2021-2022学年牛津上海版九年级英语下册Module1 Unit 1 Saving the Earth教案
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| 名称 | 2021-2022学年牛津上海版九年级英语下册Module1 Unit 1 Saving the Earth教案 |  | |
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| 文件大小 | 24.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津上海版（试用本） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-13 09:29:44 | ||
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2022学年牛津上海版英语九年级第二学期Unit 1 教案
Unit 1 The Green Consumer
The first period (Reading)
I．Teaching objectives：
Language objectives：
Words and expressions:
review/ a green consumer/ vital/ imagine/ chemicals/ fuels/ damage/ occur/ protective layer/ spray cans/ destruction/ erosion/ author/ be in danger/ the green house effect/ the atmosphere/ in the form of gases/ drown/ ozone layer/ burn up/ plastic items/ take in/ damage/ rubbish tips/ kitchen sinks/ felt tips/ fizzy drinks
Skill and ability objectives：
Train the skills of fast-reading.
Emotional and instructional objectives（两纲教育）：
Make the students learn to obtain the correct outlook on life and values. Arouse the students’ sense of environment protection. Get the students know what is a green consumer and try to be a green consumer.
II. Teaching procedure：
Pre-task preparation:
Warm-up: Talk about the past winter holiday and the disastrous snow falls which hit the southern regions of China. Arouse the students’ sense of environmental protection by writing “environment” on the blackboard and guide the students to guess what the text is about.
Brain storming: What is harmful to our environment (Write the students’ answers on the blackboard.)
Ask students to take out their vocabulary lists for looking up while doing the first reading, and make necessary notes in their textbook when they meet with some new words. While the students are doing their first reading, ask some questions at the same time to help the students read faster and understand the text better. Write the key words on the blackboard.
How many kinds of threats is the earth facing according to the author
The green house effect
Damage to the ozone layer
Destruction of the rain forests…
While-task procedure:
Task 1: First write three questions on the blackboard and ask the students to focus their reading on the first passage.
What does the atmosphere act like
What’s the result of the Greenhouse Effect
Why is the Greenhouse Effect becoming worse
Task 2: Ask three students to read the passage again paragraph after paragraph, and invite one student to be the interpreter. Underline the key words and make necessary explanation.
Task 3: Learn the new words and phrases again by reading the wordlists.
Task 4: Play a game to consolidate the key words and sentences.
Task 6: Play Game 2. (a competition between girls and boys by asking and answering questions about the text.)
(the 2nd period: 2-3passages./ The 3rd period: 4-5 passages)
Post-task activity:
Recite all the underlined key words and phrases.
Do exercise C/ D. on P4-5
Homework：
GB1-3(1st )/ GB4-5(2nd )/ WB1-2(3rd )
Recite part 1 on P3/ New words and phrases
The second period
Language objectives：
Words and expressions:
review/ a green consumer/ vital/ imagine/ chemicals/ fuels/ damage/ occur/ protective layer/ spray cans/ destruction/ erosion/ author/ be in danger/ the green house effect/ the atmosphere/ in the form of gases/ drown/ ozone layer/ burn up/ plastic items/ take in/ damage/ rubbish tips/ kitchen sinks/ felt tips/ fizzy drinks
Skill and ability objectives：
Train the skills of fast-reading
II. Teaching procedure：
Pre-task preparation:
Read and recite the new words and expressions they learned in the last lesson.
Listen and read the text.
While-task procedure:
Step1. Review the new words.
Step2. Language points:
板书设计: be in danger→dangerous so…that…→too…to…/not…enough (for sb) to do/…enough to do do something to save the earth (in order to/so as to) save→safe→safely→safety act like sound like feel like look like be like act→actor/actress→activity→active keep …from… stop…from…. Protect…from… living things make a living keep alive be alive as…as…→the same…as… not as…as…→less…than… trouble problem question difficult form v./n. main→mainly cause v./n. course n. excuse n. reason n. rise vi. raise vt. raise one’s hand/one’s voice raise money raise a pet
Post-task activity:
1. Make up some sentences using the words or expressions above.
e.g. be in danger
Our earth is in danger now.
2. Read the language points.
3. Homework: Read and recite the new words and expressions in Unit One.
Recite the language points.
Get ready for the second part of the text.
The third period
Language objectives：
Words and expressions:
review/ a green consumer/ vital/ imagine/ chemicals/ fuels/ damage/ occur/ protective layer/ spray cans/ destruction/ erosion/ author/ be in danger/ the green house effect/ the atmosphere/ in the form of gases/ drown/ ozone layer/ burn up/ plastic items/ take in/ damage/ rubbish tips/ kitchen sinks/ felt tips/ fizzy drinks
Skill and ability objectives：
Train the skills of fast-reading
II. Teaching procedure：
Pre-task preparation:
Read and recite the new words and expressions they learned in the last lesson.
Listen and read the text.
While-task procedure:
Step1. Review the new words.
Step2. Language points:
板书设计: 1.protect→protection 2. by doing sth. with sth. 3. cut down reduce 4. take in take away take care take care of take off take out 5. as well as → both…and… → not only…but also… 6. special adj. especially adv. 7. what to do with how to deal with 8. as many as 9. throw away 10. reach get to arrive at/in 11. so that→in order to/ in order not to 12. destroy damage injure 13. enjoy living a better life 14. may be can’t be must be
Post-task activity:
1. Make up some sentences using the words or expressions above.
e.g. so that
He got up early yesterday morning so that he could catch the early bus.
2. Read the language points.
3. Homework: Read and recite the new words and expressions in Unit One.
Recite the language points.
Review the whole text.
Do exercises on P16.
The fourth period (Language)
I．Teaching objectives：
Language objectives：
1. Using why and because:
---Why did you stay at home yesterday
We stayed at home because it rained.
…because of the rain.
---Because the weather was bad.
---Because of the bad weather.
2. Using (not) as…as to compare things:
We use (not) as… as with adj. to talk about how things are similar or different.
We use (not) as… as with adv. to talk about how things are done similarly or differently.
Badminton is as popular as tennis at my school.
Hong Kong doesn’t get as cold as Beijing.
My mother cooks as well as yours.
The old fax machine doesn’t work as quickly as the new one.
3. Compare things with like, the same as, and different from
We can use like to say things are similar in one or more ways.
We can use the same as to say things are exactly like one another.
We can use different from to say things are not like or not the same as one another.
4. similar to
II. Teaching procedure：
Pre-task preparation:
Picture-talking: P7 A(Why and because)
When we ask for reasons, we use why. When we give reasons, we use because. Ask the students to fill in the blanks of Exe A1. Check the answers together.
While-task procedure:
Task 1: Pair-work. Finish the conversation between Millie and Arthur by asking and answering the questions about how to be clean and green. Arthur replies using words from the box. (P7A1)
Task 2: Make sentences from A1 to complete a notice. (P8 A2)
Task 3: We use (not) as…as to compare things that are similar (or not similar ) in some way. (P8 B1/ B2)
We use (not) as… as with adj. to talk about how things are similar or different.
(GB: P3B1)
We use (not) as… as with adv. to talk about how things are done similarly or differently. (GB: P3B2)
Task 4: Compare things with like, the same as, and different from
We can use like to say things are similar in one or more ways.
We can use the same as to say things are exactly like one another.
We can use different from to say things are not like or not the same as one another.
Task 5: Complete a passage about Jean and June. (GB6 C2) and tell the differences of similar to, the same as and different from. (GB7D)
Post-task activity:
1. Go over the related grammatical rules learnt above .
2. Homework：GB5-7/ WB3-5
3. Dictate Part1 on P2/ Recite Part2 on P2
The fifth period ( listening )
I．Teaching objectives：
Language objectives：
Words and expressions:
passenger/ give out/ leaflets/ messy/ campaign/ keep…awake/ play the drums/ previously/ tip/ a load of building waste
Skill and ability objectives：
Train the ability of listening.
Make the students read the instructions before listening .
Have a quick look at the pictures before listening.
Pay attention to the details of the pictures so as to rearrange the pictures properly.
II. Teaching procedure：
Pre-task preparation:
Warm-up: Ask the students to look at the pictures and ask them to take down key words of each picture.
Pictures1(a/b/c): give out leaflets/ messy/ with lots of litter
Picture2(a/b/c): a Green club/ a campaign/ produce a poster/ go on a natural walk
Picture3(a/b/c): play the drums/ keep us awake/ building site/ awful
Picture4(a/b/c): previously
Picture5(a/b/c): by the side of/ upside down/ tipped a load of building waste
While-task procedure:
Task 1: Play the recording o twice. The students will listen to the stories the put the picture in the right order.
Task 2: Ask the students to describe one story after another, and tell the correct order in which the events happened.
教学反思Teaching feedback:
本听力部分通过对五个小故事的排序，训练了学生的叙述能力及做听力题的方法，是利用早读课的半个小时的前二十分钟来进行的，早上学生精力充沛，学习效率高，利用这个时段来训练听力可达到事半功倍之功效。
The sixth period (More Practice and writing)
I．Teaching objectives：
Language objectives：
1. Words and expressions:
Contaminate/ desert/ respiratory/ solid/ landfill/ pesticide/ quantity/ noticeable/ deposit/ bread down/ acid rain/ hazardous
2. Ｕsing the past tense to describe things happened in the past or tell a story.
Skill and ability objectives：
Train the ability of reading. Train the skill of finding the topic sentences for a paragraph and the mian idea for the whole passage.
II.Teaching procedure：
Pre-task preparation:
Warm-up: How much do you know about pollution
What are the three major pollution
What does the second paragraph tell us about
How can people reduce the amount of land pollution
What make the water pollution happen
While-task procedure:
Task 1: Play the recording once or twice (if necessary), while students find the answers for the questions above.
Task 2: Try to find the topic sentences for the whole passage or each paragraph like this:
Topic sentence for the whole passage/ the first paragraph:
Homework：Recite the underlined key words and phrases.
Unit 1 The Green Consumer
The first period (Reading)
I．Teaching objectives：
Language objectives：
Words and expressions:
review/ a green consumer/ vital/ imagine/ chemicals/ fuels/ damage/ occur/ protective layer/ spray cans/ destruction/ erosion/ author/ be in danger/ the green house effect/ the atmosphere/ in the form of gases/ drown/ ozone layer/ burn up/ plastic items/ take in/ damage/ rubbish tips/ kitchen sinks/ felt tips/ fizzy drinks
Skill and ability objectives：
Train the skills of fast-reading.
Emotional and instructional objectives（两纲教育）：
Make the students learn to obtain the correct outlook on life and values. Arouse the students’ sense of environment protection. Get the students know what is a green consumer and try to be a green consumer.
II. Teaching procedure：
Pre-task preparation:
Warm-up: Talk about the past winter holiday and the disastrous snow falls which hit the southern regions of China. Arouse the students’ sense of environmental protection by writing “environment” on the blackboard and guide the students to guess what the text is about.
Brain storming: What is harmful to our environment (Write the students’ answers on the blackboard.)
Ask students to take out their vocabulary lists for looking up while doing the first reading, and make necessary notes in their textbook when they meet with some new words. While the students are doing their first reading, ask some questions at the same time to help the students read faster and understand the text better. Write the key words on the blackboard.
How many kinds of threats is the earth facing according to the author
The green house effect
Damage to the ozone layer
Destruction of the rain forests…
While-task procedure:
Task 1: First write three questions on the blackboard and ask the students to focus their reading on the first passage.
What does the atmosphere act like
What’s the result of the Greenhouse Effect
Why is the Greenhouse Effect becoming worse
Task 2: Ask three students to read the passage again paragraph after paragraph, and invite one student to be the interpreter. Underline the key words and make necessary explanation.
Task 3: Learn the new words and phrases again by reading the wordlists.
Task 4: Play a game to consolidate the key words and sentences.
Task 6: Play Game 2. (a competition between girls and boys by asking and answering questions about the text.)
(the 2nd period: 2-3passages./ The 3rd period: 4-5 passages)
Post-task activity:
Recite all the underlined key words and phrases.
Do exercise C/ D. on P4-5
Homework：
GB1-3(1st )/ GB4-5(2nd )/ WB1-2(3rd )
Recite part 1 on P3/ New words and phrases
The second period
Language objectives：
Words and expressions:
review/ a green consumer/ vital/ imagine/ chemicals/ fuels/ damage/ occur/ protective layer/ spray cans/ destruction/ erosion/ author/ be in danger/ the green house effect/ the atmosphere/ in the form of gases/ drown/ ozone layer/ burn up/ plastic items/ take in/ damage/ rubbish tips/ kitchen sinks/ felt tips/ fizzy drinks
Skill and ability objectives：
Train the skills of fast-reading
II. Teaching procedure：
Pre-task preparation:
Read and recite the new words and expressions they learned in the last lesson.
Listen and read the text.
While-task procedure:
Step1. Review the new words.
Step2. Language points:
板书设计: be in danger→dangerous so…that…→too…to…/not…enough (for sb) to do/…enough to do do something to save the earth (in order to/so as to) save→safe→safely→safety act like sound like feel like look like be like act→actor/actress→activity→active keep …from… stop…from…. Protect…from… living things make a living keep alive be alive as…as…→the same…as… not as…as…→less…than… trouble problem question difficult form v./n. main→mainly cause v./n. course n. excuse n. reason n. rise vi. raise vt. raise one’s hand/one’s voice raise money raise a pet
Post-task activity:
1. Make up some sentences using the words or expressions above.
e.g. be in danger
Our earth is in danger now.
2. Read the language points.
3. Homework: Read and recite the new words and expressions in Unit One.
Recite the language points.
Get ready for the second part of the text.
The third period
Language objectives：
Words and expressions:
review/ a green consumer/ vital/ imagine/ chemicals/ fuels/ damage/ occur/ protective layer/ spray cans/ destruction/ erosion/ author/ be in danger/ the green house effect/ the atmosphere/ in the form of gases/ drown/ ozone layer/ burn up/ plastic items/ take in/ damage/ rubbish tips/ kitchen sinks/ felt tips/ fizzy drinks
Skill and ability objectives：
Train the skills of fast-reading
II. Teaching procedure：
Pre-task preparation:
Read and recite the new words and expressions they learned in the last lesson.
Listen and read the text.
While-task procedure:
Step1. Review the new words.
Step2. Language points:
板书设计: 1.protect→protection 2. by doing sth. with sth. 3. cut down reduce 4. take in take away take care take care of take off take out 5. as well as → both…and… → not only…but also… 6. special adj. especially adv. 7. what to do with how to deal with 8. as many as 9. throw away 10. reach get to arrive at/in 11. so that→in order to/ in order not to 12. destroy damage injure 13. enjoy living a better life 14. may be can’t be must be
Post-task activity:
1. Make up some sentences using the words or expressions above.
e.g. so that
He got up early yesterday morning so that he could catch the early bus.
2. Read the language points.
3. Homework: Read and recite the new words and expressions in Unit One.
Recite the language points.
Review the whole text.
Do exercises on P16.
The fourth period (Language)
I．Teaching objectives：
Language objectives：
1. Using why and because:
---Why did you stay at home yesterday
We stayed at home because it rained.
…because of the rain.
---Because the weather was bad.
---Because of the bad weather.
2. Using (not) as…as to compare things:
We use (not) as… as with adj. to talk about how things are similar or different.
We use (not) as… as with adv. to talk about how things are done similarly or differently.
Badminton is as popular as tennis at my school.
Hong Kong doesn’t get as cold as Beijing.
My mother cooks as well as yours.
The old fax machine doesn’t work as quickly as the new one.
3. Compare things with like, the same as, and different from
We can use like to say things are similar in one or more ways.
We can use the same as to say things are exactly like one another.
We can use different from to say things are not like or not the same as one another.
4. similar to
II. Teaching procedure：
Pre-task preparation:
Picture-talking: P7 A(Why and because)
When we ask for reasons, we use why. When we give reasons, we use because. Ask the students to fill in the blanks of Exe A1. Check the answers together.
While-task procedure:
Task 1: Pair-work. Finish the conversation between Millie and Arthur by asking and answering the questions about how to be clean and green. Arthur replies using words from the box. (P7A1)
Task 2: Make sentences from A1 to complete a notice. (P8 A2)
Task 3: We use (not) as…as to compare things that are similar (or not similar ) in some way. (P8 B1/ B2)
We use (not) as… as with adj. to talk about how things are similar or different.
(GB: P3B1)
We use (not) as… as with adv. to talk about how things are done similarly or differently. (GB: P3B2)
Task 4: Compare things with like, the same as, and different from
We can use like to say things are similar in one or more ways.
We can use the same as to say things are exactly like one another.
We can use different from to say things are not like or not the same as one another.
Task 5: Complete a passage about Jean and June. (GB6 C2) and tell the differences of similar to, the same as and different from. (GB7D)
Post-task activity:
1. Go over the related grammatical rules learnt above .
2. Homework：GB5-7/ WB3-5
3. Dictate Part1 on P2/ Recite Part2 on P2
The fifth period ( listening )
I．Teaching objectives：
Language objectives：
Words and expressions:
passenger/ give out/ leaflets/ messy/ campaign/ keep…awake/ play the drums/ previously/ tip/ a load of building waste
Skill and ability objectives：
Train the ability of listening.
Make the students read the instructions before listening .
Have a quick look at the pictures before listening.
Pay attention to the details of the pictures so as to rearrange the pictures properly.
II. Teaching procedure：
Pre-task preparation:
Warm-up: Ask the students to look at the pictures and ask them to take down key words of each picture.
Pictures1(a/b/c): give out leaflets/ messy/ with lots of litter
Picture2(a/b/c): a Green club/ a campaign/ produce a poster/ go on a natural walk
Picture3(a/b/c): play the drums/ keep us awake/ building site/ awful
Picture4(a/b/c): previously
Picture5(a/b/c): by the side of/ upside down/ tipped a load of building waste
While-task procedure:
Task 1: Play the recording o twice. The students will listen to the stories the put the picture in the right order.
Task 2: Ask the students to describe one story after another, and tell the correct order in which the events happened.
教学反思Teaching feedback:
本听力部分通过对五个小故事的排序，训练了学生的叙述能力及做听力题的方法，是利用早读课的半个小时的前二十分钟来进行的，早上学生精力充沛，学习效率高，利用这个时段来训练听力可达到事半功倍之功效。
The sixth period (More Practice and writing)
I．Teaching objectives：
Language objectives：
1. Words and expressions:
Contaminate/ desert/ respiratory/ solid/ landfill/ pesticide/ quantity/ noticeable/ deposit/ bread down/ acid rain/ hazardous
2. Ｕsing the past tense to describe things happened in the past or tell a story.
Skill and ability objectives：
Train the ability of reading. Train the skill of finding the topic sentences for a paragraph and the mian idea for the whole passage.
II.Teaching procedure：
Pre-task preparation:
Warm-up: How much do you know about pollution
What are the three major pollution
What does the second paragraph tell us about
How can people reduce the amount of land pollution
What make the water pollution happen
While-task procedure:
Task 1: Play the recording once or twice (if necessary), while students find the answers for the questions above.
Task 2: Try to find the topic sentences for the whole passage or each paragraph like this:
Topic sentence for the whole passage/ the first paragraph:
Homework：Recite the underlined key words and phrases.