仁爱版英语九年级上册 Unit2 Topic2 SectionA 教学设计.docx
《仁爱版英语九年级上册 Unit2 Topic2 SectionA 教学设计.docx》由会员分享,可在线阅读,更多相关《仁爱版英语九年级上册 Unit2 Topic2 SectionA 教学设计.docx(15页珍藏版)》请在冰豆网上搜索。
![仁爱版英语九年级上册 Unit2 Topic2 SectionA 教学设计.docx](https://file1.bdocx.com/fileroot1/2022-12/28/942d2c22-e3c7-4c75-8a07-bdd5665eae73/942d2c22-e3c7-4c75-8a07-bdd5665eae731.gif)
仁爱版英语九年级上册Unit2Topic2SectionA教学设计
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.Teachingaims
1.Knowledgeaims:
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.Emotionalaims:
(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.Thekeypointsanddifficultpoints
1.Keypoints:
Wordsandphrases:
sand,although,sandstorm,desert,humanbeing,reduce,completely,changeinto,stop…from,blow/wash…away,asaresult
Sentences:
Alotofwatercanbesavedbyforests.
Althoughwehavebuilt“TheGreenGreatWall”,westillneedtodosomethingtoprotecttheenvironment.
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.Teachingprocedures
Stage
(timeperiod)
Interaction
patterns
Teacheractivity
Studentactivity
Remarks
1
Gettingstudentsreadyforlearning
(3mins)
Classactivity
PlayashortvideoaboutasandstormandletSsguesswhatkindofweatheritis.
T:
Hi,boysandgirls!
It’safineday,isn’tit?
Ss:
Yes.
T:
Nowwatchtheshortmovieandguesswhatkindofweatheritis?
…
T:
Canyoutellmewhattheweatheris?
Ss:
Yes,沙尘暴.
T:
Right.Wecallit“sandstorm”.It’sakindofstormcausedbysand.Sowecallitsandstorm.Nowreadafterme,“sand”“sand”.
(Pointtoasceneinthevideo.)
Ss:
“sand”,“sand”
T:
“storm”,“storm”
Ss:
“storm”,“storm”
T:
“sandstorm”,“sandstorm”
Watchavideoaboutasandstormandguesswhatkindofweatheritis.
Ss:
Yes.
Ss:
Yes,沙尘暴.
Ss:
“sand”,“sand”
T:
“storm”,“storm”
Ss:
“storm”,“storm”
Ss:
“sandstorm”,“sandstorm”
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
(3mins)
Groupwork
Showthepicturesofasandstorm,lettheSsguesshowsandstormcomesintobeingandnumberthepicturesin3.
T:
OK,doyouknowhowsandstormcomesintobeing?
Pleaselookatthepictures,discussandnumberthemingroups.
…
T:
OK,howdoesthesandstormcomeintobeing?
Tellmetherightorder,please.
S1:
It’s4-1-5-3-6-2.
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。
3
Pre-listening
(5-7mins)
Groupwork
LettheSstalkaboutsandstormaccordingtothepicturesandthegivenwordsin3ingroups.
T:
Yeah,youareright.Withthehelpofpicturesandthewordsbelow,canyoutalksomethingaboutsandstorm?
Ss:
Yes.
T:
Nowdiscusswithyourgroupmembers.
…
T:
OK,whocantry?
S1:
Longago,therewerelotsoftreesandforests.Butpeopleneededsomewoodtobuildhousesanddootherthings,sotheycutdownthetreesdaybyday.Andtheforestshavegoneslowly…
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。
4
While-listening
(8mins)
Individualwork
Pairwork
Step1:
Presentthepicturein1a.LettheSslistento1aonceanddo1balone.
T:
Right.Nowlookatthispicture.What’stheweatherlike?
S1:
It’sasandstorm.
T:
Howdoyouliketheweather?
S2:
Ithinkit’sterrible.
T:
Peoplecan’tseethingsclearly.Andit’sbadforourhealth.Nowlistentothetapeandchoosethebestanswerin1b.Whenyouarelistening,payattentiontothemainidea.
…
T:
Nowpleasecheckanswers.Theboyandgirlsaretalkingabout…
S1:
B,thereasonsforsandstorms.
…
Step2:
LettheSslistento1aagainandcompletethefunctionsoftreesin1c.Theycandiscussinpairs.
T:
Listento1aagainandfindthefunctionsin1c.
…
T:
Whatarethetrees’functions?
S1:
Treescanstopthewindfromblowingtheearthaway.
S2:
Theycanalsostopthewaterfromwashingtheearthaway.
Lookatthepicturein1a,listenandchoosethebestanswerin1b.
.
S1:
It’sasandstorm.
S2:
Ithinkit’sterrible.
S1:
B,thereasonsforsandstorms.
…
Readandcompletethefunctionsin1c.Discussinpairs.
S1:
Treescanstopthewindfromblowingtheearthaway.
S2:
Theycanalsostopthewaterfromwashingtheearthaway.
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
Post-listening
(10mins)
Groupwork
Groupwork
Classactivity
Step1:
LettheSsread1aingroupsandthenroleplayit.
T:
Read1awithyourgroupmembersandactitout.
Step2:
LettheSsreadagainandfindtheimportantphrasesin1a.ThenwritethemdownontheBb.
T:
Nowread1asentencebysentence,underlinetheimportantphrasesandthenwritethemdownontheBbbehind.
…
T:
OK,let’slookatyournotes.No.1,“changeinto”.Whocantellusitsmeaning?
S1:
Itmeans“turninto”.
T:
Right.Whocanmakeasentencewithit?
S2:
Wecanchangeiceintowater.
T:
Wonderful!
Ifyourgroupalsohasthisphrase,pleasetickitout.Nownextone,“stop…fromdoingsth.”Whocanmakeasentencewithit?
S3:
…
(Teachotherphrasesinthesameway.)
Step3:
LeadtheSstocompletethesentenceswiththecorrectformsofthegivenphrasesintheboxin2.
T:
OK,wehavelearntthekeyphrases.Nowlet’sfillintheblanksin2withthecorrectformsofthephrases.
…
T:
Let’scheck.
S1:
Peoplehavecutdownsuchalargenumberoftreesthatthelandhaschangedintodesert.
S2:
…,sothewindalwaysblowstheearthaway.
S3:
…,sowemustdosomethingtoreduceit.
S4:
…
S5:
…
Read1aingroupsandthenroleplayit.
Read1asentencebysentence,andunderlinetheimportantphrases.
S1:
Itmeans“turninto”.
S2:
Wecanchangeiceintowater.
Completethesentenceswiththecorrectformsofthegivenphrasesintheboxin2.
S1:
Peoplehavecutdownsuchalargenumberoftreesthatthelandhaschangedintodesert.
S2:
…,sothewindalwaysblowstheearthaway.
S3:
…,sowemustdosomethingtoreduceit.
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
FinishingTask4(10mins)
Classactivity
LeadtheSstolookatthephrases.Listentothepassageandcirclethephrasesyouhear.Thenlistentwicetocompletethesentences.Finish4.
T:
Lookatthesephrases,what’sthemeaningof“becomeweaker”?
S1:
Itmeans“变得更虚弱”inChinese.
T:
Right.Howabout“destroytheenvironment”?
S2:
Itmeans“破坏环境”.
…
T:
Nowlistencarefullyandcirclethephrasesyouhear.
...
T:
OK,nowchecktheanswertogether.Whichphrasesdidyouhear?
S41…
S5…
…
T:
Welldone.Nowlistenagainandfillintheblanks.Whenlistening,youcanonlywritethefirsttwolettersofeachword.Afterfinishinglistening,youhavesometimetocompleteyouranswers.Ready?
…
T:
OK.It’sabitdifficult.Soyouhaveonemoreminutetocompletethesentenceandpayattentiontotheformsofverbs.
…
T:
Let’schecktheanswerstogether.
S6:
Nowsomekindsofanimalsarebecoming…
S7:
Someanimalsare…dyingoutcompletely.
S8:
…andhad…food.
Lookatthephrases,listenandcircleforthefirsttime.Thenlistentwicetocompletethesentences.Finish4.
S1:
Itmeans“变得更虚弱”inChinese.
S2:
Itmeans“破坏环境”.
S41…
S5…
…
S6:
Nowsomekindsofanimalsarebecoming…
S7:
Someanimalsare…dyingoutcompletely.
S8:
…andhad…food.
…
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
SummarizingandAssigninghomework
(3mins)
Classactivity
Step1:
Sumupwhattheyhavelearntinthisclass.
T:
Pleaseworkinpairs.Tellyourpartnerwhatwehavelearnedtodayincludingwords,phrasesandsentences.
S1:
changeinto
S2:
stop…from…
S1:
wash…away…
S2:
blow…away…
…
Step2:
HMK:
Writeapassageabouthowsandstormcomesintobeing.
Sumupwhattheyhavelearntinthisclass.Telltheirpartnerwhattheyhavelearnedtodayincludingwords,phrasesandsentences.
S1:
changeinto
S2:
stop…from…
S1:
wash…away…
S2:
blow…away…
Writeapassageabouthowsandstormcomesintobeingaccordingto3.
Ⅶ.Blackboarddesign
Alltheseproblemsareveryserious.
SectionA
Words:
sand/sandstorm
although
desert
reduce
completely
Phrases:
changeinto
stop…from
blow/wash…away
humanbeing
asaresult
Sentences:
1.Alotofwatercanbesavedbyforests.
2.Althoughwehavebuilt“TheGreenGreatWall”,westill
needtodosomethingtoprotecttheenvironment.