Unit 6 Earth first Developing ideas 教案-高一英语新外研版必修第二册

Unit6EarthfirstDevelopingideas【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】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维梳理和评判生活中常见的观点。【教学过程】Step1LeadinHavetheSslookatthequestionsabout“greenliving”andtickyouranswersinActivity1.Andingroupsdiscussandchecktheanswers.Thenworkingroupsandseeifotherpeopleshareyourideas.Step2BeforereadingHavetheSsgothrough“Learningtolearn”andintroducethefunctionofsubheadingsinthepassage.Makesuretheyhaveunderstoodhowthesubheadingsworkduringreading.Step3Reading1.Readthefoursubheadingsinthepassageanddecideiftheyaretrueorfalse.ThenreadthepassageandcheckyouranswersinActivity2.(1)HavetheSsreadthepassagecarefullybythemselvesandjudgewhethereachsubheadingistrueorfalseaccordingtothetext.Thenchecktheanswersinwholeclass.(2)GettheSstoreadagainquicklyandsummarizethemainideaandpurposeofthepassage,thensharewiththeclass.2.Payattentiontothelanguagepointsinthepassage:(1)Ittakeshundredsofyearsforplastictobreakdown,butmuchlesstimeforpaper.教师为学生讲解breakdown在此处意为tochangeasaresultofachemicalprocess。教师可以适当补充breakdown的其他常见意义。1）拆分，把……分成若干部分，todividesomethingsuchasatotalamountintoseparateparts。例如：Theserulestellushowasentenceisbrokendownintophrases.（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，tobeunabletostopyourselfcrying,especiallyinpublic。例如：Sincehewasbeingsokindandconcerned,Ibrokedownandcried.（他如此善良体贴，令我忍不住失声痛哭。）(2)Itistheproductionoffood,notitstransport,thatusesmostoftheenergyandproducesmostofthegreenhousegases.教师应引导学生注意此句为强调句。陈述句的强调句型：Itis/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)Insomecases,localproducemighthaveusedmoreenergyandproducedmoregreenhousegasesthanproducegrownalongwayaway-eventakingintoaccountitstransport.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thatisgrown）,以帮助学生理解。Step4Activity3Readtheeffectsandcompletethecausesoftheseaccordingthepassage.1.Gothroughthepassagecarefullyagain.2.GetsomeSstosharetheiranswersandthenchecktheanswerswiththeclass.Step5ThinkandshareHavetheSsthinkordiscussthequestionsandthensharetheiranswerswiththeclass.1.Whichofthe“greentruths”surprisesyoumost?Giveyourreasons.2.Areyouawareofanyother“greentruths”thatarenottrue?Sharethemwiththeclass.3.How“green”areyou?Shareyour“greenactions”withtheclass.4.Whatcanyoudotobecome“greener”?Step6GroupworkGettheSstoworkingroupsandhavethemgiveatalkaboutoneofthe“greentruths”inthepassage.1.Usethequestionstohelpplanyourtalk.·Which“greentruth”areyougoingtotalkabout?·Whydopeoplebelieveitis“green”?·Whyisitnotcompletelytrue?·Whatcanyoudotobecome“greener”?2.Organizeyourtalkfollowingthestepsbelow.·Startyourtalkbystatingthetopic.·Describeyourchosen“greentruth”i