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

Unit 2 Wildlife Protection-Video Time 内容导航 This Video Time focuses on The Elephant Whisperers, a project in Kenya that rescues, raises and releases orphaned baby elephants. It shows the care from elephant keepers and reveals the threats elephants face, aiming to arouse students’ awareness of wildlife protection. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and sentences about wildlife protection and elephant rescue, and improve their ability to understand and express information from the video. Cultural Awareness: They learn about Kenya’s wildlife protection practices, respect diverse protection models and establish a global perspective on ecological protection. Thinking Quality: They develop logical thinking by sorting out the video’s context and critical thinking by discussing related protection issues. Learning Ability: They learn to obtain information from videos and cooperate with peers to complete tasks, enhancing their independent learning ability. 2. 教学重难点 Key Points: Mastering core vocabulary such as “orphan, rescue, release, conservation” and sentence patterns about describing wildlife protection activities; understanding the main content, characters and core purpose of the video. Difficult Points: Using the learned language to express views on wildlife protection fluently and coherently; understanding the deep meaning of the video, such as the relationship between humans and nature, and the importance of global cooperation in protection. 教学过程 Pre-Video: Lead-in and Preparation The teaching starts with a warm-up activity to arouse students’ interest and activate their prior knowledge related to wildlife protection. First, the teacher shows students some pictures of African elephants, including baby elephants, adult elephants and scenes of elephants being hunted. Then, the teacher asks some guiding questions: “Have you ever seen African elephants? What do you know about their living conditions? What threats do they face?” Students are invited to answer freely, and the teacher supplements and sorts out their answers, focusing on the problems of elephant poaching and orphaned baby elephants, which paves the way for the video content. Next, the teacher introduces the background of the video. It is explained that the video is titled The Elephant Whisperers, which tells the story of a special project in Kenya. Due to poaching, food shortage and diseases, many mother elephants die, leaving a large number of orphaned baby elephants. The project aims to rescue these baby elephants, raise them until they can live independently, and then release them back to the wild. At the same time, the teacher presents key vocabulary and phrases related to the video, such as “orphan (n. 孤儿), rescue (v. 营救), release (v. 释放), conservation (n. 保护), keeper (n. 饲养员), habitat (n. 栖息地), poaching (n. 偷猎)”. For each word, the teacher explains its meaning, pronounces it correctly, and gives simple example sentences combined with the video context, such as “The elephant keepers rescue orphaned baby elephants and take good care of them.” This helps students remove language barriers and better understand the video content. After that, the teacher introduces the viewing tasks to the students, so that they can watch the video with clear goals. The viewing tasks are divided into two parts: basic tasks and advanced tasks. The basic task is to find out the main characters of the video (elephant keepers and orphaned baby elephants) and the main content (the process of rescuing, raising and releasing baby elephants). The advanced task is to pay attention to the details in the video, such as the behavior of the baby elephants, the work of the keepers, and the words and expressions related to wildlife protection, and try to record key information. While-Video: Watching and Information Collection The video is played three times, and each time has a clear purpose to help students gradually deepen their understanding of the video content. For the first playing, students are required to watch the video roughly, focus on the basic task, and have a general understanding of the video’s main content and characters. During the playing process, the teacher does not interrupt, allowing students to feel the overall atmosphere of the video and the emotional connection between the keepers and the baby elephants. After playing, the teacher invites several students to share their understanding of the main content, and corrects and supplements their answers to ensure that all students grasp the core of the video: the elephant keepers take care of the orphaned baby elephants carefully, teach them survival skills, and release them back to the wild when they are able to live independently. For the second playing, students are required to focus on the advanced task, watch the video carefully, and record key information, including key words, sentences, and important details. The teacher can remind students to take notes simply, such as recording the names of the keepers (if mentioned in the video), the age of the baby elephants, the ways the keepers take care of the baby elephants (such as feeding, bathing, taking them to the forest to learn survival skills), and the difficulties they encounter. During the playing process, the teacher can pause appropriately at key points, such as when the keepers are talking about the threats to elephants, or when the baby elephants are learning to find food, to give students time to record and understand. After playing, the teacher organizes students to exchange their notes in groups of four, share the key information they recorded, and complement each other. Then, the teacher invites representatives from each group to share the group’s results, and sorts out and summarizes the key information of the video, which helps students sort out the context of the video and consolidate the key vocabulary and sentences. For the third playing, students are required to watch the video again with the purpose of checking and supplementing information, and at the same time pay attention to the emotional expression in the video, such as the care of the keepers for the baby elephants, the dependence of the baby elephants on the keepers, and the sadness and hope in the process of protection. After playing, the teacher asks students to express their feelings after watching the video, such as “How do you feel about the elephant keepers? What do you think of the project?” This not only helps students deepen their understanding of the video’s emotional connotation, but also lays the foundation for the post-video discussion. Post-Video: Consolidation, Discussion and Expansion First, the teacher organizes language consolidation activities to help students master the key vocabulary and sentences learned from the video. The first activity is vocabulary practice: the teacher shows the English words and phrases, and asks students to read them aloud and make sentences by themselves, combining the video content. For example, when the teacher says “rescue”, students need to make a sentence like “The project rescues orphaned baby elephants from danger.” The second activity is sentence sorting: the teacher provides some scattered sentences related to the video, and asks students to sort them into a coherent paragraph according to the video context, which helps students sort out the logical relationship of the video content and improve their ability to organize language. The third activity is listening and repeating: the teacher plays the key sentences in the video again, and asks students to listen carefully and repeat them, paying attention to pronunciation, intonation and emotional expression, so as to improve their listening and speaking ability. Next, the teacher organizes group discussions to guide students to think deeply about the theme of wildlife protection and develop their critical thinking and language expression ability. The discussion topics are designed in combination with the video content and real life, and are divided into three levels to meet the needs of different students. The first level is basic topics: “What does the elephant keeper do in the video? Why is it important to rescue orphaned baby elephants?” The second level is intermediate topics: “What threats do elephants face according to the video? What can we do to protect elephants?” The third level is advanced topics: “Do you think the project of releasing orphaned baby elephants back to the wild is effective? What are the possible difficulties? How can we solve these difficulties?” Before the discussion, the teacher gives students 5 minutes to think independently and organize their language. Then, students discuss in groups of four, and each student is required to express their own views and listen to the views of their group members, and put forward their own opinions and suggestions. During the discussion, the teacher walks around each group, guides students to use the learned vocabulary and sentences to express their views, corrects their wrong expressions, and encourages shy students to participate in the discussion. After the group discussion, the teacher organizes a class sharing activity. Each group selects a representative to share the group’s discussion results, and other students can ask questions or put forward different views after listening. For example, when a group shares their views on “how to protect elephants”, other students can supplement other protection methods, such as strengthening law enforcement to crack down on poaching, establishing more nature reserves, and carrying out environmental protection publicity activities. The teacher summarizes the students’ views, emphasizes the importance of wildlife protection, and points out that protecting wildlife is the responsibility of every person, and we should take practical actions to protect the ecological balance. Then, the teacher carries out expansion activities to connect the video content with real life and improve students’ comprehensive application ability and social responsibility. The first expansion activity is “Case Sharing”: students are invited to share the wildlife protection cases they know, either domestic or foreign, such as the protection of giant pandas in China, the protection of rhinos in South Africa, etc., and briefly introduce the protection measures and effects. This helps students expand their horizons and understand the global situation of wildlife protection. The second expansion activity is “Role-Playing”: students are divided into groups, and each group plays a role, such as elephant keepers, environmentalists, poachers, government staff, etc., and carries out a dialogue around the theme of “how to better protect elephants”. During the role-playing, students need to use the learned language to express their views and communicate with each other, which not only improves their oral expression ability, but also makes them deeply realize the importance of multi-party cooperation in wildlife protection. The third expansion activity is “Writing Practice”: students are required to write a short passage of 80-100 words, titled “My Views on Wildlife Protection”, which requires them to combine the video content and their own views, use the key vocabulary and sentences learned, and express their views on wildlife protection and their own determination to take action. After writing, the teacher invites several students to read their passages aloud, and comments on their writing, pointing out their advantages and deficiencies, and guiding them to improve their writing ability. Summary and Homework At the end of the class, the teacher summarizes the whole teaching content. First, the teacher reviews the main content of the video, emphasizing the key points of the video: the process of rescuing, raising and releasing orphaned baby elephants, and the importance of wildlife protection. Then, the teacher reviews the key vocabulary and sentences learned in this class, and reminds students to consolidate and master them in daily study. Finally, the teacher emphasizes the core of the class: protecting wildlife is the responsibility of every person, and we should establish a sense of ecological protection, respect nature, and live in harmony with wildlife. The homework is designed to consolidate the knowledge learned in class and extend students’ learning beyond the classroom, which is divided into three parts. The first part is basic homework: review the key vocabulary and sentences learned in this class, copy each word and sentence twice, and make one sentence for each word. The second part is practical homework: watch another English video about wildlife protection after class, record the key information, and write a short viewing report of 50-80 words. The third part is expanded homework: work with classmates to design a small publicity poster about wildlife protection, which can include English slogans, pictures and brief introduction, and display it in the classroom in the next class. This kind of homework not only helps students consolidate the knowledge learned, but also improves their practical ability and sense of cooperation, and deepens their awareness of wildlife protection. In the whole teaching process, the teacher adheres to the student-centered concept, pays attention to the cultivation of students’ four-dimensional core literacy, combines viewing, listening, speaking, reading and writing, and designs rich and diverse teaching activities to stimulate students’ learning interest and improve their comprehensive English application ability. At the same time, through the video content and related activities, students are guided to establish a sense of ecological protection, enhance their social responsibility, and achieve the teaching goal of integrating language teaching and moral education. 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 $