Teaching
Plan
Topic
Protect
the
Earth
(7AU3
The
Earth
Writing)
Teaching
objectives
By
the
end
of
this
lesson,
students
will
be
able
to:
1.
talk
about
some
environmental
problems
and
the
ways
to
solve
them.
2.
complete
a
report
on
protecting
the
Earth.
Key
points
To
discuss
about
problems
on
the
Earth
and
the
causes
of
the
problems.
Difficult
points
To
talk
about
some
ways
to
solve
the
environmental
problems.
Teaching
procedures
Steps
Teacher’s
activities
Students’
activities
Goals
Step1.
Brainstorming:
Problems
on
the
Earth
1.
To
ask
students
about
the
problems
on
the
Earth.
2.
To
show
a
mind
map
about
problems
on
the
Earth.
1.
To
recall
the
knowledge
of
environmental
problems
in
previous
lessons.
2.
To
think
of
more
problems
on
the
Earth.
1.
To
review
what
students
have
learnt
in
previous
lessons.
2.
To
arouse
students’
interest
in
the
topic.
Step
2.
Matching:
Causes
of
the
problems
1.
To
ask
students
to
match
the
causes
to
the
problems.
2.
To
help
students
to
talk
about
the
causes
and
the
problems
with
some
sentence
patterns.
1.
To
do
the
matching.
2.
To
learn
how
to
talk
about
the
causes
of
the
problems.
1.
To
help
students
to
think
about
the
problems
and
the
causes.
Step
3.
Things
we
can
do
to
protect
the
Earth
1.
To
raise
the
question:
What
can
we
do
to
protect
the
Earth?
2.
To
assist
students
to
find
out
some
ways
to
solve
each
problem.
1.
To
think
of
the
ways
to
solve
the
problems.
2.
To
learn
how
to
give
suggestions
to
solve
the
problems.
1.
To
know
some
ways
to
solve
the
problems.
2.
To
learn
how
to
give
suggestions.
Step
4.
Completing
a
report
1.
To
show
the
photos
and
ask
students
to
say
something
about
them.
2.
To
ask
students
to
complete
the
report.
3.
To
show
a
student’s
report.
1.To
talk
about
the
photos
including
the
information
of
the
problems,
the
causes
and
the
things
we
can
do.
2.To
use
the
information
in
part
A
to
complete
the
report.
3.To
share
the
reports.
1.
To
practice
talking
about
the
problems,
the
causes
and
the
solutions
with
the
sentence
patterns.
2.
To
learn
how
to
write
a
report
on
protecting
the
Earth.
Summary
To
summarize
how
to
talk
about
environmental
problems
and
how
to
write
a
report
on
protecting
the
Earth.
To
review
what
they
have
learnt
in
this
lesson.
To
conclude
the
lesson.
Self-assessment
To
help
students
assess
themselves.
To
do
the
self-assessment.
To
assess
whether
students
have
achieved
the
learning
objectives.
Homework
To
think
about
one
or
two
problems
on
the
Earth
and
write
your
own
report
with
more
causes
and
solutions.Teaching
plan
课题
Unit
3
The
Earth
课型
Gramma
备课时间
1
period
教
材
分
析
教学目标
1.Students
can
differ
the
countable
nouns
from
the
uncountable
nouns
and
find
out
the
rules
when
using
them.
2.
Students
can
identify
the
structure
of
There
be,
and
also
be
able
to
use
the
There
be
structure.
教学重点
Some
uncountable
nouns
and
There
be
structure
教学难点
Use
the
There
be
structure.
教学关键
Use
the
right
forms
of
the
nouns
in
a
There
be
structure
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
分配
第一环节 复习回顾平移的基本性质，引入课题
StepⅠ:Warming
up
Review
what
they
learned
in
the
last
lesson
and
bring
in
the
CN
and
UN.
1.Try
to
tell
the
differences
between
the
CN
and
UN.
1.Present
CN
and
UN.
and
guide
the
students
to
find
out
the
differences.
1.To
arouse
their
interest
and
get
them
to
use
some
simple
nouns.
2
第二环节 观察操作、探索归纳平移的作法
StepⅡ:Uncountable/countable
words.
2.Read
a
passage
to
find
nouns
as
many
as
possible.
(
StepⅢ:Classify
the
words.
(Individual
work)
StepⅣ:Summarize
the
rules.
(Group
work)
2.Read
the
passage
to
find
the
nouns.
(In
groups)
3.Fill
the
chart
given
on
the
learning
sheet.
4.Group
work
to
discuss.
①Which
kind
of
words
are
CN?(How
to
use?)
②Which
kind
of
words
are
UCN?(How
to
use)
2.Lead
them
to
read
a
passage.
How
many
nouns
can
you
find?
3.Show
them
the
classification
chant.
countableuncountable
4.Lead
them
to
learn
to
summarize.
2.To
develop
their
interest
and
lead
them
to
the
world
of
nouns.
3.To
encourage
them
to
classify
the
words.
4.cultivate
their
ability
of
cooperating
to
summarize.
15
第三环节 课堂练习
StepⅤ:Use
There
be
sentences
and
work
the
rules
5.Using
the
right
forms
of
the
nouns
to
practice.
5.Guide
the
students
to
finish
the
practice.
5.To
develop
the
ability
of
speaking.
10
第四环节 课时小结
StepⅥ：Summarize
6.List
the
uncountable
words
as
possible
as
you
can.
news
advice
bread
water
money
wood
beef
rice
meat…
6.Help
them
to
summarize
the
uncountable
words.:
6.Train
ability
of
taking
notes.
5
第五环节 课后作业
1.Find
out
the
countable
and
uncountable
things
in
students’room
and
describe
these
things
in
There
be
sentences.
课
堂
教
学
流
程
Collecting
the
nouns→Classfying
the
nouns→Summerize
the
gramma
→Exercise
效
果
评
价
与
反
思Teaching
plan
for
7A
Unit
3
Protect
the
Earth
(Reading
1)
Topic:
Protect
the
Earth
Teaching
aims
By
the
end
of
the
class,
the
students
should
be
able
to
know
the
key
words
and
expressions
(pollution,
pollution,
provide,
burn,
energy,
rubbish…)
and
understand
the
meaning
of
them;
Know
the
poster
about
the
earth,
and
the
importance
of
protecting
the
earth
improve
the
ability
to
read
for
gist
and
details
of
a
poster
know
more
about
what
they
should
do
to
protect
the
Earth
Important
Points
understand
the
main
ideas
of
the
poster
establish
the
awareness
of
protecting
the
Earth
know
key
elements
of
a
poster
Difficult
points
help
the
students
understand
the
poster
help
students
think
what
to
do
to
protect
the
Earth
Teaching
Procedure
Pre-reading
Step
1:
Warm
up
and
lead-in
Teacher’s
Activity
Students’
Activity
Purposes
Time
greetings
ask
the
student
to
match
the
words
with
the
pictures
show
the
video
about
the
Earth
ask
questions
about
the
Earth
greetings
look
at
the
pictures
and
choose
words
to
match
the
picture
watch
the
video
about
the
Earth
and
answer
the
questions
activate
their
existing
knowledge
of
the
world
and
the
Earth
to
elicit
the
topic
of
the
lesson
2mins
Step
2:
Look
at
the
posters
and
answer
the
question
show
the
pictures
about
posters
explain
the
elements
of
good
posters
ask
the
question
about
the
poster
look
at
some
posters
about
the
Earth
summarize
the
elements
of
good
posters
predict
the
main
idea
of
the
target
poster
raise
the
awareness
of
elements
of
good
posters
form
a
basic
understanding
about
the
poster
2mins
Step
3:
match
the
picture
and
the
paragraphs
show
the
pictures
and
the
key
words
of
each
paragraph
ask
the
student
to
match
the
picture
with
the
paragraph
check
the
answers
and
explain
the
key
words
match
the
picture
with
the
paragraph
learn
the
meaning
of
some
key
words:
“field”,
“pollution”,
“pollute”
help
students
form
the
basic
understanding
of
the
main
ideas
of
each
paragraph
pre-teach
the
key
words
1min
While-reading
1st
reading:
skim
the
poster
and
match
the
main
ideas
Teacher’s
Activity
Students’
Activity
Purposes
Time
show
the
main
ideas
and
the
full
poster
ask
students
to
read
the
poster
and
match
the
main
ideas
with
each
paragraph
read
the
passage
and
match
the
main
ideas
check
the
answers
get
the
gist
of
the
poster
know
the
basic
structure
of
the
poster
practise
the
students’
ability
of
reading
for
gist
1min
2nd
reading:
read
the
first
three
paragraphs
and
answer
some
questions
play
the
recording
of
each
paragraph
ask
the
questions
show
the
answers
and
explain
some
key
words
read
the
paragraph
and
answer
the
questions
check
the
answers
learn
some
key
words
learn
and
understand
some
key
words
get
the
deeper
ideas
and
more
details
of
the
poster
7
mins
3rd
reading:
complete
the
table
with
words
from
the
poster
show
the
table
and
ask
the
student
to
complete
it
explain
the
answers
explain
the
structure
of
the
table
complete
the
table
check
the
answers
have
a
deeper
understanding
of
the
structure
and
ideas
of
the
poster
practise
their
spelling
skills
improve
the
ability
of
reading
for
details
2
mins
Post-reading
Step
1:
look
at
the
pictures
and
find
out
sentences
Teacher’s
Activity
Students’
Activity
Purposes
Time
show
pictures
about
things
on
Earth
ask
the
student
to
find
out
sentences
starting
with
there
is/are
in
the
poster
do
the
task
scaffold
the
following
task
form
the
foundation
of
the
next
grammar
lesson
1min
Step
2:
answer
the
question
ask
the
student
to
think
about
“what
else
are
there
on
Earth?”
think
the
answer
to
the
question
make
sentences
with
“there
is/are”,
”some…,
some…”
form
the
foundation
of
the
next
grammar
lesson
raise
the
awareness
of
the
beauty
of
our
Earth
1min
Step
4:
how
do
we
protect
the
Earth?
Play
the
video
about
protecting
the
Earth
Ask
the
student
to
think
what
we
must
do
and
must
stop
doing
to
protect
the
Earth
watch
the
video
think
what
we
must
do
and
must
stop
doing
to
protect
the
Earth
express
the
ideas
build
awareness
of
importance
of
protecting
the
Earth
know
how
to
protect
the
Earth
1min
Step
3:
Self-assessment
show
the
self-assessment
table
ask
the
student
to
make
a
self-assessment
make
a
self-assessment
help
students
reflect
their
learning
1min
Homework
Content
Purposes
Time
Make
a
list
of
what
we
must
do
and
must
stop
doing
to
protect
the
Earth;
Try
to
retell
this
poster
with
the
help
of
the
following
pictures
and
key
words.
Prepare
the
writing
and
listening
lessons
Consolidate
what
the
student
has
learnt
today
in
different
waysLesson
Plan
Lesson:
7A
Unit3
Listening
and
Speaking
Time:
20min
Topic
or
Theme:
Protect
the
Earth
–
Sea
Facts
(Listening
&
Speaking)
Unit
of
Work
and
Introduction
to
the
Lesson(s):
In
the
listening
part,
the
material
introduces
some
facts
about
the
sea
Students
(Ss)
are
required
to
identify
names,
times,
and
numbers
from
the
listening
materials.
In
the
speaking
part,
some
mind
maps
about
the
sea
pollution
are
introduced
by
the
teacher(T).
Ss
are
required
to
speak
out
their
opinions
about
how
to
stop
the
sea
pollution.
Objectives:
By
the
end
of
the
lesson,
students
will
be
able
to:
?
identify
names,
times,
and
numbers
from
the
listening
materials.
?
know
some
fun
facts
about
the
sea.
?
predict
answers
based
on
the
given
information
in
the
listening
materials.
?
be
able
to
speak
some
opinions
towards
the
sea
pollution
based
on
the
mind
maps.
Assumed
Knowledge:
?
Ss
can
identify
names,
times
and
numbers
and
take
the
proper
notes.
?
Ss
have
learnt
some
predicting
skills
of
listening.
?
Ss
can
link
the
words
together
and
make
sentences.
?
Ss
can
summarize
features
by
inductive
approach.
Steps
Steps
Duration
(total:
19
min)
Purpose
Lead-in
Review
T
introduces
a
mind
map
about
“Unit
3
Reading”
and
guides
Ss
to
recall
and
summarize
the
key
words
and
sentences
about
their
last
session
of
learning.
Warming
up
T
shows
a
video
about
the
sea
and
asks
Ss
to
match
some
given
words
in
the
clip.
30
seconds
1
minute
To
activate
Ss’
prior
knowledge
about
the
Earth
protection.
To
activate
Ss’
schemata
about
the
sea
facts.
Pre-listening
Skills
introduction
T
introduces
some
listening
skills
to
Ss
before
the
prediction.
Prediction
T
asks
Ss
to
predict
several
questions
that
may
occur
in
the
following
listening
materials.
T
shows
the
questions
with
some
blanks
to
be
filled
as
scaffolding.
30
seconds
2
minutes
To
scaffold
Ss’
listening
ability.
To
facilitate
Ss’
listening
by
predicting
the
coming
materials
with
structural
questions.
While
-
listening
1)
Listening
for
the
gist
T
plays
the
listening
material
for
two
times.
2)
Listening
for
the
details
T
checks
the
answers
by
illustrating
the
details
that
can
be
concluded
for
answers
in
the
tape.
T
and
Ss
listen
for
the
details
once
again.
3
minutes
2
minutes
To
practise
Ss’
listening
skills
for
the
gist.
To
go
for
the
details
in
the
listening
materials
and
practise
Ss’
skills
of
listening
for
the
details.
Post-listening
Making
sentences
T
shows
some
key
words
excerpted
from
the
listening
materials
and
invites
Ss
to
make
complete
sentences.
As
for
lower
ability
Ss,
T
shows
some
half-completed
sentences
and
asks
Ss
to
finish
them
with
the
correct
forms
of
the
words
shown
in
the
brackets.
T
reveals
some
good
examples
made
by
some
Ss.
2
min
30sec
1
minutes
To
practise
Ss’
grammatical
ability
by
means
of
completing
sentences
with
the
correct
syntax.
Speaking
Brainstorming
T
gives
some
mind
maps
about
‘What
do
we
get
from
the
sea’
and
invites
Ss
to
finish
them
with
their
own
minds.
Following
the
previous
topic,
T
guides
Ss
to
think
about
the
opposition
‘What
do
we
put
into
the
sea’
and
invites
Ss
to
make
a
mind
map
under
the
T’s
guidance.
Speak
up
T
structures
the
ideas
from
the
previous
mind
map
about
people’s
pollution
in
the
sea,
and
asks
Ss
to
make
speech
for
their
opinions
about
how
to
stop
the
sea
pollution
by
following
the
given
sentence
patterns.
T
shows
some
good
examples
by
the
end
of
this
part.
Make
a
conversation
–
Homework
T
assigns
the
homework
that
Ss
are
asked
to
make
a
conversation
based
on
the
current
topic
of
the
sea
pollution
with
their
friends.
T
shows
some
good
examples
by
the
end
of
this
part.
30
seconds
3
minutes
2
minutes
1
minutes
To
activate
Ss’
schemata
about
what
they
have
learnt
today
and
also
provoke
deeper
thinking
about
the
sea.
To
guide
Ss
to
think
about
the
urgency
of
the
sea
pollution.
To
provoke
Ss’
interest
and
enthusiasm
of
speaking
out
their
ideas
and
opinions
towards
a
heated
topic.
To
assign
the
homework
Summary
T
sums
up
today’s
lesson
with
pictures,
figures
and
mind
maps.
Self-assessment
T
invites
Ss
to
complete
their
self-assessment.
30
seconds
30
seconds
To
wrap
up
the
knowledge
for
Ss.
