Unit 2 Wildlife Protection-Listening and Talking教学设计（表格式）2025-2026学年高中英语人教版（2019）必修第二册
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| 名称 | Unit 2 Wildlife Protection-Listening and Talking教学设计（表格式）2025-2026学年高中英语人教版（2019）必修第二册 |
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| 格式 | docx | ||
| 文件大小 | 781.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-16 02:59:05 | ||
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教学设计
课程基本信息
学科 英语 年级 高一 学期 秋季
课题 B2U2 Wildlife Protection-Listening and Talking
教科书 书 名：普通高中教科书英语必修第二册 出版社：人民教育出版社 出版日期：2020年3月
教学目标
By the end of this lesson, students will be able to: understand and use expressions of purpose (in order to, so that, to, so as to) in context; identify key information from a listening text using listening strategies(Who, When, Where, What, Why, How) from a conversational audio text about birdwatching. Collaborate in a group discussion to analyze the needs of a local or endangered animal and propose protective actions by creating a "Wildlife Protection Action Plan" and use target language; Deepen our understanding of wildlife protection, grasp the significance of "small actions, big differences", and transform from bystanders to active protectors.
教学内容
教学重点： The meaning and usage of expressions of purpose. Listening for specific information (Who, Where,When, What, Why, How). 教学难点： Applying the target language accurately and appropriately in speaking (e.g., the group discussion).
教学过程
1.Lead-in Enjoy a video about birdwatching and get to know some basic tools for birdwatching. 【设计意图】通过AI剪辑的视听材料创设真实情境，激活学生已有经验，激发学习兴趣。 2.Pre-listening Activity1: Look and Say Show birdwatching tool and introduce key vocabulary: binoculars, bird field guide, bird feeder, paper cut-outs 【设计意图】激趣导入，激活图式： 通过真实的观鸟工具和直观的图片，迅速吸引学生注意力，激活学生关于观鸟和动物保护的背景知识。铺垫词汇，感知功能： 在自然的交流中引出核心词汇，并让学生初步感知“谈论用途”这一语言功能，为后续学习目的句型做隐性铺垫。 Activity 2: Vocabulary & Purpose Expressions Step1: Ask questions Q1: What are these items used for Q2: What are the four expressions used to Q3:What are the grammar rules of the four expressions Is it followed by a verb, a noun or a sentence Step2: Lead students to find out the grammar rules of these expressions. Rules: 1.to/in order to/ so as to+ verb 2.so that/ in order that + sentence 3.be used for + n. / pron. / v-ing Step3: Practice 【设计意图】明确重点，搭建支架： 此环节是语言输入的关键阶段。通过明确讲解和机械性练习，帮助学生系统地建立关于目的表达式的知识框架。初步突破难点： 通过对比和示例，引导学生观察 to do 和 so that + 从句 在结构上的差异，为后续正确运用打下基础，旨在突破教学难点1。 3. Listening Step1: Pay attention to listening tips（Who, Where, What, Why） Step2: Activity 3, listen and answer the questions. 【设计意图】训练听力策略，抓取主旨信息： 落实教学重点2。通过“圈划关键词”的技巧指导，培养学生捕捉关键信息的能力，降低听力焦虑。 Step3: Activity 4, listen and fill in the blanks with purpose expressions. Play audio again and students complete sentences with purpose expressions 【设计意图】精听练习，强化语言形式： 将听力理解与目标语言点的识别相结合。学生在语境中辨认正确的目的表达式，进一步巩固教学重点1，并检验对教学难点1的掌握情况。 4. Post-listening-retell Retell activity: Students retell what birdwatching clubs do and why they do it. Focus on: Preparation & Actions for birds and encourage use of purpose expressions 【设计意图】承上启下，控制性输出： 此环节是从“听”到“说”的桥梁。复述是一种相对安全的输出活动，帮助学生内化听力材料内容和本课目标语言，为下一个更具挑战性的开放式讨论活动做准备。 5. Talking Step:1: Ask questions Q1: What other wildlife can you see in your neighbourhood Q2: What endangered animals do you know Q3: What can we do to protect them and their habitats Encourage students to share ideas using target language expressions and list some needs and solutions. Step2: Discuss and create Wildlife Protection Action Plan: Requirements: Choose one animal, discuss needs and solutions, use purpose language and use sample dialogue for support. Step3: Group presentation Step4: Vow: We are wildlife protectors and we will be great protectors! 【设计意图】任务驱动，交际运用： 这是本课的核心和语言输出的高潮。通过完成真实的“行动计划”任务，创造信息沟，促使学生为了真实的交际目的而使用语言，旨在攻克教学难点。 培养合作与探究能力： 小组讨论形式培养了学生的团队协作和共同探究解决问题的能力。升华情感态度： 将语言学习与现实生活紧密联系，引导学生从“知”到“行”，培养其社会责任感和保护野生动物的意识。 6. Summary & Reflection - Recap key actions - Emphasize: "Small actions, big difference!" - Ask: "Will you be a bystander or a protector " 【设计意图】梳理巩固，画龙点睛： 总结本课所学语言知识和保护理念，强化“小行动，大不同”的主题。 7. Assignment Required: Create a wildlife protection poster including: Animal name, slogan, needs & solutions and beautiful pictures. Optional: Take a small action from your plan, document it, and post on social media with #ProtectOurWildlife.【设计意图】分层作业，因材施教：必做作业（海报）巩固课堂所学，面向全体学生。选做作业（社会实践）则将学习延伸至课外，鼓励学有余力或有浓厚兴趣的学生进行实践与创造，实现真正的学以致用。
课程基本信息
学科 英语 年级 高一 学期 秋季
课题 B2U2 Wildlife Protection-Listening and Talking
教科书 书 名：普通高中教科书英语必修第二册 出版社：人民教育出版社 出版日期：2020年3月
教学目标
By the end of this lesson, students will be able to: understand and use expressions of purpose (in order to, so that, to, so as to) in context; identify key information from a listening text using listening strategies(Who, When, Where, What, Why, How) from a conversational audio text about birdwatching. Collaborate in a group discussion to analyze the needs of a local or endangered animal and propose protective actions by creating a "Wildlife Protection Action Plan" and use target language; Deepen our understanding of wildlife protection, grasp the significance of "small actions, big differences", and transform from bystanders to active protectors.
教学内容
教学重点： The meaning and usage of expressions of purpose. Listening for specific information (Who, Where,When, What, Why, How). 教学难点： Applying the target language accurately and appropriately in speaking (e.g., the group discussion).
教学过程
1.Lead-in Enjoy a video about birdwatching and get to know some basic tools for birdwatching. 【设计意图】通过AI剪辑的视听材料创设真实情境，激活学生已有经验，激发学习兴趣。 2.Pre-listening Activity1: Look and Say Show birdwatching tool and introduce key vocabulary: binoculars, bird field guide, bird feeder, paper cut-outs 【设计意图】激趣导入，激活图式： 通过真实的观鸟工具和直观的图片，迅速吸引学生注意力，激活学生关于观鸟和动物保护的背景知识。铺垫词汇，感知功能： 在自然的交流中引出核心词汇，并让学生初步感知“谈论用途”这一语言功能，为后续学习目的句型做隐性铺垫。 Activity 2: Vocabulary & Purpose Expressions Step1: Ask questions Q1: What are these items used for Q2: What are the four expressions used to Q3:What are the grammar rules of the four expressions Is it followed by a verb, a noun or a sentence Step2: Lead students to find out the grammar rules of these expressions. Rules: 1.to/in order to/ so as to+ verb 2.so that/ in order that + sentence 3.be used for + n. / pron. / v-ing Step3: Practice 【设计意图】明确重点，搭建支架： 此环节是语言输入的关键阶段。通过明确讲解和机械性练习，帮助学生系统地建立关于目的表达式的知识框架。初步突破难点： 通过对比和示例，引导学生观察 to do 和 so that + 从句 在结构上的差异，为后续正确运用打下基础，旨在突破教学难点1。 3. Listening Step1: Pay attention to listening tips（Who, Where, What, Why） Step2: Activity 3, listen and answer the questions. 【设计意图】训练听力策略，抓取主旨信息： 落实教学重点2。通过“圈划关键词”的技巧指导，培养学生捕捉关键信息的能力，降低听力焦虑。 Step3: Activity 4, listen and fill in the blanks with purpose expressions. Play audio again and students complete sentences with purpose expressions 【设计意图】精听练习，强化语言形式： 将听力理解与目标语言点的识别相结合。学生在语境中辨认正确的目的表达式，进一步巩固教学重点1，并检验对教学难点1的掌握情况。 4. Post-listening-retell Retell activity: Students retell what birdwatching clubs do and why they do it. Focus on: Preparation & Actions for birds and encourage use of purpose expressions 【设计意图】承上启下，控制性输出： 此环节是从“听”到“说”的桥梁。复述是一种相对安全的输出活动，帮助学生内化听力材料内容和本课目标语言，为下一个更具挑战性的开放式讨论活动做准备。 5. Talking Step:1: Ask questions Q1: What other wildlife can you see in your neighbourhood Q2: What endangered animals do you know Q3: What can we do to protect them and their habitats Encourage students to share ideas using target language expressions and list some needs and solutions. Step2: Discuss and create Wildlife Protection Action Plan: Requirements: Choose one animal, discuss needs and solutions, use purpose language and use sample dialogue for support. Step3: Group presentation Step4: Vow: We are wildlife protectors and we will be great protectors! 【设计意图】任务驱动，交际运用： 这是本课的核心和语言输出的高潮。通过完成真实的“行动计划”任务，创造信息沟，促使学生为了真实的交际目的而使用语言，旨在攻克教学难点。 培养合作与探究能力： 小组讨论形式培养了学生的团队协作和共同探究解决问题的能力。升华情感态度： 将语言学习与现实生活紧密联系，引导学生从“知”到“行”，培养其社会责任感和保护野生动物的意识。 6. Summary & Reflection - Recap key actions - Emphasize: "Small actions, big difference!" - Ask: "Will you be a bystander or a protector " 【设计意图】梳理巩固，画龙点睛： 总结本课所学语言知识和保护理念，强化“小行动，大不同”的主题。 7. Assignment Required: Create a wildlife protection poster including: Animal name, slogan, needs & solutions and beautiful pictures. Optional: Take a small action from your plan, document it, and post on social media with #ProtectOurWildlife.【设计意图】分层作业，因材施教：必做作业（海报）巩固课堂所学，面向全体学生。选做作业（社会实践）则将学习延伸至课外，鼓励学有余力或有浓厚兴趣的学生进行实践与创造，实现真正的学以致用。