Unit13Weretryingtosavetheearth.SectionAGrammarFocus-4c教案人教版九年級英語全冊

教材內容九年級Unit13We’retryingtosavetheearth.課時GrammarFocus-4c教材分析：本單元沒有新的語法項目，主要是復習以前學過的語法項目。GrammarFocus的表格總結了本單元的典型例句，包括現(xiàn)在進行時、usedto、被動語態(tài)、現(xiàn)在完成時態(tài)、情態(tài)動詞的句子，而且每一個句子都是與環(huán)境污染或者環(huán)境保護話題有關。4a提供了一段記者采訪的對話，要求學生根據(jù)上下文填入動詞的正確形式，學會區(qū)分不同的時態(tài)、不同語態(tài)的用法。這個活動讓學生在情境中、在交際中運用語法，從而掌握語法。4b提供了一段保護環(huán)境從小事做起的篇章，讓學生選擇正確的情態(tài)動詞填空，檢測學生能否正確區(qū)別他們的意思和用法。4a和4b的練習分別是對話和篇章的形式，但是話題都與環(huán)境有關，鞏固語法的同時又是環(huán)境話題的輸入。4c則是開放性的輸出活動，要求學生進行小組討論，寫下保護環(huán)境的方式，然后展示給全班，其他同學可以贊同也可以是反對這些做法，并對他人的想法表達意見。學情分析：九年級的學生已經(jīng)具備了一定的聽說讀寫能力，他們面臨著中考，所以掌握更多的語言知識以及提高他們的聽說讀寫的技能對他們尤其重要。通過聽說讀寫的訓練,學生在關注認知語言結構的同時,還要關注語法內容的交際性運用。學生對英語學習有較強烈的愿望和學習的興趣,喜歡游戲、競賽、小組合作等活動形式,課堂上教師應關注全體學生,盡量以鼓勵表揚為主,營造學英語的氛圍,鼓勵學生開口說英語,寫英語,讓他們體味成功的喜悅。教學目標：Languageabilities:Masterthekeyexpression:takepartin,afford,turnoff,reusable,payfor,takeaction,transportation…Talkaboutpollutionandprotectingtheenvironment.Culturalawareness:Describetheenvironmentalpollutionandprotectionwiththekeywordsandsentences.Thinkingquality:xpressindividualopinionfreelyandlogically..mprovetheircriticalthinkingquality.Setupeffectivestudyingstrategies.Learningability:Improvetheirpracticalabilities.Studybythemselvesandcooperatewithothers.教學重點：Reviewthekeytensesandusethetensescorrectly.教學難點：Reviewthekeytensesandusethetensescorrectly.教學方法：Task-basedteachingmethod;Situationalteachingmethod;Communicativeteachingmethod;學法：Cooperativelearningmethod;Task-orientedlearningmethod.課前準備：1.Studentscanreadthesentencestructurecorrectly.2.TheteachergetsreadytomakePPTXandteachingdesignforthisclass.教學用具：教學過程Teachingprocess:Teacher’activitiesStudents’activitiesPurposeStep=1\*ROMANI.LeadinGreetings.Say“goodmorning!”tothewholeclassasusual.LetSsdiscusstheproblemtoleadintothtopicofpollution:What’shappeningtotheearth?1.Greettheteacher.2.Discusstheproblemtoleadintothtopicofpollution:What’shappeningtotheearth?1.Towarmtheclass.2.TocheckifSshavemasteredthewords.3.Toenhancecommunication.Step=2\*ROMANII.PresentationShowGrammarFocus.AskSstoreadthesentencesandworkingroupsandfindthekeystructure.LetSsworkingroupsandtalkaboutonepoint.GuideSsfinishthepracticeandchecktheanswers.Readthequestionsandanswersandandworkingroupsandfindthekeystructure.Workingroupsandtalkaboutonepoint.GuideSsfinishthepracticeandchecktheanswers.1.TohelpSsunderstandthetargetlanguageclearly.2.TohelpSsmasterthetargetlanguage..Step=3\*ROMANIII.PracticeGuideSsworkon4ato4bandthenchecktheanswers.1.Workon4a.Fillintheblankswiththecorrectformsoftheverbsinbrackets.4.Workon4b.Fillintheblankswiththeappropriatemodalverbsfromthebox.1.TocheckifSscanmaketherightsentencesTodevelopSs’abilitytomakesentences.Step=4\*ROMANIV.ConsolidationGuideSsworkon4c.Makealistofthingsthatpeoplecandotohelptheenvironmentanddiscussyourlistwithyourpartner.LetSsfinishthetestandthenchecktheanswers.1.Workon4c.Makealistofthingsthatpeoplecandotohelptheenvironmentanddiscussyourlistwithyourpartner.2.Finishthetestandthenchecktheanswers.TohelpSsusethetargetlanguagesmoothly.Step=5\*ROMANV.SummaryHaveSssumupwhattheyhavelearnedthisclass.Thinkaboutandsumupthesentencestructures.TohelpSsmasterthetargetlanguagewell.作業(yè)設計內容設計意圖1.FinishtheexerciseofGrammarfocusontheexercisebook.2.Findmorewaystohelptheenvironmentandwritethemdown.Tocheckifstudentsgraspthetargetlanguagewell.課后反思教學評價：1.過程性評價：生生評價：在學生正確回答問題時，其他學生給與鼓掌，對其進行鼓勵。師生評價：每當學生正確回答問題時，老師用“Welldone!Good!Excellent…”等詞語進行鼓勵評價。習題評價：通過導學案針對學生所學內容對學生進行評價。2.課后評價：A.通過習題形式進行評價。B.調查評價GrammarFocusUndone(√)Done（√）Well(√)Leadin:IamablereadallthesentencesinGrammarFocus.Whi