Unit 2 Saving the earth.(Topic 1-3)教案

Topic 1 Pollution has caused too many problems.
Section A
The key points and difficult points
1. Key points:
Words and phrases: bee, butterfly, mess, shame, several, pollute, waste, villager, destroy, cut down, goodness, pour, see sb./sth. do sth., see sb./sth. doing sth., cut down, my goodness
Sentences: What a shame! / What a mess!
The flowers and grass have gone!
What has happened here?
There be sth./sb. doing sth.
There are several factories pouring waste water into the stream.
Everything has changed.
Grammar: differences between Simple Past and Present Perfect tense.
2. Difficult points：
正确使用there be sth./sb. doing sth.来表达“有某人/物正在做某事” 。
区别使用短语see sb./ sth. do sth.和 see sb. / sth. doing sth.。
能正确地以口头和书面形式区别使用一般过去时和现在完成时。

Teaching procedures:
Stage 1 Getting students ready for learning
Greet and talk about the weather. Lead the Ss to discuss the right place for a picnic.
Stage 2 Lead-in
Let the Ss discuss where to have a picnic. Encourage them to state the reasons.
Stage 3 Pre-listening
Present two pictures of the West Hill and describe the changes. Teach the new words and some difficult sentences.
Stage 4 While-listening
Step 1: Let the Ss listen to 1a twice and do 1b alone.
Step 2: Let the Ss listen to 1a again and pay attention to the pronunciation and the intonation. Then practice 1a in groups and role play it.
Stage 5 Post-listening
Step 1: Let the Ss read 1a aloud and fill the blanks in 1c in groups.
Step2: Let the Ss observe the pictures and study the example in 2 and try to make new dialogs according to the pictures and the given words. Then act out the dialogs.
Step 3: Lead the Ss to look at the pictures and listen to the sentences once to number them. Then listen to them twice to complete the sentences.
Stage 6 Summarizing and Assigning homework
Step 1 :Sum up the main content of this class and the key points
Step 2: HMK :
Write a passage about pollution in some place you know.
2. Talk about how many kinds of pollution you know and make a list.
Topic 1 Pollution has caused too many problems.
Section B
The key points and difficult points
1. Key points:
Words and phrases: pain, produce, awful, bear, harmful, chest, editor, breathe/breath, soil
get a pain in…, what’s worse, too much noise, too many problems, breathing problem, be harmful to, make a mess of, throw…around
Sentences: It’s difficult for me to breathe.
I’ve got a pain in my throat.
It’s really awful.
A: How long have you been like this? A: Have you seen a doctor?
B: I’ve been like this since last week. B: Not yet.
Grammar: Present Perfect的问答。
2. Difficult points：
能在不同语境中，正确判断单词的不同词性。
在朗读中，能正确地把握连读和停顿的技巧。
Teaching procedures:
Stage 1 Getting students ready for learning
Guide the Ss to discuss different kinds of pollution in groups and share the answer together.
Stage 2 Lead-in
Let the Ss look at the pictures in 3a on page 30 and guess the meaning and pronunciation of “soil”. Ask them to pay attention to the types of pollution.
Stage 3 Pre-listening
Show the picture of soil pollution, teach the new words and check the answers of 3b. Pay attention to the pronunciation, liaison and pause while reading.
Stage 4 While-listening
Step 1: Show a picture of the polluted West Hill, let the Ss listen to 1a once and tick the questions they hear in part A of 1b. Then check the answers together.
Step 2: Get the Ss to listen again and match the questions with the right answers in part B of 1b. Then check the answers together.
Stage 5 Post-listening
Step 1: Get the Ss to read 1a and answer the questions in 1c.
Step 2: Let the Ss read 1a carefully and underline the difficult points including words, phrases and sentences. Then lead the Ss to ask their classmates and teacher for help. Write down the points they can’t understand on the Bb.
Step 3: Let the Ss read 1a in roles, and then act out the dialog and pay attention to the pronunciation and intonation.
Step 4: Lead the Ss to scan the material and choose the correct words to complete the letter in 2.
Stage 6 Summarizing and Assigning homework
Step 1: Let the Ss go over what they have learned this period. Sum up the key points.
Step 2: HMK: Let the Ss to choose one type of pollution and collect some information about it according to the questions in 3 on page 32.
1.What is … pollution?
2.What makes the…pollution?
3.What problems does it cause?
4.What can be done to solve these problems?
Topic 1 Pollution has caused too many problems.
Section C
The key points and difficult points
1. Key points:
Words and phrases: deaf, print, recently, sentence, meaning, hearing, loss, disturb, uncomfortable, unpleasant, sort, environmental, including, on to, go deaf, do harm to/be harmful to, lose one’s hearing/ have hearing loss, in noisy condition/ too much noise, no better than,not only…but also…, cause sb. to do sth., all sorts of environmental problems, including noise problems
Sentences: (1) … noise is also a kind of pollution and is harmful to humans’ health.
(2) People who work and live in noisy conditions go deaf easily.
(3) … many teenagers in America can hear no better than 65-year-old people do …
Grammar: Simple past, present perfect.
2. Difficult points：
能根据所学内容，表达与污染相关的话题。
能区别使用不同词性的单词。
能大致理解含有定语从句的句子。
能正确理解和使用“no better than”,“do harm to”等短语。
Teaching procedures:
Stage 1 Getting students ready for learning and revision
Show some pictures about pollution and let the Ss speak out the effects of different sorts of pollution.
Stage 2 Lead-in
Play some loud rock music and let the Ss discuss their feelings.
Stage 3 Pre-reading
Guide the Ss to discuss the things that can make noise and write them down.
Stage 4 While-reading
Step 1: Let the Ss read 1a quickly, check what things can make noise in 1a.
Step 2: Lead the Ss to read 1a, find the words in 1b and guess the meanings of them according to the content. Then match the words with the meanings. Finish 1b.
Step 3: Let the Ss read 1a carefully and finish the task in 1c.
Stage 5 Post-reading
Step 1: Let the Ss read 1a carefully, find out the difficult points. The teacher collects the Ss questions and list them out on the Bb.
Step 2: Guide the Ss to complete the passage with correct form of each word. Finish 2.
Stage 6 Finishing Task 3 and 4
Let the Ss discuss one kind of pollutions according to the information they collected before class. Then make a report like 4.
Stage 7 Summarizing and Assigning homework
Step 1: Let the Ss go through what they have learned today.
Step 2: HMK:
Assign 4 as the HMK
Topic 1 Pollution has caused too many problems.
Section D
The key points and difficult points
1. Key points:
Words and phrases: coal, create, blood, planet, in many ways, with the development of industry, high blood pressure
Grammar: the differences between the simple past and present perfect
2. Difficult points：
能根据关键词复述课文。
能够进行同义句转换，用不同的短语表达相同的意思。
Teaching procedures:
Stage 1 Getting students ready for learning
Let the Ss fill in the blanks with the correct forms of the given words.
1）The man working in a _________ factory goes deaf because of the loud _______.(noise / noisy)
2）Burning coal can ______ the air, and we call it air _______. (pollute / pollution)
3）Using too many chemicals in the land can cause ________food and it’s bad for people’s ________. (health / healthy / unhealthy)
4）Strong light is _______ to our eyes and does great _______ our body. (harm / harmful)
5）Mrs. Zhou can hardly ________ because of the bad air. And she often coughs day and night, out of ________. (breath / breathe)
Stage 2 Lead-in
Let the Ss list what they have learnt in this topic with their group members, and then finish Grammar and Functions.
Stage 3 Pre-reading
Check the Ss’ HMK and encourage the Ss to read their passages about pollution to the class.
Stage 4 While-reading
Step 1: Let the Ss scan 1a and find the main idea of this passage.
Step 2: Let the Ss read the passage again and work in pairs to complete the table on Page 34. Then check the answers in pairs.
Stage 5 Post-reading
Step 1: Let the Ss read the article sentence by sentence and find the key points they think. Write them down on the Bb and encourage the Ss to explain them.
Step 2: Let the Ss finish 1b.
Stage 6 Finishing project
Project: Let the Ss make a wall newspaper about pollution.
Step 1: Discuss what kinds of pollutions the pictures show and their bad effects.
Step 2: Collect more information and pictures about pollution. Then make a wall newspaper about pollution in groups.
Stage 7 Summarizing and Assigning homework
HMK: Let the Ss go over what they have learnt about this topic. Summarize the key points on the exercise book.
Topic 2 All these problems are very serious
Section A
Teaching aims and demands
1.Words and phrases: sand, although, sandstorm, desert, human being, reduce, completely, change into, stop … from, blow/ wash … away, as a result
2.Sentences: A lot of water can be saved by forests.
Although we have built “The Green Great Wall”, we still need to do something to protect the environment.
3.Grammar: Indefinite pronoun and adverb.
Teaching procedures:
Step 1 Getting students ready for learning
Play a short video about a sandstorm and let Ss guess what kind of weather it is.
Step 2 Lead-in
Show the pictures of a sandstorm, let the Ss guess how sandstorm comes into being and number the pictures in 3.
T: OK, do you know how sandstorm comes into being? Please look at the pictures, discuss and number them in groups.
…
T: OK, how does the sandstorm come into being? Tell me the right order, please.
S1: It’s 4-1-5-3-6-2.
Step 3 Pre-listening
Let the Ss talk about sandstorm according to the pictures and the given words in 3 in groups.
Long ago, there were lots of trees and forests. But people needed some wood to build houses and do other things, so they cut down the trees day by day. And the forests have gone slowly…
Step 4 While-listening
1 Present the picture in 1a. Let the Ss listen to 1a once and do 1b alone.
2 Let the Ss listen to 1a again and complete the functions of trees in 1c. They can discuss in pairs.
Step 5 Post-listening
1 Let the Ss read 1a in groups and then role play it.
2 Let the Ss read again and find the important phrases in 1a. Then write them down on the Bb.
3 Lead the Ss to complete the sentences with the correct forms of the given phrases in the box in 2.
Step 6 Finishing Task
Lead the Ss to look at the phrases. Listen to the passage and circle the phrases you hear. Then listen twice to complete the sentences. Finish 4.
Step 7 Summarizing and Assigning homework
1 Sum up what they have learnt in this class.
2 HMK: Write a passage about how sandstorm comes into being.
Blackboard design
All these problems are very serious.
Section A
Words:
sand / sandstorm
although
desert
reduce
completely
Phrases:
change into
stop … from
blow/ wash … away
human being
as a result
Sentences:
1.A lot of water can be saved by forests.
2.Although we have built “The Green Great Wall”, we still
need to do something to protect the environment.
Topic 2 All these problems are very serious
Section B
Teaching aims and demands
1. Words and phrases: none, rubbish, wild, nobody, worst, situation, punish, perhaps, everybody, user, spit, untidy, rude, behavior, nowhere, something useful/ important, none of us, here and there, in public, care for/ look after /take care of, worst of all
2.Sentences: But the government is doing something useful to protect the environment.
None of us likes pollution.
Don’t spit anywhere in public.
Everyone should care for wild animals and plant more trees.
We should do everything we can to protect the environment.
3. Grammar: Indefinite pronoun and adverb
Teaching steps:
Step 1 Getting students ready for learning
Let the Ss enjoy a song named Heaven by Tenger and enjoy the scenery in the MV as well.
Step 2 Lead-in
Let the Ss listen again and try to write down some words or phrases to describe the beautiful scenes in the song.
Step 3 Pre-listening
Show the picture in 1a and lead the Ss to the new lesson. Teach the new words.
Step 4 While-listening
1 Guide the Ss to listen to 1a and finish 1b
2 Get the Ss to listen to 1a again and complete the table in 1c.
Step 5 Post-listening
1 Let the Ss read 1a in roles, and then act the dialog out, paying attention to the pronunciation and intonation.
2 Let the Ss read 1a carefully and underline the difficult points including words, phrases and sentences. Then lead the Ss to ask their classmates and teacher for help. Write down the key points on the Bb.
Step 6 Finishing Task
1.Lead the Ss to scan the letter and try to fill in the blanks first, and then listen and complete the letter. At last, discuss the usage of indefinite pronoun and adverb.
2 Let the Ss finish 3 according to the given sentences. Then read the sentences together. Pay attention to the weak form, liaison and intonation.
Step 7 Summarizing and Assigning homework
1 Let the Ss go over what they have learned this period. Sum up the key points.
2 HMK: Let the Ss talk about their bad habits at school and find the solutions. Then write a short passage according to their discussion.
Blackboard design
All these problems are very serious.
Section B
Words : Phrases: Sentences:
none, rubbish, something useful/ important; But the government is doing something useful to protect the environment.
wild, nobody, none of us, None of us likes pollution.
worst, situation, here and there, Don’t spit anywhere in public.
punish, perhaps, in public, Everyone should care for wild animals and plant more trees.
everybody, user, care for/ look after, We should do everything we can to protect the environment
spit, untidy, rude, worst of all,
I’m writing to tell you something important. …
behavior, nowhere; Indefinite pronoun and adverb:
something / anything / everything / nothing
someone/ anyone / everyone / no one none
somebody/ anybody / everybody / nobody
somewhere / anywhere / everywhere / nowhere
Topic 2 All these problems are very serious
Section C
Teaching aims and demands
1.Words and phrases: hole, form, rise, oxygen, ozone layer, radiation, directly, carbon dioxide, blanket, escape, the greenhouse effect, refer to, during this period, take away, pass through
2.Sentences:
(1) Forests have become deserts, so more and more sorts of animals and plants are disappearing.
(2) As a result, many rivers and lakes are now dead.
(3) Too much harmful radiation from the sun passes through the hole and reaches the earth directly.
(4) It causes the level of the oceans to rise and the climate of the earth to change.
(5) When it rains or when the wind blows, the earth is taken away.
(6) The heat from the sun can’t escape, so the temperature is rising.
3.Grammar: indefinite pronoun and adverb
Teaching procedures:
Step 1 Getting students ready for learning and review
1 Check the Ss’ homework:
2 Let the Ss give a report about their own bad habits and how to make the campus better.
Step 2 Lead-in
Play the cartoon video about protecting the ozone layer. Let the Ss watch and discuss what they have learnt from it. Take some notes.
Step 3 Pre-reading
1 Show two pictures of ozone layer and more carbon dioxide. Introduce them to the Ss briefly to teach the new words.
2 Guide the Ss to predict the main idea of the passage by the given pictures.
Step 4 While- reading
1 Let the Ss match the pictures with the titles in 1 of 1b, and then read paragraphs 2-6 quickly and write down the proper title in front of each paragraph.
2 Lead the Ss to read paragraph 1, 5 and 6, find the words in Exercise 2, 3 and 4 and guess the meanings of them according to the content.
3 Let the Ss read 1a carefully, choose the best title for the passage and finish 5 in 1b. Then complete the notes in 1c according to 1a.
Step 5 Post- reading
1 Let the Ss read 1a carefully, find out the difficult points, and list them on the Bb.
2 Guide the Ss to retell the passage according to the first paragraph, last paragraph and the notes in 1c.
Step 6 Summarizing and Assigning homework
1 Let the Ss summarize what they have learned in class.
2 HMK: Let the Ss search the Internet for more information about environmental problems and effects. Discuss the information in groups and take notes. Then write a passage according to their notes and 1c.
Blackboard design
All these problems are very serious.
Section C
Key words and phrases:
hole, form,
rise, oxygen,
ozone layer,
refer to,
radiation,
take away,
carbon dioxide,
blanket, escape,
during this period,
pass through,
the greenhouse effect
Sentences:
(1) Forests have become deserts, so more and more sorts of animals and plants are disappearing.
(2) As a result, many rivers and lakes are now dead.
(3) Too much harmful radiation from the sun passes through the hole and reaches the earth.
(4) It causes the level of the oceans to rise and the climate of the earth to change.
(5) When it rains or when the wind blows, the earth is taken away.
(6) The heat from the sun can’t escape so the temperature is rising.
Topic 2 All these problems are very serious
Section D
Teaching aims and demands
Words and phrases: avoid, discover, thirsty, nearly, law, shortage, resource, reuse,
take sth. away from…, the shortage of water / water shortage, avoid (doing) sth., make progress in, nearly 3/4 of…
Teaching procedures:
Step 1 Getting students ready for learning and review
Greet and lead the Ss to finish Grammar and Functions in Section D as quickly as they can. Ask the leader of each group to check the answers. Let the groups list other useful expressions of this topic on the exercise book and take notes. Then report to the whole class.
Step 2 Lead-in
Check the Ss’ homework: Ask the Ss to take out the compositions they wrote and check them in groups. Ask them to pay attention to the linking verbs, and then encourage them to read their compositions to the class.
Step 3 Pre-reading
Present some pictures of water resources and make a brief introduction about them. Teach the new words.
Step 4 While- reading
1 First-reading. Get the Ss to read 1a and put the paragraphs in the correct order.
2 Second-reading. Get the Ss to read the passage again and answer the questions 1-3 in 1b.
Step 5 Post- reading
1 Guide the Ss to talk about Question 4 in 1b in pairs.
2 Ask Ss to discuss in groups and list different ways of protecting and saving water. Finish 2.
Step 6 Finishing Task 3
Guide the Ss to write a proposal about saving water. Try to use the model in 3 and what they have learned in 1a. Then make a report to the class.
Step 7 Summarizing and Assigning homework
HMK：Divide the class into four groups named as “Water”, “Air”, “Tree”, and “Land”. Get each group to discuss their uses, the problems they face and their wishes. Then give a report in the first person next class.
Group
Water / Air / Tree / Land
Uses
Problems
Wishes
Blackboard design
All these problems are very serious.
Section D
Words：
avoid
discover
thirsty
nearly
law
shortage
resource
reuse
Phrases：
take sth. away from…
the shortage of water
water shortage
avoid (doing) sth
make progress in…
nearly 3/4 of…
Project:
Group
Water / Air / Tree / Land
Uses
Problems
Wishes
Topic 3 What can we do at home to protect the environment?
Section A
Teaching aims and demands
1.Words and phrases: nod, agreement, disagreement, protection, organization, recycle, can, give up, so that, encourage sb to do sth.be harmful to sb./sth.
2. Sentences: We should reduce the waste we produce.
We should use both sides of paper and reuse plastic bags.
It’s a pleasure.
Recycling can protect the environment, and it can save money, too.
So we encourage students to collect waste paper and soft drink cans.
3.Grammar: compound sentence

Teaching procedures:
Stage 1 Getting students ready for learning
Present a picture of heavy haze in Beijing and analyze the cause of it, learning some of the new words.
Stage 2 Lead-in
Present some real objects to learn more new words and lead to 1a.
Stage 3 Pre-listening
Let the Ss read the table in 1b to get to know what they should pay attention to while listening.
Stage 4 While-listening
Let the Ss listen to 1a and finish 1b. Then check the answers.
Stage 5 Post-listening
Step 1: Let the Ss read 1a and do 1c. Then check the answers.
Step2: Let the Ss read 1a again to find the sentences which give suggestions.
Step 3: Deal with language points in 1a.
Stage 6 Finishing Task 2
Step 1: Present the following sentences on the small Bb or on the screen. Let the Ss understand the underlined words to learn conjunctions.
Step2: Let one student come to the front to perform to learn the new words.
Step3: Let the Ss combine the sentences with the given words in 2. Check the answers.
Stage 7 Finishing Task 3a & 3b
Step1: Let the Ss write the correct letter under each picture and sort the garbage.
Step2: Let the Ss listen to 3b and check the answers in 3a.
Stage 8 Summarizing and Assigning homework
Step1: Encourage the Ss to sum up this section.
Step 2: HMK
T: Today we don’t have enough time to do Task 4. I hope you will finish it after class, won’t you?
Topic 3 What can we do at home to protect the environment?
Section B
Teaching aims and demands
1.Words and phrases: action, ought to, shut off, after all, electricity, had better, instead of doing sth. , be good for, change into, pour into
2.Sentences: First, you ought to shut off the electricity when you leave a room.
Second, you’d better walk or ride a bike instead of taking a bus or a taxi if you travel a short distance.
Don’t use plastic bags.
Easier said than done.
Actions speak louder than words.
After all, we have only one earth.
We should do everything to protect it, or we’ll be punished and lose our home.
3.Grammar: compound sentence
Teaching procedures:
Stage 1 Revision
Let the Ss act out their homework.
Stage 2 Getting students ready for learning
Present some real objects to learn the new words.
Stage 3 Pre-listening
Let the Ss read the questions in 1b to predict the main idea of the dialog and guess the meaning of “action”.
Stage 4 While-listening
Let the Ss listen to 1a and finish 1b. Check the answers.
Stage 5 Post-listening
Step1: Let the Ss read 1a and complete the table in 1c. Check the answers.
Step2: Let the Ss read 1a again and find the difficult points and the sentences which give suggestions.
Stage 6 Finishing Task 2
Step 1: Let the Ss choose the correct verbs or phrases to complete the statements.
underlined words to learn conjunctions.
Step2: Let the Ss match the statements with the pictures. Check the answers.
Stage 7 Finishing Task 3
Step1: Let the Ss read the passage and fill in the blanks with correct words.
Step2: Let the Ss listen to the passage and check the answers at the same time.
Step3: Let the Ss read 3 again and find the compound sentences.
Stage 8 Finishing Task 4
Let the Ss read the sentences in 4, paying attention to the stress, liaison, incomplete plosion and intonation.
Stage 9 Summarizing and Assigning homework
Step1: Let the Ss sum up this section.
Step2: assign HMK
T: We have learned how to be a greener person from Section A and B. If everyone tries his best to be a greener person, the environment will be better. What do you do to protect the environment? Think about it and make a list about what you do to be a greener person. It’s your HMK for today.
Topic 3 What can we do at home to protect the environment?
Section C
Teaching aims and demands
1.Words and phrases: technology, renewable, disadvantage, require, German, wheel, guide, deep, run out, source, worldwide, produce…from…, not only…but also…, too…to…
2.Sentences: However, nuclear power can be very dangerous.
It can not only protect the environment but also save energy.
It’s too small to hold many people.
3.Grammar: compound sentence
Teaching procedures:
Stage 1 Revision
Let the Ss make a survey and report to the class to finish 4 in Section B.
Stage 2 Pre-reading
Present the pictures in 1a, 1b and 2a to learn the new words.
Stage 3 While-reading
Step 1: Let the Ss read 1a, and match the pictures in 1a and 1b.
Step 2: Let the Ss read 1a again and complete the table in 1c. Check the answers.
Stage 4 Post-reading
Step 1: Let the Ss guess the meanings of “best-known, German, efficient, guide, path” and then learn them with the help of the vocabulary list.
Step 2: Let the Ss read 1a, and discuss in groups to find the compound sentences and other difficult points.
Step3: Deal with the difficult points.
Stage 5 Finishing Task 2a
Step 1: Let the Ss look at the pictures in 2a to learn the new words.
Step2: Let the Ss read 2a and match the pictures with the sentences.
Step3: Let the Ss discuss in detail about the use of one kind of energy sources.
Stage 6 Summarizing and Assigning homework
Step1: Let the Ss retell the main content of 1a according to the table in 1c.
Step 2 : HMK
T: You have discussed and taken note in 2a. After class, you should write a short passage with the notes. You may follow the example in 2b.
Topic 3 What can we do at home to protect the environment?
Section D
Teaching aims and demands
1.Key points:
Words and phrases: dry, remove, place, cut down, so that, even though
Sentences: The weather may be very hot and dry or it may be very cold and wet.
They carry heavy bags of small trees, and working in the mountains can be dangerous.
Even though tree planting is very difficult, they love their work.
Grammar: compound sentence
2. Difficult points：
Forests were cut down to provide wood to build houses.
There are often many insects that bite these planters on their legs, arms and faces while they work.
Even though tree planting is very difficult, they love their work.
Teaching procedures:
Stage 1 Revision
Step 1: Encourage the Ss to read their homework assigned in Section C.
Step2: Let the Ss complete the blanks in Grammar and Functions.
Step3: Let the Ss sum up the compound sentences and expressions of giving suggestions.
Stage 2 Pre-reading
Step 1: Present a short video about the Amazon rainforests to learn some new words and lead to 1a.
Step2: Present another short video about the destruction of the rainforests to lead to the necessity of planting trees.
Stage 3 While-reading
Let the Ss read 1a and answer the questions on page 50.
Stage 4 Post-reading
Step1: Let the Ss read the passage, and find the compound sentences and other difficult points.
Step2: Let the Ss discuss Q4 and Q5.
Stage 5 Finishing project
Step1: Let the Ss complete the questionnaire in Project, and add up the total scores.
Step 2: Let the Ss compare their scores with their group members and find the greenest and give reasons.
Stage 6 Summarizing and Assigning homework
Assign the HMK
T: We have finished this topic. We have learned how to combine compound sentences and give suggestions. The most important thing is that we have learned how to be a greener person. I would like you to write a short passage with the title“How to be a greener person”after class.