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北师大版（2023）必修第三册Unit 8 Green living Lesson 1 Roots and Shoots Topic Talk课件(共21张PPT)(共21张PPT)Unit 8 Topic TalkGreen LivingLearningObjectives010203I can pronounce and spell new wordsand phrases in topic talk correctlyI can understand the meaning of two dialogues while listeningI can apply the language I learnt to express my opinion of green living第一课时预习评价1. exhibition2. solution ____________________3. extinction __________________4.industrial __________________5. section _____________6. transport ______________________7. recycle ________________ 8. concept _____________9. source ___________________ 10. resources ______________11. tackle ____________12. detail ___________________13. do my part for sth14. increase one's awareness of展览；展出解决方法工业的交通工具再利用，回收利用概念来源资源（常用复数）应对，处理部分尽自己所能做sth提高某人的意识灭绝详细列举，详细说明Watch two videos and talk about the implication you get.Lead inWhat is green living What can you do to promote green livingGreen living is a lifestyle that tries to bring balance between the natural resources, the various living things and people and their communities. not to leave the tap runningnot to leave the house with lights still onto pick up litterto use less tissue paperto ride bikes on short journeysto refuse to use disposable chopsticksto plant more treesto be a volunteer for an environmental organisationRead and listenRead the text builder carefully and then listen and choose the right answers.Text BuilderGreen LivingBefore listening, you should read the text carefully.Read and listenText BuilderGreen LivingLet’s checkyour answers.We all know that there are various types of pollutionaround us, which may cause different kinds of environmental problems, for instance, ______.Problemswater / ocean / soil / air / noise pollution, smog, sandstorms and deserts, global warming, industrial waste, animal / plant extinctionRead and listenText BuilderGreen LivingLet’s checkyour answers.For example, a good way to reduce pollution is to ______.Solutionsgrow/ plant more trees, cycle to work/ school, save energy/ water/ paper/ resources,use less electricity/ more public transport increase our awareness of environmental protection, change our living habits recycle used batterieslive a low-carbon lifeRead and listenText BuilderGreen LivingLet’s checkyour answers.To me, green living is about ______.Personal Understandinghealthy living, living in harmony with nature, respecting nature, maintaining the balance between human and nature, doing my part for the environmentRead and listenRetell the text builder according to the following information.There are various types of pollution around us. ...A good way to reduce pollution is....To me, green living is about ....Read and ThinkUse the text builder to talk about your understanding of green living. Example:A: What's the problem of the environmentB: We all know that there are various types of pollution around us, for instance ____________.A: What solutions do you haveB: For example, a good way to reduce pollution isto ________________.A: How do you understand living greenerB: To me, green living is about ____________.Review：Personal Understandingliving in balance with naturemaintaining the balance between human and naturehumannature1. Why doesn't the woman like living in a flat2. Where does the man live and what does he do to help the environment3. What do they think is important to fight against global warming Listen and Answer1. Why doesn’t the woman like living in a flatBecause she likes being close to nature.2. Where does the man live and what does he do to help the environmentThe man lives in a flat. To help the environment he creates more green spaces by planting flowers and vegetables outside his window.3.What do they think is important for fighting against global warmingThey think that green spaces are very important for fighting against global warming.Think and TalkHere are some sayings about green living.Living things that are nourished will not injure one another, roads that run parallel will not interfere with one another.——Li JiClimate change is a terrible problem, and it absolutely needs to be solved. It deserves to be a huge priority.—— Bill GatesRemember them!万物并育而不相害，道不行而不相悖。
Unit 8 Green LivingLesson 1 Roots and shoots1.solution n. [C] 解决办法solve vt.解决；解答(难题等)a solution to..………的解决办法find/offer/seek/put forward a solution 找到/提供/寻找/提出解决办法You can't solve anything by just running away.2.balance n. 平衡vt./vi 保持平衡，立稳balanced adj.平衡的,均衡的keep a balance between A and B 在A和B之间保持平衡keep/lose one’s balance某人保持/失去平衡a balanced diet均衡的饮食Though she is very successful,she finds it hard to keep a balance between her businesses and her family life.尽管她很成功,但她发现很难保持事业和家庭生活的平衡。
3.harmony n. [U]融洽；和睦in harmony with与......和睦相处Devoted to keeping a lasting peace, we must live in harmony with one another.为了维护持久和平，我们必须和睦相处。
4.bothered adj.担心的;烦恼的not be bothered to do sth懒得做某事bother sb with sth为某事打扰或麻烦某人I am not bothered to get involved in his business.我懒得去管他的事情。
I don’t want to bother you with my problem.我不想让你因为我的问题而担心。
北师大版（2019）必修第三册Unit 8 Green LivingLesson 1 Roots and Shoots教材分析：北师大版（2019）必修第三册Unit 8 Green Living Lesson 1 Roots and Shoots是高一英语教材的一节课程。
本节课主要介绍了根与嫩芽计划（Roots and Shoots program），它是由香娜·班巴古德尔（Jane Goodall）创立的一项旨在帮助保护地球和促进人道援助的计划。
教学目标：通过本课，学生将能够了解根与嫩芽计划的目标和活动，并掌握相关的词汇和表达方式。
同时，学生还能够了解个人行动对环境保护的重要性以及如何参与到保护地球的行动中。
教学重点：根与嫩芽计划的目标和活动，相关词汇和表达方式的掌握。
教学难点：理解个人行动对环境保护的重要性以及如何参与到保护地球的行动中。
学情分析：学生们对环境保护和参与相关行动可能存在一定的兴趣和意识，但对根与嫩芽计划的了解可能较为有限。
教学策略：在教学过程中，可以结合生活实例和具体案例，引导学生思考并参与相关讨论。
同时，引导学生了解个人行动对环境保护的重要性，激发他们对环保的兴趣。
教学方法：本课可以采用多媒体教学法和合作学习法。
通过展示相关的图片、视频和文字资料，激发学生的注意力和兴趣。
同时，在小组讨论和合作学习的环节中，培养学生的合作意识和解决问题的能力。
导入环节（约5分钟）：教学内容：1. 引入本节课的主题——绿色生活。
2. 复习学生已学过的与环境保护相关的知识。
教学活动：1. 引导学生观察教室的环境，提问他们能否发现一些关于绿色生活的迹象，如回收垃圾桶、节能灯等，进一步引发学生对绿色生活的思考和意识。
2. 结合图片和视频素材，呈现一些环境问题，如垃圾污染、空气污染、水资源短缺等，让学生讨论这些问题对我们的生活和健康造成的影响。
课堂互动（约35分钟）：教学内容：1. 学习单词和短语，如environmental, pollution, electricity, recycling等。
《Unit 8 Lesson 1 Roots And Shoots》导学提纲班级: 姓名: 小组: .语法动词－ing和－ed形式思维导图【挖教材·语法示例】用括号内词的适当形式完成下面教材中的句子并体会它们的语法特征1. Well, say you leave the tap running (run) while you brush your teeth, leave a light on when you go out or you drop a piece of litter and can’t be bothered to pick it up.2. But just think of all the millions of people saying (say) to themselves：“It doesn’t matter...”3. One cheered-up person, one happy dog,one flowering (flower) plant, and you.4. Do you want to make roots Shoots rooted (root) everyone’s heart?分词的用法【考点一】分词的基本形式分词具有动词的特征，同时又有形容词和副词的特征，因而它在句中可以作定语、状语、宾语补足语和表语等。
过去分词没有时态和语态的变化，但现在分词有，具体见下表：▶Hearing the good news, they burst into cheers.听到这个好消息，他们欢呼了起来。
▶Being talked to, you should look into the eyes of the person. 有人和你说话时，你应该看着那个人的眼睛。
▶Having told him the answer several times, I didn’t know whether he could understand.尽管已经告诉他答案好几次了,但我不知道他是否能理解。
Unit 8 Green Living Roots and shoots 教学设计Roots and Shoots课标分析本文是北师大版高中英语必修三Unit 8中的一篇文章，本节课是这个单元的第一个课时，主要介绍了环境保护组织“Roots and Shoots”,本课是北师大版第八单元的第一个课时，这一单元的主要话题是green living,主要介绍了环境保护组织＂Roots and Shoots”,文章展开了一个话题，那就是节约能源，人和动物、植物的和谐，这篇文章属于人和社会这个主题，介绍了一些能源浪费的现象和＂Roots and Shoots”的发展。
这篇文章暗示了人类、社会和自然的多重信息，还有作者的思考和感受,使学生在阅读的过程中明白勿以善小而不为，勿以恶小而为之，保护环境需要每个人的努力。
文中生词量不大，文章结构比较简单；阅读难度不大，但是如何引导学生归纳总结给教学设计带来了极大的困难。
《普通高中英语课程标准》要求教师侧重于培养学生的阅读策略；培养语感；特别强培养学生在阅读过程中获取和处理信息的能力。
由于我所教班级的学生英语水平一般，因此，我将本课的教学目标设定为：1．语言技能目标：（1）能够用所学单词，句子介绍Roots and Shoots。
（2）能够运用所学知识说服他人加入到保护环境中来。
（3）能够完成课堂所给任务。
2．语言知识目标：能够正确运用以下单词：bother ；not be bothered to do；take action；firm foundation；brick；all around the world 等3.文化意识目标：能够明白保护环境人人有责4.情感态度目标：（1）意识到环境保护需要每个人的努力。
（2）积极从自身做起，保护环境。
（3）明白勿以善小而不为，勿以恶小而为之。
根据既定教学目标，我设计了以下的教学模式：课前：1. 认知本模块生词（非7、8级词汇不要求拼写）2. 通过互联网查找了解roots and shoots,并要求课前能够简要表述其特色。
Unit 8 Green LivingLesson 1 Roots and Shoots【教学目标】Students will be able to1. read and talk about Roots & Shoots, an educational organisation2. read for general understanding3. read for specific information and answer questions on details4. learn about and practise parallel structures5. give a presentation about Roots & Shoots6. complete a summary of the text【教学重难点】1. reading for specific information2. giving a presentation about an educational organisation【教学过程】1. Pair Work: Talk about the pictures on page 52.In pairs, students answer the three questions about the pictures. Remind students that there are consequences to every action. What are the consequences of each action in the pictures?2. Read the first paragraph and discuss.(1) Ask students to silently read the first paragraph of the text.(2) Encourage students to read for general understanding and to use context to understand difficult vocabulary.(3) In pairs, students discuss the three questions. Encourage students to underline the parts in the text that support their answers.(4) Review the answers as a class.3. Read the rest of the text and complete.(1) Discuss the table.(2) In pairs, students read the article and underline the general sentence for each paragraph. This will help students to better understand the text.(3) Then students use their understanding of the text to complete the table.(4) Review the answers as a class.4. Read again and answer.(1) Read the questions. Students try to recall the answers with reference to the text.(2) In small groups, students discuss the questions after reading the text.(3) Each group presents their group’s answers to the class and gathers any interesting ideas.5. Group Work: Present Roots & Shoots.(1) In groups, students discuss the information on Roots & Shoots.(2) A scribe can note information.(3) Groups can allocate one section to each member of the group, so they can give a joint presentation.(4) Students can include other information or research.(5) Support low level students by providing sentence frames for them to complete in order to answer the questions.(6) Each group presents their information.6. Group Work: Think and share.(1) In small groups, students scan the text for the first question to find examples to support their answers.(2) List the writing techniques found in the text, on the board: examples, repetition, quotations,a colloquial style.(3) Explain what colloquial style is, i.e., ordinary language used by common people in everyday life which can convey th e writer’s message more clearly.(4) Put students in small groups and allocate one technique to each student. They should then scan the text to find at least one example. Have groups review their findings and then share their answers with the class.(5) Help any struggling students by giving them the paragraph number where each example is located.(6) Invite groups to work together on finding another title for the text and point out that it should be a catchy one that would cause a reader to read the text. Hold a class vote on the best title.7. Group Work: Underline parallel structures and discuss why the writer uses them.(1) In groups, students analyse the use of words and syntax. Students underline each pattern in a different colo r, e.g., “… say you leave the tap running while you brush your teeth” and “How can it matter if I leave one little tap running”.(2) Using these examples, students discuss why the writer makes use of repetition.a. Does it help your understanding of the text if key phrases are repeated?b. How do you feel reading repeated words/phrases?8. Complete the summary.(1) Read sentence frames. Explain any difficult words.(2) Students complete the sentence frames with a phrase in the box. Students can scan the text to find the information they need.(3) Invite students to work on their own and check the answers in pairs.(4) Check the answers this way as a class.9. Match words and functions.(1) Read the Grammar summary section on page 95. Explain that -ing and-ed form of verbs have various uses and go through the examples, ensuring that students understand different functions.(2) Point out that the difference between the adjective/attributive and the adjective/predicative is that the former goes before the noun while the latter comes after a verb.(3) Read the text.(4) Allow students to independently match the words with the functions.(5) Review the answers in pairs and then as a class.10. Complete the text with the correct form of the verbs.(1) Students read the sentence frames. Then complete the spaces either with the -ing or -ed form of the given verbs.(2) Read out loud the text and pause before each space for students to call out the correct answer in chorus.(3) Then ask for volunteers to identify the function of the verb forms in each case.11. Persuade people to join Roots & Shoots.(1) In pairs, students choose one of the three people. Each pair works on some strong argumentsto persuade the person to join Roots & Shoots. Ask students to base their arguments on what they have leant so far and on the reading text.(2) Invite students to role-play a dialogue where one is the person in doubt and the other is the volunteer who is trying to persuade them.。
