上海牛津英语,初三年级,第二学期教案.doc

9B Unit 1 Saving the earth 章节综述章节分析（Reading section ）（一）综述本单元是关于一本有关地球环境的处于危险的书。现在对地球环境存在很多威胁。，本文通过五个方面来描述地球所面对的危机，学生通过阅读和分析，培养学生良好的环境保护意识，让他们感觉到制止污染已经成为一个刻不容缓的问题。 本课的任务有两个：1 对课文进行整体阅读。培养学生略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，概括中心）等的阅读技能。2 结合课文内容，引导学生谈谈和写作如何做到保护环境，提高保护环境意识。 （二）单元目标1 知识与能力：学习课文中重点单词、词组、句型和语法；了解课文大意。学会使用 as.as 来比较物品和事情动词ing的多种使用形式提高学生的阅读理解能力和培养学生的阅读技巧。通过阅读准备（收集与树木作用、污染有关的资料）、略读（获取大意）、扫读（整理相关信息）等方式，培养学生理解能力，信息处理能力，思维能力，继续培养学生阅读能力。 2 过程与方法采用任务型教学法组织教学，通过比较、归纳、讨论等具体活动，达到教学效果。3情感态度与价值观让学生认识到保护环境的重要性，并决定为环保出一份力，做绿色环保者。（三）重点和难点壮语从句sothat 和so thatFirst PeriodTeaching aids:1. Students Book2. cassette playerNew words and expressions:1. green consumer 绿色消费者2. in danger 处于危险中3. global warming 全球变暖4. vital 致命的，重要的5. save the earth 拯救地球6. first of all 首先7. threat 危险，危害，威胁8. environment 环境9. the Greenhouse Effect 温室效应10.imagine 想象，设想11.atmosphere 大气12.fuel 燃料13.keepfrom 阻止做某事14.warmth 温暖，暖和15.lifeless 无生命的16.pollute 污染17.chemical 化学药品18.in the form of gases 以气态的形式存在19.keep in 抑制，保留20.carbon dioxide 二氧化碳21.environmentally friendly 环保的22.petrol 汽油23.level 水平，水准24.drown 淹死Teaching procedure:Pre-task preparation1. Warming up and introduction of the topic:Tell students something about the cartoon. The joke is a pun on the two meanings of the word green. Hi has told Lo to become green, meaning that he should care for the environment. But Lo has misunderstood the advice from his friend, and has painted himself the colour green.The word green has become associated with things which are friendly to the environment. It is now regularly used about products, action groups and policies2. Ask the students the following questions:a) T: What is happening to the ozone layer?S: Huge holes have appeared over the North and South Poles.b) T: What will the bad effects of cutting down trees be?S: There will be more carbon dioxide in the atmosphere.S: There will be fewer animals and plants.S: Many areas will become deserts.S: The earth will become warmer.c) T: What should we do with our rubbish?S: Sort it out and recycle glass, plastic, paper and metal.d) T: If you look after the environment, what colour do we say you are?S: Green.3. Look and think:a) This exercise shows the students how to approach a new text, learning as much as possible about it before a detailed study.b) Let the students work in pairs to complete the exercise, and then ask some pairs to report their answers to the class.4. Read the new words. While-task procedure1 Listen to the tape recording of the first passage2 Listen and repeat it sentence by sentence after the recording.3 Explain some new words and expressions on the reading. 1) green consumer: 绿色消费者 consumer: (解释)a person who buys or uses something, customer （词性转换）v: consume （例句）The consumers complained about the poor quality of the electronic products.2) situation 情况，状况 （例句）Im afraid the situation is very serious. 3) in danger: 处于危险中 danger: 危险 （词性转换）adj: dangerous4) vital: 致命的，重要的(解释) essential, very important （词性转换）adv: vitally （例句）1. Its vital that we do something to save the earth. 2. Oxygen is vital for life.5) save the earth: 拯救地球 save: 拯救，搭救 （词性转换）adj: safe n: safety adv: safely6) first of all: 首先 （例句）First of all, lets invite Mr Wilson to give us a speech.7) threat: 危险，危害，威胁(解释)danger （词性转换）v: threaten威胁, 恐吓 （例句）1. The threat of war has depressed business activity. 2. He took no notice of his fathers threat. 3. What are the threats to the environment? 4. Corruption and crime are serious threats to any society.8) environment: 环境(解释)the natural world around us, surrounding (例句）If we destroy our environment, we will destroy ourselves.9) the Greenhouse Effect 温室效应10)imagine: 想象，设想(解释)make a picture of something in your mind (词性转换）n: imagination （例句）1. He imagines that people dont believe him. 2. I cant imagine what he looks like.11)atmosphere: 大气(解释)the mixture of gases which are around the earth （例句）1.The rocket went up through the atmosphere and into space. 2. The atmosphere covers the whole earth.12)act: 生效，发生作用 (解释)do sth. or behave in a certain way （词性转换）n:action, actor, actress adj: active （例句）Does the drug take long to act?13)keepfrom: 阻止做某事 （例句）She tried to keep me from seeing the letter.14)warmth: 温暖，暖和(解释)heat （词性转换）adj: warm （例句）She felt the warmth of the sun on her face.15)lifeless: 无生命的(解释)without any form of life, dead(例句）We think that Mars is a lifeless planet.16)pollute: 污染(解释)make something dirty, unpleasant or dangerous （词性转换）n: pollution You can see the pollution on this beach. （例句）1. Your smoking is polluting the air in this room. 2. The stadium lights polluted the sky around the observatory.17)chemical: 化学药品 （词性转换）n: chemistry 化学 18)in the form of gases: 以气态的形式存在19)keep in: 抑制，保留20)carbon dioxide: 二氧化碳21)fuel: 燃料22)petrol: 汽油23)level: 水平，水准 (例句）1. The garden is arranged on two levels. 2. I finally found my own level in the business world.24)drown: 淹死(解释)kill by covering with water （词性转换）n: drowner(例句）1. Some plants will drown if you water them too much. 2. Dont play by the river in case you fall in and drown.4. Read the reading together.5. T or F 1) Its not vital that we do something to save the earth. F 2) The atmosphere is essential to us. T 3) We are polluting our earth with chemicals, so our atmosphere is changing. T 4) The Greenhouse Effect is harmful to the earth. T6. Ask and answer:1) Whats around our earth? What is it like? 2) What would happen if there is no atmosphere around the earth?3) Why is the atmosphere changing ? 4) What should we do to deal with the problem? Post-task activity1）ask students to say something about the importance of the atmosphere 基本要求 2）say in your own words what the job of the atmosphere is 提高要求3）.Ask some students to describe what greenhouse effect is in their own words. And draw a diagram to help you retell the text if you can .提高要求Consolidation:1. Read the reading after the tape recording 基本要求.2. Recite the new words and expressions 基本要求3. write an article about what causes the greenhouse effect and what happened to the earth because of the greenhouse effect 拓展要求Sum up:本课时先扫除学生的单词关，为学生接下来学习reading的内容打好基础。Second PeriodTeaching aims:To review the first passage of the reading1. To learn the second part of reading and let students master some words and expressions2. To tell the students about the environment, threats to the environment from pollution and how we can protect the environment.Teaching aids:1. Students Book2. Cassette playerNew words and expressions:1. damage 损害，伤害2. the ozone layer 臭氧层3. occur 发生，出现，存在4. protective 保护的，防护的5. burn up 烧起来，烧掉6. CFC 氟里昂7. a spray can 喷雾器，喷雾罐8. destruction 破坏，毁坏，毁灭 9. rain forest 热带雨林10.take in 吸收11.erosion 腐蚀，侵蚀12.flooding 洪水泛滥13.throw away 扔掉14.massive 大规模的，大量的15.do with 对付，处理16.billion 十亿Teaching procedure:Pre-task preparation1. Have a dictation. Around the earth ,there is atmosphere, which lets the sunlight in and keeps the warmth from getting out. It is essential for all living things. Without it, the Earth would be as lifeless and cold as the surface of the moon.The greenhouse effect is happening because people are using many chemicals in the form of gases and they are polluting the atmosphere around our earth. The gases are mainly CO2 carbon dioxide, which are produced by burning fuels.2. Read the first part of the reading.3. Ask the students the following questions about the first part of reading.a) T: Is it vital that we do something to save the earth?S: Yes.b) T: What is essential to all living things?S: The atmosphere.c) T: Why is our atmosphere changing?S: Because we are polluting it with chemicals.d) T: How are carbon dioxide produced?S: By burning fuels such as petrol.e) T: What may the Greenhouse Effect cause?S: To cause the level of the sea to rise and drown cities and even whole countries.4. Read the new words. While-task procedure1.Listen to the tape recording of part two2.Listen and repeat it sentence by sentence after the recording.3. Explain some new words and expressions on the reading. 1) damage: 损害，伤害 (解释) harm or hurt, especially to things （例句）The storm did a lot of damage to the crops.2) the ozone layer: 臭氧层 layer: 层，涂层 (解释)covering, thickness （例句）1.When it is cold, you need an extra layer of clothes. 2.This cake has a layer of chocolate in the middle.3) occur: 发生，出现，存在 (解释)exist, happen （例句）1. If an earthquake occurs in California, many people may die. 2. The accident occurred at five oclock. 3. Such plants dont occur here.4) protective: 保护的，防护的 (解释) that prevents sb./sth. from being damaged or harmed （词性转换）v: protect n: protection （例句）She is too protective towards her son.5) burn up: 烧起来，烧掉 （例句）Without the ozone layer, the sun would burn us up.6) CFC: 氟里昂7) a spray can: 喷雾器，喷雾罐8) destruction: 破坏，毁坏，毁灭 (解释) destroying or being destroyed, damage （词性转换）adj: destructive （例句）1. The fire caused the destruction of my books. 2. The war brought death and destruction to the death.9) rain forest: 热带雨林10) take in: 吸收 （例句）People take in oxygen and give out carbon dioxide.11) erosion: 腐蚀，侵蚀 (解释) wearing away, gradual destruction （例句）Sand is created by the erosion of rocks.12) flooding: 洪水泛滥13) throw away: 扔掉14) massive: 大规模的，大量的 (解释) huge, very big, with a large mass （词性转换）n: mass （例句）1. Ive got a massive amount of work to do. 2. We must make massive efforts to improve things.15) do with: 对付，处理=deal with, handle （例句）We do not know what to do with the rubbish and it pollutes our land and sea16) billion: 十亿 e.g. billions of4. Read the reading together.5. T or F 1) The ozone layer forms an essential protective layer around the earth. T 2) Using too many CFCs is not bad for us F 3) The burning and cutting down of trees is making the Greenhouse Effect better. F 4) Each of us should become green consumers. T Post-task activity Ask some students to retell the reading with their own words.Consolidation:1. Read the reading after the tape recording. 基本要求2. Recite the new words and expressions. 基本要求3. Write something about how people are damaging the ozone layer and what people should do拓展要求 Sum up:本课时将对课文进行整体阅读。培养学生略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，概括中心）等的阅读技能。课前应该准备适当的内容，充实课堂内容，可以把对与错，选择，回答问题等方法充分运用在细读和扫读的各个环节中。 Third PeriodTeaching aims:1. To review the reading2. To understand the sequence of events. 3. To improve the students ability of listening.Teaching aids:3. Students Book4. Cassette playerTeaching procedure:Pre-task preparation1. Have a dictation.2. Read the reading.3. Ask the students the following questions about the second part of reading.a) T: Is it vital that we do something to save the earth?S: Yes.b) T: What is essential to all living things?S: The atmosphere.c) T: Why is our atmosphere changing?S: Because we are polluting it with chemicals.d) T: How are carbon dioxide produced?S: By burning fuels such as petrol.e) T: What may the Greenhouse Effect cause?S: To cause the level of the sea to rise and drown cities and even whole countries.4. Complete Exercise BTo check on comprehension. While-task procedure1. Complete Exercise C a) Ask the students to use all the clues they can find to help them complete these exercises. They should not be allowed to use the dictionaries.b) Complete Exercise C1, tell the students to decide which part of speech they are looking for the right answer. The paragraphs where the answers can be found in the article are given in brackets.c) Tell the students to use the words they have found in Exercise C1 to complete the sentences in Exercise C2 meaningfully.d) Exercise C3 combines the skills practiced in Exercises C1 and C2. Tell the students to follow the same procedure and to complete the exercise. The paragraphs where the words can be found in the article are given in brackets.2. Complete Exercise D This exercise tests comprehension by seeing if the students can recognize the information from the article when it is slightly reworded. As the choice of answers is either/or, ask students to justify their answers by referring to the passage.3. Complete listening. 1) This exercise gives students practice in listening carefully and matching the information they hear with a set of pictures. In each set, they must put the three pictures in the order in which the events happened. 2) This exercise is useful practice for sharpening students attention and forcing them to listen carefully. They should listen in particular for time expressions, which will help them in this exercise.Consolidation:1.Read the reading after the tape recording.基本要求2.Review the new words and expressions.基本要求3.Ask students to make a small quiz with the words and phrases in the C VocabularySum up: 本节课是对课文内容的精读和扫读的延续，教师应继续利用各种有效的教学方法培养学术的阅读能力和阅读技巧。 Fourth PeriodTeaching aims:1. To review the reading2. To learn the sentence why and because, (not) as as3. To compare things with like, the same as, different fromTeaching aids:Students BookTeaching procedure:Pre-task preparation1. Have a dictation.2. Read the reading While-task procedure1. A why and because 1)The uses of why include:a) To ask for reasonse.g. Why are you late for school today?b) Why + infinitive : to suggest that an action is pointlesse.g. Why waste your time on that?c) Why not and why dont you: to make suggestionse.g. Why not go and see him? Why dont you buy a new one?d) Why didnt you : to suggest criticism or complainte.g. Why didnt you come earlier? e) Why can be used after the reason. e.g. The reason why he came was that he was lonely. 2)Read the example with the class and then ask them to complete Exercise A1 3)After the oral practice of Exercise A1. Exercise A2 can be done as a written exercise.2. B Using (not) as as to compare things 1) Read through the example and instructions with the class. Then tell the students to prepare the answers to Exercise B1, which they can give you orally a few minutes later. 2) Tell the students to refer to the chart on page 7 to find the necessary information to complete the statement in Exercise B2. 3. C Comparing things with like, the same as, different from 1) Read the examples and the introduction in the Students Book with the class. 2) Like is a prep. and must be followed by a noun, pronoun or gerund. 3) Pay attention to the difference between the prep. like and the verb like. 4) Go through Exercise C1 with the students, stressing that the words are used to compare or contrast two things. Let the students write out their answers. 5) Using the same and difference: a) Read the text carefully with the students and explain the use of the same and different. b) Students should work in pairs. They should take it in turns to ask and answer questions. The person asking the question should name something in the pictures and ask if it is the same in both. Students can follow the model dialogues provided. 6) Using the same as with nouns and phrases a) Read the text with the class, and then let the students continue in pairs to complete Exercise C3. b) Exercise C4 asks the students to choose between the same, the same as and different as well as using the information from Exercise C3.Consolidation:1.Read the reading after the tape recording.基本要求2.Review the new words and expressions. 基本要求3.Finish WorkBook. P14基本要求4.Ask some students to make a small quiz with the phrase”asas”拓展要求Sum up: 本课时内容开始可以对课文进行一个阅读检测，学习课文中重点单词、词组、句型和语法；并将课文内容内的语言知识点进行一个细化的学习和归纳整理，在这一过程中帮助学生进行适当地语言知识点的积累总结。Fifth PeriodTeaching aims:1. To express preferences and reasons2. To conduct a survey and report the resultsTeaching aids:Students BookTeaching procedure:Pre-task preparation1.Have a dictation.2.Review the use of ”asas” While-task procedureA Talk time1. Tell the students to express statements of general preference with I prefer, but that this may be considered slightly rude as it is very direct.2. The use of the modal would makes the statement more polite. e.g. Shall we have chicken? Well, Id prefer duck.3. Rather can be used in a similar way to prefer to, although it never occurs without would. Rather must be followed by another verb, unlike prefer. e.g. Shall we have chicken? Well, Id rather have duck.4. Read the text and the dialogue with the class and then answer the questions in Exercise A1 with them.5. Ask the students to complete A2 in pairs. Post-task activityB Speak up 1.