一、 教材分析

1、教學(xué)內容

本單元的中心話(huà)題是“拯救地球”，具體涉及地球所面臨的問(wèn)題。造成這些問(wèn)題的原因和解決問(wèn)題的辦法等。語(yǔ)言技能和語(yǔ)言知識都是圍繞拯救地球這一中心話(huà)題設計的。

“熱身”(Warming up)由兩部分組成。第一部分提供了六幅圖片，內容涉及水污染、垃圾污染、空氣污染、過(guò)度砍伐、沙漠化和饑餓等幾個(gè)主題，讓學(xué)生直觀(guān)地感受地球所面臨的一些重大問(wèn)題。第二部分設計了五個(gè)問(wèn)題。前三個(gè)問(wèn)題的目的是激活學(xué)生知識體系中關(guān)于目前世界上幾個(gè)比較突出的問(wèn)題的相關(guān)知識。后兩個(gè)問(wèn)題要求學(xué)生對本單元的學(xué)習做出預測。

“聽(tīng)力”(Listening )部分提供了一段演說(shuō)詞，談到了地球所面臨的問(wèn)題。第一部分要求學(xué)生通過(guò)聽(tīng)弄清說(shuō)話(huà)者的觀(guān)點(diǎn)，并根據所聽(tīng)內容預測下文；第二部分要求學(xué)生列出說(shuō)話(huà)人的觀(guān)點(diǎn)等，然后預測下文。

“口語(yǔ)”(Speaking)部分設計了一個(gè)主題情境，同時(shí)提供了五個(gè)角色，要求學(xué)生在小組討論的基礎上，提出解決問(wèn)題的方法。整個(gè)活動(dòng)以說(shuō)為主，同時(shí)涉及了聽(tīng)、寫(xiě)的技能。

“讀前”(Pre-reading)部分在告知學(xué)生文章的主旨之后，要求學(xué)生積極預測文章的導入、主體和結論三個(gè)部分的內容。

“閱讀”(Reading)部分是一篇關(guān)于“地球峰會(huì )”的介紹性文章。文章介紹了2002年在南非首都約翰內斯堡召開(kāi)的“地球峰會(huì )”的基本情況，包括會(huì )議召開(kāi)的背景、會(huì )議的主題以及與會(huì )者所討論的主要問(wèn)題和提出的解決辦法等。

“讀后”(Post-reading)部分由四個(gè)問(wèn)題構成。

“語(yǔ)言學(xué)習”(Language study)包括詞匯和語(yǔ)法兩部分。

“綜合技能”(integrating skills)部分設計了聽(tīng)、說(shuō)、寫(xiě)的活動(dòng)，以寫(xiě)為主線(xiàn)。要求學(xué)生在聽(tīng)的基礎上陳述觀(guān)點(diǎn)，寫(xiě)提綱段落。

“學(xué)習建議”(Tips)部分介紹了如何準備發(fā)言，幫助學(xué)生掌握發(fā)言的技巧。

“復習要點(diǎn)”(Checkpoint)部分扼要地總結了本單元的語(yǔ)法重點(diǎn)-----常見(jiàn)的倒裝結構。

2、教學(xué)目標

1）、語(yǔ)言知識

單詞：summarise, content, representative, access, violence, premier, stress,

equality, harmony, alternative等

詞組：take action, in harmony with…, put an end to.

語(yǔ)法：高中英語(yǔ)常見(jiàn)的倒裝句式

1. Conferences like the Earth Summit help people understand that there exist serious problems and that there is still time to take action.

2. Not until we know more will we be able to improve the situation.

3. Among the speakers was China’s then Premier Zhu Rongji, who stressed the need for equality and fairness in the world.

4. A better understanding of the environment is necessary, as is the willingness to act.

5. Only by changing the way we live can we save the earth.

6. Has I known that air conditioners cause so much pollution, I would never have bought one.

7. Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.

2）、語(yǔ)言技能

聽(tīng)：聽(tīng)懂一段關(guān)于地球所面臨的問(wèn)題的演說(shuō)詞，抓住說(shuō)話(huà)人的觀(guān)點(diǎn)，預測下文。

說(shuō)：能用恰當的語(yǔ)言陳述自己的看法和觀(guān)點(diǎn)。

讀：scanning, skimming, careful reading, generalization, inference等微閱讀技能。

寫(xiě)： 能運用 It’s +adj. +…\ I suggest that…\ I would advise…\ I recommend that…等結構清楚而富有邏輯地表達自己的觀(guān)點(diǎn)。

3）、情感態(tài)度 學(xué)生能在習得英語(yǔ)語(yǔ)言知識，體驗用英語(yǔ)交流的成功和喜悅的同時(shí)進(jìn)一步了解地球所面臨的問(wèn)題，樹(shù)立起捍衛地球的責任感和使命感。

二、教學(xué)重點(diǎn)和難點(diǎn)

重點(diǎn)：1、課文中出現的重要的詞和詞組：

2、各種常見(jiàn)的倒裝句式和結構。

3、運用I suggest that…\ I would advise…\ I recommend that…等結構寫(xiě)出表述觀(guān)點(diǎn)的段落。

難點(diǎn)：1. 能用流暢得體的英語(yǔ)陳述觀(guān)點(diǎn)。

2.. 學(xué)會(huì )用英語(yǔ)簡(jiǎn)明扼要地列提綱，有邏輯性地寫(xiě)作文。

三、 教學(xué)設計

Period I Warming up and listening

Teaching Aims:

1. Train the students’ listening ability.

2. Help the students to know something about the pollution.

Teaching Procedures:

Step1.warming up

Task1. Looking at two groups of comparing pictures with questions:

1. What can you see in the pictures?

2. What is the biggest problem facing the earth? Why do you think so?

Task2. Group discussion:

What can we do to solve the problem?

(Purpose: 引發(fā)學(xué)生對污染的感性認知，為聽(tīng)力材料的引出作好鋪墊)

Step2. Pre-listening

Task3. Talking about the picture in the book and trying to guess what the speaker is talking about.

(Purpose:訓練學(xué)生對文章的猜測能力)

Step3. Listening (part1)

Task4. Spot dictation

1. Today we are celebrating Earth Day. Earth Day is a day for ______ and ____. Today people in countries all over the world get together to discuss ____ ____ and ___ ____, and to _____ ____ to improve the current situation. Earth Day is a ____ for us to learn about the world and _____ our behavior.

2. The earth is already becoming a _____ _____, but there is still ____ to do something about the _____. If we want to have ____ ____in the future, we must learn to____ ____ ____ _____our water. We must ____ _____our water. We must learn to ____ ____in our daily life.

(Purpose:降低聽(tīng)力材料的難度的同時(shí)提高學(xué)生捕捉信息的能力)

Task 5 Listening to the tape to get the correct answers to the following questions:

1. Why is she giving this speech?

2. What does she think the most serious problem is?

3. What do you think she will say next?

(Purpose:檢測學(xué)生對聽(tīng)力材料的理解和把握程度，使學(xué)生的聽(tīng)力能力得到培養)

Step4. Listening (part2)

Task 6 Multiple choices

1. What’s the usage of most of the fresh water?

A. for drinking B. for washing C. for farming

2. The best way to solve the problem is ________.

A. to use the developed knowledge and technology

B. to use our traditional method

C. to find our own special way

Task7. Listening to the tape and outlining the speaker’s arguments.

Argument 1: We should ___________________________

We must _____________________________

We must _____________________________

If we _______, we____________________.

Argument 2: ____________________________________

Problem:______________________________

Solutions:_____________________________

Period 2 Speaking

Teaching Aims:

1. Improve the students’ speaking ability by talking about our school environment.

2. Learn and master some useful expressions for supporting an opinion.

Teaching Procedures:

Step1. Leading in

Task 1 Show the students a group of pictures about every corner of a clean campus, asking the questions below.

1. Imagine if you study in such a nice school, what’s your feeling?

2. Compare it with our school, can you find the differences between them?

(Purpose:培養學(xué)生積極用英語(yǔ)思考和看圖說(shuō)話(huà)的能力)

Step 2. Discussion

Task 2. Get the students to discuss the question in pairs:

How does the differences happen? List the causes.

(Purpose:承上啟下，為問(wèn)題的提出和解決作好知識儲備)

Step 3 Speaking

Task 3. Discuss in groups, using the given expressions.

We must make sure that….

It’s clear that….

I believe that we must….

I’m all for….

If nothing is done…., then…..

I can’t imagine that….

It would be better if we….

Is there a better way to …?

Sure / Certainly / Absolutely.

What can we do to make our school a new look?

(Purpose:培養學(xué)生圍繞中心話(huà)題用英語(yǔ)進(jìn)行思考和討論的能力，提高說(shuō)的技能)

Step4. Outlining

Task 4. Make an outline of a passage titled “Beautify our school”.

Introduction___________________________________________________

Body_________________________________________________________

_________________________________________________________

_________________________________________________________

Conclusion____________________________________________________

(Purpose:鞏固和總結討論的成果，是說(shuō)的延伸和落實(shí))

Period 3&4 Reading

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.

Teaching Procedures:

Step1. Warming up

Task1. Looking at some pictures and discussing

1. Are you familiar with these places? Where are they?

2. Since the earth is being seriously polluted, what can we do to protect the environment?

(Purpose:引出話(huà)題)

Task2. Discussing and predicting.

If you are asked to write an article about the Earth Summit and some of the major problems facing the world, try to work in pairs and write down what you think each part of your text will be about.

Introduction___________________________________________________

Body_________________________________________________________

_________________________________________________________

_________________________________________________________

Conclusion_____________________________________________________

(Purpose:開(kāi)發(fā)學(xué)生的思維，引導學(xué)生對文章作出預測)

Step2. Fast reading

Task3. Read the text as fast as possible, and try to find the answers to the following questions.

1. What are the “big three”?

2. Which of the issues discussed at the Earth Summit do you think is the most important?

Why?

(Purpose:培養學(xué)生速讀的技能，使其初步掌握文章大意)

Step3. Intensive reading

Task4. Read the text as carefully as possible, and try to answer the questions below.

1. When and where was the first Earth Summit held? What does “sustainable development” mean?

2. What are the big three killers? How many deaths do they cause separately?

3. What does global development really mean?

4. Is the Earth Summit only about problems?

5. What can we do to save the earth?

(Purpose:幫助學(xué)生進(jìn)一步深入地理解文章的細節，培養其微閱讀技能)

Step4. Consolidation

Task5. Outline the text, and compare it with yours made at the beginning of the class.

Introduction___________________________________________________

Body_________________________________________________________

_________________________________________________________

_________________________________________________________

Conclusion_____________________________________________________

(Purpose:從總體上把握和總結文章)

Step5. Discussion

Task 6. Discuss in groups of six and then report.

Are conferences like the Earth Summit important and meaningful?

Why or Why not?

(Purpose:深化主題，激發(fā)學(xué)生樹(shù)立起“捍衛地球，人人有責”的使命感；同時(shí)培養學(xué)生相互間的合作精神)

一點(diǎn)困惑：

在21世紀的今天，英語(yǔ)成為一種國際語(yǔ)言變得越來(lái)越重要，人人都想學(xué)好英語(yǔ)，但怎樣才能學(xué)好英語(yǔ)呢？作為一名英語(yǔ)教師，面對課堂上眾多程度參差不齊的學(xué)生，千篇一律地使用同一種教材和教法授課，要使課堂活躍生動(dòng)，要讓學(xué)生全面提高四種技能，又要把學(xué)生培養成考場(chǎng)里的佼佼者，該怎樣找到這三者的結合點(diǎn)？