Unit 13 We’re trying to save the earth. Section A Grammar Focus-4c 教案（表格式）2023-2024学年人教版九年级英语全册

教材内容 九年级Unit 13 We’re trying to save the earth.
课时 Grammar Focus -4c
教材分析：
本单元没有新的语法项目，主要是复习以前学过的语法项目。Grammar Focus 的表格总结了本单元的典型例句，包括现在进行时、used to、被动语态、现在完成时态、情态动词的句子，而且每一个句子都是与环境污染或者环境保护话题有关。4a提供了一段记者采访的对话，要求学生根据上下文填入动词的正确形式，学会区分不同的时态、不同语态的用法。这个活动让学生在情境中、在交际中运用语法，从而掌握语法。4b提供了一段保护环境从小事做起的篇章，让学生选择正确的情态动词填空，检测学生能否正确区别他们的意思和用法。4a和4b的练习分别是对话和篇章的形式，但是话题都与环境有关，巩固语法的同时又是环境话题的输入。4c则是开放性的输出活动，要求学生进行小组讨论，写下保护环境的方式，然后展示给全班，其他同学可以赞同也可以是反对这些做法，并对他人的想法表达意见。
学情分析：
九年级的学生已经具备了一定的听说读写能力，他们面临着中考，所以掌握更多的语言知识以及提高他们的听说读写的技能对他们尤其重要。通过听说读写的训练,学生在关注认知语言结构的同时,还要关注语法内容的交际性运用。学生对英语学习有较强烈的愿望和学习的兴趣,喜欢游戏、竞赛、小组合作等活动形式,课堂上教师应关注全体学生,尽量以鼓励表扬为主,营造学英语的氛围,鼓励学生开口说英语,写英语,让他们体味成功的喜悦。
教学目标：
Language abilities: Master the key expression:take part in,afford,turn off,reusable,pay for,take action,transportation… Talk about pollution and protecting the environment. Cultural awareness: Describe the environmental pollution and protection with the key words and sentences. Thinking quality: 1.Express individual opinion freely and logically.. 2.Improve their critical thinking quality. Set up effective studying strategies. Learning ability: Improve their practical abilities. Study by themselves and cooperate with others.
教学重点：
Review the key tenses and use the tenses correctly.
教学难点：
Review the key tenses and use the tenses correctly.
教学方法：
Task-based teaching method; Situational teaching method; Communicative teaching method;
学法：
Cooperative learning method; Task-oriented learning method.
课前准备：
1.Students can read the sentence structure correctly. 2.The teacher gets ready to make PPTX and teaching design for this class.
教学用具：
教学过程Teaching process:Teacher’ activitiesStudents’ activitiesPurposeStep I. Lead inGreetings. Say “good morning!” to the whole class as usual. Let Ss discuss the problem to lead into th topic of pollution: What’s happening to the earth 1.Greet the teacher . 2. Discuss the problem to lead into th topic of pollution: What’s happening to the earth 1.To warm the class. 2. To check if Ss have mastered the words. 3. To enhance communication.Step II. PresentationShow Grammar Focus. Ask Ss to read the sentences and work in groups and find the key structure. Let Ss work in groups and talk about one point . Guide Ss finish the practice and check the answers.Read the questions and answers and and work in groups and find the key structure. Work in groups and talk about one point . Guide Ss finish the practice and check the answers.1.To help Ss understand the target language clearly. 2.To help Ss master the target language..Step III. Practice Guide Ss work on 4a to 4b and then check the answers.1.Work on 4a. Fill in the blanks with the correct forms of the verbs in brackets. 4.Work on 4b. Fill in the blanks with the appropriate modal verbs from the box. 1.To check if Ss can make the right sentences To develop Ss’ ability to make sentences. Step IV. Consolidation Guide Ss work on 4c. Make a list of things that people can do to help the environment and discuss your list with your partner. Let Ss finish the test and then check the answers. 1.Work on 4c. Make a list of things that people can do to help the environment and discuss your list with your partner. 2. Finish the test and then check the answers.To help Ss use the target language smoothly.Step V. SummaryHave Ss sum up what they have learned this class.Think about and sum up the sentence structures.To help Ss master the target language well.作业设计内容设计意图1. Finish the exercise of Grammar focus on the exercise book. 2. Find more ways to help the environment and write them down. To check if students grasp the target language well.课后反思
教学评价：
1.过程性评价：
生生评价：在学生正确回答问题时，其他学生给与鼓掌，对其进行鼓励。
师生评价： 每当学生正确回答问题时，老师用“Well done! Good! Excellent…”等词语进行鼓励评价。
习题评价：通过导学案针对学生所学内容对学生进行评价。
2.课后评价：
A.通过习题形式进行评价。
B. 调查评价
Grammar Focus Undone (√) Done （√） Well (√)
Lead in: I am able read all the sentences in Grammar Focus.
While-learning. I can use know the difference among the different tenses. I can finish the exercises correctly and share the reasons.
After learning. What I want to learn
My difficulties in the learning process: