Unit 3 Using Language(Ⅰ) Listening and Speaking 导学案-2026-2027学年高中英语人教版（2019）选择性必修第四册

2026-2027学年高中英语人教版（2019）选择性必修第四册 Unit 3 Whales and Sea Animals Period 3 Using Language(Ⅰ) Listening and Speaking 导学案 【学习目标】 1. To get the main idea and key details from a conversation about a whale watching camp; 2. To understand the sequence of the camp activities using order words (first, then, after that, finally); 3. To learn facts about whales—species, classification by teeth, communication by sounds; 4. To use sequence words to describe a conservation activity plan for the Yangtze finless porpoise in Wuhan. 【学习重难点】 重点：在第二遍听力中按正确顺序排列鲸鱼观察营的活动流程，掌握 first / then / after that / finally 等顺序词的逻辑功能。 难点：在小组讨论中用顺序词描述长江江豚保护活动方案，做到步骤清晰、衔接自然。 【预习案】 Look and think You see three photos: a finless porpoise leaping out of the water right near the Wuhan Yangtze River Bridge, the Baiji Dolphin Hall at the Chinese Academy of Sciences Institute of Hydrobiology near Luojia Hill, and a finless porpoise watching spot at Hankou Jiangtan. Talk with your partner: Have you ever seen a finless porpoise when you walked along the Yangtze River in Wuhan? Why do people call it Wuhan's "river city sprite"? Write down 2-3 sentences. ____________________________________________________________ ____________________________________________________________ 预习疑惑： ____________________________________________________________ 【课堂探究】 Part Ⅰ Pre-listening 1. Have you ever seen a finless porpoise near the Wuhan Yangtze River Bridge or at Hankou Jiangtan? Do you know the Baiji Dolphin Hall at the Institute of Hydrobiology on Luojia Hill? Why do people in Wuhan treat the finless porpoise as a symbol of the Yangtze River? ____________________________________________________________ ____________________________________________________________ 2. You are about to listen to a conversation about a whale watching camp. Read the questions on the next page quickly. Underline the key words—what are you listening for? ____________________________________________________________ ____________________________________________________________ Part Ⅱ While-listening Activity 1 First listening: main idea Listen to the conversation and answer: What three things were the campers asked to do? 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ Activity 2 Second listening: sequence — ★ Key point breakthrough Listen again and number the following sentences in the correct order according to what the campers did. ___ After that, we gave the group of whales a name, and each member a number. ___ They will be added to the directory so we can identify them in the future. ___ Most whales have slightly different fins and marks, which can help us to tell them apart. ___ Meanwhile, we also noted their location, so we can track their movements and plot their migration path. ___ Then we took pictures of their fins. ___ Finally, we contacted other whale research groups around the world to share the information with them. ___ First, we followed a group of whales with the boat. ___ Later, we created a database of their fins and locations. Useful tip: Sequence words: first / first of all / then / after that / next / later / meanwhile / finally. These words tell you the order of events. Activity 3 Third listening: key information Listen again and answer the questions. 1. How many species of whales are there? ____________________ 2. What is the criterion to divide the main types of whales? ____________________ 3. What do whales use sounds for? ____________________ 4. Why do the campers take pictures of the whales' fins? ____________________ 5. Why do they contact other research groups? ____________________ Part Ⅲ Talking Activity 1 Group task: Plan a finless porpoise conservation week Imagine your group is organizing a "Yangtze Finless Porpoise Protection Week" at your school. Choose one activity below and plan its step-by-step process. Use sequence words (first, then, after that, finally) to describe the steps. A. A field trip to the Tian-E-Zhou Oxbow Finless Porpoise Reserve near Wuhan B. A poster design competition about the finless porpoise C. A volunteer cleanup along the Wuhan Yangtze riverbank D. A documentary screening about the finless porpoise with a Q&A session Useful expressions (sequence words from the listening): · First, we will... · Then / After that, we plan to... · Meanwhile, we also want to... · Later, we will... · Finally, we hope to... · The reason why we do this is... Activity 2 Group report Your group presents your activity plan to the class. Make sure your steps are in order and use at least three sequence words. Other groups may ask one question. Activity 3 Role-play (after class) After class, stay in your groups: one person is a Wuhan Yangtze River conservation officer, the other three are students who just came back from a field trip. Prepare a 2-minute dialogue where you report what you did and what you learned. Use sequence words. Selected groups will perform next lesson. ★ 小组互评表 (Group Assessment) Criteria Excellent (3 pts) Good (2 pts) Needs improvement (1 pt) Sequence logic Steps in clear order, at least 3 sequence words Steps mostly in order, 2-3 sequence words Steps jumbled, no sequence words Wuhan connection Specific, tied to finless porpoise / Yangtze Has Wuhan link, general No Wuhan connection Language accuracy Few grammar errors, easy to follow Some errors, meaning clear Many errors, hard to understand Team cooperation Everyone speaks, good teamwork Most join in One person does all talking 【作业布置】 1. Read aloud the new words and expressions on the textbook pages. 2. Write a short passage (about 80 words): Describe the steps of a finless porpoise protection activity in Wuhan. Use at least three sequence words. 【参考答案】 Pre-listening 1. Open answer. Students may mention that the finless porpoise is a symbol of the Yangtze ecosystem; its survival means the river is healthy. 2. Students should underline key words like "three things," "order," "questions," "camp." While-listening Activity 1 1. To find out some facts for a whale profile. 2. To think about why they did whale research. 3. To go out with the researchers and write a report of the work they do. Activity 2 Order (correct sequence): (1=First, followed the whales by boat; 2=Then took pictures of fins; 3=Most whales have different fins/marks; 4=Meanwhile noted location; 5=Later created a database; 6=After that, gave whales names/numbers; 7=Added to directory; 8=Finally contacted other research groups.) Activity 3 1. Over 80. 2. The criterion is whether they have teeth or not. 3. They use sounds to communicate and hunt. 4. This can help them to tell the whales apart. 5. They want to share the information with them. Talking & Role-play Open answers. Groups may choose any activity A–D; accept any plan with clear steps, correct sequence words, and a Wuhan/finless porpoise connection. 学科网（北京）股份有限公司 $