福州大学：《现代大学英语精读》课程授课教案（一年级下）Book II Unit 4 Pollution Control/Environmental Pollution

Unit 4:Pollution Control/Environmental Pollution Teaching objectives: To help students ear the grammar: modal auxiliaries+perfect infinitive,hve liked to,should/ought to/maymight/must have done To make students acquaint with the language expressions in Dialogue and Readings: >To ask students to apply what they have learned to practical use: To guide students to concern the world around them To beable tosum upthe min of Dial gueL,Reading I& e I&Reading I; bou)e for 1s session ts to make a report on daily life. 2.Language Structures 2).Help students learn the grammar:modal auxiliaries+perfect infinitive -would have liked to skating with you yesterday,but I couldn't because my mother didn'teme 3.Study of Dialogue上 Pre reading -In your opinion,what pollution is most serious in China at present? Tell the pollution in your home town While-reading Language points in Dialogue I:a dense fog.think of.as.enforce,average winter sunshine,do away with,not as bad as that,pollution control services/measures,treatment devices to control smoke.dust and water pollution.go downtown.have come to know Post reading 4.Assignment Review Dialogue l >Preview Reading I. session ts to do duty report 2.Review Dialogue上 cus on word d中 of Dialogue I eading H: Pre-reading ame several pollutants.(gases,smoke chemicals,) -Why is pollution problem complicated? -How can pollution be gradually reduced? While-reading Ask the students totell the main idea ofeach paragraph Discuss the paragraph 3.Ask students to discussn the topic:How to make a balance between the

1 Unit 4: Pollution Control/Environmental Pollution Teaching objectives: ➢ To help students learn the grammar: -modal auxiliaries + perfect infinitive, e.g. would have liked to, should/ought to/may/might/must have done ➢ To make students acquaint with the language expressions in Dialogue and Readings； ➢ To ask students to apply what they have learned to practical use； ➢ To guide students to concern the world around them; ➢ To be able to sum up the main idea of Dialogue I, Reading I & II; ➢ To be able to retell Dialogue I & Reading I; Time Allocation and Teaching Procedure: About 4 sessions (8 class hours) are needed for this unit. 1 st session 1. Duty Report: Ask two students to make a report on daily life. 2. Language Structures: 2). Help students learn the grammar: modal auxiliaries + perfect infinitive -would have liked to . e.g. I intended to go skating with you yesterday, but I couldn’t because my mother didn’t let me. I would have liked to go . -the negative answer for should/must have done: needn’t/can’t have done 2). Do some sentences translation and make students better use of modal auxiliaries + perfect infinitive 3. Study of Dialogue I: Pre reading -In your opinion, what pollution is most serious in China at present? -Tell the pollution in your home town. While-reading Language points in Dialogue I: a dense fog, think of .as., enforce, average winter sunshine, do away with, not as bad as that, pollution control services/measures, treatment devices to control smoke, dust and water pollution, go downtown, have come to know Post reading Ask the students to list the types of pollution and talk about the harms caused by pollution. 4. Assignment ➢ Review Dialogue I. ➢ Preview Reading I. 2 nd session 1. Duty Report Ask two students to do duty report. 2. Review Dialogue I: Focus on word study of Dialogue I. 3. Study of reading I: Pre-reading -Name several pollutants. (gases, smoke, chemicals, fertilizers, pesticides) -Why is pollution problem complicated? -How can pollution be gradually reduced? While-reading Ask the students to tell the main idea of each paragraph Discuss the paragraph 3. Ask students to discuss on the topic: How to make a balance between the

benefits and the harm of the modern industry. Post reading Do a lexical web:environmental pollution -types:air,water,noise,soil pollution -pollutants:gases,smoke,chemicals,fertilizers,pesticides,junk,litter,disturbing noise,exhaust, etc. -operating junks&teron the land -harm caused by pollution causing illness death;polluted water kill fish&marine life, pollution of soil reduce the amount of land,bring ugliness to the beautiful nature -how to reduce the pollution:paragraph 4 4.Assignment Review Reading I. Preview Reading I Workbook:pp.36-7:Exercises IV Ask students to discuss how to do one's bit toward protecting our environment. 3.Study of Reading I: 4.Assignment 4h session Guided Writn note accepting an invitation Focus onexercises IV and VI. 3.Quiz: Make a dictation on the vocabulary of Unit 4 and a passage 4.Assignment Review Unit 4 Preview Unit 5,including background readings 2

2 benefits and the harm of the modern industry. Post reading Do a lexical web: environmental pollution -types: air, water, noise, soil pollution -pollutants: gases, smoke, chemicals, fertilizers, pesticides, junk, litter, disturbing noise, exhaust, etc. -polluting activities: operating machines & motor vehicles, scattering junks & litter on the land & water, discharging polluting materials into the water & air -harm caused by pollution: causing illness & death; polluted water kill fish & marine life; pollution of soil reduce the amount of land; bring ugliness to the beautiful nature -how to reduce the pollution: paragraph 4 4.Assignment ➢ Review Reading I. ➢ Preview Reading II. ➢ Workbook: pp.36-7: Exercises IV 3 rd sessions 1. Duty Report Ask two students to do duty report. 2. Continuation of the study of Reading I: Focus on word study of Reading I. Ask students to discuss how to do one’s bit toward protecting our environment. 3. Study of Reading II: Allow students some tome to ask the questions on Reading II. Talk about the effect of the law in the environment preservation. 4. Assignment ➢ Review Unit Four; ➢ Workbook: pp.37-40: Exercises V, VI 4 th session 1. Guided Writing: Learn how to write a note accepting an invitation. 2. Workbook: Focus on exercises IV and VI. 3. Quiz: Make a dictation on the vocabulary of Unit 4 and a passage. 4. Assignment ➢ Review Unit 4. ➢ Preview Unit 5, including background readings