北师大版（2019）必修三Unit 8 Green Living Lesson 2 Greening the Desert（教案）

Unit 8 Green Living
Lesson 2 Greening the Desert
教学设计
科目：英语 课题： 课时：1课时
教学目标与核心素养：
·To listen about Greenlife, a non-profit organisation
·To learn how to take notes while listening
·To practise asking questions after a presentation
·To role-play a presentation and a subsequent interview
教学重难点
·Students may be very moved by this story.
·Students may find the note-taking process quite stressful.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
Activate and Share
Look at the poster. Answer the questions.
· Ask students to discuss the meaning of the title, i.e. making dry parts of the world greener by planting trees.
· Draw students' attention to the poster and invite volunteers to give any information they know about Yi Jiefang. Do not confirm answers at this point.
· Read the first question and have students call out any ideas they may have. Do the same for the second question.
· Ask students what an 'NPO' means or to use a dictionary to find its meaning. Explain that it's an organisation that does not aim to make money but focuses on a good cause.
2、 While-class
Ⅰ. Listen for Understanding
Listen to the first part of the presentation. Answer the questions.
· Read through the questions out loud and point out to students that it's important to know what they need to listen for before they listen to the presentation.
· Read and discuss the Skill Builder.
· Play the presentation once and then repeat again if necessary.
· Ask students to check their answers in pairs and then review as a class.
Ⅱ. Pair Work Listen to the second part of the presentation and take notes. Then ask and answer questions with your partner based on the notes.
·Read the rubric and the sentence frames. Explain any difficult words.
·Play the presentation for students to get a general understanding and then repeat for them to take notes.
·Ask students to check their answers in pairs and then review as a class.
·Play the recording once more for students to complete the missing information and review as a class.
Ⅲ. Listen and complete the quotes written on the headstone of Yi Jiefang's son. Then read the quotes aloud. Explain the meaning of the quotes in your own words.
· Volunteer students read the quotes. Explain any unknown vocabulary.
· Tell students that they will listen to the last part of the presentation.
· Students need to complete the quotes. Point out that this is a good way to pay respect for Yi Jiefang's son.
· Create a class discussion on the meaning of the quotes. Encourage all students to participate.
Ⅳ. Focus on Function: Asking Questions
(1) Listen to the Q & A session. Answer the questions.
· Read the rubric and questions.
· Students work independently to answer the questions on the Q & A session as they listen.
· In small groups, students discuss their answers. Invite a representative from each group to present their group's answers.
(2) Listen and plete the Talk Builder.
·Ask students to complete the Talk Builder on how to present a question and point out that these are formal and polite ways to ask questions.
·Play the audio and pause after each question is asked for students to repeat.
·You could have students role-play the discussion in pairs by referring them to the audioscript in preparation for the next activity.
Ⅴ. Are the questions in Activity 6 formal or informal Why are the questions asked this way
·Revise with students the differences between formal and informal conversation. When would each type of conversation be used Are the questions in activity 6 formal or informal Who are they addressed to Provide your reasons.
三、After-class
Pair Work Imagine you have a chance to meet Ms Yi Jiefang. Prepare some questions that you would like to ask her.
Then role-play an interview.
·Students work in pairs to prepare the questions they would like to ask Ms Yi Jiefang. Encourage students to think or research on the Internet if possible for their answers.
· Provide pairs time to role-play the interview. Students should use the question forms in the Talk Builder. If there is enough time, have students change roles.
· Invite volunteer pairs to come to the front of the class and role-play their interview.
2