教案：Unit13SectionB
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。
人教版九年级英语Unit 13 We're trying to save the earth! 全单元教案
Unit 13We're trying to save the earth!本单元围绕环境保护的话题，并用主题图片表现噪音污染、空气污染、水污染等内容，目的是为了让学生对环境的破坏有一个直观的认识，从而激发学生强烈的社会责任感和对未来发展的思考。
Section A的重点是让学生掌握与环境污染和环境保护相关的词汇和句型，同时引导学生关爱动物、保护环境。
教学难点是让学生学会正确使用连词和结合生活实际讲述如何保护环境。
Section B在Section A所学的基础上，进一步谈论如何保护环境。
教学重点是让学生了解环境保护的方式，并落实到积极的行动当中，同时还有阅读策略和写作技巧的训练。
教学难点是让学生在阅读2a文章之后，根据所给词根找出衍生出的不同词汇，并理解前缀和后缀的不同用法。
The First Period—Section A(1a－2d)Teaching Important Points【教学重点】Key words & phrases：litter，bottom，fisherman，coal，ugly，advantage，cost，wooden，plasticnoise pollution，air pollution，water pollution，be full of，play a part in，turn…into，cut down air pollutionKey sentences：1.Even the bottom of the river was full of rubbish.2.It used to be so clean.3.Everyone in this town should play a part in cleaning it up.4.The air is badly polluted because there are more cars on the road these days.5.The air has become really polluted around here.6.We're trying to save the earth.Key structure：should＋do；used to＋do；have/has＋done；be＋done；be＋doinge．g.Everyone should help to clean up the river.The air has become really polluted.I used to be able to see stars in the sky.The air is badly polluted.Teaching Difficult Points【教学难点】★Practice the structures to talk about pollution and environmental protection.Teaching Aids【教学工具】A tape recorder，CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1．Greeting2．Discussion and reviewDiscuss with the students，like this：T：What kinds of pollution are there these days?S：…T：What causes the pollution?S：…3．Review the words and expressions about the topic.★Step 2Cooperative inquiry【合作探究】1．Finish the task in 1a①Show pictures or play videos about pollution and talk about the pollution.②Read these phrases in 1a.Look at the pictures in 1a and say what they see in the pictures.Write down the words and add more words.③Ask students to say out their words in each kind of pollution.2．Finish the task in 1b①Read the instructions.Get the students to read the contents in the chart and think of what they will fill in the blanks.②Play the recording for the first time.Students listen and fill in the words.③Play the recording a second time.Ask them to check the answers.Then ask the questions.Students answer with full sentences.④Ask more questions to help students learn more details.Then play the recording for the students to role－pay the conversation.3．Finish the task in 1c①Show the key words of the conversation.Ask students to retell the contents in the chart.Like this：What：dirty；bottom，rubbish；fishWhy：littering，putting wasteHow：write to，close down；help to clean up②Read aloud the model dialogue in 1c.Then in pairs，do the oral practice with more words.③Ask two pairs to perform in class.4．Finish the tasks in 2a－2b①Use PPT or pictures to show the four kinds of pollution.Get the groups of students to havea competition to say words about the pollution one by one.land pollution：…air pollution：…noise pollution：…water pollution：…②Get the students to write down these words in their notebooks.③Play the recording for the first time.Students listen and circle the kinds of pollution.Check answers with the class.④Read the sentences in 2b.Predict the contents they will fill in.Play the recording.Students listen and complete the sentences.⑤Play the recording again.Check the answers with the whole class.5．Finish the task in 2c①Read the sample conversation in 2c.Then Read the listening materials and discuss in pairs what causes the two kinds of pollution.②Students work in pairs，making dialogues.③Ask three pairs to role－play their conversations to the class.6．Finish the task in 2d①Talk about the picture in 2d.Ask：What are your ideas for solving the air pollution/waste pollution problem？Present the new words in the conversation.Such as，coal，advantage，wooden，plastic，takeaway，bin，…②Read the conversation in 2d quickly.Find out the problems about environmental pollution in the dialogue.③Read the conversation again.Ask the students to find the ways to solve the problems of air and waste pollution.④Read aloud the conversation by the recording.⑤Learn the useful expressions：What are your ideas for doing…To cut down air pollution，we should…So together，our actions can make a difference and…⑥Role－play or read the conversation in pairs until fluently.★Step 3Homework1．What are your ideas for solving the waste pollution problem?2．Write the words about the four kinds of pollution.3．Translate the following sentences into English.(1)我们正在想办法拯救地球。
人教版九年级英语全册Unit13SectionB2e3b优秀教学案例
（三）学生小组讨论
在学生对过去完成时有了初步理解后，我会组织他们进行小组讨论。我会让学生结合自己的经历，讨论在过去某一时间点发生的、对现在有影响的事件。学生将有机会运用过去完成时描述这些事件，并在小组内分享自己的观点。这样的讨论将有助于学生深化对过去完成时的理解，并提高他们的语言运用能力。
此外，我还会设计一个评价表，让学生对自己的语言运用能力和团队合作能力进行自我评价。这样既能让学生认识到自己的优点和不足，明确今后的学习方向，又能培养他们的自我反思和评价能力。
四、教学内容与过程
（一）导入新课
在导入新课时，我会利用多媒体展示一组图片，展示一个博物馆的场景，并邀请学生想象自己正在参观博物馆。接着，我会讲述一个故事：一位学生在参观博物馆时，遇到了一个正在寻找失物的游客。学生决定帮助游客寻找失物，但他们都不知道失物是什么样子。我会引导学生思考：在这种情况下，他们应该如何描述失物特征，以便更好地寻找失物？
3.小组合作：本案例将小组合作作为重要的教学策略，让学生在小组讨论和合作中完成任务。这种教学方法不仅提高了学生的语言运用能力和团队合作能力，而且还培养了他们的沟通能力和合作精神。
4.反思与评价：在课堂的最后阶段，本案例组织学生进行反思和评价。学生有机会回顾自己的学习成果，分享小组合作和解决问题的体验，并进行自我评价。这种教学方法有助于培养学生的自我反思和评价能力，使他们能够明确今后的学习方向。
此外，我还将运用多媒体教学手段，如图片、视频等，以激发学生的学习兴趣，帮助他们更直观地理解过去完成时的用法。通过观察和分析例句，学生将能够掌握过去完成时的构成和用法，并在实际语境中进行运用。
（三）情感态度与价值观
在本节课中，我希望学生能够培养对英语学习的兴趣和自信心。通过参与课堂活动，学生将感受到英语学习的乐趣，并在实践中不断提高自己的语言能力。同时，学生将学会关心他人，培养合作精神，通过帮助游客寻找失物的情境，他们能够体会到助人为乐的价值观念。
九年级Unit_13_Section_B_(1a-2C)_教案
====================@dm9911======================= 课题：Unit 13 Rainy days make me sad第四课时Section B(1a—2c)=================================================== Learning Goals：Students learn about the knowledge about the advertising for daily-life products and talk about the advertising words that they know and collect, and thus the use of “make” is further consolidated during the course of talking. What’s more, students develop the ability of appreciating the beauty of advertising and the charm of English in daily life.Teaching and learning steps:Step 1 ReviewTalk about the weather with students as follows:T: What’s the weather like today?S: It’s sunny.T: Do you like sunny days?S: Yes./No.T: Yes, I like them. They make me happy.……(Design idea: in this step, review the use of “make” by talking freely with students.)Pre-listening activities:Step 2 PreviewAsk students to underline the following expressions and sentences in their books (p105), and try to translate them.1.mysterious look__________2. Silky skin __________3. Keep out _______4. It worked really well. _________________________ Bijing Duck _________ Step 3 Warming up and Leading in一、Warming-up1. Show an ad video clip of ERKE by courseware, asking:(1) Do you know about this ad.?(2) What product is the ad for?(3) What do you think of this ad./product?While asking, the teacher can lead students to answer as follows:(1) Yes, I do. / No, I don’t. It’s for ERKE(2) It’s for shoes.(3) It’s great. I like it very much.The shoes are terrible. It makes me out of style.(Design idea: In this activity, the video clip will be able to intrigue the studentsand focus their attention.)2. Show some pictures in which there are products and slogans.While showing, talk about the pictures as follows:It’s an advertisement for ... I like/dislike it. The slogan is … and the product is … It makes me …(Design idea: This activity will lead naturally in to activity 1a.)二、Presentation1. Activity 1aAsk students to match the slogans with the products.Answers: 4 3 1 22. Activity 1bSay: Make a list of three products you don’t like.While-listening Activities:Step 4 Listening for the main ideaSay: What are they talking about in the conversation?A. ShampooB. CreamC. Some sunglassesD. Some products (Keys: D)Play the recording for students to get the main idea.(Design idea: Let students feel the conversation on the whole.)Step 5 Listening for the specific ideas1. 2a: Ask students to write “Yes” or “No” for “like” or “dislike” next to the products according to the recording.ProductsNo 1. Easy Care Shampoo____ 2. Lookout Sunglasses____ 3. Beauty Cream____ 4. Starshine Toothpaste(In this step, let students generally learn about the listening material.)Answers: 1. No 2. No 3. Yes 4. No2. 2b: As for this activity, play the recording and ask students to get what people say about the products, and then draw lines to match.Products What people say1. Easy Care Shampoo2. Lookout Sunglasses3. Beauty Cream4. Starshine Toothpaste a. It tastes terrible.b. It worked really well.c. They don’t even keep out the sun.d. It didn’t work.(In this step, let students have a further understanding of the listening material. If necessary, play more times.)Answers: 1 d, 2 c, 3 b, 4 aStep 5 Listening to fill in the blanksPlay the recording and ask students to fill the blanks according to the recording: Girl 1: Wow! Look at this ad for Easy Care Shampoo. For the shiniest hair ever.Boy: I _____ _____ ads like that! They make me really mad.Girl 1: Why?Boy: They make you think that you can _____ _____the person in the ad. But I bought shampoo and it didn’t_____.Girl 2: I agree. Look at this one. Lookout Sunglasses. For that _____ look. I’ll bet they don’t even _____ _____ the sun.Boy: And what about this one? Beauty Cream --- the _____ _____.Girl 2: Wait a minute? I tried Beauty Cream and it works really _____. It makes your skin really_____. Have you ever_____ Starshine Toothpaste?Girl 1: Oh, you _____ Whiter than White? Yeah, I tried it and it tastes_____. I’d never use it.Boy: I guess you shouldn’t _____ everything you read.(This activity is designed to let students have a thorough understanding of the listening text.?Post-listening activities:Step 6 Read aloud1. Ask students to read the listening text by themselves and make sure they can pronounce every word in the text. Walking around the classroom, give help if necessary.2. Ask some groups to read the dialogue by role.Step 7 Role PlayAsk students to role play the dialogue according the listening text as follows:A: Look at this ad for Easy Care Shampoo?B: I can’t stand it. It makes me mad.A: Why:A: The shampoo didn’t work.……Step 8 Group work (make conversations)Ask students to look at the list in 1b and make conversations like the following:A: Have you ever had Beijing Duck?B: Yeah. I love it.A: Have you ever had …?B: Yeah. And it made me ………(Design idea: post-listening activities are designed to practice the knowledge points that they have just gotten in 2a&2b, and meanwhile they can improve their spoken English.)Inquiry into knowledge by translation 翻译探究一、Observe and analyze the following sentences and translate them.1. They make me really sad.2. They make you think that you can look like the person in the ad.3. It didn’t work.4. It works really well.二、Put the Chinese into English.1. 那双鞋让我感到生气。
九级英语全册Unit13We'retryingtosavetheearth第三课时SectionB(
For a fuel to be the best，people have to be able to afford it.Unluckily，almost every green technology is more expensive than that of using ernments and car producers are doing everything they can to cut down the costs.In the end，the best fuel will be both affordable for car users and green for our planet.
The other choices are other liquid fuels.Many of these can be stored in the same places as gasoline，and used in the same cars.They can also be friendly to the environment.
Unit 13 We’re trying to save the earth!
第三课时 Section B(1a~1e)
二、阅读理解（重庆中考）
Historically，most cars have run on gasoline（汽油），but that may change in the future： cars can also run on other liquid fuels（液体燃料） and elecsuch fuels is to get CO2 from the air and put it in water.Through chemical reaction，hydrocarbons can be created.However，these fuels take up more space.
人教版九年级英语上 Unit 13 Section B(2a-2b)课件
Retell
Amy Hayes lives in a_____ in the UK that she built herself out of _____. The windows and doors come from__________ around her town that were pulled down. The top of the house is an ______turned upside down. And the gate in front of her house is made of ____________________. Jessica Wong from Hong Kong uses old clothes that people don’t wear anymore to make _____. She especially likes to use old jeans to make _______. Wang Tao is known for using iron and other materials from old cars to make______________.
课 题
Unit 13 We’re trying to save the earth!
Section B 2a—2e
Objectives
To learn to use some words and expressions To understand the passage about recycling To know how to recycle in your daily life
newspaper
old jeans
While reading
九年级英语全册Unit13We'retryingtosavetheearth(TheThirdPeriod—SectionB1a-1e教案(新版)人教新目标
The Third Period—Section B(1a－1e)Teaching Important Points 【教学重点】Key words & phrases：stop doing sth.，recycle sth.，turn off，paper napkins2.It's hard to stop riding in cars.3.We really shouldn't use paper napkins.Key structure：doing；used to＋do；have/has ＋done；be＋done；should＋do”．Teaching Difficult Points 【教学难点】★Use the structures to talk about environmental protection in the listenin g and speaking practice.Teaching Aids 【教学工具】A tape recorder，CAI or multimedia courseware.Teaching Steps 【教学过程】★Step 1 Leading in 【新课导入】1．Greeting2．BrainstormingAsk these questions：What can we do to help our environment？How can we help to stop air/land/water pollution？What can we do at school?3．Practice with more students.★Step 2 Cooperative inquiry 【合作探究】1．Finish the task in 1a①Play videos about environment to lead the students into the lesson.②Get the students to make a list of the ways of what we can do to save the earth，using the results of the discussion at step 1.Then say in which ways they have done well.③Read the items in 1a and rank them from 1 to 5.2．Finish the task in 1b①T：Do you often do these to help the earth？Talk with each other.②Ask different students to say out their sentences in class.3．Finish the task in 1c①Read the introduction of 1c and read the phrases in the first column.Learn the meaning of them.②Play the recording for the first time.Students check the things that Julia and Jack talkabout.Check the answers with the class.4．Finish the task in 1d①Read the introduction of 1d.Play the recording for the second time.②Get the students to finish the task in 1d.③Play the recording once more.Students repeat and check the questions.④Check.Ask the students to say out the complete sentences.5．Finish the task in 1e①Read aloud the conversation.Then ask a few pairs to role－play the conversation.②Read the example conversation in 1e.Then students work in pairs.Role－play.③Ask three pairs to say out their conversations to the class.④Write their conversations in the exercise books.★Step 3 Homework1．Make conversations about saving the earth with other students after class.2．Write a conversation to talk about what we can do to help the environment.3．Translate the following sentences into English.(1)那女孩以前用纸巾。
人教版九年级英语unit13 SectionB(2a--2d)
动词，
Ⅱ.Reading
comprehension
（阅 读 理 解）
Reading skills
（阅读技巧）
Understanding prefixes and suffixes
(前缀和后缀)
Recognize how prefixes and suffixes may change the meanings of words and how they are used
1.Did she win an award? What was it from?
2. Where did her windows and doors come from? 3. What does the sentence “she lives in a house in the UK that she built herself out of rubbish” mean?
Ⅱ阅读理解-Read paragraph 4 and answer the questions. 1. What does Wang Tao hope to set up? Why? A “metal art” theme park.
Because he wants to show people the importance of environmental protection.
Bags
beautiful art pieces.
你知道他们的用法吗
（友情提示：记得完善笔记哦）
Rethink, Reuse, Recycle
重新思考,重新使用,重新利用
You have probably never heard of Amy Hayes， but she is a most unusual woman. She lives in a house in the UK that she built herself out of rubbish.
人教版英语九年级全一册教案：Unit13 SectionB(3a-Self Check)
Unit13 SectionB（3a-Self Check）教案1.0教情分析1.1 Teaching objectives教学目标1.1.1 Language targets 语言目标1.1.1.1Key Words and Chunks1.1.1.1.1 For applying: solve the problem, worse and worse, give suggestions1.1.1.1.2 For comprehending: fame, inspire1.1.1.2Sentence Structures1)What or who is causing these problems?2)Which parts need to be improved?3)People should take public transportation more.4)The air pollution is getting worse and worse.1.1.1.3Grammar Focus1)The air pollution is getting worse and worse.(worse and worse 意为“越来越糟糕”)2)Which parts need to be improved? （need to be improved意为“有必要改进”）1.1.2 Ability goals 能力目标1.1.2.1 引导学生全面浏览性复习，总结归纳环境污染及保护的表达。
1.2.2.2 学会用同伴商讨交流，达到共同完善与提高。
1.2.2.3培养学生发散思维，通过写作练习帮助学生建构话题表达的框架体系。
1.1.3 Emotional goals 情感目标1.1.3.1 培养学生小组合作意识。
1.1.3.2 鼓励学生积极交流，互相借鉴参考,取长补短。
1.2 Important and difficult teaching points 教学重难点1.2.1 准确使用目标语言进行写作表达。
九年级英语13单元教案Unit-13--we’re-trying-to-save-the-earth!
+教材章节（单元）分析与设想单元名称Unit 13 we’re trying to save the earth!主要内容介绍知识结构框架本单元以“环境保护”为话题，通过讨论大气污染、水污染和废弃物污染等造成的原因以及我们如何做去改善环境，着重复习时态和语态等语法知识。
单元教学目标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, indu stry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativit y,基本词组：be harmful to, at the top(of sth.), take part in, turn off, take acti on, 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used to 句型。
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第三课时(1a－1d)Learning goals1. 功能Talk about the future plans.2. 词汇、短语和常用表达Learn to use words and expressions: degree, manager, believe inLearn to use sentences:(1)What do you hope to do in the future?(2)I hope to get a business degree and become a manager.(3)Mrs. Chen believes in all of them and tells them to “go for it”．3. 文化知识To practice preparing and giving a speech.[设计意图：目标引领，言简意赅，从功能、词汇和文化知识等方面阐述本节课的学习目标，使接下来的学习更加具有目的性。
]Pre-listening activitiesStep 1PreviewPut the following into English orally. Then write them down without looking at the book.(1)未来你希望做什么？________________________________________________________________________(2)我希望获得商学学位，成为一名管理者。
________________________________________________________________________(3)自从上初中你是如何改变的？________________________________________________________________________(4)你期待什么？________________________________________________________________________ [答案] (1)What do you hope to do in the future?(2)I hope to get a business degree and become a manager.(3)How have you changed since you started junior high school?(4)What are you looking forward to?Step 2Check the previewT: Boys and girls! Let me check your preview. If you know the answers, you can translate them. Please stand up without putting up your hands. Then I'll give you one mark. Let's see which group is the best.[设计意图：利用翻译的形式让学生快速准确地说出所预习的句子，检测预习情况，使学生有针对性地学，老师有针对性地教。
]Step 3Warm up and lead in(此部分是视频，详见课件)Play the video for the students to enjoy a song.Ask the students to find out the answers to the following questions.(1)What can you find in this song?________________________________________________________________________(2)List some jobs you hear with your partner.________________________________________________________________________ And check their work with several students.[设计意图：利用视频材料创设语用情境，激发学生的学习兴趣，了解不同的职业，导入新课。
]Step 4PresentationT: You are graduating in a few days. It makes me sad. But the future will beinteresting and exciting. What would you like to do in the future?S1: I'd like…S2: I hope to…S3: I want to…Check their work with several students.[设计意图：通过对未来人生规划的讨论，提高学生在实际情境中运用所学语言的能力，激活学生关于听力内容相关的背景知识，为接下来的听说训练做准备。
]Step 5Practice1．Talk about what you hope to do in the future. e．g.A: What do you hope to do in the future?B: I hope to…and become a/an…2．Check their work with several students.[设计意图：提高在实际情境中运用所学语言的能力，通过对话训练的形式提高口语表达能力。
]Listening practiceWhile-listening activitiesStep 1Listen for the general idea of 1c.The general idea of the conversation is about ________．A. the hopesB. memories C．school[答案] A[设计意图：利用选择题的形式听取对话大意，降低听力的难度，学生能够很快地选出答案，掌握对话的主旨。
]Step 2Listen for the specific ideas of 1c.1．Get the students to listen to a class discussion. Check (√) the hopes they hear in the following pictures individually.And then check their work with several students.2．Listen to the conversation more carefully and find the specific ideas.Today is the students' last class. Bob feels ________ about it and thinks Mrs. Chen's classes have been ________. The students talk about what they want to do in the future. Bob hopes to ________ the exam to get into senior high school.Shirley wants to get into a ________ school. Ken is good at ________ and he won a ________ for it. So he wants to be a(n) ________．Mrs. Chen b elieves in all of them and tells them to “________”. To celebrate the end of junior high, they are having a ________. They ask Mrs. Chen to come, and she is happy to accept the invitation.[答案] sad; great; pass; music; science; prize; astronaut; go for it; party[设计意图：通过选择适当的图片和短文填空等形式培养学生听细节、听关键信息的能力，实现目标语言的输入。
]Post-listening activitiesStep 1Read and retell1．Play the tape and ask the students to read 1c after the tape and prepare for retelling.[设计意图：识，提高学生的口头表达能力，实现对目标语言的训练。
]Step 2Pair work1．Have the students make conversations with their partner according to the following pictures.A: Bob, what do you hope to do in the future?B: I hope to get into senior high school. How about you?A: I love music very much, and I hope to go to a music school to play in a band in the future.B: That's wonderful. I hope one day…2．Get the students to prepare a speech for their graduation. Use the following questions to help them.◆How have you changed since you started junior high school?◆Who has helped you most?◆What advice have your parents given you?◆What will you do after you graduate?◆What are you looking forward to?3．Have several students present their speech to the whole class.[设计意图：创设真实的语言情境，体会所学的语言，提高口语交际能力，体现“用英语做事”的理念。