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1. to grasp new words and review some key structures.
2. to come up with some problems or solutions on environmental protection.
3. to be brave to speak out and communicate with others with target language.
Teaching methods: Communicative Language Teaching; Cooperative Learning; Task-based Teaching
Teaching Equipment: multimedia and blackboard
Teaching procedures:
Leading-in:
Some students act a short play to show some behavior about environment in our daily lives.
Purpose: according to the students’ performance, the teacher can lean in to the topic of this period---some small things we can do to help save the earth.
Presentation
The teacher presents some small things students can do to save the earth in our daily lives, let students read these statements and pay more attention to the new words “recycle”, “napkin” and recall the usages of the key structures“when”and “while”. The teacher gives students some real examples to lead students to explain the new words and structures themselves.
Purpose: to guide students to grasp new words with real items can give students deep impressions of words; to help students review the key structure can help them do the oral practice.
Practice
The teacher makes students list the small behavior that can help the environment, “which is easy to do? Which is hard...?” . According to talking about the questions, students can practice the dialogue with the target language.
e.g. A: Recycling paper is really easy.
B: I agree. But it’s hard to stop riding in cars.
Purpose: to make students use the key structures to make a dialogue and practice their speaking skills.
Listening
?Pre-listening.
The?teacher?leads?students?to?search?for other ways to save the earth in?the?listening?part., make?them?read?1c,?1d?and?listen,??then?guess?the?general?idea?of?the?conversation.
Purpose:?the?teacher?arouses?students’?interests?of?finding?out?the?answers,?make?students?know what to listen to.
2.?While-listening.
Students?Listen?to?the?audio?material?twice?and?finish?1c?and?1d.??Before?they?fill?in??the?blanks,?they are?given?some?time?to?discuss?their?answers?one?another.
Purpose: after practicing the conversation, students can be familiar to the sentences in the listening part. For listening this part twice, they can catch the right answers more easily. Their listening skills should be cultivated.
3.?Past-listening.?(consolidation)
After talking about 1a, 1b and listening to what happened in 1c, 1d, students need to think about some other serious problems about environment and write down on the blackboard. One group, one sentence. Then the teacher shows a short video about serious pollution on the earth in order to make students know the emergency of environmental protection.
Purpose: to open students mind and practice oral English.
Production
Students need to discuss how to solve the environmental problems, then choose one of two the topics to give a speech with their group members.
Purpose: to make the students use target language to say something about environmental protection, to practice more can make them more confident, and speak out English bravely. They can solve the problems around them by themselves.