2024年4月24日发(作者：)

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A Day in the Clouds说课稿

Good morning, ladiesand w, I showed you

my class without attendance of students. I’d like to share my ideas of I designed this

lesson. The content of this period is Senior English Boo Unit 2 Wildlife Protection Period

2 Reading and Thinking A Day in the Clouds. Let me start my presentation of teaching

ideas from the followin

seven parts,includingAnalysisof Teaching Material，s Analysisof

student，s

Teaching Aims and Demand，s Key Points and Difficu，lties

Teaching and Learning Approac，heTseaching procedure and blackboard design.

Part 1:Analysis of the teaching material

Let’startwith the dingpassageis a

journal, which tells about what the author sees ,hears and feels on a vi to Changtang

National Nature Reserve. The text points out the facts and reasonswhy

Tibetanantelopeswere once on theedge of extinctiona,s

well as the measures taken and achievementsof the government to protect

Tibetan antelopes.

The passage is the center of this unit. It is made up of 7 paragrap The

firstparagraphgivesthe visitinpglaceand purposeof the author;

From the second to the last paragraph, it shows the elegance and beauty of

Tibetanantelopesand pointsout thatthey are sufferingfrom the

disasteorf illegahlunting .Theauthorexpressesthe feelingof concern

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and hatred for criminals. Part 2

Analysis of Students

Secondly, I want to tell something about the students. Through three yearsof

Englishlearning,studentshave certainabilitieosf listening,

speaking, reading, and writing,. They can express what they want to say in simple

English .However, on account of limited vocabulary and lack of abilityto

distinguischomplicatedsentencestructurethey ,stilflind it

difficultto expresstheirideas , they are not activein participating class activities

for fear of making mistakes. They still n many opportunitietso practicewhat theyhave

learned,and to develop

their autonomous learning ability and cooperative learning ability

Part 3 Teaching Aims and Demands

Afterstudyingthe teachingmaterialsand analyzingthe ruleof

student’gsrowth of mind, I’lay my teachingaims and demands on the

following3 parts.

Knowledge aims:

(1) to help studentsto understandand masterthe words, phrasesand sentence

patterns in the passage.

(2) to make them get some basicinformationabout the endangered animals

and wildlife situation and protection.

2 Ability aims:

(1) To improve the students’ organizing and using skills of English as second language

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2) To understand the main idea, to scan for the needed information and to grasp

the details

3 Emotional aims:

Help students realize the importance of the wildlife protection and love wildlife and love

nature living in harmony with nature.

Part 4 Key Points and Difficulties

Then, what are the key points and difficulties?

Based on the requirementof the syllabusand the students' characteristics, the key

points are

1. To help the students get a general idea of the whole passage, and some detailed

information and language points as well.

2. To understand the importance of wildlife protection and then do something for

wildlife.

The difficult point is o develop students’ ability to express their ideas in English.

Part 5 Teaching and Learning Approaches

According to the analysis above, I’ll try to use the following theo to make students

partnerof classactivities.

In order to achievethe aims mentioned above, I decide to choose

the real master of the class while the teacher myself j theirdirectorg,uide,organizerh,elperand

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“ Communicative Approach”、“ Task— based Teaching Method ” “Visual and

Audial approacahn”d “Situational Teaching Metho”ads the main

ge is used for 's leanrer-centered and

emphasizes communication an-dlirfeealsituations.

A task resembles activities which our students or other people carry out in everyday

life, Learners should be given opportunities to reflect what they have learned and how

master the teaching contents. For situational teaching methgoedt, tIh’emllto join in a role

play and create a real life situation for language communication.

well they are doing. So, in each step , set a few tasks to test how well they understand and

For learning methods

The learning methods of this lesson are individual work、,pair work

group work ， and teamwork. Each task requiresstudentsto use autonomous and

cooperative learning approaches

In thisclass,on one hand, I’lalllow studentsplentyof time for scanning,

skimming and intensivereading for informationwith

sel-fexploration method. One the other hand, I set a few tasks which take teamwork.

Studentshave to discussand cooperatewith each otherto

complete the task.

Part 6: Teaching procedures

Now let’gso on to the most importantstageof thislesson.

My teachingprocedureis arrangedas follows: Step One

Lead-in

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Interest

ihtsebest teacheArt. thevery beginningof theclass, I

should spark the students’ mind to focus on the center topic: importanc of wildlife

protection.

First of all, I'll show them some beautiful pictures of wild animal such as lions,

Tibet antelopes, monkeys and so on. Ask them what they know about those animals. The

answers should concern related adjectives like lovely, friendly, harmonious and so on.

Then I’ll showshaortvideoin which Tibetanantelopesare being

illegallkyilledby huntersfor them what is happening to

antelopes.

By watching the video,the studentsgenerallyformed a basic understanding of wildlife

protection and the main character of this less Tibetan antelope. The students will be eager

to know something about the

endangered wildlife and this is the vetroy into Step

ntaitmuerally lead the class

2

Step 2 Scanning

In thisstep,I’lulse Task-based Language Teaching method,

which can give students a clear and specific purpose while skimming and scanning the

context.

Task 1 General idea

The studentswillbe asked to justglance at the titleand the

pictures of the passage, and then guess what they will read in the text.

By scanningthe titlaend pictures,tudentscan quicklyfind specific informationthey need, for

example, Tibetanantelopes, endangered

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purpose is to inspirethe studentsto read activelyn,ot

and to encourage the students to express their thought in English.

passively. In addition, the task is to develop the students’ reading sk making prediction

Step 3 Skimming

Task 2 Main idea of each paragraph

Skimming isvery fastreading,and a very usefulskillof willallow

you to get informationquicklyfrom anythingyou read.

Knowing how to skim willmake you a betterreaderI.n skimming, the

student should attempt to get the main idea of every paragraph plus a fe facts. He/she

cannot hope to pick up all the facts in the story but pick some facts, names or numbers. In

materialr,eadingonly key

sentences and phrases.

order to get the main ideas and a few o thedetailsstudents,must beginto leaveout

By scanning and skimming, and through pre-readingprediction,

students can have a general understanding of the content of the text and prepare for

intensive reading.

Step 4 Intensive Reading

The purpose of readingis to get the correctand usefulinformation.

Studentsshouldnot only have a high speed of readingbut alsohave a

correctunderstandingof rethe followingpracticescan help check the

situation.

In the teaching of English reading-f,ilBllianngk problems is just one

of varioustypes of quizzeswhich testhow well studentsunderstand

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readingmaterialsand obtain atestudents’

ability of intensive reading comprehension. Students must pay attention to some specific

words or phrases indicating “who, what, where, when, why, etc.”

Mind map has been widelyrecognizedas an effectivteeachingand learning tool

in all levels of n of mind map in the teachingof

Englishreadingcan make the difficulatnd complex

contents clear and easy, and it will help students understand the text a knowledge deeply

and memorize applicatioonf

mind map liketreediagrams willpromote studentsto use outlineof language,contents,danforms

to understandthe texteffectivelaynd to

improve their reading abilities ,and develop the ability of speaking, an writingby

’suppose thismindmap to be a tree

diagram ,the“trunk”,tihsa,tthemain goal is“protectitnhge Tibetan antelope，”and the

branches are the varioustasksthatneed to be accomplished to achieve the

given objective. The

only

requirement ,however, is that each task should be completed step by step

This questionis actuallythe summary of the passage which emphasizes the intention

of the author writing the article. It’s also the passage teaches about emotional value.

This step of Intensive Reading is the most important part of reading process. It allows

students to read every sentence or word to get detail informationsuch as

exacttime,place,person,event,cause and effect.

What’s more, they can grasp logical relationship between sentences and paragraphs

through meditation, analyzation, and sum。marization

Step 5

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Critical thinking is the ability to think clearly about what to do or wh includesthe

abilityto engage in independentthinking.

Someone with criticathinkinglskillsis ableto understandthe logical connectionsbetween

ideas,detecctommon mistakesin reasoning,and

reflect on the judgement of one's own beliefs and values,especially they should

distinguish “literal meaning”and “implied meaning”.

The literal meaning is the most obvious sense of words. In some cases when the

speaker says a sentence and means exactly and literally what he says, it shows his literal

meaning. For example, If a person says, “I k lovelybirdin thecage”i,n fact,thereisa birdin

’hsis literamleaning. But thereare allsortsof cases where speakerssay

sentencesand mean somethingdifferenftrom or even inconsistenwtith the

literamleaning of the example,ifa personsays his

father is an early bird, he doesn’metanrehailslyfather is a bird but a person who works hard by

getting up early. That’s his implied meaning.

Implied meaning is not stated directly

what the speaker means in a disguised way.

but can be understood to be

It conveys more than what is

said. E.g. If a person says “I am afraid we can’t put all our eggs in basket.” It doesn’t

mean the person will really put eggs in the basket actuallymeans we should nothave

onlyone plan butseveralwhen we

cope with important events. If we put all we have in one place, we might

loseeverythingwe have once we ’swhy we need to think

about allthe possiblerisksand prepareextraplansahead before we make

decisionson importantevents. Unlike people in

western countries, Chinese people tend to express what they mean in an indirect way.

Sometimes, it may be just opposite to the literal meaning. One typical example is that if

you want to ask a government official for

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help, you have to visit him taking a valuable gift with you. Seeing the the official will

surely appear unhappy, saying something like, “ Why d you bring so expensive a

gYiofut?needn’t have done that. Don’t do it again next time?”y, he or she is smiling

secretly in his mind, hoping “the more ,the better.”

In summary, when you are communicating wit-hnantoinve speaker of

English, you should be able to judge and distinguish the literal meaning from the

impliedmeaning in case thatitmight cause confusionand misunderstanding. their original

meanings.

Step 6 Vocabulary practice

A good type of quiz which is aimed not only to test how well students grasp the new

endangered species like elephants.

words in this lesson but also to help them obtain addition information about other

Step 7Consolidation--R-ole Play

Language islearntby job to createan

atmosphere for students to use the language. Here I design a Role –Play activity.

Role-play is an effectivteechniqueto animatethe teachingand

learningatmosphere,arouse the interestosf learnersa,nd make the language

teaching more g how to apply it

successfully and take the most advantage of it in English class contribu a great deal to the

used here to develop SS’

abilityof communicating with each also theirabilityof co-operation

will be trained.

consolidation of what students have learnt. Purpose my design:“tas-bkased teachingmethod”is

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The textisconcentrateodn what to do forTibetanantelopesto livein harmony

with -play is a good chance to practice English in a cooperative learning

atmosphere.

Step 8 moral learning

Besidesaccomplishingthe readingtask,anothermain taskof the lessonismoral learningor

moral education,which isthe soulof the

lesson. As one of t-Dhede3signed teaching goals, I place it at the back of this class in order

to stress its important vnitng

words, pictures, and gentle music are mixed together to arouse students deep thought on

the cause of animal extinction and develop ss’ deep lov for nature.

Step 9 Homework

Homework is a good means of testwhich helps studentsto

practicelanguageitemsand consolidates learnt knowledgesaknidllast

their home. For homework in this class, I ask the students to write a sh passage about

what they should do to protect the wild animals.

The assignment requiresthe studentsto search for various

informationresources,which can widen theirview and continueto inspire their

enthusiasm of learning.

Part 7 blackboard design

Board writingis the most universaland basicpieceof classroomequipment.

Knowing how to design the board effectively and efficiently can reflect the teacher's

ability of erials on the board should be well-organizedso as to avoid scrawlingin

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a random style.

In this class, I place the main theme of this lesson on the left of blackboard, and the

teachingcontentsI.n orderto make the board

and clear .

main idea of each paragraph on the right to highligh what’simportantof the

designing instructive and artistic, I try to write as neatly as I can an my handwriting brief