Unit 1 If everyone starts to do something, the world will be saved.
Teaching background | |||
Unit 1 If everyone starts to do something, the world will be saved. | |||
主备人 | 芮丹丹 | 参备人 | 关静，刘瑶，胡洁， 沈臻锐 |
使用年级 | 九年级 | 集体备课时间2024.11.28 | 使用时间2024.12.4 |
Analysis of the Teaching Material
| What：This piece of listening material is about pollution and environmental protection. This topic is designed in accordance with the theme Human and Nature that suggests human live with nature harmoniously. It mentions the concept of a green school in which the students, the classes and the school all can do something to reduce pollution and save energy. Why：This lesson aims to raise the students’ awareness of saving our homeland. It enlightens students to do what they can do to protect our earth at school and at home. How：The dialogue starts from the lesson by Mr. Jackson, and is promoted by Daming’s discouraging words and Lingling’s suggestions of building a green school. | ||
Analysis of the Target Students
| Students in Grade 9 have a certain foundation in listening and speaking, but the ability of oral output is relatively lacking. The language knowledge in this unit is to learn some common rules for word formation. Students have also learned about it in the accumulation of vocabulary before, which needs to be emphasized again. The content of this unit is closely related to the actual life of the students, which is convenient to stimulate students' interest in learning. Language practice activities are better carried out, so that the learning of grammar knowledge can be integrated into life practice, and the ability to do things with language can be cultivated.
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Teaching objectives | 语言能力：recognize, understand the new words and perceive the linking sounds by listening;capture the speakers’ feelings, comb and integrate the information on problems and solutions by listening; infer the implied feelings and attitudes. 思维品质：think critically and creatively about daily problems and solutions. 文化意识：have a strong awareness of environment protection and be persistent in living a green life. 学习能力：use the language, communication strategies to talk about daily problems and practical solutions. | ||
Teaching key points and difficult points
| Key points: By the end of this class, students are able to: 1. listen for information about pollution problems and what students can do through predicting and listening for the key words. 2. discuss and talk about the suggestions about how to protect the environment. | ||
Difficult points: By the end of this class, students are able to: 1. have a deeper understanding about pollution and improve their awareness of saving the world. 2.learn to develop a proper attitude towards solving problems | |||
Teaching and learning methods | Teaching methods: PWP teaching method; Communicative teaching method. | ||
Learning methods: Cooperative learning method | |||
Teaching procedures:
Step 1 Lead in (Pre-listening)
1.Ask the students to look at the title of this unit and guess what the topic is.
2.Elicit predictions and write them on the blackboard the word “pollution”.
3.Show them pictures on “pollution” and talk we me about them.
Teacher: What can you see? Students:..
Teacher: Where is ...from? Students:..
Teacher: What problem has it brought?
4.Lead the students to read the sentences describing the pictures with special attention to the new words in them.(factories, pollute, spread over, crops, waste, recycle, recycling center, oil, kill, enemy)
Step 2 Listen to Conversation1(While-listening)
1. Introduce the background of Conversation 1
Teacher: Mr. Jackson is giving a lesson on the pollution problems and solutions.
2. Ask the students to read the sentences in Activity 2 and predict the answers with their prior knowledge.
3. Listen to check their predictions and complete the sentences from memory.(pollution, rules, recycle, glass)
Step 3 Listen to Conversation2(While-listening)
Stage 1 Listen for feelings
1. Introduce the background of Conversation 2.
Teacher: After lesson, Lingling and their classmates are still talking about the pollution problems
2. Lead them to read the questions and play the recorder for them to listen.(If necessary, play it twice)
Q1. How does Lingling feel about the future? Why?
Q2.What does Lingling suggest?
Q3.How does Tony feel about the future?
3. Answer the questions in the whole class work
4. Comb and write down the main process of the conversation.
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Stage 2 Listen for problems
1. Ask the students to read the table and predict the answers.
2. Listen and complete the table , play the recorder a second time to check.
3. analyze the information to get headings for the table.
4. Ask them to think about what on earth causes the pollution from the words “factory,cars”.
5. Write down the two words “economic development and changing way of life”.
Stage 3 Listen for solutions
1. Give them tips on how to take notes while listening.
Teacher: Try to capture and write down the key words and add more after listening.
Try to focus attention on listening and memorizing.
2. Ask the students to listen and take notes in the cycle diagram, work with a partner to get answers.
3. Play the recorder a second time to check.
Teacher: This diagram shows what the students, the classes and the school can do respectively to support each other to build a green school.
4. Elicit the words “ recycle, reduce, reuse” from their notes.
Lead them to talk with partners about what can be recycled, reused in our life.
Stage4 Listen and repeat
1. Remind students about word linking in English.
Teacher: When a word starts with a vowel sound, it often links to the word that comes before it,so that they sound like one word. Word linking usually impedes understanding.
Eg. After our lesson on the environment, I’m worried about the future.
2. Play the recording for them to perceive where the speakers link words and mark them.
3. Play the recording for them to listen and repeat the sentences.
Invite the students to read the sentences for the class.
Step 4 Read and try to find out (Post listening)
1. Ask the students to read silently and find the sentences used:
To transfer topics from problems to solutions(what they can do) :But we are only students. We can't do anything about factories and cars.
To advance the talking about solutions: Such as ...
To offer suggestions: Do you think we can make our school a green school?
To show agreements: Nice idea! /That's a good idea.
2. Ask them to summarize more similar sentences.
3. Lead them to read specific sentences and find the feelings and attitudes implied.
“We can’t do anything about factory...”shows “Daming feels hopeless ”
“...We’ve got to think of things we can do” shows “Betty is active and serious about it.”
“Do you think we can make our school a green school” implies “Lingling is creative in thinking.”
4. Write down the words and elicit what they should do with the pollution and what they should be like about it.
Step 5 Role-play the dialogue ( speaking)
1. Ask the students to make a brief dialogue with the clues and the map.
Lingling: feelings/ pollution problems about river and influences
Tony: Pollution from factories and bad influences
Betty: Pollution from cars and bad influences
Daming /Betty: Move the topic to solutions.
Lingling: offer suggestions (a green school)
(They talk about what the students, the classes and the school can do for a green school )
Tony: Show agreement and feelings about the future.
2. Ask one or two groups to role-play.
Step 6 Homework
1. Remember the new words and expressions in this unit.
2. Finish the exercises in the workbook.
Step 7 Exercise
Ⅰ.根据句意及首字母或汉语提示写出单词。
1. I feel it is our duty not to （污染）our environment.
2. He refused to have dinner with his old （敌人）.
3. We have found （石油）under the North Sea.
4. The success of the （庄稼）depends on the weather.
5.A cat （弄死）my bird yesterday.
Ⅱ. 用所给词的适当形式填空。
1. We should give up those __________(waste) habit in order to save our world.
2. Some factories________ (cause) pollution.
3. I think ______________(environment) education for kids is necessary.
4. Most students on our school often collect ________(reuse) waste for recycling.
5. If we don’t look after our earth well, the future will be _________.(hope)
6. The _______(crop) were washed away by the heavy rain.
Ⅲ. 单项选择。
( )1. If everyone ______ the environment, the world will be more beautiful.
A. protects B. protected C. will protect D. has protected
( )2. We should try ______ best to protect our environment.
A. us B. our C. we D. ours
( )3. — Can you tell me ______ to do next?
— Sure. You should clean the room first.
A. how B. what C. when D. where
( )4. — I think ______ is important to learn English well.
— I agree with you.
A. this B. that C. it D. one
( )5. We should recycle paper and plastic ______ it can be used again.
A. so that B. because C. although D. if
Blackboard Design:
Reflection --- 辅弱 九4班 王皓
本单元的话题贴近学生的实际生活，有利于调动学生积极参与到课堂教学活动来。在本单元的教学过程中，采用听前、听中和听后的形式来设计教学活动，提升学生的听力技能，并同学教学素材强化学生的环境保护意识，帮助学生了解作为中学生可以为环境保护做出的努力。对于班级的优秀学生而言，听力材料和活动不存在问题，但是要关注班级的中等生和后进生。王皓同学的英语综合水平目前在班级处于中等偏下的水平，在课堂上关注他的听课状态的同时，我将比较简单的教学任务交给他完成，使他获得一定的成就感，这样能够帮助孩子树立学习英语的信心。在role-play环节，允许他看着课本朗读不熟悉的句子，消除他的紧张感。但是以王皓同学的基础和目前的英语水平而言，他对本单元的重点语法知识---构词法将会存在很多问题。课堂上时间有限，所以在本节课结束之后，要单独找他辅导构词法的相关知识内容，正确帮助他掌握关于派生法（前缀、后缀）的基本内容，以有利于增加他的词汇量。
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