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2019-2020年高中英語 Unit 2教案 牛津版必修5 I. 單元教學目標 技能目標 Skill goals ▲Read a debate on the environment and a report about the Yangtze River ▲Listen to news reports and information about desertification ▲Discuss environmental protection ▲Design a poster ▲Write a report about protecting the environment II. 目標語言 功能句式 Present your point of view I think / believe that … From my point of view it seems that … It seems to me that … Personally I agree / disagree because … 詞匯 1．四會詞匯 environmentalist, debate, environmental, preservation, industrial, poisonous, atmosphere, flow, production, beneficial, expand, obvious, responsibility, stable, effective, inspection, willing, slightly, disappoint, clean-up, shame, arrest, illegally, customs, arrival, , resource, limited, desertification, convention, establish, decrease, measure, raise, concern, rapid, agricultural, growth, untreated, endanger, conservation, assess, diverse, reserve, remain, prohibit, concerning, effort, appreciate, lay, approach, shock 2．認讀詞匯 economy, economist, economic, destruction, bat, sewage, deposit, awful, ridiculous, apparently, mammal, ecology, farmable, dolphin, white-flag dolphin 3．短語 TV presenter, in addition, wipe out, cut back on, open the floor, run out (of), in the form of, be stocked with, pick out, rely on, lead to, focus on, nature reserve，under way 4．重點詞匯和短語 debate, flow, lay, approach, expend, shock, arrest, illegally, arrival, establish, decrease, raise, concern, advise, endanger, remain，in addition, wipe out, cut back on, open the floor, run out (of), in the form of, be stocked with, pick out, rely on, lead to, focus on 語法 Verb-ing form as an adjective or adverb Verb-ing phrases 重點句子 Then we will open the floor for discussion. P22 If you have any questions or ments, you can use this time to voice them. P22 I am talking to you today about the way large areas of the world are damaged by industrial waste. P22 In addition, many sea creatures are being wiped out by fishing boats. P22 As an economist, I’m often seen as being against the environment. P23 But I do agree that recycling may be the key to helping both sides. P23 Asking around, I find many people willing to pay slightly higher prices for things that are environmentally friendly. P23 What I’m here to say is that having worked side by side with many environmentalists, I know that a healthy environment and a stable economy should be … P23 … that not only is the amount of water taken from the river rising, but the waste being put back into the river has also been increasing. P38 Ⅲ. 教材分析與教材重組 1. 教材分析 本單元以The environment 為話題,旨在通過單元教學，使學生了解人類所面臨的一系列的環(huán)境問題、發(fā)展經濟與保護環(huán)境之間的關系問題以及如何保護環(huán)境的問題，同時掌握相關詞匯，并通過聽錄音了解沙漠化的情況，然后就如何防止沙漠化設計一份海報；接著閱讀一篇中國政府保護長江的文章，并完成一份關于中國政府保護環(huán)境的報道。本單元的語法部分是讓學生掌握verb-ing形式作形容詞或副詞的用法以及verb-ing短語的用法。 1.1 Wele to the unit以圖片的形式向學生展現了我們人類所面臨的一些環(huán)境問題，如：水污染、過度砍伐、沙塵暴、火災等。要求學生圍繞這些圖片展開討論，分析哪些環(huán)境問題是由大自然造成的哪些是人為的，并考慮還有哪些破壞環(huán)境的自然災難和人為因素。 1.2 Reading是一篇辯論，辯論雙方就“發(fā)展經濟還是保護環(huán)境”的論題展開辯論。通過閱讀此文章，使學生了解工業(yè)廢棄物對環(huán)境所造成的污染以及當前政府為了治理污染和減少污染所做出的一系列努力。此外，本部分設計了一系列活動來檢查和鞏固學生對課文內容的理解。A部分設置了幾個問題，要求學生快速閱讀文章并回答問題，檢查學生對閱讀材料的整體理解。C1要求學生再次閱讀文章并回答問題，檢查學生對文章細節(jié)問題的理解。C2要求學生對辯論雙方所談到的主題排序，檢查學生對文章框架結構的掌握情況。D是一個詞匯練習，要求學生先在文章中找出所列單詞，而后通過詞匯與其釋義配對的練習學習新詞匯。E是一些詞匯的應用性練習，要求學生根據文章的意義和上下文選用適當的單詞填空。F部分給出三個話題，要求學生仿照例子圍繞話題進行討論。 1.3 Word power幫助學生學習一些和環(huán)境及環(huán)境問題有關的詞匯，并配有相關練習來鞏固這些詞匯的用法。 1.4 Grammar and usage要求學生掌握verb-ing形式做形容詞和副詞的用法以及verb-ing短語的用法，并配有一些應用型的練習，旨在幫助學生在語境中掌握其用法。 1.5 Task分三個部分。技能1要求學生聽錄音，收集相關信息，最終得出結論。技能2要求學生閱讀材料，尋找相關的具體信息。技能3要求學生學會陳述自己的觀點，然后展開小組討論，設計一份關于如何防止沙漠化的海報。學生可以通過結對和小組合作的方式實現其任務目標。 1.6 Project 先給學生提供了一篇關于中國政府采取措施保護長江的報道，然后要求學生仿照例文寫一篇報道，報道中國政府實施的其他保護環(huán)境的工程。學生通過小組討論、查找資料、寫提綱和編寫內容等形式完成課題任務。 1.7 Self-assessment分為A、B兩部分。A部分要求學生對該單元的各項學習目標分1-5 等級進行自我評價。B部分要求學生對自己學習過程中的不足提出改進意見，調整學習策略，促進自己綜合語言運用能力的全面發(fā)展。 2. 教材重組 2.1 將 Wele to the unit、Task中的 Skills building 1與Workbook中的Listening整合成一節(jié)聽力課。 2.2 Reading部分可分為兩個課時：將Reading 的A、B、C1、C2整合為一節(jié)閱讀課；將D、F、Task中Skills building 3和 Workbook的 A1、A2部分整合為一節(jié)鞏固練習課。 2.3 將 Word power與Reading 部分的E整合成一節(jié)詞匯課。 2.4 Grammar部分可分為兩個課時：將Grammar and usage中的Verb-ing form as an adjective or adverb 及其練習和Workbook中的C1整合為第一節(jié)語法課；將Verb-ing phrases及其練習部分和Workbook中的C2整合為第二節(jié)語法課。 2.5 將Task中Step 1和Skills building 2以及Step 2整合成一節(jié)綜合技能課。 2.6 將Step 3和Workbook中的Writing 整合成一節(jié)寫作課。 2.7 將Workbook中的Reading設計為一節(jié)泛讀課。 2.8 將Project和Workbook中的B1、B2、D1、D2整合為一節(jié)閱讀寫作課。 3. 課型設計與課時分配 Period 1 Listening Period 2-3 Intensive reading Period 4 Word power Period 5-6 Grammar Period 7 Integrating skills Period 8 Writing Period 9 Extensive reading Period 10 Reading and Writing IV. 分課時教案 Period 1 Listening Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 debate, desertification, environmental, draw a conclusion, natural disaster b. 重點句式 Dr Fan suggests not using disposable ... in canteens and restaurants. 2. Ability goals 能力目標 Enable students to have a preliminary knowledge of the environmental problems after listening to the materials. Enable students to draw conclusions from the listening materials. 3. Learning ability goals 學能目標 Help students learn how to draw conclusions from the listening materials. Teaching important and difficult points 教學重難點 How to draw conclusions while listening. Teaching methods 教學方法 Speaking, listening and discussing. Teaching aids 教具準備 A tape recorder. Teaching procedures and ways 教學過程與方式 Step I Lead-in T: As we know, a healthy environment is important for our survival. But unfortunately, we’re now facing many serious environmental problems. Several days ago, I read a moving story in a newspaper. It’s said that an old American lady aged 70 went to China to visit the Great Wall. In her heart, the Great Wall is grand and magnificent. But to her great surprise, she found that along the walls there were lots of rubbish, such as plastic bags, paper bags and empty cans. She felt so sad about the scene that she decided to stay there to pick up the rubbish every day. What do you think of the story? S: I am moved by the old lady’s action. As a Chinese, I feel ashamed. S: I think first we should mobilize every Chinese to protect the environment from ourselves. ... T: I can’t agree more. Thank you! Ask students to look at the pictures on Page 21 and then let them discuss the pictures with their partners. Ask them to describe the pictures and answer the three questions below the pictures. Picture 1: Litter Picture 2: Air pollution Picture 3: Deforestation Picture 4: Water pollution Picture 5: Sandstorm Picture 6: Forest fire T: Do you think which problems are caused by nature and which ones are caused by man? S: I think volcano eruption is caused by nature. Litter, air pollution, deforestation and water pollution are caused by man. And forest fires can be caused either by nature or by man. T: Very good! Can you think of other natural disasters that damage the environment? S: Flood, earthquake, drought, hurricanes, typhoons, tsunami and lahars (泥石流). T: Good! Can you think of other ways in which people damage the environment? S: Hunting, noise pollution, visual pollution and desertification, etc. Step II Listening (1) Pre-listening T: OK, now please turn to Page 32 and we’ll listen to some short news reports to know more information about natural disasters and man-made disasters. In this part, we’ll mainly learn how to draw conclusions. I will give you a sentence first. Then tell me what conclusion you can draw from it. “To my surprise, he had his hair cut and beard shaved. He looked quite smart today!” S: Maybe he used to be very raunchy (不修邊幅的). Then practice the other two examples with students. T: If you hear the dialogue: Man: The train is going to be late today. Woman: I’m not surprised. What can you conclude? S: The train is often late. T: Well done! Ask students to read the listening guide above the activities to know how to draw conclusions when listening. While-listening After 2 minutes, let students listen to some short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation. Play the tape twice. Then check the answers with the whole class. Post-listening Then let students listen to the news report about forest fire again and decide if each conclusion given is logical. Before play the tape, ask students to read the given conclusions quickly. Then play the tape. If necessary, play the tape once more. Ask students to discuss the answers with their partners. Then check the answers with the whole class. Step III Listening (2) (Workbook P104) Part A T: From the listening materials above, we know that our earth is facing many environmental problems. Luckily, there appear some activists who are making their efforts to save our earth. Following, we’ll listen to another material about a man named Wang Hao, who is doing some research about environmental problems. First, please read the sentences with blanks in the first part of his notes. 3 minutes later, play the tape and let students grasp the main idea of the passage. And then play the tape again and ask students to plete the part of his notes. At last, play the tape a third time and let them check their answers. Ask students to report their answers individually. Part B T: Now Wang Hao is talking to his neighbor Dr Fan about how people can live in a more environmentally friendly way. By the way, what does environmentally friendly way mean? Can you explain it in your own words? S: Let me try. That means living in a way that does not harm the environment. T: Good explanation! Give students 3 minutes to read the second part of Wang Hao’s notes. Play the tape twice or three times and then check the answers with the whole class. Part C T: Wang Hao is posting an article on the school website about what he has learnt about environmental problems in China. Please read it and then plete the article according to the context. Several minutes later, ask them to check the answers with their partners. Finally check them with the whole class. Step IV Homework T: We know that our earth is in danger and is facing many kinds of environmental problems. As a citizen, what are you going to do to protect our living environment? (...) I’d like you to remember the sentence: If everyone takes action, our environment will be much cleaner! Homework for today: 1. Preview Reading on Page 22. 2. Do Activity C2 on Page 24. Period 2 Intensive reading(1) Teaching goals 教學目標 1. Target language 目標語言 a. 重點詞匯和短語 environmental, preservation, industrial, atmosphere, pollution, in addition, wipe out, approach, cut back on, effective, pipe, tax, stable, open the floor b. 重點句子 If you have any questions or ments, you can use this time to voice them. I am talking to you today about the way large areas of the world are damaged by industrial waste. What I’m here to say is that having worked side by side with many environmentalists, I know that ... ..., but paying a higher price for some things is not always bad for the economy. Asking around, I find many people willing to pay slightly higher prices ... 2. Ability goals 能力目標 Enable students to read a debate about the contradiction between the economy and the environment and retell the content using the given information. 3. Learning ability goals 學能目標 Help students learn how to read a debate. Teaching important points 教學重點 Know more about the environmental problems and the solutions to the problems. Teaching difficult points 教學難點 How to read a debate. Teaching methods 教學方法 Reading, listening and discussing. Teaching aids 教具準備 A recorder and a projector. Teaching procedures and ways 教學過程與方式 Step I Lead-in T: Nowadays, there are always hot debates on what we should put emphasis on, the economy or the environment. Do you think which is more important? Ask students to discuss the issue freely. S: I think developing economy is more important, because we need money to make our lives better. And we must make sure that our children can get good education and our people can get jobs ... S: I don’t agree with you. I think all of us should care more about the environment. We do need to make money of course, but not by destroying the environment ... T: OK, very good. Nearly all the developing countries are developing in a pattern that polluting first, clearing up later. China is one of them. How can we solve the contradictions between the economy and the environment? This is a key issue which needs dealing with for a long time. Today, we’ll read a debate on the issue. The title is The economy or the environment — must we choose? Have you read the passage and finished Activity C2 on Page 24? Check the answers with the whole class. Step II Reading Pre-reading Before they read the debate, let students know about the reading strategy and let them know what they should pay attention to while reading or listening to a debate. Show the reading strategy on the screen. Or let a student read it aloud. Scanning Ask students to read the debate quickly and then answer the questions in part A. Then check the answers together. Suggested answers: 1. Mr Lin represents the party who thinks the environment is more important. While Mr Qian represents the party who thinks the economy is more important. 2. More than six times. 3. Let them pay higher taxes. Skimming Let students read the debate again. This time ask them to find some details and answer the questions in part C1. Guide students to go through the debate and analyze the structure of the debate while checking the answers. T: Do you know what society Lin Shuiqing belongs to? S: He es from the Society for Environmental Preservation. T: What does he start his speech by talking about? S: He talks about the way large areas of the world are damaged by industrial waste. T: What are the results of industrial waste? S: Many places have been destroyed and many plants and animals have died. And water is polluted by poisonous chemicals from factories and sea creatures are killed. T: What is happening to large amount of fish? S: Large amount of fish are caught by fishing boat without giving then time to lay eggs. T: Next, what problem is mentioned? S: Population. The figure is now approaching 6.5 billion people, who need more land to live on and more food to eat. T: You are very careful. At the end of Mr Lin’s presentation, he offers some suggestions. Do you know what they are? S: We should cut back on production. At the same time, we should expend our recycling industry and teach people about environmentally friendly ways of living. T: Very good! From his presentation, can you conclude how to organize your views in a debate? S: I think first, we should give our opinion. And then offer some facts to support our opinion. At last, we’d better make some suggestions. T: Your conclusion is very accurate. The next four questions are about Qian Liwei’s statement. Please discuss the questions with your partners and then conclude how he organizes his statement. After several minutes, let students present their results. Suggested answers to Qs 5-8: 5. Because if production is cut back, there will be less jobs for people. He thinks people are more important than fish and trees. 6. We should produce more things from recycled materials. 7. We need more effective laws to preserve the environment. 8. He says that many people are willing to pay slightly higher prices for things that are environmentally friendly. T: Who can tell us how Mr Qian organizes his speech? S: First, Mr Qian states some of people’s prejudice on economic development, and then he says that a healthy environment and a stable economy are possible. Next, he gives reasons to retort Mr Lin’s opinion. At last, he offers some suggestions to protect the environment while developing the economy. T: Well done! Then play the tape of the debate for students. T: Now, we’ll listen to the tape. While listening, please pay attention to the pronunciation and intonation. At the same time, pick out the important words, phrases and sentences. Next lesson, we’ll deal with them. Step III Retelling Show the outline and the key information of the debate on the screen. Ask students to retell the debate in the third person. Lin Shuiqing industrial waste: many places; many plants and animals; factories water pollution: other types of waste; many rivers; so ... that; the sea fishing: wipe out; catch; without; have an effect upon population: keep producing; need; has grown to; approaching production: cut back on; reduce recycling: rubbish; expend; teach; create; help Qian Liwei people’s prejudice on economy: be against; dirty smoke; greedy businessmen; be bad for factories: be possible; control; are careful to; are concerned about; stop thinking of ... as ... production: don’t agree to; be lost; more important than recycling: the key to; produce ...; from recycled ...; taken directly from ... laws: effective laws; allow; more inspection; cut down; catch; more expensive taxes: pay a higher price; find ... willing to; pollute; pay higher taxes T: Now, please retell the debate according to the clues on the screen. First, you can work with your partner. After several minutes, ask some students to retell the debate in the class. T: You did very well. From the debate, we knew about the serious environmental problems. I think the key to solve these problems is to consider how new science and technology can help avoid the pollution increasing with the development of the economy. Thus, we may be able to avoid repeating the “pollute first, clean up later” experience. Step IV Homework 1. Practice the debate in pairs in your own words. 2. Pick out the difficult language points in the debate. Period 3 Intensive Reading(2) Teaching goals 教學目標 1. Target language 目標語言 1. 重點詞匯和短語 voice, open the floor, wipe out, have an effect on ..., grown to / by, cut back on, see ... as ..., be willing to, in addition, the key to, keep ... in mind 2. 重點句子 In addition, many sea creatures are being wiped out by fishing boats. My suggestion is that we should try to cut back on ... The world’s population has grown to more than six ... Just keep in mind that you should not make a final decision until ... Present your point of view: I think / believe that ... From my point of view it seems that ... It seems to me that ... Personally I agree / disagree because ... 2. Ability goals 能力目標 Enable students to grasp the usages of the important words, phrases and sentences in the debate. 3. Learning ability goals 學能目標 Help students learn how to use some key words, phrases and sentence structures properly. Teaching important and difficult points 教學重難點 The key words, phrases and sentence structures. Teaching methods 教學方法 Explanation, discussing and practicing. Teaching aids 教具準備 A puter and projector. Teaching procedures and ways 教學過程與方式 Step I Revision Ask some pairs to act out their debate. Remind them to use the structure in their debate: state opinion→support opinion→present suggestions And then ask students to speak out the difficult language points. At the same time, explain them to the class. Step II Language explanation Deal with some important words, phrases and some difficult sentences. Do Activity D on Page 24. T: Find out the sentences with the new words and phrases in Activity D in the debate and then match them with their meanings. Do this job individually. Check the answers with the whole class. T: Do you have any questions? Ask students to raise their problems. Then explain them. Notes: 1. think of ... as ... see ... as ... consider ... as ... regard ... as ... e.g. Think of me as a friend. He will be considered as a weak leader. We regard your action a