1、1 教学目标 语言知识目标： 1. 词汇: work(n.), iron, metal, inspiration, creativity 短语: throw away，put sth. to good use, upside down, pull down. 2. 句型:Amy built a house out of rubbish. Not only can the art bring happiness to others, but it also shows that even cold, hard iron can be brought back to life with a lit
2、tle creativity. 3. 了解前缀后缀。 语言技能目标： 1. 能运用预测、扫读、跳读、细读等阅读策略快速地完成相关任务。 2. 能以文中的人物为榜样，在生活中有意识地做一些力所能及的事情。 情感态度目标： 培养学生的环保意识，倡导大家从身边的小事做起，保护环境。 2 学情分析 在本单元的学习中，学生已意识到环境污染，环境需要大家的保护，所以根据这 篇文章可以进一步让学生了解保护环境有很多方式。 而学生对于理解文章的表层 信息已具有一定的能力， 如何以批判性思维的角度理解文章及作者的写作意图还 有待提高。 3 重点难点 教学重点：能运用相关阅读策略、了解前缀后缀。 教学难点：以批判
3、性思维的角度理解文章及作者的写作意图。 5 教学过程 活动 1【导入】Step1 Free talk T: Today Ill divide you into two teams, Team A and Team B. Well have a competition. First lets enjoy some pictures and say something about them. S1: T: They are waste, but they can be useful things again. (比赛能调动学生的上课积极性，而欣赏与话题有关的图片可以让学生有 话可讲，并能自然地进入
4、话题。) 活动 2【活动】Step2 Lead in T: For example, what are they? Ss: They are bottles. T:Yes, they are empty bottles. What do you usually do with the empty bottles? S: I usually throw the empty bottles away. T: But from the pictures, we know some people put them to good use. They can be put to good use. Lo
5、ok! This is a beautiful art work/ piece. （以其中一张空瓶子被制成的图片作为切入点，引出 bottle, throw away, put sth. to good use, beautiful art work/ piece 等词汇。 ） 活动 3【活动】Step3 Predicting T: Not only the bottles, but some other things in our life can also be put to good use. Whats that? Ss: Its a house. T: What do you thi
6、nk of it? Ss: I think its special. T：They are made of things that are not wanted anymore. So dont always throw away things that can be put to good use. We should rethink, reuse, recycle. They all have the letters re. If the letters are added in front of words, we call them prefixes. T: Now you know
7、the pictures and the title quite well. Can you predict what the passage is about? Ss: Its about (通过描述文章中的三幅图片引出 upside down, iron, metal 等词汇。通过描 述图片的共同点， 教师顺势引导学生不要总是轻易扔掉那些可以被重新使 用的物品，自然地引出本文的题目。并通过题目中三个单词的比较，引出 本篇阅读文章的阅读策略之一：理解前缀。在讨论了图片和题目后，相信 大部分学生可以预测文章的内容。 ） 活动 4【活动】Step4Skimming T: Read the pas
8、sage quickly and get the main idea of each paragraph. Whats the main idea of paragraph 1? Ss: T: Now how many parts can it be divided into? Ss: Two. T: Part 2 is about three examples of recycling. (通过快速阅读，了解文章的段落大意。) 活动 5【活动】Step5Scanning T: But do you know who made these things? Read the passage ag
9、ain and complete the chart below the passage. Ss: (have finished) T: Who can tell me the first person? Where is she from? What did she make? What materials did she use? Ss:Amy Hayes. T: Now we know Amy Hayes in the UK built a house out of rubbish. Please tell us like this. (根据文中的表格扫描信息，教师引导学生把这些信息归纳
10、成一个句子， 用上词组 build/ make out of.) 活动 6【活动】Step6Detailed reading Para.1 T: The writer tells us these things can be put to good use. Whats his opinion? Read paragraph1 carefully. Ss: Nothing is a waste if you have a creative mind. T: If you are _ enough, you can _ things _ instead of throwing them away
11、. (通过阅读第一段知晓作者的观点， 并用另外的句型解释， 再次使用 put sth. to good use) Para.2 T: Such as Amy Hayes. Lets know more about her. Read paragraph2 and tell me how many house parts are mentioned? What are they? Ss: . T: What did Amy win recently? The Help Save Our Planet Society, what is it? Why could she win the prize
12、? Ss: . T: No wonder the president said Amy is an inspiration to us all. The word inspiration is a noun, and the verb is inspire. What do you think ofAmy? Lets share your opinion. Ss:Amy is a most unusual woman. T: It means Amy is one of the most unusual women. Ss: . (了解 Amy 的详细信息，并让学生分享对她的看法。) Para
13、.3 T: Is Amy the only one who is good at recycling? Read paragraph3 and finish the mind map. Thinking: Why does she plan to write such a book? (利用思维导图引导学生通过疑问词来说出问句。) Para.4 T: Now we know much about Amy and Jessica, what about Wang Tao? Lets listen and enjoy the sentences. Ss: (enjoy) T: Its your t
14、urn to think out some questions, then ask your classmates. Ss: (ask and answer the questions) T: No more questions? I have a question: What does the writer think of the art? Ss: Not only can the art bring happiness to others, but it also shows that even cold, hard iron can be brought back to life wi
15、th a little creativity. T: Pay attention, when not only is at the beginning, the sentence should be inverted. The word creativity is a noun, what about the adj.? The verb? Ss: Creative, create. T: Here we can see the letters are added behind the words. We call them suffixes. (第四段的很多句子都很长，可以先倾听。在前面几段
16、的铺垫下，教师把 提问权交给学生，培养他们的问题能力。如果有关键问题学生没有提及， 教师可以适当补充。 从单词 creativity 到 creative, create 引出本篇文章的阅 读策略之二：理解后缀。) 活动 7【活动】Step7Understanding prefixes and suffixes T: Underline the words in the passage based on the words below. (after checking) Lets see the difference. Ss: Prefixes change the meanings of w
17、ords. Suffixes change the part of speech of words. T: “re-”is a prefix that means “again”. “im-, dis-, in-, un-”are prefixes that mean “no, not”. So friendly Ss: Unfriendly (通过找出文章中带有前缀后缀的词进行归类，并引导学生说出添加前缀 后缀的变化。适当地增加学生对前缀后缀的了解，有利于词汇量的扩充。) 活动 8【活动】Step8Further thinking T: Not only do we know prefixe
18、s and suffixes, but we also know about the passage. So what does the writer want to tell us? Ss: The writer wants to tell us (在知道整篇文章的信息后，鼓励学生去思考：作者想要告诉我们什么？) 活动 9【活动】Step9Discussion T: What can we do to reuse and recycle? Discuss with your partners. Ss: We can use both sides of the paper. T: We can
19、 learn to do waste sorting. That means we can divide the waste into different groups. Besides waste recycling, what other things can we do to protect the environment? Ss: We can turn off the lights when we leave a room. T: So together, our actions can make a difference and lead to a better future! (话题由小到大进行讨论，引导学生做平常力所能及的事，激发环境保护 意识。) 活动 10【活动】Step10Homework 1. Finish 2c. 2. Write down the words with prefixes and suffixes.
