人教版（2019）必修第二册Unit 2 Wildlife Protection Assessing Your Progress 课件(共18张PPT)
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| 名称 | 人教版（2019）必修第二册Unit 2 Wildlife Protection Assessing Your Progress 课件(共18张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 24.4MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-12-01 12:11:57 | ||
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(共18张PPT)
人教必修二
Unit 2
Assessing Your Progress
教学目
Lead-in
视频：World Wide Fund
1
2
To consolidate the words, phrases and grammar in this unit by finishing the exercises
To reflect how well you learned in this unit by reflecting
To plan an animal rescue centre
3
目标一：To consolidate the words, phrases and grammar in this unit by finishing the exercises
Activity 1: Complete the phrases and use them to finish the passage.
1. Finish the phrases.
about for of out to up
adapt ____________ die ____________ be concerned ____________
search ____________ put ____________ be aware ____________
to
for
out
up
about
of
Do you know the meaning of the phrases
Try to give some examples to illustrate their usage.
adapt to [ d pt tu] 变得习惯于……; 使适应于……
e.g. Yulan magnolia can adapt to a variety of soils.
玉兰花能适应各种土壤。
I think he can adapt to some very serious circumstances.
我认为他能适应一些非常严重的情况。
die out [da a t](指物种、家族、习惯、观念等)绝迹；消失；绝种
e.g. How did dinosaurs die out
恐龙是如何灭绝的？
be concerned about [bi k n s nd ba t] 关心；挂念；
e.g. More and more people begin to be concerned about our natural environment.
越来越多的人开始关心我们的自然环境。
search for [s :t f :] 搜索；搜寻；访求
e.g. His confronting me forced me to search for the answers.
他当着我的面质询迫使我思索如何作答。
put up [p t p] 举起；张贴；建造；提高
e.g. The teacher training college put up a plaque to the college's founder.
那所教师培训学院为该学院的创立者立了一块纪念牌匾。
be aware of [bi we (r) v] 意识到；知道
e.g. As time went on, people came to be aware of the seriousness of China's population.
随着岁月的流逝, 人们逐渐地认识到中国的人口问题的严重性.
2.Finish the passage with the phrases.
search for
The World Wide Fund For Nature (WWF)__________________ the many species of plants and animals that ___________ around the world. The WWF wants more people to ___________ the problem, so they will stop hurting wildlife and _________ solutions. Very few people in modern society actually intend to harm animals. Most people do not realise that many animal species cannot _________ the changes brought about by modern civilisation. It is for this reason that the WWF constantly _________ information to stir up public interest in the welfare of the planet.
put up
is concerned about
adapt to
are dying out
be aware of
Activity 2: Read and complete the passage with the present continuous passive voice of the verbs in brackets.
It may seem that protecting wildlife is something far from the life of a high school student, but in fact, a lot ______________ (do) by young people around the world. In Washington State, USA, wolverines _______________ (study) by scientists in an effort to learn how to preserve the population. However, during the winter, it is difficult to attract the animals to cameras hidden in snowy forests.
is being done
is being studied
A group of student heard about the problem and created a special device which ____________ (test) deep in a snowy forest now. Their invention ______________(use) to send out a certain smell near the cameras. The shy animals are attracted by the smell and coming around the cameras. They ____________________(observe) by a conservation researcher.
is being tested
is being used
are being observed
Activity 3: Discuss the question in your groups.
Animals may think the camera is eatable, so it might hurt animals.
When wildlife animals came into any dangers, they can be saved. The camera is small so that it will not threaten animals.
From the perspective of animals:
It’s hard to collect cameras because most of them are dotted in different places.
It’s efficient and effective to observe the behaviour of wildlife animals. And it might help people to know more about them.
From the perspective of researchers:
目标二：To reflect how well you learned in this unit by reflecting
◎In this unit, I was especially moved by _________________
because _________________________.
◎I thought the most helpful part of the unit was ___________
because _________________________.
◎I thought the most difficult part of the unit was __________
because __________________________.
◎Overall, I thought this unit was:
wonderful good so-so too hard
Activity: Reflect what you learned in this unit
目标三：To plan an animal rescue centre
Activity 1: Here is part of a report about an animal rescue centre. Read the passage and then tell your partner about it. The questions may help you.
1.What is the rescue centre called
2.Who started it
3.What animals were rescued
4.What help does the centre need
SMALL FRIENDS PET SHELTER
The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets that were left behind after their families moved away.
Today, there are about 70 cats, 50 dogs, three rabbits, and a few turtles living at the shelter. The young people who run the shelter work hard to keep the place clean, take care of the animals, and advertise the animals so that they can be adopted.
They have already helped to find homes for nearly 200 animals. It is hard work, but the young people working at the shelter think it is worth it.
So if you find a pet that is lost, call the young people at Small Friends Pet Shelter! And if you want to help out, go and volunteer your time and love. That is what the animals really need most.
1.It is called “The Small Friends Pet Shelter.
2.A group of high school students and their parents.
3.70 cats, 50 dogs, three rabbits, and a few turtles.
4.It needs your time and love.
Activity 2: Think about animals that need help. Plan an animal rescue centre for them. Discuss the questions in groups.
What will it be called
What skills or equipment do we need
What help could people offer
What can we do to help the animals
Where should the centre be built
Make a poster in which you describe your animal
rescue centre and ask for help. Put up the poster on the classroom wall.
1.Can you recall some important words and phrases in this unit
2.Can you recall the usage of present continuous passive voice
3.Can you tell your story of animal saving
人教必修二
Unit 2
Assessing Your Progress
教学目
Lead-in
视频：World Wide Fund
1
2
To consolidate the words, phrases and grammar in this unit by finishing the exercises
To reflect how well you learned in this unit by reflecting
To plan an animal rescue centre
3
目标一：To consolidate the words, phrases and grammar in this unit by finishing the exercises
Activity 1: Complete the phrases and use them to finish the passage.
1. Finish the phrases.
about for of out to up
adapt ____________ die ____________ be concerned ____________
search ____________ put ____________ be aware ____________
to
for
out
up
about
of
Do you know the meaning of the phrases
Try to give some examples to illustrate their usage.
adapt to [ d pt tu] 变得习惯于……; 使适应于……
e.g. Yulan magnolia can adapt to a variety of soils.
玉兰花能适应各种土壤。
I think he can adapt to some very serious circumstances.
我认为他能适应一些非常严重的情况。
die out [da a t](指物种、家族、习惯、观念等)绝迹；消失；绝种
e.g. How did dinosaurs die out
恐龙是如何灭绝的？
be concerned about [bi k n s nd ba t] 关心；挂念；
e.g. More and more people begin to be concerned about our natural environment.
越来越多的人开始关心我们的自然环境。
search for [s :t f :] 搜索；搜寻；访求
e.g. His confronting me forced me to search for the answers.
他当着我的面质询迫使我思索如何作答。
put up [p t p] 举起；张贴；建造；提高
e.g. The teacher training college put up a plaque to the college's founder.
那所教师培训学院为该学院的创立者立了一块纪念牌匾。
be aware of [bi we (r) v] 意识到；知道
e.g. As time went on, people came to be aware of the seriousness of China's population.
随着岁月的流逝, 人们逐渐地认识到中国的人口问题的严重性.
2.Finish the passage with the phrases.
search for
The World Wide Fund For Nature (WWF)__________________ the many species of plants and animals that ___________ around the world. The WWF wants more people to ___________ the problem, so they will stop hurting wildlife and _________ solutions. Very few people in modern society actually intend to harm animals. Most people do not realise that many animal species cannot _________ the changes brought about by modern civilisation. It is for this reason that the WWF constantly _________ information to stir up public interest in the welfare of the planet.
put up
is concerned about
adapt to
are dying out
be aware of
Activity 2: Read and complete the passage with the present continuous passive voice of the verbs in brackets.
It may seem that protecting wildlife is something far from the life of a high school student, but in fact, a lot ______________ (do) by young people around the world. In Washington State, USA, wolverines _______________ (study) by scientists in an effort to learn how to preserve the population. However, during the winter, it is difficult to attract the animals to cameras hidden in snowy forests.
is being done
is being studied
A group of student heard about the problem and created a special device which ____________ (test) deep in a snowy forest now. Their invention ______________(use) to send out a certain smell near the cameras. The shy animals are attracted by the smell and coming around the cameras. They ____________________(observe) by a conservation researcher.
is being tested
is being used
are being observed
Activity 3: Discuss the question in your groups.
Animals may think the camera is eatable, so it might hurt animals.
When wildlife animals came into any dangers, they can be saved. The camera is small so that it will not threaten animals.
From the perspective of animals:
It’s hard to collect cameras because most of them are dotted in different places.
It’s efficient and effective to observe the behaviour of wildlife animals. And it might help people to know more about them.
From the perspective of researchers:
目标二：To reflect how well you learned in this unit by reflecting
◎In this unit, I was especially moved by _________________
because _________________________.
◎I thought the most helpful part of the unit was ___________
because _________________________.
◎I thought the most difficult part of the unit was __________
because __________________________.
◎Overall, I thought this unit was:
wonderful good so-so too hard
Activity: Reflect what you learned in this unit
目标三：To plan an animal rescue centre
Activity 1: Here is part of a report about an animal rescue centre. Read the passage and then tell your partner about it. The questions may help you.
1.What is the rescue centre called
2.Who started it
3.What animals were rescued
4.What help does the centre need
SMALL FRIENDS PET SHELTER
The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets that were left behind after their families moved away.
Today, there are about 70 cats, 50 dogs, three rabbits, and a few turtles living at the shelter. The young people who run the shelter work hard to keep the place clean, take care of the animals, and advertise the animals so that they can be adopted.
They have already helped to find homes for nearly 200 animals. It is hard work, but the young people working at the shelter think it is worth it.
So if you find a pet that is lost, call the young people at Small Friends Pet Shelter! And if you want to help out, go and volunteer your time and love. That is what the animals really need most.
1.It is called “The Small Friends Pet Shelter.
2.A group of high school students and their parents.
3.70 cats, 50 dogs, three rabbits, and a few turtles.
4.It needs your time and love.
Activity 2: Think about animals that need help. Plan an animal rescue centre for them. Discuss the questions in groups.
What will it be called
What skills or equipment do we need
What help could people offer
What can we do to help the animals
Where should the centre be built
Make a poster in which you describe your animal
rescue centre and ask for help. Put up the poster on the classroom wall.
1.Can you recall some important words and phrases in this unit
2.Can you recall the usage of present continuous passive voice
3.Can you tell your story of animal saving