Unit 13 第二课时 Section A (3a-4c)-【木牍中考·名师教案】2025-2026学年九年级下册英语（人教版）

该教案聚焦环境保护主题，涵盖harmful等重点词汇、be harmful to等短语及相关句型，以提升学生阅读能力为核心。通过头脑风暴环保问题与角色扮演导入，结合预习指导帮助学生提前熟悉生词与阅读材料，构建“输入-内化-输出”的学习支架。 特色在于融合语言能力与思维品质培养，借助3a鲨鱼保护阅读材料提升信息获取与逻辑分析能力，语法聚焦整合多种时态语态设计练习巩固语言能力，4c小组合作列举环保行动并对话展示锻炼表达与合作能力。助力学生用英语讲述环保现状与措施，也为教师提供清晰流程与多样活动，提升教学效率。

第二课时　Section A (3a-4c) ◇目标导航◇ 类别 课时要点 重点单词 harmful adj.有害的 industry n.工业;行业 law n.法律;法规 scientific adj.科学上的;科学的 present adj.现在的 n.现在;礼物 afford v.承担得起(后果);买得起 reusable adj.可重复使用的;可再次使用的 重点短语 be harmful to 对……有害 at the top of 在……顶部或顶端 take part in 参加 turn off 关掉 pay for 付费;付出代价 take action 采取行动 重点句型 1.Many have heard of shark fin soup.许多人听说过鱼翅汤。 重点句型 2.When people catch sharks,they cut off their fins and throw the shark back into the ocean.当人们捕获鲨鱼时,他们割掉鱼鳍后再把鲨鱼抛回大海里。 3.This is not only cruel,but also harmful to the environment.这种方法不仅残忍,而且对环境有害。 4.If their numbers drop too low,it will bring danger to all ocean life.如果它们(鲨鱼)的数量降至过低,会给所有海洋生物带来危险。 教学重点 1.让学生掌握本课时的重点单词和短语。 2.让学生通过阅读练习提高阅读能力。 教学难点 1.让学生正确运用现在进行时、used to、被动语态、现在完成时和情态动词。 2.让学生能够恰当运用所学的知识讲述环境污染现状和如何保护环境。 ◇教学过程◇ 预习指导 一、方法指导 1.预习Page 99~100上的生词,根据音标能读出这些词,并掌握其词性及汉语意思。 2.朗读3a中的文章,找出重点句子。 3.大声朗读并翻译Grammar Focus部分的句子,画出重点短语和句型。 4.完成4a-4c中的任务,小组核对答案。 二、预习检测 英汉互译 1.鱼翅汤 　shark fin soup　  2.cut off the fins 　割掉鱼鳍　  3.对环境有害 　be harmful to the environment　  4.at the top of the food chain 　处于食物链的顶端　  5.在最近的20到30年间 　in the last 20 to 30 years　  6.fall by over 90 percent 　下降了超过90%　  7.制定法律 　develop laws　  8.the sale of shark fins 　鱼翅买卖　  课堂教学 Step 1 Leading in 1.Greeting. 2.Brainstorming: Quickly ask questions about how to protect the environment and let the students answer. T:What are your ideas for solving the air/waste pollution problems?... 3.Ask the students to role⁃play the conversation in 2d. Step 2 Work on 3a 1.Talk about the protection of endangered animals in our country with the students. 2.Show pictures of sharks.Ask the students the following questions: What do you know about sharks? Do you know sharks are endangered?Why? What might have caused a fall in the number of sharks? Discuss with the students and present the new words and phrases:shark,fin,be harmful to,the food chain,ecosystem... 3.Let the students quickly read the passage and check their answers to these questions.Help the students to learn the new items. 4.Explain the details of the passage.Get the students to complete the fact sheet. Step 3 Work on 3b 1.Read the instructions.Ask the students to scan the five sentences with blanks. 2.Ask the students to read the passage again and fill in the blanks on their own. 3.Check the answers.Show the complete sentences on the blackboard.And let the students read them aloud.Discuss the use of the conjunctions with the students:so,although,if,but,when. 4.Make a conclusion. Step 4 Work on Grammar Focus 1.Ask the students to read aloud the sentences in the Grammar Focus until fluently.Let them think about the tenses,modal verbs,the structure of used to,and the passive voice. 2.Ask the students to say how to use the tenses,the structure of used to,modal verbs and the passive voice. 3.Give some exercises.Practice with students. Step 5 Work on 4a 1.Let the students scan the dialog and get the main idea of it. 2.Get the students to fill in the blanks with proper verb forms. 3.Ask some students to read aloud the complete conversation.Check the answers with the whole class.Then role⁃play the conversation in two halves. Step 6 Work on 4b 1.Let the students read aloud the modal verbs in 4b.Make sure they understand the meanings of them. 2.Let the students read the passage quickly and get the main idea of it.Show the sentences for the students to choose: A.People can do big things to save the earth. B.Saving the earth begins with small things. C.Plastic bags should be forbidden in stories. 3.Let the students finish the task and discuss in pairs. 4.Check the answers with individual students.Ask them to read aloud the complete sentences.Then let the class read aloud the passage. Step 7 Work on 4c 1.Ask the students to make a list of things that people can do to help the environment.Then,get the students to discuss in groups. 2.Ask the students to make a conversation to tell the class how to protect the environment.Correct their mistakes. 板书设计 1.no longer意为“不再”,同义短语有not...any longer和not...anymore,但它们侧重的方面不同。no longer和not...any longer侧重时间;not...anymore则侧重程度和数量。 2.not only...but also...用于连接两个并列成分,着重强调后者,意为“不仅……而且……”,其中的also有时可以省略。not only放在句首,后接句子时要用倒装结构。 3.be harmful to 对……有害 4.at the top of 在……顶部;用最高/最大的(速度,声音等) ◇教学反思◇ 　　本课时通过对环境保护的学习进一步加深了学生对人与地球的关系的理解;通过合作学习巩固并加深了学生对语法部分的掌握。但本课时内容较多,学生课后需多加复习,以便尽快掌握本课时内容。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $