人教版九年级全册英语Unit13 We're trying to save the earth! SectionB 2a-2e 教案

Unit 13 Section B (2a-2e)
Reading: Rethink, Reuse, Recycle!
教学设计
一、教材分析（重、难点分析）
九年级全一册13单元围绕protecting the environment的话题展开各种教学活动，本身是一个复习单元。本节课Rethink, Reuse, Recycle!为section B中的阅读课，前面Section A已经学过kinds of pollution and ways of solving these problems，本课进一步讨论保护环境的一种措施：循环利用，运用智慧变废为宝。本节课的重点有三：一是帮助学生理解词缀，分析篇章结构；二是在阅读过程中训练学生分析、归纳、推理、联想、审辩等思维，鼓励学生细细阅读、积极思考，大胆表达观点，这也是本课难点；三是学习“变废为宝”的创意和做法，传播循环利用的环保理念。
二、学情描述
环保这个话题对于学生来说并不陌生，经过前半单元的复习，学生对解决环保问题的做法和表达已经有了一定的激活和积累。但是在谈及如何保护环境这个话题的时候，学生的产出总是停留在turn off the lights, take a bag when shopping, etc. 没有更多的产出，或者是更切合课题需要的东西。所以，本堂课可以做出一些改变。比如，在学习了他人的创意和做法之后，你有什么看法？你有相同的看法还是不同的看法？你的理由是什么？你会如何变废为宝，废物利用？……但是这对我们的学生来说是一次考验，因为它极大地考验了学生的思维能力和语言表达能力，而这两点恰恰是他们相对薄弱的地方。Anyway, we can have a try and make a difference.
三、教学目标
1、知识目标：
①理解并运用以下词汇：gate, bottle, president, work, metal, put … to good use, build … out of
②认读并理解以下词汇：inspiration, iron, creativity, pull down, upside down, bring... back to life
③掌握以下句型：
She lives in a house in the UK that she built herself out of rubbish.
The windows and doors come from old buildings around her town that were pulled down.
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.
2、技能目标：
①能运用预测、快读、细读等阅读策略，从文章中获取和处理信息。
②能正确判断篇章结构，梳理脉络，理解课文。
③能发现并了解词缀对词汇意义或词性的影响，能根据语境及构词规则合理判断词性词义，运用词汇。
④能在阅读过程中不断发展分析、归纳、推理、联想等思维品质，具备一定的评判性思维，积极开动脑筋，运用已学语言知识，表达观点并合乎逻辑地论证观点。
3、情感目标：
能认识到节约能源的重要性，保护环境可以从身边小事做起，养成节俭的美德。
四、整体设计思路
以情境导入话题，以话题串联课堂，以追问激活思维，以思辨提升素养。
五、教学过程
Steps Teaching activity design Purpose
Pre-reading 1. Show a short video about art works that are recycled. (Before class.) 话题预热，吸引学生注意，激发学习兴趣，同时呈现部分生词。
Show an example of recycling. (a length of wire,throw away，creativity， bring... back to life)
What can you do with a plastic bottle （art work/piece, put ... to good use）
4. Predict: Guess what the passage is about according to the title and the pictures. 运用标题、图片猜测文章大意，训练阅读策略。
While-reading Fast reading4.Read the passage quickly and answer the questions.①What is the main idea of the passage ②How many people are mentioned in the passage Who are they ③Why are they mentioned 5.Number the paragraphs.6.Read Paragraphs 2-4 quickly and fill in the chart. 合理运用快速阅读策略，帮助学生整体感知文章内容，了解文章大意和篇章结构。同时注重训练学生分析、归纳等思维能力。
Careful reading Read paragraph by paragraph, think and answer.Para.2 ①What are called “rubbish” in Para.2 （pull down, upside down）② What does the writer think of Amy (a most unusual ~)③ What did the president think of Amy (president, inspiration, inspire)④ Why do you think she built such a house ⑤ Do you want to live in it Para.3① What else did Jessica do ② What does she plan to do (Chain practice)Para.4① Do people like his art pieces ② What does he hope to do ③ What are the advantages of setting up the theme park 分段阅读，见词说词。与以往不同的是，细读过程没有借助PPT，而是通过不断追问带着学生在字里行间去探寻，去思考，去发现，在享受纯粹的阅读的同时感受他人变废为宝、节约能源的创意与热情。
Post-reading Discussion(group work): Which work do you like best Why Which work do you like least Why Review some of the words presented on the blackboard. Let students find out what is changed after adding a prefix or a suffix.10. Fill in the blanks with correct forms of the words. 通过小组合作，讨论对作品的喜爱程度及理由来进一步挖掘学生思维中一些更深层次的东西，比如critical thinking.引导学生自主发现前缀后缀对词汇的影响，从而更好理解构词法，帮助理解、积累词汇。