Manuscript of saying a lesson------
Unit 3 Making Our World More Beautiful
Lesson 10(JEFC B3)
By: Wei Mingzhen from Xinyi Experimental School of Guangdong
Part One Analysis of teaching material
1. The position and functionof teaching material
The topic of this unit is mainly about protecting the environment. Lesson 10 of this unit is a reading comprehension, which is very useful to train the students’ ability of reading and strengthen the students’ consciousness of protecting the environment and make them understand how to protect the environment in their daily-lives.
2. Important points and difficult points
(1)Important points:
a. Strengthen the students’ consciousness of protecting the environment.
b. Train the students’ reading and learning skills.
(2)Difficult points:
a.How to have the students learn this lessson willingly and understand the passage better.
b. Go on learning and consolidating the use of the Past Perfect Tense.
Part Two Teaching aims and demands
1.Knowledge aims:
(1)Get the students to comprehend the passage correctly.
(2)Help the students to understand some new words and phrases of the lesson, such as harm, rubbish, collect, whenever, wherever, produce, public, spit, protect, recycl and make a contribution to doing.
(3)Make the students consolidate and grasp the use of the Present Perfect Tense.
2.Ability aims:
The students should be trained to be effective readers and to be active in sharing their views on protecting the environment ,so that they will be able to communicate with each other in English.
3.Emotion aims:
During this lesson, the students’ interest to learn can be sdimulate to be eager to learn. At the same time, the feelings and the consciousness of protecting the environment can be developed in their hearts. Then the confidence in learning English can also be formed so that they can use what they have learnt in their communicative activies.
Part Three Methods
A: Teaching Methods:
1. (1)Task-based language teaching method
(2)Activity-teaching method
(3)Discussion method
(4)Visual-scene-teaching method
2. Interaction Patterns: teacher-class-individuals, groups and pairs
B:Studying Ways:
1.Direct the students how to master the general idea and struture of a passage by reading it.
2.Direct the students how to guess the meanings of the new words through the content.
C: Teaching Aids:
1.Computer-Assisted Instrution
2.Epidiascope
Part Four Teaching Procedures
Step One Revision
Ask the students to act out the dialogue in SB Page 11.
Aim: Help the students review the knowledge of Lesson 9.
Step Two Lead-in
(1)Interaction
T: Look at these pictures on the screen. An outbreak of SARS happened throughout China this spring. Over 5,000 people were infected with the disease and more than 300 people were killed only on the Chinese mainland. SARS affected every individual’s life. Did SARS bring you any trouble?
Ss: Luckily we didn’t have any trouble. But we know that it is really a terrible disease. We hate it.
T: How did people catch this kind of disease?
S: It is said that SARS comes from some animals. People ate the animals and caught it.
Aims: (1) Use a vivid picture to attract the students’ interest to learn.
(2) Use this picture to lead to the new lesson.
(3) Stimulate the students to exprore their thinking.
(2) Pair work
The teacher asks How to stop people from getting the disease of SARS? Each pair is supposed to write their answers on a piece of paper, which the teacher handed out.
(3) Class activity
The students exchange views and ideas between pairs and ask one of the pairs to present their answers to the class.
Measures taken to protect ourselves from SARS are as follows:
A: Don’t spit in public.
B: Don’t throw any litter onto the ground.
C: Keep our living environment clean.
D: Cover your mouth and nose when sneezing or coughing.
E. Treat animals in a friendly way.
……..
Draw a conclusion: To protect the environment is to protect ourselves.
Aims: (1) Train the students’ communication in English and make them more active in class.
(2) At the same time, help the students learn the new words and phrases, which will be helpful to understand the text easily.
Step Three Survey
（1）The teacher assigns a task to the students.
T: Here are 13 questions for you to ask and answer using the Present Perfect Tense.(Handing out the question to every student) .
If you get less than 2-3 yeses, it means that you’re an environment protector;
If you get 4-5 yeses, it means that you’ve already made a contribution to protecting the environment;
If you get 6-7 yeses, it means that you’ve done something useful to take care of the environment;
If you get 7-8 yeses, it means that you’ve already helped protect the environment;
If you get more than 9 yeses, it means that you are supposed to improve your behaviors.
Questions are:
Q1: Have you ever thrown any litter on the ground? ( )
Q2: Have you ever spat in public places? ( )
Q3: Have you ever drawn on the walls? ( )
Q4: Have you ever cut down trees? ( )
Q5: Have you ever picked flowers in the yard? ( )
Q6: Have you ever collected the waste paper or bottles for recycling? ( )
Q7:Have you ever written articles on the environment to TV stations and newspapers?( )
Q8:Have you ever stopped other people from hurting or harming the environment?( )
Q9:Have you ever made noises in public?( )
Q10:Have you ever planted trees in and around your neighborhood?( )
Q11:Have you ever played basketball in the classroom while others are working?( )
Q12: Have you ever relieved yourself in the street?( )
Q13:Have you ever killed animals? Are you friendly to the animals?( )
（2）Team work
Collect the answers and see how many environment protectors there are in the class.
(3) Class activity
Ask one of the students to tell the class how he or she protects and improves the environment using He or She has /has never …
Aims: (1)Using the task-based language teaching method to continue drawing the students’ interest and going over the Present Perfect Tense.
(2)At the mean while, the students’ consciousness of protecting the environment has been developed.
Step Four Reading Comprehension
(1) The teacher assigns a task to the students.
T:Next open your books on Page 12.Read the passage and answer the questions:
No 1: What did his friend’s father do as soon as he heard the music?
No 2:Why did the rubbish truck produce music?
Tell what we should do and what we shouldn’t do to improve the environment. Complete the enclosed form.
What we should do?What we shouldn’t do?
(2)Individual activity
The students finish off the reading task to promote understanding of the text.
(3) Class activity
The students exchange views with each other.
Aims: (1) Train the students’ reading speed.
(2) Get the students to know how to read more effectively.
Step Five Think and answer
(1) Provide listening materials by multimedia.
(So, do you think that making our world a cleaner and better place is hard? Well, to tell you the truth, it is very easy! You can help make our world cleaner and more beautiful by picking up at least 20 pieces of litter from the ground every day.
If everyone does this, we can keep our world clean and keep rubbish off our city streets. Now, you just need to find the courage to tell people “Do not throw rubbish just anywhere! Put litter in the dustbin.’’ --- from VOA environment report)
(2) Listen and answer the questions.
Q1:Is it hard to make our world a cleaner and better place?
Q2:And what do we do to help make our world cleaner and more beautiful?
Aim: To improve the students’ listening and speaking ability in sharing the views to each other.
Step Six Listen and Read -aloud
(1) The teacher assigns a task to the students
Get the students to read the passage after the tape.
(2)Group Work
Ask the students to read the text in groups and correct the mistakes.
Aims: ① Give the students a chance to practise listening and speaking.
② Help them pay attention to intonation and pronunciation.
Step Seven Meaningful Practice
(1) The teacher assigns a task to the students
T: Suppose you are a teacher.You take your students to go on a picnic in the park Before starting out, you’ll have to formulate rules for the students. What do you ask them to do and warn them not to do to keep the park clean?
(2)Pair Work
Make out rules and have a discussion.
(3)Class Activity
The students exchange views with each other in class.
Aims: (1) Set up a familor situation to see if the students master the new patterns .
(2) Train the students’ writing ability and the consciousness of protecting the environment has been developed.
Step Eight Assignment
Finish off the workbook.
Step Nine Teaching appraisal：In this class, I stick to the theory of the task-based teaching, concentrated on the topic" Protecting the Environment", designing a chain of tasks that are closely associated with the life of the students, carrying out a close link of activities like listening, speaking, reading and writing to fulfill these tasks. These tasks are so interesting, practical, clearly-targeted, and update that the students can enjoy the pleasure of success while learning English by means of cooperating, investigating, thinking and discussing. Thus, their desire of mastering the language is initiated, their ability of cooperation is promoted and their potentiality of learning is developed.This task-based teaching design fully embodies the student-centered pedagogic thought with a purpose of “Learn to use; learn while using; use while learning’’.
Unit 3 Making Our World More Beautiful
Lesson 10(JEFC B3)
By: Wei Mingzhen from Xinyi Experimental School of Guangdong
Part One Analysis of teaching material
1. The position and functionof teaching material
The topic of this unit is mainly about protecting the environment. Lesson 10 of this unit is a reading comprehension, which is very useful to train the students’ ability of reading and strengthen the students’ consciousness of protecting the environment and make them understand how to protect the environment in their daily-lives.
2. Important points and difficult points
(1)Important points:
a. Strengthen the students’ consciousness of protecting the environment.
b. Train the students’ reading and learning skills.
(2)Difficult points:
a.How to have the students learn this lessson willingly and understand the passage better.
b. Go on learning and consolidating the use of the Past Perfect Tense.
Part Two Teaching aims and demands
1.Knowledge aims:
(1)Get the students to comprehend the passage correctly.
(2)Help the students to understand some new words and phrases of the lesson, such as harm, rubbish, collect, whenever, wherever, produce, public, spit, protect, recycl and make a contribution to doing.
(3)Make the students consolidate and grasp the use of the Present Perfect Tense.
2.Ability aims:
The students should be trained to be effective readers and to be active in sharing their views on protecting the environment ,so that they will be able to communicate with each other in English.
3.Emotion aims:
During this lesson, the students’ interest to learn can be sdimulate to be eager to learn. At the same time, the feelings and the consciousness of protecting the environment can be developed in their hearts. Then the confidence in learning English can also be formed so that they can use what they have learnt in their communicative activies.
Part Three Methods
A: Teaching Methods:
1. (1)Task-based language teaching method
(2)Activity-teaching method
(3)Discussion method
(4)Visual-scene-teaching method
2. Interaction Patterns: teacher-class-individuals, groups and pairs
B:Studying Ways:
1.Direct the students how to master the general idea and struture of a passage by reading it.
2.Direct the students how to guess the meanings of the new words through the content.
C: Teaching Aids:
1.Computer-Assisted Instrution
2.Epidiascope
Part Four Teaching Procedures
Step One Revision
Ask the students to act out the dialogue in SB Page 11.
Aim: Help the students review the knowledge of Lesson 9.
Step Two Lead-in
(1)Interaction
T: Look at these pictures on the screen. An outbreak of SARS happened throughout China this spring. Over 5,000 people were infected with the disease and more than 300 people were killed only on the Chinese mainland. SARS affected every individual’s life. Did SARS bring you any trouble?
Ss: Luckily we didn’t have any trouble. But we know that it is really a terrible disease. We hate it.
T: How did people catch this kind of disease?
S: It is said that SARS comes from some animals. People ate the animals and caught it.
Aims: (1) Use a vivid picture to attract the students’ interest to learn.
(2) Use this picture to lead to the new lesson.
(3) Stimulate the students to exprore their thinking.
(2) Pair work
The teacher asks How to stop people from getting the disease of SARS? Each pair is supposed to write their answers on a piece of paper, which the teacher handed out.
(3) Class activity
The students exchange views and ideas between pairs and ask one of the pairs to present their answers to the class.
Measures taken to protect ourselves from SARS are as follows:
A: Don’t spit in public.
B: Don’t throw any litter onto the ground.
C: Keep our living environment clean.
D: Cover your mouth and nose when sneezing or coughing.
E. Treat animals in a friendly way.
……..
Draw a conclusion: To protect the environment is to protect ourselves.
Aims: (1) Train the students’ communication in English and make them more active in class.
(2) At the same time, help the students learn the new words and phrases, which will be helpful to understand the text easily.
Step Three Survey
（1）The teacher assigns a task to the students.
T: Here are 13 questions for you to ask and answer using the Present Perfect Tense.(Handing out the question to every student) .
If you get less than 2-3 yeses, it means that you’re an environment protector;
If you get 4-5 yeses, it means that you’ve already made a contribution to protecting the environment;
If you get 6-7 yeses, it means that you’ve done something useful to take care of the environment;
If you get 7-8 yeses, it means that you’ve already helped protect the environment;
If you get more than 9 yeses, it means that you are supposed to improve your behaviors.
Questions are:
Q1: Have you ever thrown any litter on the ground? ( )
Q2: Have you ever spat in public places? ( )
Q3: Have you ever drawn on the walls? ( )
Q4: Have you ever cut down trees? ( )
Q5: Have you ever picked flowers in the yard? ( )
Q6: Have you ever collected the waste paper or bottles for recycling? ( )
Q7:Have you ever written articles on the environment to TV stations and newspapers?( )
Q8:Have you ever stopped other people from hurting or harming the environment?( )
Q9:Have you ever made noises in public?( )
Q10:Have you ever planted trees in and around your neighborhood?( )
Q11:Have you ever played basketball in the classroom while others are working?( )
Q12: Have you ever relieved yourself in the street?( )
Q13:Have you ever killed animals? Are you friendly to the animals?( )
（2）Team work
Collect the answers and see how many environment protectors there are in the class.
(3) Class activity
Ask one of the students to tell the class how he or she protects and improves the environment using He or She has /has never …
Aims: (1)Using the task-based language teaching method to continue drawing the students’ interest and going over the Present Perfect Tense.
(2)At the mean while, the students’ consciousness of protecting the environment has been developed.
Step Four Reading Comprehension
(1) The teacher assigns a task to the students.
T:Next open your books on Page 12.Read the passage and answer the questions:
No 1: What did his friend’s father do as soon as he heard the music?
No 2:Why did the rubbish truck produce music?
Tell what we should do and what we shouldn’t do to improve the environment. Complete the enclosed form.
What we should do?What we shouldn’t do?
(2)Individual activity
The students finish off the reading task to promote understanding of the text.
(3) Class activity
The students exchange views with each other.
Aims: (1) Train the students’ reading speed.
(2) Get the students to know how to read more effectively.
Step Five Think and answer
(1) Provide listening materials by multimedia.
(So, do you think that making our world a cleaner and better place is hard? Well, to tell you the truth, it is very easy! You can help make our world cleaner and more beautiful by picking up at least 20 pieces of litter from the ground every day.
If everyone does this, we can keep our world clean and keep rubbish off our city streets. Now, you just need to find the courage to tell people “Do not throw rubbish just anywhere! Put litter in the dustbin.’’ --- from VOA environment report)
(2) Listen and answer the questions.
Q1:Is it hard to make our world a cleaner and better place?
Q2:And what do we do to help make our world cleaner and more beautiful?
Aim: To improve the students’ listening and speaking ability in sharing the views to each other.
Step Six Listen and Read -aloud
(1) The teacher assigns a task to the students
Get the students to read the passage after the tape.
(2)Group Work
Ask the students to read the text in groups and correct the mistakes.
Aims: ① Give the students a chance to practise listening and speaking.
② Help them pay attention to intonation and pronunciation.
Step Seven Meaningful Practice
(1) The teacher assigns a task to the students
T: Suppose you are a teacher.You take your students to go on a picnic in the park Before starting out, you’ll have to formulate rules for the students. What do you ask them to do and warn them not to do to keep the park clean?
(2)Pair Work
Make out rules and have a discussion.
(3)Class Activity
The students exchange views with each other in class.
Aims: (1) Set up a familor situation to see if the students master the new patterns .
(2) Train the students’ writing ability and the consciousness of protecting the environment has been developed.
Step Eight Assignment
Finish off the workbook.
Step Nine Teaching appraisal：In this class, I stick to the theory of the task-based teaching, concentrated on the topic" Protecting the Environment", designing a chain of tasks that are closely associated with the life of the students, carrying out a close link of activities like listening, speaking, reading and writing to fulfill these tasks. These tasks are so interesting, practical, clearly-targeted, and update that the students can enjoy the pleasure of success while learning English by means of cooperating, investigating, thinking and discussing. Thus, their desire of mastering the language is initiated, their ability of cooperation is promoted and their potentiality of learning is developed.This task-based teaching design fully embodies the student-centered pedagogic thought with a purpose of “Learn to use; learn while using; use while learning’’.
