九年级上册第二单元SectionA教学设计

1、九年级上册第二单元What can we do at home to protect the environment?Section A 教学设计（教师；陈明清）一、教学目标,1，知识目标重点词汇及短语；nod, agreement, disagreement, protection, organization, recycle, can, give up, so that, encourage sb to do sth. be harmful to sb./sth.重点句子；1。We should reduce the waste we produce. 2.We should use bo

2、th sides of paper and reuse plastic bags. 3.Its a pleasure. 4.Recycling can protect the environment, and it can save money, too. 5.So we encourage students to collect waste paper and soft drink cans. 2.水平目标；1.能准确使用并列连词写句子。 2.能够学会和准确使用英语来表达对保护环境的言语的句子。3.情感目标；通过对本课的学习后，鼓励学生在日常生活中自觉践行环保行为。二、教学重难点1.教学重点

3、重点词汇及短语；nod, agreement, disagreement, protection, organization, recycle, can, give up, so that, encourage sb to do sth. be harmful to sb./sth.2.教学难点学生能够根据句子需要，准确地选用连接词。以及理解含有定语从句和情态动词被动语态的句子。三、教学方法实景图片教学 多媒体教学 分组讨论四、教学设备图片 多媒体 DVD视频五、教学过程Step1、Free talk（4分钟）老师播放一段关于雾霾的视屏短片后，让学生分组来讨论形成恶劣天气的原因，然后老师提问？

4、Teacher；Whats the weather like there?Student1; It cloudyStudent2;ItwindyStudent3; S3: I think air pollution causes haze.设计意图；通过学生对雾霾天气的观察，以及看后老师余学生的互动来引出本课重点学习的内容及方向。Step2  Presentation1.教师表现一些关于自然灾害的图片，让学生们猜后老师把新单词书写在黑板上。T: May be some of you think its difficult for students to do something to

5、 protect the environment. In fact, if you keep doing three Rs in your daily life, you will be a greener person. Could you guess what the three Rs refer to?T: Sorry, guess again. S1:Refuse T: Sorry, guess again. S2:Remember. T: Smart boy! You have got one. S3: Reuse.T: Wonderful! You have got another

6、. Whats the third one? S4: Reduce.T: Now, let me tell you. Its “recycle”. （Show the logo of recycling） Do you often see this sign on the boxes or bottles ? Ss: Yes.T: Three Rs are very important in our life. For example, we should reuse plastic bags and recycle batteries and drink cans.设计意图老师提问学生问题，

7、其目的是了解学生是否对Three Rs 已经掌握，以便老师教学其它新词汇，如：plastic, battery, can等Step3 listening 1.Let the Ss read the table in 1b to get to know what they should pay attention to while listening and the main content of the dialog.2.Let the Ss listen to 1a and finish 1b. Then check the answers.T: Now, a journalist is i

8、nterviewing Jane. Lets listen to what they are talking about. After listening, complete the table. When you finish, put up your hand. T: Who would like to answer the question?S1: Organization, protect the environment. S2: spread the message 3.Let the Ss read 1a and do 1c. Then check the answers.4.Le

9、t the Ss read 1a again to find the sentences which give suggestions.T: Have you found that in this dialog many sentences contain suggestions? Ss: Yes.T: Have you found such sentences, xxx? S1: We should reduce the waste we produce. T: We usually use “should” to give suggestions. Who can give us an e

10、xample?S2: We should use both sides of paper and reuse plastic bags.设计意图 本节内容的设计主要是从听和写方面去完成的，通过听让学生了解内容，在通过写去了解学生是否掌握主要内容，从而达到教学目的。Step3 Consolidation1.Read 1a again and ask questions about some difficult points.Ss; give up, so that, encourage sb to do sth. be harmful to sb./sth.2.Present the follo

11、wing sentences on the screen. Let the Ss understand the underlined words to learn conjunctions. Sentences:So what can we do at home to protect the environment?Recycling can protect the environment, and it can save money, too. So we encourage students to collect waste paper and soft drink cans.T: Ple

12、ase look at the sentences on the Bb and understand the underlined parts. What do we call the underlined words?Ss: so andT: Who can tell me some more conjunctions?Ss: but, or ,while ,because3.Let one student come to the front to perform to learn the new words.T: Look! There are some sentences in 2. N

13、ow, read them quickly and circle the new words. If you finish, put up your hand.T: xxx, please come here.T: Only use your head, if you want to mean “yes”, what will you do?S1: (nod his head)T: Right. Nodding the head means agreement. Now, how to express“no”？S1: (shake his head)T:Yes. Shaking the hea

14、d means“disagreement”.T: Good performance. Please go back to your seat.T: Can you guess the meaning of the phrase“give up”in Number 5?S2:放弃T: Yes. I hope you will never give up when you are in trouble. 4.Let the Ss combine the sentences with the given words in 2. Check the answers.T: Now, combine th

15、e sentences with the given conjunctions quickly. When you finish, please put up your hand.T: Now, its time to check the answers. Any volunteers?S1: Noise is a kind of pollution and its harmful to our hearing.S2: Work hard, or you will fail the exam.设计意图其设计意图主要在于检测学生对内容和知识的掌握情况，让教师清楚了解学生的学习情况，为下一个的练习

16、着铺垫。Step4 Practice1. Let the Ss write the correct letter under each picture and sort the garbage.T: Look at the table and the pictures in 3a. Write the correct letter under each picture and sort the garbage based on your own knowledge. When you finish, put up your hand.T: xxx, could you tell us your

17、 answers? S1: b-e-c-a-dT: Do you agree? Ss: Yes.T: Now, lets check the table. Who wants to try?S2: paper cups: recycled S3: cans: recycledT: I wont tell you whether your answers are right or not. You can check them by yourselves after listening to 3b.2. Let the Ss listen to 3b and check the answers

18、in 3a. T: Now, listen to 3b, and check the answers in 3a.T: Have you got the right answers now? Ss: Yes.T: So how to deal with the paper cups? Ss: reduced.3.Encourage the Ss to sum up this section.T: What have you learned today, boys and girls? Ss: Three RsT: What does it stand for? Ss: reduce, reuse and recycleT: Wonderful! Grammar focus? S3: 并列句，连接词T: Tell me some conjun