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Unit 2 Wildlife Protection Listening and speaking 教學(xué)設(shè)計
教學(xué)設(shè)計理念
1. 基于新課標(biāo)下的核心素養(yǎng)目標(biāo)，在傳統(tǒng)的聽說課教學(xué)模式“聽前—聽中—聽后”基礎(chǔ)之上，按照“學(xué)習(xí)理解—應(yīng)用實踐—遷移創(chuàng)新”的思路進行設(shè)計。
2. 強調(diào)學(xué)生在語言學(xué)習(xí)中的主體地位，引導(dǎo)學(xué)生積極參與符合其認知的、層層遞進、相互關(guān)聯(lián)、有真實情境的課堂活動，踐行英語學(xué)習(xí)活動觀，培養(yǎng)學(xué)生的跨文化交流意識、批判性思維以及自主學(xué)習(xí)能力和合作意識。
教材分析
本課時是這一單元的第一課時，涉及的語篇是本單元Listening and speaking 部分。本課內(nèi)容的主題語境屬于“人與自然”這一主題群中的“人與環(huán)境、人與動物”這一主題語境內(nèi)容。主要圍繞野生動物保護展開，講述了大量瀕危動物所面臨的生存現(xiàn)狀，產(chǎn)生這種現(xiàn)狀的原因以及相應(yīng)的保護措施，從而引發(fā)學(xué)生思考人類活動對于野生動物的影響，提升保護野生物種的意識和社會責(zé)任感。
【W(wǎng)hat】本課的話題是“談?wù)摓l危野生動物保護(Talk about saving endangered wildlife)聽力內(nèi)容由兩段錄音組成。第一段是兩人觀看野生物種保護公共宣傳海報時的小對話，談?wù)撍麄冇^看海報的感受和分析野生動物滅絕的原因。第二段是獨白，講述知名人士為野生動物保護而發(fā)聲的故事。主要介紹了英國的威廉王子 2015 年在中央電視臺《開講啦》節(jié)目中發(fā)表演講，呼吁保護野生動物的故事。
【How】聽力文本通過海報圖片和具體事實、數(shù)據(jù)等，使學(xué)生了解野生動物正以驚人的速度從地球消失的事實和原因。該部分的活動旨在使學(xué)生認識到人類不恰當(dāng)?shù)南M或活動與瀕危野生動物的消失有直接關(guān)系，增強學(xué)生保護野生物種的意識和責(zé)任感。同時也使學(xué)生看到，已經(jīng)有很多人在為之呼吁和做出努力，并啟發(fā)學(xué)生思考如何從自身做起，保護野生動物。
【W(wǎng)hy】第一段對話主要談?wù)撘吧锓N遭受滅絕危機，因此對話中多用現(xiàn)在進行時的被動語態(tài)來將學(xué)生代入主題語境，使學(xué)生猶如身臨其境感受到此時此刻，地球上的野生動物生存正面臨嚴重威脅。第二段獨白則用一大串具體數(shù)據(jù)直觀的展示大象被盜獵的令人觸目驚心的事實。且獨白也是采用現(xiàn)在進行時的被動語態(tài)，體現(xiàn)了保護大象的緊迫感。在第二部分談?wù)摓l危動物處境時，使用了一串?dāng)?shù)字來讓學(xué)生體會到保護野生動物迫在眉睫。
學(xué)情分析
一、 What I know
本單元教學(xué)對象為高一學(xué)生， 經(jīng)過必修一整本書的學(xué)習(xí)， 他們已經(jīng)初步具備一定的綜合運用英語語言的能力，基本具備在情境中運用聽、說、讀、看、寫能力，對于自主學(xué)習(xí)、合作學(xué)習(xí)、探究式學(xué)習(xí)也有初步了解。
二、 What I want to know
學(xué)生的英語水平參差不齊，部分學(xué)生英語水平有待提高， 學(xué)生在日常生活中很少有接觸野生動物的機會， 通過影視新聞等媒體資源，了解到部分野生動物瀕臨滅絕的事實。
三、 What I learned
學(xué)完本課后從主題上看，希望學(xué)生保護動物的意識和責(zé)任感有所增強，進一步了解保護動物的措施與方法。從語言知識層面上看，語言詞匯量方面積累可能不足，教師需要通過教學(xué)豐富學(xué)生語言表達，激發(fā)學(xué)生主動思考和分享的欲望。
教學(xué)目標(biāo) By the end of this class, you will be able to:
教學(xué)重難點
1. The development of students' predicting skill before listening by visuals.
2. The precise comprehension of the listening material.
3. The speaking of the situation of the endangered wild animals and their protection.
教學(xué)方法 Teaching approach: Activity-oriented Approach; Inquiry Teaching Method; Discovery Method.
Learning Approach: Problem-based Learning; Self-directed Learning; Teamwork.
輔助教具 PowerPoint; blackboard; handouts
教學(xué)過程 活動形式及步驟 活動意圖
Step1: Lead-in Watch a short video and answer a question. Q: What is happening to the animals To activate students’ knowledge about wild animals and introduce the topic of endangered wildlife and serve as a warm-up activity.
Step II : Pre-listening Activity 1. Students observe the posters and fill in the blanks. 1. A________ and a tiger are standing on the clock. In the middle, there is a gun At the bottom, many animals are _______ 2. This is a sand clock There are _________wildlife species losing every ______! 3.So many sharks are being ________. Up to ______ million sharks end up in shark fin soup each year. Say____ to Shark fin soup! Look at the picture on the text and predict Q: What are we going to hear based on the picture and title (Tip: Use visuals to predict the content) To provide more information and expressions for students to talk about endangered wild animals in the following lesson, and lay a foundation for the following listening which is based on the second poster. To cultivate students predicting skill of the listening content using visuals before listening.
Step III: While-listening Activity 2 Listen to the first part and fill in the blanks. Our planet’s ___________ is dying out at an alarming rate. Between 150 and 200 species die out every day. Some animals are being ________ and _______. And then there’s _________ and habitat _______. Animals need a place to live in, just like us, and they need clean air and water, too. People need to be more aware. We should make more of these _______. Maybe it will help ________ the endangered wildlife before it’s too late. Activity 3 Listen to the second part and answer the questions. 1. In October 2015, Prince William gave a moving speech on CCTV: In the _____ years since I was born, we’ve lost around _____ percent of Africa’s elephant population. Of those that are left,________ are killed every year. That is ______ elephants killed every single day. 2. What did Prince William say about China A. China has made a lot of progress. B. China can become a global leader in wildlife protection. C. China preserves its natural habitats well. 3. You can be the ______ of wildlife protection in your area. Remember: _______ begins with you To practice students’ listening skill for grasping the main idea of the two speakers’ conversation, and make students aware of the serious situation of the endangered animals. To practice students’ listening skill for grasping detailed information and arouse their awareness to make changes now to protect endangered wild animals.
Step IV: Post-listening Activity 4 Discuss the following questions in groups. 1. What does “Change begins with you” mean 2. Do you agree with this sentence 3. What can we students do to protect wildlife Activity5 Summary Activity 6 Role-play In pairs, discuss the questions, role-play the example, and then talk about one of the animals in the photos below. 1.What do you know about the animals in the photos 2.What is being done to help them Critical Thinking Why is it important to protect wildlife they choose. To lead students to think deeper about how to protect wild animals from themselves and authorities, and call on them to protect the endangered wild animals and their habitats. To ask the students to reflect the content of the lesson. To enhance students cooperation ability with group members, develop their speaking skill to talk about the facts or situations of endangered wild animals and measures taken to protect them and let students present their group role-play together on the stage to speak up for the endangered wild animals To help students get a deeper understanding of the lesson.
Step V: homework Design a poster about wildlife protection according to what you have discussed. To consolidate what has been learnt and Inspire students to explore more about endangered wild animals and enrich their after-class activity.

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