Unit13SectionA課件人教版九年級英語全冊2

Unit13We’retryingtosavetheearth!SectionA1a-2d人教PEP版英語九年級全一冊Learningobjects（學習目標）By

the

end

of

the

class,youwillbeableto…1.Learncurriculumwordsandusefulexpressions:litter,bottom,fisherman,coal,ugly,advantage...2.Talkaboutpollutionandenvironmentalprotection.3.Improveyourlisteningskillsthroughlistening

trainings.LookatthepicturesandthinkHowistheearthontheleftdifferentfromtheearthontheright?Whyisthishappeningtotheearth?pollutionnoisepollutionwhitepollutionwaterpollutionairpollutionlightpollutionsoilpollutionOurearthishurtbyallkindsofpollution.Whatkindofpollutioncanyouthinkofontheearth?Brainstorm_______pollution_______pollutionairwaterLookandfillintheblanks.Whatkindofpollutiondoesthefollowingpicturebelongto?_______pollutionnoiseHerearesomewordsrelatedtodifferentkindsofpollution.Writethemintheboxbelow.Thenaddmorewords.loudmusiccarsrubbishplaneslitteringshipsfactoriessmokingbuildinghousesmobilephones1anoisepollutionairpollutionwaterpollutionloudmusicplanesbuildinghousesmobilephonesmachinescrowdscarsplanesfactoriessmokingbuildinghousesburningpowerplantsrubbishlitteringshipsfactorieswastewaterindustrialwastenoisepollution噪音污染noise名詞，意為“噪音”，pollution為不可數(shù)名詞，意為“污染；污染物”，其動詞形式為pollute，意為“污染”?！颈嫖觥縩oise,sound與voicenoise常指不悅耳、不和諧的嘈雜聲。sound泛指自然界的各種聲音。voice一般指人的嗓音，如說話、唱歌、談笑聲等。Beforelistening:MakeapredictionTonysuggestsgoingswimmingintheriver.ButMarkdoesn’twanttogo.Why?CanyouguessthereasonwhyMarkdoesn’twanttogoswimmingintheriver?Whatwastheproblem?Theriverwas___________.Eventhebottomoftheriverwasfullof________.Therewerenomore_____forfishermentocatch.reallydirtyrubbishfish1batthebottomof在……的底部fromtoptobottom完完全全；從頭到腳；自上而下fisherman可數(shù)名詞，意為“漁民；釣魚的人”，由“fisher（n.

漁夫）+man（n.男人）”構成。復數(shù)形式是fishermen。Whatcausedtheproblem?Peoplearethrowing_______intotheriver.Factoriesareputting_______intotheriver.Howshouldtheproblembesolved?Weshouldwritetothe____________andaskthemto___________thefactories.Everyoneshouldhelpto_________theriver.litterwastegovernmentclosedowncleanup【辨析】litter，rubbish與wastelitter指隨手丟棄的垃圾。rubbish指任何成堆的、破損的、用過的或無用的東西。waste指任何被丟棄的東西。Listeningskill:Listentothemissingpartsandwritedownthemissingwords.Listenandanswerthequestions.1.Whydoesn’tMikewanttoswimintheriver?2.Whatwastheriverlikeinthepast?3.Whyisthishappeningtotheriver?Becausetheriverwasreallydirty.Itusedtobesoclean.Becausepeoplearethrowinglitterintotheriver.Factoriesarealsoputtingwasteintotheriver.Tony:Hey,Mark,maybewecouldgoswimmingintheriverlaterthisafternoon.Mark:Idon’tthinkIwanttogo,Tony.Tony:Whynot?Mark:Iwastherelastweekendandtheriverwasreallydirty.Eventhebottomoftheriverwasfullofrubbish,andtherewerenomorefishforfishermentocatch.Tapescripts:下午晚些時候河底Tony:Noway!Itusedtobesoclean.Infact,ithasalwaysbeenthenicestriverinthistown.Mark:Notanymore.Ithinkpeoplearethrowinglitterintotheriver.Factoriesarealsoputtingwasteintotheriver.不可能！再也不是了。Tony:That’sterrible!Weshouldwritetothegovernment.Theyshouldclosedownthefactories.Mark:Goodidea!ButIthinkeveryoneinthistownshouldhelptocleanuptheriver,too.Everyoneshouldplayapart,notjustthegovernment.關閉參與Role-playtheconversation.Thenmakeyourownconversationsaboutthekindsofpollutionin1a.1cMark:Theriverwasdirty.Eventhebottomoftheriverwasfullofrubbish.Tony:Butitusedtobesoclean!Mark:Yes,butpeoplearethrowinglitterintotheriver.Tony:Everyoneinthistownshouldplayapartincleaning

itup!usedto意為“曾經(jīng)……；過去……”，其后接動詞原形，表示過去經(jīng)常發(fā)生的動作或存在的狀態(tài)。used不隨人稱和時態(tài)的變化而變化。playapartin意為“參與……”，in是介詞，其后可接名詞、代詞或動詞-ing形式。其同義短語為takepartin。Role-playTheairisdirty.Thesmokefromfactoriesisblack.Butitusedtobesocleanandfresh!

Weshouldwritetothegovernmentandaskthemtoclosedownthefactories.Yes,butpeoplearepollutingtheair.

Canyoumakeyourownconversations?Beforelistening:Let’sguess.TheintervieweristalkingwithJasonandSusan.Whatdoyouthinkthetopicoftheirconversationis?Listentotheinterview.CirclethekindsofpollutionthatJasonandSusantalkabout.2aA.landpollution

B.airpollutionC.noisepollutionD.waterpollutionListeningskill:Youdon’thavetoheareveryword.Justpayattentiontokeywords.2b1.Theairisbadlypollutedbecausethereare_____

_____ontheroadthese

days.2.Factoriesthatburncoalalso_______theair

with

alotofblacksmoke.carspollutemore3.Thereisalsotoomuchrubbishandwaste.People

_________________thingseveryday.4.Peoplearealsolitteringin____________likeparks.

Thisisturningbeautifulplacesintouglyones.arethrowingawaypublicplacesListeningskill:Markthekeywordsinthesentences.Thenlistenforthekeywordsandrecordthemissingwords.Listenandjudgetrue(T)orfalse(F).Susanthinkstheairisbadlypolluted.Susanusedtoseethestarsclearly.Therearefewercarsontheroadthesedays.Factoriesthatburncoalalsopollutetheairwithalotofblacksmoke.There’stoomuchrubbishandwasteinthestreets.JasonmoreTapescripts:Interviewer:Todaywe’retalkingtoJasonandSusanaboutenvironmentalproblems.JasonandSusan,canyoutellusaboutsomeoftheproblemsyou’veseen?Jason:Ithinkoneproblemisthattheairisbadlypolluted.Ihardlyeverseeblueskiesanymore.Susan:Yes,andIusedtoseethestarsclearly.Interviewer:Whatdoyouthinkhascausedthisproblem?Susan:Well,therearemorecarsontheroadthesedays.Jason:Andfactoriesthatburncoalalsopollutetheairwithalotofblacksmoke.Interviewer:Whatotherproblemsdoyousee?Susan:Iguessthere’stoomuchrubbishandwasteinthestreets.①②Jason:Yes!Everydaypeoplearethrowingawaythingslikewoodenchopsticks,plasticbowlsandplasticbags.Susan:They’realsolitteringinpublicplaces,forexample,duringpicnicsinparks.Thisisturningbeautifulplacesintouglyones.Interviewer:You’reright.Theseareseriousproblemsforourenvironment.Next,let’stalkaboutthethingswecandotohelp.③④Usetheinformationin2aand2btorole-playconversationsbetweenJasonandSusan.2cThereistoomuchrubbishandwasteinourcity.Yes,peoplearelitteringinpublicplaces.Workinpairsandimitatethedialoguebelowtotalkabouttheenvironmentalproblemsyou’veseen.......Thisisturningbeautifulplacesintouglyones.Lookatthepictureandpredict.Whoisthegirl?Whatisshedoing?What’stheconversationabout?Readandanswer1.How

many

people

are

being

interviewed?

Who

are

they?2.What

kinds

of

pollution

are

talked

about

in

the

interview?Two.They

are

Jason

and

Susan.Air

pollution

and

waste

pollution.PollutionWaystosolvetheproblemairpollutionwastepollutionBringa____togoshopping.bagwoodenTakethebus,______orrideabikeinsteadofdriving.plasticrubbishNevertake______chopsticksor_____forkswhenbuyingtakeawayfood.Throw________inthebins.subway2dRole-playtheconversation.Interviewer:JasonandSusan,whatareyourideas

forsolvingtheseproblems?

Jason:Well,tocutdown

airpollution,weshould

takethebus

orsubwayinsteadofdriving.

Susan:Yeah,orrideabike.Thereareother

advantagesof

bikeriding.It’sgoodfor

healthanditdoesn’tcostanything!insteadof意為“代替，而不是”，其后一般接名詞、代詞或動詞-ing形式作賓語。instead是副詞，意為“代替；相反”，常位于句首或句末作狀語。cutdown“動詞＋副詞”型短語，意為“削減；縮?。ǔ叽纭?shù)量或數(shù)目）”。havean/theadvantageover勝過……takeadvantageof利用……begoodfor對……有益Sth.cost(s)(sb.)+金錢.某物花費（某人）多少錢。Interviewer:Greatideas!Whataboutwastepollution?

Susan:Mmm,Ithinksimplethingslikebringing

abagtogoshopping

canhelp.Istarted

doingthatayearago.

Jason:Me,too.Also,InevertakewoodenchopsticksorplasticforkswhenIbuy

takeawayfood.Iusetheonesathome.可數(shù)名詞，意為“外賣食物”。

Susan:Andremembertothrowrubbishinthe

binsandkeep

publicplacescleanand

beautifulforeveryone.Interviewer:Sotogether,ouractionscanmakeadifferenceandleadtoabetterfuture!makeadifference意為“影響；有作用”。makeadifferenceto意為“對……產(chǎn)生影響”。difference前面可加修飾語，如big,great等，表示影響的程度。leadto意為“引起（結果等）；通向（某地）”。remembertodosth.記得去做某事（事情還沒有做）rememberdoingsth.記得做過某事（事情已經(jīng)做了）WatchandreadRetelltheconversationaspromptedbelow.WaystocutdownairpollutiontakethebustakethesubwayrideabikeWaystocutdownwastepollutionbringabagtogoshoppingneverusewoodenchopsticksorplasticforksthrowrubbishinthebinsSummaryWords&phrases:litter,bottom,fisherman,coal,ugly,advantage,cost,wooden,plastic,makeadifference,insteadof...Sentences:①Everyoneinthistownshouldplayapartincleaningitup!

②Tocutdownairpollution,weshouldtakethebusorsubway

insteadofdriving.③Ouractionscanmakeadifferenceandleadtoabetterfuture!Protectingourenvironmentisadutyforeveryone.Unit13We’retryingtosavetheearth!SectionA3a-3b人教PEP版英語九年級全一冊By

the

end

of

the

class,youwillbeableto…1.Learncurriculumwordsandusefulexpressions:shark,fin,cruel,harmful,chain,ecosystem...2.ReadthearticleSavetheSharks!andunderstand

thegeneralideaofthearticle.3.Improveyourreadingskillsthroughthislesson.Learningobjects(學習目標)FreetalkCanyouthinkofsomerareanimalsinourcountry?Whyshouldweprotecttheserareanimals?EnjoysomepicturesDiscussionWhatdoyouknowaboutsharks?Doyouthinksharksareendangered?Why?Whatdoyouthinkmighthavecausedafallinthenumberofsharks?Saveme!1.Whatcanyouseeinthepicture?2.Whatmaythepassagetalkabout?Ashark.Itmaytalkaboutsharks.Beforereading:Lookatthepicture&titleandmakeaprediction.Readingskill:Guessthegeneralideaofthearticlefromthepictureandthetitle.Paragraph1Paragraph2Paragraph3Fastreading:Matcheachparagraphwiththegeneralidea.◆Weshouldsavethesharks.◆Sharkfinsoupispopular.◆Sharksareendangeredbecauseofpeople’skilling.Readingskill:Skimthepassageandfindthetopicsentenceorgeneralideaofeachparagraph.Task1:ReadPara.1andjudgethesentence.(TorF)You’rekillingawholesharkwhenyouenjoyabowlofsharkfinsoup.CarefulreadingReadingskill:Readthetextcarefullyandfindoutthesourcesofthesentencesinthetexttomakesurethedetailsarecorrect.Task2:ReadParas.1&2.Findthereasonwhythenumberofsharksfallsandfillinthechart.Peopleenjoy_____________________.Fishermen___________,______________,then_____________________________.________________________________havefallenbyover90percentinthelast20to30years.abowlofsharkfinsoupcatchsharkscutofftheirfinsthrowthembackintotheoceanThenumbersofsomekindsofsharksTask3:ReadPara.2andfindtheresultsofkillingsharks.ResultsofkillingsharksForasharkForsharkgroupsForoceanecosystemWithoutafin,asharkcan__________________________________.Thenumbersofsomekindsofsharks_____________inthelast20to30years.Ifthenumbersofsharksdroptoolow,itwillbring_______toalloceanlife.nolongerswimandslowlydieshavefallendangerReadingskill:Scanthesecondparagraphandpayattentiontograspthemissinginformation.Actionto_________________WildAidandtheWWFGovernmentsIndividualareteachingthepublicabout“finning”.developlawstostopthesaleofsharkfins.helpsavethesharks.protectthesharksReadingskill:Scanthethirdparagraphandsummarizeinformationbyunderstandingthetext.3aNumberofsharkscaughtandtradedeveryyearHowgovernmentscanhelpTwoenvironmentalgroupsagainst“finning”Around70millionTodeveloplawstostopthesaleofsharkfinsWildAidandtheWWFagainst介詞，在此處意為“反對”。beagainst(doing)sth.意為“反對（做）某事”。Manyhaveheardofsharkfinsoup.Butdoyourealizethatyou’rekillingawholesharkeachtimeyouenjoyabowlofsharkfinsoup?hearof意為“聽說﹔了解；知道”，強調從他人那里得到的消息。同義短語為hearabout。Savethesharks!Whenpeoplecatchsharks,theycutofftheirfinsandthrowthesharksbackintotheocean.Thisisnotonlycruel,butalsoharmfultotheenvironment.Withoutafin,asharkcannolongerswimandslowlydies.Sharksareatthetopofthefoodchainintheocean’secosystem.Iftheirnumbersdroptoolow,itwillbringdangertoalloceanlife.Manyatthetopof意為“在……頂部或頂端”。反義短語：atthebottomof在……的底部或底端beharmfulto…對……有害cruel形容詞，意為“殘酷的；殘忍的”。becrueltosb./sth.意為“對某人/某物殘忍”。thefoodchain食物鏈believethatsharkscanneverbeendangeredbecausetheyarethestrongestintheirfoodchain.Butinfact,around70millionsharksarecaughtandtradedinthisindustryeveryyear.Thenumbersofsomekindsofsharkshavefallenbyover90percentinthelast20to30years.can在此句中意為“可能”，表推測﹐常用于否定句或疑問句中。can’tbe意為“不可能是”。辨析endangered,dangerous與dangerendangered形容詞，意為“瀕危的;瀕臨滅絕的”；dangerous形容詞，意為“危險的”；danger名詞﹐意為“危險；威脅”。infact意為“事實上；實際上”。一般位于句首或句中。fallby意為“下降了……”，其中by作介詞，表示變化的幅度。thenumbersof...意為“……的數(shù)量”，是固定短語thenumberof的復數(shù)形式。此處numbers表示不同種類的鯊魚的數(shù)量。percent名詞，意為“百分之……”。僅用在基數(shù)詞后﹐無論基數(shù)詞數(shù)值為多少，percent都用單數(shù)形式。Environmentalprotectiongroupsaroundtheworld,suchasWildAidandtheWWF,areteachingthepublicabout“finning”.Theyhaveevenaskedgovernmentstodeveloplawstostopthesaleofsharkfins.Sofar,noscientificstudieshaveshownthatsharkfinsaregoodforhealth,sowhyeatthem?Helpsavethesharks!制定法律sofar意為“到目前為止；迄今為止”，常與現(xiàn)在完成時連用?！就卣埂縮cientific的相關詞:scientificadj.

科學上的；科學的sciencen.

科學scientistn.科學家聽說；了解；知道對……有害在……頂部或頂端食物鏈事實上；實際上……的數(shù)量下降了……制定法律到目前為止；迄今為止beharmfultoatthetopofthefoodchainhearofinfactthenumbersof...fallbysofardeveloplawsSummarizethekeyphrasesPara.1:AnintroductiontotheproblemPara.2:Reasonsforstopping“finning”Para.3:Helpsavethesharksa

bowl

of

shark

fin

soup→killing

a

whole

sharkcutofftheirfinsandthrowthesharksbackintotheoceancruelandharmfultotheenvironment→bringdangertoalloceanlifearound70millionsharksarecaughtandtradedeveryyearthenumbersofsomekindsofsharks→havefallenby→inthelast20to30yearsenvironmentalprotectiongroupsteachingthepublicabout“finning”askedgovernmentstodeveloplawstostopthesaleofsharkfinsnoscientificstudieshaveshownthatsharkfinsaregoodforhealthPassagestructure:SavetheSharks!Readthepassageagainandfillintheblankswiththewordsinthebox.3bsoalthoughifbutwhen1.Manypeopledonotrealizetheyarekillingawholeshark_______theyenjoyabowlofsharkfinsoup.2.Sharksareatthetopofthefoodchain,____iftheir

numbersdrop,theocean’secosystemwillbein

danger.whensosoalthoughifbutwhen3.Manythinkthatsharksaretoostrongtobe

endangered,____theyarewrong.4.________therearenoscientificstudiestosupport

this,alotofpeoplebelievethatsharkfinsare

goodforhealth.5.Sharksmaydisappearoneday___wedonotdo

somethingtostopthesaleofsharkfins.butAlthoughifLet’sdothistoretellthetext!Somepeopleliketoeatsharkfinsoup.Butgettingtheshark’sfinisvery_____.Whenpeoplecatchsharks,they______theirfinsand______thesharks______theocean.Theshark______diesbecauseitcan’t_______withoutthefin.throwintocruelcutoffslowlyswimAnditisalso_________totheenvironment.Sharksareatthe____ofthefoodchain.If______________sharksdroptoo____,itwillbreak___________________nature.Pleasesaynoto______thesharkfinsoup,and___________tosavethesharks!harmfultopthenumbersoflowthebalanceofeatingtakeactionPostreading:Howcanweprotectouranimals?

Weshouldraisepeople’sawarenesstoprotect

animalsandourenvironment.Weshouldnotwearorbuyclothesmadeofanimals’fur.Weshouldnoteatwildandendangeredanimals.Weshouldprotecttheirlivingenvironment....Curriculumwords:shark,fin,cruel,harmful,chain,ecosystem,industry,law,scientificUsefulexpressions:beharmfulto,atthetopof,thefoodchain...Sentences:Iftheirnumbersdroptoolow,itwillbringdangertoall

oceanlife.Butinfact,around70millionsharksarecaughtand

tradedinthisindustryeveryyear.SummaryNobuying,nokilling.Protectinganimalsiseveryone’sresponsibility.Unit13We’retryingtosavetheearth!GrammarFocus-4c人教PEP版英語九年級全一冊Learningobjects(學習目標)By

the

end

of

the

class,youwillbeableto…1.Learncurriculumwordsandusefulexpressions:takepartin,afford,turnoff,reusable,payfor...2.SummarizegrammarsaboutPresentprogressive,

usedto,Passivevoice,Presentperfect,Modalverbs.用括號內所給動詞的適當形式填空并說出填空部分涉及哪種語法內容。1.Look!

Kate_________(dance)

with

her

friends

under

thetree.

2.My

aunt___________(work)

as

a

nurse

since

10

yearsago.

She

is

good

with

patients.is

dancinghas

workedPresentprogressivePresentperfectstaytakingbebroughtwasboughtusedtoModalverbsPassivevoiceGrammarFocusWe’retryingtosavetheearth.PresentprogressiveTheriverusedtobesoclean.usedtoTheairisbadlypolluted.PassivevoiceNoscientificstudieshaveshownthatsharkfinsaregoodforhealth.PresentperfectWeshouldhelpsavethesharks.Modalverbs一、現(xiàn)在進行時表示現(xiàn)在正在進行或發(fā)生的動作，也表示現(xiàn)階段或當前一段時間內正在進行的動作。1.概念2.基本結構3.標志詞now,atthistime,thesedays,atthemoment,listen,look等be動詞(am/is/are)+動詞-ing形式1.我們現(xiàn)在正在河里游泳。2.聽！琳達正在唱一首動聽的歌。

3.近來，鯊魚正面臨著艱難的生存環(huán)境。We

are

swimming

in

the

river

now.Listen!Linda

is

singing

a

beautiful

song.Sharks

are

facing

hard

living

conditions

thesedays.翻譯下列句子?！就卣埂坷洌好魈旖芸藢⑶巴虾?。Jack

is

leaving

for

Shanghai

tomorrow.下列動詞通常不用于現(xiàn)在進行時：①表示感覺或感情的動詞，如smell,taste,seem,

like,love,wish,hope等；②表示記憶、理解或決定等的動詞，如remember,

understand,decide,believe等﹔③表示擁有或占有的動詞，如have,belong,own等。二、現(xiàn)在完成時表示過去發(fā)生的動作對現(xiàn)在造成的影響或動作從過去某個時間開始，一直延續(xù)到現(xiàn)在（包括現(xiàn)在在內）并可能繼續(xù)延續(xù)下去。1.概念2.基本結構3.標志詞recently,since...,for...,inthepastfewyears等have/has+動詞的過去分詞buy

→have

borrow→keep

join→be

a

member

of finish→be

overdie→be

dead

leave→be

away

begin→be

on

fall

asleep

→be

asleepopen→be

open【拓展】比較現(xiàn)在完成時與一般過去時：現(xiàn)在5年過去hasbeenateacher將來例句：他當老師5年了。（5年前到現(xiàn)在一直是老師）He

has

been

a

teacher

for

5

years.現(xiàn)在5年過去workedasateacher將來例句：他當了5年老師。（現(xiàn)在不是老師了）

Heworkedasateacherfor5years.三、被動語態(tài)表示主語是謂語動詞動作的承受者，其基本結構為“be動詞+及物動詞的過去分詞”。1.概述2.構成時態(tài)被動語態(tài)的結構am/is/are+及物動詞的過去分詞was/were+及物動詞的過去分詞will/shallbe+及物動詞的過去分詞一般現(xiàn)在時一般過去時一般將來時am/is/are+being+及物動詞的過去分詞現(xiàn)在進行時have/hasbeen十及物動詞的過去分詞現(xiàn)在完成時例句：所有的習題必須在放學前做完。All

the

exercises

mustbe

finished

before

school

is

over.含情態(tài)動詞的被動語態(tài)的結構為“情態(tài)動詞+be+及物動詞的過去分詞”?！就卣埂?.主動語態(tài)轉化為被動語態(tài)的步驟將主動語態(tài)的賓語變成被動語態(tài)的主語。第一步第二步第三步把主動語態(tài)中的謂語動詞變?yōu)椤癰e動詞+及物動詞的過去分詞”。把主動語態(tài)中的主語變?yōu)楸粍泳渲薪樵~

by的賓語。4.不能使用被動語態(tài)的情況“used

to十動詞原形”，意為“過去常?！保硎具^去習慣性的動作或狀態(tài)，現(xiàn)在已不存在。1.概述四、used

to的用法2.句式結構主語+used

to+動詞原形+其他.主語+didn’tuseto+動詞原形+其他.主語+usedn’t

to+動詞原形+其他.Did+主語+useto+動詞原形+其他?Used+主語+to+動詞原形+其他?一般疑問句反意疑問句附加疑問句部分用“did/didn’t+主語”或“used/usedn’t+主語”否定句肯定句表示說話人對所述動作或狀態(tài)的態(tài)度或看法。情態(tài)動詞無人稱和數(shù)的變化，不能單獨使用，其后接動詞原形，構成謂語。否定形式的構成是在情態(tài)動詞后面加not。五、情態(tài)動詞1.概念2.基本用法情態(tài)動詞意義及用法意為“能；會”，表示能力，此時could

為can的過去式。意為“可以”，表示請求、許可，此時could不是can的過去式，而是表示更委婉、客氣的語氣。意為“可能”，can表示推測，常用于否定句或疑問句中。can/could(1)情態(tài)動詞can/could(2)情態(tài)動詞m