仁爱版英语教学案例九上Unit2 Topic1 A.docx
《仁爱版英语教学案例九上Unit2 Topic1 A.docx》由会员分享,可在线阅读,更多相关《仁爱版英语教学案例九上Unit2 Topic1 A.docx(18页珍藏版)》请在冰豆网上搜索。
仁爱版英语教学案例九上Unit2Topic1A
Unit2
Topic1
SectionA
Themainactivitiesare1aand3a.本课重点活动是1a和3a。
Ⅰ.Teachingaimsanddemands教学目标
1.Learnsomenewwords:
bee,several,waste,stream,breathe,influence
2.Learntheenvironmentinthepastandatpresent.
(1)It’sabeautifulplacewithflowersandgrass.
(2)Thewaterissodirty.Itsmellsterrible.
3.Learnaboutdifferentkindsofpollution:
(1)Airpollutionmakespeoplesick.
(2)Lightpollutionisharmfultooureyes.
(3)Litterinfluencesthelookofourcities.
4.Learn“therebesb./sth.doingsth.”structure.
Ⅱ.Teachingaids教具
录音机/多媒体图片/幻灯片/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
15分钟)
1.(通过对第一单元的复习引出“变化”中的被污染的西山景象,用课本中的图画来引出新
词汇。
)
T:
LastUnit,Wehavelearnedsomechangesinourhometown.Whatchangeshavehappenedinyourhometown?
S1:
Theroadsarewider.
S2:
Thebuildingsarebrighterandbrighter.
S3:
Thelivingconditionshaveimproved…
S4:
…
T:
Yes.Manychangeshavehappenedinourhometown.Let’slookatthetwopicturesaboutWestHill.
T:
ArethereanychangesinPicture2?
Ss:
Yes.
T:
Let’slookatPicture1.WhatcanyouseeonWestHillinthepast?
S5:
Icanseesomeflowersandgrass.
S6:
Icanseeabutterflydancing.
S7:
Icanseearabbit.
S8:
Icanseesomehouses.
S9:
…
T:
(指着一蜜蜂)What’sit?
Ss:
“蜜蜂”。
T:
It’sabee.Andthereisabeeflying.
(板书并讲解。
)
thereis/are…doingsth.
T:
(指着小溪)What’sit?
Ss:
“小河”。
T:
It’sastream.Andtherearesomefishswimminginthestream.
(教师板书并讲解stream。
)
T:
WeknewWestHillwasabeautifulplace.LookatPicture2,whathappenedtoWestHill?
S10:
Therabbitdisappeared.
S11:
Thefishdied.
S12:
Thetreedied.
S13:
Therearenoflowers,butterflies,grassandsoon.
S14:
Therearesomefactories.
T:
Yes,thereareseveralfactories.It’snotonlyone.
(教师板书并讲解several。
)
T:
(指着冒的烟和排放的废物)Theyaremakingmuchsmokeandtheyarepouringwastewaterintothestreams.Sotheyarechemicalfactories.
(板书并讲解。
)
chemical
pour…into…
T:
FromPictures2,weknowthechemicalfactoriesareharmfultotheanimalsandplants.
(板书并讲解。
)
beharmfulto
Step2Presentation第二步呈现(时间:
8分钟)
1.(要求学生不看书,只听录音,捕捉要点,回答问题,提高听力水平。
)
T:
Listentothetapecarefully,thenanswerthesequestions.
(学生根据黑板上所提出的问题,听录音1a。
)
(1)CanyousaysomethingaboutWestHillinthepast?
(2)WhatdidtheyseeontheWestHilltwodayslater?
2.(找学生回答并核对答案。
)
Step3Consolidation第三步巩固(时间:
8分钟)
1.(播放录音1a,让学生跟读,注意语音和语调。
)
T:
Listentothetapeandreadafterit.Imitatethepronunciationandintonationcarefully.
2.(齐读对话,以保证全体学生参与活动。
)
T:
Nowlet’sreadtogether.Go!
3.(分角色朗读。
教师读括号内的说明文字。
)
T:
Let’sactoutthedialog.S1actJane,S2actMaria…
4.(小组讨论。
学生完成1b内容,老师抽查答案。
)
Askseveralstudentstoreadouttheanswersandmakesuretheiranswersarecorrect.
5.(要求学生根据提示词,用第三人称复述对话。
)
T:
Trytousethekeywordsin1btoretell1a.
ExampleA:
Inthepast,WestHillwasabeautifulplacewithflowersandgrass.Wecouldseebeesandbutterfliesflying.Thewaterwasverycleanandwecouldseefishswimming.Butnow,alltheflowers,grass,bees,butterfliesandfishhavegone.Why?
Becausethereareseveralchemicalfactoriespouringwastewaterintothestreams.Soweshouldprotecttheenvironment.
Step4Practice第四步练习(时间:
10分钟)
1.(播放录音2,让学生听后完成2。
)
T:
Weknow,withoutplantsandanimals,WestHillisn’tbeautiful.Soplantsandanimalsareimportant.Let’slookatthelovelyanimalsinthepicturesin2.Listentothetapeandwritedowntherightorderofthepictures.
(若学生没听懂,可再放一遍,和学生核对答案。
)
2.(教师指着鼻子做呼吸困难状。
)
T:
Theairisterrible.It’shardformetobreathe.
(板书并讲解breathe。
)
T:
Thefactorybehindourschoolisveryharmful.Ithascausedairpollution.
(教师用土壤污染图片引出“soil”生词。
)
T:
Lookatthepicture.It’sapictureofsoilpollution.
(让学生看图片,完成3a。
)
Let’slookatthepicturesin3a,matchthemwiththephrasesgiven.
(教师与学生核对答案。
)
T:
Let’slookatthepicturesagain.Whatproblemswilltheycause?
(学生两人一小组讨论。
)
T:
It’sapictureofairpollution.Whatproblemswillitcause?
Group1:
Itwillcausebreathingproblems.
Group2:
Itmakespeoplesick.
(教师把引起的问题板书在图片的旁边/下面。
)
breathingproblems
makepeoplesick
(用类似的方法讨论其他几种污染的问题,教师板书关键词。
)
(板书在图片下面)
animalsplantsdie
peoplecan’tdrink…
3.(让学生完成3b。
)
T:
Pleaseusethephrasesin3atocomplete3bbyyourselves.
(教师与学生核对答案。
在此过程中让学生猜出生词“influence”在句中的意思。
)
4.(让学生读3b的句子,加深理解各种污染的危害。
)
T:
Pleasereadthesentencesin3b.
Step5Project第五步综合探究活动(时间:
4分钟)
1.Guessinggames.
(教师让一学生到前台,从所提供的有关污染的图片中任取一张“正面”面向全体学生,背面面向自己。
台下学生描述图片上的内容或引起的污染问题,让台上的学生猜出该种污染的名称。
)
T:
Everyoneofyoucandescribethepicture.Andthestudentinthefrontoftheclassroomtriestotelluswhatkindofpollutionitis.
ExampleA:
S1:
(任意抽取一张图片)
S2:
It’sproducedinafactory.
S3:
Itsmellsterrible.
S4:
It’sharmfultoourlungs.
S5:
It’sblacksmoke.
S1:
Airpollution.
…
2.Homework:
Makeasurvey.
(调查你们家附近的环境状况,并填写表格,以增强学生的环境意识。
)
T:
Nowmakeasurveytostudysomethingaroundyourhome,fillintheforms.
Pollution
Reasons
Causeproblems
Airpollution
Soilpollution
Waterpollution
Lightpollution
Noisepollution
Litter
板书设计:
SectionB
Themainactivitiesare1aand3.本课重点活动是1a和3。
Ⅰ.Teachingaimsanddemands教学目标
1.Learnsomenewwords:
weak,produce,chest,army,secretary,fisherman,dead
2.Learnthepresentperfecttensewithfor/since:
—Howlonghaveyoubeenlikethis?
—Ihavebeenlikethissincelastmonth.
—XiaoLihasbeeninthearmyfor1year.
—Hissecretaryhaskeptthisbooksinceseveraldaysago.
—Mypetrabbithasbeendeadfor2days.
3.Learnsomeexpressionsaboutexpressingcomplaint:
(1)It’sdifficultformetobreathe.
(2)Thebadairmakesmychesthurt.
(3)Ican’tsleepwellatnight.
(4)I’malwaysinabadmood.
(5)Ican’tstandtheenvironmenthere.
Ⅱ.Teachingaids教具
多媒体图片/幻灯片/自画的图片/录音机/小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
12分钟)
1.(检查上节课的作业,让学生汇报调查的结果。
然后利用过去式介绍自己来校执教时间,引出现在完成时与时间连用的句式。
)
T:
Youknow,Iamateacher.WhendidIcometoourschool?
Doyouknow?
Ss:
No.
T:
Icametoourschool7yearsago.HowlonghaveItaughtinourschool?
Ss:
(教师作“7”的手势引导学生回答。
)Sevenyears.
(板书)
—HowlonghaveItaughtinourschool?
—For7years./Since7yearsago.
T:
Yes.Ihavetaughtinourschoolforsevenyears.Thatistosay,Ihavetaughtinourschoolsince7yearsago.Whendidyoucometoourschool?
Ss:
Twoyearsago.
T:
Howlonghaveyoubeenatourschool?
S1:
For2years/Ihavebeenatourschoolfor2years.
T:
Thatistosay,…
S2:
Ihavebeenatourschoolsince2yearsago.
T:
Verygood!
(转向其他学生)
T:
HowlonghaveyoubeenastudentofGrade9?
S3:
Foramonth.
(教师鼓励另一种说法。
)
T:
Thatistosay,…
S4:
Sinceamonthago.
T:
HowlonghaveyoubeenaYoungPioneer?
S5:
IhavebeenaYoungPioneerfor8years.
S6:
For8years/Since8yearsago.
(板书并讲解)
—Howlonghaveyoubeen…?
—For8/7years/Since8/7yearsago.
for+一段时间since+时间点
sinceamonthago=sincelastmonth
(让学生观察并引导他们总结出:
“howlong”对时间段提问。
它的答语是“for+时间段或since+时间点”。
)
2.(教师用上一课的1a引出新的词汇,既练习了新的语法句型又引出了新的词汇。
)
T:
PleaselookatSectionAandread1aagain.Findtheanswertothequestion:
WhendidthechildrenreachWestHill?
Ss:
Twodayslater.
T:
You’reright.Theyplannedtogoforapicnic,andtwodayslater,whenthechildrenreachedWestHill,couldtheyhaveapicnicthere?
Ss:
No.
T:
Why?
Ss:
Theflowers,grass,rabbits,beesandfishhavegone.Thechemicalfactoriesarepouringwastewaterintothestreams.
T:
(指着排放的浓烟)Andwhatisthefactorymaking?
Ss:
It’smakingsmoke.
T:
Yes,it’sproducingsmoke.It’sproducingterriblegas.(教师做捂鼻皱眉状。
)It’sdifficulttobreathe.
T:
Sotheterriblegascanmakepeople’schesthurt(教师做捂胸皱眉状。
)
(板书并讲解)
produceterriblegas,chest
T:
Whatotherproblemswillitcause?
S1:
Itwillmakelotsofnoise.
S2:
Maybepeoplecan’tsleepwell.
T:
Yes,sopeoplemaybeinabadmood.Doyouliketoliveintheplaceliketoday’sWestHill?
Ss:
No.
T:
PerhapsthepeoplelivingonWestHilldon’twanttolivethere.Theymustwanttomanagetoleavethere.Why?
Theycan’tstandtheenvironmentthere.
(板书)
managetodosth.=succeedindoingsth.
can’tstandtheenvironment
T:
Pollutioncausestoomanyproblems.Weshoulddosomethingtostopit.
Step2Presentation第二步呈现(时间:
5分钟)
1.(教师通过挂图呈现1a的内容。
)
T:
Lookatthepicture.Whoaretheyinthepicture?
Ss:
TheyareKangkangandgranny.
T:
Whatotherthingscanyousee?
S1:
Icanseesomedeadfish.
S2:
Thebirdinthetreehasdied.
S3:
Somechemicalfactoriesareproducingterriblegas.
S4:
Factoriesarepouringwastewaterintotheriver.
T:
Soitcauseswaterpollutionandairpollution.LookatKangkangandgranny,whatarethey
talkingabout?
Listentothetapefirst,andthenanswerthisquestion.
(教师放1a录音,学生听后回答问题。
)
T:
Pleaseanswerthequestion.Haveyoufoundouttheanswer?
Ss:
Yes,theyaretalkingaboutpollution.
T:
OK,listentothetapeagainandfinishthequestionsin1b.
(教师再次放录音,让学生抢答1b的问题。
教师板书重要语言点。
)
(在学生回答第三个问题时。
)
T:
“Shehasbeenlikethissincelastmonth.”,howtosaythissentenceinanotherway,S4?
S4:
Shehasbeenlikethisforonemonth.
Step3Consolidation第三步巩固(时间:
11分钟)
1.(教师再放1a录音,学生朗读并注意语音语调。
)
T:
Readafterthetape.Payattentiontothepronunciationandintonation.
2.(学生分四组齐读课文,看哪一组读得最整齐、准确,给他们组画一个红旗。
)
T:
Whichgroupisthewinner?
Ss:
Group1/Group2…
3.(教师要求学生借助图片和1b的答案,复述这篇对话。
)
(1)T:
Lookatthepictureandthekeywordsontheblackboard.Nowlet’sretellthepassagetogether.
(从整体再到部分,学生不会掉队。
)
(2)T:
Whocanretellthepassage?
(指定一些学生分别复述,检查效果。
)
4.(学生两人一小组讨论2中的问题,编对话,教师必要时给予帮助。
)