教材分析
1、教学内容
本单元的中心话题是“拯救地球”，具体涉及地球所面临的问题。造成这些问题的原因和解决问题的办法等。语言技能和语言知识都是围绕拯救地球这一中心话题设计的。
“热身”(Warming up)由两部分组成。第一部分提供了六幅图片，内容涉及水污染、垃圾污染、空气污染、过度砍伐、沙漠化和饥饿等几个主题，让学生直观地感受地球所面临的一些重大问题。第二部分设计了五个问题。前三个问题的目的是激活学生知识体系中关于目前世界上几个比较突出的问题的相关知识。后两个问题要求学生对本单元的学习做出预测。
“听力”(Listening )部分提供了一段演说词，谈到了地球所面临的问题。第一部分要求学生通过听弄清说话者的观点，并根据所听内容预测下文；第二部分要求学生列出说话人的观点等，然后预测下文。
“口语”(Speaking)部分设计了一个主题情境，同时提供了五个角色，要求学生在小组讨论的基础上，提出解决问题的方法。整个活动以说为主，同时涉及了听、写的技能。
“读前”(Pre-reading)部分在告知学生文章的主旨之后，要求学生积极预测文章的导入、主体和结论三个部分的内容。
“阅读”(Reading)部分是一篇关于“地球峰会”的介绍性文章。文章介绍了2002年在南非首都约翰内斯堡召开的“地球峰会”的基本情况，包括会议召开的背景、会议的主题以及与会者所讨论的主要问题和提出的解决办法等。
“读后”(Post-reading)部分由四个问题构成。
“语言学习”(Language study)包括词汇和语法两部分。
“综合技能”(integrating skills)部分设计了听、说、写的活动，以写为主线。要求学生在听的基础上陈述观点，写提纲段落。
“学习建议”(Tips)部分介绍了如何准备发言，帮助学生掌握发言的技巧。
“复习要点”(Checkpoint)部分扼要地总结了本单元的语法重点-----常见的倒装结构。
2、教学目标
1）、语言知识
单词：summarise, content, representative, access, violence, premier, stress,
equality, harmony, alternative等
词组：take action, in harmony with…, put an end to.
语法：高中英语常见的倒装句式
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）、语言技能
听：听懂一段关于地球所面临的问题的演说词，抓住说话人的观点，预测下文。
说：能用恰当的语言陈述自己的看法和观点。
读：scanning, skimming, careful reading, generalization, inference等微阅读技能。
写： 能运用 It’s +adj. +…\ I suggest that…\ I would advise…\ I recommend that…等结构清楚而富有逻辑地表达自己的观点。
3）、情感态度 学生能在习得英语语言知识，体验用英语交流的成功和喜悦的同时进一步了解地球所面临的问题，树立起捍卫地球的责任感和使命感。
二、教学重点和难点
重点：1、课文中出现的重要的词和词组：
2、各种常见的倒装句式和结构。
3、运用I suggest that…\ I would advise…\ I recommend that…等结构写出表述观点的段落。
难点：1. 能用流畅得体的英语陈述观点。
2.. 学会用英语简明扼要地列提纲，有逻辑性地写作文。
教学设计
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: 引发学生对污染的感性认知，为听力材料的引出作好铺垫)
Step2. Pre-listening
Task3. Talking about the picture in the book and trying to guess what the speaker is talking about.
(Purpose:训练学生对文章的猜测能力)
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:降低听力材料的难度的同时提高学生捕捉信息的能力)
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:检测学生对听力材料的理解和把握程度，使学生的听力能力得到培养)
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:培养学生积极用英语思考和看图说话的能力)
Step 2. Discussion
Task 2. Get the students to discuss the question in pairs:
How does the differences happen? List the causes.
(Purpose:承上启下，为问题的提出和解决作好知识储备)
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:培养学生围绕中心话题用英语进行思考和讨论的能力，提高说的技能)
Step4. Outlining
Task 4. Make an outline of a passage titled “Beautify our school”.
Introduction___________________________________________________
Body_________________________________________________________
_________________________________________________________
_________________________________________________________
Conclusion____________________________________________________
(Purpose:巩固和总结讨论的成果，是说的延伸和落实)
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:引出话题)
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:开发学生的思维，引导学生对文章作出预测)
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:培养学生速读的技能，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:帮助学生进一步深入地理解文章的细节，培养其微阅读技能)
Step4. Consolidation
Task5. Outline the text, and compare it with yours made at the beginning of the class.
Introduction___________________________________________________
Body_________________________________________________________
_________________________________________________________
_________________________________________________________
Conclusion_____________________________________________________
(Purpose:从总体上把握和总结文章)
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:深化主题，激发学生树立起“捍卫地球，人人有责”的使命感；同时培养学生相互间的合作精神)
一点困惑：
在21世纪的今天，英语成为一种国际语言变得越来越重要，人人都想学好英语，但怎样才能学好英语呢？作为一名英语教师，面对课堂上众多程度参差不齐的学生，千篇一律地使用同一种教材和教法授课，要使课堂活跃生动，要让学生全面提高四种技能，又要把学生培养成考场里的佼佼者，该怎样找到这三者的结合点？