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視頻課題：Module 2 Unit4 Wildlife Protection Using language （listening，speaking and writing）西安市田家炳中學
教學設計、課堂實錄及教案：Module 2 Unit 4 Wildlife Protection Using language （listening，speaking and writing）西安市田家炳中學
A Teaching Design for Module 2 Unit 4 Wildlife Protection
Using language （listening，speaking and writing）
Design concept: the design is about Senior English for China book 2 unit 4 Wildlife protection; this is the Fifth period of this unit teaching, so it’s mainly about listening, speaking and writing. In this design, there are living environments to help students to apply their knowledge to practice and all the activities are centered on the students; besides, the activities are set from easy to difficult, and they are suitable for students of different levels. It is aimed to make students learn happily, experience the happiness of success and improve their abilities of listening, speaking and writing.
Part one: Teaching aims
By the end of this class, the majority of the students will be able to reach these goals.
1. Knowledge aims
(1). The students will be able to express their intention and purpose.
(2). The students will be able to make sentences with the new words and expressions in this unit.
2. Ability aims
(1). Through listening, students will improve their listening ability, especially the ability to catch key words and the ability to analyze the information.
(2).Students will be able to talk about the endangered animals and the ways to protect them.
(3). Through writing practice, Ss will be able to improve their writing skills. 3. Emotional aims
(1). Stimulate students’ love for wildlife.
(2). Cultivate students’ sense of cooperation and build up their confidence in learning English.
Part two: The analysis of students
According to the New Standard Curriculum and the New Syllabus and the artistic appreciation, students in grade one are supposed to learn to be independent and cooperative in learning; besides they should learn to find out questions, analyze questions and work out questions in English; meanwhile they are requested to form the habit of thinking in English. My students have just graduated from junior school, they are able to deal with some easy questions, so in this period, I want to help them to listen independently, discuss together and solve difficult questions by teamwork.
Part three: The analysis of the teaching material
The teaching content is from New Senior English For China Module 2, Unit 4 Wildlife protection. This is the fifth period of this unit, which is about the listening, speaking and writing. This unit is about wildlife protection. From learning this period, the students can apply what they have learnt to talk and write, so this period is very important in this unit teaching and learning it well is a must for the students. Teaching important and difficult points:
1) Improve the students’ listening ability, especially the ability to catch key words and analyze the information.
2) Improve the students’ writing skills (the ability to “output” after listening and speaking.
Part four: teaching concepts
Teaching serves students, so all the activities are centered on students. In the class, the teacher is a guide and helper. Because each student has his own strengths and weakness, and they may not at the same English level, the teacher should set questions of different levels to make every student feel the happiness of development and help them to experience success.
Part five: teaching strategies
According to the artistic appreciation, the purpose of teaching English is to improve their abilities of language learning, develop their spirit of teamwork, and help them to learn by themselves. Through listening and speaking, students get the content of writing and get the ideas organized, which makes the writing task easier. So in this period, all the activities are for the students, so the teacher should communicate with students, observe their emotions and make proper adjustment in the class.
Part six: teaching environment
English class is the only time when students can practice listening and spoken English, so in the class the students and teachers will mainly use English to learn and communicate. Of course, if the students have difficulty in understanding, I will translate them into English to help them cooperate well.
Part seven: Teaching procedures Step 1. Revision and goals introduction
In this Unit, we talked about wildlife protection, so we know lots of animals are dying out, and also plenty of animals have already disappeared. Today we have some new goals and tasks, so let’s learn it together. Purpose: Make the students be clear about the tasks in this class, and be more careful in learning.
Step 2. Listening
Task 1. Wake up your ears
Play a game with the students to arouse their attention about listening.
Purpose: attract the students’ attention and make them more careful in listening .
Task 2. Listening
Activity 1. Before listening
Look through the questions in listening part, and predict what the listening material is about. Purpose: make the students be prepared for the listening exercise.
Activity 2. while listening
Lead the students to form the habit of grasping the important words and making notes when listening.
For the first time, the students should do Exercise 1 to catch the main idea.
For the second time, finish all the exercises on page 30. and try to check their answers. For the third time, ask the students to try to get more details.
Activity 3. After listening
Help the students try to retell what they have listened in their own words. Purpose: help the students get some information through listening .
Step 3. Speaking
Activity 1: Free talk
Can you list any endangered animals?
( Show some pictures to help students know about their present situation and the reasons why they are in danger. )
Activity 2. Discussion
1. Why are they in danger?
2. What should we do to protect these endangered animals?
(several minutes later, ask some volunteers to present their ideas.)
Purpose: input some content and be prepared for the writing .
Step 4. Writing
Write a letter to WWF based on what you have discussed, asking them to help save the endangered animals.
Firstly, review the start and the end of a letter, be clear about the form of a letter. Secondly, plan the structure of the letter together. Dear xxx,
para1: the present situation para2: the reason para3: the measures
pare4: conclusion or an appeal yours sincerely
xxx Thirdly, offer some useful expressions to help them writing. Para1: I am writing to…
Para2: As we all know, The number of …
There are many reasons why… Firstly ,…; secondly, …; thirdly,… Para3: It is time to … take measures to do Above all ,…; Besides, …; what’s more,… It’s a good idea to do… why not do…? We had better do… We are supposed to do
Para4: take action make a difference to… live in harmony with Purpose: give some supporting languages to help them express their ideas freely. Then ask the students to write the letter individually. …..
Give an evaluation standard, after the students finish writing, 1. If there are different paragraphs to express your ideas. 2. If there is a topic sentence in each paragraph. 3. If the ideas are organized logically. 4. If the tense and person are used correctly. 5. If your expressions are used properly and vividly. 6. If your handwriting is neat and easy to read.
Then, ask students to swap with their desk mates to correct the mistakes.
Purpose: make the students know about the writing standard, and learn to find mistakes during learning.
Step 5. Summary
Ask the student on duty to make a summary of this period.
Step 6. Homework
1. Polish your own composition and write it on your exercise. 2. Review this unit and do the exercises in your workbook.
Step 7. Reflection after class
In this class, my students are the center, I designed various activities to try to make students involved in the whole class and improve their English learning During listening teaching, I lead them to catch key words and analyze the information. . From listening and discussing, students will make the writing task easier. Through writing, students have improved their writing skills. So from this class, the students form the habit of thinking individually and learning corporately, they have practiced their listening, speaking and writing ability, and improved their English learning. Therefore, this class has reached its original aims and it is a success
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