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Unit 2 Saving the Earth Topic 1 Section B（教學設計）
Ⅰ. Material analysis
本課主活動是1a和3a。1a通過Mrs. Zhou 講述自己的身體狀況和生活環境，引出污染對人們的健康和生態環境所產生的危害，同時也道出了污染產生的原因。1b通過“聽—回答問題—再聽—核對答案”的模式來訓練學生的聽力技能。2與1a形成很好的呼應，通過康康向報社感謝治理西山污染情況的信件，呼吁政府和大眾關注環境問題，要求學生掌握詞性的轉換，強化1a中的語言知識。3a 和3b通過圖片和簡介來描述不同種類的污染以及帶來的危害。在學習這些污染的同時，也兼顧了單詞的重讀，句子的連讀、停頓及語調等語言知識。通過學習本課，引導學生關注環境保護，了解各種污染類別以及帶來的危害，樹立正確的環保意識。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本課的重點詞匯和短語，正確運用現在完成時進行問答。
2.Skill aims:
能通過觀察課文插圖來預測課文內容。
能聽懂用現在完成時表達的對話。
能朗讀和表演有關環保的對話。
能正確運用連讀和停頓的技巧，使發音流暢，富有韻律感。
3.Emotional aims: (optional)
引導學生關注環境保護，樹立綠色環保意識，增強憂患意識和社會責任感。
4.Culture awareness: (optional)
通過談論環境問題，讓學生了解不同種類的污染及其危害。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: pain, produce, awful, bear, harmful, chest, editor, breathe/breath, soil
have a pain in…, what’s worse, too much noise, too many problems, breathing problem, be harmful to, make a mess of, throw…around
Sentences: It was difficult for me to breathe.
I had a pain in my throat.
It was really awful.
A: How have you been A: Have you seen a doctor
B: I’m OK. I have coughed less. B: Yes. The doctor says I’m better.
Grammar: Present Perfect的問答。
Difficult points：
能在不同語境中，正確判斷單詞的不同詞性。
在朗讀中，能正確地把握連讀和停頓的技巧。
Ⅳ. Learning strategies
通過1a，教會學生善于利用插圖理解有關污染的對話。
通過2，訓練學生在不同的語境中學會轉換詞性，并拓展學生的詞匯量。
通過3a，引導學生通過觀察圖片分析和了解不同的信息。
通過3b，要求學生掌握連讀，停頓的發音技巧，反思自己的發音中的問題。
Ⅴ. Teaching aids
單詞卡片（如：breathe/ breath, pain, harmful/harm）；關于污染的圖片或者幻燈片；錄音機；小禮品若干等。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
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 pollutionS3: Litter S4... Discuss different kinds of pollution in groups and share the answer together.S1: Air pollution S2: Water pollutionS3: Litter S4... 該環節是對前一課時所布置作業的檢查，讓學生通過查找資料，傾聽同伴的講解等方式，提高獲取信息的能力和意識，引導學生從不同渠道關注社會問題。
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 pollutionS3: 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 pollutionS3: Litter S4: Light pollution S5: Noise pollution 先讓學生根據圖片猜測短語的意思，此處只呈現前五幅圖片，在下一環節再用“soil pollution”引入聽前活動，并以此教授部分新的單詞和短語。
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 pollutionS2: air pollutionS3: noise pollutionS4…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 pollutionS2: air pollutionS3: noise pollutionS4… 教師應利用介紹土壤污染的契機，教授新單詞、短語，同時示范句子的連讀和停頓，為訓練學生流暢的口語打好基礎。
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 was a mess. 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 had 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: How have you been S2: Have you seen a doctor？S3: What caused your cough S4: Have you noticed there are more 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: How have you been S2: Have you seen a doctor？S3: What caused your cough S4: Have you noticed there are more 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. 在環節與環節的過度上，要注意自然流暢，是順理成章的進入下一個步驟，而不是直接切入。因為過渡語既能起到承上啟下的作用，又能抓住學生的注意力。
5 Post-listening (17 mins) Individual workClass activity andGroup 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 produced terrible gas, made too much noise and poured waste water into rivers.T: What will Kangkang do S2: He will write to the newspaper to show his thanks.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 “have 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 have a pain in my leg. “have 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 “某處疼” 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 to show his thanks, 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 manyS2: breatheS3: deadT: 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 produced terrible gas, made too much noise and poured waste water into rivers.…S2: He will write to the newspaper to show his thanks.…Read 1a, find the difficult points, and try to solve them with the help of all kinds of resources. …Ss: How to use “have a pain in…” …Ss: Yes.…Ss: It means “某處疼” 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 manyS2: breatheS3: dead… 通過完成1c的讀后任務，進一步理解對話內容。在完成該任務時，如果答案不能直接從課文中找出，要引導學生學會用自己的語言總結和歸納答案，允許有不同的表達方式。以1c的第一題為例（What caused Mrs. Zhou’s problem ）簡單的回答就是pollution。如果要答案具體化，就必須先引導學生找出周夫人的問題，再找出原因，最后用自己的話歸納出答案（The chemical factories produced terrible gas, made too much noise and poured waste water into rivers）。學生能夠正確提出問題，也是能力的體現。教師需要引導學生，一步一步朝著正確答案去思考，可以運用課文中的文本語言，也可以拓展例句提供新的語境，還可以根據已學知識理解新知識（以短語“have a pain in…”為例， pain 是本課新單詞， 要理解短語的意思和掌握短語的用法就會比較難， 因此，教師可以通過“I have a sore throat”幫助學生理解意思。 用舉例“I have a pain in my leg”同時捂住左腿，幫助學生觀察該短語的用法）。課文朗讀是培養學生的語感，訓練語音語調的方法之一。為了讓學生目標性更強，更加嚴格的要求自己正確發音，學會合作，教師采用（以六人組為例）組內三人扮演一個角色，進行對話；并采用一些競爭機制，激發學生的斗志和參與課堂活動的熱情，維護小組的集體榮譽感。在角色扮演前，教師選擇率先做好準備的小組，讓他們選擇任一小組進行挑戰，勝利者將得到老師的禮物（或者積分），落后組再選一組，循環挑戰；也可以另外選擇兩組進行兩兩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: have 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. 在總結本科所學時，明確復習的內容和方向，讓學生在羅列知識時更有系統性，養成在頭腦中建構知識框架的習慣。作業的布置是為學習Section C打好基礎，提供素材。
Ⅶ. Blackboard design
Pollution has caused too many problems.Section B
Words :pain, produce,awful, bear,harmful, chest,breathe/breath,Soil, editor Phrases:have a pain in…,what was worse,too much noise,too many problems,breathing problem,be harmful to, make a mess of,throw…around Sentences:It was difficult for me to breathe.I had a pain in my throat.It was really awful.A: How have you been B: I’m OK. I have coughed less.A: Have you seen a doctor B: Yes. The doctor says I’m better.
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