九年级英语UNIT13教案
九年级英语unit13教案
九年级英语unit13教案【篇一：九年级英语第十三单元教案unit 13 we】unit 13 we’re trying to save the earth!一、教学目标：1. 语言知识目标基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin,shark, fin, method, cruel. harmful, chain, ecosystem, industry, law, scientific, afford,reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration,iron, work, metal, creativity,基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth.to good use, pull… down, bring back基本句型：we’re trying to save the earth! the river used to beso clean.the air is badly polluted. no scientific studies have showedthat shark fins are good for health.we should help save the sharks.2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
3. 情感目标: 有环境危机意识，学会关注环境保护环境。
二、教学重难点：1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。
九年级英语全册 Unit 13 Rainy days make me sad The Second Period教案 人教新目标版
Unit 13 Rainy days make me sadThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytense, have fun, angry, cry.(2) Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．Ability Objects(1) Train students' listening ability.(2) Train students' speaking ability.3．Moral ObjectsEnjoying yourself is very important. But no matter what hobbies you have, do remember they must be good for health and study.Ⅱ．Teaching Key Points1．Key Vocabularytense, angry, cry.2．Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.3．StructuresLoud music makes me tense.Loud music makes me want to dance.Ⅲ．Teaching Difficult Points1．The target language2．How to train students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve the students' listening ability.2．Pairwork.Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a pair of students to read the conversation in Activity 1c. Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c.S A: I'd rather go to the Rockin' Restaurant because I like to listen to loud music while I'm eating.S B: Really? Soft music makes me relaxed.S A: Not me. Soft music makes me sleepy.Step Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation.Look at the pictures. Ask, What are they doing? Please guess. (In Picture 1, two women are eating and smiling. Maybe the food is very delicious. In Picture 2, the two women are crying. Maybe they are seeing a sad movie. In Picture 3, one of the two women is very tense that because of the loud music. In Picture 4 , one woman is waiting for the bus or someone. Waiting makes her angry.)Go through the instructions with the class. Say, You will hear Tina and John talking about what Tina and Amy did last night. The four pictures show something that Tina did last night.Point to the boxes. Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording. Play the tape for students. The first time, students just listen. Play the tape again. This time, ask students to number the pictures when they listen.Correct the answers with the class.AnswersThe pictures should be numbered in this order: (down)3 24 1TapescriptBoy: Did you and Amy have fun last night, Tina?Girl: Well, John …yes and no.Boy: Was Amy late as usual.Girl: Yes, she was. And waiting for her made me angry.Boy: Where did you go?Girl: First we went to the Rockin' Restaurant, but Amy didn't want to stay. She said that loud music made her tense.Boy: That's funny. Loud music always makes me want to dance.Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time.Boy: Then did you go to the concert at the high school?Girl : No. We decided to go to the movies. We saw Love Me Forever. It was a really good movie, but it was so sad that it made us cry.Boy: Sad movies don't make me cry. They just make me want to leave!Girl: You should just like my brother!Step Ⅲ 2bThis activity provides guided listening practice using the target language. Go through the instructions and point to the list of statements.You will hear the same recording again. This time listen carefully to whateach person says. Put a checkmark in front of the statements you hear.Look at the sample answer. On the tape Tina says, Waiting for her made me an gry, so a checkmark goes in front of this sentence. Play the tape again. Let students check the sentences they hear.Ask students to say the reasons why they check them.Check the answers with the class.Answers√ Waiting for her made me angry.√ She said that loud music made her tense.________Loud music makes me happy.√ Loud music always makes me want to dance.√ It was so sad it made us cry.√ Sad movies don't make me cry.They just make me want to leave!________It made me sad.Step Ⅳ 2cThis activity provides oral practice using the target language.Look at the sample conversation between Tina and John. Invite a pair of students to read it to the class.John: Did you have fun with Amy last night?Tina: Well … yes and no. She was really late.Go through the instructions with the class. Get students to make up a conversation using information from Activities 2a and 2b. Let students work in pairs. While they are working, go around the class room checking the progress of the pairs and offering help as necessary.Call out a pair of students to say their conversation to the class.S A: Did you have fun with Li Ping last night?S B: Well … yes and no. She was late again as usual.S A: So, waiting for her made you angry. Where did you go?S B: We went to a small restaurant. It was quiet and clean. The food was delicious. The soft music made me very happy.S A: Did you go to see a movie?S B: Yes. We saw Love Me Once More, Mother. It was a very good movie. It was also moving and sad. It made us cry.S A: Really? You sound just like my mother.Step Ⅴ Grammar FocusLook at the grammar box. Invite a student to read the sentences to the class.Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.While the student is reading, write the three sentences on the blackboard. Then ask. What verb do you see in all three sentences in the Grammar Focus (make in the present and in the past tense) Let students underline the verb in all three sentences. Then underline the word that comes right after that verb (me) . Ask, What does this word tell us? (It tells who had the feeling—me, her, etc.) Circle the ending of each sentence. Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class (tense, sad) . Other students repeat. Then let students make up similar sentences with the verb make that talk about feelings and have an adjective at the end. Write on the black board: ________ makes me ________ . Let students work alone. Then ask some students to read their sentences.S1: A quiet place makes me sleepy.S2: Loud noise makes me tense.Pay attention to the sentence with wanting to dance at the end. Say, Sometimes there is a phrase like want to dance at the end instead of anadjective. For example, Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ________ . Hot weather makes me Give students two minutes to finish the sentences. Then ask some students to read their sentences.S1: Long movies make me want to leave.S2: Long movies make me want to cry.S3: Hot weather makes me want to go swimming.S4: Hot weather makes me want to drink a lot of water.Let students make up any other sentence using the verb make to talk about how things affect them.Step Ⅵ SummaRyIn this class, we've learned key vocabulary tense and the target language Loud music makes me tense. Loud music makes me want to dance. That movie made me sad.Step Ⅶ HomeworkGet students to write some sentences according to the target language.Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe Second Period1．Target languageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．…makes me…Long movies make me…Hot weather makes me…。
九年级英语全册-Unit-13-We’re-trying-to-save-the-earth(第2课时)教案-(新版)人教新目标版
Unit 13 We’re trying to save the earth教材分析本单元带领学生了解了一些有关地球污染，动物濒危等问题。
并且教给大家如何保护濒危动物，如何通过回收利用等方式来保护地球。
本单元主要复习语法内容为情态动词和动词形式变化。
本课主要带领大家进行语法复习，巩固语法知识。
一、三维目标(一) 知识与技能1. To learn different forms of verb.2. To understand the use of Modal Verbs.(二) 过程和方法3. To know how to use different forms of verb in different situations.4. To know how to use Modal Verbs in different situations.(三) 情感态度和价值观5. After learning this part, every student will be able to describe theirawareness of the serious situation of pullution and solutions to environmental problems using what we have learned in this lesson.教学重点1. To change forms of verb according to specific situation.2. To use Modal Verbs properly.教学难点1. To change forms of verb according to specific situation.2. To use Modal Verbs properly.二、教学策略根据本课教学目标和重点内容，教师可采用读，小组讨论，口头及书面练习等活动来引导学生进行学习。
人教版九年级英语Unit 13 We're trying to save the earth! 全单元教案
Unit 13We're trying to save the earth!本单元围绕环境保护的话题，并用主题图片表现噪音污染、空气污染、水污染等内容，目的是为了让学生对环境的破坏有一个直观的认识，从而激发学生强烈的社会责任感和对未来发展的思考。
Section A的重点是让学生掌握与环境污染和环境保护相关的词汇和句型，同时引导学生关爱动物、保护环境。
教学难点是让学生学会正确使用连词和结合生活实际讲述如何保护环境。
Section B在Section A所学的基础上，进一步谈论如何保护环境。
教学重点是让学生了解环境保护的方式，并落实到积极的行动当中，同时还有阅读策略和写作技巧的训练。
教学难点是让学生在阅读2a文章之后，根据所给词根找出衍生出的不同词汇，并理解前缀和后缀的不同用法。
The First Period—Section A(1a－2d)Teaching Important Points【教学重点】Key words & phrases：litter，bottom，fisherman，coal，ugly，advantage，cost，wooden，plasticnoise pollution，air pollution，water pollution，be full of，play a part in，turn…into，cut down air pollutionKey sentences：1.Even the bottom of the river was full of rubbish.2.It used to be so clean.3.Everyone in this town should play a part in cleaning it up.4.The air is badly polluted because there are more cars on the road these days.5.The air has become really polluted around here.6.We're trying to save the earth.Key structure：should＋do；used to＋do；have/has＋done；be＋done；be＋doinge．g.Everyone should help to clean up the river.The air has become really polluted.I used to be able to see stars in the sky.The air is badly polluted.Teaching Difficult Points【教学难点】★Practice the structures to talk about pollution and environmental protection.Teaching Aids【教学工具】A tape recorder，CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1．Greeting2．Discussion and reviewDiscuss with the students，like this：T：What kinds of pollution are there these days?S：…T：What causes the pollution?S：…3．Review the words and expressions about the topic.★Step 2Cooperative inquiry【合作探究】1．Finish the task in 1a①Show pictures or play videos about pollution and talk about the pollution.②Read these phrases in 1a.Look at the pictures in 1a and say what they see in the pictures.Write down the words and add more words.③Ask students to say out their words in each kind of pollution.2．Finish the task in 1b①Read the instructions.Get the students to read the contents in the chart and think of what they will fill in the blanks.②Play the recording for the first time.Students listen and fill in the words.③Play the recording a second time.Ask them to check the answers.Then ask the questions.Students answer with full sentences.④Ask more questions to help students learn more details.Then play the recording for the students to role－pay the conversation.3．Finish the task in 1c①Show the key words of the conversation.Ask students to retell the contents in the chart.Like this：What：dirty；bottom，rubbish；fishWhy：littering，putting wasteHow：write to，close down；help to clean up②Read aloud the model dialogue in 1c.Then in pairs，do the oral practice with more words.③Ask two pairs to perform in class.4．Finish the tasks in 2a－2b①Use PPT or pictures to show the four kinds of pollution.Get the groups of students to havea competition to say words about the pollution one by one.land pollution：…air pollution：…noise pollution：…water pollution：…②Get the students to write down these words in their notebooks.③Play the recording for the first time.Students listen and circle the kinds of pollution.Check answers with the class.④Read the sentences in 2b.Predict the contents they will fill in.Play the recording.Students listen and complete the sentences.⑤Play the recording again.Check the answers with the whole class.5．Finish the task in 2c①Read the sample conversation in 2c.Then Read the listening materials and discuss in pairs what causes the two kinds of pollution.②Students work in pairs，making dialogues.③Ask three pairs to role－play their conversations to the class.6．Finish the task in 2d①Talk about the picture in 2d.Ask：What are your ideas for solving the air pollution/waste pollution problem？Present the new words in the conversation.Such as，coal，advantage，wooden，plastic，takeaway，bin，…②Read the conversation in 2d quickly.Find out the problems about environmental pollution in the dialogue.③Read the conversation again.Ask the students to find the ways to solve the problems of air and waste pollution.④Read aloud the conversation by the recording.⑤Learn the useful expressions：What are your ideas for doing…To cut down air pollution，we should…So together，our actions can make a difference and…⑥Role－play or read the conversation in pairs until fluently.★Step 3Homework1．What are your ideas for solving the waste pollution problem?2．Write the words about the four kinds of pollution.3．Translate the following sentences into English.(1)我们正在想办法拯救地球。
九年级英语unit13教案
Unit 13 Rainy days make me sad．教学目的知识与能力In this unit, students learn to talk about how things affect them,and how to express their own opinions using the target language, 过程与方法To train students’ listening, speaking, reading and writing skillsusing the target language,情感态度与价值观The impact of attitude on life is obvious．When go shopping, we shouldremember not all the ads are great．We have to be careful． In this way, we can buy nothing that we don’tneed at all． So we should be in charge of our attitude． That way,we can live happily and we can do everything better．教学重难点To make students learn and master the key vocabulary words and the target language．To train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．教学资源录音磁带，录音机，电脑，多媒体课件课时分配共7课时教学过程Period One (总第一课时)教学目的1．Knowledge Objects（1）Key V ocabulary sad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．教学重难点Target Language1．How to improve students’ listening ability．2． How to help students to express their opinion freely．教学方法1．Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class 学法指导Helping each other is very important．It is a good quality．教学过程随堂记录Step 1. RevisionYesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy? Excited? Nervous?Step 2. 1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Step 3. 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Step 4. 1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．Tell students they will be talking about their own opinions with a partner．Look back at the chart in Activity 16．Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．Step 5. HomeworkReview the target languagePeriod Two(总第二课时)教学目的1．Knowledge Objects（1）Key V ocabulary tense, have fun, angry, cry．（2）Target Language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．教学重难点Teaching Key Points1．Key V ocabulary tense, angry, cry．2．Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3．StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ．Teaching Difficult Points1．The target language 2． How to train students’ listening ability．教学方法1．Listening method to improve the students’ listening ability．2． Pairwork．学法指导教学过程随堂记录Step 1. RevisionCheck homework．Invite a pair of students to read the conversation inStep 2. 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．Step 3. 2bThis activity provides guided listening practice using the target language．Go through the instructions and point to the list of statements．You will hear the same recording again．This time listen carefully to what each person says．Put a checkmark in front of the statements you hear．Step 4 2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well…yes and no．She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b．Let students work in pairs．Step 5. HomeworkGet students to write some sentences according to the target language．In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Period Three (总第三课时)教学目的1．Knowledge Objects（1）Key V ocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target Language How do you feel about pollution?It makes me kind of angry．How about you?It makes me want to join a clean-up campaign．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectIn our lives, we should express what we feel clearly．教学重难点Train students’ integrating skills．How to improve students’ integrating skills．教学方法1．Fast-reading method．2．Groupwork and pairwork．学法指导教学过程随堂记录Step 1. RevisionT: Yesterday we learned the target language．The structure is…makesme…Now who can make sentences using the structure? S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step2. 3aRead the words and get students to repeat again and again until they can pronounce the words fluently and accurately．This activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture．Step 3 3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．Say, First take a few minutes to think of a place and how you will describe it．You can write down some words that describe the place．Get student to work in groups of four or five．Each students describes a place and others in the group try to guess it．Step4 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution．For example, I hate pollution．Loud noise makes me tense．Smoking makes me very angry．Endangered animals make me sad．I think pollution is very terrible．Get students to read the instructions by themselves．Have students complete the work in groups of three．Step5 Homework1．Finish off the exercises on pages 53～55 of the workbook．2．Ask students to choose some places they know and talk about how they feel about the places．Period Four (总第四课时)教学目的1．Knowledge Objects（1）Key V ocabulary mysterious, shiny, silky, skin, cream, toothpaste, keep out （2）Target LanguageHave you ever had a Twisty Treat? Yeah．And it made me sick．2．Ability Objects（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectNot all the most expensive things are the best ones．Sometimes we shouldn’t believe all of ads．教学重难点How to train students’ speaking and listening ability．How to use the target language．1．Key V ocabulary mysterious, shiny, silky, skin, keep out 2．Target LanguageHave you ever had a Twisty Treat? Yeah．And it made me sick．教学方法1．Listening method 2．Groupwork to make every student works in class．学法指导教学过程随堂记录Step 1 RevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step 2 1aThis activity introduces new vocabulary．Pay attention to the four pictures．Ask,Who can tell me what each thing is? Get a student to answer．Repeat the name of each product and let the class repeat.Step3 1bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do．Get students to make lists individually．Ask some students to read their lists to the class．Have other students put up their hands if they have the same item on their own lists．Step 4 2aThis activity provides listening practice with the target language andintroduce new vocabulary．Go through the instructions and make sure students understand what to do．Now you will hear about some more products and what people think of them．Write Yes in front of the product if the person likes it．Step 5 2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class．Look back at the two lists in Activity 2a．Get students to put up their hands if they don’t understand ANY of the words．If necessary, explain new vocabulary．Read each item to the class．Look at the sample answer and invite a student to read the matching parts to the class．Step 6 2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb．Invite a student to read his/her lists to the class．Step 7 Homework Talk about some products using some words in this class, and write down the conversations．Period Five (总第五课时)教学目的1．Knowledge Objects（1）Key V ocabulary aim at, useful, for instance, product, careful, plane （2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Improve students’ integrating skills—reading skill and writing skill．（2）Improve students’ speaking ability by discussion．3．Moral ObjectWe are in charge of our attitude and we can do everything well．教学重难点Practise reading and writing using the target language．1．How to improve students’ reading ability．2．How to improve students’ speaking ability by discussion．教学方法1．Reading method to improve students’ reading ability．2．Discussion method to improve students’ speaking ability．3．Pairwork to make every student work in class．学法指导教学过程随堂记录Step 1RevisionRevise the target language presented in this unit．Check homework．Get some pairs to read out their conversations．（1）S A: Have you ever had a jacket?S B: Yeah．And it made me beautiful．（2）S A: Have you ever bad a science book?S B: Yeah．And it made me tense．Step 2 3aThis activity provides reading practice using the target language．Teach the new words．Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article．Let a student read the article aloud to the class．Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．Read the instructions to the class．What’s the article about? Do you agree with it?Get students to read the article again and answer the two questions．Step3 3bThis activity provides reading and writing practice using the target language．Go through the instructions with the class．Get a student to read ‘the sentences at the beginning of the paragraph to the class．Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a．Have students finish the article individually．While they are working, walk around the classroom offering help and answering questions as necessary．When they finish, get a student to read his/her completed article to the class．Step 4 3cThis activity provides writing practice using the target language．Go through the instructions with the class．Ask students,Do you know what the word slogan means?For example, for the shiniest hair ever is the slogan of Easy Care Shampoo．Help students answer the question．Tell them the Chinese meaning if necessary to make sure they understand the meaning．Step 5 Part 4This activity provides listening and speaking practice using the target language．Look at the three pictures．Ask, What can you see in the pictures? Go through the instructions with the class．Look at the example in the box．Get a pair of students to read the conversation to the class．Step 6 Homework1．Read the article in Activity 3a again．2．Complete the article in Activity 3b．Period Six (总第六课时)教学目的1．Knowledge Objects（1）Fill in blanks and make sentences using list, lead, compare, keep out, taste．（2）Finish the table according to the diary．2．Ability Object Train students’ writing ability．3．Moral Objects We should believe in others．We shouldn’t be selfish．教学重难点1．Fill in blanks and make sentences．2．Finish the table．Make sentences using list, lead, compare, keep out, taste.教学方法1．Teaching by explanation．2．Speaking method学法指导教学过程随堂记录Step 1 RevisionCheck homework．Get a few students to read the article in 3a．Then have a student read his own article．Step 2 Part 2This activity focuses on vocabulary introduced in the unit．Look at the words in the box．Get a student to read them．Make sure the students understand the meanings of the words．Please fill in the blanks with the words．Step3 This activity provides listening and speaking practice using the target language．Go through the instructions for this activity with the class．Get a student to read the diary aloud．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Have students read the diary again．Then ask students to do the work in pairs．Step4ⅣThis activity provides reading and speaking practice with the target language．Ask two students to read the conversation aloud．Get all the students to read the conversation again．Ask, What makes the cartoon funny? Help students to explain．Step 5 Summary and HomeworkIn this class, we’re done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please make sentences with the words in Activity I in your exercise books．Then finish off the exercises on pages 55～56 of the workbook．Period Seven (总第七课时)教学目的1．Knowledge ObjectsKey V ocabularywedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time2．Ability ObjectsFast-reading to get a general idea of the text．Careful-reading to get the detailed information in the text．Learn the words and phrases from the context．3．Moral ObjectGiving a gift is an art．Money is one of the gifts we can give others．But we must know money is not everything．So only when it is proper can we give someone money as a gift．教学重难点Key vocabularyTrain students’ reading ability．Train students’ reading and writing skills教学方法Fast-reading to improve students’ reading ability．Careful-reading to get the detailed information．Pairwork and groupwork学法指导教学过程随堂记录Step 1 Key V ocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．Step 2 Part 1This activity allows students to activate their background knowledgebefore attempting the reading．Look at the picture．Ask, What’s happening in the picture? Let students describe the picture．Read the title The art of giving aloud．Get the students to predict what they think the article is about, based on the title and the picture．Get students to finish Task 1．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．Step3 Part 2This activity encourages students to read for the main idea．Read the instructions aloud to the class．Get students into groups of four．Let them read th4 text quickly, then each group summarizes one paragraph in their own words．As they are doing this, go around the classroom to make sure they discuss the questions in English．Invite four students to report their answers．Step 4 This activity encourages students to use the strategy of reading in context．Look back at the story and find out the words and expressions indicated in bold．Step 5 Part 4his activity helps students read for specific information and paraphrase ideas．Read the instructions aloud to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Let students complete the sentences individually or in pairs．As they work, move around the classroom offering help as necessary．Step 6 Part 5This activity helps students work in a group and think critically about what they have read．Go through the instructions with the students．Let students do the task in small groups．Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births．Check the answers．Let students share their answers with the class．Step 7 Homework1．Read the story in activity 2 again for further comprehension．2．Revise the target language in this unit．11。
人教版新目标版九年级英语全册Unit 13 We’re trying to save the earth教案
Unit 13 We’re trying to save the earth!知识导航语言目标谈论污染和环境保护。
Section A 重点单词1. litter v.乱扔n.垃圾2. bottom n.底部3. coal n.煤4.ugly adj.丑陋的 5. cost v.花费n.花费 6. wooden adj.木制的 (wood n.木材) 7. plastic adj.塑料的n.塑料 8. method n.方法 9. cruel adj.残酷的 10. harmful adj.有害的 (harm n.害处) 11. industry n.工业 12. law n.法律 13. afford v.承担得起重点短语1.make a difference 起作用；有影响2. take part in 参加3. turnoff 关掉4. pay for 付费；付出代价5. cut down 减少6. lead to 导致7.hear of 听说 8. cut off 切除重点句型1.We’re trying to save the earth. 我们在努力拯救地球。
2. The rive used to be so clean. 这河流过去是如此的清澈。
3. The air is badly polluted. 空气被严重污染。
4. The method is not only cruel, but also harmful to theenvironment. 这种方法不仅残酷，而且对环境也有害。
Section B +Self Check 重点单词1. recycle v.回收利用2. gate n.大门3. bottle n.瓶子4.president n. 负责人 5. work n.作品 6. metal n.金属重点短语1. throw away 扔掉2. put sth. to good use 好好利用3. put …down 拆下 4. upside down 上下颠倒 5. bring back 恢复重点句型1. And the gate in front of her house is made of rocks and oldglass bottles. 她房子的前门是由岩石和旧玻璃瓶子制成的。
人教版九年级英语Unit 13 We’re trying to save the earth 教案
Unit 13We’re trying to save the earth!Section A(1a－2d)┃教学小结┃【板书设计】Unit 13We’re trying to save the earth!Section A(Section A(3a－4c)┃教学小结┃Section B(1a－1e)┃教学小结┃Section B(2a－2e)设计意图：读前预测，为学生在接下来的阅读中获取文章大意作准备。
思维导图可以帮助学生理清文章脉络。
Step 5：Use pictures to teach the new words.When students think about the questions in Step 3，the teacher can write down the new words on the blackboard.And teach them the new words.设计意图：适时呈现词汇，可以减轻学生的阅读压力。
While readingStep 6：Fast reading1.Ask students to look through the article quickly and find out the answer to each question.How many people are mentioned in the passage?Who are they?2.The teacher adds information to the mind-map.设计意图：扫读整篇文章，获取大意，帮助学生把握文章的整体性。
Step 7：Careful reading(Paragraph 2)1.Ask students to read Paragraph 2 carefully and fill in the chart.2.Check answers.3.The teacher adds the information to the mind-map.Step 8：Careful reading(Paragraph 3)1.Ask students to read Paragraph 3 carefully and fill in the chart.2.Check answers.Name What did she make？What materials did she use？Jessica Wong bags old clothes，especially old jeans3.The teacher adds the information to the mind-map.Step 9：Careful reading(Paragraph 4)1.Ask students to read Paragraph 4 carefully and fill in the chart.2.Check answers.Name What did he make？What materials did he use？Wang Tao beautiful art pieces iron and other materials from old cars3.The teacher adds the information to the mind-map.Which things can be done by common people every day？Which things have to be done by governments and organizations？Common people Governments Organizations2.Ask several groups to give a report.设计意图：教师让学生对所学的保护环境的措施进行归纳和分类，培养学生分析问题和解决问题的能力。
九年级英语unit13教案
九年级英语unit13教案教案标题：九年级英语Unit 13教案教案目标：1. 通过本单元的学习，学生能够掌握有关健康和生活方式的词汇和表达方式。
2. 提高学生的听说读写能力，培养他们的英语交际能力。
3. 培养学生的合作学习和自主学习能力。
教学重点：1. 掌握与健康和生活方式相关的词汇和表达方式。
2. 提高学生的听说读写能力。
教学难点：1. 运用所学的词汇和表达方式描述健康和生活方式。
2. 运用所学的语言进行实际情境的交际。
教学准备：1. 多媒体设备和投影仪。
2. 学生课本和练习册。
3. 单词卡片、图片等教具。
教学过程：Step 1: 导入新课 (5分钟)1. 引入新课，与学生讨论有关健康和生活方式的话题。
2. 展示一些图片，让学生猜测图片与健康和生活方式的关系。
3. 引导学生提出一些与健康和生活方式相关的词汇。
Step 2: 词汇学习 (10分钟)1. 教师通过多媒体展示单词卡片，教授与健康和生活方式相关的词汇。
2. 学生跟读单词，并进行词汇拼写和语音练习。
Step 3: 阅读理解 (15分钟)1. 学生阅读课本中与健康和生活方式相关的短文，并回答相关问题。
2. 学生进行小组讨论，分享自己的答案，并与其他小组进行交流。
Step 4: 口语练习 (15分钟)1. 学生分成小组，进行角色扮演，模拟真实生活情境，例如在医生办公室里咨询健康问题。
2. 学生互相提问和回答问题，运用所学的词汇和表达方式进行交流。
Step 5: 写作练习 (15分钟)1. 学生根据所给的提示，写一篇关于自己的健康和生活方式的短文。
2. 学生互相交换作文，进行互评和修改。
Step 6: 总结和作业布置 (5分钟)1. 教师总结本节课的重点和难点，并与学生一起回顾所学内容。
2. 布置作业：要求学生完成练习册中与本单元相关的练习。
教学延伸：1. 鼓励学生自主学习，提供相关的阅读材料和网上资源，让学生进一步了解健康和生活方式的话题。
英语人教版九年级全册unit13 Section A (3a-3b)教案
方法
According to finishing some tasks to train students’ integrating skills and train the ability of expressing students’ own opinions．
情感
态度
Animals are our friends．We must know how to love them and how to protect them．That way, It is good for both animals and us．
2.Retell the story according to thekey words.
Step4Exercises
According to the passage, fill in the blanks.
Describe the pictures.
Discuss with partners.
“Have you ever seen a shark?”
3. Have the students fill in the blanks in 3b with the words in the box individually. And check their work with some students.
Step 3Post reading
1.Let Ss explain the passage.
学习策略
Reading for specific information.
Taking notes, cooperative learning.
重点
Target Language Nhomakorabea难点How to improve students’ integrating skills．．
九年级英语全册 Unit 13 Rainy days make me sad The Sixth Period教案 人教新目标版
Unit 13 Rainy days make me sadThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in blanks and make sentences using list, lead, compare, keep out, taste.(2) Finish the table according to the diary.2．Ability ObjectTrain students' writing ability.3．Moral ObjectsWe should believe in others. We shouldn't be selfish.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the table.Ⅲ．Teaching Difficult PointMake sentences using list , lead, compare, keep out, taste.Ⅳ．Teaching Methods1．Teaching by explanation.2．Speaking methodⅤ．Teaching Aids1．A projector.2．The blackboard.Ⅵ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get a few students to read the article in 3a. Then have a student read his own article.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the boo. Get a student to read them. Make sure the students understand the meanings of the words. Please fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Get students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Show the answers on the screen by a projector.1．I need a new jacket. This one doesn't keep out the cold.2．Customers say the food at the restaurant tastes terrible.3．When prices are listed, you can go to the store with the lowest price.4．Working hard at English can lead to a good job.5．Wait before you buy that watch. Let's compare prices in another store.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Sample answers1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard.4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.Step Ⅲ Part 2This actlvity provides listening and speaking practice using the target language.Go through the instructions for this activity with the class.Get a student to read the diary aloud. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class. Have students read the diary again. Then ask students to do the work in pairs. When they work, walk around the classroom providing help if necessary.Check the answers with the whole class.AnswersNotes1．home here is an adverb, means at, in or to one's home or country.2．annoy—make rather angry(esp. in passive) , for example, be annoyed with sb.Step ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.S A: They make me scared.S B: Really? They make me hungry.Get all the students to read the conversation again. Ask, What makes the cartoon funny? Help students to explain. The second fish is intelligent enough to take the bait from the hook without getting caught.Get some pairs of students to present this conversation to the rest of the class.Notescared—frightenedStep Ⅴ Summary and HomeworkIn this class, we're done much writing practice using the key vocabularywords and the target language presented in this unit.After class, please make sentences with the words in Activity 1 in your exercise books. Then finish off the exercises on pages 55～56 of the workbook.Step Ⅵ Blackboard DesignUnit 13 Rainy days make me sad.Self checkThe Sixth PeriodSample answers to Activity 1:1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard.4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.。
人教版英语九年级全一册教案：Unit13SectionA（3a-4c）
第 1 页 Unit13 SectionA （3a-4c ） 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 Chunks1.1.1.1.1 For applying: cruel, harmful, be harmful to, at the top of, industry, law, scientific, take part in, afford, turn off, pay for, take action1.1.1.1.2 For comprehending: shark, fin, chain, the food chain, ecosystem, reusable, transportation1.1.1.2 Sentence Structures1) M any have heard of shark fin soup.2) B ut do you realize that you’re killing a whole shark ut do you realize that you’re killing a whole shark each time you enjoy a each time you enjoy abowl of shark fin soup?3) T his is not only cruel, but also harmful to the environment.4) S harks are at the top of harks are at the top of the food chain in the ocean’s ecosystem.the food chain in the ocean’s ecosystem.5) I f their numbers drop too low, it will bring danger to all ocean life.6) W ithout a fin, a shark can no longer swim and slowly dies.7) T he numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years.8) T hey have even asked governments to develop laws to stop the sale ofshark fins. 9) S o far, no scientific studies have shown that shark fins are good for health,so why eat them?10) We We can’t can’t can’t afford to wait any longer to take action! afford to wait any longer to take action!1.1.1.3 Grammar Focus1） But do you realize that you’re killing a whole shark But do you realize that you’re killing a whole shark each time you enjoy a each time you enjoy abowl of shark fin soup? (each time 引导时间状语从句，意为“每当…”) 2） This is not only cruel, but also harmful to the environment. (notonly…but also…连接两个并列成分，意为“不仅…而且…”)3） So far, no scientific studies have shown that shark fins are good for health,so why eat them? (so far 意为“到目前为止”，是现在完成时的标志)4） Without a fin, a shark can no longer swim and slowly dies. (no longer 意为“不再”，等于not … any longer)1.1.2 Ability goals 能力目标1.1.2.1 To review the present perfect tense and the passive voice.1.1.2.2 To enable Ss to learn some of the key words and expressions in the reading passage.1.1.2.3 To cultivate Ss to read for specific ideas and the structure of the passage.1.1.3 Emotional goals 情感目标1.1.3.1 To help Ss understand the present situation of sharks.1.1.3.2 To raise Ss’ awareness of protecting animals. 1.2 Important and difficult teaching points 教学重难点1.2.1Enable Ss to learn and apply the sentence patterns. 1.2.2 Enable Ss to know the sharks are in danger.1.2.3 Guide Ss to help save the sharks.2.0 Student analysis 学情分析2.1 Fundamental State 基本情况通过本单元第一课时的学习，学生基本上激活了已有的语言知识，对本单元的话题（pollution and environmental protection ）已经有所感知，对于environmental problems, how to solve air pollution, how to solve waste pollution 等内容有了更深入的学习。
新目标英语九年级Unit13全单元教案
新⽬标英语九年级Unit13全单元教案Unit 13 Rainy days make me sad.Part 1: Teaching designSection AGoals●To learn to use make/s me＋infinitive, make/s me＋adjective●To listen and talk about eating in a restaurantProceduresWarming up by learning to use make/s me＋infinitive, make/s me＋adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.Now you are supposed to make as many sentences with themake/s me＋infinitive, make/s me＋adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why?1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the“make/s me ＋infinitive, make/s me ＋adjective structure” .And now complete the unfinished sentences in the chart on page 102.Now you are supposed to read the tapescript. While reading, underline the expressions1c Doing pairworkWhat are your opinions about the two restaurants? Which on would you like better?2a Listening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.2b Listening and checkingYou are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.All right now, you are supposed to read the tapescript. WhileReading, try to the “make/s me ＋infinitive, make/s me ＋adjective structure”, underline the expressions and blacken the connectives.2c Doing pairworkGo over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.3aReading and answeringOn page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me＋infinitive, make/s me ＋adjective” structure.Now you are to answer the three questions on page 104 in the box.3b Doing groupworkNow le t’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.4 Completing and surveying1) How do you feel about pollution ?2) It makes me kind of angry. How about you?3)Closing down by looking and sayingSECTION BGoals●To learn to use make/s me＋infinitive, make/s me＋adjective structures ●To listen, talk and read about productsProceduresWarming up by playing a gameGood morning, class. It is so cold today. The weather heremakes me sad. Now let’s first play a game to make us happy. We shall try to say as many sentences with make/s me＋infinitive, make/s me＋adjective structures as possible. The one who says the most such sentences will be made the monitor for today!1a looking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1b Making a listIn our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.2a Listening and tickingYou are going to listen to a conversation about products used in daily lives. Before you listen, go to page 105 and read the names of the products and the comments in the chart.After you listen, tick the products they like, and kick out the ones they don’t.2b Listening and drawingNext you are to listen and draw to show what the people say about the products. Finally go on to read the tapescript to learn some expressions and the make/s me ＋infinitive, make/s me ＋adjective structures.2c Doing groupworkIn 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.3a Reading to decideOn page 106 you will find article talking about advertising.Before you read, guess at the ideas to be talked about in the article. While you read,underline the expressions, blacken the connectives the examples of the make/s me ＋infinitive, make/s me ＋adjective structures.After you read, decide if you agree with the author or not.3b Reading and completingOn page 106 in the center is an unfinished article. Read it and try to complete it using the information about two or more products in activity 2a.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.4 Doing pairworkIn pairs discuss how the posters on page 106 make you feel.Closing down by drawing your own postersAt the end of the period we shall do something interesting: weshall draw pictures or posters. To advertise your products or services you have to draw posters. Now let’s wait and see whose products of posters are the most attractive and persuasive!SEFL CHECK1 Reading and fillingTo do something boring, go to page 107 and read the 5 sentences in the box. Complete them with a correct word given in its correct form. OK?2. Reading and writingIn the center of page 107 is a diary. Now you are given the right to read this diary by Ming. While reading keep your eyes on the structures and expressions. You know how important structures and expressions are for learning English.Dear Diary, 28, JuneI thoughttoday was going to be really bad. To start with, it was raining, and rainy daysmake me sad. And it was my birthday, butwhen I got up, no one was at home, and Mo m and Dad hadn’t left me a note. I walked to school with my best friend, Gu. She didn’t say anything either. This made me a little angry. After all, I remembered her birthday last month. In class, the teacher asked me for my homework, butas I was so tense when I left home, I had forgotten to bring it with me. That made me annoyed with myself. But things got better. Gu invited me for lunch. I was so surprised. Mon and Dad and all my friends were there. I had a wonderful surprise birthday lunch. That made me VERY happy.Early morning Late morning Noon Lunch timesad A little angry annoyed surprisedJust for fun!Looking at theposters above andwrite ad slogans forthem.Reading: Receiving money makes me uncomfortable.Before you read, go to the vocabulary list for this part on page 155. Read the words and study the word formation for meanings.While you read, blacken the predicates and circle the connectives.Receiving money makes me uncomfortable.Many books have been written about “the art of giving”. But what about the art of receiving? Sometimes, receiving a gift can be difficult, especially when someone buys you a giftyou d on’t want！“I remember when I was about twelve years old, my parents bought me a purple purse,”laughs Guo Xiaojing. “It really made me feel embarrassed, because to be honest, I thought the purse was really ugly！Still, I pretended that I liked it because IPart 2: Teaching Resources (第⼆部分：教学资源)I. What is a poster?A poster is any large piece of paper which hangs from a wall or other such surface. They are a frequent tool of advertisers, propagandists, protestors and other groups trying to communicate a message, and they also see personal use by people, especially the young, who wish to decorate in a relatively low-cost manner.II. Some wonderful slogans of advertisementsTrust me, you can make it. (美容)Human technology. (Nokia)When there is no tomorrow. (联邦快递)The milk chocolate that melts in your mouth-not in your hand. (巧克⼒)Good to the last drop. (雀巢咖啡)Next to myself, I like BVD best. (BVD内⾐)Just do it. (运动鞋)Things go better with coke. (可⼝可乐)One card, all the possibility. (Visa)MasterCard. Master the shopping possibility. (Card)It's everywhere you want to be. (Visa)Don't leave home without it. (美国通卡)Ugly is only skin-deep. (汽车)Shape up your image, future and life.Natural is beautiful. (美容)Gifted photographers require beautiful print quality.Using your own way to enjoy working; It's no price. (信⽤卡) Everything we do is driving by you. (汽车)Travel by air without any reservation. (鞋⼦)A diamond is forever. (钻⽯)We do chicken right. (炸鸡)No matter how you look at typing, we are your type. (打字机) The taste that refreshes. (饮料)Nokia connection people. (Nokia)Makoto Bank. Making communities together. (银⾏)Ford has a better idea. (Ford)Save our mouth for Memtos. (⾷品)It's Finger Licking good./we all do it for you. (快餐)Are you in or out? (美语补习班)Keep walking. (酒类)We share. (寿险)Made to move. (Nike)We're family. (信⽤卡)Forever sport. (Adidas)Just call me, be happy. (⼤哥⼤)So charming, so easy. (化妆品)Air France-making the sky best place on earth. (航空)Your favorite spare for your pleasure and dream. (动画商品) It's been a long hard road without you on the mind. (汽车)。
九年级英语unit13教案
English
年级
9
班级
3,16
课题
Unit 13 we’re trying to save the earth!SectionB2a~2e
话题
Protecting the environment
功能
Talk about pollution and environmental protection
情感
态度
We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment．
学习策略
1.Learn to predict what the reading passage is about.
. Let’s rethink our decision to buy a car, considering that a car will only add to environmental pollution.
◈reuse – use something again after it has been used.
Any other ideas?
Have Ss work in groups to discuss other ways of reusing and recycling thing.
Step3.
2c. To enable Ss to learn some key phrases used in the passage they have just read.
(2)Useful expressions: throw away, put sth. to good use, pull…down, upside down, bring back
新版人教版九年级英语Unit13全单元公开课教案共16页
新版人教版九年级英语Unit13全单元公开课教案共16页ask them what they see。
Then。
ask them to predict what the article will be about based on the pictures.1b。
Play the recording and ask students to listen carefully for the target language and useful ns。
Have them take notes and then discuss their findings in pairs or small groups.1c。
Have students work in pairs or small groups to discussthe ns and prompts related to the article。
Encourage them to usethe target language and useful ns in their ns.The topic of this lesson is protecting the environment。
specifically focusing on n and environmental n。
The target language includes phrases such as "We're trying to save the earth" and "Everyone should help to clean up the river." The grammar covered includes present progressive。
used to。
and modal verbs。
nally。
students will learn new vocabulary words such as "litter," "bottom," and "fisherman."The teaching methods used in this lesson include listening for key words。
人教版英语九年级全一册教案：Unit13 SectionB(3a-Self Check)
Unit13 SectionB（3a-Self Check）教案1.0教情分析1.1 Teaching objectives教学目标1.1.1 Language targets 语言目标1.1.1.1Key Words and Chunks1.1.1.1.1 For applying: solve the problem, worse and worse, give suggestions1.1.1.1.2 For comprehending: fame, inspire1.1.1.2Sentence Structures1)What or who is causing these problems?2)Which parts need to be improved?3)People should take public transportation more.4)The air pollution is getting worse and worse.1.1.1.3Grammar Focus1)The air pollution is getting worse and worse.(worse and worse 意为“越来越糟糕”)2)Which parts need to be improved? （need to be improved意为“有必要改进”）1.1.2 Ability goals 能力目标1.1.2.1 引导学生全面浏览性复习，总结归纳环境污染及保护的表达。
1.2.2.2 学会用同伴商讨交流，达到共同完善与提高。
1.2.2.3培养学生发散思维，通过写作练习帮助学生建构话题表达的框架体系。
1.1.3 Emotional goals 情感目标1.1.3.1 培养学生小组合作意识。
1.1.3.2 鼓励学生积极交流，互相借鉴参考,取长补短。
1.2 Important and difficult teaching points 教学重难点1.2.1 准确使用目标语言进行写作表达。
英语人教新课标九(全)Unit 13 We’re trying to save the earth!教案(SB)
英语人教新课标九（全）Unit 13 We’re trying to save theearth!教案(SB)Section B 1 (1a—2e)I. RevisionRole-play this conversation.A: I think that everyone should use public transportation.B: I disagree. It’s difficult for parents with young children to use public transportation…A: But we can do other things. For example, we can go to school on foot.B: You are right. We should turn off the lights when we leave the room.II. Leading in(1) Tell students we should do these things to protect the environment.Turn off the lights when you leave a room;Stop riding in cars;Stopping using paper towels or napkins;Recycle books and paper.Turn off the shower while you are washing your hair.You can help reduce pollution by putting that soda can in a different bin.Don’t use paper napkins.(2)What can we do to help save the earth? Rank these items from the easiest (1)to the most difficult(5). (1a)______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(3) Compare your answers in 1a with your partner.III. Listening 1c&1d(1)Listen and check (√) the things that Julia and Jack talk about.(2)Check ( ) the things that Julia is doing now, the things she will do in thefuture and the things she would never do.(3)Check the answers with the whole class.(4)Listen again and answer the questions below.①Who read a book?②Would Julia turn off the shower when she is washing the hair?③Does Jack live close to school?Get one student to write the answers on the blackboard.Keys: Jack.No, she would never do that.Yes, he does.IV. Practice(1)Make a conversation using the information from the chart in 1c. Say what istrue for you.(2)Guessing gameShow some pictures to students and get them to guess what these things aremade from.V. ReadingUse pictures to presentation the new words.(1)Read the passage and answer the questions below①Who is Amy Hayes?②How many people are mentioned in the passage? Who are they?Keys: She is a unusual woman in the UK.Three. They are Amy Hayes, Jessica Wong and Wang Tao.(2)Read the passage and complete the chart below.Keys:Amy Hayes•windows and doors of old buildings that have been pulled down•an old boat•rocks•old glass bottles（n.瓶子）a houseJessica Wongold clothes; especially old jeansbagsWang Taoiron (n.铁) and other materials from old carsbeautiful art pieces(3)Read paragraph 2 and answer the questions.①Did she win an award? What was it from?②Where did her windows and doors come from?③What does the sentence “she lives in a house in the UK that she built herselfout of rubbis h” mean?Keys:Yes, she did. It was from the Help Save Our Planet Society.They came from old buildings around her town that were pulled down.她住在英国，房子是她自己用废弃物建造而成。
新目标英语九年级Unit 13全单元教案
Unit 13 Rainy days make me sad.Part 1: Teaching designSection AGoals●To learn to use make/s me ＋infinitive, make/s me ＋adjective●To listen and talk about eating in a restaurantProcedures Warming up by learning to use make/s me ＋infinitive, make/s me ＋adjectiveOn page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.Now you are supposed to make as many sentences with themake/s me ＋infinitive, make/s me ＋adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why?◆I like to go to the one on the left because the music there would make me页 1 第talking about eating in restaurants.＋＋me infinitive, “make/s me make/s to While listening, pay attention the页 2 第Now you are supposed to read the tapescript. While reading, underline the expressionsand circle the connectives. 1c Doing pairwork What are your opinions about the twoand A boy a are about pastnumber the pictures on page 103.页 3 第Before you listen, go overthe seven sentences said by Tina and John in the box on page 103. While you listen, your answers by them respectively. After you listen, check check √the things said×All right now, you are supposed to read the tapescript. While页 4 第the “make/s me ＋infinitive, try to make/s circle me ＋adjective Reading,structure”, underline the expressions and blacken the connectives.2c Doing pairwork Go over the activities in 2a and 2b. Then in pairs try to role play the conversationbetween Tina and John. You may make use of the examples on page 103 to begin页 5 第read, On page 104 isparts, into divide the sentences is. While you read, try to what a restaurant science＋blacken the connectives and circle the “make/s me underline the expressions and,页 6 第3b Doing groupwork Now let's play a game. Tell your group members about a place you know well. Letthem try to guess the name of the place.No, it isn't.A:Is it a dancing hall? B: No, it isn't.A:Is it a therter? B: A: Yes, that's right. 4 Completing and surveying?feel about pollutionHow1)do youIt makes me kind of angry. How about you?2)页 7 第Closing down by looking and saying SECTION B Goalsadjective structures ＋＋infinitive, make/s me●To learn to use make/s meTo listen, talk and read about products●Procedures Warming up by playing a game makes me sad. Now let'sGood morning, class. It is so cold today. The weather herefirst play a game to make us happy. We shall try to say as many sentences withThe ＋adjective structures as possible. make/s me ＋infinitive, make/s meone who says the most such sentences will be made the monitor for today!1a looking and matching them and match products. Now read, think, daily are On page 105 four pictures of1b Making a list页 8 第In our life we use lots of products every. Which ones do you like best, and which ones2a Listening and ticking You are going to listen to a conversation about productsused in daily lives. Beforeyou listen, go to page 105 and read the names of the products and the comments in the chart.2b Listening and drawingNext you are to listen and draw to show what the people say about the products. Finally go on to read the tapescript to learn some expressions and the make/s me ＋infinitive, make/s me ＋adjective structures.2c Doing groupwork In 1b you have made a list. Now to practice spoken English you are to make use of页 9 第advertising.Before you read, guess at the ideas to be talked about in the article. While you read,the examples of connectives and circle the underline the expressions, blacken the3b Reading and completingOn page 106 in the center is an unfinished article. Read it and try to complete it using页 10 第to write slogans of yourown with the help of the slogans of theirs there on page 105.something interesting: weshall draw pictures or posters. To advertise your products or services you have to draw posters. Now let's wait and see whose products of posters are the most attractive and persuasive!SEFL CHECK1 Reading and fillingTo do something boring, go to page 107 and read the 5 sentences in the box. Complete页 11 第2. Reading and writing In the center of page 107 is a diary. Now you are given the right to read this diary byMing. While reading keep your eyes on the structures and expressions. You know how important structures and expressions are for learning English.Just for fun!the atLookingand above posterswrite ad slogans forthem.Reading: Receiving money makes me uncomfortable.go to the vocabulary list for this part on page 155. Read the words Before you read, and study the word formation for meanings.blacken While you read, the predicates and circle the connectives.Receiving money makes me uncomfortable.页 12 第第二部分：教学资源Part 2: Teaching Resources () I. What is a poster?a wall or other such surface. A poster is any large piece of paper which hangs fromgroups and protestors other of are They a frequent tool advertisers, propagandists, trying to communicate a message, and they also see personal use by people, especially the young, who wish to decorate in a relatively low-cost manner. II. Some wonderful slogans of advertisements )Trust me, you can make it. (美容页 13 第Human technology. (Nokia)When there is no tomorrow. (联邦快递)The milk chocolate that melts in your mouth-not in your hand. (巧克力)Good to the last drop. (雀巢咖啡)Next to myself, I like BVD best. (BVD内衣)Just do it. (运动鞋)Things go better with coke. (可口可乐)One card, all the possibility. (Visa) MasterCard. Master the shopping possibility. (Card)It's everywhere you want to be. (Visa)Don't leave home without it. (美国通卡)Ugly is only skin-deep. (汽车)Shape up your image, future and life.Natural is beautiful. (美容)Gifted photographers require beautiful print quality.Using your own way to enjoy working; It's no price. (信用卡)Everything we do is driving by you. (汽车)Travel by air without any reservation. (鞋子)A diamond is forever. (钻石))We do chicken right. (炸鸡No matter how you look at typing, we are your type. (打字机)饮料)The taste that refreshes. ( Nokia connection people. (Nokia)Makoto Bank. Making communities together. (银行)Ford has a better idea. (Ford) Save our mouth for Memtos. (食品)It's Finger Licking good./we all do it for you. ( 快餐)Are you in or out? (美语补习班)页 14 第Keep walking. (酒类)寿险)We share. ( Made to move. (Nike)We're family. (信用卡)Forever sport. (Adidas)Just call me, be happy. ( 大哥大)So charming, so easy. (化妆品)Air France-making the sky best place on earth. (航空)Your favorite spare for your pleasure and dream. (动画商品)页 15 第。
青海省青海师大附属第二中学九年级英语《Unit-13》教案-人教新目标版
青海省青海师大附属第二中学九年级英语《Unit 13》教案人教新目标版第一部分:教学设计Functions Talk about how things affect youStructures mak..sb..infinitive.mak..sb..adjectiveTarget language —I’. goo.restauran.becaus..lik.t.liste.t .quie.musi.whil.I’.eating.—M.too.Lou.musi.make.m.tense.—.agree.Lou.musi.make.m.uncomfortable.—I agree. Loud music makes me uncomfortable.Vocabulary lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered,uncomfortable, usefulLearningstrategiesPersonalizing, MatchingPeriod 1: Looking, Listening and Speaking (Page 102)(Those awful pictures make me sad.)Objectives●.mak..sb..infinitive.mak..sb..adjective●To listen and speak about how things affect youPro ceduresWarmin.u.b.studyin.“mak..sb..infinitive.mak..sb..adjective”O.pag.10.i.th.gramma.focu.chart.Rea.th.thre.sentence.an.tr.t.understan.it.stru cture.Loud music makes me tense.Sad movies make her want to leave.Waiting for her made me angry.复合及物动词（使役动词）make + 宾语+ 宾语补语(形容词/动词不定式), 表示“使某人/某物……”Now you are supposed to make as many sentences with the make/s me＋infinitive, make/s me＋adjective structure as possible.1a Looking and saying◆O.pag.10.i..pictur.o.restaurants.Whic.on.woul.yo.lik.t.go.An.wh.woul.yo.g.there?◆I like to go to the one on the left be cause the music there would makeme excited.◆I like to go to the one on the right because the music there would makeme quiet.◆.lik.t.g.t.th.on.o.th.lef.becaus.th.picture.ther.woul.mak.m.tense.◆I like to go to the one on the right b ecause the things there would makeme happy.1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants. Whil.listening.pa.attentio.t.th.The Blue Lagoon“make/.m..infinitive.make/.m..adjecti plet.th.unfinishe.sentence.i.th.char.o.pag.102.The Rockin’s RestaurantThe awful pictures make Amy sad. Th.sof.musi.make.Am.relaxed.The loud music makes Amy tense. The soft music makes Tina sleepy.No.g.t.page13.t.rea.thi.conversation.Whil.readin.tr.t.fin.al.th.sentence.wit.t h.“make/.m..infinitive.make/.m..adjectiv.structure......An.als.cut.th.sentenc.iNow read the conversation again to turn it into an article.1c Pairing and speakingWhat are your opinions about the two restaurants? Which on would you like better?Period 2: Listening and Speaking (Page 103)(Waiting for her makes me angry.)Objectives●.mak..sb..infinitive.mak..sb..adjective●To listen and speak about how things affect youProcedures■Warming up by studying the “Target Language”Hello.class.G.t.pag.VI.Rea.afte.m.th.sentence.i.“nguage”.—I’goo.restauran.becaus..lik.t.liste.t.quie.musi.whil.I’.e ating.—M.too.Lou.musi.make.m.tense.—.agree.Lou.musi.make.m.uncomfortable.Coul.yo.fin.sentence.wit.“mak..sb..infinitive.mak..sb..adjective.structure.Let’.mak.mor.suc.sentences. —Englis.movie.mak.m.excited.—Her photos make me uncomfortable.—Walkin.t.schoo.make.m.strong.—Eating outside makes me uncomfortable.Now go to page 103.2a Listening and numberingNow do the cloze test below to test your reading comprehension.2b Listening and checkingAl.righ.now.yo.ar.suppose.t.rea.th.tapescript.Whil.readin.tr.t.fin.al.th.sente nce.wit.th.“make/.m..infinitive.make/.m..adjectiv.structure..An.als.cut.th.sentenc.int.t hough.groups.stud.al.th.predicates.circl.al.th.linkin.word.an.underlin.al.th.e xpressions.That’.gramma.study.indeed.2c Pairing and speakingPeriod 3: Reading and Speaking (Page 104) (Restaurant science)Objectives●.mak..sb..infinitive.mak..sb..adjective ●To read and speak about how things affect youProcedures■Warming up by talking about what affect running a restaurantT.kno.mor.abou.runnin..restaurant.g.t.pag.104.3a Reading and answeringNow read the text again to turn it into a conversation.Now you are to answer the three questions on page 104 in the box.Th.colo.re.make.peopl.hungry.Re.als.make.customer.ea.faster.2.Wh.d.s.man.fas.foo.restauran.pain.thei.wall.red.pla.lou.music.an.hav.har.seat s.→Becaus.re.colo.make.customer.ea.faster.lou.musi.make.peopl.wan.t.leav.an.har. seat.als.mak.customer.wan.t.ea.quickl.an.leave.3.D.yo.thin.it’.fai.tha.som.restaurant.ar.designe.t.b.uncomfortable..No..don’.thin.so.Th.restauran.owner.ar.runnin.th.restaurant.i.orde.t.mak.money.The.wa .t.spen.mone.i.thei.restaurants.3. Do you think it’s fair that some restaurants are designed to be uncomfortable. →No, I don’t think so. The restaurant owners are running the restaur ants in order to make money. They want more customers to come to spend money in their restaurants.3b Grouping and speakingNo.let’.pla..game.Tel.you.grou.member.abou..plac.yo.kno.well.Le.the.tr.t.gues .th.nam.o.th.place.A.Th.seat.ar.ver.hard.Th.whit.wall.mak.m.stressed.B: Is it this classroom?A:No, it isn’t.B: Is it a hospital?A.Yes.that’.right.A:Yes, that’s right.A.Th.hous.i.ver.big.Th.nois.make.m.tense.B: Is it a railway station?A:No, it isn’t.B: Is it a dancing hall?A:No, it isn’t.B: Is it a theater?A:Yes, that’s right.4 Completing and surveying1)How do you feel about pollution?2)I.make.m.kin.o.angry.Ho.abou.you?3)It makes me want to join a clean-up campaign.Period 4: Matching, Listing, Listening and Speaking (Page 105)(They make me really mad.)Objectives●.mak..sb..infinitive.mak..sb..adjective●To listen and speak about how ads affect youProcedures■Warming up by reading some famous ad slogansCould you work out some interesting ad slogans? To be better at writing ad slogans go to page 104.1a Looking and matching1b Making a list2a Listening and tickingYo.ar.goin.t.liste.t e.i.dail.lives.Befor.yo.lis ment.i.th.chart.Afte.yo.li sten.tic.th.product.the.like.an.kic.ou.th.one.the.don’t.Products What people sayN.1.Eas.Car.Shampo..d.I.didn’.work.N.2.Lookou.Sunglasse..c.The.don’.eve.kee.ou.th.sun.Ye.3.Beaut.Crea..b.I.worke.reall.well.N.4.Starshin.Toothpast..a.I.taste.terrible.No 4. Starshine Toothpaste → a. It tastes terrible.No.g.pag.13.t.rea.th.conversation.Whil.readin.tr.t.fin.al.th.sentence.wit.th.“make/.m..infinitive.make/.m..adjectiv.structure”.An.als.cut.th.sentenc.int.though.groups.stud.al.th.predicates.circl.al.th.linkin.word.an.underlin.al.th.expressions.That’.gramma.study.indeed.Useful expressions from the conversationthis ad for …, stand ads like that, make …really mad, make …think that…, look like …in t he ad, mysterious look, I’ll bet …, keep out the sun, the silky skin soap, wait a minut e, work really well, make …really soft, taste terrible2b Listening and drawingNext you are to listen again and draw to show what the people say about the products. 2c Grouping and speaking.o.th.lis.makin.. conversatio.wit.you.grou.members.A: Have you ever had Beijing Duck?B.Yeah..lov.it.B: Yeah. I love it.A: Have you ever used a computer?B.Yeah..lov.it.B: Yeah. I love it.A: Have you ever ridden a bike?Period 5: Reading, Writing and Speaking (Page 106)(Advertising: pros and cons)Objectives●.mak..sb..infinitive.mak..sb..adjective●To read and speak about how ads affect you■Warming up by talking about pros and cons of advertisingWhat are the pros and cons of advertising? You know that advertising is a paid mass communication via print, TV, radio, websites and other media, but do you truly understand the advantages and disadvantages of using advertising to grow a business? How do I grow my business bigger and faster? Maybe I should advertise more! T.kno.mor.abou.pro.an.con.o.advertisin.g.t.pag.106.3a Reading and thinkingOn page 106 you will find an article talking about advertising.go to the store with the lowest price, have sales, be confusing or misleading, sound good, the quality of the product, at other times, the picture in an ad, look a lot better, at timesAfte.yo.read.decid.i.yo.agre.wit.th.autho.o.not.No.rea.th.tex.agai.t.tur.i.int. .conversation.3b Reading and completing rmatio.abou.tw.o.mor.product.i.activit.2a.Som.advertisement.tel.th.trut.an.som.don’t.Fo.example.th. Eas.Car.Shampo.say.i.wil.giv.th.shinies.hai.ever.Bu.m.frien. trie.i.an.foun.i.didn’.work.Lookou.Sunglasse.advertise.don’.eve.kee.ou.th.su n.An.ther.i.th.Starshin.Toothpaste.I.taste.terrible.I.smells.Bu.th.Beaut.Crea.i..rea.thing.I.work.reall.wel.fo.me.Some advertisements tell the truth and some don’t. For example, the Easy Care Shampoo says it will give the shiniest hair ever. But my friend tried it and found it didn’t work. Lookout Sunglasses advertised don’t even keep out the sun! And there is the Starshine Toothpaste. It tastes terrible. It smells! But the Beauty Cream is a real thing. It works really well for me.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.Car→ It runs faster and never turns over!Handphone → Call you, hear you, go to you, come to me!…4 Pairing and speakingI.pair.discus.ho.th.poster.o.pag.10.mak.yo.feel.。
九年级英语Unit13 Charity教案 新课标 人教版 教案
九年级英语Unit13 Charity教案一. 重点词组1. have a bad headache 患了重感冒2. so much 太多3. at least 至少4. pick up 捡起,拾起5. put up 举起,抬起,提名6. give out 散发, 发出7. want sb. to do sth. 想要某人作某事8. be willing to do 愿意作某事9. spend … on …把(时间或金钱)花费在某事上二. 重点难点分析1. You’ve been working too hard to help stop the flood.为抗洪你干得太劳累了.too…to…这一结构通常表示“太……以至于不能作某事”.例如:“You’re never too old to enjoy a Christmas stocking,”they say.他说”你不会老得连圣诞袜子(里得礼物)都不喜欢吧”too…to…这一结构还可以转换为so … that结构的句子,这时that从句应为否定句,例如:He was too weak to walk.= He was so weak that he could not walk.他衰弱的走不动路了.2. Many people have extra clothes and food that they are willing to give.许多人都愿意捐献除他们多余的衣物和食品.be willing to do 愿意作某事,I’m willing to plant trees next week.下个星期,我愿意去植树.3. Let’s get started! 咱们开始吧!口语中,如果要说“开始”作某事,通常用get来表示,例如:We found it difficult to get started. 我们觉得开始很难.4.“Charity begins at home”is an English saying.“慈善起自家中”,是一句英语谚语.在这里saying的意思是谚语,俗语的意思.5. Are you going to spend it on something for your school?你将把钱用在学校的什么事情上吗?spend…on…把(时间或金钱)花费在某事上. 行为主体只能是人。
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人教版新目标九年级英语Unit13 Reading 案例
教学目标：(teaching goals)
1.words and phrases: guilty, thought, would rather, prefer to …
2.read the article, and try to know the idea
e some of the adj. from the article to make a short passage.
教学重点：(teaching ip)reading and understanding the article.
教学难点：(teaching dp)create a things with an adj. that affect you.
教学用具：(teaching tools)小黑板
教学过程：（teaching steps）
step1. warming-up
show some adj. on the blackboard, let ss make up sentences with “make(s) or made”. sad, happy, surprised, anxious, exhausted, frustrated, stressed out…
step2. showing
when your friends’ birthday is coming, what will you do?(gifts or presents) what’s your suggestions?
(hard to give: clothes, personal things, easy to give: small things, interests)
lead to this saying: it’s the thought that count.
today let’s learn about the art of receiving.(write the title on the blackboard)
step3.reading
1.let ss read the article fast, and check the exercise on the small
blackboard.
( )1.guo xiaojing’s parents were very happy because she liked the sweater they bought.
( )2.han ling didn’t like the birthday gift from her grandparents.
( )3.han ling’s grandparents gave her an orange purse a few years ago.
( )4.sometimes, giving money to people makes them uncomfortable.
( )5.the passage is mainly talking about the art of receiving.
2.check the answers and correct the right answers.
3.talk about the main idea of each para.
4.ask one of the ss to read the article.
step4.practice. (complete the exercise from 3a)
use “embarrassed, guilty, comfortable” to create ss’ own things .
step5.homework
write a short passage with one of an adj.
教学反思：
本课是九年级下册第13单元的一篇阅读文章，文章以接受礼物为主题，展开讨论，文中以guo xiaojing, han ling ,john wilson三人的经历，探讨了接收礼物的方式，并在亲身经历中产生一些不同的感受，这与本单元的主题是一致的。
课后的练习也以文中的一些人物感受的形容词进行自我创造。
为此，我在设计这课时，牢牢抓住这一重点进行教学，先用形容词表达自己的感受，然后在文重点分析三个人物对接受礼物的不同感受来分析课文。
学生也很容易抓住课文的主旨，从而理解全文。
不过唯一不足的是没有让学生多花时间在阅读上进行练习。
在以后的教学上这点还是值得注意的。