1. Ss will develop their inner "expectancy rules" that enable them to develop their schemata regarding the topic of pollution.
2. Ss will increase their understanding about problems with the earth in part.
3. Ss will develop their skills in the functional items of agreement and supposition.
1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.
Step I Lead-in
1. T: What do you think damages the earth? Is it a machine that makes holes in the earth?
T: What are they, then?
[Pictures: agriculture; nuclear waste; radiation; pollution and so on.]
2. T: (show: village and smoke.) Look! This is a beautiful mountain village. It‘s not polluted. But now there’s a chemical factory there. Look! What‘s happened?
S: (Cloud? Smoke. Pollution.)
T: Yes. If the village is so polluted, they have to live in such heavy smoke and breathe such bad air; they should not live there any longer. The village will no longer be good enough for them to live in. The village won’t be fit for them to live in.
3. Introducing the students to the new vocabulary items and more about the topic today.
1. Let the Ss listen to the tape or watch the video once or twice.
2. After listening and ask students to do the questions.
1.What do you think they are talking about?
2. Do you think this conferences is a good things?
Step Ⅲ Reading
1. Activity: Read the dialogue and tell how many kinds of damage are mentioned in the dialogue.
2. Read and answer. Read the part of the dialogue that you haven’t carefully read. Get yourselves prepared to answer my questions after you have finished reading.
1) What was the conference about?
2) What did Jackie do at the meeting?
3) What opinion did Jackie have after attending the conference?
4) What do we Chinese have to do for nature?
3. Language points explanation and study, including:
1) It was called that --- 2) damage 3)waste 4) fit 5) we’ve got to ---(we have to do ---) 6) hear about 7) standing room 8) pay attention to
Step Ⅳ Practice
1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible.
2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion.
Sentence Patterns like:1 ) Well, I think it is necessary for --- 2) I don’t agree with you. I think we need --- etc?)
2. Ask one group of the Ss to perform the discussion to the class. (if time permitting)
Step V Acting out
1.The teacher deposits a scene by showing a pollution scene. Divide the students into groups of 4. Make up a conversation, and then ask 1 or 2 groups for demonstration.
2.The 4 Ss in a group will act as head of a village, scientist, journalist and villager. The head of the village is planning to build/has already built a factory...
3.The Ss are encouraged to use the words and expressions like pollution, damage, be fit for, turn into, the if-clause and expressions of agreement, etc.
Step VI Summary
2)Comprehension (Ex. 1).
3)Functional items (a. Agreement; b. Supposition).
Step ⅥI Homework:
1.Revise the vocabulary items.
2.A good preparation of key words of Lesson 34.