Learning about Language优质课教案内容

设计教师：

东莞实验中学

教学年级：

高一

课题名称：Reading--Wildlife Protection (Unit 4 - Book2)

Student analysis:

This is the second period of the unit. They know most of the new words in the text, so they don’t need to worry about the unfamiliar words and can concentrate on the ideas of the text.

2. Status and function:

1. Reading is a carrier of information, vocabulary，and grammar. In reading lesson, teachers can cultivate the Ss four skills. It is especially helpful to improve the Ss reading ability. The lesson is focused on the topic of wildlife protection and the structure of the present Progressive Passive Voice.

This period will conclude two main parts, the warming-up and reading. The section of warming-up provides an introduction to the topic of wild life protection. The text of the reading is the key part of the unit. It shows the three issues related to the present wildlife protection.

In addition, This is the second period of the unit. They know most of the new words in the text, so they don’t need to worry about the unfamiliar words and can concentrate on the ideas of the text in this period.

2. Preparation for the Ss. Before this lesson, they got the homework of searching at least two kinds of endangered animals on the Internet. They should find out two information,

the problems the animals are facing and how many of them are survive in wild in the world.

3. Teaching guideline(Teaching syllabus) In the lesson, teachers try to develop the Ss four skills, lay special emphasis on reading. Besides, get them improve the ability to discover, analyze & solve the problems. 4. Teaching aims and demands

1) Knowledge objects a. Enable the Ss to remember the following new words: reserve, hunting, in peace, antelope, rhino b. Understand the main idea and can abstract the clues of the text. c. Give the Ss a reinforced practice on the passive voice using the present

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continuous tense. d. Help the Ss to know more the problems about the endangered animals. 2)

Ability objects:

.

a.Enable the Ss to make up a dialogue related to the topic. b.Get the experience of talking about the situation of endangered animals. c.

Get the experience of solving the conflicts between the nature and human beings. d.Cultivate their ability to discover, analyze and solve problems. e.

Train them to get the Ss’ learning results with some effective learning method.

3) Moral objects:

a .Help them to realize the terrible situation of the endangered animals.

b.Be aware of the importance of wildlife protection.

c.

Encourage them to do some action for the wildlife protection.

d.Arose their interest in reading and using English. 5．Teaching focus:

1) Improve their reading skills. 2) Enable the students to get clues and recall the details of the reading text.

3) Talking about problems of the wildlife. 4) Using more sentences in the passive voice using the present continuous tense while talking about the topic. 6. Teaching difficulties: 1) Try to enable the students to understand the three issues mentioned in the text. 2) Using more sentences in the passive voice using the present continuous tense while talking about the topic. 7. Teaching aids:

multi-media computer

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Teaching Methods

1. Students-centered:

1.They are allowed to speak and listen to each other, office and accept help to each other so that they learn to communicate and interact in a society.

2.In class the students are encouraged to express their opinions by

discussing and talking. 3. When students are engaged in activities, I just join them, giving my suggestion, offering my help and encouraging them, like a friend, a organizer, a adviser, a coach or a monitor but not the class authority, for the students are the center in teaching and learning. 4. Design suitable tasks including homework for students of different level. 2.

Task-basked approach:

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Task-based learning: New Syllabus Design

encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

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Study methods 1.

Teach Ss how to develop the reading skill —

skim & scan; how to communicate with others; how to learn new words; how to learn independently; 2. Teach Ss how to be successful language learners;

3.

Get the Ss to form good learning habits. Ⅳ

Teaching Procedures: Step 1. Daily report ( 1 m ) Step 2. Warming up.(4 m) 1)

Task 1: How much do you know about it? See a logo of WWF and bring out the topic of wildlife. T: Do you know this logo?

What’s the full form of the WWF(the World Wildlife Fund)? What do you think of when we talk about the wildlife? What’s the aims of the WWF? (To protect endangered species ;to conserve endangered species; To try to find solutions to threats to the environment.) This task is designed to activate the Ss schemata regarding the topic of wildlife protection 2)

Task 2: A game : match the pictures.

In this task, the pictures of some objects will be shown on the screen. The objects in the pictures are made of the body parts of some endangered animals, such as wool of antelope, the peel of tiger, the horns of rhino.

This section can arouse everyone’s attention to the problems of the endangered animals and the Ss will feel symphony to them This activity can help to develop their ability in thinking independently.

Step 3. Pre-reading.(2 m) 1) Task 3. Guessing the price.

In this section the Ss will guess the price of the objects that have been shown just now. They can use the information they got on the Internet.

What animals are things belong to animals？(Antelope) Do you know how much does it worth?(The woolen scarf is worth $300~500.) This section is the prediction of the reading. It can lead them to the text naturally.

Step 4. While-reading. (10 m) 1)

Scanning:( Read for the first time )match the animals and the places they live in.

A

B

1. the excited elephant

a. the thick rain forest

2. the antelope with a sad face

b. Zimbabwe

3. the rubbing monkey

c. Tibet in China

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This part is designed to find out the two factors of each issue. 2)

Skimming (reading for the second time).Try to understand the clues and fill in

the blanks of the form of the organization. ( the Organization in the Student Times). The students should complete this form of the information gap. This part is constructed to develop their reading skills: skim & scan

3)

Get the details. Answer some questions according to the text .

These questions can not be found straightaway in the text. They should understand the reading and sum up the answers. This is benefit for developing their understanding. Step 5. Post-reading. （13 m）

1)

Task 4: a: make up a dialogue between Daisy and the officer in the WWF about the monkey in rainforest.

b: Exchanging information in groups. Use the pictures and the information of the endangered animals which they got on the Internet. t. The Ss’ words should contain the answers to these questions: What kind of problems are the animals facing ?(Being killed/lack of food/ lack of habitats? How many of them are survive in wild in the world? Are some measurements being taken (by the government/people/the WWF?) The Ss can choose either of the tasks to talk.( task b is especially for high level students.) There are information gap among the Ss. Besides, under the guiding of the questions, the Ss can talk about the wildlife protection smoothly and using the passive voice. 2)

Task 5: Watch some advertisements about protection of our environment and tell your groupmates about your afterthoughts,.

This task is designed to cultivate their speaking and communicating skills.

Step 6. Homework. 1.

Design an advertisements which can arouse more attention of the public to the endangered animals. ( Especially for the high-level Ss.) 2.

Make up a motto(sentence) to encourage

people to do something benefit for our environment. ( For the rest Ss.) Ⅴ

Comment

Do a survey among the Ss and see how do they learn through this lesson, try to give A,B, C or D to what they do in class. Remind them to adjust themselves in learning .This is also a feedback to the teacher.

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