unit9savingtheearth 1briefstatementsbased0ntheunit inthisunit，sswilldosomelisteningspeaking，readingandwritingpracticealso，theywilllearntousetheinversioninthefirstperiod，sswi1limprovetheirspeakingabilitybytalkingaboutnatureecologyandtheenvironmentandtheywilllistentosomelisteningmaterialaboutourenvironmentafterthestudyofthisperiod，theywillimprovetheirspeakingandlisteningabilitiesandalsoknowsomethingabouttheproblemsfacingtheearthinthesecondperiod，sswillreadapassageabouttheearthsummitfromthepassagesswillknowmoreabouttheimportanceofprotectingourearthinthethirdperiodsswillstudythegrammaritem：inversionafterdoingsomeexercisesprovidedinthisperiodandwiththehelpoftheteacher，sswillknowhowtousetheinversionteachermayprovidemoreexercisesforsstoconsolidateifnecessaryinthelastperiod，sswilllistentotwospeechesfromtheearthsummitandfinishthepracticeprovidedinthefirstpartsswillknowmoreabouttheearthsummitandimprovetheirlisteningabilityinthewritingpart，sswillimprovetheirwritingabilitybywritinganevaluationparagraphwiththehelpofsomegivenexpressionsafterthestudyofthisunitsswillknowhowtosupportanopinion，andtheywillknowmoreaboutenvironmentprotectiontheywillknowthatifallofusmakesmallchangeswecouldmakeabigdifferencetheywilldomoretoprotectourearth iiteachinggoals 1talkaboutnatureecologyandthe、environment 2practisesupportinganopinion 3learntouseinversion 4writeanevaluationparagraph iiiteachingtime：fiveperiods ivbackgroundinformation 1protecttheozonelayer inthemiddleofwinter，whensnowisfallinginmanypartsoftheunitedstates， scientistshavesoundedawarningtopeoplewhoplantospendmanyhoursinthesunthissummerthewarning：thesunssummertimeraysaremoredangerousthanonce thought ateamofscientistsfrom80nationsrecentlyreportedtotheunitednationsthatalayerofozoneintheatmosphere，whichprotectshumansfromharmfullevelsofultravioletradiation，willbethinnerovertheunitedstatesthissummerthethinner1ayerallowsmoreultravioletraysfromthesuntoreachtheearththeextraamountofultravioletradiationcouldcauseanincreaseinthenumberofcasesofskincancer scientistsfirstbecameconcernedabouttheozonelayerinthemid1980swhenaholewasdiscoveredinthelayeraboveantarcticaduringthewintertheholewascausedbychemicalsusedinrefrigeratorsandairconditionerswhenthesechemicalsaresentoutintotheatmosphere，theyproducegasesthatdestroytheozone concernabouttheprotectiveozonelayerrosemorerecentlywhendatafromsatellitesandgroundstationsshowedthatozonelevelsweredroppingoverareasotherthanantarcticalowozonelevelswererecordedinthespringandsummerovertheunitedstatesandoverotherpopulatedareasintheworld althoughmanycountrieshavealreadybegunstoppingtheuseorozonedestroying chemicals，thenewfindingsareexpectedtoadvancethetimetableforatotalbanofthechemicals 2pollution peopletodayallovertheworldarebeginningtohearandlearnmoreandmoreabouttileproblemofpollutionpollutioniscausedeitherbytherelease（排放）ofcompletelynewandoftenartificialsubstancesintotheenvironment，orbyreleasinggreatlyincreasedamountsofanaturalsubstancesuchasoilfromoiltankersintotheseawiththedevelopmentofmodernindustry，manyofthegoodsandmachinesweneedanduseinourdailylivesarecreatinganumberofwasteproductswhichupsettheenvironmentbalancemanyofthesewasteproductscanbepreventedifpeoplepaymoreattention，butclearlywhilemoreandmorenewgoodsareproducedandmadecomplex，therewillbenewdangerouswastestobethrownaway，forexample，thewasteproductsfromnuclearpowerstationsmanypeople，therefore，seepollutionasonlypartofalargerandmorecomplexproblem thereisnodoubtthatmuchofthepollutioncausedcouldbecontrolledifonlycompanies，drinksareincreasinglysoldinbottlesortimeswhichcannotbereusedthisnotonlycausesalitterproblem，butalsoisagreatwasteofresources，intermsofglass，metalsandpaper advertisinghashelpedthisprocessbypersuadingmanyofusnotonlytobuythingsweneitherwantnorneedbutalsotothrowawaymuchofwhatwedobuypollutionandwastecombinetobeaproblemeveryonecanhelptosolvebycuttingunnecessarybuying，overconsumptionandcarelessreleaseoftheproductsweuseinourdailylives thefirstperiod teachingaims： 1。trainthestudents’listeningability 2。improvethestudens’speakingabilitybytalkingaboutnatureecologyandtheenvironment 3。learnandmastersomeusefulexpressionsforsupportinganopinion 4。helpthestudentstoknowsomethingaboutthepollution teachingimportantpoints： 1improvethestudents’speakingability 2improvethestudents’listeningability 3helpthestudentstolearntosupportanopinion teachingdifficultpoints： 1howtoimprovethestudents’speakingandlisteningabilities teachingmethods 1listeningandansweringactivitytohelpthestudentsgothroughthelisteningmaterial 2discussiontomakethestudentspracticesupportinganopinion 3inpidual，pairorgroupworktomakeeverystudentworkinclass teachingaids： 1themultimedia 2ataperecorder 3theblackboard teachingprocedures： stepigreetings greetthewholeclassasusual stepiiwarmingup （showthepicturesonthescreen） t：lookatthesepictures。howbeautifultheyare！doyouwanttopayavisitto theseplaces？ ss：yes t：butinsomeplaces，it’snotsobeautifullookatthepicturesplease （showthefollowingpicturesonthescreen） t：whatcanyouseeinthepictures？ s：1canseeariver，whichispollutedtheriverwaterisverydirty s：icanseesmokecomingfrommanychimneys，andtheairisdarktheairispolluted t：goodwhichproblemdoyouthinkisthebiggestonefacingtheearth？ s：ithinkitisthewaterpollution t：whydoyouthinkso？ s： therefore，manypeoplewillgetsickit’sterrible t：verygoodwhohasadifferentopinion？ s：ithinktheairpollutionisthebiggestproblembecauseiftheairispolluted，therewillnotbecleanairforustobreatheeverybodywillgetterriblediseases t：quiterightnow，whocantelluswhatcausestheseproblems？ s：ithinkitisbecausepeoplepaynoattentiontoourenvironmenttheypour wastewaterintorivers，1akesandseaswithoutcleaningit s：theairpollutioniscausedbythefactoriespeoplebuildfactoriestodevelop theindustry，buttheyneverpayattentiontocontrollingthepollutionthe harmfulsmokeshouldbemadeharmlessbeforeitgoesintotheair，butfew factorieswouldliketodosobecausethiswillcostmuch t：verygoodnow，whoknowswhatwecandotosolvetheseproblems？ s：ithinkourgovernmentshouldpaymoreattentiontoenvironmentalprotectiontheyshouldcheckthefactoriesasoftenaspossibletomakesuretheydon’tpourwastewaterintoriversorlakesandmakesuretheydon’tlet harmfulsmokegointotheair t：goodideanow，pleaseopenyourbooksandturntopage65therearesixpicturesinwarmingupwehavejusttalkedabouttwoofthemnow，workingroupsoffourtotalkabouttheotherpicturesanswerthequestionsbelowthepictures （awhile1ater，asksomestudentstoactout） stepiiipreparationforlisteningandlistening t：verygoodithinkyou’reknownsomethingaboutourenvironment。 now，pleaseturntopage66lookatthepictureinlisteningwhatcanyousee？ ss：apersonismakingaspeechtotheaudience t：canyouguesswhatspeechsheisgiving？ ss：maybeaboutourearth t：oknow，let’slistentothetapei’llplayittwiceforyoulistencarefully toanswerthequestionsinpart1 （playthetapetwiceforsstolistenandwritedowntheiranswersthenasksomestudentstoreadouttheiranswerscheckwiththewholeclasstheteachersaysthefollowing） t：goodyou’redoneverywellbutfromthepassageweknowthatshehasn’tfinishedherspeechwhatdoyouthinkshewi1lsaynext？haveashortdiscussioninpairsplease（sshaveashortdiscussionandthentheteacherasksoneortwopairstosaytheiranswers）welldonenow1et’slistentothesecondpartlistencarefullytooutlinethespeaker’stwoarguments。fillinthetableinpart2areyouready？ ss：yes t：oklet’sbegin （playthetapetwiceforsstolistenandwritedowntheiranswerspausethetapeifnecessary。thenaskseveralstudentstoreadouttheiranswers） t：now，let’slistentothetapeagaintocheckyouranswers（playthetapeoncemoreandthenchecktheanswerswiththewholeclass）goodp1easethinkaboutwhatthespeakerwillsaynextyoucallusewhatyouhaveheardonthetapetopredictwhatwillcomenextmakeanoutlineliketheoneinthetableandthenwritedownwhatyouthinkthespeakerwillsayyoucanworkinpairsorgroupsoffourasyoulike （amoment1ater，asksomestudentstoreadouttheirparagraphsandcomparedifferentspeechestochoosethebestone） stepspeaking t：welldone！we’vetalkedmuchaboutpollutionweknowthatpollutionisabigproblemfacingtheearthbutwhycan’twestopthepollution？whydoesn’tourgovernmentshutdownthefactoriesthatpollutetheenvironmentbadly？whoknows？ s：ithinkourgovernmentmusthaveitsownopinionmaybetheythinkthefactoriesaremoreimportantthantheenvironmentbecausethegovernmentcangetlotsofmoneyfromfactoriesiftheyshutthefactoriesdown，itwillnotbeabletogetsomuchmoneyandthisisnotgoodforthedevelopmentofthecityortown。 t：yesdifferentpeoplehavedifferentopinionstheymaynotagreewithoneanothersosometimesit’sveryhardtomakeadecisionandtomakeachangeforexample，weknowthatcoalisavaluableresourcethatcanbeusedtoproduceenergy，butitalsocausesseriouspollutionwhatshouldwedowithit？（ssmayhavevariousanswers）yousee，youdon’tagreewitheachothernow，weneedtohaveameetingtodiscussthisproblempleaseworkingroupsoffiveyoushouldplaydifferentroles：abusinessmanascientist。alocalcitizen，anenvironmentalistandalocalleaderdifferentpeoplehavedifferentopinions （everypersonhashisherownopinion）pleasediscusstheissuefirstand thenthelocalleadershouldsummariseandmakeadecisionyoucanhavealookatthetableandtheusefulexpressionsinspeakingpartbeforeyoubeginyourdiscussionthey’reveryhelpful （givethestudentsenoughtimetohaveadiscussionandthenaskthestudentswhoplaytheroleofthelocalleadertoreadouttheirdecisionscomparethemandchoosethebestdecision） sampledialogue： a：todayweareheretodecidewhetherweshouldburnthecoalpleasetellus whateveryouthink b：ithinkweshouldburnthecoal1fwedon’tburnitnow，maybeitwillbe uselessinthefuture，newenergywi1lbeusedinsteadofcoal，suchassolarenergy c：butburningcoalcausestoomuchpollutiontoourenvironment1tpollutestheairbadly。ifnothingisdonetostopitspollutiontoourearth，thenwewill havenofreshairtobreathe d：yes，iquiteagreeithinkweshouldn’tburnthecoalnow。itwouldbebetter ifwespendmoremoneyonsciencetofindabetterwayofusingthecoalonce weknowhowtoburnitwithoutpollutingtheenvironment，wecanmakefulluseofit e：thatsoundsquitereasonable，butit’sclearthatifwewanttodevelopourareaassoonaspossible，weneedmoneyhowcanwegetmoney？wecanonlyburnthecoaltomakethefactoriesworktomakemoneyifwestopusingthecoalnow，howshallwecontinueourproductionanddevelopment？ a：okallthatyousaidarereasonableibelievethatwemusttryourbestto findabetterwaytousethecoalmeanwhile，wemustmakesurethatthefactorieswhichburnthecoaltakemeasurestostoppollutingtheenvironment stepvsummaryandhomework t：welldoneafterclass，pleasewritedownyourdialogueinyourexercisebooktodaywe’vetalkedaboutourenvironmentweknowthattherearesomebigproblemsfacingourearthwemusttrytodowhatwecantoprotecttheearthbesideswe’vepracticedsupportinganopinionwhocancometotheblackboardandwritedowntheusefulexpressionswe’vepracticedjustnow？ （astudentwritesthemdownontheblackboardifthisstudentcantwriteallofthem，theteachermayaskanotherstudenttowritetheotherexpressions） t：verygoodafterclass，youneedpractisemoretomasterthembetter。that’sa11fortodayseeyoutomorrow！ ss：seyoutomorrow！ stepvithedesignofthewritingontheblackboard unit9savingtheearth thefirstperiod usefulexpressions： wemustmakesurethat it’sclearthat ibelievethatwemust i’mallfor ifnothingisdone，then icantimaginethat surecertainlyabsolutely itwouldbebetterifwe isthereabetterwayto steprecordafterteaching
常规教育总结幼儿园大班健康活动选配健康郊游餐哺字怎么读和它的意思是什么创新发展，全面提升办园水平教育笔记选择批评的场所兔子放风二年级两头翘仰卧起坐传递球投掷只有一个地球的教案范文福楼拜家的星期天第一课时教学设计高中生物考试反思微笑着承受一切语文教学反思范文桂花雨第一课时获奖教学设计