(word完整版)人教版九年级英语U13讲义

【聚焦中考】：Unit13 必考知识点汇编1. If their numbers drop too low, it will bring danger to all ocean life.如果它们的数量降到太低，将会给所有的海洋生物带来危险。

（教材第99页）➢中考链接考查if用法(2013 •重庆中考) It will be hard for us to get up in the morning if we____to bed too late. A. go B. went C. will go D. have gone 【答案】A【解析】if引导的条件状语从句，主句用一般将来时，从句用一般现在时，故选A。

2. So far, no scientific studies have, shown that shark fins are good for health, so why eat them?到目前，没有科学研究显示鲨鱼鳍对健康有好处，所以为什么要吃它们呢？（教材第99页）➢中考链接考查动词时态的用法(2012 •十堰中考) Ben is a foreign teacher. So far, he _____ in Shiyan for five years.A. was teachingB. has taughtC. will teachD. taught【答案】B【解析】考查动词时态的用法。

根据时间状语So far可知要用现在完成时，故选B。

3. Jessica Wong from Hong Kong uses old clothes that people don’t wear anymore to make bags.来自香港的杰西卡•王使用人们不再穿的旧衣服来制作袋子。

（教材第102页）➢中考链接考查定语从句引导词的用法(2012 •南京中考) The English-Chinese dictionary _____ my father bought for me many years ago is still of great value.1/ 2A. whoseB. whenC. whoD. that【答案】D【解析】考查定语从句引导词的用法。

Unit 13 We’re trying to save the earth夯实基础【模块一】单词精讲1.noise n.声音；噪音【解析】noise既可作可数名词，又可作不可数名词，意为“声音；噪音”。

We're used to the noise from the traffic now.现在我们已经适应车辆往来的噪音了。

【辨析】noise、sound与voicenoise：指不悦耳的吵闹声、杂声，可与make连用sound：泛指能听见的自然界的各种声音，不带有任何袭贬色彩voice: 多指人说话、唱歌声音，也指鸟的叫声（但不指其他动物的叫声）。

不与make连用2.【例句】We must address ourselves to the problem of traffic pollution.我们必须设法解决交通污染问题。

Where does noise__________ (pollute) e from? 噪声污染来自哪里?【拓展】；（过去式和过去分词）3.bottom n.底部；最下部【解析】bottom 作名词，意为“底部；最下部”，反义词是top。

【拓展】(at) the bottom of（在）……的底部from top to bottom从上到下；彻底地He waited for me__________the bottom of the hill. 他在山脚下等我。

I cleaned the room from top__________bottom. 我把房间彻底打扫了一遍。

4.turn, get 与bee⑴ bee多指身份、职位等的变化，它强调变化的过程已经完成，后面可接名词或形容词。

He bees a teacher.⑵ get多用于口语，表示一种变化过程，强调的是“渐渐变得”，后常接形容词的比较级形式。

In winter the days get shorter.⑶ turn指在颜色和性质等方面与以前的完全不同，强调变化的结果。

新目英九年元考点Unit13 Rainy days make me sad.一、元考点(一) 考点: tense，owner，light，serve，pink，knowledge，design，smoke，shiny ，silky ，skin，aim，useful，careful ，lead， product ，instance， compare(二) 考点短辨析:1. therefore,=2. for instance,=,=3.however,=4.to start with=5.maybe=may be:6.be annoyed with sb.=7.leave for =8.bring sth with sb=9.at times=10.so that:so+adj.+that ⋯such+n.+that⋯11.sound:sound like:12.would rather do(than do)=13.How do you feel about sb/sth?=pare A with B :compare A to B :(三) 法 :足二、分析：(一) 法1：足1、什么是足：即行充明的一种句子成分。

如： Rainy days make me sad.主足2、可作足的成分有 :形容、不定式、不 to 的不定式、在分、去分等。

①形容作:e.g. You must keep the classroom clean.你必保持教室干。

(考点： keep, find, make, think, consider + it + adj.)②不定式作:e.g. I want you to show me your picture.我想你把片我看一看。

( 考点： want/ask/tell/allow/invite/encourage sb. to do等)③不 to 的不定式作e.g. He often makes us laugh.(考点： have/let/ make sb. do sth.)④ 在分作:e.g. I saw him playing basketball（考点： find/see/watch/hear/notice ++ doing sth.作的行 )doing,附：hear/see/watchto do是其区在后用于 to do 事情的或作已达成，而doing当某事或作正在行。

九年级U n i t13知识点梳理及拓展一、词汇回顾1.乱扔,垃圾,废弃物____________2.底部,最下部_________________3.公众的,公共的______________4.民众,百姓__________________5.优点,有利条件______________6.花费,花费,价钱_____________7.木制的,木头的_____________ 8.塑料的,塑料,塑胶__________9.有关系,作用,影响___________ 10.方法,措施__________________ 11.残酷的,残忍的______________12.有害的_____________________ 13.链子,链条__________________ 14.工业,行业___________________ 15.可重复使用的______________ 16.承担得起（后果）买得起________ 17.回收利用,再利用_____________ 18.大门__________________________ 19.负责人，主席________________ 20.金属__________________________二、词汇变形1.wood(n.木头)→____________________(adj.木制的)2.harm ( n.伤害) →_________________ (adj.有害的) →_________________adj.无害的3.danger(n.危险) →endanger(v.使遭危险;危及) →___________________ (adj.濒危的) →___________________ (adj, 危险的)w(从法律)--lawyer(n.律师)5._____________(n.科学) →___________________ (adj.科学上的,科学的)→___________________ (n.科学家)e(v.使用) →______________ (v.再次使用) →_____________(adj可再次使用的)7.advantage( n.优点;有利条件) →___________________ (反义词) (n.缺点:不利条件)8.__________(v.运输) →__________________(n.运输业:交通运输)9.inspire(n.鼓舞;激励) →___________________ n.灵感;鼓舞人心的人(或事物)10.c reate(v.创造) →_________________ (adj.有创造力的) →________________ (n.创造力:独创性)→___________________ (n.创者)→___________________ (n.创造;作品)三、短语归纳1._________________/________________充满2.______________________把...扔入...里3.________________________过去常常4.________________________在...中发挥作用5.__________________砍倒6._______________________代替，而不是7._________________________有影响，起作用8.__________________导致，通向9._____________________听说10.______________________对...有害11.___________________________不但...而且12.______________到目前为止13._______________________在...顶端或顶部14.____________________________承担得起做15.________________________参加16.______________付费17._______________关掉18.__________________采取行动19._________________扔掉20.________________恢复，归还，使想起21.__________________清理，打扫干净22._______________________在...中发挥作用23._____________________在...底部24._______________________充分利用25.__________________伤害26.________________________...的数量27._________________________违法28.________________________遵守法律30._______________________交通法规31._________________发生32._______________当心，小心33.________________采取措施34.________________占据，开始从事35.________________________想出36._________________赠送,捐赠37.________________成立；建立；建起38.____________________试穿39.____________试验，尝试,参加…选拔四、知识详解1.try to do =try one’s best to do 尽力做某事-e.g. _____________________________________我们将努力在一周内完成这项工作。

人教版九年级英语Unit13知识点总结九年级英语Unit 13 We’re trying to save the earth! 讲义一、词性转换Section A1. litter → (v.) litter2. wood → (adj.) wooden3. harm → (adj.) harmful4. science → (adj.) scientific5. reuse → (adj) reusable6. transport → (n.)transportationSection B7. inspire → (n.) inspiration8. create → (n.) creativity /(adj.) creative二、短语归纳1. play a part in在……中起作用；参与2. not only…but also…不但……而且……3. no longer 不再4. so far 到目前为止5. take action 采取行动6. cut down 砍倒；减少7. help out 帮……解决困难8. pay for 付费；付出代价9. turn off 关掉10. instead of 代替11. lead to 导致；通向12. be harmful to 对……有害13. at the top of 在……顶部14. clean up打扫干净15. add up 总计；加起来16. begin with 以……开始17. set up 建立18. be made from由……制成（看不出原材料）19. be made of由……制成（看得出原材料）20. take public transportation乘坐公共交通工具21. upside down 上下颠倒；倒转22. be known for 因……闻名23. win a prize 获奖24. be good at擅长于25. ride a bike 骑自行车26. get worse and worse越来越糟糕27. throw away 扔掉；抛弃28. pull down 拆下；拆毁29. put……to good use好好利用某物30. bring back恢复；使想起；归还1. What are your ideas for… 关于……你有什么看法？2. do A instead of doing B 做A而不做B3. doing sth. can help 做某事有用4. The number(s) of … have fallen by… ……的数量下降了……5. a + adj.最高级+ n. 一个最……的……6. sb. isn’t the only one who ……不是唯一一个……的人三、重点句子1. There are other advantages of bike riding.骑自行车还有其他的优点。

人教版九年级英语unit13说课稿Distinguished judges. Ladies and gentlemen. I am very glad to meet you here online. My name is … I’m from…And It’s a great honor for me to present the instructional design of my class to all of you. And next I’m going to present this class from the following six aspects.Ⅰ. And now let’s get started from the first part: Analysis of teaching material.We are trying to save the earth. It’s the 13th unit of Go for it English for ninth graders, which was published by people‘s education pre ss in 2013. In this class, the teaching content is selected from Section A, Activity 1a to 2d for the first period of the whole unit. And this is 45-minute listening and speaking class. The topic of context of this unit belongs to the category of man and nature. And the main topic is environmental protection. This period, the teaching emphasis will be put on Environmental pollution in the world. At the end of the class, the students will be able to get a clear understanding of different types of environmental pollution. They will be able to talk about them and come up with some new ideas to solve these problems.Ⅱ. Now let’s move onto the analysis of target students.As they are in the last year of Junior high school,most students are equipped with certain language abilities and skills. They have developed good language proficiency and they are familiar with some useful language learning strategies. However, faced with the stress from the entrance examination for Senior high school,some of the students are not as active as they were. The lack of confidence and feel less interested in English class. All this makes it difficult for them to express themselves clearly and confidently. So in this class,besides the teaching of key vocabulary and the knowledge,I will also focus on improving the students‘ active participation in class, motivating their enthusiasm and arousing their interests and confidence in speaking English.Ⅲ. So based on the above analysis of teaching material and target students, the teaching aims are identified under the guidance of the new curriculum standard, which aims to develop the students Key competencies of English. And these four aspects are integrated in the teaching aims in the class. And they are identified as followings.1.Through pair work and group discussion, students can get a clear understanding about pollution and causes as wellas master the usage of the important words and expressions about them.2.Through the pair work and role play activity, students can work out the solutions of different kinds of pollution and come up with more ways to solve these problems.3.Through fulfilling listening and speaking tasks, students can develop effective learning strategies, especially for listening, speaking and working in groups.4.Through giving oral reports about different kinds of pollution, students can build awareness of environmental protection and enhance ability in solving environmental problems.Ⅳ. Teaching points & Teaching methods & Learning strategiesWhat’s more, I also find th at it might be difficult for students to master the key vocabulary and the structure about the topic in the context and it is also very important for the students to express their ideas about the topic according to their life experiences. So these two teaching points will be paid special attention to and will be emphasized in this class. Well, in order to achieve the teaching aims successfully, I also adopt some certain teaching methods andlearning strategies in this class. As shown here, communicative approach, task-based language teaching and situational language teaching are all adopted in this class. At the same time, I will lead the students to use some efficient learning strategies. First, they can learn knowledge through individual work, pair work and group work. And they can also master the knowledge through observation imitation and practice. And most importantly, communication in real situation is also very important in my class. All these factors make it possible for students to become so successful language learners in my class.Ⅴ. And now let’s take a look at the teaching procedures of this class.This is a standard PWP teaching class for listening and speaking.So now let’s get started from the first part: lead in.Well, in this part, I will ask students to watch a short video about environmental pollution in the world. I think it’s a very direct and effective way to attract students attention, activate their interests and leave them a basic impression about the topic. And after watching this video, I will let the students brainstorm different types of forpollution they know and put them into a mind-map. It helps to enable the students to get a clear and structural understanding about the different types of pollution. And then ask questions: what do you know about these kinds of pollution? And then I’ll present some pictures about the things related to different types of pollution in the world. And the students may also talk about the things they know about the causes.So after that they will be able to deal with activity 1a. They should put the things related to different kinds of pollution into the right column. Is this part the students will get a clear understanding and be more aware of pollution and their causes. And if they may also add more words in different columns. I think it’s a good way to activate students’ initiate. So before I start the listening activities, I will put some pictures on the screen and lead the students to talk about them with some complete sentences.I think this is a good way to bring in the new words and phrases in the context. And it helps the students to learn core vocabulary about this topic in forms of various complete sentences. And also these three types of pollution will be presented in the following task of the book. So this pavesthe way and reduce the level of difficulty for the further tasks.And then in activity 2b, the students will need to practice the listening skill, listening for details and specific information to complete the sentences in the chart. And after that I will give the students a mind map and some hints to ask them to retell the facts and causes about water pollution. I think it’s a good way for students to make an output. And it also paves the way for the following tasks in the post listening period. And after that the students will do with the activity 2a, which need them to practice the listening skills of listening for gist and for main ideas. And next, the students are going to deal with activity 2b. In this part, they also need to practice the listening skills, the listening for details and specific information and complete the sentences. And after that I still think that using a mind map to ask the students to retell the things they know about the pollution is a good way for them to pr actice their oral English. And it’s also an important way to help them experiment with new language and knowledge on their own.And then after the listening tasks, we’re going to deal with activity 2d. In this partstudents need to role play the conversation and underline the solutions to the problems. And here I will also let them discuss in Paris to find more solutions to the problems. And then I will ask them to put the the solutions they find out into two different mind maps. And I think it’s a good way for students to make their ideas and the solutions better organized and systematical. So after that the students can use the mind map they made to retell the things the know about air pollution and waste pollution. In this part, it enables students to practice expressing their ideas and paves the way for the final report of this class.So at last, I will ask students to discuss in groups and work out a report on the different pollutions they know. So here, the students can use the structure shown here to talk about the problems, the causes, the solutions, and last their wishes. So this is the last output part of this class. And it requires students to make integrated use of the key knowledge and vocabulary to express their ideas confidently and clearly.So now let’s take a look at the student’s performances in the class.mini 小课堂微视频Then after the report,I will ask the students to make a summary of the whole class. And here I will present mind maps to help them summarize what they have learned in this class. And this is a good way to help them work individually and build their own structural knowledge about the topic.Ⅵ. And at the end of the class, I will sign a stratified homework for students.In my class the students are divided into different groups according to their language proficiency as well as their daily performances. And homework can also be classified as consolidated homework, inquiry homework and reflected homework. I think the stratified homework is a good way to encourage students learn English spontaneously and independently after class. Here are some of their works after class. I think they did a very good job, right?Ⅶ. Then I will also talk about my blackboard design of this class.As you can see, on the top of the blackboard is the title of this lesson. And on the left it’s a mind map about thedifferent types of pollution. And here I will also put other words about causes and facts under the each category. And on the right is another mind map about the solutions of these problems. I think these two mind maps on the blackboard may help students to express their ideas logically and systematically. And it’s a good way to develop their structural knowledge about the topic.Ⅷ. So, the last part is the teaching effect and teaching reflection.I think that in my class there are some several shining points. First this is a student- centered class, which means that in my class, students are the real masters and they are given plenty of opportunities to experiment with language and acquire knowledge on their own. They can experience different tasks and activities and the flexible use of mind maps enables them to build a structural knowledge about the topic. And they are encouraged to communicate in real situation. However, there is still space for further improvement. I will still work on how to improve students ability to think critically and their innovation. And I will work hard and I’m still on my way. So that is all about mypresentation of this instructional design. And thank you so much for your attention and patience. See you later!。