人教版高中英语必修二Unit 4Wildlife protection 教案.docx

1、人教版高中英语必修二Unit 4 Wildlife protection 教案 Unit 4 Wildlife Protection I. Teaching goalsKnowledge goals: Get the students to know the present situations and the reasons for the endangered wildlife; Learn some important words and phrases of this unit: die out, hunt, in danger and so on. Ability goal: Ena

2、ble the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to improve their reading ability. Moral goal: Enable the students to realize the importance of protecting wildlife and do something actual to love nature and live with n

3、ature in harmony. II. Teaching important and difficult pointsA. How to summarize the main idea by picking out key words and to locate detailed information in the passage.B. How to make students cooperate with others and how to express their ideas in English.III. Teaching methods: Cooperative learnin

4、g, task-based approach, discussing and summarizing.IV. Teaching proceduresStep 1 Lead-in. (3 mins)Teaching aim: Enable students to observe what happened to animals by enjoying a song. Greet students as usual. Firstly lets enjoy a MV (Earth Song by Michael ). Pay attention to animals in this music vi

5、deo. (What happened to animals? ) T: Boys and girls, does animals live a happy life in this music video? Ss: No! T: Ok, now lets look at some pictures.Step 2 Warming-up. (3 mins)Teaching aim: Enable students to realize that too much hunting by people is the most important reason for animals dying ou

6、t through some pictures and a question. Picture 1: This is an Tibetan antelope which is very rare. People kill them for their fur, skin and meat. Picture 2: South China Tiger. They are searching for food which means they dont have a good habitat. Picture 3: Elephant. People kill elephants for their

7、ivories, which are very dear. The ivory has been traded among foreign countries. T: Here we must think about a question: why are these animals dying out? Ss: Hungry, hunting. T: More pictures.Therefore, the most important reason for their dying out is too much hunting, by whom? Ss: By people. T: Rig

8、ht. Good!Step 3 Pre-reading. (2 mins)Teaching aim: Import students into the passage-How Daisy Learned to Help Wildlife quickly. T: Then as middle students, certainly we should protect these miserable animals. What should you do? Ss: Plant trees; eat less animals;. T: You are so good. Now everyone, p

9、lease open your books and turn to P.26. This class we will discuss how Daisy, a little girl, learned to help wildlife.Step 4 Reading. (19 mins)Teaching aim: Enable the students to grasp the main idea of each part and the whole passage and to pick out the detailed information from each part to retell

10、 the passage.1) Analyzing pictures. (2 mins) T: How many pictures are there in this passage? Ss: Two. T: Picture 1 is an Tibetan antelope. Picture 2 is about elephants.2) Listening. (4 mins) Teaching aim: Enable students to listen to the passage based on two questions.According to the two questions,

11、 listen to the whole passage and try to underline these answers in the passage. a. Is there any other animal in this passage? If there is, what is it? b. How many places did Daisy travel? What are they? . T: Check answers on the blackboard. (Animals: antelope, elephant and monkey; Places: Tibet, Zim

12、babwe, and rainforest) But how did Daisy go to these places and see these animals? Ss: A flying carpet. T: Good, she took a flying carpet to these places. Based on these clues, we can divide the passage into 3 parts. (para.1/para.2/para.3-4)3) Skimming. (5 mins) Teaching aim: Enable students to matc

13、h the main idea of each part by skimming.T: This passage is a story, so we cant pick out the topic sentence in each part. Then we need to summarize the main idea of each part, but how? Depend on what?Ss: . T: Key words. Do you still remember? Look at these three sentences in the screen and pick out

14、key words in each sentence. (S1: antelopes; why. S2: get a lot. S3: elephant; good example.) Now finish the task. Three minutes for you. . Check answers. (Ask some student to show his or her ideas.) Para 1: The story of antelopes tells us why we need wildlife protection. Para. 2: The story of elepha

15、nts is a good example of wildlife protection. Para. 3-4: We can get a lot from wildlife protection. T: All of you did a good job. So here we can summarize the main idea of the whole passage. Look at the screen and fill in the blanks. Together, ok? Ss: In Daisys dream, she took a flying carpet to tra

16、vel and met different animals, which made her realize the importance of protecting wildlife.T: Well done!4) Detailed reading. (8 mins)Teaching aim: Enable students to make a detailed reading about the passage to improve their reading ability.T: Now lets do something interesting. A competition for yo

17、u-detailed reading. But how to make detailed reading?Ss: Find information in the passage.T: Right, but imperfect. Look at the screen and read these together. One, two, go. Ss: Locate the key words into the concrete position in the passage, and then look ahead and behind until you find the answers.T:

18、 Two points. “Locate” and “look ahead and behind”. Now use this method to read the passage in detail. Three charts for you, about 6 minutes. You are to discuss in groups of six and I will ask some groups to share their answers. Now, begin!Chart 1(para.1):In Tibet1. A flying carpet flew away and took

19、 her there. 2. Daisy saw an antelope looking sad and discovered that antelopes were killed for the wool.3. As a result, they were now an endangered species. Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.1.Chart 2(para.2):In Zimbabwe1. The

20、 government allowed tourists to hunt only a certain number of animals if they paid the farmers.2. The number of elephants is increasing.3. So good things are being done to save local wildlife.Ask some representatives to check answers. Then read the three sentences together to briefly summarize para.

21、2.Chart 3(para.3-4)In a thick rainforest1. A monkey used a millipede insect which contains a powerful drug to protect itself from mosquitoes.2. The flying carpet took her home. She had learned so much. Answer these questions together and all the boys read these sentences.Evaluate students: Most of y

22、ou did a good job in this task. So congratulations, my dear boys and girls (clap hands). Pay attention to the method especially when you meet so many new words.Step 5 Summarize. (3 mins)Teaching aim: Enable students to make a brief summary of the passage based on the blackboard design. Make a summar

23、y of the whole passage based on the blackboard design from the left to the right (the title, animals, places, how to go, main idea of each part and of the whole passage).Step 6 Retell the passage. (5 mins)Teaching aim: Make students retell the passage to examine whether they have grasped this passag

24、e. Fill in the blanks. One passage by one. Then ask some volunteers to share their answers. (One day Daisy went to see the animals that gave fur to make her sweater in a flying carpet. It flew away to Tibet in China first, where she saw an antelope. The antelope told her that they were killed (kill)

25、 for the wool.Then they went to Zimbabwe, where Daisy saw an elephant. Farmers used to hunt them without mercy. Now they allowed tourists to hunt only a certain number of animals if they paid the farmers. The problem was solved. In the thick rainforest, a monkey was rubbing a millipede insect which

26、contains a powerful drug to protect (protect)him from mosquitoes. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.)Step 7 Write a letter. (10 mins)Teaching aim: Enable students to understand how to write a proposal letter so that they can provide some ac

27、tual advice to protect wildlife to practice their writing ability.1). 假设你是小明，学习本课后，对于中学生如何保护野生动植物有自己的看法，现请你向WWF写一封信，提出几点关于野生动植物保护的建议，并期待他们的回复。2). How to write a proposal letter?Para 1. 写信目的(I am writing to .）Para 2. 正文部分（具体建议） (In my opinion, firstly, secondly, besides, to sum up.)Para 3. 期待回信 (I am

28、 looking forward to your reply.)3). A given sample:Dear WWF， I am writing to express my views about how to protect wildlife as a middle school student. In my opinion, firstly, _. Secondly, _. Last but no least, _. To sum up, I hope my opinions are of great help to you. I am greatly looking forward t

29、o your reply. Thanks! Yours sincerely,Xiao Ming4). Ask students to finish the composition by putting forward three concrete pieces of advice in groups of six. (One for writing, four for providing advice and one for reading out their composition.) Five minutes for them.Ask two groups to read out their composition in front of the class. Then the teacher repeats their advice and evaluate their compositions.Step 8 Homework.1)Add more details to their compositions.2)Read the passage again to preview the language points.