Unit2 Topic2 SectionA 教学设计-2025-2026学年仁爱科普版（2012）九年级英语上册

该初中英语教学设计聚焦沙尘暴成因、树木作用及环保相关词汇句型，通过询问天气、展示沙尘暴实景图片导入，激活学生生活经验，自然引出核心话题，为后续听力理解与语言运用铺垫情感与认知基础。 亮点在于导入贴合学情（语言能力）、学程层层递进（思维品质）、小组合作实效强（学习能力）。图片排序助理解沙尘暴形成，听力训练结合关键词提示，短语填空强化语言运用，符合“输入-输出”认知规律；明确“自学-互学-展学”要求，提升参与度。助力学生提升语言能力与环保意识，为教师提供清晰可操作方案，有效突破听力细节与语言运用重难点。

2025年嵩县优质教学资源评选活动 ---九年级上册第2单元第2话题《SectionA》教学设计 （注：标题采用四号宋体，正文采用五号宋体，1.5 倍行距。模板可根据需求稍微调整） 课程基本信息 主备人 高依然 课型 新授课 学科 英语 年级 九年级 学段 初中 版本章节 U2T2SA Learning aims:： 1.Knowledge aims： Learn the key words , phrases and discuss the causes of sandstorms. Learn the functions of trees. 1. Skill aims: Be able to understand the conversation about the causes of sandstorms. Be able to catch the detailed information of the listening materials. Be able to describe the formation process of sandstorms according to the pictures. 1. Emotional aims: Make students care for our nature and try to be a greener person. 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 we have built “The Green Great Wall”, we still need to do something to protect the environment. ...... Difficult points: Get detailed information from the listening materials. describe the formation process of sandstorms according to the pictures. Teaching process: This is the first lesson of this topic, the main part is 1a。In 1a, Kangkang、Jane and Maria are talking about the bad weather. It shows the functions of this lesson is complaint and blame. 1a aims to improve students’ listening ability, 1c aims to improve students’ summary and induction ability. In part 2, there is a test to consolidate 1a. In part 3, students can learn about how do sandstorms come into being. By studying this lesson, students can learn the relation between weather and human beings’ behaviors, then call on students to pay attention to the environment problems. 一、Lead-in: Greeting about today’s weather, show the pictures of sandstorm, let the students describe this bad weather. 1. Teaching process: 第一学程： 学习任务 主问题1. How do sandstorms come into being? 学法指导 第一步：自学要求 Think carefully and number the picture, and then talk about it in group. 第二步：互学要求 1. The group leader presided over, corrected with in the group, and corrected errors in time . 1. Summarize the method to solve the problem within the group. (3) The team leader should do a good job division of the team members' tasks, and be prepared for the presentation. 第三步：展学要求 (1) The voice should be loud, the language is fluent, and the logical thinking is clear. (2) Each group listened carefully, actively supplemented, questioned and asked questions to evaluate the group. 主问题1设计意图 Let the students know how sandstorms come into being, lay the groundwork for 1a 主问题1预设答案 4 1 5 3 6 2 There were many trees before, but people cut down trees, so water washed the earth away, a lot of rich land changed into desert, as a result, sandstorms come into being. 第二学程： 学习任务 主问题2.The boy and girls are talking about 1. different types of sandstorms B. the reasons for sandstorms C. sandstorms in different cities 主问题3.What have human beings done to protect the environment? 学法指导 第一步：自学要求 Listen to 1a and answer the questions. 第二步：展学要求 (1) The voice is loud and loud, the language is fluent, and the logical thinking is clear. (2) Each group listened carefully, actively supplemented, questioned and asked questions to evaluate the group. 主问题2，3设计意图 Cultivate students’ ability about listening and extract the key information. 主问题2,3预设答案 B Human Human beings have built “ the Green Great Wall “. 第三学程： 学习任务 主问题4. Work in groups , complete the sentences. 1.People have cut down such a large number of trees that the land ___________ desert. 2.There are fewer trees left, so the wind always _______ the earth ________. 3.Air pollution has become a serious problem, so we must _____________ to reduce it. 4.we should try our best to _________ people ________ cutting down the trees. 5.In the future, human beings can protect the trees well. ___________, animals will live a happy life in the forest. 学法指导 第一步：自学要求 Students do it independently, and then talk about it in group. 第二步：互学要求 1. The group leader presided over, corrected with in the group, and corrected errors in time . 1. Summarize the method to solve the problem within the group. (3) The team leader should do a good job division of the team members' tasks, and be prepared for the presentation. 第三步：展学要求 Get the Ss to discuss useful expressions. Choose some groups to state the points and others can add their ideas. Finish 2. Pick groups to show the answers, and show the correct answers based on the PPT. 主问题4设计意图 Get the students use the key phrases of this lesson accurately. 主问题4预设答案 Has changed blows away do something stop from As a result 三、Teaching summary: 1.Some words: sand, although ... 2.Some phrases: change into, human being ... 3.Some sentences: (1)As a result, a lot of rich land has changed into desert. (2)Trees can stop the wind from blowing the earth away. ...... 四：Blackboard design: 教学反思 （一）教学亮点 1. 导入环节贴合学情：通过询问天气、展示沙尘暴实景图片，快速激活学生生活经验，激发探究兴趣，自然引出 “沙尘暴形成原因” 这一核心话题，为后续学习铺垫了情感基础。 2. 学程设计层层递进：三个学程分别聚焦 “理解过程 — 听力提取 — 语言运用”，从直观的图片排序到听力训练，再到短语填空和句子创作，符合九年级学生 “从输入到输出” 的认知规律，有效突破了 “听力细节捕捉” 和 “短语准确运用” 的重难点。 3. 小组合作实效性强：通过明确 “自学 — 互学 — 展学” 的要求和小组分工（组长、记录员、发言人），避免了合作学习的无序性，多数学生能够积极参与讨论、主动展示，既培养了团队协作能力，又提升了口头表达自信。 （二）教学不足 1. 听力训练时间分配不够合理：部分基础薄弱的学生在第一遍听 1a 时未能捕捉关键信息，虽进行了第二遍播放，但未设置分段播放和针对性停顿，导致这部分学生仍未完全理解对话细节，答题准确率较低。 2.个体差异关注不足：小组讨论中，部分性格内向、基础较弱的学生参与度不高，多处于 “被动倾听” 状态，教师巡视指导时未能针对性地鼓励和引导，导致这部分学生的语言运用能力未能得到充分锻炼。 （三）改进措施 1. 优化听力教学：将听力材料分段播放，每段播放后给予 30 秒思考时间，针对基础薄弱学生可提供听力关键词提示（如 Green Great Wall、cut down trees 等），帮助其定位信息；听完后增加 “同伴互查答案” 环节，通过互助弥补个体差异。 2. 关注个体发展：小组分工时明确 “帮扶角色”，让基础较好的学生带动薄弱学生参与讨论；巡视时主动与内向学生互动，给予简单问题引导其发言，及时给予鼓励性评价（如 “Your idea is good! Try to say it in English.”）。 3. 深化主题拓展：课堂最后预留 5 分钟，分享 “绿色长城” 的拓展资料，引导学生讨论 “身边的环保行为”帮助学生深化环保意识。 — - 1 - — 学科网（北京）股份有限公司 $