Unit 3 The Earth (Writing) 导学案
Listen and match the speaker and the pollution:
Speaker 1 air pollution
Speaker 2 water pollution
Speaker 3 soil pollution
Speaker 4 noise pollution
(A) Look at the photos below and discuss the problems in class.
people/catch a lot of fish every day/ fewer and fewer fish in the sea each year
people/burn things to make energy/pollute the air
people/throw away a lot of rubbish every day/pollute the land
people/put waste into rivers and seas/pollute the water
(B) Use the information in (A) to complete the report below:
What problems do we have?
People __________________________________________________
There are________________________________________________
People __________________________________________________
This ____________________________________________________
People __________________________________________________
This ____________________________________________________
People __________________________________________________
This ____________________________________________________
What can we do to protect the Earth?
We must stop _____________________________________________
We must stop _____________________________________________
We must stop _____________________________________________
We must stop _____________________________________________
(A) Tom is writing a report about pollution in his city. Look at the picture and help him complete the first part of the report.
Pollution in my city (Part 1)
Our city is very big. There are a lot of people in our city and it is becoming too crowded. This causes serious pollution.
For example, (1)_______________________(people/throw away/rubbish//pollute/land)
(2)__________________________________(they/drive/cars/road//pollute/air)
(3) _________________________________(ships/put/oil/river//pollute/water)
(4) _________________________________(people/throw/rubbish/water//kill/fish)
(5) _________________________________(factories/burn/make energy//pollute/air)
(B) Complete the second part of the report. Use the expressions to help you.
Useful expressions:
be bad for the environment
recycle（回收利用）as much as we can
ride bicycles and use public transport（公共交通）more often
prevent（阻止）air pollution
plant more trees
protect the environment
Pollution in my city (Part 2)
If we want to make our city a better place to live in, we must stop polluting it. Each of us should do something.
First, we must stop throwing away so much rubbish every day. ______________________
Second, we _______________________________________________________________
Finally, we _______________________________________________________________
I hope everyone can ________________________________________________________
A low-carbon（低碳）life is becoming more and more important for modern society. Please write a proposal（建议书）in about 60 words to call for（号召）people to take action.
The content should include:
Why do we need to live a low-carbon life?
What can we do to live a low-carbon life?
1
(共19张PPT)
七年级上册
Unit 3 The Earth
Writing
Learning goals
1. Learn about different pollution and solution（解决方法） for environmental problems.
2. Learn how to write an article on protecting the Earth.
Learning strategies
Roles Skills
Word master Master the key words
Sentence maker Make sentences
Article writer Write an article
Life connector Tell from text to self
Lead-in
Listen and match the speaker and the pollution:
Speaker 1 air pollution
Speaker 2 water pollution
Speaker 3 soil pollution
Speaker 4 noise pollution
Task 1 Word master
(A) Look at the photos below and discuss the problems in class.
people/catch a lot of fish every day/ fewer and fewer fish in the sea each year
people/burn things to make energy/pollute the air
people/throw away a lot of rubbish every day/pollute the land
people/put waste into rivers and seas/pollute the water
Protect the Earth
What problems do we have?
People ___________________________________
There are_________________________________
People ___________________________________
This ________________________
People __________________________________
This ______________________________
People ________________________________
This __________________
catch a lot of fish every day.
fewer and fewer fish in the sea each year.
burn things to make energy.
pollutes the air.
throw away a lot of rubbish every day.
pollutes the land.
put waste into rivers and seas.
pollutes the water.
(B) Use the information in (A) to complete the report below:
Task 2 Sentence maker
Protect the Earth
What can we do to protect the Earth? (in order)
We must stop _____________________________
We must stop _________________________________
We must stop __________________________________
We must stop ________________________________
catching a lot of fish every day.
burning things to make energy.
throwing away a lot of rubbish every day.
putting waste into rivers and seas.
Task 3 Article writer
(A) Tom is writing a report about pollution in his city. Look at the picture and help him complete the first part of the report.
Pollution in my city (Part 1)
Our city is very big. There are a lot of people in our city and it is becoming too crowded. This causes serious pollution.
For example, (1)___________________(people/throw away/rubbish//pollute/land)
(2)___________________(they/drive/cars/road//pollute/air)
(3) __________________(ships/put/oil/river//pollute/water)
(4) __________________(people/throw/rubbish/water//kill/
fish)
(5) ___________________(factories/burn/make energy//pollute/air)
people throw away a lot of rubbish. This pollutes the land.
They drive too many cars on the road. This pollutes the air.
Ships put oil into the river. This pollutes the water.
People throw rubbish into the water. This kills the fish.
Factories burn to make energy. This pollutes the air.
(B) Complete the second part of the report. Use the expressions to help you.
Useful expressions:
be bad for the environment
recycle（回收利用）as much as we can
ride bicycles and use public transport（公共交通）more often
prevent（阻止）air pollution
plant more trees
protect the environment
Pollution in my city (Part 2)
If we want to make our city a better place to live in, we must stop polluting it. Each of us should do something.
First, we must stop throwing away so much rubbish every day.____________________________________________
Second, we ______________________________________________
Finally, we ______________________________________________
I hope everyone can ______________________________________________
This is bad for the environment. We can recycle as much as we can.
can ride bicycles and use public transport more often. This helps prevent air pollution.
can plant more trees in our city. Trees are our best friends. They help us protect the environment.
join us to help make our city a better place to live in.
Task 4 Life connector
A low-carbon（低碳）life is becoming more and more important for modern society. Please write a proposal（建议书）in about 60 words to call for（号召）people to take action.
The content should include:
Why do we need to live a low-carbon life?
What can we do to live a low-carbon life?
Self-assessment
Tell if you can do the following:
Contents Can or Can’t
I can master the key words on the topic.
I can make sentences on the topic.
I can write an article on the topic.
I can tell from text to self.
Finish the writing entitled
A proposal for a low-carbon life.
Homework
《Unit 3 The Earth (Writing)》课时教学设计
教学目标设计
学 习 内 容 分 析 This is a writing lesson. Students can learn how to write an article step by step, from words to sentences to an article, and at last to tell from text to self. The writing topic is about protecting the Earth. Through this writing lesson, students can learn about different kinds of pollution and solution for environmental problems.
学 情 现 状 分 析 There are 49 students in class. Obviously three or more levels exist. Thus, students are divided into 8 groups, with different levels in a group. In class, points are given if they can raise hands and answer questions. There will be an evaluation after one-week study. Prizes should be given.
重 点 难 点 预 设 1. Key point: Students learn to write an article and tell from text to self. 2. Difficult point: Writing a complete article on a certain topic is difficult.
学 习 目 标 设 定 1. Learn about different pollution and solution for environmental problems. 2. Learn how to write an article on protecting the Earth.
教学策略设计
媒 体 资 源 Electronic whiteboard, Multi-media, Microphone
方 式 方 法 1. Task-based teaching method 2. Group cooperative learning method 3. Mind-map learning method
教 学 结 构 流 程
学习评价设计
【主要内容】
1. Listen and match the speaker and the pollution:
Speaker 1 air pollution
Speaker 2 water pollution
Speaker 3 soil pollution
Speaker 4 noise pollution
【评价反馈】
1. Lead in the topic with the help of a listening exercise. Students can distinguish different kinds of pollution and be interested in finding out solution of protecting the Earth.
【主要内容】
1. Look at the photos below and discuss the problems in class.
people/catch a lot of fish every day/ fewer and fewer fish in the sea each year
people/burn things to make energy/pollute the air
people/throw away a lot of rubbish every day/pollute the land
people/put waste into rivers and seas/pollute the water
2. Use the information in (1) to complete the report below:
What problems do we have?
People ______________________________________________________________
There are____________________________________________________________
People ______________________________________________________________
This ________________________________________________________________
People ______________________________________________________________
This ________________________________________________________________
People ______________________________________________________________
This ________________________________________________________________
What can we do to protect the Earth?
We must stop _________________________________________________________
We must stop _________________________________________________________
We must stop _________________________________________________________
We must stop _________________________________________________________
3. (A) Tom is writing a report about pollution in his city. Look at the picture and help him complete the first part of the report.
Pollution in my city (Part 1)
Our city is very big. There are a lot of people in our city and it is becoming too crowded. This causes serious pollution.
For example, (1)_______________________(people/throw away/rubbish//pollute/land)
(2)__________________________________(they/drive/cars/road//pollute/air)
(3) _________________________________(ships/put/oil/river//pollute/water)
(4) _________________________________(people/throw/rubbish/water//kill/fish)
(5) _________________________________(factories/burn/make energy//pollute/air)
(B) Complete the second part of the report. Use the expressions to help you.
Useful expressions:
be bad for the environment
recycle（回收利用）as much as we can
ride bicycles and use public transport（公共交通）more often
prevent（阻止）air pollution
plant more trees
protect the environment
Pollution in my city (Part 2)
If we want to make our city a better place to live in, we must stop polluting it. Each of us should do something.
First, we must stop throwing away so much rubbish every day. ______________________
Second, we _______________________________________________________________
Finally, we _______________________________________________________________
I hope everyone can ________________________________________________________
【评价反馈】
1. Students can tell what they can see in the pictures. They learn the key words: catch, burn, throw away, put into, pollute, and they can use the key words to talk about the environmental problems.
2. Students can use the given information to complete the sentences in a report. There are two parts: including “What environmental problems do we have?” and “To protect the Earth, what can we do to protect the Earth?”
3. Students can tell different kinds of pollution in a picture. They can complete the first part of a report with the help of some given words. They can complete the second part of a report with the help of some useful expressions. They also learn how to organize the writing structure, using “first”, “second”, “finally”, etc.
【主要内容】
1. Make a mind-map, telling what a low-carbon life is.
2. A low-carbon（低碳）life is becoming more and more important for modern society. Please write a proposal（建议书）in about 60 words to call for（号召）people to take action.
The content should include:
Why do we need to live a low-carbon life?
What can we do to live a low-carbon life?
【评价反馈】
1. Students use a mind-map to do the brain-storming task. They can tell lots of facts about a low-carbon life. This arouses their interest to focus on the topic.
2. Students can write an article with the logical form of “first, second, finally…” and the relevant content of “a low-carbon life”. This writing part belongs to a post-task. Because the time in class is limited, it is left to be the homework.
教学过程设计
【教师活动】
1. Have students listen to a recording.
2. Have students match the speaker and the pollution.
【学生活动】
1. Listen to a recording.
2. Match the speaker and the pollution.
【设计意图】
1. To draw students’ attention at the beginning of the class.
2. To have students focus on the topic about pollution and protection.
【教师活动1】
1. Have students look at the photos and tell what they can see.
2. Point out the key words and write them down on the blackboard.
3. Have students talk about the environmental problems, using the key words.
【学生活动1】
1. Students look at the photos and tell what they can see.
2. Students learn the key words.
3. Students talk about the environmental problems, using the key words.
【设计意图】
1. To have students talk about the photos freely.
2. To have students learn the key words about the topic.
3. To have students use the key words to discuss the environmental problems.
【教师活动2】
1. Have students use the given information to complete the first part of a report. What environmental problems do we have?
2. Have students complete the second part of a report. To protect the Earth, what can we do to protect the Earth?
【学生活动2】
1. Students use the given information to complete the first part of a report.
2. Students complete the second part of a report.
【设计意图】
1. To have students learn how to finish sentences with given information.
2. To have students think about solution and finish sentences.
【教师活动3】
1. Have students talk about a picture, which shows the pollution in a city.
2. Help students complete the first part of a report. What pollution do we have?
3. Have students read out the useful expressions, which can help them finish the writing.
4. Teach students how to organize the writing structure, using “first”, “second”, “finally”, etc.
5. Help students complete the second part of a report.
【学生活动3】
1. Students talk about a picture.
2. Students complete the first part of a report.
3. Students read out the useful expressions.
4. Students learn how to organize the writing structure, using “first”, “second”, “finally”, etc.
5. Students complete the second part of a report.
【设计意图】
1. To have students do the brain-storming task.
2. To have students write about pollution with given words.
3. To have students learn some useful expressions, which can help them finish the writing.
4. To have students learn about writing structure, which can make writing logical.
5. To have students write about solution. Part of it is open-minded.
【教师活动4】
1. Have students make a mind-map, telling what a low-carbon life is.
2. Have students write a proposal in about 60 words to call for people to take action. The content should include: Why do we need to live a low-carbon life? What can we do to live a low-carbon life?
【学生活动4】
1. Students make a mind-map, telling what a low-carbon life is.
2. Students write a proposal in about 60 words to call for people to take action.
【设计意图】
1. To have students do the brain-storming task.
2. To have students finish a writing, using the writing skills they have learned.
1. Summarize the lesson and point out the learning goals again. 1) Learn about different pollution and solution for environmental problems. 2) Learn how to write an article on protecting the Earth.
2. Have students finish the self-assessment. Tell if they can do the following: 1) I can master the key words on the topic. 2) I can make sentences on the topic. 3) I can write an article on the topic. 4) I can tell from text to self.
教学评价与反思
【优点与特色】
1. The whole lesson is a systematic one. The teacher set two learning goals and designed four learning strategies as well to support the achievement of them. At the end of the lesson, the learning goals were checked as self-assessment.
2. The teacher used task-based teaching method. Different tasks were given to the students for matching different teaching steps. From “easy” to “difficult”, students can achieve the learning goals step by step.
3. The teacher used group cooperative learning method. Students were divided into 8 groups, with different levels in a group. There will be an evaluation after class. This method can arouse students’ interest in involving in the learning in class.
4. The teacher used mind-map learning method. This is a brain-storming method for giving out ideas, helping students organize the structure and the content of an article writing.
【问题与建议】
1. When finishing the learning tasks, some students were confused. Only when the teacher gave more hints, they knew how to do them. So, more writing examples should be given.
【优点与特色】
1. The learning strategies were used in a proper way. From word to sentence, from sentence to article, from text writing to life writing, each step is going upward. They are easy to master and can help students to learn how to write an article in the end.
2. Different teaching and learning methods were used in class, which can help achieve the goals better.
【问题与建议】
1. In the Life-connector part, the teacher should give students more time to make a mind-map. This can help them think out more ideas about the writing.
【优点与特色】
1. Teaching steps were complete and progressive, which could help students finish the learning tasks easily.
2. Teaching methods were various, which could help achieve the learning goals.
3. Learning goals were set at the very beginning and responded in the end.
【问题与建议】
1. The time-distribution in class should be more reasonable.
