作为一名教职工，有必要进行细致的.说课稿准备工作，借助说课稿可以更好地组织教学活动。那要怎么写好说课稿呢？以下是小编收集整理的Unit4 Wildlife Protection说课稿，希望对大家有所帮助。
Lesson plan presentation
NSEFC Book Module2, Unit4 Wildlife Protection
Hello everyone, it’s my pleasure to give my lesson plan presentation here. My name is… from the ….. The lesson plan I’m going to present is New Senior English for China, Book Module2, Unit4 Wildlife Protection. This is a reading course, the title of the reading material is “how Daisy leaned to help wildlife”. Now I’d like to explain what to teach, how to teach and the reasons for doing so from following aspects. They are analysis of teaching material and learning condition, teaching objectives, key points and difficult points, teaching methods, teaching procure and blackboard notes.
The analysis of teaching material and learning condition:
First, I’ll analyze the teaching material. The topic of this unit is the importance of wildlife protection. This problem is world wild and present, and it concerns with everyone. The text is a story. It shows us the importance of wildlife protection by telling us 3 problems of wildlife protection in 3 parts of the world. The sentences are easy to read, but to understand the deeper meaning, Ss have to make inference.
Now let’s move on to the analysis of learning condition. My Ss are from grade1 in high school. They have learned English for at least 7 years, so most of them have mastered the basic words and expressions. Besides, many of them are animal lovers, so they may be interested in this topic and feel sympathy for the endangered animals. However, there are more Ss who do not realize why they should concern with animal protection. This is the first important thing to clarify if we want to make this class meaningful. Finally, since they are coming to the end of this semester, many Ss may have lost interest, so I will present them more interesting activities.
The analysis of teaching objectives, key points and difficult points:
Based on the analyses of the teaching material and the learning condition, I will put forward the teaching objectives, key points and difficult points.
Language skill:
Can get the main idea through skimming and locate the specific information through scanning
Ss can express their own opinion freely about protection of the animals
Can make inference to understand the passage and how it is organized.
Language knowledge:
Can get the basic knowledge about the condition of animals
Can understand the passage and gist as well as the purpose
Get familiar with some new words and expressions
Affect:
Realize the importance of protecting wild animals
Cultural awareness:
At the end of the class, Ss will know that animal protection is worldwide and has no national boundaries.
Learning strategy:
Ss can develop their communicative strategy by communicating with others
Ss can learn individually and cooperatively.
Key points:
The key points are as follows: Ss can develop the skills of skimming, scanning and making inference. They can realize the importance of wildlife protection.
Difficult points:
The difficult point is that Ss can arose motivation to learn this passage by working out the relations between human and animals.
Teaching method and teaching aids:
As for the teaching method, I will use communicative language teaching and situational method. I will use computer, projector and blackboard as my teaching aids.
Teaching procedure:
Now let’s move on to the most essential part of my lesson plan presentation. That is teaching procedure. I divide it into 4 steps.
Step1: lead-in
The first step is lead in. it will cost about 5ms. There are 2 activities in this step: watching a video and discussion. At the very beginning of the class, I will play a video. It is about the present condition of endangered animals and the reasons why they are dying out. This is to arouse Ss’ interest and activate their background knowledge of wildlife. And Ss get to know the reasons why the animals are dying out. After the video, I will let Ss discuss the question: why we should be concerned about endangered animals? What can they do for us? Ss are to discuss with their partners and write down their answers briefly. After that, I will collect their answers on the blackboard. The purpose is to activate Ss’ motivation to learn this text and get more involved in the animals protection.
Step2: pre-reading
Then let’s move on to the second step, pre-reading. It costs 4ms. Firstly, I will ask Ss: do you know WWF? What protection has been done by WWF? Ss are asked to say whatever they know about it. If they do not know, they may guess. Then, I will tell them more information about it. By this activity, Ss can get familiar with WWF which appears in the text. The next activity is prediction. Ss are requested to look at the pictures and the title and predict the content. This is to develop Ss’ reading skill of prediction.
Step3: while-reading
The third step is while-reading. I will spend about 20ms in this step. There are 3 activities in this step. The first one is skimming. Ss are to read through the passage quickly and find the main idea of it. This activity is to make Ss have a general view of the text. For the next activity-scanning, I will ask Ss to go through the text for a second time and fill in a chart about the place and kind of animals in the 3 visits. Then, they are to answer me some questions, such as, which animal is being protected? Which is likely to disappear altogether？The last activity is careful reading. According to each visit, I design different kinds of exercises. Ss will be asked to read paragraph to paragraph carefully and finish the questions. For the first visit, my questions are as follows: why was the antelope so sad, what happened to it? What is the result of people’s hunting? For the second visit, Ss are to finish a chart about the previous and present situation of the elephant and then answer the question: why the elephants have this change? The question of the third visit is: why did the monkey rub himself? What does the sentence mean by “no rainforest, no animals, no drugs”? By these questions , Ss get deeper understand of the encounter of endangered animals and that it’s our duty to protect animals. In this step, the reading skills of skimming, scanning and making inference are practiced. During the whole process of reading, I will teach new words and expressions such as in relief, protect…from, fur, mercy and so on.
Step4: post-reading
Now let’s come to the forth step, post-reading. It will cost first, I will let Ss work out the structure of the passage and finish the chart in page27, exercise2. This exercise is a little difficult, so Ss will find it much easier to do after they have learned the whole passage. Then, to consolidate the new words, Ss are asked to use the new words and phrases to fill in the blanks. At the end of the class, I design an activity called: economic increase VS ecological balance. Ss look at the material at exercise3, page27 and have a debate. 5 students a group, student A acts as a judger who host the debate. Student B acts as a farmer who wants to grow coffee. Student C is another farmer who wants to protect the wildlife park. Student D acts as the mayor of the city who wants to develop the local economics. Student E is a representative of WWF who argues for protecting the wildlife park. They should follow the process: firstly, both sides give their point of view and at least raise 3 reasons to support it. Then free debate and work out the final solution. The judger should listen carefully and take notes, conclude and give the report to the whole class. I will also offer them a few phrases and sentence structures to help them. This activity is an extension and offers a chance of further thinking. Ss can also practice their oral English.
As for the homework:1. finish the exercise 1、2、3 in page28; 2. What other endangered animals do you know? What has being done and what should be done to protect these animals? Search the information in any way you can use. (library, internet, TV……)
This is my blackboard notes: in the center, that is the places and animals in the 3 visits. At the left side, it is the result of the discussion in the lead-in step. At the right side, there are some new words and phrases. This is all for my lesson plan presentation. Thank you for your attention. Thank you!
blackboard notes: