第13单元教案x.docx

Unit 13 We’re trying to save the earth!
教材来源：初中九年级《英语》教科书/人民教育出版社2014年版
内容来源：九年级《英语（全一册）》第十三单元
主 题：We’re trying to save the earth!
课 时：共5课时
授课对象:九年级学生
设 计 者：九年级英语备课组

目标确定的依据

1.课程标准相关要求
课程标准五级目标要求听的方面九年级学生能听懂能根据语调和重音理解说话者的意图；能针对所听语段的内容记录简单的信息。口语方面能在口头表达中进行适当的自我修正；能有效地询问信息和请求帮助；能根据话题进行情景对话；读的方面，能根据上下文和构词法推断、理解生词的含义；能理解段落中各句子之间的逻辑关系；能找出文章中的主题，逻辑故事的情节，预测故事情节的发展和可能的结局。写的方面，能根据写作要求，收集、准备素材；能独立起草短文、短信等，并在教师的指导下联系修改；能使用常见的连接词表示顺序和逻辑关系；

2.教材分析
本单元以“保护环境”为核心话题，主题有三个，分别是噪声污染、空气污染、水污染的具体例子，课本图片的展示主要是为了让学生对环境的破坏有一个直观的认识，从而激发他们强烈的社会责任心和对未来发展的思考，同时引导学生关爱动物，保护环境。
3学情分析
本单元没有新的语法项目，主要复习以前学过的语法项目。包括现在进行时态、被动语态、现在完成时、情态动词和used to.本单元教学内容由浅入深，逐步引导学生用英语表述环境污染或者环境保护，通过学习，让学生在交际活动中学会正确地用英语谈论环境的发展和变化，培养强烈的社会责任心。

学习目标
Section A：
主要介绍本单元基本的语言内容，注重学生的听说能力和短语的积累。教材通过学习环境污染和环境保护相关的话题，利用图片设置的情景导入本单元语言功能项目和语法项目，然后通过听力和口语训练来落实这些语言功能项目。
Section B：
（1）通过说和读的练习，让不同的学生说出保护地球的各种方式。
（2）通过听力练习，让学生听出保护地球的各种方式。
（3）通过小组合作，进行阅读和说话训练。
( 4 ) 通过小组合作，运用所提供给的目标语言进行写作练习。

课时划分：
第一课时：Section A1 1a – 2d
第二课时：Section A2 3a-4 c
第三课时：Section B1 1a-1e
第四课时：Section B2 2a-2e
第五课时：Section B3 3a-3b,Self check

第一课时：Section A 1 (1a – 2d)
Step 1 Warming-up
Play the earth song, let the students listen and answer what the song remind them of. Lead in the topic of this unit.
Step 2 Presentation
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 lot 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.
Step 3 Listening Practice
1b Next you are going to listen to a conversation. 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. Listen and fill in the chart on page 97 with words you hear. While listening, pay attention to the form of the sentences.
Step 4 Pairwork
1c. To give Ss guided practice in using the target language to talk about pollution and environmental protection.
Step 5 Listening Practice
2a. To give Ss practice in learning for specific information.
Culture Focus: Throw away society
In 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.
Step 5 Oral Practice
2c
To give Ss practice in using the target language in conversations.
Providing an example
Step 6 Expansion and extention
2d Role –play the conversation
Have the students role-play the conversation in 2d in groups and choose the best one.
Explain some key phrases and sentences and help students understand the language points.
Step 7 Summary
Ask students to sum up the target language and the key structure:
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.
Read the vocabulary aloud by using flashcards.
Step 8 Exercises
单项填空。
(　　)1.I think we will play________ Class one this afternoon.
A．about B．in C．to D．against
(　　)2.Your bedroom is too dirty.Please ________.
A．clean it up B．clean up it
C．set it up D．put it up
(　　)3.The boy stayed at home all day ________ going to school last term.
A．instead B．instead of
C．take place of D．take the place of

课后反思：

第二课时：Section A 2 (3a – 4c)
Step 1 Review
Greet the class as usual.
Revise the important sentences.
Step 2 Reading
3a. To give Ss practice in reading for specific information.
Learning more about sharks
Ask Ss to do some additional research to find out more about sharks before this lesson.
Step 3 Reading
3b. To give Ss the opportunity to review the use of conjunctions.
Shark fin soup is a Chinese delicacy that is popular not only in China, but also among the Chinese population in other countries like Singapore and Malaysia.
Review of conjunctions
○so: used to say that something is a result of something else that has just been mentioned.
e.g. I was tired, so I decided to take a map.
○ although: used to contrast one part of a sentence with another, has the effect of making the main idea in the sentence seem surprising or unexpected.
e.g. Although she studied hard, she did not pass the exam.
○ if: used to talk about the circumstances in which something else might happen; gives the condition for something else to happen.
e.g. If you study hard, you will do well.
○but: used to contrast two parts of a sentence and show that they are opposite or very different in meaning.
e.g. The children stopped plying when they heard the bell.
Step 4 Work on 4a&4b
Let the students do 4a and 4b in dividually,then check the answers.
Step 5 Speaking
4c. To prompt Ss to think about ways of protecting the environment.
To reinforce the target language for talking about environmental protection.
Let’s talk about …
Make a list of things that people can do to help protect the environment.
Step 6 Exercises
完成句子，每空一词。
1．电在我们日常生活中起着重要作用。
Electricity________ an important ________ in our daily life.
2．你的抽屉真是一片混乱，你介意清除一下吗？
Your drawer is really a mess. Would you mind ________ ________ ________？
3．要是你忙的话，就改日再来吧。
If you are busy, you may come another day ________.　
4．我们必须减少水的用量。
We must ________ ________ ________ the amount of water we use.
5．昨天晚上我们县城的电被切断了。
Electricity was ________ ________ in our town last night.
6．不仅是我而且他也想去看电影。
Not only I ________ ________ he ________ to see a film.
7．他不仅说得更准确，也更简单。
________ ________ ________ he speak more correctly, but he spoke more easily.

课后反思：

第三课时： Section B 1 (1a-1e)
Step 1 Review
Greet the class as usual.
Brainstorm.
Ask some students to talk about what we can do to protect our environment.
Step 2 Leading-in
Have a free talk with students.
T: What can we do to protect our environment?
S1: I think we can use the public transportation.
S2: We can go to school on foot.
S3: We should turn off the lights when we leave the room.
S4: We can use reusable bags instead of plastic bags when we go shopping.
S5: We should throw litter into dustbins
Step 3 Presentation
1a. Show pictures in 1a,then have students talk about the pictures in 1a. And discuss the pictures in 1a.
Have students check the things they used to like when they were a child. Read each item and count how many students raise their hands to show they have checked it.
To prompt Ss give more thought to what can be done to save the environment.
Giving reasons call on a few Ss to ask them to share their rankings with the class.
Step 4 Practice
1b T: Besides the things we’ve talked about above , What other things can be done to save the environment.
Ask students to wok in pairs to talk about what things they can do. Move around and give help to some students if necessary.
Have some students report their answers in class and write them down on the blackboard.
Ask some student to report their answers.
To give Ss the opportunity to talk about the actions they can talk to help save the environment.
It is usually not used at the beginning of a sentence in formal writing. However, it can be used at the beginning of a sentence in speech or informal writing.
Step 5 Listen and compete
1c. Have students look at the sentences in 1c and say: please look at the sentences in 1c and talk about the sentences. Then translate these sentences.
Let’s listen to the conversation and check the sentences they hear.
Listen again and check the answers.
1d. Let the students look at the sentences in 1d. Then play the tape again let the students fill in the chart.
Let the students listen again and check the answers.
Step 6 Pairwork
1e Let the students look at the dialogue in 1e, have some students read the dialogue to the class.
Then let the students make dialogues like the model.
Ask some pairs act out their dialogues.
Step 7 Practice
To give Ss further practice in using the target language in conversations.
What else can people do to help?
Encourage Ss to suggest other things people can to do make their conversations.
Step 8 Exercises
单项填空。
(　　)1.Many old houses around our school will be ________ down next year and a large green area will appear.
A．thrown B．pulled
C．broken D．put
(　　)2.Books are made ______ paper and paper is made _____ wood.
A. from; of B. of; from
B. C. in; from D. from; in
(　　)3. —Where are you off to for your winter vacation?
—I am off to a place _____ I can relax.
A. Where B. that
C. which D. what

课后反思：

第四课时：Section B 2 (2a-2e)
Step 1 Greeting and revision
Greet the class as usual, and have students do duty report.
Have a free talk and revise the ways to protect the environment..
Step 2 Lead-in
Free talk.
T: What can we do to protect our environment?
S1: I think we can use the public transportation.
S2: We can go to school on foot.
S3: We should turn off the lights when we leave the room.
S4: We can use reusable bags instead of plastic bags when we go shopping.
S5: We should throw litter into dustbins
Step 3 Pre-reading
2d Have students discuss the problems in their lives in groups and write down their results.
Ask each group to report their results and make a list.
Have students read the passage quickly and look for new words and phrases as they read, when they meet difficulties, they may use a dictionary.
Show the new words in 2d on the screen and ask students to look then up in a dictionary, Read the new words and ask students to repeat.
Have students write a sentence using each words, then let them say their sentences.
Step 4 While-reading.
2a. Have students skim the passage, Look at the title and the pictures in 2b. Can you guess what the passage is about.
Read the passage and answer the questions.
1.Who is Amy Hayes?
2. How many people are mentioned in the passage? Who are they?

Step 5 Language points
1.Do you often throw away things you don’t need anymore?
throw away扔掉，丢弃浪费 (机会、 优势或好处)
2. Have you ever thought about how these things can actually be put to good use?
put sth. to good use 好好利用
3.She lives in a house in the UK that she built herself out of rubbish.
builtd… out of …. 用……制造
4. The top of the house is an old boat turned upside down.
turned upside down 意为“被翻转过来的；被颠倒过来的”，做后置定语修饰boat
Step 6 After-reading
2b. Let the students read the passage carefully, Read the passage and complete the chart below.
2c. Let the students look at the words in the box. Let them discuss
the words in the box.
Then explain the words to the class. Let the class read the words.
Let the students fill in the blanks with the words in the box according to
the passage.
Check the aswers.
Step 7 Practice
2e. Make a list of things that need to be done to save the environment. Which things can be done by common people every day?
• take your own bags when you go shopping
• spend less time in the shower
• turn off the lights when you leave a room
• take public transport rather than drive
• avoid using air conditioners
Which things have to be done by governments and organizations? Discuss these with your group
• educate the public
• ensure that factories get rid of waste in a responsible way
• preserve the forests
• preserve endangered species
• not allow activities that seriously endanger the environment

Step 8 Exercises
Survey the students in our class. Then take a class vote.

课后反思：

第五课时：Section B 3 (3a – Self check)
Step 1 Revision
Look at the pictures, revise the important points the students have learned.
Step 2 Practice
3a.
To prepare Ss or the subsequent writing active by prompting them to thing of their immediate environment.
Asking for feedback
Ask Ss to show the notes they have made to a partner to get some feedback and revise their notes if they find it necessary.
Help students sum up the usage
Have students read and remember the sentences of grammar focus by themselves,
Step 3 Writing
3b.
To give Ss the opportunity to use the target language in writing.
Suggest to Ss that it might be better to focus on one problem and write about it in detail instead of writing about many problems and not providing enough details.
Sample writing:
Dear Sir/ Madam.
I have lived in this town since I was born and I love this town very much.
I think that there are beautiful areas in this town, but there are also areas that aren’t attractive, like the rubbish disposal areas at the bottom of our apartment blocks. There is rubbish coming out of the bins, and flies, cockroaches and rats running all over the rubbish. It is unpleasant to look at, smelly, and it makes the environment very unhealthy.
The problem is there because the rubbish collectors do not come often enough to collect the rubbish. The people living here may also be throwing away too much rubbish.
We could try to ask people to produce less rubbish. I suggest that rubbish collectors collect rubbish more often as well.
I believe that a better environment can be created in this town and we should all work together to achieve it.
Yours faithfully,
Wang xi
Step 4 Practice
Self check 1
Ask students to read the questions in 1 together,
Ask students to finish 4a individually, and then have students discuss the suitable
sentence in groups.
Ask some students to report their results of the group, then check the answers in class.
Step 5 Groupwork
Self check 2
Have a student read the example in 2,then say: Look at the sentencess, Now let’s discuss in groups.
Have students discuss the sentences. Call some students to report their sentences, and then pick up the best ones.
Step 6 Pairwork
Self check 3
Have students check what they can do to cut down the pollution.Have students read the sample conversation in 4c, and then make up their own conversations accor