(共29张PPT)
Period
5
Listening
and
Talking
&Assessing
Your
Progress
&Project
Help
the
wildlife
in
your
neighbourhood
Wildlife
Protection
Unit
Lead
in
Which
kinds
of
wild
animals
around
us
need
attention
and
protection？
What
kind
of
tools
do
we
need
to
protect
the
birds?
Listening
and
Talking
Pre-Listening
1
Match
the
words
with
the
pictures.
1
binoculars
________
2
bird
feeder
________
3
bird
field
guide
_______
A
B
C
B
A
C
Pre-Listening
This
is
used
for
...
I
did
it
to
/
in
order
to
/
so
as
to..../to…
He
has
done
it
so
that
/
in
order
that...
Do
you
remember
the
expression
for
the
purpose？
2
Choose
the
right
ending
for
each
sentence.
1
Binoculars
____________.
2
Build
bird
feeders
___________.
3
Use
a
bird
field
guide
___________.
4
Put
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
D
C
A
B
Pre-Listening
Pre-Listening
Who
are
the
teenagers?
Where
are
they?
What
are
they
doing?
Why
are
they
doing
it?
Step
1:
predict
the
content
of
the
passage
and
the
answers
to
the
questions.
Who
are
the
teenagers?
Where
are
they?
They’re
from
a
birdwatching
club.
In
the
Qinling
Mountains.
Step
3:
answer
questions
based
on
key
words
Step
2:
listen
to
the
audio
for
the
first
time
and
write
down
the
key
words
you
hear.
While-Listening
What
are
they
doing?
Why
are
they
doing
it?
They’re
searching
for
new
wild
birds
and
looking
them
up
in
their
field
guide.
It’s
interesting
and
you
can
practice
it
anywhere.
3
Listen
and
answer
the
questions.
While-Listening
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
Birdwatching
clubs
clean
up
habitats,
build
bird
feeders,
and
put
paper
cut-outs
on
windows
______________
protect
birds.
Step
4:
Listen
again
and
use
the
phrases
you
hear
to
fill
in
the
blanks.
so
as
to
so
that
in
order
that
in
order
to
While-Listening
Think
of
other
wildlife
in
your
neighbourhood
and
their
needs.
Discuss
in
groups.
After-Listening
What
can
be
done
to
provide
them
with
food
and
shelter？
What
can
we
do
with
the
help
of
the
Internet？
How
to
call
for
more
volunteers
to
help?
Sentence
patterns
that
you
might
use
This
is
used
for
...
I
did
it
to
/
in
order
to
/
so
as
to..../to…
He
has
done
it
so
that
/
in
order
that...
What
can
you
do
to
care
for
them?
What
can
you
do
to
care
for
them?
Discuss
their
needs
and
solutions
in
groups.
After-Listening
EXAMPLEA:
A:
l
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.
Discuss
in
groups.
Lead-in
How
much
do
you
know
about
animal
rescue?
Assessing
Your
Progress
Important
phrase
adapt
to
For
Li
and
his
family,
to
adapt
to
a
new
environment
will
be
a
painful
process.
Example
sentences：
These
animals
did
not
adapt
to
their
environment.
使自己适应于…
Important
phrase
die
out
I
think
my
frisky
cat
would
die
of
fright
if
I
had
that
thing
hanging
in
my
room.
Example
sentences：
Human
beings
may
die
out
one
day
if
they
continue
to
destroy
the
environment.
灭绝；消失
因……死，死于
die
of
Important
phrase
be
concerned
about
This
is
why
I
am
concerned
about
the
reasons.
Example
sentences：
My
parents
are
concerned
about
my
study.
关心；挂念
Important
phrase
She
is
searching
for
some
books
in
the
library.
Example
sentences：
You
can
search
for
and
find
news
online.
search
for
寻找；搜索
Important
phrase
put
up
Careless
people
forget
to
put
out
their
barbecue
fires.
Example
sentences：
He
can
put
up
here
for
the
night.
建造;
举起
熄灭;
出版
put
out
Important
phrase
He
has
been
aware
of?the
importance?of?study.
Example
sentences：
They
should
be
aware
of
their
rights.
be
aware
of
意识到；觉察到
Complete
the
phrases.
about
for
of
out
to
up
adapt
__________
die
__________
be
concerned
__________
search
__________
put
__________
be
aware
_____________
Activ.
1
to
out
/of
about
for
up
/out
of
Activ.
1
The
World
Wide
Fund
For
Nature
(WWF)
_________________
the
many
species
of
pants
and
animals
that
___________________
around
the
world.
The
WWF
wants
more
people
to
___________________
the
problem,
so
they
will
stop
hurting
wildlife
and
_______________
solutions.
Very
few
people
in
modern
society
actually
intend
to
harm
animals.
Most
people
do
not
realise
that
many
animal
species
cannot
________________
the
changes
brought
about
by
modern
civilization.
It
is
for
this
reason
that
the
WWF
constantly
________________
information
to
stir
up
public
interest
in
the
welfare
of
the
planet.
Finish
the
passage.
is
concerned
about
are
dying
out
be
aware
of
search
for
adapt
to
puts
out
Think
about
what
the
WWF
does
to
protect
wildlife.
Activ.
2
Object
am/is/are
being
past
participle
(by
+Subject)
+
+
+
The
present
continuous
passive
voice
2
Read
and
complete
the
passage
with
the
present
continuous
passive
voice
of
the
verbs
I
brackets.
It
may
seem
that
protecting
wildlife
is
something
far
from
the
life
of
a
high
school
student,
but
in
fact,
a
lot
_____________
(do)
by
young
people
around
the
world.
In
Washington
State,
USA,
wolverines
(貂熊)
_________________
(study)
by
scientists
in
an
effort
to
learn
how
to
preserve
the
population.
However,
during
the
winter
it
is
difficult
to
attract
the
animals
to
cameras
hidden
in
snowy
forests.
A
group
of
students
heard
about
the
problem
and
created
a
special
device
which
______________
(test)
deep
in
a
snowy
forest
now.
Their
invention
____________
(use)
to
send
out
a
certain
smell
near
the
cameras.
The
shy
animals
are
attracted
by
the
smell
and
coming
around
the
cameras.
They
________________
(observe)
by
a
conservation
researcher.
Activ.
2
is
being
done
are
being
studied
is
being
tested
is
being
used
are
being
observed
What
do
you
think
of
the
invention?
1
What
is
the
rescue
centre
called?
2
Who
started
it?
3
What
animals
were
rescued?
4
What
help
does
the
centre
need?
Lead-in
Small
Friends
Pet
Shelter
Project
Project
We
are
a
rescue
centre
for
puppies
in
the
city.?We
look
after
puppies
with
no
homes.
Our
centre
is
in
the
old
part
of
the
city,
as
there
are
lots
of
stray
dogs
and
puppies
in
this
area.
We
need
volunteers
to
give
their
time
and
skills
to
help
us
run
the
centre.
We
also
need
vets
to
help
look
after
puppies
that
are
sick
or
injured.
You
can
also
help
by
giving
or
raising
money
for
the
centre
as
we
are
a
registered
charity.
Our
puppies
soon
grow
into
healthy,
loving
young
dogs
which
need
good
homes
to
go
to.?If
you
are
willing
to
accept
the
responsibility
of
looking
after
a
dog
for
its
whole
life,
you
can
adopt
a
dog
from
us.
Sample
writing:
Puppy
Paradise
Think
about
animals
that
need
help.
Plan
an
animal
rescue
centre
for
them.
Discuss
the
questions
in
groups.
√
What
will
it
be
called?
√
What
skills
or
equipment
do
we
need?
√
What
help
could
people
offer?
√
What
can
we
do
to
help
the
animals?
√
Where
should
the
centre
be
built?
Discuss
Homework
1
Collect
at
least
three
idioms
and
proverbs
about
animals.
Examples:
white
elephant
昂贵而无用之物
the
elephant
in
the
room
明摆着的难题
dog
days
酷暑期；三伏天
Every
dog
has
his
day.
人人皆有得意时
It
rains
cats
and
dogs.
瓢泼大雨
Work
in
groups.
Make
a
poster
in
which
you
describe
your
animal
rescue
centre
and
ask
for
help.
Homework
2
Prepare
materials,
including
text
materials,
photo
materials,
poster
paper
and
paste
tools.
Take
a
week
or
two
or
more
to
finish
the
group
design
and
display
it
on
the
wall.
谢谢
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新人教版（2019）英语必修二
Wildlife
Protection
unit
Period
5
Listening
and
Talking
&Assessing
Your
Progress
&Project教学设计
课题
Period
5
Listening
and
Talking
&Assessing
Your
Progress&Project
单元
Wildlife
Protection
unit
学科
English
年级
Grade
1
教材分析
The
topic
of
this
section
is
"Help
the
wildlife
in
your
neighbourhood".
This
period
describes
a
bird-watching
activity
organized
by
several
middle
school
students
in
the
bird-watching
club,
which
aims
to
arouse
students'
interest
and
improve
their
understanding
of
bird-watching
activities.
教学目标与核心素养
Knowledge
objectives:
Learn
about
animal
protection
knowledge
and
measures.Skill
objectives:
Learn
sentences
that
express
the
purpose
of
doing
something.Emotional
objectives:
Learn
ways
and
means
to
protect
birds.Thinking
quality
objectives:
Let
students
experience
the
fun
of
bird-watching
activities
and
enhance
their
understanding
of
bird-watching
activities.
重点
Guide
the
students
to
use
the
language
structure
correctly
to
express
the
purpose
and
intention.
难点
Communicate
with
classmates
in
simple
English
about
the
survival
status
and
conservation
measures
of
wild
animals.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Step
1
Lead-inAsk
students
to
discuss
what
wild
animals
are
around
that
need
attention
and
protection.
Name
the
tools
you
might
use
to
protect
birds.(1)
Which
kinds
of
wild
animals
around
us
need
attention
and
protection？(2)
What
kind
of
tools
do
we
need
to
protect
the
birds?
学生讨论周围哪些野生动物需要关注和保护。并说出可能用来保护鸟类的工具。
通过引导学生讨论野生动物保护的事情，引出课堂主题，激发学生兴趣。
讲授新课
Part
1
Listening
and
TalkingPre-ListeningStep
2Ask
the
students
to
complete
activity
1.
Students
match
the
pictures
with
their
names
and
learn
about
the
objects
associated
with
bird
watching.When
checking
answers
with
students,
teachers
should
emphasize
the
pronunciation
of
binoculars.
Ask
the
students
to
read
aloud
first,
to
make
sure
that
the
pronunciation
is
accurate,
and
then
lead
to
read
twice,
to
ensure
that
all
the
students
pronunciation
is
accurate.Step
3Ask
the
students
if
they
remember
the
expression
for
the
purpose？This
is
used
for
...I
did
it
to
/
in
order
to
/
so
as
to..../to…He
has
done
it
so
that
/
in
order
that...Step
4First,
ask
the
students
to
summarize
the
language
expressions
they
have
learned,
and
then
refer
to
the
sentence
patterns
on
the
right
of
activity
2.Then
choose
the
right
ending
for
each
sentence
and
check
answers
together.Answers:
D;
C;
A;
BWhile-listeningStep
5Asks
students
to
browse
the
four
questions
in
activity
3,
guides
students
to
predict
or
infer,
and
prompts
students
to
record
key
words
while
listening.T:
let's
listen
to
the
tape
for
the
first
time.The
preparatory
steps
for
listening:(1)
Predict
the
content
of
the
passage
and
the
answers
to
the
questions.(2)
Listen
to
the
audio
for
the
first
time
and
write
down
the
key
words
you
hear.(3)
Answer
questions
based
on
key
words.Step
6Let
the
students
quickly
scan
the
sentences
in
activity
4.
Let
the
teacher
play
the
tape
again.
If
necessary,
the
teacher
can
play
the
tape
again
and
ask
the
students
to
check
their
answers.Who
are
the
teenagers?Suggested
answers:
They’re
from
a
birdwatching
club.Where
are
they?In
the
Qinling
Mountains.What
are
they
doing?Suggested
answers:
They’re
searching
for
new
wild
birds
and
looking
them
up
in
their
field
guide.Why
are
they
doing
it?It’s
interesting
and
you
can
practice
it
anywhere.Step
7
practiceListen
again
and
use
the
phrases
you
hear
to
fill
in
the
blanks.Answers:
so
as
to;
so
that;
in
order
that;
in
order
toStep
8
discussLet
students
talk
with
their
peers
about
the
needs
of
wildlife
that
need
rescuing
and
how
we
can
meet
them.Think
of
other
wildlife
in
your
neighbourhood
and
their
needs.
Discuss
in
groups.
What
can
you
do
to
care
for
them?What
can
be
done
to
provide
them
with
food
and
shelter？What
can
we
do
with
the
help
of
the
Internet？How
to
call
for
more
volunteers
to
help?Ask
students
to
communicate
and
interact
in
groups.
Prompt
the
students
to
use
the
sentence
pattern
of
expressing
purpose
and
intention
consciously
when
communicating.“What
can
you
do
to
care
for
them?
Discuss
their
needs
and
solutions
in
groups.”Ask
two
or
three
groups
of
students
to
act
out
the
dialogue
in
front
of
the
class.Part
2
Assessing
Your
Progress&
ProjectStep
9:
Lead-inAsk
the
students
to
look
at
two
pictures
about
animal
rescue.
Speak
freely
on
questions:
How
much
do
you
know
about
animal
rescue?Step
10:Guide
students
learn
the
important
phrases.
Ask
the
students
to
complete
activity
1.
Remind
the
students
that
some
verbs
can
form
verb
phrases
with
several
prepositions
or
adverbs.Answers:
adapt
to;
die
out/of;
be
concerned
about;
search
for;
put
up/out;
be
aware
ofAsk
the
students
to
form
as
many
phrasal
verbs
as
possible
(some
verbs
can
be
combined
with
more
than
one
preposition
or
adverb).Then
ask
the
students
to
fill
in
the
blanks
with
these
phrases.
The
purpose
is
to
test
whether
the
students
can
use
these
phrases
correctly
in
the
context.Ask
the
students
to
read
the
passage
about
the
world
wide
fund
for
nature.
Then
check
the
answers
in
pairs
and
list
what
WWF
has
done
to
protect
wildlife.
Answers:
is
concerned
about;
are
dying
out;
be
aware
of;
search
for;
adapt
to;
puts
outStep
11:Guide
the
students
to
use
the
target
grammatical
structure
and
the
passive
voice
of
the
present
continuous
tense
in
this
unit.
Ask
the
students
to
read
through
the
passage
and
say
the
main
idea
of
the
passage.
Let
students
use
the
target
grammatical
structure
in
the
context
and
further
understand
its
meaning
and
usage.Test
the
students'
understanding
of
the
text
and
encourage
their
own
views
and
opinions:
“What
do
you
think
of
the
invention?”Answers:
is
being
done;
are
being
studied;
is
being
tested;
is
being
used;
are
being
observedStep
12:The
theme
of
this
part
is
"Plan
an
animal
rescue
centre".Ask
students
to
talk
in
groups
and
discuss
animals
in
need
of
special
help
within
the
community
and
how
to
help
them.Learn
the
knowledge
of
wildlife
protection,
let
students
have
some
understanding
and
thinking
about
the
causes
of
wildlife
extinction
and
protection
measures.Ask
the
students
to
read
the
passage
and
answer
the
four
questions.Q1
What
is
the
rescue
centre
called?Q2
Who
started
it?Q3
What
animals
were
rescued?Q4
What
help
does
the
centre
need?Step
13:
Ask
students
to
discuss
five
questions
in
groups
and
form
a
core
design
for
building
an
animal
rescue
center.What
will
it
be
called?What
skills
or
equipment
do
we
need?What
help
could
people
offer?What
can
we
do
to
help
the
animals?Where
should
the
centre
be
built?Invite
2-3
groups
of
students
to
share
their
opinions.
学生完成活动1。学生匹配图片及其名称学生归纳总结已学过的表目的的语言表达方式学生参看活动2右侧呈现的表达目的的句式，完成活动2内容学生浏览活动3的4个问题，推测答案，边听边记录关键词。让学生快速浏览活动4中的句子。试着回答和推测答案。学生第二遍听录音时核对答案。学生和同伴交流,讨论需要救助的野生动物的需求及我们如何满足它们的需求。学生看ppt上显示的两张关于“animal
rescue”的图片，自由发言，说出自己的认知和了解。学生尽可能多地构成动词短语，然后用这些短语完成短文填空，最后思考世界自然基金会采取什么措施来保护野生动植物。学生使用本单元的目标语法结构和现在进行时的被动语态完成语篇练习学生阅读语篇，用现在进行时被动语态的语法知识完成填空。学生思考并发表自己的观点和看法学生小组讨论，了解关于野生动物保护的知识，根据4个问题引导完成文章的阅读。学生根据问题的引导，小组合作，讨论建设一个动物保护中心需要考虑的问题，设计出动物救助中心的方案
通过做练习的方式，帮助学生了解与观鸟活动有关的物品，学习相关单词通过让学生回忆相关知识点，巩固知识辅助学生完成练习，巩固课堂知识点学生通过听并完成句子填空以后,在核对答案时最好让学生说出整个句子,而不只是填空的那个短语。促进学生对表目的的语言结构的认识与理解。该部分是学生语言输出的重要阶段,小组活动要求每个人都参与发言,可以确保每个学生都有机会表达自己思想和观点引出课堂主题，通过让学生畅谈生活常识，让学生参与进来，激发学生的学习兴趣。培养学生的词语搭配和词块意识。检测学生是否能够在语境中正确运用这些短语。完成语篇意义的建构。检测学生对语篇的理解情况。使用目标语法，进一步体会该语法的意义和用法。通过让学生评价文中提到的中学生的发明，以此检测学生对语篇的理解情况。通过学习野生动物保护的知识，让学生对野生动物灭绝的原因和保护措施有了一些认识和思考。通过尝试筹建动物救助中心，唤起学生的爱心，培养学生的应用文写作能力。
课堂小结
Step
14
SummaryThe
expression
for
the
purposeThis
is
used
for
...I
did
it
to
/
in
order
to
/
so
as
to..../to…He
has
done
it
so
that
/
in
order
that...Step
15
homework
1Collect
at
least
three
idioms
and
proverbs
about
animals.Examples:white
elephant
昂贵而无用之物the
elephant
in
the
room
明摆着的难题dog
days
酷暑期；三伏天Every
dog
has
his
day.
人人皆有得意时It
rains
cats
and
dogs.
瓢泼大雨Step
6
homework2Work
in
groups.
Make
a
poster
in
which
you
describe
your
animal
rescue
centre
and
ask
for
help.Prepare
materials,
including
text
materials,
photo
materials,
poster
paper
and
paste
tools.Take
a
week
or
two
or
more
to
finish
the
group
design
and
display
it
on
the
wall.
板书
This
is
used
for
...I
did
it
to
/
in
order
to
/
so
as
to..../to…He
has
done
it
so
that
/
in
order
that...adapt
to
使自己适应于…die
out
灭绝；消失die
of
因……死，死于be
concerned
about
关心；挂念search
for
寻找；搜索put
up
建造;
举起put
out
熄灭;
出版be
aware
of
意识到；觉察到
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