初中英語九年級Unit-2-Love-Our-Planet-Topic-1-Pollution-causes-too-many-problems教案附教學反思

Unit2LoveOurPlanet<<Topic1Pollutioncausestoomanyproblems>>教學設計教材分析與處理:本話題主要是圍繞“污染”這一問題展開學習的。在整個單元中起到開篇引章的作用，為下一個話題的學習打下伏筆。由于這一個話題的內(nèi)容較為集中，且又貼近學生生活，為學生用英語進行交流提供了一個很好的平臺。因此，我把整個話題內(nèi)容進行了歸納、合并與增添處理，根據(jù)學生的實際情況進行了整合，將整個話題分為對話操練課、語法練習課、閱讀訓練課、寫作綜合課等課型進行學習。教學目標：基礎教育階段英語課程的總體目標是培養(yǎng)學生的綜合運用語言能力，這種能力的形成建立在語言技能、語言知識、情感態(tài)度、學習策略和文化意識等整體發(fā)展的基礎是。這了充分實現(xiàn)這一總體目標，我把整個話題的目標制定如下：1、知識目標：學習有關污染的單詞及短語，掌握污染的幾種不同種類，了解各種污染產(chǎn)生的途徑及對人類造成的危害。學習現(xiàn)在完成時態(tài)for及since的用法，掌握終止性動詞與延續(xù)性動詞的轉換，2、能力目標：通過大量的對話練習、語法練習以及閱讀練習等綜合性的語言實踐活動培養(yǎng)學生運用英語語言的能力，使他們能運用所學的知識獨立自由的談論污染和種類，危害和減少污染的方法。在小組合作學習中培養(yǎng)合作意識、自主探究學習的能力以及英語語言表達能力。3、情感目標：通過大量生動形象的圖片，讓學生充分意識到污染的嚴重性，并積極參加到各種保護環(huán)境的活動中來，從親身經(jīng)歷的實踐中增強環(huán)保意識，熱愛我們生存的地球。教學策略：（1）開放式教學策略。以有限的課堂為載體，帶學生進入廣闊的知識天地。（2）興趣激發(fā)策略。只有讓學生真正有了參與的欲望，才能點燃他們的思維火花。（3）任務型活動策略。在做中學，在做中練，在做中鞏固往往有良好的效果。（4）循序漸進和尊重差異策略。由簡到繁，由難及易，為有困難的學生搭好梯子，讓有能力的學生跳起來摘到果子。學習策略：（1）引導學生學會預習、檢索，歸納，整理知識點，觀察生活等基本學習策略，培養(yǎng)他們英語學習的素養(yǎng)，使用各種豐富的學習資源來獲取語言信息的能力。（2）合作學習，任務要求要明確。學會收集，學會思考，學會表達，學會討論，學會傾聽，學會評價。注意學習方法，及時提問并注意傾聽他人意見。閱讀后能完成閱讀任務：填寫表格，回答問題和寫出文章大意。在小組合作中，學習他人之長處，學習溝通技巧。（3）課前、課后能進行延伸性學習，如小組成員共同完成書信，呼吁人們保護環(huán)境，制作環(huán)保廣告等。。教學重點

（1）重點詞匯bee，several，waste，stream，breathe，influence，weak，produce，chest，army，dead，coal，disturbetc。

（2）學習therebesb./sth.doingsth.”structure.It’sdifficultformetobreathe.等有用句型。（3）語法：現(xiàn)在完成時for及since的用法。如：ShehaslivedinBeijingforthreeyears/sincethreeyearsago。

教學難點：（1）現(xiàn)在完成時態(tài)的理解和運用。（2）總結文章大意。（3）對污染的了解和討論，呼吁和倡議人類進行環(huán)保。教學過程：SectionA對話操練課Step1

Review1.(通過對第一單元的復習引出“變化”中的被污染的西山景象，用課本中的圖畫來引出新

詞匯。)T:

LastUnit,Wehavelearnedsomechangesinourhometown.Whatchangeshavehappenedinyourhometown?S1:Theroadsarewider.S2:Thebuildingsarebrighterandbrighter.S3:Thelivingconditionshaveimproved…S4:…T:

Yes.Manychangeshavehappenedinourhometown.Let’slookatthetwopicturesaboutWestHill.T:

ArethereanychangesinPicture2?Ss:Yes.T:

Let’slookatPicture1.WhatcanyouseeonWestHillinthepast?S5:Icanseesomeflowersandgrass.S6:Icanseeabutterflydancing.S7:Icanseearabbit.S8:Icanseesomehouses.S9:…T:

(指著一蜜蜂)What’sit?Ss:“蜜蜂”。T:

It’sabee.Andthereisabeeflying.(板書并講解。)thereis/are…doingsth.T:指著小溪)What’sit?Ss:“小河”。T:It’sastream.Andtherearesomefishswimminginthestream.(教師板書并講解stream。)T:

WeknewWestHillwasabeautifulplace.LookatPicture2,whathappenedtoWestHill?S10:Therabbitdisappeared.S11:Thefishdied.S12:Thetreedied.S13:Therearenoflowers,butterflies,grassandsoon.S14:Therearesomefactories.T:

Yes,thereareseveralfactories.It’snotonlyone.(教師板書并講解several。)T:指著冒的煙和排放的廢物)Theyaremakingmuchsmokeandtheyarepouringwastewaterintothestreams.Sotheyarechemicalfactories.(板書并講解。)chemicalpour…into…T:FromPictures2,weknowthechemicalfactoriesareharmfultotheanimalsandplants.(板書并講解。)beharmfultoStep2

Presentation1.(要求學生不看書，只聽錄音，捕捉要點，回答問題，提高聽力水平。)T:Listentothetapecarefully,thenanswerthesequestions.

(學生根據(jù)黑板上所提出的問題，聽錄音1a。)(1)CanyousaysomethingaboutWestHillinthepast？(2)WhatdidtheyseeontheWestHilltwodayslater?2.(找學生回答并核對答案。)Step3

Consolidation1.(播放錄音1a，讓學生跟讀，注意語音和語調(diào)。)T:Listentothetapeandreadafterit.Imitatethepronunciationandintonationcarefully.2.(齊讀對話，以保證全體學生參與活動。)T:Nowlet’sreadtogether.Go!3.(分角色朗讀。教師讀括號內(nèi)的說明文字。)T:Let’sactoutthedialog.S1actJane,S2actMaria…4.(小組討論。學生完成1b內(nèi)容，老師抽查答案。)Askseveralstudentstoreadouttheanswersandmakesuretheiranswersarecorrect.5.(要求學生根據(jù)提示詞，用第三人稱復述對話。)T:Trytousethekeywordsin1btoretell1a.ExampleA:Inthepast,WestHillwasabeautifulplacewithflowersandgrass.Wecouldseebeesandbutterfliesflying.Thewaterwasverycleanandwecouldseefishswimming.Butnow,alltheflowers,grass,bees,butterfliesandfishhavegone.Why?Becausethereareseveralchemicalfactoriespouringwastewaterintothestreams.Soweshouldprotecttheenvironment.Step4

Practice1.(播放錄音2，讓學生聽后完成2。)T:Weknow,withoutplantsandanimals,WestHillisn’tbeautiful.Soplantsandanimalsare

important.Let’slookatthelovelyanimalsinthepicturesin2.Listentothetapeandwritedowntherightorderofthepictures.(若學生沒聽懂，可再放一遍，和學生核對答案。)2.(教師指著鼻子做呼吸困難狀。)T:Theairisterrible.It’shardformetobreathe.(板書并講解breathe。)T:Thefactorybehindourschoolisveryharmful.Ithascausedairpollution.(教師用土壤污染圖片引出“soil”生詞。)

T:Lookatthepicture.It’sapictureofsoilpollution.(讓學生看圖片，完成3a。)Let’slookatthepicturesin3a,matchthemwiththephrasesgiven.(教師與學生核對答案。)T:Let’slookatthepicturesagain.Whatproblemswilltheycause?(學生兩人一小組討論。)

T:It’sapictureofairpollution.Whatproblemswillitcause?Group1:Itwillcausebreathingproblems.Group2:Itmakespeoplesick.(教師把引起的問題板書在圖片的旁邊/下面。)breathingproblemsmakepeoplesick(用類似的方法討論其他幾種污染的問題，教師板書關鍵詞。)3.(讓學生完成3b。)(教師與學生核對答案。在此過程中讓學生猜出生詞“influence”在句中的意思。)4.(讓學生讀3b的句子，加深理解各種污染的危害。)

Step5

ProjectGuessinggames.(教師讓一學生到前臺，從所提供的有關污染的圖片中任取一張“正面”面向全體學生，背面面向自己。臺下學生描述圖片上的內(nèi)容或引起的污染問題，讓臺上的學生猜出該種污染的名稱。)T:Everyoneofyoucandescribethepicture.Andthestudentinthefrontoftheclassroomtriestotelluswhatkindofpollutionitis.ExampleA:

S1:(任意抽取一張圖片)S2:It’sproducedinafactory.S3:Itsmellsterrible.S4:It’sharmfultoourlungs.S5:It’sblacksmoke.S1:Airpollution.板書設計：Pollutioncausestoomanyproblems.SectionAgoforapicnic

therebesb./sth.doingsth.mygoodness

pour…into…airpollution

have/hasgone…soilpollution

beharmfulto…waterpollution

Thegovernmenthasdonesomething.lightpollution

usefultostopitnoisepollution

breathingproblems

SectionB語法訓練課Step1

Review1(教師用上一課的1a引出新的詞匯，既練習了新的語法句型又引出了新的詞匯。)TTheyplannedtogoforapicnic,andtwodayslater,whenthechildrenreachedWestHill,couldtheyhaveapicnicthere?Ss:No.T:Why?Ss:Theflowers,grass,rabbits,beesandfishhavegone.Thechemicalfactoriesarepouringwastewaterintothestreams.T:(指著排放的濃煙)Andwhatisthefactorymaking?Ss:It’smakingsmoke.T:Yes,it’sproducingsmoke.It’sproducingterriblegas.(教師做捂鼻皺眉狀。)It’sdifficulttobreathe.T:Sotheterriblegascanmakepeople’schesthurt(教師做捂胸皺眉狀。)(板書并講解)produceterriblegas,chestT:Whatotherproblemswillitcause?S1:Itwillmakelotsofnoise.S2:Maybepeoplecan’tsleepwell.T:Yes,sopeoplemaybeinabadmood.Doyouliketoliveintheplaceliketoday’sWestHill?Ss:No.T:PerhapsthepeoplelivingonWestHilldon’twanttolivethere.Theymustwanttomanagetoleavethere.Why?Theycan’tstandtheenvironmentthere.(板書)managetodosth.=succeedindoingsth.can’tstandtheenvironmentT:Pollutioncausestoomanyproblems.Weshoulddosomethingtostopit.Step2

Presentation(教師通過flash動畫呈現(xiàn)新知)(教師放1a錄音，學生聽后回答問題。)(教師再次放錄音，讓學生搶答1b的問題。教師板書重要語言點。)(在學生回答第三個問題時。)T:“Shehasbeenlikethissincelastmonth.”,howtosaythissentenceinanotherway,S4?S4:Shehasbeenlikethisforonemonth.

(教師再放1a錄音，學生朗讀并注意語音語調(diào)。)T:Readafterthetape.Payattentiontothepronunciationandintonation.(學生兩人一小組討論2中的問題，編對話，教師必要時給予幫助。)

(教師補充一些問題并用小黑板出示。)Doyouliveinacity/town/village?Doyoulikeyourcity/town/village?Arethereanychemicalfactoriesinyourcity/town/village?Iftherearesomechemicalfactories,aretheynearyourschool?Iftherearen’tanychemicalfactories,pleasedescribetheenvironmentofyourschool.Whatwasyourcity/town/village/schoollikeafewyearsago?Step4

Practice1.(問S2。)T:Howlonghavethefactoriespollutedyourcity?

S2:Sinceafewyearsago/Forafewyears.

(教師畫出類似數(shù)軸的圖。)(板書)

afewyears

presentPast

pollute

polluteT:Youmeanpeoplehavepollutedyourcity,likethis?S2:Yes.(教師出示一張圖片，問S2。)

fisherman

T:What’sthemandoing?S2:He’sfishing.T:Yes.He’safisherman.ThefishermanboughttheVCDyesterday.HowlonghashehadtheVCD?(板書句子并在had下加下畫線引起學生注意。)S2:HehasboughttheVCDsinceyesterday.(糾正并解釋終止性動詞不能與for和since連用。)T:No,weshouldsaylikethis:HehashadtheVCDsinceyesterday.(板書)ThefishermanhashadtheVCDsinceyesterday.boughttheVCD

Past

yesterday

today

T:Whatdoesshedo?S2:“秘書”。T:Yes.She’sasecretary.(板書并講解secretary。)T:Sheborrowedthisbookseveraldaysago.Howlonghasshekeptthebook?(教師板書句子指著kept引導學生回答。)S2:Shehaskeptthebookforseveraldays/sinceseveraldaysago.T:(指著一名戰(zhàn)士的圖片。)Nowheisasoldier.Hejoinedthearmylastyear.

(板書并講解)jointhearmyT:Howlonghashebeeninthearmy?(板書)Howlonghashebeeninthearmy?(教師指著beenin引導學生回答。)Ss:Hehasbeeninthearmysincelastyear./foroneyear.2(讓學生觀察、分析板書的例句與教師共同總結規(guī)則。句中有for+時間段/since+時間點。howlong的謂語動詞需用延續(xù)性動詞，所以我們要把短暫性的謂語動詞變成延續(xù)性的謂語動詞。)3.(1)(板書)left(leave)(教師列出其他的短暫性謂語動詞變延續(xù)性謂語動詞的詞。)become/come/go/arrive

bedie

bedeadbegin

beonfinish

beoverclose

beclosedopen

beopen(2)(讓學生完成3中的轉換，然后教師與學生核對答案。)(3)(讓學生把3中的所有的句子細讀一遍以便更好地掌握短暫性動詞與延續(xù)性動詞的轉換。)Step5

Project1.Groupcompetition.[教師說出一個過去時的句子(含有過去式時間狀語)，讓學生分組競賽把它改為現(xiàn)在完成時，既可用since引導時間點也可以用for引導時間段。]

Pollutioncausestoomanyproblems.SectionBproduceterriblegascan’tstandtheenvironmentherejointhearmythedaybeforeyesterdaymanagetodosth.短暫性動詞→延續(xù)性動詞leave

beawaybecomecome

begoarrivedie

bedeadbegin

beon

SectionC閱讀訓練課Step1

Review1.(教師用上兩節(jié)課的內(nèi)容引出新的詞匯和語言點。)T:Ss:Yes.Suchaswaterpollution,soilpollution,lightpollution,airpollution,noisepollutionandsoon.T:Verygood.Let’slookatthepictures.(教師展示多媒體上的圖片。)

T:(指著圖片。)Whataretheyburning?Ss:(幫學生回答并重復領讀解釋意思。)Coal.T:Canburningcoalcausepollution?Ss:Yes.Burningcoalcancauseairpollution.T:You’reright.(教師展示多媒體上的圖片。)

T:T:(指圖片。)Canitcausepollution?

Ss:No.T:You’reright.Itcan’tcausepollution.(讓學生重復讀。)

Ss:Producingelectricitybywindcan’tcausepollution.2.(教師讓學生完成1a中的pre-readingquestions。)

T:OK.Lookatthephrasesin1a,andcheck(√)whichispollution.

(學生可以討論，然后教師與學生核對答案。)Step2

PresentationT:Youknow,playingloudrockmusicatmidnightisakindofpollution.Why?Ss:Becauseplayingloudrockmusiccanmakelotsofnoise.T:Let’slookatthepictures.(教師展示多媒體圖片。)

T:(指圖片問。)Whataretheydoing?Ss:(教師幫助回答并釋義，領讀print。)Theyareprintingnewspapers.T:Themachinesaremakingloudnoise.Cantheyheareachotherclearly?Ss:No.T:Theyhavetosaythewordsagainandagain.Iftheyworkthereforalongtime,theymaybecomedeaf.(教師指著耳朵重復讀。)T:Thatistosay,theywillhavehearingloss.(板書)print,deaf,hearingloss

(教師展示多媒體圖片。)

T:(教師指著圖片。)Theyareyoungpeople,theyareteenagers.(教師釋義teenager并領讀。)T:Whataretheteenagersdoing?Ss:Theyarelisteningtopopmusic.T:Yes,theyarelisteningtoloudpopmusic.It’sveryharmfultotheirhearing.Itmeansthatloudpopmusicdoesharmtohearing.(教師釋義“harm”詞組，并板書要點。)(板書)doharmto

beharmfulto(教師展示多媒體圖片。)

T:Whathappenedinthispicture?Ss:Therearemanycarsmakinglotsofnoise.T:Socarsoftencausenoisepollution.(教師展示多媒體圖片。)

T:(教師指著圖片。)Theyareworkinginthesawmill.Anditalsomakesloudnoise.(教師展示多媒體圖片。)

T:Whataretheydoing?Ss:Theyarebuildinghouses.T:Whenaretheybuildinghouses?(教師指著圖片上的月亮/星星。)Ss:Atnight.T:Wherearethey?Ss:Theyareinacommunity.T:Yes,you’reright.Somepeoplearesleepingnow.Sotheymaydisturbtheotherpeopleinthecommunity.Soweshouldn’tmakeloudnoisesinpublic.(教師板書解釋并領讀。)disturb,inpublicT:Fromthepictures,weknowwhatcausesnoisepollution.(再次快速播放上述圖片，教師講述噪音污染的危害，導入1a。)T:doesn’tmakepeoplefeelcomfortableorpleasant.Thatistosay,“Noisepollutionmakespeople’slivesuncomfortableandunpleasant.”(教師領讀，并釋義。)T:(接著說)Soweshoulddosomethingtosolvethenoisepollutionproblems.Now,let’slookatthetwopicturesin1a,thenlistentothetape,answerthequestion“Isthegovernmenttryingtodosomethingtosolveallsortsofproblems?”(播放錄音。)(聽完錄音，讓學生回答。)Step3

Consolidation1.(播放1a磁帶，學生跟讀，注意語音語調(diào)。)T:Listento1aandrepeat,payattentiontothepronunciationandintonation.2.(學生自由朗讀課文，以保證全體學生加深對課文的理解。)3.(根據(jù)課文內(nèi)容，完成1b的練習。)T:

Readthispassage(1a)againandfinish1bbyyourselves.(教師與學生核對答案。)4.(讓學生兩人一組讀課文，討論1c的四個句子應該分別放在課文中的哪一段。)T:Readthepassageagain,lookatthefoursentencesin1c.S1,pleasereadthefoursentences.S1:…T:Whichparagraphwouldtheybelongto?(教師與學生核對答案，讓學生回答選出正確答案的理由，或教師解釋理由。)Step4

Practice1.(教師用課文中的噪聲污染來啟發(fā)學生找出周圍的噪聲污染。)T:Wehavelearntnoiseisakindofpollution.Whatcausesnoisepollutionaroundus?(讓學生分組討論，教師給學生一些引導，讓學生說出我們身邊的噪聲污染。)S1:Thestudentsinthenextroomaresinging.S2:Somestudentsaretalkingloudlyintheclassroom.S3:Someoneistypingthekeyboardstrongly.S4:Somepeopleansweratelephonecallloudly.S5:…(教師在列出噪聲污染的各種來源后，教導學生如何避免出現(xiàn)這些現(xiàn)象。從而培養(yǎng)學生的環(huán)境保護意識。)T:S6:Speaktoeachotherinlowvoice.S7:Trytofindaproperplacetoanswerthetelephone.S8:Typethekeyboardsoftly.S9:Findaproperplaceandpropertimetohaveamusiclesson.S10:…2.(小組活動，四人一組，引導學生練習身邊的實際生活，討論他們身邊實際存在的各種類型的污染及其危害，并由一名小組成員書面記錄整理，最終以書信的形式將問題反映到報社。完成2。)T:Workingroupsoffour,thinkaboutwhatkindsofpollutionwehaveinourhometownand

discusswhatbadeffectscausedbythem.Writeitdownandafterschoolmailittothenewspaper.板書設計：Pollutioncausestoomanyproblems.SectionCbecomedeaf

beharmfulto…quiteafew

doharmto…h(huán)earingloss

Makingloudnoisessomuchinpublicisalsoakindofpollution.nobetterthan

allsortsof…=allkindsof…

SectionD寫作綜合課Step1

Review1.(復習上一課的1a,引出新的詞匯。)

(教師板書新詞并釋義。)highbloodpressureT:Noisepollutionisharmfultopeople.Butit’snottheonlyoneinourworld.Doyouknowanyotherkindsofpollution?SS:Airpollution,soilpollution,waterpollution,lightpollution,litterandsoon.(教師展示多媒體圖片。)

T:It’sapictureaboutsoilpollution.Whatcausessoilpollution?S1:Peopleusechemicalstoomuchintheirfields.T:Sotheydestroythesoil.(教師板書destroy并釋義。)(板書)destroy(教師展示多媒體圖片。)

T:Lookatthispicture.What’sontheground?Ss:(教師引導學生回答。)Wastebottles,wastepaper,wasteplasticandsoon.T:Yes.It’sapileofrubbish.(教師板書并講解rubbish。)T:(指著圖片中的工業(yè)區(qū))Whatplaceisit?Ss:“工業(yè)區(qū)”。T:Yes,it’sanareaofindustry.(教師板書并講解industry。)Step2

Presentation1.(教師展示幾種類型的污染圖片，讓學生說出是什么污染。)③②①②

⑤④

(教師板書，并釋義詞組如：throw

away)

(學生用所給的單詞和短語填空，老師與學生核對答案。)(讓學生再次閱讀1a，同時思考小黑板上的問題。)1.Howmanykindsofpollutionarementionedinthepassage?2.What’stheeffectsofeachpollution?3.Howcanwemakeourplanetbetter?(教師讓學生回答問題，然后完成1b。)T:PleasefillintheformonPage31accordingtothequestionsonthesmallblackboard.(學生填表格后，教師與學生一起核對答案。)Step3

Writtenwork讓學生用所學知識發(fā)現(xiàn)污染。為做環(huán)保人作鋪墊。)S1:Thereisairpollution.Becausetheairisterrible.S2:Thereiswaterpollution.Becausethefishhavegone.S3:Thereisnoisepollution.BecauseGrannycan’tsleepwell.S4:…T:TherearesomanypollutionproblemsonWestHill.Howcanwedealwiththem?(讓學生分組討論。)S1:WritealettertonewspapersandTVstations.S2:Makesomerulestostoppollution.S3:Pulldownthefactories.S4:…(教師總結、教師示例，讓學生分組討論下面的問題。)