Unit 4 Wildlife Protection全英文说课稿

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字号：T|T

Lesson Plan Presentation
For NSEFC Book 2 Unit 4 Wildlife Protection---How Daisy Learned to Help Wildlife?
Good afternoon, everyone. I'm。。。from Class 1. It’s my great pleasure to present my lesson plan here today. The lesson plan I'm going to interpret is about the reading part How Daisy Learned to Help Wildlife? in Unit 4 Wildlife Protection from New Senior English For China Students Book 2. In the following time, I will explain it from four aspects: the analysis of the teaching material, teaching methods and learning ways, teaching procedures, and blackboard design.
Ⅰ. Analysis of the teaching material
Now let's begin with the analysis of teaching material. It includes 4 parts: the status and the function, the key points, the difficult points, and teaching objectives.
The passage How Daisy Learned to Help Wildlife? is mainly about how Daisy learned to help wildlife by travelling in different places and dealing with different situations. The topic of his period is the focus of the whole unit. Some new words and expressions in this passage will be learnt carefully in th next period---leaning about language
To know how to protect the wild animals and learn the new words and expression is the key points.
As the students are only senior 1, their ability of skimming for the main idea, scanning for the specific information and careful-reading for comprehension have much room for improvement. This is the difficult point.
Based on the three parts I mentioned above, I list the following teaching objectives:
a) Language skills First, during the class, students are able to predict what the passage is about from the title, and pick out the specific information like the places and animals in the passage by scanning, and in the end, students can summarize the main idear of each passage from the supporting details. In addition, students can talk about the reason for the danger of animals.
b) Knowledge Secondly, it is about the knowledge. After this class, students are expected to know more about how to protect wildlife, and know the meaning of some new words and phrases.
c) Learning strategies Thirdly, it is about learning strategies. When reading, students can first form the structure of the passage in the mind, then find the supporting details, and finally summarize the main idea.
d) Cultural awareness Fourthly, it is about the cultural awareness. Students will aware the culture of animals and the policy of the wildlife protection.
e) Effective objective The last objective is about effective objective. Students will realize the importance of wildlife protection and take part in the team of the protection.
Ⅱ. Teaching methods and Learning ways
So much for the analysis of the teaching material. Now let's come to the teaching methods and leaning ways. My teaching methods will focus on the interactive method and also task-based teaching. When doing the reading, I will guide the students in the following order: first the structure, then paragraph, and then to the sentences and even to the words, finally I design a reflection and the summary. In the class, students will learn independently and also cooperatively.
Ⅲ. Teaching procedure
Here comes the most important part, teaching procedure. It includes five steps: Step I: Lead-in, Step II: Pre-reading, Step III: While-reading, Step IV: Post-reading, Step V: Interview
Step I: Lead-in (5 minutes)
Step I is Lead-in. I will spend 5 minutes. I’ll ask students to enjoy some sections of video of animal world about the endangered panda, Milu deer and South China tiger. And ask them what happened to them. Here students are interested in the videos of animals, and it will concentrate them and throw them into the deep thinking by the poor endangered animals. And also when talking about the thing in the video, the new words like in danger, decrease, disappear, die out and so on
Step II: Pre-reading(5 minutes)
Step II is Pre-reading. I will spend 5 minutes. I will organize the students to discuss the following question in pairs: what other endangered animals do you know of? Why are they in danger of disappearing? The answers of these questions will also be presented in the passage. It's a preparation for the following reading.
Step III: While-reading (20minutes)
Step III is While-reading. Reading is the main part so I will spend 20 minutes. There are three activities in this step. In activity 1 Prediction, I will ask students to predict what the is about just from the title. In activity 2 Scanning, I will ask the students check the answer to the question in activity 1, and find out Daisy's route, places, and animals. In activity 3 Careful-reading, I will deal with it paragraph by paragraph, and even sentence by sentence, and ask some questions to help students for further understanding.
Step Ⅳ: Post-reading (7 minutes)
Now comes Step IV: Post-reading. I will spend 7 minutes. In this step, there are two activities. In activity 1, I will ask the students do the T or F questions without looking at the book. It is a good way for students' reflection. In activity 2, I will ask students to summarize the main idea of each paragraph from the blackboard notes.
Step V: Interview (8 minutes)
Step V is Interview. I will spend 8 minutes. Students will work in group of four. One is a journalist, one is a reporter, the other two are governors. The governors are discussing about what can be down to protect the wild animals, and what policy should be made. The journalist ask the governors some questions about the present and future situation of the animals, the policies of the wildlife protection. Then the reporter report the result. This activity is a good way for students to realize the responsibility and the importance of wildlife protection.