資源簡介

Unit 1 Nature in the balance
Project（教學(xué)設(shè)計(jì)）
I. Learning objectives
By the end of the lesson, students will be able to:
1. be fully aware of the environmental problems;
2. write a short passage about an environmental problem;
3. cooperate with group members, present their parts to the class and make a booklet.
II. Key competence focus
1. Research the causes, consequences and control of environmental problems.
2. Cooperate with others and make a booklet.
III. Predicted areas of difficulty
Write a short passage about an environmental problem.
IV. Teaching procedures
Step 1 Lead-in
T asks Ss to read a quote of Friedrich Engels and answer some questions.
“Let us not, however, flatter ourselves overmuch on account of our human victories over nature. For each such victory nature takes its revenge on us.”
T: What are our human victories over nature Please give some examples.
S: Breakthroughs in agriculture and industry, such as pesticides, chemicals, plastic products, etc. (T writes “Causes” on the blackboard.)
T: How does nature take its revenge on us
S: Now we are faced with a lot of environmental problems. (T writes “Consequences” on the blackboard.)
T: How can we solve the problems
S: Reduce, reuse and recycle. (T writes “Control” on the blackboard.)
T: Quite right. To deal with the environmental problems, it is necessary to let people know the causes, consequences and control of each problem. Let’s make a booklet on environmental problems today. (T writes “Making a booklet on environmental problems” on the blackboard.)
【設(shè)計(jì)意圖：讓學(xué)生讀Engels的名言，回顧前面幾個(gè)板塊所學(xué)內(nèi)容，導(dǎo)出任務(wù)，明確本課目標(biāo)。】
Step 2 Planning
As a class, Ss are required to think of different environmental problems. Then in groups, they choose one problem to research.
In groups, Ss discuss how to divide the following tasks among themselves. Write the name(s) of group member(s) beside the tasks. (Remember: two or three people can work on the same task.)
Research information: ________________________________________
Write the passage: ________________________________________
Design the booklet page: ________________________________________
Present the booklet: ________________________________________
【設(shè)計(jì)意圖：通過頭腦風(fēng)暴式的討論羅列盡可能多的環(huán)境問題，讓學(xué)生意識到環(huán)境問題的嚴(yán)重性，同時(shí)也給每個(gè)小組提供一個(gè)較大的話題選擇范圍。小組成員填寫任務(wù)分配表，激發(fā)潛能，分工合作，培養(yǎng)團(tuán)隊(duì)精神。】
Step 3 Preparing
T guides Ss how to research their chosen topic.
Ss may research their chosen environmental problem according to the diagram below.
Ss can research for information from the following sources:
Books and magazines
The Internet
Experts
T asks Ss to read the sample in part C of the textbook. T may ask the following questions to help them appreciate the features of the booklet page.
What is the structure of the booklet page
Title
Headings
Topic sentences
Supporting sentences
How does the author convince readers
By giving examples.
Does the author use the same verbs or sentence patterns Why or why not Please give some examples.
No. The author uses various verbs, phrases and sentence patterns to give an accurate description and avoid repetition, such as poison and pollute, do harm to and have a long-lasting effect on, cause and give rise to, etc. Besides, sentences with passive voice can be found in the article. For example, “Water pollution is also caused by ...” and “More strict laws should be passed ...” This kind of sentence structure highlights the topic.
How can you make your ideas clear and impressive according to the sample
By using linking words such as first, second, third, moreover, also, etc.
How can you make your booklet page attractive
When we design the booklet page, we need to pay attention to the art work, handwriting and coordination.
【設(shè)計(jì)意圖：引導(dǎo)學(xué)生做好充分的信息采集工作，確保信息來源客觀全面，并按照所給示意圖清晰分類。通過閱讀例文和回答教師的一系列問題，學(xué)生可以掌握一些基本寫作技巧，如“總—分”結(jié)構(gòu)、豐富的動詞和詞組、被動語態(tài)、連接詞等等。另外，學(xué)生可利用醒目的設(shè)計(jì)、圖片或圖表提高作品的吸引力。】
Step 4 Producing
1. Ss write a passage about their chosen problem by using information they’ve got, and polish up their writing.
2. Ss design the booklet page.
3. The whole group polish the draft and produce the final version.
【設(shè)計(jì)意圖：小組成員分別完成自己的任務(wù)，再一起整合所有的資源，形成作品初稿，接著經(jīng)過小組討論，改進(jìn)作品。學(xué)生通過該活動，可以提高合作能力。】
Step 5 Presenting
1. Ss present their part of the booklet in front of the class.
2. Other students give scores according to a scoring table and they can also make some comments and give some suggestions.
A scoring table for a booklet page
Content Design
Clarity Correctness Coherence Art work Handwriting Coordination
About the content:
Is the structure of the passage clear and orderly
Are there any spelling or grammar mistakes in the passage
Is the passage written in a logical and consistent way
About the layout:
Can the art work (photos, pictures, graphs, etc.) help explain the information in the passage
Is the handwriting satisfying
Is there a good combination of colors, pictures and words
3. Ss polish up their work according to the comments.
4. Ss, as a class, put all the parts together to make the booklet.
【設(shè)計(jì)意圖：通過展示，學(xué)生可以鍛煉膽量，提升表現(xiàn)力，增強(qiáng)自信心。通過互評，學(xué)生可以發(fā)現(xiàn)不足，提高寫作技能。】
V. Homework
1. Read the booklet and appreciate the work of other groups.
2. Launch a campaign on environmental protection at school.

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