2/2Unit8ReadingClub1名師教學(xué)設(shè)計(jì)課時(shí)內(nèi)容：SolarEnergyRecycling主題語境：人與自然主題群：環(huán)境保護(hù)子主題：人與環(huán)境語篇類型：視頻、圖片、文字文本分析：本節(jié)課共分兩部分：第一部分是關(guān)于“SolarEnergy”的視頻，介紹了太陽能的定義、用途和價(jià)值。第二部分是兩篇說明文，分別介紹了瑞典和非洲大陸在垃圾回收利用方面采取的措施以及啟示。課時(shí)目標(biāo)：1.通過觀看視頻和討論，獲取視頻中關(guān)于太陽能的定義、用途和價(jià)值的信息并完成練習(xí)。2.利用思維導(dǎo)圖和流程圖梳理太陽能的轉(zhuǎn)化知識(shí)。3.了解太陽能和風(fēng)能的有關(guān)知識(shí)，對(duì)可再生能源利用進(jìn)行評(píng)價(jià)。4.通過閱讀了解瑞典和非洲大陸在垃圾回收利用方面采取的措施，并分析異同，發(fā)展批判性思維。5.探討世界其他國家以及所在城市和鄉(xiāng)鎮(zhèn)在垃圾處理方面所采取的措施并評(píng)價(jià)。重點(diǎn)難點(diǎn)：重點(diǎn)：1.了解太陽能和風(fēng)能的有關(guān)知識(shí)。2.了解瑞典和非洲大陸在垃圾回收利用方面采取的措施，并分析異同。難點(diǎn)：1.梳理太陽能的轉(zhuǎn)化知識(shí)，對(duì)可再生能源利用進(jìn)行評(píng)價(jià)。2.探討其他國家在垃圾處理方面所采取的措施并評(píng)價(jià)。教學(xué)準(zhǔn)備：教師準(zhǔn)備：1.視頻及播放設(shè)備。2.太陽能和風(fēng)能的有關(guān)知識(shí)。學(xué)生準(zhǔn)備：1.預(yù)習(xí)本課詞匯。2.了解太陽能的有關(guān)知識(shí)。3.垃圾處理方式。教學(xué)過程：ViewingWorkshop:SolarEnergyStepI學(xué)習(xí)理解活動(dòng)一：感知與注意1.Showsomepicturesaboutsolarenergy.2.Pairwork.Askstudentswhattheyknowaboutsolarenergy.Studentsdiscusstheirideasinpairsandanswerthequestions.Whatissolarenergy?Whatdoweusesolarenergyfor?Whatformsofenergycansolarenergychangeinto?Suggestedanswers:EnergythatcomesfromtheSun.Asheatformakinghotwater,heatingbuildingandcooking.Togenerateelectricitywithsolarcells.Totakethesaltawayfromseawater.Fordryingclothesandtowels.Lightenergyandheatenergy.【設(shè)計(jì)意圖】教師首先呈現(xiàn)與太陽能有關(guān)的幾張圖片，創(chuàng)設(shè)情境，引出話題，激發(fā)學(xué)生愿考。然后學(xué)生根據(jù)自身掌握的知識(shí)，回答相關(guān)問題，引起學(xué)生興趣，使學(xué)生產(chǎn)生視聽期望，使下一環(huán)節(jié)的視聽過程變成一個(gè)積極主動(dòng)的交際過程。活動(dòng)二：獲取與梳理1.Askstudentstoreadthesentencesandexplainanydifficultwordsifnecessary.eq\o\ac(○,1)Solarenergyisenergythat________anditiswhatmakesyoufeel________.eq\o\ac(○,2)Solarenergyiswhatcausessolarpanelstoturnsunlightinto________.eq\o\ac(○,3)Solarenergyiswhatsetsapieceofpaper________underamagnifyingglass.eq\o\ac(○,4)Weseesolarenergyas________andwefeelsolarenergyas________.2.Askstudentstodiscusswhattheythinkthevideowillbeabout.3.Playthevideoonceforgeneralunderstandingandthenplayitagainforstudentstocompletethetask.4.Studentscanchecktheiranswersasaclass.Suggestedanswers:eq\o\ac(○,1)comesfromtheSun;hotinsummereq\o\ac(○,2)electricityeq\o\ac(○,3)onfireeq\o\ac(○,4)light;heat【設(shè)計(jì)意圖】通過觀看視頻，教師引導(dǎo)學(xué)生獲取太陽能的初步信息：太陽能在生活中隨處可見，通過光伏板轉(zhuǎn)化的電能，用放大鏡聚焦陽光產(chǎn)生火，有了太陽就有了風(fēng)，這就是太陽能的轉(zhuǎn)化。StepⅡ應(yīng)用實(shí)踐活動(dòng)三：分析與判斷1.Askstudentswhatsolarenergycandotowindandplants.2.Havestudentswatchthevideoandchoosethecorrectinformationtocompletethediagram.grindgrainmakeplantsgrowpowerwindmillshelpgenerateelectricitypumpwatermovesailboatsgivethecowenergySuggestedanswers:eq\o\ac(○,1)powerwindmills,grindgrain,pumpwater,movesailboats,helpgenerateelectricityeq\o\ac(○,2)givesthecowenergy3.LetstudentsanswerhowsolarenergycausesmatteronEarthtochangeintootherforms.4.Letstudentswatchthevideoagainandcompletethenowchart.Suggestedanswers:ice:water:water:air:clouds:theEarth【設(shè)計(jì)意圖】通過看視頻，學(xué)生對(duì)太陽能有進(jìn)一步的認(rèn)識(shí)，能夠利用思維導(dǎo)圖和流程圖梳理出太陽能的定義、形式及和其他能量的轉(zhuǎn)化（機(jī)械能和化學(xué)能兩類轉(zhuǎn)化），認(rèn)識(shí)到太陽能對(duì)地球生命的重要意義和作用。StepⅢ遷移創(chuàng)新活動(dòng)四：想象與創(chuàng)造1.Encouragestudentstosearchonlineandfindwaystheycanusesolarenergy.2.Letstudentsdiscusstheirideasinsmallgroups.3.Instructeachgrouptopresenttheirinformationtotheclass.【設(shè)計(jì)意圖】通過探索更多利用太陽能的方法，學(xué)生意識(shí)到太陽能對(duì)人類至關(guān)重要的意義，實(shí)現(xiàn)深度學(xué)習(xí)。ReadingClub1:RecyclingStepI學(xué)習(xí)理解活動(dòng)一：感知與注意1.Discussaboutrecycling.Showstudentssomepicturesandaskthemtotalkaboutthem.2.Discusstherecyclingprocess.Whatmaterialscanberecycled?Whathappensduringtherecyclingprocess?3.Conductaclasssurvey.Makeasurveyaboutthenumberofstudentsinyourclasswhorecycleathomeanddrawapiechartorabarcharttoillustratetheresults.【設(shè)計(jì)意圖】教師通過出示圖片和問題，讓學(xué)生展開討論，激活學(xué)生已有的背景知識(shí)，激發(fā)學(xué)生學(xué)習(xí)興趣。然后在班內(nèi)開展調(diào)查，了解學(xué)生生活中的垃圾“再利用”情況，并以統(tǒng)計(jì)圖的形式呈現(xiàn)，幫助學(xué)生了解主題，樹立環(huán)保意識(shí)，為閱讀環(huán)節(jié)的學(xué)習(xí)熱身。活動(dòng)二：獲取與梳理1.Askstudentstodiscussthesubtitles“AnEffectiveSolution”and“PowertothePeople”.2.Havestudentspredictwhattheywillreadinthetext.3.Askstudentstoreadanddiscussthefollowingquestions.HowmuchhouseholdwasteisproducedinSwedeneachyear?Wheredoesmostofthewastego?Howmanyclean-burningwaste-to-energyplantsarethereinSweden?Howcanthewastethatcan'tbeburnedbedealtwith?WhatdoesSwedendotohelpothercountries?Whydoeseverybodywininthissituation?HowmuchwasteisproducedinAfricaeachyear?Whatwillhappenifthewasteisnotdisposedofproperly?HowdobusinessesacrosstheAfricancontinenttacklethewaste?Whatarethebenefitsofthesebusinesses?4.Encouragestudentstoanswerthequestionsinfullsentencesandsharethemwithapartner.Suggestedanswer:Aroundfourandahalfmilliontonnesofhouseholdwaste.Alotofwasteisburnt—aroundhalfofthecountry’shouseholdandindustrialwasteisturnedintoenergy.Thereare32clean-burningwaste-to-energyplants.Wastethatcan’tbeburnt—scrapmetal,plasticglassandfoodscraps—isreusedorrecycled.TheSwedishgovernmentnowimportswastefromotherEuropeancountries,liketheUK,Norway,ItalyandIreland.ItisgoodbusinessforSwedenandlesswasteforlandfillsintherestofEurope.Around70milliontonnesofwasteisproducedinAfricaeachyear.Itwillleadtodisease,pollutionandotherenvironmentalissues.Forexample,aSouthAfricancompanymakesschoolbagsfromrecycledplastic,andinEthiopia,oldcartyresandclothingareturnedintofootwearthat’ssoldaroundtheworld.Thesebusinessesaren’tjustreducingthewaste.They’reproducingusefulproducts,creatingjobsandmakingmoney.They’realsosettingagreatexampleforothersabouthowtomakethebestofabadSituation.【設(shè)計(jì)意圖】閱讀兩篇文章，了解瑞典和非洲大陸對(duì)垃圾進(jìn)行回收利用而采取的措施、益處和相關(guān)產(chǎn)業(yè)。通過設(shè)置與文本緊扣的問題，以解決問題為目的，鼓勵(lì)學(xué)生從語篇中獲得新知，幫助學(xué)生樹立環(huán)保意識(shí)。活動(dòng)三：概括與整合Askstudentstoworkingroupsandtalkabouttheirfeelingsafterreadingbyansweringthequestionbelow.Haveyoufoundanythingyoufeelinterested,shockedorinspiredaboutthetext?Andgivethereasons.【設(shè)計(jì)意圖】通過讓學(xué)生分享讀后感，啟發(fā)學(xué)生與文本互動(dòng)，自主體驗(yàn)，促進(jìn)學(xué)生對(duì)“垃圾回收利用”和“變廢為寶”問題進(jìn)行獨(dú)立思考和個(gè)性化理解。StepⅡ應(yīng)用實(shí)踐活動(dòng)四：分析與判斷Askstudentstoreadthetextagainandexplorethefollowingquestions.WhatarethedifferencesbetweenthewastemanagementinSwedenandthatofsomecountriesinAfrica?Whatdoesthewritermeanbysaying“Wheremostpeopleseeaproblem,afewcleverindividualshaveseenopportunities.”?Suggestedanswers:InSweden,aroundhalfofthecountry’shouseholdandindustrialwasteisturnedintoenergy.Wastethatcan’tbeburntisreusedorrecycled.AllacrosstheAfricancontinent,somebusinessesarettacklingtheproblem.Theymakeusefulproductsfromrecycledwaste.Theyaren’tjustreducingthewaste.Theyarecreatingjobs,makingmoneyandsettingagreatexamplefortheothersabouthowtomakethebestofabadsituation.Thewasteisaproblem,butsomecleverpeoplehavemanagedtocomeupwithsolutionsthatcreategoodresults.StepⅢ遷移創(chuàng)新活動(dòng)五：想象與創(chuàng)造1.Encourageevery