高中英语：module Unit 2 The Environment reading教案 牛津版必修5 教案 4页

Unit2TheEnvironmentReadingThegeneralideaofthisperiodThemainpurposeofthislessonistomakeSsfullyunderstandthetextandmastertheReadingStrategy.TeachingAims:1.Checkandenhancestudents’readingabilities.2.Trainstudentstogainanoverallunderstandingofthearticleandlearntoreadadebate.Teachingimportantpoints:1.Howtomakethestudentsfullyunderstandthetext.2.Howtogetstudentstoreadadebate.TeachingAids:multimediaandablackboardProceduresforteaching:Step1lead-in1.Askstudentsthetitleofthetextandaskstudentswhichonetochoose:theeconomyortheenvironment.Step2Comprehensionofthetext1.AskSstoskimthearticleandanswerthefollowingquestions.Whoarethethreespeakers?WhatsidedoesMrLinShuiqingandMrQianLiweieachrepresent?Byhowmanytimeshastheworld’spopulationincreasedsince1800?AccordingtoMrQianliwei,whatshouldbedonetofactoriesthatpollutetheenvironment?2.AskSstoReadLinShuiqing’sdebateandanswerthefollowingquestions.WhatsocietydoesLinShuiqingbelongto?WhatdoesLinShuiqingstarthisspeechbytalkingabout?Whatishappeningtolargeamountsoffish?\nWhatdoesLinShuiqingthinkweshouldteachpeopleabout?1.AskSstoreadQianLiwei’sdebateandanswerthefollowingquestions.WhydoesQianLiweithinkproductionshouldnotbecutback?WhatdoesQianLiweisayweshouldproducemoreof?WhatdoesQianLiweisayweneedmoreof?WhatdoesQianLiweisaymanypeoplearewillingtodo?2.Askstudentstofillinatableonthescreenaccordingtothetext.3.Askstudentshowtoreadadebatebyaskingthemtoanswerthefollowingquestions.Whatistheorderofadebate?Whatistheorderofthedebate?Whatisimportantinadebate?Whatshouldwepayattentiontowhenwereadorlistentoadebate?Ste3RoleplayThreegroupsrepresentLinShuiqingandtheotherthreegroupsrepresentQianLiwei.Eachofyouspeaksoneortwopoints.Youcanmakesomechangestothedebateandaddyouropinionstothedebate.Step4Homework1.Readthetext.2.Previewthelanguagepointsinthedebate.Period2Reading2:LanguageFocusThegeneralideaofthisperiodThemainpurposeofthislessonistomakeSsbetterunderstandthetextandmastersomeimportantlanguagepoints.Teachingaims:1.Reviewthereadingbyfillingintheformwiththewordsinthereading..\n2.Getthestudentstograsptheusageofsomeimportantwordsandexpressions.3.Getthestudentstopracticemasteringthelanguagepoints.Teachingimportantpoints:1.Howtomakethestudentshaveabettercomprehensionofthetext.2.Howtohelpthestudentsbefamiliarwiththelanguagepoints.1.HowtohelpSsapplythesepointsintopractice.TeachingAids:multimediaandablackboardProceduresforteaching:StepOneRevisionandlead-in1.Dotheblank-filling.StepTwoLanguagepointsAskthestudentstoreadthedebateandfindtherightwordsorphrasesaccordingtothemeanings.1.tell,express2.somethingthatcannotbeusedanymoreandisthrownaway3.terrible,shocking4.besides5.destroycompletely6.(birds,insects,fish,etc)produceeggsfromtheirbodies7.comenearto,getcloseto8.makeless,reduce9.behelpful,useful,favourableto10.beinvolvedinorbeaffectedby11.aconstant,steadyeconomy12.speakfreelyExplainimportantlanguagepointstoSs.1.Inaddition,manyseacreaturesarebeingwipedoutbyfishingboats.(line16)2.Theseboatscatchlargenumbersoffishwithoutgivingthemtimetolayeggs.(line16)3.Theworld’spopulationhasgrowntomorethansixtimeswhatitwasin1800.(line20)\n4.Mysuggestionisthatweshouldtrytocutbackonproductionandreducetheamountofthingswemakeandbuy.(line22)5.MrLinsuggestedweshouldcutbackontheamountofthingsweproduceinordertosavetheenvironment.6.Theamountofrubbishweproduceisturningintoabigproblem;weneedtothinkmoreaboutrecycling.7.ButIdoagreethatrecyclingmaybethekeytohelpingbothsides.(line45)8.Itisobviousthatyouareveryconcernedaboutthepresentsituationofourenvironment.(line29)StepThreePracticeforconsolidationAskstudentstoFillintheblankswiththefollowingwordsorphrases.StepFourHomework1.FinishA1andA2onpage90.2.Readthetext.