吳秋林

【Abstract】New National English Curriculum Standards （2011） points out that the English course whose overall goal is composed of language skills， language knowledge， affects， learning strategies， cultural awareness and so forth in which language skills and language knowledge are the basis of the ability of using language synthetically， affects are the major factors which influence students learning and development， learning strategies are the prerequisite to improve learning efficiency and develop the ability of self-learning and cultural awareness is a guarantee of using language appropriately. However， in the language skills：listening， speaking， reading and writing four sections， writing and speaking occupy a large proportion. This teaching plan is designed to explore new teaching methods based on new curriculum and construction.

【Key words】Speaking and writing skills； schema； controlling strategies； teaching design； self-reflection； self-evaluation

Teaching Aims

1. Enable students to be familiar with some sentences about protection.

2. Enable students to improve their ability of finding out reasons and ways to solve the problem：how to protect wild animals.

3. Enable students to write their own composition. Enable students to improve their awareness of wildlife protection.

New words：rhino horn 犀牛角 shawl 披肩 ivory 象牙 sculpture 雕刻品 bear ball 熊膽 shark fin 魚翅 form 格式 salutation 稱呼 signature 簽名 briefly 簡潔地 tense 時(shí)態(tài) structure 結(jié)構(gòu) appetite 欲望 cruel 殘忍的

Step 1 Get ready for class.（1mins）

Step 2 Watch a short video and answer the following questions.（4mins）

1. Talk about your feelings.

2. What the situation is？

3. Why？（For example， why is the rhino being killed？） （show more pictures）

Step 3 Find ways to solve the situation（Discussion：group work）（10mins）

What can we do to protect endangered wild animals？

Step 4 Share your works and evaluation. （10mins）

Share your works and evaluation.

Step 5 Share a sentence（2mins）

No Buying， No Killing！

To protect wildlife is to protect ourselves！

Self-evaluation：

About students

1. Do I have a beautiful handwriting？

2. Does my letter have a salutation；signature？

3. Does my letter use the present tense and the first person？

4. Does my letter have a beginning；body；and ending？

5. Do I express my feelings；give my suggestions and express my hope？

6. Do I use some useful words；phrases and sentence structures？

About myself

1. Did I have a good teaching gesture？

2. Was my teaching language clear？

3. Did I learn to control my speed and time？

4. Did I reach my teaching aims and efficiency？

5. Did I carry out my teaching activities smoothly？

Conclusion

There is a wide acceptance that speaking and writing， as language skills， function greatly in improving the overall competence of learning English. Writing has occupied a large proportion of English teaching in senior high school. Through speaking and writing， not only can students have the access to getting information from the mysterious world， but also they can obtain some writing skills， such as predicting， inducting， and deducting and so on. When a teacher is designing a speaking and writing lesson， he or she must take into consideration how to help students to understand reading materials and how to help them obtain those language skills. But different situations need different lesson plans.

References：

[1]Bernard Spolsky.（2000）.Conditions for Second Language Learning.Oxford：Oxford University Press.

[2]Cheng Xiaotang.（2004）.Task-Based Language Teaching.Beijing：Higher Education Press.

[3]中華人民共和國教育部.全日制義務(wù)教育普通高級(jí)中學(xué)英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）[S].北京：北京師范大學(xué)出版社，2011.