2023学年完整公开课版globalwarming教案

Unit4Globalwarming单元教学目标技能目标SkillGoals▲Talkaboutglobalwarming,pollutionandtheimportanceofprotectingtheearth▲Practiseexpressingagreement,disagreement,blameandcomplaint▲Howtouse“it”foremphasisinasentence▲WriteanessayonenvironmentalproblemsⅡ.目标语言功能句式Expressingagreement,disagreement,blameandcomplaintYes,Iagreewithyou.Yes,Ithinkso.Ibelievethatyou’vegotitright.Idon’tthinkso.Idon’tthinkthat’sright.I’mafraidyouarewrong.I’msorrytobringthisup,but...I’msorrytohavetosaythis,but...Theyshouldn’thavedoneit.Theyaretoblame.Whydon’tyoudosomethingaboutit?Perhapstheyshould/oughttodo...词汇1．四会词汇compare,graph,phenomenon,fuel,quantity,per,data,catastrophe,climate,consequence,state,range,glance,widespread,decrease,steady,steadily,average,existence,outer,electrical,motor,can(n.),microwave,nuclear,disagreement,title2．认读词汇renewable,greenhouse,Fahrenheit,Sophie,Armstrong,Janice,Foster,methane,CharlesKeeling,measurement,Celsius,famine,destruction,GeorgeHambley,speculation,environmental,hectare,emphasis,individual,appliance,heading,imperative3．词组compareto,comeabout,quantitiesof,resultin,buildup,keepon,onthewhole,makeadifference,putupwith,solongas,andsoon4.重点词汇data,quantity,catastrophe,climate,consequence,compare,per,range,glance,average,existence语法“It”usedforemphasisItishumanactivitythathascausedthisglobalwarming.重点句子1.Thereisnodoubtthattheearthisbecomingwarmer.P262.Withoutthe‘greenhouseeffect’,theearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.P263.Theyalsoagreethatitistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.P264.Together,individualscanmakeadifference.P305.Ittakesalotofenergytomakethingsfromnewmaterials….P306.Remember—yourcontributioncounts.P30分课时教案TheFirstPeriodSpeakingandListeningTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语energy,light(v.),heat(v.),renewable,non-renewable,fuel,blame,runoutb.交际用语ExpressingagreementanddisagreementYes,Iagreewithyou.Yes,Ithinkso.Ibelievethatyou’vegotitright.Idon’tthinkso.Idon’tthinkthat’sright.I’mafraidyouarewrong.2.Abilitygoals能力目标Enablethestudentstotalkaboutdifferentsourcesofenergyandexpresstheirownideas.3.Learningabilitygoals学能目标Helpthestudentslearnhowtogivetheirideasabouttheuseofenergy.Teachingimportantpoints教学重点Enablethestudentstoexpressagreementanddisagreement.Teachingdifficultpoints教学难点Enablethestudentstolearnhowtoexpressagreementanddisagreement.Teachingmethods教学方法Brainstorming,listeningandgroupwork.Teachingaids教具准备Ataperecorderandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Sitdown,please.Beforeclass,I’llcheckyourhomeworkfirst.Mary,wouldyoureadyourhomeworktous?Checkthestudents’homeworkandhaveadiscussionwiththestudentsaboutthemistakesMarymade.Letthestudentshaveaclearunderstandingaboutthemistakesandthencorrectthem.StepⅡWarmingupT:Asweallknow,wedependonenergytodomanythingsinourdailylife.Somepeopleevensaywecoulddonothingwithoutenergy.Canyoutellmewhatweuseenergyfor?Sa:Energylightsourcities.Sb:Energyheatsourbuildings.Sc:Energyentertainsus.Withthehelpofelectricity,peoplehavegotalotoffunfromwatchingTV,playingcomputersandsoon.Sd:Therearemanyotherelectricalappliancesthatmakeourlifemoreconvenientandcomfortablesuchaswashingmachines,microwaves,airconditionersandsoon.Se:Todayenergyalsohelpspeoplerealizemanyso-calleddreamsinthepast.Forexample,peoplecan“fly”fromoneplacetoanotherbyplanewhichrunsonenergy.Sf:It’strue.Infact,notonlyplanesbutalsocars,shipsandtrainsrunonenergy.T:Welldone.Allthatyou’vejustsaidisright.Soitseemsthatenergyplaysaveryimportantroleinthemodernworld.Thenwheredoesalltheenergycomefrom?Openyourbooksandturntopage25.Lookatthepicturesonthispage.Theymayhelpyoufindouttheanswers.Afterawhile.T:Who’dliketotellusyouranswers?Sg:Windpower.Sh:Coalpower.T:Right.Isthereanydifferencebetweenthem?Si:Yes.Windwillneverrunoutwhilecoalisalimitedsource.T:It’strue.Asweknow,anenergysourceisrenewablewhensuppliesofitneverrunoutwhilesomesupplies，suchascoal,willdefinitelyrunoutoneday.Energyofthiskindiscallednon-renewablesources.Pleasethinkofasmanysourcesasyoucananddecidewhichenergysourcesonyourlistarerenewableandwhicharenon-renewable.Ifnecessary,givesomewordsrelatedtothepictureswhichmightbedifficultforthestudentssuchasoilrefinery,hydroelectricpowerandsoon.Theteachershouldalsocollectasmuchinformationaboutdifferentsourcesofenergyaspossibleandshowittothestudentsinclassthroughacomputer.Inthisway,thestudentswillbecomemoreinterestedinthistopicandtheirknowledgeonthisaspectwillbeenlarged.Sampleanswers:RenewableNon-renewableWindpowerCoalSolarpowerNaturalgasandoilHydroelectricpowerNuclearpowerStepⅢListeningandDiscussingT:Fromwhatwe’vejusttalkedabout,itisclearthatenergydoesalotofgoodtous.Buteverycoinhastwosides.Isthereanynegativeeffectofusingenergy?Sa:Yes.Peopleusetoomuchenergywhichisresultinginanincreaseincarbondioxide.Thatishowtheglobalwarmingcomesabout.Sb:Andmeanwhileitpollutestheenvironment.T:It’strue.Manypeoplehaverealizedtheproblem.Nextwe’lldosomelisteningpracticeonthistopic.Let’sseewhatotherpeoplethinkofthisissue.Thestudentsareaskedtoreadthequestionsquicklytofindoutthelisteningpointsfirst.Thenlistentothetapetwiceandgivethecorrectanswers.T:Nowpleaseturntopage31.Let’sdolistening.Beforeyoulistentothetape,pleasereadfastthestatementsinExercise1tofindoutthelisteningpoints.Paymuchattentiontothekeypointswhilelistening.Playthetapeforthefirsttime.Helpthestudentsgetageneralunderstandingaboutthedialogue.ThestudentslistenandtrytofinishExercise1.Playthetapeagain,trainthestudents’abilitytospotspecificinformationandunderstandtheimplicationinthedialogue.ThestudentslistenandfinishExercise2.Severalminuteslater. T：Haveyoufinishedtheexercises?Ss:Yes.T:OK,let’scheckyouranswers.Explainsomedifficultpointsifnecessary.T:NowreadwhatProfessorChenandLiBinsay.Workingroups.Discusswhoyouagreewithandgivereasons.UsesomeofthephraseslistedinExercise2oranyothersyouknow.StepⅣHomework1.Reviewthenewwordsandexpressionsyoulearnedinthisclass.2.PreviewReading.TheSecondPeriodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语compare,phenomenon,graph,fuel,trap,data,climate,catastrophe,consequence,range,per,glance,compareto,comeabout,fiercedebate,resultin,buildupb.重点句式Thereisnodoubtthattheearthisbecomingwarmer.P26Withoutthe‘greenhouseeffect’,theearthwouldbeaboutthirty-threedegreesCelsiuscoolerthanitis.P26Theyalsoagreethatitistheburningofmoreandmorefossilfuelsthathasresultedinthisincreaseincarbondioxide.P262.Abilitygoals能力目标Enablethestudentstotalkaboutthecausesandeffectsofglobalwarming.3.Learningabilitygoals学能目标Helpthestudentslearnhowtotalkaboutthecausesandeffectsofglobalwarmingandexpressideasaboutwhatpeopleshoulddoaboutit.Teachingimportantpoints教学重点Helpthestudentslearnhowtodebateoverthetopic“Weshoulddonothingaboutglobalwarming.”Teachingdifficultpoints教学难点Enablethestudentstolearnthewritingskillsofthetextandgetabetterunderstandingofarticlesofthiskind.Teachingmethods教学方法Listening,readingandgroupwork.Teachingaids教具准备Arecorderandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomework.Reviewtheusefulexpressionsaboutagreementanddisagreement.Showthestudentssomepicturesonthescreen.Thestudentshavetogivenamesofdifferentenergysourcesrelativetothepicturesanddeicidewhichenergysourcesarerenewableandwhicharenot.Thenaskthestudentstotelltheeffectsofusingtheseenergysources.StepⅡPre-readingShowapictureofgreenhouseonthescreen.T:Nowlookatthepicture.Whatisitinthepicture?S:Agreenhouse.T:Right.Whocantellmewhatitisusedfor?Sa:Agreenhouseismadeofglassandisusedforgrowingplants,especiallyduringcoldweather.T:Yes,youareright.Andhowdoesitwork?Sb:Theairinsideiswarmbecausetheglasstrapstheheatfromthesunandkeepsitfromescaping.Thismakesthegreenhouseheatupandsotheplantscangrowthroughoutthecoldperiod.T:Exactly.Thankyou.Buttodaywearenotgoingtotalkaboutgreenhouse,we’lltalkaboutgreenhousegases.Haveyouheardaboutthisbefore?Sc:Iknow.Intheatmospheresurroundingtheearththerearegases,whicharecalled“greenhousegases”,includingcarbondioxide,methaneandwatervapor.T:That’scorrect.Thenwhatdoyouthinkgreenhousegasesdo?Sd:Letmeexplainit.Theytrapheatfromthesunandthereforewarmtheearth.T:Yes.Lastclasswetalkedabouttheeffectsofburningfossilfuels.Oneoftheeffectsismoreandmorecarbondioxideisbeingproduced,whichinturnincreasesthespeedofglobalwarming.Doesitmatter?What’reyouropinions?Nextwe’llreadanarticle“THEEARTHISBECOMINGWARMER—BUTDOESITMATTER?” StepⅢWhile-readingGetthestudentstoreadthepassagefastandmeanwhilehelpthestudentsformagoodhabitofreading.T:Whatdoyouthinkwillbetalkedaboutatthesightofthetitle“THEEARTHISBECOMINGWARMER—BUTDOESITMATTER?”Nowpleaseskimthepassagetoobtainageneralideaofthewholepassage.Whilereading,payattentiontothewritingskillsandifpossible,dividethewholepassageintoseveralpartsandsummarizethemainideaforeachpart.Afterafewminutes.T:Howmanypartscanthistextbedividedinto?T:Anydifferentideas?OK.Nowlet’sfinishtheformonthescreen.Showtheformonthescreenandletthestudentscompletetheform.MainideasofeachpartWritingtechniquesStepⅣComprehendingLetthestudentsreadthepassageagaintofindouttheanswerstothequestionsinExercises1and2.T:Nowlet’slistentothetape.Whilelistening,paymoreattentiontospecificinformation.Thenreadthewholepassagebyyourselves.TrytofindouttheanswerstoquestionsinExercises1and2.Youmayworkingroups.StepⅤDebate（学生活动）Getthestudentstodebateoverthestatement:Weshoulddonothingaboutglobalwarming.Letthemworkingroupsofsixtoprepareit.T:Nowyouaregoingtohaveadebate:Weshoulddonothingaboutglobalwarming.Pleasefollowtheseinstructions.Putthefollowinginstructionsonthescreen.●Getintogroupsofsix.Decidewhichthreeinyourgrouparegoingtoagreewiththestatement(GroupA)andwhichthreearegoingtodisagreewiththestatement(GroupB).●GroupAdiscusswhytheyagreewiththestatement;GroupBdiscusswhytheydisagree.●GroupAandBgettogether.Telleachotherthereasonswhyagreeordisagreewiththestatement.T:Wedon’thavetimetodoitinclass.Pleasefinishitafterclass.TrytocollectasmuchinformationaspossibleontheInternetandshareitwiththeothersinclass.NextclassI’llgetsomegroupstoactoutyourdebates.StepⅥHomework1.Readthepassageagainandreviewthenewwordsandexpressions.2.Preparethedebateingroups.3.PreviewUsingLanguage―WHATCANWEDOABOUTGLOBALWARMING？TheThirdPeriodExtensiveReadingTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语pollution,electrical,motor,can(n.),microwave,disagreement,title,makeadifference,putupwith,leaveanelectricalapplianceon,solongas,andsoonb.重点句式P30Together,individualscanmakeadifference.Ittakesalotofenergytomakethingsfromnewmaterials…Remember—yourcontributioncounts.2.Abilitygoals能力目标Getthestudentstorealizewhatindividualscandoaboutglobalwarming.3.Learningabilitygoals学能目标Learnwhattodoindailylifetoreducethecarbondioxidecontentintheair.Teachingimportantpoints教学重点Enablethestudentstoknowwhattodoindailylifetoreducethecarbondioxidecontentintheair.Teachingdifficultpoints教学难点Enablethestudentstolearnhowtomakeaposter.Teachingmethods教学方法Listening,skimmingandgroupwork.Teachingaids教具准备Arecorderandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthestudents’homeworktoseewhethertheyhavemasteredwhattheylearntlastclass.Checktheirgroupwork—debate.T:Haveyoufinishedyourhomework—prepareadebateingroups?Ss:Yes.T:Whichgroupswouldliketocometothefrontandactoutyourdebates?Chooseoneasyourrepresentative.Askarepresentativeineachgrouptostatetheirgroup’sopinion.Asampledebate:(A=GroupA;B=GroupB)A:Wethinkpeopleshoulddosomethingaboutglobalwarming.Becauseitcouldhavemanynegativeeffectsontheearth.Withtemperatureincreasing,thepolaricecapseventuallywouldmelt,causingsealevelstorisebyseveralmeters.Coastalandlow-lyingcitieswouldbesubmerged.Somescientistspredictseverestorms,droughts,famines,thespreadofdiseasesandthedestructionofspecies.Don’tyouthinktheseareterrible?Sodon’thesitatetotakeactiontoreducethecarbondioxidecontentintheair.Onlyinthiswaywillwebeabletosavetheearthandsaveourselves.B:Wedon’tthinkso.Somescientists’concernsaboutglobalwarmingarejustspeculation.IwanttoremindeveryonetopayattentiontowhatGroupAhasjustsaid.Yousaidalotof“could”and“would”,whichobviouslyindicatesthatyouarenotsureaboutthebadeffectsyoujustmentioned.Inouropinion,globalwarmingwillbemildwithfewbadenvironmentalconsequences.What’smore,morecarbondioxideisactuallyapositivething.Itwillmakeplantsgrowfaster;cropswillproducemore;itwillmakeagreaterrangeofanimals,allofwhichwillmakelifeforhumansbetter.Sothere’snoneedforustoreducethecarbondioxide.A:Itistruethatnooneknowsexactlywhattheeffectsofglobalwarmingwillbe.Butdon’tyouthinkitwillbetoolateforustotakeactionafterthebadeffectscomeout?Hopeforthebestandpreparefortheworst.B:...StepⅡLead-inT:GroupAdidagoodjobandshowedustheimportanceofreducingtheamountofcarbondioxideintheair.Butwhatshallwedoinourdailylife?Sa:Saveenergy.Forexample,ifwearenotusingthelights,theTV,thecomputerandsoon,turnthemoff.Sb:Carsusealotofenergy,sowe’dbetterwalkorrideabike.Sc:Buythingsmadefromrecycledmaterialsbecauseittakesalotofenergytomakethingsfromnewmaterials.T:Right.You’vedoneagoodjob.Nextopenyourbooksandturntopage30.Todaywe’llreadtwolettersandlearnwhatwecandoaboutglobalwarming.StepⅢListeningandReadingGetthestudentstoreadthetwolettersandthenfillinthetableonpage30.T:Skimthelettersandfindwhothewritersareandwhattheirpurposeofwritingthelettersis.Sd:Thefirstletteriswrittenbyastudentwhoisaskingforsuggestionsforhisproject—globalwarming.Se:ThesecondletteriswrittenbyaneditorofEarthCaremagazine.Heoffersthestudentsomesuggestionsonwhattodoaboutglobalwarming.T:Goodanswers.NowscantheletterandlistEarthCare’ssuggestionsandtheningroups,discusswhetheryouthinkyoucancarryouteachsuggestion.Givereasonsforyouranswers.Sampleanswers: EarthCare’ssuggestionsCanyoucarryitout?ReasonsIfyouarenotusingelectricalappliances,turnthemoff.YesSaveenergyIfyou’recold,putonmoreclothesinsteadofturninguptheheat.YesSaveenergyMotorvehiclesusealotofenergy,sowalkorrideabikeifyoucan.YesSaveenergyRecyclecans,bottles,plasticsandnewspapersandbuythingsmadefromrecycledmaterials.YesSaveenergyGetyourparentsorfriendstobuyproductsthataremadetosaveenergy.YesSaveenergyPlantmoretrees.YesPlantsabsorbcarbondioxidefromtheair.Talkwithyourfamilyandfriendsaboutglobalwarmingandtellthemwhatyou’velearned.YesTogether,individualscanmakeadifference.StepⅣMakingaposter（学生活动）Helpthestudentslearnhowtomakeaposter.Theteachermaycollectsomepostersorpicturesabouttheenvironmentandshowthemtothestudentsinclass.T:Nowingroupsoffive,makeaposterforyourschoolthattellsthestudentsvariouswaystheycanreducetheamountofcarbondioxideintheair.Rememberthefollowing:giveyourposteralargeheading,useimperativesentencestolistthewayswecanreducetheamountofcarbondioxideintheair.What’smore,tryeverypossiblewaytomakeyourposterimpressive,whichisthepurposeofaposter.Iftimeislimited,youcanfinishitafterclass.StepⅤHomeworkFinishtheposter.TheFourthPeriodLanguageStudyTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语glance,widespread,decrease,steady,average,existence,outer,onthewholeb.重点句式Itishumanactivitythathascausedthisglobalwarming.P29…itistheburningofmoreandmorefossilfuelsthatisresultinginthisincreaseincarbondioxide.P262.Abilitygoals能力目标Learnabout“it”usedforemphasis.3.Learningabilitygoals学能目标Helpthestudentslearnhowtousenewwordsandexpressionsofthisunitandhowtouse“it”foremphasis.Teachingimportantpoints教学重点Thestructureof“Itis...that...”.Teachingdifficultpoints教学难点Teachthestudentshowtomastertheuseof“it”foremphasis.Teachingmethods教学方法Explanationandpractice.Teachingaids教具准备Acomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionT:Goodmorning,everyone.Ss:Goodmorning,sir/madam.T:FirstI’llcheckyourhomework.Haveyoufinishedtheposter?Ss:Yes.T:Well,whichgroupwouldliketoshowusyours?Getseveralgroupstoshowtheirposters.Asampleposter:WhatCanWeDoaboutCarbonDioxide?Carbondioxideisoneofthemaincausesofglobalwarmingwhichwillbringtheearthcatastrophe.Hereareafewwaysthatindividualscanfollowtoreduceitscontentintheair.●Turntheelectricalappliancesoffifyouarenotusingthem.●Putonmoreclothesifyouarecoldinsteadofturninguptheheat.●Walkorrideabikeinsteadofusingmotorvehiclesifyoucan.●Recyclecans,bottles,plasticsandnewspapers;buythingsmadefromrecycledmaterials.●Buyproductsthataremadetosaveenergysuchasfridgesandmicrowaves.●Planttreesinyourgardenorschoolyard.Together,individualsmakeadifference.It’stimeforustodosomethingaboutcarbondioxide.Talkwithyourfriendsorfamilyaboutglobalwarming.Let’sworktogetherandcaretheplanetwearelivingin.StepⅡDiscoveringwordsandexpressionsT:Nowpleaseopenyourbooksandturntopage28.Let’sdosomeexercises.StepⅢDiscoveringusefulstructuresT:Nextlet’sturnbacktopage29.We’lllearnausefulstructure.Nowcomparethesetwosentencesbelow.Showthefollowingtwosentencesonthescreen.Humanactivityhascausedthisglobalwarming.Itishumanactivitythathascausedthisglobalwarming.T:WhocantranslatethemintoChinese?Sa:Ithinktheyarethesame.Theybothmean“人类行为引发了全球变暖”.Sb:Idon’tthinkso.Theyarealittlebitdifferent.Thelatteroneshouldbe“引发全球变暖的正是人类行为”.Inthesecondsentence,“humanactivity”isemphasized.T:Quiteright.Thisisthestructurewearegoingtolearntoday.Presentthestructureonthescreenandgivesomeexplanation.由it引导的强调句结构:Itis(was)+被强调部分+that(who)+句子其他部分注意：此结构强调的成分仅限于主语，宾语和状语。如：原句：Myfatherdidtheexperimentinthelabyesterdayevening.强调主语：Itwasmyfatherwhodidtheexperimentinthelabyesterdayevening.强调宾语：Itwastheexperimentthatmyfatherdidinthelabyesterdayevening.强调时间：Itwasyesterdayeveningthatmyfatherdidtheexperimentinthelab.强调地点：Itwasinthelabthatmyfatherdidtheexperimentyesterdayevening.又如：Itwasinthatcitythatwemetforthefirsttime.ItwasnotuntilhetoldmethatIknewthetruth.典型例题分析:1）Itwaslastnight_______IsawthefilmStarWars.A.who B.when C.that D.which答案C.强调句的结构是：It+be+强调部分+that(who)+主谓句。强调句的连词只有两个，that和who。当强调的部分是人，且为句子的主语时，才用who，其余用that。2）Itistenyears_______MissGreenreturnedtoCanada.A.that B.when C.since D.as答案C.考点是连词用法。本题易误选为A.其实本句不是强调句。若是，去掉Itbe...that还应是一个完整的句子。而本句去掉‘Itis...that’，只剩下tenyearsMissGreenreturnedtoCanada不成句。因此本句不是强调句。Itis+时间+since...,其中is=hasbeen.T:Inthearticletherearetwosentencesinwhich“it”isusedforemphasis.Canyoufindthem?Sc:Yes.Oneis“ItwasascientistcalledCharlesKeelingwhomadeaccuratemeasurementsoftheamountofcarbondioxideintheatmospherefrom1957to1997.”Theotheris“Itistheburningofmoreandmorefossilfuelsthatisresultinginthisincreaseincarbondioxide.”T:Good.Nextlet’sdosomepracticeaboutthisstructure.Turntopage29,Exercise2.Pleaserewriteeachsentencewith“Itis...that...”togivemoreemphasistotheunderlinedpart.Sampleanswers:1.Itisgreenhousegasesthathavewarmedtheearthbytrappingheatenergyintheatmosphere.2.Itisthegreenhouseeffectthatgivestheearth’ssurfacetheaveragetemperatureof15℃.3.Itisfossilfuelsthatmuchoftheenergyusedtolightandheatourhomescomesfrom.4.ItistheUnitedStatesofAmericathatthebiggestproducerofgreenhousegasesis.5.Itisforcenturiesthatcarbondioxidestaysintheatmospherewhileothergreenhousegasesstayintheatmosphereonlyforadayorless.6.Itistheirveryexistencethatlow-lyingcountriesfeelisindangerfromrisingsealevels.7.Itishumanactivitiesthatmanyscientistsbelievethathavecausedtheearth’stemperaturetorise.8.Itisfutureclimatechangesandtheireffectsonourenvironmentthatscientistswanttofindoutabout.9.Itisbyseveralmetersthattheleveloftheseacouldrisebecauseofglobalwarmingintheyearsahead.10.Itisouterspacethatmightprovideuswithnewenergysourcesinthefuture.StepIVUsingstructuresGetthestudentstodomoreexercisesabouttheuseof“it”foremphasis.T:Pleaseturntopage64.Readtheinstructionsofthetwoexercisesandthenfinishthem.SampleanswerstoExercise2:(1)ItwasfourAustralianchildrenwhostarteditin1996whentheyorganizedthefirstchildren’senvironmentalconference.(2)Itisatthisconferencethatwedecidewhichprojectswewanttoworkoninthefollowingyear.(3)ItwasthroughoneoftheseprojectsaboutfiveyearsagothatIfirstbecameinvolvedinMillenniumKids.StepⅥHomeworkMakefoursentenceswith“it”foremphasis.TheFifthPeriodDrillsTeachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语environmentalproblem,plasticbags,reuse,litter,rubbishitems,CleanUpDay,bringupb.重点句式P63I’msorrytobringthisup,but...I’msorrytohavetosaythis,but...Theyshouldn’thavedoneit.Theyaretoblame.Whydon’tyoudosomethingaboutit?Perhapstheyshould/oughttodo...2.Abilitygoals能力目标EnablethestudentstotalkaboutsomeenvironmentalproblemsandCleanUpDay.3.Learningabilitygoals学能目标Helpthestudentslearnhowtoexpresstheirownideasaboutsomeenvironmentalproblems.Teachingimportantpoints教学重点Enablethestudentstotalkaboutsomeenvironmentalproblems.Teachingdifficultpoints教学难点Enablethestudentstotalkaboutsomeenvironmentalproblems.Teachingmethods教学方法Listening,speakingandgroupwork.Teachingaids教具准备Arecorder,acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠRevisionCheckthehomeworktoseewhetherthestudentshavemasteredtheuseof“it”foremphasis.T:Lastclasswelearnedabout“it”usedforemphasis.Doyourememberthestructure?Ss:Yes.Thestructureis:Itis(was)...+that(who)+...T:Now,whowouldliketoreadthesentencesyouhavewrittenashomework.Samplesentences:ItwasJameswhobrokethewindow.Itwasthelittleantsthatdestroyedthewholebuilding.Itishergrandmawhobringsherupalltheseyears.Itwasthehopeinhisheartthatenabledhimtoescapefromtheprison.StepⅡListeningGetthestudentstoprepareforthelisteningbyaskingsomequestions.T:Inthisunitwehavetalkedmuchaboutglobalwarming,whichobviouslycausesgreatconcernallovertheworld.Manyorganizationshavebeensetuptoprotecttheenvironment,oneofwhichisMillenniumKids.Haveyoueverheardaboutit?Ss:No.T:Wouldyouliketoknowsomethingaboutit?Ss:Yes.T:OK.We’lllistentoadialogueaboutit.Pleaseopenyourworkbooksandturntopage62.Pleasereadtheinstructionsandquestionsfasttofindoutthelisteningpointsfirst.Paymuchattentiontothekeypointswhilelistening.Playthetapeforthefirsttime.Helpthestudentsgetageneralunderstandingaboutthedialogue.ThestudentslistenandtrytoanswerquestionsinExercise2.Playthetapeagain,trainthestudents’abilitytopickoutspecificinformation.ThestudentslistenandfillintheinformationsheetinExercise3.Playthetapeforathirdtimeandletthestudentschecktheiranswersbythemselves.T:Haveyoufinishedthequestions?Ss:Yes.T:OK,let’schecktheanswerstogether.Explainsomedifficultpointsifnecessary.StepⅢTalking（学生活动）T:Fromwhatwe’vejustlistenedto,wecanseeglobalwarmingisonlyoneoftheenvironmentalproblems.Therearemanyotherproblems.Canyougivemesomeexamples?Sa:Airpollutionandwaterpollution.Sb:Deforestation.Sc:...T:Youareright.Manyenvironmentalproblemsendangertheworldwearelivingin.Theteachermayaswellcollectsomepicturesaboutenvironmentalproblemsandshowthemtothestudentsthroughacomputer.Oneofthepicturesshouldbeaboutplasticbags.T:Whatcanyouseeinthepicture?Ss:Wecanseelotsofplasticbagsandabeachseriouslypollutedbyplasticbags.T:Whatdoyouthinkplasticbagsdototheenvironment?Sd:Ithinktheypollutetheenvironmentandtheyareabigenvironmentalproblem.T:Doyouagreewithhim?Se:Yes.Idon’tlikeusingplasticbagsbecausetheyarebadforourhealth.Ialsoheardthatplasticbagscannotbereusedandthereforeitisagreatwastetousethem.T:It’struethatplasticbagsdogreatharmtotheenvironment.It’st