高中英语必修5Unit 2 Reading The economony or the environ

高二英语牛津版必修 5 Unit 2reading课件Unit 2ReadingThe beautiful earth is our home.Do you love to live here? Trees are cut down. Nothing can hold…. Soil is blown away. Soil is washed away. Unit 2 Reading The economy or the environment must we choose? Fast reading Listen to the tape and answer the following questions. 1 What side does Mr. Lin Shuiqing and Mr. Qian Liwei each represent? Mr. Lin Shuiqing represents the environment and Mr Qian Liwei represents the economy. 2.By how many times has the world’s populatio n increased since 1800?Six times.3.According to Mr. Qian Liwei , what should be done to factories that pollute the environment? They should have to pay higher taxes. True or False1.The waste they create goes into the atmosphere and makes us sick.2. Many sea creatures are being wiped out by poisonous chemicals.3.Qian believes that people are more important than creatures. 4. Qian thinks that paying a higher price for some things is good for theeconomy in some ways. 5. Qian agrees that those factories whichpollute the environment shouldn’t have to pay highertaxes.TFTTFDetailed reading Read the speech a second time and complete Part C1 on page 24Part 11 What society does Lin Shuiqing belong to? 2 What does Lin Shuiqing start his speech by talking about?3 What is happening to large amounts of fish?4 What does LinShuiqing think we should teach people about? Lin Shuiqing belongs tothe society for Environmental Preservation. Line5 He starts hisspeech by talking about the way large areas of the world are damagedby industrial waste. Line10 They are being caught by fishing boatsbefore they can lay eggs. Line17 He thinks we should teach peopleabout environmentally friendly ways of living. Line25 5 Why does Qian Liwei think production should not be cut back? 6 What does Qian Liwei say we should produce more of? 7 What does Qian Liwei say we need more of? 8 What does Qian Liwei say many people are willing to do? Because jobs will be lost. People are more important than fish and trees. Line43 We should produce more things from recycledmaterials.L46 We need more effective laws to preserve the environment, which still allow the economy to grow. Line47 Many people are willingto pay slightly higher prices for things that are environmentallyfriendly.Line51Part 2Reading Comprehension Which of the following is NOT mentioned in Lin Shuiqing’s speech? A. Industrial waste destroyed many places and killed many places and animals. B.Factories producing poisonous chemicals should close down. C. Fishes died because of more than one reasons. D. Polluted atmosphere canmake human beings sick. What can be inferred from the speech? A.Though we caught large numbers of fish, they develop so quickly thatwe’ll still have enough to eat. B. It’s likely that we’ll not have enough to eat if we keep producing people rapidly. C. Lin Shuiqing isfor the idea of recycling, while Qian Liwei is against it. D. Aneconomist is often seen as being against the environment. What doesthe sentence “People often think that economic development is bad for the environment, but this does not have to be right.” mean? A. Economic development is good for the environment. B. Economicdevelopment is bad for the environment. C. Economic development isnot always bad for the environment. D. People are wrong to thinkeconomic development is bad for the environment. Consolidation Fillin the blanks with proper words according to the reading material.Fill in the table industrial waste Many places…Many plants and animals… Factories …chemicals Line11 water pollu tion Rivers arefull of chemicals which flow into the sea and kill sea creatures.Line14fishingFishing boats catch large numbers of fish without givingthem time to lay eggs.Line16population The world’s population has grown to more than six times what it was in 1800. Line21productionPeople should try to cut back on production and reducethe amount of things we make and buy. Line 22recyclingIt would bebeneficial to expand our recycling industry, and teach people about environmentally friendly ways of living. We may even create more jobsand help the economy at the same time. Line 24 Fill in thetablefactoriesThere are many factories andindustries …control….spend money. The people running….concerned Line 38productionIf we cut back on …, then jobs will be lo st. People are more important than fish and trees. Line 43recyclingWe shouldproduce more things from recycled materials, and less from materialstaken directly from the environment. Line 46lawsWe need moreeffective laws to preserve the environment, …. Th is includes more inspections to control how many trees are cut down and how many fishboats can catch. Line47taxesFactories … should have to pay higher taxes. Line 53DISCUSSIONDo you think it is possible to achieve abalance between the economy and the environment? what can we do tobalance the two sides? 1. We could educate people to respect andprotect the environment. 2. We could urge factories that producelarge amounts of waste to build a system to purify the waste andminimize the damage to the environment. 3.We could urge thegovernment to pass stricter laws to protect the environment. 4. Wecould create a system to deal with the waste and rubbishscientifically.Assignment1. Read the text aloud. 2. Finish Parts Dand E on Page24. Thank you[扩展阅读]魔方教程 /guanli/42969999.html[推荐讨论]如果你愿意对此进行讨论可进入 / 进行讨论。

Period 3Reading and WritingThe General Idea of This PeriodThis period lays emphasis on extensive reading and writing. At first the teacher will check the students’ homework, by asking some individual students to read out their summaries of the reading p assage “Puzzles in Geography”.Then the teacher will ask the students some detailed questions based on the reading passage. This step has two goals. One is to help the students to consolidate what they have learnt during the last period. The other goal is to lead the topic to “Sightseeing in London”.In the next step the students are asked to read the passage fast and write down the places that Zhang Pingyu visited. After reading the passage again, the students will write down the comments on these places. This will be done by filling in a chart. Since it is an extensive reading passage, there is no need to understand it in detail. But the students should pay special attention to how the writer described these places, because they will undertake a similar taAs is well known, language can only be mastered by being used. So, the students will next undertake a rather challenging task, that is, to introduce one of the famous buildings or attractions in their hometown or home village to a tourist. They should practice in pairs by asking and answering questions.Then the students will organize the information from the dialogue into an introduction to the attractions in their local guide book. While doing this, the students should pay special attention to wTeaching Important PointsTeaching DifficultiesTrain the students’ speaking ability, especially the ability to deal with some problems in understanding each other.Teaching AidsThree Dimensional Teaching AimsKnowledge Aimssightseeing, available, tower, uniform, royal, splendid, statue, communism, thrill, pot, smart,be worried about, make a list of, to one’s great surprise, on speciaof, ring out the hour, set the time, have a photo taken, stand on either side of the line, on show,Worried about the time available, Zhang Pingyu had make a list of the sites she wanted toIt seemed strange that the man who had developed communism should have lived and died in London.Ability AimsTrain the stude nts’ speaking ability, especially the ability to deal with some problems inEmotional AimsStimulate the students’ love of their hometowTeaching ProcedureStep 2 RevisionT: In the last period, we learned some basic information about the United Kingdom, especially the historical influence on the geography and its historical attractions. First, who’d liketo read your summary of the passage?S: The United Kingdom consists of four countries, which joined together little by little in history, and this can be seen from the Union Jack. But the four countries don’t work together in every area. England is the largest of all and it can be divided into three zones. Both London andT: I will ask you some general questions about the UK. While answering them, you can’t refer to your textbooks.S: It came into being in 1603, when King James of Scotland became King of England andT: No.4 Do the four countries in the UK work together in everyS: No. They work together in some areas, but they have developed different educational andS: The VikiS: The Romans built the oldest port in the 1st century AD, the Anglo-Saxons built the oldestT: So there must be very beautiful sT: Do you still remember the pictures of some beautiful buildings in the United Kingdom shown at the beginning of this unit? Have you dreamed of going there one day and seeing all the sT: So today we will learn a passage with the titleduring her trip.(Teacher gives the students seS: She visited the Tower, St Paul’s Cathedral, Westminster Abbey, BuckinghamPalace,ST: You are right. Then what did Zhang Pingyu hear when she came out of the WestminsterAbbey?T: Now read the passage again and find out Zhang Pingyu’s comment on each placesheT: Who would like to come to the blackboard to fill in the chart? S: Let me have a try.S: In Greenwich there is a longitude line. It is an imaginary line dividing the eastern andwestern halves of the world and is verS: No. It is used to display wonderful treasures from different cultures, including someT: In our hometown, there are also some interesting buildings or attractions. Work in pairs and choose one of them. One of you is the tourist and the other is the tour guide. The tourist may have a few problems understanding the guide. If so, you may use some expressions on Page 15 to help you. Now work in pairs and five minutes later, I will ask pairs of you to come to the front to demonstrate your dialogues.(Ss work in pairs, meanwhile, the teacher goes round the classroom and helps the students to deal with anyB: Thanks.A: I suggest you should go to Linwu Cave in our town.A: The cave, which is also known as Dragon Cave, is faced to Taihu Lake. In the cave staglitesB: Pardon? What did you mean by “staglites”A: I mean, in the cave there are lime rocks. It is said that the cave is below the bottom of Taihu Lake. The cave is acclaimed by Taoist believers as No.9 Cave under Heaven. There are alsoB:B: I feel like going there at once.B: Really? You mean I can also visit the Plum BlA: Yes.T: Excellent.T: Next use the information you have collected about this building or attraction and write about it in your local guide book. You want to encourage people to visit it so you should write in an exciting way. Think about the verbs and adjectives you can use. Now I will give you several(The students write the introduction, and the teacher goes around the classroom and helpsExample:Why not visit our Linwu Cave?in Taihu Lake. The Cave has a long history. In the cave staglites stand like a forest under smooth ceiling.There are also some Taoist cultural relics in it, and the cave was acclaimed by Taoist believers as No.9 Cave under Heaven.On the way here, you will also cross Taihu Bridge, the longest bridge over the inland lake in China.It is the lake that has linked the island withStep 5 HomeworkIf the students haven’t finished writing the introduction t o one of the attractions in their hometown, they can go on to do it after class. Even if the students have finished writing, theyThe Design of the Writing on the BlackboardUnit 2Period 3Ⅰ.Places visited and comments: Ⅱ2.I beg your pardon？6.I didn’t understand...Advertisement-After class, each pair should try to finish their introduction to the chosen attraction and make it into an advertisement. They can go to the library or surf the Internet for some further information or pictures. Then each pair should put up their advertisement on the wall. Every student will act as a tourist and choose one place that he or she wants to visit most after reading the advertisements.she has chosen. The one that gets the most flags will be the best advertisement and the makers will be supplied with a prize.Reference for TeachingThe City of LondonNearly all the old City of London was burned down in the fire of 1666.It started on aOn Tuesday evening, a quarter of a million people had no homes, and the fireThe old St.Paul’s Cathedral, there for a thousand years before that, went in the fire.The Cathedral you see today was built by Sir Christopher Wren. There is also a monument to the fire, near Eastcheap, where there fire started, and you can climb up it and look down on the city. Or, ifyou feel like climbing, you can go up the 627 stairs to the top of St Paul’s and look at the new cityAfter the fire of London, some Londoners made new homes in new parts of London. Others wanted to come back, but found the new houses too expensive. The city started to lose its people and then, when the railways came, it was even easier to work in the city and live outside it. In the Second World War, many homes in the city were destroyed bySo now the city has very few shops and homes.and only the street names make you think of the people who used to live there, and bought theirSome people do live in the new big blocks of flats near the Barbican (one of the oldThe shops are shut on Saturdays, and the restaurants and pubs shut at six o’clock in the evening. If you go into the city at eight o’clock at night, you feel you are in dead city, while a kilometer away; the streets of the West End are full of people.The CockneyAlmost everyone who has heard of London has heard of the term “Cockney(伦敦佬)”.Strictly speaking, in order to call oneself a Cockney, one should have been born “within the sound of Bow bells”, that is to say, within the sound of the bells of the church of St Mary-le-stands nearly in the centre of the city of London. But, in fact, all London’s citizens who were born and bred in the city may call themselves Cockneys if they like. However, the term is generally reserved for the Londoner with aThey Cockney accent is not a particularly pleasant or melodious（悦耳的）one, and the Cockney’s distortion（扭曲, 变形）of the English language is such that the foreigner often finds it impossible to understand the speaker until his ear has become acclimatized（适应）to the peculiar tones. The principal characteristics of the Cockney accent consist in a general slurring of consonants and a distortion of vowel sounds. The best known example of Cockney speech is modern English literature is that of Eliza Doolittle, the heroine of Bernard Shaw’s play, “Pygmalion”and of the musicBut if Cockney speech is unpleasant, the Cockney himself is usually far from being so.The average Cockney is distinguished（区分, 辨别）by his quick wit, his ready sense of humor, hisability to“carry on”under unusual or diffic ult conditions and by his willingness to be of help if he can.The Cockney’s humor is often satirical（讽刺的）but it is never vicious（邪恶的）; he is always ready to laugh at other people’s peculiarities（怪癖）but he is equally ready to laugh at his own. He often makes jokes under the most difficult conditions, a quality that was very apparent during World War Ⅱ.This rather lugubrious type of humor is well exemplified（举例证明）Nowadays, as the tempo of life in big cities grows ever faster (although the Cockney opposes this process when he can), the opportunities for the Cockney to exercise his wit and humor diminish(减少, 变小).But if one keeps one’s ears open on buses, in railway st ations, in street markets and similar places, it will soon become evident that the spirit of Cockney humor is stillMost people who call themselves Cockneys usually do so with some pride.And, by and large,Famous Buildings in London Hyde ParkCovering an area of 350 acres (140 hectares) Hyde Park is one of the best known Royal parks. Originally owned by the monks of Westminster Abbey, the park was later seized by Henry Ⅷ.Since then the park was historically recognized for duels（决斗）, hunts and political demonstrations. The Rolling Stones and Pavarotti have performed concerts here, amongst many others. The Serpentine is an artificial lake used for boating and bathing, and Speakers Corner situated at the north-Westminster AbbeyFounded in 1065 by Edward the Confessor, Westminster Abbey has been the site of every Royal Coronation since 1066 (except those of Edward Ⅴand Edward Ⅷ) and is the final resting place of many sovereigns, politicians, poets and artists. Burial in the abbey is one of the rarest and greatest honors in Britain. The nave is over a hundred feet high, the tallest of any church in the country. Behind the High Altar, in the Chapel of Edward the Confessor, the most sacred part of the abbey, rests the Coronation Chair. Coronations and royal weddings have been performed here for centuries.Buckingham PalaceBuckingham Palace h as served as the Monarch’s permanent （永久的）London residence, since the accession（就职）of Queen Victoria in 1837. Built on the site of a notorious（声名狼藉的）brothel（妓院）, its days began in 1702, as the Duke of Buckingham’s city residence. Later it was sold by the Duke’s son, to George Ⅲin 1762.Whilst the Queen is in residence the palace is closed to the public. During the two months that Her Majesty is not at home, the doors to the Palace are open to the general public. Tickets must be purchased in advance for aKew GardensSpring is probably the best time to visit, but all year round you will find a stunning array offlowers, lawns, formal gardens and botanical greenhouses .More than 50 000 different species of plants are cultivated at Kew. Commissioned（代理）by George Ⅲ’s mother, Princess Augusta, in 1759, Kew is now one of the world’s most important botanical research centres. Kew also offers many historical buildings including Palm house, a metal and glass hothouse built around 1845St Paul’s CathedralSet amongst the tower blocks of London’s financial sector, St Paul’s Cathedral has atand on this site and followed that of Old St Paul’s, with its amazing 160 m spire（尖顶）which was one of the wonders of medieval Europe until it was destroyed by fire. The Cathedral is open for visitors on Monday to Saturday from 8: 30.The last admission to the Cathedral for sightseeing is at 16: 00.The Cathedral Shop in the Crypt and the Crypt Cafe are open from 9: 00 to 17: 00 on Monday to Saturday and from 10: 30 to 17: 00 on Sundays. Special services and events may close all or part of the Cathedral—sometimes at short notice. It is a great privilege to welcome those who come here from many parts of the world to share the worship of St Paul’s Cathedral.Inside the enormous dome lies the Whispering Gallery(回音廊).It is said that if you whisper close to the wall it can be heard over a hundred feet away at the other side of the dome, although the gallery is normally too busy to try this for yourself.Tower of LondonThe Tower of London started as a simple watch tower, built by William the Conqueror, to keep an eye on the city. The Tower of London has acted as a royal residence, treasury, mint（造币厂）and a prison. The Crown Jewels are found in the Jewel House, and for many catching aglimpse of these precious stones can be the highlight of their visit.Tower BridgeDespite being just over one hundred years old, Tower Bridge ranks as one of London’s most famous attractions. A steel frame clad in granite（花岗岩）and Portland Stone, represents an amazing engineering achievement, allowing the road crossing to be raised giving tall ships access to upper reaches of the Thames. It is an impressive sight although it happens infrequently. InsideShakespeare in LondonSome time between 1585 and 1592, it is believed that Shakespeare left Stratford for London and joined a company of actors as a performer and a playwright. Legend long held that Shakespeare left Stratford because he was being pursued by the law for poaching deer on private property. By 1592 Shakespeare had received some recognition, though not entirely positive, as an actor and playwright. He was mentioned in a pamphlet (A Groats-worth of Wit) written by Robert Greene. Greene refers to Shakespeare as an “upstart crow” in the London theater and charges that Shakespeare was an unschooled player and a writer who used material written by his better educated contemporaries. Also during this year, the theaters in London closed due to the plague.By 1594 Shakespeare had joined a theater troupe known as the Lord Chamberlain’s Men.Scholars attribute several of Shakespeare’s plays to this time period. Although no one can be certain of the dates of composition for any of the plays, a considerable amount of scholarship has gone into the endeavor of accurately determining an approximate time period during which Shakespeare wrote each play. Some believe that The Comedy of Errors, a farcical play centering on the mistaken identities of two sets of twins, may have been Shakespeare’s first play.A few counter that The Two Gentlemen of Verona, which focuses on the conflict between romantic love and friendship, may have been Shakespeare’s first play. Some scholars suggest that these plays may have been written as early as 1588 or 1589, while many others date both plays several yearslater, suggesting that they were written between 1592 and 1594.Other plays written during this early period include one of the history tetralogies: Henry Ⅵ, Part One(1589-1590); Henry Ⅵ, Part Two (1590-1591); Henry Ⅵ, Part Three(1590-1591); and Richard Ⅲ-1593).ManyⅥ, Part One was Shakespeare’s first play.This tetralogy treats the Wars of the Roses, the conflict between two factions of nobles. The last play of the sequence, Richard Ⅲ, ends with the establishment of the Tudor dynasty, to which belonged Queen Elizabeth, who ruled during much of Shakespeare’s life. It is also believed that Shakespeare wrote Titus Andronicus (1592-1594), The Taming of the Shrew(1593-1594), and Love’s Labor’s Lost (1593-1595) duri ng this period of his life. Titus Andronicus, Shakespeare’s earliest tragedy, deals with the cycle of revenge which destroys the families involved in the play’s action. The Taming of the Shrew is a lively comedy featuring the willful Kate and her“tamer, ”Petruchio.Kate’s“taming”(her apparent and uncharacteristic submission to her husband) often troubles modern audiences. Love’s Labor’s Lost has been described as a satirization of the courtly and somewhat artificial love of male nobles, and of the academic p ursuits, which were often more fashionable than serious in Shakespeare’s time, of the nobility. In addition to these dramatic works, it is believed that Shakespeare wrote the poem Venus and Adonis and began composing his sonnets in 1592 or 1593.He eventually wrote 154 sonnets. Between 1593 and 1594, he probably wrote the poem The Rape of Lucrece.In 1596 the patron of the Lord Chamberlain’s Men (Henry Carey, Lord Hunsdon, the Queen’s Chamberlain) died, leaving Shakespeare’s company under the patronage of hi s son, George Carey, second Lord Hunsdon.The next year, Shakespeare bought a spacious Stratford home, known as New Place.Shakespeare continued to be noted as an actor; in 1598 he appeared in a performance of Ben Jonson’s Every Man in His Humor, and was li sted as a principal actor in the London performance of the drama. Soon after, in 1599, Shakespeare and other members of the Lord Chamberlain’s Men leased land for the Globe Theater, which opened later that year. Also in 1599, the poet John Weever published a poem (“Ad Guglielmum Shakespeare”) in which he praised Shakespeare as a poet and playwright.During this period of his life, from about 1595 through 1600, Shakespeare wrote a number of plays, including the second historical tetralogy (Richard Ⅱ[1595]; Henry Ⅳ, Part One[1596-97]; Henry Ⅳ, Part Two[1598]; and Henry ⅤⅡisusurped by Henry Bolingbrook and later assassinated.The new king, Henry Ⅳ, worries over his role in Richard’s death and about the ability of his“madcap”son, Hal, to rule. A subplot focuses on Hal’s wild adventures with the comical knight, Sir John Falstaff.Hal becomes King Henry Ⅴafter his father’s death; he conquers France and restores peace.King Jo hn, a historical drama dealing with the reign of King John and the tragedy of the young Arthur, is estimated to have been written between 1594 and 1596. A Midsummer Night’s Dream and the famous tragedy Romeo and Juliet were probably written in 1595 or 1596. A Midsummer Night’s Dream, a fantastical comedy complete with fairies and magic, deals with such topics as love, imagination, and art.One of Shakespeare’s most popular and well-known plays, Romeo and Juliet is the story of ill-fated lovers who attempt to escape the disapproval of their feuding families.The comedies The Merchant of Venice and The Merry Wives of Windsor are believed to have been written between 1596 and 1597.Identified by critics as a problem play (one that raises moral dilemmas which it does not resolve), The Merchant of Venice is like The Two Gentlemen of Verona in that it deals with the relationship between romantic love and masculine friendship; the play also focuses on the theme of mercy. The Merry Wives of Windsor is a farce dealing with middle class life and values; it features the knight Falstaff, who was introduced in Henry Ⅳ, Part One as Hal’s drunkenMuch Ado about Nothing (1598-1599); Julius Caesar(1599); and As You Like It(1599-1600). Much Ado about Nothing is the witty comedy featuring Beatrice and Benedick.The play is sometimes considered flawed by critics due to what they and many audiences see as the insensitive treatment of the female characters, particularly the falsely accused Hero.The Roman tragedy Julius Caesar dramatizes the downfall of the title character and examines the nature of political rivalry, ambition, and power. As You Like It depicts the beautiful Forest of Arden as a haven from the trappings of courtly life.Shakespeare also wrote several comedies during these years, including All’s Well That Ends Well (1601--That Ends Well and Measure for Measure have both been tagged as problem plays. The first comedy ends abruptly with Bertram’s sudden acceptance of his wife Helena, whom he had essentially abandoned earlier in the play. In Measure for Measure, deception plays a central role in the play’s actparagon of virtue, Isabella. Twelfth Night is typically seen as one of Shakespeare’s more mature comedies. Like other comedies, it features some disguise and role-playing, such as that of one the central figures, Viola, who disguises herself as the page Cesario. The play also concerns gender roles and class differences.In this period Shakespeare also produced Greek and Roman dramas, including Troilus and Cressida(1601-1602); Antony and Cleopatra (1605-1607); Coriolanus (1607-1608); and Timon of Athens(1607-1608). Troilus and Cressida, a Greek drama, emphasizes the differences between the ideal and the real by portraying legendary Greek figures as people with less-than-admirable qualities. Antony and Cleopatra is the story of the love and passion between the famous Roman general and the sensuous, legendary Egyptian queen. Coriolanus is a Roman political tragedy dealing with issues of character and pride.Feelings of bitterness and disillusionment permeate the Greek drama, Timon of Athens.Shakespeare also wrote Pericles, Prince of Tyre probably between 1607 and 1608. Pericles is an adventurous tale of a prince who suffers the loss of his wife and daughter, but is, in the end, reunited with his family. Pericles is thought by some scholars to have been a collaborative effort.After 1608 Shakespeare’s dramatic production lessened somewhat.The Globe Theater burned down, but was rebuilt a year later on the opposite bank of the Thames River. During these years, Shakespeare wrote romantic tragicomedies (that is, romances featuring elements of both tragedy and comedy).The romantic tragicomedies include Cymbeline(1609-1610); The Winter’s Tale(1610--1611), Cymbeline a nd The Winter’s Tale are both stories of loss and pain, but, like Pericles, they end with a happy reunion. The Tempest features the same elements of loss and reunion, but it also emphasizes the balance of wisdom and power that Prospero achieves at the play’s end. It has been noted that The Tempest was probably the last play Shakespeare wrote on his own, and that the character of Prospero, as one who manipulates events, stages masques, and directs the actions of other characters, represents Shakespeare the playwright and his farewell to the theater. During this later period, Shakespeare also wrote two plays that most scholars believe were composed in collaboration with the dramatist John Fletcher: Henry Ⅷ(1612-1613), a historical drama, and The Two Noble Kinsmen (1613), the story of the love two men have for the same woman. It is also believed thatlost.精美句子1、善思则能“从无字句处读书”。

2019-2020年高中英语必修5Unit2Theenvironment-readingReading: The economy or the environment----must we choose?Reading 1The general idea of this periodThe main purpose of this lesson is to make Ss fully understand the text and master the Reading Strategy.Teaching Aims:1.Check and enhance students’ reading abilities.2.Train students to gain an overall understanding of the article and learn to read a debate. Teaching important points:1.How to make the students fully understand the text.2.How to get students to read a debate.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 lead-in1.Ask students the title of the text and ask students which one to choose: the economy or the environment.Step 2 prehension of the text1.Ask Ss to skim the article and answer the following questions.Who are the three speakers?What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?By how many times has the world’s population increased since 1800?According to Mr Qian liwei,what should be done to factories that pollute the environment?Ask Ss to Read Lin Shuiqing’s debate and answer the following questions.What society does Lin Shuiqing belong to?What does Lin Shuiqing start his speech by talking about?What is happening to large amounts of fish?What does Lin Shuiqing think we should teach people about?3.Ask Ss to r ead Qian Liwei’s debate and answer the following questions.Why does Qian Liwei think production should not be cut back?What does Qian Liwei say we should produce more of?What does Qian Liwei say we need more of?What does Qian Liwei say many people are willing to do?4.Ask students to fill in a table on the screen according to the text.5.Ask students how to read a debate by asking them to answer the following questions.What is the order of a debate?What is the order of the debate?What is important in a debate?What should we pay attention to when we read or listen to a debate?Ste3 Role playThree groups represent Lin Shuiqing and the other three groups represent Qian Liwei.Each of you speaks one or two points.You can make some changes to the debate and add your opinions to the debate.Step 4 Homework1.Read the text.2. Preview the language points in the debate.Period 2 Reading 2: Language FocusThe general idea of this periodThe main purpose of this lesson is to make Ss better understand the text and master some important language points.Teaching aims:1.Review the reading by filling in the form with the words in the reading..2.Get the students to grasp the usage of some important words and expressions.3.Get the students to practice mastering the language points.Teaching important points:1.How to make the students have a better prehension of the text.2.How to help the students be familiar with the language points.2.How to help Ss apply these points into practice.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step One Revision and lead-in1.Do the blank-filling .Step Two Language pointsAsk the students to read the debate and find the right words or phrases according to the meanings.1.tell,express2.something that cannot be used any more and is thrown away3.terrible ,shocking4.besides5.destroy pletely6.(birds,insects,fish,etc)produce eggs from their bodies7e near to,get close to8.make less,reduce9.be helpful,useful,favourable to10.be involved in or be affected by11.a constant,steady economy12.speak freelyExplain important language points to Ss .1.In addition, many sea creatures are being wiped out by fishing boats.(line16)2.These boats catch large numbers of fish without giving them time to lay eggs.(line16)3.The world’s population has grown to more than six times what it was in 1800.(line20)4.My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)5.Mr Lin suggested we should cut back on the amount of things we produce in order to save the environment.6.The amount of rubbish we produce is turning into a big problem; we need to think more about recycling.7.But I do agree that recycling may be the key to helping both sides.(line45)8.It is obvious that you are very concerned about the present situation of our environment.(line29)Step Three Practice for consolidationAsk students to Fill in the blanks with the following words or phrases.Step Four Homework1.Finish A1 and A2 on page 90.2. Read the text.2019-2020年高中英语必修5Unit2Theenvironment-WordpowerTeaching aims 1. Enlarge Ss’ vocabulary related to the environment.2. Help Ss use the words about the environment as possible.Teaching important points 1.How to learn the new words effectively.2. How to use the new words freely.Teaching difficult points 1. How to make Ss describe environmental problem briefly.2.How to solve the environmental problems rapidly.Teaching methods 1.Students-centered. (Discussion to make every student work in class.)2.Teacher & students’interaction. (Talking to improve the students’speaking ability.)3.Multimedia way. ( Practice to get the students to master what they’velearnt.)Teaching aids 1.The multimedia.2. The blackboard.Teaching procedures:Step 1 Lead-in1)Tell Ss that they will go traveling in Shangri La. What would they like to do?2)Let Ss make a discussion.Questions:What are we interested in?What type of hotel will we stay in?What kind of energy does the hotel Ecoville use?How does the hotel wash the sheets?What other characteristics does the environmentally hotel have? 3. Ask several Ss to report their idea to the class.Step2 V ocabulary Learning1.Read this brochure about a new, environmentally friendly hotel which is opening. (help Ss tolearn the new words.)2.Doing exercise.(help Ss to consolidate them.)3.Ask Ss to label the pictures in part B and try to describe them in a few simple words if possible.(Help Ss improve their speaking abilities)Step 3 V ocabulary Extension1.Ask Ss to focus on Part C on page 27. (help Ss strengthen understand the new words. )2.Ask Ss several questions. (check Ss’ understanding of the passage. )•Who thought of the idea to build in environmentally friendly hotel?• Where did he get his inspiration (idea) ?• What are the differences between Ecoville and other hotels?3.Ask Ss to w ork in groups & have a petition on words that include the prefix ‘eco-’. Usedictionary if necessary.4.Ask Ss to first plete the note in Part A on page 104 in WB, and then to plete the article in Part Con the same age.Step 4 Homework1. Try to write an article on some environmental pollution and how to solve the problems.2. Write a guide on how to be an ecotourist.。

Unit 2 EnvironmentPart Two Teaching Resources●Reading--- The economy or the environment—must we choose?1.If you have any questions or ments, you can use this time to voice them.(P22) 如果大家有任何问题或评论，可以利用这个时间段来提问或发表见解。

1〕ment:①noun [C or U]something that you say or write that expresses your opinion:评论，观点。

I don't want any ments on/about my new haircut, thank you!He made negative ments to the press.I suppose his criticism was fair ment (=a reasonable opinion).She was asked about the pay increase but made no ment (= did not give an opinion).②verb [I or T] to make a ment: 评论。

My mum always ments on what I'm wearing.[+ that] He mented that the two essays were rather similar.2) voice:V. [T] to say what you think about a particular subject, especially to express a doubt, plaint, etc. ,which you have about it:评论。

2019-2020 年高中英语必修5Unit2Theenvironment-readingReadi ng: The economy or the environment----must we choose?Readi ng 1The gen eral idea of this periodThe main purpose of this less on is to make Ss fully un dersta nd the text and master the Readi ng Strategy.Teach ing Aims:1. Check and enhance student s eading abilities.2. Train students to gain an overall understanding of the article and learn to read a debate.Teach ing importa nt poin ts:1. How to make the students fully understand the text.2. How to get stude nts to read a debate.Teaching Aids: multimedia and a blackboardProcedures for teach ing:Step 1 lead-in1. Ask students the title of the text and ask students which one to choose: the economy or the en vir onment.Step 2 prehension of the text1. Ask Ss to skim the article and answer the following questions.Who are the three speakers?What side does Mr Lin Shui qing and Mr Qian Liwei each represe nt?By how many times has the world ' s populati on in creased since 1800?According to Mr Qian liwei,what should be done to factories that pollute the environment?Ask Ss to Read Lin Shuiqing ' s debate and answer the following questionsWhat society does Lin Shui qing bel ong to?What does Lin Shui qing start his speech by talk ing about?What is happe ning to large amounts of fish?What does Lin Shui qing thi nk we should teach people about?3. Ask Ss to read Qian Liwei ' s debate and answer the following questionsWhy does Qian Liwei thi nk producti on should not be cut back?What does Qia n Liwei say we should produce more of?What does Qian Liwei say we n eed more of?What does Qian Liwei say many people are willi ng to do?4. Ask students to fill in a table on the screen according to the text.5. Ask students how to read a debate by asking them to answer the following questions.What is the order of a debate?What is the order of the debate?What is importa nt in a debate?What should we pay attention to when we read or listen to a debate?Ste3 Role playThree groups represe nt Lin Shui qing and the other three groups represe nt Qian Liwei.Each of you speaks one or two poin ts.You can make some cha nges to the debate and add your opinions to the debate.Step 4 Homework1. Read the text.2. Preview the Ianguage points in the debate.Period 2 Read ing 2: Lan guage FocusThe gen eral idea of this periodThe main purpose of this less on is to make Ss better un dersta nd the text and master some importa nt Ian guage poin ts.Teach ing aims:1. Review the reading by filling in the form with the words in the reading..2.Get the students to grasp the usage of some importa nt words and expressi ons.3. Get the stude nts to practice masteri ng the Ian guage poin ts.Teach ing importa nt poin ts:1. How to make the students have a better prehension of the text.2. How to help the stude nts be familiar with the Ian guage poin ts.2. How to help Ss apply these points into practice.Teaching Aids: multimedia and a blackboardProcedures for teach ing:Step One Revisi on and lead-i n1. Do the blank-filling .Step Two Lan guage pointsAsk the stude nts to read the debate and find the right words or phrases accordi ng to the meanin gs.1. tell,express2. something that cannot be used any more and is thrown away3. terrible ,shock ing4. besides5. destroy pletely6.(birds,insects,fish,etc)produce eggs from their bodies7e n ear to,get close to8. make less,reduce9. be helpful,useful,favourable to10. be invo Ived in or be affected byll.a con sta nt,steady economy12.speak freelyExpla in importa nt la nguage points to Ss .1.In addition, many sea creatures are being wiped out by fishing boats.(line16)2. These boats catch large numbers of fish without giving them time to lay eggs.(line16)3. The world ' s populati on has grow n to more tha n six times what it was in 1800.(li ne20)4. My suggestio n is that we should try to cut back on producti on and reduce the amount of things we make and buy.(li ne22)5. Mr Lin suggested we should cut back on the amount of thi ngs we produce in order to save the en vironment.6. The amount of rubbish we produce is tur ning into a big problem; we n eed to thi nk more about recycli ng.7. But I do agree that recycling may be the key to helping both sides.(line45)8.It is obvious that you are very concerned about the prese nt situati on of ouren vir onmen t.(li ne29)Step Three Practice for con solidatio nAsk stude nts to Fill in the bla nks with the follow ing words or phrases.Step Four Homework1. Fi nish A1 and A2 on page 90.2. Read the text.2019-2020 年高中英语必修5Unit2Theenvironment-Wordpower Teach ing aims 1. Enl arge Ss vocabulary related to the en vir onment.2. Help Ss use the words about the en vir onment as possible.Teachi ng importa nt 1. How to lear n the new words effectively.poi ntsTeach ing difficult poi nts2. How to use the new words freely.1. How to make Ss describe en vir onmen tal problem briefly.2. How to solve the environmental problems rapidly.Teach ing methods1.Stude nts-ce ntered. (Discussi on to make every stude nt work in class.)2.Teacher & students interaction. (Talking to improve the students speak ing ability.)3.Multimedia way. ( Practice to get the studentsto master what they've learnt.)Teach ing aids 1. The multimedia.2. The blackboard.Teach ing procedures:Step 1 Lead-in1) Tell Ss that they will go traveling in Shangri La. What would they like to do?2) Let Ss make a discussion.Questio ns:What are we interested in?What type of hotel will we stay in?What kind of energy does the hotel Ecoville use?How does the hotel wash the sheets?What other characteristics does the environmentally hotel have? 3. Ask several Ss to report their idea to the class.Step2 Vocabulary Learning1. Read this brochure about a new, environmentally friendly hotel which is opening. (help Ss to learnthe new words.)2. Doing exercise.(help Ss to consolidate them.)3. Ask Ss to label the pictures in part B and try to describe them in a few simple words if possible.(Help Ss improve their speaking abilities)Step 3 Vocabulary Extension1. Ask Ss to focus on Part C on page 27. (help Ss strengthen understand the new words. )2. Ask Ss several questions. (checkSs'understanding of the passage. )?Who thought of the idea to build in environmentally friendly hotel?? Where did he get his inspiration (idea) ?? What are the differences between Ecoville and other hotels?3. Ask Ss to work in groups & have a petition on words that include the prefix ‘eco-'U. se dictionary ifnecessary.4. Ask Ss to first plete the note in Part A on page 104 in WB, and then to plete the article in Part C onthe same age.Step 4 Homework1. Try to write an article on some environmental pollution and how to solve the problems.2. Write a guide on how to be an ecotourist.。

Unit 2 The environmentReading: The economy or the environment----must we choose?Reading 1The general idea of this periodThe main purpose of this lesson is to make Ss fully understand the text and master the Reading Strategy. Teaching Aims:1. Check and e nhance students’ reading abilities.2.Train students to gain an overall understanding of the article and learn to read a debate.Teaching important points:1.How to make the students fully understand the text.2.How to get students to read a debate.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 lead-in1.Ask students the title of the text and ask students which one to choose: the economy or the environment.Step 2 Comprehension of the text1. Ask Ss to skim the article and answer the followingquestions.Who are the three speakers?What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?By how many times has the world’s population increased since 1800?According to Mr Qian liwei,what should be done to factories that pollute the environment?Ask Ss to Read Lin Shuiqing’s debate and answer the following questions.What society does Lin Shuiqing belong to?What does Lin Shuiqing start his speech by talking about? What is happening to large amounts of fish?What does Lin Shuiqing think we should teach people about?3. Ask Ss to read Qian Liwei’s debate and answer thefollowing questions.Why does Qian Liwei think production should not be cut back? What does Qian Liwei say we should produce more of?What does Qian Liwei say we need more of?What does Qian Liwei say many people are willing to do? 4. Ask students to fill in a table on the screen accordingto the text.5. Ask students how to read a debate by asking them to answerthe following questions.What is the order of a debate?What is the order of the debate?What is important in a debate?What should we pay attention to when we read or listen to a debate?Ste3 Role playThree groups represent Lin Shuiqing and the other three groups represent Qian Liwei.Each of you speaks one or two points.You can make some changes to the debate and add your opinions to the debate.Step 4 Homework1.Read the text.2. Preview the language points in the debate.Period 2 Reading 2: Language FocusThe general idea of this periodThe main purpose of this lesson is to make Ss better understand the text and master some important language points.Teaching aims:1. Review the reading by filling in the form with the wordsin the reading..2.Get the students to grasp the usage of some important words and expressions.3.Get the students to practice mastering the language points. Teaching important points:1.How to make the students have a better comprehension of the text.2.How to help the students be familiar with the language points.2. How to help Ss apply these points into practice. Teaching Aids: multimedia and a blackboardProcedures for teaching:Step One Revision and lead-in1. Do the blank-filling .Step Two Language pointsAsk the students to read the debate and find the right words or phrases according to the meanings.1.tell,express2.something that cannot be used any more and is thrown away3.terrible ,shocking4.besides5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodiese near to,get close to8.make less,reduce9.be helpful,useful,favourable to10.be involved in or be affected by11.a constant,steady economy12.speak freelyExplain important language points to Ss .1.In addition, many sea creatures are being wiped out by fishing boats.(line16)2.These boats catch large numbers of fish without giving them time to lay eggs.(line16)3.The world’s population has grown to more than six times what it was in 1800.(line20)4.My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)5.Mr Lin suggested we should cut back on the amount of things we produce in order to save the environment.6.The amount of rubbish we produce is turning into a big problem; we need to think more about recycling.7.But I do agree that recycling may be the key to helping both sides.(line45)8.It is obvious that you are very concerned about the present situation of our environment.(line29) Step Three Practice for consolidationAsk students to Fill in the blanks with the following words or phrases.Step Four Homework1.Finish A1 and A2 on page 90.2. Read the text.。