1、U2T2SA 1 Topic 2All these problems are very serious. SectionA . 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
2、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 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。 九年级上册教学案例设计 2 3. Emotional aims: (optional) 让学生了解环境污染的严峻形势，引导学生爱护
3、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 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: Alot o
4、f 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讨论相关话题，培养学生形成听前熟悉、预测听力
5、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。 U2T2SA 3 . Teaching aids 关于沙尘暴的视频和图片，幻灯片等。 . Teaching procedures Stage (time period) Interaction patterns Teacher activity 1 Getting studentsready for learning （3 mins) Class activity Talk about different feelings in different weather and then show a picture o
6、f the sandstorm. T: Hi, nice to see you here! Ss: Nice to see you, too! T: Whats the weather like today? Ss: Its hot./Its sunny./Its a fine day. T: I feel happy in such weather. How do you feel? Ss: T: Yes, and how do you feel in this kind of weather? Ss: T: Then what is the weather like in this pic
7、ture? Ss: Its rainy. T: How do you feel? 九年级上册教学案例设计 4 Ss: T: Whats the weather like now? Do you still feel cool? Ss: T：We call it “sandstorm”. Now read after me, “sandstorm”. (Point to the new word on the blackboard.) Ss: “sandstorm”, “sandstorm”, “sandstorm” T: And now you can guess what the meani
8、ng of “sand” is. Ss:沙子。 T: Yes, you are right. “Sand”. Ss: “sand, sand, sand”. T: And we have learned a similar word before, “rainstorm”. Do you know? 2 Lead-in (3 mins) Class activity Show a video of the sandstorm coming into being, and lead Ss to think about how sandstorm comes into being and numb
9、er the pictures in 3. T: OK, we dont like sandstorms, right? But do you know how sandstorm comes into being? Please watch the video to find out the answer. U2T2SA 5 T: Now, we know that at first, there were many trees, right? And then? Ss: People cut down trees. T: OK, now please turn to Page 36 and
10、 number the pictures according to the changing steps. T: Now Id like a student to tell me the correct order. Please do as this: one, many trees, OK? Now I will start. One, many trees. S1: Two, cut down trees. Three, forests gone. Four, wash the earth away. Five, change into desert. Six, sandstorms c
11、ome into being. 3 Pre-listening (5 mins) Group workLet the Ss talk about the 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 the sandstorm? Ss: Yes. T: Now discuss with your gr
12、oup members. T: OK, who can try? 九年级上册教学案例设计 6 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 slowly S2: 4 While-listening (5 mins) Individual work Step 1: Lead-in T
13、: Although the sandstorm is really serious in some parts of the world, we can still do something to prevent it. (Teach the new word “although”) T: For example, we can reduce cutting down trees. Because trees are really important to we human beings. (Teach “reduce” and “human beings”). So do you know
14、 why trees are important to us? What can trees do for us? T: For example, look at the blackboard. (Write a man sitting under the tree) I think the tree can help protect us from the sun. What else can a tree do for us? Now, lets listen to 1a and try to find out the treesfunctions according to 1a. OK?
15、 Check the answers, and ask the three students to write down the three functions of trees on the blackboard. 5Post-listeningIndividual workStep 2: Let the Ss read 1a and answer the three questions. U2T2SA 7 (12 mins) Pair work T: Now please read 1a by yourself and try to answer the following questio
16、ns. S1: S2: S3: Step 3: Practice the conversation. T: Now, look at here. I have divided 1a into 2 parts. And here is the 1stpart. You are going to practice 1a like this, and then some sentences will be covered when you act it out. Pair 1: T: Now this is the Part 2. Again some sentences will be cover
17、ed. Pari 2: 7 Project(10 mins) Group workStep 1: Talk in groups about the advice of helping the government dealing with the sandstorm problem. Ask two students to present their results. Summarizing andAssigning homework (2 mins) Class activityStep 1: Help Ss to have a conclusion of the lesson accord
18、ing to the new words and sentences written on the blackboard. Finally, call on the Ss to be a greener person. Step 2: HMK: Make an Enlish poster about the sandstorm. 九年级上册教学案例设计 8 . Blackboard design Unit 2 Topic 2All these problems are very serious. Words/ Phrases: sand / sandstorm although desert reduce change into human being TreesFunctions: 1. Trees can stop the wind from blowing the earth away. 2. A lot of water can be saved by forests. 3. Trees can stop the water from washing the earth away. Section A Lets be a greener person!
