Module 12 Save our world
Unit 1 If everyone starts to do something, the world
will be saved.
课 题
Module 12 Save our world
课时
第一课时Unit 1 If everyone starts to do something, the world will be saved.
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
factory, pollute, recycle, waste, enemy, crop, kill, oil, less, hopeless
2. 掌握以下句型:
①If the rivers are polluted, farmers can’t use the water for their crops.
②It’s no use talking about things we can’t do.
③Though pollution is heavy now, I don’t think it’s hopeless.
能力目标
1. 能听懂有关环保的日常对话并获取信息。
2. 能够自如地谈论环保等话题。
情感目标
提高环保意识, 认识到保护环境的紧迫性和自己担负的责任, 了解环保方面的先进的理念和做法。
教学重点
1. 能听懂有关环保的日常对话并获取信息。
2. 能够自如地谈论环保等话题。
教学难点
能够自如地谈论环保等话题。
课前预习
Preview the new words and search for information about saving the earth.
教学方法
Situational approach; Listening and speaking approach; Interactive approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Organize the students to enjoy a song“Heal the World” before class.
2. Show some pictures about pollution, have the students say something about them.
1. Listen to the song and try to sing with it if they can.
2. Look at the pictures and say something about them.
通过歌曲感受生命, 感受世界。
通过污染的图片很自然地引出拯救地球的话题。
Step 2
Pre-listening
(New words,
Activity 1)
1. Organize the students to read the new words together.
2. Ask the students to use the new words to describe the pictures simply. (Activity 1)
1. Read the new words together
2. Use the new words to say some sentences about the pictures.
自学单词, 体现学生的主体地位; 并最终运用到句子当中, 强化学生的语言表达能力。
Step 3
While-
listening
(Activities
2& 3 )
1. Play the tape, ask students to listen and choose the best answer. (Activity 2)
2. Guide the students to listen to the conversation in Activity 3, then answer the questions.
(1)What did they get from a reader of the New Standard?
A. A letter. B. An email.
C. A postcard.
(2)What kind of school are they talking about?
A. A middle school.
B. A primary school.
C. A green school
(3)Why is it wasteful to throw away glass and paper?
A. Because they can be recycled.
B. Because they can be sold.
C. Both A and B.
3. Play the recorder again and ask the students to complete the notes. (Activity 3)
4. Organize the students to read the conversation with the video.
5. Ask the students to work with their groups to read the conversation. Organize the students to have a competition.
1. Students listen and choose the correct answer.
2. Listen to the tape and and choose the correct answer.
3. Students listen to the conversation again and complete the notes.
4. Students read the conversation with the video.
5. Practice in groups.
通过听听力回答问题, 加强学生对课文的理解, 培养学生提取信息的能力和提高细节听力技巧的能力。
跟读对话, 把握正确的语音语调的同时, 进一步弄懂对话细节, 充分调动各个层面同学的积极性, 提高每位同学的参与意识.
Step 4
Post-listening
(Activities 4,
5&6)
1. Let the students read the conversation in Activity 3 by themselves, and complete the passage Activity 4.
2. Play the recorder of Activity 5 and have the students listen and mark where the speaker links.
3. Get the students to list the pollution problems in groups.
1. Students read the conversation again and complete the passage.
2. Listen and mark the words which the speaker stresses.
3. Discuss the rules in the classroom.
通过空白单词填空复述课文, 能使学生加深对课文内容的印象。
把握正确的语音语调。
训练学生说的能力。
Step 5
Summarize
Get the students to sum up the language points.
Sum up and note.
培养学生自主学习, 归纳总结的习惯。
Step 6
Consolidation
教师设置巩固检测练习:
短文复述。(Retell)
The students have just got an email from a reader 1. Zhao Ming. He saw their online magazine while he was doing his homework on favorite books. He asked them when they were going to write about 2. education. Zhao Ming is at a 3. school in Dalian. In his school, everyone agrees to be 4. about the environment. It is
5. to throw away glass, paper and metal, so every class collects reusable waste, and sells it for 6. in their school. People can save energy and recycle not only at school, but also at 7. . For example, we can turn lights 8. when we leave the room. It’s
9. if everyone thinks about pollution and recycling, and helps save our world. If we don’t save energy, the future is 10. .
独立完成检测练习, 并进行自评与互评。
通过习题的练习, 及时巩固已学的知识, 从而达到激励全体学生努力学习的目的。
Step 7
Homework
Make a survey, note the pollution in our daily life, tell their desk-mates what to do.
板书设计
Unit 1 If everyone starts to do something, the world will be saved.
1. vocabulary:
factory, pollute, recycle, waste, enemy, crop, kill, oil, less, hopeless
2. Structure:
①If the rivers are polluted, farmers can’t use the water for their crops.
②It’s no use talking about things we can’t do.
③Though pollution is heavy now, I don’t think it’s hopeless.
教学反思
本节课的教学设计, 旨在训练学生的听说能力, 鼓励学生尽量运用本课所学语句, 运用各种祈使句进行问答, 训练学生说的能力。口头作业和笔头作业相结合, 有助于学生各方面能力的培养, 及时巩固已学的知识, 并把所学知识运用到实际当中去, 启发学生考虑如何治理污染、保护环境
资料链接
雾霾——大气污染的最新杀手
雾霾(smog或haze)是漂浮在大气中的PM 2. 5等尺寸微粒、粉尘、气溶胶等粒子, 在一定的湿度、温度等天气条件相对稳定状态下产生的天气现象。雾霾灾害是大气长期污染造成的结果。治理大气污染是全人类急需解决的问题之一。
形成原因
雾霾天气主要是发展方式粗放, 产业结构和能源结构不尽合理造成的, 其根源还在化石能源, 一个是烧煤, 一个是燃油, 排放了大量的污染物。具体原因如下: 1. 大气空气气压低, 空气不流动是主要因素。空气的不流动使空气中的微小颗粒聚集, 漂浮在空气中。2. 地面灰尘多, 空气湿度低, 地面的人和车流使灰尘搅动起来。3. 汽车尾气是主要的污染物之一。近些年城市的汽车越来越多, 排放的汽车尾气是雾霾的一个因素。4. 工厂制造出的二次污染。5. 冬季取暖排放的CO2等污染物。
高速封路、机场停摆
京哈、京津、京港澳等高速公路出京方向采取临时封闭措施。上海、江苏、河南、山东等多地都采取了高速公路部分路段或全部封路, 机场客运航班因此延误或取消。
商店断货、口罩难求
市民们纷纷戴着口罩出行, 杭州等地的商店已出现口罩断货的情况。雾霾天气更引起了呼吸道疾病的高发。长三角医疗机构的内科、呼吸科门诊患者普遍出现增长。
大气污染治理方法
治理大气污染, 是综合性、系统性的工程。水分具有吸收、粘结、固定“微粒”的功能。PM 2. 5等微粒, 是污染大气的主要物质, 也是很好的凝结核。因此, 人工向空中输送“水分”净化大气、影响成云致雨的天气形势, 是治理大气污染的有效方法。
绿色学校
绿色学校(green school)是指学校在实现其基本教育功能的基础上, 以可持续发展理论为导向, 在日常工作中将可持续发展思想全面纳入管理中。通过环境管理, 开展有效的环境教育活动, 营造环境保护的文化氛围, 促进师生、家长和专家参与环保和可持续发展的实际行动。全面提高师生的环境素养, 共同为社会的可持续发展做出贡献。 鼓励师生共同参与学校环境教育活动, 加强学校与社区的合作和联系, 在实际参与的过程中发展面向可持续发展的基本知识、技能、态度、情感、价值观和道德行为, 即提高全体教职员工和学生的环境素养, 落实环保行动。
从环境保护的角度看, 学校也被看作一个环境问题的制造者, 它随时对环境产生不良影响, 因此有必要对学校进行环境管理和规划, 以实现学校的可持续发展, 同时学校环境管理活动本身也是师生参与环境保护实践和进行环保教育的资源, 有着特定的教育意义。学生可以通过了解校园环境问题的产生和改善, 学习环境和社会知识, 理解人与环境的关系, 参与校园环境的改善, 提高环境素养。
Unit 2 Repeat these three words daily: reduce,
reuse and recycle.
课 题
Module 12 Save our world
课时
第二课时Unit 2 Repeat these three words daily: reduce, reuse and recycle.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
divide, plastic, policy, reuse, bottle, throw away, repeat, reduce , cloth, ton, tons of, rubber, rapid, step, grandson, granddaughter
2. 掌握以下句型:
①If you want answers to all your questions about science, this is the right place for you.
②For example, you can find out how people dig coal from the ground and use it to create energy.
③If you ever go to London, make sure you visit the Science Museum.
能力目标
1. 能够读懂关于环保的文章, 能利用构词法理解一些生词的意思
2. 能够简单介绍环保措施, 提出建议并说明理由
情感目标
通过学习, 增强中学生环保意识, 从我做起, 从身边做起, 从小事做起, 养成环保的习惯
教学重点
1. 能够读懂关于环保的文章
2. 能够简单介绍环保措施
教学难点
能够读懂关于环保的文章, 并能够在写作中提出若干环保措施
课前预习
Preview new words and search for information about protect the environment.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Ask students to give more advice about saving the world, introduce their ways.
2. Let the students watch a video about the green life.
1. Students give a report, tell the whole class their ways to save the word.
2. Students see the pictures and watch a video about the green life.
通过汇报的形式检查上节课布置的调查作业, 温故知新; 让学生观看绿色生活的图片和视频, 以趣味性的方式导入课题
教学环节
教师活动
学生活动
备课札记
Step 2
Pre-reading
(Activities)
1&2)
1. Show the pictures on the screen and ask the students to discuss in pairs, encourage them to discuss which ways are good for the environment. (Activity 1)
2. Guessing. (Activity 2)
Ask the students to guess what suggestions will the passage make based on the title. Give some words to help them.
Eg. China, divide, necessary, plastic, policy, reuse. . .
1. Students discuss in pairs according to the picture that the teacher shows on the screen. Try to say more sentences.
2. Students guess some suggestions by using the words given in the box.
让学生用生词简单谈论哪些方法对环境有利, 并对文章进行猜测, 强化生词, 更好地了解各种对环境有利的生活方式
Step 3
While-rea
ding(Activi
ties 3,
4 &5)
1. Fast-reading:
(1)Ask students to scan the passage and find out the answer: What words should we repeat daily?
(2)Get the students to skim the passage and finish Activities 3～5, check the suggestions that are mentioned in the passage.
2. Careful-reading:
(1)Get the students to read Paragraphs 1&2 then answer the questions:
①Check “How green you are?” with your partners.
②What words should we care about?
(2)Get the students to read Paragraph 3 and answer the questions:
①What does “reduce” mean?
②Reduce saves and causes . ?
(3)Ask the students to read Paragraph 4, then answer the following questions.
①What does “reuse” mean?
②Should we use chins cups and cloth bags? Why?
(4)Ask the students to read Paragraphs 5&6 then answer the questions:
①What does “recycle” mean?
②How can we help to save trees?
3. Get the students to watch a video and read with it, then let them read loudly in groups.
4. Organize some students to come to the blackboard and show out some difficult language points that they found in these paragraphs. Ask some little teachers to solve the difficulties.
1. Students scan the passage and find out the answer.
2. Skim the passage and finish Activities 3～5.
3. Read Paragraphs 1&2 and answer the questions.
4. Read Paragraph 3 and answer the questions.
5. Read Paragraph 4 and answer the questions.
6. Read Paragraphs 5&6 then answer the questions.
7. Watch a video and read with it, then read loudly in groups.
8. Some students come to the blackboard and show out some difficult language points that they found in these paragraphs. Some little teachers solve the difficulties.
要求学生快速阅读课文, 找出本课关于博物馆的基本信息, 了解主旨内容, 为进一步学习做好铺垫。
让学生带着任务(问题)去阅读课文, 去找答案, 有助于学生更加准确地获取信息, 提高阅读效果和技能。学生通过分层次阅读文章, 获取具体信息, 把知识点和课文理解再分段学习得以突破。而小组活动能通过学生间的自主、合作学习, 让学生充分地实践运用语言, 并激发学生创造性思维的发展。
通过跟读来学习正确的语音语调, 通过小组朗读来互相学习, 培养合作精神
Step 4
Post-reading
(Activities
6&7)
1. Let the students complete the passage in Activity 6.
Call back the answers from the whole class then let them read the short passage in the whole class.
2. Get the students to work in pairs and make a list of things you can do to make your school greener.
1. Complete the passage with the words in the box.
2. Work in pairs and make a list.
通过复述检查学生对本课所学知识的掌握程度, 此类输出练习有利于提高同学们的口语表达能力
引导学生积极讨论如何使得我们的学校变得更绿色环保, 为写作打好基础
Step 5
Summarize
1. Get the students sum up the language points.
2. Let the students choose the best team in this lesson.
1. Sum up the language points.
2. To choose the best groups.
让学生做自由发言, 培养学生自主学习, 自主总结的良好学习习惯
Step 6
Consolidation
教师设置巩固检测练习:
根据句意及汉语提示完成句子。
1. The (瓶子)is full of wine. ?
2. The shoes are made of (橡胶). ?
3. The city is (分开; 分隔)into four parts by the river. ?
4. We should (再次使用; 重复利用)the material to reduce pollution. ?
5. This is a (用过的; 二手的)car, so it is much cheaper. ?
6. My weight (减少)from 65 kilos to 50 kilos in the past three months. ?
7. —Is Mr Jackson very rich?
—Oh, yes. He’s got (吨)of money. ?
8. We need three (步骤)to solve the problems. ?
9. I think (塑料的)things are very harmful to our environment. ?
10. Mike is making (快速的)progress in Chinese. ?
独立完成检测练习, 并进行自评与互评
有助于学生巩固已学的知识, 让学生完全掌握语言, 实践运用语言
Step 7
Homework
Ask the students to think how to make our school greener and give reasons. And write a passage about it.
板书设计
Unit 2 Repeat these three words daily: reduce, reuse and recycle.
Green life: reduce reuse recycle
Green school:
教学反思
本节课的教学设计, 关注如何教会学生阅读, 而不是仅向学生灌输大量的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位, 让学生自己去发现问题、分析问题和解决问题。引导学生合作探究, 让学生共同提高, 增强环保意识, 提高保护环境的自觉性。
资料链接
循环经济
“3R原则”是循环经济活动的行为准则, 所谓“3R原则”, 即减量化(reduce)原则、再使用(reuse)原则和再循环(recycle)原则。
减量化(reduce)原则
要求用尽可能少的原料和能源来完成既定的生产目标。这就能在源头上减少资源和能源的消耗, 大大改善环境污染状况。例如: 我们使产品小型化和轻型化; 使包装简单实用而不是豪华浪费; 使生产和消费的过程中, 废弃物排放量最少。
再使用(reuse)原则
要求生产的产品和包装物能够被反复使用。生产者在产品设计和生产中, 应摒弃一次性使用而追求利润的思维, 尽可能使产品经久耐用, 能反复使用。
再循环(recycle)原则
要求产品在完成使用功能后能重新变成可以利用的资源, 同时也要求生产过程中所产生的边角料、中间物料和其他一些物料也能返回到生产过程中或是另外加以利用。
?
Unit 3 Language in use
课 题
Module 12 Save our world
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识目标
1. 能正确运用本模块的词汇。
2. 能正确分析构词法的前缀后缀, 并能对其进行归纳和总结。
能力目标
1. 能听懂有关环保的日常对话并获取信息。
2. 能向别人提出有关环保的一些建议。
3. 能够在泛读中学习、熟悉加前缀后缀的构词法。
4. 能运用本模块所学知识, 简单介绍环保举措, 劝说人们增强环保意识。
情感目标
通过对世界环境问题的深入了解, 培养学生的环保意识, 鼓励学生积极参与环保活动。
教学重点
1. 够听懂指令并获取信息。
2. 能够读懂介绍博物馆的短文, 理解公共场所的常用标语。
教学难点
1. 能用多种表达方式提示别人不要做某事。
2. 能用所学知识通过图片向朋友介绍博物馆。
课前预习
Preview the new vocabulary.
教学方法
Formal and interactive approach; Grammar practice and application;
PWP method; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming
up and
leading in.
1. Review
T: Boys and girls, do you remember what we have to do if we want the world to be green in Unit 2? ( Three“R”)
2. Conclude
Ask the students to say out the meaning of the three words with“R”. Then have them conclude the form of the words.
1. Answer the teacher’s question.
2. Read and find out the form of the words.
温习上一节课的知识, 引出此模块的语法知识点——前缀后缀构词法。
教学环节
教师活动
学生活动
备课札记
Step 2
Language
Practice
Explain the rules of word building.
Listen and note.
归纳总结前缀后缀构词法。
Step 3
Explanation.
(Activities
1～5)
1. Ask the students to make new words. (Activity 1)
2. Ask the students to complete sentences in Activity 2.
3. Ask students to complete the table. (Activity 3)
4. Ask students to complete the sentences with words in Activity 3. (Activity 4)
5. Ask students to complete the sentences in Activity 5.
1. Finish Activity 1.
2. Finish Activity 2.
3. Finish Activity 3.
4. Finish Activity 4.
5. Finish Activity 5.
通过练习巩固所学的重点语法。
使用小组活动、同桌合作学习的形式, 调动学生学习积极性, 让学生对所学知识互相讨论。
Step 4
Practice and
improving
(Activities
6～9)
1. Ask students to look at the phrases and answer the questions (Activity 6)
2. Ask the students to complete the conversation. (Activity 7)
3. Play the recorder and ask them to finish Activity 7: Check the true sentences.
4. Ask the students to listen again and complete the table. (Activity 8)
1. Finish Activity 6.
2. Finish Activity 7.
3. Finish Activity 8.
4. Finish Activity 9.
活动六是语言输出活动;
强化语言知识的理解和运用;
进行听力训练, 培养学生听力理解能力。
Step 5
Knowledge
extension and
application
(Around the
world &
Module task)
1. Ask the students to read the passage and use their own words to retell it.
2. Put students in groups of four and ask them to discuss how to protect the environment.
1. Read the passage together once and retell.
2. Work in groups and discuss how to protect the environment.
口头叙述阅读后所获得的信息, 锻炼了说, 也考查了读的能力。
锻炼学生的综合语言运用能力和合作精神。
Step 6
Summarize
Ask the students to conclude the language point of this Module.
Students conclude the language points.
学生自己总结, 加深理解。
Step 7
Consolidation
教师设置巩固检测练习:
按要求写单词。
1. waste (形容词形式) ?
2. helpful (反义词) ?
3. reusable (动词形式) ?
4. possible (反义词) ?
5. communicate (名词形式) ?
6. success (形容词形式) ?
7. different (名词形式) ?
8. careful (动词形式) ?
9. health (形容词形式) ?
10. comfortable (反义词) ?
独立完成检测练习, 并进行自评与互评。
完成相应练习能使学生巩固所学知识, 客观地反映学生各方面的语言运用能力
Step 8
Homework
Finish Module task : Make a list of what you can do about pollution, then show your ideas to the whole class.
板书设计
Unit 3 Language in use
When are you going to write about environmental education?
If we don’t, the future is hopeless.
It’s wasteful to throw away paper and metal.
教学反思
本节课的教学设计, 注重学生听说读写全面发展, 而英语知识意味着记忆的不断重复性, 那么把学生抓在手中让他们跟着学, 有兴趣学就变得非常重要。这就要求英语教学设计精致、完美, 行之有效, 极大地刺激学生的学习情绪, 满足他们的学习欲求, 形成师生之间和谐愉悦的课堂氛围, 既有彼此间的讨论又有交流, 同时也唤起学生的环保意识。
资料链接
地球一小时
地球一小时(Earth Hour)是世界自然基金会(WWF)为应对全球气候变化所提出的一项倡议, 希望个人、社区、企业和政府在每年3月最后一个星期六20: 30-21: 30熄灯一小时, 来表明他们对应对气候变化行动的支持。过量二氧化碳排放导致的气候变化目前已经极大地威胁到地球上人类的生存。公众只有通过改变全球民众对于二氧化碳排放的态度, 才能减轻这一威胁对世界造成的影响。“地球一小时”也称“关灯一小时”, 是世界自然基金会在2007年向全球发出的一项倡议, 以此来激发人们保护地球的责任感, 以及对气候变化等环境问题的思考, 表明对全球共同抵御气候变暖行动的支持。这是一项全球性的活动, 世界自然基金会于2007年首次在悉尼倡导之后, 以惊人的速度席卷全球, 大家都来参加这个活动。
2013年, 包括悉尼歌剧院、帝国大厦、东京塔、迪拜塔、白金汉宫在内的各国标志性建筑也在当地时间晚八点半熄灯一小时。其中包括巴勒斯坦、法属圭亚那、加拉帕戈斯群岛、卢旺达、圣赫勒拿岛、苏里南、突尼斯等首次参与“地球一小时”的国家和地区。在中国, 北京鸟巢、水立方、世贸天阶等标志性建筑同时熄灯, 同一时段, 从上海东方明珠到武汉黄鹤楼, 从台北101到香港天际100观景台, 中国各地多个标志性建筑均熄灯一小时, 全国共有127个城市加入“地球一小时”活动。
“地球一小时”旨在让全球社会民众了解到气候变化所带来的威胁, 并让他们意识到个人及企业的一个小小举动将会给他们所居住的环境带来怎样深刻的影响——小小改变就可能成就巨大影响。
