仁爱版九年级英语上册教案

Unit1ThechangingworldTopic1Ourcountryhasdevelopedrapidly.SectionAI.Teachingaimsanddemands:1.(1)Learnthepresentperfecttense,andmasterthesentencepatterns“have/hasbeento”and“have/hasgoneto”.(2)Comparethesimplepasttensewiththepresentperfecttenseandfindoutthedifferencesintheirusages.2.Learnhowtodescribeholidayactivities.II.Importantpoints:“have/hasbeento”and“have/hasgoneto”III.Teachingprocedure:Step1Review1.Askandanswerbetweentheteacherandstudents.Makeaconversationabouttheirsummerholidaytoreviewthesimplepasttense.2.Summarizestudents’activitiesduringthesummerholidayandleadtothepresentperfecttensebythesimplepasttense..(1)AwenttoHainan.AhasbeentoHainan.Usethesamewaytoleadstudentstowritedown“Bhasbeentoacommunityservicecenter”.(2)Leadstudentstolearnthestructureofthepresentperfecttense:Have/has+pastparticiple.Step2Presentation1.Createarealsituationtopresentthenewwordsandphrase“proper”,”bytheway”,”bell”and“volunteer”.Master“proper”,“bytheway”and“bell”.Knowthemeaningof“volunteer”.2.Listento1aandanswertheshiningquestions.Checktheanswers.WherehasRitabeen?WherehasJanebeen?WhataboutMaria?3.Writedowntheanswersontheblackboard.Andusefigurepicturestoshow“have/hasbeento”and“have/hasgoneto”.Thenexplainthedifferencesbetweenthem.Step3Consolidation1.Listento1aagainandfinish1b.Retellthedialogaccordingto1a,andtalkaboutthechildren’svacationexperiencewith“hasbeen/goneto”.2.Letstudentsfindoutsomethingimportantanddifficultin1a.TheteacherwritesdownthesentencesontheBbandexplainthem.3.Read1aingroupsandchooseseveralgroupstoactitout.Finish1a.4.Workingroups.Makeupdialogslike1aaccordingtostudents’realsituationsandactthemoutIpairs.Finish1c.Step4Practice1.Letstudentslookatthepicturein2andreadthedialogsaloud.FillItheblanks.Finish2.Letstudentshaveabetterunderstandingaboutthedifferencesbetween“have/hasbeento”and“have/hasgoneto”.2.Learnandmasterthenewwords“grandpa”,“chairwoman”and“grandson”byusingwordformation.3.Letstudentsfinddifferentsentencepatternsoftheperfecttenseinthissectionandpracticethem.Step5Project/workafterclass1.Freework..2.Dosomeexerciseabout“have/hasbeen”and“have/hasgone”.Handwriting： Ourcountryhasdevelopedrapidly.SectionAbytheway—Wherehaveyoubeen,Jane?Theregoesthebell.—Ihavebeento…properMariaisn’tatschool.Where’sshe?chairwoman—Shehasgoneto…SectionBI.Teachingaimsanddemands:1.Goonlearningtheusageofthepresentperfecttense.2.Comparetheteenagers’lifeinthepastwiththatnowadaysandleadstudentstocherishthehappylifeatpresent.II.Importantpoints:1.PastParticiple2.TheusageofthepresentperfecttenseIII.Teachingprocedure:Step1Review1.Checktheworkafterclass.2.Askandanswerbetweentheteacherandstudents.Reviewthepresentperfecttense.Step2Presentation1.Showsomepicturesofdisabledchildren.Makeadialogwithstudentstoknowwhethertheyhavehelpeddisabledchildrenandleadto1a.Understandthenewword“disabed”andmaster“ever”.2.Listento1aandanswertheshiningquestions:(1)HasMariaeverhelpeddisabledchildren?(2)Whatdidshedotohelpthem?Step3Consolidation1.Letstudentsread1aandfindouttheimportantsentencesandthesentenceswiththepresentperfecttense.TheteacherwritesthemdownontheBbandexplainthem.Finish1a.2.LetstudentsobservethepastparticipleofverbsinthefivesentenceswiththepresentperfecttenseontheBb.Learntherulesofthepastparticipleofverbs.Fillintheblanksin1bwithdifferentformsoftheverbs.Masterthenewwords“shut”and“rope”.Knowthenewword“online”.Checktheanswers.3.Makeasurveyaboutstudents’summerholidays.Thenmakeupdialoginpairsaccordingtothetablein1b.Encouragestudentstotakepartinoutdooractivities.Finish1b.Step4Practice1.Showtwopcturesaboutthelifeofteenagersinthepastandatpresentandthenmakeacomparison.Leadto2a.Learnandmasterthenewwordsandphrase“describe”,“indetail”,“education”,“develop”and“development”.Understandthewords“teenagers”,“childhood”,“support”and“laborer”.,Knowaboutthenewword“rapidly”.2.Letstudentslistento2aandanswertheshiningquestion:Howdidmostchildrenspendtheirchildhoodinthepast?3.Read2aafterthetape.Letstudentsmarkthestressesandsense-groups.Thenerasethemarks.Read2aaloudinimitationofthetape.4.Read2aagain.Masterthenewword“granny”andknowaboutthenewword“luckily”.Finish2a.ComparethedifferentlifestylesinthepastandatpresentofChineseteenagers.Finish2b.5.Letstudentslistento2candfillintheblanks.Checktheanswers.Finish2c.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Ourcountryhasdevelopedrapidly.SectionBhave/liveahardlife—Haveyoueverfedthedisabledchildren?indetail—Yes,Ihave./No,Ihaven’t.Isthatso?—HasAnnever…?can’t/couldn’taffordsth.—Yes,shehas./No,shehasn’t.givesupporttosb./givesb.supportNowourcountryhasdevelopedrapidly.Thoughshehasnotimetotravel,…SectionCI.Teachingaimsanddemands:1.Goonlearningthepresentperfecttense.2.ComparethepastBeijingwiththepresentBeijingandlearnaboutthegreatchangesinChina.3.Inspirestudentstocherishthehappylifeatpresentandtocultivatetheirpatriotism.II.Importantpoints:1.somenewwordsandphrases2.(1)MygrannyhaslivedinBeijingformorethanfortyyears.(2)Beijinghasmaderapidprogressandithasalreadysucceededinhostingthe2008OlympicGames.III.Teachingprocedure:Step1ReviewReview2aofSectionB.LettwostudentscometothefronttotalkaboutthedifferentlifestylesinthepastandnowadaysofChineseteenagers.LeadtothecomparisonbetweentheoldandtodayinBeijing.Step2Presentation1.Letstudentslookatthepicturesin1a.Discusswithstudentsthedifferencesinlifebetweentheolddaysandtoday,thenleadtothepassageandletstudentsmasterthenewwordsandphrases“communication”,“quick”,“keepintouchwith”,“faraway”,“sort”,“rapid”,“progress”,“makeprogress”,“already”and“succeed”.Understandthenewwords“narrow”,“relative”,“telegram”,“reformandopening-up”and“fax”.Knowabout“leisure”and“mainly”.2.Letstudentsskim1aandfindoutthetopicsentenceof1a.Checktheanswer.3.Letstudentsread1aandanswertheshiningquestions.Checktheanswers.(1)WhohasseenthechangesinBeijing?(2)HowlonghasKangkang’sgrannylivedinBeijing.(3)HowwerethelivingconditionsinBeijnginthe1960s?(4)HowcanChinesechildrenstudyatpresent?(5)Whatdopeopleusetokeepintouchwiththeirfriendsandrelativesnowadays?4.Letstudentsread1abythemselvesandfindouttheimportantanddifficultpoints.TheteacherwritesthemdownontheBbandexplainsthedifficultones.Step3Consolidation1.Letstudentsread1aagainandfinish1b.Thenchecktheanswers.2.Accordingtothepicturesin1aandthewordsbelowthem,letstudentsatleasttwostudetsforeachpicture.Step4Practice1.Workinpairs.Completethetableaccordingto1a.Finish1a. InBeijing Inthepast Nowadays Road House Communication Livingcondition 2.Makeupdialogsinpairsshiningtheexamplein1caccordingtothetableandfinish1c.3.Leadstudentstothinkaboutthequestion“WhyhasBeijingchangedsorapidly?”Leadthemtocultivatetheirpatriotism.4.Workingroups.Accordingtothetableabove,letstudentsretell1aingroupsonthebasisof2,Step3,usingthewordsandsentencesthey’velearnt.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Ourcountryhasdevelopedrapidly.SectionCsee…oneselfkeepintouchwithfarawaymakeprogressreformandopening-upSectionDI.Teachingaimsanddemands:1.Reviewandsumupthepresentperfecttense.2.Learnthebasicstepsofwritingacomposition.3.Letstudentsgetacquaintedwiththechangesintheirhometownsandstimulatetheirlovefortheirhometowns.II.Importantpoints:1.Somenewwordsandphrases2.ThepresentperfecttenseIII.Teachingprocedure:Step1Review1.LetstudentslistentothesongSpringHasArrives!Reviewthepresentperfecttenseandwarmup.2.Theteachertellsstudentsthathe/shelikesenjoyingmusicbestinhis/herfreetimeandaskaboutstudents’leisureactivites.Leadto2.Step2Presentation1.Showthepicturesin2.Knowaboutthemeaningofeachpicture.2.Workingroups.Makeasurveyaboutstudents’leisureactivities,andthenmakedialogsaccordingtotheexamplein2.Finish2.3.Showapictureofsomechildrenwhoarehelpingsomeoldpeople.Leadto1byaskingandansweringbetweentheteacherandstudents.Step3Consolidation1.Listento1.Fillintheblankswiththehelpofthewordsontheleft.2.Listento1aagain.Checktheanswers.Finish1.3.Educatestudentstorespectandcareabouttheold.Step4Practice1.Reviewandsumupthepresentperfettenseandimportantsentencepatternstogetherinthistopic.2.Listento3aand3b.Thenletstudentscomparethemwithwhattheyhavesummedup.Finish3aand3b.3.Workinpairs.Letstudentslookatthepocturesin4,thendiscusstheshiningquestion:WhatchangeshavetakenplaceinLiMing’shometown?Thenaskthreestudentstosummarizethechanges.4.Letstudentsread“Notes”and“Outline”in4andlearnandmasterthenewwordsandphrases“composition”,“note”,“consider”,“drawup”,“tool”,and“thanksto”.Learnthebasicstepsofwritingacomposition.Finish4.Step5Project/workafterclassWriteacompositionentiled“ChangesinLiMing’sHometown”.Handwriting： Ourcountryhasdevelopedrapidly.SectionDdrawup—Haveyoueverdone…?—Ihavebeento…thanksto—Yes,Ihave./No,Ihaven’t.Where’sMaria?consider—Wherehaveyoubeen?ShehasgonetoCuba…Topic2Chinahasthelargestpopulation.SectionAI.Teachingaimsanddemands:1.Learnthepresentperfecttensewith“just”,“already”,“yet”,“ever”and“never”.2.Talkaboutpopulation.3.Leadstudentstocareaboutthepopulationproblemandbuilduprightideasofpopulation.II.Importantpoints:1.yet,probably,callup,European,population,recent,becauseof,policy,neither2.(1)SodoI.(2)Neitherdomyparents3.thepresentperfecttensewith“just”,“never”,“yet”,“ever”and“already”III.Teachingprocedure:Step1Review1.Asktwostudentstocometothefronttotalkaboutthechangesoftheirhometowns.2.ShowsomepicturesthatcanreflectthelargepopulationofChina.Practiceadialogwithstudents.LeadtoTopic2Chinahasthelargestpopulation.Step2Presentation1.Letstudentslistento1aandanswerthequestion:“WherehasKangkangbeen?”Checktheanswer.2.Letstudentsread1abythemselves,andfinish1b.Checktheanswers.Letstudentsguessthemeaningsof“yet”,“probably”and“callup”fromthecontext.Theteachergivesexplanation.Thenaskthemtomasterthem.3.Letstudentsfindouttheimportantanddifficultpointsandthesentenceswiththepresentperfecttense.ThenwritethemdownontheBbandhelpstudentstounderstandthem..Step3Consolidation1.Letstudentsread1aafterthetape.Payattentiontothepronunciationandintonation.2.Workinpairs.Letstudentsread1a,andthenactitout.Finish1a.3.Addanothertwosentences“Haveyoueverfedthem?”and“Beijinghasmaderapidprogressandithasalreadysucceededinhosting…”tothesentencesin3,Step2,writtenontheBb.Makestudentsknowhowtousethefiveunderlinedwords,thenhelpstudentstosumuptheusagesofthem.4.Completetheconversationin2,andchecktheanswers.Teachandletstudentsmaster“European”.Thenactitoutinpairs.Finish2.5.Chaindrill.Askstudentstomakesentenceswith“just”,“never”,“yet”,“ever”and“already”.Thenletthemgivetheirsentencesonebyoneingroups.Step4Practice1.LetstudentssingthesongIfYou’rehappy.Leadto3a.2.Listento3aandanswerthetwoquestionstheteacherasked,thenchecktheanswers.3.Letstudentsread3abythemselvesandfindouttheimportantanddifficultpoints.Thensolvethemtogether.Learnandmasterthenewwords“recent”and“neither”.4.Letstudentsread3aagainandfinish3b.Thenchecktheanswers.5.WorkIpairs.First,letstudentsact3aout.Thenletthewholeclasschoosethebestpairandgivethempraise.Finish3a.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Chinahasthelargestpopulation.SectionAcallupeverSodoI.neverNeitherdomyparents.alreadyjustHave/Has…done…yet?Itseemsthat…Idon’tthink…SectionBI.Teachingaimsanddemands:1.Goonlearningthepresentperfecttense.2.LearnhowtoexpressbignumbersinEnglish.3.Talkaboutthepopulationindifferentcountries.II.Importantpoints:1.thenumberswithmillionandbillion.2.someusefulsentences(1)Itsaystheworldhasapopulationof6.5billion.(2)Itisincreasingby80millioneveryyear.(3)Whichcountryhasthelargestpopulation?(4)—What’sthepopulationoftheU.S.A.?—It’s…(5)Soitis.(6)Thepopulationproblemismoreseriousindevelopingcountries.III.Teachingprocedure:Step1Review1.Checkthehomework.2.LetstudentsreporttheinformationaboutChina’spopulationthattheyhavecollected.Leadto1a.Thentheteachersumsup.3.Writedownthenewwords“increase”and“billion”ontheBb.Askstudentstomasterthenewword“increase”andunderstandthenewword“billion”.Step2Presentation1.Listento1aandanswertheshiningquestions:(1)What’sthepopulationoftheworld.(2)Whichcountryhasthesecondlargestcountry?2.Letstudentsskim1a,findoutthenumbersinthedialogandmakedialogsinpairsaccordingtothechartandexamplesin1b.Finish1b.3.Letstudentsread1aandfindouttheimportantanddifficultpoints.WritethemdownontheBbandencouragestudentstosolvetheproblems.Givestudentssomepropercomplements.Step3Consolidation1.Letstudentsread1aagainandunderlinethekeywords.Letstudentschangethedialogof1aintoashortpassageandtrytoretellitwiththehelpofthekeywords.2.Workinpairs.Letstudentsread1aandactitout.Finishi1a.Step4Practice1.Firsttheteacherwritesatwo-digitnumber,thenaddsanewdigittothenumbereachtime.Askstudentstoreadthenumbers,correctthemproperlywhentheymakemistakes,andthensumuphowtoreadandwritenumbersinEnglish.Forexample:22,222,2222,…,22222222222.Letstudentsreadthenumbersin2a.Askstudentstoexpressthenumbersskillfullywiththewords“hundred”,“thousand”,“million”and“billion”.Helpthemwhennecessaryandthenchenktheanswers.Finish2a.3.Letstudentslistento2banddinishitbythemselves.Checktheanswers.4.Playanumbergame.(optional)Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Chinahasthelargestpopulation.SectionBhave/hasapopulationofItsaystheworldhasapopulationof6.5billion.increaseby—What’sthepopulationoftheU.S.A.?thedeveloped/developingcountry—296million.Soitis.HundredthousandmillionbillionSectionCI.Teachingaimsanddemands:1.Goonlearningthepresenttense.2.Goontalkingabouttheproblemoftheincreasingpopulation.3.Leadstudentstohaverightideasofpopulation.II.Importantpoints:1.somenewwordsandphrases2.(1)…andaboutonefifthofthepeopleintheworldliveinChina.(2)…ourgovernmenthastakenmanymeasurestocontrolthepopulation.(3)Thankstothepolicy,Chinaisdevelopingquicklyandpeople’slivingconditionsareimprovingrapidly.(4)It’sdifficultforlotsofpeopletofindjobs.(5)…,weareshortofenergyandwater.(6)Mostcitiesaremorecrowdedthanbefore,andthetrafficismuchheavier.III.Teachingprocedure:Step1Review1.Showsomecardswithbignumbers,andletonestudentreadthenumbersandtheotherslistentohim/herandwritethemdown.Thenchecktheanswers.2.AsksomequestionstoreviewSectionB,talkaboutthepopulationproblem,andthenleadto1a.Step2Presentation1.Letstudentsdiscussthequestionsin1a.ShowsamepicturesoftheproblemcausedbyChina’slargepopulation,suchasdifficultjob-hunting,lesslivingspace,lesswater,heavytraffic,environmentpollution,etc.Theteachersumsuptheproblemsandletsstudentsmasterthenewwordandphrases“difficulty”,“beshortof”and“sofar”.Knowabout“measure”and“takemeasurestodosth.”2.Listento1aandfinish1b,andthenchecktheanswers.3.Letstudentsread1aandfindoutthekeysentences.Leadstudentstosumup.ThenwritethemdownonthBbandexplain.Step3Consolidation1.Letstudentslistento1aagainwritethekeywords.Forexample:“theworld’spopulation”,“thelargestpopulation”,“onefifth”,“manydifficulties”,“policy”,“workwell”,…2.usingthesekeywords,theteacherleadsstudentstoreview1abyaskingthemquestions.Use“onefifth”toleadto“20percent”,andletstudentslearnandmasterthenewword“percent”.Finish1a.Step4Practice1.Listento2aandfinishitalone,thenchecktheanwsers.Learnandknowabout“newborn”.2.Read2a,finish2baloneandchecktheanswers.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handriting： SectionCbeshortofonefifthsofardifficult(adj.)-difficulty(n.)-difficulties(n.pl.)takemeasurestodosth.Thankstothepolicy,…SectionDI.Teachingaimsanddemands:1.Reviewandconsolidatetheusageofthepresentperfecttense.2.KnowaboutthelifeincitiesandthelifeinthecountrysideinChinaandCanada.3.Talkaboutdifferenttypesoffamiliesandknowabouttheadvantagesanddisadvantagesofthem.II.Importantpoints:1.unless,couple,acoupleof,market,excellent,keepupwith,relation,belongto2.thepresentperfecttenseIII.Teachingprocedure:Step1Review1.Checkthehomework.2.PracticebetweentheteacherandstudentstoreviewSectionC.3.Askstudents“Doyoulikelivinginaplacewithalargepopulationorasmallone?”andleadto1a.Step2Presentation1.Letstudentstalkabouttheirlivingconditionsfreelyanddiscusstheteacher’squestion.Thenintroduceastudent’slivingconditionsinatown.Andletstudentslearnandmasterthenewwordsandphrase“couple”,“acoupleof”,“market”,“excellent”and“relation”.Knowabout“transportation”.2.Letstudentsread1a.Learnandmasterthenewwordandphrase“unless”and“keepupwith”.Thenleadstudentstofindouttheusefulexpressions.Theteacherexplainstheseexprssionsandasksstudentstomasterthem.3.Letstudentslistento1a,writedownthekeywordsandphrasesastheyarelistening,andtrytoretell1aaccordingtothesekeywordsandphrases.Step3Consolidation1.Workinpairs.Read1aanddiscuss“WhatarethedifferencesbetweenSue’slivingplaceandLiming’s?”.Thenfilloutthetableandchecktheanswers.Finish1a. Item Population Environment Shopping Transportation People’srelation Sue’s/Fairmont LiMing’s/Beijing 2.Leadstudentstofinish1baccordingtothekeywordsandthetableabove.Thenchecktheanswers.Step4Practice1.Discussthequestion“HasCanadadevelopedmorequicklythanChina?”,usingthepresentperfecttense.2.Leadstudentstosumupthepresentperfecttense(II).Thenletthemlistento2aandreadafterthetape.Consildtetheusageofthepresentperfecttense.Finish2a.3.LeadstudentstosumuptheimportantphrasesandsentencesinTopic2.Thenletstudentslistento2bandreadafterthetape.Consolidatetheusagesofthesephrasesandsentences.Finish2b.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Chinahasthelargestpopulation.SectionDunlessacoupleofkeepupwithSodoI.Soitis.belongtoTopic3Theworldhaschangedforthebetter.SectionAI.Teachingaimsanddemands:1.Learnthesentencesofthepresenttensewith“for”and“since”.2.Learnthewordformationofderivatives.3.Learntocareaboutanddescribesocialdevelopmentandchanges.II.Importantpoints:1.somenewwordsandaphrase2.thepresentperfecttensewith“for”or“since”III.Teachingprocedure:Step1Review1.Competition.(1)Dividestudentsintoseveralgroups.Letstudentsgivetheparticiplequicklyaftertheteachersaysaverb.Thenchoosethebestgroupandgivepraise.(2)ShowtheshiningwordswithasmallBb.Askstudentstoaddsomeletterstothewordsmakeupnewwordsaftertheexamples.Leadtotheformationofderivatives:root+suffix,prefix+root.2.Leadstudentstosumuptherulesthatgoverntheformationofderevatives.Withthehelpoftheserules,learnandmasterthenewwords“discover”,“direct”,“possible”,“fair”,“invention”and“excite”.Finish3.Step2Presentation1.ShowsomepicturesofNewYork.Thenaskandanswerbetweentheteacherandstudents.Learnandmasterthephrase“asamatteroffact”.2.Listento1a,andanswertheshiningquestions:(1)DoesBoblikelivinginNewYork?(2)WerethestreetsinNewYorkdirtyinthepast?(3)CanBobgotoplays,concertsandoperaseverydayinNewYork?3.Letstudentsread1a,thenfindoutandmastertheusefulexpressionsin1a.Theteacherexplainsthem.Forexample:You’vebeeninNewYorkforalongtime.Oh,youwillgetusedtoitverysoonifyoucome.Theyusedtobe,butthecityhas…Step3Consolidation1.Letstudentslistento1aagainandreaditwiththetapetogether.Thenactitout.Finish1a.2.LetstudentswriteashortpassageaboutNewYorktocomparethedifferencesbetweenthepastandpresentinthestreets.Traffic,restaurantsandlinvingplaceaccordingto1a.Thenfinish1b.Step4Practice1.Letstudentsfindoutthesentenceswiththepresentperfecttensein1a.2.Listento2aandchoosetherightanswers.Understand“flood”.Finish2.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Theworldhaschangedforthebetter.SectionAasamatteroffactYouhavebeeninNewYorkforalongtime.ThecityhasimprovedalotsinceIcamehereafewyearsago.Derivations:in+direct→indirectinvent+tion→inventionim+possible→impossibleun+fair→unfairdis+cover→discoverexcite+ing→excitingSectionBI.Teachingaimsanddemands:1.Goonlearningthepresentperfecttensewith“since”and“for”andthedifferencesbetweenthepresentperfecttenseandthesimplepasttense.2.Learnthewordformationofcompounds.3.Learntotakecareofothersandmaketheworldfulloflove.II.Importantpoints:1.somenewwordsandaphrase2.thepresentperfecttensewith“for”or“since”III.Teachingprocedure:Step1Review1.Review1ainSectionA.Letstudentsfindoutthesentenceswiththepresentperfecttense.Rewritethesentences,using“since”or“for”.2.Drawatimeaxisandlearntochangethetransientverbsinthesimplepasttenseintothecontinuityverbsinthepresentperfecttense.Goonlearningtheusageof“since”and“for”.Finish2a.3.Letstudentsfillintheblankswith“since”and“for”aftertheaboveexamples.Thenleadstudentstosumuptherulesofchangingthetransientverbsintothecontiuietyverbs.(1)Kateboughtanewbiketwodaysago.Katehashadanewbiketwodays/twodaysago.(2)Annborrowedabookaweekago.Annhaskeptabookaweekago/aweek.(3)MyunclejoinedthePartylastyear.MyunclehasbeeninthePartylastyear.MyunclehasbeenamemberofthePartyoneyear.4.Learn2b.Finish2b.Learnandmaster“secretary”,“engineer”,“fisherman”,“dead”,“army”and“wound”.Step2Presentation1.Showapictureofhomelesspeople.Askandanswertheteacherandstudents.Learnandmasterthenewwordsandthephrase“medical”,“treatment”,“provide”and“inneed”.2.Listento1a.Answertheshiningquestions:(1)Whatisthearticleabout?(2)Howdoestheprogramhelphomelesspeople?3.Letstudentsread1aandfindouttheimportantsentences.ThentheteacherwritesthemdownontheBbandexplainsthesesentences.Finish1a.Step3ConsolidationLetstudentsread1aagain.Finish1bandchecktheanswers.Master“conversation”.Step4Practice1.Letstudentsdiscusswhatpoliciesourgovernmenthascarriedouttohelphomelesspeople.Helpstudentscultivatethespiritofcaringaboutandhelpingothers.2.Learnthewordformationofcompounds.Addthe“tails”afterthewords.Studentsgiveanotherwordquicklyaftertheteachersaysaword,andcombinethesetwowordstoformanewone.ThentheteacherwritesitdownontheBb.3.Leadstudentstosumupthewordformationofcompounds.Finish3.Learnandmaster“granddaughter”,“grandchild”,“ache”,“fire”,“stairs”,“downstairs”and“board”.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Theworldhaschangedforthebetter.SectionBinneedBobbylefttheparktwohoursago/at8:00.medicaltreatmentBobbyhasbeenawayfromtheparksince8:00/fortwohours.provide…with…Compounds:die→bedead,come→beingrand+daughter→granddaughterjoin→beamemberoffire+place→fireplacebuy→have,borrow→keepdown+stairs→downstairsleave→beaway(from)SectionCI.Teachingaimsanddemands:1.Talkaboutcommunityservicesandacquaintstudentswiththem.2.Talkabouthotspotsofsociety.Enhancestudents’sympathyandsenseofsocialresponsibility.II.Importantpoints:skill,drug,steal,purpose,mentionIII.Teachingprocedure:Step1Review1.Showsomeprefixes,suffixes,rootsandseveralwordswithaamallBb.Letstudentsmatchtheminordertoreviewthewordformationofderivativesandcompounds.2.Showsomepicturesofhomelesspeopleandintroducetheirmiserablelivesinordertoenhancethestudents’sympathy.Askquestionsinordertoleadto1a.Step2Presentation1.Showapictureofpeoplelearningcookingskills.Askandanswerbetweentheteacherandstudents.Learnandmasterthenewwords“skill”,“drug”and“steal”.Understand“disobey”.2.Listento1aandanswertheshiningquestions.Checktheanswers.(1)EdmontonCommunityServicesisafamousorganization.Whatisitfamousfor?(2)Whatisthenameofthespecialprogramintheorganization?(3)WhatdoesZackthinkoftheprogram?Step3Consolidation1.Letstudentsread1a.Leadthemtofindouttheimportantphrasesandsentences.WritethemdownontheBbandexplainthesephrasesandsentences.2.Letstudentsread1aagain.Thentheteacherleadsthemtoretellitintheformofdialog.Finish1a.3.Letstudentsfinish1baccordingto1a.Checktheanswers.Learnandmasterthenewwords“purpose”and“mention”.Step4Practice1.Askandanswerbetweentheteacherandstudents.Leadto2.Learnandmasterthenewword“war”.2.Showthepicturesin2a.Letstudentsdiscussthelivesofhomelesspeoplesufferingfrompoverty,naturaldisastersandcruelwars.Thenwriteapassagetoexpresstheirbestwishes.Finish2.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Theworldhaschangedforthebetter.SectionCtakedrugsItisfamousforitssuccessinhelpinghomelessthepurposeofpeoplereturntoanormallife.learnskillsItwillbeeasyforthemtofindjobs.obeytherulescruelwarSectionDI.Teachingaimsanddemands:1.Reviewthepresentperfecttense.2.Reviewwordformation.3.LearnaboutProjectHope.Inspirestudentstobesympathetic.II.Importantpoints:1.social,abroad,athomeandabroad,payfor,aim(to)2.aboutProjectHopeIII.Teachingprocedure:Step1Review1.PlaythesongDevotionofLoveinordertocreatealovingatmosphereandinspirestudentstobesympathetic.2.Askandanswerbetweentheteacherandstudents.Leadto“ProjectHope”.Step2Presentation1.Askstudents:(1)WhatdoyouknowaboutProjectHope?(2)HaveyoueverreceivedhelpfromProjectHope?(3)Whatcanwedoforit?Letstudentsdiscussthesequestions.Thenleadto1a.2.ShowapictureofaProjectHopeschool.IntroduceProjectHopetostudents.Letthemknowaboutitbetter.Master“social”.Understand“aim”.3.Listento1aandanswertheshiningquestions:(1)WhendidProjectHopestart?(2)HowmanypoorstudentshavegoteducationwiththehelpofProjectHope?4.Letstudentsread1a.Leadthemtofindouttheimportantphrasesandsentences.WritethemdownontheBbandexplainthesephrasesandsentences.Learnandmasterthenewwordphrases“abroad”,“athomeandabroad”and“payfor”.Forexample:(1)ProjectHopeisasocialserviceprogramtohelppoorstudents.(2)IaimstobringschoolintopoorareasofChina…(3)Inthepastsixteenyears,PrijectHopehasraisedabout3billionyuanfrompeopleathomeandabroad.(4)payfor(5)Withthemoney,ithasbuiltthousandsofschoolsandlibraries….Step3Consolidation1.Letstudentsread1athetapetogether.Understand1afurther.2.Theteacherleadsstudentstoretell1aintheformofdialogs.Finish1a.Step4Practice1.Letstudentscompletethepassagewiththecorrectformsofthegivenwords.Finish1b.Checktheanswers.2.Letstudentsanswerthequestion“WhatwillMinmindafterleavingcollege?”accordingtothepassagein1b.Inspirestudentstobekind-heartedandfulloflove.3.Letstudentsfindoutthesentenceswiththepresentperfecttensein1b.theteacherleadsstudentstosumuptheusageofthepresentperfecttense(III)4.theteacherandstudentssumupthegrammarandtheusefulexpressionsofTopic3togetner.Letstudentslistento2aand2b.finish2aand2b.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.板书设计： Theworldhaschangedforthebetter.SectionDProjectHopeaimtodosth.athomeandabroadaffordaneducationfor…payforinthepastsixteenyearsasocialserviceprogramalotofworktodoreceive…fromUnit2SavingtheEarthTopic1Pollutioncausestoomanyproblems.SectionAI.Teachingaimsanddemands:1.Learntheusageofdirectspeechandindirectspeech.2.Talkaboutdifferentkindsofpollutioninordertoenhancetheawarenessofenvironmentalprotection.II.Importantpoints:1.bee,mygoodness,waste,stream,breathe,beharmfulto,influence2.directspeechandindirectspeech3.someusefulsentencesIII.Teachingprocedure:Step1ReviewShowapictureinwhichthetown’senvironmentisseriouslypollutedbychemicalfactories.Leadtothetopicofenvironmentalpollutionbytalkingaboutthepicture.Understandthenewword“chemical”.Step2Presentation1.Learn3aand3b.(1)Showdifferentpicturesofenvironmentalpollutionin3a.Letstudentshaveageneralideaaboutdifferentkindsofpollution.Thenaskstudentstotellwhatkindofpollutionitis.Teachandaskstudentstomasterthenewwords“brethe”and“influnce”.Understand“soil”,“harmful”and“beharmfulto”.(2)Lookandmatch.Finish3aandchecktheanswers.(3)Finish3bwiththegivenwordandphrasesin3aandchecktheanswers.2.Discussingroupsaboutthecauseandharmofpollution.Thentheteachermakesasummary:Pollutiondoesharmtonotonlyhumanbeingsbutalsoanimals.Leadto2.3.Listento2andfinish2.4.Theteacherleadsto1a.(1)Showthefirstpicturein1aandaskstudentstodescribethebeautifulscenery.Teachandaskstudentstomasterthenewwords“bee”and“stream”.(2)Showthesecondpicturein1aandaskstudentstodescribethechangescausedbyenvironmentalpollution.Learnandmasterthenewword“waste”.Step3Consolidation1.Askstudentstoread1a,anddeepentheirunderstandingofthepicture.2.Letstudentsread1aaloud,andfindoutkeyphrasesandsentences.WritethemdownontheBb.LetstudentsunderstandthesesentencesontheBbandguessthemeaningof“mygoogness”.(1)Oh,mygoodness.(2)Theflowersandgrasshavegone!(3)Look,thereareseverchemicalfactoriespouringwastewaterintothestream.3.Listento1a.Letstudentsfollowitandimitatethepronunciationandintonation.4.Workingroups.Read1aingroupsoffour,thenactitout.Finish1a.Step4Practice1.Theteacherpresentssomesentencesin1a,andshowsstudentshowtochangedirectspeechintoindirectspeech.Thenletstudentspracticeinpairs.2.Letstudentsfilloutthetablein1b,thenlearntheusageofdirectspeechandindirectspeech.Remindstudentstopayattentiontothechangeofthetense.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Pollutioncausestoomanyproblems.SectionAairpollutiontherebesb./sth.doingsth.soilpollutionbeharmfulto…waterpollutionKangkangsaidthatitwasabeautifullightpollutionplacewithlotsofflowersandgrass.noisepollutionlitterSectionBI.Teachingaimsanddemands:1.Goonlearningandmastertheusageofdirectspeechandindirectspeech.2.Learntoexpressblameandcomplaint.II.Importantpoints:1.directspeechandindirectspeech2.someexpressionsaboutblameandcomplaintIII.Teachingprocedure:Step1Review1.Askstudentstoreporttheirsurveysinthepreviouslessonaboutenvironmentalpollution.2.Summarizethemainpointsintheirreportsandleadtothissection.Step2Presentation1.Showthepicturein1aandtalkaboutit.Learnandmasterthenewwords“weak”,“produce”and“chest”.Understandthenewword“gas”.2.Letstudentsfurtherdiscussotherinfluencesthatthechemicalfactorybringsonpeoplesothattheycanunderstandthetextbetter.Leadtothenewword“anyway”.Thenaskstudentstolearnandmasterit.3.Listento1a,answertheshiningquestions,andthenchecktheanswers.(1)Whatmakestheoldlady’schesthurt?(2)Whycan’tshesleepwellatnight?Step3Consolidation1.Listento1aagain,letstudentsreadafterthetapeandimitatethepronunciationandintonation.2.Workinpairs.Read1a,andthenactitoutinroles.(optional)3.read1a.Findoutthesentencesthatthegrannyblamesandcomplainsaboutenvironmentalpollution.Askstudentstomasterthem.Forexample:(1)It’sdifficultformetobreathe.(2)Thechemicalfactoryproducesterriblegas.(3)Thebadairmakesmychesthurt.(4)What’smore,thefactorymakestoomuchnoiseandIcan’tsleepwellatnight.(5)…Ican’tstandtheenvironmenthere.Step4Practice1.Letonestudentactasthegrannyin1aandretellthesentencesthatusestoblameandcomplain.Goonlearningtheusageofdirecrspeechandindirecrspeech.Finish1a.Forexample:S1:It’sdifficultformetobreathe.T:Whatdidshesay?S2:Shesaidthatitwasdifficultforhertobreathe.WritedownthesentencesaboveontheBb.Askstudentstoobservethemandleadstudentstosumuptheusageofthetense,thepronounsandthetimeinthesentences.2.Letstudentsfinish1bbythemselves,anddomoreexercisetodeepentheirunderstandingoftheusageofdirectspeechandindirectspeech.3.Workinchains.Practicehowtochangedirectspeechintoindirectspeech.4.Letstudentsfinish2bythemselves.Thenchecktheanswers.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： SectionBproduceterriblegasKangkangaskedtheoldladyhowlongshehadbeenlikethat.TheoldladytoldKangkangthatshehadbeenlikethatsincetheweekbefore.can’tstand(doing)sth.ThejournalistaskedMrs.Zhouwhether/ifshewasfeelingbetterthen.……SectionCI.Teachingaimsanddemands:Knowaboutnoisepollutionandenhancetheconsciousnessofenvironmentalprotection.II.Importantpoints:1.coal,deaf,print,disturb,rubbish2someusefulsentencesaboutnoisepollution:(1)…noiseisalsoakindofpollutionandisharmfultohumans’health.(2)Peoplewhoworkandliveinnoisyconditionsgodeafeasily.(3)…manyteenagersinAmericacanhearnobetterthan65-year-oldpeopledo,…III.Teachingprocedure:Step1Review1.Reviewthekindsofpollutionbyaskingandansweringquestions.Leadtothetopicofnoisepollutioninthissection.2.Discussthepre-readingquestionsin1a.Guessandunderstandthemeaningof“shining”and“electricity”,andmastertheword“coal”.Finish1in1a.Step2Presentation1.Playsomepiecesofbeautifulmusic.Theteacherasks,“Doyoulikethem?”.Thentheteacherplayssomeunpleasantsoundsandasksthesamequestion.Leadtotheword“deaf”,teachandaskstudentdtomasterit.2.Letstudentsreadthepassagein1aandunderstandthegistofthetext.Findoutthenewwordsandencouragesthemtoguesstheirmeaningsinthecontext.Letstudentslearnandmasterthenewwords“print”and“disturb”.Understand“partner”,“hearingloss”and“harm”.Knowabout“including”.Step3Consolidation1.Listento1a.Letstudentsread1aafterthetapeandpayattentiontothepronunciation,speed,intonationandpause.2.Read1acarefully.Letstudentsunderlinetheimportantanddificultpointsandtrytosolvethembythemselves.Askstudentstofindoutatleastfoursentencesabouttheharmofnoisepollution.Finish1a.3.Finish1baccordingto1a.Checktheanswers.Master“rubbish”andunderstand“title”.4.Workinpairs.Discussthesentencesin1c,thendecidewhichparagraphsof1atheybelongto.Finish1c.Understand“nearby”andknowabout“sawmill”.Step4PracticeDiscussthekindsandharmofnoisepollutioninpairs.Theteacherchooseseveralpairstoactitout.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： SectionCbeharmfulto…godeafdoharmto…nobetterthanNoiseisalsoakindofpollutionandisharmfultohumans’health.….SectionDI.Teachingaimsanddemands:1.Reviewtheusageofdirectandindirectspeech.2.Summarizethekindsandharmofpollution.II.Importantpoints:1.create,industry,blood2.directandindirectspeechIII.Teachingprocedure:Step1ReviewShowthepicturesaboutvariouskindsofpollution,thenasksstudentstosaywhatkindofpollutionitisandwhatharmitdoes,anddrawstheconclusionthattheyarebadforourhealthinmanyways.Step2Presentation1.Showthreepicturestothestudents,guidethemtowatchthepicturescarefullyandsummarizethem.Leadto1a.Askstudentstomaster“create”,“industry”and“blood”,andunderstand“destroy”and“pressure”.2.Letstudentsread1abythemselves,knowaboutthepassage,andfillintheblanks.Thenchecktheanswers.Finish1a.Step3Consolidation1.Letstudentsread1aagainandfindoutthesentencesdescribingtheharmofeachkindofpollution.WritedowntheshiningsentencesontheBb.(1)Itcancausesoreeyesandbreathingproblems.(2)Itmakesourenvironmentdirty.(3)…destroythesoil.Soilpollutioncausesunhealthyfood.(4)Toomuchnoisecancausehighbloodpressureaswell.(5)Itmakespeoplefeelterribleandisespeciallybadfortheeyes.2.Letstudentsdiscussingroupsandfinish1b.Checktheanswers.3.Workingroups.Retell1aaccordingto1b.(optional)Step4Practice1.Theteacherandstudentsworktogethertosumuptheusageofdirectspeechandindirectspeechinthistopic.Lookat2aandcompletethemissingsentencesinthesummary.2.Theteacherandstudentsworktogethertosumupusefulecpressionsinthistopic.Lookat2bandcompletethemissingsentencesinthesummary.3.Askstudentstoread2aand2btohaveabetterunderstandingofthegrammarandusefulexpressionstheyhavelearnedinthistopic.Thenletstudentspracticedirectandindirectspeech.Finish2aand2b.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Pollutioncausestoomanyproblems.SectionDhighbloodpressureBurninggas,oilandcoalcreatesairpollution.withthedevelopmentofindustryWithlesspollution,ourplanetwillbecome…inmanywaysTopic2Alltheseproblemsareveryserious.SectionAI.Teachingaimsanddemands:1.Learntheusagesofindefinitepronounsandadverbs.2.Knowsomethingaboutpollutionfurtherandenhancetheawarenessofenvironmentprotection.II.Importantpoints:1.asaresult,behavior,inthebeginning,daybyday,dieout2.(1)Asaresult,airpollutionhasbecomeaseriousproblem.(2)Humanshavecometorealizetheimportanceofprotectinganimals.3.theindefinitepronounandadverb:(1)Noneofuslikespollution.(2)Don’tspitanywhereinpublic.(3)Everyoneshouldcareforwildanimalsandplantmoretrees.III.Teachingprocedure:Step1Review1.(1)Showsomeanimals’pictures,forexample,apanda’s.Enhancestudents’awarenessofenvironment.Master“dieout”.Understand“importance”.(2)Listento3.FinishAof3.(3)AskstudentstounderstandthefivesentencesinBof3.Listento3again,andfinishBof3.Thenchecktheanswers.2.Showthepictureof1a.Askandanswerbetweentheteacherandstudents.Askstudentstoreviewthekindsofpollutionandtheirharm.Leadto1a.Learnandmaster“asaresult”.Step2Presentation1.Listento1a.Helpstudentssummarizewhatshould/shouldn’tdoasstudentsandenhancestudents’awarenessofprotectingtheenvironment.2.Letstudentsread1aandunderlinetheimportantanddifficultsentences.Encouragestudentstodiscussandsolvethembythemselves.ThentheteacherwritesthemdownontheBbandexplainsthem.3.Letstudentsread1aagain,findthesentenceswithindefinitepronounsandadverbsandthendiscusstheusagesofthem.Thentheteacherandstudentssummarizetheusagetogether.Step3Consolidation1.Listento1aagain.Letstudentsfollowitandimiatethepronunciationandintonation.2.Read1ainrolesandthenactitout.3.Read1aandfinish1balonetogetafurtherunderstandingofthedialog.4.Retell1aaccordingto1b.(optional)Finish1a.Step4Practice1.Letstudentsfinish2bythemselves,thenchecktheanswers.Learnandmasterthenewwordandphrases“behavior”,“inthebeginning”and“daybyday”.Understand“rude”.2.Createarealscene.Theteacherandstudentsworktogethertodiscussthebadbehaviorsintheschool.Encouragestudentstokeepawayfromthesebehaviors.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Alltheseproblemsareveryserious.SectionAasaresultButthegovernmentisdoingsomethingusefultoprotecttheenvironment.somethingusefulNoneofuslikespollution.inthebeginningDon’tspitanywhereinpublic.daybydayEveryoneshouldcareforwildanimalsandplantmoretrees.dieoutWeshoulddoeverythingwecantoprotecttheenvironment.SectionBI.Teachingaimsanddemands:Talkabouttheimportanceofforestsandwaterresources.Enhancestudents’awarenessofenvironmentalprotection.II.Importantpoints:1.somenewwordsandphrases:2.someusefulsentences:(1)Treescanstopthewindfromblowingtheearthaway.(2)Passlawsagainstwaterpollution.(3)Remembertoturnthetapoffwhenyouleave.III.Teachingprocedure:Step1Review1.Showdifferentpicturesaboutpollution.Askandanswerinpairs,talkingaboutdifferentkindsandtheharmofpollution.2.Playashortvideoaboutsandstorms.Leadtothissection.Learnandmaster“sand”.Knowabout“sandstorm”.Step2Presentation1.Showapicturewiththesceneofpeoplewithgauzemasksinasandstorm.Leadto1c.2.Listento1aandanswertheshiningquestion,thenchecktheanswer.Howcantreesafecttheweather?3.Letstudentsread1acarefully,andunderlinethenewwordsandimportantsentencesatthesametime.WritethemdownontheBbandthenhelpstudentsunderstandthem.Learnandmasterthenewwordsandphrase“prevent”,“prevent…from”and“although”.Understand“hummanbeing”.Forexample:(1)That’sbad,buthowcanthataffecttheweather?(2)Treescanstopthewindfromblowingtheearthaway.(3)Theycanalsopreventthewaterfromwashingtheearthaway.Step3Consolidation1.Read1awiththetape.Remindstudentstoplayattention,speed,intonationandpause.2.Read1aingroups.Letstudentsworkingroupsofthreeandreaditinroles.Thentheteacherselectsseveralgroupstoactitout.Finish1a.3.Read1aagainandfinish1b.4.Talkinpairsaboutwhatcausesthesandstormandtheimportantceofforestsaccordingtothequestionsandpicturein1b.Thentellthemtotheclass.Step4Practice1.Letstudentsread2.Learnandmasterthenewwordandphrase“law”and“turnoff”.Understand“tap”.Findouttheimportantanddifficultsentences.ThentheteacherwritesthemdownontheBbandhelpsstudentsunderstandthem.2.Discussingroups:Whatkindofwaysdoyouhavetosavewaterbesidesthewaysin2?Makealistofwaysofsavingwater.Thenchooseseveralgroupstoreporttheirresults.Finish2.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Alltheseproblemsareveryserious.SectionBcutdownprevent…from…=stop…from…changeintodeserthumanbeingTreescanstopthewindfromblowingtheearthaway.although…/…but…Passlawsagainstwaterpollution.turnoffRemembertoturnthetapoffwhenyouleave.SectionCI.Teachingaimsanddemands:1.Learnmoreabouttheharmcausedbydifferentkindsofpollutionandreasonsofthesekindsopollution.2.Getinformationbyusingsimplereadingstrategiesaccordingtodifferentreadingpurposes.II.Importantpoints:1.onearth,period,millionsof,takeaway,rise,level,referto2.Someusefulsentences:(1)Whenitrainsorwhenthewindblows,theearthistakenaway.(2)Theheatfromthesuncan’tescapesothetemperatureisrising.(3)Forestshavebecomedeserts,somoreandmoresortsofanimalsandplantsaredisappearing.(4)Asaresult,manyriversandlakesarenowdead.(5)Toomuchharmfulradiationfromthesunpassesthroughtheholeandreachestheearthdirectly.(6)Itcausestheleveloftheoceanstoriseandtheclimateoftheearthtochange.III.Teachingprocedure:Step1Review1.Lookatthepicturesin1a.Discussingroupsaboutwhatpollutionhumanactivitiesbringandwhatproblemsthepollutioncauses.Thengetseveralstudentstoreporttheresultsoftheirdiscussion.2.Letstudentsthinkaboutsomequestionsgivenbytheteacheraccordingtothepicturesin1a.letstudentslearnandmaster“rise”,andknowabout“ozonelayer”,“carbon”and“carbondioxide”.Forexample:(1)Whatistheozonelayer?(2)Whatdoestheozonelayerfo?Isitgoodorbadforus?(3)Whatproblemwilltheriseofcarbondioxidecause?Step2Presentation1.Letstudentsread1awiththesequestionsandanswerthem.2.Read1aagainandchooseasuuitabletitleforeachparagraphbyusingthereadingskillswehave.Checktheanswers.Masterthenewwordsandphrases“onearth”,“period”,“millionsof”,“takeaway”,and“level”.Understandthewordsandphrase“pollute”,“oxygen”,“radiation”,“blanket”,“escape”and“thegreenhouseeffect”.Step3Consolidation1.Letstudentschoosethebestanswersaccordingto1a,andfinish1b.Finallychecktheanswerw.Andletstudentsmaster“referto”andknowabout”Mars”.2.Letstudentsfindoutthedifficultpointsin1aandsolvethemwiththeteacher.3.Readwiththetape,Payingattentintothepronunciation,speed,intonationandpause.Finish1a.Step4Practice1.Dividetheclassintotwogroups.LeteachgroupfindouttheinfuencesofO3,CO2andthegreenhouseeffectontheenvironment.Thenletthetwogroupscomparewhatthey’vefoundout,andcompletementeachother.Writedownhowtheyaffecttheenvironment.Theteacheroffershelpifnecessary.Finish2.2.Discuss:Whatshouldwedotoprotecttheearth?Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Alltheseproblemsareveryserious.SectionCmillionsof…Whenitrainsorwhenthewindblows,theearthistakenaway.takeawayAsaresult,manyriversandlakesarenowdead.refertoTheheatfromthesuncan’tescapesothetemperatureisrising.Itcausestheleveloftheoceanstoriseandtheclimateoftheearthtochange.SectionDI.Teachingaimsanddemands:1.Summarizetheusageofindefinitepronounsandadverbs.2.Summarizetheharmofrubbishpollution,andletstudentsrealizetheimportanceofprotectingtheenvironment.II.Importantpoints:1.someusefulsentences:(1)Thisharmstheenvironment…(2)Atthesametime,dealingwith…(3)Ofallthegarbage,about35percentcanberecycledwhiletherestcan’t.(4)Howshallwedealwithit?2.theindefinitepronounandadverb:(1)Noneofuslikespollution.(2)Don’tspitanywhereinpublic.(3)Everyoneshouldcareforwildanimalsandplantmoretrees.(4)Weshoulddoeverythingwecantoprotecttheenvironment.III.Teachingprocedure:Step1Review1.Listento3andreadafterthetape.Thenletstudentsreadtogether.Asfterthat,talkaboutthefunctionofttrees.Finish3.2.Talkaboutthepollutionthattheearthissurfferingbyplayingsomepartsofvideos.3.Showsomepicturesofgarbagepollutionandintroducethem.Letstudentsunderstandtheword“garbage”.Step2Presentation1.Letstudentslistentothetapeof1aandfillintheblanks.Checktheanswers.Masterthephrase“takeup”.2.Letstudentsread1abythemselves.Answerthequestions:(1)HowmanytonsofwastedopeopleproduceinBritaineveryyear?WhataboutHK?(2)Howdopeopledealwithit?(3)Howdoesthegarbageharmtheenvironment?Step3Consolidation1.Readwiththetape,payingattentiontothepronunciation,speed,intonationandpause.2.Askstudentstoread1asilently,andfindoutsomekeywordsandphrasestoretellthetext.3.Haveadiscussion.Letstudentsgivesomesuggestionsonhowtodealwiththerubbishproducedeveryday.Finish1a.4.Askstudentstoreadandunderstandthesentencesof1b,underlinethesentencesin1awhichhavethesamemeaningsasthosein1b.Zchecktheanswers.Reviewtheusageofthephrases“beharmfulto”and“havedifficultydoing”aswell.Finish1b.Step4Practice1.Letstudentssummarizetheimportantsentencesandphrasesin1aand1b.Thenreviewtheusefulexpressionsofthistopic.2.Presentsomeexercise,andreviewthesentencesofthistopicwiththeindefinitepronounsandadverbs.Summarizealltheindefinitepronounsandadverbsandtheuasgewithstudentstogether.3.Read2aand2b,thentheteacherdictatessomesentencesorphrases.Finish2aand2b.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting： Alltheseproblemsareveryserious.SectionDtakeupThisharmstheenvironment…Atthesametime,dealingwith…不定代词/副词Ofallthegarbage,about35percentcanberecycledwhiletherestcan’t.Howshallwedealwithit?Topic3Wouldyouliketobeagreenerperson?SectionAI.Teachingaimsanddemands:1.Learnthecompoundsentencewith“or”,“and”,“but”and“while”.2.Talkaboutprotectingtheenvironmentfromanglesof“reduce”,“reuse”and“recycle”.II.Importantpoints:1.somenewwords:plastic,suppose,nod,agreement,shake2.thecompoundsentenceswith“or”,“and”,“but”and“while”:(1)Noiseisakindofpollutionandit’sharmfultoourhearing.(2)Theearthisbeautifulbutpeoplearehurtingtheearthnow.(3)Workhard,oryouwillfailtheexam.(4)ShewasbusycookingwhiletheywerewatchingTV.III.Teachingprocedure:Step1Review1.Discusshowtoprotecttheenvironmentingroups.2.Theteacherbringstotheclasssomerubbish.Leadto1a.Learnandmaster“plastic”.Understandthewords“reduce”and“can”.3.Letstudentslistento2,andfinishit.Checktheanswers.Step2Presentation1.Listento1a,andletstudentsanswerthequestion:WhatdoesJanedointheorganization?Thenchecktheanswer.2.Read1acarefully,thenanswertheshiningquestions,andchecktheanswers.(1)Whatkindsofthingscanwedoathometoprotecttheenvironment?(2)Whataboutatschool?3.Letstudentsfindouttheimportantanddifficultsentencesin1a.Thenthetezcherhelpsstudentsunderstandandusethem.Forexample:(1)Weshouldreducethewasteweproduce.(2)…weshouldusebothsidesofthepaperandreuseplasticbags.(3)Soweencouragestudentstocollectwastepaperandsoftdrinkcans.(4)Everyoneissupposedtodoso.Step3Consolidation1.Read1ainroles.Finish1a.2.Accordingto1a,finish1b.Checktheanswers.3.Discussingroups:Whatshouldwedoasstudentstoprotecttheenvironment?Haveacompetitiontoseewhichgroupistheonethatgivesmoreandbettersuggestions.Step4Practice1.Getstudentstoobservetheexampleof3,andunderstandthemeanings.Theteachershouldexplainsomeoftheimportantanddifficultpointswhennecessary.2.Theteacherleadstothenewwordsbygestures.Letstudentslearnandmasterthenewwords“nod”,“agreement”and“shake”.Letstudentsjointheeightsentencesin3,andchecktheanswers.3.Letstudentssumupthefunctionandusageof“or”,“and”,“but”and“while”.4.Haveacompetition.Makeupsentenceswith“or”,“and”,“but”and“while”.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Wouldyouliketobeagreenerperson?SectionAbesupposedtodosth.1.Younodyourheadanditmeansagreement.reduce2.Hurryup,oryou’llmissthetrain.thethreeRs—reuse3.Waterisimportantbutsomepeopledon’tsaveit.recycle4.Somepeopleprotectanimalswhileotherskillanimals.SectionBI.Teachingaimsanddemands:1.Learntogiveadvicewiththephrase“oughtto”.2.Leadstudentstoprotecttheenvironmenttogetherwiththeteacherbydoingordinarythingsaroundusandtobegreenerpersons.II.Importantpoints:1.Anewwordandaphrase:oughtto,action2.Someusefulsentences:(1)Wouldyouliketobeagreenerperson?(2)First,yououghttoturnoffthelightswhenyouleavearoom.(3)Easiersaidthandone.(4)Well,actionsspeaklouderthanwords.(5)MayIhaveyourattention,please?III.Teachingprocedure:Step1Review1.Dividetheclassintotwogroups.Onegroupuses“should”andtheotheruses“oughtto”toanswerthequestion.Letstudentsineachgroupsaysentencesonebyonewithin3minutes.Thegroupthatsaysmoresentenceswillbethewinner.Masterthephrase“oughtto”.2.Letstudentslookatthepicturesin1b,andmatchthesesentenceswithproperpictures.Learntobeagreenerperson.Finish1b.Step2Presentation1.Letstudentslistento1a,andthenanswertheshiningquestions.(1)WhatareJane’ssuggestions?(2)WhydoesJanesuggestthatMichaelhadbetterwalkorrideabikeinsteadoftakingabusoeataxi?2.Read1a.Consolidatethesentencepatternsofgivingadvice.Understand“distance”and“cloth”.Mastertheword“action”.Youughtto….You’dbetter…Don’t…3.Letstudentsfindoutsomethingdifficultin1a,andsolvethemwiththeteacher.Forexample:(1)Easiersaidthandone.(2)Actionsspeaklouderthanwords.Step3Consolidation1.Letstudentslistento1aagain,thenreadwiththetape.Studentsshouldreadwithmoderatespeed,andmaketheirpronunciationandintonationcorrect,naturalandsmooth.2.Practicetheconversationof1aingroupsandactitoutinroles.Finish1a.Step4Practice1.Letstudentsread2aalone.Letthemraisequestionsforotherstudentstoansweraccordingtothepassage.2.Letstudentsread2awiththetape.Findoutthedifficultpointsofthetext.Theteachergivesnecessaryexplanation.3.Leadstudentstounderstandtheformoftheannouncementandfindoutthekeywordsandphrases,andthenaskthemtoretell2a.(optional)Finish2a.Forexample:Attention,BeachClean-upDay,9:30a.m.,finish,beach,bus,ontime,lunch,sort,gotobedearlyStep5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Wouldyouliketobeagreenerperson?SectionBoughttoWouldyouliketobeagreenerperson?travelashortdistanceIt’ssoeasytobeagreenerperson.Clean-upDayEasiersaidthandone.It’s+adj+todosth.Actionsspeaklouderthanwords.SectionCI.Teachingaimsanddemands:1.Goonlearningtheusageofcompoundsentenceswithconjunctions.2.Knowaboutthemoderntechnologiesonenvironmentalprotection.II.Importantpoints:1.somenewwords:technology,electric,wheel,steel2.somecompoundsentences:(1)Inmanycountries,peopleproducepowerfromcoal,butitisverydirtyandcausesacidrain.(2)Althoughelectricvehiclesproducenopollution,therewillbeanincreaseinelectricityneedsiftheyarewidelyused.III.Teachingprocedure:Step1Review1.Checkthehomework.2.Letstudentsdiscusstheenergyresourcestheyhaveknown.Thenshowmorekindsofenergyresourcesbyusingpictures,suchaswind,solarenergy,coalandnuclearenergy.Askandanswerbetweentheteacherandstudents.Leadstudentstoknowabouttheuseoftheseenergyresources.Leadtothenewsection.Step2Presentation1.letstudentsread2of1a.(1)Finish1in1a.Master“electric”.Understand“power”and“nuclear”.Knowabout“acidrain”and“efficient”.(2)Thenchoosetherightpictureforeachparagraph.Finish2of1a.Master“technology”,“wheel”and“steel”,understand“per”and“guide”,andknowabout“biogas”,“straw”and“maglevtrain”.2.Letstudentsread2of1acarefullyandanswertheshiningquestions.(1)Whyisn’tcoalagoodmaterial?(2)Whatisthedisavantageofusingnuclearpower?(3)Whatdoyouthinkofelectriccars?3.Encouragestudentstofindoutandunderstandtheimportantsentencesinthetextandsummarizethesimilaritiesanddifferencesintheusageof“however”,“but”and“while”.Finish1a.Step3Consolidation1.Dothewrittenwork.Fillintheblankswiththewords“but”,“and”,“however”and“while”.(optional)(1)It’srininghard;however,hekeepsonworkinginthefield.(2)Kangkangcansolvetheproblem,butIcan’t.(3)Coalisverydirtyanditisverydangerous,becauseitcauses“acidrain”.(4)ThewatertrainsinWalesusewatertopushonetraindownahillwhiletheyusethewatertopullanothertrainupthehill.2.Read2of1aagain,thenfinish1b.3.Dotheoralexercise.Askandansweraccordingto1b.(optional)Step4Practice1.Letstudentssayseveralmethodsthattheyknowofproducingelectricity.2.Letstudentsread2,andknowmoreaboutthenewmethodsofproducingelectricitythatcansaveenergy.Understand“movement”.Thenfinish2.3.Dothewrittenwork.Accordingtotheknowledgewenhavelearnedabouthowtosaveenergyandprotecttheenvironmentinthistopic,writeapassagetotalkabouthowyouhavedoneitindailylifeandtopresentbothyourgoodhabitsthatarehelpfulforenvironmentalprotectionandyouebadbehaviorsthatneedtobeimproved.Finish3.Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Wouldyouliketobeagreenerperson?SectionCelectric(adj.)——electricity(n.)1.Inmanycountries,peopleproducepowerfromcoal,butitisverydirtyandcausesacidrain.maglevtrain2.Althoughelectricvehiclesproducenopollution,therewillbeanincreaseinelectricityneedsiftheyarewidelyused.SectionDI.Teachingaimsanddemands:1.Sumuptheusageofcompoundsentences.2.Goonlearningandextendingthetopicofprotectingtheenvironment.II.Importantpoints:1.newwords:towel,offer2.somecompoundsentences:(1)About35%ofthegarbageinHongKongcanberecycledeveryyearwhiletherestcan’t.(2)Peopleproducepowerfromcoal,butitisverydirtyandcausesacidrain.III.Teachingprocedure:Step1ReviewLetstudentslistasmanymeasuresastheycanofprotectingtheenvironmentaccordingtothewaysofsavingenergyinSectionCandtheirunderstandingsofprotectingtheenvironment.Leadto2a.Step2PresentationHaveaquizinclass.Nowadaysmoreandmorepeopleareturninggreen.They’rejuesttryingtheirbesttoprotecttheenvironment.Letstudentsread2arapidlyandmakesuitablechoicesaccordingtotheirhabitsindailylife.Thencomparetheirscoreswiththescoresbelow2a.Encouragestudentstomastertheword“towel”andunderstandthewords“journey”and“medium”.Finish2a.Step3Consolidation1.Workinpairs.AskandanswerwithyourpartneraccordingtothequizresulttoimproveoralEnglish.2.Discussingroups.Letstudentscomparetheirscoresandchooseonestudentfromeachgrouptogiveashortoralreporttotheclassaccordingto2b.Finish2b.Step4Practice1.Listento1andchecktheanswers.Finish1.2.Sumuptheusageofcompoundsentenceswithstudentstogether,listento3a,andthenfillintheblankswith“but”,“and”,“or”,“however”and“ehile”.(optional)Finish3a.(1)Thecarisveryoldbutingoodcondition.(2)Helikesfootballwhile/andIlikebaseball.(3)HeknowsEnglishwell;however,hehasneverbenntoEngland.(4)I’minterestedinEnglish,andI’mgoodatEnglish.(5)Workhard,oryouwillfallbehindothers.3.First,letstudentsrecallthefunctionalitemsinthistopic.Thenlistento3bandletstudentsreadabouttogetherafterthetape.Finish3b.4.Workingroups.Translatetheshiningsentencesasquicklyaspossible.Markswillbegivenbygroups.(optional)(1)我们应该重复使用塑料袋。(2)我们现在该动身了。(3)他如果九点出发，现在该到这里了。(4)当你离开房间时，你应该把灯关上。(5)回收利用不仅可以保护环境，而且可以节省财力。Step5Project/workafterclass1.Freework.2.DosomeexersiceinTOPENGLISH.Handwriting: Wouldyouliketobeagreenerperson?SectionDmakeashortjourneypapertowelsTheelectriccarsworkwell,buttheyareslow.Mymotherwascookingwhilemyfatherwasreadingthenewspaper.succeedindoingsth.↓success↓besuccessfulinsth.indoingsth.insth.indoingsth.sth.have/has+donesth. beento goneto ever never just alreadyhave/hasnotdonesth.yethave/hashave/has+done