人教版九年级英语(全)册
《 Unit 13 We’re trying to save the earth! 》
课时内容 第3课时 Section B (1a~2e)
教学目标 1. 能掌握以下词汇: recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, throw away, put sth. to good use, pull… down, bring back 2. 能掌握以下句型: (1)I have just read a book which gives ideas about how we can save the environment. (2)You should take your own bags when you go shopping. (3)Have you ever thought about how these things can actually be put to good use (4)Not only can the art bring happiness to others,but it also shows that even the cold, hard iron can be brought back to life with a little creativity.
教学重点 1. 掌握本课时出现的新词汇。 2. 进行听力训练,提高综合听说能力。 3. 阅读短文,获得相关信息,提高学生们的综合阅读能力。
教学难点 1. 听力训练。 2. 阅读2b部分的短文并完成相关要求。
教学准备 1. 设计并制作本课时所涉及的图片、教学幻灯片。 2. 本课的音频。
教学过程
教学过程 Step 1: Leading in 1. Ask students to work in groups of four and discuss what they can do to save the earth. Encourage students to make a list of the things they can do. 2. Invite some students to write their suggestions on the board, and then encourage students to comment on thess suggestions. Step 2: Writing 1. Ask students to rank the items from the easiest to the most difficult using number 1-5. 2. After students have filled in their rankings, ask a few students to share their rankings with the class and explain their reasons for their rankings. 3. Ask students to compare their answers in 1a with their partners. (Attention: Clarify the use the conjunction but used in the given conversation. For example: As a conjunction, but is usually not used at the beginning of a sentence in formal writing. However, it can be used at the beginning of a sentence in speech or in informal writing.) Step 3: Listening 1. Ask students to listen and tick the things that Julia and Jack talk about. (Answers: turning off the shower, taking your own bags when shopping, not riding in cars, riding a bike) 2. Before playing the recording again for students to complete the activity, let students try to recall what they heard and attempt the activity first. (Answers: Doing now — turn off the lights Will do in the future — taking your own bags when shopping Would never do — turning off the shower, not riding in cars, riding a bike) 3. Play the recording for another time and answer the questions. (1)Who read a book (2)Would Julia turn off the shower when she is washing her hair (3)Does Jack live close to school Step 4: Pair work 1. Show students the listening material, and ask them to role-play the conversation in pairs. 2. Encourage students to suggest other things people can do to help save the earth, and then use these new suggestions to make their conversations. Step 5: Preparation for 2b 1. Ask students to guess what the passage is about according to its title and the pictures. Check that students adequately understand the three words used in the title: rethink—think carefully about something again to see if changes should be made reuse—use something again after it has been used recycle—do something to things that have been used so that they can be used again (Answers: It is about how people can think of creative ways to use things that are no longer wanted.) 2. Let students look at the pictures in 2b and answer the questions: (1)What can you see in the pictures (2)What is it / are they made of (3)Do you think it is a good way to protect the environment (Attention: Teachers can encourage students to make a guess first, then find the answers from the passage.) 3. Let students work in pairs and tell each other the work they like the best and the least and why. Step 6: Reading 1. Introduce the reading strategy to students. 2. Ask students to read the passage and explain the new words and phrases to students. 3. Ask students to read the passage quickly and answer the questions: (1)What is the main idea of the passage (2)How many people are mentioned in the passage Who are they (3)Why are they mentioned 4. Ask students to read the passage and complete the chart in 2b. 5. After students have completed the activity, let students work in groups to discuss other ways of reusing and recycling things. 6. Ask students to fill in the blanks in 2c using the phrases in the box. Check that students understand the given phrases before asking them to complete the activity. pull down—knock down and destroy put to good use—use something for a purpose build...out of—make something (especially a building) with certain materials set up—start a company known for—famous because of something not only...but also—link two parts of sentence to show that the second part is in addition to the first part (Answers: 1. pulled down 2. put to good use 3. built, out of 4. set up 5. known for 6. not only, but also) 7. Get students to focus on prefixes and suffixes and let them underline the words in the passage based on the words in the box. Introduce the terms “prefix” and “suffix” after students have completed this activity. Prefix: a group or letters added to the beginning of a word to change the meaning of the word. Suffix: a group of letter added to the end of a word to change the part of speech. (Answers: think - rethink special - especially use - reuse, useful recent - recently usual -unusual environment - environmental recycle - recycling important - importance build - building protect - protection create - creative, creativity inspire - inspiration) Step 7: Group work 1. Ask students to work in groups of four and make a list of things that need to be done to save the environment. Encourage students to express their opinions about ways of protecting the environment. 2. After the groups have compiled their lists, add on to the activity by have a class discussion. Invite groups to present their views and agree / disagree with other group’s views. Step 8: Language points 1. throw away (1)throw away可意为“扔掉,丢弃,浪费(机会、优势或好处)”。 I never throw anything away. 我从来不扔任何东西。 (2)throw away可意为“错过(机会等),放过;未能很好利用(机会等)”。 Don’t throw away this opportunity. 不要错过这个机会。 2. put sth. to good use put sth. to good use 意为“好好利用某事物”。 Your creative talents can be put to good use, if you can work up the energy. 如果你能让自己精力充沛起来,你的创作才能就能得到很好的发挥。 3. build...out of build/make...out of“用……建造/制造”。 He built a model ship out of wood. 他用木头造了个模型船。 4. upside down upside down 意为“翻转;上下颠倒”。 The lid, turned upside down, served as a coffee table. 那个盖子被翻过来当作咖啡桌。 5. be made of be made of和be made from都表示“由……制成”,但二者的用法有区别。be made of常常表示原材料未发生化学变化,从成品中仍可看出原材料;而be made from常常表示原材料经过化学变化,从成品中看不出原材料。 The desks and chairs are made of wood. 这些课桌椅是木材制成的。 This kind of wine is made from wheat. 这种酒是用小麦制成的。 6. be known for/as/to be known for 因……而著名 be known as 作为……而著名 be known to sb. 对于某人来说是著名的 He was known for his friendly. 他以友好而著称。 He is known to the police as a thief. 对警察来说是一个小偷。 Zhou Jielun is known as a rap singer. 周杰伦是作为一个说唱歌手而出名。 7. not only...but (also)... not only...but (also)... 表示“不但……而且……”。本句中的not only位于句首,其后的主谓要部分倒装,即根据主语的人称和数以及时态的变化,将不同的助动词提到主语前,需要注意的是but (also)后面的主谓不用倒装。 Not only did my aunt teach at school, but (also) she wrote articles for newspapers. 我阿姨不仅在学校教书而且还给报纸写稿。 8. bring back bring back “恢复;使想起;归还”。 These photos bring back my childhood memories. 这些照片使我想起了我的童年。
课堂作业 1. 用自己的语言复述2b的课文内容。 2. 做本节PPT课件末尾的练习。
板书设计 Unit 13 We’re trying to save the earth! Section B(1a~2e)
Key words and phrases: work n. & v. → worker n. recycle, upside, gate, bottle, president, inspiration, metal, creativity, throw away, put sth. to good use, pull...down, bring back Key sentences: 1. I have just read a book which gives ideas about how we can save the environment. 2. You should take your own bags when you go shopping. 3. Have you ever thought about how these things can actually be put to good use 4. Not only can the art bring happiness to others,but it also shows that even the cold, hard iron can be brought back to life with a little creativity.
教学反思 在本节课的阅读过程中,学生除了学习新的单词、表达方式和结构外,还接受了大量的信息。在阅读过程中,学生们会尽可能快地学习主要和最重要的思想。他们还可以学习一些关于前缀和后缀的知识。