Unit 2 Wildlife Protection Period 5 Listening and Talking 教学设计 -2026-2027学年人教版高中英语必修第二册

Unit 2 Wildlife Protection Listening and Talking — Help the Wildlife in Your Neighbourhood（教案） 教材分析 本课时选自人教版（2019）必修第二册 Unit 2 Wildlife Protection 的 Period 5 Listening and Talking，主题是“身边的野生动物保护”。听力材料是一段观鸟俱乐部青少年的对话，主要功能项目是表达“目的”的句式——to do / in order to / so as to / so that / in order that / be used for doing。说的部分要求学生结合身边的野生动物提建议、说理由。教材通过观鸟工具图片配对、目的句式操练、听力问答和小组讨论，从输入到输出一步步过来。本设计把武汉本地观鸟资源（东湖绿道、府河湿地、长江）作为“说”的语境，让学生有话可说；听力部分严格用课本原音频和原题目，不改动。 教学目标 1．认识 binoculars、bird feeder、bird field guide 这些观鸟工具，能归纳表“目的”的句式：to do、in order to、so as to、so that、in order that、be used for doing。 2．听懂课本这段观鸟俱乐部对话，能回答 who / where / what / why 四个问题，并能把表“目的”的短语正确填入句子。 3．小组讨论武汉身边的野生动物（东湖的鸟、小区的野猫），能用表“目的”的句式提建议、说理由。 教学重难点 重点：掌握表“目的”的句式，听得懂、用得对。 难点：to do / in order to / so as to 后接短语与 so that / in order that 后接从句两类的区分；听力中快速抓住“为了什么”；开口表达时避免只重复 to do。 教学过程 Step 1　Lead-in（导入，约 10 分钟） Activity 1　Match the words with the pictures. Teacher: Show the three pictures on the worksheet (bird feeder, binoculars, bird field guide). Ask students to match 1–3 with the pictures marked A, B and C. Students: Look at the pictures on the worksheet and match the three words with the pictures. Activity 1　Match the words with the pictures. A　　　　　　　　B　　　　　　　　C 1. binoculars 2. bird feeder 3. bird field guide 设计说明：从观鸟工具入手，图片配对直观有趣，先扫清词汇，为后面 Activity 2 武汉观鸟地点的讨论做铺垫。本环节只是导入话题，不直接碰重难点。 Activity 2　Where can you watch birds in Wuhan? Teacher: Present the four Wuhan places and the four descriptions. Ask students to match each place with its description. Students: Read the four places and the four descriptions, and match each place with its description. Activity 2　Where can you watch birds in Wuhan? Match the places with the descriptions. 1. the East Lake Greenway 2. the Fuhe Wetland 3. the East Lake National Wetland Park 4. the Yangtze River A. ride along the greenway and spot birds by the lake B. find migratory birds such as great cormorants perching in the trees C. watch egrets and night herons resting by the lakeside D. see black-headed gulls flying over the river in winter 设计说明：武汉本地观鸟地点是学生熟悉的生活经验，把“身边的野生动物”话题激活，同时自然过渡到本单元听力主题——观鸟。仍属导入。 Activity 3　Choose the right ending for each sentence. Teacher: Ask students to finish the four sentence endings, then fill the Expressing purposes table (+ n. / + v. / + clause). Students: Complete the four sentences with the right endings and sort the purpose phrases into the table. Activity 3　Choose the right ending for each sentence. Then work out the phrases used to express purposes. 1. Binoculars 　　. 2. Build bird feeders in the parks along East Lake 　　. 3. Use a bird field guide 　　. 4. Put paper cut-outs on windows 　　. A. in order to identify the birds we see B. so that birds do not crash into them C. to make sure that birds have enough food D. are used for watching birds from far away + n. + v. + clause ★ Focus (key point): Purpose phrases come in two types—to do / in order to do / so as to do before a verb phrase, and so that / in order that before a clause. Keep this table in mind: you will use these phrases in the listening and talking tasks. 设计说明：【重点·难点】这一步是全课的语言基础：把目的句式归纳成两类（短语 vs 从句），正面落实“掌握目的句式”这个重点，也是第一次正面突破“两类容易混”这个难点。后面听、说两个环节都从这里调用。 Step 2　First Listening（泛听，约 7 分钟） Teacher: Play the recording once. Ask students to read the four questions first and predict, then listen for who, where, what and why. Students: Read the four questions, listen to the conversation between three teenagers, and answer the questions. ★ Learning tip (difficult point): Read the four questions first and predict what the talk may be about. While listening, listen for who, where, what and why—the purpose. Listen to a conversation between three teenagers and answer the questions. 1. Who are the teenagers? 2. Where are they? 3. What are they doing? 4. Why are they doing it? 设计说明：【难点】听前预测降低焦虑；这一步重点练抓 who / where / what / why，其中 why 就是“为了什么”，正对“听力里快速抓住目的”这个难点。 Step 3　Second Listening（精听，约 8 分钟） Teacher: Play the recording again. Ask students to fill in the blanks with the purpose phrases, then check in pairs. Students: Fill in the four blanks with the phrases learnt in Activity 3, then listen again and check their answers. ★ Key point in practice: The blanks are the purpose phrases from Activity 3. Listen for the reason or purpose and check how each phrase is used. Read the following sentences and fill in the blanks with the phrases you have learnt. Then listen again to check your answers. 1. They got up early 　　　　　　　　search for wild birds. 2. I've bought a field guide 　　　　　　　　we can look up the birds we see. 3. My dad gave me the binoculars 　　　　　　　　we can see the birds better. 4. Birdwatching clubs clean up habitats, build bird feeders, and put paper cut-outs on windows 　　　　　　　　protect birds. 设计说明：【重点·难点】精听填的就是 Step 1 归纳出来的目的句式，把归纳好的两类放回真实听力里用，既巩固“掌握目的句式”这个重点，又正面练“短语跟在动词前、从句跟在动词后”这个难点。 Step 4　Talking（说，约 15 分钟） Teacher: Set the task: think of the wildlife around you in Wuhan and discuss in groups what they need and what we can do. Remind students to use the purpose phrases. Students: Work in groups. Think of the birds in East Lake, the wild cats in the community, or the fish in the Yangtze; discuss their needs and solutions, using the purpose phrases. ★ Useful expressions: to do / in order to do / so as to do / so that… / in order that… / be used for doing. Use them when you speak—try not to fall back on to do every time. Think of the wildlife around you in Wuhan—the birds in East Lake, the wild cats in your community, or the fish in the Yangtze. What do they need? What can you do to help them? Discuss in groups and use the purpose phrases you have learnt. 设计说明：【重点·难点】这是输出环节，武汉情境让学生有话可说；句型支架（★ Useful expressions）逼着学生换着用几类目的句式，落实“用得对”这个重点，同时防着学生开口只会说 to do，再碰一次难点。示范对话见文末 Answer Key Model 1 / Model 2。 家庭作业 1．用表“目的”的句式写 5 句话，说说你能为身边的野生动物（东湖的鸟、小区的猫、长江里的鱼等）做什么，每句至少使用一种不同的目的结构。 2．跟读课本听力录音两遍，注意听清四个目的短语在句中的位置。 板书设计 主板书（黑板左侧）：Unit 2 Period 5　Help the Wildlife in Your Neighbourhood Purpose phrases: ＋ n.　: be used for doing ＋ v.　 : to do / in order to do / so as to do ＋ clause: so that / in order that 副板书（黑板右侧）：East Lake Greenway　·　Fuhe Wetland　·　East Lake National Wetland Park　·　the Yangtze River 设计说明：主板书就是本课重点（目的句式三类），整节课挂在黑板上；副板书随学生回答随时写武汉观鸟地点，越写越多。 教学优缺点 优点： 1．武汉本地情境真实，学生对东湖、府河湿地、长江这些地点有生活经验，讨论环节有话可说，说的目标落实到位。 2．任务链有坡度：图片配对 → 句式归纳 → 泛听 → 精听 → 小组说，一步步往上走，听说课一般就是这个路子。 3．答案统一后置，导学案和教案都留着作答空间，上课直接用。 不足： 1．听力材料是课本固定的，武汉元素只落在“说”这一段，输入和本地语境结合得不多。 2．目的句式两类区分是难点，一节课的操练量对基础弱的学生可能不够，得靠课后作业再兜一道。 Answer Key Step 1 Activity 1: 1. B　　2. A　　3. C Activity 2: 1. A　　2. B　　3. C　　4. D Activity 3: 1. D　　2. C　　3. A　　4. B Expressing purposes: be used for doing | to do / in order to do / so as to do | so that / in order that Step 2 1. They are from a birdwatching club. 2. In the Qinling Mountains. 3. They are searching for new wild birds and looking them up in their field guide. 4. It's interesting, and they can practise it anywhere. Step 3 1. so as to　　2. so that　　3. in order that　　4. in order to Step 4 — Model dialogues Model 1 (birds in East Lake): A: I often see egrets resting by the East Lake Greenway. Maybe we should do something to care for them. B: Should we put up nest boxes in the trees so that they can have a safe place to rest? C: Sure, and I think we could also watch them quietly from a distance in order not to disturb them. Model 2 (wild cats in the neighbourhood): A: I often see wild cats in our neighbourhood. Maybe we should do something to care for them. B: Should we put out bowls of food for them? C: Sure, and I think we could also put out boxes or other things so that they can find shelter when it's cold or wet outside. 学科网（北京）股份有限公司 $