人教版英语九年级全一册教案：Unit13SectionA1a2d.doc

Unit13 SectionA（1a-2d） 教案1.0 Teaching Analysis教情分析 1.1 Teaching Objectives 教学目标1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: bottom, fisherman, litter, coal, advantage, ugly, wooden, plastic, litter, be full of, play a part in, be badly polluted, turn… into…, cut down, instead of, remember to do sth.1.1.1.1.2 For comprehending: takeaway, bin, make a difference1.1.1.3 Sentence Structures1) We’re trying to save the earth. P972) But it used to be so clean. P973) The air is badly polluted. P984) To cut down air pollution, we should take the bus or subway instead of driving. P985) Our actions can make a difference and lead to a better future! P98 1.1.1.4 Grammar Focus1) We’re trying to save the earth! (现在进行时)2) It used to be so clean! (used to结构)3) The air is badly polluted. （被动语态）4) Our actions can make a difference and lead to a better future! （含情态动词）1.1.2 Ability goals 能力目标1.1.2.1 学会用被动语态，现在进行时，used to结构谈论环境污染问题。

1.1.2.2 积累丰富与环保相关的话题词汇、语块和句子表达1.1.3 Emotional goals 情感目标帮助学生关注环境污染的严重危害；并积极思考解决措施1.2 Important and difficult teaching points教学重难点1.2.1 教会学生谈论环境污染1.2.2 引导学生思考环保措施2.0 Student analysis学情分析2.1 Fundamental State基本情况本单元的教学话题是贴近生活的环保在语法方面，没有新的语法，学生只需运用已学的现在进行时，现在完成时，情态动词，used to结构，谈论时下流行话题--环保因此，可从学生所见的环境污染入手进行教学引入，分析环境污染的几种类型，环境污染的现象，再扩展到怎样解决这些问题，为后面课时逐步引入本单元的教学活动奠定基础2.2 Knowledge Reserve知识储备通过两年的学习和积累，学生积累了一定的词汇量，接触到了常见的话题和功能项目Book 7B Unit 6 I’m watching TV.和Unit 7 It’s raining!学习了现在进行时，Book 8B Unit 8 Have you read Treasure Island yet?和Unit 9 Have you ever been to a museum? 学习了现在完成时，Book 9 Unit 2 I used to be afraid of the dark.学习了used to的用法，Book 9 Unit 5 What are the shirts made of?和Unit 6 When was it invented?学习了被动语态的用法。

各种语法的学习为谈论本单元环保话题奠定了知识基础2.3 Class data本班实际本班学生有比较明确的学习目的，能够在小组活动中互相帮助，积极与他人合作，敢于用英语进行表达本课时谈论pollution, how to solve air pollution, how to solve waste pollution，话题贴近生活，学生熟悉，有话可说，教师应该尽量创设情景，拓展思路，必要时帮助学生用英语进行准确表达3.0 Teaching methods教法建议3.1 situational teaching approach情景教学法3.2 question and answer method问答法3.3 discussion method 讨论法4.0 教学辅助 blackboard and chalk, computer , projector5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动 Greet with Ss and ask some Ss to talk about the environment around them. 5.2 New points input 新知输入(贴标签)5.2.1 New words Look at some pictures and learn the new words.5.2.2 Language presentationPresent some pictures and ask Ss “What are these pictures about?”This activity is to elicit the topic “pollution”. Then ask Ss “How many kinds of pollution do these pictures show?”Elicit Ss to three kinds of pollution: noise, air and water pollution5.2.3 Activity 1a5.2.3.1 Get Ss to write the words related to different kinds of pollution in the box.5.2.2.2 Group work. Get Ss to work in groups and talk about some more noise pollution, air pollution and water pollution.5.3 Listening practice 听力训练 5.3.1 Activity 1b5.3.1.1 Pre-listening. Ask Ss about their opinions about pollution. Introduce Tony and Mark to them. Then ask them to look through the chart in 1b on page 97. T plays the recording for the first time.5.3.1.2 While-listening. Check the answers: really dirty, rubbish, fish, litter, waste, government, close down, clean up.5.3.1.3 Post-listening. Play the recording and get Ss to read after recording.5.3.2 Activity 2a, 2b2a and 2b provides listening practice using the target language.5.3.2.1 Pre-listening. T introduce Jason and Susan to Ss. Ask Ss to listen to the interview and circle the kinds of pollution.5.3.2.2 While-listening. T can give Ss the opportunities to show their answers.The answers to 2a: a, bThe answers to 2b: 1. more cars 2. pollute 3. are throwing away 4. public placesIf Ss give some incorrect answers, T can play the recording again.5.3.2.3 Post-listening. As a post-listening task, T can get Ss to have a discussion within 1 mint. For example , Have you ever seen these environmental around you? What other problems do you see? What do you think has caused these?5.4 Oral Output 口语输出 Activity 2d talks about solutions to environmental problems.5.4.1 T can guide Ss to understand the whole conversation. T can play the recording for Ss to listen and repeat. Read the conversation in roles.5.4.2 T can encourage Ss to read the conversation alone and fill in the blanks.PollutionSolution air pollution1. ____________________________2.____________________________waste pollution1. ____________________________2.____________________________3. ____________________________4.____________________________ 5.4.3 Get Ss to share their answers and check the answers together.5.4.3 Ask Ss to practice several times and ask pairs to come to the front and act out their own conversations or role-play the conversation only.5.5 Sentence Interpretation 难句理解5.5.1To cut down air pollution, we should take the bus or subway instead of dri。