课件29张PPT。Unit 2 The environment Reading 1The economy or the environment—
Must we choose? Have you ever seen a debate or even taken part in a debate?
Do you know something about debates?If you want to know more information on the problem, please read the text.The economy or the environment—
must we choose?Fast readingGo through the passage as quickly as possible and try to find answers to the three questions in part A on Page 22. 1.What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?Mr lin represents the society for Environment Preservation while Mr Qian an economist.
2.By how many times has the world’s population increased since 1800?
3.According to Mr Qian Liwei, What should be done to factories that pollute the environment?More than six times.
Those factories should have to pay higher taxes.
Careful readingReading a debateWhat’s the procedure(程序) of a debate?
Reading strategyWhat is the order of a debate?One side presents their points first.
The other side follows and presents theirs.
After that ,there is often a discussion.The order of the debate:A presents his points. B presents his points.
Open discussionThe topic: For side speaker:Against side speaker:The environment or the economy?Mr. Lin ShuiqingMr. Qian LiweiFrom ______As an ______As an ________the society for Environmental PreservationenvironmentalisteconomistDetailed readingRead the speech a second time and complete Part C1 on page 24 Part 1
1 What society does Lin Shuiqing belong to?
2 What does Lin Shuiqing start his speech by talking about?
3 What is happening to large amounts of fish?
4 What does Lin Shuiqing think we should teach people about?
Lin Shuiqing belongs to the society for Environmental
Preservation. Line5He starts his speech by talking about the way large areas
of the world are damaged by industrial waste. Line10They are being caught by fishing boats before
they can lay eggs. Line17He thinks we should teach people about environmentally
friendly ways of living. Line25 5 Why does Qian Liwei think production should not be cut back?
6 What does Qian Liwei say we should produce more of?
7 What does Qian Liwei say we need more of?
8 What does Qian Liwei say many people are willing to do?
Because jobs will be lost. People are more important
than fish and trees. Line43We should produce more things from recycled materials.L46We need more effective laws to preserve the environment,
which still allow the economy to grow. Line47Many people are willing to pay slightly higher prices
for things that are environmentally friendly.Line51Part 2Reading
Comprehension
Which of the following is NOT mentioned in Lin Shuiqing’s speech?
A. Industrial waste destroyed many places and killed many places and animals.
B. Factories producing poisonous chemicals should close down.
C. Fishes died because of more than one reasons.
D. Polluted atmosphere can make human beings sick.
What can be inferred from the speech?
A. Though we caught large numbers of fish, they develop so quickly that we’ll still have enough to eat.
B. It’s likely that we’ll not have enough to eat if we keep producing people rapidly.
C. Lin Shuiqing is for the idea of recycling, while Qian Liwei is against it.
D. An economist is often seen as being against the environment.
What does the sentence “People often think that economic development is bad for the environment, but this does not have to be right.” mean?
A. Economic development is good for the environment.
B. Economic development is bad for the environment.
C. Economic development is not always bad for the environment.
D. People are wrong to think economic development is bad for the environment.listening
Listen to the tape and judge the following statements True or False.True or False1.The waste they create goes into the atmosphere and makes us sick.
2. Many sea creatures are being wiped out by poisonous chemicals.
3. Qian believes that people are more important than creatures.
4. Qian thinks that paying a higher price for some things is good for the economy in some ways.
5. Qian agrees that those factories which pollute the environment shouldn’t have to pay higher taxes.TFTTF Do you think it is possible to achieve a balance between the economy and the environment?
How can this be achieved? Discussioneconomyenvironment1. We could educate people to respect and protect the environment.
2. We could urge factories that produce large amounts of waste to build a system to purify the waste and minimize the damage to the environment.
3.We could urge the government to pass stricter laws to protect the environment.
4.We could produce strict laws to preserve the environment.
5. We could create a system to deal with the waste and rubbish scientifically.
Some people say that economy can solve all problems, but some say the environment . Which one do you prefer? Economy or environment? debate competitionWhich one will you choose?Consolidation Fill in the blanks with proper words according to the reading material.TV Presenter: Mr.Lin, as an environmentalist, what,do you think, is the main reason for the earth’s being damaged?
Mr.Lin: You see,we are living in a world,w______ many places and living things have been destroyed and have died.The waste from factories goes into the a_______, making people sick and f______into rivers, k______many sea creatures.That’s the main reason,I think.
TV Presenter: Is there any other way that sea creatures are badly affected by?
Mr Lin: In a_______,Fishing boats catch a lot of fish every day and many of the sea creatures are being w______ out.here tmosphere lows illing ddition iped TV Presenter: As we can see, the world’s population is a____________ 6.5 billion, more than six times what it used to be in 1800. Without doubt, clothing, food, shelter and transportation are becoming very important to people. So, what’s your advice on whether to choose the e_______ or the environment?
Mr.Lin:It is suggested that we cut down on production and reduce the amount of commercial goods. Besides, we have to take r_______ rubbish into consideration, which helps to expand our recycling industry, teach people about e________ friendly ways of living, even create more jobs and help the economy at the same time. pproaching conomy ecycling nvironmentally Homework: Write a short passage about what you have discussed in class, no less than 120 words. byebye
Module 5 Unit 2 The environment
The economy or the environment- must we choose?
所用教材：译林牛津版高中英语模块五（Module 5 Unit 2 The environment）
所属年级：高二年级
所教单元：高二英语Module 5 Unit 2 The environment
Reading部分The economy or the environment-must we choose ?（第22页）
教学课型：阅读课
设计时段：一课时（45分钟）
作者姓名：李飞跃
参赛学科：英语
The economy or the environment- must we choose?
教学设计
一、设计理念
本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1. 开展学生活动，发挥主体作用
2. 实施情景教学，整合三维目标
转变学习方式，增强教学效果
运用问题教学，启发学生思维
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
教材分析及学情分析
教材资源的调整与整合
本节课的主题是“debate”， which is more important, the economy or the environment?看似很抽象，很深奥，但实则与生活密切相关。阅读文章有两篇，比较长，且比较难读，由于本节课的重心不是培养学生的阅读难懂文章的能力，而是学习此文介绍的创造性思维策略，因为辩论的语言的逻辑性思辩性较强，所以我们阅读的时候要边阅读边思考，一方的论点论据是什么？有没有什么漏洞？另一方将会怎样来反驳？这些都是我们在阅读的时候要思考的内容，这样将会大大提高我们的阅读效率。
我们在阅读辩论文的时候要针对其文体特点，做到精略结合，虚实相济，就能轻松而有效地在考试中对付这种文体的阅读理解。。
学生情况分析
所带班级为文科普通班，学生的英语基础一般，水平参差不齐。其中听说技能较差，尤其是学生的口头表达能力较差，同时不够大胆。为了鼓励全部学生都积极参与到课堂活动中，同时培养他们的团队合作精神，教师一方面按学生自愿进行分组，每组5-6人，另一方面，在分配学习任务时，注重学习任务的层次性与选择性。
本节课的设计思路
在本节课的教学设计中采用了多媒体等教学辅助手段，运用了任务型语言教学的模式；遵循以学生为主体，教师为主导的原则。在整个教学活动中，通过环环相扣的任务活动设计；通过不断地提出问题，以启发学生思维；通过师生交流，生生交流的方式，以提高学生获取信息和处理信息的能力；同时为激发学生学习的兴趣，笔者提倡学生自主、合作学习，鼓励和引导他们自己发现问题、提出问题、解决问题，让学生体验学习的整个过程；在阅读中通过让学生欣赏并背诵优美句式，归纳重要词汇，以培养学生由语言摄取到语言运用的迁移能力。
1. 注重学习方式的改进：
2. 注重教学方法的创新：
3. 重视多媒体信息资源的应用：
4. 注重对学生学习的评价：
教学过程设计：（教案）
【课 题】 The economy or the environment must we choose?
【学校】安化县第二中学
【授课教师】李飞跃
【班级】高二（13、15）班
教学目标
知识目标
1. 认知与环保相关的词汇，如debate，poisonous, pollution, strategy, etc；
2. 运用所学语言了解保护环境与发展经济相关的知识；
3. 对于本课所学句型不仅达到认知，而且会在听说中运用，能准确表达自己的观点。
能力目标
1. 提高学生阅读两种不同观点的文章的能力；
2. 能根据学习任务的需要，通过不同信息渠道获取信息并进行加工处理，提高快速阅读检索信息的能力；
3. 能根据所给信息，运用创造性思维，通过独立思考、小组讨论进行信息加工并写出一篇论述文。
情感态度价值观
1. 通过自主学习，激发并保持学生学习英语的兴趣，从而培养学生良好的学习习惯；
2. 培养学生用英语表达自己的观点，并通过小组学习与交流，培养同学间的合作精神；
3. 通过本课的学习，提高学生的环保意识。正确理解环境保护与发展经济之间的关系。
教学重点
激发学生学习兴趣，通过小组学习与对话交流，培养学生的自信心和合作精神。
教学难点
运用创造性思维，通过小组活动，用英语进行简短的论辩。
学习策略
利用主题资源自主学习，小组合作学习。精读和略读两相结合
板书设计
Unit 2 The economy or the environment -must we choose?
Title
The economy or the environment -must we choose?
One side
Lin Shuiqing,(an environmentalist)
Another side
Qian liwei (an economist)
argument
One side
Environment is more important than factories and products
Another side
Healthy environment and a stable economy is possible
points
One side
Large amounts of the area in the world was damaged by the pollution made by the factories.
Another side
People are more important than fish and trees. A Healthy environment and a stable economy is possible at the same time.
proof
-----
conclusion
——
教学过程
Stages
Teacher’s activities
Ss’ activities
Aims (设计目的)
Time
Step 1
Greeting and
Warm up
Greet the whole class as usual at the beginning of the class.
Have you ever had a debate ?
Do you know the steps of a debate ?
.Ask students the title of the text and ask students which one to choose: the economy or the environment.
Greet the teacher.
Read the title of the text, answer the teacher’s questions.
课前与学生的日常问候，可培养师生间融洽的情感，有利于师生在平等、亲近、融洽的氛围中进行英语交流，消除师生的障碍，激发学生交流的情感欲望。
标题往往是文章的中心所在，通过解读标题，学生很容易自己产生以上两个问题，这样设置悬念，以激发学生阅读本文的欲望；同时对标题设问，以培养学生如何理解文章标题，猜测文章大意的阅读习惯。
3’
Step 2
Fast reading
1. Provide three questions:
2. Check the answers with the whole class.
1. Scan the text.
2. Answer the questions individually.
To develop the ability of summarizing.
通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中两种不同的观点，培养学生快速阅读的技巧与能力。
5’
教 学 过 程
Stages
Teacher’s activities
Ss’ activities
Aims (设计目的)
Time
Step 3
Careful Reading (Thinking strategies)
1. Ask Ss to Read Lin Shuiqing’s debate and answer the following questions.
What society does Lin Shuiqing belong to?
2.Ask Ss to read Qian Liwei’s debate and answer the following questions.
Why does Qian Liwei think production should not be cut back?
3.Check the answer with the whole class.
Read the text again to find the topic sentence of each paragraph.
通过精读课文，了解文章细致内容. 在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个不定式做状语及定语的句子，为语法部分的讲解作个铺垫。
10’
Step 4
Listening
1. Get the Ss to the text,
2. Do True or False exercise..
3. Check the answers.
Listen to the tape and follow it, then finish Ex.2.in Post-reading Part.
在把握了文章中心，理解了文章内容之后，通过听录音，学生进一步赏读课文，同时也纠正了语音语调；通过正误判断句并改错，进一步检测学生对整篇文章的理解，也训练学生在阅读过程中留心观察、有效记忆的能力。
6’
Step 5
Creative Task
Do you think it is possible to achieve a balance between the economy and the environment?
How can this be achieved?
Group task: Discuss the following two questions
以上话题讨论基于课文内容，又不局限于课文内容，旨在发散学生的思维，培养学生的创新能力，实现语言运用的目的；同时也是对课文内容的巩固，强化学生保护文物的意识，
7’
教 学 过 程
Stages
Teacher’s activities
Ss’ activities
Aims (设计目的)
Time
Step 6
Debate competition
1.Work as a guide, and
help them。
4. Let other students work as patent officers to make comments on their introductions, and decide which group is the best.
5. Announce which group is the best inventor.
1. Discuss in groups to prepare for their debate.
2.Work in groups of 4, two students play the role of Lin Shuiqing and the other two Qian liwei. Using their own words if possible.
为活跃气氛并激发学生使用英语的热情, 运用所学的创造性思维，通过角色扮演以及情景设置中引出生活中存在的问题，由此自然地引出阅读课的任务----以此唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。
10’
Step 7
Summary
Make some comments on the performances of the students.
Summarize the class.
Listen to the teacher’s comments.
Make the students know how they have done the class and gain their confidence.
通过教师鼓励性评价， 体会学习与参与活动的成就感。
2’
Step 8
Home work
Do you think it is possible to achieve a balance between the economy and the environment? How can this be achieved?
Write a short passage about what you have discussed in class, no less than 120 words.n.
To consolidate the contents of the class.
把课堂活动延伸到课外，完成对知识的巩固。
2’
