牛津版（广州 深圳）九年级下册英语Module 2 Environmental problems Unit 3 The environment教案（ 6课时）
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| 名称 | 牛津版（广州 深圳）九年级下册英语Module 2 Environmental problems Unit 3 The environment教案（ 6课时） |  | |
| 格式 | zip | ||
| 文件大小 | 35.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津深圳版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-03-27 23:39:39 | ||
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文档简介
Unit 3 The Environment
单元分析（Unit Analysis）
（一）单元地位（Unit Position）
1．本单元主要罗列了世界环境的现状以及面临的问题和危机，让学生认识到人类活动对环境造成的破坏，从而注重环保意识的培养，爱护我们生存的地球，并付诸于行动，劝阻制止环境污染的行为。就环保问题展开听、说、读、写的训练。
2．本课归纳比较事物间的异同的表达方式，对于这一些典型的句型结构，教师有必要在课堂教学中加以一定的句型操练，可多设计一些句型转换练习。另一个语法项目是：对原因的提问和回答。
3. 在学习技巧中，意群的介绍为学生提供更有效的阅读方法。
（二）教学对象
1. 学生已经在7年级下学期接触过环保的话题，也能感受环境与人类的关系，了解环境污染对人类的影响，切身感到环保的迫切性，有利于听、说、读、写等技能的展开。
2. 学生已经接触过“比较两件事物间的异同”的句型；对原因的提出和回答等语法知识，通过机械操练和情景对话，学生能在交际中熟练运用。
（三）单元目标（Unit Target）
认知目标
1． 学习用the same as , different from等结构表达两事物间的异同，并能熟练运用到句型结构中并能在模拟的交际中熟练运用。
2． 通过机械操练与情景对话相结合，让学生能熟练运用why和because来问答。
3．能描述人类活动对环境产生的影响及此过程中环境发生的变化。
4．能就环保话题发表自己的见解。
5．了解识别意群，改善阅读习惯。
情感目标
通过谈论环境问题，让学生真实地了解到当今人类活动对环境造成的破坏，环境的恶化
对人类生活的影响，认识到环保的重要性及迫切性，从而唤起学生更加爱护人类和动植物赖以生存的大自然的情感态度。从小事做起，从我做起，一齐参与环保的行动。
能力发展目标
1. 在听、说、读、写等语言综合实践运动中运用所学重点词汇、句型和语法。
2. 在学习中提高交流和传递信息的能力，在交际中能表达个人的观点和列举于、原因，初步培养学生提出问题、分析问题和结局问题的能力。
3. 指导学生在模拟交际中运用所学知识，培养学生探究学习、合作学习和自主学习的能力
（四）单元重点（Unit Points）
1. 词汇：
关键词：concern, atmosphere, temperature, guess, green, lifeless, fuel, coal, result, increase, sea level, destory, nature, surface, soil. Flood, habit, proper, friendly, recycle, purpose, solution, government, role model
拓展词：consumer
词语：
Greenhouse effect 温室效应In danger, 在危险中As a result由于Result in 造成/导致
Mountains of 许多；大量Take action 采取行动Make a difference有作用/有影响Atc as 充当
2. 语法点：
学会使用the same, different 比较异同。
2）学习如何使用like, the same as 与different from 比较异同。
3）学习如何使用the same….as 和名词及名词短语的搭配比较相同点。
3. 句型：
1）熟练运用（not）as … as …的用法。
2）熟练运用like, the same as 和different from 的用法。
4. 日常交际用语：
We must do something to save Earth.
What’s the answer to …?
Our world is in danger.
We have a bright future.
Can I ask you some questions about …?
Thank you for your ideas, everyone.
（五）教学难点
1） 调动学生的学习积极性，针对生活中观察到的某一环境问题进行思考，做一份环境问题的调查报告，实现提出问题、分析问题和解决问题的综合表达，提高学生探究学习、自主学习和合作学习的能力。
2） 通过各种形式的课堂活动和任务，让学生对 “环境”话题有深一层的认识，使学生对这一话题听懂读懂，有话可说，有话可写。
教学设计（Teaching Designs）
第一课时 Reading A
教学内容：Reading A
课型: input-based, 阅读理解为主。
教学目标：
通过落实一些阅读任务和活动，帮助学生理解课文，扣紧文章主题内容。
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：从小标题标题获取段落主要内容、略读和精读。
指导学生了解介绍性文体的结构。
拓展学生的文化背景知识，开阔视野。
学习重点词汇concern, atmosphere, temperature, guess, green, lifeless, fuel, coal, result, increase, sea level, destroy, nature, surface, soil. Flood, habit, proper, friendly, recycle, purpose, solution, government, role model
及短语：
1．Greenhouse effect 温室效应In danger, 在危险中As a result由于Result in 造成/导致
Mountains of 许多；大量Take action 采取行动Make a difference有作用/有影响Atc as 充当
教学环节设计：
课文的导入部分可以分组讨论。设计一个flash 有声动画，一张哭的地球脸，让学生猜猜地球为什么哭， 然后引出课题。由于环保话题比较专业，较难，先让各组想出尽可能多的有关环境遭破坏后果的中文词语，记下。如： “大气层” “水灾” “沙尘暴” “淹没” “温室效应” “无生命的” “污染”等等。
教师给出大量英文的此类名词，让学生找出之前记下的中文名词所对应的英文词汇，各组记录。如：atmosphere, flood, sandstorm, drown, greenhouse effect, pollution, etc.并给学生看一些图片，请同学用刚学的英文词汇说出图片所显示的是哪一种环境问题，并根据提供的关键词描述环境所发生的变化。
1. Leading-in
Talk something about the environment. Ask Ss to discuss questions. (group work)
What pollutions do you know around you?
What do they cause?
2. Pre-reading
Ss look at the pictures, the title, the introduction and the sub-headings of the article on page 35. then try to answer questions orally in B. (group work)
3. While-reading
Get ss to try to find out:
1) What is the article mainly about?\
2)What problems does the article discuss?
3)A consumer is someone who buys and uses things. Can you guess what a “green consumer” is?
(3) Ss Read it again and fill in the blanks. (Individual work)
a. The reason of the greenhouse effect is that _________.
b. The greenhouse effect will cause ________ and __________.
c. Using things once and then throwing them away will ______.
d. People should only buy and use “_________” things.
(4) Explain some language points and help Ss master them in spoken form and written form.
Get ss to finish exercise C1 and C2 on page 36.
4. Post-reading
(1) Show some videos about the greenhouse effect (better in English) to Ss so that they can know more about it.
5. Summary
6. Homework.
(1) Look for some videos, pictures and articles about the greenhouse effect and help themselves know more about it.
(2) Listen to the tape.
(3) Revise useful words and expressions.
(4) Finish relevant exercise in exercise books.
(5) Read the passage. Pay attention to “Understanding meaningful clusters.”
第二课时
一、教学内容：Reading B
二、课型: input-based, 阅读理解为主。
三、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。
4、学习重点词汇及短语
四、教学环节设计：
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 pollutes 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.
1.cause ….to….
2.keep in….
3.in danger of
4.let …..in….
5.keep/prevent/stop….from doing sth
6.as a result of
7.the same…as…
8.take in
9.result in
10.mountains of
11.in order to/in order that
12.take action
13.different from/to
14.be friendly to
15. .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.
5. Summary
6. 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.
第三课时
一、教学内容：Listening A＆B
二、课型: input-based,听力理解为主。
三、教学目标：
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。
3、学习重点词汇及短语
四、教学环节设计：
1. Revision
(1)Ss have a quiz about the useful words and expression in reading class.
2. Listening A
(1) Dictate some sentences with different tenses and time expressions.
(2) Ask Ss to pay more attention to tenses and time expressions because it helps Ss understand the sequence of events.
(3) Take exercise A in Listening A for example. Ss look at 6 pictures and infer the sequence first.
(4) Play the recording first and Ss try to write the correct order.
(5) Play it again if it is necessary.
(6)Ss finish exercise b and c independently after going through the pictures and listening
materials.
3. Listening B
(1) Introduce the background information to Ss: Ben is asking his classmates some questions about the environment. Look at the table first to see what the questions are.
(2) Ss go through the table themselves with the listening materials covered.
(3) Play the recording first and try to fill in the table.
(4) Play it again and check answers individually.
(5) Explain some useful expressions in the listening material.
(6) Read the listening material aloud following the recording.
4. Homework
(1) Pair work—Make a dialogue like this listening material. One student asks questions about the environment, the other student answer what he/she will do.
(2) Finish relevant exercise in exercise books.
(3) Revise useful words and expressions.
(4) Listen to the tape, and do the exercises in book B.( 听力部分)
第四课时
一、教学内容：Language (语法课)
二、课型: Practice-based, 启发学生，归纳语言知识，开展各层次、强化性和综合性练习，实现知识由显性向隐性的过渡。
三、教学目标：
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。
四、教学环节设计：
1. Revision
(1) Have a dictation: some words, some phrases and a few sentences.
(2) Check Ss’ homework and explain some difficult points.
(3)Ask some pairs of Ss to present their dialogue.
2. Part A: why and because.
(1)Show 2 pictures with “why” and “because” and present how to use them orally to Ss.
(2)Ask Ss to read the sentences together and help them understand their usage. T will explain some important points to Ss.
(3)Ss finish A1 in pairs and check answers.
Practice:
一、Write the questions you would ask in the following situations.（根据下列情景，仿照所给例子写出恰当的问句。）
Your friend has left her food. Why have you left your food?
Black is going to America for holiday. ___________________________________________
David is wearing a baseball cap. ___________________________________________
Your friend chose a pink umbrella. ___________________________________________
Jack is sitting on his own. ___________________________________________________
3. Part B: Using(not)as ┅as to compare things.
(1)Show some pictures to compare things similar(or not similar)in some ways.
(2)Present the structure“(not) as ┅as ┅”to Ss and give some examples to Ss.
(3)Give several pictures and ask Ss to use “(not) as ┅as ┅”to make sentences to compare things. (pair work)
(4) Ss finish exercise in Part B.
4. Part C: Comparing things like, the same as, different from
(1) Make lots of sentences with “like, the same as, different from” in their daily life so that Ss feel quite familiar.
(2)Show some pictures to compare things with “like, the same as, different from” and ask Ss to make sentences in pairs.
(3) Present them with some verbs in sentences: be, feel, look, seem, smell, sound, taste.
(4) Complete exercise in Part C.
5. Practice in class
1)Ask the students to change the following sentences into another expression.
a)I don’t like apples very much. I like oranges.
I______ oranges______ ________apples.
I_______ oranges _______apples.
b)I like noodles. I don’t like rice.
I_______ noodles _______ ______rice
I_______ noodles________ rice.
c)She likes listening to music .She doesn’t like watching TV.
She _________ listening _______ ________watching TV.
She _________ listening _______ watching TV.
2) Ask students to answer the following questions.
a) Why do you like coffee very much?
b) Why would you prefer lemon juice?
3) Ask students to think about our environment and think of the following questions
a) Are there any kinds of pollution around us? What are they?
b)What can we do to stop polluting the environment?
c)Say something about how to protect the environment.
6. Homework
(1) Finish relevant exercise in exercise books.
(2) Revise useful words and expressions.
补充练习：
一、Write sentences with as … as ….（用as … as …的结构完成下列句子。）
1. Athens is older than Rome. Rome isn’t as old as Athens.
2. She’s more nervous than him.He____________________________________________.
3. You got up earlier than me. I didn’t ________________________________________.
4. They played better than us. We __________________________________________.
5. They’ve been here longer than you. You ___________________________________________.
6. My room is bigger than yours. Your room isn’t _________________________________.
二、Choose the correct phrase from the box to complete each sentence.（从方框中选择正确的单词或短语完成下列各句。）
(
the same
different
as
…
as
…
the same as
like
different from
the same
…
as
…
)
My watch is ____________ yours. Mine is made in Japan, but yours is made in Switzerland.
They are ____________ age, but they are in ____________ grades.
Betty’s dress looks ____________ Joan’s. I can’t tell the difference.
Her house is ____________ size ____________ mine.
Your hat is just ____________ mine. Only that mine is black, and yours is blue.
Tom eats ____________ much meat ____________ his father.
Harry is not ____________ clever ____________ his brother.
He can’t swim ____________ far ____________ Tom.
第5&6课时
一、教学内容：Speaking &writing
定位：practice-based，启发学生, 归纳语言知识，开展各层次、专项、强化性和综合性练习，多样技能结合训练, 说为主.
教学目标：
1.通过多种形式的口语活动和任务，帮助学生如何进行交际。
2.指导学生运用一定的写的学习策略，培养写作技能。
二、教学环节设计:
Step 1 Speaking A Talk time
We have learnt a lot of things in reading A, and let me see how well you know about them.
Step 2 Talk time—Expressing concern
In pairs, make conversations like the example below. Change roles and do it again when you have finished.(A )
Step3—Speak up
A.Get Ss to finish exercise B on page 42 and then check the answers.
Expressions about concern:
I am worried about….
I am concerned that….
It worries me that…
What worries me is that….
Have you noticed…?
B. Work in groups of four to six. Look for some photos about pollution and talk about the causes of the pollution and give your ways of solving the problems.
Photo Problem Solutions
1 _________________________ ● ● ●
2 _________________________ ● ● ●
3 _________________________ ● ● ●
Step 4: Writing---A day in the life of Gary Green
Revision
Ask Ss to read the text in reanding A and then remind them of the letter format.
Writing A
1. Get Ss to look at the exercise in A on page 43
2. Get Ss to finish Exercise B on page 44 and ask them to recompose their answers in pairs. Teacher should walk around and give some help. Ask some Ss to show their work and give some comments.
Writing B---Write a story according to the pictures.
Practice in class
Write a paragraph with no less than 60 words according to the given topic “Do something to fight against pollution” with the help of the suggested outlines.(根据所给提纲，以“与污染做斗争”为题写一篇不少于60个单词的短文。)
Suggested outlines:
1).What do some people do to the Earth now? Are they polluting it or protecting it?
2). How is the pollution problem on the Earth now? Give some examples.
3). What must we do to protect the environment and stop polluting the Earth?
4). Summery
5). Homework
Write a paragraph with no less than 60 words according to the given topic “My ideal city life” with the help of the suggested outlines.(根据所列提纲，以“理想中的城市生活”为题写一篇不少于60个单词的短文。)
Suggested outlines:
1. A lot of citizens think it is not interesting to live in the city for a lot of reasons. What do you think they are?
2. What changes should we do to improve our city life?(traffic, education and environment etc.)
3.What do you think the city life will be like in the future ?
Step 5 Summary: Get Ss to summarize what they have learned today.
Step 6: Homework : Do some related exercise in Student Times.
1
单元分析（Unit Analysis）
（一）单元地位（Unit Position）
1．本单元主要罗列了世界环境的现状以及面临的问题和危机，让学生认识到人类活动对环境造成的破坏，从而注重环保意识的培养，爱护我们生存的地球，并付诸于行动，劝阻制止环境污染的行为。就环保问题展开听、说、读、写的训练。
2．本课归纳比较事物间的异同的表达方式，对于这一些典型的句型结构，教师有必要在课堂教学中加以一定的句型操练，可多设计一些句型转换练习。另一个语法项目是：对原因的提问和回答。
3. 在学习技巧中，意群的介绍为学生提供更有效的阅读方法。
（二）教学对象
1. 学生已经在7年级下学期接触过环保的话题，也能感受环境与人类的关系，了解环境污染对人类的影响，切身感到环保的迫切性，有利于听、说、读、写等技能的展开。
2. 学生已经接触过“比较两件事物间的异同”的句型；对原因的提出和回答等语法知识，通过机械操练和情景对话，学生能在交际中熟练运用。
（三）单元目标（Unit Target）
认知目标
1． 学习用the same as , different from等结构表达两事物间的异同，并能熟练运用到句型结构中并能在模拟的交际中熟练运用。
2． 通过机械操练与情景对话相结合，让学生能熟练运用why和because来问答。
3．能描述人类活动对环境产生的影响及此过程中环境发生的变化。
4．能就环保话题发表自己的见解。
5．了解识别意群，改善阅读习惯。
情感目标
通过谈论环境问题，让学生真实地了解到当今人类活动对环境造成的破坏，环境的恶化
对人类生活的影响，认识到环保的重要性及迫切性，从而唤起学生更加爱护人类和动植物赖以生存的大自然的情感态度。从小事做起，从我做起，一齐参与环保的行动。
能力发展目标
1. 在听、说、读、写等语言综合实践运动中运用所学重点词汇、句型和语法。
2. 在学习中提高交流和传递信息的能力，在交际中能表达个人的观点和列举于、原因，初步培养学生提出问题、分析问题和结局问题的能力。
3. 指导学生在模拟交际中运用所学知识，培养学生探究学习、合作学习和自主学习的能力
（四）单元重点（Unit Points）
1. 词汇：
关键词：concern, atmosphere, temperature, guess, green, lifeless, fuel, coal, result, increase, sea level, destory, nature, surface, soil. Flood, habit, proper, friendly, recycle, purpose, solution, government, role model
拓展词：consumer
词语：
Greenhouse effect 温室效应In danger, 在危险中As a result由于Result in 造成/导致
Mountains of 许多；大量Take action 采取行动Make a difference有作用/有影响Atc as 充当
2. 语法点：
学会使用the same, different 比较异同。
2）学习如何使用like, the same as 与different from 比较异同。
3）学习如何使用the same….as 和名词及名词短语的搭配比较相同点。
3. 句型：
1）熟练运用（not）as … as …的用法。
2）熟练运用like, the same as 和different from 的用法。
4. 日常交际用语：
We must do something to save Earth.
What’s the answer to …?
Our world is in danger.
We have a bright future.
Can I ask you some questions about …?
Thank you for your ideas, everyone.
（五）教学难点
1） 调动学生的学习积极性，针对生活中观察到的某一环境问题进行思考，做一份环境问题的调查报告，实现提出问题、分析问题和解决问题的综合表达，提高学生探究学习、自主学习和合作学习的能力。
2） 通过各种形式的课堂活动和任务，让学生对 “环境”话题有深一层的认识，使学生对这一话题听懂读懂，有话可说，有话可写。
教学设计（Teaching Designs）
第一课时 Reading A
教学内容：Reading A
课型: input-based, 阅读理解为主。
教学目标：
通过落实一些阅读任务和活动，帮助学生理解课文，扣紧文章主题内容。
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：从小标题标题获取段落主要内容、略读和精读。
指导学生了解介绍性文体的结构。
拓展学生的文化背景知识，开阔视野。
学习重点词汇concern, atmosphere, temperature, guess, green, lifeless, fuel, coal, result, increase, sea level, destroy, nature, surface, soil. Flood, habit, proper, friendly, recycle, purpose, solution, government, role model
及短语：
1．Greenhouse effect 温室效应In danger, 在危险中As a result由于Result in 造成/导致
Mountains of 许多；大量Take action 采取行动Make a difference有作用/有影响Atc as 充当
教学环节设计：
课文的导入部分可以分组讨论。设计一个flash 有声动画，一张哭的地球脸，让学生猜猜地球为什么哭， 然后引出课题。由于环保话题比较专业，较难，先让各组想出尽可能多的有关环境遭破坏后果的中文词语，记下。如： “大气层” “水灾” “沙尘暴” “淹没” “温室效应” “无生命的” “污染”等等。
教师给出大量英文的此类名词，让学生找出之前记下的中文名词所对应的英文词汇，各组记录。如：atmosphere, flood, sandstorm, drown, greenhouse effect, pollution, etc.并给学生看一些图片，请同学用刚学的英文词汇说出图片所显示的是哪一种环境问题，并根据提供的关键词描述环境所发生的变化。
1. Leading-in
Talk something about the environment. Ask Ss to discuss questions. (group work)
What pollutions do you know around you?
What do they cause?
2. Pre-reading
Ss look at the pictures, the title, the introduction and the sub-headings of the article on page 35. then try to answer questions orally in B. (group work)
3. While-reading
Get ss to try to find out:
1) What is the article mainly about?\
2)What problems does the article discuss?
3)A consumer is someone who buys and uses things. Can you guess what a “green consumer” is?
(3) Ss Read it again and fill in the blanks. (Individual work)
a. The reason of the greenhouse effect is that _________.
b. The greenhouse effect will cause ________ and __________.
c. Using things once and then throwing them away will ______.
d. People should only buy and use “_________” things.
(4) Explain some language points and help Ss master them in spoken form and written form.
Get ss to finish exercise C1 and C2 on page 36.
4. Post-reading
(1) Show some videos about the greenhouse effect (better in English) to Ss so that they can know more about it.
5. Summary
6. Homework.
(1) Look for some videos, pictures and articles about the greenhouse effect and help themselves know more about it.
(2) Listen to the tape.
(3) Revise useful words and expressions.
(4) Finish relevant exercise in exercise books.
(5) Read the passage. Pay attention to “Understanding meaningful clusters.”
第二课时
一、教学内容：Reading B
二、课型: input-based, 阅读理解为主。
三、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。
4、学习重点词汇及短语
四、教学环节设计：
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 pollutes 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.
1.cause ….to….
2.keep in….
3.in danger of
4.let …..in….
5.keep/prevent/stop….from doing sth
6.as a result of
7.the same…as…
8.take in
9.result in
10.mountains of
11.in order to/in order that
12.take action
13.different from/to
14.be friendly to
15. .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.
5. Summary
6. 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.
第三课时
一、教学内容：Listening A＆B
二、课型: input-based,听力理解为主。
三、教学目标：
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。
3、学习重点词汇及短语
四、教学环节设计：
1. Revision
(1)Ss have a quiz about the useful words and expression in reading class.
2. Listening A
(1) Dictate some sentences with different tenses and time expressions.
(2) Ask Ss to pay more attention to tenses and time expressions because it helps Ss understand the sequence of events.
(3) Take exercise A in Listening A for example. Ss look at 6 pictures and infer the sequence first.
(4) Play the recording first and Ss try to write the correct order.
(5) Play it again if it is necessary.
(6)Ss finish exercise b and c independently after going through the pictures and listening
materials.
3. Listening B
(1) Introduce the background information to Ss: Ben is asking his classmates some questions about the environment. Look at the table first to see what the questions are.
(2) Ss go through the table themselves with the listening materials covered.
(3) Play the recording first and try to fill in the table.
(4) Play it again and check answers individually.
(5) Explain some useful expressions in the listening material.
(6) Read the listening material aloud following the recording.
4. Homework
(1) Pair work—Make a dialogue like this listening material. One student asks questions about the environment, the other student answer what he/she will do.
(2) Finish relevant exercise in exercise books.
(3) Revise useful words and expressions.
(4) Listen to the tape, and do the exercises in book B.( 听力部分)
第四课时
一、教学内容：Language (语法课)
二、课型: Practice-based, 启发学生，归纳语言知识，开展各层次、强化性和综合性练习，实现知识由显性向隐性的过渡。
三、教学目标：
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。
四、教学环节设计：
1. Revision
(1) Have a dictation: some words, some phrases and a few sentences.
(2) Check Ss’ homework and explain some difficult points.
(3)Ask some pairs of Ss to present their dialogue.
2. Part A: why and because.
(1)Show 2 pictures with “why” and “because” and present how to use them orally to Ss.
(2)Ask Ss to read the sentences together and help them understand their usage. T will explain some important points to Ss.
(3)Ss finish A1 in pairs and check answers.
Practice:
一、Write the questions you would ask in the following situations.（根据下列情景，仿照所给例子写出恰当的问句。）
Your friend has left her food. Why have you left your food?
Black is going to America for holiday. ___________________________________________
David is wearing a baseball cap. ___________________________________________
Your friend chose a pink umbrella. ___________________________________________
Jack is sitting on his own. ___________________________________________________
3. Part B: Using(not)as ┅as to compare things.
(1)Show some pictures to compare things similar(or not similar)in some ways.
(2)Present the structure“(not) as ┅as ┅”to Ss and give some examples to Ss.
(3)Give several pictures and ask Ss to use “(not) as ┅as ┅”to make sentences to compare things. (pair work)
(4) Ss finish exercise in Part B.
4. Part C: Comparing things like, the same as, different from
(1) Make lots of sentences with “like, the same as, different from” in their daily life so that Ss feel quite familiar.
(2)Show some pictures to compare things with “like, the same as, different from” and ask Ss to make sentences in pairs.
(3) Present them with some verbs in sentences: be, feel, look, seem, smell, sound, taste.
(4) Complete exercise in Part C.
5. Practice in class
1)Ask the students to change the following sentences into another expression.
a)I don’t like apples very much. I like oranges.
I______ oranges______ ________apples.
I_______ oranges _______apples.
b)I like noodles. I don’t like rice.
I_______ noodles _______ ______rice
I_______ noodles________ rice.
c)She likes listening to music .She doesn’t like watching TV.
She _________ listening _______ ________watching TV.
She _________ listening _______ watching TV.
2) Ask students to answer the following questions.
a) Why do you like coffee very much?
b) Why would you prefer lemon juice?
3) Ask students to think about our environment and think of the following questions
a) Are there any kinds of pollution around us? What are they?
b)What can we do to stop polluting the environment?
c)Say something about how to protect the environment.
6. Homework
(1) Finish relevant exercise in exercise books.
(2) Revise useful words and expressions.
补充练习：
一、Write sentences with as … as ….（用as … as …的结构完成下列句子。）
1. Athens is older than Rome. Rome isn’t as old as Athens.
2. She’s more nervous than him.He____________________________________________.
3. You got up earlier than me. I didn’t ________________________________________.
4. They played better than us. We __________________________________________.
5. They’ve been here longer than you. You ___________________________________________.
6. My room is bigger than yours. Your room isn’t _________________________________.
二、Choose the correct phrase from the box to complete each sentence.（从方框中选择正确的单词或短语完成下列各句。）
(
the same
different
as
…
as
…
the same as
like
different from
the same
…
as
…
)
My watch is ____________ yours. Mine is made in Japan, but yours is made in Switzerland.
They are ____________ age, but they are in ____________ grades.
Betty’s dress looks ____________ Joan’s. I can’t tell the difference.
Her house is ____________ size ____________ mine.
Your hat is just ____________ mine. Only that mine is black, and yours is blue.
Tom eats ____________ much meat ____________ his father.
Harry is not ____________ clever ____________ his brother.
He can’t swim ____________ far ____________ Tom.
第5&6课时
一、教学内容：Speaking &writing
定位：practice-based，启发学生, 归纳语言知识，开展各层次、专项、强化性和综合性练习，多样技能结合训练, 说为主.
教学目标：
1.通过多种形式的口语活动和任务，帮助学生如何进行交际。
2.指导学生运用一定的写的学习策略，培养写作技能。
二、教学环节设计:
Step 1 Speaking A Talk time
We have learnt a lot of things in reading A, and let me see how well you know about them.
Step 2 Talk time—Expressing concern
In pairs, make conversations like the example below. Change roles and do it again when you have finished.(A )
Step3—Speak up
A.Get Ss to finish exercise B on page 42 and then check the answers.
Expressions about concern:
I am worried about….
I am concerned that….
It worries me that…
What worries me is that….
Have you noticed…?
B. Work in groups of four to six. Look for some photos about pollution and talk about the causes of the pollution and give your ways of solving the problems.
Photo Problem Solutions
1 _________________________ ● ● ●
2 _________________________ ● ● ●
3 _________________________ ● ● ●
Step 4: Writing---A day in the life of Gary Green
Revision
Ask Ss to read the text in reanding A and then remind them of the letter format.
Writing A
1. Get Ss to look at the exercise in A on page 43
2. Get Ss to finish Exercise B on page 44 and ask them to recompose their answers in pairs. Teacher should walk around and give some help. Ask some Ss to show their work and give some comments.
Writing B---Write a story according to the pictures.
Practice in class
Write a paragraph with no less than 60 words according to the given topic “Do something to fight against pollution” with the help of the suggested outlines.(根据所给提纲，以“与污染做斗争”为题写一篇不少于60个单词的短文。)
Suggested outlines:
1).What do some people do to the Earth now? Are they polluting it or protecting it?
2). How is the pollution problem on the Earth now? Give some examples.
3). What must we do to protect the environment and stop polluting the Earth?
4). Summery
5). Homework
Write a paragraph with no less than 60 words according to the given topic “My ideal city life” with the help of the suggested outlines.(根据所列提纲，以“理想中的城市生活”为题写一篇不少于60个单词的短文。)
Suggested outlines:
1. A lot of citizens think it is not interesting to live in the city for a lot of reasons. What do you think they are?
2. What changes should we do to improve our city life?(traffic, education and environment etc.)
3.What do you think the city life will be like in the future ?
Step 5 Summary: Get Ss to summarize what they have learned today.
Step 6: Homework : Do some related exercise in Student Times.
1