高中英语优秀教案Unit4 Wildlife protection Period1 Reading优秀教案 新人教版必修2.docx
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高中英语优秀教案Unit4 Wildlife protection Period1 Reading优秀教案 新人教版必修2.docx
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高中英语优秀教案Unit4WildlifeprotectionPeriod1Reading优秀教案新人教版必修2
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
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