2018安徽教师招聘面试之《 Wildlife Protection》试讲稿

2018-06-04 16:04 安徽教师招考网来源：安徽教师招考网

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　2018安徽教师招聘面试之《 Wildlife Protection》试讲稿

　　教学目标：

　　知识与技能：

　　a. Be able to understand and use the words and expressions in this passage

　　帮助同学们理解并掌握一些单词和短语

　　b.Students will know some basic information about the endangered animals

　　让同学们了解一些关于濒临灭绝的动物基本信息

　　过程与方法：

　　a. students will develop their abilities of thinking and expressing their attitude towards the wildlife and the wildlife protection.

　　鼓励同学们思考并表达他们关于野生动植物及其保护的态度

　　b.students’ reading ability will be enhanced and students’ ability and skills of guessing words and reading comprehension will be developed.

　　提高学生们的阅读理解能力，并发展其猜词的能力和技巧

　　情感态度与价值观：

　　a. Through reading this text, students will understand the importance of the wildlife protection and be more active in helping wildlife.

　　通过阅读本文，学生能够理解保护野生动植物的重要性，并更积极参与帮助野生动植物的活动

　　b. Through the teaching activities, students will develop their sense of cooperative learning.

　　通过一系列的课堂活动培养学生们合作学习的意识

　　教学重难点：

　　Key points: ss can discover the different living situations of different wildlife in Daisy’s journey.

　　教学重点：理解Daisy 在神奇之旅中发现不同野生动物的不同生存状况

　　Difficult points:ss can sense the change of Daisy’s emotions during her journey.

　　教学难点：体会Daisy 在神奇之旅中的情感变化

　　教学方法：Communicative teaching method, Task-based language teaching method, direct method

　　教学过程：

　　Leading in

　　Show the students a brainteaser.

　　T：Why don’t polar bears eat penguins? Now, Let’s try one.

　　Student D: Because polar bears live in the north pole while penguins live in the south pole.

　　T：Correct. I think you will make a brainteaser expert. Yes, penguins live in the south pole. How many students think they never existed in the North Pole? To tell you the truth, penguins did exist in the North Pole thousands of years ago. But the astonishing fact is that they died out 400 years ago due to over-hunting.

　　Pre-reading:

　　T: boys and girls, how many endangered animals do you know?

　　S1: panda

　　S2: south china tiger

　　S3: Milu deer

　　S4: rhino

　　S5: antelope….

　　T: yeah, you are so great! You are really an encyclopedia of animals. Just now I asked you to list some endangered animals. Do you know where these animals live, and why they are endangered? Now you can discuss the answers of these two questions in groups. I’ll give you three minutes to discuss.

　　T: ok, very good. Perhaps lack of food, or too much hunting. So many reasons lead to the situation of many precious animas. We should help them from now on. This passage talks about Daisy and some animals…

　　While-reading:

　　Task 1: get the general idea of the passage through skimming

　　T: ok, class, please read the passage for three minutes, and find out the main idea of the whole passage.

　　Time is up. Who can tell me the main idea of the whole passage? Any volunteers? Ok, you please. well, you think that the main idea is daisy learnt the importance of helping wildlife through flying. Good. Who can give some supplement? Ok, how about you? good job. The complete main idea of this passage is that Daisy took a flying chair to travel and talked with some animals and learnt the importance of the wildlife protection.

　　Task 2: answer the following questions about this passage

　　Boys and girls, now you should read the passage for 5 minutes and then answer the following questions:

　　Who is the main character in the story?

　　What helped Daisy go to see some endangered wildlife?

　　What animals has she seen and talked with?

　　What is happening to Tibetan antelopes? And why are they killed?

　　Task 3: find out the words conveying Daisy’s emotion

　　Now, let’s read it a third time to see how Daisy felt during her magical journey. But you don’t need to read every sentence. Read bits here and bits there. Human feelings or emotions are hidden behind actions. So pay attention to the verbs that may communicate human feeling or emotions. Let me show you an example

　　Before she started her journey, she longed to help wildlife. If you long to do something, you can’t wait to do it, you are eager to do it. (Show eager on the screen.)

　　It’s your turn now.

　　Post-reading:

　　Setting a situation of create a slogan for WWF branch in our school.

　　Show the students information about WWF.

　　T: Yes. WWF stands for world wildlife fund. Let’s get familiar with this organization.

　　There is a WWF whose base is in Switzerland. Can’t we have WWF branches elsewhere?

　　Student N: We can have WWF branches in our family, our class and our school.

　　T: Do you want to set up the first WWF branch in your school?

　　Ss: Yes! (All the students)

　　T: They have a slogan “for a living planet”. Can you think of a similar sentence like the one in our text “No rainforest, no animals, no drugs.” to raise awareness of wildlife protection?

　　Students began to write “no … no…, no…”on heart-shaped sheets of paper.

　　Then the teacher evaluate the slogans of students.

　　Summary:

　　Ss summarize the language points they have learned in this lesson;

　　Teacher makes supplements.

　　The teacher stresses the severe situation of endangered animals and let students make their efforts to protect animals.

　　Homework:

　　Find out information on other kind of endangered animals and introduce it to us next time.

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