Unit 13 We’re trying to save the earth 单元表格式教案（4课时）

Unit 13　We’re trying to save the earth!
课　题
Unit 13 We’re trying to save the earth!
课时
第一课时Section A(1a-2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
litter, bottom, fisherman, coal, ugly, advantage, cost, wooden, plastic, take away, bin
2. 掌握以下句型:
①But it used to be clean.
②We’re trying to save the earth.
③Everyone in this town should play a part in cleaning it up.
能力目标
能够运用各种时态和语态的句子来谈论污染及环境保护问题
情感目标
敢于用英语提出自己的观点, 热爱生活, 保护环境
教学重点
1. Talk about environment
2. How to save the earth
教学难点
The use of the kinds of tenses and the Passive Voice.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work
on 1a
1. Show a picture about the pollution:
2. Let students look at the pictures in 1a and write the right words under the pictures.
1. Students look at the picture. Review words: car, factory, river, smoking, rubbish etc.
2. Students look at the pictures in 1a and write the right words under the pictures.
利用触目惊心的图片, 复习学过的描述环境以及其相关的词汇, 为阐述污染问题及环境保护作铺垫; 并通过图片激发学生保护环境的决心
Step 2
Listening
(1b)
1. Let students talk about why water was polluted.
2. Play the tape of 1b.
3. Check the answers and play the tape again and ask the students to read after the tape.
1. Students talk about why water was polluted.
2. Students listen to the tape and complete the sentences.
3. Read after the tape.
在语境中呈现和导入目标语言
Step 3
Role-Play
(1c)
1. Let students role-play the conversation in 1c.
2. Ask students to make similar conversations about the kinds of pollution in 1a.
3. Explain the difficulties.
1. Students role-play the conversation in 1c.
2. Students make similar conversations about the kinds of pollution in 1a.
通过两人小组对话, 让学生从听对话到模仿对话, 练习谈论污染和环保问题
Step 4
Listening
(2a&2b)
1. Let students read the words in the box in 2a first.
2. Play the tape of 2a.
3. Play the tape of 2b.
1. Students read the words in the box in 2a and understand the kinds of pollution.
2. Listen to the tape and circle the kinds of pollution that Jason and Susan talk about in 2a.
3. Listen to the tape in 2b and complete the sentences.
通过听力练习和完成句子, 在语境中体会污染的严重性及保护环境的紧迫性
Step 5
Oral Practice
(2c)
Let students role-play conversations between Jason and Susan.
Students role-play conversations between Jason and Susan.
通过利用“听力材料”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动, 提高英语交际水平
Step 6
Role-Play
(2d)
1. Let students learn about the background of the conversation.
(Air pollution and waste pollution were worse and worse)
2. Let students read the conversation together.
①Explain the difficulties.
②Let students read in pairs.
3. Let several pairs of students role-play the conversation in front of the class.
1. Students learn about the background of the conversation.
2. Students read the conversation together , then in pairs.
3. Role-play it.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动
Step 7
Summarize
1. Guide the students to summarize the structure of Passive Voice.
2. Guide the students to summarize the use of the Present Perfect Tense.
Summarize the structure of Passive Voice and the use of the Present Perfect Tense.
培养学生探究、归纳总结能力
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空
1. There is a wooden (wood) table in the middle of the room.
2. There used to be many fishermen (fisherman) in the village.
3. I didn’t buy the car because it cost (cost) too much.
4. Can you tell me the machine’s advantages (advantage)?
5. Her action(act) tells us a lot about her purpose.
Ⅱ. 完成句子
1. 每个人都应该参与到拯救地球中来。
Everyone should play a part in saving the earth!
2. 那个杯子装满了水。
The bottle is full of water.
3. 他过去常在河边散步。
He used to walk by the river.
4. 水被严重污染了。
Water was polluted badly.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 9
Homework
1. Recite new words and phrases。
2. Make a new conversation about the air or water pollution.
板书设计
Section A (1a-2d)
1. New words: litter, bottom, fisherman, coal, ugly, advantage, cost, wooden, plastic, takeaway, bin
2. Structures:
①But it used to be clean.
②we’re trying to save the earth.
③The air is badly polluted.
④Everyone in this town should play a part in cleaning it up.
教学反思
在本节课的教学活动设计, 重点围绕听说活动创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程
资料链接
全球威胁人类生存的十大环境问题
一、全球气候变暖
　　由于人口的增加和人类生产活动的规模越来越大, 向大气释放的二氧化碳、甲烷、一氧化碳等温室气体不断增加, 导致大气的组成发生变化, 大气质量受到影响, 气候逐渐变暖。全球气候变暖, 可能导致生态系统发生变化和破坏, 对全球造成严重影响。
二、臭氧层的耗损与破坏
　　臭氧层能吸收太阳的紫外线, 以保护地球上的生命免遭过量紫外线的伤害, 并将能量贮存在上层大气, 起到调节气候的作用。但臭氧层是一个很脆弱的大气层, 如果进入一些破坏臭氧的气体, 它们就会和臭氧发生化学作用, 臭氧层就会遭到破坏。臭氧层被破坏, 将使地面受到紫外线辐射的强度增加, 给地球上的生命带来很大的危害。
三、生物多样性减少
　　在漫长的生物进化过程中会产生一些新的物种, 同时, 随着生态环境的变化, 也会使一些物种消失。所以说, 生物多样性是在不断变化的。近百年来, 由于人口的急剧增加和人类对资源的不合理开发, 加之环境污染等原因, 地球上的各种生物及其生态系统受到了极大的损害, 生物多样性减少。
四、酸雨蔓延
　　酸雨是指大气降水中酸碱度(ph值)低于5. 6的雨、雪或其他形式的降水。这是大气污染的一种表现。酸雨对人类环境的影响是多方面的。酸雨降落到河流、湖泊中, 会妨碍水中鱼、虾的成长, 以致鱼虾减少或绝迹; 酸雨还导致土壤酸化, 破坏土壤的营养, 使土壤贫瘠化, 危害植物的生长, 造成作物减产, 危害森林的生长。
五、森林锐减
　　在今天的地球上, 我们的绿色屏障——森林正以平均每年4 000平方千米的速度消失。森林的减少使其涵养水源的功能受到破坏, 造成了物种的减少和水土流失, 对二氧化碳的吸收减少进而又加剧了温室效应。
六、土地荒漠化
　　全球陆地面积占60%, 其中沙漠和沙漠化面积占29%。每年有600万公顷的土地变成沙漠。经济损失每年423亿美元。全球共有干旱、半干旱土地50亿公顷, 其中33亿遭到荒漠化威胁。致使每年有600万公顷的农田、900万公顷的牧区失去生产力。
七、大气污染
　　大气污染导致每年有30—70万人因烟尘污染提前死亡, 2 500万的儿童患慢性喉炎, 400—700万的农村妇女儿童受害。
八、水污染
　　水是我们日常最需要, 也是我们接触最多的物质之一, 然而就是水如今也成了危险品。
九、海洋污染
　　海洋污染导致赤潮频繁发生, 破坏了红树林、珊瑚礁、海草, 使近海鱼虾锐减, 渔业损失惨重。
十、危险性废物越境转移
　　危险性废物是指除放射性废物以外, 具有化学活性或毒性、爆炸性、腐蚀性和其他对人类生存环境存在有害特性的废物。

课　题
Unit 13　We’re trying to save the earth!
课时
第二课时Section A(3a-4c)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
shark, fin, cruel, harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, be harmful to, at the top of, the food chain, take part in, turn off, pay for, take action
2. 掌握以下句型:
①But in fact, around 70 million sharks are caught and traded in this industry every year.
②This is not only cruel, but also harmful to the environment.
③So far, no scientific studies have shown that shark fins are good for health.
能力目标
能够运用各种时态和语态的句子来谈论如何拯救鲨鱼及其他动物
情感目标
关爱动物, 保护动物
教学重点
1. Talk about animals
2. How to save the animals
教学难点
Grasp the use of the kinds of tenses, used to and modal verbs.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
1. Show a picture of a shark:
2. Ask students if they know it and say something about it.
Students look at the picture and say something about a shark (or say in Chinese).
Review words:
soap, kill, swim, drop, cut off, so far etc.
利用学生感兴趣的图片, 复习学过的描述鲨鱼及其相关的词汇, 为了解鲨鱼现状及保护鲨鱼作铺垫; 并通过图片激发学生学习的兴趣
Step 2
Reading
(3a)
1. Show a picture of a dead shark and ask students to talk about the reason that sharks died before reading.
2. Let students read the passage in 3a quickly and complete the fact sheet below.
3. Let students read the passage in 3a again carefully and fill in the blanks with the words in the box in 3b.
4. Play the tape of the passage and ask students to read after it.
5. Explain the difficulties.
1. Students look at the picture and talk about the reason that sharks died before reading. (water pollution, someone killed them and so on)
2. Students read the passage in 3a quickly and complete the fact sheet below.
3. Students read the passage in 3a again carefully and fill in the blanks with the words in the box in 3b.
4. Read after the tape.
读前通过分析鲨鱼死亡原因, 使学生获得初步认知, 并激发学生进一步探索新知的欲望。再通过略读、细读使学生整体感知短文内容, 掌握语言知识
Step 3
Grammar
Focus
Review: 1. Present progressive
2. used to
3. Passive voice
4. Present perfect
5. Modal verbs
Students review:
1. Present progressive: be+v. ing
2. used to+v.
3. Passive voice: be+v. -ed
4. Present perfect: have/has+v. -ed
5. Modal verbs: should, can, must, need etc.
通过复习时态, 被动语态以及短语used to, 使学生进一步掌握它们的结构及用法
Step 4
Practice
(4a&4b)
1. Let students fill in the blanks with the correct forms of the verbs in brackets in 4a.
2. Let students fill in the blanks with the appropriate modal verbs from the box in 4b.
1. Students fill in the blanks with the correct forms of the verbs in brackets in 4a.
2. Students fill in the blanks with the appropriate modal verbs from the box in 4b.
通过动词适当形式填空练习和情态动词填空练习, 使学生进一步理解各类时态和情态动词的用法
Step 5
Oral Practice
(4c)
1. Let students make a list of things that people can do to help the environment.
2. Let students discuss their list with their partner.
1. Students make a list of things that people can do to help the environment.
2. Students discuss their list with their partner.
通过利用列表、讨论进行交流活动, 在交流信息过程中, 教育学生关爱动物, 从我做起
Step 6
Summarize
1. Guide the students to summarize
the structure of Present progressive, Present perfect.
2. Guide the students to summarize the use of “used to” and “modal verbs”
Summarize the structure of Present progressive, Present perfect and the use of “used to” and “modal verbs”
培养学生探究、归纳总结能力
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给动词的适当形式填空
1. So far, they have made(make) 10 friends.
2. Look! The boy is playing (play) games with his friends.
3. We should be allowed (allow)to listen to music after class.
4. His father used to drive(drive)to work.
Ⅱ. 完成句子
1. 不仅他爸爸周末有空而且他妈妈也有空。
Not only his father but also his mother is free on weekends.
2. 他过去很瘦。
He used to be thin.
3. 我去过北京两次。
I have been to Beijing twice.
4. 他正在花园里浇花。
He is watering flowers in the garden.
独立完成检测练习, 进行自我评价
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 8
Homework
1. Recite new words and phrases.
2. Retell how to save the shark.
板书设计
Section A (3a-4c)
1. New words: shark, fin, cruel, harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, be harmful to, at the top of, the food chain, take part in, turn off, pay for, take action
2. Structures:
①But in fact, around 70 million sharks are caught and traded in this industry every year.
②This is not only cruel, but also harmful to the environment.
③So far, no scientific studies have shown that shark fins are good for health.
教学反思
在本节课的教学活动设计, 重点围绕听说活动创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程
资料链接
鲨鱼简介及鲨鱼保护现状
鲨鱼, 生活在海洋中, 被一些人认为是海洋中最凶猛的鱼类之一。但鲨鱼中体型最大的鲸鲨却以小型海洋生物为食物。由于食物具有某种相似性, 经过漫长的生物演化, 它们长得和须鲸很相似, 这叫“趋同进化”。于是“鲸鲨”的名字就理所当然了。
鲨鱼需要保护, 我们餐桌上香喷喷的鱼翅汤就是鲨鱼的鳍做的, 一旦被割去了背鳍, 鲨鱼就会因为失去平衡能力沉到海底饿死。
世界上约有380种鲨鱼。有30种会主动攻击人, 有7种可能会致人受伤, 还有27种因为体形和习性的关系, 具有危险性。
根据化石考察和科学家推算得知, 鲨鱼在地球上生活了约4亿年, 它早在4亿年前就已经存在, 至今外形都没有多大改变, 说明它的生存能力极强, 人称海洋“猎手”。
大白鲨是海洋中体形最大的食肉类鲨鱼。鲨鱼身体坚硬, 肌肉发达, 不同程度地呈纺锤形。口鼻部分因种类而异, 有尖的, 也有大而圆的。垂直向上的尾(尾鳍), 大致呈新月形, 大部分种类的尾鳍上部远远大于下部。
鲨鱼具有鳞片, 是盾鳞。由于鲨鱼的鳞从发育上与其他的不同, 结构上也有区别, 它分为釉质, 齿腔, 髓腔, 类似于牙齿的结构, 所以鲨鱼的皮肤也有杀伤力, 像锉一样, 被它碰到也是血肉模糊。
因为鱼翅的价格不断提高, 吸引着各地渔民争相在海中捕杀鲨鱼, 致使海中生态出现不平衡, 部分鲨鱼濒危。由于鲨鱼肉价值很低, 因此鱼翅渔业者在捕鲨后, 仅割下鲨鱼的鳍部分, 便将鲨鱼抛回海中以保持更多的空间存放价值更高的鱼翅。这些鲨鱼并不会立刻死亡, 但会因失去游弋能力窒息而死, 或者被其他鲨鱼捕食。
7成左右的鱼翅被汞铅污染, 如果大量食用可能会对健康造成危害。鱼翅也并无特别的营养价值。事实上, 近几年来, 因为工业废水不断地排入海洋, 使得海水中重金属含量较高, 而鲨鱼处于海洋食物链的顶端, 吞食了其他鱼类后, 食物中的重金属也随之进入鲨鱼体内, 积累下来, 因此鲨鱼体内的重金属的含量会越来越多。而烹饪并不能去除汞或其他重金属的毒性。吃了鱼翅后, 汞和其他重金属进入人体, 难以被排出体外, 而是在体内积蓄下来, 会损害中枢神经系统、肾脏、生殖系统等, 导致头昏、头痛、肌肉震颤、口腔溃疡、肾脏损害、性功能减退、流产等。
一些禁止捕鲨的法律已经获得通过, 不过对公海上的捕猎行为还约束甚少。美国通过了全面禁止捕杀鲨鱼的法案, 但仅能限制在美国注册的渔船和美国领海上的行为。欧盟已同意加大禁止“割鲨鱼鳍”的力度, 但自然资源保护论者争辩说, 特殊捕鱼许可证(允许割除鲨鱼鳍)的发放, 使得欧盟的禁令难以卓见成效。国际渔业组织也在筹划在大西洋和地中海上禁捕鲨鱼的协议, 但是对太平洋和印度洋还没有相应的禁捕计划。 大量捕杀海洋生态系统金字塔顶端的鲨鱼, 会导致大量中小型鱼类因失去天敌而数量暴增, 从而严重打乱整个海洋生态平衡。

课　题
Unit 13　We’re trying to save the earth!
课时
第三课时Section B(1a-1e)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
recycle, napkin, turn off, paper napkins, ride a bike
2. 掌握以下句型:
①Recycling paper is really easy.
②But it’s hard to stop riding in cars.
能力目标
能够运用各种时态和语态的句子来谈论保护环境的措施
情感目标
培养学生环境危机意识, 学会从身边的小事做起
教学重点
Talk about how to protect the environment
教学难点
Know the use of the kinds of tenses and the Passive voice.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work
on 1a
1. Ask students a question:
How to help save the earth?
2. Let students rank these items from the easiest to the most difficult in 1a.
1. Students answer the question and list what they can do to help save the earth.
Review words:
paper, light, shower, turn off etc.
2. Students rank these items from the easiest to the most difficult in 1a.
利用启发学生思考的问题, 复习学过的描述环保措施以及其相关的词汇, 为设计环保问题的听力作铺垫; 并通过问题激发学生交流的积极性
Step 2
Role-Play
(1b)
1. Let students compare their answers in 1a with their partner.
2. Ask why they think so.
1. Students compare their answers in 1a with their partner.
2. Students say the reason.
在比较和交流中呈现和导入目标语言
Step 3
Listening
(1c&1d)
1. Let students read the sentences that are on the left in form.
2. Play the tape of 1c.
3. Play the tape of 1d.
4. Explain the difficulties
1. Students read the sentences that are on the left in form in 1c.
2. Students listen to the tape in 1c and check the things that Julia and Jack talk about.
3. Students listen to the tape in 1d and check Julia is doing now, the things she will do in the future and the things she would never do.
通过让学生读表格左侧句子, 使学生对所听内容有所了解, 再通过听力练习, 让学生了解如何节约资源, 保护环境
Step 4
Role-Play
(1e)
Let students make a conversation using the information from the chart above and say what is true for them.
Students make a conversation using the information from the chart above and say what is true for them.
在听力练习的基础上, 进行编对话表演 , 开展有实际意义的交际运用活动
Step 5
Summarize
Guide the students to summarize use of the kinds of tenses and passive voice
Summarizeuse of the kinds of tenses and passive voice
培养学生探究、归纳总结能力
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空
1. This is my twin sister, Lucy. Not only she but also I am (be)good at drawing.
2. Stop smoking (smoke). It’s bad for your health.
3. Recycling (recycle) water is good for the environment.
4. You should take the bag when shopping(shop).
Ⅱ. 完成句子
1. 当你离开房间时, 请关灯
Please turn off the light when you leave the room.
2. 循环利用纸很容易。
It’s easy to recycle paper.
3. 你不应该开车去上班。
You shouldn’t drive your car to work.
独立完成检测练习, 进行自我评价
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 7
Homework
1. Recite new words and phrases。
2. Make a list how to save the earth.
板书设计
Section B (1a-1e)
1. New words: recycle, napkin, turn off, paper napkins, ride a bike
2. Structures:
①Recycling paper is really easy.
②But it’s hard to stop riding in cars.
教学反思
在本节课的教学活动设计中, 重点围绕听说活动创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程
资料链接
垃圾的分类及处理方法
生活垃圾一般可分为四大类: 可回收垃圾、厨房垃圾、有害垃圾和其他垃圾。目前常用的垃圾处理方法主要有综合利用、卫生填埋、焚烧和堆肥。
可回收垃圾包括纸类、金属、塑料、玻璃等, 通过综合处理回收利用, 可以减少污染, 节省资源。如每回收1吨废纸可造好纸850千克, 节省木材300千克, 比等量生产减少污染74%; 每回收1吨塑料瓶可获得0. 7吨二级原料; 每回收1吨废钢铁可炼好钢0. 9吨, 比用矿石冶炼节约成本47%, 减少空气污染75%, 减少97%的水污染和固体废物。
厨房垃圾包括剩菜剩饭、骨头、菜根菜叶等食品类废物, 经生物技术就地处理堆肥, 每吨可生产0. 3吨有机肥料。
有害垃圾包括废电池、废日光灯管、废水银温度计、过期药品等, 这些垃圾需要特殊安全处理。
其他垃圾包括除上述几类垃圾之外的砖瓦陶瓷、渣土、卫生间废纸等难以回收的废弃物, 采取卫生填埋可有效减少对地下水、地表水、土壤及空气的污染。
有专家说, 垃圾是地球上唯一在增长的资源, 也是放错了地方的资源。我们也常说要“变废为宝”。但是如果没有各种垃圾资源化利用的应用技术, 垃圾还是垃圾, 从来也不会自动成为“宝”。20世纪80年代以来, 我国垃圾生产能源和回收再利用技术得到迅速发展。1吨废玻璃经机械化工艺处理后可生产出2万个啤酒瓶或相当于1个篮球场面积的窗玻璃; 废塑料经回收利用后, 可以变成原油, 再从中提炼出柴油、汽油; 约占城市生活垃圾总量65%-70%的厨余、果皮垃圾则可动用生化技术和专门的机器“吃进”, 利用微生物发酵原理, 在24小时内就可将垃圾就地变成颗粒型或粉状的肥料或饲料, 供公共绿地使用或供市民家庭养花。
垃圾中可利用部分成为循环再生资源后, 剩下的废物如何最终处置? 怎样防止二次污染, 让垃圾寿终正寝、安静无害地进入“坟墓”? 这些问题将随着科学技术的发展和先进工艺的采用而逐步得到解答。
焚烧是一种城市垃圾的高温处理工艺, 在850-1 000摄氏度的焚烧炉炉膛内, 垃圾通过燃烧, 其中的化学活性成分被充分氧化, 留下的无机组分成为熔渣被排出, 在此过程中垃圾的体积得到缩减, 其易腐的性质得到了充分的改变。一般而言, 垃圾在焚烧时将依次经历脱水、脱气、起燃、燃烧、熄火等几个步骤。
利用微生物降解城市有机固体废物的方法称为生物处理法, 一般又称堆肥法。根据处理过程中起作用的微生物对氧气要求的不同, 有机废物处理可分为好氧堆肥法(高温堆肥)和厌氧堆肥法两种。
城市生活垃圾中因含有一定量的有机质, 经自然界广泛分布、种类繁多的微生物作用, 通过生物化学变化, 能将不稳定的有机物转化为较稳定的腐殖质。城市垃圾制成堆肥, 实际是一种古老而实用的方法, 也是我国和一些发展中国家传统处理和利用城市垃圾的方式。
土地填埋是从传统的堆放和填地处理发展起来的一项城市生活垃圾最终处理技术, 其实质是将垃圾铺成一定厚度的薄层, 加以压实, 并覆盖土壤。城市生活垃圾填埋后, 其中的有机易生物降解物质在厌氧条件下产生大量的甲烷气体, 将其收集后, 可用于发电或供热, 使废物得以资源化利用, 同时又可避免过度积聚带来的潜在危害。
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课　题
Unit 13　We’re trying to save the earth!
课时
第四课时Section B(2a-Self Check)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
gate, bottle, president, inspiration, iron, work, metal, throw away, put sth. to good use, pull. . . down, bring back
掌握以下句型:
①Have you ever thought about how these things can actually be put to good use?
②Not only can the art bring happiness to others, but it also shows that even cold, hard iron can be brought back to life with a little creativity.
③We have seen many changes in the environment.
④The river is polluted by factories.
能力目标
学会循环利用, 具备变废为宝的能力
情感目标
节约资源、保护环境, 从身边做起
教学重点
1. Talk about how to rethink, reuse, recycle
2. Reading
教学难点
Learn the methods to rethink, reuse and recycle.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work
on 1a
1. Show students real things or pictures:
2. Let students look at the the title and pictures in 2b and guess what the passage is about.
Students look at real things or pictures and think hard what they were made of.
Review words:
rethink, reuse, waste, etc.
Students look at the the title and pictures in 2b and guess what the passage is about.
利用一些做工精致的小工艺品或手工作品的实物或图片, 复习学过的描述手工制品以及其相关的词汇, 为变废为宝作铺垫; 并通过实物或图片激发学生创作的灵感和积极性
Step 2
Reading
(2b)
1. Use pictures in 2b to present the new words.
2. Ask students to read the passage and answer the following questions:
①Who is Amy Hayes?
②How many people are mentioned in the passage? Who are they?
3. Let students read the passage in 2b and complete the chart below.
4. Play the tape of 2b.
5. Let students read the passage again.
6. Explain the difficulties.
1. Learn the new words.
2. Students read the passage quickly and answer the following questions (Keys: ① She is a unusual woman in the UK.
②Three. They are Amy Hayes, Jessica Wong and Wang Tao.
3. Students read the passage in 2b and complete the chart below.
4. Students listen to the tape.
5. Students read the passage again.
通过略读、精读, 训练学生捕捉信息、发现问题和分析问题的能力, 反复阅读, 提高学生阅读理解的能力
Step 3
Practice
(2c)
1. Let students read the phrases in 2c.
2. Ask students to fill in the blanks with the correct forms of the phrases in the box in 2c.
3. Check the answers and ask students to read the sentences.
1. Students read the phrases in 2c.
2. Students fill in the blanks with the correct forms of the phrases in the box in 2c.
3. Students read the sentences.
通过两人小组对话, 让学生从听对话到模仿对话, 练习谈论污染和环保问题
Step 4
Practice
(2d&2e)
1. Let students underline the words in the passage based on the words below in 2d.
2. Explain the methods of making words.
前缀法: eg. happy→unhappy
后缀法: eg. Invent→invention/inventor
3. Let students make a list of things that need to be done to save the environment in 2e.
1. Students underline the words in the passage based on the words below in 2d.
2. Students grasp the methods of making words.
3. Students make a list of things that need to be done to save the environment in 2e and discuss with their group.
通过分析、讲解使学生理解并掌握这种构词方法。通过讨论, 进行英语交际活动, 在交流信息过程中, 提高英语表达水平
Step 5
Writing
(3a&3b)
1. Let students think about the environment in their town/city and complete the chart below.
2. Let students write a letter to the city mayor about the problems and your their suggestions.
1. Students think about the environment in their town/city and complete the chart below. Then discuss with their partner.
2. Students write a letter to the city mayor about the problems and their suggestions.
在发现问题、分析问题、解决问题的基础上, 进行写作练习, 提高学生的写作水平
Step 6
Self Check
Let students do the exercise on Self Check.
Students do the exercise on Self Check.
自我练习、自我检测、自我评价
Step 7
Summarize
1. Guide the students to summarize the methods of making words.
2. Guide the students to summarize the ways to save the earth.
1. Summarize the methods of making words.
2. Summarize the ways to save the earth.
培养学生探究、归纳总结能力
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空
1. I plan to visit (visit) Beijing next year.
2. He hopes to fly (fly)to the moon one day.
3. This is a new way to use (use)old things.
4. Reading (read)in bed does harm to your eyes.
Ⅱ. 完成句子
1. 这些照片唤起了我美好的回忆。
The photos brought back lots of good memories.
2. 杭州以龙井茶而闻名。
Hangzhou is well famous for its Longjing Tea.
3. 她扔掉了昨天的报纸。
She threw away yesterday’s newspaper.
4. 我在新的工作中充分地利用了我的经验。
I put my experience to good use in my new work.
独立完成检测练习, 进行自我评价
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step 9
Homework
1. Recite new words and phrases.
2. Make a new thing using the old things.
板书设计
Section B (2a-Self cheek)
1. New words: gate, bottle, president, inspiration, iron, work, metal, throw away, put sth. to good use, pull. . . down, bring back
2. Structures: ①Have you ever thought about how these things can actually be put to good use?
②Not only can the art bring happiness to others, but it also shows that even cold, hard iron can be brought back to life with a little creativity.
③We have seen many changes in the environment.
④The river is polluted by factories.
教学反思
在本节课的教学活动设计, 重点围绕读写活动创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程
　
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