Unit 13 We're trying to save the earth! Section B( 2a-2e)英文说课稿 2024-2025学年人...

Unit 13 We're trying to save the earth! Section B( 2a-2e)英文说课稿
1. Introduction to the New Curriculum Standards
The English curriculum standards for compulsory education emphasize the cultivation of students' comprehensive language - using abilities and advocate the task - based teaching approach. The goal requirements at all levels are set in the description of what students "can do". In this lesson, through tasks such as reading, discussion, and poster - making, students will use English in real - life language environments to improve their language abilities. At the same time, it also aims to cultivate students' learning strategies, cultural awareness, and emotional attitudes, implementing the core literacy of the English subject.
2. Introduction to the Teaching Material
This lesson is from a certain unit of the English textbook for Grade 9 published by People's Education Press. The theme focuses on "Rethink, Reuse, Recycle", which is a global topic of environmental protection. Through introducing the deeds of people like Amy Hayes, Jessica Wong, and Wang Tao who make items from waste, the textbook guides students to understand environmental protection actions, master related vocabulary and expressions, and improve their reading abilities. This theme not only enables students to learn English knowledge but also enhances their awareness of environmental protection, having a strong practical educational significance.
3. Analysis of the Students' Situation
Ninth - grade students have already acquired a certain foundation of English and language abilities. They have a preliminary grasp of common vocabulary and grammar, as well as some reading comprehension and oral expression abilities. They are highly interested in hot topics in life, such as environmental protection, and are enthusiastic about participating. However, they may have difficulties in understanding complex texts, conducting in - depth discussions in English, and expressing unique viewpoints. In teaching, diverse teaching methods and activities are needed to stimulate their learning interests and guide them to think and communicate actively.
4. Core Literacy Objectives
(1) Language Ability
Students will be able to master key vocabulary related to environmental protection, such as "recycle", "reuse", "litter", etc., understand and use sentence structures like "We should... to protect the environment." Through activities such as reading and discussion, they will improve their listening, speaking, reading, and writing abilities on the topic of environmental protection.
(2) Cultural Awareness
Understand the practices and concepts of people in different countries and regions in environmental protection, cultivate a global perspective and cross - cultural communication awareness, and enhance the sense of identity and responsibility for the global issue of environmental protection.
(3) Thinking Quality
During the reading and discussion process, cultivate students' critical and creative thinking abilities. They should be able to analyze and understand complex texts, think independently about environmental protection issues, put forward their own viewpoints and solutions, and improve the logicality and flexibility of their thinking.
(4) Learning Ability
Through self - reading, group cooperation, and other learning methods, improve students' self - learning and cooperative learning abilities. Guide students to learn to use effective learning strategies, such as prediction, skimming, and scanning, to improve learning efficiency.
5. Key and Difficult Points
(1) Teaching Key Points
Master key vocabulary and sentence patterns related to environmental protection, such as the words "recycle", "reuse", "litter", etc., and related sentence structures.
Understand the main idea of the reading passage, be able to extract key information, and grasp the environmental protection practices of Amy Hayes, Jessica Wong, Wang Tao, etc.
(2) Teaching Difficult Points
Analyze and understand complex sentences in the passage, and accurately grasp the author's intentions and viewpoints.
Inspire students to think deeply about environmental protection issues and cultivate their ability to clearly and coherently express their unique opinions and environmental protection action plans in English.
6. Teaching Procedures
(1) Lead - in
Show some pictures of environmental pollution, such as garbage piles and river pollution. Guide students to describe what they see, and then ask them how to solve these problems, thus leading to the theme of this lesson "Rethink, Reuse, Recycle", stimulating students' learning interests and curiosity.
(2) Pre - reading
Present new words and phrases related to environmental protection through pictures, videos, or simple explanations, such as "recycle", "reuse", "litter", "rubbish", etc. Let students follow and imitate to initially master the pronunciation and meanings of these words.
Let students predict the content of the passage according to the title "Rethink, Reuse, Recycle!" Encourage students to express their ideas boldly to prepare for reading.
(3) While - reading
Skimming: Let students quickly browse the passage to get the main idea and match the main topic of each paragraph, cultivating students' fast - reading and summarizing abilities.
Scanning: Ask students to read the passage again to find specific information and answer some detailed questions, such as "What materials did Amy Hayes use to build her house " "What did Jessica Wong make from old clothes " etc., training students' ability to extract key information.
Detailed Reading: Analyze complex sentences in the passage and explain key language points to help students understand the passage in - depth. For example, explain the usage of the relative clause in the sentence "She lives in a house in the UK that she built herself out of rubbish."
(4) Post - reading
Organize students to have a group discussion with the topic "What can we do in our daily life to achieve rethink, reuse, recycle " Each group selects a representative to share their ideas, improving students' oral expression and cooperative learning abilities, and at the same time cultivating students' awareness of environmental protection and practical abilities.
Guide students to create a short poster about environmental protection, including some practical environmental protection actions, such as "Use reusable bags" "Recycle paper and plastic", etc. Through this activity, cultivate students' creativity and the ability to express in writing in English.
(5) Summary and Homework
Summarize the key vocabulary, sentence patterns, and the main content of this lesson to help students sort out the knowledge and strengthen their memory.
Assign homework: Ask students to write a short passage introducing their own environmental protection plans and share it with classmates in the next class, consolidating the knowledge learned in this lesson and further improving students' writing abilities and environmental awareness.
7. Teaching Reflection
In the teaching process, through diverse teaching activities, such as picture - showing, group discussion, and poster - making, students' learning interests and enthusiasm for participation have been stimulated. Most students can actively participate in classroom interactions, master vocabulary and expressions related to environmental protection, and improve their reading and oral expression abilities. However, there are also some deficiencies in teaching. For example, some students still have difficulties in understanding complex sentences when dealing with them, and more grammar explanations and exercises are needed in future teaching. In the group - discussion session, the participation of some individual students is not high.
It is necessary to pay more attention to the individual differences of students and take more effective measures to encourage all students to participate actively. In addition, the time control can be more accurate to ensure that each teaching link can be fully carried out. Through this teaching reflection, in future teaching, I will constantly improve teaching methods, optimize the teaching process, and improve teaching quality.