Unit 13 Section A （1a～2d）-【绿卡初中创新题】2025-2026学年九年级下册英语同步教案(人教版)河北专版

该教案聚焦环保主题，涵盖litter、coal等核心词汇及现在进行时等语法，通过视频导入引发环境问题讨论，小组用思维导图梳理污染类型，结合图片学习新短语，搭建从已知到新知的学习支架。 特色在于多模态教学融合，视频与思维导图激活思维品质，角色扮演与小组合作提升语言能力，语言点结合实例强化学习能力，培养环保意识与人类命运共同体意识，为教师提供结构化活动设计，助力高效教学。

Unit 13 We’re trying to save the earth! 课时 第1课时 Section A （1a~2d） 课型 新授课 教学目标 【知识与技能】 1. 能掌握下列词汇： litter, ship, coal, ugly, advantage, cost, wooden, plastic, takeaway, bin 2. 能掌握以下句型： (1)We’re trying to save the earth! (2)But it used to be so clean. (3)The air is badly polluted... 3. 能学会以下技能： 能正确运用现在进行时、现在完成时、被动语态、情态动词和used to 句型。 【情感、态度与价值观】 使学生关注环境问题，并能针对现存的环境问题提出应对措施，从身边的小事做起，保护环境。 教学重点 1. 能正确运用现在进行时、现在完成时、被动语态、情态动词和used to 句型。 2. 保护环境的措施方法。 教学难点 现在进行时、现在完成时、被动语态、情态动词和used to 句型的用法。 教学准备 1. 音频、课件。 2. 用于辅助教学的图片或物件。 教 学 过 程 Step 1: Leading in 1. Let students watch a video about people and nature. Ask students to answer the following questions according to the video: (1)What do people do with the forests and animals in the video? (2)What will happen if people continue to harm the nature? (3)What can we do to protect the nature? (Attention: Ask students to discuss the above three questions in groups and then share their answers to the whole class. Answers will vary.) 2. Ask students to work in groups of four and let students discuss the pollution they know. 3. Ask each group to summarize their discussion using thinking map (e.g. webbing chart). 4. Show the pictures of different kinds of pollution to students and let them learn some new phrases about pollution. 5. Ask students to think about the following two questions individually and then encourage some of them to share their opinions. (1)Do you know what caused the pollution? (2)What should we do to save the earth? Step 2: Presentation Ask students to read the words in the box first and then classify them by different types of pollution. Noise pollution — loud music, planes, building houses, mobile phones, machines, crowds, vehicles Air pollution — cars, factories, smoking, building houses, power plants, nuclear waste disposal Water pollution — rubbish, littering, ships, factories, industrial waste, pesticides Step 3: Listening 1. Let students work in pairs first to predict the answers to the activity, before the recording is played. Students can write the predicted answers on a separate piece of paper. Elicit some answers from students and write them on the board. 2. Play the recording for students to fill in the gaps and review the answers as a class. (Answers: really dirty, rubbish, fish, litter, waste, government, close down, clean up) 3. Ask students to listen again, and answer the questions: (1)What does Tony want to do later this afternoon? (2)Why doesn’t Mark want to go with Tony? (3)How was the river in the past? 4. Show students the listening material, and let students read the listening material sentence by sentence following the recording. Step 4: Pair work Role-play the conversation in 1c. 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 throwing litter into the river. Tony: Everyone in this town should play a part in cleaning it up! Step 5: Listening 1. Ask students to listen to the interview and circle the pollution that have been talked about. (Answers: circled: A, B) 2. Ask students to listen again and complete the sentences in 2b. Note: rubbish (British English)—things that people throw away trash / garbage (American English)—things that people throw away waste—rubbish and unwanted materials left behind after we have used something litter—things that people have thrown away and left on the ground in public places refuse—a more formal word for “rubbish” (Answers: 1. more cars 2. pollute 3. are throwing away 4. public places) 3. Show students the listening material, and ask students to read the conversation sentence by sentence following the recording. Step 6: Role-play 1. Ask students to role-play the conversation using the information in 2a and 2d. 2. Ask students to identify the ways of solving the environmental problems mentioned in the conversations without referring to their textbooks. 3. Ask students to write a short paragraph to summarize the problems and the suggested solutions. Step 7: Language points 1. try to do try to do可以理解为try one’s best to do，表示“努力去做某事”。 Every student should try to study hard in order to study in a university. 为了进入大学学习，每个学生都应该努力学习。 2. be related to be related to 意为“与……有关”。 I am not related to him in any way. 我和他无任何关系。 3. play a part in (1)play a part in 意为“在……方面起作用”，后面跟sth.或doing sth.。 A good diet plays a large part in helping people live longer. 健康的饮食在帮助人们长寿方面起着非常大的作用。 (2)play a part 还可意为“在……中扮演角色”。 He was invited to play a part in this TV play. 他被邀请参加这个电视剧的演出。 4. advantage advantage作名词，其反义词为disadvantage“缺点；不利条件”。take advantage of... 意为“利用……”。 It has both advantages and disadvantages. 它既有优点，有优缺点。 5. cost, spend, take与pay (1)cost的主语是物，宾语是金钱，sth. cost(s) (sb.) some money指“某物花费(某人)多少钱”； (2)spend的主语是人，宾语是时间或金钱，sb. spend(s) some time/ money on sth.指“某人花费时间/金钱在某事/物上”，sb. spend(s) some time/ money doing sth.指“某人花费时间/金钱做某事”； (3)take常用it作形式主语，宾语是时间，it takes sb. some time to do sth.指“做某事花费某人多长时间”； (4)pay主语是人，宾语是金钱，sb. pay(s) some money for sth.指“某人为某物付费”。 课堂作业 1. 记住语言要点和语法。 2. 背诵2d部分的对话。 3. 完成练习册上的练习。 板书设计 Unit 13 We’re trying to save the earth! Section A（1a～2d） Key words and phrases： takeaway adj. → take away litter → rubbish, trash fisherman → 复数：fishermen wooden adj. → wood n. advantage, coal, ugly, cost, plastic, bin Key sentences： 1. We’re trying to save the earth! 2. But it used to be so clean. 3. The air is badly polluted... 教学反思 在单元中，我们谈论污染和环境保护。这个话题是我们生活中的一个重要内容，学生们应该学会使用单词和结构来谈论和写作它。所以在这节课乃至本单元的其他课时里都应该做很多练习。 学科网（北京）股份有限公司 $