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九年级英语Unit13Unit 13 We’re trying to save the earth!一、课程标准解读本单元教学内容是九年级英语下册第13单元，主要围绕着有关保护环境这一话题，以“谈论污染和保护环境”为交际功能，让学生认识环境问题及谈论如何保护环境。
根据《义务教育英语课程标准》总目标和五级目标要求，学生在学习本单元后，应该达到以下目标：（一）语言技能目标1．听：能根据语调和重音，理解说话者的意图；能听懂有关环保方面的谈话，并能从中提取信息和观点；能借助构词法克服生词障碍，理解大意；能在听的过程中用适当方式做出反应；能针对所听语段的内容记录简单信息。
2．说：能就关于“环保”的话题提供信息，表达简单的观点和意见，参与讨论；能与他人沟通，合作完成任务；能在口头表达中进行适当的自我修正；能根据关于“环保”的话题进行情景对话；能在以上口语活动中做到语音、语调自然，语气恰当。
3．读：能根据上下文和构词法（前缀、后缀）推断、理解生词含义；能理解段落中各句子之间的逻辑，能够关注文章中的细节。
4．写：能围绕“环保”为话题写一篇表达自己的观点的文章。
(二)、语言知识目标1．词汇：学会使用litter cost harmful afford reusable recycle等词的用法。
2．语法：复习现在进行时，现在完成时，被动语态，情态动词及y 一般过去时（used to）的用法。
3．功能：能准确理解与运用相关语言谈论环保的话题。
4．话题：围绕环保话题恰当理解与运用相关的语言表达形式。
（三）情感态度目标勇于发表自己对环保的观点和意见。
让学生分辨是非，增强他们的环保意识，让学生受到良好的思想教育。
（四）学习策略目标能根据上下文和构词法（前缀、后缀）推断、理解生词含义；能理解段落中各句子之间的逻辑，能够关注文章中的细节。
（五）文化意识目标引导学生关爱动物、保护环境。
二、中考考纲及考题分析2013年中考考纲：现在进行时，现在完成时，被动语态，情态动词及一般过去时（used to）的用法。
Unit 13 Section A 1 (1a-2d)I.PresentationShow the picture of the earth and tell students the earth is polluted now.For example:(1)The factories that burn coal pollute the air with a lot of black smoke.(2)Factories put waste into the river.(3)People should throw away litter in the bin.(4)There are more cars on the roadII.LearningHere are some words related to different kinds of pollution. Write them in the box below. Then a dd more words.loud music cars rubbish planes littering ships factories smoking building houses mobile phonesnoise pollution _________ ____________ __________________________air pollution _________ ____________ __________________________water pollution ________ ____________ __________________________Keys : noise pollution ：loud music planes mobile phones building housesair pollution ：factories smoking cars building houseswater pollution ：ships rubbish littering factoriesIII.Listening1b Listen and complete the sentences.What was the problem?The river was _______ . Even the bottom ( 底部) of the river was full of . There were no more ____ for fishermen ( 渔民) to catch.What caused the problem?People are throwing ___ into the river. Factories are putting into the river.How should the problem be solved?We should write to the _______ and ask them to ________ the factories.Everyone should help to ______ the river.Keys: really dirty rubbish fish litter waste government close down clean up IV. Practice1. Role-play the conversation in 1c.Mark: The river was dirty. Even the bottom of the river was full of rubbish. Tony: But it used to be so clean!Mark: Yes, but people are throwing litter into the river.Tony: Everyone in this town should play a part in cleaning it up!2. Make conversations using the pollution in 1a.A: The river has always been the nicest river in this town. B: Yes, it used to be so clean.A: But I was there last weekend and the river was really dirty. B: What caused the problem?A: People are throwing litter into the river. B: What should we do?A: Factories are also putting waste into the river. B: Yes, everyone in this town should play a part.A: We should write to the government and ask them to close down the factories. B: What else ca n we do?A: Everyone should help to clean up the river.V. Language points 1. We ' re trying to save the earth! 我 们 正 在 竭 尽 全 力 拯 救 地 球 ! try to do =try one s best to do 努力去做某事。
人教版九年级英语Unit 13 Section AReading: Save the Sharks!教学设计Class (14) (18) Grade 9 By: Xu Shiying Apr.4thI. Teaching objectives1. Knowledge objectives(1). Words and Phrases:shark fin cruel ecosystem chain industry law scientific harmful be harmful to at the top of the food chain(2). Sentences:1). “But do you realize that you’re killing a whole shark each time you enjoy a bowl of shark fin soup?”2). “This is not only cruel, but also harmful to the environment.”3). “The numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.”2. Ability objectives1）Students improve the ability of reading.2) Students improve their skills of skimming, scanning and some other reading skills.3. Emotional objectives1). Students will learn to form a good habit of cooperation in a group and have the teamwork spirit.2). To call on students to save the animals, save the earth and save ourselves.II. Teaching important and difficult points1. To master important words and phrases.2. To learn the reason that the sharks are endangered and how to save the sharks.III. Teaching toolsMufti-media, pictures, video and so onIV. Teaching methodsPair work, group work , task-based activities and so on本话题是Go for it !九年级第十三单元Section A的阅读部分，文章的标题是Save the Sharks! 此阅读是一篇倡议书，其中介绍了人类捕捉鲨鱼获取鱼翅，破坏生态平衡的情况，呼吁人们保护鲨鱼，文章内容紧扣单元话题，渗透了对学生的情感教育，提高了青少年的环保意识，社会责任感意识。
Unit 13 We’re trying to save the earth!Section A (Grammar Focus~4c)教学目标【知识与技能】1. 掌握句型：We should help save the sharks.2. 掌握本课单词和短语：afford, reusable, transportation, take part in, turn off, take action3. 掌握本课语法：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
【情感、态度与价值观】有环境危机意识，学会关注环境保护环境。
教学重难点【教学重点】掌握句型：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used to 句型。
2）保护环境的措施方法。
【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used to 句型。
教学过程Step 1 RevisionReview the words and phrases.Step 2 Grammar FocusPay attention to the sentences.1) We’re trying to save the earth.2) The river used to be so clean.3) The air is badly polluted.4) No scientific studies have shown that shark fins are good for health.5) We should help save the sharks.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：Look, 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。
Unit 13 we’re trying to save the earth!Section A 1a ~ 2d话题Protecting the environment功能 Talk about pollution and environmental protection教学目标：知识技能： 1. Target language:We’re trying to save the earth.People are throwing litter into the river.The river used to be so clean.Everyone should help to clean up the river.2. Grammar:Present progressive, used to, modal verbs3. Words and expressions;(1) Curriculum words: litter, bottom, fisherman(2) Useful expressions: be full of, put…into, throw…into, clean up, play a part in, close down过程方法According to designing some tasks, to train students’ listening ability and to train students’ communicative competence．情感态度 Everyone should keep our rivers clean.学习策略 Listening for key words, transforming information.重点 Target Language难点 1．How to train students’ listening ability．2．How to train students’ communicative competence．教学内容及问题情境学生活动设计意图1a. To introduce Ss to the unit goal, talk about pollution and environmental protection.Picture:The four pictures show different forms of environmental pollution. The first picture on the left shows an airplane flying over some houses. The airplane seems to be flying a quite a low altitude, so the noise level must be quite high foe the people living in these houses. This is considered noise pollution. The second picture shows some vehicles give out exhaust fumes and causing air pollution. In the third picture, we see big chimneys giving off a lo of smoke and polluting the air. The last picture shows a rubbish dump hat pollutes the environment around it.What other things cause pollution?Ask Ss to complete the activity as a class, then work in pairsto think of more words to add to the lists for each column.1b. To help Ss recognize the target language in natural speech. Everyone needs to play a part:In the conversation, the boys are talking about the river in theirtown being polluted by litter and industrial waste. One of them wants to write to the government about the problem, but the other boy wisely says that cleaning up the river is everyone’s responsibility, not just the government’s.Predicting the answersSs work in pairs to predict the answers to the activity, then play the recording for Ss to fill in the gaps and review answers as a class.1c. To give Ss guided practice in using the target language to talk about pollution and environmental protection.Review of used to and should. Look at the pictures and write these words in the boxes below. Then write other words you know.Work in pairs：Listen and circle the words in 1a that Victor and Ginny use to describe the animals.1.呈现本课重点词汇，认知，理解，记忆。
Unit13 We’re trying to save the earth!Section A 1a ~ 1c一、教学目标：1. 语言知识目标词汇和词组：Words: litter, bottom, fishermanUseful expressions: be full of, put…into, throw…into, clean up, play a part in, close down基本句型:We’re trying to save the earth.People are throwing litter into the river.The river used to be so clean.Everyone should help to clean up the river.2.技能目标: 能正确运用现在进行时，情态动词和used to 句型3.情感目标:认识到环境保护的重要性，从清理身边的河流开始！二、教学重难点：1. 教学重点：语言知识2. 教学难点：提高学生的听力技能和交际能力三、教学方法：情境教学法，任务型教学法四、课型：听说课五、教学用具：课本，PPT六、教学步骤:I.Enjoy a song .II.Lead-in .III.PresentationShow the picture of the earth and tell students the earth is polluted now.For example: (1) The factories that burn coal pollute the air with a lot of black smoke.(2) Factories put waste into the river.(3) People should throw away litter in the bin.(4)There are more cars on the road.IV. LearningHere are some words related to different kinds of pollution. Write them in the box below. Then add more words.noise pollution air pollution water pollution____________ ___________ _____________Keys : noise pollution loud music planes mobile phones building houses air pollution factories smoking cars building houseswater pollution ships rubbish littering factoriesV. Listening1. 1b Listen and complete the sentences.Keys: really dirty rubbish fish litter waste government close down clean upVI. Practice1. Role-play the conversation in 1c.Mark: The river was dirty. Even the bottom of the river was full of rubbish.Tony: But it used to be so clean!Mark: Yes, but people are throwing litter into the river.Tony: Everyone in this town should play a part in cleaning it up!2. Make conversations using the pollution in 1a and ask a few students to act out.A: ……(cough, cough)B: Oh, what a pity! What caused it?A: The air is not fresh. There are more cars on the road and someone always burns the litter.B: What could we do?A: We can take a bike or walk rather then take cars.B: Yes, you are right. What else can we do?A: we can also write to the government and ask them to stop burning litter.B:Good idea! Let’s do it now!VII. Language points1. We’re trying to save the earth!我们正在竭尽全力拯救地球!try to do =try one’s best to do努力去做某事。
人教版英语九年级13单元3a知识点Unit 13, Lesson 3A of the Grade 9 English textbook by People's Education Press covers various knowledge points that are essential for students to master the English language. In this article, we will explore the different elements of this unit, delving into the areas of vocabulary, grammar, and reading comprehension.To start with, vocabulary plays a crucial role in language learning. In this lesson, students are introduced to new words and phrases such as "indispensable," "sloppy," and "liable." These words expand their vocabulary arsenal and enhance their ability to express themselves more accurately. Learning vocabulary goes beyond memorization; students need to understand the meaning of each word in different contexts and practice using them in sentences.Moving on to grammar, one of the focal points of this lesson is the usage of reported speech. Reported speech is when we convey someone else's words or thoughts. It is important to learn how to transfer direct speech into reported speech accurately, as this skill helps us effectively communicate what others have said. In this unit, students learn the rules for changing verb tenses, pronouns, and time expressions when reporting speech. They also have ample opportunities to practiceconverting direct speech into reported speech, improving their accuracy and fluency in English.In addition to vocabulary and grammar, reading comprehension is a crucial skill for language learners. This lesson includes a passage titled "John's First Job Interview," which recounts a teenager's experience and highlights the importance of responsibility and professionalism. Through this passage, students not only improve their reading skills but also learn valuable life lessons. Comprehension questions following the passage allow students to test their understanding and delve deeper into the text.To reinforce the knowledge learned in this unit, interactive activities can be incorporated into the classroom. For example, group discussions can be organized to encourage students to express their opinions on the responsibilities of a job applicant. Role-playing activities can also be utilized to simulate job interviews, helping students practice reported speech in realistic contexts. These activities not only make learning enjoyable but also provide students with opportunities to apply what they have learned.In conclusion, Unit 13, Lesson 3A of the Grade 9 English textbook introduces students to various knowledge points, including vocabulary,grammar, and reading comprehension. Mastering these elements is vital in developing a well-rounded English language proficiency. By focusing on vocabulary expansion, reported speech, and reading comprehension, students can enhance their language skills and become more effective communicators. Through interactive activities, students can further consolidate their understanding and develop essential life skills.。
