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Module12教学设计
单元目标 1. Understand the pollution phenomenon around you, realize the need to protect the environment, and inspire the determination to protect the earth; 2. Master the definition and specific practices of 3R, consider and discuss ways to realize 3R from multiple angles in connection with actual life; 3. Oral or written expressions List the ways in which we, as middle school students, can protect the environment.
单元内容 单元主题：Save our world This unit revolves around the theme of "save the world", consisting of a dialogue on establishing a green school and an explanatory text on how to save energy and protect the environment. Enhance students' awareness and sense of responsibility in environmental protection, guide them to start from themselves, and improve their awareness of environmental protection. Unit 1 is a conversation between Ling ling, Tony, Betty and Daming after learning environmental protection. The dialogue analyzed the causes of pollution in our lives, proposed the idea of building a green school by talking about environmental pollution, and discussed what they could do about it. Unit 2 is expository. It mainly discusses "green" in the voice of students, and how middle school students can save energy and protect the environment. The content is close to the actual life of students, and the methods of protecting the environment include reducing, reusing and recycling. The language is concise.
学情分析 1. Students are not unfamiliar with the theme of "environmental protection". Garbage classification, which is common in primary and secondary schools, is the case closest to students' life, so students will be familiar with the discourse in this module. 2. Students have learned the basic sentence patterns of giving suggestions in grade 7, and consolidated some common function sentences in grade 8. 3. Students do not know much about word formation, but have some knowledge of the word lists in each book.
教学策略 Unit1 Use situational language teaching to help lead the topic Use communicative language teaching to pass one topic to another topic Use Tasked-based approach to line up the passage Unit2 Task-based approach, PWP(Pre-learning, While learning, Post- learning)
课时分配 Unit1 2 periods New lessons Unit2 2 periods New lessons + 1 periods for the Analyze of homework Unit3 1 period New lesson +1 period for the Analyze of homework Take a test 1 period + 1 period for the Analyze of the test
课时教案格式
课题 Unit 2 Repeat these three words daily: reduce, reuse and recycle.
教学目标 1. Language ability: Students can master vocabulary and sentence structures to express ideas, and summarize and integrate them to form structured knowledge maps. 2. Cultural awareness: Students can talk about the ways and causes of environmental protection, call for action to protect the earth, and form a green life outlook. 3. Quality of thinking: Cultivate and improve students' logical thinking and dialectical thinking. 4. Learning ability: Students can acquire and sort out the methods of three aspects of environmental protection, and cultivate students' cooperation ability.
重点难点 1. Form a structured knowledge map by reading, summarizing and integrating. (Learn to understand) 2. Be able to talk about how and why to go green. (Practical application) 3. Be able to write articles on how to be green and call on everyone to practice green life. (Migration innovation)
教学方法 communicative language teaching, situational language teaching,task-based approach.
教学过程 活动设计 设计意图
Teaching procedures: Ⅰ. Lead-in Watch a video and ask what the video shows us. Ⅱ. Lead-in Let’s talk. Let students talk about the problems in our school. Ⅲ. Pre-reading Unit task. Tell students what they need do after learning. Students carefully complete the questionnaire and think about whether they are an environmentally friendly person through the answers. IV. While-reading Fast reading. How many ways are mentioned in the passage Careful reading. Students read the passage carefully and learn to know the To arouse the students’ interest in the topic and let students know what situation the world is. To let students know the task of the unit. Observe the students' performance in answering the questions, and find out what students know and don't know about environmental issues in the school. By observing whether the students completed the questionnaire carefully, they could obtain the keywords of the classification of environmental protection behavior.
differences among reduce, reuse and recycle. Check your understanding. Students match the examples with proper ways. V. Post-reading 1. Discussion. Let students discuss how to make our school greener. 2. Read for language: How can we give advice. 3. Writing. 4. Evaluation. Let students evaluate their writing according to the checklist. VI. Homework Must do：Polish your writing and finish your exercise book A. Guide students to internalize structured new knowledge and key languages, explore and deeply understand the three aspects of environmental protection according to the main line of discourse surface structure, and inspire students to think deeply about some methods of daily environmental protection. Promote the development of students' logical thinking and dialectical thinking, guide students to find out the author's writing intention, discover green behaviors around them, come up with more environmental protection ways and reasons, and improve the quality of students' thinking. By summarizing the three aspects of environmental protection, reduce, reuse and recycle methods and thinking about the reasons, promote the development of students' logical thinking and dialectical thinking, guide students to care for the environment and become an environmental protection person. And learn to call on everyone to take action, practice environmental protection life. 2. Guide students to transfer and apply what they have learned through writing, solve problems in learning, and apply what they have learned.
板书设计 Board Plan: Module 12 Unit 2 Repeat these three words daily: reduce, reuse and recycle. Module 12 Save our world Unit 2 Repeat these three words daily: reduce, reuse and recycle. Topic: How to be green Lead-in → How green you are ↓ Reduce:turn off the lights... Content: Ways of being green → Reuse: look after, repair, use china cup...
↓ Recycle: divide rubbish into different bins, buy recycled products... Call on → Take actions to protect the world
作业设计 作业设计： Must do：Polish your writing and finish your exercise book A.
作业批改 典型问题 学生的保护环境的方法比较单一。
辅导形式 （ √）集体讲评 （ √ ）个别辅导
辅导学生
教学反思 我本次开课内容为九年级上册第十二模块的第二单元：Repeat these three words daily: reduce, reuse and recycle。本模块四个语篇，多角度谈论了环境污染的现状和由此引发的保护环境的做法，这几个语篇共同构成了三个互相关联的子主题，即“了解环境污染起因，目前污染现状”，“讨论各种保护环境的措施，提出减少、再利用、再循环三种举措”，“掌握污染现状，树立环保意识，增强环境责任感”。四个课时之间关系比较密切，所以这一模块的单元性比较强，很好得给我提供了单元备课的思路。于是我在本模块的每个单元的课程设计上都有前后的联系。例如我本次的课程就是以上一单元调查任务（我们学校是否是一所绿色学校）为前提，再衔接本单元课程内容。在课程的一开始，我展示了上一单元的调查结果，同时提出本节课的课程目标——我们要让学校变得更加环保。学生在课程的开始就知道本节课课程目标，项目化学习中，任务先行，课程主题清晰，主线明显，学生学习的时候就更加有目的性。同时，本次的阅读课中，除了新授课本知识外，还有增加了一道任务匹配题。学生在学习完课本基础知识外，可通过本道题目，运用他们所学的知识，内化所学知识。所以本堂课中，学生不仅可以提高他们的语言能力，发展他们的环保意识，还可提升他们的思维品质和学习运用能力。 不过在回顾整节课，我发现我为了让单元目标的设定比较完整，在设计时加入了方方面面的考虑，导致内容过满过多，课上由于时间不够，我没有上完全部内容，不仅最后的输出环节没有展现，还压缩了学生的互动环节，整体课堂比较沉闷，学生主体地位不突出。所以通过本节课我明白了，课程内容不可过满，这样不仅影响课程内容的完整性，也会让我变得焦虑，怕上不完，所以有时候过犹不及。同时，在精读的时候，我担心学生不能够理解本篇课文的3R环保理念，在教授本部分时，花了较多的时间，我应该做减法，把时间让给课堂重点和亮点——读写输出环节，这部分才是真正体现学生是否很好地掌握本节课内容的地方。除此之外，我的板书还是流于形式，没能和教学活动
结合起来。 通过一年多的学习以及我的英语前辈们的指点，我自认为比去年的我，进步了许多，尤其是去年课堂中存在的问题，如课堂指令语过长，课程内容设计逻辑不够清晰等问题，有较大的提升。奋斗拼搏需持久，天道酬勤时真理，唯有勤奋才能让自己从新手变成能手，唯有谦逊才能让自己从孤军奋战到博采众长。Nothing is impossible. 世上无难事只怕有心人。今后，我一定继续努力，做教育事业的有心人，做英语做的有心人，加油。

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