单元名称		Unit 5 We Have Only One Earth.		授课内容	For Better Performance Around the world
教学目标		能够听懂垃圾分类相关活动的通知，讨论并分享身边的垃圾分类情况；能结合自身实际情况，勾选自己日常的环保行为，并通过讨论列举更多的环保举措；能读懂有关环境保护的著名案例。能够分析口头通知与书面通知在语篇结构和文体特征等方面的差异，了解图文结合的非连续性文本的文体特点，学会有逻辑地梳理思路，表达观点。能够学会垃圾分类，了解中国政府和人民在保护环境方面取得的成绩，坚定“绿水青山就是金山银山”的信念与决心。 4. 能够运用预测、略读、扫读等阅读策略，完成语言任务；采用恰当的学习方法，如分类、词汇网络等方式梳理思路、呈现信息、深化主题，养成良好的英语学习习惯。
教学重点		能识读并掌握与垃圾分类相关的词汇，如 metal, lamp, battery, peel, leftover, sort refuse, harmful waste, fruit stones等。能听懂垃圾分类相关活动通知，并分享身边垃圾分类情况；列举尽可能多的环保举措。能读懂有关环境保护的著名案例。
教学难点		掌握与垃圾分类相关词汇，并分享身边的垃圾分类情况；列举尽可能多的环保举措。
教学方法		任务教学法、情境教学法
教学手段		PPT课件、多媒体设备、语音素材、卡纸等
教学过程
教学环节与时间分配		教学活动与步骤	设计意图			评价要点
Warming-up 3’		Ss play a word game or have a refuse-sorting knowledge competition.	检查作业，学生通过玩词汇游戏或垃圾分类知识小组竞赛，检验巩固上节课所学垃圾分类的知识和词汇，活跃课堂学习气氛。			能够将表示“垃圾”的相关词汇扔进相应的“垃圾桶”，完成垃圾分类。
Pre-listening 3’		T shows a poster of refuse sorting (similar to the notice in Activity One), and asks Ss to answer the question: Q: What is the difference between a poster and a notice?	学生对比海报与通知，分析并思考两者的相似点与不同点，导入话题，引发思考，为下一步听力做好背景知识和语言铺垫。			能够用英语简单描述海报与通知的异同。
While-listening 5’		Ss listen to an oral notice about refuse-sorting knowledge competition, catch the missing information of the notice and fill in the blanks in Activity One.	通过本听力任务，训练学生捕捉细节的能力。			能够准确捕捉并填写听力材料中的关键信息。
Post-listening 6’		Ss discuss and share what people around them do in refuse-sorting. T provides pictures and key words for reference. Q: What do (does) you/ your family/ your school/ your community do to promote refuse-sorting?	学生在真实的生活情境中讨论并分享身边的垃圾分类情况，在任务中运用所学语言进行有意义地输出，表达观点，关注国内“垃圾分类行动”。			能够根据关键词提示，简述身边的垃圾分类情况。
Pre-reading 2’		T asks Ss to discuss what benefits refuse-sorting can bring to our environment and think about other environmentally friendly activities.	引导学生讨论垃圾分类给环境保护带来的益处，并思考更多的环保措施，为接下来的阅读做铺垫。			说出垃圾分类对环境的保护作用。
While-reading 5’		Ss read the text in Activity Four and tick out the measures they usually take to protect the earth.	学生通过快速阅读非连续性文本，对照图文理解内容，勾选其采取的日常环保举措，提升环保意识与责任。			能够从三个维度选出自己常采取的环保行为
Post-reading 6’		Ss discuss in groups and list more measures to protect the earth as required in Activity Five.	小组讨论，通过合作集思广益，思考更多的环保措施。			通过讨论列举更多环保举措。
Further-reading 8’		T shows Ss the title of the passage as well as 2 pictures of Saihanba in Around the world and asks Ss to answer the following questions. Q1: Have you heard of Saihanba? Q2: Here are 2 pictures about Saihanba. Guess which one shows the present and which shows the past.	导入塞罕坝故事，引发思考，通过对比图预测，提高阅读效率，有效促进内容理解。			根据标题和图片进行准确猜测。
		Ss read the passage and match the main idea with each paragraph. Para 1: a brief lead-in of the story of Saihanba Para 2: Saihanba in the past Para3: How Saihanba changed Para 4: Saihanba at present Para 5: What we can learn from the story of Saihanba	训练学生运用略读策略，匹配段落大意，感知文章框架结构，培养篇章意识，为下一步解读文本做好准备。			能够快速阅读，准确匹配文章段落大意。
		Ss read the passage again and try to answer the questions one by one. Q1: How was Saihanba? Q2: How did people change Saihanba? Q3: How is Saihanba now?	训练学生运用扫读策略，在所给材料中找到指定信息。			能够准确获取指定信息。
		Ss watch a short video or more pictures of Saihanba and answer the following questions. Q1: Why is it a miracle? Q2:What can we learn from the story of Saihanba?	通过观看视频或图片，了解塞罕坝绿洲奇迹，感悟到三代中国人为环保所付出的不懈努力和顽强拼搏的精神。			能够结合文章内容表达感受。
Pronunciation 3’		T introduces the proverbs in Fun Time. Ss tell the difference between /ʊ/ and /u:/ and find out the words with the sound of /ʊ/ and /u:/.	让学生在语境中，轻松愉快地练习并掌握元音音素/ʊ/和/u:/，进一步提高学生学习英语的兴趣。			能够区分元音因素 /ʊ/和/u:/，能够熟读例句。
Summary & Homework 4’		With the help of T, Ss try to sort out the knowledge points and have the assessment in “My Progress Check”. Based on the text and discussion in Activity Four and Five, Ss work in groups to design a poster to promote environmental protection. * use both sides of paper * turn off the water while brushing teeth * turn off the light after use low-carbon life refuse sorting * ...	总结回顾本课所学，通过自我评价，学会反思和改进。基于活动四的阅读文本和活动五的讨论，通过小组合作，设计倡议环保的海报，培养学生的创意和动手能力。			能监控、评价、反思和调整自己的学习内容和进度；能够运用所学设计环保海报。
板书设计	Unit 5 We Have Only One Earth -- Listening, speaking and reading 4 sorts of waste Kitchen waste: leftovers peel vegetable roots fruit stones Recyclable waste: waste paper plastic bottles glass metal paper boxes plastic bags Harmful waste : used batteries broken lamps Other waste: broken toys 60 years / 3 generations Saihanba in the past Saihanba at present Keep planting trees a wasteland a green paradise a scenic spot courageous/determined/hard-working/persistent/devoted