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Unit13 Section B（3a-3b）教學(xué)設(shè)計
一、單元基本信息
使用教材 人教版Go for it 九年級全一冊
單元名稱 Unit 13 We’re trying to save the earth.
單元課時 第5課時
二、單元教學(xué)規(guī)劃
單元主題及主要內(nèi)容分析
單元主題：本單元的中心話題是Protecting the environment，主要語言功能項(xiàng)目是 Talk about pollution and environmental protection，屬于“人與自然”范疇，取材于《義務(wù)教育英語課程標(biāo)準(zhǔn)》功能意念項(xiàng)目表第10項(xiàng)邏輯關(guān)系（Logical relations）中的原因和結(jié)果（Cause and effect）。通過本單元的學(xué)習(xí)，學(xué)生可以對日常生活中出現(xiàn)的環(huán)境問題進(jìn)行交流，能簡單表述產(chǎn)生這些環(huán)境問題的的原因并提出可以解決問題的措施，樹立愛護(hù)動物、保護(hù)環(huán)境的觀念，培養(yǎng)改善環(huán)境的社會責(zé)任感。養(yǎng)成發(fā)現(xiàn)問題--分析問題--解決問題的思維習(xí)慣來正確處理生活中遇到的其他困難。 主要內(nèi)容分析： Section A分為聽說和閱讀兩個部分，主要了解了身邊存在的環(huán)境問題并說明了人類分別對于環(huán)境和動物的影響。聽說部分（1a-2d）是兩個聽說鏈任務(wù)。在完成相關(guān)的聽力練習(xí)之后，可以形成一個完整的邏輯關(guān)系鏈：cause—effect—solution，關(guān)于人對環(huán)境的影響能夠進(jìn)行簡單的對話輸出。閱讀部分（3a-3c）通過閱讀一篇介紹人類捕捉鯊魚獲取魚翅、破壞生態(tài)平衡情況的倡議書，呼吁人們保護(hù)鯊魚。 Section B分為聽說、閱讀和寫作三部分，在Section A所學(xué)的基礎(chǔ)上，進(jìn)一步展開討論如何保護(hù)環(huán)境。聽說部分（1a-1e）通過一段對話說明了我們在日常在生活中能夠節(jié)能減排的一些行為習(xí)慣。閱讀部分（2a-2e）通過一篇文章來舉例說明如何進(jìn)行廢物利用，培養(yǎng)創(chuàng)新性思維。寫作部分通過填寫表格列舉自己周圍的環(huán)境情況、思考出現(xiàn)環(huán)境問題的原因及給出建議，解決實(shí)際生活中的問題，體會語言的語用價值，是單元的整體輸出部分。
主題學(xué)情分析
對于單元話題“環(huán)境保護(hù)”而言，在七、八年級中均有出現(xiàn)。例如，在七年級下冊第五單元Why do you like pandas 和八年級下冊第七單元What’s the highest mountain in the world 中就提到了大象和熊貓因砍伐樹木等人類活動導(dǎo)致它們流離失所、食不果腹，倡導(dǎo)保護(hù)動物。在八年級上冊第七單元Will people have robots 中也對未來的環(huán)境進(jìn)行了樹木減少、污染增多等預(yù)測，并在2d中呼吁Everyone should play a part in saving the earth,這恰巧與本單元的題目We’re trying to save the earth遙相呼應(yīng)。在學(xué)生具備了一定的語言基礎(chǔ)之上，課堂上應(yīng)注重培養(yǎng)學(xué)生語言綜合運(yùn)用能力和思維能力的發(fā)展。 對于單元內(nèi)容而言，Unit13是九年級全一冊里的復(fù)習(xí)單元，本單元除了學(xué)習(xí)部分詞匯，短語外，沒有新的語法現(xiàn)象，主要是復(fù)習(xí)現(xiàn)在進(jìn)行時，used to 用法，現(xiàn)在完成時，被動語態(tài)，情態(tài)動詞等語法知識。在學(xué)生對知識點(diǎn)熟知的基礎(chǔ)上，教師應(yīng)幫助學(xué)生將之前學(xué)習(xí)的知識點(diǎn)構(gòu)建成知識網(wǎng)。
開放性學(xué)習(xí)環(huán)境
營造學(xué)習(xí)環(huán)境，激發(fā)主動內(nèi)促力量 如在第一課時的聽說課前，可以讓學(xué)生利用網(wǎng)絡(luò)資源自主搜集與環(huán)境問題相關(guān)的資料，豐富背景知識。 開展合作探究，注重學(xué)習(xí)的體驗(yàn)過程 如在第一課時的聽說課中，可以以小組為單位讓學(xué)生觀察身邊破壞環(huán)境或者環(huán)境污染的現(xiàn)象，通過漫畫的形式展現(xiàn)。組員可以根據(jù)特長從提供點(diǎn)子、繪畫、寫文案、解說來描述環(huán)境污染的現(xiàn)象、產(chǎn)生原因及改善措施。 布置開放性作業(yè)，樹立創(chuàng)新教育理念 如在第二課時的閱讀課后，可以布置分層作業(yè)讓學(xué)生依照個人情況自選完成： 作業(yè)A：從文章中總結(jié)出人類捕捉鯊魚獲取魚翅的過程及其對環(huán)境的危害； 作業(yè)B：以鯊魚的角度給人類寫一封信，呼吁人類停止捕殺鯊魚； 作業(yè)C: 以保護(hù)稀有動物為主題，為它們制作一張含有三條標(biāo)語以上的海報。 4.采用多元評價方式，體現(xiàn)學(xué)生主體地位 如在第五課時的寫作課中，可以引導(dǎo)學(xué)生列出寫作提綱后利用表格進(jìn)行自評和互評，根據(jù)評價表完善習(xí)作，形成篇章。
單元學(xué)習(xí)目標(biāo)
目標(biāo)a：主動獲取、了解環(huán)境或環(huán)保的相關(guān)信息，并觀察生活中出現(xiàn)的環(huán)境問題，認(rèn)識到環(huán)境問題的嚴(yán)重性，增強(qiáng)環(huán)境危機(jī)意識； 目標(biāo)b：能運(yùn)用合理的聽力技能把握語段的主旨大意與部分細(xì)節(jié)信息，梳理出發(fā)現(xiàn)問題 --分析問題--解決問題的思維模式，并用這一模式來正確處理生活中遇到的其他困難； 目標(biāo)c：能掌握核心詞匯、短語以及句型的意義和用法，并能準(zhǔn)確運(yùn)用于口頭或書面， 描述環(huán)境問題及其產(chǎn)生的原因并提出建議，認(rèn)識到人類對環(huán)境的影響，樹立環(huán)保意識； 目標(biāo)d: 通過讀圖、掃讀、跳讀、構(gòu)詞法猜測詞義等閱讀技能梳理文章中的邏輯關(guān)系， 并將自身相關(guān)行為與教材中的素材進(jìn)行對照反思，學(xué)習(xí)優(yōu)秀的環(huán)保方式，養(yǎng)成良好的環(huán) 保生活習(xí)慣，培養(yǎng)改善環(huán)境的社會責(zé)任感。 --------------------------------------------------------------------------與核心素養(yǎng)的關(guān)系說明： 語言能力維度： 能就環(huán)保話題，運(yùn)用讀圖預(yù)測、抓關(guān)鍵詞等聽力策略理解語段中的邏輯關(guān)系；（單元目標(biāo)b） 關(guān)于環(huán)保能簡單與人進(jìn)行交流，能對他人提出的問題進(jìn)行恰當(dāng)?shù)膽?yīng)答，也能對他人 的觀點(diǎn)發(fā)表自己的見解并闡明原因；（單元目標(biāo)c） 能熟練運(yùn)用讀圖、掃讀、跳讀、構(gòu)詞法猜測詞義等相關(guān)閱讀技能，了解“環(huán)保”主 題說明文，通過連詞梳理文章脈絡(luò)，獲取文章細(xì)節(jié)信息。（單元目標(biāo)d） 能就環(huán)保話題，準(zhǔn)確清晰地描述身邊存在的問題，以恰當(dāng)?shù)恼Z言形成有邏輯的篇章。 （單元目標(biāo)c） 學(xué)習(xí)能力維度： 合理運(yùn)用學(xué)習(xí)資源輔助學(xué)習(xí)，能借助網(wǎng)絡(luò)主動搜集感興趣的環(huán)境或環(huán)保相關(guān)資料， 解決自身疑問或拓寬知識面；（單元目標(biāo)a） 能有在聽力之前根據(jù)所給信息主動預(yù)測所聽內(nèi)容的習(xí)慣，并利用二次播放復(fù)查聽力 答案。（單元目標(biāo)b） 思維品質(zhì)維度： 根據(jù)閱讀與聽力所得信息，分析反思評價自身相關(guān)行為，并有改進(jìn)意識。（單元目標(biāo)d） 文化意識維度： 能了解中外環(huán)保意識和環(huán)保政策的異同，學(xué)習(xí)優(yōu)秀的環(huán)保方式。（單元目標(biāo)a）
單元課時安排
語篇 課型 第*課時 課時對應(yīng)的單元教學(xué)目標(biāo)
Section A （1a-2d） 聽說課 第一課時 主動獲取、了解環(huán)境或環(huán)保的相關(guān)信息，并觀察生活中出現(xiàn)的環(huán)境問題，認(rèn)識到環(huán)境問題的嚴(yán)重性，增強(qiáng)環(huán)境危機(jī)意識； 能運(yùn)用合理的聽力技能把握語段的主旨大意與部 分細(xì)節(jié)信息，梳理出問題--原因--措施模式，能夠 擁有發(fā)現(xiàn)問題、分析問題并解決問題的能力，學(xué)會 正確面對生活中出現(xiàn)的各種問題和困難。
Section A （3a-3c） 閱讀課 第二課時
Section B （1a-1e） 聽說課 第三課時 通過與教材中的素材進(jìn)行對照 ，反思評價自身相關(guān)行為，養(yǎng)成良好的環(huán)保生活習(xí)慣,樹立改善環(huán)境的社會責(zé)任感。
Section B （2a-2e） 閱讀課 第四課時
Section B （3a-3b） 寫作課 第五課時 能掌握核心詞匯、短語以及句型的意義和用法，并 能準(zhǔn)確運(yùn)用于口頭或書面，描述環(huán)境問題及其產(chǎn)生 的原因并提出建議，認(rèn)識到人類對環(huán)境的影響，樹 立環(huán)保意識。
Grammar focus, Self check 練習(xí)課 第六課時 鞏固與反思
持續(xù)性評價的手段與方式
Think about this unit and then complete the following form. Now rate yourself on a scale of five:one being low and five being high, and put it into your portfolio. Things I can doEvaluation1.I can search for different kinds of materials before or after class to know more about the environment.543212.I can predict with the help of pictures before listening.543213.I can understand the passage and figure out the main idea and structure with different reading skills.543213.I can describe environmental problems and the causes and effects of them clearly and form a letter of asking for help.543214.I can notice some environmental problems,analyze the causes and effects of them,and do something good to the environment.54321
教學(xué)反思（實(shí)施后填寫）
本單元以環(huán)境保護(hù)為主題，以因果關(guān)系為主線，進(jìn)行了基于大觀念的單元整體教學(xué)設(shè)計。在每一課時的設(shè)計當(dāng)中，都能遵循英語學(xué)習(xí)活動觀，推進(jìn)從知識建構(gòu)化、知識功能化到知識素養(yǎng)化的發(fā)展進(jìn)階?，F(xiàn)將本單元的主要經(jīng)驗(yàn)作如下總結(jié)： 思維品質(zhì)的培養(yǎng) 英語的核心素養(yǎng)中包含思維品質(zhì)的培養(yǎng)，在本單元中，可以著重培養(yǎng)學(xué)生評價性、反思性以及因果關(guān)系分析的思維能力。例如在Section A部分的聽說和閱讀材料中都可以引導(dǎo)學(xué)生思考發(fā)掘環(huán)境問題的因果鏈。反思與評價能力的培養(yǎng)可以通過引導(dǎo)學(xué)生回顧自身生活中的習(xí)慣，反思對于環(huán)境的影響，并進(jìn)行評價與改進(jìn)。 語用意識的培養(yǎng) 對于九年級學(xué)生而言，應(yīng)加強(qiáng)學(xué)生語用意識的培養(yǎng)，增強(qiáng)學(xué)生核心素養(yǎng)中的自主學(xué)習(xí)能力。語言學(xué)習(xí)不僅僅是語言知識的傳授，更要建立語言知識與特定語境和功能的關(guān)聯(lián)，促進(jìn)學(xué)生在各場合中對于目標(biāo)語言的恰當(dāng)使用，理解學(xué)習(xí)語言的意義與價值。如在本單元的寫作教學(xué)中，除了要描述環(huán)境問題及其原因和后果，還要關(guān)注寫作的對象，思考怎樣合理地表達(dá)自己的見解。 構(gòu)詞法猜詞意的運(yùn)用 英語作為一門外語，不可避免地會在閱讀中碰到部分生詞，而學(xué)生對于生詞的態(tài)度和處理方式會直接影響學(xué)生的閱讀心態(tài)和理解程度。在本單元的語篇中就出現(xiàn)了很多已學(xué)和新學(xué)的派生詞，教師應(yīng)引導(dǎo)學(xué)生學(xué)會：1.通過聯(lián)系上下文以及生活常識猜測詞義； 通過分析詞根和前后綴的方式猜測詞義；3.帶著生詞繼續(xù)閱讀；4.查詞典獲得詞義。 不同的情境下，學(xué)生可以采用不同的閱讀策略解決生詞問題。 而本單元的教學(xué)中不足之處在于，在教學(xué)設(shè)計時應(yīng)根據(jù)學(xué)生的差異性，最大限度的在教學(xué)目標(biāo)與要求、教學(xué)內(nèi)容、課前預(yù)習(xí)、教學(xué)過程、課堂提問與練習(xí)、布置作業(yè)等方面加以區(qū)別對待，以促使不同層次的學(xué)生的知識、技能、能力和智力都能在各自原有基礎(chǔ)上得到較好提高，從而促進(jìn)全體學(xué)生的發(fā)展。
單元作業(yè)/測試（自選項(xiàng)）
Unit 13 We're trying to save the earth. 單元檢測卷 考試時間：100分鐘；命題人：楊雅清 第I卷（選擇題） 一、單項(xiàng)選擇(共10分) 1．You __ drive your car so fast. It's very dangerous. A．wouldn't B．shouldn't C．couldn't D．mightn't 2．The old house is dangerous. It must be __________ soon. A．cut down B．pull down C．turned down D．pulled down 3．─Why do you buy this computer rather than that one？ ─This one is cheap. I can __________ it. A．sell B．borrow C．keep D．a(chǎn)fford 4．I __________ the interesting TV play. Please don't turn it off，Mom. A．watch B．will watch C．watched D．a(chǎn)m watching 5．After the rebuilding, our school is becoming . A．more and more beautiful B．more beautiful and beautiful C．beautiful and beautiful D．the more beautiful 6．I'm surprised to see you smoking. You __________，I remember. A．a(chǎn)ren't used to B．weren't used to C．didn't use to D．don't use to 7．The heavy snow didn’t _____ the international airlines. A．pay attention to B．a(chǎn)dd to C．make a difference to D．keep to 8．(Anyone who sings well can the activity in our school. A．take part in B．take off C．take out D．take care of 9．There was a big earthquake in that area，but luckily，many people __________. A．save B．saved C．a(chǎn)re saved D．were saved 10．It's not a good habit to __________ things. You may need them some other time. A．throw away B．turn off C．take down D．run away 二、完形填空(共10分) It’s very important that we all recycle (再利用). In nature, everything 11.____ again. For example, when an animal dies, it becomes 12.____ animal’s food. Nothing is wasted. But humans have created things like plastic bags 13.____ can’t be broken down by nature. Our rubbish kills animals and 14.____ water and soil. 15.____ we continue making too much rubbish, the problem will only get worse. If nature can’t reuse the rubbish, we must recycle 16.____ . We should clean up the rubbish we’ve made because nature can’t. Recycling is also the right thing to do for another reason. The earth is rich in natural materials like water and trees, 17.____ these materials are not endless. We use up our natural materials much 18.____ than the earth is able to reproduce them. For example, each year we cut 19.____ more that 6,000 square miles of forest. But it takes an average of 25 years for a new tree 20.____ . Recycling can help us save the earth, so let’s take action right now. 11.______ A．use B．usingC．is used D．used12.______ A．a(chǎn)nother B．other C．others D．the other13.______ A．who B．which C．how D．where14.______ A．pollutes B．polluted C．polluting D．is polluted15.______ A．When B．Whether C．Why D．If16.______ A．them B．their C．it D．itself17.______ A．but B．so C．a(chǎn)nd D．or18.______ A．fasten B．fast C．faster D．fastest19.______ A．out B．down C．in D．up20.______A．growsB．for growingC．growingD．to grow
三、閱讀理解(共30分) A Bradford City Matters Welcome to the winter edition (版) of City Matters. “Don’t Drop It; Stop It!” Put rubbish in your wheelie bin(有輪大垃圾筒). You must put your rubbish in your wheelie bin to keep your environment clean. Don’t pile your rubbish up (堆放) in your house or garden — use a wheelie bin or one of our larger bins. You can buy a wheelie bin from our Waste Management Section at 01943 874 122. You can tell us about mice or rubbish in your area by phoning our Public Health Unit at 01943 874 146. ▲ Did you know that you can get a 50 fine (罰款) for dropping rubbish on the streets Our Council officers are on the streets of Bradford looking for people who drop rubbish. They will fine people who drop litter. This is part of our “Don’t Drop It； Stop It!” campaign (運(yùn)動). Don’t fill your bin — recycle. Just think how full your bin gets over the holidays. To reduce your waste: *Say “no” to unwanted bags. Take your own bags to the supermarket or reuse old ones. Get your free shopping bag from our Advice Center. *Recycle your waste. Take bottles to your local recycling center. *Buy recycled things. Cards and paper are good examples. Our competition winners : As part of our “Don’t Drop It; Stop It!” campaign, community groups from the north, south, east and west of the city — 500 volunteers — entered our competition to clean up their area. The goal was to make the city cleaner for those who live, work, shop or play there. The four winners were: High Trees Parent Group, South Bradford Community Project, The Bridge Community Association and Forest Youth Group. 根據(jù)材料內(nèi)容選擇最佳答案。 21．If you have a problem with mice in your area, you can call _______. A．01943 874 122 B．01941 824 146 C．01943 874 146 D．01941 824 122 22．Which of the following can be put into A．Dropping rubbish can be expensive. B．Many people take their bags when shopping. C．Piling rubbish up in your garden is a bad habit. D．Our Council officers will help you when you’re in trouble. 23．From the Advice Center, you can get _______. A．two wheelie bins B．a(chǎn) free young tree C．a(chǎn) free shopping bag D．some recycled paper 24．What do we know about the competition A．There were five winners. B．It was held in the spring. C．It failed to reach its goal. D．500 volunteers took part in it. 25．Where might you see this material A．In a storybook. B．In a health report. C．In a travel magazine. D．In a local newspaper. B Many people know that rubbish is a big problem on planet Earth. What many people don't know is that junk(垃圾)has become a problem in outer space too. According to BBC News, there are more than 22, 000 pieces of space junk floating around the earth. And these are just the things that we can see from the surface of the earth by telescopes (望遠(yuǎn)鏡). There are also millions of smaller pieces of junk that we can't see. Objects, like bits of old space rockets or satellites, move around the planet at very high speeds fast that even a very small piece can break important satellites or become dangerous to astronauts. If the tiniest piece of junk crashed into a spaceship, it could damage the vehicle. To make things worse, when two objects in space crash, they break into many smaller pieces. For example, when a U.S. satellite hit an old Russian rocket in 2009, it broke into more than 2,000 pieces, increasing the amount of space junk. To reduce additional space junk, countries have agreed that all new space tools can only stay in space for 25 years at most. Each tool must be built to fall safely into the earth's atmosphere after that time. In the upper parts of the atmosphere, it will burn up. Many scientists also suggesting different ways to clean up space junk. In England scientists are testing a metal net that can be fired into space junk. The net catches the junk and then pulls it into the earth's atmosphere to burn up. The Germans are building robots that can collect pieces of space junk and bring them back to Earth to be safely destroyed. The problem is becoming more challenging because we're sending more objects into space to help people use their mobile phones and computers,” says Marco Castronuovo, an Italian space Researcher. “The time to act is now. The longer we leave the problem, the bigger it will become,” he says. 26．What does the underlined word “these” in Paragraph 2 refer to ______ A．Telescopes. B．Satellites. C．Pieces of space junk. D．BBC news reports. 27．Why is space junk considered a problem ______ A．It buns up after it re-enters the atmosphere B．It often stops the view of telescopes on Earth C．It could force new space tools to travel at slower speeds D．It may crash into other space tools causing damage or death 28．Countries want future space tools to be able to fall back into the earth's atmosphere so that ______. A．the tools can be reused later B．the tools don't become space junk C．the earth’s atmosphere can stay clean D．the effects of space flight can be studied 29．How do the Germans plan to deal with space junk ______ A．Catch it with nets. B．Use robots to collect it. C．Burn it in the earth's atmosphere. D．Send it further away from the earth. 30．(2分)In which section of the newspaper would you probably read this article A．Environment. B．Local News. C．Education. D．Fashion. C Andrew Holleman, a 12-year-old boy,loved playing in the open land near his home.The land was wet and forested, and made a home for birds, other animals and many different plants. It made the perfect place for him to study and get to know the nature. He had seen some red-tail hawks, red foxes, wood turtles and other animals. He also found special native flowers. Suddenly it was announced that the “empty” land would be improved by a lot of houses on it. The plants would be removed, the animals would run away and most would probably die. Then the wet soil would be covered with extra grounds.When he heard about the news, he was not happy. He was very worried that the land and water would be polluted. Andrew wrote down clearly all the research he had down about the area, and how the houses would affect the local environment. He sent letters to members of local government and television reporters. He also called on his neighbors to oppose the building of the houses. Although he was only 12 years old, he had the courage and wisdom of a person much older. Andrew’ s teachers described him as gentle, shy and active. His classmates also admired how much he knew about local animals and plants,and the environment.Each day after school, Andrew went door-to-door, to ask the people to sign, who did not want the houses to be built. In only one month, he got the signatures of 250 people. In the end, the land remained a safe place for birds, animals and plants that belonged there.Andrew won many prizes for his brave and great work to stop the houses being built,and thus help save the environment. 31．The passage is mainly about_______. A．250 people who signed to help Andrew. B．a(chǎn) brave boy who cared for the environment. C．the open land that suited animals and plants D．the research of improving the environment. 32．The underlined word “oppose” in the passage probably means_______. A．support B．dislike C．disagree D．prefer 33．Andrew was very worried because________. A．the animals would be killed B．new houses would be built on the open land C．not all the neighbors were going to sign D．was praised by his teachers and classmates 34．According to the passage, Andrew__________. A．was good at going door-to door B．got in no touch with the reporters C．usually acted like a person much older D．was praised by his teachers and classmates 35．We can infer that_______. A．the land would remain as it used to be B．the open land would be built into a park C．the neighbors would have to move away D．Andrew would soon work for the government 四、任務(wù)型閱讀(共10分) 從所給的A-F六個句子中選擇五個填入橫線上，其中有一項(xiàng)為多余選項(xiàng)。 In Australia there is a famous island called Fraser Island. A great many visitors come here for holidays every year. Why The reason is that it is special. 36 . In fact, it is the largest sand island in the world. It's about 200 kilometers long and 240 kilometers wide. Though the island is a popular place of interest, there is no airport on the island. The long beach along the east coast works as the airport. 37 ． On the island there are sand hills without any plants, but there are forests with old trees, beautiful flowers and over a hundred lakes, too. 38 . Every year, visitors come to enjoy the island's natural beauty. People like camping and hiking there. 39 . Animals were killed for food and this made them in danger of extinction (滅絕). They threw rubbish everywhere, and the lakes were seriously polluted. 40 . Rules have been set up. For example, visitors are not allowed to use motorboats (摩托艇) or go fishing in the lakes, and they mustn't leave any rubbish. A．Planes arrive and leave from here B．Anyone who breaks the rules will be punished C．The island is completely made of sand D．Unluckily, visitors have caused many problems E.Many kinds of birds and animals live in the forest F.So it is time to protect the environment of the island 第II卷（非選擇題） 五、短文漢語提示填空(共10分) 請用適當(dāng)?shù)脑~完成這篇短文，每個空只能填寫一個形式正確、意義相符的單詞。 Many people like pandas 41 they are shy, gentle and interesting.They live 42 wet and warm places such as Sichuan and Gansu. There 43 (use) to be many pandas in the past, and 44 lived in the east of China. But now pandas are one of the 45 (danger) animals in China.They are 46 (become) fewer and fewer.We are trying 47 (save) pandas.We should establish more reserves (保護(hù)區(qū)) 48 pandas.We must let more people 49 about their situation. I believe there will be more pandas in 50 future. 六、綜合填空(共10分) 閱讀短文，從方框中選擇恰當(dāng)?shù)脑~并用其適當(dāng)形式填空，使短文完整、通順。 way instead receive idea create find happy community mean with
A man gives a stranger his umbrella during a rainstorm. A woman picks up litter on her way to work. A teenager writes encouraging notes for strangers 51 . What do these acts have in common They are all random (隨意的) acts of kindness, selfless acts that a person does to make people 52 , with nothing expected in return. The person who 53 a random act of kindness may know the person who performs the act, but often the acts are done anonymously (匿名地). Random acts of kindness are often encouraged by schools and 54 . In fact, in some countries, February 17 is Random Acts of Kindness Day. For many people, it’s important on this day to “pay it forward”. This 55 if someone does something kind for you, you don’t pay “back” that person by returning a kind act to him or her. 56 , you pay it “forward” to someone new. This can be a wonderful 57 to make both you and someone else very happy. Random Acts of Kindness Day 58 in Denver, Colorado, USA in 1995, and nine years later it spread to New Zealand in 2004. The 59 behind this holiday is to make the world a better place by spreading a little light around. Cheer someone up 60 your words, give someone a gift for no reason ... all these things can help to make a difference to someone who’s having a bad day. 七、根據(jù)漢語提示填空(共5分) 根據(jù)句意及漢語提示完成單詞。 61．The fair is about environmental protection and __________（回收利用）. 62．Some of the toys are made of __________（金屬）while others are made of wood. 63．Her experience meant that she had a big __________（優(yōu)勢）over her opponent（對手）. 64．Don't __________（亂扔）waste things everywhere. 65．Hamlet is one of Shakespeare's __________（作品）. 八、材料作文(共15分) 節(jié)約資源，保護(hù)環(huán)境，從我們身邊的小事做起。假設(shè)你是一個注重“低碳”生活的中學(xué)生，請以“My Low carbon Life” 為題寫一篇英文演講稿，簡單談?wù)劇暗吞忌睢钡闹匾?，以及你所倡?dǎo)的“低碳生活”方式。內(nèi)容提示： 1．每天步行上學(xué)； 2.離開教室時，關(guān)燈、風(fēng)扇、電腦等； 3.不用水時， 記住關(guān)水龍頭，而且要循環(huán)使用水； 4.不使用塑料袋。 寫作要求： 1．詞數(shù)80個左右；文章的開頭和結(jié)尾已給出，不計入總詞數(shù)。 2.不得透露學(xué)校、姓名等任何個人信息。 My Low carbon Life It’s our duty to protect the environment. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Lower carbon, happier life.Let’s take action.
三、課時教學(xué)設(shè)計
本單元 第5課時 寫作課
語篇研讀
本課是單元的第五課時，寫作課是單元學(xué)習(xí)內(nèi)容的綜合表達(dá)輸出，在教學(xué)時讓學(xué)生正確地使用目標(biāo)語言，針對身邊的環(huán)境問題嘗試給環(huán)保局寫信以尋求幫助,培養(yǎng)保護(hù)環(huán)境的社會責(zé)任感。
學(xué)情分析
本課的教學(xué)內(nèi)容屬于單元學(xué)習(xí)后的輸出部分，學(xué)生對環(huán)境的相關(guān)話題已經(jīng)具備了一定的知識儲備和規(guī)范寫作的意識，但邏輯思維能力有待提高，所以應(yīng)幫助學(xué)生運(yùn)用思維導(dǎo)圖來梳理文章的框架結(jié)構(gòu)，并正確地使用關(guān)聯(lián)詞實(shí)現(xiàn)整體性輸出。 學(xué)生在長期的新課程理念熏陶及實(shí)踐中，已經(jīng)初步具備了自主,合作,探究的能力。所以寫作后可以采取自評、互評的方式讓學(xué)生完善習(xí)作，形成篇章。
教學(xué)目標(biāo)
單元教學(xué)目標(biāo) 課時教學(xué)目標(biāo)
目標(biāo)a：主動獲取、了解環(huán)境或環(huán)保的相關(guān)信息，并觀察生活中出現(xiàn)的環(huán)境問題，認(rèn)識到環(huán)境問題的嚴(yán)重性，增強(qiáng)環(huán)境危機(jī)意識； 目標(biāo)b：能運(yùn)用合理的聽力技能把握語段的主旨大意 與部分細(xì)節(jié)信息，梳理出發(fā)現(xiàn)問題--分析問題--解 決問題的思維模式，并用這一模式來正確處理生活 中遇到的其他困難； 目標(biāo)c：能掌握核心詞匯、短語以及句型的意義和用 法，并能準(zhǔn)確運(yùn)用于口頭或書面，描述環(huán)境問題及 其產(chǎn)生的原因并提出建議，認(rèn)識到人類對環(huán)境的影 響，樹立環(huán)保意識； 目標(biāo)d: 通過讀圖、掃讀、跳讀、構(gòu)詞法猜測詞義等 閱讀技能梳理文章中的邏輯關(guān)系，并將自身相關(guān)行 為與教材中的素材進(jìn)行對照反思，學(xué)習(xí)優(yōu)秀的環(huán)保 方式，養(yǎng)成良好的環(huán)保生活習(xí)慣，培養(yǎng)改善環(huán)境的 社會責(zé)任感。 a 能正確并熟練使用有關(guān)環(huán)保話題的重點(diǎn)短語和句子； b 通過閱讀能夠理解拓展文章， 熟悉環(huán)保類文章的常用的結(jié)構(gòu)： 問題--原因--措施，并以此模式 畫出思維導(dǎo)圖并梳理細(xì)節(jié)信息； c 能夠運(yùn)用所收集到的環(huán)境相關(guān)信息根據(jù)問題--原因--措施這種篇章結(jié)構(gòu)，以恰當(dāng)?shù)恼Z言有邏輯地給環(huán)保局寫一封求助信； d 能夠擁有發(fā)現(xiàn)問題、分析問題并解決問題的能力，學(xué)會正確面對生活中出現(xiàn)的各種問題和困難。
教學(xué)重難點(diǎn)
本課時的重點(diǎn)是復(fù)習(xí)與環(huán)保話題有關(guān)的詞組和句子，并能通過畫思維導(dǎo)圖，合理使用連接詞進(jìn)行段落和篇章的整合輸出。 本課時的難點(diǎn)是引導(dǎo)學(xué)生從分析篇章結(jié)構(gòu)入手，繪制出思維導(dǎo)圖。教學(xué)過程中設(shè)計的拓展閱讀活動會針對這一難點(diǎn)進(jìn)行訓(xùn)練。
教學(xué)方法
任務(wù)型教學(xué)：開展多種類型的任務(wù)型活動，讓學(xué)生在完成任務(wù)的過程當(dāng)中理解語言和運(yùn)用語言，培養(yǎng)合作意識，促進(jìn)語言能力。 激勵性評價：通過貫穿始終的激勵性評價語言，讓學(xué)生始終保持高漲的學(xué)習(xí)興趣和熱情，不斷享受成就感，使學(xué)生的潛能得到充分發(fā)揮，個性得到充分張揚(yáng)。 3.互動教學(xué)：通過師生互動和生生互動，激發(fā)學(xué)生思維，促進(jìn)語言交流，建立良好的師生、生生關(guān)系。
教學(xué)工具
多媒體：運(yùn)用PPT輔助課堂教學(xué)，提供口語交際或者書面寫作范例，呈現(xiàn)教學(xué)重點(diǎn)，播放音視頻等。 閱讀指導(dǎo)工具：輔助學(xué)生了解文章內(nèi)在邏輯及客觀事實(shí)，理清文章脈絡(luò)，加深對文章的 理解。 寫作過程指導(dǎo)工具：引導(dǎo)學(xué)生積累相關(guān)素材與語言，實(shí)踐段落撰寫之后反思評價修改。
教學(xué)流程圖
教學(xué)過程（第五課時）
教學(xué)目標(biāo) 教學(xué)活動及互動方式（時間） 設(shè)計意圖 效果評價
能正確并熟練使用有關(guān)環(huán)保話題的重點(diǎn)短語和句子（獲取與梳理,概括與整合） 觀看視頻，根據(jù)圖片及部分文字提示，口頭描述生活中常見的環(huán)境問題。 引入話題，鍛煉口語表達(dá)能力并為寫作積累素材。 所有學(xué)生能夠運(yùn)用本單元的重點(diǎn)短語、句型描述出視頻中3-4個環(huán)境問題。
以小組合作的方式將環(huán)境問題分類，思考它們產(chǎn)生的原因，討論相對應(yīng)的解決措施，并總結(jié)提出建議的句型。 結(jié)合生活經(jīng)驗(yàn)和社會經(jīng)歷，形成問題--原因--后果這一完整的知識鏈。 多數(shù)學(xué)生能簡單、清楚地表述出產(chǎn)生環(huán)境問題的原因并給出建議。
通過閱讀能夠理解拓展文章，熟悉環(huán)保類文章的常用的結(jié)構(gòu)：問題--原因--措施，并以此模式畫出思維導(dǎo)圖并梳理細(xì)節(jié)信息（分析與判斷） 閱讀環(huán)境相關(guān)的拓展短文，結(jié)合思維導(dǎo)圖梳理文章的框架，分析篇章內(nèi)在的因果關(guān)系。 梳理因果關(guān)系，繪制思維導(dǎo)圖，明確文章結(jié)構(gòu)。 多數(shù)學(xué)生能夠根據(jù)提示畫出拓展文章的思維導(dǎo)圖。
能夠運(yùn)用所收集到的環(huán)境相關(guān)信息根據(jù)問題--原因--措施這種篇章結(jié)構(gòu)，以恰當(dāng)?shù)恼Z言有邏輯地給環(huán)保局寫一封求助信（內(nèi)化與應(yīng)用,批判與評價） 初步嘗試完成一個段落寫作，運(yùn)用cause&effect說明方法描述一個環(huán)境問題的起因及后果，并針對此問題提出合理的建議，完成后運(yùn)用checklist自查并修改。 講練結(jié)合，讓學(xué)生按照思維導(dǎo)圖進(jìn)行筆頭實(shí)踐，段落完成后引導(dǎo)學(xué)生復(fù)讀并自查反思，進(jìn)行精準(zhǔn)化提升。 多數(shù)學(xué)生能按因果關(guān)系完成段落仿寫，完成后根據(jù)自測表自行修改。
按照梳理出的文章結(jié)構(gòu)，完成另外兩個環(huán)境問題的分析與撰寫，對提出的建議進(jìn)行適當(dāng)?shù)亟忉?，按照書信格式完善?xí)作。 引導(dǎo)學(xué)生注意寫信對象，要使用合適的語言提建出合理的建議，體會語言的語用功能并滲透情感教育。 多數(shù)學(xué)生能夠完成習(xí)作，體現(xiàn)出不同程度的內(nèi)化。
課時教學(xué)板書設(shè)計
課時作業(yè)設(shè)計
請以小組為單位，從下面的兩個話題中選取其一，制作一份海報或?qū)懸黄h書。 話題1：黃河是中華文明的重要發(fā)祥地，習(xí)近平總書記多次強(qiáng)調(diào)黃河流域生態(tài)保護(hù)和高質(zhì)量發(fā)展是重大國家戰(zhàn)略。自古以來就有“天下黃河富寧夏”的說法，請以“反哺母親河”為主題，針對黃河流域的一個環(huán)境問題進(jìn)行調(diào)查。 話題2：“學(xué)校是我家，愛護(hù)靠大家”，請實(shí)地考察學(xué)校的不環(huán)保現(xiàn)象，討論存在這些現(xiàn)象的原因和阻止它們的辦法。 提示：海報組可參照查找資料、繪畫、寫文案、向其他同學(xué)介紹的方式進(jìn)行分工；倡議書組可參照收集圖片、闡述問題、分析原因、提出建議的方式進(jìn)行分工。
課后反思（實(shí)施后填寫）
本課的亮點(diǎn)與經(jīng)驗(yàn)： 寫作前： 提供了視頻素材讓學(xué)生進(jìn)行口語訓(xùn)練，使學(xué)生敢于開口也能夠開口，既是學(xué)生寫作前的準(zhǔn)備環(huán)節(jié)，也是對本單元句式短語的復(fù)習(xí)應(yīng)用； 在小組合作討論環(huán)境問題產(chǎn)生的原因和后果時有意地加入一些連接詞，讓學(xué)生在運(yùn)用中體會連接詞的意義及用法，實(shí)現(xiàn)由句到段的飛躍和提升； 提供給學(xué)生一篇跟環(huán)境相關(guān)的拓展閱讀，讓學(xué)生梳理出拓展文章中的思維導(dǎo)圖，訓(xùn)練學(xué)生的邏輯思維能力。 寫作中: 根據(jù)梳理出的思維導(dǎo)圖寫出自己的文章，采用先學(xué)習(xí)后模仿的方法來降低寫作難度。 寫作后： 段落完成后讓學(xué)生根據(jù)自測表自行修改，整篇習(xí)作完成后采用小組合作的方式進(jìn)行互評，充分體現(xiàn)生本課堂。 本課的缺點(diǎn)與不足： 回思本節(jié)課，學(xué)困生雖在口頭輸出時能夠參與，但在筆頭輸出時仍存在一定的困難，因此本課在分層教學(xué)方面應(yīng)有進(jìn)一步的研究。
四、單元整體評價
單元整體評價
語言能力層面，學(xué)生可以運(yùn)用讀圖預(yù)測、抓關(guān)鍵詞等聽力策略來理解語段，完成聽力練習(xí)。也能熟練運(yùn)用讀圖、掃讀、跳讀、等相關(guān)閱讀技能，完成閱讀任務(wù)。因本單元的語篇中出現(xiàn)了很多已學(xué)和新學(xué)的派生詞，教師可以引導(dǎo)學(xué)生學(xué)會通過分析詞根和前后綴的方式來猜測詞義幫助理解語篇內(nèi)容。通過大量聽力和閱讀材料的輸入后，學(xué)生能進(jìn)行口頭或書面輸出，描述環(huán)境問題及其產(chǎn)生的原因并提出建議。在輸入和輸出過程中，我采取了用思維導(dǎo)圖的方法來梳理文章脈絡(luò)，雖然是一種高效、實(shí)用性的工具，但對學(xué)困生存在一定的困難。 學(xué)習(xí)策略層面，大部分學(xué)生能夠自主管理和規(guī)劃單元學(xué)習(xí)計劃并付諸實(shí)踐。但他們的生活經(jīng)驗(yàn)和社會經(jīng)歷有限，對于環(huán)境的了解可能只限于課本，所以可以引導(dǎo)學(xué)生合理運(yùn)用學(xué)習(xí)資源輔助學(xué)習(xí)，能借助網(wǎng)絡(luò)主動搜集感興趣的環(huán)境或環(huán)保相關(guān)資料，解決自身疑問或拓寬知識面。在課內(nèi)外學(xué)習(xí)活動中積極用英語與他人交流溝通與合作，并有意識地記錄有用信息。 思維品質(zhì)層面，通過本單元的學(xué)習(xí)，學(xué)生的思維在邏輯性、批判性和創(chuàng)新性等方面的能力可以有所提升。學(xué)生能夠關(guān)心身邊環(huán)境，發(fā)現(xiàn)存在的環(huán)境問題，分析可能產(chǎn)生的原因并嘗試尋求解決措施進(jìn)行改善，提升分析問題和解決問題的能力并能將之運(yùn)用于生活中的其他方面。對別人提出的解決措施能夠提出自己的見解并闡明原因。在課本內(nèi)容的引導(dǎo)下，能夠創(chuàng)造性地再次利用身邊的廢舊物品，實(shí)現(xiàn)學(xué)以致用，遷移創(chuàng)新。 文化意識層面，學(xué)生能夠通過各種手段來了解中外環(huán)保意識和環(huán)保政策的異同，學(xué)習(xí)優(yōu)秀的環(huán)保方式。

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