Unit8ProtectingtheenvironmentLesson3Thegreenmiracle教學(xué)設(shè)計(jì)

I.TeachingObjectives

1.KnowledgeObjectives

e.g.entswillmastervocabularyrelatedtoSaihanba(e.g.,foresters,harshconditions,miracle,environmentalprotection)andunderstandthepassageaboutSaihanba'stransformationintoagreenmiracle.

Studentswillbeabletoprehendthepassage,pletetimelinesandconversations,usetoinfinitivetoexpresspurposeandaftercertainverbs,anddiscussthesignificanceofSaihanba'stransformation.

2.AbilityObjectives

Improvereadingandgrammarskills:Extractinformationfromthepassageandusetoinfinitiveaccurately.

Enhancespeakingandcollaborativeskills:DiscussSaihanba'sstoryanditsenvironmentalimportanceingroups.

3.AffectiveObjectives

HelpstudentsappreciatetheeffortsandspiritoftheforestersincreatingSaihanba,inspirethemtovalueenvironmentalprotection,andfosterasenseofprideinChina'senvironmentalachievements.

II.LanguageKnowledge

1.KeyVocabulary&Phrases

Saihanbarelatedwords:foresters,harshconditions,miracle,environmentalprotection

Keyphrases:carryout,giveup,overechallenges,playanimportantrolein

2.KeySentencePatterns

DescribingSaihanba'stransformation:“Aroundthelate1950s,youcouldhardlyseeatreeorafloweranywhereinSaihanba.In1962,thegovernmentdecidedtochangethisdeadlandintoaforest.”“Tocarryoutthetask,agroupof369foresters,mostlyintheir20s,wasorganised.”“Saihanbaisnowthelargesthumanmadeforestintheworld.Itplaysanimportantroleinenvironmentalprotection.”

foresters...nfinitive:“Tocarryoutthetask,agroupof369foresters...wasorganised.”“TheSaihanbaSpiritinspiredtheforesterstopletethedifficulttask.”“Theyusedscienceandtechnologytohelptreestosurviveharshconditions.”

3.KeyandChallengingPoints

KeyPoints:UnderstandthepassageaboutSaihanba'stransformation,masterrelatedvocabularyandphrases,andusetoinfinitivetoexpresspurposeandafterverbs.

ChallengingPoints:ApplyingtoinfinitivecorrectlyindifferentcontextsanddiscussingSaihanba'ssignificancefluently.

III.TeachingProcedures

Step1:Warmup&Leadin

Activity:Pictureparison

Showstudentsthe“Before”and“Now”picturesofSaihanbaandasktwoquestions:“What’sthedifferencebetweenthetwopictures?”,“Whatdoyouthinkledtothedifference?”.Letstudentssharetheirobservationsandguesses.

Step2:Reading&prehension

Activity1:PassageReadingandTimelinepletion

Havestudentsreadthepassageandpletethetimeline:

Aroundthelate1950s:Peoplecouldhardlyseeatreeorafloweranywhere.

1962:Thegovernmentdecidedtochangethisdeadlandintoaforest.

Now:Saihanbaisthelargesthumanmadeforestintheworld.

Checkanswerstoensurestudentsgraspthemaincontentofthepassage.

Activity2:ToInfinitiveUsage

e.g.estudentstoreadthesentenceswithyellowhighlightedtoinfinitives,understandtheirusage(expressingpurpose,afterverbs),andwritemoreexamples(e.g.,TolearnEnglishwell,Ipracticeeveryday.;Shewantstovisithergrandma.).

Activity3:ConversationpletionaboutSaihanba

AskstudentstoreadandpletetheconversationbetweenJennyandLiMingwithoptionsAC.

Step3:Discussion&Sharing

Activity:SaihanbaSignificanceDiscussion

InvitestudentstodiscussingroupsaboutthesignificanceofSaihanba'stransformationforenvironmentalprotectionandwhatwecanlearnfromtheforesters.Thenhavesomegroupssharetheirideaswiththeclass.

Step4:Summary&Homework

Activity1:LessonSummary

Recapkeyvocabularyandphrases(Saihanbarelatedterms),thecontentofthepassageaboutSaihanba'stransformation,andtheusageoftoinfinitive.

Activity2:HomeworkAssignment

Assignhomework:(1)WriteashortpassageaboutwhatinspiresyoumostaboutSaihanba'sstory.(2)Shareyourpassagewithfamilyanddiscussenvironmentalprotectionefforts.

IV.Assessment

Inclass:Assessstudents’performanceinreadingprehensiontasks,timelinepletion,toinfinitiveusage,conversationpletion,discussionparticipation,andabilitytoexpressaboutSaihanba'sstory.

Homework:Evaluatestudents'passagesaboutSaihanba'sinspirationandtheirdiscussionswithfamilytoseeiftheycanreflectonandappreciateenvironmentalprotectionefforts.

V.DesignPurpose

SkillIntegration:binereading(prehension),writing(shortpassage),speaking(discussion,sharing),andgrammar(toinfinitiveusage)todeepenunderstandingofSaihanba'sstoryandlanguagestructures.

ReallifeApplication:Usediscussion,writing,andhomeworktohelpstudentsconnectwiththeinspirationfromSaihanba'sforestersandenhancetheirappreciationforenvironmentalprotection.

VI.BlackboardDesign

Unit8Thegreenmiracle

KeyVocabulary&Phrases:

foresters,harshconditions,miracle,environmentalprotection,carryout,giveup,overechallenges,playanimportantrolein

SaihanbaTimeline:

Late1950s:Hardlyanytrees/flowers.

1962:Govdecidedtochangedeadlandintoforest→organised369foresters.

Now:Largesthuman