Unit 13 We're trying to save the earth! Section B（3a-3b） 教学设计（表格式） 2024-2025学年人教版九年级英语全册

Unit13 Section B（3a-3b）教学设计
一、单元基本信息
使用教材 人教版Go for it 九年级全一册
单元名称 Unit 13 We’re trying to save the earth.
单元课时 第5课时
二、单元教学规划
单元主题及主要内容分析
单元主题：本单元的中心话题是Protecting the environment，主要语言功能项目是 Talk about pollution and environmental protection，属于“人与自然”范畴，取材于《义务教育英语课程标准》功能意念项目表第10项逻辑关系（Logical relations）中的原因和结果（Cause and effect）。通过本单元的学习，学生可以对日常生活中出现的环境问题进行交流，能简单表述产生这些环境问题的的原因并提出可以解决问题的措施，树立爱护动物、保护环境的观念，培养改善环境的社会责任感。养成发现问题--分析问题--解决问题的思维习惯来正确处理生活中遇到的其他困难。 主要内容分析： Section A分为听说和阅读两个部分，主要了解了身边存在的环境问题并说明了人类分别对于环境和动物的影响。听说部分（1a-2d）是两个听说链任务。在完成相关的听力练习之后，可以形成一个完整的逻辑关系链：cause—effect—solution，关于人对环境的影响能够进行简单的对话输出。阅读部分（3a-3c）通过阅读一篇介绍人类捕捉鲨鱼获取鱼翅、破坏生态平衡情况的倡议书，呼吁人们保护鲨鱼。 Section B分为听说、阅读和写作三部分，在Section A所学的基础上，进一步展开讨论如何保护环境。听说部分（1a-1e）通过一段对话说明了我们在日常在生活中能够节能减排的一些行为习惯。阅读部分（2a-2e）通过一篇文章来举例说明如何进行废物利用，培养创新性思维。写作部分通过填写表格列举自己周围的环境情况、思考出现环境问题的原因及给出建议，解决实际生活中的问题，体会语言的语用价值，是单元的整体输出部分。
主题学情分析
对于单元话题“环境保护”而言，在七、八年级中均有出现。例如，在七年级下册第五单元Why do you like pandas 和八年级下册第七单元What’s the highest mountain in the world 中就提到了大象和熊猫因砍伐树木等人类活动导致它们流离失所、食不果腹，倡导保护动物。在八年级上册第七单元Will people have robots 中也对未来的环境进行了树木减少、污染增多等预测，并在2d中呼吁Everyone should play a part in saving the earth,这恰巧与本单元的题目We’re trying to save the earth遥相呼应。在学生具备了一定的语言基础之上，课堂上应注重培养学生语言综合运用能力和思维能力的发展。 对于单元内容而言，Unit13是九年级全一册里的复习单元，本单元除了学习部分词汇，短语外，没有新的语法现象，主要是复习现在进行时，used to 用法，现在完成时，被动语态，情态动词等语法知识。在学生对知识点熟知的基础上，教师应帮助学生将之前学习的知识点构建成知识网。
开放性学习环境
营造学习环境，激发主动内促力量 如在第一课时的听说课前，可以让学生利用网络资源自主搜集与环境问题相关的资料，丰富背景知识。 开展合作探究，注重学习的体验过程 如在第一课时的听说课中，可以以小组为单位让学生观察身边破坏环境或者环境污染的现象，通过漫画的形式展现。组员可以根据特长从提供点子、绘画、写文案、解说来描述环境污染的现象、产生原因及改善措施。 布置开放性作业，树立创新教育理念 如在第二课时的阅读课后，可以布置分层作业让学生依照个人情况自选完成： 作业A：从文章中总结出人类捕捉鲨鱼获取鱼翅的过程及其对环境的危害； 作业B：以鲨鱼的角度给人类写一封信，呼吁人类停止捕杀鲨鱼； 作业C: 以保护稀有动物为主题，为它们制作一张含有三条标语以上的海报。 4.采用多元评价方式，体现学生主体地位 如在第五课时的写作课中，可以引导学生列出写作提纲后利用表格进行自评和互评，根据评价表完善习作，形成篇章。
单元学习目标
目标a：主动获取、了解环境或环保的相关信息，并观察生活中出现的环境问题，认识到环境问题的严重性，增强环境危机意识； 目标b：能运用合理的听力技能把握语段的主旨大意与部分细节信息，梳理出发现问题 --分析问题--解决问题的思维模式，并用这一模式来正确处理生活中遇到的其他困难； 目标c：能掌握核心词汇、短语以及句型的意义和用法，并能准确运用于口头或书面， 描述环境问题及其产生的原因并提出建议，认识到人类对环境的影响，树立环保意识； 目标d: 通过读图、扫读、跳读、构词法猜测词义等阅读技能梳理文章中的逻辑关系， 并将自身相关行为与教材中的素材进行对照反思，学习优秀的环保方式，养成良好的环 保生活习惯，培养改善环境的社会责任感。 --------------------------------------------------------------------------与核心素养的关系说明： 语言能力维度： 能就环保话题，运用读图预测、抓关键词等听力策略理解语段中的逻辑关系；（单元目标b） 关于环保能简单与人进行交流，能对他人提出的问题进行恰当的应答，也能对他人 的观点发表自己的见解并阐明原因；（单元目标c） 能熟练运用读图、扫读、跳读、构词法猜测词义等相关阅读技能，了解“环保”主 题说明文，通过连词梳理文章脉络，获取文章细节信息。（单元目标d） 能就环保话题，准确清晰地描述身边存在的问题，以恰当的语言形成有逻辑的篇章。 （单元目标c） 学习能力维度： 合理运用学习资源辅助学习，能借助网络主动搜集感兴趣的环境或环保相关资料， 解决自身疑问或拓宽知识面；（单元目标a） 能有在听力之前根据所给信息主动预测所听内容的习惯，并利用二次播放复查听力 答案。（单元目标b） 思维品质维度： 根据阅读与听力所得信息，分析反思评价自身相关行为，并有改进意识。（单元目标d） 文化意识维度： 能了解中外环保意识和环保政策的异同，学习优秀的环保方式。（单元目标a）
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Section A （1a-2d） 听说课 第一课时 主动获取、了解环境或环保的相关信息，并观察生活中出现的环境问题，认识到环境问题的严重性，增强环境危机意识； 能运用合理的听力技能把握语段的主旨大意与部 分细节信息，梳理出问题--原因--措施模式，能够 拥有发现问题、分析问题并解决问题的能力，学会 正确面对生活中出现的各种问题和困难。
Section A （3a-3c） 阅读课 第二课时
Section B （1a-1e） 听说课 第三课时 通过与教材中的素材进行对照 ，反思评价自身相关行为，养成良好的环保生活习惯,树立改善环境的社会责任感。
Section B （2a-2e） 阅读课 第四课时
Section B （3a-3b） 写作课 第五课时 能掌握核心词汇、短语以及句型的意义和用法，并 能准确运用于口头或书面，描述环境问题及其产生 的原因并提出建议，认识到人类对环境的影响，树 立环保意识。
Grammar focus, Self check 练习课 第六课时 巩固与反思
持续性评价的手段与方式
Think about this unit and then complete the following form. Now rate yourself on a scale of five:one being low and five being high, and put it into your portfolio. Things I can doEvaluation1.I can search for different kinds of materials before or after class to know more about the environment.543212.I can predict with the help of pictures before listening.543213.I can understand the passage and figure out the main idea and structure with different reading skills.543213.I can describe environmental problems and the causes and effects of them clearly and form a letter of asking for help.543214.I can notice some environmental problems,analyze the causes and effects of them,and do something good to the environment.54321
教学反思（实施后填写）
本单元以环境保护为主题，以因果关系为主线，进行了基于大观念的单元整体教学设计。在每一课时的设计当中，都能遵循英语学习活动观，推进从知识建构化、知识功能化到知识素养化的发展进阶。现将本单元的主要经验作如下总结： 思维品质的培养 英语的核心素养中包含思维品质的培养，在本单元中，可以着重培养学生评价性、反思性以及因果关系分析的思维能力。例如在Section A部分的听说和阅读材料中都可以引导学生思考发掘环境问题的因果链。反思与评价能力的培养可以通过引导学生回顾自身生活中的习惯，反思对于环境的影响，并进行评价与改进。 语用意识的培养 对于九年级学生而言，应加强学生语用意识的培养，增强学生核心素养中的自主学习能力。语言学习不仅仅是语言知识的传授，更要建立语言知识与特定语境和功能的关联，促进学生在各场合中对于目标语言的恰当使用，理解学习语言的意义与价值。如在本单元的写作教学中，除了要描述环境问题及其原因和后果，还要关注写作的对象，思考怎样合理地表达自己的见解。 构词法猜词意的运用 英语作为一门外语，不可避免地会在阅读中碰到部分生词，而学生对于生词的态度和处理方式会直接影响学生的阅读心态和理解程度。在本单元的语篇中就出现了很多已学和新学的派生词，教师应引导学生学会：1.通过联系上下文以及生活常识猜测词义； 通过分析词根和前后缀的方式猜测词义；3.带着生词继续阅读；4.查词典获得词义。 不同的情境下，学生可以采用不同的阅读策略解决生词问题。 而本单元的教学中不足之处在于，在教学设计时应根据学生的差异性，最大限度的在教学目标与要求、教学内容、课前预习、教学过程、课堂提问与练习、布置作业等方面加以区别对待，以促使不同层次的学生的知识、技能、能力和智力都能在各自原有基础上得到较好提高，从而促进全体学生的发展。
单元作业/测试（自选项）
Unit 13 We're trying to save the earth. 单元检测卷 考试时间：100分钟；命题人：杨雅清 第I卷（选择题） 一、单项选择(共10分) 1．You __ drive your car so fast. It's very dangerous. A．wouldn't B．shouldn't C．couldn't D．mightn't 2．The old house is dangerous. It must be __________ soon. A．cut down B．pull down C．turned down D．pulled down 3．─Why do you buy this computer rather than that one？ ─This one is cheap. I can __________ it. A．sell B．borrow C．keep D．afford 4．I __________ the interesting TV play. Please don't turn it off，Mom. A．watch B．will watch C．watched D．am watching 5．After the rebuilding, our school is becoming . A．more and more beautiful B．more beautiful and beautiful C．beautiful and beautiful D．the more beautiful 6．I'm surprised to see you smoking. You __________，I remember. A．aren't used to B．weren't used to C．didn't use to D．don't use to 7．The heavy snow didn’t _____ the international airlines. A．pay attention to B．add to C．make a difference to D．keep to 8．(Anyone who sings well can the activity in our school. A．take part in B．take off C．take out D．take care of 9．There was a big earthquake in that area，but luckily，many people __________. A．save B．saved C．are saved D．were saved 10．It's not a good habit to __________ things. You may need them some other time. A．throw away B．turn off C．take down D．run away 二、完形填空(共10分) It’s very important that we all recycle (再利用). In nature, everything 11.____ again. For example, when an animal dies, it becomes 12.____ animal’s food. Nothing is wasted. But humans have created things like plastic bags 13.____ can’t be broken down by nature. Our rubbish kills animals and 14.____ water and soil. 15.____ we continue making too much rubbish, the problem will only get worse. If nature can’t reuse the rubbish, we must recycle 16.____ . We should clean up the rubbish we’ve made because nature can’t. Recycling is also the right thing to do for another reason. The earth is rich in natural materials like water and trees, 17.____ these materials are not endless. We use up our natural materials much 18.____ than the earth is able to reproduce them. For example, each year we cut 19.____ more that 6,000 square miles of forest. But it takes an average of 25 years for a new tree 20.____ . Recycling can help us save the earth, so let’s take action right now. 11.______ A．use B．usingC．is used D．used12.______ A．another B．other C．others D．the other13.______ A．who B．which C．how D．where14.______ A．pollutes B．polluted C．polluting D．is polluted15.______ A．When B．Whether C．Why D．If16.______ A．them B．their C．it D．itself17.______ A．but B．so C．and D．or18.______ A．fasten B．fast C．faster D．fastest19.______ A．out B．down C．in D．up20.______A．growsB．for growingC．growingD．to grow
三、阅读理解(共30分) A Bradford City Matters Welcome to the winter edition (版) of City Matters. “Don’t Drop It; Stop It!” Put rubbish in your wheelie bin(有轮大垃圾筒). You must put your rubbish in your wheelie bin to keep your environment clean. Don’t pile your rubbish up (堆放) in your house or garden — use a wheelie bin or one of our larger bins. You can buy a wheelie bin from our Waste Management Section at 01943 874 122. You can tell us about mice or rubbish in your area by phoning our Public Health Unit at 01943 874 146. ▲ Did you know that you can get a 50 fine (罚款) for dropping rubbish on the streets Our Council officers are on the streets of Bradford looking for people who drop rubbish. They will fine people who drop litter. This is part of our “Don’t Drop It； Stop It!” campaign (运动). Don’t fill your bin — recycle. Just think how full your bin gets over the holidays. To reduce your waste: *Say “no” to unwanted bags. Take your own bags to the supermarket or reuse old ones. Get your free shopping bag from our Advice Center. *Recycle your waste. Take bottles to your local recycling center. *Buy recycled things. Cards and paper are good examples. Our competition winners : As part of our “Don’t Drop It; Stop It!” campaign, community groups from the north, south, east and west of the city — 500 volunteers — entered our competition to clean up their area. The goal was to make the city cleaner for those who live, work, shop or play there. The four winners were: High Trees Parent Group, South Bradford Community Project, The Bridge Community Association and Forest Youth Group. 根据材料内容选择最佳答案。 21．If you have a problem with mice in your area, you can call _______. A．01943 874 122 B．01941 824 146 C．01943 874 146 D．01941 824 122 22．Which of the following can be put into A．Dropping rubbish can be expensive. B．Many people take their bags when shopping. C．Piling rubbish up in your garden is a bad habit. D．Our Council officers will help you when you’re in trouble. 23．From the Advice Center, you can get _______. A．two wheelie bins B．a free young tree C．a free shopping bag D．some recycled paper 24．What do we know about the competition A．There were five winners. B．It was held in the spring. C．It failed to reach its goal. D．500 volunteers took part in it. 25．Where might you see this material A．In a storybook. B．In a health report. C．In a travel magazine. D．In a local newspaper. B Many people know that rubbish is a big problem on planet Earth. What many people don't know is that junk(垃圾)has become a problem in outer space too. According to BBC News, there are more than 22, 000 pieces of space junk floating around the earth. And these are just the things that we can see from the surface of the earth by telescopes (望远镜). There are also millions of smaller pieces of junk that we can't see. Objects, like bits of old space rockets or satellites, move around the planet at very high speeds fast that even a very small piece can break important satellites or become dangerous to astronauts. If the tiniest piece of junk crashed into a spaceship, it could damage the vehicle. To make things worse, when two objects in space crash, they break into many smaller pieces. For example, when a U.S. satellite hit an old Russian rocket in 2009, it broke into more than 2,000 pieces, increasing the amount of space junk. To reduce additional space junk, countries have agreed that all new space tools can only stay in space for 25 years at most. Each tool must be built to fall safely into the earth's atmosphere after that time. In the upper parts of the atmosphere, it will burn up. Many scientists also suggesting different ways to clean up space junk. In England scientists are testing a metal net that can be fired into space junk. The net catches the junk and then pulls it into the earth's atmosphere to burn up. The Germans are building robots that can collect pieces of space junk and bring them back to Earth to be safely destroyed. The problem is becoming more challenging because we're sending more objects into space to help people use their mobile phones and computers,” says Marco Castronuovo, an Italian space Researcher. “The time to act is now. The longer we leave the problem, the bigger it will become,” he says. 26．What does the underlined word “these” in Paragraph 2 refer to ______ A．Telescopes. B．Satellites. C．Pieces of space junk. D．BBC news reports. 27．Why is space junk considered a problem ______ A．It buns up after it re-enters the atmosphere B．It often stops the view of telescopes on Earth C．It could force new space tools to travel at slower speeds D．It may crash into other space tools causing damage or death 28．Countries want future space tools to be able to fall back into the earth's atmosphere so that ______. A．the tools can be reused later B．the tools don't become space junk C．the earth’s atmosphere can stay clean D．the effects of space flight can be studied 29．How do the Germans plan to deal with space junk ______ A．Catch it with nets. B．Use robots to collect it. C．Burn it in the earth's atmosphere. D．Send it further away from the earth. 30．(2分)In which section of the newspaper would you probably read this article A．Environment. B．Local News. C．Education. D．Fashion. C Andrew Holleman, a 12-year-old boy,loved playing in the open land near his home.The land was wet and forested, and made a home for birds, other animals and many different plants. It made the perfect place for him to study and get to know the nature. He had seen some red-tail hawks, red foxes, wood turtles and other animals. He also found special native flowers. Suddenly it was announced that the “empty” land would be improved by a lot of houses on it. The plants would be removed, the animals would run away and most would probably die. Then the wet soil would be covered with extra grounds.When he heard about the news, he was not happy. He was very worried that the land and water would be polluted. Andrew wrote down clearly all the research he had down about the area, and how the houses would affect the local environment. He sent letters to members of local government and television reporters. He also called on his neighbors to oppose the building of the houses. Although he was only 12 years old, he had the courage and wisdom of a person much older. Andrew’ s teachers described him as gentle, shy and active. His classmates also admired how much he knew about local animals and plants,and the environment.Each day after school, Andrew went door-to-door, to ask the people to sign, who did not want the houses to be built. In only one month, he got the signatures of 250 people. In the end, the land remained a safe place for birds, animals and plants that belonged there.Andrew won many prizes for his brave and great work to stop the houses being built,and thus help save the environment. 31．The passage is mainly about_______. A．250 people who signed to help Andrew. B．a brave boy who cared for the environment. C．the open land that suited animals and plants D．the research of improving the environment. 32．The underlined word “oppose” in the passage probably means_______. A．support B．dislike C．disagree D．prefer 33．Andrew was very worried because________. A．the animals would be killed B．new houses would be built on the open land C．not all the neighbors were going to sign D．was praised by his teachers and classmates 34．According to the passage, Andrew__________. A．was good at going door-to door B．got in no touch with the reporters C．usually acted like a person much older D．was praised by his teachers and classmates 35．We can infer that_______. A．the land would remain as it used to be B．the open land would be built into a park C．the neighbors would have to move away D．Andrew would soon work for the government 四、任务型阅读(共10分) 从所给的A-F六个句子中选择五个填入横线上，其中有一项为多余选项。 In Australia there is a famous island called Fraser Island. A great many visitors come here for holidays every year. Why The reason is that it is special. 36 . In fact, it is the largest sand island in the world. It's about 200 kilometers long and 240 kilometers wide. Though the island is a popular place of interest, there is no airport on the island. The long beach along the east coast works as the airport. 37 ． On the island there are sand hills without any plants, but there are forests with old trees, beautiful flowers and over a hundred lakes, too. 38 . Every year, visitors come to enjoy the island's natural beauty. People like camping and hiking there. 39 . Animals were killed for food and this made them in danger of extinction (灭绝). They threw rubbish everywhere, and the lakes were seriously polluted. 40 . Rules have been set up. For example, visitors are not allowed to use motorboats (摩托艇) or go fishing in the lakes, and they mustn't leave any rubbish. A．Planes arrive and leave from here B．Anyone who breaks the rules will be punished C．The island is completely made of sand D．Unluckily, visitors have caused many problems E.Many kinds of birds and animals live in the forest F.So it is time to protect the environment of the island 第II卷（非选择题） 五、短文汉语提示填空(共10分) 请用适当的词完成这篇短文，每个空只能填写一个形式正确、意义相符的单词。 Many people like pandas 41 they are shy, gentle and interesting.They live 42 wet and warm places such as Sichuan and Gansu. There 43 (use) to be many pandas in the past, and 44 lived in the east of China. But now pandas are one of the 45 (danger) animals in China.They are 46 (become) fewer and fewer.We are trying 47 (save) pandas.We should establish more reserves (保护区) 48 pandas.We must let more people 49 about their situation. I believe there will be more pandas in 50 future. 六、综合填空(共10分) 阅读短文，从方框中选择恰当的词并用其适当形式填空，使短文完整、通顺。 way instead receive idea create find happy community mean with
A man gives a stranger his umbrella during a rainstorm. A woman picks up litter on her way to work. A teenager writes encouraging notes for strangers 51 . What do these acts have in common They are all random (随意的) acts of kindness, selfless acts that a person does to make people 52 , with nothing expected in return. The person who 53 a random act of kindness may know the person who performs the act, but often the acts are done anonymously (匿名地). Random acts of kindness are often encouraged by schools and 54 . In fact, in some countries, February 17 is Random Acts of Kindness Day. For many people, it’s important on this day to “pay it forward”. This 55 if someone does something kind for you, you don’t pay “back” that person by returning a kind act to him or her. 56 , you pay it “forward” to someone new. This can be a wonderful 57 to make both you and someone else very happy. Random Acts of Kindness Day 58 in Denver, Colorado, USA in 1995, and nine years later it spread to New Zealand in 2004. The 59 behind this holiday is to make the world a better place by spreading a little light around. Cheer someone up 60 your words, give someone a gift for no reason ... all these things can help to make a difference to someone who’s having a bad day. 七、根据汉语提示填空(共5分) 根据句意及汉语提示完成单词。 61．The fair is about environmental protection and __________（回收利用）. 62．Some of the toys are made of __________（金属）while others are made of wood. 63．Her experience meant that she had a big __________（优势）over her opponent（对手）. 64．Don't __________（乱扔）waste things everywhere. 65．Hamlet is one of Shakespeare's __________（作品）. 八、材料作文(共15分) 节约资源，保护环境，从我们身边的小事做起。假设你是一个注重“低碳”生活的中学生，请以“My Low carbon Life” 为题写一篇英文演讲稿，简单谈谈“低碳生活”的重要性，以及你所倡导的“低碳生活”方式。内容提示： 1．每天步行上学； 2.离开教室时，关灯、风扇、电脑等； 3.不用水时， 记住关水龙头，而且要循环使用水； 4.不使用塑料袋。 写作要求： 1．词数80个左右；文章的开头和结尾已给出，不计入总词数。 2.不得透露学校、姓名等任何个人信息。 My Low carbon Life It’s our duty to protect the environment. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Lower carbon, happier life.Let’s take action.
三、课时教学设计
本单元 第5课时 写作课
语篇研读
本课是单元的第五课时，写作课是单元学习内容的综合表达输出，在教学时让学生正确地使用目标语言，针对身边的环境问题尝试给环保局写信以寻求帮助,培养保护环境的社会责任感。
学情分析
本课的教学内容属于单元学习后的输出部分，学生对环境的相关话题已经具备了一定的知识储备和规范写作的意识，但逻辑思维能力有待提高，所以应帮助学生运用思维导图来梳理文章的框架结构，并正确地使用关联词实现整体性输出。 学生在长期的新课程理念熏陶及实践中，已经初步具备了自主,合作,探究的能力。所以写作后可以采取自评、互评的方式让学生完善习作，形成篇章。
教学目标
单元教学目标 课时教学目标
目标a：主动获取、了解环境或环保的相关信息，并观察生活中出现的环境问题，认识到环境问题的严重性，增强环境危机意识； 目标b：能运用合理的听力技能把握语段的主旨大意 与部分细节信息，梳理出发现问题--分析问题--解 决问题的思维模式，并用这一模式来正确处理生活 中遇到的其他困难； 目标c：能掌握核心词汇、短语以及句型的意义和用 法，并能准确运用于口头或书面，描述环境问题及 其产生的原因并提出建议，认识到人类对环境的影 响，树立环保意识； 目标d: 通过读图、扫读、跳读、构词法猜测词义等 阅读技能梳理文章中的逻辑关系，并将自身相关行 为与教材中的素材进行对照反思，学习优秀的环保 方式，养成良好的环保生活习惯，培养改善环境的 社会责任感。 a 能正确并熟练使用有关环保话题的重点短语和句子； b 通过阅读能够理解拓展文章， 熟悉环保类文章的常用的结构： 问题--原因--措施，并以此模式 画出思维导图并梳理细节信息； c 能够运用所收集到的环境相关信息根据问题--原因--措施这种篇章结构，以恰当的语言有逻辑地给环保局写一封求助信； d 能够拥有发现问题、分析问题并解决问题的能力，学会正确面对生活中出现的各种问题和困难。
教学重难点
本课时的重点是复习与环保话题有关的词组和句子，并能通过画思维导图，合理使用连接词进行段落和篇章的整合输出。 本课时的难点是引导学生从分析篇章结构入手，绘制出思维导图。教学过程中设计的拓展阅读活动会针对这一难点进行训练。
教学方法
任务型教学：开展多种类型的任务型活动，让学生在完成任务的过程当中理解语言和运用语言，培养合作意识，促进语言能力。 激励性评价：通过贯穿始终的激励性评价语言，让学生始终保持高涨的学习兴趣和热情，不断享受成就感，使学生的潜能得到充分发挥，个性得到充分张扬。 3.互动教学：通过师生互动和生生互动，激发学生思维，促进语言交流，建立良好的师生、生生关系。
教学工具
多媒体：运用PPT辅助课堂教学，提供口语交际或者书面写作范例，呈现教学重点，播放音视频等。 阅读指导工具：辅助学生了解文章内在逻辑及客观事实，理清文章脉络，加深对文章的 理解。 写作过程指导工具：引导学生积累相关素材与语言，实践段落撰写之后反思评价修改。
教学流程图
教学过程（第五课时）
教学目标 教学活动及互动方式（时间） 设计意图 效果评价
能正确并熟练使用有关环保话题的重点短语和句子（获取与梳理,概括与整合） 观看视频，根据图片及部分文字提示，口头描述生活中常见的环境问题。 引入话题，锻炼口语表达能力并为写作积累素材。 所有学生能够运用本单元的重点短语、句型描述出视频中3-4个环境问题。
以小组合作的方式将环境问题分类，思考它们产生的原因，讨论相对应的解决措施，并总结提出建议的句型。 结合生活经验和社会经历，形成问题--原因--后果这一完整的知识链。 多数学生能简单、清楚地表述出产生环境问题的原因并给出建议。
通过阅读能够理解拓展文章，熟悉环保类文章的常用的结构：问题--原因--措施，并以此模式画出思维导图并梳理细节信息（分析与判断） 阅读环境相关的拓展短文，结合思维导图梳理文章的框架，分析篇章内在的因果关系。 梳理因果关系，绘制思维导图，明确文章结构。 多数学生能够根据提示画出拓展文章的思维导图。
能够运用所收集到的环境相关信息根据问题--原因--措施这种篇章结构，以恰当的语言有逻辑地给环保局写一封求助信（内化与应用,批判与评价） 初步尝试完成一个段落写作，运用cause&effect说明方法描述一个环境问题的起因及后果，并针对此问题提出合理的建议，完成后运用checklist自查并修改。 讲练结合，让学生按照思维导图进行笔头实践，段落完成后引导学生复读并自查反思，进行精准化提升。 多数学生能按因果关系完成段落仿写，完成后根据自测表自行修改。
按照梳理出的文章结构，完成另外两个环境问题的分析与撰写，对提出的建议进行适当地解释，按照书信格式完善习作。 引导学生注意写信对象，要使用合适的语言提建出合理的建议，体会语言的语用功能并渗透情感教育。 多数学生能够完成习作，体现出不同程度的内化。
课时教学板书设计
课时作业设计
请以小组为单位，从下面的两个话题中选取其一，制作一份海报或写一篇倡议书。 话题1：黄河是中华文明的重要发祥地，习近平总书记多次强调黄河流域生态保护和高质量发展是重大国家战略。自古以来就有“天下黄河富宁夏”的说法，请以“反哺母亲河”为主题，针对黄河流域的一个环境问题进行调查。 话题2：“学校是我家，爱护靠大家”，请实地考察学校的不环保现象，讨论存在这些现象的原因和阻止它们的办法。 提示：海报组可参照查找资料、绘画、写文案、向其他同学介绍的方式进行分工；倡议书组可参照收集图片、阐述问题、分析原因、提出建议的方式进行分工。
课后反思（实施后填写）
本课的亮点与经验： 写作前： 提供了视频素材让学生进行口语训练，使学生敢于开口也能够开口，既是学生写作前的准备环节，也是对本单元句式短语的复习应用； 在小组合作讨论环境问题产生的原因和后果时有意地加入一些连接词，让学生在运用中体会连接词的意义及用法，实现由句到段的飞跃和提升； 提供给学生一篇跟环境相关的拓展阅读，让学生梳理出拓展文章中的思维导图，训练学生的逻辑思维能力。 写作中: 根据梳理出的思维导图写出自己的文章，采用先学习后模仿的方法来降低写作难度。 写作后： 段落完成后让学生根据自测表自行修改，整篇习作完成后采用小组合作的方式进行互评，充分体现生本课堂。 本课的缺点与不足： 回思本节课，学困生虽在口头输出时能够参与，但在笔头输出时仍存在一定的困难，因此本课在分层教学方面应有进一步的研究。
四、单元整体评价
单元整体评价
语言能力层面，学生可以运用读图预测、抓关键词等听力策略来理解语段，完成听力练习。也能熟练运用读图、扫读、跳读、等相关阅读技能，完成阅读任务。因本单元的语篇中出现了很多已学和新学的派生词，教师可以引导学生学会通过分析词根和前后缀的方式来猜测词义帮助理解语篇内容。通过大量听力和阅读材料的输入后，学生能进行口头或书面输出，描述环境问题及其产生的原因并提出建议。在输入和输出过程中，我采取了用思维导图的方法来梳理文章脉络，虽然是一种高效、实用性的工具，但对学困生存在一定的困难。 学习策略层面，大部分学生能够自主管理和规划单元学习计划并付诸实践。但他们的生活经验和社会经历有限，对于环境的了解可能只限于课本，所以可以引导学生合理运用学习资源辅助学习，能借助网络主动搜集感兴趣的环境或环保相关资料，解决自身疑问或拓宽知识面。在课内外学习活动中积极用英语与他人交流沟通与合作，并有意识地记录有用信息。 思维品质层面，通过本单元的学习，学生的思维在逻辑性、批判性和创新性等方面的能力可以有所提升。学生能够关心身边环境，发现存在的环境问题，分析可能产生的原因并尝试寻求解决措施进行改善，提升分析问题和解决问题的能力并能将之运用于生活中的其他方面。对别人提出的解决措施能够提出自己的见解并阐明原因。在课本内容的引导下，能够创造性地再次利用身边的废旧物品，实现学以致用，迁移创新。 文化意识层面，学生能够通过各种手段来了解中外环保意识和环保政策的异同，学习优秀的环保方式。