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2019-2020年高中英語(yǔ) Unit 2《The Environment》Task教案4 譯林版必修5 Teaching aims: l Enable the students to draw conclusions through means of listening l Enable the students to read for specific information by skimming and canning. l Help the students to present their own point of view in a proper way. l Further develop the students’ skills in designing a poster. Teaching procedures: Skills building 1:Llistening and drawing conclusions 1. Warming-up n Show the students a picture of Shanghai and a picture of the talking between a woman and a man and ask them what conclusion they can draw after they hear: ‘Yet another skyscraper has been set up in Shanghai” “The train is going to be late again” “ I’m not surprise at all” n Read anther five short descriptions from news reports and draw conclusions Earthquake typhoon draught flood fire 2. How to draw conclusions Play the tape of the news report and ask the students to decide if the conclusions are logical: l The fires have been burning for quite some time. l Many people have lost their homes. l The police suspect citizens of Los Angeles helped start the fire. l The repoeter thinks it is very sad that old trees will be burnt l The fire department has given up hope of stopping the fires. 3. Listen to a lecture about desertification nationwide contest and then answer the questions: l What is desertification? l Where does it happen? l How are people affected by it? l Why does it happen? l Who should be concerned? The students are expected to write the information they need in the blanks. After than do part B. Check the answers Skills building 2: reading fro information 1. Warming-up l Do you often read newspapers? l What information do you expected to read in from a newspaper? l When you are reading a newspaper for information you need, is it necessary for you to read it word by word, from the beginning to the end? If not, how do you read it? 2. Ask the students to work in pairs. Talk about the reason why the read the following. Newspaper a plane ticket a management a webpage a bus timetable an advertisement 3.Group work: Get the students to express their opinions on the statements on page 14 by stating whether their agree or disagree, using the expressions just learned. Step 2: discussing friendship with others 1. Look at the table of part A on page 15 Have a discussion on desertification and asks your classmates at least three questions for their opinions on solutions for desertification. Note the responses in the table. 2.Discussion (pair work) Discuss the following statements on environment and decide whether you agree or disagree with them. Skills building 3: presenting your point of view 1.lead-in l If you want to tell other people what you think of something what do usually say? Read the points on page 36 and find the answers. 2. Tell them they can use the following expressions:: l I think / I believe. l From my point of view it seems that… l It seems to me that…. l Personally I agree / disagree because… l Because. l As a result of... l Due to.. l On account of… 3. Do part A and B to give the students a chance to practise Step 3: Design a poster 1. Design a poster about desertification using information gathered in Step 1 and 2. 2. Group work: each member of the group contributes something to the planning of the layout of the poster. 3. Write the information you want to show in words for you poster based on the outline in Part C on page 37. Tell the students before they write, they should pay attention to the suggestions carefully 4. Presentation Let’s invite several groups to present their poster to the class Homework 1.The writing work is optional. They can either finish it in class if time permits or after class as their home work 2.Preview the Project ments: In this lesson part B on page 36 is rather difficult to deal with. There are no unique answer to this question. So this step many be changed into providing suggestions to improving the environmental problems.