资源简介

Unit 2 Wildlife Protection
Listening and Speaking教案
教材分析：
本课时的主题语境围绕保护野生动物展开，帮助学生了解野生动物的现状，梳理起保护野生动物的意识，掌握一系列与保护动物、环境有关的词汇与句型，如 rate, mass, extinction等。并且能够就野生动物展开简单的讨论。本文的价值取向在于通过了解当今野生动物现状，认识到保护动物的重要性。
教学策略与设计说明：
采用听说法(audio lingual teaching)，在不断的重复和操练中，让学生熟悉相关的单词用法。
采用情境教学法(Situational teaching method), 借助多媒体设备，创设保护野生动物的主题情境，引导学生进入情境，在情境中完成教学。
教学目标：
在本节课学习结束时，学生能够：
语言能力上，学习掌握与保护野生动物相关的一系列表达方式，如 concerned, adapt, measure, authorities, pressure等。基本就保护野生动物这一话题展开简单的讨论。能区分单词的重音。
思维品质上，拓宽学生视野，在学习过程中了解到保护野生动物的紧迫性与必要性，敢于承担责任，从我做起，保护动物。
文化意识上，通过了解野生动物保护协会Wild Aid, 意识到保护野生动物是全球共同的责任。
学习能力上，学会读题时进行预测，充分利用题干和选项，预先猜测对话或独白 的内容，根据标题、关键词、图片等信息，预测和理解篇章的主要内容。
教学重点：
学习掌握与保护野生动物相关的一系列表达方式，如species, illegal, average, concerned, measures等。
了解不同单词的重音分布，并进行区分。
教学难点：
学会读题时进行预测，充分利用题干和选项，预先猜测对话或独白 的内容，根据标题、关键词、图片等信息，预测和理解篇章的主要内容。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up for unit (Activity 1): T asks Ss what WILDAID is and the meaning of the saying--- when the buying stops, the killing can too. Suggested answers: (1)WildAid's mission is to be an ambassador for wildlife rescue and habitation across the world. This is a non-profit, non-governmental organization. The motto of WildAid is protecting wildlife, reducing demand. (2) Business is one reason for kill wildlife. When there is no need in buying wildlife products, the killing can stop. 学习主题相关名言，了解名言背景知识，在思考中导入主题。 2’ CW
Step 2: Look and think: T shows Ss two pictures, and asks Ss what they think of when they see these pictures. Suggested answers： Wildlife is in dangerous situation, and human beings should work together to protect wildlife. 通过展示海报，让学生发散思维，展开思考，充分调动已知信息。
Step 3 Think: Do you think that elephants are endangered species Suggested answers： Yes, because the populations of elephants are limited; the living environment is not very optimistic; elephant sales still exists… After Ss answering this question, T asks what other wild animals are in danger. 从大象导入，让学生对于濒危动物这一概念进行思考，从多角度思考濒危的原因，更深理解动物保护的内涵。
Step 4: Quick response: T asks Ss to speak the names of the animals as soon as the pictures appear. 在快速反应中创设情境，引出主题，激活学生已有知识与经验，调动学生的好奇心与学习热情。 3’ GW
Step 5 Lead in: T asks Ss to think what are these animals, and lead Ss to think about the features of these animals. Suggested answers: They are all endangered animals, because there is a climate change/lack of food/ pollution/ habitat destroyed/are killed by human beings. 引导学生思考濒危动物的定义，为下一步活动做铺垫。 5’ CW/IW
Step 6 Make a prediction: before listening, T asks Ss to discuss these questions in pairs: What message do these posters share Which one moves you the most Why Suggested answers: These posters all convey the information about endangered animals/ species; and advocates the ways to care for wildlife. The third poster moves me the most, because it used shark fin soup to reveal the brutal process of cutting shark fins. It’s vivid and impressive. 5’ GW/CW
Step 7 Learn to predict: T asks Ss observe the posters. And lead Ss to use visuals to predict content: before listening, look at the pictures, charts, videos, and other visuals to help you predict what you will hear. T can use these two posters on the textbook to help Ss predict the main contents of the posters. Through the pictures(sand clock, bowls, dying animals…), T can guide Ss to know that these are mainly about wildlife species protection. After the prediction, T asks which one moves you the most, and asks Ss to give the reasons. Suggested answers: The first one; it gives the reasons and statistics… The second one; It looks more interesting… Key words: poster: election poster; put up a poster. 结合海报的标题和图片，让学生进一步熟练掌握预测技巧。 5’ GW/CW
Step 8 Listen and fill: Ss listen to the first part and fill in the blanks. T asks Ss try to predict according to the pictures and locations of the blanks. 结合段落，让学生结合标题和图片做出预测。 5’ IW
Step 9 Think and discuss: After listening to the first part, Ss think about the following questions. What other factors do you think have caused the mass extinction How can we make people aware of the problems Suggested answers: Wildlife business(clothes, catering); Agriculture; By making posters/ videos. 从文本出发，锻炼学生发散思维，思考影响野生动物生存的其他因素。 5’ IW
Step 10 Listen and answer: Ss are asked to listen to the second part and answer the question. 1. How many elephants are killed on average every day 2. What did Prince William say about China A. China has made a lot of progress. B. China can become a global leader in wildlife protection. C. China preserves its natural habitats well. Suggested answer: Nearly 7000 China can become a global leader in wildlife protection. 结合听力文本，让学生 2’ IW
Step 11 Think and discuss： Ss are asked to think about what does “ change begins with you” mean. Discuss in groups. Example: Everyone is responsible to make small changes to protect wildlife. One small step can lead to big change. 让学生进行分组讨论，深入探讨，思考语言学习的动机和原因。 2’ GW
Step 12 Think and discuss： T ask Ss：how will you change to protect wildlife Suggested answers: I am going to be a volunteer to advocate protecting wildlife. I will ask my family do not buy any products made by the fur of wildlife animals, such as the coat. 通过角色转换，让学生认识到如何从点滴做起保护野生动物。 3’ CW
Step 13 Role play: Ss work in pairs，discuss the questions, role-play the example, and then talk about one of the animals in the photos below. What do you know about the animals in the photos What is being done to help them Suggested answers： They are all endangered animals in the world. Organizations are set up to protect them. People built habitat for them. After discussing，Ss role play the conversation. Key words: 1. Billion; billions of 2. Attitude; attitude to/towards; positive/negative attitude, 调动学生已有知识，对野生动物这一话题进行拓展。 5’ CW
Step 14 Pronunciation: Ss are asked to Work in pairs. Read the words aloud to each other, and put them into the correct groups. and stand for stressed syllables(for primary stress, and for secondary stress), and for unstressed syllable. After finish the exercise, Ss check answers with another pair. and then listen and repeat. Listen to the conversation in activity 5, paying attention to the stress patterns of the polysyllabic words and repeat them. 通过英式英语和美式英语的朗诵，让学生更清楚两种发音的区别。 2’ CW
Step 15 homework: Find one animal from the endangered animal list, and talk with your partner about it. You can talk about: Basic information; Current situation; Related protecting policy… 让学生了解濒危动物的相关信息，在与同伴讨论中巩固本节课所学知识。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否理解和掌握一系列关于野生动物的表达方式；
通过本节内容学习，学生能否掌握基本的预测能力，根据题干和关键词对对话或独白进行预测；
通过本节内容学习，学生能否基本掌握重音的发音规则。

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