作业标题 ：教学设计 作业周期 : 2018-07-10 — 2018-09-30
作业要求 ： 参训教师根据本学期课堂教学实际，选择某一节课，针对学科重点和学生学习难点，开展学科教学，提交一份教学设计方案。 具体要求： 1.提交设计方案。注：应详细说明如何应用PPT、多媒体或移动互联网等信息技术手段开展教学。 2.与教学设计配套的课件、资源等一并打包提交。 注： 1.认真阅读作业内容，分享有价值的知识点或应用技巧（优秀作业将在项目主页获得展示机会）； 2.字数不少于600字，要求格式清晰，页面整洁； 3.作品必须为原创，且与本次培训课程内容相关，发现抄袭一律视为0分； 4.请务必于截至日期前提交作业，过期将无法补交。
发布者 ：教务
提交者:学员邱晓燕 所属单位:宁化三中 提交时间: 2018-09-30 09:37:30 浏览数( 0 ) 【举报】
教学设计
九年级英语上册Unit2Topic1sectionA
Unit 2 Saving the Earth
Topic 1 Pollution has caused too many problems.
Section A
Ⅰ. Material analysis
本课是九年级第二单元第一话题的第一课时。主活动是1a。1a通过对比“West Hill”今昔的环境变化，引出本话题的污染问题，巩固现在完成时与一般过去时的用法及区别。1b要求学生能够听懂一般过去时态和现在完成时态，也就是要分清1b所提及的词语所伴随的时间。1c则是在阅读之后再找出“西山”所发生的变化。2通过观察图片内容，结对编对话，描述污染前后的情况，进一步训练学生口头表达能力和对一般过去时和现在完成时的运用能力。3通过听并记录“动物的生存现状”，了解环境污染带给动物的危害，继续提高学生的听力水平。任务4的口语表达，培养学生的说的技能，检测对本课的掌握情况。通过本课的学习，培养学生关注环境问题的意识。
Ⅱ.Teaching aims
1.Knowledge aims：
掌握本课的重点词汇和短语，巩固一般过去时和现在完成时的用法和区别。
能够用一般过去时和现在完成时描述过去和现在的变化。
正确使用there be sth./sb. doing sth.来表达“有某人/物正在做某事”。
2.Skill aims:
能听懂描述环境变化的对话，区别一般过去时和现在完成时的用法。
能理解和运用一般过去时和现在完成时来进行听、说、读、写活动。
3.Emotional aims: (optional)
让学生了解环境污染的严重性，并树立环保意识。
4. Culture awareness: (optional)
通过课文的学习，让学生了解环境的变化，关注全球的环境问题。
Ⅲ. The key points and difficult points
1. Key points:
Words and phrases: bee, butterfly, mess, shame, several, pollute, waste, villager, destroy, cut down, goodness, pour,
see sb./sth. do sth., see sb./sth. doing sth., cut down, my goodness
Sentences: What a shame! / What a mess!
The flowers and grass have gone!
What has happened here?
There be sth./sb. doing sth.
There are several factories pouring waste water into the stream.
Everything has changed.
Grammar: differences between Simple Past and Present Perfect tense.
Difficult points：
正确使用there be sth./sb. doing sth.来表达“有某人/物正在做某事” 。
区别使用短语see sb./ sth. do sth.和 see sb. / sth. doing sth.。
能正确地以口头和书面形式区别使用一般过去时和现在完成时。
Ⅳ. 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、预测听力材料的习惯。
通过朗读1a和2，引导学生模仿已有对话，编写新的对话。
通过1c，培养学生整合对话信息，将对话转换为语篇的能力。
Ⅴ. Teaching aids
图片（关于校园周边环境变化对比图或者影像资料），录音机，幻灯片等。
Ⅵ. Teaching procedures
Stage (time period) | Interaction patterns | Teacher activity | Student activity | Remarks | |
1 | Getting students ready for learning （1 min) | Class activity | Greet and talk about the weather. Lead the Ss to discuss the right place for a picnic. T: Hi, boys and girls! It’s a nice day, isn’t it? Ss: Yes. T: Would you like to have a picnic with me? Ss: I’d like that./Sounds great. T: So where shall we go? Ss... | Greet and focus their attention on the teacher. ...
Ss: Yes.
Ss: I’d like that./Sounds great.
Ss... | 通过谈论天气，要去野炊，吸引学生的注意力，也符合课文主题，使学生专注于课堂。如果天气不好，也可以做好周末的野炊计划。 |
2 | Lead-in (3-5 mins) | Group work | Let the Ss discuss where to have a picnic. Encourage them to state the reasons. T: Now work in groups, choose the best place for a picnic and tell the class why you choose that place. Ss… T: OK, tell us where to have a picnic. Why? S1: I think …is the best choice. The air there is fresh. We can fly kites on the grass.
S2… | Discuss where to have a picnic and state the reasons. …
Ss…
S1: I think …is the best choice. The air there is fresh. We can fly kites on the grass. S2… | 先让学生讨论出合适的野炊地点，老师再出示西山没被污染的图片来吸引学生的注意。当学生兴趣高涨时，又呈现被污染后的图片，让学生满怀兴趣和疑问去了解西山被污染前后的状况，更好的体会一般过去时和现在完成时在语境中的运用，同时也突破了单词关。 |
3 | Pre-listening (5-7 mins) | Class activity | Present two pictures of the West Hill and describe the changes. Teach the new words and some difficult sentences. (Show the old picture of the West Hill to the Ss) T: Look at this beautiful picture. Kangkang and his friends had a picnic there two years ago. Can you guess where it is? Ss: Yes, it’s the West Hill. T: What can you see in the picture? S1: Some flowers, a clean river and a big tree… T: Right. The West Hill is a beautiful place. Can you see the bees and butterflies dancing there (Point to the bees and butterflies, and then write down the words and phrases on the Bb) T: So do you want to go there for a picnic? Ss: Yes… T: I’d like to. But now it has changed a lot. Look at this picture. Do you like it? Ss: No. (Teacher presents the new words and difficult sentences through the description of the picture.) | Watch the pictures of the West Hill, guess the meaning and pronunciation of the words according to the introduction about the changes of the West Hill.
Ss: Yes, it’s the West Hill. … S1: Some flowers, a clean river and a big tree… …
Ss: Yes… …
Ss: No. |
在教授新单词时，老师应当同时呈现单词和音标，让学生运用所学音标自己解决单词的读音问题，如果学生发音不准，老师要及时更正。再根据图片和讲解，引导学生大胆的猜测词义和部分难句的意思，为1a中的听力对话扫障碍。 |
4 | While-listening (10 mins) | Individual work
Group work | Step 1: Let the Ss listen to 1a twice and do 1b alone. T: Listen to the tape carefully and try to mark the words with P or N. … T: Now please check answers in your group. S1: “Beautiful” is in the past. S2:“Butterflies” are in the past. S3: “Dirty” is now. … Step 2: Let the Ss listen to 1a again and pay attention to the pronunciation and the intonation. Then practice 1a in groups and role play it. T: Read 1a with your group members and act it out. | Listen and mark the words with P or N according to the tape. .
S1: “Beautiful” is in the past. S2:“Butterflies” are in the past. S3:“Dirty” is now. … Listen to 1a again and pay attention to the pronunciation and the intonation. Then practice 1a in groups and role play it. | 本课对话不长，词汇量不大，可以直接在组内核对答案。如果对话较长，难度较大，建议先听两遍后再读，通过读来检查听的结果。
分角色朗读是培养语感，增强自信，提高兴趣的基本方法之一。让学生通过读的方式感知一般过去时和现在完成时的差别后，在2中马上运用，编写新的对话，可以让学生完整的体会两种时态的区别，也突破了本课的语法关。 |
5 | Post-listening (20 mins) | Group work
Pair work
Individual work
| Step 1: Let the Ss read 1a aloud and fill the blanks in 1c in groups. T: Read 1a aloud and fill in the blanks in 1c as quickly as possible, and then discuss the answer with your group members. … T: Now check the answer together. S1: a beautiful place S2: lost of flowers and grass S3: … Step2: Let the Ss observe the pictures and study the example in 2 and try to make new dialogs according to the pictures and the given words. Then act out the dialogs. T: Now study the example in 2 and try to make new dialogs with their partners according to the pictures and the given words. Then act out the dialogs. … T: OK, who can try? S1: There were many trees when I visited the hill last year. S2: But now the trees have gone. S1: What has happened here? S2: The farmers have cut them down. … Step 3: Lead the Ss to look at the pictures and listen to the sentences once to number them. Then listen to them twice to complete the sentences. T: Look at these pictures in 3, listen and number them. ... T: OK, now check the answers together. The right order is… T: Well done. Now listen again and fill in the blanks in 3. When listening, you can only write the first two letters of each word or the first word of each phrase. After finishing listening, you have some time to complete your answers. Ready? … T: OK. Now you have one minute to complete the sentence. Pay attention to the form of verbs. … T: OK, time is up. Let’s check the answers. S1: People have cut down too many trees.
S2: …many trees…. S3: …but now they … S4… | Read and fill the blanks in 1c as quickly as possible.
S1: a beautiful place S2: lost of flowers and grass S3… Observe the pictures and study the example in 2 and try to make new dialogs with their partners according to the pictures and the given words. Then act out the dialogs.
S1: There were many trees when I visited the hill last year. S2: But now the trees have gone. S1: What has happened here? S2: The farmers have cut them down. Look at the pictures and listen to the sentences once to number them. Then listen to them twice and complete the sentences.
S1: People have cut down too many trees. S2: …many trees…. S3: …but now they … S4… | 做完听力练习后，再让学生通过读的方式在具体情况中感知两种时态的差别，并通过相应的任务去掌握它们的用法。
该环节是让学生通过听的方式，继续学习一般过去时和现在完成时的区别，并引导学生关注动物的生存问题和环境污染的严峻形势。教师要注意在情感态度教学方面的引导。
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6 | Summarizing and assigning homework (3 mins) | Group work
Group work | Step 1 :Sum up the main content of this class and the key points T: Let’s go through what we have learned today. Group 1 and 2, please sum up the new words. Group 3 and 4, please sum up the key phrases and the difficult sentences. Group 5 and 6, please sum up the grammar in this class. Step 2: HMK : Write a passage about pollution in some place you know. 2. Talk about how many kinds of pollution you know and make a list. | Speak out the key words, phrases, sentences and grammar points in groups.
1.Write a passage about pollution in some place you know. 2. Talk about how many kinds of pollution you know and make a list. | 总结的方法分很多种，教师可以根据需要和学生的实际情况安排。该环节处理时，要重点区别两种时态的用法，学生总结后，教师可以适当点拨或者出示相应的习题加以巩固训练。 |
Ⅶ. Blackboard design
Pollution has caused too many problems. Section A | |
Words and phrase: bee, butterfly, mess, shame, several, pollute/ pollution waste, villager, destroy, cut down, goodness, see sb./sth. do sth., see sb./sth. doing sth., pour sth. into… | Sentences: What a shame! / What a mess! The flowers and grass have gone! What has happened here? There are several factories pouring waste water into the stream. Everything has changed. |
评语时间 ：2018-09-30 09:50:46