Learning about Language第二课时教学设计

Module 2 Unit 4 Wildlife Protection Writing:Protecting Wild Animals Fogang No.1 Middle School

Huang Wenjing PartⅠ. Analysis of the Teaching Material 1. The position and role of this lesson

This unit is about wildlife protection, which is one of the most serious problems that mankind faces today. This writing lesson is the last teaching period of this unit which means a lot to students. While writing, students not only can consolidate the words, phrases and sentence patterns they have learned, but also can improve their skills of logical thinking and language organization of English. 2.Teaching objectives Knowledge objectives :

(1)To consolidate the words, phrases and sentence patterns (2)To know the living conditions of wild animals, the reasons of wild animals extinction and the solutions to protecting wild animals Ability objectives : (1) To improve logical thinking and organizing skills of English as the second language

(2) To scan for the structure and the needed information in an article

Moral objectives :

(1) To raise the awareness of wildlife protection 3. Teaching important & difficult points Teaching important points:

(1)To use what they have learned to express their ideas, feelings, and experience

(2)To write an article with a logical structure, proper topic sentences and linking words

Teaching difficult points

To practice useful words and expressions and improve writing skills Part Ⅱ. Analysis of the students

Students in my class lack of basic abilities of logical thinking and language organization of English, they need opportunities to use what they have learned to express their ideas,

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feelings, and experience. They need to develop their autonomous learning ability and cooperative learning ability as well. Part Ⅲ

Teaching & learning methods Teaching methods includes Task-based Language Teaching, Communicative Language Teaching and Multi-media Assistant Teaching

Learning methods includes Self-dependent Learning, Cooperative Learning and Inquiring Learning Part Ⅳ

Teaching Procedures

Activities Step1 Warm-up Students review the words, phrases and sentence patterns they have learned before. Step2 Pre-writing Task 1: Students watch a short video about the top 10 endangered animals in the world and then try to answer the question, what happen to wild animals.

Task 2: Students discuss main reasons of endangered wild animals in pairs according to the pictures.

Task 3: Students discuss in groups and find out what measures can we take to protect wild animal.

Task 4: Students read an article for its logical structure, topic sentences and linking words.

Intentions The words, phrases and sentence patterns are related to the topic and helpful to their writing. In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose.

In task1, students will be asked to answer the question, what happen to wild animals, after watching a short video.It can help them summarize the living condtionns of wild animals. In task2, students discuss main reasons of endangered wild animals in pairs according to the pictures. The pictures can motivate their thinking of bad behaviors of mankind and sympathy on wild animals. In task 3, students discuss in groups and find out what measures can we take to protect wild animal.Basically; one measure corresponds to one cause. Group discussion can reduce the difficulty of expressing their opinions and

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is a good way of collecting writing materials. In task 4, students read an article for its logical structure, topic sentences and linking words. It’s

an easier task for them but it’s necessary for them to get the logical structure and learn topic sentences on how to present reasons and solutions.What’s more, proper linking words are important to make the article more logical. In task 5, students write an Step3 While-writing article about wild animals Task 5: Students write an article about wild animals’

protection on their own.This is an importat procedure in this protection on their own.

lesson. Students should focus on writing enough information.

The standards of writing can Step4 Post-writing help students check their Task 6: Students exchange their works and check the article and improve their writing according to the standards. The teacher can give an writing skills. example.

Step5 Homework 1. Rewrite their writing by the grammar 1.Rewrite your writing by checking the grammar mistakes checking and the spelling. mistakes and the spelling. 2.Talk to your friends or your family members about your 2. Talk to their friends or their idea about endangered animals to raise their awareness.

family members about their idea about endangered animals to raise people’s awareness. Part V. Blackboard design

I would write down the reasons and solutions according to students’ expressions on the middle of the blackboard. On the right side of the blackboard, I would write down the key words, phrases and sentence patterns.

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