人教版（2019）必修第二册 Unit 2 Wildlife Protection listening and talking 导学案（含答案）

Unit 2 Wildlife Protection listening and talking 导学案
课前导读
Content Analysis
Activity theme: The theme of this section is "Help the wildlife in your neighborhood". Contribute to local animal protection with practical actions.
1. This section describes a bird watching activity organized by several middle school students of the Bird Watching Club, which aims to stimulate students' interest, improve their understanding of bird watching activities, and take this opportunity to meet friends, broaden their horizons, cultivate team spirit and communication and expression ability.
2. Let the students learn to use the language structures that are used for, in order to, so as to, to, so that, in order that and other purposes to communicate and discuss.
Activity design: Five activities are designed in this module. Activity 1 is a matching question. Use pictures to visualize the objects that the vocabulary refers to, help students establish the relationship between word form and meaning, and remove the obstacles of new words. Activity 2 is to select the correct functional ideation items to complete the sentences, and let the students summarize the language expressions of the table purpose, so as to prepare the students to understand in listening and use the functional ideation items of this unit after listening. Activity 3 focuses on the key information such as the identity, location, event and purpose of the activity, so that students can have an overall understanding of what they are listening to while completing the task. Activity 4 is a dictation and blank filling activity, which aims to enable students to perceive the meaning and application of functional ideation items in actual oral language communication, and further deepen their understanding of the functional items. Activity 5 is an oral expression activity to guide students to take care of wild animals in need around them, and communicate with their peers what help they need and how to meet their needs.
Teaching focus:Guide students to correctly use the language structures such as be used for, in order to, so as to, to, so that, in order that to express the purpose and intention of doing things.
Teaching process:
Step I Learn and Understand
Activity 1.Matching question
Help the wildlife in your neighbourhood
1. Match the words with the pictures.
①Binoculars____B______ ②bird feeder_____A_____ ③bird field guide____C_______
The purpose of the activity is to help students reduce the difficulty of listening by reading and looking at several items that appear in the listening materials before listening.
Activity 2.Acquisition and Sorting
Choose the right ending for each sentence.
1. Binoculars ____D_____.
2. Build bird feeder ____C_____.
3. Use a bird field guide ____A______.
4. Put paper cut-outs on windows ___B_____.
A. in order to identify birds
B. so that birds do not crash into them
C. to make sure that birds have enough food
D. are used for watching birds from far away
(1) Go through the questions with students and make sure they understand their meanings.
(2) Ask students to predict the ending for each sentence.
(3) Share the answers. Suggested answers:①D ②C ③A ④B
Activity 3.Careful Listening
Listen and answer the questions.
1. Who are the teenagers
2. Where are they
3. What are they doing
4. Why are they doing it
Suggested answers:
They're from a bird watching club.
In the Qinling Mountains.
They're searching for new wild birds and looking them up in their field guide.
It's interesting and you can practise it anywhere.
Activity 4. Get Detailed Information
Listen again and use the phrases you hear to fill in the blanks.
1. They got up early _______ search for wild birds.
2. I've brought a field guide _______ we can look up the birds we see.
3. My dad gave me the binoculars ____________ we can see the birds better.
4. Bird watching clubs clean up habitats, build bird feeders, and put paper cut- outs on windows _________ protect birds.
Suggested answers:
①so as to ②so that ③in order that ④in order to
Activity purpose: Choose the right end of four sentences by listening for the first time; Listen to the dialogue for the second time to get information about the person, place, and things you have done; Listen for the third time; It is helpful to improve students' listening and speaking ability by completing sentences with the words they hear.
Step II Application and Practice
Activity 5. Practice and Role play
Know about the problems of neighbourhood wildlife.
1. Ask students to visit local places and make a survey about local wildlife and their problems.
2. Get more information about wildlife protection on the Internet.
Language learning: Learn to express purposes
1. Ask students to read the following structures:
This is used for...
I did it to/in order to/so as to...
He has done it so that/in order that...
2. Ask students to try to read the above structures over and over again until they can speak fluently.
EXAMPLE
A:I often see wild cats in our neighbourhood. Maybe we should do something to care for them.
B:Should we put out bowls of food for them
C:Sure,and I think we could also put out boxes or other things for them, so that they can find
shelter when it's cold or wet outside.
Discussion.
(1)Ask students to think of other wildlife in their neighbourhood and their needs,and think what they can do
for the wildlife.
(2) Ask students to work in groups and discuss.
Step III Migration and innovation
Make a presentation
Ask students to make a presentation about the solutions to help local wildlife to the class.