Unit 2
目标
语言知识
类 别
内 容
课次
要 求
词
汇
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
语
法
1.现在完成时
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.不定代词和不定副词
As we know, none of us likes pollution.
语
言
知
识
类别
内 容
语
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. 复合句
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
话
题
1.表达责备和报怨。
2.谈论不同种类的污染。
3.谈论污染的危害。
4.谈论环境保护问题。
5.谈论如何给出建议。
6.描述个人情感。
7.谈论健康。
8.表达不满。
语
言
技
能
听
1.能够听懂有关环境污染和环境保护的对话或短文。
2.能够听懂别人含有责备和抱怨语气的句子。
3.能够从所听语言材料中获得有效信息，并能补充短文或完成表格。
说
1.能就环保问题表达简单的观点和意见。
2.能就环保问题与他人沟通信息、合作完成任务。
3.能够朗读或表演有关环保的对话。
4.能在以上口语活动中注意保持语音、语调自然，语气恰当。
读
1.能流畅地朗读课文。
2.能够读懂有关环保问题的说明文。
3.通过阅读策略获取有关环保的信息。
4.能利用工具书进行学习。
写
1.能够根据写作要求，收集、准备有关污染和环保的素材。
2.能根据所给图示或表格写出有关污染和环保的短文。
Topic 1
Section A
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands目标
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
录音机/本课图片/当地有关环境变化的图片
Ⅲ. Five -finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习（时间：10分钟）
1.（为了引导学生说出有关环境污染的话题，可用家乡变化的图片或联系居住的周围环境，采用问答的方式，让学生自己说出图片中所有的环境变化或居住地的环境变化。）
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…?)
(教师注意引导学生说出工厂的建立，树木的减少等。)
No.3. How do you like living there? Why?
(What problems do we have to face?)
(教师通过引导，让学生说出各种污染，是由于工厂林立、树木减少
引发的污染，引出下列单词。)
air，soil, water, light, noise pollution, litter
2. （通过以上复习，导入新词。教师捂胸做痛苦状，咳嗽，师生问答。）
T: Last night, the air smelt terrible. I coughed all night.
What am I doing?(教师捂胸做咳嗽状。)
Ss: You’re coughing.
T: Yes, I am coughing. My chest hurts.(做手捂胸状)
And I cannot breathe(深呼吸的动作)…
Do you want to know how I get it?
Ss: Yes.
T: The factory makes(produces) terrible smell.(捂鼻子的动作)
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. (教师出示1a图片，通过图片认读所要学的单词。)
T：OK. This is the chemical factory.
It is producing (making) terrible gas.
It makes my chest hurt. I can’t breathe.
(教师边表演动作边板书生词。)
chemical factory produce chest breathe
Step 2 Presentation 第二步 呈 现（时间： 5分钟）
1. (教师可以通过挂图复述课文内容，使学生更容易听得懂。)
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.
(通过教师板书key words,加深理解，巩固。领读，为pair work和retell作准备。)
chemical factory large population crowded in a bad moodterrible gas chest breathe a lot of noise not sleep2.（听录音。）
(1)T：Listen to the tape.
(2) (布置听力任务1b，学生带着任务再听一遍。)
T：Listen to the tape again. Answer the following questions.
(教师可以从最简单的问题开始提问，遵循循序渐进的原则。)
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 巩 固（时间：10分钟）
1. （教师放录音，学生跟读。）
T: Read after the tape. Pay attention to the pronunciation and intonation.
2. （学生齐读课文。）
T: Now let’s read together. Pay attention to the intonation.
3. （教师和一个top student表演对话。）
（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.
(通过教师的示范表演，对生词的读音和练习形式学生都很了解了，这部分需要很长时间，以保证其流利性。)
（3）T：It’s your “show” time. I’d like you to show the dialog one pair by one pair. Please get ready.
(学生可以借助黑板上的关键词，或到前台表演，或在其座位上表演。能加动作的要加动作。教师要给予适当的鼓励。）
4. (然后教师可要求学生借助图片和关键词，复述这篇对话。)
（1）T：Look at the picture and the key words on the blackboard. Now let’s retell the passage together.
(从整体到部分，使学生不会掉队。)
（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 练 习 （时间：15分钟）
1. (教学2, 3a, 师生讨论，然后小组讨论。)
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?
(通过展示的图片，引导学生说出soil / air / water / light / noise pollution / litter。)
2. (注解3a图片，为3b的学习打下基础，利用3b内容说出3a图片。)
T：Look at the six pictures carefully and I’ll explain it in English.
air pollution:
cause breathing problems, even cancer(深呼吸的动作)
soil pollution: produce less fruit/food, etc. noise pollution: hurt our ears (捂耳朵的动作) litter: influence the face of our cities water pollution: cause all kinds of diseases
light pollution: be harmful to our eyes(捂眼睛的动作)
(师生互相问答，为3b的学习继续打下基础。)
T：What will happen if air pollution comes?
Ss: …
T: What will happen if soil pollution…?
Ss: …
3.（完成3b内容，可以小组讨论，也可以work alone，然后核对。）
T：Finish 3b and check answers with your partner.
4. (在保证答案完全正确的前提下，让学生大声读3b。)
T：Read this part aloud. And you can ask any questions about it.
Step 5 Project 第五步 综合探究活动（时间:5分钟）
1. Guessing games.
(通过众多学生七嘴八舌的对污染的描述，让一个学生说出它是一种什么样的污染。)
（教师让一学生S1到前台，从所提供的有关污染的图片中任取一张“正面”面向全体学生，背面向自己。台下学生任意描述图片内容，台上学生猜出该种污染的名称。如：）
T: I’d like one student to be here (前台) and he’ll choose one of the pictures from the six.(展示六幅图
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:（任意抽取一张图片。）
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:（任意抽取一张图片。）
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.
(调查你们家附近的环境状况，并填写表格。)
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）(教师本人根据自己填写的表格，简要介绍自己的居住环境，要求教师尽量多地用上Section A学过的生词。)
T：Try to say something about the environment around us.
（2）(学生做Group work。填写表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) (学生到台前汇报所做的表1或2的调查。)
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.本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
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
录音机/Section A, Section B教学挂图/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习（时间：10分钟）
1.（此活动的目的是通过对Section A的复习，强化对有关环境污染内容的学习。教师可以通过谈话、看图
片让学生回忆Section A的相关内容。）
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?
(通过教师对全体学生的整体问答，既可以面向全体学生，又创设了一种英语学习的氛围。而且也加深了对Section A 1a, 1b内容的理解。)
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：…
（通过师生的整体问答，复习3a， 3b。）
2. （通过图片或简笔画引出本课的部分生词。）
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.
(教师用英语解释生词，减少了不必要的汉语注解。)
3. （教师要求学生画出图片中的简笔画，边画边说出单词的英语释意，增强学习兴趣。）
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.
(通过教师、学生的共同活动，运用多种有趣的方法、手段，导入本课生词，使学生乐意学习。)
Step 2 Presentation 第二步 呈 现（时间：5分钟）
1.（设置并板书听力任务，让学生带着任务听录音。）
T: Listen to the tape carefully, then answer these questions.
（挂出小黑板，问题如下，老师读出问题，放录音。）
(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. (在小黑板上问题的后面板书问题的答案，以便用于表演和复述。)
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)（师生首先口头共同完成1b内容，可采用叙述的方式，并重读划线部分，为学生的写作训练打下良好的基础。）
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）(小组讨论完成1b的表格，确定答案，参考小黑板上的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) (学生准备好后，找学生读出来并核对答案。)
Ask several students to read out the answers and make sure their answers are correct.
Step 3 Consolidation 第三步 巩 固（时间：5分钟）
1. （教师放录音，学生跟读，并模仿录音的语音语调。）
T: Listen to the tape and read after it. Imitate the intonation carefully.
2. （齐读课文，以保证全体学生会读全部内容。）
T: Now let’s read together. Go!
3. ［在Group work前，老师可扮演其中一个角色（如： Kangkang）和其余三个学生表演对话，使学生明白怎样分角色，而且省略了很多的汉语指令。］
T: Now, I am Kangkang, …you are Jane.…you are Maria. …, you are Michael. Let’s act the dialog out.
(表演完毕后。)
T：OK. Pair work.
(学生需要足够的练习时间，以保证学生表演的流利性，同时学生的Group work需要变换角色。)
4. （学生的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?
(学生表演完成后，可给予适当的鼓励。)
Step 4 Practice 第四步 练 习 （时间：15分钟）
1. （通过对1a的学习，使学生学习运用在1a中曾经出现的词语，继续贯彻学了就用的原则。教师可以找
本地的两个地方做比较，并和三个学生做出示范，以确保学生没有畏难情绪。）
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.
(尽量使用2中动物的名称。)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. （学生四人一组练习，也可以模仿以上对话，也可以自编对话。）
T： Now it’s group work time. You can imitate or you can make your own dialog like this.
3. （学生表演。）
T: It’s the time for you to show it. Volunteers?
4. (听录音，完成2。此部分的动物名称对话中已用过。为此部分的学习打下了基础。)
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. (通过学生体会3提供的两个句子，让学生对短暂性动词和延续性动词有一定的认识。)
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”.
(教师需先口头说出，再要求学生说出，然后留家庭作业。)
Step 5 Project 第五步 综合探究活动（时间:10分钟）
1. （教师出示调查表，指导学生说出周围发生的变化，使学生更加深刻地认识到保护环境的重要性，使他们有保护环境的紧迫感。）
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
(通过这项练习进一步巩固复习1a,1b的内容，学生在模拟生活的场景中进行“真实”的调查、采访，使学到的知识能真实地运用到现实生活中，即学了就用。同时，让学生写Report, 提高学生的写作水平。)
2. Group competition.
(一小组成员说出一个过去式的句子（含有过去式的时间状语），另外几组争先恐后地把它改为现在完成时，既可以用since引导时间，也可以改为用for引导时间，可参考3的句子，同时也练习了Unit 1学习的直接引语变间接引语。)
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. (教师要求学生完成探究活动1的表格，同时把探究活动2中的句子进行转换并写下来。)
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. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
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
录音机/本课图片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习（时间：10分钟）
1.［教师引导学生复习Section B 1a,1b内容，老师提供图片（简笔画）。］
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.
(师生共同复述图片，板书关键词。)
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.
(师生共同读图片，也可以让学生上台来讲述图片中发生的事情。)
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.
(教师以此来提高学生的环保意识，共建美好和谐家园。)
3.（1）（口头复习Section B 3, 教师让全体学生进行练习，强调整体性。）
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)(把全班分为Group A, Group B, 让学生进行对练。)
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. (通过Section C 1a图片引入单词，教师根据图片，复述其内容并板书生词。)
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:(举例说明。)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(做捂耳朵动作).
For example: Loud noises can cause hearing loss.
Disturb downstairs deaf for example
(教师教学单词。)
T：Please read the words with the actions / or with explanations.
T:disturb (教师解释： Two people are talking（having a talk）, another one joins in and they have to stop talking.)
Ss: disturb(学生重复)
T:downstairs(手指楼下)， upstairs (手指楼上)
Ss:downstairs, upstairs (学生重复)
T：deaf(两手捂耳朵，两手指指向耳朵，教师解释：unable to hear anything / unable to hear very well）
Ss:deaf（学生重复）
Step 2 Presentation 第二步 呈 现（时间：10分钟）
1.（设置并板书听力任务，让学生带着任务听录音。）
T: Look at the questions on the small blackboard, listen carefully, try to find the answers.
(挂出小黑板，师生齐读问题，放录音。)
(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. （再听录音，找出以上问题的答案，板书在小黑板上。）
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.
(教师也可以只板书方框中划线的key words, 帮助学生读一读这四个问题的答案。)
3. (通过本单元学习，使学生关注校内外的各种噪音污染、形成的原因及思考如何最大限度地减少污染。)
T：We have to pay more attention to noise pollution not only inside school, but also outside school. Look at this picture(教师出示Section C 2a中的图片). So many vehicles are making too much noise. Read these questions and try to find out the answers in the passage.
(教师出示小黑板，问题在上面，答案可用红笔，只给出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”.
（板书）
(教师可以提供下列图片，帮助学生理解下列单词或词组。)
print newspapers and books
people living near airports
teenagers in America(教师也可以通过动作展示。)
Step 3 Consolidation 第三步 巩 固（时间：10分钟）
1. （播放1a磁带，学生跟读，注意语音语调。）
T: Listen to the tape and read after it. Pay attention to the pronunciation intonation.
2. （齐读课文，以保证全体学生加深对课文的理解。）
T: Read the text together.
3. (在进行Pair work前，教师可扮演其中的一个角色（如Maria）和Michael进行对话表演，使学生明白下面要进行的内容及一些难读词句的读音。)
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!
(学生需要足够的练习时间，以确保下一步学生表演的流利性。同时学生的Pair work需要变换角色。)
T：OK, this time you are Maria, and you are Michael.
(教师通过手势告诉学生角色的变化。)
4.（学生的Chain drills表演能节省大量的时间。）
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?
(学生表演完毕后，可给学生适当的鼓励。For example: Excellent. You did a great job. Perfect, etc.)
5. (要求学生大声朗读2a两遍，并准备做2b的练习。)
T：Read this passage (2a) aloud and finish 2b by yourself.
(下面的“T”，“F”练习，可供参考。)
(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 练 习 （时间：10分钟）
1.（通过以上学习，使学生能运用已学的词语来表达自己的看法，贯彻学了就用，学用结合的原则。教师可以启发学生找出其他的noise pollution的示例，和自己的同伴进行讨论，再完成1b的内容。）
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.
(教师需给学生一些引导，也可让电话“响”一下，提醒学生。)
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: …
(教师在学生罗列出noise pollution的各种来源后，引导学生避免这些现象的出现。)
T: Everyone knows that noise pollution is harmful to our ears, it can even make us deaf. So how can we solve these problems?
(教师引导学生避免这些noise pollution的出现，以便培养学生的环保意识。)
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. （通过3的练习，让学生比较农村校园和城市校园，以及怎样整合两个校园，使它们变得更加美好。教师可以让学生写一篇以“我理想的校园”为题的作文。）
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 综合探究活动（时间：5分钟）
1. （通过Section C的学习，让学生认识到噪音污染的来源及其危害，通过学生的小组活动调查各种各样的噪音污染以及怎样更加有效地加以改进。）
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.
(通过教师的示范作用，使此练习变得更加容易。)
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. (让学生根据调查表进行报告。)
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. 本课重点活动是1a和4。
Ⅰ. Teaching aims and demands 教学目标
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
录音机/Section C 图片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复 习（时间：15分钟）
1.（教师和学生共同复习Section C 的内容，教师问，全体学生回答，以增加课堂的英语学习气氛。）
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. (复习Section C 2a，可以通过问答的方式，即教师对全体学生的整体问答。)
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?
〔通过（7）、（8）两个问题拓展学生的思路。〕
3. (让学生报告上节课的活动产品，使学生有成就感。)
T：Boys and girls, I want to know your project. Would you like to share with us?
(学生举手。)
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. (采取竞赛方式，要求学生回忆归纳本Topic中所学的单词和重点句型。)
（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: …
（教师完全呈现Section C 1b的内容，通过竞赛的方式完成此项内容。）
（学生可以任意组合句子，只要说得有道理，都要给予及时的鼓励。）
T：Time is up. Let’s see who is the winner.
… is the winner. Congratulations!
(大声鼓掌，更加活跃课堂气氛。同时不要忘记鼓励其他同学。)
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.
(教师和学生共同回忆并板书本单元重点句型和词组。)
3. （师生共同活动引出新词汇。）
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
(教师可以指着煤和电来教coal, electricity。)
Step 2 Presentation 第二步 呈 现（时间：10分钟）
1. T: Now, please open your books, and look at Page 31. Listen to the tape and find out the answers to these questions.
(呈现新课,出示小黑板上的问题，让学生边听边思考问题，同时培养学生的听力技巧。)
(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…
(让学生填表，教师与学生一起核对答案。)
T: Now, let’s check the answer. No.1…, are you OK?
Ss: Yes, air pollution…
T: You’re right. It’s true.
(在核对过程中，如果有错误及时纠正。)
2. (阅读这篇短文，整理文章，帮助学生理解文章层次及重点词语，为学生复述课文打下基础。)
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 巩 固（时间：8分钟）
1. （朗读1a。）
T: Listen to the tape and read after it.
2. (1)(教师问，学生答。问题可由易到难，由一般疑问句到特殊疑问句。)
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, 通过学生和学生之间的“Yes”“No”的问答，巩固对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)(教师用wh-question问，学生回答，然后学生和学生之间的练习。)
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) (在学生完全理解上述问句，并回答正确后，展开Pair work,以便于更好地巩固1a。)
T：Now it’s time for pair work. This line(手势)，you ask and this line(手势)，you answer.
(学生和学生之间问答，教师给予指导。)
4. (请几对同学到前面展示。)
T：Who’d like to give us a “ask?answer show”?
Would you mind having a try?
（教师可补充更多类似的练习。）
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.
(教师只提供参考答案，可以让学生讨论。）
Step 4 Practice 第四步 练 习 （时间：5分钟）
1.（教师让学生讨论2的内容，然后核对答案。）
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.（通过1a,1b，2的学习，学生明白了air pollution, noise pollution, light pollution带来的危害，然后引导学生写出其余三种污染water pollution, soil pollution和litter带来的危害。让学生模仿1a写作之前，先进行口头练习，让学生七嘴八舌说出来。）
T：OK, let’s say something about water pollution, soil pollution and litter, and their effects to our environment or to our health.
(先让学生分别说出三种污染及其危害，然后教师总结。)
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 综合探究活动（时间:7分钟）
1. (通过1a的学习和Practice中的练习，学生对4已经非常了解，教师可以让学生先说出来再进行整理。)
(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) (找学生汇报活动产品，让学生体会成功的感受。)
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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