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高中英语 Unit4 wild life protection 新人教版 学案

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学段及学科 人教版高一年级英语模块2 Unit4 wildlife protection

授课教师 所在学校

授课类型 阅读课

本节

教学特点 ① 采用“启发式”教学法。

② 结合本单元主题，注重语言运用技能训练。

③ 重实效，目标明确具体，依据学生水平搭建小台阶，开展多样的操练活动来实现目标。

教学内容

及说明 内容：野生动植物的保护。

说明：本单元的中心话题是“野生动植物的保护”。本课主要内容是阅读部分。本课的活动与练习设计由浅入深，目的在于使学生保持学习的愿望和兴趣。把学生的兴趣逐渐吸引到本单元的话题“野生动物的保护”上。让学生体会到野生动物保护的重要性和紧迫性。启发学生积极思考解决问题的办法。

设计流程

启发—练习—反馈

学生情况 学生的单词量比较少，对英语学习不是很感兴趣，英语基础比较薄弱，所以在对文章的理解和把握上不是很理想。

教学目标 ① 能够读懂本篇文章。

② 了解保护野生动物的方式。

③ 能够用所学的词汇谈论濒危物种，野生动物和环境的保护。 教学难点 ①复述课文。

②谈论如何保护野生动物。

教学步骤

Part One: lead in

时间 课堂安排 目的 活动方式

5m Do you know this singer?

What can you see from the song? 使学生在听歌过程中熟悉本单元话题，同时导入本节课所要学习的内容保护野生动物。 集体参与

Part Two: Pre—reading

1m What do you think of the

animals? What happened to

them?

以学生原有的知识为起点，让学生能够说出一些有关濒危动物的词汇。 集体参与

2m What other endangered species

do you know?

Why are they in danger of

disappearing? 学生能够说出一些濒危物种，并能说出这些动物面临消失危险的原因。 集体参与

Part three while-reading

5m Skimming: read the text and

answer the questions:

1 What three places did daisy

go?

2 What three animals did she

meet? 学生能过通过默读课文回答这两个问题，使学生初步了解课文内容。 独立完成

3m Scanning: part one:

1. How did the antelope feel?

2. Why are people hunting and

killing the Tibetan 通过回答这两个问题，使学生基本了解课文第一部分的基本内容。 独立完成 antelopes?

5m Part two:

1. What’s the main idea of

Paragraph 2?

2. What’s the situation about

elephant now?

3. How did life improve for

the farmers in Zimbabwe? 通过回答这三个问题，使学生基本了解课文第二部分的基本内容。 独立完成

3m Part three:

1.Why does the monkey rub

itself?

2.Why is the thick rainforest

important for animals?

通过回答这两个问题，使学生基本了解课文第三部分的基本内容。 独立完成

1m Choose the main idea of this

passage.

通过对前三部分的理解，使学生再次回忆课文内容，对整篇课文进行总结概括。锻炼其总结概括能力。 集体参与

5m Read the text again and choose

the correct answer 通过回答这两个问题，使学生进一步了解课文内容 独立完成

Part four：Post--reading

2m

Fill in the blanks 检测学生对课文的理解 集体参与

6m Retell the story 将所学知识内化。 小组合作

7m What should we do to protect

wildlife？ 运用已有知识和新学词汇谈论如何保护野生动物 小组合作

Miscellanea (其他) 板

书 Unit 4 wildlife protection

Reading

Key words for retelling the story

Part 1: Tibet antelope kill fur

part 2: Zimbabwe farmers elephant hunt protect

Part 3: Rainforest monkey mosquitoes no animals

drugs dream learn much 呈现教学要点，供学生随时查看。

附：Work-sheet

《Unit 4 Wildlife Protection》学案

I lead-in

1 Do you know this singer?

2 What can you see from the song?

II Pre-reading

1 What do you think of these animals?

2 What happened to them?

3 What other endangered species do you know?

4 What caused these animals in danger?

Causes of endangerment

III While-reading

Skimming: questions:

1 What three places did Daisy go?

2 What three animals did she meet?

Scanning:

Part one: 1. How did the antelope feel?

2. Why are people hunting and killing the Tibetan antelopes?

Part two:

1 What’s the main idea of Paragraph 2?

2 What’s the situation about elephant?

3 How did life improve for the farmers in Zimbabwe?

Part three:

1 Why does the monkey rub itself?

2 Why is the thick rainforest important for animals?

Find out the main idea of the passage:

3 Read the text again and choose the best answer.

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.

Part 4 post-reading

2 Retell the story

One day, Daisy________a strange dream. She flew on 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 Daisy Tibet

Zimbabwe

Rain forest ___________is used to make sweater.

Antelopes are killed for______.

Every year a great number of ___________ are

killed. ________used to hunt the elephant.

Now farmers_____them.

A________insect affects mosquitoes.

No__________,no________and

no______..

1 Fill in the blanks:

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新人教版高中英语必修2Unit4 Wildlife protection--Language points教案

新人教版高中英语必修2Unit4 Wildlife protection--Language points教案

Unit 4 Wildlife protection

1． Protection: protecting or being protected 保护

Eg. The shady trees provide protection against the burning rays of the

sun.. 树木成荫可以遮挡炽热的阳光.

Our insurance offers protection for the whole family. 我们的保险可为家庭成员提供保障.

构词解析: protect vt. 保护

Eg. I’ll protect you from danger. 我会保护你不遭到危险.

You need warm clothes to protect you against the cold. 你需要穿暖些以免着凉.

-protectionism n. 保护主义,贸易保护制度 -protectionist n.贸易保护主义者

-protective adj. 保护的,防护的 -protector n. 保护者,防御者

Choice

(1) The vegetables are __ against the cold.

A.protecting B.protected C.having protected

D.being protected

2. suggest: (1) put sb./ sth. Forward for consideration

Eg. I wrote suggesting that he should come for the weekend. 我写信请他来度周末.

(2) state sth indirectly; imply

His cool response suggested that he didn’t like the idea. 他反应冷淡表明他不喜欢这主意.

高中英语Unit4Wildlifeprotectionpart1Warming检测含解析新人教版必修

高中英语Unit4Wildlifeprotectionpart1Warming检测含解析新人教版必修

1 Part 1 Warming Up, Pre-reading, Reading & Comprehending

基础过关练

Ⅰ.单词拼写

1.The US recorded a sharp (减少) in foreign direct investment of 49

percent,

while the European Union suffered a 71 percent drop.

2.More and more students want to (搜寻)for a job in the city after

graduation.

3.It is (确定)that 5G technology will deeply transform our lives and our

society.

4.Students should learn to (克制) their feelings when getting along with

others.

5.Changes in farming methods have badly (影响) employment in the area.

6.More than 3,000 local workers are (雇用) in the tourism industry.

7.I would a it if you could clean the carpet and rub the table.

Ⅱ.选词填空

in relief;protect...from...;pay close attention to;in danger of;burst into

laughter;in peace;die out

1.As we all know, many endangered species

人教新课标版必修2Unit4WildlifeProtection教学设计

人教新课标版必修2Unit4WildlifeProtection教学设计

人教新课标版必修2 Unit4 Wildlife Protection 教学设计

一、教材分析

该局部是本模块的阅读局部，课文重点描绘了Daisy在梦中的一次奇妙的飞毯旅行。通过女孩和藏羚羊、非洲象、猴子的对话，使学生理解野生动物的生存环境日益恶化，保护野生动物刻不容缓。

二、学情分析

学生英语基础个体差异较大，但是大多数学生思维活跃、英语学习热情高、课堂表现欲望强、合作精神好。我根据这些特点，不但精心设计提问的难易水准，努力做到面对实际、讲究实效，既照顾到优等生、中等生，也照顾到学困生，“让全体学生跳一跳都能摘到桃子”，鼓励每个学生参与到课堂活动中来，而且通过小组竞赛激发学生学习英语的兴趣，培养他们的合作水平。

三、教学目标

[知识与技能](Knowledge and skills)

1. Learn the words and expressions about wildlife protection.

2. Make us know how to use the Present Progressive Passive Voice.

3. Learn how to express our intentions and purposes.

[过程与方法](Processes and methods)

1. Through the report on some endangered wildlife in China, let us realize

the necessities of protecting wildlife.

2. By reading Daisy’s wonderful dream, we know how to protect wildlife

高中英语Unit4WildlifeprotectionGrammar教案新人教版必修

高中英语Unit4WildlifeprotectionGrammar教案新人教版必修

如有你有帮助，请购买下载，谢谢！

1页 Unit 4 Wildlife protection 语法课

一、教学内容 Discovering useful structures (p. 29); Using structures (p.

64); Reading task (p. 65)

二、教学目标

在本节课结束时，学生能够

 正确使用现在进行时的被动语态。

 分清现在进行时、一般将来时和现在完成时三种时态被动语态的形式。

 了解被动语态的用法。

三、教学步骤步骤一 热身

1． 检查预习作业：请学生举例说出阅读课文中的主要语法现象。若学生未能完成任务，教师可以请学生观察PPT中的句子，并在阅读课文中找出PPT中的句子，注意蓝字标出的谓语部分；之后请学生在课文中找出和本句型相同的句子。2. 请学生翻译这几个句子，并总结现在进行时被动语态的构成形式。设计意图：通过让学生观察课文中含有现在进行时被动语态的句子，自己归纳出现在进行时被动语态的结构，培养学生自主学习的能力。 如有你有帮助，请购买下载，谢谢！

2页 步骤二 练习

1. 请学生两人一组根据下面的情景和范例编写对话。

2. 请学生两人一组讨论以下情况下该怎么办。教师可以先请一名学生和自己一起为全班做示范。然后请学生两人一组一问一答，分别回答PPT中的八个问题。

设计意图：情景对话练习，既可以让学生熟悉现在进行时被动语态的构成形式，也可以让他们从中体会其用法。

步骤三 对比其它时态被动语态形式，说明被动语态用法

1. 请学生阅读学生用书p. 65的课文，找出课文中所有包含被动语态的句子。之后请一名学生读出自己找到的句子，其他学生补充。教师给出答案，并让学生注意红字部分。

2. 教师用PPT呈现图表（PPT中）（没有设备可以将表画在黑板上），让学生两人一组填出表中动词几种时态被动语态的构成形式。之后教师公布正确答案。

设计意图：通过在课文中找被动语态的句子，复习其他时态被动语态的形式；通过引导学生归纳不同时态被动语态的构成形式，培养学生养成自我小结的好习惯，提高自主学习的能力。