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1. understand the text as a whole and get to know city problems and children’s ideas.
2. get to know the meaning of “bins, factory, rubbish, smoke, dead, air, more, plant” and pronounce them clearly;
3. use the words “keep, clean, make, dirty, museum, ground, messy” both in speaking and writing;
4. learn some reading strategies, such as pictures can help us understand the story, taking notes to justify something etc.;
5. improve critical thinking skills by justifying children’s ideas about keeping our city clean .
6. use some tips for reading and reporting.
7. use the sentence structure“ …makes…? / We can…” to talk about the city problems.
8. get to know the ways to face the problem. Such as: find the problem, have the idea and make some change.
三、教学重难点
Focus of the lesson:
1. understanding the text as a whole.
2.reading the dialogue with the right pronunciation, intonation and sentence stress.
Predicted area of difficulty:
1. pronunciation of “factory, rubbish, plant”;
2. the meaning and usage of some expressions about time, such as “move…away from, keep …clean”.
四、教学过程
Teaching procedures:
StepⅠ Lead-in
1. Teacher shows a song about London.
2. Teacher asks a question: What’s the song about?
3. Teacher shows four pictures of London.
4. Teacher asks a question: What do you think of the city?
【设计意图】由英国伦敦的旅游宣传歌曲导入新课，旨在激活学生对城市美好生活的向往和期待，为进一步理解和体验文本内容做好铺垫。
StepⅡ Understanding and learning
1.Students listen to the radio and answer the question: Why are Miss Li and students talking about the city?
2.Teacher presents the text and asks students read the text quickly and underline Miss Li’s question.
3.Students read the text carefully and find out: What makes city dirty? / What can we do to make city clean? Then choose pictures and lines and learn new words and phrases” factory, rubbish, messy, dead, move…away from, plant more trees, put…in… ”
4.Teacher asks a question: What do you think of children’s ideas? Students discuss in groups, then answer with supporting lines “…says… I think the idea is…because… ”
【设计意图】在While-reading环节，借助文字选帖图片、根据图片选贴文字，可以有效地培养学生的阅读能力；而在引导学生理解和捕捉完文本信息（city problem和children’s ideas ）之后，文本分析并未就此止步，而是进一步要求学生针对children’s ideas谈谈自己的看法，这样的设计不仅充分地巩固和利用了捕捉到的文本信息，而且极大地激活了学生的生活经验，助推了学生分析、评价、创新等高阶思维品质的发展。结构句型“…says… I think the idea is…because… ”更是为学生的语言表达提供了强有力的支撑，促进了学生的综合语用能力。
Step Ⅲ Consolidation