中小学教育资源及组卷应用平台
Unit 3 The environment课时教学设计
本单元第一课时 Reading
语篇研读
本节课是本单元的第一课时，是一节阅读课。重点是对本单元目标结构和话题的导入，教会学生认识现在面临的三个主要的环境问题，并运用目标语言来表达如何保护环境，培养爱护环境、低碳生活的意识和能力。 【what】本节课学习课本33-48页的内容，本节课的语篇涉及了一项课前准备，一篇看图和文字排序，一组课前提问，一篇应用文。Getting Ready部分的内容引入了主题环境保护，为本课时的具体内容打下基础。Reading部分的内容是一篇看图和文字排序，一组课前提问和一篇应用文。看图分类和文字排序，直观展示了太阳和地球之间的光和热以及在大气层内产生的温室效应；课前提问主要是围绕着环保内容展开提问，让学生带着问题看文章；了解环境污染和破坏的严重性，而且要尽可能地保护环境。使学生具有一定的环境保护意识，重视环境问题，积极应对环境问题。 【why】通过图文、问答和短文等形式，让学生了解三种主要的环境问题的原因，包括温室效应、砍伐森林和陋习等。发现、思考和表达环境问题，同时找出解决方法。 【how】本节课的语篇形式多样，但都围绕同一个核心主题展开，即“环境保护”。Getting Ready部分的对话内容是环保的概念，导入话题。Reading部分以图文、问答和应用文的形式，输入了本节课需要掌握的重点词汇和短语。重点单词:concern,lifeless, fuel, consumer, guess, green, coal, result, increase, sea level,destroy,nature, surface, soil, flood, habit, proper, friendly, recycle; 重点短语: greenhouse effect, in danger, as a result of, result in, mountains of, take action, make a difference, cut down, take in等内容。
学情分析
本节课的目标语言的基础词汇和短语对于学生来说比较容易掌握，根据应用文的主题内容，比较容易记住lifeless, green, result, increase, sea level, nature,soil, flood, recycle等，可以从发音和字面意思上理解和记忆。环境问题解决方法，学生了解不多，对于初中高年级的学生来说，可以通过简单的目标语言来理解和表达文章的主要内容和解决方案，可以很好地激发学生的学习兴趣。九三班的学生大部分英语学习和英语思维能力差，课堂表现欲较差，课外探索学习资源和材料的意识也比较弱，需任课教师不断引导，好好启发。
教学目标
单元教学目标 课时教学目标
能够用目标语言理解和描述三个主要的环境问题。 通过重点词汇、短语和句型的学习，掌握一些单词和短语的基本用法。（学习理解） 2. 通过运用扫读、略读、精读等阅读策略阅读文章，初步理解文章的主要内容，理解文章的细节。（应用实践） 3. 能够通过学习文章，引起学生对环境问题的关注，强化学生的环境保护意识。（迁移创新）
教学重难点
教学重点： 1.学生掌握本课的关键词、短语、语言点。 2.学生可以理解文章的大意。 教学难点： 1.学生可以用关键词和短语谈论环境问题。 2.唤起学生对环境问题的关注。
教学方法
任务型教学法、情景交际法、合作学习
教学工具
多媒体课件；思维导图图片
教学流程图
教学过程
教学目标 教学活动及互动方式 设计意图 效果评价
通过重点词汇、短语和句型的学习，掌握一些单词和短语的基本用法。（学习理解） 创设情境：观看视频“What is the greenhouse effect ”，了解本节课的主题。引出主题：“Environmental problems”. 任务一：Lead in T： Watch the video and know about the greenhouse effect. What can you see in the picture What can you learn from the picture 创设问题情景：通过图片询问学生什么是温室效应？温室效应是怎么形成的？带着问题阅读文章。 任务二：Pre-reading 1.A1 What do you know about the greenhouse effect Match the first half of the sentences in column A with the second half in column B. Write the correct letters in the blanks. 2. What is the result of the greenhouse effect In groups, discuss this with your classmates. Look at the pictures, the title, the introduction and the sub-headings of the article on page 35. Then answer the questions below. 4.Look at the pictures, the title, the introduction and the sub-headings of the article on page 35. Then answer the questions below. 任务一： 通过导入的内容，引出这节课的学习内容，为后面的教学做铺垫，同时让学生能够对本堂课的教学感兴趣。 任务二：通过一系列的教学活动，训练获取关键信息的能力，了解我们面临的三个主要环境问题：温室效应、砍伐森林、陋习等。 观察学生互动表现，判断学生能否清晰理解本节课的教学主题，鼓励学生积极参与本节课。 观察学生参与课堂的表现，判断学生能否真正地进入课堂，学习本节课是否有难度，及时给予指导和反馈。
通过运用扫读、略读、精读等阅读策略阅读文章，初步理解文章的主要内容，理解文章的细节。（应用实践） 创设情景：通过录音、图片快速了解文章内容。 任务三：While-reading Listen and read the article. 2.Read the first part and make the following sentences into correct order. 3. Read the second part and fill in the blanks. 4. Read the third part and talk about it according to the following pictures. 任务三：通过对文章的精读，学会根据要点信息回答问题。通过文章中的解析，进一步掌握英语基础单词、短语的基本用法和一词多义。 观察学生参与课堂的表现，判断学生能否真正地进入课堂，学习本节课是否有难度，及时给予指导和反馈。
能够通过学习文章，引起学生对环境问题的关注，强化学生的环境保护意识。（迁移创新） 任务四：Post-reading Read the article and finish the following questions. C1 The words in italics explain the meanings of some words on page 35. Find these words to complete the sentences. Change their forms if necessary. C2 Complete the conversation below with the words from the box. Change their forms if necessary. D1 Replace the italicized words with information from the article on page 35. D2 Read the article again and circle the correct answers. D3 In groups, discuss the following questions. 任务五：Practice 回答问题； 单词填空； 小组讨论； 复述文章 任务四： 再次阅读原文内容，引导学生回顾并巩固本节课所学内容，同时总结内容并回答问题。 任务五： 通过练习，判断学生本节课的掌握情况。 从学生对词汇、短语、阅读理解的掌握判断学生是否掌握故事的主要情节。 从学生各项任务的完成情况，判断学生对所教授的内容的掌握程度，并进行客观地评价和引导，及时调整教学。
阅读课评价量表
Items Great （3颗星） Not bad （2颗星) Try harder （1颗星）
I can read an article about the environment.
I can use clear and concise sentences to retell the article.
Language Great （3颗星） Not bad （2颗星) Try harder （1颗星）
I can use correct spelling.
I can use correct punctuation.
I can use correct tense.
课时教学板书设计
课时作业设计
作业内容 作业目标 设计意图
基础题： 借助工具书，理解重点单词、短语，并整理在笔记本上。 掌握最基本的语言知识；培养学生借助工具书进行自主学习的能力。 查漏补缺，复习和巩固本节课所学内容
提高题： 根据课文与同学讨论：What are the main problems we face and what should we do to protect the earth 学习归纳总结的能力，开动脑筋，掌握高效的学习方法。 加深对本节课内容的理解和消化。
拓展题： 结合思维导图和所学单词、短语、句型，复述课文。 通过复述，能够用正确的词汇、短语、句型来表达环境问题和原因。 在互动交流中，培养学生的语言运用兴趣，以及在特定情境中的英语思维。
课后反思（实施后填写）
本课通过阅读课文，让学生能运用略读、预测策略，能根据上下文语境猜测词义，了解主阅读篇章的主语内容，学习核心单词和短语，并能正确理解文章内容，用正确的语音语调朗读短文，并初步复述。培养学生的合作能力。
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21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
单 元 整 体 教 学 设 计
学科 英语 年级 九年级下册
使用教材 沪教牛津版（深圳·广州·沈阳）
单元名称 Unit 3 The environment
单元主题及主要内容分析
单元主题分析： 本单元的主题是“保护环境”，对应课标中的“人与自然”这一范畴以及“环境污染及原因，环保意识和行为”这一主题群。主题目的是使学生具有一定的环境保护意识，重视环境问题，积极应对环境问题。 单元内容分析： 本单元的主题是人与自然，涉及的话题与“环境污染及原因，环保意识和行为”相关，通过多模态形式的语篇，如《世界处于危险中》说明文、日常对话、爱护环境、表达担忧或关注、《Gary Green的一天生活》、《一个塑料瓶的旅行》记叙文、《你的碳足迹》等预测阅读文本的内容，呈现了环境污染的现状、原因，引起学生对环境保护的思考，重视环境问题，积极应对环境问题。 整个单元分为Reading、Listening、Grammar、Speaking、Writing、More practice、Study skills、Culture corner八个部分。每部分的内容都有兼顾学生“听、说、读、看、写”等技能的内容编排，关注语言的理解性技能和表达性技能的协调发展。教材的语言材料涉及的具体语言知识有：（1）温室效应；（2）《世界处于危险中》；（3）爱护环境；（4）the same 和different的用法和区别；like,the same as 和 different from的区别和用法；the same ...as与名词或短语连用；（5）表达担忧或关注；（6）《Gary Green的一天生活》；（7）《一个塑料瓶的旅行》；(8) 分析调查问卷的结果； (9) 《你的碳足迹》。通过单元话题的学习，引发对环境污染和环境保护的进一步认知和了解，激发学生的求知欲和好奇心，树立保护环境、爱护环境的意识，能够表达自己的担忧或关注问题，从而形成热爱自然，重视环境问题，表达自我，有积极参与环境保护行为的意识。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型（技能）语篇内容语篇主题一 What do you know about 看图看文字排序（读）温室效应学习什么温室效应二 The World is in danger应用文（读）温室效应学习环境的三个主要问题：温室效应、砍伐森林、陋习三 Caring for the environment看图排序(听）两个女士打电话给广播节目并谈论环境问题，完成排序，填写表格中的问题和解决方法。通过排序谈论环境问题和解决方法。四 Caring for the environment对话（说）表达担忧和关注，小组讨论城市环境的问题。形成热爱生活，增强表达担忧和关注的意识。五 A day in the life of Gray Green应用文（写）介绍Gary Green作为模范生一天的环保生活。通过每一段的写作大纲和问题的提示，写一篇Gary Green的一天生活的文章。六 The journey of a plastic bottle记叙文（读）从一个塑料瓶的角度展开的环境问题。了解环境问题，增强环境保护、重视环境污染的意识。
表二：单元大观念：
核心素养的综合表现： 学完本单元后，学生能够掌握用目标语言理解与环境问题和环境保护相关的词汇，同时，能用句子表达担忧和关注。正确使用the same 和different; like, the same as和different from；the same...as 与名词和短语结合的固定搭配。运用圈画关键词等策略理解关键信息回答问题; 运用本单元所学，增强学生对环境保护、重视环境问题、建立环保行为的意识。
学情分析
（一）自然情况 本单元围绕“环境问题”这一话题，开展教学活动，学习环境问题中的温室效应、环境三大问题、表达担忧、Gary Green的一天生活、《一个瓶子的旅行》等，初步了解环境污染问题。符合Module 2 Environmental problems这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 (1)学生对“环境污染”的话题比较熟悉，对自己和他人的碳足迹也比较感兴趣，并愿意分享。 (2)学生已经基本掌握了课内词汇并能理解介词的基本位置和用法。约有70%的学生可以准确表达含有 the same 和different; like, the same as和different from；the same...as 与名词和短语结合的固定搭配。 存在问题
环境问题属于Environmental problems这个话题，涉及的知识面非常广，学生虽然在小学和七年级、八年级涉猎了一些，但是比较浅显，涉及的知识面也不够广泛。本单元的教学内容应该站在一个更高更宽广的角度去理解。 解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。2. 培养学生思考我们现在正在面临着哪些环境问题。3. 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。4. 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。5. 从多角度多维度对学生进行多方位评价。
单元学习目标
通过本单元的学习，学生能够： 1. 能够用目标语言准确我们面临的三个主要环境问题，运用阅读技巧阅读文章，理解文章细节并回答问题。 2. 能够正确使用the same 和different; like, the same as和different from；the same...as 与名词和短语结合的固定搭配，提高用短语正确表达的能力。 3. 掌握通过图片和提供的表格信息对篇章内容的整体推测，及抓住关键信息的听力技能；通过对话，表达自己的担忧或关注；小组讨论我们城市中的环境问题。 4. 通过图片和关键问题纲要的提示，运用写作方法和技巧，完成写一篇短文《Gary Green 的一天生活》，提高学生的写作能力。 5. 通过阅读题干和观察图片，能够预测文章内容，读懂文章，了解记叙文《一个瓶子的旅行》的相关内容；通过图片和提问等方式帮助学生提取关键信息，理解文章，增强学生运用策略的意识。同时，通过《你的碳足迹》了解自己的生活对环境的影响，从而增强环保生活的意识。
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Reading 阅读课 第一课时 能够用目标语言理解和描述三个主要的环境问题。
Listening& Speaking 听力 对话课 第二课时 掌握通过图片和提供的表格信息对篇章内容的整体推测，及抓住关键信息的听力技能；通过对话，表达自己的担忧或关注；小组讨论我们城市中的环境问题。
Grammar 语法课 第三课时 能够正确使用the same 和different; like, the same as和different from；the same...as 与名词和短语结合的固定搭配，提高用短语正确表达的能力。
Writing & Study skills 写作 技巧课 第四课时 通过图片和关键问题纲要的提示，展开合理想象，用所学词汇、句式、语法等表达自己的担忧。同时，学会分析调查问卷的结果。
More practice & Culture corner 阅读 拓展课 第五课时 能够用目标语言，理解短文《一个塑料品的旅行》，掌握故事背后涉及的环境问题和回收问题的思考；通过对《你的碳足迹》的认识，了解碳足迹对环境和地球的影响，增强学生对环境问题和环境保护、低碳生活的思考和认知。
持续性评价的手段与方式
通过略读回答问题链，精读应用文《世界处于危险中》的内容，完成我们现在面临的三个主要环境问题的认知。评价学生对于用目标语言介绍城市里有哪些环境问题；通过对话，表达担忧；通过图片和提示纲要等关键信息，写一篇《Gary Green的一天生活》的文章，评价是否掌握介绍自己和他人的一天生活的语言能力；通过图片和提供的信息对篇章内容的整体推测，及抓住关键信息的听力技能。 通过看图说话，评价是否掌握正确使用the same 和different; like, the same as和different from；the same...as 与名词和短语结合的固定搭配。 通过思维导图和已给的关键词信息，评价用所学词汇、句式、语法等写Gray Green的一天生活，展开合理想象，培养热爱自然、低碳生活的意识。 通过短篇小说《世界处于危险中》的精读，完成P36-37的填空题，来评价掌握略读和扫读的阅读技巧，同时用合适的目标语言和句式表达；通过完成P38 Caring the environment 这篇文章的填空，来评价掌握有效听力，获取关键信息的能力；通过P48 Your carbon footprint了解你的碳足迹是否影响了环境，树立低碳生活的环保意识。
教学反思（实施后填写）
本单元的教学设计，在单元主题的指导下，基于话题对教材内容进行整合，将本单元的教学设计成五课时。每节课的设计都体现了任务型教学的理念，任务的设计由浅入深，层层递进；由于本单元的主题是环境问题，单元内容是从各个角度，对世界面临的三个主要环境问题，同时对话中学习了表达担忧的句子的输出表达，考查学生的课外阅读拓展，知识的积累，这些都是平时一点一点养成的习惯性阅读，所以本单元的教学设计以知识性的干货输出为主，同时也有一些创造性的活动，来让学生在情境中自然的习得和表达。总的来说，本单元的设计带有一定的学术性，可能有的学生更喜欢稍微浅显一些的知识内容，趣味性更强的活动。
单元整体评价
经过本单元的学习，大部分学生对the same 和different; like, the same as和different from；the same...as 与名词和短语结合的固定搭配有了比较好的理解和掌握，并能在日常生活情境中灵活地去运用。有些学生能够用目标语言讨论自己在城市生活中发现的环境问题，掌握日常对话的逻辑思维和框架。但是还有一部分学生对于展开合理想象，用所学词汇、句式、语法等介绍Gary Green的一天生活。话题是同学们比较熟悉的内容，因此对于本单元的内容，理解和吸收起来，相对是比较容易的。
作业设计 这份作业是在学生学完了Unit 3 The environment布置完成的。在教学过程中，针对此话题对学生进行了听、说、读、看、写五个方面的技能训练，因此这份作业的主要目标是对本单元进行综合复习。通过三个任务，达成复习目标。
作业内容 作业目标 设计意图
基础题： 一套本单元基础知识复习题 掌握本单元的重点单词，短语和句式表达 查漏补缺，复习和巩固对本单元基础知识的掌握
提高题： 整理本单元的学习笔记，用思维导图归纳五个课时的语言点 增强自主学习的能力 能清楚了解自身对于知识的把握上，哪些真正掌握，哪些需要加强复习巩固
拓展题： 全班组织一场关于分享介绍我的低碳生活的活动，让学习联系实际生活，把语言的学习和保护环境在生活中运用起来 在情境中更加深入地消化和吸收本单元的主题观念和语言观念 将本单元的主题观念和语言观念进行迁移创新
21世纪教育网(www.21cnjy.com)(共49张PPT)
Unit 3 The environment
Period 1 Reading
沪教牛津版（深圳·广州·沈阳）
九年级下册
Content
Learning objectives
01
Lead-in
02
Pre-reading
03
While-reading
04
Post-reading
05
Summary
06
Practice
07
Homework
06
Learning objects
1.通过重点词汇、短语和句型的学习，掌握一些单词和短语的基本用法。（学习理解）
2.通过运用扫读、略读、精读等阅读策略阅读文章，初步理解文章的主要内容，理解文章的细节。（应用实践）
3. 能够通过学习文章，引起学生对环境问题的关注，强化学生的坏境保护意识。（创新迁移）
Lead in
Watch the video and know about the greenhouse effect.
the greenhouse effect: 温室效应
Pre-reading
What can you see in this picture
atmosphere
[ tm sf (r)]
n. 大气层
heat[hi t]: 热量
What can you learn from the picture
Pre-reading
A
1 There is an atmosphere
2 It controls
3 However, we are polluting
4 The gases cause the
atmosphere
5 The Earth is getting
6 We call this
B
______ a the greenhouse effect.
______ b the Earth with harmful gases.
______ c warmer and warmer
______ d to keep in too much heat
from the Sun.
______ e around the Earth.
______ f the Earth’s temperature.
A1 What do you know about the greenhouse effect
Match the first half of the sentences in column A with the second half in column B. Write the correct letters in the blanks.
1
4
5
3
6
2
temperature [ tempr t (r)]n. 温度
harmful gases：有害气体
cause: v.导致
There is an atmosphere around the Earth.
It controls the Earth’s temperature.
However, we are polluting the Earth with harmful gases.
The gases cause the atmosphere to keep in too much heat from the Sun.
The Earth is getting warmer and warmer.
We call this the greenhouse effect.
Let’s read!
Pre-reading
A2 What is the result of the greenhouse effect
In groups, discuss this with your classmates.
CO2 and other gases in the atmosphere trap heat, keeping the earth warm.
Some sunlight that hits the earth is reflected.
Some becomes heat.
atmosphere
Pre-reading
Look at the pictures, the title, the introduction and the sub-headings of the article on page 35. Then answer the questions below.
Pre-reading
Look at the pictures, the title, the introduction and the sub-headings of the article on page 35. Then answer the questions below.
Environmental problems.
The greenhouse effect, cutting down forests and bad habits.
1. What is the article mainly about
2. What problems does the article discuss
Pre-reading
Look at the pictures, the title, the introduction and the sub-headings of the article on page 35. Then answer the questions below.
3. A consumer is someone who buys and uses things.
Can you guess what a “green consumer” is
consumer: n. 消费者
guess: v.猜测
A “green consumer” is someone who only buys and uses things friendly to the environment.
定语从句
形容词短语做后置定语
green consumer: 赞成环境保护的消费者
While-reading
The world is in danger
Our world is in danger. We must do something to protect the environment. But, what are the main problems we face
The greenhouse effect
The atmosphere around the Earth is necessary for all living things. It is like the glass of a greenhouse, letting sunlight in and keeping heat from getting out. Without it, the Earth would be the same as the Moon — cold and lifeless.
Listen and read the article.
lifeless [ la fl s] adj. 无生命的；无生物生长的
in danger：在危险中； danger n. 危险
in danger of：有……的危险
dangerous adj. 危险的
While-reading
When we burn fuels such as petrol and coal, we produce a gas called carbon dioxide (CO2). Too much of this gas pollutes the atmosphere, and causes it to keep in too much heat. As a result of the greenhouse effect, the Earth’s temperature is increasing. This causes sea level to rise, and in the future may cause cities to disappear.
Listen and read the article.
fuel [ fju l] n. 燃料
as a result of +名词：由于……
coal [k l] n. 煤
sea level [ si levl] n. 海平面
increase[ n kri s] v. 增加
cause sb/sth. to do...: 导致；引起
as a result of：由于（后接表示原因的名词或代词）
as a result：结果；因此（后接表示结果的句子，一般用逗号隔开）
Cutting down forests
Every year, we destroy nature by cutting down huge areas of forests. This makes the greenhouse effect worse because trees take in CO2 and produce oxygen. Cutting down trees also destroys the homes of the animals that live in our forests, and causes the surface of the soil to be easily destroyed by rain. This can result in floods and even more damage to the environment.
While-reading
destroy :由于
cut down:砍倒
soil [k l]n. 土壤
flood [fl d]n. 洪水
result in: 造成；导致
nature :自然界；大自然
surface [k l]n. 表面
even + 形容词比较级
damage[d m d ]v. 损坏
Bad habits
Many of our habits cause pollution. People often use things once and then throw them away, or leave them on the ground as litter. This creates mountains of rubbish and pollutes our land and seas.
While-reading
habit [ h b t]n. 习惯
mountains of: 许多；大量,后接可数名词和不可数名词
litter [ l t (r)]n. 垃圾
a lot of／ lots of，后面接可数名词或不可数名词；
a large number of，后面接可数名词;
a great deal of，后面接不可数名词。
In order to protect the environment, we need to take proper action. We should be different from many consumers and become “green consumers”. This means that we should only buy and use products friendly to the environment. We should also recycle as many things as we can. We can reuse things for the same purpose as before, or we can use them for new purposes. If we just learn to live in new and different ways, we can make a difference.
While-reading
propper [ pr p (r)]n. 正确的；恰当的
make a difference: 有作用；有影响
purpose[ p p s] n.目的；用途
recycle [ ri sa kl] n. 回收利用
friendly[ frendli] adj.无害的
take action:采取行动
litter
nature
lifeless
cut down
flood
concern
fuel
recycle
make a difference
result in
destroy
habit
soil
guess
increase
( )Too much CO2 pollutes the atmosphere.
( )Cities may disappear.
( )Sea level rises.
( )The atmosphere keeps in too much heat.
( )The greenhouse effect takes place---the Earth's temperature increases.
( )People burn fuels such as petrol and coal and produce a lot of CO2.
2
6
5
3
4
1
Read the first part and make the following sentences into correct order.
While-reading
Read the second part and fill in the blanks.
cutting down
worse
soil
floods
While-reading
Read the third part and talk about it according to the following pictures.
Please think: What should we do
While-reading
Let's play
6 - 1
1. The article is probably from a(n) ___________.
A. advertisement B. poster about the Earth Hour
C. comic book D. environmental science book
2. What is the article manily about
3. What problems does the article discuss
D
Read the article and finish the following questions.
Environmental problems.
The greenhouse effect, cutting down forests and bat habits.
While-reading
Let's play
6 - 2
Post-reading
1 ______________ the flood, many people were left homeless. (because of the effect of)
2 The world population will continue to _________ for many years to come. (to become greater in number)
3 The mountain is high. It is 3,000 metres above _________. (the height of the ocean)
As a result of
increase
sea level
italics [ t l ks]n. 斜体字
C1 The words in italics explain the meanings of some words on page 35. Find these words to complete the sentences. Change their forms if necessary.
Post-reading
4 Man first walked on the _________ of the Moon in 1969. (the to part of an area of land)
5 There were ______________ toys in the shops during the Christmas holiday. ( a very large number of)
C1 The words in italics explain the meanings of some words on page 35. Find these words to complete the sentences. Change their forms if necessary.
surface
mountains of
italics [ t l ks]n. 斜体字
Let's play
mountains of
6 - 3
Post-reading
Mark: The burning and cutting down of trees all over
the world __________ the loss of our forests.
Why do you think people do that
Jenny: The world’s population is growing
fast. That’s probably the main reason.
People need land to live on.
result in
C2 Complete the conversation below with the words from the box. Change their forms if necessary.
in danger make a difference take action
increase result in
loss [l s] n.损失
main [mein] n.主要的
live on:继续活着
need（情态动词）+动词原形
result in:造成；导致
Mark: I suppose so. But forests are important to us. Trees take in CO2. When so many trees are being cut down, the CO2 in the Earth’s atmosphere ____________. This causes the temperature to rise and puts the world __________.
is increasing
in danger
Post-reading
in danger make a difference take action
increase result in
C2 Complete the conversation below with the words from the box. Change their forms if necessary.
take in: 吸收
are being+动词的过去分词: 正在被……
现在进行时的被动语态
cause...to do sth: 造成……去做某事……
put…in danger:把……置于危险中
Jenny: To _________________, we need to stop cutting
down so many trees, and we should use as few
wood products as possible.
Mark: You’re right. Everyone should ___________ to
protect the Earth.
make a difference
take actions
Post-reading
in danger make a difference take action
increase result in
C2 Complete the conversation below with the words from the box. Change their forms if necessary.
as……as possible: 尽可能……
need to do sth. : 需要去做某事
stop doing sth. : 停止正在做的事情
Let's play
mountains of
6 - 4
D1 Replace the italicized words with information from the article on page 35.
1. The writer says that it is in danger.
___________________________________
2. It is necessary for all living things.
___________________________________
3. CO2 comes from burning them.
___________________________________
4. This causes sea level to rise.
___________________________________
5. It causes the surface of the soil to be easily destroyed by rain.
___________________________________
6. Many of our habits cause this.
___________________________________
our world/ The Earth
the atmosphere around the Earth
fuels such as petrol and coal
the increasing temperature
cutting down trees
pollution
Post-reading
italicized[ t l sa zd]: 用斜体字印刷的
Let's play
mountains of
6 - 5
D2 Read the article again and circle the correct answers.
1. Because of pollution, __________.
a not enough sunlight is reaching the Earth
b not enough heat is leaving the Earth
c not enough CO2 is leaving the Earth
2. If there are more trees, the amount of CO2 in the atmosphere will be __________.
a greater b less c the same
Post-reading
3. We can help protect the environment if we ___________.
a change our bad habits
b become consumers
c buy more products
4. The purpose of the article is to make ____________.
a people do more to protect the environment
b more people become consumers
c people learn more about the environment
Post-reading
Let's play
6 - 6
Post-reading
D3 In groups, discuss the following questions.
The writer gives an example of a bad habit that causes pollution. Can you name some other bad habits that cause pollution
In order to save ourselves, we should solve the problem of the plastic bottles and plastic bags. What should we do to help protect the environment
Let's play
可数名词
不可数名词
mountains of
6 - 6
WIN
Practice
Work in pairs, read the passage again and answer the questions.
1. Why must people do something to protect the environment
Because our world is in danger.
2. What causes sea level to rise
The greenhouse effect.
Practice
Work in pairs, read the passage again and answer the questions.
3. What controls the temperature on Earth
The atmosphere.
4. What should people do to protect the environment
People should become “green consumers”.
Fill in the blanks according to the article of Page 35.
Our world is in danger. We are facing many problems now.
The atmosphere around the Earth is necessary for all ________(live) things. It is like the glass of a greenhouse, letting sunlight in and keeping heat from getting out. Without it, the Earth would be the _______ as the Moon-cold and _______(life). However, we produce too much carbon dioxide and this causes the atmosphere ________(keep) in too much heat. The greenhouse effect makes sea level rise, and in the future it may make cities __________(appear).
living
same
lifeless
to keep
disappear
Practice
Every year, we destroy nature by _________(cut) down huge areas of forests. This makes the greenhouse effect _________(bad) and results in floods.
What’s more, many of our habits cause __________(pollute). For example, we use things once and then throw them away, or leave them on the ground as litter. This creates mountains of rubbish and _________(pollute) our land and seas.
In order to protect the environment, we must take proper action. We should be green consumers. If we just learn to live _______ new and different ways, we can make a difference.
cutting
worse
pollution
pollutes
in
Practice
Summary
1. concern
2. lifeless
3. fuel
4.consumer
5. guess
6. green
7. coal
8. result
9. increase
10. sea level
重点单词要记牢
担心；忧虑
无生命的
燃料
消费者
猜测
环境保护的；赞成环境保护的
煤
结果
增加
海平面
Summary
9. destroy
10. nature
11. surface
12. soil
13. flood
14. habit
15. proper
16. friendly
17. recycle
18. purpose
重点单词要记牢
摧毁；毁灭
自然界；大自然
表面；表层
土壤
洪水；水灾
习惯
正确的；恰当的
无害的
回收利用
母的；用途
Summary
1. greenhouse effect
2. in danger
3. as a result of
4. result in
5. mountains of
6. take action
7. make a difference
8. cut down
9. take in
固定搭配要记牢
1. 温室效应
2.在危险中
3. 由于
4. 造成；导致
5.许多；大量
6.采取行动
7. 有作用；有影响
8. 砍倒
9. 吸收
阅读课评价量表 Items Great （ ） Not bad （ ) Try harder（ ）
I can readanarticle about the environment.
I can use clear and concise sentences to retell the article.
Language Great （ ） Not bad （ ） Try harder（ ）
I can use correct spelling.
I can use correct punctuation.
I can use correct tense.
Assessment
Homework
1. 借助工具书，将重点单词、短语整理在笔记本上。
2. 根据课文与同学讨论：What are the main problems we face and what should we do to protect the earth
3. 结合思维导图和所学单词、短语、句型，复述课文。
谢谢
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