资源简介

必修二 Unit 2 Wildlife Protection
一、单元整体简介
1. 单元话题：Wildlife protection
2. 主题语境：人与自然——野生动物保护
二、单元教学目标
语言能力：
1. 听说能力： 能够运用听力策略，从图片等视觉资源中获取信息，预测听力内容；能够在谈话中得体恰当 地表达目的和意图。
2. 读写结合： 能够阅读日志体的叙事文本，理解其文体特征和语言特点，关注作者对景物和心理活动等的描写；阅读和理解多模态语篇（海报）中的文字、图片、色彩、符号等文字与非文字资源所 表达的信息，分析和把握其语言特征及作者的观点或态度等；能够设计一幅关于动物保护的海报。
3. 语言基础学习：
能够理解并正确运用现在进行时的被动语态进行口头和书面表达。
学习能力：
1. 能够利用图片、图表等视觉资源，预测听力内容。
2. 能够辨析阅读文本中的表层和深层意义，准确把握文本所传递的信息。
文化意识：
1. 了解中外野生动物的生存状况和所面临的问题。
2. 了解中外野生动物保护的不同策略、方式和问题解决方案，思考个人参与动物保护的合 理方式。
思维品质：
理解文字与非文字资源所传递的丰富信息、思想、情感和观点；根据课文语境等推断隐含意义；初步掌握客观分析海报、广告等多模态语篇所传递的信息及作者意图的能力，寻求动物保护的合理方式和策略，培养批判性思维和创新思维能力。
Unit 2 Wildlife Protection
Listening and Speaking & Listening and Talking
教材分析
Listening and speaking听力文本包括两个部分，第1部分是两个人在观看野生物种保护公共宣传海报时的小对话，第2部分是一篇独白，讲述一些知名人士为野生动物保护而发生的故事。
Listening and talking听力文本的开头是一段旁白，交代时间地点和事件等要素。接下来是观鸟俱乐部成员的一段对话，讨论各自携带的观鸟装备及其用途。最后一段介绍观鸟俱乐部日常活动的旁白结束。对话中重点呈现了表目的的功能，意念项目，用以表达做事的目的和意图。
教学目标
1. Guide students to understand the content of listening texts in terms of using visuals to predict content.
2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.
3. Instruct students to use functional sentences of the dialogue such as “I am concerned about…” “What do you know about the endangered animals in…” and so on to talk about one of the endangered animals.
4. Instruct students to use functional sentences of the dialogue such as “This is used for…” “I did it to/in order to/so as to…” and so on to talk about how to help wildlife in Ss’ neighborhood.
教学重难点
1. Guide Ss to use the prediction strategy of reading pictures accurately to understand the content of listening texts;
2. Guide Ss to express their opinions on how to participate in wildlife protection, and communicate with their peers about the living conditions and protection measures of wildlife in simple English.
教学方法
1. Inquiry-based and Student-centered Teaching Approach
2. Cooperative and Inductive Methods
3. Multimedia Computer Assisted Instruction
教学资源
教材；多媒体一体机；课时练
教学过程
Part 1: Listening and Speaking
课时安排 时长 讲解内容 课前预习
0.5课时 20分钟 教材 P14-15 学生自主完成教材中的题目。
Step 1: Lead in
1. Students describe pictures of the opening page and understand the motto;
When the buying stops, the killing can too. —— WildAid
2. The teacher displays several poster images to guide students to discuss the dangerous situations faced by wild species and the urgent need for conservation work.
Q1: What messages do these posters share
Q2: What views would you share after discussing
设计意图
使用图片展示和提问的方式，可以激发学生对本单元话题的兴趣，激活学生关于本单元主题的背景知识。便于教单元教学的顺利开展。
Step 2: Pre-listening
1. Prediction.
Before listening, look at the pictures, videos, charts and other visuals to help you predict.
2. Discussion
Students will discuss the activity 1 in small groups, focusing on question 2.
Q1: what messages do these posters share
Q2: Which one moves you most Why
设计意图
引导学生关注图片等视觉资源，学会从中获取信息。为下面的听力做好准备。
Step 3: While-listening
1. Have students read the short passage from Activity 2 first and try to fill in the blanks with appropriate words.
2. Fill in the blanks while listening，then check the answers.
Our planet’s _________is dying out at an alarming rate. Between 150 and 200 species are becoming ___________ every day. This mass extinction is caused by hunting, habitat _________and pollution. We must make people aware of the problem and help_______ the endangered wildlife before it’s too late!
3. Let the students read this short article together.
4. Listen the second part of the tape and answer the following questions:
Q1. How many elephants are killed on average every day
Q2. What did Prince William say about China
5. Students engage in discussions.
What does “change begins with you” mean
If you want things to change, you must change yourself first and not wait for others to be the first one to do something, you must be the number one to start to take the first action. In this way, we can change the world for the better.
设计意图
培养学生获取听力语篇中的基本信息和关键细节的能力。
Step 4: Post-listening
1. Speaking Practice
In pairs, discuss the questions, role play the example, and then talk about one of the animals in the photos.
2. More useful expressions：
I’m concerned about ...
They’re being hunted and their habitat is getting smaller.
They’re in danger of extinction ...
It’s difficult for them to adapt to the changes ...
Measures are being taken to ...
Hopefully, the endangered animals can do ...
设计意图
学生根据所听信息结合自身知识和体验综合分析，进行批判性思考，合理表达自己的观点
Part2 Listening and Talking
课时安排 时长 讲解内容 课前预习
0.5课时 25分钟 教材 P19 学生自主完成教材中的题目。
Step1 Lead in
1.The teacher plays a video about bird watching.
Q: What do you take if you want to go birdwatching
2. Choose the correct functional concept project to complete the sentences in Activity1-2, summarize the language expression of the purpose.
设计意图
用图片视频形象直观的展示本节课的主题，激发学生的兴趣，增进他们对观鸟活动的了解。
Step2 Listening
1. Guide students to make predictions about listening content.
2. The teacher plays the first recording, and students answer questions based on the recorded keywords.
3. The teacher plays the recording again, and the students check their answers after filling in the blanks.
设计意图
学生通过听的活动完成填空。为后面的口语表达更流畅，为必要的语言结构操练做好准备。
Step3 Talking
1. Divide students into small groups and communicate in a conversational manner, prompting them to consciously use sentence structures that express their purpose .
2. Please have 2-3 groups of students perform dialogues in front of the whole class.
设计意图
口语活动中，引导学生关注身边需要帮助的野生动物合和同伴交流，他们需要哪些帮助，以及如何满足他们的要求，提醒学生在交流时有意识的使用本单元的功能意念项目，来表达自己的目的和意图。
Homework
Make a survey about the endangered wildlife in your neighbourhood and take effective measures to protect them.
设计意图
巩固课堂知识，开阔眼界，培养团队合作精神和沟通表达能力。
板书设计
Unit 2 Wildlife Protection
Listening and Speaking & Listening and Talking
Expressing purposes
This is used for...+n./pron./ v.-ing
I did it to / in order to/ so as to ...+v.
He has done it so that/ in order that + 句子
教学反思
本节课优点：教学内容完成，实现了既定的教学目标，学生在思考和输出的环节有参与互动和分享。
本节课缺点：输出环节时间安排略显仓促。
本节课需要完善的地方：需要利用早自习补充音标知识。

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