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Make our world more beautiful!
教學(xué)目標(biāo)
教學(xué)目標(biāo)與要點(diǎn)
1．能夠運(yùn)用過去時(shí)態(tài)來(lái)談?wù)撨^去的經(jīng)歷和運(yùn)用現(xiàn)在完成時(shí)來(lái)談?wù)撚蛇^去開始，與現(xiàn)在相聯(lián)系或有影響的經(jīng)歷。
2．學(xué)習(xí)和歸納有關(guān)環(huán)境和污染方面詞匯，且能夠正確運(yùn)用它們來(lái)描述所見所聞。
3．進(jìn)一步學(xué)習(xí)現(xiàn)在完成時(shí)態(tài)，特別是它的時(shí)間狀語(yǔ)的表達(dá)法：for…或since…
4．歸納總結(jié)哪些動(dòng)詞是延續(xù)性動(dòng)詞，哪些是非延續(xù)性動(dòng)詞，以及它們之間的轉(zhuǎn)換。特別是與一段時(shí)間連用時(shí)只能使用延續(xù)性動(dòng)詞。
5．培養(yǎng)自己的環(huán)境意識(shí)，養(yǎng)成良好的行為舉止，能運(yùn)用所學(xué)知識(shí)來(lái)報(bào)道周邊的環(huán)境問題。
素質(zhì)教育目標(biāo)
1. 完成本單元語(yǔ)法現(xiàn)在完成時(shí)的學(xué)習(xí)，注意for與since的用法。
2. 熟練掌握本單元相關(guān)詞組和短語(yǔ)的用法。
3. 引導(dǎo)學(xué)生了解優(yōu)美的環(huán)境對(duì)人類健康的重要性，以養(yǎng)成宣傳及保護(hù)我們生活、工作、學(xué)習(xí)環(huán)境的良好習(xí)慣。
4. 通過學(xué)習(xí)本單元，能使學(xué)生理解過去時(shí)與完成時(shí)，并能靈活運(yùn)用相關(guān)知識(shí)。
5. 通過各種教學(xué)手段，如聲音、圖片、動(dòng)畫、電視、網(wǎng)絡(luò)等，讓學(xué)生在了解環(huán)境保護(hù)知識(shí)的基礎(chǔ)上，提高表述、思考、總結(jié)相關(guān)此類知識(shí)的能力。
6. 引導(dǎo)學(xué)生嘗試運(yùn)用不同的學(xué)習(xí)工具、學(xué)習(xí)方法、媒體素材等進(jìn)行學(xué)習(xí)和提高。
教學(xué)建議
關(guān)于教材內(nèi)容的分析
本單元是圍繞"Make our world more beautiful"這一主題，結(jié)合現(xiàn)在完成時(shí)態(tài)這一語(yǔ)法功能項(xiàng)目展開教學(xué)活動(dòng)的。談?wù)摿诉^去與現(xiàn)在的時(shí)間關(guān)系，著重講述了現(xiàn)在完成時(shí)態(tài)的第二種用法，即從過去開始，持續(xù)到現(xiàn)在的動(dòng)作或狀態(tài)，所使用的謂語(yǔ)動(dòng)詞一般都是延續(xù)性動(dòng)詞。本單元還講述了延續(xù)性動(dòng)詞和非延續(xù)性動(dòng)員與時(shí)間的搭配關(guān)系；for和since引導(dǎo)的時(shí)間狀語(yǔ)和完成時(shí)態(tài)的連用。本單元還出現(xiàn)了有關(guān)事情發(fā)生的時(shí)間問題的對(duì)話和日常用語(yǔ)，討論了有關(guān)環(huán)境衛(wèi)生的問題，要求我們要規(guī)范自己的行為。
本單元短語(yǔ)與交際用語(yǔ)
1．短語(yǔ)和習(xí)慣用語(yǔ)
be afraid of make a contribution base on as soon as do well in
2. 日常交際用語(yǔ)
I've been to…
That's terrible.
Good idea.
How long has she/he worked there?
Don't you think so.
I've known Li Lei for three years.
I've lived here since 1995.
3.. 交際英語(yǔ)
對(duì)約會(huì)或預(yù)約的肯定回答：
Yes, what's it?
Yes, I'll be probably free them.
Any time on workday at my office is all right.
I don't have anything particular on Wednesday.
Let's make it 9:15/the day after tomorrow.
I'll be waiting for you here.
Let's meet in the park.
OK, that's settled then.
I'll meet you at the theatre at seven.
對(duì)約會(huì)或預(yù)約的否定答復(fù)：
No, I'm not free then, I am afraid.
I'm afraid I can't make it next Monday.
I don't think I can.
I'm afraid I'll be quite busy then.
There is nothing before Sunday, I am afraid.
I'm afraid I'll be filled up this week.
I'm afraid I can't meet you here.
I'm sorry, but. . . won't be so convenient for me.
本單元重點(diǎn)難點(diǎn)分析
1．have been (to) 與 have gone (to)
have been與have gone都表示現(xiàn)在完成時(shí)態(tài)，表明動(dòng)作已經(jīng)發(fā)生了，但它們之間的含義是有不同的。
1）"have been in + 地點(diǎn)名詞"或者"have been + 表位置的副詞"含義是"在某地呆得過多久"。例如：
Mr Zhang has been in this school for ten years．He knows everyone here.
張先生在這所學(xué)校呆了十年。
I have been here since I began to work．It's just like my home.
我工作以來(lái)一直呆在這里。
2）"have been to +地點(diǎn)名詞"表示"曾經(jīng)到某地去過（多少次）"。例如：
Miss Brown has been to China twice．That's why she speaks Japanese very well.
布朗小姐來(lái)過中國(guó)兩次。
Have you ever been here before?
你以前到過這兒?jiǎn)幔?br /> 3）"have gone to +地點(diǎn)名詞"或"have gone + 表位置的副詞"其含義是"到某地去了"（人已不在此地），注意：這種結(jié)構(gòu)不用于第一人稱，也不用于第二人稱，它僅用于第三人稱。請(qǐng)看下面一段對(duì)話：
A: Where's Tom?
B: He's gone to the shop.
A: Has Mary gone there with him?
B: No, she hasn't.
A：湯姆在哪里？
B：他到商店去了。
A：瑪麗跟他去了嗎？
B：沒有。
2. Businessmen are afraid of newspapers and TV stations. 生意人害怕報(bào)紙和電臺(tái)。
be afraid of… 意思是"害怕……"。afraid是形容詞，在句中只能作表語(yǔ)，后跟名詞或動(dòng)詞的-ing形式（指自己不能決定而突然發(fā)生的事），與frightened的意思相同。be afraid后也可跟動(dòng)詞不定式表示"害怕做某事"即：be afraid to do sth.。另外，afraid后還可跟that引導(dǎo)的賓語(yǔ)從句，意思是"擔(dān)心，恐怕"。例如：
（1）I am afraid of mice. 我害怕老鼠。
（2）Don't be afraid of making mistakes. 不要怕犯錯(cuò)誤。
（3）I'm afraid to tell her the truth. 我不敢告訴她真相。
（4）I am afraid you are ill. 恐怕你是病了。
（5 ）I'm afraid (that) we may not catch the train. 我擔(dān)心我們可能趕不上火車。
3. As soon as other people hear it, they go out with their rubbish and throw it in.
當(dāng)人們一聽到它，他們就出來(lái)把垃圾扔進(jìn)去。
as soon as -……就……，引導(dǎo)時(shí)間狀語(yǔ)從句，表示主句的動(dòng)作緊跟從句的動(dòng)作發(fā)生。必須注意 as soon as possible（one can），它表示"盡可能快地"。
【例】
（1）He'll write to me as soon as he gets to Beijing．
他一到北京就會(huì)給我寫信。
（2）You should do your work as soon as possible．
你應(yīng)盡快地做事。
4. … taking care of our environment is very important. 保護(hù)好我們的環(huán)境是非常重要的。
(1) take care of保護(hù)，照顧，保管。如：
Please take good care of your books. 請(qǐng)保管好你們的書。
Can you take care of my baby while I'm away? 我出去時(shí)你能為我照顧我的孩子嗎？
(2) "Taking care of our environment" 在這里是動(dòng)名詞短語(yǔ)作主語(yǔ)。也可以說(shuō)： It's very important to take care of our environment.
5．It's our duty to keep our environment clean and tidy. 保持我們的環(huán)境干凈整潔是我們的責(zé)任。
（1）it在這里是形式主語(yǔ)，真正的主語(yǔ)是"to keep our environment clean and tidy"
又如：It's a pleasant way to help keep our city clean.
（2）keen后面可跟帶現(xiàn)在分詞的復(fù)合結(jié)構(gòu)。如：
He kept me waiting for a long time yesterday．他昨天讓我等了很長(zhǎng)時(shí)間。
keep后面也可跟帶形容詞的復(fù)合結(jié)構(gòu)。如：
You should take more exercise to keep you healthy．你應(yīng)該多運(yùn)動(dòng)來(lái)保持健康。
6．If everyone makes a contribution to protecting the environment, the world will become much more beautiful. 如果每人都對(duì)保護(hù)環(huán)境做出貢獻(xiàn)，那么世界將變得更加美麗。
make a contribution to…意思是"對(duì)……做貢獻(xiàn)，捐贈(zèng)"。to是介詞后跟名詞或動(dòng)詞的-ing形式。例如：
（l）Thomas made a great contribution to the world．托馬斯·愛迪生對(duì)世界做出了很大的貢獻(xiàn)。
（2）It is our duty to make a contribution to protecting the environment．為環(huán)境保護(hù)做貢獻(xiàn)是我們的責(zé)任。
make是英語(yǔ)中非常活躍的動(dòng)詞之一，和不同的詞搭配具有不同的含義。又如：
make a face做鬼臉 make a living謀生
make a mistake犯錯(cuò)誤 make friends with交朋友
make fun of開玩笑 make one's way擠出一條路
make room for讓座 make up one's mind下決心
My friend Emma made fun of my job once time. She said that my job is rather making a living than career manage. I made up my mind to run my company successfully, which could make her realize she had made such a mistake. Then I made my way in mass society. I made good as a manager. I stay here and make sure that I have made a go of the business. I make of what Emma have done for me, luckily, I made friend with her.
7. The more trees, the better的結(jié)構(gòu)
這里是"the more，the more…"句型表述結(jié)構(gòu)，它的意思是"越多越好；越……，越……"。例如：
Start your work, the sooner, the better.
開始工作吧，越快越好。
The more I think of it, the happier I am.
我越想越高興：
The harder you work, the greater progress you will make.
你越用功，進(jìn)步就越大。
The longer we stayed there, the more we like the people there.
我們?cè)谀抢锎舻迷骄茫较矚g那里的人民。
注意：在"the more…，the more"這個(gè)句型中，"the"不能省略。
8．… need to do better in protecting the environment. 需要在保護(hù)環(huán)境方面做得更好。
do well in在某方面干得好。do better in在某方面干得更好。
在in后面加名詞或動(dòng)名詞。例：
He does well in playing football．他足球踢得很好。
9．延續(xù)性動(dòng)詞與非延續(xù)性動(dòng)詞
(1) 延續(xù)性動(dòng)詞
表示動(dòng)作能夠持續(xù)發(fā)生一段時(shí)間的動(dòng)詞。如：
be, have, know, work, live, study, teach, speak, talk, draw, wait, wear, walk, sleep等。
Miss Gao has been here since 7:00.
高小姐七點(diǎn)起就到這兒了。（此句中不能用arrived或come）
I have had the bike for five years．
這輛自行車我已經(jīng)買了五年了。（不能用bought）
(2) 非延續(xù)性動(dòng)詞
表示一個(gè)動(dòng)作剛剛發(fā)生即告結(jié)束。如：
come, go, arrive, reach, see, hear, close, leave, begin, start, lose, fall, join, die, get up等。它們可以用于完成時(shí)態(tài)的第一種，說(shuō)明某個(gè)動(dòng)作的結(jié)果還存在。但它們不可以用于完成時(shí)態(tài)的第二種。
Grandpa Wang has died. 王大爺已經(jīng)去世了。
The film has begun．電影已經(jīng)開映。（現(xiàn)正放映）
這類動(dòng)詞不能和表示一段時(shí)間的狀語(yǔ)連用。如：要表達(dá)"王大爺已經(jīng)去世兩年了"應(yīng)這樣寫：Grandpa Wang has been dead for two years. 而不能寫成：
Grandpa Wang has died for two years.
注：在for+時(shí)間段或 since+時(shí)間點(diǎn)的詞組或句子上進(jìn)行畫線部分提問要用how long。同時(shí)用how long開始的句子中的謂語(yǔ)要用延續(xù)性的動(dòng)詞（時(shí)態(tài)不限）。
關(guān)于現(xiàn)在完成時(shí)的講解
1．表示過去發(fā)生或己經(jīng)完成的動(dòng)作對(duì)現(xiàn)在造成的影響或結(jié)果
現(xiàn)在完成時(shí)的常用副詞是never"從來(lái)沒，不"，ever"曾經(jīng)"，just"剛剛"，already"已經(jīng)"，yet"已經(jīng)，仍然"。其中already通常用有肯定句中，yet通常用在否定句和疑問句中。yet在否定句中要譯成"仍然"，"還"，在疑問句里要譯成"已經(jīng)"。
（1）常already, just和yet等連用，如：
一Have you finished your work yet? 你做完你的工作了嗎?
一Yes. I have. I've just finished it. 我做完了，我剛做完。
I've already finished it. 我已經(jīng)完成了。
I haven't finished it yet.我還沒做完。
（2）也可與ever, never連用
-Have you ever been to the park? 你曾去過那個(gè)公園嗎?
-Yes, I have. / No, I haven't, I have never been to the park.
是的，我去過。/不，我沒去過，我從未去過那個(gè)公園。
2．現(xiàn)在完成時(shí)與動(dòng)詞的延續(xù)性
（1）for 和since時(shí)間狀語(yǔ)與現(xiàn)在完成時(shí)連用，表示從過去某一時(shí)間開始并一直延續(xù)到現(xiàn)在的情況，因此謂語(yǔ)部分不能用非延續(xù)性動(dòng)詞，常見的非延續(xù)性動(dòng)詞有：
close, leave, see, come, hear, buy, borrow, begin(start), join, die, finish等。
（2）在否定句中非延續(xù)性動(dòng)詞可以與for或since引導(dǎo)的表示段時(shí)間的狀語(yǔ)連用，如：I haven't seen him for a long time.（此句是否定句，非延續(xù)性動(dòng)詞see與for a long time連用）
3．注意現(xiàn)在完成時(shí)和一般過去時(shí)的區(qū)別。
A．一般過去時(shí)通常表示在過去某一具體時(shí)間發(fā)生的動(dòng)作，與現(xiàn)在沒有什么聯(lián)系。現(xiàn)在完成時(shí)與現(xiàn)在有聯(lián)系，它表示過去的動(dòng)作對(duì)現(xiàn)在產(chǎn)生的影響，結(jié)果。例如：
He cleaned the room an hour ago. 他一小時(shí)前打掃了房間。
He has cleaned the room. You see, it's very clean now.
他打掃了房間。你瞧，現(xiàn)在挺干凈的。
B．當(dāng)句子有表示過去具體時(shí)間的狀語(yǔ)時(shí)，通常用一般過去時(shí)。現(xiàn)在完成時(shí)不能與確定的過去時(shí)間狀語(yǔ)連用。例如：
We learned Lesson 4 last week. 我們上星期學(xué)了第4課。
不能用We have learned lesson 4 last week.
關(guān)于訓(xùn)練聽說(shuō)讀寫能力的教學(xué)建議
一、聽力訓(xùn)練
除了課堂的聽力訓(xùn)練以外，可以提供給學(xué)生一些關(guān)于現(xiàn)在完成時(shí)的聽力練習(xí)，完成一些替換練習(xí)、完成句子、回答問題等。在復(fù)習(xí)了前三單元內(nèi)容的同時(shí)，還能達(dá)到了能讓學(xué)生聽懂相關(guān)語(yǔ)法的語(yǔ)句，并靈活運(yùn)用現(xiàn)在完成時(shí)和一般過去時(shí)來(lái)回答問題。所涉及的范圍可以包括以時(shí)間點(diǎn)為線索的描述過去經(jīng)歷、簡(jiǎn)歷求職、假期生活等。 二、口語(yǔ)訓(xùn)練
1. 看圖說(shuō)話
向?qū)W生展示兩幅關(guān)于環(huán)境的圖片，其中，一幅是未受污染的環(huán)境，一幅是受污染的環(huán)境。讓學(xué)生觀察并對(duì)比它們，看看哪一幅beautiful，哪一幅是已受污染的環(huán)境。然后完成對(duì)Bad Environment和Good Environment的描述，以及人們?cè)鴮?duì)這種環(huán)境做過什么。
可提供下列詞匯與詞組：
pour, waste, dirty, clean, terrible, do no harm, write a book on the environment, pick up rubbish, collect rubbish, keep/make the place clean/dirty，damaged badly, in public place, it seems like, it is our duty to, plant tree, improve, recycle, make a contribution to，etc.
2. 簡(jiǎn)述自己和他人的經(jīng)歷
分兩步進(jìn)行練習(xí)：
1) 讓學(xué)生們完成自己的簡(jiǎn)歷，寫清楚時(shí)間、地點(diǎn)、當(dāng)時(shí)所做的事情或身份。
2) 將學(xué)生分成兩組，A組和B組。兩組成員數(shù)量相同，并分別在對(duì)方組互相指定一名交談?wù)摺７謩e讓A組的成員向B組相對(duì)應(yīng)的成員敘述自己的經(jīng)歷，同時(shí)B組相應(yīng)同學(xué)做好記錄，然后，B組同學(xué)復(fù)述A組同學(xué)的經(jīng)歷。再分別交換角色，由B組敘述，A組復(fù)述。
注意提醒同學(xué)，一般過去時(shí)和現(xiàn)在完成時(shí)的使用應(yīng)準(zhǔn)確，敘述他人的經(jīng)歷時(shí)，應(yīng)注意他/她本人敘述時(shí)的用詞和所用時(shí)態(tài)。
三、閱讀訓(xùn)練
在學(xué)習(xí)第10課的課文時(shí)，注意三種表述的不同用詞和語(yǔ)態(tài)：表述過去的事情、表述現(xiàn)在已完成或已產(chǎn)生的影響、下結(jié)論或展示希望。可讓學(xué)生閱讀后進(jìn)行分析和歸納整理，將三種表述的用法和語(yǔ)言環(huán)境分別選出，形象地理解什么時(shí)候使用哪種時(shí)態(tài)是正確的。有代表性的句子有：
One day I was visiting … My friend said …
It is our duty … You might ask …
Have you ever thrown … Have I ever picked up
還可將本課有用的短語(yǔ)和詞組挑出來(lái)，進(jìn)行造句練習(xí)：
a piece of beautiful music
pick up
collect rubbish
keep our city clean
take care of
throw onto
spit in a public place
cut down
protect our environment
make a contribution to
四、寫作訓(xùn)練
1. 環(huán)境保護(hù)是個(gè)世界性的話題，它需要每個(gè)人來(lái)進(jìn)行努力。除了對(duì)一些生態(tài)環(huán)境進(jìn)行保護(hù)以外，還要保護(hù)我們身邊的環(huán)境。根據(jù)教材第10課的內(nèi)容，將課文改寫成Protect our environment的百字短文。建議大家如何來(lái)保護(hù)我們的生活、工作或社會(huì)環(huán)境。除了課文所涉及的內(nèi)容，可以加入自己的想法和建議。
2. 組織學(xué)生完成一份關(guān)于自己身邊環(huán)境的英文調(diào)查報(bào)告。提醒學(xué)生先準(zhǔn)備好所要調(diào)查的項(xiàng)目，以及各項(xiàng)所需要的指標(biāo)、數(shù)字、表格等。主題可包括水、空氣、土地、河流、資源、城市等。字?jǐn)?shù)在80-100單詞。
可提供下列詞匯與短語(yǔ)：
waste water, clear air, earth, city, river, dirty, rubbish, spit, throw, collect, pick up, draw, damaged badly, in public place, it seems like, it is our duty to, plant tree, improve, recycle, make a contribution to, make/keep it clean, hope, wish, etc.
在總結(jié)時(shí)，建議根據(jù)不同的話題，將學(xué)生分成若干組，分別選出代表進(jìn)行報(bào)告表演。鼓勵(lì)每個(gè)學(xué)生都積極參與，營(yíng)造熱烈的報(bào)告氣氛，讓學(xué)生盡量用英文進(jìn)行報(bào)告。在完成此報(bào)告時(shí)，學(xué)生們應(yīng)掌握了關(guān)于環(huán)境保護(hù)的相關(guān)知識(shí)，意識(shí)到保護(hù)環(huán)境的重要性，并主動(dòng)去宣傳相關(guān)知識(shí)。
3. 向?qū)W生展示三個(gè)場(chǎng)景的圖片或動(dòng)畫：
1） 學(xué)生在學(xué)校內(nèi)隨便亂扔?xùn)|西，使校園看起來(lái)很臟；
2） 學(xué)生們?cè)谛@內(nèi)很賣力地打掃衛(wèi)生；
3） 整個(gè)校園變得干凈整潔。
根據(jù)這三個(gè)場(chǎng)景完成作文《校園的變化》。
教學(xué)設(shè)計(jì)方案
Lesson 9
Language Focus:
1. some useful expressions:
waste water; Greener China; Good idea; be afraid; a member of; a book on the environment
2. some useful sentences:
How long have you been a member of Greener China?
I've been with Greener China for a year.
How many English words have you learned since you came here?
About one thousand.
Properties: Pictures：TV; Overhead Projector; Recorder
Teaching Procedures:
I. Showing amis
Get the students to know what they will learn in this lesson and what they will do in this class:
1. To master some useful expressions.
2. To learn the grammar: the Present Perfect Tense.
3. To make the similar dialogues freely.
4. To know that they should protect the environment and make our world more beautiful.
II . Revision
Revise the grammar; the Present Perfect Tense. Ask: Have you ever been to the Great Wall? How many times have you been there? Get the students to ask and answer in pairs. Then ask several pairs to act out their dialogues.
III. Presentation
Present this dialogue:
A: Where have you been?
B: I've been to a paper factory.
A: What did you do there?
B: I saw the worker making paper there.
Present this dialogue with one student as an example, then ask the students to practise this dialogue in pairs, and get some of them to act out the dialogue.
IV. Practice
Put up a picture of a paper factory on the blackboard, get the students to talk about the factory, for example; " This is a paper factory, it makes paper, but it also makes smoke and waste water. I found the smoke was put into the air and the waste water was put into the river near it. The river has become very dirty. Lots of fish have died." Have the students talk in groups of four and then ask some of them to read out their report to share with the whole class.
V. Read and say
Part 1. Speech Cassette. Play the tape twice for the students to listen and repeat. Ask the students to read the dialogue in groups of three. Then read for the class. Get the students to read the dialogue individually again and find the answer to the following questions:
1. Where has Hu Lan just been to?
2. Why has the river near the factory become dirty?
3. What has happened to the fish in the river?
4. What does Greener China want to do?
5. Why are they going to write to the TV station and the newspaper?
6. Do you take care of the environment? Why or why not?
7. What can you do to improve the environment?
VI. Ask and answer
Read through the dialogues with the students. Ask and answer in pairs. Then make similar dialogues in pairs using the phrases in the box of the book.
VII. Write
Get the students to act as journalists, make an interview. Interview one of their friends. Ask him or her some questions about him or her and his or her family members.
For example: How long have you been in this school?
What subject have you studied?
How many friends have you made?
What's your fathers job?
How long has he been a … ?
What has he done since … ?
Then get the students write a report, have some students read their reports to share with the whole class.
VIII. Workbook
Do Exercise 3 orally with the class. Have the students ask and answer in pairs. Write Exercise 2 in the exercise books.
IX. Summary
Exercises for class
Rewrite the following sentences using the Present Perfect Tense:
Model: He went to Nanjing two days ago.
He has been in Nanjing for two days.
1. They began to study English in 2000.
2. He became a teacher ten years ago.
3. Jim came to China one year ago.
4. He joined Greener China one year ago.
5. My sister bought this book last week.
X. Homework
Talk something about the environment.
教學(xué)設(shè)計(jì)方案
Lesson 10
Language Focus: harm the environment; improve our environment; make our world more beautiful; a piece of beautiful music; come to my ears; pick up; collect rubbish; produce; as soon as; keep our city clean; wherever; Ifs a pleasant way to… ; It's one's duty to do something
Properties: Pictures: Overhead Projector; Recorder
Teaching Procedures:
I. Showing aims
Get the students to know what they will learn in this lesson and what they will do in this class:
1. To master some useful expressions.
2 .To understand the reading.
3. To think about low to protect the environment.
II. Revision
1. Check the homework.
2. Revise the dialogue from Part 2 in Lesson 9. Get some of the students to act it out in front of the class.
III. Pre-read
Part 1. In small groups, get the students to discuss the questions.
IV. Presentation
Show some pictures of the environment, and have the students look at the pictures and ask: What environment is beautiful? What environment is polluted?
Get the students to talk about the pictures and speak out their own idea. Teach some words: rubbish; spit. . . Have the students guess the meaning by guestures and pictures. Ask some questions like:
Have you done anything to harm the environment?
What have you done?
Have you ever done anything to improve the environment?
What have you done?
Have the students discuss the questions in small groups, get the whole class to share their answers.
Read through the text and find the answers to the questions of Exercise 1 in the workbook.
V. Reading
Part 2. Speech Cassette. Play the tape for the students to listen and find the answers to questions of Exercise I in the workbook, then check the answers in pairs.
Books open, play the tape again and have the students read the text along with the tape. Note some useful expressions:
A piece of beautiful music;
Pick up;
Collect rubbish;
Keep our city clean;
Take care of;
Throw . . . onto. ..;
Spit in a public place;
Cut down;
Protect our environment;
Make a contribution to. . . .
VI. Workbook
Exercise 3. In pairs, have the students make dialogues for each picture. Ask some pairs to read their dialogues to share with the class.
VII. Summary
Exercises for class
Write a passage about how to make our city beautiful. Using the following verbs:
Throw, spit, cut down; pickup, collect, plant, protect
VIII. Homework
Finish off the exercises in the workbook.
教學(xué)設(shè)計(jì)方案
Lesson 11
Language Focus: leave … on my desk, The more trees, the better …
Properties: Recorder; Overhead Projector; Pictures
Teaching Procedures:
I. Showing aims
Get the students to know what they will learn in this lesson and what they will do in this class:
1. To master some useful expressions.
2.To learn the dialogue and act out the dialogue.
3.To use the Present Perfect Tense freely.
II. Revision
1. Check the homework
2. Revise the passage of Lesson 10. Ask: What have you done to the environment? Have you done anything to harm the environment? What have you done to protect the environment? Help the students answer correctly. Then ask: How can you make our world more beautiful? Get several students to give their own idea.
III. Presentation
Present this dialogue:
A: Have you been a teacher?
B: Yes, I have.
A: How long have you been a teacher?
B: Two weeks.
First get the students to practise in pairs, then make similar dialogues.
IV. Presentation
Part 1. Speech Cassette - Play the tape for the students to listen and try to find the answers to the questions: Where has Lin Feng gone? Why has he gone to do it again? See if the students can answer correctly.
Books open. Play the tape again, get the students to repeat after the tape, have two students read the drills for the class.
V. Practice
Have the students practise the dialogues in pairs, then ask some pairs to act out the dialogue in front of the class.
VI. Read and answer
Have the students ask and answer in pairs, Using the words in the box help them.
VII. Guessing games
Get the students to guess the riddles. If time permits, do it in class, if there is no time, do it after class.
VIII. Workbook
Do Exercise I in class. Have the students do it individually, then check with the whole class. First, Do Exercise 2 orally, then write down the sentences.
IX. Summary
Exercises for class
Fill in the blanks with the right verb forms;
1. Where __________ you __________ (go) yesterday?
I __________ (go) to the zoo.
I __________ never _________ (be) to that zoo before.
2. Where is Mr Green? He ___________ (go) to the library.
3. ___________ you ___________ ( hear) him before? No, never.
4. ___________ you ___________ (finish) your homework yet?
5. How long __________ you __________ (live) in China? For two years.
6. ___________ you ever ___________ ( throw) any litter onto the ground?
7. When ___________ you __________ (throw) the litter onto the ground?
8. Why ___________ he ___________ (cut) down trees two days ago?
Answers: 1. did go have gone been 2. has gone 3. Have heard 4. Have finished 5. have lived 6. Have thrown 7. did throw 8. did cut
X. Homework
Finish off the exercises in the workbook.
教學(xué)設(shè)計(jì)方案
Lesson 12
Language Focus:
do well in; keep your classroom clean and tidy; Collect waste paper for recycling; pick flowers; Step on the grass; cut down trees
Properties: Recorder; Overhead Projector; Pictures
Teaching Procedures:
I. Showing aims
Get the students to know what they will learn in this lesson and what they should do in this class:
1. Master some useful expressions.
2. Revise the contents of Unit 3.
3. Train their listening ability.
4. Improve their writing ability.
5. Go through Checkpoint 3.
II. Revision
1. Revise the useful expressions in Unit 3. Ask the students to do some translations, translate some sentences into English.
2. Revise the Present Perfect Tense. Ask: How long have you been a … ? What have you done since you became …? Get the students to ask and answer in pairs.
III. Listen
Listening Cassette. Play the tape twice for the students to listen and do Exercise I in the workbook. Then play the tape again for the students to check. Check the answers with the whole class and get them to practise in pairs.
IV. Practice
Get a student to come to the front and ask the other students to ask him or her questions . They can ask him or her as many as possible. The questions may about the environment. According to the answer, see if the student is doing well in protecting the environment , if he or she is doing OK in protecting the environment, if he or she needs to do better in protecting environment.
V. Writing
According to Step IV, get the students to write a short report about the student, Begin with: … is a good boy / girl in our class. He / She always keep our classroom clean and tidy … Then ask two or three students to read their reports to share with the whole class.
VI. Read and match
Have the students read through the four pictures and then read through the four passages on the left, have the students match them individually, check with the whole class. The answers are: b; a; d; c
VII. Checkpoint 3
Go through Checkpoint 3 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes: the Present Perfect Tense.
VIII. Workbook
Do Exercise 2 orally in class. Pay attention to the stress.
For Exercise 3, have the students read and compare the sentences and say out the differences.
Do Exercise 5 individually first, then check with the whole class. The answers are: have visited; gives; pumped; was; have died; became; had already died; write; do; stopped
Do Exercise 4 as homework. Write- something about the environment Pollution.
IX. Summary
Exercises for class
Puzzle dialogue
A: ______________________________
B: Good morning.
What’s your trouble, young man?
A: ______________________________
B: How long have you been like this?
A: ______________________________
B: Have you taken your temperature?
A: ______________________________
B: Well, you have caught a cold.
A: ______________________________
B: No, nothing serious, Take these
Pills and stay in bed for two days.
A: ______________________________
B: Yes, You must stay at home for two days.
A: ______________________________
B: No, nothing serious. Take these pills and
Stay in bed for two days.
A: ______________________________
B: It’s a pity if you can’t go. But health is
better than wealth（財(cái)富）.
1. Oh, no I can’t stay in bed.
We’ll have a football match
Next Monday. And if we win
The match, each of us will get A T-shirt!
2. Good morning, doctor.
3. I’ve got a headache and a cough. I’m feeling terrible.
4. Do you mean I can’t go to school for two days, doctor.
5. Since last night.
6. Yes, the nurse has. She said it was a little high.
7. Is it serious, doctor?
X. Homework
Finish off the exercises in the workbook.
探究活動(dòng)
調(diào)查報(bào)告
組織學(xué)生完成一份關(guān)于自己身邊環(huán)境的英文調(diào)查報(bào)告。提醒學(xué)生先準(zhǔn)備好所要調(diào)查的項(xiàng)目，以及各項(xiàng)所需要的指標(biāo)、數(shù)字、表格等。主題可包括水、空氣、土地、河流、資源、城市等。字?jǐn)?shù)在80-100單詞。
可提供下列詞匯與短語(yǔ)：
waste water, clear air, earth, city, river, dirty, rubbish, spit, throw, collect, pick up, draw, damaged badly, in public place, it seems like, it is our duty to, plant tree, improve, recycle, make a contribution to, make/keep it clean, hope, wish, etc.
在總結(jié)時(shí)，建議根據(jù)不同的話題，將學(xué)生分成若干組，分別選出代表進(jìn)行報(bào)告表演。鼓勵(lì)每個(gè)學(xué)生都積極參與，營(yíng)造熱烈的報(bào)告氣氛，讓學(xué)生盡量用英文進(jìn)行報(bào)告。在完成此報(bào)告時(shí)，學(xué)生們應(yīng)掌握了關(guān)于環(huán)境保護(hù)的相關(guān)知識(shí)，意識(shí)到保護(hù)環(huán)境的重要性，并主動(dòng)去宣傳相關(guān)知識(shí)。
改編課文
環(huán)境保護(hù)是個(gè)世界性的話題，它需要每個(gè)人來(lái)進(jìn)行努力。除了對(duì)一些生態(tài)環(huán)境進(jìn)行保護(hù)以外，還要保護(hù)我們身邊的環(huán)境。根據(jù)教材第10課的內(nèi)容，將課文改寫成Protect our environment的百字短文。建議大家如何來(lái)保護(hù)我們的生活、工作或社會(huì)環(huán)境。除了課文所涉及的內(nèi)容，可以加入自己的想法和建議。
簡(jiǎn)述自己和他人的經(jīng)歷
分兩步進(jìn)行練習(xí)：
1. 讓學(xué)生們完成自己的簡(jiǎn)歷，寫清楚時(shí)間、地點(diǎn)、當(dāng)時(shí)所做的事情或身份。
2. 將學(xué)生分成兩組，A組和B組。兩組成員數(shù)量相同，并分別在對(duì)方組互相指定一名交談?wù)摺７謩e讓A組的成員向B組相對(duì)應(yīng)的成員敘述自己的經(jīng)歷，同時(shí)B組相應(yīng)同學(xué)做好記錄，然后，B組同學(xué)復(fù)述A組同學(xué)的經(jīng)歷。再分別交換角色，由B組敘述，A組復(fù)述。
注意提醒同學(xué)，一般過去時(shí)和現(xiàn)在完成時(shí)的使用應(yīng)準(zhǔn)確，敘述他人的經(jīng)歷時(shí)，應(yīng)注意他/她本人敘述時(shí)的用詞和所用時(shí)態(tài)。如把此練習(xí)放入課堂教學(xué)，可參考課件類素材《第9課教學(xué)演示中》的Presentation。
看圖說(shuō)話
向?qū)W生展示兩幅關(guān)于環(huán)境的圖片，其中，一幅是未受污染的環(huán)境，一幅是受污染的環(huán)境。讓學(xué)生觀察并對(duì)比它們，看看哪一幅beautiful，哪一幅是 已受污染的環(huán)境。然后完成對(duì)Bad Environment和Good Environment的描 述，以及人們?cè)鴮?duì)這種環(huán)境做過什么。相關(guān)圖片提供在圖形圖像類素材。
可提供下列詞匯與詞組：
pour, waste, dirty, clean, terrible, do no harm, write a book on the environment, pick up rubbish, collect rubbish, keep/make the place clean/dirty，damaged badly, in public place, it seems like, it is our duty to, plant tree, improve, recycle, make a contribution to，etc.
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