1、1/3 Unit 6 Earth first Developing ideas 【教材分析】【教材分析】 本板块呈现了从另一角度反映单元主题的课文，语篇类型为报刊社论，介绍了生活 中常见的关于环境保护的几个认识误区，引导学生对所谓的生活常识持批判的态度；读 写部分的范文呈现了一封倡议“光盘行动”的信件。 【教学目标】【教学目标】 1. 掌握本课的重要词汇与句式； 2. 引导学生借助语篇知识分析本课语篇类型特点以及段落逻辑关系， 使学生能够运 用逻辑思维和批判性思维梳理和评判生活中常见的观点。 【教学【教学重难点重难点】 1. 重点：本课时的重要词汇与句式 2. 难点：能够运用逻辑思维和批判性思
2、维梳理和评判生活中常见的观点。 【教学【教学过程过程】 Step 1 Lead in Have the Ss look at the questions about “green living” and tick your answers in Activity 1. And in groups discuss and check the answers. Then work in groups and see if other people share your ideas. Step 2 Before reading Have the Ss go through “Learning to
3、learn” and introduce the function of subheadings in the passage. Make sure they have understood how the subheadings work during reading. Step 3 Reading 1. Read the four subheadings in the passage and decide if they are true or false. Then read the passage and check your answers in Activity 2. (1) Ha
4、ve the Ss read the passage carefully by themselves and judge whether each subheading is true or false according to the text. Then check the answers in whole class. (2) Get the Ss to read again quickly and summarize the main idea and purpose of the passage, then share with the class. 2. Pay attention
5、 to the language points in the passage: 2/3 (1) It takes hundreds of years for plastic to break down, but much less time for paper.教 师为学生讲解 break down 在此处意为 to change as a result of a chemical process。教师可 以适当补充 break down 的其他常见意义。 1） 拆分， 把分成若干部分， to divide something such as a total amount into separ
6、ate parts。例如：These rules tell us how a sentence is broken down into phrases.（这些规则告诉 我们一个句子是怎样分解成若干短语的。） 2）（尤指在公共场合）禁不住哭出来，to be unable to stop yourself crying, especially in public。例如：Since he was being so kind and concerned, I broke down and cried.（他如 此善良体贴，令我忍不住失声痛哭。） (2) It is the production of f
7、ood, not its transport, that uses most of the energy and produces most of the greenhouse gases. 教师应引导学生注意此句为强调句。陈述句的强调句型：It is/was+被强调部分（通 常是主语、宾语或状语）+that/who（当强调主语且主语指人时可用 who）+其他成分。 构成强调句的 it 本身没有实际意义； 强调句中的连接词一般只用 that 或 who,即使在 强调时间状语和地点状语时也是如此，that 或 who 不可省略；可用于强调句中的时态通 常只有两种，即一般现在时和一般过去时。 (3
8、) In some cases, local produce might have used more energy and produced more greenhouse gases than produce grown a long way away-even taking into account its transport. 此句子结构略显复杂，教师可以引导学生先找到 more.than 这个结构，然后再去分 析 produce 在句中作动词和名词的用法。 produce 除了可以用作动词， 意为 “制造， 制作” 外，还可以用作名词，意为“农产品”。教师还应帮助学生理解 grown
9、 在这里作后置定 语的意义和用法，引导学生把这里的后置定语改写成定语从句（即把 grown 改为 that is grown）,以帮助学生理解。 Step 4 Activity 3 Read the effects and complete the causes of these according the passage. 1. Go through the passage carefully again. 2. Get some Ss to share their answers and then check the answers with the class. Step 5 Think
10、 and share Have the Ss think or discuss the questions and then share their answers with the class. 1. Which of the “green truths” surprises you most? Give your reasons. 2. Are you aware of any other “green truths” that are not true? Share them with the class. 3. How “green” are you? Share your “gree
11、n actions” with the class. 3/3 4. What can you do to become “greener”? Step 6 Group work Get the Ss to work in groups and have them give a talk about one of the “green truths” in the passage. 1. Use the questions to help plan your talk. Which “green truth” are you going to talk about? Why do people
12、believe it is “green”? Why is it not completely true? What can you do to become “greener”? 2. Organize your talk following the steps below. Start your talk by stating the topic. Describe your chosen “green truth” in more detail. Explain why it is not completely “green”. End your talk by encouraging your audience to become “greener”. 3. Finally have some Ss to give his/her talk to the class. Step 67 Homework 课后练习
