Unit2WildlifeProtectionListeningandSpeaking教学设计-高中英语人教版

Unit2WildlifeProtectionListeningandspeaking教学设计教学设计理念1.基于新课标下的核心素养目标，在传统的听说课教学模式“听前—听中—听后”基础之上，按照“学习理解—应用实践—迁移创新”的思路进行设计。2.强调学生在语言学习中的主体地位，引导学生积极参与符合其认知的、层层递进、相互关联、有真实情境的课堂活动，践行英语学习活动观，培养学生的跨文化交流意识、批判性思维以及自主学习能力和合作意识。教材分析本课时是这一单元的第一课时，涉及的语篇是本单元Listeningandspeaking部分。本课内容的主题语境属于“人与自然”这一主题群中的“人与环境、人与动物”这一主题语境内容。主要围绕野生动物保护展开，讲述了大量濒危动物所面临的生存现状，产生这种现状的原因以及相应的保护措施，从而引发学生思考人类活动对于野生动物的影响，提升保护野生物种的意识和社会责任感。【What】本课的话题是“谈论濒危野生动物保护(Talkaboutsavingendangeredwildlife)听力内容由两段录音组成。第一段是两人观看野生物种保护公共宣传海报时的小对话，谈论他们观看海报的感受和分析野生动物灭绝的原因。第二段是独白，讲述知名人士为野生动物保护而发声的故事。主要介绍了英国的威廉王子2015年在中央电视台《开讲啦》节目中发表演讲，呼吁保护野生动物的故事。【How】听力文本通过海报图片和具体事实、数据等，使学生了解野生动物正以惊人的速度从地球消失的事实和原因。该部分的活动旨在使学生认识到人类不恰当的消费或活动与濒危野生动物的消失有直接关系，增强学生保护野生物种的意识和责任感。同时也使学生看到，已经有很多人在为之呼吁和做出努力，并启发学生思考如何从自身做起，保护野生动物。【Why】第一段对话主要谈论野生物种遭受灭绝危机，因此对话中多用现在进行时的被动语态来将学生代入主题语境，使学生犹如身临其境感受到此时此刻，地球上的野生动物生存正面临严重威胁。第二段独白则用一大串具体数据直观的展示大象被盗猎的令人触目惊心的事实。且独白也是采用现在进行时的被动语态，体现了保护大象的紧迫感。在第二部分谈论濒危动物处境时，使用了一串数字来让学生体会到保护野生动物迫在眉睫。学情分析一、WhatIknow本单元教学对象为高一学生，经过必修一整本书的学习，他们已经初步具备一定的综合运用英语语言的能力，基本具备在情境中运用听、说、读、看、写能力，对于自主学习、合作学习、探究式学习也有初步了解。二、WhatIwanttoknow学生的英语水平参差不齐，部分学生英语水平有待提高，学生在日常生活中很少有接触野生动物的机会，通过影视新闻等媒体资源，了解到部分野生动物濒临灭绝的事实。三、WhatIlearned学完本课后从主题上看，希望学生保护动物的意识和责任感有所增强，进一步了解保护动物的措施与方法。从语言知识层面上看，语言词汇量方面积累可能不足，教师需要通过教学丰富学生语言表达，激发学生主动思考和分享的欲望。教学目标Bytheendofthisclass,youwillbeableto:knowthecurrentsituationandproblemsofwildlife.usevisualstopredictcontenttalkabouthowtosaveendangeredwildlife.raisetheawarenessofprotectingwildlife.教学重难点1.Thedevelopmentofstudents'predictingskillbeforelisteningbyvisuals.2.Thepreciseprehensionofthelisteningmaterial.3.Thespeakingofthesituationoftheendangeredwildanimalsandtheirprotection.教学方法Teachingapproach:ActivityorientedApproach;InquiryTeachingMethod;DiscoveryMethod.LearningApproach:ProblembasedLearning;SelfdirectedLearning;Teamwork.辅助教具PowerPoint;blackboard;handouts教学过程活动形式及步骤活动意图Step1:LeadinWatchashortvideoandansweraquestion.Q:Whatishappeningtotheanimals?Toactivatestudents’knowledgeaboutwildanimalsandintroducethetopicofendangeredwildlifeandserveasawarmupactivity.StepII:PrelisteningActivity1.Studentsobservethepostersandfillintheblanks.1.A________andatigerarestandingontheclock.Inthemiddle,thereisagunAtthebottom,manyanimalsare_______2.ThisisasandclockThereare_________wildlifespecieslosingevery______!3.Somanysharksarebeing________.Upto______millionsharksendupinsharkfinsoupeachyear.Say____toSharkfinsoup!LookatthepictureonthetextandpredictQ:Whatarewegoingtohearbasedonthepictureandtitle?(Tip:Usevisualstopredictthecontent)Toprovidemoreinformationandexpressionsforstudentstotalkaboutendangeredwildanimalsinthefollowinglesson,andlayafoundationforthefollowinglisteningwhichisbasedonthesecondposter.Tocultivatestudentspredictingskillofthelisteningcontentusingvisualsbeforelistening.StepIII:WhilelisteningActivity2Listentothefirstpartandfillintheblanks.♢Ourplanet’s___________isdyingoutatanalarmingrate.Between150and200speciesdieouteveryday.♢Someanimalsarebeing________and_______.Andthenthere’s_________andhabitat_______.Animalsneedaplacetolivein,justlikeus,andtheyneedcleanairandwater,too.♢Peopleneedtobemoreaware.Weshouldmakemoreofthese_______.Maybeitwillhelp________theendangeredwildlifebeforeit’stoolate.Activity3Listentothesecondpartandanswerthequestions.1.InOctober2015,PrinceWilliamgaveamovingspeechonCCTV:Inthe_____yearssinceIwasborn,we’velostaround_____percentofAfrica’selephantpopulation.Ofthosethatareleft,________arekilledeveryyear.Thatis______elephantskilledeverysingleday.2.WhatdidPrinceWilliamsayaboutChina?A.Chinahasmadealotofprogress.B.Chinacanbeeagloballeaderinwildlifeprotection.C.Chinapreservesitsnaturalhabitatswell.3.Youcanbethe______ofwildlifeprotectioninyourarea.Remember:_______beginswithyouTopracticestudents’listeningskillforgraspingthemainideaofthetwospeakers’conversation,andmakestudentsawareoftheserioussituationoftheendangeredanimals.Topracticestudents’listeningskillforgraspingdetailedinformationandarousetheirawarenesstomakechangesnowtoprotectendangeredwildanimals.StepIV:PostlisteningActivity4Discussthefollowingquestionsingroups.1.Whatdoes“Changebeginswithyou”mean?2.Doyouagreewiththissentence?3.Whatcanwestudentsdotoprotectwildlife?Activity5SummaryActivity6RoleplayInpairs,discussthequestions,roleplaytheexample,andthentalkaboutoneoftheanimalsinthephotosbelow.1.Whatdoyouknowabouttheanimalsinthephotos?2.Whatisbeingdonetohelpthem?CriticalThinkingWhyisitimportanttoprotectwildlife?theychoose.Toleadstudentstothinkdeeperabouthowtoprotectwildanimalsfromthemselvesandauthorities,andcallonthemtoprotecttheendangeredwildanimalsandtheirhabitats.Toaskthestudentstoreflectthecontentofthelesson.Toenhancestudentscooperationabilitywithgroupmembers,developtheirspeakingskilltotalkaboutthefactsorsituationsofendangeredwildanimalsandmeasurestakentoprotectthemandletstudentspresenttheirgrouproleplaytogetheronthestagetospeakupfortheendangeredwildanimal