Module 12 Unit 2 Repeat these three words daily: reduce, reuse and recycle.教案（表格式）

九年级上册Module 12 Save our world
Unit 2
Repeat these three words daily: reduce, reuse and recycle.
授课类型 读写课 授课时间 授课教师
教材分析 本模块以环境污染以及环保为话题。本单元是通过谈论环保和绿色生活的具体措施，锻炼学生的语言表达能力，并提高学生的环保意识。通过本单元的读写活动，给学生提供充足的体验和运用语言的机会。 本文开头以调查问卷的形式来引入主题（what），引发读者反思自己是否能做到保护环境。主体部分为三个次标题下各一段来说明具体该怎么做（how），同时也介绍了这么做的原因（why），其中也包含了一些原因和目的状语从句的运用，使学生能够在具体情境中体会这一语法点。
学情分析 本课程教学对象为九年级学生。他们已经具备了一定的听说读写的基本能力，但是在对文章框架的理解和如何将读与写建立起有效关联的能力有待提高。本模块谈论环境污染和环保，与实际生活密切相关，话题容易调动学生的积极性，激发学生的学习兴趣。此外，前一单元的听说学习也为第二单元的读写铺垫了基础，学生对环境污染的相关词汇也有所熟悉。此单元的学习会进一步丰富学生在环保主题写作方面的积累与表达。
教学目标 一、学生能够通过快速阅读划分文章结构，抓住文章主旨大意。再通过精读活动能够分析段落结构，指出语篇中的what, why 和 how分别是什么。 二、学生能够通过对照课文中的状语从句，学会使用because, so 和so that引导的状语从句，结合文章主题来写出与环保有关的复合句。 三、了解re-前缀相关的构词法。 四、通过本模块的学习，唤起学生的环保意识，让学生在日常生活中做出一些力所能及的环保行动。
教学重难点 教学重点：积累与环保主题相关的表达方式；学习如何理解并分析语篇结构； 在写作中正确使用because, so 和so that引导的状语从句。 教学难点：学生将环保的建议使用状语从句正确地表达出来。
Teaching Process Activities Design purpose
Step 1 Lead in T presents the Ss with a cup and asked them what to do with the empty bottle if it was a plastic one. To arouse Ss' interest in protecting the environment and activate students' existing knowledge of the activities about protecting the environment and green life.
Step 2 Pre-reading T asks Ss what’s their understanding of green life. T shows Ss a video clip and ask Ss to tell the topic of it. To activate students' thoughts on the topic. To give Ss a general idea of the passage.
Step 3 While-reading Fast-reading: T asks Ss read to out the passage, and invite Ss to tell the structure of the whole passage. Detailed-reading: Introduction (Para1~2): T asks one student to read out the questionnaire and other students answer it together. Main body (Para3~5): I: Reduce T asks Ss to read the paragraph and then ask them the questions: Q1: What is “Reduce” Q2: How to “Reduce” Q3: Why should we “Reduce” T asks Ss to retell the paragraph by the structure and key words. II: Reuse T asks Ss to read the paragraph and then ask them the questions: Q1: What is “Reuse” Q2: How to “Reuse” T asks Ss to retell the paragraph by the structure and key words. III: Recycle T asks Ss to read the paragraph and then ask them the questions: Q1: What is “Recycle” Q2: How to “Recycle” Q3: Why should we “Recycle” T asks Ss to retell the paragraph by the structure and key words. Conclusion (Para 6) T asks one S to read out the paragraph, and points out the purpose and usage of the adverbial clause. T shows Ss the structure of the whole passage. To cultivate the reading skills of scanning by fast reading and have a general understanding of the structure of the passage. To increase the participation of Ss in class and let Ss get some relevant expressions of environmental behavior. Let students understand the definitions of the keywords "reduce", "reuse" and "recycle" in this lesson, and learn the expressions of adverbial clauses of cause in paragraphs. At the same time, students can learn paragraph structure and accumulate vocabulary and sentence patterns related to environmental protection. Let students understand the use of adverbial clauses of purpose in articles about environmental protection.
Step 4 Post-reading T asks Ss to find one thing they should do and one they shouldn’t do in their daily lives, and asks Ss to write sentences by using “because”, “so” and “so that”. T shows the students a short video of the destruction of the earth's environment over the past years. T asks Ss to make a poster on the given topic by following three steps: Steps: 1. Write your idea on the note by using “because”，“so”or “so that”. 2. Post your note on the poster. 3. Choose a person to show your group’s poster. To arouse students' emotions about protecting the earth Let students correctly use the words and sentence patterns learned in this lesson to express the content related to environmental protection. To increase the participation of students in class and increase the communication between students. Once again, train students to correctly use the words and sentence patterns learned in this lesson to express the content of environmental protection. At the same time, increase students' environmental awareness.
Step 5 Summary T invites the students to speak about how to protect the earth. To summarize what they have learned today, deepen their impression of knowledge, and deepen their environmental awareness.
Step 6 Homework Must do: Based on your poster, write a paragraph about protecting the earth by using “because”，“so”or “so that”. Choose to do: Prepare a short speech on how to be green and show it to the whole class. According to the ability of students, assign hierarchical homework so that students' abilities can be fully applied.
Blackboard design
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