If you get 6-7 yeses, it means that you’ve done something useful to take care of the environment;
If you get 7-8 yeses, it means that you’ve already helped protect the environment;
If you get more than 9 yeses, it means that you are supposed to improve your behaviors.
Questions are:
Q1: Have you ever thrown any litter on the ground? ( )
Q2: Have you ever spat in public places? ( )
Q3: Have you ever drawn on the walls? ( )
Q4: Have you ever cut down trees? ( )
Q5: Have you ever picked flowers in the yard? ( )
Q6: Have you ever collected the waste paper or bottles for recycling? ( )
Q7:Have you ever written articles on the environment to TV stations and newspapers?( )
Q8:Have you ever stopped other people from hurting or harming the environment?( )
Q9:Have you ever made noises in public?( )
Q10:Have you ever planted trees in and around your neighborhood?( )
Q11:Have you ever played basketball in the classroom while others are working?( )
Q12: Have you ever relieved yourself in the street?( )
Q13:Have you ever killed animals? Are you friendly to the animals?( )
(2)Team work
Collect the answers and see how many environment protectors there are in the class.
(3) Class activity
Ask one of the students to tell the class how he or she protects and improves the environment using He or She has /has never …
Aims: (1)Using the task-based language teaching method to continue drawing the students’ interest and going over the Present Perfect Tense.
(2)At the mean while, the students’ consciousness of protecting the environment has been developed.
Step Four Reading Comprehension
(1) The teacher assigns a task to the students.
T:Next open your books on Page 12.Read the passage and answer the questions:
No 1: What did his friend’s father do as soon as he heard the music?
No 2:Why did the rubbish truck produce music?
Tell what we should do and what we shouldn’t do to improve the environment. Complete the enclosed form.
What we should do? What we shouldn’t do?
(2)Individual activity
The students finish off the reading task to promote understanding of the text.
(3) Class activity
The students exchange views with each other.
Aims: (1) Train the students’ reading speed.
(2) Get the students to know how to read more effectively.
Step Five Think and answer
(1) Provide listening materials by multimedia.
(So, do you think that making our world a cleaner and better place is hard? Well, to tell you the truth, it is very easy! You can help make our world cleaner and more beautiful by picking up at least 20 pieces of litter from the ground every day.
If everyone does this, we can keep our world clean and keep rubbish off our city streets. Now, you just need to find the courage to tell people “Do not throw rubbish just anywhere! Put litter in the dustbin.’’ --- from VOA environment report)
(2) Listen and answer the questions.
Q1:Is it hard to make our world a cleaner and better place?
Q2:And what do we do to help make our world cleaner and more beautiful?
Aim: To improve the students’ listening and speaking ability in sharing the views to each other.
Step Six Listen and Read -aloud
(1) The teacher assigns a task to the students
Get the students to read the passage after the tape.
(2)Group Work
Ask the students to read the text in groups and correct the mistakes.
Aims: ① Give the students a chance to practise listening and speaking.
② Help them pay attention to intonation and pronunciation.
Step Seven Meaningful Practice
(1) The teacher assigns a task to the students
T: Suppose you are a teacher.You take your students to go on a picnic in the park Before starting out, you’ll have to formulate rules for the students. What do you ask them to do and warn them not to do to keep the park clean?
(2)Pair Work
Make out rules and have a discussion.
(3)Class Activity
The students exchange views with each other in class.
Aims: (1) Set up a familor situation to see if the students master the new patterns .
(2) Train the students’ writing ability and the consciousness of protecting the environment has been developed.
Step Eight Assignment
Finish off the workbook.
Step Nine Teaching appraisal：In this class, I stick to the theory of the task-based teaching, concentrated on the topic" Protecting the Environment", designing a chain of tasks that are closely associated with the life of the students, carrying out a close link of activities like listening, speaking, reading and writing to fulfill these tasks. These tasks are so interesting, practical, clearly-targeted, and update that the students can enjoy the pleasure of success while learning English by means of cooperating, investigating, thinking and discussing. Thus, their desire of mastering the language is initiated, their ability of cooperation is promoted and their potentiality of learning is developed.This task-based teaching design fully embodies the student-centered pedagogic thought with a purpose of “Learn to use; learn while using; use while learning’’.
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