1、Developing ideas板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Writing主题语境人与自然人与环境的和谐相处内容分析本课为Developing ideas板块，是一篇阅读语篇。探讨了日常生活中的四个环保真理的真伪。作为说明文，文章结构清晰，采取总分总的结构。第一部分引入话题，引导人们思考我们所谓的环保常识/真理是否正确。第二部分四个副标题介绍了四条环保真理，并对其真伪进行辨析。最后一部分，作者提醒人们应该学会验证生活中的环保常识的真伪。通过对四个环保真理真伪的辨析，作者在澄清了环保常识的同时，也引发人们对于更多“环保真理”的批判性思
2、考；读写部分的范文呈现了一封倡议 “光盘行动”的信件。通过这一板块的学习，学生能够提升思维品质，并初步掌握倡议信的文体特点和写法。教学目标1. 引导学生利用副标题梳理文章结构，理解语篇内容，归纳文中对环保真理真伪的原因分析；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；3. 引导学生通过自主学习与小组合作学习，进一步深入分析文中环保真理错误的原因以及应对措施，并做一个简短的报告；4. 帮助学生进一步深化对单元主题的理解，了解倡议信的写作特点，使学生能够运用所学内容写一封与环保相关的倡议信。教学重点1. 引导学生思考
3、人们对四个“环保真理”产生误解的原因以及这些“真理”不正确的原因，培养其思辨能力；2. 引导学生对文章观点做出自己的评论。教学难点1. 引导学生思考如何变得更加环保；2. 以环境问题为主题写一封倡议书。教学策略交际教学法、任务型教学法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 1Teacher asks students to do the questionnaire in Activity 1. Students choose the answers they agree wit
4、h in Activity 1. To lead students to the topic and activate the students background knowledge.Activity 21. Teacher asks students to read the subheadings in the passage and decide if they are true or false. 2. Teacher asks students to summarise the main idea of the passage. 1. Students read the passa
5、ge quickly and read the subheadings in the passage and decide if they are true or false. 2. Students summarise the main idea of the passage.To encourage students to skim the passage by applying the learning strategy to reading. Activity 3Teacher asks students to read the passage in detail and comple
6、te the causes in Activity 3. Students scan the passage and complete the causes. 1. To encourage students to scan and analyse the causes and effects.2. To examine how much students have grasped the detailed information. Think & Share1. Teacher asks students to discuss the four questions in “Think and
7、 Share”.2. Teacher invites some students to share their opinions.Students discuss the four questions in groups and then share their opinions with the class.To help students further understand the topic of the passage and make comments. Activity 41. Teacher helps students organise a talk about one of
8、 the “green truths” in the passage by getting students to list important points.2. Teacher helps students present their ideas properly. 1. Students work in groups and organise their ideas. 2. Students give a talk about one of the “green truths” in the passage.To help students consolidate the languag
9、e and topic knowledge they have learned.Activity 5Teacher asks students to read the letter and answer the questions in Activity 5. 1. Students read the letter and figure out the structure of the letter.2. Students answer the questions in Activity 5. 3. Students find out the sentence patterns to pers
10、uade others. To help students read and figure out the structure, content and language expressions of a persuasive letter. Activities 6-71. Teacher asks students to work in groups and discuss another environmental issue. 2. Teacher asks students to write a persuasive letter based on the structure in
11、the Students Book.3. Teacher shows the criteria of a good composition and demonstrates how to assess a composition.4. Teacher asks some students to show their writing to the class, and invites other students to make comments.1. Students work in groups and think about another environmental issue.2. Students use the expressions in the box to write a persuasive letter based on the structure.2. Students do peer evaluation. 3. Students share their composition with the class. To help students improve their writing through peer evaluation.
