仁爱版九年级上册英语教案：Unit 2 Topic 1 Section B

Unit2SavingtheEarth

Topic1Pollutionhascausedtoomanyproblems.

SectionB

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I.Materialanalysis

本课是九年级第二单元第一话题的第二课时，主活动是la和3a。la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“听一回答问题一再听一核对答案”的模式来训练学生的听力技能。2与la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la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、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。

II.Teachingaims

1.Knowledgeaims：

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.Skillaims:

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。

3.Emotionalaims:(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.Cultureawareness:(optional)

通过谈论环境问题，让学生了解不同种类的污染及其危害。

III.Thekeypointsanddifficultpoints

1.Keypoints:

Wordsandphrases:pain,produce,awful,bear,harmful,chest,editor,breathe/breath,soil

getapainin...,whafsworse,toomuchnoise,toomanyproblems,breathingproblem,beharmfulto,makeamessof,throw...around

Sentences:Ifsdifficultformetobreathe.

I'vegotapaininmythroat.

Ifsreallyawful.

A:Howlonghaveyoubeenlikethis?A:Haveyouseenadoctor?

B:Fvebeenlikethissincelastweek.B:Notyet.

Grammar:PresentPerfect的问答。

2.Difficultpoints：

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。

IV.Learningstrategies

通过la,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。

V・Teachingaids

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。

VI.Teachingprocedures

StageInteraction

TeacheractivityStudentactivityRemarks

(timeperiod)patterns

GuidetheSstodiscussdifferentkindsofpollutionDiscussdifferentkindsof该环节是对前一课时所布置

ingroupsandsharetheanswertogether.pollutioningroupsandshare作业的检查，让学生通过查

GettingstudentsT:Howmanykindsofpollutiondoyouknow?theanswertogether.找资料，倾听同伴的讲解等

1readyforlearningGroupworkSI:Airpollution方式，提高获取信息的能力

(2mins)S2:Waterpollution和意识，引导学生从不同渠

S3:LitterSI:Airpollution道关注社会问题。

S4...S2:Waterpollution

S3:Litter

S4…

LettheSslookatthepicturesin3aonpage30Guessthemeaningand先让学生根据图片猜测短语

andguessthemeaningandpronunciationofpronunciationofthenewwords的意思，此处只呈现前五幅

"soil”.Askthemtopayattentiontothetypesofaccordingtothepicturesand图片，在下一环节再用“soil

pollution.theteacher'sdescriptions.pollution”引入听前活动，并

T:Lookatthesepictures,whatkindsofpollution以此教授部分新的单词和短

Lead-in

2Classactivityarethese?语。

(5mins)

SI:AirpollutionSI:Airpollution

S2:WaterpollutionS2:Waterpollution

S3:LitterS3:Litter

S4:LightpollutionS4:Lightpollution

S5:NoisepollutionS5:Noisepollution

Showthepictureofsoilpollution,teachthenewLookatthepictureofsoil教师应利用介绍土壤污染的

wordsandchecktheanswersof3b.Payattentionpollution,learnthenewwords契机，教授新单词、短语，

Pre-listening

3Classactivitytothepronunciation,liaisonandpausewhileandtrytofinish3b.Pay同时示范句子的连读和停

(5-7mins)

reading.attentiontothepronunciation,顿，为训练学生流畅的口语

T:Lookatthispicture,whatkindofpollutionisliaisonandpausewhilereading.打好基础。

thisone?

(LeadtheSstopronounceit.)

S6:Soilpollution.S6:Soilpollution.

T:Right.Peopleusetoomanychemicals

fields,/andsoilpollutioncausesunhealthyfood.

Thefoodisharmfultoourhealth.

(Teacherwritedownthewordsandphrasesonthe

Bb.)

T:Nowttytofillintheblanksin3bwiththe

wordsandphrasesin3a.

T:Nowletschecktheanswer.

SI:waterpollution

S2:airpollutionSI:waterpollution

S3:noisepollutionS2:airpollution

S4…S3:noisepollution

T:OK,letsreadthesentencestogether.PayS4…

attentiontothepronunciation,liaisonandpause.

(Teachercangiveanexampleifnecessary)

IndividualworkStep1:ShowapictureofthepollutedWestHill,Lookatapictureofthepolluted在环节与环节的过度上，要

lettheSslistentolaonceandtickthequestionsWestHill,listentolaonceand注意自然流畅，是顺理成章

theyhearinpartAoflb.ThenchecktheanswerstickthequestionstheyhearinA的进入下一个步骤，而不是

together.oflb.Thenchecktheanswers直接切入。因为过渡语既能

T:Asweknow,theWestHillhaschangedalot.together.起到承上启下的作用，又能

Lookatthispicture,whatpollutioncanyoufindin抓住学生的注意力。

thepicture?

While-listening

4Ss:Airpollution,waterpollution,noiseSs:Airpollution,water

(5-7mins)

pollution...pollution,noisepollution...

T:Right.Whateverthepollutionis,itisharmfulto

peopleshealth.Mrs.Zhougetsapaininherchest

becauseofthebadair.Nowlistentothedialog

betweenKangkangandMrs.Zhouandtickthe

questionsyouheartofinishpartAinlb.

T:OK,letschecktheanswers.

SI:Whatswrongwithyou?

S2:Howlonghaveyoubeenlikethis?SI:Whatswrongwithyou?

S2:Howlonghaveyoubeen

S3:Haveyouseenadoctor?likethis?

S4:Haveyounoticedthedeadfishintheriver?S3:Haveyouseenadoctor?

Step2:GettheSstolistenagainandmatchtheS4:Haveyounoticedthedead

questionswiththerightanswersinpartBoflb.fishintheriver?

IndividualworkThenchecktheanswerstogether.Listenagainandmatchthe

T:Great.Listenagain,matchthequestionswithquestionswiththerightanswers

therightanswersinB.inBoflb.Thencheckthe

answerstogether.

S5:No.1isc.

S6:No.2isb.

S7:No.3isa.S5:No.lisc.

S8:No.4isd.S6:No.2isb.

S7:No.3isa.

S8:No.4isd.

IndividualworkStep1:GettheSstoreadlaandanswertheReadlaandanswerthe通过完成1c的读后任务，进

questionsin1c.questionsin1c.一步理解对话内容。在完成

T:Nowreadlabyyourselvesandanswerthe该任务时，如果答案不能直

questionsin1c.接从课文中找出，要引导学

生学会用自己的语言总结和

T:OK,whatcausedMrs.Zhousproblem?归纳答案，允许有不同的表

SI:Pollution.ThechemicalfactoriesproduceSI:Pollution.Thechemical达方式。以1C的第一题为例

Post-listeningterriblegas,maketoomuchnoiseandpourwastefactoriesproduceterriblegas,(WhatcausedMrs.Zhou's

5

(17mins)waterintorivers.maketoomuchnoiseandpourproblem?)简单的回答就是

T:WhatwillKangkangdo?wastewaterintorivers.pollutiono如果要答案具体

化，就必须先引导学生找出

S2:HewillwritetothenewspaperabouttheS2:Hewillwritetothe周夫人的问题，再找出原因，

problems.newspaperabouttheproblems.最后用自己的话归纳出答案

T:Doyouhaveanyotherwaystosolvethe(Thechemicalfactories

problem?produceterriblegas,maketoo

S3...S3...muchnoiseandpourwaste

Classactivitywaterintorivers）。

andStep2:LettheSsreadlacarefullyandunderlineReadla,findthedifficult学生能够正确提出问题，也

Groupworkthedifficultpointsincludingwords,phrasesandpoints,andtrytosolvethem是能力的体现。教师需要引

sentences.ThenleadtheSstoasktheirclassmateswiththehelpofallkindsof导学生，一步一步朝着正确

andteacherforhelp.Writedownthepointstheyresources.答案去思考，可以运用课文

can'tunderstandontheBb.中的文本语言，也可以拓展

T:First,readlaandunderlinethedijficultpoints例句提供新的语境，还可以

根据已学知识理解新知识

T:Iftherearesomedifficultpointsyoucan't（以短语“ge/apainin...”为

understand,pleaseaskyourclassmatesforhelp.If例，pain是本课新单词，

allthegroupmemberscanisolvetheproblem,I要理解短语的意思和掌握短

cangiveyousomeadvice.语的用法就会比较难，因

Ss:Howtouse“getapainin..."?此,教师可以通过“Ihavea

sorethroat”帮助学生理解意

T:Wecanalsosaylikethis(iIhaveasorethroat”.Ss:Howtouse(<getapain思。用举例"Igetapainin

Canyouunderstanditsmeaning?in...?myleg”同时捂住左腿，帮助

Ss:Yes.学生观察该短语的用法）。

(Teachertouchesoneofhislegsandsays.)

T:Igetapaininmyleg.

“Getapainin“canbeadded(<apartofabody”Ss:Yes,

aftertheproposition.

T:WhatstheChinesemeaningofit?

Ss:Itmeans"某处疼"inChinese.

Ss...

Step3:LettheSsreadlainroles,andthenactoutSs:Itmeans“某处疼"in

thedialogandpayattentiontothepronunciationChinese,

Groupworkandintonation.Ss...

T:Nowreadlainroles,andthenactouttheReadlainroles,andthenact课文朗读是培养学生的语

dialog.Payattentiontothepronunciationandoutthedialog.Payattentionto感，训练语音语调的方法之

intonation.Afterthat,wewillhaveacompetitionthepronunciationand一。为了让学生目标性更强，

toseewhichgroupperformsbest.Thebestoneintonation.更加严格的要求自己正确发

winstheaward.Therewillbeperformance音，学会合作，教师采用（以

competitionamongthegroups.六人组为例）组内三人扮演

Thebestonewinstheaward.一个角色，进行对话；并采

IndividualworkStep4:LeadtheSstoscanthematerialand用一些竞争机制，激发学生

choosethecorrectwordstocompletetheletterin的斗志和参与课堂活动的热

2.情，维护小组的集体荣誉感。

T:KangkanghaswrittenalettertothenewspaperScanthematerialandchoose在角色扮演前，教师选择率

aboutpollution,butsomewordsaremissing.Canthecorrectwordstocomplete先做好准备的小组，让他们

youhelphimfinishtheletterwiththegiventheletterin2.选择任一小组进行挑战，胜

words?利者将得到老师的礼物（或

Ss:Yes...者积分），落后组再选一组，

T:Nowletschecktheanswerstogether.循环挑战；也可以另外选择

SI:toomany两组进行两两PKo

S2:breatheSs:Yes...

S3:dead

T:Great.You'dbetterpaymoreattentiontotheSI:toomany

differencebetween“toomany"and"toomuch”.S2:breathe

UsetherightformsofthewordsaccordingtoS3:dead

differentcontent.

ClassactivityStep1:LettheSsgooverwhattheyhavelearnedSumupandpresentthekey在总结本科所学时，明确复

thisperiod.Sumupthekeypoints.pointsonebyone.习的内容和方向，让学生在

T:Nowletssumupwhatwehavelearnedtoday.SI:getapainin...罗列知识时更有系统性