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視頻標簽：第十五屆全國初中英語
所屬欄目：初中英語說課視頻
視頻課題：第十五屆全國初中英語教師基本功大賽說課視頻展示8A Unit 6 Reading Zhalong—a special place17. 江蘇 李雪霞
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8A Unit 6 Reading Zhalong—a special place17. 江蘇 李雪霞
Lesson Plan
8A Unit 6 Reading Zhalong—a special place
1. Analysis of students
Since the previous Unit is about giant pandas in the wild, so students are familiar with the topic and they have known some common problems that wildlife face and possible solutions. But they may lack some reasoning abilities in analyzing the problems. What’s more, students may haven’t thought about why Zhalong is a special place.
2. Analysis of the teaching content
The topic of the reading passage is about birds and wetlands. The reading passage features a clear structure. The first paragraph is an introduction to Zhalong; the second paragraph is about the birds there. In the third paragraph, the writer mainly talks about the problems birds face. The remaining two paragraphs are about the solutions. The theme of the passage is calling on more people to protect wildlife.
3. Expected important and difficult points
The important points of the course lie in analyzing the structure of the passage and the logic within and among paragraphs. Another important point is to guide students to use what they have learnt in real-life contexts. Students may find it difficult to understand why Zhalong is a special place.
4. Teaching objectives
1) Figure out the problems birds face and the solutions.
2) Reflect on what people from all walks of life can do to help protect wetlands and birds.
3) Inquire into the reasons why Zhalong is a special place.
4) Raise the awareness to love and protect wildlife.
5. Teaching method
Task-based language teaching is applied in this course. Several meaning, situational and communicative tasks are designed to improve students core competence.
6. Teaching aids
PowerPoint, video clips, chalk, mind map
7. Guiding theory
Constructivism is the guiding theory of the whole course design. Providing students with scaffolding is also an important principle in designing the tasks. With the scaffolding, students can easily integrate what they have learnt in class into real-life contexts.
8. Teaching procedures
| Teaching procedures | Teaching purpose |
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Step 1: Lead-in (3 minutes) Watch a video and answer the question: Q: Which bird is the old man imitating? Predict according to the title and the picture Where do the special birds live? What do you expect to read in the passage? |
The topic is introduced by a video clip about an old man imitating a bird. Predicting according to the title can help students form their reading expectation, which can get students ready for the reading process. |
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Step 2: An introduction to Zhalong ——para 1 (6 minutes) Skim paragraph 1 and answer: 1) Where is Zhalong Nature Reserve? 2) What is special about it?
provide: give cover: a place to live wildlife: wild animals perfect: the best 3) Fill in the introduction to Zhalong (para 1) It is in Heilongjiang Province in _______China. (location) It is one of the world’s most important__________. (land type) The area gives (provides) food and a place to live(cover) to (for)wild animals(wildlife). It is the best(perfect) place for some rare birds. (importance) Students fill in the blanks and replace some of the words with newly learnt words. Classify these three pieces of information into three categories: location, land type and importance. |
By locating the key word and filling in blanks, students can understand what is special about the wetland. The teacher’s explanation about the new words gets students linguistically ready for the reading course. Explaining new words in English can help students think in English. |
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Classifying the information into three categories can help students have a clear idea about the key points in the paragraph. |
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Step 3: Birds in Zhalong——para 2 (4 minutes) 1)Are cranes rare birds? 2)Which sentence in paragraph 2 can support your idea? 3) Which sentence is better in order to show cranes are rare birds? There are only about 2000 cranes left in the world. There are not many cranes left in the world. Facts/Specific data (數(shù)據(jù)）is needed to support your ideas. |
The inquiry into whether cranes are rare birds is a good example of evidence-based reading task. By looking for evidence and comparing two statements, students’ thinking ability will be improved, and they will shape a deeper understanding of the rarity of birds in Zhalong. |
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Step 4: Problems the birds face—— para 3 (6 minutes) The teacher asks students to close their books and present the sentences which are messed up. put the sentences in the correct order a. As a result, the birds do not have enough food to eat. b. This will lead to less and less space for wildlife. c. Now the Chinese government has made laws to prevent all these things in Zhalong. d. Moreover, fishermen keep fishing there. e. Some people want to make the wetlands smaller in order to have more space for farms and buildings. Q1. Which of the sentences can’t be put in the beginning? Why? Because as a result and lead to show the effect/result(結果), and moreover is used to add more information. Q2. Which sentences show the causes/reasons? e and d . Q3. Which sentence comes first? e. Students open the book and read the whole paragraph together and then fill in the mind map as follows.  The teacher shows students a video clip which is about the other reasons for the decreasing number of birds in Zhalong to supplement students’ knowledge. Step 5: Solutions to the problems—— para 4 to 5 (3 minutes)     Step 6: Post-reading Design a guidebook (5 minutes) Tips: use the information in Para 2, Para 4 and 5 add your own ideas 1. Is watching birds at night a good choice(選擇）? Why or why not? No. Because most birds are active in the daytime. 2. Is winter a good season to go birdwatching in Zhalong? Why or why not? No. Because some birds go to Zhalong only for a short stay and they will fly south to spend the winter. |
Questions are provided as scaffolding to help students put the sentences in the correct order. These questions will draw students’ attention to the transitional words in the paragraph. In this case, students’ logical thinking and reasoning ability will be improved. The mind map serves as a good tool to help students have a better understanding of the paragraph. The “cause-effect-solution” logic is also an effective attempt to improve students’ thinking qualities. The three paragraphs here are also good samples for writing. This activity requires students to apply what they have leaned in the real-time context. Some questions are provided as scaffolding. This is also an evidence-based reading task. It can help students read and then infer from the passage. |
Group discussion: What else can we do to protect the bird in Zhalong? 4 minutes  The teacher encourages students to think from different perspectives. And make a conclusion: it is our shared duty to protect the birds and the wetland.An interview with Xu Zhuo (5 minutes) Students’ watch the video about Xu Xiuijuan and Xuzhuo to know about the touching story happened in Zhalong. After watching the video, the teacher asks students to work in pairs and make up an interview. The outline is given as follows. Interviewer : I am deeply moved by your family’s story. Where do you work now? Xu Zhuo: I am now woking in… Interviewer: Where is it? Xu Zhuo: It is in… Interviewer: What is special about the reserve? Xuzhou: ….wetland…provides…perfect place… Interviewer: What can tourists like me do to help protect the birds? Xuzhou: …watch, count, describe… Interviewer: Both your dad and your aunt lost their lives in order to protect the birds in Zhalong. Why do you still want to work there? Xuzhou: Because… Step 7: Further Thinking (4 minutes) the special relationship between cranes and China and Chinese culture Present the picture and a video clip China is home to 9 of the 15 types of cranes in the world. Cranes are often related to luck, fidelity and long life in Chinese culture. Cranes also appear in many Chinese poems. |
Group discussion can help students improve language competence in the real context. The interview is designed to help students go over what they have learned about the wetland, and let students experience the love and responsibility that Xu shows to the birds in Zhalong. It can also arouse students’ affection to wildlife. |
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The step expands students’ knowledge about cranes. It not only adds to their knowledge but also help them understand the importance of cranes. |
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Why is Zhalong a special place? 5 minutes |
This activity can improve students’ critical thinking and the ability to summarize key information. The task is directed to the key word “special”, thus it makes the topic of the course clearer. |
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Summary protecting the wetlands protecting the birds and plants protecting nature/the ecosystem(生態(tài)系統(tǒng)） protecting human beings (人類）and the Chinese culture |
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| Blackboard design | |
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Homework: 1 Retell the article from the perspective (視角)of a bird in Zhalong. 2 Read to find out more about Zhalong Nature Reserve. |
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Teaching reflection The lesson guides students to investigate the deep meaning of the word special and analyze the structure of the logic within and among the paragraphs. Also, it tries to improve students’ ability to apply the knowledge learnt from the textbook into real-life contexts. |
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