TeachingPlan2016SecondsemesterTeacher：CourseEnglishClassDateTeachingMaterialEnglish（ECNUPEdition）Book5TopicLesson3WaterPollutionTeachingAimsKnowledgetogainTograspthekeywordsandusefulphrasesofwaterpollution.SkillstodevelopTolearntobeabletodescribethedifferentusagesofwaterandlistthewaystoconservewater.CharactertobuildupToarousetheattentiononwaterprotection.TeachingAidsBlackboardMulti-mediadeviceWorksheetTeachingPostscriptsAssignmentCopythenewwordsandphrasesListtheusagesofwaterListthewaystoprotectwaterExercisebookTeachingProceduresTeachingContentsWarming-up&HowDoWeConserveWateratHome?(I)Warming-upTheteachershowssomepicturesaboutwaterpollution.Askstudentstoworkinpairstosayanythingtheyknowaboutwaterpollution,suchasreasons,solutionsandsoon.Askseveralstudentstosharetheiranswers.Theteachergivessomecommentstostudents’performance.AskstudentstocompleteTask1onPage16Askstudentstodescribetheuseofwaterinourlifeaccordingtothepictures.Asksomestudentstosharetheiranswers.Thestudentsareencouragedtolistmoreusagesofwaterinourdailylife.AskstudentstocompleteTask2onPage16Askstudentstolistthesuggestionstoconservewaterathome.Asksomestudentstosharetheiranswers.Theteacheraddsomethingelsetoleadstudentstopayattentiontowaterpollutionandwaterprotection.Lead-inAskstudentstoreadtherequirementsofTask1.Askstudentstoreadthepassagetogainageneralidea.7.EvaluationCorrectthepronunciationPointoutthemistakesmadebythestudentsinthelanguage8.AssignmentAskstudentstoreadthepassageforatleastthreetimesandsearchmoreinformationaboutwaterprotection.HowDoWeConserveWateratHome?(II)Warming-upAskstudentstosharetheinformationtheyhavesearchedaboutwaterprotection.Theteachermakescommentstostudents’performance.Pre-readingPairwork:askstudentstodiscusswhattheydoindailylifetoconservewater.Askseveralpairstomakereports.Theteachermakecommentstostudentsperformance.4.While-readingFirsttimeJustreadthetexttoknowitsgeneralcontent(2)SecondtimeAskstudentstocompleteTask1onPage19(3)ThirdtimeAskstudentstocompleteTask2onPage19Explainsomelanguagepoints同位語(yǔ)從句指的是在復(fù)合句中充當(dāng)同位語(yǔ)的從句，屬于名詞性從句的范疇，同位語(yǔ)從句用來(lái)對(duì)其前面的抽象名詞進(jìn)行解釋說(shuō)明，被解釋說(shuō)MrWang,mychild’steacher,willbevisitingusonTuesday.王先生，我孩子的老師，星期二要來(lái)看我們。I,theoldestgirlinthefamily,alwayshadtocarefortheotherchildren.我，作為家里最大的女孩，總是要照料家中的其他孩子。7.Post-readingAskstudentstoworkinpairstocompleteTask3onPage20AskstudentstocompleteTask3onPage208.Giveaspeech(1)Ask3or4studentstogivespeechesonconservingwater(2)Evaluation:pointoutstudents’mistakesandcorrectthem,bothinpronunciationandingrammar9.AssignmentAskstudentstoreviewthecontentofthislessonanddotheexercisebook.SourcesofPollutionthatEndangerOceans1.ChecktheassignmentoflastclassAsk2or3studentstosharetheirwritings.2.Lead-in:group-work(1)Askstudentstoworkingroupsinthreetolistquestionshe/shewantstoaskifhe/sheisgoingtointerviewanenvironmentalscientist.Ask3or4groupstogiveapresentationSummarizethequestionsthatstudentshavethoughtaboutontheBlackboard3.AskstudentstoworkindependentlytocompleteTask1onPage214.AskstudentstocompleteTask2onPage21First:askstudentstomatchnotestothequestionlistSecond:ask4or5studentstosharetheiranswersThird:explainthenotesandquestionstogetherExplainsomelanguagepoints:toxinerosionpesticidedebridisc