1、Unit 2 Saving the EarthTopic 1 Pollution is harmful to peoples health.SectionAThe main activities are 1a, 1b and 3a. 本课重点活动是 1a、1b 和 3a。. Teaching aims and demands 教学目标1. Learn some new words and phrases:bee, my goodness, waste, stream, breathe, be harmful to, influence2. Learn some useful sentences
2、:(1) Oh, my goodness!(2) Look, there are several chemical factories pouring waste water into the stream.3. Learn direct speech and indirect speech:(1) Kangkang said that it was a beautiful place with flowers and grass.(2) Kangkang said that the flowers and grass had gone.4. Learn and talk about diff
3、erent kinds of pollution:(1) Air pollution makes people sick. (2) Light pollution is harmful to our eyes. (3) Litter influences our environment. . Teaching aids 教具幻灯片/小黑板/录音机/图片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:3 分钟)回顾第一单元有关家乡变化的内容，运用现在完成时态，导入新课。(通过对第一单元的复习，导入被污染的西山景象。)T: Las
4、t unit, we have learned some changes in our hometown. Can you say some?S1: The roads are wider. S2: The buildings are higher and higher.S3: The living conditions have improvedS4: T: Yes. Many changes have happened in our hometown. Lets look at the two pictures about the West Hill and discuss the cha
5、nges between them.Step 2 Presentation 第二步 呈现(时间:15 分钟)通过比较 1a的两幅图画的差异，展开对话，学习部分生词，呈现 1a。1. (利用幻灯片展示 1a中的两幅图，师生问答。)T: Are there any differences between them?Ss: Yes. T: Lets look at Picture 1. What can you see?S1: I can see some flowers and grass. S2: I can see some butterflies dancing. T: Yes, there
6、 are some butterflies dancing.(板书并要求学生掌握。) there is/are doing sth.T: What else can you see?S3: I can see a rabbit. S4: I can see some houses. S5: T: (指着蜜蜂。)Whats it?Ss: 蜜蜂。T: Its a bee. There is a bee flying. (板书并要求学生掌握。)beeT: (指着小溪。) Whats it?Ss: 小溪。T: Its a stream. And there are some fishes swimmi
7、ng in the stream. (板书并要求学生掌握。) streamT: We know the West Hill was a beautiful place. Look at Picture 2. Oh, my goodness! What has happened to the West Hill?(板书并要求学生掌握。) my goodnessS6: The rabbit has disappeared. S7: The fish have died. S8: The trees have died. S9: There are no flowers, butterflies,
8、grass, and so on.S10: There are some factories. T: (指着工厂。)Yes, there are several factories. They are chemical factories.(板书并要求学生理解。) chemicalT: (指着工厂冒的黑烟，并捂住鼻子做呼吸困难状。) They are making much smoke. It can cause breathing problems.(板书并要求学生掌握。)breathe T: (指着排放的废物。)And they are pouring waste water into t
9、he stream.(板书并要求学生掌握。)waste T: From Picture 2, we know the chemical factories are harmful to the animals and plants. (板书并要求学生掌握。) harmfulbe harmful to 2. (要求学生不看书，只听录音，捕捉要点，回答问题，提高听力水平。)T: Close your books. Listen to the tape carefully, then answer these questions. (出示小黑板上的问题，听录音 1a。)(1)Where are th
10、ey going to have the picnic?(2)Why does Kangkang say “Oh, my goodness!” ?3. (核对答案，板书 1a的关键词。)beautifulfreshcleangonedirtyterriblewaste waterStep 3 Consolidation 第三步 巩固(时间:12 分钟)复述 1a，引入本课重点，讲解和操练“直接引语”与“间接引语”，完成 1b。1. (要求学生在限定时间内，根据黑板上的关键词复述对话。)T: Try to use the key words on the blackboard to retell
11、 1a.Example:In the past, the West Hill was a beautiful place with flowers and grass. We could see bees and butterflies dancing. The air was fresh, the water was very clean and we could see fish swimming. But now, all the flowers, grass, bees, butterflies and fish have gone. The water is so dirty and
12、 it smells terrible. Why? Because there are several chemical factories pouring waste water into the stream. So we should protect the environment.2. (引入语法“直接引语”和“间接引语”。要求学生根据 1a回答教师的问题。)T: What did Kangkang say?(要求学生轮流回答。)S1: Ive been there before.T: Yes. Kangkang said that he had been there before.T
13、: Next, please.S2: Its a beautiful place with lots of flowers and grass.T: OK. Kangkang said that it was a beautiful place with lots of flowers and grass.T: Next, please.S3: The air is fresh and the water is clean, and you will see T: So Kangkang said that the air was fresh and the water was clean,
14、and they would see (板书以上三个画线句子，要求学生将板书与 1a中的原句对比找出不同之处，教师引导和补充。学习“直接引语”和“间接引语”。)Kangkang said that he had been there before.Kangkang said that it was a beautiful place with lots of flowers and grass.Kangkang said that the air was fresh and the water was clean, and they would see 3. (让学生完成 1b，并作报告。)T
15、: Fill out the table in 1b, then give a report, using “Kangkang/Maria said ”.Step 4 Practice 第四步 练习(时间:10 分钟)通过听力训练，引出污染的概念，充分调动学生的积极性，加深对各种污染及其危害的理解，完成 2和 3b。1. (播放 2录音，学生听后完成 2。)T: We know, without plants and animals, the West Hill isnt beautiful. So plants and animals are important. Lets look at
16、the lovely animals in the pictures in 2. Listen to the tape and write down the numbers of the correct pictures. (若学生没听懂，可再放一遍，核对答案。)2. (学生看图完成 3a。)T: After listening, do you know what does great harm to animals?Ss: Pollution.T: Yes. Therere many kinds of pollution. Lets look at the pictures in 3a an
17、d match them with the phrases given. Try to guess the meaning of soil.(板书并要求学生理解。)soil(核对答案。)3. (让学生用 3a的短语完成 3b。)T: Pollution has caused many problems. What problems has it caused? Please complete 3b with the phrases in 3a.(核对答案，并板书 influence，要求学生掌握。)influenceStep 5 Project 第五步 综合探究活动(时间:5 分钟)通过游戏及
18、调查的方式，加深学生对污染及其危害的印象，增强学生的环保意识。1. Guessing games. (教师让一学生到讲台，从 3a所提供的有关污染的图片中任取一张，正面面向全体学生，背面面向自己。台下学生描述图片上的内容或引起的污染问题，让台上的学生猜出该种污染的名称。)T: Every one of you can describe the picture. And the student in the front of the classroom tries to tell us what kind of pollution it is. Example:(S1任意抽取一张图片。)S2 :
19、 Its produced in a factory. (教师帮助学生描述。)S3 : It smells terrible. S4 : Its harmful to our lungs. S5 : Its black smoke. S1 : Air pollution.2. Homework: Make a survey. (调查你们家附近的污染状况，并填写表格，以增强学生的环保意识。)T: Now make a survey to study the pollution around your home, and fill out the form. Pollution Reason Ef
20、fectAir pollutionSoil pollutionWater pollutionLight pollutionNoise pollutionLitter板书设计：Pollution is harmful to peoples health.Section Aair pollution there be sb./sth. doing sth.soil pollution be harmful to water pollution Kangkang said that it was a beautifullight pollution place with flowers and grass.noise pollution The government has done somethinglitter useful to stop it.
