Unit 1 The Changing World Section A 2a-2d 教学设计 2026-2027学年人教版英语九年级上册

Unit 1 The Changing World — Lesson 2 Section A 2a-2d教学设计

 

Objectives:

Language Ability:

1. Ss can master key vocabulary and phrases such as "shortage", "lack of", "root", "sandy", and "support".

2. Ss can catch key information about environmental problems (sandstorms, farmland shortage) and their solutions from the listening material.

3. Ss can talk about past and present environmental changes and the actions taken to solve the problems.

 

Learning Ability:

4. Ss can use prediction strategies by analyzing the parts of speech of missing words before listening.

5. Ss can use a structured table to organize information about the past, the actions taken, and the present situation.

 

Thinking Quality:

6. Ss can rank different environmental problems based on their severity and give logical reasons.

7. Ss can analyze how human actions and government support help solve

environmental problems.

 

Cultural Awareness:

8. Ss can appreciate the importance of environmental protection and the efforts made by local people and the government to build a better, greener hometown.

 

Key and Difficult Points:

Key point

Ss can extract detailed information from the listening material about environmental problems and how they were solved.

 

Difficult point

Ss can logically rank the environmental problems in 2a and clearly express the reasons using target language; Ss can accurately use past and present tenses to compare changes.

 

Teaching Procedures:

 

Step 1. Lead - in

1). Review the changes in traffic and public facilities in Li Rui's hometown learned in the last lesson.

2). Transition to the environmental aspect. Ask Ss: "What problems did Li Rui's hometown once face when dealing with environmental problems?"

3). Show pictures of sandstorms, water shortage, farmland shortage, and lack of technology. Teach the new vocabulary and definitions.

 

Step 2. Pre - listening (Activity 2a)

1). Ask Ss to rank the four problems (sandstorms, water shortage, farmland shortage, lack of technology) from 1 to 4, with 1 being the worst.

2). Guide Ss to share their rankings and give reasons. Encourage them to use logical thinking (e.g., why water shortage is usually considered the most serious).

3). Provide a sample answer to help Ss express their thoughts (e.g., "Water is the most basic need for all living things...").

 

Step 3. While - listening (Activity 2b)

1). 1st listening: Let Ss listen to the conversation between George's father and Li Rui's grandfather. Ask: "What problems in 2a did they mention?" (Answer: sandstorms and farmland shortage).

2). Pre-listening prediction: Ask Ss to look at the table in 2b and predict the parts of speech of the missing words (e.g., nouns for things, adjectives