人教版英语九年级全一册教案：Unit13-SectionA(1a-2d)

1、精品好资料学习推荐Unit13 SectionA（1a-2d）教案1.0 Teaching Analysis教情分析 1.1 Teaching Objectives 教学目标1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: bottom, fisherman, litter, coal, advantage, ugly, wooden, plastic, litter, be full of, play a part in, be badly polluted, turn into, cu

2、t down, instead of, remember to do sth.1.1.1.1.2 For comprehending: takeaway, bin, make a difference1.1.1.3 Sentence Structures1) Were trying to save the earth. P972) But it used to be so clean. P973) The air is badly polluted. P984) To cut down air pollution, we should take the bus or subway instea

3、d of driving. P985) Our actions can make a difference and lead to a better future! P981.1.1.4 Grammar Focus1) Were trying to save the earth! (现在进行时)2) It used to be so clean! (used to结构)3) The air is badly polluted. （被动语态）4) Our actions can make a difference and lead to a better future! （含情态动词）1.1.2

4、 Ability goals 能力目标1.1.2.1 学会用被动语态，现在进行时，used to结构谈论环境污染问题。1.1.2.2 积累丰富与环保相关的话题词汇、语块和句子表达。1.1.3 Emotional goals 情感目标帮助学生关注环境污染的严重危害；并积极思考解决措施1.2 Important and difficult teaching points教学重难点1.2.1 教会学生谈论环境污染。1.2.2 引导学生思考环保措施。2.0 Student analysis学情分析2.1 Fundamental State基本情况本单元的教学话题是贴近生活的环保。在语法方面，没有新的语

5、法，学生只需运用已学的现在进行时，现在完成时，情态动词，used to结构，谈论时下流行话题-环保。因此，可从学生所见的环境污染入手进行教学引入，分析环境污染的几种类型，环境污染的现象，再扩展到怎样解决这些问题，为后面课时逐步引入本单元的教学活动奠定基础。2.2 Knowledge Reserve知识储备通过两年的学习和积累，学生积累了一定的词汇量，接触到了常见的话题和功能项目。Book 7B Unit 6 Im watching TV.和Unit 7 Its raining!学习了现在进行时，Book 8B Unit 8 Have you read Treasure Island yet?和

6、Unit 9 Have you ever been to a museum? 学习了现在完成时，Book 9 Unit 2 I used to be afraid of the dark.学习了used to的用法，Book 9 Unit 5 What are the shirts made of?和Unit 6 When was it invented?学习了被动语态的用法。各种语法的学习为谈论本单元环保话题奠定了知识基础。2.3 Class data本班实际本班学生有比较明确的学习目的，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达。本课时谈论pollution, how t

7、o solve air pollution, how to solve waste pollution，话题贴近生活，学生熟悉，有话可说，教师应该尽量创设情景，拓展思路，必要时帮助学生用英语进行准确表达。3.0 Teaching methods教法建议3.1 situational teaching approach情景教学法3.2 question and answer method问答法3.3 discussion method 讨论法4.0 教学辅助blackboard and chalk, computer , projector5.0 Teaching procedures 教学进程

8、5.1 Leading-in and warming-up 引入与激趣活动 Greet with Ss and ask some Ss to talk about the environment around them. 5.2 New points input 新知输入(贴标签)5.2.1 New words Look at some pictures and learn the new words.5.2.2 Language presentationPresent some pictures and ask Ss “What are these pictures about?”This

9、activity is to elicit the topic “pollution”. Then ask Ss “How many kinds of pollution do these pictures show?”Elicit Ss to three kinds of pollution: noise, air and water pollution5.2.3 Activity 1a5.2.3.1 Get Ss to write the words related to different kinds of pollution in the box.5.2.2.2 Group work.

10、 Get Ss to work in groups and talk about some more noise pollution, air pollution and water pollution.5.3 Listening practice 听力训练 5.3.1 Activity 1b5.3.1.1 Pre-listening. Ask Ss about their opinions about pollution. Introduce Tony and Mark to them. Then ask them to look through the chart in 1b on pag

11、e 97. T plays the recording for the first time.5.3.1.2 While-listening. Check the answers: really dirty, rubbish, fish, litter, waste, government, close down, clean up.5.3.1.3 Post-listening. Play the recording and get Ss to read after recording.5.3.2 Activity 2a, 2b2a and 2b provides listening prac

12、tice using the target language.5.3.2.1 Pre-listening. T introduce Jason and Susan to Ss. Ask Ss to listen to the interview and circle the kinds of pollution.5.3.2.2 While-listening. T can give Ss the opportunities to show their answers.The answers to 2a: a, bThe answers to 2b: 1. more cars 2. pollut

13、e 3. are throwing away 4. public placesIf Ss give some incorrect answers, T can play the recording again.5.3.2.3 Post-listening. As a post-listening task, T can get Ss to have a discussion within 1 mint. For example , Have you ever seen these environmental around you? What other problems do you see?

14、 What do you think has caused these?5.4 Oral Output 口语输出 Activity 2d talks about solutions to environmental problems.5.4.1 T can guide Ss to understand the whole conversation. T can play the recording for Ss to listen and repeat. Read the conversation in roles.5.4.2 T can encourage Ss to read the co

15、nversation alone and fill in the blanks.PollutionSolution air pollution1. _2._waste pollution1. _2._3. _4._ 5.4.3 Get Ss to share their answers and check the answers together.5.4.3 Ask Ss to practice several times and ask pairs to come to the front and act out their own conversations or role-play th

16、e conversation only.5.5 Sentence Interpretation 难句理解5.5.1To cut down air pollution, we should take the bus or subway instead of driving.to do sth.作目的状语，意为“为了”。instead of + n. / v.-ing 意为“而不是，代替”。5.5.2It doesnt cost anything!cost意为“花费”，主语常为物。5.5.3And remember to throw rubbish in the bins and keep pub

17、lic places clean and beautiful for everyone.remember to do sth.意为“记得去做某事”。keep sb./ sth. + adj.意为“保持某人或某物某种状态”5.5.4So together, our actions can make a difference and lead to a better future! make a difference意为“有影响；起（重要）作用”。lead to意为“通向，导致”。整句译为：我们齐心协力就能改善环境，创造美好的未来！5.6 Sentence Applying 好句运用5.6.1 T

18、o cut down air pollution, we should take the bus or subway instead of driving. (P98)【原句翻译】_【仿写造句】instead of doing _5.6.2 And remember to throw rubbish in the bins and keep public places clean and beautiful for everyone. (P98)【原句翻译】_【仿写造句】remember to do sth._5.7 Summary（小结形式可以教情和学情具体情况而定）水平较高的学生可以参考下面Talking and Sharing的方式来进行课时小结。5.7.1 Guide Ss to work in groups and talk about :Q1:What have you learnt in this period? Q2: What do you still have problem with?Q3: How will you work o