周素敏Unit2Topic2eSectionA教学设计

1、Unit2 Topic 2 All these problems are very serious Section A教学设计 周素敏. Material analysis本课是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

2、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:

3、 (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

4、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 a

5、ids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,

6、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: “s

7、and”, “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

8、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

9、, 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。3Pr

10、e-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 tr

11、y?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

12、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

13、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 thin

14、k 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

15、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

16、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

17、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 activityStep 1: Let the Ss read 1a in groups and then role play

18、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,

19、“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 ph

20、rases 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

21、 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

22、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

23、，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

24、 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 toget

25、her. 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

26、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

27、. Finish 4.S1: It means “变得更虚弱” in Chinese.S2: It means “破坏环境”.SS6: 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 ho