2019-2020年人教版高中英語必修2 Unit 4 Wildlife protection period 1 教案1.doc

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2019-2020年人教版高中英語必修2 Unit 4 Wildlife protection period 1 教案1 ● Teaching Aims: (教學(xué)目標) Knowledge aims: （知識目標） a. help Ss to understand and master the words and expressions in reading. b. Let the students know some basic information about the endangered animals and wildlife situation and protection. Ability aims: （能力目標 ） a. Train Ss to catch the key words or phrases in the reading. b. Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection. c. Enhance Ss’ reading ability and develop Ss’ ability and skills of guessing words and reading prehension. Emotional aims: （情感目標 ） a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife. b. Develop Ss’ sense of cooperative learning. ● Teaching Key Points: （教學(xué)重點） a. To train the reading prehension to the whole passage b. To improve Ss’ ability of listening, speaking, reading and writing. c. How to lead the students to organize their words and express them. ● Teaching Difficult Points: （教學(xué)難點） a. Enhance the students reading skills in the passage. b. How to use the reading skills to make the passage better to understand.. ● Teaching Materials: （教學(xué)材料） Blackboard, multi-media, and other normal teaching tools. ● Teaching methods：（教學(xué)方法） Co-operative learning Activity-based teaching (individual work; group work; class work) Students-centered approach & Task-based teaching and learning ● Teaching Procedures: （教學(xué)過程） Step 1: Lead-in （導(dǎo)入） Task 1: Group Work Show some familiar pictures to draw the students’ attentions to the wildlife, and bring the question: Do you think what wildlife are? Encourage Ss to discuss with each other and then solve the question together. Purpose：To enliven the atmosphere of the class and to enhance the cooperation. Task 2: Class Work Set up some related questions to make the whole class conclude what on earth mainly cause these wild animals in danger of disappearing. After discussing, Ss should mention the following reasons: Food shortage, pollution, destruction of habitats, and over-hunting. Meanwhile, teacher brings up the conception of “wildlife protection” in time. Purpose: To help Ss get as much background knowledge about wildlife as possible. Step 2: Listening Task （聽力） Play the tape of the reading passage, and ask Ss to finish the following questions, and tick all the mentioned words out while listening: u 1. What places did Daisy go? A. Tibet China B. rain forest C. WWF D. Zimbabwe u 2. How many animals did she meet? What are they? A. antelope B. elephant C. monkey D. mosquitoes u 3. What helps Daisy meet the wildlife? A. By a flying chair B. By a flying broom(掃把) C. By a flying carpet Suggested answers: 1. ABD 2. ABC 3. C Purpose: To strengthen Ss’ listening ability and the ability of catching some sensitive information. Step 4: Reading （閱讀） I: Fast Reading （略讀） Task 1: Read the passage quickly and silently. try to find out the main idea. Then answer the following question: The passage is mainly about ______. A. some protection of wildlife B. a journey of a flying carpet C. Daisy’s wonderful experience with some animals Suggested answer: C Task 2: Read the passage again and fill in the table within given time. Animal she met Places she went First visit Second visit Third visit Suggested answers：antelope，Tibet ； elephant，Zimbabwe ；monkey，Rainforest 。 Purpose: To train Ss to go through the passage quickly to get some special information neglect other information. II: Careful Reading （詳讀） Task 1: Read the passage and draw lines under phrases or sentences which you don’t understand. Task 2: Finish the true( T ) or false ( F ) questions, and try to correct the false. 1. Daisy saw many antelopes in Tibet. 2. Daisy’s sweater was made of sheep wool. 3. The elephant used to be well protected in Zimbabwe. 4. The farmers in Zimbabwe get much money from the elephants and rhinos now. 5. This is a real story in Daisy’s life. Suggested answers: F F F T F Task 3: Answer the following questions on the screen. 1. Antelope in Tibet bee endangered because: A. they are killed by other animals for food. B. The environment is badly polluted. C. People kill them to use their fur. D. their food chain(食物鏈) is cut off. 2. The farmers hunted the Zimbabwe elephants without mercy because A. they wanted to sell the elephants for money B. their families were attacked with no pensations received. C. the number of elephants was so large that they eat too much food. D. Their farm were destroyed but they didn’t get any money from tourists. 3. It can be learned from the text that A. the Zimbabwe government did a good job in saving the elephants. B. the rainforest produces drugs that are good for millipede insects C. the farmers also got some money from tourists after the WWF helped. D. mosquitos help protect moneys from millipede insects. 4. It can be inferred from the text that next Daisy would A. go and buy a flying carpet B. work with WWF to help wildlife C. laugh over what she had experienced D. cry because she could not make her new drug. Suggested answers: C D A B Purpose: To train Ss the ability of bining the skimming with scanning together. Step 5: Consolidation （鞏固 ） Use the proper words to fill in the form based on the text. Animals Where What did she find? Feelings Tibet antelope being killed for ____ They were __________ Sad Farmers used to_____ elephant. ___________ offered help The tour panies had to______ to visit or hunt. Farmers _________ hunt. Happy Rain forest A millipede insect containing a powerful drug that could _______it ____ mosquitoes. amazed Suggested answers: … Purpose: To have a better understanding of the passage and note some useful words and phrases. Step 6: Homework Assignment （作業(yè)）. In this class, we have learned the great urgency of the wildlife protection. As a student, what should we do to protect the wild animals? List your own opinions and organize your words to write a short passage about your solutions. Purpose: To cultivate Ss to write down their own opinions and help train their writing abilities. ● Reflection After Class: （課后反思）