北师大版九年级全册Unit 9 Lesson 25 Going Green 教案

北师大版九年级英语Unit9 Lesson25教学设计
课题 Unit9 Save the Planet Lesson 25 Going Green
课型 阅读新授课
教学内容分析
本课是北师大版《初中英语》九年级教材第9单元Save the Planet第25课Going Green。涉及课标话题21“世界与环境”中第74子话题“环境保护（Environmental protection）”。本单元共4课，本课是本单元的第一课，是一节阅读课。[what]本课是第25课的第一课时，话题为实行环保，是一个介绍性的语篇，通过介绍15岁的牛津男孩Jim一家在日常生活中为保护环境所做的点滴努力，传达出“爱护环境，从生活中的小事做起”这一主题。文章的引入部分介绍了故事的主人公和文章的话题：如何在日常生活中保护地球环境；正文一共由5段构成，分为三部分：第1和3段中提出了他发现的环保方面的原因和问题，一是人们制造了太多垃圾，二是过度用电。前者会造成土壤污染和过度消费。后者会造成污染，从而使人们的健康状况出现问题，导致全球气候变暖等。在第2和4段中他针对这些问题提出了解决方案，即循环再利用、自给自足、减少电器的使用等。第5段针对空气污染这一问题提出了减少汽车的使用等措施。[why]作者以这个家庭为例，宣传了“绿色生活”的观念，使学生在了解、思考和评价Jim一家为环保做出的努力的同时也能激发出自己保护地球、保护环境的意识，并能够主动采取行动，建设美好家园。[how]本文以提出问题-解决问题的顺序讲述了Jim一家发现的环境问题以及对应的解决措施。这种解决问题式的写作手法条理清晰，能够很快让读者抓住文章的脉络。文章的句式丰富。So to help…, our family has decided to…; because of all this, we decided to do…等句型呈现解决措施。文中涉及大量不同时态的表达，使用一般现在时讲述目前人类面临的环境问题，使用现在完成时、一般过去时和一般现在时讲述Jim一家在解决这些问题上采取的措施。
教学目标
在本课学习结束时，学生能够：1.从文本中提取出和梳理Jim一家发现的环境问题和对应的解决措施;2.根据梳理的信息，口头谈论Jim一家在日常生活中为保护环境做出的努力；3.对Jim一家的日常环保措施进行分析和评价，并谈论自己的环保措施；4.增强“爱护环境，从身边小事做起”的意识。
教学重、难点
教学重点1.从文本中提取出和梳理Jim一家发现的环境问题和对应的解决措施;2.根据梳理的信息，口头谈论Jim一家在日常生活中为保护环境做出的努力。教学难点1.根据梳理的信息，口头谈论Jim一家在日常生活中为保护环境做出的努力。2.对Jim一家的日常环保措施进行分析和评价，并谈论自己的环保措施。
教学流程图
教学过程
教学环节与时间 教师活动 学生活动 教学资源 设计意图
Pre-reading（5min） 1. T shows Ss the title ‘Going Green’ and leads Ss to think of the situation of our environment, then T asks:1. What problems we are having 2. How can we solve these problems T shows some pictures about environmental problems and solutions.2. T asks Ss to read the italics at the beginning of the article and find out:What is the passage about Share something they know about environmental problems and solutions.Read and answer the questions. PPT 图片 引入本节课话题，激活学生已知并丰富储备。引导学生关注文本主要内容。
While-reading（30min） 1st readingT asks Ss to skim the passage and answer the question:What environmental problems does a common UK family have 2nd reading1. T asks Ss to read the whole passage and draw a mind map based on the following questions:1. What problems does Jim’s family have 2. How does his family solve these problems 2. T asks Ss to share and introduce their mind maps.3. T leads Ss to share their views on the solutions by asking:1. What do you think of these solutions 2. Do you think it is good/bad/ available 3. If you were Jim, what would you do Skim and find the key problems.Read for details and draw a mind map.Share the mind map and retell.Think about the solutions. PPT课本学案 快速阅读，寻找主要信息。引导学生利用思维导图梳理信息。分享与内化。对作者的做法进行分析和思考，培养批判性思维。
Post-reading（8 min） 1. T asks Ss to read with the recording and pay attention to the good sentences that express problems and solutions.2. T gives an authentic situation “Student union needs volunteers to share their daily activities about saving our planet” and asks Ss to do an interview based on the following questions：1. What environmental problems does a Chinese family face 2. What do you do every day to solve these problems T leads Ss to practice with their partners and do peer review.T asks some students to do the interview in front of the class. Read with the recording.Practice oral speaking and do an interview. PPT课本录音 跟读，并关注表达问题和措施的语言。在真实的语境下进行口语输出，引导学生将所学进行迁移。
板书设计
Unit 9 lesson 25Going Green Problems Solutions produce recycle everything too much rubbish collect used things grow own vegetables and keep hens watch TV less use use low energy lighttoo much energy save electricity stop using dishwashersave while cookingair pollution use car less organize a car poolride to school
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