九年级英语上册Unit2 Topic3 SectionA教学设计 最新仁爱版

1Unit2Topic3SectionA教学设计Ⅰ.Materialanalysis本课是第二单元第三话题的第一课时。主活动是1a和2。1a通过记者采访Jane，询问有关Jane在环保组织的活动，引出话题内容：如何做一个环保人士。通过介绍在生活中如何践行环保行为，自然地用到本话题的功能意念：提出建议。在提出建议的同时，又引出本话题的语法：并列句。1b是个难度比较高的听力任务。它不是单纯地考查听写，而是要求学生在听懂内容的基础上，对材料进行归纳之后再填空。1c是用第一人称来转述1a的内容，旨在向学生传播环保理念。2是针对并列句而设计的专项语法训练。3a和3b是在考查学生的垃圾分类意识之后，再通过听对话来进行验证。4再次让学生对垃圾进行分类，以此来培养学生对垃圾再利用的环保理念。通过学习本课，可以增强学生的环保意识。培养学生在写作时运用连接词写出比较连贯的句子的能力。Ⅱ.Teachingaims1.Knowledgeaims：掌握本课的重点词汇和短语，初步学习并列句和提建议。2.Skillaims:能够给别人提出合理的建议。能够正确地运用连接词写出并列句。能够把所听到的听力材料先归纳再填空。3.Emotionalaims:(optional)鼓励学生在日常生活中自觉践行环保行为。4.Cultureawareness:(optional)Ⅲ.Thekeypointsanddifficultpoints1.Keypoints:Wordsandphrases:nod,agreement,disagreement,protection,organization,recycle,can,giveup,sothat,encouragesbtodosth.beharmfultosb./sth.Sentences:Weshouldreducethewasteweproduce.Weshouldusebothsidesofpaperandreuseplasticbags.It’sapleasure.2Recyclingcanprotecttheenvironment,anditcansavemoney,too.Soweencouragestudentstocollectwastepaperandsoftdrinkcans.Grammar:compoundsentence2.Difficultpoints：根据句子需要，正确地选用连接词。理解含有定语从句和情态动词被动语态的句子。Ⅳ.Learningstrategies在1b任务中，要先听懂对话内容，再归纳填空。在2中，要明白不同的连接词的不同用法。首先弄清上下句的关系，再确定用哪个连接词。在3a中，要充分利用自己的生活经验和已有的知识。Ⅴ.Teachingaids教学新词的实物（如：胶袋、电池、易拉罐等）/有环保标识的纸盒或瓶子/录音机/小黑板/PPT图片等。Ⅵ.TeachingproceduresStage(timeperiod)InteractionpatternsTeacheractivityStudentactivityRemarksPresentapictureofheavyPresentapicture学生没有学过hazeinBeijingandofheavyhazeinhazy(有霾的)，analyzethecauseofit,Beijingandhaze(霾)，老师要Gettingstudentslearningsomeofthenewanalysethecause用汉语标注一下。words.ofit,learning学生弄懂以后才T:Hi,class.Lookatthissomeofthenew能展开后面的活1readylearningforClassactivitypicture.It’sBeijing.words.What’stheweatherlikeS1:It’scloudy.动。老师在点评时可以讲解：（4mins)there?S2:It’sfoggy.protection,T:It’sneithercloudynorS3:Ithinkairorganization.最好foggy.It’shazy.Thepollutioncauses用构词法来呈现：word“haze”wasthemosthaze.protect(v)+tion=protfrequentlymentionedwordS4:Ithinktooection(n)3in2013inthemediainmanycars.organize（v,组China.EspeciallyintheS5:Ithinktoo织)+tion=bigcitiesinnorthernmanyfactories.China.Howdoyouthinkthehazecomesintobeing?T:Whatyousaidsoundsreasonable.Airpollutionplaysanimportantpart.Luckily,thegovernmentistakingmeasurestosolvethisseriousproblem,andorganization(n)。manytakingorganizationspartinaretheenvironmentalprotection,too.Janeisworkingforsuchanorganization.PresentsomerealobjectsPresentsomereal老师在提到ThreetolearnmorenewwordsobjectstolearnR’s时，应马上板andleadto1a.morenewwords书出来，并让学生T:Perhapssomeofyouandleadto1a.猜是哪三个单词，thinkit’sdifficultfor借此讲解Lead-in2（4mins)studentstodosomethingClassactivitytoprotecttheenvironment.Infact,ifyoukeepdoingthreeR’sinyourdailylife,youwillbeagreenerperson.CouldyouguessS1:RefusewhatthethreeR’sreferto?S2:RememberT:Sorry,guessagain.S3:Reuse.“re(再)+cycle（圆，环）=recycle(v).老师在讲解该词时可以出示循环使用的标志以帮助理解新词。老师在展示实物时，应马上板书并4T:Sorry,guessagain.S4:Reduce.讲解新词。如：T:Smartboy!YouhaveS5:..gotone.T:Wonderful!YouhaveSs:Yes.gotanother.What’sthethirdone?T:Now,letmetellyou.It’s“recycle”.（Showthelogoofrecycling）Doyouoftenseethissignontheboxesorbottles?T:ThreeR’sareveryimportantinourlife.Forexample,weshouldreuseplasticbagsandrecyclebatteriesanddrinkcans.plastic,battery,can.LettheSsreadthetableinReadthetablein1b的听写填空需1btogettoknowwhat1btogettoknow要学生在完全理theyshouldpayattentionwhattheyshould解对话的基础上towhilelistening.payattentionto完成，老师要提醒Pre-listening3(2mins)IndividualworkT:Now,pleasereadthewhilelistening.tablein1b.Thistime,thelisteningtaskisalittledifficult.Onlywhenyouunderstandthedialog,canyoucompletethetable.Sowhilelistening,youhadbetterpayattentiontothemaincontentofthedialog.学生专注于听内容并要求学生在听前阅读1b,预测听力内容。4While-listeniIndividualLettheSslistento1aandListento1aand1b的听力任务难5ng(5mins)workfinish1b.Thencheckthefinish1b.Check度有点大，可以让answers.theanswers.学生听两遍。T:Now,ajournalistisinterviewingJane.Let’sS1:Organization,listentowhattheyareprotectthetalkinglistening,about.completeAfterenvironment.theS2:spreadthetable.Whenyoufinish,putmessageupyourhand.T:Whowouldliketoanswerthequestion?S3:…IndividualStep1:LettheSsread1aRead1aand对于本课出现的workanddo1c.Thencheckthefinish1c.answers.T:Wehavelistenedtotheinterview,andnowlet’sreadit.PleasecompleteSs:Sure.thesentencesin1cwhilereading.Ifyoufinish,S1:定语从句和情态动词的被动语态，老师只要让学生理解句子意思即可，不要求深度解释。为了让学生便Reduce,于理解，老师可以Post-listening5Classactivitypleaseletmeknow.reuse,recycle简单地用“把”字句(10mins)T:ShallwestartcheckingS2:Sides,plastic和“被”字句来解释theanswersnow?S3:…被动语态。T:xxx,shallwestartfromRead1aagaintoyou?findthesentencesStep2:LettheSsread1awhichagaintofindthesentencessuggestions.whichgivesuggestions.Ss:Yes.giveT:HaveyoufoundthatinS1:Weshouldthisdialogmanysentencesreducethewaste6containsuggestions?weproduce.T:HaveyoufoundsuchS2:Weshouldsentences,xxx?usebothsidesofClassactivityT:Weusuallyuse“should”paperandreusetogivesuggestions.Whoplasticbags.cangiveusanexample?S3:…S4:Weshouldlistentotheteachercarefullyinclass.S5:Weshouldkeeptheclassroomclean.Step3:DealwithlanguageS6:Weshouldn’tpointsin1a.wastewater.T:Mmm,goodexamples.IStep3:Read1ahopeyouwillactasyouagainandasksaid.AnyHandsup!T:xxx,please.questions?questionssomepoints.aboutdifficultT:Goodq