Module 1 Nature and environment Unit 1 Trees 教案

Unit　1　Trees
1教学目标
Language
skills
语言技能
The
students
can
collect
the
Frame
Elements
(
verb-phrases)
The
students
can
put
the
Frame
Elements
into
sentences.
The
students
will
be
able
to
write
a
passage
with
proper
use
of
Frame
Elements
and
useful
patterns
based
on
the
Frameworks
to
describe
their
ideas
about
pollution.
Language
knowledge.
语言知识
The
students
can
use
the
key
phrases
and
expression
upon
environment
.
The
students
can
better
understand
the
functions
of
present
tense
Emotion
情感态度
By
involving
the
students’
on
pollution
problem,
the
students
will
be
able
to
share
their
ideas
and
suggestion
on
protecting
the
environment.
Ｄ.
Learning
strategies
学习策略
1、The
students
will
learn
to
be
cooperative
in
group
to
complete
the
task.
2、
The
students
will
be
able
to
use
Framework
to
organize
their
vocabulary
knowledge
and
carry
out
their
writing
.
2学情分析
I
don’t
know
any
basic
things
relating
to
English
writing
about
my
would-be
students
in
NanWu
middle
school
.
But
I
have
to
predict
and
try
to
conduct
my
teaching
adjustably
on
the
realistic
teaching
that
day
.
supposedly
,
the
students
have
a
unit-long
inputs
and
intakes
about
the
topic
–protecting
the
environment
,
including
the
words
and
expressions,
to
describe
pollutions
around
us
or
just
a
little
.On
one
hand
,they
are
more
likely
to
asked
to
finish
a
writing
about
their
ideas
about
the
pollutions
in
the
writing
part.
On
the
other
hand
,
in
order
to
meet
the
requirement
of
a
writing
lesson
,
they
will
have
to
learn
how
to
accomplish
a
writing
to
express
their
opinions
about
pollutions
by
my
lesson
.
Therefore
,what
I
will
do
is
to
put
them
to
build
up
Framework
step
by
step
for
the
writing
led
by
my
teaching
belief
.
3重点难点
V　、Teaching
focuses
教学重点、难点
To
collect
the
Frame
Elements
of
students
on
pollutions.
To
help
students
put
their
Frame
Elements
(verbs)
into
sentences.
To
help
students
to
output
their
passage
with
proper
use
of
Frame
Elements
and
useful
patterns
based
on
the
Frameworks
to
describe
their
ideas
about
pollution.
4教学过程
教学活动
活动1【活动】ⅥI、　Teaching　procedures　教学过程
ⅥI、　Teaching
procedures
教学过程
Phase
Specific
aims
Teacher’s
activity
Students’
activity
Skills
involved
Step1:Pre-writing
⑴
Brainstorm&
Lead-in
(Q
and
A)
To
arouse
students’
interests
and
lead
them
in
the
teaching
.
Brainstorming
the
students
through
questions
and
answers.
Be
guided
by
questions
and
get
involved
in
class
⑵
Classify
the
pollutions
1
To
get
students
to
classify
the
pollutions
To
brainstorm
the
students
about
their
understand
about
pollutions
and
get
them
to
classify
the
four
kinds
of
pollutions
1.
To
write
down
the
kinds
of
pollutions
on
the
worksheet
To
identify
the
pollutions
(3)
Collect
the
Frame
Elements
1.To
get
students
to
Collect
the
Frame
Elements
(verbs
)
1.
To
recall
students’
verbs
to
problems
and
solutions

2.
To
get
students
to
write
down
their
verbs
1.
To
shout
out
the
verbs
according
the
pollution
problems
2.To
mark
down
the
verbs
beforehand.
3.lay
down
Elements
for
later
sentences
To
collect
the
Frames
elements
and
get
ready
for
sentences
as
to
link
the
sub-frames.
Step2
:While-
writing)
(1)Construct
the
sentences
To
help
students
to
construct
correct
sentence.
1.
To
have
the
students
observe
sentences
about
problems
and
solutions
made
with
verbs
.
.
2.
To
guide
students
to
make
their
own
sentences
about
problems
and
solutions.
1.
To
write
down
their
sentences
To
put
the
Frame
Elements
into
correct
sentences.
phase
Specific
aims
Teacher’s
activity
Students’
activity
Skills
involved
(2)
Clear
minds
by
the
Framework

Before
starting
to
writing
1.To
help
students
to
understand
what
they
have
learned
in
the
writing
lesson
by
going
through
the
Framework
on
water
pollution
.
2.
To
guide
students’
to
carry
out
their
passage
by
the
Framework
.
1.
To
make
students
follow
the
Framework
while
writing
.
2.
To
offer
necessary
help
to
the
students
.
1.
To
have
a
taste
of
a
passage
with
opinion
about
gas
pollution
as
well
as
be
conducted
under
a
Frame
pattern
2.
To
write
the
passage
guided
by
the
Framework
–
Water
pollution
.
To
guide
their
writing
with
Framework.
(3)Output
the
passage
based
on
the
Framework
1、To
get
students
to
output
their
paragraphs
at
one
specific
pollution
To
ask
the
students
to
finish
a
paragraph
about
water
/
air
pollution
on
their
Frameworks.
To
finish
the
writing
according
based
on
the
Framework
.
To
write
a
paragraph
based
on
the
Frameworks.
Step3：Post-writing
Peer
assessments
To
evaluate
the
works
and
to
stimulate
their
writing
.
1.
To
give
out
the
evaluating
criteria.
2.
To
evaluate
one
or
two
samples
publicly.
3.
To
get
students
to
finish
the
peer
assessments.
1.
To
evaluate
each
other.
2.
To
reflect
their
writing
and
adjust
for
improvement.
To
be
cooperative
and
developmental.
Step
4
Sum-up
and
assign
homework
1.To
help
students
retrospect
their
learning
objectives
2.
To
get
students
to
write
passage
protecting
environment
.