b athing anials t five ris ategriesDifferent endangered speies appear n different endangered speies lists And peple h are tring t prteting anial use the flling five ris ategries t grup the unlu anialN in grups f fur tr t grup all the unlu anials fund in hinaList f Unlu anials fund in hina中国不幸动物分类名录EXTINT(灭绝动物)-A speies frerl indigenus t anada that n lnger exists anhereEXTIRPATED（根绝动物）-A speies n lnger existing in the ild in anadabut urring elsehereENDANGERED（濒危动物）-A speies threatened ith iinent extintin r extirpatin thrughut all r a signifiant prtin f its anadian rangeTHREATENED（危急动物）-A speies liel t bee endangered in anada if the fatrs affeting its vulnerabilit are nt reversedVULNERABLE（弱势动物）-A speies partiularl at ris beause f l r delining nubers, sall range r fr se ther reasn, but nt a threatened speiesPerid 2: A saple lessn plan fr Learning abut Language(The Present Prgressive Passive Vie)AisT learn abut The Present Prgressive Passive VieT disver useful rds and expressinsT disver useful struturesPreduresI aring up b ating a text plaGd rning lass T begin ith e shall put ur text H DAIS LEARNED T HELP ILDLIFE n stage, that is, t at ut ur str N the lass ating tea ith their text pla f H DAIS LEARNED T HELP ILDLIFE!II Disvering useful rds and expressins1 Ding vabular exerisesTurn t page 28 and d the vabular exerises 1, 2 and 3 u an sipl rite ur ansers in the blans n the ver page f 282 Plaing a gaeLet’s g n t pla the gae desribed n the tp f the page 29 The flling sentenes are t be passed n▲ Plant native plants in ur baard▲ D nt dup eeds in the bush▲ Build a frg pnd in ur baard▲ Put ur rubbish in the bin▲ Leave ur pets at he▲ D nt tae anthing ut f the par▲ Enurage ur friends t eep pathes f bush as ildlife habita ts▲ in a unit grup and ffer t d vluntar r▲ Find ut abut nservatin ativities happening in ur lal area▲ Partiipate in lal lean-up, tree planting and eed ntrl ativities▲ Learn Abut Threatened Speies▲ L ut fr ildlife▲ Refuse t bu an rare r endangered plant r anial prdut▲ Be alert and drive sll at dan and dus in rural areas here ildlife a be ativeIII Studing The Present prgressive Passive Vie1 Passive VieThe passive vie is used hen fusing n the persn r thing affeted b an atinThe Passive is fred: Passive Subet + T Be + Past PartiipleIt is ften used in business and in ther areas here the bet f the atin is re iprtant than thse h perfr the atin Fr Exaple: e have prdued ver 20 different dels in the past t ears hanges t ver 20 different dels have been prdued in the past t earsIf the agent (the perfrer f the atin) is iprtant, use “b” Fr Exaple:Ti ilsn rte The Flight t Brunnsi in 1987The Flight t Brunnsi as ritten in 1987 b Ti ilsnnl verbs that tae an bet an be used in the passive The flling hart inludes sentenes hanged fr the ative t the passive in the prinipal tensesAtivePassiveTie RefereneThe ae Frds in lgne Frds are ade in lgne Present SipleSusan is ing dinnerDinner is being ed b SusanPresent ntinuusaes e rte DublinersDubliners as ritten b aes esPast SipleThe ere painting the huse hen I arrivedThe huse as being painted hen I arrivedPast ntinuusThe have prdued ver 20 dels in the past t ears ver 20 dels have been prdued in the past t ears Present PerfetThe are ging t build a ne fatr in PrtlandA ne fatr is ging t be built in PrtlandFuture Intentin ith Ging tI ill finish it trrIt ill be finished trrFuture Siple2 Passive Verb FratinThe passive frs f a verb are reated b bining a fr f the “t be verb” ith the past partiiple f the ain verb ther helping verbs are als seties pr esent: “The easure uld have been illed in ittee” The passive an be used, als, in varius tenses Let’s tae a l at the passive frs f “design”Tense Subet Auxiliar Past Partiiple Singular PluralPresentThe ar/arsisare designed Present perfetThe ar/ars has been have been designed PastThe ar/ars asere designed Past perfet The ar/ars had been had been designedFutureThe ar/arsill beill be designed Future perfet The ar/arsill have beenill have been designed Present prgressive The ar/arsis beingare beingdesignedPast prgressiveThe ar/arsas beingere beingdesignedIV Reading and identifingSine u are lear abut Passive Verb Fratin, g ba t page 26 and san the text fr all the exaples f The Present Prgressive Passive Vieur fur is being used t ae seaters lie ursShe as being athed b an exited elephant…N tr t put the flling sentenes int The Present Prgressive Passive Vie▲ The are prduing this ne drug▲ Antelpe is ling at her▲ The are illing us fr the l▲ The are destring the farV Disvering useful struturesT nslidate ur learning f The Present Prgressive Passive Vie, turn t page 29 and d the graar exerises 1, 2 and 3, als n the ver page f 29VI lsing dn b plaing a gaeT end this perid g t page 29 and pla the gae alled “Tell e hat is happening?” As questins ntaining The Present Prgressive Passive ViePerid 3: A saple lessn plan fr Using Language(ABUT DINSAURS)AisT read and listen abut dinsaursT spea abut helping the ddT rite t the ddPreduresI aring up b reading t the tapeLet’s ar up b reading alud t the rerding f the text ABUT DINSAURS n page 30II Listening abut DINSAURSN I’d lie t tell u sething abut DINSAURS■In fratin abut DinsaurDinsaur eans terrible lizard in Latin The ere alled that beause peple used t thin dinsaurs ere lizards, but the ere nt Dinsaurs first appeared abut 200 illin ears ag 6 illin ears ag, an inds f dinsaurs beae extint Birds are a speial tpe f dinsaur and the ere the nl ind t live until tdaThere ere an inds f dinsaurs Se ate plants and se ate eat The largest dinsaurs ere plant-eaters lie apatsaurus and brahisaurus The ere the largest anials t ever al n dr landther plant-eaters had speial eapns t help the fight ff the eat-eaters Fr exaple, trieratps had three hrns n its fae, anlsaurus as vered in bne plates, and stegsaurus had spies n its tailThe eat-eaters all ran arund n their ba legs lie peple d Se ere ver large, lie trannsaurus, and se ere sall, lie psgnathus It as the saller sized eat-eaters that evlved int birds ne f the first birds as arhaepterx, but it led half lie adinsaurThere ere large fling reptiles that lived at the sae tie as dinsaurs alled ptersaurs, but the ere nt lsel related t dinsaurs There ere als an inds f large reptiles that uld si, lie ihthsaurs and pleisisaurs, but the eren’t lsel related t dinsaurs eitherIII Reading and pingNext e shall g ba t the text ABUT DINSAURS n page 30 again t read it and p dn all the expressins int ur ntebUseful phrases fr ABUT DINSAURSDuring the histr f the earth, live n the earth, tens f illins f ears ag, ae int being, eggs f five speies, a rare ne speies, a bird-lie dinsaur, lib tree, tell…fr…, die ut, hit the earth, put…int the air, get ht, live n, n fr sure, in the sae a, listen t the str abut…, disappear fr…IV Reading t anser questinsRead the questins in the table bel and san the text t anser the hen did dinsaurs live n earth?hen did dinsaurs die ut?H did dinsaurs die ut?V Listening abut the ddHave u ever heard f the dd, an anial that has als disappeared fr the earth?The auritius Dd (Raphus uullatus, alled Didus ineptus b Linnaeus), re nl ust Dd, as a etre-high flightless bird f the island f auritius The Dd, hih is n extint, lived n fruit and nested n the grundNext e are ging t listen t the tape and d exerises 1 and 2 n page 30 n ddVI Speaing in pairs abut helping the ddZha annan: The Dd as driven t extintin b sailrs hen the disvered the island f aritius in the 17th entur It is ne f the first duented huan indued extintinsZha anfei: hat a pit that e an nt find an dd n Iagine e are ith the dd, annan,hat uld e d t help it? Zha annan: Then I uld intend t hide it in a ave, s that sailrs uld nt find itZha anfei: If I ere there, I uld tr t trap the as the ere athing and illing the dd Putting an h is harful t the dd in a age and attaing hi is the best a t prtet and save the ddZha annan: I’d lie t and I’read t, teah an h t be friends ith anials, inluding the dd The an and the dd an be living side b side n the earth The an be happ tgetherZhaanfei: I uld rather nt tell u hat I thin f an He is selfish and ruel He ares nl fr hiself and that is h s an anials have disappeared fr this earth Putting the bad en in a age is the nl a ut, I a sureVII lsing dn b riting t the ddAll right n, bs and girls, t end this perid next u are t rite a letter r an eail t the dd telling hi hat u are ging t d t save hiB 1681, the last dd died, and the speies beae extint After hundreds f ears, n ne realled hat a dd bird as, and it as regarded as a th invented b iaginative sailrs It asn’t until the 1900’s hen the bnes ere fund that the dd as believed t be realTda, the dd bird is a sbl f the har huans an bring t ther living things if e are irrespnsiblePart T Teahing Resures (第二部分：教学资)Setin 1: A text struture analsis f H DAIS LEARNED T HELP ILDLIFE I Tpe f riting and suar f the ideaH DAIS LEARNED T HELP ILDLIFETpe f ritingThis is a piee f narrative ritingain idea f the passageDais ent b fling hair t Tibet, Zibabe and a ertain thi rain frest t visit endangered anials, hih ade her n a lt abut se destrutive as ell as prtetin behavirs that peple had dne t ildlifeIdea f 1st paragraphDais arrived in Tibet t see a sad antelpe t learn that in three ears the a all be gneIdea f 2nd and 3rd paragraphsDais ae t Zibabe t see an exited elephant and learned that his fail as being prteted b anIdea f 4th paragraphDais landed in a thi rain frest t find a lever ne and learned that n rain frest,n anials and n drugsIdea f th paragraphDais returned he learning s uh abut ildlifeII A text pla（本剧）f H DAIS LEARNED T HELP ILDLIFE Dais: (aing) h are u? h are u here in bedr?hair: Exuse e I a the faus Fling hairDais: hat are u here fr?hair: I a here t tae u n a trip here uld u g?Dais: I’d lie t see anials that gave furs t ae this seater f inehair: During the histr f the earth there have lived n the earth an, an inds f anials But an have disappeared beause f varius reasnsDais: es, u are right I learned fr bs that tens f illins f ears ag, a rare ne speies f dinsaur, a bird-lie dinsaur, ae int being It uld lib trees and as ver lvel Then it died ut beause sething hit the earth suddenl, putting uh dust int the air S the earth gt t ht fr the anial t live nhair: But n ne ns fr sure hat aused all thse anient anials t die ut, disappearing fr the earth fr everDais: I shall get dressed and put n eans and seater sn Then let’s fl aa t Tibet hina t see the antelpeshair: Here e are in Tibet! Turn arund There is a antelpe there ith a sad faeAntelpe: Hell, friends ele t he u t l s friendl, unlie thse h ae t ill us t use ur furs ae seatersDais: Seaters lie the ne I a earing? h, I a terribl srrAntelpe: The bad en ae in grups t ill fail ebers fr the l The t it fr under urstahhair: I shall tae a piture f u and the antelpe, t be shn t all the rld pepleDais: e Antelpe! Let’s have a piture taen tgether e shall be ff t Zibabe t see elephants therehair: Here e are This is a natinal par fr anials Peple ae t see the and help ith theDais: L, there es an exited elephant Hell, dear Elephant! h are u s exited? Elephant: e are all exited beause things have hanged a lt herehair: h? hat happened?Elephant: e beae endangered ears ag Peple ae t destr the far and ill us fr truns The are atuall ur lng teethDais: I have heard f that The tae ur teeth and ae the int art rhair: an is reall selfish and disgusting But Dais is a nie girl N let’s have apiture taen tgetherElephant: Thse bad en used t e and ill us But n are ell prteted b the gvernent and the gd peple e are happ nDais: Gd- be, Elephant!hair: Tae are, Dais e shall hurr t ur last stp, the thi rain frest in Suth AeriaDais: ! L t the right A lvel ther ne is there She sees t be rubbing herself Hi, ne ther! hat are u ding?ne: I a rubbing a illipede inset ver bd t prtet self fr the squitesDais: H intelligent u are!ne: It ntains a perful drug hih affets squites There are lts f plants and little anials in the rain frest here hih an be helpful t anDais: Is that s? I a ging t tae phts f all thse useful plants and anials I ill sh the phts t lassates s that the understand u lvel anials and the frest better I ill appl t be alled t r here t help u get a better living in the frestne: Than u s uh! Se unfriendl peple ae t ath us, t put us in the z in the it e nes prefer living in the frestDais: Gd- be, ne! I ill reprt hat I learned n this trip t F I ill invite all shlates t in us in the prteting pret The future is t be bright fr bth u the anials and us the huan beings See u!Setin 2: Bagrund infratin n ildlife prtetinI 中国国家重点保护动物名录■ 国家一级保护动物最凶猛的雕：金雕1金雕Aquila hrsaets 2白鹳inia inia3黑麂untaus rinifrns 4云豹Nefelis nebulsa华南虎Panthera tigris 6豹Panthera pardusfusa7白颈长尾雉Sratius elliti 8黄腹角雉Tragpan abti ■ 国家二级保护动物鬣羚：真兽下纲，反刍亚目，有角下目，牛科1鬣羚aprirnis suatraensis2豺un alpinus3金猫Felis teini4短尾猴aaa artides猕猴aaa ulatta6穿甲anis pentadatla 7黄喉貂artes flavigula8斑羚Naerhedus gral 9大灵猫Viverra zibetha10小灵猫Viverriula india 11雀鹰Aipiter nisus12赤腹鹰Aipiter slensis 13苍鹰Aipiter gentilis14鸳鸯Aix galeriulata 1乌雕Aquila langa16白腹雕Aquila fasiata 17短耳鸮Asi flaeus18长耳鸮Asi tus 19雕鸮Bub bub20灰脸鹰Butastur indius 21大鵟Bute heilasius22毛脚鵟Bute lagpus 23普通鵟Bute bute24红脚隼Fal vespertinus 2灰背隼Fal lubarius26游隼Fal peregrinus 27燕隼Fal subbute28红隼Fal tinnunulus 29领鸺鹠Glauidiu brdiei30斑头鸺鹠Glauidiu uulides 31白鹇Lphura ntheera32小隼rrhierax aerulesens 33鸢ilvus igrans34鹰鸮Ninx sutulata 3小杓鹬Nuenius brealis36领角鸮tus baaena 37红角鸮tus sps38勺鸡Purasia arlpla 39蛇雕Spilrnis heela40鹰雕Spizaetus nipalensis 41褐林鸮Strix leptgraia42草鸮Tt apensis 43大鲵Andrias davidianus44虎纹蛙Rana tigrina 4拉步甲arabus lafssaeiII hat is F?F, the glbal nservatin rganizatin as riginall nn as rld ildlife FundIn 1986, it hanged its nae t rld ide Fund Fr Nature (exept in the US and anada) t better represent the spread f its r It as funded n Septeber 11, 1961 b, ang thers, the bilgist Sir ulian Huxle, Prine Bernhard f the Netherlands,ax Nihlsn and the naturalist and painter Sir Peter Stt h designed the riginal bla and hite panda lg It is ne f the rld’s largest envirnental rganizatins, ith a netr f ffies in nearl 60 untries and a seretariat in Gland, Sitzerland 找教案http://zhaiaanPrbabl the st faus nae assiated ith F is HRH The Due f Edinburgh The Due as the first President f F-U fr its fundatin in 1961 t 1982, Internatinal President f F (1981-1996), and is n President EeritusF is dediated t stpping the degradatin f the planet’s natural envirnent and building a future in hih huans live in harn ith nature, b:▲ nserving the rld’s bilgial diversit,▲ ensuring that the use f reneable natural resures is sustainable,▲ prting the redutin f pllutin and asteful nsuptinF has a fatual, siene-based apprah t nservatin, hih fuses n six pririt issues f glbal nern: frests, eans and asts, fresh ater, endangered speies, and the insidius threats f txi heials and liate hange Fr eah f these issues, F has develped easurable targets and runs re than 1,200 field prets arund the rldin an earIII AntelpeThe antelpe are a grup f herbivrus Afrian anials f the fail Bvidae, distinguished b a pair f hll hrns n their heads These anials are spread relativel evenl thrughut the varius subfailies f Bvidae and an are re lsel related t s r gats than eah ther There are an different speies f antelpe, ranging in size fr tin t ver big The tpiall have a light and elegant figure, slender, graeful libs, sall lven hfs, and a shrt tail Antelpe have perful hindquarters and hen startled the run ith a peuliar bunding stride that aes the l as thugh the are buning ver the terrain lie a giant rabbit Se speies f antelpe an reah speeds f 60 iles per hur (100 ileters per hur), aing the ang the fastest f land anialsIV ElephantElephantidae (the elephants) is the nl extant fail in the rder Prbsidea Elephantidae has three living speies: the Savannah Elephant and Frest Elephant (hih ere lletivel nn as the Afrian Elephant) and the Asian Elephant (frerl nn as the Indian Elephant) During the perid f the ie age there ere re speies, hih are n extintElephants are the largest living land aals At birth it is n fr an elephant alf t eigh 100 g (22 punds) It taes 20 t 22 nths fr a bab elephant t ature t birth, the lngest gestatin perid f an land anial An elephant a live as lng as 60 t 70 ears The largest elephant ever rerded as a ale sht in Angla in 1974, eighing 12000 ilgras r 26400 punds Prehistri huan beings have been nn t eat elephants, as reent findings f anial reains in entral hina sh The elephant is n a prteted anial, and nsuptin is prhibited arund the rldV neA ne is an eber f t f the three grupings f siian priates These t grupings are the Ne rld and ld rld nes Beause f their siilarit t nes, apes suh as hipanzees and gibbns are seties inrretl alled nes Als, a fe ne speies have the rd “ape” in their n nae Beause the are nt a single herent grup, nes d nt have an iprtant harateristis that the all share and are nt shared ith the reaining grup f siians, the apesnes range in size fr the Pg arset, at 10 (4 inh) lng (plus tail) and 120 g (4 z) in eight t the ale andrill, alst 1 etre (3 ft) lng and eighing 3 g (7 lb) Se are arbreal (living in trees), se live n the savanna; se eat fruit, se eat leaves, and se eat insets; althugh st have tails (seties prehensile), thers dnt; se have trihrati lur visin lie that f huans, thers are dihrats r nhrats Althugh bth the ne and ld rld nes, lie the apes, have frard faing ees, the faes f ld rld and Ne rld nes l ver different T understand the nes, therefre, it is neessar t stud the harateristis f the different grups individuall Setin 3: rds and expressins fr Unit 4 ildlife prtetinenen1 an hstile grup f peple: He vieed laers as the real ene 2 an ppsing ilitar fre : The ene attaed at danreservev1 arrange fr and reserve (sething fr sene else) in advane: Reserve e a seat n a flight 2 btain r arrange (fr neself) in advane: e anaged t reserve a table at axi’s 3 give r assign a share f ne r tie t a partiular persn r ausehuntn an instane f searhing fr sething: the hunt fr subarines vhase aa, ith as ith fre: The hunted the unanted iigrants ut f the neighbrhd v 1 pursue fr fd r sprt (as f ild anials): Gering ften hunted ild bars in Pland 2 searh (an area)fr pre: The ing used t hunt these frests 3 see, searh fr: She hunted fr her reading glasses but as unable t late the 4 sillate abut a desired speed, psitin, r state t an undesirable extent: The sillatr hunts abut the rret frequen pursue r hase relentlessl: The hunters traed the deer int the dsildn a ild priitive state untuhed b ivilizatin: He lived in the ild ad1 in a state f extree etin: ild ith anger 2 prdued ithut being planted r ithut huan labr: ild straberries 3 in a natural state; nt taed r destiated r ultivated: ild geese 4 ared b extree la f restraint r ntrl: ild ideas nt subeted t ntrl r restraint: A pian plaed ith a ild exuberane- Luis Brfield 6 deviating idel fr an intended urse: a ild bullet 7 (f lrs r sunds) intensel vivid r lud: ild lrs 8 taling r behaving irratinall 9 lated in a disal r rete area; deslate: a gdfrsaen ilderness rssrads 10 ithut ivilizing influenes: ild tribes adv in a ild r undestiated anner: gring ildprtetinn 1 paent extrted b gangsters n threat f vilene: Ever stre in the neighbrhd had t pa hi prtetin 2 the ativit f prteting sene r sething: The itnesses deanded plie prtetin 3 the ipsitin f duties r qutas n iprts in rder t prtet destiindustr against freign petitin: He ade trade prtetin a plan in the part platfr 4 the nditin f being prteted: The ere huddled tgether fr prtetin defense against finanial failure; finanial independene: Insurane prvided prtetin against lss f ages due t illness 6 a vering that is intend t prtet fr daage r inur: The had n prtetin fr the fallutpeaen 1 a treat t ease hstilities: Peae ae n Nveber 11th 2 harnius relatins; freed fr disputes: The rates lived in peae tgether 3 the general seurit f publi plaes: He as arrested fr disturbing the peaeapplv 1 appl neself t Please appl urself t ur her 2 be pertinent r relevant r appliable: The sae las appl t u! 3 as (fr sething): Appl fr a b 4 refer (a rd r nae) t a persn r thing give r nve phsiall 6 avail neself t Appl a priniple 7 ensure bservane f las and rules: Appl the rules t everne 8 put int servie; ae r r epl (sething) fr a partiular purpse r fr its inherent r natural purpse: Appl a agneti field heresuggestv ipl as a pssibilit: The evidene suggests a need fr re larifiatinrubn the at f rubbing r iping: He gave the hd a qui rub v ve ver sething ith pressure: Rub handsntainv1 be apable f hlding r ntaining 2 be divisible b: 24 ntains 6 3 inlude r ntain; have as a pnent: The rerd ntains an ld sngs fr the 1930’s 4 ntain r hld; have ithin: This an ntains ater hld ba, as f a danger r an ene; he the expansin r influene f: ntain the rebel veentaffetv1 have an effet upn: ill the ne rules affet e? 2 nnet lsel and ften inriinatingl: This ne ruling affets ur business 3 ae believe ith the intent t deeive。