教学设计：Unit2-“黄冈杯”一等奖

Unit2Topic1SectionD教学设计Ⅰ.Materialanalysis本课是第二单元第一话题的第四课时，主活动是1a和Project。通过Grammar来巩固总结一般过去时和现在完成时的区别，通过Functions来复习重要的表达法。1a按照“总—分—总”的模式分别介绍了各种污染的成因及危害。通过完成文章后的表格，训练和提高学生获取信息的能力。教师还可以利用表格内容，引导学生整合信息复述课文，巩固课文内容。1b属于同义转换练习。Project部分培养学生动手动脑的能力，让学生运用收集的信息和所学知识，通过墙报的形式来宣传污染带来的危害，让更多的人关注环境污染，树立环保意识，增强人们的忧患意识和社会责任感。Ⅱ.Teachingaimsaims：掌握本课的重点词汇和短语。总结一般过去时和现在完成时的区别；复习本话题的重点表达法。aims:能读懂与环境污染问题有关的文章。能根据关键词复述课文。3.Emotionalaims:(optional)通过了解各种污染带来的危害，帮助学生树立环保意识，爱护环境，保护地球。awareness:(optional)通过学习，引导学生了解环境污染对人类健康有巨大的危害，不同种类的污染体现在不同的方面。Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:coal,create,blood,planet,inmanyways,withthedevelopmentofindustry,highbloodpressureGrammar:thedifferencesbetweenthesimplepastandpresentperfect2.Difficultpoints：能根据关键词复述课文。能够进行同义句转换，用不同的短语表达相同的意思。Ⅳ.Learningstrategies能自己归纳总结所学的知识。学会利用关键词复述课文。学会运用所学知识，宣传生活中的常识。Ⅴ.Teachingaids与污染相关的图片；词性辨析的试题；幻灯片。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarks1Gettingstudentsreadyforlearning（5mins)ClassactivityStep1:LettheSsfillintheblankswiththecorrectformsofthegivenwords.T:Hello,boysandgirls.Pleasefillintheblankswiththecorrectformsofthegivenwords.1）Themanworkingina_________factorygoesdeafbecauseoftheloud_______.(noise/noisy)2）Burningcoalcan_______theair,andwecallitair_______.(pollute/pollution)3）Usingtoomanychemicalsinthelandcancause________foodandit’sbadforpeople’s________.(health/healthy/unhealthy)4）Stronglightis_______tooureyesanddoesgreat_______ourbody.(harm/harmful)5）Mrs.Zhoucanhardly________becauseofthebadair.Andsheoftencoughsdayandnight,outof________.(breath/breathe)T:OK,nowlet’schecktheanswer.Fillintheblankswiththecorrectformsofthegivenwords.S1:noisyandnoiseS2:polluteandpollutionS3:unhealthyandhealthS4:harmfulandharmS5:breatheandbreath学生在做“用所给单词的适当形式填空”这种题型时，稍有困难。因此，教师要进行引导。先通过二选一的方式简化题目难度，再让学生体会到词性不同，用法也不同。2Lead-in(3mins)GroupworkLettheSslistwhattheyhavelearntinthistopicwiththeirgroupmembers,andthenfinishGrammarandFunctions.T:Wonderful!Nowlistwhatyouhavelearntinthistopicwithyourgroupmembers,andthenfinishtheGrammarandFunctions.…T:Ifyouhavefinished,handsuptoletmeknow.OK,let’schecktheanswers.Listwhattheyhavelearntinthistopicwiththeirgroupmembers,thenfinishGrammarandFunctions.3Pre-reading(5mins)ClassactivityChecktheSs’HMKandencouragetheSstoreadtheirpassagesaboutpollutiontotheclass.T:Pleasetakeoutyourhomework.Ihavecheckedyourwork.Mostofyoudidverywell.Butafewstudentshavetoimproveit.Ibelieveyouwillbebetternexttime.NowIwantsomeSstoshareyourworkwithus.Anyvolunteers?S1:Waterpollutionisveryseriousandwecanfinditalmosteverywhere…Readouttheirpassagestotheclass.4While-reading(10mins)IndividualworkPairworkStep1:LettheSsscan1aandfindthemainideaofthispassage.T:Youareright.Pollutionisharmfultopeople’shealth.Now,pleaseread1aasquicklyasyoucanandtrytogetthemainideaofthispassage.…T:OK.Whatisthepassageabout?Step2:LettheSsreadthepassageagainandworkinpairstocompletethetableonPage34.Thenchecktheanswersinpairs.T:Yes,pleasereadthepassagecarefullyandcompletethetableonPage34.Youcandiscusstheanswerswithyourpartner.…T:Let’schecktheanswerstogether.Read1aquicklyandfindthemainideaofthispassage.…Ss:Theharmofdifferentpollutions.ReadthepassageagainandworkinpairstocompletethetableonPage34.S1:gas,oilandcoalS2:soreeyesandbreathingproblemsS3:littereverywhere,usetoomanychemicalsS4…建议：阅读部分可以采取两个步骤，一是泛读，二是精读。泛读让学生了解文章大意，精读可以让学生注意段落、语句之间的逻辑关系，培养学生写作思维能力。5Post-reading(10mins)IndividualworkIndividualworkStep1:LettheSsreadthearticlesentencebysentenceandfindthekeypointstheythink.WritethemdownontheBbandencouragetheSstoexplainthem.T:Nowreadthearticlesentencebysentence,circlethekeyphrasesyouthinkandtrytoexplaintheminyourownwords.…T:Volunteers?Step2:LettheSsfinish1b.T:Verygood.Youlearntsowell.Nowpleasefinish1byourselves.…T:OK,let’scheckyouranswerstogether.S1:areharmfulS2:hearinglossS3:go,becauseofT:Welldone!Readthearticle,circlethekeypointsandtrytoexplainthem.S1:“including”means“包括”S2:“withtheincreaseinpopulation”means“随着人口的增长”S3:…Finish1baccordingtothegivensentences.S1:areharmfulS2:hearinglossS3:go,becauseof做完阅读练习后，让学生自己划出文章中重要的词组、连词，并自己做出解释。这样可以帮助他们更好的理解所读和所学，并且利于复述课文。复述时可以选择用原文章中的短语，也鼓励学生自由发挥，进行知识的再巩固。6Project(12mins)GroupworkProject:LettheSsmakeawallnewspaperaboutpollution.Step1:Discusswhatkindsofpollutionsthepicturesshowandtheirbadeffects.T:Now,lookatthepictures.Whatkindofpollutiondoeseachpictureshow?S1:Waterpollution.S2:Soilpollution.S3:Airpollution.T:Right.Wehavelearntalotaboutpollutioninthistopic.Nowdiscusstheeffectsofthepollutioningroups.You’dbetterwritetheinformationdown.S4:Waterpollutionisharmfultoourhealth.Wewillhaveastomachacheifwedrinkthedirtywater…S5:Soilpollutionwillbringusunhealthyfood.Thefoodisbadforourbody…S6:Iftheairispolluted,itisbadforourlungs.Wecanhardlybreathe…Step2:Collectmoreinformationandpicturesaboutpollution.Thenmakeawallnewspaperaboutpollutioningroups.T:NowyoucanasktwoSstocollectmoreinformationaboutpollution,therestcanbegintodesignyourwallnewspaperswithwordsandpictures.T:Nowifyouhavefinished,pleasestickitonthewallbehind.Let’schoosethebestone.LettheSsmakeawallnewspaperaboutpollution.Project部分具体操作说明：准备充分：在进行探究前，要做好充分的准备工作，有关污染危害方面的主题应该提前讨论完成。分工明确：组内的六名成员要进行明确的分工合作，两名同学收集污染危害方面的案例，两名同学设计版面，另外两名同学负责画画等。评价机制：墙报设计好后，教师要组织以小组为单位的作品评价，可以班级所有成员参与，用积分制的方法；也可以筹备一个专门的“评委组”进行评价。展示环节：课后，教师可以对前三名的作品进行指导，在适当的修改后，可以在班级、校园或者社区的公示栏进行展出，真正发挥墙报的宣传作用，增强小组的凝聚力和集体荣誉感。7Summarizingandassigninghomework(3mins)HMK:LettheSsgooverwhattheyhavelearntaboutthistopic.Summarizethekeypointsontheexercisebook.EncouragestudentAineachgrouptomakenewsentenceswiththosekeypoints.T:WehavefinishedTopic1.Nowsumupthekeypointsinthistopiconyourexercisebook.Trytomakenewsentencesifyoucan.Gooverthistopic.Summarizethekeypointsontheexercisebook.EncouragestudentAineachgrouptomakenewsentenceswiththosekeypoints.作业布置时，可以有两种或者三种层次，对组内A类生要有更高的要求，如果作业太简单，他