九年级英语上册 Topic 3 Would you like to be a greener person 教案 仁爱版.docx
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九年级英语上册Topic3Wouldyouliketobeagreenerperson教案仁爱版
教学资料参考范本
九年级英语上册Topic3Wouldyouliketobeagreenerperson教案仁爱版
撰写人:
__________________
时间:
__________________
1aand3.本课重点活动是1a和3。
Ⅰ.Teachingaimsanddemands教学目标
1.Learnsomenewwords:
plastic,suppose,nod,agreement,shake
2.Learnausefulsentence:
Everyoneissupposedtodoso.
“or”,“and”,“but”and“while”:
(1)Noiseisakindofpollutionandit’sharmfultoourhearing.
(2)Theearthisbeautifulbutpeoplearehurtingtheearthnow.
(3)Workhard,oryouwillfailtheexam.
(4)ShewasbusycookingwhiletheywerewatchingTV.
4.Learntotalkaboutenvironmentalprotection.
Ⅱ.Teachingaids教具
有关垃圾污染的多媒体图片或挂图/塑料袋、饮料瓶等实物/录音机/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
7分钟)
师生互动,复习上个话题的内容,培养学生的听、说能力,导入本课话题。
1.(复习讨论污染的危害。
)
T:
Wetalkedabouttheharmofpollutioninlasttopic.Andweknowtherearemanykindsofpollution,suchaswaterpollution,airpollution,lightpollution,litterandsoon.Butdoyouknowhowthesekindsofpollutionaffectourenvironment?
Volunteers?
(教师以竞答的方式请学生回答。
)
Example:
S1:
Waterpollutionmakessomeanimalsdead.
S2:
Waterpollutionmakessomeplantsdead.
S3:
Peopleandanimalscan’tdrinkthewater.
S4:
Airpollutioncausesthegreenhouseeffect.
S5:
Airpollutionmakespeoplesickandevencausescancer.
S6:
Airpollutiondestroystheozonelayer.
…
T:
Welldone!
Youknow,allkindsofpollutionarepollutingourenvironment.Sowearefacingtheseriouspollutionproblems.Whatshouldwedotoimproveourenvironment?
2.(学生分组讨论,然后回答。
)
T:
Pleasediscussingroups.Thenmakeareport.
Group1:
Don’tspithereandthere.
Don’tpicktheflowers.
Plantmoretrees.
…
Group2:
Askthegovernmenttomakerulesandpulldownsomechemicalfactories.
Askpeopletosaveelectricity.
…
T:
Verygood!
Youhavesomanygoodideas.Wouldyouliketodosomethingusefultoimproveourenvironment?
Ss:
Ofcourse.
T:
Me,too!
OK,let’sbegreenerpeopletogether.
(导入1a。
)
Step2Presentation第二步呈现(时间:
14分钟)
利用图片或实物创设语言情景,呈现部分生词;并通过听录音回答问题等形式呈现1a,完成1b。
1.(教师用图片或实物引出本课的词汇和内容。
)
T:
Ifwewanttobegreenerpeople,whatshouldwedo?
(教师展示图片。
)
T:
Isheagreenerperson?
Ss:
No.
T:
Weshouldreuseplasticbagsinsteadofthrowingthemaway.(可出示一塑料袋帮助学生理解。
)
(板书,让学生猜测其汉语意思,且要求掌握。
)
plastic
(教师展示图片。
)
T:
Isshegreen?
Ss:
No.
T:
Weshouldreducepapercups.
(板书且要求学生理解。
)
reduce
(教师展示图片或出示实物。
)
T:
Whatarethese?
Ss:
Theyaresoftdrinkcans.
(教师帮助学生回答并板书,要求学生理解can。
)
can
T:
Howshallwedealwiththem?
Ss:
Weshouldcollectthemforrecycling.
(教师让学生看图片,帮助学生总结环保方面的知识。
)
T:
Now,weknowweshouldreduce,reuseandrecyclesomethingstoprotectourenvironment.WecallthemthethreeRs.
(板书并要求学生理解thethreeRs的含义。
)
thethreeRs—reduce,reuseandrecycle
T:
Itisnothardforustoprotecttheenvironment.Wecanencouragepeoplearoundustobe
greenerpeople.Wouldyouliketodoso?
Ss:
Sure.
T:
Protectingourenvironmentisourduty.Thatistosay,everyoneissupposedtodothat.Itmeanseveryoneshoulddothat.
(板书并要求学生掌握。
)
besupposedtodosth.
T:
Nowwhatcanwedoathometoprotecttheenvironment?
Pleaselistentothetape,thenfindouttheanswer.
(教师放1a录音,让学生不看书回答问题。
)
T:
Canyoufindouttheanswer?
(师生共同核对答案。
)
2.(让学生再听1a录音,回答小黑板上的问题,为完成1b做铺垫。
)
T:
Pleaselistentothetapeagain,thentrytoanswerthequestionsonthesmallblackboard.
(展示小黑板。
)
(1)Whoisworkingforanorganizationthatprotectstheenvironment?
(2)What’shermainjob?
(3)Shouldweusebothsidesofpaper?
(4)Whyistherecyclinguseful?
(师生共同核对答案。
)
Step3Consolidation第三步巩固(时间:
10分钟)
通过跟读录音、两人对话、复述课文等形式巩固1a。
1.(让学生跟读1a录音并完成1b。
)
T:
Pleasereadtheconversationafterthetape,thenfinish1b.
(核对答案。
)
2.(学生两人一组练习对话,然后抽查几组学生,以检验活动成果。
)
T:
Pleaseworkinpairs.ThenI’llasksomepairstoactitout.
3.(让学生再读1a,并找出关键词,为下步复述做铺垫。
)
T:
Pleasereadtheconversationagain,andtrytofindthekeywords.
4.(让学生运用关键词复述1a,培养学生的语言组织能力和表达能力。
)
T:
Now,I’llasksomestudentstoretell1a.Pleasetrytospeakwithyourownwords.
Example:
S1:
I’mJaneandI’mstudyingatRen’aiInternationalSchool.Inmysparetime,Iamworkingforanorganizationthatprotectstheenvironment…
Step4Practice第四步练习(时间:
10分钟)
听录音,完成2,让学生掌握科学处理生活垃圾的方法。
然后导入学习并列句,完成3。
1.(让学生听录音,完成2。
)
T:
Pleaselistentothetapecarefully.You’llhearfourpeopletalkingaboutenvironmentprotection.Thenfinish2.
(听两遍录音后,师生共同核对答案。
)
2.(教师让学生判断下列句子陈述的内容是否是改善环境的行为,引出while,but,and,or引导的并列句。
)
(展示小黑板。
)
(1)Weshoulduseplasticbagsasfewaspossible.
(2)Weshouldthrowthegarbageintheriver.
(3)Weshouldreducethewasteweproduce.
(4)Weshouldusebothsidesofpaper.
(5)Weshouldthrowtheplasticbagsratherthanreusethem.
T:
Lookatthefivesentences.Ifyouthinkthestatementisgoodforourenvironment,younodyourhead,anditmeansagreement,(教师做点头状并重读nod。
)oryoushakeyourhead,anditmeansdisagreement.(教师做摇头状并重读shake。
)
(板书且要求学生掌握。
)
nod
agreement
shake
(师生共同核对答案。
)
(教师出示小黑板上的句子。
)
(1)Younodyourheadanditmeansagreement.
(2)Hurryup,oryou’llmissthetrain.
(3)Waterisimportantbutsomepeopledon’tsaveit.
(4)Somepeopleprotectanimalswhileotherskillanimals.
(教师让学生讨论画线部分的单词在句中起到什么作用,前后两个句子是什么关系。
)
T:
Let’slookatthesentences.Payattentiontothewordsunderlined.What’sthefunctionofthem?
What’stherelationofthetwopartsineachsentence?
(学生讨论后,教师引导学生一起分析这些句子,总结归纳并列句的用法。
)
并列句
①表示并列关系,用and…
②表转折,用but,while…
③表选择,用or…
3.(让学生依照3中的例句,完成3,巩固练习并列句。
)
T:
Pleasejointhesentencesin3with“or”,“and”,“but”or“while”aftertheexample.
(学生完成后,教师检查并核对答案。
)
Step5Project第五步综合探究活动(时间:
4分钟)
通过对生活垃圾的不同处理方式的引导,让学生增强环保意识。
1.(教师利用多媒体,呈现一些生活垃圾的图片,让学生判断怎样科学地处理它们才能更环保。
)
T:
Lookattheseobjectsinthepicture.Whichcanbereused,reducedorrecycled?
(教师让学生分组讨论,回答并核对答案。
)
2.Homework:
WriteashortpassageaboutthethreeRsinyourdailylife.
板书设计:
Wouldyouliketobeagreenerperson?
SectionA
besupposedtodosth.1.Younodyourheadanditmeansagreement.
reduce2.Hurryup,oryou’llmissthetrain.
thethreeRs—reuse3.Waterisimportantbutsomepeopledon’tsaveit.
recycle4.Somepeopleprotectanimalswhileotherskillanimals.
SectionB
Themainactivitiesare1aand2a.本课重点活动是1a和2a。
Ⅰ.Teachingaimsanddemands教学目标
1.Learnanewwordandaphrase:
oughtto,action
2.Learnsomeusefulsentences:
(1)Wouldyouliketobeagreenerperson?
(2)First,yououghttoturnoffthelightswhenyouleavearoom.
(3)Easiersaidthandone.
(4)Well,actionsspeaklouderthanwords.
(5)MayIhaveyourattention,please?
3.Goonlearninghowtoprotecttheenvironment.
4.Reviewgivingadvice.
Ⅱ.Teachingaids教具
空的塑料瓶、罐头瓶、废弃电池和其他实物/录音机/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
8分钟)
复习上节课的内容;同时,对学生进行环保教育,导入对SectionB的学习。
(分小组向全班同学汇报上节课的作业。
然后教师准备一些废弃物,通过做动作,让学生判断教师的行为是否正确。
复习上节课的内容并激发学生的学习兴趣,对他们进行环保教育。
)
T:
(教师出示一塑料瓶。
)Lookatthisplasticbottle.It’semptyanduseless.Let’sthrowitaway.(扔在地上。
)
Ss:
(教师可提示学生回答)Mr./Miss…,You’dbetternotthrowitaway.
T:
Why?
Ss:
Becauseitcanbereused.
T:
(教师拿出一罐头瓶。
)Hereisacan.It’snotuseful.S1,pleasethrowitoutofthewindow.
S1:
Sorry.Mr./Miss…,Ican’tdothat.Wemustprotectourenvironmentanditcanberecycled.
T:
Whatagreenerperson!
(教师指着灯,然后做关灯手势。
)Oh,thelightisstillon.S2,wouldyoupleaseturnitoff?
S2:
Sure.
T:
It’sagoodhabittoturnoffthelightswhenyouarenotusingthem.Toprotecttheenvironment,whatgoodhabitshouldwehave?
S3:
Wecanreducethewasteweproduce.
S4:
Weshouldusebothsidesofpaper.
S5:
Reuseplasticbagsratherthanthrowthemaway.
…
Step2Presentation第二步呈现(时间:
12分钟)
创设语境,教学新单词,并通过听录音回答问题、找出重难点等形式呈现1a。
1.(继续谈论有关环保的知识,导出并学习生词及目标语言,为听力扫清障碍。
)
T:
Boysandgirls,wehavetalkedabouthowtoprotectourenvironment.Wouldyouliketobeagreenerperson?
Ss:
Ofcourse.
T:
OK.Letmetellyouwhatweshoulddo.Weoughttosaveeverydropofwater.Wehadbetterwalkorrideabikewhilewe’retravelingashortdistance.Takeaclothbagorabasketinsteadofplasticbagswhenwegoshopping.
(板书并让学生猜其意思,适当讲解并要求掌握oughtto;理解distance和cloth。
)
oughtto=should
distance
cloth
T:
Infact,it’ssoeasyinourdailylife,buteasiersaidthandone.
(板书并让学生猜测这个句子的意思。
)
Easiersaidthandone.
T:
Wouldyoudoaswhatyousaid?
Ss:
Yes./Sure.
T:
Good.Butactionsspeaklouderthanwords.
(板书并让学生猜测其意思,掌握action。
)
Actionsspeaklouderthanwords.
T:
OK.JaneandMichaelaretalkingabouthowtobeagreenerperson.Let’slistento1aandanswerthefollowingquestions.
2.
(1)(教师将已设计好的听力问题呈现在黑板上,听1a录音并核对答案。
)
①HowmanypiecesofadvicedoesJanegiveintheconversation?
②Doyouthinkit’seasytobeagreenerperson?
(2)(让学生再听1a录音,并说出简的建议。
)
T:
Listentothetapeagain,andtellJane’sadvice.
(教师板书。
)
First,yououghttoturnoffthelights…
Second,you’dbetterwalkorrideabikeinsteadof…
Third,takeaclothbagwhen…
(要求学生跟读这些句子,并用oughtto和You’dbetter就环保问题给出一些建议。
)
S1:
Yououghttocleantheclassroom.
S2:
You’dbetternotcutdownthetrees.
S3:
…
3.(让学生仔细阅读1a内容并找出重难点和同桌讨论,教师巡视,了解共性问题并讲解。
可简单复习不定式的用法。
)
T:
Now,let’sread1acarefully,andfindoutthedifficulties.Thendiscusstheminpairs.
(板书并解释句型结构。
)
Wouldyouliketobeagreenerperson?
It’ssoeasytobeagreenerperson.
It’s+adj+todosth.
Step3Consolidation第三步巩固(时间:
10分钟)
通过做报告或复述对话的形式巩固1a,完成1b。
1.方案
(1)(让学生根据板书的重点,将对话改写成一篇报告。
)
T:
Accordingtothemainsentences,pleasechangethedialogintoashortreport.
方案
(2)(要求学生复述对话。
)
T:
Whocanretell1a?
OK,S1,please!
S1:
Michaelwouldliketobeag