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Making Our World More Beautiful
1. The position and functionof teaching material
The topic of this unit is mainly about protecting the environment. Lesson 10 of this unit is a reading comprehension, which is very useful to train the students’ ability of reading and strengthen the students’ consciousness of protecting the environment and make them understand how to protect the environment in their daily-lives.
2. Important points and difficult points
(1) Important points:
a. Strengthen the students’ consciousness of protecting the environment.
b. Train the students’ reading and learning skills.
(2) Difficult points:
a. How to have the students learn this lessson willingly and understand the passage better.
b. Go on learning and consolidating the use of the Past Perfect Tense.
Part Two Teaching aims and demands
1. Knowledge aims:
(1) Get the students to comprehend the passage correctly.
(2) Help the students to understand some new words and phrases of the lesson, such as harm, rubbish, collect, whenever, wherever, produce, public, spit, protect, recycl and make a contribution to doing.
(3) Make the students consolidate and grasp the use of the Present Perfect Tense.
2. Ability aims:
The students should be trained to be effective readers and to be active in sharing their views on protecting the environment ,so that they will be able to communicate with each other in English.
3. Emotion aims:
During this lesson, the students’ interest to learn can be sdimulate to be eager to learn. At the same time, the feelings and the consciousness of protecting the environment can be developed in their hearts. Then the confidence in learning English can also be formed so that they can use what they have learnt in their communicative activies.
Part Three Methods
A: Teaching Methods:
1. (1)Task-based language teaching method
(2)Activity-teaching method
(3)Discussion method
(4)Visual-scene-teaching method
2. Interaction Patterns: teacher-class-individuals, groups and pairs
B:Studying Ways:
1. Direct the students how to master the general idea and struture of a passage by reading it.
2. Direct the students how to guess the meanings of the new words through the content.
C: Teaching Aids:
1. Computer-Assisted Instrution
2. Epidiascope
Part Four Teaching Procedures
Step One Revision
Ask the students to act out the dialogue in SB Page 11.
Aim: Help the students review the knowledge of Lesson 9.
Step Two Lead-in
(1)Interaction
T: Look at these pictures on the screen. An outbreak of SARS happened throughout China this spring. Over 5,000 people were infected with the disease and more than 300 people were killed only on the Chinese mainland. SARS affected every individual’s life. Did SARS bring you any trouble?
Ss: Luckily we didn’t have any trouble. But we know that it is really a terrible disease. We hate it.
T: How did people catch this kind of disease?
S: It is said that SARS comes from some animals. People ate the animals and caught it.
Aims: (1) Use a vivid picture to attract the students’ interest to learn.
(2) Use this picture to lead to the new lesson.
(3) Stimulate the students to exprore their thinking.
(2) Pair work
The teacher asks How to stop people from getting the disease of SARS? Each pair is supposed to write their answers on a piece of paper, which the teacher handed out.
(3) Class activity
The students exchange views and ideas between pairs and ask one of the pairs to present their answers to the class.
Measures taken to protect ourselves from SARS are as follows:
A: Don’t spit in public.
B: Don’t throw any litter onto the ground.
C: Keep our living environment clean.
D: Cover your mouth and nose when sneezing or coughing.
E. Treat animals in a friendly way.
……..
Draw a conclusion: To protect the environment is to protect ourselves.
Aims: (1) Train the students’ communication in English and make them more active in class.
(2) At the same time, help the students learn the new words and phrases, which will be helpful to understand the text easily.
Step Three Survey
(1)The teacher assigns a task to the students.
T: Here are 13 questions for you to ask and answer using the Present Perfect Tense.(Handing out the question to every student) .
If you get less than 2-3 yeses, it means that you’re an environment protector;
If you get 4-5 yeses, it means that you’ve already made a contribution to protecting the environment;
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