Learning about Language课堂实录

榆林市第十二中学

榆林市第十二中学

Instructional Design

----- Wildlife Protection (Student’s Book2, Unit4)

文科组

姓名：李媛

2017年12月7日

December 7, 2017

榆林市第十二中学

I.

Guiding ideology and theoretical basis This lesson is designed according to the New Curriculum Standards of Senior English Compulsory Education and the Modern Education Faiths---student centered. The teacher should cultivate the students’

comprehensive language skills, including knowledge, ability, attitude, strategy and emotion. The students are able to be positive in class. In this way, they can learn some effective methods and exploit potentialities. The teacher should concentrate on leading them to develop their emotion and sense of worth. The students’ humanity are able to be improved.

II.

Analysis of the Teaching Background i.

Analysis of Students a)

Class 8 in Grade 1 in senior high school，the average grade in this class is 65.3 points. The vocabulary of students is limited. The basic language they mastered is not very good. They possess the basic learning ability to participate the class activities. b)

Small class (49 students), is easier to carry out the class activities. ii.

Analysis of Material a)

The teaching contents are unit 4 of book 2 published by the People’s Education Press.

b)

The topic of this unit is Wildlife Protection. c)

The main purpose of this unit is to teach the students to know the importance of wildlife protection.

d)

Syllabuses: New standard of the National English Curriculum

III.

Teaching aims and demands i.

Knowledge a)

Get students to learn and master some important words and expressions b)

Get students

to learn about some endangered animals and the knowledge of wildlife protection.

December 7, 2017

榆林市第十二中学

c)

Get students to know the importance of wildlife protection. ii.

Ability a)

Get students to improve their listening, speaking, reading and writing. b)

Get students to improve their ability of reading. c)

Get students to develop their cooperative ability. iii.

Feelings and attitude a)

Get students to be able to more active in helping wildlife. b)

Get students to develop the correct and active attitude towards the wildlife protection. c)

Get students to realize the importance of wildlife. iv.

Teaching strategies a)

Using interesting pictures to lead them into the class; b)

Discussion to help students express their opinions; c)

Skimming to get the general idea of the passage; d)

Scanning to make students understand some detailed information; e)

Group work to develop the students’ cooperation spirit and encourage them to speak English in front of the class; IV.

Important points of teaching i.

Enable students to learn and master some important words and expressions. ii.

Enable students to know the main idea of reading passage.. V.

Difficult points of teaching i.

Enable the students to

learn about some endangered animals and the knowledge of wildlife protection. ii.

Enable students to know the importance of wildlife protection. VI.

Teaching methods i.

Task-based Language Teaching

December 7, 2017

榆林市第十二中学

ii.

Using interesting pictures to lead them into the class; iii.

Discussion to help students express their opinions iv.

Group work to develop the students’ cooperation spirit and encourage them to speak English in front of the class; VII.

Teaching procedures(Time: 40 min) i.

Step1: Revision T shows some pictures to students, and let students to review the words they have learnt.

December 7, 2017

榆林市第十二中学

(Teaching method: picture showing) ii.

Step 2: Lead-in T Leads into the topic by showing Ss a picture about two elephants. T: There are two elephants in the picture. What are they doing? (Ss say their opinions.) T: Why are the mother elephant unhappy?

(Ss tell their answers.) T:

Let’s learn the reading passage together. After learning, you will find the answer.

(Teaching method: asking and answering) iii.

Step3 : Warming Up T shows a short video of The Lion King. And let students try to find out what animals they can see in the movie T: Please enjoy the short video and find what animals can you see in the movie. (Ss enjoy the short video and find the animals they see.) T: What are they in common? Ss: All of them are wild animals. iv.

Step 4: Pre-reading T asks Ss questions about some endangered animals, and show some pictures of endangered animais. T: What kind of life do the animals live in the movie? Ss: They live a happy and free life. T: What about in real life? Do they still live a happy and free life? Ss: No. Many of them are endangered. T: Now, let’s look some pictures about endangered animals. v.

Step 5: While-reading A.

Skimming

December 7, 2017

榆林市第十二中学

a)

The teacher asks students to skim the whole passage within 3 minutes, and students answer some questions.

1. Who is the main character in the story? 2. How many places did she go? And how did she go these places? 3. What animals did she see and talk with? 4. What did she learn? Suggested answers: 1.

Daisy 2.

She went to three places, Tibet, Zimbabwe and rainforest. She went the places by a flying carpet. 3.

She saw and talked with an antelope, an elephant and a monkey. 4.

She learned the importance of wildlife protection. b)

The teacher leads the students to summarize the main idea of the reading passage.

Main idea: Daisy took a flying carpet to travel and talked with some animals, which made her know the importance of the wildlife protection.

B.

Scanning

The teacher asks students to scan the whole passage within 4 minutes, and students answer some questions. 1.

Why has the antelope in Tibet become an endangered species? 2. Why are elephant numbers increasing in Zimbabwe? 3. Why the monkey rub itself? 4. Why is the thick rainforest important for animals?

Suggested answers: 1. Its fur is being used to make sweaters. As the sweaters become popular, more and more animals are killed. So very few antelopes are left. 2. The farmers stopped killing the elephants, so the numbers are increasing. 3. Because that protects itself from mosquitoes 4. Because the rainforest is the home of animals. No rainforest, no animals, no drugs.

December 7, 2017

榆林市第十二中学

vi.

Step 6: Post-reading The teacher leads the students to retell the reading passage.

One day Daisy went to see the animals that gave fur to make her _______ in a flying carpet. It flew away to ______ in China first, where she saw an ________.

The antelope told her that they were killed for the _____ that was taken from their ________. Then the carpet flew away to

__________, where Daisy saw an ________. The elephant said they were endangered in Zimbabwe. ________ used to hunt them without _______. Now they allowed tourists to hunt only a _______ number of animals if they paid the farmers. The flying carpet rose again and almost at once they were in thick rain ______. A _______ was rubbing a millipede ______ which contains a powerful _____ over his body because it could protect him from __________. So Daisy decided to produce this new drug with the help of ______. The carpet rose and flew home. Suggested answers: sweater, Tibet, antelope, wool, stomachs, Zimbabwe, elephant, Farmers, mercy, certain, forest, monkey, insect, drug, mosquitoes, WWF vii.

Step7: Summary The teacher leads the students to summarize the class.

December 7, 2017

榆林市第十二中学

viii.

Step 6: Homework

a)

Read the passage again and again. b)

Remember the important words and expressions.

c)

Retell the reading passage.

VIII.

Blackboard Design Unit4 Wildlife protection How Daisy learned to help wildlife Tips for summing up the main idea of a story 1.

Who?

2.

What happened? 3.

What’s the meaning of the story? IX.

Reflection

December 7, 2017