Unit 2 Wildlife Protection Listening and speaking 教案-2025-2026学年高中英语人教版（2019）必修第二册

Unit 2 Wildlife Protection - Listening and Speaking Lesson Plan(教案 ) I. Teaching Objectives (教学目标) 1. Linguistic Ability: Students will be able to identify and write down key words related to extinction: alarming rate, habitat, extinction, mass extinction, aware. Students will be able to recognize the Present Continuous Passive Voice (e.g., being hunted, being taken) in listening and attempt to use it in speaking. 2. Learning Strategy: Students will apply the strategy of "Using visuals to predict content" to anticipate information before listening. 3. Cultural Awareness & Thinking: Students can articulate the relationship between human consumption and animal extinction ("When the buying stops, the killing can too"). II. Key Points & Difficulties (重难点) Key Point: guiding students to extract specific facts (statistics) and opinions from the audio. Difficult Point: Grammar in Use: Students often forget to use the passive voice (e.g., are being killed) when describing ongoing problems. Critical Thinking: Moving beyond "animals are cute" to understanding the deeper cause (habitat loss, illegal trade). III. Teaching Aids Textbook (P13-15), PPT (Posters & Animal photos), Blackboard. IV. Teaching Procedures (教学过程) Step 1: Lead-in (5 mins) Activity: Image & Slogan 1. Visual Trigger: Show the opening photo (Tibetan antelopes) and the slogan: "When the buying stops, the killing can too". 2. Teacher Ask: "Look at the slogan. What acts of 'buying' cause 'killing'?" (E.g., ivory, fur, medicine). "Do you think elephants are safe now?". 3. Instruction: "Today, we are going to face the cruel truth about wildlife and discuss how to save them." 【设计意图】利用单元首页的Slogan直接切入主题，建立“买卖”与“杀戮”的逻辑联系，为后续听力铺垫情感基调 。 Step 2: Pre-listening Strategy (5 mins) Activity: Predicting from Posters 1. Material: Show the three posters on Page 14 (The Clock/Hourglass, The Shark Fin Soup). 2. Strategy Training: Introduce "Using visuals to predict content". Teacher: "Before we listen, look at the Shark Fin poster. What words might you hear?" Expected Answers: Shark, soup, kill, number, no/stop. 3. Pair Discussion: "Which poster moves/shocks you the most? Why?". 【点拨】这里不要只停留在“看图”，重点是训练Predicting（预测）策略。引导学生由图像联想具体词汇（keywords），这能显著降低听力难度 。 Step 3: Listening Practice (15 mins) Task 1: Listen for Gist & Details (Activity 2) 1. Instruction: "Listen to the conversation about the posters. Fill in the blanks with the words you hear." 2. Play Audio (Part 1). 3. Check Answers: alarming rate, extinction, habitat, aware. Focus: Explain "mass extinction" (mass = large number/scale). Task 2: Listen for Specific Info (Activity 3) 1. Context: "Now listen to a speech about elephants (Prince William's speech). Pay attention to numbers." 2. Play Audio (Part 2). 3. Q&A: "How many elephants are killed daily?" (Answer: Check if they caught the specific number) . "What is China's role?" (Guide them to hear: China can become a global leader in protection) . 【难点解析】 第二部分听力是独白，语速可能稍快。建议在听之前先让学生圈出题目中的关键词（Numbers, China, say），让听的过程更有目的性 。 Step 4: Speaking & Role-play (12 mins) Activity: Problem & Solution 1. Analyze the Model (Page 15): Have two students read the example. Deconstruct the logic on the blackboard: Person A: Express Concern (I'm concerned about...) Person B: State the Problem (Cause + Consequence) Grammar Alert: "They are being hunted..." (Present Continuous Passive - highlighting Right Now). Person A: Ask for Measures Person B: State the Solution (Government/People's action). 2. Pair Work: Choose one animal: Blue Whale, Panda, or African Elephant . Construct a dialogue using the logic: Concern -> Problem -> Solution. 3. Performance: Invite 2 pairs to present. 【实操建议】 这是本节课的输出高潮。务必在黑板上板书句型结构，特别是is/are being + V-ed这一语法点，这是本单元的隐性语法线索，要让学生在口语中“有意识”地尝试使用，增加临场感和紧迫感 。 Step 5: Critical Thinking & Summary (3 mins) 1. Discussion: "The speaker said: 'Change begins with you.' What can YOU do as a high school student?". Expected: Tell parents not to buy ivory, don't eat wild animals, post on social media. 2. Homework: Search for information about a local endangered animal in our province. Write a short dialogue (similar to Activity 5) about it. V. Teaching Reflection (教学反思) What worked well: The strategy of "predicting from visuals" effectively activated students' prior knowledge. The posters are visually strong triggers. Areas for improvement: During the role-play, students might struggle with the passive voice (e.g., saying "People are hunting them" instead of "They are being hunted"). Adjustment: In the next class, I will provide more sentence drills on be doing vs. be being done to solidify this grammar point before the free talk. 1 学科网（北京）股份有限公司 $