Unit 13 We're trying to save the earth! Section A( Grammar Focus-4c) 教学设计 2024-2025学年人教版英语九年级全册

Unit 13 We're trying to save the earth! Section A( Grammar Focus-4c) 教学设计 I. Analysis of the Theme in the New Curriculum Standards This unit centers around the theme of "Saving the Earth", which falls under the category of "Man and Nature". The new curriculum standards emphasize the cultivation of students' environmental - protection awareness and social responsibility. Through the study of this unit, students can learn about the environmental problems the earth is facing, such as the threat to the marine ecosystem due to shark - fishing. This prompts students to pay attention to the environment, establish a correct ecological view, and form the awareness and behavior habits of protecting the earth. II. Core Literacy Objectives 1. Language Competence Students can proficiently use grammatical structures such as the present progressive tense, "used to", the passive voice, the present perfect tense, and modal verbs to express themselves. Accurately master words and phrases related to environmental protection, such as "shark", "fin", "ecosystem", "cut off", etc., and be able to use them correctly in context. 2. Cultural Awareness Enhance students' awareness of global environmental problems, understand the importance and actions of people from different cultural backgrounds towards environmental protection, and cultivate a global vision and cross - cultural communication awareness. 3. Thinking Quality Cultivate students' critical thinking, guide them to think about the rationality and effectiveness of environmental - protection measures; develop logical thinking, and improve the orderliness and logic of thinking through the process of analyzing and solving problems. 4. Learning Ability Cultivate students' autonomous and cooperative learning abilities, encourage students to obtain knowledge through means such as consulting materials and group discussions, and improve their learning strategy application ability. III. Teaching Key and Difficult Points 1. Teaching Key Points Master the usage of key grammar: the present progressive tense, "used to", the passive voice, the present perfect tense, and modal verbs. Understand and use words and phrases related to environmental protection, and communicate and express around environmental - protection topics. 2. Teaching Difficult Points Use different grammatical structures correctly for accurate expression, especially use them flexibly in real - life contexts. IV. Teaching and Learning Methods Teaching Methods:Situational Teaching Method;Task - based Teaching Method Learning Methods:Autonomous Learning Method;Cooperative Learning Method V. Teaching Process (I) Introduction Play a video of marine pollution and shark - fishing to arouse students' attention to marine ecological problems. Ask students how they feel about the video content and introduce the theme of this lesson "Saving the Earth - Protecting Sharks". (II) Vocabulary Learning Show pictures related to sharks, marine ecology, and environmental protection, and teach new words and phrases, such as "shark", "fin", "ecosystem", "cut off", "at the top of", etc. Let students read after the teacher, practice spelling, and check students' mastery of vocabulary through group competitions and other ways. (III) Grammar Explanation Present the sentences in "Grammar Focus", guide students to observe the sentence structures, and summarize the usage of the present progressive tense, "used to", the passive voice, the present perfect tense, and modal verbs. Give examples to illustrate the application of different grammatical structures in environmental - protection contexts, such as "We're trying to save the earth." (The present progressive tense indicates ongoing environmental - protection actions); "The air is badly polluted." (The passive voice describes the situation of environmental pollution), etc. Conduct grammar exercises, let students complete the filling - in - the - blanks exercises in 4a, and then check the answers and explain. (IV) Text Learning Let students read the article about sharks (3a) and answer the following questions: - Why do people catch sharks? - What happens to sharks when their fins are cut off? - Why are sharks important in the ocean's ecosystem? After students read, they have group discussions and share their answers. The teacher explains the key words and sentences in the article, such as the usage and meaning of "endangered", "fall by", "so far", etc. Let students complete the filling - in - the - blanks exercises in 3b to consolidate their understanding of the article content. (V) Oral Practice Let students list the things people can do to protect the environment according to the requirements of 4c, such as "turn off the lights", "reuse water", "plant trees", etc. Students work in pairs to discuss and express their opinions on these environmental - protection measures, such as whether they are feasible and what the effects are. Invite several groups of students to present, and the teacher gives comments and guidance. (VI) Writing Practice Assign a writing task: Suppose students are environmental - protection volunteers and write a proposal to call on people to protect sharks. It is required to include the current situation of sharks, the importance of protection, and specific actions. During students' writing process, the teacher patrols and gives guidance. After writing, conduct peer - assessment within groups, and finally the teacher selects some works for comments. (VII) Classroom Summary Review the key vocabulary, grammatical knowledge, and environmental - protection content learned in this lesson with students, emphasize the importance of protecting the earth and sharks, and encourage students to practice environmental - protection actions in daily life. VI. Teaching Reflection 1. The teaching activities are rich and diverse. Through various forms such as video introduction, vocabulary competitions, group discussions, and writing, students' learning enthusiasm is fully mobilized, and their participation is improved. 2. Closely combined with the concept of the new curriculum standards, while cultivating students' language ability, attention is paid to the cultivation of cultural awareness, thinking quality, and learning ability. For example, through discussing environmental - protection measures, students' critical thinking is cultivated; through group cooperation, students' cooperative learning ability is improved. 3. Increase the time and diversity of grammar exercises, design more targeted exercises to help students consolidate and master grammatical knowledge. 4. In the oral practice, provide students with some common sentence patterns and words for expressing opinions in advance, and strengthen the guidance and encouragement for students with weak expression ability. 5. In writing teaching, provide more excellent model essays for students to refer to and learn from, guide students to expand their thinking and enrich the content of the articles, and at the same time strengthen the guidance on the writing process, such as how to conceive and organize language. 学科网(北京)股份有限公司 $$