教学步骤

教学内容

设计意图

时间

Warm-up

Step1

1. Students look at the topic and predict what they are going to learn.

2. Show the students some pictures in which the sea is seriously polluted and present some new words to them.

1.锻炼学生熟练使用预测策略。

2.训练学生开口说的能力，并藉此引出本课的生词。

5’

Step2

1. In contrast, show some beautiful pictures.

2. Present the students with some new words related to the pictures.

1.美好的与丑陋的进行对比，培养学生潜意识对美好事物的追求。

2.从对图片的简单介绍中列出第一段听力材料中可能会对学生理解产生障碍的单词。

2’

Listening1

Step3

1. Students listen to the tape for the first time and try to retell what they heard.

2. Ask the students to retell what they got.

水平中等或偏上的学生能听懂录音，但基本没有能较为完整的复述的同学。藉此“小挫折”训练同学们做笔记的习惯。

3’

Step4

1. Listen again and tell the students to retell the information again.

2. A demonstration on how to make notes.

1. 重听是提高听力水平的一种有效手段。

2. 让学生知道不但要做笔记，而且要学会正确的做笔记并形成自己的风格。

6’

Listening2

Step5

1.      Listen to a conversation and ask the students to set down the key information.

2.      Students present what they wrote down.

增大难度，让学生理解正确的笔记方法会让他们事半功倍。

5’

Step6

1.      Listen again and fill in the blanks.

2.      Check students’ answers.

听力一分为二练习，减小难度，训练学生抓取关键信息的能力，建立同学们的信心。

5’

Group work

Step7

1.       Students work with their partners to translate five sentences.

2.       Students present their fruits of co-operation and try to win the competition.

深度挖掘听力材料，通过翻译其中的好句子强化学生张口说的能力, 通过小组竞赛的形式调动学生主动说英语的积极性。

10’

Step8

1.      Listen to the conversation again.

2.      Read the reference translations aloud.

与听力材料进行对比，让学生找出自己翻译中的不足，强化对地道英语的理解。

4’

Writing

Homework: write a five-sentence essay.

听、说、写的有机整合，对听力材料进行再利用，锻炼学生关于环保题材写作的能力，提升学生的环保意识。