外研版九年级英语(上)Module6Unit1教学设计(精)

外研版九年级英语(上 Module 6 Unit 1 教学设计安丘市青云双语学校赵玉华一、设计理念

英语教学倡导“在做中学, 在做中用”的教育理念, 教师引导学生找出解决问题

的办法, 并组织交际性的活动来提高学生的交际能力。在教学中教师要关注学生的情感态度, 激发学生学习英语的兴趣, 使学生有良好的学习习惯和学习策略, 关注学生的个体差异, 帮助学生构建积极向上的健康文化意识, 真正体现“以人为本”的任

务型语言教学模式。

二、教材分析

本课为外研版九年级(上 Module6 Unit1,题目是“ It's wasteful to throw away paper and metal.”以“绿色环保”为题材,讨论了如何从点滴小事做起,节约能源,保护环境,旨在宣传环保知识,内容积极,活泼有趣,贴近学生实际。其中对话从学生自己创办的

网络杂志引入, 谈到“绿色学校”等。学生通过学习, 要掌握有关环保的词汇, 了解一些构词法, 了解环境污染带来的危害以及一些解决的措施。教材的目的是在训练学生交际技能的基础上, 增强环保意识,节约能源,保护环境,提高他们的文化修养。

三、学情分析

经过两年的英语学习, 九年级学生的阅读能力有了初步的提高, 能够正确理解

对话内容, 能够通过网络查询有关信息, 并对贴近生活实际的语言材料表现出浓厚

的兴趣。

四、教学目标

1.语言知识目标:

(1词汇:waste , wasteful , metal , energy , pollution, recycle , environment , hopeless, reusable, throw away , be careful about 了解以上单词、词组的词性及语法功能;

(2语法:对前缀,后缀有初步了解;

(3功能:掌握谈论环境的日常交际用语;

(4语音:注意句子中的连读。

2.语言技能目标:

能基本听懂有关环保的日常对话,获取准确信息;能自如地谈论环保问题; 能读懂关于环保的文章; 能利用构词法理解一些生词的意思; 能以“环保” 为题写一些环保措施和建议,简要说明理由,并劝说人们增强环保意识。

3.情感态度目标:

具有积极向上的学习态度, 乐于进行小组合作, 不断提高学习英语的积极性和自信心。提高环保意识, 认识到保护环境的紧迫性和自己担负的责任, 了解环保方面的先进的理念和做法。

五、教学重点

1. 本单元出现的单词和短语的用法;

2. 环保措施与建议。

六、教学难点

1. 构词法:前缀和后缀;

2. 提高学生的环保意识。

七、教学方式

采用集体听录音, 小组讨论回答问题寻找难点, 讨论解决, 教师补充讲解的方法。

八、教学准备

1. 利用 PowerPoint 制作课件,搜集有关环境污染的图片;

2. 布置学生听录音预习单词,对话;

3. 布置学生搜集并讨论环保措施。

九、教学过程

Step 1、 Greetings

Step 2、 Lead in

[利用一组有关环境污染的图片让学生展开讨论 , 调动学生的积极性, 很自然地引出拯救地球的话题。 ]

Step 3、 Teaching new words and expressions

[利用课本资源和网络资源,进行词汇教学,边看图片,边呈现单词,再把本单元出现的生词用到句子里面,并提出环保建议。 ]

1. 师生问答

What can you see in the picture ?

Which words can we use to describe them?

What should we do?

[学生在教学过程中始终处于主体地位,是学习的参与者;教师在教学过程中注意观察学生的表现,鼓励他们大胆参与语言实践。 ]

2. Listen to the tape and review the words in this unit

Step 4. Listening and read

[学生带着屏幕上的问题,有目的地进行听力和阅读训练,对话内容贴近生活, 学生比较感兴趣。 ]

1. 师生问答

Whose email have they got?

What kind of school are they talking about?

[训练听力并对学生进行语言表达能力的训练。 ]

2.Work in pairs

How did Li Ming feel when he read the article?

What is a green school?

Why is it wasteful to throw away glass and paper?

What happened if we don’ t turn off lights?

[通过两人一组读对话回答问题,巩固生词,训练语言的运用能力。 ]

Step 5. Listen again and discuss questions

[小组合作,讨论问题,调动课堂气氛,教师及时鼓励。 ]

1What should we do?

2What shouldn't we do?

[进一步弄懂对话细节,从对话中找出答案,并进一步讨论补充,充分调动各个层面同学的积极性,提高每位同学的参与意识。 ]

Step 6、 Practice

1. 学生分角色朗读对话;

2. 讨论难点,教师加以点拨,让学生解释,教师作补充;

3. 小组合作,完成 Activity6,熟悉对话中的词汇句型;

4. 突破难点构词法专练。 (Activity 7

[个体活动完成任务,教师提问,学习使用对话中出现的派生词。 ]

5. 学生两人一组,就环境污染问题进行自由对话,提出解决措施。

[设计的活动既突出互动合作,又体现个性化发展;活动的主题难易顾及到学生的实际情况, 操作具有可行性; 教师导演, 学生主演, 充分发挥学生的主体作用和积极能动性,真正体现了“以人为本”的任务型语言教学模式。 ]

Step 7、 Consolidation and sum-up

由学生总结所学内容。

[让学生来做课堂小结,抓住了学生“敢于开口说英语”的心理,突出主动学习的重要性。 ]

Step 8、 Homework

1. 整理笔记和错题;

2. 写一篇以“环保”为主题的作文。

[适量的作业可以巩固所学知识;作文练习可以提高写作能力。 ]

十、课后反思

这节课所学内容贴近生活, 讲述我们身边的生活环境问题, 学生们自然很感兴趣。课前通过对环保措施的预习, 满足了学生展现自我能力的欲望。本课的设计

主线以环保措施为中心, 课堂上通过师生共同活动, 对环保常识的提问和学生对环境污染图片的描述以及归纳总结与环保有关的句子, 使学生对环保常识有了更进一步了解。学生小组讨论问题及难点, 形成互助互动的学习环境, 增加了口语练习机会。难点讲解之后, 配以填空练习, 使师生得以及时了解自己的教学情况, 巩固所学知识。各种形式的讲述, 为学生提供了巩固所学知识, 发展语言技能的平台, 使所学语言活起来, 学生从书本走进现实生活中, 在日常交往中有效地进行表达。使学生增加了学习兴趣, 拓宽了知识面, 加深了对环境污染严重性的理解,并加入到环保小卫士的行列中来,为保护环境做出自己应有的贡献。

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（2）sth .happen to sb.表示“某事发生在某人身上” eg.What happened to her? （3）happen to do 碰巧做某事 eg.I happened to meet my old friend on the road just now. ②.take place，指“发生”时，较为正式，不带有偶然之意，并经常用来指事先排好的事情发生了。 eg. New changes have taken place after the Olympic Games in Beijing. 2、Any more ideas? 还有其他的主意吗？ Any more“更多的，还有…”作定语修饰名词，常用于疑问句或否定句中。 3、Anyone else?其他人呢？ Else，“别的，其他的”作定语，常用于不定代词或疑问副词之后。 E、练一练，译汉语 1、我们碰巧遇见了我们的英语老师。 2、Tony出什么事了？ 3、故事发生在一个炎热的下午。 4、别的你还要什么？ ________________________________________________ Unit 1 What is a wonder of the world ? (课堂练习) I.学习目标 1、理解对话，并能复述 2、掌握本单元单词和短语 II.课堂学习 1、检查预习情况 2、复习单词 3、Read P2、do A4。

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