Teaching Plan
课题：Unit13We’re trying to save the earth!
Section B Reading
Rethink,Reu,Recycle!
教材分析
本节课选自《人教版英语Go for it!·九年级（全一册）》第十三单元，本单元为复习单元，围绕Protecting the Environment这一话题展开各种教学活动：听说、阅读、语法、写作等。本课时Rethink，Reu，Recycle！为Section B中的阅读教学部分，这一部分图文并茂，用了三个有同样前缀的词语Rethink,Reu,Recycle!来作为文章的题目；总分结构：首段引出主题，接下来的三段分别介绍了三个在环保再生方面有突出贡献的人物以及他们的做法：英国的Amy Hayes住在她自己用废弃物建造的一所房子里；香港的Jessica Wong用人们不穿的旧衣服来制作背包；上海的王涛用旧汽车上的废铁和其他材料制作精美的艺术品。
基于前面Section A已经学过kinds of pollution and ways of solving the problems，本课进一步讨论保护环境的一种措施：循环利用，运用智慧变废为宝。本节课在依托教材展开教学的基础上主要关注以下
三个方面：一是学生是否能够借助文本的语境信息加深对词缀用法的理解；二是学生是否会关注篇章布局并分析文本细节；三是学生是否领悟“变废为宝”的创意和环保的理念，并乐于践行和分享。
学情描述
生态和环境这一主题对于学生来说并不陌生。得益于在其他学科当中的积累，学生对于这一主题的相关知识有一定储备。再加上前半单元的学习，学生对解决环保问题的做法和表达已经有了相应的语言积累。如在谈及如何保护环境这个话题的时候，学生可以输出turn off the lights，take a bag when shopping,recycle paper,u paper napkins等表达。基于此，本课时借助阅读篇章向学生展示他人在环保方面的创意和做法，让学生在学习语篇知识的同时，更新完善环保知识，学会利用废旧物品变废为宝，结合小组实践真正理解“Nothing is the waste if you have a creative mind.”,“Garbage is the misplaced resource.”等理念。
当然，所授课班级学生的英语水平，尤其是口语表达能力整体欠佳，能说、敢说、会说的学生占少数，所以本课时小组实践并汇报成果，对于学生们来说可能会是一项较大的挑战。
此外，学生对于本课时有关词缀的知识在整个初中学习过程中，一直在了解和积累，有的学生甚至在老师的建议下，将自己有关词缀方面的积累形成了自己的“词汇手册”。
教学目标
1.Language Ability：
陆游和唐婉的爱情故事Students will be able to understand how the affixes(prefixes and suffixes)change the
meaning and the part of speech of words by recognizing the word formation.
2.Cultural Consciousness：
Students will be able to realize the importance of beginning with small things and making
u of waste(things they don’t need anymore)to help protect the environment.
3.Thinking Quality：
Students will be able to figure out the structure of the passage and analyze the details
logically by reading practice.
4.Learning Ability：
Students will be able participate in the learning activities bad on emotion,behavior and
cognition actively,and promote learning efficiency through cooperation and evaluation.
教学重难点
Teaching Key Points:
1.Students can further understand the usage of affixes(prefixes and suffixes);
2.Students can figure out the structure of the text and analyze the details logically;
3.Students can link what has been learned with real life by using creativity and
imagination.
Teaching Difficult Point:
Students can analyze the text logically through a ries of reading practice.
教学过程
Teaching
stages Teacher’s activities Students’activities Design purpo
1.Prent the title of the passage:Rethink,
Reu,and Recycle!And ask students to
talk about their first impression of the title.Obrve the title and talk
about the first impression of
it.
引导学生根据文章标
题、插图和单元标题
对文章内容进行预
测。摒弃了利用与文
章主题——变废为宝
相关生活案例进行导
入，更能激发学生之
后阅读的探索欲望，
来验证自己的猜测是
否正确；同时，由学
生自己来猜测本课时
主题，他们的参与感
更强。
2.Encourage students to guess the main idea
of the passage by using the following three
clues.
●Clue1:The title of this passage
●Clue2:The3pictures attached in the passage
●Clue3:The title of this unit Guess the main idea of the passage by referring to the3 clues.
Pre-reading
1.Ask students to read the passage quickly to check if the guess is correct.
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●What’s the main idea of the passage?Read the passage quickly
and find out the main idea of
the passage.
首先通过快速阅读全
文获取文章主题，把
握文章脉络和框架结
构——总分结构。学
生整体感知文章内容
之后，通过寻读、细
读等一些列活动进行
分段阅读，在不同的
段落学习中设计了不
同的阅读任务：第二
段回答问题，第三段
判断正误，第四段填
写表格，任务难度逐
一递增；并且在检查
任务完成情况时，适
时引导、追问，以此
来帮助学生深度理解
文本，培养阅读思维。
同时，在必要的时候
对词缀进行补充说
明。
2.Have students skim the passage and
answer the following two questions.
●Who are mainly mentioned?
●Why are they mentioned?Read quickly again and answer questions.
3.Let students scan Para.2,Para.3and
Para.4,and find out what the three people made.Scan Para.2,Para.3and Para.4,and find out what the three people made:
Amy Hayes made a hou; Jessica Wong made bags; Wang Tao make art pieces.
4.Ask students to read Para.2carefully and
find answers to the three questions:
●What materials did Amy Hayes u?
●What does the writer think of Amy Hayes?
●What does the president of the Help Save Our Planet Society think of Amy Hayes?Read Para.2carefully and answer questions.
5.Ask students to read Para.3carefully and
check True or Fal for the following
statements:
●Jessica Wong likes to u old clothes to make bags especially u old jeans to make handbags.
●She made the bags only for herlf to u.
●We can now buy her book about new ways to u old clothes.Read Para.3carefully and find related evidence to identify whether each statement is True or Fal.
6.Ask students to read Para.4carefully and
complete the Information Sheet.
Information Sheet
Wang Tao’s art pieces Materials: Appearance: Exhibition places:
Wang Tao’s hope He hopes to in order to
Significance (意义)Read Para.4carefully and find relevant details to fill in the Information Sheet.
While-reading
1.Help prepare for groupwork
Play a short video clip about“artwork made of things we don’t need anymore”,and enable students to further understand the proverb:
“Garbage is the misplaced resource.”◆Prepare for groupwork
Enjoy the video and talk
about how they feel about
the ideas in the video.
Also,they get ready to
show their own creative
ideas.
首先通过一小段“变
废为宝”的视频，搭
建起读中和读后活动
的桥梁，激发学生的
创造欲望；然后通过
小组活动，学生将阅
读文本中所学内容进
妹妹鲁行升华，结合自己的
生活实际，发挥自己
的创意和想象力，进
行变废为宝的设计和
实践。同时，鼓励学
生通过画草图来辅佐
自己的创意设计，学
夏雨来一至三十部
科间进行渗透，有趣
好玩。
2.Assign the groupwork
①Have students to work in groups to think about what can be reud to achieve recycling.
②Encourage students to draw a sketch to describe it and to make a report bad on the following questions:
•What is it?
•What are the materials?
•Why do you make it?
•…◆Group work
①Think about what can be
夕阳无限好歌词
reud to achieve
recycling.And they draw
a sketch on the paper and
海山骨then describe it.
②One reprentative of each group makes a report.
Homework Must do:
1.Finish2c&2d on Page103.
2.Polish your report according to the checklist.
书面报告评价量表
评价维度评价标准Yes No
Topic主题突出，描述对象明确
Content内容丰富，用词恰当，表述清晰
Grammar语法正确，拼写、标点无误
Creativity有亮眼或创新之处
Choo to do:
Make an art work bad on your group work.
分层作业设计，符合不同层次学生需
求：
●Must do为“基础性作业”，所有学
生都需要完成，该项作业旨在帮助
学生巩固所学内容，并做适当补
如何绘制表格充。其中书面报告评价量表的提
供，让学生首先进行自我评价，衡
量自己的学习输出。
水稻苗
●Choo to do为“拓展性作业”，学
生可以根据自己的能力和需求自
主选做，该项作业旨在为程度较好
的学生提供施展和发挥的空间，将
所学渗透入实际生活，通过动手实
践体会文字传递的寓意。
Post-reading
4板书设计
教学反思
Honestly,during the real teaching process,two specific details need improving.First of all,in the while reading stage,I tried to lead the students to understand the phra“turn up side down”with the help of a bottle.But when the first student failed to show the meaning of the phra,I directly asked the cond student to have a try.Actually at that time,I should have guided the students to pay attention to the picture of the old boat turned upside down.Becau the picture in the text is the best clue to help students understand the context better.In addition,in the group work,only two groups made a report. However,other groups were very eager to show their creativity and imagination.I should have grasped the chance to let students prent and express themlves.So If time permits,each group should be given such an opportunity.
All,in all,my teaching tries to explore the educational value of the theme.Bearing this in mind,I designed a ries of activities bad on the activity-bad learning approach to help students explore the thematic meaning.By the way,their abilities of critical thinking are cultivated and their core competencies of English discipline are developed as well.
