視頻標(biāo)簽：Rethink

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視頻課題：新目標(biāo)九年級(jí)英語Unit 13 Section B (2a-2e) Reading Rethink, Reuse, Recycle北京市 - 海淀區(qū)

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新目標(biāo)九年級(jí)英語Unit 13 Section B (2a-2e) Reading Rethink, Reuse, Recycle北京市 - 海淀區(qū)

教學(xué)目標(biāo)
1.語言知識(shí)目標(biāo):
學(xué)會(huì)正確使用一些重點(diǎn)短語,如:be harmful to…, put sth. to good use等。
2. 語言技能目標(biāo):
能綜合運(yùn)用看、聽、說和討論等有效手段來獲取信息。
能借小組活動(dòng)的機(jī)會(huì),積極運(yùn)用英語與其他同學(xué)交流,創(chuàng)新思維并積極思考
3. 情感態(tài)度目標(biāo):
能通過討論如何通過日常生活中的小事保護(hù)環(huán)境,樹立環(huán)保意識(shí),把環(huán)保養(yǎng)成習(xí)慣。
2學(xué)情分析
本節(jié)課的授課對(duì)象是我校國(guó)際預(yù)科班初二的學(xué)生,班級(jí)總體成績(jī)較好,但水平分布不均。學(xué)生活躍程度差異較大,對(duì)閱讀課型比較熟悉。在課前,學(xué)生已經(jīng)接觸有關(guān)本文相關(guān)詞匯,為閱讀任務(wù)提供了相應(yīng)的知識(shí)儲(chǔ)備。同時(shí)因?qū)W生差異性的存在,有一部分同學(xué)基礎(chǔ)薄弱,因此,在閱讀環(huán)節(jié)中采用了分層任務(wù)設(shè)計(jì),不同層級(jí)的學(xué)生會(huì)領(lǐng)到該層的任務(wù)單,完成本層任務(wù)單即可。此外,本課還采用了小組合作完成任務(wù)的方式,讓不同層級(jí)的學(xué)生可以在活動(dòng)中找到自己能勝任的角色,積極完成任務(wù),鍛煉團(tuán)隊(duì)協(xié)作能力。
可能遇到的問題:
在小組合作過程中,英語能力相對(duì)較弱的學(xué)生很可能因畏難而逃避其應(yīng)承擔(dān)的任務(wù)和責(zé)任;對(duì)于主觀能動(dòng)性不強(qiáng)的學(xué)生,可能會(huì)選擇不參與讀前和讀后的討論及活動(dòng)。
3重點(diǎn)難點(diǎn)
教學(xué)重點(diǎn):結(jié)合實(shí)際生活發(fā)表自己的觀點(diǎn),頭腦風(fēng)暴;瀏覽文章獲取細(xì)節(jié)信息,細(xì)讀文章做到可以分析主要人物及情節(jié);挖掘文章所體現(xiàn)的情感教育目的,并有所體會(huì)。
教學(xué)難點(diǎn):根據(jù)文章主要內(nèi)容制作出清晰、有條理的思維導(dǎo)圖;能夠就如何靠一己之力保護(hù)環(huán)境產(chǎn)生思考,提出設(shè)計(jì)思路并闡述。
4教學(xué)過程
4.1第一學(xué)時(shí)
4.1.1教學(xué)活動(dòng)
活動(dòng)1【導(dǎo)入】Rethink　reuse　recycle
Pre-reading(8’)
Step 1:Lead in (3’)
Brainstorm
Think about
something we can improve in Beijing.
Slides
blackboard
Motivate Ss to basically get today’s topic..
Step 2 (5’)
Free talk about what environmental issues there are in Beijing and why they happened.
Put up ideas about environmental issues as many as possible. And think over the reasons.
blackboard
Brainstorm and get ideas about the environmental issues and the reasons why they happened.
活動(dòng)2【講授】Rethink　reuse　recycle
While reading(16’)
The whole class
Step 1: (2’)
Ask the Ss to go over the text and answer the questions.
Find out answers as quickly as they can.
Slide and textbook
Have Ss know how to find detailed information by scanning.
Step 2: (18’)
Each one needs to draw his/her own mind map of this passage, and one group needs to go to the blackboard to draw it on.
Ss get their own handout, and finish the mind map or make a new one by reading in details.
Task paper
Give Ss tasks to further understand the passage.
Step 3: (6’)
Check the mind map on the blackboard and ask the Ss to complete/ modify it.
Check the mind map together and make sure they’ve got all the information from the passage as well.
Task paper and textbook
Help Ss to know how they are supposed to make a mind map.
活動(dòng)3【活動(dòng)】Rethink　reuse　recycle
Post reading(12’)
Step 1:
Ask the Ss to think about a design made out of wastes.
Think about and discuss with group members to design a thing made out of wastes.
paper
Divergent thinking training, and learn to recycle
Step 2:
Go to the front to demonstrate their design group by group
(materials, why do they design it)
Demonstrate their own design clearly, including what they want to design, what material they will use and why they design it.
Make the Ss know group work can only be done by working together and each one should make effort on it.
活動(dòng)4【作業(yè)】Rethink　reuse　recycle
Summary (3’)
Summarize what we’ve talked about and emphasis the topic—rethink, reuse and recycle.
Ask Ss to prepare for the further discussion in next class.
Ss need to finish their design and get prepared for the next class
Have Ss clearly know how to recycle to protect the environment.
Homework(1’)
Try to make the thing they have designed if they can, and summarize that they have learned in this module.
Finish the following exercises.
Consolidate

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