RSEFC 2A Unit 9 Saving the earth


教材分析
本单元的中心话题为“拯救地球”，通过课堂导入引出水污染、空气污染、环境破坏，乱砍乱伐树木等环境问题，围绕这一主题，结合听、说、读、写的训练达到熟悉话题表述，语言熟练应用，能运用所学知识就环境问题展开讨论，在口头上和笔头上阐述自己的观点，达到语言输出的目的。
“热身”（Warming up）部分，运用图片导入法，通过对所展示图片的讨论，引出环境保护、拯救地球的主题，初步了解学生对现状、原因、解决办法的掌握程度，并通过提问了解学生对本单元学习内容、学习策略、学习途径的愿望，以便教师及时调整其后课堂教学的内容、难度、和深度的把握。
“听力”训练由两大部分组成，分别安排在“听力”（Listening）和“综合技能”（Integrating Skills）两个部分。前者又由两部分组成，第一部分为纪念“世界地球日”活动上的讲话，阐述了保护水资源的必要性和紧迫性。第二部分围绕保护水资源的主题，介绍了如何保护水资源的具体措施；后者，作为综合语言运用部分，听力内容主要为其后的写作作为铺垫，除了敏锐捕捉语言信息以外，学生还需要了解发言稿的开篇、论证、以及结束。
“阅读”（Reading）着重介绍世界地球峰会的由来，详细描述了2002年南非约翰内斯堡地球峰会的召开情况，展示了“可持续发展”这一主题，会上大多数代表所涉及的“世界三大杀手（被污染了的饮用水、简陋的卫生设备和空气污染，以及贫困、战争、和暴乱，指出世界的顺利发展，取决于各国的和平相处、互相合作、互相促进、共同进步，最后文章还阐述了世界地球峰会的作用和意义。
“语言学习”（Language Study）要求学生利用构词法的知识，灵活运用词形变化进行正确运用，在第二部分要求学生正确辨别－ly结尾词的词性。
“语法”（Grammar）通过对倒装形式的总结，全面了解倒装的具体结构和应用，结合句型转换和选词填空练习，帮助学生掌握这一语法现象。
“综合技能”（Integrating skills）采用高一课本中未曾出现过的展示方式，选用听力方式展示写作模式，通过口头讨论等方式，巩固学生对本单元知识的掌握，从而有效地指导学生进行写作练习， 并通过Unit 2中的checklist对所写的书面表达进行修改。
Period 1 Warming up, listening and Speaking
I. Goals:
1. To make Ss know pollution and present situation throughout the
world and encourage them to find solutions to this problem.
2. To encourage Ss to activate the relevant vocabulary.
3. To develop Ss' speaking by practicing supporting an opinion.
II. Teaching procedures
Step 1 Warming up
1. Greetings
2. Talk about the pictures Present the students a series of pictures to assure them how serious the pollution is
and ask them some questions about these pictures.
Q1: What can you see in these pictures? How does it happen?
Q2: What causes the problem?
Q3: What are the biggest problems facing the earth? Why do you think so?
Q4: Have you ever done something bad to the environment?
Q5: Can you give me more examples that happened in people's daily life and is bad
for the environment?
Step 2 Listening
1. Lead in
More and more people are realizing the damage that is being done the environment and learning more and more harm that the environment is doing to our human inhabit. People are celebrating International Earth Day, when varieties of activities are held so that more people will be involved in environment protection.
2. While-listening
Listen to Part 1 and answer the questions.
1)Why is she giving this speech?
2)What does she think the most serious problem is?
3)What does she say that we should do about it?
4)What do you think she will say next?
Listen to Part 2 and fill in the blanks with what Ss hear.
Argument 1: We should _____________.
We must _________________________.
We should _______________________.
If we _______, we ________________.
Argument 2; _______________________
Problem: _______________________
Solutions: _______________________
3. Post-listening
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 3 Speaking
1. Talking about what Ss can see in the picture.
Q1: What is being piled in the picture 1?
Q2: What can coal be used for?
Q3: What is being giving off from the workshop?
Q4: What is being polluted?
Every coin has two sides. It is true with coal, which is a valuableresource that can be used to produce energy, but it can also cause serious pollution.
2. Group work: A debate Coal is/isn’t a valuable resource.
pros
cons
A businessman
An environmentalist
A scientist
A local citizen
A local leader

…
…


Period 2 Reading Welcome to th
生词表: