Stage (time period) |
Interaction patterns |
Teacher activity |
Student activity |
Remarks |
1 |
Getting students ready for learning （5 mins) |
Class activity |
Step 1: Let the Ss fill in the blanks with the correct forms of the given words. T: Hello, boys and girls. Please fill in the blanks with the correct forms of the given words. 1）The man working in a _________ factory goes deaf because of the loud _______.(noise / noisy) 2）Burning coal can _______ the air, and we call it air _______. (pollute / pollution) 3）Using too many chemicals in the land can cause ________food and it’s bad for people’s ________. (health / healthy / unhealthy) 4）Strong light is _______ to our eyes and does great _______ our body. (harm / harmful) 5）Mrs. Zhou can hardly ________ because of the bad air. And she often coughs day and night, out of ________. (breath / breathe) T: OK, now let’s check the answer. |
Fill in the blanks with the correct forms of the given words. S1: noisy and noise S2: pollute and pollution S3: unhealthy and health S4: harmful and harm S5: breathe and breath |
学生在做“用所给单词的适当形式填空”这种题型时，稍有困难。因此，教师要进行引导。先通过二选一的方式简化题目难度，再让学生体会到词性不同，用法也不同。 |
2 |
Lead-in (3 mins) |
Group work |
Let the Ss list what they have learnt in this topic with their group members, and then finish Grammar and Functions. T: Wonderful! Now list what you have learnt in this topic with your group members, and then finish the Grammar and Functions. … T: If you have finished, hands up to let me know. OK, let’s check the answers. |
List what they have learnt in this topic with their group members, then finish Grammar and Functions. |
|
3 |
Pre-reading (5 mins) |
Class activity |
Check the Ss’ HMK and encourage the Ss to read their passages about pollution to the class. T: Please take out your homework. I have checked your work. Most of you did very well. But a few students have to improve it. I believe you will be better next time. Now I want some Ss to share your work with us. Any volunteers? S1: Water pollution is very serious and we can find it almost everywhere… |
Read out their passages to the class. |
|
4 |
While-reading (10 mins) |
Individual work Pair work |
Step 1: Let the Ss scan 1a and find the main idea of this passage. T: You are right. Pollution is harmful to people’s health. Now, please read 1a as quickly as you can and try to get the main idea of this passage. … T: OK. What is the passage about? Step 2: Let the Ss read the passage again and work in pairs to complete the table on Page 34. Then check the answers in pairs. T: Yes, please read the passage carefully and complete the table on Page 34. You can discuss the answers with your partner. … T: Let’s check the answers together. |
Read 1a quickly and find the main idea of this passage. … Ss: The harm of different pollutions. Read the passage again and work in pairs to complete the table on Page 34. S1: gas, oil and coal S2: sore eyes and breathing problems S3: litter everywhere, use too many chemicals S4… |
建议：阅读部分可以采取两个步骤，一是泛读，二是精读。泛读让学生了解文章大意，精读可以让学生注意段落、语句之间的逻辑关系，培养学生写作思维能力。 |
5 |
Post-reading (10 mins) |
Individual work Individual work |
Step 1: Let the Ss read the article sentence by sentence and find the key points they think. Write them down on the Bb and encourage the Ss to explain them. T: Now read the article sentence by sentence, circle the key phrases you think and try to explain them in your own words. … T: Volunteers? Step 2: Let the Ss finish 1b. T: Very good. You learnt so well. Now please finish 1b yourselves. … T: OK, let’s check your answers together. S1: are harmful S2: hearing loss S3: go, because of T: Well done! |
Read the article, circle the key points and try to explain them. S1: “including” means “包括” S2: “with the increase in population” means “随着人口的增长” S3: … Finish 1b according to the given sentences. S1:are harmful S2:hearing loss S3:go, because of |
做完阅读练习后，让学生自己划出文章中重要的词组、连词，并自己做出解释。这样可以帮助他们更好的理解所读和所学，并且利于复述课文。复述时可以选择用原文章中的短语，也鼓励学生自由发挥，进行知识的再巩固。 |
6 |
Project (12 mins) |
Group work |
Project: Let the Ss make a wall newspaper about pollution. Step 1: Discuss what kinds of pollutions the pictures show and their bad effects. T: Now, look at the pictures. What kind of pollution does each picture show? S1: Water pollution. S2: Soil pollution. S3: Air pollution. T: Right. We have learnt a lot about pollution in this topic. Now discuss the effects of the pollution in groups. You’d better write the information down. S4: Water pollution is harmful to our health. We will have a stomachache if we drink the dirty water… S5: Soil pollution will bring us unhealthy food. The food is bad for our body… S6: If the air is polluted, it is bad for our lungs. We can hardly breathe… Step 2: Collect more information and pictures about pollution. Then make a wall newspaper about pollution in groups. T: Now you can ask two Ss to collect more information about pollution, the rest can begin to design your wall newspapers with words and pictures. T: Now if you have finished, please stick it on the wall behind. Let’s choose the best one. |
Let the Ss make a wall newspaper about pollution. |
Project部分具体操作说明： 准备充分：在进行探究前，要做好充分的准备工作，有关污染危害方面的主题应该提前讨论完成。 分工明确：组内的六名成员要进行明确的分工合作，两名同学收集污染危害方面的案例，两名同学设计版面，另外两名同学负责画画等。 评价机制：墙报设计好后，教师要组织以小组为单位的作品评价，可以班级所有成员参与，用积分制的方法；也可以筹备一个专门的“评委组”进行评价。 展示环节：课后，教师可以对前三名的作品进行指导，在适当的修改后，可以在班级、校园或者社区的公示栏进行展出，真正发挥墙报的宣传作用，增强小组的凝聚力和集体荣誉感。 |
7 |
Summarizing and assigning homework (3 mins) |
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HMK: Let the Ss go over what they have learnt about this topic. Summarize the key points on the exercise book. Encourage student A in each group to make new sentences with those key points. T: We have finished Topic1. Now sum up the key points in this topic on your exercise book. Try to make new sentences if you can. |
Go over this topic. Summarize the key points on the exercise book. Encourage student A in each group to make new sentences with those key points. |
作业布置时，可以有两种或者三种层次，对组内A类生要有更高的要求，如果作业太简单，他们会失去挑战的兴趣。对组内的C类生，要降低难度，只要能很好的完成基本任务就行。 |
