Book6ChallengingYourselfISavingOurEarth教案.doc

Book 6 Challenging Yourself I Saving Our Earth
Contents
1. Vocabulary
2. Structure
3. Reading: passage1 & passage2
Objectives
1. Instructional objectives
(1) Language knowledge
Words: words for production and words for recognition
Expressions: based on, deal with, be thirsty for, be covered with, in the form of,
as things stand, day by day, only if, take steps to do, on a …scale, raise awareness of, be aware of
(2) Language skills
a. Students can predict what the following passages are about with the help of the pictures.
b. Students can summarize the title of each passage.
c. Students can practice using the reading skills: skimming, scanning, careful reading and so on.
2. Educational objectives
(1) Learning strategy
a. Let the Ss grasp the opportunity of learning English.
b. Train the Ss’ ability of discussing social problems with others in English.
(2) Cultural awareness
Get the Ss to realize that environmental problem is a global topic and everyone in the world must attach great importance to it.
3. Personal objectives
Encourage the Ss to protect the environment in different ways.
Focal points
(1) To train the Ss’ reading ability
(2) Let the Ss master the words and expressions in this period
(3) Get the Ss to know the importance of protecting the environment.
Difficult points
Enable the Ss to use some reading skills to finish different tasks.
Procedures and Time Allotment
Stage 1 Getting students ready for learning. (3 min.)
Step1 Greetings
Step2 Routine task: Daily report
（设计目的：学生既可训练口语能力，也能加强学生课外知识的积累。）
Stage 2 Revision. (2 min.)
Stage 3 Pre-stage. (8 min.)
Step1 Vocabulary presentation and practice
source, shortage, limited, spacecraft, calendar, topic, tackle, presidential, president,
footprint, superpower, consumption, consume, hopefully, celebrated, iceberg, glacier,
assembly, threat, precious, constantly
Step2 Structure presentation and practice (not always)
based on, deal with, be thirsty for, be covered with, in the form of,
as things stand, day by day, only if, take steps to do, on a …scale, raise awareness of, be aware of, have an effect on
Let the Ss complete the following sentences with the proper forms of the words and expressions given in the box (Comprehending 3).
（设计目的：加深学生对单词和短语的印象。）
Stage 4 While-stage (18 min.)
Step1 Lead-in
Show some pictures of environmental problems to the students, then ask them some questions.
T: What can we know from these pictures?
S: The environment in the world is becoming worse and worse.
T: What should we do?
S: ……
（设计目的：通过图片和问题，让学生能够预测出课文内容与环境有关。）
Step2 Fast reading
1. Skim the coming two passages and choose one title for each of them (Getting Ready 3).
2. Decide whether the following statements are T or F (Comprehending 1).
（设计目的：指导学生通过略读技巧了解文章大意。）
Step3 Careful reading
Let the Ss read the two passages carefully and answer the following questions (Comprehending 2)
（设计目的: 培养学生对文章细节的把握能力。）
Stage 5 Post-stage (7 min.)
Oral work
1. Get the Ss to translate the themes on WED into Chinese (Comprehending 4).
2. Let the Ss work in groups to discuss the following questions (Comprehending 5), then choose one of the questions to answer.
（设计目的：训练学生口语和写作能力，同时培养学生团队合作精神。）
Stage 6 Assigning homework (2 min.)
Step1 Conclusion
Step2 Homework
1. Write a passage about how to protect the environment.
2. Preview the language focus.
Reflection (Self-evaluation)
Teaching log