河南省鄭州市中牟縣第二高級(jí)中學(xué)高中英語(yǔ) Unit4 Wildlife Protection說(shuō)課稿 新人教版必修2.doc

unit4 wildlife protection good morning, everyone, its my great pleasure to be here sharing my lessons with you. the content of my lesson is about how daisy learned to help wild life taken from new senior english for china students book 2 unit 4 wildlife protection. ill begin the lesson from the following five parts: the teaching material, the teaching methods, the learning methods, the teaching procedure and blackboard design. first, let me talk about the teaching material.part 1 teaching materialfirstly，let me introduce the teaching material. this unit is to introduce to us the importance of wildlife protection. the reading passage is the center of this unit. it is made up of 3 paragraphs, that is, why we need wildlife protection, a good example of wildlife protection and what we can get from wildlife protection. the text is the most important teaching material in this lesson, which extends the main topic “wildlife protection” and contains most of the vocabulary and grammar points that students should learn in this unit. secondly, i want to tell something about the students. although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning abilitythirdly, id like to talk about teaching aims and demands.1 knowledge aims: （1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about the endangered animals and wildlife situation and protection.2 ability aims:(1) to improve the students organizing and using skills of english as the second languageto understand the main idea, to scan for the needed information and to grasp the details 3 emotional aims: (1) help students understand the importance of the wildlife protection and make them be more active in the helping wildlife.(2) develop students sense of cooperative learningfourthly, teaching key points is1. to help the students get a general idea of the whole passage, and some detailed information and language points as well. 2. to understand the importance of wildlife protection and then do something for wildlifeteaching difficult points is1. the students use their own words to express their own ideas.2. the usage of present progressive passive voicepart 2 teaching methodsaccording to the analysis above, ill try to use the following theories to make students the real master of the class while the teacher myself the director.a. communicative language teaching language is used for communication. its learner-centered and emphasizes communication and real-life situations. b. task-based language teaching a task resembles activities which our students or other people carry out in everyday life, learners should be given opportunities to reflect on what they have learned and how well they are doing.c. computer assisted language teaching language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.part 3 learning methodstask-based, self-dependent and cooperative learningpart 4 teaching procedurestep 1 lead-in“interest is the best teacher.” therefore, at the very beginning of the class, i should spark the students mind to focus on the centre topic “the importance of wildlife protection”ill show them some beautiful pictures of wild animals, such as lions, tibet antelopes, monkeys and so on. ask them what they know about those animals. the answers must relate to their present situation, such as die out, dangerous, decrease and so on. after this, the students will be eager to something about the endangered wildlife and this is the very time to naturally lead the class into step 2step 2 reading for information: skimming and scanningin this step, i use task-based language teaching method, which can give students a clear and specific purpose while skimming and scanning the context.task 1 general idea the students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. and theyll be divided into groups of four to have a discussion.the purpose is to inspire the students to read actively, not passively. in addition, the task is to develop the students reading skill by making prediction and to encourage the students to express their thoughts in english and cooperate with each other.task 2main idea of each paragraph cooperative learning can raise the students interest and create an atmosphere of achievement. based on this theory, i divide the whole class into 3 groups to skim the whole text and get the main idea of each paragraph.step 3 reading for comprehension the purpose of reading is to get the correct and useful information. students should not only have a high speed of reading but also have a correct understanding of details. therefore the following practices on page 27 can help check the situation. step 4 solving difficult language problems through reading its important for language learners to learn important rules of grammar and use these rules to solve problems in reality. in the previous process of reading, the students must come across some difficult language obstacles, so its necessary for us to discuss and explain. this period of time belongs to students. they can ask any questions they come across in the process of learning. ill explain the questions and difficulties. the purpose of this is improving the students “questioning spirit” and dealing with the difficulties.step 5 consolidation language is learnt by communicating. it is my job to create an atmosphere for students to use the language. here i design 2 activities1 role read the text is concentrated on the conversation between daisy and tibet antelope, elephant and monkey. role read is a good chance to practice english in a cooperative learning atmosphere.2 discussion during making discussion, the