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111 課 題 M5U2 The Environment 課時 8-1 New words 主備人 授 課 時 間 教 學(xué) 目 標(biāo) 1. let students read the new words correctly. 2. get students master some important words. 教學(xué)重、難點 How to get students master the important words and phrases. 教、 學(xué) 具 slides 預(yù)習(xí)要求 workbook 教師活動內(nèi)容、方式 學(xué)生活動內(nèi)容、方式 旁 注 Step 1 Greeting Step2 read after the teacher one word two times step3 vocabulary explanation 1. poisonous adj. poison n.,vt. poison one’s mind 2. flow-flowed-flowed fly-flew-flown 3. wipe vt. Wipe out Wipe off ~ the dirt/debt Wipe away ~ the tears 4. lay-laid-laid lie-lay-lain lie-lied-lied 5. production n. produce the agricultural ~ product consumer ~s production put into ~ 6. beneficial adj. eg. A good habit is ~ to your life. 7. effect – effective have an effect on 8. willing eg. I am ~ to overlook your mistakes. 9. run out (of) eg. We have run out of the ink. The ink has run out by us. The ink has been run out of. 10. hunt hunt for a job hunt a lion 11. appreciate eg. We ~ their inviting us to the ball Step 3 : consolidatio 教 學(xué) 目 標(biāo) (1) Make students pay attention the environment problems and think what they can do to help protect the environment. (2) Improve the Ss’ other basic abilities: listening and speaking. (3) Enable the students to learn to read a debate. 教學(xué)重、難點 (1) Make students pay attention the environment problems and think what they can do to help protect the environment. (2) Improve the Ss’ other basic abilities: listening and speaking. (3) Enable the students to learn to read a debate. Step 1: Greeting Greet the whole class as usual Step 2: Lead-in How to solve the problem mentioned in welcome to the unit? To solve the problem of starvation, we should develop the economy. But with the development of economy, serious environmental problems come. The economy or the environment—must we choose? Do you want to know more information on the problem? Ok. Let’s come to the text. Step 3: Fast reading Read the following debate as quickly as possible and answer the questions of part A： Step 4: Listening & careful reading Listen to the tape carefully, pay attention to some detailed information and try to finish the exercises after the passage. 2. Read the debate again and complete the following chart according to the passage. Attitude Lin Shuiqing’s Industry: Cut back on production because industry produces waste, pollutes the environment Population: More people need more land to live on and more food to eat Recycle: Expend our recycling industry Production: ①Cut back on production, ②recycle rubbish, ③teach people about environmentally friendly ways of living Qian Liwei’s Industry: A healthy environment and a stable economy should be possible at the same time Population: People are more important than fish and trees Recycling: Produce more things from recycling materials Population: recycle rubbish, ① effective laws, ② control how many trees are cut down and how many fish boats can catch ③ heavy taxes on the producing pollution. C2. Put the subjects each speaker talks about in the correct order. D. Look at these words from the debate and match them with their meanings. E Fill in the blanks with words from the box. Step 5 Reading strategy: This is a passage of debate. In today’s reading strategy, we are going to learn How to read something about debate. (1) In a debate, one side gets the opportunity to present their points first. The other side follows and presents theirs. In an actual debate, there is often a discussion after both sides have presented their views (2) Speakers in a debate will represent opposite views on the subject being discussed. (3) While reading or listening to a debate, remember that each speaker’s speech is meant to convince you. Step 6: Summary and homework In this period, we’ve learnt something about the relationship between economy and environment. We know that protect the earth is to protect ourselves. After class, you should go through the passage again and tick out the important and useful phrases and sentence structures by yourselves. Meanwhile, you should devote yourselves to protecting the environment. 課 題 M5U2 The environment 課時 8-4 Reading 2 主備人 授 課 時 間 教 學(xué) 目 標(biāo) (1) Make students pay attention to the environment problems and think what they can do to help protect the environment. (2) Improve the Ss’ other basic abilities: the use of the words and expressions in reading 教學(xué)重、難點 (1) Help the students learn how to keep the balance between economy and environment. (2) Enable the students to refer to dictionaries. 教、 學(xué) 具 slides 預(yù)習(xí)要求 workbook 教師活動內(nèi)容、方式 學(xué)生活動內(nèi)容、方式 旁 注 Step 1: Reading We have learned the debate and know something about how to solve the environment problems. Today we will read the text and find the difficult language points in it. Then ask students to put forward their difficulties in understanding the text. Then write them on the blackboard. Step2 Explain the language points. 1. .⑴ nature A. 自然，大自然（不可數(shù)名詞） You can not go against nature. 你不能違背 Man can conquer nature.人定勝天。 B. by nature 天生地 2. the floor為“發(fā)言權(quán)” The President then took the floor and answered the journalists’ questions. 3. voice (v.) 表達(dá)，吐露 I dared not voice my dissatisfaction. 我不敢表達(dá)我的不滿。 4. ⑴ in addition 此外 In addition, there was a crop failure in many provinces. 此外，許多省份作物歉收。 in addition to 除了……之外（還有） In addition to such subjects, the department also taught mathematics. ⑵ wipe out 消滅，摧毀 擦掉，把……擦干凈 5.⑴ large numbers of 許多，大量，加復(fù)數(shù)名詞，相當(dāng)于a large number of , a great / good many 6.grow to “增加到”。類似表達(dá)法還有increase to, rise to, grow by“增加了，凈增了”，類似表達(dá) increase by, rise by 7.concern (v.) 關(guān)系到，與……有關(guān)，；擔(dān)心 詞組be concerned about / with / for / over The news concerns your sister. I am not concerned with the matter any longer. A good doctor should always concern himself with your health. They are very seriously concerned about the problems involved. Everybody was deeply concerned at the news. Step 4 Consolidation 課 題 M5U2 The environment 課時 8-5 word power 主備人 授 課 時 間 教 學(xué) 目 標(biāo) 1. Enlarge students’ vocabulary about the environment protection. 2. Practice students’ reading and speaking ability. 3. To know something about how to protect the environment. 教學(xué)重、難點 1. To learn how to form new words related to “eco”, “bio” and “astro”. Learn their meanings. 2. Enlarge students’ vocabulary. 教、 學(xué) 具 slides 預(yù) 習(xí) 要 求 Review the reading 教師活動內(nèi)容、方式 學(xué)生活動內(nèi)容、方式 旁 注 Step I: Greetings Greet the whole class as usual. Step II: Lead-in (read a brochure) Read this brochure about a new, environmentally friendly hotel which is opening Now, please try to find as many words about environment protection For example: ecotourists, ecosystem, ecoville, eco-friendly, ecoville Can you guess the meanings of all these words with “eco”. The prefix ‘eco- ’ comes from Greek and means ‘earth’. It is used in many words to talk about the environment, such as ‘ecology’ and ‘eco-tourism’. Write six words that include the prefix ‘eco- ’. Use your dictionary if you need to. ecofriendly, eco-travel, eco-trip, ecotourists, ecoville, ecosystem Step III: Learn some words and phrases about things that are bad for the environment. When we talk about things that are bad for the environment, many of the words that we use are compound nouns. Use the compound nouns in the box to label the pictures. Clear-cut logging opencast mining slash and burn farming ozone layer acid rain global warming Step IV: Write an advertisement. Help the management of Ecovilla write an advertisement. Fill in the blanks with the words from the previous page. Step VI: Homework: Finish the exercises in your workbook. Step 1 Lead in We have learned the text and the language points in it. Now please find as many sentences with V-ing form in them as you can in the text. Then let’s tell the functions of these V-ing form in the sentences. Step 2 The usage of V-ing form Today we will learn the functions of the V-ing form in sentences and how to use V-ing form as an adjective or adverb. Now please look at your books (page 28) Verb-ing form as an adjective or adverb The v-ing form can also be used like an adjective or adverb. ? We can use a verb-ing as the: ? Attribute A verb-ing form can appear before a noun. It modifies the noun as an adjective does. Practice Fill in the blanks with the verb given in its proper form 2. A verb-ing can be used after verbs like stand, sit and lie. These two actions are happening at the same time. They stood talking to each other. = They stood when they were talking to each other. Practice Rewrite the following sentences ? 1. When he heard the music, he began to get homesick. ? Hearing the music, he began to get homesick. ? 2. When they saw the flame on top of the mountain, they knew that another war would begin soon. ? Seeing the flame on top of the mountain, they knew that another war would begin soon. 1. A verb-ing has perfect form, e,g., having worked Having worked side by side with many environmentalists, I know that a healthy environment and stable economy should be possible at the same time. Practice Rewrite the following sentences ? 1. She gave her opinion about the new building. Then she left the meeting. Having given her opinion about the new building, she left the meeting. ? 2. She made one last effort to see her husband. Then she returned home. Having made one last effort to see her husband, she returned home. Step 3 Consolidation We have learn the use of V-ing form as an adjective or adverb. Now please finish the exercise on page 2 using the grammar rules you have learnt. B. Read this new report and fill in the blanks with words from the box below. Practice 1. Multiple choice. Verb-ing phrases can express Reason We are making bigger holes in the nets, hoping to avoid catching fish that are not fully grown. =We are making bigger holes in the nets, because we hope to avoid catching fish that are not fully grown. Practice 2 Join these pairs of sentences, using the -ing form. Verb-ing phrases can express Result The factory keeps releasing smoke, making the air dirty.= The factory keeps releasing smoke. As a result, the air is made dirty. Verb-ing phrases can express Condition Preparing fully, we can achieve great things.= If we prepare fully, we can achieve great things. Practice 4 Rewrite the following sentences: 1. Meeting anywhere else, we wouldn't have recognized him If we had met anywhere else, we wouldn't have recognized him 2. Working hard, you will succeed. If you work hard, you will succeed. 2 We can also use the pattern conjunction+verb-ing to express time. The common conjunctions are when, whenever, while, once, and until. We have to take environmental protection into consideration when developing the economy. Practice 5 Rewrite the following sentences ① When working in the factory, he was an advanced worker. When he worked in the factory, he was an advanced worker ② Though willing to attend the party, he refused the invitation. Though he was willing to attend the party, he refused the invitation. 3 The understood subject of a verb-ing clause is usually the same as the subject the main clause. He traveled on the plane like this, keeping the tortoise hidden in a blanket.= When he traveled on the plane like this, he kept the tortoise hidden in a blanket 4. We put not before the verb-ing to create its negative form. He sat there, not knowing what to say. Step 5 Homework Do the exercises in students’ workbook. Step 1 Lead in Environment protection is very important, so we should do our best to protect it. Then ask students what we can do. We can design a post to educate people. How do we design a poster. Step 2 Skills building 1 Listening and drawing conclusions When you draw conclusions, you think about a situation and the information you have, and try to decide what it means. Sometimes all the information you need about a subject is not included in the source you are listening to. This is when you must draw a conclusion. For example: ? If you hear’ Yet another skyscraper has been built in Shanghai.’ ? What can you conclude? ? There are already some skyscrapers in Shanghai. ? If you hear the following dialogue ? Man: The train is going to be late today. ? Woman: I’m not surprised. ? What can you conclude? ? The train is often late. Practice A .Listen to these short descriptions from news reports and draw a conclusion about what kind of natural disaster occurred in each situation. B. Listen to the news report and decide if each conclusion below is logical. If it is, tick(√) the box Step 1: listening to a lecture A. Your Science teacher has asked your group to make a poster about desertification for a nationwide contest. Before you can begin your poster, you must learn about desertification. Listen to your teacher’s lecture and collect information about your topic. Step 3 skill building 2 Reading for information When we read for information, we look for specific information that we need. We read different sources to find different types of information. We often scan the text while looking for the specific information that we require. Read the following from a newspaper and underline the information which answers the questions that follow. Step 4 Skills building 3 Presenting your point of view When you present your point of view, you usually want people to accept your ideas. There are certain things you can do to make what you say more polite so that people will be more likely to agree with you. Discuss this list of things people can do to help the environment. Rank them in the order from most important (1) to least important (8). Step 3: designing a poster A. You interviewed several experts on desertification, Read their viewpoints and discuss which one you agree with and which one your group plans to focus its poster on. Step 5 Homework Design a poster with your group. ? Step 1 lead in Show the students pictures of the Yangtze River. Then ask them questions. Do you like the Yangtze River? Why is it important in our country? Let’s divide the class into four groups. Then try your best to tell about the Yangtze River as much as possible. The group which has more ideas will be the winner. 1. Basic knowledge: How many provinces does it run across? How long is the Yangtze River? Please give the names of the three longest rivers in the world? Where is the Three Gorge Dam? Do you know anything more about the Three Gorge Dam? 2. Match the pictures with the names: Please give the names of the bridges over the river as many as you can Please give the names of the rare fishes in the river as many as you can. Please give the names of famous cities along the river as many as you can Step 2 listening Now since you have some knowledge about Yangtze river, listen to the tape and tell what the passage is talking about Step 3 reading This time I want you to read the passage carefully and do the exercises below: 1) Answer the questions: 1. Why do the environmental problems of the Yangtze River draw people’s attention at home and abroad? Because it is the third longest river in the world and home to a diverse range of fish and animals while many people depend on it for drinking water. 2. What has caused the pollution of the Yangtze River? Rapid agricultural and industrial development plus huge population growth has resulted in the rising amount of water taken from the river, and the waste being put back into the river. 3. What bad effects has it had on the ecology of the area? Unsafe drinking water which has led to healthy problems for people living near the river and killing many plants and animals. 4. What have been done to deal with the problem? Environmental organizations and projects have been set up to deal with the problem. 5. What has The Green River Organization done? It educates and advises people on the importance of protecting this great river. It watches the river. It stops the illegal hunting of animals. 6. What has the government done to deal with water and soil preservation? Two special government projects are also under way to protect the river ,Which work out possible solutions to the many problems, such as the water and soil preservation. result in farmers replacing the crops on their farmland with trees or grassland, and set up a nature reverse for white-flag dolphins 7. What has the government done to save white-flag dolphins? The reserve was set up on the lower reaches of the river in Zhenjiang. Boats are prohibited from entering this area in order to keep the dolphins safe. 8. What is the good news for the river? People have finally realized that it is their responsibility to protect this great river Step 4 language points Now we are familiar with the passage, let me explain some key language points for you. 1. As the third longest river in the world, it is clear to see why the environmental problems of Yangtze River have raised concern both nationally and internationally. raise 引起；造成 His absence raised fears about his safety. The use of animals in scientific tests raises some difficult ethical que 2. plus 加, 加上, 和 Three plus two equals five. This work requires intelligence plus experience. 3. [與neither, not 連用, 或與 no, never 等表示否定的詞連用]也不 There is neither river nor stream nearby.附近既無河流也沒小溪。 Not a man nor a child was to be seen in the village. 4 under way在進(jìn)行中, 發(fā)生; 在航行中 Preparations are well under way 5. endanger 危及，危害 The polluted air is badly endangering the health of the residents. 6.a range of buildings 一排樓房 a range of pictures 一系列畫片 a large range of motors for sale 一長排待售的汽車 Step 5 writing In this period, we have learned the problems about Yangtze river and know the causes and solutions. We should try our best to protect the river and our environment. Now can you write a report about Yangtze river since you have known the situations. Now work in groups and write a report. sentence structure organization punctuation vocabulary grammar spelling During the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. Ask for comments on your report as well. Presenting .Present your report to the class. Step 6 homework Revise the report after class and present it to the class. 111