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1、Unit 6 Earth firstWhats really green?教学目标：By the end of class, the students will be able to1) learn some new words: device, appliance, produce, plug, remove, stand-by, take into account, etc;2) improve their reading skills of using subheadings to have an overall understanding and locatingdetailed in
2、formation;3) practice their critical thinking through discussing whether Mr. Panda lives a green life;4) practice their logical thinking through presenting a proposal based on what theyve learnt from the passage;5) cooperate with their classmates and boost their confidence.教学重难点：1) Help the students
3、 develop their critical thinking;2) Guide the students to learn the logic of the passage: identify the “green truths”, explain why they are not green and come up with a solution;3) Encourage the students to present a proposal about whats really green.教学过程：ProcedureTeachers ActivitiesStudents Activit
4、iesPurposeCore-competenceStep 1 Lead-in1. Greet Ss and do self-introduction;2. Ask Ss to give their understanding of green and judge whether the teachers life is green.1. Greet T;2. Interact with T by reflecting their idea. (CW)1.To get ready for the class;2. To stimulate Ss critical thinking and en
5、courage Ss to speak.思维品质：批判性思维。Step 2Fast reading1. Ask Ss to read the passage quickly and find out the “green truths”; 2. Guide Ss to know the function of subheadings.1. Read the passage and find out the “green truths”;2. Understand the function of subheadings.(IW)1. To have a clear clue of the pas
6、sage;2. To introduce the function of subheadings.学习能力：自主学习；思维品质：利用小标题快速掌握文章主要内容。Step 3Detailed reading1. Ask Ss to read carefully and find out the real truths and reasons why they are true;2. Ask Ss to find out what we can do to become “greener”.1. Read and talk about the real truths and reasons.2.
7、Understand what we can do to become “greener”. (IW)1.To use the questions to have a critical mind as to whats really green; 2.To consciously inspire Ss to understand the structure of the passage.语言能力：流畅表达学习能力：自主学习；思维品质：批判性思维和逻辑思维。Step 4Discussion1. Guide Ss to discuss if the writer is an expert in t
8、his field2. Guide Ss to come up with some other “green truths”;3. Ask Ss to share their findings.1. Think and share ideas about the author2. Reflect on their life and discuss the “green truth”; 3. Share their ideas.(GW)1. To inspire Ss to think and reflect;2. To inspire Ss to voice the opinions.思维品质
9、：反思生活的能力；学习能力：合作学习；语言能力：流畅表达。Step 5Writing a proposal1. Ask Ss to write a proposal in groups, using the expressions and the example from the lesson; 2. Present the proposal in class.1. Work in groups and write a proposal;2. Choose a representative and present the proposal.(GW)1. To encourage Ss to w
10、ork together;2. To guide Ss to use what theyve learned to talk about the “green truth” and call on action.思维品质：逻辑思维；语言能力：流畅表达Step 6AssignmentCompulsory: complete the proposal and be prepared to present in the class.Optional: search for more “green truths” in our daily life and find out how to become
11、 “greener”.Read and choose the assignment.To encourage Ss to reflect on what theyve learned and read more relevant materials.思维品质：创造思维；教学流程：I. Task.Suppose you are going to deliver a proposal (倡议) to all the students on behalf of the school environmental group. Work in groups and write it, following
12、 the tips.(1) Introduce one of the “green truths” in todays class.(2) Explain the reasons why it is not green. (3) Give your proposal (solution).Presentation: “Green truth”Ladies and gentlemen, Im calling on everyone to check our idea about .ReasonsIts believed that is (are) better for the environme
13、nt. However, its not always true, because .SolutionTherefore, it is suggested that we . Lets start doing what we can to make the world a greener place.II. Assignment. 1. Compulsory: complete your proposal and be prepared to present it in the class.2. Optional: search for more “green truths” in our daily life and find out how to become “greener”.学科网（北京）股份有限公司