理解与表达

初步具备英语听、说、读、写的语言能力；

能在听或阅读中克服生词障碍， 理解大意，获取准确信息；

能就比较广泛的话题同他人进行初步交流；

能用英语描述和表达个人意见，同他人交流思想感情；

能在阅读中运用阅读策略获取所需的信息；

能写日常生活中常见文体的作文。

复述

替换

能听懂与日常生活相关的不同主题的对话与语篇，能准确归纳话题和大意并捕捉细节信息；

能就比较广泛的话题与他人进行对话，并能用英语描述和表达个人看法和思想情感及原因；

能读懂有一定生词的不同体裁的文章，并能自主选择使用阅读策略，能准确理解语篇主旨，获取相关信息，梳理内容逻辑关系；

能够依据要求，写出内容完整，结构正确，语言准确的常见文体的篇章。

语用与语感

具有较强的学习能力，能解决学习中遇到的困难；能与他人合作，完成学习任务。

拆解

能合理使用词典、网络等工具、媒体独立解决语言学习问题；

能有语言学习的兴趣，并有通过不同渠道日常听读习惯；

能积极参与课堂语言活动，并能组织或配合同伴合作完成活动任务。

文化与情感

具有使用英语进行交际的意识，并乐于实践；

具有较强的接受外来文化的意识，了解中外文化的差异。

替换

拆解

具有使用英语进行交流、介绍的意识并乐于在必要时恰当运用实践；乐意了解并能接受英语国家文化，以及与中国文化的差异。

文化、思维和学习策略维度：

关心身边环境，发现存在的问题，分析原因并尝试改善；

能根据阅读与听力所得信息，分析反思评价自身相关行为，并有改进意识；

养成在听力前，根据所给信息预测听力内容的习惯；

能在课后搜集感兴趣的环境或环保相关资料，解决自身疑问或拓宽知识面；

在课内外学习活动中积极用英语与他人交流沟通与合作，并有意识地收集记录有用信息。

语法板块 Grammar: Using (not) as…as &   adverbial clauses & verbs with -ing

单元语法学习包含三个内容：

Ø  用(not) as…as比较两个事物，该句型在第一课时主阅读中多次出现，语言形式学生已经掌握。对于说明文而言，“作比较”是非常常用的说明方法，语法板块的及时补充与操练能够让学生在进一步巩固句式的基础上，理解该句型的语用价值与使用场景，并为学生的在写作板块的输出提供帮助。

Ø  结果与目的状语从句，该句型在单元说明文阅读中反复出现。在主阅读中，该句型将人们的行为与环境进行因果之间的联系，该句型的重点操练也丰富了学生在口语和写作板块的话题表达。

Ø  非谓语动词，提供学生在口语板块对于偏好的表达以及原因的阐述提供帮助。通过该语法点的操练，学生可以更加精准正确，并且以更多样化地句式表达汇报自身或他人的偏好及原因，并且与环保的行为进行对照。

听力板块Listening: Pollution around us

Ø  听力练习的四组图片排序全部围绕着学生的日常生活展开，意在将单元话题与学生的生活实际形成关联。

Ø  四组图片与听力短文分别介绍了一种环境污染的类型，为单元中写作板块表达做好铺垫，也为学生的写作提供内容和语言素材积累。

口语板块Speaking: Expressing preferences and   reasons & a survey on preferences

Ø  与日常生活相关的偏好及理由表达，结合日常生活行为方式，旨在提供学生进行衣食住行等方面的偏好表达的语汇和语境，通过反思自身行为，思考自己是否符合单元主阅读中所倡议的“绿色消费者”标准。

Ø  对于偏好及原因的表达可以使用单元语法中非谓语动词的语言知识，丰富学生的口语表达句式并提高准确度。

写作板块 Writing: Protecting our environment

Ø  写作板块是单元学习内容的综合表达输出，结合主阅读和听力板块的学习内容提供更加贴近学生日常生活的任务情境，在发现问题的基础上，尝试给环保局写信，描述环境问题以寻求帮助。

Ø    写作板块中提供的四种污染类型及相应的细节问题可以与听力板块的四组短文一一对应。

Ø    在写作表达中，学生对于环境问题的描述，则可运用在主阅读以及语法板块中积累的“cause & effect”分析及表达方法，提高表达结构和逻辑正确与恰当。

拓展阅读板块More Practice: Millions of trees on   fire

Ø  拓展阅读的主题呼应单元主题情境，继续探讨环境保护问题，以新闻报道的形式分析东南亚森林大火的起因及造成的损失——“cause & effect”。

Ø  通过对于现场记者的采访，以问答的形式，传递主要信息，电视主持人的问题与主阅读的小标题的作用相类似，可进一步训练学生关注文本特征，选取阅读技巧的能力。

Ø    与主阅读更加书面化的表达相比，拓展阅读则更加口语化，学生需要理解并读懂单元话题下可能包含的不同体裁的语篇。

Period 1

Reading: The   green consumer

1. grasp the   use of the new words and phrases: atmosphere, global, flood, consumer,   various, threat, greenhouse, warmth, etc;

2. have a clear   idea of the genre, text-feature, target readers, writing-purpose, main idea   and structure of the exposition;

3. be able to understand   the passage by analyzing the internal cause & effect logic within short   paragraphs;

Period 2

Grammar(1):   Comparisons

1. be able to   use (not) as…as to compare things   in the appropriate context;

Period 3

Grammar(2):   Adverbial clauses

1. grasp the   use of adverbial clauses so that   and so…that;

2. properly use   so that and so…that to convey messages   in different situations;

Period 4

Listening:   Pollution around us

1. get the main   idea and key information of   the four listening materials by applying   proper listening strategies;

Period 5

Speaking:   Expressing preferences and reasons

1. be able to express   preferences and give reasons using gerund;

2. be able to conduct   a survey and collect information within small groups.

Period 6

Writing:   Protecting our environment

1. have a clearer idea of features in   letters of asking for help;

2. be able to independently write a   letter to describe the environmental problems and ask for help.

Period 7

Reading (2):   Millions of trees on fire

1. understand   the main idea and key information of a live report through careful reading;

2. grasp the   new words and expressions by inferring the meaning from the context;

3. be able to read   a longer conversation and analyze internal cause& effect logic.

评价标准

评价示例

能掌握核心词汇、短语以及句型的意义和用法，并能准确运用于口头或书面，描述环境问题及产生的原因等。

口头评价

评价标准

评价示例

能熟练运用相关阅读技能，梳理文章结构，获取文章关键信息，并使用自己的语言有逻辑地归纳陈述。

能就日常生活的常见话题准确询问并表达偏好及原因；能通过口头询问、调查等方式运用目标语言就相关话题与人交流，并能以口头报告的形式做总结和汇报。

活动主题

口头汇报About the   green consumer

活动要求

运用主阅读所学相关知识以及单元核心句型（如：so that，as…as等）组织段落完成口头表达。

活动情境

在学习the green consumer之后，学生对于环境破坏现象有更深入的认知，并且愿意成为绿色消费者，为环保助力。

活动任务

细读语篇，界定“绿色消费者”的定义；

列举绿色消费者衣食住行方面的做法；

对比自身衣食住行的偏好，与绿色消费者之间的差异，做出评判。

根据对比结果，总结今后的改进方向。

活动指导

1. 教师在告知活动任务后宜减少过多活动控制，给予学生充分的自由以及发挥的空间。

2. 活动前需要告知活动准备时间以及对于活动完成的评价要点（如：目标句型的多次及正确运用，口头汇报的内容完整等）

单元输出活动二 （第六课时）

活动主题

书面写作 Protecting our   environment

活动要求

分析周边环境污染问题，写信向环保局描述问题，并寻求帮助。

活动情境

通过该单元的学习，学生对环境保护有更加深入的认知，能关注周边的环境问题，用合理方式尝试解决问题。

活动任务

通过列举不同类型的生活中常见污染问题，为后续写作内容做铺垫；

通过识别不同的信件类型，以及判别恰达语汇，进一步理解本课任务，为写作语言做铺垫；

参照课本系列问题进行头脑风暴，就自己选择的环境污染类型用提问形式激活更多写作内容；

初步尝试独立完成一个段落写作，运用cause & effect说明方法描述一个污染问题的起因及后果；

同伴之间运用评价量表进行互评，并修改；

根据段落写作经验，完成另外两个环境问题的分析与撰写；

按照信件要求加上开头和结尾，形成一封完成的信件。

活动指导

教师在课堂上需引导学生主动、真实思考身边的环境问题，以及其影响，激励学生就环境问题表达独立的想法；

在撰写过程中，教师需要能够引导学生尝试运用该单元语法部分学习相关句型，尤其是so…that和so that引导的原因和目的状语从句。

在写作过程中，要引导学生思考句与句之间逻辑关联，提高表达流畅与达意。

在完成写作后，要鼓励学生之间运用评价量表互相评价，给出修改建议。

Pre-reading

1. Think of and   talk about different kinds of threats to the Earth.

To elicit   the topic, arouse students’ interest and get them familiar with the new words.

While-reading

2. Look at the picture   and tell the genre and the target readers of the passage.

To help   students get prepared and identify the genre and the target readers of the   passage.

3. Skim the   passage and get the topic, text-feature, and writing- purpose of it.

To encourage   the students to practice  skimming   skills and to clarify the topic, text-feature, and writing-purpose of the   passage.

4. Scan the   passage and match the headings from the passage with the pictures given by   the teacher and meanwhile learn some new words.

To have   students grasp the main idea and the structure of the passage and to guess   the meanings of some new words by applying possible reading strategies.

5. Read the first   four parts respectively, answer questions to figure out the main idea and the   internal logic of the passage, and meanwhile learn the new words and   expressions.

To enable   students to sort out information based on the internal logic  within the four parts.

6. Read the   last part carefully, and tell how we can save the Earth.

To get the   students focused on the topic and have a better understanding of what green   consumers and environmentally-friendly goods are.

Post-reading

7. Write down   what green consumers do specifically according to the passage and daily life,   and share with each other.

To encourage   students to reflect on their own behaviors and learn to be green consumers   and use more environmentally-friendly goods.

Assignments

Written   work:

Draw a Cause   and Effect chart for the passage.

Option: Watch   a video clip about the greenhouse effect:    https://v.youku.com/v_show/id_XNTk3OTAyODc2

Pre-task

1. Answer questions about the   Green Consumers.

To activate the students’ prior knowledge and elicit the sentence   pattern as…as.

While-task

2. Make sentences with (not)   as+adj.+as / (not) as+adv.+as / (not) as many/much as based on the given   pictures.

To consolidate the use of the target sentence pattern.

3. Use (not) as…as to   paraphrase the sentence with the same   as…/than.

4. Write a self-introduction and use as many as…as as possible and share it with the class.

Post-task

5. Conclude: when to use the sentence pattern. ※when we want to compare the differences   and similarities between two things. ※when we want to stress the degree and make our expressions more vivid.

To make students understand the contextual meaning and function of the   sentence pattern.

8. Discuss in groups: Think of more situations that we can use the   sentence pattern properly.

To enable   students to be aware of the situation where they can use the sentence   pattern.

Assignment

Written work:

Write a paragraph to introduce your school and use as many (not) as…as as possible.

Pre-task

1. Read two sentences from The   Green Consumer.

To elicit the topic and get the students prepared.

While-task

2. Read more sentences and tell the differences between so that and so…that

To make students notice and identify the differences.

To get the students grasp the meanings and uses of the two target   adverbial clauses.

3. Combine two sentences or paraphrase a sentence with so…that.

4. Look at pictures to make a sentence or paraphrase a sentence with so that.

5. Brainstorm and use so…that or so that to make sentences according to   the given pictures.

Post-task

6. Write a paragraph on the green consumer with the two target patterns and   make a report to others.

To encourage the students to use the sentence patterns in real   situations.

7. Discuss in groups: Think of more situations that we can use the sentence   patterns properly.

To enable students to summarize the  use of the sentence pattern.

Assignments

Written work:

Finish the homework sheet.

Write a paragraph to introduce your bad   habits and use as many so that and so…that as possible.

Warming up

1.Play a game about time expressions.

To activate students’ prior knowledge on time expressions.

Pre-listening

2.Read the instruction of the following listening tasks.

To get students prepared for the listening task.

3.Read the pictures carefully, tell the differences among the pictures (of   2 groups respectively), and predict what may be in the recording.

To practise students’ ability of getting basic information from pictures   and predicting (to get ready for the following listening).

While-listening

4.Listen to the stories, and put the pictures into the correct order,   search for key information (time) in the recording, and listen to them again.

To practise students’ listening skills, to present the skills, and to   provide them with more situations to use the skills.

5.Read another two groups of    pictures carefully, listen to the recording, and rearrange the   pictures.

6.Fill in the blanks while listening to the four materials.

To practise students’ information-catching skills.

7.Review the tips :※Read pictures to make a prediction before listening.※Pay attention to time expressions and key   phrases while listening.

To conclude the tips for students so that they can gradually form a good   listening habit.

Post-listening

8.Think and answer: what kind of pollution are these stories about? What   can we learn from them?

To make students aware of the topic, and link the topic with the unit   and to know that they can do something good to stop pollution.

Assignment

Written   Work:

Workbook 9B   pages 7 and 8

Option:   search on the Internet for more audios about environment or pollution, and   take some notes.

【教学设计思路】

课前的热身活动，教师可以在屏幕的左右两边分别打出有关时间的表达，让学生以举左手或右手的方式，来选择其中较早的时间表达。这项游戏比较简单易行，参与面广，又能让学生回忆起各类时间状语，适合出现在课前的热身环节。

在正式听力训练开始之前与过程之中，教师宜通过口令引导学生进行听前的预测以及听力时的复查，以养成良好的听力习惯。在听力之前，由同学们进行图片之间差异的描述，这项活动让学生深入读图，在脑海中对听力主题和背景有大致的了解。在第二遍听力之时，教师需要明确给予学生复查以及再次运用听力技能的指令，对于英语学习的后进生，教师可以要求学生用笔指着目前正在被描述的图片，以达到更加明确的教学效果。之后的填空环节，难度进一步提升，学生抓取细节信息的听力技能进一步被强化。听力技巧的总结与归纳是学生评估自己听力习惯与能力的好时机，该环节可以在教师的引导下，由学生回顾分享自己听力小技巧，最后由教师进行总结归纳。

听后活动是将本节课与本单元的主题，尤其是本单元第六课时写作课的写作主题相关联，同时也将本单元的主题与学生的生活实际相关联，不仅进一步增强学生自身的环保意识，同时也启发学生可以为宣传环境保护做更多的事情。

第五课时

课题：Expressing   preferences and reasons

课型：Speaking（口语）

时长：40 minutes

Learning   objectives:

By the end   of the lesson, the students are expected to

1. be able   to express preferences and give reasons using gerund;

2. be able   to conduct a survey and collect information within small groups.

Teaching   procedures:

Stages

Learning Activities

Teaching Purposes

Pre-speaking

1.Play a game about verbs with –ing, and review the words that can be   followed by an –ing verb.

To make students recall the words that can be followed by an –ing verb   and pay attention to them.

2.Look at the picture and say where Arthur and Pansy are and what they do.

To get students prepared for the task.

While-speaking

3.Listen to a dialogue, and tell: What does Arthur order? What does Pansy   order? What do they say?

To check students’ understanding and make them pay attention to the target   language (would prefer).

4.Read the dialogue again, and answer questions on the book.

To have students understand the function of each sentence.

5.Read the dialogue aloud after the recording.

To improve students’ pronunciation and intonation.

6.Recall and learn more expressions about showing preference.

To offer students more expressions to show preferences and review the   verbs that can be followed by -ing.

7.Talk about preferences in different fields with the given structure (I’d   prefer…because…) to their desk mates.

To consolidate the target language and improve the students’ communicative   skills.

Post-speaking

8.Do a survey about preferences and reasons in a certain field within   groups of 4, and then make a report.

Assignment

1. Retell the stories on P10 of Student’s Book            

2. Interview your family members or friends about their preferences and   complete a report. Give your report orally.

Lead-in

1. Brainstorm: Think of different kinds of environmental problems and   the causes of them.

To review the topic learned in this unit and get students prepared for   the writing task.

Pre-writing

2.  Read different kinds of   letters, tell the letter types of them, and decide what kind of letters to   write with the given instruction.

To make students understand the letter types and prepare them for the   writing task.

3. Read four sentences and decide which one may not be in the letter and   then put the three sentences in the correct order.

To help students review what should or shouldn’t be in the letter and   the logical order of it.

While-writing

4. Think of some environmental problems nearby, and list them.

To encourage the students to generate and decide on the ideas for the writing.

5. Think of questions about the environmental problems they mentioned above   after reading different groups of questions in the books.

6. Choose one environmental problem and write a paragraph to report it with   necessary details.

Post-task

7. Check their own paragraphs by themselves based on the checklist and then   revise some of the students’ work together in class.

To get the students to revise each other’s work based on the criteria.

Assignment

Written work

Write a complete letter to the Bureau with the given beginning and   ending.

Pre-reading

1. Match pictures of natural disasters with their names.

To link the topic of the passage with the unit and to activate students’   background knowledge.

2. Watch a short video clip and talk about the basic information of the   forest fire in the news.

To arouse students’ interest in the topic.

While-reading

3. Skim the passage, and think about the genre, the topic, the relationship   between the characters in the passage.

To clarify the genre, topic, the relationship between the characters in   the passage.

4. Scan the passage, and figure out Tim’s words and discuss the purpose of   them.

To have a better understanding of the passage through careful reading.

5. Read the first paragraph and find out the details about the fire.

6. Read Penny’s report and tell: How serious are the fires? / Can the fires   be put out?

7. Read the last five paragraphs, find out the causes and effects of the   fires, and discuss.

To practise analyzing the internal cause & effect logic of the event,   which was learned during the first period of the unit.

Post-reading

8. Discuss: What can we learn from this event?

To encourage the students to express their opinions based on their understanding   of the event.

Assignments

Written work:

A  Do exercises on page 15 of   Student’s Book.

B  Complete the summary of the   article.

(In South-east Asia, millions of trees are on   fire. The big fires have destroyed the forests and caused hundreds of deaths   and i_________. People have to wear m_________ to protect themselves.   Thousands of fire fighters are working hard to e__________ the fires. But it   seems quite difficult right now because the d__________ which began several   months ago made the land very dry and the rain is not e________ for several   weeks. Most of the fires are started by f__________ who wanted to clear the   land before planting. And this year some big c__________ joined in and they   use fires to clear large areas of land in order to make more agricultural   products.)