步  骤

教学活动

设计意图

互动时间/模式

Lead-in

Step 1

The teacher gets students involved in the learning mood by asking the following questions related to English songs.

1. Do you like singing English songs?

2. What is your favourite English song?

3. Why do you consider it as your favourite English song?

4. What can an English song bring?

The teacher asks students questions concerning English songs.

The teacher can arouse students’ interest in sharing their favourite English songs.

The teacher can invite students to sing for the class if possible.

创设互动情境，拉近沟通距离，激发学习兴趣的同时开发话题资源，为单元学习做好准备。

5’

Individual Work

Class Work

Step 2

The teacher draws students’ attention by mentioning “Today, we will learn to sing an English song.” and lets students guess what the English song will be about.

利用guessing game进行头脑风暴，激活学生已有的语言知识。

5’

Individual Work

Listening time

Step 3

Students listen to the English song about the problems the Earth is facing and find out the missing words. Meanwhile, the teacher asks students to pay attention to the theme of the song. Students finish the blank-filling exercise after listening to the song.

Listen to the song again and check the answers to complete the lyrics.

听英文歌，补全英文歌词，掌握“听”的语言技能，激发输出动机。

10’

Individual Work

Pair Work

Comprehension

Step 4

The teacher has students exchange their opinions about the English song by answering the two questions:

1. What are the rhymes of this song?

2. How do you understand “harm” and “alarm” in the song?

感知运用。基于歌词内容，让学生结合自身实际，表达个人对于歌词的理解和认识。

5’

Individual Work

Step 5

Based on the information of the song, students are encouraged to express their feelings and opinions by answering the following questions on Page 1.

1. What is the message of the song?

2. What can you do to protect the environment?  

基于歌曲的延伸讨论，吸引学生积极参与、多元输出，在真实的交流中，强化形式、拓展意义、体验情感。

5’

Individual Work

Discussion

Step 6

The teacher divides students into small groups. Get students share their opinions of how to reduce pollution.

Do you know who Friedrich Engels is? Could you translate his quotation on Page 1 into Chinese?

Students read the quotation together and talk about what the best way is to treat the Earth.

The teacher gets students to think about the question.

What do you think is the significance of human being’s living in harmony with the Earth?

During the time of discussion, the teacher had better take part in students’ discussion and offer them some language helps if necessary. Then, let small groups to report their ideas to the whole class.

引用经典来呈现新知，引导学生再认与再现。通过对问题的思考与讨论，拓展学生思维的深度与广度，从而提升语言运用能力。

13’

Group Work

Class Work

Homework

1. Design a brochure to introduce different ways of protecting the Earth.

2. Finish the workbook.

2’