中小学教育资源及组卷应用平台
上外版2020年高中英语必修二
Unit
2
ANIMALS
Period
4
Listening
&
Viewing教学设计
课题
Listening
and
Viewing
单元
Unit
2
学科
English
年级
Senior
Grade
1
教材分析
Listening
is
designed
for
students
to
practise
listening
skills
with
content
on
what
a
typical
animal
lover
does;Viewing
is
for
students
to
watch
the
animal
heroes
that
are
man’s
real
friends.
教学目标与核心素养
1.
Knowledge
objectives:
animals
are
a
good
help
to
people;
what
a
real
animal
lover
would
do;Skill
objectives:
listening
strategies
and
using
a
table
to
list
the
information
you
see
or
hear;3.
Emotional
objectives:
love
of
animals
and
protecting
animals;
supporting
animal
conservation
projects;Thinking
quality
objectives:
What
can
we
do
for
animals?
What
can
animals
do
for
us?What
is
the
relationship
between
man
and
animals?
重点
Listening
to
a
story
of
a
real
animal
lover;
Watching
two
video
clips
presenting
the
heroic
deeds
of
animals;
难点
catching
key
words
in
an
audio
document
or
in
a
video
clip;
taking
notes
in
shorthand;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1.
broadcasting
the
words
and
expressions
of
Period
4;2.
listing
what
a
typical
animal
lovers
would
do
before
listening;
3.
encouraging
students
to
add
more
information
to
the
list
above;
1.
listening
to
the
words
and
expressions
and
read
aloud;2.
making
their
own
list
of
what
a
typical
animal
lovers
would
do;3.
exchanging
ideas
between
students;
1.
clearing
the
vocabulary
block;2.
list-making
is
to
prepare
for
the
listening
task;3.
encouraging
students
to
get
involved
in
the
topic;
讲授新课
PPT
4,
“Let’s
listen”:The
material
is
supposed
to
be
broadcasting
for
two
times
before
students
complete
the
task.II.
Listen
to
the
radio
program.
While
you
listen,
match
the
speaker's
activities
with
his
particular
period
of
life.
Note
that
there
is
one
extra
choice.
when
he
was
a
child,E.
visiting
the
zooH.
watching
zoo
animalsC.
reading
books
on
animalswhen
he
was
older,G.
going
on
a
safariB.
observing
wild
animals3.
nowF.
going
to
the
museumD.
watching
animal
documentariesPPT
5,
“Let’s
listen”:III.
Listen
again
and
complete
the
answers
to
the
questions.
1.
What
are
the
speaker's
concern
about
animals?The
speaker
is
worried
about
the
future
of
many
animals.
Some
of
his
favorite
animals
are
in
danger
of
dying
out.2.
According
to
the
speaker,
what
should
we
do
to
solve
the
problem?We
need
to
change
our
life
style
so
the
future
generation
can
have
the
chance
to
see
animals
in
the
wild.Teacher
may
remind
students
to
focus
on
the
end
part
of
the
speech,
which
contains
the
information
missing
on
lines.PPT
6,
“Discussion”:IV.
What
do
you
think
we
can
do
to
solve
the
problem
mentioned
by
the
speaker?
Discuss
with
your
partner(s).A
mind
map
is
presented
of
“global
warming”
and
its
possible
effects
on
animals’
life.
Teachers
may
invites
students
to
talk
about
the
listed
possible
effects
on
animals’
life.
PPT
7,
“Pre-Viewing”
Make
a
list
of
reasons
why
an
animal
can
be
called
a
hero.
Compare
your
list
with
your
partner's.
Here,
teachers
shall
do
a
brainstorming
on
the
topic
of
animal
heroes,
inviting
students
to
list
any
possible
heroic
deeds
of
animals
they
have
ever
heard,
seen
or
watched.
PPT
8-12,
“Video
Time”:
II
Salty
the
HeroPPT
8,
Step
One:
Watch
the
video
for
the
first
time.
PPT
9,
Step
Two:
Fill
in
the
first
part
of
the
table
after
watching
the
video.Who:
(1)A
New
York
guide
dog
named
SaltyWhat
does
the
hero
look
like：Salty
is
a
tall
blonde-haired
Labrador.PPT
10,Step
Three:
Fill
in
the
second
part
of
the
table.
When:
11
Sept.
2001Where:
(3)
on
the
seventy
first
floor
in
Tower
One
of
the
World
Trade
CenterPPT
11,Step
Four:
Fill
in
the
last
part
of
the
table.
What
happened:
As
Tower
One
of
the
World
Trade
Center
began
collapsing
around
them,
Salty
(4)
led
Oma
and
a
friend
down
70
flights
of
stairs
to
safety.
Later,
Salty
and
her
owner
received
(5)
the
Partner
and
Courage
Award
and
she
was
also
given
(6)
the
Dickin
Medal.
PPT
12,
What
is
Dickin
Medal?Time:
World
War
IIFounder:
Maria
Dickin
Award:
People's
Dispensary
for
Sick
Animals
(PDSA)Value:
the
animal
equivalent
of
the
Victoria
CrossPurpose:
acknowledging
extraordinary
valor
To
honor:
any
animal
in
military
conflict
Now:
police
dogs,
horses
and
guide
dogs
of
exceptional
Devotions;
awarded
Dickin
medals
bearing
the
words
“We
Also
Serve”.
PPT
13-15,
II
Winnie
the
CatPPT
13,
Step
One:
Watch
the
video
for
the
first
timePPT
14,
Step
Two:
Fill
in
the
first
part
of
the
table.Who:
a
cat
named
(7)
WinnieWhat
does
the
hero
look
like:
Winnie
is
a
cat
with
black
and
gray
stripes.PPT
15,Step
Two:
Fill
in
the
second
part
of
the
table.
Where:
her
owner's
homeWhat
happened:
the
cat
was
(9)asleep
when
her
owner's
house
began
filling
up
with
carbon
monoxide
(CO).
She
started
meowing
loudly
and
scratching
objects
to
get
her
owner
to
(10)
wake
up.
Finally,
her
actions
saved
her
owner's
life.PPT
16-19:
“Pair
Work”III
Each
student
retells
one
of
the
stories
based
on
their
notes.PPT
16-18,
Salty,
a
guide
dog
Mr.
Oma,
a
blind
mana
guide
dog,
protect
owner
out
of
dangerSalty,
more
than
braveryon
11
September,
2001on
the
71st
floor
in
Tower
One
of
the
World
Trade
Centerthe
tower
began
collapsingSalty
led
Oma
and
a
friend
down
70
flights
of
stairs
to
safetyPPT
19,
Winnie
the
Cat1.
Winnie,
a
cat
with
black
and
gray
stripes;
2.
Winnie,
asleep,
the
house
filled
up
with
CO;
3.
Winnie,
meowed
loudly,
scratched
objects,
woke
up
her
owner;4.
Winnie,
saved
her
owner's
life
from
being
poisoned
by
CO;PPT
20-23,
“Group
Work”IV
Share
with
your
classmates
stories
you
know
about
animal
heroes.
Both
the
stories
are
from
the
internet(https://www.animalheroawards.co.uk)PPT
20-21,
Story
One:Time:
2017Place:
LondonWho:
three
dogs
from
London
Fire
BrigadeWhat:
helped
assist
the
fire
investigators
pinpoint
where
the
fire
started
within
the
tower
block;Details:
attending
an
average
of
between
180
and
230
incidents
a
year;
highly
trained
animals;
able
to
identify
ten
ignitable
substances
(易燃物质);
able
to
determine
whether
an
accelerant
(催化剂)
was
used
and
whether
a
blaze
(大火)
was
started
deliberately
(故意地);PPT
22-23,
Story
Two:Time:
2018Place:
SyriaWho:
BarrieWhat:
helped
Sean,
bomb
disposal
expert
in
the
RoyalEngineers,
with
PTSDDetails:Sean
found
Barrie,
a
tiny
Asian
Shepherd
cross
puppy,
from
beneath
the
rubble
in
a
bombed-out
school;The
two
became
inseparable
over
three
months;
“Barrie
kept
my
mind
away
from
all
the
things
I
was
seeing
and
doing
out
there.”
Sean
said.PPT
24,
What
is
PTSD?
Post-traumatic
stress
disorder
(PTSD)
(创伤后应激障碍)
and
the
military
are
commonly
linked.
PTSD,
as
a
term,
came
to
be
in
1980s.Historically,
people
have
recognized
that
exposure
to
combat
situations
can
have
a
profound
negative
impact
on
the
minds
and
bodies
of
those
involved
in
these
situations.PPT
25-26,
“Culture
Link”:Views
About
Animals
in
Different
Culture
PPT
25,
In
most
places
in
the
world,
dogs
are
loved
-
they
are
lovely,
friendly,
helpful
and
loyal.PPT
26,In
India,
cows
are
greatly
respected
-they
representing
holy,
good
luck,
not
to
be
killed,
not
to
be
eaten,
and
happiness;PPT
27-28,
Summary:√
a
real
animal
lover
√√visiting
zoos,
watching
animals
in
the
zoo
√√reading
books
on
animals
√√going
to
the
natural
history
museum
√√observing
animals
in
the
wild√√
thinking
about
the
relationship
of
man
and
animals
in
future
√
Animal
heroes
√√
Salty
the
guide
dog
√√
leading
her
owner
down
70
flights
of
stairs
before
the
tower
collapsed
√
√
Winnie
the
cat
√√
saving
her
owner's
life
from
being
poisoned
by
COPPT
29,
Homework,Research
on
the
following
topic:What
are
people's
attitudes
to
dogs
in
China?
(1)
Let’s
listen;
(2)
Discussion;(3)
Video
Time(4)
Pair
Work(5)
Group
Work(6)
Culture
LinkAll
these
activities
in
period
4
focuses
on
students’
listening
and
predicting
skills,
as
well
as
critical
thinking.PPT
4,
broadcasting
a
monologue
of
an
animal
lover.Task
II
is
a
bit
easy
for
students.Students
may
listen
to
the
material
twice;
for
the
first
time,
locate
the
key
points
according
to
the
time
line;
for
the
second
time,
check
the
points;
PPT
5,
Before
listening,
students
shall
have
a
quick
look-through
of
the
questions
and
the
underlined
blanks
to
be
filled
up,
fixing
up
the
key
words
like
“be
worried
about,
need
to
,
...”,
after
which
the
information
wanted
shall
appear.Task
III
is
a
bit
hard
for
students.PPT
6,
Students
may
discuss
about
what
they
hear,
read
or
watch
on
the
topic
of
global
warming
and
its
possible
effects
on
animals
besides
the
listed
points.PPT
7,Students
may
refer
to
books
or
search
online
for
animal
hero
stories.
PPT
8-12,Task
II
is
divided
into
4
steps;for
each
step,
students
may
listen
to
the
clip
twice.Blanks
(1)
-
(4)
are
easier
compared
with
blanks
(5)
and
(6).Students
may
not
ask
for
any
help
before
the
keys
are
shown.PPT12,
a
background
knowledge
of
“Dickin
Medal”;Students
may
search
“Dickin
Medal”
and
get
some
information;PPT
13-15,Task
II
Winnie
the
Cat
is
divided
into
2
steps;for
each
step,
students
may
listen
to
the
clip
twice.Blanks
(7)
-
(10)
are
easier
compared
with
blanks
(5)
and
(6)
in
the
story
of
Salty
the
Hero.Students
may
not
ask
for
any
help
before
the
keys
are
shown.PPT
16-19,
Students
shall
retell
Salty’s
story
according
to
the
notes.PPT
19,Students
shall
retell
Winnie’s
story
according
to
the
notes.Again,
in
Task
IV
of
“Group
Work”,
students
shall
tell
the
stories
according
to
the
notes
given;For
more
stories
of
animal
heroes,
students
may
come
to
the
website
www.animalhero
(?http:?/??/?www.animalhero?)awards.co.uk
Students
may
refer
to
the
internet
and
find
more
information
of
PTSD.In
“Culture
Link”,
students
are
invited
to
talk
on
the
topic
of
views
about
animals
in
different
culture.In
“Summary”,
Students
shall
review
what
we
have
learnt
today,
especially
(1)
thinking
over
what
we
can
do
for
animals;(2)
thinking
over
what
animals
can
do
for
man;(3)
practising
listening;(4)
taking
notes
in
shorthand;(5)
retelling
stories
according
to
notes;
“Let’s
listen”
is
designed
for
students
to
practising
their
listening.In
the
process
of
listening
to
the
monologue,
questions
ranging
from
new
words
to
the
content
of
the
speech
are
open
to
discussion
in
class.
Task
III
is
designed
for
students
to
practising
listening
strategies
and
skills;Locate
the
signals
after
which
the
key
information
may
appear,
and
grasp
the
words
and
phrases
before
they
flash
away.Task
IV
is
designed
for
students
to
be
engaged
more
in
animal
protection.
Task
I
on
PPT
7
is
designed
for
students
to
understand
what
animals
can
do
for
man.“Video
Time”:
II
Salty
the
Hero
is
divided
into
4
steps,
each
of
which
contain
some
missing
information
for
students
to
fill
in.Task
II
Salty
the
Hero
is
designed
to
practise
students’
watching,
listening,
and
memorizing
skills
in
terms
of
the
specific
details.
Task
II
Winnie
the
Cat
is
again
designed
to
practise
students’
watching,
listening,
and
memorizing
skills
in
terms
of
the
specific
details.
Task
III
of
“Pair
Work”
is
designed
to
practising
students’
speaking.Based
on
the
notes
given,
stories
of
Salty
and
Winnie
are
retold.Task
IV
of
“Group
Work”
is
designed
for
students
to
learn
more
about
animal
hero
stories
to
see
what
animals
can
do
for
man.“Culture
Link”
is
designed
for
students
to
know
more
about
animals
and
views
about
animals
in
different
culture.
Here,
critical
thinking
may
get
improved
duringdiscussions.
Summary
is
designed
for
the
convenience
of
reviewing
what
we
have
learnt
today
as
well
as
for
students
to
do
checklist.
课堂小结
guiding
students
to
do
some
preparation
work
before
listening;2.
asking
students
to
complete
Task
II;3.
guiding
students
to
take
notes
in
shorthand;4.
guiding
students
to
complete
Task
III;5.
guiding
students
to
have
discussion
on
the
topic
-
what
we
can
do
to
help
animals;6.
guiding
students
to
do
some
preparation
work
before
watching
the
video
clips;7.
guiding
students
to
take
notes
and
complete
Task
II
and
III;8.
elaborating
on
the
topic
of
what
animals
can
do
for
man
by
sharing
more
animal
hero
stories;9.
Culture
Link
1.
learning
about
what
a
real
animal
lover
do;2.
learning
to
take
notes
in
shorthand;3.
learning
to
use
some
listening
strategies
to
carry
out
the
listening
task;4.
learning
about
what
we
can
do
for
animals
in
future;5.
learning
about
some
animal
hero
stories;6.
thinking
more
about
what
animals
can
do
for
man;7.
learning
more
about
people’s
views
on
animals
in
different
parts
of
the
world;
1.
practising
students’
critical
thinking
over
the
relationship
of
man
and
animals;2.
promoting
students’
listening
skills;
3.
training
students’
viewing
strategies;4.
inviting
students
to
ask
more
questions
on
some
new
terms;5.
encouraging
interactions
and
discussions;
板书
New
words
and
phrases:
21世纪教育网
www.21cnjy.com
精品试卷·第
2
页
（共
2
页）
HYPERLINK
"http://www.21cnjy.com/"
21世纪教育网(www.21cnjy.com)(共31张PPT)
上外版高中英语必修二
Listening
&
Viewing
Unit
2
ANIMALS
Period
4
Lead
in
Words
and
Expressions
1.
observe
v.
观察；遵守
2.
safari
n.
游猎
3.
flight
n.
飞行
4.
stare
v.
盯着看
5.
carbon
monoxide
n.
一氧化碳
6.
meow
n.
&
v.
猫叫声
7.
scratch
v.
抓；挠
8.
Salty
狗的名字
9.
World
Trade
Center
世贸中心
10.
Winnie
猫的名字
Lead
in
I
am
a
Real
Animal
Lover
(Radio
programme)
I.
What
do
typical
animal
lovers
do?
animal
lovers
wash
their
pets
feed
street
cats
or
dogs
take
pets
to
the
vet
regularly
fight
against
any
cruelty
to
animals
protect
the
natural
habitat
of
animals
Let’s
listen.
II.
Listen
to
the
radio
program.
While
you
listen,
match
the
speaker's
activities
with
his
particular
period
of
life.
Note
that
there
is
one
extra
choice.
A.
raising
a
pet
B.
observing
wild
animals
C.
reading
books
on
animals
D.
watching
animal
documentaries
E.
visiting
the
zoo
F.
going
to
the
museum
G.
going
on
a
safari
H.
watching
zoo
animals
1.
when
he
was
a
child
2.
when
he
was
older
3.
now
Let’s
listen.
III.
Listen
again
and
complete
the
answers
to
the
questions.
1.
What
are
the
speaker's
concern
about
animals?
The
speaker
is
worried
about
______________________________
Some
of
his
favorite
animals
are
___________________________
2.
According
to
the
speaker,
what
should
we
do
to
solve
the
problem?
We
need
to
_________________
So
the
future
generation
can
have
the
chance
___________________________
in
danger
of
dying
out.
the
future
of
many
animals.
change
our
life
style
to
see
animals
in
the
wild.
Discussion
IV.
What
do
you
think
we
can
do
to
solve
the
problem
mentioned
by
the
speaker?
Discuss
with
your
partner(s).
be
alert
on
global
warming
effects
on
animals'
breeding
effects
on
animals'
food
effects
on
animals'
natural
habitat
Pre-Viewing
Animal
Heroes
(Documentary
clips)
1.
dogs
as
guides
for
the
blind
3.
dogs
as
drug
sniffers
I.
Make
a
list
of
reasons
why
an
animal
can
be
called
a
hero.
Compare
your
list
with
your
partner's.
2.
dogs
as
police
helpers
4.
dogs
as
search
and
rescue
staff
II
Salty
the
Hero
Video
Time
Step
One:
Watch
the
video
for
the
first
time.
Video
Time
Who
1.
______________________
named
Salty
What
does
the
hero
look
like
2.
A
New
York
guide
dog
II
Salty
the
Hero
Step
Two:
Fill
in
the
first
part
of
the
table.
Salty
is
a
tall
blonde-haired
labrador.
Video
Time
When
11
Sept.
2001
Where
3.
II
Salty
the
Hero
Step
Three:
Fill
in
the
second
part
of
the
table.
on
the
seventy
first
floor
in
Tower
One
of
the
World
Trade
Center
II
Salty
the
Hero
Video
Time
Step
Four:
Fill
in
the
last
part
of
the
table.
What
happened
As
Tower
One
of
the
World
Trade
Center
began
collasping
around
them,
Salty
4
_______
_______
and
a
friend
down
70
flights
of
stairs
to
safety.
Later,
Salty
and
her
owner
received
5
_________________________
and
she
was
also
given
6
_________________
led
Oma
the
Partner
and
Courage
Award
the
Dickin
Medal.
II
Salty
the
Hero
Video
Time
What
is
Dickin
Medal?
Time:
World
War
II
Founder:
Maria
Dickin
Award:
People's
Dispensary
for
Sick
Animals
(PDSA)
Value:
the
animal
equivalent
of
the
Victoria
Cross
Purpose:
acknowledging
extrodinary
valor
To
honor:
any
animal
in
military
conflict
Now:
police
dogs,
horses
and
guide
dogs
of
exceptional
devotions,
awarded
Dickin
Medals
bearing
the
words
“We
Also
Serve”.
Video
Time
II
Winnie
the
Cat
Step
One:
Watch
the
video
for
the
first
time.
Video
Time
Who
a
cat
named
7
___________
What
does
the
hero
look
like
8
II
Winnie
the
Cat
Step
Two:
Fill
in
the
first
part
of
the
table.
Winnie
is
a
cat
with
black
and
gray
stripes.
Winnie
Video
Time
II
Winnie
the
Cat
Step
Two:
Fill
in
the
second
part
of
the
table.
Where
her
owner's
home
What
happened
The
cat
was
9____________
when
her
owner's
house
began
filling
up
with
carbon
monoxide
(CO).
She
started
meowing
loudly
and
scratching
objects
to
get
her
owner
to
10_____________.
Finally,
her
actions
saved
her
owner's
life.
asleep
wake
up
III
Each
student
retells
one
of
the
stories
based
on
their
notes.
Pair
Work
1.
Salty,
a
guide
dog
2.
Mr.
Oma,
a
blind
man
3.
a
guide
dog,
protect
owner
out
of
danger
4.
Salty,
more
than
bravery
III
Each
student
retells
one
of
the
stories
based
on
their
notes.
Pair
Work
5.
on
11
September,
2001
6.
on
the
71st
floor
in
Tower
One
of
the
World
Trade
Center
7.
the
tower
began
collapsing
8.
Salty
led
Oma
and
a
friend
down
70
flights
of
stairs
to
safety.
III
Each
student
retells
one
of
the
stories
based
on
their
notes.
Pair
Work
9.
Salty,
stayed
with
her
owner,
until
they
both
were
safe.
10.
Salty
and
Mr.
Oma,
won
an
award
11.
Salty,
Dickin
Medal
for
gallentry
Pair
Work
III
Each
student
retells
one
of
the
stories
based
on
their
notes.
1.
Winnie,
a
cat
with
black
and
gray
stripes
2.
Winnie,
asleep,
the
house
filled
up
with
CO
3.
Winnie,
meowed
loudly,
scratched
objects,
woke
up
her
owner,
4.
Winnie,
saved
her
owner's
life
from
being
poisoned
by
CO
IV
Share
with
your
classmates
stories
you
know
about
animal
heroes.
Group
Work
Time:
2017
Place:
London
Who:
dogs
from
London
Fire
Brigade
What:
helped
assist
the
fire
investigators
pinpoint
where
the
fire
started
within
the
tower
block
IV
Share
with
your
classmates
stories
you
know
about
animal
heroes.
Group
Work
Details:
1.
attending
an
average
of
between
180
and
230
incidents
a
year;
2.
highly
trained
animals;
able
to
identify
ten
ignitable
substances;
able
to
determine
whether
an
accelerant
was
used
and
whether
a
blaze
was
started
deliberately;
IV
Share
with
your
classmates
stories
you
know
about
animal
heroes.
Group
Work
Time:
2018
Place:
Syria
Who:
Barrie
What:
helped
Sean,
bomb
disposal
expert
in
the
Royal
Engeers,
with
PTSD
IV
Share
with
your
classmates
stories
you
know
about
animal
heroes.
Group
Work
Details:
1.
Sean
found
Barrie,
a
tiny
Asian
Shepherd
cross
puppy,
from
beneath
the
rubble
in
a
bombed-out
school
2.
The
two
became
inseparable
over
three
months;
3.
“Barrie
kept
my
mind
away
from
all
the
things
I
was
seeing
and
doing
out
there.”
Sean
said.
IV
Share
with
your
classmates
stories
you
know
about
animal
heroes.
Group
Work
What
is
PTSD?
Post-traumatic
stress
disorder
(PTSD)
(创伤后应激障碍)
as
a
term,
came
to
be
in
1980s.
PTSD
is
commonly
linked
with
military
combat.
Historically,
people
have
recognized
that
exposure
to
combat
situations
can
have
a
profound
negative
impact
on
the
minds
and
bodies
of
those
involved.
Views
About
Animals
in
Different
Culture
Culture
Link
In
most
places
in
the
world,
dogs
are
loved.
lovely
friendly
loyal
helpful
Views
About
Animals
in
Different
Culture
Culture
Link
In
India,
cows
are
greatly
respected.
holy,
good
luck
not
to
be
killed
happiness
not
to
be
eaten
Summary
What
have
we
learnt
today?
√
a
real
animal
lover
√
√
visiting
zoos,
watching
animals
in
the
zoo
√
√
reading
books
on
animals
√
√
going
to
the
natural
history
museum
√
√
observing
animals
in
the
wild
√
√
thinking
about
the
relationship
of
man
and
animals
in
future
Summary
What
have
we
learnt
today?
√
Animal
heroes
√
√
Salty
the
guide
dog
√
√
leading
her
owner
down
70
flights
of
stairs
before
the
tower
collasped
√
√
Winnie
the
cat
√
√
saving
her
owner's
life
from
being
poisoned
by
CO
Homework
Research
on
the
following
topic:
What
are
people's
attitudes
to
dogs
in
China?
谢谢
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