Unit 9 Saving the earth

教学设计方案Lesson 33

一、Teaching Aims

　　1. Help the Ss have free talk on what the conference discussed and the opinions of Yang Pei and Jackie and at the same time present their ideas about the environmental protection through the study of the dialogue( including functional sentences study) .

　　2. Practise in pairs on talking about the possible results if we continue to destroy the nature around us and go against nature..

　　3. Study the language items in the lesson.

二、Teaching procedures

Step I Warming-up

　　1. T let the Ss look at the picture at P49 on the books, then ask them “What can you see ? ”Tell all of us as much as possible.

　　2. Write these words on the Bb. For example:

     THE INTERNATIONAL CONFERENCE FOR THE ENVIRONMENT PROTECTION-SAVING THE EARTH

　　3. Get some good students to talk like the officials attending the conference from different countries about the problems in their separate countries. (give them a model)

StepⅡListening

　　1. Let the Ss listen to the tape one or twice.

　　2. After listening and ask students to do the pair work, just as one is Yang Pei to ask questions, the other is Jackie to answer the questions, like the following(or use the Exe1 on Page 113):

　　(1) What was the conference like?

　　(2) What did you do at the meeting?

　　(3) What do you talk about mainly at the conference?

　　(4) What do we Chinese have to do for nature?

Step Ⅲ Reading

　　1. Get Ss to read the dialogue again and then do Ex2 P113 SB without discussion, then check the answers.

　　2. Language points explanation and study, including:

　　1)  It was called that ---  2) damage  3)waste  4) fit  5) we’ve got to ---(we have to do ---) 　6) hear about  7) standing room  8) pay attention to

Step Ⅳ Practice

　　1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible.

　　2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion.

　　Sentence Patterns like:1 ) Well, I think it is necessary for --- 2) I don’t agree with you. I think we need --- etc?)

　　2. Ask one group of the Ss to perform the discussion to the class. (if time permitting)

　　3. Ask one or two representatives to give their conclusion.

Step V Summary

Questions:

　　1. Which phrase we have learnt in the dialogue can be used to show your agreements? (agree with , That’s quite right, It’s a good idea.)

　　2. What phrase can we use when we agree or disagree with sb. or to sth.?

Step ⅥHomework:

　　1. Ex 3 on Page 113. Give several possibly-used expressions in the translation of the sentences.

　　2. A good preparation of key words is needed. of Lesson 34.

教学设计方案Lesson 34

（一）Teaching Aims

　　1.Through the study of Lesson 34 students should have a clear comprehension of the pollution.

　　2.Know the different kinds of pollution in different fields throughout the world and they are very serious.

　　3.Learn how to simply analyze the cause of something.

Step I Warm – up

　　1. T played a part of video film of MTV of Michael Jackson’s “Heal the world” and let students enjoy it before the class.

　　2. T takes a piece of world atlas and ask students point out the different countries on the map while you are giving the names of the nations. For example:

　　Alaska, China, India, Russia, Germany etc.

　　3.Write the following words on the Bb, EARTH, AIR, WATER and some numerals: 1986, 125,000, 1984, 2500, 50%, 1/4, 700, 1989, 35,000, 34,000, 10,000, 48,000 etc)

StepⅡ. Listening and Reading

　　1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the correct incidents for the countries and numerals.

　　2. Check the Ss the reading ability.  

　　Ask Ss to answer your questions which are on the page 114, and ask one student to give a summary for each area, that is, Earth, Air and Water.

Step Ⅲ Discussion (Group work)

　　1. Let the Ss have a discussion:

　　1) What are the causes for the pollution in these areas and who will be responsible for these following results?

　　2) What can we do to stop and prevent this thing happening? And can we stop this kind of thing?

Step Ⅳ Language points

　　1.Teacher ask Ss to write down the sentences with the P.P and check the sentences with each other (one for one sentence and not give the same one) And give some typical sentences on the slide.

　　2. Explain the grammar and teach students how to use it.

　　3. Expressions and words study, including : 1) desert 2) Cattle 3) fail 4) limit  5) in place  6) blow away  7) Time and time again  8) the injured  9) lose their sight 10) be present 11) pour into

Step Ⅴ Practise

　　1. Get Ss to do Ex 2 P114. Tell them to fill in the blanks without looking back at the text.

　　2. Ask one more Ss to retell the text with the help of the map in the front of the classroom and the numerals on the Bb ( also one student for one field or topic)

　　3. Divide the Ss into several groups and ask them to act like some reporters from India to interview some local people , or interview some peasants in Gebi or some Russian Officials give the talk about their pollution problem etc.

Step Ⅵ Homework

　　1. Match the words on  Ex3 P114.

　　2. Make a short passage using the expressions they learned this class as many as possible.

　　3. Preview Lesson 35, pay attention to P.P form in the text on Page 53 “A day in the forest”.

教学设计方案Lesson 35

（一）Teaching Aims

　　1. Through the study of Lesson 35 students should have a clear comprehension of the close relation between the animals and human beings.

　　2. Learn how to write a writing whose structure is formed with some facts and their possible logical reasons .

Step I Warm - up

　　1. T show a picture of Tiger or movie clips of Northeastern Tiger in Northeast. Ask them some questions as follows:

　　(1)    What are these? (2) Where can you find them? (3) Do you think it is good for them to be in the cage of the zoo? (4) Do you like the tigers in the circus?

　　2.Write the following words on the Bb, 

FACTS: (5-10 million, one per one year, one per one day, 1/2 million )

REASONS: first, second.

EXAMPLE: tigers

StepⅡ. Listening and Reading

　　1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the answers or key words for the topics on the Bb.

　　2. Check the Ss the reading ability.  

　　Ask students some questions about the text (Exe 1 on Page115)

　　Ask the students to give the matching words or phrases to the topics on the Bb. And ask one student to retell the text “Animals in danger” with the help of the info on the Bb.

　　3. Deal with the other text on Page 53. Ask Ss to find out the timeline of the story and what happened in the following time: Before the trip and During the trip ( At the beginning, after lunch, at the end of the trip)

　　4. Ask one student to retell this text on Page 53 with less than 10 sentences.

Step III Language points

　　1. Deal with some difficult points, T teaches the Ss the languages like the following: 1) die out 2) in danger 3) no more than 4) go on an organized trip to  5) purpose  6) go off  7) be busy measuring  8) to one’s joy

　　2. Play the game to see who can find as many as possible the past participles in the text on Page 53. Then explain the functions of these words.

Step IV  Practise

　　1. Get Ss to do Ex 2 P115. Tell them to fill in the blanks without looking back at the text.

　　2. Ask one student to act as a librarian in national museum of nature history. And other students to ask some questions about some certain animal, such as Panda:

　　How many Pandas are in the World? Why they are few?  What can we do to protect them? and so on.

Step Ⅵ Homework

　　1. Written work WB P115. Ex 4. Ask Ss to guess and find the difference between so --- that and so that.

　　2. Written work WB116 Ex3. And find the functions of Past Participles in the sentences.