英语 第一册（五年制高职）教案 Unit5 Natural Environment

PAGE单元名称Unit5NaturalEnvironment授课内容Warm-UpReading授课课时2教学目标1.能够根据所给图片，说出污染现象及其危害。2.能够理解全球变暖的现象，并能够获取关于全球变暖的成因、影响和改善措施等细节信息。3.能够掌握说明文围绕段落主题句展开说明的文体特征，并能判断、区分全球变暖的成因和影响，理解说明的逻辑顺序。4.通过列举个人能做的、阻止全球变暖的行为，客观看待和分析人类行为对环境的影响，感知环境保护的必要性，树立环保理念。5.能够识别与提炼说明文中的主题句，运用略读主题句的阅读策略，获取全球变暖的相关信息。6.能够掌握语篇中的重要语言点，在具体语境中运用新学的重点词汇介绍全球变暖的现象、成因、影响及改善措施。教学重点1.阅读并理解全球变暖的现象、成因、影响和改善措施。2.阅读并分析语篇结构，理解文体特征。3.阅读重点语句，理解和掌握重要的语言点，并能够运用以介绍全球变暖的相关情况。教学难点1.能判断、区分成因和影响，理解说明的逻辑顺序。2.能根据对全球变暖现象、成因和影响的理解，列举个人能做的、阻止全球变暖的行为。Unit5教案教学过程教学环节时间分配主要内容教学活动设计意图Step1Warm-Up15’1.KindsofPollution(1)Tshowspicturesofdifferentkindsofpollutionandexpressionsofpollution.(2)Ssmatcheachpicturewiththepollutionitshows.(3)SstellanswersandTprovidesguidanceandassistancewhenneeded.Sstrytointroducemorekindsofpollutionifpossible.从污染现象出发，借助图文理解不同种类污染的英文表达，通过讨论掌握污染对环境和人类造成危害的相关词汇。2.HarmofPollution(1)TasksSstoworkinpairstodiscussharmofpollution.(2)SstellanswersandTprovidesguidanceandassistancewhenneeded.(3)Tshowstwochartsofharmtotheenvironmentandharmtopeople.(4)SsreadtheexpressionsafterTandtrytotranslatethemintoChinese.(5)Ssareencouragedtogivemoreexpressionsthatarenotgiventodescribethepossibleharmofpollution.Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading2’IntroductionandPredictionSituation:Nowadays,globalwarminghasbecomeaveryseriousproblem.AsyoungcitizensoftheplanetEarth,weneedtoconsiderwhatwecandotohelpstopglobalwarming.TasksSstoreadthesituationandtitleofthetexttomakeprediction──whatwecandotohelpstopglobalwarming.引导学生通过已有信息预测阻止全球变暖的行为，引发学生思考和阅读兴趣，引出课文主题。Step3While-reading33’1.SkimmingandPredictionCheckingSsskimthetextandcheckifthey’vemadetherightprediction.1.通过略读的阅读策略，检测读前预测。2.通过扫读的阅读策略，获取主要信息。3.通过识别段落主题句的阅读策略，定位和抓取细节信息。4.通过头脑风暴，引发学生对如何阻止全球变暖的思考。5.通过鼓励学生观察和总结，梳理说明的逻辑顺序，熟悉说明文的语篇结构及文体特征。2.ScanningandChartFilling(1)TasksSstoscanthetextandfinishActivity1byfindingoutkeyinformationoncauseandeffectofglobalwarming.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.CarefulReadingandStatementJudging(1)TasksSstoreadthetextcarefullyandfindoutthetopicsentenceandmainideaofeachparagraph.SsfinishActivity2byfindingoutdetailsofthephenomenon,causes,effectsandsolutionsofglobalwarming.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.4.BrainstormandDiscussion(1)TencouragesSstobrainstormactivitieswhichcanhelptoreduceglobalwarmingandwritedowntheirideasontheblackboard.(2)Ssdiscusswiththeirpartnersaboutwhattheycandotoreduceglobalwarming.(3)TinvitessomeSstosharetheirideas.5.TextAnalysis──StructureandFeatures(1)TasksSstofindoutthestructureofthetextwiththehelpofthechartinActivity1andgiveexplanationwhenneeded.(2)Tintroducescommonfeaturesofexpositorywriting.(3)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading25’1.Retelling(1)TencouragesSstoretellthetexttotheirpartnersbyreferringtothechartinActivity1andthestatementinActivity2.(2)Tinvitesavolunteertoretellthetexttothewholeclass.(3)Tevaluatesthevolunteerstudent’sretellingandasksSstomakecommentsonhis/herperformance.1.通过文章复述，检验学生对语篇结构和内容的掌握程度。通过教授语篇中的语言点，提高学生对语言知识的掌握和运用能力。3.通过配对活动，学习生词的英英释义，加深了解。4.通过选词搭配成词组完成句子，在语境中学习短语的含义。4.通过范例，学习由表示天气的名词加“-y”构成形容词的构词法。2.LanguageFocusesTexplainstheimportantwords,expressionsandgrammarfocusesinthetext.3.WordMatching(1)TasksSstomatchthewordsorphraseswiththedefinitions.Tips:TcanaskSstolookforthekeywordsorphrasesinthesentence,whichwillhelpthemgettheanswer.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.4.WordChoosing(1)TasksSstochoosetherightwordtomakeaphrasetocompleteeachsentence.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.5.WordFormation(1)Tintroducesthebasicruleofadding“-y”toanounindicatingacertainweatherconditiontoformanadjectivewhichisusedtodescribeweather.(2)Sscompleteeachsentencebyfollowingtheexample.(3)TaskssomeSstogivetheanswers.(4)TasksSstothinkofothernounsindicatingweatherconditionsthatcanbechangedintoadjectivestodescribeweatherbyadding“-y”.Summary3’1.Howtointroduceglobalwarming,likethedescriptionofthephenomenon,thecauses,theeffectsandsolutions.2.Howtoreduceglobalwarmingindailylife.3.Languagefocusesinthetext.Homework2’1.Copyandrecitethenewwordsandexpressions.2.Introducethephenomenon,causes,effectsofglobalwarmingandsupplementthingspeoplecandotoreduceglobalwarming.Shootavideoanduploaditontotheplatform.单元名称Unit5NaturalEnvironment授课内容GrammarandUsageIntegratedSkills授课课时2教学目标1.能够在具体语境中识别和辨析一般现在时,掌握一般现在时的形式、意义和用法。2.能够运用观察、归纳等学习策略，总结一般现在时谓语动词的形式以及肯定、否定和疑问形式，理解其所表达的时间意义并能正确运用于情境中。3.能够听懂和说出表示询问信息和解答询问的表达方式，并在相关情境中恰当应用。4.能够对生活中常见物品进行描述并判断其是否环境友好物品。5.能够根据图片提示写出实现低碳生活的个人行动计划，并能够使用恰当的词汇和句型转化行动计划信息，补全行动计划。6.能够了解低碳生活方式，感知并认同低碳生活的意义，提高保护环境人人有责的意识。教学重点1.观察并归纳一般现在时的形式、意义和用法，掌握一般现在时谓语动词的形式、所表达的时间意义及其用法。2.听懂并掌握询问信息和解答询问的表达方式，根据语用情境选用恰当句型进行交际。3.描述生活中常见物品，判断其是否环境友好；，写出实现低碳的生活方式行动计划。教学难点1.能在相关情境中得体地询问信息和解答信息，进行沟通交流。2.能联系自身实际，根据所理解的低碳生活方式，写出自己的低碳生活行动计划。教学过程教学环节时间分配主要内容教学活动设计意图Step1GrammarandUsage20’1.IntroductiontotheSimplePresentTense(1)Tintroducesthemeaningsandformsofthesimplepresenttensewithsomeexamplesentences.(2)Tshowstheaffirmative,negativeandinterrogativeformsofthesimplepresenttense,andasksSstoobserveandsummarizetheirdifferentrulesofformationanddifferentusages.引导学生运用观察、归纳等学习策略，思考和掌握一般现在时的形式、意义和用法，掌握一般现在时谓语动词的形式及肯定、否定和疑问的形式，并在情境中运用。2.ObservationandIdentification(1)Tshowssomesentencesindifferenttenses.(2)Sstickthesentencesinthesimplepresenttenseandtrytoidentifytensesofothersentences.(3)TaskssomeSstogivetheanswersandprovidesguidanceandassistancewhenneeded.3.BlankFilling(1)TasksSstosummarizetherulesofverbsandthemeaningofthesimplepresenttense.(2)TasksSstofillingintheblankstocompletesentenceswiththecorrectformoftheverbsinthebrackets.(3)Ssreadthesentencesandcompleteeachsentencewiththecorrectformoftheverbsinthebrackets.(4)TaskssomeSstogivetheanswers.Step2Listening(Speech1)23’1.ListeningfortheMainIdeaSituation:Andyhasmadeaspeechonanenvironmentalproblem.(1)Tintroducesthesituationandshowsthethreepicturesindicatingdifferentenvironmentproblems.SsmakeapredictionandgetreadytolistentoAndy’sspeech.(2)SslistentoAndy’sspeechandtickthepicturethespeechisabout.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.从简单的听力语篇入手，步步深入，引导学生理解演讲的大意与关键信息，引导学生学习介绍污染现象和应对措施的表达方式，为后续理解低碳生活、介绍环保行为做好铺垫。2.ListeningforDetails(1)TasksSstoreadthefivestatementsandcirclethekeywordsineachstatement.(2)TasksSstolistentotherecordingagainandtickthetruestatements.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.Step2Listening&Speaking(Conversation2)15’1.SpotDictation(1)Ssreadthelisteningmaterialandgetthemainidea.(2)TasksSstolistentoaconversationbetweenAndyandhisrmotherandfillintheblanks.(3)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.通过简单的对话语篇引出询问信息和解答询问的话题，学习并运用询问信息和解答信息的语言表达，为接下来询问和描述常见物品做好准备。2.ListeningforUsefulExpressions(1)TasksSstolistentotherecordingagainandcirclethesentencesAndy’smotherusedtoaskforinformationintheconversation.(2)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.UsefulExpressionsLearning(1)TleadsSstolearnthesentencepatternsforaskingforinformation.(2)ThelpsSstofindoutmoreexpressionsandsentencepatternstopreparefordescribingobjects.4.ObjectsDescribing(1)TasksSstoworkinpairstochooseanobjectanddescribeittotheirpartneranddiscusswhetheritisenvironmentallyfriendly.(2)Ssusethequestionsinthetextbookandgivenexpressionsandsentencepatternstointroducetheobjects.(3)SomeSsdescribeobjectsandtellwhetheritisenvironmentalfriendlyinfrontoftheclass.(4)TandSsevaluatetheperformances.Step3Writing15’1.SentencesCompleting(1)SsreadLily’sactionplantoleadalow-carbonlifeandcompletethesentencesaboutthingsshecandotoreachthegoalofleadingalow-carbonlife.(2)TaskssomeSstogivetheanswersandprovidesguidanceandassistancewhenneeded.通过观察图片获取Lily关于低碳生活的行动计划信息，阅读行动计划，充分理解其内容，用行动计划中的信息填写补全行动计划。2.ActionPlanWriting(1)SsreadtheLily’sactionplanandcompleteheractionplanwiththeinformationinherdraft.(2)TaskssomeSstogivetheanswersandconcludeactionswecantaketoleadalow-carbonlife.Summary5’1.Meanings,formsandusagesofthesimplepresenttense;therulesofverbsinthesimplepresenttense.2.Expressionsandsentencepatternsofaskingforinformation.3.Thingswecandotoleadalow-carbonlife.4.Howtowriteanactionplan.Homework2’1.Pairwork.Polishyourin-classdescription,shootavideoanduploaditontotheplatform.2.Makeadraftandwriteyouractionplantoleadalow-carbonlife.

单元名称Unit5NaturalEnvironment授课内容ExtendedReadingReal-LifeActivity授课课时2教学目标1.能够了解“每天都是清洁日”的活动时间、地点、任务、原因、事件和影响等。2.能够了解记叙文六要素的内容，通过把握记叙的六要素来把握文章所叙的中心事件，理清事情发生、发展的脉络。3.能够运用速读策略迅速确定记叙文的内容要点，运用精读策略获取文中提及的关于“每天都是清洁日”活动的时间、地点、任务、原因、事件和影响的详细信息。4.能够理解公益环保活动的意义和价值，强化环境保护人人有责的意识。5.能够识别并说出常见垃圾的英文表达，对常见垃圾进行正确分类，梳理自己一个星期所产生的各类垃圾的名称及数量，并根据对自身情况的分析，提出创建绿色校园的合理建议。6.能够分析、归纳、总结关于创建绿色校园的建议，整理并汇报建议。教学重点1.阅读并了解“每天都是清洁日”的活动时间、地点、任务、原因、事件和影响等。2.阅读并分析记叙文的语篇结构和文体特征。3.结合自身情况梳理、分析校园垃圾的相关情况，提出创建绿色校园的合理建议。教学难点1.能理解公益环保活动的意义和价值，并说出垃圾对野生动物的影响。2.梳理自己一个星期所产生的各类垃圾的名称及数量，并根据对自身情况的分析，提出创建绿色校园的合理建议。教学过程教学环节时间分配主要内容教学活动设计意图Step1Pre-reading8’SituationIntroductionSituation:Protectingtheenvironmentneedsallkindsofeffortfromeveryone,butwheretostart?AndyandhisgoodfriendZhangXiaobo(Bob)aremembersoftheenvironmentclubintheirschool.Let’sseewhattheyhavedone.Traisesquestionslike:Whatarethepossibleactivitiesintheenvironmentclub?Whateffortcanwemaketoprotecttheenvironment?WhatdoyouthinkAndyandZhangXiaobo(Bob)havedone?Ssdiscussandexpresstheirviewpointsfreely.1.导入阅读语篇，引导学生思考环保活动的内容和意义。Step2While-reading22’1.Fastreading(1)SsreadthetextquicklyandtellwhatAndyandZhangXiaobo(Bob)havedone.(2)TasksSsgivetheanswersandmakesexplanationswhenneeded.1.训练速读阅读策略，获取篇章大意。2.训练精读的阅读策略，获取记叙文六要素的细节信息，了解“每天都是清洁日”的活动经历。3.通过课文梳理记叙文语篇结构，总结记叙文文体特征。2.CarefulReadingandBlankFilling(1)Tintroducesthesixelementsofanarrative.(2)Ssreadthetextquickly,findoutthesixelementsof“EveryDayIsClean-upDay”andfillintheblanks.(3)TaskssomeSstogivetheanswersandprovidesguidanceandassistancewhenneeded.3.TextAnalysis──StructureandFeatures(1)TasksSstothinkabout:Whatisthegoalofanarrativewriting?–torememberpeopleortonarrateobjects.Whatisthestructureofthetext?–thebriefintroductiontothe“EveryDayisCleanupDay”(Para.1);–thedetaileddescriptionofwhattheydoonthe“EveryDayisCleanupDay”(Para2-4);–thefeelingoftakingpartinthe“EveryDayisCleanupDay”(Para5).Whatarethefeaturesofanarrativewriting?–tofocusesontheexperiencesofcharactersandthedevelopmentandchangesofthings.(2)Sstrytoconcludethestructureandfeaturesofanarrativewriting.Step3Post-reading10’RetellingandDiscussion(1)TasksSstoretellwhatAndyandZhangXiaobo(Bob)havedoneon“EveryDayisCleanupDay”.(2)TshowspicturesandexpressionsandaskstheSstothinkabouthowrubbishharmsthewildlife.(3)Ssbrainstormanddiscussinpairsandwritedowntheiranswersintheblankinthetextbook.(4)Taskssomepairstoreporttheiranswers.引发学生思考说出垃圾对野生动物的影响，拓展环保认知，强化环境保护人人有责的意识Step4RealLifeActivity35’1.ThreeR’sRuleReadingTask:Theenvironmentclubinyourschooliscollectingsuggestionsfromstudentsonhowtomakeyourcampusgreener.Followthefollowingstepstoexploreandshareyourideas.(1)TintroducesthemeaninganddescriptionofThreeR’sRule.(2)TasksSstodiscussingroupsandcompletethetablebyfillingtheitemsintheblanks.(3)TaskssomeSs