学情分析
Unit 13 Section B 2B_英语_初中_赵延杰_06902690-3
一、知识基础：
九年级学生已经完成了初中阶段所有语法知识的学习，对于各种时态，各种语态和英语习惯用法已经全然掌握，有能力在知识储备良好的情况下继续提高阅读技巧和策略。
二、生活经验准备：
本课时的话题和当今社会环境保护的热点话题息息相关，学生在日常生活中已经了解了很多关于环境问题和如何保护环境的知识。但是在环保再生方面有突出贡献的人物以及他们的做法学生还了解较少。
三、心理和技能特点：
学生对于话题性强的英语阅读的学习表现出浓厚的兴趣和热情，但是口头表达能力和交际能力较弱，还需要在学习习惯和方法上进行指导。
四、不同学习基础的学生学习相关内容的难度分析：
本节课对于学习基础扎实，又具有灵活性的一部分学生来说，能够高效的把握全文的写作框架，总结出写作思路，通过一节阅读课为自己的英语写作增添文章思路方面的知识。
本节课对于学习基础不牢固的大部分学生来说，能够有效的巩固已有语法、句式、词组知识，并通过反复的朗读提高英语语感，帮助他们学会分析阅读文章的思路。
本节课对于学习基础薄弱的小部分学生而言，略有一定的难度。但仍能通过大量的朗读增强对知识的记忆，通过鲜明而直观的话题激发学习英语的兴趣。
效果分析
这节课通过观看视频引入“环保”的概念，提高学生的兴趣。再结合日常生活中了解的“环保”相关知识，让学生明白阅读过程中提取关键信息的意义。最后用本班学生的作文作为课堂实练，产生了多种多样的结尾。
通过本节课，学生基本了解了如何提取关键信息进行总结，在个人写作时能够根据需要应用。
在续写结尾这个环节中，大部分学生能够恰当总结信息，但还有少部分学生对提取段落大意进一步总结感到吃力，需要进一步指导。
“一师一优课”课时教学设计
作者姓名
赵
学校
济南
学科
英语
年级 / 班级
初三五班
教材版本
人民教育出版社
课时名称
Unit 13 Section B Rethink, Reuse, Recycle！
上课时间
2016.03.27
学生人数
51
课时设计
说明
The reading material of this unit is a discussion about environmental protection to arouse people to recycle useless materials. If they care about their living environment, they might choose to recycle the useless materials in daily life instead of simply throwing them away.
学习目标
1) Knowledge aims:
a. Let the students know the importance of recycling.
b. Let the students know specific actions on environmental protection.
2) Ability aims: Enable the students to know different tenses of English.
Promote their reading skills: scanning and skimming and learning strategies.
3) Emotion aims: Have Ss be interested in discussing the topic and know how to recycle some useless materials in our daily life.
教学重难点及解决措施
The different tenses of English are difficult for students.
教学过程
Step 1 导入话题：
首先观看一个视频，并设问学生What are the 3Rs? 培养学生在学习中善于非语言信息理解主题的认知策略，然后引导学生谈论What to reduce, reuse and recycle? 通过此话题，引出下面讨论需要的必要词汇。因为新课程英语标准五级要求初三学生能听懂教师有关熟悉话题的陈述并参与讨论。能就日常生活的各种话题与他人交换信息并陈述自己的意见。因此通过此话题，可以鼓励学生说出自己的想法，激发他们学习的兴趣。
step 2 让学生学会预习生词：
为了让学生能更好的理解文章，我设计了以下活动：
Activity 1 Word matches: 让学生细读文章并根据上下文对下列词汇进行连线，猜测词义，扫除学生理解的单词障碍。因为新课程标准还要求学生能根据上下文和构词法推断、理解生词的含义。
step 3 迅速阅读课文，总结段落大意
新课程标准阅读部分五级还要求学生能根据不同的阅读目的运用简单的阅读策略获取信息，所以然后我让学生运用skimming学习策略文章，总结段落大意，培养学生对所学内容进行归纳和借助联想学习、记忆单词的学习策略。
step 4 仔细阅读课文，要求学生回答相关问题
指导学生通读全文，理解课文大意。
1. Where did Amy get the windows and doors?
2. What do people think of Amy?
3. What do Amy, Jessica and Wang Tao have in common?
4. Translate the underlined sentence into Chinese.
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.
5. What is the main idea of the passage?
Step 5 书面英语和口头英语
在学生理解文章的基础上，我让学生再跳读一下全文并梳理各段落大意，并给文章续写结尾。以此对文章整体进行再次把握，将阅读技能与其他语言技能进行整合，对学生进行综合语言训练。并应用到学生今后的写作中。
Step 6 特色作业
让学生在全班展开调查：Ask you families and friends if they have any good ideas on recycling然后让学生对他所调查的学生的环保行为进行总结，并结合调查学生的状况给出合理化的建议，写一篇短文进行汇报。
正如舒伯特在其Reading Is Writing中指出：教科书所编的阅读课文是写作素材的集居地，是语言现象的展示厅，是语法规则的剖析室，是文章体裁的示范本。所以正确有效地处理好阅读材料能对学生的写作方面起到重要作用。
课件20张PPT。Rethink, Reuse, Recycle!Unit 13 Section BWhat’s the magic number?
What is the 18th letter?
What are the 3 R’s?Watch a video and answer the following questions.3R/ri`dju:s/
to cut down, cut down air pollutionFree TalkWater & electricity
…Old newspapers & old clothes
…How to deal with the following things?an art pieceWhat about this one?How do you like the house?Reading Tip 1Guess the meaning of the new words with the “affixes”. 根据“词缀”猜测生词词意use 使用 reuse 重复使用动词动词think 思考 rethink 重新思考Pre-readingusual 寻常的 unusual 不同寻常的形容词形容词Prefixes 前缀 Reading Tip 1Guess the meaning of the new words by what we know. 根据“词缀”猜测生词词意buildbuilding recyclingrecycle回收利用protect保护protection保护建筑物回收利用/in`spai?/ Pre-readinginspireinspiration/insp?`rei??n/ Suffixes 后缀 名词动词建造激励激励、灵感Reading Tip 2Look up the new words in the vocabulary list. 遇到生词时可以查单词表 The words are in the order of the page number.单词按出现页码顺序排列
2. Pay attention to the pronunciation.
注意单词读音Pre-readingthrow away __________
put sth. to good use __________
pull down __________
president __________
bring back __________
creativity __________Ⅰ. Using the tips we’ve just learned, writing down the Chinese meanings of the following words. 运用我们刚才学到的办法，写出下列单词的意思。扔掉、抛弃拆除充分利用主席、总统创造力恢复、使想起/kri`eitiviti/make good use of sth.put sth. to good useinspirationa good idea or a good examplerethinkto think againreuseto talk aboutbuildinga place to live or work inⅡ. Now match the words with their English meanings.
根据我们刚学到的知识，搭配下列单词、词组及其英语释义。4. 我们社区的很多旧房子被拆掉了。
Many old buildings in our neighborhood were _____ ______.2. Helen is an __________ (inspire/ inspiration) to us all.pulled downinspiration3. With a little ________ (create/ creative/ creativity) everything can be put to good use.1. 循环利用纸对保护树木很重要。
It’s important to ______ paper to ______ the trees.recyclecreativityⅢ. Using the tips we’ve just learned, finish the following exercises. 运用我们刚学到的知识，完成下列练习。 protectⅣ. Read the passage quickly and fill in the chart below.Reading Tip 3While-readingAmy Jessica Wang TaoRubbish Old clothesIron and other materialsA houseBags Art pieces2. Amy built a house out of rubbish.3. Jessica made bags from old clothes.4. Wang Tao made art pieces from iron and other materials. 1. … 1. We can put everything to good use with a creative mind. 1. Where did Amy get the windows and doors?
2. What do people think of Amy?
3. What do Amy, Jessica and Wang Tao have in common?
Ⅴ. Intensive reading 精读，仔细阅读课文并回答问题。Reading Tip 4The windows and doors came from old buildings.Amy is an inspiration to us all.All of them are creative and love to recycle things in their daily lives.While-reading4. Translate the underlined sentence into Chinese.
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.
5. What is the main idea of the passage?艺术不仅可以带给其他人幸福，而且它表明用一点点创意，即使是冰冷生硬的铁块也能被重新赋予生命力。 With a little creativity, everything can be put to good use.1. Amy Hayes lives in the UK. Many of the old buildings in her neighborhood were ___________.
2. All the rubbish and old buildings in Amy’s neighborhood were then _____________ when Amy built her house.
3. Amy is very creative. She ____ her front gate _____ rocks and old bottles. She put an old boat on top of her house.put to good use, build … out of, pull down, set up, known forⅥ. Fill in the blanks with the correct forms of the phrases in the box.pulled downput to good usebuiltout of4. Jessica Wong sells her bags in a small shop, but she has also ______ an online business to sell them.
5. Though Jessica’s bags are made from old clothes, her bags are _________ being cute and useful.
6. Wang Tao _______ makes large pieces of metal art that look like animals or humans, ______ makes smaller pieces for the home.set upknown fornot onlybut alsoMake up an ending for the passage.1. We can put everything to good use with a creative mind.
2. Amy built a house out of rubbish.
3. Jessica made bags from old clothes.
4. Wang Tao made art pieces from iron and other materials.
5. …
Point Examples Summary Survey. Ask you families and friends if they have any good ideas on recycling and then hand in your report next Monday.
2. Finish writing your ending for the passage and then read the text aloud for three times.
3. Finish the target exercises on your exercise
book.HOMEWORK教材分析
Unit 13 Section B 2B_英语_初中_赵延杰_06902690-3
新目标人教九年级阅读材料的编写坚持“贴近时代、贴近生活、贴近学生”的原则，力求反应时代精神，体现时代进步，反映现实社会生活，符合学生的兴趣和要求。本套教材的阅读材料还渗透了丰富的文化内容和情感教育内容，力求实现英语学习工具性和人文性的统一。
本单元的话题是“保护环境”，要让学生对环境的破坏有一个直观的认识，从而激发他们强烈的社会责任心和对未来发展的思考。
1a-1e的听说活动主要谈论保护地球的各种方式。1a-1b是听前活动，其中1a提供了五种保护环境的方式，让学生从易到难进行排序，1b让学生与同伴比较排序结果。1c和1d是听中活动，听力呈现了Julia和Jack讨论环境保护方面的措施和做法，主要训练学生捕捉信息的能力。1e是一个半控制性的口语活动，要求学生就1c表格中的内容，讲讲自己的看法。
2a-2c是阅读教学部分，这一部分图文并茂，用了三个有同样前缀的词语Rethink，Resue，Recycle！来作为文章的题目，介绍了三个在环保再生方面有突出贡献的人物以及他们的做法：英国的艾米·海斯住在她自己用废弃物建造的一所房子里；香港的杰西卡·王用人们不穿的旧衣服来制作背包；上海的王涛用旧汽车上的废铁和其他材料制作精美的艺术品。2a-2b主要关注课文的内容信息，2c-2d关注文中的语言信息，2c是开放性的读后活动，让学生在理解的基础上针对相关话题发表自己的看法。
3a-3b是写作任务。首先通过填写表格让学生思考自己周围的环境状况，为写作提供素材，然后通过清晰的问题指引学生完成作文，并在头脑中形成此类写作的相关框架。
本部分的教学重点是让学生了解环境保护的方式，并落实到积极的行动之中，同时还有阅读策略和写作技巧的训练。教学的难点是让学生在阅读2a之后，根据所给词根找出衍生出的不同词汇，并理解前缀和后缀的不同用法。
观评记录
本次课例研究使我们提升了阅读教学理念，充分意识到改善阅读教学的重要性。同时也督促我在参与指导学生阅读的过程中，不断更新自身的知识结构，提高自身的综合素质，促进教学的改革，并以此为抓手，形成阅读教学特色。颇有受益。
——谭文博
赵老师的阅读指导课，能结合教学内容，突出了以学生为本的思想，学生主体性得到很好的发挥，体现了思维的广度和深度，是新课改下一堂有意义、有效率、有生成性、常态下真实的佳课。
—、优化指导激活思路 学生的习作内容具体、生动有文采有个性化这取决于教师点拨的技巧与艺术。
二、 多元评价画龙点睛 在这堂阅读课上教师始终注意学生的评价而且评价方式多元学生与学生互评、教师点评以及师生互评。在课中我们看到的多是教师的真诚倾听，听到的多是教师的热情鼓励。?教师的尊重促使学生拓展思路开拓想象真正还学生“真本性”。
总之赵老师的课处处以人为本充满生命活力，令苦思有效阅读教学而未得的我豁然开朗是一堂难得的好课。
——刘丽
赵老师的课，注重了学生的体验，设计精巧，课堂气氛活跃，鼓励学生大胆质疑、独立思考，引导学生用自己的语言阐明自己的观点和想法。能按照课程标准和教学内容的体系进行有序教学，完成知识、技能等基础性目标，同时还注意了学生发展性目标的实现。经过不断磨课，教学思路清晰，课堂精彩纷呈。
——付春兵
这堂课在赵老师的不断努力下，组内老师的协同磨课中，课堂效果越好越好。不单单是老师执教从容，层次清晰，学生参与度也非常高。唯一的小遗憾是由于时间有限，学生层面的实例还待日后搜集呈现。
——牛慧敏
Unit 13 Section B 2b Rethink, Reuse, Recycle
ⅰWatch a video and answer the following questions.
What’s the magic number? _____________________________
What is the 18th letter? _____________________________
What are the 3 R’s? _____________________________
ⅱGuess the meaning of the new words with the “affixes”. 根据“词缀”猜测生词词意
think 思考 __________________________
use 使用 __________________________
usual 寻常的 __________________________
recycle 回收利用 __________________________
build 建造 __________________________
protect 保护 __________________________
inspire 激励 __________________________
Ⅰ. Using the tips we’ve just learned, writing down the Chinese meanings of the following words. 运用我们刚才学到的办法，写出下列单词的意思。
throw away __________
put sth. to good use __________
pull down __________
president __________
bring back __________
creativity __________
Ⅱ. Now match the words with their English meanings. 根据我们刚学到的知识，搭配下列单词、词组及其释义。
rethink
put sth. to good use
building
inspiration
reuse
a good idea or a good example
make good use of sth.
to talk about
to think again
a place to live or work in
Ⅲ. Using the tips we’ve just learned, finish the following exercises. 运用我们刚学到的知识，完成下列练习。
1. 循环利用纸对保护树木很重要。It’s important to __________ paper to __________ the trees.
2. Helen is an __________ (inspire/ inspiration) to us all.
3. With a little __________ (create/ creative/ creativity) everything can be put to good use.
4. 我们社区的很多旧房子被拆掉了。Many old buildings in our neighborhood were __________ __________.
Ⅳ. Read the passage quickly and fill in the chart below.
Names
What materials did they use?
What did they make?
Ⅴ. Intensive reading 精读，仔细阅读课文并回答问题。
1. Where did Amy get the windows and doors? __________________________
2. What do people think of Amy? __________________________
3. What do Amy, Jessica and Wang Tao have in common? __________________________
4. Translate the underlined sentence into Chinese.
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.
______________________________________________________________________________________________
5. What is the main idea of the passage? __________________________
Ⅵ. Fill in the blanks with the correct forms of the phrases in the box.
put to good use, build … out of, pull down, set up, known for
1. Amy Hayes lives in the UK. Many of the old buildings in her neighborhood were __________.
2. All the rubbish and old buildings in Amy’s neighborhood were then __________ when Amy built her house.
3. Amy is very creative. She __________ her front gate __________ rocks and old bottles. She put an old boat on top of her house.
4. Jessica Wong sells her bags in a small shop, but she has also __________ an online business to sell them.
5. Though Jessica’s bags are made from old clothes, her bags are __________ being cute and useful.
6. Wang Tao __________ makes large pieces of metal art that look like animals or humans, __________ makes smaller pieces for the home.
Ⅶ. Make up an ending for the passage.
Point: 1. We can put everything to good use with a creative mind.
Examples: 2. Amy built a house out of rubbish.
3. Jessica made bags from old clothes.
4. Wang Tao made art pieces from iron and other materials.
Summary: 5. …
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Ⅷ. Homework.
1. Survey. Ask you families and friends if they have any good ideas on recycling and then hand in your report next Monday.
2. Finish writing your ending for the passage and then read the text aloud for three times.
3. Finish the target exercises on your exercise book.
课后反思
济南育英中学 赵延杰
本次阅读课是一次尝试， 课堂总体来说能够顺利完成。通过观看视频引入“环保”的概念，消除学生对于长课文的抗拒感。再结合平时日常生活中了解的“环保”相关知识，让学生更主动的去阅读。最后用本班学生现场续写文章结尾作为课堂实练，学生通过提取每一段段落大意，产生了多种多样的结尾方式。
通过本节课，学生了解了提取关键信息、总结文章的这种技巧的相关知识，在个人写作时能够根据需要应用。
但这节课中在实践研究上还有所欠缺，这是我之后再进行相关教学时应该注意的。
课标分析
Unit 13 Section B 2B_英语_初中_赵
语言技能分级描述
（一）听
1．??能根据语调和重音理解说话者的意图 2．??能借助语境克服生词障碍，理解大意 3．??能在听的过程中用适当的方式做出反应
（二）说
1．??能就简单的话题提供信息，表达简单的观点和意见，参与讨论 2．??能与他人沟通信息，合作完成任务 3．??能在口头表达中进行适当的自我修正
（三）读
1．??能根据上下文和构词法推断，理解生词的含义 2．??能理解段落中各句子之间的逻辑关系 3．??能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局 4．??能读懂常见体裁的阅读材料 5．??能根据不同的阅读目的运用简单的阅读策略获取信息
（四）写 1．??能独立起草短文，短信等，并在教师指导下进行修改 2．??能使用常见的连接词表示顺序和逻辑关系
二．学习认知策略
1．??根据需要进行预习 2．??在学习中集中注意力 3．??在学习中积极思考 4．??在学习中善于记要点 5．??在学习中善于利用图片等非语言信息理解主题 6．??借助联想学习和记忆词语 7．??对所学习内容能主动复习并加以整理和归纳 8．??注意发现语言的规律并能运用规律举一反三 9．??在使用英语中，能意识到错误并进行适当的纠正 10．?必要时，有效地借助母语知识理解英语
三．文化意识 1. 了解自然现象在英语中可能具有的文化涵义 2. 加深对环保文化的理解
