1 |
Getting students ready for learning and revision (2 mins) |
Class activity |
Check the Ss’ homework: Let the Ss give a report about their own bad habits and how to make the campus better. T: Hi, everyone. Last class, we have talked something about the school environment. Some of us may have some bad habits, and these habits can affect our campus. What can you do to make our campus look better? Please share your opinions with us. S1: I often forget to turn off the lights when I leave the classroom. I think it doesn’t matter if the lights are on for a little while. And I often waste some paper after I only use a small part of it. I like to use new paper. But now I realize these habits are really bad ones, so I hope every one of us can save energy from now on. T: Very good. If you can give more suggestions, it will be better. Next one. S2: I always make loud noise between classes. It disturbs others. I often throw rubbish around in a corner if there is nobody. But from now on, I will remember to get rid of the bad habits. If everyone can follow the school rules, our campus will become more beautiful. S3: … T: Great. |
Give a report about your own bad habits and how to make the campus look better. S1: I often forget to turn off the lights when I leave the classroom. I think it doesn’t matter if the lights are on for a little while. And I often waste some paper after I use only a small part of it. I like to use new paper. I hope every one of us can save energy from now on. S2: I always make loud noise between classes. It disturbs others. I often throw rubbish around in a corner if there is nobody. But from now on, I will remember to get rid of the bad habits. If everyone can follow the school rules, our campus will become more beautiful. S3: … |
用报告的形式让学生在课堂上反思自己平时的言行,有助于学生更好提升自己,培养“爱护环境从我做起,从小事做起”的意识。 |
2 |
Lead-in (3 mins) |
Class activity |
Play the cartoon video about protecting the ozone layer. Let the Ss watch and discuss what they have learnt from it. Take some notes if necessary. T: Here is a video about protecting the ozone layer. Let’s watch it carefully. Then I will ask you something about it. ... T: Now Let’s figure out something about ozone layer. Is ozone layer important or unimportant? Ss: It’s very important T: Can the ozone layer protect us? Ss: Yes. T: What happened to it now? Ss: There is a big hole in the ozone layer. T: Yes. What’s the effect of it? Ss: It’s harmful to all the living things, especially to humans for it does harm to our eyes and skin. |
Watch the video and discuss what they have learnt from it. Take some notes. Ss: It’s very important Ss: Yes. Ss: There is a big hole in the ozone layer. Ss: It’s harmful to all the living things, especially to humans for it does harm to our eyes and skin. … |
通过播放视频,让学生了解每年的9月16日是国际臭氧层保护日,关注臭氧层的现状。 该宣传片是卡通版,不是枯燥的科教片,能够很好地吸引学生的注意力。如果条件不允许,教师可以从课外书籍上选读一些与环境相关的文章。 |
3 |
Pre-reading (5 mins) |
Class activity Class activity |
Step 1: Show two pictures of ozone layer and more carbon dioxide. Introduce them to the Ss briefly to teach the new words. T: Right. Ozone is a special kind of oxygen. It can protect the earth. Now people produce lots of harmful chemicals into the air. They cause a big hole in the ozone layer. So the radiation can pass through the hole and reach the earth directly. … (Show the picture of more carbon dioxide and lead the Ss to learn the new words in the same way.) Step 2: Guide the Ss to predict the main idea of the passage by the given pictures. T: Now look at the pictures on Page 39, can you guess what we will learn in the passage. S1: Something about pollution. S2: Traffic pollution / air pollution S3: Ozone layer S4: Cutting down trees S5: Carbon dioxide … |
Look at the pictures and learn the new words according to teacher’s descriptions. Predict the main idea of the passage by the given pictures. S1: Something about pollution. S2: Traffic pollution S3: Ozone layer S4: Cutting down trees S5: Carbon dioxide … |
在观看宣传片后,再介绍有关臭氧层和温室效应的英文词汇,学生容易理解,也容易掌握。 培养学生通过观察图片,预测课文内容的能力,这有助于学生在日常阅读中,快速获取信息。 |
4 |
While-reading (20 mins) |
Individual work Individual work Group work |
Step 1: Let the Ss match the pictures with the titles in 1 of 1b, and then read paragraphs 2-6 quickly and write down the proper title in front of each paragraph. T: Excellent. Now read 1a quickly, match the pictures with the titles in Exercise 1 quickly. S1: Picture 1 is traffic pollution. S2: Picture 2 is the ozone layer. S3: Picture 3 is fewer trees. S4: Picture 4 is more carbon dioxide. S5: Picture 5 is factory pollution. … T: Right. Now please read paragraphs 2-6 quickly, choose a title for each para and write down in front of it. … T: OK, let’s check the answer together. S6: Para 2 is fewer trees. S7: Para 3 is traffic pollution. S8: Para 4 is factory pollution. S9: Para 5 is the ozone layer. S10: Para 6 is more carbon dioxide. Step 2: Lead the Ss to read paragraph 1, 5 and 6, find the words in Exercise 2, 3 and 4 and guess the meanings of them according to the content. T: Great. Now read paragraph 1, 5 and 6, find the words in Exercise 2, 3 and 4 and guess the meanings of them according to the content. … T: What does “our planet” mean in this para? S1: It means “the earth”. T: What does the word “blanket” refer to? S2: Carbon dioxide around the earth. T: What does the word “it” in Para 5 refer to? S3: It refers to “O3”. … Step 3: Let the Ss read 1a carefully, choose the best title for the passage and finish 5 in 1b. Then complete the notes in 1c according to 1a. T: Please read the passage and choose the best title for the passage. … T: OK. Have you got the main idea of the passage? S4: Yes. Environmental problems. T: Right. Try to finish the notes in 1c according to the passage. Pay attention to use the key words when taking notes. You can discuss with your group members. … T: OK. Have you finished? What’s the effect of traffic pollution? S5: People have health problem. T: What’s the effect of factory pollution? S6: Factories make the river and lakes dead. S7: … … T: That’s right. You did very well. |
Match the pictures with the titles in 1 of 1b, and then read paragraphs 2-6 quickly and write down the title in front of each paragraph. S1: Picture 1 is traffic pollution.. S2: Picture 2 is the ozone layer. S3: Picture 3 is fewer trees. S4: Picture 4 is more carbon dioxide. S5: Picture 5 is factory pollution. … S6: Para 2 is fewer trees. S7: Para 3 is traffic pollution. S8: Para 4 is factory pollution. S9: Para 5 is the ozone layer. S10: Para 6 is more carbon dioxide. Read paragraph 1, 5 and 6, find the words in Exercise 2, 3 and 4 and guess the meanings of them according to the content. S1: It means “the earth”. S2: Carbon dioxide around the earth. S3: It refers to “O3”. … Read 1a carefully, choose the best title for the passage and finish 5 in 1b. Then complete the notes in 1c according to 1a. S4: Yes. Environmental problems. S5: People have health problem. S6: Factories make the river and lakes dead. … |
教师在安排1b的阅读任务时,要注意以下两点: 1.引导学生用不同的阅读策略完成不同的阅读任务。 2.任务的安排要有层次性,从易到难。 训练学生通过上下文猜测单词指代的内容,有助于学生更好的理解课文。该环节的三个小任务是用相同的方法获得信息,因此,可以一次性完成。 归纳文章中心思想,是学生较为头疼的题目,因此,如果文章较长的话,最好把它放到最后一个环节处理,降低难度, 教师要引导学生用排除法作出正确的选择。 |
5 |
Post-reading (12 mins) |
Individual work, Group work and class activity Pair work |
Step1: Let the Ss read 1a carefully, find out the difficult points, and list them on the Bb. T: Read 1a again and find out the difficult points. Please collect them in groups and list them on your small Bb. … T: OK, now look at the points of Group One on the Bb. Look at this one “What does the word “others” refer to?” Who can deal with it? S1: Something we have done. T: OK, look at this sentence “the earth is taken away”. Who can translate it? S2: It means “泥土被带走了” in Chinese. … Step 2: Guide the Ss to retell the passage according to the first para, last para and the notes in 1c. T: Now work in pairs. Try to retell the passage according to the first para, last para and the notes in 1c. … T: Now who can have a try? S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. There are fewer trees in the world. People cut down them, so forests become deserts and animals and plants are disappearing… S2… … |
Read 1a carefully, find out the difficult points, and list them in the small Bb. S1: Something we have done. S2: It means “泥土被带走了” in Chinese. (The Ss need to take notes while the teacher is giving some explanations.) Work in pairs, try to retell the passage according to the first para, last para and the notes in 1c. S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. There are fewer trees in the world. People cut them down, so forests become deserts and animals and plants are disappearing… S2… … |
本环节具体操作说明: 1.学生在组内归纳好本组存在的问题。 2.教师任意选择一组作为主讲,在讲解过程中,仍然遵循先让学生解答、教师补充的原则。 3.再补充讲解其他组剩下的问题,相同的问题不作重复讲解。 4.最后老师将重点板书到黑板上。 |
6 |
Summarizing and assigning homework (3 mins) |
Class activity |
Step 1: Let the Ss summarize what they have learned in class. T: Now, let’s go over what you have learned today, including words, phrases and sentences. And each student has to present one. S1: oxygen S2: radiation S3: carbon dioxide … Step 2: HMK: Let the Ss search the Internet for more information about environmental problems and effects. Discuss the information in groups and take notes. Then write a passage according to their notes and 1c. T: OK, after class, search the Internet for more information about environmental problems and effects. Discuss the information in groups and take notes. Then write a passage according to your notes and 1c. |
Go over together and speak out what they have learned today. … S1: oxygen S2: radiation S3: carbon dioxide … Search the Internet for more information about environmental problems and effects. Discuss the information in groups and take notes. Then write a passage according to their notes and 1c. |
由于网络资源的覆盖面有限,在课堂上运用互联网查找信息解决问题,很难实现,因此,该任务只能作为课后作业处理。在很多农村学校,可能课后都不能完成该任务,那就需要老师提供相关的课外读物来帮助学生。 |