Unit 2 Wildlife Protection Listening and Speaking 教学设计-2025-2026学年高中英语人教教版必修第二册

Unit 2 Wildlife Protection-Listening and Speaking 内容导航 This section focuses on the theme of wildlife protection, including two listening tasks: daily dialogues about species extinction and a speech advocating protection. It guides students to listen for key information, then practice speaking to express concerns and put forward protection suggestions, integrating language learning with environmental awareness. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and functional sentences about wildlife protection, improve listening comprehension of dialogues and speeches, and enhance oral expression skills in related topics. Cultural Awareness: Understand global wildlife protection efforts, including China’s contributions, and cultivate a sense of ecological responsibility. Thinking Quality: Develop the ability to analyze the causes of wildlife endangerment and think critically about protection measures. Learning Ability: Master listening prediction strategies and cooperative learning skills to independently expand related knowledge. 2. 教学重难点 Key Points: Master core vocabulary (species, habitat, hunt, endanger, awareness) and functional sentences for expressing concerns and suggestions; accurately obtain key information (causes of extinction, protection examples) from listening materials. Difficult Points: Distinguish oral and formal language styles in listening; fluently and logically express personal views on wildlife protection in English, using appropriate vocabulary and sentence patterns. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing students a series of vivid pictures and short video clips. The pictures include endangered animals such as African elephants, Tibetan antelopes, and pandas, with obvious signs of habitat destruction and illegal hunting. The video clip is a 2-minute excerpt from a wildlife documentary, showing the harsh living environment of endangered species and the efforts made by people to protect them. After playing the video, the teacher asks students a few guiding questions to activate their prior knowledge and arouse their interest in the topic. The teacher says: “Good morning, everyone. Just now, we watched some pictures and a short video. What animals did you see? How did you feel when you watched them?” The teacher invites 2-3 students to share their answers. Some students may say they saw elephants being hunted, some may mention the shrinking habitat of pandas, and most students will express their sadness and worry. Then the teacher continues: “As we can see, many wild animals are facing the danger of extinction. Every day, 150 to 200 species die out on our planet. Today, we will learn how to talk about wildlife protection through listening and speaking, and find out what we can do to help these lovely animals.” Next, the teacher presents the core vocabulary of this lesson on the blackboard or multimedia courseware, including species, habitat, hunt, illegal, endanger, extinction, awareness, protect, conserve, and related phrases such as die out, be hunted, habitat loss, raise awareness, protect...from.... The teacher pronounces each word and phrase clearly, and asks students to repeat them twice to ensure correct pronunciation. For difficult words like “habitat” and “extinction”, the teacher explains their meanings and usages with simple English sentences. For example, “Habitat is the place where an animal or plant lives naturally.” “Extinction means that a species no longer exists in the world.” This part helps students lay a solid vocabulary foundation for the following listening and speaking activities. Listening: Predict, Listen and Practice, Deepen Understanding Pre-listening: Predict Content and Prepare for Listening Before playing the listening material, the teacher guides students to predict the content of the listening text through visuals and questions, which is an important listening strategy to improve listening efficiency. The teacher shows the pictures in the textbook: a poster with a clock and a picture of Prince William giving a speech. Then the teacher asks: “Look at these pictures. What do you think the listening text will talk about? Who do you think will be mentioned in the speech?” Students discuss in pairs for 2 minutes, then share their predictions. Some students may predict that the listening text will talk about the number of endangered species and the reasons for their extinction; some may guess that Prince William will talk about wildlife protection in his speech. The teacher affirms students’ reasonable predictions and summarizes: “You have made very good predictions. The listening material has two parts: the first part is a dialogue between two students talking about the current situation of wildlife extinction and its causes; the second part is a speech by Prince William, advocating people to take action to protect wildlife. Now, let’s listen to the first part carefully and complete the tasks.” The teacher also reminds students of listening skills: pay attention to key words such as numbers, reasons, and suggestions, and take simple notes while listening to help remember important information. For example, when hearing numbers, write them down immediately; when hearing reasons, mark them with “because” or “due to”. While-listening: Listen for Key Information and Complete Tasks The first listening task focuses on the dialogue between two students. The teacher plays the audio for the first time, asking students to listen for the main idea: what the dialogue is mainly about. After listening, the teacher invites students to answer. The main idea is that the two students talk about the fact that many species die out every day and discuss the reasons for species extinction. Then the teacher plays the audio for the second time, and asks students to complete the following fill-in-the-blank task on the worksheet: “We have seen a poster with a clock. It says that between 150 and 200 ______ die out every day. The main reasons are ______, pollution and ______ loss. We need to make more people ______ of the problem and help protect wildlife.” The teacher pauses appropriately when playing the audio to give students time to write. After playing, the teacher checks the answers with students: species, hunting, habitat, aware. For students who make mistakes, the teacher plays the corresponding part of the audio again to help them correct their mistakes and understand the key information. Next is the second listening task: Prince William’s speech. The teacher first introduces a brief background of Prince William: he is a famous advocate of wildlife protection, and he has made many speeches to call on people to protect endangered animals. Then the teacher plays the audio for the first time, asking students to listen and answer two questions: 1. How many African elephants are killed every day? 2. What did Prince William say about China’s wildlife protection efforts? After listening, students discuss their answers in pairs. Then the teacher invites students to share their answers. The correct answers are: 54 elephants are killed every day; Prince William said that China can become a global leader in the protection of wildlife. The teacher praises students who answer correctly and encourages those who do not to listen carefully again. The teacher plays the audio for the second time, asking students to listen and take notes on the key points of the speech, including the data mentioned, the examples of famous people (Yao Ming and Prince William), and the call at the end of the speech. After listening, students exchange their notes in groups of four, and then the teacher invites a representative from each group to share the group’s notes. The teacher supplements and sorts out the key points: 1. In 33 years, 70 percent of Africa's elephant population has been lost; 2. 20,000 elephants are killed every year, which is 54 elephants a day; 3. Famous people like Yao Ming and Prince William are working hard to protect wildlife; 4. Everyone can take action to protect wildlife, and “Change begins with you”. To deepen students’ understanding of the listening material, the teacher plays the audio for the third time, asking students to listen and imitate the pronunciation and intonation of the speakers. For the dialogue part, students imitate the casual and natural tone of daily communication; for the speech part, students imitate the serious and passionate tone of advocacy. The teacher walks around the classroom, correcting students’ pronunciation and intonation in time, especially the stress of key words and the pauses in sentences. Post-listening: Summarize and Extend After the listening practice, the teacher guides students to summarize the listening material. The teacher asks: “What have we learned from the listening material? What are the main causes of wildlife extinction? What can we do to protect wildlife?” Students answer one by one, and the teacher summarizes: “From the listening material, we know that wildlife is facing a serious crisis of extinction, mainly due to hunting, pollution and habitat loss. Famous people and ordinary people can all take action to protect wildlife. The key is to raise people’s awareness and take practical actions.” Then the teacher extends the listening content by asking students: “Besides the reasons mentioned in the listening material, what other reasons do you think lead to wildlife extinction?” Students discuss in groups, and the possible answers include overdevelopment of human beings, climate change, invasive species, etc. The teacher affirms students’ answers and adds some relevant knowledge: “Climate change is also an important reason for wildlife extinction. For example, the melting of polar ice makes polar bears lose their habitat. Invasive species will compete with local species for food and living space, leading to the extinction of local species.” This part helps students expand their knowledge and deepen their understanding of wildlife protection. Speaking: Practice, Cooperate and Express Language Input: Learn Functional Sentences Before the speaking practice, the teacher presents the functional sentences related to wildlife protection on the multimedia courseware, which are divided into three categories: expressing concerns, asking about reasons, and putting forward suggestions. The sentences are selected from the listening material and extended appropriately to help students use them flexibly in speaking. Expressing concerns: 1. I am very concerned about the situation of endangered wildlife. 2. It’s terrible that so many species are dying out every day. 3. I feel sad when I see animals being hunted. Asking about reasons: 1. Why are so many wild animals dying out? 2. What are the main causes of habitat loss? 3. Do you know why some animals are endangered? Putting forward suggestions: 1. We should make more posters to raise people’s awareness. 2. We can call on our friends and family to protect wildlife. 3. The government should make laws to ban illegal hunting. 4. We should protect the habitats of wild animals. The teacher reads each sentence aloud, and asks students to repeat them. Then the teacher explains the usage of some sentences. For example, “I am concerned about...” is used to express one’s worry about something; “We should...” is used to put forward suggestions. The teacher also gives examples to help students understand how to use these sentences in specific contexts. For example, “I am concerned about the Tibetan antelopes. They are being hunted for their fur.” “We should protect the wetlands to provide habitats for birds.” Controlled Practice: Pair Work In this part, students practice speaking in pairs with the help of functional sentences and listening materials. The teacher gives a situational task: Suppose you and your partner are talking about wildlife protection. You can talk about the current situation of an endangered animal, the reasons for its endangerment, and put forward some protection suggestions. The teacher provides a sample dialogue on the courseware to guide students: Student A: I am very concerned about the African elephants. Do you know why they are endangered? Student B: Yes. Many elephants are being hunted for their ivory, and their habitats are being destroyed by human activities. Student A: That’s terrible. What can we do to protect them? Student B: We should raise people’s awareness of protecting elephants and call on everyone not to buy ivory products. The government should also make stricter laws to ban illegal hunting. Student A: I agree with you. We can also make posters to spread the message. Students practice the sample dialogue first, then replace the African elephants with other endangered animals (such as pandas, Tibetan antelopes, sharks) and practice again. The teacher walks around the classroom, observing students’ practice, and provides help in time. For students who have difficulty expressing themselves, the teacher reminds them to use the functional sentences learned, and helps them correct grammatical mistakes and inappropriate expressions. For example, if a student says “Elephant is in danger”, the teacher corrects it to “Elephants are in danger” and explains the usage of plural nouns. After the practice, the teacher invites 2-3 pairs of students to perform their dialogues in front of the class, and gives comments and praise, affirming their strengths and putting forward suggestions for improvement. Semi-controlled Practice: Group Discussion After the pair work, students are divided into groups of four to carry out a group discussion. The discussion topic is: “What can we students do to protect wildlife in our daily life?” The teacher gives some hints to help students think: 1. How to raise awareness of wildlife protection among classmates and family members? 2. What small actions can we take in our daily life to protect wildlife? 3. How to prevent the purchase and use of products made from wild animals? Before the discussion, the teacher assigns roles to each group member: a recorder (responsible for recording the group’s opinions), a speaker (responsible for sharing the group’s opinions in front of the class), and two discussants (responsible for putting forward opinions and participating in the discussion). This ensures that every student can participate in the discussion actively. During the discussion, the teacher walks around each group, guides students to express their opinions clearly and logically, and encourages them to use the functional sentences and vocabulary learned. For example, if a group has no idea, the teacher prompts: “Can we organize a class speech to talk about wildlife protection? Or can we make a handwritten newspaper to spread the knowledge of wildlife protection?” The discussion lasts for 8-10 minutes. After the discussion, each group’s speaker shares the group’s opinions in front of the class. For example, one group may say: “We think students can do many things to protect wildlife. First, we can give a speech in class to tell our classmates about the importance of wildlife protection. Second, we can refuse to buy products made from wild animals, such as ivory, fur and shark fin. Third, we can plant trees to protect the habitats of wild animals. Fourth, we can call on our family members to join in the protection of wildlife.” The teacher listens carefully to each group’s sharing, and gives positive comments. For example, “Your opinions are very practical and creative. It’s a good idea to give a class speech and make a handwritten newspaper.” The teacher also summarizes the common opinions of each group, helping students sort out their ideas and deepen their understanding of practical protection actions. Free Practice: Speech and Evaluation In this part, students carry out a short speech activity. Each student prepares a 1-2 minute speech with the theme “I Want to Protect Wildlife”, using the knowledge and skills learned in this lesson. The speech should include the current situation of an endangered animal, the reasons for its endangerment, and the protection suggestions put forward by the student. Before the speech, students have 5 minutes to prepare their speeches. They can write down key words and sentences to help them remember. After the preparation, students take turns to give speeches in front of the class. The teacher and other students listen carefully and evaluate the speeches from three aspects: content (whether the content is clear and logical), language (whether the vocabulary and sentences are used correctly, whether the pronunciation and intonation are standard), and expression (whether the expression is natural and confident). The teacher invites 2-3 students to evaluate each speech first, then gives their own evaluation, affirming the strengths of the speaker and putting forward suggestions for improvement. For example, “Your speech is very moving, and you have put forward very practical suggestions. But you made a small mistake in pronunciation: the word ‘habitat’ should be pronounced /ˈhæbɪtæt/. You can practice it more.” For students who are nervous or have difficulty giving speeches, the teacher encourages them and gives them help. For example, the teacher can prompt the key points of the speech, or let them refer to the notes they prepared. This part not only exercises students’ oral expression ability, but also helps them deepen their understanding of the theme of wildlife protection and enhance their sense of responsibility. Summary and Homework Summary At the end of the class, the teacher summarizes the content of this lesson with students. The teacher says: “Today, we have learned a lot about wildlife protection through listening and speaking. We listened to a dialogue and a speech, mastered some core vocabulary and functional sentences, and practiced expressing our views on wildlife protection. We also discussed what we students can do to protect wildlife in our daily life. I hope that after this lesson, everyone can enhance their awareness of wildlife protection and take practical actions to help wild animals.” The teacher also emphasizes the key points of this lesson again: 1. Master the core vocabulary and functional sentences about wildlife protection; 2. Be able to obtain key information from listening materials; 3. Be able to express concerns, ask about reasons and put forward suggestions on wildlife protection in English fluently and logically. Homework To consolidate the knowledge and skills learned in this lesson, the teacher assigns three types of homework: 1. Listening homework: Listen to the audio of this lesson at least three times, imitate the pronunciation and intonation, and record your own imitation audio to hand in the next class. This helps students consolidate their listening comprehension and improve their pronunciation and intonation. 2. Speaking homework: Practice the dialogue with your partner again, and prepare a new dialogue about another endangered animal, which will be checked in the next class. This helps students flexibly use the functional sentences and vocabulary learned. 3. Extended homework: Find some information about an endangered animal (in English), including its living habits, the reasons for its endangerment and the protection measures, and write a short English passage (about 80-100 words). This helps students expand their knowledge and improve their writing ability, and also deepens their understanding of wildlife protection. Before the end of the class, the teacher says: “Wildlife is an important part of our planet, and protecting wildlife is our responsibility. I hope everyone can remember the sentence ‘Change begins with you’ and take action to protect wild animals from now on. See you next class!” 1 / 1 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 $