人教版九年级英语Unit13Weretryingtosavetheearth教学.docx

1、人教版九年级英语Unit13Weretryingtosavetheearth教学Unit 13Were trying to save the earth!Section A(1a2d)教学目标1.学生能听懂什么是水污染、土地污染和空气污染，引起这三种污染的因素，以与解决污染的措施。2.学生能模仿听力原文，能运用听力材料中的知识，口头谈论噪音污染、空气污染、水污染、土地污染的产生因素与如何减少这些污染。3.学生能掌握本课重点词汇：litter，bottom，fisherman，coal，ugly，advantage，cost，wooden，plastic。4.学生能口头运用现在进行时表达环境污染

2、的现状，运用情态动词表达应该采取的措施。教学重难点重点：水污染，空气污染等各种污染的产生因素与解决措施；cost，advantage等词汇。难点：根据听力材料的信息，运用现在进行时、情态动词就各种污染的产生因素与解决措施与同伴会话。课前准备收集有关环境污染的资料。教学过程设计一、创设情境，切入主题Step 1：Leadin1.Ask students to enjoy a video named GonewithHome.2.After watching the video，ask students the following questions.Whats the video mainly

3、about?How do you feel?3.Ask students to discuss one question with their partner：In our daily life，what kind of pollution can you think of?设计意图：通过视频留住美丽地球，震撼学生的心心灵，帮助学生了解环境污染与生态破坏的种种现象，并使他们意识到环境保护的危机感与紧迫感。同时，联系身边生活，结合本城市环境状况，引导学生进一步熟悉话题。二、展开过程，探究新知Step 2：Presentation1.Ask students to look at the pict

4、ures in 1a and talk about it.2.The teacher can ask students the following question: What else can cause each kind of pollution？Then ask students to do the exercise in 1a.设计意图：让学生对于环境污染的类型有一个初步的了解，熟悉话题，为下面的听力活动做好容和词汇上的准备。Step 3：Listening to 1bBefore listeningAsk students to predict what kind of pollu

5、tion they will listen to in 1b.设计意图：从容和语法上对听力进行预测。While listening1.Play the recording twice for students to complete the chart.2.Ask a student to read his or her answers.3.Let students check their answers that they have predicted.设计意图：听这两遍时，更加注重细节。After listening1.Read after the tape recorder and pa

6、y attention to the pronunciation and intonation.2.Ask students to practice the conversation with their partner.Then，ask students to act out the conversation.3.Ask students to make their own conversation and act out the conversation.设计意图：听后，再次整体回扣文本，并进行语音语调的学习。然后，通过pair work让学生化听取的信息语言。Step 4：Listeni

7、ng to 2aBefore listeningAsk students to guess the answers.设计意图：提高学生的兴趣，并促使他们在听的过程中有目标地集中注意力。While listeningPlay the recording for students to circle the kinds of pollution they hear.After listeningCheck the answers.Step 5：Listening to 2bBefore listening设计意图：有推断的预测可以帮助学生在听录音时更有效地捕捉关键词汇。While listenin

8、g1.Play the recording for the first time and do the exercise in 2b.2.Play the recording again and let students correct their answers.After listening1.Let students read the conversation in 2c after the tape recorder.2.Roleplay the conversation.设计意图：让学生模仿录音中的语音语调，提高口语表达能力。Step 6：Roleplay1.Read 2d and

9、complete the chart.ProblemsSolutionsair pollutionwaste pollutionwooden(木头的) chopsticks or plastic forksrubbish设计意图：增加表格可以帮助学生梳理和识记信息，为roleplay做好准备。2.Let students read the conversation after the tape recorder.3.Ask students to practice the conversation with their partner.During the conversation，they

10、should have eye contact.设计意图：让学生看着同伴的眼睛，是为了让他们体会到与人交流的真实性，而不是各读各的语句。Step 7：Language pointsThe teacher explains the new words and expressions to students.And ask students to take notes.三、布置作业口头作业Listen to 1b and 2b.Then recite them.书面作业1.Try to memorize the new words and language points.2.The earth i

11、s badly polluted.Please think of what we can do to save the earth and make a poster to tell more people to save the earth.教学小结板书设计Unit 13Were trying to save the earth!Section A(1a2d)Forms of pollutionCausesAir pollutionfactories，cars，burningWater pollutionfactories，rubbish，ships Land pollutionrubbis

12、h，batteries Noise pollutionloud music，crowds，carsSection A(3a4c)教学目标1.学生能掌握词汇：重点词汇(cruel，harmful，industry，law，scientific，afford)；认读词汇(shark，fin，chain，ecosystem，reusable，transportation)；表达方式(be harmful to，at the top of，the food chain，take part in，turn off，pay for，take action).2.引导学生谈论珍稀动物濒危的原因与拯救措施。3

13、.帮助学生复习语法项目，包括现在进行时、used to、被动语态、现在完成时、情态动词等。教学重难点重点：1.本课时的重点词汇，表达方式与语法项目。2.学习鲨鱼濒危的原因与拯救措施。3.学生就珍稀动物的濒危原因与拯救措施进行写作。难点：1.学生正确使用连词。2.结合实际生活就珍稀动物的濒危原因与拯救措施进行写作。课前准备1.搜集有关鲨鱼的资料。2.制作多媒体课件和学案。3.准备其他有关珍稀动物的现状与拯救措施。教学过程设计一、创设情境，切入主题 Step 1：Leadin1.The teacher can have a free talk with students about animals

14、，especially endangered animals.设计意图：教师与学生自由交谈，导入动物保护的话题。二、展开过程，探究新知Step 2：Prereading1.Show students a video and have a discussion.2.After watching the video，the teacher can ask the questions below.Can you say something about sharks?Do you think they are endangered?Why are they endangered?设计意图：通过这一环节

15、，教师在了解学情的同时，可以帮助学生全面的了解鲨鱼，对接下来的阅读也会有更好的帮助。Step 3：WhilereadingFast ReadingThe teacher can ask a question like this：Do you want to know more about sharks？Please turn to Page 99.Look through the article quickly and answer the question：Where is this article probably from?A.A book.B.A novel.C.A newspaper

16、.设计意图：帮助学生理解文章的体裁以与作者的写作意图。Careful Reading1.Let students read Paragraph 1 and write T for true and F for false.(1)Sharks fin(鱼鳍) soup is famous and expensive all over the world.(F)(2)We have to kill a whole shark to get a bowl of sharks fin soup.(T) 设计意图：细读第一段，帮助学生了解鲨鱼遭到猎杀的原因。2.Read Paragraph 2 and

17、answer the question.What does the writer think of cutting fins of sharks?3.Read Paragraph 2 again and fill in the chart.QuestionsAnswersNumbers of sharks caught and traded every year Around 70 millionThe numbers of some kinds of sharks have fallen by in the last 20 to 30 years Over 90 percentThe tea

18、cher can ask questions：Are they big numbers？Do you think sharks are really endangered？So，should we save sharks？设计意图：学生通过回答第一个问题找出本段的主题句。再通过填表格，找出数字，这些庞大的数字更进一步让学生体会到鲨鱼锐减，濒临灭绝的现状。4.Ask students to read the last paragraph and find out：What are the two environmental groups against“finning”？Answer：Wild

19、Aid and the WWF.How do they help to save sharks？Answer：They are teaching the public about “finning”. And they have even asked governments to develop laws to stop the sale of shark fins.设计意图：由浅入深的阅读任务，可以帮助学生梳理文章的脉络。5.Read the whole passage carefully and fill in the blanks with the words in the box of

20、 3b.设计意图：整体阅读，帮助学生理解文本的逻辑关系，并关注细节。Step 4：Postreading1.Retell the article according to the mindmap.设计意图：思维导图帮助学生理清文章脉络，也帮助学生运用阅读过的信息复述课文。2.The teacher tells students something about other endangered animals.And let students write a short passage to save them.3.The teacher teaches students language po

21、ints.Step 5：Presentation1.Ask students to read the sentences in Grammar Focus and pay attention to their forms.设计意图：学生自己朗读，感知和思考句子的形式。2.The teacher can explain the grammar to students and help them to review.(1)现在进行时：Present progressive定义：表示说话时(瞬间)正在进行的动作，也表示目前或现阶段一直进行的动作。结构：be(am/is/are)v.ing标志词：lo

22、ok，listen，now，right now.e.g.Look！The boy is crying.(2)used to do与be used to doingused to do sth.表示过去常常做某事，而现在往往不做了，后接动词原形。be used to doing sth.表示习惯于做某事。e.g.I used to get up at six oclock.Joe is used to drinking a cup of coffee every morning.(3)被动语态：Passive voice定义：表示主语是动作的承受者。结构：be过去分词e.g.Our classr

23、oom is cleaned every day.(4)现在完成时：Present perfect定义：表示动作已经完成，但对现在造成影响；或者表示从过去某一时间开始一直延续到现在并还可能持续下去的动作。结构：has/have过去分词标志词：already，yet，ever，never，since，for.e.g.I havent finished my homework yet.(5)情态动词：Modal verbs1)情态动词本身有一定的词义，表示说话人的情绪、态度或语气，但不能单独作谓语，只能与其他动词构成谓语。常见的有：can(could)，may(might)，must，need，s

24、hall(should)，will(would)等。2)情态动词无人称和数的变化，后接动词原形。否定式是在情态动词后面加not。个别情态动词有过去式形式，可用来表达更加客气、委婉的语气。e.g.Ken can climb up the trees like a koala.You mustnt play with fire.It is dangerous.设计意图：教师讲解和总结语法项目，帮助学生把以前学过的语法系统化。Step 6：PracticeWork on 4a1.Ask two students to roleplay the conversation to check answer

25、s.2.Ask students to roleplay with their partner.设计意图：学生通过做练习来巩固所学的各种时态和句式。Work on 4b1.Ask students to fill in the blanks with the appropriate modal verbs from the box.2.Ask a student to read it to check answers.3.Ask students to read the passage.设计意图：学生练习情态动词的用法。Work on 4c三、布置作业口头作业：Listen to 3a.The

26、n recite it.书面作业：1.Write an article about a kind of endangered animals to call on people to save them.2.Review the grammar that we have learned today and do exercises in your exercise book.教学小结板书设计Unit 13Were trying to save the earth!Section A(3a4c)Sharks are dangerous and huge.Their teeth are sharp

27、.New wordscruel 残酷的，残忍的be harmful to 对有害的law 法律reusable 可再次使用的Section B(1a1e)教学目标1.学生能听懂日常生活中的环保措施。2.学生能模仿听力原文，能运用听力材料中的知识，口头谈论在日常生活中怎样从自我做起，注意环保。3.学生能掌握本课重点词汇 recycle；认读napkin；重点词组：turn off the shower，not use paper napkins，take your own bags when shopping，not ride in cars，recycle paper，use public t

28、ransportation等。4.学生能运用听力材料中的信息，口头表达在日常生活中怎样从自我做起，注意环保。教学重难点重点：1.听力策略：如何集中注意力。2.日常生活中的环保措施。3.词汇和词组：recycle，napkin；turn off the shower，not use paper napkins，take your own bags when shopping，not ride in cars，recycle paper，use public transportation等。4.运用现在进行时和一般将来时与同伴就日常生活中的个人环保行为对话。难点：根据听力材料的信息，运用现在进行时

29、和一般将来时与同伴就日常生活中的个人环保行为对话。课前准备1.收集日常生活中有关个人的环保行为的资料。2.准备录音机、多媒体课件、学案等。教学过程设计一、创设情境，切入主题Step 1：Leadin1.Play a video named HealtheWorld.2.The teacher can ask students to have a discussion in groups.In our daily life，what can we do to help save the earth?4.Ask students in each group to tell the class th

30、eir measures.The teacher can write the measures down on the blackboard.设计意图：观看视频，导入保护地球的话题，同时提高学生的学习兴趣。联系学生的日常生活，提高学生的环保意识和课堂参与度。二、展开过程，探究新知Step 2：Ask students what to do to save the earthBefore listeningStep 3：Work on 1a1.Ask students to rank these items from the easiest(1) to the most difficult(5)

31、.2.Work on 1bLet students compare their answers in 1a with their partner and tell their reasons.设计意图：熟悉话题和词汇，为听力活动做好准备。3.Ask students to read the sentences in the chart of 1c.设计意图：让学生理解表格中每一列的含义，注意时态。这样能帮助他们在听的过程中提高分辨意识。While listeningStep 4：Listening to 1c1.Play the recording for students to check the things that Julia and Jack talk about.2.Play the recording