Unit 2 Topic 2 Section A-D.docx

U2T2SATopic 2 All these problems are very serious.Section A. Material analysis本课是九年级第二单元第二话题的第一课时。主活动是1a。1a通过Kangkang向他的同伴Maria和Jane抱怨恶劣的天气，引出本课的功能意念：抱怨和责备。同时也初步呈现了本单元的语法点：不定代词和不定副词。1b主要培养听力策略，即重点听对话的大意。1c侧重于考查归纳总结的能力。在2中，通过“用所给词的正确形式填空”这种题型，巩固1a中的重点语言点。借助3的图片和信息提示，进一步形象地了解沙尘暴形成的过程。通过4的听力练习，提高学生听取文段细节的能力。本课通过谈论沙尘暴的成因说明了树木对环境保护的重要作用。同时也让学生了解天气与人类活动的关系，关注全球的环境问题。.Teaching aims1.Knowledge aims： 掌握本课的重点词汇和短语，谈论沙尘暴的成因。初步感知不定代词和不定副词的用法。2.Skill aims: 能听懂谈论沙尘暴成因的对话。能够从所听材料中获得有效的细节信息。能够根据图片和信息提示词描述沙尘暴形成的过程。3. Emotional aims: (optional) 让学生了解环境污染的严峻形势，引导学生爱护大自然，爱护花草树木，树立绿色环保意识。4. Culture awareness: (optional) 通过课文的学习，让学生了解沙尘暴形成的原因和过程，关注全球的环境问题。. The key points and difficult points1. Key points: Words and phrases: sand, although, sandstorm, desert, human being, reduce, completely, change into, stop from, blow/ wash away, as a resultSentences: A lot of water can be saved by forests.Although we have built “The Green Great Wall”, we still need to do something to protect the environment.Grammar: Indefinite pronoun and adverb. 2. Difficult points： 能够从所听材料中获得有效的细节信息来补全句子。能够根据图片和信息提示词描述沙尘暴形成的过程。. Learning strategies 通过引导学生在听前阅读1b和3，培养学生形成听前熟悉、预测听力材料的学习习惯。 通过3中的插图预测并描述新话题，培养学生的逻辑推理能力。. Teaching aids关于沙尘暴的视频和图片，录音机，幻灯片等。. Teaching procedures Stage(time period)InteractionpatternsTeacher activityStudent activityRemarks1Getting students ready for learning（3 mins)Class activityPlay a short video about a sandstorm and let Ss guess what kind of weather it is.T: Hi, boys and girls! Its a fine day, isnt it?Ss: Yes.T: Now watch the short movie and guess what kind of weather it is?T: Can you tell me what the weather is?Ss: Yes, 沙尘暴.T: Right. We call it “sandstorm”. Its a kind of storm caused by sand. So we call it sandstorm. Now read after me, “sand” “sand”.(Point to a scene in the video.)Ss: “sand”, “sand”T: “storm”, “storm”Ss: “storm”, “storm”T:“sandstorm”,“sandstorm”Watch a video about a sandstorm and guess what kind of weather it is. Ss: Yes.Ss: Yes, 沙尘暴.Ss: “sand”, “sand”T: “storm”, “storm”Ss: “storm”, “storm”Ss: “sandstorm”, “sandstorm”通过播放与沙尘暴相关视频，进入本课话题，从视觉，听觉等方面感知沙尘暴这种恶劣的天气现象，为了解环境问题做好准备。教师在教读单词时，注意使用升调和降调，配上手势，培养学生的语音语调。2Lead-in (3 mins)Group work Show the pictures of a sandstorm, let the Ss guess how sandstorm comes into being and number the pictures in 3.T: OK, do you know how sandstorm comes into being? Please look at the pictures, discuss and number them in groups.T: OK, how does the sandstorm come into being? Tell me the right order, please.S1: Its 4-1-5-3-6-2. Look at the pictures about a sandstorm, guess how sandstorm comes into being and number the pictures in 3.S1: Its 4-1-5-3-6-2. 先处理3部分，简单描述沙尘暴形成的过程，让学生对这种天气，有所了解，然后在进入1a，详细谈论沙尘暴形成的原因以及树木的功能，这样，让课堂环节更加流畅。3Pre-listening (5-7 mins)Group work Let the Ss talk about sandstorm according to the pictures and the given words in 3 in groups.T: Yeah, you are right. With the help of pictures and the words below, can you talk something about sandstorm?Ss: Yes.T: Now discuss with your group members.T: OK, who can try?S1: Long ago, there were lots of trees and forests. But people needed some wood to build houses and do other things, so they cut down the trees day by day. And the forests have gone slowlyS2: Talk about sandstorms according to the pictures and the given words in 3.Ss: Yes.S1: Long ago, there were lots of trees and forests. But people needed some wood to build houses and do other things, so they cut down the trees day by day. And the forests have gone slowlyS2: 引导学生通过图片和短语提示，正确排列图片顺序，对沙尘暴形成的过程进行描述，训练学生连词成句，连句成片的能力。为了降低难度，可以这样操作：先让小组内的每个成员根据提示词写一个或者几个相关的句子，再一起将这些句子串起来，最后注意加上正确的连接词。在展示环节，可以让学生以小组为单位，一起上台做一个关于沙尘暴的presentation，展示小组合作的成果，体现小组的风采。4While-listening (8 mins)Individual workPair workStep 1: Present the picture in 1a. Let the Ss listen to 1a once and do 1b alone.T: Right. Now look at this picture. Whats the weather like?S1: Its a sandstorm. T: How do you like the weather?S2: I think its terrible.T: People cant see things clearly. And its bad for our health. Now listen to the tape and choose the best answer in 1b. When you are listening, pay attention to the main idea.T: Now please check answers. The boy and girls are talking aboutS1: B, the reasons for sandstorms.Step 2: Let the Ss listen to 1a again and complete the functions of trees in 1c. They can discuss in pairs.T: Listen to 1a again and find the functions in 1c.T: What are the trees functions?S1: Trees can stop the wind from blowing the earth away.S2: They can also stop the water from washing the earth away.Look at the picture in 1a, listen and choose the best answer in 1b. .S1: Its a sandstorm. S2: I think its terrible.S1: B, the reasons for sandstorms.Read and complete the functions in 1c. Discuss in pairs.S1: Trees can stop the wind from blowing the earth away.S2: They can also stop the water from washing the earth away.通过课文插图，引导学生预测课文内容，为完成听力降低难度。1b的听力是抓对话的主题，不能直接找到主旨句，而是要通过归纳的方式得出，如果教师提示学生用“排除法”，可以帮助学生作出正确的选择。如果学生基础较好，也可以将1c调整成听的活动，学生能够找到答案，但会很难记下来。因此，可以用听读结合的方式，先听两遍，记下关键词，再通过朗读，检查答案。5Post-listening (10 mins)Group work Group workClass activity Step 1: Let the Ss read 1a in groups and then role play it.T: Read 1a with your group members and act it out.Step2: Let the Ss read again and find the important phrases in 1a. Then write them down on the Bb.T: Now read 1a sentence by sentence, underline the important phrases and then write them down on the Bb behind.T: OK, lets look at your notes. No.1, “change into”. Who can tell us its meaning?S1: It means “turn into”.T: Right. Who can make a sentence with it?S2: We can change ice into water.T: Wonderful! If your group also has this phrase, please tick it out. Now next one, “stopfrom doing sth.” Who can make a sentence with it?S3: (Teach other phrases in the same way.)Step 3: Lead the Ss to complete the sentences with the correct forms of the given phrases in the box in 2.T: OK, we have learnt the key phrases. Now lets fill in the blanks in 2 with the correct forms of the phrases.T: Lets check.S1: People have cut down such a large number of trees that the land has changed into desert.S2: , so the wind always blows the earth away.S3: , so we must do something to reduce it.S4: S5: Read 1a in groups and then role play it. Read 1a sentence by sentence, and underline the important phrases.S1: It means “turn into”.S2: We can change ice into water.Complete the sentences with the correct forms of the given phrases in the box in 2.S1: People have cut down such a large number of trees that the land has changed into desert.S2: , so the wind always blows the earth away.S3: , so we must do something to reduce it.S4: S5: 在处理知识点时，教师要让学生自己去发现重难点，这有助于学生调整复习方向。如果他们组呈现的都是本课的重点知识，教师要给予肯定和鼓励。在讲解过程中，注意综合所有小组的重点，并让学生自己想办法解决，通过造句等方式在情境中来运用该知识点。在处理完课文知识点后，检验学生学习情况最好的方式就是做题，本课2，就是对1a知识点的巩固训练和学习情况的检测，也是提高学生综合运用语言的能力。6Finishing Task 4 (10 mins)Class activityLead the Ss to look at the phrases. Listen to the passage and circle the phrases you hear. Then listen twice to complete the sentences. Finish 4.T: Look at these phrases, whats the meaning of “become weaker”?S1: It means “变得更虚弱” in Chinese.T: Right. How about “destroy the environment”?S2: It means “破坏环境”.T: Now listen carefully and circle the phrases you hear.T: OK, now check the answer together. Which phrases did you hear?S41S5T: Well done. Now listen again and fill in the blanks. When listening, you can only write the first two letters of each word. After finishing listening, you have some time to complete your answers. Ready?T: OK. Its a bit difficult. So you have one more minute to complete the sentence and pay attention to the forms of verbs.T: Lets check the answers together.S6: Now some kinds of animals are becomingS7: Some animals are dying out completely.S8: and had food.Look at the phrases, listen and circle for the first time. Then listen twice to complete the sentences. Finish 4.S1: It means “变得更虚弱” in Chinese.S2: It means “破坏环境”.S41 S5S6: Now some kinds of animals are becomingS7: Some animals are dying out completely.S8: and had food.听力4的B部分较难，教师指导学生在做“填空类”听力题时注意策略：听前，可以带领学生根据题目预测听力内容，降低难度；听时，先把握句子的整体意思，只需要写出单词的前两个字母就行；听后，结合语境，将句子补充完整（如果是动词短语，要特别注意时态，如果是名词，要注意单复数形式，如果是形容词等，则要关注词性的变化）。7Summarizing and Assigning homework (3 mins)Class activityStep 1: Sum up what they have learnt in this class.T: Please work in pairs.Tell your partner what we have learned today including words, phrases and sentences. S1: change intoS2: stop from S1: wash away S2: blow away Step 2: HMK: Write a passage about how sandstorm comes into being.Sum up what they have learnt in this class. Tell their partner what they have learned today including words, phrases and sentences. S1: change intoS2: stop from S1: wash away S2: blow away Write a passage about how sandstorm comes into being according to 3. Blackboard designAll these problems are very serious.Section AWords:sand / sandstormalthoughdesertreducecompletelyPhrases:change intostop fromblow/ wash awayhuman beingas a resultSentences:1.A lot of water can be saved by forests.2.Although we have built “The Green Great Wall”, we stillneed to do something to protect the environment.Section B. Material analysis本课是九年级第二单元第二话题的第二课时，主活动是1a。1a通过Kangkang和Michael之间的对话配合相应的图片，谈论中国空气污染的严峻形势，提出人们在日常生活中应爱护环境的建议。本课内容贴合学生的实际生活，表达了责备，抱怨等情绪；对于如何保护环境，该部分运用祈使句等提出了各种建议，重点学习了不定代词和不定副词的用法和区别。1b主要训练学生在听力过程中抓细节的能力。1c通过抓信息，填表格，整合保护环境的建议。2和3 通过听和写的方式，进一步巩固不定代词和不定副词的用法。4则意在规范学生在日常生活中的不文明行为。通过本课的学习，可以让学生意识到保护环境并不难，作为学生完全可以通过注意生活中的细节来参与环境保护，并自觉纠正破坏环境的不良行为。.Teaching aims1.Knowledge aims： 掌握本课的重点词汇和短语，区别不定代词和不定副词的用法。正确运用保护环境的建议，表达责备和抱怨等情绪。2.Skill aims: 能听懂有关保护环境的建议和表达责备和抱怨等情绪的短文。能正确运用弱读和连读的技巧，使发音流畅，富有韵律感。能表达责备和抱怨等情绪，能就环境保护提出自己的建议。3.Emotional aims: (optional)引导学生关注身边的环境问题，树立绿色环保意识。做到“保护环境从我做起，从小事做起”。4.Culture awareness: (optional). The key points and difficult points1. Key points: Words and phrases: none, rubbish, wild, nobody, worst, situation, punish, perhaps, everybody, user, spit, untidy, rude, behavior, nowhere Something useful/ important, none of us, here and there, in public, care for/ look after /take care of, worst of allSentences: But the government is doing something useful to protect the environment. None of us likes pollution. Dont spit anywhere in public.Everyone should care for wild animals and plant more trees.We should do everything we can to protect the environment.Grammar: Indefinite pronoun and adverb. 2. Difficult points： 能熟练地表达责备和抱怨的情绪，并提出保护环境的建议。 能在不同语境中，正确使用不定代词和不定副词。 在朗读中，能正确地把握连读和弱读的技巧。. Learning strategies 通过1b，教会学生将听到的内容转换成图片信息。 通过2和3，训练学生在不同的语境中运用不定代词和副词。 通过要求学生掌握弱读和连读的发音技巧，反思自己的发音中的问题。. Teaching aids单词卡片（如：none/ nobody; use/ user; garbage/rubbish）；腾格尔天堂的MV；关于污染的图片或者幻灯片；录音机等。. Teaching procedures Stage(time period)InteractionpatternsTeacher activityStudent activityRemarks1Getting students ready for learning（2 mins)Class activityLet the Ss enjoy a song named Heaven by Tenger and enjoy the scenery in the MV as well.T: Hello, everyone! Now lets enjoy an MV about Tengers Heaven. Have you ever heard it?S1: Yeah. T: OK. Lets watch it together. Please enjoy the beautiful scenery and imagine you live in such a beautiful place. Ss: Play a song Heaven by Tenger and enjoy the scenery in the MV.S1: Yeah. Ss: 歌曲，腾格尔的天堂中有迷人的景色和优美的环境，这些和课文提到破坏环境的一些行为不相符合。教师可以通过视频来唤起学生对美的向往和追求其它秀美的风景图片或视频短片也都是很好的素材。2Lead-in (5 mins)Class activityLet the Ss listen again and try to write down some words or phrases to describe the beautiful scenes in the song. T: Oh, some of you are great singers. OK, listen again, try to use some words or phrases to describe some beautiful scenes in this song.T: Who wants to try? S1: A blue sky with white clouds. S2: The running horses.T: Anything else?S3: Large green grass S4: Clear water in the beautiful lake.S5: Listen again; try to write down some words or phrases to describe the beautiful scenes in the song.S1: A blue sky with white clouds. S2: The running horses.S3: Large green grass S4: Clear water in the beautiful lake.S5: 3Pre-listening (5-7 mins)Class activityShow the picture in 1a and lead the Ss to the new lesson. Teach the new words.T: Do you like the environment there?Ss: Yes, I like it very much.T: Its really a good place to live in. Now look at this picture, what can you see in the picture?Ss: Some factories / air pollutionT: Right. Is it beautiful?Ss: No.T: If we build some factories on the grass, what will happen?Ss: The beautiful scenery will disappear.T: Right. So terrible. Now air pollution has become a serious problem in China. China has become both the largest producer and the largest user of coal in the world. Coal can provide us with energy, however, it also brings us air pollution. Do you like air pollution?Ss: No.Look at the picture of air pollution and learn the new words.Ss: Yes, I like it very much.Ss: Some factories / air pollutionSs: No.Ss: The beautiful scenery will disappear.Ss: No.在环节与环节的过渡上，要注意自然流畅，顺理成章的进入下一个步骤。巧妙的过渡语既能起到承上启下的作用，又能抓住学生的注意力。4While-listening (6 mins)Individual workIndividual workStep 1: Guide the Ss to listen to 1a and finish 1b.T: None of us likes pollution. So what should we do to protect the environment? Lets listen to Kangkangs advice. When listening, try to number the pictures in 1b. T: OK, lets check the answers. The right order isS1: 2-3-4-1-5.Step 2: Get the Ss to listen to 1a again and complete the table in 1c.T: Now listen to 1a by yourselves and try to complete the table in 1c. .T: OK, No.1.S1: Care for wild animals.T: No.2.S2: Plant more trees.T: How about No.3?S3: Do everything we canListen to the dialog and number the pictures. Finish 1b.S1: 2-3-4-1-5.Listen to 1a again and complete the table in 1c.S1: Care for wild animals.S2: Plant more trees.S3: Do everything we can通过完成1c的读后任务，进一步理解对话内容。本课的对话简单，1c的任务相对容易，因此，可以将1c改为听力任务。5Post-listening (10 mins)Group work Group work Step 1: Let the Ss read 1a in roles, and then act the dialog out, paying attention to the pronunciation and intonation.T: Now read 1a in roles, and then act every dialog out. Pay attention to the pronunciation and intonation. Then we will choose two groups to PK.The winner can get three stars and the loser can get only one. You have three minutes to get ready. T: OK, Group Five has been ready for it. Please choose one group to PK.Ss: Group Four.T: Wonderful. You both did it very well. Now, choose the better one between them and tell me the reasons.T: Congratulations to Group Five! Group Four dont lose your heart and try to do it better next time.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 key points on the Bb.T: First, read 1a and underline the difficult words, phrases and sentences. T: If there are some difficult points you cant understand, please ask your classmates for help. If all the group members cant solve the problem, I can give you some advice.Ss: How to understand “None of us likes pollution.”?T: We can also say like this “ Nobody likes pollution”. We can not say “No one of us likes pollution”. Pay attention to the verb and we can also use “like” instead of “likes”.Ss: . （Teacher teaches other points in the same way and writes them down on the Bb.）Ss: . Read 1a in roles, and then act the dialog out, paying attention to the pronunciation and intonation.Ss: Group Four.Read 1a carefully and underline the difficult points including words, phrases and sentences. Then try to understand them with the help of their group members.Ss: How to understand “None of us likes pollution.”?Ss: . 语言操练的过程既可以增强语感，又可以培养自信心。教师可以根据班级情况，分配朗读的方式和时间。教师在采用PK的方式进行朗读训练时，要注意每组PK完后，有适当的点评，让后面的小组有一定的提高；如果让学生点评的话，注意引导学生从流畅度、参与度和准确度等方面进行评价。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。6Finishing Task 2 and 3(10 mins)Individual workIndividual workStep 1: Lead the Ss to scan the letter and try to fill in the blanks first, and then listen and complete the letter. At last, discuss the usage of indefinite pronoun and adverb.T: Kangkang has written a letter to the headmaster about the environment in his school. But some words are missing. Can you help him finish the letter?Ss: YesT: Now lets listen carefully.T: Have you finished? Lets check the answesr toge