高中英语Unit2 Wildlife Protection Period5 Listening and talking说课稿

2022年普通高中新课程新教材优质课评选英语学科个人赛说课年普通高中新课程新教材优质课评选People’sEducationPressBook2Unit2WildlifeProtectionPeriod5ListeningandtalkingHelpthewildlifeinyourneighborhood安徽省宿州市第二中学崔明钰Goodmorning，distinguishedjudges.I'mveryhappytopresentmyinstructionaldesignhere.I'mgoingtotalkaboutmyinstructionaldesignfromthefollowingsevenparts:teachingguideline,analysisoftheteachingmaterial,analysisofthestudents,teachingobjectives,teachingandlearningmethods,teachingproceduresandteachingreflection.1.TeachingguidelineFirst,let’sstartwiththeteachingguideline.Undertheguidanceofnewcurriculumstandard,inthislessonthroughtheimplementationofintegrationofviewsonEnglishlearningactivitiesandtheintegrationofteaching-learning-assessment,theformationanddevelopmentofstudents’corecompetenceswillbegraduallypromoted.Besides,thebigideasputforwardinrecentyearsprovideanoverallguidanceforeffectiveinstructionaldesign.2.AnalysisoftheteachingmaterialNowlet'smovetotheteachingmaterialanalysis:thethemeofthisunitisaboutmanandnature,thebigideaofthisunitistoprotectthewildlife,maintainecologicalbalanceandcoexistwithnature.Thetopicofthislessonistohelpthewildlifeintheneighborhood.Theteachingperiodwefocusontodayisperiodfive:listeningandtalking,whichservesasthebridgetoconnecttheformerpartandthelatterpartofthisunit.What:Thelisteningtextconsistsoftwonarrationsandaconversation.Thenarrationinthebeginningprovidesinformationaboutthetime,place,peopleandpurposeoftheeventwhilethenarrationattheendintroducesabirdwatchingsiteaswellastheactivitiesawatchingclubnormallydo.Intheconversation,studentstalkaboutwhatequipmenttheytakeandtheirrespectivefunction.Why:Thepurposeofthisperiodistoletstudentsknowaboutthebirdwatchingactivitiesandthewaystoprotectthewildbirds,guidestudentstoanalyzetheneedsandchallengesofthewildlifeintheirneighborhoodandinspirethemtotakeeffectiveandpracticalmeasurestocareforandhelpthewildlife.How:Thelisteningtextispresentedintheformoftwonarrationsandaconversation.Intheconversation,theteenagersfromabirdwatchingclubtalkaboutthefunctionsofthetoolsusedinbirdwatchingbyusingsomeexpressionsshowingpurposessuchassoasto,sothat,inorderthat,inorderto…,whichshouldbehighlightedinthislesson.3.AnalysisofthestudentsHavingaclearideaoftheteachingmaterialisfarfromadequatetomakeagoodlesson,nowIwillanalyzethemainbodyofmyclass:Students.Throughthepreviouslearning,studentsarefamiliarwiththetopic:Wildlifeprotectionandtheyhaveknownthethreatsfacedbythewildanimalsandsomepossiblesolutionstoprotectthem,buttherearestillsomeproblems.Forexample,they’reunfamiliarwiththelisteningcontent:Birdwatching.Somestudentsdon'tknowexactlyabouthowtohelpthewildlifeintheirneighborhoodandtheymaystillfinditabitdifficulttousecompletesentencestoexpressthemselvesconfidentlyandfluently.Tosolvetheseproblems,Iappliedlayeredactivitiesandgroupworktomakestudentsfullyengagedinclassactivities.Togetstudentsthinking,Ipresentedthemwithrichpicturesandavideo.Besides,encouragingandpositivefeedbackalsocountalot.4.TeachingobjectivesBasedontheaboveanalysis,Isettheteachingobjectivesasfollows:bytheendofthisclass,studentswill:Identifythenewwordsrelatedtobirdwatching;Getkeyinformationaboutbirdwatchingclubthroughlisteningactivities;Sumuptheexpressionsshowingpurposes;Makeaconversationabouthowtohelpthewildlifeintheirneighborhoodwithexpressionsshowingpurposes.Gettingtheinformationaboutthebirdwatchingclubthroughlisteningactivities,summinguptheexpressionsshowingpurposeswillbeemphasizedinthislessonandthedifficultpointslieingettingtheinformationaboutthebirdwatchingclubandmakingaconversationabouthowtohelpthewildlifeintheneighborhoodwiththeexpressionsshowingpurposes.5.TeachingandlearningmethodsTobetterachieveteachingobjectives,Iappliedtheactivitybasedteachingapproach,situationalapproachtoachievethestudent-centeredclass.Studentswilllearnthroughindependentthinking,cooperation,groupwork,pairworkanddiscussion.6.TeachingproceduresNextcomesthemostimportantpart:Teachingprocedures.Myteachingprocedurescanberoughlyputintofoursteps:leadingin,listening,talkingandreflection.Inmyteachingprocess,IwilluseeffectiveactivitiestoguidestudentstolearnstepbystepandtrytobuildalanguagescaffoldtopreparethemforspeakingandtalkinginEnglishindifferentsituations.Alltheactivitiesaredirectedbytheleveloflearningandunderstanding,applyingandpracticing,transferringandcreating.Firstofall,let'stakeacloselookattheleading-inpart.Inthispart,Iwillshowstudentsavideoaboutvariousbirds.Throughthevideo,studentscanexperiencethebreathtakingbeautyofthewildbirdsinnature.Doingthiscanarousestudents’interestofthecominglisteningpartandleadinthelisteningtopicnaturally.Thencomesthelisteningpart.Beforelistening,Iwillaskstudentstoguesswhattoolswillbeusedinbirdwatchingandthenshowthemsomepicturesofthecommontoolsusedinbirdwatching,whichcangivethemavividaudiovisualimageofthenewwordsandhelpstudentsclearuptheobstaclesofnewwordsforthefollowinglisteningactivities.Duringthefirsttimelistening,studentsarerequiredtocirclethekeywordsinthequestionsandcatchspecificinformationinthelistening.Thisactivityisintendedtotrainstudents’listeningstrategyoflisteningforspecificinformation.Meanwhile,studentsmaycatchthefunctionsoftheequipmentusedinbirdwatchingduringlistening,thentheyareencouragedtousetheirownwordstotalkabouttheexactfunctionsoftheequipment.Iwillraisequestionslikethese:Whydidtheytakebinoculars?Whydidtheybringbirdfieldguide…Whenansweringthesequestions,studentsmayuse“to”toexpresspurposes,soduringthesecondtimelistening,studentsareguidedtolistentotheaudioandgetmoreexpressionsshowingpurposes.Aftercheckingtheanswers,studentsareencouragedtosortoutandbrainstormsimilarexpressionsshowingpurposes.Thisactivityisintendedtoequipstudentswithmoreexpressionsshowingpurposes,whichwilllayalanguagefoundationforthesubsequenttalkingactivity.OK,herecomesthehighlight-thetalkingpart.Therearethreeactivitiesinthispart.Let'sstartfromthefirstone.Inthefirstactivity,studentsarerequiredtodescribethedangerousstatesofthewildbirdsshowninthepicturesandmakeuseoftheinformationgainedfromlisteningtotalkaboutmeasurestoprotectthesewildbirds.Inthisactivity,studentsshouldberemindedtousethefunctionalitem:expressionsshowingpurposeswhenansweringquestions.Meanwhile,amindmapisprovidedheretohelpstudentsorganizetheirthoughts.Thisactivityaimstoleadstudentstopracticetheuseofexpressionsshowingpurposestotalkabouttheprotectionofthewildbirds.Inthesecondactivity,studentsareencouragedtothinkaboutsomeotherwildlifeinneedofhelpintheneighborhood,analyzetheirpossibleneedsandchallenges,thencomeupwithvariousmeasurestoprotectthem,includingbutnotlimitedtoprovidingfoodandshelter.Thinkingitmightbedifficultforsomeofthestudents,heretogivestudentsenlightenmentandgettheirthinking,Ipresentstudentswithseveralpictures.Doingthiscanhelpstudentsopentheirmindsandcomeupwithmorescientificandeffectivesolutionstohelpthewildlifeintheirneighborhood,whichwillpavewayforthenexttalkingactivity.Herecomesthethirdactivity,real-lifesituationsaresetupforstudentstoapplywhattheyhavelearnttosolveproblemsintheirreallife.Inthisprocess,studentsareshownavideo.Inthisvideo,somestudentsinourschooltalkabouttheirsocialpracticeactivitiesaboutprotectingwildlifeintheirneighborhood.Throughwatchingthevideo,studentswillhaveafurtherunderstandingofthelivingsituationandchallengesofthewildcats,wilddogs,wildrabbitsandwildfrogs.Inaddition,theywillalsogettoknowsomeoftheirschoolmateswhohavesetanexampleandstartedtotakeactiontoprotecttheseanimals.Doingthiscanstimulatestudents’enthusiasmtodowhattheycantohelptheseanimals.Nextstudentsareencouragedtoworkingroupsandcooperatewitheachothertodecideononekindwildlifeintheneighborhoodandanalyzetheseanimals’needsandchallenges,comeupwithsolutionstohelpthem.Afterthat,studentsarerequiredtomakeaconversationbasedontheirdiscussion.Inthemeantime,Iadvisedmystudentstodrawamindmapinordertohelporganizetheirthoughtsandvisualizetheirthinking.Inthisprocess,notonlyisthetargetlanguagestructurepracticedbutalsostudents’criticalandcreativethinkingarestimulated.What'smore,theirawarenessofprotectingandhelpingthewildlifeisenhanced.Thisactivityisdesignedtohelpstudentscheckwhethertheyhaveintegratedandinternalizedwhathasbeenlearnedintheclassandwhethertheycantransferit.Theinputofknowledgeandlanguagefrompreviousactivitieslaythefoundationsforstudents’outputinthispart.Themostimpressivepartisstudents’excellentperformance.Nowlet’stakealookattheirperformancefromashortvideo.Asisshowninthevideoclip,ifstudentsaregivenchancesandproperguidance,theyprovedtobereallyamazing.Bytheway,achecklistisalsoprovidedinthisprocess.Studentsareencouragedtomakesomeimprovementoftheirownperformanceaccordingtotheitemsshowninthechecklistanddoapeer-assessmentbasedonexpressiveness,content,interactionandproperbodylanguage.Attheendofthislesson,Iwillaskstudentstosharewhattheylearntinthislessonfromdifferentperspectivesandguidethemtomakeaself-assessmentaccordingtothisform.Thispartemphasizesonstudents’self-monitoringontheirownstudyprocess,helpingstudentstoadjusttheirlearningstrategiesandtobemoreautonomouslearners.Therearetwokindsofhomeworkinthislesson.Thefirstoneisindividualwork:Writealearningjournal.It'saserialhomeworkofthewholeunit,whichistohelpstudentsbettersummarizewhattheyhavelearned.Thesecondassignmentisgroupwork:Workout