Unit 10 Are we endangered说课稿

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Lesson plan presentation
Good evening, ladies and gentlemen. It's my pleasure to present my lesson plan here. What I am going to talk about is from SEFC student’s Book1A Unit 10 "Are we endangered?" I'll present it from following 5 aspects: the analysis of the teaching material, the theoretical basis, teaching methods, teaching procedure and blackboard work.
1.The analysis of the teaching material
Since this is a reading course, much emphasis should be put on reading skills and reading comprehension as well. The most important thing is to develop reading skills such as scanning, skimming, task reading, and cultivate their abilities in analyzing matters. After reading, the Ss should have a full understanding of the whole passage and master some useful words and expressions. This passage is about the dying out of plants and animals, I’ll make full use of the topic to arouse their interests in plants and animals and make them be aware of serious problems the plants and animals facing today and lead them to rethink the relationship between human and nature.
2.The theoretical basis
The principles and models I adopt was top-down model. This principle believes that one’s background knowledge plays a more important role than new words and new structures in reading comprehension. For example, we all have experiences of reading sth which does not contain any new words or new structures, but we still find it difficult to understand its meanings, in other case, we may read an article with some new words or new structures in it, but we can guess the meaning of the article based on our knowledge about the topic without too much difficulty, therefore, it is believed that in teaching reading, the teacher should teach the background knowledge first so it will be easier for Ss to guess the meaning from the printed page.
3.Teaching methods
As for the teaching method, I’ll follow the top-down model and adopt task-based approach in my class. I’ll use a tape recorder and a Powerpoint as my teaching aids.
4.Teaching procedure
Here I’ll divide my teaching procedure into four steps as follows:
Step1.greeting and lead-in (5m)
Step2.reading (35minutes)
Step3. work in groups(10m)
Step4.homework

Lead-in. I’ll let the Ss watch two comparable short Flash. One is about some vigorous plants and animals, the other is about the dying out of the plants and animals. Then ask them what they have seen in the flash and how they think about it. This activity is to stimulate Ss’ interest and lead up to the reading

Reading:
I’ll teach reading from following 6 activities.
Activity1.let the Ss discuss these 4 questions with their partner to make them know plants and animals further and have a new view of the relationship between human and nature.
Activity 2. ask the Ss to close the textbook and listen attentively and try to make their own judge whether the five statements are true or false. These five statements are the general ideas of the whole passage and they are not hard to answer. This activity is to make Ss have a general idea about the whole passage and make them feel their English is ok so they will become more active in the following activities.
Since the students got the general ideas, they should move on to understand it totally in details. While Ss are reading they have to know what they are going to do specifically.
Activity 3. ask one S to read the first para. While reading the others keep two questions in mind and underline the new words and expressions at the same time.
Activity4. ask them to read the second para silently and think about the question: why do animals and plants become endangered? Also they should underline the new words and expressions at the same time. While they express the reason stated in the textbook, I’ll draw a chart in the blackboard to make it more clearly. And I’ll encourage them to say more about the reasons for different people have different ideas.
Activity 5. ask one S to read the third para and the other should fill in a form about what we can do to help the plants and animals. Also they should underline the new words and expressions. I’ll ask two Ss come to the blackboard and write down their answers respectively, then checked with the whole class.
Activity 6. now we are going to deal with language points. All the new words and expressions and the useful ones are listed on blackboard. Ask the Ss to guess what these new words and expressions mean and most probably some Ss who have a large vocabulary can figure them out, if not, I am going to help them, using body language or other means to make them understand better and memorize easier.

Work in groups
Next is work in groups. Here I’ll set a situation about Jennifer who has decided to do at least one good thing for the environment every day. I’ll show the Ss the list she has made. Then I’ll ask Ss to work in groups and make a list about ten things they can do to protect the environment. Some groups should report their lists. In order to input them a correct idea about the relationship between human and nature, I’ll give a brief summary to make Ss know there are many things we can do to make our world better. Even small things can make a big difference.

Homework
First, they are required to make a post on the topic “Human and Nature”. It can widen their knowledge and cultivate their creativity. The second one is to do the exercise in page117 reading part.
5.Blackboard work.
On the blackboard, there is a chart about the reason why the plants and animals are endangered. Under the chart, there are some language points.
That’s all my presentation. Thanks for your attention.