Unit 2
目標
語言知識
類 別
內(nèi) 容
課次
要 求
詞
匯
produce, chest, breathe, manage, waste, cancer, influence, look
1A
掌
握
Several, secretary, relation, fisherman, president, dead, rabbit
1B
disturb, downstairs, deaf, for example, print
1C
blood, coal
1D
none, rubbish, anybody, steal, in public, punish, earth, die out
1A
sand, cut down, behavior, prevent, prevent...from..., although, cut off
2B
as a result, sun, bamboo
2C
rather, rather than, can, sort
3A
person, action, word, take up
3B
electric, forward
3C
quick, towel
3D
理
解
chemical, chemical factory, soil, harmful
1A
My goodness!
1B
hearing, loss
1C
electricity
1D
producer, yeah, spit, farmland, desert
2A
sandstorm
2B
pollute, Mars, greenhouse effect, completely
2C
organization, reduce, recycle
3A
ought to, distance, harm
3B
power, nuclear, acid, following, the Maglev Train, magnet, movement
3C
語
法
1.現(xiàn)在完成時
How long have you been like this?
I have been like this since last month.
I have been at this school since last year / for one year.
2.不定代詞和不定副詞
As we know, none of us likes pollution.
語
言
知
識
類別
內(nèi) 容
語
法
Everyone should care for wild animals and plant more trees.
If people spit anywhere in public, they should be punished.
Nothing is difficult if you set your mind to it.
3. 復合句
About 430 million tons of waste is produced in Britain every year, and about 85 percent of the waste is put into the land.
Of all the rubbish, about 35 percent can be recycled while the rest can’t.
They work well, but they are slow and can’t run for long.
功
能
和
話
題
1.表達責備和報怨。
2.談論不同種類的污染。
3.談論污染的危害。
4.談論環(huán)境保護問題。
5.談論如何給出建議。
6.描述個人情感。
7.談論健康。
8.表達不滿。
語
言
技
能
聽
1.能夠聽懂有關環(huán)境污染和環(huán)境保護的對話或短文。
2.能夠聽懂別人含有責備和抱怨語氣的句子。
3.能夠從所聽語言材料中獲得有效信息，并能補充短文或完成表格。
說
1.能就環(huán)保問題表達簡單的觀點和意見。
2.能就環(huán)保問題與他人溝通信息、合作完成任務。
3.能夠朗讀或表演有關環(huán)保的對話。
4.能在以上口語活動中注意保持語音、語調自然，語氣恰當。
讀
1.能流暢地朗讀課文。
2.能夠讀懂有關環(huán)保問題的說明文。
3.通過閱讀策略獲取有關環(huán)保的信息。
4.能利用工具書進行學習。
寫
1.能夠根據(jù)寫作要求，收集、準備有關污染和環(huán)保的素材。
2.能根據(jù)所給圖示或表格寫出有關污染和環(huán)保的短文。
Topic 1
Section A
The main activities are 1a and 3a. 本課重點活動是1a和3a。
Ⅰ. Teaching aims and demands目標
1. Master some new words and useful expressions：
produce, chest, breathe, manage, waste, cancer, influence, look
2. Learn the present perfect tense with for/since:
? How long have you been like this?
? I have been like this since last month.
3. Learn something about some kinds of pollution:
（1）The large population has caused many problems.
（2）Air pollution makes people sick.
（3）Light pollution is harmful to our eyes.
（4）Litter influences the look of our cities.
4. Let students know that pollution is really a serious problem.
Ⅱ. Teaching aids教具
錄音機/本課圖片/當?shù)赜嘘P環(huán)境變化的圖片
Ⅲ. Five -finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復 習（時間：10分鐘）
1.（為了引導學生說出有關環(huán)境污染的話題，可用家鄉(xiāng)變化的圖片或聯(lián)系居住的周圍環(huán)境，采用問答的方式，讓學生自己說出圖片中所有的環(huán)境變化或居住地的環(huán)境變化。）
T: Now please look at these pictures. Would you like to say something about the environment around us?
Please
answer my questions.
No.1. Where do you live?
And are you living in the countryside or in town?
No.2. Are there any changes in your village/town/city?
(What changes have taken place in your village…?)
(教師注意引導學生說出工廠的建立，樹木的減少等。)
No.3. How do you like living there? Why?
(What problems do we have to face?)
(教師通過引導，讓學生說出各種污染，是由于工廠林立、樹木減少
引發(fā)的污染，引出下列單詞。)
air，soil, water, light, noise pollution, litter
2. （通過以上復習，導入新詞。教師捂胸做痛苦狀，咳嗽，師生問答。）
T: Last night, the air smelt terrible. I coughed all night.
What am I doing?(教師捂胸做咳嗽狀。)
Ss: You’re coughing.
T: Yes, I am coughing. My chest hurts.(做手捂胸狀)
And I cannot breathe(深呼吸的動作)…
Do you want to know how I get it?
Ss: Yes.
T: The factory makes(produces) terrible smell.(捂鼻子的動作)
You know the factory(名字)is very near my home.
I’ll try (manage) to leave there.
I’ll try (manage) to move to a new place.
3. (教師出示1a圖片，通過圖片認讀所要學的單詞。)
T：OK. This is the chemical factory.
It is producing (making) terrible gas.
It makes my chest hurt. I can’t breathe.
(教師邊表演動作邊板書生詞。)
chemical factory produce chest breathe
Step 2 Presentation 第二步 呈 現(xiàn)（時間： 5分鐘）
1. (教師可以通過掛圖復述課文內(nèi)容，使學生更容易聽得懂。)
T：Now look at the picture and listen to me.
You may find Kangkang and Granny. They’re having a talk.Kangkang and Granny met in the morning. Granny couldn’t stand the environment here. The chemical factory produces terrible gas. It makes her chest hurt and it is difficult for her to breathe. And the factory makes a lot of noise and she can’t sleep well at night. And there are too many people around her home. It is crowded everywhere. She is always in a bad mood. She’ll manage to leave here. She has been like this since last month. She has to see a doctor.
(通過教師板書key words,加深理解，鞏固。領讀，為pair work和retell作準備。)
chemical factory large population crowded in a bad moodterrible gas chest breathe a lot of noise not sleep2.（聽錄音。）
(1)T：Listen to the tape.
(2) (布置聽力任務1b，學生帶著任務再聽一遍。)
T：Listen to the tape again. Answer the following questions.
(教師可以從最簡單的問題開始提問，遵循循序漸進的原則。)
For example:
T: (1) Who are in the picture?
(2) What are they talking about?
(3) Is the chemical factory near Granny’s home?
(4) Can we find fish in the river?
(5) Is the sky blue?
(6) …
Step 3 Consolidation 第三步 鞏 固（時間：10分鐘）
1. （教師放錄音，學生跟讀。）
T: Read after the tape. Pay attention to the pronunciation and intonation.
2. （學生齊讀課文。）
T: Now let’s read together. Pay attention to the intonation.
3. （教師和一個top student表演對話。）
（1）T: Attention please. I’d like a student here to act the dialog out. Who’d like to be a volunteer?
S1: I’d like to.
T: OK. Now I am Granny, you’re Kangkang. Now let’s begin.
（2）T: OK. Now practice the dialog like this. Pair work.
(通過教師的示范表演，對生詞的讀音和練習形式學生都很了解了，這部分需要很長時間，以保證其流利性。)
（3）T：It’s your “show” time. I’d like you to show the dialog one pair by one pair. Please get ready.
(學生可以借助黑板上的關鍵詞，或到前臺表演，或在其座位上表演。能加動作的要加動作。教師要給予適當?shù)墓膭�。�?
4. (然后教師可要求學生借助圖片和關鍵詞，復述這篇對話。)
（1）T：Look at the picture and the key words on the blackboard. Now let’s retell the passage together.
(從整體到部分，使學生不會掉隊。)
（2）T：OK. Now retell the passage in groups, then show them in front of the blackboard with the help of the
key words.
Step 4 Practice 第四步 練 習 （時間：15分鐘）
1. (教學2, 3a, 師生討論，然后小組討論。)
T：Look at the pictures. Are they beautiful? Answer my following questions.
(1) Are there any chemical factories in your city?
(2) Are they near your school?
(3) What was your city like a few years ago?
(4) Can you list some other kinds of pollution?
(通過展示的圖片，引導學生說出soil / air / water / light / noise pollution / litter。)
2. (注解3a圖片，為3b的學習打下基礎，利用3b內(nèi)容說出3a圖片。)
T：Look at the six pictures carefully and I’ll explain it in English.
air pollution:
cause breathing problems, even cancer(深呼吸的動作)
soil pollution: produce less fruit/food, etc. noise pollution: hurt our ears (捂耳朵的動作) litter: influence the face of our cities water pollution: cause all kinds of diseases
light pollution: be harmful to our eyes(捂眼睛的動作)
(師生互相問答，為3b的學習繼續(xù)打下基礎。)
T：What will happen if air pollution comes?
Ss: …
T: What will happen if soil pollution…?
Ss: …
3.（完成3b內(nèi)容，可以小組討論，也可以work alone，然后核對。）
T：Finish 3b and check answers with your partner.
4. (在保證答案完全正確的前提下，讓學生大聲讀3b。)
T：Read this part aloud. And you can ask any questions about it.
Step 5 Project 第五步 綜合探究活動（時間:5分鐘）
1. Guessing games.
(通過眾多學生七嘴八舌的對污染的描述，讓一個學生說出它是一種什么樣的污染。)
（教師讓一學生S1到前臺，從所提供的有關污染的圖片中任取一張“正面”面向全體學生，背面向自己。臺下學生任意描述圖片內(nèi)容，臺上學生猜出該種污染的名稱。如：）
T: I’d like one student to be here (前臺) and he’ll choose one of the pictures from the six.(展示六幅圖
片。) And the other students can see the front cover. The back cover is facing the student here. Everyone of you can describe the picture. And the student here tries to tell us what kind of pollution it is.
Example A:
S1:（任意抽取一張圖片。）
S2: It’s produced in a factory.
S3: It smells terrible.
S4: It’s harmful to our eyes or lungs.
S5: It’ s black smoke.
S1: Air pollution.
Example B:
S6:（任意抽取一張圖片。）
S7: It is produced by a paper factory.
S8: It is pouring a lot of water.
S9: The water smells terrible.
S6: Water pollution, air pollution and…
2. Make a survey.
(調查你們家附近的環(huán)境狀況，并填寫表格。)
T： Now make a survey to study something around your home.
Fill in the forms.
表格1
Pollution
Reason
Possible diseases or influences
Air pollution
Soil pollution
Water pollution
Light pollution
Noise pollution
Litter
表格2
Pollution
Name
Air pollution
Soil pollution
Water pollution
Light pollution
Noise pollution
Litter
S10
S11
S12
S13
…
（1）(教師本人根據(jù)自己填寫的表格，簡要介紹自己的居住環(huán)境，要求教師盡量多地用上Section A學過的生詞。)
T：Try to say something about the environment around us.
（2）(學生做Group work。填寫表1，2。)
T：OK，let’s discuss in groups and fill in form 1 or form 2.
S14: Is there air pollution near your home?
S15: Yes. / No.
S14: Where is it from?
S15: From a milk factory.
S14: Is it harmful to your health?
S15: Yes, it is harmful to my lungs, and…
(3) (學生到臺前匯報所做的表1或2的調查。)
T：Who’d like to give us your survey?
Example A: In my group, S10 suffers from water pollution.
(表2)Because they live near a river. Some plants are always pouring waste water into it. And S11 can not stand the light pollution. A tall glass building is in front of his home. His eyes hurt. And S12… etc.
Example B: I live near a factory. The black smoke is coming out of the chimney all the time.
(表1)It smells terrible and it is also difficult for me to breathe. And too many cars pass through the street near my room. They make a lot of noise. I can’t sleep well at night…
3. Homework：
(1) Go on making a survey around your home, and tell us what we can do to protect the environment to make the world a better place to live in.
(2) Write a story about 1a.
Section B
The main activities are 1a and 3.本課重點活動是1a和3。
Ⅰ. Teaching aims and demands 教學目標
1. Master some new words:
several, secretary, relation, fisherman, president, dead, rabbit
2. Go on studying the present perfect with for or since.
（1）I have been at this school since last year / for one year.
（2）Mr.Smith has been away from his office for two hours / since two hours ago.
3. Talk about the environment in the past, at present, and how to protect the environment.
(1) It’s a beautiful place with flowers and grass. The water is very clear, and you will see fish swimming.
(2) The water is so dirty. It smells terrible.
(3) I think we should write a letter to the newspaper about the pollution. It’s our duty to protect the environment.
4. Review “used to be”structure.
West Hill used to be a beautiful place.
Ⅱ. Teaching aids 教具
錄音機/Section A, Section B教學掛圖/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復 習（時間：10分鐘）
1.（此活動的目的是通過對Section A的復習，強化對有關環(huán)境污染內(nèi)容的學習。教師可以通過談話、看圖
片讓學生回憶Section A的相關內(nèi)容。）
T: Look at the picture in Section A 1a. Please answer my questions:
(1) Who are in the picture?
(2) What are they talking about?
(3) Where are they now?
(4) What was wrong with Granny?
(5) What made her chest hurt?
(6) Did she have a good night yesterday?
(7) Is she in a good mood?
(8) How long has she been like this?
(9) Where does she have to go now?
(通過教師對全體學生的整體問答，既可以面向全體學生，又創(chuàng)設了一種英語學習的氛圍。而且也加深了對Section A 1a, 1b內(nèi)容的理解。)
T：Can you list some other kinds of pollution?
Ss: Air/soil/water/light/noise pollution/litter pollution.
T：What is air pollution? How does it happen?
Ss：Air pollution simply means the air smells terrible.
And that is because the chemical factory makes it, and…
T：What about the soil pollution?
Ss：Soil pollution simply means farmers cannot produce food on land because the soil has been destroyed.
T：What about water…?
Ss：…
（通過師生的整體問答，復習3a， 3b。）
2. （通過圖片或簡筆畫引出本課的部分生詞。）
T：Now, please look at the picture. It is a hill. The hill is a beautiful place with flowers and grass. The water is very clear and you can see fish swimming. A rabbit is playing. A lamb is eating grass. A man is fishing. We call this man fisherman. The fisherman is President Bush. The nature and the human beings are keeping good relation with each other.
rabbit fisherman president relation
T： A rabbit is a small animal with soft fur, long ears and short tail.
T： A fisherman is a person who catches fish either as a job or as a sport.
T： “Pollute” means make air, water, soil，etc. dirty and not suitable for people to use. It is a verb. Its noun is pollution.
(教師用英語解釋生詞，減少了不必要的漢語注解。)
3. （教師要求學生畫出圖片中的簡筆畫，邊畫邊說出單詞的英語釋意，增強學習興趣。）
T：Now please draw a beautiful hill with flowers and grass，clean water, and swimming fish. A lamb is eating grass. A rabbit is running. President Bush is fishing.
T：But at present everything has been changed. Several chemical factories pour waste water in the river. There are no grass, no flowers, no lambs here, no rabbits here, no fisherman here.
(通過教師、學生的共同活動，運用多種有趣的方法、手段，導入本課生詞，使學生樂意學習。)
Step 2 Presentation 第二步 呈 現(xiàn)（時間：5分鐘）
1.（設置并板書聽力任務，讓學生帶著任務聽錄音。）
T: Listen to the tape carefully, then answer these questions.
（掛出小黑板，問題如下，老師讀出問題，放錄音。）
(1) What are the children planning to do now?
(2) Can you say something about West Hill?
(3) What did they see on West Hill two days later?
(4) What happened there?
(5) What did they do next?
2. (在小黑板上問題的后面板書問題的答案，以便用于表演和復述。)
Listen to the tape again and answer these questions.
(1) go for a picnic
(2) beautiful place, flowers, grass, clean water, fish swimming
(3) dirty water, smells terrible
(4) Several chemical factories are pouring waste water into the river.
(5) Write a letter to the newspaper.
3. (1)（師生首先口頭共同完成1b內(nèi)容，可采用敘述的方式，并重讀劃線部分，為學生的寫作訓練打下良好的基礎。）
T：Now let’s finish 1b orally first, try to use the sentence like this: West Hill used to be a beautiful place…
For example:
T and Ss: In the past West Hill used to be a beautiful place with flowers and grass. The water is very clear and we can see fish swimming. But at present all the flowers, grass and …!…(Why?)What is the reason? Because several chemical factories … . They think it is their duty to protect the environment.
（2）(小組討論完成1b的表格，確定答案，參考小黑板上的key words。)
T: OK. It’s time for us to finish 1b. Discuss in groups and fill in the form. Some helpful words (key words) are on the blackboard. (The words on the blackboard can help you.)
(3) (學生準備好后，找學生讀出來并核對答案。)
Ask several students to read out the answers and make sure their answers are correct.
Step 3 Consolidation 第三步 鞏 固（時間：5分鐘）
1. （教師放錄音，學生跟讀，并模仿錄音的語音語調。）
T: Listen to the tape and read after it. Imitate the intonation carefully.
2. （齊讀課文，以保證全體學生會讀全部內(nèi)容。）
T: Now let’s read together. Go!
3. ［在Group work前，老師可扮演其中一個角色（如： Kangkang）和其余三個學生表演對話，使學生明白怎樣分角色，而且省略了很多的漢語指令。］
T: Now, I am Kangkang, …you are Jane.…you are Maria. …, you are Michael. Let’s act the dialog out.
(表演完畢后。)
T：OK. Pair work.
(學生需要足夠的練習時間，以保證學生表演的流利性，同時學生的Group work需要變換角色。)
4. （學生的Chain drills表演。）
T: Now let’s act the dialog out. (Or you may say “Let’s do the group work.”) Volunteers or from the first pair?
(學生表演完成后，可給予適當?shù)墓膭睢?
Step 4 Practice 第四步 練 習 （時間：15分鐘）
1. （通過對1a的學習，使學生學習運用在1a中曾經(jīng)出現(xiàn)的詞語，繼續(xù)貫徹學了就用的原則。教師可以找
本地的兩個地方做比較，并和三個學生做出示范，以確保學生沒有畏難情緒。）
T: Now let’s make a dialog, using the words in 1a, and compare a new place and an old one. Which place is better to live in? I’d like to do it first. Who’d like to be my partner? I’m Kangkang. Who’d like to act as Jane, Maria, and Michael?
For example:
Jane and Maria: Mr.Zhao, shall we go to the zoo for a picnic?
Mr.Zha Go to the zoo for a picnic?
I’ve been there before. It’s a very narrow place for so many animals to live in. And so many buildings are around it and so many people visit it. It is very crowded. Especially, several chemical factories are doing a lot of harm to animals. It’s very dangerous to animals. The animals are not comfortable, I think.
Jane and Maria: We mean the new wild zoo. It is said that it is very big.
Michael and Mr.Zha Why not?
(On weekend, they get to the new one.)
Mr.Zha Oh, my God! It’s a very beautiful place and it is very big. Look! Some animals are playing on the hills.
(盡量使用2中動物的名稱。)And ducks are speaking to us in the clean water. Look!…
Micheal: True. It’s really a good place.
Shall we have a picnic here?
Jane and Maria and Mr.Zha Why not?
Mr.Zha I’ll send e-mails to my friends.
Michael: Come on.
2. （學生四人一組練習，也可以模仿以上對話，也可以自編對話。）
T： Now it’s group work time. You can imitate or you can make your own dialog like this.
3. （學生表演。）
T: It’s the time for you to show it. Volunteers?
4. (聽錄音，完成2。此部分的動物名稱對話中已用過。為此部分的學習打下了基礎。)
Listen to the tape and write down the letters of the pictures. Does the pollution do a lot of harm to animals? Do you think it is a good idea to move the zoo to a new place?
5. (通過學生體會3提供的兩個句子，讓學生對短暫性動詞和延續(xù)性動詞有一定的認識。)
I came to Ren’ai International school one year ago.
I have been at this school since last year / for one year.
（1）keep has kept for / since
（2）finish has finished
（3）be have been
（4）have has had
（5）be away from has been away from
（6）be dead has been dead
T: We can change these sentences in another way.
We change” came to”into“have been at”and remember to change “one year ago”into “for one year”or “since last year”.
(教師需先口頭說出，再要求學生說出，然后留家庭作業(yè)。)
Step 5 Project 第五步 綜合探究活動（時間:10分鐘）
1. （教師出示調查表，指導學生說出周圍發(fā)生的變化，使學生更加深刻地認識到保護環(huán)境的重要性，使他們有保護環(huán)境的緊迫感。）
T: （1）Fill in the following form by yourself first, and make a report to the local government.
(2) Then act out the form. This time, you are a reporter. You’re interviewing a student near you. Try to fill in the form and report it to the other students.
Great Changes
Place
Time
School
Home
Town
Others
In the past
At present
Reasons
In the future
(通過這項練習進一步鞏固復習1a,1b的內(nèi)容，學生在模擬生活的場景中進行“真實”的調查、采訪，使學到的知識能真實地運用到現(xiàn)實生活中，即學了就用。同時，讓學生寫Report, 提高學生的寫作水平。)
2. Group competition.
(一小組成員說出一個過去式的句子（含有過去式的時間狀語），另外幾組爭先恐后地把它改為現(xiàn)在完成時，既可以用since引導時間，也可以改為用for引導時間，可參考3的句子，同時也練習了Unit 1學習的直接引語變間接引語。)
T： Now let’s have a competition. One student in a group speaks out a sentence using simple past tense, and the other groups quickly change it into present perfect tense. Remember, you have to change the verb, and use “since” or “for” instead of “ago” or others.
For example:
Group 1: I bought an English dictionary last year.
Group 2: You / She / He have / has had an English dictionary since last year / for one year.
Group 1: I borrowed a novel from the library a week ago.
a novelhad kept since a week ago. for a week. Group 3: You / He / She have / has
…
Who is the winner?
3. (教師要求學生完成探究活動1的表格，同時把探究活動2中的句子進行轉換并寫下來。)
T：Finish the form in Project 1 and today’s homework is the sentences in Project 2. Write down the sentences you hear and do it just like 3 Work alone.
Section C
The main activities are 1a and 2a. 本課重點活動是1a和2a。
Ⅰ. Teaching aims and demands 教學目標
1. Master some new words and useful expressions：
disturb, downstairs, deaf, for example, print
2. Review the present perfect tense.
3. Let the students know something about the noise pollution in order to make life comfortable and pleasant.
(1) Noise is a kind of pollution and it’s harmful to our ears.
(2) Loud noises can cause hearing loss.
(3) People who work and live in noisy conditions may become deaf.
4. With the study of this unit, students can improve the sense of protecting the environment.
Ⅱ. Teaching aids 教具
錄音機/本課圖片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復 習（時間：10分鐘）
1.［教師引導學生復習Section B 1a,1b內(nèi)容，老師提供圖片（簡筆畫）。］
T: OK, boys and girls. Look at the picture, it’s a hill. It’s West Hill. The hill is a beautiful place with flowers and grass. The water is very clear, and you can see fish swimming. A rabbit is jumping. A lamb is eating grass. The president and the secretary are fishing. They are fishermen. They are keeping good relations with each other.
(師生共同復述圖片，板書關鍵詞。)
rabbit fisherman president relation
2. T: Several chemical factories waste water in the river, no grass, no flowers, no lambs here, no rabbits here, no fisherman here.
(師生共同讀圖片，也可以讓學生上臺來講述圖片中發(fā)生的事情。)
T：Compare the two pictures, I think we prefer the first one. We’d like to live in a better place, no pollution there. We can smell fresh air, drink clear water. We can keep good relations with nature. We are sure we can keep good relations with nature. We are sure we can make our world a better place to live in.
(教師以此來提高學生的環(huán)保意識，共建美好和諧家園。)
3.（1）（口頭復習Section B 3, 教師讓全體學生進行練習，強調整體性。）
T: Please turn my sentences into present perfect tense.
Pay more attention to verbs and the using of “for” or “since”.
T: His secretary borrowed this book several days ago.
Ss: His secretary has kept this book for several days/since several days ago.
T: The fisherman bought the VCD yesterday.
Ss: The fisherman has had the VCD since yesterday.
T: Mr.Smith left his office two hours ago.
Ss: Mr.Smith has been away from his office for two hours / since two hours ago.
(2)(把全班分為Group A, Group B, 讓學生進行對練。)
T：Now we divide into two groups, one group speak a sentence, the other group change it in another way, just as we did a moment ago.
Group A: The speech started fifteen minutes ago.
Group B: The speech has been on for fifteen minutes / since fifteen minutes ago.
4. (通過Section C 1a圖片引入單詞，教師根據(jù)圖片，復述其內(nèi)容并板書生詞。)
T: Please be quiet, boys and girls stop talking. Look at the picture, tell me what the children are doing.
Ss: They are having a break. They are speaking loudly.
T: Are they making a lot of noise?
Ss: Yes, they are.
T: They are making noise. They are disturbing the students downstairs. Noise is a kind of pollution.
［“disturb” means:(舉例說明。)Two people are talking (having a talk), another one joins in and they have to stop talking.］
(“downstairs” is the opposite word of “upstairs”.)
Noise is a kind of pollution, and it is harmful to our health, even makes people become deaf(做捂耳朵動作).
For example: Loud noises can cause hearing loss.
Disturb downstairs deaf for example
(教師教學單詞。)
T：Please read the words with the actions / or with explanations.
T:disturb (教師解釋： Two people are talking（having a talk）, another one joins in and they have to stop talking.)
Ss: disturb(學生重復)
T:downstairs(手指樓下)， upstairs (手指樓上)
Ss:downstairs, upstairs (學生重復)
T：deaf(兩手捂耳朵，兩手指指向耳朵，教師解釋：unable to hear anything / unable to hear very well）
Ss:deaf（學生重復）
Step 2 Presentation 第二步 呈 現(xiàn)（時間：10分鐘）
1.（設置并板書聽力任務，讓學生帶著任務聽錄音。）
T: Look at the questions on the small blackboard, listen carefully, try to find the answers.
(掛出小黑板，師生齊讀問題，放錄音。)
(1) What are the children doing?
(2) Are they having a break?
(3) Is noise a kind of pollution?
(4) What did Michael say at last?
2. （再聽錄音，找出以上問題的答案，板書在小黑板上。）
T：Listen again, and write the answers on the small blackboard.
(1) Two of them are talking loudly , the other ones are becoming deaf.
(2) Yes, they are having a break. But they are disturbing the students downstairs and upstairs.
(3) Yes, it is. It is harmful to our ears.
(4) He stopped shouting and said sorry for what he did.
(教師也可以只板書方框中劃線的key words, 幫助學生讀一讀這四個問題的答案。)
3. (通過本單元學習，使學生關注校內(nèi)外的各種噪音污染、形成的原因及思考如何最大限度地減少污染。)
T：We have to pay more attention to noise pollution not only inside school, but also outside school. Look at this picture(教師出示Section C 2a中的圖片). So many vehicles are making too much noise. Read these questions and try to find out the answers in the passage.
(教師出示小黑板，問題在上面，答案可用紅筆，只給出key words。)
(1) Is noise pollution as harmful as air pollution?
Yes, it is.
(2) What is the main idea of the second paragraph?
People in noisy condition may become deaf.
(3) Can vehicles or machines produce noise?
Sure.
(4) Is the government in China paying more attention to noise pollution?
Yes, the government is trying to solve all the problems.
(5) Can you give a title for this passage?
Noise pollution.
T: “Print newspapers” means “make newspapers”.
（板書）
(教師可以提供下列圖片，幫助學生理解下列單詞或詞組。)
print newspapers and books
people living near airports
teenagers in America(教師也可以通過動作展示。)
Step 3 Consolidation 第三步 鞏 固（時間：10分鐘）
1. （播放1a磁帶，學生跟讀，注意語音語調。）
T: Listen to the tape and read after it. Pay attention to the pronunciation intonation.
2. （齊讀課文，以保證全體學生加深對課文的理解。）
T: Read the text together.
3. (在進行Pair work前，教師可扮演其中的一個角色（如Maria）和Michael進行對話表演，使學生明白下面要進行的內(nèi)容及一些難讀詞句的讀音。)
T: Now I am Maria this time. You are Michael.
Let’s act the dialog out.
T：Practice the dialog like this. This line, you are Maria, and this line, you are Michael. Pair work. Go!
(學生需要足夠的練習時間，以確保下一步學生表演的流利性。同時學生的Pair work需要變換角色。)
T：OK, this time you are Maria, and you are Michael.
(教師通過手勢告訴學生角色的變化。)
4.（學生的Chain drills表演能節(jié)省大量的時間。）
T：Now let’s act the dialog out. (Or you may say “Let’s do the Pair work one by one.”)
Volunteers or from the first pair/line?
(學生表演完畢后，可給學生適當?shù)墓膭睢or example: Excellent. You did a great job. Perfect, etc.)
5. (要求學生大聲朗讀2a兩遍，并準備做2b的練習。)
T：Read this passage (2a) aloud and finish 2b by yourself.
(下面的“T”，“F”練習，可供參考。)
(1) Some people don’t think that noise is a kind of pollution. (T)
(2) The printing workers are all deaf. (F)
(3) In the writer’s opinion, pop music is very popular among teenagers in the U.S.A. (T)
(4) In order to make life comfortable and pleasant, the writer suggests using fewer vehicles. (T)
(5) The main idea of this passage is about air pollution and noise pollution. (F)
Step 4 Practice 第四步 練 習 （時間：10分鐘）
1.（通過以上學習，使學生能運用已學的詞語來表達自己的看法，貫徹學了就用，學用結合的原則。教師可以啟發(fā)學生找出其他的noise pollution的示例，和自己的同伴進行討論，再完成1b的內(nèi)容。）
T： We have learned some kinds of noise pollution.Can you tell us some other kinds of noise pollution you know around us? How can we solve these problems? For example, when the telephone is ringing, the sound is too loud. OK, begin.
(教師需給學生一些引導，也可讓電話“響”一下，提醒學生。)
S1: Some classmates are talking to each other loudly in the library.
S2: Some people answers a telephone call loudly.
S3: Someone is typing the keyboard strongly.
S4: The students in the next room are singing.
S5: …
(教師在學生羅列出noise pollution的各種來源后，引導學生避免這些現(xiàn)象的出現(xiàn)。)
T: Everyone knows that noise pollution is harmful to our ears, it can even make us deaf. So how can we solve these problems?
(教師引導學生避免這些noise pollution的出現(xiàn)，以便培養(yǎng)學生的環(huán)保意識。)
S6: We have to speak to each other in a low voice.
S7: Try to find a proper place to answer the telephone.
S8: Type the keyboard softly.
S9: Find a proper place and proper time to have a music lesson.
S10: …
2. （通過3的練習，讓學生比較農(nóng)村校園和城市校園，以及怎樣整合兩個校園，使它們變得更加美好。教師可以讓學生寫一篇以“我理想的校園”為題的作文。）
T: Let’s talk about the environment around us. Now please look at the two schools. One picture is from a village, and the other one is from a city. Compare these two pictures. Please tell us the advantages and disadvantages and how to improve the environment of the two schools.
For example: S11: The air is fresh. S12: The traffic is light. S13: The water is clear. S14: There is no factory near it. S15: The population / The number of the students is small. S16: The classrooms are falling down. It’s dangerous. S17: There are lots of trees around the school. S18: Animals appear sometimes.
S19: The air is polluted. S20: The traffic is heavy. S21: The water is dirty. S22: Several factories are around the school. S23: The number of students is large. S24: There are some flowers and plants in the school. S25: The teaching buildings are new.
My Ideal School
I’d like to have a beautiful school. The school has beautiful flowers and tidy grass…
Step 5 Project 第五步 綜合探究活動（時間：5分鐘）
1. （通過Section C的學習，讓學生認識到噪音污染的來源及其危害，通過學生的小組活動調查各種各樣的噪音污染以及怎樣更加有效地加以改進。）
Place
Name
At school
At home
In other public places
S1
S2
S3
S4
T: Make a survey in groups about the noise pollution. Before you do it, I’d like to say something about the noise pollution in our school, in my home and my neighbor hood.
(通過教師的示范作用，使此練習變得更加容易。)
T: In our school the noise pollution is everywhere…And in my home, my son likes NBA games. He often watches it loudly… And In some public places, people speak loudly…
T: Discuss in groups and fill in the form.
2. (讓學生根據(jù)調查表進行報告。)
T：Please report to the class.
S5：…
S6：…
3. Homework:
T: Please write an essay, the title is “My Ideal School “or “My Ideal City”.
Section D
The main activities are 1a and 4. 本課重點活動是1a和4。
Ⅰ. Teaching aims and demands 教學目標
1. Master some new words：
blood, coal
2. Review useful expressions：
(1) What do you mean?
(2) It’s crowded everywhere.
(3) What made her chest hurt?
(4) The government has done something useful to stop it.
(5) But how can that be?
(6)I’m sorry for making so much noise.
3. Review some kinds of pollution and effects：
air/soil/light/water/noise pollution/litter
4. Listen to some materials and get information.
Ⅱ. Teaching aids 教具
錄音機/Section C 圖片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教學方案
Step 1 Review 第一步 復 習（時間：15分鐘）
1.（教師和學生共同復習Section C 的內(nèi)容，教師問，全體學生回答，以增加課堂的英語學習氣氛。）
T: OK, boys and girls, can you remember the picture in Section C 1a? What are the two boys doing?
Ss: They are talking loudly.
T: What is Maria asking them to do?
Ss: She is asking them to stop making such noise.
T: Are the students having a break now?
Ss: Yes. But Maria thinks noise is a kind of pollution.
T: What did Michael and his friend do at last?
Ss: They stopped talking and said sorry for what they have done.
T: Good job. Who’d like to retell the story?
S1: I’d like to have a try. Michael and his deskmate are making a lot of noise. The noise is so loud that they disturb the students downstairs and upstairs. Maria is shouting at them. Maria is telling them that noise is a kind of pollution and it is harmful to everyone. And loud noise can make people deaf. At last Michael and his deskmate said sorry for what they did.
T: Excellent.
2. (復習Section C 2a，可以通過問答的方式，即教師對全體學生的整體問答。)
T: (1) Is air pollution harmful to people’s health?
(2) Is noise a kind of pollution?
(3) Will all the newspaper printers become deaf?
(4) Do all the people like to live near airport?
(5) Do teenagers in the U.S.A. prefer pop music?
(6) What is your opinion about “Pop music is a kind of noise.”?
(7) Please list some advantages and disadvantages of vehicles.
(8) What measures has the government of China taken?
〔通過（7）、（8）兩個問題拓展學生的思路�！�
3. (讓學生報告上節(jié)課的活動產(chǎn)品，使學生有成就感。)
T：Boys and girls, I want to know your project. Would you like to share with us?
(學生舉手。)
Ss: Yes.
T: Great! S2， please.
S2: My ideal school is very beautiful, with many flowers and all kinds of trees. A river flows through it. And the number of students is not too big …
T: Wonderful! I’m pleased with your description. Anyone else?
2. (采取競賽方式，要求學生回憶歸納本Topic中所學的單詞和重點句型。)
（1）T：You have done good jobs for your project. I am sure that you have learned a lot. Who can change my sentences into present perfect tense?
T: I came to this school three years ago.
S3: I have been at this school for three years / since three years ago.
T: Who can answer my questions?
No.1: How long have you been at this school?
No.2: How long have you been like this?
(2)T: I will say a sentence. And you have to make a short dialog with it. Just like this:
If I say“I manage to leave here.” , you can say“The smell is terrible, so I manage to leave here.”
OK? Go!
T: I manage to leave here.
S4: The noise is too loud, so I manage to leave here.
T: But how can that be?
S5: Loud noise can make people deaf.
T: It’s not right to say that.
Ss: People don’t like to live near the airport.
T: What do you mean?
S6: …
T: I hope everything stays fine.
S7: ….
T: What made her chest hurt?
S8: …
（教師完全呈現(xiàn)Section C 1b的內(nèi)容，通過競賽的方式完成此項內(nèi)容。）
（學生可以任意組合句子，只要說得有道理，都要給予及時的鼓勵。）
T：Time is up. Let’s see who is the winner.
… is the winner. Congratulations!
(大聲鼓掌，更加活躍課堂氣氛。同時不要忘記鼓勵其他同學。)
Don’t worry. There will be some other good chances for you. Work harder!
T: Well, let’s sum up what we said just now.
(教師和學生共同回憶并板書本單元重點句型和詞組。)
3. （師生共同活動引出新詞匯。）
T：Can you list some kinds of pollution?
Ss: air / soil / light / water / noise pollution…etc.
T: Yes, quite right. And we often throw away many things because we no longer need them, they are waste things, for example, waste paper, waste bags, broken shoes and glass etc. That is rubbish, sometimes we can see rubbish everywhere in the street. It also smells terrible. It is also a kind of pollution, litter.
air / soil / light / water / noise pollution / litter
(教師可以指著煤和電來教coal, electricity。)
Step 2 Presentation 第二步 呈 現(xiàn)（時間：10分鐘）
1. T: Now, please open your books, and look at Page 31. Listen to the tape and find out the answers to these questions.
(呈現(xiàn)新課,出示小黑板上的問題，讓學生邊聽邊思考問題，同時培養(yǎng)學生的聽力技巧。)
(1) How many kinds of pollution are mentioned in the passage?
(2) What is the effect of each pollution?
(3) How can we make our planet better?
T: Listen to the tape again and fill in the form on Page 31.
Pollution
Harmful to our health
air pollution
makes people deaf…
(讓學生填表，教師與學生一起核對答案。)
T: Now, let’s check the answer. No.1…, are you OK?
Ss: Yes, air pollution…
T: You’re right. It’s true.
(在核對過程中，如果有錯誤及時糾正。)
2. (閱讀這篇短文，整理文章，幫助學生理解文章層次及重點詞語，為學生復述課文打下基礎。)
T：Let’s go through the passage again. This time you should find out the key words with me.
air pollution sore eyes, breathing problems
noise pollution deaf, high blood pressure
light pollution some kinds of diseases, feel terrible, bad for eyes
Step 3 Consolidation 第三步 鞏 固（時間：8分鐘）
1. （朗讀1a。）
T: Listen to the tape and read after it.
2. (1)(教師問，學生答。問題可由易到難，由一般疑問句到特殊疑問句。)
T：Now answer my questions. First“Yes” or “No”questions, OK?
Ss: Yes.
T: No.1: Are there many kinds of pollution around us?
No.2: Are they bad for our health?
No.3: Can air pollution cause breathing problems?
No.4: Is noise pollution harmful to people?
No.5: Do people like working under strong changeable light?
No.6: Are you sure our planet will become green?
(2) (Pair work, 通過學生和學生之間的“Yes”“No”的問答，鞏固對1a的理解。)
T: Now pair work begins. One student asks and one answers. Just “Yes”or“No”questions.
Raise “Yes”or “No”questions as many as possible.
3. (1)(教師用wh-question問，學生回答，然后學生和學生之間的練習。)
T：Now answer my wh-questions about the text.
No.1: How many kinds of pollution are mentioned in this passage?
No.2: What effects can air pollution cause to children?
No.3: What effects can noise pollution cause?
No.4: What about light pollution?
No.5: What measures should the government have to take, in your opinion?
No.6: What is the main idea of this passage?
(2) (在學生完全理解上述問句，并回答正確后，展開Pair work,以便于更好地鞏固1a。)
T：Now it’s time for pair work. This line(手勢)，you ask and this line(手勢)，you answer.
(學生和學生之間問答，教師給予指導。)
4. (請幾對同學到前面展示。)
T：Who’d like to give us a “ask?answer show”?
Would you mind having a try?
（教師可補充更多類似的練習。）
T：We can do some more exercises like this. Please check whether it is a kind of pollution.
(1) Producing electricity from the sun.
(2) Using more plastic bags in shopping.
(3) Planting more trees on land.
(4) Burning coal for keeping warm.
(5) Making electricity with animal waste.
(教師只提供參考答案，可以讓學生討論。）
Step 4 Practice 第四步 練 習 （時間：5分鐘）
1.（教師讓學生討論2的內(nèi)容，然后核對答案。）
T: Please discuss the statements below in groups to find whether it is a kind of pollution.
Now read aloud the following sentences by yourself and mark the sentences, then discuss in groups.
2.（通過1a,1b，2的學習，學生明白了air pollution, noise pollution, light pollution帶來的危害，然后引導學生寫出其余三種污染water pollution, soil pollution和litter帶來的危害。讓學生模仿1a寫作之前，先進行口頭練習，讓學生七嘴八舌說出來。）
T：OK, let’s say something about water pollution, soil pollution and litter, and their effects to our environment or to our health.
(先讓學生分別說出三種污染及其危害，然后教師總結。)
For example:
There are many kinds of pollution around us, such as water pollution, soil pollution, litter, and so on. They are harmful to our health.
Water pollution can cause stomach disease, especially, lung cancer.
Soil pollution is becoming more serious. People will have no enough land. And it cannot provide enough food for human beings. And the sand storm often visits our cities.
Litter can be seen everywhere. Plastic bags, waste paper, piles and piles of litter make our cities hills of litter. We are living in a litter world. It smells terrible. It is doing a lot of harm to our health.
Without pollution, our world will become better.
Step 5 Project 第五步 綜合探究活動（時間:7分鐘）
1. (通過1a的學習和Practice中的練習，學生對4已經(jīng)非常了解，教師可以讓學生先說出來再進行整理。)
(1) T: Interview one of your classmates like this.
T: Is there any pollution around you?
S1: Yes, there is.
T: What is it?
S1: Air pollution.
T: What is it caused by?
S1: Some chemical factories make black smoke.
T: How can we deal with it?
S1: Pull down the factories.
Kinds of pollution effects to our environment or health.
Kinds of pollution
Effects on our environment or health
How to deal with it
(2) (找學生匯報活動產(chǎn)品，讓學生體會成功的感受。)
T：Ask some of the students to show it out.
2. Homework:
(1) Please write a similar text like 1a.
(2) Make a survey about your family members and fill in the form.
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