Unit 2 Saving the Earth Topic 2 Section A 教学设计（表格式）-2024-2025学年（仁爱科普版）英语九年级上册

Unit 2 Saving the Earth Topic 2 Section A（教学设计） Ⅰ. Material analysis 本课主活动是1a。1a通过Maria向他的同伴Kangkang和Jane抱怨天气，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。 Ⅱ.Teaching aims 1.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。 Ⅲ. The key points and difficult points 1. Key points: Words and phrases: sand, although, sandstorm, desert, human being, reduce, completely, change into, stop … from, blow/ wash … away, as a result Sentences: A lot of water can be saved by forests. Although there were sandstorms before, now we have built “The Green Great Wall”. Grammar: Indefinite pronoun and adverb. 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。 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。 Ⅴ. Teaching aids 关于沙尘暴的视频和图片，录音机，幻灯片等。 Ⅵ. Teaching procedures Stage(time period) Interactionpatterns Teacher activity Student activity Remarks 1 Getting students ready for learning（3 mins) Class activity Play a short video about a sandstorm and let Ss guess what kind of weather it is.T: Hi, boys and girls! It’s a fine day, isn’t 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”. It’s 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。 2 Lead-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 b ... ...