精品新人教版必修二高中英语unit4 wildlife protection period1 reading优质课教案.docx

精品新人教版必修二高中英语unit4 wildlife protection period1 reading优质课教案.docx

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精品新人教版必修二高中英语unit4wildlifeprotectionperiod1reading优质课教案

Period1Reading

TheGeneralIdeaofThisPeriod：

ThisperiodincludesWarmingup，Pre-reading，ReadingandComprehendingofUnit4.ItintroducesthewildlifesituationinTibet，Zimbabweandarainforest.StudentswillrealizetheimportanceofwildlifeprotectionbyexperiencingwhatDaisyhasgonethrough.Meanwhilestudentscanlearnsomereadingstrategiessuchasskimmingandscanning.

TeachingAims：

1.Trainthestudents’readingability.

2.Learnsomeusefulwordsandexpressions.

3.Learnmoreabouttheendangeredanimalsandwildlifeprotection.

TeachingImportantPoints：

1.Helpthestudentstounderstandthepassagebetter.

2.Learnandmastersomeimportantwordsandphrasesinthisperiod.

TeachingDifficultPoints：

1.Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.

2.Howtomastertheimportantlanguagepointsinthispassage.

TeachingMethods：

1.Fastreadingtogetthegeneralideaofthetext.

2.Carefulreadingtounderstandthepassagebetter.

3.Explanationtohelpthestudentsmastersomelanguagepoints.

4.Discussiontohelpthestudentsunderstandbetterwhatthey’velearnedandtousetheknowledgethey’velearnedinthisperiod.

TeachingAids：

1.Ataperecorder

2.Amultimedia.

TeachingProcedures：

Step1Lead-in

1.Greetthestudentsasusual.

2.Introducethetopicofwildlifeprotection.

ShowthepicturesofsomeendangeredanimalsandletthestudentsnametheminEnglish.（Throughthistask，studentscanhaveageneralideaaboutwhattheyaregoingtolearn.Besides，studentsareexpectedtoclassifytheanimalsandfindoutwhichareendangeredanimals.Then，teachergivesthedefinitionofendangered.Studentsareexpectedtosayouttheproblemsthatfacetheseanimalsaswell.）

T：

Boysandgirls，todayIamgoingtointroducesomefriendstoyou.Nowlet’sseewhetheryoucannametheminEnglishcorrectly.

Suggestedanswers：

polarbear，miludeer，rhino，tiger，crocodile，tropicfish，leopard，koala，giraffe，turtle，whale，dolphin，panda，gorilla.

（Teachershowsapictureofananimalandstudentsgivetheanswersatonce.Thenteachercheckswhethertheansweriscorrectandasksthestudentstoreadafterher/him.）

T：

Well，youallgivethecorrectanswers.Youarereallysmart.OK，socanyoubesmartenoughtofindouttheircommon?

Yousee，thereisbear，deer，tiger，fish，turtleandsoon，differentkindsofanimals.Then，whatspeciesarethey?

Canyouuseanadjectivetodescribethem?

S1：

Endangered.

T：

Good.Theyareallendangeredspecies.Endangeredmeans“facedwiththedangerofextinction”or“dyingout”.Now，let’stakewhaleforexample.Whatproblemmakesthewhaleendangered?

S2：

Theyarebeinghuntedandkilled.

T：

Welldone.Whatelseanimalshavethesameproblem?

S3：

Miludeer，rhino，tiger，crocodile，leopard，gorilla.

T：

Right，thenwhatproblemfacesthepanda?

S4：

Theydon’thaveenoughfood.

T：

Whatelseanimalshavethesameproblem?

S5：

Koala，giraffe.

T：

Good.Thenwhatproblemfacesthepolarbear?

S6：

Theirlivingenvironmentisbeingdestroyedandtheanimalsaredyingout.

T：

Goodjob!

Thenwhatelseanimalshavethesameproblem?

S7：

Tiger，tropicfish，turtle，dolphin，gorilla.

T：

Excellent!

Step2Skimming

T：

OK，youhavegotthegeneralknowledgeofendangeredanimals.NowtodaywearegoingtolearnastoryabouttheexperienceofalittlegirlcalledDaisy.Shehasbeentothreeplaces，andmetthreedifferentkindsofanimals.Whichthreeplaceshasshebeento?

Whatendangeredanimalsarethey?

Whatproblemsfacethem?

Now，Iwillgiveyouafewminutestoskimthetexttofindoutthethreekindsofendangeredanimalsinthreedifferentplacesandputthemintherightblankoftheform.

Problems

Examples

Animalsfromthetext

Animalsthatarebeinghuntedandkilled

whale，miludeer，rhino，tiger，crocodile，leopard，gorilla

Animalsthathavenotenoughfood

panda，koala，giraffe

Areainwhichtheenvironmentisbeingdestroyedandanimalsaredyingout

polarbear，tiger，tropicfish，turtle，dolphin，gorilla

T：

OK，time’sup.Thewholeclass，whichthreeplaceshaveDaisybeento?

Ss：

Tibet，Zimbabweandarainforest.

T：

Whatarethethreekindsofendangeredanimals?

S1：

AntelopesinTibet，elephantsinZimbabwe，andmonkeysintherainforest.

T：

Amongthesethreekindsofanimals，whicharebeinghuntedandkilled?

S2：

Antelopes.

T：

Whichhavenotenoughfood?

S3：

Elephants.

T：

Whoselivingenvironmentisbeingdestroyedandtheyaredyingout?

S4：

Monkeys.

T：

Excellent.

Step3Scanning

T：

OK，class，younowhaveageneralideaaboutthetext.ThistextismainlyaboutDaisy’sexperience.ShehasbeentoTibet，Zimbabweandtherainforest.Shehastalkedwithantelopes，elephantsandmonkeysseparately.Nowlet’sgoindetailandfindmoreinformationaboutthesethreeplacesandanimals.

T：

I’llgiveyou5minutestoscanthetextandfillintheblank.

T：

Time’sup.Whohasgottheanswers?

Anyvolunteers?

S1：

InTibet，antelopes’furisusedtomakesweater.Antelopesarekilledforwool.Everyyear，over29000antelopesarekilled.

S2：

InZimbabwe，farmersusedtohunttheelephantsbutnowfarmerslikethem.

S3：

InRainforest，amillipedeinsectaffectsmosquitoes.Norainforest，noanimalsandnodrugs.

Step4IntensiveReading

AskthestudentstolookthroughthequestionsonPage27andreadthetextsilently.Studentsareexpectedtosumupthemainideasbythemselves.

T：

OK，boysandgirls.Nowlet’sreadthetextindetailandanswerthequestionsonPage27.

Suggestedanswers：

1.WhoishuntingandkillingtheTibetanantelope?

PeoplearehuntingandkillingtheTibetanantelope.

2.Whyarewehumanspartofthisproblem?

PeoplewhobuysweatersmadewithTibetanwoolareencouragingmorepeopletogooutandkilltheanimals.

3.HowdidlifeimproveforthefarmersinZimbabwe?

Thefarmersgotmoneywhenthegovernmentmadesurethatthetourcompanieshadtopaythemtovisitandhunttheanimals.

4.Howdiditimprovefortheanimals?

Theanimalswerenolongerkilledbythefarmersfordestroyingthecrops.

5.Inwhatwaysdoeslookingaftertherainforesthelpwithwildlifeprotection?

Lookingaftertherainforesthelpswildlifeprotectionbecauseitcontainsmanymedicinesanddrugs.

6.Whydoyouthinktheanimalshavetospeakforthemselves?

Answersmayvary.Becausetheanimalshavenohumantospeakforthem.Iftheyspeakforthemselves，theycanputtheircasemoreeffectivelyandtheycanwinmoresympathy.

7.Whatmusthappenifwildlifeprotectionistosucceed?

Answersmayvary.Ifwildlifeprotectionistosucceed，peoplemustnotkillanimalsbuttrytoliveinharmonywiththem.What’smore，peoplemuststopdestroyingthehabitatofanimalsandusinganimalstomakeluxurygoods.

Step5RetelltheStory

T：

Sinceyouhavereadthetextforthreetimes，Iguessyouhavetotallyunderstandthetext.Nowlet’scheckwhetheryouhavecomprehendedthetext.Ontheblackboard，it’sthesummaryofourreadingtext.Butit’snotcomplete.Youhavetothinkoutaproperwordtofillineachblankwithoutreadingyourtextbook.Afterfillingthemissingwords，youwillhaveacompletesummaryofthetext.Now，Iwillgiveyou5minutestodothistask.

Oneday，Daisy______astrangedream.Sheflewinawonderful______to______withan______inTibet.Theantelopetoldhertheywerehuntedbecauseoftheir______whichcanbeusedtomake______likehers.Inthreeyearstheymayallbe______.Later，she______toZimbabwewhereshetalkedwithan______andgottoknowthefarmerstherenolonger______them.That’sbecausethe______decidedtohelpandthefarmersfinallymadealotof______.Atlastshe______atthethickrain______whereamonkeytoldher“Norainforest，no______andno______.”Althoughfinallyeverythingwas______，shehad______somuch!

Suggestedanswers：

dreamed；chair；talk；antelope；fur；sweaters；gone；flew；elephant；hunted；government；money；arrived；forest；animals；drugs；gone；learned

Step6LanguagePointsFocus

Teacherexplainstheimportantwordsandexpressionsfromthereading.Trytouseasmanyexamplesaspossibletoillustratethepoint.Afterillustration，teachercangivestudentssomeexercisetoconsolidatetheirunderstanding.

1.Daisyhurriedtogetdressedandputonherjeansandsweater.

戴西急忙穿衣服，穿上牛仔裤和毛衣。

getdressed穿上衣服

“get+过去分词”相当于“be+过去分词”，表达被动的意味。

但是“get+过去分词”更着重强调动作，动作不能延续，因此不能和表示一段时间的状语连用。

而“be+过去分词”着重强调状态，动作可以延续，因此可以和表示一段时间的状语连用。

如：

Theyhavebeenmarriedfortwentyyears.

他们结婚20年了。

Herblousegotcaughtonthenailandabuttonwentoff.

她的衬衣被钩在钉子上，一个纽扣掉了下来。

2.Wearekilledforthewoolthatistakenfromunderourstomachs.

人们杀死我们以获取我们肚子底下的羊毛。

fromunderourstomachs是“介词from+介词短语”结构。

如：

Hejumpedoutfrombehindthedoor.

他从门后跳出来。

Bambooshootsgrowfromaroundtheroots.

从根部周围生长出竹子嫩芽。

Amancameoutfromunderthebed.

一个人从床底下（爬）出来。

3.Thetourcompaniesappliedtobeallowedtohuntsomeforafee，whichmadealotofmoneyforthefarmers.

旅游公司可以申请交费猎捕，这为农民赚取了许多钱。

applyv.

（1）makeaformalrequest请求，申请。

如：

Iwanttoapplyforthejob.

我想申请这项工作。

（2）makeapracticaluseofsth.运用，应用。

如：

Scientificdiscoveriesareoftenappliedtoindustrialproductionmethods.

科学的发明时常应用到工业生产的方法上。

（3）bringintonearnessorcontactwithsomething；puton，upon，orto敷，涂

Anurseisapplyingsomemedicinetohiswound.

有个护士正在给他的伤口敷药。

（4）devote（oneselforone’sefforts）tosomething专心于、致力于某物。

如：

Thenewcomerappliedhismindtothejob.

新来的职员工作专心致志。

Studentsshouldapplythemselvestotheirstudy.

学生们应该专心致志地学习。

4.Asaresult，farmerslikeusandnolongerhuntus.

因此，农民们喜欢我们就不再猎杀我们了。

asaresult结果是；作为结果。

如：

Hehadanaccidentandbrokehisleg.Asaresult，hehadtostayinbedforthreemonths.

他出了一次事故，断了腿，结果不得不在床上躺了三个月。

nolonger不再，再也不

nolonger表示“（时间）不再”时，一般修饰延续性或状态动词，通常位于第一个助动词、系动词、情态动词后