book2 unit4教案

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1、 Unit 4 Wildlife protection Teaching goals *語言知識 1. to talk about endangered species. 2. to understand the importance of wildlife protection 3. to know how to express your intentions and purposes 4. to learn to use the Present Progressive Passive Voice 5. to learn how to write a letter of ad

2、vice *語言技能和學(xué)習(xí)策略 1. to develop listening skills by doing exercises in listening task 2. to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice 3. to develop reading skills through the reading materials in this unit 4. to learn to write a

3、letter of advice *文化意識 1. to know the reason for the endangered animal’s dying out 2. to know the importance and necessity of wildlife protection *情感態(tài)度 1. to raise the students’ sense of wildlife protection *單元整體設(shè)計思路： 第一、二、三課時 Warming Up, Pre-reading, Reading, Comprehending, Speaking

4、第四課時 Learning about Language& Discovering useful structures 第五課時 Using language 第六課時 Speaking and writing 第七課時Summing up, self-evaluation and self-test/exercises Teaching key points： 1. how to improve students’ speaking and cooperating abilities 2. learn to use the present progressive p

5、assive voice 3. master some words and expressions Teaching difficult points： 1. train the students’ speaking, listening, reading and writing abilities 2. how to improve students’ cooperating abilities Teaching methods： Student-focus approach and task-based approach Learning methods： Cooperat

6、ive study Teaching aids： Computer Period 1 ,2&3 Warming Up, Pre-reading, Speaking, Reading, Comprehending, Teaching Goals： 1. To talk about endangered species 2. To read about and understand wildlife protection Teaching Procedures： Step 1. Lead-in Show some pictures of some endangere

7、d animals and let the students name them. (polar bear, milu deer, rhino, tiger, crocodile, leopard, koala, panda, dolphin, giraffe…) Questions： 1. Do you often see these animals? 2. What problems are some animals facing nowadays? Why? Step 2. Warming up& Speaking Cooperative learning

8、: discuss the questions with the partners. 1. Why are the animals in danger? (1. Don’t have enough food; 2. Being hunted and killed ; 3. The bad environment; ) 2. What measures should be taken to protect the endangered animals? ((1) Treat the animals as our friends; (2) We shouldn’t kill

9、them freely. (3) We should protect the environment around us. (4) We should collect money to protect animals. (5)Protect their habitats and create new ones (6)Stop buying clothes made of their furs …) Step 3. Reading Task 1: Scanning 1. What three places has she been to? 2. What problems

10、 face the animals? 3. What endangered animals are they? Task 2: Skimming 1. Read the passage carefully and fill in the chart on page 27. 2. Answer the questions. (P27) Task 3: Listen and read aloud. Step 4 Summary Fill in the blanks. How Daisy Learn to Help Wildlife 1. Tibet: (

11、1) ___________ is used to make sweater. (2) Antelopes are killed for ________; (3) Every year over ___________ antelopes are killed. 2. Zimbabwe; (1) ________ used to hunt the elephants. (2) Now farmers __________ them. 3. Rainforest: (1) A ________ insect affects m

12、osquitoes. (2) No ______, no ________ and no _________. Step 5 Language points 1. protection n. 保護(hù) protect vt. ~sth. from/against…保護(hù)……避免…… He’s wearing the sunglasses to protect his eyes from/against the strong sunshine. 2. die out滅亡；逐漸消失 Many animals have died out in th

13、e past decades. *die away 慢慢減弱直至消失, die of/from 死于, die off 一個接一個死去 3. loss n. His death is a loss of our country. The earthquake caused a loss of more than 20,000,000 yuan. *at a loss不知所措 I’m at a loss what to do? 4. Daisy had always longed to help endangered species of wildlife.（L1

14、,P26）戴西一直想要幫助瀕危動物. long: v. 渴望、非常想 long to do 渴望做某事 , long for …渴望…… The children are longing to see you again. 孩子們盼望再見到你。 I am longing for the holidays.我渴望放假。 5. Our fur is being used to make sweaters for people like you.(L10,P26)我們的毛被用來為像你一樣的人們制作毛衣. is being used 現(xiàn)在進(jìn)行時的被動語態(tài) The chi

15、ldren are being taken care of by their aunt. 孩子們正在由姑母照顧著。 6. In relief, Daisy burst into laughter.(L16, P26)戴西如釋重負(fù),突然笑了起來. relief n. （痛苦﹑ 困苦﹑ 憂慮等的）減輕或解除 In relief 如釋重負(fù)地，輕松地 Having finished my homework, I packed up my bag in relief. 做完作業(yè)后，我輕松地收拾書包。 burst into laughter 突然大笑起來 On seeing the fu

16、nny expression on his face, we all burst into laughter. 看到他臉上的可笑表情，我們都大笑起來。 7. Farmers hunted us without mercy.(L18, P26)農(nóng)民們毫不留情地獵殺我們. mercy /U/ 仁慈，寬恕，寬容 without mercy 無情地，冷酷地，殘忍地 The emperor punished everyone without mercy. 皇帝毫不留情地懲罰每個人 8. I’m protecting myself from mosquitoes.(L28,P26)

17、我正在保護(hù)自己不受蚊蟲叮咬. protection n. 保護(hù) protect vt. ~sth. from/against…保護(hù)……避免…… He’s wearing the sunglasses to protect（protect） his eyes from/against the strong sunshine. 9. It contains a powerful drug which affects mosquitoes. (L29, P26)它含有一種強(qiáng)效的藥物可以防止蚊蟲叮咬. affect vt. This movie deeply affects me

18、. effect n. have an effect on; have a good/bad effect on 電腦游戲?qū)W(xué)生的對學(xué)習(xí)有不良影響。Computer games have a bad effect on students’ study. effective adj. 有效的 我建議我們必須采取措施阻止我們的環(huán)境受到進(jìn)一步污染。 I suggest we take effective measures to protect our environment from further pollution. 10. You should pay more at

19、tention to the rainforest where I live and appreciate how the animals live together.(L30, P26)你們應(yīng)當(dāng)多加關(guān)注我生活的熱帶雨林,并且懂得熱帶雨林的動物是如何一起生活的. attention n. pay attention to sth. 注意……Please pay attention to what I said just now. Step 6. Homework 1. Review the new words and expressions. 2. Make sentenc

20、es with the words and phrases given by the teachers. protect…from, pay attention to , affect, have a good effect on Period 4 Learning about language (P28),& Discovering useful structures Teaching Goals: 1.To learn about The Present Progressive Passive voice 2. To discover u

21、seful words and expressions 3. To discover useful structures Teaching Procedures: Step 1.Revision (Finish the exercise on the students’ papers. Not long ago there was a girl [1]_______ (call) Daisy, who went to see the animals that gave fur to make her sweater [2]________ the help

22、of a flying chair. In Tibet, she saw an antelope with a sad face looking at her, [3]_________told her that they were killed for the wool that was taken from under [4]________stomachs. Every year over 29,000 of them were killed, with only 72,0004 [5] _______ (leave). In Zimbabwe, the elephant Daisy s

23、aw said they were endangered there. Farmers used to hunt them [6] ___________ they were considered to have destroyed the farms. Later, the government tried to help the farmer [7] ______ asking the tour companies to bring more tourists to the area and setting the number of animals to be hunted, [8

24、]_________ made the farmers a lot of incomes. As a result, farmers started to protect [9] _________. In the thick rain forest, Daisy saw a monkey rubbing [10]______ insect over his body to protect against mosquitoes. With all her experience, Daisy had learned how to work with WWF to protect wildlife

25、. Step 2. Practice Turn to Page 28 and do Ex1 and Ex2 You can simply write your answers in the blanks on the book. Suggested Answers: Ex1: (1)distant (2) decrease (3) powerful (4) affect (5) appreciate (6) hunt (7) protect… from (8) respond (9)relief Ex2: wild, reserve, hunt, species, powe

26、rful, appreciated, relief, protecting…from Step 3. Grammar（現(xiàn)在進(jìn)行時的被動語態(tài)） The present progressive passive voice is formed: is/are/am +being done. 1. Let Ss find some sentences of the above kind in the text and do some exercises. Purpose: To make Ss further understand the structure of the sentence p

27、attern. (1) Suggested sentences Our fur is being used to make sweaters like yours. Daisy turned round and saw she was being watched by an excited elephant. (2) Exercise ① The Tibetan antelope ____________(hunt) by people who wish to take the fur from under their stomachs. ② The rhino _________

28、_________(study)Beijing University students. ③ The African elephant _________________(protect)by the WWF. ④ The panda ____________________(photograph) by Daisy. ⑤ The whales _________________ (kill)by Japanese fishermen. ⑥ The mice ___________________(attack)by the cat. Suggested Answers: ① is

29、being hunted ② is being studied by ③ is being protected ④ is being photographed ⑤ are being killed ⑥ are being attacked. Period 5 Using language Reading and listening Step 1 Revision Do you remember the endangered animals? Step 2 Lead-in Show some pictures of dinosaurs. Let the Ss talk about

30、the topic. 1. Have you ever learn something about dinosaurs in China? 2. Can you imagine the life of them in ancient times? 3. Are there any of them living in the world nowadays? Why or why not? Step 3 Reading Task 1: Fast reading for general idea. Task 2: Careful reading for detailed inform

31、ation. 1. When did the dinosaurs live? 2. What’s the rare new species dinosaurs like? 3. Why did the dinosaurs die out? Task 3: Discussion: What’s the possible reasons for the disappearance of dinosaurs? Task 4: Listen to the story of dodo and finish the exercises on page 30. *Step 4 Reading t

32、ask (P65) Task 1: Show some pictures of Milu deer. Let the Ss talk about them. Have you ever see this kind of animals in China? What do you think of their situation in China? Task 2: Read the text and finish the chart on Page 65. 1. Appearance of the Milu deer: 2. Features of t

33、he Milu deer: 3. Reasons for disappearance: 4. The life of the Milu deer in Britain: 5. How they returned: 6. Present situation: 7. Value of the cooperation: Task 3: Read the passage and underline the important words and expressions. Language points come into being形成；產(chǎn)生（不可用于被動語態(tài)或進(jìn)行時態(tài)） Dino

34、saurs lived on the earth tens of millions of years ago, long before humans came into being.千百萬年前，恐龍就在地球上生活，比人類的出現(xiàn)要早得多。 *[短語歸納] come into effect實施 come into use投入使用 come into power上臺執(zhí)政 Step 5 Summary and homework 8. Revise the useful words and expression in this unit. Period 6 Speaking and

35、 Writing (Using Language) Teaching Goals: 1. To learn more about wildlife protection. 2. To practise expressing opinions and willingness. Teaching Procedures: Step 1. Speaking Purpose: To lead Ss into protecting wildlife To train Ss to solve problems by themselves and s

36、trengthen their sense of responsibility 1. Ask Ss to read the chart in the Speaking part (P31) and try to keep the phrases in mind. 2. Let Ss talk in pairs about how to help the animal which they plan to save. Remind them to use as many phrases in the chart as possible. Step 2. Writing Purpose

37、: To improve Ss’ writing ability To lead Ss into making friends with animals 1. Ask students to work in pairs and brainstorm with their partner to get ideas. Make it clear that no idea is too mad or too weird at this stage. For example, take the dodo to the moon, attack man , ask the dodo

38、 to hide, teach the dodo to swim to another island, etc.. 2. Ask Ss to choose the ideas that they like best and put them under the headings. Make a plan. 3. Ask students to work on their first draft. When they finish, ask them to swap with their partner and get some advice from him/her. 4. Ask th

39、em to write a second draft which includes their partner’s suggestions. 5. Ask as many students as possible to read their writings to the class. One possible version: Dear WWF, My friend, Chen Ting, and I have been doing some research on endangered animals. We found that the habitat of polar b

40、ears is disappearing because the ice at the North Pole is getting warmer. I worry that when it disappears altogether, there will be nowhere for the polar bears to live. First, I suggest we are very careful with the energy we use. Global warming happens because we are putting too much carbon diox

41、ide into the air. One of the ways we do this is by driving everywhere by car. So I suggest we think carefully before using our cars unnecessarily. Second, instead of using our cars we should think about traveling by bus or by train. These forms of transport are more environmentally friendly and

42、do not put so much carbon dioxide into the atmosphere. Third, we can join WWF which is fighting to save the habitat of the polar bear. We can raise money to help them by making and selling cakes, selling crafts or giving talent shows and charging money for our parents to watch. I hope you will support us in our fight to save the home of the Polar Bears. Yours sincerely, Wu Xiaoxin Step 3. Homework 1． Finish the exercises on B4&A2 of Student Times 2． Go over the words and phrases and prepare for dictation.