1、Unit 13 Were trying to save the earth!Section A（2a-2d）Teaching Aims Language goals To think about ways of protecting the environment. Key words and phrasescoal,ugly, advantage, cost,wooden, plastic, takeaway,bin Key sentences1. The air has become really polluted around here.2. Our actions can make a
2、 difference and lead to a better future! Teaching DifficultiesLet Ss think about ways of protecting the environment. Teaching AidsCAI,multimedia courseware or other realia that the T needs for teaching Teaching ProceduresTipsStep 1 Warming up Let Ss watch a video about pollution and the environmenta
3、l protection, then answer the questions:How do you feel after watching the video?What can we do to heal the world in our daily life?Step 2 Presentation & PracticeWhile-listening2a Ask Ss to listen to the interview and circle the pollution that have been talked about.Answers: circled: A, B2b Ask Ss t
4、o listen again and complete the sentences.T may want to focus on some words used to talk about the things that are thrown away.Note:rubbish (British English) things that people throw awaytrash / garbage (American English) things that people throw awaywaste rubbish and unwanted materials left behind
5、after we have used something, e.g. industrial wastelitter things that people have thrown away and left on the ground in public placesrefuse (n. ; pronounced differently from the verb) a more formal word for “rubbish”Answers: 1. more cars 2. pollute 3. are throwing away 4. public places Show Ss the l
6、istening material, ask Ss to read the conversation sentence by sentence following the recording.Post-listening2c Ask Ss to role-play the conversation using the information in 2a and 2d.For weaker classes, T may want to provide some guidance for the Ss by demonstrating first how the conversation can
7、flow between Jason and Susan. Together with a S more proficient in English, T can role-play the conversation before asking Ss to try it on their own with their partners.Step 3 Presentation & ReadingPre-reading Divide Ss into groups of four. Ask each group to discuss the effective ways to protect the
8、 environment and solve the problems of pollution. Then, ask each group to share their answers to the whole class.After all the groups have shared their answers, T can use the examples from P15-P19 to make a conclusion.While-reading T may wish to invite two volunteers to role-play the given conversat
9、ion, then ask Ss to identify the ways of solving the environmental problems mentioned in the conversation, without referring to their textbooks. T can ask Ss to write a short paragraph to summarize the problems and the suggested solutions. Show the chart on PPT P22 to Ss, ask them to read 2d again a
10、nd complete the chart.Answers:Air pollution: Ride a bike, take the bus or subway instead of driving.Waste pollution: Bring a bag to go shopping. Dont take wooden chopsticks or plastic forks when you buy takeaway food. Throw rubbish in the bins. Think-Pair-ShareStep 1: Ask Ss to think about the quest
11、ions: What did you learn from the conversation? What other things can we do to protect our environment? Step 2: Ask Ss to find their shoulder partners. Step 3: Ask Ss to share their answers with their partners.Step 4 Language points learningadvantage作名词，其反义词为disadvantage“缺点；不利条件”。take advantage of.
12、意为“利用”。cost在此处作动词，其过去式和过去分词均为cost。cost, spend, take与pay的区别：cost的主语是物，宾语是金钱，sth. cost(s) (sb.) some money指“某物花费(某人)多少钱”；spend的主语是人，宾语是时间或金钱，sb. spend(s) some time/ money on sth.指“某人花费时间/金钱在某事/物上”，sb. spend(s) some time/ money doing sth.指“某人花费时间/金钱做某事”；take常用it作形式主语，宾语是时间，it takes sb. some time to do
13、sth.指“做某事花费某人多长时间”；pay主语是人，宾语是金钱，sb. pay(s) some money for sth.指“某人为某物付费”。Step 5 Exercises& HomeworkExercises Do exercises from PPT P28-P29.Homework Preview the passage in 3a. Do the exercises in students book.Teaching ReflectionThis is the second period of the unit. In the unit we talk about pollut
14、ion and environmental protection. So it is important to get the students to learn words and phrases about the topics in this unit. We will review some structures and tenses and get the students to practice them in listening and speaking. They are “shoulddo; used todo; have / hasdone; bedone; bedoing”. The topic is an important content in our life and students should learn to use the words and structures to talk about and write about it. So much practice should be done in the period and in later periods.
