1、第一课时(1a-2d)Step 1Warming upT: Do you know what the atmosphere haze (雾霾) is? Yes, it is a kind of pollution. Why dont you like it? What other kinds of pollution do you know? Step 2Presentation (1a)There are some words related to different kinds of pollution in 1a. Write them in the box in 1a individu
2、ally and add more words. And then check their work with several students. 答案 noise pollutionloud music, planes, building houses, mobile phonesair pollutioncars, factories, smoking, building houseswater pollutionrubbish, littering, ships, factories Step 3Listening (1b) (有一定难度，增设听力训练题，更多资源详见素材三)1Liste
3、n and find out the general idea.The general idea of the conversation is about_Anoise pollutionB. air pollutionCwater pollution答案 C2Listen to the conversation more carefully and find out the specific ideas. Ask the students to listen to the tape and complete the sentences in 1b individually. Check th
4、eir work with several students.答案 really dirty; rubbish; fish; litter; waste; government; close down; clean upStep 4Pair work (1c) 1Have the students roleplay the conversation. Then make their own conversations about the kinds of pollution in 1a. eg. Mark: Thewas dirty. Evenwas full of Tony: But it
5、used to be so！Mark: Yes, butare throwing litter intoTony: Everyone in this town should play a part in！2Get some pairs to present their conversations to the whole class.Step 5Listening (2a2b) 1T: Jason and Susan are talking, but they look worried. What are they talking about? Do you want to know?Get
6、the students to listen to the interview and circle the kinds of pollution that Jason and Susan talk about in 2a individually. And then check their work with the whole class. 答案 A. land pollutionB. air pollution2Have the students listen to the tape and complete the sentences in 2b individually. And t
7、hen check their work with several students.答案 1.more cars2. pollute3. are throwing away4. public places Step 6Roleplay (2c)1Have the students use the information in 2a and 2b to roleplay conversations between Jason and Susan. e. g. Jason: The air has become reallyaround here. Im getting verySusan: Y
8、es. I used to be able toJason: The problem is that2Ask some pairs to present their work to the class. Step 7Roleplay (2d) (可利用素材二活动2d) 1Read for the main idea of 2d. The main idea of 2d is _A. how to solve the pollution problemsB. the kinds of pollution Cair pollution答案 A2.Read for the specific idea
9、s of 2d.Fill in the blanks in the table with the information from 2d.Pollution Person How to solve air pollution Jason take the (1)_ Susan ride (2) _ waste pollution Jason never use wooden (3) _ or plastic forks Susan go shopping with (4) _throw rubbish (5) _答案 (1)bus or subway(2)a bike(3)chopsticks
10、(4)a bag(5)in the bins 3Read after the tape.4Read the conversation aloud in pairs.5Roleplay the conversation in pairs. Then go to the front of the classroom and perform it to the whole class.Step 8Language points (详见P178课堂互动探究)advantage; cost第二课时(3a-4c)Step 1Lead in T: Do you like animals? Do you kn
11、ow the shark?S: I like animals. The shark is very big andT: Do you know about the shark fin soup? Now many sharks are killed for this kind of soup. Sharks are fewer and fewerStep 2Reading1Read for the general idea of 3a. The general idea of the article is about _A. water pollution B. environmental p
12、rotection groups Cthe sharks答案 C2Read for the specific ideas of 3a.Get the students to read the passage about sharks and complete the fact sheet in 3a individually. And then check their work with some students.答案 southern China; around 70 million; to develop laws to stop the sale of shark fins; Wild
13、Aid and the WWF3.Have the students fill in the blanks in 3b with the words in the box individually. And check their work with some students.答案 1.when2.so3.but4.although5.if Step 3Postreading (可利用素材四突破一)1Read after the tape of 3a.2Retell the story according to the following mind map.3Get the students
14、 to roleplay the story with their group. And check their work with several groups.Step 4Grammar Focus (详见素材五)1Get the students to read the sentences in the grammar box and translate them into Chinese.2Explain the “Present progressive, used to, Passive voice, Present perfect, Modal verbs” to the whol
15、e class. 3Get the students to make sentences using the structure: “Present progressive, used to, Passive voice, Present perfect, Modal verbs”Step 5Exercises 1Have the students fill in the blanks with the correct forms of the verbs in brackets in 4a individually. Then compare their answers with their
16、 partner. Check their work with several students. 答案 Have; taken; helped; considered; had; had; took; think; came; trying; wait2Get the students to fill in the blanks with the appropriate modal verbs from the box in 4b individually. And then check their work with some students. 答案 may/might; must; c
17、an; can; have to; can; can/could; can3Ask the students to make a list of things that people can do to help improve the environment and discuss their list with their partner. And then check their work with some pairs. eg. A: I think thatshould useB: I agree/disagree. Itsforto useStep 6Language points (详见P179课堂互动探究)harmful; scientific; take part in; afford; turn off; Ifdrop too low, it will；So far, have shown； Its difficult forto
