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人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 13 We’re trying to save the earth! Section B 1a-1e （listening & speaking）
学情教材分析 Textbook Analysis: This lesson begins with environmental protection posters to introduce the new learning objectives. The content of Textbook 1a and 1b is then addressed through an open-ended design that allows varied interpretations. Sections 1c and 1d present listening exercises progressing from simple to complex, each with distinct focuses. Section 1e extends the previous listening materials by engaging students in dialogues about the content, facilitating a transition from passive reception to active expression. Finally, practice questions are provided to assess students' comprehension and application of the material. Student Analysis: Ninth-graders know pollution’s causes/impact, environmental vocab/sentence patterns, and basic communication. They like ecological topics, grasp task-based learning, and have cooperation skills. Facing exam pressure and skill gaps, teaching needs differentiation. Use their goals/curiosity to design tiered tasks for effective English learning.
核心素养目标 Transliterate short sentences to complete Task 1a, then create dialogues using the provided material. Practice listening exercises for Tasks 1c and 1d, followed by free conversation based on these materials. Through group discussions, students will articulate their actions to save the planet in English. This process helps recognize energy conservation's importance, demonstrate that environmental protection starts with small daily choices, and cultivate the virtue of thriftiness.
重点 1. Expressions related to environmental protection measures. 2. Master expressions related to environmental protection measures and understand relevant expressions in listening. 3. Use these expressions for oral output practice.
难点 Talk about how to protect the environment Know the use of the kinds of tenses and the Passive voice.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach 【4min】 Show some pictures and ask them what kind of pollution they know.Let the students know the importance of protecting the earth. Talk about different kinds of pollution they know.
Ⅱ. Presentation Lead-in 【6min】 1.Ask Ss to think what they can do to save the earth. 2.Show some pictures about environmental protection and talk about them. Rank the items in 1a from easiest to the most difficult and make conversations with friends. 3.1b.Make a conversation with their classmates. Talk about the things they can do to save the environment. (1)Students compare their answers in 1a with their partner. (2) Students say the reason. Learn some listening skills.
Ⅲ. Practice Listening practice 1b 【3min】 1c 【5min】 Play the record of 1b and ask the students to finish the task. [add more questions if possible] Play the record of 1c for the students and ask them to finish the task in 1c. (1) Listen and check the things that Julia and Jack talk about. (2) Listen again. Check the things that Julia is doing now, the things she will do and the things she would never do. (3) Listen and read the conversation together.
Ⅳ. Promotion Group Work 【5min】 Ask what else they can do to save the earth. Discuss with their member things we can do . Make a list of things that their partners usually do in daily life to protect the earth. Then show others the list they have made.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 13 We’re trying to save the earth! Section B 2a-2e （reading）
学情教材分析 Textbook Analysis: This lesson is the 4th session of Unit 13 —— Section B Reading and Writing. The content covers sections 2a-2d in Section B, featuring three creative works by environmental advocates under the theme "Rethink, Reuse, Recycle!" (using the same prefix). This section trains students to make reasonable predictions about text content through titles and illustrations, while encouraging them to infer vocabulary meanings from contextual clues and word formation patterns. As word formation methods were thoroughly covered in prior lessons, this class focuses less on word guessing based on grammatical structures. Student Analysis: Ninth graders have developed a solid foundation in English, including vocabulary acquisition, mastery of basic grammar, and proficiency in reading and writing. They demonstrate awareness and interest in environmental issues, having been exposed to eco-friendly topics and information through prior learning experiences. However, when encountering longer or more complex texts, students may struggle with comprehending details, grasping the main ideas, and analyzing structural patterns. In writing assignments, some students might exhibit challenges such as imprecise language expression, unclear logic, and insufficient content richness, requiring targeted guidance and practice from teachers during instruction.
核心素养目标 By the end of the class, students will be able to 1. express the meaning of 3Rs, the importance of garbage sorting and actions for garbage sorting. 2. acquire the facts about three creative models and evaluate the most creative projects in their eyes. 3. realize the importance of creative minds in protecting environment and reducing pollution.
重点 Master and apply key vocabulary, phrases, and target language from this lesson. 2. Understand the environmental concepts of "rethink", "reuse", and "recycle!" and put them into practice through active actions.
难点 Students will be able to identify different words derived from root words and comprehend the distinct usage of prefixes and suffixes.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach 【4min】 The teacher will show some creative works made by students in the flea market. The teacher will show a group of pictures. Students will recall the school activity— —flea market. Students will watch and guess what there are in the pictures and what they are made of and learn some new words;
Ⅱ. Presentation Before-reading Lead-in 【3min】 First,show Ss a video and ask them if they can imagine the earth is full of garbage. Enjoy the video and talk about the environment problems.
Ⅲ. Practice While Reading Fast-reading: 2b-2d 【7min】 Careful-reading 【8min】 The teacher will ask the students to read the whole passage to draw the structure diagram and get to know what the writer wants to tell us. The teacher will ask the students to read paragragh2-4, and fill the chart. The teacher will ask the students to read the whole passage again and fill in the blanks to complete the summary of the passage. Students will skim the whole article and work with their desk mate to draw the structure diagram and get to know what the writer wants to tell us. Students will scan each paragraph for details and answer the questions or fil the chart. Students will read the whole passage again and complete the summary in pairs.
Ⅳ. Promotion Post-reading 2d 【5min】 The teacher will ask the students to work in groups to make a poster to introduce the most creative project in your eyes. The poster should include: 1. Title 2. A scoring criteria 3. Scores for each item 4. Reasons for the scores The teacher will write a dictation by using the given material from textbook and handout
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 13 We’re trying to save the earth! Section B 3a-Self Check
学情教材分析 Textbook Analysis: Task 3a guides students to write an essay on saving the planet via an environmental info framework, testing writing by requiring unit knowledge integration, correct language and structured views. 3b is peer review to boost appreciation, self-awareness and critical thinking. Self-Check has vocab/grammar exercises to reinforce eco-terms and key structures. Student Analysis: Ninth graders have basic English vocab, grammar and four skills from prior study, and learned about environmental issues plus related expressions in this unit. Yet some struggle with essay structure, language, grammar; vocab-grammar integration needs practice. They also need better critical thinking and self-assessment, requiring teacher guidance in peer review.
核心素养目标 Language Skills: Review and consolidate vocabulary learned in this unit, mastering suffix formation rules. Cultural Awareness: Understand environmental issues through current status, causes, and solutions, fostering students' social responsibility and future-oriented thinking. Critical Thinking: Develop environmental awareness and animal protection consciousness by describing pollution, environmental conservation, and recycling using present continuous, past perfect, and passive voice. 4. Learning Competence: Complete writing tasks related to environmental issues and eco-friendly measures in this unit. Identify sentence structures and master the usage of present continuous, present perfect tense, passive voice, modal verbs, and used to.
重点 1.Develop the ability to produce written content on environmental protection themes. 2.Master the usage of derived words and their formation patterns. 3.Identify sentence structures and become proficient in using present continuous tense, present perfect tense, passive voice, modal verbs, and the past continuous tense.
难点 Students will complete writing tasks by addressing environmental issues and proposing practical conservation measures within the unit.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Before-writing Lead in 【4min】 Show Ss a video and ask them to talk about what kinds of environmental problems they know. Enjoy the video and talk about the environmental problems they know.
Ⅱ. Presentation preparation 3a 【4min】 3b 【2min】 Ask the students to read the task of 3a, and then answer the questions in the chart. Lead the students to read the hints in 3b. Think about the questions and then write down key information about one's favorite Chinese festival. Read the hints and think about how to make use them in one’s writing later.
Ⅲ. Practice While-writing 【16min】 Ask the students to write their letter about one’s favorite Chinese festival now. Offer help whenever the students need while they are writing. Then choose several good writings as examples to show in class. Write a letter to the city mayor about the problems and your suggestions. List environmental problems, causes and solutions. Write a passage to talk about environmental problems, causes and solutions.
Ⅳ. Promotion Post-writing Consolidation Self Check 【8min】 Share their writing and talk about their passages according to the assessments on the right. Have the students to finish the tasks in Self Check within 6 minutes. Then check the answers. Share their passages and give advice to their group plete the exercises carefully within the limited time and try to show one’s answers. Then revise one’s answers.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 13 We’re trying to save the earth! Section A 1a-2d （listening & speaking）
学情教材分析 Textbook Analysis: Image 1a presents various environmental pollution scenarios, aiding students in recognizing these issues and describing them with relevant vocabulary. Image 1b involves listening to an environmental dialogue and matching images, enhancing listening comprehension. Image 1c challenges mimicking the dialogue to discuss local concerns, developing oral expression and practical language use. Student Analysis: Ninth graders have built a solid foundation in English, having previously learned the simple present tense structure of passive voice in the previous unit. This lesson poses moderate difficulty. Students currently lack vocabulary to describe various inventions, haven't mastered sentence patterns related to inventions, and need improvement in applying passive voice usage. Additionally, their listening skills require further refinement.
核心素养目标 Through listening, speaking, and viewing activities, students independently discover and focus on the forms and usage of target language under teacher guidance, mastering key vocabulary and phrases to remove reading barriers. Review the usage of "used to" with examples present continuous tense and simple present tense. Through listening exercises, students learn how to address water pollution issues and the importance of protecting first-class protected water resources. This helps establish environmental crisis awareness and encourages learning to care about environmental protection. Students understand that environmental conservation is everyone's responsibility
重点 Master key vocabulary and phrases in this section, as well as expressions related to environmental issues. Understand dialogues about environmental issues and extract key information to complete listening tasks. Be able to use acquired knowledge for oral communication on environmental issues.
难点 This course enables students to accurately comprehend and apply specialized environmental terminology and complex sentence structures, such as "The air is severely polluted due to excessive traffic congestion." It guides learners to systematically articulate environmental issues, their root causes, impacts, and propose practical solutions in oral communication, thereby cultivating critical thinking and innovative capabilities.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Lead-in 【5min】 Show Ss some pictures and ask them whether they like these beautiful places. Show Ss a video and talk about what kind of pollution they know. Watch the picture and talk about their feelings. 2. Watch a video and talk about what kind of pollution they know.
Ⅱ. Presentation Pre-listening 【6min】 Work on 1a.Here are some words related to different kinds of pollution. Write them in the box below. Then add more words. 2. Ss will be asked to talk about what caused these problems. Write the answers in the box and add more words . 2.Talk about what caused these problems.
Ⅲ. Practice Listening 1b-1c 【10min】 2a-2c【6min】 2d conversation 【6min】 1b Listen and complete the sentences. 1c.Role-play the conversation. Then make one’s conversations about the kinds of pollution in 1a. Play the record of 2a-2b. Ask several students to role play the conversation and then answer the questions. Listen to 1b and fill in the chart. Work in groups and talk about pollution from the following aspects--- problem, cause and solution Listen and complete the tasks from 2a to 2c. Volunteer to role play the conversation and then try to find out the correct answers to the questions.
Ⅳ. Promotion Summary: Group work 【10min】 Consolidation 【3min】 Ask Ss to think about how they can live a green life and save the earth. After that, share their opinions in groups with their classmates. Present the key words, phrases and sentences to the students and have a quick test by calling students to say out the meanings. Work in groups and think about how they can live a green life and save the earth. After that, share their opinions in groups with their classmates. Be prepared to take the test and be aware what one hasn’t mastered in this period. And make signs to emphasize them.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 13 We’re trying to save the earth! Section A 3a-3b （reading）
学情教材分析 Textbook Analysis: The topic of this unit is "environmental protection". The environmental pollution situation is introduced from the pictures of noise pollution, air pollution and water pollution, so that students have an intuitive understanding of the environmental pollution situation, so as to stimulate their strong sense of social responsibility and thinking about future development, and further discuss how to protect the environment. Student Analysis: Students have been studying environmental issues in the future time of eighth grade, and this unit will study environmental issues and solutions in detail. Students are familiar with this topic and can carry out learning, so that students can express their own opinions.
核心素养目标 Understand, memorize, and apply vocabulary from this lesson: cruel, harmful, law... (Learning comprehension and practical application). Develop reading strategies to grasp the main ideas of endangered animal texts, identify paragraph topic sentences and key details, using mind maps and retelling techniques to enhance content understanding and structural analysis. Apply unit vocabulary and sentence patterns to discuss environmental pollution and conservation topics.
重点 They can use reading strategies to read the general meaning of endangered animals, paragraph central sentences and details, and use mind maps and restatement to help understand the content and structure of the article.
难点 They can use reading strategies to read the general meaning of endangered animals, paragraph central sentences and details, and use mind maps and restatement to help understand the content and structure of the article.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Before-reading Lead-in 【2min】 1.Show Ss some pictures and ask them whether they know these animals in our country. 2.Show Ss pictures of sharks and ask them to talk about what they know about sharks. 1.Watch the pictures and share their ideas. 2. Talk about what they know about sharks.
Ⅱ. Presentation Pre-reading 【7min】 1.Ask Ss to predict answers according to the title and the picture. (1) Where can you find the article (2)What does it talk about Predict answers according to the title and the picture.
Ⅲ. Practice While-reading Fast reading 3a【7min】 Careful Reading Main ideas【8min】 3b 【5min】 Read the passage quickly and find out how many paragraphs are there in the passage. Then match the main ideas with each paragraph. Read Para.1-3 and answer the questions. Read the passage again and fill in the blanks with the words in the box. Ask Ss to work in groups and discuss how to save the endangered animals Read the passage quickly and find out how many paragraphs are there in the passage. Then match the main ideas with each paragraph. Read the passage and finish the tasks. Finish the task in 3b. Work in groups and discuss how to save the endangered animals
Ⅳ. Promotion Post-reading Discussion and sharing 【10min】 Explain language points in this passage. Ask Ss to finish the exercises on ppt. Get to the important language points in this class. Finish the exercises on ppt.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 13 We’re trying to save the earth! Section A Grammar Focus+Language points
学情教材分析 Student Analysis: Based on the 2022 Curriculum, students know basic tenses and modals (can, should) but need practice using them functionally for environmental communication. The key challenge is selecting the right structure (e.g., pres. prog. "We are trying" vs. pres. perf. "We have tried") to express precise meanings like ongoing action, completed effect, ability, or obligation. Focused practice applying these accurately in authentic environmental contexts is essential. Textbook Analysis: This grammar review lesson revisits learned structures, not new ones. Its Grammar Focus table sums up unit examples (present continuous, used to, etc.) linked to environmental topics. Exercises 4a (interview dialogue fill-in), 4b (modal verb choice in an article), and 4c (group discussion on environmental protection) all center on the environment to reinforce grammar.
核心素养目标 1. Language Competence: Understand, memorize, and apply vocabulary from this lesson including "participate", "provide", "turn off", "reusable", "pay for", "take action", and "transportation". 2. Cultural Awareness: Use pollution-related vocabulary to describe environmental pollution and conservation efforts. 3. Critical Thinking: Discuss pollution issues using target language, and identify solutions for air and waste pollution in real-life scenarios. 4. Learning Ability: Correctly distinguish and use grammatical structures such as present continuous, used to, passive voice, perfection aspect, and modal verbs.
重点 1. get a better understanding of the key tenses, passive voice and modal verbs that this lesson focuses on. 2. use the key tenses, passive voice and modal verbs that this lesson focuses on correctly.
难点 Be able to correctly distinguish and use the following grammatical structures: present continuous tense, used to, passive voice, present perfect tense, modal verbs. And be able to flexibly use the grammar structures learned in this lesson in context.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Lead in 【4min】 1.Greet the Ss 2.Show Ss a video and ask them what’s happening to the earth. 3.Ask Ss what caused the water pollution and how to solve it. 1.Greet the teacher. 2.Watch the video and answer the question. 3.Think about what caused the water pollution and how to solve it.
Ⅱ. Presentation Language points in Section A 【6min】 Present the students the key language points in Section A on PPT one by one. Give necessary explanation that the students need.e.g: 1.The river used to be clean. 2.The river didn’t use to be clean. 3.Did the river use to be clean 4.Yes,it did./ No, it didn’t. 1.肯定结构used to do sth 2.否定结构didn’t use to do sth /use not to do sth 3.一般疑问句Did ...use to do sth /Used... to do sth Yes,...did./No,...didn’t. Learn the language points carefully and take notes when there is necessity.
Ⅲ. Practice Relevant exercises 【6min】 Check answers 【6min】 Show the students the relevant exercises and ask the students to finish them with the help of the language points learned above. Check the answers of the exercises one by pete to finish the exercises within the limited time. Revise one’s answers carefully. Copy the exercises which one makes mistakes on.
Ⅳ. Promotion Reinforcement 4a-4c 【6min】 Have the students finish the tasks in 4a to 4c to consolidate the learning of Section A. Finally, check the answers all together. Do the exercises in 4a-4c, and then compete to show one’s answers in front of the whole class. Revise one’s answers in the end.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
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