2019-2020年高中英语 Unit 2教案 牛津版必修5.doc

2019-2020年高中英语 Unit 2教案 牛津版必修5I. 单元教学目标技能目标 Skill goalsRead a debate on the environment and a report about the Yangtze RiverListen to news reports and information about desertificationDiscuss environmental protectionDesign a posterWrite a report about protecting the environmentII. 目标语言功能句式Present your point of viewI think / believe that From my point of view it seems that It seems to me that Personally I agree / disagree because 词汇1四会词汇 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认读词汇 economy, economist, economic, destruction, bat, sewage, deposit, awful, ridiculous, apparently, mammal, ecology, farmable, dolphin, white-flag dolphin3短语 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重点词汇和短语 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语法Verb-ing form as an adjective or adverbVerb-ing phrases重点句子Then we will open the floor for discussion. P22If you have any questions or ments, you can use this time to voice them. P22I am talking to you today about the way large areas of the world are damaged by industrial waste. P22In addition, many sea creatures are being wiped out by fishing boats. P22As an economist, Im often seen as being against the environment. P23But I do agree that recycling may be the key to helping both sides. P23Asking around, I find many people willing to pay slightly higher prices for things that are environmentally friendly. P23What Im 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. 教材分析与教材重组1. 教材分析本单元以The environment 为话题,旨在通过单元教学，使学生了解人类所面临的一系列的环境问题、发展经济与保护环境之间的关系问题以及如何保护环境的问题，同时掌握相关词汇，并通过听录音了解沙漠化的情况，然后就如何防止沙漠化设计一份海报；接着阅读一篇中国政府保护长江的文章，并完成一份关于中国政府保护环境的报道。本单元的语法部分是让学生掌握verb-ing形式作形容词或副词的用法以及verb-ing短语的用法。1.1 Wele to the unit以图片的形式向学生展现了我们人类所面临的一些环境问题，如：水污染、过度砍伐、沙尘暴、火灾等。要求学生围绕这些图片展开讨论，分析哪些环境问题是由大自然造成的哪些是人为的，并考虑还有哪些破坏环境的自然灾难和人为因素。1.2 Reading是一篇辩论，辩论双方就“发展经济还是保护环境”的论题展开辩论。通过阅读此文章，使学生了解工业废弃物对环境所造成的污染以及当前政府为了治理污染和减少污染所做出的一系列努力。此外，本部分设计了一系列活动来检查和巩固学生对课文内容的理解。A部分设置了几个问题，要求学生快速阅读文章并回答问题，检查学生对阅读材料的整体理解。C1要求学生再次阅读文章并回答问题，检查学生对文章细节问题的理解。C2要求学生对辩论双方所谈到的主题排序，检查学生对文章框架结构的掌握情况。D是一个词汇练习，要求学生先在文章中找出所列单词，而后通过词汇与其释义配对的练习学习新词汇。E是一些词汇的应用性练习，要求学生根据文章的意义和上下文选用适当的单词填空。F部分给出三个话题，要求学生仿照例子围绕话题进行讨论。1.3 Word power帮助学生学习一些和环境及环境问题有关的词汇，并配有相关练习来巩固这些词汇的用法。1.4 Grammar and usage要求学生掌握verb-ing形式做形容词和副词的用法以及verb-ing短语的用法，并配有一些应用型的练习，旨在帮助学生在语境中掌握其用法。1.5 Task分三个部分。技能1要求学生听录音，收集相关信息，最终得出结论。技能2要求学生阅读材料，寻找相关的具体信息。技能3要求学生学会陈述自己的观点，然后展开小组讨论，设计一份关于如何防止沙漠化的海报。学生可以通过结对和小组合作的方式实现其任务目标。1.6 Project 先给学生提供了一篇关于中国政府采取措施保护长江的报道，然后要求学生仿照例文写一篇报道，报道中国政府实施的其他保护环境的工程。学生通过小组讨论、查找资料、写提纲和编写内容等形式完成课题任务。1.7 Self-assessment分为A、B两部分。A部分要求学生对该单元的各项学习目标分1-5 等级进行自我评价。B部分要求学生对自己学习过程中的不足提出改进意见，调整学习策略，促进自己综合语言运用能力的全面发展。2. 教材重组2.1 将 Wele to the unit、Task中的 Skills building 1与Workbook中的Listening整合成一节听力课。2.2 Reading部分可分为两个课时：将Reading 的A、B、C1、C2整合为一节阅读课；将D、F、Task中Skills building 3和 Workbook的 A1、A2部分整合为一节巩固练习课。2.3 将 Word power与Reading 部分的E整合成一节词汇课。2.4 Grammar部分可分为两个课时：将Grammar and usage中的Verb-ing form as an adjective or adverb 及其练习和Workbook中的C1整合为第一节语法课；将Verb-ing phrases及其练习部分和Workbook中的C2整合为第二节语法课。2.5 将Task中Step 1和Skills building 2以及Step 2整合成一节综合技能课。2.6 将Step 3和Workbook中的Writing 整合成一节写作课。2.7 将Workbook中的Reading设计为一节泛读课。2.8 将Project和Workbook中的B1、B2、D1、D2整合为一节阅读写作课。3. 课型设计与课时分配Period 1 ListeningPeriod 2-3 Intensive readingPeriod 4 Word powerPeriod 5-6 Grammar Period 7 Integrating skillsPeriod 8 WritingPeriod 9 Extensive reading Period 10 Reading and Writing IV. 分课时教案Period 1 ListeningTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语debate, desertification, environmental, draw a conclusion, natural disasterb. 重点句式Dr Fan suggests not using disposable . in canteens and restaurants.2. Ability goals 能力目标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 学能目标Help students learn how to draw conclusions from the listening materials.Teaching important and difficult points 教学重难点How to draw conclusions while listening.Teaching methods 教学方法Speaking, listening and discussing.Teaching aids 教具准备A tape recorder.Teaching procedures and ways 教学过程与方式Step I Lead-inT: As we know, a healthy environment is important for our survival. But unfortunately, were now facing many serious environmental problems. Several days ago, I read a moving story in a newspaper. Its 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 ladys action. As a Chinese, I feel ashamed.S: I think first we should mobilize every Chinese to protect the environment from ourselves.T: I cant 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: LitterPicture 2: Air pollutionPicture 3: DeforestationPicture 4: Water pollutionPicture 5: SandstormPicture 6: Forest fireT: 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-listeningT: OK, now please turn to Page 32 and well listen to some short news reports to know more information about natural disasters and man-made disasters. In this part, well 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 (不修边幅的). Then practice the other two examples with students.T: If you hear the dialogue: Man: The train is going to be late today. Woman: Im 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-listeningAfter 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-listeningThen 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, well 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 BT: 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 Haos notes.Play the tape twice or three times and then check the answers with the whole class.Part CT: 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 HomeworkT: 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? (.) Id 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 教学目标1. Target language 目标语言a. 重点词汇和短语environmental, preservation, industrial, atmosphere, pollution, in addition, wipe out, approach, cut back on, effective, pipe, tax, stable, open the floorb. 重点句子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 Im 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 能力目标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 学能目标Help students learn how to read a debate.Teaching important points 教学重点Know more about the environmental problems and the solutions to the problems.Teaching difficult points 教学难点How to read a debate.Teaching methods 教学方法Reading, listening and discussing.Teaching aids 教具准备A recorder and a projector.Teaching procedures and ways 教学过程与方式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 dont 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, well 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 ReadingPre-readingBefore 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. SkimmingLet 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 Lins 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, wed better make some suggestions. T: Your conclusion is very accurate. The next four questions are about Qian Liweis 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 peoples 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 Lins 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, well 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, well 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 Shuiqingindustrial waste: many places; many plants and animals; factorieswater pollution: other types of waste; many rivers; so . that; the seafishing: wipe out; catch; without; have an effect uponpopulation: keep producing; need; has grown to; approachingproduction: cut back on; reducerecycling: rubbish; expend; teach; create; helpQian Liweipeoples prejudice on economy: be against; dirty smoke; greedy businessmen; be bad forfactories: be possible; control; are careful to; are concerned about; stop thinking of . as .production: dont agree to; be lost; more important thanrecycling: the key to; produce .; from recycled .; taken directly from .laws: effective laws; allow; more inspection; cut down; catch; more expensivetaxes: pay a higher price; find . willing to; pollute; pay higher taxesT: 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 Homework1. 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 教学目标1. Target language 目标语言1. 重点词汇和短语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 mind2. 重点句子In addition, many sea creatures are being wiped out by fishing boats.My suggestion is that we should try to cut back on .The worlds 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 能力目标Enable students to grasp the usages of the important words, phrases and sentences in the debate.3. Learning ability goals 学能目标Help students learn how to use some key words, phrases and sentence structures properly. Teaching important and difficult points 教学重难点The key words, phrases and sentence structures.Teaching methods 教学方法Explanation, discussing and practicing.Teaching aids 教具准备A puter and projector.Teaching procedures and ways 教学过程与方式Step I RevisionAsk some pairs to act out their debate. Remind them to use the structure in their debate:state opinionsupport opinionpresent suggestions And then ask students to speak out the difficult language points. At the same time, explain them to the class. Step II Language explanationDeal 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