Unit 2 Wildlife Protection Assessing Your Progress 教案-2024-2025学年人教版英语高中必修第二册

Unit 2 Wildlife Protection-Assessing Your Progress 教学设计 教学目标 Students are expected to master wildlife protection - related vocabularies like "endangered", "habitat", and "conservation". They should also be able to use present continuous passive voice correctly, as in "Wildlife is being protected by various measures", to express ideas precisely in both speaking and writing. 重难点 Grasping the key vocabulary related to wildlife protection firmly. Correctly applying grammar, especially present continuous passive voice, in relevant topics. Understanding the current situation and importance of wildlife protection through various materials. 教学环节 学习活动 新课教学 Lead - in Good afternoon, class! We've been delving deep into Unit 2 Wildlife Protection. By now, we've explored various aspects such as the importance of wildlife, the threats they face, and the measures we can take to protect them. Today, it's time to assess how much progress we've made. We'll review what we've learned, test our skills, and see how well we can apply this knowledge. So, are you all ready to take on this assessment challenge? Vocabulary Assessment Word Recall First, let's start with a simple word recall. I'll say the Chinese meaning of some words we learned in this unit, and you quickly tell me the English words. For example, if I say "濒危的", you say "endangered". Let's begin. "栖息地" Students: Habitat. Teacher: Great! Next one, "灭绝" Students: Extinction. (Continue with several more words like "非法的", "保护", "物种", etc.) Vocabulary in Context Now, let's move on to using vocabulary in context. I'll show you some sentences, and there will be a blank. You need to choose the correct word from the words we learned in this unit to fill in the blank. Sentence 1: The illegal ______ of wildlife has led to a sharp decline in their numbers. (hunt / huntings / hunting) Teacher: Who would like to answer? [Student's name] Student: Hunting. Teacher: Correct. "Hunting" here is a gerund, acting as the subject of the sentence. Sentence 2: Many animals are losing their ______ due to deforestation. (habitats / habitat / habitats') Teacher: [Another student's name] Student: Habitats. Teacher: Right. Since we are talking about many animals, we use the plural form "habitats". Word Association In this part, I'll say a word, and you need to quickly say as many related words as you can within one minute. For example, if I say "panda", you might say "bamboo", "endangered", "China", etc. I'll start with "wildlife". Go! (After one minute) Teacher: Okay, stop. [Student's name], let's hear your words. Student: Endangered, species, habitat, protection, illegal hunting. Teacher: Very good. You've listed quite a few relevant words. Another student, [Another student's name]? Student: Conservation, nature reserves, extinction, threatened. Teacher: Excellent. These words show that you have a good understanding of the vocabulary related to wildlife. Reading Assessment Quick Comprehension Check I'll distribute a short passage about wildlife protection. It's similar to the texts we've read in the textbook. First, skim the passage quickly, and then answer the following questions on the screen. Question 1: What is the main threat to the wildlife mentioned in the passage? Question 2: What measures are suggested to protect this wildlife? (Give students about 3 - 4 minutes to skim and answer) Teacher: Let's check the answers. For Question 1, [Student's name], what did you find? Student: The main threat is habitat destruction caused by human activities like urban expansion. Teacher: Correct. How about Question 2? [Another student's name] Student: The passage suggests setting up more nature reserves and raising public awareness. Teacher: Well - done. Skimming helps us quickly get the main ideas of a text. Detailed Reading Analysis Now, let's read the passage more carefully. I'll ask some detailed questions. Question 1: In the third paragraph, what example is given to show the impact of habitat destruction? Question 2: According to the passage, why is public awareness important for wildlife protection? (Give students 3 - 4 minutes to read and find answers) Teacher: For the first question, [Student's name]? Student: The example is that many bird species are losing their nesting sites because of the cutting down of trees in their habitats. Teacher: Right. And for the second question, [Another student's name]? Student: Public awareness is important because if people are more aware, they will be more likely to support conservation efforts and change their behaviors to reduce harm to wildlife habitats. Teacher: Excellent analysis. This shows that you can understand the details and the reasoning in the text. Inference and Critical Thinking Here's a more challenging part. Based on the passage, make an inference. If the current trend of habitat destruction continues, what might happen to the wildlife in the long - term? Discuss in your groups for 3 - 4 minutes. (After the discussion) Teacher: Group 1, would you like to share your inference? Group 1: If habitat destruction continues, more and more wildlife will become endangered or extinct. The ecological balance will be severely disrupted, and it may also have negative impacts on human life, such as affecting food chains and causing more natural disasters. Teacher: Very comprehensive and logical. Another group, [Group 3]? Group 3: We think that wildlife may be forced to migrate to other areas, but if there are no suitable habitats available, they will still struggle to survive. Also, it may lead to the emergence of new diseases as animals are pushed into closer contact with humans due to habitat loss. Teacher: Great inferences. This shows that you can think critically and deeply about the information in the text. Writing Assessment Writing Prompt Introduction Now, it's time for our writing assessment. The task is to write a short essay about a specific endangered animal. You need to introduce the animal, explain why it is endangered, and suggest some ways to protect it. You can choose an animal we've discussed in class or one you know well. Before you start writing, let's brainstorm together. [Student's name], which animal do you want to write about? Student: I want to write about the Amur leopard. Teacher: Good choice. Can you briefly tell us why it is endangered? Student: It is endangered mainly because of illegal hunting for its beautiful fur and habitat loss due to forest fires and logging. Teacher: Great. Another student, [Another student's name]? Student: I'll write about the sea turtle. It is endangered because of plastic pollution in the ocean, as they often mistake plastic bags for jellyfish and eat them. Also, coastal development destroys their nesting beaches. Teacher: Excellent. These are very real and serious issues. Writing Process Guidance Now, start writing. Remember to organize your essay in a clear structure. You can start with an introduction to grab the reader's attention, then analyze the reasons for endangerment in the main body, and finally propose solutions. Try to use the vocabulary and sentence structures we learned in this unit. I'll walk around the classroom and offer help if you need it. You have about 15 - 20 minutes to write. Writing Sharing and Feedback Okay, time's up. Let's stop writing. Now, we will share our essays. Who would like to be the first to share? [Student's name] (The student reads out their essay) Teacher: Thank you for sharing. Now, let's all listen carefully and give feedback. [Student's name], what do you think are the strengths of this essay? Student: The description of the Amur leopard's appearance in the introduction is very vivid. And the reasons for its endangerment are clearly explained. Teacher: Yes, I agree. The vivid description makes the reader interested from the beginning. Now, [Another student's name], what about the areas for improvement? Student: Maybe the solutions could be more detailed. For example, when suggesting to stop illegal hunting, it could mention how to strengthen law enforcement. Teacher: Good point. More details in the solutions can make the essay more practical. [Original student], do you think these suggestions are helpful? You can make some changes based on them later. (Repeat the sharing and feedback process for 2 - 3 more students) Listening and Speaking Assessment Listening Task Now, let's move on to the listening part. I'll play a short audio about a wildlife protection project. Listen carefully and answer the questions on the worksheet. Question 1: What is the name of the wildlife being protected in the project? Question 2: What are the two main actions taken in the project? (Play the audio, and give students 2 - 3 minutes to answer) Teacher: Let's check the answers. For Question 1, [Student's name]? Student: The wildlife being protected is the African elephant. Teacher: Correct. And for Question 2, [Another student's name]? Student: The two main actions are setting up protected areas and educating local communities. Teacher: Well - done. Listening carefully helps us get important information. Speaking Task - Group Discussion In your groups, discuss the following topic: "If you could be in charge of a wildlife protection project, what would you do?" Each group member should share their ideas, and then choose one or two of the best ideas to present to the class. You have about 5 - 6 minutes to discuss. (After the discussion) Teacher: Group 2, would you like to present your ideas? Group 2: If we were in charge of a wildlife protection project, we would first conduct a detailed survey of the wildlife and its habitat to understand the current situation better. Then, we would set up a volunteer program to involve more people in the protection work. Also, we would use social media to raise public awareness and funds for the project. Teacher: These are very practical and creative ideas. Another group, [Group 4]? Group 4: We would focus on promoting sustainable development in the areas near the wildlife habitats. For example, encourage local people to develop eco - friendly tourism instead of activities that harm the wildlife. And we would build more wildlife corridors to connect fragmented habitats. Teacher: Excellent. Your ideas show that you have a good understanding of wildlife protection and can think from different perspectives. Summary and Conclusion Teacher: Today, we've assessed our progress in various aspects of Unit 2 Wildlife Protection. We've reviewed vocabulary, tested our reading, writing, listening, and speaking skills. Through this assessment, I can see that many of you have made great progress. You've learned a lot about wildlife protection and can express your ideas clearly in English. However, there are also areas where we can improve, such as making our writing more detailed and our speaking more fluent. Remember, wildlife protection is an ongoing and important topic. Keep learning and applying what you've learned in this unit in your daily life. And don't forget to continue practicing your English skills. Homework Based on the feedback you received in class, revise your writing. Make sure to improve the areas that need attention, such as adding more details to your solutions or making your introduction more engaging. Do some more research on the endangered animal you wrote about. Find out the latest news and data about its population, the threats it still faces, and any new protection measures being taken. Write a short paragraph about it and share it with the class next time. Practice your speaking skills by talking to your family or friends about wildlife protection. Try to use the English words and phrases you learned in this unit. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$