九年级语文上册We're trying to save the earth!听课稿，分享We're trying to save the earth!听课感受和记录
We're trying to save the earth!评课稿：
Unit 13 We’re trying to save the earth!
Section A(1a－2d)
【教学目标】
1.学生能听懂什么是水污染、土地污染和空气污染，引起这三种污染的因素，以及解决污染的措施。
2.学生能模仿听力原文，能运用听力材料中的知识，口头谈论噪音污染、空气污染、水污染、土地污染的产生因素及如何减少这些污染。
3.学生能掌握本课重点词汇：litter，bottom，fisherman，coal，ugly，advantage，cost，wooden，plastic。
4.学生能口头运用现在进行时表达环境污染的现状，运用情态动词表达应该采取的措施。
【教学重难点】
重点：水污染，空气污染等各种污染的产生因素及解决措施；cost，advantage等词汇。
难点：根据听力材料的信息，运用现在进行时、情态动词就各种污染的产生因素及解决措施与同伴会话。
【课前准备】
收集有关环境污染的资料。
┃教学过程设计┃
一、创设情境，切入主题
Step 1：Leadin
1.Ask students to enjoy a video named Gone with Home.
2.After watching the video，ask students the following questions.
What’s the video mainly about?
How do you feel?
3.Ask students to discuss one question with their partner：
In our daily life，what kind of pollution can you think of?
设计意图：通过视频《留住美丽地球》，震撼学生的心心灵，帮助学生了解环境污染及生态破坏的种种现象，并使他们意识到环境保护的危机感与紧迫感。同时，联系身边生活，结合本城市环境状况，引导学生进一步熟悉话题。
二、展开过程，探究新知
Step 2：Presentation
1.Ask students to look at the pictures in 1a and talk about it.
2.The teacher can ask students the following question: What else can cause each kind of pollution？Then ask students to do the exercise in 1a.
设计意图：让学生对于环境污染的类型有一个初步的了解，熟悉话题，为下面的听力活动做好内容和词汇上的准备。
Step 3：Listening to 1b
Before listening
Ask students to predict what kind of pollution they will listen to in 1b.
设计意图：从内容和语法上对听力进行预测。
While listening
1.Play the recording twice for students to complete the chart.
2.Ask a student to read his or her answers.
3.Let students check their answers that they have predicted.
设计意图：听这两遍时，更加注重细节。
After listening
1.Read after the tape recorder and pay attention to the pronunciation and intonation.
2.Ask students to practice the conversation with their partner.Then，ask students to act out the conversation.
3.Ask students to make their own conversation and act out the conversation.
设计意图：听后，再次整体回扣文本，并进行语音语调的学习。然后，通过pair work让学生内化听取的信息语言。
Step 4：Listening to 2a
Before listening
Ask students to guess the answers.
设计意图：提高学生的兴趣，并促使他们在听的过程中有目标地集中注意力。
While listening
Play the recording for students to circle the kinds of pollution they hear.
After listening
Check the answers.
Step 5：Listening to 2b
Before listening
设计意图：有推断的预测可以帮助学生在听录音时更有效地捕捉关键词汇。
While listening
1.Play the recording for the first time and do the exercise in 2b.
2.Play the recording again and let students correct their answers.
After listening
1.Let students read the conversation in 2c after the tape recorder.
2.Roleplay the conversation.
设计意图：让学生模仿录音中的语音语调，提高口语表达能力。
Step 6：Roleplay
1.Read 2d and complete the chart.
Problems Solutions
air pollution
waste pollution
wooden(木头的) chopsticks or plastic forks
rubbish
设计意图：增加表格可以帮助学生梳理和识记信息，为roleplay做好准备。
2.Let students read the conversation after the tape recorder.
3.Ask students to practice the conversation with their partner.During the conversation，they should have eye contact.
设计意图：让学生看着同伴的眼睛，是为了让他们体会到与人交流的真实性，而不是各读各的语句。
Step 7：Language points
The teacher explains the new words and expressions to students.And ask students to take notes.
三、布置作业
口头作业
Listen to 1b and 2b.Then recite them.
书面作业
1.Try to memorize the new words and language points.
2.The earth is badly polluted.Please think of what we can do to save the earth and make a poster to tell more people to save the earth.
┃教学小结┃
【板书设计】
Unit 13 We’re trying to save the earth!
Section A(1a－2d)
Forms of pollution Causes
Air pollution factories，cars，burning
Water pollution factories，rubbish，ships
Land pollution rubbish，batteries
Noise pollution loud music，crowds，cars
Section A(3a－4c)
【教学目标】
1.学生能掌握词汇：重点词汇(cruel，harmful，industry，law，scientific，afford)；认读词汇(shark，fin，chain，ecosystem，reusable，transportation)；表达方式(be harmful to，at the top of，the food chain，take part in，turn off，pay for，take action).
2.引导学生谈论珍稀动物濒危的原因及拯救措施。
3.帮助学生复习语法项目，包括现在进行时、used to、被动语态、现在完成时、情态动词等。
【教学重难点】
重点：1.本课时的重点词汇，表达方式及语法项目。
2.学习鲨鱼濒危的原因及拯救措施。
3.学生就珍稀动物的濒危原因及拯救措施进行写作。
难点：1.学生正确使用连词。
2.结合实际生活就珍稀动物的濒危原因及拯救措施进行写作。
【课前准备】
1.搜集有关鲨鱼的资料。
2.制作多媒体课件和学案。
3.准备其他有关珍稀动物的现状及拯救措施。
┃教学过程设计┃
一、创设情境，切入主题
Step 1：Leadin
1.The teacher can have a free talk with students about animals，especially endangered animals.
设计意图：教师与学生自由交谈，导入动物保护的话题。
二、展开过程，探究新知
Step 2：Prereading
1.Show students a video and have a discussion.
2.After watching the video，the teacher can ask the questions below.
Can you say something about sharks?
Do you think they are endangered?
Why are they endangered?
设计意图：通过这一环节，教师在了解学情的同时，可以帮助学生全面的了解鲨鱼，对接下来的阅读也会有更好的帮助。
Step 3：Whilereading
Fast Reading
The teacher can ask a question like this：Do you want to know more about sharks？Please turn to Page 99.
Look through the article quickly and answer the question：
Where is this article probably from?
A.A book. B.A novel. C.A newspaper.
设计意图：帮助学生理解文章的体裁以及作者的写作意图。
Careful Reading
1.Let students read Paragraph 1 and write T for true and F for false.
(1)Shark’s fin(鱼鳍) soup is famous and expensive all over the world.(F)
(2)We have to kill a whole shark to get a bowl of shark’s fin soup.(T)
设计意图：细读第一段，帮助学生了解鲨鱼遭到猎杀的原因。
2.Read Paragraph 2 and answer the question.
What does the writer think of cutting fins of sharks?
3.Read Paragraph 2 again and fill in the chart.
Questions Answers
Numbers of sharks caught and traded every year Around 70 million
The numbers of some kinds of sharks have fallen by in the last 20 to 30 years Over 90 percent
The teacher can ask questions：Are they big numbers？Do you think sharks are really endangered？So，should we save sharks？
设计意图：学生通过回答第一个问题找出本段的主题句。再通过填表格，找出数字，这些庞大的数字更进一步让学生体会到鲨鱼锐减，濒临灭绝的现状。
4.Ask students to read the last paragraph and find out：
What are the two environmental groups against“finning”？
Answer：Wild Aid and the WWF.
How do they help to save sharks？
Answer：They are teaching the public about “finning”. And they have even asked governments to develop laws to stop the sale of shark fins.
设计意图：由浅入深的阅读任务，可以帮助学生梳理文章的脉络。
5.Read the whole passage carefully and fill in the blanks with the words in the box of 3b.
设计意图：整体阅读，帮助学生理解文本的逻辑关系，并关注细节。
Step 4：Postreading
1.Retell the article according to the mindmap.
设计意图：思维导图帮助学生理清文章脉络，也帮助学生运用阅读过的信息复述课文。
2.The teacher tells students something about other endangered animals.And let students write a short passage to save them.
3.The teacher teaches students language points.
Step 5：Presentation
1.Ask students to read the sentences in Grammar Focus and pay attention to their forms.
设计意图：学生自己朗读，感知和思考句子的形式。
2.The teacher can explain the grammar to students and help them to review.
(1)现在进行时：Present progressive
定义：表示说话时(瞬间)正在进行的动作，也表示目前或现阶段一直进行的动作。
结构：be(am/is/are)＋v.ing
标志词：look，listen，now，right now...
e.g.Look！The boy is crying.
(2)used to do与be used to doing
used to do sth.表示过去常常做某事，而现在往往不做了，后接动词原形。
be used to doing sth.表示习惯于做某事。
e.g.I used to get up at six o’clock.
Joe is used to drinking a cup of coffee every morning.
(3)被动语态：Passive voice
定义：表示主语是动作的承受者。
结构：be＋过去分词
e.g.Our classroom is cleaned every day.
(4)现在完成时：Present perfect
定义：表示动作已经完成，但对现在造成影响；或者表示从过去某一时间开始一直延续到现在并还可能持续下去的动作。
结构：has/have＋过去分词
标志词：already，yet，ever，never，since，for...
e.g.I haven’t finished my homework yet.
(5)情态动词：Modal verbs
1)情态动词本身有一定的词义，表示说话人的情绪、态度或语气，但不能单独作谓语，只能与其他动词构成谓语。
常见的有：can(could)，may(might)，must，need，shall(should)，will(would)等。
2)情态动词无人称和数的变化，后接动词原形。否定式是在情态动词后面加not。个别情态动词有过去式形式，可用来表达更加客气、委婉的语气。
e.g.Ken can climb up the trees like a koala.
You mustn’t play with fire.It is dangerous.
设计意图：教师讲解和总结语法项目，帮助学生把以前学过的语法系统化。
Step 6：Practice
Work on 4a
1.Ask two students to roleplay the conversation to check answers.
2.Ask students to roleplay with their partner.
设计意图：学生通过做练习来巩固所学的各种时态和句式。
Work on 4b
1.Ask students to fill in the blanks with the appropriate modal verbs from the box.
2.Ask a student to read it to check answers.
3.Ask students to read the passage.
设计意图：学生练习情态动词的用法。
Work on 4c
三、布置作业
口头作业：
Listen to 3a.Then recite it.
书面作业：
1.Write an article about a kind of endangered animals to call on people to save them.
2.Review the grammar that we have learned today and do exercises in your exercise book.
┃教学小结┃
【板书设计】
Unit 13 We’re trying to save the earth!
Section A(3a－4c)
Sharks are danger
ous and huge.
Their teeth are sharp.
New words
cruel 残酷的，残忍的
be harmful to 对……有害的
law 法律
reusable 可再次使用的
Section B(1a－1e)
【教学目标】
1.学生能听懂日常生活中的环保措施。
2.学生能模仿听力原文，能运用听力材料中的知识，口头谈论在日常生活中怎样从自我做起，注意环保。
3.学生能掌握本课重点词汇 recycle；认读napkin；重点词组：turn off the shower，not use paper napkins，take your own bags when shopping，not ride in cars，recycle paper，use public transportation等。
4.学生能运用听力材料中的信息，口头表达在日常生活中怎样从自我做起，注意环保。
【教学重难点】
重点：1.听力策略：如何集中注意力。
2.日常生活中的环保措施。
3.词汇和词组：recycle，napkin；turn off the shower，not use paper napkins，take your own bags when shopping，not ride in cars，recycle paper，use public transportation等。
4.运用现在进行时和一般将来时与同伴就日常生活中的个人环保行为对话。
难点：根据听力材料的信息，运用现在进行时和一般将来时与同伴就日常生活中的个人环保行为对话。
【课前准备】
1.收集日常生活中有关个人的环保行为的资料。
2.准备录音机、多媒体课件、学案等。
┃教学过程设计┃
一、创设情境，切入主题
Step 1：Leadin
1.Play a video named Heal the World.
2.The teacher can ask students to have a discussion in groups.
In our daily life，what can we do to help save the earth?
4.Ask students in each group to tell the class their measures.The teacher can write the measures down on the blackboard.
设计意图：观看视频，导入保护地球的话题，同时提高学生的学习兴趣。联系学生的日常生活，提高学生的环保意识和课堂参与度。
二、展开过程，探究新知
Step 2：Ask students what to do to save the earth
Before listening
Step 3：Work on 1a
1.Ask students to rank these items from the easiest(1) to the most difficult(5).
2.Work on 1b
Let students compare their answers in 1a with their partner and tell their reasons.
设计意图：熟悉话题和词汇，为听力活动做好准备。
3.Ask students to read the sentences in the chart of 1c.
设计意图：让学生理解表格中每一列的含义，注意时态。这样能帮助他们在听的过程中提高分辨意识。
While listening
Step 4：Listening to 1c
1.Play the recording for students to check the things that Julia and Jack talk about.
2.Play the recording again to ask students to correct their answers.
3.Ask a student to read his or her answers.
设计意图：训练学生听力训练时抓住关键信息的能力。
Step 5：Listening to 1d
1.Play the recording for students to do 1d.
2.Play the recording again to ask students to correct their answers.
3.Ask a student to read his or her answers.
设计意图：1d的听力任务，让学生在语境中感知体验环保措施以及不同的时态。
Things Julia and Jack talk about Things Julia is doing now Things Julia will do in the future Things Julia would never do
________ turning off the light
________ turning off the shower
________ not using paper napkins
________ taking your own bags when shopping
________ not riding in cars
________ riding a bike
________ recycling paper
After listening
Step 6
1.Read after the tape recorder and pay attention to the pronunciation and intonation.
2.Ask students to practice the conversation with their partner.Then，ask students to act out the conversation.
3.Work on 1e
Make a conversation using the information from the chart above.Say what is true for you.
Ask students to make their conversations and act them out.
设计意图：听后，再次整体回扣文本，并进行语音语调的学习。然后，通过pair work让学生内化听取的语言信息。
三、布置作业
口头作业
Listen to 1c.Then recite it.
书面作业
Please write a passage about what you do and what you will do to save the earth.
┃教学小结┃
【板书设计】
Unit 13 We’re trying to save the earth!
Section B(1a－1e)
How to save the earth?
Don’t drop litter.
Take a bus instead of driving a car.
Turn off lights when we leave a room.
…
recycle v.回收
Section B(2a－2e)
【教学目标】
1.学生能掌握重点词汇(gate，bottle，president，work，metal)；认读词汇(upside，inspiration，iron，creativity)；词组(throw away，put sth.to good use，pull down，bring back)等。
2.学生能读懂文章，并从文中获取详细信息，完成阅读任务。
3.学生能够理解Rethink，Reuse，Recycle！的环保理念，并落实到积极的行动之中。
4.学生能够根据词根找出衍生出的不同词汇，并理解前缀和后缀的不同用法。
【教学重难点】
重点：1.重点词汇(gate，bottle，president，work，meta1)；词组(throw away，put sth.to good use，pull down，bring back)。
2.学生能够理解Rethink，Reuse，Recycle！的环保理念，并落实到积极的行动之中。
3.学生能够根据词根找出衍生出的不同词汇，并理解前缀和后缀的不同用法。
难点：学生能够根据词根找出衍生出的不同词汇，并理解前缀和后缀的不同用法。
【课前准备】
1.搜集有关废物再利用的资料。
2.制作多媒体课件和学案。
┃教学过程设计┃
一、创设情境，切入主题
Step 1：Leadin
1.The teacher can have a free talk with students by asking some questions.
二、展开过程，探究新知
Step 2：Presentation
Ask students whether they have seen pieces of art that are made of bottles and cans and ask them some questions.
设计意图：对易拉罐和饮料瓶的处理是学生非常熟悉的生活经历，以此为切入点，导入回收利用的话题，能引起学生的兴趣和共鸣。
Prereading
Sept 3：Work on 2a
Make students look at the pictures in 2b and ask some questions.
Step 4：The teacher can begin to draw the mindmap.
设计意图：读前预测，为学生在接下来的阅读中获取文章大意作准备。思维导图可以帮助学生理清文章脉络。
Step 5：Use pictures to teach the new words.
When students think about the questions in Step 3，the teacher can write down the new words on the blackboard.And teach them the new words.
设计意图：适时呈现词汇，可以减轻学生的阅读压力。
While reading
Step 6：Fast reading
1.Ask students to look through the article quickly and find out the answer to each question.
How many people are mentioned in the passage?
Who are they?
2.The teacher adds information to the mindmap.
设计意图：扫读整篇文章，获取大意，帮助学生把握文章的整体性。
Step 7：Careful reading(Paragraph 2)
1.Ask students to read Paragraph 2 carefully and fill in the chart.
2.Check answers.
3.The teacher adds the information to the mindmap.
Step 8：Careful reading(Paragraph 3)
1.Ask students to read Paragraph 3 carefully and fill in the chart.
2.Check answers.
Name What did she make？ What materials did she use？
Jessica Wong bags old clothes，especially old jeans
3.The teacher adds the information to the mindmap.
Step 9：Careful reading(Paragraph 4)
1.Ask students to read Paragraph 4 carefully and fill in the chart.
2.Check answers.
Name What did he make？ What materials did he use？
Wang Tao beautiful art pieces iron and other materials from old cars
3.The teacher adds the information to the mindmap.
设计意图：通过细读，让学生获取更详细的信息。同时，学生更能深刻地体会到这三位环保人士的不同的创新精神。
Step 10：Careful reading(the whole article)
Ask students to read the whole article carefully and answer the questions.
1.Did Amy win an award？What was it from？
2.Where does Jessica Wong sell her bags? And what will she write in her book？
3.What does Wang Tao hope to set up? Why？
设计意图：再次细读全文，让学生再次回扣文本，形成篇章意识。
Post reading
Step 11：Retell
The teacher asks students to retell the article according to the mindmap.
设计意图：复述课文，让学生运用从文章中获取的语言信息。
Step 12：Work on 2c
Ask students to fill in the blanks with the correct forms of the phrases in the box.If they have difficulty they can discuss in groups of four.
设计意图：在阅读后，对重点词汇和短语进行运用，在对文本进行改写的同时，达成知识目标。
Step 13：Work on 2d
1.Ask students to underline the words in the passage based on the words in 2d.
2.Ask a student to read the words that he or she has found.
3.Ask a question：What are the differences？And divide the words into different groups.
Answers：前缀：rethink，reuse，unusual
后缀：useful，building，recycling，creative，creativity，recently，environmental，importance，protection，inspiration
前后缀：especially
4.The teacher provides some words for students to practice.
词根1(加前缀)：agree，happy，polite，possible，honest，friendly
词根2(加后缀)：care，help，home，use，hope，friend，neighbor
设计意图：引导学生总结和学习构词法，可以帮助学生在阅读中猜测词义。
Step 14：Ask students to read the article and underline where they don’t understand.They can discuss in groups and they can also ask the teacher for help.
设计意图：该环节引导学生注意语言的学习。
Step 15：Work on 2e
1.Ask students to discuss in groups the following questions and fill in the chart.
Which things can be done by common people every day？
Which things have to be done by governments and organizations？
Common people Governments Organizations
2.Ask several groups to give a report.
设计意图：教师让学生对所学的保护环境的措施进行归纳和分类，培养学生分析问题和解决问题的能力。
三、布置作业
口头作业
Listen to 2b.Then read it.
书面作业
1.Review what we have learned today.
2.Make your own art pieces by reusing something，such as small boxes，plastic bottles and so on.Then write a passage about your art pieces.
3.Make a survey about the environment in our city.And fill in the chart in 3a.
┃教学小结┃
【板书设计】
Unit 13 We’re trying to save the earth!
Section B(2a－2e)
words and phrases
creative
put to good use
upside down
iron
metal
creativity
Section B(3a－Self Check)
【教学目标】
1.学生能找出本地区环境好的地方和不好的地方，并分析原因。
2.学生能结合本单元的环境问题和环保措施，完成写作任务。
3.学生能够掌握后缀构词法。
4.学生能够识别句子结构，掌握现在进行时、现在完成时、被动语态、情态动词和used to的用法。
【教学重难点】
重点：1.学生能结合本单元的环境问题和环保措施，完成写作任务。
2.学生能够掌握后缀构词法。
3.学生能够识别句子结构，掌握现在进行时、现在完成时、被动语态、情态动词和used to的用法。
难点：学生能结合本单元的环境问题和环保措施，完成写作任务。
【课前准备】
1.搜集有关本城市环境的资料；
2.制作多媒体课件和学案。
┃教学过程设计┃
一、创设情境，切入主题
Step 1：Leadin
Have a free talk with students.The teacher can ask the following question：
Is our city a nice place and why or why not?
设计意图：与学生自由交谈本地的环境。从实际问题引入话题，更能打开学生的思维，激发学生的热情。
二、展开过程，探究新知
Step 2：Work on 3a
1.Ask students to discuss questions in 3a and fill in the chart.
2.Then ask each group to give a report.And the other groups should take notes.
设计意图：通过讨论，培养学生合作探究的精神。
Step 3：Discuss
Ask students a question：How to solve the problems in our city?
Then let students discuss in groups and think of as many suggestions that can solve each environmental problem in our city as possible.
设计意图：让学生继续更深入地探究，为接下来的写作做充分的准备。不但让学生有话可说，还要语言丰富。
Step 4：Write
Ask students to write a letter to the city mayor.And show students some tips about giving suggestions.
设计意图：教师引导学生仔细审题，并注意内容，文体格式，语气等。
Step 5：Present
Ask some students to share their letters with the whole class.And they can help their partner to correct it.
设计意图：通过分享和展示作文，学生可以互相纠正错误，互相学习。
Step 6：Work on Self Check 1
1.Ask students to write different forms of the words.
2.Ask students to discuss in groups and add more to each group.
3.Check their answers
设计意图：通过让学生自主学习，合作探究，梳理构词规律和后缀的用法，培养学生的词汇策略。
Step 7：Work on Self Check 2
1.Ask students to read the sentences first.
2.Then match each statement with the grammar structure.
设计意图：检测学生对语言结构的识别能力，回顾本单元的语法项目。
Step 8：Work on Self Check 3
1.Ask students to discuss ways to cut down on these kinds of pollution.And fill in the chart in groups.
2.Ask students to give a report to share their ideas.
设计意图：帮助学生内化单元话题信息，巩固环保措施。
三、布置作业
1.Please share your writing with classmates in different groups.
2.Review what we have learnt in Self Check.
┃教学小结┃
【板书设计】
Unit 13 We’re trying to save the earth!
Section B (3a－Self Check)
Which parts of our city have a nice environment?
Why are they nice?
Which parts needs to be improved？Why?