Unit 6 Earth first
Developing ideas
【教材分析】
本板块呈现了从另一角度反映单元主题的课文，语篇类型为报刊社论，介绍了生活中常见的关于环境保护的几个认识误区，引导学生对所谓的生活常识持批判的态度；读写部分的范文呈现了一封倡议“光盘行动”的信件。
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生借助语篇知识分析本课语篇类型特点以及段落逻辑关系，使学生能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点。
【教学重难点】
1. 重点：本课时的重要词汇与句式
2. 难点：能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点。
【教学过程】
Step 1 Lead in
Have the Ss look at the questions about “green living” and tick your answers in Activity 1. And in groups discuss and check the answers. Then work in groups and see if other people share your ideas.
Step 2 Before reading
Have the Ss go through “Learning to learn” and introduce the function of subheadings in the passage. Make sure they have understood how the subheadings work during reading.
Step 3 Reading
1. Read the four subheadings in the passage and decide if they are true or false. Then read the passage and check your answers in Activity 2.
(1) Have the Ss read the passage carefully by themselves and judge whether each subheading is true or false according to the text. Then check the answers in whole class.
(2) Get the Ss to read again quickly and summarize the main idea and purpose of the passage, then share with the class.
2. Pay attention to the language points in the passage:
(1) It takes hundreds of years for plastic to break down, but much less time for paper.教师为学生讲解break down在此处意为to change as a result of a chemical process。教师可以适当补充break down的其他常见意义。
1）拆分，把……分成若干部分，to divide something such as a total amount into separate parts。例如：These rules tell us how a sentence is broken down into phrases.（这些规则告诉我们一个句子是怎样分解成若干短语的。）
2）（尤指在公共场合）禁不住哭出来，to be unable to stop yourself crying, especially in public。例如：Since he was being so kind and concerned, I broke down and cried.（他如此善良体贴，令我忍不住失声痛哭。）
(2) It is the production of food, not its transport, that uses most of the energy and produces most of the greenhouse gases.
教师应引导学生注意此句为强调句。陈述句的强调句型：It is/was+被强调部分（通常是主语、宾语或状语）+that/who（当强调主语且主语指人时可用who）+其他成分。
构成强调句的it本身没有实际意义；强调句中的连接词一般只用that或who,即使在强调时间状语和地点状语时也是如此，that或who不可省略；可用于强调句中的时态通常只有两种，即一般现在时和一般过去时。
(3) In some cases, local produce might have used more energy and produced more greenhouse gases than produce grown a long way away-even taking into account its transport.
此句子结构略显复杂，教师可以引导学生先找到more...than这个结构，然后再去分析produce在句中作动词和名词的用法。produce除了可以用作动词，意为“制造，制作”外，还可以用作名词，意为“农产品”。教师还应帮助学生理解grown在这里作后置定语的意义和用法，引导学生把这里的后置定语改写成定语从句（即把grown改为that is grown）,以帮助学生理解。
Step 4 Activity 3
Read the effects and complete the causes of these according the passage.
1. Go through the passage carefully again.
2. Get some Ss to share their answers and then check the answers with the class.
Step 5 Think and share
Have the Ss think or discuss the questions and then share their answers with the class.
1. Which of the “green truths” surprises you most? Give your reasons.
2. Are you aware of any other “green truths” that are not true? Share them with the class.
3. How “green” are you? Share your “green actions” with the class.
4. What can you do to become “greener”?
Step 6 Group work
Get the Ss to work in groups and have them give a talk about one of the “green truths” in the passage.
1. Use the questions to help plan your talk.
·Which “green truth” are you going to talk about?
·Why do people believe it is “green”?
·Why is it not completely true?
·What can you do to become “greener”?
2. Organize your talk following the steps below.
·Start your talk by stating the topic.
·Describe your chosen “green truth” in more detail.
·Explain why it is not completely “green”.
·End your talk by encouraging your audience to become “greener”.
3. Finally have some Ss to give his/her talk to the class.
Step 67 Homework
课后练习
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Unit 6 Earth first
Understanding ideas
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言；
3. 引导学生基于课文内容联系生活实际，发表自己的意见和观点。
【教学重难点】
1. 本课重要词汇与句式的灵活运用；
2. 锻炼学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言。
【教学过程】
Step 1 Warming up
Questions:
1. What do you think the environmental problems are?
2. What are the causes of these problems?
3. What do you think is the most serious environmental problem we face today? What should be done to help solve it?
Ask some Ss to share their views about the questions and then teacher presents more information about pollution.
Step 2 Before reading
Activity 1
Tick the words that you would use to describe sharks. Add any more you can think of. Then compare your choices with the class. And then share what you know about sharks.
Step 3 While reading
Activity 2
1. Have the Ss read the passage and find out how sharks are described in the film Jaws.
(1) Ask the Ss to go through the passage and then discuss the shark with their partners.
(2) Have several Ss share their views in whole class.
2. Pay attention to the language points during reading.
（1）Jaws was a great success, attracting huge audiences and winning many awards.
教师要结合语境帮助学生理解本句中attracting和winning的用法（作伴随状语），区别于本单元所学的语法（现在分词和过去分词作补语）。
（2）Finning would have an unexpected effect upon Peter Benchley, the man who wrote the book the film Jaws was based on.
Paraphrase: Peter Benchley did not expect that finning would have a great effect on him. He was the author of a book, which the film Jaws was based on.
教师应引导学生掌握固定搭配have an effect on/upon sth的用法。例如：A rise in temperature will have an effect on sea levels, drought frequency and more.（气温升高会影响到海平面高度、旱情发生频率及更多方面。）
（3）In 1980, Benchley was diving when he came across an awful sight.
教师应引导学生注意句中when表示“当（某事发生）时”，相当于at that/this time.
例如：We were about to go out and play when it started to rain.（我们正要出去玩，突然下起雨来。）The couple had hardly fallen asleep when the doorbell rang loudly.(这对夫妻刚刚入睡，突然门铃声大作。）
另外，教师可以拓展讲解come across的用法，这个短语在文中意为to meet, find, or discover someone or something by chance。例如：I came across this book in a bookshop in my home town.（我在家乡的一家书店里发现了这本书。）come across还有其他的含义，如“（感觉、想法等）被表达清楚”“给人的印象是……”。例如：Your words didn't come across.（你讲的话让人听不明白。）She came across to me as a pleasant young girl.（她在我印象里是个讨人喜欢的年轻女孩。）
（4）He came to see people as a danger to sharks, rather than the other way round.
Paraphrase: He finally started to realize that people are a danger to sharks, rather than the opposite.
教师向学生讲解come to do sth,相当于to finally reach a state in which something happens or you do something。例如：She had come to like the new teacher over the months.（过了几个月，她终于喜欢上了新老师。）
3. Activity 3
Have the Ss go through the three purposes as below and then ask them to choose the best one, then check the answer in class.
4. Activity 4
(1) Have the Ss read the passage again and ask them to complete the chart with words and expressions from the passage, then check the answers in whole class.
(2) Then encourage Ss to try to retell the passage according to the chart.
Step 4 Think and Share
1. How do you think Peter Benchley felt after diving in 1980?
2. What other films or books do you know that feature wild animals? Do they “paint” a good or bad picture of these animals? Say how the animals are described.
Have the Ss discuss the questions in groups, and then get several Ss to answer the questions. Open answer to the second question.
Step 5 Homework
Review the main idea of the passage and the language points.
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Unit 6 Earth first
Using language
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握现在分词和过去分词作补语的用法，理解其补充说明宾语的作用，并在真实语境中运用。
【教学重难点】
使学生能够了解并掌握现在分词和过去分词作宾语补足语的用法，并在真实语境中灵活运用。
【教学过程】
Step 1 课前自学
一、知识梳理
Activity 1
1. Look at the sentences from the reading passage and answer the questions.
a We see a woman swimming at night in a dark sea. b It made people frightened of sharks,...
(1) In sentence (a), who is swimming at night?
(Answer: In sentence (a), a woman is swimming at night.)
(2) In sentence (b), who is frightened of sharks?
(Answer: In sentence (b), people are frightened of sharks.)
(3) Why does the author choose to use different forms of verbs in the two sentences?
(Answer: In sentence (a), a woman is swimming. In other words, the woman does the action of swimming. So the author uses -ing. But in sentence (b), people are frightened. As a result, passive voice is used. So the author uses -ed.)
2. Now get the Ss to look for more sentences with these structures in the reading passage.
二、主要用法精讲
现在分词作宾语补足语
1)see, watch, hear, feel, notice等感官动词后接现在分词作宾语补足语，表示该动作正在进行。例如：
a. I saw him running down the street.（我看见他正沿着街跑。）
b. I felt an ant climbing over my leg.（我感到一只蚂蚁正在我的腿上爬。）
2) have, leave, keep等使役动词后接现在分词作宾语补足语，表示“使处于某种状态”。例如：
a. They shut the door and left, leaving the fire burning.（他们关上门走了，留下火在燃烧。）
b. Sorry, I’ve kept you waiting a long time.（对不起，让您久等了。）
过去分词作宾语补足语
1)like, want, wish, order等后接过去分词作宾语补足语，表示命令或希望某件事被完成。例如：
I want the room cleaned up when I come back.（我希望在我回来的时候，房间已清理好。）
2)see, hear, notice, observe, watch, feel, find等感官动词后接过去分词作宾语补足语，表示该动作与宾语之间是被动关系或者该动作已经完成。例如：
a. I saw an old man knocked down by a car just now.（我刚才看到一位老人被车撞倒了。）
b. He found his home town greatly changed.（他发现自己的家乡大变样了。）
3)have, get, make, leave, keep等使役动词后接过去分词作宾语补足语，表示动作由他人完成。例如：He had his money stolen.（他的钱被偷了。）
Step 2 语法探究
1.“感官动词+宾语+doing”，动词-ing形式作宾补强调动作的延续性，表示动作正在进行。
2.“感官动词+宾语+done”（动词-ed形式作宾补，表示被动）
3.使役动词“have/has+宾语+doing”（动词-ing形式作宾补，表示主动）
4.使役动词“have/got+宾语+done”（动词-ed形式作宾补，表示被动）
5.“find+宾语+done”，“发现……被……”，动词-ed形式表被动。
6.“leave+宾语+doing”，“让、听任……保持”，动词-ing形式表主动。
7.“with/without+宾语+done”，“随着…….被……”动词-ed形式表被动。
Step 3 自学检测
单句语法填空。
We can see steam _________（rise）from the wet clothes.
The strange noise made all of us _________（frighten）.
They listened to the old man _________（tell）his story from beginning to end.
He couldn’t make himself _________（hear）above the noise of the traffic.
The missing boy was last seen _________（play）on the river bank.
I couldn’t do my homework with all that noise _________（go）on.
The murderer was brought in with his hands_________（tie）behind his back.
They use computers to keep the traffic _________（run）smoothly.
She wants her paintings _________（show）in the gallery, but we don’t think they would be very popular.
When he awoke, he found himself _________（look）after by an old woman.
1．填入适当的动词分词形式，把句子补充完整；
2．根据所学，说说每个句子的分词在句中与逻辑主语构成什么样的关系。
Step 4．教师讲解
1. 核对同学们自学检测的答案。
2. 根据课前自学内容，对现在分词和过去分词作宾补的相关知识进行更详细的补充说明。
3. 让学生把从课文中找到相关的句子，写出，并分析。
Step 5．小组合作学习
全班分为若干个小组并完成以下任务：
1. 完成课本第65页活动2。
2. 限时活动：在课本62-63页的课文中找出更多包含现在分词和过去分词作宾补的句子，看看哪个组找得又多又快又准。
Step 6．Homework
完成课本P65活动3。
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Unit 6 Earth first
Writing a persuasive letter & Presenting ideas
【教学目的与核心素养】
1. 掌握本课时的重点单词/词组/句型；
2. 引导学生进一步深化对单元主题的理解，了解倡议信的写作特点，使学生能够运用所学内容写封与环保相关的倡议；
3. 带领学生通过小组合作和讨论分享，制作碳足迹调查问卷，使学生能够通过问卷调查思考并总结实现低碳生活的有效措施，达成对本单元所学知识的迁移和运用；
4.引导学生通过汇报小组活动成果，用英语表达自己的想法，展示调研成果。
【教学重难点】
1. 掌握了解倡议信的写作特点，使学生能够运用所学内容写封与环保相关的倡议；
2. 通过本单元的学习，学生能够通过问卷调查思考并总结实现低碳生活的有效措施，达成对本单元所学知识的迁移和运用。
【教学过程】
Part 1 Writing
Step 1 Reviewing
Have one student retell the passage of What’s really green?.
Step 2 Reading
Read the persuasive letter in Page 71.
1. Ask the Ss to write down the Environmental actions that you’re familiar with by playing Brain Storm game. And then have the Ss read the letter carefully and answer the questions.
(1) What is the purpose of the letter?
(The purpose of this letter is to call on everyone to take part in the Clear Your Plate campaign.)
(2) What is the existing problem?
(Over 30% of the world’s food is wasted, while many people in poor areas do not have enough to eat.)
(3) What are the proposed actions from Class 8?
(Do not order more than you need in the school canteen; order less and take leftover food home when dining in restaurants; call on family members and friends to take part in the campaign.)
2. Get several Ss to share their answers in the class and then check them.
3. Ask several students to try to retell the letter.
Step 3 Before writing
Get the Ss to work in groups. Discuss another environmental issue about which to write a persuasive letter and make notes.
Problem: Cause(s): Solution(s):
Step 4 Writing and showing
Now write your own persuasive letter. Use the expressions in the box to help you. and then show it to the class．
Useful expressions ·We are writing this letter to raise your awareness of... ·We are concerned that... · We would like to suggest... ·We hope that you will consider... ·One of the reasons for this is... ·In order to improve the situation, we should...
Part 2 Presentation
Step 1 Group work
1. Look at the three items that contribute to a carbon footprint. Add any more you can think of in Activity 1. Then discuss and share.
2. Work in groups, have the Ss create a carbon footprint survey. Think of two questions and possible answers for each topic. Give each answer a score from 1(a low carbon footprint) to 3(a high carbon footprint).
3. Carry out the survey and use the results to come up with ways to reduce carbon footprint.
Step 2 Presenting
Then ask some Ss to report the results of your survey and your ideas to the class. Use the expressions in the box to help you.
Use the expressions ·The average score of our group is... ·The results show that... ·The biggest problem is... ·We’re glad to see that... ·In order to..., we suggest...
Step 3 Homework
课后练习。
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