資源簡介

Unit 2 Saving the Earth Topic 2 Section D（教學設計）
Ⅰ. Material analysis
本課是本話題的復習課，主活動是1a和Project。通過Grammar和Functions讓學生歸納總結本話題的語法知識——不定代詞和不定副詞的用法，以及一些重要的表達。通過1a部分，培養學生尋找段落之間的邏輯關系，再利用邏輯關系完成排序任務。1b引導學生在閱讀過程中注意“wh-questions”，提高閱讀效率。2是通過小組討論的方式，探究保護水資源和和節約用水的方法，為3的寫作任務作鋪墊。3是教會學生如何寫倡議書，培養學生在寫作中排篇布局，即先構建寫作框架，再加上合理的觀點。Project是通過讓學生換位思考，充當不同的自然資源，描述各自的功能，現狀和期望，來喚起大眾保護環境的意識。本課所設置的“寫倡議書”和“制作海報”都在培養學生“用英語做事情”的能力。
Ⅱ. Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，復習不定代詞，不定副詞和重點表達法。
了解淡水資源短缺的現狀。
2.Skill aims:
培養學生通過wh-questions(如：what，why等)，理解短文的意思。
能夠讀懂有關自然資源的文章。
能夠利用已有框架，加上自己的觀點，提高寫作技能。
3.Emotional aims: (optional)
關注自然資源的現狀，倡導學生保護環境，節約用水。
4.Culture awareness：（optional）
通過對水資源現狀的了解，認識到自然資源對人類的重要性，加入到保護環境、珍惜資源的隊伍中。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: avoid, discover, thirsty, nearly, law, shortage, resource, reuse,
take sth. away from…, the shortage of water / water shortage, avoid (doing) sth., make progress in, nearly 3/4 of…
2. Difficult points：
學會歸納話題中的重點語法和表達法。
Ⅳ. Learning strategies
1.通過對Sections A-C的復習，總結重點語法和功能用語，學會歸納和總結。
2.通過完成任務1b，培養學生通過wh-questions(如：what，why等)理解短文的能力。
3.通過3部分的寫作訓練，培養學生學習自我檢測和評價的策略。
4.通過制作海報，拓展學用渠道。
Ⅴ. Teaching aids
幻燈片；單詞卡片（如：short / shortage; cover / discover; use / user / reuse等）；關于水資源的圖片等。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready for learningand revision(5 mins) Group work Greet and lead the Ss to finish Grammar and Functions in Section D as quickly as they can. Ask the leader of each group to check the answers. Let the groups list other useful expressions of this topic on the exercise book and take notes. Then report to the whole class.T: Hello, boys and girls! I’m glad to see you again. Now finish Grammar and Functions in Section D as quickly as you can.Ss: …T: OK. If you have finished, check the answers in your group. Please list as many important points as you can in this topic. You have 3 minutes to finish. Let’s see which group does faster and better.Ss… Greet and finish Grammar and Functions in Section D as quickly as they can. The leader of each group checks the answers. List other expressions of this topic on the exercise book. Then report to the class.Ss: Hello… …… 在復習話題Grammar 和Functions時，A類生和B類生基本上不會有太大的難度，而C類生會存在或多或少的問題，教師可以先放手，讓組長幫助，如有問題，再向老師請教。在歸納總結重難點時，讓學生自己羅列在草稿本上，并在課后整理，這樣既可以引導學生構建完整的知識體系，又可以培養學生的自學能力和歸納總結的能力。
2 Lead-in(3-5 mins) Group work Check the Ss’ homework: Ask the Ss to take out the compositions they wrote and check them in groups. Ask them to pay attention to the linking verbs, and then encourage them to read their compositions to the class.T: Now take out your compositions and check your work with your group members. Please pay attention to use the linking verbs properly. You have 4 minutes to finish.…T: OK, If you have finished, you can come to the front and read your own composition to the class. Have a try, please!S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. The environment is becoming worse and worse. There used to be lots of trees around the world. But now there are fewer trees. People cut them down, so forests become deserts，and animals and plants are disappearing…S2… Check the Ss’ homework: Take out the compositions they wrote and check them in groups, paying attention to the linking verbs, and then read out their own composition to the class.……S1: Since humans lived on the earth, we changed the earth a lot. Something is good while something is bad. The environment is becoming worse and worse. There used to be lots of trees around the world. But now there are fewer trees. People cut them down, so forests become deserts, and animals and plants are disappearing…S2… 由于學生水平有限，在組內交換改作文時，要注意以下幾點：1.A類生與A類生交換批改；B類生與B類生交換；C類生與C類生交換，改正作文中一些簡單的拼寫錯誤。2.A類生改B類生的作文，B類生批改C類生的作文，C類生學習A類生的作文，找出自己不會的，而A類生會做的。
3 Pre-reading (3-5 mins) Class activity Present some pictures of water resources and make a brief introduction about them. Teach the new words. T: Now look at these pictures of oceans. There are four large oceans on the earth. How much water is there Ss: 70 percent.T: Right. Water resources are very rich on the earth. Nearly 3/4 of the earth is covered with water. Is the water enough for humans Ss: Yes. / No.T: Why no Who can tell us S1: Because there is too much salt in the sea water, we can’t drink directly.T: Great! Although there is plenty of water, we still face the problem of water shortage. Look at the pictures of water resources. Learn the new words according to the teacher’s introductions. 該環節，教師用海洋圖片介紹世界上豐富的水資源，引導學生了解。即使如此豐富的水資源仍然無法解決人類所面對的水資源短缺的問題。
4 While-reading (10 mins) Individual workIndividual work Step 1: First-reading.Get the Ss to read 1a and put the paragraphs in the correct order.T: Now read 1a by yourselves and put the paragraphs in the correct order.Ss…T: OK. Let’s check the answer.Ss: 3-2-1.Step2: Second-reading.Get the Ss to read the passage again and answer the questions 1-3 in 1b.T: Read Para 1 and answer the first question in 1b.…T: Have you got the answer Why is our world still thirsty when 3/4 of the earth is covered with water S1: This is because about 97% of the water on the earth is sea water.T: Right. Please read Para 2 to find out what we can do to avoid the water shortage now …T: OK. What can we do to avoid the water shortage now S2: First, we should save water and not waste it. Second, we should protect our water resources and not pollute them. Third, we should discover ways to reuse water.T: OK. Please find the best way to solve the problem in the future in Para 3.…T: What’s the best way to solve the problem in the future S3: The scientists can find more economical ways to take the salt away from the sea water so that we can solve the problem of water shortage.… Step 1: Read 1a and put the paragraphs in the correct order.Ss: 3-2-1.Read the passage again and answer the questions 1-3 in 1b. 通過正確排列短文的順序，訓練學生的邏輯思維能力。該環節引導學生回答不同的問題，進一步理解文章的意思，關注水資源的現狀和解決問題的方法。
5 Post-reading (15 mins) Pair workGroup work Step 1: Guide the Ss to talk about Question 4 in 1b in pairs. T: That’s right. But it’s difficult to change sea water into fresh water. Do you have any other ways to solve water shortage S1: Yes. Maybe we can pass laws against water pollution.S2: …Step 2: Ask Ss to discuss in groups and list different ways of protecting and saving water. Finish 2.T: Now work in groups and list different ways of protecting and using water. The more, the better.Ss…T: OK, what are your ideas S1: We must turn off the tap when we don’t use it.S2: We can use renewable water.S3: We can use the water to clean the floor after washing.… Talk about Question 4 in 1b in pairs. S1: Yes. Maybe we can pass laws against water pollution.…Discuss in groups and list different ways of protecting and saving water.Ss…S1: We must turn off the tap when we don’t use it.S2: We can use renewable water.S3: We can use the water to clean the floor after washing.… 該環節是對解決水資源短缺進行拓展，引導學生豐富文章內容，訓練學生的發散思維。Step 2是對文章中解決水資源短缺的方法的具體化，教師要引導學生關注實際生活，從身邊的小事著手，談論節約用水的具體辦法，為接下來的寫作訓練做好準備。
6 Finishing Task 3（10 mins） Individual work Guide the Ss to write a proposal about saving water. Try to use the model in 3 and what they have learned in 1a. Then make a report to the class.T: Write a proposal to give others some advice about saving water. The model in 3 can help you. Then make a report to the class.…T: OK, who can read out your proposal to our classmate S1: My dear friends, water is very important to human beings. Let’s do something to protect and save it. First, we must turn off the taps when we don’t use them. Second, we’d better use water to clean the floor after washing. We can also water the flowers after cleaning rice. Third, don’t keep the water running when you are brushing teeth. Let’s try our best to save water and protect our planet. S2… Write a proposal about saving water using the model in 3 and what they have learned in 1a. Then make a report to the class.S1: My dear friends, water is very important to human beings. Let’s do something to protect and save it. First, we must turn off the taps when we don’t use them. Second, we’d better use water to clean the floor after washing. We can also water the flowers after cleaning rice. Third, don’t keep the water running when you are brushing teeth. Let’s try our best to save water and protect our planet. S2… 最后是培養學生的寫作技能。給出了倡議書的格式和開頭結尾，引導學生在寫作時注意排篇布局：先羅列提綱，再寫好開頭結尾，最后補充具體內容，注意細節。
7 Summarizing and assigning homework (1min) Class activity HMK：Divide the class into four groups named as “Water”, “Air”, “Tree”, and “Land”. Get each group to discuss their uses, the problems they face and their wishes. Then give a report in the first person next class.GroupWater / Air / Tree / LandUsesProblemsWishes Divide the class into four groups named as “Water”, “Air”, “Tree”, and “Land”. Discuss their uses, the problems they face and their wishes. Then give a report in the first person next class.
Ⅶ. Blackboard design
All these problems are very serious.Section D
Words：avoiddiscoverthirstynearlylawshortageresourcereuse Phrases：take sth. away from…the shortage of waterwater shortageavoid (doing) sthmake progress in…nearly 3/4 of… Project:
GroupWater / Air / Tree / LandUsesProblemsWishes
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