初中英语仁爱科普版九年级上册Topic 2 All these problems are very serious.教学设计

这是一份初中英语仁爱科普版九年级上册Topic 2 All these problems are very serious.教学设计，共16页。

本课是九年级第二单元第二话题的第三课时，主活动是1a和3。通过阅读1a，进一步学习各种污染对地球造成的危害和造成这些污染的原因，培养学生通过图片预测文章大意的能力，其中出现了很多关于环境的专业术语，需要学生了解。1b是训练学生运用不同的阅读策略完成不同的任务，如：通过观察1a中的图片匹配相应的标题，再阅读文章，给每段话选择标题；另外，继续训练学生通过语境，找出单词指代的内容；最后在理解课文的前提下，归纳文章的大意。1c培养学生通过精读文章，学会用简单的词句做笔记，再通过1c表格中的内容简要复述文章大意。2是培养学生的资源策略。要求学生合理地运用网络资源查找与环境危害相关的信息，然后进行小组讨论，并要求学生做好笔记，为任务3做准备。3要求学生运用这些信息，在1c和2的基础之上进行写作练习，教师应强调衔接词在作文中的重要性。由于课堂上不方便完成2，因此，可将2和3安排为课后作业。通过读写的结合训练，引导学生关注全球环境的现状，意识到环境保护的重要性，树立正确的环保观念。
Ⅱ.Teaching aims
1.Knwledge aims：
掌握本课的重点词汇和短语，初步感知定语从句。
进一步学习各种污染对地球造成的危害和造成这些污染的原因。
2.Skill aims:
能读懂有关环境问题的文章。
能根据不同的阅读目的，运用简单的阅读策略获取信息。
能正确运用网络资源获取需要的信息。
能用英语书面的形式表达环境问题的成因及危害。
3.Emtinal aims: (ptinal)
通过学习，了解环境现状，帮助学生树立绿色环保意识。
4.Culture awareness: (ptinal)
了解各种环境问题，如臭氧空洞，温室效应等，意识到环境问题的严峻形势。
Ⅲ. The key pints and difficult pints
1. Key pints:
Wrds and phrases: hle, frm, rise, xygen, zne layer, radiatin, directly, carbn dixide, blanket, escape, the greenhuse effect, refer
during this perid, take away, pass thrugh
Sentences: (1) Frests have becme deserts, s mre and mre srts f animals and plants are disappearing.
(2) As a result, many rivers and lakes are nw dead.
(3) T much harmful radiatin frm the sun passes thrugh the hle and reaches the earth directly.
(4) It causes the level f the ceans t rise and the climate f the earth t change.
(5) When it rains r when the wind blws, the earth is taken away.
(6) The heat frm the sun can’t escape, s the temperature is rising.
Grammar: indefinite prnun and adverb
2. Difficult pints：
理解有关环境方面的专业术语。
能读懂与环境问题相关的科普类文章。
能运用所学知识，写出谈论环境现状的文章。
Ⅳ. Learning strategies
能在阅读不同体裁的材料时，运用不同的阅读策略获取信息。
善于利用插图预测科普类文章的内容。
能合理运用网络资源，拓展写作思路和开拓视野。
恰当使用连接词，使自己的作文流畅，有逻辑层次。
Ⅴ. Teaching aids
与环境相关的图片；单词卡片（如O2/ xygen; zne layer; radiatin等）；录音机；国际臭氧层保护日宣传动画片等。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Stage
(time perid)
Interactin
patterns
Teacher activity
Student activity
Remarks
1
Getting students ready fr learning and revisin
（2 mins）
Class activity
Check the Ss’ hmewrk:
Let the Ss give a reprt abut their wn bad habits and hw t make the campus better.
T: Hi, everyne. Last class, we have talked smething abut the schl envirnment. Sme f us may have sme bad habits, and these habits can affect ur campus. What can yu d t make ur campus lk better? Please share yur pinins with us.
S1: I ften frget t turn ff the lights when I leave the classrm. I think it desn’t matter if the lights are n fr a little while. And I ften waste sme paper after I nly use a small part f it. I like t use new paper. But nw I realize these habits are really bad nes, s I hpe every ne f us can save energy frm nw n.
T: Very gd. If yu can give mre suggestins, it will be better. Next ne.
S2:I always make lud nise between classes. It disturbs thers. I ften thrw rubbish arund in a crner if there is nbdy. But frm nw n, I will remember t get rid f the bad habits. If everyne can fllw the schl rules, ur campus will becme mre beautiful.
S3: …
T:Great.
Give a reprt abut yur wn bad habits and hw t make the campus lk better.
S1: I ften frget t turn ff the lights when I leave the classrm. I think it desn’t matter if the lights are n fr a little while. And I ften waste sme paper after I use nly a small part f it. I like t use new paper. I hpe every ne f us can save energy frm nw n.
S2:I always make lud nise between classes. It disturbs thers. I ften thrw rubbish arund in a crner if there is nbdy. But frm nw n, I will remember t get rid f the bad habits. If everyne can fllw the schl rules, ur campus will becme mre beautiful.
S3: …
用报告的形式让学生在课堂上反思自己平时的言行，有助于学生更好提升自己，培养“爱护环境从我做起，从小事做起”的意识。
2
Lead-in
(3 mins)
Class activity
Play the cartn vide abut prtecting the zne layer. Let the Ss watch and discuss what they have learnt frm it. Take sme ntes if necessary.
T: Here is a vide abut prtecting the zne layer. Let’s watch it carefully. Then I will ask yu smething abut it.
...
T: Nw Let’s figure ut smething abut zne layer. Is zne layer imprtant r unimprtant?
Ss: It’s very imprtant
T: Can the zne layer prtect us?
Ss: Yes.
T: What happened t it nw?
Ss: There is a big hle in the zne layer.
T: Yes. What’s the effect f it?
Ss: It’s harmful t all the living things, especially t humans fr it des harm t ur eyes and skin.
Watch the vide and discuss what they have learnt frm it. Take sme ntes.
Ss: It’s very imprtant
Ss: Yes.
Ss: There is a big hle in the zne layer.
Ss: It’s harmful t all the living things, especially t humans fr it des harm t ur eyes and skin.
…
通过播放视频，让学生了解每年的9月16日是国际臭氧层保护日，关注臭氧层的现状。
该宣传片是卡通版，不是枯燥的科教片，能够很好地吸引学生的注意力。如果条件不允许，教师可以从课外书籍上选读一些与环境相关的文章。
3
Pre-reading
(5 mins)
Class activity
Class activity
Step 1: Shw tw pictures f zne layer and mre carbn dixide. Intrduce them t the Ss briefly t teach the new wrds.
T: Right. Ozne is a special kind f xygen. It can prtect the earth. Nw peple prduce lts f harmful chemicals int the air. They cause a big hle in the zne layer. S the radiatin can pass thrugh the hle and reach the earth directly.
…
(Shw the picture f mre carbn dixide and lead the Ss t learn the new wrds in the same way.)
Step 2: Guide the Ss t predict the main idea f the passage by the given pictures.
T: Nw lk at the pictures n Page 39, can yu guess what we will learn in the passage.
S1: Smething abut pllutin.
S2: Traffic pllutin / air pllutin
S3: Ozne layer
S4: Cutting dwn trees
S5: Carbn dixide
…
Lk at the pictures and learn the new wrds accrding t teacher’s descriptins.
Predict the main idea f the passage by the given pictures.
S1: Smething abut pllutin.
S2: Traffic pllutin
S3: Ozne layer
S4: Cutting dwn trees
S5: Carbn dixide
…
在观看宣传片后，再介绍有关臭氧层和温室效应的英文词汇，学生容易理解，也容易掌握。
培养学生通过观察图片，预测课文内容的能力，这有助于学生在日常阅读中，快速获取信息。
4
While-reading
(20 mins)
Individual wrk
Individual
wrk
Grup wrk
Step 1: Let the Ss match the pictures with the titles in 1 f 1b, and then read paragraphs 2-6 quickly and write dwn the prper title in frnt f each paragraph.
T: Excellent. Nw read 1a quickly, match the pictures with the titles in Exercise 1 quickly.
S1: Picture 1 is traffic pllutin.
S2: Picture 2 is the zne layer.
S3: Picture 3 is fewer trees.
S4: Picture 4 is mre carbn dixide.
S5: Picture 5 is factry pllutin.
…
T: Right. Nw please read paragraphs 2-6 quickly, chse a title fr each para and write dwn in frnt f it.
…
T: OK, let’s check the answer tgether.
S6: Para 2 is fewer trees.
S7: Para 3 is traffic pllutin.
S8: Para 4 is factry pllutin.
S9: Para 5 is the zne layer.
S10: Para 6 is mre carbn dixide.
Step 2: Lead the Ss t read paragraph 1, 5 and 6, find the wrds in Exercise 2, 3 and 4 and guess the meanings f them accrding t the cntent.
T: Great. Nw read paragraph 1, 5 and 6, find the wrds in Exercise 2, 3 and 4 and guess the meanings f them accrding t the cntent.
…
T: What des “ur planet” mean in this para?
S1: It means “the earth”.
T: What des the wrd “blanket” refer t?
S2: Carbn dixide arund the earth.
T: What des the wrd “it” in Para 5 refer t?
S3: It refers t “O3”.
…
Step 3: Let the Ss read 1a carefully, chse the best title fr the passage and finish 5 in 1b. Then cmplete the ntes in 1c accrding t 1a.
T: Please read the passage and chse the best title fr the passage.
…
T: OK. Have yu gt the main idea f the passage?
S4: Yes. Envirnmental prblems.
T: Right. Try t finish the ntes in 1c accrding t the passage. Pay attentin t use the key wrds when taking ntes. Yu can discuss with yur grup members.
…
T: OK. Have yu finished? What’s the effect f traffic pllutin?
S5: Peple have health prblem.
T: What’s the effect f factry pllutin?
S6: Factries make the river and lakes dead.
S7: …
…
T: That’s right. Yu did very well.
Match the pictures with the titles in 1 f 1b, and then read paragraphs 2-6 quickly and write dwn the title in frnt f each paragraph.

S1: Picture 1 is traffic pllutin..
S2: Picture 2 is the zne layer.
S3: Picture 3 is fewer trees.
S4: Picture 4 is mre carbn dixide.
S5: Picture 5 is factry pllutin.
…
S6: Para 2 is fewer trees.
S7: Para 3 is traffic pllutin.
S8: Para 4 is factry pllutin.
S9: Para 5 is the zne layer.
S10: Para 6 is mre carbn dixide.
Read paragraph 1, 5 and 6, find the wrds in Exercise 2, 3 and 4 and guess the meanings f them accrding t the cntent.
S1: It means “the earth”.
S2: Carbn dixide arund the earth.
S3: It refers t “O3”.
…
Read 1a carefully, chse the best title fr the passage and finish 5 in 1b. Then cmplete the ntes in 1c accrding t 1a.
S4: Yes. Envirnmental prblems.
S5: Peple have health prblem.
S6: Factries make the river and lakes dead.
…
教师在安排1b的阅读任务时，要注意以下两点：
1.引导学生用不同的阅读策略完成不同的阅读任务。
2.任务的安排要有层次性，从易到难。
训练学生通过上下文猜测单词指代的内容，有助于学生更好的理解课文。该环节的三个小任务是用相同的方法获得信息，因此，可以一次性完成。
归纳文章中心思想，是学生较为头疼的题目，因此，如果文章较长的话，最好把它放到最后一个环节处理，降低难度，
教师要引导学生用排除法作出正确的选择。
5
Pst-reading
(12 mins)
Individual wrk, Grup wrk and class activity
Pair wrk
Step1: Let the Ss read 1a carefully, find ut the difficult pints, and list them n the Bb.
T: Read 1a again and find ut the difficult pints. Please cllect them in grups and list them n yur small Bb.
…
T: OK, nw lk at the pints f Grup One n the Bb. Lk at this ne “What des the wrd “thers” refer t?” Wh can deal with it?
S1: Smething we have dne.
T: OK, lk at this sentence “the earth is taken away”. Wh can translate it?
S2: It means “泥土被带走了” in Chinese.
…
Step 2: Guide the Ss t retell the passage accrding t the first para, last para and the ntes in 1c.
T: Nw wrk in pairs. Try t retell the passage accrding t the first para, last para and the ntes in 1c.
…
T: Nw wh can have a try?
S1: Since humans lived n the earth, we changed the earth a lt. Smething is gd while smething is bad. There are fewer trees in the wrld. Peple cut dwn them, s frests becme deserts and animals and plants are disappearing…
S2…
…
Read 1a carefully, find ut the difficult pints, and list them in the small Bb.
S1: Smething we have dne.
S2: It means “泥土被带走了” in Chinese.
(The Ss need t take ntes while the teacher is giving sme explanatins.)
Wrk in pairs, try t retell the passage accrding t the first para, last para and the ntes in 1c.
S1: Since humans lived n the earth, we changed the earth a lt. Smething is gd while smething is bad. There are fewer trees in the wrld. Peple cut them dwn, s frests becme deserts and animals and plants are disappearing…
S2…
…
本环节具体操作说明：
1.学生在组内归纳好本组存在的问题。
2.教师任意选择一组作为主讲，在讲解过程中，仍然遵循先让学生解答、教师补充的原则。
3.再补充讲解其他组剩下的问题，相同的问题不作重复讲解。
4.最后老师将重点板书到黑板上。
6
Summarizing and assigning hmewrk
(3 mins)
Class activity
Step 1: Let the Ss summarize what they have learned in class.
T: Nw, let’s g ver what yu have learned tday, including wrds, phrases and sentences. And each student has t present ne.
S1: xygen
S2: radiatin
S3: carbn dixide
…
Step 2: HMK: Let the Ss search the Internet fr mre infrmatin abut envirnmental prblems and effects. Discuss the infrmatin in grups and take ntes. Then write a passage accrding t their ntes and 1c.
T: OK, after class, search the Internet fr mre infrmatin abut envirnmental prblems and effects. Discuss the infrmatin in grups and take ntes. Then write a passage accrding t yur ntes and 1c.
G ver tgether and speak ut what they have learned tday.
…
S1: xygen
S2: radiatin
S3: carbn dixide
…
Search the Internet fr mre infrmatin abut envirnmental prblems and effects. Discuss the infrmatin in grups and take ntes. Then write a passage accrding t their ntes and 1c.
由于网络资源的覆盖面有限，在课堂上运用互联网查找信息解决问题，很难实现，因此，该任务只能作为课后作业处理。在很多农村学校，可能课后都不能完成该任务，那就需要老师提供相关的课外读物来帮助学生。
All these prblems are very serius.
Sectin C
Key wrds and phrases:
hle, frm,
rise, xygen,
zne layer,
refer t,
radiatin,
take away,
carbn dixide,
blanket, escape,
during this perid,
pass thrugh,
the greenhuse effect
Sentences:
(1) Frests have becme deserts, s mre and mre srts f animals and plants are disappearing.
(2) As a result, many rivers and lakes are nw dead.
(3) T much harmful radiatin frm the sun passes thrugh the hle and reaches the earth.
(4) It causes the level f the ceans t rise and the climate f the earth t change.
(5) When it rains r when the wind blws, the earth is taken away.
(6) The heat frm the sun can’t escape s the temperature is rising.