Unit 2 Saving the Earth-Topic 1 Pollution has caused too many problems.-Section B-教案、教学设计-市级公开课-仁爱科普版九年级上册(配套课件编号：700a6).doc

1、1 Section B . Material analysis 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

2、、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。 .Teaching aims 1.Knowledge aims： 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.Skill aims: 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。 2 3.Emotional aims: (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.Culture awareness: (opti

3、onal) 通过谈论环境问题，让学生了解不同种类的污染及其危害。 . The key points and difficult points 1. Key points: Words and phrases: pain, produce, awful, bear, harmful, chest, editor, breathe/breath, soil get a pain in, whats worse, too much noise, too many problems, breathing problem, be harmful to, make a mess of, throwarou

4、nd Sentences: Its difficult for me to breathe. Ive got a pain in my throat. Its really awful. A: How long have you been like this?A: Have you seen a doctor? B: Ive been like this since last week.B: Not yet. Grammar: Present Perfect 的问答。 2. Difficult points： 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。

5、3 . Learning strategies 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。 . Teaching aids 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。 . Teaching procedures Stage (time period) Interaction patterns Te

6、acher activityStudent activityRemarks 1 Getting studentsready for learning （2 mins) Group work Guide the Ss to discuss different kinds of pollution in groups and share the answer together. T: How many kinds of pollution do you know? S1: Air pollution S2: Water pollution Discussdifferentkindsof pollu

7、tion in groups and share the answer together. S1: Air pollution S2: Water pollution 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。 4 S3: Litter S4. S3: Litter S4. 2 Lead-in (5 mins) Class activity Let the Ss look at the pictures in 3a on page 30andguessthemeaningand pronun

8、ciation of “soil”. Ask them to pay attention to the types of pollution. T: Look at these pictures, what kinds of pollution are these? S1: Air pollution S2: Water pollution S3: Litter S4: Light pollution S5: Noise pollution Guessthemeaningand pronunciation of the new words according to the pictures a

9、nd the teachers descriptions. S1: Air pollution S2: Water pollution S3: Litter S4: Light pollution S5: Noise pollution 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“soil pollution”引入听前活动，并 以此教授部分新的单词和短 语。 3 Pre-listening (5-7 mins) Class activity Show the picture of soil pollution, teach the new words and ch

10、eck the answers of 3b. Pay attention to the pronunciation, liaison and pause while reading. Look at the picture of soil pollution, learn the new words andtrytofinish3b.Pay attention to the pronunciation, 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 5 T: Look at this picture, what kind of pollu

11、tion is this one? (Lead the Ss to pronounce it.) S6: Soil pollution. T: Right. People use too many chemicals in theirfields,/andsoilpollutioncauses unhealthy food. The food is harmful to our health. (Teacher write down the words and phrases on the Bb.) T: Now try to fill in the blanks in 3b with the

12、 words and phrases in 3a. T: Now lets check the answer. S1: water pollution S2: air pollution S3: noise pollution S4 liaison and pause while reading. S6: Soil pollution. S1: water pollution S2: air pollution S3: noise pollution 打好基础。 6 T: OK, lets read the sentences together. Pay attention to the pr

13、onunciation, liaison and pause. (Teacher can give an example if necessary) S4 4 While-listening (5-7 mins) Individual workStep 1: Show a picture of the polluted West Hill, let the Ss listen to 1a once and tick the questions they hear in part A of 1b. Then check the answers together. T: As we know, t

14、he West Hill has changed a lot. Look at this picture, what pollution can you find in the picture? Ss: Air pollution, water pollution, noise pollution T: Right. Whatever the pollution is, it is harmful to peoples health. Mrs. Zhou gets a pain in her chest because of the bad air. Look at a picture of

15、the polluted West Hill, listen to 1a once and tick the questions they hear in A of 1b. Then check the answers together. Ss:Airpollution,water pollution, noise pollution 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。 7 Individual work Now listen to the dialog between Kangk

16、ang and Mrs. Zhou and tick the questions you hear to finish part A in 1b. T: OK, lets check the answers. S1: Whats wrong with you? S2: How long have you been like this？ S3: Have you seen a doctor? S4: Have you noticed the dead fish in the river? Step 2: Get the Ss to listen again and match the quest

17、ions with the right answers in part B of 1b. Then check the answers together. T: Great. Listen again, match the questions with the right answers in B. S1: Whats wrong with you? S2: How long have you been like this？ S3: Have you seen a doctor? S4: Have you noticed the dead fish in the river? Listenag

18、ainand matchthe questions with the right answers in B of 1b. Then check the answers together. 8 S5: No.1 is c. S6: No. 2 is b. S7: No. 3 is a. S8: No. 4 is d. S5: No.1 is c. S6: No. 2 is b. S7: No. 3 is a. S8: No. 4 is d. 5 Post-listening (17 mins) Individual workStep 1: Get the Ss to read 1a and an

19、swer the questions in 1c. T: Now read 1a by yourselves and answer the questions in 1c. . T: OK, what caused Mrs. Zhous problem? S1:Pollution.Thechemicalfactories produce terrible gas, make too much noise and pour waste water into rivers. T: What will Kangkang do? S2: He will write to the newspaper a

20、bout the problems. Read1aandanswerthe questions in 1c. S1:Pollution.Thechemical factories produce terrible gas, make too much noise and pour waste water into rivers. S2:Hewillwritetothe newspaper about the problems. 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

21、式。 以 1c 的第一题为例 （ What caused Mrs. Zhous problem?）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 9 Class activity and Group work T: Do you have any other ways to solve the problem? S3 Step 2: Let the Ss read 1a carefully and underlinethedifficultpointsincluding words, phrases and

22、sentences. Then lead the Ss to ask their classmates and teacher for help. Write down the points they cant understand on the Bb. T: First , read 1a and underline the difficult points T: If there are some difficult points you cant understand, please ask your classmates for help. If all the group membe

23、rs cant solve the problem, I can give you some advice. S3 Read1a,findthedifficult points, and try to solve them with the help of all kinds of resources. （ Thechemicalfactories produce terrible gas, make too much noise and pour waste water into rivers） 。 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

24、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“get a pain in”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“I have a sore throat”帮助学生理解意 10 Group work Ss: How to use “get a pain in”? T: We can also say like this “I have a sore throat”. Can you understand its meaning? Ss: Yes. （Teacher touche

25、s one of his legs and says.） T: I get a pain in my leg. “Get a pain in” can be added “a part of a body” after the proposition. T: Whats the Chinese meaning of it? Ss: It means “某处疼” in Chinese. Ss . Step 3: Let the Ss read 1a in roles, and then act out the dialog and pay attention to the pronunciati

26、on and intonation. Ss: How to use “get a pain in”? Ss: Yes. Ss: It means “某 处 疼” in Chinese. Ss . Read 1a in roles, and then act out the dialog. Pay attention to thepronunciationand 思。 用举例“I get a pain in my leg”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， 11 Individual work T: No

27、w read 1a in roles, and then act out thedialog.Payattentiontothe pronunciation and intonation. After that, we will have a competition to see which group performs best. The best one wins the award. Step 4: Lead the Ss to scan the material and choose the correct words to complete the letter in 2. T: K

28、angkang has written a letter to the newspaper about pollution, but some words are missing. Can you help him finish the letter with the given words? Ss: Yes T: Now lets check the answers together. S1: too many intonation. Therewillbeperformance competition among the groups. The best one wins the awar

29、d. Scan the material and choose the correct words to complete the letter in 2. Ss: Yes S1: too many 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。 12 S2: breat

30、he S3: dead T: Great. Youd better pay more attention to the difference between “too many” and “too much”. Use the right forms of the words according to different content. S2: breathe S3: dead 6 Summarizing andassigning homework (5 mins) Class activityStep 1: Let the Ss go over what they have learned

31、 this period. Sum up the key points. T: Now lets sum up what we have learned today. You can begin with the words and the phrases. Step 2: HMK: Let the Ss to choose one type of pollution and collect some information about it according to the questions in 3 on page 32. 1.What is pollution? 2.What make

32、s thepollution? Sum up and present the key points one by one. S1: get a pain in S2: be harmful to S3 Choose one type of pollution and collect some information aboutitaccordingtothe questions in 3 on page 32. 在总结本科所学时，明确复 习的内容和方向，让学生在 罗列知识时更有系统性，养 成在头脑中建构知识框架的 习惯。 作业的布置是为学习Section C 打好基础，提供素材。 13 3.W

33、hat problems does it cause? 4.Whatcanbedonetosolvethese problems? . Blackboard design Pollution has caused too many problems. Section B Words : pain, produce, awful, bear, harmful, chest, breathe/breath, Soil, editor Phrases: get a pain in, whats worse, too much noise, too many problems, breathing problem, be harmful to, make a mess of, throwaround Sentences: Its difficult for me to breathe. Ive got a pain in my throat. Its really awful. A: How long have you been like this? B: Ive been like this since last week. A: Have you seen a doctor? B: Not yet.