九年级英语全册Unit13We’retryingtosavetheearth(第3课
新人教版九年级英语下册Unit 13 We’re trying to save the earth!要点详解
Unit 13 We’re trying to save the earth!要点详解1. We’re trying to save the earth!我们正尽力拯救地球!(1) 本句时态为现在进行时,表示现阶段正在做的事情。
现在进行时所表示的动作并不一定在说话人的说话时刻进行,而是在包括说话时刻在内的一段时间当中进行。
例如:George is translating a book now. 乔治现在在翻译一本书。
(说这句话时,乔治不一定正在翻译;但在包括“说话时刻”在内的一段时间当中,乔治是在从事翻译工作。
)(2) try to do 表示“设法或尽力去做某事”,实际上做与不做,视情况而定,而try doing表示“试着做”,即动作真的进行了或正在进行,成败则视结果而定。
例如:He tried to read, but he was too tired to read much.他想设法看书,但太疲倦了,没看多少。
He tried reading, but that could not make him forget his trouble.他试着看书,但这并没使他忘记烦恼。
2. I am like this animal because I am strong and intelligent.我像这种动物,因为我强壮而聪明。
(1) like在本句中做介词,意为“像”,例如:He looks like winning the race.他看来要在比赛中获胜。
She is like her mother.她像她的妈妈。
(2) like做介词时可用very,very much,rather,quite等副词修饰。
例如:You look very much like your father.你与你父亲很相像。
3. Some of the swamps have become polluted。
一些沼泽已被污染了。
人教版英语九年级全册 Unit 13 We're trying to save the
人教版英语九年级全册Unit 13We're trying to save the earth! SectionB (2a-2e)教案人教版九年级全册Unit 13 We're trying to save the earth! Section B (2a-2e)教案I. Objectives:By the end of this lesson, students will be able to:Discuss environmental issues and solutions in English.Provide suggestions for saving the earth.Understand the use of passive voice in the context of environmental problems.II. Materials:Student textbook: Unit 13 “We’re trying to save the earth!” Section B. Whiteboard or blackboard and markers/chalk.Pictures or videos related to environmental problems.III. Procedure:Warm-up:Begin the class by showing pictures or videos related to environmental problems such as air pollution, deforestation, or plastic waste.Ask students to name the environmental problems they see and discusstheir causes and potential solutions as a class.Presentation:Introduce the topic of the lesson: environmental problems and solutions. Review the vocabulary related to the environment and add any necessary new vocabulary on the board.Discuss the use of passive voice in talking about environmental issues. Practice: (15 minutes)a. Activity 1: Vocabulary ReviewHave students work in pairs or small groups to match the vocabulary words with their definitions or examples. Use flashcards or a worksheet for this activity.b. Activity 2: Group DiscussionDivide the class into groups of four or five.Provide each group with a list of environmental problems (air pollution, water pollution, deforestation, etc.).Ask each group to discuss the causes and effects of the assigned problem and brainstorm possible solutions.Encourage students to use the passive voice when discussing the problems and solutions.Production:Hand out Worksheet 2a from the textbook to each student.Instruct students to complete the sentences using the correct passiveforms of the verbs in brackets.Allow students to work individually or in pairs to complete the task. Review the answers as a class and provide feedback.Consolidation:Conduct a class discussion and ask students to share their suggestions on how they can contribute to saving the earth.Encourage students to provide specific actions they can take individually or as a group.Summarize the key points discussed in the class and emphasize the importance of everyone’s efforts in saving the earth.Wrap-up:Assign Homework: Ask students to write a short paragraph about one environmental problem they are most concerned about and one solution they suggest.Recap the main points of the lesson and remind students to complete their homework.Assessment:Assess students based on their participation in group discussions, completion of the worksheet, and the quality of their homework assignment.Role Play:Divide the class into pairs or small groups.Assign each group a scenario related to an environmental problem (e.g., a discussion between a factory owner and an environmentalist, or a debate between two friends about the use of single-use plastics). Instruct students to prepare and perform a role play based on their assigned scenario.Encourage students to use the passive voice and express different perspectives on the issue.Research Project:Assign each student or group a specific environmental problem to research.Instruct students to gather information, statistics, and examples related to the problem.Ask students to create a presentation or poster to share their findings with the class.Provide time for students to present their research and discuss possible solutions.Writing Task:Ask students to write a persuasive letter to a local government official, addressing an environmental problem in their community.Instruct students to explain the issue, its impact, and propose specific actions or policies that can help solve the problem.Encourage students to use persuasive language and provide evidence tosupport their arguments.Homework:Review the vocabulary words related to the environment.Research and write a short essay on one global environmental issue, its causes, and its potential impact on the world. Includesuggestions for how individuals and governments can address the issue.。
人教版九年级英语全册Unit13We'retryingtosavetheearth!优秀教学案例
(三)情感态度与价值观
1.学生能够通过本节课的学习,树立环保意识,认识到保护地球的重要性,并能够在日常生活中采取实际行动,如节约用水、减少废物等。
2.学生能够理解和尊重不同文化背景下的环保观念和实践,培养全球视野和跨文化交际能力。
(四)反思与评价
1.教师引导学进行自我反思,评估自己在环保知识掌握和技能运用方面的进步,培养他们的自我监控和自我调整能力。
2.学生通过互评和小组评价,相互借鉴和学习,提高自己的环保意识和语言运用能力。
3.教师对学生的学习过程和成果进行综合评价,关注他们的全面发展,鼓励他们的创新和实践精神。同时,根据评价结果调整教学策略,提高教学效果。
2.学生通过完成作业,进一步巩固本节课所学内容,提高他们的语言运用能力。
3.教师对学生的作业进行评价,关注他们的全面发展,鼓励他们的创新和实践精神。同时,根据评价结果调整教学策略,提高教学效果。
五、案例亮点
1.创新的情景创设:本节课通过多媒体手段,如图片、视频等,为学生创设了丰富的环保情境,使学生身临其境地感受到环保问题的紧迫性。这种创新的情景创设方式不仅激发了学生的学习兴趣,而且提高了他们的参与度和学习效果。
四、教学内容与过程
(一)导入新课
1.教师通过展示一张地球的照片,引导学生关注地球的美丽和脆弱,引出本节课的主题——环保。
2.教师提问:“你们对环保有什么了解和看法?”让学生分享自己的知识和观点,激发他们的学习兴趣和参与欲望。
3.教师播放一段关于环保问题的新闻报道,让学生了解全球环保形势的严峻性,引出本节课的学习目标——提高环保意识,学习英语表达环保观点。
4.反思与评价的全面评估:教师引导学生进行自我反思,评估自己在环保知识掌握和技能运用方面的进步。同时,教师对学生的学习过程和成果进行综合评价,关注他们的全面发展。这种反思与评价的方式有助于培养学生的自我监控和自我调整能力,提高他们的批判性思维和创造性思维。
人教版英语九年级全册Unit13We'retryingtosavetheearth!优秀教学案例
4.对小组合作进行评价,关注学生的参与度、贡献度和团队合作效果。
(四)反思与评价
1.引导学生进行自我反思,思考自己在学习过程中的优点和不足,培养自我评价和自我改进的能力。
2.组织学生进行同伴评价,鼓励他们互相提供反馈和建议,培养评价能力和批判性思维。
3.创设问题情境,让学生面临真实的环保问题,如水资源浪费、垃圾分类等,引导学生主动思考和寻找解决方案。
4.利用多媒体技术,如视频、音频、动画等,营造生动有趣的学习氛围,激发学生的学习兴趣和积极性。
(二)问题导向
1.设计有挑战性的问题,引导学生深入思考环保问题的本质和影响。
2.通过提问和讨论,引导学生自主探究和解决问题,培养他们的批判性思维和问题境的影响。
3.总结本节课的主要内容和知识点,确保学生对环保知识有一个全面而准确的理解。
(五)作业小结
1.布置相关的作业,如研究报告、行动计划等,让学生将所学知识运用到实际生活中去。
2.要求学生在作业中提出自己的观点和解决方案,培养他们的创新思维和批判性思维能力。
3.引导学生关注环保问题的多样性和复杂性,培养他们的分析和综合能力。
4.鼓励学生提出自己的问题,激发他们的好奇心和探索精神。
(三)小组合作
1.组织学生进行小组讨论和合作,鼓励他们分享自己的观点和想法,培养合作能力和团队精神。
2.设计小组活动,如共同完成一篇关于环保的文章、策划一次环保活动等,让学生实际行动起来,提高实践能力。
3.鼓励学生在作业中积极表达自己的想法,注重培养他们的写作能力和表达能力。
4.对学生的作业进行认真批改和评价,提供及时的反馈和建议,帮助学生巩固所学知识,提高他们的学习效果。
人教版九年级英语全册Unit13We’retryingtosavetheearth!教学设计
(3)海报制作:让学生分组制作环保海报,运用所学词汇和表达方式。
4.课后作业:
(1)要求学生撰写一篇关于环保的短文,巩固写作能力;
(2)鼓励学生参与环保活动,记录自己的行动和感受,提高实践能力。
5.评价与反馈:
(1)教师针对学生在课堂活动中的表现,给予及时、具体的评价;
-播放一段关于环保行动的听力材料,学生听后回答相关问题。
-教师引导学生总结听力材料中的关键信息,帮助学生提高获取、处理和运用信息的能力。
(三)学生小组讨论
1.教师将学生分成小组,每组选择一个环保主题,如:节约用水、减少塑料污染等。
2.小组内讨论以下问题:
- What are the main environmental problems related to your topic?
人教版九年级英语全册Unit13We’retryingtosavetheearth!教学设计
一、教学目标
(一)知识与技能
在本章节的学习中,学生将通过对Unit 13 "We’re trying to save the earth!"的学习,掌握以下知识与技能:
1.能够理解并运用与环保相关的词汇,如:recycle, reusable, global warming, pollution, conservation等;
1.完成课本练习册中与本课相关的练习题,特别是词汇填空、语法填空和听力练习,以加深对环保词汇和语法的掌握。
2.结合课堂所学,制作一份关于环保的海报,内容包括:环保主题、现状介绍、具体措施和建议。要求设计新颖,语言表达清晰,图文并茂。
3.撰写一篇短文,以“我的环保行动”为主题,描述自己在日常生活中实施的环保措施,以及对环保的认识和体会。字数在100-120词左右,要求使用一般现在时和现在进行时描述。
UNIT13Weretryingtosavetheearth原文与翻译
UNIT13We'retryingtosavetheearth原文与翻译《牛津初中英语》充分体现了《新课标》的诸多精神。
该教材具有两大特点。
下面是小偏整理的UNIT13We'retryingtosavetheearth 原文与翻译,感谢您的每一次阅读。
UNIT13We'retryingtosavetheearth原文与翻译SectionA1bListenandcompletethesentences.Tony:Hey,Mark,maybewecouldgoswimmingintheriverlaterthi safternoon.Mark:Idon’tthinkIwanttogo,Tony.Tony:Whynot?Mark:Iwastherelastweekendandtheriverwasreallydirty.Eventh ebottomoftheriverwasfullofrubbish,andtherewerenomorefishforf ishermentocatch.Tony:Noway!Itusedtobesoclean.Infact,ithasalwaysbeentheni cestriverinthistown.Mark:Notanymore.Ithinkpeoplearethrowinglitterintotheriver. Factoriesarealsoputtingwasteintotheriver.Tony:That’sterrible!Weshouldwritetothegovernment.Theys houldclosedownthefactories.Mark:Goodidea!ButIthinkeveryoneinthistownshouldhelptocl eanuptheriver,too.Everyoneshouldplayapart,notjustthegovernm entSectionA2aListentotheinterview.thekindsofpollutionthatJasonandSusan talkabout.Interviewer:T odaywe’retalkingtoJason andSusanaboutenvir onmentalproblems.JasonandSusan,canyoutellusaboutsomeofth eproblemsyou’veseen?Jason:Ithinkoneproblemisthattheairisbadlypolluted.Ihardlye verseeblueskiesanymore.Susan:Yes,andIusedtoseethestarsclearly.Interviewer:Whatdoyouthinkhascausedthisproblem?Susan:Well,therearemorecarsontheroadthesedays.Jason:Andfactoriesthatburncoalalsopollutetheairwithalotofb lacksmoke.Interviewer:Whatotherproblemsdoyousee?Susan:Iguessthere’stoomuchrubbishandwasteinthestreets.Jason:Yes!Everydaypeoplearethrowingawaythingslikewoode nchopsticks,plasticbowlsandplasticbags.Susan:They’realsolitteringinpublicplaces,forexample,durin gpicnicsinparks.Thisisturningbeautifulplacesintouglyones.Interviewer:You’reright.Theseareseriousproble msforourenv ironment.Next,let’stalkaboutthethingswecandotohelp.SectionA2bListenagainandcompletethesentences.Interviewer:T odaywe’retalkingtoJasonandSusanaboutenvir onmentalproblems.JasonandSusan,canyoutellusaboutsomeofth eproblemsyou’veseen?Jason:Ithinkoneproblemisthattheairisbadlypolluted.Ihardlye verseeblueskiesanymore.Susan:Yes,andIusedtoseethestarsclearly.Interviewer:Whatdoyouthinkhascausedthisproblem?Susan:Well,therearemorecarsontheroadthesedays.Jason:Andfactoriesthatburncoalalsopollutetheairwithalotofb lacksmoke.Interviewer:Whatotherproblemsdoyousee?Susan:Iguessthere’stoomuchrubbishandwasteinthestreets.Jason:Yes!Everydaypeoplearethrowingawaythingslikewoodenchopsticks,plasticbowlsandplasticbags.Susan:They’realsolitteringinpublicplaces,forexample,d urin gpicnicsinparks.Thisisturningbeautifulplacesintouglyones.Interviewer:You’reright.Theseareseriousproblemsforourenv ironment.Next,let’stalkaboutthethingswecandotohelp.SectionA2dRoleplaytheconversation.JasonandSusan,whatareyourideasforsolvingtheseproblems?Well,tocutdownairpollution,weshouldtakethebusorsubwayin steadofdriving.Yeah,orrideabike.Thereareotheradvantagesofbikeriding.It'sg oodforhealthitdoesn'tanythingGreatideas!Whataboutwastepollution?Mmm,Ithinksimplethingslikebringingabagtogoshoppingcan help.Istarteddoingthatayearago.Me,tooAlso,Inevertakewoodenchopsticksorplasticforkswhen Ibuytakeawayfood.Iusetheonesathome.Andremembertothrowrubbishinthebinsandkeeppublicplace scleanandbeautifulforeveryone.Sotogether,ouractionscanmakeadifferenceandleadtoabetter future!SectionA3aReadthepassageaboutsharksandcompletethefactsheetbelow.SavetheSharks!Manyhaveheardofsharkfinsoup.Thisfamousandexpensivedis hisespeciallypopularinsouthernChina.Butdoyourealizethaty ou’r ekillingawholesharkeachtimeyouenjoyabowlofsharkfinsoup?Whenpeoplecatchsharks,theycutofftheirfinsandthrowthesha rkbackintotheocean.Thisisnotonlycruel,butalsoharmfultotheenvir onment.Withoutafin,asharkcannolongerswimandslowlydies.Sharksar eatthetopofthefo odchainintheocean’secosystem.Iftheirnumber sdroptoolow,itwillbringdangertoalloceanlife.Manybelievethatsharkscanneverbeendangeredbecausethey arethestrongestintheirfoodchain.Butinfact,around70millionshark sarecaughtandtradedinthisindustryeveryyear.Thenumbersofsomekindsofsharkshavefallenbyover90percen tinthelast20to30years.Environmentalprotectiongroupsaroundthe world,suchasWildAidandtheWWF,areteachingthepublicabout“fi nning”.Theyhaveevenaskedgovernmentstodeveloplawstostopthesal eofsharkfins.Sofar,noscientificstudieshaveshownthatsharkfinsare goodforhealth,sowhyeatthem?Helpsavethesharks!SectionB1cListenandcheck(√)thethingsthatJuliaandJacktalkabout.Jack:Turnoffthelights,Julia.Itsaveselectricity.Julia:Oh,Iusuallydothat.Iwasjustinahurry.Jack:Isee.I’vejustreadabookwh ichgivesideasabouthowweca nsavetheenvironment.Forexample,youshouldturnofftheshowerw henyou’rewashingyourhair.Julia:Oh,Iwouldneverdothat.Ihaveveryshorthair.Itonlytakesaf ewminutestowash.Whatelsedoesitsay?Jack:Youshouldtakeyourownbagswhenyougoshopping.Julia:Oh,that’seasy.I’lldothatfromnowon.Whatelse?Jack:Peopleshouldstopridingincarsandstartridingbikes.Julia:Noway!Itwouldtakeme45minutestogettoschoolbybike!Jack:Butit’sgoodfortheenvironment!Besides,Ilikeridingmybi ke.Julia:Yes,andyoualsoliveclosetoschool!SectionB1dListenagain.Check(√)thethingsthatJuliaisdoingnow,thethings shewilldointhefutureandthethingsshewouldneverdo.Jack:Turnoffthelights,Julia.Itsaveselectricity.Julia:Oh,Iusuallydothat.Iwasjustinahurry.Jack:Isee.I’vejustreadabookwhichgiveside asabouthowweca nsavetheenvironment.Forexample,youshouldturnofftheshowerw henyou’rewashingyourhair.Julia:Oh,Iwouldneverdothat.Ihaveveryshorthair.Itonlytakesaf ewminutestowash.Whatelsedoesitsay?Jack:Youshouldtakeyourownbagswhenyougoshopping.Julia:Oh,that’seasy.I’lldothatfromnowon.Whatelse?Jack:Peopleshouldstopridingincarsandstartridingbikes.Julia:Noway!Itwouldtakeme45minutestogettoschoolbybike!Jack:Butit’sgoodfortheenvironment!Besides,Ilikeridingmybi ke.Julia:Yes,andyoualsoliveclosetoschool!SectionB2bReadthepassageandcompletethechartbelow.Rethink,Reuse,Recycle!Doyouoftenthrowawaythingsyoudon’tneedanymore?Have youeverthoughtabouthowthesethingscanactuallybeputtogoodu se?Nothingisawasteifyouhaveacreativemind.Youhaveprobablyn everheardofAmyHayes,butsheisamostunusualwoman.Shelivesin ahouseintheUKthatshebuiltherselfoutofrubbish.Thewindowsanddoorscomefromoldbuildingsaroundhertow nthatwerepulleddown.Thetopofthehouseisanoldboatturnedupsi dedown.Andthegateinfrontofherhouseismadeofrocksandoldglas sbottles.AmyrecentlywonaprizefromtheHelpSaveOurPlanetSociety.Thepresidentsaid,“Amyisaninspirationtousall.”Amyisn’ttheonlyonewhoisgoodatrecycling.JessicaWongfro mHongKongusesoldclothesthatpeop ledon’twearanymoretoma kebags.Shehasbeendoingthisforafewyearsnow.Sheopenedasmallshopwhereshesellsherbags,andshehasalso setupawebsitetosellthemonline.Sheespeciallylikestouseoldjeanst omakehandbags.Herbagsarecuteanduseful.“Iplantowriteabookaboutnewwaystouseoldclothes,”shesai d.“Ihopepeoplecanreadmybookandenjoyit!”WangTaosetupasmallbusinessinShanghaifouryearsago.Heisk nownforusingironandothermaterialsfromoldcarstomakebeautifu lartpieces.Somearelargepiecesthatlooklikeanimalsorhumans,and somearesmallerpiecesyoucanputathome.Themorepopularworks canevenbeseeninartshopsaroundthecity.WangTaohopestosetupa“metalart”themeparktoshowpeop letheimportanceofenvironmentalprotection.Notonlycantheartbri nghappinesstoothers,butitalsoshowsthatevencold,hardironcanb ebroughtbacktolifewithalittlecreativity.翻译:SectionA2d采访者:贾森和苏珊,对于解决这些问题,你们有什么想法?贾森:为了减少空气污染,我们应该乘坐公共汽车或者地铁,而不是开车。
人教版九年级全一册英语Unit-13-We’re-trying-to-save-the-earth-教案
Unit 13 We’re trying to save the earth!教案(SA)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 be so clean.The air is badly polluted.No scientific studies have showed that 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usedto 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。
人教版英语九年级全册Unit13We’retryingtosavetheearth!大单元教学设计
3.通过讨论,教师引入本单元的主题:“We’re trying to save the earth!”(我们正在尝试拯救地球),并简要介绍本节课的学习目标。
6.拓展延伸:鼓励学生在课后进行环保主题的研究,如调查身边的环保行为、采访环保人士等,将学习延伸到课堂之外。
四、教学内容与过程
(一)导入新课
在这一阶段,教师将采用多媒体资源和生活实例来导入新课,激发学生的学习兴趣和参与热情。
1.教师展示一系列关于地球环境问题的图片和视频,如森林砍伐、海洋污染、空气污染等,引导学生关注这些问题的严重性。
教学设想:通过词汇卡片、小组竞赛、情景剧等形式,让学生在实际语境中反复练习,加深记忆。
2.语法运用:现在进行时在描述正在进行的环保活动中的应用,以及一般现在时在陈述环保事实和习惯中的应用。
教学设想:设计语法练习,如填空、改错、句型转换等,帮助学生掌握语法规则,并通过真实的语境任务进行巩固。
3.阅读理解:提取文章主旨,理解作者观点,分析环保问题的原因和解决方案。
4.写作任务:请学生撰写一篇关于“我如何为地球环境保护做贡献”的短文,要求他们运用课堂所学的写作技巧,表达自己的观点和建议。
5.环保实践:鼓励学生在家中或学校进行一项环保实践活动,如回收废旧物品、节约用水用电等,并记录下来,在下一节课与同学分享。
6.家庭作业:布置一份综合性的家庭作业,结合本单元所学内容,要求学生观察并记录身边的环保行为,采访家人或朋友对环保的看法,整理成一篇小报告。
在教学过程中,教师应充分了解学生的学情,结合他们的需求和兴趣,设计有针对性的教学活动,激发学生的学习兴趣,提高他们的英语素养和环保意识。
山西省2024九年级英语全册Unit13We'retryingtosavetheearth
year.11. D But still it is difficult to live without it at present. 点拨:根据上文Americans buy 50 million plastic water bottles
every year.可知说的是美国人使用塑料瓶数量多,结合选项 可知,D“这足够绕地球四圈。”符合语境。故选D。
environment.
一
二
三
3. The world won’t develop so quickly without creativity (create).
4. As the saying goes, “Success is one percent inspiration (inspire) and ninety-nine percent perspiration(汗水).”
一
二
三
12. A Broad Reach has organized a Plastic-Free Day. This is your chance to make a difference by living without plastic for one day. Here’s how:
13. B It is clear that things like water bottles and many kids’ toys are made of plastic. However, there are some other things that may contain hidden plastic.
We are all supposed to take part in protecting the environment.
人教版英语九年级全册Unit13We'retryingtosavetheearth单元优秀教学案例
3.问题导向教学,培养批判性思维
本案例采用问题导向的教学策略,引导学生围绕环保问题展开思考、讨论和分析。这种教学方式有助于培养学生的批判性思维,使他们学会独立思考问题,形成自己的观点。
-结合课本对话和文章,让学生在实际语境中学习语法。
3.通过听力练习,让学生熟悉与环保相关的新闻报道、故事和对话,提高他们的听力水平。
-播放听力材料,引导学生完成相关练习,并针对难点进行讲解。
(三)学生小组讨论
1.将学生分成小组,每组选择一个环保主题,如:气候变化、水资源保护等,进行资料收集和讨论。
-要求学生用英语记录关键信息,为后续的展示做准备。
1.设计反思性问题,如:“在本章节的学习中,你学到了哪些环保知识?”“你认为自己在环保方面有哪些改变?”等,引导学生进行自我反思。
2.组织学生进行同伴评价,让他们互相提出建议,共同进步。
3.教师对学生进行综合评价,关注学生在知识、技能、情感态度与价值观等方面的表现,鼓励他们持续进步。
四、教学内容与过程
人教版英语九年级全册Unit13We'retryingtosavetheearth单元优秀教学案例
一、案例背景
随着社会的快速发展,环境问题已经成为全球关注的焦点。在这样的背景下,人教版英语九年级全册Unit13"We're trying to save the earth"单元,以环境保护为主题,旨在培养学生对环境问题的关注和责任感。本案例将结合课本内容,通过多元化的教学活动,提高学生对环境保护的认识,激发他们积极参与环保行动的热情。在教学过程中,注重运用教育专业用词,以人性化的语言引导学生进行思考与讨论,使他们在掌握英语知识的同时,也能够关注到地球的可持续发展。
九年级英语全册Unit13Wearetryingtosavetheearth解题技巧总结(带答案)
九年级英语全册Unit13Wearetryingtosavetheearth解题技巧总结单选题1、My sister with my parents _______dumplings when I got home yesterday.A.are makingB.is makingC.was makingD.were making答案:C试题分析:句意:当我昨天下午到家的时候,我的姐姐和我的父母正在包饺子。
with连接句子的主语时,应该与with前的主语一致,谓语动词应该用单数形式,根据时间状语可知,这里应该用过去进行时,故选C。
考点:考查动词的时态。
2、You look too tired. Why not ________ a rest?A.stop to haveB.to stop havingC.stop havingD.stopping to have答案:A句意:你看上去很累,为什么不休息一下?考查动词不定式。
表示“为什么不做某事”用“why not+动词原形”的结构,表示“停下来做另一件事”用stop to do的结构。
此处表示“停下来休息”用stop to have a rest。
C选项stop doing表示“停止正在做的事情”。
故选A。
3、I can't hear you. I ________ to an English speech.A.am listeningB.was listeningC.listenD.listened答案:A句意:我听不到你说话。
我正在听一个英语演讲。
考查动词时态。
am listening现在进行时,正在听;was listening过去进行时;listen听,动词原形;listened是过去式或过去分词形式。
根据句中的情景可知,这里表示现在正在听英语演讲,所以听不到你说话,应用现在进行时。
故选A。
4、—Lily is intelligent and hard-working, she ________ do well in the singing competition.—Sure. She was born to be a singer.A.shouldB.mightC.can’t答案:A句意:——莉莉聪明又勤奋,她应该在歌唱比赛中取得好成绩。
人教版英语九年级全册unit13We’retryingtosavetheearth
设计意图:通过图片展示,让学生直观地感受到环境问题的严重性,为新课的学习做好情感铺垫。
2.教学活动:教师引导学生讨论以下问题:What do you see in these pictures? How do you feel about it? Do you think it's important to protect the environment?
2.培养学生的团队合作精神,使他们学会在合作中共同解决问题。
3.增强学生的社会责任感,让他们明白学习英语的目的之一是为了更好地参与国际交流,为全球环保事业做出贡献。
4.激发学生对英语学习的兴趣,帮助他们树立自信心,勇于面对挑战。
二、学情分析
针对人教版英语九年级全册Unit 13 “We’re trying to save the earth”的教学内容,学情分析如下:
人教版英语九年级全册unit13We’retryingtosavet
在本章节中,我们将围绕人教版英语九年级全册Unit 13 “We’re trying to save the earth”的主题,帮助学生掌握以下知识与技能:
1.掌握本单元的核心词汇和短语,如“pollution”, “waste”, “recycle”, “renewable energy”等,并能运用到日常交流中。
设计意图:激发学生的创作兴趣,提高他们的审美和动手能力。
设计意图:锻炼学生的书面表达能力,使他们能够运用所学知识阐述自己的观点。
2.口语作业:学生以小组为单位,录制一段关于环保的对话或访谈,讨论如何在学校或家庭中实施环保措施。要求每个成员都有发言机会,对话中需包含本节课所学的词汇和时态。
人教版九年级英语全册Unit13We’retryingtosavetheearth!优秀教学案例
3.学生能够理解课文内容,把握文章结构和主旨,提高他们的阅读理解能力。
4.学生能够通过模仿、角色扮演等方式,运用本课所学知识进行情景交际,提高他们的口语表达能力。
(二)过程与方法
1.学生通过自主学习、合作探讨等方式,分析课文内容,提高他们的自主学习能力和合作精神。
2.教师批改作业,了解学生的学习情况,对学生的进步给予肯定和鼓励,对需要改进的地方提出建议和指导。
3.学生根据教师的反馈,进行自我反思,调整学习方法,不断提高自己的学习效果。
五、案例亮点
1.情景创设:通过播放环保主题的视频和图片,让学生直观地感受到环境问题的严重性,激发他们的学习兴趣和环保意识。这种情景创设的方式不仅有助于吸引学生的注意力,而且能够使学生更加关注环保问题,从而提高他们的学习积极性和参与度。
2.问题导向:设计一系列与课文内容相关的问题,引导学生通过阅读、讨论等方式寻找答案,提高他们的阅读理解和思维能力。问题导向的教学策略有助于培养学生的批判性思维和问题解决能力,使他们在解决问题的过程中更好地理解和掌握知识。
3.小组合作:将学生分成小组,让他们共同完成环保主题的项目,如设计环保标语、制作环保宣传册等。小组合作的方式有助于培养学生的团队合作能力和创新精神,同时也能够提高他们的口语表达能力和交际技巧。
2.设计环保主题的场景,让学生参与其中,如模拟垃圾分类、能源节约等,让学生在实际操作中学习环保知识。
3.创设问题情境,让学生思考环保与生活的关系,如“你觉得我们应该如何减少塑料污染?”等,引导学生主动探索答案。
(二)问题导向
1.设计一系列与课文内容相关的问题,引导学生通过阅读、讨论等方式寻找答案,提高他们的阅读理解和思维能力。
人教版英语九年级全一册Unit 13听力原文及翻译
Unit 13 We’re trying to save the earth!Section A, 1bTony:Hey, Mark, maybe we could go swimming in the river later this afternoon.马克,或许今天下午晚些时候我们可以去河里游泳。
Mark:I don’t think I want to go, Tony.我不想去,托尼。
Tony:Why not?为什么?Mark:I was there last weekend and the river was really dirty. Even the bottom of the river was full of rubbish, and there were no more fish for fishermen to catch.我上周末去了,但河水真的很脏。
连河底都全是垃圾,而且再没有鱼,可供渔夫抓。
Tony:No way! It used to be so clean. In fact, it has always been the nicest river in this town.不是吧!以前那么干净。
事实上,它一直是这个小镇最漂亮的河。
Mark:Not anymore. I think people are throwing litter into the river. Factories are also putting waste into the river.不再是了。
我想人们在不断往里面丢垃圾。
工厂也一直往河里排废弃物。
Tony:That’s terrible! We should write to the government. They should close down the factories.太糟糕了!我们应该写信给政府。
他们应该关闭这些工厂。
Mark:Good idea! But I think everyone in this town should help to clean up the river, too. Everyone should play a part, not just the government.好主意!但是我想镇上的每个人也都应该帮忙清理河流。
人教版英语九年级Unit13《We’retryingtosavetheearth》全单元说课稿
人教版英语九年级Unit 13《We’re trying to save the earth》全单元说课稿一. 教材分析人教版英语九年级Unit 13《We’re trying to save the earth》全单元主要围绕环保主题展开,通过学习本单元,学生能够掌握与环保相关的词汇和表达方式,了解人们为保护地球所采取的行动,提高环保意识。
本单元包括两个阅读文本,分别是关于地球一小时活动和一位美国学生的环保故事。
通过阅读和实践活动,学生能够提高阅读理解能力,培养运用英语进行交流的能力。
二. 学情分析九年级的学生已经具备了一定的英语基础,能够理解和运用一些基本的英语表达。
但他们在阅读理解,尤其是对于长篇阅读材料的理解上还存在一定的困难。
此外,学生对于环保主题的认识和关注程度不同,因此在教学过程中需要引导学生深入思考,提高他们的环保意识。
三. 说教学目标1.知识目标:学生能够掌握本单元的重点词汇和表达方式,理解阅读文本的内容。
2.能力目标:学生能够运用英语进行阅读理解,提高阅读能力;能够运用所学知识进行交流和讨论。
3.情感目标:学生能够增强环保意识,认识到保护地球的重要性。
四. 说教学重难点1.重点:本单元的重点是让学生掌握与环保相关的词汇和表达方式,提高阅读理解能力。
2.难点:学生对于阅读文本的理解和运用所学知识进行交流和讨论。
五. 说教学方法与手段1.教学方法:采用任务型教学法,引导学生通过阅读、讨论、实践活动等方式,提高英语运用能力。
2.教学手段:利用多媒体教学设备,展示相关图片和视频,帮助学生更好地理解文本内容。
六. 说教学过程1.导入:通过展示地球环境的图片,引导学生思考环保问题,激发学生的学习兴趣。
2.阅读理解:学生自主阅读文本,回答相关问题,教师进行讲解和指导。
3.小组讨论:学生分组讨论,分享各自的观点和感受,教师进行巡回指导。
4.实践活动:学生根据所学内容,进行角色扮演或写作练习,教师进行评价和指导。
九年级英语人教版全一册Unit13We’retryingtosavetheearth!优秀教学案例
(二)问题导向
1.教师可以提出一些与环境问题相关的问题,引导学生进行思考和讨论,如“为什么我们需要保护环境?”“我们能为环保做些什么?”等。
2.教师可以设计一些探究性任务,让学生通过查阅资料、进行实地调查等方式,寻找答案,提高他们的自主学习能力。
3.教师可以组织学生进行小组讨论,让他们分享自己的观点和经验,培养他们的团队合作精神。
(三)学生小组讨论
在学生掌握了一定的环保知识和表达方式后,我会组织他们进行小组讨论。我会提出一些与环境问题相关的问题,如“为什么我们需要保护环境?”“我们能为环保做些什么?”等,让学生在小组内进行思考和讨论。此外,我还会设计一些探究性任务,让学生通过查阅资料、进行实地调查等方式,寻找答案,提高他们的自主学习能力。
1.学生能够认识到环保的重要性,增强环保意识,树立人与自然和谐共生的观念。
2.学生能够理解个人在环保方面可以做出的努力,并积极行动起来,为保护地球贡献自己的力量。
3.学生能够在学习过程中,培养积极向上的学习态度,树立自信心,养成良好的学习习惯。
作为一名特级教师,我深知教学目标的重要性,因此在教学过程中,我会不断调整和优化教学策略,以确保学生能够达到上述教学目标。同时,我也注重激发学生的学习兴趣,让他们在学习过程中感受到英语的魅力,从而提高他们的学习积极性。在教学评价方面,我会采用多元化的评价方式,全面评估学生的知识掌握和能力发展,为他们的英语学习提供更有针对性的指导。
人教版九年级英语全册Unit 13 We’re trying to save the earth
Exercises
●2. John played an important
part __B_____ the plan.
● A. made B. in making C. to make D. makes
Exercises
●3. — Wow, your sweater is very beautiful! How much is it?
Exercises
●5. What a nice day! We should go
sightseeing _B______ watching TV in the
hotel.
●A. because of
B. instead of
●C. together with
D. out of
Homework
loud music cars rubbish planes littering乱丢垃圾 ships factories smoking building houses mobile phones
污水
Write the words in the box below. Then add more words.
Unit 13 We’re trying to save the earth.
Section A 1a-1c
Learning objectives
● 1.To talk about different kinds of pollution; ● 2.To learn to protect environment; ● 3.To master the key words and phrases:litter, bottom, fisherman,
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Un it 13 We re tryi ng to save the earth!Unit 13 第 3 课时(Section B 1a-2b )测试卷测试时间:15分钟I. 根据句意和汉语提示写出所缺的单词或短语1. We will wait for the school bus at the (大门).2. Don' t ____ 扔掉)these old books. They are good books. You can give them awayto poor childre n.3. The white buildi ng is going to be (___ 摧毁).4. I will (______ 归还)the latest novel to you tomorrow.5. Don ' t put the box (上下颠倒).There is something valuable in it.II. 单项选择1. They are going to put the old things ______ good use. It is a way of recycli ng.A. forB. toC. ofD. with2. The bus in essma n pla ns to ___ ano ther compa ny and he believes that he can doit better.A. take upB. set upC. take offD. set off3. This is a new market ______ we can buy fresh fruit and vegetables.A. whichB. whatC. whereD. who4. He is not the only pers on __ is good at recycli ng.A. whoB. whomC. whoseD. what5. WeChat(微信)is an invention _______ can help people talk to friends, share photos,ideas and feeli ngs freely.A. whichB. whoC. whoseD. how6. In our school library there __________ a number of books on scienee, and in these yearsthe nu mber of them ____ grow ing larger and larger.A. are; isB. is; areC. have; areD. has; is7. —How do you like the two pairs of trousers?—They don' t fit me well. They are _____ too long ______ too short.A. not only; but alsoB. both; andC. n either; norD. either; orIII. 阅读理解An drew Hollema n, a 12-year-old boy, loved play ing in the ope n land n ear his home. The land was wet and forested, and made a home for the birds, other animals and many differe nt pla nts.It made the perfect place for him to study and get to know the n ature. He had seen somered-tailed hawks, red foxes, wood turtles and other animals. He also found special n ative flowers.Suddenly it was announced that the “empty” land would be improved by a lotof houses on it. The pla nts would be removed, the ani mals would run away and most would probably die. Then the wet soil (土壤)would be covered with extra groun ds.Whe n he heard about the n ews, he was not happy. He was very worried that theland and water would be polluted.An drew wrote dow n clearly all the research he had done about the area, and howthe houseswould affect (影响)the local environment. He sent letters to members of localgover nment andtelevision reporters. He also called on his neighbors to oppose the building of thehouses.Although he was only 12 years old, he had the courage and wisdom of a pers onmuch older.An drew' s teachers described him as gen tle, shy and active. His classmates also admired how much he knew about local ani mals and pla nts, and the environment. Each day after school, An drew went door-to-door, to ask the people to sig n (签名),who did not want the houses to be built. I n only one mon th, he got the sig natures of250 people.In the end, the land rema ined a safe place for birds, ani mals and pla nts thatbel on ged there.An drew won many prizes for his brave and great work to stop the houses beingbuilt, and thus help save the environment.1. The passage is mainly about ______ .A. 250 people who sig ned to help An drewB. a brave boy who cared for the en vir onmentC. the ope n land that suited ani mals and pla ntsD. the research of improvi ng the en vir onment2. The underlined word “ oppose” in the passage probably means ___________ .A. supportB. dislikeC. disagreeD. prefer3. An drew was very worried because ______ .A. the ani mals would be killedB. new houses would be built on the ope n landC. not all the n eighbors were going to sig nD. the local gover nment made a right decisi on4. Accord ing to the passage, An drew _____ .A. was good at going door-to-doorB. got in no touch with the reportersC. usually acted like a pers on much olderD. was praised by his teachers and classmates5. We can infer (推测)that _______ .A. the land would rema in as it used to beB. the ope n land would be built into a parkC. the n eighbors would have to move awayD. An drew would soon work for the gover nment参考答案I. 根据句意和汉语提示写出所缺的单词或短语答案 1. gate 2. throw away 3. pulled down 4. bring back 5. upside downII. 单项选择21. B 本题考查put sth. to good use 的固定搭配,意为“好好利用某物” ,故答案为B。
2. B 句意为“那位商人打算再成立一家公司,他相信自己能做得更好” ,故set up 符合题意。
3. C 本题考查关系副词where 的用法。
先行词是market ,关系副词在定语从句中作状语。
4. A 先行词是person ,关系代词在定语从句中作主语,故who 符合题意。
5. A 句意:微信是能够帮助人们和朋友自由地聊天、分享照片、想法以及感受的一种发明。
本题考查定语从句的关系代词。
先行词是an invention ,关系代词在定语从句中作主语,由此可知which 符合题意。
故答案为A。
6. A 主语是a number of books 时,对应的be 动词是are ;主语是the number of them 时,对应的be 动词是is 。