Unit2WildlifeprotectionListeningandTalking说课稿-高一英语人教版

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Book2Unit2WildlifeProtection

Period5Listeningandtalking

Helpthewildlifeinyourneighborhood

Goodmorning，distinguishedjudges.I'mveryhappytopresentmyinstructionaldesignhere.I'mgoingtotalkaboutmyinstructionaldesignfromthefollowingsevenparts:teachingguideline,analysisoftheteachingmaterial,analysisofthestudents,teachingobjectives,teaching

andlearningmethods,teachingproceduresandteachingreflection.

1.Teachingguideline

First,let’sstartwiththeteachingguideline.Undertheguidanceofnewcurriculumstandard,inthislessonthroughtheimplementationofintegrationofviewsonEnglishlearningactivitiesandtheintegrationofteachinglearningassessment,theformationanddevelopmentofstudents’corepetenceswillbegraduallypromoted.Besides,thebigideasputforwardinrecentyearsprovideanoverallguidanceforeffective

instructionaldesign.

2.Analysisoftheteachingmaterial

Nowlet'smovetotheteachingmaterialanalysis:thethemeofthisunitisaboutmanandnature,thebigideaofthisunitistoprotectthewildlife,maintainecologicalbalanceandcoexistwithnature.Thetopicofthislessonistohelpthewildlifeintheneighborhood.Theteachingperiodwefocusontodayisperiodfive:listeningandtalking,whichservesasthe

bridgetoconnecttheformerpartandthelatterpartofthisunit.

What:Thelisteningtextconsistsoftwonarrationsandaconversation.

Thenarrationinthebeginningprovidesinformationaboutthetime,place,

peopleandpurposeoftheeventwhilethenarrationattheendintroducesabirdwatchingsiteaswellastheactivitiesawatchingclubnormallydo.Intheconversation,studentstalkaboutwhatequipmenttheytakeand

theirrespectivefunction.

Why:Thepurposeofthisperiodistoletstudentsknowaboutthebirdwatchingactivitiesandthewaystoprotectthewildbirds,guidestudentstoanalyzetheneedsandchallengesofthewildlifeintheirneighborhoodandinspirethemtotakeeffectiveandpracticalmeasuresto

careforandhelpthewildlife.

How:Thelisteningtextispresentedintheformoftwonarrationsandaconversation.Intheconversation,theteenagersfromabirdwatchingclubtalkaboutthefunctionsofthetoolsusedinbirdwatchingbyusingsomeexpressionsshowingpurposessuchassoasto,sothat,inorderthat,in

orderto…,whichshouldbehighlightedinthislesson.

3.Analysisofthestudents

Havingaclearideaoftheteachingmaterialisfarfromadequatetomakeagoodlesson,nowIwillanalyzethemainbodyofmyclass:Students.Throughthepreviouslearning,studentsarefamiliarwiththetopic:Wildlifeprotectionandtheyhaveknownthethreatsfacedbythewildanimalsandsomepossiblesolutionstoprotectthem,buttherearestillsomeproblems.Forexample,they’reunfamiliarwiththelistening

content:Birdwatching.Somestudentsdon'tknowexactlyabouthowto

helpthewildlifeintheirneighborhoodandtheymaystillfinditabitdifficulttousepletesentencestoexpressthemselvesconfidentlyandfluently.Tosolvetheseproblems,Iappliedlayeredactivitiesandgroupworktomakestudentsfullyengagedinclassactivities.Togetstudentsthinking,Ipresentedthemwithrichpicturesandavideo.Besides,

encouragingandpositivefeedbackalsocountalot.

4.Teachingobjectives

Basedontheaboveanalysis,Isettheteachingobjectivesasfollows:

bytheendofthisclass,studentswill:

1.Identifythenewwordsrelatedtobirdwatching;

2.Getkeyinformationaboutbirdwatchingclubthroughlistening

activities;

3.Sumuptheexpressionsshowingpurposes;

4.Makeaconversationabouthowtohelpthewildlifeintheir

neighborhoodwithexpressionsshowingpurposes.

Gettingtheinformationaboutthebirdwatchingclubthroughlisteningactivities,summinguptheexpressionsshowingpurposeswillbeemphasizedinthislessonandthedifficultpointslieingettingtheinformationaboutthebirdwatchingclubandmakingaconversationabouthowtohelpthewildlifeintheneighborhoodwiththeexpressions

showingpurposes.

5.Teachingandlearningmethods

Tobetterachieveteachingobjectives,Iappliedtheactivitybasedteachingapproach,situationalapproachtoachievethestudentcenteredclass.Studentswilllearnthroughindependentthinking,cooperation,

groupwork,pairworkanddiscussion.

6.Teachingprocedures

Nextesthemostimportantpart:Teachingprocedures.Myteachingprocedurescanberoughlyputintofoursteps:leadingin,listening,talkingandreflection.Inmyteachingprocess,IwilluseeffectiveactivitiestoguidestudentstolearnstepbystepandtrytobuildalanguagescaffoldtopreparethemforspeakingandtalkinginEnglishindifferentsituations.Alltheactivitiesaredirectedbytheleveloflearning

andunderstanding,applyingandpracticing,transferringandcreating.

Firstofall,let'stakeacloselookattheleadinginpart.Inthispart,Iwillshowstudentsavideoaboutvariousbirds.Throughthevideo,studentscanexperiencethebreathtakingbeautyofthewildbirdsinnature.Doingthiscanarousestudents’interestoftheinglistening

partandleadinthelisteningtopicnaturally.

Thenesthelisteningpart.Beforelistening,Iwillaskstudentstoguesswhattoolswillbeusedinbirdwatchingandthenshowthemsomepicturesofthemontoolsusedinbirdwatching,whichcangivethemavividaudiovisualimageofthenewwordsandhelpstudentsclearup

theobstaclesofnewwordsforthefollowinglisteningactivities.

Duringthefirsttimelistening,studentsarerequiredtocirclethekeywordsinthequestionsandcatchspecificinformationinthelistening.Thisactivityisintendedtotrainstudents’listeningstrategyoflisteningforspecificinformation.Meanwhile,studentsmaycatchthefunctionsoftheequipmentusedinbirdwatchingduringlistening,thentheyareencouragedtousetheirownwordstotalkabouttheexactfunctionsoftheequipment.Iwillraisequestionslikethese:Whydidtheytakebinoculars?

Whydidtheybringbirdfieldguide…Whenansweringthesequestions,

studentsmayuse“to”toexpresspurposes,soduringthesecondtimelistening,studentsareguidedtolistentotheaudioandgetmoreexpressionsshowingpurposes.Aftercheckingtheanswers,studentsareencouragedtosortoutandbrainstormsimilarexpressionsshowingpurposes.Thisactivityisintendedtoequipstudentswithmoreexpressionsshowingpurposes,whichwilllayalanguagefoundationfor

thesubsequenttalkingactivity.

OK,hereesthehighlightthetalkingpart.Therearethree

activitiesinthispart.Let'sstartfromthefirstone.

Inthefirstactivity,studentsarerequiredtodescribethedangerousstatesofthewildbirdsshowninthepicturesandmakeuseoftheinformationgainedfromlisteningtotalkaboutmeasurestoprotectthesewildbirds.Inthisactivity,studentsshouldberemindedtousethe

functionalitem:expressionsshowingpurposeswhenansweringquestions.

Meanwhile,amindmapisprovidedheretohelpstudentsorganizetheirthoughts.Thisactivityaimstoleadstudentstopracticetheuseofexpressionsshowingpurposestotalkabouttheprotectionofthewild

birds.

Inthesecondactivity,studentsareencouragedtothinkaboutsomeotherwildlifeinneedofhelpintheneighborhood,analyzetheirpossibleneedsandchallenges,theneupwithvariousmeasurestoprotectthem,includingbutnotlimitedtoprovidingfoodandshelter.Thinkingitmightbedifficultforsomeofthestudents,heretogivestudentsenlightenmentandgettheirthinking,Ipresentstudentswithseveralpictures.Doingthiscanhelpstudentsopentheirmindsandeupwithmorescientificandeffectivesolutionstohelpthewildlifeintheir

neighborhood,whichwillpavewayforthenexttalkingactivity.

Hereesthethirdactivity,reallifesituationsaresetupforstudentstoapplywhattheyhavelearnttosolveproblemsintheirreallife.Inthisprocess,studentsareshownavideo.Inthisvideo,somestudentsinourschooltalkabouttheirsocialpracticeactivitiesaboutprotectingwildlifeintheirneighborhood.Throughwatchingthevideo,studentswillhaveafurtherunderstandingofthelivingsituationandchallengesofthewildcats,wilddogs,wildrabbitsandwildfrogs.Inaddition,theywillalsogettoknowsomeoftheirschoolmateswhohavesetanexampleand

startedtotakeactiontoprotecttheseanimals.Doingthiscanstimulate

students’enthusiasmtodowhattheycantohelptheseanimals.Nextstudentsareencouragedtoworkingroupsandcooperatewitheachothertodecideononekindwildlifeintheneighborhoodandanalyzetheseanimals’needsandchallenges,eupwithsolutionstohelpthem.Afterthat,studentsarerequiredtomakeaconversationbasedontheirdiscussion.Inthemeantime,Iadvisedmystudentstodrawamindmapinordertohelporganizetheirthoughtsandvisualizetheirthinking.Inthisprocess,notonlyisthetargetlanguagestructurepracticedbutalsostudents’criticalandcreativethinkingarestimulated.What'smore,theirawarenessofprotectingandhelpingthewildlifeisenhanced.Thisactivityisdesignedtohelpstudentscheckwhethertheyhaveintegratedandinternalizedwhathasbeenlearnedintheclassandwhethertheycantransferit.Theinputofknowledgeandlanguagefrompreviousactivities

laythefoundationsforstudents’outputinthispart.

Themostimpressivepartisstudents’excellentperformance.Nowlet’stakealookattheirperformancefromashortvideo.Asisshowninthevideoclip,ifstudentsaregivenchancesandproperguidance,they

provedtobereallyamazing.

Bytheway,achecklistisalsoprovidedinthisprocess.Studentsareencouragedtomakesomeimprovementoftheirownperformanceaccordingtotheitemsshowninthechecklistanddoapeerassessment

basedonexpressiveness,content,interactionandproperbodylanguage.

Attheendofthislesson,Iwillaskstudentstosharewhattheylearntinthislessonfromdifferentperspectivesandguidethemtomakeaselfassessmentaccordingtothisform.Thispartemphasizesonstudents’selfmonitoringontheirownstudyprocess,helpingstudentstoadjusttheir

learningstrategiesandtobemoreautonomouslearners.

Therearetwokindsofhomeworkinthislesson.Thefirstoneisindividualwork:Writealearningjournal.It'saserialhomeworkofthewholeunit,whichistohelpstudentsbettersummarizewhattheyhavelearned.Thesecondassignmentisgroupwork:Workoutan