资源简介

Unit 7 The natural world
学科 英语 主备人 执教者
课 题 8上 Unit 7 The natural world--Welcome to the unit
教学目标 By the end of the class, students will be able to 1.master the key vocabulary related to ecosystems; 2.understand the basic sentence patterns used to describe ecosystems; 3.use some expressions to talk about the characteristics of different ecosystems.
教学重点 Key vocabulary and sentence patterns related to ecosystems. Enable students to communicate about ecosystems using the learned language knowledge.
教学难点 Help students understand some abstract concepts about ecosystems, such as how different ecosystems maintain the balance of nature. Guide students to express their own ideas about ecosystems clearly and accurately in English.
教学方法 与手段 Task-based teaching method; Situational teaching method; Cooperative teaching method; Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step 1: Lead - in This activity can arouse students' interest in the topic of the natural world and lead in smoothly. Show some pictures of different natural scenery, such as a lush rainforest, a vast grassland, a beautiful coral reef, and the icy polar region on the PPT. Then ask students: "Boys and girls, look at these pictures. What can you see Which one do you like best Why " Encourage several students to share their opinions. Students look at the pictures and share their opinions.
共 学 Step 2: Presentation 1.Vocabulary teaching 2.Reading and understanding the facts about ecosystems 3.For "Coral reefs look like rocks, but they support a lot of life in just a small area.", show more pictures of coral reefs and the various marine lives around them to help students understand how coral reefs support life. Step 3: Practice Listening practice Pair work Speaking practice Organize a group discussion. Step 4: Production Step 5: Summary and Homework Present the new words about ecosystems one by one on the PPT. For each word, show its corresponding picture, pronunciation, and Chinese meaning. Use some simple sentences to help students understand the usage of new words. For instance, for "be home to", say "The Amazon rainforest is home to thousands of plants and animals." Let students open their books to the "Welcome to the unit" part. Show the four facts about different ecosystems on the PPT. Then, explain each fact in detail. Ask students why they think so many animals and plants live in rain-forests. Guide them to think about the climate and environment of rain-forests. Play the recording of the dialogue between Kitty and David about ecosystems. Let students listen carefully and answer two simple questions: "What ecosystems do Kitty and David talk about " and "What are the characteristics of these ecosystems " Play the recording again. This time, ask students to listen and imitate the intonation and pronunciation of the speakers. Provide each pair with a set of cards. On each card, there is the name of an ecosystem. Walk around the classroom to monitor and offer help if necessary. After a few minutes, invite several pairs to come to the front of the class and act out their conversations. Give them positive feedback and comments. Divide students into groups of four. Each group member shares a fun fact about an ecosystem. Encourage them to ask questions and have a deeper discussion about these facts. Select several groups to report their discussions to the whole class. Summarize the key points with students. Ask students to write a short passage about their favorite ecosystem. Encourage students to search for more information about ecosystems on the Internet or in books and share it with their classmates in the next class. Students read the words after the teacher several times to ensure correct pronunciation. Students read the facts quickly and tick the ones they already know. Give the reasons. Students listen carefully and answer. Students listen and imitate the intonation and pronunciation. Students take turns to pick a card and start a conversation about the ecosystem on the card according to the model in the textbook. Students think about other fun facts about ecosystems they know. Students recall and repeat some key knowledge. Students write a short passage about their favorite ecosystem.
固 学 我达标 写出单词或词组： 1.Ecosystem names: __________(热带雨林), __________(珊瑚礁), __________(草原), __________(极地冰盖), __________(湿地), __________(沙漠) 2.Related nouns: __________(生态系统), __________(气候), __________(降雨量), __________(野生动物), __________(温度), __________(树荫) 3.Verbs: __________(维持；支持), __________(覆盖), __________(返回), __________(扮演；行动), __________(吸收；使落入险境), __________(产生)
我 挑 战 写出下列表达的英文翻译： __________(是…的家园), 2.__________(看起来像), __________(…和…之间的温差), 4.__________(清除), 5.__________(发挥作用), 6.__________(保持…和…之间的平衡)
我登峰 找出符合下列要求的句式表达： 1.Describing the distribution of living things: ____________________________. 2.Describing the appearance and function: ______________________________. 3.Expressing the characteristic of a place: _______________________________. 4.Describing climate and its result: ____________________________________. 5.Showing the action and effect: ______________________________________.
板 书 设 计
Unit 7 The natural world--Welcome to the unit 1.Ecosystem: rainforest, coral reef, grassland, polar ice, wetland, desert 2.Related nouns: ecosystem, climate, rainfall, wildlife, temperature, shade 3.Verbs: support, cover, return, act, trap, produce 4.Phrases: be home to, look like, the difference in temperature between...and..., get rid of, play a role, keep the balance between...and...
教 学 反 思
学科 英语 主备人 执教者
课 题 8上 Unit 7 The natural world--Reading1
教学目标 By the end of the class, students will be able to master vocabulary like ecosystem, balance, oxygen, pollution. extract details to answer comprehension questions and analyze ecosystem roles. improve reading skills: identifying ecosystem features, answering questions, completing audio scripts. enhance critical thinking by discussing ecosystem importance and human impacts. Inspire appreciation for the vital roles of oceans, wetlands, and forests in the natural world. reflect on human responsibility in protecting these ecosystems.
教学重点 Comprehend each ecosystem’s role (ocean as “heart,” wetlands as “kidneys,” forests as “lungs”); answer text - based questions.
教学难点 Interpreting metaphorical roles (e.g., “kidneys of the earth”); analyzing human impacts on ecosystems.
教学方法 与手段 Task-based teaching method; Situational teaching method; Cooperative teaching method; Communicative teaching method
课 时 1 授课时间 40 min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step 1 Pre-reading “What’s in an ecosystem What do you know about oceans, wetlands, forests ” Introduce the task. Show the article title and ask questions. “Today, we’ll explore how oceans, wetlands, and forests work--learning why they’re called the ‘heart,’ ‘kidneys,’ and ‘lungs’ of the earth!” Students discuss freely and try to give the answers.
共 学 Step 2 Presentation Activity 1: Ecosystem Descriptions (Activity A) Activity 2: Comprehension Questions (Activity B) Activity 3: Vocabulary Check Step 3 Reading comprehension Fast reading Structure Read and answer Table completion Read and answer Step 4 Summary and homework 1.Have students view the title and pictures: What are the three main ecosystems on earth 2.Activate students’ knowledge about the three ecosystems: What do you know about oceans, wetlands and forests Walk around to assist, explaining metaphors (e.g., “kidneys clean blood → wetlands clean water”). Ask the students to answer text - based questions. Discuss the answers, highlighting non - living elements (e.g., water, air) and their importance. Quick review of key words (“balance”—stability; “pollution”—harmful substances; “oxygen”—air for breathing). 1.Have students go through the article quickly and find out what type of writing the article is. 2.Have students skim the article and get the main idea of each part. 3.Have students read paragraph 1 and answer: (1)What is an ecosystem (2)Are ecosystems always large (3)Is each ecosystem important Why or Why not 4.Have students read paragraphs 2-4 and complete the following table: 5.Have students read paragraph 5 and answer: Why are the three ecosystems important for the earth Introduce the three ecosystems, using the language we learned today. Students match the pictures to ecosystem roles, using clues like “covers 71%” (ocean), “cleans water” (wetlands). Students answer the questions, focusing on ecosystem components and roles. Students have a quick review of key words. Fast reading Read for the main idea. Rad and answer. Read and complete the table. Read and answer. Students can introduce the ecosystems.
固 学 我达标 阅读课文选择： What functions do wetlands have □provide homes for 40% of plants and animals □get rid of pollution □make the water clean □produce most of the oxygen □prevent floods
我 挑 战 填写表格信息： ForestsLungstake in ______________take in _______________produce ______________produce _______________
我登峰 根据情景，完成下列表述中缺少的信息： Doctor 1: Hello, we are the medical team for the heart/kidneys/lungs. We found the earth __________________________________________________________. Doctor 2: So there’s something wrong with __________. The ____________ is/are important because it/they ________________________________________. Doctor 3: Also, it helps/they help the earth ____________________________. Doctor 4: To solve the problem, the government/scientists/fishermen/we students/farmers/factories should_______________________________ (at least two suggestions).
板 书 设 计
Unit 7 The natural world--Reading1 Ecosystem Roles: - Ocean: “Heart” (71% surface, 70% oxygen) - Wetlands: “Kidneys” (cleans water, prevents floods) - Forests: “Lungs” (absorbs CO , produces oxygen) Key Vocabulary: balance, oxygen, pollution, carbon dioxide Homework: Write about ecosystem roles!
教 学 反 思
学科 英语 主备人 执教者
课 题 8上 Unit 7 The natural world--Reading2
教学目标 By the end of the lesson, students will be able to: 1.Obtain and organize basic concepts of ecosystems, as well as relevant information on the distribution, functions, and importance of the three major ecosystems on Earth, and construct structured knowledge about the discourse； 2.understand the rhetorical technique of simile, and apply the vocabulary and sentence patterns of the discourse； 3.explore the impact of human activities on the ecological environment, propose protection measures, and enhance awareness of ecological protection.
教学重点 Obtain and organize basic concepts of ecosystems, as well as relevant information on the distribution, functions, and importance of the three major ecosystems on Earth, and construct structured knowledge about the discourse；
教学难点 Explore the impact of human activities on the ecological environment, propose protection measures, and enhance awareness of ecological protection.
教学方法 与手段 Task-based teaching method; Situational teaching method; Cooperative teaching method; Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1 Revision different ecosystems writing skills 1.Guide students to recall the names of different ecosystems they learned last lesson. 2.What writing skills are used in these sentences (1)The earth is just like the “heart” of the earth. Wetlands act like the “kidneys” of the earth. People often call forests the “lungs” of the earth. (2)The ocean covers around 71% of the earth’s surface. Recall the names of different ecosystems. Write down the names of ecosystems.
共 学 Step 2 Language points Key Words & Phrases Key Sentences Step 3 Post reading Activity 1: Podcast Script Completion—Activity C Step 4 Critical Reflection Step 5 Summary & Homework Summary Homework 1.Key Words & Phrases Ecosystem roles: “heart” (__), “kidneys” (__), “lungs” (__); Vocabulary: balance, oxygen, pollution, carbon dioxide; Descriptions: covers 71% of surface, traps pollution, produces oxygen 2.Key Sentences “An ecosystem includes all the living and non-living things in an area. Ecosystems can be of different sizes, from small ponds to large grasslands.” 1. Have students finish Part C on page 97. 2. Have students discuss: How do human activities affect the ecosystems Give more examples. What can we do to protect the ecosystems in our daily life 3.Have students speak for ecosystems: Use discussion questions: “Why are these ecosystems important How do humans affect them ” Groups share ideas, linking to pollution (e.g., plastic in oceans) and deforestation. 1.Recap ecosystem roles and their importance for balance, oxygen, and clean air/water. 2.Writing: Describe one ecosystem’s role in 3 sentences, using metaphors . Research: Find one human action harming an ecosystem and one solution. “heart” (ocean), “kidneys” (wetlands), “lungs” (forests) Learn by heart. “The ocean is very large, covering around 71% of the earth’s surface and producing about 70% of the earth’s oxygen.” Students fill in the ocean ecosystem podcast with vocabulary(e.g., “surface,” “oxygen,” “balance”). Highlight ecosystem roles (ocean produces oxygen, traps CO ). Discuss answers, connecting to the article’s “heart of the earth” metaphor. (ocean: heart, wetlands: kidneys, forests: lungs) (e.g., “Forests are the lungs—they breathe in CO , breathe out oxygen”)
固 学 我达标 填写表格内容： ecosystemoceanwetlandforestnicknameheartsize71%importance1.________ 2.________1.________ 2.________1.________ 2.________
我 挑 战 harm, tons, pond, got rid of, around, returned 1.Spending too much time on your smartphone may ________________ your eyes. 2.They will arrive at ________________ 8:40 p. m. 3.He finally ________________ his glasses after an eye operation. 4.The old man finally ________________ home to be with his family. 5.Each of these containers (集装箱) weighs about thirty-two ________________.
我登峰 翻译：1.这次游览包括参观科学博物馆。___________________________ 2.这架飞机可容纳 300 人。______________________________________ 3.她在努力改掉坏习惯。_________________________________________ 4.把曲奇饼干存放在一个盒子里。_________________________________ 5.心脏就像一个泵，将血液送遍全身。_____________________________ 6.天气不好。因此，我们不得不推迟运动会。_______________________
板 书 设 计
Unit 7 The natural world--Reading2 1.Key Words & Phrases Ecosystem roles: “heart” (ocean), “kidneys” (wetlands), “lungs” (forests) Vocabulary: balance, oxygen, pollution, carbon dioxide; Descriptions: covers 71% of surface, traps pollution, produces oxygen 2.Key Sentences “An ecosystem includes all the living and non-living things in an area. Ecosystems can be of different sizes, from small ponds to large grasslands.”
教 学 反 思
学科 英语 主备人 执教者
课 题 8上 Unit 7 The natural world--Grammar
教学目标 By the end of the lesson, students will be able to 1.observe and explore the structure features of the S+V+O+O and S+V+O+C, recognize and apply these sentence patterns; 2. understand and grasp the meanings and usages of the conjunctions “and”, “or”, “but”, and “so”, use them to integrate these sentences when discussion the ecosystem.
教学重点 Apply the learned sentences structures and conjunctions to deepen the understand of the signification of ecosystems.
教学难点 Apply the learned sentences structures and conjunctions to deepen the understand of the signification of ecosystems.
教学方法 与手段 Task-based teaching method; Situational teaching method; Cooperative teaching method; Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1 Lead in the S+V+O (indirect)+O (direct) pattern Have students read the sentences on page 98 and answer the following questions. (1) What do the verbs in those sentences have in common (2)How can we identify the indirect object and the direct object Read the sentences containing the pattern and the explanations.
共 学 Step 2 Presentation summary the use of object complements different forms of object complements the use of adverbials Grammar check Step2 Practice Step 3 Using and, but, or and so 1.Have students summarize which verbs can take two objects, and explain how to change the order of the direct and indirect objects by using to or for. 2.Have students read the sentences containing the “S+V+O+C” pattern and summarize the use of object complements (C).Then have them answer the following questions: What is an object complement What is it used for 3.Have students summarize different forms of object complements. 4.Have students read the following table and learn about the use of adverbials (A). 5.Have students go through "Grammar check" on page 163 to learn more about verbs and sentence structures. 1 Have students identify the direct object and the indirect object of each sentence and then rewrite the underlined expression using to or for. 2 Have students identify the main structures of the sentences. 3 Have students finish Part A1 on page 98. 1.Have students review the article in "Reading" and complete the sentences by using and, but, or or so. 2.Have students read the sentences joined by the conjunctions and, but,or and so on page 99 and summarize their uses. Summarize which verbs can take two objects. Summarize the use of object complements. Answer the questions. Summarize different forms of object complements. Read the table and learn about the use of adverbials. Learn more about verbs and sentence structures. Identify the direct object and the indirect object and then rewrite the expression. Match each sentence with the correct structure. Finish Part A1. Complete the sentences. Read the sentences and summarize the uses.
固 学 我达标 Identify the direct object and the indirect object of each sentence and then rewrite the underlined expression using to or for. They offer animals a home. (2) People cut down trees to build themselves houses.
我 挑 战 Identify the main structures of the following sentences. (1) They showed us maps of the polar regions.__________________ (2) The teacher gave the class a lesson on polar animals yesterday afternoon._______________ (3) The weather made the journey hard.___________________
我登峰 Read the following dialogue about coral reefs and fill in the blanks using and, but, or and so. A: Coral reefs are amazing. They help many sea animals live. B:Yes,they are very important,(1) they also protect the coastlines from storms. A:That's true,(2) coral reefs are in danger because of pollution and climate change. B:It's very worrying. We must do something to protect coral reefs. We can join a clean-up group (3) start our own group. A: Yes, we can stop people from polluting the ocean,(4) we can save them for the future.
板 书 设 计
Unit 7 The natural world--Grammar S+V+O (indirect)+O (direct) for/to S+V+O+C and, but, or and so
教 学 反 思
学科 英语 主备人 执教者
课 题 8上 Unit 7 The natural world--Word power
教学目标 Students will be able to: 1.master the new words and phrases related to different ecosystems, such as “ecosystem”, “surface”, “oxygen”, “get rid of”, “store” etc. 2.understand and use the rule of adding the suffix “-ly” to form new words correctly. 3.distinguish the different parts of speech and meanings of these newly-formed words.
教学重点 The new vocabulary related to ecosystems and the correct usage of these words in sentences. The rule of adding the suffix “-ly” to form adjectives and adverbs, and being able to apply this rule to form and understand new words.
教学难点 Helping students distinguish the different meanings and parts of speech of words formed by adding “-ly” accurately, especially when there are some exceptions to the rule. Guiding students to use the newly-learned vocabulary flexibly and appropriately to describe complex concepts about ecosystems in English.
教学方法 与手段 Task-based teaching method; Situational teaching method; Cooperative teaching method; Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1 Lead - in greetings questions Greet the students and show them some pictures of different ecosystems. Ask questions: What are they Do you know anything about these ecosystems Introduction: “Today, we are going to learn more about these amazing ecosystems in our Word Power part. And we will also learn some useful ways to form new words.” Look and answer. Share their ideas briefly.
共 学 Step 2 Presentation Vocabulary related to Ecosystems (For example, point to the picture of the ocean and say: “Look, this is the ocean. It covers a large part of our earth. The word ‘cover’ means to spread over an area.) Word - formation with “-ly” Step 3 Practice Word - formation Practice Step 4 Consolidation Play a vocabulary game called “Ecosystem Bingo”. Step 5 Homework and assignments 1.Show the pictures of the ocean. Teach the words and phrases. Use the same method to teach the vocabulary of wetland and forest ecosystems. While teaching, ask students some simple questions to check their understanding, such as “What do wetlands help to get rid of ” Write some simple adjectives like “slow”, “quick” on the blackboard. Then add “-ly” to them and write the new words “slowly” and “quickly”. Explain the rule: “When we add ‘-ly’ to some adjectives, we can get adverbs which usually describe how an action is done. Read these two words aloud and feel the difference.” Next, show some other examples of adding “-ly” to adjectives to form adjectives and adding “-ly” to nouns to form adjectives, and explain the meanings and usages. Divide the students into groups of four. Give each group a set of cards with sentences about ecosystems, but some key words are missing. Let the group members discuss and fill in the blanks with the correct words. After a few minutes, ask each group to present their answers. Check the answers together and give some brief comments. Show a series of adjectives and nouns on the PPT. Ask students to come to the blackboard and write down the words formed by adding “-ly” as quickly as possible. Ask students to choose one of the newly-formed words and make a sentence. Prepare a bingo card for each student with some words and phrases related to ecosystems and words formed by “-ly” that they have learned. Read out definitions or descriptions randomly. The first student who gets a bingo wins the game. Ask students to write a short passage to introduce one of the ecosystems they like best. They should use at least five new words or phrases they learned in this class. Do the same for other ocean - related words and phrases like “produce oxygen”, “be home to”. Look and learn. Students read and try to make sentences with these new adverbs. Discuss and fill in the blanks. Each group presents the answers. Students share their sentences with the class. “This ecosystem covers about 6% of the earth's land area and is home to many species.” If the word “wetland” is on the student's bingo card, they can mark it. Write a short passage (about 80 - 100 words).
固 学 我达标 Ocean Ecosystem: The ocean ____ about 71% of the earth's surface. (v. 覆盖) It _____ about 70% of the earth's _____. (产生氧气) The ocean _________________. (容纳大量海水) The ocean _____________ a large number of marine animals. (是…… 的家园) Oceans play an important role in ____________________. (减缓气候变化)
我 挑 战 Wetland Ecosystem: Wetlands ______ about 6% of the earth's _______. (覆盖陆地面积) They are home to about 40% of the world's ___________. (动植物) Plants in wetlands help ______________. (清除污染) Wetlands can _______________. (防止洪水) They _________________ of the earth. (像肾脏一样起作用)
我登峰 Forest Ecosystem: Forests _______ nearly a third of the earth's _________. (占陆地面积) They __________ and help ____________. (产生氧气，清洁空气) Forests are often ____________________________. (被称为地球之肺)
板 书 设 计
Unit 7 The natural world--Word power 1.Adding “-ly” to Adjectives to form Adverbs: slow - slowly: The turtle moves slowly. quick - quickly: The cheetah runs quickly. 2.Adding “-ly” to Adjectives to form Adjectives: friend - friendly: She is a very friendly girl. love - lovely: The baby has a lovely smile. 3.Adding “-ly” to Nouns to form Adjectives: week - weekly: We have a weekly meeting. day - daily: He does his daily exercise in the morning.
教 学 反 思
学科 英语 主备人 执教者
课 题 8上 Unit 7 The natural world--Integration1
教学目标 Students will be able to: 1.master key vocabulary related to wetlands and nature reserves. 2.understand and use sentence patterns for expressing reasons and consequences. 3.gain knowledge about the significance of wetlands and the threats they are facing.
教学重点 Vocabulary and sentence patterns related to wetlands and nature prehending the text about Zhalong Nature Reserve and the talks on wetland protection.
教学难点 Using the learned language knowledge to express complex ideas about environmental protection clearly and accurately.
教学方法 与手段 Task-based teaching method; Situational teaching method; Cooperative teaching method; Communicative teaching method
课 时 1 授课时间 40 min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1 Lead in different ecosystems Show some pictures of different ecosystems. Then focus on the pictures of wetlands and ask students: "What do you know about wetlands Why are they important " Students recall the knowledge they have learned about these ecosystems in previous classes. Students share their ideas briefly.
共 学 Step 2 Reading Zhalong Nature Reserve read and answer words and sentence patterns Step 3 Listening Yancheng Nature Reserve Step 4 Summary and homework Present the article about Zhalong Nature Reserve on the screen. Let students read it quickly and answer the following questions: Where is Zhalong Nature Reserve Why is it an important place for birds After students finish reading, check the answers together. Then ask them to read the article carefully again and find out the threats that Zhalong Nature Reserve is facing. Explain some difficult words and sentence patterns in the article, such as "provide... for...", "be home to", "in order to", "lead to". Use examples to help students understand their usage. Tell students they are going to listen to two talks. The first talk is about Yancheng Nature Reserve. Let them look at the multiple-choice questions in Part B1 before listening. Encourage them to predict the possible answers according to the pictures or their prior knowledge. Play the recording of the first talk. After that, play the recording again for students to check their answers. Ask the students to retell about Zhalong Nature Reserve and Yancheng Nature Reserve. Try to write a summary about Yancheng Nature Reserve. Read and answer. Check the answers. Read the article and find out the threats. Learn the sentence patterns by heart. Look at the questions in Part B1 Predict the possible answers. Students listen and choose the correct answers. Check the answers. Retelling Write a summary.
固 学 我达标 A. Key Vocabulary ________n. 湿地 ________n. 保护区 ________v. 提供 ________n. 遮盖物；掩护物 ________n. 野生动物 ________adj. 稀有的 ________adj. 活跃的 ________v. 减少 ________v. 阻止 ________v. 创造；创建
我 挑 战 B. Key Phrases 1.________________为某人提供某物2.________________是…… 的家园 3.________________为了4.________________导致 5.________________全年6.________________在白天 7.________________制定法律8.________________使…免受（影响、伤害等）
我登峰 C. Key Sentence Patterns 1.Zhalong Nature Reserve is in Heilongjiang ______ in the _____ of China. 2.The area provides food and cover for a lot of ______. 3.It is ______ to some rare birds. 4.Some people want to make the _____ smaller in order to have more ____ for farms and buildings. 5.This will lead ______ less _______ for wildlife. 6.Moreover, if ____ keep fishing there, the birds will not have enough food to eat.
板 书 设 计
Unit 7 The natural world--Integration1 Zhalong Nature Reserve Where is Zhalong Nature Reserve Why is it an important place for birds Yancheng Nature Reserve Prediction
教 学 反 思
学科 英语 主备人 执教者
课 题 8上 Unit 7 The natural world--Integration2
教学目标 Students will be able to: 1.master key vocabulary related to wetlands and nature reserves. 2.understand and use sentence patterns for expressing reasons and consequences. 3.gain knowledge about the significance of wetlands and the threats they are facing.
教学重点 Comprehending the text about Zhalong Nature Reserve and the talks on wetland protection. Discussing and writing about how to protect wetlands.
教学难点 Deeply understanding the ecological importance of wetlands and inspiring students to take practical actions.
教学方法 与手段 Task-based teaching method; Situational teaching method; Cooperative teaching method; Communicative teaching method
课 时 1 授课时间 40min
教 学 过 程
教学环节与主要内容 教学活动 学习活动 集体备课后的调整
预 学 Step1 Lead in how to protect wetlands Let students look at the notes in Part B2 before listening. Remind them to listen carefully for key information to fill in the blanks. Look at the notes before listening.
共 学 Step 2 Listening how to protect wetlands Step 3 Group Discussion help and guidance Step 4 Writing protecting wetlands useful expressions writing report Step 5 Summary and homework Play the recording of the second talk. Ask the students listen and complete the notes. Check the answers with the whole class. Divide students into groups. Pose the following discussion topics: What other actions can we take to help protect wetlands How can we educate more people about the importance of wetlands Teachers walk around the classroom to offer help and guidance when necessary. Encourage students to use the language they have learned in this class. Ask each group to select a representative to share their group's ideas with the whole class. Based on the information from the reading and listening, as well as the group discussion, ask students to write an article about protecting wetlands. Remind them to include the following aspects: The importance of wetlands. The problems wetlands are facing. The actions we can take to protect wetlands. Give students some useful expressions on the screen to help them, such as "Wetlands are extremely important for...", "One of the main problems is that...", "We can help solve these problems by...". After they finish, ask some students to read their articles aloud. The teacher gives comments and feedback, focusing on language use, content organization, and logical thinking. Summarize the importance of wetlands and actions that can help protect wetlands. Students listen and complete the notes. Check the answers. Each group discusses the topics. Each group selects a representative to share their ideas. Write an article about protecting wetlands. Use the expressions on the screen for help. Students start writing. Read the articles for improvement. Finish and improve the writing.
固 学 我达标 Fill in the form. BehaviorReasonsResultsSome peopleFishermen
我 挑 战 What other actions can we take to help protect wetlands plant more trees let people know the importance of protecting birds in different ways don't catch them for any reason . try our best to make air and lakes cleaner
我登峰 We now have a clear picture of where Yancheng Wetlands are, how big and how important they are, especially for species like the red-crowned cranes. But knowing their importance leads us to a crucial next question: How can we protect them Write about your ideas into a short essay.
板 书 设 计
Unit 7 The natural world--Integration2 The importance of wetlands. The problems wetlands are facing. The actions we can take to protect wetlands. "Wetlands are extremely important for..." "One of the main problems is that..." "We can help solve these problems by..."
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