北师大版九年级全册Unit 9 Save the Planet Lesson 27 Tree Heroes 教案（表格式））

北师大版九年级英语Unit9 Lesson27教学设计
课题 Unit9 Save the Planet Lesson 27 Tree Heroes
课型 阅读新授课
教学目标
在本课学习结束时，学生能够：1.通过阅读获取有关邹连英和魏桂英的植树造林事迹的细节信息，并梳理、归纳出英雄的品质；2.准确辨别、区分事实和观点；3. 利用梳理的信息和语言，讲述邹连英和魏桂英的植树造林事迹；4. 学习英雄的优秀品质，并在生活中增强环保意识。
教学重、难点
教学重点获取有关邹兰英和魏桂英的植树造林事迹的细节信息。教学难点1.利用梳理的信息，讲述邹兰英和魏桂英的植树造林事迹；2.总结、概括英雄的品质。
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（3min） 1. T shows Picture 1 and ask:1. What can you see in the picture 2. What are trees used for Look at our classroom, what things are made of wood 3. In order to have these things, what should we do T shows Picture 2&3 and asks:4. What will happen if we cut down all the trees 5. So, what should we do 2. T leads Ss to see the ‘title’ of the passage and makes them predict what they will read in this passage. Look at the picture and answer the questions.Think about the result of having no trees and solutions.Group discussion 图片PPT 通过图片和问题引导学生对保护树木的思考，引入本节课话题。通过标题“Tree Heroes”预测能够读到什么。
While-reading（35min） 1streading：T leads Ss to read the whole passage and check their predictions:2ndreading：T asks the students to read each paragraph and answer questions. 1. T asks Ss to read Paragraph 1 and answer the questions:1. What are the changes after many forests have been cut down 2. What problems does it cause 2. T asks the students to read Paragraph 2to finish these questions：1. What does China need to do to solve the problems 2. What is the situation(情况) of the tree-planting programmes in China 3. T asks Ss to read Paragraph 3 and 4 and draw a mind map based on these questions:1. What did they do to become a hero 2. What does she think of the things she did 3. What does the writer think of them 4. What do you think of them 4. Ask Ss to read Paragraph 5 and answer the question:Why does the writer write this passage Individual thinking & Group workRead and find the answers for each question.Think about why they become heroes, the quality of the heroes and what we can learn from them. PPT课本学案 引导学生在主题意义下探究每段（尤其是没有预测到的段落）存在的必要性。分段落获取、处理具体信息。引导学生在阅读和回答问题中理解和内化本课主要信息。利用分层的问题和深层问题启发学生思维。梳理和概括英雄的品质，在过程中能够准确辨别和区分事实和观点。引导学生理解作者的写作意图。
Post-reading（6 min） 1. T asks Ss to read with the tape.2. T gives an authentic situation “having an interview at school’s radio station to introduce your hero”. Read aloud with the tape.Talk about a hero. PPT图片录音 随读过程中感知语音语调，纠正读不准的语音。培养朗读能力。谈论自己心目中的英雄，并进行口语输出活动。
板书设计
Unit 9 lesson 27Para1: changes problemsPara2: solution greatPara3&4: heroes ZouLianying Tree Heroes hard-working Wei Guiying selflessPara5: hope
教学反思
本节课课堂目标达成，在对学生价值观引导上效果显著。课堂导入效果明显，导入的每个问题逻辑紧密，做到了引导学生自然地进入到阅读的内容中。发现的问题有：基于fact形成opinion环节中，在归纳英雄品质的时候，学生使用的词汇如：great，proud，过于简单，对英雄的事迹评价过于单一。因此在本节课教学中，教师在这一环节突出引导和示范的作用，逐层剖析，引导学生关注到更多的细节，达成用更高级的词汇如：thrifty，generous，selfless等评价英雄事迹。在今后的教学中，也可在学案中增加word bank供后进生选择，丰富学生的词汇量。
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