Unit13 We’re trying to save the earth!第二课时教学设计及课时作业
The Second Period (Section A 3a---4c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about pollution and environmental protection
(2)Key Vocabulary:
Ss can master the following new words and phrases: shark, fin, method, cruel, harmful, chain, ecosystem, industry, law, afford, reusable, transportation, hear of, cut off, be harmful to, at the top of, environmental protection, so far, in danger, take part in, turn off , pay for, take action, public transportation
(3)Target Language:
But do you realize that you’re killing a whole shark each time you enjoy a bowl of shark fin soup
This method is not only cruel, but also harmful to the environment.
But in fact, around 70 million sharks are caught and traded in this industry every year.
So far, no scientific studies have shown that shark fins are good for health.
(4)Structure:
Review of some key structures.
2. Ability Objects
①Learn and master the key vocabulary and target language and improve students’ integrating skills.
② Read the passage and get the main fact about sharks, learn to talk about protecting animals and environment.
③Review and master some key structures and the usage of modal verbs.
3. Moral Objects
Animals are our friends. We must know how to love them and how to protect them. That way, it is good for both animals and us.
Teaching Key Points：
⑴Enable the students to understand the passage and get the main facts about sharks.
⑵Learn and master some key structures and the usage of modal verbs.
Teaching Difficult Points：
⑴ Understand the passage and get the main facts about sharks according to the details.
⑵ Learn to talk about protecting animals and environment and improve students’ integrating skills.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method.
Teaching Aids：
Some pictures about sharks, PPT
Teaching Procedures：
Step 1 Review（About 5 minutes）
Greet the class as usual.
Show some pictures about pollution and have students talk about them like this.
T: Please look at the picture 1. Could you tell me what pollution it can cause
S1: Noise pollution.
T: Good! It’s too noisy and makes us uncomfortable.
S2: I think it can cause air pollution.
T: You’re great! The waste air from cars can cause air pollution. What about other picture Please talk about them in pairs.
Have different pairs talk about the other pictures about pollution in front of the class.
Step 2 Lead-in (About 5 minutes)
T: The pollution is really terrible! What problem do you think the pollution can cause
S3: It can make us comfortable and sick.
S4: It can make the fish in the river die.
S5: It can make animals lose their home.
…
T: The pollution harms not only our health but also our environment. It has big influence on animals. Some animals are endangered because of pollution. So we should take actions to protect our environment. Can you recognize the endangered animals in the pictures below How much do you know about them
Show some pictures and introduce them to students.
T: Besides these animals, the number of some animals are become smaller and smaller. Like sharks, some people are harming or killing them for money. What should we do for them
Ss: We should come up with some ways to help save the animals.
T: Yes, we can tell people about sharks and ask them to protect them. So we should learn something about sharks, so that we can help save them. Next, we’ll read a passage about sharks and find some facts about them.
Step 3 Reading (About 11 minutes)
Pre-reading:
Have students look at the picture and have a talk about it with students.
T: Look at the picture! What’s this
Ss: It’s a shark.
T: What do you think of the shark
S1: It’s very large and strong.
T: Yes, and it’s also ferocious. But the number of some kinds of shark is falling. Do you know why Please read the passage and find the answer.
While-reading:
First, have students read the passage quickly and check the sentences “T” (for true) or “F” (for false) according to the passage.
1. Shark fin soup is especially popular in northern China. 2. People cut off the sharks’ fins and throw them back into the ocean. 3. Sharks are at the top of the food chain in the ocean’s ecosystem. 4. If the number of the sharks is too large, it will bring danger to all ocean life. 5. Around 90 million sharks are caught and traded every year.
Have two students say their answers and check them in class.
Then ask students to read the passage carefully and find out some facts about sharks, and then complete the fact sheet in the box in 3a by their own. Call two students to report their answers and check the answers with students.
Ask students to read the passage again and find out key phrases and key sentences, and then help students sum up some key language points and explain the phrases “hear of, cut off, be harmful to, at the top of, environmental protection, so far” and the key structures “Many believe that…”, “around 70 million sharks are caught and traded…” and “The numbers of some kinds of sharks….”.
After-reading:
Have students read the words and sentences in 3b and understand the meanings of the sentences. Then read the passage quickly and fill in the blanks with the words in the box. Call one student to say his answers and check them with other students.
Have two students give a report about why people should save sharks according to the passage.
Step 4 Grammar Focus (About 5 minutes)
Have the students read and remember the sentences in Grammar Focus by themselves, and then ask different students to review the structures and usages of the Present progressive, Used to, the passive voice, the Present perfect and Modal verbs.
Ask students to make sentences to practice these structures. Invite different students to share their sentences with the class.
Step 5 Fill and say（About 4 minutes）
Have students read the conversation in 4a and understand the main idea. Then use the first sentence as an example to help students fill in the blank with the correct forms of “take”.
Ask students to finish the exercise alone. As they work, move around and give them some help if they need.
Call different students to say their answers and check them in class.
Invite some pairs to role-play the conversation.
Step 6 Practice (About 5 minutes)
Have students read the modal verbs in the box of 4b, and then say the usage of each modal verb.
Ask students to read through the passage in 4b and get the main idea. Then call them to fill in the blanks with the appropriate modal verbs from the box by their own. Move around the classroom and give them some explanations if they have any difficulties.
Call two students to report their answers and check them with students.
Step 7 Group work（About 6 minutes）
T: Environment is important to us all. Everyone should play a part in protecting the environment.
What can you do to help the environment Please make a list of things you can do for the environment protection and then discuss the list with your partner.
Call each student to list some things that he/she can do to help the environment. Then have two students read the sample conversation in 4c and help them complete the conversation. Next, call them to discuss their lists with their partners like this.
Have several pairs to share their conversations with others.
Step 8 Summary（About 3 minutes）
In this class, we've mainly learned a passage about sharks and it tells us why we should protect them. Also, we have reviewed the usages of some key structures.
Ask students to sum up the important phrases and the key sentence they learned. Help students practice talking about pollution and environmental protection with the target language.
Step 8 Homework（About 1 minutes）
Read the passage in 3a and make a conversation to talk about why people should protect sharks.
Blackboard Design：
Unit13 We’re trying to save the earth!
Section A 3a-4c
hear of, cut off, be harmful to, at the top of, environmental protection, so far
Many believe that…
In fact, around 70 million sharks are caught and traded…
The numbers of some kinds of sharks…
Present progressive be +v-ing
Used to used to do
Passive voice be + v-ed
Present perfect have/has +v-ed
Modal verbs modal verb +v.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. Miss Yang is trying a new teaching m______ (方法) to teach English.
2. Smoking is h______ (有害的) to your health.
3. In Sweden it is against the l______ (法律) to hit a child.
4. Don't you think it's c______ (残忍的) to put animals into the cage
5. I can't a______ (承担得起) to buy such an expensive car.
Ⅱ. 选择填空。
1. —________ you________ the Beatles' story
— Yes. And their songs are popular.
A. Did; hear from B. Did; hear C. Have; heard of D. Have; listened to
2. —Kate, don’t read in bed. It is to your eyes.
—Thanks. I won’t.
A. good B. bad C. harmful D. useful
3.The blue whales are endangered. The number of them has become in recent years.
A. more B. fewer C. larger D. smaller
4. ---Could you help me do the dishes
---Sorry, my sister for me outside now.
A. waits B. will wait C. is waiting D. was waiting
5. Alice some advice on how to improve her listening skills, and she gladly accepted Miss Green’s.
A. gave B. was given C. gives D. is given
Ⅲ. 用所给词的适当形式。
1. Fruit juices can do (harmful) to children's teeth.
2. The number of visitors invited to the exhibition ________(be) 100.
3. My pen pal said he would write to me, but I _____(not receive) any letters from him so far.
4. Many young people can't afford (buy) the flat now.
5. WWF is an _____ (environment) protection group.
第二课时作业设计答案
Ⅰ. 1. method 2. harmful 3. law 4. cruel 5. afford
Ⅱ.1-5CCDCB
Ⅲ. 1. harm 2. is 3. haven’t received 4. to buy 5. environmental
教学反思
本节课教学思路清晰、语法学习与阅读教学相得益彰，充分体现学以致用的原则。个人感觉比较成功的有以下几点：
一、充分运用形象生动的图片，加深学生的直观感受。
复习导入过程中，运用贴近学生生活图片，复习污染对我们的影响，进一步加深学生的直观感受，让学生深刻理解污染对环境和动物的影响，了解目前动物们和人类自己的生存状态，为阅读教学做好充足铺垫。
二、以学生为中心，分层次设置阅读任务。
阅读教学时，根据学生心理特点，将阅读任务分解，把难度设置于无形，将学生们可以独立完成的部分交给学生自己处理，教师只做引导。阅读过程中学生间合作探究、个人自主学习和教师的适时引导得到了很好的结合。如针对阅读重点设置一些判断练习，降低学生阅读理解的难度，让学生接着很容易找出描述鲨鱼生存状况以及和人类密切相关的一些事实。这样既树立了学生学习的自信心，也为后面讨论活动提供语言基础，读、说和写都得到较好地训练，体现了新课程的理念。
三、尽可能关注更多学生，互动学生的范围大。
教学过程中重视每个学生的课堂反应，给更多学生参与活动的机会，鼓励他们积极表达有关动物和环境保护的个人想法，将环保问题和思想教育渗透到课堂。Unit13 We’re trying to save the earth!第三课时教学设计及课时作业
The Third Period (Section B 1a---1e)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about pollution and environmental protection.
(2)Key Vocabulary:
Ss can master the following new words and phrases: recycle, napkin, stop doing sth., turn off, get worse and worse
(3)Target Language:
Recycling paper is really easy.
I agree. But it’s hard to stop riding in cars.
We really shouldn’t use paper napkins, you know.
I know. I stopped using them last year.
(4)Structure:
Review of some key structures.
2. Ability Objects
①Learn and master how to talk about pollution and environmental protection using some key structures learned.
② Train students' ability to understand the target language in spoken conversation and improve students’ ability of listening and speaking.
3. Moral Objects
Enable students to know about environment problems and realize the importance of protecting the environment. Encourage students to take action to protect animals and environment.
Teaching Key Points：
⑴ Learn to talk about pollution and environmental protection using some key structures learned.
⑵Practice using the target language in spoken conversation and improve students’ ability of listening and speaking
Teaching Difficult Points：
Learn how to talk about pollution and environmental protection with target language.
How to train students’ speaking and listening ability.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Communicative Approach.
Teaching Aids：
The pictures about environmental protection, PPT
Teaching Procedures：
Step 1 Review（About 4 minutes）
Greet the class as usual.
Present the grammar structures in Self Check 2 on the screen and have different students say each structure’s usage and make sentences using the grammar structures.
Present the sentences in Self Check 2, have different students read each sentence and say each sentence’s grammar structure. Then ask them match each sentence with the grammar structure. Check the answers in class.
Step 2 Warming up（About 9 minutes）
Show a picture of the earth and Have a free talk with students about it.
T: Look at the picture. What’s wrong with the earth
S1: It has a serious problem. It is badly polluted.
T: Yes. Now our earth has other serious problems except pollution. For example, some animals are endangered, many natural disasters happen every year. Please look at the following pictures and say what problems the earth is facing.
Call several students to talk about the problems in the pictures. Then have a talk with students.
T: Our earth has been destroyed. People and animals are having a hard life on the earth. What can we do to help save the earth now
S1: We mustn’t throw litter about.
S2: We have to plant more trees.
S3: We should provide a good environment for the animals.
S4: We can stop some factories from pouring waste water into rivers.
…
T: Well done. Now I will show two pictures to you. What should we do if we see the following things happen
(Show the picture that the water is running on.)
Ss: We should turn off the tap at once to save water.
T: Good. We should save water and protect the environment. Now look at another picture.
(Show a picture of old books and waste paper.)
S1: We can sell them for money.
S2: We should recycle them.
S3: We shouldn’t throw them about.
T: Good. Recycling waste paper is a good idea. In our life, we can do lots of things to help protect the environment. Please look at the following pictures and say if you can do these things to help save the earth.
Have students talk about the pictures with their partners like this:
A: I can stop riding in cars. I think it is easy.
B: I agree. But it’s hard for me to stop using paper napkins.
Step 3 Rank and say（About 7 minutes）
Have students read the instruction in 1a and make them know what to do. Call students to read the items and rank the items from the easiest (1) to the most difficult (5) individually. Invite three students to report their answers.
Ask two students to read the conversation in 1b. Then call each student to compare his/her answers with his/her partner and make similar ones by themselves.
Invite several pairs to act out their conversations.
Sample conversation 1:
S1: Stopping riding in cars is easy, I think.
S2: I agree. But it’s hard for some people to turn off the shower while washing their hair.
Sample conversation 2:
S1: Turning off the lights when you leave a room is easy.
S1: I agree with you. But it’s really hard to remember it every time.
Sample conversation 3:
S1: Not using paper towels is really hard.
S1: I disagree with you. I believe that we can use handkerchieves.
Step 4 Listen and check（About 8 minutes）
T: Everyone can do some things to help save the earth. Now you will hear Julia and Jack talk about what they are doing to help save the earth. Please listen to the recording carefully and check the things they talk about.
Have students look through the chart in 1c and call one student to read the list of items.
Play the recording the first time and ask students to listen carefully and check the things Julia and Jack talk about. Play the recording a second time and ask them to check the answers.
T: You will hear the same recording again. Listen and check the things that Julia is doing now, the things she will do in the future, and the things she would never do.
Point to the three column headings in the chart and let students read the headings again on their own.
Then play the recording for the third time and ask them to get the key words. Keep notes while listening. Play the recording the fourth time and call them to check the things that Julia is doing now, the things she will do in the future, and the things she would never do.
Play the recording again and students check their answers. Correct the answers.
Then ask some students to role-play the conversation.
Step 5 Pair work（About 7 minutes）
T: In the listening, Julia tells us what she is doing, the things she will do in the future, and the things she would never do. What is true for you Can you tell me Please read the sample conversation in 1e first. Then make up your own conversations using the information from the chart in 1c.
Invite a pair of students to read it aloud to the class. Then have students work in pairs to make up their own conversations using the items in the chart from 1c. Ask them to talk about which of these things they do now, which they will do in the future, and which they would never do. While they are working, walk around the classroom checking the progress of the pairs and offering help as needed.
Invite two pairs to say their conversations to the class.
Sample conversation 1:
A: We really should turn off the lights when we leave the room.
B: I know. I often do so.
Sample conversation 2:
A: We shouldn’t ride in cars, you know.
B: I know. I ride a bike now.
A: We should take our own bags when shopping.
B: That’s easy. I will do that in future.
A: We really shouldn’t ride in cars.
B: I’ll never do that! Our school is far away from my home. It takes me one hour to ride to school every day.
Step 6 Do a survey（About 6 minutes）
T: Just now, we talked about how to help save the earth. I think the most important thing for us to cut down on all kinds of pollution. Do you any good ways Next, we’ll do a survey. Please think of some ways carefully and finish the chart in Self check 3.
Have students read the chart and think about how to cut down on these kinds of pollution. Then write down the good ways they think and discuss them in groups. Each group chooses and lists the best ways about each kind of pollution.
Invite each group to share the ways with others.
Step 7 Summary（About 3 minutes）
In this class, we’ve mainly learned some key vocabulary, such as recycle, napkin, stop doing sth., turn off, paper napkins and so on. We've also learned the target language by listening and speaking and practiced talking about how to protect our environment and help save the earth.
Step 9 Homework（About 1 minutes）
The environment is very important for us and animals. We can do many things to protect it. Do you any good ways Please write a passage to tell people how we should protect our environment.
Blackboard Design：
Unit13 We’re trying to save the earth!
Section B 1a-1e
What should we do to help save the earth
stop riding in cars
recycle books and paper.
turn off the lights when you leave a room
turn off the shower while you are washing your hair.
don’t use paper towels or napkins
A: We really shouldn’t use paper napkins, you know.
B: I know. I stopped using them last year.
课时作业设计
Ⅰ. 用所给词的适当形式。
1. To protect the environment, most shops in China stopped________ (provide) free plastic bags.
2. Don’t forget_____(turn) off the TV when you go out.
3. It took me 45 minutes (ride) the bike to school yesterday.
4. Stopping using paper napkins (be) good for environment.
5. You should take your own bags when ______(shop).
Ⅱ.根据句意和汉语意思完成句子。
1. 当你离开房间时不要忘记关灯。
Don’t forget_______ the lights when you leave the room.
2. 节约用水是件好事。
is really a good thing.
3. 对一些人来说，不用小汽车很困难。
It’s hard for some people to stop _______ .
4. 不用淋浴时你最好关掉它。
You’d better _______ when you don’t use the shower.
5. 回收书和纸是很容易的，但对保护环境很重要。
_______ books and paper is easy. But it is very important for the environment.
第三课时作业答案
Ⅰ. 1. providing 2. to turn 3. to ride 4. is 5. shopping
Ⅱ. 1. to turn off 2. Saving water 3. riding in cars 4. turn it off 5. Recycling; protecting
教学反思
本节课是一节听说课，围绕“谈论污染和环境保护”这一话题展开听、说、读、写的训练。活动设计以学生为中心，创设真实可信，趣味性强的会话情景，有效激发学生参与活动的积极性，让学生在练习中既充分展现自己，也极大地提高了他们学习的信心。
本节课通过对动物及环保话题继续讨论学习，多数学生能运用已学句型和词汇谈论相关话题，发表自己的看法。让学生对人类和动物的生存环境有了更多的了解和更深刻的认识。其中让学生从自己的实际出发，从身边小事做起，谈论重复利用废旧物品或用身边的一些切实可行的行动支持环保的环节是本节课的一大亮点。
教学过程中，有的学生在pairwork部分输出有困难，因此教师应该在pairwork环节的设计上给学生罗列更多的表达材料供他们挑选，这样会让基础薄弱的学生更积极参与活动。Unit13 We’re trying to save the earth!第四课时教学设计及课时作业
The Fourth Period (Section B 2a---3b, Self check)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about pollution and environmental protection.
(2)Key Vocabulary:
Ss can master the following new words and phrases: gate, bottle, president, inspiration, iron, work, metal, creativity, throw away, put sth. to good use, build …out of, pull…down, upside down, set up, be known for, bring back, environmental problem
(3)Target Language:
Have you thought about how these things can actually be put to good use
You have probably never heard of Amy Hayes, but she is a most unusual woman.
She lives in a house in the UK that she built herself out of rubbish.
The windows and doors come from old buildings around the town that were pulled down.
The more popular works can even been seen in art shops around the city.
(4)Structure:
Review of some key structures.
2. Ability Objects
⑴ Learn to understand the meanings of the words by using prefixes and suffixes and improve the ability of reading.
⑵ Enable the students to know about how to recycle the old things and practice talking about environmental protection.
3. Moral Objects
We must realize the importance of recycling. It not only is a useful saving of money but also can protect our environment. Nothing is a waste if you have a creative mind.
Teaching Key Points：
⑴ Learn to use prefixes and suffixes to understand the meanings of the words.
⑵ Enable the students to know about how to recycle the old things and practice talking about environmental protection.
Teaching Difficult Points：
Learn how to understand the meanings of the words by using prefixes and suffixes.
Learn to talk about how to recycle the old things and improve the ability of reading and writing.
Teaching Methods：
The Task-based Language Teaching Method, The Cooperative Learning Method, The Gaming Teaching Method
Teaching Aids：
The pictures about works made out of waste, PPT
Teaching Procedures：
Step 1 Review and lead in（About 8 minutes）
T: As we know, the earth is facing some serious problem like natural disasters, desertification and all kinds of pollution. Our environment is getting worse and worse. But many people also are doing something good to help save the earth. As a student, what should we do to protect our earth
Please talk about what you are doing now or you’ll do in the future.
First, have a free talk with a student.
T: We should turn off the lights when we leave a room.
S1: I know. I did that last year.
T: We shouldn’t use throwaway chopsticks
S1: That’s easy. I will do that in future.
Have students work in pairs and call several pairs to act out their conversations in front of class.
T: Just now, you talked about some good things about saving the earth that you do or will do. I think recycling waste things is helpful to protecting our environment. Some people have already done well. Please look at the pictures carefully. Do you know what these things are made from
Point to Picture 1 and talk about it with students.
T: What is the flowerpot made from
Ss: It’s made from old CDs.
According to the example, have some students to talk about other pictures in class.
Step 2 Pre-reading（About 5 minutes）
T: T: What an interesting thing! These used to be waste things. People recycled the waste things and turned them into useful things. Now please look at the title and pictures in 2b. Can you guess what the passage is about
S1: I think it’s about recycling and reuse the waste things.
T: You’re right. Do you find something special from the title
S2: Oh, there is “re” in the front of the words.
T: Yes. The three words consist of “re” with another word. The “re” is called prefix and has the meaning of “repetition” here. In English, some words are added prefix or suffix in the front or back of them and then change new words. Please read through the words in the box in 2d and underline the words in the passage based on these words. Then guess the meanings of the words underlined.
Ask students to read the passage quickly and find and underline the words with prefixes or suffixes. Then have them guess the meanings of these words and say the differences between these words and the words in 2d. The teacher gives some explanations.
Teach the new words “gate, bottle, president, inspiration, iron, work, metal, creativity” by using pictures or explanations. Ask students to read the passage quickly and look for the key phrases and sentences. Then help them understand the meanings of these phrases and sentences.
Step 4 While-reading（About 7 minutes）
T: This passage introduces three persons who are good at recycling. Please read the passage carefully and find who they are and what they did.
Ask students read the passage and answer the following questions and find the main idea of each paragraph.
⑴What did Amy build her house out of What prize did she win recently
⑵What did Jessica use to make bags Where did she sell the bags
⑶What was Wang Tao known for Why did he hope to set up a “metal art” theme park
Call different students to answer the questions and sum up the main idea of each paragraph.
Then have students read the chart in 2b. Then get them to read the passage carefully and fill in the chart individually. Then call three students to say what materials each of them used and what each person made. Check answers with students.
Have students look through the phrases in the box in 2c and say their meanings. Then ask them to read the sentences in 2c and fill in the blanks with the correct forms of the phrases in the box.
Ask different students to say each sentence’s answer. Check the answers with the class.
Step 5 After-reading（About 5 minutes）
T: From the passage, we know that we can use recycled things to make new things. Nothing is a waste if you have a creative mind. Everyone can do some things to help protect the environment. Please make a list of things that need to be done to save the environment and discuss them in your group.
Have students look through the instructions in 2e and know what to do. Then ask every group member to list the things that need to be done to save the environment and discuss in groups which things can be done by common people every day and which things have to be done by governments and organizations. As students work, move around the room offering some language support.
Call each group to report their discussion results and explain reasons.
Step 6 Practice（About 6 minutes）
T: In English, we often put some prefixes or suffixes in the front or back of some words and then change new words. Please look through the words in Self Check 1,then add prefixes or suffixes to turn them into new words.
Have students look through the instructions in Self Check 1, and give them an example in each group. Then have them finish the exercise individually. As students work, move around the room offering some help.
Call different students to report the answers of the words in each group, and then ask them to add more to each group.
Step 7 Make s survey（About 5 minutes）
T: What do you think of the environment in your city Which parts have a nice environment Which parts have a bad environment Please discuss the questions in 3a with your partner and finish the survey.
Do a survey. Let students look through the chart and questions in 3a, and then discuss the questions with your partner to get the answers. Then make some notes to finish the chart in 3a.
Call different students to talk about their results and compare with other students. Encourage students to find out the reasons and say how to solve these environment problems.
Step 8 Writing（About 5 minutes）
Ask each student to write a letter to the city mayor talking about the environmental problems in the city.
First, have them to describe the environmental problems in their city according to the questions in 3b and the notes in 3a. Then ask them to give their suggestions or possible ways to solve the problems with the sentence patterns given in 3b. As students work, move around and give them some help if they need.
Then ask ever student to read his or her own letter in groups and all the members help correct any mistakes. Each group chooses a good passage to present in class.
Have students write down their passages in the exercise books.
Step 7 Summary（About 3 minutes）
In this class, we've learned a passage about how to put the waste things to good use. It tells us that we should realize the importance of recycling. Nothing is a waste if you have a creative mind.
Ask two students to sum up the key phrases and sentence patterns. Remind them of how to use prefixes or suffixes.
Step10 Homework（About 1 minutes）
Environmental problems have greatly influenced our life. We should take action to protect our environment. Please write a passage to introduce what you did and you plan to do about the environmental protection.
Blackboard Design：
Unit13 We’re trying to save the earth!
Section B 2a-3b, Self Check
rethink →re (prefix) + think
reuse →re (prefix) +use
creative →create + ive (suffix)
Amy rubbish a house Nothing is a waste
Jessica old clothes bags if you have a creative mind.
Wang Tao iron and other materials beautiful art pieces
第四课时作业设计
Ⅰ.根据句意和汉语意思完成句子。
1. There wasn’t enough room in our house, so Mom ___ __(扔掉) many useless things.
2. The earthquake _____(摧毁) most of the buildings in the city.
3. As a student, you should know how to (好好利用你的时间).
4. Plenty of foreign firms have (建立) factories here.
5. The boy made a model plane______(用……材料) old pieces of wood.
Ⅱ. 选择填空。
1. The painting was straight, but it was .
A. pulled down B. turned down C. upside down D. put down
2. David Burt’s dream in China is to go into the west and an early childhood school there.
A. clean up B. look up C. give up D. set up
3. Stay away from junk food, please. It’s bad for us，_________ for children!
A. recently B. especially C. probably D. nearly
4. It is clear that the main duty of parents is to provide for our children.
A. information B. inspiration C. invention D. protection
5. ______ Amy _____ Jessica was good at recycling. They made many useful things out of waste.
A. Not only…but also B. Both…and C. Either…or D. Neither…nor
Ⅲ. 用所给词的适当形式。
1. Amy is an________ (usual) woman. She built a house out of rubbish.
2. Her windows and doors come from some old _____(build).
3. Her charity work is an (inspire) to us all.
4. He emphasized the (important) of careful driving.
5. I think (creative) is more important than technical skill.
第四课时作业设计答案
Ⅰ. 1. threw away 2. pulled down 3. put your time to good use 4. set up 5. out of
Ⅱ. 1-6 CDBDA
Ⅲ. 1. unusual 2. buildings 3. inspiration 4. importance 5. creativity
教学反思
本节课思路清晰，衔接自然，体现了师生互动，教师主导，学生主体的教学观念。
活动任务由易到难，重视阅读策略和方法培养。新课以谈论一些用废品做出的手工作品的图片热身导入，紧扣教学话题，具有铺垫作用。充分利用阅读策略，精心设计任务活动，教给学生阅读方法和技巧。注意及时帮助学生运用学习的阅读策略，在练习中积极使用学习的新语言，逐步提高学生英语综合表达能力。课堂教学重视学生综合能力的培养和锻炼，使学生在提高阅读能力的同时，听说和写的技能也得到提高。
引导学生收集和利用教学资源。围绕有关“保护动物，保护环境”话题的学习讨论和练习，引导学生一起收集了大量有关的素材资料。通过素材资料的收集和对相关话题的讨论，使学生们学会了更多与动物、环保相关话题的英语表达。特别是调查后的汇报和书面表达，许多学生能够将本单元所输入的内容结合自己或本组同学的想法，对所给话题提出有一定深度的见解。一张张图片，一组组数字无不触动着学生的心灵深处；也让他们更清醒认识到目前保护濒临灭绝动物和人类赖以生存的环境的迫切性与重要性。
为了能帮助学生更好地理解短文，培养他们的合作意识，可以在上课前，让各组学生用事先准备好利用废旧材料做一些手工在课堂展示，并在课堂上的交流所用材料及创意，可能教学效果会更好。Unit13 We’re trying to save the earth!第一课时教学设计及课时作业
The First Period (Section A 1a---2d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about pollution and environmental protection
(2)Key Vocabulary:
Ss can master the following new words and phrases: litter, bottom, fisherman, coal, ugly, advantage, cost, wooden, plastic, takeaway, bin, noise /air/water pollution, be full of, throw…into…, put…into…, play a part in, clean up, cut down, make a difference, lead to (3)Target Language:
The river used to be so clean.
People are throwing litter into the river.
Everyone in this town should play a part in cleaning it up!
The air has become really polluted around here.
(4)Structure:
Review of some key structures.
2. Ability Objects
①Enable the Ss to talk about pollution and environmental protection.
②Train the students’ listening and speaking skills and communicative competence with the target language
3. Moral Objects
All kinds of pollution are harmful to our environment. Everyone should care for the environment and play a part in protecting the environment.
Teaching Key Points：
Review some key structures learned and learn to talk about pollution and environmental protection.
Train the students’ listening and speaking skills with the target language.
Teaching Difficult Points：
Learn how use the target language to talk about pollution and environmental protection.
Practice the target language in spoken conversation and train students’ listening ability and communicative competence.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Activity Teaching Method, The Communicative Approach.
Teaching Aids：
The pictures about all kinds of pollution, PPT
Teaching Procedures：
Step 1 Leading-in（About 6 minutes）
Greet the class as usual.
Play the song “Heal the world” and have a free talk about the music.
T: Boys and girls, what do you think of this song
Ss: It sounds beautiful. I like it very much
T: Yes, it’s beautiful and educational. It tells us that we should protect our earth. Let’s play another song. (Play the song “Beyond this life”) Do you like this song, S1
S1: No, I think it is noisy. It makes me uncomfortable and unpleasant.
T: This kind of loud music can make people uncomfortable, and it can even make people sick. It’s a kind of noise pollution. What else do you know about noise pollution
S2: The noise of machines in the factory.
S3: Shouting loudly is a kind of noise.
T: You are right. What other kinds of pollution do you know except noise pollution
Ss: Air pollution, water pollution, light pollution…
T: Now some people are throwing litter around, cutting down trees, pouring the dirty water into the river and so on. All kinds of pollution are getting more and more serious. Next, please look at the pictures in 1a and tell us what pollution the things in the pictures can cause.
Have students look at the pictures and say what happened in each picture. Then call different students to say the kind of pollution about each picture.
Step 2 Practice（About 5 minutes）
T: Many things can cause the pollution. Please read the words in the box in 1a. The words are related to different kinds of pollution. Please write the words below the noise pollution, air pollution or water pollution.
Ask students to read the words and finish the work alone. Then call two students to report their answers. Check the answers in class.
Encourage students to add more words below each kind of pollution.
Step 3 Listen and complete（About 5 minutes）
T: Next, we will hear Tony and Mark talking about the kinds of pollution. Please listen careful and complete the sentences in the chart of 1b.
Ask a student to read the three questions in the chart to the class. Then have students guess the answers according to the questions and the incomplete sentences.
Play the recording for the first time and ask students to get the main idea. Then Play the recording again and complete the sentences. Check the answers with students.
Have students practice asking and answering using the questions and the information in the chart.
Step 4 Pair work（About 5 minutes）
Have students read the conversation in 1c. Then invite two pairs to role-play the sample conversation.
Have students work in pairs to make their own conversations about the kinds of pollution in 1a. As students work, move around the classroom and give them some help.
Ask several pairs of students to perform their conversations in front of the class.
Sample conversation:
A: Look! What terrible haze! There is too much black smoke in the sky.
B: But the sky used to be so clear and the air was clean.
A: Yes, but those factories produce lots of terrible smoke every day.
B: We should write to the government and the newspaper and ask them to stop the factories.
A: Yes, everyone in this city should take actions to protect our environment.
Step 5 Listening practice（About 7 minutes）
T: Next you will hear an interview. What kinds of pollution are Jason and Susan talking about What caused the kinds of pollution Please listen to the tape carefully and finish 2a and 2b.
First, have students read the four kinds of pollution in 2a. Play the recording and ask the students to get the main idea and circle the kinds of pollution that Jason and Susan talk about. Play the tape again and check the answer in class.
Have the students read the sentences in 2b and guess what caused the kinds of pollution.
Play the recording for the third time and ask students to complete the sentences. Play the recording for the fourth time and check the answers with students.
Step 6 Pair work（About 5 minutes）
Call two students read the sample conversations in 2c and help them complete the conversation according to the information in 2a and 2b. Then ask students to make up conversations in pairs using the information in 2a and 2b. As students work, move around the classroom offering help as needed.
Sample conversation:
Jason: The air has become really polluted around here. I’m getting very worried.
Susan: Yes, I used to be able to see stars in the sky.
Jason: The problem is that there are too many cars on the road these days. They produce lots of terrible gas.
Susan: Yes, Factories that burn coal also fill the air with a lot of black smoke.
Invite several pairs to share their conversations with other students.
Step 7 Expansion and extension（About 8 minutes）
Role-play the conversation
First, have students to role-play the conversation in 2d in groups, and then ask them the following questions.
①What did Jason think people should do to cut air pollution
②What advantages does Susan think bike riding has
③What did Susan do to stop waste pollution What about Jason
Have students read the conversation and find out the key sentences and key phrases. Explain the key sentences and some key new phrases “cut down, instead of, make a difference, lead to” and help students understand the language points.
Then have them work in groups to discuss how to talk about pollution and environmental protection. As students work, the teacher walks around and gives them some help if they need.
Call several pairs to act out the conversations in front of class.
Step 9 Summary（About 3minutes）
Guide Ss to summarize the language points they learnt in this class.
Ask students to sum up some key phrases and key structures. Then have them practice write some sentences to talk about all kinds of pollution and reasons.
Step 10 Homework（About 1 minutes）
Write a letter to the newspaper about pollution problems. The following question may help you:
1. What kinds of pollution are there in your city
2. What are the bad effects caused by pollution
3. What are your suggestions for solving these problems
Blackboard Design：
Unit13 We’re trying to save the earth!
Section A 1a-2d
noise pollution
air pollution
water pollution
Even the bottom of the river was full of rubbish.
But it used to be so clean!
People are throwing litter into the river.
Everyone in this town should play a part in cleaning it up!
Sample conversation:
Jason: The air has become really polluted around here. I’m getting very worried.
Susan: Yes, I used to be able to see stars in the sky.
Jason: The problem is that there are too many cars on the road these days. They produce lots of terrible gas.
Susan: Yes, Factories that burn coal also fill the air with a lot of black smoke.
cut down instead of
make a difference lead to
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. If you see l ______(垃圾) in the classroom, pick it up.
2. Her mother thinks she looks u______(难看的) in that dress.
3. The flowers on the table should be made of p_____(塑料).
4. Could you tell us what the a______(优点) of this new product are
5. The new mobile phone c________(花费) him nearly 300 dollars
Ⅱ. 单项选择。
1. If you read a lot, your life will be full ________ pleasure.
A. by B. of C. for D. with
2. Waste paper shouldn’t _____ everywhere. It’s our duty to keep our classroom clean.
A. be thrown B. throw C. is thrown D. be throw
3. You must on meat to lose weight.
A. cut down B. look down C. turn down D. put down
4. The digital camera it very popular, but some still too much.
A. afford B. spend C. take D. cost
5. Creating an interest in reading can make a _________to your study.
A. decision B. difference C. point D. plan
Ⅲ. 用所给词的适当形式。
1. This river (pollute) because this factory pour lots of waste water into it every day.
2. To keep health, Jim’s father always walks to his office instead of _____(drive).
3. There are many (wood) chairs in the park.
4. Remember ________(turn) off the lights when you leave the room, please.
5. We used to ______(see) lots of fish in this river.
第一课时作业设计答案：
Ⅰ. 1. litter 2. ugly 3. plastic 4. advantages 5. cost
Ⅱ. 1-5BAADB
Ⅲ. 1. is polluted 2. driving 3.wooden 4. to turn 5. see
教学反思
本节课教学环节紧凑，重点突出，注重学生的能力训练，有以下两个特点：
第一、利用感官刺激，激发学生学习兴趣，导入单元话题。
通过播放两种不同类型的歌曲，让学生直观体验和感受噪音对人的影响，自然导入单元语言目标，学习谈论污染和环境保护。然后展示各种污染的图片去激发学生学习兴趣，让学生认识到噪音等各种污染对人们生活的巨大影响，并积极去想出解决办法，同时也为听力和口语练习打好语言基础。
第二、以话题为中心，以活动为纽带训练学生听说能力。
坚持任务型教学的策略，自始自终贯穿“以交际为目的”的教学原则，指导学生采用合作学习、自主实践、角色练习等方法，坚持以话题为核心，创设贴近学生生活的语言氛围，放手让学生大胆实践，使学生在参与式教学中掌握知识，发展能力，培养情感。使学生通过听说训练，认清了环境污染的严重性，并从身边入手，积极想办法解决污染问题，既提高了学生运用语言的能力，也让学生受到了一定的教育。Unit13 We’re trying to save the earth!
教材分析、教学设想、重要知识点及语法解析
单元教材分析
本单元围绕“保护环境(Protecting the environment)”这个核心话题，通过各项听、说、读、写活动，引导学生谈论污染和环境保护等问题，落实单元语言交际功能项目。同时让学生意识到环境问题对人类生活和动植物生存带来的严重问题，培养学生的环保意识和责任感，引导学生思考如何用实际行动保护环境。
教材运用图片等设计了一些贴近学生实际生活的语境，介绍不同污染对人们生活的影响，并分析污染形成原因以及人们采取什么办法解决污染，从而引出了本单元的主要话题，通过大量的听、说、读的训练，引导学生运用学过的各种语法结构就单元语言功能项目进行讨论。接着，教材在此基础上又进一步拓展了本单元的话题，从谈论污染到学习濒临灭绝的动物的话题，分析动物灭绝的原因。很自然地引入学习并讨论如何保护动物，进而通过谈论教材提供的图片和阅读材料，介绍人们为保护环境采取的一些具体行动，学习并讨论如何从小事做起，节约能源，保护环境。对话、阅读都是以学生的口吻谈论宣传环保知识，内容积极、活泼有趣。让学生全面的了解环境污染问题同时，在心灵深处有所触动，切身体会到保护环境的重要性。
本单元教材内容层层递进，教师引导学生在活动中有目的地加强听说练习，逐步提高学生的口语交际能力。在讨论话题同时，复习了现在进行时、一般现在时现在完成时和一般过去时的被动语态。要求学生能运用这些语法知识，就“保护环境”的话题展开辩论，谈论如何从我做起，保护环境，正确表达自己的观点，提高综合语言运用能力。
Section A：是基本认知部分。主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。教材从谈论不同的污染入手，导入本单元语言功能项目“谈论污染和环境保护（Talk about pollution and environmental protection）”，并复习学过的一些语法项目，然后从不同角度给学生提供了大量的听力、口语和阅读等方面的训练，引导学生了解各种环境污染，积极参与保护环境。
活动1a介绍与污染有关的重要词汇。要求学生把方框里与污染相关的词汇正确归类。先让学生看图，说出图片描述的是哪种污染，然后把方框里的词汇正确归类，再补充更多与污染相关的词语。
活动1b提供理解目标语言在对话中运用的听力训练。要求学生根据听力内容完成句子。首先让学生读1b表格，了解污染问题、导致污染的原因以及如何解决等有关内容；然后让学生仔细听录音，根据听到的内容完成句子。
活动1c提供的是针对语言功能项目和话题的口语练习。重点谈论各种污染和环境保护。首先，让两个学生起来朗读1c中的对话，复习怎样用学过的关键结构谈论污染和环境保护；然后让学生和同伴运用1a给出的有关污染的信息，仿照例子编写对话谈论污染的形成原因和应该怎样解决污染问题。最后找几对学生在班里展示他们关于环保的对话。
活动2a提供的是针对语言功能项目的听力练习。听力内容是Jason和Susan谈论有关污染的一些情况。先让学生阅读2a表格中的四种污染的名称，然后听有关采访的对话，让学生根据对话的内容圈出他们谈论的污染类型。
活动2b提供理解目标语言在对话中运用的听和写的练习。要求学生根据听力内容用合适的词语补全句子。先让学生阅读2b的四个句子，根据句意猜测产生污染的一些原因，猜测每个句子中所缺的词语；然后要求学生再听录音，根据听到的内容补全句子。帮助学生用学过的一些重要结构谈论污染和环境保护问题。
活动2c提供针对单元语言功能项目，使用目标语言的口语练习。让学生朗读示例对话，帮助学生根据2a、2b中听到的内容，练习使用一些学过的关键结构，把对话补充完整。然后仿照2c示例，让学生根据2a和2b提供的信息和同伴一起谈论有关污染和环境保护的问题。找几对学生角色表演他们编写的对话，检查学生对目标语言的掌握情况。
2d提供的是使用目标语言训练单元语言功能项目的角色练习。通过谈论“空气污染及解决方法”，复习巩固学过的一些关键结构。要求学生朗读对话，找出对话中不同时态、语态和固定用法等重要结构，体会怎样使用这些结构谈论环境保护这个中心话题，然后让学生在课堂上分角色表演对话。
3a提供的是针对单元语言功能项目的阅读理解练习。先让学生看图说出图上动物面临的问题；然后让学生阅读短文，理解短文主要意思，弄清鲨鱼面临的处境以及产生这些问题的原因，并补全3a中的情况说明表格。
3b提供的是读和写的练习。要求学生阅读短文，根据短文理解3b五个句子的含义，并用方框里的连词填空完成句子。
Grammar focus对以前学过的几个关键结构进行总结和复习。要求学生朗读每个句子，说出每个句子所属的语法结构，并总结其主要用法。使学生在日常交际中能够准确使用现在进行时、used to结构、被动语态、现在完成时和情态动词去谈论环境污染和环境保护的问题。
4a是针对语言功能项目的写的练习。要求学生用所给动词的正确形式填空，使他们在句子中能够准确使用动词各种形式谈论环境保护的问题，帮助学生进一步复习巩固现在进行时、被动语态、现在完成时等结构的用法。
4b提供针对语言功能项目的读和写的练习。要求学生阅读关于环境保护的短文，谈论如何从自己做起，从小处做起积极参与保护环境。阅读后让学生根据阅读内容从方框里选择合适的情态动词完成每个句子。帮助学生进一步练习目标语言，复习巩固情态动词的用法。
4c提供的针对语言功能项目的说和写的练习。先让学生列出人们可以做哪些事情去帮助保护环境；再和同伴一起用学过的一些关键结构讨论你们的想法。再找同学朗读示例对话，然后根据示例对话，两人结对编写对话谈论有关保护环境的问题，进一步帮助学生练习巩固单元语言功能项目。
Section B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点谈论人们在生活中如何从小事做起，爱护环境，保护环境，练习巩固学习的语言功能项目。
活动1a介绍有关环境保护的新词汇。让学生阅读1a列出的为保护环境所做的一些事情，考虑自己能做到哪些，然后把这些项目从最容易到最困难排列。
活动1b提供是针对语言功能项目运用目标语言的口语练习。要求学生把自己1a的答案和同伴相比较，并仿照例子谈论自己为保护环境所做的事情。
1c和1d提供的是针对“保护环境”这一话题运用目标语言和新词汇的听的练习。主题是Julia和Jack谈论他们在保护环境方面做的一些事情。首先让学生阅读1c的表格，弄清Julia和Jack谈论的为保护环境可能在做的一些事情，了解听力任务；然后要求学生根据听到的内容，勾出他们谈论的事情。1d要求学生再听录音，根据听到的信息，选出Julia为保护环境正在做什么、在未来将要做什么以及她从未做过什么。让学生根据听力内容练习谈论Julia所做的事情。
活动1e是运用目标语言进行的听和说的练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。要求学生根据示例，用1c表格中的信息谈论自己为保护环境所做的类似事情，帮助他们进一步训练语言功能项目。然后找几组同学与大家分享自己所写的对话。抽查学生练习的情况。
活动2a是针对语言功能项目的说和写的练习。要求学生观察2b的图片和短文的标题，猜测短文是有关什么内容的。
活动2b是针对语言功能项目的阅读理解练习。要求学生阅读短文，理解短文大意，看看文中人们为保护环境都做了什么；然后根据短文内容，从文章中找出每个人为保护环境使用什么材料，制作了什么；最后独自完成2b 的表格。
活动2c提供的是针对语言功能项目的阅读理解和写的练习。先让学生阅读2c方框中的短语，并说出每个短语的含义；然后让学生阅读2c方框中的六个句子，根据句子的意思从所给的短语中选择合适短语并用其正确形式完成句子，帮助学生进一步训练语言功能项目。
活动2d提供的是针对语言功能项目的词语理解的练习。要求学生先阅读2d方框里的词语；然后根据这些词语在短文中划出对应的词，并说出它们的不同之处，帮助学生进一步理解短文和词语的不同用法。
活动2e是针对语言功能项目的说和写的训练。这是阅读活动的延伸，帮助学生训练口语和书面表达能力。要求学生先阅读2e的说明，弄清需要做什么；然后列出为保护环境需要被做的一些事情。在小组内讨论这些事情中那些事情是普通人每天能做的，那些事情是必须要政府和一些组织去做的。最后让每个小组汇报他们的讨论结果。
活动3a是针对语言功能项目的说和写的训练。让学生阅读3a的的问题和表格，考虑自己所在城镇或城市的环境状况；然后在表格中填出自己所在城市哪些地方环境好，哪些地方环境差，并说明原因。找几个同学汇报自己记录结果。
活动3b是运用目标语言围绕功能语言项目进行说和写的练习。先让学生阅读3b中有关城市环境的三个问题，根据这些问题给市长写一封信，谈论自己城市的环境状况和形成原因，并针对这些问题给出解决问题的一些建议或可行的办法。最后运用3b方框内所给的几个句型把这些内容写成一封信。找几个不同程度的学生分享他们的习作。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1复习有关词类知识。要求学生写出所给词的相应形式，并为每组补充一些词。帮助学生复习各种词类的词形变化。
2复习有关语法结构。让学生阅读方框里的句子，分析每个句子的语法结构，并和所给语法结构正确配对。
3是针对语言功能项目的写的练习。要求学生针对表格中的各种污染，给出自己对减少每种污染的办法，练习巩固单元语言功能项目。
单元语言知识
词汇 Section A：单词：litter, bottom, fisherman, coal, ugly, advantage, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel, harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation 短语：noise /air/water pollution噪音/空气、水污染；be full of装满，充满；throw…into…把……扔进……里；put…into…把……放进……里；play a part in在……起作用；clean up打扫，清理；cut down削减，减少；make a difference起作用，有影响；lead to通向，导致；hear of听说；cut off剪下，切断；be harmful to对……有害；at the top of在……顶部；environmental protection环境保护；so far到目前为止；in danger在为危险中；take part in参加；turn off 关掉；pay for付费，付出代价；take action采取行动；public transportation公共交通
Section B：单词：recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity 短语：stop doing sth.停止做某事；throw away扔掉，抛弃；put sth. to good use好好利用；build …out of用……材料建造；pull…down拆下，摧毁；upside down上下颠倒，倒转；set up建立；be known for以……而闻名；bring back恢复，使想起，归还；environmental problem环境问题
Self Check：get worse and worse变得越来越糟
语法 Review of key structures. We’re trying to save the earth. The river used to be so clean. The air is badly polluted. No scientific studies have shown that shark fins are good for health.
功能用语和话题 功能用语：“谈论污染和环境保护（Talk about pollution and environmental protection）” 话题：“保护环境(Protecting the environment)” We’re trying to save the earth. The river used to be so clean. The air is badly polluted. No scientific studies have shown that shark fins are good for health.
单元教学设想
“环境保护”是人们普遍关心和感兴趣的话题，教学应该从污染和环境问题对人类和动物的巨大影响入手，让学生了解环境问题严重性，引导他们积极思考如何用实际行动保护环境。要求他们运用学过的语法知识，对“污染和环境保护”的话题展开讨论同时，能够正确表达自己的观点，谈论如何从我做起，保护环境，提高综合语言运用能力。
思路一：本单元的功能与话题部分内容，与学生实际生活紧密联系，围绕“污染和环境保护”这个语言功能项目，通过师生共同搜集材料，以图片展示、音乐欣赏、亲身体验等形式激发学生的学习兴趣，积极参与结对练习、小组讨论、角色表演等听力和口语交际活动。要求学生能在创设的情境中运用学过的各种语法结构去谈论污染和环境问题对人类和动物的巨大影响，表达自己的观点。然后通过对阅读材料的理解，让学生在合作学习的过程中体会到保护环境的重要性，谈论如何从我做起，保护环境。
本单元的语法教学主要是复习以前学过的现在进行时、一般现在时现在完成时和一般过去时的被动语态，因此要紧密结合话题和语言功能项目进行练习。要求学生围绕“保护环境”的话题，通过结对练习、小组讨论、采访活动等形式运用这些语言结构进行口语交际活动和大量的听力训练，并能运用学过的各种语言结构正确表达自己的观点，谈论从小事做起，节约能源，保护环境。
思路二：本单元的阅读教学，应该注重对学生阅读策略的培养。第一篇阅读注意引导学生抓住关键事实信息去理解短文，了解保护动物的重要性。第二篇短文从构词法入手，教会学生怎样运用前缀和后缀去理解词义。采用任务型教学法和自主探究等学习策略，帮助他们运用skim、scan等各种阅读方法了解段落主要意思，理解作者的观点和看法，并能找出具体细节内容，独自完成阅读练习，学会结合自己的实际谈论如何保护环境。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1 (Section A: 1a-2d)
Period2 (Section A:3a-4c)
Period3 (Section B:1a-1e, self check 2,3)
Period4 (Section B2a-3b, self check1)
单元知识详解
1. Everyone in this town should play a part in cleaning it up! 镇里的每个人都应该积极参与清扫垃圾。(P97)
【用法】⑴play a part in是固定短语，意为“在……起作用；对……有影响”，与play a role in意思相近。part 前常加important、big等形容词来进行修饰。如：Computers play a very important part in our daily life. 计算机在我们日常生活中起着重要作用。
【拓展】play a part in和play a role in也都可表示“在……里扮演角色”。如：She played a part in the new movie. 她在那部新电影里扮演了一个角色。play the part of... in …表示“在……中扮演……的角色”。如：Oliver played the part of Hamlet in Shakespeare's drama.奥利佛在莎士比亚戏剧中扮演了哈姆雷特的角色。
⑵clean up是“动词+副词”结构的动词短语，意为“把……打扫干净”，动词作宾语要放在二者之间，名词作宾语可以放在中间，也可放在up后面。如：The students take turns to clean up their classroom.学生们轮流打扫教室。Your room is too dirty, and you should clean it up.你的房间太脏了，你应该打扫一下。
【拓展】①clean-up是名词，意为“清扫；大扫除”。如：Clean-Up Day is only two weeks from now.清洁日只有两个星期了。②clean其它常用短语：clean out 清除，打扫干净；clean off 擦去，消除；clean away除去。
2. The air has become really polluted around here.这周围的空气已经真的被污染了。(P98)
【用法】become really polluted是系表结构，become是系动词，意为“变得；变为”。polluted是形容词，意为“被污染的；被玷污的”。如：He becomes interested in basketball now.他现在变得对篮球感兴趣了。We may fall ill if we drink the polluted water.如果我们喝了杯污染的水可能会得病。
【拓展】①polluted也是动词pollute的过去式和过去分词，意为“弄脏；污染”。如：The air was polluted by factory smoke. 空气被工厂冒的烟污染了。②其名词形式是pollution，意为“污染”。如：Pollution is one of the most serious problems in the world.污染是世界上最严重的问题之一。
3. Well, to cut down air pollution, we should take the bus or subway instead of driving. 噢，为了减少空气污染， 我们应该乘公共汽车或地铁去代替开车。(P66)
【用法】to cut down air pollution是动词不定式短语作目的状语。cut down意为“减少；降低”。如：She is trying to cut down her weight.她正设法减肥。
【拓展】①cut down也可意为“砍倒”。如：They cut down the big tree. 他们把这棵大树砍倒了。cut down还可意为“裁短；改小”。如：My mother is cutting down her dress for me.妈妈正把自己的衣服改小给我穿。②含cut 的其他短语：cut in插嘴，插入；cut off切断，切下，剪下，隔断；cut out切除，删掉，停止；cut up切碎；cut sth. into … 把某物切成……。
4. So together, our actions can make a difference and lead to a better future! 因此聚在一起，我们的行为就能起作用，并带来一个美好的未来。(P98)
【用法】⑴make a difference是固定短语，意为“有影响；起作用”，后面跟名词时加介词to。difference前可用big、great、a lot of或much等修饰。如：What you have told me may make a difference to my own position. 你告诉我的一切，可能影响我自己的看法。A false step will make a great difference to your future. 错走一步对你的未来会产生很大影响。
【拓展】difference用作名词，意为“差异；不同点”。如：What is the difference between American food and Chinese food 中国食物与美国食物有什么不同？
⑵lead to是由“动词+介词”构成的动词短语，意为“引起；导致”。如：His careless driving led to the traffic accident.他粗心的驾驶导致了这场事故。
【拓展】①lead to还可意为“通向”。如：All roads lead to Rome.条条道路通罗马。This path leads to the top of the hill.这小道通到山顶。②lead sb. to sth.意为“引导；带领”。如：The boy led them to the office.男孩把他们领到办公室。
5. But do you realize that you’re killing a whole shark each time you enjoy a bowl of shark fin soup 但是每次你在品尝一碗鱼翅汤时，你意识到你正在杀死一整条鲨鱼吗？（P99）
【用法】each time是名词短语，在这里用作连接词，引导时间状语从句。如：He felt nervous each time she spoke to him. 每次她和他讲话，他都感到紧张。
【拓展】和each time一样，every time、next time、last time、the first/second time、the moment/minute等名词短语也可用作连接词，引导时间状语从句。如：Each time he came to town, he would visit our school.他每次进城都要到我们学校看看。Next time you come in, please close the door.下次你进来，请关门。Telephone me the moment you get the results.你一有结果，马上给我打电话。
6. This method is not only cruel, but also harmful to the environment.这个方法不仅残忍而且对环境有害。（P99）
【用法】⑴这里是并列连词not only...but also...连接两个表语形容词。not only...but also..意为“不仅……而且；既……又”，常用来连接两个性质相同的词或短语。如：We were not only hungry, but also tired. 我们不但饿了，而且也累了。She likes not only music but also sport. 她不但喜欢音乐而且喜欢运动。
【拓展】①not only…but also连接两个主语时，谓语动词的数原则上与其相近的主语保持一致。如：Not only you but also he has to leave. 不只是你，他也得离开。②若连接两个句子，常将not only置于句首，此时其后的句子通常要用部分倒装的形式。如：Not only do they need clothing, but they are also short of water. 他们不但需要衣服，而且还缺水。
⑵be harmful to是固定短语，意为“对……有害”。这里harmful是形容词，意为“有害的”。如：It's harmful to your eyes to read in the bus.在公共汽车上看书对你的眼睛有害。
【拓展】①harm是harmful的名词形式，意为“伤害”，表示人的心理、健康或事业上的损害，程度较轻。常用短语：do harm to对……有害。如：Excessive drinking did harm to his health.过量饮酒损害了他的健康。②harm也可作动词，意为“伤害”。如：Smoking harms our health. 吸烟有害健康。
7. The numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.在过去的20到30年里，几种鲨鱼的数量已经下降了超过90%。（P99）
【用法】⑴The number of是固定短语，意为“……的数量”，跟复数名词连用作主语时，中心词是number，谓语动词要用单数。如：The number of students in our class is50．我们班学生的数量是50人。
【拓展】a number of表示“许多”，相当于 many，修饰可数名词复数。作主语时，谓语动词用复数。number前可用large，small等修饰，以表示程度。如：A number of students are planting trees on the hill．许多学生在小山上植树。
⑵fall by意为“下降了”，相当于decrease by，其反义词是increase by(增加了)。如：They think the prices of vegetables may fall by 10 percent this year.他们认为今年的蔬菜价格可能下降10%。
【拓展】fall to意为“下降到”，相当于decrease to，其反义词是increase to(增加到)。如：The temperature fell to below 0℃ yesterday.昨天气温已降至零度以下。
8. We can’t afford to wait any longer to take action! 我们不能再等了，要采取行动。（P100）
【用法】afford是动词，意为“承担得起；买得起”。与 can, be able to 等连用，表示“担负得起”某事或某物的费用、损失、后果等，或表示“抽得出”时间等，后面通常可接名词、代词、不定式等（多用于否定句或疑问句）。如：We can hardly afford to wait for another hour. 我们几乎不能再等一个小时了。The family could not afford to send her to college. 家里无力送她上大学。I can't afford the time for the film this evening. 我今天晚上抽不出时间看电影。
【拓展】afford作动词还可意为“提供；给予”，其后可以接双宾语（直接宾语通常为抽象概念），若双宾语交换位置，要用介词 to（此时无需连用 can, be able to等）。如：Reading this story will afford you much pleasure.读这个故事会使你得到很大乐趣。The English corner will afford you some opportunities to talk with foreigners.英语角将会提供给你一些和外国人交谈的机会。
9. Do you often throw away things you don’t need anymore 你经常扔掉你不再需要的东西吗？（P102）
【用法】本句是省略that的定语从句。throw away是动词短语，意为“扔掉；抛弃”。如：He threw away that old chair.他把旧椅子扔掉了。
【拓展】①throw away还可意为“浪费；错过”。如：Never throw away a chance to improve your English. 千万不要错过任何提高你英文水平的机会。All his efforts were thrown away. 他的努力都白费了。②其他含throw短语：throw about乱扔东西。如：Don't throw waste paper about in the park.不要在公园里乱扔废纸。throw at投向；掷向。如：Stop throwing stones at that dog! 别再向那条狗扔石子了！throw into把…扔进…；throw sb/oneself into sth投身于。The girl threw a stone into the well.女孩往井里投下一块石头。throw out抛出；丢弃。His father was angry and threw him out of the house.他爸爸很生气，把他赶出了房子。
10. Have you thought about how these things can actually be put to good use 你已经考虑过实际上怎样去好好利用这些东西吗？ （P102）
【用法】本句是how引导的宾语从句，从句中是put sth. to good use的被动语态。put sth. to good use是固定短语，意为“好好利用某物；充分发挥作用”，这里use是不可数名词，意为“使用”。如：Chicken bones can be put to good use by using them to make soup.鸡骨头可以被很好利用来做鸡汤。If you want to do well in your study, you must put your study time to good use．如果你想在学习上出色，你必须要充分利用你的学习时间。
【拓展】①use意为“使用”时还常用在短语make good/full use of中，意为“好好/充分使用”。如：We should make full use of every minute in order to learn English well. 为了学好英语，我们应该充分利用每一分钟。短语come into use意为“开始使用”。②use也可用作可数名词，意为“用途”。如：I need a tool with many uses. 我需要一件有多种用途的工具。③use用作动词，意为“使用；运用”。如：As a student, you should learn how to use a dictionary. 作为学生，你应该学会如何使用词典。常用短语：use up用完，用光；used to过去经常。
11. She lives in a house in the UK that she built herself out of rubbish. 她住在英国一座自己用废品建造的房子里。（P102）
【用法】本句是个含有定语从句的复合句，定语从句that she built …修饰先行词house。build sth. out of意为“用……建造某物”。这时out of意为“用……材料”，表示“从中选出”，但不一定完全利用。如：They built me a model ship out of wood. 他们用木头为我做了一个模型轮船。
【拓展】⑴build sth. out of的被动结构为“sth. be built out of…”，相当于“sth. be made of/from…”。如：The bridge is built out of steel. 这座桥是用钢铁建造的。⑵out of其他含义：①与动词搭配，表示动作或运动的方向，意为“从……里出来；在……外”。如：They walked out of the supermarket. 他们走出了超市。Don’t look out of the window.不要向窗外外看。Fish cannot live out of water. 鱼离开了水就不能活。②“在……范围以外；越出……界限之外”。如：The ship is out of sight.船已看不见了。The factory is out of town.这家工厂在城外。③表示“出于……动机；由于……原因”。如：The traffic accident was out of carelessness in driving. 这起交通事故是由于粗心驾驶所致。④表示“没有；缺乏”。如：We are out of tea. 我们的茶叶用完了。⑤表示“放弃；丧失”。如：We talked him out of his wrong plan.我们劝说他放弃他的错误计划。⑶含out of常见短语：out of sight看不见，在视线之外；out of balance失去平衡；out of breath上气不接下气；out of control失去控制；out of date过时；out of doubt确定无疑；out of fashion不时髦，不流行；out of order不整齐，次序颠倒；out of work失业等。
12. The windows and doors come from old buildings around the town that were pulled down.窗户和门来自全城被拆掉的旧建筑物。（P102）
【用法】本句是定语从句that were pulled down修饰先行词buildings的复合句。pull down是由“动词+副词”构成的动词短语，意为“拆下；摧毁”。如：They pulled down the old shop and built a supermarket.他们拆掉了旧商店，建起了一个超级市场。
【拓展】①pull down也可意为“使虚弱；拖垮”。如：The bad cold pulled him down a lot．那次重感冒使他身体很虚弱。②含pull的常用短语：pull on穿上，戴上；pull up（使）停下；pull out驶出，拔出；pull off脱掉，胜利完成；pull around使康复；pull in（车—）进站；pull away（车辆）开动。
13. The top of the house is an old boat turned upside down.房顶是一个被倒转过来的旧船。（P102）
【用法】upside down是固定短语，意为“上下颠倒；倒转”。如：He turned the glass upside down.他将玻璃杯子倒置。
【拓展】upside down还意为“乱七八糟；混乱”。如：Everything in the room was turned upside down. 室内的一切都被搞得乱七八糟。
14. She opened a small shop where she sells her bags, and she has also set up a website to sell them online.她开了一家商店卖她的包，而且她也建了一个网站在网上卖包。 （P102）
【用法】set up是动词短语，意为“创办；建立；设立”，与start、establish同义。如：The school has set up a special class to help poor readers．学校建立了一个特殊的班来帮助阅读能力差的学生。
【拓展】⑴set up其他用法：①l意为“准备；安排”。如：At the foot of the hill, they set up for their picnic. 他们在山脚下做好野餐准备。②意为“引起；产生”。如：The heavy rain set up dangerous conditions on the motorway．大雨造成了公路上的危险状况。③意为“提出；提议”。如：They have set up a new opinion about the thing.他们对此事提出了一个新的意见。④意为“创造（纪录等）”。如：The French team set up a new record at tonight's match.在今晚的比赛中法国队创了一个新纪录。⑵其它含set短语：set out动身，着手，开始（做某事）；set off出发，引起，激发。
15. He is known for using iron and other materials from old cars to make beautiful art pieces.他因使用铁和其它来自旧汽车的材料制作漂亮的艺术品而闻名。（P102）
【用法】be known for是固定短语，意为“因……而著名”，与be famous for同义。如：Guilin is known for her beautiful mountains and rivers. 桂林因其美丽的山水而闻名。
【拓展】①be known as意为“作为......而著名”，其后的名词表示一个人的身份、职业等。如：Liu Huan is known as a singer. 刘欢作为一个歌手而出名。②be known to意为“为......所了解／知道”，其后跟表示人的词语；表示“（人们都）知道”，其后接动词原形。如：The boy is known to all in our school. 我们学校的人都知道这个男孩。He was known to have invented many things.人们都知道他已经发明了很多东西。
16. The more popular works can even been seen in art shops around the city.甚至在全城的艺术品店里能看见那些很受欢迎的作品。（P102）
【用法】这里works是名词复数，表示文学家、艺术家、音乐家等的“作品；著作”等。如：He has read many of Hemingway's works.他读过许多海明威的作品。
【拓展】①work表示“作品”时，也可作不可数名词，表示人们用手工制作的东西，如工艺品、针钱活、刺绣品等。如：What a beautiful piece of work! 多美的一件工艺品啊!②work表示“工作；劳动；作业”时是不可数名词。如：I have a lot of work to do this evening.今晚我有很多的工作要做。③表示“工厂”时，无论是单数还是复数，均要用works，用作主语时，其谓语动词需根据具体语境来确定。如：A large steel works was built here in the thirties. 30年代这里建了一座大钢铁工厂。A number of steel works were built here in the thirties. 30年代这里建了一些钢铁工厂。④work作动词，意为“工作”。如：He has worked in the factory since last year.从去年开始，他就在工厂里工作。work作动词，还可意为“机器等运转；有效果”。
如：Your computer works very well.你的电脑性能很好。95 per cent of these diets do not work.这些节食方法95%都不起作用。
单元语法解析
初中英语动词常用基本时态总结
1. 一般现在时
基本构成：主语+动词原形/第三人称单数形式+其它。
基本用法：⑴表示经常的或习惯性的动作，常与表示频度的副词（always, often, usually，every day等）连用。例: He often goes swimming in summer.他夏天经常游泳。
⑵表示现在的状态。例：My father is very busy. 我父亲很忙。
⑶表示主语具备的性格、特征和能力等。例：My sister is always ready to help others. 我妹妹总是乐于助人。
⑷表示客观真理，客观存在，自然现象。例：Shanghai lies in the east of China.上海位于中国东部。
⑸在条件状语从句中，用一般现在时表示将要发生的动作。（主将从现）例：I'll tell him the news when he comes back. 他回来时，我将告诉他这个消息。
2. 一般过去时
基本构成：主语+动词过去式+其它。
基本用法：
⑴表示过去某个时间所发生的动作或存在的状态。常和表示过去的时间状语yesterday, last week, an hour ago, just now, the other day, in 1982等连用。例：Where did you go just now 刚才你上哪儿去了？
⑵表示在过去，经常或反复发生的动作。
例：When I was a child, I often played football in the street.
3. 一般将来时
基本用法：表示将来某个时间将要发生的动作或存在的状态。
基本构成：(1) will+动词原形（在疑问句中，主语为第一人称时，常用助动词shall）：表示将来某时要发生的动作或存在的状态。例：Shall we go to the zoo 我们要去动物园吗？
(2) be going to +不定式。①表示按计划，安排要发生的事。例：What are you going to do tomorrow 明天打算作什么呢？
②表示确信如此或有迹象表明某事即将发生。例如：Look at the dark clouds, there is going to be a storm. 看那乌云，快要下雨了。
(3) be + V-ing, 表示按计划或安排要发生的动作。注意：常见的有come, go, arrive, leave等。例：I'm leaving tomorrow. 明天我要走了。
4. 过去将来时
基本构成：主语+would+动词原形+其它。或主语+was/were going to+动词原形+其它。
基本用法：表示从过去的某个时间看将要发生的动作或存在的状态。常用于主句是一般过去时的宾语从句中。例：He said he would see our teacher the next day.他说他将于第二天拜访我们的老师。
5. 现在进行时
基本构成：am/is/are+动词的现在分词。
基本用法：表示现在或现在这一阶段正在进行的动作。常见的时间状语：right now, at present, at the moment, now.常见的标志性动词如look, listen等。例：We are waiting for you now. 我们正在等你。
6. 过去进行时
基本构成：was/were+动词的现在分词(--ing)
基本用法：表示过去某段时间或某一时刻正在发生或进行的行为或动作。通常与确切的过去时间状语连用，如at this time yesterday, at that time或以when引导的谓语动词是一般过去时的时间状语等。例：At this time yesterday, Mary was listening to light music.昨天这个时候玛丽正在听轻音乐。I was washing my hair when you knocked at the front door.你敲前门时我正在洗头发。
7. 现在完成时
基本构成：助动词have/has + 过去分词
基本用法：(1) 表示过去发生的事情或进行的动作，终止于过去，对现在造成的影响。句中动词通常是短暂性动词。例如：Have you ever cooked at home 你吃晚饭了吗？You have already grown much taller.你已经长高了许多。
(2) 表示从过去开始持续到现在，并可能延续。往往和表示一段时间的时间状语连用，如：for＋一段时间；since+过去时间点或从句。（Since 用来说明动作起始时间，for用来说明动作延续时间长度），提问用How long。例如：It has been five years since he joined the army .他参军五年了。They have learned English for eight years .他们已学了八年的英语了。
(3) 注意的问题：
短暂性的动词(appear, begin, borrow, lend, buy, close, come, die, fall, find, finish, join, kill, leave, sell, stop)不能与延续性时间（一段时间）连用。例如：He has joined the army for five years. （错误）He has been in the army for five years.(正确)
现在完成时不与具体的过去时间连用，如：yesterday, last week, in 1998, two days ago等。
8. 过去完成时
基本构成：助动词had＋过去分词
基本用法：表示在过去某一时间或动作之前已完成的行为或存在的状态。即发生的时间是过去的过去。常与“by/before+过去时间”构成的短语连用。例如：The train had already left before we arrived. 在我到达之前，火车已经开走了。He said that he had learned some English before. 他说过他以前学过一些英语。
