Section D
Ⅰ. Material analysis
本课是第二单元第一话题的第四课时，主活动是1a和Project。通过Grammar 来巩固总结一般过去时和现在完成时的区别，通过Functions 来复习重要的表达法。1a按照“总—分—总”的模式分别介绍了各种污染的成因及危害。通过完成文章后的表格，训练和提高学生获取信息的能力。教师还可以利用表格内容，引导学生整合信息复述课文，巩固课文内容。1b属于同义转换练习。Project部分培养学生动手动脑的能力，让学生运用收集的信息和所学知识，通过墙报的形式来宣传污染带来的危害，让更多的人关注环境污染，树立环保意识，增强人们的忧患意识和社会责任感。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本课的重点词汇和短语。
总结一般过去时和现在完成时的区别；复习本话题的重点表达法。
2.Skill aims:
能读懂与环境污染问题有关的文章。
能根据关键词复述课文。
3. Emotional aims: (optional)
通过了解各种污染带来的危害，帮助学生树立环保意识，爱护环境，保护地球。
1
4.Culture awareness: (optional)
通过学习，引导学生了解环境污染对人类健康有巨大的危害，不同种类的污染体现在不同的方面。
Ⅲ. 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。
Ⅳ. Learning strategies
能自己归纳总结所学的知识。
学会利用关键词复述课文。
学会运用所学知识，宣传生活中的常识。
Ⅴ. Teaching aids
与污染相关的图片；词性辨析的试题；幻灯片。
2
Ⅵ. Teaching procedures
Stage (time period) Interaction
patterns
Teacher activity Student activity Remarks
1 Getting
students ready
for learning
（5 mins)
Class activity
Step 1: Let the Ss fill in the blanks with the
correct forms of the given words.
T: Hello, boys and girls. Please 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)
Fill in the blanks with the
correct forms of the given
words.
学生在做“用所给单词的
适当形式填空”这种题型
时，稍有困难。因此，教
师要进行引导。先通过二
选一的方式简化题目难
度，再让学生体会到词性
不同，用法也不同。
3
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)
T: OK, now let’s check the answer.
S1: noisy and noise
S2: pollute and pollution
S3: unhealthy and health
S4: harmful and harm
S5: breathe and breath
2 Lead-in
(3 mins)
Group work
Let the Ss list what they have learnt in this
topic with their group members, and then
finish Grammar and Functions.
T: Wonderful! Now list what you have learnt
in this topic with your group members, and
List what they have learnt in this
topic with their group members,
then finish Grammar and
Functions.
4
then finish the Grammar and Functions.
…
T: If you have finished, hands up to let me know. OK, let’s check the answer s.
3 Pre-reading
(5 mins)
Class activity
Check the Ss’ HMK and encourage the Ss
to read their passages about pollution to the
class.
T: Please take out your homework. I have
checked your work. Most of you did very
well. But a few students have to improve it. I
believe you will be better next time. Now I
want some Ss to share your work with us.
Any volunteers?
S1: Water pollution is very serious and we
can find it almost everywhere…
Read out their passages to the
class.
4 While-reading
(10 mins)
Individual work Step 1: Let the Ss scan 1a and find the main
idea of this passage.
Read 1a quickly and find the
main idea of this passage.
5
Pair work T: You are right. Pollution is harmful to
people’s health. Now, please read 1a as
quickly as you can and try to get the main
idea of this passage.
…
T: OK. What is the passage about?
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.
T: Yes, please read the passage carefully
and complete the table on Page 34. You can
discuss the answers with your partner.
…
T: Let’s check the answer s together.
…
Ss: The harm of different
pollutions.
Read the passage again and
work in pairs to complete the
table on Page 34.
S1: gas, oil and coal
S2: sore eyes and breathing
problems
建议：阅读部分可以采取
两个步骤，一是泛读，二
是精读。泛读让学生了解
文章大意，精读可以让学
生注意段落、语句之间的
逻辑关系，培养学生写作
思维能力。
6
S3: litter everywhere, use too many chemicals
S4…
5 Post-reading
(10 mins)
Individual work
Individual work
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.
T: Now read the article sentence by
sentence, circle the key phrases you think
and try to explain them in your own words.
…
T: Volunteers?
Read the article, circle the key
points and try to explain them.
S1: “including” means “包括”
S2: “with the increase in
population” means “随着人口
的增长”
S3: …
Finish 1b according to the given
做完阅读练习后，让学生
自己划出文章中重要的词
组、连词，并自己做出解
释。这样可以帮助他们更
好的理解所读和所学，并
且利于复述课文。复述时
可以选择用原文章中的短
语，也鼓励学生自由发挥，
进行知识的再巩固。
7
Step 2: Let the Ss finish 1b.
T: Very good. You learnt so well. Now please finish 1b yourselves.
…
T: OK, let’s check your answer s together.
S1: are harmful
S2: hearing loss
S3: go, because of
T: Well done! sentences.
S1:are harmful S2:hearing loss S3:go, because of
6 Project
(12 mins)
Group work
Project: Let the Ss make a wall newspaper
about pollution.
Step 1: Discuss what kinds of pollutions the
pictures show and their bad effects.
T: Now, look at the pictures. What kind of
pollution does each picture show?
S1: Water pollution.
S2: Soil pollution.
Let the Ss make a wall
newspaper about pollution.
Project部分具体操作说
明：
准备充分：在进行探究前，
要做好充分的准备工作，
有关污染危害方面的主题
应该提前讨论完成。
分工明确：组内的六名成
员要进行明确的分工合
8
S3: Air pollution.
T: Right. We have learnt a lot about pollution in this topic. Now discuss the effects of the pollution in groups. You’d better write the information down.
S4: Water pollution is harmful to our health. We will have a stomachache if we drink the dirty water…
S5: Soil pollution will bring us unhealthy foo d. The food is bad for our body…
S6: If the air is polluted, it is bad for our lungs. We can hardly breathe…
Step 2: Collect more information and pictures about pollution. Then make a wall newspaper about pollution in groups.
T: Now you can ask two Ss to collect more information about pollution, the rest can 作，两名同学收集污染危害方面的案例，两名同学设计版面，另外两名同学负责画画等。
评价机制：墙报设计好后，教师要组织以小组为单位的作品评价，可以班级所有成员参与，用积分制的方法；也可以筹备一个专门的“评委组”进行评价。展示环节：课后，教师可以对前三名的作品进行指导，在适当的修改后，可以在班级、校园或者社区的公示栏进行展出，真正发挥墙报的宣传作用，增强小组的凝聚力和集体荣
9
begin to design your wall newspapers with
words and pictures.
T: Now if you have finished, please stick it
on the wall behind. Let’s choose the best
one.
誉感。
7 Summarizing
and assigning
homework
(3 mins)
HMK: Let the Ss go over what they have
learnt about this topic. Summarize the key
points on the exercise book. Encourage
student A in each group to make new
sentences with those key points.
T: We have finished Topic1. Now sum up the
key points in this topic on your exercise
book. Try to make new sentences if you can.
Go over this topic. Summarize
the key points on the exercise
book. Encourage student A in
each group to make new
sentences with those key points.
作业布置时，可以有两种
或者三种层次，对组内A
类生要有更高的要求，如
果作业太简单，他们会失
去挑战的兴趣。对组内的C
类生，要降低难度，只要
能很好的完成基本任务就
行。
10
Ⅶ. Blackboard design
Pollution has caused too many problems.
Section D
Finish the exercises:
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 dad air.
And she often coughs day and night, out of ________.
(breath / breathe) New words and phrases:
coal
create
blood
planet
in many ways
with the development of industry high blood pressure
11