Teachingplanto“AStudentofAfricanWildlife”
Unit1ofPEPEnglishBook4
1.TeachingContentsAnalysis
·Topic:WomenofAchievement
·Analysis:
Aheadofthisunit,thestudentshavelearnthowtodescribeandanalyzeapersoninUnit5Book1“NelsonMandela–amodernhero”.Therefore,it’seasyforthemtounderstandthegeneralideaofthetext.
Thistextnamed“AStudentofAfricanWildlife”mainlytellsusthestoryofagreatwomanscientistnamedJaneGoodall.Thislessonisthefirstoneoftheunit,consistingoffourparts:1.Warmingup,2.ReadingandComprehensionand3.DiscussionandConsolidation.Thetextisthemostimportantteachingmaterialinthislesson,whichextendsthemaintopic“WomenofAchievement”andcontainsmostofthevocabularyandgrammarpointsthatstudentsshouldlearninthisunit.
2.TeachingAims
AccordingtothecombinationoftheNewCurriculumStandardsofHighSchoolEnglish,Gradeonestudents’Englishlevelandtheirmentalitydevelopment,Isetmy3Dteachingaims:
1.Knowledgeandskillaims:
a.Skimmingandscanningskills:understandingthemainidea;scanningfortheneededinformation;andgraspthedetails;
b.toimprovethestudents’organizingandusingskillsofEnglishasthesecondlanguage.
2.Moralcultureaims:
a.Strengthe
nthesenseofenvironmentalprotection;letthestudentsunderstandJaneGoodall’scareerandinterprettheimportanceofhercareerandachievements.letstudentsunderstandandrespectwildlife;
b.ThroughJaneGoodall’sspirits,enableandencouragestudentstobehavelikeher;andfurthermore,toestablishcorrectvalueofgenderandsociety.
3.Learningmethodsaims:
a.theabilityofself-learningandcooperativelearningmethod;andusesuchkindofabilitytogainanddealwithlanguageinformation.
b.fosterthestudents’questioningspirittoimprovetheirabilityofanalyzingandsolvingproblems.
3.TeachingMethods
a.CommunicativeLanguageTeaching(CLT):
Languageisusedforcommunication.It’slearner-centeredandemphasizescommunicationandreal-lifesituations.
b.Task-basedLanguageTeaching(TBLT):
Ataskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife,Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.
c.ComputerAssistedLanguageTeaching(CALT)
Languagelearningneedsacontext,whichcanhelpthelearnerstounderstandthelanguageandthencanproductcomprehensibleoutput,socomputerhastheadvantagestomakethematerialsattractive.
4.ImportantandDifficultPoints;a.UnderstandingofthedeepmeaningofJaneGoodall’sspirits.
b.Understandingthesenseof“Allmenarecreatedequal”.i.e.theequalityofmenandwomen.
c.Difficultlanguageproblems:
subject-verbagreement;–ingform,theusageof“spend”andinversion.
5.TeachingProcedures:
Step1.Warmingupandlead-in(5mins)
“Interestisthebestteacher.”Therefore,attheverybeginningoftheclass,IshouldSPARKthestudents’mindtofocusonthecentretopic“womenofachievement”
1.Show4picturesofgreatwomenoftheworld,suchasMs.SongQingling,J.K.Rowling(authorofHarryPotter),MargaretThatcherandthelastoneJaneGoodall.
2.Letstudentsguesswhotheyareandwhattheyachieve.
Afterthis,thestudentswillbeeagertoknowwhoMs.JaneGoodallisandthisistheverytimetonaturallyleadtheclassintoStep2
Step2.Readingforinformation:Skimmingandscanning(9minstotally)
Inthisstep,IuseTask-basedLanguageTeachingmethod,whichcangivestudentsaclearandspecificpurposewhileskimmingandscanningthecontext.
Task1Generalidea(3mins)
Predictionisanimportantskillingraspingtheideaofacontest.Consequently,Iletthestudentspredictthegeneralideabeforetheyreadinthistask.
a.ReadthetitleandenjoythetwopicturesofMs.GoodallonPage2topredictthegeneralmeaningofthetext.b.ThenskimmingPara1&3asfastaspossibleandsummarizethegeneralidea:
ThepassageismainlyabouthowJaneGoodleworkedwithchimpsintheirenvironmentandhelppeopleunderstandandrespectthelifeoftheseanimals.
Task2Mainideaofeachparagraph.(6mins)
Cooperativelearningcanraisethestudentsinterestandcreateanatmosphereofachievement.Basedonthistheory,Idividethewholeclassinto4groupstoskimthewholetextandgetthemainideaofeachparagraph.
Para1.HowthegroupfollowedJane’swayofstudyingchimpsinthewild.
Para2.WhatJanediscoveredaboutchimps
Para3.HowJanetriestoprotectthelivesofchimpsintheirnaturalhabitat.
Para4.JaneGoodall’sachievements
Step3.Readingforcomprehension(5mins)
Thepurposeofreadingistogetthecorrectandusefulinformation.Studentsshouldnotonlyhaveahighspeedofreadingbutalsohaveacorrectunderstandingofdetails.ThereforethefollowingpracticesonPage3canhelpcheckthesituation.
Choosethecorrectanswersafterreadingthepassage.
1).Whatdidthegroupdofirstinthemorning?They____________.
Awentintotheforestslowly
Bleftthechimpfamilysleepinginatree
Cobservedthefamilyofchimpswakeup
Dhelpedpeopleunderstandthebehaviorofthechimps
2).WhydidJanegotoAfricatostudychimpsinthewild?Becauseshewanted________.
Atoworkwiththemintheirownenvironment
Btoprovethewaypeoplethinkaboutchimpswaswrong
Ctodiscoverwhatchimpseat
Dtoobserveachimpfamily
3).Janewaspermittedtobeginherworkafter___________.
Athechimpfamilywokeup Bshelivedintheforest
ChermothercametosupportherDshearrivedatGombe
4).Thepurposeofherstudywasto___________.
AwatchthewildchimpsincagesBgainadoctor’sdegree
CunderstandandrespectthelivesofchimpsDliveintheforestasmencan
Step4Solvingdifficultlanguageproblemsthroughreading(10mins)
It’simportantforlanguagelearnerstolearnimportantrulesofgrammarandusetheserulestosolveproblemsinreality.Inthepreviousprocessofreading,thestudentsmustcomeacrosssomedifficultlanguageobstacles,soit’snecessaryforustodiscussandexplain.Thisperiodoftimebelongstostudents.Theycanaskanyquestionstheycomeacrossintheprocessoflearning.Thepurposeofthisisimprovingthestudents“questioningspirit”anddealingwiththedifficulties.
e.g.1.Letstudentsfindoutthe“–ing”formsandtranslatethesentences
e.g.a.FollowingJane’swayofstudyingchimps,ourgroupareallgoingtovisitthem…
我们一行人准备按照简研究黑猩猩的方法去拜访他们。
b.Watchingafamilyofchimpswakeupisourfirstactivityoftheday.
我们当天的首项任务就是观察黑猩猩一家是如何醒来的。
c.Thismeansgoingbacktotheplacewhereweleftthefamilysleepinginatree…
这意味着我们要回到前一天晚上我们离开时黑猩猩一家睡觉的大树旁。
2.Letstudentssummarizetheusagesof“spend”andmakeupsentencesinth
eirownwords.
i.e.spend…onsth;spend…(in)doing…
3.Payattentiontothefollowingdifferences(subject-verbagreement)
Ourgrouparegoingtovisitthemintheforest.
Janewarnsusthatourgroupisgoingtobeverytiredanddirty…
4.Inversion:
Onlyafterhermothercametohelpherforthefirstfewmonthswassheallowedtobeginherproject.
Practice:translatetheproverbintoChinese
Onlywhenallcontributetheirfirewood,cantheybuildupastrongfire.
众人拾柴火焰高。
Step5Consolidation(16minstotally)
Languageislearntbycommunicating.Itismyjobtocreateanatmosphereforstudentstousethelanguage.HereIdesign3activities
1.Summary:fillintheblankswithoutreferringtothecontextandthenretellthewholetext.(3mins)
JaneGoodallhasstudiedthechimpsformanyyearsinAfricaandhelpedpeopleunderstandhowmuchtheybehavelikehuman.Janewasdeterminedtoworkwithanimalsintheirownenvironment.Shespentmanyyearsobservingandrecordingtheirdailyactivities.
For40years,Janehasbeenhelpingtherestoftheworldunderstandandrespectthelifeoftheseanimals.Sheinspiresthosewhowanttocheertheachievementsofwomen.
DiscussionordebateisaneasywaytoinspirenewideasandanexcellentchancetopracticeEnglishinacooperativelearningatmosphere.Duringthefollowingtwoactivities,ThestudentswilldeepentheirunderstandingofMs.Goodall’sspiritandtheintensionandattitudeoftheauthor.
2.Discussion(groupof4)(5mins)
1.WhydoyouthinkJaneiscalled“astudentofAfricanwildlife”?
2.WhatdidJanehavetogiveupwhenshewenttoliveintheforest?
3.Doyouthinkitisimportanttostudychimpsinthewildratherthaninazoo?Why?
4.Doyouthinkyouwillgoifyouareaskedtostudyanimalsinthewild?Whyorwhynot?
3.Debate:(8mins)
Girls:Womenareabletodomorethanmen.
Boys:Womenarenotabletodomorethanmen.
Conclusion:Menandwomenareequalbecausetheyhavedifferentspecialtiesindifferentfields
Step6Assignments:
1.MakeabriefintroductiontoMs.JaneGoodallorally.
2.Writinganessay:TheFemaleIlikebest(120words)
Thesecondassignmentenablesstudentstosearchvariousinformationresources,whichcanwidentheirviewandcontinuetoinspiretheirenthusiasmoflearning.
6.Summary
Inthislesson,Iusecooperativeleaningmethodandtask-basedteachingmethodtoenablestudentstosolvelanguageproblems,understandthemeaningofthecontextanddigthedeepmeaningstepbystep.Meanwhile,throughthediscussionanddebate,I,actingasaguide,leadthestudentstogettheirowncorrectvalueofgenderandsociety.Inaword,Ibelievethestudentscangetmuchmorethanwhatisprintedinthebookafterthislesson.