【文档说明】Unit 2 Topic 2《All these problems are very serious》（SectionA）教学设计-九年级上册英语【仁爱版】.doc，共(10)页，53.500 KB，由小喜鸽上传

转载请保留链接：https://www.ichengzhen.cn/view-104574.html

以下为本文档部分文字说明：

Unit2Topic2SectionA教学设计Ⅰ.Materialanalysis本课是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.Teachingaims1.Kn

owledgeaims：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.Skillaims: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.Emo

tionalaims:(optional)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.Cultureawareness:(optional)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.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:sand,although,sandstorm,desert,humanbeing,reduce,completely,changeinto,st

op…from,blow/wash…away,asaresultSentences:Alotofwatercanbesavedbyforests.Althoughwehavebuilt“TheGreenGreatWall”,westillneedtodosomethingtoprotec

ttheenvironment.Grammar:Indefinitepronounandadverb.2.Difficultpoints：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.Learningstrategies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.Teachingaids关于沙尘暴的视频和图片，录音机，幻灯片等。Ⅵ.TeachingproceduresStage(timeperiod)Inte

ractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（3mins)ClassactivityPlayashort

videoaboutasandstormandletSsguesswhatkindofweatheritis.T:Hi,boysandgirls!It’safineday,isn’tit?Ss:Yes.

T:Nowwatchtheshortmovieandguesswhatkindofweatheritis?Watchavideoaboutasandstormandguesswhatkindofweatheritis.Ss:Yes.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。…T:Canyoutellmewhattheweatheris?Ss:Yes,沙尘暴.T:Right.Wecallit“sandstorm”.It’sakindofstormcausedbysand.Sowec

allitsandstorm.Nowreadafterme,“sand”“sand”.(Pointtoasceneinthevideo.)Ss:“sand”,“sand”T:“storm”,“storm”Ss:“storm”,“s

torm”T:“sandstorm”,“sandstorm”Ss:Yes,沙尘暴.Ss:“sand”,“sand”T:“storm”,“storm”Ss:“storm”,“storm”Ss:“sandstorm”,“sandstorm”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。2Lead-in(3mins)GroupworkShowthepicturesofasandstorm,lettheSsguesshowsandstormcomesintobeingandnumberthepicturesin3.T:

OK,doyouknowhowsandstormcomesintobeing?Pleaselookatthepictures,discussandnumberthemingroups.…T:OK,howdoesthesandstormcomeintobei

ng?Tellmetherightorder,Lookatthepicturesaboutasandstorm,guesshowsandstormcomesintobeingandnumberthepicturesin3.…S1:It’s4-1-5-3-6-2.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。please.S1:It’s4-1-5-3-6-2.3Pre-listen

ing(5-7mins)GroupworkLettheSstalkaboutsandstormaccordingtothepicturesandthegivenwordsin3ingroups.T:Yeah,youareright.Withthehelpofp

icturesandthewordsbelow,canyoutalksomethingaboutsandstorm?Ss:Yes.T:Nowdiscusswithyourgroupmembers.…T:OK,whocantry?S1

:Longago,therewerelotsoftreesandforests.Butpeopleneededsomewoodtobuildhousesanddootherthings,sotheycutdownthetreesdaybyday.Andthefor

estshavegoneslowly…S2:…Talkaboutsandstormsaccordingtothepicturesandthegivenwordsin3.Ss:Yes.S1:Longago,

therewerelotsoftreesandforests.Butpeopleneededsomewoodtobuildhousesanddootherthings,sotheycutdownthetreesdaybyday.Andtheforestshavegoneslowly…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presentation，展示小组合作的成果，体现小组的风采。4While-listIndividualStep1:PresentthepictureLookatthepicture通过课文插图，

ening(8mins)workPairworkin1a.LettheSslistento1aonceanddo1balone.T:Right.Nowlookatthispicture.What’stheweatherlike?S1:I

t’sasandstorm.T:Howdoyouliketheweather?S2:Ithinkit’sterrible.T:Peoplecan’tseethingsclearly.Andit’sbadforourhealth.Nowlistentothetapean

dchoosethebestanswerin1b.Whenyouarelistening,payattentiontothemainidea.…T:Nowpleasecheckanswers.Theboyandgirlsaretalkingabout…S1:B,thereasonsfors

andstorms.…Step2:LettheSslistento1aagainandcompletethefunctionsoftreesin1c.Theycandiscussinpairs.T:Listento1aagainandin

1a,listenandchoosethebestanswerin1b..S1:It’sasandstorm.S2:Ithinkit’sterrible.S1:B,thereasonsforsandstorms.…Readan

dcompletethefunctionsin1c.Discussinpairs.S1:Treescanstopthewindfromblowingtheearth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findthe

functionsin1c.…T:Whatarethetrees’functions?S1:Treescanstopthewindfromblowingtheearthaway.S2:Theycanalsostopthewaterfromw

ashingtheearthaway.away.S2:Theycanalsostopthewaterfromwashingtheearthaway.遍，记下关键词，再通过朗读，检查答案。5Post-listening(10mins)GroupworkGroupworkStep1:LettheSsr

ead1aingroupsandthenroleplayit.T:Read1awithyourgroupmembersandactitout.Step2:LettheSsreadagainandfindtheimportantphrasesin1a.Then

writethemdownontheBb.T:Nowread1asentencebysentence,underlinetheimportantphrasesandthenwritethemdownontheBbbehi

nd.…T:OK,let’slookatyournotes.No.1,“changeinto”.Whocantellusitsmeaning?S1:Itmeans“turninto”.Read1aingroupsandthenroleplayit.Read1asentencebysente

nce,andunderlinetheimportantphrases.S1:Itmeans“turninto”.S2:Wecanchange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ClassactivityT:Right.Whocanmakeasentencewithit?S2:Wecanchangei

ceintowater.T:Wonderful!Ifyourgroupalsohasthisphrase,pleasetickitout.Nownextone,“stop…fromdoingsth.”Whocanmakeasentencewithit?S3:…(Teachotherphras

esinthesameway.)Step3:LeadtheSstocompletethesentenceswiththecorrectformsofthegivenphrasesintheboxin2.T:OK,wehavel

earntthekeyphrases.Nowlet’sfillintheblanksin2withthecorrectformsofthephrases.…T:Let’scheck.S1:Peoplehavecutdownsuchalargenumberoftreesthatt

helandhaschangedintodesert.iceintowater.Completethesentenceswiththecorrectformsofthegivenphrasesinthebox

in2.S1:Peoplehavecutdownsuchalargenumberoftreesthatthelandhaschangedintodesert.S2:…,sothewindalwaysblowstheearthaway.S3:…,

sowemustdosomethingtoreduceit.S4:…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。S2:…,sothewindalwaysblowstheear

thaway.S3:…,sowemustdosomethingtoreduceit.S4:…S5:…S5:…6FinishingTask4(10mins)ClassactivityLeadtheSstolook

atthephrases.Listentothepassageandcirclethephrasesyouhear.Thenlistentwicetocompletethesentences.Finish4.T:Lookattheseph

rases,what’sthemeaningof“becomeweaker”?S1:Itmeans“变得更虚弱”inChinese.T:Right.Howabout“destroytheenvironment”?S2:Itmeans“破坏环境”.…T:No

wlistencarefullyandcirclethephrasesyouhear....T:OK,nowchecktheanswertogether.Whichphrasesdidyouhear?S41…Lookat

thephrases,listenandcircleforthefirsttime.Thenlistentwicetocompletethesentences.Finish4.S1:Itmeans“变得更虚弱”inC

hinese.S2:Itmeans“破坏环境”.S41…S5……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）。S5……T:Welldone.Nowlistenagainandfillintheblanks.Whenlistening,youcanon

lywritethefirsttwolettersofeachword.Afterfinishinglistening,youhavesometimetocompleteyouranswers.Ready?…T:OK.It’sabitdifficult.Soyouhaveo

nemoreminutetocompletethesentenceandpayattentiontotheformsofverbs.…T:Let’schecktheanswerstogether.S6:Nowsomekindsofanimalsarebecomin

g…S7:Someanimalsare…dyingoutcompletely.S8:…andhad…food.S6:Nowsomekindsofanimalsarebecoming…S7:Someanimalsare…dyingoutcompletely

.S8:…andhad…food.…7SummarizingandAssigninghomework(3mins)ClassactivityStep1:Sumupwhattheyhavelearntinthisclass.T:Pleaseworkinpairs.Tellyourpart

nerwhatwehavelearnedtodayincludingSumupwhattheyhavelearntinthisclass.Telltheirpartnerwhattheyhavelearned

todaywords,phrasesandsentences.S1:changeintoS2:stop…from…S1:wash…away…S2:blow…away……Step2:HMK:Writeapassageabouthow

sandstormcomesintobeing.includingwords,phrasesandsentences.S1:changeintoS2:stop…from…S1:wash…away…S2:blow…away…Writeapassageabouthowsandstor

mcomesintobeingaccordingto3.Ⅶ.BlackboarddesignAlltheseproblemsareveryserious.SectionAWords:sand/sandstormaltho

ughdesertreducecompletelyPhrases:changeintostop…fromblow/wash…awayhumanbeingasaresultSentences:1.Alotofwatercanbesavedbyforests.2.Althoughweh

avebuilt“TheGreenGreatWall”,westillneedtodosomethingtoprotecttheenvironment.