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人教版高中英语必修二unit4 wildlife protection说课稿

人教版高中英语必修二unit4 wildlife protection说课稿
人教版高中英语必修二unit4 wildlife protection说课稿

Unit 4 Wildlife protection

Warming-up & Pre-reading

各位老师大家下午好!很荣幸今天能够在这里与大家分享我的课堂。

下面我简单介绍一下,我的说课主要分为五个部分:教材分析,教学目标,重难点分析,教学方法,和教学过程。

教材分析

我说课的内容是高中英语必修二的第四单元。本单元是有关于野生动物的保护。随着经济的发展,环境问题越来越突出,人与自然如何和谐共处成为了我们必须面对的问题。作为高中生,应该了解野生动物的保护知识,并确立环保观念。希望通过对本单元的学习,能够让学生了解到那些濒临灭绝的野生动物的生存现状,并提高他们保护野生动物的意识。与此同时,希望学生能够知道如何去保护野生动物。本节课是针对本单元的warming-up和pre-reading的展开的,正如我们所知道的,每一单元的warming-up和pre-reading都是对本单元所学习的中心内容起到铺垫的作用,所以希望通过这节课,可以激发学生对学习本单元以及学习英语的兴趣。

教学目标

这节课的教学目标一共分为三部分:

一,语言知识目标

1)即让学生对野生动植物的生存现状及其濒临灭绝的原因有所了解;

2)能从这部分内容中学会并使用一些本单元的重点词汇和短语:die out, in peace, in danger 等。

二,能力目标

1)锻炼及提升学生根据标题和图片预测课文内容的能力;

2)锻炼口语表达能力;

3)提升团队合作意识。

三,情感目标

通过对野生动植物生存现状及其数量减少的原因的了解,让学生意识到保护

动植物、保护环境的重要性,同时要对大自然的给予心存感恩,另外,学生能够体会到人类在保护环境中的责任,并意识到人类和环境和谐相处的重要性。

重难点分析

本课的教学重点是帮助学生深入了解保护野生动物的重要性,思考动物保护的多种方式。学习重点句型和短语。如词汇:wild,decrease,loss,reserve;短语:die out,in peace,in danger;句型:This is wildlife protection is all about。

本课的教学难点是训练学生获取信息,处理信息,思考问题,解决问题的方法。以及使学生能够使用目标语言表达自己的观点。

教学方法

正如我们所知,国家标准课程改革要求建立以学生为中心的教学模式。而且学好英语,要求教师能够帮助学生提高他们的语感。所以,通过对教材内容以及教学目标的分析,我决定采用以任务型教学为主,交际教学法为辅的教学方法。同时使用多媒体辅助教学,增加课堂教学的生动性。

教学过程

Step I. Lead-in. (8mins)

Greet to the class. And the teacher can ask Ss some questions to lead to the new unit.首先先向学生打招呼,吸引学生的注意力。之后老师就可以进行一些简单的对话,例如:

T: Where do we often see the animals?

Ss: In the zoo…

T: Are these animals all in the zoo?

Ss: No, some of them are in the zoo.

T: And the others?

Ss: In the wild.

T: Yes…

在进行完这简单的对话之后学生就应该已经知道课堂的话题是与动物有关的,这个时候呢,老师就可以组织学生以小组的形式,进行头脑风暴,让学生去联想更多与动物有关的词汇,如milu deer, panda, south china tiger, 以及die out, in danger这类与动物生存现状有关的词汇。

Task 1. Brainstorm. (Group work; 5mins)

Ask Ss work in group to think about the words related to animals as much as they can, such as milu deer, panda, tiger, die out, in danger. Then compare their list with other group.

这么做的目的主要是希望通过活动的形式来引出话题,激发学生学习英语的兴趣。

Purpose of my design: (1) To catch Ss’ attention about the topic.

(2) And p roper competition can arouse the Ss’ interest in English learning.

Step II. Warming-up (20mins)

Let Ss discuss the questions on the ppt. (Questions: Do you know top 10 most endangered animals in China? And what are they?).

After discussion, the teacher shows the answers on the ppt.

Then let Ss read the paragraph and report in the Warming-up part. And complete the task1.

第二部分是warming-up,这一部分首先可以先向学生问一下ppt上展示的问题,因为这个问题并不一定是每个学生都了解这是种动物是什么,所以可以让学生对这个问题自由发言,等到答案说的差不多,就可以在ppt上展示这是种动物。然后就可以让学生对以下问题进行小组讨论。(读问题)让每组学生推选一名学生进行结果呈现,但课堂时间限制,只挑选几组学生即可。因为学生基础可能比较差,所以在此过程中,我会在教室走动来帮助有问题的学生,然后结果呈现时尽量去鼓励学生使用英语,使用新学的这类短语,对学生的努力进行一定的肯定,但同时也会委婉的指出言语中的一些需要注意的语法错误,来建立和谐平等的课堂氛围。

待这个任务完成之后,针对第三个问题,我会将野生动物濒临灭绝的原因展示在ppt上,例如因为人类对环境的破坏,破坏了动物的栖息地,导致食物短缺。人类对动物过度捕杀,用他们的皮毛以及其他身体部分来换取金钱,引起学生对这个问题产生共鸣。

其实这一部分最主要的就是向学生讲述野生动物的生存现状,引起学生保护动物和保护环境的意识和共鸣。

Task 1. Question discussion. (Group work; 15mins)

Questions: 1. What other endangered species do you know of?

2. Do you know any wildlife that has disappeared?

3. Why are they in danger?

Ask Ss to discuss these questions and make a conclusion. Then choose some of them to make a presentation of their conclusion. Try to let them use the new phrases like die out, in peace and in danger. And then show them some reasons of the third question on the ppt.

Purpose of my design: (1) To get to know the situation of endangered animals.

(2) To have a better understanding about the importance of

wildlife protection.

Step III. Pre-reading. (15mins)

Let Ss go through the questions in the Pre-reading part. And ask Ss to discuss what the relationship between people and wildlife should be, and what we can do to protect endangered animals.

最后一部分,可以让学生进行角色扮演,一名学生扮演动物,一名学生扮演记者,记者采访动物的一些感受以及对人类的建议。那么这里可以提供一些语言帮助给学生,比如...这些句子都是表达歉意的,也就是当扮演动物的学生说出对人

类的抱怨时,记者可以用这些结构来安慰一下他。

在最后,就可以问学生几个问题,如ppt上的这两个问题,短暂讨论之后就可以向学生展示答案,例如第一个,人类和动物应该是非常和谐的朋友关系。我们可以通过这四点来保护野生动物,但是能从学生本身做起的其实只有环境保护,所以目的也就是为了唤起学生保护环境保护野生动物的意识。

Task1. Role-play. (Pair work; 10mins)

Ask student A to play an animal, and student B to play a reporter. B try to interview A about his feelings and suggestions about what our human beings should do.

Useful expressions: I’m sorry to hear that…

I am afraid that…

It is very nice of you but…

It is a shame that…

Why didn’t you tell me that…?

Thank you very much but…

Purpose of my design:“Task-based” teaching method is used here to develop the Ss’ ability of communicati ng with each other. And also their ability of co-operation will be well trained.

Step IV. Homework. (2mins)

1.Review the new words and phrases learned in this lesson.

2.Find information about WWF and what we have done to protect endangered

animals on the Internet.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

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