Unit 8 Green Living
Lesson 1 Roots and Shoots
【教学目标】
Students will be able to
1. read and talk about Roots & Shoots, an educational organisation
2. read for general understanding
3. read for specific information and answer questions on details
4. learn about and practise parallel structures
5. give a presentation about Roots & Shoots
6. complete a summary of the text
【教学重难点】
1. reading for specific information
2. giving a presentation about an educational organisation
【教学过程】
1. Pair Work: Talk about the pictures on page 52.
In pairs, students answer the three questions about the pictures. Remind students that there are consequences to every action. What are the consequences of each action in the pictures?
2. Read the first paragraph and discuss.
(1) Ask students to silently read the first paragraph of the text.
(2) Encourage students to read for general understanding and to use context to understand difficult vocabulary.
(3) In pairs, students discuss the three questions. Encourage students to underline the parts in the text that support their answers.
(4) Review the answers as a class.
3. Read the rest of the text and complete.
(1) Discuss the table.
(2) In pairs, students read the article and underline the general sentence for each paragraph. This will help students to better understand the text.
(3) Then students use their understanding of the text to complete the table.
(4) Review the answers as a class.
4. Read again and answer.
(1) Read the questions. Students try to recall the answers with reference to the text.
(2) In small groups, students discuss the questions after reading the text.
(3) Each group presents their group’s answers to the class and gathers any interesting ideas.
5. Group Work: Present Roots & Shoots.
(1) In groups, students discuss the information on Roots & Shoots.
(2) A scribe can note information.
(3) Groups can allocate one section to each member of the group, so they can give a joint presentation.
(4) Students can include other information or research.
(5) Support low level students by providing sentence frames for them to complete in order to answer the questions.
(6) Each group presents their information.
6. Group Work: Think and share.
(1) In small groups, students scan the text for the first question to find examples to support their answers.
(2) List the writing techniques found in the text, on the board: examples, repetition, quotations, a colloquial style.
(3) Explain what colloquial style is, i.e., ordinary language used by common people in everyday life which can convey the writer’s message more clearly.
(4) Put students in small groups and allocate one technique to each student. They should then scan the text to find at least one example. Have groups review their findings and then share their answers with the class.
(5) Help any struggling students by giving them the paragraph number where each example is located.
(6) Invite groups to work together on finding another title for the text and point out that it should be a catchy one that would cause a reader to read the text. Hold a class vote on the best title.
7. Group Work: Underline parallel structures and discuss why the writer uses them.
(1) In groups, students analyse the use of words and syntax. Students underline each pattern in a different color, e.g., “… say you leave the tap running while you brush your teeth” and “How can it matter if I leave one little tap running”.
(2) Using these examples, students discuss why the writer makes use of repetition.
a. Does it help your understanding of the text if key phrases are repeated?
b. How do you feel reading repeated words/phrases?
8. Complete the summary.
(1) Read sentence frames. Explain any difficult words.
(2) Students complete the sentence frames with a phrase in the box. Students can scan the text to find the information they need.
(3) Invite students to work on their own and check the answers in pairs.
(4) Check the answers this way as a class.
9. Match words and functions.
(1) Read the Grammar summary section on page 95. Explain that -ing and-ed form of verbs have various uses and go through the examples, ensuring that students understand different functions.
(2) Point out that the difference between the adjective/attributive and the adjective/predicative is that the former goes before the noun while the latter comes after a verb.
(3) Read the text.
(4) Allow students to independently match the words with the functions.
(5) Review the answers in pairs and then as a class.
10. Complete the text with the correct form of the verbs.
(1) Students read the sentence frames. Then complete the spaces either with the -ing or -ed form of the given verbs.
(2) Read out loud the text and pause before each space for students to call out the correct answer in chorus.
(3) Then ask for volunteers to identify the function of the verb forms in each case.
11. Persuade people to join Roots & Shoots.
(1) In pairs, students choose one of the three people. Each pair works on some strong arguments to persuade the person to join Roots & Shoots. Ask students to base their arguments on what they have leant so far and on the reading text.
(2) Invite students to role-play a dialogue where one is the person in doubt and the other is the volunteer who is trying to persuade them.
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Unit 8 Green Living
Lesson 2 Greening the Desert
第一课时
教学目标 在本课结束时，学生能够： 1．根据图片预测演讲的内容； 2．借助笔记，获取易解放种树的事实性信息（如种树的起因、遇到的困难和解决方式等）； 3．理解易解放为环境保护做出的贡献，提出关于易解放和NPO-Greenlife的有效问题。
教学重难点 掌握有效的记笔记方法，并运用于听力活动获取关键信息。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．根据图片预测演讲的内容。 Step 1 1. Read a tweet from NASA and summarise it. 2. Read the poster and an introduction to Yi’s early life from China Daily and answer questions: (1) Who is Yi Jiefang? (2) What is the presenter going to talk about? 训练学生从多模态语篇——图片和海报中获取信息。创设情境，铺垫语言。 学生能通过抓取通知中的文字信息，结合图片和图片配文，预测演讲主题。
3. Match words with their definitions. 帮助学生了解目标词汇。 学生能根据词性提示，将单词和解释对应。
2.借助笔记，获取易解放种树的事实性信息（如种树的起因、遇到的困难和解决方式等）。 Step 2 1. Listen and summarise the main idea of part 1 and part 2. (1) What happened to Yi Jiefang and why did she create NPO-Greenlife? (2) What were the early days like for NPO-Greenlife and what difficulties did Yi Jiefang’s team have? 2. Listen again and take notes about Yi Jiefang and NPO-Greenlife while listening. Try to use diagrams, tables and bullet points, symbols and abbreviations. 3. Listen again. Draw a diagram to show how the information is organised in these parts. Pay attention to the discourse markers used. 训练学生从听力文本中抓住主要内容，获取有关信息的能力；引导学生关注话题内部的逻辑。 提升学生利用符号获取、记录细节信息的能力。 学生能迅速抓住听力语篇的主要信息和结构，能画出信息组织示意图。
3．理解易解放为环境保护做出的贡献，提出关于易解放和NPO-Greenlife的有效问题。 Step 3 Listen to the quotes. Explain the meaning of the quotes and discuss the questions. (1) Who is “you” in the quotes? Who do you think wrote the words? (2) What quotes would you choose for the stone? 进一步加强获取细节信息的语言能力，引发学生的情感共鸣。 学生能理解碑文的意思，并说明各自的想法。
Step 4 Discuss and find out what students want to learn more about Yi Jiefang and her organization. Students prepare some questions for a TV interview or a radio call-in program. 帮助学生在已知信息的基础上，加深对主题和人物的理解。 每个学生能提出三四个有效问题。
第二课时
教学目标 在本课结束时，学生能够： 1．以小组为单位模拟访谈，介绍易解放及其环保组织； 2．分析易解放种树过程中发生的情感以及驱动力的变化； 3．评价易解放献出一切、投身环保事业的意义，深入理解人与自我、人与环境的关系。
教学重难点 分析人物发生的情感以及驱动力的变化，评价环保事业的意义。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．以小组为单位模拟访谈，介绍易解放及其环保组织。 Step 1 Students recall what have learnt in the last period and answer the question. What have we learnt about Yi Jiefang? 激活学生的已知。 学生能用所学词汇简述易解放的故事。
Step 2 1. Listen to the interview again and take notes using abbreviations, symbols and bullet points. Then answer the questions. (1) What changes has NPO-Greenlife brought to the desert? (2) What new project did Yi Jiefang start in 2013? 2. Prepare for a TV interview introducing Yi Jiefang’s NOP-Greenlife. 创设情景，学生根据笔记简述易解放NPO-Greenlife的创办过程和经历。 学生能借助笔记，在采访中简述或回答问题。
2．分析易解放种树过程中发生的情感以及驱动力的变化。 Step 3 Listen to the two quotes, and take notes. Then discuss the meaning of the quotes. 进一步加强获取细节信息的语言能力，引发学生的情感共鸣。 学生能理解易解放之子的高尚情怀，与之共鸣。
Step 4 Listen and read aloud the quotes. Discuss what we can learn from Yi Jiefang and answer the questions. (1) Why did she choose the quotes? (2) What helped Yi Jiefang work through her sadness? (3) What do you think supports and motivates her to continue her work now? 分析易解放情感和驱动力转变的过程和原因。 学生能根据所学内容，分析、说明，提出自己的看法，促进学生深层次理解话题内涵。
3．评价易解放献出一切、投身环保事业的意义，深入理解人与自我、人与环境的关系。 Step 4 Watch a short video about Yi Jiefang and discuss the questions. (1) What kind of person is Yi Jiefang? (2) What factors helped Yi succeed? (3) How has Yi’s motive changed? (4) What did you learn from her? 引导学生深入理解易解放投身环境保护事业的伟大之处，反思个人的行为与环境之间的关系和联系。 学生能根据本课内容，总结出易解放从为完成儿子遗愿而种树，到为了全中国13亿人福祉而种树这一变化，探讨个人在保护环境中的力量源泉。
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Unit 8 Green Living
Lesson 3 “White Bikes” on the Road
第一课时
教学目标 在本课结束时，学生能够： 1．获取“白单车”及后续发展的事实性信息（如背景条件、后续阶段、每个阶段的基本特点、影响、优缺点等）； 2．绘制思维导图介绍“白单车”的“前世今生”； 3．总结“白单车”在发展过程中遇到的问题，分析影响共享单车发展的因素。
教学重难点 理解“白单车”的发展历程，并对共享单车的发展发表个人看法。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．获取“白单车”及后续发展的事实性信息（如背景条件、后续阶段、每个阶段的基本特点、影响、优缺点等）。 Step 1 Watch a short video clip and talk about shared bikes. Then answer the questions. (1) Are there shared bikes in your city? (2) Do you know in which city the idea of the first shared bikes was born? (3) What else do you want to know about shared bikes? 创设情景，用问题和图片激活学生背景知识，预测内容。 学生能够分享自己关于共享单车的体验与感受。
Step 2 1. Read the text and decide the topic. Choose the best title for the passage. A. Amsterdam—the City of Bicycles B. The Return of “White Bikes” C. “White Bikes” on the Road 2. Explain the reasons for the choice and figure out the structure of the passage. 引导学生理解文本主题大意，并对文章结构进行梳理。 学生能够根据文章大意选出合适的标题并解释原因。
Step 3 Read the text again, and find out the main information about Amsterdam and the development of “white bikes”. Answer the questions. Students can refer to the Skill Builder. Draw a flow chart. (1) Why is Amsterdam called “the City of Bicycles”? (2) How did the idea of “white bikes” start? (3) How has it been developing since then? 引导学生获取阿姆斯特丹被誉为“自行车之城”的原因，将有关信息和联系用思维导图呈现出来。 学生能够回答阿姆斯特丹便于骑行的条件。 学生能完成思维导图，简略写出关于 “白单车”及后续发展阶段的信息。
2．绘制思维导图介绍“白单车”的“前世今生”。 Step 4 1. Practise introducing the development of “white bikes” in groups of four. Student A: Amsterdam Student B: in the 1960s Student C: 1999 Student D: nowadays 2. Act as museum guides to make the introduction using the mind maps created in the last activity. 指导学生借助思维导图练习介绍“白单车”起源与后续发展。 学生能够小组合作绘制“白单车”起源与后续阶段的思维导图，并讲解。
3．总结“白单车”在发展过程中遇到的问题，分析影响共享单车发展的因素。 Discuss the future of the shared bikes. How do you understand the sentence “Where will bike-sharing go in China? You decide.”? 引导思考文章深层含义，拓展到实际生活，领悟自己的社会责任。 学生能够领会作者写作意图，感悟到共享单车能走多远，取决于我们每个人。
家庭作业 Search online for more information about bike-sharing. Write down at least three pieces of advice on how to help bike-sharing go smoothly in your city. 将所学知识运用于实际问题的解决。 学生能提出至少三条共享单车良性发展的建议。
第二课时
教学目标 在本课结束时，学生能够： 1．分析“白单车”获得成功的原因，并从不同的角度提出促进共事单车在北京发展的建议； 2．了解名词动词同形现象，使用其正确形式完成句子； 3．介绍北京共享单车的情况，提出文明使用共享单车的建议。
教学重难点 理解名词动词同形现象并正确使用，对共享单车的文明使用提出建议。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
Complete a summary of the text. 激活上节课所学知识。 学生能够完成填空任务。
1．分析“白单车”获得成功的原因，并从不同的角度提出促进共事单车在北京发展的建议。 Step 1 Work in groups. Introduce the development of “white bikes”. Answer the questions. (1) What makes “white bikes” successful in Amsterdam? (2) What factors influenced the development of bike-sharing? 承接上节课最后提出的问题和思维导图，深度思考影响共享单车发展的因素。 学生能够借鉴“白单车”的发展，总结影响共享单车发展的因素（环境、管理、科技、道德）。
Step 2 1. Work in groups to figure out: What do each group of people can do to help bike-sharing go smoothly in Beijing? Group A: city officials Group B: the general public Group C: shared bike companies Group D: … (it can be teenagers, policy makers, etc.) 2. Each group sends a representative to present their suggestions. 从多个角度分析可以做出的努力。
2．了解名词动词同形现象，使用其正确形式完成句子。 Step 3 Figure out the part of speech of the bold words in Word Builder and answer: Are they actions (verbs) or names of sth (nouns)? Step4 1. Find out all similar words in the summary. 2. Recall other verbs and nouns of the same roots and forms they have encountered before. 3. Finish exercise 9 on page 39 and check answers with partners. 4. Check answers. 引导学生关注名动同形词。 在语境中判断该选什么词并使用正确形式，回想类似同源同形词。 学生能使用正确词汇的正确形式完成对比句子。
3．介绍北京共享单车的情况，提出文明使用共享单车的建议。 Step 5 1. Read the description about bike-sharing and tell the part of speech of certain words. 2. Paraphrase the sentences and think why the writer uses verbs and nouns of the same roots. 引导学生利用所知联想猜测词义。体会同源同形动词的妙处：简洁生动、准确有表现力。 学生能够猜出句子中同源同形词的含义并体会出其“简洁生动”之美。
Step 6 1. Write an e-mail informing an English friend of the development of bike-sharing in Beijing. Use the required part of speech of the given words correctly in the e-mail. 2. Refer to the dictionary if help is needed. 运用所学语言现象表达相关拓展话题。 学生能写电子邮件介绍北京共享单车发展，并使用同形词。
家庭作业 Finish writing the e-mail using the required parts of speech of the given words. 总结深化所学知识。 学生在介绍共享单车时准确使用同形词。
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Unit 8 Green Living
Check Your Progress
教学目标 在本课结束时，学生能够： 1．运用所学词汇介绍环保人物易解放和珍·古道尔的事迹； 2．运用所学词汇和主要表达法分析交通方式引发的环保问题或解决的途径，如共享单车、合伙用车； 3．制作倡导绿色生活的海报，培养学生的环保意识； 4．反思单元学习，发现自己的收获和不足。
教学重难点 巩固所学知识，运用所学知识理解和表达，并对单元学习进行反思。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．运用所学词汇介绍环保人物易解放和珍·古道尔的事迹。 Stage I. Learn from the heroes Step 1. Introduce heroes/heroines. Talk about what you have learnt about Jane Goodall and Yi Jiefang. Then complete the introductions in exercise 1. 复习本单元环保模范先进事迹和环保话题词汇。 学生能够根据第1课和第2课学习内容，简单介绍两位环保模范。
Step 2. List words and phrases on environment protection or those impress you most in the unit. Share in groups. 引导学生复习、归纳重点词汇，迁移至口语和写作中，为最后的输入奠定基础。 学生能够说出该词或短语的含义、词性、用法、给出例句，并说出选取的原因。
Step 3. Work in groups and find out the similarities between Yi Jiefang and Jane Goodall in protecting the environment. Share the idea in class. Students can use material from previous lessons. 启发学生思维，归纳成功人士的方法和必备品质。 学生能够讨论归纳两位英雄成功方法的相同点，即坚持不懈的品质和建立团队。
Step 4. Talk about a hero/heroine who has helped to reduce pollution or protect the environment Then write a short introduction about the person. Suggested points： individual work organization contribution 学生迁移所学语言和写作方法，介绍环保模范。 学生能够运用练习中的词汇和表达法，介绍另一位环保人物或模范。
2．运用所学词汇和主要表达法分析交通方式引发的环保问题或解决的途径，如共享单车、合伙用车。 Stage II. Take actions and help the environment Step 1. Talk about bike sharing in China. Answer the questions. (1) What are the benefits and problems? (2) How could they be solved? Then complete the interview on page 47 and study benefits and problems of bike sharing. Share the idea in groups. 学生采访提问，客观评价共享单车所带来的便利和出现的新问题，复习单元主要表达法。 学生能够根据上下文提示回答问题。
Step 2. Talk about how you go to school every day. Discuss and answer the questions. (1) Do you ride a bike to school? Why or why not? (2) Why do you go to school by car? 学生反思自身行为，提升环保意识。复习非谓语动词，探究汽车所带来的污染。 学生基于个体实际回答问题，有条理地说明原因。学生能够基于文本提示归纳汽车所造成的两种污染。
3．制作倡导绿色生活的海报，培养学生的环保意识。 Step 3. Talk about how we can be more environmentally friendly and choose sustainable way to travel in groups. (1) What do we do if we have to use cars? (2) What is carpool? (3) How can we set up a carpool? 培养学生“绿色出行，从我做起”的环保意识、提出建立“合伙用车”方法。 学生基于所在地区实际提出“合伙用车”的建议，并叙述操作方法。
Step 4. Look at the poster examples and then work in groups to design a poster on how to set up a carpool. 学生初步理解海报的语言特点和构图技巧。培养学生实践运用能力和创新能力。 学生根据教师所提供的海报范例，运用本单元所学知识，制作海报。
Step 5. Look and comment on the posters each group made. Discuss what we can do to promote green living and protect the environment. * Give up bottled water * Use electric cars * Recycle school uniform/textbooks * Replace indoor lights with compact fluorescent bulbs or LEDs 鼓励学生深入思考、集思广益，提出绿色环保新途径，培养学生的创新思维，有效迁移本单元所学语言知识和内容。 学生能够提出绿色生活的可行性方案，并说明操作方法。
4．反思单元学习，发现自己的收获和不足。 Stage III. Homework and Self-evaluation 1. Write a unit diary (1) vocabulary on environmental protection (2) three impressive sentences (3) things for writing a survey report (4) the parts I like/dislike 2. Revise or improve the poster in groups. Or students can complete the passage introducing a famous figure who makes great contribution to the environment. 学生反思本单元学习。发现自己的不足，制定规划，査漏补缺，发展学生的学习能力。 学生能够根据教材提示总结自己的收获和存在的不足，并写出反思总结。学生进一步完成本组海报，在内容、构图设计等方面做进—步的修改、提升或书面介绍一位环保人物。
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Unit 8 Green Living
Topic Talk
教学目标 在本课结束时，学生能够： 1．认识绿色生活，说出“green living”的具体内容和内涵； 2．获取听力语篇中“green living”话题的关键信息，补全相关内容并分析表达逻辑； 3．分析表达逻辑，运用所学词汇和表达方式，发表个人对“green living”的认识和打算。
教学重难点 获取听力语篇的关键信息，表达对绿色生活的看法。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．认识绿色生活，说出“green living”的具体内容和内涵。 Step 1 Look at some pictures depicting environmental problems, solutions, and human activities. Talk about your understanding of “green living”. Answer the questions. (1) What is green living? (2) What can you do to improve green living? 通过图片进行头脑风暴，激活学生关于绿色生活方式的背景知识。 根据图片提示，学生能说出有关环境问题、生活方式与环境的关系等内容，并学习相关词汇和表达方式。
2．获取听力语篇中“green living”话题的关键信息，补全相关内容并分析表达逻辑； Step 2 1. Listen to the introduction and complete the sentences in Activity. 2. Answer the questions. (1) How many parts are there in the exhibition? (2) What is each section about? (3) What is the relationship between the sections? 听取关键信息，并分析表达的逻辑，培养学生的听力能力及思维品质。 通过全篇听和分段听，学生能够听懂、补全语句，说明展览各部分之间的关系和逻辑顺序，并表达自己对绿色生活方式的认识。
2. Talk about green living with your partner, using the sentence patterns and expressions you have learnt. 创设机会使学生能够内化所学语言及逻辑。 学生能够套用句式，仿照内容，流畅完整表达。
Step 3 Listen to the dialogue and answer the questions. (1) What are they talking about? (2) Where does the man live and what does he do to help the environment? (3) What do they think is important to fight against global warming? 提高学生听力能力及信息整合能力。 学生能够根据听力材料抓取关键信息，并回答相关问题。
3.分析表达逻辑，运用所学词汇和表达方式，发表个人对“green living”的认识和打算。 Step 4 Discuss in groups and talk about what we can do to promote green living. Then share the ideas in class. 学生结合所听内容，思考自己的生活方式，提升思维品质。 学生思考自己的生活方式对于环境的影响，树立在生活中努力实践环保的生活方式的意识。
Step 5 1. Read and discuss the quotes in pairs or groups. (1) What do you know about the background information of the quotes? (2) Who are the quotes aimed at? (3) What happened if we destroy the environment and what should we do to protect it? 2. Talk about your own belief about green living with your understanding of the quotes. Share your belief within your group, and each group chooses one to share in the class. 引导学生理解引言的背景和内容，进一步理解践行绿色生活方式的重要性。 引导学生写出自己的环保格言，并小组分享互相学习，培养学生的语言能力、思维品质和文化意识。 学生能够结合问题，思考引言的意义和内涵。 学生结合对名人名言的认识，说出自己对环保和绿色生活方式重要性的认识。
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Unit 8 Green Living
Viewing Workshop
教学目标 在本课结束时，学生能够： 1．获取视频中关于太阳能的信息并完成填写任务，回答相关问题； 2．利用思维导图和流程图来帮助梳理太阳能的转化知识和实例； 3．全面了解太阳能和风能的有关知识，对可再生能源利用进行评价。
教学重难点 利用思维导图和流程图来帮助梳理信息，对可再生能源进行评价。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．获取视频中关于太阳能的信息并完成填写任务，回答相关问题。 Step 1 1. What do you know about solar energy? Discuss your ideas in pairs and see if you can answer the questions.： 1) What is solar energy? 2) What do we use solar energy for? 3) What form of energy can solar energy change into? 2. Learn some key words concerning the video. 创设情境，引入主题，激发思考，激活兴趣，铺垫语言。 学生能够基于已知，简单地回答提出的问题。
2．利用思维导图和流程图来帮助梳理太阳能的转化知识和实例。 Step 2 Watch the video for the first time. Get the general idea about solar energy and answer the previous three questions again. Then complete the information about solar energy. 1) Solar energy is what makes you feel _________. 2) Solar energy is what causes solar panels to turn sunlight into __________. 3) Solar energy is what sets a piece of paper ________ under a magnifying glass. 4) We see solar energy as ______ and we feel solar energy as ______. Step 3 1. Learn what mind map is and the steps of creating a mind map. Watch the video for the second time. Draw a mind map to show the relationship between solar energy, mechanical energy and chemical energy. 2. Explain how solar energy turns into mechanical energy and chemical energy with the mind maps. 基于主题引导学生获取相关信息，导出核心问题。 学生能够准确获取视频的基本信息，并完成图表。
3．全面了解太阳能和风能的有关知识，对可再生能源利用进行评价。 Step 4 Work in groups and discuss: Can we mainly rely on solar and wind energy since both of them are clean energy? Why? 对可再生能源进行多方位评价。 学生发表对利用太阳能和风能的意见。
家庭作业 Write down a full report of solar energy, covering its strengths and weaknesses. 巩固所学知识。 学生课下完成报告。
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Unit 8 Green Living
Writing Workshop
第一课时
教学目标 在本课结束时，学生能够： 1．获取调查报告中呈现的关于市民环保意识和行为的事实性信息（如调查的时间和地点、目的、参加的人员、调查的具体问题和基本发现等）； 2．梳理调查报告的文本结构，辨别调查报告的组成部分及具体内容； 3．辨别调查报告典型的语言句式特点，尤其是运用多种方法进行定量表述； 4．初步运用不同的语言句式和简单的图表（饼状图与柱状图）进行定量表述。
教学重难点 梳理调查报告的文本结构，使用不同的语言句式和简单图表进行定量表述。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．获取调查报告中呈现的关于市民环保意识和行为的事实性信息（如调查的时间和地点、目的、参加的人员、调查的具体问题和基本发现等）。 Step 1 Students brainstorm what should be included in a survey report on environmental protection. 创设情景，引入主题，激活学生已有语言和有关写作的知识。 学生能够回答撰写调查报告应注意的几个方面。
Step2 Students read the survey report and find out the basic information about the survey. Answer the following questions. (1) Who conducted the survey? (2) When and where was the survey conducted? (3) How many people took part in the survey? (4) What’s the purpose of the survey? (5) What questions are asked? (6) What are the findings? 引导学生获取调查报告基本信息。 学生能够回答有关居民对环保态度和行动的问题。
2．梳理调查报告的文本结构，辨别调查报告的组成部分及具体内容。 Step 3 Read the survey report again and label each paragraph of the report with the corresponding heading. 引导学生归纳报告各个部分的具体内容，了解调查报告的基本结构。 学生能够正确填写各个段落的标题与内容。
3．辨别调查报告典型的语言句式特点，尤其是运用多种方法进行定量表述。 Step 4 1. Read the survey report again and underline the quantity expressions in the survey report. Quantity Expressions as high as/almost all about/around most of/more than/the majority of just under/just over not as many/very few
2. Discuss the functions and effects of the quantity expressions in the report. Answer the questions. (1) Why does the author use quantity expressions? (2) What is the function of quantity expressions? 3. Read the report again and find more quantity expressions. Students can provide their own expressions. 引导学生重点关注数据的表达，分析并拓展更多的定量表述语句，为后续写作做好语言的准备。 学生能够划线标出各类表达数据的语句，回答相关问题。
4．初步运用不同的语言句式和简单的图表（饼状图与柱状图）进行定量表述。 Step 5 Look and introduce the three graphs on page 41, using proper quantity expressions. (1) What information can you get from the charts? (2) Can we use other charts in the survey report? Why or why not? 引导学生初步运用不同句式进行定量表述，介绍简单图表。 学生能够获取并说出图表呈现的主要信息。
家庭作业 Finish first draft of a survey report on shared bikes. 学生模仿范文写作。 学生课下完成关于共享单车调查报告的初稿。
第二课时
教学目标 在本课结束时，学生能够： 1．梳理调查报告评价标准的具体内容； 2．依据调查报告评价标准的具体内容为同伴的习作做出评价； 3．根据同伴评价的意见，修改、完善自己的调查报告。
教学重难点 对同伴的调查报告进行评价，并修改、完善自己的调查报告。
教学过程
教学目标 教学活动与步骤 设计意图 评价要点
1．梳理调查报告评价标准的具体内容。 Step 1 Students discuss the criteria of evaluation. (1) What factors will you take into account when evaluate a survey report? (2) How many criteria can you write down? 创设情景，引入主题，让学生用头脑风暴的形式自行讨论评价的标准。 学生能够讨论出评价调查报告的几个方面和具体条目。
Step 2 Students summarize the ideas of their discussion and learn the criteria of evaluation on the textbook. (1) Do you share the same idea with the textbook? 1. Was the purpose of the survey clearly stated in the report? 2. Were quantity expressions used appropriately? 3. Were proper graphs used to report findings? 4. Was a conclusion provided? 5. Is the report logically organized?
(2)Why do you think these criteria are important? 让学生小结自己的讨论结果，对比书上的内容，明确调查报告的评价标准。 学生能明确调查报告评价标准的具体内容及其重要性。
2．依据调查报告评价标准的具体内容为同伴的习作做出评价。 Step 3 1. Students read their peer’s survey report and write down comments. 2. Students share their comments with each other. 引导学生运用评价标准进行调查报告互评与交流。 学生能够做同伴互评并讨论习作。
3．根据同伴评价的意见，修改、完善自己的调查报告。 Step 4 1. Students polish their own survey reports. 2. Students share their own survey reports within the class. 引导学生依据同伴评价和讨论结果自行修改并在全班分享。 学生能够依据评价标准和同伴点评修改自己的调查报告。
家庭作业 Finish the survey report on shared bikes. 归纳评价要点，作业布置。 学生课下完成关于共享单车调查报告的定稿。
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