人教版必修二Unit4教案设计

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。

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。

人教版高一英语必修二Unit4词汇教学设计教案高一英语词汇教学设计一、教学课型词汇研究与运用实践课二、教材分析1.教学内容本节课为词汇及运用实践课，教学内容为XXX的普通高中课程标准实验教科书必修二unit4的vocabulary部分。

2.教材处理根据新的课程标准,考虑到词汇的重要性，结合本人对词汇教学方法的实践积累，进行设计的一堂词汇课。

该课对词汇进行了针对性的整理与补充。

改变注重传授知识的倾向，采用“策略型”教学模式，进行了一次实验和探索。

XXX、学情分析笔者的授课对象是属于英语基础一般的学生，但是大部分学生的思维活动、研究热情、有强烈的表现欲望和合作精神。

词汇研究效果对于他们的英语研究有着重要的意义，因此如何使得一节课对学生今后的词汇研究有所思考和帮助，也是笔者要考考虑为什么和怎么上这节课的最初因素。

四、教学目标1、改善词汇研究的效果。

2、培养词汇研究的策略意识。

3、建立辞汇自主研究形式。

五、教学重点及难点1.指导学生合理利用和重组信息，引导学生有意义的词汇记忆。

2.指点学生注意辞汇的积累，并能活学活用，用与理论。

3.注意培养词汇研究策略，加以实践运用。

六、设计理念及思路针对材的词汇特点是数量大，涉及面广，词义变化多的特点，许多高中学生面临挑战和考验。

心理学研究表明，经过归类的知识要比零散的知识记得牢固。

因此，将生词与熟词以各种方式捆绑记忆，同时综合运用多种记忆法，将词汇以链式或发散式的形式联系，而非一盘散沙。

这样，既可以系统整理要记忆已经学会的词汇，又可以使其以有效的方式扩展词汇量。

设计的任务由浅入深，有识词到重点理解，步步深入，在整个过程中始终把我词汇的运用，引导学生达成教学任务。

七、教学手段多媒体辅助教学八、教学过程Step ILead—inDivide the class into three groups to compete to name the XXX.设计申明］：一开始以比赛的形式活泼课堂气氛，激起研究辞汇兴趣和积极性；进入下步研究创造好的心理准备。

人教版高中英语必修2第4单元教案本页仅作为文档页封面，使用时可以删除This document is for reference only-rar21year.March教案设计五、教学过程Step 1 Words previewaway in space or time2. ___________to go down to a lower level3. _________to do something to make a change4. ________able to control events5. _________打猎，猎取，搜寻6. __________鉴赏，感激意识到7. ____________保护…不受…伤害回答，响应Step 2 Leading-in1. Show a shot move about Wildlife Protection 成龙呼吁保护野生动物公益广告成龙呼吁保护野生动物公益广告（英语） - 视频 - 优酷视频 - 在线观看2. Have them in pairs discuss why they are endangered and show students some pictures.Step 3 Pre-readingShow students some information about wildlife protection from the Internet and ask students to discuss the following questions in pairs,1. What is wildlife protection about?2. What endangered species do you know?3. Why are they in danger of disappearing?的重要性和必要性。

并且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，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。

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。

人教版高中英语必修二Unit 4教学设计人教版高中英语必修二UadingHow Daisy learned to help wildlife教学设计一、教学课型及概况：阅读课（45分钟）本节阅读课紧紧围绕单元中心话题 Wildl，以飞毯带Daisy去的三个不同地方所遇见的濒危动物的不同境遇为线索展开，从最开始去到西藏遇到快要濒危的藏羚羊开始，让Daisy意识到为什么需要野生动植物的保护，然后飞毯将她带到津巴布韦看到大象良好的生活状况，最后他们去往雨林，在那里让Daisy知道从野生动植物保护中我们可以得到什么，通过这一个个的小场景故事，引导学生通过阅读，提取文章信息，了解野生动植物保护的重要性。

二、教材，学情分析：教材分析：根据 Wildl的单元标题，本单元涉及野生动植物保护的相关知识，让学生了解其重要性的同时，也让学生学会爱护我们生活的环境，为我们自己所生活的环境做出自己应有的贡献。

学情分析：学生高一刚过半学期，学习了必修一的知识后，他们已经知道如何总体把握文章，熟悉略读，寻读等阅读技巧，能在老师的指导下总结文章的主旨大意，但如何在阅读中使用这些方法以及针对不同文体如何选择恰当的阅读方法对很多学生老说仍然比较困难，除此，我们这属于农村普通高中，学生整体英语水平偏低，口语表达能力相对薄弱，所以课堂需要中英结合，帮助他们能更快的融入学习氛围。

他们也不能用丰富而准确的语言表达出相关信息。

但是他们仍然充满激情，勇于尝试新的教学活动，因此，授课者根据文章内容和特点，整合信息，帮助学生发展其自主，探究合作的学习能力。

然而，学生水平参差不齐，在教学过程中，设置的阅读任务需兼顾各个层次的学生，使他们都有所收获。

三、教学目标：（1）语言知识：认识并理解文章中相关野生动植物保护的词汇。

（2）文化知识：在语言学习活动中理解野生动植物保护的重要性，获取、梳理和概括Daisy和飞毯所到的三个地方的所见所闻及所思，通过对文章各段大意的概括及细节内容的把握，引导学生思考作为学生他们可以做哪些事情来保护野生动植物。

Unit4 Learning about Language教案设计高中英语人教版必修二的基本结构。

”复习“一般现在进行时1. 教学目标复习“现在进行时被动语态”的概念，结构，运用及其注意点。

2.动词的一直性be掌握“一般现在进行时”中人称和 1.教学重点掌握将“一般现在进行时（主动语态）”转变为“现在进行时被动语态”。

2.教学难点特殊疑问------一般疑问句掌握“现在进行时被动语态”的各句式之间的转换，肯定句---否定句3.句。

回顾旧知。

Step 1:2 Unit 3重要词汇和词组一、听写必修二、练习现在完成时被动语态的习题(The Present Continuous Passive Voice) Step 2:讲解“现在进行时被动语态”一、找出下列句子中的“时态语态”结构。

1. We are being killed for the wool beneath our stomachs.2. Our fur is being used to make sweaters for people like you.3. I wonder what is being done to help you.教学过程4. So good things are being done here to save local wildlife.概括：语态，表示表示因为are/is being 时态，being killed/used/done（时态，语态）所以are/is being killed/used/done表示现在进行时的被动语态被动现在进行Key:The Present Continuous Passive Voice二、主语是动作的承受者。

/意义：表示“某人事此时此刻正在被……”, 1. am/is/are (not) + being + V-2.基本形式（肯定句形式）：过去分词1 / 6高中英语人教版必修二Unit4 Learning about Language教案设计2 / 6高中英语人教版必修二Unit4 Learning about Language教案设计高中英语人教版必修二Unit4 Learning about Language教案设计4 / 6高中英语人教版必修二Unit4 Learning about Language教案设计5 / 6高中英语人教版必修二Unit4 Learning about Language教案设计6 / 6。

人教版必修二u n i t4教案(共8页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Teaching plan for unit 4 wildlife book 2How Daisy Learned to Help Wildlife（reading）Teaching aims1.Enable students to learn how to protect the wildlife and endangered animals by reading the passage and discussion.2.Enable students to know how to analyze the problems and solve the problems by the structure of the text.3.Students can master some unfamiliar words and expressions by understand the pictures and the words.Teaching important pointto lead students to protect the wildlife and endangered animals。

2. Learn the new words or expressions by answering questions. Teaching difficult pointsHow to stimulate Ss’abilities to analyze and solve problems. Teaching methodsTask-based learning and teaching methodCooperation learningTeaching aids: PPTTeaching procedures:Step1: Greeting (self -introduction)T:Hello! Girls and boys! My name is Hu Xiaoye. I’m glad to have a chance to make friends with you. Excuse me, the pretty girl, what’s your nameS1:…T:Thank you! Today, I’ll invi te all of you to visit some animal friends in the forest. Can you come with me?Ss: Yes! T:Ok,let’s go to the forest.Step2:Lead-inT:Listen to the sounds of animal and guess what kind of animal it is? Ss:An elephant、a tiger、a monkeyT: Pretty good! And the last one is a panda. The animals live in the forest, in the wild so they are wildlife. Wildlife includes wild plants and wild animals. Can you guess out all of the wildlifeSs:No. T:I know most of us can’t guess them all. Can we often see them in the forestSs: No. T: So w hat’s happening to the wildlifeSs: They are in danger.T:Excellent! They are in danger of disappearing or endangered. They are dying out! Now, let’s have a look at another endangered animal. They are antelopes. Look, there were so many antelopes, but, please look at this one, there is only one. So we can say “the number of endangered antelopes becomes smaller and smaller. The number of endangered antelopes becomes decreases.” Why are the animals endangered(showing four pictures: hunt、destroy the habitats、pollute ) How about the panda (showing the picture of a hungry panda)Ss: She is hungry. T:Right! She is very hungry. let’s save her. What food do pandas eat?Ss: Bamboos T: Yes. Now Let’s plant bamboos for the panda in my class. Every group can get one part of a bamboo by answering the questions correctly. Four parts of a bamboo can become a tree. ClearSs: Yes! T:It is an organization called WWF, World Wildlife Fund. It’s helping wildlife now. Do you want to join it to help wildlife Today, let’s learn to help wildlife with another friend ,Daisy in the reading on page 26.Step 3 ReadingT:From the picture we can see the girl named Daisy , let’s make a magical trip by a flying carpet.(showing a picture of flying carpet).And she went to many places of the world.(showing the map) Because there are so many countries with endangered animals, especially China. Are you curious about her trip?Ss:Yes! T:Ok,let’s have a look what happened.Task1:SkimmingT:Please skim the reading passage and choose the right answer. You can get three points.(pointing at the smiling face) Come on boys and girls!(after three minutes) Which one do you choose?Ss: C T:perfect! You can get three points. Congratulations !Task 2 :scanningLet’s continue. We know the passage is about Daisy’s journey, so please find out the first stop of her journey, and what animal did she see.(one minutes later) Have you find the right answer?Ss:Yes. T:Please hands up. How about this boySs:The fist stop is Tibet and the animal is an antelope.T:well done! I’ll give you two points. Ok, let’s continue. Are you ready for the second chance.Ss:Yes. T:very good! where did she go next and what animal did she see.(one minute later) Have you find the right answer?Ss:Yes. T:this girl, pleaseS4:she went to Zimbabwe and she saw elephants.T: wonderful, sit down please. let’s do the next task together. Where did she go last and what animal did she seeSs: She went to the rainforest and she saw monkeys.T:Everyone did a great job. let’s read the passage carefully.You have know the main topic of each paragraph. Let’s match each paragraph with the main idea. You can discuss your partners. I’ll give you three minutes to finish the task. Have you finished? Para1 What we can get from wildlife protection.Para2 What’s happening to antelopes?Para3-4 How the government of Zimbabwe protected thewildlife.Ss: Yes.T:Any volunteerGood, this girl.S5:para 1 is what is happening to antelopes.Para 2 is how the government of Zimbabwe protected the wildlife?Para 3 is what we can get from wildlife protection.Task 3 careful readingT:perfect!Now let’s move on careful reading. read the first paragraph carefully and fill in the blank.(two minutes later) any volunteer?Good,this boy.S6:..............T:very good. You will get one point for each. let’s look at paragra ph 2 and finish the task. The elephants destroyed farms so…. You can choose the result from A,B,C.Find the result for the following three sentences.1. The elephants destroyed farms. ( )2. Tourists are allowed to hunt a few animals. ( )3. The farmers no longer kill the elephants.( )A. The farmers happily get the money paid by tourists .B. The numbers of the wildlife are increasing.C. The farmers hunted the elephants without mercy.S7:...T:Good job! L et’s read part 3 and answer the two questions for four minutes. Any volunteer?1.Can we get the drug from millipede without the mon key’s help2. What is the drug used to?S8:.....Task 4 ConsolidationT: Let’s learn more about the article structure. Wildlife protection is a problem. So how do we read this kind of passage? Do you remember the main idea of each partPart1 is what is happening to antelopes. It shows wildlife in a bad situation, so it is about situation. Para 2 is how the government of Zimbabwe protected the wildlife? It tells us a way to solve the situation, so we call it solution. Para 3 is what we can get from wildlife protection. It is result.Task 5 Choose and discussT:Now we have learned the passage. let’s check whether you are familiar with it. Here are three pictures. Each picture stands for each part. Please choose one and finish the task.(six minutes later) Picture One(5scores)1. What is happening to antelopes--- situation2. How can we help them --- solutionPicture Two(5)1. What is happening to elephants?2. Do you agree with the government in Zimbabwe? Why Why not Picture Three(8)1. Is the rainforest being destroyed --- situation2. How can we solve the problem --- solution.3. What can we get from the rainforest--- resultAll of you have done a good job. Now the group lead, please read your own discussion in front of the class. Thanks to your help, she has so many bamboos to eat so the hungry panda is very happy now. Group….You did the greatest contribution to her food. I’d like to give you a prize. The group leader, please draw a smile mouth for the panda. All have done a good job. I will give all of you a gift. Thegift is watching a video.（showing a video about WWF）Let’s read the sentences.Pandas are happy.Nature is happy.Human beings are happy.No protection, no wildlife, no human beings!Let's leave our children a living planet!.Step 6 Homework1.Write a passage about wildlife protection.2.Find out more information on WWF.Step7 Blackboard designPart1 What’s happeningPart2 How …solve…Part3 What…get… G1 G2 G3 G4 G5 G6Step7 教学反思学生能在规定的时间内完成阅读任务，对文章的脉络有个基本的了解。

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。