人教版高中英语必修第二册Unit1-5全册教案

人教版（2019）高中英语必修第二册Unit1-5全册教案

《Unit1CulturalHeritage》单元教案

Period1ListeningandSpeaking&ListeningandTalking

【教材分析】

ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject99.

Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritage

protectionproject.Morethan20highschoolstudentsfromsevencountries

participatedintheproject.ThereporterinterviewedtwoparticipantsStephanieand

LiuBin.Bylisteningtothetext,studentscanunderstandthesignificanceofcultural

heritageprotection,andteenagerscanusetheirknowledge,combinetheirown

interestsandadvantages,etc.toparticipateintheactionofculturalheritage

protection.

ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture99.

Thelisteningtextisadialoguebetweentwotouristsandtourguideswhenthey

visittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthe

functionalitemsof"startingaconversation",whichisusedtopolitelyand

appropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversation

orstartanewtopic.Thepurposeofthissectionistoguidestudentstounderstandthe

historyandcurrentsituationofChineseandforeignculturalheritageintheirown

tourismexperiencesorfromotherpeople'stourismexperiences,explorethehistorical

andculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoral

communication.

【教学目标】

1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthe

wholeandkeydetails;

2.Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discuss

withtheirpeershowtoparticipateinculturalheritageprotectionactivities.

3.Instructstudentstousefunctionalsentencesofthedialoguesuchas”Ibeg

yourpardon,but...”"Forgivemeforasking,but...”andsoontostartthe

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conversationmorepolitelyandappropriately.

【教学重难点】

1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthe

wholeandkeydetails;

2.Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discuss

withtheirpeershowtoparticipateinculturalheritageprotectionactivities.

3.Enablestudentstousethefunctionalitemsof"startingaconversation”,which

isusedtosmoothlystartaconversationorstartanewtopic.

【教学过程】

Part1:ListeningandSpeaking

Step1:Leadin

Theteacherisadvisedtotalkaboutthemeaningoftheword"Heritage”.

Boysandgirls,beforeourlistening,lefsworkinpairsanddiscussthemeaning

oftheword“Heritage".

Whatdoestheword“heritage"mean?Shareyourideasaboutyour

understandingofitandyoucanuseexamplestoillustrateyourmeaning.

Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,country

orsociety.

Forexample,theGreatWallistheheritageofChina.

Step2:Prediction

Aftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelistening

textisaboutbylookingatthepictures.

Thelisteningtextisprobablyabouthowtoprotectafamousheritagesiteby

somestudents.

Step3:Summaryofthemainidea

Thenplaytheradiowhichisaboutaninterviewaboutaninternationalyouth

culturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,the

studentsneedtosolvethefollowingtasks.

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1.Listentotheconversationandsumupthemainidea.

Youthsfromsevencountriesareworkingtogethertoprotectculturalrelicson

MountTai.

2.Listenagainandhelpthereportertocompletetheinterviewnotes.

Internationalyouthproject,23highschoolstudentsfrom7countries

MountTai,oneofthemostfamousmountainsinChina

Ithasbeenprotectedformorethan3,000years.

22temples,around1,800stoneswithwritingonthem

DaiTempleonMountTai;over6,000steps

Listeningtip:

Usecontexttoguesswords

Toguessthemeaningofnewwords,lookattheotherwordsandusewhatyou

knowaboutthetopic.

Step4:Guessingthemeaningoftheunknownwords

Listentotheconversationagainandusethecontexttoguessthemeaningofthe

wordsbelow.Tellthereasonswhyyouguessso.

Preserve:toprotect

Reason:thewordmeansthesameofawordIknow

Promote:tohelpsthtohappenordevelop

Reason:Thewordisexplainedbythespeaker

Step5:SpeakingProject

Workinpairsorgroupsandroleplayaconversation.

Supposeyouareareporterandinterviewingthestudentswhodevotetheirtime

toprotectingtheheritage.

Reporter:Itissaidthatyouareoneofthevolunteerstopreservethepinetreeson

MountHuang.Whatareyouguysdoing?

Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopleto

protectthepinetrees.

Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanapp

whichaimstopromotepeople'sawarenessofprotectingtheprecioustrees.

Reporter:Soundsgreatandanythingelse?

Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresinthepark

tocallonmorepeopletoprotectthetrees.

Reporter:Doesyourhardworkpayoff?

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Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnames

onthetreesorclimbingthetrees.

Part2:ListeningandTalking

Stepl:Listentothetape,whichisaboutadialoguebetweentwotouristsanda

tourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthe

firsttime,andthenaskthestudentstosolvethefollowingtasks.

1.Listentotheconversationandanswer

(1).Wherearethespeakers?

Onastreet.

(2).Whataretheydoing?

Sightseeing.

2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainand

completethefactsheet.

WorldCulturalHeritageSiteFactSheet

THEKREMLINANDREDSQUARE,MOSCOW

Builtbetweentheandcenturies

Thepalacewherelives

TheSaintBasil'sCathedrallookslike.

ThepartofMoscow

Placeforparades,concerts,andeven

Step2:SpeakingProject

Activity3onpage7.

Workingroups.Chooseaculturalsitethatyoulikeandrole-playa

conversationbetweensometouristsandtheirtourguide.Taketurnstoplaythe

differentroles.

Step3Homework

AccordingtoActivity3,writedownaconversationbetweenthetouristand

his/herguide.

Unit1CulturalHeritage

Period2ReadingandThinking:

FromProblemstoSolutions

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【教材分析】

1.Thissectionfocuseson"Understandinghowaproblemwassolved”,whichis

aimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedby

culturalheritageprotectionduringtheconstructionofAswanDam,aswellasthe

solutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyrole

ofinternationalcooperationinsolvingproblems,andattachimportancetothebalance

andcoordinationbetweenculturalheritageprotectionandsocialandeconomic

development.Studentsareencouragedtofacechallengesactively,begoodat

cooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolve

problems.

【教学目标】

1.Enablestudentstounderstandthemaininformationandtextstructureofthe

readingtext;

2.Motivatestudentstousethereadingstrategy"makeatimeline^^accordingto

theappropriatetextgenre;

3.Enablestudentstounderstandhowaproblemwassolved;

4.Enablestudentstounderstandthevalueofprotectingculturalheritageby

teamworkandglobalcommunity;

【教学重难点】

1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,

self-questioningandscanning.

2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsand

understandthenarrativecharacteristicsof“time-event“inillustrativestyle

3.Leadstudentstounderstandthevalueofprotectingculturalheritageby

teamworkandglobalcommunity;

【教学过程】

1.Prediction

Step1Predictingthemainideaofthepassage

Lookatthetitleandthepictures,andthenpredictwhatthepassagewillbe

about.

Q:Whatwillbetalkedabout?

Step2:Fastreadingtasks

Taskofthefirstfastreading:

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Readquicklyandfigureoutthekeywordsofeachparagraph.

•Paragraph1:challenge

•Paragraph2:proposalledtoprotests

•Paragraph3:committeeestablished

•Paragraph4:broughttogether

•Paragraph5:success

•Paragraph6:spirit

Taskofthesecondfastreading:

1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?

2.Whydidthebuildingofthedamleadtoprotests?

3.Howdidthegovernmentsavetheculturalrelics?

4.Whichonecandescribetheproject?

A.Successful.B.Negative.C.Useless.D.Doubtful.

5.WhatcanbelearnedfromtheAswanDamproject?

Step3:Carefulreadingtasks

Readmorecarefullyandanswerthefollowingquestions.

1.Whatdo^tproblems^^refertoandwhatdo"solutions“referto?

2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexact

numbersinsteadofexpressionslikemany?

3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersand

workersrescued22templesandcountlessculturalrelics99?

4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontothe

project”?

Theprojectcostalotofmoney.

5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtothe

Egyptian?

6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?

Step4:Consolidation

Dividethepassageintothreepartsandgetthemainideaofeachpart.

Part1(Paragraph1)

Theintroductionofthetopic

Keepingtherightbalancebetweenprogressandtheprotectionofculturalsitesis

abigchallenge.

Part2(Paragraphs2-5)

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Theprocessofsavingculturalrelics

•Bigchallengescansometimesleadtogreatsolutions.

•TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamage

manyculturalrelics.

•ThegovernmentturnedtotheUNforhelp.

•Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsand

theworkbegan.

•Culturalrelicsweretakendownandmovedtoasafeplace.

•Countlessculturalrelicswererescued.

•Theprojectwasasuccess.

Part3(Paragraph6)

Thesummaryofthetext

Theglobalcommunitycansometimesprovideasolutiontoadifficultproblem

forasinglenation.

Step5:Criticalthinking:

1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?

2.Asstudents,whatshouldwedotoprotectourculturalrelics?

Step6:summary

Theoutlineofthepassage

Introducethetopic:Abigchallenge——thebalancebetweenprogressandtheprotectionof

culturalsites.

Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.

In1959,thegovernmentaskedtheUNforhelp.

In1960,theprojectstarted/began.

In1961thefirsttemplewasmoved.

Overthenexttwentyyears,thetemplesandculturalrelicswerebeing

rescued.

In1980,theprojectwascompleted/ended.

ConclusionThespiritoftheAswanDamprojectisstillalivetoday.

Step7Homework:

Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.

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Unit1CulturalHeritage

Period3DiscoveringUsefulStructure

Restrictiverelativeclauses

【教材分析】

Thisteachingperiodmainlydealswithgrammar"restrictiverelativeclauses.99To

beginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedaboutthe

relativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmore

specialcasesconcerningthisgrammar,suchasthe"preposition+relativepronouns

whichandwhom^^andcaseswherewecanomittherelativepronouns.Thisperiod

carriesconsiderablesignificancetothecultivationofstudents9writingcompetence

andlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacher

isexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatethe

knowledgebydoingsomeexercises.

【教学目标】

1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsof

attributiveclauses.

2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelative

clausesflexibly.

2.Enablestudentstousethebasicphrasesstructuresflexibly.

3.Strengthenstudents9greatinterestingrammarlearning.

【教学重难点】

1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsof

attributiveclausesinasentence

2.Instructstudentstowriteessaysusingtheproperrelativepronounsand

adverbsofattributiveclauses.

【教学过程】

本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？

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定语从句在复合句中的作用相当于形容词，它在句中作定语修饰名词或代词。

他们在先行词和定语从句之间起到联系作用，同时在意义上代表先行词并在定语

从句中担任一个成分。被定语从句所修饰的词称先行词，定语从句一般放在先行

词的后面。

引导定语从句的关联词称为关系代词和关系副词。关系代词有who,whom,

whose,that,which和as,关系副词有when,where和why。

Step1:巩固复习限定性定语从句基本用法。

一、定语从句关系代词用法：

1.定语从句中关系代词的选用主要由先行词决定。

2.当先行词是表示人的名词或代词时，关系代词一般用who;that;whom;that；

3.当先行词是表示事物的名词或代词时，关系代词一般用which;that;whose;

as；

4.当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系

代词一般用that.

5.whose用作关系代词时，它表示”..的；事物（包括动物）“，whose

引导定语从句时，其先行词可以是指人的名词，其实也可以是指物的名词。

二、关系副词的用法：

如果先行词是指代“时间的名词”，还原到定语从句中作时间状语，则用关系

副词when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，

则用关系副词where；如果先行词是指代“原因的名词（reason）”,还原到定语

从句中用作原因状语，则用关系副词why。

Step2:限制性定语从句几种特殊情况。

一、定语从句中介词+关系代词用法

当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”弓I

导定语从句。关系代词只能用which或whom。先行词指物时，用which;先行

词指人时，用whom。在这个结构中，介词的确定的原则是：

1.依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。

Heisthemanonwhomyoucanrely.他是你可以信赖的人。

JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.

杰克向我介绍了我不很熟悉的那个朋友。

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2.依据与先行词搭配的具体意义而定。

rilneverforgetthedayonwhichweworkedtogetherinthecountryside.

我不会忘记我们一起在乡下工作的日子。

3.根据所表达的意思来确定。

Thecleverboymadeaholeinthewall,throughwhichwecouldseewhatwas

happeninginsidethehouse.

这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。

4.表示“所有”关系或“整体中的一部分”时，通常用介词of。

JuliewasgoodatGerman,FrenchandRussian,allofwhichshespokefluently.

朱丽亚擅长德语、法语和俄语，这三样她都说得流利。

5.在定语从句中，有一些含介词的动词短语不可拆开使用，如lookafter,look

for等。

Thebabieswhomthenursesarelookingafterareveryhealthy.（正确）

Thebabiesafterwhomthenursesarelookingareveryhealthy.（错误）

二、介词+关系代词常见句型：

1.“代词+of+which/whom”引导非限制性定语从句。

这个结构中，代词常常为all,each,one,many,much,most,some,none,both等,

“代词+of+which/whom”通常在定语从句中用作主语，说明整体中的一部分。有

时候也可把“o"which/whom”置于代词前。

Itisreportedthattwoschools,bothofwhicharebeingbuiltinmyhometown,

willopennextyear.

据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。

2.“数词+of+which/whom”引导定语从句

这种结构常用来引导非限制性定语从句，有时候也可以把“of+which/whom，

置于数词前。

3."the+名词+ofwhich/whom”引导非限制性定语从句

这个结构中，ofwhich/whom充当定语，修饰前面的名词，整个结构相当于

“whose+名词”引导的定语从句。

4.“the+形容词比较级（最高级）+of+which/whom”引导非限制性定语从句。

Therearetwobuildings,thelargerofwhichstandsnearlyahundredfeetheight.

这儿有两座建筑物，较大的那一座几乎有100英尺高。

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三、限制性定语从句中，关系词可以省略的几种情况。

1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。

Ihavetakenwithmethetwobooks(that/which)youaskedmetoreturntothe

CityLibrary.

我把你要我送还给市图书馆的那两本书带走了。

2.先行词是way,reason,time,place等且它们在定语从句中分别作方式、原因、

时间和地点状语时，其后定语从句的相应关系词that/inwhich,why/that,when,

where等可以省略。

Theway(that/inwhich)youlookattheproblemiswrong.你看待问题的方式

是错误的。

3.由and,but,or等并列连词连接两个或两个以上的定语从句修饰同一个先行

词时，第一个关系词可以省略，但第二、三个一般不可以省略。

Thereason(why/that)hewantedtosellhishousewasthatheneededalotof

moneyforhisoperation.

他想卖掉房子的原因是他的手术需要很多钱。

【作业布置】

填入适当的“介词+关系代词”使句意完整。

1.Heisthemanyoucanrely.

他是你可以信赖的人。

2.JackintroducedtomehisfriendIwasnotveryfamiliar.

杰克向我介绍了我不很熟悉的那个朋友。

3.rilneverforgetthedayweworkedtogetherinthe

countryside.

4.我不会忘记我们一起在乡下工作的日子。Thecleverboymadeaholeinthe

wall,wecouldseewhatwashappeninginsidethehouse.

这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。

Unit1CULTURALHERITAGE

ReadingforWriting

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【教学目的与核心素养】

1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanews

reportbyreadingthetext.

2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsome

newlyacquiredwritingskillsinthisperiod.

3.Developstudents9writingandcooperatingabilities.

4.Strengthenstudents'greatinterestinwritingdiscourses.

【教学重难点】

1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryabouta

newsreport

2.Cultivatestudentstowriteanewsreportproperlyandconcisely.

【教学过程】

Step1Leadin

Doyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?

Whyorwhynot?

Doweneedtolearnmoreaboutothercountries9culturalheritage?Whyorwhy

not?

Step2Readtodiscoverdetailsconcerningthemainbodyofthenewsreport

Readthenewsreportandthensolvethequestionsbelow.

1.Whataretheresearchersandscientiststryingtodo?

(Theresearchersandscientistsaretryingtoincreaseknowledgeandappreciation

ofChina'sancientculturalheritage.)

2.Whatmodemtechnologyaretheyusing?

(Theyareusingdigitalphotographytorecordacollectionofimages.)

3.WhyaresomanypeopleinterestedintheMogaoCaves?

(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeena

meetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)

4.Whatdoyouthinkoftheresearcher'sopinioninthelastparagraph?

(Iagreewiththeresearcher'sopinion.Understandingourownandothercultures

isagreatwaytounderstandourselvesandothers.)

HavetheSsdiscussthequestionsingroupsandthensharetheiranswerstothe

class.

Step3:Studytheorganizationandlanguagefeatures

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1.Readthenewsreportagainandfindtheseparts.

A.Leadsentence

Lanzhou,9August2017.AgroupofresearchersandscientistsfromChinaand

othercountriesareworkingtogether...China'sancientculturalheritage.

B.Directquote

"Appreciatingone'sownculturalheritageisveryimportantforunderstanding

ourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantfor

internationalcommunicationandunderstanding.^^

C.Paraphrase

Theyarerecordingandcollectingdigitalimagesofculturalrelicsfromthe

MogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina'sancient

history.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincethe

internationalprojectstartedin1994.

D.Backgroundinformation

TheMogaoCaveshavelongbeenameetingpointfordifferentculturesandare

partofthehistoryofmanycountries.

E.Reportingverbs

F.Wordstoshowcomparisonand/orcontrast

Today,thecavesarejustasinteractionalastheywereatthetimewhenpeople

travelledtheSilkRoad.

2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.

A.things

Theyarerecordingandcollectingdigitalimagesofculturalrelicsfromthe

MogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina'sancient

history.

B.people

Asoneresearcherwhoisworkingontheprojectexplains,"Appreciatingone's

ownculturalheritageisveryimportantforunderstandingourselves.Appreciatingthe

culturalheritageofothercountriesisveryimportantforinternationalcommunication

andunderstanding.99

C.time

Today,thecavesarejustasinteractionalastheywereatthetimewhenpeople

travelledtheSilkRoad.

Step4Postreadingforfurthersummaryandunderstanding

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1.Whydoesthewriterusethequoteinthereport?

Thewriterusesquotesinordertomakethenewsreportmoreconcise,authentic

andpersuasive.

2.Explainyourunderstandingofthesentences:"Appreciatingone'sowncultural

heritageisveryimportantforunderstandingourselves.Appreciatingthecultural

heritageofothercountriesisveryimportantforinternationalcommunicationand

understanding."

Weshouldlearnandunderstandourowncultures,whichisvitalforustoknow

ourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,

weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.This

way,wecandeepeneachother9sunderstandingandrespect.

Step5Homework

WriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritage

usingthefollowingnotesandyoucanadddetailstomakethenewsreportmore

conciseanddetailed.

■Name:LiHua

Place:Xi'an

Profession:aseniorhighschoolteacher

■wantstopreserveculturalheritage:

■protectoldhouses

■takesphotosofoldbuildings

■helpsrepairbuildings

■looksforculturalrelics

■interviewsoldpeople

■showsculturalrelicstothepublic

■writesaboutthebuildings...

《Unit2WildlifeProtection》单元教案

Unit2WildlifeProtection

ListeningandSpeaking&ListeningandTalking

【教学目标】

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1.Guidestudentstounderstandthecontentoflisteningtextsintermsofusing

visualstopredictcontent.

2.Cultivatestudents9abilitytoguessthemeaningofwordsinlistening;discuss

withtheirpeershowtosaveendangeredwildlifeandhelpwildlifeintheir

neighborhood.

3.Instructstudentstousefunctionalsentencesofthedialoguesuchas"Iam

concernedabout...“"Whatdoyouknowabouttheendangeredanimalsin...”andso

ontotalkaboutoneoftheendangeredanimals.

4.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Thisis

usedfor...99"Ididitto/inorderto/soasto..."andsoontotalkabouthowtohelp

wildlifeinSs'neighborhood.

【教学重难点】

1.GuideSstousethepredictionstrategyofreadingpicturesaccuratelyto

understandthecontentoflisteningtexts;

2.GuideSstoexpresstheiropinionsonhowtoparticipateinwildlifeprotection,

andcommunicatewiththeirpeersaboutthelivingconditionsandprotectionmeasures

ofwildlifeinsimpleEnglish.

【教学过程】

Part1:ListeningandSpeaking

Step1:Leadin

Theteacherisadvisedtohaveasmalltalkaboutthetopic:

Whatmessagesdothesepostersshare?

Workinpairsanddiscuss.Andthenshareyourviewafterdiscussing.

Step2:Prediction

Aftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelistening

textisaboutbylookingatthepictures.

Someanimalsareendangeredandwhyandhowwecanprotectthemfrombeing

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extinct.

Listeningtip:usevisualstopredictcontent

Beforelistening,lookatthepictures,videos,chartsandothervisualstohelpyou

predict.

Step3:Summaryofthemainidea

Playtheaudiowhichisaboutthedyingwildlifeonearth.Andafterfinishing

listeningtothefirstpartofthetape,thestudentsneedtosolvethefollowingtask.

Fillintheblankswhilelistening.

Ourplanet9sisdyingoutatanalarmingrate.Between150and

200speciesarebecomingeveryday.Thismassextinctioniscausedby

hunting,habitatandpollution.Wemustmakepeopleawareoftheproblem

andhelptheendangeredwildlifebeforeit'stoolate!

Afterfinishingthetaskabove,theteacherplaysthesecondpartofthetapeand

afterfinishinglistening,thestudentsneedtosolvethefollowingtask.

Listenandanswerthefollowingquestions:

1.Howmanyelephantsarekilledonaverageeveryday?

2.WhatdidPrinceWilliamsayaboutChina?

3.Whatdoes"changebeginswithyou"mean?

Ifyouwantthingstochange,youmustchangeyourselffirstandnotwaitfor

otherstobethefirstonetodosomething,youmustbethenumberonetostarttotake

thefirstaction.Inthisway,wecanchangetheworldforthebetter.

Step4:SpeakingProject

Inpairs,discussthequestions,roleplaytheexample,andthentalkaboutoneof

theanimalsinthephotosbelow.

1.Whatdoyouknowabouttheanimalsinthephotos?

2.Whatisbeingdonetohelpthem?

A:Pmconcernedaboutthebluewhales.Whatdoyouknowaboutthem?

B:Well,Iknowthatthey'rebeinghuntedandtheirnumberisgetting

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dramaticallysmaller,sothey'reindangerofextinction.Bluewhalesneedlarge

andclearwaterhabitats,soit'sdifficultforthemtoadapttothechanges.

A:Thafsterrible.Whatmeasuresarebeingtakentohelpthem?

B:Theauthoritiesareunderpressuretomakelawstobanillegalhuntingwhales

andtellpeoplenottobuywhalesproducts.

Part2.ListeningandTalking

Stepl:Listentothetape,forthefirsttime,andthenaskthestudentstosolvethe

followingtasks.

Choosetherightendingforeachsentence.

1.Binoculars.

2.