Unit 2 Saving the earth Topic 1 Pollution has causes too many problems Section B 教案

Unit 2 Saving the Earth
Topic 1 Pollution has caused too many problems .
Section B
Ⅰ. Material analysis
本课是九年级上册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。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.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。
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。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: pain, produce, awful, bear, breathe/breath, get a pain in…, what’s worse, too much noise, too many problems, be harmful to.
Sentences: It’s difficult for me to breathe.
I’ve got a pain in my throat.
It’s really awful.
A: How long have you been like this A: Have you seen a doctor
B: I’ve been like this since last week. B: Not yet.
Grammar: Present Perfect的问答。
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。
Ⅳ. 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1b，训练学生在听的过程中学会理解与寻找关键词。
通过1c，将游戏有机运用于练习，培养学生学习英语的兴趣与自主思维能力。
通过Language points，培养学生的合作能力和知识的巩固能力。
Ⅴ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready for learning（2 mins) Class activity Free talk.T: Good morning everyone.Ss: Good morning Miss Liao. T: How are you today Ss: I’m fine,thank you. Talk with teacher and get ready for class. 使学生放松，不紧张于课堂。同时做好上课准备。
2 Previewingand Lead-in (5 mins) Class activity Let the Ss look at the pictures of the West Hill and answer the questions“What was the West Hill like two years ago How about now ”to review the contents learned last class. Students put their hands to answer the questions. 学生根据两幅图片来回答西山公园以前和现在的样子，既复习了上节课的内容又培养了孩子们的环保意识。学生通过举手回答来获得小组分数，增加了孩子们举手和大胆思维的积极性。
3 Pre-listening (5-7 mins) Class activity Show the picture of Kangkang and give a situation .T:Today Kangkang was going to leave the West Hill and he meets Mrs. Zhou.Ok,look!What does Mrs. Zhou look like S1: She looks very weak.T: Do you know why Well,let’s have a look.(During this time ,teacher guide students to learn the passage,and learn the new words.) 1.Look at the pictures and try to answer the question.S1: She looks very weak.2.Students read the new words follow the teacher,and they can try their best to read best to get points. 教师根据上节课所学的知识，孩子们去野餐完了，所以今天Kangang 就离开西山，然而他遇见了Mrs. Zhou，可是Mrs. Zhou看起来很虚弱，同学们，你们知道为什么吗？然后带着这个问题引导孩子们来找原因，在小短文中找原因的同时教学新单词，同时又熟悉了1a的内容，达到了既衔接上节课的内容又排除听力障碍和学习新单词的三方效益。
4 While-listening (5-7 mins) Individual work Individual work Step 1:Let the Ss listen to 1a once and tick the questions they hear in part A of 1b. After that ,students should stand up and answer the questions one by one,then check the answers together.T: As we know, Kangkang have a talk with Mrs. Zhou.Well,let’s listen and understand what they are talking about ST: Now listen to the dialog between Kangkang and Mrs. Zhou and tick the questions you hear to finish part A in 1b. …T: OK, let’s check the answers.S1: What’s 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 questions 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.…S5: No.1 is c.S6: No. 2 is b.S7: No. 3 is a.S8: No. 4 is d. Listen to 1a once and tick the questions they hear in A of 1b.After that,students should stand up and answer the questions one by one ,then check the answers together.S1: What’s 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 Listen again and match the questions with the right answers in B of 1b. Then check the answers together.…S5: No.1 is c.S6: No. 2 is b.S7: No. 3 is a.S8: No. 4 is d. 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。在听力前，先熟悉句子，学生回答问题时，要及时加分表示鼓励。
5 Post-listening (17 mins) Individual workClass activity andGroup work Group work Individual work Step 1: Get the Ss to read 1a and answer the questions in 1c.T: Now read 1a by yourselves and answer the questions in 1c.….T: OK, what caused Mrs. Zhou’s problem S1: Pollution. The chemical factories 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 about the problems.T: Do you have any other ways to solve the problem S3…Step 2: Let the Ss read 1a carefully and find out the key points. including words, phrases and sentences. Then lead the Ss to ask their classmates and teacher for help. Write down the points they can’t understand on the Bb.T: First , read 1a and underline the difficult points …T: If there are some difficult points you can’t understand, please ask your classmates for help. If all the group members can’t solve the problem, I can give you some advice.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 touches 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: What’s the Chinese meaning of it Ss: It means “某处疼” in Chinese.Ss ...Step 3: Let the Ss read 1a follow the tape, and then act out the dialog and pay attention to the pronunciation and intonation.T: Now read 1a in roles, and then act out the dialog. Pay attention to the pronunciation and intonation. After that, we will have a competition to see which group performs best. The best one wins the award. Read 1a and answer the questions in 1c.…S1: Pollution. The chemical factories produce terrible gas, make too much noise and pour waste water into rivers.…S2: He will write to the newspaper about the problems.…S3…Read 1a, find the difficult points, and try to solve them with the help of all kinds of resources. …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 the pronunciation and intonation.There will be performance competition among the groups. The best one wins the award.Scan the material and choose the correct words to complete the letter in 2.Ss: Yes……S1: too manyS2: breatheS3: dead… 通过完成1c的读后任务，进一步理解对话内容。在设置这个环节时，改变传统的模式，将游戏引用进来，使得课堂充满趣味，学生通过选择自己的幸运数字来完成任务，有可能是真的幸运数字，有可能要回答问题。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式。以1c的第一题为例（What caused Mrs. Zhou’s 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（The chemical factories 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）。当然，学生可以根据他们自己的方式将成果展示出来。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，更加严格的要求自己正确发音，先让学生跟读，再让学生学会合作，自行商量扮演角色，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。
6 Exercising Class activity Teacher presents some exercises and give students sometime to finish.And students should try their best to do it. Students try their best to finish the tasks. 许多学生在学习了新知识后都不知道如何运用，还有许多孩子课上听懂了，课下却不会做题，因此及时的练习时很有必要的。
7 Emotional education. Class activity Teacher guides students to look at the two pictures ,and guide students to protect the environment.T:Look at the two pictures and which one do you like better Ss:Picture 1.T:Why Ss:Because...T:So,boys and girls we should protect our environment and it's everyone's duty to love and protect the environment. Students look at the pictures,and talk with teachers.T:Look at the two pictures and which one do you like better Ss:Picture 1.T:Why Ss:Because...T:So,boys and girls we should protect our environment and it's everyone's duty to love and protect the environment. 再次使用西山的两幅图，达到首尾呼应的作用，同时引出孩子的心声，教育孩子们在学习的同时，要保护环境，并且爱护和保护环境是每个人的责任和义务。
8 Assigning homework and Summarizing (5 mins) Class activity Step 1: HMK: 1. Recite 1a.2. Preview Section C.Step 2: Let the Ss go over what they have learned this period. Sum up the key points.T: Now let’s sum up what we have learned today. You can begin with the words and the phrases. Sum up and present the key points one by one.Ss: get a pain in…Ss: be harmful to…Ss… 作业的布置是为学习Section C打好基础，提供素材。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。