人教版（2019）必修 第二册Unit 2 Wildlife protection Listening and Speaking 教案
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| 名称 | 人教版（2019）必修 第二册Unit 2 Wildlife protection Listening and Speaking 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 1.4MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-10-24 11:22:31 | ||
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文档简介
Teaching content:
PEP of Senior High School Selective Book 2
Unit 2 Wildlife Protection——Save endangered animals
Background information
Students: 40 Senior high school students, Grade 1
Lesson duration: 45 mins
Teaching material
PPT, material, picture, listening record
Teaching methods:
The inductive method, discussion method, expository method, communicative method.
Teaching objectives:
1. Language competence
Students can read and recognize the word such as poster, endangered, extinction, illegal, alarming rate and so on
Students can grasp the general ideas of the whole passage and talk about topic with others correctly.
2. Learning ability
Students will improve their listening ability to catch the key and detailed information.
3. Thinking quality
Students can judge various ideas correctly and have the ability to use English to think independently and creatively.
4. Culture awareness
Students can realize the importance of the protection of animal
Students can foster the interest and desire of learning English and be fond of taking part in different kinds of class activities.
Teaching key points:
(l) To help students know the meaning and usage of new words, such as poster, endangered, extinction, illegal, alarming rate and so on
(2) To understand the content of this lesson through reading.
Teaching difficult points:
(1) How to talk about saving endangered wildlife correctly and fluently.
(2) Students can set up the correct view of English learning and maintain interest in learning English.
Teaching procedures
Step 1: Lead-in (5mins)
After greeting students, the teacher will show a picture and ask three questions:
Which animal do you like best
How do these animals relate to the title of the unit
What other endangered animals can you think of when reading this quote
(Justification: The picture is vivid, which can arouse students' interest to the teaching activities. Several interrelated questions can attract the students' interest, meanwhile, it can also introduce the topic naturally.)
Step 2: Pre-listening (6 mins)
The teacher will introduce the three posters to students and then invite some volunteers to share the messages that they can get from these posters. After that, the teacher will give corresponding comments on students' answers and show the topic of this lesson.
Prediction
Before listening, the teacher will organize students to make predictions. Some hints will be given as follows:
Hint 1: some pictures in which students can see the topic.
Hint 2: the title about this material----Save endangered animals
(Justification: the above activities can help students recognize the new words and phrases, remove the barriers and lay the foundation for the next step of " listening ".)
Step 3: While-listening (23 minutes)
(1) Extensive listening
1. Ask students to listen to the text quickly to check their predictions within 3 minutes and summarize the main ideas of the text.
2. Ask students to locate certain information by listening to the text for the second time and answer the following questions:
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.
Before listening, the teacher will teach the difficult words and listening tips.
(2) Intensive listening
Students should listen to the text again and use the listening tips to do the following tasks:
Form-filling:
Our planet's is dying out at an alarming rate. Between 150 and 200 species are becoming extinct 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!
Question:
why are so many animals dying
Students need to work in groups to discuss the following question: What does "Change begins with you" mean
EXAMPLE
A: I often see wild cats in our neighborhood. 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.
(Justification: In the process of completing listening tasks at different levels students can understand the content and certain details of the text, and improve their listening ability.)
Step 4: Post-listening (8 minutes)
In pairs, discuss the questions, role-play the example, and then talk about one of the animals in the photos below. The teacher will help students to read the example and give some helpful phrases to write a conversation.
1. What do you know about the animals in the photos
2. What is being done to help them
EXAMPLE
A: I'm concerned about the African elephants. What do you know about them
B: Well, I know that they're being hunted and their habitat is getting smaller, so they're in danger of extinction. Elephants need large living spaces, so it's difficult for them to adapt to the changes.
A: That's terrible. What measures are being taken to help them
B: The authorities are under pressure to build elephant parks and tell people not to buy elephant products.
Several minutes will be given. When time's up, some students will be invited to do a performance. Then the teacher will comment on student's performance.
(Justification: Group activities provide students with the opportunity to apply what they have learnt to practical use, improve their comprehensive language skills, boost their confidence in learning English, and enhance their sense of teamwork.)
Step 5: Summary and Homework (3 minutes)
(1) Summary:
The teacher can ask students to act as assistants to conclude what they have learned from this lesson, and then make a summary together.
Q1. What are the listening tip from this lesson we have learned
Q2. Why are these animals in danger
Q3. What can we do to help them
(2) Homework
Search for more information about what the crisis they are facing now and what can we do to protect them, and share them with others in the next class.
(Justification: reviewing the important knowledge in this lesson can deepen students' impression and help them form good learning habits.)
PEP of Senior High School Selective Book 2
Unit 2 Wildlife Protection——Save endangered animals
Background information
Students: 40 Senior high school students, Grade 1
Lesson duration: 45 mins
Teaching material
PPT, material, picture, listening record
Teaching methods:
The inductive method, discussion method, expository method, communicative method.
Teaching objectives:
1. Language competence
Students can read and recognize the word such as poster, endangered, extinction, illegal, alarming rate and so on
Students can grasp the general ideas of the whole passage and talk about topic with others correctly.
2. Learning ability
Students will improve their listening ability to catch the key and detailed information.
3. Thinking quality
Students can judge various ideas correctly and have the ability to use English to think independently and creatively.
4. Culture awareness
Students can realize the importance of the protection of animal
Students can foster the interest and desire of learning English and be fond of taking part in different kinds of class activities.
Teaching key points:
(l) To help students know the meaning and usage of new words, such as poster, endangered, extinction, illegal, alarming rate and so on
(2) To understand the content of this lesson through reading.
Teaching difficult points:
(1) How to talk about saving endangered wildlife correctly and fluently.
(2) Students can set up the correct view of English learning and maintain interest in learning English.
Teaching procedures
Step 1: Lead-in (5mins)
After greeting students, the teacher will show a picture and ask three questions:
Which animal do you like best
How do these animals relate to the title of the unit
What other endangered animals can you think of when reading this quote
(Justification: The picture is vivid, which can arouse students' interest to the teaching activities. Several interrelated questions can attract the students' interest, meanwhile, it can also introduce the topic naturally.)
Step 2: Pre-listening (6 mins)
The teacher will introduce the three posters to students and then invite some volunteers to share the messages that they can get from these posters. After that, the teacher will give corresponding comments on students' answers and show the topic of this lesson.
Prediction
Before listening, the teacher will organize students to make predictions. Some hints will be given as follows:
Hint 1: some pictures in which students can see the topic.
Hint 2: the title about this material----Save endangered animals
(Justification: the above activities can help students recognize the new words and phrases, remove the barriers and lay the foundation for the next step of " listening ".)
Step 3: While-listening (23 minutes)
(1) Extensive listening
1. Ask students to listen to the text quickly to check their predictions within 3 minutes and summarize the main ideas of the text.
2. Ask students to locate certain information by listening to the text for the second time and answer the following questions:
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.
Before listening, the teacher will teach the difficult words and listening tips.
(2) Intensive listening
Students should listen to the text again and use the listening tips to do the following tasks:
Form-filling:
Our planet's is dying out at an alarming rate. Between 150 and 200 species are becoming extinct 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!
Question:
why are so many animals dying
Students need to work in groups to discuss the following question: What does "Change begins with you" mean
EXAMPLE
A: I often see wild cats in our neighborhood. 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.
(Justification: In the process of completing listening tasks at different levels students can understand the content and certain details of the text, and improve their listening ability.)
Step 4: Post-listening (8 minutes)
In pairs, discuss the questions, role-play the example, and then talk about one of the animals in the photos below. The teacher will help students to read the example and give some helpful phrases to write a conversation.
1. What do you know about the animals in the photos
2. What is being done to help them
EXAMPLE
A: I'm concerned about the African elephants. What do you know about them
B: Well, I know that they're being hunted and their habitat is getting smaller, so they're in danger of extinction. Elephants need large living spaces, so it's difficult for them to adapt to the changes.
A: That's terrible. What measures are being taken to help them
B: The authorities are under pressure to build elephant parks and tell people not to buy elephant products.
Several minutes will be given. When time's up, some students will be invited to do a performance. Then the teacher will comment on student's performance.
(Justification: Group activities provide students with the opportunity to apply what they have learnt to practical use, improve their comprehensive language skills, boost their confidence in learning English, and enhance their sense of teamwork.)
Step 5: Summary and Homework (3 minutes)
(1) Summary:
The teacher can ask students to act as assistants to conclude what they have learned from this lesson, and then make a summary together.
Q1. What are the listening tip from this lesson we have learned
Q2. Why are these animals in danger
Q3. What can we do to help them
(2) Homework
Search for more information about what the crisis they are facing now and what can we do to protect them, and share them with others in the next class.
(Justification: reviewing the important knowledge in this lesson can deepen students' impression and help them form good learning habits.)