Learning about Language优秀教案

Teaching Plan for M2U4 (Speaking and Writing)

教学设计

广州一中

英语科

郭徽

I. The General Ideas of This Period and Analysis of students（教学理念及学情分析）：

1. 本课为说写课，主题切合必修二第四单元话题“野生动物保护”，涉及的内容包括濒危野生动物的生存现状及相应对策。学生要学会思考和谈论有关保护野生动物的话题以及强化保护野生动物的意识。通过听说读的输入活动，学生能就关于野生动物保护的措施写入信中，使综合语言运用能力得到加强。

This unit introduces students to some of the animals that are endangered. The students should learn to think and talk creatively about the problems of the endangered animals and figure out some solutions. After finishing some tasks, the students should be able to organize their ideas on wildlife protection into a composition. 2. 教学对象为高一15班学生。该班为院士班，学生英语基础相对较好，学习目标明确，经过新单元词汇的讲解后能就相关话题进行简单的讨论。但对于语言运用的准确性和综合运用能力还有待加强。

II. Teaching Aims（教学目标）：

1. 在听说读写的语言技能训练中，学习相关话题的语言知识，且使学生的综合语言运用能力得到加强。

Get the students to practise the vocabulary and useful expressions on wildlife protection. 2. 指导学生整理观点写入信中，并对自己的所学情况进行反思，加强自己学习的目的性和针对性。

Help the students learn how to organize a letter on wildlife protection. Guide the students to correct their work in peer groups.

III. Teaching Important Points(教学重点)：

1.

运用与本单元话题相关的词汇和句型谈论野生动物保护。

Get the students to practise the vocabulary and useful expressions on wildlife protection. 2.

指导学生组织观点成文。

Enable the students to organize a letter in the proper and efficient way.

IV. Teaching Difficult Point（教学难点）：

用恰当的词汇和句型谈论并写作。

To talk about wildlife protection and write a persuasive letter on it.

V. Teaching Methods（教学方法）：

1. 任务型教学

Task-based Learning 2. 交际法

Communicative Method

VI. Teaching Aid（教学辅助）：

多媒体录播设备以及平板电脑

A multimedia computer and pads.

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VII. Teaching Procedures（教学过程）：

教学步骤

活动目的

教师活动

学生活动

1. 让学生明白本节课的目提出问题“What are 1. 了解本课Step 1. Warming up 1. Lead in the targets for the lesson. 明确学习目标；

2. Lead in the topic and arouse students’

interest. Make a mind map of the relationship between human and wildlife.

播放影片引导学生谈论野生动物现状，构建思维导图。

标。

2. 通过热身活动，引起关注，激发学生兴趣。构建思维导图，帮助学生引起联想，主动探究问题，为后面的任务做铺垫。

we? What are we doing on earth?”, 激发学生的好奇心，引发学生探究问题的动机。指导学生构建思维导图，为下一个任务做准备。

学习目标；

2. 从视频获得本课关注的话题。回答问题，构建思维导图。

Step 2. Speaking Task 1.

Have an interview and role play.

学生通过角色扮演来讨论如何保护野生动物。

2.

Check what protection measures they have brought out on the blackboard, and then summarize and show the possible ways of protecting the wildlife. 学生呈现讨论成果，并加以总结。

利用“世界咖啡”的讨论形式，小组各成员担任不同的角色，针对给出的主题，发表各自的见解，互相意见碰撞，激发出意想不到的创新点子，最终收获、分享共同成果。

1. 布置讨论任务，安排角色，引导学生就保护野生动物的话题展开讨论。

2. 利用平板呈现学生讨论成果。

3. 帮助学生总结讨论成果。为输出写作做铺垫。

1. 选择角色，开展小组讨论，获取信息并分享成果。

2. 总结讨论所得。

Step 3. Writing Task 1. 学生通过自主探究进行与1. Preparation for writing 话题相关的句型和篇章结构写作准备

的输入。

2. Write a letter on measures of 2. 加强语言的综合能力运wildlife protection.写一封关于用，完成语言输出。

保护野生动物的建议信。

1. Self-assessment 自我评价

2. Peer exchange evaluating 小组成员互评

学习进行初步的总结和反思。

2. 学生通过小组成员互评，批判性地阅读他人作品，学到更多的写作词汇和技巧。

1. 引导学生阅读材料，总结与话题相关的句型及篇章结构。

2. 学生自主完成写作任务。

1. 阅读材料，总结句型和篇章结构。

2. 学生自主完成写作任务。

己的作文展开自我评价。

2. 学生进行小组合作学习对成员作品进行批判性地阅读。

3. 学生上台展示互评成果。

观看视频

Step 4. Writing Assessment 1. 学生通过自我评价对本课1. 引导学生根据评价1. 学生对自标准对自己的作文进行初步评价。

2. 引导学生进行小组合作学习对成员作品进行批判性地阅读。

Step 5. Summary

总结本课话题的学习，深化主题。

话题任务总结

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Learning Material for M2U4

(Speaking and Writing)

Learning Aims of the lesson: 1.

To think and talk creatively about the problems of the endangered animals and figure out some solutions. 2.

To write a letter on wildlife protection

I. Speaking Task 1: Make a mind map on the relationship between human and wildlife.

Human

Wildlife

II. Speaking Task 2: Role Play Your Role:__________ Opinions on wildlife protection: _________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Others’ opinions that you prefer:_________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

III. Preparation for Writing:

In order to write a good article, you have to make it clear that sentence patterns and conjunctions for the paragraph are very important.

1.

The sentence patterns of opinions and suggestions are underlined with “____” .

2.

The conjunctions in the paragraphs are marked with “~~” .

A It is well known that wild animals are in danger of dying out. There are many reasons for animals dying out, but the most important one is the part that humans have played. As far as I am concerned, we should take action to protect wild animals. First of all, the laws must been made by the government and they can call on people from all over the world to protect the wildlife. Besides, we should do something such as stopping people from hunting, setting up nature reserves, raising money to help them. As high school students, we are supposed to refuse to eat wildlife animals and try our best to plant some trees that can protect their environment.

In sum, animals are our friends. It is our duty to protect them. Only by protecting them can we have a bright future.

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B Wild animals are man’s close friends. They not only provide us with fun but also play a key role in keeping the balance of nature. Unfortunately, they are being over-hunted, and some species are dying out. If it goes on like this, man is to be punished.

In order to stay away from the seemingly faraway disaster, man has to do something. First, effective laws must be passed to give the illegal hunters proper punishment. Second, in order to provide the animals with comfortable habitats, we must set up nature reserves. Finally, people’s awareness of environment protection should be raised to a higher level. All in all, let's take action to protect wildlife. Learning to live in harmony with all wildlife is part of modern civilization

3.

Summarize the structures of a persuasive writing. Paragraph 1: _________________________ Paragraph 2:__________________________ Paragraph 3:__________________________

IV. Writing Task:

Wild animals need food, a good environment and safety. If their habitat is threatened or they cannot find enough food, their number may decrease. As a result, these endangered animals may even die out. They need help.

Write a letter to WWF （世界野生生物基金会）according to what we have reported, suggest some measures to save our endangered animal!

Step 1: 审题：时态用_____________, 人称：_________ Step 2: 1. 运用短语及有效句型组织语言。

Suggestions：

To help …, we should ……

In order to protect the animals, we are supposed to …

Whoever kills wild animals should be …. Only by … can we …. ……

2. 运用恰当的连接词组织成文。注意篇章结构。

Dear WWF,

I'm writing to make some suggestions for protecting the wildlife.

……

To begin with, ……. In addition, …

… Finally, ……

……

These are my suggestions. I would be

grateful if you can take my suggestions into consideration.

Yours sincerely,

…

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Step3: 成文。

Dear WWF,

I'm writing to make some suggestions for protecting the wildlife.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ These are my suggestions. I would be

grateful if you can take my suggestions into consideration.

Yours sincerely,

…

Self-assessment （自我评价）：

1) clear meaning

2) well organized

3) correct and natural language and proper connections

4) correct sentence patterns and tense

A （

）

B（

）

C（

）

D（

）

Criteria (标准) Level

Peers Correcting（小组互评）：

If you think the sentence is beautiful, please mark “~~~~”; if you think there is any mistake, please underline “-----”.

Then “∨” the level you think the article is.

What do you think of the work?

Content (meaning)

Language (grammar, vocabulary, phrases tense, etc)

Organization (transitional words, structure)

3 Excellent (A)

Good (B) Average (C) Poor (D)