wildlife-protection说课稿

WildlifeProtectionGoodmorning,respectedprofessors,it’smygreatpleasuretobeheresharingmylessonswithyou.ThecontentofthelessonisSeniorEnglishforChinaStudent’sBook2Unit4Wildlifeprotection.I’llbeginthelessonfromthefollowingsixparts,theteachingmaterial,teachinggoalsandimportantanddifficultpoints,theteachingandstudyingmethods,theteachingprocedureandblackboarddesign.First,letmetalkabouttheteachingmaterial.Part1theTeachingMaterialThisunitistointroducetoustheimportanceofwildlifeprotection.Thereadingpassageisthecenterofthisunit.Itismadeupof3paragraphs,thatis,whyweneedwildlifeprotection,agoodexampleofwildlifeprotectionandwhatwecangetfromwildlifeprotection.Thetextisthemostimportantteachingmaterialinthislesson,whichextendsthemaintopic“wildlifeprotection”andcontainsmostofthevocabularyandgrammarpointsthatstudentsshouldlearninthisunit.Part2TeachingAimsandimportantanddifficultpointsKnowledgeaims:（1）tohelpstudentstounderstandandmasterthewords,phrasesandsentencepatterns.（2）toknowsomebasicinformationabouttheendangeredanimalsandwildlifesituationandprotection.Abilityaims:(1)Toimprovethestudents’organizingandusingskillsofEnglishasthesecondlanguage(2)Tounderstandthemainidea,toscanfortheneededinformationandtograspthedetailsEmotionalaims:(1)Helpstudentsunderstandtheimportanceofthewildlifeprotectionandmakethembemoreactiveinthehelpingwildlife.(2)Developstudents’senseofcooperativelearningTeachingKeyPointsAndDifficultPoints:TeachingKeyPoints:1.Tohelpthestudentsgetageneralideaofthewholepassage,andsomedetailedinformationandlanguagepointsaswell.2.TounderstandtheimportanceofwildlifeprotectionandthendosomethingforwildlifeTeachingdifficultpoints:1.Thestudentsusetheirownwordstoexpresstheirownideas.2.theusageofpresentprogressivepassivevoice.Part3AnalysisoftheStudentsAlthoughthestudentshavethebasicabilitiesoflistening,speaking,reading,andwriting,theystillneedmanyopportunitiestopracticewhattheyhavelearned,toexpresstheirideas,feelings,andexperienceandtodeveloptheirautonomouslearningabilityandcooperativelearningability.Part4TeachingandLearningMethodsTeachingMethods:a.CommunicativeLanguageTeachingLanguageisusedforcommunication.It’slearner-centeredandemphasizescommunicationandreal-lifesituations.b.Task-basedLanguageTeachingAtaskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife,Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.c.ComputerAssistedLanguageTeachingLanguagelearningneedsacontext,whichcanhelpthelearnerstounderstandthelanguageandthencanproductcomprehensibleoutput,socomputerhastheadvantagestomakethematerialsattractiveLearningMethods:Task-based,self-dependentandcooperativelearning.Part5TeachingProcedureStep1Lead-in“Interestisthebestteacher.”Therefore,attheverybeginningoftheclass,Ishouldsparkthestudents’mindtofocusonthecentretopic“theimportanceofwildlifeprotection”I’llshowthemsomebeautifulpicturesofwildanimals,suchaslions,Tibetantelopes,monkeysandsoon.Askthemwhattheyknowaboutthoseanimals.Theanswersmustrelatetotheirpresentsituation,suchasdieout,dangerous,decreaseandsoon.Afterthis,thestudentswillbeeagertosomethingabouttheendangeredwildlifeandthisistheverytimetonaturallyleadtheclassintoStep2.Step2Readingforinformation:skimmingandscanningInthisstep,IuseTask-basedLanguageTeachingmethod,whichcangivestudentsaclearandspecificpurposewhileskimmingandscanningthecontext.Task1GeneralideaThestudentswillbeaskedtojustglanceatthetitleandthepicturesofthepassage,andthenguesswhattheywillreadinthetext.Andthey’llbedividedintogroupsoffourtohaveadiscussion.Thepurposeistoinspirethestudentstoreadactively,notpassively.Inaddition,thetaskistodevelopthestudents’readingskillbymakingpredictionandtoencouragethestudentstoexpresstheirthoughtsinEnglishandcooperatewitheachother.Task2MainideaofeachparagraphCooperativelearningcanraisethestudents’interestandcreateanatmosphereofachievement.Basedonthistheory,Idividethewholeclassinto3groupstoskimthewholetextandgetthemainideaofeachparagraph.Step3ReadingforcomprehensionThepurposeofreadingistogetthecorrectandusefulinformation.Studentsshouldnotonlyhaveahighspeedofreadingbutalsohaveacorrectunderstandingofdetails.ThereforethefollowingpracticesonPage27canhelpcheckthesituation.Step4SolvingdifficultlanguageproblemsthroughreadingIt’simportantforlanguagelearnerstolearnimportantrulesofgrammarandusetheserulestosolveproblemsinreality.Inthepreviousprocessofreading,thestudentsmustcomeacrosssomedifficultlanguageobstacles,soit’snecessaryforustodiscussandexplain.Thisperiodoftimebelongstostudents.Theycanaskanyquestionstheycomeacrossintheprocessoflearning.I’llexplainthequestionsanddifficulties.Thepurposeofthisisimprovingthestudents“questioningspirit”anddealingwiththedifficulties.Step5ConsolidationLanguageislearntbycommunicating.Itismyjobtocreateanatmosphereforstudentstousethelanguage.HereIdesign2activities1RolereadThetextisconcentratedontheconversationbetweenDaisyandTibetantelope,elephantandmonkey.RolereadisagoodchancetopracticeEnglishinacooperativelearningatmosphere.2DiscussionDuringmakingdiscussion,th