外研版九上Module 12 Save our world Unit 2 教学设计+ 课后反思（表格式）

教学课题：外研版新标准英语九年级上册Module 12 Save our world
Unit 2 Repeat these three words daily: reduce, reuse and recycle.
教学设计
课型 Reading
教材分析 This module mainly focuses on “protecting our environment” which is hotly discussed in China recently because of the serious pollution. The topic can arouse students awareness of caring about our environment and empower them with some possible ways to save energy in their daily life. The text we are teaching is written from a student’s perspective to discuss how to save energy and protect our environment. It can be divided into 2 parts. The first part is a survey to test the readers how green they are.It can stimulate students’ interest as well as their care for living a green life. The second part deals with the 3 simple but powerful ways to lead a greener life: Reduce, Reuse and Recycle. It provides students various means to follow the 3Rs. And it also serves as an inspiration for students to think more about how to live a greener life in the future.
教学目标 Language ability:Students can master the usage of the words and sentence patterns related to the topic of environmental pollution and protection and students can use the words they’ve learn to express their ideas freely on this topic.Students can apply some practical reading strategies while looking through some key information and get aware of the strategies they’ve used.Students can guess the meaning of new words with the knowledge of word formation such as prefix and suffix.Thinking quality:Divergent thinking ( https: / / www. / link url=TY9FCElDnmbPhKCj8ueKLB9JbaathesI4Ssl-GFHIUA-7EMTqvg5hSt9n0qSJKvcjXtl5shfGYaoog6kGtM3KHas1r0BxppRXqv_kfB8um7RfshOcTvpmkk_dPceAutI&wd=&eqid=a487c83800020e72000000025c2381e3" \t "https: / / www. / _blank ):Students can develop their divergent thinking ( https: / / www. / link url=TY9FCElDnmbPhKCj8ueKLB9JbaathesI4Ssl-GFHIUA-7EMTqvg5hSt9n0qSJKvcjXtl5shfGYaoog6kGtM3KHas1r0BxppRXqv_kfB8um7RfshOcTvpmkk_dPceAutI&wd=&eqid=a487c83800020e72000000025c2381e3" \t "https: / / www. / _blank ) by thinking about possible ways to help others to be greener Critical thinking：Students can reflect on how green they are in their daily life and form their own reasoning on whether their daily behaviors are environmentally-friendly .Cultural consciousness:Students can get some new inspirations from the westerners on recycling, such as using recycled paper which is not so widely spread and common in China.Learning ability:(1)Cognitive strategy: Students can pay much attention on what they are learning; encode and reorganize the words to express their ideas freely; retell the key part of the passage by themselves.(2)Social strategy: Students can help each other to finish a retelling task. (3)Meta-cognitive strategy：Students can evaluate and reflect on how green they are in their daily life (4)Affective strategy: Students can stay curious about the new things and have confidence while learning English.
教学重、难点 1. To help students grasp the main idea of the passage which is related to environmental protection and enable them to use mind map to output the information.2. To help students be aware of some knowledge about word formation and enable to guess the meaning of the words by applying them. To assist students useful sentence patterns in relevant environmental writing, such as “It’s better to do.” “So”, “because”,“so that” and so on.3. To improve students’ abilities of divergent thinking and critical thinking on environmental protection.
教学方法 Interactive approach
教学过程 教学活动 学生活动 教师活动 活动目的
1.Pr-reading 1.Watch the picture carefully and describe our earth beauty in simple words.Watch the pictures of serious air pollution, water pollution and waste pollution, and talk about the bad causes and results. Watch a picture of a sick earth and learn the new phrase “take steps” in a given situation.Do a survey with teachers together about “How green are you ”Evaluate his own daily behaviors and learn the new words in situations at the same time.5.Watch the pictures, think and tell whether the behaviors are good or harmful to the environment and tell the reasons to support themselves by practicing using “because clause” .Learn the word formation knowledge,such as “harmful” “wasteful” “reusable” in situations.. Show a beautiful picture of our earth and encourage students to describe its beauty.Show the pictures of serious air pollution, water pollution and waste pollution, ask students to think and speak out the bad results they cause.3.Show a picture of a sick earth and call on students’ actions at once. Teach the new phrase “take steps” in a given situation.4.Do a survey with students together about “How green are you ” .Show students the criteria to help them evaluate themselves.Teach new words like “recycle”, “divide into” in situations.5.Give students some common behaviors and let them think and tell whether they are good or harmful to our environment and encourage them to express their reasons to support their opinions as well.Teach the word formation knowledge, such as “harmful” “wasteful” “reusable” in situations.. 1.Recall students good memories about our beautiful earth and the good environment it used to be. 2. Help students to care about the worse pollution problems we are facing today. Review some key words and phrases that students have learn about the topic in Unit1. Because these words are still powerful in the text the students are going to read.3. Arouse students awareness of protecting the sick earth and teach the new phrase “take steps” in a given situation.4.Lead in the topic “How green are you ” Make a survey among students together to help them realize they are not green enough and they should do and learn more about how to live greener. And learn the new words like “divide into”; “recycle” in situations.5. Stimulate students deep thinking on their daily behaviors.Teach the word formation knowledge in situations.
2.While-reading 1. Go over the passage quickly and apply some reading strategies to find out the key information.Be aware of the reading strategy they are using while searching for some assumptive information.2.Apply their reading strategies to answer the teacher’s questions as quickly as possible.Be aware of the reading strategy they are using while searching for some general information3.Read the passage carefully and search for specific information to answer the teacher’s questions.Try to retell this reading part based on the mind map on PPT.4.Read the passage carefully and search for specific information to answer the teacher’s questions.Try to retell the Reuse part together based on the mind map.Learn to apply the sentence patterns into expressing their ideas.5.Read the passage carefully and search for specific information to answer the teacher’s questions.Try to help each other and retell this reading part in groups based on the mind map on PPT. 1.Ask students to read the passage quickly and find out “What are the 3Rs to help people be greener ”Guide the students to pay attention to the subtitles while searching for some assumptive information.2.Ask students questions like “What do the 3Rs mean ”Guide the students to pay attention to the first sentence of each paragraph to get the general ideas.3. Reduce:3.Ask students to read the passage carefully and find the answers of the 2 questions:“Why should we reduce ” ,“How should we reduce ”After checking answers with the whole class, ask students to retell the paragraph independently with the help of mind map on PPT.Ask some of the students to retell the paragraph as a checking.4.Reuse:Ask students to read the passage carefully and ask them “How can we reuse things ”After checking answers with the whole class, ask students to retell the paragraph all together according to the mind map on PPT.Teach useful sentence patterns like “It’s better to do… than do…”; “We’d better use… instead of…”; “We’d better do… instead of doing…” in different situations.5.Recycle:5.Ask students to read the passage carefully and find the answers of the 2 questions:“Why should we recycle ” ,“How should we recycle ”After checking answers with the whole class, ask students to retell the paragraph in groups of 4 with the help of mind map on PPT.Ask some groups of the students to retell the paragraph as a checking. 1.Lead in the topic “How can we be greener ” and help them apply some reading strategies to find out the key information through the text.2.Ask students to find out the meaning of the 3Rs in the text in order to train students reading strategy for getting the main idea of each paragraph.3.Guide the students to find the key information and then reorganize and output the information with the help of mind map and vivid pictures in order to internalize language structures when using them.4.Lead students to find specific information and learn the key structures in reading Reuse part and reorganize their words to output what they’ve learnt by retelling and arrange words patterns drills in different situations.Lead students to find specific information and learn the key structures in reading Recycle part. As this part is rather difficult to digest and retell by students independently, so encourage students to reorganize their words and output what they’ve learnt by retelling in groups of 4 in order to lower their learning pressure.
3.After-reading 1.Think actively and creatively to explore the possible ways to help people to be greener and use the useful expressions in the reading text to express their ideas freely.2.Watch and learn about more ways to be green.Enjoy the video and even repeat after it to consolidate the key points of the lesson. 1.Provide students with some pictures of less environmentally friendly behaviors. Call on students to think actively and creatively to explore the possible ways to help people to be greener.Ask them to use the expressions in the reading text to help express their ideas.2.Play a video clip and ask students to learn some pratical ways of living a green life. Ask them to enjoy the video and even repeat after it. 1.Guide the students to think of ways to help people who don’t live a green life. Help students apply the words and sentence patterns into use, such as “R ... if possible...” . Assist students with “so…”; “so that…” to talk about the actions and purposes of leading a greener way of life.2.Open students minds about the practical ways of saving energy in our daily life and strengthen the key points of this lesson.
作业布置 Write a passage about how to make our life greener and make it into a poster with some pictures.
板书设计
附上课学案： Module 12 Save our world Unit 2 Repeat these three words daily.导学案班级 姓名 【Test yourself:Are you green 向自己做个问卷调查，你有多环保呢？】问题呈现在ppt上，请认真听讲，并在每小题下面对应处打钩。often （2 points） sometimes (1 point) never(0)often （2 points） sometimes (1 point) never(0)often （2 points） sometimes (1 point) never(0)often （2 points） sometimes (1 point) never(0)often （2 points） sometimes (1 point) never(0)Your score： points【Writing task:写作任务: 】Write a passage about how to make our life greenerMake our life greenerWe all need ______________, but we __________ every day, and it __________.Repeat these three words daily: ____________________. We should ______ __ ___, so that ______ ___. Do not _____ ____, because ______ ___. It is better to ______________.( ….) In fact, we cannot ______ ___, but_______ _______. So ______________.
教学设计思路：本模块以绿色环保为话题，本篇文章以学生的口吻讨论中学生怎样才能从小事做起，节约能源、保护环境。课文的结构非常清晰，文章开头的调查问题会吸引学生对这一话题的关注。接下来包括三部分，分别为：减少、再利用、再循环。学生通过本节课的学习除了能够读懂关于环保的文章；能够利用构词法理解一些生词的意思之外，还能够结合生活实际，运用所学的语言知识，批判性的看待日常生活中的环保和不环保行为。并在学习过程中，积极思考，锻炼他们的发散思维，为身边人提供更多可行的绿色环保生活方式。提高学生们对于环境保护的意识，提高保护环境的自觉性和责任感。
主要教学环节：1.读前：结合污染话题，在情境中复习谈论环保的词汇，引出环保主题，并组织学生对身边同学的日常行为是否环保进行实际调查。2.读中：以如何做才能变得更环保？作为文本阅读的主要探究任务，结合思维导图、和情境呈现，渗透阅读策略并进行构词法以及相关话题功能句式的学习。3.读后：鼓励学生打开思路，运用智慧和文本中所学的语言知识，针对身边不环保的行为，出谋划策。
课后反思：本节课基本完成了预设的教学目标，既完成了对文本主要内容的学习，又突出了环境保护的主题，并且做到了学用结合，用英语去做事情，结合了学生的实际生活，运用所学的语言知识，批判性的看待日常生活中的环保和不环保行为。并在学习过程中，积极思考，锻炼他们的发散思维，为身边人提供更多可行的绿色环保生活方式。提高学生们对于环境保护的意识，提高保护环境的自觉性和责任感。最后的环保rap也为整个课程做了一个很好的艺术化的提升和总结，深受学生们的欢迎，学生后期通过对这个环保rap的模仿，也进一步的记住了reduce；reuse；recycle这三个环保守则，并应用在自己的日常生活之中。