广东省深圳市Module 2 Unit 3 The environment 教案 (2)

Moudle
2
Environmental
problems
Unit
3
The
environment
教案
教学目标：
1、指导学生阅读理解文章，获取信息，让学生掌握如何捕捉不同人物对同一话题的观点。阅读的速度慢是学生的拦路虎，平时阅读时，由于没有紧迫的时间压力，学生养成逐字逐句慢慢看，慢慢理解的坏习惯。考试时还没看懂题目就急吼吼答题，正确率自然难以保证。在平时的阅读中，可以指导学生选择一些经常出现的意群进行操练，长期训练，自然就能大大提高学生的理解能力。
一目一词的阅读方式不仅速度慢，而且影响理解，无法形成完整的概念，效率高的读者总是将眼睛从一组词移向另一组词，即一个意群一个意群地阅读。
2、指导学生了解生活中的污染源，提醒学生要爱护环境，尽量不使用会污染环境的物品。
3、指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：推断和加快阅读捕捉重要信息。
教学重点：
1、在听力过程中，指导学生透过题目中的提示信息或线索，结合听力材料中的时间词和时态，把握事件发展顺序。
2、指导学生如何把握听力过程中的关键词，如：数词、动词和形容词，培养学生的速记能力。
教学难点：
1、指导学生学会用why提问原因，用because来回答理由。
2、指导学生用（not）as
┅as
┅的句型比较两事物。
3、指导学生用like,
the
same
as,
different
from
比较两事物，其中，让学生注意like作为动词和介词时的用法区别。
教学内容：
1.
Revision
(1)
Have
a
dictation:
some
words,
some
phrases
and
a
few
sentences.
(2)
Check
Ss’
homework
first
and
explain
some
difficult
points
in
it.
(3)Ask
several
Ss
to
speak
out
what
they
look
for
about
the
greenhouse
effect
and
share
the
information
with
classmates.
2.
Pre-reading
(1)
Ss
try
to
speak
out
some
examples
of
pollution
in
the
picture
and
then
label
the
picture
with
the
correct
letters.
(pair
work)
(2)
Introduce
the
background
information
of
the
article
and
go
through
two
questions
in
B.
3.
While-reading
(1)
Ss
read
it
quickly
and
answer
Qs
in
B.
(2)
Ss
go
through
the
D1,
D2
and
compare
what
the
differences
are
between
Forest’s
view
and
John’s
view.
（利用文章的标题
“The
world
is
in
danger”
进行阅读拓展，让学生解读标题的含义，了解到这是一篇有关环境保护的说明文，本文中，作者在对某一科普知识的描述上均采用“因果关系”的方法。如在第一部分The
greenhouse
effect中，作者对于因果关系的描述是环环相扣的，如下面的流程图所示：让学生发表各自对本课环境问题的观点，提高学生英语运用能力。
People
burn
fuels
such
as
petrol
and
coal
↓
They
produce
a
gas
called
carbon
dioxide
and
too
much
carbon
dioxide
pullutes
the
atmosphere.
↓
The
atmosphere
keeps
in
too
much
heat.
↓
The
Earth’s
temperature
is
increasing.
↓
Sea
level
rises
and
cities
may
disappear.
(3)
Ss
read
it
again
and
fill
in
the
table.
(4)
Explain
some
key
words
and
language
points
in
the
article.
.cause
….to….
.keep
in….
.in
danger
of
.let
…..in….
.keep/prevent/stop….from
doing
sth
.as
a
result
of
.the
same…as…
.take
in
.result
in
.mountains
of
.in
order
to/in
order
that
.take
action
.different
from/to
.be
friendly
to
同级比较:
1)肯定:
…as
+
adj.
原级/adv原级
+
as…
(和…
一样)
否定:
…
not
as/so
+
原级
+as…
2)多音节:
“比…
…
”
more
+
多音节adj.
+
than…
“不如……”
less
+
多音节adj.
+
than…
3)…倍数
+
as
+
原级
+
as…
“是…的多少倍”
…倍数
+
比较级
+
than…
“比…多少倍”
16.as
adj/adv
as
sb
can/could=as
adj/adv
as
possible
17.for
the
purpose
of
18.make
a
difference
4.
Post-reading
(1)
Ss
prepare
to
have
a
discussion.
Half
of
them
will
agree
with
Forest
and
the
rest
will
agree
with
John.
Ss
try
to
give
some
reasons
to
support
their
views.
(2)
Ss
have
a
discussion
in
the
class.
(3)
T
gives
a
summary
about
the
discussion.
Homework
(1)
Do
you
have
any
ideas
about
pollution
What’s
the
answer
to
this
pollution
Ss
try
to
think
about
some
pollution
and
solutions.
Ss
discuss
it
in
groups.
(2)
Finish
relevant
exercise
in
exercise
books.
(3)
Revise
useful
words
and
expressions.
(4)
Listen
to
the
tape
and
read
the
passage.