【導讀】華圖寧夏教師招聘考試網同步未知發布：2020教師資格英語試講稿：《Wildlife Protection》（高中）,詳細信息請閱讀下文!如有疑問請加【2019寧夏教師招聘考試交流群匯總】 ，更多資訊請關注寧夏教師微信公眾號(ningxiajsht),寧夏教師招聘考試培訓諮詢電話：0951-6028571/6027571 18295188220,微信號：ht18295188220
已是四月中旬，花開花謝，時間飛快，備考路上小編與各位考生同在，為考生們助力是寧夏華圖小編的責任。下面是今天要學習的內容：《Wildlife Protection》，希望對大家有所啟示。
試講稿
❖學科：英語試講稿——《Wildlife Protection》
❖學段：高中
❖版本：人教版
❖適用：安徽中小學教師招聘面試
教學目標：
知識與技能：
a. Be able to understand and use the words and expressions in this passage
幫助同學們理解並掌握一些單詞和短語
b. Students will know some basic information about the endangered animals
讓同學們了解一些關於瀕臨滅絕的動物基本信息
過程與方法：
a. students will develop their abilities of thinking and expressing their attitude towards the wildlife and the wildlife protection.
鼓勵同學們思考並表達他們關於野生動植物及其保護的態度
b. students』 reading ability will be enhanced and students』 ability and skills of guessing words and reading comprehension will be developed.
提高學生們的閱讀理解能力，並發展其猜詞的能力和技巧
情感態度與價值觀：
a. Through reading this text, students will understand the importance of the wildlife protection and be more active in helping wildlife.
通過閱讀本文，學生能夠理解保護野生動植物的重要性，並更積極參與幫助野生動植物的活動
b. Through the teaching activities, students will develop their sense of cooperative learning.
通過一系列的課堂活動培養學生們合作學習的意識
教學重難點：
Key points: ss can discover the different living situations of different wildlife in Daisy’s journey.
教學重點：理解Daisy 在神奇之旅中發現不同野生動物的不同生存狀況
Difficult points:ss can sense the change of Daisy’s emotions during her journey.
教學難點：體會Daisy 在神奇之旅中的情感變化
教學方法：Communicative teaching method, Task-based language teaching method, direct method
教學過程：
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 wher 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 elsewher?
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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（編輯：liuguirong）