体验英语任务型设计 1.docx

体验英语任务型设计 1.docx

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体验英语任务型设计1

UnitOneCaringforOurEarth

Task-basedDesignforSixContactHours

SessionNo.

UnitContentInvolved

FocalPoints

Task-basedactivities

Session1

（90-100min）

1.ListenandTalk

Leadin

Passagelisteningpractice

DialogueSamples

CommunicativeTasks

1.Thecausesandeffectsofglobalwarming

2.Keywordsandexpressionsrelatedtothetopic

impacton;artificial;makeadifference;breathein;decreasingperformance;conscious;dispose;install;overflow;recycle;solve;starve;sweat;deforestation;drought;ecological;symposium

Expressionsandsentencesfortalkingaboutenvironmentalproblems

（SeeCommunicativeTasks）

Thesameastheabove.

Talkingabouttheenvironmentalissuesshowninthepicturesgivenafterthepassage.

Role-playingthedialoguesamples.

Doingthecommunicativetasksaccordingtothesituationprovided.

2.Readandexplore

PassageA

CareforOurMotherEarth

Lexicalpreparation

Keywordsandexpressions

independentfromsb./sth.;isolatefrom;beblindto;convertinto/to;evaporate;release;transforminto;trap;impact;priority;inexhaustible;ignore;abuse;nurture;ail

PickingoutsentencesfromPassageAcontainingthekeywordsandexpressionsintheleftcolumnandmakingupnewsentenceswiththem.

Session2

（90-100minutes）

2.Readandexplore

PassageA

DeathofaDream

Reading

Passageunderstandingonthebasisoftheanalysisofthepassagestructure

Speaking

Discussingthecausesandeffectsofthenaturaldisasters.

Writing

Describetheurgentsituationofanendangeredspeciesandcallforhelp.

1.Pickingoutthewordsusedfordescribingthecausesandeffectsofsomenaturaldisasters.

2.Matchingthecausesandeffectsofeachdisaster.

3.Discussinghowtopreventthedisasters.

Writingaparagraph

Describingtheurgentsituationofanendangeredspeciesandcallforhelp.

Session3

（90-100minutes）

2.ReadandExplore

PassageB

FrogStory

3.WriteandProduce

GeneralWriting

PracticalWriting

Reading

Passageunderstanding

ReadingSkills

WordAttackStrategies

TranslatingSkills

Extensionofthemeaningofaword

Wordconsolidation

audio;residence;atop;figure;overtake;livea…life;survive;subtle;leapfullforce;forthesakeofsb./sth.;boundary;cup;decade;species;tone;communicatewith;takeupresidence;figure;directly

SentenceFunctionsinParagraphDevelopment

Theexpressionsusedforwritingaformalletterofinvitationtoasymposium.

DoingfastreadingofPassageBanddiscussingthequestionsinEx.12ingroups.

Discussingthedefinitionoftheskillingroups.

Discussingthedefinitionoftheskillingroups.

Makingupsentenceswiththewordsontheleftcolumnwiththehelpoftherelatedsentencesinthepassage.

Identifythefunctionsofthetopicsentences,thedevelopingsentencesandtheconcludingsentence.Learnhowtoworkoutgoodtopicsentencesandconcludingsentence.

Writingaletterofinvitationtoaninternationalsymposiumoncitygarbagedisposal.

UnitGroupproject:

TalkingaboutthenaturaldisastersandtheinfluentialenvironmentalissuesintheworldusingPPT

III.Suggestedteachingproceduresandclassactivities

Session1（90-100min）

ListenandTalk

1.Leadin

Task1Listentothefollowingpassageandtrytofillthemissingwordsintheblanks.

Step1Lead-inquestions

1.3Whataremainenvironmentalproblemsandnaturaldisasterstodayintheworld?

Giveanexample.

（deforestation,pollution,sandstorm,drought,flood,endangeredspecies,globalwarming,diseaseandsoon.）

2.Whatarethecausesandeffectsofglobalwarming?

Giveanexample.

（humanbeings’irresponsibleandharmfulactivities,pollution,growingassumptionoffossilfuels,ecologicaldisruption,floods,droughts,diseaseandsoon.）

Step2Listeningpractice

Thestudentslistentothepassageforthreetimesandfillinthemissingwordsintheblanks.

Teacher:

Listentothepassageforthreetimesandfillinthemissingwordsintheblanks.

Step3Wordstudy

Theteacherlaysemphasisonthefollowingwordsandexpressionsrelatedtothetopic:

impacton;artificial;makeadifference;breathein;decreasingperformance;conscious;dispose;install;overflow;recycle;solve;starve;sweat;deforestation;drought;ecological;symposium

Teacher:

Canyoupickupthewordsandexpressionsrelatedtothetopic?

Whatarethey?

Task2Picturedescription

Thestudentstalkaboutthepicturesprovidedinthetextbookwiththewordsandexpressionstheyhavelearnedfromthelisteningpassageingroups.

Teacher:

Workingroupstotalkaboutthepictureswiththehelpofthewordsandexpressionsyou’velearnedfromthelisteningpassage.Fiveminuteslateryouwillbeexpectedtodoclasspresentation.

2.DialogueSamples

Dialogue1:

TalkingAbouttheEffectsofGlobalWarming.

Step1Leadinquestions

1.Doyouknowhowtostarttalkingaboutanenvironmentalissue?

（IstheEarthreallygettingwarmer?

）

2.AreyouabletotalkabouttheenvironmentalproblemsinEnglish?

Step2DialogueSamplesstudy

Thestudentsreadthefirstdialogueinpairsandspeakoutthefollowingsentencesfortalkingaboutanenvironmentalissueinthedialogue.

Teacher:

Pleasereadthefirstdialogueinpairsandspeakoutthesentencesfortalkingaboutanenvironmentalissue—theeffectsofglobalwarming.

Severalminuteslater.

Teacher:

Canyouspeakoutthesentencesyou’vesummarized?

Yes,there’snodoubtaboutit.

ButwhydoesitmatteriftheEarthgetsalittlewarmer?

Itmattersbecauseitchangesalotofthingsconcerningourlife.

Youmeanitwillcauseflooding?

TosaynothingofbeautifulVenice.

That’sterrible!

Canwedosomethingaboutit?

There’realotwecando.

Otherwise,wewillsufferfromourcarelessaction.

Andthentheteacherasksthestudentstogivemoreexamples.

Teacher:

Canyougiveussomemoreexamplestoshowtheseriouseffectsofglobalwarming?

Didyouhear/readaboutglobalwarming?

Dialogue2:

TheEnvironmentallyInformed

Step1Lead-inquestion

Teacher:

Doyouknowwhatpeopleusuallysayconcerningbathandsmokingfromtheangleofenvironmentalprotection?

（Ohno.I’lltakeashower.Bathsuseuptoomuchwater.

Here,haveacigarette.

Noway!

Notonlyissmokingbadforyourhealth,it’sthesourceofenvironmentalproblems.

That’sincredible!

SoforeverycigaretteIsmoke,someoneisstarving?

Ok,nomorecigarettesandonlyquickshowers.）

Step2DialogueSamplesstudy

Thestudentsreadtheseconddialogueandspeakoutthefollowingsentencesthatareusedfordescribingtheeffectsofbathsandsmokinginthedialogue.

Teacher:

Pleasereadtheseconddialogueinpairsandspeakoutthesentencesusefulfordescribingtheeffectsofbathsandsmokinginthedialogue.

Severalminuteslater.

Teacher:

Now,canyouspeakoutthesentencesyou’vesummarized?

（Abathusesup3timesmorewaterthanashower.

Notonlyissmokingbadforyourhealth,it’sthesourceofsocialproblemsindevelopingcountriesbecause,sinceprofitfromtobaccoisveryhigh,tobaccohastakenupthebestfood-growingareas,leadingtofoodshortages.

Yes,it’safact.

Andmanytobaccoplannersusewoodtodrytobaccoleaves.Youknowthatwhenyoudownatree,you’retakinganothersteponyourwaytoerosion.

Anderosionisalsothebeginningofhunger.）

Theteacherasksthestudentstospeakoutthesentencesthatareusedtoconvinceothersbyfactsandreasoninginthedialogueormoresentencesthey’velearnedoutsideclass.

Teacher:

Pleasefindthesentencesusedtoconvinceothersbyfactsandreasoninginthedialogue.Whatarethesentences?

（Youknow.Yes,it’safact.Andifyouliketo…,youwastefrom25to45literseverytimeyoubrush.Thiswayafamilyoffourwould…bythetime….Notonly…,it’sthesourceof…,because,since….Youknowthatwhenyoudownatree,you’re….）

Teacher:

Doyouknowmoreyou’velearnedoutsideclass?

Standbyexamples:

3.CommunicativeTasks

Task1:

TalkingabouttheadvantagesanddisadvantagesofbuildingtheThreeGorgesDam.

Roles:

TheforeignvisitorsandtheChinesestudents

Situation:

Adebatebetweenforeignvisitors,whohavejustcometovisitChina,andtheirChinesefriends,collegestudents,abouttheadvantagesanddisadvantagesofbuildingtheThreeGorgesDam.

Thestudentsaregiven5minutestoworkinpairsaccordingtothesituationgivenandthen

role-playthetask.Somestudentsmakecommentsontheirperformance,whichshouldinvolvetheirpresentationofthereal-lifesituationandtheEnglishtheyuseforthedebate.

Teacher:

WorkinpairstodoTask1.Fiveminuteslatersomepairsofyouareexpectedtorole-playthetask,andthentheotherswillbeinvitedtomakecommentsonyourperformance.Thecommentsshouldinvolvethepresentationofthereal-lifesituationandtheEnglishyouuseforyourdebate.

Task2:

Discussingsomeresource-savingandenvironmentalprotectiontechniques.

Thestudentsdothetaskafterclassinpairs.

4.ReadandExplore

LexicalpreparationforPassageA

Step1Wordstudy

Keywordsandexpressions:

independentfromsb./sth.;isolatefrom;beblindto;convertinto/to;evaporate;transforminto;release;trap;impact;priority;inexhaustible;ignore;abuse;nurture;ail

Studentsaregiven7minutestopickupthesentencescontainingthewordsandexpressionsfromPassageAwhicharedisplayedonPPT.Theteachermayassigneachgrouptwoorthreewordsorexpressions.

Teacher:

PleasedofastreadingofPassageAandpickupthesentencescontainingthewordsandexpressionsdisplayedonPPT.Group1areresponsibleforthefirsttwowords,Group2…

Sentencestobepickedup: