资源简介

Unit 2 Wildlife Protection
Assessing Your Progress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WWF和动物救援队伍的工作，树立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 stir up, rescue等。并且能够就野生动物进行深入的思考。本课时内容旨在检测学生对本单元词汇和语法掌握程度，引导学生进行反思，并从中获得成就感和自信心。
教学策略与设计说明：
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：
本节课学习结束时，学生能够：
语言能力上，复习检测词汇与语法，如 conservation, preserve, welfare等。基本就保护野生动物这一话题展开思考。
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WWF和动物救援组织, 意识到保护野生动物不仅是全球共同的责任，也可以从个人做起，从身边做起。
学习能力上，通过复习本单元的重点单词短语，学会灵活运用。
教学重点：
掌握设计海报，制作详细项目计划及描述活动。
教学难点：
复习巩固本单元的重点表达方式，并能够在语境中灵活运用。
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 Review: T asks Ss look at the pictures and translate the Chinese into English. Some vocabularies are polysemantic. T can remind Ss different meanings for strengthen impression. 在语境中进行复习，进一步加深对重点单词短语的印象。 2’ CW
Step 2: Practice: T asks Ss to complete the phrases and choose proper phrases to finish the passage. First, T helps Ss to recall phrases, then, explains each phrase by using sample sentences. Ss are asked to complete blanks. 通过补充短语，复习本单元固定词组。通过WWF段落练习，为接下来的部分做准备。 3’ GW
Step 3 Lead-in: T plays a short video to lead in WWF organisation. Then, T shows some pictures from WWF website and give some tips and phrase to help Ss organise sentences. T asks Ss to think what WWF do to protect wildlife. 引导学生思考野生动物保护组织的日常工作，熟悉主题。提高文化认知及辩证思维。 5’ CW/IW
Step 4 Practice: T asks Ss to read and complete the passage with the present continuous passive voice of the verbs in brackets. Then T asks Ss to think of the invention, and name advantages and disadvantages of the camera. 复习本单元重点语法，帮助野生动物的方法。引导学生发散思维，辩证思考发明的优劣势，提高思维品质。 15’ GW/CW
Step 5 Brainstorming: T leads Ss to think that if they were scientists, what would they invent to protect wildlife animals. T encourage Ss to use their imagination. For example, a nanometre AI camera for shooting the wounded animals. 引导学生进行更深层的思考，锻炼创新思维。 5’ IW
Step 6 Reflection: T asks Ss to reflect their study in this unit. And encourage Ss to reflect. 引导学生客观评价本单元学习成果，反思自己的不足和进步。 5’ IW
Step 7 Project: T can ask Ss to list some animals that need to be protected and extra help. T introduce the wildlife rescue centre, and ask Ss two question. Then Ss are asked to read the report about an animal rescue centre. And answer the questions. T needs to analyse the article structure for giving Ss a sample of report. Lastly, T asks two questions to conclude the main idea of the report. 让学生与同伴讨论，深化对短文内容及结构的了解，为接下来的任务提供一个参考，引起学生兴趣并提高语言能力。 10’ IW
Step 8 Think and discuss： Think about animals that need help. Plan an animal rescue centre for them. Discuss the questions in groups. Suggested answers: What will it be called —— Have a nice name for your own animal rescue centre. What skills or equipment do we need ——vet kits. Warm beds. Feeders. What help could people offer —— pets’ food; money; time; What can we do to help the animals ——do some volunteer work. Donate some food. Where should the centre be built —— Near the park, because it can provide some space for pets to run. 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 9 Project: Ss make a poster in which they describe their animal rescue centre and ask for help. Put up the poster on the classroom wall. T gives a poster sample, circles different parts and shows some tips to help them to understand the main element for improving quality. After discussion, Ss role play the conversation. 锻炼学生实际运用能力，学习能力和动手能力。 10’ CW
Step 10 Homework: If you are going to establish a animal rescue team, make a detailed plan about it. 让学生自主思考如何组建动物救援队伍的细节，完成项目协作。 2’ 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，学生是否复习巩固本单元的重点表达方式；
通过本节内容学习，学生能否对野生动物保护有更深的思考。

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