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Book 3 Unit 8 Green Living教案设计
单元主题 本单元主题语境是“人与自然”，涉及的主题语境内容是人类生存、社会发展与环境的关系以及环境保护。本单元呈现了绿色生活的基本概念和生活方式、“根与芽”（Roots and Shoots）环保组织、投身于植树造林环保事业的易解放所做的演讲、阿姆斯特丹“白色自行车”（white bikes）的发展、某市居民对环境保护态度的报告、太阳的意义与价值、瑞典和非洲大陆对于废物回收的做法、地球面临的三大环境问题等学习内容，帮助学生全面了解环境问题现状以及人类生存发展与环境的关系，提升学生环保意识，引导学生投身到环保的洪流之中，做力所能及之事，为改善环境做出应有贡献。
单元目标 语言能力目标 能够运用关于绿色生活的词汇与词块描述绿色生活的概念并描述践行绿色生活的方式；能口头介绍“根与芽”组织的基本理念与主张；能口头介绍与评价易解放的事迹；能描述阿姆斯特丹“白色自行车”的发展历程并发表对共享自行车未来发展的看法；能识别演讲稿和说明文的基本结构；能撰写关于某一区域共享单车使用情况的调查报告。 文化意识目标 能够认识到个人在环保中的作用，社会中的每个个体都应该承担自己的责任，提升环保意识，践行绿色生活方式，投身到环境保护伟大事业中。 思维品质目标 能够通过听、读、看关于不同类型的关于绿色生活的语篇，思考个人环保意识与生活方式对环境的影响，审视自己如何通过恰当的绿色生活的方式对环境保护贡献力量。思考如何通过说和写有逻辑的表达关于环境保护的话题和个人行动的选择。 学习能力目标 能够通过了解环境保护的方式与意义；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
Topic talk板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Listening + Speaking
主题语境 人与自然——环境保护
内容分析 本部分包含两篇听力文本。第一篇文本介绍了“绿色生活”主题展览，展览包含介绍不同种类污染、探究引起污染的根源、人类应对污染的方案和人们如何认识并践行“绿色生活”四个部分。第二篇文本中对话双方根据个人实际居住条件和环境，分享各自如何因地制宜个地球增添一抹绿色的经验。
教学目标 获取听力语篇中关于“green living”的关键信息，补全表格内容； 概括语篇结构，分析表达逻辑，运用所学词汇和表达方式，描述“green living”的必要性和生活方式。 发表个人对“green living”的理解，审视个人生活方式，提出自己践行“green living”的方式。
教学重点 获取听力语篇中关于“green living”的关键信息，概括语篇结构，分析表达逻辑； 发表个人对“green living”的理解。
教学难点 审视个人生活方式，提出自己践行“green living”的方式。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T presents pictures depicting both environmental problems and pleasant environment. T asks Ss to talk about their understanding of “green living”. 1. Ss look at the pictures and answer the questions. ①What is green living ②What can you do to improve green living Activate prior knowledge about “green living”.
Activity 2 1. T asks Ss to talk about their expectations about what one can see in an exhibition on green living. Ss answer the question. If you are going to an exhibition on green living, what do you expect to see Form expectations about the listening material about the exhibition on green living.
Activity 3 1. T asks Ss to read “Text Builder” on Page 28 and reminds Ss to underline the key words and expressions during listening. 2. T plays the recording for Ss to complete Activity 2. 3. T asks Ss to recall how the speakers introduce the Green Living Exhibition and one’s understanding about green living. Play the recording again if necessary. 1. Ss read “Text Builder” on Page 28 and get the point. 2. Ss listen for the second time and complete“Text Builder”. 3. Ss work in groups and talk about how the speakers introduce the Green Living Exhibition and one’s understanding about green living. Understand the details of the listening and summarise the way to introduce a Green Living Exhibition and one’s understanding about green living.
Activity 4 T asks Ss to discuss and express their own opinions about the problems, solutions and understandings about green living. Ss discuss and express their own opinions about the problems, solutions and understandings about green living based on the expressions and the structure of the Text Builder. Use the useful expressions and structure to express their own understandings about green living.
Activity 5 1. T asks Ss to read questions in Activity 4. 2. T plays the recording for Ss to answer the questions in Activity 4. Ss listen to the dialogue and answer the questions in Activity 4. Understand how others make contributions to green living according to their situations.
Activity 6 T asks Ss to think about the importance of green living and the ways to live greener. Ss work in groups, discuss and answer the questions. ①Is green living necessary or important Why or why not ②What can you do to live greener Explore further about the importance of green living and apply what is learnt to guide them to live greener.
Activity 7 T asks Ss to act out a role-play. Work in groups of four. Student A and B don't favour green living. Student C and D try to persuade them to live green and give some tips. Consolidate what is learnt about green living and create a dialogue.
Activity 8 T asks Ss to evaluate how well they’ve plete the table of self-evaluation. Reflect how well they’ve learnt.
Lesson 1板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自然——环境保护
内容分析 本课介绍了动物学专家珍 古道尔教授建立环保组织Roots & Shoots的来龙 去脉。她建立这个组织是为了教育青年人保护环境,用参与式的环境教育方式鼓励年青人关心环境、 关爱动物、积极参与关怀社区的活动，教会他们如何与自然和谐相处，使年轻人意识到环境保护 是每个人都能贡献一份力量的事业。这个组织的名称别具一格：“根与芽”取义于根能够在地下 慢慢结成坚实的基础，芽能够执着地向阳而生。文本将青年人比作根与芽，号召大家像根和芽那样， 虽然微小但汇聚在一起能够创造更美好的世界。该文本的核心思想是改变人们常有的错误观念：认为每个人的行为微不足道，对环保不会有 什么影响。珍 古道尔教授强调每个个体、每个生命的存在都有它的价值和意义，每个人都能对 世界产生影响。当每个大点点滴神鬱力汇聚在一起的时候，能够形成改变世界的巨大力量。。
教学目标 获取有关“根与芽”组织的基本信息（如时间、创建者、目的、名称的意义）； 口头介绍“根与芽”组织的社会贡献及创建初衷，阐释珍 古道尔教授的话； 梳理说明文的文本结构，找出并赏析说明文的写作特点和语言特点。
教学重点 口头介绍“根与芽”组织的社会贡献及创建初衷，阐释珍 古道尔教授的话。
教学难点 梳理说明文的文本结构，找出并赏析说明文的写作特点和语言特点。
教学策略 交际法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the pictures and answer the questions: 1. What is happening in each picture 2. Have you ever done any of these things 3. What would happen if everybody did the same things Students work in pairs and discuss and answer the question. Activate prior knowledge and get to know the consequence of these behaviour.
Activity2 T asks Ss to predict the main idea of the text according to the titles and what we discussed before. Ss predict the main idea of the text. Form expectations of the text.
Activity3 T asks Ss to read paragraph 1 and answer the questions: 1. What is “Just-me-ism” 2. Why is “Just-me-ism” a problem 3. Do you have any suggestions on how to solve the problem Ss read paragraph 1 and answer the questions. Get to know the problem and prepare for the introduction of Roots and Shoots.
Activity 4 T asks Ss to read the rest of the text and find out the basic information about Roots & Shoots. Ss complete the table about the organisation Roots & Shoots. Acquire key information about the organisation Roots & Shoots.
Activity 5 T asks Ss to read the text again and answer the questions: 1. What contribution does Roots & Shoots make to society 2. What makes Dr. Jane Goodall think Roots & Shoots can help solve the problem of “Just-me-ism” 3. What is your explanation for the two quotes from Dr. Jane Goodall Ss discuss the contributions Roots & Shoots made to society. Think the questions and then share the ideas with the class. Get to know the contributions Roots & Shoots made and realize its value .
Activity 6 T asks Ss to explore the techniques the writer uses to make his / her view logical and convincing and find at least one example for each technique. Ss focus on the techniques the writer uses and find examples for the techniques. Analyse the features of the text and explore the writer’s intention.
Activity 7 T asks Ss to discuss the following questions: 1. From the perspective of a community of a shared future, how do you understand Roots and Shoots 2.What contribution can you make to the environment as an individual Work in groups and discuss the questions. To think critically about the organisation Roots & Shoots and think what can be done.
Activity 8 T asks Ss to suggest another title for the text and explain the reason. . Suggest another title for the text and explain the reason. Explore the meaning of the theme.
Activity 9 T asks Ss to introduce Roots & Shoots with the following information. Instructions: When and where it was established; The meaning of its name; The purpose; The contribution it makes to society; Ss introduce Roots & Shoots with the information. Consolidate and apply what is learnt.
Activity 10 T asks Ss to perform a ole-play.Imagine you are a volunteer of Roots & Shoots. Use what you have learnt to persuade on of the following people. Ss perform a ole-play. Apply what is learnt.
Activity 10 T asks Ss to do a quiz. Ss do a quiz. Consolidate and internalize the language.
Activity 11 T asks Ss to self-evaluate what is learnt. Ss self-evaluate what is learnt. Evaluate how much is learnt.
Homework Please write a short passage about your understanding of Roots and Shoots. Finish Exercise 9, 10 on Page 33.
Lesson2 Greening the desert板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Listening
主题语境 人与自然——自然生态 环境保护
内容分析 本文以演讲和演讲后问答访谈的形式，介绍了易解放和其所创办的非营利性组织—Greenlife。演讲第一部分介绍了易解放创办Greenlife的原因、目的。演讲第二部分描述了Greenlife早期艰苦的奋斗史和取得的成就。演讲第三部分以易解放儿子纪念碑的碑文为引，概括抒发了对易解放的钦佩和赞扬（听力练习略）。在演讲随后的访谈环节，则通过问答形式对演讲内容的部分细节进行了补充。本文旨在让学生听后了解易解放从丧子之痛中走出来，继承其遗志，创办公益组织，投身于植树造林、治理荒漠的感人事迹。意在引导学生树立环保意识，参与到植树造林中；并能从日常生活的小事做起，践行环保理念。
教学目标 1. 听懂语篇大意，并能在听的同时记录关键信息。 通过听演讲和访谈，了解易解放的感人事迹及其创办的非盈利型组织-Greenlife的成就。思考如何从自身做起，从小事做起，保护环境。 3.了解怎么在演讲后进行提问
教学重点 引导学生通过视频材料，获取关于易解放的感人事迹及其创办的非盈利型组织-Greenlife的主要信息 帮助学生学会在听的同时记下关键信息
教学难点 了解演讲后提问的技巧 引导学生从自身做起，从小事做起，为环保尽一份力
教学策略 听说法 交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions 1. T presents some pictures of non-profit organizations 2. T presents some key words based on their functions. Ss look at the pictures and expressions, read and learn the words 1. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions which will be listened in the material.
Before listening T present a picture of some volunteers planting trees in the desert and ask“where are they What are they dong What difficulties may they meet ” Ss use their background knowledge to answer the questions 1. Activate Ss’ interest in the topic. 2. Provide a situation to help students relate to the voluntary work of NPO-Greenlife.
While listening Activity 1 T asks Ss to look at the poster for an invited talk. And answer the questions. Who is the lady on the picture What is she doing What does NPO stands for What is NPO-Greenlife aimed at What do you think the presenter is going to talk about Ss look at the title and the posters, answering the questions and predicting the content of the speech Ss observe all things that will help them to predict what will be talked so they will be focused during listening.
While listening Activity 2 T shows Ss questions and asks Ss to listen and answer. 1.What was the terrible event that changed Yi Jiefang’s life 2.How did Yi Jiefang feel after the accident 3.What made her start NPO-Greenlife Ss listen to the first part of the presentation and answer the questions. Instruct Ss to explore the reasons Yi Jiefang founded NPO-Greenlife.
While listening Activity 3 1.T asks Ss to listen to the second part of the presentation and take notes. 2.T presents the skills of taking notes Ss listen again and note down the specific information of the text. Then Ss compare their answers with others. Guide Ss to obtain the detailed information in listening.
While listening Activity 4 1.T asks Ss to bring up questions they want to ask the presenter 2.T ask Ss to listen to the questions in the Q&A sections and listen for more details. Ss try to bring up their own questions and listen for the questions asked by others. Ss learn how to raise questions after a speech to gain more details about the content of the talk.
After listening T presents two questions and invites Ss to discuss with their group member: 1.What kind of person do you think Ms Yi Jiefang is Why 2. Do you want to be an volunteer of NPO-Greenlife？ What do you learn from the achievements of NPO-Greenlife 3.What can we do in the daily life to protect our environment 1. Ss consider the three questions carefully and discuss them with their members. 2. Each group will have a member to record their discussion and then another member share their opinions in the whole class. 1. Ss will think of the talk critically and express their own ideas after discussion. 2.Students will be motivated to get involved in the voluntary work and protect environment in the daily life, realizing that even a small change will make a big difference.
Review 1. T asks Ss to introduce NPO-Greenlife to others with the help of the structure and key words. 2. T asks Ss to work in pairs.“Imagine you have a chance to meet Ms Yi Jiefang, prepare some questions that you would like to ask her. Then role-play an interview.” 1. Ss try to retell the interview using the key words 2. Ss have a role play. One acts as YiJiefang and the other raise questions to her 1. Ss learn to use the language in the text. 2. Ss imagine they are in a specific job and predict the stress they will meet and meanwhile analyze and provide advice.
Quiz T shows Ss a summary ofYi Jie fang and ask Ss to choose the right words Ss use the summary to recall what have been talked in the interview and choose the right words Check Ss’ understanding of the the text.
Self-evaluation T shows Ss the self-evaluation table and asks Ss to finish it. Ss reflect individually and tick the table. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework T presents a picture and asks Ss to Write a speech for Yi Jiefang in the welcome ceremony held by the Dunhuang government. The speech should include the reasons why she started NPO-Greenlife, how she overcame the difficulties and appealing to more voluntary work Ss finish it after class. Putting themselves in Yi’s shoes, Ss review what they have learned and apply it to a new situation, appealing to more people to protect the environment
Lesson 3 “‘white bikes’on the road”板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自然——人与环境；人类生存、社会发展与环境的关系
内容分析 本文介绍了被称为“自行车之城”的阿姆斯特丹所具备的有利条件；并按照时间顺序介绍了 “white bikes”的发展历程。从1960s 这一环保理念提出的目的、行动、结果，再到1999重新登场后的改进措施，再到发展现状和在全球范围内的影响，用简洁又逻辑的语言进行了说明。最后，还将中国的共享单车与“white bikes”进行对比，客观的探索中国共享单车的优势、问题以及未来的发展。
教学目标 1.获取阿姆斯特丹的有利条件 2. 按照时间顺序梳理 white bikes 的发展历程以及不同时期措施与结果的因果关系 3. 描述并阐释white bikes 的利弊以及前景 4. 发现并赏析说明文的写作特点和语言特点 5. 评价white bikes 的意义，客观看待中国的共享单车，并为其发展献计献策
教学重点 1. 引导学生复述 white bikes 不同时期措施与结果的因果关系 2. 引导学生评价white bikes 的意义，客观看待中国的共享单车，并为其发展献计献策
教学难点 引导学生梳理说明文的文本结构，发现并赏析说明文的写作特点和语言特点。
教学策略 P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Words & expressions T presents three pictures to Ss and asks them to use some words and expressions to describe those pictures. Ss look at the pictures and speak out the words and expressions that can be used to describe these pictures. Help Ss recall the topic-related words and get Ss familiar with the new words and expressions from the text.
Before reading Activity T ask the Ss to think of the advantages and disadvantages with the help of two pictures Ss look at the picture and describe the advantages and disadvantages of shared bikes 1. Create a real situation and introduce the topic. 2. Activate Ss’ information related to the topic
While reading Activity 1 1. T shows Ss two picture and invites Ss to think “Which of the following city is called “the city of bicycles” 2. T shows another two pictures from the book and presents some bike-friendly facts about Amsterdam 1. Ss look at the picture and use background knowledge to choose Amsterdam as the “the city of bicycles” 2. Ss learn some bike-friendly facts about Amsterdam Activate Ss’ information related to the topic and add more background knowledge
While reading Activity 2 T asks Ss to read the first paragraph and take notes about the reasons why Amsterdam is a good city for cycling Ss read the first paragraph and take notes about Amsterdam Finish the blanks Ss get the general idea of the convenience for riding bikes in Amsterdam
While reading Activity 3 T asks Ss to read the rest of the text. Find out Where did the idea of “White bikes” start What happened to it soon after, and what is the situation now 1. Ss read the text in detail and finish the flow part. 2. Ss share and compare the notes from each other and improve their notes. 1.T guides Ss to learn to summarize the development of events based on the time order as well as cause and effects 2. form structured knowledge for the first time.
While reading Activity 4 T asks Ss to read for more details and answer questions based on the notes Ss talk about the development of white bikes in groups and then in class based on the notes before T creates an opportunity for Ss to internalize the contents learnt.
While reading Activity 5 T ask Ss to learn from the lessons of white bikes and figure out ways to tackle problems in promoting shared bikes How is the problem solved in 1999 later in Amsterdam What solutions will come up with to solve the problems in China’s bike-sharing Ss read for more specific information and think of the solutions 1.T leads Ss to make comparisons between white bikes and shared bikes in China 2. Apply what they have learned into practice.
After reading Activity 1 T invites Ss to introduce white bikes first within the group then in class based on a flow chart Ss look at the flow chart, think and try to retell Ss have a structured and detailed knowledge of what they have learned
After reading Activity 1 T ask students the following questions What is the type of writing In what order does the writer develop the article Ss review the structure and language of the text and answer the questions T gets Ss to pay attention to the structure and writing styles of a expository writing.
Group discussion T organize Ss to have a group discussion talking about the following questions: a. What do you think are the most important factors contributing to the success of “white bikes ”in Amsterdam b. What do you think of the popularity of shared electronic-bikes in China Why are they called off in some cities Ss work in group of four and discuss the two questions with group members and then share their result with the whole class. 1. T guides Ss to think and reflect on the success of white bikes. 2. This will inspire Ss to critically view the benefits and problems of shared bikes in China.
Conclusion T invites Ss to answer the two questions a. What does the title “ ‘white bikes’ on the road ” mean b. What does the writer mean by saying “Where will bike-sharing go in china You decide” Ss think of that they have learned and answer the questions . 1. Be motivated to take their own responsibility in the promotion and development of shared bikes 2. Have a better understanding of the intention of the article
Review T ask Ss to do a role-play with group of six. Work in group of six. “Imagine that a governor, a policeman, and some shared-bike riders are invited to participate in a talk show. Each of you will take on a role to talk about the benefits and problems of shared-bikes in China as well as solutions and future development.” Ss do the role play and review what they have learned about white bikes and shared bikes , including their benefits, problems, solutions and individual efforts needed Ss review the text contents and be able to apply them in a new situation.
Quiz T shows Ss two exercises and instructs Ss to finish them. Ss translate the three sentences into English, and fill in the blanks from a summary of the text. Practice and check whether Ss have learnt well.
Self-evaluation T presents Ss three questions to check Ss’ understanding. Do you know the main writing styles of expository writing Have you had a better knowledge of white bikes in Amsterdam Do you know how to make shared bikes a success in China Ss answer the three questions individually and carefully. Ss assess their performance in the class and adjust their attitude and method in the next class.
Homework a.T asks Ss to Finish Exercise 3, 4 on Page 84. b. Write a short passage to introduce shared bikes in China to others. Pay attention to the structure of your writing. Ss finish it after class. Apply the language points related to the topic and the structure of the text to their writing and deepen Ss’ understanding.
Writing workshop板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。）
课型 Reading + writing
主题语境 人与自然——环境保护
内容分析 本课的写作范文以Actions Taken by City Residents to Help Protect the Environment为标题，以调查报告的形式呈现了市民对于环境保护所持的态度。报告结合柱状图、饼状图等图表详细说明了调查样本在环境保护意识与行动方面的成绩与存在的问题，并提出改进意见和建议。
教学目标 1．获取调查报告中呈现的关于市民环保意识和行为的事实性信息（如调查的时间和地点、目的、参加的人员、调查的具体问题和基本发现等）； 2．梳理调查报告的文本结构，辨别调查报告的组成部分及具体内容； 3．辨别调查报告典型的语言句式特点，尤其是运用多种方法进行定量表述； 4．初步运用不同的语言句式和简单的图表（饼状图与柱状图）进行定量表述。
教学重点 梳理调查报告的文本结构。
教学难点 使用不同的语言句式和简单图表进行定量表述。
教学策略 读写法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to do a pair work and answer the questions: What should be included in a survey report on environmental protection for the residents in your city or town Students work in pairs and discuss and answer the question. Activate prior knowledge about “environment protection” and get ready for writing.
Activity2 T asks Ss to read the survey report on Page 40 and answer the following questions. 1. Who conducted the survey 2. Who were interviewed in the survey 3. What is the purpose of the survey 4. What questions were asked 5. What are the findings 6. What is the conclusion Ss read the survey report on Page 40 and answer the questions. Understand the details of the reading and summarise the main points required in a survey report.
Activity3 T asks Ss to label each paragraph of the report with the following headings. a. Introduction c. Negative finds b. Conclusion d. Positive findings Ss read the survey and finish the chart. Read for the structure of a survey report on environmental protection for the residents in one’s city or town.
Activity 4 T asks Ss to underline the quantity expressions in the survey report. And answer the question. why does the author use quantity expressions Ss underlines the quantity expressions in the survey report and answer the question. Read for language and get ready for the writing.
Activity 5 T asks Ss to describe graphs based on Activities 3 and 4, and the chart in Activity 5 on Page 41. Please use proper quantity expressions. Ss use proper quantity expression to describe the graphs and chart. Practice the use of quantity expressions.
Activity 6 T asks Ss to complete the outline of their survey report based on the format and expressions they have discussed. Ss complete the outline of their survey report. Make a precise outline of their writing.
Activity 7 T asks Ss to use their outline and the Writing Help to write the first draft. Write the first draft. Drafting.
Activity 8 T asks Ss to edit their survey report in pairs according to the following Peer Editing Sheet. Edit their survey report in pairs. Edit their writing.
Activity 9 T asks Ss to answer the following questions based on what they have learnt. 1.Who did you interview 2.What is the purpose of your survey report 3.What questions were asked in the interview 4.What are the findings in your survey report 5.What is the conclusion in your survey report 6.What is the proper format of a personal email Ss answer the questions and review the writing. Review the writing.
Activity 10 T asks Ss to evaluate themselves according to the chart. Students tick their answers in the self-evaluation chart. Consolidate what have been learnt in this lesson and comment on their learning efficiency.
Grammar板块教学设计 （建议每个语法点的时长各40–45分钟，教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自然—环境保护
内容分析 本板块为本单元的重点语法结构，-ed 和-ing以及构词法中的转换法：将名词转化为动词。本部分旨在引导学生感知发现、总结规律、在真实语境中学会并运用本单元的重点语法结构。
教学目标 1. 能够在教师的引导下，找出相应的语法现象。 2. 能够归纳总结分词的功能及用法；能够依据转化原则，根据名词猜测其对应动词的意义 3. 能够在真实语境中学会并正确运用分词；正确使用名词或其动词形式
教学重点 1. 能够在教师的引导下，找出相应的语法现象。 2. 能够归纳总结分词的功能及用法；能够依据转化原则，根据名词猜测其对应动词的意义。
教学难点 能够在真实语境中学会并正确运用分词，将名词和对应动词进行转换。
教学策略 PPP模式；归纳演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in 1. T presents two pictures about environmental protection and asks Ss to describe them 2. T introduce the grammar that will be talked and leads Ss to find out v-ed & v-ing 1. Ss look at the two pictures and describe them 3. Ss conclude the form of v-ed &v-ing 1. T gets Ss to recall the context information they have learnt. 2. Ss learn to summarize the form of V-ing &V-ed
Have a look T makes Ss to find more sentences with v-ed & v-ing in Lesson1 Ss read the text carefully and underline the sentences with infinitives. T gets to strengthen Ss’ understanding of the form of v-ed & v-ing.
Analyze T presents the sentences with v-ed & v-ing and asks Ss to analyze the functions of them Ss using their previous grammar knowledge try to figure out the functions of v-ed & v-ing in each sentence. T guides Ss to conclude the functions of v-ed & v-ing
Practice T shows Ss the sentences with v-ed & v-ing from College Entrance Exam and asks them to fill in the blanks. Ss try to complete the sentences with the grammar they have learnt. T helps Ss know how to apply v-ed & v-ing in practice.
Review T gives a map help Ss recall the functions and differences of v-ed & v-ing Ss review the functions and differences of v-ed & v-ing Review the functions and differences of v-ed & v-ing
Quiz T asks Ss to finish the exercise from the textbook. Ss finish the exercise. Check how well Ss master the grammar.
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect on their performance. Ss look at the table and think about the three aspects in learning the grammar. Help Ss to assess their learning in the class to find the part they do well and the part they don’t do so well, so they will know exactly what they need to do next.
Homework T asks Ss to “Write some sentences about environmental protection in Lesson one and polish them by using more V-ed and V-ing” Ss finish the homework after class. Ss consolidate what they have learnt in class and further deepen their awareness to use it in daily writing.
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in 1. T presents two pictures and asks Ss to describe them. 2. T introduce the grammar that will be talked and leads Ss to pay attention to nouns or transformed verbs. 1. Ss look at the two pictures and describe them 3. Ss focus on nouns or transformed verbs. Ss pay attention to nouns or transformed verbs.
Have a look T makes Ss to find more sentences with nouns or transformed verbs in Lesson3 Ss read the text carefully and underline the sentences with nouns or transformed verbs. T gets to strengthen Ss’ understanding of the form of nouns or transformed verbs.
Analyze T presents the sentences with nouns or transformed verbs and asks Ss to analyze the rules of the transformation Ss using their previous grammar knowledge try to figure out the why and how to transform nouns into verbs T guides Ss to conclude the rules of transforming nouns into verbs
Practice T shows Ss the sentences with nouns or transformed verbs from College Entrance Exam and asks them to fill in the blanks. Ss try to complete the sentences with the grammar they have learnt. T helps Ss know how to apply nouns or transformed verbs in practice.
Review T gives a map help Ss recall the rules of nouns or transformed verbs. Ss review the rules of nouns or transformed verbs. review the rules of nouns or transformed verbs.
Quiz T asks Ss to finish the exercise from the textbook. Ss finish the exercise. Check how well Ss master the grammar.
Self-evaluation T shows Ss the self-evaluation table for Ss to reflect on their performance. Ss look at the table and think about the three aspects in learning the grammar. Help Ss to assess their learning in the class to find the part they do well and the part they don’t do so well, so they will know exactly what they need to do next.
Homework T asks Ss to “Write some nouns that can be changed into verbs and categorize them.” Ss finish the homework after class. Ss consolidate what they have learnt in class and further deepen their awareness to use it in daily writing.

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