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课 题 Unit8 Green Earth (Reading & Writing) 课 型 Reading 课 时 2
授课班级 授课时间 80mins 授课教师
教材分析 本课教学内容选自教材Unit 8读写部分，要求学生能读懂介绍环境变化的文章，学生通过提炼关键信息并对关键信息对比分析，树立绿色的环保理念，培养环境保护意识。并完成保护环境倡议书的应用文写作。
学情分析 经过前两节课的学习，学生已能根据介绍环境变化的问题，能够使用常见句型交流环保问题以及可采取措施。学生可以意识到身边环境出现一些问题，缺乏对从前优美环境的了解，对于环境问题现状对比分析和系统认识。
学习目标 Knowledge objectives: To learn the words and phrases about protection the earth: heal, call on, stream, through, thousands of, thousands of... . To master the three factors of writing a proposal. Ability objectives: To be able to understand the passage about earth protection and use the mind map to help understand. Emotional objective: To have s sense of responsibility for society and protect the earth.
学习重难点 (1) To master the three factors of writing a proposal. (2) To be able to understand the passage about earth protection and use the mind map to help understand.
教学方法 小组讨论法、任务教学法、情境教学法
课前准备 ppt课件，语音素材，视频与图片
教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等
教学过程
教学环节 教师活动设计 学生活动设计 设计意图
Step 1: Lead in Do you like living here The teacher shows a series of pictures by comparing communities with bad harsh environment and beautiful environment. T: Do you like living here S: No/Yes. Observe the pictures and answer the question. 通过可视化方式让学生感知优美的环境所必需的条件。
Step 2: Pre-reading Discuss and list. Ask students to discuss with partners the factors the beautiful environment should have: green grass, clean river, clean river, many plants, less cars, beautiful garden Think about the factors the beautiful environment should have. 本环节首先课前调研反馈，复习上一节课所学内容，检测学生的学习效果，为后续活动做铺垫.
Step 3: While-reading Read and choose. First of all, lead students to read the four choices and understand their emphasis. Then, ask students to skim the passage to choose the purpose of this passage: to call on people to protect the environment. Get the main idea of each paragraph. Ask students to skim the passage and get the main idea of each paragraph: Part 1 (P1) Childhood experience Part 2 (P2) Environment 50 years later Part 3 (P3-P4) Call on people to take action Read and complete. Ask students to scan the passage to locate related sentences and extract the key words: In the past(plenty of water in the stream/the water is clean/a lot of fish); Now (the stream has dried up/the water is not always clean; no more fish). Language points. Analyze the important words and phrases: I would.../stream/every time/thousands of/through/dry up/It is not until...that.../realize the importance of/It is time that sb. did sth./make use of/at the same time/what’s more/move around/involve sb. in (doing) sth/restore Read and decide. Firstly, lead students to read the sentences and underline the key words. Then skim the passage and underline related sentences, pay attention to the synonym of the key words. Read the three titles and choose the best title. Skim and find out the main idea. Scan the passage and fill in the information Understand the important language points and take notes. Skim the passage and judge T or F. 本环节借助查找关键信息、寻找支撑语句等一系列活动，侧重培养学生在阅读过程中通过查读寻找关键表达，利用语块学习法细读，对比分析句型结构、分析并提炼叙述结构和叙述起始句，从而解读文本内涵的能力，学习阅读技巧和学习方法，以及按时间顺序讲述故事的结构和方法。
Step 4: Post-reading Read and classify. Introduce the three factors of a proposal: purpose, problems, actions. And ask students to read the sentences and classify them into the right category. Read and complete. The teacher ask students to read the passage again and lead students to conclude the basic writing structure of a proposal. Beginning: purpose to write the passage. Body part: problems existed. Ending: actions that should be taken. Then extract some useful expressions from the passage. Purpose: to call on people to protect the environment. Problems: the stream has dried up/the drinking water is not always clean Actions: save water and make the best use of it/ trees should be planted as many as possible/go green by carrying our cloth bags while shopping and taking public transportation or shared bikes while moving around. Read the sentences and classify. Look for the useful expressions from the passage and apply them to the writing part. 本环节是写作活动，教师引导学生在反复研读阅读材料的基础上，运用所学语言知识进行倡议书写作。
Step 5: Practice 1.We can always go green by________while moving around. A. cars B. taking public transportation C. take shared bicycles D. throwing waste 2.Just now she________her mistakes. A. aware B. know C. restored D. realized 3.Mother Earth takes an opportunity to ________ herself. A. drop B. revealing C. heal D. wild 4.I don’t want to get ________ in this business. A. involved B. involving C. include D. contain 5. It was not until now ________I knew the importance of this subject . A. which B. that C. who D. what 6.It’s ________ we took actions for our next generations. A. good B. wonder C. high D. time Review the language points of the reading part and finish the exercise. 练习能帮助学生查漏补缺，强化重点。
Step 6: Summary The three factors of writing a proposal. Purpose/problems/actions Important words and phrases. 1.成千上万 thousands of 2.干涸 dry up 3.直到...才...It is not until...that... 4.意识到...的重要性 realize the importance of 5.到了某人该做某事的时候了 It’s time (that) sb. did/should do sth... 6.利用 make use of 7.同时 at the same time 8.另外 what’s more 9.使某人参与（做）某事 involve sb. in(doing)sth 10.美丽神奇的世界 a world of beauty and wonder
Step 7: Homework 1.记住summary部分的内容。 2.写一份关于安全校园的倡议书。
板书设计 同总结部分。
教学反思 超周备课

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