高中英语必修二 Period 5 Listening and Talking&Accessing your progress &project教案

导入新课

Step 1 Lead-in

Ask 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 Talking

Pre-Listening

Step 2

Ask 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 3

Ask 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 4

First, 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; B

While-listening

Step 5

Asks 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 6

Let 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 practice

Listen again and use the phrases you hear to fill in the blanks.

Answers: so as to; so that; in order that; in order to

Step 8 discuss

Let 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& Project

Step 9: Lead-in

Ask 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 of

Ask 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 out

Step 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 observed

Step 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 Summary

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 15 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

Step 6 homework2

Work 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