人教版Unit13教案
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Unit 13 We We’’re trying to save the earth!Section A (3a-3b) Save the sharks!一、教学目标:1. 语言知识目标基本词汇:shark, fin, cruel. harmful, chain, ecosystem, industry, law, scientific, 基本词组:be harmful to, at the top(of sth.), throw away基本句型:No scientific studies have showed that shark fins are good for health.We should help save the sharks. 2. 情感目标: be friendly to nature, call for people be friendly to nature, call for people not’ Finning’not’ Finning’not’ Finning’ any more. 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: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:多媒体,纸四、教学方法:Skimming, Scanning, careful reading五、教学步骤:Step one: Warming upPlay a guessing game, let students guess the animals.通过猜谜游戏调动课堂气氛,引出鲨鱼的话题。
Unit 13We're trying to save the earth!本单元围绕环境保护的话题,并用主题图片表现噪音污染、空气污染、水污染等内容,目的是为了让学生对环境的破坏有一个直观的认识,从而激发学生强烈的社会责任感和对未来发展的思考。
Section A的重点是让学生掌握与环境污染和环境保护相关的词汇和句型,同时引导学生关爱动物、保护环境。
教学难点是让学生学会正确使用连词和结合生活实际讲述如何保护环境。
Section B在Section A所学的基础上,进一步谈论如何保护环境。
教学重点是让学生了解环境保护的方式,并落实到积极的行动当中,同时还有阅读策略和写作技巧的训练。
教学难点是让学生在阅读2a文章之后,根据所给词根找出衍生出的不同词汇,并理解前缀和后缀的不同用法。
The First Period—Section A(1a-2d)Teaching Important Points【教学重点】Key words & phrases:litter,bottom,fisherman,coal,ugly,advantage,cost,wooden,plasticnoise pollution,air pollution,water pollution,be full of,play a part in,turn…into,cut down air pollutionKey sentences:1.Even the bottom of the river was full of rubbish.2.It used to be so clean.3.Everyone in this town should play a part in cleaning it up.4.The air is badly polluted because there are more cars on the road these days.5.The air has become really polluted around here.6.We're trying to save the earth.Key structure:should+do;used to+do;have/has+done;be+done;be+doinge.g.Everyone should help to clean up the river.The air has become really polluted.I used to be able to see stars in the sky.The air is badly polluted.Teaching Difficult Points【教学难点】★Practice the structures to talk about pollution and environmental protection.Teaching Aids【教学工具】A tape recorder,CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1.Greeting2.Discussion and reviewDiscuss with the students,like this:T:What kinds of pollution are there these days?S:…T:What causes the pollution?S:…3.Review the words and expressions about the topic.★Step 2Cooperative inquiry【合作探究】1.Finish the task in 1a①Show pictures or play videos about pollution and talk about the pollution.②Read these phrases in 1a.Look at the pictures in 1a and say what they see in the pictures.Write down the words and add more words.③Ask students to say out their words in each kind of pollution.2.Finish the task in 1b①Read the instructions.Get the students to read the contents in the chart and think of what they will fill in the blanks.②Play the recording for the first time.Students listen and fill in the words.③Play the recording a second time.Ask them to check the answers.Then ask the questions.Students answer with full sentences.④Ask more questions to help students learn more details.Then play the recording for the students to role-pay the conversation.3.Finish the task in 1c①Show the key words of the conversation.Ask students to retell the contents in the chart.Like this:What:dirty;bottom,rubbish;fishWhy:littering,putting wasteHow:write to,close down;help to clean up②Read aloud the model dialogue in 1c.Then in pairs,do the oral practice with more words.③Ask two pairs to perform in class.4.Finish the tasks in 2a-2b①Use PPT or pictures to show the four kinds of pollution.Get the groups of students to havea competition to say words about the pollution one by one.land pollution:…air pollution:…noise pollution:…water pollution:…②Get the students to write down these words in their notebooks.③Play the recording for the first time.Students listen and circle the kinds of pollution.Check answers with the class.④Read the sentences in 2b.Predict the contents they will fill in.Play the recording.Students listen and complete the sentences.⑤Play the recording again.Check the answers with the whole class.5.Finish the task in 2c①Read the sample conversation in 2c.Then Read the listening materials and discuss in pairs what causes the two kinds of pollution.②Students work in pairs,making dialogues.③Ask three pairs to role-play their conversations to the class.6.Finish the task in 2d①Talk about the picture in 2d.Ask:What are your ideas for solving the air pollution/waste pollution problem?Present the new words in the conversation.Such as,coal,advantage,wooden,plastic,takeaway,bin,…②Read the conversation in 2d quickly.Find out the problems about environmental pollution in the dialogue.③Read the conversation again.Ask the students to find the ways to solve the problems of air and waste pollution.④Read aloud the conversation by the recording.⑤Learn the useful expressions:What are your ideas for doing…To cut down air pollution,we should…So together,our actions can make a difference and…⑥Role-play or read the conversation in pairs until fluently.★Step 3Homework1.What are your ideas for solving the waste pollution problem?2.Write the words about the four kinds of pollution.3.Translate the following sentences into English.(1)我们正在想办法拯救地球。
Unit 13We’re trying to save the earth!Section A(1a-2d)┃教学小结┃【板书设计】Unit 13We’re trying to save the earth!Section A(Section A(3a-4c)┃教学小结┃Section B(1a-1e)┃教学小结┃Section B(2a-2e)设计意图:读前预测,为学生在接下来的阅读中获取文章大意作准备。
思维导图可以帮助学生理清文章脉络。
Step 5:Use pictures to teach the new words.When students think about the questions in Step 3,the teacher can write down the new words on the blackboard.And teach them the new words.设计意图:适时呈现词汇,可以减轻学生的阅读压力。
While readingStep 6:Fast reading1.Ask students to look through the article quickly and find out the answer to each question.How many people are mentioned in the passage?Who are they?2.The teacher adds information to the mind-map.设计意图:扫读整篇文章,获取大意,帮助学生把握文章的整体性。
Step 7:Careful reading(Paragraph 2)1.Ask students to read Paragraph 2 carefully and fill in the chart.2.Check answers.3.The teacher adds the information to the mind-map.Step 8:Careful reading(Paragraph 3)1.Ask students to read Paragraph 3 carefully and fill in the chart.2.Check answers.Name What did she make?What materials did she use?Jessica Wong bags old clothes,especially old jeans3.The teacher adds the information to the mind-map.Step 9:Careful reading(Paragraph 4)1.Ask students to read Paragraph 4 carefully and fill in the chart.2.Check answers.Name What did he make?What materials did he use?Wang Tao beautiful art pieces iron and other materials from old cars3.The teacher adds the information to the mind-map.Which things can be done by common people every day?Which things have to be done by governments and organizations?Common people Governments Organizations2.Ask several groups to give a report.设计意图:教师让学生对所学的保护环境的措施进行归纳和分类,培养学生分析问题和解决问题的能力。
第 1 页 Unit13 SectionA (3a-4c ) 教案1.0 Teaching analysis 教情分析1.1 Teaching objectives 教学目标 1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: cruel, harmful, be harmful to, at the top of, industry, law, scientific, take part in, afford, turn off, pay for, take action1.1.1.1.2 For comprehending: shark, fin, chain, the food chain, ecosystem, reusable, transportation1.1.1.2 Sentence Structures1) M any have heard of shark fin soup.2) B ut do you realize that you’re killing a whole shark ut do you realize that you’re killing a whole shark each time you enjoy a each time you enjoy abowl of shark fin soup?3) T his is not only cruel, but also harmful to the environment.4) S harks are at the top of harks are at the top of the food chain in the ocean’s ecosystem.the food chain in the ocean’s ecosystem.5) I f their numbers drop too low, it will bring danger to all ocean life.6) W ithout a fin, a shark can no longer swim and slowly dies.7) T he numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.8) T hey have even asked governments to develop laws to stop the sale ofshark fins. 9) S o far, no scientific studies have shown that shark fins are good for health,so why eat them?10) We We can’t can’t can’t afford to wait any longer to take action! afford to wait any longer to take action!1.1.1.3 Grammar Focus1) But do you realize that you’re killing a whole shark But do you realize that you’re killing a whole shark each time you enjoy a each time you enjoy abowl of shark fin soup? (each time 引导时间状语从句,意为“每当…”) 2) This is not only cruel, but also harmful to the environment. (notonly…but also…连接两个并列成分,意为“不仅…而且…”)3) So far, no scientific studies have shown that shark fins are good for health,so why eat them? (so far 意为“到目前为止”,是现在完成时的标志)4) Without a fin, a shark can no longer swim and slowly dies. (no longer 意为“不再”,等于not … any longer)1.1.2 Ability goals 能力目标1.1.2.1 To review the present perfect tense and the passive voice.1.1.2.2 To enable Ss to learn some of the key words and expressions in the reading passage.1.1.2.3 To cultivate Ss to read for specific ideas and the structure of the passage.1.1.3 Emotional goals 情感目标1.1.3.1 To help Ss understand the present situation of sharks.1.1.3.2 To raise Ss’ awareness of protecting animals. 1.2 Important and difficult teaching points 教学重难点1.2.1Enable Ss to learn and apply the sentence patterns. 1.2.2 Enable Ss to know the sharks are in danger.1.2.3 Guide Ss to help save the sharks.2.0 Student analysis 学情分析2.1 Fundamental State 基本情况通过本单元第一课时的学习,学生基本上激活了已有的语言知识,对本单元的话题(pollution and environmental protection )已经有所感知,对于environmental problems, how to solve air pollution, how to solve waste pollution 等内容有了更深入的学习。
新版人教版九年级英语Unit13全单元公开课教案共16页学科课型课题 English fresh 年级课时 9 1 / 6 班级媒体 a tape recorder, CAI Unit 13 we’re trying to save the earth!Section A 1a ~ 1c 话题Protecting the environment 功能 Talk about pollution and environmental protection 1. Target language: |m 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 verbs 3. 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 According to designing some tasks, to train students’listening ability and to train students’ xxmunicative xxpetence.教学目标过程方法知识技能情感Everyone should keep our rivers clean. 态度学习策略Listening for key words, transforming information. 重点 Target Language 难点 1.How to train students’listening ability.2.How to train students’xxmunicative xxpetence.教学内容及问题情境学生活动设计意图 Look at the 1a. To introduce Ss to the unit goal, talk pictures and write these about pollution and environmental protection. words in the boxes below. Picture: Then write The four pictures show other words you know. different forms of environmental pollution. The first picture on the left shows an airplane flying 新|课 |标|第 |一| 网呈现本课重点词汇,认知,理解,记忆。
新版人教版九年级英语Unit13全单元公开课教案共16页ask them what they see。
Then。
ask them to predict what the article will be about based on the pictures.1b。
Play the recording and ask students to listen carefully for the target language and useful ns。
Have them take notes and then discuss their findings in pairs or small groups.1c。
Have students work in pairs or small groups to discussthe ns and prompts related to the article。
Encourage them to usethe target language and useful ns in their ns.The topic of this lesson is protecting the environment。
specifically focusing on n and environmental n。
The target language includes phrases such as "We're trying to save the earth" and "Everyone should help to clean up the river." The grammar covered includes present progressive。
used to。
and modal verbs。
nally。
students will learn new vocabulary words such as "litter," "bottom," and "fisherman."The teaching methods used in this lesson include listening for key words。
人教版英语九年级Unit 13《We’re trying to save the earth》全单元说课稿一. 教材分析人教版英语九年级Unit 13《We’re trying to save the earth》全单元主要围绕环保主题展开,通过学习本单元,学生能够掌握与环保相关的词汇和表达方式,了解人们为保护地球所采取的行动,提高环保意识。
本单元包括两个阅读文本,分别是关于地球一小时活动和一位美国学生的环保故事。
通过阅读和实践活动,学生能够提高阅读理解能力,培养运用英语进行交流的能力。
二. 学情分析九年级的学生已经具备了一定的英语基础,能够理解和运用一些基本的英语表达。
但他们在阅读理解,尤其是对于长篇阅读材料的理解上还存在一定的困难。
此外,学生对于环保主题的认识和关注程度不同,因此在教学过程中需要引导学生深入思考,提高他们的环保意识。
三. 说教学目标1.知识目标:学生能够掌握本单元的重点词汇和表达方式,理解阅读文本的内容。
2.能力目标:学生能够运用英语进行阅读理解,提高阅读能力;能够运用所学知识进行交流和讨论。
3.情感目标:学生能够增强环保意识,认识到保护地球的重要性。
四. 说教学重难点1.重点:本单元的重点是让学生掌握与环保相关的词汇和表达方式,提高阅读理解能力。
2.难点:学生对于阅读文本的理解和运用所学知识进行交流和讨论。
五. 说教学方法与手段1.教学方法:采用任务型教学法,引导学生通过阅读、讨论、实践活动等方式,提高英语运用能力。
2.教学手段:利用多媒体教学设备,展示相关图片和视频,帮助学生更好地理解文本内容。
六. 说教学过程1.导入:通过展示地球环境的图片,引导学生思考环保问题,激发学生的学习兴趣。
2.阅读理解:学生自主阅读文本,回答相关问题,教师进行讲解和指导。
3.小组讨论:学生分组讨论,分享各自的观点和感受,教师进行巡回指导。
4.实践活动:学生根据所学内容,进行角色扮演或写作练习,教师进行评价和指导。
Unit 13:We’re trying to save the earth!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:be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back基本句型:We’re trying to save the earth!The river used to be so clean.The air is badly polluted.No scientific studies have showed that shark fins are good for health.We should help save the sharks.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used to 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used to 句型。
三、教学步骤:Section A 1 (1a-1d)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 road.II. LearningHere are some words related to different kinds of pollution. Write them in the box below. Then add 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 houses air pollution factories smoking cars building houseswater pollution ships rubbish littering factoriesIII. Listening1. 1b Listen and complete the sentences.What was the problem? The river was _____________. Even thebottom (底部) of the river was full of________. There were no more ______ forfishermen (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 askthem to ___________ the factories. Everyoneshould help to __________ the river.Keys: really dirty rubbish fish litter waste governmentclose down clean up2. Listen again and check (√) the sentences you hear.1) We could go fishing in the river.2) The river was really dirty.3) The river has always been the nicest river in this town.4) We should ask the teachers for help.Keys: 2 3IV. 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 can we do?A: Everyone should help to clean up the river.V. 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。
e.g. Every student should try to study hard in order to study in a university.为了进入大学学习,每个学生都应该努力学习。
2. Here are some words related to different kinds of pollution.be related to 与…有关e.g.I am not related to him in any way. 我和他无任何关系。
3. Everyone in this town should play a part in cleaning it up!play a part in 在……方面起作用e.g. A good diet plays a large part in helping people live longer.健康的饮食在帮助人们长寿方面起着非常大的作用。
play a part 在……中扮演角色e.g. He was invited to play a part in this TV play.他被邀请参加这个电视剧的演出。
4. Even the bottom of the river was full of rubbish.Yes, but people are throwing litter into the river.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. Throw the rubbish out. 把垃圾扔出去。
The room is full of rubbish. 房间里堆满了垃圾。
Pick up your litter after a picnic. 野餐后将废弃物收拾好。