下载文档原格式
Teaching designTeacher’s information: Zhang yiming from No.8 Middle School in Chaoyang, Liaoning ProvinceTeaching material: Go for it, Book 5Teaching object: students in Grade 9Title:Unit 13 We’re trying to save the earth!Teaching period: Section B Period 1Teaching objectives:1. Language objectives: to grasp some new words such as recycle and napkin; to review the key structures such as when, while, non-finite verbs and verb phrases.2. Ability objectives: to talk about the pollution and environmental protection; to encourage students speak out and communicate with each other in English; to cultivate students’ listening and speaking skills.3. Emotional objectives: to make students focus on the environmental problems; to realize the importance of environmental protection; to take actions to save the earth.The analysis of students:Students in Grade 9 who are going to graduate have certain language foundation, they can use simple sentences to express their ideas. However, they may forget some language points, and some of students can’t make a clear mind map of language points. As a result of that, students may have problems in speaking and listening freely. According to this period, the teacher designs some activities to help students recall the language points they have learned before, and make students talk about a certain topic(environmental protection) with the key structures they’ve learned. At the same time, the teacher guides students to pay attention to the environmental problems and find out some solutions to the serious problems.Teaching key and difficult points:1. to grasp new words and review some key structures.2. to come up with some problems or solutions on environmental protection.3. to be brave to speak out and communicate with others with target language.Teaching methods:Communicative Language Teaching; Cooperative Learning; Task-based TeachingTeaching Equipment: multimedia and blackboardTeaching procedures:Leading-in:Some students act a short play to show some behavior about environment in our daily lives.Purpose: according to the students’ performance, the teacher can lean in to the topic of this period---some small things we can do to help save the earth.PresentationThe teacher presents some small things students can do to save the earth in our daily lives, let students read these statements and pay more attention to the new words “recycle”, “napkin” and recall the usages of the key structures“when”and “while”. The teacher gives students some real examples to lead students to explain the new words and structures themselves.Purpose: to guide students to grasp new words with real items can give students deep impressions of words; to help students review the key structure can help them do the oral practice.PracticeThe teacher makes students list the small behavior that can help the environment, “which is easy to do? Which is hard...?” . According to talking about the questions, students can practice the dialogue with the target language.e.g. A: Recycling paper is really easy.B: I agree. But it’s hard to stop riding in cars.Purpose: to make students use the key structures to make a dialogue and practice their speaking skills.Listening1. Pre-listening.The teacher leads students to search for other ways to save the earth in the listening part., make them read1c,1d and listen,then guess the general idea of the conversation.Purpose:the teacher arouses students’interests of finding out the answers,make students kno w what to listen to.2.While-listening.Students Listen to the audio material twice and finish1c and1d.Before they fill in the blanks,they are given some time to discuss their answers one another.Purpose: after practicing the conversation, students can be familiar to the sentences in the listening part. For listening this part twice, they can catch the right answers more easily. Their listening skills should be cultivated.3.Past-listening.(consolidation)After talking about 1a, 1b and listening to what happened in 1c, 1d, students need to think about some other serious problems about environment and write down on the blackboard. One group, one sentence. Then the teacher shows a short video about serious pollution on the earth in order to make students know the emergency of environmental protection.Purpose: to open students mind and practice oral English.ProductionStudents need to discuss how to solve the environmental problems, then choose one of two the topics to give a speech with their group members.Purpose: to make the students use target language to say something about environmental protection, to practice more can make them more confident, and speak out English bravely. They can solve the problems around them by themselves.Summary1. New words: recycle, napkin2. Review the key structures3. Talk about pollution and environmental protectionPurpose: to summarize this period.Homework1. Write a short passage about “how to save the earth” or “How to protect the environment”.2. Talk about what we must do for the environment with your friends.Purpose: to cultivate students’ writing skills and think further about protecting the earth.Blackboard-writing。
Unit 13 Section B(1a-1e)
教学目标
一、
1.能够听懂关于谈论环保的对话并完成相关练习。
2.能够灵活运用所学的知识点就环保问题发表自己的观点，提出建议，为环保贡献自己的一份力量。
二、教学重难点
1.提高听力技能。
2.能够灵活运用所学知识点就环保问题发表观点，提出建议。
三、教学过程
Ⅰ.Leading-in
Watch a video and talk about what can we do to help save the earth.
Ⅱ.Presentation
1.Learn some useful expressions about environmental protection.
2.Which is the easiest or the most difficult?
Ⅲ.Listening
1.Before listening: Read the questions carefully.
2.While listening: complete 1c and 1d.
3.After listening: Check the answers.
Ⅳ.Pair work
Make a conversation with your group,talk about what can we do to help save the earth.
Ⅴ.Exercise
Ⅵ.Homework: Writing
现在环境保护成为世界上最大的问题之一，我们应该怎样保护环境拯救我们的地球呢？请围绕Save the earth这一话题。
写一篇70词左右的文章。
四、教学反思。
Unit13 SectionB（3a-Self Check）教案学科English 年级9 班级课题Unit 13 We’re trying to save the earth! SectionB 3a ~ self check 话题Protecting the environment功能Talk about pollution and environmental protection教学目标知识技能1.Target language:We have seen many changes in the environment.The river is polluted by factories.The air pollutions is getting worse and worse.2.Grammar:Understanding prefixes and suffixeseful expressions: take public transportation, water pollution,land pollution, noise pollution, air pollution过程方法According to finishing some tasks of reading , Train students’writing ability．情感态度We should form good habits．They are not only good forourselves but also good for our society．学习策略Understanding prefixes and suffixes: recognize how prefixes and suffixes may change the meaning of words and how they are used.重点1．Fill in blanks and make sentences．2．Write conversations．难点Make students using support, endangered, cycle, wear, pull down．教学内容及问题情境学生活动设计意图3a. To prepare Ss or the subsequent writing activeby prompting them to thing of their immediateenvironment.Asking for feedbackAsk Ss to show the notes they have made to a partner to get some feedback and revise their notes if they Complete the individual chart.find it necessary.3b. To give Ss the opportunity to use the target language in writing.Less it moreSuggest to Ss that it might be better to focus on one problem and write about it in detail instead of writing about many problems and not providing enough details.Sample writing:Dear Sir/ Madam.I have lived in this town since I was born and I love this town very much.I think that there are beautiful areas in this town, but there are also areas that aren’t attractive, like the rubbish disposal areas at the bottom of our apartment blocks. There is rubbish coming out of the bins, and flies, cockroaches and rats running all over the rubbish. It is unpleasant to look at, smelly, and it makes the environment very unhealthy.The problem is there because the rubbish collectors do not come often enough to collect the rubbish. The people living here may also be throwing away too much rubbish.We could try to ask people to produce less rubbish. I suggest that rubbish collectors collect rubbish more often as well.I believe that a better environment can be created in this town and we should all work together to achieve it. Practicewriting.学会抓住一个问题进行细节描写。
Unit 13 we are trying to save the earthSection B （1a ~ 1e）I. Teaching aims:Knowledge and ability:重点单词1. recycle v. 回收利用；2. napkin n. 餐巾；重点词组1. recycle books and paper 回收书和废纸2. use paper napkins 使用纸巾3. turn off the shower 关掉喷头4. ride in cars 开车出行重点句式1. Recycling paper is really easy.回收废纸真的很容易。
2. But it is hard to stop riding in cars.但是阻止开车出行却很难。
3. We really shouldn’t use paper napkins.我们真不应当使用纸巾。
Course and ways：To master the key points by ranking, listening and writing .Emotion and attitude:To develop the sense of protecting environment by finding out the ways to save the earth.II. Teaching stepsStep 1情景导入通过图片的观察和思考，让学生认识到环境对我们的重要性以及保护环境的意识，很自然的导入到本节课的内容。
Step 2完成教材1a-1e的任务1. 出示学生本节课需要掌握的重要词汇和短语，要求学生扫除读音障碍的前提下速记重点内容，限定时间后以图片的方式进行检查，知道这样做的意义。
要求学生翻开课本P101，迅速阅读1a部分的内容。
把所列举的拯救地球的措施从最容易的到最难的按1-5的顺序排序。
（4分钟）2. 根据1b部分所给的对话提示把你的在1a的答案与你的同伴进行对比讨论。
Unit13 SectionB〔3a-Self Check〕名师教案1.0教情分析1.1 Teaching objectives教学目标1.1.1 Language targets 语言目标1.1.1.1Key Words and Chunks1.1.1.1.1 For applying: solve the problem, worse and worse, give suggestions1.1.1.1.2 For comprehending: fame, inspire1.1.1.2Sentence Structures1)What or who is causing these problems?2)Which parts need to be improved?3)People should take public transportation more.4)The air pollution is getting worse and worse.1.1.1.3Grammar Focus1)The air pollution is getting worse and worse.(worse and worse 意为“越来越糟糕〞)2)Which parts need to be improved? 〔need to be improved意为“有必要改良〞〕1.1.2 Ability goals 能力目标1.1.2.1 引导学生全面浏览性复习，总结归纳环境污染及保护的表达。
1.2.2.2 学会用同伴商讨交流，到达共同完善与提高。
培养学生发散思维，通过写作练习帮助学生建构话题表达的框架体系。
1.1.3 Emotional goals 情感目标1.1.3.1 培养学生小组合作意识。
1.1.3.2 鼓励学生积极交流，互相借鉴参考,取长补短。
1.2 Important and difficult teaching points 教学重难点1.2.1 准确使用目标语言进展写作表达。
