新生代英语高级教程2 Unit 4_电子教案(精选.)

高一英语新课标必修2unit4教案_2Teaching 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 finally everything was _____, she had _____ so much!Answers:dreamed, chair, talk, antelope, fur, sweaters, gone, flew, elephant, hunted, government, money,arrived, forest, animals , drugs, gone, learnedStep 2. Pre-reading1. Ss talk about what they know about the animals.2. Ss read the passage and get the main idea.Step 3. Reading (page 30)1. Check Ss’ answer.The main 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 andthen check them with the whole class. Step 5 .Homework Describe 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:Step 4. WritingSs write the letter independently.Some writing tips:1. Collect your idea for the letter. Write an outline of your ways to help it.2. Decide the intention and the purpose of each of your ways.3. Begin your letter with your address and the solution. Then write the ways as the body of the letter.4. Finish the letter with your best wished and your signature.HomeworkSum up what you have learnt in this unit.Period 6. Integrating skillsStep 1. RevisionReview what they have learnt in this unit.Step 2. Listening (page 66)Ss listen to three letters and see if they can help to answer them. While listening, fill in the boxed on page 66.Step 3. SpeakingWork in pairs and try to talk about what advice you might give to one of the three writers.Tips:1. Look through the three problems and decide which one to answer.2. Write notes of your idea.3. Give reasons for your idea.4. Talk about them with your partners and then share your opinions with the whole class.Step 4. Writing (page 67)Ss write down their ideas in the form of a letter. Make each idea into one paragraph. And then exchange the letters with their partners to check.Step 5. Project (page 67)1. Ask the Ss to read the directions.2. Direct the Ss to prepare a project.As a student, what will you do to improve the environment?Step 6 .HomeworkFinish the project on page 67.New words1. decrease vt/vi 变小，减少eg: a) The population of the village has decreased to/by 500 .(该村的人口减少到500人/ 减少了500人。

教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》12345678910补充教学资源Vocabulary Builder参考译文凯文：嗨，珍妮。

最近怎么样？珍妮：还是老样子。

你看到新款乐桃笔记本电脑（Peachbook）了吗？看起来棒极了。

凯文：嗯，我昨晚看到了。

你想要哪一款？珍妮：我想要13英寸的那一款。

它有16G的内存和万亿字节的存储空间。

凯文：听起来不错，但也很贵吧。

它们卖多少钱？珍妮：大约1,299美元。

凯文：1,299美元！太贵了。

我想我还是继续用我的旧特萨斯（Tasus）吧。

珍妮：那台老电脑！你真的需要买一台新的，凯文。

凯文：我知道，但我的特萨斯仍然能正常工作。

我认为现在买台新电脑是不合理的。

珍妮：好吧，我一定要买一台新款乐桃笔记本。

凯文：我想我宁愿把这笔钱用来度假。

珍妮：我不这样认为。

比起度假我更想买一台新电脑。

11Show Time参考译文桑切斯夫人：嗨，亲爱的。

你在干什么呢？桑切斯先生：刚刚我在看电脑广告。

桑切斯夫人：电脑广告？看它做什么？桑切斯先生：我想给赫克托买台电脑。

他上学能用得着。

桑切斯夫人：真有这个必要吗？桑切斯先生：现在跟以前不一样了，亲爱的。

有台电脑就像有纸有笔一样常见。

桑切斯夫人：好吧，也许你是对的。

但买台电脑会不会太贵了？你确定我们可以负担得起吗？桑切斯先生：当然，我们能够负担得起。

我们有一些积蓄。

而且现在有些活动很划算。

桑切斯夫人：真的吗？桑切斯先生：来，你看这儿。

这是一台笔记本电脑，非常轻而且便于携带。

桑切斯夫人：是的，笔记本电脑确实又薄又轻。

桑切斯先生：没错。

这就是重点。

对比一下笔记本电脑跟台式电脑。

桑切斯夫人：比起笔记本电脑，台式电脑要大得多、沉得多。

桑切斯先生：是的，但台式电脑更便宜。

桑切斯夫人：也就是说。

笔记本比台式电脑要小巧，但同时也比台式电脑贵很多。

桑切斯先生：是的。

桑切斯夫人：哪种电脑的内存最大？12桑切斯先生：笔记本电脑的内存比台式电脑要大。

Module 2 Unit 4 Entertainment教材分析This is the fourth un it of the sec ond module of the textbook. The main read ing part of this chapter takes the TV program as the topic and the article subject as the narrative, and describes the story plot and characters' psychology in vivid Ianguage. This chapter focuses on the cultivation of stude nts' readi ng ability and the lear ning of Ian guage kno wledge. Most stude nts are probably very experieneed television viewers, so the topic of this unit should be familiar to them.This un it in cludes three parts: Readi ng. Grammar, Skills, More readi ng.教学目标【语言目标】1. To en able stude nts to get a gen eral idea of the material——en terta inment;2. To lear n grammar (Adverbial clauses of time & reas on);3. To help stude nts know the new trend of en terta inment;4. To help stude nts un dersta nd a floor pla n;5. To help students learn to express how to do something by describing the process of using a DVD player.【能力目标】1. To practice stude nts'speak ing abilities;2. To cultivate the ability of un dersta nding;3. To help the stude nts to grasp the text structure;4. To find a poin ted place accord ing to the give n floor pla n and5. To grasp expository writi ng.【情感目标】1. To help the students to develop a positive attitude about entertainment ;2. Tto help the stude nts to develop a positive attitude about healthy en terta inment;3. To lear n how to give a survey and report the result;4. To develop the students' ability of cooperation.教学重难点1. To help stude nts know the mea nings of words and expressi ons and to con solidate vocabulary;2. To lear n grammar (Adverbial clauses of time & reas on);3」den tify direct ion s, ide ntifiers on maps, and map sig ns;4. Lear n to use sentence patter ns to solicit opinions, opinions, and opinions.课前准备Multimedia, Text book, whiteboard and PPT slides教学过程First Period ReadingStep 1 Warm-upA Survey1. Do you like watching TV?2. What kind of TV programme do you ofte n watch?3. How much time do you spe nd watch ing TV ?What differe nt types of TV programs do you know?While discussing the topic with them, remember to help them form the right attitude towards televisi on.【设计意图】在学生中进行一份调查，引出本节课话题。

新生代英语基础教程2Unit4_电子教案教案课程名称新生代英语基础教程2课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新生代英语基础教程2》补充教学资源VOCABULARY BUILDERSHOW TIME语言解析1. I’m calling about the apartments for rent.我想了解一下出租的公寓。

1) apartment （通常指在同一楼层的）公寓套房one-bedroom apartment 一居室公寓a studio apartment单间公寓（一个大开间，兼作起居室和卧室，常带小厨房和小浴室）2) rentn. 租金e.g. How much rent do you pay for this place? 你租这个地方租金是多少？The landlord has put the rent again. 房东又涨房租了。

v.租用，租借e.g. We rented a villa in Spain last Summer. 去年夏天我们在西班牙租了一栋别墅。

2. We have several apartments available. 我们这里有许多公寓供出租。

available adj.1) 可获得的，可找到的e.g. This was the only room available. 这是唯一可用的房间。

2) 有空的e.g. Will she be available this afternoon?今天下午她有空吗？3. What kind of apartment are you looking for? 你想找什么样的公寓？look for 期望，期待e.g. We shall be looking for an improvement in your work this term.我们期待你这学期功课有进步。

课时：2课时教学目标：1. 知识目标：学生能够掌握本单元的词汇和语法知识，提高英语听说读写能力。

2. 能力目标：学生能够运用所学知识进行日常交流，提高实际应用能力。

3. 情感目标：激发学生学习英语的兴趣，培养学生良好的学习习惯。

教学重点：1. 词汇：掌握本单元的生词和短语。

2. 语法：学习过去进行时态的构成和使用。

教学难点：1. 过去进行时态的构成和使用。

2. 生词和短语的运用。

教学准备：1. 多媒体课件2. 生词卡片3. 语法练习题4. 学生作业教学过程：第一课时一、导入1. 老师与学生用英语进行简单的日常问候。

2. 回顾上一节课的内容，检查学生对知识的掌握情况。

二、新课导入1. 引导学生阅读课文，了解文章大意。

2. 分析文章结构，讲解本单元的语法和词汇。

三、词汇教学1. 教师展示生词卡片，引导学生朗读并拼写。

2. 通过例句，讲解生词在语境中的用法。

3. 学生分组练习，运用生词进行对话。

四、语法教学1. 讲解过去进行时态的构成：主语 + was/were + 动词的ing形式。

2. 通过例句，讲解过去进行时态的用法。

3. 学生练习语法，完成相关练习题。

五、阅读教学1. 学生阅读课文，理解文章内容。

2. 老师提问，检查学生对文章的理解。

3. 学生分组讨论，分享自己的观点。

六、总结1. 老师对本节课的内容进行总结，强调重点和难点。

2. 学生复述本节课所学知识。

第二课时一、复习导入1. 学生用英语进行简单的日常问候。

2. 回顾上一节课的内容，检查学生对知识的掌握情况。

二、听力训练1. 学生听录音，回答相关问题。

2. 老师讲解听力技巧，提高学生的听力水平。

三、口语训练1. 学生分组进行角色扮演，运用所学知识进行对话。

2. 老师巡回指导，纠正学生的发音和语法错误。

四、写作训练1. 学生根据本单元的主题，写一篇短文。

2. 老师批改学生的作文，给予指导和建议。

五、总结1. 老师对本节课的内容进行总结，强调重点和难点。

Unit 4 Wildlife protectionPeriod 1: Warming up and readingAimsTo talk about endangered species and enable the students to say something about wildlife protection and environmental protection.To read about wildlife protection and help the students to get to know “how to help wildlife and how to protect the environment” by reading and guessing.ProceduresI. Warming up by learning about animalsLook at the photos below and listen to me telling you about the animals, the endangered animals.The Giant Panda is a mammal now usually classified in the bear family, Ursidae, that is native to central China.The Giant Panda lives in mountainous regions, like Sichuan and Tibet. The Giant Panda is the symbol of the World Wildlife Fund (WWF), a conservation organization. Toward the latter half of the 20th century, the panda also became somewhat of a national emblem for China, and is now used in Chinese gold coins.Giant Pandas are an endangered species, threatened by continued loss of habitat and by a very low birthrate, both in the wild and in captivity. About 1,600 are believed to survive in the wild.Milu deer is a Chinese deer. It has a long tail, wide hooves, and branched antlers. Another Chinese name for it is “four unlikes,.” because the animals were seen as having the horns of a stag, the neck of a camel, the foot of a cow, and the tail of an ass.These animals were first made known to Western science in the 19th century, by Father Arm and David, a French missionary working in China. At the time, the only surviving herd was in a preserve belonging to the Chinese emperor. The last herd of Milu deers that remained in China were eaten by Western and Japanese troops that were present at the time of the Boxer Rebellion.These deer are now found in zoos around the world, and a herd of Milu deer was reintroduced to Dafeng Reserve, China in the late 1980s. They are classified as “critically endangered.” in the wild, but do not appear to have suffered from a genetic bottleneck because of small population size.A tiger is a large cat famous for its beautiful fur of orange striped with black. Tigers live in Asia and are becoming very rare. This is due to people hunting them for their fur and destroying the forests theylive in.II. Pre-reading1． Defining wildlifeWhat does the world wildlife mean?The term wildlife refers to living organisms that are not in any way artificial or domesticated and which exist in natural habitats. Wildlife can refer to flora (plants) but more commonly refers to fauna (animals). Needless to say, wildlife is a very general term for life in various ecosystems. Deserts, rainforests, plains, and other areas-including the most built-up urban sites-all have distinct forms of wildlife.Humankind has historically tended to separate civilization from wildlife in a number of ways; besides the obvious difference in vocabulary, there are differing expectations in the legal, social, and moral sense. This has been reason for debate throughout recorded history. Religions have often declared certain animals to be sacred, and in modern times concern for the environment has provoked activists to protest the exploitation of wildlife for human benefit or entertainment.2. Reading to the recordingNow turn to page 26, listening and reading to the recording of the text. Try to keep pace with the native reader, making your reading resemble that of the reader, in speed, in intonation and in pronunciation.3. Reading and transformingNow you are to read the text for information to fill in the form.What did Daisy see where she was?In Tibet in China Zimbabwe In thick rain forest4. Reading and underliningNext you are to read the text and underline all the collocations at the same time.HOW DAISY LEARNED TO HELP WILDLIFEnot long ago, wake up, find…by one’s side, a flying cha ir, 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…homeIII. Closing up by matching animals to five risk categoriesDifferent endangered species appear on different endangered species lists. And people who are trying to protecting animal use the following five risk categories to group the unlucky animal.Now in groups of four try to group all the unlucky animals found in China.List of Unlucky animals found in China中国不幸动物分类名录EXTINCT(灭绝动物)-A species formerly indigenous to Canada that no longer exists anywhere.EXTIRPATED（根绝动物）-A species no longer existing in the wild in Canada but occurring elsewhere.ENDANGERED（濒危动物）-A species threatened with imminent extinction or extirpation throughout all or a significant portion of its Canadian range.THREATENED（危急动物）-A species likely to become endangered in Canadaif the factors affecting its vulnerability are not reversed.VULNERABLE（弱势动物）-A species particularly at risk because of low or declining numbers, small range or for some other reason, but not a threatened species.Period 2: Learning about Language(The Present Progressive Passive Voice)AimsTo learn about The Present Progressive Passive VoiceTo discover useful words and expressionsTo 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, that is, to act out our story. Now the class acting team with their text play of HOW DAISY LEARNED TO HELP WILDLIFE!II. Discovering useful words and expressions1. Doing vocabulary exercisesTurn to page 28 and do the vocabulary exercises 1, 2 and 3. You can simply write your answers in the blanks on the very page of 28.2. Playing a gameLet’s go on to play the game described on the top of the page 29. The following sentences are to be passed on.▲ Plant native plants in your backyard.▲ Do not dump weeds in the bush.▲ Build a frog pond in your backyard.▲ Put your rubbish in the bin.▲ Leave your pets at home.▲ Do not take any thing out of the park.▲ Encourage your friends to keep patches of bush as wildlife habitats.▲ Join a community group and offer to do voluntary work.▲ Find out about conservation activities happening in your local area.▲ Participate in local clean-up, tree planting and weed control activities.▲ Learn About Threatened Species▲ Look out for wildlife▲ Refuse to buy any rare or endangered plant or animal product.▲ Be alert and drive slowly at dawn and dusk in rural areas where wildlife may be active.III. Studying The Present progressive Passive Voice1. Passive VoiceThe passive voice is used when focusing on the person or thing affected by an action.The Passive is formed: Passive Subject + To Be + Past ParticipleIt 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. Changes to: Over 20 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 Brunnswick in 1987.The Flight to Brunnswick was written in 1987 by Tim Wilson.Only verbs that take an object can be used in the passive.The following chart includes sentences changed from the active to the passive in the principal tenses.Active Passive Time ReferenceThey make Fords in Cologne. Fords are made in Cologne. Present SimpleSusan is cooking dinner. Dinner is being cooked by Susan Present ContinuousJames Joyce wrote Dubliners. Dubliners was written by James Joyces. Past SimpleThey were painting the house when I arrived. The house was being painted when I arrived. Past ContinuousThey have produced over 20 models in the past two years. Over 20 models have been produced in the past two years. Present PerfectThey are going to build a new factory in Portland. A new factory is going to be built in Portland. Future Intention with Going toI will finish it tomorrow. It will be finished tomorrow. Future Simple2. Passive Verb FormationThe 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 comm ittee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”Tense Subject Auxiliary Past ParticipleSingular PluralPresent 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 progressive The car/cars is being are being designed.Past progressive The car/cars was being were being designed.IV. Reading and identifyingSince you are clear about Passive Verb Formation, go back to page 26 and scan the text for all the examples of The Present Progressive Passive Voice.Our fur is being used to make sweaters like yours.She was being watched by an excited elephant.…Now try to put the following sentences into The Present Progressive Passive Voice.▲ They are producing this new drug.▲ Antelope is looking at her.▲ They a re killing us for the wool.▲ They are destroying the farm.V. Discovering useful structuresTo consolidate your learning of The Present Progressive Passive Voice, turn to page 29 and do the grammar exercises 1, 2 and 3, also on the very page of 29.VI. Closing down by playing a gameTo end this period go to page 29 and play the game called “Tell me what is happening?” Ask questions containing The Present Progressive Passive Voice.Period 3: Using Language(ABOUT DINOSAURS)AimsTo read and listen about dinosaursTo speak about helping the dodoTo write to the dodoProceduresI. Warming up by reading to the tapeLet’s warm up by reading aloud to the recording of the textABOUT DINOSAURS on page 30.II. Listening about DINOSAURSNow I’d like to tell you somet hing about DINOSAURS■In formation about DinosaurDinosaur means terrible lizard in Latin. They were called that because people used to think dinosaurs were lizards, but they were not. Dinosaurs first appeared about 200 million years ago. 65 million years ago, many kinds of dinosaurs became extinct. Birds are a special type of dinosaur and they were the only kind to live until today.There were many kinds of dinosaurs. Some ate plants and some ate meat. The largest dinosaurs were plant-eaters like apatosaurus and brachiosaurus. They were the largest animals to ever walk on dry land.Other plant-eaters had special weapons to help them fight off the meat-eaters. For example, triceratops had three horns on its face, ankylosaurus was covered in boney plates, and stegosaurus had spikes on its tail.The meat-eaters all ran around on their back legs like people do. Some were very large, like tyrannosaurus, and some were small, like compsognathus. It was the smaller sized meat-eaters that evolved into birds. One of the first birds was archaeopteryx, but it looked half like a dinosaur.There were large flying reptiles that lived at the same time as dinosaurs called pterosaurs, but they were not closely related todinosaurs. There were also many kinds of large reptiles that could swim, like ichthyosaurs and pleisiosaurs, but they weren’t closely related to dinosaurs either.III. Reading and copyingNext we shall go back to the text ABOUT DINOSAURS on page 30 again to read it and copy down all the expressions into your notebook.Useful phrases from ABOUT DINOSAURSDuring the history of the earth, live on the earth, tens of millions of years ago, came into being, eggs of five species, a rare new species, a bird-like dinosaur, climb tree, tell…from…, die out, hit the earth, put…into the air, get hot, live on, know for sure, in the same way, listen to the story about…, disappear from…IV. Reading to answer questionsRead 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?V. Listening about the dodoHave you ever heard of the dodo, an animal that has also disappearedfrom the earth?The Mauritius Dodo (Raphus cucullatus, called Didus ineptus by Linnaeus), more commonly just Dodo, was a metre-high flightless bird of the island of Mauritius. The Dodo, which is now extinct, lived on fruit and nested on the ground.Next we are going to listen to the tape and do exercises 1 and 2 on page 30 on dodo.VI. Speaking in pairs about helping the dodoZhao Yannan: The Dodo was driven to extinction by sailors when they discovered the island of Maritius in the 17th century. It is one of the first documented human induced extinctions.Zhao Yanfei: What a pity that we can not find any dodo now. Imagine we are with the dodo, Yannan, what could we do to help it?Zhao Yannan: Then I would intend to hide it in a cave, so that sailors could not find it.Zhao Yanfei: If I were there, I would try to trap them as they were catching and killing the dodo. Putting man who is harmful to the dodo in a cage and attacking him is the best way to protect and save the dodo.Zhao Yannan: I’d like to and I’m ready to, teach man how to be friends with animals, including the dodo. The man and the dodo can be living side by side on the earth. They can be happy together.ZhaoYanfei: I would rather not tell you what I think of man. He is selfish and cruel. He cares only for himself and that is why so many animals have disappeared from this earth. Putting the bad men in a cage is the only way out, I am sure.VII. Closing down by writing to the dodoAll right now, boys and girls, to end this period next you are to write a letter or an email to the dodo telling him what you are going to do to save him.By 1681, the last dodo died, and the species became extinct. After hundreds of years, no one recalled what a dodo bird was, and it was regarded as a myth invented by imaginative sailors. It wasn’t until the 1900’s when the bones were found that the dodo was believed to be real.Today, the dodo bird is a symbol of the harm humans can bring to other living things if we are irresponsible.。

Unit 4 Wildlife ProtectionReading：How Daisy Learned to Help Wildlife●Teaching 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。

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

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

●Teaching Materials: （教学材料）多媒体教室，黑板●Teaching methods：（教学方法）任务型教学；合作型学习；学生小组活动●Teaching 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, so they 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。