全程设计(三维设计)人教版英语必修2Unit1 Section Ⅳ

The old Elephant House at the National Zoo in Washington D．C. has been renovated (翻新) to include a lot more space for the giant animals to play, rest and even take a shower. It has been renamed the Elephant Community Center, and it also offers a lot more for human guests.“It's a great place for elephants to socialize，” said Marie Galloway, who is the elephant manager at the zoo.The community center is designed to hold as many as 10 elephants. Although the zoo plans to increase the herd (象群), there are now just three elephants: Ambika, Shanthi and Kandula.Galloway said each animal reacted(作出反应) differently to the new space. Shanthi, 38 years old, walked right in and explored everywhere. Ambika, 65, was very cautious (谨慎的) the first day, not sure if the new space was safe. And Kandula, Shanthi's 11-year-old son, had a funny way of dealing with the unknown. “He backed his way in，”Galloway said with a laugh.“The elephants are already enjoying throwing sand on one another，” said Galloway.People also have a lot more to do than in the old building, where they had few chances to learn about endangered species from Asia.There's a display featuring one of Kandula's old toys: a 750-pound tire. Visitors can watch a video of him playing.There are several other hands-on activities, including a machine that compares elephant sounds and human voices.You also can make a promise to save the elephants.Lastly, “protection” is the message zoo officials hopevisitors will take away from the exhibition. “We're hopingpeople will come to ... and become educated，” Galloway said.“And take action to protect elephants.”Section_ⅠWarming Up & Reading — Pre-reading[原文呈现][读文清障]HOW DAISY LEARNED TOHELP WILDLIFEDaisy had always longed to help①endangered species② of wildlife. One day she woke up and found a flying carpet③by her bed.“Where do you want to go？”it asked. Daisy responded④immediately.“I'd like to see some endangered wildlife，” she said.“Please take me to a distant⑤land where I can find the animal that gave fur⑥to make this sweater.”At once the carpet flew away and took her to Tibet. There Daisy saw an antelope looking sad⑦. It said，“We're being killed for the wool beneath ⑧our stomachs. Our fur is being used to make sweaters for people like you. As a result, we are now an endangered species.”At ⑨that Daisy cried，“I'm sorry I didn't know that. I wonder what is being done to help you. Flying carpet,①long v t.&v i.渴望；极想long to do sth.渴望做某事此句中had longed to do sth.是过去完成时形式，意为“早就渴望做某事”，发生在以下所讲故事之前，所以用过去完成时。

人教部编版高中英语必修第二册全册教案教学设计Unit 1 Cultural HeritageUnit 2 Wildlife protectionUnit 3 The internetUnit 4 History and traditionsUnit 5 MusicUnit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1.This section focuses on "Understanding how a problem was solved,,, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1.Enable students to understand the main information and text structure of the reading text;2.Motivate students to use the reading strategy "make a timeline,, according to the appropriate text genre;3.Enable students to understand how a problem was solved;4.Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1.Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2.Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3.Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1.PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1.Why did the Egyptian government want to build a new dam in the 1950s?2.Why did the building of the dam lead to protests?3.How did the government save the cultural relics?4.Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5.What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1.What do "problems" refer to and what do "solutions" refer to?2.Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3.What can you infer from "Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics"?4.What can you infer from "Fifty countries donated nearly 80 million to the project"?The project cost a lot of money.5.Before the building of the dam, what problems did the Nile River bring to the Egyptian?6.What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless c ultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1.How to deal with the construction and the protection of cultural relics?2.As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text. 板书设计教学反思Unit 2 Wildlife ProtectionReading for Writing【教材分析】The activity theme is "making effective poster,,. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public's awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the "ambassador" of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, "give ugly a chance!" calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author's point of view. The second POSTER "don't make paper with my home!,, adopts anthropomorphic rhetoric and takes koala's heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author's attitude and point of view. In addition, the title ofthese two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful.【教学目标】1.Cultivate students to acquire some features about an English poster by reading the text.2.Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3.Develop students' writing and cooperating abilities.4.Strengthen students' great interest in writing discourses.【教学重难点】1.Stimulate students to have a good understanding of how to write an English poster properly.2.Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pefs shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I.Read the news report and then solve the questions below.1.Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2.What did the young people do in the shelter?Take care of animals.3.How do the young people think of their work?Worthwhile4.What help does the centre need?Volunteers, time and love.II. Read the text again and then choose the best answer.1.What should we do when we protect the wildlife animals?A.Treat all the wild animals equally.B.Only pay attention to less cute animals.C.Pay attention to cute animals.D.Care about endangered wildlife animals.2.Whafs the bad effect of cutting down billions of trees to make paper for humans?A.Make a lot of animals homeless.B.Make a number of wildlife animals dying out.C.The animals5 habitat is being destroyed.D.All of them.【答案】ADCStep 3: Study the organization and language features.1.Read the passage more carefully and write down the outline of the text.1.The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文：当一些高中生和他们的父母看到在主人搬走后,时，们建立了小朋友宠物收容所。

Section_ⅣLearning_about_Language_&_Using_Language [原文呈现][读文清障]ANDY — THE ANDROIDI'm part of an android①football team. About once a year we are allowed to get together②to play a game of football③. I'm as big as a human. In fact, I look like one too. On the football team I'm a striker④ so I have to be able to run very fast. My computer chips help me to move and think like a human. For example, I have learned to signal⑤to my teammates⑥in computer language to give me the ball when I am open and have a good shot for a goal⑦.①android/'ændrɔId/n.机器人②be allowed to do sth.被允许做某事③to play ... 为不定式短语作目的状语。

④striker n．前锋⑤signal/'sIɡnəl/v i.& v t.发信号n．信号signal to sb. to do sth.向某人发出做某事的信号⑥teammate/'tiːmme It/n.同伴；伙伴⑦shot n．投球；射球when引导时间状语从句。

机器人安迪[第1段译文]我是机器人足球队的一名成员。

每年大约有一次，我们可以获准在一起进行一场足球赛。