必修二Unit4WildlifeProtection教案和教学反思.docx
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必修二Unit4WildlifeProtection教案和教学反思
Book2--Unit4WildlifeProtection
Period1NewWordsandWarmingUp
Teachingaims:
1.enabletheSstosaysomethingaboutwildlifeprotection
2.helptheSstogettoknow"howtohelpwildlife"byreading
3.cultivatethess'awarenessofprotectingwildlife.
Teachingimportantpoints:
1. letssreadthepassageandlearnsomethingaboutwildlifeprotection.
2. getsstolearndifferentreadingskills.
Teachingdifficultpoints:
1. developss’readingability.
2. enablesstolearntotalkaboutwildlifeprotection.
Teachingaids:
Multimedia,ablackboard
Teachingprocedures:
Step1.Revisionthelanguagepointsinunit3
1.havesomething/muchincommon有一些/很多共同之处
havenothing/littleincommon没有共同之处
2.arisefrom由……引起
3.signal（to）sb向某人示意
4.asaresult表示_________asaresultof表示____________，相当于becauseof,
只能连接______/______/_______及what引导的宾语从句。
5.inaway在某种程度上，从某一点看（=inone/someway）
inthiswayinnoway
inthe/sb’swaybytheway
6.withthehelpofsb=withsb’shelp
7.1）Idon’tknowhowtodealwiththesituation.
2）Idon’tknowwhattodowiththesituation.
8.Astimewenton，
Astimewentby,
Astimegoesby,Overtime
Withthetimegoingby，随着时间的流逝
9.so...that...,such...that两者都可引导结果状语从句，表示“_____________”，区别在于
so是副词，后面要跟___词或___词，而such是形容词，只能修饰____词。
但如果名词前有“many,
much,little,few”修饰时，这时不用such而用so.
step2.Readingnewwords
Step3.Dictation
wildlifeprotectwildhabitat.....indangerof
Exchangetheirexercisebooktocheck.
step4.warmingupandlead-in
1. weliveinaworldwherethereareallkinds0fanimalsaroundus.
2. showsomepicturesandanvideotothestudents,letthessknowthesituation
abouttheseanimals------theyareendangeredanimals.
3. discussion:
whyaretheyindanger?
• theyhavenotenoughfood.
• theirhabitatisbeingdestroyedorchanged.
• theyarebeingkilledandhuntedbypeople.
• theenvironmentispolluted.
4.Howtoprotectendangeredanimals?
Period2~3ReadingPart--LessonPlan
Textbookanalysis:
Thecentraltopicofthisunitis”wildlife”.Itisawidespreadconcern,studentsaremorefamiliarwiththistopic.ThereadingtextHOWDAISYLEARNEDTOHELPWILDLIFEisthecenterofthisunit.Itisafairytale,whichisaboutanamazingexperienceofalittlegirlDaisywhoridesinaflyingcarpetacrosstimeandspace,dialoguingwiththeantelope,elephants,andmonkeys.ItshowstheprocessthatDaisygraduallyrecognizestheimportanceandnecessityofwildlifeprotection.Thisisareadingclass,soithasanimportantrole.Studentscannotonlydeveloptheirreadingskillsjustlikecarefulreadingandcomprehensivegeneralizationthroughthereading,butmoreimportantlytheywillknowthatthelivingenvironmentofwildanimalshasbecomeworseningandtheprotectionofwildanimalisurgentlyneeded.
Teachingobjectives:
1.Learnandmasterthefollowingwordsandphrases:
wildlife,decrease,reserve,mosquito,insect,contain,appreciate,indangerof,inrelief,burstintolaughter,payattentionto.
2.Cultivatethestudent’sreadingskills:
skimming,scanning.
3.Throughgroupwork,cultivatethestudents’spiritofcooperationandmutualassistance.EncouragethemtosharetheexperienceoflearningEnglish.
4.Learntounderstandtheimportanceofprotectingwildanimals,atthesametime,giveafurtherthinkingabouthowtotakemeasurestoprotectendangeredwildlife.
Teachingprocedures:
Step1lead-in:
1.ShowthepicturesofsomeendangeredspeciesandletthestudentsnamethemandtalkabouttheminEnglish.
2.Accordingtothepicturesaboutendangeredanimals,letthestudentstalkaboutthereasonswhytheseanimalsaredyingout.
Step2pre-reading:
Lookatthetwopicturesonthepage26andthetitleofthepassagethenguesswhatthepassageisaboutwithoutreadingit.
Step3skimming:
1.WheredidDaisygo?
2.Whatanimalsdidshesee?
3.Whathappenedtotheanimals?
Para1.InTibet,theantelopeswerebeinghuntedfortheirfurbeneaththeirstomachstomakesweatersforpeople.
Para2.InZimbabwe,elephantswerekilledbyfarmersbecausetheydestroyedfarmers’farmsandmoneyfromtouristsonlywenttothelargetourcompanies.Sothegovernmentallowedtouriststohuntonlyacertainnumberofanimalsiftheypaidthefarmers.Nowtheantelopes’numbersareincreasing.
Para3.Inthickrainforest,amonkeywasprotectingitselffrommosquitoesbyrubbingitselfusingamillipedeinsectbecausetheinsectcontainsapowerfuldrugwhichaffectmosquitoes.
Step4whilereading:
1.Fastreading
Readthetextfastandthenfinishthetrueorfalseexercises.
⑴Antelopesarebeingkilledforthewoolbeneaththeirstomachs.（T）
⑵Farmersusedtohunttheelephant,butthegovernmentdidn’thelp.（F）
⑶Inathickforest,Daisysawamonkeyrubbingitselfwithamillipedeinsect.（T）
⑷AnimalsinZimbabwefinditinterestingtotakephotoswithtourists.（F）
2.Carefulreading
Readthepassagecarefullyandthenanswerthefollowingquestions:
⑴WhyhastheantelopeinTibetbecomeanendangeredspecies?
⑵WhyareelephantnumbersincreasinginZimbabwe?
⑶HowdoesthegovernmentofZimbabwehelpprotectwildanimals?
⑷Whyisitimportanttoprotecttherainforest?
⑸Whatmustbedoneifwildlifeprotectionistosucceed?
3.Roleplaying
Dividethewholeclassinto3groupstomakeupadialoguetalkingabouttheproblemeachofwildlifemeets.
Group1:
makeupandpracticethedialoguebetweenDaisyandtheantelope.
Group2:
makeupandpracticethedialoguebetweenDaisyandtheelephant.
Group3:
makeupandpracticethedialoguebetweenDaisyandthemonkey.
Step5discussion:
LetthestudentsimaginetheyworkforWWF,discussingroupsoffourwhattheywouldsuggest.
1.Shouldthepoorfarmersmovetoanotherplace?
cantheybeemployedtoworkintheparkandnothurttheanimals?
2.Howcantheanimalsbeprotectedfrommorepeoplecomingintothepark?
whatshouldbedonetopunishpeoplewhodoharmtotheanimals?
Step6post-reading:
1.MoreknowledgeaboutWWF.
2.Raisetheawarenessofwildlifeprotection.
Step7homework
Letthestudentsdesignaposterorwriteaproposalaboutwildlifeprotection.（Iwillchoosesomegoodpostersandproposalsputonthewallofourclassroom.）
Period4~5LanguagePoints
Learningaims
GettheSstomastersomeimportantwords:
affect/effect,suggest,mercyandtheusagesofthesephrases:
protect…from…;dieout;comeintobeing;payattentionto;accordingto
Objectivesofprocessandmethod
Cooperativelearninganddiscussionandpresentation
Importantanddifficultpoints
Learntheusageofsomeimportantwords:
common,solve,arise,signal.
Teachingmethods
1.Task-basedteachingandlearning
2.Cooperativelearningandpractice
Teachingprocedures
Step1Importantwords
1.affectvt._______；_______；_________n._______影响
E.g.1）Theamountofrain______thegrowthofcrops.降雨量直接影响庄稼生长。
2）The news did not _________ her at all.＝The news had no _________on her at all.
这条消息对她没有一点影响。
3）Thebookhadagreat_________onhislife.这本书对他的人生影响很大。
辨析：
affect/effect/influence
1）affect常做______动词，“影响，感动，感染”。
2）effect常做_____，“结果，效果，作用，影响”，常用于词组：
____________________.
对……有影响。
3）influence多指对人的思想、观念、心理情绪等内在的东西产生潜移默化的影响，或对人的决定、行为等造成某种程度的影响。
即学即练：
1）Probablywe______________eachother.
2）Sichuanprovince_______bytheearthquake，causingdifficultiestothepostfestivalroadtransport.（2009•11•陕西西安检测）
A.wereaffectedB.wasaffectedC.hadeffectedD.hasaffected
3）Televisionhasastrong___________onpeople.电视对人有很大的影响。
2.suggestvt.建议；提出（意见、计划、理论等）；暗示；表明
E.g.1）Isuggestdoingitinanotherway.我建议换一种方式做这件事。
用法我总结________________________________________________________.
2）I suggest our going to the park on Sunday. 我建议我们星期天去公园。
用法我总结_________________________________________________________.
3）Theysuggestedanothershoptous.他们向我们建议了另一家商店。
用法我总结_________________________________________________________.
4）Shesuggestedthatwe（should）havelunchatthenewrestaurant.
她建议我们在那家新开的餐馆吃午餐。
用法我总结：
suggest（tosb.）+that从句（向某人）建议。
（所接从句用______语气：
sb.+should+________，should可以省略）
即学即练
1）I suggested___________（______）_____ home. 我建议她回家去。
2）He _________________ by plane, but I thought it would cost too much.
他建议坐飞机去，可我认为这样花费太大。
3.mercyn.______;;
1）Theyshowedmercytotheirenemies.他们对敌人很仁慈。
2）It’samercyshewasn’thurtintheaccident.她在事故中未受伤,真幸运。
atthemercyofsb./sth.任由某人（某事物）摆布或控制
havemercyon/upon
showmercytosb.宽恕/怜悯某人
withoutmercy
即学即练：
翻译句子
1）那只船在暴风雨中失去了控制。
Theshipwasthestorm.
2）可怜可怜我们吧！
Step2Importantexpressions
1.protect…from/against…,
1）Youmustlearnto_________yourself_______thedanger.你必须学会保护自己，免遭危险。
2）Troopshavebeensentto_________aidworkers_______attack.
更多牛津已经派出部队保护援助工作人员免遭袭击。
用法我总结：
protect…from…和protect…against…都表示，但之后常接较小的事情或危害，例如：
frost,harm,catchingcold等；之后接较大的事情，如战争、灾害、重税、威胁等。
即学即练：
keepsb.fromdoingsth.
stopsb.（from）doingsth.
preventsb.（from）doingsth.
2.dieout；；
1）Manyanimalshave_________inthepast.在过去几年间，许多动物都灭绝了。
2）Manyoldcustomsare_________.很多古老的习俗正在消失。
3）Thefire_________intheend.火最后熄灭了。
即学即练：
MiludeerhasdisappearedfromChina.（句型转换）
→Miludeerhas______________fromChina.
知识拓展：
①diefrom表示死于（枪）伤，虚弱，过渡劳累，饮食过渡等。
E.g.Hethewoundlastyear.他去年死于枪伤
②dieof表示死于疾病，饥饿，寒冷，年老，忧愁，失恋等精神因素。
E.g.Hethehunger.他死于贫穷饥饿。
③dieoff（多指家族、草木）相继死去，先后死亡
E.g.Theleavesofthisplant.这植物的叶子正在凋落。
3.comeintobeing形成；产生
1）Thesocietycameintobeingin1912.该协会1912年。
2）Suchacustomcameintobeinglongago.这种风俗。
即学即练：
1）WhendidtheRomanEmpire?
罗马帝国是什么时候形成的?
2）come
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