教材版本 Oxford English Shenzhen 9AB Chapter 8
課題名稱 Protecting our environment
授課年級 Junior III
授課時(shí)長 一課時(shí)（45分鐘）
一．[教學(xué)課型] 閱讀課
二． [教材分析]
本課內(nèi)容是2006年7月上海教育出版社出版的牛津英語深圳版九年級第八單元的閱讀課。該單元的中心內(nèi)容是保護(hù)樹木。文章是以對話形式呈現(xiàn)，文字結(jié)構(gòu)也較為簡單。這篇文章的重點(diǎn)是讓學(xué)生明白樹木對我們?nèi)祟愃鸬降闹饕饔?，喚起學(xué)生對樹木的認(rèn)識與關(guān)注：樹木是我們的朋友，是最好的反污染戰(zhàn)士。我們應(yīng)當(dāng)責(zé)無旁貸地保護(hù)它們！
本人認(rèn)為教師上好閱讀課主要責(zé)任在于讓學(xué)生在愉悅中獲取新知識，給學(xué)生傳授一定的閱讀技巧，并讓學(xué)生形成一些良好的閱讀習(xí)慣，提高他們的閱讀能力。
三．[學(xué)情分析]
這學(xué)期我接的是新班，班級學(xué)生的英語水品是本年級中等的，學(xué)生學(xué)習(xí)英語的積極性不是很高，大部分學(xué)生認(rèn)為英語難學(xué)。為此，我的工作重心是培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣及其良好的學(xué)習(xí)習(xí)慣。他們的閱讀速度太慢，不僅僅是因?yàn)樵~匯量的欠缺，而是缺乏閱讀技巧和良好的閱讀習(xí)慣。
四．[教學(xué)目標(biāo)] Three-dimensional teaching aims and demands:
Teaching aims: Three-dimensional teaching aims and demands:
1. Knowledge goals:
a. some key words, phrases and sentences
b. make the Ss fully understand the passage
2. Ability goals:
a. enable the Ss to master the reading skills while reading
b. promote the Ss’ reading speed and understanding
3. Moral goals :
a. arouse the Ss to be aware of the importance of the trees
b. Get the Ss to protect our environment from themselves, from now on
五．[教學(xué)重點(diǎn)與難點(diǎn)]
1. 教學(xué)重點(diǎn)：
To train the class reading skills and good habits on reading.
Get the class to fully understand the passage.
2. 教學(xué)難點(diǎn)：
To make the Ss learn and grasp the key vocabulary and the target language.
六. [教學(xué)策略]
傳統(tǒng)的閱讀教學(xué)，教師總是要花5-8分鐘對要閱讀的材料進(jìn)行一番整體概述，學(xué)生對文章中作者的一些觀點(diǎn)或中心大意不是通過自己的閱讀思考去獲得，而是依賴?yán)蠋煹闹v解，完全是被動(dòng)的接受，這很不利于學(xué)生閱讀能力的培養(yǎng)與提高。
我這堂課借助于電腦及網(wǎng)絡(luò)的豐富資源，制作了精致的圖片，從而激發(fā)學(xué)生的閱讀欲望。
七．[教學(xué)過程]
a.課前探究
1. Ask them to surf the internet how many trees we have chopped and how many we have planted every year?
2. How can we help the class read the passage in a better and successful way?
b. 創(chuàng)新穎的導(dǎo)入
Step One Warming-up
Get the Ss to see the flash (Earth Song sung by Michael Jackson) and fill the blank.
Step Two Leading –in
Let the class see some pictures about the trees.(too many were cut down)
Ask the class to name something from trees.(such as pencils, erasers, books…)
Get them to know how important the trees to us!
Step Three Reading
A. Predicting
What will the interview talk about? Who are they?
What is the relationship between the speakers?
設(shè)計(jì)說明: 培養(yǎng)學(xué)生的預(yù)測能力和對問題的判斷力。
B. Skimming
Read the title, ask who are the pollution fighters, men or trees?
設(shè)計(jì)說明： 培養(yǎng)學(xué)生快速閱讀的能力，幫助學(xué)生掌握文章基本大意。
C. Scanning
Get the Ss to listen to the tape with books closed, and then finish the “T” or “F” questions:
1. Trees are bigger and older than any other living things on Earth. (T)
2. Some fruit like watermelons and orange are from trees.(F)
3. Trees are man-made air conditioners.(F)
4. We can take enough oxygen from trees.(T)
5. Scientists have understood the trees for a long time.(F)
6. Trees are our best pollution fighters, so we should protect them. (T)
設(shè)計(jì)說明: 在聽的過程中，讓學(xué)生去獲取一定的閱讀知識。這樣即鍛煉了學(xué)生的聽力理解能力又進(jìn)一步幫助了學(xué)生為處理文章的細(xì)節(jié)而做準(zhǔn)備。
D. Detailed reading
Get the Ss to read after the tape, then fill the form:
Trees are our friends, list the advantages:
|
make streets |
more beautiful and less noisy |
|
trees provide us |
many things like fruit, wood, and oxygen |
|
make the air |
cool, clean and harmless |
|
trees protect themselves |
by producing a chemical to make the leaves taste nasty |
|
trees help us |
to be away from a flood, hot weather and pollution |
|
trees are |
our best fighters against pollution |
設(shè)計(jì)說明: 在閱讀教學(xué)中，老師把課文中的信息用表格形式來表達(dá)是吻合閱讀教學(xué)的活動(dòng)安排。因?yàn)樗茨苠憻拰W(xué)生的閱讀理解能力，又能培養(yǎng)學(xué)生 的釋義能力。它簡潔明了，學(xué)生容易接受并完成。
Step Four Discussion
1. What do you think of trees after reading the interview?
2. Can we be good friends with trees? and how?
Before discussion, I let the Ss see some beautiful pictures about trees, then have them think over.
Trees bring us too much, beautiful views, pure air…
They are really our friends. How can we keep the friendship between us?
設(shè)計(jì)說明: 讓學(xué)生對課文有更深層的理解，并展開討論。同時(shí)，恰到適時(shí)地對學(xué)生進(jìn)行德育教育的滲透：即：從我做起，從現(xiàn)在做起，讓我們一起來保護(hù)我們的環(huán)境，我們的樹木，我們的地球！（We have only one earth! It is our duty to protect our environment!）
Step Five Summary
Trees are our best fighters, but they are now in great danger!
As a student,
We should be active in the project of planting more trees!
We should take good care of trees at anytime and any place!
We should be very careful with fire when we are near the trees.
We shouldn’t smoke in the woods!
We mustn’t pick up the flowers or fruit from the trees at will!(隨意)
We mustn’t break off the branches of the trees as you like!
We ought to keep the trees safe! Never hang anything in the tree!
設(shè)計(jì)說明: Make sure the Ss know the importance of trees. And get them to know what they should do and not to. It is everyone’s duty!
Step Six Assignment
Get the Ss to make a survey about trees in their hometown.
Is there any project about trees there ? And what are they?
If not, what advice will you give? And what is your own plan for the trees?
設(shè)計(jì)說明: 幫助學(xué)生把所學(xué)的知識內(nèi)容與現(xiàn)實(shí)連接起來，讓學(xué)生對課文有進(jìn)一步的拓展并延伸對課文的理解。培育他們主人公的精神及時(shí)代責(zé)任感！
八． [教學(xué)反思]
1.課堂小結(jié)：這是本人在這學(xué)期我校教學(xué)開放日所上的一堂課。這節(jié)課受到聽課老師和同學(xué)們的一致認(rèn)可：課堂氣氛濃厚，課件制作精美，教學(xué)設(shè)計(jì)到位。學(xué)生能夠自主閱讀，合作探討，積極主動(dòng)回答所設(shè)置的閱讀思考題并能理解全文。同時(shí)，他們對文中的樹木有了更深層次地理解并有意識地關(guān)注周圍的環(huán)境，尤其是學(xué)校的美麗環(huán)境。
2．不足： 少數(shù)同學(xué)的閱讀速度較慢，在討論中對所探討的問題理解不夠深刻。
3．反思： 本堂課我改變了傳統(tǒng)的整體教學(xué)閱讀模式，努力創(chuàng)設(shè)情景，營造氛圍，充分利用網(wǎng)絡(luò)，制作精美的教學(xué)課件，認(rèn)真鉆研教材，精心設(shè)置閱讀教學(xué)活動(dòng)，充分發(fā)揮學(xué)生自主閱讀，合作探究，形成了“導(dǎo)入激趣、情植氛圍、讀中求知、練中強(qiáng)化”的教學(xué)效果。它吻合了目前新課改英語閱讀教學(xué)的基本教學(xué)原則，教學(xué)過程簡單，可操作性強(qiáng)。
大家都非常清楚“教無定法”。為此，這就需要我們教師努力探索科學(xué)的閱讀教學(xué)方法，改變舊的、傳統(tǒng)的閱讀教學(xué)模式；正確利用豐富的閱讀教材，盡量讓學(xué)生更多地了解與課文相關(guān)的文化知識和文化背景；精心備好每節(jié)課，創(chuàng)設(shè)情景，以趣激學(xué)，寓教于樂，使學(xué)生愉快地參與學(xué)習(xí)活動(dòng)，體會(huì)成功的愉悅感，促使他們樂學(xué)、勤學(xué)、會(huì)學(xué)，全面培養(yǎng)學(xué)生良好的英語閱讀習(xí)慣，形成閱讀技巧，提高閱讀能力。
