英語教案－Saving the earth

教學目標 

Teaching aims and demands
本單元的教學目標 是使學生掌握表示判斷和個人看法的常用語句，學會使用現(xiàn)在完成時的被動語態(tài)。能利用職權課文中所提供和信息，對比民航在購買計算機管理系統(tǒng)前后的情況，進行描寫或表述。
1)Important vocabularies
damage, waste, pollute, fit, room, turn---into, cattle, cause, limit, in place, blow away, sight, present, pour, die out, in danger, no more than, purpose, go off, measure, point to, joy
2）Daily expressions
What was the conference like? (What do you think of /about ---? How do you like ---? How about ---?)
It’s a good idea. (I agree with you. That’s quite true. )
We’ve got to do something about pollution.
What else did you hear about at the meeting?
If ---, ----.
3) Useful phases
It was called ---.
That’s a problem we Chinese must pay special attention to.
It won’t be fit for us to live in.
Many of the injured lost their sight.
A lot of disease are present in the water.
The waters of this great lake.
In 1989 an oil tanker hit a rock off the northwest coast of Alaska.
The most important one is the part that humans have played.
First, ---. Second, ----.
In all there are probably no more than a total of 400 tigers left in China.
Last Monday our class went on an organized trip to a forest to study the wildlife.
He was busy measuring a plant and taking photographs of it.
To my great joy, ---.
4) Grammar
The Past Particle as Predicative and Attribute

教學建議

能力訓練
1.通過口頭練習，學會日常生活中各種表達自己觀點和看法的方式。
2.學會簡單的通過表面現(xiàn)象分析內在緣由, 并用現(xiàn)實的事例進行應證，初步掌握這種文體的寫作技巧。
3. 通過35課的學習可以簡單地描述一個完整的事件。

德育滲透
1.通過課文的學習，使得學生深層地了解地球環(huán)保這一重要主題, 讓他們懂得地球環(huán)保不是一個和幾個方面的事情, 而是隨時隨地, 方方面面, 彼此互相聯(lián)系和溝通,并且影響著我們人類的生活的大問題。
2.通過對于環(huán)保的了解,使同學們的意識增強, 認識到環(huán)境污染的嚴重危害性和從自身做起保護環(huán)境的必要性。

師生互動活動
Lesson 33：口頭練習：對話交際功能——日常生活用語(給出自己的觀點和看法)。
Lesson 34：學生扮演新聞記者采訪土壤沙化的當?shù)氐木用?印度的受傷的病人, 國家的環(huán)保機關的負責人詢問有關課文的信息。另外可以讓學生扮演俄羅斯的環(huán)保專家。
Lesson 35：學生扮演國家歷史博物館的講解員同時其他學生可以作為參觀者詢問問題,了解某種動物的發(fā)展興衰史。
Lesson 36：口頭,筆頭練習：討論個別環(huán)保問題并匯報寫出一篇小論文。

口語建議
可以讓學生們就西北某一貧困林區(qū)毀林種莊稼的做法發(fā)表正反兩方面的討論，運用所學的口頭的表達方式。

語法建議
可以讓學生們將34和35課課文的有關過去分詞作定語和表語的結構挑出，寫在黑板上用學生找的現(xiàn)實的課文原例分析語法。

教材分析
從本單元的對話來看，主要是學習如何用英語表達出自己的觀點和看法, 是同意還是不同意。如同意對方的觀點: I think so. I agree completely. I’m with you. That’s a good idea---. I think it is great. 如果不同意: I dont know about that. I don’t think so. Sorry, but I disagree. I know what you mean, but don’t you think ---. I see your point, but I think ---. You’re right, but I think---.
同時注重 damage, pollute, desert, in place, limit, fit, present, pour, die out, measure, go off, point to, to one’s joy 等重點詞匯和短語在本單元中學習，本單元中的閱讀課主要內容是通過列舉如:人為污染地球的土地,空氣和水資源以及自然界對人類的報復; 動物界遭到人類的侵害,造成了生態(tài)不平衡等事例, 而達到警醒同學和世人,讓同學們從小就培養(yǎng)一種環(huán)保意識, 維護環(huán)境生態(tài)的平衡。同時在這里運用了重點語法知識，Past Particle形式充當表語和定語的用法。

重點知識講解
1. It was called “Saving the earth” and it was all about the damage that is being caused to the world.
1) It was called(believed, thought, considered, known, said ---) that --- 可以看成是主語從句，真正的主語后致，it是形式主語。可以翻譯成：據(jù)說---, 據(jù)認為---。
It is believed that the troops have already crossed the border.
據(jù)說軍隊已經越過邊境。
It is known that he is honest.( He is known to be honest.)
聽說他是一個誠實的人。
1) damage
n. (不可數(shù)) 損壞，損害
The earthquake caused great damage.
地震造成巨大的損失。
When she sees the damage that you have done she will be mad.
當她看到你所造成的損失，她會發(fā)瘋的。
vt. 損壞
A heavy rain came down and damaged the crops. 一場大雨突至，損壞了莊稼。
Her heart was slightly damaged as a result of her long illness.她長時間的疾病造成了她的心臟受到了輕微的損害。
2. We listen to lectures about pollution, agriculture, nuclear waste, radiation and so on.
waste
vt. 浪費
1) Mother told me not to waste money. 母親不讓我亂花錢。
2) Don’t waste time playing computer plays.不要浪費時間打電腦游戲。
waste something on something/in doing something 用法與spend類似，可以讓學生記成“雙費（浪費和花費）”。
n. (通常不可數(shù)) 浪費, 廢物
1） This waste of good food should not be allowed. 浪費食物是不允許的。
2） Where do you put your kitchen waste? 你把廚房的廢物放在哪里？
3) It’s a waste of money to buy the book. 買那本書是浪費金錢。
a waste of time/money/energy是固定表達，同a wonderful education類似。
3. It won’t be fit for us to live in.
fit
adj. 適合于---的。 be fit for something:適合某事
1) He isn’t fit for the job. 他不適宜此工作。
2) These shoes are not fit for me. 這些鞋不適合我。
3) The house isn’t fit for you to live in. 這間房子不適合你居住。
be fit for somebody to do something:某人適合做某事
4) This water is fit for drink. 這種水可以喝。
5) It’s not fit for you to talk like that.你這樣談話是不得當?shù)摹?BR>adj. 健康的，精力充沛的
6) Exercise keeps you fit. 體育運動使你保持健康。
vt. 對--- 適合，符合，適宜合適，強調大小、尺寸
7) This jacket fits me well. 這件夾克適合我。
8) The key doesn’t fit the lock. 鑰匙與鎖不符。
9) This theory fits facts. 這條理論適合實際。
vi. 合適
10) The shoes fit perfectly. 這雙鞋不合適。
11) He doesn’t fit into the team. 他不宜在隊中。
fit somebody to do something/fit somebody for something:使某人適合做某事
12）Vocational training will fit them for a good job.
Vocational training will fit them to get a good job. 職業(yè)的培訓使他們能找到一個好工作。
vt.安裝
12) We fitted a new lock on the door. 我們給門安上了一個新鎖。
注意suit表示的是顏色樣式和款式的合適。
The color of the cloth suits a woman at my wife’s age. 這塊布料的顏色適合我妻子年齡的婦女。
Red and black are colors that suit me well.紅和黑色對我來說非常合適。
4. The area of desert in the world is growing every year.
desert n.沙漠
1) He drove a car across the desert. 他開車穿越了沙漠。
vt. 拋棄、背棄
2) He deserted his family. 他拋棄了他的家庭。
vi. 開小差
3) The soldier deserted from the army. 士兵們從軍隊中開小差跑了。
deserted adj. 無人使用的，已廢棄的
4) The railway station was deserted. 那個火車站已經廢棄不用了。
5. Then one year, the rains fail to come.
fail vi. 失利，失敗 fail to do something 做某事沒成功
1) She failed to pass all the exams. 她考試全部失利。
fail in something 在某事上沒成功
2) He failed in business. 他在事業(yè)上一敗涂地。
failure n. 失敗 在某一方面失利介詞用常用in
3) Her failure in the exam made her cry. 在考試中的失利使她痛哭。
6. One suggested answer is for farmers to limit the numbers of their cattle.
limit vt. 限制
1) We must limit our spending. 我們必須限制我們的開銷。
2) Mother limits us to eat one cake each. 母親限制我們只能一人一塊蛋糕。
n. 限制
3) The speed limit within the city is 35 miles per hour. 在城市里的限速是每小時35英里。
7. When trees are cut down, there is nothing to hold the soil in place on the hillside.
place in place 在原處
1) She likes everything to be in place. 她喜歡將每種東西放回原處。
2) I hope you will keep the books in place. 我希望你將書放回原處。
in place of somebody:代替某人
3) Will you go in place of me?你是否代替我去？
take place:發(fā)生
4) A car accident took place yesterday. 昨天發(fā)生了一起車禍。
take the place of somebody:代替某人
5) I’ll take the place of Mr. Wang. 我將代替王先生的位置。
take one’s place:接替某人
6) I’ll take Mr. Wang’s place. 我將接替王先生。
8. However, many of these are dying out.
die out vi.（火）熄滅
1) The fire died out at last. 最后火還是熄滅了。
vi. 絕種
2) This kind of bird is dying out, and we must protect them. 這種鳥類已經正在滅絕，我們應該保護他們。
9. The purpose of the trip was to record all the wildlife and plants that we could find in the forest.
Purpose n. 目的， 通常是可數(shù)名詞。目的是什么 用介詞for.
1) What was the purpose of his visit? 他來訪的目的是什么？
2) He came to Beijing for business purpose. 他來北京是有商業(yè)目的的。
on purpose: 專門
3) I had no doubt that she did this thing on purpose. 我毫不懷疑她做這件事是有目的的。
10. In the afternoon, we all went off separately to look for new plants.
Go off 動詞短語
走開
1) She got angry and went off after she heard what I said. 聽到我所說的她一生氣離開了。
響起巨大的聲音
2) Although the clock went off, he didn’t wake up.盡管鬧鐘暴響， 他仍然沒有起來。
熄滅
3) The lights went off suddenly. 燈突然地熄滅了。
腐敗
4) “The milk has gone off .” my mother said, “ and don’t drink it!” 媽媽說道：“別喝那牛奶了，它已經壞了。”
11. He was busy measuring a plant and taking photographs of it.
Be busy doing, keep busy doing sth. 忙于做某事。
We are busy making preparations for the coming exam. 我們正在忙于為即將來到的考試做準備。
measure vt. 測量
1) The policeman measured the speed of the car. 警察測量車速。
vt. 有……的長度，相當于系動詞。
2) The room measures 6m long. 這間房子有六米長。
n.計量單位
3) The meter is a measure of length. 米是一種計量單位。
take the measure of something:測量某物的長度
4) I take the measure of the desk following the teacher’s instructions. 我遵循老師的指令測量桌子。
n.手段、方式
5）They took a strong measure to deal with the workers.他們采取了強硬的手段來對付工人。
12. 分詞作為形容詞時， A. 及物動詞中現(xiàn)在分詞表示主動，和動作正在進行；過去分詞表示被動或動作已完成。 B. 不及物動詞中現(xiàn)在分詞表示動作在進行，過去分詞表示已完成。
例如：A:
There are many wounded soldiers in the battlefield.
My spoken English has greatly improved.
Don’t sit in that broken chair. It’s dangerous.
She is a leading figure in the Party.
Barking dogs seldom bite.
B:
The risen sun, fallen leaves, retired workers, escaped prisoner , a rolling stone, boiling water, boiled water.
另外還有一些假過去分詞。如 1)“adj-noun-ed” a warm-hearted man. 2) “數(shù)詞-noun-ed” The one-eyed man is hiding behind the door. 3) “數(shù)詞-度量衡名稱” a twenty-cent book
分詞作表語， 現(xiàn)在分詞表示主動正在進行， 過去分詞作表語表示被動已經完成。
The day was so charming! The news is encouraging.
The door remained locked. He seemed quite delighted at the idea. The room was packed with people.
教學設計方案Lesson 33

一、Teaching Aims

1. Help the Ss have free talk on what the conference discussed and the opinions of Yang Pei and Jackie and at the same time present their ideas about the environmental protection through the study of the dialogue( including functional sentences study) .

2. Practise in pairs on talking about the possible results if we continue to destroy the nature around us and go against nature..

3. Study the language items in the lesson.

二、Teaching procedures

Step I Warming-up

1. T let the Ss look at the picture at P49 on the books, then ask them “What can you see ? ”Tell all of us as much as possible.

2. Write these words on the Bb. For example:

     THE INTERNATIONAL CONFERENCE FOR THE ENVIRONMENT PROTECTION-SAVING THE EARTH

3. Get some good students to talk like the officials attending the conference from different countries about the problems in their separate countries. (give them a model)

StepⅡListening

1. Let the Ss listen to the tape one or twice.

2. After listening and ask students to do the pair work, just as one is Yang Pei to ask questions, the other is Jackie to answer the questions, like the following(or use the Exe1 on Page 113):

(1) What was the conference like?

(2) What did you do at the meeting?

(3) What do you talk about mainly at the conference?

(4) What do we Chinese have to do for nature?

Step Ⅲ Reading

1. Get Ss to read the dialogue again and then do Ex2 P113 SB without discussion, then check the answers.

2. Language points explanation and study, including:

1)  It was called that ---  2) damage  3)waste  4) fit  5) we’ve got to ---(we have to do ---) 6) hear about  7) standing room  8) pay attention to

Step Ⅳ Practice

1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible.

2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion.

Sentence Patterns like:1 ) Well, I think it is necessary for --- 2) I don’t agree with you. I think we need --- etc?)

2. Ask one group of the Ss to perform the discussion to the class. (if time permitting)

3. Ask one or two representatives to give their conclusion.

Step V Summary

Questions:

1. Which phrase we have learnt in the dialogue can be used to show your agreements? (agree with , That’s quite right, It’s a good idea.)

2. What phrase can we use when we agree or disagree with sb. or to sth.?

Step ⅥHomework:

1. Ex 3 on Page 113. Give several possibly-used expressions in the translation of the sentences.

2. A good preparation of key words is needed. of Lesson 34.

教學設計方案Lesson 34

（一）Teaching Aims

1.Through the study of Lesson 34 students should have a clear comprehension of the pollution.

2.Know the different kinds of pollution in different fields throughout the world and they are very serious.

3.Learn how to simply analyze the cause of something.

Step I Warm – up

1. T played a part of video film of MTV of Michael Jackson’s “Heal the world” and let students enjoy it before the class.

2. T takes a piece of world atlas and ask students point out the different countries on the map while you are giving the names of the nations. For example:

Alaska, China, India, Russia, Germany etc.

3.Write the following words on the Bb, EARTH, AIR, WATER and some numerals: 1986, 125,000, 1984, 2500, 50%, 1/4, 700, 1989, 35,000, 34,000, 10,000, 48,000 etc)

StepⅡ. Listening and Reading

1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the correct incidents for the countries and numerals.

2. Check the Ss the reading ability.  

Ask Ss to answer your questions which are on the page 114, and ask one student to give a summary for each area, that is, Earth, Air and Water.

Step Ⅲ Discussion (Group work)

1. Let the Ss have a discussion:

1) What are the causes for the pollution in these areas and who will be responsible for these following results?

2) What can we do to stop and prevent this thing happening? And can we stop this kind of thing?

Step Ⅳ Language points

1.Teacher ask Ss to write down the sentences with the P.P and check the sentences with each other (one for one sentence and not give the same one) And give some typical sentences on the slide.

2. Explain the grammar and teach students how to use it.

3. Expressions and words study, including : 1) desert 2) Cattle 3) fail 4) limit  5) in place  6) blow away  7) Time and time again  8) the injured  9) lose their sight 10) be present 11) pour into

Step Ⅴ Practise

1. Get Ss to do Ex 2 P114. Tell them to fill in the blanks without looking back at the text.

2. Ask one more Ss to retell the text with the help of the map in the front of the classroom and the numerals on the Bb ( also one student for one field or topic)

3. Divide the Ss into several groups and ask them to act like some reporters from India to interview some local people , or interview some peasants in Gebi or some Russian Officials give the talk about their pollution problem etc.

Step Ⅵ Homework

1. Match the words on  Ex3 P114.

2. Make a short passage using the expressions they learned this class as many as possible.

3. Preview Lesson 35, pay attention to P.P form in the text on Page 53 “A day in the forest”.
教學設計方案Lesson 35

（一）Teaching Aims

1. Through the study of Lesson 35 students should have a clear comprehension of the close relation between the animals and human beings.

2. Learn how to write a writing whose structure is formed with some facts and their possible logical reasons .

Step I Warm - up

1. T show a picture of Tiger or movie clips of Northeastern Tiger in Northeast. Ask them some questions as follows:

(1)    What are these? (2) Where can you find them? (3) Do you think it is good for them to be in the cage of the zoo? (4) Do you like the tigers in the circus?

2.Write the following words on the Bb, 

FACTS: (5-10 million, one per one year, one per one day, 1/2 million )

REASONS: first, second.

EXAMPLE: tigers

StepⅡ. Listening and Reading

1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the answers or key words for the topics on the Bb.

2. Check the Ss the reading ability.  

Ask students some questions about the text (Exe 1 on Page115)

Ask the students to give the matching words or phrases to the topics on the Bb. And ask one student to retell the text “Animals in danger” with the help of the info on the Bb.

3. Deal with the other text on Page 53. Ask Ss to find out the timeline of the story and what happened in the following time: Before the trip and During the trip ( At the beginning, after lunch, at the end of the trip)

4. Ask one student to retell this text on Page 53 with less than 10 sentences.

Step III Language points

1. Deal with some difficult points, T teaches the Ss the languages like the following: 1) die out 2) in danger 3) no more than 4) go on an organized trip to  5) purpose  6) go off  7) be busy measuring  8) to one’s joy

2. Play the game to see who can find as many as possible the past participles in the text on Page 53. Then explain the functions of these words.

Step IV  Practise

1. Get Ss to do Ex 2 P115. Tell them to fill in the blanks without looking back at the text.

2. Ask one student to act as a librarian in national museum of nature history. And other students to ask some questions about some certain animal, such as Panda:

How many Pandas are in the World? Why they are few?  What can we do to protect them? and so on.

Step Ⅵ Homework

1. Written work WB P115. Ex 4. Ask Ss to guess and find the difference between so --- that and so that.

2. Written work WB116 Ex3. And find the functions of Past Participles in the sentences.

探究活動

1.Suppose you are a scientist and you attend a conference about the pollution in the area you live in. You should prepare a talk about the facts, history and the reasons about the local pollution in different aspects, such as earth, air and water. Can you sum up the most important and serious pollution in your area? (Do you concern about the population pollution?) And do you find the best way to solve these problems? (Such as integrated methods? And international co-operation?)
2.了解中國某一地區(qū)的污染狀況其發(fā)展的原因，解決方法。 如果是重工業(yè)城市可以參觀某些工廠如化工廠，水泥廠和鋼鐵廠， 如果是農村則應該參觀林地和農田詢問公社的氣象局和土地辦等有關情況。如果污染已經改善則問清楚是何手段和方法，如果沒有任何改善則向有關的機構詢問解決的可能，并向污染單位建議。最后用英文寫一篇小論文。
3.如果條件允許，可以上網瀏覽環(huán)保的網站并與其他國家的人民交換環(huán)保的信息和知識。加強了解，畢竟中國的環(huán)保起步較晚。同時學習一些有關環(huán)境的英文表達方式，積累知識。