一名优秀负责的教师就要对每一位学生尽职尽责，教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，帮助教师更好的完成实现教学目标。那么如何写好我们的教案呢？以下是小编为大家精心整理的“高一英语必修二Unit 4 Wildlife protection导学案（人教新课标）”，希望对您的工作和生活有所帮助。

学习目标:
1．深入理解课文，掌握课文中的基础知识；
2．自主学习，合作探究；
3.体会恐龙退出历史舞台的悲哀，意识到野生动物保护的重要性和紧要性。
学习重点：理解课文;掌握本文中的重点单词和短语。
自主预习
一、重点短语完形
1.__________into____________形成，产生
2.for_____________确切地
3.___________________to根据，按照
二、经典句型应用
1．Othersthinktheearthgot____________hotforthedinosaurs____________liveonanymore.另外一些人认为，地球变得太热，因此恐龙无法在地球上生活了。
2．Nobodyknowsforsure________________dinosaursdisappearedfromtheearthinsuchashorttime.没有人确切地知道恐龙是由于什么原因，又是怎样在这么短的时间里从地球上消失的。
3．What_______ifwildlifeprotectionistosucceed?野生动物保护要想成功，我们必须做些什么？
4．Theylivedontheearthtensofmillionsofyearsago,________________________humanscameintobeing.千百万年前恐龙就在地球上生活，比人类的出现要早得多……
合作探究
一、一轮阅读做题目
学法指导：1.先通读教材，完成表层理解题，再勾画出文中的疑难点，了解恐龙消失的原因。
2.限时20分钟完成
1．DecidewhetherthefollowingsentencesareTrueOrFalse[
(1)TherearemanydifferentspeciesofdinosaurandallofthemhavebeenfoundinChina．()
(2)Notlongago，ararenewspeciesofbird—likedinosaurwasdiscoveredinHenanProvince.()
(3)Somescientistsaresuredinosaursdiedoutbecausetheearthgottoohotforthedinosaursto1iveonanymore.()
(4)Dinosaursdiedoutquicklyabout65millionyearsagoandmanyanimalshavediedoutinthelast500years.()
(5)Dinosaurs1ivedontheearthafterhumanscameintobeing．()
(6)Atthattimethosedinosaurscouldonlyrun1iketheOthers．()
2.Answerthefollowingquestions．
(1)HowdidweknowanumberofdinosaursusedtoliveinChina?
___________________________________________________________________________________
(2)Howdidscientistsfindthesedinosaurscouldnotonlyrunliketheothersbutalsoclimbtrees?
_______________________________________________________________
二、二轮阅读找难点
1.单词
(1)Whenscientists________(检查)thebones，theyweresurprised.
(2)dinosaur__________
(3)unexpected___________
(4)Ahugerockfromspacehittheearthandputtoomuch_____(灰尘)intotheair.
(5)Theirfutureseemed_________(安全的)atthattime．
2.短语[
(1)They1ivedontheearthtensofmillionsofyearsago,longbeforehumans______________(形成)
(2)___________(按照)aUNreport，some844animalsandplantshavedisappearedinthelast500years.
(3)Nobodyknows__________(确切)whyandhowdinosaursdisappearedfromtheearthinsuchashorttime.
(4)大量的_________________
(5)_______________过去常常
(6)Dinosaurs___________(灭亡)suddenlyabout65millionyearsago.
3.句型或交际用语
(1)Othersthinktheearthgot______hotforthedinosaurs_____(太…不能……)1iveonanymore.
(2)Theyweresurprisedtofindthatthesedinosaurscould___________runliketheothers_____________(不但…….而且……)climbtrees．
4.重点句型与长难句
1.Theylearnedthisfromthewaytheboneswerejoinedtogether．
(1)theway是先行词，定语从句的关系词可以是_______;________;___________.
(2)你还能想起其他的特殊先行词吗?写在横线上_____________________
2.．．．theyweresurprisedtofindthatthesedinosaurscouldnotonlyrunliketheothersbutalsoclimbtrees．
(1)翻译：____________________________________________
(2)Notonly________________________(他们能跑)butalsotheycouldclimbtrees．
三、Languagepoints
1.Theylivedontheearthtensofmillionsofyearsago,longbeforehumanscameintobeingandtheirfutureseemedsecureatthattime.(P30）千百万年前，恐龙就在地球上生活，比人类的出现要早得多，当时它们的前景好像也很安全。
longbefore“早在......之前；很久以前”此短语后面可以跟名词、代词或句子，也可以单独作状语。常用于过去时或过去完成时。
beforelong相当于soon“不久或不久之后”常与将来时或过去时连用。
IknewBettylongbeforeyougotmarriedtoher.早在你和贝蒂结婚之前，我就认识她了。
HesaidthathehadbeentoShanghailongbefore.他说他很久以前去过上海。
Itlooksasifitwillsnowbeforelong.看起来好像一会儿要下雪。
Wewillknowitbeforelong.我们很快就会知道了。
comeintobeing形成；产生comeintoeffect开始生效/执行/实施
comeintopower/office就职；上台执政comeintouse开始被使用
comeintoexistence开始存在；形成；产生
Wedonotknowwhentheworld______________.
A.cameintopowerB.cameintobeingC.cameupD.cameacross

2.Somescientiststhinkitcameafteranunexpectedincidentwhenahugerockfromspacehittheearthandputtoomuchdustintotheair.(P30)有些科学家认为恐龙灭绝是发生在一件意外事故之后，当时宇宙间一块巨石击中地球因而在空气中扬起太多的尘土。
易混辨析
incident偶然发生的、通常不太重要的事件
affair主要指“有关的事、事务、活动等”，也可指外交大事
event指“每日里发生的事件、事或活动、比赛项目”
A(n)_______happenedonmytriptotheGreatWall.Thatis,mycamerawasleftonthebus.
A.accidentB.thingC.affairD.incidentM.JaB88.COM

3.AccordingtoaUNreport,some844animalsandplantshavedisappearedinthelast500years.(P30)根据联合国的一份报告，在过去的500年里，有844种动植物消失。
1）根据；按照
Everythingwentoffaccordingtotheplan.一切都按照计划实现了。
AccordingtoMike,it’sagreatmovie.据迈克说，这是一部了不起的电影。
2）合乎；符合
It’snotaccordingtohisnaturetogivepraise.他本性不喜欢颂扬。
注意：
accordingto其后可接名词、代词或what从句。用来引出来自他人或他处的消息，不能与me或myopinion连用。inmyopinion表示自己的观点，意为“依我看”。
_________theweatherreport,weshallhavecoldweathernextweek.
A.thankstoB.intermsofC.accordingtoD.becauseof

4.sothat以至于，结果；以便，为了
1）以至于，结果（用于引导结果状语从句）
Everyonelentahandsothattheworkwasfinishedaheadoftime.
每个人都帮了忙，所以工作提前完成了。
2）以便，为了（引导目的状语从句），从句中常含有情态动词may/might,can/could,should,would等；可与inorderthat互换使用。
Hegotupveryearlysothathecouldcatchthefirstbus.为了赶上第一班车，他起床很早。
Manyofthemturnedadeafeartohisadvice,______theyknewittobevaluable.
A.asifB.nowthatC.eventhoughD.sothat

四、词汇串记
Asweknow,thenumberofsome________(野生)plantsandanimalshasalready_________(减少)andsomeanimalshavealready___________(灭绝).Soitishightimeforusto________much___________________________(注意保护野生动植物).Buthowcanwepreventendangeredanimalsfrombeing___________(面临…危险)disappearing?Firstly,weshould________(保护)them______being_______(免遭捕杀).Itisof_________(重要)toeducatepeopletoregardanimalsasourfriends.Thosewhowanttogetlarge_______(暴利)fromhuntinganimalsfortheir______(毛皮)shouldbepunished.Secondly,somenature_____(保护区)and________(保护带)shouldbeset_________(为的是)animalscanlive___________(平静地).Itisalsonecessaryto_______(雇佣)somepeopletolookafterthem.Onlyinthiswaywillanimalsnotbe______(伤害)moreoften.Thirdly,thehabitofeatingthemeatofsome_________(濒危)animalsshouldbegotridof.________________(根据)somereports,somerestaurantsarestillservingsuchdishesnow.Thegovernmentshouldmakemore_________(强有力的)lawstostopthis_________(事件)happeningagain.Ifso,thedayswhenallendangeredanimalsare____________________(任…摆布)ofhumanbeingswillbegone.Ifeveryonehasthesenseofprotectingwildlife,itis____________(必然的)thatanatmosphereofwildlifeprotectionwill_____________(形成).Thusahappy__________(结局)forbothhumanbeingsandwildlifewillappear.

相关知识

高一英语Unit 4 Wildlife Protection教案

Unit4WildlifeProtection
WarmingUp,Pre-readingandReading
1.Teachingimportantpoints:
A.Helpstudentsunderstandthepassagebetter.
B.Trainstudents’readingskills.
C.Learnmoreaboutthewildlifeprotection.
2.Teachingdifficultpoints:
A.Howtohelpstudentsimprovetheirreadingskillsandunderstandthepassagefully.
B.Howtoletstudentslearntheimportancewaysofprotectingwildlife.
3.Procedure
Step1.Greeting
Step2.DailyReport
Step3.Warmingup
1.ShowavideoaboutWWF.
2.Askstudentswhatanimalsaretheycanseeinthevideoandfindouttheendangeredanimals.
3.Askstudentswhytheanimalsareendangered.
4.Let’slistentosomeanimalsnews:
A.Dolphin:Lastnight,alittledolphin’sdeadbodywasfoundononecoastinHongkong.Peoplethinkitdiedfromhungerbecauseitcouldnotfindanyfoodinthedirtysea…
B.Antelopes:TheCanadiangovernmentannouncedlastweekthatmoreandmoreantelopesinthewildlifeparkdiedinRoad-kills.
5.Askstudentswhytheanimalsmentionedaboveareendangered.
6.Givethem3to5minutestodiscussinpairandtheninvitesomeofthemtogivetheiropinions.Andshowsomeofmyownopinionbelow:
killedbytheenemiesinthenature
notenoughfood
notenoughplacetolivein
thelivingenvironmentisworseandworse
huntedbyhumanbeings
atenbypeople
7.TalkaboutthewildlifeProtection
①Panda:
Problem:Noenoughfood;lossofbamboogrowingareas
Improvement:Thereareabout70afterbambooareassetuptohelpthemgrow
HomeinChina:WolongNatureReserve,SichuanProvince
②Miludeer:
Problem:DisappearedinChina
Improvement:About500afterbeingbroughtbackfromUK.
HomeinChina:NanhaiziMiluParkinBeijing
③SouthChinatiger:
Problem:toomuchhuntinginthe1950s
Improvement:About30–60afterbeingleftinpeacewithnohunting
HomeinChina:BaishanzuNationalNaturalProtectionZone,inZhejiangProvince
Step4.Reading–HowDaisyLearnedtoProtectWildlife
1.Showsomepicturesofthethingsappearinthetext,andaskstudentstoreadaloudthem.(Daisy,sweater,mosquito,rhino,antelope,money,monkey,elephant,flyingchair)
2.Listentothetapeparagraphbyparagraph,andfindouttheanswerstothequestionsbelow:
Paragraph1:
WhichplacedidDaisyarrivein?
(Tibet)
WhodidDaisytalkto?
(Tibetanantelopes)
Whatdidtheytalkabout?
(Tibetanantelopeswerekilledforwool.)
Paragraph2:
WhichplacedidDaisyarrivein?
(Zimbabwe)
WhodidDaisytalkto?
(AnAfricanelephant)
Whatdidtheytalkabout?
(Elephantsandrhinoswerebecomingendangered.)
Paragraph3:
WhichplacedidDaisyarrivein?
(Thickrainforest)
WhodidDaisytalkto?
(Amonkey)
Whatdidtheytalkabout?
(Apowerfuldrugaffectsmosquitoes.)
3.Readthepassagesilentlyagain,andthetrytofinishtheTrueorFalseexercisesthatareshowedonthescreen.
①DaisysawanantelopeaswellasmountainsandpeopleinTibet.(T)
②TheantelopefeltverysadandhappywhenhesawDaisy.(T)
③Antelopeswerekilledfortheskinthatistakenfromundertheirstomachs.(F)
④TheelephantsandrhinosinZimbabweusedtobeprotectedwellbythefarmersinthepast.(F)
⑤Mosquitoesprotectthemonkeyfromamillipedeinsect.(F)
4.Putthefollowingsentencesintherightorder:
①Inthedream,sheflewinawonderfulchairtotalkwithanantelopeinTibet.(2)
②Later,sheflewtoZimbabweandtalkedwithanelephantandknewthefarmersnolongerhuntedthem.(4)
③Althoughfinallyeverythingwasgone,shehadlearnedsomuchaboutthewildlife!(7)
④Theantelopetoldhertheywerehuntedbecausetheirfurcouldbeusedtomakesweaters.(3)
⑤Atlastshearrivedatthethickrainforest(6)
⑥Oneday,Daisydreamedastrangedream.(1)
⑦That’sbecausethegovernmentdecidedtohelpandthefarmersmadealotofmoneyatlast.(5)
Step5.Homework
1.Finishthetranslationexerciseonp64
2.FinishEx21-35onEnglishWeekly15th
小结：本节课将warmingup和阅读理解整合在一起。Warmingup里片断和图片活跃了课堂气氛，迅速激发了学生的积极参与。看片断和图片的同时，也给学生灌输了保护野生动物的概念。由于本课篇幅比较长，所以将其层次来逐段理解，使学生更容易掌握。TRUEORFLASE和课文排序的练习，进一步帮助学生理解课文，与此同时也可以提高学生的阅读能力。总而言之，本节课上得蛮成功，达到了预期的良好效果。今后阅读理解可以采取这种阅读方式。

高一必修2 Unit4 Wildlife Protection教案分析

古人云，工欲善其事，必先利其器。教师在教学前就要准备好教案，做好充分的准备。教案可以让讲的知识能够轻松被学生吸收，帮助教师有计划有步骤有质量的完成教学任务。教案的内容要写些什么更好呢？下面是由小编为大家整理的“高一必修2 Unit4 Wildlife Protection教案分析”，供您参考，希望能够帮助到大家。

高一必修2Unit4WildlifeProtection教案分析
学校：xx十中
姓名：周x
课题：高一人教版课程标准试验教材必修2Unit4WildlifeProtection

教材分析：
本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“HowDaisyLearnedtoHelpWildlife”描述了一个名叫Daisy的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。Daisy的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了西藏，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。最后Daisy在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。

设计思路：
学生阅读的过程就是随着Daisy学习动物保护的过程。学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为“Let’sHelpWildLife”的英文网站。这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人为一组分成若干组，小组任务是制作这张网页。
要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力,提高了自主学习的意识和能力。

学情分析：
所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。但尚未掌握有效的方法克服阅读中的生词障碍。濒危野生动物保护是学生熟悉和关心的话题，但用以表达话题的语言积累不足。此外，虽然学生的学习资源丰富，但未能恰当的利用资源进行语言学习。因此设计好学习任务，方法和步骤是提高阅读能力，进一步巩固和加强英语学习策略的关键。

教学目标：
知识与技能目标：
1.学生通过回答问题，填写图表，连线，等方式获取并理解有关Daisy如何学到的关于野生动物保护知识的信息。
2.能够运用所获取的信息简单描述关于濒危动物，藏羚羊的保护情况。
3．利用资源策略，完成以保护野生动物为主题的网页制作。

情感与态度目标：
1.通过获取野生动物保护知识，提高保护野生动物的意识。
2.通过小组合作，学生提升了合作意识；学生增强了自信，维持并提高了对英语学习的兴趣。

教学重点和难点：
获取并理解关于Daisy学到关于濒危动物保护的知识的相关信息，并迁移运用到谈论关于对藏羚羊的保护。

教学过程：
Pre-reading
I.Taskpresentation:
Classtask:Buildupawebsiteaboutwildlifeprotection,called“Let’sHelpWildlife”
Teamtask:Produceawebpageaboutprotectingonekindanimalthatyouareconcernedabout.
II.Namescollection:
Collectthenamesofendangeredanimalsthattheydecidetoprotect.
III.Inquiryquestion:
ShowtheSstwoquestionstothinkoverandaskthemtoanswerbytheendofthe
class.
Q1.Whyshouldweprotectwildlife?
Q2.Whatdoyoulearnfromthetexttohelpwildlife?
设计意图：学生明确了学习目标，从而激发了学生的阅读动机，探究性问题使学生在学习过程中处于主动认知的状态，开启了他们的思维之门，知识之窗。

IV.Prediction.
1.Ssreadthetitleandpredictwhatthetexttalksabout.
2.Sscomparethetitleofthetextwiththeirtask.
设计意图：学生比较课文标题和任务标题，发现相似之处，使学生明确了其制作网页的内容就是来源于课本内容，要想完成任务就要学好课文，课文为其任务的达成提供了依据和帮助。

Whilereading---Fastreading
Ssskimthetextandanswerthefollowingquestions:
Q1.WheredidDaisygo?
Q2.Howdidshegothere?
Q3.Whatanimalsdidshemeet?
设计意图：学生了解文章主要内容，培养学生快速浏览阅读材料确定主要信息的
技巧。图文结合的形式增强了学生的感性认识，使学生意识到动物保护是全球范围的行动。加深了对文章内容的印象。

Whilereading---Detailedreading
Para1.
I.Ssreadthefirstparagraphandanswerthefollowingquestions.
Q1.WhatisthesituationofantelopeinTibet?
Q2.Whyhastheantelopebecomeendangered?
Q3.Isthereanyprotectionprovided?
Possibleanswers:
Situation:decrease
Reason:bekilledforthefurbeneathitsstomach
noprotection
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。

II.Languageunderstanding.
1.Ssunderstandthesentencebylookingatthepictureandchoosingcorrectanswer.“We’rebeingkilledforthewoolbeneathourstomachs.Ourfurisbeingusedtomakesweatersforpeoplelikeyou.

Q:Whichpartofanantelopeisusedtomakewoolsweater?

设计意图：并且利用非语言信息帮助学生理解文字信息。

2.Ssparaphrasetheword“respond”andtalkaboutthemethodofguessingthenewword.
“Wheredoyou…?”itasked.Daisyrespondedimmediately.“I’dliketo…”

Method:利用动作的顺承关系

设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。

III.Ssgettoknowmorereasonswhywildlifecanbeendangered.
1.Ssbrainstormthereasons

设计意图：学生通过头脑风暴进行发散性思维，激活学生的背景知识，积极主动地将自己已有的知识和经验，结合语篇中的信息产生新的思想。

2.Ssdescribethepicturesandtalkaboutthereasonwhytheanimalisendangered.

Thetigerbecomes______becausepeople________.
People_____.Asaresult,thepanda_____________
Theweather____________,sothepolebear__________________.

设计意图：利用本段信息谈论其它濒危动物的现状和原因是对知识的拓展与迁移，提高了学生语言应用的能力。

IV.Deepunderstanding
Ssdiscussandanswerthequestion.
Q:WhatdidDaisylearnfromhertripinTibet?
Possibleanswer:Situationandreasonsofendangeredanimals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。

Para2.
I.Ssreadthepassageandmatchthetimewithitssituation

设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的技巧。

II.Languageunderstanding.
Ssgetthemeaningoftheword“usedto”andtalkaboutthemethodofguessingthenewword.
“Theelephantusedtobeanendangeredspecies.”
Method:利用对比关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。

III.Ssgettoknowmorepracticalmeasuresofprotection.
Ssdogroupworktocollectthemeasuresofprotection
1.Sslistthemeasuresindividually.
2.Ssdiscussandcollectthemeasuresinagroupofwork.
3.Ssshowthemeasuresontheblackboard.

设计意图：通过合作学习，集思广益，有助于增强自信心，提高合作意识，竞争意识，积极主动地将自己已有的知识和经验与他人交流，结合语篇中的信息产生新的思想。
IV.Ssdiscussthemeasuresofantelopes’protection.
1.Sstickoutthemeasuresofprotectionfromwhichthatthestudentcollected.
2.Sstalkaboutthepracticalmeasures.
设计意图：利用本段信息谈论对藏羚羊的保护是对本段知识的拓展与迁移，提高了学生语言应用的能力。
V.Deepunderstanding
Ssdiscussandanswerthequestion.
Q:WhatdidDaisylearnfromhertripinZimbabwe?
Possibleanswer:Protectionandsolutionofendangeredanimals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。

Para3.
I.Ssreadthepassageandfindouttheanswertothequestions.
Q1.Whatistherelationshipamongwildlifeaccordingtothemonkey?

设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。

Q2.Whatdoestherelationshipsuggest?
II.Ssdiscusstheinquiryquestionaskedatthebeginningoftheclass.
Q:Whyshouldweprotectwildlife?
III.Languageunderstanding.
Ssgetthemeaningoftheword“appreciate”bychoosingcorrectanswerandtalkaboutthemethodofguessingthenewword.
“…andappreciatehowtheanimalslivetogether.”

A.admireB.understandC.thank
Method:利用动宾关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。

IV.Deepunderstanding
Ssdiscussandanswerthequestion.
Q:WhatdidDaisylearnfromhertripintherainforest?
Possibleanswer:Habitatandfeaturesofendangeredanimals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。

V.Sswilltalkabouttheantelope’shabitatandfeathersaccordingtotheinformationgivenbytheteachers.

Height75cm
Weight40kg
HabitatOnlyoncolddesert,highmountainsinQinghai-Tibetplateau
AppearanceBrown,likesheep,longandsharphorns,alittlebaginthenosetohelptobreathe,
Life8years
设计意图：利用本段信息谈论对藏羚羊的栖息地和特点是对本段知识的拓展与迁移，提高了学生语言应用的能力。

Para.4
Ssreadthefourthparagraphandanswerthefollowingquestions.
Q1.WhatdidDaisyplantodoaftergoingbackhome?
Q2.WhatdidDaisythinkoftheexperience?
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。

Postreading
I.Summary
1.Sssumupthewaysguessingnewwords.
利用顺承关系
利用对比关系
利用动宾关系
设计意图：掌握通过上下文猜词的技巧，学生就能够提高在阅读中处理生词的能力，提高逻辑思维能力，提高在语境中理解信息的能力，增强在阅读中克服生词障碍的信心。
2.Sssumuptheinformationaboutwildlifeprotection.
Ssrecalltheinquiryquestionaskedatthebeginningoftheclass.
Q:Whatdoyoulearnfromthetexttohelpwildlife?
Situationandreasons
Protectionandsolution
Habitatandfeatures
II.Discussion
Sstalkabouttheantelope’sprotection.
Habitatandfeatures
Anadultantelopeisabout40kgweighand75cmhigh.Theyarelikebrownsheepwithlongandsharphorns.Thereisalittlebaginthenosetohelptobreathe.andtheirfurbeneaththebodyisquitesoft.Theyonlyliveoncolddesert,highmountainsinQinghai-TibetPlateau.Thelifeisnomorethaneightyears.

Situationandreasons
Thenumberofantelopesisdecreasingrapidly.Mostofthemarebeingkilledforthefurbeneathitsstomachtomakesweaterforpeople.Thereisnotanyprotection,sothyaredyingout.

Protectionandsolution
ThegovernmentisestablishingAntelopeReservetopreventpeoplefromkillingthem.Andtherearesomelawsthathasbeenpassedtopunishthosepeoplewhohuntthemordestroytheirenvironment.Besides,peoplehadbetternotbuyanysweatersmadeofwoolfromantelopes.Itismoreimportantthatpeopleshouldknowprotectingwildlifeisprotectingthemselves.
设计意图：学生能够运用阅读中已知的信息，再次经历信息的筛选，归纳，综合和概括的思维过程，使学生在信息的迁移过程中培养了灵活的思维方式。另外教学环节是学生完成任务的范例。
Homework:
1.Finishthewebpaper.
2.Giveeachgroupevaluationontheirwebpaper.
Evaluation
GroupContentLanguageDesignTotal
531531531
Group1
Group2
……

Notes:
MarkContentLanguageDesign
5完整充实丰富，易懂，无误合理新颖，可视性强
3基本完整易懂但有误合理，有可视性
1未完成错误很多，很难读懂不合理
设计意图：知识拓展以及资源策略的培养，提高了自主学习的意识和能力。

板书设计：
Habitatandfeatures
LearntohelpwildlifeSituationandreasons
Protectionandsolution
教学效果评价：
积极开发和合理利用课程资源是英语课程实施的重要组成部分，如何将各种形式的课程资源与英语教材有效的结合是教学过程实施的关键。本课力图将网络资源与教材内容合理地结合，并进行有效的利用和开发。主要体现在以下三点：
1．找到了课本内容与利用网络资源进行课题研究的共性和结合点，即以动物保护为话题的学习。
2．明确了学习课本内容与查找网络信息之间的关系，即互补，互进，互通的关系。因此学生提高了利用课程资源对信息进行有效的筛选和收集的能力。
3．强调了英语教材是英语课程资源的核心部分。学生只有通过课本内容的学习，之后才能确定其网页内容，而且教材为任务的完成提供了充足的语言支持，使学生明确了课本内容，课文阅读，课堂学习的重要性。
教学片段演示教案
Activity1.Gettinginformation
Step1.Ssreadthethirdpassageandfillintheblankstomakethediagramcomplete.

Step2.Ssshowthediagramontheblackboard.
Step3.Ssanswerthequestionstoclarifytherelationshipamongwildlife.
Q:Whatistherelationshipamongwildlifeaccordingthemonkey?
Possibleanswer:Intherainforest,themonkeyusethemillipedeinsecttorubitsbodyinordertoprotectitselffrommosquitoes,becausethemillipedeinsectcontainsadrugwhichcanaffectmosquitoes.

Activity2.Furtherunderstanding
Step1.Ssreadthequestionandthinkitover.
Q:Whatdoestherelationshipsuggest?
Step2.Ssdiscusstheanswertothequestioninpairs
Step3.Ssgivetheanswertothequestion.
Possibleanswer:Animalslivetogetherinharmonyandbenefitfromeachother.

Activity3.Logicalinference
Step1.Ssrecalltheinquiryquestionaskedatthebeginningoftheclass.
Q:Whyshouldweprotectwildlife?
Step2.Ssdiscusstheanswertothequestioninpairs
Step3.Ssgivetheiranswers.
Thepossibleanswer:Protectingwildlifeisprotectingourselves.

Blackboarddesign:

Unit4 Wildlife Protection教案

Unit4WildlifeProtection
TeachingPlan
-------ZhouPing
TeachingAims:
1.EnabletheSstosaysomethingaboutwildlifeprotection
2.HelptheSstogettoKnow"Howtohelpwildlife"byreading
3.CultivatetheSsawarenessofprotectingwildlife.
Teachingimportantpoints:
1.LetSsreadthepassageandlearnsomethingaboutwildlifeprotection.
2.GetSstolearndifferentreadingskills.
Teachingdifficultpoints:
1.DevelopSs’readingability.
2.EnableSstolearntotalkaboutwildlifeprotection.
TeachingProcedures:
Step1.Warmingupandlead-in
1.Weliveinaworldwherethereareallkinds0fanimalsaroundus.
2.Showsomepicturesandanvideotothestudents,lettheSsknowthesituationabouttheseanimals------Theyareendangeredanimals.
3.Discussion:
Whyaretheyindanger?
•Theyhavenotenoughfood.
•Theirhabitatisbeingdestroyedorchanged.
•Theyarebeingkilledandhuntedbypeople.
•Theenvironmentispolluted.
4.WWFstandsforWorldWildFund.Itwasfoundedin1961toprotectallthewildlifeintheworld.
5.Ibelievethatyouareconcernedaboutanimalsandplantsdisappearing.Todaywe’regoingtolearnastoryaboutwildlifeprotection.Lookatthepicturesandthetitleofthereadingpassagetopredictthecontent.
Step2.Reading
Nowreadthepassageandlearnhowshelearnttohelpwildlife.
Task1.Skimming
Readthepassageasquicklyaspossibletoanswerthe3questions.
1.HowmanyplacesdidDaisyvisit?Whatarethey?
2.Whatanimalsdidshesee?
Task2.Carefulreading
A.Readthe1stpassageagainanddotheexercise
•Whydiditlooksosad?
Theyarebeingkilledandhuntedfor____,whichisbeingusedtomakesweaters,and____,whichistakenfrom___________________.
•Whathashappenedtothem?
Theirnumbersare_________rapidly.Theyarenow
an_________species.
B.Readthe2ndpassageanddotheexercise
Givethekeywordsandretellthestoryabouttheelephant.
C.Readthe3rdpassageanddotheexercise.
Whywasthemonkeydoingso?
Themonkeyrubbeditselfwithamillipedeinsectinorderto______itself_____mosquitoes.Becausetheinsect________a_______drugwhich______mosquitoes.
Whatisthemonkey’sadvice?
Itmighthelpyouifyou___________therainforestwhereIliveandunderstandhowtheanimals__________there.No________,no______andno_____.
Task3.Conclusion
HowdidDaisylearntohelpwildlife?
Shelearnedtohelpwildlifefromanwonderful_________withthree______.
Step3.Discussion
1.Whatcanwedotoprotectwildlife?
Suggestedanswers:
•Treatthemasourfriends.
•Protecttheenvironmentaroundus.
•Letothersknowtheimportanceofwildlife.
•Collectmoneytoprotecttheendangeredplantsandanimals.
•Neverbuyendangeredanimalsproducts.
•Helpthemreturntonature.
•Protecttheirhabitats.
…
2.Writeaslogan(口号)forwildlife.
Noprotection!Noanimals!Noearth!Nohumanbeings!
Homework
1.Readthetextagainandunderlinethewords,phrasesandsentencesyoucantunderstand
2.ThinkingARealStory(Whatwouldyoudoifyouwerethegirl.)

Unit 4 Wildlife Protection教学设计

Unit4WildlifeProtection
VocabularyandUsefulExpressions
1.Teachingimportantpoints
A.Toletstudentsmasterthepronunciationofthenewwordsandphrases.
B.Toletstudentsknowthemainusagesofthem.
2.Teachingdifficultpoints
A.Howtohelpstudentsmasterthepronunciationwithinlimitedtime.
B.Howtomaketheusagesclear.
3.Procedure
Step1.Greeting
Step2.Dailyreport
Step3.Newwordsandphraseslearning
1.Thewholeclassreadthenewwordsandphrasestogetherfollowingtheteacher.
2.Letstudentsreadthemaloudbythemselvesforawhile.
3.Explaintheusagesofthewordsandexpressionsasfollows:
①protectionn.保护
②protectvt.~sth.from/against…保护……避免……
He’swearingthesunglassestoprotecthiseyesfrom/againstthestrongsunshine.
③asaresult结果A句.Asaresult,B句.
Igotuplatethismorning.Asaresult,Icouldcatchthefirstbus.
asaresultof=becauseof为介词词组，不能引导句子。
Hewaslateasaresultofgettinguplate.
④dieout灭亡；逐渐消失
Miludeersaredyingout.
⑤lossn.
Hissacrificeisalossofourcountry.
ataloss不知所措withoutaloss毫无保留makeupaloss补偿损失
⑥reserven.
aforestreserve保护林reservationn.预定；保留
⑦huntvt.
Theyarehuntingtheproperperson.
vi.huntfor/after追逐Thelionishuntingforthemonkeys.
gohunting去打猎；ajobhunting找工作
⑧zonen.地区；地带；区域
timezone,adangerzone,thewarzone
⑨peacen.peacefuladj.peacefully=inpeaceadv.
TheChineseliveinpeaceafterliberation.
⑩indanger-outofdanger
⑪Thelittlegirlisindangerbecauseshehasfallenintotheriver.However,sheisoutofdangernowwiththehelpofthearmy.
11.stomachn.
Ifeelpainfulinmystomach.
stomachachen.胃痛；headachen.头疼；
12.applyvi.
applyfor申请；
Iwillapplyforthejobinthecompany.
applytosb.forsth.向某人申请……
Iwillapplytomybossforabettersaraly.
vt.applyoneselfto专心于……
Thediligentgirlappliesherselftostudy.
13.thick–thin
14.containvt.
包含Thisbookcontainsinformationthatyouneed.
容纳Thisroomcancontain56students.
15.drugn.
Thedrugisharmfultopeople’shealth.
thedrugstore药房；takethedrug吃药
16.affectvt.Thismoviedeeplyaffectsme.
effectn.haveaneffecton;haveagood/badeffecton
Thecomputergamehasabadeffectonstudents’study.
sideeffect副作用
Thiskindofmedicinehassideeffect.
17.attentionn.
draw/get/attract/catchone’sattention吸引某人的注意力
Thathandsomeboyattracts/catches/draws/getsherattention.
fix/focusone’sattentiononsth.讲精神、注意力集中于……
Theyfix/focusmyattentiononthathandsomeguy.
payattentiontosth.
PleasepayattentiontowhatIsaidjustnow.
18.comeintobeing
Doyouknowwhenthehumanscameintobeing?
19.dustn.
Thegroundisfullofdust.
dustyadj.有尘的；多尘的
20.recentlyadv.
Recently,Ihaven’tseenthepoorwoman.
21.fierceadj.
Lionisfierceanimal.
22.lazyadj.lazinessn.(happy-happiness)
Don’tbesolazysincetheexamiscoming.
Step4.Homework
1.Reviewthenewwordsandexpressions.
2.Chosetennewwordsandphrasestomakesentences:
小结：本单元的单词量不多，单词难度也不大。但是在讲单词的过程中还是发现下面几个词的理解和用法需要加强：protect…from…、huntfor、、contain和include、affect和effect的区别。因此课后布置造句作业有利于检查出学生对新词汇的掌握情况。

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