人教版英语九年级全一册教案：Unit13 SectionA(1a-2d)-word文档

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…, cut down, instead of, remember to do sth.

1.1.1.1.2 For comprehending: takeaway, bin, make a difference 1.1.1.3 Sentence Structures 1) 2) 3) 4)

We’re trying to save the earth. P97 But it used to be so clean. P97 The air is badly polluted. P98 To cut down air pollution, we should take the bus or subway instead of driving. P98 5)

Our actions can make a difference and lead to a better future! P98 1.1.1.4 Grammar Focus

1) We’re 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

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。

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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 I’m watching TV.和Unit 7 It’s raining!学习了现在进行时，Book 8B Unit 8 Have you read Treasure Island yet?和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 to 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 , projector

5.0 Teaching procedures 教学进程

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.

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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 presentation

Present some pictures and ask Ss “What are these pictures about?”This 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 pollution 5.2.3 Activity 1a 5.2.3.1

Get Ss to write the words related to different kinds of pollution in the box. 5.2.2.2

Group work. 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 1b 5.3.1.1 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 page 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, 2b

2a and 2b provides listening practice 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.

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