Module12Unit2教案英语九年级上册

九年级上册Module12SaveourworldUnit2Repeatthesethreewordsdaily:reduce,reuseandrecycle.授课类型读写课授课时间授课教师教材分析本模块以环境污染以及环保为话题。本单元是通过谈论环保和绿色生活的具体措施，锻炼学生的语言表达能力，并提高学生的环保意识。通过本单元的读写活动，给学生提供充足的体验和运用语言的机会。本文开头以调查问卷的形式来引入主题（what），引发读者反思自己是否能做到保护环境。主体部分为三个次标题下各一段来说明具体该怎么做（how），同时也介绍了这么做的原因（why），其中也包含了一些原因和目的状语从句的运用，使学生能够在具体情境中体会这一语法点。学情分析本课程教学对象为九年级学生。他们已经具备了一定的听说读写的基本能力，但是在对文章框架的理解和如何将读与写建立起有效关联的能力有待提高。本模块谈论环境污染和环保，与实际生活密切相关，话题容易调动学生的积极性，激发学生的学习兴趣。此外，前一单元的听说学习也为第二单元的读写铺垫了基础，学生对环境污染的相关词汇也有所熟悉。此单元的学习会进一步丰富学生在环保主题写作方面的积累与表达。教学目标一、学生能够通过快速阅读划分文章结构，抓住文章主旨大意。再通过精读活动能够分析段落结构，指出语篇中的what,why和how分别是什么。二、学生能够通过对照课文中的状语从句，学会使用because,so和sothat引导的状语从句，结合文章主题来写出与环保有关的复合句。三、了解re前缀相关的构词法。四、通过本模块的学习，唤起学生的环保意识，让学生在日常生活中做出一些力所能及的环保行动。教学重难点教学重点：积累与环保主题相关的表达方式；学习如何理解并分析语篇结构；在写作中正确使用because,so和sothat引导的状语从句。教学难点：学生将环保的建议使用状语从句正确地表达出来。TeachingProcessActivitiesDesignpurposeStep1LeadinTpresentstheSswithacupandaskedthemwhattodowiththeemptybottleifitwasaplasticone.ToarouseSs'interestinprotectingtheenvironmentandactivatestudents'existingknowledgeoftheactivitiesaboutprotectingtheenvironmentandgreenlife.Step2PrereadingTasksSswhat’stheirunderstandingofgreenlife.TshowsSsavideoclipandaskSstotellthetopicofit.Toactivatestudents'thoughtsonthetopic.TogiveSsageneralideaofthepassage.Step3WhilereadingFastreading:TasksSsreadtooutthepassage,andinviteSstotellthestructureofthewholepassage.Detailedreading:Introduction(Para1~2):Tasksonestudenttoreadoutthequestionnaireandotherstudentsanswerittogether.Mainbody(Para3~5):I:ReduceTasksSstoreadtheparagraphandthenaskthemthequestions:Q1:Whatis“Reduce”?Q2:Howto“Reduce”Q3:Whyshouldwe“Reduce”?TasksSstoretelltheparagraphbythestructureandkeywords.II:ReuseTasksSstoreadtheparagraphandthenaskthemthequestions:Q1:Whatis“Reuse”?Q2:Howto“Reuse”TasksSstoretelltheparagraphbythestructureandkeywords.III:RecycleTasksSstoreadtheparagraphandthenaskthemthequestions:Q1:Whatis“Recycle”?Q2:Howto“Recycle”Q3:Whyshouldwe“Recycle”?TasksSstoretelltheparagraphbythestructureandkeywords.Conclusion(Para6)TasksoneStoreadouttheparagraph,andpointsoutthepurposeandusageoftheadverbialclause.TshowsSsthestructureofthewholepassage.Tocultivatethereadingskillsofscanningbyfastreadingandhaveageneralunderstandingofthestructureofthepassage.ToincreasetheparticipationofSsinclassandletSsgetsomerelevantexpressionsofenvironmentalbehavior.Letstudentsunderstandthedefinitionsofthekeywords"reduce","reuse"and"recycle"inthislesson,andlearntheexpressionsofadverbialclausesofcauseinparagraphs.Atthesametime,studentscanlearnparagraphstructureandaccumulatevocabularyandsentencepatternsrelatedtoenvironmentalprotection.Letstudentsunderstandtheuseofadverbialclausesofpurposeinarticlesaboutenvironmentalprotection.Step4PostreadingTasksSstofindonethingtheyshoulddoandonetheyshouldn’tdointheirdailylives,andasksSstowritesentencesbyusing“because”,“so”and“sothat”.Tshowsthestudentsashortvideoofthedestructionoftheearth'senvironmentoverthepastyears.TasksSstomakeaposteronthegiventopicbyfollowingthreesteps:Steps:1. Writeyourideaonthenotebyusing“because”，“so”or“sothat”.2. Postyournoteontheposter.3. Chooseapersontoshowyourgroup’sposter.Toarousestudents'emotionsaboutprotectingtheearthLetstudentscorrectlyusethewordsandsentencepatternslearnedinthislessontoexpressthecontentrelatedtoenvironmentalprotection.Toincreasetheparticipationofstudentsinclassandincreasethemunicationbetweenstudents.Onceagain,trainstudentstocorrectlyusethewordsandsentencepatternslearnedinthislessontoexpressthecontentofenvironmentalprotection.Atthesametime,increasestudents'environmentalawareness.Step5SummaryTinvitesthestudentstospeakabouthowtoprotecttheearth.Tosummarizewhattheyhavelearnedtoday,deepentheirimpressionofknowledge,anddeepentheirenvironmentalawareness.Step6HomeworkMustdo:Basedonyourposter,writeaparagraphaboutprotectingtheearthbyusing“because”，“so”or