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Unit2SavingtheEarthTopic1Pollutionhascausedtoomanyproblems.SectionBⅠ.Materialanalysis本课是九年级第二单元第一话题的第二课时，主活动是1a和3a。1a通过Mrs.Zhou讲述自己的身体状况和生活环境，引出污染对人们的健康和生态环境所产生的危害，同时也道出了污染产生的原因。1b通过“听—回答问题—再听—核对答案”的模式来训练学生的听力技能。2与1a形成很好的呼应，通过康康向报社反映西山污染情况的信件，呼吁政府和大众关注环境问题，要求学生掌握词性的转换，强化1a中的语言知识。3a和3b通过图片和简介来描述不同种类的污染以及带来的危害。在学习这些污染的同时，也兼顾了单词的重读，句子的连读、停顿及语调等语言知识。通过学习本课，引导学生关注环境问题，了解各种污染类别以及带来的危害，树立正确的环保意识。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，正确运用现在完成时进行问答。2.Skillaims:能通过观察课文插图来预测课文内容。能听懂用现在完成时表达的对话。能朗读和表演有关环保的对话。
能正确运用连读和停顿的技巧，使发音流畅，富有韵律感。3.Emotionalaims:(optional)引导学生关注环境问题，树立绿色环保意识，增强忧患意识和社会责任感。4.Cultureawareness:(optional)通过谈论环境问题，让学生了解不同种类的污染及其危害。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:pain,produce,awful,bear,harmful,chest,editor,breathe/breath,soilgetapainin…,what’sworse,toomuchnoise,toomanyproblems,breathingproblem,beharmfulto,makeamessof,throw…aroundSentences:It’sdifficultformetobreathe.I’vegotapaininmythroat.It’sreallyawful.A:Howlonghaveyoubeenlikethis?A:Haveyouseenadoctor?B:I’vebeenlikethissincelastweek.B:Notyet.Grammar:PresentPerfect的问答。2.Difficultpoints：
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。Ⅳ.Learningstrategies通过1a，教会学生善于利用插图理解有关污染的对话。通过2，训练学生在不同的语境中学会转换词性，并拓展学生的词汇量。通过3a，引导学生通过观察图片分析和了解不同的信息。通过3b，要求学生掌握连读，停顿的发音技巧，反思自己的发音中的问题。Ⅴ.Teachingaids单词卡片（如：breathe/breath,pain,harmful/harm）；关于污染的图片或者幻灯片；录音机；小礼品若干等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（2mins)GroupworkGuidetheSstodiscussdifferentkindsofpollutioningroupsandsharetheanswertogether.T:Howmanykindsofpollutiondoyouknow?Discussdifferentkindsofpollutioningroupsandsharetheanswertogether.
S1:AirpollutionS2:WaterpollutionS3:LitterS4...S1:AirpollutionS2:WaterpollutionS3:LitterS4...该环节是对前一课时所布置作业的检查，让学生通过查找资料，倾听同伴的讲解等方式，提高获取信息的能力和意识，引导学生从不同渠道关注社会问题。2Lead-in(5mins)ClassactivityLettheSslookatthepicturesin3aonpage30andguessthemeaningandpronunciationof“soil”.Askthemtopayattentiontothetypesofpollution.T:Lookatthesepictures,whatkindsofpollutionarethese?S1:AirpollutionS2:WaterpollutionS3:LitterS4:LightpollutionS5:NoisepollutionGuessthemeaningandpronunciationofthenewwordsaccordingtothepicturesandtheteacher’sdescriptions.S1:AirpollutionS2:WaterpollutionS3:LitterS4:LightpollutionS5:Noisepollution先让学生根据图片猜测短语的意思，此处只呈现前五幅图片，在下一环节再用“soilpollution”引入听前活动，并以此教授部分新的单词和短语。3Pre-listening(5-7mins)ClassactivityShowthepictureofsoilpollution,teachthenewwordsandchecktheanswersof3b.Payattentiontothepronunciation,liaisonLookatthepictureofsoilpollution,learnthenewwordsandtrytofinish3b.Pay
andpausewhilereading.T:Lookatthispicture,whatkindofpollutionisthisone?(LeadtheSstopronounceit.)S6:Soilpollution.T:Right.Peopleusetoomanychemicalsintheirfields,/andsoilpollutioncausesunhealthyfood.Thefoodisharmfultoourhealth.(TeacherwritedownthewordsandphrasesontheBb.)T:Nowtrytofillintheblanksin3bwiththewordsandphrasesin3a.…T:Nowlet’schecktheanswer.S1:waterpollutionS2:airpollutionS3:noisepollutionattentiontothepronunciation,liaisonandpausewhilereading.S6:Soilpollution.S1:waterpollutionS2:airpollutionS3:noisepollution教师应利用介绍土壤污染的契机，教授新单词、短语，同时示范句子的连读和停顿，为训练学生流畅的口语打好基础。
S4…T:OK,let’sreadthesentencestogether.Payattentiontothepronunciation,liaisonandpause.(Teachercangiveanexampleifnecessary)…S4…4While-listening(5-7mins)IndividualworkStep1:ShowapictureofthepollutedWestHill,lettheSslistento1aonceandtickthequestionstheyhearinpartAof1b.Thenchecktheanswerstogether.T:Asweknow,theWestHillhaschangedalot.Lookatthispicture,whatpollutioncanyoufindinthepicture?Ss:Airpollution,waterpollution,noisepollution…T:Right.Whateverthepollutionis,itisharmfultopeople’shealth.Mrs.ZhougetsLookatapictureofthepollutedWestHill,listento1aonceandtickthequestionstheyhearinAof1b.Thenchecktheanswerstogether.Ss:Airpollution,waterpollution,noisepollution…在环节与环节的过度上，要注意自然流畅，是顺理成章的进入下一个步骤，而不是直接切入。因为过渡语既能起到承上启下的作用，又能抓住学生的注意力。
Individualworkapaininherchestbecauseofthebadair.NowlistentothedialogbetweenKangkangandMrs.ZhouandtickthequestionsyouheartofinishpartAin1b.…T:OK,let’schecktheanswers.S1:What’swrongwithyou?S2:Howlonghaveyoubeenlikethis？S3:Haveyouseenadoctor?S4:Haveyounoticedthedeadfishintheriver?Step2:GettheSstolistenagainandmatchthequestionswiththerightanswersinpartBof1b.Thenchecktheanswerstogether.T:Great.Listenagain,matchthequestionswiththerightanswersinB.S1:What’swrongwithyou?S2:Howlonghaveyoubeenlikethis？S3:Haveyouseenadoctor?S4:Haveyounoticedthedeadfishintheriver?ListenagainandmatchthequestionswiththerightanswersinBof1b.Thenchecktheanswerstogether.…
…S5:No.1isc.S6:No.2isb.S7:No.3isa.S8:No.4isd.S5:No.1isc.S6:No.2isb.S7:No.3isa.S8:No.4isd.5Post-listening(17mins)IndividualworkStep1:GettheSstoread1aandanswerthequestionsin1c.T:Nowread1abyyourselvesandanswerthequestionsin1c.….T:OK,whatcausedMrs.Zhou’sproblem?S1:Pollution.Thechemicalfactoriesproduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers.T:WhatwillKangkangdo?S2:HewillwritetothenewspaperaboutRead1aandanswerthequestionsin1c.…S1:Pollution.Thechemicalfactoriesproduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers.…S2:Hewillwritetothe通过完成1c的读后任务，进一步理解对话内容。在完成该任务时，如果答案不能直接从课文中找出，要引导学生学会用自己的语言总结和归纳答案，允许有不同的表达方式。以1c的第一题为例（WhatcausedMrs.Zhou’sproblem?）简单的回答就是pollution
ClassactivityandGroupworktheproblems.T:Doyouhaveanyotherwaystosolvetheproblem?S3…Step2:LettheSsread1acarefullyandunderlinethedifficultpointsincludingwords,phrasesandsentences.ThenleadtheSstoasktheirclassmatesandteacherforhelp.Writedownthepointstheycan’tunderstandontheBb.T:First,read1aandunderlinethedifficultpoints…T:Iftherearesomedifficultpointsyoucan’tunderstand,pleaseaskyourclassmatesforhelp.Ifallthegroupnewspaperabouttheproblems.…S3…Read1a,findthedifficultpoints,andtrytosolvethemwiththehelpofallkindsofresources.。如果要答案具体化，就必须先引导学生找出周夫人的问题，再找出原因，最后用自己的话归纳出答案（Thechemicalfactoriesproduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers）。学生能够正确提出问题，也是能力的体现。教师需要引导学生，一步一步朝着正确答案去思考，可以运用课文中的文本语言，也可以拓展例句提供新的语境，还可以根据已学知识理解新知识（以短语“getapainin…”为例，pain是本课新单词，要理解短语的意思和掌握短语的用法就会比较难，因此，教师可以通过“Ihavea
Groupworkmemberscan’tsolvetheproblem,Icangiveyousomeadvice.Ss:Howtouse“getapainin…”?T:Wecanalsosaylikethis“Ihaveasorethroat”.Canyouunderstanditsmeaning?Ss:Yes.（Teachertouchesoneofhislegsandsays.）T:Igetapaininmyleg.“Getapainin”canbeadded“apartofabody”aftertheproposition.T:What’stheChinesemeaningofit?Ss:Itmeans“某处疼”inChinese.Ss...Step3:LettheSsread1ainroles,andthen…Ss:Howtouse“getapainin…”?…Ss:Yes.…Ss:Itmeans“某处疼”inChinese.Ss...Read1ainroles,andthenactoutthedialog.Payattentiontosorethroat”帮助学生理解意思。用举例“Igetapaininmyleg”同时捂住左腿，帮助学生观察该短语的用法）。
Individualworkactoutthedialogandpayattentiontothepronunciationandintonation.T:Nowread1ainroles,andthenactoutthedialog.Payattentiontothepronunciationandintonation.Afterthat,wewillhaveacompetitiontoseewhichgroupperformsbest.Thebestonewinstheaward.Step4:LeadtheSstoscanthematerialandchoosethecorrectwordstocompletetheletterin2.T:Kangkanghaswrittenalettertothenewspaperaboutpollution,butsomewordsaremissing.Canyouhelphimfinishtheletterwiththegivenwords?Ss:Yes…thepronunciationandintonation.Therewillbeperformancecompetitionamongthegroups.Thebestonewinstheaward.Scanthematerialandchoosethecorrectwordstocompletetheletterin2.Ss:Yes……课文朗读是培养学生的语感，训练语音语调的方法之一。为了让学生目标性更强，更加严格的要求自己正确发音，学会合作，教师采用（以六人组为例）组内三人扮演一个角色，进行对话；并采用一些竞争机制，激发学生的斗志和参与课堂活动的热情，维护小组的集体荣誉感。在角色扮演前，教师选择率先做好准备的小组，让他们选择任一小组进行挑战，胜利者将得到老师的礼物（或者积分），落后组再选一组，循环挑战；也可以另外选择两组进行两两PK。
T:Nowlet’schecktheanswerstogether.S1:toomanyS2:breatheS3:deadT:Great.You’dbetterpaymoreattentiontothedifferencebetween“toomany”and“toomuch”.Usetherightformsofthewordsaccordingtodifferentcontent.S1:toomanyS2:breatheS3:dead…6Summarizingandassigninghomework(5mins)ClassactivityStep1:LettheSsgooverwhattheyhavelearnedthisperiod.Sumupthekeypoints.T:Nowlet’ssumupwhatwehavelearnedtoday.Youcanbeginwiththewordsandthephrases.Step2:HMK:LettheSstochooseonetypeofpollutionandcollectsomeinformationaboutitaccordingtothequestionsin3onpage32.Sumupandpresentthekeypointsonebyone.S1:getapainin…S2:beharmfulto…S3…Chooseonetypeofpollutionandcollectsomeinformationaboutitaccordingtothequestionsin3onpage32.在总结本科所学时，明确复习的内容和方向，让学生在罗列知识时更有系统性，养成在头脑中建构知识框架的习惯。作业的布置是为学习SectionC打好基础，提供素材。
1.Whatis…pollution?2.Whatmakesthe…pollution?3.Whatproblemsdoesitcause?4.Whatcanbedonetosolvetheseproblems?Ⅶ.BlackboarddesignPollutionhascausedtoomanyproblems.SectionBWords:pain,produce,awful,bear,harmful,chest,breathe/breath,Soil,editorPhrases:getapainin…,what’sworse,toomuchnoise,toomanyproblems,breathingproblem,beharmfulto,makeamessof,throw…aroundSentences:It’sdifficultformetobreathe.I’vegotapaininmythroat.It’sreallyawful.A:Howlonghaveyoubeenlikethis?B:I’vebeenlikethissincelastweek.A:Haveyouseenadoctor?B:Notyet.
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