教学案例：
What things can harm the environment ? What do you think we should do to improve our environment?
Teaching methods:
1. Skimming and Scanning methods
2. Individual, pair work or group work
3. Discussion
教材重组： 本单元教学设计创新之处
①始终坚持任务目标→导说领先→活动或讨论→反馈或笔头落实→环环相扣，逐步铺垫。
②增减或改编了部分教材，讲练结合，当堂巩固，达到知识到能力的正向迁移。
③设计合作学习和小组讨论的方式来提高学生合作学习意识和能力。
目的：通过列举污染源，学生更清楚当前环境的不仅如人意，保护环境刻不容缓，从而使学生增强保护环境的意识，提高英语语言运用能力。
过程：
T: There is much pollution all over the world now. Can you tell me what it is?
Ss: Water pollution; Air pollution; Noise pollution; soil pollution …etc.
T: Do you know what causes water pollution?
Ss: Factories pour waste water into rivers and lakes.
T: All the factories?
Ss: No.
T: What factories?
Ss: Paper factories, printing and dyeing mills , plastic factories…ect.
T: What else can cause water pollution, too?
Ss: Some people throw rubbish into rivers and lakes.
T: How can we help to solve this problem?
Ss: We can advise the directors of these factories to stop pouring waste water into rivers and lakes.
T: If they don't accept your advice, what else can we do ?
Ss: 1. We can write a letter to Green China about it. 2. We can also ask newspaper reporters and TV station reporters to report these factories. ……
T: There is a paper factory in my hometown. It pours waste water into the river every day. The people in the town drink the water of the river every day. They have advise the leader to stop pouring waste water into the river many times. But he never accepts it. Can you write a letter about it to the Green China?( 学生说“ Yes ”。 )
T: You have told me what causes water pollution and how to solve this problem. You're very clever. Thank you very much. But can you tell me what causes air pollution? Ss: The smoke of factories, the smoke given out by buses, cars, trucks, motorbikes …ect.
T: There aren't many factories in our city, Hangzhou. But the air is not good enough. Why?
Ss: Because there is much traffic.
T: Can you think out a way to solve this problem?
Ss: 1.We can plant more trees on roads. 2. We can ask people not to drive their cars to work. 3. We can ask people to ride bikes to work. 4. We can tell people riding bikes is good for their health. ……
T: If their homes are far away from their workplaces, can they ride bikes to work ?
Ss: No.
T: How can we solve it?
Ss: We can ask the leader of the city to develop the public traffic. Such as adding more buses, building underground. …ect.
T: We have thought out many methods to improve our environment. I will try my best to tell our government that something must be done to make Hangzhou more beautiful. Have you ever made any pollution?
Ss: Yes.
T: Can you tell me something about it?
Ss: Yes.
S1: I sometimes spit in public places. S2: I sometimes draw on public walls.
S3: I cut down a small tree in my school in Grade One .I feel very sorry now.
S4: We sometimes throw litter on the ground in and out of our classroom.
S5: I often don't pick up rubbish in public places. …… ( 问全班同学下列问题。 )
T: Will you spit in public places from now on?
Ss ： No.
T: Will you draw on public walls any more?
Ss: No.
T: Will you cut down trees in the future?
Ss: No.
T: Will you throw rubbish in public places?
Ss: No. ……. （这时候，同学们情绪很高涨） We must try our best to make our city the most beautiful one in the world.
1. 本文所设计的问题实际上是英语课与生物课中的“环保”章节的整合。教师让学生列举污染源，学生讲出了很多的污染源 ---- 空气污染、水污染、土壤污染、噪音污染等等。实际上让学生复习了生物课中刚学的“大气与健康”、“土壤与健康”、“水与健康”等的环保知识。
2. 教师让学生分组讨论如何解决这些污染问题，巧妙地运用了合作学习法，不但培养了学生探究问题和自主解决问题的能力，而且也培养了学生的参政议政的意识。
3. 老师因势利导，请他们回忆一下，以前有否做过有损于环保的事情。其实是英语课与政治课的整合。在这么和谐，民主、激动的气氛中，同学们毫无顾忌，畅所欲言，纷纷讲述了自己以前的不文明表现。当老师问他们以后还会做这种事吗？他们很真心地回答“ No ”。自然恰当的德育渗透，起到一箭双雕的作用，使活动达到了高潮。真正体现了《新课标》的精神 ---- “在发展语言能力的同时，发展思维能力，激发想象力和创造力。”体现了学中用，用中学的《新课标》精神。让学生在实现任务的同时，感受成功，以形成积极的学习态度，促进英语语言实际运用能力的提高。
思考与探讨：
.水污染；空气污染已严重威胁着人类的健康。如果把学生分成两大组，一组学生调查西溪河的污染原因和污染情况，再根据调查结果制定出相应的解决方案。还有一组学生调查城西地区早晚的汽车流量及空气质量。把调查结果及时地报告市政府，便于政府及时地采取措施。这样的活动既能把课堂知识延伸到课外，又能体现学中用，用中学的《新课标》精神。
What are you doing?
(说课)
一、教材分析
本单元的核心教学项目是Talking about the present,以此为语言背景，让学生通过感知，初步掌握本单元的语法项目－－现在进行时的用法。培养用英语进行交际的能力。在运用英语的过程中掌握英语。
二、根据教材的前后联系和意图以及英语课程标准的要求, 通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内容能主动复习并加以整理和归纳的能力。
教法学法：尽力调动各种语言和非语言的资源进行“意义”共建，以达到解决某种交际问题的目的。完成任务的过程促使学习者自然而然地应用语言，并为他们营造了一个有利于语言习得和内化的支持环境。在这种教学方法下，促使学生在学法上也产生改变，他们必须掌握学习的主动，学会体验、实践、参与、合作与交流的学习方式。这种学法，更有利于发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
教学程序：
1． 这段Chant联系了两个内容，一是现在进行时，二是We’re having a party. We are happy.这两点都紧扣本课的两个要点。
2． Revision: Are you happy? Let’s do something happy and funny. Let’s play a game. What are you doing? I’m cooking, cooking.
3． Presentation: I’m happy today, Do you know why? Because it’s my birthday today.
4．Read and act. What is Lily wearing?
5.Classify the verbs
T: One of them is my friend. He’s wearing a black suit, a blue shirt and he’s playing the guitar. Who is he? Yes, he is Wu Zongxian. Do you know his program? Yes. “I guess”.
OK, I’m Jacky Wu. Let’s play this game. Four groups, let’s see who’s the winner today.
The first part, classify the following verbs: run, give, write, cook, swim, see, have, sit, clean, put, eat, come. Work in fours.
6.Who has good eyes
7.Who has good memory
8.Who has good ears?
I’m thirsty now. I’d like to drink some water (drinking ).Look, the water is very clear. I can see you through it. Show the colour page, listen to the tape, answer the question: What are the cats doing ? What do they want to do ? then open the books, read the passage loudly yourselves, then ask somebody to come to the Bb. Listen to the tape and point to what you hear in the picture.
9.Who has good mouth?/Who is good at talking?
坚持以学生为中心，以培养学生的自主学习，合作探究为目的，以任务型学习贯穿始终，通过完成任务，不断地促使他们学习英语，提高他们的英语水平。
Your director has sent you to meet business people at Pudong Airport. They are visitors coming from several countries, who are interested in the development of business in China. They are from Europe, North America, South America and Asia. They will be meeting at a major hotel with local business people and people who represent the Chinese government. Four people enter looking around in a curious way. You do not want to disappoint your boss, and this is an exciting experience for you, so you stand watching and listening.
The first person who arrives is Mr Garcia from Columbia, closely followed by Julia Smith from Britain. You introduce them to each other, and are surprised by what you see. Mr Garcia approaches Ms Smith, touches her shoulder and kisses her on the cheek. You see her step back appearing surprised, and take a few steps away from Mr Garcia. You think that there may have been a mistake. The visitor from Japan comes in smiling at the same time as George Cook from Canada. As they are introduced, Mr Cook reaches his hand out to the Japanese who bows. His nose touches Mr Cook’s moving hand, and they both apologize. There has been another mistake.
These are examples of learned or cultural “body language”. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. In the same way that people communicate with spoken language, they also express their feeling using unspoken “language” through keeping physical distance, actions or posture.
English people usually do not stand very close to others or touch strangers as soon as they meet. People from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well. Japanese people will bow.
Ahmed Aziz is a businessman from Jordan. He moves very close to you as you introduce yourself to him. You move back a bit. He comes closer to ask you a question, and then shakes your hand. Madame Coulon is from France. She arrives hurrying, recognizes Mr Garcia’s smiling face, then they shake hands and kiss each other twice on each cheek. That is what French people usually do when they meet people they know. But Ahmed Aziz simply nods at the two women. Men from the Middle East or some Muslim countries often stand quite close to other men to talk. Many of them will not shake hands with women.
None of these actions is either good or bad. They are simply the ways in which cultures have developed. Body language is very general, and not all members of all cultures behave the same way. It is an interesting study and can help you avoid difficulty in communication.
Revison:
(I)STATUS AND FUNCTION
1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.
2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.
3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(II)TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
Ability objects
3. To improve students’ listening and speaking ability by reading and practising the dialogue.
4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
Moral objects
5. To enable the students to love life and animals, protect the nature and environment.
(III)TEACHING KEY POINTS:
1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
(IV)TEACHING DIFFICULTIES:
1. The usage of the Modal Verbs ,especially usage for making suggestions.
2. Using the learned phrases and sentence patterns to make suggestions and replying.
(V)TEACHING AIDS:
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
PART 2 Teaching Methods
1>Five Steps Approach.
2>Communicative Approach.
PART 3 Studying Ways
1. Teach the students how to be successful language learners.
2. Teach the students how to master dialogues and how to communicate with others.
PART 4 Teaching Procedure
Step 1 Revision
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
Step 2 Lead-in
Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.
1.Do you like animals?
2. Do you keep any animals at home? What is it or What are they?
3. Can you explain how you care for them?
4. How do you feed them?
…
Step 3 Dialogue Presentation
1. The first listening
After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.
Questions :
1.Where will such dialogue happen in your opinion?
2.What are they mainly talking about?
2.Second listening
This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.
Questions: (Show the questions and answers on the screen using computer)
1. What does Kate want to do ?
2. Where would Kate keep them at first?
3. What does LiQun advise her to do?
4. What size tank should she get?
5. What should Kate put in the tank?
6. Why should Kate put a few large rocks in the tanks?
7. Why should Kate put some underwater plans in the tank?
Language points: (Show them on the screen using computer)
a. the other day = a few days ago
b They don't get enough air:
With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
c 30 cm by 30 cm by 50 cm.
We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
e underwater plants:
These plants oxygenate the water and keep it clean.
d For one thing = one reason (for putting plants in the tank)
Step 4 . Dialogue Drill
1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.
Step 5 . Practice (part 2)
In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.
Step 6. Consolidation( Dialogue Production)
This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.
Situation:(show it on the screen using computer)
One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?
Step 7. Workbook
Finish Exx 1 and 3 orally, left Ex 2 as written work.
Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.
Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.
Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.
Step 8 Homework
!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.
2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.
PART 5 Blackboard Design :
1.the other day = a few days ago
2. 30 cm by 30 cm by 50 cm.
the length 50 cm
the width 30 cm
the height 30 cm.
3.For one thing = one reason
… Making suggestions:
I suggest (that)
You should...
You ought to...
You need to...
You'd better...