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Unit2SavingtheEarthTopic2AlltheseproblemsareveryseriousSectionDⅠ.Materialanalysis本课是第二单元第二话题的第四课时，是本话题的复习课，主活动是1a和Project。通过Grammar和Functions让学生归纳总结本话题的语法知识——不定代词和不定副词的用法，以及一些重要的表达。通过1a部分，培养学生寻找段落之间的逻辑关系，再利用逻辑关系完成排序任务。1b引导学生在阅读过程中注意“wh-questions”，提高阅读效率。2是通过小组讨论的方式，探究保护水资源和和节约用水的方法，为3的写作任务作铺垫。3是教会学生如何写倡议书，培养学生在写作中排篇布局，即先构建写作框架，再加上合理的观点。Project是通过让学生换位思考，充当不同的自然资源，描述各自的功能，现状和期望，来唤起大众保护环境的意识。本课所设置的“写倡议书”和“制作海报”都在培养学生“用英语做事情”的能力。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，复习不定代词，不定副词和重点表达法。了解淡水资源短缺的现状。2.Skillaims:培养学生通过wh-questions(如：what，why等)，理解短文的意思。能够读懂有关自然资源的文章。
能够利用已有框架，加上自己的观点，提高写作技能。3.Emotionalaims:(optional)关注自然资源的现状，倡导学生保护环境，节约用水。 4.Cultureawareness：（optional）通过对水资源现状的了解，认识到自然资源对人类的重要性，加入到保护环境、珍惜资源的队伍中。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:avoid,discover,thirsty,nearly,law,shortage,resource,reuse,takesth.awayfrom…,theshortageofwater/watershortage,avoid(doing)sth.,makeprogressin,nearly3/4of…2.Difficultpoints：学会归纳话题中的重点语法和表达法。Ⅳ.Learningstrategies1.通过对SectionsA-C的复习，总结重点语法和功能用语，学会归纳和总结。2.通过完成任务1b，培养学生通过wh-questions(如：what，why等)理解短文的能力。3.通过3部分的写作训练，培养学生学习自我检测和评价的策略。4.通过制作海报，拓展学用渠道。Ⅴ.Teachingaids
幻灯片；单词卡片（如：short/shortage;cover/discover;use/user/reuse等）；关于水资源的图片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearningandrevision(5mins)GroupworkGreetandleadtheSstofinishGrammarandFunctionsinSectionDasquicklyastheycan.Asktheleaderofeachgrouptochecktheanswers.Letthegroupslistotherusefulexpressionsofthistopicontheexercisebookandtakenotes.Thenreporttothewholeclass.T:Hello,boysandgirls!I’mgladtoseeyouagain.NowfinishGrammarandFunctionsinSectionDasquicklyasyoucan.Ss:…T:OK.Ifyouhavefinished,checktheanswersinyourgroup.PleaselistasmanyGreetandfinishGrammarandFunctionsinSectionDasquicklyastheycan.Theleaderofeachgroupcheckstheanswers.Listotherexpressionsofthistopicontheexercisebook.Thenreporttotheclass.Ss:Hello………在复习话题Grammar和Functions时，A类生和B类生基本上不会有太大的难度，而C类生会存在或多或少的问题，教师可以先放手，让组长帮助，如有问题，再
importantpointsasyoucaninthistopic.Youhave3minutestofinish.Let’sseewhichgroupdoesfasterandbetter.Ss…向老师请教。在归纳总结重难点时，让学生自己罗列在草稿本上，并在课后整理，这样既可以引导学生构建完整的知识体系，又可以培养学生的自学能力和归纳总结的能力。2Lead-in(3-5mins)GroupworkChecktheSs’homework:AsktheSstotakeoutthecompositionstheywroteandcheckthemingroups.Askthemtopayattentiontothelinkingverbs,andthenencouragethemtoreadtheircompositionstotheclass.T:Nowtakeoutyourcompositionsandcheckyourworkwithyourgroupmembers.Pleasepayattentiontousethelinkingverbsproperly.Youhave4minutestofinish.…T:OK,Ifyouhavefinished,youcancometothefrontandreadyourowncompositiontotheclass.Haveatry,please!ChecktheSs’homework:Takeoutthecompositionstheywroteandcheckthemingroups,payingattentiontothelinkingverbs,andthenreadouttheirowncompositiontotheclass.……由于学生水平有限，在组内交换改作文时，要注意以下几点：1.A类生与A类生交换批改；B类生与B类生交换；C类生与C类生交换，改正作文中一些简单的拼写错误。2.A类生改B类生的作文，B类生批改C类生的作文，C类生学习A类生的作文，找出自己不会的，而A类生会做的。
S1:Sincehumanslivedontheearth,wechangedtheearthalot.Somethingisgoodwhilesomethingisbad.Theenvironmentisbecomingworseandworse.Thereusedtobelotsoftreesaroundtheworld.Butnowtherearefewertrees.Peoplecutthemdown,soforestsbecomedeserts，andanimalsandplantsaredisappearing…S2…S1:Sincehumanslivedontheearth,wechangedtheearthalot.Somethingisgoodwhilesomethingisbad.Theenvironmentisbecomingworseandworse.Thereusedtobelotsoftreesaroundtheworld.Butnowtherearefewertrees.Peoplecutthemdown,soforestsbecomedeserts,andanimalsandplantsaredisappearing…S2…3Pre-reading(3-5mins)ClassactivityPresentsomepicturesofwaterresourcesandmakeabriefintroductionaboutthem.Teachthenewwords.T:Nowlookatthesepicturesofoceans.Lookatthepicturesofwaterresources.Learnthenewwordsaccordingtotheteacher’sintroductions.
Therearefourlargeoceansontheearth.Howmuchwateristhere?Ss:70percent.T:Right.Waterresourcesareveryrichontheearth.Nearly3/4oftheearthiscoveredwithwater.Isthewaterenoughforhumans?Ss:Yes./No.T:Whyno?Whocantellus?S1:Becausethereistoomuchsaltintheseawater,wecan’tdrinkdirectly.T:Great!Althoughthereisplentyofwater,westillfacetheproblemofwatershortage.该环节，教师用海洋图片介绍世界上丰富的水资源，引导学生了解。即使如此丰富的水资源仍然无法解决人类所面对的水资源短缺的问题。4While-reading(10mins)IndividualworkStep1:First-reading.GettheSstoread1aandputtheparagraphsinthecorrectorder.T:Nowread1abyyourselvesandputtheparagraphsinthecorrectorder.Step1:Read1aandputtheparagraphsinthecorrectorder.通过正确排列短文的顺序，训练学生的逻辑思维能力。
IndividualworkSs…T:OK.Let’schecktheanswer.Ss:3-2-1.Step2:Second-reading.GettheSstoreadthepassageagainandanswerthequestions1-3in1b.T:ReadPara1andanswerthefirstquestionin1b.…T:Haveyougottheanswer?Whyisourworldstillthirstywhen3/4oftheearthiscoveredwithwater?S1:Thisisbecauseabout97%ofthewaterontheearthisseawater.T:Right.PleasereadPara2tofindoutwhatwecandotoavoidthewatershortagenow?…Ss:3-2-1.Readthepassageagainandanswerthequestions1-3in1b.该环节引导学生回答不同的问题，进一步理解文章的意思，关注水资源的现状和解决问题的方法。
T:OK.Whatcanwedotoavoidthewatershortagenow?S2:First,weshouldsavewaterandnotwasteit.Second,weshouldprotectourwaterresourcesandnotpollutethem.Third,weshoulddiscoverwaystoreusewater.T:OK.PleasefindthebestwaytosolvetheprobleminthefutureinPara3.…T:What’sthebestwaytosolvetheprobleminthefuture?S3:Thescientistscanfindmoreeconomicalwaystotakethesaltawayfromtheseawatersothatwecansolvetheproblemofwatershortage.…
5Post-reading(15mins)PairworkGroupworkStep1:GuidetheSstotalkaboutQuestion4in1binpairs.T:That’sright.Butit’sdifficulttochangeseawaterintofreshwater.Doyouhaveanyotherwaystosolvewatershortage?S1:Yes.Maybewecanpasslawsagainstwaterpollution.S2:…Step2:AskSstodiscussingroupsandlistdifferentwaysofprotectingandsavingwater.Finish2.T:Nowworkingroupsandlistdifferentwaysofprotectingandusingwater.Themore,thebetter.Ss…T:OK,whatareyourideas?S1:Wemustturnoffthetapwhenwedon’tTalkaboutQuestion4in1binpairs.S1:Yes.Maybewecanpasslawsagainstwaterpollution.…Discussingroupsandlistdifferentwaysofprotectingandsavingwater.Ss…S1:Wemustturnoffthetap该环节是对解决水资源短缺进行拓展，引导学生丰富文章内容，训练学生的发散思维。Step2是对文章中解决水资源短缺的方法的具体化，教师要引导学生关注实际生活，从身边的小事着手，谈论节约用水的具体办法，为接下来的写作训练做好准备。
useit.S2:Wecanuserenewablewater.S3:Wecanusethewatertocleanthefloorafterwashing.…whenwedon’tuseit.S2:Wecanuserenewablewater.S3:Wecanusethewatertocleanthefloorafterwashing.…6FinishingTask3（10mins）IndividualworkGuidetheSstowriteaproposalaboutsavingwater.Trytousethemodelin3andwhattheyhavelearnedin1a.Thenmakeareporttotheclass.T:Writeaproposaltogiveotherssomeadviceaboutsavingwater.Themodelin3canhelpyou.Thenmakeareporttotheclass.…T:OK,whocanreadoutyourproposaltoourclassmate?S1:Mydearfriends,waterisveryimportantWriteaproposalaboutsavingwaterusingthemodelin3andwhattheyhavelearnedin1a.Thenmakeareporttotheclass.S1:Mydearfriends,wateris最后是培养学生的写作技能。给出了倡议书的格式和开头结尾，引导学生在写作时注意排篇布局：先罗列提纲，再写好开头结尾，最后补充具体内容，注意细节。
tohumanbeings.Let’sdosomethingtoprotectandsaveit.First,wemustturnoffthetapswhenwedon’tusethem.Second,we’dbetterusewatertocleanthefloorafterwashing.Wecanalsowatertheflowersaftercleaningrice.Third,don’tkeepthewaterrunningwhenyouarebrushingteeth.Let’stryourbesttosavewaterandprotectourplanet.S2…veryimportanttohumanbeings.Let’sdosomethingtoprotectandsaveit.First,wemustturnoffthetapswhenwedon’tusethem.Second,we’dbetterusewatertocleanthefloorafterwashing.Wecanalsowatertheflowersaftercleaningrice.Third,don’tkeepthewaterrunningwhenyouarebrushingteeth.Let’stryourbesttosavewaterandprotectourplanet.S2…
7Summarizingandassigninghomework(1min)ClassactivityHMK：Dividetheclassintofourgroupsnamedas“Water”,“Air”,“Tree”,and“Land”.Geteachgrouptodiscusstheiruses,theproblemstheyfaceandtheirwishes.Thengiveareportinthefirstpersonnextclass.GroupWater/Air/Tree/LandUsesProblemsWishesDividetheclassintofourgroupsnamedas“Water”,“Air”,“Tree”,and“Land”.Discusstheiruses,theproblemstheyfaceandtheirwishes.Thengiveareportinthefirstpersonnextclass.
Ⅶ.BlackboarddesignAlltheseproblemsareveryserious.SectionDWords：avoiddiscoverthirstynearlylawshortageresourcereusePhrases：takesth.awayfrom…theshortageofwaterwatershortageavoid(doing)sthmakeprogressin…nearly3/4of…Project:GroupWater/Air/Tree/LandUsesProblemsWishes
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