人教版九年级全册 Unit 13 We're trying to save the earth! Section B 2a-2e 教案

Unit 13 We are trying to save the earth!
1 教学目标
语言知识目标：
1. 词汇: work(n.), iron, metal, inspiration, creativity
短语: throw away，put sth. to good use, upside down, pull down.
2. 句型: Amy built a house out of rubbish.
Not only can the art bring happiness to others, but it also shows that even cold,
hard iron can be brought back to life with a little creativity.
3. 了解前缀后缀。
语言技能目标：
1. 能运用预测、扫读、跳读、细读等阅读策略快速地完成相关任务。
2. 能以文中的人物为榜样，在生活中有意识地做一些力所能及的事情。
情感态度目标：
培养学生的环保意识，倡导大家从身边的小事做起，保护环境。
2 学情分析
在本单元的学习中，学生已意识到环境污染，环境需要大家的保护，所以根据这篇文章可以进一步让学生了解保护环境有很多方式。而学生对于理解文章的表层信息已具有一定的能力，如何以批判性思维的角度理解文章及作者的写作意图还有待提高。
3 重点难点
教学重点：能运用相关阅读策略、了解前缀后缀。
教学难点：以批判性思维的角度理解文章及作者的写作意图。
4 教学过程
活动1【导入】Step1 Free talk
T: Today I’ll divide you into two teams, Team A and Team B. We’ll have a competition. First let’s enjoy some pictures and say something about them.
S1:
…
T: They are waste, but they can be useful things again.
(比赛能调动学生的上课积极性，而欣赏与话题有关的图片可以让学生有话可讲，并能自然地进入话题。)
活动2【活动】Step2 Lead in
T: For example, what are they
Ss: They are bottles.
T: Yes, they are empty bottles. What do you usually do with the empty bottles
S: I usually throw the empty bottles away.
T: But from the pictures, we know some people put them to good use. They can be put to good use. Look! This is a beautiful art work/ piece.
（以其中一张空瓶子被制成的图片作为切入点，引出bottle, throw away, put
sth. to good use, beautiful art work/ piece等词汇。）
活动3【活动】Step3 Predicting
T: Not only the bottles, but some other things in our life can also be put to good use. What’s that
Ss: It’s a house.
T: What do you think of it
Ss: I think it’s special. …
T：They are made of things that are not wanted anymore. So don’t always throw away things that can be put to good use. We should rethink, reuse, recycle. They all have the letters re. If the letters are added in front of words, we call them prefixes.
T: Now you know the pictures and the title quite well. Can you predict what the passage is about
Ss: It’s about…
(通过描述文章中的三幅图片引出upside down, iron, metal等词汇。通过描
述图片的共同点，教师顺势引导学生不要总是轻易扔掉那些可以被重新使
用的物品，自然地引出本文的题目。并通过题目中三个单词的比较，引出
本篇阅读文章的阅读策略之一：理解前缀。在讨论了图片和题目后，相信
大部分学生可以预测文章的内容。）
　活动4【活动】Step4 Skimming
T: Read the passage quickly and get the main idea of each paragraph. What’s the main idea of paragraph 1
Ss: …
T: Now how many parts can it be divided into
Ss: Two. …
T: Part 2 is about three examples of recycling.
(通过快速阅读，了解文章的段落大意。)
活动5【活动】Step5 Scanning
T: But do you know who made these things Read the passage again and complete the chart below the passage.
Ss: (have finished)
T: Who can tell me the first person Where is she from What did she make What materials did she use
Ss: Amy Hayes….
T: Now we know Amy Hayes in the UK built a house out of rubbish. Please tell us like this.
(根据文中的表格扫描信息，教师引导学生把这些信息归纳成一个句子，
用上词组build/ make … out of..)
活动6【活动】Step6 Detailed reading
Para.1
T: The writer tells us these things can be put to good use. What’s his opinion Read paragraph1 carefully.
Ss: Nothing is a waste if you have a creative mind.
T: If you are ____ enough, you can ____ things _____ instead of throwing them away.
(通过阅读第一段知晓作者的观点，并用另外的句型解释，再次使用put sth.
to good use)
Para.2
T: Such as Amy Hayes. Let’s know more about her. Read paragraph2 and tell me how many house parts are mentioned What are they
Ss: ...
T: What did Amy win recently
The Help Save Our Planet Society, what is it
Why could she win the prize
Ss: ...
T: No wonder the president said Amy is an inspiration to us all. The word inspiration is a noun, and the verb is inspire.
What do you think of Amy Let’s share your opinion.
Ss: Amy is a most unusual woman.
T: It means Amy is one of the most unusual women.
Ss: ...
(了解Amy的详细信息，并让学生分享对她的看法。)
Para.3
T: Is Amy the only one who is good at recycling Read paragraph3 and finish
the mind map.
Thinking: Why does she plan to write such a book
(利用思维导图引导学生通过疑问词来说出问句。)
Para.4
T: Now we know much about Amy and Jessica, what about Wang Tao Let’s listen and enjoy the sentences.
Ss: (enjoy)
T: It’s your turn to think out some questions, then ask your classmates.
Ss: (ask and answer the questions)
T: No more questions I have a question: What does the writer think of the art
Ss: Not only can the art bring happiness to others, but it also shows that even cold, hard iron can be brought back to life with a little creativity.
T: Pay attention, when not only is at the beginning, the sentence should be inverted. The word creativity is a noun, what about the adj. The verb
Ss: Creative, create.
T: Here we can see the letters are added behind the words. We call them suffixes.
(第四段的很多句子都很长，可以先倾听。在前面几段的铺垫下，教师把
提问权交给学生，培养他们的问题能力。如果有关键问题学生没有提及，
教师可以适当补充。从单词creativity到creative, create引出本篇文章的阅
读策略之二：理解后缀。)
活动7【活动】Step7 Understanding prefixes and suffixes
T: Underline the words in the passage based on the words below.
(after checking) Let’s see the difference.
Ss: Prefixes change the meanings of words. Suffixes change the part of speech of words.
T: “re-”is a prefix that means “again”. “im-, dis-, in-, un-”are prefixes that mean “no, not”. So friendly…
Ss: Unfriendly …
(通过找出文章中带有前缀后缀的词进行归类，并引导学生说出添加前缀
后缀的变化。适当地增加学生对前缀后缀的了解，有利于词汇量的扩充。)
活动8【活动】Step8 Further thinking
T: Not only do we know prefixes and suffixes, but we also know about the passage. So what does the writer want to tell us
Ss: The writer wants to tell us…
(在知道整篇文章的信息后，鼓励学生去思考：作者想要告诉我们什么？)
活动9【活动】Step9 Discussion
T: What can we do to reuse and recycle Discuss with your partners.
Ss: We can use both sides of the paper….
T: We can learn to do waste sorting. That means we can divide the waste into different groups.
Besides waste recycling, what other things can we do to protect the environment
Ss: We can turn off the lights when we leave a room….
T: So together, our actions can make a difference and lead to a better future!
(话题由小到大进行讨论，引导学生做平常力所能及的事，激发环境保护
意识。)