Unit 2 Topic 2 All these problems are very serious. SectionABCD教案

Topic 2 All these problems are very serious.
Section A
I.Teaching aims and demands:
1. Learn the usages of indefinite pronouns and adverbs.
2. Know something about pollution further and enhance the awareness of environment protection.
II. Important points:
1. as a result, behavior, in the beginning, day by day, die out
2. (1)As a result, air pollution has become a serious problem.
(2)Humans have come to realize the importance of protecting animals.
3. the indefinite pronoun and adverb:
(1) None of us likes pollution.
(2) Don’t spit anywhere in public.
(3) Everyone should care for wild animals and plant more trees.
III. Teaching procedure:
Step 1 Review
1. (1) Show some animals’ pictures, for example, a panda’s. Enhance students’ awareness of environment. Master “die out”. Understand “importance”.
(2) Listen to 3. Finish A of 3.
(3) Ask students to understand the five sentences in B of 3. Listen to 3 again, and finish B of 3. Then check the answers.
2. Show the picture of 1a. Ask and answer between the teacher and students. Ask students to review the kinds of pollution and their harm. Lead to1a. Learn and master “as a result”.
Step 2 Presentation
1. Listen to 1a. Help students summarize what should /shouldn’t do as students and enhance students’ awareness of protecting the environment.
2. Let students read 1a and underline the important and difficult sentences. Encourage students to discuss and solve them by themselves. Then the teacher writes them down on the Bb and explains them.
3. Let students read 1a again, find the sentences with indefinite pronouns and adverbs and then discuss the usages of them. Then the teacher and students summarize the usage together.
Step 3 Consolidation
1. Listen to 1a again. Let students follow it and imiate the pronunciation and intonation.
2. Read 1a in roles and then act it out.
3. Read 1a and finish 1b alone to get a further understanding o fthe dialog.
4. Retell 1a according to 1b.(optional) Finish 1a.
Step 4 Practice
1. Let students finish 2 by themselves, then check the answers. Learn and master the new word and phrases “behavior”, “in the beginning” and “day by day”. Understand “rude”.
2. Create a real scene. The teacher and students work together to discuss the bad behaviors in the school. Encourage students to keep away from these behaviors.
Step 5 Project/work after class
1. Free work.
2. Do some exersice in TOPENGLISH.
Handwriting：
All these problems are very serious.
Section A
as a result But the government is doing something useful to protect the environment.
something useful None of us likes pollution.
in the beginning Don’t spit anywhere in public.
day by day Everyone should care for wild animals and plant more trees.
die out We should do everything we can to protect the environment.
Section B
I.Teaching aims and demands:
Talk about the importance of forests and water resources. Enhance students’ awareness of environmental protection.
II. Important points:
1. some new words and phrases:
2. some useful sentences:
(1) Trees can stop the wind from blowing the earth away.
(2) Pass laws against water pollution.
(3) Remember to turn the tap off when you leave.
III. Teaching procedure:
Step 1 Review
1. Show different pictures about pollution. Ask and answer in pairs, talking about different kinds and the harm of pollution.
2. Play a short video about sandstorms. Lead to this section. Learn and master “sand”. Know about “sandstorm”.
Step 2 Presentation
1. Show a picture with the scene of people with gauze masks in a sandstorm. Lead to 1c.
2. Listen to 1a and answer the shining question, then check the answer.
How can trees afect the weather?
3. Let students read 1a carefully, and underline the new words and important sentences at the same time. Write them down on the Bb and then help students understand them. Learn and master the new words and phrase “prevent”, “prevent…from” and “although”. Understand “humman being”. For example:
(1) That’s bad, but how can that affect the weather?
(2) Trees can stop the wind from blowing the earth away.
(3) They can also prevent the water from washing the earth away.
Step 3 Consolidation
1. Read 1a with the tape. Remind students to play attention, speed, intonation and pause.
2. Read 1a in groups. Let students work in groups of three and read it in roles. Then the teacher selects several groups to act it out. Finish 1a.
3. Read 1a again and finish 1b.
4. Talk in pairs about what causes the sandstorm and the importantce of forests according to the questions and picture in 1b. Then tell them to the class.
Step 4 Practice
1. Let students read 2. Learn and master the new word and phrase “law” and “turn off”. Understand “tap”. Find out the important and difficult sentences. Then the teacher writes them down on the Bb and helps students understand them.
2. Discuss in groups: What kind of ways do you have to save water besides the ways in 2? Make a list of ways of saving water. Then choose several groups to report their results. Finish 2.
Step 5 Project/work after class
1. Free work.
2. Do some exersice in TOPENGLISH.
Handwriting：
All these problems are very serious.
Section B
cut down
prevent … from …=stop … from …
change into desert
human being Trees can stop the wind from blowing the earth away.
although …/ … but … Pass laws against water pollution.
turn off Remember to turn the tap off when you leave.
Section C
I.Teaching aims and demands:
1. Learn more about the harm caused by different kinds of pollution and reasons of these kinds o pollution.
2. Get information by using simple reading strategies according to different reading purposes.
II. Important points:
1. on earth, period, millions of, take away, rise, level, refer to
2. Some useful sentences:
(1) When it rains or when the wind blows, the earth is taken away.
(2) The heat from the sun can’t escape so the temperature is rising.
(3) Forests have become deserts, so more and more sorts of animals and plants are disappearing.
(4) As a result, many rivers and lakes are now dead.
(5) Too much harmful radiation from the sun passes through the hole and reaches the earth directly.
(6) It causes the level of the oceans to rise and the climate of the earth to change.
III. Teaching procedure:
Step 1 Review
1. Look at the pictures in 1a. Discuss in groups about what pollution human activities bring and what problems the pollution causes. Then get several students to report the results of their discussion.
2. Let students think about some questions given by the teacher according to the pictures in 1a. let students learn and master “rise”, and know about “ozone layer”, “carbon” and “carbon dioxide”. For example:
(1) What is the ozone layer?
(2) What does the ozone layer fo? Is it good or bad for us?
(3) What problem will the rise of carbon dioxide cause?
Step 2 Presentation
1. Let students read 1a with these questions and answer them.
2. Read 1a again and choose a suuitable title for each paragraph by using the reading skills we have. Check the answers. Master the new words and phrases “on earth” , “period” , “millions of” , “ take away”, and “level”. Understand the words and phrase “pollute”, “oxygen”, “radiation”, “blanket”, “escape” and “the greenhouse effect”.
Step 3 Consolidation
1. Let students choose the best answers according to 1a, and finish 1b. Finally check the answerw. And let students master “refer to” and know about”Mars”.
2. Let students find out the difficult points in 1a and solve them with the teacher.
3. Read with the tape, Paying attentin to the pronunciation, speed, intonation and pause. Finish 1a.
Step 4 Practice
1. Divide the class into two groups. Let each group find out the infuences of O3, CO2 and the greenhouse effect on the environment. Then let the two groups compare what they’ve found out, and completement each other. Write down how they affect the environment. The teacher offers help if necessary. Finish 2.
2. Discuss: What should we do to protect the earth?
Step 5 Project/work after class
1. Free work.
2. Do some exersice in TOPENGLISH.
Handwriting：
All these problems are very serious.
Section C
millions of … When it rains or when the wind blows, the earth is taken away.
take away As a result, many rivers and lakes are now dead.
refer to The heat from the sun can’t escape so the temperature is rising.
It causes the level of the oceans to rise and the climate of the earth to change.
Section D
I.Teaching aims and demands:
1. Summarize the usage of indefinite pronouns and adverbs.
2. Summarize the harm of rubbish pollution, and let students realize the importance of protecting the environment.
II. Important points:
1. some useful sentences:
(1) This harms the environment …
(2) At the same time, dealing with …
(3) Of all the garbage, about 35 percent can be recycled while the rest can’t.
(4) How shall we deal with it?
2. the indefinite pronoun and adverb:
(1) None of us likes pollution.
(2) Don’t spit anywhere in public.
(3) Everyone should care for wild animals and plant more trees.
(4) We should do everything we can to protect the environment.
III. Teaching procedure:
Step 1 Review
1. Listen to 3 and read after the tape. Then let students read together. Asfter that, talk about the function of ttrees. Finish 3.
2. Talk about the pollution that the earth is surffering by playing some parts of videos.
3. Show some pictures of garbage pollution and introduce them. Let students understand the word “garbage”.
Step 2 Presentation
1. Let students listen to the tape of 1a and fill in the blanks. Check the answers. Master the phrase “take up”.
2. Let students read 1a by themselves. Answer the questions:
(1) How many tons of waste do people produce in Britain every year? What about HK?
(2) How do people deal with it?
(3) How does the garbage harm the environment?
Step 3 Consolidation
1. Read with the tape, paying attention to the pronunciation, speed, intonation and pause.
2. Ask students to read 1a silently, and find out some key words and phrases to retell the text.
3. Have a discussion. Let students give some suggestions on how to deal with the rubbish produced every day. Finish 1a.
4. Ask students to read and understand the sentences of 1b, underline the sentences in 1a which have the same meanings as those in 1b. Zcheck the answers. Review the usage of the phrases “be harmful to” and “have difficulty doing” as well. Finish 1b.
Step 4 Practice
1. Let students summarize the important sentences and phrases in 1a and 1b. Then review the useful expressions of this topic.
2. Present some exercise, and review the sentences of this topic with the indefinite pronouns and adverbs. Summarize all the indefinite pronouns and adverbs and the uasge with students together.
3. Read 2a and 2b, then the teacher dictates some sentences or phrases. Finish 2a and 2b.
Step 5 Project/work after class
1. Free work.
2. Do some exersice in TOPENGLISH.
Handwriting：
All these problems are very serious.
Section D
take up This harms the environment …
At the same time, dealing with…
不定代词/副词 Of all the garbage, about 35 percent can be recycled while the rest can’t.
How shall we deal with it?