英语优秀教案(人教版)：必修二(Unit4 Wildlife protection--Period5 Speaking and Writing)

Unit 4 Wildlife 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 danger protect… from pay attention to come into being3. Functional items:I. Intentions and purposeI’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. ApologiesI’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..?Homework1. Collect as much information about endangered wildlife as possible.2. Preview the next part—readingPeriod 2. ReadingStep 1. RevisionAsk: What do you think of wildlife protection today?What’s the passage about? Have you previewed it?Step 2. Pre-readingSs in groups discuss the following questions:1. Why should you worry about this?2. What do you think we should do to protect wildlife? Step3. 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!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 lastshe _____ 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 collectinformation for research into Milu deer.2. Ss discuss the information collected with their partner and then check them with the whole class.HomeworkDescribe dinosaurs and Milu deer in your own words. Period 4.Learning about languageStep 1. RevisionSs try to say something about dinosaurs and Milu deer in their own words.Step 2. Practicing the useful words and expressions1. Ss finish Ex 1 and 2 on page 28.2. Check the answers with the whole class and talk about the important phrases.1). apply for sth. /apply to do sth2). Bite-bit-bitten3). Have an good/bad/no effect on …= affect4). Pay attention to : “to” is a prep. Here.Step 3. Structure learning: the present continuous passive voice1. Ss read the following sentences and try to find the rules1). Out fur is being used to make sweaters like yours.2). The environment is being destroyed.2. Ss finish Ex 2 on page 29.3. Play a game.Step 4. Practicing (page 63)1. Ss finish Ex 1 and2.2. Check the answers with the whole class.Step 5. Using structures1. Ss do Ex 1 on page 64 and pay attention to the structures of the present continuous passive voice.2. Tell Ss to remember the following expressions;…is under repair = …is being repaired…is under discussion=…is being discussedHomework1. Review what they have learnt about the present continuous passive voice.2. Finish Wb Ex 2 on page 64.Period 5. Using languageStep 1. RevisionCheck 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? HomeworkFinish the project on page 67.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。

人教版英语必修2 Unit 4 第二课时教学案例[来源:Z§xx§必修2 Unit 4第二课时教学案例教材版本人教版必修2 人教版必修2 U4Wildlife protection ,The second period.Reading and Comprehending.一．学生分析教学对象为高中一年级学生，智力发展趋于成熟。

他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。

他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。

虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。

他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。

不过，本班学生的水平参差不齐，有些差距还相当大。

因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

二．教材分析这一课是本单元第二个课时。

在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。

我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。

我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。

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。

Unit 4 Wildlife ProtectionI. Teaching goalsKnowledge goals: Get the students to know the present situations and the reasons for the endangered wildlife; Learn some important words and phrases of this unit: die out, hunt, in danger and so on.Ability goal: Enable the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to improve their reading ability.Moral goal: Enable the students to re alize the importance of protecting wildlife and do something actual to love nature and live with nature in harmony.II. Teaching important and difficult pointsA. How to summarize the main idea by picking out key words and to locate detailed information in the passage.B. How to make students cooperate with others and how to express their ideas in English.III. Teaching methods: Cooperative learning, task-based approach, discussing and summarizing.IV. Teaching proceduresStep 1 Lead-in. (3 mins)Teaching aim: Enable students to observe what happened to animals byenjoying a song.Greet students as usual.Firstly let’s enjoy a MV (Earth Song by Michael). Pay attention to animals in this music video. (What happened to animals? )T: Boys and girls, does animals live a happy life in this music video?Ss: No!T: Ok, now let’s look at some pictures.Step 2 Warming-up. (3 mins)Teaching aim: Enable students to realize that too much hunting by people is the most important reason for animals’ dying out through some pictures and a question.Picture 1: This is an Tibetan antelope which is very rare. People kill them for their fur, skin and meat.Picture 2: South China Tiger. They are searching for food which means they don’t have a good habitat.Picture 3: Elephant. People kill elephants for their ivories, which are very dear. The ivory has been traded among foreign countries.T: Here we must think about a question: why are these a nimals dying out?Ss: Hungry, hunting......T: More pictures......Therefore, the most important reason for their dying out is too much hunting, by whom?Ss: By people.T: Right. Good!Step 3 Pre-reading. (2 mins)Teaching aim: Import students into the passage--How Daisy Learned to Help Wildlife quickly.T: Then as middle students, certainly we should protect these miserable animals. What should you do?Ss: Plant trees; eat less animals;......T: You are so good. Now everyone, please open your books and turn to P.26. This class we will discuss how Daisy, a little girl, learned to help wildlife.Step 4 Reading. (19 mins)Teaching aim: Enable the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to retell the passage.1)Analyzing pictures. (2 mins)T: How many pictures are there in this passage?Ss: Two.T: Picture 1 is an Tibetan antelope. Picture 2 is about elephants. 2)Listening. (4 mins)Teaching aim: Enable students to listen to the passage based on two questions.According to the two questions, listen to the whole passage and try to underline these answers in the passage.a. Is there any other animal in this passage? If there is, what is it?b. How many places did Daisy travel? What are they?......T: Check answers on the blackboard. (Animals: antelope, elephant and monkey; Places: Tibet, Zimbabwe, and rainforest) But how did Daisy go to these places and see these animals?Ss: A flying carpet.T: Good, she took a flying carpet to these places. Based on these clues, we can divide the passage into 3 parts. (para.1/para.2/para.3-4)3)Skimming. (5 mins)Teaching aim: Enable students to match the main idea of each part by skimming.T: This passage is a story, so we can’t pick out the topic sentence in each part. Then we need to summarize the main idea of each part, but how? Depend on what?Ss: ......T: Key words. Do you still remember? Look at these three sentences in the screen and pick out key words in each sentence. (S1: antelopes; why. S2: get a lot. S3: elephant; good example.) Now finish the task. Three minutes for you.......Check answers. (Ask some student to show his or her ideas.)Para 1: The story of antelopes tells us why we need wildlife protection.Para. 2: The story of elephants is a good example of wildlife protection.Para. 3-4: We can get a lot from wildlife protection.T: All of you did a good job. So here we can summarize the main idea of the whole passage. Look at the screen and fill in the blanks. Together, ok?Ss: In Daisy’s dream, she took a flying carpet to travel and met different animals, which made her realize the importance of protecting wildlife.T: Well done!4)Detailed reading. (8 mins)Teaching aim: Enable students to make a detailed reading about the passage to improve their reading ability.T: Now let’s do something interesting. A competition for you--detailed reading. But how to make detailed reading?Ss: Find information in the passage......T: Right, but imperfect. Look at the screen and read these together. One, two, go.Ss: Locate the key words into the concrete position in the passage, and then look ahead and behind until you find the answers.T: Two points. “Locate”and “look ahead and behind”. Now use this method to read the passage in detail. Three charts for you, about 6 minutes. You are to discuss in groups of six and I will ask some groups to share their answers. Now, begin!Chart 1(para.1):Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.1.Chart 2(para.2):Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.2.Chart 3(para.3-4)powerfuAnswer these questions together and all the boys read these sentences.Evaluate students: Most of you did a good job in this task. So congratulations, my dear boys and girls (clap hands). Pay attention to the method especially when you meet so many new words.Step 5 Summarize. (3 mins)Teaching aim: Enable students to make a brief summary of the passage based on the blackboard design.Make a summary of the whole passage based on the blackboarddesign from the left to the right (the title, animals, places, how to go, main idea of each part and of the whole passage).Step 6 Retell the passage. (5 mins)Teaching aim: Make students retell the passage to examine whether they have grasped this passage.Fill in the blanks. One passage by one. Then ask some volunteers to share their answers.(One day Daisy went to see the animals that gave fur to make her sweater in a flying carpet. It flew away to Tibet in China first, where she saw an antelop e. The antelope told her that they were killed (kill) for the wool.Then they went to Zimbabwe, where Daisy saw an elephant. Farmers used to hunt them without mercy. Now they allowed tourists to hunt only a certain number of animals if they paid the farmers. The problem was solved.In the thick rainforest, a monkey was rubbing a millipede insect which contains a powerful drug to protect (protect)him from mosquitoes. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.)Step 7 Write a letter. (10 mins)Teaching aim: Enable students to understand how to write a proposal letter so that they can provide some actual advice to protect wildlife topractice their writing ability.1). 假设你是小明，学习本课后，对于中学生如何保护野生动植物有自己的看法，现请你向WWF写一封信，提出几点关于野生动植物保护的建议，并期待他们的回复。

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。

Book 2Unit 4---Vocabulary教学设计一、课型：技能训练课二、教学目标：通过观察，模仿，操练，掌握一些识记单词的方法，例如：构词法，拼读法，联想法，情境法等。

通过构词法，拼读法，联想法，情境法等方法识记本单元46个单词和词组。

通过梳理和构建知识体系，明白持之以恒在记忆英语单词学习的重要。

三、目标分析论证：准确性分析：本课时是这个单元的词汇课。

英语词汇教学是基础知识教学的重要环节。

词汇的贫乏会影响学生英语整体水平的提高，会妨碍学生听说读写各个方面。

现高中英语新教材除了内容贴近生活，富有较强时代气息这一特点外，还有一个明显的特点---词汇量大。

每个单元约四，五十个单词和短语，因此记忆词汇成为了学生的艰巨任务。

课标提倡教师和学生了解遵循记忆规律，提倡采用有效的词汇学习方法和策略来进行词汇的教授和学习。

教师以此为依据，根据本单元词汇的特点，将词汇进行分类教学。

可行性分析：本届高一的学生英语基础较差，词汇量较小，对各种单词记忆法的认知不足，从而导致不能高效识记单词。

在本课中教师根据不同的单词记忆法的特点将本单元的单词和词组分类，通过开心消消乐，连连看，最强大脑等游戏环节让学生体会不同的单词记忆法，帮助学生分类记忆单词，使得词汇的记忆不再是枯燥低效的，而是有趣高效的。

弹性分析：由于所任教班级的水平有差异，原课型的教学设计要做出适当调整：在基础较好的班级加大测评调控的比重；在基础较差的班级则要加长学生记忆和消化新知的时间。

五、教学反思词汇的研究一直是语言界的热点。

英国语言学家威尔金斯（Wilkins）说过：“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed .”我校的今年课堂大赛没有像往年一样选定课文阅读教学作为比赛的课题，而是别出心裁地确定了Book 2Unit 4的词汇作为赛课内容。

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。

Period 4 ListeningThe General Idea of This Period：This period aims at training students’two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and writing an well-organized letter about how to solve a specific problem.Students can improve these skills by listening，writing and finishing the relative exercises.Also in this period students can meet the theme of this unit again.Teaching Aims：1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.2.Help the Ss learn how to organize a letter to save the endangered animal dodo.Teaching Important Points：1.Make sure the students know the importance of tones in spoken English.2.Enable the students to organize a letter in the proper and efficient way.Teaching Difficult Point：How to write a letter in the correct way.Teaching Methods：1.Listening-and-answer activity to make the students know the importance of tones in spoken English.2.Practice to improve the students’ writing ability.Teaching Aid：A tape recorder and a projector.Teaching Procedures：Step 1 RevisionT：Good morning，boys and girls!Last class I asked you to prepare the description of dinosaurs and Milu deer and dodos，so now I will ask some of you to have a try.Any volunteers?S1：Dinosaurs lived on the earth long before humans came into being.There were many different species of them，of which a rare new one was able to run as well as climb.The reasons for their dying out are not sure.Maybe because of a large rock or due to the hot weather.S2：Dodos lived on the earth long long ago.They lived on an island called Mauritius.They were curious and kind hearted and quite different from most of the animals there.They were birds，but they were large and only had small wings.Their favorite activity was to wander along the beach and wait till the insects were ready to be eaten.S3：Milu deer used to be common in China.They lived together and lived on grass.But as a result of hunting，they disappeared from China later.Luckily，some were taken to Britain before that.So Chinese government can bring back some.Now there are more and more Milu deer in China.T：Everyone has done a very good job!Step 2 Brainstorming about tones in spoken English（Teacher asks two students to answer two easy questions，then express gratitude using different tones.One is ”Thank you↘”.The other is “Thank you↗.”）T：Well，just now I said “Thank you”，do you find some differences?Ss：You use different tones.T：Good.In the first one，the falling tone shows that I am very grateful.But in the second one，the rising tone means that is what the S should do and I was not really grateful.T：In spoken English，tones are used to express different feelings.To understand how the speaker is feeling，listen for four main things：the volume of the languagea rising or falling tonestress on certain wordspauses in the sentencesStep 3 Listening for general ideaT：OK，now we are going to listen to the story about another animal named dodo.Please have a look at the picture on P31.What does it look like?Ss：It looks like a duck.It’s very large.T：What about its wings?Are they very large too?Ss：No，its wings are very small.T：Can it fly high in the sky easily?S1：I don’t think it can easily fly high in the sky.T：Do you agree with her?Ss：Yes.T：So what might be its problem?S2：It can only walk on land.And when there is an animal attacking it，it can’t escape.T：You might be right.Let’s listen and see.As for the first time，you don’t have to understand every word.You can ignore what you don’t understand and concentrate on what you can understand.Now please open your books and turn to Page 30 to go through the Ex.2 and try to predict what might happen to dodo.（Two minutes later）T：What happened to dodo?Ss：It disappeared.T：Right.Check the answers to Ex.2 and get some Ss to tell the mistakes in the other choices.Step 4 Listen for detailed informationGet the Ss to listen to the tape again and fill in the blanks.Once upon a time I lived on the earth too.I was called “dodo”.My home was an ______ called Mauritius.I was ______ and ______ and quite ______from most of the animals there.I liked to make friends with the other animals and never ______.I have no enemies.We were birds too，but we were large and only had small ______.My favorite activity was to ______ along the beach and wait till the insects were ready to be eaten.Get the Ss to discuss the answers in pairs and then check the answers to blanks （Suggestedanswers：island，curious，kind-hearted，different，quarreled，wings，wander）and Ex.1 （CDBC）.Get them to tell the reasons for their choices.Step 5 Further PracticeT：After we learn the story about the dodo，we shall again know the importance of protecting our environment.In fact to protect our earth is to protect ourselves.Next we shall listen to one more story about human beings and their environment.Please turn to P62.Listen for the first time and get the general idea.（After listening for the first time）T：What is the main idea of the story，do you think?S1：It’s about how a farmer improved his empty land and made his farm more beautiful.T：Good job.Get the Ss to listen for the second time and try to finish Ex.1 on P62.（After the Ss’ listening for the second time）Get them to discuss the answers in groups of four and then check the answers together.At last listen to the tape for the last time to check the answers.Listen for the third time and finish Ex.1.Step 6 Summary and HomeworkT：In this class，we have learned the importance of tones in spoken English，how to find out the general idea and the detailed information.After class，you should go on listening to more materials and try all efforts to make your ears sharp.That’s all for this class.Class is over.Homework：Surf the internet to find more information about the endangered animals in China and think of some ways to protect them.Step 7 The Design of the Writing on the BlackboardUnit 4 Wildlife protectionPeriod 4Listen for the general ideaListen for detailed informationtones，intonation，stress etc.dodo （large body，small wings）Step 8 Record after Teaching。

人教版高中英语必修2《Unit4Wildlifeprotection》教案人教版高中英语必修2《Unit 4 Wildlife protection》教案【一】教学准备教学目标Teaching Objectives: At the end of this lesson, students shouldmaster the key w ords and expressions through the competitio n;practice their reading skills such as skimming and scanning;enhance their cooperation abilities through group work;realize the importance and emergency of protecting wildlife;教学重难点Teaching Important Points:Students can do the competition actively and master the words and expressions ;Students can finish those reading exercises by thems elves by using reading skills;Students can do the group task successfully.Teaching Difficult Points:Students can un derstand the content of the passage and do the group discussion successfully.教学过程Teaching Procedures:Part 1. Pre-reading (11’)1. A video of “THE LION KING” and some pictures of the miserable animals;2. Words and expressions competition.Part 2. While-readin g ( 20’)1. Skim the whole passage and finish the chart below.2. Read the Paragraph 1 and find out the answers to the following questions.1). How did the antelope feel?2). Why are people hunting and killing the Tibetan antelopes?3. Read paragraph 2 and choose the best answer according to the text.1). Why is the number of elephants increa sing in Zimbabwe?A. Because more elephants have come to Zimbabwe.B. Because farmers are happy and no longer kill them;C, Because those elephants don’t destroy farms any more.2). How does the government of Zimbabwe help protec t wild animals?A. It allowed tourists to hunt a small number of animals if they paid the farmers;B. It forced farmers to protect the animals.C. It put m ore wild animals into Zimbabwe.4. Read parag raph 3 and fill in the blanks.When the carpet and Daisy came to ___ ___ ______, they saw a _______ rubbing itself with a millipede _______, which can ______ mosquitoes because it ______ a powerful drug. The money told Daisy to pay more ________to the rainforest and _____ how the animals live t ogether. No forest, no animals, no _____.5. True or False statements.1. Daisy saw many antelopes in Tibet.2. Daisy’s sweater was made of sheep wool.3. The elephant used to be well protected in Zimbabwe.4. In Zimbabwe, tourists love to see the elephants.5. The farmers in Zimbabwe get nothing from the elephants now.6. This is a real story in Daisy’s life.Part 3. Post-reading ( 8’)1.Ask “Daisy” to talk about her feeling;2. Discussion: What should we do to protect wildlife?3. See a short video of Jackie Chan.Part 4. Summary and Wri ting ( 1’)Write a short passage based on the discussion.课后习题Please write a letter to WWF and provide some suggestions on how to protect wildlife.人教版高中英语必修2《Unit 4 Wildlife protection》教案【二】教学准备教学目标Improve students’ ability of extensive reading.Improve students’ a skills of listening.教学重难点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.教学工具课件教学过程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 o nce 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.课后小结学了这节课，你有什么收获?课后习题完成课后习题。