资源简介

单元名称 Unit 3 We Are Part of Nature 课型 More Activities
教学目标 能够辨认和理解生活中环保措施的相关表达。能够简述低碳生活的内涵、原因、措施等内容。能够结合自身生活实践写出可行的低碳生活方式及措施。能够借助思维导图匹梳理语篇结构和主要内容；养成利用思维导图回顾要点、整理拓展思维，提升学习效率的意识和习惯。
思政目标：能够理解低碳生活的内涵和意义，在生活中自觉践行低碳的生活方式。
教学重点 能够借助思维导图匹配梳理语篇结构和主要内容。能够结合自身生活实践写出可行的低碳生活方式及措施。
教学难点 能够结合自身生活实践写出可行的低碳生活方式及措施。
教学方法 交际教学法、小组讨论法、任务教学法
教学手段 PPT课件、多媒体设备、语音素材、思维导图范例、环保措施与低碳生活相关图片等
教学过程
教学环节与时间分配 教学活动与步骤 设计意图 评价要点
Warm-up8’ T shows pictures of environmental protection measures and Ss tell what the pictures show. T checks Ss’ answers. 回顾并为本单元重点语言知识作铺垫，检查学生掌握情况。 说出本单元已学的有关环保措施的表达。
Ss match the expressions with their meanings in Activity One and T checks the answers. 检查学生对环保措施的理解和掌握。 正确匹配环保措施的表达与其含义。
T shows words, expressions and pictures related to low-carbon living such as energy consumption, carbon emission, greenhouse gas and carbon dioxide. Ss guess what topic today's class will focus on. T explains the new words if needed. 引入本课“低碳生活”主题,为背景知识和词汇作铺垫。 通过相关词汇及图片猜出本课“低碳生活”的主题。
Pre-reading4’ 1. T elicits from Ss the topic of today’s class and then asks Ss to tell what exactly a low-carbon life is. Ss give their opinions. 激发阅读兴趣,引入背景词汇和与低碳生活相关知识的学习。 结合自身生活说出对低碳生活的理解。
2. T lists Ss' answers on the board and then asks Ss to read the text to find the answer to T's question. 明确阅读目标。 明确阅读后需要回答的问题。
While-reading15’ 1. Ss skim the text to find out the answer to T's question. Then, T checks Ss' answers and then adds the correct answer to the board writing. 检查学生是否对语篇主题有了初步的把握，引导学生明确语篇主题的正确含义。 能从首段中找出语篇主题的含义。
2. T asks Ss to find out why low-carbon life is important. Then, T checks Ss' answers and then adds the correct answer to the board writing. 引导学生关注细节问题，锻炼学生理解和提取细节信息的能力。 能从首段中找出表述低碳生活重要性的原因。
3. T asks Ss to find out how people can live a low-carbon life. T encourages Ss to find out the main points in the text to answer the question. Then, T checks Ss' answers and adds the correct answer to the board writing. 引导学生关注细节问题，锻炼学生快速定位细节信息和提炼细节要点的能力。 能够快速地将教师问题的答案定位在语篇第二、三两段，并从中快速找到两个要点来回答教师的问题。
4. T connects all the answers on the board with a mind map. T shows the completed mind map on the board and introduces the idea of mind map. T asks Ss to tell how many main points this text covers and what detailed information the text gives. With the help of the mind map, Ss retells the main points and detailed important information. Then, T shows example mind maps and introduces the mind map as a useful mind tool in language learning and memorizing. 通过板书内容思维导图化，学生能够使用思维导图回顾语篇要点和重要细节信息，引起学生对思维导图这一重要学习和思维工具的重视，逐步培养学生在学习中使用思维导图的习惯。 利用板书上的思维导图正确复述语篇要点和相关重要细节信息。
5. T asks Ss to work in pairs to create a new mind map of paragraph 3 of the text. Ss share their new mind maps in class and T gives comments and suggestions on their works. Ss advise their mind maps according to T's suggestions. 训练学生使用思维导图来梳理语篇内容，帮助学生加深对思维导图的理解和制作细节的把握，促进运用思维导图的能力，为后续活动奠定基础。 小组合作制作语篇第三段的思维导图，并根据教师的点评意见做出相应的修改。
Post-readingand Activity15’ 1. T asks Ss about more measures and ways of living a low-carbon life. Ss tell their answers according to their own experience and T gives comments. 引导学生结合自身经历说出低碳生活方式和措施，拓展背景知识。 结合自身经历说出低碳生活方式和措施。
2. T shows pictures of low-carbon life and encourages Ss to work in groups to find out what measures and ways of low-carbon life the pictures tell. Ss are encouraged to tell more measures and ways of low-carbon life. Ss can search the Internet for answers (if possible). 利用图片、网络增加语言输入，拓展背景知识；小组合作提供思维碰撞的机会，降低语言输出难度，提高语言活动参与度。 通过小组讨论及网络搜索，明确图中展示的低碳生活方式，找到更多的低碳生活方式和措施。
3. Groups of Ss tell the measures and ways of low-carbon life shown in the pictures and T checks their answers. Then, Ss report and list on the board more measures and ways of low-carbon life they find after group discussion and web searching. T gives comments. 检查学生是否理解图片所展示的低碳生活方式；小组汇报能激发学生成就感，帮助学生强化记忆环保措施，巩固本单元语言知识，同时也进一步提升学生展示、讲解的能力。 各小组阐述图片所呈现的低碳生活方式，并将小组讨论、探索成果罗列在板书上进行分享。
4. Ss go over and repeat all the measures and ways of low-carbon life listed on board after T. T checks and helps with Ss’ pronunciation. 跟读板书要点加深对本课内容的印象，有助于识记要点、反馈学生在表达和发音上的情况以便教师及时评价和指正。 正确跟读板书内容，正确把握重音和节奏。
Homework1’ Read the text and send the audio clip to the learning platform. Further complete the mind map of low-carbon living with the newly learnt measures and ways of low-carbon life in your notebook. 朗读语篇并将音频上传学习平台以便师生开展即时评价、完善学习评价电子档案袋；在笔记本上将课文思维导图进一步补充完整能帮助学生巩固本课新学语言及思维技能。 利用学习平台开展语言实践，促进交流与互动；在笔记本上补全课文思维导图，梳理巩固新学内容，完善知识框架。
板书设计 Unit 3 We Are Part of Nature More Activities
to protect the
environment
a type of lifestyle in which people...
Why
What is it
to slow down climate change
Low-carbon life
What can we do
1. eat seasonal and local food
2. walk, cycle or take public transport;
3 ...
call on everyone to reduce the emission of ...
develop good habits in our daily life
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