高中英语说课稿：高一年级《Unit 4 Wildlife Protection》

Unit 4 Wildlife Protection
课型：Speaking
Topic: Wildlife Protection
The General Idea of This Period: This period includes Warming-up and Speaking. It introduces the wildlife situation and let the students discuss the wildlife its protection. Students will realize the necessity of wildlife protection and learn about how to protect them. Meanwhile, students can do some speaking exercise.
Teaching Aims:
1. Train students’ speaking ability.
2. Learn more about the endangered animals and wildlife protection.
Important Points:
1.Help students to realize the importance and understand the ways of wildlife protection
2.Train their speaking skills.
Difficult Points
Improve students’ speaking skills.
Teaching Methods:
1. Task-based method
2. Discussion
Teaching Aids:
A multimedia
Teaching Procedures:
Step 1 Warming-up and Oral Exercise
1. Greeting the students as usual
2. Ask students to turn to Page 96 New Words of Unit 4 and do the Oral Exercise(咬牙切齿).
3. After the oral exercise, students read the words again as they usually do.
Step 2 Revision
1. Ask students to close their books and show them some English words of this unit. Then students give the Chinese meaning.
2. Show some Chinese words and students give the English words.
Step 3: Lead—in
1. Show pictures of Beijing Olympics mascots
T: Do you know them?
S: Yeah! They are “Fu Wa”.
T: Very lovely, right?. And we have met them in Unit 2 the Olympic Games. Can you tell me who are they?
Ss: Yes! They are Bei bei, Jining, Huanhuan, Ying ying and Ni ni.
T: And what are they?
Ss: Panda, swallow, fish, flame and Tibetan antelope,
T: Great! As we know, all of them except Huan huan belong to wildlife.
2.Introduce the definition of “wildlife”.
T: And do you know what does “wildlife” mean?
(Ss Discuss and show their opinions.)
(T gives a completed definition of “wildlife”: wildlife means animals and plants living in natural conditions)
3. Show the topic of Unit 4 Wildlife Protection.
T: And, today, we are going to learn something about Wildlife protection, which is also the topic of Unit 4.

Step 4: Presentation
1. Game “Who am I?”
T: If we want to understand “Wildlife protection”. Well, it is necessary for us to know some basic information of the wildlife, such as the situation they facing. First, look at these pictures about the wild animals and tell me what are they.
(T shows the pictures one by one, including these of crocodile, koala, dolphin, kangaroo, giraffe, leopard, zebra and so on. Students compete in telling their names.)
2. Game “Pick me out”
T: So, you do know some things about the wild animals. And can you tell me the difference between the wild animals and the poultry? Yeah, the poultry are kept by human beings. Now, we are going to play a game called “Pick me out”. I’ll show you 5 lines words. There are 6 words 12 every line, one of which doesn’t belong to “wild animals” and you should pick it up. Understand?
(Ss can also compete in doing this game. )
Step 5: Speaking
Task One
1. Presentation
1) Show some pictures of the dying-out wild animals appearing in the Games “Who am I?” and “Pick me out.” And ask students to discuss ” What other kinds of wild animals are dying out?” and “why are they facing such a situation?”
2) Students discuss with their partners.
3) Teacher shows more pictures and concludes the reasons, such as too much hunting, lacking of food and so on.
4) Warming-up in Page 26 of Book II
Match up the information about pandas, tigers and Milu deers. Then, teacher gives students some useful expressions. Introduce the WWF and ask students to imagine that they are scientists of it and make short reports, which should tell people the situations of them, the numbers of them before and after protections having been taken. And what are the protections.
5)Students prepare for the speaking by themselves and make reports in class.
Task Two: Wildlife Protection.
1.Discuss why should we protect wildlife and how can we do.
2. Students share their ideas with others. And then speak out loudly. Encourage them to give different pinions.
3. Teacher draws a conclusion.
Step 6:Game “Just for fun!”
Give students the words: horse, pig, bee, donkey, church mouse, swan and so on. Ask them to complete some usage expressions of English. And tell students some different opinions of animals between Chinese people and some Western people. Introduce some cultural information.
eg: T: Do you know as happy as a what? Horse? No! Bee? Oh, no! Swan? Also no! Yeah! It is pig! As happy as a pig! Wonderful!
Step 7: Conclusion
Show a picture, in which the human being live in harmony with the doves. And draw the conclusion that “We human beings can and should live in harmony with wildlife, which means enjoying our lives.”
Homework:
1. Make a poster “Wildlife Protection” in groups. There can be a competition among different classes. And the good work will be showed.
2. Preview the Reading text. And find out the main idea of it.
3. You an visit the following website to find out more information about wildlife protection.