教学目标

活动形式

教学方法和策略

设计意图

活动层次

教学效果评价

1) 学生能够关注环境问题，思考并发表自己的观点看法，口语表达中的流利度能得以锻炼。

Activity 1

1.     T share a video about “smog” with students and ask them to think about the question “What environmental problem is mentioned in the video?”

2.     Ss read “Did You Know” and find the answers to the questions:

a)       What is smog?

b)       Where does “smog” come from?

c)       Where does “smog” come from?

3.     Ss work in groups and discuss some other harmful effects of smog.

教师引导，学生独立阅读文本并思考。

To lead students to the topic and activate the students’ background knowledge.

学习理解

视频能够有效激发学生学习兴趣，并且对本堂课的主题有所理解和思考。

2） 学生能够推测主题内容，并且能在听的过程中获取主旨大意。

Activity 2

1.     Teacher asks students to predict what will be talked about in the lecture.

2.     Teacher tasks students to read the topics.

3.     Teacher plays the audio of the lecture and asks students to check their prediction and choose the topics that are covered.

学生独立思考并发表自己的看法。

To train students to grasp the main idea and key information of the listening materials.

学生能够在教师的引导下推测听力主要内容，并且在听的过程中获取文章主旨大意。

3）学生能够在听的过程中从中等长度的听力材料中捕获细节信息。

Activity 3

1.       Teacher plays the audio again and asks students to complete the slides. Play one more time until students get the detailed information needed. Pause when necessary.

2.       Check the answers with the class.

3.       Teacher asks students to read “Learning to learn” on this page and reminds students to take notes during listening.

学生认真听独立思考完成任务。

To help students understand the details of the listening materials.

学生能够仔细听音频并且获取细节信息完成表格。

4）学生能够合作讨论提出解决措施，提升合作学习能力。

Activity 4

Encourage students to list some other measures to reduce smog.

学生小组讨论，教师观察并引导

To activate students’ thinking in the question of what measures can we take to reduce smog.

学生能够积极参与讨论，并就如何解决雾霾问题提出自己的观点和看法。

5）学生能够在听的过程中记笔记以提升获取信息的完整性能力。

Activity 5

Listen again and take notes about:

a)       What does the lecturer say to begin a lecture?

b)       What does the students say to interrupt the lecturer politely?

c)       What does the lecturer say to respond to the interruption?

学生认真听取文本并记笔记

To help students learn how to interrupt someone politely.

学生能够在听的过程中对所听到的内容分类整理。

6） 学生能够关注表达的得体性。

Activity 6

Help students to make a summary of some useful expressions of the beginning, interruption, response and ending in a lecture.

教师引导学生独立思考总结

To help students have a clear understanding of the structure of a lecture.

应用实践

学生能够通过学习提炼总结出该篇演讲稿的特点。

7）学生能够在创设的新情景中，运用所学得体的表达，进行情景对话。

Activity 7

1.     Teacher divides students into pairs and asks them to read the materials on Page 84 and Page 87 respectively.

2.     Teacher asks students to work in pairs and make the conversation according to the different materials.

3.     Teacher invites several pairs to act out their conversations in front of the class and asks other students to make comments.

4.     Teacher asks students to work in pairs to list ways to protect the environment.

学生分角色扮演，教师观察并引导

1.     To help students learn more about the factual information about recycling.

2.     To encourage students to practice interrupting others politely.

学生能将所学应用于实践。

8）学生能够通过课堂的讨论与思考，仿照课堂对话，迁移创新，对新的话题展开讨论。

Activity 8

Teacher tasks students to talk about another environmental problem.

教师引导学生合作完成。

To encourage students to further practice exchanging ideas；To integrate what has been learned in this lesson and check students’ progress and efficiency; To enhance their transferring ability; To practice students’ speaking.

迁移创新

学生能够对课堂所学进行迁移创新，将其应用于其他话题。