人教版九年级全册英语 Unit13 We're trying to save the earth! SectionA 1a-1c 教案

Unit 13 we’re trying to save the earth!
（新目标九年级下Section A第一课时）
教学设计
单元名称 Unit 13 We’re trying to save the earth! Section A (the first period)
主要内容介绍背景分析 一、背景分析 教材分析： 新目标九年级Unit 13 we’re trying to save the earth! Section A (the first period) 本单元以“环境保护”为话题，通过讨论大气污染、水污染和废弃物污染等造成的原因以及我们如何做去改善环境，着重复习时态和语态等语法知识。本节课是本单元Section A的第一课时，根据学生实际情况，我对教材进行了整合，删减部分内容，同时也根据自己的理解进行了补充。学生分析： 1、学生基础：学生能用简单的英语做出描述，交流信息，表达感觉和情感。但对环境保护兴趣很高，渴望了解外面的世界，承担保护环境的责任，有利于激发学生的参与热情。 2．学习方式：在英语学习中学生善于模仿语言，但由于语言表达能力有限，不太敢于创新，开始上课时较为紧张需要教师引导，但有共同完成各种任务的意识。因此，我尽量给他们创设一个愉悦而宽松的学习情境，只引导不包办，激发并鼓励学生大胆谈论，渴望谈论。 3．学习能力： 英语是综合运用能力的体现，它要求学生对单词、句型、基本语法能熟练运用，还要求学生要有较强的逻辑表达能力。但是学生对时态掌握仍需加强。
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used to 句型。
3. 情感目标: 有环境危机意识，学会关注环境保护环境。
教学重点 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。 保护环境的措施方法。
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How to train students’ listening abilityHow to train students’ communicative competence．
教 学 过 程 详细内容师生活动 个性彰显
1a. To introduce Ss to the unit goal, talk about pollution and environmental protection.Picture:The four pictures show different forms of environmental pollution. The first picture on the left shows an airplane flying over some houses. The airplane seems to be flying a quite a low altitude, so the noise level must be quite high foe the people living in these houses. This is considered noise pollution. The second picture shows some vehicles give out exhaust fumes and causing air pollution. In the third picture, we see big chimneys giving off a lo of smoke and polluting the air. The last picture shows a rubbish dump hat pollutes the environment around it.What other things cause pollution Ask Ss to complete the activity as a class, then work in pairs to think of more words to add to the lists for each column.1b. To help Ss recognize the target language in natural speech.Everyone needs to play a part: In the conversation, the boys are talking about the river in their town being polluted by litter and industrial waste. One of them wants to write to the government about the problem, but the other boy wisely says that cleaning up the river is everyone’s responsibility, not just the government’s. Predicting the answersSs work in pairs to predict the answers to the activity, then play the recording for Ss to fill in the gaps and review answers as a class.1c. To give Ss guided practice in using the target language to talk about pollution and environmental protection.Review of used to and should.2a.To give Ss practice in learning for specific information.Culture Focus: Throwaway societyIn the conversation, Susan identifies “too much rubbish and waste” as a serious environmental problem.2b. To give Ss further practice in listening for specific information.VocabularyFocus on some words used to talk about the things that are thrown away. rubbish (British English)- things that people throw away trash/ garbage (American English)- things that people throw away waste- rubbish and unwanted materials left behind after we have used something, e.g. industrial waste litter- things that people have thrown away and left on the ground in public places2c. To give Ss practice in using the target language in conversations. 设计理念：根据学生情况，选择直观图片使学生的思维活跃，增强课堂气氛，并使学生放松紧张情绪，激发学生提高学习英语的兴趣。随后在对学生提出问题，这时学生正处于兴奋状态回答问题积极踊跃设计理念：这几个问题是为了复习以前学过内容并操练环境相关词汇。让多个Ss分别作答。部分词本应在section B中出现，但此处作为口语出现。并在老师的评价语中适时出现，加深学生对词汇的印象。设计理念: 通过师生, 生生互动对本课的展示, 把教材内容活化为生活实际,根据课堂时间安排，检查对话若干。要求S在听时，记录描述中出现的环境污染及挽救办法。让同学朗读记录下来相关时态，以此强化学生对时态意识。把学习化为交际, 在轻松愉快的环境中使学生了解本课所学知识.设计理念: 写作训练是我们教学中不可忽视的一点. 对学生感兴趣的话题进行层层铺垫并仿写的范文, 所以做起来难度不大. 这一活动也为本单元后面内容的教学起铺垫作用.
板书设计 Unit 13 we’re trying to save the earth! Section A 1a ~ 1cWe’re trying to save the earth. (Present progressive)People are throwing litter into the river. The river used to be so clean. (Used to ) Everyone should help to clean up the river. (Modal verb)People are throwing away things every day.People are littering in public places.To cut down air pollution, we should take the bus or subway instead of driving.Our actions can make a difference and lead to a better future.