仁爱版英语九年级上册Unit 2 Topic 1《Population has caused too many problems》SectionB教学设计.docx
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仁爱版英语九年级上册Unit 2 Topic 1《Population has caused too many problems》SectionB教学设计.docx
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仁爱版英语九年级上册Unit2Topic1《Populationhascausedtoomanyproblems》SectionB教学设计
Unit2Topic1SectionB教学设计
Ⅰ.Materialanalysis
本课是九年级第二单元第一话题的第二课时,主活动是1a和3a。
1a通过Mrs.Zhou讲述自己的身体状况和生活环境,引出污染对人们的健康和生态环境所产生的危害,同时也道出了污染产生的原因。
1b通过“听—回答问题—再听—核对答案”的模式来训练学生的听力技能。
2与1a形成很好的呼应,通过康康向报社反映西山污染情况的信件,呼吁政府和大众关注环境问题,要求学生掌握词性的转换,强化1a中的语言知识。
3a和3b通过图片和简介来描述不同种类的污染以及带来的危害。
在学习这些污染的同时,也兼顾了单词的重读,句子的连读、停顿及语调等语言知识。
通过学习本课,引导学生关注环境问题,了解各种污染类别以及带来的危害,树立正确的环保意识。
Ⅱ.Teachingaims
1.Knowledgeaims:
掌握本课的重点词汇和短语,正确运用现在完成时进行问答。
2.Skillaims:
能通过观察课文插图来预测课文内容。
能听懂用现在完成时表达的对话。
能朗读和表演有关环保的对话。
能正确运用连读和停顿的技巧,使发音流畅,富有韵律感。
3.Emotionalaims:
(optional)
引导学生关注环境问题,树立绿色环保意识,增强忧患意识和社会责任感。
4.Cultureawareness:
(optional)
通过谈论环境问题,让学生了解不同种类的污染及其危害。
Ⅲ.Thekeypointsanddifficultpoints
1.Keypoints:
Wordsandphrases:
pain,produce,awful,bear,harmful,chest,editor,breathe/breath,soil
getapainin…,what’sworse,toomuchnoise,toomanyproblems,breathingproblem,beharmfulto,makeamessof,throw…around
Sentences:
It’sdifficultformetobreathe.
I’vegotapaininmythroat.
It’sreallyawful.
A:
Howlonghaveyoubeenlikethis?
A:
Haveyouseenadoctor?
B:
I’vebeenlikethissincelastweek.B:
Notyet.
Grammar:
PresentPerfect的问答。
2.Difficultpoints:
能在不同语境中,正确判断单词的不同词性。
在朗读中,能正确地把握连读和停顿的技巧。
Ⅳ.Learningstrategies
通过1a,教会学生善于利用插图理解有关污染的对话。
通过2,训练学生在不同的语境中学会转换词性,并拓展学生的词汇量。
通过3a,引导学生通过观察图片分析和了解不同的信息。
通过3b,要求学生掌握连读,停顿的发音技巧,反思自己的发音中的问题。
Ⅴ.Teachingaids
单词卡片(如:
breathe/breath,pain,harmful/harm);关于污染的图片或者幻灯片;录音机;小礼品若干等。
Ⅵ.Teachingprocedures
Stage
(timeperiod)
Interaction
patterns
Teacheractivity
Studentactivity
Remarks
1
Gettingstudentsreadyforlearning
(2mins)
Groupwork
GuidetheSstodiscussdifferentkindsofpollutioningroupsandsharetheanswertogether.
T:
Howmanykindsofpollutiondoyouknow?
S1:
Airpollution
S2:
Waterpollution
S3:
Litter
S4...
Discussdifferentkindsofpollutioningroupsandsharetheanswertogether.
S1:
Airpollution
S2:
Waterpollution
S3:
Litter
S4...
该环节是对前一课时所布置作业的检查,让学生通过查找资料,倾听同伴的讲解等方式,提高获取信息的能力和意识,引导学生从不同渠道关注社会问题。
2
Lead-in
(5mins)
Classactivity
LettheSslookatthepicturesin3aonpage30andguessthemeaningandpronunciationof“soil”.Askthemtopayattentiontothetypesofpollution.
T:
Lookatthesepictures,whatkindsofpollutionarethese?
S1:
Airpollution
S2:
Waterpollution
S3:
Litter
S4:
Lightpollution
S5:
Noisepollution
Guessthemeaningandpronunciationofthenewwordsaccordingtothepicturesandtheteacher’sdescriptions.
S1:
Airpollution
S2:
Waterpollution
S3:
Litter
S4:
Lightpollution
S5:
Noisepollution
先让学生根据图片猜测短语的意思,此处只呈现前五幅图片,在下一环节再用“soilpollution”引入听前活动,并以此教授部分新的单词和短语。
3
Pre-listening
(5-7mins)
Classactivity
Showthepictureofsoilpollution,teachthenewwordsandchecktheanswersof3b.Payattentiontothepronunciation,liaisonandpausewhilereading.
T:
Lookatthispicture,whatkindofpollutionisthisone?
(LeadtheSstopronounceit.)
S6:
Soilpollution.
T:
Right.Peopleusetoomanychemicalsintheirfields,/andsoilpollutioncausesunhealthyfood.Thefoodisharmfultoourhealth.
(TeacherwritedownthewordsandphrasesontheBb.)
T:
Nowtrytofillintheblanksin3bwiththewordsandphrasesin3a.
…
T:
Nowlet’schecktheanswer.
S1:
waterpollution
S2:
airpollution
S3:
noisepollution
S4…
T:
OK,let’sreadthesentencestogether.Payattentiontothepronunciation,liaisonandpause.
(Teachercangiveanexampleifnecessary)
…
Lookatthepictureofsoilpollution,learnthenewwordsandtrytofinish3b.Payattentiontothepronunciation,liaisonandpausewhilereading.
S6:
Soilpollution.
S1:
waterpollution
S2:
airpollution
S3:
noisepollution
S4…
教师应利用介绍土壤污染的契机,教授新单词、短语,同时示范句子的连读和停顿,为训练学生流畅的口语打好基础。
4
While-listening
(5-7mins)
Individualwork
Individualwork
Step1:
ShowapictureofthepollutedWestHill,lettheSslistento1aonceandtickthequestionstheyhearinpartAof1b.Thenchecktheanswerstogether.
T:
Asweknow,theWestHillhaschangedalot.Lookatthispicture,whatpollutioncanyoufindinthepicture?
Ss:
Airpollution,waterpollution,noisepollution…
T:
Right.Whateverthepollutionis,itisharmfultopeople’shealth.Mrs.Zhougetsapaininherchestbecauseofthebadair.NowlistentothedialogbetweenKangkangandMrs.ZhouandtickthequestionsyouheartofinishpartAin1b.
…
T:
OK,let’schecktheanswers.
S1:
What’swrongwithyou?
S2:
Howlonghaveyoubeenlikethis?
S3:
Haveyouseenadoctor?
S4:
Haveyounoticedthedeadfishintheriver?
Step2:
GettheSstolistenagainandmatchthequestionswiththerightanswersinpartBof1b.Thenchecktheanswerstogether.
T:
Great.Listenagain,matchthequestionswiththerightanswersinB.
…
S5:
No.1isc.
S6:
No.2isb.
S7:
No.3isa.
S8:
No.4isd.
LookatapictureofthepollutedWestHill,listento1aonceandtickthequestionstheyhearinAof1b.Thenchecktheanswerstogether.
Ss:
Airpollution,waterpollution,noisepollution…
S1:
What’swrongwithyou?
S2:
Howlonghaveyoubeenlikethis?
S3:
Haveyouseenadoctor?
S4:
Haveyounoticedthedeadfishintheriver?
ListenagainandmatchthequestionswiththerightanswersinBof1b.Thenchecktheanswerstogether.
…
S5:
No.1isc.
S6:
No.2isb.
S7:
No.3isa.
S8:
No.4isd.
在环节与环节的过度上,要注意自然流畅,是顺理成章的进入下一个步骤,而不是直接切入。
因为过渡语既能起到承上启下的作用,又能抓住学生的注意力。
5
Post-listening
(17mins)
Individualwork
Classactivity
and
Groupwork
Groupwork
Individualwork
Step1:
GettheSstoread1aandanswerthequestionsin1c.
T:
Nowread1abyyourselvesandanswerthequestionsin1c.
….
T:
OK,whatcausedMrs.Zhou’sproblem?
S1:
Pollution.Thechemicalfactoriesproduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers.
T:
WhatwillKangkangdo?
S2:
Hewillwritetothenewspaperabouttheproblems.
T:
Doyouhaveanyotherwaystosolvetheproblem?
S3…
Step2:
LettheSsread1acarefullyandunderlinethedifficultpointsincludingwords,phrasesandsentences.ThenleadtheSstoasktheirclassmatesandteacherforhelp.Writedownthepointstheycan’tunderstandontheBb.
T:
First,read1aandunderlinethedifficultpoints
…
T:
Iftherearesomedifficultpointsyoucan’tunderstand,pleaseaskyourclassmatesforhelp.Ifallthegroupmemberscan’tsolvetheproblem,Icangiveyousomeadvice.
Ss:
Howtouse“getapainin…”?
T:
Wecanalsosaylikethis“Ihaveasorethroat”.
Canyouunderstanditsmeaning?
Ss:
Yes.
(Teachertouchesoneofhislegsandsays.)
T:
Igetapaininmyleg.
“Getapainin”canbeadded“apartofabody”aftertheproposition.
T:
What’stheChinesemeaningofit?
Ss:
Itmeans“某处疼”inChinese.
Ss...
Step3:
LettheSsread1ainroles,andthenactoutthedialogandpayattentiontothepronunciationandintonation.
T:
Nowread1ainroles,andthenactoutthedialog.Payattentiontothepronunciationandintonation.Afterthat,wewillhaveacompetitiontoseewhichgroupperformsbest.Thebestonewinstheaward.
Step4:
LeadtheSstoscanthematerialandchoosethecorrectwordstocompletetheletterin2.
T:
Kangkanghaswrittenalettertothenewspaperaboutpollution,butsomewordsaremissing.Canyouhelphimfinishtheletterwiththegivenwords?
Ss:
Yes…
T:
Nowlet’schecktheanswerstogether.
S1:
toomany
S2:
breathe
S3:
dead
T:
Great.You’dbetterpaymoreattentiontothedifferencebetween“toomany”and“toomuch”.Usetherightformsofthewordsaccordingtodifferentcontent.
Read1aandanswerthequestionsin1c.
…
S1:
Pollution.Thechemicalfactoriesproduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers.
…
S2:
Hewillwritetothenewspaperabouttheproblems.
…
S3…
Read1a,findthedifficultpoints,andtrytosolvethemwiththehelpofallkindsofresources.
…
Ss:
Howtouse“getapainin…”?
…
Ss:
Yes.
…
Ss:
Itmeans“某处疼”inChinese.
Ss...
Read1ainroles,andthenactoutthedialog.Payattentiontothepronunciationandintonation.
Therewillbeperformancecompetitionamongthegroups.Thebestonewinstheaward.
Scanthematerialandchoosethecorrectwordstocompletetheletterin2.
Ss:
Yes…
…
S1:
toomany
S2:
breathe
S3:
dead
…
通过完成1c的读后任务,进一步理解对话内容。
在完成该任务时,如果答案不能直接从课文中找出,要引导学生学会用自己的语言总结和归纳答案,允许有不同的表达方式。
以1c的第一题为例(WhatcausedMrs.Zhou’sproblem?
)简单的回答就是pollution。
如果要答案具体化,就必须先引导学生找出周夫人的问题,再找出原因,最后用自己的话归纳出答案(Thechemicalfactoriesproduceterriblegas,maketoomuchnoiseandpourwastewaterintorivers)。
学生能够正确提出问题,也是能力的体现。
教师需要引导学生,一步一步朝着正确答案去思考,可以运用课文中的文本语言,也可以拓展例句提供新的语境,还可以根据已学知识理解新知识(以短语“getapainin…”为例,pain是本课新单词,要理解短语的意思和掌握短语的用法就会比较难,因此,教师可以通过“Ihaveasorethroat”帮助学生理解意思。
用举例“Igetapaininmyleg”同时捂住左腿,帮助学生观察该短语的用法)。
课文朗读是培养学生的语感,训练语音语调的方法之一。
为了让学生目标性更强,更加严格的要求自己正确发音,学会合作,教师采用(以六人组为例)组内三人扮演一个角色,进行对话;并采用一些竞争机制,激发学生的斗志和参与课堂活动的热情,维护小组的集体荣誉感。
在角色扮演前,教师选择率先做好准备的小组,让他们选择任一小组进行挑战,胜利者将得到老师的礼物(或者积分),落后组再选一组,循环挑战;也可以另外选择两组进行两两PK。
6
Summarizingandassigninghomework
(5mins)
Classactivity
Step1:
LettheSsgooverwhattheyhavelearnedthisperiod.Sumupthekeypoints.
T:
Nowlet’ssumupwhatwehavelearnedtoday.Youcanbeginwiththewordsandthephrases.
Step2:
HMK:
LettheSstochooseonetypeofpollutionandcollectsomeinformationaboutitaccordingtothequestionsin3onpage32.
1.Whatis…pollution?
2.Whatmakesthe…pollution?
3.Whatproblemsdoesitcause?
4.Whatcanbedonetosolvetheseproblems?
Sumupandpresentthekeypointsonebyone.
S1:
getapainin…
S2:
beharmfulto…
S3…
Chooseonetypeofpollutionandcollectsomeinformationabout
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