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視頻標簽：Rethink,Reuse
所屬欄目：初中英語優質課視頻
視頻課題：新目標九年級英語Unit 13 Section B (2a-2e) Reading Rethink, Reuse, Recycle浙江省- 溫嶺
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新目標九年級英語Unit 13 Section B (2a-2e) Reading Rethink, Reuse, Recycle浙江省- 溫嶺
1 教學目標 語言知識目標：
1. 詞匯: work(n.), iron, metal, inspiration, creativity
短語: throw away，put sth. to good use, upside down, pull down. 2. 句型: Amy built a house out of rubbish.
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. 3. 了解前綴后綴。 語言技能目標：
1. 能運用預測、掃讀、跳讀、細讀等閱讀策略快速地完成相關任務。 2. 能以文中的人物為榜樣，在生活中有意識地做一些力所能及的事情。 情感態度目標：
培養學生的環保意識，倡導大家從身邊的小事做起，保護環境。 2 學情分析
在本單元的學習中，學生已意識到環境污染，環境需要大家的保護，所以根據這篇文章可以進一步讓學生了解保護環境有很多方式。而學生對于理解文章的表層信息已具有一定的能力，如何以批判性思維的角度理解文章及作者的寫作意圖還有待提高。 3 重點難點
教學重點：能運用相關閱讀策略、了解前綴后綴。
教學難點：以批判性思維的角度理解文章及作者的寫作意圖。
5 教學過程
活動1【導入】Step1 Free talk
T: Today I’ll divide you into two teams, Team A and Team B. We’ll have a competition. First let’s enjoy some pictures and say something about them. S1: …
T: They are waste, but they can be useful things again.
(比賽能調動學生的上課積極性，而欣賞與話題有關的圖片可以讓學生有話可講，并能自然地進入話題。)
活動2【活動】Step2 Lead in
T: For example, what are they? Ss: They are bottles.
T: Yes, they are empty bottles. What do you usually do with the empty bottles? S: I usually throw the empty bottles away.
T: But from the pictures, we know some people put them to good use. They can be put to good use. Look! This is a beautiful art work/ piece.
（以其中一張空瓶子被制成的圖片作為切入點，引出bottle, throw away, put sth. to good use, beautiful art work/ piece等詞匯。）
活動3【活動】Step3 Predicting
T: Not only the bottles, but some other things in our life can also be put to
good use. What’s that? Ss: It’s a house.
T: What do you think of it? Ss: I think it’s special. …
T：They are made of things that are not wanted anymore. So don’t always throw away things that can be put to good use. We should rethink, reuse, recycle. They all have the letters re. If the letters are added in front of words, we call them prefixes.
T: Now you know the pictures and the title quite well. Can you predict what the passage is about? Ss: It’s about…
(通過描述文章中的三幅圖片引出upside down, iron, metal等詞匯。通過描 述圖片的共同點，教師順勢引導學生不要總是輕易扔掉那些可以被重新使 用的物品，自然地引出本文的題目。并通過題目中三個單詞的比較，引出 本篇閱讀文章的閱讀策略之一：理解前綴。在討論了圖片和題目后，相信 大部分學生可以預測文章的內容。）
活動4【活動】Step4 Skimming
T: Read the passage quickly and get the main idea of each paragraph. What’s
the main idea of paragraph 1?
Ss: …
T: Now how many parts can it be divided into? Ss: Two. …
T: Part 2 is about three examples of recycling. (通過快速閱讀，了解文章的段落大意。)
活動5【活動】Step5 Scanning
T: But do you know who made these things? Read the passage again and
complete the chart below the passage.
Ss: (have finished)
T: Who can tell me the first person? Where is she from? What did she make?
What materials did she use?
Ss: Amy Hayes….
T: Now we know Amy Hayes in the UK built a house out of rubbish. Please
tell us like this.
(根據文中的表格掃描信息，教師引導學生把這些信息歸納成一個句子，
用上詞組build/ make … out of..)
活動6【活動】Step6 Detailed reading Para.1
T: The writer tells us these things can be put to good use. What’s his opinion?
Read paragraph1 carefully.
Ss: Nothing is a waste if you have a creative mind.
T: If you are ____ enough, you can ____ things _____ instead of throwing
them away.
(通過閱讀第一段知曉作者的觀點，并用另外的句型解釋，再次使用put sth.
to good use) Para.2
T: Such as Amy Hayes. Let’s know more about her. Read paragraph2 and tell me how many house parts are mentioned? What are they? Ss: ...
T: What did Amy win recently?
The Help Save Our Planet Society, what is it? Why could she win the prize? Ss: ...
T: No wonder the president said Amy is an inspiration to us all. The word inspiration is a noun, and the verb is inspire.
What do you think of Amy? Let’s share your opinion. Ss: Amy is a most unusual woman.
T: It means Amy is one of the most unusual women. Ss: ...
(了解Amy的詳細信息，并讓學生分享對她的看法。) Para.3
T: Is Amy the only one who is good at recycling? Read paragraph3 and finish
the mind map.
Thinking: Why does she plan to write such a book? (利用思維導圖引導學生通過疑問詞來說出問句。) Para.4
T: Now we know much about Amy and Jessica, what about Wang Tao? Let’s listen and enjoy the sentences. Ss: (enjoy)
T: It’s your turn to think out some questions, then ask your classmates. Ss: (ask and answer the questions)
T: No more questions? I have a question: What does the writer think of the art?
Ss: 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.
T: Pay attention, when not only is at the beginning, the sentence should be inverted. The word creativity is a noun, what about the adj.? The verb? Ss: Creative, create.
T: Here we can see the letters are added behind the words. We call them suffixes.
(第四段的很多句子都很長，可以先傾聽。在前面幾段的鋪墊下，教師把 提問權交給學生，培養他們的問題能力。如果有關鍵問題學生沒有提及， 教師可以適當補充。從單詞creativity到creative, create引出本篇文章的閱 讀策略之二：理解后綴。)
活動7【活動】Step7 Understanding prefixes and suffixes
T: Underline the words in the passage based on the words below. (after checking) Let’s see the difference.
Ss: Prefixes change the meanings of words. Suffixes change the part of speech
of words.
T: “re-”is a prefix that means “again”.
“im-, dis-, in-, un-”are prefixes that
mean “no, not”. So friendly…
Ss: Unfriendly …
(通過找出文章中帶有前綴后綴的詞進行歸類，并引導學生說出添加前綴
后綴的變化。適當地增加學生對前綴后綴的了解，有利于詞匯量的擴充。)
活動8【活動】Step8 Further thinking
T: Not only do we know prefixes and suffixes, but we also know about the
passage. So what does the writer want to tell us?
Ss: The writer wants to tell us…
(在知道整篇文章的信息后，鼓勵學生去思考：作者想要告訴我們什么？)
活動9【活動】Step9 Discussion
T: What can we do to reuse and recycle? Discuss with your partners. Ss: We can use both sides of the paper….
T: We can learn to do waste sorting. That means we can divide the waste into
different groups.
Besides waste recycling, what other things can we do to protect the
environment?
Ss: We can turn off the lights when we leave a room….
T: So together, our actions can make a difference and lead to a better future! (話題由小到大進行討論，引導學生做平常力所能及的事，激發環境保護
意識。)
活動10【活動】Step10 Homework
1. Finish 2c.
2. Write down the words with prefixes and suffixes.
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