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【原创】Module 5 Unit 2 The Environment(教案全)  

2012-09-21 16:46:21|  分类: 课件教案 |  标签: |举报 |字号 订阅

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Unit 2 The Environment

Welcome to the unit

Teaching aims:

(1)  Make students pay attention to the environment around realize the problems caused by human activity.

(2)  Encourage and help students to think of the solutions to solving the problems

(3)  Practice their speaking ability by discussing in groups

Important points & difficult points:

(1) Students are expected to express their own opinions on protecting the environment in English

(2) How to encourage students to speak freely.

Teaching Procedure:

Step 1 Brainstorming

 T: Tell the students what they will learn in this period and let them pay attention to the title of the unit. Ask them think about what will be discussed in this unit.

(This can focus their attention on the theme of this unit. T can let them exchange their information with their deskmates. Any related answers are collected some on blackboard)

 T: (Very good!) Tell the students the earth is the only planet in the solar system which human beings can live on. And it is also the most beautiful one in the eight planets. Then let them think about the following questions:

?       What is your picture of earth in your mind?

(After this question T can let them watch a short video to help them go on with the next steps)

?       What are the environmental problems in your living surroundings?

?       Do you think a healthy environment is important four human beings? Why?

(Let them use some words to describe the earth and relate the topic to their daily life. )

Step 2 Discussion

T: Tell the students they will learn something more about the environmental problems and the causes of them. Then ask students to look at the pictures in the book. Ask them tell what they can see in these pictures. If they have any difficulties T can give them a hand. Later let them answer the question:

?       Which ones are caused by nature and which ones are caused by man?

Step 3 Further discussion

T: Tell the students besides natural disasters, the earth is now facing other problems caused by people. Then ask them to look at the screen. The picture is about some ways in which people damage the environment. Let them think about the question below.

?      Can you think of other ways in which people damage the environment?

(air pollution, etc)

(Let students share their information in pairs and show them on the screen. This may help them to realize some irresponsible human activity.)

   T: Tell the students the environmental problems are becoming more and more serious, especially the increasing rubbish, cutting trees, water pollution and air pollution. Later let them think about the following question:

?       What are the causes and results of these environmental problems?

(Meanwhile show them some relevant pictures which may give them a hand.)

   T: After the discussion, collect some key words in the following table and show it on the screen. In this way, the students can have a general idea of what they have talked about just now. this step also help students get ready for the last step. 

Problems

Causes

Results

Rubbish

pour waste,  un-reused products,

etc.

dirty, ugly, dangerous, cause diseases, etc.

 

Cutting Trees

 

meet people’s needs, make wooden

products, etc.

 

lose water and soil, desertification,

bad weather, etc

Water Pollution

pour waste, throw rubbish, etc

no enough drinking water, get people sick, etc

Air Pollution

give off waste gas, burn coal and oil, etc

cause diseases and deaths, dirty, cause acid rain, etc

 

T: After this let the students consider the question below. Ask them discuss it in groups of four. Remind them to make use of what they have learnt above. Any reasonable or related answers are acceptable. Encourage them express what are in their mind freely

?           What can people do to solve these environmental problems?

 Suggested Answers:

1)      Throw waste in rubbish bins. Recycle as much as possible.

2)      Use less wood. Plant more new trees. Try to make desert areas become green land.

3)      Treat the waste water before pouring it into rivers. Clean the water in the rivers/lakes. Save water in our daily life.

4)      Make smoke harmless before it goes into the air. Limit the number of vehicles. Develop clean energy.

(After checking the answers as a whole, show the suggested answers on screen and tell them these are only some the measures people can take to protect the environment.)

Step 4 Oral report

T: Finally, ask them as a student, what they can do to reduce waste pollution and protect our environment. Let them cooperate to complete the task in groups of four. While discussing, they should take notes at the same time and later ask some students to present their reports. Make sure students know what to do. Meanwhile teacher can show some pictures to help them.

Step 5 Summary and Homework

Today we have talked about the environment of the earth and the ways to solve the environmental problems. After class, please think more ways to protect environment. And preview next period.

Unit 2 The Environment

Reading

TeacTeaching aims:

(1)  To read a passage about economy and environment to improve their reading ability.

(2)  To make them aware of the problems caused by man with the development of economy.

(3)  Make students pay attention to the environment problems and think about what they can do to help protect the environment.

(4)  To learn how to read a debate.

ImpoImportant points & difficult points:

(1)  To help the students learn how to keep the balance between economy and environment.

(2)  To help the students learn how to read a debate.

TeacTeaching methods:

(1)  Fast reading to get a general idea of the passage.

(2)  Careful reading to understand the passage better.

(3)  Discussion to help the student understand what they have learnt.

(4)  Individual, pair work and group work to enable the students participate in the activities in class.

TeacTeaching aids:

(1)   A tape recorder

(2)   A multimedia

(3)   The blackboard

TeacTeaching procedure:

Step 1: Leading-in

T: Tell them what they have learnt in the last period and with the development of economy all over the world, the environment problems are becoming more and more serious, especially in developing countries. Then let them look at the pictures on the screen carefully. Answer the following questions:

(1) What can you see in the pictures?

(2) What are the caused of them?

(2) How to solve these problems?

  (Give them a few minutes to prepare. They can choose one or more to talk about. Any related opinions are accepted. Later tell them that humans should develop the economy to meet the need of their own but on the other hand, with the development of economy, it causes serious environmental problems. Ask them to think about the question below. Let them express themselves freely.)

?         The economy or the environmentwhich will you choose?  

Step 2: Fast reading

T:  Let them go on with the passage to get more information about the topic. Read the debate quickly as possible and answer the questions

1) What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?

(Mr lin represents the society for Environment Preservation while Mr Qian an business development consulant)

2) By how many times has the world’s population increased since 1800?

(More than six times)

3) According to Mr Qian Liwei, What should be done to factories that pollute the environment?

(Those factories should have to pay higher taxes)

Step 3: Careful reading

T: Tell them to read the passage again and pay attention to some detailed information and try to fill in the following table. Give them two or more minutes to read the table first and keep it in mind. Later while checking the answers teacher can ask them the following questions to help them. Of course teacher can add more.

1. What society does Lin Shuiqing belong to?

2. What does Lin Shuiqing started his speech by talking about?

3. What is happening to large amounts of fish?

4. What does Lin Shuiqing think we should teach people about?

5. Why does Qian Liwei think production should be not be cut back.?

6. What does Qian Liwei say we should produce more?

7. What does Qian Liwei say we need more of?

8. What does Qian Liwei say many people are willing to do?

 

 

Lin Shuiqing’s points

Qian Liwei’s points

Industry

Cut back on production because industry produces waste, and pollutes the environment

A healthy environment and a stable economy should be possible at the same time

Population

More people need more land to live on and more food to eat

People are more important than fish and trees

Recycling

Expend our recycling industry

Produce more things from recycling materials

Solutions

cut back on production,

recycle rubbish,

teach people about environmentally friendly ways of living

 

    recycle rubbish,       

    effective laws,          

    control how many trees are cut down and how many fish boats can catch

    Heavy taxes on the factories producing pollution.

 

Ste Step 4: Reading strategy:

T: Tell them from the table above, they can see how the debate is organized. So in today’s reading strategy, they are going to learn how to read a debate. Let them go through the reading strategy on page 23 and at least make sure they understand the following rules:

(1) In a debate, one side gets the opportunity to present their points first. The other side follows and presents theirs. (Lin Shuiqing and Qian Liwei)

(2) Speakers in a debate will represent opposite views on the subject being discussed.

   (the environment versus the economy)

(3)   While reading or listening to a debate, remember that each speaker’s speech is meant to convince you.

(which to choose)

SteStep 5: Discussion

T: Tell them they have learned the debate about the economy and the environment. They have learned much detailed information about the problems caused by the development of economy and some advice on how to solve them. So, finally let them discuss the following questions. Let them do it in pairs.

?    In your daily life, where have you seen pollution? How did it make you feel?

?    Who should be responsible for this?

?    What do you think is the biggest danger to our environment today?

?    What can you do to help clean up the environment?

(T can show them a sample discussion first. After a while let some pairs to present their opinions and tell them the earth is our only home. To damage the earth is to kill ourselves. Make them aware of their responsibility to polluting the environment)

SteStep 7: Summary and homework

T: Tell them in this period they’ve learnt something about the relationship between economy and environment. Tot protect the earth is to protect ourselves. Ask them to go through the passage again and tick out the important and useful phrases and sentence structures after class. Meanwhile, complete the left exercised in the post reading.

 

Unit 2 The Environment

Reading Language Points

Teaching aims:

1)   Improve the Ss’ other basic abilities: the use of the words and expressions in reading

Important points & difficult points:

1)  Master the usage of some key words and structures

   2)  Encourage the students to refer to dictionaries.

Teaching procedure:

Step 1: Review

We have learned the debate and know something about how to solve the environment problems. Today we will read the text and find the difficult language points in it. Then ask students to put forward their difficulties in understanding the text. Then write them on the blackboard.

(T can ask students to use their dictionaries and reference books and find answers for them. Let the students discuss them in pairs.)

Step 2 Explain the language points.

1.      …and discuss which problems are caused by nature and which ones are caused by man.

讨论一下哪些问题是自然造成的,哪些又是人为因素。

nature

  1. 自然,大自然(不可数名词, 不可用冠词the修饰)

You can not go against nature. 你不能违背自然。

Man can conquer nature.人定胜天。

  1. by nature 天生地

She is by nature a happy person. 她天生乐观。

Man is taller than woman. 男子比女子高。

2.      Then we will open the floor for discussion. 然后我们将展开自由谈论。

句中the floor为“发言权”

After they had each said a few words, Professor White took the floor.

他们各自说了几句话后,怀特教授开始发言。

The President then took the floor and answered the journalists’ questions.

总统随后讲话并回答了记者的提问。

3.      If you have any questions or comments, you can use this time to voice them.

如果大家有任何疑问或评论,可以利用这个时间段来提出。

voice (v.) 表达,吐露

Yesterday morning in the city in the USA, a crowd of dustmen went on strike to voice complaint about their low-pay.

昨天上午在美国一个城市,大批清洁工举行罢工,以表达他们对工资的不满。

I dared not voice my dissatisfaction. 我不敢表达我的不满。

4. These boats catch large numbers of fish without giving them time to lay eggs.

这些捕捞船未等鱼儿产卵就大量捕捉他们。

large numbers of 许多,大量,加复数名词,相当于a large number of , a great / good many

Large numbers of whales have been killed by these Japanese ships.

这些日本捕捞船已经杀死了许多鲸鱼。

Numbers of people came to the meeting from all over the country.

全国各地许多人来参加这个会议。

lay eggs 下蛋,产卵

A turtle lays many eggs at a time.

乌龟一次下许多蛋。

To kill the goose that lays the golden eggs.

杀鸡取卵;自绝财源。

5.  The world’s population has grown by six times what it was in 1800.

1800年相比世界人口已经增长了六倍。

population 人口

The population of China is much larger than that of Japan.

中国人口比日本人口多得多。

About 30 percent of the population in the village have been struck by the illness.

整个村庄约30%的人口受到这种病的侵袭。

grow by“增加了,净增了”,类似表达 increase by, rise by

Sales of new cars in that country grew by 20 percent this year.

那个国家今年的新车销售量增加了百分之二十。

It is quite amazing that the income of the people in the city has increased / risen by 60 percent in the last two years.

这座城市居民的收入在过去的两年里增加了百分之六十,这让人感到惊讶。

grow to “增加到。类似表达法还有increase to, rise to, climb to (注意介词toby在表达上的区别。)

The number of students at the college has grown to over 5,000.

这所学院的学生数已经增长到 5,000人。

The price has increased to an unbelievable number.

价格攀升到令人难以置信的水平。

6.  It is clear that you are very concerned about the present situation of our environment.

很显然,你非常关心现阶段的环境状况。

concern (v.) 关系到,与……有关,关于;担心,关心

词组be concerned about / with / for / over … 对…关心;

另外 be concerned with … 可以表示“与…有关”

The news concerns your sister.

这条消息与你姐姐有关。

I am not concerned with the matter any longer.

我不再与此事有关了。

7.  As a business development consultant, I’m seen as being against the environment.

   作为一名企业发展资讯顾问,我常常被人视为反对环保的。

    see…as… “将……视为”

    After his first novel was published, he was seen as one of the most outstanding new authors of his generation.

在他的第一部小说出版后不久,他就被视为他这一代最杰出的新秀作家之一。

注意相似结构的总结:

regard … as …           look on … as …

think of … as …          recognize … as …

describe … as …          consider … as …

8.      Asking around, I find many people willing to pay a little higher prices for things that are environmentally friendly.

我征询过周围很多人的意见,发现他们当中很多愿意花费稍高一些的价钱来购买环保产品。

   ask around 四处打听

I will ask around and see if anyone can help.

我要四处打听一下,看有没有人能够帮忙。

asking around为现在分词短语作时间状语,相当于时间状语从句 when I ask around同样的情况有:

      Take care while crossing the street. (while you cross the street)

      Wandering through the street, I saw a tailor’s shop. (while I was wandering through the street)

9.      Just keep in mind that you should not make a final decision until you have read or listened to both sides…

记住要听了两边的发言后才可作出最后的评判。

keep / carry … in mind 记住

I have tried to keep this advice in mind when writing this book.

在写这本书的时候,我尽量将这条建议记住。

There is one thing you must always carry in mind.

有一件事你必须一直记住。

mind相关词组

make up one’s mind下决心           speak one’s mind说真心话         

make 搭配词组                     make a decision 做出决定                          make a study  做研究                make a mistake犯错误

make a choice做出选make a trip旅行

keep one’s mind on / upon专心注意,聚精会神

10.  My dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs.

     父亲说并不介意一点儿污染,只要人们有工作就行。

 as / so long as 只要(就)

I don’t care, so long as she lets me be with her son.

我并不在意,只要她让我和她儿子在一起。

As /So long as you’re happy, it doesn’t matter what you do.

只要你快乐,做什么并不重要。

试比较:

This rule is as long as that one. 这把尺与那把一样长。

11.  As a result, you impressed the audience. 结果,你给听众留下了印象。

     impress印上,给留有印象

He impressed his seal in the pot.

他把私章印在罐上。

His words are strongly impressed on/upon my memory.

他的话给我留下了很深的印象。

I was very impressed by / at / with his performance.

他的表演给我留下了深刻的印象。

Step 4 Consolidation

Ask the students to use the words and expression learned to complete the related exercise in class

Step 5 Homework

(1)   Revise the use of the words and expressions.

(2)   Do the exercises in the workbook.

 

Unit 2 The Environment

Word power

Teaching Aims:

1.  Enlarge students’ vocabulary about the environment protection.

2.  Practice students’ reading and speaking ability.

3.  To know something about how to protect the environment.

Difficult & Important points:

1.          To learn how to form new words with “eco”

2.          To help them to enlarge their vocabulary.

Teaching methods:

?       Task-based teaching,

?       Group competition.

Teaching aids:

A projector, a computer

Teaching Procedure:

Step I: Lead-in (read a brochure)

T: Tell the students environmental problems are discussed frequently in the news. In this lesson they will learn some words to talk about the environment and problems associated with it. First let them watch a short video and ask them to describe what it is about. T can ask them the following questions:

1)        What can you see in the video?

2)        What causes the environmental problem?

3)        How to solve it?

Then ask them to read the brochure about a new, environmentally friendly hotel which is opening. Let them pay attention to the words in blue, especially those formed with “eco”

For example:

eco-tourists, ecosystem, eco-friendly,

(Let them guess the meanings of all these words with “eco”. Then tell them prefix ‘eco’ comes from Greek and means ‘earth’. It is used in many words to talk about the environment, such as ‘ecology’ and ‘eco-tourism’.  Ask them to write six words that include the prefix ‘eco’ by using their dictionary if necessary.

Step II: Vocabulary expansion

T: Tell the students when people talk about things that are bad for the environment, many other compound nouns are needed besides the words above. Get them to go on with part B. make sure they know the meanings of the given words and what these pictures mean.

      (This part helps the students realize some environmental problems and how to describe them.)

Step III: Filling in the blanks              

T: Ask them to complete an advertisement with the words and phrases they have learned about environmental preservation. If they have any difficulty, ask them to turn to T for help. Later check the answers as a whole.

Step IV: Summary and homework

T: Tell the students normal tourism is often bad for the environment, and tourists often cause problems. Eco-travel, on the other hand, is a way to find out what can be done to help animals and plants as well as people.

Assignments:

1.      Finish the exercises in your workbook.

2.      Go to the school library to collect more information about environmental protection.

Unit 2  The Environment

Grammar and usage

 

Teac  Teaching aims:

1.       Learn the functions of V-ing form in sentences.

2.       Enable the students to master the usage of V-ing form.

3.       Use what they have learnt to complete the related exercises

Diffic Difficult & Important points:

1.      When to use V-ing from

2.      How to use V-ing form

 TeacTeaching methods:

Deductive teaching.

Discussion.

Teac Teaching aids:

A projector.

A computer.

Teac Teaching Procedure:

S Step 1 Lead in

T: Tell them since they have learned the text and the language points in it, you may have found many sentences with V-ing form. Now let’s read the following sentence and tell the functions of these V-ing forms in the sentences.

?       This lesson is boring. (表语Predicative)

?       There are sleeping students in class. (定语Attribute)

S Step 2 Usage of V-ing form as an adjective

T: Tell them today they will learn the functions of the V-ing form in sentences and how to use V-ing form as an adjective or adverb. Let them look at the text books (page 28) First let the students go through the sample sentences in the group 1 and summarize the usage of Verb-ing forms as an adjective.

  Function as an adjective:

?          A verb-ing form can appear before a noun. It modifies the noun as an adjective does.

V-ing形式可以同形容词一样置于名词之前修饰名词。

?     We can sometimes put an adverb before the verb-ing form.

有时V-ing形式也可用副词修饰。

?          A verb-ing form can appear after a noun to modify it as an attributive clause does. It can be changed into an attributive clause.

V-ing 形式亦可以同定语从句一样置于名词之后修饰名词,可以转化成定语从句。

?          V-ing 形式可以用作表语或宾语的补语。

 

   T: After this, T can show them more sample sentences to help them to get a better understanding of the grammar rules and pay attention to some key points.

     Attribute:

?        a running man

?        The man running in the picture is Liu Xiang.

?        The man running fastest got the first place.

?        The man who is running in the picture is Liu Xiang.

(Tell them to pay attention to the position of the V-ing forms when they are used to modify a noun.)

 小结:

?       V-ing形式作定语可表示动作正在进行(如例12)或表示和所修饰词之间有逻辑主动关系(如例3)。

?       单个V-ing词作定语修饰名词一般置于名词之前(如例1);V-ing词组修饰名词则置于名词之后(如例23),此时相当于一个定语从句(如例4)。

     Object Complement:

?            I heard the girl singing in the class room.

?            I noticed a long queue outside the bank waiting for it to open.

?            The baby watched his dad shaving his face with great interest.

?            We have the fire burning all day.

(Get the students focus on the words in blue and red, especially the functions and meanings of the words in red.)

 小结:

?             V-ing形式作宾语补足语置于宾语之后,表示一个正在进行的动作(如例123),或强调一个过程或一种状态。(如例4

?             V-ing形式作宾语补足语时,往往同宾语存在逻辑主动关系。

?             V-ing形式作宾语补足语的常见动词:

     make, let, have, keep, leave, see, watch, hear,, notice, find, feel

    (After the above, give them enough time go over what they have learnt to make sure they have no difficulty in understanding them. Explain any questions raised by the students.)

 Practice:

T: Ask them to fill in the blanks with the given words in the correct form. Meanwhile let them tell their functions in the sentences.

1. Sixty million people_____________ (live) in rural areas are moving to the cities every year.

2. The bottle ___________ (contain) the poison was sent to the laboratory.

3. The man ________ (sit) on the platform is a professor from Wuhan University.

4. The children ____________ (practice) playing the violin over there will give a

5. Our trip was ______________ (disappoint) .We did not find any unusual plants.

6. I saw them _____________ (force) the door open with a hammer.

7. We heard them ____________ (quarrel) about money after the concert; they    looked very angry.

8. I heard him ____________ (drop) lots of coins into the collecting tin.

9. You can see them _____________ (perform) every night this week at the New Theatre.

10. The news was __________ (shock). All the three boats had sunk in the storm.

 

Ste Step 3 Usage of V-ing form as an adverb

   T: Let the students look at group2 on page 28 and group 1 on page 30. Ask them discuss in pairs to summarize the following:

   Function as an adjective:

l        A verb-ing can be used after verbs like stand, sit and lie. These two actions are happening at the same time.

常用于 stand, sit, lie 等动词之后表示伴随的状态。

l        V-ing词组可以在句中充当时间、原因、结果、条件等状语。

Finally let them go through group3 on page 2, 8 and group2, 3, 4 on page 30. Remind them what they should pay attention to when they use V-ing forms.

小结:

?       A verb-ing has a perfect form, e.g., having done.

V-ing有其完成式having done, 表示分词动作发生于主句动作之前。

?       表示时间状语时常同连词when, whenever, while, once, until等连用。

?       分词作状语时,(多置于句首)其逻辑主语同主句的主语一致且有逻辑主动关系,往往可转换为相应的状语从句

?       V-ing形式的否定not要置于V-ing之前。

(Make sure they have got a good understanding of the above rules and explain any questions raised by the students.)

   Rewrite the following sentences:

       Hearing the bad news, they couldn’t help crying.

       Having received his letter, I decided to write back.                                              

       Being so angry, he couldn’t go to sleep.

       Given more attention, the trees could have grown better.

                Though working from morning till night, his father didn’t get enough  food.

       They came into the classroom, singing and laughing.     

 Step 4 Homework

Do the exercises in students’ workbook.

   Finish the left exercises in the text book after class.

   Preview the next period.

 

Unit 2 The Environment

Task

Teac  Teaching aims:

1.       Learn how to design a poster.

2.       Learn how to listen and draw conclusions

3.       Learn how to collect specific information by reading an article

4.       Cultivate the students’ abilities of listening, reading and speaking

Diffic Difficult & Important points:

1.      Listen and draw conclusions

2.      Read for information

3.      Present your point of view

Teac  Teaching methods:

Task-based teaching, 

Practice

Teac  Teaching aids:

A projector.

A computer.

Proc   Procedure:

S  Step 1 Leading in

T: Tell the students that environment protection is very important, so today they will design a poster to educate people. First, they will learn how to listen and draw conclusions. Then let them read the instructions and show them the two examples to help them understand it better.

S  Step 2 Reading

 T: Tell them that they will read an article about desertification during your research. Read it and underline all of the solutions to desertification. Remind them that when reading, they should look for specific information that they need by scanning the text as quickly as possible.

Suggested answers:

?       To encourage farmers to building fences

?       To provide money to plant more trees and bushes in dry areas

?       To do scientific research on the problem

?       To have a better management of the potential desert

?       To train people in responsible water usage

?       To share information and solutions between countries

?       To use satellites to pick out areas likely to be affected by desertification

(After reading, let several students to report their answers and T can show them on the screen to give them a deep impression.)

S Step 3 Listening

T: Make sure the students know what to do and then let students read the requirements in part A and B.  Explain them to the students clearly if necessary. Then play the tape twice for them to complete the exercises. If time permits, play the tape a third time to give them a sense of achievements. 

 

T: After students have grasped the skill of listening and draw conclusions, let them go on with Part A on page 35. Ask one student to read the guidelines. Make sure all the students understand it. Then play the tape at least twice for them to take notes of the answers to the five questions.

  (Check the answers as a whole, and play the tape a third time if necessary.)

Ste Step 4 Designing a poster

T: Tell the students to design a poster about how to educate people to fight against desertification. Remind them to make use what they have collected in the last steps to complete the task by cooperating in groups of four. Discuss the questions below with their group.

1.   How can desertification be prevented?

2.   Can areas of desert be turned back into farmland and forests?

3.   Is desertification a global problem?

4.   Why is it important to fight desertification?

5.   What progress has been made to fight desertification so far?

6.   Can young people do anything to help fight this problem?

  (After the discussion, let them present their poster in the form below.)

?          Heading________________________________

        _______________________________________

?          Content______________________________________

?                _________________________________

?          Pictures / layout_________________________

        _______________________________________

  (Finally, let several groups to present their posters to the whole class and remind them to make it as what they have planned in the posters.)

Step  Step 5 Homework

      C 1. Complete the related exercises in their workbook

      P  2. Preview the next period

      R  3. Refer to more books about anti-desertification

Unit 2 The Environment

Project  Protecting the Yangtze River

Te  Teaching aims

1)  Let the student realize the environmental problems of the Yangtze River.

3)  Let them learn about the measures being taken to protect the great river

2)  Let them know the importance of protecting the Yangtze River and our environment

Te  Teaching key points

?        Know the problems of the Yangtze River has,

?        Find out the causes and the measures should be taken.

?        Be aware of their responsibility to protect the Yangtze River

Te  Teaching methods

1)  Listening to get the general idea

2)  Ask and answer

3)  Discussing and writing

Te  Teaching Procedures

Step 1 leading in

T: Show the students pictures of the Yangtze River and read the instructions on page 38. Then let them think about the following questions:

1)        What are the three longest rivers in the world?

2)        As the third longest river in the world, how long is the Yangtze River?

3)        How many provinces does it run cross?

(Tell them the Yangtze River is China’s most important freshwater river. Not only do people along it rely on it for water but also it is home to all kinds of fish and animals. Then let them name some rare animals in the Yangtze River as many as possible. Later T can show them some typical ones.)

The names of the rare animals in the river:

?        White-flag dolphin (白暨豚)

?        Yangtze alligator   (扬子鳄)

?        Zhonghua sturgeon  (中华鲟)

 (If the students find it hard to tell their names in English, they can speak in Chinese. Meanwhile, T can show them the relevant pictures to give them a direct impression. Then tell them because the environmental problems of the Yangtze River they as well as other rare animals are in danger.)

Step 2 Reading

T: Next tell the students they will read an article about protecting the Yangtze River. Ask them to read the passage carefully and answer the questions below. These questions will help them to get a general idea of the passage and the main meaning of each paragraph.

1.  What has caused the pollution of the Yangtze River?

Rapid development and an increase in population growth has resulted in the rising amount of water taken from the river, and the waste being put back into the river.

2.  What bad effects has it had on the ecology of the area besides health problems?

It has killed many plants and animals.

3.  What have been done to deal with the problem?

Environmental organizations and projects have been set up to deal with the problem.

4.  What do the two special government projects focus on?

They focus on the problems along the Yangtze River. The water and soil preservation project is to replace the crops on the farmland with trees or grassland, and the second includes a nature reverse for white-flag dolphins.

5.  Have people solved all the problems concerning the Yangtze River?

No, we still have a long way to go.

(Check the answer after reading. Explain them to the students if they have any questions. Then let them go on with the next step. Fill in the table with detailed information which can help them to get a better understanding of the article.)

 Fill in the form

 

Problems

Unsafe drinking water

Killing many plants and animals.

Endangering the wild animal population.

Causes

Rapid development

Huge population growth

Untreated human and industrial sewage

Solutions

Set up environmental organizations and projects

Educates and advises people

Realize the responsibility to protect the Yangtze River

 (Any related answers are accepted. Their answers needn’t be the same as in the table. T can just collect some key words as a reminder.

  Tnext focus on the second article Climate change and a low-carbon life.

(Have students read the article and find out what it is about. Write the following on the blackboard:

Problem: more and more carbon dioxide has been put into the atmosphere, which has brought about climate change. 

  Cause: breathing of animals and humans; other human activities; cars and vehicles; electrical power plants

Solutions to the problem: walk or use a bike when possible; use as little energy as possible; recycle as much as possible; plant trees)

Ste Step 3 Reporting

  T: Ask them to use what they have learned about the environmental problems of Yangtze River to write a report about what they should do to protect the river and our environment. Let them work in groups of four. Make sure each member know what to do. T can show the following notes to give them a hint.

  Notes:

?       The problems and causes

?       As a student, what you should do to protect the environment

?       What can you do to make others aware of the importance of protecting the Yangtze River

    (The above are just possible contents of their report. Remind them they can add something related of their own. Any reasonable report is acceptable. Later ask several students to present their reports.)

Ste Step 4 Homework

Revise the report after class and present it to the class.

Complete the related exercises in their work book.

 
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