Stage (time period) |
Interaction patterns |
Teacher activity |
Student activity |
Remarks |
1 |
Getting students ready for learning and revision (5 mins) |
Group work |
Greet and lead the Ss to finish Grammar and Functions in Section D as quickly as they can. Ask the leader of each group to check the answers. Let the groups list other useful expressions of this topic on the exercise book and take notes. Then report to the whole class. T: Hello, boys and girls! I’m glad to see you again. Now finish Grammar and Functions in Section D as quickly as you can. Ss: … T: OK. If you have finished, check the answers in your group. Please list as many important points as you can in this topic. You have 3 minutes to finish. Let’s see which group does faster and better. Ss… |
Greet and finish Grammar and Functions in Section D as quickly as they can. The leader of each group checks the answers. List other expressions of this topic on the exercise book. Then report to the class. Ss: Hello… … … |
在复习话题Grammar 和Functions时，A类生和B类生基本上不会有太大的难度，而C类生会存在或多或少的问题，教师可以先放手，让组长帮助，如有问题，再向老师请教。在归纳总结重难点时，让学生自己罗列在草稿本上，并在课后整理，这样既可以引导学生构建完整的知识体系，又可以培养学生的自学能力和归纳总结的能力。 |
2 |
Lead-in (3-5 mins) |
Group work |
Check the Ss’ homework: Ask the Ss to take out the compositions they wrote and check them in groups. Ask them to pay attention to the linking verbs, and then encourage them to read their compositions to the class. T: Now take out your compositions and check your work with your group members. Please pay attention to use the linking verbs properly. You have 4 minutes to finish. … T: OK, If you have finished, you can come to the front and read your own composition to the class. Have a try, please! S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. The environment is becoming worse and worse. There used to be lots of trees around the world. But now there are fewer trees. People cut them down, so forests become deserts，and animals and plants are disappearing… S2… |
Check the Ss’ homework: Take out the compositions they wrote and check them in groups, paying attention to the linking verbs, and then read out their own composition to the class. … … S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. The environment is becoming worse and worse. There used to be lots of trees around the world. But now there are fewer trees. People cut them down, so forests become deserts, and animals and plants are disappearing… S2… |
由于学生水平有限，在组内交换改作文时，要注意以下几点： 1.A类生与A类生交换批改；B类生与B类生交换；C类生与C类生交换，改正作文中一些简单的拼写错误。 2.A类生改B类生的作文，B类生批改C类生的作文，C类生学习A类生的作文，找出自己不会的，而A类生会做的。 |
3 |
Pre-reading (3-5 mins) |
Class activity |
Present some pictures of water resources and make a brief introduction about them. Teach the new words. T: Now look at these pictures of oceans. There are four large oceans on the earth. How much water is there? Ss: 70 percent. T: Right. Water resources are very rich on the earth. Nearly 3/4 of the earth is covered with water. Is the water enough for humans? Ss: Yes. / No. T: Why no? Who can tell us? S1: Because there is too much salt in the sea water, we can’t drink directly. T: Great! Although there is plenty of water, we still face the problem of water shortage. |
Look at the pictures of water resources. Learn the new words according to the teacher’s introductions. |
该环节，教师用海洋图片介绍世界上丰富的水资源，引导学生了解。即使如此丰富的水资源仍然无法解决人类所面对的水资源短缺的问题。 |
4 |
While-reading (10 mins) |
Individual work Individual work |
Step 1: First-reading. Get the Ss to read 1a and put the paragraphs in the correct order. T: Now read 1a by yourselves and put the paragraphs in the correct order. Ss… T: OK. Let’s check the answer. Ss: 3-2-1. Step2: Second-reading. Get the Ss to read the passage again and answer the questions 1-3 in 1b. T: Read Para 1 and answer the first question in 1b. … T: Have you got the answer? Why is our world still thirsty when 3/4 of the earth is covered with water? S1: This is because about 97% of the water on the earth is sea water. T: Right. Please read Para 2 to find out what we can do to avoid the water shortage now? … T: OK. What can we do to avoid the water shortage now? S2: First, we should save water and not waste it. Second, we should protect our water resources and not pollute them. Third, we should discover ways to reuse water. T: OK. Please find the best way to solve the problem in the future in Para 3. … T: What’s the best way to solve the problem in the future? S3: The scientists can find more economical ways to take the salt away from the sea water so that we can solve the problem of water shortage. … |
Step 1: Read 1a and put the paragraphs in the correct order. Ss: 3-2-1. Read the passage again and answer the questions 1-3 in 1b. |
通过正确排列短文的顺序，训练学生的逻辑思维能力。 该环节引导学生回答不同的问题，进一步理解文章的意思，关注水资源的现状和解决问题的方法。 |
5 |
Post-reading (15 mins) |
Pair work Group work |
Step 1: Guide the Ss to talk about Question 4 in 1b in pairs. T: That’s right. But it’s difficult to change sea water into fresh water. Do you have any other ways to solve water shortage? S1: Yes. Maybe we can pass laws against water pollution. S2: … Step 2: Ask Ss to discuss in groups and list different ways of protecting and saving water. Finish 2. T: Now work in groups and list different ways of protecting and using water. The more, the better. Ss… T: OK, what are your ideas? S1: We must turn off the tap when we don’t use it. S2: We can use renewable water. S3: We can use the water to clean the floor after washing. … |
Talk about Question 4 in 1b in pairs. S1: Yes. Maybe we can pass laws against water pollution. … Discuss in groups and list different ways of protecting and saving water. Ss… S1: We must turn off the tap when we don’t use it. S2: We can use renewable water. S3: We can use the water to clean the floor after washing. … |
该环节是对解决水资源短缺进行拓展，引导学生丰富文章内容，训练学生的发散思维。 Step 2是对文章中解决水资源短缺的方法的具体化，教师要引导学生关注实际生活，从身边的小事着手，谈论节约用水的具体办法，为接下来的写作训练做好准备。 |
6 |
Finishing Task 3 （10 mins） |
Individual work |
Guide the Ss to write a proposal about saving water. Try to use the model in 3 and what they have learned in 1a. Then make a report to the class. T: Write a proposal to give others some advice about saving water. The model in 3 can help you. Then make a report to the class. … T: OK, who can read out your proposal to our classmate? S1: My dear friends, water is very important to human beings. Let’s do something to protect and save it. First, we must turn off the taps when we don’t use them. Second, we’d better use water to clean the floor after washing. We can also water the flowers after cleaning rice. Third, don’t keep the water running when you are brushing teeth. Let’s try our best to save water and protect our planet. S2… |
Write a proposal about saving water using the model in 3 and what they have learned in 1a. Then make a report to the class. S1: My dear friends, water is very important to human beings. Let’s do something to protect and save it. First, we must turn off the taps when we don’t use them. Second, we’d better use water to clean the floor after washing. We can also water the flowers after cleaning rice. Third, don’t keep the water running when you are brushing teeth. Let’s try our best to save water and protect our planet. S2… |
最后是培养学生的写作技能。给出了倡议书的格式和开头结尾，引导学生在写作时注意排篇布局：先罗列提纲，再写好开头结尾，最后补充具体内容，注意细节。 |
7 |
Summarizing and assigning homework (1min) |
Class activity |
HMK：Divide the class into four groups named as “Water”, “Air”, “Tree”, and “Land”. Get each group to discuss their uses, the problems they face and their wishes. Then give a report in the first person next class.
Group |
Water / Air / Tree / Land |
Uses |
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Problems |
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Wishes |
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Divide the class into four groups named as “Water”, “Air”, “Tree”, and “Land”. Discuss their uses, the problems they face and their wishes. Then give a report in the first person next class. |
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