高中英语Unit4 Wildlife Protection说课稿.docx

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1、高中英语 Unit4 Wildlife Protect ion 说课稿Lesson pI an presentat i onNSEFC Book ModuIe2, Un i t4 Wi IdIife Protect i onHello everyone, it s my p I easure to gi ve my I esson p I an presentation here. My name is from the . . The Iesson p I an I m going to present i s New Sen i or Eng I i sh for Ch i na, Boo

2、k ModuIe2, Unit4 Wi Idl ife Protection. This is a reading course, the title of the read i ng mater i a I i s “how Da i sy I eaned to he I p wildlife” . Now I d like to exp lain what to teach, how to teach and the reasons for doing so from fol lowing aspects. They are ana lysis of teaching mater ia I

3、 and I earn i ng condition, teach i ng object i ves, key points and difficult points, teaching methods, teaching procure and bI ackboard notes.The ana lysis of teach i ng mater i a I and I earn i ng condition:Fi rst, I I I analyze the teaching material. The topic of this unit is the importance of wi

4、 Id I ife protect ion. This prob Iem i s worId wild and present, and i t concerns with everyone. The text is a story. 11 shows us the importance of wi Id I ife protect ion by te I I ing us 3 prob I ems of wi Idl ife protect i on i n 3 parts of the wor I d. The sentences are easy to read, but to unde

5、rstand the deeper meaning, Ss have to make i nference.Now let s move on to the ana I ys i s of I earn i ng cond i t i on. My Ss are from gradel i n h i gh schooI. They have I earned Eng I i sh for at I east 7 years, so most of them have mastered the bas i c words and express i ons. Bes i des, many o

6、f them are animal I overs, so they may be i nterested i n th i s top i c and fee I sympathy for the endangered animals. However, there are more Ss who do not rea I i ze why they shou I d concern with animal protect i on. Th i s i s the fi rst important th i ng to clarify if we want to make th i s c

7、I ass mean i ngfu I. Final I y, sinee they are coming to the end of this semester, many Ss may have Iost iinterest, so I wi I I present them more interesting activities.The ana lysis of teachi ng object i ves, key points and difficult points:Based on the ana I yses of the teach i ng mater i a I and

8、the I earn i ng cond i t i on, I wiI I put forward the teach i ng objectives, key points and difficult points.Language skill:Can get the main idea through skimming and Iocate the specific information through scanningSs can express the i r own opinion free Iy about protect ion of the animalsCan make

9、i nference to understand the passage and how it is organized.Language knowledge:Can get the basic knowledge about the condition of animalsCan understand the passage and gi st as we I I as the purposeGet fami Iiar with some new words and expressionsAffect:Rea Ii ze the importance of protect i ng wild

10、 animalsCuIturaI awareness:At the end of the c I ass, Ss wi I I know that animal protect i on i s worIdwide and has no national boundar i es.Learning strategy:Ss can deveI op the i r communicative strategy by communicating with othersSs can I earn individually and cooperat i veIy.Key points:The key

11、po i nts are as fol I ows: Ss can deve I op the skills of skimming, scanning and making inference. They can reaIize the importance of wildlife protection.Difficult points:The difficult point i s that Ss can arose mot i vat ion to I earn th i s passage by working out the relations between human and a

12、nimals.Teaching method and teaching aids:As for the teaching method, I wi I I use communicative Ianguage teaching and situational method. I wi I I use computer, projector and bI ackboard as my teach i ng a i ds.Teaching procedure:Now let s move on to the most essent ia I part of my Iesson pI an pres

13、entat i on. That i s teach i ng procedure. I divide it into 4 steps.Stepl: Iead-i nThe f i rst step i s I ead i n. i t wi I I cost about 5ms. There are 2 activities in this step: watching a video and d i scuss i on. At the very begi nn i ng of the class, I wi I I p I ay a video. It is about the pres

14、ent condition of endangered animals and the reasons why they are dy i ng out. Th i s i s to arouse Ss i interest and act i vate thei r background knowledge of wi Id I ife. And Ss get to know the reasons why the animals are dying out. After the video, I wi I I let Ss discuss the question: why we shou

15、Id be concerned about endangered animal s? What can they do for us? Ss are to d i scuss with thei r partners and wr ite down thei r answers briefly. After that, I wi I I collect the i r answers on the bI ackboard. The purpose i s to act i vate Ss motivation to I earn th i s text and get more i nvo I

16、 ved i n the animals protect i on.Step2: pre-read i ngThen let s move on to the second step, pre-reading.It costs 4ms. Fi rst Iy, I wi I I ask Ss: do you know WWF? What protect ion has been done by WWF? Ss are asked to say whatever they know about it. If they do not know, they may guess. Then, I wi

17、I I tel I them more information about it. By thi s activity, Ss can get fami I iar with WWF which appears in the text. The next activity is prediction. Ss are requested to Iook at the pictures and the title and predict the content. Th i s i s to develop Ss read i ng skill of pred i ct i on.Step3: wh

18、i Ie-read i ngThe thi rd step i s whi Ie-read ing. I wi I I spend about 20ms i n th i s step. There are 3 activities i n th i s step. The f i rst one i s skimming. Ss are to read through the passage quickly and f i nd the ma i n idea of i t. Th i s activity i s to make Ss have a genera I v i ew of t

19、he text. For the next activity-scanning, I wi I I ask Ss to go through the text for a second time and fill i n a chart about the p I ace and k i nd of animals in the 3 vi sits. Then, they are to answer me some questions, such as, which animal is being protected? Which i s likely to d i sappear a I t

20、ogether ? The Iast activity i s carefuI read i ng. Accord i ng to each visit, I des i gn d i fferent k i nds of exerc i ses. Ss wi I I be asked to read paragraph to paragraph carefuI Iy and finish the questions. For the first visit, my questions are as foI Iows: why was the ante I ope so sad, what h

21、appened to it? What i s the result of people s hunt i ng? For the second visit, Ss are to finish a chart about the previous and present situation of the eIephant and then answer the question: why the eIephants have th i s change? The question of the th i rd visit i s: why d i d the monkey rub h imse

22、 I f? What does the sentence mean byno rainforest, no animal s, no drugs? By these questions , Ss get deeper understand of the encounter of endangered animals and that it s our duty to protect animal s. In thi s step, the reading skills of skimming, scanning and making i nference are pract i ced. Du

23、r i ng the who Ie process of reading, I wi I I teach new words and expressions such as in re Iief, protectfrom, fur, mercy and so on.Step4: post-read i ngNow let s come to the forth step, post-reading. 11 wi I I cost 16ms. At first, I wi I I I et Ss work out the structure of the passage and finish t

24、he chart in page27, exercise2. This exerci se is a I itt Ie difficult, so Ss wi I I f ind it much eas i er to do after they have I earned the who I e passage. Then, to consol idate the new words, Ss are asked to use the new words and phrases to fill i n the b I anks. At the end of the c I ass, I des

25、 i gn an activity cal led: economic i increase VS ecological ba Iance. Ss I ook at the mater i a I at exerci se3, page27 and have a debate. 5 students a group, student A acts as a judger who host the debate. Student B acts as a farmer who wants to grow coffee. Student C i s another farmer who wants

26、to protect the wildlife park. Student D acts as the mayor of the city who wants to deve I op the I oca I economics.Student E i s a representat i ve of WWF who argues for protecting the wildlife park. They shouId fol low the process: firstly, both s i des give the i r point of v i ew and at I east ra

27、 i se 3 reasons to support it. Then free debate and work out the final solution. The judger should I isten carefu I I y and take notes, cone I ude and give the report to the who I e c I ass. I wi I I a I so offer them a few phrases and sentence structures to he I p them. Th i s activity i s an exten

28、s ion and offers a chance of further thi nking. Ss can a I so pract ice thei r ora I Engli sh.As for the homework: 1. finish the exerci se 1、 2、 3 in page28; 2. What other endangered animals do you know? What has be i ng done and what shouId be done to protect these animals? Search the information i

29、n any way you can use. (Iibrary, internet, TV)Th i s i s my b I ackboard notes: i n the center, that i s the p I aces and animals i n the 3 v i sits. At the I eft side, it is the result of the di scussion in the Iead-in step. At the r i ght s i de, there are some new words and phrases. Th i s i s a I I for my Iesson pI an presentat i on. Thank you for your attent i on. Thank you!bI ackboard notes: