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2025年秋人教版九年级全一册英语Unit 13 We’re trying to save the earth 教学设计
Period 1 (Section A 1a-2d)
课题 Period 1 (Section A 1a-2d) 课型 听说课 设计人
教学目标 1.掌握本课时重点单词:litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, 短语和句型。 2.听懂听力材料中的内容并完成相应练习。
德育目标 通过听说训练学会谈论污染和环保的话题，使学生认识到污染的严重性，从而培养学生养成爱护环境，保护环境的习惯。
教学重点 能听懂关于污染的问题和环境保护的话题，掌握并运用重点句型。
教学难点 掌握并运用重点句型谈论污染和环保的话题。
教学准备 搜集图片素材和制作课件
教学方法 合作探究法 、圈点批注法
课时安排 一课时
教学过程设计 教学札记
Step 1 Leading in Task 1. Show some pictures about the earth and tell students the earth is polluted now. For example: (1) The factories that burn coal pollute the air with a lot of black smoke.(2) Factories put waste into the river. Step 2 Presentation Task 1. Learn some new words. Look at the following pictures（1a) and describe what you can see. Try to describe the picture. Task 2.How many kinds of pollution can you see . Step 3 Listening 1b & 1c Task 1 Listen and fill the blanks Task 2 Make conversations with your partner like 1c and make a performance. Step 4 Listening 2a & 2b&2c Task 1 listen and circle the kinds of pollution that Jason and Susan talk about. Task 2 Listen again and complete the sentences. Task3 Use the information in 2a and 2b to role-play conversations between Jason and Susan. Jason: The air has become really polluted around here. I’m getting very worried. Susan: Yes, I used to be able to see stars in the sky. Step 5 Reading 2d: Role play Task 1. Read 2d and complete the chart. ProblemsSolving problemsair pollutionwaste pollutionwooden (木头的) chopsticks or plastic forksrubbish
Task 2. Role play the conversation Step 6 议评：学生以小组为单位对下列知识点进行讨论总结，并派代表板书。 1)cost v. 花费；使付出.指花费____，主语通常是___。cost的过去式和过去分词均为______. 2)take多表示花费___，常用于It takes sb. ____to do sth.这一句型中，其中___作形式主语。3)spend多表示花费___和_____主语通常是___，常用于sb. spend(s) some time / money on sth.和sb. spend(s) some time / money (in) doing sth.两种句型。4)pay多表示花费___，主语通常是__，常用于sb. pay(s) some money for sth.句型。 Step 7 练：根据句意用take, spend, pay或cost的适当形式填空。 1) That new car ________ them lots of money. 2) Mona __________ 50 yuan on the books just now. 3) It usually _______ me an hour to do my homework. 4) You should __________ some time practising your pronunciation. 5) My brother _______ 6, 000 yuan for the new computer yesterday. Step 8 Homework Level A: Recite the conversation in 2d and finish all exercise in the Xuefa. Level B: Read the conversation in 2d a lot and finish easy part in the Xuefa. Level C: Be able to read the conversation and memorize the key words and phrases. （what Level A need to do include that Level C do )
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Unit 13 We’re trying to save the earth!
Period 2(Section A 3a-3b)
课题 Period 2(Section A 3a-3b) 课型 阅读课 设计人
教学目标 1. To understand the passage about the endangered animal – sharks. 2. To have the awareness of protecting the sharks and respecting nature. 3. To learn some words（shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific）and expressions.
德育目标 通过阅读学习拯救鲨鱼的文章，了解有关污染和环保的信息，从而培养学生热爱自己生活环境的情感。
教学重点 掌握本课时的单词和短语，能够理解文章，能够完成3a/3b的相关练习并能进行知识链接。
教学难点 能够理解文章和完成3a/3b的相关练习并能进行知识链接。
教学准备 搜集图片素材和制作课件
教学方法 合作探究法 、圈点批注法
课时安排 一课时
教学过程设计 教学札记
Step 1 Leading in （ T: There are some animals which are endangered. We should do something to protect the animals and the environment! T: Discuss the following questions. 1. Make a list of the protected animals in China. 2. What do you know about sharks 3. Do you think sharks are endangered Why Step 2 Presentation Fast reading 1. Read and match the main ideas. Talk about shark fin soup. Para. 3 Sharks are endangered now. Para. 1 Call on people against eating shark fins. Para. 2 Careful reading 2. True or false. (Paragraph 1) ①Shark fin（鱼鳍）soup is famous and expensive all around the world. ②You’re killing a whole shark when you enjoy a bowl of shark fin soup. 3. Read Paragraph 2 and fill in the chart. 4. True or false. (Paragraph 3) 1) WildAid and the WWF are environmental protection groups in China. 2) Two environmental groups call on the government to establish laws to stop the sale of shark fins. 3) Shark fins are good for health. 5. Complete the fact sheet in 3a. Where shark fin soup is popular Number of sharks caught and traded every yearHow government can helpTwo environmental groups which are against “finning”
Step 3 Practice (Work on 3b) 1. Read the passage and fill in the blanks with the words in the box.（3b) 2.Group Work What can we do to save the sharks Work with your group members and make a poster about shark protection. Step 4 Summary 1. 听说 hear of 2. 切掉 cut off 3. 对……有害 be harmful to 4. 不再 no longer 5. 在……顶部 at the top of 6. ……的数量 the number of… 7. 给……带来危险 bring danger to… 8. 到目前为止 so far 9. 不但……而且…… not only…but also Step 5 Homework 1. Review the new words and expressions you’ve learned today. 2. Write 5 measures to protect the endangered animals. 3.Fininsh Xuefa. P87-88 (1：Level C;1+2：Level B; 1+2+3:Level A)
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Unit 13 We’re trying to save the earth!
Period 3 (Section A Grammar Focus )
课题 Period 3 (Grammar Focus) 课型 语法课 设计人
教学目标 To review the use of Present progressive, used to, Passive voice, Present perfect and Modal verbs.
德育目标 培养学生热爱自己生活的环境的情感，保护环境从小事做起。
教学重点 现在进行时、现在完成时、情态动词、被动语态、used to 句型的正确运用。
教学难点 现在进行时、现在完成时、情态动词、被动语态、used to 句型的正确运用
教学准备 PPT课件
教学方法 合作探究法 、圈点批注法
课时安排 一课时
教学过程设计 教学札记
Step 1. Leading in 1）Check if you remember these phrases. ① 不同种类的污染 ② 河底 ③ 把垃圾扔到河里 ④ 在…中起作用 ⑤ 在中国南部 ⑥ 对……有害 ⑦ 在……顶部 ⑧ 海洋生态系统 2)Translation. ① 这不仅残酷还对环境有害。 ②许多人相信鱼翅对健康有好处 Step 2. Presentation Task 1.Pay attention to the sentences in Grammar Focus. Task 2. 1. 现在进行时: Present Progressive 定义：表示说话时（瞬间）正在进行的动作，也表示目前或现阶段一直进行的动作。或说话者的强烈情感。 结构: be (am/is/ are) + v.-ing 标志词：Look, Listen, now, right now… 现在分词的构成： a. 一般情况下在动词词尾加-ing。 b. 以不发音的e结尾的动词，去掉e加-ing。 c. 以一个辅音字母结尾的重读闭音节，双写最后一个字母，再加-ing。 2. used to do used to do与be used to doing used to do sth. 表示过去常常做某事, 而现在往往不做了, 后接动词原形。 1) 其否定形式为“didn’t use to do sth.”; 2) 一般疑问形式为“Did sb. use to do sth. ”; 3) 附加疑问句式为 “didn’t sb.”。 be used to doing sth. 习惯于做某事。 3. 被动语态：Passive voice 定义：表示主语是动作的承受者，即行为动作的对象的一种语态。 结构：be + 过去分词(done) e.g. A new school was built last year. Our classroom is cleaned every day. 各种形式被动语态的结构(以动词do为例): 一般现在时: am/is/are+done(动词的过去分词) 一般过去时: was/were+done 一般将来时: will/shall/be going to+be+done 含有情态动词: can/may/must...+be+done 4. 现在完成时: Present Perfect 定义：表示动作已经完成, 但对现在造成影响; 或者表示从过去某一时间开始一直延续到现在并还可能持续下去的动作。 结构: has/have + 过去分词 标志词：already, yet, ever, never, just, before, once, twice, recently, so far, for+短时间, since+时间点/从句。 过去分词的构成： a. 一般情况下，在动词后加-ed。 b. 在以e结尾的动词后只加-d。 c. 在以辅音字母y结尾的动词，应将y改成i再加ed。 d. 以重读闭音节结尾的动词，要双写末尾的辅音字母再加-ed。 e. 不规则动词的过去分词，详见P184&185如： put put put / beat beat beaten/ become became become get got got/ begin began begun 5. 情态动词 1) 情态动词本身有一定的词义，表示说话人的情绪、态度或语气，但不能单独作谓语，只能与其他动词构成谓语。常见的有：can (could), may (might), must, need, shall (should), will (would)等。 2) 情态动词无人称和数的变化, 后接动词原形。否定式是在情态动词后面加not。个别情态动词有过去式形式, 可用来表达更加客气、委婉的语气。 e.g. Ken can climb up the tress like a koala. Tracy could ride a bicycle when she was five years old. You mustn’t play with fire. It is dangerous. Step3 : Practice Task 1. Work on 4a. Fill in the blanks with the correct forms of the verbs in brackets. Task 2.Work on 4b. Fill in the blanks with the appropriate modal verbs from the box. Task 3. Work on 4c. Make a list of things that people can do to help the environment and discuss your list with your partner. use public transportation (n.交通运输); turn off the lights when you leave a room; use reusable bags instead of plastic bags; ride your bike or walk to school or work; stop using paper napkins; recycle books and paper Step 4. 练： 用括号内所给动词的正确形式填空。 1. The girls __________ (dance) in the classroom. 2. It’s 5 o’clock. Mike _________ (have) dinner. 3. — _______ you ever _____ (be) to the US — Yes, twice. 4. — May I speak to John — Sorry, he _______ (go) to New York. He will be back in two years. 5. — Do you know Mr. White well — Yes. He __________ (work) for the WWF for two years. 6. I _________ (live) here since 1999. 7. — Do you often clean your classroom — Yes. Our classroom _________ (clean) every day. 8. — Did you go to Jack’s birthday party — No, I ____________ (not invite). 9. — What is this — It’s a CD. This CD _______ (use) for the learning English. A new highway in my hometown ___________ (build) next month Step 5. Homework 1.Remember the sentences in the Grammar Focus 2.Make up a conversation about what people can do to help the environment by using modal verbs. 3.Finish the excises above and discuss them. (Level C: finish 1; Level B:finish 1+2; Level A: 1+2+3)
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Unit 13 We’re trying to save the earth!
Period 4 (Section B 1a-1e)
课题 Period 4 (Section B 1a-1e) 课型 听说课 设计人
教学目标 1. To talk about how to protect our earth and listen the conversation. 2. To learn to use some words and expressions. stop riding in cars don’t use paper napkins recycle books and paper turn off the lights
德育目标 培养学生的环保意识，保护环境，从小事做起，从我做起。
教学重点 用目标句型编造对话，通过听说训练让学生听懂Julia和Jack所谈论的事情。
教学难点 目标句型编造对话，通过听说训练让学生听懂Julia和Jack所谈论的事情。
教学准备 PPT课件
教学方法 合作探究法 、圈点批注法
课时安排 一课时
教学过程设计 教学札记
Step 1 Warming up T: What should we do to help save the earth Turn off the lights when we leave a room; take the bus instead of driving reduce using paper napkins recycle books and paper. Turn off the shower while we are washing our hair. Step2. Pre-listening 1.1a What can we do to help save the earth Rank these items from the easiest (1) to the most difficult(5). ______stop riding in cars ______recycle books and paper ______turn off the lights when you leave a room ______turn off the shower while you are washing your hair ______don’t use paper napkins 2. Work on pare your answers in 1a with your partner. 3. Let’s look at the contents in 1c. Step 3 While – listening 1. Listen for the general idea of the conversation. The general idea of the conversation between Julia and Jack is about _______. A. air pollution B. water pollution C. things to do to save the earth 2. Listen and check (√) the things that Julia and Jack talk about. 3. Check (√) the things that Julia is doing now, the things she will do in the future and the things she would never do. Check the answers with the whole class. Step 4 Post – listening Listen and repeat. Make a conversation using the information from the chart in 1c. Say what is true for you. Step 5 Summary turn off the lights / shower 关灯 / 淋浴器 ride in cars 乘小汽车 paper napkins 餐巾纸 Step 6Homework 1. Write a short passage about more things you can do for our environment. 2. Preview the article Rethink, Reuse, Recycle. 3.remember new words in this unit. (Level B&C: do 2 and 3; Level A: do all)
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Unit 13 We’re trying to save the earth!
Period 5 (Section B 2a-2e)
课题 Period 5(Section B 2a-2e) 课型 阅读课 设计人
教学目标 1. To understand the passage about recycling. 2. To learn some words and expressions.
德育目标 To have awareness of waste recycling in our daily life.
教学重点 任务型阅读，理解前缀和后缀，完成相关的练习。
教学难点 任务型阅读，理解前缀和后缀，完成相关的练习。
教学准备 搜集图片素材和制作课件
教学方法 合作探究法 、圈点批注法
课时安排 一课时
教学过程设计 教学札记
Step 1. Warming Up 1. Show some pictures of recycling things we don’t use any more. 2. Ask Ss to talk about how they deal with things they don’t use. Step2. While-reading Pre-reading 1. Look at the title and the pictures in 2b, then answer the question. What do you think the reading passage is about Fast reading How many people are mentioned in the passage Who are they Three. They are Amy Hayes, Jessica Wong, and Wang Tao. Find the main idea of each paragraph. Para. 2 A. Bags made from clothes. Para. 3 B. Art pieces made of iron and other materials from Para. 4 old cars. C. House built of rubbish. 3. Read the passage again and complete the chart below. NamesWhat materials did they use What did they make Amy Hayesrubbisha houseJessica Wongold clothesbagsWang Tao iron (n. 铁) and other materials from old carsbeautiful art pieces
Step 3. Practice 2c Post reading 2c fill in the blanks with the correct forms of the phrases in the box Notes: 1. Rethink, Reuse, Recycle ! re-是最常用的前缀之一。它可以加在名词或动词前面，构成新的名词或动词。re-表示以下意义： 1)表示“回”或“向后”的意思。例如：return（回来）recall（回忆，召回） 2)表示“再”、“重新”、“重复”的意思。 例如：rethink（再思考）reuse（再运用）restart（重新开始）recycle （再利用） 2. She is a most unusual woman. un-前缀“不，非” ，加在形容词之前，表示否定。 e.g. uncomfortable 不舒服的 unpleasant 不愉快的 unfortunate 不幸的 unfriendly 不友好的 3. Amy is an inspiration (n.灵感) to us all. -tion名词后缀，表示动作、状态。 e.g. invitation, attraction, population, pronunciation Step4. Summary 扔掉；抛弃 throw away 好好利用某物 put sth. to good use 拥有创意的头脑 have a creative mind 用……建造…… build…out of… 拆下；摧毁 pull…down 上下颠倒；倒转 upside down 在……前面 in front of… 获奖 win a prize 开一家小店 open a small shop 建立网站 set up a website 在网上出售…… sell…online Step 5. Homework Make something out of rubbish by yourself. Remember the words and phrases in this lesson. Finish the exercise in Xuefa. (Level A&B: do all above; level C: do 2 and 1)
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Unit 13 We’re trying to save the earth!
Period 6 (Section B 3a~Selfcheck)
课题 SectionB3a~Selfcheck 课型 写作课 设计人
教学目标 1. Learn to write a letter to the city mayor about the environment problems in your city and your suggestions. 2.Review some items in this unit.
德育目标 培养学生热爱我们生活的地球，防止污染，保护环境。
教学重点 Learn to write a letter to the city mayor about the environment problems in your city and your suggestions.
教学难点 Learn to write a letter to the city mayor about the environment problems in your city and your suggestions.
教学准备 搜集图片素材和制作课件
教学方法 合作探究法 、圈点批注法
课时安排 一课时
教学过程设计 教学札记
Step1. Warming up and revision 1. Have a dictation of the new words and expressions of this unit. 2.What should we do to save the earth Turn off the lights when we leave a room. Take our own bags when shopping. Ride a bike. Recycle paper. Don’t use paper napkins. 3. What should governments do to save the earth They should close down the factories that put waste into the river. Set up a lot of dustbins on the street. Encourage people to reduce the use of wooden chopsticks, plastic bowls and bags. Step2.Writing Pre-writing 1. Work on 3a. Which parts of the town/ city have a nice environment Why are they nice Which parts need to be improved Why Good environmentWhyBad environmentWhy
Fill in the chart about your city. 2. Work on 3b. Write a letter to the city major about the problems and your suggestions. In your letter, describe the environmental problems in your town/city.① What are the problems ② Where are they ③ What or who is causing these problems Then, give suggestions or possible ways to solve the problems. I think that… We should/ could… I suggest… Step3.Self Check Write different forms of the words. Then add more to each group. Match each statement with the grammar structure. 3. Write ways to cut down on these kinds of pollution. Step4. Homework Finish the exercise in this unit. Review the words, phrases and sentences in this unit.
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