资源简介

2024年普通高中新课程
新教材优质课评选暨优秀课例汇集活动
人民教育出版社 普通高中英语 必修第二册
Unit 2 WILDLIFE PROTECTION
Discovering Useful Structures
- Report an ongoing event
说课稿
教师姓名：
Good morning, distinguished judges! Ladies and gentlemen! I am Wen Xiaomin from Sucheng
No.1 High School. It’s my great pleasure to share with you my teaching design about Unit 2
Wildlife Protection: Discovering Useful Structures. My presentation will cover 4 parts, which are:
teaching philosophy, teaching analysis , teaching procedures and teaching reflection.
Part 1 Teaching philosophy
According to the new English curriculum standards for senior high schools, teachers should try their best to explore the educational value of the subjects by cultivating students’ core competencies.
To achieve that, we teachers should teach the unit as a whole and pay attention to the thematic
meaning based on the big idea.
Part 2 Teaching analysis
Teaching analysis will focus on the teaching material, the students, learning objectives
including teaching focus and difficulty and teaching methods.
1. Analysis of teaching material
1.1 Analysis of the whole unit
First, I would like to introduce the unit as a whole. Unit 2 Wildlife Protection is from English textbook of PEP Edition, Book2. The thematic context of this unit is “man and nature”, and focus
on “people and the environment, people and animals and plants”, which belongs to the group
“natural ecology”. The big idea of this unit is “ save endangered animals, maintain ecological
balance, exist in harmony with nature and let’s take action right now.” To realize that, there are
three small ideas — to know the sufferings of the wildlife , to believe the value of great efforts
which are made by people at home and abroad, to call on more people to take action to protect the
wildlife.
1.2 Analysis of the period
Period 7 Discovering Useful Structures belongs to the third one, and aims to guide students to
acquire and express the sufferings of endangered animals, measures and appeals to protect the
wildlife.
As a grammar lesson, the theme of this period is “Report an ongoing event”and the focus is to
learn and apply the present continuous passive voice in context .According to the new English
curriculum standards, when we teach grammar, we should focus on the form, meaning and use of
this grammar. As you can see, the materials provided in the textbook are mainly in the form of
sentences which are rarely related to each other. Although it can help students to learn the form and
meaning of this grammar, it’s hard for me to guide students to effectively use it in a meaningful
context. In terms of that, I selected various multimodal texts such as video clips, posters, pictures,
news reports and so on, which help me to create a meaningful situation where students can
internalize and apply this grammar by integrated skills: listening, speaking, reading, viewing and writing. These selected materials are also intended to help students learn more sufferings of some wildlife and measures to protect them, and finally realize that we should take action to protect the
wildlife right now.
2. Analysis of targeted students
As for the students, this lesson is designed for the freshmen in senior high school. They are
enthusiastic, intelligent, responsible and creative. In the previous lessons, students have met the
present continuous passive voice many times, so they are familiar with the form and meaning of this grammar. In addition, they have already learned the causes, measures and effects of protecting some endangered animals such as Tibetan antelopes and the wildlife in our neighbourhood such as birds
and wild cats. But they still want to know more about this topic and contribute to the wildlife
protection. In this lesson, my students will learn to describe the sufferings of some wildlife and
measures to protect them by using the present continuous passive voice and express their
understanding of wildlife protection.
3. Learning objectives (focus & difficulty)
Based on the analysis above, here are the learning objectives.
After this period of study, students will be able to: first, perceive , acquire and summarize the form, meaning and use of the present continuous passive voice; second, describe and analyze the
sufferings of some endangered animals and measures to protect them by using the present
continuous passive voice; third, extract, sort out and evaluate the measures to protect the urban wildlife ; last, analyze and judge the sufferings of the wildlife , creatively express suggestions on
wildlife protection and understand the true meaning of existing in harmony with nature.
To achieve those learning objectives, the focus is on helping students to understand the form, meaning and use of the present continuous passive voice in context. In addition, it is also important to guide students to obtain and sort out the sufferings of the wildlife and measures to protect them.
And last, students should be encouraged to describe the measures to protect the wildlife. However,
some students may find it difficult to offer suggestions on how to protect the wildlife and truly
understand the meaning and value of humans’ living in harmony with nature.
4. Teaching methods
To tackle these problems and, most importantly, achieve the learning objectives, I adopted the following teaching methods. First, this lesson is designed based on the Activity-based approach to
English learning so that students will learn through activities on different levels. Besides, the
Situational Language Teaching Method is also employed in which all the classroom activities
should be conducted in real and meaningful situations. Last but not the least, Three- dimensional Dynamic Grammar is applied to guide students to discover and internalize the form, meaning and
use of the present continuous passive voice, and naturally apply this grammar in real contexts.
Part 3 Teaching procedures
Now I would like to introduce the teaching procedures. As you can see, all the activities are
conducted on three cognitive levels — to learn and understand, to apply and practice, and to
transfer and create.
Learn and understand:
Lead in & Activity 1
To begin with, I invite students to watch a video about WildAid which is looking for volunteers
around the world. And to apply for the position, students are encouraged to make a short video
about animals in need of help, which is the final output of this lesson and all the learning activities
are conducted based on it. And in Activity 1 students will watch a video clip about elephants
suffering illegal hunting and answer some questions about it, which is aimed to arouse students’
interest in the topic, activate their background knowledge, perceive the present continuous passive
voice and clarify the final output of this period.
【Purpose: to arouse their interest in the topic, to activate their background knowledge , perceive
the present continuous passive voice and clarify the final output of this period. 】
Activity 2 Look and say
In Activity 2, students look at the pictures and complete the sentences by using suitable verb forms and then are encouraged to describe the pictures in their own words. In this way, students are able
to better understand the from, meaning and use of the present continuous passive voice by
practicing it. In addition, they are guided to acquire some effective measures to protect elephants.
【Purpose: to understand the from, meaning and use of the present continuous passive
voice and acquire some effective measures to protect elephants】
Activity 3 Look and find
In Activity 3, I present all the sentences which include be being done on the screen and guide
students to explore and summarize the meaning and use of the present continuous passive voice,
which help students to improve their ability to learn grammar independently.
【Purpose: to improve their ability to learn grammar independently. 】
After the three activities on the first level, to learn and understand, students will be able to achieve the first learning objective, which is to perceive , acquire and summarize the form, meaning and
use of the present continuous passive voice.
Apply and practice:
Activity 4 Role play
In Activity 4, I invite students to present their posters which were made in the School Poster
Design Competition and describe the endangered animals’ sufferings by using be being done.
Meanwhile, other students write down the key words about these animals. And students are
encouraged to observe and guess how these animals are feeling now and do a role-play like this one. In this way, students are able to analyze and describe animals’ sufferings and measures to
protect them by using be being done correctly and appropriately.
【Purpose: to analyze and describe animals’ sufferings and measures to protect them by using
be being done correctly and appropriately 】
After activity 2 and 4 on the second level, to apply and practice, students are able to achieve the second learning objective, which is to describe and analyze the sufferings of some endangered
animals and measures to protect them by using the present continuous passive voice.
Apply and practice:
Activity 5 Read and exchange
In activity 5, students are motivated to read news reports about urban wildlife protection and exchange information with each other. After that, students are invited to present their conversation
in class and other students complete the news reports on worksheet by using be being done.
Through the information gap activities, students are eager to obtain and sort out more information
about urban wildlife protection, and apply be being done to describe and evaluate the measures to
protect the wildlife.
【Purpose: to obtain and sort out more information about urban wildlife protection, and apply be being done to describe and evaluate the measures to protect the wildlife 】
After Activity 5 on the second level— to apply and practice, students will be able to achieve the third learning objective: extract, sort out and apply be being done to describe and evaluate
the measures to protect the urban wildlife.
Transfer and create:
Activity 6 Listen and reply
In Activity 6, students listen to a voice message from Eric to get the information about the
problems happening in the wetland, and think of what measures are being taken in their
neighbourhood to protect animals and plants and discuss in groups to deal with one of these
problems. After discussion, each group writes a letter to offer suggestions to Eric and the group
leader will read their letter in class. As you can see, this activity is aimed to internalize what
students have learned in the previous activities and apply it in a new situation by integrated
skills: listening, speaking, reading, viewing and writing.
【Purpose: internalize what students have learned in the previous activities and apply it to a new
situation by integrating skills: listening, speaking, reading, viewing and writing. 】
After Activity 6 on the transfer-and-create level students will be able to achieve the last learning objective, analyze and judge the sufferings of the wildlife , creatively express suggestions on
wildlife protection and understand the true meaning of existing in harmony with nature.
Homework
For the homework, students will finish Mission 1, which is to make a short video and here are the requirements for it, which is used for self-assessment and peer-evaluation. And
Mission 2 is finishing the learning journal, which is to help students better summarize
what they have learned.
Part 4 Teaching reflection
Now let’s come to the last part, teaching reflection.This lesson is quite successful
because my students performed very well in each activity. And all the learning objectives
have been achieved.
Highlights:
There are some highlights in my lesson. First, I created a real situation and different
levels of activities which are connected naturally and logically, to guide students to
understand the form, meaning and use of the present continuous passive voice and apply it in a new situation correctly and appropriately. And second, I set a final goal for my students
to achieve at the very beginning of the lesson, which helped my students to get fully
involved in the class to develop their core competencies by integrating teaching, learning
and assessing. And thirdly, in my lesson, I managed to explore the educational value based
on the big idea.
Improvements:
However, there is still a lot to improve. For example, I should have given students
timely and more instructional feedback when they finished their presentations to encourage
them to participate in the class activities more enthusiastically. And the other is that I
should give students more opportunities to offer their peer-evaluation to their classmates,
which could encourage them to learn from each other.
That ’s all for my presentation. Thank you！

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