資源簡介

Unit 2 Saving the Earth Topic 2 Section C（教學設計）
Ⅰ. Material analysis
本課主活動是1a和3。通過閱讀1a，進一步學習各種污染對地球造成的危害和造成這些污染的原因，培養(yǎng)學生通過圖片預測文章大意的能力，其中出現(xiàn)了很多關于環(huán)境的專業(yè)術語，需要學生了解。1b是訓練學生運用不同的閱讀策略完成不同的任務，如：通過觀察1a中的圖片匹配相應的標題，再閱讀文章，給每段話選擇標題；另外，繼續(xù)訓練學生通過語境，找出單詞指代的內容；最后在理解課文的前提下，歸納文章的大意。1c培養(yǎng)學生通過精讀文章，學會用簡單的詞句做筆記，再通過1c表格中的內容簡要復述文章大意。2是培養(yǎng)學生的資源策略。要求學生合理地運用網(wǎng)絡資源查找與環(huán)境危害相關的信息，然后進行小組討論，并要求學生做好筆記，為任務3做準備。3要求學生運用這些信息，在1c和2的基礎之上進行寫作練習，教師應強調銜接詞在作文中的重要性。由于課堂上不方便完成2，因此，可將2和3安排為課后作業(yè)。通過讀寫的結合訓練，引導學生關注全球環(huán)境的現(xiàn)狀，意識到環(huán)境保護的重要性，樹立正確的環(huán)保觀念。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，初步感知定語從句。
進一步學習各種污染對地球造成的危害和造成這些污染的原因。
2.Skill aims:
能讀懂有關環(huán)境問題的文章。
能根據(jù)不同的閱讀目的，運用簡單的閱讀策略獲取信息。
能正確運用網(wǎng)絡資源獲取需要的信息。
能用英語書面的形式表達環(huán)境問題的成因及危害。
3.Emotional aims: (optional)
通過學習，了解環(huán)境現(xiàn)狀，幫助學生樹立綠色環(huán)保意識。
4.Culture awareness: (optional)
了解各種環(huán)境問題，如臭氧空洞，溫室效應等，意識到環(huán)境問題的嚴峻形勢。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: hole, form, rise, oxygen, ozone layer, radiation, directly, carbon dioxide, blanket, escape, the greenhouse effect, refer
during this period, take away, pass through
Sentences: (1) Forests have become deserts, so more and more sorts of animals and plants are disappearing.
(2) As a result, many rivers and lakes are now dead.
(3) Too much harmful radiation from the sun passes through the hole and reaches the earth directly.
(4) It causes the level of the oceans to rise and the climate of the earth to change.
(5) When it rains or when the wind blows, the earth is taken away.
(6) The heat from the sun can’t escape, so the temperature is rising.
Grammar: indefinite pronoun and adverb
2. Difficult points：
理解有關環(huán)境方面的專業(yè)術語。
能讀懂與環(huán)境問題相關的科普類文章。
能運用所學知識，寫出談論環(huán)境現(xiàn)狀的文章。
Ⅳ. Learning strategies
能在閱讀不同體裁的材料時，運用不同的閱讀策略獲取信息。
善于利用插圖預測科普類文章的內容。
能合理運用網(wǎng)絡資源，拓展寫作思路和開拓視野。
恰當使用連接詞，使自己的作文流暢，有邏輯層次。
Ⅴ. Teaching aids
與環(huán)境相關的圖片；單詞卡片（如O2/ oxygen; ozone layer; radiation等）；錄音機；國際臭氧層保護日宣傳動畫片等。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready for learning and revision（2 mins） Class activity Check the Ss’ homework:Let the Ss give a report about their own bad habits and how to make the campus better.T: Hi, everyone. Last class, we have talked something about the school environment. Some of us may have some bad habits, and these habits can affect our campus. What can you do to make our campus look better Please share your opinions with us.S1: I often forget to turn off the lights when I leave the classroom. I think it doesn’t matter if the lights are on for a little while. And I often waste some paper after I only use a small part of it. I like to use new paper. But now I realize these habits are really bad ones, so I hope every one of us can save energy from now on.T: Very good. If you can give more suggestions, it will be better. Next one.S2: I always make loud noise between classes. It disturbs others. I often throw rubbish around in a corner if there is nobody. But from now on, I will remember to get rid of the bad habits. If everyone can follow the school rules, our campus will become more beautiful. S3: …T: Great. Give a report about your own bad habits and how to make the campus look better.S1: I often forget to turn off the lights when I leave the classroom. I think it doesn’t matter if the lights are on for a little while. And I often waste some paper after I use only a small part of it. I like to use new paper. I hope every one of us can save energy from now on.S2: I always make loud noise between classes. It disturbs others. I often throw rubbish around in a corner if there is nobody. But from now on, I will remember to get rid of the bad habits. If everyone can follow the school rules, our campus will become more beautiful. S3: … 用報告的形式讓學生在課堂上反思自己平時的言行，有助于學生更好提升自己，培養(yǎng)“愛護環(huán)境從我做起，從小事做起”的意識。
2 Lead-in(3 mins) Class activity Play the cartoon video about protecting the ozone layer. Let the Ss watch and discuss what they have learnt from it. Take some notes if necessary.T: Here is a video about protecting the ozone layer. Let’s watch it carefully. Then I will ask you something about it. ...T: Now Let’s figure out something about ozone layer. Is ozone layer important or unimportant Ss: It’s very importantT: Can the ozone layer protect us Ss: Yes.T: What happened to it now Ss: There is a big hole in the ozone layer.T: Yes. What’s the effect of it Ss: It’s harmful to all the living things, especially to humans for it does harm to our eyes and skin. Watch the video and discuss what they have learnt from it. Take some notes.Ss: It’s very importantSs: Yes.Ss: There is a big hole in the ozone layer.Ss: It’s harmful to all the living things, especially to humans for it does harm to our eyes and skin.… 通過播放視頻，讓學生了解每年的9月16日是國際臭氧層保護日，關注臭氧層的現(xiàn)狀。該宣傳片是卡通版，不是枯燥的科教片，能夠很好地吸引學生的注意力。如果條件不允許，教師可以從課外書籍上選讀一些與環(huán)境相關的文章。
3 Pre-reading (5 mins) Class activityClass activity Step 1: Show two pictures of ozone layer and more carbon dioxide. Introduce them to the Ss briefly to teach the new words. T: Right. Ozone is a special kind of oxygen. It can protect the earth. Now people produce lots of harmful chemicals into the air. They cause a big hole in the ozone layer. So the radiation can pass through the hole and reach the earth directly. …(Show the picture of more carbon dioxide and lead the Ss to learn the new words in the same way.)Step 2: Guide the Ss to predict the main idea of the passage by the given pictures.T: Now look at the pictures on Page 39, can you guess what we will learn in the passage.S1: Something about pollution.S2: Traffic pollution / air pollutionS3: Ozone layerS4: Cutting down treesS5: Carbon dioxide… Look at the pictures and learn the new words according to teacher’s descriptions.Predict the main idea of the passage by the given pictures.S1: Something about pollution.S2: Traffic pollutionS3: Ozone layerS4: Cutting down treesS5: Carbon dioxide… 在觀看宣傳片后，再介紹有關臭氧層和溫室效應的英文詞匯，學生容易理解，也容易掌握。培養(yǎng)學生通過觀察圖片，預測課文內容的能力，這有助于學生在日常閱讀中，快速獲取信息。
4 While-reading (20 mins) Individual workIndividualworkGroup work Step 1: Let the Ss match the pictures with the titles in 1 of 1b, and then read paragraphs 2-6 quickly and write down the proper title in front of each paragraph. T: Excellent. Now read 1a quickly, match the pictures with the titles in Exercise 1 quickly.S1: Picture 1 is traffic pollution.S2: Picture 2 is the ozone layer.S3: Picture 3 is fewer trees.S4: Picture 4 is more carbon dioxide.S5: Picture 5 is factory pollution.…T: Right. Now please read paragraphs 2-6 quickly, choose a title for each para and write down in front of it. …T: OK, let’s check the answer together.S6: Para 2 is fewer trees.S7: Para 3 is traffic pollution.S8: Para 4 is factory pollution.S9: Para 5 is the ozone layer.S10: Para 6 is more carbon dioxide.Step 2: Lead the Ss to read paragraph 1, 5 and 6, find the words in Exercise 2, 3 and 4 and guess the meanings of them according to the content. T: Great. Now read paragraph 1, 5 and 6, find the words in Exercise 2, 3 and 4 and guess the meanings of them according to the content. …T: What does “our planet” mean in this para S1: It means “the earth”.T: What does the word “blanket” refer to S2: Carbon dioxide around the earth.T: What does the word “it” in Para 5 refer to S3: It refers to “O3”.…Step 3: Let the Ss read 1a carefully, choose the best title for the passage and finish 5 in 1b. Then complete the notes in 1c according to 1a.T: Please read the passage and choose the best title for the passage.…T: OK. Have you got the main idea of the passage S4: Yes. Environmental problems.T: Right. Try to finish the notes in 1c according to the passage. Pay attention to use the key words when taking notes. You can discuss with your group members.…T: OK. Have you finished What’s the effect of traffic pollution S5: People have health problem.T: What’s the effect of factory pollution S6: Factories make the river and lakes dead.S7: ……T: That’s right. You did very well. Match the pictures with the titles in 1 of 1b, and then read paragraphs 2-6 quickly and write down the title in front of each paragraph. S1: Picture 1 is traffic pollution..S2: Picture 2 is the ozone layer.S3: Picture 3 is fewer trees.S4: Picture 4 is more carbon dioxide.S5: Picture 5 is factory pollution.…S6: Para 2 is fewer trees.S7: Para 3 is traffic pollution.S8: Para 4 is factory pollution.S9: Para 5 is the ozone layer.S10: Para 6 is more carbon dioxide.Read paragraph 1, 5 and 6, find the words in Exercise 2, 3 and 4 and guess the meanings of them according to the content. S1: It means “the earth”.S2: Carbon dioxide around the earth.S3: It refers to “O3”.…Read 1a carefully, choose the best title for the passage and finish 5 in 1b. Then complete the notes in 1c according to 1a.S4: Yes. Environmental problems.S5: People have health problem.S6: Factories make the river and lakes dead.… 教師在安排1b的閱讀任務時，要注意以下兩點：1.引導學生用不同的閱讀策略完成不同的閱讀任務。2.任務的安排要有層次性，從易到難。訓練學生通過上下文猜測單詞指代的內容，有助于學生更好的理解課文。該環(huán)節(jié)的三個小任務是用相同的方法獲得信息，因此，可以一次性完成。歸納文章中心思想，是學生較為頭疼的題目，因此，如果文章較長的話，最好把它放到最后一個環(huán)節(jié)處理，降低難度，教師要引導學生用排除法作出正確的選擇。
5 Post-reading (12 mins) Individual work, Group work and class activityPair work Step1: Let the Ss read 1a carefully, find out the difficult points, and list them on the Bb. T: Read 1a again and find out the difficult points. Please collect them in groups and list them on your small Bb.…T: OK, now look at the points of Group One on the Bb. Look at this one “What does the word “others” refer to ” Who can deal with it S1: Something we have done.T: OK, look at this sentence “the earth is taken away”. Who can translate it S2: It means “泥土被帶走了” in Chinese.…Step 2: Guide the Ss to retell the passage according to the first para, last para and the notes in 1c.T: Now work in pairs. Try to retell the passage according to the first para, last para and the notes in 1c. …T: Now who can have a try S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. There are fewer trees in the world. People cut down them, so forests become deserts and animals and plants are disappearing…S2…… Read 1a carefully, find out the difficult points, and list them in the small Bb. S1: Something we have done.S2: It means “泥土被帶走了” in Chinese.(The Ss need to take notes while the teacher is giving some explanations.)Work in pairs, try to retell the passage according to the first para, last para and the notes in 1c.S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. There are fewer trees in the world. People cut them down, so forests become deserts and animals and plants are disappearing…S2…… 本環(huán)節(jié)具體操作說明：1.學生在組內歸納好本組存在的問題。2.教師任意選擇一組作為主講，在講解過程中，仍然遵循先讓學生解答、教師補充的原則。3.再補充講解其他組剩下的問題，相同的問題不作重復講解。4.最后老師將重點板書到黑板上。
6 Summarizing and assigning homework(3 mins) Class activity Step 1: Let the Ss summarize what they have learned in class.T: Now, let’s go over what you have learned today, including words, phrases and sentences. And each student has to present one.S1: oxygen S2: radiationS3: carbon dioxide…Step 2: HMK: Let the Ss search the Internet for more information about environmental problems and effects. Discuss the information in groups and take notes. Then write a passage according to their notes and 1c.T: OK, after class, search the Internet for more information about environmental problems and effects. Discuss the information in groups and take notes. Then write a passage according to your notes and 1c. Go over together and speak out what they have learned today.…S1: oxygen S2: radiationS3: carbon dioxide…Search the Internet for more information about environmental problems and effects. Discuss the information in groups and take notes. Then write a passage according to their notes and 1c. 由于網(wǎng)絡資源的覆蓋面有限，在課堂上運用互聯(lián)網(wǎng)查找信息解決問題，很難實現(xiàn)，因此，該任務只能作為課后作業(yè)處理。在很多農(nóng)村學校，可能課后都不能完成該任務，那就需要老師提供相關的課外讀物來幫助學生。
Ⅶ. Blackboard design
All these problems are very serious.Section C
Key words and phrases:hole, form,rise, oxygen,ozone layer,refer to,radiation,take away,carbon dioxide,blanket, escape,during this period,pass through,the greenhouse effect Sentences:(1) Forests have become deserts, so more and more sorts of animals and plants are disappearing.(2) As a result, many rivers and lakes are now dead.(3) Too much harmful radiation from the sun passes through the hole and reaches the earth.(4) It causes the level of the oceans to rise and the climate of the earth to change.(5) When it rains or when the wind blows, the earth is taken away.(6) The heat from the sun can’t escape so the temperature is rising.
16
1

展開更多......

收起↑