Unit 2 Saving the Earth Topic 1 Section B 教学设计（表格式）2024-2025学年（仁爱科普版）英语九年级上册

Unit 2 Saving the Earth Topic 1 Section B（教学设计）
Ⅰ. Material analysis
本课主活动是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，通过康康向报社感谢治理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、停顿及语调等语言知识。通过学习本课，引导学生关注环境保护，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。
能正确运用连读和停顿的技巧，使发音流畅，富有韵律感。
3.Emotional aims: (optional)
引导学生关注环境保护，树立绿色环保意识，增强忧患意识和社会责任感。
4.Culture awareness: (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. The key points and difficult points
1. Key points:
Words and phrases: pain, produce, awful, bear, harmful, chest, editor, breathe/breath, soil
have a pain in…, what’s worse, too much noise, too many problems, breathing problem, be harmful to, make a mess of, throw…around
Sentences: It was difficult for me to breathe.
I had a pain in my throat.
It was really awful.
A: How have you been A: Have you seen a doctor
B: I’m OK. I have coughed less. B: Yes. The doctor says I’m better.
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. 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。
Ⅵ. Teaching procedures
Stage(time period) Interactionpatterns Teacher activity Student activity Remarks
1 Getting students ready 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 pollutionS3: Litter S4... Discuss different kinds of pollution in groups and share the answer together.S1: Air pollution S2: Water pollutionS3: Litter S4... 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。
2 Lead-in (5 mins) Class activity Let the Ss look at the pictures in 3a on page 30 and guess the meaning and pronunciation 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 pollutionS3: Litter S4: Light pollution S5: Noise pollution Guess the meaning and pronunciation of the new words according to the pictures and the teacher’s descriptions.S1: Air pollution S2: Water pollutionS3: 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 check the answers of 3b. Pay attention to the pronunciation, liaison and pause while reading.T: Look at this picture, what kind of pollution is this one (Lead the Ss to pronounce it.)S6: Soil pollution.T: Right. People use too many chemicals in their fields, /and soil pollution causes 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 words and phrases in 3a.…T: Now let’s check the answer.S1: water pollutionS2: air pollutionS3: noise pollutionS4…T: OK, let’s read the sentences together. Pay attention to the pronunciation, liaison and pause.(Teacher can give an example if necessary)… Look at the picture of soil pollution, learn the new words and try to finish 3b. Pay attention to the pronunciation, liaison and pause while reading.S6: Soil pollution.S1: water pollutionS2: air pollutionS3: noise pollutionS4… 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打好基础。
4 While-listening (5-7 mins) Individual work Individual work Step 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, the West Hill was a mess. 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 people’s health. Mrs. Zhou had a pain in her chest because of the bad air. 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: How have you been S2: Have you seen a doctor？S3: What caused your cough S4: Have you noticed there are more 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. Look at a picture of the polluted West Hill, listen to 1a once and tick the questions they hear in A of 1b. Then check the answers together.Ss: Air pollution, water pollution, noise pollution…S1: How have you been S2: Have you seen a doctor？S3: What caused your cough S4: Have you noticed there are more 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。
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 produced terrible gas, made too much noise and poured waste water into rivers.T: What will Kangkang do S2: He will write to the newspaper to show his thanks.Step 2: Let the Ss read 1a carefully and underline the difficult 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 “have 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 have a pain in my leg. “have 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 in roles, 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.Step 4: Lead the Ss to scan the material and choose the correct words to complete the letter in 2.T: Kangkang has written a letter to the newspaper to show his thanks, but some words are missing. Can you help him finish the letter with the given words Ss: Yes…T: Now let’s check the answers together.S1: too manyS2: breatheS3: deadT: Great. You’d better pay more attention to the difference between “too many” and “too much”. Use the right forms of the words according to different content. Read 1a and answer the questions in 1c.…S1: Pollution. The chemical factories produced terrible gas, made too much noise and poured waste water into rivers.…S2: He will write to the newspaper to show his thanks.…Read 1a, find the difficult points, and try to solve them with the help of all kinds of resources. …Ss: How to use “have 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 produced terrible gas, made too much noise and poured 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“have 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 have 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，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。
6 Summarizing and assigning homework (5 mins) Class activity Step 1: 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.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 makes the…pollution 3.What problems does it cause 4.What can be done to solve these problems Sum up and present the key points one by one.S1: have a pain in…S2: be harmful to…S3…Choose one type of pollution and collect some information about it according to the 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。
Ⅶ. Blackboard design
Pollution has caused too many problems.Section B
Words :pain, produce,awful, bear,harmful, chest,breathe/breath,Soil, editor Phrases:have a pain in…,what was worse,too much noise,too many problems,breathing problem,be harmful to, make a mess of,throw…around Sentences:It was difficult for me to breathe.I had a pain in my throat.It was really awful.A: How have you been B: I’m OK. I have coughed less.A: Have you seen a doctor B: Yes. The doctor says I’m better.
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