人教版九年级Unit 13 We're trying to save the earth!-Section A 1a—1c-ppt课件-(含教案+音频)-公开课-(编号：874b5).zip

Unit 13 Were trying to save the earth. 人教版九年级英语 自主预习案自主预习案 1.垃圾 2.底部 3.渔民 4.煤炭 5.丑陋的 一、四会单词一、四会单词 litter bottom fisherman coal ugly 自主预习案自主预习案 6.优点 7.花费 8.木制的 9.塑料的 一、四会单词一、四会单词 advantage cost wooden plastic 自主预习案自主预习案 1.打扫；清洁 2.过去(经常) 3.减少；砍倒 4.（对）产生影响和作用 二、重点短语二、重点短语 clean up used to cut down make a difference (to) What kinds of pollution do you think it is？ Ss: I think it is . noise pollution air pollution water pollution 1a Here are some words related to different kinds of pollution. Write them in the box below. Then add more words. cars factories smoking building houses loud music planes building houses mobile phones rubbish littering ships factories 1b Listen and complete the sentences. really dirty 播放视频播放视频 清除视频清除视频 rubbish fish litter waste government close down clean up 1c Role-play the conversation. 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 littering in the river. Tony: Everyone in this town should play a part in cleaning it up! 2a Listen to the interview. Circle the kinds of pollution that Jason and Susan talk about. A. land pollution B. air pollution C. noise pollution D. water pollution 2b Listen again and complete the sentences. more cars1. 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 away every day. 4. People are also littering in_ like parks. This turns beautiful parks into ugly ones. pollute are throwing away public places Role-play the conversation. 2d Role-play the conversation. 2d 1.try 的用法的用法 try to do sth.意为意为“尽力做某事尽力做某事”。 We are trying to save the earth. 我们正尽力的挽救地球。我们正尽力的挽救地球。 和和try搭配的词组搭配的词组 try doing sth.意为意为“试着做某事试着做某事”。 try on意为意为“试穿试穿”。 try out意为意为“尝试尝试,试验试验”。 try ones best to do sth.意为意为“竭尽全力做某事竭尽全力做某事”。 相当于相当于do ones best to do sth. have a try意为意为“试一试试一试”。 2.advantage n.优点；有利条件优点；有利条件 【注意注意】There are other advantages of bike riding. 骑自行车还有其它的优点。骑自行车还有其它的优点。 【注释注释】advantage的反义词是的反义词是disadvantage,意为意为“缺点，不利条件缺点，不利条件 ”。 【搭配搭配】have the advantage of具有具有有利条件有利条件； to ones advantage对某人有利对某人有利 活学活用活学活用 （1）我具有受过良好教育的有利条件。 I good education. (2)对她有利的：她的声音非常甜美。 , her voice is very sweet. have the advantage of To her advantage 3.cost v.花费花费 n.花费；价钱花费；价钱 【注意注意】Its good for health and it doesnt cost anything! 它对健康有好处，并且它没有花费任何东西！它对健康有好处，并且它没有花费任何东西！ It took me an hour to finish my homework yesterday. 我昨天花了一个小时完成我的家庭作业。我昨天花了一个小时完成我的家庭作业。 I spend ten dollars buying the dictionary. 我花十美元买了这本词典。我花十美元买了这本词典。 He paid five dollars for the meal. 他付了五美元的饭钱。他付了五美元的饭钱。 【注释注释】cost的过去式和过去分词均为的过去式和过去分词均为cost,其主语常是物其主语常是物。 【辨析辨析】spend, pay与与take （1）spend意为意为“花费花费”，主语常是，主语常是“人人”。常用于。常用于spendon sth./spend(in)doing sth.结构中。结构中。 （2）pay意为意为“花费花费”，主语常是，主语常是“人人”。常用搭配为。常用搭配为pay for，意为，意为“付付 费；付出代价费；付出代价”。 （3）take表示表示“花费花费”时的常用句型：时的常用句型： It takes sb. some time/money to do sth. 意为意为“花费某人一些时间花费某人一些时间/金钱做某事金钱做某事”。 活学活用活学活用 How much is your coat? Oh, it me 100 yuan. A.cost B.spend C.paid D.took A 4.used to used to意为意为“过去经常、以前常常过去经常、以前常常”，后跟动词原形，表示过去存在，后跟动词原形，表示过去存在 某种状态或者过去的某种经常性、习惯性的行为或者动作，并意味着某种状态或者过去的某种经常性、习惯性的行为或者动作，并意味着 这种动作目前已经不存在，所以它只能用一般过去时。这种动作目前已经不存在，所以它只能用一般过去时。 肯定形式：主语肯定形式：主语+used to+动词原形。动词原形。 否定形式：主语否定形式：主语+didnt+use to+动词原形。动词原形。 一般疑问句形式：一般疑问句形式：Did+主语主语+use to+动词原形动词原形+其他？其他？ 【拓展拓展】be used to do something意为意为“被用来做某事被用来做某事”，是动词，是动词 短语短语use.to do的被动语态结构。的被动语态结构。 be used to doing something意为意为“习惯于做某事习惯于做某事”，to的后面用的后面用 动名词，它可以用现在，过去和将来等时态，动名词，它可以用现在，过去和将来等时态，be可以用可以用get，become 连系动词代替。连系动词代替。 To cut down air pollution, we should take the bus or subway instead of driving. 为了减少空气污染，我们应当乘坐公汽或地铁而不是开车。为了减少空气污染，我们应当乘坐公汽或地铁而不是开车。 本句中本句中To cut down air pollution是动词不定式作目的状语。是动词不定式作目的状语。 动词不定式做目的状语时的用法动词不定式做目的状语时的用法 (1)不定式和不定式短语作目的状语，主要用来修饰动词，表示某一动不定式和不定式短语作目的状语，主要用来修饰动词，表示某一动 作或状态的目的。为了使目的意义更加清楚或表示强调意义时，还可作或状态的目的。为了使目的意义更加清楚或表示强调意义时，还可 以在前面加以在前面加 in order to或或 so as to。 Ive written it down in order not to forget. 我写下来是为了不会忘记。我写下来是为了不会忘记。 He shouted and waved so as to be noticed. 他叫喊挥手是为了被注意到他叫喊挥手是为了被注意到。 (2)不定式的复合结构作目的状语不定式的复合结构作目的状语:当不定式或不定式短语有自己的执当不定式或不定式短语有自己的执 行者时，要用不定式的复合结构行者时，要用不定式的复合结构(即在不定式或不定式短语之前加即在不定式或不定式短语之前加 for+ 名词或宾格代词名词或宾格代词)作状语。作状语。 He opened the door for the children to come in. 他打开门是为了让孩子们进来。他打开门是为了让孩子们进来。 (3)目的状语从句与不定式的转换目的状语从句与不定式的转换:英语中的目的状语从句，还可以变英语中的目的状语从句，还可以变 为不定式或不定式短语作状语，可分为两种情况：为不定式或不定式短语作状语，可分为两种情况： 当目的状语从句中的主语与主句中的主语相同时，可以直接简化为当目的状语从句中的主语与主句中的主语相同时，可以直接简化为 不定式或不定式短语作状语。不定式或不定式短语作状语。 Well start early in order that/so that we may arrive in time. =Well start early in order to/so as to arrive in time. 我们早出发是为了及时到达。我们早出发是为了及时到达。 当目的状语从句中的主语与主句中的主语不相同时，要用动词不定当目的状语从句中的主语与主句中的主语不相同时，要用动词不定 式的复合结构作状语。式的复合结构作状语。 I came early in order that you might read my report before the meeting. =I came early (in order) for you to read my report before the meeting. 我早到是为了让你在会议前可能看到我的报告。我早到是为了让你在会议前可能看到我的报告。 1.这个镇每个人都应该为清洁它发挥作用。这个镇每个人都应该为清洁它发挥作用。 Everyone in this town should cleaning it up! 2.因此，我们能齐心协力就能带来变化，创造美好的未来。因此，我们能齐心协力就能带来变化，创造美好的未来。 So together, our actions can and _ _ a better future! 3.为了减少空气污染，我们应当乘坐公汽或为了减少空气污染，我们应当乘坐公汽或地铁地铁而不是开车。而不是开车。 air pollution, we should take the bus or subway _ _driving. 4.我过去能在天空中看到星星。我过去能在天空中看到星星。 I able to see stars in the sky. 5.这儿的空气真的已经被污染了，我非常担心。这儿的空气真的已经被污染了，我非常担心。 The air has really around here. Im _ very . play a part in make a difference lead to To cut down instead of used to be become polluted terribly worried 1 人教版新目标英语九年级教学设计人教版新目标英语九年级教学设计 Unit 13 Were trying to save the earth. The First Period ( Section A 1a-2d ) Teaching Aims: 1. Knowledge Objects： (1)Function：Talk about pollution and environmental protection. (2)New words & phrases：litter，bottom，fisherman，coal，ugly，advantage，cost，wooden，plas tic，takeaway，bin，cut down，instead of，be good for，make a difference (3)Target Language：Were trying to save the earth. People are throwing litter into the river. The river used to be so clean. Everyone should play a part in cleaning it up. (4)Structure：Present progressive，used to，modal verbs 2. Ability Objects： Improve students listening ability and communicative competence. 3. Moral Objects： Let students know about pollution and try to protect the environment. Teaching Key Points: Sentences: Were trying to save the earth. People are throwing litter into the river. The river used to be so clean. Everyone should play a part in cleaning it up. Teaching Difficult Points: Review grammar: Present progressive，used to，modal verbs Teaching Methods： In-class activity method； Ask and answer method； Step based method 2 Teaching Aids： CAI Teaching procedures: Step 1 Preview Students preview the new words and phrases by watching the PPT and practice reading them aloud. Then find out the new words and phrases in the books. Step 2 Lead-in Show the pictures about pollution in 1a. Let students discuss the kinds of pollution. Write the words related to different kinds of pollution. Students work in pairs. Then check the answers. Step 3 Listening Listen and complete the sentences in 1b. Let students read and predict the listening materials before listening, Then ask them to watch the video and listen. Check the answers with your partner. Then show the right answers. Step 4 Practice Role-play the conversation. Let students work in pairs. Then ask two pairs to work it out. Repeat the important sentences aloud. Step 5 Listening(2) First, look at 2a. Guess what the interview is about. Then listen and circle the kinds of pollution that Jason and Susan talk about. Listen for the first time and finish 2a. Listen for the second time. Let students complete the sentences in 2b. Ask them to read the sentences by themselves before listening. Then check the answers. Step 6 Pairwork Role-play conversations between Jason and Susan. Ask one pair to act it out. Step 7 Role-play Look at 2d. Listen to the conversation with the question: What pollution do they talk about? Ask one student to answer after listening. Lead students to understand the ways to cut down the two kinds of pollution in the conversation. Then practice in pairs. Role-play the conversation. Ask some pairs to 3 act it out. Step 8 Language points PPT shows some language points. Let students watch and practice. Step 9 Homework Read and recite the conversation in 2d.