教材版本 Oxford English Shenzhen 9AB Chapter 8
課題名稱 Protecting our environment
授課年級 Junior III
授課時長 一課時（45分鐘）
一．[教學課型] 閱讀課
二． [教材分析]
本課內容是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。該單元的中心內容是保護樹木。文章是以對話形式呈現，文字結構也較為簡單。這篇文章的重點是讓學生明白樹木對我們人類所起到的主要作用，喚起學生對樹木的認識與關注：樹木是我們的朋友，是最好的反污染戰士。我們應當責無旁貸地保護它們！
本人認為教師上好閱讀課主要責任在于讓學生在愉悅中獲取新知識，給學生傳授一定的閱讀技巧，并讓學生形成一些良好的閱讀習慣，提高他們的閱讀能力。
三．[學情分析]
這學期我接的是新班，班級學生的英語水品是本年級中等的，學生學習英語的積極性不是很高，大部分學生認為英語難學。為此，我的工作重心是培養學生學習英語的興趣及其良好的學習習慣。他們的閱讀速度太慢，不僅僅是因為詞匯量的欠缺，而是缺乏閱讀技巧和良好的閱讀習慣。
四．[教學目標] 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．[教學重點與難點]
1. 教學重點：
To train the class reading skills and good habits on reading.
Get the class to fully understand the passage.
2. 教學難點：
To make the Ss learn and grasp the key vocabulary and the target language.
六. [教學策略]
傳統的閱讀教學，教師總是要花5-8分鐘對要閱讀的材料進行一番整體概述，學生對文章中作者的一些觀點或中心大意不是通過自己的閱讀思考去獲得，而是依賴老師的講解，完全是被動的接受，這很不利于學生閱讀能力的培養與提高。
我這堂課借助于電腦及網絡的豐富資源，制作了精致的圖片，從而激發學生的閱讀欲望。
七．[教學過程]
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. 創新穎的導入
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?
設計說明: 培養學生的預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?
設計說明： 培養學生快速閱讀的能力，幫助學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)
設計說明: 在聽的過程中，讓學生去獲取一定的閱讀知識。這樣即鍛煉了學生的聽力理解能力又進一步幫助了學生為處理文章的細節而做準備。
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 |
設計說明: 在閱讀教學中，老師把課文中的信息用表格形式來表達是吻合閱讀教學的活動安排。因為它即能鍛煉學生的閱讀理解能力，又能培養學生 的釋義能力。它簡潔明了，學生容易接受并完成。
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?
設計說明: 讓學生對課文有更深層的理解，并展開討論。同時，恰到適時地對學生進行德育教育的滲透：即：從我做起，從現在做起，讓我們一起來保護我們的環境，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!
設計說明: 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?
設計說明: 幫助學生把所學的知識內容與現實連接起來，讓學生對課文有進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代責任感！
八． [教學反思]
1.課堂小結：這是本人在這學期我校教學開放日所上的一堂課。這節課受到聽課老師和同學們的一致認可：課堂氣氛濃厚，課件制作精美，教學設計到位。學生能夠自主閱讀，合作探討，積極主動回答所設置的閱讀思考題并能理解全文。同時，他們對文中的樹木有了更深層次地理解并有意識地關注周圍的環境，尤其是學校的美麗環境。
2．不足： 少數同學的閱讀速度較慢，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的整體教學閱讀模式，努力創設情景，營造氛圍，充分利用網絡，制作精美的教學課件，認真鉆研教材，精心設置閱讀教學活動，充分發揮學生自主閱讀，合作探究，形成了“導入激趣、情植氛圍、讀中求知、練中強化”的教學效果。它吻合了目前新課改英語閱讀教學的基本教學原則，教學過程簡單，可操作性強。
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的閱讀教學方法，改變舊的、傳統的閱讀教學模式；正確利用豐富的閱讀教材，盡量讓學生更多地了解與課文相關的文化知識和文化背景；精心備好每節課，創設情景，以趣激學，寓教于樂，使學生愉快地參與學習活動，體會成功的愉悅感，促使他們樂學、勤學、會學，全面培養學生良好的英語閱讀習慣，形成閱讀技巧，提高閱讀能力。
