人教版（2019）高中英語必修第二冊Unit1-5全套教案《Unit1CulturalHeritage》單元教案Period1ListeningandSpeaking&ListeningandTalking【教材分析】ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject”.Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Morethan20highschoolstudentsfromsevencountriesparticipatedintheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.Bylisteningtothetext,studentscanunderstandthesignificanceofculturalheritageprotection,andteenagerscanusetheirknowledge,combinetheirowninterestsandadvantages,etc.toparticipateintheactionofculturalheritageprotection.ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.ThelisteningtextisadialoguebetweentwotouristsandtourguideswhentheyvisittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthefunctionalitemsof"startingaconversation”,whichisusedtopolitelyandappropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartanewtopic.ThepurposeofthissectionistoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalheritageintheirowntourismexperiencesorfromotherpeople'stourismexperiences,explorethehistoricalandculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoralcommunication.【教學(xué)目標】Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.Instructstudentstousefunctionalsentencesofthedialoguesuchas"Ibegyourpardon,but...M"Forgivemeforasking,but...Mandsoontostarttheconversationmorepolitelyandappropriately.【教學(xué)重難點】Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.Enablestudentstousethefunctionalitemsof"startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【教學(xué)過程】ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkaboutthemeaningoftheword“Heritage”.Boysandgirls,beforeourlistening,lefsworkinpairsanddiscussthemeaningoftheword"Heritage”.Whatdoestheword“heritage"mean?Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.Forexample,theGreatWallistheheritageofChina.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Thelisteningtextisprobablyabouthowtoprotectafamousheritagesitebysomestudents.Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.Listentotheconversationandsumupthemainidea.YouthsfromsevencountriesareworkingtogethertoprotectculturalrelicsonMountTai.Listenagainandhelpthereportertocompletetheinterviewnotes.Internationalyouthproject,23highschoolstudentsfrom7countriesMountTai,oneofthemostfamousmountainsinChinaIthasbeenprotectedformorethan3,000years.22temples,around1,800stoneswithwritingonthemDaiTempleonMountTai;over6,000stepsListeningtip:UsecontexttoguesswordsToguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:GuessingthemeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.Preserve:toprotectReason:thewordmeansthesameofawordIknowPromote:tohelpsthtohappenordevelopReason:ThewordisexplainedbythespeakerStep5:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage.Reporter:ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyouguysdoing?Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeople'sawarenessofprotectingtheprecioustrees.Reporter:Soundsgreatandanythingelse?Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmorepeopletoprotectthetrees.Reporter:Doesyourhardworkpayoff?Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonthetreesorclimbingthetrees.

ListeningandTalkingStepl:Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtasks.Listentotheconversationandanswer.Wherearethespeakers?Onastreet..Whataretheydoing?Sightseeing.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.WorldCulturalHeritageSiteFactSheet)THEKREMLINANDREDSQUARE,MOSCOW。BuiltbetweentheandcenturiesjTOC\o"1-5"\h\zThepalacewhere lives V。TheSaintBasil'sCathedrallookslike .JThe partofMoscow (?「Placeforparades,concerts,andeven1Step2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.Step3HomeworkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.Unit1CulturalHeritagePeriod2ReadingandThinking:

FromProblemstoSolutions【教材分析】Thissectionfocuseson"Understandinghowaproblemwassolved"，whichisaimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教學(xué)目標】Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;Motivatestudentstousethereadingstrategy"makeatimeline^^accordingtotheappropriatetextgenre;Enablestudentstounderstandhowaproblemwassolved;Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學(xué)重難點】Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event“inillustrativestyleLeadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學(xué)過程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.Paragraph1:challengeParagraph2:proposalledtoprotestsParagraph3:committeeestablishedParagraph4:broughttogetherParagraph5:successParagraph6:spiritTaskofthesecondfastreading:WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?Whydidthebuildingofthedamleadtoprotests?Howdidthegovernmentsavetheculturalrelics?Whichonecandescribetheproject?A.Successful.B.Negative.C.Useless.D.Doubtful.WhatcanbelearnedfromtheAswanDamproject?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.Whatdo"problems“refertoandwhatdo"solutions"referto?Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?Step4:ConsolidationDividethepassageintothreepartsandgetthemainideaofeachpart.(Paragraph1)TheintroductionofthetopicKeepingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.(Paragraphs2-5)TheprocessofsavingculturalrelicsBigchallengescansometimesleadtogreatsolutions.TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamagemanyculturalrelics.ThegovernmentturnedtotheUNforhelp.Expertsmadeaproposalfbrhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.Culturalrelicsweretakendownandmovedtoasafeplace.Countlessculturalrelicswererescued.Theprojectwasasuccess.Part3(Paragraph6)ThesummaryofthetextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.Step5:Criticalthinking:Howtodealwiththeconstructionandtheprotectionofculturalrelics?Asstudents,whatshouldwedotoprotectourculturalrelics?Step6:summaryTheoutlineofthepassageIntroducetopic:theAbigchallenge-thebalancebetweenprogressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNfbrhelp.In1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompleted/ended.ConclusionThespiritoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit1CulturalHeritage

Period3DiscoveringUsefulStructure

Restrictiverelativeclauses【教材分析】Thisteachingperiodmainlydealswithgrammar"restrictiverelativeclauses.^^Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedabouttherelativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe"preposition+relativepronounswhichandwhom^^andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationofstudents9writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.【教學(xué)目標】Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsofattributiveclauses.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.Enablestudentstousethebasicphrasesstructuresflexibly.Strengthenstudents5greatinterestingrammarlearning.【教學(xué)重難點】HelpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentenceInstructstudentstowriteessaysusingtheproperrelativepronounsandadverbsofattributiveclauses.【教學(xué)過程】本節(jié)語法思考：定語從句在復(fù)合句中的作用是什么？關(guān)系詞有哪些？定語從句在復(fù)合句中的作用相當(dāng)于形容詞，它在句中作定語修飾名詞或代詞。他們在先行詞和定語從句之間起到聯(lián)系作用，同時在意義上代表先行詞并在定語從句中擔(dān)任一個成分。被定語從句所修飾的詞稱先行詞，定語從句一般放在先行詞的后面。引導(dǎo)定語從句的關(guān)聯(lián)詞稱為關(guān)系代詞和關(guān)系副詞。關(guān)系代詞有who,whom,whose,that,which和as,關(guān)系副詞有when,where和why。Step1:鞏固復(fù)習(xí)限定性定語從句基本用法。一、定語從句關(guān)系代詞用法：.定語從句中關(guān)系代詞的選用主要由先行詞決定。.當(dāng)先行詞是表示人的名詞或代詞時，關(guān)系代詞一般用who;that;whom;that；.當(dāng)先行詞是表示事物的名詞或代詞時，關(guān)系代詞一般用which;that;whose;as；.當(dāng)先行詞既有表示事物的名詞或代詞，又有表示人的名詞或代詞時，關(guān)系代詞一般用that..whose用作關(guān)系代詞時，它表示” 的 ；事物(包括動物)“，whose引導(dǎo)定語從句時，其先行詞可以是指人的名詞，其實也可以是指物的名詞。二、關(guān)系副詞的用法：如果先行詞是指代“時間的名詞“，還原到定語從句中作時間狀語，則用關(guān)系副詞when；如果先行詞是指代“地點的名詞”，還原到定語從句中作地點狀語，則用關(guān)系副詞where；如果先行詞是指代“原因的名詞(reason)”，還原到定語從句中用作原因狀語，則用關(guān)系副詞why。Step2:限制性定語從句幾種特殊情況。一、定語從句中介詞+關(guān)系代詞用法當(dāng)關(guān)系代詞在定語從句中作介詞的賓語時，我們通常用“介詞+關(guān)系代詞”引導(dǎo)定語從句。關(guān)系代詞只能用which或whom。先行詞指物時，用which;先行詞指人時，用whom。在這個結(jié)構(gòu)中，介詞的確定的原則是：.依據(jù)定語從句中動詞或形容詞等所需要的某種習(xí)慣搭配來確定。Heisthemanonwhomyoucanrely.他是你可以信賴的人。JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.杰克向我介紹了我不很熟悉的那個朋友。.依據(jù)與先行詞搭配的具體意義而定。rilneverforgetthedayonwhichweworkedtogetherinthecountryside.我不會忘記我們一起在鄉(xiāng)下工作的日子。.根據(jù)所表達的意思來確定。Thecleverboymadeaholeinthewall,throughwhichwecouldseewhatwashappeninginsidethehouse.這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。4,表示“所有”關(guān)系或“整體中的一部分”時，通常用介詞ofoJuliewasgoodatGerman,FrenchandRussian,allofwhichshespokefluently.朱麗亞擅長德語、法語和俄語，這三樣她都說得流利。.在定語從句中，有一些含介詞的動詞短語不可拆開使用，如lookafter,lookfor等。Thebabieswhomthenursesarelookingafterareveryhealthy.（正確）Thebabiesafterwhomthenursesarelookingareveryhealthy.（錯誤）二、介詞+關(guān)系代詞常見句型：.“代詞+of+which/whom”引導(dǎo)非限制性定語從句。這個結(jié)構(gòu)中，代詞常常為all,each,one,many,much,most,some,none,both等，“代詞+of+which/whom”通常在定語從句中用作主語，說明整體中的一部分。有時候也可把“of+which/whom”置于代詞前。Itisreportedthattwoschools,bothofwhicharebeingbuiltinmyhometown,willopennextyear.據(jù)報道，在我的家鄉(xiāng)兩所學(xué)校都正在建設(shè)中，將于明年投入使用。.“數(shù)詞+of+which/whom”引導(dǎo)定語從句這種結(jié)構(gòu)常用來引導(dǎo)非限制性定語從句，有時候也可以把“of+which/whom”置于數(shù)詞前。.“the+名詞+ofwhich/whom”引導(dǎo)非限制性定語從句這個結(jié)構(gòu)中，ofwhich/whom充當(dāng)定語，修飾前面的名詞，整個結(jié)構(gòu)相當(dāng)于“whose+名詞”引導(dǎo)的定語從句。.“the+形容詞比較級（最高級）+of+which/whom”引導(dǎo)非限制性定語從句。Therearetwobuildings,thelargerofwhichstandsnearlyahundredfeetheight.這兒有兩座建筑物，較大的那一座幾乎有100英尺高。三、限制性定語從句中，關(guān)系詞可以省略的幾種情況。.定語從句的先行詞在定語從句中作賓語時，關(guān)系詞通常省略。Ihavetakenwithmethetwobooks(that/which)youaskedmetoreturntotheCityLibrary.我把你要我送還給市圖書館的那兩本書帶走了。.先行詞是way,reason,time,place等且它們在定語從句中分別作方式、原因、時間和地點狀語時，其后定語從句的相應(yīng)關(guān)系詞that/inwhich,why/that,when,where等可以省略。Theway(that/inwhich)youlookattheproblemiswrong.你看待問題的方式是錯誤的。.由and,but,or等并列連詞連接兩個或兩個以上的定語從句修飾同一個先行詞時，第一個關(guān)系詞可以省略，但第二、三個一般不可以省略。Thereason(why/that)hewantedtosellhishousewasthatheneededalotofmoneyforhisoperation.他想賣掉房子的原因是他的手術(shù)需要很多錢?！咀鳂I(yè)布置】填入適當(dāng)?shù)摹敖樵~+關(guān)系代詞”使句意完整。Heisthemanyoucanrely.他是你可以信賴的人。JackintroducedtomehisfriendIwasnotveryfamiliar.杰克向我介紹了我不很熟悉的那個朋友。rilneverforgetthedayweworkedtogetherinthecountryside.我不會忘記我們一起在鄉(xiāng)下工作的日子。Thecleverboymadeaholeinthewall,wecouldseewhatwashappeninginsidethehouse.這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發(fā)生的事情。Unit1CULTURALHERITAGE

ReadingforWriting【教學(xué)目的與核心素養(yǎng)】Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.Developstudents5writingandcooperatingabilities.Strengthenstudents9greatinterestinwritingdiscourses.【教學(xué)重難點】StimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreportCultivatestudentstowriteanewsreportproperlyandconcisely.【教學(xué)過程】Step1LeadinDoyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries9culturalheritage?Whyorwhynot?Step2ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.Whataretheresearchersandscientiststryingtodo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina'sancientculturalheritage.)Whatmoderntechnologyaretheyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)WhyaresomanypeopleinterestedintheMogaoCaves?(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)Whatdoyouthinkoftheresearcher'sopinioninthelastparagraph?agreewiththeresearcher9sopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)HavetheSsdiscussthequestionsingroupsandthensharetheiranswerstotheclass.Step3:StudytheorganizationandlanguagefeaturesReadthenewsreportagainandfindtheseparts.LeadsentenceLanzhou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China'sancientculturalheritage.Directquote"Appreciatingone'sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantfbrinternationalcommunicationandunderstanding.^^ParaphraseTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina'sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.BackgroundinformationTheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.ReportingverbsWordstoshowcomparisonand/orcontrastToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina'sancienthistory.peopleAsoneresearcherwhoisworkingontheprojectexplains,"Appreciatingone'sownculturalheritageisveryimportantfbrunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantfbrinternationalcommunicationandunderstanding.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.Step4PostreadingforfurthersummaryandunderstandingWhydoesthewriterusethequoteinthereport?Thewriterusesquotesinordertomakethenewsreportmoreconcise,authenticandpersuasive.Explainyourunderstandingofthesentences:"Appreciatingone'sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.^^Weshouldlearnandunderstandourowncultures,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.Thisway,wecandeepeneachother'sunderstandingandrespect.Step5HomeworkWriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.Name:LiHuaPlace:Xi'anProfession:aseniorhighschoolteacherwantstopreserveculturalheritage:protectoldhousestakesphotosofoldbuildingshelpsrepairbuildingslooksforculturalrelicsinterviewsoldpeopleshowsculturalrelicstothepublicwritesaboutthebuildings...《Unit2WildlifeProtection》單元教案Unit2WildlifeProtectionListeningandSpeaking&ListeningandTalking【教學(xué)目標】Guidestudentstounderstandthecontentoflisteningtextsintermsofusingvisualstopredictcontent.Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtosaveendangeredwildlifeandhelpwildlifeintheirneighborhood.Instructstudentstousefunctionalsentencesofthedialoguesuchas”Iamconcernedabout...M"Whatdoyouknowabouttheendangeredanimalsin...”andsoontotalkaboutoneoftheendangeredanimals.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Thisisusedfbr...M"Ididitto/inorderto/soasto...”andsoontotalkabouthowtohelpwildlifeinSs'neighborhood.【教學(xué)重難點】GuideSstousethepredictionstrategyofreadingpicturesaccuratelytounderstandthecontentoflisteningtexts;GuideSstoexpresstheiropinionsonhowtoparticipateinwildlifeprotection,andcommunicatewiththeirpeersaboutthelivingconditionsandprotectionmeasuresofwildlifeinsimpleEnglish.【教學(xué)過程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtohaveasmalltalkaboutthetopic:Whatmessagesdothesepostersshare?Workinpairsanddiscuss.Andthenshareyourviewafterdiscussing.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Someanimalsareendangeredandwhyandhowwecanprotectthemfrombeingextinct.Listeningtip:usevisualstopredictcontentBeforelistening,lookatthepictures,videos,chartsandothervisualstohelpyoupredict.Step3:SummaryofthemainideaPlaytheaudiowhichisaboutthedyingwildlifeonearth.Andafterfinishinglisteningtothefirstpartofthetape,thestudentsneedtosolvethefollowingtask.Fillintheblankswhilelistening.Ourplanet'sisdyingoutatanalarmingrate.Between150and200speciesarebecomingeveryday.Thismassextinctioniscausedbyhunting,habitatandpollution.Wemustmakepeopleawareoftheproblemandhelptheendangeredwildlifebeforeit'stoolate!Afterfinishingthetaskabove,theteacherplaysthesecondpartofthetapeandafterfinishinglistening,thestudentsneedtosolvethefollowingtask.Listenandanswerthefollowingquestions:Howmanyelephantsarekilledonaverageeveryday?WhatdidPrinceWilliamsayaboutChina?Whatdoes“changebeginswithyou"mean?Ifyouwantthingstochange,youmustchangeyourselffirstandnotwaitforotherstobethefirstonetodosomething,youmustbethenumberonetostarttotakethefirstaction.Inthisway,wecanchangetheworldforthebetter.Step4:SpeakingProjectInpairs,discussthequestions,roleplaytheexample,andthentalkaboutoneoftheanimalsinthephotosbelow.Whatdoyouknowabouttheanimalsinthephotos?Whatisbeingdonetohelpthem?I'mconcernedaboutthebluewhales.Whatdoyouknowaboutthem?Well,Iknowthatthey9rebeinghuntedandtheirnumberisgettingdramaticallysmaller,sothey'reindangerofextinction.Bluewhalesneedlargeandclearwaterhabitats,soifsdifficultforthemtoadapttothechanges.That'sterrible.Whatmeasuresarebeingtakentohelpthem?Theauthoritiesareunderpressuretomakelawstobanillegalhuntingwhalesandtellpeoplenottobuywhalesproducts.Part2.ListeningandTalkingStepl:Listentothetape,forthefirsttime,andthenaskthestudentstosolvethefollowingtasks.Choosetherightendingforeachsentence.Binoculars.Buildbirdfeeders.Useabirdfieldguide.Putpapercut-outsonwindows.inordertoidentifybirdssothatbirdsdonotcrashintothemtomakesurethatbirdshaveenoughfoodareusedforwatchingbirdsfromfarawayListenandanswerthequestions.Whoaretheteenagers?Wherearethey?Whataretheydoing?Whyaretheydoingit?Step2:Listenagainandusethephrasesyouheartofillintheblanks.ExpressingpurposesThisisusedfor.../soasto.../inorderto/Hehasdoneitsothat.../inorderthat...Theygotupearlysearchforwildbirds.I'vebroughtafieldguidewecanlookupthebirdswesee.Mydadgavemethebinocularswecanseethebirdsbetter.Birdwatchingclubscleanuphabitatsbuildbirdfeeders,andputpapercut-outsonwindowsprotectbirds.Step3:SpeakingProjectWorkingroups.AskSstothinkofthewildlifeinneighborhoodandtheirneeds.Whatcantheydotocarefbrthem?Findoutthesolutions.Roleplayadialoguewiththeirpartners.Ioftenseewildcatsanddogsinourneighborhood.Maybeweshoulddosomethingtocareforthem.Shouldweputoutbowlsoffoodfbrthem?Sure,andIthinkwecouldalsoputoutboxesorotherthingsforthem,sothattheycanfindshelterwhenit'scoldorwetoutside.Whatelsecanwedofbrthem?A:Whynotraisemoneyandformapet'shomelessshelterwherehomelesspetscanfindahomeandmaybeadoptedbyothers.C:Soundsgreat.Lefsmakeaplanandtryit.Unit2WildlifeProtection

ReadingandThinking【教材分析】Thethemeofthisunitishumanandnature,focusingonthethemeofwildlifeprotection.Natureisacomplexecosystem,inwhichtherearedelicatebalancebetweenanimalsandplants.Becauseoftheroleofthefoodchain,theextinctionofonespecieswillproduceinfluence,causingaseriesofchainreaction.Largescaleextinctionofspecieswillhaveaseriousandevenirreversibleimpactontheecosystem,resultinginimmeasurablelosses.Therefore,itisofgreatsignificancetoprotectwildspecies.Toprotectwildspeciesistoprotecthumanbeingsthemselves.Themottoofthisunitis“whenthebuyingstops,thekillingcantoo,“whichisapublicserviceadvertisingslogantoprotectwildlife.Ittellspeoplethateveryrhinoceroshorn,everyfur,everybowlofsharkfinsoup,everyivoryproduct,andeverytigerboneproduct,etc.consumedbyhumanbeings,areinnocentwildanimalsslaughteredbehindthem.Themissionofwildaidistobanillegaltradeinendangeredwildlifeandmitigateclimatechange.Itaimstoeducatethepublictoreducetheconsumptiondemandforendangeredwildlifeproductsthroughpublicpublicityandimprovetheawarenessofenvironmentalprotection.【教學(xué)目標】Improvetheawarenessofwildlifeprotectionbyacquiringtheknowledgeofwildlifeprotection.Focusonenvironmentalprotectionandprotectionofalllives.Analysethelivingenvironmentofwildanimalswithappropriatethinkingmode.Skillfullyusethevocabularyandgrammarknowledgeofthisunittocultivateself-studyabilityaccordingtotheunitcontentDevelopcooperativelearningabilitythroughdiscussionandotherways【教學(xué)重難點】Enablethestudentstotalkaboutthecurrentsituationofwildanimals.Guidethestudentstosummarizethemainideaofeachparagraphaswellasthemainideaofthetext.Helpstudentslearnwhatefforthasbeenmadetochangetheserioussituationandwhatelseshouldbedone.【教學(xué)過程】Step1:WarmingupandpredictionLet'slookatsomeanimals,anddiscusswhattheyhaveincommon.Theyareendangeredanimals.Theyarebeinghuntedbysomeillegalhuntersformoney.Theyshouldbewellprotectednow.Theyarecuteandbeautiful...Guessinggame:whatkindofanimalisit?l)Itisgoodatrunningandjumping.Itis