教学目标 与要点

1.能够运用过去时态来谈论过去的经历和运用现在完成时来谈论由过去开始，与现在相联系或有影响的经历。

2.学习和归纳有关环境和污染方面词汇，且能够正确运用它们来描述所见所闻。

3.进一步学习现在完成时态，特别是它的时间状语的表达法：for…或since…

4.归纳总结哪些动词是延续性动词，哪些是非延续性动词，以及它们之间的转换。特别是与一段时间连用时只能使用延续性动词。

5.培养自己的环境意识，养成良好的行为举止，能运用所学知识来报道周边的环境问题。

素质教育目标

1. 完成本单元语法现在完成时的学习，注意for与since的用法。

2. 熟练掌握本单元相关词组和短语的用法。

3. 引导学生了解优美的环境对人类健康的重要性，以养成宣传及保护我们生活、工作、学习环境的良好习惯。

4. 通过学习本单元，能使学生理解过去时与完成时，并能灵活运用相关知识。

5. 通过各种教学手段，如声音、图片、动画、电视、网络等，让学生在了解环境保护知识的基础上，提高表述、思考、总结相关此类知识的能力。

6. 引导学生尝试运用不同的学习工具、学习方法、媒体素材等进行学习和提高。

教学建议

关于教材内容的分析

本单元是围绕Make our world more beautiful这一主题，结合现在完成时态这一语法功能项目展开教学活动的。谈论了过去与现在的时间关系，着重讲述了现在完成时态的第二种用法，即从过去开始，持续到现在的动作或状态，所使用的谓语动词一般都是延续性动词。本单元还讲述了延续性动词和非延续性动员与时间的搭配关系;for和since引导的时间状语和完成时态的连用。本单元还出现了有关事情发生的时间问题的对话和日常用语，讨论了有关环境卫生的问题，要求我们要规范自己的行为。

本单元短语与交际用语

1.短语和习惯用语

be afraid of make a contribution base on as soon as do well in

2. 日常交际用语

Ive been to…

Thats terrible.

Good idea.

How long has she/he worked there?

Dont you think so.

Ive known Li Lei for three years.

Ive lived here since 1995.

3.. 交际英语

对约会或预约的肯定回答：

Yes, whats it?

Yes, Ill be probably free them.

Any time on workday at my office is all right.

I dont have anything particular on Wednesday.

Lets make it 9:15/the day after tomorrow.

Ill be waiting for you here.

Lets meet in the park.

OK, thats settled then.

Ill meet you at the theatre at seven.

对约会或预约的否定答复：

No, Im not free then, I am afraid.

Im afraid I cant make it next Monday.

I dont think I can.

Im afraid Ill be quite busy then.

There is nothing before Sunday, I am afraid.

Im afraid Ill be filled up this week.

Im afraid I cant meet you here.

Im sorry, but. . . wont be so convenient for me.

本单元重点难点分析

1.have been (to) 与 have gone (to)

have been与have gone都表示现在完成时态，表明动作已经发生了，但它们之间的含义是有不同的。

1)have been in + 地点名词或者have been + 表位置的副词含义是在某地呆得过多久。例如：

Mr Zhang has been in this school for ten years.He knows everyone here.

张先生在这所学校呆了十年。

I have been here since I began to work.Its just like my home.

我工作以来一直呆在这里。

2)have been to +地点名词表示曾经到某地去过(多少次)。例如：

Miss Brown has been to China twice.Thats why she speaks Japanese very well.

布朗小姐来过中国两次。

Have you ever been here before?

你以前到过这儿吗?

3)have gone to +地点名词或have gone + 表位置的副词其含义是到某地去了(人已不在此地)，注意：这种结构不用于第一人称，也不用于第二人称，它仅用于第三人称。请看下面一段对话：

A: Wheres Tom?

B: Hes gone to the shop.

A: Has Mary gone there with him?

B: No, she hasnt.

A：汤姆在哪里?

B：他到商店去了。

A：玛丽跟他去了吗?

B：没有。

2. Businessmen are afraid of newspapers and TV stations. 生意人害怕报纸和电台。

be afraid of… 意思是害怕……。afraid是形容词，在句中只能作表语，后跟名词或动词的-ing形式(指自己不能决定而突然发生的事)，与frightened的意思相同。be afraid后也可跟动词不定式表示害怕做某事即：be afraid to do sth.。另外，afraid后还可跟that引导的宾语从句，意思是担心，恐怕。例如：

(1)I am afraid of mice. 我害怕老鼠。

(2)Dont be afraid of making mistakes. 不要怕犯错误。

(3)Im afraid to tell her the truth. 我不敢告诉她真相。

(4)I am afraid you are ill. 恐怕你是病了。

(5 )Im afraid (that) we may not catch the train. 我担心我们可能赶不上火车。

3. As soon as other people hear it, they go out with their rubbish and throw it in.

当人们一听到它，他们就出来把垃圾扔进去。

as soon as -……就……，引导时间状语从句，表示主句的动作紧跟从句的动作发生。必须注意 as soon as possible(one can)，它表示尽可能快地。

【例】

(1)Hell write to me as soon as he gets to Beijing.

他一到北京就会给我写信。

(2)You should do your work as soon as possible.

你应尽快地做事。

4. … taking care of our environment is very important. 保护好我们的环境是非常重要的。

(1) take care of保护，照顾，保管。如：

Please take good care of your books. 请保管好你们的书。

Can you take care of my baby while Im away? 我出去时你能为我照顾我的孩子吗?

(2) Taking care of our environment 在这里是动名词短语作主语。也可以说： Its very important to take care of our environment.

5.Its our duty to keep our environment clean and tidy. 保持我们的环境干净整洁是我们的责任。

(1)it在这里是形式主语，真正的主语是to keep our environment clean and tidy

又如：Its a pleasant way to help keep our city clean.

(2)keen后面可跟带现在分词的复合结构。如：

He kept me waiting for a long time yesterday.他昨天让我等了很长时间。

keep后面也可跟带形容词的复合结构。如：

You should take more exercise to keep you healthy.你应该多运动来保持健康。

6.If everyone makes a contribution to protecting the environment, the world will become much more beautiful. 如果每人都对保护环境做出贡献，那么世界将变得更加美丽。

make a contribution to…意思是对……做贡献，捐赠。to是介词后跟名词或动词的-ing形式。例如：

(l)Thomas made a great contribution to the world.托马斯·爱迪生对世界做出了很大的贡献。

(2)It is our duty to make a contribution to protecting the environment.为环境保护做贡献是我们的责任。

make是英语中非常活跃的动词之一，和不同的词搭配具有不同的含义。又如：

make a face做鬼脸 make a living谋生

make a mistake犯错误 make friends with交朋友

make fun of开玩笑 make ones way挤出一条路

make room for让座 make up ones mind下决心

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的结构

这里是the more，the more…句型表述结构，它的意思是越多越好;越……，越……。例如：

Start your work, the sooner, the better.

开始工作吧，越快越好。

The more I think of it, the happier I am.

我越想越高兴：

The harder you work, the greater progress you will make.

你越用功，进步就越大。

The longer we stayed there, the more we like the people there.

我们在那里呆得越久，越喜欢那里的人民。

注意：在the more…，the more这个句型中，the不能省略。

8.… need to do better in protecting the environment. 需要在保护环境方面做得更好。

do well in在某方面干得好。do better in在某方面干得更好。

在in后面加名词或动名词。例：

He does well in playing football.他足球踢得很好。

9.延续性动词与非延续性动词

(1) 延续性动词

表示动作能够持续发生一段时间的动词。如：

be, have, know, work, live, study, teach, speak, talk, draw, wait, wear, walk, sleep等。

Miss Gao has been here since 7:00.

高小姐七点起就到这儿了。(此句中不能用arrived或come)

I have had the bike for five years.

这辆自行车我已经买了五年了。(不能用bought)

(2) 非延续性动词

表示一个动作刚刚发生即告结束。如：

come, go, arrive, reach, see, hear, close, leave, begin, start, lose, fall, join, die, get up等。它们可以用于完成时态的第一种，说明某个动作的结果还存在。但它们不可以用于完成时态的第二种。

Grandpa Wang has died. 王大爷已经去世了。

The film has begun.电影已经开映。(现正放映)

这类动词不能和表示一段时间的状语连用。如：要表达王大爷已经去世两年了应这样写：Grandpa Wang has been dead for two years. 而不能写成：

Grandpa Wang has died for two years.

注：在for+时间段或 since+时间点的词组或句子上进行画线部分提问要用how long。同时用how long开始的句子中的谓语要用延续性的动词(时态不限)。

关于现在完成时的讲解

1.表示过去发生或己经完成的动作对现在造成的影响或结果

现在完成时的常用副词是never从来没，不，ever曾经，just刚刚，already已经，yet已经，仍然。其中already通常用有肯定句中，yet通常用在否定句和疑问句中。yet在否定句中要译成仍然，还，在疑问句里要译成已经。

(1)常already, just和yet等连用，如：

一Have you finished your work yet? 你做完你的工作了吗?

一Yes. I have. Ive just finished it. 我做完了，我刚做完。

Ive already finished it. 我已经完成了。

I havent finished it yet.我还没做完。

(2)也可与ever, never连用

-Have you ever been to the park? 你曾去过那个公园吗?

-Yes, I have. / No, I havent, I have never been to the park.

是的，我去过。/不，我没去过，我从未去过那个公园。

2.现在完成时与动词的延续性

(1)for 和since时间状语与现在完成时连用，表示从过去某一时间开始并一直延续到现在的情况，因此谓语部分不能用非延续性动词，常见的非延续性动词有：

close, leave, see, come, hear, buy, borrow, begin(start), join, die, finish等。

(2)在否定句中非延续性动词可以与for或since引导的表示段时间的状语连用，如：I havent seen him for a long time.(此句是否定句，非延续性动词see与for a long time连用)

3.注意现在完成时和一般过去时的区别。

A.一般过去时通常表示在过去某一具体时间发生的动作，与现在没有什么联系。现在完成时与现在有联系，它表示过去的动作对现在产生的影响，结果。例如：

He cleaned the room an hour ago. 他一小时前打扫了房间。

He has cleaned the room. You see, its very clean now.

他打扫了房间。你瞧，现在挺干净的。

B.当句子有表示过去具体时间的状语时，通常用一般过去时。现在完成时不能与确定的过去时间状语连用。例如：

We learned Lesson 4 last week. 我们上星期学了第4课。

不能用We have learned lesson 4 last week.

关于训练听说读写能力的教学建议

一、听力训练

除了课堂的听力训练以外，可以提供给学生一些关于现在完成时的听力练习，完成一些替换练习、完成句子、回答问题等。在复习了前三单元内容的同时，还能达到了能让学生听懂相关语法的语句，并灵活运用现在完成时和一般过去时来回答问题。所涉及的范围可以包括以时间点为线索的描述过去经历、简历求职、假期生活等。 二、口语训练

1. 看图说话

向学生展示两幅关于环境的图片，其中，一幅是未受污染的环境，一幅是受污染的环境。让学生观察并对比它们，看看哪一幅beautiful，哪一幅是已受污染的环境。然后完成对Bad Environment和Good Environment的描述，以及人们曾对这种环境做过什么。

可提供下列词汇与词组：

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. 简述自己和他人的经历

分两步进行练习：

1) 让学生们完成自己的简历，写清楚时间、地点、当时所做的事情或身份。

2) 将学生分成两组，A组和B组。两组成员数量相同，并分别在对方组互相指定一名交谈者。分别让A组的成员向B组相对应的成员叙述自己的经历，同时B组相应同学做好记录，然后，B组同学复述A组同学的经历。再分别交换角色，由B组叙述，A组复述。

注意提醒同学，一般过去时和现在完成时的使用应准确，叙述他人的经历时，应注意他/她本人叙述时的用词和所用时态。

三、阅读训练

在学习第10课的课文时，注意三种表述的不同用词和语态：表述过去的事情、表述现在已完成或已产生的影响、下结论或展示希望。可让学生阅读后进行分析和归纳整理，将三种表述的用法和语言环境分别选出，形象地理解什么时候使用哪种时态是正确的。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

还可将本课有用的短语和词组挑出来，进行造句练习：

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、写作训练

1. 环境保护是个世界性的话题，它需要每个人来进行努力。除了对一些生态环境进行保护以外，还要保护我们身边的环境。根据教材第10课的内容，将课文改写成Protect our environment的百字短文。建议大家如何来保护我们的生活、工作或社会环境。除了课文所涉及的内容，可以加入自己的想法和建议。

2. 组织学生完成一份关于自己身边环境的英文调查报告。提醒学生先准备好所要调查的项目，以及各项所需要的指标、数字、表格等。主题可包括水、空气、土地、河流、资源、城市等。字数在80-100单词。

可提供下列词汇与短语：

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.

在总结时，建议根据不同的话题，将学生分成若干组，分别选出代表进行报告表演。鼓励每个学生都积极参与，营造热烈的报告气氛，让学生尽量用英文进行报告。在完成此报告时，学生们应掌握了关于环境保护的相关知识，意识到保护环境的重要性，并主动去宣传相关知识。

3. 向学生展示三个场景的图片或动画：

1) 学生在学校内随便乱扔东西，使校园看起来很脏;

2) 学生们在校园内很卖力地打扫卫生;

3) 整个校园变得干净整洁。

根据这三个场景完成作文《校园的变化》。

教学设计方案

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?

Ive 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: Ive 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?

Whats 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.

教学设计方案

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… ; Its ones 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.

教学设计方案

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.

教学设计方案

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

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(财富).

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.

探究活动

调查报告

组织学生完成一份关于自己身边环境的英文调查报告。提醒学生先准备好所要调查的项目，以及各项所需要的指标、数字、表格等。主题可包括水、空气、土地、河流、资源、城市等。字数在80-100单词。

可提供下列词汇与短语：

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.

在总结时，建议根据不同的话题，将学生分成若干组，分别选出代表进行报告表演。鼓励每个学生都积极参与，营造热烈的报告气氛，让学生尽量用英文进行报告。在完成此报告时，学生们应掌握了关于环境保护的相关知识，意识到保护环境的重要性，并主动去宣传相关知识。

改编课文

环境保护是个世界性的话题，它需要每个人来进行努力。除了对一些生态环境进行保护以外，还要保护我们身边的环境。根据教材第10课的内容，将课文改写成Protect our environment的百字短文。建议大家如何来保护我们的生活、工作或社会环境。除了课文所涉及的内容，可以加入自己的想法和建议。

简述自己和他人的经历

分两步进行练习：

1. 让学生们完成自己的简历，写清楚时间、地点、当时所做的事情或身份。

2. 将学生分成两组，A组和B组。两组成员数量相同，并分别在对方组互相指定一名交谈者。分别让A组的成员向B组相对应的成员叙述自己的经历，同时B组相应同学做好记录，然后，B组同学复述A组同学的经历。再分别交换角色，由B组叙述，A组复述。

注意提醒同学，一般过去时和现在完成时的使用应准确，叙述他人的经历时，应注意他/她本人叙述时的用词和所用时态。如把此练习放入课堂教学，可参考课件类素材《第9课教学演示中》的Presentation。

看图说话

向学生展示两幅关于环境的图片，其中，一幅是未受污染的环境，一幅是受污染的环境。让学生观察并对比它们，看看哪一幅beautiful，哪一幅是 已受污染的环境。然后完成对Bad Environment和Good Environment的描 述，以及人们曾对这种环境做过什么。相关图片提供在图形图像类素材。

可提供下列词汇与词组：

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.