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1)The students can understand the description of the environmental changes through listening，and distinguish the usages of the Simple Past tense and the Present Perfect tense.
2)The students can master the usages of the Simple Past tense and the Present Perfect tense and make use of them to do activities in listening, speaking, reading and writing.
1.2.3 Emotional objectives
The students can realize the seriousess of environmental pollution and know the importance of environmental protection .
1.3 Teaching key and difficult points
1.3.1 Key points
1)Words and phrases: bee, butterfly, mess, shame, several, pollute, waste, pour, see sb./sth. do sth., see sb./sth. doing sth.…
2)Sentences: What a shame! / What a mess!
The flowers and grass have gone!
What has happened here?
There be sb../sth. doing sth.
There are several factories pouring waste water into the stream.
Everything has changed.
3)Grammar: differences between the Simple Past tense and the Present Perfect tense.
1.3.2 Difficult points
1)To use there be sb./sth. doing sth. properly.
2)To distinguish see sb./sth. do sth. and see sb./sth. doing sth.
3)To be able to know the differences between the Simple Past tense and the Present Perfect tense and use them correctly either in speaking or writing.
Ⅱ Analysis of the students
Students in Grade Nine have some cognitive abilities and their own opinions. They are not satisfied with just the content of the textbooks but hope to get more information and widen their eyesight through textbooks. Therefore，we should not teach the knowledge directly but in a way students can take part in learning by themselves and communicate and cooperate with others, in which they can experience, practice and explore by themselves. So teachers should pay more attention to combine the reality of the students and the topic of the textbook to arouse students’ interest to make them find, gain and use the information they need. Meanwhile, teachers should create a open, harmonious and interactive atmosphere in the teaching environment，where students can exchange their opinions, discuss, cooperate and act and make dialogs freely, thus inspiring students’ potentials，getting knowledge through autonomous and cooperative studying, forming their own way of studying English and improving their English study.
Ⅲ Analysis of the teaching methods
The Task-based learning method and the Situational teaching method can increase the class efficiency, arouse the students’ learning interest and make the students learn about teamwork.
Ⅳ Learning strategies
4.1 Previewing before class is a good way of learning.
4.2 Reading the listening material and predicting before listening are good learning habits.
4.3 It is helpful to retell the statements in the dialog.
Ⅴ Teaching aids
The multimedia teaching system, chalks, blackboard, several bottles of water and cups, some gifts and PPT.
Ⅵ Teaching procedures
Five teaching stages：Stage 1 Lead-in (3-5 mins)