Unit 2 Wildlife Protection-Assessing Your Progress教案-2025-2026学年高中英语人教版必修第二册

Unit 2 Wildlife Protection-Assessing Your Progress 内容导航 Assessing Your Progress in Unit 2 Wildlife Protection is a comprehensive evaluation section that focuses on testing students’ mastery of key vocabulary, grammar structures, and practical language skills related to wildlife protection. It includes vocabulary and grammar exercises, self-reflection activities, and a project of establishing an animal rescue center, helping students check their learning outcomes, identify weaknesses, and apply what they have learned to practical scenarios, thus deepening their awareness of wildlife protection. 教学目标和重难点 1. 教学目标 Language Ability: Master key vocabulary and grammar of wildlife protection, and improve skills in listening, speaking, reading and writing related to the theme. Cultural Awareness: Understand the global significance of wildlife protection, respect diverse protection strategies, and establish a sense of global responsibility. Thinking Quality: Cultivate critical thinking by analyzing protection measures and logical thinking through completing projects. Learning Ability: Guide students to self-evaluate, reflect on learning methods, and develop the habit of independent learning and cooperative inquiry in practical activities. 2. 教学重难点 Key Points: Master the usage of key vocabulary (such as endanger, protect, reserve, etc.) and grammar structures (present continuous passive voice, independent nominative structure) in the unit; be able to use relevant language to express views on wildlife protection and complete practical tasks like making posters. Difficult Points: Flexibly apply grammar structures in practical communication and writing; correctly understand the connotation of wildlife protection and put forward reasonable protection suggestions; effectively complete cooperative projects and improve comprehensive language application ability. 教学过程 The teaching process of Assessing Your Progress is designed to fully implement the four-dimensional core literacy objectives, combining evaluation, consolidation, application and reflection. It is carried out in a student-centered way, through various teaching activities such as individual practice, group cooperation, self-evaluation and mutual evaluation, to help students systematically sort out the knowledge and skills of the unit, check their learning effects, and improve their comprehensive language application ability and awareness of wildlife protection. Step 1: Lead-in (Warm-up and Review) The lead-in link aims to arouse students’ interest in learning, review the key knowledge of the unit, and lay a solid foundation for the formal evaluation and practice. First, the teacher will show some pictures and short videos of endangered wild animals (such as Tibetan antelopes, elephants, pandas) and ask students to describe what they see in English. The teacher can guide students to use the key vocabulary and sentence patterns learned in the unit, such as “endangered species”, “illegal hunting”, “habitat destruction”, “protect...from...”, “take measures to do sth.”. For example, the teacher can ask: “What can you see in the picture? What problems are these animals facing? What should we do to protect them?” After students’ brief answers, the teacher will summarize the key content of the unit, focusing on reviewing the key vocabulary and grammar points. The teacher can list some core vocabulary on the blackboard or courseware, such as carry, majority, complain, respond, tend, replace, harm, endangered, reserve, observe, remind, threat, etc., and ask students to read them aloud and explain their meanings and common collocations. For grammar, the teacher will focus on reviewing the present continuous passive voice (e.g., “Habitats are being destroyed by human activities.”) and the independent nominative structure, and briefly explain their usage and characteristics with simple examples to help students recall and consolidate the relevant knowledge. In this link, the teacher should pay attention to interacting with students, encourage students to actively participate in the review, and timely correct their wrong expressions, so as to ensure that students can firmly grasp the basic knowledge of the unit and smoothly enter the next evaluation link. Step 2: Vocabulary and Grammar Assessment (Individual Practice) This link is the core part of Assessing Your Progress, aiming to test students’ mastery of key vocabulary and grammar in the unit. The teacher will distribute the assessment task sheets, which include two parts: vocabulary exercises and grammar exercises. All exercises are designed closely around the unit content, with appropriate difficulty, covering the key points and basic points of the unit. For the vocabulary part, there are multiple forms of exercises, such as filling in the blanks with the correct form of the given words, choosing the right word to complete the sentences, and translating sentences with key vocabulary. For example, fill in the blanks with words like “complain”, “respond”, “tend”, “harm”: 1. Many people ______ about the noise from the construction site. 2. The government ______ to the public’s concerns about wildlife protection quickly. 3. People ______ to ignore the importance of protecting small animals. 4. Illegal hunting does great ______ to endangered species. In the translation exercise, students are required to translate Chinese sentences into English, such as “我们应该采取措施保护濒危动物的栖息地。” (We should take measures to protect the habitats of endangered animals.) and “大多数人都意识到了野生动物保护的重要性。” (The majority of people are aware of the importance of wildlife protection.) For the grammar part, the focus is on testing the application of the present continuous passive voice and the independent nominative structure. The exercises include identifying the grammar structure in the sentences, rewriting the sentences with the required grammar, and completing the sentences with the correct form of the verbs. For example, rewrite the following sentences into the present continuous passive voice: 1. People are destroying the forests. → The forests are being destroyed by people. 2. Poachers are hunting Tibetan antelopes illegally. → Tibetan antelopes are being hunted illegally by poachers. For the independent nominative structure, students are required to complete the sentences, such as “Weather permitting, we ______ (go) to the wildlife reserve tomorrow.” and “The work ______ (finish), we went back to school.” During the students’ practice, the teacher will walk around the classroom, observe the students’ performance, and provide timely guidance to the students who have difficulties. For students who make mistakes, the teacher will not directly give the answers, but guide them to find the mistakes by themselves, analyze the reasons for the mistakes, and help them master the correct usage. After all students finish the exercises, the teacher will explain the answers in detail, focus on analyzing the key and difficult exercises, and summarize the common mistakes and solutions, so as to help students consolidate the vocabulary and grammar knowledge and avoid making the same mistakes again. Step 3: Self-Reflection and Mutual Evaluation (Cooperative Learning) After the vocabulary and grammar assessment, the teaching enters the self-reflection and mutual evaluation link, which aims to guide students to correctly understand their own learning situation, find their own advantages and disadvantages, and learn from each other through mutual evaluation. First, the teacher will ask students to check their own exercises according to the standard answers, score their own performance, and fill in the self-reflection form. The self-reflection form includes the following contents: 1. What vocabulary and grammar points have I mastered well? 2. What vocabulary and grammar points do I still have difficulties with? 3. What are the main reasons for my mistakes? 4. What measures will I take to improve my learning? After students finish self-reflection, they will be divided into groups of 4-5 people for mutual evaluation. Each student will show their own exercise sheets and self-reflection forms to their group members, introduce their own learning situation and existing problems, and then the group members will discuss and evaluate each other. In the mutual evaluation process, students should not only point out the mistakes of their classmates, but also give correct suggestions and share their own learning methods and experience. For example, if a student makes a mistake in the collocation of “complain”, other students can remind him that “complain” is usually collocated with “about” or “of”, and give relevant examples to help him master the correct collocation. The teacher will guide each group to carry out mutual evaluation in an orderly manner, emphasize that mutual evaluation should be objective and helpful, avoid criticizing or laughing at classmates, and focus on helping each other improve. After the mutual evaluation of each group, the teacher will invite several groups to share their mutual evaluation results and experiences, summarize the common problems of the whole class, and put forward targeted improvement suggestions. For example, if many students have difficulties in the application of the present continuous passive voice, the teacher will arrange a short intensive exercise to help students consolidate and master it. This link not only helps students to have a clear understanding of their own learning situation, but also cultivates their ability of self-evaluation and mutual help, and promotes the common progress of students in the group. Step 4: Project Practice - Establishing an Animal Rescue Center (Comprehensive Application) Project practice is an important part of Assessing Your Progress, which aims to let students apply the knowledge and skills learned in the unit to practical scenarios, cultivate their comprehensive language application ability, cooperative inquiry ability and sense of social responsibility. The theme of the project is “Establishing an Animal Rescue Center”, which requires students to work in groups to design a plan for establishing an animal rescue center and make a promotional poster. First, the teacher will introduce the requirements of the project in detail: 1. Each group will design a name and logo for the animal rescue center. 2. The group needs to formulate the purpose, service scope and main work content of the rescue center (such as rescuing injured wild animals, providing temporary shelter for endangered animals, carrying out publicity activities on wildlife protection, etc.). 3. The group should put forward specific measures for the operation of the rescue center (such as raising funds, recruiting volunteers, cooperating with relevant departments, etc.). 4. Each group needs to make a promotional poster to publicize the rescue center, which should include the name, logo, purpose, service content and appeal of the rescue center, and use the key vocabulary and sentence patterns of the unit. After clarifying the requirements, the groups will start to carry out the project. First, the group members will discuss and divide the work, such as assigning someone to design the name and logo, someone to formulate the purpose and service scope, someone to put forward the operation measures, and someone to make the promotional poster. During the discussion, students should use English to communicate, express their own views and suggestions, and use the key vocabulary and grammar learned in the unit, such as “We plan to...”, “Our rescue center aims to...”, “We will take measures to...”, “We hope that everyone can...”. The teacher will walk around each group, listen to their discussions, provide timely guidance and help, and correct their wrong expressions in English communication. In the process of making the promotional poster, students can use various materials, such as pictures, colors, words, etc., to make the poster more attractive and persuasive. The poster should be concise and clear, with prominent themes, and can effectively convey the concept of the animal rescue center and the appeal of wildlife protection. At the same time, students should pay attention to the correct use of English words and sentences in the poster, avoid grammatical mistakes and wrong expressions. After all groups finish the project, each group will send a representative to present their project results to the whole class. The representative will introduce the name, logo, purpose, service scope, operation measures of the rescue center in English, and display the promotional poster, explaining the design ideas and connotation of the poster. Other students can ask questions to the presenting group, such as “How will you raise funds for the rescue center?” “What kind of wild animals will your rescue center focus on rescuing?” The presenting group should answer the questions in English, which not only tests the students’ oral expression ability, but also deepens their understanding of the project. After all groups finish the presentation, the teacher will evaluate the project results of each group, focusing on evaluating the rationality of the plan, the creativity of the poster, the correctness and fluency of English expression, and the cooperation of the group members. The teacher will affirm the advantages of each group, point out the existing problems, and put forward improvement suggestions. At the same time, the teacher will select the excellent project results and display them in the classroom, encouraging students to learn from each other and improve their comprehensive ability. Step 5: Summary and Extension (Consolidation and Improvement) The summary and extension link aims to help students systematically sort out the knowledge and skills of the unit, consolidate the learning results, and extend the theme of wildlife protection to real life, so as to deepen their awareness of wildlife protection and cultivate their sense of social responsibility. First, the teacher will summarize the whole teaching process of Assessing Your Progress, reviewing the key vocabulary, grammar points and project practice content of the unit. The teacher will emphasize that wildlife protection is the responsibility of every citizen, and encourage students to apply the knowledge and skills learned in the unit to real life, and take practical actions to protect wild animals. For example, the teacher can ask students: “What can we do in our daily life to protect wild animals? How can we persuade our family and friends to join in the action of wildlife protection?” Then, the teacher will carry out the extension activity. The teacher will introduce some international organizations and activities related to wildlife protection, such as Wild Aid, the World Wildlife Fund (WWF), and the International Union for Conservation of Nature (IUCN), and briefly introduce their work content and significance. The teacher can also play a short video of the work of these organizations, letting students understand the global efforts and achievements in wildlife protection, and cultivating their sense of global responsibility. In addition, the teacher will assign after-class tasks: 1. Review the key vocabulary and grammar of the unit, and finish the supplementary exercises. 2. Improve the project plan and promotional poster of the animal rescue center according to the teacher’s evaluation and suggestions. 3. Write a short passage (about 100 words) about “My Suggestions on Wildlife Protection”, using the key vocabulary and sentence patterns of the unit. 4. Collect information about a kind of endangered wild animal and share it with the class in the next class. Finally, the teacher will make a final summary, emphasizing that learning English is not only to master language skills, but also to use English to convey positive values and take social responsibility. The teacher will encourage students to keep learning, keep improving, and use their own actions to protect wild animals and build a harmonious coexistence between humans and nature. 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 $