英语素材教材第十三期

Unit13 Rainy days make me sadⅠ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’reading and writing skills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using thetarget language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,（2）Ability objectsTo train students’ listening, speaking, reading and writing skills using the target language,（3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we should be in charge of our attitude．That way, we can live happily and we can do everything better．3．Teaching Key PointTo make students learn and master the key vocabulary words and the target language．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ municative petence．5．Studying WayTeach students how to express their own opinions freely．Ⅱ．Language FunctionTalk about how things affect you．Ⅲ．Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．Ⅳ．StructureSecond conditional with wishⅤ．V ocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, unfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to e to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: V ery good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy?Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’Restaurant and The Blue Lagoon．Look at the sample answer．Let a student read the pleted sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will be talking about their own opinions with a partner．Look back at the chart in Activity 16．Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．While students are working in pairs, walk around the classroom, and listen to some pairs．If necessary, offer language support．Then ask some pairs to act out their conversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel．For example, what are your opinions about this room? A student might answer, This room is sunny．It makes me happy．Or ask them．What are your opinions about all the noise in the cafeteria? A student might say．All the noise in the cafeteria makes me tense．Notes:1．awful——terrible; dreadful2．energetic——full of energyStep ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really?Loud music makes me energetic．Not me!Loud music makes me stressed out．Step ⅥHomeworkReview the target language．Step ⅦBlackboard Design。

Unit 13 We’re trying to save the earth!The Third Period (Section A 3a-3b)【Teaching Aims and Demands】1、Knowledge Object(1)Key Vocabulary and Sentence structures(2)Talk about how to protect animals.(3)Reading2、Ability ObjectBe able to talk about how to protect animals.3、Moral Object珍爱生命,保护野生动物.【Teaching Key Points】1、New words and expressions2、Be able to talk about how to protect animals.3、Reading.【Teaching Difficult Points】Be able to talk about how to protect animals.【Teaching Methods】Task-based method【Teaching procedures】Step 1 Revision1. Role-play 2d.2. Review the key words and expressions in the conversation in 2d.3. Discussion: How to protect environment.Step 2 Lead inThere are some animals are endangered. We should do something to protect the animals and the environment!Step 3 Reading1. Fast reading1) Sharks are endangered, read the passage and judge the sentences.①Shark’s fin（鱼鳍）soup is famous and expensive all around the world.②We have to kill a whole shark to get a bow l of shark’s fin soup.③People cut off sharks’ fins and throw the sharks back into the ocean.④Sharks are in the bottom of the food chain in the ocean’s ecosystem.⑤WildAid and the WWF are environmental protection groups in China.⑥Shark’s fin s are good for health.2) Complete the fact sheet in 3a.2. Careful readingAsk Students to read each paragraph, then try to master the main idea of each paragraph and find out as many useful structures as possible.3. Work on 3b.Read the passage and fill in the blanks with the words in the box.4. Retell the passage according to the words below.shark’s fin soup, in southern China each time cut off no longer not only…but also… at the top drop be end angered the strongest around 70 million fallen by over 90 percent WildAid and the WWF develop laws scientific studiesStep 4. Language points1. not only…but also…用于连接两个表示并列关系的成分，着重强调后者，其意为“不仅……而且……”; 其中的also有时可以省略。

Unit 13 We’re trying to save the earth! Section A (3a-3b)一、教学目标：一、教学目标：1. 语言知识目标语言知识目标基本词汇：基本词汇：shark, fin, cruel. harmful, chain, ecosystem, industry, law, scientific, afford,基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away ，food chain, in the last 20 to 30 years, no longer.基本句型：Many people think that sharks are too strong to be endangered, but theyare wrong.No scientific studies have showed that shark fins are good for health.This is not only cruel but also harmful to the environment.If sharks If sharks’’ numbers drop too low, it will bring danger to all ocean life. 2. 情感目标: be friendly to nature, call for people not’ Finning’ any more. 3. 能力目标：use reading skill （skimming ，scanning ，careful reading ）to get the main idea.二、教学重难点：二、教学重难点：How to catch the main idea of the passage and how to call for people to protect the endangered animals.三、教学用具：三、教学用具：多媒体多媒体四、教学方法：四、教学方法：Skimming, Scanning, careful reading 五、教学步骤:步骤步骤教师活动教师活动 学生活动学生活动 Step1 Presentation （pre-reading ） 视频导入：由蓝色美丽的大海导入美丽海洋的小视频，看1min 的视频，回答What have you seen in the video?So different kinds of animals willcome to the ocean come to the ocean’’s ecosystem.What about this one?This is also the food chain. Whatkind of animal is at the top of thefood chain? So the sharks are at thetop of food chain.People think that the sharks are toostrong to be endangered, are theyright?Because many sharks areendangered now. So today we we’’lllearn a passage about saving theshark.All kind of animalsFood chain Shark! No Step2 SkimmingRead the passage quickly. Find out what the main idea of eachparagraph is?Paragraph1 environmental groupsParagraph 2 shark fin soupParagraph 3 endangered sharks So we have the main structure ofthis passage. The 1st paragraph tellsus about something about the sharkfin soup. The 2nd paragraphdescribes the endangered sharks. The 3rd paragraph shows some groups that are against finning.Step3Intensive reading (careful reading)1）Read Para 1. and answer ① Where is shark fin souppopular?② What does it mean when peopleenjoy a bowl of shark fin soup?Let’s see what do you know aboutPara. 1In southern ChinaThey’re killing awhole shark whenthey enjoy a bowl ofshark fin soup.2）Read Para 2.In this paragraph, we know shark finsoup is very popular in southernChina, when people enjoy a bowl ofshark fin soup, it means that peopleis killing a whole shark. But howpeople kill the shark? LetLet’’s see ashort video about sharks, thenanswer the following questions.1. How do people deal with themwhen they catch the sharks?2. Without a fin, what will happen tothe shark?What do you think of this kind ofsituation?Read the 2nd paragraph and thentell me the answers1.Why is it harmful to theenvironment?2. What do the two numbers mean? 1. They cut off their fins. Throw them back into the ocean.2. dieThis is not only cruel but also harmful to the environment.Sharks are at the top of the food chain, so if theirnumbers drop too low, it will bring danger toall ocean life.Around 70 million sharks are caught and traded every year. The numbers of someThat means sharks are at the top of the food chain, if their numbers drop too low, it will bring danger to all ocean life. What does the “70 million” mean? What is the meaning of “90percent”? The two numbers show the present situation of the endangered sharks.Should people stop killing the sharks?This is so much about Para. 2. Nowlet’s fill in the blanks according tothe 2nd paragraph.a. The sharks are ____________ thefood chain in the ocean’s ecosystem.b. People _______their fins and______them _________ ocean.c. A shark can ______________andslowly dies.d. If sharks’numbers______________, It will______________all ocean life.Let’s retell this paragraph accordingto these key words. Let’s have atry.(教师带两遍)How about retelling this partac according cording to these pictures. Let’sretell together. (两遍)How about retelling this part kinds of sharks have fallenby over 90 percent in the past 20 to 30 years.If we can’t stop thekilling,the sharks willdisappear.according to these pictures. Let’s retell together. (两遍)3）Read Para 3. and answerWe have talked about the first two paragraphs. Now let’s see the last paragragh. In this paragraph, two groups are mentioned, find out what they are. 2. What are they doing and what have they done?I have some information about these two environment groups. We know these two groups are trying their best to save the animals.Since so many people enjoy theshark fin soup. So why do we eat? From this class, we know that the sharks are endangered, but…Are the shark fins really good for healthAre the sharks the only endangeredanimals?Wildaid and WWFThey are teaching thepublicabout “finning”.They have even asked governments to develop laws(法律) to stop the sale of shark fins.No scientific studies have shown that shark fins are good for health.Step 4 Further thinkingShould we let them disappear? We should save the animals.Step 5 Homework Write an article about saving the animals.六．板书设计六．板书设计Unit 13 Save the Sharksthrow……intoecosystem throwchain be harmful toshark bring danger tocut off be caught and traded。

教材分析
本单元教学内容是九年级英语下册第13单元，本单元的话题是“保护环境”，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。

重点在这些语境中复习现在进行时、used to、现在完成时、情态动词、被动语态以及定语从句、宾语从句等。

本单元选取了与教材、生活实际都密切相关的问题进行探究，从而让学生分辨是非，增强他们的环保意识，让学生受到良好的思想教育。

本课Section B 2a-2e 是阅读教学,这一部分图文并茂,介绍了三个在环保再生方面有突出贡献的人物以及他们的做法:英国的艾米.海斯住在她自己用废弃物建造的一所房子里;香港的杰西卡.王用人们不穿的旧衣服来制作背包;上海的王涛用旧汽车上的废铁和其他材料制作精美的艺术品。

2a-2b主要关注课文的内容信息,2c-2d关注文中的语言信息,2c是开放性的读后活动,让学生在理解的基础上针对相关话题发表自己的看法。

重点:1.能正确使用英语中学过的时态语态及复合句(宾语从句、定语从句等)
2.了解再回收再利用，学会节约资源，树立环保意识，并落实到积极的行动中。

难点:1. 通过搜寻具体信息，培养寻读(scanning)的能力。

2.了解前缀与后缀可以改变单词的意思及用法。

河南省开封市第三十三中学九年级英语全册 Unit 13 Rainy days make me sad Section B The first period学案（无答案）人教新目标版课前预习：.单词互译学习过程Step 1. 1a.⑴Ask the students to identify what each thing is.⑵Read the instructions and ask the students to write the number of eachslo gan with the correct picture.Step 2. 1b. Ask the class to make lists of three products they like.Step 3. 2a and 2bListen, draw lines to match and then check the answers.Step 4. 2c Ask the students to make conversations in pairs .重点讲解1.It tastes terrible.taste连系动词，意为“尝起来......”，后常接形容词作表语。

e.g. This ice cream tastes too sweet.taste 也可作名词，有“味道；口味；鉴赏力”之意。

如：I’ve alw ays had a taste for blues music.我一向喜欢布鲁斯音乐。

2.They don’t even keep out the sun.keep out =stop sb./sth. from coming in,意思是“不让......进入......；使......在外面”。

如：The sign on the door said, “Danger!Keep out!”知识拓展: keep 的用法⑴用作连系动词，构成系表结构：keep+表语，意为“保持，继续（处于某种状态）”，其中表语可用形容词、副词、介词短语等充当。