教材分析
1、教學內(nèi)容
本單元的中心話題是“拯救地球”，具體涉及地球所面臨的問題。造成這些問題的原因和解決問題的辦法等。語言技能和語言知識都是圍繞拯救地球這一中心話題設計的。
“熱身”(Warming up)由兩部分組成。第一部分提供了六幅圖片，內(nèi)容涉及水污染、垃圾污染、空氣污染、過度砍伐、沙漠化和饑餓等幾個主題，讓學生直觀地感受地球所面臨的一些重大問題。第二部分設計了五個問題。前三個問題的目的是激活學生知識體系中關于目前世界上幾個比較突出的問題的相關知識。后兩個問題要求學生對本單元的學習做出預測。
“聽力”(Listening )部分提供了一段演說詞，談到了地球所面臨的問題。第一部分要求學生通過聽弄清說話者的觀點，并根據(jù)所聽內(nèi)容預測下文；第二部分要求學生列出說話人的觀點等，然后預測下文。
“口語”(Speaking)部分設計了一個主題情境，同時提供了五個角色，要求學生在小組討論的基礎上，提出解決問題的方法。整個活動以說為主，同時涉及了聽、寫的技能。
“讀前”(Pre-reading)部分在告知學生文章的主旨之后，要求學生積極預測文章的導入、主體和結論三個部分的內(nèi)容。
“閱讀”(Reading)部分是一篇關于“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”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。
“讀后”(Post-reading)部分由四個問題構成。
“語言學習”(Language study)包括詞匯和語法兩部分。
“綜合技能”(integrating skills)部分設計了聽、說、寫的活動，以寫為主線。要求學生在聽的基礎上陳述觀點，寫提綱段落。
“學習建議”(Tips)部分介紹了如何準備發(fā)言，幫助學生掌握發(fā)言的技巧。
“復習要點”(Checkpoint)部分扼要地總結了本單元的語法重點-----常見的倒裝結構。
2、教學目標
1）、語言知識
單詞：summarise, content, representative, access, violence, premier, stress,
equality, harmony, alternative等
詞組：take action, in harmony with…, put an end to.
語法：高中英語常見的倒裝句式
1. Conferences like the Earth Summit help people understand that there exist serious problems and that there is still time to take action.
2. Not until we know more will we be able to improve the situation.
3. Among the speakers was China’s then Premier Zhu Rongji, who stressed the need for equality and fairness in the world.
4. A better understanding of the environment is necessary, as is the willingness to act.
5. Only by changing the way we live can we save the earth.
6. Has I known that air conditioners cause so much pollution, I would never have bought one.
7. Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.
2）、語言技能
聽：聽懂一段關于地球所面臨的問題的演說詞，抓住說話人的觀點，預測下文。
說：能用恰當?shù)恼Z言陳述自己的看法和觀點。
讀：scanning, skimming, careful reading, generalization, inference等微閱讀技能。
寫： 能運用 It’s +adj. +…\ I suggest that…\ I would advise…\ I recommend that…等結構清楚而富有邏輯地表達自己的觀點。
3）、情感態(tài)度 學生能在習得英語語言知識，體驗用英語交流的成功和喜悅的同時進一步了解地球所面臨的問題，樹立起捍衛(wèi)地球的責任感和使命感。
二、教學重點和難點
重點：1、課文中出現(xiàn)的重要的詞和詞組：
2、各種常見的倒裝句式和結構。
3、運用I suggest that…\ I would advise…\ I recommend that…等結構寫出表述觀點的段落。
難點：1. 能用流暢得體的英語陳述觀點。
2.. 學會用英語簡明扼要地列提綱，有邏輯性地寫作文。
教學設計
Period I Warming up and listening
Teaching Aims:
Train the students’ listening ability.
Help the students to know something about the pollution.
Teaching Procedures:
Step1.warming up
Task1. Looking at two groups of comparing pictures with questions:
What can you see in the pictures?
What is the biggest problem facing the earth? Why do you think so?
Task2. Group discussion:
What can we do to solve the problem?
(Purpose: 引發(fā)學生對污染的感性認知，為聽力材料的引出作好鋪墊)
Step2. Pre-listening
Task3. Talking about the picture in the book and trying to guess what the speaker is talking about.
(Purpose:訓練學生對文章的猜測能力)
Step3. Listening (part1)
Task4. Spot dictation
1. Today we are celebrating Earth Day. Earth Day is a day for ______ and ____. Today people in countries all over the world get together to discuss ____ ____ and ___ ____, and to _____ ____ to improve the current situation. Earth Day is a ____ for us to learn about the world and _____ our behavior.
2. The earth is already becoming a _____ _____, but there is still ____ to do something about the _____. If we want to have ____ ____in the future, we must learn to____ ____ ____ _____our water. We must ____ _____our water. We must learn to ____ ____in our daily life.
(Purpose:降低聽力材料的難度的同時提高學生捕捉信息的能力)
Task 5 Listening to the tape to get the correct answers to the following questions:
Why is she giving this speech?
What does she think the most serious problem is?
What do you think she will say next?
(Purpose:檢測學生對聽力材料的理解和把握程度，使學生的聽力能力得到培養(yǎng))
Step4. Listening (part2)
Task 6 Multiple choices
What’s the usage of most of the fresh water?
A. for drinking B. for washing C. for farming
2. The best way to solve the problem is ________.
A. to use the developed knowledge and technology
B. to use our traditional method
C. to find our own special way
Task7. Listening to the tape and outlining the speaker’s arguments.
Argument 1: We should ___________________________
We must _____________________________
We must _____________________________
If we _______, we____________________.
Argument 2: ____________________________________
Problem:______________________________
Solutions:_____________________________
Period 2 Speaking
Teaching Aims:
Improve the students’ speaking ability by talking about our school environment.
Learn and master some useful expressions for supporting an opinion.
Teaching Procedures:
Step1. Leading in
Task 1 Show the students a group of pictures about every corner of a clean campus, asking the questions below.
Imagine if you study in such a nice school, what’s your feeling?
Compare it with our school, can you find the differences between them?
(Purpose:培養(yǎng)學生積極用英語思考和看圖說話的能力)
Step 2. Discussion
Task 2. Get the students to discuss the question in pairs:
How does the differences happen? List the causes.
(Purpose:承上啟下，為問題的提出和解決作好知識儲備)
Step 3 Speaking
Task 3. Discuss in groups, using the given expressions.
We must make sure that….
It’s clear that….
I believe that we must….
I’m all for….
If nothing is done…., then…..
I can’t imagine that….
It would be better if we….
Is there a better way to …?
Sure / Certainly / Absolutely.
What can we do to make our school a new look?
(Purpose:培養(yǎng)學生圍繞中心話題用英語進行思考和討論的能力，提高說的技能)
Step4. Outlining
Task 4. Make an outline of a passage titled “Beautify our school”.
Introduction___________________________________________________
Body_________________________________________________________
_________________________________________________________
_________________________________________________________
Conclusion____________________________________________________
(Purpose:鞏固和總結討論的成果，是說的延伸和落實)
Period 3&4 Reading
Teaching Aims:
Improve the students’ reading ability.
Learn some useful words and expressions.
Learn something about the Earth Summit to help the students know the importance of protecting our earth.
Teaching Procedures:
Step1. Warming up
Task1. Looking at some pictures and discussing
Are you familiar with these places? Where are they?
Since the earth is being seriously polluted, what can we do to protect the environment?
(Purpose:引出話題)
Task2. Discussing and predicting.
If you are asked to write an article about the Earth Summit and some of the major problems facing the world, try to work in pairs and write down what you think each part of your text will be about.
Introduction___________________________________________________
Body_________________________________________________________
_________________________________________________________
_________________________________________________________
Conclusion_____________________________________________________
(Purpose:開發(fā)學生的思維，引導學生對文章作出預測)
Step2. Fast reading
Task3. Read the text as fast as possible, and try to find the answers to the following questions.
What are the “big three”?
Which of the issues discussed at the Earth Summit do you think is the most important?
Why?
(Purpose:培養(yǎng)學生速讀的技能，使其初步掌握文章大意)
Step3. Intensive reading
Task4. Read the text as carefully as possible, and try to answer the questions below.
When and where was the first Earth Summit held? What does “sustainable development” mean?
What are the big three killers? How many deaths do they cause separately?
What does global development really mean?
Is the Earth Summit only about problems?
What can we do to save the earth?
(Purpose:幫助學生進一步深入地理解文章的細節(jié)，培養(yǎng)其微閱讀技能)
Step4. Consolidation
Task5. Outline the text, and compare it with yours made at the beginning of the class.
Introduction___________________________________________________
Body_________________________________________________________
_________________________________________________________
_________________________________________________________
Conclusion_____________________________________________________
(Purpose:從總體上把握和總結文章)
Step5. Discussion
Task 6. Discuss in groups of six and then report.
Are conferences like the Earth Summit important and meaningful?
Why or Why not?
(Purpose:深化主題，激發(fā)學生樹立起“捍衛(wèi)地球，人人有責”的使命感；同時培養(yǎng)學生相互間的合作精神)
一點困惑：
在21世紀的今天，英語成為一種國際語言變得越來越重要，人人都想學好英語，但怎樣才能學好英語呢？作為一名英語教師，面對課堂上眾多程度參差不齊的學生，千篇一律地使用同一種教材和教法授課，要使課堂活躍生動，要讓學生全面提高四種技能，又要把學生培養(yǎng)成考場里的佼佼者，該怎樣找到這三者的結合點？