Module-2-unit-4-Reading-高中英语说课稿.docx

Module 2 Unit 4 Wildlife ProtectionReading: How Daisy Learned To Help Wildlife(Period 1)Part 1 Teaching MaterialThe content of my lesson is New Senior English for China Module 2 Unit 4. This unit is about Wildlife Protection. As the first period of this unit, the purpose of reading is to not only have students learn language, extract important information from the passage and comprehend the content but also help students manage the skills of reading and finally become an independent reader. Furthermore, reading is the most fundamental part among the four language skills-listening, speaking, reading and writing, since reading which plays the leading role can broaden horizons, increase the vocabulary and enrich the background information. Only by remembering words and expressions and understanding the structure of each sentence in the reading part can students easily extract useful information when listening; only by accumulating sufficient materials and reading a lot can students have various ideas to share and express when writing and speaking. This period includes Warming up，Pre-reading，Reading and Comprehending of Unit 4.It introduces the wildlife situation in Tibet，Zimbabwe and a rain forest. Students will realize the importance of wildlife protection by experiencing what Daisy has gone through. Meanwhile students can learn some reading strategies such as skimming and scanning.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings:1. Knowledge objects1) To enable the students to know the usage of the important words and expressions.2) To let the students understand the text.2. Ability objects1) To develop the students abilities of reading and speaking.2) To improve the students reading ability, especially their skimming and scanning abilities.3) To train the students abilities of studying by themselves and cooperating.3. Emotion or moral objects1) To know what wildlife in Tibet, Zimbabwe and the rain forest is suffering and help the students develop their awareness of the importance and urgency of wildlife protection by the story of extinct dinosaurs and dodo. 2) To develop the students sense and abilities of group cooperation and teamwork.Part 3 the Important and Difficult Points1. The important points: 1) To understand the whole reading passage.2) To let the students learn important language points.3) To develop students integrative skills, like cooperation, reading, speaking, and problem-solving abilities.2. The difficult points:1) To improve the students reading ability, especially their skimming and scanning abilities.2) To have the students make a discussion about the wildlife protection.Part 4 Students AnalysisThe object of the unit is fresh students of senior high school. 1. As for the characteristic of cognition and thinking, as the first year students, they used to study under the strict supervision of teachers when they were in the middle school so it is important to reverse their passive learning into active learning; they have difficulty in understanding new reading passage when a long passage with hundreds of words is presented to them, so it is necessary for the teacher to guide students approach the new passage step by step instead of making the process without a stop.2. As for the background knowledge, if students have known the similar knowledge as the topic which they are going to learn, it is easier for them to understand the unit so when teaching classes the teacher can take advantage of this feature starting with students familiar knowledge.3. As for students interest and habit, they prefer classes accompanied by multiple media with pictures and videos to only textbook, especially when learning the new knowledge point. The teacher can make good use of this trait to stimulate students interest and activate the learning atmosphere by the use of the CAI (computer-aided instruction).4. In general, the teacher should know each students characteristic and try his best to respect students differences and pay attention to personal development and interaction between students and teacher. In addition, the teacher should also remember that all classes are supposed to center on students and be based on students practical situation. Part 5 Teaching and Learning Methods1. Teaching methods:The modern teaching theory considers that in the teaching process, the students are the subject while the teacher is the organizer and guider, which means all teaching activities should start with motivating the students creativity and initiative. According to this theory, combined the characteristic of this lesson with students age features, the methods of elicitation, discussion and teaching and practicing will be adopted, centering attentions on raising and solving questions to encourage students to take an active part in the teaching activities. In addition, when guiding students to analyze the questions, the teacher ought to leave students with enough time and space to associate and explore the knowledge. Furthermore, during the teaching process, the CAI (computer-aided instruction) will be used to provide a real situation with its sound and picture in order to develop the students creativity and increase the teaching efficiency.In general, the teacher should know each students characteristic and try his best to respect students differences and pay attention to personal development and interaction between students and teacher. In addition, the teacher should also remember that all classes are supposed to center on students and be based on students practical situation. 2. Learning methods:When guiding students to study, the teacher should not directly impart particular learning methods. An effective and well-accepted guidance should be permeated via the teaching process. A few aspects of this lesson should be permeated as follows:1) To cultivate students to teach themselves and observe the related knowledge so that students abilities of analyzing, concluding and inferring can be improved.2) To guide students to correlate the new knowledge point with the old one because no knowledge point is independent from others. As students combine each knowledge point with one another, they will soon find it easier to master the new point, which helps them relieve memory capacity.Part 6 Teaching ProcedureAccording to the new standard curriculum and the syllabus, teaching procedure means that the teacher guides the students to carry out teaching activities, that the teacher interacts with the students and that the teacher and students develop together. To teach orderly and efficiently, the arrangements of this lesson are the followings:Step1 Lead-in (2 min)Raise some questions and encourage students to answer. 1) I am thinking of an animal and I want to see if you can guess what it is. It is a huge animal with the color of black and white. It is our national treasure. It likes eating bamboo. (After the students answer the questions, display the photo of panda.)2) Which province is famous for pandas? Do you know what habitat do panda like?Purpose of my design:1) To raise students interest in this class.2) It is easier for students to get engaged in the new class through some familiar knowledge.Step2 Warming up (pair work,4 min) To have the students in pairs discuss the following questions:1) Do you know why these animals are endangered?2) What has been done to solve the problem?Purpose of my design:(1) To catch students attention to the class.(2) To lead students to convert the main points into complete sentences.Step3 Pre-reading (pair work, 4 min)1. Let each pair of students think about the questions below and encourage one student to ask the questions and the other to answer. Then let them change their roles so that each student has the opportunity to ask and answer. 1) Are you concerned about animals and plants disappearing? Why?2) What else animals do you know are being protected? 3) Where are their habitats? 4) What problems are they facing now? 2. Let the students look at the pictures and the title of the reading passage at Page 26 and predict the content. Purpose of my design:1) To encourage the students to think actively and ensure that each student has the opportunity to ask and answer. 2) To train the students to develop their ability of prediction.Step4 Fast-Reading (5 min)1. Read the passage quickly and finish the blank. To ask students to answer and then check the answers.Daisy took _ to visit three places and talked with_, _ and _ in her dream, which made her learn _ of the wildlife protection.2. Read each paragraph carefully and write down its main idea and the supporting details in the correct boxes. ParagraphMain ideaSupporting details11. Animal:2. Situation:3. Result: 21. Animal:2. Situation:3. Result:31. Animal:2. Situation:3. Result:Purpose of my design1) To enable students to capture the main idea and the structure of the passage.2) To develop students fast-reading skills.3) To enable students to reverse passive reading into active one.Step5 Intensive Reading (10 min)1. Read the story again and answer these questions. To ask students to answer and then check with the whole class.1) Why has the antelope in Tibet become an endangered species?2) Why are elephant numbers increasing in Zimbabwe?3) How does the government of Zimbabwe help protect wild animals?4) Why is it important to protect the rainforest?5) What must be done if wildlife protection is to succeed?2. Read the whole passage quickly and judge the following statements True or False.1) Daisy had never longed to help endangered animals.2) Daisy met an antelope in Zimbabwe.3) The elephants are being well protected by the human beings.4) This is a real story in Daisys life.Purpose of my design1) To develop students intensive reading skills.2) To develop students ability of scanning detailed information.3) To develop students ability of distinguishing right and wrong.4) To enable students to reverse passive reading into active one.Step6 Discussion (8 min, group work)1. Have students in groups discuss what we should do to protect the endangered animals? List at least five measures.2. To choose one student from each group to speak out