初中英语仁爱科普版九年级上册Topic 3 What can we do to protect the environment?教学设计

Unit2 Topic 3 What can we do at home to                 protect the environment?

Section B

一、课标内容

仁爱教材倡导通过任务型活动，巩固所学的语言知识，通过思考、体验、参与、合作等方式来学习，培养学生独立思考的习惯以及口语表达和合作学习的能力，强化了语言的运用，充分体现了语言交际的本质 —— 学以致用。因此，在教学中以发展学生综合运用语言的能力为中心，把学习和运用语言的过程作为培养学生的主动思维、大胆实践的过程，从而形成学生自主学习的能力。培养学生综合运用语言的能力，就成了基础教育阶段英语课程的总目标。

二、设计理念

在新课程理念下学生的学习方式发生了很大变化，他们不再是死记硬背知识，而是在教师的引导下通过思考，调查，讨论，交流和合作等方式使用英语。而教师也不再是单纯的讲授知识，而是创设各种合作学习的空间。在设计本课时，重点突出“自主合作，动态生成”的课堂模式。运用任务型语言教学模式，通过训练逐渐培养学生对语言的综合运用的能力。与此同时，在课堂中关注学生的学习方式的转变，课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。在教学中，突出课堂教学的有效性，注重听说读写的实用性，通过交际活动，逐步培养运用英语语言进行交际的习惯，从而形成积极的学习态度，促进语言实际运用能力的提高。在课堂上，还要关注学生课堂的思维含量，通过设置有梯度的任务和小组合作学习的形式，进行有步骤有层次的训练，最终达到“动态生成”的目标。

三、教材分析

本课是仁爱英语九年级第二单元第三话题的第二课时。主活动是1a。1a通过Jane和Michael谈论怎样成为一个环保人士引出本课的话题：通过不同的途径保护环境，进而成为环保人士。1b主要培养听力策略，即重点听对话的大意。1c侧重于考查归纳总结的能力。在2中，通过用所给词来完成句子这种题型，延伸1a中怎样成为环保人士话题。借助2的图片和信息提示，进一步形象表达了通过哪些方法来保护环境。本课通过谈论怎样保护环境让学生们学习保护环境的方法，从身边小事做起，把保护环境渗透到日常生活中。同时也让学生了解环境污染对人所造成的恶劣影响。引导学生关注全球的环境问题。通过本课的学习，可以让学生意识到要参与环境保护，从身边的小事做起，人人都可以为保护环境贡献一份力量。

四、学情分析

我所任教的中学，对于九年级的学生来说,部分学生已经有了一定的英语学习基础，环境问题也是他们很感兴趣的话题，基于现实生活，引导学生在课堂上发挥丰富的想象力，把课堂模拟成生活置身于英语学习中，提高语言交际能力。但是学生的词汇量有限，加之学生英语成绩的分化比较严重，所以要求学生能课前认真做好预习，借助网络和书籍，了解更多的环境问题及对策，培养自学能力;教师在预设的任务中，注意引导学生在交际中动态生成，学生有话可说，乐于合作分享.。这样就有利于他们更好的运用课本知识,达到提高综合运用语言能力的目的。

五、教学目标

1.Knowledge aims

      ⑴能正确拼读并应用单词表中的单词与短语:shut off,electricity,distance,cloth,action,after all.

谈论怎样成为一个环保人士；

  ⑵了解情态动词的用法。

⑶能够表达怎样成为一名环保人士。

2.Skill aims  

　　　⑴能听懂谈论怎样成为环保人士的对话。

　　　⑵能够从所听材料中获得有效的细节信息。

　　　⑶能够根据图片和信息提示词描述怎样在日常生活中成为一个环保者。

3.Emotional aims (optional)

     让学生了解环境污染的严峻形势，引导学生爱护大自然，爱护花草树木，树立绿色环保意识。

    4.Culture awareness  (optional)

      通过课文的学习，让学生了解怎样成为一个环保人士，关注全球的环境问题。

六.  教学重难点

     1.Key points

      Words and phrases: ought to, shut off, electricity, distance, cloth,   action, after all.

     Sentences: Would you like to be a greener person?

     Easier said than done.

     Actions speak louder than words.

    2.Difficult points

     能够从所听材料中获得有效的细节信息来补全句子。

     能够根据图片和信息提示词表达怎样保护环境。

七、教学策略   

    1.情景教学法。

2.通过引导学生在听前阅读1b和1c，培养学生形成听前熟悉、预测听力材料的学习习惯。

     3.通过2中的插图预测并描述新话题，培养学生的逻辑推理能力。

八、课时安排

      One class   

九、教学媒体

运用计算机播放环境保护的视频和图片，幻灯片等。

十、教学过程

Step1 Leading in

    Let the Ss act out their homework.

    T: We didn’t finish Task 4 in Section A in the last period. Have you  finished it yet?

    Ss: Yes.

    T: Which group wants to have a try? Come on!

    T: Let’s give Group One a big hand！

    S1: Wow! We have got so much garbage! Soft drink cans, lunch boxes, plastic bottles, batteries, waste paper, paper bags and cups and so on.

    S2: I think soft drink cans, plastic bottles and waste paper should be recycled. We can bring them to the garbage shop and get some money. Perhaps each of us can buy an ice-cream!

    S3: You are always ready to eat. You are too fat to eat. Haha!

    S4: How about lunch boxes?

    S1: I think we should reuse it .

    S1: I think lunch boxes should be reused.

    S2: What about waste paper?

    T: Each family produces waste every day. Some of the waste ought to be reused, some ought to be reduced and some ought to be recycled. Act out their homework.

Step2 Presentation

    1. Get students ready for learning.

    2. Present some real objects to learn the new words.

     T: You have collected so many things on Clean-up Day, and I have collected some, too. Look! What’s it?      

     Ss: A plastic bag

     T: This one?            Ss: a soft drink can

     T: How about this?       Ss: A …

     T: Well, it’s a cloth bag.    T: And these?     

     Ss: batteries.

     T: Look! I have a toy car, too.

     T: (Put the batteries into the toy car). Wow! It’s moving! Why? S1: 因为有电啦！

     T: Yes, you are right. Because of the electricity. Look! (Turn off the light) When I shut off the electricity, the lights are off. (Turn on the light)When I turn on the electricity, the lights are on.

Step3 Consolidation

    1. Let the Ss read the questions in 1b to predict the main idea of the dialog and guess the meaning of “action”.

     T: Next, We are going to listen to a long dialog. But before listening, you had better read the questions in 1b. Try to predict the main idea of the dialog, and you can guess the meaning of the new word “action”. The word formation may help you.

对于新词“action”，既要让学生猜测，又要提供构词法：act(v)+tion=action(n)。

    2.Let the Ss listen to 1a and finish 1b. Check the answers.

    T: Now, please listen to 1a carefully and do 1b.

    T: Question 1, which answer is right, xxx?    S1: C

    T: xxx, you, please.     S2:B

    T:“Actions speak louder than words” is an English idiom. Xxx, could you put it into Chinese?  S3: 说得好不如做得好。

T: Yes. I hope you will really work hard, not just say. Remember “Actions speak louder than words.”  S4: 行胜于言。

   3.Let the Ss read 1a and complete the table in 1c. Check the answers.

    T: Now, let’s read 1a. While reading, you should do 1c. When you finish, put up your hand.

    T: Who would like to share your answers? S1: You ought to shut off the electricity.

    T: Go on please, S2.

    S2: dis….

    T: Distance. Please follow me, class, “distance”.

    Ss: Distance

    S2: Distance, take a bus or a taxi , walk or ride a bike.

    S3: Take a cloth bag, plastic bags.

   4.Let the Ss read 1a again and find the difficult points and the sentences which give suggestions.

    T: In Section A, we learned how to give suggestions. Today, we will go on learning it. Now, read 1a again and find the difficult points as well as the sentences which give suggestions. When you finish, please raise your hand.

    T: Who has any questions?   

    S1: Is “ought to” the same as “have to”?

    T: No, “ought to” is modal verb. It means “should”. We usually use it in the following ways : ought to do sth. / ought not/oughtn’t to do sth./ought sb to do …?

    T: What else? S2: What does “Easier said than done” mean?

    T: Mmm, it’s an English idiom, too. I’d like someone to say it for me. xxx, can you?

    S3: 说比做更容易。

    T: Sounds good, but it can be better.

    S4:　说来容易做来难。

    Ｔ: Perfect! Now, let’s check the suggestions. xxx, please try.             

    S5: First, you ought to shut off …a room.

    S6: Second , you’d better walk… for a short distance.

   5.情态动词ought to 的用法讲以下几点：

    sb. ought to do sth.=sb. should do sth.

    sb. ought not/oughtn’t to do sth.=sb shouldn’t do sth.

    Ought sb to do …?=Should sb do…?

   6.本课有两个英语习语。要让学生自己去把它们译成汉语。鼓励学生收集更多的英语习语。

Step 4 Practice

   1.Let the Ss choose the correct verbs or phrases to complete the statements.

    T: Look at 2. There are seven sentences in the box. Choose the correct verbs or phrases to complete the statements. If you finish, please let me know.

    T: Shall we check the answers now? Ss: OK.

    T: No.1, xxx, please. S1: Reduce.  S2: Shut off . S3: Recycle .

   2.Let the Ss match the statements with the pictures. Check the answers.

    T: Now, please match the statements with the pictures.        When you finish, put up your hand.

    T: What’s your order, xxx? S1: 2-6-4-3-1-7-5.

    T: Is he right?  Ss: Yes. 

Step 5 Project

   1.Let the Ss read the passage and fill in the blanks with correct words.

    T: Now, let’s move to 3. You see 3 is a passage with many blanks. You should complete the blanks according to the context and the first letter. When you finish, put up your hand.

    T: Well, we won’t check the answers now. You will check the answer while listening.

   2.Let the Ss listen to the passage and check the answers at the same time.

    T: Now, you will listen to the passage. Please check the answers while listening.

    T: Let’s check the answers together. The first one is …

    Ss: while    Ss: and    Ss: …

   3.Let the Ss read 3 again and find the compound sentences.

    T: We learned compound sentences yesterday. In this passage, there are some compound sentences. Please read the passage again ,and find out the compound sentences.

    T: Who wants to have a try? S1: Some things we… while some are bad.

    S2: We have …, and it is sick now. 

    T: Good job. In fact ,“After all , we have only one earth” is a compound sentence , too.             

   4.让学生不要盲目地填空，一定要根据上下文，甚至是全段、全篇来确定。

   5.通过让学生找出连接词来复习并列句，同时学习after all 。

Step 6 Exercises

   Let the Ss read the sentences in 4, pay attention to the stress, liaison, incomplete plosion and intonation.

    T: Now, read the sentences in pairs, and pay attention to the stress, liaison, incomplete plosion and intonation.

   连读和失去爆破是学生学英语的难点，可适当地补充相关知识。

Step 7 Review

   1.Let the Ss sum up this section.

T: Now, let’s sum up this section. What have you learned today?

    S1: 更多提建议的方法。

    T: So how do you give suggestions? S2: We use “should, shouldn’t, ought to, had better” to give suggestions.

    T: Wonderful! What else?

    S3: 还有“Don’t”  S4: 还有肯定祈使句。   S5: 并列句。

    T: Then how to make up compound sentences? S6: 用while,but, and, or…  S7: After all

    T: How nice! You did work hard in class!

Step 8 Homework

    T: We have learned how to be a greener person from Section A and B. If everyone tries his best to be a greener person, the environment will be better. What do you do to protect the environment? Think about it and make a list about what you do to be a greener person. It’s your homework for today. 

十一、板书设计

十二、备课反思

本节课达到了教学目标。运用的多媒体教学，提高了学生学习英语的积极性，注重学生听说读写的优点和亮点：把主动权交给学生，教师只是指导和组织者，设计有趣的活动（如：看图片师生问答、听录音、看flash动画、复述课文、写作文）让学生将所学的知识大胆地运用到实际中去，拓展所学，扩大学生知识面。

本课的第一个活动是通过展示图片展现环境污染造成的问题。让学生观察并引入话题，我在授课中结合实际展示图片，这样增强了课堂的趣味性，又吸引学生的注意力，从而紧扣主题导入了新课教学。

教学内容的整合：我从教学内容出发，根据学生的认知水平进行教学内容的整合。从一系列图片开始，向学生展示怎样做才能成为一个环保人士，也进一步让学生意识到保护环境的重要性。由此授课步骤从看图片开始，顺利过渡到了课文第1部分的内容。提高学生对主题的理解。再继续将学生们的视线带进了1a的学习，进行1b的听力理解和1c的总结。我根据学生的认知水平确定教学内容，围绕教学目标整合教材内容，使教学内容能对学生情感教育，价值观等产生影响。学生的学习目标明确，教学内容完整。

本课中我设计的提问内容围绕着本课的话题“greener person”展开，通过做哪些事情可以保护环境 。从多角度切入提问，由浅入深，由易到难，课堂设计的问题面比较广，每一个问题后都涉及对德育目标的渗透，增强学生对热爱环境、保护环境的意识，从而最终实现整个英语课堂的教学目标。