英语人教版九年级全册Unit13 SectionB3a-3b.doc

Unit13 Were trying to save the earth!Section B 3a-3b Reading for writing教学设计宋欢欢（一） 教学设计1. 教材分析本课以Unit13 Were trying to save the earth!的writing为基础，阅读材料教师改编而来，以学生所熟知的雾霾为阅读材料，以洛阳的雾霾照片导入，对于雾霾产生原因以及预防或者改建措施，学生都不陌生。尽管文中有生词，但因为是学生所熟知的话题，所以在阅读过程中的整体难度不是很大，更有利于学生借助对文章结构、词句的分析。读前、读中、读后等活动，活动层层深入，环环相扣，便于学生由浅入深地思考解决问题。写作任务是学生完成一篇保护环境的文章，学生可以通过仿写，完成任务。2. 教学目标（1） 语言技能能根据阅读材料总结、提炼造成雾霾的原因和解决措施的语言，仿写出一篇跟环境有关的文章。（2） 语言知识能灵活运用所学，描述环境污染和保护环境的词汇和句子：has done great harm to， the serious disease caused by the haze，the serious disease caused by the haze，one of effective solutions to（3） 学习策略学会合作讨论和列写作提纲；掌握仿写规律。（4） 情感态度增强社会责任感，懂得动员社会力量来保护环境。（5） 思维品质通过讨论、思维导图等形式提高自己发现问题和解决问题的能力。3. 教学思路这节课以学生熟知的雾霾为阅读材料，以洛阳的雾霾照片导入，同时设计读前、读中、读后等活动，活动层层深入，环环相扣。每一个任务的设计都为下一个任务提供帮助。尤其是思维导图的设计，让学生对写作内容和写作结构都有了全面的认识。为接下来写作提纲的讨论形成提供模版。由于班级人数较多，共十二组，为了避免讨论重复，每四个组一个任务，讨论完毕一起分享。这个环节大家讨论热烈，集思广益，形成很多有价值的句型。这些句型的积累为接下来的写作奠定基础。初稿写作10分钟，学生很顺利的完成。这取决去前面读和说两段教学环节开展地比较充分。最后我把中招考试的写作评分标准提供给学生，让他们能根据标准为partner批改作文。但由于时间紧促，这节课仅仅由我为学生展示评价的方式。学生互批放在课下进行。最后通过洛阳某些景点的Spiderman在悬崖上捡拾垃圾的艰辛，引起学生情感上的共鸣，呼吁他们保护环境的同时，还要宣传影响身边的人。4. 教学设计Learning goals:1. Read the passage about the haze and learn the writing details.2. After reading, talk about some environment protection measures with partners.3. According to the passage, imitate writing.4. Understand the importance of environmental protection. Call on people to protect the environment.5. According to the activities, develop the thinking quality.Step1. Lead-in According to the pictures of Luoyang in winter, students know the reading is about the haze.【设计说明】图片导入。通过2016年冬天拍摄的给洛阳人民造成的影响雾霾照片，让学生更能体会到雾霾造成的危害，他们身临其境地体会过，因此更有兴趣阅读和找到解决措施。Step2. Pre-readingGive a prediction about the passage.1. What is the problem? 2. What causes the problem?3. What can people do to solve the problem? 【设计说明】读前预测。通过问题让学生预测文本内容，为下一步阅读做好准备。同时提升学生的预测能力。Step3. While- readingHow many paragraphs are there in the passage?Get the main idea of each paragraph.The hazeSince the winter last year，the haze has appeared a lot of times in Luoyang, because of which people suffered a lot. It has done great harm to our daily life. Many traffic accidents happened just because of the heavy smog weather. More and more people have to go to see the doctor because of the serious disease caused by the haze. Quite a lot of flights have to be put off. A great number of people have to stay at home for fear of the poisonous air caused by the haze. As we all know, the haze came from the cars, industrial fuel(燃料) burning, and manufacturing operations（制造业）.People have realized the great harm caused by the haze and the importance of protecting the environment. People all over the country are The government suggests people go to work or school with the public traffic, such as the bus and the underground. Also we should plant more trees. One of effective solutions to help eliminate the haze is to make some chemistry changes during the manufacturing process，so it could reduce harmful emissions（排放物）which are produced by manufacturing operations.According to me，I will go to school by bike or on foot，and I wont throw the waste anywhere. In addition，I will tell the people I meet to protect the environment as possible as they can. 【设计说明】快速阅读。要求学生快速阅读，理解文章大意，找出有用的词组，并归纳出文章结构和每段中心句。Step4. After-readingActivity: Work in pairs, finish the mind map with the key words. hazeproblemreasonsolution 【设计说明】读后讨论。读完材料，学生根据文章内容完成思维导图，通过归纳发展学生的思维能力。Step5. Writing preparation随着人口的不断增加和工业水平的发展，环境问题成为影响大家日常生活的一个重要问题，请以“环境保护”为题写一篇文章。要求:内容完整，层次结构清晰，表达清楚，语言无误：100字左右。 Outline of Environmental protectionDiscuss in groups of four, then write sentences as many as you can in 3 minutes.Problem(para1)G1-G4Reason(para2)G5-G8Solution(para3)G9-G12【设计说明】写前训练。通过表格，学生分组讨论列出写作提纲，再通过小组展示，分享讨论后的解决方案和讨论内容。对于优美的语句进行收集汇总，为下一步写作提供铺垫。Step6 Writing a draft_【设计说明】初稿写作。把阅读中和本单元所学的知识运用到写作实践中，从而在充分的语言输入之后实现有效的语言输出。Step7. Assessment (评改)1. The teacher give an example2. Assess your partners composition according to the frame work of the assessment.（评价标准）第一档：符合题目要求，内容完整，层次结构清晰，表达清楚，语言无误。13-15分。第二档：基本符合题目要求，内容较完整，层次结构较清晰，表达较清楚，语言有少量错误。9-12分。第三档：部分内容符合题目要求，内容不够完整，层次结构不够清晰，表达不够清楚，语言较多错误。4-8分。第四档：不符合题目要求，整篇表达不清楚，或照抄、拼凑几个词语。0-3分批改人分数【设计说明】初稿评改。教师先呈现中考作文的评价标准，分别从content，tone。Cups三方面带领学生进行互评，并给出评价分数。互评完毕，学生根据评改建议修改作文。Step8. HomeworkPolish the draft according to the teachers and your partners suggestions._（二） 教学反思本节课整体比较流畅，学生也能根据老师的指令完成学习目标。教学思路清晰，教学设计环环紧扣，读、说、写活