教材版本 Oxford English Shenzhen 9AB Chapter 8
课题名称 Protecting our environment
授课年级 Junior III
授课时长 一课时（45分钟）
一．[教学课型] 阅读课
二． [教材分析]
本课内容是2006年7月上海教育出版社出版的牛津英语深圳版九年级第八单元的阅读课。该单元的中心内容是保护树木。文章是以对话形式呈现，文字结构也较为简单。这篇文章的重点是让学生明白树木对我们人类所起到的主要作用，唤起学生对树木的认识与关注：树木是我们的朋友，是最好的反污染战士。我们应当责无旁贷地保护它们！
本人认为教师上好阅读课主要责任在于让学生在愉悦中获取新知识，给学生传授一定的阅读技巧，并让学生形成一些良好的阅读习惯，提高他们的阅读能力。
三．[学情分析]
这学期我接的是新班，班级学生的英语水品是本年级中等的，学生学习英语的积极性不是很高，大部分学生认为英语难学。为此，我的工作重心是培养学生学习英语的兴趣及其良好的学习习惯。他们的阅读速度太慢，不仅仅是因为词汇量的欠缺，而是缺乏阅读技巧和良好的阅读习惯。
四．[教学目标] 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．[教学重点与难点]
1. 教学重点：
To train the class reading skills and good habits on reading.
Get the class to fully understand the passage.
2. 教学难点：
To make the Ss learn and grasp the key vocabulary and the target language.
六. [教学策略]
传统的阅读教学，教师总是要花5-8分钟对要阅读的材料进行一番整体概述，学生对文章中作者的一些观点或中心大意不是通过自己的阅读思考去获得，而是依赖老师的讲解，完全是被动的接受，这很不利于学生阅读能力的培养与提高。
我这堂课借助于电脑及网络的丰富资源，制作了精致的图片，从而激发学生的阅读欲望。
七．[教学过程]
a.课前探究
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. 创新颖的导入
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?
设计说明: 培养学生的预测能力和对问题的判断力。
B. Skimming
Read the title, ask who are the pollution fighters, men or trees?
设计说明： 培养学生快速阅读的能力，帮助学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)
设计说明: 在听的过程中，让学生去获取一定的阅读知识。这样即锻炼了学生的听力理解能力又进一步帮助了学生为处理文章的细节而做准备。
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 |
设计说明: 在阅读教学中，老师把课文中的信息用表格形式来表达是吻合阅读教学的活动安排。因为它即能锻炼学生的阅读理解能力，又能培养学生 的释义能力。它简洁明了，学生容易接受并完成。
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?
设计说明: 让学生对课文有更深层的理解，并展开讨论。同时，恰到适时地对学生进行德育教育的渗透：即：从我做起，从现在做起，让我们一起来保护我们的环境，我们的树木，我们的地球！（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!(随意)
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!
设计说明: 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?
设计说明: 帮助学生把所学的知识内容与现实连接起来，让学生对课文有进一步的拓展并延伸对课文的理解。培育他们主人公的精神及时代责任感！
八． [教学反思]
1.课堂小结：这是本人在这学期我校教学开放日所上的一堂课。这节课受到听课老师和同学们的一致认可：课堂气氛浓厚，课件制作精美，教学设计到位。学生能够自主阅读，合作探讨，积极主动回答所设置的阅读思考题并能理解全文。同时，他们对文中的树木有了更深层次地理解并有意识地关注周围的环境，尤其是学校的美丽环境。
2．不足： 少数同学的阅读速度较慢，在讨论中对所探讨的问题理解不够深刻。
3．反思： 本堂课我改变了传统的整体教学阅读模式，努力创设情景，营造氛围，充分利用网络，制作精美的教学课件，认真钻研教材，精心设置阅读教学活动，充分发挥学生自主阅读，合作探究，形成了“导入激趣、情植氛围、读中求知、练中强化”的教学效果。它吻合了目前新课改英语阅读教学的基本教学原则，教学过程简单，可操作性强。
大家都非常清楚“教无定法”。为此，这就需要我们教师努力探索科学的阅读教学方法，改变旧的、传统的阅读教学模式；正确利用丰富的阅读教材，尽量让学生更多地了解与课文相关的文化知识和文化背景；精心备好每节课，创设情景，以趣激学，寓教于乐，使学生愉快地参与学习活动，体会成功的愉悦感，促使他们乐学、勤学、会学，全面培养学生良好的英语阅读习惯，形成阅读技巧，提高阅读能力。
