1 |
Warming-up (3-5 mins) |
Group work |
Greet and watch a movie. T: Good morning, everyone. Let’s enjoy a short movie about “The one-child policy”. After watching, share your feelings with others. … T: What’s your feeling about the movie? S1: There are so many people in the world. S2: How serious the problem is! S3… |
Greet and watch a short movie. Ss: Good morning, Miss Tan. OK… S1: There are so many people in the world. S2: How serious the problem is! S3… |
教会学生通过视频提取信息，拓展自己的视野。引导学生关注社会常识，成为政策的传播者和执行者。 |
2 |
Revision (3-5 mins) |
Class activity |
Write down some numbers on the Bb and get the Ss to read out as quickly as possible. T: I’ll write numbers like this “88”on the Bb, please say these numbers as quickly as you can. Ready? Ss: Yes. (Teacher write 88 on the Bb.) S1: Eighty-eight. (Teacher write 888 on the Bb) S2: Eight hundred and eighty-eight. (Teacher write 8 888 on the Bb) S3: Eight thousand, eight hundred and eighty-eight. … (Teacher write 8 888 888 888 on the Bb) S4: Eight billion, eight hundred and eighty-eight million, eight hundred and eighty-eight thousand, eight hundred and eighty-eight. |
Say the numbers as quickly as they can. … Ss: Yes …. S1: Eighty-eight …. S2: Eight hundred and eighty-eight. … S3: Eight thousand, eight hundred and eighty-eight. … S4: Eight billion, eight hundred and eighty-eight million, eight hundred and eighty-eight thousand, eight hundred and eighty-eight. … |
从易到难的任务能够增强学习知识的趣味性，激发学生潜在的挑战意识。 |
3 |
Pre-reading (5mins) |
Class activity |
Present the word cards and get the Ss to guess the meaning of the new words according to the old one. (Show the card with “nature” “natural” on to the Ss, pointing to “nature”.) T: Look at this word, please read it together. Ss: nature. T: That’s right. We have learnt it already. How about this one. They look almost the same. (Encourage the Ss to read the word. ) Ss: nature. (Teach other words in the same way or by pictures. ) |
Guess the meaning and the pronunciation of the words according to the old words. Ss: nature. … Ss: natural. … |
教师运用词性的变化和构词法，引导学生学会构建词汇链，是拓展词汇量的方法之一。 |
4 |
While-reading (10mins) |
Individual work and Pair work Individual work and Group work |
Step1: Fast-reading Get the Ss to read the passage quickly and finish 1b in pairs. Check the answer in class and give necessary explanations. T: OK, now read the passage quickly and match the main ideas with each para. in pairs. Ss… T: Now, please discuss your answers with your partners; explain your reasons to each other. S1: No. 1 is B. S2: No. 2 is C. S3: No. 3 is A. Step 2: Comprehensive-reading Guide the Ss to read the passage carefully and complete the table after reading. Finish 1c. T: Read the whole passage again, find out the details of each topic and fill in the blanks in 1b. Then you can discuss with your group members. Pay attention to the adj. in the chart. … T: Now, check the answer with us. S1: Population of China is the largest and about one fifth of the word. S2: less living space S3: less job opportunities S4… T: Wonderful! Now try to retell the text in your group according to the table in 1c. Ss: The population of China is the largest in the world. It is about… |
Read the passage quickly and try to match the main ideas with each para. in 1b. After they finish it, discuss the answer with their partners. S1: No. 1 is B. S2: No. 2 is C. S3: No. 3 is A. Read the whole passage again, find out the details of each topic and complete 1c. Then discuss with their group members. Pay attention to the adj. S1: Population of China is the largest and about one fifth of the word. S2: less living space S3: less job opportunities S4… Ss: The population of China is the largest in the world. It is about… |
引导学生通过通读全文，讨论归纳段落大意的能力, 培养学生的阅读策略。 教会学生整合阅读信息，学会用不同的语句表达同样的意思，提高学生的知识迁移能力。 |
5 |
Post-reading (15 mins) |
Class activity Individual work Group work |
Step 1: Get the Ss to underline the key points. Then ask questions about the passage and deal with difficult language points. T: Now, go through the passage sentence by sentence, and underline some difficult points you can not understand. If you have any questions, please raise up your hand and ask. S1: What’s the difference between “population” and “people”? T: Who can help him? S2: “People” means … （The Ss can explain in Chinese, and others can show more explanations） Step 2: Ask the Ss to complete the passage with the correct forms of the given words and phrases in 2. T: OK, now complete the passage with the correct forms of the given words and phrases in 2. Pay attention to the content. Then check the answer. … T: Now, who can try? S1:…That means people have to find food… S2: The world’s population is growing faster… S3… Step 3: Guide the Ss to discuss the questions in 3a. List the solutions in groups, and then make a report to the class. T: Now, discuss the social problems about population in 3a, and list the ways in groups. Ss… T: OK, who can make a report about your ways of solving population problem? Have a try, please! Ss… |
Read the passage carefully, discuss and ask questions about the points they do not understand. Students should take notes when the teacher is giving explanations. S1: What’s the difference between “population” and “people”? … S2: “People” means … Complete the passage with the correct forms of the given words and phrases in 2. Then check the answers. S1:…That means people have to find food… S2: The world’s population is growing faster… S3… Discuss the questions in 3a, list the ways in groups, and then make a report to the whole class. Pay attention to assign the paragraphs finely. Ss… |
教学过程中，知识点的处理由学生提问，他人作答，如果不能解决的问题，教师应该提供更多的例句，引导学生理解和正确运用语言点，来提升学生发现问题、分析问题和解决问题的能力。 在做综合填空时，培养学生运用语感，通过观察、体会，融入作者创设的情景，理解作者的意图，提高综合语言运用的能力。 |
6 |
Summarizing and assigning homework (5 mins) |
Class activity |
Step 1: Lead the Ss to summarize the key points one by one in class. Step 2: Assign 3b as the HMK. |
Go over what they have learned one by one. Then try to make a summary to the whole class. Write a passage about solutions to population problem according to what they have discussed in their group in 3a. |
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