2020年新人教版高中英语必修二教案全套

2020年新人教版高中英语必修二教案全套《Unit1CulturalHeritage》单元教案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.【教学目标】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.【教学重难点】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【教学过程】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:FromProblemstoSolutions【教材分析】1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教学目标】1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;2.Motivatestudentstousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;3.Enablestudentstounderstandhowaproblemwassolved;4.Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教学重难点】1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教学过程】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.Unit1CulturalHeritagePeriod3DiscoveringUsefulStructureRestrictiverelativeclauses【教材分析】Thisteachingperiodmainlydealswithgrammar“restrictiverelativeclauses.”Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedabouttherelativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe“preposition+relativepronounswhichandwhom”andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationofstudents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.【教学目标】1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsofattributiveclauses.2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Strengthenstudents’greatinterestingrammarlearning.【教学重难点】1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence2.Instructstudentstowriteessaysusingtheproperrelativepronounsandadverbsofattributiveclauses.【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？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”引导定语从句。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。2.依据与先行词搭配的具体意义而定。I’llneverforgetthedayonwhichweworkedtogetherinthecountryside.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,throughwhichwecouldseewhatwashappeninginsidethehouse.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,lookfor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“of+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。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)youaskedmetoreturntotheCityLibrary.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)hewantedtosellhishousewasthatheneededalotofmoneyforhisoperation.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.Heistheman_______________youcanrely.他是你可以信赖的人。2.Jackintroducedtomehisfriend_______________Iwasnotveryfamiliar.杰克向我介绍了我不很熟悉的那个朋友。3.I’llneverforgettheday_______________weworkedtogetherinthecountryside.4.我不会忘记我们一起在乡下工作的日子。Thecleverboymadeaholeinthewall,_______________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。Unit1CULTURALHERITAGEReadingforWriting【教学目的与核心素养】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教学重难点】1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport2.Cultivatestudentstowriteanewsreportproperlyandconcisely.【教学过程】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…《Unit2WildlifeProtection》单元教案Unit2WildlifeProtectionListeningandSpeaking&ListeningandTalking【教学目标】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofusingvisualstopredictcontent.2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtosaveendangeredwildlifeandhelpwildlifeintheirneighborhood.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Iamconcernedabout…”“Whatdoyouknowabouttheendangeredanimalsin…”andsoontotalkaboutoneoftheendangeredanimals.4.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Thisisusedfor…”“Ididitto/inorderto/soasto…”andsoontotalkabouthowtohelpwildlifeinSs’neighborhood.【教学重难点】1.GuideSstousethepredictionstrategyofreadingpicturesaccuratelytounderstandthecontentoflisteningtexts;2.GuideSstoexpresstheiropinionsonhowtoparticipateinwildlifeprotection,andcommunicatewiththeirpeersaboutthelivingconditionsandprotectionmeasuresofwildlifeinsimpleEnglish.【教学过程】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,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.【教学目标】1.Improvetheawarenessofwildlifeprotectionbyacquiringtheknowledgeofwildlifeprotection.2.Focusonenvironmentalprotectionandprotectionofalllives.3.Analysethelivingenvironmentofwildanimalswithappropriatethinkingmode.4.Skillfullyusethevocabularyandgrammarknowledgeofthisunittocultivateself-studyabilityaccordingtotheunitcontent5.Developcooperativelearningabilitythroughdiscussionandotherways【教学重难点】1.Enablethestudentstotalkaboutthecurrentsituationofwildanimals.2.Guidethestudentstosummarizethemainideaofeachparagraphaswellasthemainideaofthetext.3.Helpstudentslearnwhateffo