Unit13We’retryingtosavetheearth!SectionA（1a-1c）TeachingAimsLanguagegoalsTotalkaboutpollutionandenvironmentalprotection.Keywordsandphraseslitter,bottom,fisherman,environmentalprotectionKeysentences1.Peoplearethrowinglitterintotheriver.Eventhebottomoftheriverisfullofrubbish.2.Everyoneinthistownshouldplayapartincleaningitup!TeachingDifficultiesLetSstalkaboutpollutionandenvironmentalprotection.TeachingAidsPictures,CAI,multimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1WarmingupLetSswatchavideoaboutpeopleandnature.AskSstoanswerthefollowingquestionsaccordingtothevideo:Whatdopeopledowiththeforestsandanimalsinthevideo?Whatwillhappenifpeoplecontinuetoharmthenature?Whatcanwedotoprotectthenature?(Tip:TcanaskSstodiscusstheabovethreequestionsingroupsandthensharetheiranswerstothewholeclass.Answerswillvary.)Brainstorm&LeadinStep1:AskSstoworkingroupsoffourandletSsdiscussthepollutiontheyknow.Step2:Askeachgrouptosummarizetheirdiscussionusingthinkingmap(e.g.webbingchart).Step3:Tshowsthepicturesofdifferentkindsofpollution(PPTP9-P12)toSsandletthemlearnsomenewphrasesaboutpollution,e.g.noisepollution,airpollution,landpollution,etc.(Tip:TmaywanttoevokeSs’desireforenvironmentalprotectionbyusingthepictures.)FreeTalkTasksSstothinkaboutthefollowingtwoquestionsindividuallyandthenencouragesomeofthemtosharetheiropinions.Doyouknowwhatcausedthepollution?Whatshouldwedotosavetheearth?Step2Presentation&Practice1aAskSstoreadthewordsintheboxfirstandthenclassifythembydifferenttypesofpollution.(Tip:TmaywishtoaskSstocompletetheactivityasaclass,thenhaveSsworkinpairstothinkofmorewordstoaddtothelistsforeachcolumn.)Answers:Noisepollution—loudmusic,planes,buildinghouses,mobilephones(machines,crowds,vehicles)Airpollution—cars,factories,smoking,buildinghouses(burning,powerplants,nuclearwastedisposal)Waterpollution—rubbish,littering,ships,factories(sewage,industrialwaste,pesticides)1bTmaywishtohaveSsworkinpairsfirsttopredicttheanswerstotheactivity,beforetherecordingisplayed.Sscanwritethepredictedanswersonaseparatepieceofpaper.ElicitsomeanswersfromSsandwritethemontheboard.ThenplaytherecordingforSstofillinthegapsandreviewtheanswersasaclass.Answers:reallydirty,rubbish,fishlitter,wastegovernment,closedown,cleanupAskSstolistenagain,andanswerthequestions:WhatdoesTonywanttodolaterthisafternoon?Whydoesn’tMarkwanttogowithTony?Howwastheriverinthepast?ShowSsthelisteningmaterial,letSsreadthelisteningmaterialsentencebysentencefollowingtherecording.1cBeforeconductingthisactivity,TmaywishtoreviewthesestructureswithSs:usedto:toshowthatanactionhappenedregularlyinthepastbutdoesnothappenanymore.Itsnegativeformisdidnotuseto.Should+infinitive(withoutto):toshowthatanactionisconsideredrighttosensible.Step3Languagepointslearningtrytodo=tryone’sbesttodo努力去做某事berelatedto與……有關(guān)litter和rubbish都可指“垃圾”，用作不可數(shù)名詞。litter指“（室內(nèi)或公共場(chǎng)所）亂扔的廢物（紙屑、不要的包裝紙、廢瓶等）”還可回收。rubbish指“沒(méi)用的東西（被扔或?qū)⒁獊G棄的無(wú)用的東西）”不可回收。playapartin在……方面起作用Step4Summary&HomeworkHomeworkPreviewtheconversationin2d.Dotheexercisesinstudents’book.TeachingReflectionThisisthefirstperiodoftheunit.Intheunitwetalkaboutpollutionandenvironmentalprotection.Soitisimportanttogetthestudentstolearnwordsandphrasesaboutthetopicsinthisunit.Wewillreviewsomestructuresandtensesandgetthestudentstopracticetheminlisteningandspeaking.Theyare“should＋do;usedto＋do;have/has＋done;be＋done;be＋doing