《人教版选修六unit4 global warming period7writing》由会员分享，可在线阅读，更多相关《人教版选修六unit4 global warming period7writing（8页珍藏版）》请在金锄头文库上搜索。
1、1Unit4 Global warmingPeriod 7 Writing Analysis of students:1.The students are Grade 2 in senior high school. They have studied English for one and half years in high school.2.They have learned some structures to give suggestions and known some environmental problems. But they are not good at writing
2、 passage about environmental problems.Teaching methods:1. Process-based teaching method2. Task-based teaching method1. Learning methods:1. Cognitive strategy3. Resource management strategyObjectives: 1. Instructional objectivesAt the end of the class, the students will be able to:(1) read a passage
3、about environmental problem and analyze its structure;(2) improve speaking skill by discussing environment problems;(3) use some structures to give suggestions;(4) Be able to writing a passage about environmental problem with correct structure.2. Educational objectives(1) Be able to appreciate the a
4、dvantages of others writing and helpto improve.(2) Be able to set up environmental awareness and come up withideas to protect the environment.3. Personal objectives(1) Give students clear and brief instructions by using some classroom language and body language.Focal points:1. Be able to analyze the
5、 structure of writing;2. Be able to discuss environmental problems and give suggestions;3. Be able to writing a passage to describe environmental problem and give suggestions.Difficult points:21. Be able to writing a passage to describe environmental problem and give suggestions.Learning objectivesA
6、fter the class, I will be able to 1. understand the writing structure； 2. use some structures to give suggestions to deal with environmental problem;3. write an expository writing to describe one environmental problem.Stage 1 Getting students ready for learningStep1 GreetingsT: Good morning! Boys an
7、d girls! First, I want to congratulate every one of you. Because you are living in Chongqing, a place with fresh air, enough trees and water. As we all know, more and more places are suffering from serious environmental problem. We are lucky for living in Chongqing, at the same time we should pay mo
8、re attention to protect our environment just as the daily sentence saying: The protection of the environment is everyones responsibility. Can you guess the meaning of it?Ss: T: good! 保护环境，人人有责。Stage 2 RevisionT: Okay, lets get into revision Do you still remember what we have learned in last reading
9、class?. Fill in the blank with the words we have learned. The first letter has been offered.T: One major environmental problem we have learned in last reading class isSs: T: It usually begins in in desert area, such as central Asia, North America, and central Africa. One important reason of sandstor
10、ms formation isSs: T: Good! And then sandstorms are It usually causes thick You, please.T: Well done! Okay, next one, and next. This line please. All of you have done a very good job. Im so proud of you.Ss:Stage 3 Pre-writingStep 1 Find the StructureT: Whats the genre of this short passage? Exposito
11、ry writing, or narrative writing?Ss: T: Yeah, its an expository writing. How many parts of it?Ss:3T: Yeah, there are three parts of it. Here comes the main idea of each part. Now, please match them correctly. 1 minute for you, go! Ss: T: Times up. Lets check the answer together. The first part is ye
12、ah, describe the environmental problem. The second part Good, suggest some solutions. The thirdpart is summarizing what you have said.Ss:T: Except these parts, which part has been forgotten?Ss: T: Yes. We mustnt forget the title of writing. Its very important.Ss: T: Which part do you think is the mo
13、st important and difficult one?Ss: T: Yeah, part 3. Now lets analyze it carefully. Please complete task1, match the main idea of each sentence. 2 minutes for you, go ahead.Ss: T: Have you finished? Okay, this line, please. Tell me your answer. The first sentence isS: T: Well done! The second sentenc
14、e isS: T: Good! The third sentence, the forth one, the last one Its better to give some examplesSs: T: So, we can write part 1 from the five aspects.Ss: T: Next, lets combine what we have learned just now and summarize the complete structure of this writing together.Ss: T: Firstly, the title. Second
15、ly, good! ThirdlySs: T: the five aspects: beginning, where, why, how, example. And when we give suggestions, we can use these structures. When we summarize what we have learned, we can use these structures.Ss: T: Pease write down this structure in your notebook.Step 2 Brainstorming(Purpose: Lead stu
16、dents into while-writing; Help students write the passage fusilier.) T: Okay, guys, do you guys know which city in Asia suffers sandstorms most?Ss: .T: Yes, its Beijing. But do you know there is another environment problem happening there? Lets see some photos. You know whats this? Yeah, 雾霾。 Its . in English! Okay, 4your pronunciation is right. What do you know about haze?Ss:.T: Yeah. Its dark, and we cannot see things clea
