2019版人教統(tǒng)編高中英語(yǔ)必修第二冊(cè)全冊(cè)教案教學(xué)設(shè)計(jì)(Unit1-5)

【2019統(tǒng)編版】人教版高中英語(yǔ)必修第二冊(cè)全冊(cè)備課教案教學(xué)設(shè)計(jì)目錄Unit1CulturalHeritage1.1ListeningandSpeaking1.2ReadingandThinking1.3DiscoveringUsefulStructure1.4Readingforwriting1.5writingUnit2Wildlifeprotection2.1ListeningandSpeaking2.2ReadingandThinking2.3DiscoveringUsefulStructure2.4Readingforwriting2.5writingUnit3Theinternet3.1ListeningandSpeaking3.2ReadingandThinking3.3DiscoveringUsefulStructure3.4Readingforwriting3.5writingUnit4Historyandtraditions4.1ListeningandSpeaking4.2ReadingandThinking4.3DiscoveringUsefulStructure4.4Readingforwriting4.5writingUnit5Music5.1ListeningandSpeaking5.2ReadingandThinking5.3DiscoveringUsefulStructure5.4Readingforwriting5.5writing

Unit1CulturalHeritagePeriod1ListeningandSpeaking【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(biāo)】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.【教學(xué)重難點(diǎn)】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【教學(xué)過(guò)程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkaboutthemeaningoftheword“Heritage”.Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritage”.Whatdoestheword“heritage”mean?Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.Forexample,theGreatWallistheheritageofChina.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Thelisteningtextisprobablyabouthowtoprotectafamousheritagesitebysomestudents.Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.1.Listentotheconversationandsumupthemainidea.YouthsfromsevencountriesareworkingtogethertoprotectculturalrelicsonMountTai.2.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.Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtasks.1.Listentotheconversationandanswer(1).Wherearethespeakers?Onastreet.(2).Whataretheydoing?Sightseeing.2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.Step2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.Step3HomeworkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.

Unit1CulturalHeritagePeriod2ReadingandThinking【教材分析】1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教學(xué)目標(biāo)】1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;2.Motivatestudentstousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;3.Enablestudentstounderstandhowaproblemwassolved;4.Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學(xué)重難點(diǎn)】1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學(xué)過(guò)程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.Paragraph1:challengeParagraph2:proposalledtoprotestsParagraph3:committeeestablishedParagraph4:broughttogetherParagraph5:successParagraph6:spiritTaskofthesecondfastreading:1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?2.Whydidthebuildingofthedamleadtoprotests?3.Howdidthegovernmentsavetheculturalrelics?4.Whichonecandescribetheproject?A.Successful.B.Negative.C.Useless. D.Doubtful.5.WhatcanbelearnedfromtheAswanDamproject?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.Whatdo“problems”refertoandwhatdo“solutions”referto?2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?Step4:ConsolidationDividethepassageintothreepartsandgetthemainideaofeachpart.Part1(Paragraph1)TheintroductionofthetopicKeepingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.Part2(Paragraphs2-5)Theprocessofsavingculturalrelics ?Bigchallengescansometimesleadtogreatsolutions.?TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamagemanyculturalrelics.?ThegovernmentturnedtotheUNforhelp.?Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.?Culturalrelicsweretakendownandmovedtoasafeplace.?Countlessculturalrelicswererescued.?Theprojectwasasuccess.Part3(Paragraph6)ThesummaryofthetextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.Step5:Criticalthinking:1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?2.Asstudents,whatshouldwedotoprotectourculturalrelics?Step6:summaryTheoutlineofthepassageIntroducethetopic:Abigchallenge—thebalancebetweenprogressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNforhelp.In1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompleted/ended.ConclusionThespiritoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.

Unit1CULTURALHERITAGEReadingforWriting【教學(xué)目的與核心素養(yǎng)】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教學(xué)重難點(diǎn)】1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport2.Cultivatestudentstowriteanewsreportproperlyandconcisely.【教學(xué)過(guò)程】Step1LeadinDoyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries’culturalheritage?Whyorwhynot?Step2ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whataretheresearchersandscientiststryingtodo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancientculturalheritage.)2.Whatmoderntechnologyaretheyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)3.WhyaresomanypeopleinterestedintheMogaoCaves?(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)4.Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?(Iagreewiththeresearcher’sopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)HavetheSsdiscussthequestionsingroupsandthensharetheiranswerstotheclass.Step3:Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceLanzhou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China’sancientculturalheritage.B.Directquote“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.ParaphraseTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.D.BackgroundinformationTheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.E.ReportingverbsF.Wordstoshowcomparisonand/orcontrastToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.B.peopleAsoneresearcherwhoisworkingontheprojectexplains,“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.Step4Postreadingforfurthersummaryandunderstanding1.Whydoesthewriterusethequoteinthereport?Thewriterusesquotesinordertomakethenewsreportmoreconcise,authenticandpersuasive.2.Explainyourunderstandingofthesentences:“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”Weshouldlearnandunderstandourowncultures,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.Thisway,wecandeepeneachother’sunderstandingandrespect.Step5HomeworkWriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.?Name:LiHuaPlace:Xi’anProfession:aseniorhighschoolteacher?wantstopreserveculturalheritage:?protectoldhouses?takesphotosofoldbuildings?helpsrepairbuildings?looksforculturalrelics?interviewsoldpeople?showsculturalrelicstothepublic?writesaboutthebuildings…

SectionⅤWriting關(guān)于文化遺產(chǎn)保護(hù)的新聞報(bào)道eq\a\vs4\al()文體感知1．新聞報(bào)道是對(duì)最近發(fā)生的重大事件、重要人物進(jìn)行簡(jiǎn)要而迅速地報(bào)道。2．新聞報(bào)道一般包括四個(gè)部分：標(biāo)題、導(dǎo)語(yǔ)、主體和結(jié)束語(yǔ)。3．撰寫(xiě)標(biāo)題是為了擷取新聞要點(diǎn)、詮釋新聞意義、吸引讀者閱讀；導(dǎo)語(yǔ)是報(bào)道開(kāi)頭的第一段或第一句話，它簡(jiǎn)明扼要地揭示出報(bào)道的核心內(nèi)容；主體是新聞的主要部分，它用充足的事實(shí)表現(xiàn)主題；結(jié)束語(yǔ)對(duì)全文內(nèi)容做概括性的總結(jié)。eq\a\vs4\al()增分佳句1．Inmyopinion,culturalrelicsrepresenthistoriccultures．在我看來(lái)，文物代表歷史文化。2．Culturalheritageisasymbolofgreatancientcivilization．文化遺產(chǎn)是古老文明的象征。3．Ibelievewecancertainlyprotectculturalheritagewellwiththepublicandthegovernmentworkingtogether．我相信，由于公眾和政府的共同努力，我們一定能夠保護(hù)好文化遺產(chǎn)。4．Itisreportedthatthelocalgovernmentwilltakeactiontoprotectculturalheritageinthisarea．據(jù)報(bào)道當(dāng)?shù)卣畬⒉扇〈胧┍Ｗo(hù)本地區(qū)的文化遺產(chǎn)。5．Withtheirefforts,moreandmorepeoplebecomeconcernedaboutprotectingculturalrelics．在他們的努力下，越來(lái)越多的人關(guān)心文化遺產(chǎn)的保護(hù)。eq\a\vs4\al()寫(xiě)作模板(導(dǎo)語(yǔ))Inordertoencouragethestudentsto________(目的),ourschoolorganizeda________(活動(dòng))on________(時(shí)間)at________(地點(diǎn)),which________．(正文)Itwasa(a)________day(介紹天氣)．First(ly)/Firstofall,________．Then,________．Finally,________(介紹活動(dòng)的過(guò)程)．(評(píng)價(jià))________benefitedusalot/wasofbenefittous．Notonlydidit________，butitalso________．Whata(n)________activity!eq\a\vs4\al()寫(xiě)作要求最近，你們班進(jìn)行了以“HowtoProtectTraditionalChineseCulture？”為題的討論活動(dòng)。假定你是學(xué)校英語(yǔ)報(bào)記者，請(qǐng)寫(xiě)一篇短文來(lái)報(bào)道此次活動(dòng)。內(nèi)容包括：1．時(shí)間與地點(diǎn)：4月10日，學(xué)校演講大廳；2．進(jìn)行這次討論的意義；3．同學(xué)們討論的具體內(nèi)容；4．對(duì)活動(dòng)的感受。注意：1．詞數(shù)80左右；2．可適當(dāng)增加細(xì)節(jié)，以使行文連貫。eq\a\vs4\al()審題謀篇eq\a\vs4\al()詞匯推敲1．激烈的 heated2．創(chuàng)造性的 creative3．抵制 resist4．應(yīng)該 be_supposed_to5．不遺余力 spare_no_effort6．高興 have_fun7．持不同觀點(diǎn) hold_different_points_of_vieweq\a\vs4\al()遣詞造句1．完成句子①關(guān)于如何保護(hù)中國(guó)傳統(tǒng)文化，學(xué)生們觀點(diǎn)不一。The_students_hold_different_points_of_view_about_how_to_protect_traditional_Chinese_culture．②有些(學(xué)生)認(rèn)為我們應(yīng)舉辦有創(chuàng)意的活動(dòng)來(lái)慶祝傳統(tǒng)文化。Some_argue_that_we_are_supposed_to_hold_some_creative_activities_to_celebrate_traditional_culture．③他們認(rèn)為這樣我們就可以在中國(guó)傳統(tǒng)節(jié)日里玩得高興。They_think_we_can_have_fun_during_traditional_Chinese_festivals_in_this_way．④是我們不遺余力地保護(hù)中國(guó)傳統(tǒng)文化的時(shí)候了。It_is_time_for_us_to_spare_no_effort_to_protect_traditional_Chinese_culture．2．句式升級(jí)⑤用復(fù)合句提升句①When_it_comes_to_how_to_protect_traditional_Chinese_culture,_the_students_hold_different_points_of_view．⑥把句②和句③連為一個(gè)句子Some_argue_that_we_are_supposed_to_hold_some_creative_activities_to_celebrate_traditional_culture_so_that_we_can_have_fun_during_traditional_Chinese_festivals．⑦用虛擬語(yǔ)氣提升句④It_is_high_time_that_we_spared_no_effort_to_protect_traditional_Chinese_culture．eq\a\vs4\al()妙筆成篇________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Onepossibleversion：HowtoProtectTraditionalChineseCulture?InordertoencourageusstudentstoprotecttraditionalChineseculture,aheateddiscussionwasheldinthelecturehallofourschoolonApril10th．WhenitcomestohowtoprotecttraditionalChineseculture,thestudentsholddifferentpointsofview．SomesuggestresistingWesternholidaysduetotheirstronginfluence．SomearguethatwearesupposedtoholdsomecreativeactivitiestocelebratetraditionalculturesothatwecanhavefunduringtraditionalChinesefestivals．Stillothersconsiderallkindsofcompetitionsshouldbeheldfromtimetotime,whichcanprovidemorechancesforthecitizenstoreciteChinesepoemsandpractisecalligraphy．Personally,itishightimethatwesparednoefforttoprotecttraditionalChineseculture,orwewillregretoneday．假設(shè)你是校報(bào)英語(yǔ)專欄的一名小記者。今天下午你校全體師生參加了一場(chǎng)關(guān)于是否應(yīng)該重建圓明園的問(wèn)題討論會(huì)。請(qǐng)你用英語(yǔ)為校報(bào)寫(xiě)一篇新聞報(bào)道，反映該討論的結(jié)果。不應(yīng)該重建應(yīng)該重建比例60%40%理由1．現(xiàn)在的圓明園具有教育意義；2．重建會(huì)花費(fèi)大量金錢(qián)；3．會(huì)導(dǎo)致人們忘記歷史1．吸引游客；2．如果缺乏保護(hù)，遺跡最終會(huì)消失；3．通過(guò)重建的圓明園了解中國(guó)文化注意：1．詞數(shù)80左右；2．可適當(dāng)增加細(xì)節(jié)，以使行文連貫。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Onepossibleversion：ThisafternoonalltheteachersandstudentsinourschoolhadadiscussionaboutwhetherYuanmingyuanParkshouldbereconstructedandopinionsaredividedonthequestion.60%ofthestudentsareagainsttheideaofreconstructingYuanmingyuanPark.Theybelievewhatitislikenowcanserveasthebestmaterialtoeducatepeople.Rebuildingitwouldnotonlycostalargeamountofmoney,butalsoprobablyleadtopeopleforgettingitshistory.Ontheotherhand,40%thinkthatYuanmingyuanParkshouldbereconstructedbecauseitwillbecomemoreattractiveafterbeingrebuilt，andmanyrelicswillbreakdownandevendisappearforlackofprotection.Besides,theythinkpeoplecanlearnmoreaboutChineseculturebyvisitingthenewYuanmingyuanPark.

Unit2WildlifeProtectionListeningandSpeaking【教學(xué)目標(biāo)】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofusingvisualstopredictcontent.2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtosaveendangeredwildlifeandhelpwildlifeintheirneighborhood.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Iamconcernedabout…”“Whatdoyouknowabouttheendangeredanimalsin…”andsoontotalkaboutoneoftheendangeredanimals.4.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Thisisusedfor…”“Ididitto/inorderto/soasto…”andsoontotalkabouthowtohelpwildlifeinSs’neighborhood.【教學(xué)重難點(diǎn)】1.GuideSstousethepredictionstrategyofreadingpicturesaccuratelytounderstandthecontentoflisteningtexts;2.GuideSstoexpresstheiropinionsonhowtoparticipateinwildlifeprotection,andcommunicatewiththeirpeersaboutthelivingconditionsandprotectionmeasuresofwildlifeinsimpleEnglish.【教學(xué)過(guò)程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtohaveasmalltalkaboutthetopic:Whatmessagesdothesepostersshare?Workinpairsanddiscuss.Andthenshareyourviewafterdiscussing.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Someanimalsareendangeredandwhyandhowwecanprotectthemfrombeingextinct.Listeningtip:usevisualstopredictcontentBeforelistening,lookatthepictures,videos,chartsandothervisualstohelpyoupredict.Step3:SummaryofthemainideaPlaytheaudiowhichisaboutthedyingwildlifeonearth.Andafterfinishinglisteningtothefirstpartofthetape,thestudentsneedtosolvethefollowingtask.Fillintheblankswhilelistening.Ourplanet’s____________isdyingoutatanalarmingrate.Between150and200speciesarebecoming___________everyday.Thismassextinctioniscausedbyhunting,habitat_________andpollution.Wemustmakepeopleawareoftheproblemandhelp_______theendangeredwildlifebeforeit’stoolate!Afterfinishingthetaskabove,theteacherplaysthesecondpartofthetapeandafterfinishinglistening,thestudentsneedtosolvethefollowingtask.Listenandanswerthefollowingquestions:1.Howmanyelephantsarekilledonaverageeveryday?2.WhatdidPrinceWilliamsayaboutChina?3.Whatdoes“changebeginswithyou”mean?Ifyouwantthingstochange,youmustchangeyourselffirstandnotwaitforotherstobethefirstonetodosomething,youmustbethenumberonetostarttotakethefirstaction.Inthisway,wecanchangetheworldforthebetter.Step4:SpeakingProjectInpairs,discussthequestions,roleplaytheexample,andthentalkaboutoneoftheanimalsinthephotosbelow.1.Whatdoyouknowabouttheanimalsinthephotos?2.Whatisbeingdonetohelpthem?A:I’mconcernedaboutthebluewhales.Whatdoyouknowaboutthem?B:Well,Iknowthatthey’rebeinghuntedandtheirnumberisgettingdramaticallysmaller,sothey’reindangerofextinction.Bluewhalesneedlargeandclearwaterhabitats,soit’sdifficultforthemtoadapttothechanges.A:That’sterrible.Whatmeasuresarebeingtakentohelpthem?B:Theauthoritiesareunderpressuretomakelawstobanillegalhuntingwhalesandtellpeoplenottobuywhalesproducts.Part2.ListeningandTalkingStep1:Listentothetape,forthefirsttime,andthenaskthestudentstosolvethefollowingtasks.Choosetherightendingforeachsentence.1.Binoculars___________.2.Buildbirdfeeders___________.3.Useabirdfieldguide___________.4.Putpapercut-outsonwindows___________.A. inordertoidentifybirdsB.sothatbirdsdonotcrashintothemC.tomakesurethatbirdshaveenoughfoodD.areusedforwatchingbirdsfromfarawayListenandanswerthequestions.1.Whoaretheteenagers?2.Wherearethey?3Whataretheydoing?4.Whyaretheydoingit?Step2:Listenagainandusethephrasesyouheartofillintheblanks.ExpressingpurposesThisisusedfor.../soasto…/inorderto/Hehasdoneitsothat…/inorderthat…1.Theygotupearly_____________searchforwildbirds.2.I’vebroughtafieldguide___________wecanlookupthebirdswesee.3.Mydadgavemethebinoculars______________wecanseethebirdsbetter.4.Birdwatchingclubscleanuphabitatsbuildbirdfeeders,andputpapercut-outsonwindows________________protectbirds.Step3:SpeakingProjectWorkingroups.AskSstothinkofthewildlifeinneighborhoodandtheirneeds.Whatcantheydotocareforthem?Findoutthesolutions.Roleplayadialoguewiththeirpartners.A:Ioftenseewildcatsanddogsinourneighborhood.Maybeweshoulddosomethingtocareforthem.B:Shouldweputoutbowlsoffoodforthem?C:Sure,andIthinkwecouldalsoputoutboxesorotherthingsforthem,sothattheycanfindshelterwhenit’scoldorwetoutside.D:Whatelsecanwedoforthem?A:Whynotraisemoneyandformapet’shomelessshelterwherehomelesspetscanfindahomeandmaybeadoptedbyothers.C:Soundsgreat.Let’smakeaplanandtryit.

Unit2WildlifeProtectionReadingandThinking【教材分析】Thethemeofthisunitishumanandnature,focusingont