新目标九年级unit13教案
新目标九年级英语units 13教案
Unit 13 Rainy days make me sad．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 writing skills．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 shouldbe 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．V ocabularylighting, 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 to the 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 their conversations 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 youropinions 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 DesignUnit 13 Rainy days make me sad．The 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 ⅠRevisionCheck 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 Ⅱ2aThis 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 tensethat 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 BlueLagoon．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 Ⅲ2bThis 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．Look at the sample answer．On．the tape Tina says, Waiting for her made me angry, so acheckmark 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．StepⅣ2cThis 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．While they are working, go around the classroom 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 ⅤGrammar 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 adjective at the end．Write on the blackboard: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 an adjective．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．StepⅥSummaryIn 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 ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 13 Rainy days make me sad．The Third Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target LanguageHow 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．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method．2．Groupwork and pairwork．Ⅴ．Teaching Aids1．A projector．2．The blackboard．Ⅵ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the target language．The structure is…makes me…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．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture．Offer help if necessary．（The walls are bright red．There is loud music．There are bright lights in the ceiling．The people are eating quickly．They aren’t talking to each other．）Read the instructions and the questions below the article aloud．Make sure students understand what to do．Read the title“Restaurant Science”and ask, What do you think “Restaurant Science”means? （It means the study of how to operate a restaurant．）Get students to read the article on their own．Let students underline any words or phrases they don’t understand．Go through each word or phrase and ask some students to explain what they think it means．Be sure students know what the article is about．Ask students to read the articlealone again and answer the questions．Have students work individually．Ask three students to answer the questions orally in class．Correct the answers if necessary．Check the answers with the whole class．Answers1．Red makes most people hungry．It makes them eat faster．2．They want people to eat quickly and leave so more people can come in．3．Answers will vary．Notes1．owner—person who owns something2．uncomfortable—not comfortable; uneasyStep Ⅲ3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．S A: The seats are very hard．The white walls make me stressed．S B: Is it this classroom?S A: No, it isn’t．S C: Is it a hospital?S A: Yes, that’s right．Go through the instructions with the 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．While students are doing their work, walk around the classroom checking their progress and offering help if necessary．At the end of the groupwork, have some students say their descriptions to the class and see how quickly the other students can guess what the place is．Give students a sample conversation．S A: There are a lot of people every day．The loud noise makes me tense．S B: Is it a mall?S A: No, it isn’t．S C: Is it a supermarket?S A: No, it isn’t．S D: Is it a market?S A: Yes, you’re right．Step IV Part 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．As they work, go around the classroom offering help as needed．Review the task．Ask a few students to share the results of their surveys．Sample answersStep ⅤSummaryIn this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．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．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymysterious, 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．Ⅱ．Teaching Key Points1．Key Vocabularymysterious, shiny, silky, skin, keep out2．Target LanguageHave you ever had a Twisty Treat?Yeah．And it made me sick．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student works in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck 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 Ⅱ1aThis 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 productand let the class repeat （soap, shampoo, toothpaste, and sunglasses）．Look at the four slogans．Have a student read each one to the class and make sure students can guess what it means．If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color．If a person has that mysterious look, it means that the person looks interesting and unusual．It’s difficult to know what a mysterious person is thinking．The shiniest hair means that the person’s hair will look very bright and have lots of light in it．silky skin means that the person’s skin is soft and nice to touch．）Go through the instructions with the class．Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order:4 3 1 2Notes1．slogan——striking and easily remembered phrase used to advertise sth．2．mysterious--full of mysteryStepⅢ 1 bThis 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．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t likefast food （8）coat （32）science book （23）Step Ⅳ2aThis activity provides listening practice with the target language and introduce 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．Write No in front of the product if the person doesn’t like it．Read out the name of each product．Get students to repeat it．Listen to the conversation and finish the task．Play the tape the first time．This time students only listen．Play the tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers1．No 2．No 3．Yes 4．NoTapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo．For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad．But I bought that shampoo and it didn’t work．Girl 2:I agree．Look at this one．Lookout Sunglasses．For that mysterious look．I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well．It makes your skin really seft．Have you ever tried Starshine Toothpaste?Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible．I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ2bThis 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．Easy Care Shampoo--It didn’t work．Tell students how to do the task．Draw a line from each product to the sentence that describes that product．Now, listen to the tape．You will hear the same recording again．This time listen carefully and draw lines to match up items in the two lists．play the recording again．Let students draw lines individually in their books．Check the answers with the class．Answers1．d 2．c 3．b 4．aStep Ⅵ2cThis 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．Three products he/she likescomputerjacketwatchThree products he/she doesn’t likefast foodcoatscience bookLook at the example in the box．Let a pair of students read the conversation to the class．S A: Have you ever had a Twisty Treat?S B: Yeah．And it made me sick．Now work with your partner．Make up conversations like this one, using the products on the list you made for Activity 1b．Ask students to work in pairs．While they are working, walk around the classroom offering help as needed．Call out several pairs to give their conversations to the class．Conversation 1S A: Have you ever had a computer?S B: Yeah．And it made me excited．Conversation 2S A: Have you ever eaten fast food?S B: Yeah．And it made me uncomfortable．Step ⅦSummaryIn this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out．We’ve also learned the target language Have you ever had a Twisty Treat? Yeah．And it made me sick by listening and speaking．Step ⅧHomeworkTalk about some products using some words in this class, and write down the conversations．Step ⅨBlackboard Design。
人教新目标九年级英语Unit13SectionB3a3c教学设计
要求：准确无误地完成练习，句子通顺、符合语法规则。
2.阅读理解：阅读一篇关于名人的文章，提取关键信息，回答相关问题，并总结文章大意。
2.能力水平：学生的阅读理解能力较强，但在分析文章结构和进行口语表达方面存在一定困难。教师应关注学生的个体差异，提供适当的指导和支持。
3.情感态度：九年级学生正处于青春期，对名人有较高的关注度，容易受到名人的影响。本章节内容有助于引导学生正确看待名人，培养积极向上的心态。
4.学习动机：学生对英语学习兴趣浓厚，但对于较为抽象的词汇和语法可能缺乏学习动力。教师应结合学生的兴趣和实际生活，激发学生的学习积极性。
3.教师简要介绍本节课的学习目标，引导学生进入新课的学习状态。
（二）讲授新知（500字）
1.教师呈现3a-3c部分的文章，带领学生一起阅读，并解释重点词汇和表达方式，如：fame, fortune, talented, ambition等。
2.教师通过示例和练习，讲解一般现在时和一般过去时的运用，以及形容词比较级和最高级的运用。
（2）联系实际生活，让学生结合自身经历，讨论名人的品质和成就。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过向学生展示一些名人的图片和简介，引导学生谈论他们对这些名人的了解和看法，激发学生对本节课话题的兴趣。
2.教师提出问题：“What qualities do you think a famous person should have?”让学生思考并回答，为学习本节课关于名人的词汇和表达方式做好铺垫。
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。
Unit 13 (SectionB 2a-2e )(教学设计)九年级英语全一册(人教新目标)
Fast readingTask 1From the pictures and title,the main idea of this passage is ___.A. We shoud use everything to protect our environment.B. Our enviornment is badly polluted.C. Everyone should take part in saving the earth in a green way.D. We should think again to use again and cycle again. Task 2How many many people are mentioned in the passage ? Who are they ?Task 3A. Bags made from old clothesB. Art pieces made of iron and other materials from old carsC. House built of rubbish Task 4Read the article quickly and choose the correct structure.Careful readingTask 1Read Para.2 and fill in the chart .Task 2Do you know how the house was built ?The top of the house is_______________________. The doors and windows_______________________. The gate is________________________ ___________________. Task 3What do we learn about Amy from Para 2.________________________ ________________________ Is Amy the only one who is good at recycling ?Task 4Read Para.3 and fill in the chart .Task 5Read Para.3 and answer the questions.1.Is Jessica Wong good at recycling? What does she do? ________________________ ________________________2. Where does she sell her bags?________________________ ________________________ 3. What will she write in her book?________________________ ________________________ Task 6Can you think of an ad. For Jessica’s shop ?Task 7Read Para.4 and fill in the chart.Task 8Read Para.4 and answer the questions.1.What does Wang Tao hope to set up? Why ?________________________ _____________________ 2.What can those beautiful art pieces bring to us?________________________ _____________________ Task 9Task 10What do Amy, Jessica and Wang Tao have in common?2c Fill in the blanks with the correct forms of the phrases in the box.1. Amy Hayes lives in the UK. Many of the old buildings in her neighborhood were___________.2. All the rubbish and old things in Amy’s neighborhood were then____________when Amy built her house.3. Amy is very creative. She _______ her front gate______ rocks and old glass bottles. She put an old boat on top of her house.4. Jessica Wong sells her bags in a small shop, but she has also ______ an online business to sell them.5. Though Jessica’s bags are made from old clothes, her bags are __________being cute and useful.6. Wang Tao _______ makes large pieces of metal art that look like animals or humans, ________ makes smaller pieces for the home.2d Underline the words in the passage based on the words below. What are the differences?2e Make a list of things that need to be done to save the environment. Which things can be done by common people every day? Which things have to be done by governments and organizations? Discuss these with your group.Find ways of putting wastes to good use. Make an art work, bring it toschool and introduce it based on the chart below.板书设计Unit 13 We’re trying to save the earth.Section B (2a-2e)。
新目标人教版九年级英语第13单元教学设计
“信息技术支持的教课环节优化”课程作业模板说明：信息技术支持导入、解说、议论等环节优化的三项作业，可以是同一节课中不一样环节的技术应用，也可以是不一样课中相应环节的技术应用。
作者信息姓名任洁芸联系电话所教课科英语所教课段九年级电子邮件4单位名称五丈原初中信息技术支持的导入环节优化（一）第一步：设计前的解析本课的名称： I like music that I can dance to本课的教课目标与教课内容：（ 1）使全体学生掌握本节课的要点词汇和基本认识that和who指引的定语从句的区别;（ 2）使 80%的学生能用本节课的要点词汇和句型简单的对话;（3）使 60%的学生能充分运用本节课的要点词汇和句型表达自己的看法，并能灵巧运用英语进行听、说、读、写等活动。
请说明导入环节在这堂课中的意义，以及信息技术如何起到优化作用。
多媒体辅助教课法：多媒体辅助教课集图象、声音、文字于一体，使教课内容再生动、形象，吸引学生的注意力，使他们在轻松、快乐的氛围中接受新的知识。
（ 2）交际法：英语要作为交际工具来教，也要作为交际工具来学，做到学用一致。
笔者在课堂教课中会创建交际活动情境，让学生利用所学的语言知识，自由表达自己的思想和见解，让学生在做中学，在实践交流中获取信息，习得英语。
（ 3）坚持以学生为中心，采纳individual work 和 pair work 相联合的活动方式使学生进行自主学习、合作研究、体验实践及展现自我，发展听、说、读、写等综合语言运用技术。
第二步：技术支持的导入设计说明：在这一步里，请将你在导入环节上要说的话，预估的时间，所采纳的信息技术支持（请详尽说明如何利用信息技术来优化导入成效，并截取重要画面，链接相应的文档）体此刻下表中。
导入语时间信息技术支持6 分钟PPT， FLASH展现舞蹈音乐片段What kind of music do you likeI like music that I can sing alongwith.I prefer music that has greatlyrics.I love singers who write their ownmusic.信息技术支持的解说环节优化（二）第一步：设计前的解析本课的名称： I like music that I can dance to本课的教课目标和教课内容：（ 1）使全体学生掌握本节课的要点词汇和基本认识that和who指引的定语从句的区别;（ 2）使 80%的学生能用本节课的要点词汇和句型简单的对话;（3）使 60%的学生能充分运用本节课的要点词汇和句型表达自己的看法，并能灵巧运用英语进行听、说、读、写等活动。
人教新目标九年级英语全册教案：Unit13
人教新目标九年级英语全册教案：Unit13.教案Save the Sharks!In this lesson。
we will review the use of ns and different tenses。
and XXX issues.To start。
we will set some ground rules for active。
brave。
and confident n in class。
This will help us make the most of our English lessons.Next。
we will watch a short video about the beautiful ocean and its diverse marine life。
This will introduce us to the conceptof the food chain and the interdependence of different species in the ocean ecosystem.Now。
XXX: XXX fierce predators。
XXX the balance of the XXX。
XXX fins。
many shark species are now endangered.To understand the importance of saving sharks。
we will read an article about XXX.As we read。
we will review different tenses and ns such as but。
so。
if。
and although。
These will help us understand the nships een different ideas in the article and make ns to our own XXX.Finally。
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。
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.。
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Unit 13 We’re trying to save the earth!Section A 1 (1a-2d)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。
（2）保护环境的措施方法。
2. 教学难点：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。
三、教学步骤:I. PresentationShow the picture of the earth and tell students the earth is polluted now.For example: (1) The factories that burn coal pollute the air with a lot of black smoke.(2) Factories put waste into the river. (3) People should throw away litter in the bin.(4)There are more cars on the road.II. LearningHere are some words related to different kinds of pollution. Write them in the box below. Then add more words.loud music cars rubbish planes littering ships factories smoking building houses mobile phones noise pollution air pollution water pollution ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________III. Listening1. 1b Listen and complete the sentences.What was the problem?The river was _____________. Even the bottom (底部) of the river was full of________. There were no more ______ for fishermen (渔民) to catch.What caused the problem?People are throwing _______ into the river. Factories are putting ______ into the river.How should the problem be solved?We should write to the ____________ and ask them to ___________ the factories. Everyone should help to __________ the river.Keys: really dirty rubbish fish litter waste governmentclose down clean up2.Listen again and check (√) the sentences you hear.IV. Practice1. Role-play the conversation in 1c.Mark: The river was dirty. Even the bottom of the river was full of rubbish. Tony: But it used to be so clean!Mark: Yes, but people are throwing litter into the river. Tony: Everyone in this town should play a part in cleaning it up! 2. Make conversations using the pollution in 1a. A: The river has always been the nicest river in this town. B: Yes, it used to be so clean. A: But I was there last weekend and the river was really dirty. B: What caused the problem?A: People are throwing litter into the river. B: What should we do?A: Factories are also putting waste into the river. B: Yes, everyone in this town should play a part.A: We should write to the government and ask them to close down the factories. B: What else can we do?A: Everyone should help to clean up the river.V. Language points1. 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。
e.g. 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. Here are some words related to different kinds of pollution. be related to 与…有关e.g. I am not related to him in any way. 我和他无任何关系。
3. Everyone in this town should play a part in cleaning it up! play a part in 在……方面起作用e.g. A good diet plays a large part in helping people live longer. 健康的饮食在帮助人们长寿方面起着非常大的作用。
play a part 在……中扮演角色e.g. He was invited to play a part in this TV play. 他被邀请参加这个电视剧的演出。
4. Even the bottom of the river was full of rubbish. Yes, but people are throwing litter into the river. litter 和rubbish 都可指“垃圾”，用作不可数名词。
rubbish 指“没用的东西(被扔或将要丢弃的无用的东西)”不可回收。
litter 指“(室内或公共场所)乱扔的废物(纸屑、不要的包装纸、废瓶等)”还可回收VI. Listening.1. 2a Listen to the interview. Circle the kinds of pollution that Jason and Susan talk about.A. land pollutionB. air pollutionC. noise pollutionD. water pollution2. 2b Listen again and complete the sentences.1) The air is badly polluted because there are ___________ on the road these days. 2) Factories that burn coal also ________ the air with a lot of black smoke.3) There is also too much rubbish and waste. People _________________ things every day.4) People are also littering in ______________ like parks. This is turning beautiful places into ugly (丑陋) ones.Keys: more cars pollute are throwing away public places 3. Listen and answer the questions. 1) Who is the interviewer talking to? 2) What are they talking?3) What other problems do they see?The environmental problems.There’s too much rubbish and waste in the streets.VII. Practice (2c)Use the information in 2a and 2b to role-play conversations between Jason and Susan.Jason: The air has become really polluted around here. I’m getting very worried. Susan: Yes, I used to be able to see stars in the sky. Jason: The problem is that…VIII. DiscussionAsk students what we should do to save the earth. Help students answer, turn off the lights when you leave a room; stop riding in cars; stop using paper towels or napkins; recycle books and paper.IX. Reading1. Read 2d and complete the chart. Problems Solving problems air pollution waste pollution wooden (木头的) chopsticks or plastic forks rubbish2. Role-play the conversation.Interviewer: Jason and Susan, what are your ideas for solving these problems? Jason: Well, to cut down air pollution, we should take the bus or subway instead of driving.Susan: Yeah, or ride a bike. There are other advantages (优点) of bike riding. It’s goodfor health and it doesn’t cost (花费) anything!Interviewer: Great ideas! What about waste pollution?Susan: Mmm, I think simple things like bringing a bag to go shopping can help. I started doing that a year ago.Jason: Me, too. Also, I never take wooden chopsticks or plastic (塑料) forks when I buy takeaway (外卖食品) food. I use the ones at home.Susan: And remember to throw rubbish in the bins and keep public places clean and beautiful for everyone.Interviewer: So together, our actions can make a difference and lead to a better future! X. Summary and language points1. This is turning beautiful places into ugly ones. turn…into…把……变成……e.g. The icy rain seemed like to turn into snow. 渐渐地冻雨又变成雪花的模样。