搜索
Unit2Topic3SectionAThemainactivitiesare1aand3.本课重点活动是1a和3。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:encourage,suppose,nod,agreement,shake2.Learnthecompoundsentence.3.Learntotalkabouttheprotectionofenvironment.Ⅱ.Teachingaids教具录音机/多媒体图片/小黑板Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:8分钟)(师生互动，复习上个话题的内容，练习学生的听、说能力。)T:Wetalkedabouttheharmofpollutioninthelasttopic.Andweknowtherearemanykindsofpollution,suchaswaterpollution,airpollution,lightpollution,litterandsoon.Howdothesekindsofpollutionaffectourenvironment?(教师以竞答的方式喊学生个别回答。)Example:S1:Waterpollutionmakessomeanimalsdead.S2:Waterpollutionmakessomeplantsdead.S3:Peopleandanimalscan’tdrinkthewater.S4:Airpollutioncausesthegreenhouseeffect.S5:Airpollutionmakespeoplesickandevencausescancer.S6:Airpollutiondestroystheozonelayer.…T:Yes,youareright.Youknow,allkindsofpollutionarepollutingourenvironment.Sowearefacingtheseriouspollutionproblems.Whatshouldwedotoimproveourenvironment?(学生分组讨论，然后回答。)Group1:Don’tspiteverywhere.Don’tpicktheflowers.Plantmoretrees.…Group2:Askthegovernmenttomakerulesandpulldownsomechemicalfactories.Askpeopletouseelectricity.…T:Verygood!Youhavesomanygoodideastoimproveourenvironment.Wouldyouliketodosomethingusefultoimproveourenvironment?Ss:Yes,Ofcourse.T:Me,too!OK,let’sbegreenerpeopletogether.Today,we’lllearnTopic3.Wouldyouliketobeagreenerperson?(板书)Wouldyouliketobeagreenerperson?Step2Presentation第二步呈现(时间:16分钟)1.(教师用图片引出本课的词汇和内容。)T:Ifwewanttobegreenerpeople,whatshouldwedoathome?(教师展示图片。)T:Let’slookatthepicture.Whatarethey?Ss:Theyareplasticbags.T:Yes.Butweshoulduseplasticbagsasfewaspossible.Inanotherway,Weshouldreducethem.(教师释义并领读reduce。)T:Whatkindsofbagsshouldweuse?(教师展示图片。)T:Wecanusebagslikethese.Wecanusethemagainandagain.Thatistosay,wecanreusetheminsteadofthrowingthemaway.(教师释义并让学生重复读reuse。)(教师展示图片。)T:Whataretheyinthepicture?Ss:(回答不出。)T:Theyarecans.Theyaresoftdrinkcans.Shouldwethrowthemawayafterwedrink?Ss:No.T:You’reright.weshouldcollectthemforrecycling.(教师让学生看图片，总结。)T:Now,weknow,weshouldreduce,reuseandrecyclesomethingsathometoprotectourenvironment.WecallthethreeRs—reduce,reuseandrecycle.(板书)thethreeRs—reduce,reuseandrecycleT:Everyoneshouldprotectourenvironment.It’sourdutytodoit.Thatistosay,Everyoneissupposedtodoit.(板书)besupposedtodosth.2.T:Nowweknowhowtoprotecttheenvironmentathome.Whatcanwedoatschooltoprotecttheenvironment?Pleaselistentothetape,thenfindouttheanswer.(教师放录音1a，让学生不看书回答问题。)T:Canyoufindouttheanswer?(教师与学生核对答案。)3.(让学生再次听录音，回答小黑板上的问题，为下面完成1b做铺垫。)T:Pleaselistentothetapeagain,trytoanswerthequestionsonthesmallblackboard.(出示小黑板。)1.Whoisworkingforanorganizationthatprotectstheenvironment?2.What’sKelly’sjob?3.Shouldweusebothsidesofpaper?4.Whyistherecyclinguseful?(教师与学生核对答案。)4.(让学生根据1a完成1b。)T:Pleasefillintheblanksaccordingto1a.(学生完成后与教师核对答案。)Step3Consolidation第三步巩固(时间:7分钟)1.(让学生跟读录音1a。)T:Pleasereadthedialogafterthetape.2.(让学生两人一组对话,以此方式多读几遍，然后检查几组学生，以检验活动成果。)T:Pleaseworkinpairs,youandyourdeskmateplaydifferentrolestopractice1a.Afterawhile,I’llasksomegroupstoactitout.3.(让学生来复述1a，以检查学生的语言组织能力。)T:Now,I’llasksomestudentstoretell1a.pleasetrytospeakinyourownwords.Forexample:S1:I’mKellyandstudyingatRen’aiInternationalSchool.Inmysparetime,Iamworkingforanorganizationthatprotectstheenvironment…Step4Practice第四步练习(时间:10分钟)1.(让学生听录音，完成2。)T:Pleaselistentothetapecarefully,you’llhearfourpeopletalkingaboutrecyclingitems,andfinish2.(学生若是听后完成表格有问题，可再放一遍，然后教师与学生核对答案。)2.(教师让学生判断一组陈述句是否是改善环境的行为，引出语法while,but,and,or引导的并列句。)(出示小黑板。)1.Weshoulduseplasticbagsasfewaspossible.2.Weshouldthrowtherubbishintheriver.3.Weshouldreducethewasteweproduce.4.Weshouldusebothsidesofpaper.5.Weshouldthrowtheplasticbagsratherthanreusethem.(教师与学生核对答案。)T:Lookatthefivesentences.Ifyouthinkthestatementofthesentenceisgoodforourenvironment,younodyourhead,anditmeansagreement,(教师做点头状并重复读nod。)oryoushouldshakeyourhead,itmeansdisagreement.(教师做摆手状。)(板书)nod,agreement,disagreement(教师出示小黑板上的句子，讲解While,but,and,or引导的并列句。)1.Younodyourhead,anditmeansagreement.2.Younodyourhead,oryoushouldshakeyourhead.3.Waterisimportanttopeople,butsomeofthemdon’tsaveit.4.Somepeopleprotectanimalswhileotherskillanimals.(教师让学生仔细看画线部分的单词在句中起到什么作用，并且看前后两个句子是什么关系。)T:Let’slookatthesentences.Payattentiontothewordsunderline,what’stheusageofthem?What’stherelationofthetwosentencesineachsentence?(让学生讨论后，教师与学生一起分析这些句子，然后教师引导学生，师生一起总结并列句。)1.并列句的定义2.并列句的用法(1)表示并列关系，用and……(2)表转折，用but,while……(3)表选择，用or……3.(让学生看3中的例句，完成句子。)T:Pleasejointhesentencesin3with“or,and,butorwhile”afterthemodel.(学生完成后，教师检查核对答案。)Step5Project第五步综合探究活动(时间:4分钟)1.(教师用多媒体呈现一些垃圾图片，让学生判断。)T:Lookattheseobjectsinthepicture.Whichcanbereused,reducedorrecycled?(教师让学生分组讨论，回答并核对答案。)2.Homework:WriteanarticleaboutthethreeRsinyourdailylife.板书设计：Wouldyouliketobeagreenerperson?SectionA1.Younodyourhead,anditmeansagreement.2.Workhard,oryouwillfailtheexam.agreementdisagreement3.ShewasbusycookingwhiletheywerewatchingTV.4.Theearthisbeautiful,butpeoplehurtitnow.besupposedtodosth.reducethethreeRs—reuserecycleSectionBThemainactivitiesare1aand2a.本课重点活动是1a和2a。Ⅰ.Teachingaimsanddemands教学目标1.