Unit13Wearetryingtosavetheearth教案何.docx
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Unit13Wearetryingtosavetheearth教案何
九年级英语集体备课教案
Unit13We’retryingtosavetheearth!
一、教学目标：
1.语言知识目标
基本词汇：
litter,advantage,bottom,fisherman,coal,ugly,cost,wooden,plastic,takeaway,bin,shark,fin,method,cruel.Harmful,chain,ecosystem,industry,law,scientific,afford,reusable,transportation,recycle,napkin,upside,gate,bottle,president,inspiration,iron,work,metal,creativity,
基本词组：
beharmfulto,atthetop（ofsth.）,takepartin,turnoff,takeaction,throwaway,putsth.togooduse,pull…down,bringback
基本句型：
We’retryingtosavetheearth!
Theriverusedtobesoclean.
Theairisbadlypolluted.
Noscientificstudieshaveshowedthatsharkfinsaregoodforhealth.
Weshouldhelpsavethesharks.
2.技能目标:
能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
3.情感目标:
有环境危机意识，学会关注环境保护环境。
二、教学重难点：
1.教学重点：
（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
（2）保护环境的措施方法。
2.教学难点：
能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
课时安排：
Period1:
SectionA（1a—1c）Period2:
SectionA（2a—2d）
Period3:
SectionA（3a—3b）Period4:
SectionA（Grammarfocus—4c）
Period5:
SectionB（1a—1e）Period6:
SectionB（2a—2b）
Period7:
SectionB（2c—2e）Period8:
SectionB（3a—self-check）
Unit13We’retryingtosavetheearth!
Period1:
SectionA（1a—1c）
一、教学目标：
1.语言知识目标
基本词汇：
litter,advantage,bottom,fisherman,
基本词组：
beharmfulto,atthetop（ofsth.）,
基本句型：
We’retryingtosavetheearth!
Theriverusedtobesoclean.
Theairisbadlypolluted.
Noscientificstudieshaveshowedthatsharkfinsaregoodforhealth.
Weshouldhelpsavethesharks.
2.技能目标:
能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
3.情感目标:
有环境危机意识，学会关注环境保护环境。
二、教学重难点：
1.教学重点：
（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
（2）保护环境的措施方法。
2.教学难点：
能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
三、教学步骤:
I.Presentation
Showthepictureoftheearthandtellstudentstheearthispollutednow.
Forexample:
（1）Thefactoriesthatburncoalpollutetheairwithalotofblacksmoke.
（2）Factoriesputwasteintotheriver.
（3）Peopleshouldthrowawaylitterinthebin.
（4）Therearemorecarsontheroad.
Learnsomenewwords.
II.Workon1a
Herearesomewordsrelatedtodifferentkindsofpollution.Writethemintheboxbelow.Thenaddmorewords.
loudmusiccarsrubbishplaneslitteringshipsfactoriessmokingbuildinghousesmobilephones
noisepollutionairpollutionwaterpollution
____________________________________
____________________________________
____________________________________
____________________________________
III.Listening
1.Workon1b.Listenandcompletethesentences.
Whatwastheproblem?
Theriverwas_____________.Eventhebottom（底部）oftheriverwasfullof________.Therewerenomore______forfishermen（渔民）tocatch.
Whatcausedtheproblem?
Peoplearethrowing_______intotheriver.Factoriesareputting______intotheriver.
Howshouldtheproblembesolved?
Weshouldwritetothe____________andaskthemto___________thefactories.Everyoneshouldhelpto__________theriver.
2.Listenagainandanswerthefollowingquestions.
1）WhatdoesTonywanttodolaterthisafternoon?
HewantstogoswimmingwithMarkintheriverlaterthisafternoon.
2）Whydoesn’tMarkwanttogowithTony?
Becausetheriverwasreallydirty.Eventhebottomoftheriverwasfullofrubbish,andtherewerenomorefishforfishermentocatch.
3）Howwastheriverinthepast?
Itusedtobesoclean.Ithasbeenthenicestriverinthistown.
IV.Practice
1.Role-playtheconversationin1c.
Mark:
Theriverwasdirty.Eventhebottomoftheriverwasfullofrubbish.
Tony:
Butitusedtobesoclean!
Mark:
Yes,butpeoplearethrowinglitterintotheriver.
Tony:
Everyoneinthistownshouldplayapartincleaningitup!
2.Makeconversationsusingthepollutionin1a.
A:
Theriverhasalwaysbeenthenicestriverinthistown.
B:
Yes,itusedtobesoclean.
A:
ButIwastherelastweekendandtheriverwasreallydirty.
B:
Whatcausedtheproblem?
A:
Peoplearethrowinglitterintotheriver.
B:
Whatshouldwedo?
A:
Factoriesarealsoputtingwasteintotheriver.
B:
Yes,everyoneinthistownshouldplayapart.
A:
Weshouldwritetothegovernmentandaskthemtoclosedownthefactories.
B:
Whatelsecanwedo?
A:
Everyoneshouldhelptocleanuptheriver.
V.Languagepoints
1.We’retryingtosavetheearth!
我们正在竭尽全力拯救地球!
trytodo=tryone’sbesttodo努力去做某事。
e.g.We’ll try tofinishtheworkinaweek.
我们将努力在一周内完成这项工作。
2.Herearesomewordsrelatedtodifferentkindsofpollution.
berelatedto与…有关
e.g.Isthedriverrelatetotheaccident?
司机和这起事故有关吗？
3..Eventhebottomoftheriverwasfullofrubbish.
Yes,butpeoplearethrowinglitterintotheriver.
litter和rubbish都可指“垃圾”，用作不可数名词。
rubbish指“没用的东西（被扔或将要丢弃的无用的东西）”不可回收。
litter指“（室内或公共场所）乱扔的废物（纸屑、不要的包装纸、废瓶等）”还可回收
e.g.Throwtherubbishout.把垃圾扔出去。
Theroomisfullofrubbish.房间里堆满了垃圾。
Pickupyourlitterafterapicnic.野餐后将废弃物收拾好。
VI.Homework:
根据句意，从方框中选择恰当的单词填空，有的需要变换形式。
bin,cost,coal,fisherman,takeaway
1.Ahot________felloutofthefireandburntthecarpet（地毯）.
2.A________ishotcookedfoodthatyoubuyfromashoporrestaurantandeatsomewhereelse.
3.DoyouwantthisorshallIthrowitinthe________?
4.Writingsuchalongnovel________muchtimeandpatience.
5.Look!
Some________arecatchingfishoverthere.
教学反思：
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法制渗透：
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Unit13We’retryingtosavetheearth!
Period2:
SectionA（2a—2d）
一、教学目标：
1.语言知识目标
基本词汇：
coal,ugly,cost,wooden,plastic,takeaway,bin,shark,fin,
基本词组：
beharmfulto,atthetop（ofsth.）,takepartin,turnoff,takeaction,throwaway,putsth.togooduse,pull…down,bringback
基本句型：
We’retryingtosavetheearth!
Theriverusedtobesoclean.
Theairisbadlypolluted.
Noscientificstudieshaveshowedthatsharkfinsaregoodforhealth.
Weshouldhelpsavethesharks.
2.技能目标:
能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
3.情感目标:
有环境危机意识，学会关注环境保护环境。
二、教学重难点：
1.教学重点：
（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
（2）保护环境的措施方法。
2.教学难点：
能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto句型。
Teachingsteps:
I.Listening
1.Workon2a.Listentotheinterview.CirclethekindsofpollutionthatJasonandSusantalkabout.
A.landpollutionB.airpollution
C.noisepollutionD.waterpollution
2.Workon2b.Listenagainandcompletethesentences.
1）Theairisbadlypollutedbecausethereare___________ontheroadthesedays.
2）Factoriesthatburncoalalso________theairwithalotofblacksmoke.
3）Thereisalsotoomuchrubbishandwaste.People_________________thingseveryday.
4）Peoplearealsolitteringin______________likeparks.Thisisturningbeautifulplacesintougly（丑陋）ones.
II.Practice（Workon2c）
Usetheinformationin2aand2btorole-playconversationsbetweenJasonandSusan.
Jason:
Theairhasbecomereallypollutedaroundhere.I’mgettingveryworried.
Susan:
Yes,Iusedtobeabletoseestarsinthesky.
Jason:
Theproblemisthat…
III.Discussion
Askstudentswhatweshoulddotosavetheearth.Helpstudentsanswer,turnoffthe
lightswhenyouleavearoom;stopridingincars;stopusingpapertowelsornapkins;recyclebooksandpaper.
IV.Reading
1.Read2dandcompletethechart.
Problems
Solvingproblems
airpollution
wastepollution
wooden（木头的）chopsticksorplasticforks
rubbish
2.Role-playtheconversation.
Interviewer:
JasonandSusan,whatareyourideasforsolvingtheseproblems?
Jason:
Well,tocutdownairpollution,weshouldtakethebusorsubwayinsteadofdriving.
Susan:
Yeah,orrideabike.Thereareotheradvantages（优点）ofbikeriding.It’sgoodforhealthanditdoesn’tcost（花费）anything!
Interviewer:
Greatideas!
Whataboutwastepollution?
Susan:
Mmm,Ithinksimplethingslikebringingabagtogoshoppingcanhelp.Istarteddoingthatayearago.
Jason:
Me,too.Also,Inevertakewoodenchopsticksorplastic（塑料）forkswhenIbuytakeaway（外卖食品）food.Iusetheonesathome.
Susan:
Andremembertothrowrubbishinthebinsandkeeppublicplacescleanandbeautifulforeveryone.
Interviewer:
Sotogether,ouractionscanmakeadifferenceandleadtoabetterfuture!
V.Languagepoints
1.It’sgoodforhealthanditdoesn’tcostanything!
costv.花费；使付出
指花费金钱，主语通常是物。
cost的过去式和过去分词均为cost。
e.g.ThenewshirtcostMrWang200yuan.王先生花了200元买了新衬衫。
Howmuchdoesthenewcomputercost?
新电脑花了多少钱？
辨析take,spend,pay&cost
take，spend，pay和cost都可以表示“花费”，但它们的用法各有不同。
1）take多表示花费时间，常用于Ittakessb.sometimetodosth.这一句型中，其中it作形式主语。
e.g.Itusuallytakesme40minutestocookthedinner.
2）spend多表示花费时间和金钱，主语通常是人，常用于sb.spend（s）sometime/moneyonsth.和sb.spend（s）sometime/money（in）doingsth.两种句型。
e.g.Davidspent2,000yuanonthenewmachine.
Myfatherspendsanhour（in）watchingthenewsonTVeveryday.
3）pay多表示花费金钱，主语通常是人，常用于sb.pay（s）somemoneyforsth.句型。
e.g.Tommypaid20yuanforhisbreakfastyesterday.
4）cost多表示花费金钱，主语通常是物，常用于sth.cost（s）（sb.）somemoney.句型。
e.g.ThenewdresscostLinda80yuan.
根据句意用take,spend,pay或cost的适当形式填空。
1）Thatnewcar________ themlotsofmoney.
2）Mona__________50yuanonthebooksjustnow.
3）Itusually_______ meanhourtodomyhomework.
4）Youshould__________ sometimepractisingyourpronunciation.
5）Mybrother_______ 6,000yuanforthenewcomputeryesterday.
2.Sotogether,ouractionscanmakeadifferenceandleadtoabetterfuture!
makeadifference（to…）表示（对……）产生影响或作用
e.g.LearningEn
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