九年级英语上册U2T2SC教学设计 最新仁爱版Word下载.docx
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掌握本课的重点词汇和短语，初步感知定语从句。
进一步学习各种污染对地球造成的危害和造成这些污染的原因。
2.Skillaims:
能读懂有关环境问题的文章。
能根据不同的阅读目的，运用简单的阅读策略获取信息。
能正确运用网络资源获取需要的信息。
能用英语书面的形式表达环境问题的成因及危害。
3.Emotionalaims:
（optional）
通过学习，了解环境现状，帮助学生树立绿色环保意识。
4.Cultureawareness:
了解各种环境问题，如臭氧空洞，温室效应等，意识到环境问题的严峻形势。
Ⅲ.Thekeypointsanddifficultpoints
1.Keypoints:
Wordsandphrases:
hole,form,rise,oxygen,ozonelayer,radiation,directly,carbondioxide,blanket,escape,thegreenhouseeffect,refer
duringthisperiod,takeaway,passthrough
Sentences:
（1）Forestshavebecomedeserts,somoreandmoresortsofanimalsandplantsaredisappearing.
（2）Asaresult,manyriversandlakesarenowdead.
（3）Toomuchharmfulradiationfromthesunpassesthroughtheholeandreachestheearthdirectly.
（4）Itcausestheleveloftheoceanstoriseandtheclimateoftheearthtochange.
（5）Whenitrainsorwhenthewindblows,theearthistakenaway.
（6）Theheatfromthesuncan’tescape,sothetemperatureisrising.
Grammar:
indefinitepronounandadverb
2.Difficultpoints：
理解有关环境方面的专业术语。
能读懂与环境问题相关的科普类文章。
能运用所学知识，写出谈论环境现状的文章。
Ⅳ.Learningstrategies
能在阅读不同体裁的材料时，运用不同的阅读策略获取信息。
善于利用插图预测科普类文章的内容。
能合理运用网络资源，拓展写作思路和开拓视野。
恰当使用连接词，使自己的作文流畅，有逻辑层次。
Ⅴ.Teachingaids
与环境相关的图片；
单词卡片（如O2/oxygen;
ozonelayer;
radiation等）；
录音机；
国际臭氧层保护日宣传动画片等。
Ⅵ.Teachingprocedures
Stage
（timeperiod）
Interaction
patterns
Teacheractivity
Studentactivity
Remarks
1
Gettingstudentsreadyforlearningandrevision
（2mins）
Classactivity
ChecktheSs’homework:
LettheSsgiveareportabouttheirownbadhabitsandhowtomakethecampusbetter.
T:
Hi,everyone.Lastclass,wehavetalkedsomethingabouttheschoolenvironment.Someofusmayhavesomebadhabits,andthesehabitscanaffectourcampus.Whatcanyoudotomakeourcampuslookbetter?
Pleaseshareyouropinionswithus.
S1:
IoftenforgettoturnoffthelightswhenIleavetheclassroom.Ithinkitdoesn’tmatterifthelightsareonforalittlewhile.AndIoftenwastesomepaperafterIonlyuseasmallpartofit.Iliketousenewpaper.ButnowIrealizethesehabitsarereallybadones,soIhopeeveryoneofuscansaveenergyfromnowon.
Verygood.Ifyoucangivemoresuggestions,itwillbebetter.Nextone.
S2:
Ialwaysmakeloudnoisebetweenclasses.Itdisturbsothers.Ioftenthrowrubbisharoundinacornerifthereisnobody.Butfromnowon,Iwillremembertogetridofthebadhabits.Ifeveryonecanfollowtheschoolrules,ourcampuswillbecomemorebeautiful.
S3:
…
Great.
Giveareportaboutyourownbadhabitsandhowtomakethecampuslookbetter.
IoftenforgettoturnoffthelightswhenIleavetheclassroom.Ithinkitdoesn’tmatterifthelightsareonforalittlewhile.AndIoftenwastesomepaperafterIuseonlyasmallpartofit.Iliketousenewpaper.Ihopeeveryoneofuscansaveenergyfromnowon.
用报告的形式让学生在课堂上反思自己平时的言行，有助于学生更好提升自己，培养“爱护环境从我做起，从小事做起”的意识。
2
Lead-in
（3mins）
Classactivity
Playthecartoonvideoaboutprotectingtheozonelayer.LettheSswatchanddiscusswhattheyhavelearntfromit.Takesomenotesifnecessary.
Hereisavideoaboutprotectingtheozonelayer.Let’swatchitcarefully.ThenIwillaskyousomethingaboutit.
...
NowLet’sfigureoutsomethingaboutozonelayer.Isozonelayerimportantorunimportant?
Ss:
It’sveryimportant
Cantheozonelayerprotectus?
Yes.
Whathappenedtoitnow?
Thereisabigholeintheozonelayer.
Yes.What’stheeffectofit?
It’sharmfultoallthelivingthings,especiallytohumansforitdoesharmtooureyesandskin.
Watchthevideoanddiscusswhattheyhavelearntfromit.Takesomenotes.
…
通过播放视频，让学生了解每年的9月16日是国际臭氧层保护日，关注臭氧层的现状。
该宣传片是卡通版，不是枯燥的科教片，能够很好地吸引学生的注意力。
如果条件不允许，教师可以从课外书籍上选读一些与环境相关的文章。
3
Pre-reading
（5mins）
Step1:
Showtwopicturesofozonelayerandmorecarbondioxide.IntroducethemtotheSsbrieflytoteachthenewwords.
Right.Ozoneisaspecialkindofoxygen.Itcanprotecttheearth.Nowpeopleproducelotsofharmfulchemicalsintotheair.Theycauseabigholeintheozonelayer.Sotheradiationcanpassthroughtheholeandreachtheearthdirectly.
（ShowthepictureofmorecarbondioxideandleadtheSstolearnthenewwordsinthesameway.）
Step2:
GuidetheSstopredictthemainideaofthepassagebythegivenpictures.
NowlookatthepicturesonPage39,canyouguesswhatwewilllearninthepassage.
Somethingaboutpollution.
Trafficpollution/airpollution
Ozonelayer
S4:
Cuttingdowntrees
S5:
Carbondioxide
Lookatthepicturesandlearnthenewwordsaccordingtoteacher’sdescriptions.
Predictthemainideaofthepassagebythegivenpictures.
Trafficpollution
在观看宣传片后，再介绍有关臭氧层和温室效应的英文词汇，学生容易理解，也容易掌握。
培养学生通过观察图片，预测课文内容的能力，这有助于学生在日常阅读中，快速获取信息。
4
While-reading
（20mins）
Individualwork
Individual
work
Groupwork
LettheSsmatchthepictureswiththetitlesin1of1b,andthenreadparagraphs2-6quicklyandwritedownthepropertitleinfrontofeachparagraph.
Excellent.Nowread1aquickly,matchthepictureswiththetitlesinExercise1quickly.
Picture1istrafficpollution.
Picture2istheozonelayer.
Picture3isfewertrees.
Picture4ismorecarbondioxide.
Picture5isfactorypollution.
Right.Nowpleasereadparagraphs2-6quickly,chooseatitleforeachparaandwritedowninfrontofit.
OK,let’schecktheanswertogether.
S6:
Para2isfewertrees.
S7:
Para3istrafficpollution.
S8:
Para4isfactorypollution.
S9:
Para5istheozonelayer.
S10:
Para6ismorecarbondioxide.
LeadtheSstoreadparagraph1,5and6,findthewordsinExercise2,3and4andguessthemeaningsofthemaccordingtothecontent.
Great.Nowreadparagraph1,5and6,findthewordsinExercise2,3and4andguessthemeaningsofthemaccordingtothecontent.
Whatdoes“ourplanet”meaninthispara?
Itmeans“theearth”.
Whatdoestheword“blanket”referto?
Carbondioxidearoundtheearth.
Whatdoestheword“it”inPara5referto?
Itrefersto“O3”.
Step3:
LettheSsread1acarefully,choosethebesttitleforthepassageandfinish5in1b.Thencompletethenotesin1caccordingto1a.
Pleasereadthepassageandchoosethebesttitleforthepassage.
OK.Haveyougotthemainideaofthepassage?
Yes.Environmentalproblems.
Right.Trytofinishthenotesin1caccordingtothepassage.Payattentiontousethekeywordswhentakingnotes.Youcandiscusswithyourgroupmembers.
OK.Haveyoufinished?
What’stheeffectoftrafficpollution?
Peoplehavehealthproblem.
What’stheeffectoffactorypollution?
Factoriesmaketheriverandlakesdead.
That’sright.Youdidverywell.
Matchthepictureswiththetitlesin1of1b,andthenreadparagraphs2-6quicklyandwritedownthetitleinfrontofeachparagraph.
Picture1istrafficpollution..
Readparagraph1,5and6,findthewordsinExercise2,3and4andguessthemeaningsofthemaccordingtothecontent.
Read1acarefully,choosethebesttitleforthepassageandfinish5in1b.Thencompletethenotesin1caccordingto1a.
教师在安排1b的阅读任务时，要注意以下两点：
1.引导学生用不同的阅读策略完成不同的阅读任务。
2.任务的安排要有层次性，从易到难。
训练学生通过上下文猜测单词指代的内容，有助于学生更好的理解课文。
该环节的三个小任务是用相同的方法获得信息，因此，可以一次性完成。
归纳文章中心思想，是学生较为头疼的题目，因此，如果文章较长的话，最好把它放到最后一个环节处理，降低难度，
教师要引导学生用排除法作出正确的选择。
5
Post-reading
（12mins）
Individualwork,Groupworkandclassactivity
Pairwork
Step1:
LettheSsread1acarefully,findoutthedifficultpoints,andlistthemontheBb.
Read1aagainandfindoutthedifficultpoints.PleasecollectthemingroupsandlistthemonyoursmallBb.
OK,nowlookatthepointsofGroupOneontheBb.Lookatthisone“Whatdoestheword“others”referto?
”Whocandealwithit?
Somethingwehavedone.
OK,lookatthissentence“theearthistakenaway”.Whocantranslateit?
It
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