ⅠTittle：Unit2TheEnvironmentReadingⅡTeachingdesign本节课的设计努力做到：1起点新。通过与生活中的一些图片引入新课，设置问题情景，引导学生掌握与环境有关的词汇，变接受式学习为体验式学习；2落点实。通过小组讨论，充分调动学生的积极性。采用阶梯训练法，变推动为引导，口头输出，笔头落实，注重学习过程，以过程带出预期结果。ⅢTeachinggoalsTargetlanguageMastersomekeywords,phrasesandimportantsentences.AbilitygoalsEnablestudentstoreadadebateaboutthecontradictionbetweentheeconomyandtheenvironmentandretellthecontentusingthegiveninformation.Learningabilitygoals1.Helpstudentslearnhowtoreadadebate；2.WritinganothersimilarpassageⅣTeachingimportantpointsKnowmoreabouttheenvironmentalproblemsandthesoluthionstotheproblems.ⅤTeachingdifficultpointsHowtoreadadebate.ⅥTeachingaidsArecorderandaprojector.VIITeachingproceduresStep1Brainstorming（preparenecessaryvocabulary）Whenwetalkabout“theenvironment”,whatwordswillcometoyourmind?Step2Lead-in1.Comparedwiththelastfewyears,theenvironmentisgettingworseorbetter?(showstudentssomepictures)2.Theeconomyortheenvironment—mustwechoose?Step3Readingstrategy1.Presentyourpointofview.2.Offerfactstosupportyouropinion.3.Restateyouropinion.Step4First-readingReadthedebateandanswersomequestions:1.WhatsidedoesMrLinshuiqingandMrQianLiweieachrepresent?MrLinrepresentstheenvironmentandMrQianrepresentstheeconomy.2.WhatdoesLinShuiqingthinkweshouldteachpeopleabout?Hethinksweshouldteachpeopleaboutenvironmentallyfriendlywaysofliving.3.WhydoesQianLiweithinkproductionshouldnotbecutback?Becausejobswillbelost.Peoplearemoreimportantthanfishandtrees.4.WhatdoesQianLiweisayweneedmoreof?Weneedmoreeffectivelawstopreservetheenvironment,whichstillallowtheeconomytogrow.Step5Second-readingReadthedebateasecondtimetogetthepointseachspeakerpresentsandtrytoretellthetextbyusingthekeywordsgiven:LinShuiqing1.industrialwaste:manyplaces…manyplantsandanimals…factories…2.waterpollution:othertypesofwaste…manyrivers…so…that…thesea…3.fishing:wipeout…catch…without…haveaneffecton…4.population:keepproducing…need…hasgrownto…approaching…5.production:cutbacton…reduce…