Unit13 Secton A1导学案
人教版九年级英语全册Unit13sectionA教学设计
一、教学目标
（一）学习人教版九年级英语全册Unit13 sectionA的内容，掌握以下知识与技能：
1.掌握本章节的核心词汇，如：festival, tradition, custom, celebrate, culture等，并能熟练运用这些词汇进行主题相关的表达。
3.练习结束后，教师选取部分学生的作业进行展示和讲评，指出共性问题，并进行针对性讲解。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般现在时和一般过去时在描述节日习俗时的运用，以及如何从文章中提取关键信息。
2.学生分享学习心得，谈谈对本节课内容的理解和感悟。
3.教师强调学习英语的重要性，提醒学生在日常生活中关注英语学习，不断提高自己的跨文化交际能力。
1.教师通过展示一组关于节日的图片，如春节、圣诞节、中秋节等，让学生观察并说出这些节日的名称。
2.引导学生谈论他们最喜欢的节日，询问他们为什么喜欢这个节日，节日中有哪些有趣的活动和传统习俗。
3.学生分享后，教师总结：不同的节日有着各自的特色和习俗，今天我们将学习人教版九年级英语全册Unit13 sectionA，了解世界各地的人们如何庆祝节日。
4.口语表达：小组合作，选择一个节日主题，编排一段对话，展现这个节日的庆祝场景。要求对话中包含本节课学习的词汇和语法知识。
5.课后调查：选择一个你感兴趣的节日，通过查阅资料或采访身边的朋友，了解这个节日的起源、庆祝方式和文化意义，并完成一份调查报告。
6.文化分享：将你的调查报告在下一节课上进行分享，要求用英语介绍你所了解的节日文化，让其他同学也了解这个有趣的节日。
4.最后，教师布置课后作业，要求学生运用所学知识，调查了解一个感兴趣的节日，为下节课做好准备。
人教版九年级英语unit13 Section A(3a-4c)导学案
2. It's h______to smoke so much.
3. We should obey the l______.
4. I can't a______the car, It's too expensive.
庙渠初中“三环四步”导学案
年级
九
科目
英
课题
Unit13Section A(3a-4c)
主备人
周次
教学辅助手段
导学
目标
1.key words:method，cruel，harmful，industry，law，afford，take part in，turn off，pay for
2.进一步学会运用现在进行时、used to句型、被动语态、现在完成时、情态动词等谈论有关污染和环保的话题。
14．take action________________
15．用公共交通________________
【合作探究】
【探究一】任务型阅读。
1．阅读关于鲨鱼的文段，完成3a中的简报。
2．再读文段，用方框里的词填空，完成3b。
【探究二】小组活动：用Grammar Focus的重点句型编造对话，体会感知谈论污染和环保的话题。
2．Southern China________________
3．把……扔回海洋________________
4．对……有害________________
5．不再________________
6．the ocean's ecosystem______________
7．develop laws________________
人教版英语九年级全册Unit13SectionA(1a2d)教学设计
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。
人教版英语九年级下册Unit13_Section A 第1课时(1a～2d)教案与反思
前事不忘，后事之师。
《战国策·赵策》原创不容易，【关注】店铺，不迷路！Sectio nA 单词litterv.乱扔n.垃圾；废弃物bottomn.底部；最下部fisann.渔民；钓鱼的人coaln.煤；煤块uglyadj.丑陋的；难看的advantagen.优点；有利条件costv.花费n.花费；价钱woodenadj.木制的；木头的plasticadj.塑料的n.塑料；塑胶crueladj.残酷的；残忍的fuladj.有害的industryn.工业；行业lawn.法律；法规scientificadj.科学上的；科学的affordv.承担得起（后果）；买得起takeawayn.外卖食物binn.垃圾箱sn.生态系统reusableadj.可重复使用的；可再次使用的transportationn.运输业；短语befulto对……有害atthetopof在……顶部或顶端thefoodchain食物链takepartin参加句型1.Doyouofenthrowawaythingsyoudon'tneedanymore?你是否经常把你不再需要的东西扔掉呢？2.efromoldbuildingsaroundallsonline.她开了一家小店卖她制作的包，并且她还开了一家网店出售它们。
语法现在进行时；被动语态；现在完成时知识目标复习现在进行时、现在完成时和被动语态等的用法。
能力目标以“保护环境”为主题，运用本课相关句型与他人展开讨论；能向大家介绍有哪几种污染类型，怎样回收利用废弃物品等。
情感目标体会到保护环境重要性，学会保护大自然、保护地球，从身边的小事做起，号召大家参与到保护环境的行动中来。
【课时建议】本单元建议5课时SectionA（1a～2d）……………………………………………………………………………………1课时SectionA（3a～4c）……………………………………………………………………………………1课时SectionB（1a~1e）…………………………………………………………………………………1课时SectionB（2a～2e）…………………………………………………………………………………1课时SectionB（3a～3b）……………………………………………………………………………………1课时词汇短语：主要采用多媒体及图片展示法。
人教版英语九年级全册Unit13_Section_A(1a-2d)精品导学案
Unit13 Section A〔1a-2d〕精品导学案1. Phrases:在……的底部_____________________充满，布满___________________把……扔进……____________________关闭工厂____________________清扫_______________________扮演角色，起作用_________________________噪音污染_____________________把……变成……___________________对……产生影响或作用____________________2. It’s good for health and it doesn’t cost anything! 它对身体有好处并且不会花费任何东西。
辨析：spend, cost, take, pay【小试牛刀】单项选择①—Do you take exercise every day?—Yes. I always ___thirty minutes after supper.A. spendB. costC. takeD. pay② I _________ $300 for the bike.A. tookB. spentC. costD. paid③ The interesting book _____ me 10 yuan.A. spentB. tookC. paidD. cost3. To cut down air pollution, we should take the bus or subway instead of driving. 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。
cut down 意为“减少〞；是“动词+副词〞构造的短语，所带的宾语为名词时，宾语可位于down的前面或后面；为代词时，只能位于down前面。
You’d better cut the article down to about 2,000 words. 你最好能把这篇文章压到两千字左右。
【精品】人教版新目标九年级Unit 13 全单元导学案(共6课时)
人教版英语精品资料Unit 13 We are trying to save the earth!课时分解第一课时Section A（1a ~ 2d）II. 课堂环节§自主学习方案【自学自查】根据汉语提示完成单词。
1. We should put up notice to stop from littering (乱扔）。
2. The teacher asked us to find a way to pickup the coins at the bottom (底部）of the bottle.3. There are no more fish for fishermen (渔夫）to catch in the river.4. We should take the paper bags to go shopping instead of the plastic (塑料）ones.5. Could you please tell us another advantage(优点）of riding bike to work?§课堂导学方案Step 1 情景导入（参考案例）用多媒体给学生播放一些有关环境污染的图片或视频，然后询问学生对环境污染的看法和观点。
Teacher:What kinds of pollutions do you know？What do you feel about the pollution?Students: I think there are____.① noise pollution②air pollution③waterpollution…环节说明：通过视频和课前的一个师生问答互动引入新课的话题Step 2 完成教材1a-1c的任务【操作案例】1. 要求学生翻开课本P97，迅速阅读1a部分的内容。
把方框中的单词按它们产生污染的类型写入相应的栏目中，并添加更多的单词。
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．．
人教版九全《Unit 13 Section A》教案
《Unit 13 Section A》教案Ⅰ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’ reading and writingskills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using the target language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,（2）Ability objectsTo train students’ listening, speaking, reading and writing skills using the target language, （3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we should be in charge of our attitude．That way, we can live happily and we can do everything better．3．Teaching Key PointTo make students learn and master the key vocabulary words and the target language．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．5．Studying WayTeach students how to express their own opinions freely．Ⅱ．Language FunctionTalk about how things affect you．Ⅲ．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．Ⅳ．StructureSecond conditional with wishⅤ．Vocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, uncomfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularysad, 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．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday 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?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis 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? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．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 tothe class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon．Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis 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．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with 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．While students are working in pairs, walk around the classroom, and listen to some pairs．If necessary, offer language support．Then ask some pairs to act out theirconversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel．For example, what are your opinions about this room? A student might answer, This room is sunny．It makes me happy．Or ask them．What are your opinions about all the noise in the cafeteria? A student might say．All the noise in the cafeteria makes me tense．Notes:1．awful——terrible; dreadful2．energetic——full of energyStep ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’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．Step ⅥHomeworkReview the target language．Step ⅦBlackboard Design。
人教版九年级英语下册Unit 13(Section A)教案
Unit 13 We’re trying to save the earth!Section A教案一、根据句意及汉语提示完成句子1. This kind of fish can live at the ___________（底部）of Indian Ocean.2．To be frank, the ___________（生态系统）in China becomes weaker and weaker.3. We need to have some ___________（方法）to deal with the air pollution.4. Shanxi is a province which is rich in ___________（煤炭）．5. If you want to use the ___________（塑料的）bag, you have to pay for it．二、根据汉语意思完成句子6．河里有太多的垃圾。
There ___________ ___________ ___________ rubbish in the river.7．在过去的20至30年间，有些种类的鲨鱼数量已经下降了90%多。
The numbers of some kinds of sharks ___________ ___________ ___________ over 90% in the last 20 to 30 years.8. 他不但会说法语而且会说德语。
He can speak ___________ ___________ French ___________ ___________ German.9．狮子处于食物链的顶端。
The lions are ___________ ___________ ___________ ___________ the food chain.10．我们应该尽快制订法律来保护这条河流。
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.。
人教版新目标九年级Unit13sectionA1教学设计
4.注重分层教学，关注每一个学生的成长。针对不同层次的学生，设计难易适度的练习，使每一个学生都能在课堂上有所收获。
5.适时进行反馈和评价，鼓励学生积极参与课堂活动。通过表扬、鼓励等方式，增强学生的自信心，激发学生的学习积极性。
-教师提问：“What's this festival? Can you guess?”
-学生回答：“It's the Spring Festival / Christmas / Halloween.”
2.让学生分享自己最喜欢的节日，并简单描述过节的经历。
-教师提问：“What's your favorite festival? Can you tell us about your experiences during the festival?”
-教师总结：“Today, we will learn how to talk about past events using the simple past tense.”
（二）讲授新知
1.通过图片和例句，呈现动词过去式的基本用法和变化规则。
-教师展示动词过去式的例句，如：“Last week, I visited the Forbidden City.”
三、教学重难点和教学设想
（一）教学重难点
1.教学重点：
-一般过去时态的用法和动词过去式的变化规则。
-能够运用一般过去时态描述过去发生的事情。
-掌握本节课的核心词汇，如：famous、palace、traditional、performance、mask等。
2.教学难点：
九年级英语第13单元导学案
九年级英语第13单元导学案Unit 13 Section A 1a—2c学习⽬标1.掌握make等使役动词的⽤法2.熟练运⽤would rather dowould rather…than…重难点：make 的⽤法学法指导：⼀、⾃学1.学习分析标题Rainy days make me sadrain y make sb +adjn + y--- adj the rainy season ⾬季2.通读Section A 1a—2c了解⼤意，勾画短语，找出重点短语，结构等3.⼤声朗读1C 找出本课重点句型，并在组内练习4.背诵Grammar Focus中句⼦5.独⽴完成导学案并上交⼆、正课1.课题与学习⽬标解读（5）2.听⼒，完成1B，2A，2B（10）3.导学案讨论释疑，展⽰（20）4.对话练习2C（7）5.整理背诵（3）⾃学检测Page 102 . I’d rather go to the Blue Lagoon Reastaurant完成句⼦：1. I (宁愿)stay at home in such bad day知识延伸I’d rather you tomorrowA comeB cameC will come考点：would rather后跟从句时，要⽤虚拟语⽓, ⽤⼀般过去时代替⼀般将来时2. I would rather at home thanA stay, go outB to stay, to go out考点：would rathe do…than do…宁愿做……⽽不愿做……”Page 103 Loud music makes me tenseSad movies make her want to leave3. She tried her best to make usA happilyB happyC to happyD happiness4.--How do you feel when the national flag go up?-It makes me quite proudA to feelB feelC feelingD felt5．There was so much noise，the speaker couldn’t make himself .()A hearingB to hearC heardD being heardPage 137. I’m hungry, AmySo am I完成句⼦：4. I am a teacher, (他也是)6. They had finished their homework, （我们也完成了）7. Tom eats an apple every day, (Mary也⼀样)8Yang Yin didn’t have breakfast this morning, （杨浩也没）Page 137. The food is great, isn’t it ?句型转换9. The ice cream tastes good, ?10. Mary studies Chinese hard, ?11.The football match is really exciting, ?12.Everyone is here , ?13.She thinks comedies are boring, ?14. Let’s play tennis after school, ?15.Let us play computer games, ?so…that…( so that ) too …to……enough16.The problem is so difficult that no one can work it outThe problem is difficult work outThe problem is enough work out他想早点完成家庭作业去看电视( so that )⾮常学案：make的⽤法(1) make +n. 如：make food 做饭make a plane做飞机make the bed铺床make money 赚钱(2) make sb./sth. + adj. 使某⼈（感到），使……处于某种状态Soccer makes me crazy. ⾜球使我疯狂。
人教版初三英语导学案Unit13SectionAPeriod1
2.为了减少空气污染，我们应当乘坐公汽或地铁而不是开车。
3.我过去能在天空中看到星星。
I can summarize.
Task3:1. We’re trying to save the earth! 我们正在竭尽全力拯救地球!
try to do =try one’s best to do 努力去做某事。
学习重、难点
1、2
教学记
【自主学习】
I canmemorize:
Task 1.1.(v.)乱扔 (n.)垃圾2.(adj.)丑陋的；难看的
3.(n.)优点；有利条件4.(v.)花费(n.)花费；价钱
5.(adj.)木制的；木头的6.(n.)底部；最下部
7.(n.)渔民；钓鱼的人8.(n.)煤；煤块
9.(adj.)塑料的(n.)塑料；塑胶 10.(n.)外卖食物
. Every student should try to study hard in order to study in a university.
为了进入大学学习，每个学生都应该努力学习。
2. Everyone in this town should play a part in cleaning it up!
4. 多读书对你的学习有好处。 Reading more _______________your studies. 5.拉里将去开会，而不是我。
Larry will go to the meeting _________________ me.Wang’s words have _________________ to the little boy.
2. 左边第二个房间里堆满了书。
Unit 13 导学案 第二课时 Section A
Unit 13 导学案第二课时Section A（3a ~ 4c）主备人：执讲人：备课时间：第周使用时间：第周知识目标根据汉语提示完成单词。
1. Carl is planning to travel by ship because he wants to see the (沙鱼）in the sea.2. You should teach them the (方法）of how to grow apples instead of giving them apples.3. It’s (有害的)to throw the old battery in the water.4. Many countries have made （法律）to keep the animals.5. If the animals are endangered , it may broke the (生态系统）of the world.6. The shoes are so expensive that I can’t (买得起）them.7. We should use (可重复使用的）chopsticks when we eat outside.8. I don't like to use public ________ (交通运输), because it's not convenient for me.9. The Spring Festival is (认为是）the most important festival in China.10. We can save (电）by turning off the lights when we leave a room.11. Now the air has become badly ________ (污染)，we have to keep it clean.12. I have taken part in an ________ (环境的) project since last year.合作探究Step 1情景导入Do you like animals? How do you help protect the endangered animals?Step 2教材3a1.快速默读短文，熟知大意，并完成课本3a的任务。
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1.写出关于 stop 的短语
2.So far,no scientific studies have shown that shark fins are good for health .译成汉语
3.scientific 的名词是 【中考对接 】 读下文，正确的画 T ,错误的画 F. People in southern China like famous and expensive dish—shark fin soup, but no scientific studies have shown that shark fins are good for health. So why do they eat them? Do they realize that they’re killing a whole shark each time they enjoy a bowl of shark fin soup? When people catch sharks, they cut off their fins and throw the shark back into the ocean. This is not only cruel, but also harmful to the environment. Without a fin, a shark can no longer swim and slowly dies. Sharks are at the top of the food chain in the ocean’s ecosystem. If their numbers drop too low, it will bring danger to all ocean life. In fact, around 70 million sharks are caught and traded in this industry every year. The numbers of some kinds of sharks have fallen by over 90 percent in the last 20 to 30 years. Help save the sharks! 1. Shark fin soup is popular in northern China. 2. No scientific studies show that shark fins are good for health. 3. Without a fin, a shark can’t swim any longer and slowly dies. 4. In fact, around 50 million sharks are caught and traded in this industry every year. 5. We should help save the sharks. 【Explanation】 探究点一. This is not only cruel ,but also harmful to the environment. harmful 词，意为 , 常构成结构 例句翻译 : 空气污染对我们的健康有害。 加 ful 构成的形容词： 感激的 有用的 令人惊奇的 健忘的 成功的 细心的 探究点二 not only ... but also ... This method is not only cruel, but also harmful to the environment. not only... but also means She not only plays well, but also writes music. Not only had the poor man been fined, but also he had been sent to prison. Not only men but also women were chosen. not only„but also„ 1）表示 ，着重强调 ，（also 可省略）
九年级英语学科 导学案 课题：Unit13 We’re trying to save the earth ! Section A 第 2 课时
主备：
使用时间： 学法指导
Learning goals（学习目标）
1. 语言知识目标： 1) 能掌握以下单词及短语:cruel, be harmful to, industry, scientific, 2) 能掌握以下句子: 1. We are trying to save the earth. take part in, afford, pay for, take action.
2. The river used to be so clean.
3. No scientific studies have shown that shark fins are good for health. 2.能力目标： 复习现在进行时，现在完成时，被动语态结构及用法,并灵活的运用几种时态,语态 。 3. 情感态度价值观目标：有环境危机意识，学会关注环境保护环境。
harmful,percent ,science ,fall,catch
1.Seventy of Chinese are farmers . 2.The thieves were yesterday . 3.The farming makes people have more free time to relax . 4.The population of our city has by 2 percent in the last few years . 5.Drinking too much is to our health . 二．单项选择 1.---Because of the water pollution ,they had to ________ the city's water supply for several days. A. cut up B.cut out C.cut off D.cut down 2.---They saw some beautiful scenery ________the top of the mountain . A. at B.in C.to D.for 3..--So far ,the people's living conditions in the poor areas ________a lot . A. improved B.improves C.were improving D.have improved 三．句型转换ara. 1 Para. 2
3.the number of, the numbers of 与 a number of 的区别 Read Paragraph 3 and judge the sentences. ( ( ( )WildAid and the WWF are environmental protection groups in China. )Two environmental groups appeal to establish laws to stop sale shark fins. )Shark’s fins are good for health. Show in the class
导学流程 Before-learning 1.拯救地球 3.解决问题 5.对... 有益 7.代替，而不是 9.对...有影响 While-learning 翻译下列短语 2.噪音污染 4.减少 6.去购物 8.扔掉 10.附近 Learn by yourself.
【Before you read】Answer the questions below. Who can you see in the picture? What does the passage may talk about? 【While you read】 Read the title, the first and last sentences in each paragraphs and match the main ideas. Talk about shark fin soup. Sharks are endangered now. Appeal to people against eating shark fins. Read Paragraph 1 and judge the sentences. ①Shark’s fin（鱼鳍）soup is famous and expensive all around the world. ②You’re killing a whole shark when you enjoy a bowl of shark’s fin soup. Read Paragraph 2 and answer the questions. 1.Why sharks are so important ? 2.If a shark doesn’t have a fin, what will happen? 3.If sharks’ numbers drop too low, what will happen? 4.Why are sharks endangered now? 5.What can we do to save the sharks? 按要求完成练习 1.写出关于 cut 的短语 2.Without a fin ,a shark can no longer swim and slowly dies .写出同义句
2
. .
2) not only 放在句首，后接句子时要用 3）若连接两个成分作主语，其谓语通常采取 拓展：就近原则（你学到过的句型）
. 原则。
（1） （2） （3） （4） 探究点三 辨析 danger dangerous endangered in danger 1.Is there any danger of fire ? Danger 名词，意为“ ”。 2.It’s dangerous for people to swim in the river . Dangerous 词，“ ”。 3.Scientists think that the animal is endangered by pollution . Endangered 词，“ ”。 4.His life is in danger . In danger 词，“ ”。 【学以致用】 1.--Do you know about the haze(雾霾)？ --Yes ,It is ________to our health . A. good B.harmful C.important D.interesting puter is an (use) invention . 3.Driving cars is ________ wastes money________ harmful to the environment . A.either ,or B.neither,nor C.both ,or D.not only ,but also 4.Neither the students nor the teacher the movie . A. like B. likes C. is liking D .are liking 用 endangered,dangerous ,danger,in danger 填空。 1. It is to go into a forest alone . 2. Though tigers are animals ,now they are because of hunting . 3.Do you know the of fires? 4. There are many species in the world . 5.Killing animals may bring to the environment . 【沙场练兵 】 一．选择适当的单词并用其形式填空。