人教版九年级Unit 13 We're trying to save the earth!-Section B 2a—2e-ppt课件-(含教案+视频)-公开课-(编号：f48a4).zip

Goforit!九年级九年级 UnitUnit 1313 Rethink,Rethink, Reuse,Reuse, Recycle!Recycle! SectionBReadig2b What we dont see 6,000,000,000 bottles 500,000 tons of rubbish 18,000,000 tons of oil Paragraph 2 Paragraph 3 Paragraph 4 Rethink, Reuse,Recycle ! Paragraph 2, 3, 4 Re- Re- Re- Re- 3Rs Skim: Find out the structure Paragraph 1 details InquInqu iryiry CircleCircle ( (问题链问题链 ) ) Jigsaw： Conduct the questions Who built house? A: Read 1 paragraph aloud. B: I raise _ questions. They are: Q:_? C: Ask and answer in pairs with B. D:Report Now I know Amy Hays/ Jessica Wong/Wang Tao_. Task sheet AB CD Who are they? Where are they from? What materials did they use? What did they make? InquInqu iryiry CircleCircle ( (问题链问题链 ) ) Jigsaw： Conduct the questions WhoWhere What tomake What touse How tomake Jessica Wong Wang Tao a house bags art pieces Amy Hayes Windows and doors come from old buildings that were pulled down an old boat turn upside down rock and old glass bottles make a gate old clothes, especially old jeans iron other materials from old cars the UK Hong Kong Shanghai Chanllenge your memory 1. What does “rethink” mean according to the passage? 2.Do they influence more people? How do you know that? 1. What does “rethink” mean?Rethink (Problem ) waste put into good use Haveacreativemind (solution) Reuse Recycle Amy Hayes Jessica Wong Wang Tao 2.How do they influence more people? Rethink (Problem ) waste put into good use won the prize open a shop set up a website will write a book will set up a theme park Amy Hayes Jessica Wong Wang Tao Haveacreativemind (solution) Reuse Recycle 2.What does the writer want to tell us? A. Reuse and recycle can reduce the pollution. B. Show people the importance of environmental protection. C. Improve the peoples awareness from little on. 1.How do you reuse or recycle in our daily life? Bring your own bag to market. Try on your sisters or brothers clothes. Critical Thinking ThereThere areare nono rightright oror wrongwrong answers!answers! Ignorance Awareness 3Rs Groupwork:Createaslogan（标语）（标语） and fill in the chart SaveOurWorld! OnlyYOUcansavetheEarth!RecycleNow! ACleanWorldisaBeautifulWorld-DontLitter! CleanforToday,DreamforTomorrow Examples: N o . Criteria 1 Topic OilGasPollutionWaterRecycle TreesEarth 2Age 4-67-1112-1516-2121-3536-90 3Area HuiZhou ChinaAmericaThe world SchoolGuang dong 4Means T.VRadioBill Boards (广告牌广告牌) Wechat (微信微信) QQBuses Building s Newspaper Magazin e Handou ts Twitter （微博微博 ） Other?_ _ _ Homework 1.Try to put plastic bottles or other things you neednt anymore into good use. And write down how do you reuse or recycle. 2.Remember to protect the earth from ourselves on. 1 Lesson Plan 人教版人教版 GO FOR IT 八年级上册八年级上册 Unit 13 Rethink, Reuse, Recycle! B Reading 一、教学内容分析一、教学内容分析 教学内容教学内容Unit 13 Rethink, Reuse, Recycle! Section B Reading 教学对象教学对象九年级学生，学生人数 60 人 语词 Coal, metal, wooden,iron, plastic,recycle, put sth. to good use,upside down,bring back 结构构词法（前缀，后缀） ，.have/has done. 教学项目教学项目 阅读 文本 教学方法教学方法任务教学法，学生中心教学法，多媒体教学，归纳教学法 语言能力能够谈论环境污染和环境保护问题。 教学目标教学目标 文化品格如何保护环境，提高环保意识。 2 思维品质能通过预测拓展思维，通过开放性问题的讨论训练批判性思维。 学习能力 能在教师指导下运用不同阅读策略阅读说明文并获取信息。 教学重点教学重点通过思维导图的学习掌握文章结构，通过开放性问题的探讨提高批判性思维 能力。 教学难点教学难点能通过预测、质疑、讨论等方式拓展思维。 运用任务运用任务小组活动，合作制作环保标语。 学习技能学习技能学习层次学习层次教学媒体教学媒体 听说读写知道理解 运用运用 黑板录音录像课件 语词教学语词教学 结构教学结构教学 课文教学课文教学 教学思想及理论依据教学思想及理论依据 英语新课标（英语新课标（2011 版）指出，英语课程具有工具性和人温性的版）指出，英语课程具有工具性和人温性的 统一。英语课程既要发展学生的综合语言运用能力，又要发展学生统一。英语课程既要发展学生的综合语言运用能力，又要发展学生 的思维，从而全面提升学生的综合人文素养。新课程理念要求语言的思维，从而全面提升学生的综合人文素养。新课程理念要求语言 教学应：强调学习过程，重视语言学习的实践性和应用性，突出学教学应：强调学习过程，重视语言学习的实践性和应用性，突出学 生在语境中接触，体验和理解真实语言。生在语境中接触，体验和理解真实语言。 英语教学应注重培养学生的学科素养，让学生拥有自主权，学英语教学应注重培养学生的学科素养，让学生拥有自主权，学 会自主学习。在过程中认识和发展自我价值，在交流过程中让学生会自主学习。在过程中认识和发展自我价值，在交流过程中让学生 学会交往与相处，共同解决问题。在教学过程中，注重学生思维品学会交往与相处，共同解决问题。在教学过程中，注重学生思维品 质的培养，注重思维导图在阅读中的应用，拓展学生思维，提升批质的培养，注重思维导图在阅读中的应用，拓展学生思维，提升批 判性思维品质。判性思维品质。 3 二、Lesson Plan I Teaching Objectives: 1) Improve ability of logical (mind-mapping) and creative thinking as well as the ability of thinking in English. 2) Improve comprehensive aptitude of English language use. 3) Acquire the basic structure of the reading material, which is, to find out the problem and make a solution by doing. 4) Improve cooperative ability. II Focal & difficult points: 1) Structure of the article. 2) Make a slogan for the logo of environmental protection. III Teaching Methods: Communicative task-based student-oriented teaching method & Mind-mapping teaching approach. IV Teaching Aids: P.P.T/ pictures/ Charts Teaching Procedure I. Warming-up Display pictures of food and drinks as well as the wastes, elicit the fact of environmental problem on Earth. II.Leading-in 1). Play a video about reusing the bottles to show how to protect our environment from ourselves on and little on. 2). Write down “better Earth” on the blackboard and guide students to simply mind map their ideas of creating a better Earth. III. Reading 1. Pre-reading Better Earth 4 Prediction Play the video of 3Rs and complete the mind map of “Better Earth” by asking students in what circumstances we use 3Rs, then focus on Recycle and elicit the target article. 2.While-reading 1).Skimming Students look through the whole passage quickly and try to use one word from title to summarize the main idea of each paragraph. Paragraph 1Rethink Paragraph 2 Paragraph 3 Paragraph 4 Reuse Recycle 2).Jigsaw Reading-Conducting questions Divide the whole class into 6 groups and each group has 4 students. Students use What materials did they use? and What did they make? to get some specific information.Student 1 reads 1st paragraph aloud while other three students are listening to read. Student 2 raises questions about 2nd paragraph. Student 3 answers questions in pair with student 2. Student 4 reports what he/she read about the paragraph .It begins from student 2 when the group deal with the 2nd paragraph.And it is true of the other 2 paragraphs. Student 1Read 1 paragraph aloud Student2I raise 2 questions. They are: Q1:_? Q2:_? Student 3Ask and answer in pairs with B. Student 4Report Now I know Amy Hays/ Jessica Wong/Wang Tao_ _. A B CD 5 3). Jigsaw Reading-Complete the chart 4). Design the Mind-map through the questions. What does “rethink” mean according to the passage? What do they do to influence more people? A. Reuse and recycle can reduce the pollution. B. Show people the importance of environmental protection. C. Improve the peoples awareness from little on. 5).Guide students to mind map the structure of the article “whats the problemHow to deal with it- what to recycle” by answering the questions. Consolidation 1.Think about questions on your own and find out the intention of the writer. How do you reuse or recycle in our daily life? What does the writer want to tell us? 6 2.Make a slogan for environmental protection to improve the awareness of people. Hand out pictures and charts to each group. Different groups have different pictures. Give 5 minutes for the groups to create a slogan according to the sample slogans and complete the chart. Share the groups ideas. 7 No . Criteria 1What topic will your slogan refer to? OilGasPollutionWaterRecycle TreesEarth 2Which age group would you like to reach? 4-67-1112-1516-2121-3536-90 3In which area will your slogan be used? ShenzhenChinaAmericaThe world SchoolGuangdong 4T.VRadioBill Boards(广 告牌) Wechat(微 信) QQBusesWhat meanswill you use to display your slogan? Buildings NewspaperMagazineHandoutsWeibo （微博） Other?_ _ .Homework 1.Try to put plastic bottles or other things you neednt anymore into good use. And write down how do you reuse or recycle. 2.Remember to protect the earth from ourselves on. 8 三、教学设计说明三、教学设计说明 1学习者分析学习者分析 鉴于教学对象是初三学生，其在听说读写方面已经具备一定的水平。在阅读方面，基 本掌握了扫读、查读等阅读技巧。但是在批判性思维方面训练不足。所以设计本课时，除 了进一步巩固训练了基本阅读技巧，更侧重思维导图及批判性阅读等思维方面的训练。 2 2教学方法设计教学方法设计 本课主要采用任务教学方法，学生通过不同阅读策略理解说明文、获取信息、回答问 题。在教学设计中，有学科间的整合，体现从英语学科转向学科英语的教学理念。同时通 过几个开放问题的设立，鼓励学生大胆思考，积极表达，达到了拓展思维的目的，提升了 批判性思维品质。 3 3管理策略设计管理策略设计 教学管理上一定要做到收放自如，若学生对于问题表现出难以回答，教师可以降低问 题难度或者用一般疑问句来简化问题。若学生的活跃程度影响了教学活动开展，教师可以 采取具有更强吸引力的活动来控制教学过程。 4 4媒体设计媒体设计 本课通过 2 个视频的播放，更进一步让学生了解如何在生活中再循环，再利用。 本课还需要 PPT 幻灯媒体，以便更快捷、更直接、更明晰地呈现图片与活动内容。 本课也使用黑板、卡片等传统视觉媒体，呈现思维导图。 四、教学反思四、教学反思 1 1教学效果反思教学效果反思 课堂教学的实际效果基本达到，在最后的拓展活动中，大部分学生都能意识到环境 保护势在必行。学生能用所学语言讨论环境问题，能够用所学的再利用、再循环理念用到 实际生活中。但本文本为说明文，学生对本文体不熟悉，对推断分析作者的写作意图稍有 难度。通过思维导图的引入，学生思路更加清晰，思维更容易拓展，对文本的理解也更加 容易。在今后的教学中应多加引入。 2 2媒体设计反思媒体设计反思 媒体使用效果比较理想，课前观看视频激发了学生兴趣。通过 PPT 展示图片与活动内 容，清晰明了，起到了很好的辅助作用。最后借助板书的卡片完成思维导图，学生顺利地 9 描述登山的过程。