1 |
Getting students ready for learning （2 mins) |
Group work |
Guide the Ss to discuss different kinds of pollution in groups and share the answer together. T: How many kinds of pollution do you know? S1: Air pollution S2: Water pollution S3: Litter S4... |
Discuss different kinds of pollution in groups and share the answer together. S1: Air pollution S2: Water pollution S3: Litter S4... |
该环节是对前一课时所布置作业的检查，让学生通过查找资料，倾听同伴的讲解等方式，提高获取信息的能力和意识，引导学生从不同渠道关注社会问题。 |
2 |
Lead-in (5 mins) |
Class activity |
Let the Ss look at the pictures in 3a on page 30 and guess the meaning and pronunciation of “soil”. Ask them to pay attention to the types of pollution. T: Look at these pictures, what kinds of pollution are these? S1: Air pollution S2: Water pollution S3: Litter S4: Light pollution S5: Noise pollution |
Guess the meaning and pronunciation of the new words according to the pictures and the teacher’s descriptions. S1: Air pollution S2: Water pollution S3: Litter S4: Light pollution S5: Noise pollution |
先让学生根据图片猜测短语的意思，此处只呈现前五幅图片，在下一环节再用“soil pollution”引入听前活动，并以此教授部分新的单词和短语。 |
3 |
Pre-listening (5-7 mins) |
Class activity |
Show the picture of soil pollution, teach the new words and check the answers of 3b. Pay attention to the pronunciation, liaison and pause while reading. T: Look at this picture, what kind of pollution is this one? (Lead the Ss to pronounce it.) S6: Soil pollution. T: Right. People use too many chemicals in their fields, /and soil pollution causes unhealthy food. The food is harmful to our health. (Teacher write down the words and phrases on the Bb.) T: Now try to fill in the blanks in 3b with the words and phrases in 3a. … T: Now let’s check the answer. S1: water pollution S2: air pollution S3: noise pollution S4… T: OK, let’s read the sentences together. Pay attention to the pronunciation, liaison and pause. (Teacher can give an example if necessary) … |
Look at the picture of soil pollution, learn the new words and try to finish 3b. Pay attention to the pronunciation, liaison and pause while reading. S6: Soil pollution. S1: water pollution S2: air pollution S3: noise pollution S4… |
教师应利用介绍土壤污染的契机，教授新单词、短语，同时示范句子的连读和停顿，为训练学生流畅的口语打好基础。 |
4 |
While-listening (5-7 mins) |
Individual work Individual work |
Step 1: Show a picture of the polluted West Hill, let the Ss listen to 1a once and tick the questions they hear in part A of 1b. Then check the answers together. T: As we know, the West Hill has changed a lot. Look at this picture, what pollution can you find in the picture? Ss: Air pollution, water pollution, noise pollution… T: Right. Whatever the pollution is, it is harmful to people’s health. Mrs. Zhou gets a pain in her chest because of the bad air. Now listen to the dialog between Kangkang and Mrs. Zhou and tick the questions you hear to finish part A in 1b. … T: OK, let’s check the answers. S1: What’s wrong with you? S2: How long have you been like this？ S3: Have you seen a doctor? S4: Have you noticed the dead fish in the river? Step 2: Get the Ss to listen again and match the questions with the right answers in part B of 1b. Then check the answers together. T: Great. Listen again, match the questions with the right answers in B. … S5: No.1 is c. S6: No. 2 is b. S7: No. 3 is a. S8: No. 4 is d. |
Look at a picture of the polluted West Hill, listen to 1a once and tick the questions they hear in A of 1b. Then check the answers together. Ss: Air pollution, water pollution, noise pollution… S1: What’s wrong with you? S2: How long have you been like this？ S3: Have you seen a doctor? S4: Have you noticed the dead fish in the river? Listen again and match the questions with the right answers in B of 1b. Then check the answers together. … S5: No.1 is c. S6: No. 2 is b. S7: No. 3 is a. S8: No. 4 is d. |
在环节与环节的过度上，要注意自然流畅，是顺理成章的进入下一个步骤，而不是直接切入。因为过渡语既能起到承上启下的作用，又能抓住学生的注意力。 |
5 |
Post-listening (17 mins) |
Individual work Class activity and Group work Group work Individual work |
Step 1: Get the Ss to read 1a and answer the questions in 1c. T: Now read 1a by yourselves and answer the questions in 1c. …. T: OK, what caused Mrs. Zhou’s problem? S1: Pollution. The chemical factories produce terrible gas, make too much noise and pour waste water into rivers. T: What will Kangkang do? S2: He will write to the newspaper about the problems. T: Do you have any other ways to solve the problem? S3… Step 2: Let the Ss read 1a carefully and underline the difficult points including words, phrases and sentences. Then lead the Ss to ask their classmates and teacher for help. Write down the points they can’t understand on the Bb. T: First , read 1a and underline the difficult points … T: If there are some difficult points you can’t understand, please ask your classmates for help. If all the group members can’t solve the problem, I can give you some advice. Ss: How to use “get a pain in…”? T: We can also say like this “I have a sore throat”. Can you understand its meaning? Ss: Yes. （Teacher touches one of his legs and says.） T: I get a pain in my leg. “Get a pain in” can be added “a part of a body” after the proposition. T: What’s the Chinese meaning of it? Ss: It means “某处疼” in Chinese. Ss ... Step 3: Let the Ss read 1a in roles, and then act out the dialog and pay attention to the pronunciation and intonation. T: Now read 1a in roles, and then act out the dialog. Pay attention to the pronunciation and intonation. After that, we will have a competition to see which group performs best. The best one wins the award. Step 4: Lead the Ss to scan the material and choose the correct words to complete the letter in 2. T: Kangkang has written a letter to the newspaper about pollution, but some words are missing. Can you help him finish the letter with the given words? Ss: Yes… T: Now let’s check the answers together. S1: too many S2: breathe S3: dead T: Great. You’d better pay more attention to the difference between “too many” and “too much”. Use the right forms of the words according to different content. |
Read 1a and answer the questions in 1c. … S1: Pollution. The chemical factories produce terrible gas, make too much noise and pour waste water into rivers. … S2: He will write to the newspaper about the problems. … S3… Read 1a, find the difficult points, and try to solve them with the help of all kinds of resources. … Ss: How to use “get a pain in…”? … Ss: Yes. … Ss: It means “某处疼” in Chinese. Ss ... Read 1a in roles, and then act out the dialog. Pay attention to the pronunciation and intonation. There will be performance competition among the groups. The best one wins the award. Scan the material and choose the correct words to complete the letter in 2. Ss: Yes… … S1: too many S2: breathe S3: dead … |
通过完成1c的读后任务，进一步理解对话内容。在完成该任务时，如果答案不能直接从课文中找出，要引导学生学会用自己的语言总结和归纳答案，允许有不同的表达方式。以1c的第一题为例（What caused Mrs. Zhou’s problem?）简单的回答就是pollution。如果要答案具体化，就必须先引导学生找出周夫人的问题，再找出原因，最后用自己的话归纳出答案（The chemical factories produce terrible gas, make too much noise and pour waste water into rivers）。 学生能够正确提出问题，也是能力的体现。教师需要引导学生，一步一步朝着正确答案去思考，可以运用课文中的文本语言，也可以拓展例句提供新的语境，还可以根据已学知识理解新知识（以短语“get a pain in…”为例， pain 是本课新单词， 要理解短语的意思和掌握短语的用法就会比较难， 因此，教师可以通过“I have a sore throat”帮助学生理解意思。 用举例“I get a pain in my leg”同时捂住左腿，帮助学生观察该短语的用法）。 课文朗读是培养学生的语感，训练语音语调的方法之一。为了让学生目标性更强，更加严格的要求自己正确发音，学会合作，教师采用（以六人组为例）组内三人扮演一个角色，进行对话；并采用一些竞争机制，激发学生的斗志和参与课堂活动的热情，维护小组的集体荣誉感。 在角色扮演前，教师选择率先做好准备的小组，让他们选择任一小组进行挑战，胜利者将得到老师的礼物（或者积分），落后组再选一组，循环挑战；也可以另外选择两组进行两两PK。 |
6 |
Summarizing and assigning homework (5 mins) |
Class activity |
Step 1: Let the Ss go over what they have learned this period. Sum up the key points. T: Now let’s sum up what we have learned today. You can begin with the words and the phrases. Step 2: HMK: Let the Ss to choose one type of pollution and collect some information about it according to the questions in 3 on page 32. 1.What is … pollution? 2.What makes the…pollution? 3.What problems does it cause? 4.What can be done to solve these problems? |
Sum up and present the key points one by one. S1: get a pain in… S2: be harmful to… S3… Choose one type of pollution and collect some information about it according to the questions in 3 on page 32. |
在总结本科所学时，明确复习的内容和方向，让学生在罗列知识时更有系统性，养成在头脑中建构知识框架的习惯。 作业的布置是为学习Section C打好基础，提供素材。 |
