Unit 13 We're trying to save the earth! Section A Grammar Focus-4c 英文教案 2025-2026学年人教版（2012）九年级英语全册

教学设计 课题 Unit 13 We're trying to save the earth!-Section A-Grammar Focus-4c 课时 1 教学目标 Language Competence: Master grammar focuses like present continuous tense for ongoing actions ("We're trying to save...") and passive voice ("The earth is being polluted"), applying them to discuss environmental issues. Cultural Awareness: Recognize global environmental responsibilities and cross-cultural efforts to address pollution, waste reduction, etc. Thinking Ability: Analyze cause-effect relationships (e.g., how human activities harm ecosystems) and propose solutions logically. Practical Ability: Use English to advocate for eco-friendly behaviors and participate in group discussions on sustainability. 重难点 Grammar: Distinguish between present continuous tense and simple present in environmental contexts, and correctly structure passive voice sentences (e.g., "Plastic bags should be reduced"). Vocabulary: Master terms like pollute, recycle, ecosystem, and phrases like take action, cut down on. Application: Link grammar to real-life scenarios (e.g., writing a proposal to protect local rivers), overcoming difficulties in logical expression. 教学环节 学习活动 新课教学 一、课程导入（Lead - in） Teacher: Good morning, class! Before we start today's lesson, let's have a quick chat. We all know that our earth is facing many environmental problems. Can you name some of them? Raise your hands and share with the class. Student 1: Air pollution. Student 2: Water pollution. Student 3: Deforestation. Teacher: Very good! These are all serious problems. And we, as the young generation, should do something to save the earth. Now, let's think about this: Have you ever taken part in an environmental project? Maybe it was a school activity or something you did in your neighborhood. Share your experiences with your partner sitting next to you. (Students start to discuss with their partners) Teacher: Okay, time's up. Who would like to share their experience with the whole class? Student 4: I once took part in a tree - planting activity in our school. We planted many trees in the schoolyard. Teacher: That's great! Planting trees can help to make our environment greener and fresher. What about others? Student 5: I joined a group to clean up the park near my home. We picked up a lot of litter. Teacher: Excellent! Cleaning up litter is also an important way to protect the environment. Today, we are going to further explore how we can express these environmental actions and problems in English through grammar learning. 二、Grammar Focus 讲解与练习（Grammar Focus Explanation and Practice） Teacher: Now, please turn to Page 100 and look at the Grammar Focus. Let's read these sentences together first. (Teacher and students read the sentences in Grammar Focus aloud) Teacher: The first sentence is “We're trying to save the earth.” What tense is this? Student 6: It's the present continuous tense. Teacher: Right! The present continuous tense is used to show an action that is happening at the moment of speaking or around now. Here, it shows that we are in the process of trying to save the earth. Can you give another example of the present continuous tense related to environmental protection? Student 7: The government is making new policies to reduce pollution. Teacher: Perfect! Now, look at the second sentence “The river used to be so clean.” What does “used to” mean here? Student 8: It means that in the past the river was clean, but now it's not. Teacher: Exactly! “Used to” is used to talk about past habits or states that are no longer true. For example, I used to throw away plastic bottles without thinking, but now I recycle them. Can you make a sentence using “used to” about environmental changes? Student 9: People used to cut down trees freely, but now they know it's wrong. Teacher: Good job! Moving on to the third sentence “The air is badly polluted.” This is a passive voice sentence. Who can tell me the structure of the simple present passive voice? Student 10: It's “be + past participle”. Teacher: Correct! In this sentence, “is polluted” shows that the action of pollution is done to the air. Let's change this sentence into the active voice. Student 11: Factories and cars pollute the air badly. Teacher: Well done! Now, let's look at the fourth sentence “No scientific studies have shown that shark fins are good for health.” What tense is this? Student 12: It's the present perfect tense. Teacher: Right! The present perfect tense is used to talk about an action that started in the past and has a connection to the present. Here, it means that until now, no scientific studies have given such a result. Can you make a present perfect tense sentence about environmental protection? Student 13: Scientists have developed new technologies to recycle waste. Teacher: Great! Finally, the last sentence “We should help save the sharks.” What does “should” here express? Student 14: It expresses obligation or advice. Teacher: Yes, it means that it is our responsibility or a good idea to help save the sharks. Now, let's do a little exercise. I'll give you some sentences, and you tell me which grammar point they belong to. (Teacher shows some sentences on the blackboard or screen) 1. The forests are being destroyed by people. 0. I used to waste a lot of water. 0. The waste paper can be recycled. 0. They have planted thousands of trees this year. 0. We must protect the endangered animals. Teacher: Let's start with the first sentence. Student 15: It's the present continuous passive voice. Teacher: Correct. What about the second one? Student 16: It uses “used to”. Teacher: Right. And the third sentence? Student 17: It's a passive voice sentence with a modal verb “can”. Teacher: Good. Fourth sentence? Student 18: Present perfect tense. Teacher: Exactly. And the last one? Student 19: It has a modal verb “must” expressing obligation. Teacher: Well done, everyone! 三、4a 练习（4a Practice） Teacher: Now, let's move on to Activity 4a. In this activity, you are going to complete a dialogue. Please read the dialogue carefully first and try to figure out which form of the verb in the brackets should be used. You have 3 minutes to do this. (Students start to work on 4a) Teacher: Time's up. Let's check the answers. Who would like to read the first sentence with the correct form of the verb? Student 20: Reporter: What are you doing for the environment, Miss Brown? Teacher: Great. And the second one? Student 21: Miss Brown: Well, I'm working on a project to help save the sharks. Teacher: Correct. How about the third sentence? Student 22: Reporter: How can you save sharks? I mean, why are they endangered? Teacher: Good job. Fourth sentence? Student 23: Miss Brown: People catch and kill them for their fins. Teacher: Right. Fifth sentence? Student 24: Reporter: That's too bad! What's your project about? Teacher: Well done. Sixth sentence? Student 25: Miss Brown: We're trying to stop factories from pouring dirty water into the sea. Teacher: Correct. Seventh sentence? Student 26: Reporter: I see. What else can people do to help? Teacher: Good. Eighth sentence? Student 27: Miss Brown: Everyone should play a part in protecting the environment. Teacher: Excellent! Now, let's read the whole dialogue together. Pay attention to the correct forms of the verbs. (Teacher and students read the completed dialogue aloud) Teacher: Why do we use these forms of verbs in these sentences? Let's analyze them one by one. For the first sentence “What are you doing for the environment, Miss Brown?”, why do we use “are doing”? Student 28: Because the reporter is asking about an action that Miss Brown is doing now. Teacher: Exactly. And for “I'm working on a project to help save the sharks.”? Student 29: It also shows an action that Miss Brown is doing at present. Teacher: Right. Now, for “People catch and kill them for their fins.”, why is it in the simple present tense? Student 30: Because it is a general statement about what people usually do. Teacher: Good. Let's continue analyzing the rest of the sentences like this. 四、4b 练习（4b Practice） Teacher: Next, we come to Activity 4b. In this activity, you need to fill in the blanks with the appropriate modal verbs from the box. Read the passage carefully first and think about the meaning of each sentence. What kind of mood or meaning does it need to express, like possibility, obligation, or permission? You have 3 minutes to complete this task. (Students start to work on 4b) Teacher: Time's up. Let's check the answers. Who would like to start? Student 31: We should use cloth bags instead of plastic bags when we go shopping. Teacher: Correct. Why do we use “should” here? Student 31: Because it gives an advice about what we ought to do to protect the environment. Teacher: Good. What about the second sentence? Student 32: We could save electricity by turning off the lights when we leave a room. Teacher: Right. “Could” here shows a possible way. Third sentence? Student 33: We must not throw litter in public places. Teacher: Exactly. “Must not” expresses prohibition. Fourth sentence? Student 34: We can recycle old books and magazines. Teacher: Good. “Can” here shows the ability or possibility. Fifth sentence? Student 35: We might plant more trees to make our city greener. Teacher: Correct. “Might” shows a less certain possibility. Now, let's read the whole passage together with the correct modal verbs. (Teacher and students read the passage aloud) Teacher: Let's do a small group discussion. In your groups, make up some more sentences using these modal verbs to talk about environmental protection. Each group chooses a representative to write down the sentences and share them with the class later. (Students start to discuss in groups) Teacher: Okay, time's up. Which group would like to share their sentences first? Group 1 Representative: We should encourage more people to use public transportation. We could organize an environmental protection activity in our community. We must protect the wild animals. Teacher: Great job! What about the other groups? (Other groups share their sentences) 五、4c 小组讨论与展示（4c Group Discussion and Presentation） Teacher: Now, it's time for Activity 4c. In this activity, you are going to work in groups. First, make a list of things that people can do to help the environment. Then, discuss with your group members whether you agree or disagree with these things and give your reasons. You have 5 minutes for the discussion. (Students start to discuss in groups) Teacher: Okay, let's start sharing. Which group would like to be the first one to present your list and your discussion results? Group 2 Representative: We think people should use public transportation. We all agree with this because it can reduce air pollution. Also, people could bring their own reusable bags when shopping. We agree with this too as it can reduce plastic waste. Another thing is that people should turn off the taps when not using water. We all think this is a good way to save water. Teacher: Very good! Do other groups have different opinions on these points or different things on your lists? Group 3 Representative: We also think using public transportation is good, but we disagree that it's easy for everyone. Some people may live far away from the bus stops or subway stations. We added that people should separate waste so that it can be recycled more easily. Teacher: That's a very valid point. What about other groups? (Other groups continue to present their lists and discussions) Teacher: After listening to all of your presentations, I can see that you all have a good understanding of environmental protection and can express your ideas clearly in English. Remember, small actions can make a big difference. Let's all start from ourselves and do our part to save the earth. 六、课堂总结（Summary） Teacher: Today, we have reviewed several important grammar points, including the present continuous tense, “used to”, the passive voice, the present perfect tense, and modal verbs, all in the context of environmental protection. We also completed the exercises in 4a, 4b, and 4c, which helped us practice using these grammar points. Remember, grammar is a tool to help us express our ideas more accurately. And more importantly, we should always keep in mind the importance of protecting our environment. 七、作业布置（Homework） Teacher: For your homework today, I want you to write a short passage about what you can do to protect the environment at home. Use at least three different grammar points we learned today. You can start like this: “I'm trying my best to protect the environment at home. I used to... But now, I... I think we should...”. Bring your passages to class tomorrow and we will share them with each other. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$