【教育学习文章】高二英语Unit9 Saving the earth复习教案汇总
Unit 9 Saving the earth Reading教案
新人教版高二人教上Unit 9 Saving the earthReading教案A Brief Introduction to this DesignIn this teaching design, I design a piece of reading lesson. The aims I will get are: enable students to learn to outline a passage; help students deal with some good sentence structures; introduce some methods to help them improve their reading ability. Through the Pre-reading let students learn to predict a passage’s contents. In this part, let them work together, which can train their cooperative learning. In the While-reading, through listening let them outline the text and compare it with their prediction. During the course of analysis, help them deal with some good sentence structures and introduce some methods to help them improve their writing and reading ability. In the Post-reading, I design a discussion, through it, students can further understand the passage and know it pays to protect our environment and let them understand our nation’s policy—sustainable development—understand how important it is. It mainly contains these parts in this design. I believe from these activities I can realize my teaching aims: learn to outline a passage, understand some structures, master some reading methods and know the importance of saving the earth.Teaching Aims:1.Enable students to make an outline of the text.2.Help students analyze some important sentences.Teaching Important Points:1.Deal with some good sentence structures.2.Help students improve their reading ability.Teaching Difficult Points:1.How to help students improve their reading ability.2.How to help students understand some good sentences.3.How to let students realize the importance of saving the earth.Teaching Methods:1.Reading method.2.Task-based learning.3.Cooperative learning.Teaching Aids:1. A recorder and a blackboard.2. A computer and some slides.Teaching Procedures:Step 1:Greetings and RevisionGreet the whole class as usual.Review what they have learned by inviting two groups to act out their dialogue, which is about how they deal with some kinds of pollution problems.Step 2: Pre-reading (Cooperative Learning)T: We have known that we human beings have been confronted with many kinds of pollution. When we see the title “Saving the Earth”, I’m sure that you can think of a lot of ways to deal with it. Today we will further discuss it. Before we come to the passage, Let’s finish the Pre-reading first. In the last unit we have studied how to predict the contents of a passage. Now please predict what will be talked about in this passage according the title. Please discuss it w ith your deskmate. Then I’d like to share your opinion. You have three minutes to do it. If you still have questions, you can raise your hand for help.Ss:…(Three minutes later, students give their prediction)Step 3: While-reading (TBL; listening and reading)T:Terrific! You all have done a good job. Now let’s come to the passage “Welcome to the Earth Summit”. We will listen to the tape. After we finish listening to it, your task is to divide it into several parts and make an outline of the passage. Yo u can compare your outline with your prediction. Are you sure? OK. Let’s listen to the tape carefully.Ss: …(After students give their opinion, teacher shows the outline of the passage on the computer screen)Outline:Part 1 (Para. 1):The origin of the Earth Summit and the purpose of holding it.Part 2 (Para.2-3):The contents of the Earth Summit.1). The Big Three: a. contaminated drinking waterb. poor sanitationc. air pollution2). Other major problems facing the earthpoverty, war and violencePart 3 (Para. 4-7):Tell us the importance of protecting the environment and how to save the earth.Ways to save the earth: a). by changing the way we liveb). a better understanding of the environmentc). with better educationStep 4: Analysis of the passage (Explanation)T: We have got the outline of the text. That is, we have already known the main idea of the whole passage. Next I’d like to help you to deal with some good sentence structures and knowledge points. The good sentence structures in this passage you should keep in mind and the knowledge points I’ll tell you in the passage you should try your utmost to use them in your practical life. You can try to use them when doing some compre hension. OK. Let’ enter the text. Please look at the screen first. These sentence structures you should pay more attention to.1). Since then, several Earth Summits have been held and much progress has been made.2). Among the speakers was China’s Premier Zhu Rongji.3). Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.4). Only by changing the way we live can we save the earth.5). Not until we know more will we be able to improve the situation.6). There is a good chance that we will see less violence and fewer wars.(If the students are able to understand the sentences well, just pass them. If they are not, I will give them a detailed explanation. If necessary, I will give more examples to let the students understand them better)T: Just now we dealt with some good sentence structures. If we can master them better, it is of great benefit for us to improve our speaking and writing ability. Besides, in this passage, we can still learn some other knowledge points, which can help us with some reading comprehension. So please listen to me carefully and try you best to pay much attention to what I will say. When we do some reading comprehension, we often have trouble in understanding some sentence that is often very important for us to comprehend. But at the same time, the passage will tell us some clues to help us conquer it. The clues include “or”, “,”, “—“ and so on. An “or”, a comma and a dash are easy to all of us, but they often help us a lot. In the first two paragraphs, you can find them and you can also find how important for us to comprehend some important words. I hope in the future study you can pay some attention to them.Step 5: Discussion (Cooperation Learning)T: We have finished dealing with some sentence structures and knowledge points, so we have had a better understanding of the passage. Now let’s have a discussion. Look at the screen, please!Topic:Which of the issues discussed at the Earth Summit do you think is the most important? Why?Please work in groups and discuss it. In a while I hope I can enjoy your wonderful speech. It’s your time now!Ss:…Step 6: SummaryT:Today we read and analyzed a passage. We have known some important sentence structures and a good method to improve our reading ability. We should try to use them in our practical life. Through this passage, we should know we have only one planet, so we should know that it pays to protect our environment.Step 7: Homework1). Recite paragraph 3-6.2). Preview the Grammar—Inversion.。
高二英语saving the earth教案2
and take notes． (Show the following on the screen。)
S：We can help more people to know the importance of protecting our earth． S：We should not use the things that pollute the environment，such as plastic bags， air—conditioners and so on．
1．representative n. people chosen to present another or others.
adj．serving to s}low a class or group. e．g．He was the first representative to Japanese． This painting is representative of his work． 2．access n.(to)①means of entering a place
The Second Period
Teaching Aims：
1．Improve the students’ reading ability． 2．Learn some useful words and expressions． 3．Learn something about the Earth Summit to help the students know the importance of protecting our earth．
高二英语Unit9 Saving the earth The Third Period 人教版 教案
值周工作总结15篇值周工作总结15篇值周工作总结值周工作总结1一周的学习生活又将结束，在这一周里，各位同学表现都还可以，没有出现严重的违纪问题，希望你们在下一周继续努力。
又将周末了，希望各位同学周末回到家里认真完成老师布置的作业并帮父母做一些力所能及的事。
这一周同学们表现都还可以，还有几个同学捡到钱都积极主动交到值周老师的手里，这种拾金不昧的精神非常棒。
这里也提醒各位同学一定要保管好自己身上的东西。
这一周表现不好的有一点是我们同学在吃饭时会把装辣椒的袋子随手就丢在操场上，这是一个很不好的习惯，学校里都放了好些垃圾桶，不要的垃圾都应该丢到里面去，所以希望同学们在以后的生活中，不要在把垃圾随手乱丢。
周末休息了，那回家应该注意的一些事情，我提出以下的`要求：放学回家不乘坐非法营运的车辆，不坐超载车辆。
走路回家的同学，一个寨子的相互约伴而行，这久天晴变化无常，请各位同学一定要先回家，和家里人报平安。
天气炎热了，希望各位同学不要到河边游玩以免发生安全事故。
希望每一位同学在下个星期都能安安全全的回到学校。
有生病的同学在周末回到家一定要和家里面的人说，让他们及时带你去医院，尽量在这两天医好了再回学校，不然你来到学校，又有问题，又要喊家里面的人来，这样不仅耽误你自己的学习，还影响到家里面的人，跑到学校来，一是不方便，二是安全问题。
我要说的就这些，希望各位同学做到老师刚才说的这些，谢谢。
值周工作总结2寒风萧萧，寒气袭人，在各位老师和同学们的协助下，我们顺利完成了十四周的值周工作，在师生们的共同努力下，教学秩序良好，学习风气较为浓厚，各项工作进展顺利，现简单总结如下：一、主要工作；1、纪律、安全工作常抓不懈。
纪律是学习的保证，安全是学习的前提。
本周各班主任老师利用晨会、主题班会多形式对学生经行了纪律、安全教育。
重点是冬季防火、用电、交通安全，提高了学生的安全意识，保证每位学生高高兴兴上学，平平安安回家。
2、教学常规检查不放松。
Unit9Savingtheearth教案
技能目标Goals Talk about nature, ecology and the environment Practice supporting an opinion Learn to use inversion(倒装) Write an evaluation paragraph 功能句式Supporting an opinion We must make sure that... I’m all for... Sure\Certainly\Absolutely It It’’s clear that... If nothing is done...then... It would be better if we... 词汇1. 四会词汇四会词汇Coal煤,, ,, summarisesummarise总结, , contentcontent目录;内容, , killerkiller杀手, , accesacces接近s, violence暴力, , premierpremier总理, , stressstress强调, , equalityequality平等, fairness公平, responsibility责任, willingness心甘情愿, , harmonyharmony和谐, suffering, unfair不公平的, wipe擦, worldwide野外的, incorrect, affect不真实的不真实的, advise劝告劝告 2．认读词汇．认读词汇Issue问题, environmentalist环境论者, Johannesburg约翰内斯堡, poverty贫困, South Africa南非, car-pooling合伙用车, the W orld Health Organization(WHO)世界卫生组织世界卫生组织3．词组．词组The United Nations联合国, take action采取行动, air conditioner空气调节器空气调节器, in in harmony harmony harmony withwith与…………..协调, , wipe wipe wipe outout消灭, , put put put an an an end end end to to结束, , advise advise advise sb. sb. (not) to do sth劝某人（不）做某事劝某人（不）做某事.. 4．重点词汇．重点词汇attend, content, access, stress, harmony, suffering, unfair, wipe, worldwide 结构1. Full inversion(倒装): V+S 2. Partial inversion: Aux/Mod+S+V 3. Predicative（表语）（表语）Adverbial +as (though)+subject+... verb 重点句子Coal Coal is a is a valuable resource that can be used to produce energy, but it can also cause serious pollution. Y ou think that...in a better way P66 At the Stockholm summit, representative from more than (67)And if..., there is a good chance that (68)With better education...in harmony with ...put an end to (68)All too often,...get poorer.P68 Not until we...will we be able to (69)Among the speakers was China’s (69)Only by changing...can we save the earth.P69 Had I known that...,I would (69)Without international...,nor will (69)We must make sure that... I ’m all for... Sure/Certainly/Absolutely It It’’s clear that... If nothing is done...then... It would be better if we... 2. Ability goals 能力目标Enable the students to talk about nature nature ecology and the environment ecology and the environment in in English and English and learn to master some useful expressions for supporting an opinion. 3. Learning ability goals 学能目标Help Ss learn how to f ind out the problems find out the problems facing facing the earth, and the earth, and u se their own words use their own words to express how to solve the problems through Speaking. Teaching important points 教学重点: Let Ss learn to use the structures of supporting an opinion Example :语法中倒装句的应用语法中倒装句的应用Let Ss learn to use the structures of supporting an opinion. Teaching difficult points 教学难点: How to improve the students ’ speaking and listening abilities. Teaching methods 教学方法: T CL T; TBLT ; TBLT. Teaching aids 教具准备: 1. A projector 2. A blackboard 3. A computer Teaching procedures & ways 教学过程与方式Step 1. W arming up 看图回答：图片见教材p65Show the pictures on the screen and ask the Ss to answer the questions together. 1. What is the biggest problem facing the earth? 2. What can we do to solve the problem? 3. How will you use what you have learnt in you own life? 看图拓展练习：T: Please look at the picture. What can you see? Ss: We can see an earth with a smiling face. : T : Y Y es, she used to be h appy happy happy. But what . But what is our earth l ike like like now ? Please now ? Please l ook at the next look at the next picture. T: How about this one? Ss: We can see our earth is sad now. : T : Right. But why Right. But why i s she sad is she sad now? now? Today Today Today, we are going to , we are going to learn something about our earth. earth. After After After learning, learning, learning, I I I believe believe believe you you you will will will find find find why why why she she she is is is sad sad sad and and and how how how to to to make make make her her happy happy. . Talk the pictures on Page 65 T: Please look at the pictures on Page 65. Each of them is a picture of problem of the earth. Do you know what they are? Y ou can discuss with your partner. Discussion Sa: A river is polluted. It is very dirty . There are no living things in the river. Sb: Sb: Many Many Many trees trees trees are are are cut. cut. cut. Without Without Without trees, trees, trees, nothing nothing nothing can can can hold hold hold the the the water. water. water. The The The soil soil soil must must must be be brushed away by the floods. Sc: Columns of black smoke rising from from many chimneys, and many chimneys, and t he air the air is dark. The air is polluted seriously. Sd: I can see too much rubbish on the road, which pollutes the forest nearby . Se: There is a desert in a picture. Sf: In the last picture, there are many poor people. I guess they must be very hungry . T: T: V V ery ery good. Our earth good. Our earth is is facing a facing a lot of problems. Which problem do you think is the most serious one? Y ou can discuss the following questions with your partner.Show the slide. Qs: 1. What is the biggest problem of the earth? Why do you think so? 2. What causes the problem? 3. What can we do to solve the problem? 4. What do you expect to learn in this unit? How are you going to learn it? 5. How will you check what you have learnt? 6. How will you use what you have learnt? Discussion Sa: I think the biggest problem is the water pollution. Sb: I think it is air pollution. Sc: Poverty . Sd: More and more trees are being cut down.(Felling trees excessively .) Ss: ... Teacher should walk around the classroom. Help the Ss if necessary . T : V ery good. Y our discussion is very warm. Y ou can have different opinions. B ut I But I suggest you say it one by one. And you can discuss in order. Do you agree with me? Ss: Y es, thank you. Sb: Just now now you said you said the the water pollution water pollution is the biggest problem. Why do you you think think so? Sa: Sa: Because the water Because the water i s is is very very very important to important to us. If water water is polluted, people is polluted, people w ill will will not be not be able to get clean water t o drink and to drink and get sick. It is is very terrible. very terrible. Besides, Besides, many many many living living things may die out because of it. Sc: What causes the problem? Sa: I think think it it it is because people pay is because people pay no no attention to our environment. More and attention to our environment. More and more polluted water is piped into rivers, lakes and seas without any treatment. Sb: What can we do to solve the problems? Sc: Sc: I I I think think think our our our government government government should should should take take take measures measures measures to to to protect protect protect our our our environment. environment. environment. They They should check the factories as often as possible to make sure waste water is not poured into rivers, lakes or seas. Sa: Sa: W e W e should should should pay pay pay more more more attention attention attention to to to environmental environmental environmental protection. protection. protection. If If If we we we find find find Someone Someone harm our environment, we should stop and educate them. Sd: If they don ’t listen to us, we can report it to the government. Sc: What do you expect to learn in this unit? Sa: Sa: I I I want want want to to to learn learn learn how how how many many many problems problems problems the the the earth earth earth is is is facing. facing. facing. And And And the the the most most most important important thing is how to protect our earth. Sb: I want to know some background information about the earth. Sc: How are you going to learn it ? Sa: I will listen to our teacher carefully and look up some information on internet.Sb: I plan to investigate some people in the street about saving the earth. Sc: How will you check what you have learnt? Sa: We can check what we have learnt each other. Sb: How will you use what you have learnt? Sd: I will will use what use what I I have have have learnt to standardize learnt to standardize m y own behavior my own behavior a nd try and try my best to save our earth. Sc: I will educate the people who do damage to the environment. Sa: I want to be an environmentalist in in the the the future so that I can do future so that I can do more things for the environmental protection. Step3. 听：暂时省略………….. .. Step 4.课文讲解：Welcome to the earth summit Step5 .补充语法补充语法整个谓语都放在主语的前一.倒装语序分为―全部倒装‖和―部分倒装‖。
高二英语第九单元SavingtheEarth(拯救地球)_高二英语教案
高二英语第九单元SavingtheEarth(拯救地球)_高二英语教案lt;/#83cript科目英语年级高二文件high2unit9.1.doc标题SavingtheEarth(拯救地球)章节第九单元关键词高二英语第九单元内容一、教法建议同学们，你们读过美国海洋生物学家莱切尔#8226;卡逊的著作《寂静的春天》（1962年）吗？书中为我们描述的一个明天的寓言。
从前，在美国的中部有这样一个城镇，那里的一切生物同其周围的环境看来相处得非常和谐：它坐落在像棋盘般排列整齐的繁荣的农场的中央，周围是庄稼地，小山下果树成林。
春天，繁花点缀在绿色的原野上；秋天，透过松林的屏风，橡树、枫树和白桦树散射出火焰般的彩色光辉；冬天，道路两旁也是美丽的，无数的小鸟飞来，洁净而清凉的小溪从山中流出，形成了生活着鳟鱼的绿荫池塘。
小镇一直是这个样，直到许多年前的一天，第一批居民来到这里修建房屋，挖井筑仓，情况才发生了变化。
从那时起，一个奇怪的阴影就笼罩了这个地区，一切都发生了变化，不祥的征兆降临到村落里：神秘莫测的疾病袭击了成群的小鸡，牛羊纷纷病倒和死亡，到处是死神的幽灵。
农夫们诉说着他们多病的家庭，医生们则为病人中出现的新病感到困惑不解。
一种奇怪的寂静笼罩了这个地方。
园中觅食的鸟儿不见了，曾经荡漾着乌鸦、鸽子、鹪鹩的合唱以及其它鸟鸣的声浪的早晨，现在一切声音都没有了，只有一片寂静覆盖着田野、树林和沼地。
曾经是多么吸引人的小路的两旁，现在排列着仿佛是火灾浩劫后的焦黄的枯萎的植物。
甚至小溪也失去了生命，因为所有的鱼已经死亡。
这里已被生命所抛弃，留下来的只是一个寂静的春天，无声无息……卡逊大胆地预言：“在人们的忽视中，一个狼狈狰狞的幽灵已向我们袭来，这个现象中的悲剧可能会很容易地变成一个我们大家都将知道的活生生的现实。
”30多年过去了，卡逊“明天的寓言”却不幸成为了今天的现实：以环污染、资源枯竭、能源危机、粮食短缺、人口爆炸、生物多样性丧失以及技术危机等为表现形式的生态危机，这一切都在不断加剧，使人类的生存和发展陷入了严峻的困境之中。
【知识学习】高二英语Unit9 Saving the earth复习教案汇总
高二英语Unit9 Saving the earth复习教案汇总高二英语Unit9Savingtheearth复习教案汇总高二英语Unit9Savingtheearth知识点总复习教案课时跟踪讲练SectionI课前准备、听力、口语1.whatarethebiggestproblemsfacingtheearth?地球面临着的最大问题是什么?1)现在分词短语facingtheearth在句中作定语，相当于定语从句thatfacetheearth.face此处用作及物动词，意为“面向，朝”，作此义也可用作不及物动词，常和介词to，toward或on连用。
如：①Sheturnedtofacethenewcomerandintroducedherself.她转过身来面对新来者作了自我介绍。
②Thebuildingfacesthepark.那座建筑物面对着公园。
③Thewindowfacesonthestreet.窗户面对着衔道。
④--Howdoesthishouseface?--Itfacestotheeast.--这座房屋面朝哪边?--朝向东边。
【拓展】face还可意为“面对／临”。
如：①manufacturingindustryfacesagrimfutureifthegovernmen tpursuesitspresentpolicies.如果政府继续推行现行政策，制造工业就会面临严酷的未来。
②Hecouldn'tfacehisbossaftermarkingsuchafoolofhimself atthemeeting.他在会上做出了这样的丑事之后，不敢面对自己的老板。
【链接】与face构成的常见短语：faceapersondown以势压人;faceupto勇敢地对付;befacedwith面临；面对;faceout大胆地坚持到底;facetoface面对面；相对;inaperson'sface当着/对着某人的面;infaceof面对；不顾;make/pullaface扮鬼脸;pull／make／putonalongface拉长脸；显出不高兴的样子;set／putone'sfaceagainst强烈反对，抵制;takeonanewface面貌一新;turnone'sfaceaway把脸转过去【注意】facethemusic不能译为“面对音乐”，其意思是“面对失败，接受批评，承担后果”。
高二英语教案：高中unit 9 saving the earth 说课教案
高中unit 9 saving the earth 说课教案CONTENTSPart1 Analysis of Teaching MaterialPart2 Teaching MethodsPart3.Learming ProcedurePart5 Layout on the blackboardPart 1STATUS ANS FUNCTIONThis lesson is the first period of unit9,so if it the students can learn this lesson well .it will be useful to make the students learn the rest of this unit .All of the materials are arrange around the topic “saving the earth”.I n this first period ,I`ll teach the students warming up and speaking parts and speaking parts together .Pictures in warming up will arouse the students to be aware of some big problems facing the earth Also by discussing the questions in warming up. The students will get a chance to practise their spoken language and have an opportunity to think about nature . ecology .and the environment. Through speaking, the students will practise supporting an opinions. It will also helpful to improve their spoken language. Besides the part is very important it will raise the students learning interests in finding more in this unit .TEACHING AIMS AND DEMANDS1.TARGET LANGUAGE2.ABILITY GOALSEnable the students to talk about mature ecology and environment in English and learn to maste some useful expressions for supporting an opinion.3.EMOTION GOALS1.Help the students to learn how to find out the problems facing the earth ,cultivate thestudents to love the earth and try their best to protect the only home of all creatures of supporting an opinion.2.Cultivate their spirit of cooperation and competition3.Teaching key pointsLet the students learn to use the structures of supporting an opinionPART2TEACHING METHODS1.CAI (multimedia Computer Assisted Instruction)2.Elicitation Methodmunicative4.Individual pairs or group work to make every students work in class ,PART3 LEATNING METHOD1.To analyze and solve the problem on the earth and explore the students creativity.2.To get6 information from watching pictures .3.Cooperative learning.PART4 TEACHING PROCEDURESStep1 warming upLead in by a picture of the earth by asking where we human beings live.Then show the students some beautiful scenery taken on the earth.,and then show another group of pictures om the screem and tell them the earth is getting dirtier and more ugly .And ask them to use one or two sentences to describe each picture in warming up.This step will practise their ability of watching things and speaking in simple EnglishStep Two DiscussionShow some questions on the screen and ask the students to discuss with each other .This step is employed to check if their awareness of saving the earth is aroused and get a chance to enlarge their knowledge about ecology and environment .Step Three Speaking1.First tell the students on situation display on the screen ,and then show the students some useful sentence structures for supporting an opinion.This step is used to make the students to grasp the useful expressions and sentence patterrn for supporting an opinion.2. Assign their workDivide them into groups [six students form a group] and find a leader for each group. Each students play a role and then begin their discussion for five minutes .This step is employed to make sure the students know what they are required to do .,help them to practise using given sentences .Group work cultivates their cooperative ability. Role card will develop their individual spoken English.At last ask the students to report their decisions and compare their differences .This step is used to encourage the students to speak out their own ideas and also develop their ability of deductive .Step Four Assignment1.A debating contestA: Local citizens hold the view that they must use the coal to develop the area quickly.B:Environmentalists who think that the burning of coal cause serious pollution.2.Make a surveyDo you know of any similar situation in this area ? How would this problem bi solved in real life?The fist tast is employed to consolidate what they have learnt :useful sentence structures .The second task is used to learn to learning by themselves and try to practise what they have learnt in daily life .。
unit 9 Saving the earth reading(新课标版高二英语上册教案教学设计)
--------Reading WELCOME TO THE EARTH SUMMITTeaching aims: 1.Learn and master the following words and phrases:content representative access violence premier stress equality responsibility take action air conditioner willingness in harmory with put an end to wipe out2.Improve the students reading ability.Teaching important points: Learn the following sentence structure:If we are to go develop the world successfully,we must make sure that everyone is able to…Among the speakers wea China’s Premier Zhu Ron gji.Only by changing how we live can we save the earth.Had I known that…,I would never have bought one.Teaching difficult points：倒装句Teaching aids: tape recorderTeaching methods: Fast reading .Careful reading; DiscussionTeaching procedures:Step 1 Revision1. Ask some Ss to act out their speaking dialogues.2. Ask the students to put the following sentences into English.(1) 我不在是务必照顾好他。
【教育学习文章】高二英语 Unit 9 Saving the Earth教学设计
高二英语 Unit 9 Saving the Earth教学设计Unit9SavingtheEarthTheFirstPeriodwarmingup&ReadingTeachingGoals:1.Talkaboutnatur e,ecologyandtheenvironment.2.maketheSsknowtheEarthS ummitandtheimportanceoftheenvironment.3.Furtherdeve lopstudents’readingabilityaswellaslisteningandspeakingabilities .4.maketheSslearnsomeusefulwordsandexpressions.5.Ar ousetheSstotakebettercareoftheearth.TeachingImporta ntPoints:Improvethestudent'sreadingabilityTeachongDifficultP oints:Howtoimprovethestudent'sreadingabilityTeachingmethods:Fastreading,carefulreading,individualorpairworkandl isteningTeachingAids:Ataperecorder,aprojectorandtheblackboardTeachingpro cedures:Step1warmingup1.Begintheclassbyshowingsomepicturesofseri ousenvironmentalproblems.2.AsktheSssomequestions.what’sthebiggestproblemfacingtheearth?whydoyouthinkso?whatcausestheproblem?whatcanwedosolvetheproblem?Leadersfromdifferentcountriescanholdameetinganddisc usshowtosavetheearth.Step2LeadinTheEarthSummitisgoingtobeheldinjohannesburgin SouthAfrica.Aschinesejournalists,allofusareinvitedt oreportthisimportantsummit.Step3SkimmingBeforegoingthere,weshouldknowsomeinformatio nabouttheEarthSummit.Doyouanythingaboutit?.ItwasfirstheldinStockholmin1972.Representative sdiscussedsomeofthemostimportantproblemsfacingourpl anet.muchprogresshasbeenmade.Step4Scanning1.ListentoPara1andfindoneofthemainthemesofthesummit.Sustainabledevelopment2.ListentoPara2&3andfindw hattopicsaretalkedaboutbythespeakers.)TheBigThree——contaminateddrinkingwater7,000,000Poorsanitation,200,000,000Airpollution3,000,0002)Poverty,war,Violencewhat’sthepresentproblemwiththeglobaldevelopment?Richerpeoplegetricherwhilethepoorgetpoorer.whatshouldpeopledotosolvethisproblem?Richcountrieshavearesponsibilitytowardspoorcountrie sandmustdowhatevertheycantohelpothers.3.Listentopar a4andsnswerthefollowingquestion:what’spurposeoftheEarthSummit?Ithelpspeopleunderstandthatthereexistseriousproblem sandthatthereisstilltimetotakeaction.4.Listentother estofthepassageandanswerthefollowingquestion:whatisthekeytotheproblemaccordingtothetext?why?Educ ation.1).Tobuildabettersocietyandputanendtothedeath andsufferingcausedbythebigthree.2).Towipeoutmuchoft hepoverty.3).Toseelessviolenceandfewerwars.Step5 FutureDiscussionTask1InterviewFourSsgetagroup.Threeofthemembersareexpert sattheEarthSummit.oneisajournalistwhoisinterviewing themaboutthewaytosolvethebigthree.youmaystartliketh is:“Dearexperts,I’majournalistfromchinese.I’dliketoknow…”Task2creativeThinkingAvisitortotheEarthSummitsaidthat,“whenIlistenedtothespeakers,Irealisedthatmanyofthe thingsIdoeverydayarebadfortheenvironment…”Didyoudoanythingbadfortheenvironment?whatwilldotopr otecttheenvironment?Task3DebateAsweknowtheEarthSummitisaplacetofindsolutionsforthe future.Somepeoplesaythatmoneycansolveallproblems,bu tsomesayknowledge.whichonedoyouagree?moneyorknowled ge?Sswillbedividedintotwogroups.Seewhichgroupcanwin thedebate.Step6conclusionIfwewanttogetknowledge,wemusthavebettereducation.wi thbettereducation,peoplewillbeabletobuildabettersoc ietyinharmonywithnature.withbettereducation,muchoft hepovertycanbewipedout.withbettereducation,wewillse elessviolenceandfewerwars.Step7Homework1.writeareportabouttheEarthSummit.2.makeupa postertoarousepeopletostoppollutingtheenvironment.S tep8thedesignofthewritingontheblackboardUsefulwords:RepresentativeAccessStressUsefulexpressions:TakeactionInharmonywithPutanendtowipeoutStep9Recordafterteaching-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Period2listeningTeachingAims：1.Trainthestudents’listeningability． 2.Improvethestudents’speakingabilitybytalkingaboutnatureecologyandtheenv ironment．3.Learnandmastersomeusefulexpressionsfors upportinganopinion．4.Helpthestudentstoknowsomethin gaboutthepollution．TeachingImportantPoints：1．Improvethestudents’speakingability．2．Improvethestudents’listeningability．3．Helpthestudentstolearntosuppor tanopinion．TeachingDifficultPoints：1．Howtoimprovethestudents’speakingandlisteningabilities．Teachingmethods1．Li stening-and-answeringactivitytohelpthestudentsgothr oughthelisteningmaterial．2．Discussiontomakethestu dentspracticesupportinganopinion．3．Individual，pairorgroupworktomakeeverystudentworkinclass．Teach ingAids：1．ataperecorder2．theblackboardTeachingProcedures：Step1.Lead-inT:Hello,everybody!Asweallknow,theearthistheonlyhoeo fallcreatures.Doyouthinkitisbeautiful?yes.Iagreewit hyou.canyounamesomeplacesofinterestintheworld?Quite right.wehavealotofplacesofinterest:theGreatwall,the westLake,Zhangjiajie,jiuzhaigouandsoon.Doyouthinkit isnecessaryandimportantformantoprotecttheearth?yes, ofcourse.Haveyoueverthoughtthattheearthisalsoverydi rty,.veryugly?Believeitornot,theearthisgettingdirti eranddirtier.Lookatthepicturesinpage65,pleaseStep2warmingupT:NowtellmewhatyoucanseeinthepicturesButnowtheearthisbeingseriouslypolluted;thetreesareb eingcutdown;greenhillsarebecominglessandless.Thelea vesarefallingoffthetrees.Also,differentsmokesandfog sarepollutingtheair.Besides,wastewaterfromfactories andplantsaredirtyingthewater,kesandriversaren olongersafeforfishes,what’sworse,theoceansarebeingpollutedtoo!Asaresultpeople nolongerenjoyahappylifeasbefore.Theearthisindanger! Rivershavebeenpolluted,rubbishiseverywhere,factorychimneyshavegivenofftoomuchsmokecausinglotsifavidrai nallovertheworld,whichhasdamagednotonlycrops,butals oplants.Besides,menhimselfalsohavedoneagreatdeadofh armtotheenvironment.ok.Accordingtothepictures,answerthefollowingquestio ns.whatisthebiggestproblemfacingtheearth?whydoyou thinkso?Ithinkwaterpollutionisthemostseriousproblemfacingth eearthbecauseweneedcleandrinkingeatertosurviveandbe causeanimalsandplantsmusthavecleanwater,too.”Ifwaterispolluted.Peoplewillnotbeabletogetcleanwate rtodrink;therefore,manypeoplewillgetsick,It’sterrible.2.whatcausestheproblems?Ithinkitisbecausepeoplepaynoattentiontoourenvironme nt.Theypourwaterintorivers,lakesandseaswithoutclean ingitTheairpollutioniscausedbythefactories.Peoplebuildfa ctoriestodeveloptheindustry,buttheyneverpayattentio ntocontrollingthepollution.Theharmfulsmokeshouldbem adeharmlessbeforeitgoesintotheair,butfewfactorieswo uldliketodsobecausethiswillcostmuch.3.whatcanwedotosolvetheproblem?Ithinkourgovernmentshouldpaymoreattentiontoenvironm entalprotection,Theyshouldcheckthefactoriesasoftena spossibletomakesuretheydon’tpourwastewaterintoriversorlakesandmakesuretheydon’tletharmfulsmokegointotheair.4…whatdoyouexpecttolearninthisunit?Iexpecttolearnmoreabouttheproblemsfacingtheearthand whatwecandotosolvetheproblems.orIexpecttolearnwords thatIcanusetotalkaboutnature,ecologyandtheenvironme nt5Howwillyouusewhatyouhavelearntinyourownlife?IwillusethewordsandexpressionsI’velearnttodiscusstheisssuesintheunitwithmyclassmate s.orIwillusewhatIhavelearntabouttheenvironmenttochangemybehaviour.Step3pre-listening1.Todaywearegoingtolisteningtoaspeechaboutenvironment alprotection.2.askstudentstoguesswhatthespeechmaybeabout:whatkindo finformationwillbethereinthespeech?/Ifyouwerethespe aker,whatwouldyousayinthespeech?Possibleanswers:mys peechwouldincludethefollowinginformation:Howserious thepollutionis.Variouspollutionthecauseandtheeffect ofpollutionwhatwecoulddotostoporslowdownthepollutio nalotofnumbersandexamplesStep4while-listeningFirstl isteningPartone1)whyisthespeakergivingthisspeech?A.TocelebrateEarthDayB.Totalkaboutseriousproblemsc.ToaskpeopletotakeactiontoprotectitD.Alloftheabove2)whatdoesshethinkthemostseriousproblemis?A.waterpoll utionB.airpollutionc.soilpollutionD.thelessoffoodListentoPart2andfillintheblanksPleas eoutlinethespeaker’sargumentsThespeakerpresentedherideafromtwopoints.w hatarethey?Point1weshould__________________________________ofourwate r.Point2wemust_______________________________ourwater.Secon dlisteningTrueorfalsePartoneøThespeakerdidn’tknowmuchabouttheearthinthepastø65percentoftheearthiscoveredbyrivers,lakesandoceans ,soitistrulyawaterplanet.øTheearthhasn’tbecomeathirstyplanet,andthereisstilltimetodosometh ingaboutit.ParttwoøSomefreshwaterisbeingwastedbecauseweareusingoldways ofwateringourplants.øThebestwaytostopwastingwateristousetechnologyandkno wledge.øwearepollutingwateratalowspeed.øIfwewanttostoppollutingwater,wemustfirstofallchange ourselves.ThirdlisteningListentopartoneandfillinthe blanksTodaywearecelebratingEarthDay.EarthDayisadayf orreflectionand_________.Today,peopleincountriesall overtheworldgettogetherto____________theearthandour future,andtotakeactionto_______thecurrentsituation. EarthDayisachanceforustolearn_____theworldandchange ourbehavior.Ithelpsmeunderstandthatwemustact.Itis__ ___toolatetochange.whatdoesshesayweshoulddoaboutit? Ifwewanttohaveenoughwaterinthefuture,wemustlearnto_ _____________________________.wemust_______________ _____________________.wemustlearnto________________ ____inourdailylife.Ifwewanttohaveenoughwaterinthefu ture,wemustlearnto______________________________.we must____________________________________.wemustlearnto____________________inourdailylife.parttwoArgume nt1:weshould______________________ofourwater.wemust ________________________whenweuseourwater.wemustuse theknowledgeandmoderntechnologythatsomecountrieshav ealready______.Ifweworktogetherand_________whatwekn ow,wewillbebuildingabetter________forallofus.Argume nt2:wemust______________________ourwater.Problem:wearepollutingwateratan__________pace.cars,factorie s,andairconditionsSolutions:wemust__________________________________wethinkandl ive.Let’snot_________ifwecanwalkorrideabike.Let’strynottouseairconditioners_______________whatisabs olutelynecessary.Let’snotbyeproductsthat_______________________.Let’smakenew_________andusenewtechnologyto_____________ _thatfactoriesaregreenandclean.Step5Post-listening& oslash;Pairwork:Inferwhatthespeakerwillsaynext,listliketheaboveoneandsharethespeechwiththepartnerandtheclass. øGroupwork:Discusswithgroupmembersaboutthemeasuresth atwemaytaketoprotectair,forest;animals;grassland.&o slash;AskSstodelivertheirspeechonenvironmentprotection.St ep6Speaking1.TalkingaboutwhatSscanseeinthepicture.Q1:whatisbeingpiledinthepicture1?Q2:whatcancoalbeus edfor?Q3:whatisbeinggivenofffromtheworkshop?Q4:what isbeingpolluted?Everycoinhastwosides.Itistruewithcoal,whichisavalua bleresourcethatcanbeusedtoproduceenergy,butitcanals ocauseseriouspollution.2.Groupwork:Adebatecoalis/is n’tavaluableresource.prosconsAbusinessmanAnenvironmen talistAscientistAlocalcitizenAlocalleader……Ｔ:Todayweareheretodecidewhetherweshouldburnthecoal .Pleasetelluswhateveryouthink.Ｓ１:Ithinkweshouldburnthecoal.Becauseweneedtodevelop ourarea.wemustmakesurethatourcitizenshavejobsandtha tourchildrencangetgoodeducation.Asabusinessman,Iund erstandtheimportanceofeconomicdevelopment.It’sclearthatweneedenergyandmoneytomakeourlivesbetter. Thecoalisouronlychance.wemustuseit.Ｓ２:Butburningcoalcausestoomuchpollutiontoourenviron ment.Itpollutestheairbadly.Ifnothingisdonetostopits pollutiontoourearth,thenwewillhavenofreshairtobreat he.Ｓ３：yes,Iquiteagree,Ithinkweshouldn’tburnthecoalnow.Itwouldbebetterifwespendmoremoneyon sciencetofindabetterwayofusingthecoal.onceweknowhow toburnitwithoutpollutingtheenvironment,wecanmakeful luseofit.S4:Thatsoundsquitereasonable,butit’sclearthatifwewantdevelopourareaassoonaspossible,we needmoney.Howcanwegetmoney?wecanonlyburnthecoaltoma kefactoriesworktomakethemoney.Ifwestopusingthecoaln ow,howshallwecontinueourproductionanddevelopment?…Ｓ５：ok.Allthatyousayarereasonable.Ibelievethatwemusttry ourbesttofindabetterwaytousethecoal.meanwhile,wemus tmakesurethatthefactorieswhichburnthecoaltakemeasur estostoppollutingtheenvironment.Period3Grammar教案TeachingAims:1.Reviseandmastersomeusefulwords,learn inghowtorememberEnglishwords.2.LearntheGrammar:Inve rsion.TeachingImportantPoints:1.Learntousesomederiv ativewords.2.LearntouseInversion.TeachingDifficultP oints:Howtohelpthestudentsusepartlyandfullyinverted sentencescorrectly.Teachingmethods:1.Practisingtoma sterthelanguagepoints.2.Elicitationandinductivemeth odstohelpthestudentsmasterInversion.3.Individualorp airworktomakeeverystudentworkinclass.TeachingAids:t heblackboardTeachingProcedures:Step1RevisionT:yeste rdaywereadapassageabouttheEarthSummitandsomeofthema jorproblemsfacingtheworld.Throughthepassageweknowat theEarthSummit,representativesfrommorethanonehundre dcountriesdiscussedsomeofthemostimportantproblemsfa cingourplanet.Uptonow,severalEarthSummitshavebeenhe ldandmuchprogresshasmade.1.canyoutellmeinwhichcityt heXXEarthSummitwasheld?2.Doyourememberoneofthemaint hemesoftheXXEarthSummit？Andwhatwasit?3.whatarethethreebiggestkillersinthewo rld?4.whatotherproblemsdidthespeakersspeakabout?5.w hatdidchina'sthenPremierZhuRongjistress?6.Howcanwes avetheearth?whatisthekeytothefuture?Step2Preparingf orwordstudyadj.n.lonely_______willing_______responsible_______fair_______equal_______poor_______v.n.kill_______represent_______suffer_______adj.adv.real_______absolute_______successful_______Suggestedanswers:loneliness;willingness;responsibility;fairness;equality;povertykiller;repr esentative;suffering;really;absolutely;successfully Step3wordStudyT:well,nowpleaseopenyourbooksatPage69 .Lookattilefirstpartinwordstudy:completethesentence swiththewordsinbrackets.changetheirformsifnecessary .First,let'sstudytheexample.Nowpleasecompleteeachse ntenceanddiscussyouranswerswithyourpartner.Attheend ,we'llchecktheanswerstogether.Suggestedanswers:1.ki ller2.alarming4.citizen5.responsibility6.representa tives7.suffering8.willingnessT:Now,let'sdothesecond part.First,youshouldstudythewordsintheboxcarefully. Thenputthemintotwocategories.Attheend,stateyourreas ons.Suggestedanswers:Adverbs:really,unfortunately,a bsolutely,especially,successfullyAdjectives:lonely, lively,ugly,lovely,friendlyStep4Presentation1.confe rencesliketheEarthSummithelppeopleunderstandthatthereexistseriousproblemsandthatthereisstilltimetotake action.2.AmongthespeakerswaschinasthenPremierZhuRon gji,whostressedtheneedforequalityandfairnessinthewo rld.3.Notuntilweknowmorewillwebeabletoimprovethesit uation.4.onlybychangingthewaywelivecanwesavetheeart h.5.HadIknownthatairconditionerscausesomuchpollutio n,Iwouldneverhaveboughtone.6.Abetterunderstandingof theenvironmentisnecessary,asisthewillingnesstoact.7 .withoutinternationalcooperation,developingcountrie scannotprosper,norwillsustainabledevelopmentbepossi ble.T:Now,pleaselookatthesentencesandpayattentionto thewordorderofeachsentence.Inwhatwayarethesesentenc esdifferentfromtheusualsentences?Ss:Thewordorderisn ot“Subject+Verb”but“Verb+Subject”or “Auxiliary/modal+S+V”.T:yes.Thiskindofsentenceisc alledInversion,whichhappensinquestionsandinanumbero fothercases.Lookatthesentencescarefullyagain,paying attentiontotheunderlinedwords.Inthefirstsentence,“exist”isusedafter“there”toexpressastateforexistencelike“therebe”structure;thesecondsentencebeginswithaprepositionph rase.Inthesetwosentences,thewholepredicateverbcomesbeforethesubject.Thethirdsentencebeginswithanegativ eadverb;inthefourthsentence,“only”isplacedatthebeginningofthesentencewithanadverbial. Inthesetwosentences,partofthepredicatecomesbeforeth esubject.Inmostcases,anauxiliaryverboramodalverbcom esbeforethesubjectandtherestofthepredicateverbcomes after.Ifthereisnoauxiliaryormodal,do,doesordidshoul dbeadded.canyouunderstand?Ss:yes.T:Thenlookatthefif thsentenceandchangeitintoanothersentencewiththesame meaning,whichbeginswith“if”.Ss:IfIhadknownthatairconditionerscausesomuch pollution,Iwouldneverhaveboughtone.T:Quiteright.Ins omespecialformsofunrealconditionalclauses,when“if”isleftout,partofthepredicatelikehad,should,wereshou ldconiesbeforethesubject.Thatistosay,inversioncanbeusedinsteadof “if”.Areyouclearaboutthat?Ss:yes.T:Next,lookatthe lasttwosentences,Toavoidrepetition,“as”and“nor”areplacedatthebeginningofthesentenceswhichsaythatpe oplearethesameasothersthathavebeenmentioned.Inthisc ase,thestructure“as/nor+auxiliary/modal/do+subject”shouldbeused.Besides,“neither”and“so”canbeusedlike“nor”and“as”.Isthatclear?+subject)T:ok.Now，let'schangethemintotheusualwordordersentences.Ss:It isaspecialsentencepatternlike“Therebe”structure.“exist”canonlycomeafter “there”.T:yes.Sitdown,please.Thenthenextsentence. Ss:china'sthenPremierZhuRongjiwasamongthespeakers,w hostressedtheneedforequalityandfairnessintheworld.S 3:wewillnotbeabletoimprovethesituationuntilweknowmo re.S4:wecansavetheearthonlybychangingthewaywelive.S 5:IfIhadknownthatairconditionerscausesomuchpollutio n,Iwouldneverhaveboughtone.S6:Abetterunderstandingoftheenvironme ntisnecessary,andthewillingnesstoactisnecessary,too .S7:withoutinternationalcooperation,developingcount riescan'tprosper.Sustainabledevelopmentwillnotbepos sibleeither.Step5GrammarPracticeT:well,nowpleasetur ntoPage70.Lookatthefirstpart,Grammar:Rewritethefoll owingsentences,beginningwiththeunderlinedpart.First studytheexample,andthencompleteeachsentencebelow.Af ewminuteslater,I'llcheckyourwork.Beginnow.T:Allrigh t.Nowlet'pletethefollowingsentencesusingthewordsinthebox:so,neither,nor,as.Suggestedan swers:1.so/ashave2.neither/norshould3.so/asdo4.so/asam5.neither/nordo6.so/asis7.neither/nor8.neither/norcan9.so/ascanT:Fromthesesentences,weknowtheverb-formaf ter“so,neither,nor,as”shouldbethesameastheverb-formafterthefirstsubject.T hepersonandnumbershouldagreewithitsownsubject.Step6 Homeworkworkbookexercises1,2TheDesignofthewritingon theBlackboardGrammar:Inversion.Thereexist/be...2.Not/Never/Seldom...3.only+adverbial…4.…so,neither,nor,as+V+SGrammar倒装.完全倒装（谓语全部放到主语前面）).为了使某种情景能够表达的生动形象，在以in,out,up,sown,away,off,over,next,such,back等副词作壮语置于句首，谓语动词是come,go,rush,run等不及物动词的句子里，如：a..outrushedthestudentsthemomentthebellrang.b...Upjumpedthecatandcaughtthemouse.Downdropsthemea tintothfox’smouthc.NextcameTom.。
Unit 9 Saving the earth Reading教案
新人教版高二人教上Unit 9 Saving the earthReading教案A Brief Introduction to this DesignIn this teaching design, I design a piece of reading lesson. The aims I will get are: enable students to learn to outline a passage; help students deal with some good sentence structures; introduce some methods to help them improve their reading ability. Through the Pre-reading let students learn to predict a passage’s contents. In this part, let them work together, which can train their cooperative learning. In the While-reading, through listening let them outline the text and compare it with their prediction. During the course of analysis, help them deal with some good sentence structures and introduce some methods to help them improve their writing and reading ability. In the Post-reading, I design a discussion, through it, students can further understand the passage and know it pays to protect our environment and let them understand our nation’s policy—sustainable development—understand how important it is. It mainly contains these parts in this design. I believe from these activities I can realize my teaching aims: learn to outline a passage, understand some structures, master some reading methods and know the importance of saving the earth.Teaching Aims:1.Enable students to make an outline of the text.2.Help students analyze some important sentences.Teaching Important Points:1.Deal with some good sentence structures.2.Help students improve their reading ability.Teaching Difficult Points:1.How to help students improve their reading ability.2.How to help students understand some good sentences.3.How to let students realize the importance of saving the earth.Teaching Methods:1.Reading method.2.Task-based learning.3.Cooperative learning.Teaching Aids:1. A recorder and a blackboard.2. A computer and some slides.Teaching Procedures:Step 1:Greetings and RevisionGreet the whole class as usual.Review what they have learned by inviting two groups to act out their dialogue, which is about how they deal with some kinds of pollution problems.Step 2: Pre-reading (Cooperative Learning)T: We have known that we human beings have been confronted with many kinds of pollution. When we see the title “Saving the Earth”, I’m sure that you can think of a lot of ways to deal with it. Today we will further discuss it. Before we come to the passage, Let’s finish the Pre-reading first. In the last unit we have studied how to predict the contents of a passage. Now please predict what will be talked about in this passage according the title. Please discuss it w ith your deskmate. Then I’d like to share your opinion. You have three minutes to do it. If you still have questions, you can raise your hand for help.Ss:…(Three minutes later, students give their prediction)Step 3: While-reading (TBL; listening and reading)T:Terrific! You all have done a good job. Now let’s come to the passage “Welcome to the Earth Summit”. We will listen to the tape. After we finish listening to it, your task is to divide it into several parts and make an outline of the passage. Yo u can compare your outline with your prediction. Are you sure? OK. Let’s listen to the tape carefully.Ss: …(After students give their opinion, teacher shows the outline of the passage on the computer screen)Outline:Part 1 (Para. 1):The origin of the Earth Summit and the purpose of holding it.Part 2 (Para.2-3):The contents of the Earth Summit.1). The Big Three: a. contaminated drinking waterb. poor sanitationc. air pollution2). Other major problems facing the earthpoverty, war and violencePart 3 (Para. 4-7):Tell us the importance of protecting the environment and how to save the earth.Ways to save the earth: a). by changing the way we liveb). a better understanding of the environmentc). with better educationStep 4: Analysis of the passage (Explanation)T: We have got the outline of the text. That is, we have already known the main idea of the whole passage. Next I’d like to help you to deal with some good sentence structures and knowledge points. The good sentence structures in this passage you should keep in mind and the knowledge points I’ll tell you in the passage you should try your utmost to use them in your practical life. You can try to use them when doing some compre hension. OK. Let’ enter the text. Please look at the screen first. These sentence structures you should pay more attention to.1). Since then, several Earth Summits have been held and much progress has been made.2). Among the speakers was China’s Premier Zhu Rongji.3). Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.4). Only by changing the way we live can we save the earth.5). Not until we know more will we be able to improve the situation.6). There is a good chance that we will see less violence and fewer wars.(If the students are able to understand the sentences well, just pass them. If they are not, I will give them a detailed explanation. If necessary, I will give more examples to let the students understand them better)T: Just now we dealt with some good sentence structures. If we can master them better, it is of great benefit for us to improve our speaking and writing ability. Besides, in this passage, we can still learn some other knowledge points, which can help us with some reading comprehension. So please listen to me carefully and try you best to pay much attention to what I will say. When we do some reading comprehension, we often have trouble in understanding some sentence that is often very important for us to comprehend. But at the same time, the passage will tell us some clues to help us conquer it. The clues include “or”, “,”, “—“ and so on. An “or”, a comma and a dash are easy to all of us, but they often help us a lot. In the first two paragraphs, you can find them and you can also find how important for us to comprehend some important words. I hope in the future study you can pay some attention to them.Step 5: Discussion (Cooperation Learning)T: We have finished dealing with some sentence structures and knowledge points, so we have had a better understanding of the passage. Now let’s have a discussion. Look at the screen, please!Topic:Which of the issues discussed at the Earth Summit do you think is the most important? Why?Please work in groups and discuss it. In a while I hope I can enjoy your wonderful speech. It’s your time now!Ss:…Step 6: SummaryT:Today we read and analyzed a passage. We have known some important sentence structures and a good method to improve our reading ability. We should try to use them in our practical life. Through this passage, we should know we have only one planet, so we should know that it pays to protect our environment.Step 7: Homework1). Recite paragraph 3-6.2). Preview the Grammar—Inversion.。
高二英语教案：高二英语上学期Unit 9 saving the earth
Teaching PlanTeaching Material: Lesson 33, Unit 9, SEFC2ATitle: Saving the EarthⅠ. Teaching Aims:1.Knowledge Objects:1)Master the following words and phrases:hillside; blow away; wide; Russia; shore; present(adj.); dirty(v.); pour; square kilometers ;2)Use the key words and their own words to retell the text.2.Ability objects:1.To improve students’ listening and speaking ability by reading the text2.To develop students’ communicative ability by learning the useful expressions for how to save the earth.3. Moral objects :1.Realize the damage caused to the world and figure out the reasons, to enable the students to love life , protect the earth and the environment.2.Find ways to stop the earth from being polluted by discussing in groups. Ⅱ.Teaching difficulties:Retell the text,talking about the problems of the earth.Ⅲ.Teaching aids:A set of multi-media equipment ; OHP(overhead projector); tape recorder; software: PowerpointⅣ.Teaching approaches:1.Fast reading to find out the general information about the text;2.True or false and question-and-answer abilities to help the students gothrough the whole passage;3.Pair work and individual work to make every students work in class.Ⅴ.Teaching Procedures:Step 1Revision and lead-in:1.(Revise th e first aid in last unit by Students’ acting out some performances,while they are watching ,the students try to find out the mistakes about the first aids and correct them.)T:Last unit,we had learned the first aid.Let’s watch the short play about the first aid,then you try to find the mistakes in them,and please stand up and talk about the mistakes and try to tell us what we shall do when we are meeting this thing.2.Lead-in:T: Their playing is excellent and humiliated.We are very happy today,but there is a person who is very sad, do you know who she is?(Show the picture of the crying earth,let the students discuss in groups why she is crying ,then let a student report their answers .)T:Yes,the earth is crying,because we have done a lot of damage to him.But what can we do then?S:Save the earth!T:Yes , you are right. There are a lot of problems we are facing now. But today let’s deal with pollution problems.(Lead in the topic of the text.)Step 2: Presentation for reading:1.Check the students’ prev iewing the new vocabulary items of the text by doing a group of words match exercises.T:I will give you some words and brief explanations, try to match them. Step 3:Reading:1.Deal with the language points:1)Listen to the text and give the students some minutes to ask the questions about the text.2).Show the important sentences on the screen,add another one which is given by me,let the students find the language points in them,then say it out and make a sentence about this word or phrase.T:Ok,please o pen your books and then look at the screen,I’ll give you theimportant senence in the text and another one I give,Read the sentences carefully and I want to know how well you can understand the underlined words and phrases.Then try to make a sentence about it.2.Show the key words on the screen and let the students retell the text. Earth:... area...desert...growing because...good soil...gradually lost,because...Air: Chemicals ...smoke cause ... damage , ...took place ....Water: ... pollution... caused by .... In some places,... no longer safe ...,...safe to eat....Step 4:ConsolidationHave a competition to revise the text.T:Now please close your books,we’ll have a competition.Try to answer my questions or judge right or wrong or correct the wrong sentences about the text in the limited time.Step 5:Adding1.Add some Internets about the text and let the students know more information about the text.T: Today we have learned some information about the pollution on the earth,but if you want to know more information about the earth, you can surf:1), it’s the United Nations environment Programme.2), it's the State Environmental protection Administration of China.3),it's the Environmental protection Administration of our Guilin2.Add some new words we have talked about the text in daily life to increase the words:climate 气候endangered species 濒于灭绝的物种recycle 回收green issues 绿色问题ozone layer 臭氧层greenhouse effect 温室效应nuclear energy 核能radio-active waste 无线电污染solar energy 太阳能global warming 全球变暖Step 6:Oral practiseHold a Press conference to interview a manager of a factory which produces a lot of pollution near the Lijang River, talking about the pollution and the solving ways. They can use the language ponits of the text and the words I give them.T:Next,let's hold a press coference.Wellcome,Mr.Wang,he's a manager of a factory which produced a lot of pollution to our Lijiang River.You know, Guilin is our hometown, it’s a beautiful city, but can we producepollution to our river? Of course not.Ok,you can ask Mr. Wang any questions about the pollution and how he is going to solve the problems. Step 7:SummaryShow a laughing earth.T: Now, the sad person is happy because we all realize that we should protect her. Let’s enjoy a song and give our best wishes to the earth. It's "Save the earth" sung by Michael Jackson.Step 8:Homework1.Revise the language points in the text, and use the key words to retell the text;2.Discuss:What shall we do to protect our earth?。
高三英语saving the earth教案
Unit 9 Saving the EarthThe First Period Warming up & ReadingTeaching Goals:1. Talk about nature, ecology and the environment.2. Make the Ss know the Earth Summit and the importance of the environment.3. Further d evelop students’ reading ability as well as listening and speaking abilities.4. Make the Ss learn some useful words and expressions.5. Arouse the Ss to take better care of the earth.Teaching Important Points :Improve the student's reading abilityTeachong Difficult Points:How to improve the student's reading abilityTeaching Methods :Fast reading , careful reading ,individual or pair work and listeningTeaching Aids:A tape recorder , a projector and the blackboardTeaching procedures:Step 1 Warming up1. Begin the class by showing some pictures of serious environmental problems.2. Ask the Ss some questions.What’s the biggest problem facing the earth? Why do you think so?What causes the problem?What can we do solve the problem? Leaders from different countries can hold a meetingand discuss how to save the earth.Step 2 Lead inThe Earth Summit is going to be held in Johannesburg in South Africa. As Chinese journalists, all of us are invited to report this important summit.Step 3 SkimmingBefore going there, we should know some information about the Earth Summit. Do you anything about it? .It was first held in Stockholm in 1972.Representatives discussed some of the most important problems facing our planet. Much progress has been made.Step 4 Scanning1. Listen to Para 1 and find one of the main themes of the summit.Sustainable development2. Listen to Para 2& 3 and find what topics are talked about by the speakers.1)The Big Three—— Contaminated drinking water 7,000,000Poor sanitation 1,200,000,000Air pollution 3,000,0002) Poverty, War, ViolenceWhat’s the present problem with the global development?Richer people get richer while the poor get poorer.What should people do to solve this problem?Rich countries have a responsibility towards poor countries and must do whatever they can to help others.3. Listen to para 4 and snswer the following question :Wha t’s purpose of the Earth Summit?It helps people understand that there exist serious problems and that there is still time to take action.4.Listen to the rest of the passage and answer the following question :What is the key to the problem according to the text ? Why ?Education.1).To build a better society and put an end to the death and suffering caused by the bigthree.2).To wipe out much of the poverty.3).To see less violence and fewer wars.Step 5 Future DiscussionTask 1 InterviewFour Ss get a group. Three of the members are experts at the Earth Summit. One is a journalist who is interviewing them about the way to solve the big three. You may start like this: “Dear experts, I’m a journalist from Chinese. I’d like to know…”Task 2 Creative ThinkingA visitor to the Earth Summit said that, “When I listened to the speakers, I realised thatmany of the things I do every day are bad for the environment…”Did you do anything bad for the environment? What will do to protect the environment?Task 3 DebateAs we know the Earth Summit is a place to find solutions for the future. Some people say thatmoney can solve all problems, but some say knowledge. Which one do you agree? Money or Knowledge? Ss will be divided into two groups. See which group can win the debate.Step 6 ConclusionIf we want to get knowledge, we must have better education. With better education, people will be able to build a better society in harmony with nature. With better education, much of the poverty can be wiped out. With better education, we will see less violence and fewer wars.Step 7 Homework1. Write a report about the Earth Summit. (100-120 words)2. Make up a poster to arouse people to stop polluting the environment.Step 8 the design of the writing on the blackboardUseful words :RepresentativeAccessStressUseful expressions :Take actionIn harmony withPut an end toWipe outStep 9 Record after teaching-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Period 2 listeningTeaching Aims：1.Train the students’ listening ability．2.Improve the students’ speaking ability by talking about nature ecology and the environment．3.Learn and master some useful expressions for supporting an opinion．4.Help the students to know something about the pollution．Teaching Important Points：1．Impro ve the students’ speaking ability．2．Improve the students’ listening ability．3．Help the students to learn to support an opinion．Teaching Difficult Points：1．How to improve the students’ speaking and listening abilities．Teaching Methods1．Listening-and-answering activity to help the students go through the listening material．2．Discussion to make the students practice supporting an opinion．3．Individual，pair or group work to make every student work in class．Teaching Aids：1．a tape recorder2．the blackboardTeaching Procedures：Step 1. Lead- inT: Hello, everybody! As we all know, the earth is the only hoe of all creatures. Do you think it is beautiful? Yes. I agree with you. Can you name some places of interest in the world? Quite right. We have a lot of places of interest: the Great Wall, the West Lake, Zhangjiajie, Jiuzhaigou and so on. Do you think it is necessary and important for man to protect the earth? Yes, of course. Have you ever thought that the earth is also very dirty, .very ugly? Believe it or not, the earth is getting dirtier and dirtier. Look at the pictures in page 65,pleaseStep 2 Warming upT: Now tell me what you can see in the picturesBut now the earth is being seriously polluted; the trees are being cut down; green hills are becoming less and less. The leaves are falling off the trees. Also, different smokes and fogs are polluting the air. Besides, waste water from factories and plants are dirtying the water, too. Lakes and rivers are no longer safe for fishes, what’s worse, the ocean s are being polluted too! As a result people no longer enjoy a happy life as before. The earth is in danger!Rivers have been polluted, rubbish is everywhere, factory chimneys have given off too much smoke causing lots if avid rain all over the world, which has damaged not only crops, but also plants. Besides, men himself also have done a great dead of harm to the environment.OK. According to the pictures, answer the following questions1. What is the biggest problem facing the earth? Why do you think so?I think water pollution is the most serious problem facing the earth because we need clean drinking eater to survive and because animals and plants must have clean water, too.” If water is polluted. People will not be able to get clean water to drink; ther efore, many people will get sick, It’s terrible.2. What causes the problems?I think it is because people pay no attention to our environment. They pour water into rivers, lakes and seas without cleaning itThe air pollution is caused by the factories. People build factories to develop the industry, but they never pay attention to controlling the pollution. The harmful smoke should be made harmless before it goes into the air, but few factories would like to d so because this will cost much.3. What can we do to solve the problem?I think our government should pay more attention to environmental protection, They should check the factories as often as possible to make sure they don’t pour waste water into rivers or lakes and make sure they don’t let harmful smoke go into the air.4…What do you expect to learn in this unit?I expect to learn more about the problems facing the earth and what we can do to solve the problems. or I expect to learn words that I can use to talk about nature, ecology and the environment5 How will you use what you have learnt in your own life?I will use the words and expressions I’ve learnt to discuss the isssues in the unit with my classmates .or I will use what I have learnt about the environment to change my behaviour.Step 3 pre-listening1.Today we are going to listening to a speech about environmental protection.2.ask students to guess what the speech may be about:What kind of information will be there in the speech?/If you were the speaker, what would you say in the speech?Possible answers:My speech would include the following information:How serious the pollution is.Various pollution (air water soil and so on)the cause and the effect of pollutionWhat we could do to stop or slow down the pollutiona lot of numbers and examplesStep 4 While-listeningPart one1)Why is the speaker giving this speech?A.To celebrate Earth DayB.To talk about serious problemsC.To ask people to take action to protect itD.All of the above2)What does she think the most serious problem is?A . Water pollutionB . air pollution C.soil pollution D. the less of foodPlease outline the speaker’s argumentsThe speaker presented her idea from two points.what are they?Point 1 We should __________________________________of our water.Point 2 We must_______________________________our water.Second listeningTrue or falsePart oneThe speaker didn’t know much about the earth in the past65percent of the earth is covered by rivers, lakes and oceans, so it is truly a water planet.The earth hasn’t become a thirsty planet, and there is still time to do something about it.Part twoSome fresh water is being wasted because we are using old ways of watering our plants.The best way to stop wasting water is to use technology and knowledge.We are polluting water at a low speed.If we want to stop polluting water, we must first of all change ourselves.Third listeningListen to part one and fill in the blanksToday we are celebrating Earth Day.Earth Day is a day for reflection and_________.Today , people in countries all over the world get together to ____________the earth and our future,and to take action to _______ the current situation. Earth Day is a chance for us to learn _____the world andchange our behavior.It helps me understand that we must act. It is _____ too late to change.What does she say we should do about it ?If we want to have enough water in the future ,we must learn to ______________________________.We must____________________________________.We must learn to ____________________in our daily life.If we want to have enough water in the future ,we must learn to ______________________________.We must____________________________________.We must learn to ____________________in our daily life.part twoArgument 1: We should ______________________of our water .We must ________________________when we use our water .We must use the knowledge and modern technologythat some countries have already ______.If we work together and_________what we know, we will be building a better________for all of us. Argument2: We must ______________________our water.Problem: We are polluting water at an __________pace.Cars,factories,and air conditionsSolutions: We must __________________________________we think and live.Let’s not _________if we can walk or ride a bike.Let’s try not to use air conditioners _______________what is absolutely necessary.Let’s not bye products that _______________________.Let’s make new_________and use new technology to ______________that factories are green and clean.Pair work: Infer what the speaker will say next, list like the above one and share the speech with the partner and the class.Group work: Discuss with group members about the measures that we may take to protect air, forest; animals; grassland.Ask Ss to deliver their speech on environment protection.Step 6 Speaking1. Talking about what Ss can see in the picture.(1) (2)Q1: What is being piled in the picture 1?Q2: What can coal be used for?Q3: What is being given off from the workshop?Q4: What is being polluted?Every coin has two sides. It is true with coal, which is a valuable resource that can be used toproduce energy, but it can also cause serious pollution.2. Group work: A debate Coal is/isn’t a valuable resource.pros consA businessman An environmentalistA scientist A local citizenA local leader……Ｔ: Today we are here to decide whether we should burn the coal. Please tell us whatever you think. Ｓ１: I think we should burn the coal. Because we need to develop our area. We must make sure that our citizens have jobs and that our children can get good education. As a businessman, I understand the importance of economic development. It’s clear that we need energy and money to make our lives better. The coal is our only chance. We must use it.Ｓ２: But burning coal causes too much pollution to our environment. I t pollutes the air badly. If nothing is done to stop its pollution to our earth, then we will have no fresh air to breathe .Ｓ３：Yes, I quite agree, I think we shouldn’t burn the coal now. It would be better if we spend more money on science to find a better way of using the coal. Once we know how to burn it without polluting the environment, we can make full use of it.S4: That sounds quite reasonable, but it’s clear that if we want develop our area as soon as possible, we need money. How can we get money? We can only burn the coal to make factories work to make the money. If we stop using the coal now, how shall we continue our production and development ?…Ｓ５：OK. All that you say are reasonable. I believe that we must try our best to find a better way to use the coal. Meanwhile, we must make sure that the factories which burn the coal take measures to stop polluting the environment.Period3 Grammar教案Teaching Aims :1. Revise and master some useful words, learning how to remember English words.2. Learn the Grammar: Inversion.Teaching Important Points:1. Learn to use some derivative words.2. Learn to use Inversion.Teaching Difficult Points:How to help the students use partly and fully inverted sentences correctly.Teaching Methods :1. Practising to master the language points.2. Elicitation and inductive methods to help the students master Inversion.3. Individual or pair work to make every student work in class.Teaching Aids:the blackboardTeaching Procedures:Step 1 RevisionT: Yesterday we read a passage about the Earth Summit and some of the major problems facing the world. Through the passage we know at the Earth Summit, representatives from more than one hundred countries discussed some of the most important problems facing our planet. Up to now, several Earth Summits have been held and much progress has made.1. Can you tell me in which city the 2002 Earth Summit was held?2. Do you remember one of the main themes of the 2002 Earth Summit？And what was it?3. What are the three biggest killers in the world?4. What other problems did the speakers speak about?5. What did China's then Premier Zhu Rongji stress?6. How can we save the earth?What is the key to the future?Step 2 Preparing for Word studyadj. n.lonely _______willing _______responsible _______fair _______equal _______poor _______v. n.kill _______represent _______suffer _______adj. adv.real _______absolute _______successful _______Suggested answers :loneliness; willingness; responsibility; fairness ; equality; povertykiller; representative; suffering; really; absolutely; successfullyStep 3 Word StudyT: Well, now please open your books at Page 69. Look at tile first part in Word study: Complete the sentences with the words in brackets. Change their forms if necessary. First, let's study the example. Now please complete each sentence and discuss your answers with your partner. At the end, we'll check the answers together.Suggested answers :1. killer2.alarming 4. citizen 5. responsibility 6. representatives 7. suffering 8. willingnessT: Now, let's do the second part. First, you should study the words in the box carefully. Then put them into two categories. At the end, state your reasons.Suggested answers:Adverbs: really, unfortunately, absolutely, especially, successfullyAdjectives: lonely, lively, ugly, lovely, friendlyStep 4 Presentation(Teacher shows the following sentences)1. Conferences like the Earth Summit help people understand that there exist serious problems andthat there is still time to take action.2. Among the speakers was Chinas then Premier Zhu Rongji, who stressed the need for equalityand fairness in the world.3. Not until we know more will we be able to improve the situation.4. Only by changing the way we live can we save the earth.5. Had I known that air conditioners cause so much pollution, I would never have bought one.6. A better understanding of the environment is necessary, as is the willingness to act.7. Without international cooperation, developing countries cannot prosper, nor will sustainabledevelopment be possible.T: Now, please look at the sentences and pay attention to the word order of each sentence. In whatway are these sentences different from the usual sentences?S s: The word order is not “Subject + Verb” but “Verb + Subject” or “Auxiliary/ Modal + S + V”.(Teacher writes the structures on the Bb.)T: Yes. This kind of sentence is called Inversion, which happens in questions and in a number of other cases. Look at the sentences carefully again, paying attention to the underlined words. In the first sentence, “exist” is used after “there” to express a state for existence like “there be”structure; the second sentence begins with a preposition phrase. In these two sentences, the whole predicate verb comes before the subject. The third sentence begins with a negative adverb;in the fourth sentence, “only” is placed at the beginning of the sentence with an adverbial. In these two sentences, part of the predicate comes before the subject. In most cases, an auxiliary verb or a modal verb comes before the subject and the rest of the predicate verb comes after. If there is no auxiliary or modal, do, does or did should be added. Can you understand?S s: Yes.T: Then look at the fifth sentence and change it into another sentence with the same meaning, which begins with “if”.S s: If I had known that air conditioners cause so much pollution, I would never have bought one.T: Quite right. In some special forms of unreal conditional clauses, when “if” is left out, part of the predicate like had, should, were should conies before the subject. That is to say, inversion can be used instead of “if”. Are you clear about that?S s : Yes.T: Next, look at the last two sentences, To avoid repetition,“as” and “ nor” are placed at the beginning of the sentences which say that people(or thing or situation) are the same as others that have been mentioned. In this case, the structure “as/nor+ auxiliary/modal/do(does, did) + subject” should be used. Besides,“neither” and “so” can be used like “nor”and “as”. Is that clear?(Bb: as/so; neither/nor + aux./mod. / do( does. did) + subject )T: OK. Now，let's change them into the usual word order sentences.S s: It is a special sentence pattern like“ There be” structure. “exist” can only come after “there”.T: Yes. Sit down, please. Then the next sentence.S s: China's then Premier Zhu Rongji was among the speakers, who stressed the need for equality and fairness in the world.S3: We will not be able to improve the situation until we know more.S4: We can save the earth only by changing the way we live.S5: If I had known that air conditioners cause so much pollution, I would neverhave bought one.S6: A better understanding of the environment is necessary, and the willingness to act is necessary, too.S7: Without international cooperation, developing countries can't prosper. Sustainable development will not be possible either.Step 5 Grammar PracticeT: Well, now please turn to Page 70. Look at the first part ,Grammar: Rewrite the following sentences, beginning with the underlined part. First study the example, and then complete each sentence below. A few minutes later, I'll check your work. Begin now.T: All right. Now let's come to the second part. Complete the following sentences using the words in the box: so, neither, nor, as.Suggested answers:1. so/as have2. neither/nor should3. so/as do4. so/as am5. neither/nor do6. so/as is7. neither/nor8. neither/nor can9. so/as canT: From these sentences, we know the verb-form after “so, neither, nor, as”should be the same as the verb-form after the first subject. The person and number should agree with its own subject.Step 6 HomeworkWorkbook exercises 1,2The Design of the Writing on the BlackboardGrammar: Inversion1. There exist/be...2. Not/Never/Seldom...3. Only + adverbial…4.…so, neither, nor, as+ V +SGrammar 倒装1.完全倒装（谓语全部放到主语前面）1).为了使某种情景能够表达的生动形象，在以in, out, up, sown, away, off, over, next, such, back 等副词作壮语置于句首，谓语动词是come, go, rush, run 等不及物动词的句子里，如：a ..Out rushed the students the moment the bell rang.b. .. Up jumped the cat and caught the mouse .Down drops the meat into th fox’s mouthc. Next came Tom.(若主语为人称代词，则用自然语序)。
高二英语Unit9 Saving the earth The First Period 人教版 教案
高二英语Unit9Saving the earth The First Period1．Brief Statements Based 0n the UnitIn this unit，Ss will do some listeningspeaking，reading and writing practice．Also, they will learn to use the Inversion．In thefirst period，Ss wi1l improve their speakingability by talking about nature ecology andthe environment and they will listen to somelistening material about our environment．After the study of this period，they will improvetheir speaking and listening abilities and alsoknow something about the problems facingthe earth．In the second period，Ss will read a passage about the Earth Summit．From the passage Ss will know more about the importance of protecting our earth．In the third period．Ss will study the grammar item：Inversion．After doing some exercises provided inthis period．and with the help of the teacher，Ss will know how to use the Inversion．Teacher may provide more exercises for Ss to consolidate if necessary．In the last period，Ss will listen to two speeches from the Earth Summit and finish the practice provided inthe first part．Ss will know more about the Earth Summit and improve their listening ability．In the writing part, Ss will improve their writing ability by writing an evaluationparagraph with the help of some given expressions．After the study of this unit．Ss will know how to support an opinion，and they will know more about environment protection．They will know that if all of us make small changes．we could make a big difference．They will do more to protect our earth．II．Teaching Goals1．Talk about nature ecology and the、environment．2．Practise supporting an opinion．3．Learn to use inversion．4．Write an evaluation paragraph．III．Teaching time：Five periodsIV．Background Information1．Protect The Ozone LayerIn the middle of winter，when snow isfalling in many parts of the United States, scientists have sounded a warning to peoplewho plan to spend many hours in the sun thissummer．The warning：The sun's summer-time rays are more dangerous than oncethought． A team of scientists from 80 nations recently reported to the United Nations that alayer of ozone in the atmosphere, which protects humans from harmful levels of ultraviolet radiation，will be thinner over the United States this summer．The thinner 1ayer allows more ultraviolet rays from the sun to reachthe earth．The extra amount of ultraviolet radiation could cause an increase in the number of cases of skin cancer． Scientists first became concerned aboutthe ozone layer in the mid-1980s when a hole was discovered in the layer above Antarcticaduring the winter．The hole was caused by chemicals used in refrigerators and air conditioners．When these chemicals are sent out into the atmosphere, they produce gases that destroy the ozone．Concern about the protective ozone layer rose more recently when data from satellites and ground stations showed that ozone levels were dropping over areas other than Antarctica．Low ozone levels were recorded in the spring and summer over the United States and over other populated areas in the world．Although many countries have already begun stopping the use or ozone—destroying chemicals, the new findings are expected to advance the timetable for a total ban of the chemicals．2．PollutionPeople today all over the world are beginning to hear and learn more and more about tile problem of pollution．Pollution iscaused either by the release(排放)of pletely new and often artificial substances into the environment, or by releasing greatly increased amounts of a natural substance．such as oil from oil tankers into the sea．Withthe development of modern industry，many ofthe goods and machines we need and use inour daily lives are creating a number of wasteproducts which upset the environment balance．Many of these waste products can be prevented if people pay more attention，but clearly while more and more new goods are produced and made plex，there will benew dangerous wastes to be thrown away，forexample，the waste products from nuclear power stations．Many people，therefore, see pollution as only part of a larger and moreplex problem．There is no doubt that much of the pollution caused could be controlled if only panies, individuals and government would make more efforts．In the home there is anobvious need to control litter and waste．Foodes wrapped up three or four times inpackages that all have to be got rid of；drinksare increasingly sold in bottles or times whichcannot be reused．This not only causes a litterproblem，but also is a great waste of resources，in terms of glass，metals and paper．Advertising has helped this process by persuading many of us not only to buy things weneither want nor need．but also to throwaway much of what we do buy．Pollution and waste bine to be a problem everyone canhelp to solve by cutting unnecessary buying, over consumption and careless release of theproducts we use inour dailylives．The First PeriodTeaching Aims：1.Train the students’ listening a bility．2.Improve the st udens’speaking ability by ta lking about nature ecology and theenvironment．3.Learn and master some useful expressionsfor supporting an opinion．4.Help the students to know something about the pollution．Teaching Important Points：1．Improve the students’speaking ability．2．Improve the stu dents’listening abi lity．3．Help the students to learn to support an opinion．Teaching Difficult Points：1．How to i mprove the students’speaking and listening abilities．Teaching Methods1．Listening-and-answering activity to help the students go through the listening2．Discussion to make the students practice supporting an opinion．3．Individual，pair or group work to make every student work in class．Teaching Aids：1．the multimedia2．a tape recorder3．the blackboardTeaching Procedures：Step I GreetingsGreet the whole class as usual．Step II Warming up(Show the pictures on the screen．)T: Look at these pictures. How beautiful they are! Do you want to pay a visit to these places?Ss：Yes．T：But in some places，it’s not so b eautifulLook at the pictures．please． (Show the following pictures on the screen．)T：What can you see in the pictures?S：1 can see a river，which is polluted．The river water is very dirty．S：I can see smoke ing from many chimneys，and the air is dark．The air isT：Good．Which problem do you think isthe biggest one facing the earth?S：I think it is the water pollution．T：Why do you think so?S：Because if water is polluted．People willnot be able to get clean water to drink；therefore，many people will get sick．It’s terrib le．T：Very good．Who has a different opinion?S：I think the air pollution is the biggest problem．Because if the air is polluted，there will not be clean air for us to breathe．Everybody willget terrible diseases．T：Quite right．Now，who can tell us what causes these problems?S：I think it is because people pay no attention to our environment．They pour waste water into rivers，1akes and seas without cleaning it．S：The air pollution is caused by the factories．People build factories to develop the industry，but they never pay attention to controlling the pollution．The harmful smoke should be made harmless before it goes into the air，but few factories would like to do so because this will cost much．T：Very good．Now，who knows what we can do to solve these problems?S：I think our government should pay more attentionto environmental protection．They should check the factories as often as possible to make sure they don’t pour waste water into rivers or lakes and make sure they don’t letharmful smoke go into the air．T：Good idea．Now，please open your books and turn to Page 65．There are six pictures in Warming up．We have just talked about two of them．Now，work in groups of four to talk about the other pictures．Answer the questions below the pictures．(A while 1ater，ask some students to act out．)Step III Preparation for Listening and ListeningT：Very good．I think you’re known something about our environment.Now，please turn to Page 66．Look at the picture in Listening．What can you see?Ss：A person is making a speech to the audience．T：Can you guess what speech she is giving?Ss：Maybe about our earth．T：OK．Now，let’s listen to the tape．I’ll play it twice for you．Listen carefully to answer the questions in Part 1．(Play the tape twice for Ss to listen and write down their answers．Then ask some students to read out their answers．Check with the whole class．The teacher says the following．)T：Good．You’re done very well． But from the passage we know that she hasn’t finished her speech．What do you think she wi1l say next? Have a short discussion in pairs．please．(Ss have a short discussion and then the teacher asks one or two pairs to say their answers．)Well done．Now．1e t’s listen to the second part．Listen carefully to outli ne the speaker’s two arguments. Fill in thetable in Part 2．Are you ready?Ss：Yes．T：OK．Let’s begin．(Play the tape twice for Ss to Listen and write down their answers．Pausethe tape if necessary. Then ask severalstudents to read out their answers．)T：Now，let’s listen to the tape again to check y our answers．(Play the tape once more and then check the answers with the whole class．)Good．P1ease think a bout whatthe speakerwill say next．You call use what you have heard on the tape to predict what will e next．Make an outline like the one in the table and then write down what you think the speaker will say．You can work in pairs or groups of four as you like．(A moment 1ater，ask some students to read out their paragraphs and pare different speeches to choose the best one．)StepⅣSpeakingT：Well done! We’ve talked much about po llution．We know that pollution is a big problem facing the earth．But why can’t westop the po l lution?Why doesn’t our governm ent shut down the factories that pollute the environment badly?Who knows?S：I think our government must have its own opinion．Maybe they think the factories are more importantthan the environment．Because the government can getlots of money from factories．If they shut the factories down ,it will not be able to get so much money．And this is not good for the development of the city or town.T：Yes．Different people have different opinions．They may not agree with one another．So sometimes it’s ver y hard to make a decision and to make a change．For example，we know that coal is a valuable resource that can be used to produce energy，but it also causes serious pollution．What should we do with it? (Ss may have various answers．)You see，you don’t agree with each other．Now，we need to have a meeting to discuss this problem．Please work in groups of five．Youshould play different roles：a businessman．a scientist. a local citizen，an environmentalist and a local leader．Different people have different opinions．(Every person has his／her own opinion．)Please discuss the issue first andthen thelocal leader should summarise and make a decision．You can have a look at the table and the useful expressions in Speaking Part before you begin your discussion．They’re very helpful．(Give the students enough time to have a discussion and then ask the students who play the role of the local leader to read out their decisions．pare them and choose the best decision．)Sample dialogue：A：Today we are here to decide whetherwe should burn the coal．Please tell us whatever you think．B：I think we should burn the coal．1f we don’t burn it now，maybe it will be useless in the future，New energy wi1l be used instead of coal，such as．solar energy．C：But burning coal causes too much pollution to our environment．1t pollutes the air badly. If nothing is done to stopits pollutionto ourearth，then we willHave no fresh air to breathe．D：Yes，I quite agree．Ithink we sho uldn’t burn the co al now. It would be better if we spend more money on science to find a better way of using the coal．Once we know how to burn it with out polluting the environment ,we can make full use of it．E：That sounds quite reasonable，b ut it’s clear t hat if we want to develop our area as soon as possible，we need money．How can we get money? We can only burn the coal to make the factories work to make money．If we stop using the coal now ,how shall we continue our production and development?…A：OK．All that you said are reasonable．I believe that we must try our best to find a better way to use the coal．Meanwhile ,we must make sure that the factories which burn the coal take measures to stop polluting the environment．Step V Summary and HomeworkT：Well done．After class，please write down your dialogue in your exercise book．Today．we’v e talked about our environment．We know that there are some big problems facing our earth．We must try to do what we can to protect the earth．Besides．we’ve practiced support ing an opinion．Who can e to the blackboard and write down the useful expressions we’vepracticed just now?(A student writes them down on the blackboard．If this student can't write all ofthem，the teacher may ask another student to write the other expressions．) T: Very good．After class, you need practise more to master them better。
高二英语Unit9 Saving the earth 人教版 教案
Unit9 Saving the earth说课教案CONTENTSPart1 Analysis of Teaching MaterialPart2 Teaching MethodsPart3.Learming ProcedurePart5 Layout on the blackboardPart 1STATUS ANS FUNCTIONThis lesson is the first period of unit9,so if it the students can learn this lesson well .it will be useful to make the students learn the rest of this unit .All of the materials are arrange around the topic “saving the earth”.I n this first period ,I`ll teach the students warming up and speakingparts and speaking parts together .Pictures in warming up will arouse the students to be aware of some big problems facing the earth Also by discussing the questions in warming up. The students will get a chance to practise their spoken language and have an opportunity to think about nature . ecology .and the environment. Through speaking, the students will practise supporting an opinions. It will also helpful to improve their spoken language. Besides the part is very important it will raise the students learning interests in finding more in this unit .TEACHING AIMS AND DEMANDS1.TARGET LANGUAGE2.ABILITY GOALSEnable the students to talk about mature ecology and environment in English and learn to maste some useful expressions for supporting an opinion.3.EMOTION GOALS1.Help the students to learn how to find out the problems facing the earth ,cultivatethe students to love the earth and try their best to protect the only home of allcreatures of supporting an opinion.2.Cultivate their spirit of cooperation and petition3.Teaching key pointsLet the students learn to use the structures of supporting an opinionPART2TEACHING METHODS1.CAI (multimedia puter Assisted Instruction)2.Elicitation Method3.municative4.Individual pairs or group work to make every students work in class ,PART3 LEATNING METHOD1.To analyze and solve the problem on the earth and explore the students creativity.2.To get6 information from watching pictures .3.Cooperative learning.PART4 TEACHING PROCEDURESStep1 warming upLead in by a picture of the earth by asking where we human beings live.Then show the students some beautiful scenery taken on the earth.,and then show another group of pictures om the screem and tell them the earth is getting dirtier and more ugly .And ask them to use one or two sentences to describe each picture in warming up.This step will practise their ability of watching things and speaking in simple English Step Two DiscussionShow some questions on the screen and ask the students to discuss with each other . This step is employed to check if their awareness of saving the earth is aroused and get a chance to enlarge their knowledge about ecology and environment .Step Three Speaking1.First tell the students on situation display on the screen ,and then show the students some useful sentence structures for supporting an opinion.This step is used to make the students to grasp the useful expressions and sentencepatterrn for supporting an opinion.2. Assign their workDivide them into groups [six students form a group] and find a leader for each group. Each students play a role and then begin their discussion for five minutes .This step is employed to make sure the students know what they are required to do .,help them to practise using given sentences .Group work cultivates their cooperative ability. Role card will develop their individual spoken English.At last ask the students to report their decisions and pare their differences . This step is used to encourage the students to speak out their own ideas and also develop their ability of deductive .Step Four Assignment1.A debating contestA: Local citizens hold the view that they must use the coal to develop the area quickly. B:Environmentalists who think that the burning of coal cause serious pollution.2.Make a surveyDo you know of any similar situation in this area ? How would this problem bi solved in real life?The fist tast is employed to consolidate what they have learnt :useful sentence structures .The second task is used to learn to learning by themselves and try to practise what they have learnt in daily life .。
高二英语 Unit 9 Saving the Earth教学设计
高二英语Unit 9 Saving the Earth教学设计Unit 9 Saving the EarthThe First Perid aring up ≈ ReadingTeahing Gals:1 Tal abut nature, elg and the envirnent2 ae the Ss n the Earth Suit and the iprtane f the envirnent3 Further develp students’reading abilit as ell as listening and speaing abilities4 ae the Ss learn se useful rds and expressinsAruse the Ss t tae better are f the earthTeahing Iprtant Pints :Iprve the student’s reading abilitTeahng Diffiult Pints:H t iprve the student’s reading abilitTeahing ethds :Fast reading , areful reading ,individual r pair r and listening Teahing Aids:A tape rerder , a pretr and the blabardTeahing predures:Step 1 aring up1 Begin the lass b shing se pitures f serius envirnental prbles2 As the Ss se questinshat’s the biggest prble faing the earth? h d u thin s?hat auses the prble?hat an e d slve the prble? Leaders fr different untries an hld a eeting and disuss h t save the earthStep 2 Lead inThe Earth Suit is ging t be held in hannesburg in Suth Afria As hinese urnalists, all f us are invited t reprt this iprtant suitStep 3 SiingBefre ging there, e shuld n se infratin abut the Earth Suit D u anthing abut it?It as first held in Sthl in 1972Representatives disussed se f the st iprtant prbles faing ur planet uh prgress has been adeStep 4 Sanning1 Listen t Para 1 and find ne f the ain thees f the suitSustainable develpent2 Listen t Para 2≈3 and find hat tpis are taled abut b the speaers1)The Big Three —— ntainated drining ater 7,000,000Pr sanitatin 1,200,000,000Air pllutin 3,000,0002) Pvert, ar, Vilenehat’s the present prble ith the glbal develpent?Riher peple get riher hile the pr get prerhat shuld peple d t slve this prble?Rih untries have a respnsibilit tards pr untries and ust d hatever the an thelp thers3 Listen t para4 and snser the flling questin :hat’s purpse f the Earth Suit?It helps peple understand that there exist serius prbles and that there is still tie t tae atin4Listen t the rest f the passage and anser the flling questin :hat is the e t the prble arding t the text ? h ?Eduatin1)T build a better siet and put an end t the death and suffering aused b the big three2)T ipe ut uh f the pvert3)T see less vilene and feer arsStep Future DisussinTas 1 IntervieFur Ss get a grup Three f the ebers are experts at the Earth Suit ne is a urnalist h is intervieing the abut the a t slve the big three u a start lie this:“Dear experts, I’a urnalist fr hinese I’d lie t n…”Tas 2 reative ThiningA visitr t the Earth Suit said that, “hen I listened t the speaers, I realised thatan f the things I d ever da are bad fr the envirnent…”Did u d anthing bad fr the envirnent? hat ill d t prtet the envirnent?Tas 3 DebateAs e n the Earth Suit is a plae t find slutins fr the future Se peple sa that ne an slve all prbles, but se sa nledge hih ne d u agree? ne r nledge? Ss ill be divided int t grups See hih grup an in the debateStep 6 nlusinIf e ant t get nledge, e ust have better eduatin ith better eduatin, peple ill be able t build a better siet in harn ith nature ith better eduatin, uh f the pvert an be iped ut ith better eduatin, e ill see less vilene and feer arsStep 7 Her1 rite a reprt abut the Earth Suit (100-120 rds)2 ae up a pster t aruse peple t stp plluting the envirnentStep 8 the design f the riting n the blabardUseful rds :RepresentativeAessStressUseful expressins :Tae atinIn harn ithPut an end tipe utStep 9 Rerd after teahing-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Perid 2 listeningTeahing Ais：1Train the students’listening abilit．2Iprve the students’speaing abilit b taling abut nature elg and the envirnent．3Learn and aster se useful expressins fr supprting an pinin．4Help the students t n sething abut the pllutin．Teahing Iprtant Pints：1．Iprve the students’speaing abilit．2．Iprve the students’listening abilit．3．Help the students t learn t supprt an pinin．Teahing Diffiult Pints：1．H t iprve the students’speaing and listening abilities．Teahing ethds1．Listening-and-ansering ativit t help the students g thrugh the listening aterial．2．Disussin t ae the students pratie supprting an pinin．3．Individual，pair r grup r t ae ever student r in lass．Teahing Aids：1．a tape rerder2．the blabardTeahing Predures：Step 1 Lead- inT: Hell, everbd! As e all n, the earth is the nl he f all reatures D u thin it is beautiful? es I agree ith u an u nae se plaes f interest in the rld? Quite right e have a lt f plaes f interest: the Great all, the est Lae, Zhangiaie, iuzhaigu and s n D u thin it is neessar and iprtant fr an t prtet the earth? es, f urse Have u ever thught that the earth is als ver dirt, ver ugl? Believe it r nt, the earth is getting dirtier and dirtier L at the pitures in page 6,please Step 2 aring upT: N tell e hat u an see in the pituresBut n the earth is being seriusl plluted; the trees are being ut dn; green hills are being less and less The leaves are falling ff the trees Als, different ses and fgs are plluting the air Besides, aste ater fr fatries and plants are dirting the ater, t Laes and rivers are n lnger safe fr fishes, hat’s rse, the eans are being plluted t! As a result peple n lnger en a happ life as befre The earth is in danger!Rivers have been plluted, rubbish is everhere, fatr hines have given ff t uh se ausing lts if avid rain all ver the rld, hih has daaged nt nl rps, but als plants Besides, en hiself als have dne a great dead f har t the envirnent Arding t the pitures, anser the flling questins1 hat is the biggest prble faing the earth? h d u thin s?I thin ater pllutin is the st serius prble faing the earth beause e need lean drining eater t survive a nd beause anials and plants ust have lean ater, t” If ater is plluted Peple ill nt be able t get lean ater t drin; therefre, an peple ill get si, It’s terrible2 hat auses the prbles?I thin it is beause peple pa n attentin t ur envirnent The pur ater int rivers, laes and seas ithut leaning itThe air pllutin is aused b the fatries Peple build fatries t develp the industr, but the never pa attentin t ntrlling the pllutin The harful se shuld be ade harless befre it ges int the air, but fe fatries uld lie t d s beause this ill st uh3 hat an e d t slve the prble?I thin ur gvernent shuld pa re attentin t envirnental prtetin, The shuld he the fatries as ften as pssible t ae sure the dn’t pur aste ater int rivers r laes and ae sure the dn’t let harful se g int the air4…hat d u expet t learn in this unit?I expet t learn re abut the prbles faing the earth and hat e an d t slve the prbles r I expet t learn rds that I an use t tal abut nature, elg and the envirnentH ill u use hat u have learnt in ur n life?I ill use the rds and expressins I’ve learnt t disuss the isssues in the unitith lassates r I ill use hat I have learnt abut the envirnent t hange behaviur Step 3 pre-listening1 Tda e are ging t listening t a speeh abut envirnental prtetin2 as students t guess hat the speeh a be abut:hat ind f infratin ill be there in the speeh?/If u ere the speaer, hat uld u sa in the speeh?Pssible ansers:speeh uld inlude the flling infratin:H serius the pllutin isVarius pllutin (air ater sil and s n)the ause and the effet f pllutinhat e uld d t stp r sl dn the pllutina lt f nubers and exaplesStep 4 hile-listeningFirst listeningPart ne1) h is the speaer giving this speeh?A T elebrate Earth DaB T tal abut serius prblesT as peple t tae atin t prtet itD All f the abve2) hat des she thin the st serius prble is?A ater pllutinB air pllutin sil pllutin D the less f fdListen t Part 2 and fill in the blansPlease utline the speaer’s arguentsThe speaer presented her idea fr t pintshat are the?Pint 1 e shuld __________________________________f ur aterPint 2 e ust_______________________________ur aterSend listeningTrue r falsePart ne&slash; The speaer didn’t n uh abut the earth in the past&slash; 6perent f the earth is vered b rivers, laes and eans, s it is trul aater planet&slash; The earth hasn’t bee a thirst planet, and there is still tie t d sething abut itPart t&slash; Se fresh ater is being asted beause e are using ld as f atering ur plants&slash; The best a t stp asting ater is t use tehnlg and nledge&slash; e are plluting ater at a l speed&slash; If e ant t stp plluting ater, e ust first f all hange urselvesThird listeningListen t part ne and fill in the blansTda e are elebrating Earth DaEarth Da is a da fr refletin and_________Tda , peple in untries all ver the rld get tgether t____________the earth and ur future,and t tae atin t _______ the urrent situatin Earth Da is a hane fr us t learn _____the rld and hange ur behavirIt helps e understand that e ust at It is _____ t late t hangehat des she sa e shuld d abut it ?If e ant t have enugh ater in the future ,e ust learn t ______________________________e ust____________________________________e ust learn t ____________________in ur dail lifeIf e ant t have enugh ater in the future ,e ust learn t ______________________________e ust____________________________________e ust learn t ____________________in ur dail lifepart tArguent 1: e shuld ______________________f ur atere ust ________________________hen e use ur atere ust use the nledge and dern tehnlgthat se untries have alread ______If e r tgether and_________hat e n, e ill be building a better________fr all f usArguent2: e ust ______________________ur aterPrble: e are plluting ater at an __________paears,fatries,and air nditinsSlutins: e ust __________________________________e thin and liveLet’s nt _________if e an al r ride a bieLet’s tr nt t use air nditiners _______________hat is abslutel neessarLet’s nt be prduts that _______________________Let’s ae ne_________and use ne tehnlg t ______________that fatries aregreen and leanStep Pst-listening&slash; Pair r: Infer hat the speaer ill sa next, list lie the abve ne and share the speeh ith the partner and the lass&slash; Grup r: Disuss ith grup ebers abut the easures that e a tae t prtet air, frest; anials; grassland&slash; As Ss t deliver their speeh n envirnent prtetinStep 6 Speaing1 Taling abut hat Ss an see in the piture(1) (2)Q1: hat is being piled in the piture 1?Q2: hat an al be used fr?Q3: hat is being given ff fr the rshp?Q4: hat is being plluted?Ever in has t sides It is true ith al, hih is a valuable resure that an be used t prdue energ, but it an als ause serius pllutin2 Grup r: A debate al is/isn’t a valuable resureprsnsA businessanAn envirnentalist A sientistA lal itizenA lal leader……Ｔ: Tda e are here t deide hether e shuld burn the al Please tell us hatever u thinＳ１: I thin e shuld burn the al Beause e need t develp ur area e ust ae sure that ur itizens have bs and that ur hildren an get gd eduatin As a businessan, I understand the iprtane f eni develpent It’s lear that e need energ and ne t ae ur lives better The al is ur nl hane e ust use itＳ２: But burning al auses t uh pllutin t ur envirnent I t pllutes the air badl If nthing is dne t stp its pllutin t ur earth, then e ill have n fresh air t breatheＳ３：es, I quite agree, I thin e shuldn’t burn the al n It uld be better if e spend re ne n siene t find a better a f using the al ne e n h t burn it ithut plluting the envirnent, e an ae full use f itS4: That sunds quite reasnable, but it’s lear that if e ant develp ur area as sn as pssible, e need ne H an e get ne? e an nl burn the al t ae fatries r t ae the ne If e stp using the al n, h shall e ntinue ur prdutin and develpent ?…Ｓ５：All that u sa are reasnable I believe that e ust tr ur best t find a better a t use the al eanhile, e ust ae sure that the fatries hih burn the al tae easures t stp plluting the envirnentPerid3 Graar教案Teahing Ais :1 Revise and aster se useful rds, learning h t reeber English rds2 Learn the Graar: InversinTeahing Iprtant Pints:1 Learn t use se derivative rds2 Learn t use InversinTeahing Diffiult Pints:H t help the students use partl and full inverted sentenes rretl Teahing ethds :1 Pratising t aster the language pints2 Eliitatin and indutive ethds t help the students aster Inversin3 Individual r pair r t ae ever student r in lassTeahing Aids:the blabardTeahing Predures:Step 1 RevisinT: esterda e read a passage abut the Earth Suit and se f the ar prbles faing the rld Thrugh the passage e n at the Earth Suit, representatives fr re than ne hundred untries disussed se f the st iprtant prbles faing ur planet Up t n, several Earth Suits have been held and uh prgress has ade1 an u tell e in hih it the 2002 Earth Suit as held?2 D u reeber ne f the ain thees f the 2002 Earth Suit？And hat as it?3 hat are the three biggest illers in the rld?4 hat ther prbles did the speaers spea abut?hat did hina’s then Preier Zhu Rngi stress?6 H an e save the earth?hat is the e t the future? Step 2 Preparing fr rd studad nlnel _______illing _______respnsible _______fair _______equal _______pr _______v nill _______represent _______suffer _______ad advreal _______abslute _______suessful _______Suggested ansers :lneliness; illingness; respnsibilit; fairness ; equalit; pvertiller; representative; suffering; reall; abslutel; suessfullStep 3 rd StudT: ell, n please pen ur bs at Page 69 L at tile first part in rd stud: plete the sentenes ith the rds in braets hange their frs if neessar First, let’s stud the exaple N please plete eah sentene and disuss ur ansers ith ur partner At the end, e’ll he the ansers tgetherSuggested ansers :1 iller 2alaring 4 itizen respnsibilit 6 representatives 7 suffering 8 illingnessT: N, let’s d the send part First, u shuld stud the rds in the bx arefull Then put the int t ategries At the end, state ur reasnsSuggested ansers:Adverbs: reall, unfrtunatel, abslutel, espeiall, suessfullAdetives: lnel, livel, ugl, lvel, friendlStep 4 Presentatin(Teaher shs the flling sentenes)1 nferenes lie the Earth Suit help peple understand that there exist serius prbles and that there is still tie t tae atin2 Ang the speaers as hinas then Preier Zhu Rngi, h stressed the need fr equalit and fairness in the rld3 Nt until e n re ill e be able t iprve the situatin4 nl b hanging the a e live an e save the earthHad I nn that air nditiners ause s uh pllutin, I uld never have bught ne6 A better understanding f the envirnent is neessar, as is the illingness t at7 ithut internatinal peratin, develping untries annt prsper, nr ill sustainable develpent be pssibleT: N, please l at the sentenes and pa attentin t the rd rder f eah sentene In hat a are these sentenes different fr the usual sentenes?Ss: The rd rder is nt “Subet + Verb” but “Verb + Subet” r “Auxil iar/ dal + S + V”(Teaher rites the strutures n the Bb)T: es This ind f sentene is alled Inversin, hih happens in questins and in a nuber f ther ases L at the sentenes arefull again, paing attentin t the underlined rds In the first sentene, “exist” is used after “there” t express a state fr existene lie “there be” struture; the send sentene begins ith a prepsitin phrase In these t sentenes, the hle prediate verb es befre the subet The third sentene begins ith a negative adverb; in the furth sentene, “nl” is plaed at the beginning f the sentene ith an adverbial In these t sentenes, part f the prediate es befre the subet In st ases, an auxiliar verb r a dal verb es befre the subet and the rest f the prediate verb es after Ifthere is n auxiliar r dal, d, des r did shuld be added an u understand?Ss: esT: Then l at the fifth sentene and hange it int anther sentene ith the sae eaning, hih begins ith “if”Ss: If I had nn that air nditiners ause s uh pllutin, I uld never have bught neT: Quite r ight In se speial frs f unreal nditinal lauses, hen “if” is left ut, part f the prediate lie had, shuld, ere shuld nies befre the subet That is t sa, inversin an be used instead f “if” Are u lear abut that?Ss : esT: Next, l at the last t sentenes, T avid repetitin,“as” and “ nr” are plaed at the beginning f the sentenes hih sa that peple(r thing r situatin) are the sae as thers that have been entined In this ase, the struture “as/nr+ auxiliar/dal/d(des, did) + subet” shuld be used Besides,“neither” and “s” an be used lie “nr”and “as” Is that lear?(Bb: as/s; neither/nr + aux/d / d( des did) + subet )T: N，let’s hange the int the usual rd rder sentenesSs: It is a speial sentene pattern lie“ There be” struture “exist” an nl e after “there”T: es Sit dn, please Then the next senteneSs: hina’s then Preier Zhu Rngi as ang the speaers, h stressed the need fr equalit and fairness in the rldS3: e ill nt be able t iprve the situatin until e n reS4: e an save the earth nl b hanging the a e liveS: If I had nn that air nditiners ause s uh pllutin, I uld neverhave bught neS6: A better understanding f the envirnent is neessar, and the illingness t at is neessar, tS7: ithut internatinal peratin, develping unt ries an’t prsper Sustainable develpent ill nt be pssible eitherStep Graar PratieT: ell, n please turn t Page 70 L at the first part ,Graar: Rerite the flling sentenes, beginning ith the underlined part First stud the exaple, and then plete eah sentene bel A fe inutes later, I’ll he ur r Begin nT: All right N let’s e t the send part plete the flling sentenesusing the rds in the bx: s, neither, nr, asSuggested ansers:1 s/as have2 neither/nr shuld3 s/as d4 s/as a neither/nr d6 s/as is7 neither/nr8 neither/nr an9 s/as anT: Fr these sentenes, e n the verb-fr after “s, neither, nr, as”shuld be the sae as the verb-fr after the first subet The persn and nuber shuld agree ith its n subetStep 6 Herrb exerises 1,2The Design f the riting n the BlabardGraar: Inversin1 There exist/be2 Nt/Never/Seld3 nl + adverbial…4…s, neither, nr, as+ V +SGraar 倒装1完全倒装（谓语全部放到主语前面）1)为了使某种情景能够表达的生动形象，在以in, ut, up, sn, aa, ff, ver, next, suh, ba 等副词作壮语置于句首，谓语动词是e, g, rush, run 等不及物动词的句子里，如：a ut rushed the students the ent the bell rangb Up uped the at and aught the use Dn drps the eat int th fx’s uthNext ae T(若主语为人称代词，则用自然语序)。
Unit 9 Saving the earth period 3(人教版高二英语上册教案教学设计)
(reading to)Teaching Aims:1.Improve the students’ reading ability;2.Learn some useful words and expressionsTeaching Important Points:1.Improve the students’ reading ability;2.Master the useful words and expressionsTeaching Difficult Points:1.How to help the students master the usage of the useful words and phrases in the passage;2.How to improve the students’ reading ability一、知识归纳1、alone做形容词时用法归纳（1）alone做形容词时，意为“单独的，独自的”，一般只做表语，不做定语。
Her parents were dead and she was alone.她双亲死了，留下她独自一人。
Alone as he is ,he doesn’t feel lonely.他虽然独居，却不感到孤寂。
（2）alone做定语，意为“只有”。
通常用在名词或代词后面，可换用only.The key alone will open the door.只有这把钥匙能开这个门。
He alone knows the seerer.只有他一人知道秘密。
Mr.Smith alone knows what happened.只有史密斯先生知道发生了什么事。
He alone knows it .=He is the only person who knows it.他是唯一知道此事的人。
2、impress用法归纳（1）impress为及物动词，意为“使……明白重要性，留下了深刻的印象”。
高二英语教案：人教修订版英语高二上Unit 9 Saving the earth Language points教案
人教修订版英语高二上Unit 9 Saving the earthLanguage points教案1. summit n. 最高级会议，最高点，顶点。
（尤指）山顶a. He will attend a summit in Washingtonb. Did anyone reach the summit?2. attend vt. 出席；上（大学等）；照料Only 12 people attended the meeting. 只有12个人参加了会议。
The General was attended by several doctors.3. content n. 内容，里面的东西adj.满意的，满足的be content with = be satisfied with 对……感到满意；be content to do sth. = be willing to do sth.乐意做某事，心甘情愿做某事eg. I like the style of the book,but I don’t like the content.He is not content with the result of the exeperiment.He was content to eat the leftovers.4. representative n. 代表，典型，议员adj. 有代表性的，典型的a. If I can’t be present myself tomorrow ,I’ll send my representative to the meeting .b .Do you know who is the representative of the PRC in the UN?c. Can you show me a representative sample ?5. share ideas = exchange views; compare notes 交换意见eg. They often share ideas about how to develop the economy in that area.6.or = that is 也就是；即（用于补充说明上文）；or 还有“或；否则”等意eg. The company is paying the rent or at least contributing to it.7.access n接近、进入have access to有接近、使用、进入的权利或机会eg. This is the only access to that building.Do you have access to the Internet at home?So far many people in the world have no access to education.8. alone = only adv.(following by a n.or pron) 只有、仅仅eg. He alone is not responsible for it.Money alone can not make you happy.8.be+ to do sth.常用来表安排、命令、职责、目的、用途、可能性、命中注定be to do 计划，打算we are to go to town this afternoon. 下午我们打算去城里。
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高二英语Unit9 Saving the earth复习教案汇总高二英语Unit9Savingtheearth复习教案汇总高二英语Unit9Savingtheearth知识点总复习教案课时跟踪讲练SectionI课前准备、听力、口语1.whatarethebiggestproblemsfacingtheearth?地球面临着的最大问题是什么?1)现在分词短语facingtheearth在句中作定语，相当于定语从句thatfacetheearth.face此处用作及物动词，意为“面向，朝”，作此义也可用作不及物动词，常和介词to，toward或on连用。
如：①Sheturnedtofacethenewcomerandintroducedherself.她转过身来面对新来者作了自我介绍。
②Thebuildingfacesthepark.那座建筑物面对着公园。
③Thewindowfacesonthestreet.窗户面对着衔道。
④--Howdoesthishouseface?--Itfacestotheeast.--这座房屋面朝哪边?--朝向东边。
【拓展】face还可意为“面对／临”。
如：①manufacturingindustryfacesagrimfutureifthegovernmen tpursuesitspresentpolicies.如果政府继续推行现行政策，制造工业就会面临严酷的未来。
②Hecouldn'tfacehisbossaftermarkingsuchafoolofhimself atthemeeting.他在会上做出了这样的丑事之后，不敢面对自己的老板。
【链接】与face构成的常见短语：faceapersondown以势压人;faceupto勇敢地对付;befacedwith面临；面对;faceout大胆地坚持到底;facetoface面对面；相对;inaperson'sface当着/对着某人的面;infaceof面对；不顾;make/pullaface扮鬼脸;pull／make／putonalongface拉长脸；显出不高兴的样子;set／putone'sfaceagainst强烈反对，抵制;takeonanewface面貌一新;turnone'sfaceaway把脸转过去【注意】facethemusic不能译为“面对音乐”，其意思是“面对失败，接受批评，承担后果”。
如：Heknewhe'dnevergetawaywithitsohedecidedtofacethemus icandgivehimselftothepolice.他知道自己已经无法逃脱，所以他决定承担后果并向警察自首。
2.whyisshegivingthisspeech?她为什么发表演讲呢?speech此处意为“演说，演讲”，常用作单数形式，“发表演说”多用动词give，make，deliver等与之搭配。
如：①IhadtogiveaspeechtothePressclub.我不得不向记者俱乐部发表演说。
②HedeliveredaspeechinEnglishonworld-peace.他用英语发表了一篇关于世界和平的演说。
【拓展】speech作“说话能力；言论；口音”讲，是不可数名词。
如：①onlyhumanbeingsarecapableofspeech.只有人类才具有说话能力。
②Theillnessdeprivedherofthepowerofspeech.她因病失去了说话能力。
③Speechissilver,silenceisgolden.雄辩是银，沉默是金。
④Hisspeechshowsthathe'sfromSichuan.一听他的口音就知道他是四川人。
【链接】speech习惯搭配种种：findone'sspeech说出话;haveaspeechwithsb.和某人说话loseone'sspeech说不出话;addressaspeechtosb.给某人作报告;closeaspeech结束讲话;wanderinone'sspeech演说时东拉西扯【辨析】speech，lecture；talkspeech指事先有准备的报告，也可指即席发言。
lecture 一般指教师在课堂上授的课或讲座。
talk通常指非正式的演说或报告。
①Hemadeaspeechatthemeeting.他在会上发了言。
②HewillgivealectureonthehistoryoftheParty.他将作关于党史的讲课。
③wearegoingtolistentoatalkthisafternoon.今天下午我们要听报告。
3.whatdoyouthinkshewillsaynext?你认为她下步讲什么呢?1)本句为双重问句。
双重问句有两种形式：一般疑问句型双重问句：本结构属于一般疑问句，主句谓语动词常是ask，tell，know，realize，makesure等，宾语由特殊疑问词引导的宾语从句充当。
如：①Doyouknowwhywecan'tbeallowedtosmokehere?②canyoustillrememberwhenwevisitedtheGreatwalllastyear?③Haveyoutoldhimhowwearegoingtothecinema?④Doyourealizehowserioustheproblemis?特殊疑问句双重问句：本结构属于特殊疑问句，谓语动词常是think，hope，believe，suppose，guess，say，consider，imagine等，宾语也由宾语从句充当，但没有引导词，前面主句的特殊疑问词在逻辑上是宾语从句的一部分。
有些形容词如afraid，sure，glad，certain，surprised，pleased 等也可用于本句型。
如：①whodoyouthinkwillbethelikeliestcandidateforthemanag erofhumanresourcedepartment?你认为谁最可能是人力资源部经理?②whatdoyouthinkhisexplanationis?你如何考虑他的解释?③Itisnecessary,doyouthink，totranslatethewholearticle?你认为整篇都翻译有必要吗?④whichmousedidyousayyoupickedout?你说你选哪种鼠标?⑤Howlongcanyoubesurethey'llbehere?你能肯定他们在这儿呆多久?【注意】本句型一般不用yes或No回答，常把句型中的一般疑问句变成“陈述句+宾语从句”来回答，陈述句也可后置，其前用逗号。
如：--Howmuchdoyouthinkthiscarcost?--Ithinkitcost4000do llars.--你认为这辆车得花多少钱?--我认为得花4000美元。
2)next此处用作副词，意为“下一步，然后”，也可作“其次；下次；次于…的”等。
如：①Firstyouheatthefat;next,youaddtheonions.首先你把油烧热，然后加洋葱。
②Tellmewhattodonext.告诉我接着做什么。
③I'lltellyoutheanswerwhenwemeetnext.下次见面时，我将告诉你答案。
④Iliketennisbestofanandswimmingnext.我最喜欢网球，其次是游泳。
⑤Tomisthenexttallestboyinourclass.汤姆是我们班上身高第二的学生。
【拓展】next作形容词，意为“紧接着的；其次的；下一个的”可指时间、地点、顺序等；next也可作名词，意为“下一位／个”如：①Takethenextleftturnaftertheschool.到了学校见下个路口向左拐。
②callmeuponSaturdaynext.下星期六请给我打电话。
③Theyusedtolivenextdoortous.他们以前住在我们隔壁。
④Ishalltellyouinmynext.我在下封信里告诉你。
⑤mrs.jameswasthenexttomakeaspeech.詹姆斯太太是下一位演讲人。
【注意】next不能单独用在decade或century之前。
如：Somethingwillhappennextdecade.Somethingwillhappenin／duringthenextdecade.下个十年将会发生某些事情。
【辨析】next；thecoming:next指位置、时间上紧挨着和past相对，常用next替代。
①Thenexthousetooursisamileaway.离我们家最近的下一座房子在一英里之外。
②wherewillyoubeduringthenext／comingfewweeks?下几个星期你们将在什么地方?4.coalisavaluableresourcethatcanbeusedtoproduceener gy,butitcanalsocauseseriouspollution.煤是一种用来生产能量的珍贵资源，但是，它也能引起严重的污染。
1)valuable意为“贵重的、重要的；有益的；有作用的”，常与介词for或to连用。
如：①Theygaveusvaluablepracticeinhelpingtheeyes，brainsandmusclestoworktogether.他们在使眼睛、头脑和肌肉协同动作方面提供宝贵的锻炼机会。
②Thistoolisvaluablefordoingelectricalrepairs.这工具对修理电器很有用。
③I'msuremyinformationisvaluable.我确信我的消息很有价值。
【链接】valuable相当于beofvalue。
如：Thisbookisveryvaluabletomeinmystudies.=Thisbookisof greatvaluetomeinmystudies.这本书对我的学习很有价值。
【辨析】valuable；priceless；invaluable；precious valuable指任何值钱的或可以带来巨额利润的、非常有用的或受人珍视的东西。
/priceless意为“无价的，贵重的”，用于加强语气、加深程度等情况。
/invaluable意为“无法估价的”，不用于谈金钱，而指品质。
/precious指任何昂贵的、贵重的、珍贵的东西，尤其适用于失掉后无法补偿的东西。