人教版英语九年级全一册教案：Unit13SectionA(1a-2d)

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人教版英语九全Unit13SectionA(1a2d)说课稿

（四）总结反馈
在总结反馈阶段，我将采取以下措施引导学生自我评价，并提供有效的反馈和建议：
1.让学生回顾本节课所学内容，自我评价在词汇、语法、口语等方面的掌握程度。
2.组织小组互评，让学生相互指出优点和不足，培养他们的批判性思维。
3.教师对每个学生进行个性化评价，针对不同学生的特点，提供有针对性的建议和指导。
5.引入竞争机制，激发学生的学习积极性，培养团队协作精神。通过这些策略和活动，旨在提高学生的学习兴趣，促使他们主动投入到英语学习中。
三、教学方法与手段
（一）教学策略
在本节课中，我将采用任务型教学法、情景教学法和合作学习法作为主要教学方法。
1.任务型教学法：通过设计具体的任务，让学生在实践中运用所学知识，提高他们的语言实际运用能力。这一方法的理论依据是交际语言教学法，强调在实际语境中学习语言。
人教版英语九全Unit13SectionA（1a2d）说课稿
一、教材分析
（一）内容概述
本节课为人教版英语九全Unit 13 Section A（1a-2d）的内容。在整个课程体系中，这一单元的主题是“我们都喜欢音乐”，旨在让学生通过学习有关音乐和艺术活动的词汇和表达方式，来提高他们的英语听说能力。本节课主要介绍了不同种类的音乐以及人们对音乐的不同喜好。
-学生通过学习不同的音乐类型，培养审美能力和跨文化交际能力。
3.情感态度与价值观：
-学生能够认识到音乐对于丰富人们生活的重要性。
-学生能够尊重并欣赏不同的音乐类型和审美观点。
-学生在小组活动中学会合作、分享和交流，培养团队精神。
（三）教学重难点
根据对学生的了解和教学内容分析，本节课的教学重点和难点如下：
课后，我将通过以下方式评估教学效果：

人教版英语九全Unit13SectionA(1b2d)教学设计

-设计相关问题，让学生在阅读过程中积极思考，加深对文章内容的理解。
4.小组合作，互动交流：
-创设小组活动，让学生讨论自己的未来计划，提高口语表达能力。
-引导学生学会倾听他人意见，尊重他人，培养合作精神。
5.课后作业，巩固提升：
-设计有针对性的课后作业，帮助学生巩固所学知识。
-鼓励学生进行自主学习，培养良好的学习习惯。
6.小组任务：布置一道小组合作任务，要求学生以小组为单位，制定一个共同的未来计划。各小组成员分工合作，共同完成一份报告，并在课堂上进行分享。
7.个性化作业：针对不同学生的学习需求和兴趣，布置个性化的作业。例如，对学困生可适当降低难度，布置基础性的词汇和语法练习；对学优生可提高要求，布置更具挑战性的阅读和写作任务。
人教版英语九全Unit13SectionA（1b2d）教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握本节课的重点词汇和短语，如"adventure", "safari", "go skating", "visit museums"等，并能在实际情景中正确运用。
2.学生能够理解并运用一般将来时态描述未来的计划或打算，如："I'm going to visit my grandparents."
2.邀请几名学生分享他们的冒险计划，引导他们运用一般将来时态表达未来的打算，如：“I'm going to climb Mount Everest.”“I plan to visit the Great Wall.”
3.列出学生提到的各种探险活动，如safari, skating, visit museums等，为新课的学习做好词汇准备。

Unit 13 Section A (1a-2d) 教案 2022-2023学年人教版九年级英语全册

课程名称Unit 13 Life is full of the unexpected.Section A (1a-2d)主备教师吴国勇年级九学科英语学时1课型新授课复习课练习课讲评课实验课其他_______________一、学习目标与要求课程标准本课以《英语课程标准》中的核心理念为依据，即能就简单的话题提供信息，表达简单的观点和意见，参与讨论；能理解对话内容；能根据不同的活动任务运用相对应的策略获取信息；能根据话题进行情景对话；能在口头表达中进行适当的自我修正；在口语活动中语音语调自然，语气恰当。

素养目标语言能力掌握与环境污染和环境保护相关的词汇和句型。

文化意识了解环境污染的实际情况以及保护环境的措施。

思维品质通过谈论环境污染，让学生了解保护环境的重要性，增强他们保护环境的意识，使他们能够关注自己日常行为并投入到保护环境的行动中学习能力能够用与污染相关的词汇，对环境污染和环境保护进行简单描述二、学习内容分析本单元以保护环境（Protecting the environment）为话題，带领学生了解一些有关地球污染和动物濒危等问题，教会大家如何保护濒危动物，如何通过回收再利用等方式保护地球。

让学生了解环境污染的类型，谈论解决空气污染和垃圾污染的方法，并且引导学生关爱动物，渗透了对学生的情感教育。

三、学情分析通过两年多的初中英语学习，九年级学生已经掌握了一定的英语基础知识，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受。

结合学生的年龄特点及知识能力，本课联系学生生活实际，引导学生结合自己的生活体验，以小组对话、采访等方式，运用所学的语言基础知识自我学习，互相学习，鼓励他们主动参与教学活动，在课堂上能进入角色，克服语言障碍和胆怯害羞的心理压力，真正成为学习的主体。

四、学习重、难点重点：1. 掌握有关描述环境污染和环境保护相关的词汇和句型。

2. 能对环境污染和环境保护进行描述。

人教版英语九年级全册Unit13sectionA1a2d优秀教学案例

在教学过程中，我以教材内容为基础，结合学生实际情况，设计了一系列富有挑战性和趣味性的教学活动。通过这些活动，旨在激发学生的学习兴趣，提高他们的参与度，培养他们的语言运用能力。同时，我还注重启发学生的思维，引导他们主动探索，培养他们的自主学习能力。
二、教学目标
（一）知识与技能
1.学生能够掌握一般过去时的构成和用法，理解过去时与现在时在意义上的区别。
（四）反思与评价
1.自我反思：鼓励学生在课后进行自我反思，思考自己在课堂上学习的一般过去时的运用情况，以及如何改进和提高。
2.同伴评价：让学生互相评价对方在小组合作中的表现，包括语言运用、合作态度和创造力等方面，以此促进他们的自我改进和成长。
3.教师评价：教师对学生的学习情况进行评价，包括对一般过去时的掌握程度、参与度和表现，给予积极的反馈和指导，帮助学生进一步提高。
三、教学策略
（一）情景创设
1.生活情境：通过展示学生们熟悉的生活场景，如学校活动、家庭生活、节日庆祝等，让学生在情境中自然地学习和使用一般过去时。
2.故事情境：通过讲述一个有趣的故事，引导学生运用一般过去时描述故事中的事件，增强学生对一般过去时的理解和运用。
3.旅行情境：创设一个旅行scenario，让学生描述他们上周或上个月去过的景点或参加的活动，以此practice使用一般过去时。
2.激发兴趣：我继续展示一些学生们过去的照片，如假期旅行、学校活动等，让学生们描述这些照片中的情景，引导他们思考和运用一般过去时。
（二）讲授新知
1.一般过去时的构成和用法：我通过示例和讲解，向学生们介绍一般过去时的构成和用法。我解释道：“一般过去时用来描述过去发生的事情，表示过去的时间。它由助动词‘did’加上动词原形构成。例如，'I went to the park yesterday.' 'She saw a movie last week.'”

人教新目标九年级英语全册教案Unit13SectionA

第一课时 (1a-2d)Step 1Warming upT:Do you know what the atmosphere haze ( 霾 ) is? Yes, it is a kind of pollution. Why don'tyou like it? What other kinds of pollution do you know?Step 2Presentation (1a)There are some words related to different kinds of pollution in 1a. Write them in the box in1a individually and add more words. And then check their work with several students.[ 答案 ] noise pollution —loud music, planes, building houses, mobile phonesair pollution — cars, factories, smoking, building houseswater pollution — rubbish, littering, ships, factoriesStep 3Listening (1b ) (有必定度，增听力，更多源素材三) 1． Listen and find out the general idea.The general idea of the conversation is about________ ．A ． noise pollutionB. air pollutionC．water pollution[ 答案 ] C2． Listen to the conversation more carefully and find out the specific ideas.Ask the students to listen to the tape and complete the sentences in 1b individually. Check their work with several students.[ 答案 ] really dirty; rubbish; fish; litter; waste; government; close down; clean upStep 4Pair work (1c)1． Have the students role- play the conversation. Then make their own conversations about the kinds of pollution in 1a. e ． g.Mark: The ⋯ was dirty. Even ⋯ was full of ⋯Tony: But it used to be so ⋯！Mark: Yes, but ⋯ are throwing litter into ⋯Tony: Everyone in this town should play a part in⋯！2． Get some pairs to present their conversations to the whole class.Step 5Listening (2a－2b)1． T: Jason and Susan are talking, but they look worried. What are they talking about? Do you want to know?Get the students to listen to the interview and circle the kinds of pollution that Jason and Susan talk about in 2a individually. And then check their work with the whole class.[ 答案 ] A. land pollution B. air pollution2．Have the students listen to the tape and complete the sentences in 2b individ- ually. And then check their work with several students.[ 答案 ] 1.more cars2. pollute 3. are throwing away 4. public places Step6Role- play (2c)1．Have the students use the information in 2a and 2b to role- play conversations between Jason and Susan. e. g.Jason: The air has become really⋯ around here. I'm getting very ⋯Susan: Yes. I used to be able to⋯Jason: The problem is that⋯2． Ask some pairs to present their work to the class.1 / 3Step 7Role- play (2d) ( 可利用素材二活动 2d)1． Read for the main idea of 2d.The main idea of 2d is ________ ．A. how to solve the pollution problemsB. the kinds of pollutionC． air pollution[ 答案 ] A2.Read for the specific ideas of 2d.Fill in the blanks in the table with the information from 2d.Pollution Person How to solve air pollutionJason take the (1)________Susan ride (2) ________waste pollutionJason never use wooden (3) ________ orplastic forksSusango shopping with (4) ________throw rubbish (5) ________[ 答案 ] (1)bus or subway (2)a bike (3)chopsticks (4)a bag (5)in the bins3． Read after the tape.4． Read the conversation aloud in pairs.5． Role- play the conversation in pairs. Then go to the front of the classroom and perform itto the whole class.Step 8Language points (详见 P178 讲堂互动研究)advantage; cost第二课时 (3a-4c)Step 1Lead inT:Do you like animals? Do you know the shark?S:I like animals. The shark is very big andT: Do you know about the shark fin soup? Now many sharks are killed for this kind of soup. Sharks are fewer and fewerStep 2Reading1． Read for the general idea of 3a.The general idea of the article is about ________ ．A. water pollutionB. environmental protection groupsC． the sharks[ 答案 ] C2． Read for the specific ideas of 3a.Get the students to read the passage about sharks and complete the fact sheet in 3a individually. And then check their work with some students.[ 答案 ] southern China; around 70 million; to develop laws to stop the sale of shark fins;2 / 3WildAid and the WWF3.Have the students fill in the blanks in 3b with the words in the box individually. Andcheck their work with some students.[ 答案 ] 1.when 2.so 3.but 4.although 5.ifStep 3Post- reading (可利用素材四打破一)1． Read after the tape of 3a.2． Retell the story according to the following mind map.3． Get the students to role- play the story with their group. And check their work with several groups.Step 4Grammar Focus (素材五 )1． Get the students to read the sentences in the grammar box and translate them into Chinese.2． Explain the “Present progressive, used to, Passive voice, Present perfect, Modal verbs ”to the whole class.3． Get the students to make sentences using the structure: “Present progressive, used to, Passive voice, Present perfect, Modal verbs ”．Step 5Exercises1． Have the students fill in the blanks with the correct forms of the verbs in brackets in 4a individually. Then compare their answers with their partner. Check their work with several students.[ 答案 ] Have; taken; helped; considered; had; had; took; think; came; trying; wait2． Get the students to fill in the blanks with the appropriate modal verbs from the box in 4b individually. And then check their work with some students.[ 答案 ] may/might; must; can; can; have to; can; can/could; can3．Ask the students to make a list of things that people can do to help improve the environment and discuss their list with their partner. And then check their work with some pairs. e ． g.A:I think that ⋯ should use⋯B:I agree/disagree. It's ⋯ for⋯ to use⋯Step 6Language points (P179 堂互研究)harmful; scientific; take part in; afford; turn off; If ⋯ drop too low, it will ⋯； So far, ⋯ have shown⋯；It's difficult for ⋯ to⋯3 / 3。

人教版英语九年级全册Unit13SectionA(1a2d)教学设计

a.总结文章大意，提炼关键信息。
b.撰写阅读笔记，分享阅读感悟。
6.家庭作业：学生与家长共同讨论家庭规则，学会与父母沟通。
a.家长参与，了解学生的学习情况，增进亲子关系。
b.学生向家长请教家庭规则制定的原因，增进对父母的理解。
2.讲解一般现在时的用法，特别是第三人称单数形式的动词变化，让学生在句子中实际操作，加深印象。
3.引导学生学会使用情态动词can和must表达许可、要求和禁止，并通过实例进行比较，让学生明确两者的区别。
（三）学生小组讨论（500字）
1.教师提出讨论话题：“Should parents set rules for their teenagers? Why?”，引导学生分组进行讨论。
b.对于学习困难的学生，给予个别辅导，帮助他们克服难点。
c.对于学习优秀的学生，提供拓展性任务，提高他们的英语水平。
6.课后作业设计富有针对性，既巩固课堂所学，又培养学生的自主学习能力。
a.设计听、说、读、写四方面的作业，全面提高学生的英语能力。
b.鼓励学生进行课后阅读，拓宽知识面，提高人文素养。
c.布置小组合作任务，培养学生的团队合作意识和沟通能力。
3.通过角色扮演、讨论和辩论等形式，提高口语表达能力。
4.运用一般现在时，特别是第三人称单数形式的动词变化，进行句子练习。
5.运用情态动词can和must，表达许可、要求和禁止。
6.通过学习本节课的主要句型，学会在实际情境中运用。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.尊重家庭规则，学会与父母沟通，表达自己的需求和想法。
2.理解父母的担忧和期望，学会换பைடு நூலகம்思考。
3.培养独立思考和解决问题的能力，为成为有责任感和自律能力的青少年奠定基础。

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。

Unit13SectionA(1a-2d)教案2023-2024学年人教版九年级英语全册

Unit13 Section A (1a－2d)教案2023-2024学年人教版九年级英语全册一、课程基本信息1.课程名称：人教版九年级英语全册Unit13 Section A (1a－2d)2.教学年级和班级：九年级一班3.授课时间：2023年11月20日4.教学时数：1课时（45分钟）二、核心素养目标分析本节课旨在培养学生的英语学科核心素养，包括语言能力、文化意识、思维品质和学习能力。

具体目标如下：1. 语言能力：通过本节课的学习，学生能够准确理解并运用Unit13 Section A (1a－2d)中的重点词汇和句型，提高听、说、读、写的综合语言运用能力。

2. 文化意识：通过学习关于美国学校生活的文化背景，帮助学生了解西方文化，增强对文化差异的敏感性和理解力，培养跨文化交际的能力。

3. 思维品质：通过分析文本内容，提高学生的逻辑思维和批判性思维能力，学会从不同角度思考问题，培养创造性思维。

4. 学习能力：通过自主学习、合作学习和探究学习，培养学生积极主动的学习态度，提高学习策略和自我管理能力。

三、教学难点与重点1. 教学重点本节课的核心内容是Unit13 Section A (1a－2d)中的重点词汇、句型和语法点。

具体包括：（1）词汇：重点掌握美国学校生活中的相关词汇，如classroom, teacher's office, school uniform, library等。

（2）句型：学会使用一般现在时描述习惯和经常发生的事情，如“I usually go to school by bus.”。

（3）语法：正确运用一般现在时的结构“主语+动词原形”，并能够辨别一般现在时和一般过去时的区别。

（4）听力理解：能够听懂并理解关于美国学校生活的对话和短文。

2. 教学难点（1）词汇：对于一些表示学校设施和活动的词汇，如cafeteria, gym, science club等，学生可能不太熟悉，需要在教学中进行解释和拓展。

九年级英语全册Unit13TheFirstPeriod_SectionA(1a-2d)教案新版人教新目标版

The First Period—Section A(1a－2d)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，plastic noise 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＋doing e．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 1 Leading 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 2 Cooperative 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 have a 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 3 Homework1．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。

人教版英语九年级unit13 section a(1a 2d)教学设计

人教版英语九年级unit13 section a(1a 2d)教学设计The teaching design for Unit 13, Section A (1a 2d) of the People's Education Press English textbook for Grade 9 is a crucial component in ensuring effective language instruction and student engagement. This unit focuses on the theme of technology and its impact on our daily lives. The teaching design should aim to guide students through the key concepts, vocabulary, and language skills outlined in this section.Firstly, the lesson should begin with an introduction to the topic of technology and its role in our modern world. This can be achieved through a thought-provoking discussion or a visual presentation that highlights the ubiquity of technology in our lives. By establishing a strong foundation, students will be better equipped to engage with the content and understand the significance of the unit.The next step would be to delve into the specific learning objectives outlined in Section A (1a 2d). These objectives cover a range of skills,including reading comprehension, vocabulary development, and language structures. The teaching design should incorporate a variety of instructional strategies to address these objectives effectively.For the reading comprehension component, the teacher can begin by introducing the text and providing context to help students better understand the content. This could involve pre-reading activities, such as predicting the main ideas or discussing key vocabulary. During the reading process, the teacher should encourage students to actively engage with the text, asking questions and making connections to their own experiences.To enhance vocabulary development, the teacher can incorporate targeted activities that focus on the new words and phrases introduced in the unit. This may include word games, vocabulary puzzles, or even creative writing exercises that challenge students to use the new vocabulary in context. By providing ample opportunities for practice and reinforcement, students will be better equipped to retain and apply the new vocabulary.In terms of language structures, the teaching design should address the specific grammatical concepts and sentence patterns highlighted in the unit. This can be achieved through a combination of direct instruction, guided practice, and independent practice activities. Theteacher should ensure that students not only understand the rules but can also apply them effectively in their own writing and speaking.To further enhance the learning experience, the teaching design should incorporate a range of engaging and interactive activities. This may include group discussions, role-play scenarios, or multimedia presentations that allow students to explore the topic from different perspectives. By creating a dynamic and collaborative learning environment, the teacher can foster a deeper understanding of the content and encourage students to actively participate in the learning process.Moreover, the teaching design should incorporate opportunities for formative assessment throughout the lesson. This can involve informal checks for understanding, such as exit tickets or short quizzes, as well as more formal assessments, such as written assignments or oral presentations. By regularly assessing student progress, the teacher can identify areas of strength and weakness, and adjust the instructional strategies accordingly.Finally, the teaching design should include a summative assessment that evaluates the students' overall understanding of the unit's content and language skills. This may take the form of a comprehensive test or a project-based assessment that challenges students to apply their knowledge and skills in a real-world context.In conclusion, the teaching design for Unit 13, Section A (1a 2d) of the People's Education Press English textbook for Grade 9 should be a well-structured and comprehensive plan that addresses the key learning objectives, incorporates a variety of instructional strategies, and fosters a engaging and collaborative learning environment. By doing so, the teacher can effectively guide students through the content, develop their language skills, and prepare them for success in their future academic and personal endeavors.。

人教版九年级全册英语Unit13sectionA1a2c教学设计

5.复习作业：复习本节课所学的词汇和语法，进行自我测试，巩固记忆。要求学生自主设计测试题目，涵盖词汇、语法和听力等方面。
作业要求：
1.学生需认真对待作业，按时完成，保证作业质量。
2.家长协助监督，关注学生的学习进度，鼓励学生积极参与课后实践活动。
3.教师将根据作业完成情况进行评价和反馈，帮助学生提高英语水平。
1.学生对节日的主题较为熟悉，能够积极参与讨论，但对于具体节日的文化内涵和习俗了解有限，需要通过本节课的学习，拓展知识视野。
2.学生在语法方面，对于一般现在时和一般过去时的运用尚需巩固，需要通过本节课的练习，提高时态运用的准确性。
3.学生在听说方面，有一定的听力基础，但面对快速、真实的语言材料时，仍存在一定的困难。因此，在教学过程中，教师需要适当放慢语速，提高学生的听力理解能力。
4.教学评价设想：
（1）过程性评价：关注学生在课堂活动中的表现，鼓励学生积极参与，给予积极的评价和反馈。
（2）终结性评价：通过课后作业、测试等方式，评估学生对词汇、语法、听力等知识的掌握程度。
（3）个性化评价：针对学生的个体差异，给予针对性的指导和鼓励，提高学生的学习自信心。
四、教学内容与过程
（一）导入新课
人教版九年级全册英语Unit13sectionA1a2c教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习人教版九年级全册英语Unit13 section A 1a-2c的内容，掌握以下知识与技能：
1.掌握本节课的核心词汇和短语，如：festival, tradition, celebrate, custom, lunar, relative, gift, mooncake, lantern等，并能熟练运用这些词汇进行日常交流。

《Unit 13 Section A 1a-2d》教案人教版英语九年级下册

教学过程(表格描述)
教学环节
主要教学活动
设置意图
Step1
Presentation
(PPT 3-9)
1.Work on 1a. Here are some words related to different kinds of pollution. Write them in the box below. Then add more words.
3.Structure:
a.play a partin doing
b. a good way to do
c. the advantage of...
d.instead of doing
教学难点：
Learn totalk about pollutionandthink about ways of protecting the environment.
Step 5
Language points
(PPT23-33)
1.Explain the usage oftry to do, be related to, play a part in doing.
2.Explain the other usages oflitter,rubbish,take, spend,pay,cost
2.Work on 1b.Listen and complete the sentences.
3.Read the sentences in 1b.
4.Work on 1c.Role-play a conversation. Then make your own conversations about the kinds of pollution in 1a.

Unit13+Section+A+1a-2d+教案+2023-2024学年+人教版英语九年级全册

年级初三教科书版本及章节人教版九年级全一册学习领域/模块Unit 13 We’re trying to save the earth!单元教学设计单元学习主题Protecting the environment1.单元教学设计说明《义务教育英语课程标准》（2011年版）指出，语言技能是语言运用能力的重要组成部分，主要包括听、说、读、写等方面的技能以及这些技能的综合运用。

听和读是理解的技能，说和写是表达的技能。

他们在语言学习和交际中相辅相成、相互促进。

因此听、说、读、写既是学习的内容，又是学习的手段。

发展学生的语言技能就是要帮助学生通过听、说、读、写等活动理解语篇传达的信息，感受传递的情感态度，在参与不同语言活动的过程中语言能力得以提高，文化意识得以开阔，思维品质得以发展，学习能力得以提升。

英语学习活动观是指学生在主题意义引领下，通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，使学生基于已有的知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展。

本单元的主题是保护环境，属于人与自然主题语境下的环境保护主题群，涉及自然环境和人与环境内容。

本单元以期通过听、说、读、写、看等活动让学生知晓地球上存在多种污染问题、分析污染产生的原因，并表达从自身出发保护环境的意识和行动，帮助学生确立人类和环境保护之间关系的正确价值观和道德观。

初中学业水平考试改革对教学的指导：初中学业水平考试英语听说考试的题型有听后选择、听后回答、听后记录并转述和朗读短文，这些提醒在考察学生通过听来获取信息的能力之外，更是考察学生说的能力。

所以，这就要求在平时的英语课堂上要给学生练习的机会，有意识地鼓励学生多动嘴，培养其说英语的自信，尤其对语篇的转述练习，为学生参加第二次听说考试助力。

2.单元学习目标与重点难点单元学习目标1、学生知晓地球上存在多种污染问题、分析污染产生的原因，并表达从自身出发保护环境的意识和行动。

人教版英语九全Unit13SectionA(1b2d)优秀教学案例

（三）情感态度与价值观
1.培养学生对英语学习的兴趣，使他们能够积极主动地参与课堂活动，体验学习英语的快乐。
2.通过对本节课内容的深入学习，使学生认识到学习英语的重要性，增强他们的学习动力。
3.培养学生良好的学习习惯和合作精神，使他们能够自主学习，主动与他人合作，共同完成学习任务。
4.通过本节课的学习，使学生能够更好地理解和尊重不同的文化，培养他们的跨文化交际能力。
3.总结本节课的学习收获，为下一节课的学习做好铺垫。
（五）作业小结
1.布置与本节课内容相关的作业，让学生巩固所学知识，提高实际运用能力。
2.提醒学生在完成作业过程中注意时间管理，养成良好的学习习惯。
3.对学生的作业进行批改和反馈，及时了解他们的学习情况，为下一步的教学提供依据。
五、案例亮点
1.情景创设：本节课通过展示志愿者活动和文化交流的图片和视频，以及设计各种真实的场景，让学生在特定的情境中学习和运用英语，提高了他们的语言运用能力。这种情境创设的方式不仅激发了学生的学习兴趣，而且使他们对所学知识有了更深刻的理解和体验。
本节课的主要内容包括：1b的阅读理解，2a的听力训练，2b的口语交流以及2d的写作练习。在教学过程中，我将注重培养学生的阅读策略，提高他们的听力技巧，加强口语训练，并引导学生运用所学知识进行写作。通过这些教学活动，使学生在掌握语言知识的同时，提高他们的语言运用能力，为他们的终身学习奠定基础。
二、教学目标
（二）问题导向
1.针对本节课的重点和难点，设计一系列问题，引导学生思考和探究，激发他们的学习兴趣和求知欲。
2.鼓励学生提问，培养他们的问题意识和解决问题的能力，使他们在课堂上能够主动思考和探究。
3.结合学生的实际情况，设计一些富有挑战性的问题，让他们在解决问题的过程中，提高自己的英语水平。

人教新目标九年级英语全册教案：Unit13 SectionA

第一课时(1a-2d)Step 1Warming upT: Do you know what the atmosphere haze (雾霾) is? Yes, it is a kind of pollution. Why don't you like it? What other kinds of pollution do you know?Step 2Presentation (1a)There are some words related to different kinds of pollution in 1a. Write them in the box in 1a individually and add more words. And then check their work with several students.[答案] noise pollution—loud music, planes, building houses, mobile phonesair pollution—cars, factories, smoking, building houseswater pollution—rubbish, littering, ships, factoriesStep 3Listening (1b) (有一定难度，增设听力训练题，更多资源详见素材三)1．Listen and find out the general idea.The general idea of the conversation is about________．A．noise pollution B. air pollution C．water pollution[答案] C2．Listen to the conversation more carefully and find out the specific ideas.Ask the students to listen to the tape and complete the sentences in 1b individually. Check their work with several students.[答案] really dirty; rubbish; fish; litter; waste; government; close down; clean upStep 4Pair work (1c)1．Have the students role-play the conversation. Then make their own conversations about the kinds of pollution in 1a. e．g.Mark: The…was dirty. Even…was full of…Tony: But it used to be so…！Mark: Yes, but…are throwing litter into…Tony: Everyone in this town should play a part in…！2．Get some pairs to present their conversations to the whole class.Step 5Listening (2a－2b)1．T: Jason and Susan are talking, but they look worried. What are they talking about? Do you want to know?Get the students to listen to the interview and circle the kinds of pollution that Jason and Susan talk about in 2a individually. And then check their work with the whole class.[答案] A. land pollution B. air pollution2．Have the students listen to the tape and complete the sentences in 2b individ-ually. And then check their work with several students.[答案] 1.more cars 2. pollute 3. are throwing away 4. public placesStep 6Role-play (2c)1．Have the students use the information in 2a and 2b to role-play conversations between Jason and Susan. e. g.Jason: The air has become really…around here. I'm getting very…Susan: Yes. I used to be able to…Jason: The problem is that…2．Ask some pairs to present their work to the class.Step 7Role-play (2d) (可利用素材二活动2d)1．Read for the main idea of 2d.The main idea of 2d is ________．A. how to solve the pollution problemsB. the kinds of pollutionC．air pollution[答案] A2.Read for the specific ideas of 2d.Fill in the blanks in the table with the information from 2d.Pollution Person How to solve air pollutionJason take the (1)________Susan ride (2) ________waste pollutionJason never use wooden (3) ________ orplastic forksSusango shopping with (4) ________throw rubbish (5) ________[答案] (1)bus or subway(2)a bike(3)chopsticks(4)a bag(5)in the bins 3．Read after the tape.4．Read the conversation aloud in pairs.5．Role-play the conversation in pairs. Then go to the front of the classroom and perform it to the whole class.Step 8Language points (详见P178课堂互动探究)advantage; cost第二课时(3a-4c)Step 1Lead inT: Do you like animals? Do you know the shark?S: I like animals. The shark is very big and…T: Do you know about the shark fin soup? Now many sharks are killed for this kind of soup. Sharks are fewer and fewer…Step 2Reading1．Read for the general idea of 3a.The general idea of the article is about ________．A. water pollutionB. environmental protection groupsC．the sharks[答案] C2．Read for the specific ideas of 3a.Get the students to read the passage about sharks and complete the fact sheet in 3a individually. And then check their work with some students.[答案] southern China; around 70 million; to develop laws to stop the sale of shark fins;WildAid and the WWF3.Have the students fill in the blanks in 3b with the words in the box individually. And check their work with some students.[答案] 1.when 2.so 3.but 4.although 5.ifStep 3Post-reading (可利用素材四突破一)1．Read after the tape of 3a.2．Retell the story according to the following mind map.3．Get the students to role-play the story with their group. And check their work with several groups.Step 4Grammar Focus (详见素材五)1．Get the students to read the sentences in the grammar box and translate them into Chinese.2．Explain the “Present progressive, used to, Passive voice, Present perfect, Modal verbs” to the whole class.3．Get the students to make sentences using the structure: “Present progressive, used to, Passive voice, Present perfec t, Modal verbs”．Step 5Exercises1．Have the students fill in the blanks with the correct forms of the verbs in brackets in 4a individually. Then compare their answers with their partner. Check their work with several students.[答案] Have; taken; helped; considered; had; had; took; think; came; trying; wait2．Get the students to fill in the blanks with the appropriate modal verbs from the box in 4b individually. And then check their work with some students.[答案] may/might; must; can; can; have to; can; can/could; can3．Ask the students to make a list of things that people can do to help improve the environment and discuss their list with their partner. And then check their work with some pairs. e．g.A: I think that…should use…B: I agree/disagree. It's…for…to use…Step 6Language points (详见P179课堂互动探究)harmful; scientific; take part in; afford; turn off; If…drop too low, it will…；So far, …have shown…；It's difficult for…to…。

人教版英语九全Unit13SectionA(1a2d)优秀教学案例

3.通过思维导图、板书等方式，帮助学生梳理知识结构，提高学的思维能力。
（五）作业小结
1.教师布置作业，要求学生运用所学知识写一篇关于环境保护的短文，培养学生的写作能力。
2.学生完成作业后，教师进行及时批改和反馈，指出学生的优点和不足，促进学生的改进和提高。
3.教师对本次课堂教学进行总结，反思教学效果，为下一步的教学做好准备。
（二）讲授新知
1.教师带领学生一起阅读课文，讲解核心词汇和短语，如“protect the environment”，“take action”等。
2.通过例句和练习，让学生掌握一般现在时的用法，如描述个人习惯和环境变化。
3.引入环境保护的相关知识，如可持续发展、低碳生活等，帮助学生建立知识体系。
（三）学生小组讨论
2.鼓励学生提问，培养学生的批判性思维和问题解决能力。
3.教师通过回答学生的问题，引导学生自主探究，帮助学生建立知识体系。
（三）小组合作
1.组织学生进行小组讨论，鼓励学生分享观点，培养学生的团队合作意识和沟通能力。
2.利用任务型教学法，让学生在小组内完成具体任务，如调查、表演等，提高学生的实践能力。
4.定期组织家长座谈会，让家长了解学生在学校的表现，共同关注学生的成长。
四、教学内容与过程
（一）导入新课
1.教师通过展示与环境相关的图片或视频，如地球日的宣传短片，引出本节课的主题——保护环境。
2.引导学生关注图片或视频中的细节，如环境污染的严重程度、环保行动的现状等，激发学生的思考。
3.提出问题：“你们认为环保重要吗？为什么？”“你们知道哪些环保知识和行动？”引起学生的兴趣和讨论。
五、案例亮点
1.贴近生活，提高学生学习兴趣：本案例通过展示与环境相关的图片和视频，引导学生关注现实生活中的环境问题，使学生认识到环保的重要性，从而激发学生的学习兴趣和参与度。

人教版英语九全Unit 13 Section A(1a-2c)教学教案

Unit 13 We’re trying to save the earth!The First Period Section A 1a–2c【Teaching aims】1、Key vocabulary：litter, bottom, fisherman, coal, public, ugly, advantage, cost, wooden, plastic, the bottom of, makea difference2、Target Language：1) The river used to be so clean.2) People are throwing litter into the river.3) It has always been the nicest river in this town.4) We should write to the government.5) I think one problem is that the air is badly polluted.3、1）能听懂关于环境污染和环境保护的听力材料。

2）能正确运用现在进行时态，used to结构，现在完成时态，被动语态和情态动词谈论环境污染和环境保护。

4、通过谈论环境污染，学生能培养自己的环保意识。

做到：保护环境，从我做起，从小事做起。

Difficulties：能正确运用现在进行时态，used to结构，现在完成时态，被动语态和情态动词谈论环境污染和环境保护。

【Teaching steps】Warm-up and revision1.Have Ss watch the video and discuss:What is the video about?2.Look at the pictures and answer the question:What are they about?How many kinds of pollution do these pictures show?教学设计说明：创设情景，导入新课。