Unit 13 We're trying to save the earth! Section B( 1a-1e)教学设计 2024-2025学年人教版九年级英语全册

Unit 13 We're trying to save the earth! Section B( 1a-1e)教学设计 I. Teaching Objectives Knowledge Objectives 1. Students are able to master and apply key vocabulary related to environmental protection, such as "recycle", "turn off", "paper napkins", etc. 2. Students can proficiently use key sentence patterns like "What can we do to help save the earth?" and "Recycling... is..." to express themselves. Ability Objectives 1. Students can accurately rank different environmental protection behaviors according to their levels of difficulty. 2. Students can communicate their views and opinions on environmental protection behaviors fluently with their peers. Emotional Objectives 1. Enhance students' awareness of environmental protection. 2. Stimulate students' willingness to actively practice environmental protection actions in daily life. II. Teaching Key and Difficult Points Teaching Key Points： Master the vocabulary and key sentence patterns related to environmental protection.Be able to carry out effective listening, speaking, reading, and writing activities centered around environmental protection actions. Teaching Difficult Points：Express insights into the levels of difficulty of different environmental protection behaviors accurately and systematically. Flexibly and appropriately apply the learned language knowledge related to environmental protection in real - life situations. III. Teaching Methods Situational Teaching Method: Create real - life situations related to environmental protection, enabling students to perceive and apply the language in these situations. Cooperative Learning Method: Organize students to carry out group cooperation and peer interaction, jointly complete learning tasks, and cultivate cooperative spirit and communication skills. Task - based Teaching Method: Guide students to learn the language by assigning specific tasks such as ranking, listening, and conversation creation. IV. Teaching Procedures (I) Lead - in Play a short video about the current situation of the earth's environment, such as scenes of deforestation and ocean pollution. After playing, ask students, "What do you see in the video? How do you feel about the environment now?" Guide students to speak freely, share their feelings and thoughts, and thus introduce the theme of this lesson, "Protecting the Environment". (II) Vocabulary Learning Show the pictures and vocabulary in 1a, such as "stop riding in cars", "recycle books and paper", "turn off the lights when you leave a room", etc. The teacher reads them aloud first, and then asks students to follow, paying attention to the pronunciation and stress of the words. Use pictures, actions, etc. to help students understand the meanings of the vocabulary. For example, explain "turn off the lights" by doing the action of turning off the lights; show a picture of recycling paper to explain "recycle books and paper". Carry out a vocabulary game, "Guess and Say". The teacher makes actions or shows part of a picture, and asks students to guess the corresponding vocabulary to deepen their memory and understanding of the vocabulary. (III) 1a - 1b Activities Ask students to complete 1a independently, ranking the given environmental protection behaviors from the easiest (1) to the most difficult (5). The teacher walks around and observes the students' completion. After completion, ask students to exchange their ranking results with their deskmates and use the sentence pattern "A: Recycling paper is really easy. B: I agree. But it's hard to stop riding in cars." to have a conversation. The teacher invites several groups of students to share their discussion results, and gives encouragement and comments. (IV) Listening Teaching Play the recording of 1c, and ask students to listen and check the things that Julia and Jack discuss. Before playing, explain the listening task to students first and remind them to pay attention to the key words. After playing the recording for the first time, ask students to check their answers. Then play the recording for the second time, and ask students to listen carefully and complete the checking of what Julia is doing now, what she will do in the future, and what she will never do in 1d. After completing the listening task, invite students to share their answers. The teacher explains and answers questions to help students understand the key vocabulary and sentences in the listening content. (V) Dialogue Practice Ask students to practice conversations in pairs according to the chart information in 1d, following the example dialogue in 1e, such as "A: We really shouldn't use paper napkins, you know. B: I know. I stopped using them last year." The teacher walks around and gives guidance on language and pronunciation. Invite several groups of students to come to the front to show their conversations. Other students listen carefully, and then conduct a simple evaluation. The teacher gives affirmation and encouragement, and at the same time points out the existing problems and improvement directions. (VI) Class Summary Review the key vocabulary and sentence patterns learned in this lesson with students, such as "recycle", "turn off", "paper napkins" and "What can we do to help save the earth?", etc. Emphasize the importance of environmental protection and encourage students to actively take environmental protection actions in their daily lives. V. Homework Assignment Recite the key vocabulary and dialogues learned in this lesson. Write a short passage introducing the environmental protection actions that you can take in your daily life, with no less than 80 words.、 Teaching Reflection on I. Success Highlights (1) Diverse Teaching Methods Arouse Interest A variety of teaching methods were used. In vocabulary teaching, pictures and actions were combined. For example, when presenting "turn off the lights", the teacher turned off the lights to show the meaning, making abstract words like "recycle" more intuitive. Students understood easily and were highly interested. (2) Cooperative Learning Facilitates Communication The group activities in 1b and 1e worked well. Students worked in pairs, exchanged their views on ranking environmental protection behaviors and created dialogues. By using the language in a real - life context, they not only improved their oral expression but also cultivated a sense of cooperation. (3) The Integration of Themes is of Great Significance Integrating English learning with environmental education closely conforms to the current educational concept. Through classroom discussions and tasks, students deeply understood the importance of environmental protection and enhanced their sense of responsibility. This achieved the unity of instrumentality and humanism, adding more value to language learning. II. Existing Problems (1) Inadequate Consideration of Individual Differences Although various teaching methods were adopted, there was still a lack of consideration for individual differences among students. Some students with a weak foundation had difficulties in memorizing vocabulary and using sentence patterns. They were less involved in group activities and failed to fully unleash their potential. The needs of students with different learning styles were not fully met either. For example, visual learners relied more on pictures, while auditory learners had an advantage in the listening part, but teaching strategies were not precisely adapted. (2) Limited Depth of Knowledge Expansion The teaching was limited to the textbook content, and the expansion of environmental knowledge was not in - depth enough. Only common environmental protection behaviors were introduced, without delving into the causes of environmental problems, solutions, and global environmental trends. Although students could complete classroom tasks, their understanding of environmental protection remained on the surface, which was not conducive to cultivating critical thinking and cross - cultural communication skills. III. Improvement Strategies (1) Precise Teaching to Meet Individual Needs Before class, understand students' foundations and learning styles through questionnaires and tests, and set hierarchical teaching goals and tasks. During class, pay attention to students' performance and adjust strategies in a timely manner. Provide more guidance and practice opportunities for students with a weak foundation, and assign extended tasks such as environmental - themed speeches and research reports to students with more learning abilities, so as to teach students in accordance with their aptitudes. (2) In - depth Expansion to Enrich Learning Content Combine textbook content with cutting - edge information, academic research results, and environmental protection experiences of different countries in the field of environmental protection. Organize students to carry out group discussions and debates on topics such as "Can economic development and environmental protection co - exist?", broaden their horizons, and cultivate critical thinking and an international perspective. At the same time, guide students to express their views in English to improve their comprehensive language application ability. 学科网（北京）股份有限公司 $$