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Unit3 Using Language (1)
课时内容
Talk about air pollution
主题语境：人与自然 主题群：环境保护
子主题：空气污染问题 语篇类型：听力、图片、文字
文本分析：该板块的活动主题是“谈论空气污染”。听力文本是一段访谈节目中 的对话，采访对象为空气污染治理专家Ben Drake。主持人提了三个主要问题： smog(雾霾)一词的来源、伦敦雾霾的危害和产生原因以及如何应对当今的空 气污染问题。访谈嘉宾也一一解答了主持人关心的问题。
课时目标
学完本课后，学生能够：
1.了解伦敦雾霾的危害和产生原因。
2.准确记录所听到的信息要点，并整理成简明的概要，不遗漏核心信息。
3. 结合常识来探讨雾霾产生的原因以及相应的治理措施。
4. 正确使用“引述常识”的功能句式来表达观点。 重点难点
重点
1.引导学生概括并转述听力内容。
2. 帮助学生了解伦敦雾霾的危害和产生原因，并引导学生思考解决雾霾问题的 方法。
难点
指导学生正确使用“引述常识”的功能句式来表达观点。
教学准备
教师准备：听力的相关材料。
学生准备：预习本节课的新词汇和内容。
精彩课堂
StepI 学习理解
活动一：感知与注意
1.Review the previous knowledge.
(
·
)What have you learnt from Reading and Thinking Where do greenhouse gases
come from
Suggested answer:
·Many greenhouse gases occur naturally in the atmosphere,while others are "man-made".The large amount of extra man-made greenhouse gases is directly related to the problem of global warming.Besides that,the greenhouse gases have been influencing our daily life.
【设计意图】通过回顾 Reading and Thinking的阅读语篇来引入有关空气污染的 话题，激活学生已有的背景知识及相关词汇。
2.Look and discuss.
(1)Ask students to look at the pictures inActivity 1 and find out what they are.
(2)Ask students to discuss the questions in groups according to the pictures. ·What information can you get from these pictures
·How do these situations influence your life Suggested answers:
·These situations influence my life not only by providing electricity for me,and transporting me,but also by polluting the air I breathe.
【设计意图】通过观察四幅图片并描述其所传递的信息和对生活的影响、邀活学 生的背景知识，为下文的听力作铺垫。
活动二：获取与梳理 1.Predict.
Ask students to go through the sentences in Activity 2.Have them underline the key words and make a prediction about what the air pollution expert might talk about.
Suggested answer:
Smog,combination,fossil fuels,wood,..
2.Listen and choose.
Ask students to listen to an interview with an air pollutionexpert and decide whether the statements are true(T)or false (F).(Activity 2)
Suggested answers:
①T ②T ③F④F⑤F
活动三：概括与整合
Summarise the information of the interview.
(1)Learn a strategy.
Go through the sentences with students and make sure they understand their meanings.
Summarise information
In active listening,summarising helps you review the key points of a speaker's message.In order to write a good summary,you must take notes of the most important points as you listen.When summarising,you need to be as concise as possible and use your own words.
(2)Listen again and fill in the blanks.
Ask students to listen again and take notes on what the expert said.Then have them summarise the information they got from the interview.(Activity 3)
【设计意图】该环节的主要目的是获取和梳理信息，训练学生预测和总结信息等 的听力技巧，培养学生的信息提取能力、语言组织和概括能力。
Step lⅡ 应用实践
活动四：内化与运用
Ask students to find out some indirect speech in Activity 3 and then change the
sentences into direct speech.
Suggested answers: Indirect speech
① He said that smog was a severe problem in the early 20th century in Britain.
②He also mentioned the heavy smog in London was particularly bad and caused over 4,000 deaths in 1952.
③..,the expert advised us to replace coal with cleaner forms of energy,use new energy-efficient vehicles,and further develop green technology.
Direct speech
① Ben Drake:"Smog"comes from a combination of the words "smoke"and "fog".It originated in Britain in the early 20th century,when smog was a severe problem.
② Ben Drake:Smog caused many health issues and killed many people.The worst
case happened in London in 1952.Over a few days when the smog was particularly bad,4,000 deaths were recorded.
③Ben Drake:We should replace coal with cleaner forms of energy,and we need to use new energy-efficient vehicles.We have the technology,but we must use and develop it.
【设计意图】引导学生从活动三的短文中找出一句间接引语，再呈现听力文本， 让学生将听力文本中的直接引语与短文中的间接引语进行对比和分析，以巩固和 复习本单元的语法项目
活动五：描述与阐释
Ask students to work in groups and discuss the questions.Tell them that the expressions in the box may help them.(Activity 4)
(
·
)Have you experienced heavy smog where you live Have you seen photos of big
cities under clouds of smog What is it like
(
·
)What do you think are the major causes of smog in China
(
·
)What measures have the government and citizens taken to help address the
problem
Referring to common knowledge
·Everyone knows that... ·There is no doubt that...
(
·
)Most people think that... ·We all know that...
·As is known to all,.. ·It is obvious that...
Suggested answers:
·I have occasionally experienced heavy smog where I live.I have also seen pictures of heavy smog over cities.It is very thick and hard to see through.There is no doubt that it is not a good thing.
·Industry and vehicles are the major causes of smog in China.
(
·
)The government is taking somne measures to keep it under control by developing
green energy solutions and controlling factory and vehicle emissions.The citizens also help to reduce the use of their own cars to decrease vehicle emissions.
【设计意图】让学生小组讨论，运用“引述常识”(Referring to common knowledge) 的功能句式。问题1启发学生观察身边的空气状况，回忆是否经历过重度募霾或 者看过雾霾笼罩的城市的照片，然后让学生描述雾霾下的生活场景。问题2山学
生分析中国雾霾的主要成因，学生可以运用听力中学到的知识，对比分析现今的 雾霾成因与20世纪的伦敦雾霾成因的异同。问题3让学生思考政府和市民采取 了哪些措施来应对雾看问题。书中提供了汽车限行标识和植树的两幅图片，呈现 了解决雾容问题的部分措施，以帮助学生拓展思路。
StepⅢ 迁移创新
活动六：想象与创造
Ask students to make up a dialogue about environmental protection with their partners,using the expressions above.Tell them that they can choose one kind of pollution and focus on how to improve it.
【设计意图】将文本内容迁移到现实生活中，运用课上所学实现语言输出，继续 物污染问题及相应的解决措施。

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