高中英语必修二unit4wildlifeprotection教学设计

人教新课标版必修2 Unit4Wildlife Protection 教学设计一、教材分析该局部是本模块的阅读局部，课文重点描绘了Daisy在梦中的一次奇妙的飞毯旅行。

通过女孩和藏羚羊、非洲象、猴子的对话，使学生理解野生动物的生存环境日益恶化，保护野生动物刻不容缓。

二、学情分析学生英语基础个体差异较大，但是大多数学生思维活跃、英语学习热情高、课堂表现欲望强、合作精神好。

我根据这些特点，不但精心设计提问的难易水准，努力做到面对实际、讲究实效，既照顾到优等生、中等生，也照顾到学困生，“让全体学生跳一跳都能摘到桃子”，鼓励每个学生参与到课堂活动中来，而且通过小组竞赛激发学生学习英语的兴趣，培养他们的合作水平。

三、教学目标[知识与技能](Knowledge and skills)1. Learn the words and expressions about wildlife protection.2. Make us know how to use the Present Progressive Passive Voice.3. Learn how to express our intentions and purposes.[过程与方法](Processes and methods)1. Through the report on some endangered wildlife in China, let us realize the necessities of protecting wildlife.2. By reading Daisy’s wonderful dream, we know how to protect wildlife by using some teaching software, pictures, flashcards or objects.3. Get us to know how to express out intentions and purposes using some sentences.[情感、态度与价值观] (Emotion, attitudes and values)1. By learning this unit we can know the living conditions of wildlife at present, at the same time we also understand the necessities of protecting wildlife.2. The content makes us learn something about nature environment, the meaning of protecting wildlife, it can benefit harmonious development between animals and humans.四、教学重点、难点1. Learn the words and expressions in this unit: die out, long (v.), respond, burst into laughter, certain, sugge st, protect… from, contain, affect, pay attention to , come into being, according to .2. Learn how to express our intentions and purposes using the following phrases:Intention PurposeI’m going to … to help/save…I inte nd/mean/plan to to protect… from…I will… so that…I’d like to … in order to …I’d rather not … but to …I’m ready to to teach them a lesson…I feel like… to punish those who do harm to wildlife3. Help the student understand the passage better and learn something aboutwildlife protection.4. How to help the students improve their reading ability.五、设计理念《课程标准》明确指出高中英语教学要“侧重提升阅读水平，特别注重开发和利用课程资源，创造机会，使学生积极、主动地用英语去思维，去交流”。

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。

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

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

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

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

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

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

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

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

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

1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。

旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。

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

从而有效地引导学生关注本单元话题，关注动物生存现状。

1.2 Pre-reading是Reading的热身活动。

通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。

同时要求学生通过阅读文中的图片和标题来猜测文章的内容。

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

动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。

从而号召人们热爱动物，保护动物，从我做起。

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

练习1要求学生根据阅读文的内容回答问题。

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

高中英语必修二U4 Wildlife protection教学设计1.整体设计思路、指导依据说明本节课体现的是《普通高中英语课程标准》规定的课程性质和理念：“使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的精神；在加强对学生综合语言运用能力培养的同时，注重学生用英语获取信息、处理信息、分析问题和解决问题的能力以及用英语进行思维和表达的能力。

”本节课以新课程标准的一些核心理念为依据，以任务型语言教学为主，通过实际生活中的真实语境，激发学生学习英语的兴趣，寓教于乐，倡导小组表演活动，小组讨论，鼓励学生全体参与课堂，在体验、实践、合作与交流的学习方式中，培养学生用英语表达的能力，理解保护野生动物的重要性，达到培养学生的社会责任感，提高思考和判断的能力，进而增进跨文化理解和跨文化交际意识。

本节课的设计重视课前的导入，重视课中学生的小组角色表演。

2. 教学背景分析教学内容分析：本节课必修二第四单元 Wildlife protection 的 Reading 部分。

本单元的话题“野生动物保护” 。

Reading 是整个单元的核心部分，是Warming up 的延续和升华。

此外，大部分的重要词汇和句型结构都在这个课时中呈现出来。

完成本节课的阅读，为本单元目标的完成作了很好的铺垫。

也是培养学生阅读能力的重要渠道，发展阅读技能和策略的必经之路。

文章介绍了一个叫Daisy 的小女孩在梦中经历的一次奇妙的飞毯飞行。

通过女孩和藏羚羊、非洲象、猴子的对话，学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。

学生情况分析：教学对象为高一学生，所教班级的学生思维活跃，有强烈的求知欲望，认知能力比初中有了进一步的发展，到了高中逐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，具备一定的阅读理解能力，不再单纯地满足教科书上仅有的知识，有获取更多信息的欲望。

笔者注重提高学生用英语进行思维和表达的能力。

Unit 4 Wildlife Protection教学设计高二英语组杜佳红一、教案背景1. 面向学生：高中2. 学科：英语3. 课时：45分钟4. 学生课前准备：（1）预习课文，了解有关野生动植物保护的内容（2）搜集一些和野生动植物保护的图片及保护野生动植物方法二、教材分析本单元的中心话题是“野生动物保护”。

涉及的内容包括濒临灭绝的野生动物的生存现状；我们要学会如何保护野生动物，以及要从已经灭绝的动物中吸取哪些经验才识从而促进我们保护野生动物的意识。

教学重点1. Develop students’ reading and speaking skills.培养学生读与说的能力。

2. Let students learn some important language points让学生掌握重要的语言点教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.让学生掌握一些阅读策略。

2. Have students make a discussion about wildlife protection.让学生讨论如何保护野生动植物。

教学目标目标知识与技能目标Get students to learn some useful new words and expressions in this part.让学生学习一些有用的词汇与表达。

过程与方法目标Develop students’ reading skills and enable them to learn how to use different reading strategies. 培养学生的阅读技能，学习使用不同的阅读策略。

情感态度与价值观目标1.Let the students know the importance of wildlife protection and learn to protect them. 让学生知道野生动物保护的重要性并学习如何保护野生动植物。

高中英语必修2说课稿 Unit 4 WildlifeProtection高中英语必修2说课稿 Unit 4 Wildlife Protection大家好，今天我要介绍的课是普通高中课程标准实验教科书英语必修2第4单元Wildlife Protection的阅读部分。

下面我将从以下四个方面阐述我的课：教材分析^p 、学情分析^p 、教学方法、教学步骤和板书设计。

一、教材分析^p ：(教材内容分析^p ，教学目的,教学重点和难点)首先，我来讲下我的教材分析^p 。

这主要包括教材内容分析^p ,学情分析^p ，教学目的和教学重点和难点四个方面。

1.教材内容分析^p这篇阅读材料紧扣本单元的中心话题“野生动物保护的重要性”，讲述了一个叫戴西的小女孩在梦里和一些野生濒临灭绝的动物交谈，知道了保护野生动物的重要性，既是对前面热身部分的升华，也是这单元的主题内容和词汇学习的重点。

这篇文章构造非常明晰，是按戴西在梦中的的三次飞毯经历来分段的，但段落大意不是很明确。

此外，在这篇文章中出现的生词不是很多。

〔下面，我来讲下对学生学情的分析^p 〕2.学情分析^p学生对本单元的主题“野生动物保护”的话题是非常的熟悉，而且学生们对各种各样的动物也非常的感兴趣。

高一现阶段的学生也已经掌握了根本的像寻读，略读，概括等阅读技能，他们也能就一些问题进展英语对话讨论。

但是，学生对文中出现的组织WWF并不清楚，对有些句子所隐含的话外之音也不是很清楚，也对独立解决一些现实的问题感到困难。

3.教学目的本节课的教学目的包括知识目的、语言技能目的、情感目的、文化意识和学习策略目的。

语言技能：1〕学生可以应用不同的阅读技能得到所需的信息；2〕在略读后，学生能概括各段段落大意；3〕学生可以分析^p 作者某些句子的写作意图，像“No rainforest, no animals, no drugs” and “And there are always WWF.”语言知识：1〕学生能知道更多的关于为什么一些动物濒临灭绝以及如何保护它们；2〕通过学习大部分学生可以掌握并运用重要词汇: mercy, importance, contain等等；情感态度：学生可以认识到保护野生动物的重要性；文化意识：学生能对WWF组织有一定的理解。

教学准备1. 教学目标Improve students’ ability of extensive reading.Improve students’ a skills of listening.2. 教学重点/难点1. Teaching important points:A. Improve students’ ability of extensive reading.B. Improve students’ a skills of listening.2. Teaching difficult points:A. How to finish the task in limited time.B. How to get the accurate information while listening.3. 教学用具课件4. 标签Unit 4 Wildlife protection教学过程Step 1. GreetingStep 2. Daily reportStep 3. RevisionCheck the answers to the exercises done yesterday.Step 4. Extensive reading1. Ask students two questions before listening to the tape, and then listen to the recording of the text:A. When did dinosaurs live on the earth?B. Why did they die out?2. Explain the following language points:① long before 很久以前before long 不久之后Dinosaurs do live on the earth long before.Before long dinosaurs die out from the earth.② on the earth- in the worldon earth 究竟What on earth do you want?Step 5. Listening1. Explain the following difficult words to the students before listening:① once upon a time 曾经；很久以前② curious adj. 好奇的③ wing n. 翅膀④ trap n. 陷阱⑤ spear n. 矛2. Listen to the recording of Dodo’s Story.3. Finish Ex 1 on p30.4. Check the answers (C D B C)5. Listen to the tape again and finish ex2 on P30Step 6 Homework1. Finish Ex. 21-55 on English Weekly 15th2. Review the language points in this unit.课堂小结学了这节课，你有什么收获?课后习题完成课后习题。

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