九年级英语全册Unit13We’retryingtosavetheearth(第3课
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Unit 13 We’re trying to save the earth!要点详解1. We’re trying to save the earth!我们正尽力拯救地球!(1) 本句时态为现在进行时,表示现阶段正在做的事情。
现在进行时所表示的动作并不一定在说话人的说话时刻进行,而是在包括说话时刻在内的一段时间当中进行。
例如:George is translating a book now. 乔治现在在翻译一本书。
(说这句话时,乔治不一定正在翻译;但在包括“说话时刻”在内的一段时间当中,乔治是在从事翻译工作。
)(2) try to do 表示“设法或尽力去做某事”,实际上做与不做,视情况而定,而try doing表示“试着做”,即动作真的进行了或正在进行,成败则视结果而定。
例如:He tried to read, but he was too tired to read much.他想设法看书,但太疲倦了,没看多少。
He tried reading, but that could not make him forget his trouble.他试着看书,但这并没使他忘记烦恼。
2. I am like this animal because I am strong and intelligent.我像这种动物,因为我强壮而聪明。
(1) like在本句中做介词,意为“像”,例如:He looks like winning the race.他看来要在比赛中获胜。
She is like her mother.她像她的妈妈。
(2) like做介词时可用very,very much,rather,quite等副词修饰。
例如:You look very much like your father.你与你父亲很相像。
3. Some of the swamps have become polluted。
一些沼泽已被污染了。
人教版英语九年级全册Unit 13We're trying to save the earth! SectionB (2a-2e)教案人教版九年级全册Unit 13 We're trying to save the earth! Section B (2a-2e)教案I. Objectives:By the end of this lesson, students will be able to:Discuss environmental issues and solutions in English.Provide suggestions for saving the earth.Understand the use of passive voice in the context of environmental problems.II. Materials:Student textbook: Unit 13 “We’re trying to save the earth!” Section B. Whiteboard or blackboard and markers/chalk.Pictures or videos related to environmental problems.III. Procedure:Warm-up:Begin the class by showing pictures or videos related to environmental problems such as air pollution, deforestation, or plastic waste.Ask students to name the environmental problems they see and discusstheir causes and potential solutions as a class.Presentation:Introduce the topic of the lesson: environmental problems and solutions. Review the vocabulary related to the environment and add any necessary new vocabulary on the board.Discuss the use of passive voice in talking about environmental issues. Practice: (15 minutes)a. Activity 1: Vocabulary ReviewHave students work in pairs or small groups to match the vocabulary words with their definitions or examples. Use flashcards or a worksheet for this activity.b. Activity 2: Group DiscussionDivide the class into groups of four or five.Provide each group with a list of environmental problems (air pollution, water pollution, deforestation, etc.).Ask each group to discuss the causes and effects of the assigned problem and brainstorm possible solutions.Encourage students to use the passive voice when discussing the problems and solutions.Production:Hand out Worksheet 2a from the textbook to each student.Instruct students to complete the sentences using the correct passiveforms of the verbs in brackets.Allow students to work individually or in pairs to complete the task. Review the answers as a class and provide feedback.Consolidation:Conduct a class discussion and ask students to share their suggestions on how they can contribute to saving the earth.Encourage students to provide specific actions they can take individually or as a group.Summarize the key points discussed in the class and emphasize the importance of everyone’s efforts in saving the earth.Wrap-up:Assign Homework: Ask students to write a short paragraph about one environmental problem they are most concerned about and one solution they suggest.Recap the main points of the lesson and remind students to complete their homework.Assessment:Assess students based on their participation in group discussions, completion of the worksheet, and the quality of their homework assignment.Role Play:Divide the class into pairs or small groups.Assign each group a scenario related to an environmental problem (e.g., a discussion between a factory owner and an environmentalist, or a debate between two friends about the use of single-use plastics). Instruct students to prepare and perform a role play based on their assigned scenario.Encourage students to use the passive voice and express different perspectives on the issue.Research Project:Assign each student or group a specific environmental problem to research.Instruct students to gather information, statistics, and examples related to the problem.Ask students to create a presentation or poster to share their findings with the class.Provide time for students to present their research and discuss possible solutions.Writing Task:Ask students to write a persuasive letter to a local government official, addressing an environmental problem in their community.Instruct students to explain the issue, its impact, and propose specific actions or policies that can help solve the problem.Encourage students to use persuasive language and provide evidence tosupport their arguments.Homework:Review the vocabulary words related to the environment.Research and write a short essay on one global environmental issue, its causes, and its potential impact on the world. Includesuggestions for how individuals and governments can address the issue.。
UNIT13We'retryingtosavetheearth原文与翻译《牛津初中英语》充分体现了《新课标》的诸多精神。
该教材具有两大特点。
下面是小偏整理的UNIT13We'retryingtosavetheearth 原文与翻译,感谢您的每一次阅读。
UNIT13We'retryingtosavetheearth原文与翻译SectionA1bListenandcompletethesentences.Tony:Hey,Mark,maybewecouldgoswimmingintheriverlaterthi safternoon.Mark:Idon’tthinkIwanttogo,Tony.Tony:Whynot?Mark:Iwastherelastweekendandtheriverwasreallydirty.Eventh ebottomoftheriverwasfullofrubbish,andtherewerenomorefishforf ishermentocatch.Tony:Noway!Itusedtobesoclean.Infact,ithasalwaysbeentheni cestriverinthistown.Mark:Notanymore.Ithinkpeoplearethrowinglitterintotheriver. Factoriesarealsoputtingwasteintotheriver.Tony:That’sterrible!Weshouldwritetothegovernment.Theys houldclosedownthefactories.Mark:Goodidea!ButIthinkeveryoneinthistownshouldhelptocl eanuptheriver,too.Everyoneshouldplayapart,notjustthegovernm entSectionA2aListentotheinterview.thekindsofpollutionthatJasonandSusan talkabout.Interviewer:T odaywe’retalkingtoJason andSusanaboutenvir onmentalproblems.JasonandSusan,canyoutellusaboutsomeofth eproblemsyou’veseen?Jason:Ithinkoneproblemisthattheairisbadlypolluted.Ihardlye verseeblueskiesanymore.Susan:Yes,andIusedtoseethestarsclearly.Interviewer:Whatdoyouthinkhascausedthisproblem?Susan:Well,therearemorecarsontheroadthesedays.Jason:Andfactoriesthatburncoalalsopollutetheairwithalotofb lacksmoke.Interviewer:Whatotherproblemsdoyousee?Susan:Iguessthere’stoomuchrubbishandwasteinthestreets.Jason:Yes!Everydaypeoplearethrowingawaythingslikewoode nchopsticks,plasticbowlsandplasticbags.Susan:They’realsolitteringinpublicplaces,forexample,durin gpicnicsinparks.Thisisturningbeautifulplacesintouglyones.Interviewer:You’reright.Theseareseriousproble msforourenv ironment.Next,let’stalkaboutthethingswecandotohelp.SectionA2bListenagainandcompletethesentences.Interviewer:T odaywe’retalkingtoJasonandSusanaboutenvir onmentalproblems.JasonandSusan,canyoutellusaboutsomeofth eproblemsyou’veseen?Jason:Ithinkoneproblemisthattheairisbadlypolluted.Ihardlye verseeblueskiesanymore.Susan:Yes,andIusedtoseethestarsclearly.Interviewer:Whatdoyouthinkhascausedthisproblem?Susan:Well,therearemorecarsontheroadthesedays.Jason:Andfactoriesthatburncoalalsopollutetheairwithalotofb lacksmoke.Interviewer:Whatotherproblemsdoyousee?Susan:Iguessthere’stoomuchrubbishandwasteinthestreets.Jason:Yes!Everydaypeoplearethrowingawaythingslikewoodenchopsticks,plasticbowlsandplasticbags.Susan:They’realsolitteringinpublicplaces,forexample,d urin gpicnicsinparks.Thisisturningbeautifulplacesintouglyones.Interviewer:You’reright.Theseareseriousproblemsforourenv ironment.Next,let’stalkaboutthethingswecandotohelp.SectionA2dRoleplaytheconversation.JasonandSusan,whatareyourideasforsolvingtheseproblems?Well,tocutdownairpollution,weshouldtakethebusorsubwayin steadofdriving.Yeah,orrideabike.Thereareotheradvantagesofbikeriding.It'sg oodforhealthitdoesn'tanythingGreatideas!Whataboutwastepollution?Mmm,Ithinksimplethingslikebringingabagtogoshoppingcan help.Istarteddoingthatayearago.Me,tooAlso,Inevertakewoodenchopsticksorplasticforkswhen Ibuytakeawayfood.Iusetheonesathome.Andremembertothrowrubbishinthebinsandkeeppublicplace scleanandbeautifulforeveryone.Sotogether,ouractionscanmakeadifferenceandleadtoabetter future!SectionA3aReadthepassageaboutsharksandcompletethefactsheetbelow.SavetheSharks!Manyhaveheardofsharkfinsoup.Thisfamousandexpensivedis hisespeciallypopularinsouthernChina.Butdoyourealizethaty ou’r ekillingawholesharkeachtimeyouenjoyabowlofsharkfinsoup?Whenpeoplecatchsharks,theycutofftheirfinsandthrowthesha rkbackintotheocean.Thisisnotonlycruel,butalsoharmfultotheenvir onment.Withoutafin,asharkcannolongerswimandslowlydies.Sharksar eatthetopofthefo odchainintheocean’secosystem.Iftheirnumber sdroptoolow,itwillbringdangertoalloceanlife.Manybelievethatsharkscanneverbeendangeredbecausethey arethestrongestintheirfoodchain.Butinfact,around70millionshark sarecaughtandtradedinthisindustryeveryyear.Thenumbersofsomekindsofsharkshavefallenbyover90percen tinthelast20to30years.Environmentalprotectiongroupsaroundthe world,suchasWildAidandtheWWF,areteachingthepublicabout“fi nning”.Theyhaveevenaskedgovernmentstodeveloplawstostopthesal eofsharkfins.Sofar,noscientificstudieshaveshownthatsharkfinsare goodforhealth,sowhyeatthem?Helpsavethesharks!SectionB1cListenandcheck(√)thethingsthatJuliaandJacktalkabout.Jack:Turnoffthelights,Julia.Itsaveselectricity.Julia:Oh,Iusuallydothat.Iwasjustinahurry.Jack:Isee.I’vejustreadabookwh ichgivesideasabouthowweca nsavetheenvironment.Forexample,youshouldturnofftheshowerw henyou’rewashingyourhair.Julia:Oh,Iwouldneverdothat.Ihaveveryshorthair.Itonlytakesaf ewminutestowash.Whatelsedoesitsay?Jack:Youshouldtakeyourownbagswhenyougoshopping.Julia:Oh,that’seasy.I’lldothatfromnowon.Whatelse?Jack:Peopleshouldstopridingincarsandstartridingbikes.Julia:Noway!Itwouldtakeme45minutestogettoschoolbybike!Jack:Butit’sgoodfortheenvironment!Besides,Ilikeridingmybi ke.Julia:Yes,andyoualsoliveclosetoschool!SectionB1dListenagain.Check(√)thethingsthatJuliaisdoingnow,thethings shewilldointhefutureandthethingsshewouldneverdo.Jack:Turnoffthelights,Julia.Itsaveselectricity.Julia:Oh,Iusuallydothat.Iwasjustinahurry.Jack:Isee.I’vejustreadabookwhichgiveside asabouthowweca nsavetheenvironment.Forexample,youshouldturnofftheshowerw henyou’rewashingyourhair.Julia:Oh,Iwouldneverdothat.Ihaveveryshorthair.Itonlytakesaf ewminutestowash.Whatelsedoesitsay?Jack:Youshouldtakeyourownbagswhenyougoshopping.Julia:Oh,that’seasy.I’lldothatfromnowon.Whatelse?Jack:Peopleshouldstopridingincarsandstartridingbikes.Julia:Noway!Itwouldtakeme45minutestogettoschoolbybike!Jack:Butit’sgoodfortheenvironment!Besides,Ilikeridingmybi ke.Julia:Yes,andyoualsoliveclosetoschool!SectionB2bReadthepassageandcompletethechartbelow.Rethink,Reuse,Recycle!Doyouoftenthrowawaythingsyoudon’tneedanymore?Have youeverthoughtabouthowthesethingscanactuallybeputtogoodu se?Nothingisawasteifyouhaveacreativemind.Youhaveprobablyn everheardofAmyHayes,butsheisamostunusualwoman.Shelivesin ahouseintheUKthatshebuiltherselfoutofrubbish.Thewindowsanddoorscomefromoldbuildingsaroundhertow nthatwerepulleddown.Thetopofthehouseisanoldboatturnedupsi dedown.Andthegateinfrontofherhouseismadeofrocksandoldglas sbottles.AmyrecentlywonaprizefromtheHelpSaveOurPlanetSociety.Thepresidentsaid,“Amyisaninspirationtousall.”Amyisn’ttheonlyonewhoisgoodatrecycling.JessicaWongfro mHongKongusesoldclothesthatpeop ledon’twearanymoretoma kebags.Shehasbeendoingthisforafewyearsnow.Sheopenedasmallshopwhereshesellsherbags,andshehasalso setupawebsitetosellthemonline.Sheespeciallylikestouseoldjeanst omakehandbags.Herbagsarecuteanduseful.“Iplantowriteabookaboutnewwaystouseoldclothes,”shesai d.“Ihopepeoplecanreadmybookandenjoyit!”WangTaosetupasmallbusinessinShanghaifouryearsago.Heisk nownforusingironandothermaterialsfromoldcarstomakebeautifu lartpieces.Somearelargepiecesthatlooklikeanimalsorhumans,and somearesmallerpiecesyoucanputathome.Themorepopularworks canevenbeseeninartshopsaroundthecity.WangTaohopestosetupa“metalart”themeparktoshowpeop letheimportanceofenvironmentalprotection.Notonlycantheartbri nghappinesstoothers,butitalsoshowsthatevencold,hardironcanb ebroughtbacktolifewithalittlecreativity.翻译:SectionA2d采访者:贾森和苏珊,对于解决这些问题,你们有什么想法?贾森:为了减少空气污染,我们应该乘坐公共汽车或者地铁,而不是开车。
Unit 13 We’re trying to save the earth!教案(SA)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。
Un it 13 We re tryi ng to save the earth!Unit 13 第 3 课时(Section B 1a-2b )测试卷测试时间:15分钟I. 根据句意和汉语提示写出所缺的单词或短语1. We will wait for the school bus at the (大门).2. Don' t ____ 扔掉)these old books. They are good books. You can give them awayto poor childre n.3. The white buildi ng is going to be (___ 摧毁).4. I will (______ 归还)the latest novel to you tomorrow.5. Don ' t put the box (上下颠倒).There is something valuable in it.II. 单项选择1. They are going to put the old things ______ good use. It is a way of recycli ng.A. forB. toC. ofD. with2. The bus in essma n pla ns to ___ ano ther compa ny and he believes that he can doit better.A. take upB. set upC. take offD. set off3. This is a new market ______ we can buy fresh fruit and vegetables.A. whichB. whatC. whereD. who4. He is not the only pers on __ is good at recycli ng.A. whoB. whomC. whoseD. what5. WeChat(微信)is an invention _______ can help people talk to friends, share photos,ideas and feeli ngs freely.A. whichB. whoC. whoseD. how6. In our school library there __________ a number of books on scienee, and in these yearsthe nu mber of them ____ grow ing larger and larger.A. are; isB. is; areC. have; areD. has; is7. —How do you like the two pairs of trousers?—They don' t fit me well. They are _____ too long ______ too short.A. not only; but alsoB. both; andC. n either; norD. either; orIII. 阅读理解An drew Hollema n, a 12-year-old boy, loved play ing in the ope n land n ear his home. The land was wet and forested, and made a home for the birds, other animals and many differe nt pla nts.It made the perfect place for him to study and get to know the n ature. He had seen somered-tailed hawks, red foxes, wood turtles and other animals. He also found special n ative flowers.Suddenly it was announced that the “empty” land would be improved by a lotof houses on it. The pla nts would be removed, the ani mals would run away and most would probably die. Then the wet soil (土壤)would be covered with extra groun ds.Whe n he heard about the n ews, he was not happy. He was very worried that theland and water would be polluted.An drew wrote dow n clearly all the research he had done about the area, and howthe houseswould affect (影响)the local environment. He sent letters to members of localgover nment andtelevision reporters. He also called on his neighbors to oppose the building of thehouses.Although he was only 12 years old, he had the courage and wisdom of a pers onmuch older.An drew' s teachers described him as gen tle, shy and active. His classmates also admired how much he knew about local ani mals and pla nts, and the environment. Each day after school, An drew went door-to-door, to ask the people to sig n (签名),who did not want the houses to be built. I n only one mon th, he got the sig natures of250 people.In the end, the land rema ined a safe place for birds, ani mals and pla nts thatbel on ged there.An drew won many prizes for his brave and great work to stop the houses beingbuilt, and thus help save the environment.1. The passage is mainly about ______ .A. 250 people who sig ned to help An drewB. a brave boy who cared for the en vir onmentC. the ope n land that suited ani mals and pla ntsD. the research of improvi ng the en vir onment2. The underlined word “ oppose” in the passage probably means ___________ .A. supportB. dislikeC. disagreeD. prefer3. An drew was very worried because ______ .A. the ani mals would be killedB. new houses would be built on the ope n landC. not all the n eighbors were going to sig nD. the local gover nment made a right decisi on4. Accord ing to the passage, An drew _____ .A. was good at going door-to-doorB. got in no touch with the reportersC. usually acted like a pers on much olderD. was praised by his teachers and classmates5. We can infer (推测)that _______ .A. the land would rema in as it used to beB. the ope n land would be built into a parkC. the n eighbors would have to move awayD. An drew would soon work for the gover nment参考答案I. 根据句意和汉语提示写出所缺的单词或短语答案 1. gate 2. throw away 3. pulled down 4. bring back 5. upside downII. 单项选择21. B 本题考查put sth. to good use 的固定搭配,意为“好好利用某物” ,故答案为B。
2. B 句意为“那位商人打算再成立一家公司,他相信自己能做得更好” ,故set up 符合题意。
3. C 本题考查关系副词where 的用法。
先行词是market ,关系副词在定语从句中作状语。
4. A 先行词是person ,关系代词在定语从句中作主语,故who 符合题意。
5. A 句意:微信是能够帮助人们和朋友自由地聊天、分享照片、想法以及感受的一种发明。
本题考查定语从句的关系代词。
先行词是an invention ,关系代词在定语从句中作主语,由此可知which 符合题意。
故答案为A。
6. A 主语是a number of books 时,对应的be 动词是are ;主语是the number of them 时,对应的be 动词是is 。