小學(xué)教學(xué)教案

高二英語Unit9SavingtheEarth教學(xué)設(shè)計。

Unit9SavingtheEarth

TheFirstPeriodWarmingupReading

TeachingGoals:

1.Talkaboutnature,ecologyandtheenvironment.

2.MaketheSsknowtheEarthSummitandtheimportanceoftheenvironment.

3.Furtherdevelopstudents’readingabilityaswellaslisteningandspeakingabilities.

4.MaketheSslearnsomeusefulwordsandexpressions.

5.ArousetheSstotakebettercareoftheearth.

TeachingImportantPoints:

Improvethestudentsreadingability

TeachongDifficultPoints:

Howtoimprovethestudentsreadingability

TeachingMethods:

Fastreading,carefulreading,individualorpairworkandlistening

TeachingAids:

Ataperecorder,aprojectorandtheblackboard

Teachingprocedures:

Step1Warmingup

1.Begintheclassbyshowingsomepicturesofseriousenvironmentalproblems.

2.AsktheSssomequestions.

What’sthebiggestproblemfacingtheearth?Whydoyouthinkso?

Whatcausestheproblem?

Whatcanwedosolvetheproblem?Leadersfromdifferentcountriescanholdameetinganddiscusshowtosavetheearth.

Step2Leadin

TheEarthSummitisgoingtobeheldinJohannesburginSouthAfrica.AsChinesejournalists,allofusareinvitedtoreportthisimportantsummit.

Step3Skimming

Beforegoingthere,weshouldknowsomeinformationabouttheEarthSummit.Doyouanythingaboutit?.

ItwasfirstheldinStockholmin1972.Representativesdiscussedsomeofthemostimportantproblemsfacingourplanet.Muchprogresshasbeenmade.

Step4Scanning

1.ListentoPara1andfindoneofthemainthemesofthesummit.

Sustainabledevelopment

2.ListentoPara23andfindwhattopicsaretalkedaboutbythespeakers.

1)TheBigThree——Contaminateddrinkingwater7,000,000

Poorsanitation1,200,000,000

Airpollution3,000,000

2)Poverty,War,Violence

What’sthepresentproblemwiththeglobaldevelopment?

Richerpeoplegetricherwhilethepoorgetpoorer.

Whatshouldpeopledotosolvethisproblem?

Richcountrieshavearesponsibilitytowardspoorcountriesandmustdowhatevertheycantohelpothers.

3.Listentopara4andsnswerthefollowingquestion:

What’spurposeoftheEarthSummit?

Ithelpspeopleunderstandthatthereexistseriousproblemsandthatthereisstilltimetotakeaction.

4.Listentotherestofthepassageandanswerthefollowingquestion:

Whatisthekeytotheproblemaccordingtothetext?Why?

Education.

1).Tobuildabettersocietyandputanendtothedeathandsufferingcausedbythebigthree.

2).Towipeoutmuchofthepoverty.

3).Toseelessviolenceandfewerwars.

Step5FutureDiscussion

Task1Interview

FourSsgetagroup.ThreeofthemembersareexpertsattheEarthSummit.Oneisajournalistwhoisinterviewingthemaboutthewaytosolvethebigthree.Youmaystartlikethis:

“Dearexperts,I’majournalistfromChinese.I’dliketoknow…”

Task2CreativeThinking

AvisitortotheEarthSummitsaidthat,“WhenIlistenedtothespeakers,Irealisedthat

manyofthethingsIdoeverydayarebadfortheenvironment…”Didyoudoanythingbadfortheenvironment?Whatwilldotoprotecttheenvironment?

Task3Debate

AsweknowtheEarthSummitisaplacetofindsolutionsforthefuture.Somepeoplesaythatmoneycansolveallproblems,butsomesayknowledge.Whichonedoyouagree?MoneyorKnowledge?Sswillbedividedintotwogroups.Seewhichgroupcanwinthedebate.

Step6Conclusion

Ifwewanttogetknowledge,wemusthavebettereducation.Withbettereducation,peoplewillbeabletobuildabettersocietyinharmonywithnature.Withbettereducation,muchofthepovertycanbewipedout.Withbettereducation,wewillseelessviolenceandfewerwars.

Step7Homework

1.WriteareportabouttheEarthSummit.(100-120words)

2.Makeupapostertoarousepeopletostoppollutingtheenvironment.

Step8thedesignofthewritingontheblackboard

Usefulwords:

Representative

Access

Stress

Usefulexpressions:

Takeaction

Inharmonywith

Putanendto

Wipeout

Step9Recordafterteaching

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Period2listening

TeachingAims：

1.Trainthestudents’listeningability．

2.Improvethestudents’speakingabilitybytalkingaboutnatureecologyandtheenvironment．

3.Learnandmastersomeusefulexpressionsforsupportinganopinion．

4.Helpthestudentstoknowsomethingaboutthepollution．

TeachingImportantPoints：

1．Improvethestudents’speakingability．

2．Improvethestudents’listeningability．

3．Helpthestudentstolearntosupportanopinion．

TeachingDifficultPoints：

1．Howtoimprovethestudents’speakingandlisteningabilities．

TeachingMethods

1．Listening-and-answeringactivitytohelpthestudentsgothroughthelisteningmaterial．

2．Discussiontomakethestudentspracticesupportinganopinion．

3．Individual，pairorgroupworktomakeeverystudentworkinclass．

TeachingAids：

1．a(chǎn)taperecorder

2．theblackboard

TeachingProcedures：

Step1.Lead-in
T:Hello,everybody!Asweallknow,theearthistheonlyhoeofallcreatures.Doyouthinkitisbeautiful?Yes.Iagreewithyou.Canyounamesomeplacesofinterestintheworld?Quiteright.Wehavealotofplacesofinterest:theGreatWall,theWestLake,Zhangjiajie,Jiuzhaigouandsoon.Doyouthinkitisnecessaryandimportantformantoprotecttheearth?Yes,ofcourse.Haveyoueverthoughtthattheearthisalsoverydirty,.veryugly?Believeitornot,theearthisgettingdirtieranddirtier.Lookatthepicturesinpage65,please
Step2Warmingup

T:Nowtellmewhatyoucanseeinthepictures
Butnowtheearthisbeingseriouslypolluted;thetreesarebeingcutdown;greenhillsarebecominglessandless.Theleavesarefallingoffthetrees.Also,differentsmokesandfogsarepollutingtheair.Besides,wastewaterfromfactoriesandplantsaredirtyingthewater,too.Lakesandriversarenolongersafeforfishes,what’sworse,theoceansarebeingpollutedtoo!Asaresultpeoplenolongerenjoyahappylifeasbefore.Theearthisindanger!

Rivershavebeenpolluted,rubbishiseverywhere,factorychimneyshavegivenofftoomuchsmokecausinglotsifavidrainallovertheworld,whichhasdamagednotonlycrops,butalsoplants.Besides,menhimselfalsohavedoneagreatdeadofharmtotheenvironment.
OK.Accordingtothepictures,answerthefollowingquestions
1.Whatisthebiggestproblemfacingtheearth?Whydoyouthinkso?
Ithinkwaterpollutionisthemostseriousproblemfacingtheearthbecauseweneedcleandrinkingeatertosurviveandbecauseanimalsandplantsmusthavecleanwater,too.”Ifwaterispolluted.Peoplewillnotbeabletogetcleanwatertodrink;therefore,manypeoplewillgetsick,It’sterrible.
2.Whatcausestheproblems?
Ithinkitisbecausepeoplepaynoattentiontoourenvironment.Theypourwaterintorivers,lakesandseaswithoutcleaningit
Theairpollutioniscausedbythefactories.Peoplebuildfactoriestodeveloptheindustry,buttheyneverpayattentiontocontrollingthepollution.Theharmfulsmokeshouldbemadeharmlessbeforeitgoesintotheair,butfewfactorieswouldliketodsobecausethiswillcostmuch.
3.Whatcanwedotosolvetheproblem?
Ithinkourgovernmentshouldpaymoreattentiontoenvironmentalprotection,Theyshouldcheckthefactoriesasoftenaspossibletomakesuretheydon’tpourwastewaterintoriversorlakesandmakesuretheydon’tletharmfulsmokegointotheair.
4…Whatdoyouexpecttolearninthisunit?
Iexpecttolearnmoreabouttheproblemsfacingtheearthandwhatwecandotosolvetheproblems.orIexpecttolearnwordsthatIcanusetotalkaboutnature,ecologyandtheenvironment
5Howwillyouusewhatyouhavelearntinyourownlife?
IwillusethewordsandexpressionsI’velearnttodiscusstheisssuesintheunitwithmyclassmates.orIwillusewhatIhavelearntabouttheenvironmenttochangemybehaviour.
Step3pre-listening

1.Todaywearegoingtolisteningtoaspeechaboutenvironmentalprotection.

2.askstudentstoguesswhatthespeechmaybeabout:

Whatkindofinformationwillbethereinthespeech?

/Ifyouwerethespeaker,whatwouldyousayinthespeech?

Possibleanswers:

Myspeechwouldincludethefollowinginformation:

Howseriousthepollutionis.

Variouspollution(airwatersoilandsoon)

thecauseandtheeffectofpollution

Whatwecoulddotostoporslowdownthepollution

alotofnumbersandexamples

Step4While-listening

Firstlistening

Partone

1)Whyisthespeakergivingthisspeech?

A.TocelebrateEarthDay

B.Totalkaboutseriousproblems

C.Toaskpeopletotakeactiontoprotectit

D.Alloftheabove

2)Whatdoesshethinkthemostseriousproblemis?

A.WaterpollutionB.airpollutionC.soilpollutionD.thelessoffood

ListentoPart2andfillintheblanks

Pleaseoutlinethespeaker’sarguments

Thespeakerpresentedherideafromtwopoints.whatarethey?

Point1Weshould__________________________________ofourwater.

Point2Wemust_______________________________ourwater.

Secondlistening

Trueorfalse

Partone

Thespeakerdidn’tknowmuchabouttheearthinthepast

65percentoftheearthiscoveredbyrivers,lakesandoceans,soitistrulyawaterplanet.

Theearthhasn’tbecomeathirstyplanet,andthereisstilltimetodosomethingaboutit.

Parttwo

Somefreshwaterisbeingwastedbecauseweareusingoldwaysofwateringourplants.

Thebestwaytostopwastingwateristousetechnologyandknowledge.

Wearepollutingwateratalowspeed.

Ifwewanttostoppollutingwater,wemustfirstofallchangeourselves.

Thirdlistening

Listentopartoneandfillintheblanks

TodaywearecelebratingEarthDay.EarthDayisadayforreflectionand_________.Today,peopleincountriesallovertheworldgettogetherto____________theearthandourfuture,andtotakeactionto_______thecurrentsituation.EarthDayisachanceforustolearn_____theworldandchangeourbehavior.Ithelpsmeunderstandthatwemustact.Itis_____toolatetochange.

Whatdoesshesayweshoulddoaboutit?

Ifwewanttohaveenoughwaterinthefuture,wemustlearnto______________________________.

Wemust____________________________________.

Wemustlearnto____________________inourdailylife.

Ifwewanttohaveenoughwaterinthefuture,wemustlearnto______________________________.

Wemust____________________________________.

Wemustlearnto____________________inourdailylife.

parttwo

Argument1:Weshould______________________ofourwater.

Wemust________________________whenweuseourwater.

Wemustusetheknowledgeandmoderntechnologythatsomecountrieshavealready______.

Ifweworktogetherand_________whatweknow,wewillbebuildingabetter________forallofus.

Argument2:Wemust______________________ourwater.

Problem:Wearepollutingwateratan__________pace.Cars,factories,andairconditions

Solutions:Wemust__________________________________wethinkandlive.

Let’snot_________ifwecanwalkorrideabike.

Let’strynottouseairconditioners_______________whatisabsolutelynecessary.

Let’snotbyeproductsthat_______________________.

Let’smakenew_________andusenewtechnologyto______________thatfactoriesaregreenandclean.

Step5Post-listening

Pairwork:Inferwhatthespeakerwillsaynext,listliketheaboveoneandsharethespeechwiththepartnerandtheclass.

Groupwork:Discusswithgroupmembersaboutthemeasuresthatwemaytaketoprotectair,forest;animals;grassland.

AskSstodelivertheirspeechonenvironmentprotection.

Step6Speaking

1.TalkingaboutwhatSscanseeinthepicture.

(1)(2)

Q1:Whatisbeingpiledinthepicture1?

Q2:Whatcancoalbeusedfor?

Q3:Whatisbeinggivenofffromtheworkshop?

Q4:Whatisbeingpolluted?

Everycoinhastwosides.Itistruewithcoal,whichisavaluableresourcethatcanbeusedtoproduceenergy,butitcanalsocauseseriouspollution.

2.Groupwork:AdebateCoalis/isn’tavaluableresource.

pros

cons

Abusinessman

Anenvironmentalist

Ascientist

Alocalcitizen

Alocalleader…

…

Ｔ:Todayweareheretodecidewhetherweshouldburnthecoal.Pleasetelluswhateveryouthink.

Ｓ１:Ithinkweshouldburnthecoal.Becauseweneedtodevelopourarea.Wemustmakesurethatourcitizenshavejobsandthatourchildrencangetgoodeducation.Asabusinessman,Iunderstandtheimportanceofeconomicdevelopment.It’sclearthatweneedenergyandmoneytomakeourlivesbetter.Thecoalisouronlychance.Wemustuseit.

Ｓ２:Butburningcoalcausestoomuchpollutiontoourenvironment.Itpollutestheairbadly.Ifnothingisdonetostopitspollutiontoourearth,thenwewillhavenofreshairtobreathe.

Ｓ３：Yes,Iquiteagree,Ithinkweshouldn’tburnthecoalnow.Itwouldbebetterifwespendmoremoneyonsciencetofindabetterwayofusingthecoal.Onceweknowhowtoburnitwithoutpollutingtheenvironment,wecanmakefulluseofit.

S4:Thatsoundsquitereasonable,butit’sclearthatifwewantdevelopourareaassoonaspossible,weneedmoney.Howcanwegetmoney?Wecanonlyburnthecoaltomakefactoriesworktomakethemoney.Ifwestopusingthecoalnow,howshallwecontinueourproductionanddevelopment?…

Ｓ５：OK.Allthatyousayarereasonable.Ibelievethatwemusttryourbesttofindabetterwaytousethecoal.Meanwhile,wemustmakesurethatthefactorieswhichburnthecoaltakemeasurestostoppollutingtheenvironment.

Period3Grammar教案

TeachingAims:

1.Reviseandmastersomeusefulwords,learninghowtorememberEnglishwords.

2.LearntheGrammar:Inversion.

TeachingImportantPoints:

1.Learntousesomederivativewords.

2.LearntouseInversion.

TeachingDifficultPoints:

Howtohelpthestudentsusepartlyandfullyinvertedsentencescorrectly.

TeachingMethods:

1.Practisingtomasterthelanguagepoints.

2.ElicitationandinductivemethodstohelpthestudentsmasterInversion.

3.Individualorpairworktomakeeverystudentworkinclass.

TeachingAids:

theblackboard

TeachingProcedures:

Step1Revision

T:YesterdaywereadapassageabouttheEarthSummitandsomeofthemajorproblemsfacingtheworld.ThroughthepassageweknowattheEarthSummit,representativesfrommorethanonehundredcountriesdiscussedsomeofthemostimportantproblemsfacingourplanet.Uptonow,severalEarthSummitshavebeenheldandmuchprogresshasmade.

1.Canyoutellmeinwhichcitythe2002EarthSummitwasheld?

2.Doyourememberoneofthemainthemesofthe2002EarthSummit？Andwhatwasit?

3.Whatarethethreebiggestkillersintheworld?

4.Whatotherproblemsdidthespeakersspeakabout?

5.WhatdidChinasthenPremierZhuRongjistress?

6.Howcanwesavetheearth?Whatisthekeytothefuture?

Step2PreparingforWordstudy

adj.n.

lonely_______

willing_______

responsible_______

fair_______

equal_______

poor_______

v.n.

kill_______

represent_______

suffer_______

adj.adv.

real_______

absolute_______

successful_______

Suggestedanswers:

loneliness;willingness;responsibility;fairness;equality;poverty

killer;representative;suffering;really;absolutely;successfully

Step3WordStudy

T:Well,nowpleaseopenyourbooksatPage69.LookattilefirstpartinWordstudy:Completethesentenceswiththewordsinbrackets.Changetheirformsifnecessary.First,letsstudytheexample.Nowpleasecompleteeachsentenceanddiscussyouranswerswithyourpartner.Attheend,wellchecktheanswerstogether.

Suggestedanswers:

1.killer2.alarming4.citizen5.responsibility6.representatives7.suffering8.willingness

T:Now,letsdothesecondpart.First,youshouldstudythewordsintheboxcarefully.Thenputthemintotwocategories.Attheend,stateyourreasons.

Suggestedanswers:

Adverbs:really,unfortunately,absolutely,especially,successfully

Adjectives:lonely,lively,ugly,lovely,friendly

Step4Presentation

(Teachershowsthefollowingsentences)

1.ConferencesliketheEarthSummithelppeopleunderstandthatthereexistseriousproblemsandthatthereisstilltimetotakeaction.

2.AmongthespeakerswasChinasthenPremierZhuRongji,whostressedtheneedforequalityandfairnessintheworld.

3.Notuntilweknowmorewillwebeabletoimprovethesituation.

4.Onlybychangingthewaywelivecanwesavetheearth.

5.HadIknownthatairconditionerscausesomuchpollution,Iwouldneverhaveboughtone.

6.Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact.

7.Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible.

T:Now,pleaselookatthesentencesandpayattentiontothewordorderofeachsentence.Inwhatwayarethesesentencesdifferentfromtheusualsentences?

Ss:Thewordorderisnot“Subject+Verb”but“Verb+Subject”or“Auxiliary/Modal+S+V”.

(TeacherwritesthestructuresontheBb.)

T:Yes.ThiskindofsentenceiscalledInversion,whichhappensinquestionsandinanumberofothercases.Lookatthesentencescarefullyagain,payingattentiontotheunderlinedwords.Inthefirstsentence,“exist”isusedafter“there”toexpressastateforexistencelike“therebe”structure;thesecondsentencebeginswithaprepositionphrase.Inthesetwosentences,thewholepredicateverbcomesbeforethesubject.Thethirdsentencebeginswithanegativeadverb;inthefourthsentence,“only”isplacedatthebeginningofthesentencewithanadverbial.Inthesetwosentences,partofthepredicatecomesbeforethesubject.Inmostcases,anauxiliaryverboramodalverbcomesbeforethesubjectandtherestofthepredicateverbcomesafter.Ifthereisnoauxiliaryormodal,do,doesordidshouldbeadded.Canyouunderstand?

Ss:Yes.

T:Thenlookatthefifthsentenceandchangeitintoanothersentencewiththesamemeaning,whichbeginswith“if”.

Ss:IfIhadknownthatairconditionerscausesomuchpollution,Iwouldneverhaveboughtone.

T:Quiteright.Insomespecialformsofunrealconditionalclauses,when“if”isleftout,partofthepredicatelikehad,should,wereshouldconiesbeforethesubject.Thatistosay,inversioncanbeusedinsteadof“if”.Areyouclearaboutthat?

Ss:Yes.

T:Next,lookatthelasttwosentences,Toavoidrepetition,“as”and“nor”areplacedatthebeginningofthesentenceswhichsaythatpeople(orthingorsituation)arethesameasothersthathavebeenmentioned.Inthiscase,thestructure“as/nor+auxiliary/modal/do(does,did)+subject”shouldbeused.Besides,“neither”and“so”canbeusedlike“nor”and“as”.Isthatclear?

(Bb:as/so;neither/nor+aux./mod./do(does.did)+subject)

T:OK.Now，letschangethemintotheusualwordordersentences.

Ss:Itisaspecialsentencepatternlike“Therebe”structure.“exist”canonlycomeafter“there”.

T:Yes.Sitdown,please.Thenthenextsentence.

Ss:ChinasthenPremierZhuRongjiwasamongthespeakers,whostressedtheneedforequalityandfairnessintheworld.

S3:Wewillnotbeabletoimprovethesituationuntilweknowmore.

S4:Wecansavetheearthonlybychangingthewaywelive.

S5:IfIhadknownthatairconditionerscausesomuchpollution,Iwouldnever

haveboughtone.

S6:Abetterunderstandingoftheenvironmentisnecessary,andthewillingnesstoactisnecessary,too.

S7:Withoutinternationalcooperation,developingcountriescantprosper.Sustainabledevelopmentwillnotbepossibleeither.

Step5GrammarPractice

T:Well,nowpleaseturntoPage70.Lookatthefirstpart,Grammar:Rewritethefollowingsentences,beginningwiththeunderlinedpart.Firststudytheexample,andthencompleteeachsentencebelow.Afewminuteslater,Illcheckyourwork.Beginnow.

T:Allright.Nowletscometothesecondpart.Completethefollowingsentences

usingthewordsinthebox:so,neither,nor,as.

Suggestedanswers:

1.so/ashave2.neither/norshould3.so/asdo4.so/asam5.neither/nordo

6.so/asis7.neither/nor8.neither/norcan9.so/ascan

T:Fromthesesentences,weknowtheverb-formafter“so,neither,nor,as”shouldbethesameastheverb-formafterthefirstsubject.Thepersonandnumbershouldagreewithitsownsubject.

Step6Homework

Workbookexercises1,2

TheDesignoftheWritingontheBlackboard

Grammar:Inversion

1.Thereexist/be...

2.Not/Never/Seldom...

3.Only+adverbial…

4.…so,neither,nor,as+V+S

Grammar倒裝
1.完全倒裝（謂語全部放到主語前面）
1).為了使某種情景能夠表達(dá)的生動形象，在以in,out,up,sown,away,off,over,next,such,back等副詞作壯語置于句首，謂語動詞是come,go,rush,run等不及物動詞的句子里，如：
a..Outrushedthestudentsthemomentthebellrang.
b...Upjumpedthecatandcaughtthemouse.Downdropsthemeatintothfox’smouth
c.NextcameTom.
(若主語為人稱代詞，則用自然語序)。Theregoesthebell.Downhewent.

d.Inhecameandthelessonbegan.
2).there,here,now,then引導(dǎo)的句子及there/herebe(exist,etc)引導(dǎo)表“存在”的句子。
e.Theregoesthebellandclassisover.
f.Thereexistdifferentopionsonthisquestion
（若主語為人稱代詞，則用自然語序）
Thereyougoagain.（你又來這一套）
3）表示“地點(diǎn)”的詞語置于句首或強(qiáng)調(diào)“地點(diǎn)”概念時，應(yīng)注意主謂一致的問題，如
a,Betweenthetwobuildingsstandsatalltree.
b.Onthegroundlayasickgoat.
4)作表語的現(xiàn)在分詞/過去分詞/形容詞+系動詞+主語
a.Stingatthebackoftheroomwasashygirlwithtwobigeyes.
b.Writtenontheblackboardarethenamesofthosewhowerelateyesterday.
3.部分倒裝
1)表達(dá)否等意義或半否定意義的副詞，介詞短語，連詞等置于句首時。常見詞語有never,little,nosooner,hardly,seldom,not,bynomeans,innocase,innotime,notuntil,notabit,manyatime,scarcely,barelynolonger,atnotime,osooner...than.often,hardly...when,notonly…butalso.等，如
a.Neverbeforehasoutcountrybeenasunitedasitistoday.
b.Atnotimedoeshedosomethingagainsthiswill.
c..Nosoonerhadwereachedthetopofthehillthanweallgotsowntorest.
2)only,notuntil引導(dǎo)的壯語置于句首時。如：
a.Onlywhenoneisawayfromhomedoesonerealizehowmicehomeis.
b.Notuntiltheteachercameindidhefinishhishomework.
3as引導(dǎo)的讓步壯語從句，意為“盡管”，通常把句中壯語，表語部分或動詞提前，若表語是名詞，不加冠詞。如：
a.Cleverasheis,hedoesn’tstudywell.
b.Childasheis,hehasbeentomanyplaces.
(though引導(dǎo)的從句可倒裝，可不倒裝，但although引導(dǎo)的從句不能倒裝。
3)在so/such…(結(jié)果壯語從句)結(jié)構(gòu)中，若so,such引導(dǎo)的部分置于句首時，用倒裝語序，如：
a.Soshallowisthelakethatnofishanliveinit.
b.Suchagoodboyishethatwealllovehim.
3)so/neither/nor置于句首，表示前者情況也適用于后者
4)省略if的條件句以had/were/should開頭引起的倒裝。
a.Hadheworkedharder,hewouldhavegotthroughtheexams
b.Wereshemyfriend,Iwouldaskherforhelp.
c.Shoulditreintomorrow,weshouldhavetoputoffthevisittotheYangpuBridge.2

Period4Integratingskills

TeachingAims:

1.Learnandmasterthefollowingwords:defend,incorrect,affect,advise

2.Trainthestudentslisteningandspeakingabilities.

3.Learntowriteanevaluationparagraph.

TeachingImportantPoints:

1.Mastertheusefulwordsandphrasesappearinginthisperiod.

2.Learntosupportanopinionbothinspeakingandwriting.

TeachingDifficultPoint:

Howtohelpthestudentsfinisheachtaskandimprovetheirskillstouselanguage.

TeachingMethods:

1.Oralpracticetotrainthestudentsspeakingability.

2.Writtenworktotrainthestudentswritingability.

3.Individual,pairorgroupworktomakeeverystudentworkinclass.

TeachingAids:

1.ataperecorder

2.theblackboard

TeachingProcedures:

Step1Warmingup

wevereadapassageinthisunitabouttheEarthSummitandenvironmentalproblemsandsolutions.

1.Competition:DividethewholeclassintofourlargegroupandhaveSslistasmanywaysaspossibletoprotecttheenvironment.

a.Lawsshouldbemadetomakepollutionillegal.

b.Trytobecleaninourdailyactivities;

c.Useenvironmentallysafeproducts

d.Disposeoftrashproperly

e.Recyclehouseholdwaste,yardwaste,andhazardouschemicals

f.Don’tpourwastewaterintoriversandlakeswithoutbeingcleaned.

g.Recycletheusedbattery.

h.Usepaperbagsinsteadofplasticbags.

2.Reportthewaystostoppollutioninclass.

WeknowtheEarthSummitmainlytalksaboutenvironmentproblemsandsolutions.ExpertsfromallovertheworldarewelcometotheEarthSummit,speakingaboutdifferenttopicsanddiscussingnewwaystosolveoldproblems.TodaywearegoingtolistentothevoicesoftheEarthSummit.

Step2Listening

1.ListentothespeechesfromtheEarthSummitandcompletetheoutlinesonthebook.

2.Pairwork:RetellthespeechesattheEarthSummit.

Step3Practice

1.DiscussionTopic:Doyouagreewithwhattheyaresaying?

HaveSswritedownthethoughts,comments,opinionsandquestions.

2.OutlineWriteanoutlineforyourspeechandthengivethespeechinclass.

Step4Writing

Englishweeklywriting.

1.Studythewordsandphrasesmayhelpyou(SeeP72).

2.GooverTipsforpreparingaspeech.

lMakesureyouknowhowtogiveagoodspeech.

lThinkaboutyouraudience.

Whoarethey?

Whataretheyinterestedin?

Whatdotheywanttoknow?

Whatdotheyalreadyknow?

lPrepareandpractice.

lResearchthetopiccarefullyandorganizethematerial.

lPractiseinfrontofamirrorortogetherafriend.

3.Prepareaspeech.

精選閱讀

高考英語備考單元知識搜索與探究歸納Unit9Savingtheearth

一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會提前做好準(zhǔn)備，作為教師就需要提前準(zhǔn)備好適合自己的教案。教案可以讓講的知識能夠輕松被學(xué)生吸收，幫助教師更好的完成實(shí)現(xiàn)教學(xué)目標(biāo)。怎么才能讓教案寫的更加全面呢？為了讓您在使用時更加簡單方便，下面是小編整理的“高考英語備考單元知識搜索與探究歸納Unit9Savingtheearth”，相信能對大家有所幫助。

高二英語Savingtheearth教案

RSEFC2AUnit9Savingtheearth
教材分析
本單元的中心話題為“拯救地球”，通過課堂導(dǎo)入引出水污染、空氣污染、環(huán)境破壞，亂砍亂伐樹木等環(huán)境問題，圍繞這一主題，結(jié)合聽、說、讀、寫的訓(xùn)練達(dá)到熟悉話題表述，語言熟練應(yīng)用，能運(yùn)用所學(xué)知識就環(huán)境問題展開討論，在口頭上和筆頭上闡述自己的觀點(diǎn)，達(dá)到語言輸出的目的。
“熱身”（Warmingup）部分，運(yùn)用圖片導(dǎo)入法，通過對所展示圖片的討論，引出環(huán)境保護(hù)、拯救地球的主題，初步了解學(xué)生對現(xiàn)狀、原因、解決辦法的掌握程度，并通過提問了解學(xué)生對本單元學(xué)習(xí)內(nèi)容、學(xué)習(xí)策略、學(xué)習(xí)途徑的愿望，以便教師及時調(diào)整其后課堂教學(xué)的內(nèi)容、難度、和深度的把握。
“聽力”訓(xùn)練由兩大部分組成，分別安排在“聽力”（Listening）和“綜合技能”（IntegratingSkills）兩個部分。前者又由兩部分組成，第一部分為紀(jì)念“世界地球日”活動上的講話，闡述了保護(hù)水資源的必要性和緊迫性。第二部分圍繞保護(hù)水資源的主題，介紹了如何保護(hù)水資源的具體措施；后者，作為綜合語言運(yùn)用部分，聽力內(nèi)容主要為其后的寫作作為鋪墊，除了敏銳捕捉語言信息以外，學(xué)生還需要了解發(fā)言稿的開篇、論證、以及結(jié)束。
“閱讀”（Reading）著重介紹世界地球峰會的由來，詳細(xì)描述了2002年南非約翰內(nèi)斯堡地球峰會的召開情況，展示了“可持續(xù)發(fā)展”這一主題，會上大多數(shù)代表所涉及的“世界三大殺手（被污染了的飲用水、簡陋的衛(wèi)生設(shè)備和空氣污染，以及貧困、戰(zhàn)爭、和暴亂，指出世界的順利發(fā)展，取決于各國的和平相處、互相合作、互相促進(jìn)、共同進(jìn)步，最后文章還闡述了世界地球峰會的作用和意義。
“語言學(xué)習(xí)”（LanguageStudy）要求學(xué)生利用構(gòu)詞法的知識，靈活運(yùn)用詞形變化進(jìn)行正確運(yùn)用，在第二部分要求學(xué)生正確辨別－ly結(jié)尾詞的詞性。
“語法”（Grammar）通過對倒裝形式的總結(jié)，全面了解倒裝的具體結(jié)構(gòu)和應(yīng)用，結(jié)合句型轉(zhuǎn)換和選詞填空練習(xí)，幫助學(xué)生掌握這一語法現(xiàn)象。
“綜合技能”（Integratingskills）采用高一課本中未曾出現(xiàn)過的展示方式，選用聽力方式展示寫作模式，通過口頭討論等方式，鞏固學(xué)生對本單元知識的掌握，從而有效地指導(dǎo)學(xué)生進(jìn)行寫作練習(xí)，并通過Unit2中的checklist對所寫的書面表達(dá)進(jìn)行修改。
教案范例
Period1Warmingup,listeningandSpeaking
I.Goals:
1.TomakeSsknowpollutionandpresentsituationthroughoutthe
worldandencouragethemtofindsolutionstothisproblem.
2.ToencourageSstoactivatetherelevantvocabulary.
3.TodevelopSsspeakingbypracticingsupportinganopinion.

II.Teachingprocedures
Step1Warmingup
1.Greetings
2.Talkaboutthepictures
Presentthestudentsaseriesofpicturestoassurethemhowseriousthepollutionis
andaskthemsomequestionsaboutthesepictures.
⑴⑵⑶

⑷⑸⑹

Q1:Whatcanyouseeinthesepictures?Howdoesithappen?
Q2:Whatcausestheproblem?
Q3:Whatarethebiggestproblemsfacingtheearth?Whydoyouthinkso?
Q4:Haveyoueverdonesomethingbadtotheenvironment?
Q5:Canyougivememoreexamplesthathappenedinpeoplesdailylifeandisbad
fortheenvironment?

Step2Listening
1.Leadin
Moreandmorepeoplearerealizingthedamagethatisbeingdonetheenvironmentandlearningmoreandmoreharmthattheenvironmentisdoingtoourhumaninhabit.PeoplearecelebratingInternationalEarthDay,whenvarietiesofactivitiesareheldsothatmorepeoplewillbeinvolvedinenvironmentprotection.
2.While-listening
ListentoPart1andanswerthequestions.
1)Whyisshegivingthisspeech?
2)Whatdoesshethinkthemostseriousproblemis?
3)Whatdoesshesaythatweshoulddoaboutit?
4)Whatdoyouthinkshewillsaynext?

ListentoPart2andfillintheblankswithwhatSshear.
Argument1:Weshould_____________.
Wemust_________________________.
Weshould_______________________.
Ifwe_______,we________________.Argument2;_______________________
Problem:_______________________
Solutions:_______________________

3.Post-listening
Pairwork:Inferwhatthespeakerwillsaynext,listliketheaboveoneandsharethespeechwiththepartnerandtheclass.
Groupwork:Discusswithgroupmembersaboutthemeasuresthatwemaytaketoprotectair,forest;animals;grassland.
AskSstodelivertheirspeechonenvironmentprotection.

Step3Speaking
1.TalkingaboutwhatSscanseeinthepicture.
(1)(2)
Q1:Whatisbeingpiledinthepicture1?
Q2:Whatcancoalbeusedfor?
Q3:Whatisbeinggivingofffromtheworkshop?
Q4:Whatisbeingpolluted?
Everycoinhastwosides.Itistruewithcoal,whichisavaluableresourcethatcanbeusedtoproduceenergy,butitcanalsocauseseriouspollution.
2.Groupwork:AdebateCoalis/isn’tavaluableresource.
proscons
AbusinessmanAnenvironmentalist
AscientistAlocalcitizen
Alocalleader
……

Period2ReadingWelcometotheEarthSummit
I.Goals:
1.Topromotethestudentsunderstandingofthetext
2.Togetthestudentstograspthedetailedinformationofthetext
3.Toenablethestudentstomastersomewordsandexpressions
4.Toimprovethestudentsreadingability

II.Teachingprocedures
Step1Warmingup
Askthestudentssomequestionsconnectedwithpollution
Q1:Didyouusetogoswimminginariverwhenyouwereyoung?
Whataboutthechildrentoday?Whynot?
Q2:Doyouuseone-offchopstickswhilehavingfastfood?
Q3:Howdoyoudealwiththeplasticbags?
Q4:Whatdoyouthinkoftheairtoday?
Q5:Whatdoyouthinkoftherelationshipbetweeneconomydevelopmentand
pollution?

Step2Pre-reading
1.Discussion
Readthetitleanddiscussinpairswhatproblemswillbediscussedatthesummit.
(Asthetitlestates,problemsrelatedtotheearthwillbediscussedatthesummit,likeair,water,forest,desert,grassland,etc)
2.Prediction
Groupwork:FillinthechartwithwhatSspredictaboutwhateachpartofthetextwillbeabout.
Introduction
Body
Conclusion
3.Problem-solving
Gothroughthewholepassageandcomparewhoseguessistheclosesttothecontentofthepassage.
4.Findtheanswerstothesetwoquestions.
Q1:WhenandwherewastheEarthSummitheld?
(In2002inJohannesburginSouthAfrica.)
Q2:WhichChineseofficerattendedthemeeting?Whatdidhesay?
(PremierZhuRongji;Stressedtheneedforqualityandfairnessintheworld.)

Step3While-reading
1.Individualwork
Getthestudentstoreadthetextcarefullyandasksomestudentstoanswerthefollowingquestionsintheirownwords.
Q1:Whatwasthemeetingheldin1972about?
Q2:WhatsthemainthemeoftheEarthSummit?
Q3:Doyouknowthebigthree’?Whatarethey?
Q4:Wheredoyouthinkusuallyhasthebigthree?Why?
Q5:Whatdoesglobaldevelopmentmeannowadays?Whatshoulddeveloped
countriesactuallydo?
Q6:WhatstheuseofconferencesliketheEarthSummit?
Q7:Whatsthekeytothefuture?Asastudent,whatshouldyoudo?

2.Readingforinformation

IntroductionNameTheEarthSummit
WhenIn2002
WhereJohannesburg,southAfrica
ThemeSustainabledevelopment
Howtocontinuedevelopingtheworldwithoutdamagingtheenvironment

Body
The“bigthree”Contaminateddrinkingwater;20%
Poorsanitation:
Airpollution:threemilliondeaths;inruralareasindevelopingcountries
GlobaldevelopmentEqualityEachcountrytakespartin
Fairness
InternationalcooperationRichcountieshelppoorcountries;Prosperityofdevelopingcountries;Possiblesustainabledevelopment

Conclusion

Impact1.helptounderstandtheexistingseriousproblems
2.there’sstilltimetotakeaction
3.changethewaywelivetosavetheearth
4.Ssarelearning“earthissues”
5.aplacetofindsolutionsforthefuture

Step4Post-reading
1.Retelling
SupposeyouweretheChinesegirlwhoattendedtheEarthSummit,tellwhatsheheardandsawattheSummit.Beginwith“Hello,everyone.I’mtheluckiestgirltoattendthe2002EarthSummitinJohannesburg.Nowletmetellyouaboutthesummit.…”
2.Interview
Ssworkinpairs,playingtheroleofanewspaperreporter,attendantsfromdifferentcontinentsattendingtheEarthSummit.Finallytheteacherinvitessomepairstoactouttheirinterview
2.DesignthecomingEarthSummit
Groupwork:
Task:PreparethecomingEarthSummit
Arrangement:S1:organization
S2:PreparenecessitiesfortheSummit
S3:Messmedia
S4:Attendantsinvited
S5:budget
S6:Transportationaccommodation
HaveSspresentthepreparationsfortheSummitingroups.

Period3LanguageStudyGrammar
I.Goals:
1.TogetSstolearnandmastertheusagesofthenewwordsandtheusefulexpressionsinthisunit.
2.ToenableSstograspthegrammar:Inversion.

II.Teachingprocedures:
Step1Warmingup
1.Greetings
2.Playaguessinggame:firstsomeitemsareshownonthescreen,andeachitemistheparaphraseofonenewword.Dividetheclassintofourgroups.Ssareencouragedtoguessthewordasquicklyaspossible.ThisgameistoenlargeSs’vocabulary.
(1)Tomakeaplaceorsubstancedirtyanddangerousbyaddingsthtoit.
(2)Tomakeashortstatementgivingonlythemaininformationandnotthedetailsofaplan,reportetc.
(3)Thesituationorexperienceofbeingpoor.
(4)Apositionorsituationinwhichpeoplehavethesamerights,advantages.
(5)Todosthinordertoprotectsomeoneorsthfrombeingattacked
(6)Todosththatproducesaneffectorchangeinsomeoneorsth
(7).Behaviorthatisintendedtohurtotherpeoplephysically
(8).Notrightorfair
(9).Sththatyoucanchoosetodooruseinsteadofsthelse

contaminate,summarize,poverty,equality,defend,affect;
violence,unfair,alternative)

Completethefollowingsentenceswiththewordsfromthebracket,usingthecorrectform.
1.Accordingtothereport,theenvironmenthasbecomeamajor_______worldwide.
Oneinfivechildrenbeforeagefivediefromdiseasescausedbyenvironmental
problems.(kill)
2.Internetusehasbeenspreadingata(n)_________speedinChina.“Haveyousurfedthenet?’’hasbecomeamorecommongreetingthanthetraditional“Haveyoueaten?’’(alarm)
3.Theword“netizen”,whichmeansapersonwhousestheInternet,comesfrom“net”and“________”.(city)
4.Duringtheinterview,theyoungmanaskedaboutthejob____________asasalesmanager.(responsible)
5.HowmanyChinese______________willbesenttotheinternationalmeetinginStockholm,Sweden?(represent)
6.Thepeoplewholistenedtothereportwereshockedbythe________ofthevillagers.(suffer)
7.Itwastherepeople’s__________toworkhardandwellthatimpressedmemost.(willing)
(possibleanswers:killer,alarming,citizen,responsibility,representatives,suffering,willingness)

Step3languagepointsandusefulexpressions
1.Attend:出席，上（大學(xué)等），照料
Togotoaneventsuchasameeting
eg:Only7peopleattendedthemeeting.
Togoregularlytoaschool,churchetc
eg:Allchildrenbetweentheagesof5and16mustattendschool.
Tolookaftersomeone,especiallybecausetheyareill
eg:Thenurseattendedthepatientdaily.attendtosb/sth處理，照應(yīng)
eg:Imaybelate–Ihavegotoneortwothingstoattendto.
Areyoubeingattendedtoinashop?
ThendosomeexercisestoenableSstodistinguishthefollowingwords:
attend/join/joinin/takepartin/joinsbinsthEx:Fillintheblankswiththeexpressionsgiven.
1.He’ll_________animportantmeetingtomorrow.
2.Almostalltheteamsinourschool__________thebasketballmatch.
3.Mywishisto________thearmyaftergraduation.
4.We’ll_______________socialactivitiesduringthesummervacation.
5.Theydidn’t___________thewedding.
6.I________thepartylastyear.
7.Ourheadmasterwill_______us____thediscussionthisafternoon.
(possibleanswers:attend,joinin,join,takepartin,attend,joined,joinin)
2.takenotes:作筆記，記錄
takeaction:采取行動
Eg:Doyoutakesnotesofthelectures?
Hesatquietlyinthecornertakingnotescarefully.
Theytookactiontostophim.
Thepolicetookactiontodealwiththisthingimmediately.
Themedicinewillnottakeactionforseveralhours.
開始起作用，見效，生效
Thepilltakeseffectassoonasyouswallowit.
taketurns
takemeasures/steps
takeplace
takecare
takemedicine
taketime
takecold
takenotice
takesides
Eg:Youalwaystakessideswithhimwithoutevenlisteningtome.
3.content:
1).n.內(nèi)容，目錄(常作~s);容量，容積
Eg:thecontentsofabook
atableofcontents
Lookupthecontentsatthebeginningofthebook.
abucketofmorethanusualcontent
2).Adj.滿足的，滿意的
becontenttodosth
becontentwithsth
contentoneselfwithsth
HeisquitecontenttowatchTVforhours.
I’mverycontentwithmylifeatpresent.
Asthere’snobutterwemustcontentourselveswithdrybread.
access:進(jìn)入，接近
Eg:Thedead-endstreetwastheonlyaccesstoherhome.
Accesstothemountain-townisoftendifficultbecauseofthebadroads.
haveaccessto:
Eg:Twentypercentofthepeopleonearthdonothaveaccesstocleandrinkingwater.
havesththatyoucanuse
Eg:Thepublicdon’thaveaccesstothesite.
therighttoenteraplace
Notuntilweknowmorewillwebeabletoimprovethesituation.
Until的三種句式
Ididn’tgotobeduntilmymothercameback.（陳述句）v
NotuntilmymothercamebackdidIgotobed.（倒裝句）
ItwasnotuntilmymothercamebackthatIwenttobed.（強(qiáng)調(diào)句）直到她母親把一切對杰克和盤托出，杰克才明白她為什么跟自己生氣。
1).Jackdidn’tunderstandwhyshewasangrywithhimuntilhermothertoldhimeverything.
2).NotuntilhermothertoldhimeverythingdidJackunderstandwhyshewasangrywithhim.
3).ItwasnotuntilhermothertoldhimeverythingthatJackunderstoodwhyshewasangrywithhim.
Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact.
As此處的用法與so相同。
Eg:Heisapatriot,asarehisbothers.
Davidworkshard,asdohisclassmates.
Harryisunusuallytall,asarehissisters.
Hebelieved,asdidhisfamily,thatyouweretellingthetruth.
Withbettereducation,peoplewillbeabletobuildabettersocietyinharmonywith
nature.
inharmonywith與----協(xié)調(diào),和諧
Eg:Thecolorofthesofaisinharmonywiththesittingroom.
Hesoonfoundhimselfinharmonywithhisnewco-workers.
Yoursuggestionsarenotinharmonywiththeaimsofthisproject.
…perhapsputanendtothedeathandsufferingcausedbythebigthree.
putanendto結(jié)束，毀掉
Eg:Winningthecompetitionputanendtohisfinancialproblems.
Thediscussionwasputanendtobyhissuddenarrival.
Thewindputanendtothepier.
wipeout:擦洗----的內(nèi)部，去除，消滅Tomakesthinsideclean
Eg:wipeoutthecoffeepot
Todestroy,remove,orgetridofsthcompletely
Eg:wipeouttheenemy’smajormilitarytargets
Halfthepopulationwaswipedoutbythisdisease.
informal)tomakeyoufeelextremelytired
Eg:Theheathadwipedusout.
Andifpovertyislessofaproblemandpeoplearebettereducated,thereisagoodchancethatwewillsee-------
thereisagoodchance(that)----
“有可能發(fā)生某事”Eg:ThereisagoodchancethatI’llfinishtheworktomorrow.
Thereisagoodchance(that)hewillbegonebythen.
affect:vt.影響，感動，（疾?。┣忠u
effect：n.影響，效果，作用
Eg:Thiscountrywasaffectedbydraught.
Theamountofrainaffectsthegrowthofcrops.
Thesightaffectedhertotears.
Itmaybetheeffectoftheillness.
Thisaccidenthadaneffectonthefutureofbothmotherandson.

Step4Grammar(Inversion)
Notuntilweknowmorewillwebeabletoimprovethesituation.
Onlybychangingthewaywelivecanwesavetheearth.
HadIknownthatairconditionerscausesomuchpollution,Iwouldneverhaveboughtone.
Thereexistseriousproblemsandthereisstilltimetotakeaction.
AmongthespeakerswasChina’sthenPremierZhuRongji.
Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact.
Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible.
Studythestructuresofinvertedsentencesandg
A.Herecomesthebus.
Theregoesthebell.
Downhewent.
Onthewallhangsapicture.
B.HardlyhadIgothomewhenitbegantorain.
NeverhaveIseensuchawonderfulfilm.

Step6Practice
Soneithernoras

1.Richercountrieshavearesponsibilitytoprotecttheenvironment,___________the
poorcountries.
2.Weshouldn’twastesomuchwater,________weusethingsthatareharmfultotheenvironment.
3.Airconditionerscausemuchpollution,________cars.
4.Manypeoplearedeterminedtochangethewaytheylive.___________I.
5.Idon’tbuyproductsthatcausepollution,________mostpeopleIknow.
6.Sheisinterestedinenvironmentalprotection,________________hermother.
7.Ifyoudon’tstayattheparty,_____________willI.
8.Ican’tattendthemeetingand_______________you;wehavesomeotherworktodo.
9.A:Howoldareyou?
B:Canyoukeepasecret?
A:Sure.
B:______________I.

Possibleanswers:(so/asdo,neither/norshould,so/asdo,so/asam,neither/nordo,so/asis,neither/nor,neither/norcan,so/asam)

II.Rewritethefollowingsentences,beginningwiththeunderlinedpart.
1.Wewillnothaveenoughdrinkingwateruntilwestoppollutingourlakesandrivers.
Notuntil_______________________________________________
2.Wecansavetheearthonlybylearningtoliveinharmonywithnature.
Only__________________________________________________.
3.Iknewthatairpollutioncausesalmostthreemilliondeathseveryyearonlyafterthemeeting.
Only___________________________________________________
4.Sustainabledevelopmentcanonlybepossiblewithinternationalcooperation.
Only__________________________________________________.
5.TheEarthSummitisnotonlyaplacetotalkaboutproblems,butalsoaplaceto
findsolutionsforthefuture.
Notonly___________________________________________________.
6.Peoplewillbeabletobuildabettersocietyinharmonywithnatureonlywithbettereducation.
Only______________________________________________________.
7.Weseldomthinkofthesmallchangesthatwecandotomakeabigdifference.
Seldom___________________________________________________.
8.Ihaveneverrealizedthatwaterissoprecious.
Never____________________________________________________.Trytobecleaninourdailyactivities;
c.UseenvironmentallysafeproductsDisposeoftrashproperlyRecyclehouseholdwaste,yardwaste,andhazardouschemicalsDon’tpourwastewaterintoriversandlakeswithoutbeingcleaned.Recycletheusedbattery.Usepaperbagsinsteadofplasticbags.2.Reportthewaystostoppollutioninclass.

I.參考網(wǎng)址：
///speechcn.htm（howtoplanandprepareaspeech）

II.補(bǔ)充語法
倒裝語序分為“全部倒裝”和“部分倒裝”。在全部倒裝的句子中，整個謂語都放在主語的前面；在部分倒裝的句子中，只是謂語中的一部分（如助動詞、情態(tài)動詞或系動詞be等）放在主語前面，其余部分仍放在主語后面。一、由there,here或now等引起，謂語為come（或go）的句子，例如：
Therecomesthebus!Theregoesthebell!
HerecomesMary!Nowcomesyourturn.
注：如果主語為人稱代詞，仍用自然語序，例如：
Therehecomes!Hereshecomes!

二、由then引起，謂語為come（或follow）的句子，
Thencameanewdifficulty.
ThenfollowedeightyearsoftheAnti-JapaneseWar.

三、由here（或there）引導(dǎo)，謂語為be的句子
HereisChina’slargesttropicalforest.
Herearesomepicture-books.
注：如果主語為人稱代詞，仍用自然語序，
Hereyouare./Hereweare./Hereitis

四、由so引起的，表示前面所說的情況也適用于另一個人（或物）的句子，如：
Societyhaschangedandsohavethepeopleinit.
Heplaystheviolinquitewell.Sodoesmysister.
如果一個句子只是重復(fù)前面一句話的意思，盡管so用開頭，語序也不要倒裝
--Itwascoldyesterday.–-Soitwas!

五、由neither或nor引起的，表示前面所說的情況也適用于另一個人（或物）的句子，
--Iwon’tdosuchathing.
–-Neither/NorwillI.
--Ihaven’tdonemyhomework.
–-Neither/NorhaveI.
Ifyoudon’tgo,neitherwillI.
Ididn’treadthenotice,nordidhe.

六、在if引導(dǎo)的非真實(shí)條件句中，如有助動詞had,should或were時，可以省略if，進(jìn)行倒裝，
HadIcomefiveminutesearlier,Iwouldhavemetthefamousscientist.
(IfIhadcomefiveminutes…)
Shouldanyonecall,tellhimtowaitformehere.
WereItenyearsyounger,Iwouldwithyou.
Shouldyouchangeyourmind,letusknow.

七、out,in,up,down,away等副詞放在主語前,主謂倒裝
Upflewtheredballoon.
Outrushedapolicemanfromamongthecrowd.
注：如果主語是一個人稱代詞，謂語仍放在后面，如：
Awaytheywent./Downitflew./Upitwent.八、當(dāng)as引導(dǎo)讓步狀語從句時，把表語提到前面來,用“形容詞（或副詞、名詞+as+主語+謂語”這種形式
Childasheis,heknowsalot.
Tiredashewas,hecontinuedtowork.
HardasIwork,Ican’tcatchupwithyou.
Muchasweliketheplace,wecan’tstayhere.
九、當(dāng)always,often,manyatime等詞放在句首時，后面常用倒裝語序，如：
Alwaysdidhecometohelpus.
Oftendidwewarnthemnottodoso.
Manyatimedidhegoswimmingintheriver.
注：上述所說的詞不放在句首，不用倒裝語序。
十、only所修飾的副詞、介詞短語或狀語從句放在句首時，其后面的主語部分要進(jìn)行倒裝，如：
Onlyinthiswaycanyouhopetoimprovethesituationthere.
OnlythendidIrealizethatIwaswrong.
Onlyoncedidhisfatherdiscusshisfuturewithhim.
OnlyyesterdaydidIrealizewhatwasgoingon.
OnlyafterhecamebackwasIabletoseehim.
注：only修飾主語，仍用自然語序，如：
OnlysocialismcansaveChina.十一、含有否定意義的副詞、連詞或短語構(gòu)成的狀語放在句首時，常用倒裝語序
not,never,hardly,seldom,little,rarely,
scarcely,notuntil,notonly…butalso…,
neither…nor…nosooner…than…,
hardly…when…,scarcely…when
NevershallIforgettheday.
NotuntilIbegantoworkdidIrealizeIhadwastedmuchtime.
Notonlydidhereadthebook,butalsoherememberedwhathehadread.
Nosoonerhadhearrivedthanhefellill.
Hardly/Scarcelyhadhearrivedwhenhefellill.
注：上面所說的詞和詞組如果不在句首，句子不必用倒裝語序。
另外，notonly…butalso連接兩個主語時,不用倒裝，如：
Notonlythestudents,butalsotheteacherwishesforaholiday.
十二、當(dāng)so（或such）…that…結(jié)構(gòu)中的so或such用于句首時，要采取倒裝語序，如：
Soloudlydidhespeakthathewasheardupstairs.
Soangrywashethathecouldn’tspeak.
Soharddoeshestudythatheisthebestintheclass.
Suchwastheforceoftheexplosionthatallthewindowswerebroken.
Suchwashisstrengththathecouldbendironbars.
注：such和be連用作表語時，也常用倒裝語序，
Suchwastheresult.
Suchwereherwords.
Suchwasthestoryhetold.十三、在下列結(jié)構(gòu)中也常用倒裝語序：
Infrontofthemstoodagreatcastle.
Onthebedlayasickoldman.
Underthetreesatanoldman.
Seatedonthegroundaresomeyoungmen.
Lyingonthefloorwasaboy.

典型例題：
1.NotuntilIbegantowork______howmuchtimeIhadwasted.　
A.didntIrealizeB.didIrealize
C.Ididntrealize　D.Irealize
2.—DoyouknowTomboughtanewcar?
—Idontknow,_______.
A.nordontIcare　B.nordoIcare
C.Idontcareneither　D.Idontcarealso
答案為B。Notuntil引導(dǎo)從句位于句首，后面的主句要倒裝。
答案為B。句中的nor引出部分倒裝結(jié)構(gòu)，表示"也不"。由so,neither,nor引導(dǎo)的倒裝句，表示前一情況的重復(fù)出現(xiàn)。其中,so用于肯定句,而neither,nor用在否定句中。典型例題
—WhycantIsmokehere?
—Atnotime_______inthemeeting-room.
A.issmokingpermittedB.smokingispermitted
C.smokingisitpermitted　D.doessmokingpermit
答案A.這是一個倒裝問題。當(dāng)否定詞語置于句首以表示強(qiáng)調(diào)時，其句中的主謂須用倒裝結(jié)構(gòu)。這些否定詞包括no,little,hardly,seldom,never,notonly,notuntil等。本題的正常語序是Smokingispermittedinthemeeting-roomatnotime.
Notuntiltheearlyyearsofthe19thcentury_______whatheatis.
A.mandidknow　B.manknow　
C.didntmanknow　D.didmanknow
答案D.看到Notuntil…的句型，我們知道為一倒裝句，答案在C，D中選一個。改寫為正常語序?yàn)椋琈andidnotknowwhatheatisuntiltheearlyyearsofthe19th.現(xiàn)在將not提前，后面就不能再用否定了,否則意思就變了。典型例題
Nosooner_______thanitbegantorainheavily.
A.thegamebegan　B.hasthegamebegun
C.didthegamebegin　D.hadthegamebegun答案D.以具有否定意義的副詞放在句首時，一般采用倒裝句(謂語前置)。這類表示否定意義的詞有never,seldom,scarcely,little,few,not,hardly,以及notonly…but(also),nosooner…than,hardly…whenscarcely…when等等。
注意：只有當(dāng)Notonly…butalso連接兩個分句時，才在第一個分句用倒裝結(jié)構(gòu)。如果置于句首的Notonly…butalso僅連接兩個并列詞語，不可用倒裝結(jié)構(gòu)。
NotonlyyoubutalsoIamfondofmusic.
AboutWorldDayforWater
TheUnitedNationsGeneralAssemblyadoptedresolutionA/RES/47/193of22December1992bywhich22MarchofeachyearwasdeclaredWorldDayforWater,tobeobservedstartingin1993,inconformitywiththerecommendationsoftheUnitedNationsConferenceonEnvironmentandDevelopment(UNCED)containedinChapter18(FreshWaterResources)ofAgenda21.StateswereinvitedtodevotetheDay,asappropriateinthenationalcontext,toconcreteactivitiessuchasthepromotionofpublicawarenessthroughthepublicationanddiffusionofdocumentariesandtheorganizationofconferences,roundtables,seminarsandexpositionsrelatedtotheconservationanddevelopmentofwaterresourcesandtheimplementationoftherecommendationsofAgenda21.
hatisWorldEnvironmentDay?
WorldEnvironmentDaywasestablishedbytheUnitedNationsGeneralAssemblyin1972toraiseenvironmentalawarenessandtoencourageactiontoprotecttheenvironment.

IV.EARTHSUMMIT
In1992,morethan100headsofstatemetinRiodeJaneiro,BrazilforthefirstinternationalEarthSummitconvenedtoaddressurgentproblemsofenvironmentalprotectionandsocio-economicdevelopment.TheassembledleaderssignedtheConventiononClimateChangeandtheConventiononBiologicalDiversity,endorsedtheRioDeclarationandtheForestPrinciples,andadoptedAgenda21,a300pageplanforachievingsustainabledevelopmentinthe21stcentury.
TheCommissiononSustainableDevelopment(CSD)wascreatedtomonitorandreportonimplementationoftheEarthSummitagreements.ItwasagreedthatafiveyearreviewofEarthSummitprogresswouldbemadein1997bytheUnitedNationsGeneralAssemblymeetinginspecialsession.ThisspecialsessionoftheUNGeneralAssemblytookstockofhowwellcountries,internationalorganizationsandsectorsofcivilsocietyhaverespondedtothechallengeoftheEarthSummit.

高二英語上冊第9單元復(fù)習(xí)知識點(diǎn)：Savingtheearth

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，高中教師要準(zhǔn)備好教案，這是老師職責(zé)的一部分。教案可以讓學(xué)生更好的吸收課堂上所講的知識點(diǎn)，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。那么如何寫好我們的高中教案呢？以下是小編為大家精心整理的“高二英語上冊第9單元復(fù)習(xí)知識點(diǎn)：Savingtheearth”，僅供參考，歡迎大家閱讀。

高二英語上冊第9單元復(fù)習(xí)知識點(diǎn)：Savingtheearth

(一)單元內(nèi)容介紹與分析：

學(xué)習(xí)材料：聽力”(Listening)部分提供了一段演說詞，談到了地球所面臨的問題。第一部分要求學(xué)生通過聽弄清說話者的觀點(diǎn)，并根據(jù)所聽內(nèi)容預(yù)測下文;第二部分要求學(xué)生列出說話人的觀點(diǎn)等，然后預(yù)測下文。

“閱讀”(Reading)部分是一篇關(guān)于“地球峰會”的介紹性文章。文章介紹了2002年在南非首都約翰內(nèi)斯堡召開的“地球峰會(TheEarthSummit)”的基本情況，包括會議召開的背景、會議的主題以及與會者所討論的主要問題和提出的解決辦法等。通過對該文章的閱讀，可以豐富學(xué)生有關(guān)本單元主題的語言和信息。

“綜合技能”部分設(shè)計了聽、說、寫的活動，以寫為主線。聽的內(nèi)容是“地球峰會”上的兩篇發(fā)言。在聽的基礎(chǔ)上，要求學(xué)生陳述他們的觀點(diǎn)。寫的活動包括聽中補(bǔ)充提綱，聽后寫要點(diǎn)、提綱以及說后寫段落，環(huán)環(huán)相扣，層層深入。

“語言學(xué)習(xí)”：掌握有關(guān)倒裝句的幾個常用結(jié)構(gòu)。

(二)詞匯學(xué)習(xí)：

運(yùn)用構(gòu)詞知識理解下列單詞：

ecology;environmentalist;sustainable;killer;equality;fairness;responsibility;cooperation;willingness;incorrect

(三)重點(diǎn)詞匯與短語的用法：

1.issue：問題;爭議;發(fā)行;分配，期刊

Youwillattendthemeetinganddiscusstheissue.

Ijustgotarise,somoneyisnolongeranissue.

Unemploymentisnottheissue-therealproblemisthedeclineinpublicmorality.

Thearticlewillappearinthenextmonthsissue.

Thepostofficeissuedthestampslastweek.

2.content：內(nèi)容;目錄;容量;滿足;滿意

Withoutreadingthetext,trytopredictitscontent.

Thecontentofyouressayisexcellent,butit’snotverywellexpressed.

注意表達(dá)“滿足，滿意”的短語：

becontentwithsth.

becontenttodosth.

Heiscontentwithlife.

Johnseemscontenttositinfrontofthetelevisionallnight.

3.access：接近;進(jìn)入;接近……的方法;到達(dá)……的權(quán)利

20%ofthepeopleonearthdonothaveaccesstocleandrinkingwater.

Thehouseisinthecenterpartofthetownwithgoodaccesstotheshops.

Hospitalsshouldgivepatientstherightofaccesstotheirmedicalrecords.

Allthebranchmanagerscanaccessthedatabankofthegeneraloffice.

4.responsibility：責(zé)任;責(zé)任心;職責(zé)

Richcountrieshavearesponsibilitytowardspoorcountriesandmustdowhatevertheycantohelpothers.

Takingcareoffamilyisabigresponsibility.

注意構(gòu)詞形式：responsibility的形容詞形式為responsible;常見短語是：beresponsiblefor：替/對……負(fù)責(zé)。

Sheismystudent,andImustberesponsibleforher.

5.inharmonywith：與…協(xié)調(diào)/和諧;反義詞outofharmonywith

Withbettereducation,peoplewillbeabletobuildabetterSocietyinharmonywithnatureandperhapsputanendtothedeathandsufferingscausedbythebigthree.

Histastesareinharmonywithmine.

BobandIworkedtogetherinharmonyforyears.

6.putanendto：結(jié)束

Wemustputanendtothisfoolishbehaviour.

Thechieftaskofthemomentistoputanendtotheterriblepollutionintherivers.

(四)辨析下列單詞(近義詞)

1.affect/effect

affect：動詞：影響;感動;侵襲

effect：名詞：影響，效果;常見短語：haveaneffectonsb./sth.

Whatwedoisimportantbecauseitaffectstheenvironment.

Allthepeopleintheroomwereaffectedtotears.

Themedicinehaslittleeffectontheoldman.

2.defend/protect/guard

defend：用武力或其他措施保護(hù)人們不受損害。辯護(hù)。

protect：用各種安全防御措施盡力照顧某人不受損害。

guard：留心守望，警戒

Makesurethatyouarereadytoanswerquestionsanddefendyourargument.

ItisthedutyofeveryChinesecitizentodefendmotherland.

Clothesprotectusfromcold.

Towbigdogsguardthefarm.

(五)重，難點(diǎn)句的解釋與分析

1.OneofthemainthemesOfthesummitwas“sustainabledevelopment’，orthequestionofhowwecancontinuedevelopingtheworldwithoutdamagingtheenvironment.

其主題之一是“可持續(xù)發(fā)展”，也就是如何在不破壞環(huán)境的情況下使世界繼續(xù)發(fā)展的問題。

(1)句中or意為“也就是：即”，用于補(bǔ)充說明上文的內(nèi)容。例如：

ThecompanyispayingtherentoratleastContributingtoit

or的用法很多，除了上述的意思外，常見的還有：

Don’tputanythingplasticintheovenoritwillprobablystartmelting.

Areyougoingwithyourparentsorbyyourself?

(2)withoutdoing結(jié)構(gòu)在句子中作狀語，表示“在沒發(fā)生……情況下”。

Theylefttheschoolinahurry,withoutsayinggoodbyetoanyone.

2.Airpollutionalonecausesalmostthreemilliondeaths.

僅空氣污染就造成了近三百萬人死亡。

(1)alone在此是副詞，用在名詞或代詞后面，表示“只，只有;僅僅”。

Healoneisnotresponsibleforit.

Moneyalonecannotmakeyouhappy.

alone還可以解釋“單獨(dú)地;獨(dú)自地”。

Helikestogoitaloneineverything.

alone作形容詞時，解釋“單獨(dú)的;唯一的：獨(dú)一無二的”，在句子作表語。

Iamnotaloneinthisopinion.

(2)deaths：可數(shù)名詞：死亡的人數(shù)。不可數(shù)名詞指：死亡。

3.Ifwearetodeveloptheworldsuccessfully,wemustmakesurethateveryoneisabletotakepartinthenewworldwecreate.

如果我們要成功地開發(fā)世界，就必須確保人人都能夠參與我們創(chuàng)造的新世界。

be+todosth這個結(jié)構(gòu)常常表示安排，命令、職責(zé)、義務(wù)、目的、用途，可能性、命中注定等含義。例如：

Wearetomeetattheschoolgate.

Youaretobebackby10oclock.

Theprizeistohonourhimforhisgreatdiscovery.

4.Richercountrieshavearesponsibilitytowardspoorercountriesandmustdowhatevertheycantohelpothers.

富國對于窮國負(fù)有責(zé)任，他們必須盡可能地幫助其他國家。

dowhateveronecan相當(dāng)于dowhatonecan，只是前者的語氣更強(qiáng)。

(六)閱讀材料中的典型倒裝句：

1.Withoutinternationalcooperation,developingcountriescannotprosper,norwillsustainabledevelopmentbepossible.

沒有國際合作，發(fā)展中國家合作就不可能繁榮，可持續(xù)發(fā)展也就不可能實(shí)現(xiàn)。

由nor，neither，not，hardly，seldom,never等表示否定意思的詞位于句首時，句子采用部分倒裝結(jié)構(gòu)。部分倒裝類似一般疑問句結(jié)構(gòu)。

NeverhaveImethim.

Seldomhaveweseensuchbigmelons.

Hardlyhadsheenteredthehousewhensheheardthedogbarking.

2.Onlybychangingthewaywelivecanwesavetheearth.

只有我們改變自己的生活方式，才能拯救地球。

由“only+狀語”結(jié)構(gòu)位于句首，句子也需采用部分倒裝結(jié)構(gòu)。

Onlyinthiswaycanyouworkoutthemathsproblem.

OnlywhenTomreturnsthisafternoonwillthemeetingbegan.

3.HadIknownthatairconditionerscausesomuchpollution,1wouldneverhaveboughtone.

要是我以前知道空調(diào)會造成大量的污染，我就不會買它了。

這是一個含有虛擬語氣結(jié)構(gòu)的句子，其中條件句的引導(dǎo)詞if被省略，按照倒裝句的規(guī)則，采用部分倒裝句。原結(jié)構(gòu)是

IfIhadknownthatairconditionerscausesomuchpollution,1wouldneverhaveboughtone.

4.Abetterunderstandingoftheenvironmentisnecessary,asisthewillingnesstoact.

更好地了解環(huán)保是必要的，行動的愿望也是必要的。

as相當(dāng)于so：通常表達(dá)“……也是一樣”可以說：as/sois(was;does;do;did….)+主語。

Hebelieved,asdidallhisfamily,thatGodwouldblessthem.

高二英語教案：《Unit 9 Saving the earth》教學(xué)設(shè)計（二）

高二英語教案：《Unit 9 Saving the earth》教學(xué)設(shè)計（二）

I. Teaching Aims and demands:

1. Realize the damage caused to the world and figure out the reasons.

2. Learn how to do the note making.

II. Teaching Importance:

(1) cattle,

(2) fail to do sth

(3) one suggested answer

(4) hold the soil in place

(5) It is said that

(6) the adj. /pp

(7) the number of

III. Teaching procedure:

Step 1 Revision

1. Check the homework exercises.

2. Revise the content of Lesson 33 by asking the question "What have we learned from last lesson?"

Step 2 Presentation

1. Hold a brief discussion.

Now I have a few questions for your discussion:

What kinds of pollution have you observed around you?

What caused the pollution?

Have you noted any other causes of damage?

[Divide the class into the groups of four. Get them to discuss the questions with each other. Ss are to report their ideas. ]

2. What does the map tell?

Read the map together with the class. Make sure they get the right locations of the countries and places mentioned in the text. They are also going to know that the world map shows the polluted areas, which locate in almost every part of the world. Therefore, the demands for saving the earth are urgently called.

Step 3 Fast reading

Now read the three passages. Find the places on the map of the world where the damage has happened. [Allow the Students enough time to do this task and check their answers in pairs.]

Step 4 Careful reading

Read the three passages again to answer the questions Part. 1. [Ss to find out the answers. The teacher can help them understand the meaning of some difficult sentences and deal with any other language items. ]

Step 5 Note making

[Explain to the students: ]

What is note making? What are the differences between notes and complete sentences? [Notes often do not have a main verb, and other small words may be left out. Do the first one as an example: Earth: not enough rain, too many cattle]

Please go over the passages again and write your note first. [Ss to come to the front and write down their notes on the Bb.]

Some suggested notes:

Earth: not enough rain, too many cattle, cutting down trees, strong winds

Air: smoke from factories, power stations, cars, chemical rain, accidents at nuclear power stations and factories.

Water: waste from factories and cities.

Step 6 Language points

1. Language points

(1) cattle

(2) fail to do sth

fail in (doing) sth

(3) one suggested answer

a polluted river

a fallen tree

(4) hold the soil in place

hold sth. in secret if......

hold sth. tight

hold one's head high

(5) It is said that

It is believed/reported/recorded/thought/heard that .

(6) the adj. /pp

the injured = the injured people

the wounded

the rich/poor/blind

(7) the number of

a number of

The number of the students in the school has increased rapidly.

A number of students like sports.

2. Retell the text

Ask Ss to retell the text with the help of the note - making. Then the whole class do the retelling together.

Step 7 Homework

1. Find out and pollution locally. Work out the questions like: Is the water/air clean? Is the river safe to swim in? Prepare a brief report.

2. Finish off the Workbook exercises.