人教版（2019）高中英语必修第二册 Unit2Wildlife protection Listening and Talking 名师教学设计

Unit2 Listening and Talking 名师教学设计
课时内容
Help the wildlife in your neighbourhood
主题语境：人与自然
主题群：自然生态
子主题：人与动植物
语篇类型：录音、文本、图片文本分析
文本分析：
[What]本节课为听说课，课题为谈论保护当地野生动物。首先，设置导人环节，提供三幅图片，让学生熟悉听力材料所提到的三件物品。然后，设置三个活动，获取对话的具体内容。最后的口语活动围绕学生当地野生动物的需求及存在的问题展开，让学生通过讨论提出保护当地野生动物的措施。
[Why]讨论野生动物的生存需求和保护措施。
[How]通过听说，增强学生保护野生动物的意识，有利于人和动植物和谐共处。
课时目标
1.能够听懂录音对话中的人物、地点，以及他们正在做的事情等细节内容。
2.能够根据实际情况使用恰当的语言谈论自己对保护当地野生动物的观点和看法。
重点难点
重点：
获取对话的主要信息。
难点:
1.使用恰当的语言讨论自己对保护当地野生动物的观点和看法。
2.学生缺乏对当地野生动物的生存现状、存在问题和保护措施等背景知识的了解。
教学准备
教师准备：
教学录音、野生动物的相关资料。
学生准备：
利用教师提供的网站阅读有关野生动物的文章。
利用课外时间调查了解当地野生动物的现状。
教学过程
Step I 学习理解
活动一：感知与注意(Match)(SB，P19, Part 1)
Ask students to look at the three pictures and try to guess what they are.
A B C
2. Ask students to read the words and guess their meanings.
binoculars, bird feeder, bird field guide
3. Match and share the answers.
Suggested answers ：
l.B 2.A 3.C
【设计意图】在听之前，通过读和看认识听力材料中出现的几件物品，有助于降低听力难度。
活动二:获取与梳理
1.Choose the right ending for each sentence.(SB, PI9, Part 2)
(1)Go through the questions with students and make sure they understand their meanings.
①Binoculars____________
②Build bird feeders____________
③Use a bird field guide____________
④Put paper cut-outs on windows____________
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
(2) Ask students to predict the ending for each sentence.
(3)Share the answers.
Suggested answers ：
D ②C ③A ④B
Listen and answer the questions.(SB, P19, Part 3)
Go through the questions with students and then play the tape for students to listen and get the answers in Part 3.
(1) Who are the teenagers
(2) Where are they
(3) What are they doing
(4) Why are they doing it
Suggested answers ：
(略）
3. Listen for detailed information. (SB, P19, Part 4)
Listen to the tape again and get some detailed information in Part 4.If necessary, play the tape again for students to check the answers.
(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 ：
(略）
【设计意图】通过第一次听，选择四个句子的恰当末尾；第二次听，获取对话里人物、地点、所做事情等信息；第三次听；用所听到的词语补全句子，有助于提高学生的听说能力。
Step II 应用实践（Role play)
活动三:获取相关背景信息
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 provided by teachers.
【设计意图】在口语对话之前，教师提供给学生一些关于野生动物生存现状和保护的网站。学生通过阅读，获取相关信息，为口语活动提供背景知识和语言结构，使得有话可说。
活动四：语言学习（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 unless they can speak fluently.
活动五:描述与阐释(SB，P19，Part 5)
1. Ask students to read the example.
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.
2. 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.
【设计意图】在学生有充分准备的情况下，设计口语讨论活动，能够调动学生的积极性和主动性，活跃课堂气氛，使学生在轻松愉快的环境中学习，提高学生的语言运用能力。
Step III 迁移与创新
活动六：Make a presentation
Ask students to make a presentation about the solutions to help local wildlife to the class.
板书设计
Unit 2 Wildlife Protection
Period IV Listening and Talking
I .学习理解
活动一:感知与注意（Match)
活动二 ：获取与梳理
II.应用实践
活动三：获取相关背景信息
活动四：语言学习（Express purposes)
活动五：描述与阐释
III.迁移创新
活动六：Make a presentation