人教版高中英语 全英文说课稿 wildlife protection
圆形图片-少年强则国强
Teaching plan for Unit 4 book 2
Good
morning, professors, it’s my great pleasure to be
here sharing
my lessons with you. The content
of the lesson is Senior English for
China
Student’s Book 2 Unit 4 Wildlife protection. I’ll
begin the lesson
from the following five
parts, the teaching material, the teaching
methods,
the studying methods, the teaching
procedure and blackboard design.
First, let me
talk about the teaching material.
Firstly，let
me introduce the teaching material. This unit is
to
introduce to us the importance of wildlife
protection. The reading
passage is the center
of this unit. It is made up of 3 paragraphs, that
is,
why we need wildlife protection, a good
example of wildlife protection
and what we can
get from wildlife protection. The text is the most
important teaching material in this lesson,
which extends the main topic
“wildlife
protection” and contains most of the vocabulary
and grammar
points that students should learn
in this unit.
Secondly, I want to tell
something about the students. Although
the
students have the basic abilities of listening,
speaking, reading, and
writing, they still
need many opportunities to practice what they have
learned, to express their ideas, feelings, and
experience and to develop
their autonomous
learning ability and cooperative learning ability
Thirdly, I’d like to talk about teaching aims
and demands
1 Knowledge aims:
（1）to help students to understand and
master the words, phrases and
sentence
patterns.
（2）to know some basic information
about the endangered animals
and wildlife
situation and protection.
2 Ability aims:
(1) To improve the students’ organizing and
using skills of English as
the second language
(2) To understand the main idea, to scan for
the needed information
and to grasp the
details
3 Emotional aims:
(1) Help
students understand the importance of the wildlife
protection and make them be more active in the
helping wildlife.
(2) Develop students’ sense
of cooperative learning
Fourthly, teaching key
points is
1. To help the students get a
general idea of the whole passage, and
some
detailed information and language points as well.
2. To understand the importance of wildlife
protection and then do
something for wildlife
Teaching difficult points is
1. The
students use their own words to express their own
ideas.
2. the usage of present progressive
passive voice
According to the analysis
above, I’ll try to use the following theories
to make students the real master of the class
while the teacher myself the
director.
a.
Communicative Language Teaching
Language is used for communication. It’s
learner-centered and
emphasizes communication
and real-life situations.
b. Task-based
Language Teaching
A task resembles
activities which our students or other people
carry
out in everyday life, Learners should be
given opportunities to reflect on
what they
have learned and how well they are doing.
c.
Computer Assisted Language Teaching
Language learning needs a context, which can help
the learners to
understand the language and
then can product comprehensible output, so
computer has the advantages to make the
materials attractive.
Part 3 Learning Methods
Task-based, self-dependent and cooperative
learning
Part 4 Teaching Procedure
Step
One Lead-in
“Interest is the best teacher.”
Therefore, at the very beginning of the
class,
I should spark the students’ mind to focus on the
centre topic “the
importance of wildlife
protection”
I’ll show them some
beautiful pictures of wild animals, such as lions,
Tibet antelopes, monkeys and so on. Ask them
what they know about
those animals. The
answers must relate to their present situation,
such as
die out, dangerous, decrease and so
on.
After this, the students will be eager
to something about the
endangered wildlife and
this is the very time to naturally lead the class
into Step 2
Step 2 Reading for
information: skimming and scanning
In this
step, I use Task-based Language Teaching method,
which can
give students a clear and specific
purpose while skimming and scanning
the
context.
Task 1 General idea
The
students will be asked to just glance at the title
and the pictures
of the passage, and then
guess what they will read in the text. And they’ll
be divided into groups of four to have a
discussion.
The purpose is to inspire the
students to read actively, not passively.
In
addition, the task is to develop the students’
reading skill by making
prediction and to
encourage the students to express their thoughts
in
English and cooperate with each other.
Task 2 Main idea of each paragraph
Cooperative learning can raise the students’
interest and create an
atmosphere of
achievement. Based on this theory, I divide the
whole class
into 3 groups to skim the
whole text and get the main idea of each
paragraph.
Step 3 Reading for
comprehension
The purpose of reading is
to get the correct and useful information.
Students should not only have a high speed of
reading but also have a
correct understanding
of details. Therefore the following practices on
Page 27 can help check the situation.
Step 4 Solving difficult language problems
through reading
It’s important for
language learners to learn important rules of
grammar and use these rules to solve problems
in reality. In the previous
process of
reading, the students must come across some
difficult language
obstacles, so it’s
necessary for us to discuss and explain. This
period of
time belongs to students. They can
ask any questions they come across in
the
process of learning. I’ll explain the questions
and difficulties. The
purpose of this is
improving the students “questioning spirit” and
dealing
with the difficulties.
Step 5
Consolidation
Language is learnt by
communicating. It is my job to create an
atmosphere for students to use the language.
Here I design 2 activities
1 Role read
The text is concentrated on the
conversation between Daisy and Tibet
antelope,
elephant and monkey. Role read is a good chance to
practice
English in a cooperative learning
atmosphere.
2 Discussion
During making
discussion, the students will deepen their
understanding
of the severe situation of
wildlife and the importance of wildlife
protection.
1. Why is it important to
protect wildlife?
2. What must be done if
wildlife protection is to succeed?
Step 6
Homework
Ask the students to write down their
opinions about what they should
do to protect
the wild animals.
The assignment enables the
students to search various information
resources, which can widen their view and
continue to inspire their
enthusiasm of
learning.
Part 5 Blackboard design
Unit 4
Wildlife protection
Topic Sentences:
1.
Why we need wildlife protection
2. A good
example of wildlife protection
3. What
we can get from wildlife protection
Discussion:
1. Why is it important to
protect the wildlife?
2. What must be done if
wildlife protection is to succeed?
In my
opinion, the blackboard design can reflect the
teacher’s ability
of mastering the text and
leading the students to master the text easily.
In this text, the design is not easy to write.
I write the topic sentences on
the blackboard,
in order to tell the students that this is of the
importance
in this class. The discussion is of
the difficulty.
I want to make the design
inductive, instructive and artistic.