21世纪大学实用英语(全新版)教学参考书1 U5

Unit5GreenLivingUnit5-main1I.ObjectivesII.SuggestedTeachingPlanIII.BackgroundInformationIV.ClassPresentationUnit5GreenLivingUnit5-main2PartIListeningPartIIReadingPartIIISpeakingPartIVTranslation&WritingPartVTimetoRelaxVideoExercisesforU5-Workbook1Unit5GreenLivingFromstudyingthisunit,studentsareexpectedtoObjectives1I.Objectives1.2.3.4.realizetheimportanceofbeingfriendlytoenvironment;gaineaseandfamiliaritywiththetheme-relatedexpressionsandtheirfunctionalstructures;understandthemainideaofTextAandTextB,aswellasmastertheusefulsentencestructuresandwordsandexpressionsfoundinthetwotexts’follow-upexercises;memorizetheusefulsentencesinthetextsandbeabletoreproducethemwhenneeded;Unit5GreenLiving5.beabletoreadnoticesandunderstandhowtofollowtheinstructionsstatedinthem；6.beabletowritethank-younotes;Objectives2I.ObjectivesUnit5GreenLivingII.SuggestedTeachingPlanforUnit5SuggestedTeachingPlanforUnit1TimeContentsPlan1periodTheme-relatedListeningSection1&2A.B.C.D.E.Askstudentstoguesswhatthetopicisfortoday,basedonthevocabularybox;Nowplaytheshorttalkonce,ortwiceifnecessary,andasktheclasstocompletethethreestatementsthatfollow,accordingtothedirectionsgiven;Next,brieflydiscussthethreestatementstoexploretheshorttalk’smainidea;Afterwards,playtheshorttalkagainfordetailssothatstudentscanfillintheblanksinthetextexcerpt;Lastly,makealistofexpressionsusefulfordiscussingenvironmentprotection.Unit5GreenLivingSuggestedTeachingPlanforUnit2TimeContentsPlan1periodTheme-relatedListeningSection3,4&5A.B.C.D.E.Transitmeaningfullyandsmoothlyfromtheshorttalkintothetwodialogues,keepingthethemeinmind;FocusonthewordLEDwhilehandlingthevocabularybox;Nowplaythefirstdialogueonce,ortwiceifnecessary,and,asawaytoexploreitsmainidea,askstudentstodecidewhethereachofthethreestatementsistrueorfalse;Next,playthefirstdialogueagainfordetailssoastoactivateadiscussionbasedonthequestions;Drawstudents’attentiontotheusefulexpressionstheyhavelearnedinthevocabularybox;Unit5GreenLivingSuggestedTeachingPlanforUnit3TimeContentsPlan1periodTheme-relatedListeningF.Thenplaytheseconddialogueonce,ortwiceifnecessary,andaskstudentstodothelisteningcomprehensionexercises;Afterwards,checktheanswersinameaningfulway,i.e.,notsimplybycallingoutthecorrectchoicesbutbyofferingrelevantinformation.3periodsABriefReviewofTheme-relatedListeningReviewA.B.First,brieflyreviewwhatstudentslearnedinthefirstperiod;Next,raisevariousquestionswiththestudentstofacilitatereviewandenhancecommunication.Unit5GreenLivingSuggestedTeachingPlanforUnit4TimeContentsPlanAfterfinishingthelisteningtasks,theteacherturnstoTextAoftheunit.Tobegin,theteacher3periodsTextA&Text-relatedExercisesStarterA.B.asksthestudentstomakealistofgreenenergysourcesanddescribetheuseswemakeofeach;givesthestudents10minutestoreadTextAandthendescribewhichmethodforwarmingorcoolingourbuildingsinthedifferentseasonsthewriterhastalkedabout.Unit5GreenLivingSuggestedTeachingPlanforUnit5TimeContentsPlanTheteacher3periodsTextA&Text-relatedExercisesTextAA.B.discussesthewholetextwiththestudents;guidesthestudentsthroughtheexercises,focusingoncertainoneswhileleavingothersashomework,dependingonstudents’levels.1.5periodsTextB&Text-relatedExercisesTheteacherA.B.asksthestudentstogooverthetextanddothesubsequentmultiplechoicequestions;whilediscussingthetextwiththestudents,callsthestudents’attentiontotheuseofgerundialphrases;Unit5GreenLivingSuggestedTeachingPlanforUnit6TimeContentsPlan1.5periodsTextB&Text-relatedExercisesC.hasthestudentsdothevocabularyexerciseseitherinclassorafterclass.0.5periodPracticalReadingTheteacherA.B.explainsthenotices;givesthestudents5-10minutestodotheexercise.1periodSpeakingTheteacherA.hasthestudentsrelatetheusefulexpressionstothethemeofthetext,askingthemtomakealistoftheirownandthenspeakoutinclass;Unit5GreenLivingSuggestedTeachingPlanforUnit7TimeContentsPlan1periodSpeakingB.C.requeststhestudentstoreadloudthedialoguebeforedoingtherole-play(independentofthescript);encouragesstudentstousethelanguagetheyhavelearnedfromthetextsintheexerciseofmonologue.1periodTranslationandWriting,TimetoRelax&WorkbookTheteacherA.B.leavesthesentencetranslationexerciseasthestudents’homework;helpsthestudentslearnhowtowritethank-younotesinEnglishbydoingthefirstexerciseinPracticalWriting,andthenrequiresthemtodothenexttwoexercisesafterclass;Unit5GreenLivingSuggestedTeachingPlanforUnit8TimeContentsPlan1periodTranslationandWriting,TimetoRelax&WorkbookC.D.playsthesong“SolarEnergy”inclassandhasthestudentsfillintheblanksinthelyrics(thiscanbedoneashomeworkifthereisn’tmuchtimeleftinclass);ifpossible,playstheWorkbookvideoinclassandhasthestudentsdotheexercisebasedonthevideo.Unit5GreenLivingGreenbuildingGreenbuildingisastructuredesignedandbuiltinawaythatlimitsitsharmtotheenvironment.Greenbuildingcanalsorefertotheprinciplesandguidelinesbuildersandarchitectsuseinmakingsuchbuildings.Greenbuildingstypicallyuseenergy,land,andwatermoreefficientlythandootherbuildingsandproducelesswasteandpollution.Theirbuildersoftenchoosematerialsthatarerecycled,thataremadeusingfewtoxicchemicals,orthatcanbe