必修二unit 4教案

Unit 4 Wildlife protectionThe First Period (Warming up & Talking)Teaching Procedures:Step One: Leading-in1.Show Ss the pictures of some rare animals.2.Ask Ss to guess their names and talk about them.Step Two: Warming up1.Ask the Ss to look through the words above the table on P25, and find out:Why did so many wild animals die out?(lack of food, bad environment and enemies, climate change, pollution…)2.Look at the table on P25, and work in pairs to retell the report, using completesentences.( The teac her may give an example of “pandas”).Example: pandaThe problem the pandas face in China is that they do not have enough food, because of the loss of bamboo growing areas. To solve this problem, China has set up a protection zone in Sichuan Province for the pandas. It is called Wolong Nature Reserve. Thanks to the effort, things have changed for the better. The number of pandas has risen from very few to around 50 after the growth of bamboo areas for the pandas.3. Ask some Ss to talk about Milu deer and South China tiger.Step Three: DiscussionAsk Ss to discuss the following questions in a small group.1)What other endangered species do you know?2)Why are they in danger of disappearing?3)Do you know of any wildlife that has disappeared?Answers: 1) antelope, bear, leopard [豹], whale, crocodile, elephant, golden monkey[金丝猴], giant salamander[娃娃鱼], Chinese Alligator[扬子鳄],dolphin, rhino…2) too much hunting, lack of food, bad environment, …3) dinosaurs, dodo, …Step Four: Language points1.as a result 结果；因此（放在句首或句中，用逗号与句子其它部分隔开,常用在有上下文表示原因的情况下）eg. He was lazy. As a result, he was late for school. 他懒。

Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。

教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。

通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。

学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。

II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。

而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。

本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。

III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。

这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。

整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。

IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。

教学内容一．Words1. affect v. 影响；侵袭，使感染 affection n. 喜爱；affected adj. 假装的；做作的；【拓展】be affected by被……侵袭；被……感动He was much affected by the sad news. 这个悲惨的消息使他非常难过。

辨析：effect与affecteffect用作名词时，意为“影响，效果”，常用于have an effect on结构中；用作动词时，表示“引起，使发生”。

affect用作动词，意为“影响”，常表示消极的影响。

用effect，affect的适当形式填空(1)New controls will e into effect next month.(2)Parents’ words and actions will affect children greatly.2. contain v. 包含，含有；容纳；控制，抑制 container n.容器；集装箱；货柜The stadium is big enough to contain 100 thousand audience. 这个体育场足够大能容纳10万名观众。

I could not contain my laughter. 我控制不住笑出了声。

This drink doesn’t contain any alcohol. 这种饮料不含任何酒精。

辨析：contain，include与holdcontain通常用来指某种容器中盛有某物，装有某物，还指某种物质中含有某成分或含有其他物质。

指作为组成部分而被“包含”或“容纳”在内。

include通常表示把某事物作为其中的一部分包含在内。

在句中常构成分词短语sth. included或including sth.。

hold通常指有能力容纳，相当于contain，seat。

The bottle contains olives. 瓶子里装着橄榄。

【2019统编版】人教版高中英语必修第二册Unit 4《History andtraditions》全单元备课教案教学设计Unit 4 HISTORY AND TRADITIONSListening and Speaking【教学目标】1. 掌握本课的重要词汇与句式；2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。

【教学重难点】1. 本课时的重要词汇与句式；2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。

【教学过程】Step 1 Lead inLook at the photo on Page 37, and then get the Ss to ask and answer the questions.1. What do you know about the buildings in the photo?2. What traditions of that city/country do you know about?3. Why is it important to protect historic buildings and cultural traditions?Then have some Ss share their views on the questions.Step 2 Share views on historic sites1. Before listening, get the Ss to look at some photos of Qufu in Activity 1 on Page 38. And ask “What can you say about these places?”Get the Ss to discuss in groups, and then ask several volunteers to share their views with the class.2. Listen to a conversation between a British tourist and a Chinese student inFinally check the answers with the class.3. Listen again and decide whether these statements are true (T), false (F), or not mentioned (NM).(1) Listen and judge, and check the answers.1) Confucius said that learning without understanding leads to confusion.2) Xiao Kong is doing a research project on Confucius philosophy.3) As one of Confucius’ descendants, Xiao Kong’s name is recorded in the family tree.4) Dacheng Hall is the tallest building in Qufu.(2) Then go through the question as bellow, and choose the right answer.·Why do you think William said his hometown was similar to Qufu?A. There are famous halls in his hometown.B. There are no tall buildings in his hometown.C. Both places have a famous person who was born there.D. His hometown doesn’t allow other buildings to be more noticeable than the historic buildings.4. Activity 4(1) At first, go through the Understand idioms with the Ss.An idiom is an expression which means something different from the meaning of the individual words. Some idioms present an idea or paint a picture that gives a hint as to the meaning. Other idioms can only be understood from the context in which they appear.(2) Write down the English idioms that are used in the conversation. Explain their meanings and think about some Chinese equivalents.5. Discuss the questions in groups, and then get some Ss to share their answers.(1) What do you know about Confucius’ ideas on education? Think of two or three examples. What else do you know about Confucius and his philosophy?(2) Think about a historic site that you have visited, and give an introduction to its history and importance.Step 3 Pronunciation1. Read this part of the poem “If-” written by British poet Rudyard Kipling.Notice the linking sounds. Then mark the linking sounds after the modelIf you can make one heap of all your winningsAnd risk it on one turn of pitch-and-toss,And lose, and start again at your beginningsAnd never breathe a word about your loss;If you can force your heart and nerve and sinewTo serve your turn long after they are gone,And so hold on when there is nothing in youExcept the Will which says to them: "Hold on!"2. Repeat the poem after the recording.Step 4 Homework课后练习Unit 4 HISTORY AND TRADITIONSReading and Thinking【教学目标】1. 理解并熟练掌握本课的重要词汇与句式；2. 引导学生通过课内阅读，了解英国的历史，全面培养学生的阅读能力和技巧。

人教版高中英语必修二unit4学习教案一、教学内容二、教学目标1. 学生能够理解并掌握阅读材料中的生词和短语，如：oxygen, generate, climax等。

2. 学生能够运用一般现在时和一般过去时描述云的形成过程及特点。

3. 学生能够运用所学知识，进行有关天气和自然现象的讨论。

三、教学难点与重点1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

2. 教学重点：云的形成过程、特点以及与之相关的词汇和表达。

四、教具与学具准备1. 教师准备：PPT、黑板、粉笔、阅读材料。

2. 学生准备：课本、笔记本、字典。

五、教学过程1. 导入：通过展示一组有关天气和云的照片，引导学生讨论天气和云的特点。

2. 阅读与思考：学生阅读“A Day in the Clouds”一文，并完成相关练习，教师进行讲解。

3. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

4. 随堂练习：学生完成Discovering Useful Structures部分的相关练习，教师进行点评。

5. 小组讨论：学生分组讨论，运用所学知识描述云的形成过程及特点。

六、板书设计1. Unit 4 A Day in the Clouds2. 词汇：oxygen, generate, climax等3. 句子结构：一般现在时、一般过去时，使用“It”作为形式主语七、作业设计1. 作业题目：根据课堂所学，写一篇关于云的形成过程及特点的短文。

2. 答案要求：使用一般现在时和一般过去时，不少于100词。

八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的参与程度，调整教学方法和节奏，以提高教学效果。

2. 拓展延伸：鼓励学生关注天气变化，观察云的形态，提高英语实际应用能力。

重点和难点解析1. 教学难点：一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

2. 例题讲解：讲解一般现在时和一般过去时的运用，以及使用“It”作为形式主语的句子结构。

Unit 4 Wildlife ProtectionThe first periodWarming upKnowledge aims:a. help Ss to understand and master the words and expressions in warming up.b. Let the students know some basic information about the endangered animals and wildlife situation and protection.Ability aims:Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Emotional aims:a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.b. Develop Ss’ sense of cooperative learning.Teaching Key Points:Enable the students to know some basic information about the endangered animals and wildlife protection.Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.Teaching Difficult Points:How to enable the students express themselves freely.Teaching Materials:Blackboard, multi-media, and other normal teaching tools.Teaching methods：Co-operative learningStudents-centered approach & Task-based teaching and learningTeaching Procedures:Step 1: Lead-inLead in by explaining the title and predicting what will be learned in this lesson. Step 2: ExplorationTask: let the students explore the following question:What is the problem of wild animals commonly facing?1. Show some pictures to the students. Students watch the pictures and say what the pictures tell us.References: food shortage, pollution, destruction of habitat, over-hunting.2. Show the students three more pictures and ask: what do people kill or hunt these animals for?From these pictures, students can conclude that people kill animals for food, for fur, for medicine and for works of art.3. Ask the students to give their answers to the question: What is the problem of wild animals commonly facing?Step 3: Discussion1. Let the students discuss the following question: why should we pay attention to wild animals and plants.Students discuss the question in groups and then give their opinions.2. After discussion, tell students what is wildlife protection about.Step 4: Group work1. Let the students read the report on some endangered wildlife in China at page 25, SB.2. Ask the students some questions about the report.3. Let the students describe the chart in small groups according to the sample.4. Discussion. More and more animals are killed by humans, as a student what should you do to protect the wild animals?Step 5: HomeworkWrite a composition according to the tips.假如你是一名记者，采访某动物园负责人有关国宝大熊猫的情况。

《英语》（必修·第二册）Unit 4 Exploring literatureReading (II)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words and expressions: appeal (to), determine, significant, description, reflect, capable (be capable of), contain, element,(in) summary;2. use the above words and expressions in new situations;3. understand synonyms and antonyms;4. give examples to support ideas.II. Key competence focus1. Understand some new words and expressions.2. Use the new words and expressions in new situations.III. Predicted area of difficultyUse the new words and expressions correctly.IV. Teaching proceduresStep 1 Lead-inReview the main points of the article.T: Hello, everyone! We’ve learned an article which describes the wonder of literature. We need to understand the significant qualities of literature if we want to enjoy and understand it. What are the qualities of literature? Would you fill in the blanks according to what you have learned?【设计意图：回归课本，回忆文章，为下一步的词汇学习进行铺垫。

英语必修二第四单元Unit 4 Wildlife protectionThe topic of this unit is wild life protection，which is very important everywhere. It is concerned with the importance of wildlife protection and ways to protect wild plants and animals. It introduces some of the animals to students that are in danger which helps them know the importance of protecting wild animals and plants on the earth.Daisy `s story shows the problems of wildlife protection in three parts of the world: Tibet, Africa and the Brazilian rain forest. It also shows us an organization (WWW) which works all over the world for the wildlife protection.Vocabulary: wild wildlife, protection, decrease, loss, reserve, hunt, zone, carpet, respond, distant, fur, relief, laughter, mercy, certain, importance, rub, mosquito, insert, contain, powerful, affect, attention, succeed, secure, income, employ, harm, bite, inspect, incident, dust, fierce, ending, die out, in peace, in danger, in relief, burst into laughter, protect… from…, pay attention to, come into being, according to, so that Functions:I`m going to……I feel like doing……I would rather not……..I intend / mean / plan to…..I would like to ……I will do ………I am ready to …Apologies:I am so sorry that …..I am afraid that……Thank you very much but…..It is a shame that ……It was very nice of you but ……Grammar: the present progressive passive voiceThe first period: Warming up, Pre-reading, Reading and ComprehendingAbility aims: Develop the students` reading ability to enable them learn about the knowledge of wildlife protection and talk about endangered species.Important points: Get the students to read the passage How Daisy Learned to HelpWildlife and learn different reading skills.Difficult points: Develop their reading ability and enable them to talk about wildlife protection fluently.Step 1 Warming upWarm up the students` interest about wildlife protection by showing some pictures and then answer some questions.1). Can you name at least eight kinds of animals which live in your neighborhood? What habits and characteristics do they have?2). What problems are some wild animals in China facing?3). What has China done to solve the problems?4). How have things changed since China took action to protect wild animal?5). Have you ever watched Tibet antelopes on TV? What problems are these animals facing? What measures has our government taken to protect them?Step 2 Reading1. Read the text aloud to the tape for the main idea, and then fill in the table.How Daisy Learned to help WildlifeThe text is made up of 4 paragraphs and can be divided into 4 partsType of writing A narrative writingPart 1 (para. 1) Daisy visited Tibet where antelopes have been over-hunted.Part 2 (para. 2) Daisy came to Zimbabwe where animals were being killed.Part 3 (para.3) Daisy arrived in a forest which needs to be protected.Part 4 (para.4) Daisy returned home / earning wildlife.2. Scan the text for detailed information to do the following questions.1). Paragraph 1 suggests that _____.A. the number of the antelopes in Tibet is getting smaller now.B. Daisy would like to see the antelopes very much.C. the antelopes have all been killed for the wool and none was leftD. the antelopes have moved from Tibet to some other places2). Paragraph 2 suggests that _____.A. farmers in Zimbabwe once made a living by huntingB. farmers are not satisfied with the governmentC. the living conditions of elephants in Zimbabwe have been improvedD. animals in Zimbabwe find it interesting to take photos with tourists3). Which of the following is not true according to the passage?A. Daisy know little about wildlife protection before the visitB. the endangered animals will disappear in the near futureC. the WWF is an organization whose duty is to protect wildlifeD. animals are being threatened in different ways4). Which is the most probable reason why the monkey in the forest are dying out?A. there are too many touristsB. they are being killed or huntedC. their habitats are being destroyedD. there is no enough food for them5). From the end of the story we can conclude that _____.A. the WWF will help Daisy to make the powerful drugB. the WWF has done little to protect wildlifeC. people will stop killing animals with the help of the WWFD. Daisy will continue to help protect wildlife by working with the WWF3. Read it carefully for the detailed information and then fill in the form.What did Daisy see where she was?In Tibet in China Zimbabwe In thick rain forest4.根据课文内容填空Character Means of transport AimDaisy Flying carpet To see some endangered wildlife.Daisy’s JourneyAnimals Places situationsAn antelope Tibet They are being killed for their soft fur.An elephant Zimbabwe They used to be an endangered s pecies because o ffarmers’ too much hunting.Their numbers are increasing because they getprotection from the government.A monkey A thick rain-forest The monkey is rubbing a (n) millipede insect overits body to protect itself from mosquitoes, whichshows plants, animals and human beings livetogether by supporting each other.5. Deal with language problems students meet while checking the answers. Find out the useful collocations in the passage.long to do, endangered species of wildlife, wake up, find ….by one`s bed, a flying carpet, fly away to, use …. to make …., kill…for…., as a result, turn around, take one`s photos, in relief, burst into laughter, used to be, without mercy, destroy one`s farms, allow sb. to do sth. a certain number of…., make money for…, in thick rain forest, protect…from…., rub…over…., a powerful drug, pay attention to, take …..home….., be able to…..6. Do the exercise 1 and 2 in comprehending on page 27.Step 3 Dialogue:Ask students to read the passage again and then let them write dialogues in groups.(1)Group 1 write a dialogue between Daisy and Chair;(2) Group 2 write one between Daisy and Antelope;(3) Group 3 write one between Daisy and Elephant;(4) Group 4 write one between Daisy and Monkey.Step 4 Practice and performLet them practice their dialogue impairs and then before the class.Step 5 Closing down by matching animals to 5risk categoriesDifferent endangered species appear on different endangered species lists. All people who are trying to protect animals use the following 5 risk categories to group the unlucky animals:List o Unlucky animals found in China(中国不幸动物分类名录)EXTINCT(灭绝动物)—A species formerly indigenous to China that no longer exists anywhere.EXTIRPATED(根绝动物)—A species no longer existing in the wild in China but occurring elsewhere.ENDANGERED(濒危动物)—A species threatened with imminent extinction or extirpation throughout all or a significant portion of its China`s range.THREATENED(危急动物)—A species likely to become endangered in China if the factors affecting its vulnerability are not reversed.VUNERABLE(弱势动物)—A species particularly at risk because o f low or declining numbers, small range or for some other reason, but not a threatened species.Step 6 homeworkFinish off the exercises in the textbook.Learn all the useful words and expressions by heart.The second period: Learning about important language pointsThe emphasis of this period will be place on the important new words, expressions and sentence patterns in the former parts.Knowledge aims:1). Learn and grasp the new words and expressions: wild, wildlife, protection, decrease, lose, reserve, hunt, zone, carpet, respond, distant, fur, relief, mercy, certain, importance, rub, mosquito, insert, contain, powerful, affect, attention, succeed, secure, income, employ, harm, bite, inspect, incident, dust, fierce, ending, die out, in peace, in danger, in relief, burst into laughter, protect… from…, pay attention to, come into being, according to, so that.2). Let the students learn the following sentence patterns:As a result, these endangered animals may even die out.This is what wildlife protection is all about.I wonder what is being done to help you.We are being killed for the wool beneath our stomachs.We used to be endangered species.But I would like to help as the WWF suggests.Ability aims: get the students to use some useful words and expressions a nd enable them to make sentences after the useful sentence patterns.Important points: learn and use the useful words and expressions correctly.Difficult points: how to help them learn and use the words and expressions correctlyand enable them to understand the difficult sentences.Step 1 revisionCheck the homework exercises.Ask some students to perform their text play.Step 2 Reading and findingRead through all parts to underline all the collocations: look after, a good environment, as a result, die out, endangered animals, wildlife protection, in peace, in danger, long to do,endangered species of wildlife, wake up, find by one`s bed, a flying carpet, fly away to, use …to make…., kill…..for…., turn around, take one`s photos, in relief, burst into laughter, used to be, without mercy, destroy one`s farm, allow sb. to do sth….., a certain number of, make money for, in thick rain forest, protect ….from…., rub….over….., a powerful drug, pay attention to, take ….home, be able to…, such as…, move into, be concerned about, do harm toStep 3 Practice for the useful words and expressionsTurn to page 28 to do exercise 1-3. then check with them all in class.Step 4 V ocabulary study1.as a result: because of something that has happenedHe had some bad fish. As a result, he felt ill this morning.As a result of his hard work, he got a pay rise.Thousands of people lost their homes as a result of the big fire.2. die out: disappear completelyMany animals have died out in the past few years.He hid behind the door until the footsteps had died away.3. in danger:His life is in danger.Why are some species in danger of disappearing?The river is dangerous for swimmers.This machine is dangerous: the wiring is fault.out of dangeron the danger list4. respond: give a verbal or written answer; act in answer to or because of the action of another; react quickly or favorably, be easily controlled.She asked where he had been, but he didn`t respond.He responded to my volleyball with a backhand.The car responds well to the controls.Animals respond to kindness.5. protect: keep sb. or sth. safe from harm, injury,etc. defend sb. or sth. against sth.Protect home industriesProtect somebody from dangerHe raised his arms to protect himself.6. contain: have or hold within itselfPig iron may contain 4% of carbon.The bottle contains two pints.7. affect: have an effect on;A sudden change in weather may affect your health.His opinions will not affect my decision.Did the medicine have any effect?8. pay attention toPay attention to these sentences from the interview.My mother asked me to pay attention to the traffic when crossing the road.catch / call / draw / attract / invite one`s attentionbe all attentiondevote / direct one`s attention tofocus / center one`s attention onpay special attention toStep 5 sentence focus1.Do you know any other endangered wildlife in China that is being protected?that is being protected 是定语从句They produced a new record in 1996, with which they celebrated their former time asa real band.2.Daisy had always longed to help endangered species of wildlife.I am long to see you again.The children are longing for the holidays.She longed for him to ask her to dance.3. Please take me to a distant land where I can find the animals that gave fur to make this sweater.where I can find the animals / that gave fur to make this sweater是定语从句4. Our fur is being used to make sweaters for people like you.be used to do sth. 被用来作什么be used to doing sth. 习惯做什么used to do sth. 过去常常做什么5. It shows the importance of wildlife protection, but I`d like to help as the WWF suggests.as the WWF suggests是方式状语从句6. You pay more attention to the forest where I live and appreciate how the animals live together.where I live是定语从句how the animals live together是宾语从句7. No rain forest, no animals and no drugs.If there is no rain forest, there will be no animals and no drugs.Step 6 Using words and expressionsTurn to page 63 and do the exercises.Step 7 HomeworkFinish off the Workbook exercises.Learn the new words and expressions by heart.The third period: Learning about grammarThis teaching period mainly deal with the grammar: the present progressive passive voice.Knowledge aims: get the students to know the structure of the present progressive passive voice.Difficult points: get them to know and use the grammar clearly.Important points: how to help them learn the grammar easily.Step 1 revision1. Check the homework exercises.2. Dictate some useful words and expressions.Step 2 Grammar revision1. The passive voice: passive subject + be + past participle ( only verbs that take an object can be used in the passive voice), which focus on the person or thing when affected by an action.2. Turn the following into passive voice:1). They make Fords in Cologne.2). I will finish it tomorrow.3). They are going to build a new factory in Portland.4). They have produced over 29 models in the past two years.Step 3 practice1). Ask them to do Exercise 2 on page 29.2). Ask them to do Exercise 1-2 on page 64.Step 4 Consolidation.1).Read the text to find the sentences which includes the present progressive voice.2). Turn the following into passive voice.1). They are producing a new drug.→________________________________.2). Antelopes are looking at her.-→_________________________________.3). They are killing us for the wool.→_________________________________.4). They are destroying the farm.→_________________________________.Step 5 Closing down by playing a game.Ask some students to say some sentences which contain the present progressive voice.Step 6 HomeworkFinish off the Workbook exercises.Do Exercise 1 on page 64 in your exercise book.The forth period：Using Language：Extensive reading In this period，the teaching emphasis will be put on developing students` reading ability by reading extensively. We will deal with two parts: the passage about dinosaurs in Using language on page 30 and Reading task on page 65.Knowledge aims: get the students to learn some useful new words and expressions in this part: dinosaur, inspect, incident, dust, fierce, come into being, according to. Get them to learn about dinosaurs and deer.Important points: develop students` reading skills by extensive reading and let them read the two reading passage.Difficult points: enable students to learn to use reading strategies such as skimming, scanning, and so on to get them to finish their reading task.Step 1 Revision1. Check the homework exercises.2. Revise the form of the present progressive passive voice: passive subject + be + past participleStep 2 Leading in by looking and talking1. Show them some pictures of milu deer and talk about them.The milu deer, also called David`s deer, is an animal formerly unique to China. Ancient Chinese characters “mi” was one of the first to be engraved on tortoise-shell and animal bones. Later, throughout various dynasties, the animal was bred in imperial parks but, tragically , by 1900 it had become extinct in China. But 100 years later, David`s deer has returned.A look back at the history shows that tens of thousands of years of civilization achieved by man have been the cost of our natural environment. The wetland, home for the Milu deer dubbed the kidneys of the world. But centuries of devastations have led to series of soil erosion, depriving wetland animals of their habitats and the environment of one of its vital functions. The return of milu deer to China is a reminder to the Chinese people of the need to protect our mother earth.Something about dinosaurs:Dinosaurs first appeared about 200 million years ago, many kinds of dinosaurs became extinct. Birds are a special type of dinosaur and they were the only kind to live until today. The largest dinosaurs were plant-eaters like Apatosaurus and brachiosaurus. They were the largest animals to ever walk on dry land.Step 3 reading1. Fast read to get the main idea. ( it is mainly about species and the reasons for dinosaurs` dying out.)2. Read and answer:1). When did the dinosaurs die out?2). What is the rare new species dinosaur do?3). What could the rare new species dinosaur do?4). Why did the dinosaur die out?3.Read the text again to find out the useful collocations: during the history of the earth,live on earth, tens of millions of years ago, come into being, eggs of five species, a rare new species, a bird-like dinosaur, climb tree, tell….from…., die out, hit the earth, put ….into the air, get hot, live on, know for sure, in the same way, listen to the story about, disappear fromStep 4 Reading taskTurn to page 65. First, read the title and guess the meaning. Then read it carefully to get the main idea.Information for research into the milu deerAppearanceFeaturesReasons fordisappearanceThe Milu deer in BritainHow they returnedPresent situationValue of the cooperationStep 5 closing down by retelling1. Ask students to read the passage The Return of the Milu Deer again and prepare their stories.2. Ask as many students as possible to come to the front to retell their story.Step 6 HomeworkFinish off the workbook exercises.Learn the useful new words and expressions in this part by heart.The fifth period: Using Language: Listening, Speaking and WritingThe emphasis of this period is the story of how the dodo disappeared forever. It is not a real story but it is possible that it happened this way.Knowledge aims: get the students to learn the expressions of intentions and apologies by listening and understanding the listening materials.Difficult points: develop students` listening ability.Important points: develop students` listening ability and enable them to learn and use the useful expressions.Step 1 Revision1. Check the homework exercises.2. Dictate some useful words and expressions.Step 2 Warming upShow them the picture of the dodo and talk about it.By 1681, the last dodo died, and the species became extinct and it was regarded as a myth invented by imaginative sailor. Until the 1900`s when the bones were found, dodo was believed to be true. Today the dodo bird is a symbol of the harm humans can bring to other living things if we are irresponsible.Step 3 listeningTurn to page 30. Go through the exercises with the students and make them know what to do.Play the tape for them to listen and get the main idea by making notes while listening to the text.Step 4 Speaking1. Show the students the form to help them understand.Intention PurposeI am going to Help the dodoI intend / mean / plan to Hide it in a raceI will Trap man as he kills a dodoI feel like Attacking man myselfI would like to Put man in a caveI am ready to Teach man how to be friendsI would rather not tell you What I think of man2. Get them talk about how to help dodo in pairs.Step 5 Writing1. Ask them to write a passage under the heading to make a plan.1. How to protect dodo from man Help him by attacking man so he will leave the dodo alone; build a trap to catch man; result: man will not want to attack the dodo any more.2. How to stop man from killing dodos Go to another island; hide the dodo; result: dodos will a calm and peaceful live3. How to teach man to hunt another animal Give man a meal of friend fish; encourage him to join you on a fishing expedition; result: man leave dodos alone.2. Ask some of them to read their writing out.Step 6 Closing down by talking1. Suppose a situation: a friend gives you a very expensive, fine wool sweater. You are unhappy about the present but you do not want to upset your friend. What would you do?Some useful expressions: I am so sorry that….., I am afraid that……., thank you very much but….., it is shame that….., it was very nice of you but….., I hate to have to say this but….., the problem is…., why didn`t you tell me that…..?2. Let them discuss in pairs and then write a dialogue.Step 7 HomeworkFinish off the homework exercises.Read the listening text and try to tell something about the dodo.The sixth period: Using Language: Listening, Speaking and WritingThe emphasis of this period is laid on developing students` integrative skills to test if they have mastered what they have learned.Ability aims: develop students` listening, speaking and writing ability by finishing the relative tasks.Difficult points: how to develop students` writing and speaking abilities.Important points: develop the students` writing and speaking abilities.Step 1 RevisionCheck the homework exercises.Ask some students to talk about dinosaurs and the dodo.Step 2 Warming upSaying that: Many people, especially young ones, are concerned about the environment and wonder what they can do about it. Now we are going to listen to a story which is about looking after the environment.Step 3 Listening on page 62Turn to page 62, listen to the material after going through the exercises.Step 4 Listening taskTurn to page 66. play the tape for them to listen three times.Step 5 Speaking taskTurn to page 66 and read the directions, and then discuss the questions in pairs:1. What else threatens birds besides oil pills?2. How can we help protect the birds?3. How can we help people understand the importance of protecting the environment so that birds can live in peace?Step 6 Writing taskLet them write a short passage of about 120 words on how to design a place for watching birds.Step 7 Homework1. Finish off the homework exercises.2. Write your letters in your own exercise book.补充练习一. Choose the best answers.1. I don`t like the way_____ you talk to your mother.A. whichB. /C. in thatD. what2. With the water in the lake rising fast, villages around are _____.A. in dangerB. dangerC. dangerousD. in dangerous3. This atlas _____ 40 mans, _____ 3 of the Great Britain.A. contains; includingB. includes; containingC. contains; containingD. includes; including4. She suggested _____ the Western Hill this Sunday.A. we pay a visitB. to visitC. a visit toD. we visiting5. The exciting performances attracted the passers-by` _____.A. noticeB. attentionC. patienceD. taste6. The aging population in China will be a great _____ on the whole society.A. effectB. advantageC. difficultyD. problem7. The commercial center _____ in the middle of the 1980s.A. came outB. came into beingC. came overD. came from8. All the newspaper reporters hurried to the airport, ____ that the pop star didn`t turn up at all.A. disappointing to findB. disappointed findingC. disappointing findingD. disappointed to find9. The food ------ at the moment is for dinner party.A. cookedB. to be cookedC. is being cookedD. being cooked10. ----Why have you come to work on foot today?----Well, my bike _____ and I hate taking a crowded bus.A. has been repairedB. is repairingC. will be repairedD. in being repaired11. ---- Have you got your test result?----Not yet. The papers ____.A. are not correctingB. have not correctedC. are still being correctedD. is being repaired12. ----Excuse me, what time is it now?----Sorry, my watch _____. It _____ at the shop.A. isn`t working; is being repairedB. doesn`t work; is being repairedC. isn`t working; is repairedD. doesn`t work; is repaired13. ----Have you moved your new house?----Not yet. The rooms _____.A. are being paintedB. are paintingC. are paintedD. are being painting14. A new cinema ______ here. They hope to finish it next month.A. will be builtB. is builtC. has been builtD. is being built15. Rain-forests _____ and burned at such a speed that they will disappear from the earth in the near future.A. cutB. are cutC. are being cutD. had been cut16. The number of the rhino ____ in the last two years after the volunteers’ hard working.A. have increasedB. are increasingC. has increasedD. is increasing17.---Have the teacher returned our papers?---Not yet. I guess they ___ now.A.have gradedB. are gradedC. are being gradedD. are graded18.The restaurant where we used to have dinner ____, so we have to go to another one tonight. A. is rebuilt B. is being rebuilt C. has been rebuilt D. was rebuilt19.----Can you borrow me your bike? I want to go to the supermarket.----Sorry, but now it ____.A.is being repairedB. is repairedC. was repairedD. had been repaired20.----Have our new neighbor moved in?---No. The house ____ and they have to wait for another two days.A.is paintedB. paintC. is being paintedD. had been painted21.According to the officials in the United Nations, the product ____ at several places in India and it will be on sale in one month.A.is being testedB. is testedC. has been testedD. has tested22.Because of the bad weather, we ave no idea when the project _____.A.Has been completedB. Will be completedC. Was completedD. Is being completed23.The new plan ____ at the meeting. And we may have a final decision soon.A.has discussedB. is discussedC. has been discussedD. are being discussed24.The habitats of these Milu deer ___ and one day they may disappear from our sight.A.Was destroyedB. DestroyedC. Will be destroyedD. Are being destroyed25.---How about the murder case that happened last afternoon?---One of the two murderers has been caught and ____ in the police station now.A. is being questionedB. is questioningC. has questionedD. has been questioned二. Fill in the blanks with the words and expressions given below. Use each only once and make changes where necessary.come into being, species, protect …. From…, in danger of, wild, care for, peace, set up, increase, pay attention to, protect, in peace, die out, unsuccessful, think of, dig out, in peace, in danger of, in relief, burst into laughter, protect...from, pay attention to, come into being, according to, so that1. This species of plant will die out, unless we take actions to protect it.2. They were wild with joy when their team won.3. He hoped that his country would always be at peace with all other countries.4. The technical cooperation and cultural exchange between the two countries are daily on the increase.5. He was wearing dark glasses to protect his eyes from the sun.6. He was unsuccessful in his attempt to climb the Mt Everest.7. This kind of bird is dying out in the world.8. Leave him in peace; he is trying to work.9. Our teachers always pay attention to combining theory with practice.10. His father gave him some capital to set him up in business.11. I wonder whether they will care for us all to go there.12. How many factory workers are in danger of losing their jobs.13. They huddled together in the corner to protect themselves from the wind.14. Dinosaurs lived on the earth tens of millions of years ago, long before humans came into being.15. We have to think of his health before we recommend him for the job.16. From this documentary we can learn when and how the universe came into being.17. Knowing the operation of the poor girl’s leg was performed successfully, all the people smiled in relief.18. Don’t ask me any questions again, please. Just let me work in peace, will you?。

人教版高中英语必修二unit4学习教案教案内容：一、教学内容本课教材为人教版高中英语必修二Unit 4，主要内容包括三个部分：A部分为阅读理解，介绍了一位美国学生在中国过春节的经历；B 部分为听力练习，围绕春节习俗和文化展开；C部分为写作任务，要求学生以春节为话题写一篇短文。

二、教学目标1. 学生能够掌握本课的生词和短语，提高阅读理解能力。

2. 学生能够通过听力练习，了解并区分不同的春节习俗，提高听力技能。

3. 学生能够运用所学知识，以春节为话题写一篇短文，提高写作能力。

三、教学难点与重点重点：1. 掌握本课的生词和短语。

2. 提高阅读理解能力。

3. 提高听力技能。

4. 提高写作能力。

难点：1. 理解和运用本课的语法知识点。

2. 准确表达自己的观点和感受。

四、教具与学具准备教具：多媒体教学设备、录音机、听力材料。

学具：课本、练习册、笔记本、录音笔。

五、教学过程1. 引入：教师通过向学生介绍春节的来历和习俗，激发学生的学习兴趣。

2. 阅读理解：学生阅读A部分的文章，回答相关问题。

教师通过提问，检查学生的阅读理解能力。

3. 听力练习：学生听B部分的录音，回答相关问题。

教师通过提问，检查学生的听力技能。

4. 课堂讨论：教师组织学生就春节习俗和文化进行讨论，引导学生运用所学知识。

5. 写作任务：学生根据C部分的要求，以春节为话题写一篇短文。

教师通过批改，检查学生的写作能力。

六、板书设计板书内容：1. 生词和短语。

2. 语法知识点。

3. 春节习俗和文化。

七、作业设计1. 作业题目：请根据本课所学内容，写一篇关于春节的短文。

答案：略答案：略八、课后反思及拓展延伸重点和难点解析一、教学内容的选择与安排教学内容的选择应紧密结合学生的实际需求和兴趣，以及课程标准的要求。

在本教案中，选择了人教版高中英语必修二Unit 4，内容涉及春节的阅读材料、听力练习和写作任务。

这样的内容选择不仅与学生的日常生活紧密相关，而且能够激发他们的学习兴趣。

人教版英语必修二Unit 4(Writing)教学设计教学目标- 通过本课研究，学生将能够掌握书面表达的技巧和策略。

- 学生将能够运用所学知识写出有逻辑性和连贯性的文章。

- 学生将能够理解和运用本单元所涉及的词汇和语法知识。

教学内容1. 本单元的写作任务是写一篇关于个人观点的短文。

2. 学生将研究如何有效组织和展开观点，使用适当的句型和词汇来表达自己的观点。

3. 学生将研究如何使用连词和过渡词来连接观点，使文章更连贯。

教学过程第一课时1. 教师介绍写作任务，并给出写作题目。

2. 教师引导学生通过组织思路和提炼重点来构思文章结构。

3. 教师讲解如何选择合适的句型和词汇来表达观点。

4. 学生进行小组讨论，互相分享自己的观点和论据。

5. 学生开始撰写自己的短文。

第二课时1. 学生互相交换短文，进行互评。

2. 教师引导学生评价彼此的短文，并提供改进建议。

3. 学生根据反馈进行修改和完善自己的短文。

4. 学生将修改后的短文交给教师进行最终评价。

第三课时1. 教师对学生的短文进行评价和总结，并给出具体的建议和指导。

2. 学生根据教师的评价和指导，进一步完善自己的短文。

3. 学生展示和分享自己的短文，并与同学进行互动交流。

4. 教师进行总结，帮助学生总结所学的写作技巧和策略。

教学评价1. 教师通过观察学生的写作过程，评价学生在构思、组织、表达等方面的能力。

2. 教师通过评价学生的短文来判断学生的写作能力的提高情况。

3. 学生之间进行互评，帮助彼此发现不足并督促改进。

教学资源1. 人教版英语必修二教材及教师用书。

2. 课件、黑板和白板。

3. 学生的写作短文。

教学延伸1. 鼓励学生在课外开展更多的写作活动，提高写作技能和积累词汇量。

2. 提供给学生更多的写作例题和练，帮助学生进一步巩固所学的写作技巧和策略。

3. 导入文学作品的赏析，激发学生的写作兴趣和创作力。

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译林版选择性必修第二册unit4教案一、教学目标1.掌握本单元的重点词汇和词组；2.理解并正确运用本单元的语法知识；3.通过听说读写的综合训练，提高学生的综合语言运用能力；4.培养学生的合作意识和团队精神。

二、教学重点1.学习并掌握本单元的核心词汇和词组；2.理解并使用本单元的语法知识；3.运用所学知识，进行听说读写的综合训练。

三、教学准备1.教材：译林版选择性必修第二册第4单元；2.多媒体设备；3.板书工具。

四、教学过程1. 导入新课利用多媒体设备展示一张与本单元有关的图片，引起学生的兴趣，并以问题形式引导学生，激发学生的学习兴趣。

问题示例： - 你认为这张图片和我们今天要学的内容有什么关系？2. 课前准备学生在课前阅读教材第4单元的课文，准备相关的问题和讨论点。

3. 听力训练1.分组活动：将学生分成小组，播放录音让学生完成与课文相关的听力练习；2.整体讨论：每个小组派一名学生回答问题，其他小组进行补充和讨论。

4. 词汇掌握老师带领学生学习本单元的重点词汇和词组，包括发音、词义和用法，并进行例句讲解。

5. 语法讲解教师针对本单元的语法知识进行简单的讲解和示范，并通过例句让学生理解和掌握相关知识。

6. 语言运用1.口语练习：让学生两人一组进行对话练习，运用课堂上学到的知识进行实际对话；2.阅读训练：学生带着问题和目的阅读课文，然后进行讨论和答题。

7. 练习与巩固通过课堂练习和小组合作的形式，巩固学生对本单元所学知识的掌握程度，并提供即时反馈和指导。

8. 作业布置布置相关的课后作业，鼓励学生进行思考和创新。

五、课堂小结回顾本节课的重点和知识点，总结学生的学习成果，并给予表扬和鼓励。

六、课后反思总结教学过程中的优点和不足，以及学生的反馈，为下一堂课的教学做好准备。

以上是一份关于译林版选择性必修第二册unit4教案的文档，总字数为1200字。

文档以Markdown文本格式输出，便于阅读和编辑。

该教案的主要内容包括教学目标、教学准备、教学过程等，旨在帮助教师进行有效的教学。

人教版高中英语必修二unit4学习优质教案一、教学内容本节课，我们将深入探讨人教版高中英语必修二Unit 4"Wildlife Protection"内容。

具体涉及Chapter 3Reading and Thinking部分，重点学习课文"The Story of the Giant Pandas"。

本文讲述中国大熊猫保护历程，旨在提高学生对野生动物保护意识。

二、教学目标1. 让学生掌握课文中重点词汇和短语，如"endangered species"、"wildlife protection"等；2. 培养学生阅读理解能力，理解课文内容，掌握文章结构；3. 提高学生思辨能力，使其能够就野生动物保护问题展开讨论；4. 培养学生跨文化交际意识，解并尊重不同文化背景下野生动物保护观念。

三、教学难点与重点1. 教学难点：理解并运用课文中重点词汇和短语，掌握文章结构，进行思辨性讨论。

2. 教学重点：提高学生阅读理解能力，培养其野生动物保护意识。

四、教具与学具准备1. 教具：多媒体教学设备、PPT、黑板、粉笔；2. 学具：教材、笔记本、彩色笔。

五、教学过程1. 导入：通过展示一组关于野生动物图片，引发学生对野生动物保护兴趣，进而导入本课主题。

2. 阅读前：让学生预测课文内容，激发阅读兴趣。

3. 阅读中：让学生快速浏览课文，回答问题，理解文章大意。

接着，详细讲解课文，分析文章结构，学习重点词汇和短语。

a. Why are giant pandas endangered?b. What measures have been taken to protect giant pandas?c. How can we contribute to wildlife protection?5. 例题讲解：针对本节课重点词汇和短语，设计例题进行讲解。

教学课例与教案设计Unit4 Wildlife Protection 人教版第二模块（必修）课型：1. Warm-up and Pre-reading2. Reading and Language points3. Using language4. Listening and Speaking5. Using Structure6. Writing授课时间：40分钟/节总体目标：每节课遵循Lead-in→Pre-task→While-task→Post-task →Reflective-task→Assignment模式，立足并渗透识别、理解、推理、概括、重构、阐述六个层面能力, 从语言形式训练过渡到语言思维的训练，归还语言之本质，注重信息能力、思维能力和跨文化沟通能力的培养。

教学配合资源：高中新课标同步功略英语《学海导航》、《英语周报》。

教学设计与实施：梅州中学英语教研组：谢芳、黄丽娟、张立、陈婷、陈春艳、刘福文、郑珊丹、叶映霞、张爱云、林海珊、张乐拉。

课型：Reading & language points 教学内容：Wildlife Protection SB2Attachment:Group work evaluation form (课堂小组活动评价表)C. Quite active and responsibleD. V ery active and needs improvement课型：Using language教学内容：Wildlife Protection 执教者：林海珊课型：Listening and speaking教学内容：Listening on Page 62&Page 65课型：Discovering useful structures教学内容:Present Continuous Passive Voice课型：Writing教学内容：How to write a basic writing of wildlife protection(根据SBP31写作任务改编)。

Unit 4 Exploring literatureIntegrated skillsRecommending books to the school library◆内容分析：本板块围绕单元话题以“向学校图书馆推荐书目”创设情境，展开一系列读、看、说、写等任务活动。

首先引导学生获取有关文学体裁及文本特征的知识，为有不同阅读喜好的读者推荐图书；再观看图书馆馆长介绍馆藏书籍的视频，让学生获取学校图书馆各类图书的受欢迎程度、去年购书情况、今年购书计划等信息；然后组织学生展开讨论，最后给图书馆写一封购书目录的推荐信。

◆教学目标：By the end of this section, students will be able to:1.tell the features of different types of literature;2.collect basic information of the books in the school library by viewing a video;3.analyse the reasons for the level of popularity of different types of literature;4.recommend books to the school library orally;pose a formal letter, recommending books to the school library.◆教学重难点：1.To collect basic information of the books in the school library by viewing a video;2.To analyse the reasons for the popularity of different types of literature;3.To compose a formal letter, recommending books to the school library.◆教学过程：Step 1 Lead-inQ1: What major genres of literature have we mentioned before?Poetry, drama, fiction, non-fictionQ2: What specific literary forms does each genre include?Poetry: poems, sonnets, lyrics, songsDrama:comedies, tragedies, tragicomediesFiction: legends, tales, myths, short stories, novelsNon-fiction: diaries, essays, speeches, biographies, autobiographies【设计意图：快速引入话题，拓展相关词汇。