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Topic 3 Would you like to be a greener person
Section A
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. Learn some new words:
plastic, encourage, suppose, nod, agreement, shake
2. Learn the compound sentence.
3. Learn to talk about environmental protection.
Ⅱ. Teaching aids 教具
录音机/垃圾污染的多媒体图片或挂图/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
(师生互动，复习上个话题的内容，练习学生的听、说能力。)
T: We talked about the harm of pollution in the last topic. And we know there are many kinds of pollution, such as water pollution, air pollution, light pollution, litter. How do these kinds of pollution affect our environment
(教师以竞答的方式请学生个别回答。)
Example:
S1: Water pollution makes some animals dead.
S2: Water pollution makes some plants dead.
S3: People and animals can’t drink the water.
S4: Air pollution causes the greenhouse effect.
S5: Air pollution makes people sick and even causes cancer.
S6: Air pollution destroys the ozone layer.
…
T: Yes, you are right. You know, all kinds of pollution are polluting our environment. So we are facing the serious pollution problems. What should we do to improve our environment
(学生分组讨论，然后回答。)
Group 1: Don’t spit anywhere.
Don’t pick the flowers.
Plant more trees.
…
Group 2: Ask the government to make rules and pull down some chemical factories.
Ask people to save electricity.
…
T: Very good! You have so many good ideas. Would you like to do something useful to improve our environment
Ss:Yes, of course.
T: Me, too! OK, let’s be greener people together. Today, we’ll learn topic 3—Would you like to be a greener person
(板书)
Would you like to be a greener person
Step 2 Presentation 第二步 呈现(时间:16分钟)
1. (教师用图片引出本课的词汇和内容。)
T: If we want to be greener people, what should we do at home
(展示图片)
T: Is he a greener person
Ss: No.
T: We should reuse plastic bags instead of throwing them away.
(板书，让学生猜测其汉语意思，且要求掌握。)
plastic
(展示图片)
T: Is it green
Ss: No.
T: We should reduce using plastic bags.
(板书并讲解)
reduce
(教师展示图片)
T: Look at these soft drink cans.
(板书)
can
T: How shall we deal with them
Ss: We should collect them for recycling.
(教师让学生看图片，总结。)
T: Now, we know we should reduce, reuse and recycle some things at home to protect our environment. We call them the three Rs.
(板书)
the three Rs—reduce, reuse and recycle
T: It is not hard for us to protect the environment. So we can encourage the people around us to be greener people.
(板书，讲解且要求掌握。)
encourage
T: Would you like to do so
Ss: Sure.
T: Protecting our environment is our duty. That is to say, everyone is supposed to do that.
(板书)
be supposed to do sth.
2. T: Now we know how to protect the environment at home. What can we do at school to protect the environment Please listen to the tape, then find out the answer.
(教师放录音1a，让学生不看书回答问题。)
T: Can you find out the answer
(教师与学生核对答案。)
3. (让学生再次听录音，回答小黑板上的问题，为下面完成1b做铺垫。)
T: Please listen to the tape again, then try to answer the questions on the small blackboard.
(出示小黑板。)
1. Who is working for an organization that protects the environment 2. What’s her job 3. Should we use both sides of paper 4. Why is the recycling useful
(教师与学生核对答案。)
4. (让学生根据1a完成1b。)
T: Please fill in the blanks according to 1a.
(学生完成后与教师核对答案。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (让学生跟读录音1a。)
T: Please read the dialog after the tape.
2. (让学生两人一组对话, 以此方式多练几遍，然后检查几组学生，以检验活动成果。)
T: Please work in pairs. Three minutes later, I’ll ask some pairs to act it out.
3. (让学生来复述1a，以检查学生的语言组织能力。)
T: Now, I’ll ask some students to retell 1a. Please try to speak with your own words.
For example:
S1: I’m Jane and studying at Ren’ai International School. In my spare time, I am working for an organization that protects the environment …
Step 4 Practice 第四步 练习(时间:10分钟)
1. (让学生听录音，完成2。)
T: Please listen to the tape carefully. You’ll hear four people talking about recycling items, then finish 2.
(学生若是听后完成表格有困难，可再放一遍，然后教师与学生核对答案。)
2. (教师让学生判断一组句子陈述的是否是改善环境的行为，引出语法 while, but, and, or引导的并列句。)
(出示小黑板。)
1.We should use plastic bags as few as possible.2.We should throw the rubbish in the river.3.We should reduce the waste we produce.4.We should use both sides of paper.5.We should throw the plastic bags rather than reuse them.
(教师与学生核对答案。)
T: Look at the five sentences. If you think the statement is good for our environment, you nod your head, and it means agreement, (教师做点头状并重复读nod。) or you shake your head, and it means disagreement. (教师做摇头状。)
(板书，讲解且要求掌握。)
nod, agreement, shake
(教师出示小黑板上的句子，讲解while, but, and, or引导的并列句。)
1. You nod your head, and it means agreement. 2. Nod your head, or shake your head. 3. Water is important, but some people don’t save it. 4. Some people protect animals while others kill animals.
(教师让学生仔细看画线部分的单词在句中起到什么作用，并且看前后两个句子是什么关系。)
T: Let’s look at the sentences. Pay attention to the words underlined. What’s the function of them What’s the relation of the two parts in each sentence
(让学生讨论后，教师与学生一起分析这些句子，然后教师引导学生，师生一起总结并列句。)
1. 并列句的定义2. 并列句的用法(1)表示并列关系，用and……(2)表转折，用but, while……(3)表选择，用or……
3. (让学生看3中的例句，完成句子。)
T: Please join the sentences in 3 with “or”, “and”, “but” or “while” after the model.
(学生完成后，教师检查核对答案。)
Step 5 Project 第五步 综合探究活动(时间:4分钟)
1. (教师用多媒体呈现一些垃圾的图片，让学生判断。)
T: Look at these objects in the picture. Which can be reused, reduced or recycled
(教师让学生分组讨论，回答并核对答案。)
2. Homework:
Write an article about the three Rs in your daily life.
板书设计：
Would you like to be a greener person Section Aagreement disagreement 1. You nod your head, and it means agreement. be supposed to do sth. 2. Nod your head, or shake your head. reduce 3. Water is important, but some people don’t save it.the three Rs— reuse 4. Some people protect animals while others kill animals. recycle
Section B
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. Learn some new words and useful expressions:
ought to, turn off, action, on time.
2. Go on learning to protect the environment.
3. Review giving advice.
Ⅱ. Teaching aids 教具
录音机/小黑板/一个空的塑料瓶、罐头瓶和别的实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
(分小组向全班同学汇报上节课的作业。教师准备一些垃圾并做些动作，学生判断正误，并纠正老师的行为，既激发兴趣复习上节课内容又进行环保教育。)
T: (教师出示一塑料瓶) Look at this plastic bottle. It’s empty and useless. Let’s throw it away.(扔在地上)
Ss: Mr./Miss…, you are wrong.
T: Why
Ss: Because it can be reused.
T: (教师出示一罐头瓶。) Here is a can. It’s not useful. S1, please throw it out of the window.
S1: Sorry. Mr./Miss…, I can’t do that. We must protect our environment and it can be collected and recycled.
T: What a greener person! (老师指着灯，然后指着开关做关灯手势) Oh, the light is still on. S2, would you please turn it off
S2: Sure.
(板书并让学生猜其意思，要求掌握)
turn off turn on
T: It’s a good habit to turn off the lights when you are not using them. About protecting the environment, what are other good habits Do you know
S3: We can reduce the waste we produce.
S4: We should use both sides of paper.
S5: Reuse plastic bags rather than throw them away.
…
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (教师做补充并导出新单词)
T: We ought to save every drop of water. We had better walk or ride a bike while we’re travelling a short distance. Take a cloth bag or a basket instead of plastic bags when you go shopping.
(板书并让学生猜其意思，要求掌握ought to)
ought to=shouldtravel a short distancecloth
T: Everyone should do it like this every day, but easier said than done.
(板书并让学生猜测这个句子的意思。)
Easier said than done.
T: Would you do as what you said
Ss: Yes./Sure.
T: OK. Actions speak louder than words.
(板书并让学生猜测其意思，且要掌握action。)
Actions speak louder than words.
2. (1)(教师将已设计好的听力问题呈现在黑板上。)
(1) Would Michael like to be a greener person (2) When you go shopping, do you take a cloth bag or plastic bags
(2)(让学生听录音1a，并回答问题。)
(3)(让学生再听录音，并说出简的建议。)
T: Listen to the tape again, and tell Jane’s advice.
(教师板书。)
First, you ought to turn off the lights …Second, you’d better walk or ride a bike instead of …Third, take a cloth bag when …
(要求学生跟读这些句子，并用ought to和You’d better来提一些环保建议。)
S1: You ought to clean the classroom.
S2: You’d better not cut down the trees.
S3: …
3. (让学生读1a并找出重难点和同桌讨论，教师深入学生中，了解共性问题并讲解，可简单复习不定式。)
T: Now, let’s read 1a carefully, and find out the difficulties. Pay attention to the stress and intonation.
(板书并复习)
Would you like to be a greener person It’s so easy to be a greener person.It’s+adj+to do sth.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (1)(学生根据板书的重点，改写对话成一篇报告。)
T: According to the main sentences, please change the dialog into a short report. You have two minutes.
(2)(要求学生复述对话。)
S1: Michael would like to be a greener person. Jane gives him three pieces of advice. She tells him that he ought to turn off the lights when he leaves a room. when he wants to travel a short distance, he’d better walk or ride a bike, not take a bus or a taxi…
2. (1)(让学生看1b图片，并口头描述。)
T: Boys and girls, please look at the pictures about the daily life in 1b. What do they show us Who can tell us Hands up!
S2:From a we know that we ought to save electricity.
S3:From b we know that …
S4:From c we know that …
S5: …
(2)(让学生独立完成1b，教师检查并以提问的方式核对答案。)
T: Please match the letters with the sentences. One minute later, I’ll ask a student to give his/her answers.
(3)(要求学生进行拓展，总结更多的日常环保行为。)
T: Very good! Pay attention to our daily lives. There are many good habits to save energy or protect the environment. Who can try to tell us
S6:Take care of the wild animals.
S7:Don’t cut down the trees.
S8: …
(4)(根据1a，应用1b中的内容再来重新组织一个对话。)
T: Make a new dialog like 1a according to the sentences in 1b, and practise it with your partner. Later the volunteers act it out.
Example:
S9: Hi, S10. Would you like to be a greener person
S10: Of course, I’d love to, but what should I do
S9: First, reduce waste. Don’t buy bottles or boxes which people can use only once.
S10: Oh, that’s easy. What’s next
S9: Second, recycle boxes and plastic bottles.
S10: That’s right. …
S9: …
Step 4 Practice 第四步 练习(时间:10分钟)
1. (1)(创设语境，呈现2a中的生词。)
T: Boys and girls, tomorrow is Beach Clean-up Day. Would you like to do something
(板书Clean-up Day)
Ss: Sure./Of course.
T: Our class will take part in the activity. Please prepare some big bags so that we can sort the garbage.
(板书并让学生猜测其意思。)
garbage
T: Pay attention, please. Remember to be on time.
(板书并讲解)
on time
Ss: (学生很自然会问)What time will we meet
T: Listen to the tape and you’ll find the answer.
(听完核对答案。)
(2)(读2a，并完成小黑板上的表格。)
What time
Where to go
How to go
What to do
(3)(学生跟读2a，把新单词和重点内容画出来。)
T: Listen to the tape and repeat it. At the same time, draw a line under the new words and important points.
(4)(再次齐读课文，了解通知的要点，为下一步写作打基础。)
(5)(改填表格内容，要求学生写一则通知，训练学生的写作能力。出示小黑板。)
What time 9:00 a.m. Where Outside the school gate
How to go By bus Lunch Take food and drink by yourself
What to do Plant trees, collect garbage
T: Look at the form, write a note for Tree Planting Day, then report it in front of the class. You have three minutes to write. OK! Let’s begin!
(教师在学生中巡视，并给予指导。)
T: OK! Are you ready
Ss:Yes. (学生举手)
T: Show your note. Volunteer
S1:Boys and girls,
Tomorrow is March 12th. It’s Tree Planting Day. We decide to go to West Hill to plant trees. I hope everyone in our class will take an active part in the activity.
We will meet outside the school gate at 9:00 in the morning, then go there by bus. We’ll be there at about 13:00. So remember to take food and drink by yourself. In the afternoon we’ll plant trees and collect the garbage. There will be a lot of work to do tomorrow, so make sure you have a good rest tonight. See you tomorrow.
T: Your speech is wonderful. Anyone else
S2: …
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. (和同桌讨论可以减少使用、再使用或回收再利用的各种东西，以此来完成2b。同时尽可能多地呈现一些可以减少使用、再使用和回收再利用的日用物品，观点可能会出现分歧。)
T: Now, please work in pairs and try to complete 2b.
2. (教师再呈现一些实物，让学生判断。引出单词battery。)
T: Look at these objects together. Do you think they can be recycled, reused or reduced
3. Homework:
Tell your family and friends how to save energy.
板书设计：
Would you like to be a greener person Section Bought to Would you like to be a greener person turn off turn on It’s so easy to be a greener person. travel a short distance It’s+adj+to do sth.Clean-up Day Easier said than done. on time Actions speak louder than words.
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn new word: electric
2. Learn some compound sentences:
(1) Though the car worked, it smelled terrible!
(2) They work well, but they are slow and can’t run for long.
(3) The water trains in Wales use water to push one train down a hill while pulling another train up the hill.
3. Learn some kinds of energy and their advantages and disadvantages.
Ⅱ. Teaching aids 教具
录音机/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:12分钟)
1. (1)(通过对上一课1a的复习，强调怎样做才能成为绿色使者, 进一步增加学生的环保意识，同时也创造一种英语氛围。)
T: Can you remember what we have learned in Section B
Ss: Yes.
(教师可以出示上一课 1a图片。)
T: What are Jane and Michael doing
Ss: They are talking about how to be a greener person.
T: Can you tell me how to be a greener person
Ss: First, turn off the lights when we leave a room.
T: What about the next
Ss: Walk or ride a bike instead of taking a bus or a taxi …
T: Very good. Please go on.
Ss: Take a cloth bag when we go shopping.
T: Great. It’s easier said than done. So just do it from now on.
2. (学生小组讨论节约能源的各种方法，以旧带新，导入新课主题。)
T: We must not only protect our environment but also save energy like electricity. Now discuss this problem in pairs: What should we do to save energy
(学生分组讨论，鼓励学生说出日常所观察到的情况。)
T: Well, I’m sure you have some new ideas to save energy. Please tell me one by one. Now let’s compare whose ideas are better and greener. Who’s the volunteer Please hands up!
S1: Don’t drive a car if you travel a short distance.
S2: Write on both sides of the paper.
S3: Don’t use the things that can be used only once.
S4: After we wash faces, we can use the used water to wash clothes.
S5: Take a cloth bag when we go shopping.
S6: Turn off the TV set while you are away.
S7: …
(鼓励学生借助肢体语言、图画，尽可能地把想法表达出来，激发学生的热情，培养创造性。)
T: Good ideas! Thank you, boys and girls! Which idea is better and greener
S8:I think S7’s is better and greener.
3. (通过学生对节能环保知识的讨论，老师引出文中所讲的新环保事物，出示1a的挂图，导入新课内容，教授生词。)
T: Look at the pictures. Maybe they are the new things that you haven’t known. They show us some forms of energy. Some of them may do less harm to our environment. What’s it in Picture a
Ss:It’s a car.
T: Yes. What a beautiful car! The window matches the color of the car. Is it strange
Ss:Yes.
T: It’s an electric car. It works well, but it’s slow and can’t run for long.
(板书并讲解，要求掌握)
electric—electricityelectric car
T: What’s it in Picture b Who knows it
S9:It’s a train. It can run fast.
T: You’re right. It’s a Maglev Train. It uses magnets. Its advantages are quiet, fast and clean, but it’s too expensive.
(教师领读并解释。)
(学生复述句子。)
(通过同样的方法，让学生了解1a几幅图中新的制造能量的方法。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (1)(要求学生在字典中快速地查出1a中生词的意义，培养学生快速查阅字典的能力。)
T: Take out your dictionary. Look up the new words in 1a as quickly as possible.
(2)(抽查个别学生，核对单词的发音与汉语意思。理解power, nuclear和acid rain。)
(3)(以小组比赛、男女生比赛、接力比赛等形式对单词的发音进行操练，让学生达到会读的目的。)
(4)(以同样的方法让学生理解词意，避免枯燥的记忆。)
2. (1)(让学生快速阅读1a中的2，为每段文章找到正确的图片。)
T: Read the passage quickly, and choose the right picture for each paragraph.
(2)(再次阅读，判断下列句子正误。用小黑板出示句子。)
T: Read the passage again, and then mark True(T) or False(F).
①( ) It’s good that people produce power from coal. ②( ) Nuclear power is dangerous. So we can’t use it. ③( ) The car that used animal waste worked well. ④( ) The electric cars can run a long distance. ⑤( ) The Maglev Train can be used in most of China. ⑥( ) In Wales water pushes the trains up and down the hill.
3. (播放1a的录音，学生跟读，注意语音语调，训练学生读的能力并再次理解课文。)
4. (学生再次阅读1a，找出疑难点后，鼓励其他学生作答。)
T: Read 1a again, find the points you don’t understand, and then discuss in groups.
(之后，要学生举手提出仍未解决的问题。先由小组之间互相解决，仍未解决的由老师讲解。)
2. (要求学生阅读1a课文，并准备填写1b表格。明确读的任务，有助于提高阅读效率。)
T: Look at the form in 1b. Read the passage again and fill out the form.
(几分钟后。)
T: Discuss the answers in your group. Then let’s check them together.
(先让学生在小组内讨论，然后师生一起核对答案。)
(教师板书。)
Material Advantage Disadvantage Used or not in China
coal produce power dirty and dangerous used
nuclear energy produce power dangerous used
animal waste cheap smell terrible not used
magnets quiet, fast and clean expensive used
water produce power slow not used
3. (通过学习1b的表格，为学生复述课文打下了基础。)
Step 3 Consolidation 第三步 巩固(时间:8分钟)
(根据1b表格，以问答形式复述1a课文。)
T: Let’s retell 1a according to the table in 1b by asking and answering. For example:
(1) T: What are the advantages and disadvantages of coal
Ss: Cheap, dirty, dangerous.
(2) T: Can you say something about nuclear power
Ss: Dangerous and expensive.
(3) T: What about animal waste
Ss: Cheap but it smells terrible.
(4) T: And electric car
Ss: Work well but can not run for long.
(5) T: What are the advantages and disadvantages of Maglev Train
Ss: Quiet, fast, clean but too expensive.
(6) T: What about the water trains
Ss: Very cheap but slow.
(7) T: What is the main idea of this passage Can you give a proper title for this passage
Ss: Some different ways of producing power.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (小组讨论更多更新发电的方法，导入下文。)
T: We know that people can produce power in many ways, such as from coal, nuclear power and animal waste. There are also electric cars in many countries. Maglev Train is used in Japan. The Water trains in Wales use water to push a train down a hill while pulling another train up the hill. Now who can tell us some ways of producing electricity
(板书push…down, pull…up)
S1: Use the sunlight to produce electricity.
S2: Use wind to produce electricity in the deserts.
S3: Use water in the sea to produce electricity.
S4: …
2. (教师出示2中的图片，并完成2。)
(1)T: Now please look at the four pictures. What ways do they have to produce electricity Match the pictures with the proper sentences.
(2)(核对答案后，让学生说出四幅图中采用四种方式发电的优点。)
T: What’s the advantage of these ways
Ss: Less pollution.
T: That’s right. Lightning is powerful. If it can be made use of, that would be great. I’m sure you can do it one day. Come on, my children.
(3)(再次阅读，加深理解。)
(4)(教师出示2中图片，让学生看图说话。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (填写表格，让学生学会如何节约能源，更加合理地利用能源，以增强学生的环保意识。)
T: Look at the form and think about things we should do every day and things we should not do to protect the environment, and what materials or waste things we can reuse, recycle and reduce.
DayThingName Mon. Tue. Wed. Thur. Fri. Sat. Sun.
to do not to do to do not to do to do not to do to do not to do to do not to do to do not to do to do not to do
S1
S2
S3
S4
T: Discuss in groups and finish it as quickly as possible.
(几分钟后)
T: Who’d like to be a volunteer Report it to the class.
S5: …
2. (和同桌一起讨论，列出环保的好习惯，鼓励学生列得越多越好。完成3。)
3. (要求学生在本课找出含有but, and, while的复合句，老师核对答案并板书。)
(依照文中的句子，说出类似的句子。)
T: Could you make sentences with them Now, please have a try.
S6: I’d love to, but I have to finish my report first.
S7: He came up to her and she gave him a hug.
S8: Could you take care of my dog while I’m away.
S9: …
4. Homework:
T: Turn to your parents and your friends and try to find some other kinds of materials that can produce electricity.
板书设计：
Would you like to be a greener person Section Celectric (adj. )——electricity (n. ) 1. Electric cars work well, but they are slow and can’t electric car run for long. Maglev Train 2. The water trains in Wales use water to push one trainpush … down down a hill while pulling another train up the hill. pull … up 3. It’s a pity that it’s too expensive to use in most of China.
Section D
The main activities are 2a and 4. 本课重点活动是2a和4。
Ⅰ. Teaching aims and demands 教学目标
1. Learn a new word: towel
2. Review some compound sentences:
(1) About 35% of the rubbish in Hong Kong can be recycled every year while the rest can’t.
(2) They work well, but they are slow and can’t run for long.
3. Learn how to be a greener person.
Ⅱ. Teaching aids 教具
图片/小黑板/一包纸巾
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (师生互动，复习前三节课的内容，营造英语氛围。)
(1)T: In this topic we have learned something about how to be a greener person. Can you tell me what are the three“Rs”
Ss: Reduce, reuse and recycle.
T: Which means “make something less or smaller”
Ss: Reduce.
T: Then what should we reduce
Ss: We should reduce the things which people can use only once.
T: Which means “use it again”
Ss: Reuse.
T: What should we reuse
Ss: We should reuse plastic bags and old clothes.
T: What should we do about recycle
Ss: We should collect waste paper or soft drink cans and sort them so that they can be recycled.
T: It’s true. But remember, actions speak louder than words.
2. (1) (听句子，判断对错，训练学生听力技能，复习总结怎样成为绿色使者。)
T: We know that pollution is becoming a serious problem. What should we do to protect our environment Now listen to me carefully. I list some habits. Tell me whether they’re good or bad, and try to write down the good ones. Now be ready!
(1) Throw the rubbish here and there.
(2) Don’t spit in a public place.
(3) Draw a beautiful picture on the public walls.
(4) Don’t throw things away if they can be reused.
(5) Go to school by bike instead of by bus.
(6) Collect the rubbish and try to sort the rubbish.
(7) Pour dirty water into rivers directly.
(8) Turn off the lights when you go out.
(教师边说边观察，如果有必要可多读两遍，让学生能一边回答一边记下来，为下步作准备。)
(2)(要求学生两人一组根据上面的内容，编一个对话谈论怎样成为绿色使者。鼓励学生尽可能对本单元内容进行整合。)
T: Now make your own dialog to talk about how to be a greener person with your partner.
(几分钟后，教师抽查效果。)
S1: …
S2: …
(教师进行鼓励和评价，总结内容同时导入新课。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (教师出示2a中的图片向两个学生提问题，让其他同学记录答案，判断谁是绿色使者。)
T: I’ll have two volunteers. Please hands up. OK, S1, S2, come here. Now I’ll ask you two questions. Answer me with“Yes”or “No”. Other students write down their answers and judge which student is greener. Are you ready
Ss: Yes.
T: Do you usually recycle newspapers and old books (Yes—1; No—0)
S1: Yes.
S2: No.
T: Do you often use paper towels (Yes—0; No—1)
(展示纸巾，板书单词且要求掌握。)
towel
S1, S2:Yes.
T: When you make a short journey, do you often ride a bike (Yes—1; No—0)
S1: No.
S2: Yes.
(板书，理解生词journey)
make a short journey—travel a short distance
T: …
S1, S2: …
T: What’s the score
S3: S1 gets 5 points.
S4: S2 gets 6 points.
T: Well done, S2’s mark is higher than S1’s. It means S2 is a greener person. Congratulations to him/her! (cheers)
2. (学生齐读2a，教师解释2a的意义，为两人活动做准备。)
3. (两人活动。同桌间互相问答，并把得分计算出来。教师做调查。)
T: S5, what’s your score
S5: It’s 4 points.
T: You have not started turning green yet! Be strict with yourself to protect the environment. S6, what’s your score
S6: It’s 8 points.
T: Try harder and you’ll be better in protecting the environment. I believe you can.
S6: Thank you!
T: …
Step 3 Consolidation 第三步 巩固(时间:12分钟)
1. (根据得分把学生分成四小组，讨论同学得分的原因并给出建议，使学生更明白如何成为一个绿色使者。)
T: Now the students who get 0-4 points join Group 1. The ones who get 5-9 points join Group 2. The ones who get 10-13 points join Group 3 and 14-18 join Group 4. Each group finds out why you get this mark, and what are you going to do next. Later give a short oral report to the class.
(学生热烈讨论，如果意见难以统一，每个组可根据情况写出二至三个报告。)
2. (要求学生做总结报告，训练口语。完成2b。)
3. (通过上一步，列出好的行为来纠正学生的不足。)
T: Now please listen to me. I’ll tell you how to be a greener person. More and more people are becoming green. It means that they are trying their best to protect the environment. So you need to remember the best ways to achieve the goal.
(1) We need to recycle what we can.
(2) We can take a quick shower instead of a bath.
(3) When we make a short journey, we’d better walk or ride a bike.
(4) You’d better stop them when you see others littering.
(5) We take baskets for shopping.
(6) Never eat fast food.
(7) Never use paper towels.
(8) Remember to turn off lights when you leave home.
4. (学生通过回答问题，巩固2a部分内容。)
T: Practice in pairs. And raise“Yes”or“No”questions first, then“wh-”questions. Please do it just as what we did in 2a.
Step 4 Practice 第四步 练习(时间:7分钟)
1. (1)T: Read the passage in 1 quickly and guess the missing words.
(2)T: Listen to the passage and fill in the blanks with the words you hear.
(3)(核对答案)
T: Let’s check the answers.
(4)T: Listen to the passage and repeat it.
2. (用句子接龙的方式复习巩固连词的用法, 练习3a并板书例句。)
T: Now let’s practice “or”, “but”, “and” and “while”. I say the first sentence, then you say the second sentence with them.
T: The electric cars work well …
S1:But it is slow.
T: The Maglev Train is quiet and clean (and it runs fast)…
S2:But it’s too expensive.
T: My mother was cooking …
S3:While my father was reading the newspaper.
…
(按上面的方法在同学之间进行句子接龙比赛，比比谁说的精彩有趣，活跃课堂气氛。)
3. (1)(复习巩固本单元的重要句型3b。)
T: Open your books. Let’s read the useful expressions of 3b together. Then I’ll ask some students to translate them into Chinese.
(2)(翻译句子，强化对有用短语的应用。)
T: Now please translate my sentences into English, and write them down. Pay attention to making similar sentences with the useful expressions.
①你不应该在这儿吸烟。
②你愿意对这些垃圾进行分类吗？
③洗完衣服后应该把水龙头关掉。
④很可惜你没有和我们一起去。
4. (1)(教师用小黑板出示下列提示词，要求学生抢答造句，为下文写作打下基础，同时复习本话题内容。)
take part in, reduce, reuse, recycle, protect, save, love …
T: Now I’ll give you some words or phrases. Make sentences and speak them out as soon as possible with these words. Are you ready
Ss: Yes.
T: take part in.
S11: I took part in the activities to collect rubbish.
T: reduce.
S12: People ought to reduce plastic, coal …
T: …
S13: …
(2)(根据学生说的内容，让学生写一篇作文，提出关于保护环境的方法。完成4。)
Step 5 Project 第五步 综合探究活动(时间:4分钟)
1. (要求一些学生列举出一些日常不环保的行为举止，并演示给全班同学看，其他同学做出恰当的反应，达到环保教育的目的。)
T: Maybe a few students or people don’t do very well in protecting the environment. Now list the bad actions and act them out in front of the class.
T: Who’s the volunteer S1.
S1: (做一个摘花的动作，让其他同学猜。)
S2: Don’t pick up the flowers.
S3: (……)
S4: …
2. Homework:
T: Write a report. Talk about what you are planning to do to make your hometown more beautiful.
板书设计：
Would you like to be a greener person Section Dmake a short journeypaper towelsThe electric cars work well, but it is slow.The Maylev Train is quiet and clean, but it’s too expensive.My mother was cooking while my father was reading the newspaper.
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Unit 2 Loving Our Planet
Topic 1 Pollution causes too many problems.
Section A
The main activities are 1a and 3a. 本课重点活动是1a和3a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and expression:
bee, my goodness, several, waste, stream, breathe, influence
2. Learn direct speech and indirect speech.
Kangkang said that it was a beautiful place with flowers and grass.
3. Learn about different kinds of pollution:
(1) Air pollution makes people sick.
(2) Light pollution is harmful to our eyes.
(3) Litter influences the look of our cities.
Ⅱ. Teaching aids 教具
录音机/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:2分钟)
1. (通过对第一单元的复习，导入被污染的西山景象，用课本中的图画来引出新词汇。)
T: Last unit, we have learned some changes in our hometown. Can you say some
S1: The roads are wider.
S2: The buildings are higher and higher.
S3: The living conditions have improved…
S4: …
T: Yes. Many changes have happened in our hometown. Let’s look at the two pictures about West Hill.
Step 2 Presentation 第二步 呈现(时间:15分钟)
T: Are there any differences between them
Ss: Yes.
T: Let’s look at Picture 1. What can you see on West Hill in the past
S5: I can see some flowers and grass.
S6: I can see a butterfly dancing.
T: Yes, there is a butterfly dancing.
(板书并讲解)
there is/are … doing sth.
T: What else can you see
S7: I can see a rabbit.
S8: I can see some houses.
S9: …
T: (指着一蜜蜂)What’s it
Ss: 蜜蜂。
T: It’s a bee. There is a bee flying.
(板书并讲解且要求掌握。)
bee
T: (指着小溪) What’s it
Ss: 小河。
T: It’s a stream. And there are some fishes swimming in the stream.
(教师板书并讲解stream且要求掌握。)
stream
T: We knew West Hill was a beautiful place. Look at Picture 2. Oh, my goodness! What has happened to West Hill
(板书并讲解my goodness且要求掌握)
my goodness
T: What changes can you find
S10: The rabbit has disappeared.
S11: The fish have died.
S12: The trees have died.
S13: There are no flowers, butterflies, grass and so on.
S14: There are some factories.
T: (手指着工厂)Yes, there are several factories. They are chemical factories.
(教师板书并讲解several和chemical，且要求掌握several。)
severalchemical
T: (指着工厂冒的黑烟并捂住鼻子做呼吸困难状) They are making much smoke. It can cause breathing problems.
(板书并讲解，且要求掌握。)
breathe
T: (指着排放的废物)And they are pouring waste water into the streams.
(板书并讲解且要求掌握waste。)
wastepour …into …
T: From Picture 2, we know the chemical factories are harmful to the animals and plants.
(板书并讲解。)
harmful
2. (要求学生不看书，只听录音，捕捉要点，回答问题，提高听力水平。)
T: Close your books. Listen to the tape carefully, then answer these questions.
(学生根据黑板上所提出的问题，听录音1a。)
(1)Can you say something about West Hill in the past？(2)What did they see on the West Hill two days later
3. (回答问题并核对答案。教师将1a的关键词写到小黑板上。)
beautiful—fresh—clean—gone—dirty—terrible—waste water
Step 3 Consolidation 第三步 巩固(时间:15分钟)
1. (要求学生在限定时间内，根据黑板上的提示词复述对话。)
T: Try to use the key words on the blackboard to retell 1a.
Example:
In the past, West Hill was a beautiful place with flowers and grass. We could see bees and butterflies dancing. The air was fresh, the water was very clean and we could see fish swimming. But now, all the flowers, grass, bees, butterflies and fish have gone. The water is so dirty and it smells terrible. Why Because there are several chemical factories pouring waste water into the streams. So we should protect the environment.
2. (引入语法“直接引语”和“间接引语”。要求学生根据1a回答教师的问题。)
T: What did Kangkang say
(要求学生每人回答一个句子。)
S1: I’ve been there before.
T: So Kangkang said that he had been there before.
(板书画线部分)
T: What did Kangkang say Next.
S2: It’s a beautiful place with flowers and grass.
T: So Kangkang said that it was a beautiful place with flowers and grass.
(板书画线部分并与上句从句部分对齐。)
T: What did Kangkang say Next.
S3: The air is fresh and the water…
T: So Kangkang said that the air was … and … was …, and they would see …
(板书画线部分，并与上两句从句部分对齐。然后要求学生将板书与原句对比找出不同之处，老师引导和补充。学习“直接引语”和“间接引语”。)
3. (让学生完成1b，并作报告。)
T: Fill out the table in 1b, then give a report, using “Kangkang/Maria said …”.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (播放录音2，让学生听后完成2。)
T: We know, without plants and animals, West Hill isn’t beautiful. So plants and animals are important. Let’s look at the lovely animals in the pictures in 2. Listen to the tape and write down the right order of the pictures.
(若学生没听懂，可再放一遍，和学生核对答案。)
2. T: After listening, do you know what does great harm to animals
Ss: Pollution.
T: Yes. There’re many kinds of pollution. Let’s look at the pictures in 3a and match them with the phrases given. Try to guess the meaning of soil.
(板书soil)
soil
3. (核对答案，并确认soil的汉语意思。)
4. T: Pollution has caused many problems. What problems has it caused Please complete 3b with the phrases in 3a.
5. (教师与学生核对答案。在此过程中让学生猜出生词influence在句中的意思，且要求掌握。)
6. (让学生读3b的句子，加深理解各种污染的危害。)
Step 5 Project 第五步 综合探究活动(时间:3分钟)
1. Guessing games.
(教师让一学生到讲台，从3a所提供的有关污染的图片中任取一张，“正面”面向全体学生，背面面向自己。台下学生描述图片上的内容或引起的污染问题，让台上的学生猜出该种污染的名称。)
T: Everyone of you can describe the picture. And the student in the front of the classroom 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 lungs.
S5 : It’s black smoke.
S1 : Air pollution.
…
2. Homework: Make a survey.
(调查你们家附近的污染状况，并填写表格，以增强学生的环境意识。)
T: Now make a survey to study the pollution around your home, and fill out the form.
Pollution Reasons Effect
Air pollution
Soil pollution
Water pollution
Light pollution
Noise pollution
Litter
板书设计：
Pollution causes too many problems.Section Aair pollution there be sb./sth. doing sth.soil pollution pour … into …water pollution be harmful to …light pollution Kangkang said that it was a beautifulnoise pollution place with flowers and grass.litter The government has done something useful to stop it.
Section B
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
weak, produce, chest, anyway
2. Go on learning direct speech and indirect speech.
(1) Granny told Kangkang that it was difficult for her to breathe.
(2) Granny said that she had been like that since the month before.
(3) Kangkang asked Granny what was wrong with her.
(4) The journalist asked Granny if she was feeling better.
3. Learn some expressions about expressing blame and complaint:
(1) It’s difficult for me to breathe.
(2) The bad air makes my chest hurt.
(3) … the factory makes too much noise, and I can’t sleep well at night.
(4) I’m always in a bad mood …
(5) … I can’t stand the environment here.
Ⅱ. Teaching aids 教具
图片/录音机/小星星
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6分钟)
1. (检查上节课的作业，通过学生对调查结果的汇报和转述，复习直接引语和间接引语。)
T: Is there air pollution around your home
S1: Yes. There are several chemical factories near my home. They produce terrible gas. The bad air makes my chest hurt.
T: What did S1 say just now
S2: S 1 said that …
(其余五种污染用同样的方法进行转述。)
Step 2 Presentation 第二步 呈现(时间:15分钟)
1. (教师用上一课的1a引出新的词汇。)
T: From 1a, Section A, we know Kangkang and his friends planned to go for a picnic, but two days later, when the children reached West Hill, could they have a picnic there
Ss:No.
T: Why
Ss:The flowers, grass, rabbits, bees and fish have gone. The chemical factories are pouring waste water into the streams.
T: (出示排放的浓烟的图片)And what is the factory making
Ss:It’s making smoke.
T: Yes, it’s producing smoke. It’s producing terrible gas. (教师做捂鼻皱眉状。)It’s difficult to breathe.
(板书并讲解，且要求掌握produce。)
produce terrible gas
T: The terrible gas can make people’s chest hurt (教师做捂胸皱眉状。)
(板书并讲解，且要求掌握chest。)
chest
T: What problems does noise pollution cause
S1: Maybe people can’t sleep well.
T: Yes, it makes people weak, and people may be in a bad mood.
(板书并讲解，且要求掌握weak。)
weak, in a bad mood
T: Pollution causes too many problems. Anyway, we should do something to stop it.
(板书并讲解，且要求掌握anyway。)
anyway
2. (呈现1a图片。)
T: Look at the picture. Who are they in the picture
Ss: They are Kangkang and Granny.
T: What other things can you see
S1: I can see some dead fish.
S2: The bird in the tree has been dead.
S3: Some chemical factories are producing terrible gas.
S4: Factories are pouring waste water into the river.
T: So it causes water pollution and air pollution. Look at Kangkang and Granny. What are they talking about Listen to the tape, and then answer the question.
(教师放1a录音，学生听后回答。)
Ss: They are talking about pollution.
T: OK, let’s read 1a together. Boys—Kangkang and girls—Granny.
Step 3 Consolidation 第三步 巩固(时间:9分钟)
1. T: Read 1a aloud, and try to act out the dialog in pairs.
2. (抽查几组进行表演。)
3. (学习1b。将学生分成四组进行比赛，看哪组同学的观察思维能力强。每发现一条变化规律加一颗星。教师可适时地引导。)
T: Read 1b carefully, and try to find out the changing rules. Let’s have a match.
4. (教师进行补充和总结，并对获胜组进行表扬。)
5. T: Complete 1b by yourselves in two minutes.
(必要时教师给予帮助。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. T: After Kangkang wrote to the newspaper about Granny’s problems, a journalist interviewed Granny. What is the journalist’s question Let’s look at the first picture in 2.
Ss: Are you feeling better, Granny
T: Yes. The journalist asked Granny if she was feeling better.
(板书if，引导学生发现一般疑问句变成间接引语的方法。)
if
2. T: What is Granny’s answer
Ss: She’s feeling even worse.
T: Yes. Please answer it with indirect speech.
Ss: Granny said that …
3. T: Complete the rest sentences with direct speech or indirect speech.
(必要时教师给予帮助。)
4. (核对答案。)
5. T: Discuss the questions in 3, and work in groups of three. One asks, another answers and the third reports it using indirect speech. Two minutes for preparation.
6. (各小组分别作报告，注意更正时态、语序等方面的错误。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. Play a game.
(传话：分给每组第一位同学一张纸，上面事先写好同一句话How is the environment around this school (即直接引语)。这位同学要以间接引语的形式(The teacher said/asked…)口头向后面的第二个同学传话，然后依次往后传，而最后接到话的同学要使用直接引语说出原句是什么。传得又快又正确的组获胜。注：各组人数一定要一样多。可以通过变换句子的方式继续游戏。)
2. Homework.
Write to the government about the pollution problems around your home.
板书设计：
Pollution causes too many problems.Section Bproduce terrible gas Kangkang asked Granny what was wrong with her.in a bad mood The journalist asked Granny if she was feeling better.… …
Section C
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
coal, be harmful to, deaf, print, a kind of, disturb
2. Review direct speech and indirect speech.
3. Talk about noise pollution.
4. Improve the sense of the students on protecting the environment.
Ⅱ. Teaching aids 教具
录音机/有关噪音污染的图片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
(教师用上两节课的内容引出新的词汇和语言点。)
T: We have known some kinds of pollution. Can you list them
Ss: Yes. Such as water pollution, soil pollution, light pollution, air pollution, noise pollution and so on.
T: What problems do they cause
Ss: …
Step 2 Presentation 第二步 呈现(时间:15分钟)
1. T: Very good. Let’s look at the pictures.
(教师展示图片一。)
T: (指着图片。) What are they burning
Ss: Coal. (帮学生回答并重复领读解释意思。要求掌握。)
T: Can burning coal cause pollution
Ss:Yes. Burning coal can cause air pollution.
T: You’re right.
(教师展示图片二。)
T: Look at the picture. People are producing electricity by wind. (教师让学生猜测词义并领读electricity。 )
T: (指图片。) Can it cause pollution
Ss: No.
T: You’re right. It can’t cause pollution.
2. (教师让学生完成1a中的读前问题。)
T: OK. Look at the phrases in 1a, and check (√) which is pollution.
(学生可以讨论，然后教师与学生核对答案。)
3. T: You know, playing loud rock music at midnight is a kind of pollution.
(板书解释并要求掌握)
a kind of
T: Why
Ss: Because playing loud rock music can make lots of noise.
T: Yes. It not only disturbs others but also does great harm to hearing.
(板书，领读并讲解disturb，要求掌握。)
disturbdo harm to=be harmful to
T: Let’s look at the picture.
(教师展示图片三。)
T: (指图片问。) What are they doing
Ss: They are printing newspapers. (教师帮助回答并释义，领读print且要求掌握。)
T: The machines are making loud noise. Can they hear each other clearly
Ss:No.
T: They have to say the words again and again. If they work there for a long time, they may go deaf. (教师指着耳朵领读go deaf并解释deaf: unable to hear，且要求掌握。)
T: That is to say, they will have hearing loss.
(板书，并要求掌握)
hearing loss
(教师展示图片四。)
T: (教师指着图片。) They are working in the sawmill. And it also makes loud noise. It may disturb the people nearby. They can’t sleep well.
(板书并解释)
sawmillnearby
4. T: So noise pollution is harmful to humans’ health. Right
Ss: Yes.
T: OK. Let’s listen to the passage in 1a. Try to find out how many kinds of noise pollution are mentioned in the passage.
(开始播放录音，播放完核对答案。)
5. T: Read the passage, then write down these five kinds of noise pollution in the passage.
6. (核对答案后)
T: What are the bad effects caused by noise pollution
(板书并解释)
effect
Ss: It makes people…
T: Are there any countries trying to solve the environmental problems
Ss: Yes, there are.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (根据课文内容，完成1b的练习。)
T: OK. Read 1a again and finish 1b by yourselves.
(教师与学生核对答案。)
2. (让学生两人一组读课文，讨论1c的四个句子应该分别放在课文中的哪一段。)
T: Read the passage again, and look at the four sentences in 1c. S1, please read the four sentences.
S1: …
T: Which paragraph should they belong to
(教师与学生核对答案，让学生回答选出正确答案的理由。)
3. (要求学生利用小黑板上的关键词复述1a。)
T: Retell the passage with the key words given. Three minutes for preparation.
a. noise
b. go deaf
c. print/living near airport/no better than/in public/cars and machines
d. uncomfortable and unpleasant
e. trying to solve
4. (抽查)
Step 4 Practice 第四步 练习(时间:10分钟)
(教师用课文中的噪声污染来启发学生找出周围的噪声污染。)
T: We have learnt noise is a kind of pollution. What causes noise pollution around us
(让学生分组讨论，教师给学生一些引导，让学生说出我们身边的噪声污染。)
S1: The students in the next room are singing.
S2: Some students are talking loudly in the classroom.
S3: Someone is typing the keyboard strongly.
S4: Some people answer the telephone call aloud.
S5: …
(教师在列出噪声污染的各种来源后，教导学生如何避免出现这些现象。从而培养学生的环境保护意识。)
T: Everyone knows noise pollution is harmful to our ears. But how can we solve these problems
S6: 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 enjoy music.
S10: …
Step 5 Project 第五步 综合探究活动(时间:5分钟)
方案一：
1. (通过本节课的学习，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。)
T: Make a survey in groups about the noise pollution. Before you do it, I’d like to say
something about noise pollution in our school, in my home and my neighborhoods.
(通过教师的示范作用，使此练习变得更加容易。)
T: In our school there is noise pollution everywhere … And in my home, my son likes NBA
games. He often watches it loudly… And in some public places, people speak loudly…
Discuss in groups and fill out the form.
PlaceName At school At home In other public places
S1
S2
S3
2. (让学生根据调查表进行报告。)
T: Please report your work to the class.
S5: …
方案二：
(小组活动，四人一组，引导学生讨论并思考他们身边实际存在的各种类型的污染及其危害，并由一名小组成员书面记录整理，最终以书信的形式将问题反映到报社。完成2。)
T: Work in groups of four, think about what kinds of pollution we have in our hometown and discuss the bad effects caused by them. Write them down and after school mail it to the newspaper agency.
3. Homework:
T: Please write an article. The title is“My Ideal School”or“My Ideal City”.
板书设计：
Pollution causes too many problems.Section Ca kind of be harmful to …go deaf do harm to …all sorts of …=all kinds of … Making a loud noise in public is also a kind of pollution.
Section D
The main activities are 1a和3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words:
create, industry, rubbish, blood
2. Review direct speech and indirect speech.
3. Review some kinds of pollution and the problems caused by them.
Ⅱ. Teaching aids 教具
录音机/小黑板/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
1. (复习噪音污染，导入词汇教学。)
T: Is noise a kind of pollution
Ss: Yes.
T: What can cause noise pollution
S1: The machines in some factories.
S2: Planes.
S3: Loud pop music.
S4: Cars.
S5: The traffic.
S6: …
T: Many things making loud noise can cause noise pollution. What problems does noise pollution cause
S7: Noise pollution can cause hearing loss.
S8: It makes people sick or become deaf.
S9: It also makes people’s lives uncomfortable and unpleasant.
T: Yes, loud noise can cause high blood pressure as well.
(教师板书新词并释义，且要求掌握blood，理解pressure。)
high blood pressure
Step 2 Presentation 第二步 呈现(时间:15分钟)
1. T: Noise pollution is harmful to people. But it’s not the only one in our world. Do you know any other kinds of pollution
SS: Air pollution, soil pollution, water pollution, light pollution, litter and so on.
(教师展示图片一。)
T: What kind of pollution is it
Ss: Soil pollution.
T: That’s right. What causes soil pollution
S1: People use too many chemicals in their fields.
T: So they destroy the soil. (教师板书destroy并释义。)
destroy
(教师展示图片二。)
T: Look at this picture. What kind of pollution is it
Ss: Litter.
T: Yes. There’s a pile of rubbish here. It makes our environment dirty.
(教师板书并讲解rubbish并要求掌握。)
rubbish
T: (指着图片的浓烟)What kind of pollution is it
Ss: Air pollution.
T: Yes. What creates air pollution
(板书并讲解，且要求掌握。)
create
Ss: Burning coal.
T: With the development of industry, air pollution is becoming more and more serious.
(板书并讲解，且要求掌握industry。)
industry
T: Look at the picture. Which kind of pollution is it
S3: Light pollution.
T: Yes. Look at the strong, changeable light. It’s bad for eyes.
2. T: From the pictures, we know pollution is bad for our health in many ways. If there is no pollution on the earth, what will the earth be like
(板书并讲解in many ways)
Ss: Maybe our earth will be greener and more beautiful.
T: Yes. We should protect our planet from now on. OK , let’s read 1a and fill in the blanks with the words and phrases above.
(学生用所给的单词和短语填空，老师与学生核对答案。)
3. (1)(让学生再次阅读1a，找出重点和疑点)
(2)(小组讨论交流)
(3)(教师板书学生可能认为疑难的知识点，核对或解释其用法。)
Step 3 Consolidation 第三步 巩固(时间:5分钟)
1. (让学生再次阅读1a，然后完成1b。)
T: Read 1a again and fill out the table in 1b according to 1a.
(学生填完表格后，教师与学生一起核对答案。)
2. (让学生分小组讨论。)
T: There’re so many kinds of pollution around us. How can we deal with them Discuss in groups of four.
S1: Pull down the polluting factories.
S2: Make some rules to stop pollution.
S3: Throw the rubbish into the dustbin.
S4: …
(教师总结后。)
T: Let’s try our best to be greener people, OK
Ss: OK!
Step 4 Practice 第四步 练习(时间:15分钟)
1. (教师通过复习西山的污染来练习2b的句子。)
T: (教师出示Section A，1a中的第二幅图)
What can you find in the picture
(让学生用所学知识发现污染，为做环保人作铺垫。)
S1: There is water pollution. BThe fish has gone.
S2: There are several chemical factories pouring waste water into the river.
S3: There is noise pollution. Granny can’t sleep well.
S4: …
T: Oh, my goodness! Does Kangkang still want to have the picnic there
Ss: Of course not.
T: Does Granny still want to live there
Ss: No, she will manage to leave there.
(复习2b)
T: Now let’s listen to the tape of 2b, and read after it.
(教师讲解并强调这些功能用语。)
2. (复习2a)
T: Because of the pollution on West Hill, a journalist interviewed Granny. What did the journalist ask Granny Do you still remember
Ss: Yes.
S1: He asked Granny if …
T: What was Granny’s answer
S2: She said that …/She told the journalist …
(继续上面的问答，来练习2a的句子。)
3. (在小黑板上准备一些有关直接引语和间接引语转换的练习题，两分钟内完成。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (通过第四步的练习，教师示例，让学生分组讨论下面的问题。)
(1)T: Make a survey. What kinds of pollution are there in your town / village And discuss how the pollution affect the environment in groups. Then fill out the table below.
(2)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 does it cause
S1: It’s difficult for us to breathe.
T: How can we deal with it
S1: Pull down the factories.
Kinds of pollution Effects on our environment or health Solutions
(板书并讲解effects on our environment)
2. (让学生根据表格作报告。)
T: Now, please make a report according to the form above.
For example:
There are many kinds of pollution in our city, such as water pollution, litter, soil pollution, light pollution and noise pollution.
Water pollution can cause stomach disease, and the fish in the water will die. We should stop some people from throwing rubbish into the river and factories from pouring waste water into the river …
3. (教师收集一些有关污染的图片。让学生描述图片中的污染属于哪一种。然后学生分组讨论污染所带来的影响。做一个有关不同的污染及其所带来危害的板报。)
T: Look at these pictures, and discuss in groups about different kinds of pollution and the harm caused by them. Then make a wall newspaper.
4. Homework:
T: Please write a letter according to the report to an editor.
For example:
Dear editor,
I’m writing to you …
(板书设计)
Pollution causes too many problems.Section Dhigh blood pressure Burning coal creates air pollution.in many ways With less pollution, our planet will become…with the development of industry effects on our environment
②
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Topic 2 English is spoken differently
in different countries.
Section A
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. Master some new words and useful expressions:
difference, autumn, face to face
①I can’t follow you. Can you speak more slowly, please
②Have a good trip!
2. Learn present continuous to show the future:
I’m flying to Disneyland tomorrow.
3. Discuss the differences in English among different English-speaking countries.
Ⅱ. Teaching aids 教具
录音机/小黑板/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
(用G’day向学生问好，让学生置疑，引出本课内容和生词。)
T: G’day, boys and girls!
Ss: (学生会置疑地问候) G’day, teacher!/Good morning, teacher!
T: Do you know what the meaning of “g’day” is
(学生会给出不同的答案。)
S1: Good morning!
S2: Good day!
S3: …
T: Good, though English is widely spoken around the world, there are some differences among American English, British English, Canadian English and Australian English.
(板书，领读讲解并要求学生掌握difference。)
different—differenceBritish
(导入2 work alone)
Now let’s listen to the tape and find out what “fall” means in this dialog.
(播放录音，选择正确答案，然后核对答案。)
(板书，领读讲解并要求学生掌握。)
autumn=fall
Step 2 Presentation 第二步 呈现(时间:12分钟)
1. (学习1a。)
T: There are some other differences among British English, Canadian English and Australian English. Now please listen to the tape carefully and find out the differences.
(教师用小黑板或幻灯片出示下列内容，要求学生听1a，根据不同国家的语言习惯表达完成表格，了解生词trunk。)
g’day hello friends mates Good on ya, mate! Well done Sheila sheilas boot trunk
British English
Australian English
Canadian English
American English
T: The tape is over. Now who can tell me which expressions are British English Please put up your hands. S1.
S1: …
T: Which expressions are Australian English
S2: …
T: …
(若学生的答案不准确，可让学生自己读对话，找出自己错的地方，让学生领悟听力的关键点。)
2. (要求学生再读课文，指导学生小组合作，理解生词suitcase，找出重难点并讨论解决。)
(板书suitcase)
For example:
(1)I can’t follow you.
“follow” means “understand”.
(2)I’m flying to Disneyland tomorrow.
Grammar: Showing the future by present continuous.
e.g. ①I’m coming.
②I’m leaving.
(3)Have a good trip!
3. (让学生跟读1a录音，进一步理解对话内容，注意语音语调。)
4. (出示1b中的四幅图片，师生问答，复习1a中的内容并完成1b。)
T: Boys and girls, please look at Picture 1. What’re the boys doing
Ss: They are greeting when they meet on the way to school.
T: Do you know what they will say
Ss: G’day.
T: If they come from Great Britain, what will they say
Ss: They will say “Hello/Hi, Nice to meet you”, …
T: You’re right.
(以同样的方式出示其他三幅图片，与学生进行对练，也可以让学生与学生对练。)
Step 3 Consolidation 第三步 巩固(时间:12分钟)
1. (通过玩游戏，要求每两个学生把同一意思的两种英语表达对应起来进行对练。)
T: Let’s play a game and express the same meaning with these different words or sentences. One student says a sentence and the partner says another expression that has the same meaning. Do you understand
Ss: Yes.
T: S1, S2, please do it first.
S1: I will say “Hello” to you when we meet in England.
S2: I will say “G’day” if we are from Australia.
S3: …
S4: …
2. (在前面操练的基础上，复述课文，可采取分组活动的方式进行，然后选出几名学生做一简短演讲。)
S5: Ladies and gentlemen, I’m very happy to speak here. My topic is “Different Countries, Different English, …”
3. (让学生完成1c，并核对答案。要求学生掌握短语succeed in doing, make sb.+p.p.)
Step 4 Practice 第四步 练习(时间:5分钟)
(让学生根据3中内容猜其意思，并给出更多的网络语言。完成3。)
T: We know English is very interesting. It has different meanings in different countries. There is another interesting English. It’s e-mail English.
T: Boy and girls, do you like surfing on the Internet
Ss: Yes .
T: Do you often send e-mails to your friends
Ss: Yes .
T: OK. Do you know the meanings of the following e-mail English in 3
Ss: …
T: Can you give more examples of e-mail English
Ss: Yes.
(一个学生说，其他同学猜意思)
S1: …
S2: It means…
(引出face to face)
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (小组活动。把学生分成几组，分别写出由汉语转化而来的英文单词及由英语转化而来的汉语外来词。在组内交流，比出哪一组举出的例子多。)
For example:
English words from Chinese Kungfu, tofu…
Chinese words from English Cafe, cola, coke…
2. Homework:
Collect much more information about the differences in English among different English-speaking countries, including spelling and pronunciation.
板书设计：
English is spoken differently in different countries.Section Adifferent—difference I can’t follow you. succeed in doing Have a good trip! make sb.+p.p. I’m flying to Disneyland tomorrow.
Section B
The main activities are 1a and 1c. 本课重点活动是1a和1c。
Ⅰ. Teaching aims and demands 教学目标
1. Master some new words and useful expressions:
put out, ask for a ride, victory
The foreigner is asking for a ride.
I’m just kidding.
2. Go on learning present continuous to show the future:
(1)I’m leaving for California.
(2)My uncle is meeting us tomorrow.
(3)When are you leaving for Disneyland
3. Talk about sign language and body language.
Ⅱ. Teaching aids 教具
录音机/小卡片/图片/机票
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:12分钟)
1. (教师出示一张飞机票的图片，导入本课语法和生词。)
T: Nice to see you again, class.
Ss: Nice to see you again, my dear teacher.
T: I’m sorry to tell you that I can’t have English classes for you next week. I’m leaving for Beijing to have an important meeting this weekend. It’s my plane ticket.
(板书)
I’m leaving for …
Ss: Really When are you leaving (Mr. / Miss …, we want to see you off.)
T: My flight will take off at 7:00 p.m.. You needn’t see me off. If you have any difficulty in studying English, you can ask Mr. Hu for help. OK
Ss: OK.
T: At the same time, try your best to get ready for next week’s exam. I hope you will have a victory in it.
(板书)
flightsee sb. offhave any difficulty (in doing…)victory
(教师解释并领读，要求学生掌握victory。)
Ss: Thank you.
2. (教师讲解进行时表将来的句式，并结合1c组织练习。)
(板书)
I’m leaving for Disneyland this afternoon.
T: Boys and girls, look at the sentence on the blackboard. Then could you tell me what’s the
meaning of this sentence Who can
Ss: It means you will fly to Disneyland this afternoon.
T: Yes, that’s right.
(教师指导学生观察黑板上的句子，让学生给出更多例句。)
3. (教师展示1c图画，给出一些关键词，让学生用将来时态造句并板书。)
T: Here are some pictures. Now make sentences with the key words given below, using present continuous to show the future.
leave for Disneyland this afternoon travel to Canada tomorrowcome home in twenty minutes start at 7 o’clock go to Shanghai next week
Picture1: …is leaving for Disneyland this afternoon. Picture2: …is travelling to Canada tomorrow. Picture3: …is coming home in twenty minutes. Picture4: …is starting at 7 o’clock. Picture5: …is going to Shanghai next week.
4. (师生共同总结现在进行时表将来的用法。)
现在进行时表将来时常有“意图”、“安排”(但不是固定不变的)或“打算”的含义，这种现在进行时比较生动，给人一种期待感。它常表示最近或较近的将来，所用动词多是位移动词。例如：
I’m going.
When are you starting
I’m leaving tomorrow.
表示将来的现在进行时除用位移动词外，亦可用某些非位移动词。例如：
I’m meeting you after class.
She is buying a new bike soon.
5. (在熟悉现在进行时表将来的用法之后，两人一组对话操练。)
T: Pair work. Make dialogs with your partners according to the example in 1c.
Example:
A: When are you leaving for Disneyland
B: I’m leaving this afternoon.
(在每个小组充分训练之后，教师找出几组表演对话。)
T: Now I’ll ask several groups to act out the dialog. Let’s have a competition.
(通过竞赛，学生已熟练掌握现在进行时表将来的用法，为呈现和理解1a做好准备。)
Step 2 Presentation 第二步 呈现(时间:13分钟)
1. (设置听力任务，让学生带着任务听1a录音，从整体上把握对话意思，并完成所列问题。)
T: Listen to the tape and find out where Wang Junfen is flying and answer the following questions.
When is his flight What should Wang Junfeng do if he needs help
(师生一起核对答案，对错误答案先不纠正，要求学生再听一遍，找出问题关键进行对比，提高学生听力技能。)
2. (教师再放1a录音，让学生边听边在练习本中写下现在进行时表将来的句子。)
T: Listen to the tape again and write down the sentences that use present continuous to show the future.
(板书)
I’m flying to Disneyland.My uncle is meeting us tomorrow.
3. (小组合作，找出1a的疑难点，板书，同时帮助学生掌握词组put out和ask for a ride，了解生词thumb, guidebook。)
(板书)
They are on their way to airport. → on one’s way to I hope I won’t have any difficulty communicating. → have difficulty (in doing)
4. (学生跟录音读，然后进行人机对话。)
T: Read after the tape. Suppose you are Wang Junfeng. Listen to the tape and make a dialog with it.
Step 3 Consolidation 第三步 巩固(时间:5分钟)
(在学生熟悉了对话内容的基础上进行分组对话练习，然后让每组分角色进行表演。)
T: Class, now let’s work in groups. Each group chooses six students to play a role in the dialog, then act the dialog out.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (准备一些写有指令性动作的卡片，如go shopping，leave for Shanghai, fly to America等等，让一些同学来抽，抽到哪个指令就做一些相关动作，让其他同学猜，进行组与组间的评比。)
T: I have some cards here. There are some instructions on them. I’ll ask one student to choose a card and he should do an action according to the card he gets. Other students should guess what he is going to do. Now who is the volunteer and does the action here
S1: (做动作)What am I going to do
S2: You are going shopping. Am I right
S1: Yes, you are right. / No, you are wrong.
S3: (做动作)What am I going to do
S4: Are you going to …
S3: Yes, I am. / No, I’m not.
2. (让学生看1b, 双人讨论图片所表达的意思。)
3. (出示2体态语的图片，让学生猜出它们的含义。帮助学生了解生词puzzled。)
T: Class, suppose one of you is travelling in the United States. But you can’t speak English. If you are in trouble, what are you going to do
Ss: …
T: Good. You can take an interpreter with you and you can make a gesture to express your meaning. Now, look at these gestures that people often use in the United States. Guess the meanings of them, and you can discuss them with you partner.
(教师把图片贴在黑板上，一分钟后提问学生。)
T: What’s the meaning of the gesture in Picture 1
S1: It means “Have a victory”.
T: Class, do you agree with him / her
Ss: Yes. / No.
T: …
4. (小组讨论。尽量多地找出日常生活中我们所运用的体态语，运用简笔画做成小卡片，组织学生进行“猜一猜”的游戏，和其他同学分享。)
T: Boys and girls, let’s work in groups and each group has four students. We stick the gesture cards on the back of one student. He / She can ask questions about the gestures, and the other three just describe the gestures and make the student who has pictures on the back guesses what the gesture is.
(通过此小游戏让学生在娱乐中掌握了不同的体态语及其含义，激发了学生学习兴趣。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (引导学生收集不同国家的手势语并理解其含义。)
T: Suppose you’re a volunteer of the 2008 Olympics Games, try to search the Internet for sign language and body language as much as possible, and then make a form like this. After that, please make a report to your class.
Countries Gestures Meanings
America
Germany
Australia
Japan
India
…
2. Homework:
Write several sentences using present continuous to show future.
板书设计：
English is spoken differently in different countries. Section Bsee sb. off I’m flying to Disneyland.on one’s way to I’m leaving for Disneyland this afternoon.ask for a ride My uncle is meeting us tomorrow.have any difficulty (in doing …)
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and expressions:
pronounce, pronunciation, fill in, in person
2. Discuss the differences between British English and American English in spelling,
pronunciation and expression.
Ⅱ. Teaching aids 教具
录音机/卡片/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. (教师检查作业，引导学生复习Section A中讲英语的不同国家英语表达的不同。)
T: Hello! Boys and girls, we learned differences in English among different English-speaking countries in Section A. Now I’ll ask a group to perform in the front. S1, S2, would you like to show us your dialog
S1: Hello, what should people say when they meet other people in Britain
S2: Hello, but what about in Australia
S1: G’day instead.
S2: What should people say when someone did something well in Britain then
S1: Well done! And what about in Australia
S2: Good on ya, mate.
S1: …
S2: …
T: They did a good job, didn’t they
Ss: Yes, they did.
T: What should we say to them, class
Ss: Congratulations!
T: Yeah. Congratulations to them. (学生鼓掌)
(复习此对话中表达法的不同，目的是为导入1a英语国家在发音、拼写、表达三方面的差异做铺垫。)
2. (师生互动，导入1a。)
T: Boys and girls, please answer my questions. Whose written English is good in our class
Ss: Wang Yun.
T: Whose oral English is great in our class
Ss: Li Mei.
T: Who has good pronunciation in our class
(板书领读，讲解并列出它的动词形式，要求学生掌握。)
pronunciation (n. ) —— pronounce(v. )
(提醒学生注意拼写。)
Ss: Li Lan.
T: Yes, you’re right. Li Lan, please stand up. Can you pronounce “hot” (教师板书hot)
Li Lan:Yes, It’s//.
T: Yes. You know it pronounces [ht ] in British English. While in American English “hot” pronounces //. Besides pronunciation, there are other differences between American English and British English, such as spelling and expression.
T: Now, if you want to know a lot about differences between American English and British English, let’s learn 1a.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (设置问题，让学生带着问题去听1a。)
T: Please listen to the tape carefully and find out what the differences between British English and American English are.
(教师核对答案，并帮助学生了解生词expression。)
2. (要求学生默读课文，找出英、美式英语在几方面的区别，并列出相应的例子，完成1b。)
T: Read 1a again, and fill in the form in 1b.
(要求掌握fill in并了解生词clerk)
(板书)
fill in
(师生互动，加深学生对美式英语与英式英语的区分和理解。)
T: S1, could you tell me how to pronounce “clerk” in British English
S1: Oh, yes. It’ s //.
T: How to pronounce it in American English
S1: It’s //.
(板书check)
T: Great. S2, could you spell the past participle form of travel in American English
S2: T-R-A-V-E-L-E-D.
T: Good. But how to spell it in British English
S2: T-R-A-V-E-L-L-E-D.
T: S3, which take the subway, Americans or British people
S3: Americans.
T: OK. You can make a similar dialog with your partners.
3. (再放一遍录音，让学生朗读课文，了解英美发音有区别的词。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (做游戏“我知道你是哪国人”，通过所学过的讲英语的国家在发音、拼写、表达等方面的差异了解谈话双方信息。)
T: Now, let’s play the game “I know where you come from. ” You can use the knowledge we have learned in this topic. You can begin like this:
S1: Hello. May I ask you a question
S2: Of course, please.
S1: How do you pronounce “hot”
S2: //.
S1: Thanks. I know you are an Englishman.
S2: (作吃惊状)How do you know that
S1: I know that from your pronunciation.
S2: Oh. I see.
S3: Good on ya, mate.
S1: Oh. I know you’re from Australia. In Australia, people call their friends “mates”.
S2: That’s right. There are differences in English among different English-speaking countries.
(多找几组同学操练此类游戏。)
2. (通过操练学生已经熟悉1a，利用1b的表格，让学生复述1a。 )
T: Now, according to what we have just learned, we know American English and British English are different. I’ll ask some students to retell the text. You can use the form in 1b.
For example:
We all know American English is different from British English in pronunciation, spelling and expression.
…
Step 4 Practice 第四步 练习(时间:7分钟)
1. (玩游戏。两人一组，一问一答。看谁做的又快又好，完成2。)
T: Now, let’s play a game “Who does quickly and well ”. For example:
A: “Fall” in America is “秋天”. Do you know how to express it in England
B: Yes, It’s “autumn”.
C: Do you know how to spell “数学” in British English
D: I know that it’s “maths”. But do you know how to spell it in American English
C: Yes. It’s “math”.
…
…
2. (在熟悉课文的基础之上，让学生找出更多的在发音，拼写和表达方面不同的实例。)
T: Now, let’s do exercise in pairs. Discuss with your partner and try to find out more examples to show the differences in pronunciation, spelling and expression between British English and American English. Are you ready
Ss: Yes.
T: OK. Let’s begin.
3. Work alone:
(1)(让我们和他一起分享在迪斯尼乐园的快乐吧！)
(默读3找出重点词组，教师讲解。帮助学生掌握in person，了解Pirates of the Caribbean和Magic Mountain，向学生介绍加勒比海盗和魔积山的相关内容。)
(板书)
not only… but alsoin personbe fond ofbe close to
For example:
It’s not necessary for you to do everything in person.
Not only he but also I am interested in watching TV.
His home is close to his school.
The children are fond of playing toys.
(2)(让学生依据3，把文字与相应的图片连接起来。完成3。)
T: Match the pictures with the right sentences.
(3)(找学生读课文，核对答案。)
T: Now I’d like to ask a student to read the text, other students listen to him/her carefully, and check the answers at the same time.
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (通过找朋友游戏让学生在玩的同时更好地区分英、美两种英语，并给予总结。)
要求：(1)分给学生上面写有英、美英语的小卡片。
(2)让学生判断手中的小卡片是英式还是美式英语，然后根据两种形式的英语分成两大组。拿英式英语的站在一侧，拿着美式英语的站在另一侧。
(3)再让学生找到手中的词相对应的同义词来表达，要求学生比速度和正确率。
(4)完毕后，要求学生以对话或报告等形式讲述英、美两国英语的不同，向全班同学汇报。
2. Homework:
After class, watch two English films. One is made in UK, the other is made in US.
板书设计：
English is spoken differently in different countries.Section Cpronounce(v.)—pronunciation(n.) be close tofill in be fond ofnot only… but also… in person
Section D
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. Learn some new words and useful expressions:
come about, force, cent, in a word, accent
2. Learn about how the differences between American English and British English come about.
3. Review present continuous to show the future:
I’m flying to Disneyland tomorrow.
My uncle is meeting us tomorrow.
Ⅱ. Teaching aids 教具
录音机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
1. (检查作业, 以对话的形式复习上节课所学的英式英语和美式英语之间的区别。)
T: Now, let’s review Section C. How many differences are there between British English and American English
S1: Three. They are different in pronunciation, spelling and expression.
T: Who can give me some examples
S2: The word“hot”is pronounced as [ht] in Britain, but it is pronounced as [] in America.
S3: The word“dialog”is spelt as“dialogue”in Britain, but in America it is spelt as“dialog”.
S4: In Britain people usually relax in a sitting room, but in America in a living room.
T: Good. You learn very well.
2. (教师出示以下表格，让学生填表后编出更多的相似对话。)
British English American English
colour color
favourite
pants
metre
theather
maths
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (由复习英、美式英语存在的差异入手，引出问题：为什么它们之间会有区别？导入本课内容，并讲解生词。)
T: As we know, there are some differences between American English and British English. How did the differences come about
(板书，讲解并要求学生掌握。)
come about
T: “Come about” means “something happens”. Long ago, many British people were forced to leave their country for some other places. These places were later called America, Canada and Australia. They brought the English language there as well. The language changed little by little from one part of the world to another. Here “forced” means “sb. has to do something”.(板书、领读并讲解forced。)
force
T: Understand
Ss: Yes./No.
T: Let’s read 1a quickly and find out how these differences came about.
(学生快速阅读课文1a。)
T: How did these differences come about Who can try to answer it S1, please have a try.
(教师可以找成绩较为优秀的学生试着回答，必要时帮助提示，并板书重点短语。)
S1: Long ago, many British people were forced to… The English language was brought to… In the beginning… the same as…, changed little by little… … take in… borrow… from… in a word….
(教师板书重点短语，并作适当讲解。)
be forced to do sth. in the beginning little by little take inborrow … from … in a word
T: Very good! Look at the blackboard, and use these phrases to retell the text together, OK
Ss: OK! Long ago…
2. (学生再读1a，完成1b。师生共同核对答案。)
3. (学生跟读1a录音，找出不懂之处，教师给予讲解并要求学生掌握in a word和cent，理解German，了解kowtow。)
(板书)
cent
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (读1c，让学生根据1a迅速找出答案，然后进行核对。)
2. (小组合作。把课文内容改编成一个对话, 然后进行表演。巩固1a。)
S1: S2, may I ask you some questions
S2: Of course.
S1: What’s the meaning of the word “cookbook”
S2: It’s a book for cooking. It’s from German. The English language has taken in many new words from other languages. For example, it borrowed “tofu” and “kowtow” from Chinese.
S1: Oh, I see. There are differences between American English and British English, but how did they come about
S2: …
(学生不一定能说全所有内容，教师应及时给予鼓励，让学生勇于开口讲英语。)
Step 4 practice 第四步 练习(时间:10分钟)
1. (复习现在进行时表示将来时的用法。教师出示一些位移动词，让学生做出更多的例句。)
T: We have learnt to show the future by present continuous in this topic. Now let’s make some sentences with the present continuous tense to show the future. OK
Ss: OK!
(出示位移动词)
leavetravelcomemeet…
T: Who wants to try
S1: I’m leaving for Disneyland tomorrow.
S2: The most exciting time is coming.
S3: We are travelling to America next summer holiday.
S4: …
2. (听录音2a，板书并让学生跟读。)
(板书)
I’m flying to Disneyland tomorrow.I’m leaving this afternoon.…
3. (小组合作。要求学生找出本话题中所有现在进行时表将来的句子。然后小组间交流，检查句子是否正确及有无遗漏。)
4. (1)(复习归纳本话题的语言点。通过小组竞赛的形式，把全班分为8组，要求在规定的时间内列出本话题的语言点，哪组列出的又多又准确为优胜组。)
(2)(听2b录音，学生跟读。)
(板书)
I can’t follow you.Can you speak more slowly, please Have a good trip!The foreigner is asking for a ride.…
Step 5 project 第五步 综合探究活动(时间:10分钟)
1. (先读Wang Junfeng的e-mail，根据1a课文和Step 1中的表格，写一封回信，完成3。)
(板书，领读生词并要求学生掌握。)
Accent
2. Homework:
(1)Write a passage about the differences among American English, British English, Canadian English and Australian English.
(2)板书设计：
English is spoken differently in different countries. Section Dbe forced to do sth. in the beginning I’m flying to Disneyland tomorrow.little by little take in I can’t follow you.borrow… from… in a word Could you speak more slowly, please
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