仁爱科普版九年级上册Unit 2 Saving the earth.Topic 2 All these problems are very serious.教学设计

这是一份仁爱科普版九年级上册Unit 2 Saving the earth.Topic 2 All these problems are very serious.教学设计，共13页。

Sectin A
Ⅰ. Material analysis
本课是九年级第二单元第二话题的第一课时。主活动是1a。1a通过Kangkang向他的同伴Maria和Jane抱怨恶劣的天气，引出本课的功能意念：抱怨和责备。同时也初步呈现了本单元的语法点：不定代词和不定副词。1b主要培养听力策略，即重点听对话的大意。1c侧重于考查归纳总结的能力。在2中，通过“用所给词的正确形式填空”这种题型，巩固1a中的重点语言点。借助3的图片和信息提示，进一步形象地了解沙尘暴形成的过程。通过4的听力练习，提高学生听取文段细节的能力。本课通过谈论沙尘暴的成因说明了树木对环境保护的重要作用。同时也让学生了解天气与人类活动的关系，关注全球的环境问题。
Ⅱ.Teaching aims
1.Knwledge aims：
掌握本课的重点词汇和短语，谈论沙尘暴的成因。
初步感知不定代词和不定副词的用法。
2.Skill aims:
能听懂谈论沙尘暴成因的对话。
能够从所听材料中获得有效的细节信息。
能够根据图片和信息提示词描述沙尘暴形成的过程。
3. Emtinal aims: (ptinal)
让学生了解环境污染的严峻形势，引导学生爱护大自然，爱护花草树木，树立绿色环保意识。
4. Culture awareness: (ptinal)
通过课文的学习，让学生了解沙尘暴形成的原因和过程，关注全球的环境问题。
Ⅲ. The key pints and difficult pints
1. Key pints:
Wrds and phrases: sand, althugh, sandstrm, desert, human being, reduce, cmpletely, change int, stp … frm, blw/ wash … away, as a result
Sentences: A lt f water can be saved by frests.
Althugh we have built “The Green Great Wall”, we still need t d smething t prtect the envirnment.
Grammar: Indefinite prnun and adverb.
Difficult pints：
能够从所听材料中获得有效的细节信息来补全句子。
能够根据图片和信息提示词描述沙尘暴形成的过程。
Ⅳ. Learning strategies
通过引导学生在听前阅读1b和3，培养学生形成听前熟悉、预测听力材料的学习习惯。
通过3中的插图预测并描述新话题，培养学生的逻辑推理能力。
Ⅴ. Teaching aids
关于沙尘暴的视频和图片，录音机，幻灯片等。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Getting students ready fr learning
（3 mins)
Class activity
Play a shrt vide abut a sandstrm and let Ss guess what kind f weather it is.
T: Hi, bys and girls! It’s a fine day, isn’t it?
Ss: Yes.
T: Nw watch the shrt mvie and guess what kind f weather it is?
…
T: Can yu tell me what the weather is?
Ss: Yes, 沙尘暴.
T: Right. We call it “sandstrm”. It’s a kind f strm caused by sand. S we call it sandstrm. Nw read after me, “sand” “sand”.
(Pint t a scene in the vide.)
Ss: “sand”, “sand”
T: “strm”, “strm”
Ss: “strm”, “strm”
T:“sandstrm”,“sandstrm”
Watch a vide abut a sandstrm and guess what kind f weather it is.
Ss: Yes.
Ss: Yes, 沙尘暴.
Ss: “sand”, “sand”
T: “strm”, “strm”
Ss: “strm”, “strm”
Ss: “sandstrm”, “sandstrm”
通过播放与沙尘暴相关视频，进入本课话题，从视觉，听觉等方面感知沙尘暴这种恶劣的天气现象，为了解环境问题做好准备。
教师在教读单词时，注意使用升调和降调，配上手势，培养学生的语音语调。
2
Lead-in
(3 mins)
Grup wrk
Shw the pictures f a sandstrm, let the Ss guess hw sandstrm cmes int being and number the pictures in 3.
T: OK, d yu knw hw sandstrm cmes int being? Please lk at the pictures, discuss and number them in grups.
…
T: OK, hw des the sandstrm cme int being? Tell me the right rder, please.
S1: It’s 4-1-5-3-6-2.
Lk at the pictures abut a sandstrm, guess hw sandstrm cmes int being and number the pictures in 3.
…
S1: It’s 4-1-5-3-6-2.
先处理3部分，简单描述沙尘暴形成的过程，让学生对这种天气，有所了解，然后在进入1a，详细谈论沙尘暴形成的原因以及树木的功能，这样，让课堂环节更加流畅。
3
Pre-listening
(5-7 mins)
Grup wrk
Let the Ss talk abut sandstrm accrding t the pictures and the given wrds in 3 in grups.
T: Yeah, yu are right. With the help f pictures and the wrds belw, can yu talk smething abut sandstrm?
Ss: Yes.
T: Nw discuss with yur grup members.
…
T: OK, wh can try?
S1: Lng ag, there were lts f trees and frests. But peple needed sme wd t build huses and d ther things, s they cut dwn the trees day by day. And the frests have gne slwly…
S2: …
Talk abut sandstrms accrding t the pictures and the given wrds in 3.
Ss: Yes.
S1: Lng ag, there were lts f trees and frests. But peple needed sme wd t build huses and d ther things, s they cut dwn the trees day by day. And the frests have gne slwly…
S2: …
引导学生通过图片和短语提示，正确排列图片顺序，对沙尘暴形成的过程进行描述，训练学生连词成句，连句成片的能力。为了降低难度，可以这样操作：先让小组内的每个成员根据提示词写一个或者几个相关的句子，再一起将这些句子串起来，最后注意加上正确的连接词。在展示环节，可以让学生以小组为单位，一起上台做一个关于沙尘暴的presentatin，展示小组合作的成果，体现小组的风采。
4
While-listening
(8 mins)
Individual wrk
Pair wrk
Step 1: Present the picture in 1a. Let the Ss listen t 1a nce and d 1b alne.
T: Right. Nw lk at this picture. What’s the weather like?
S1: It’s a sandstrm.
T: Hw d yu like the weather?
S2: I think it’s terrible.
T: Peple can’t see things clearly. And it’s bad fr ur health. Nw listen t the tape and chse the best answer in 1b. When yu are listening, pay attentin t the main idea.
…
T: Nw please check answers. The by and girls are talking abut…
S1: B, the reasns fr sandstrms.
…
Step 2: Let the Ss listen t 1a again and cmplete the functins f trees in 1c. They can discuss in pairs.
T: Listen t 1a again and find the functins in 1c.
…
T: What are the trees’ functins?
S1: Trees can stp the wind frm blwing the earth away.
S2: They can als stp the water frm washing the earth away.
Lk at the picture in 1a, listen and chse the best answer in 1b.
.
S1: It’s a sandstrm.
S2: I think it’s terrible.
S1: B, the reasns fr sandstrms.
…
Read and cmplete the functins in 1c. Discuss in pairs.
S1: Trees can stp the wind frm blwing the earth away.
S2: They can als stp the water frm washing the earth away.
通过课文插图，引导学生预测课文内容，为完成听力降低难度。1b的听力是抓对话的主题，不能直接找到主旨句，而是要通过归纳的方式得出，如果教师提示学生用“排除法”，可以帮助学生作出正确的选择。
如果学生基础较好，也可以将1c调整成听的活动，学生能够找到答案，但会很难记下来。因此，可以用听读结合的方式，先听两遍，记下关键词，再通过朗读，检查答案。
5
Pst-listening
(10 mins)
Grup wrk
Grup wrk
Class activity

Step 1: Let the Ss read 1a in grups and then rle play it.
T: Read 1a with yur grup members and act it ut.
Step2: Let the Ss read again and find the imprtant phrases in 1a. Then write them dwn n the Bb.
T: Nw read 1a sentence by sentence, underline the imprtant phrases and then write them dwn n the Bb behind.
…
T: OK, let’s lk at yur ntes. N.1, “change int”. Wh can tell us its meaning?
S1: It means “turn int”.
T: Right. Wh can make a sentence with it?
S2: We can change ice int water.
T: Wnderful! If yur grup als has this phrase, please tick it ut. Nw next ne, “stp…frm ding sth.” Wh can make a sentence with it?
S3: …
(Teach ther phrases in the same way.)
Step 3: Lead the Ss t cmplete the sentences with the crrect frms f the given phrases in the bx in 2.
T: OK, we have learnt the key phrases. Nw let’s fill in the blanks in 2 with the crrect frms f the phrases.
…
T: Let’s check.
S1: Peple have cut dwn such a large number f trees that the land has changed int desert.
S2: …, s the wind always blws the earth away.
S3: …, s we must d smething t reduce it.
S4: …
S5: …
Read 1a in grups and then rle play it.

Read 1a sentence by sentence, and underline the imprtant phrases.
S1: It means “turn int”.
S2: We can change ice int water.
Cmplete the sentences with the crrect frms f the given phrases in the bx in 2.
S1: Peple have cut dwn such a large number f trees that the land has changed int desert.
S2: …, s the wind always blws the earth away.
S3: …, s we must d smething t reduce it.
S4: …
S5: …
在处理知识点时，教师要让学生自己去发现重难点，这有助于学生调整复习方向。如果他们组呈现的都是本课的重点知识，教师要给予肯定和鼓励。在讲解过程中，注意综合所有小组的重点，并让学生自己想办法解决，通过造句等方式在情境中来运用该知识点。
在处理完课文知识点后，检验学生学习情况最好的方式就是做题，本课2，就是对1a知识点的巩固训练和学习情况的检测，也是提高学生综合运用语言的能力。
6
Finishing Task 4 (10 mins)
Class activity
Lead the Ss t lk at the phrases. Listen t the passage and circle the phrases yu hear. Then listen twice t cmplete the sentences. Finish 4.
T: Lk at these phrases, what’s the meaning f “becme weaker”?
S1: It means “变得更虚弱” in Chinese.
T: Right. Hw abut “destry the envirnment”?
S2: It means “破坏环境”.
…
T: Nw listen carefully and circle the phrases yu hear.
...
T: OK, nw check the answer tgether. Which phrases did yu hear?
S41…
S5…
…
T: Well dne. Nw listen again and fill in the blanks. When listening, yu can nly write the first tw letters f each wrd. After finishing listening, yu have sme time t cmplete yur answers. Ready?
…
T: OK. It’s a bit difficult. S yu have ne mre minute t cmplete the sentence and pay attentin t the frms f verbs.
…
T: Let’s check the answers tgether.
S6: Nw sme kinds f animals are becming…
S7: Sme animals are … dying ut cmpletely.
S8: … and had … fd.
Lk at the phrases, listen and circle fr the first time. Then listen twice t cmplete the sentences. Finish 4.
S1: It means “变得更虚弱” in Chinese.
S2: It means “破坏环境”.
S41 …
S5…
…
S6: Nw sme kinds f animals are becming…
S7: Sme animals are … dying ut cmpletely.
S8: … and had … fd.
…
听力4的B部分较难，教师指导学生在做“填空类”听力题时注意策略：听前，可以带领学生根据题目预测听力内容，降低难度；听时，先把握句子的整体意思，只需要写出单词的前两个字母就行；听后，结合语境，将句子补充完整（如果是动词短语，要特别注意时态，如果是名词，要注意单复数形式，如果是形容词等，则要关注词性的变化）。
7
Summarizing and Assigning hmewrk
(3 mins)
Class activity
Step 1: Sum up what they have learnt in this class.
T: Please wrk in pairs.Tell yur partner what we have learned tday including wrds, phrases and sentences.
S1: change int
S2: stp … frm …
S1: wash … away …
S2: blw … away …
…
Step 2: HMK: Write a passage abut hw sandstrm cmes int being.
Sum up what they have learnt in this class. Tell their partner what they have learned tday including wrds, phrases and sentences.
S1: change int
S2: stp … frm …
S1: wash … away …
S2: blw … away …
Write a passage abut hw sandstrm cmes int being accrding t 3.
All these prblems are very serius.
Sectin A
Wrds:
sand / sandstrm
althugh
desert
reduce
cmpletely
Phrases:
change int
stp … frm
blw/ wash … away
human being
as a result
Sentences:
1.A lt f water can be saved by frests.
2.Althugh we have built “The Green Great Wall”, we still
need t d smething t prtect the envirnment.