新目标九年级 Unit8 I’ll help clean up the(实用3篇）
新目标九年级 Unit8 I’ll help clean up the 篇一
如何参与环保行动
环保是当今社会的重要议题，我们每个人都应该承担起保护环境的责任。在这个过程中，每个人都可以发挥自己的作用，做出一些小小的改变来帮助清洁环境。以下是一些可以参与环保行动的建议。
首先，我们可以从日常生活中的小事做起。比如，我们可以节约用水，尽量减少用水量，不浪费水资源。我们还可以减少使用一次性塑料制品，如塑料袋、塑料瓶等，可以使用环保袋和可重复使用的水瓶来替代。此外，我们还可以节约用电，关灯、关空调等，减少能源的消耗。
其次，我们可以主动参与社区的环保活动。可以组织或参加清洁行动，清理社区的垃圾和污染物。我们可以利用周末或假期的时间，和朋友、家人一起参与这样的活动，一起清扫公园、河流或海滩，保持环境的整洁。此外，我们还可以参加植树造林的活动，增加绿化覆盖率，改善空气质量。
最后，我们可以通过传播环保知识来影响他人。可以在学校、社区或社交媒体上宣传环保意识，分享环保的重要性和方法。可以组织环保讲座、展览或活动，向他人传递环保的理念和知识。通过这种方式，我们可以扩大环保的影响力，鼓励更多的人参与到环保行动中来。
总之，环保不仅仅是政府和组织的责任，每个人都应该积极参与其中。通过改变自己的生活方式，参与社区活动，传播环保知识，我们可以共同努力，为创造一个更清洁、更美丽的环境而贡献自己的力量。
新目标九年级 Unit8 I’ll help clean up the 篇二
清洁环境的重要性
环境的清洁与我们的生活质量息息相关。一个干净整洁的环境能给人们带来舒适和健康的生活体验。然而，当前的环境问题日益严重，垃圾和污染物的增加给我们的生活带来了很多困扰。因此，保持环境的清洁变得尤为重要。
首先，清洁环境对于我们的健康至关重要。垃圾和污染物的存在会导致空气、水源和土壤的污染，给我们的健康造成威胁。空气污染可以引发呼吸系统疾病；水源污染会导致水质恶化，威胁我们的饮水安全；土壤污染会影响农作物的生长和食品的质量。因此，只有保持环境的清洁，我们才能享受到更好的生活质量和更健康的身体。
其次，清洁环境对于保护生态系统和物种多样性也非常重要。环境的污染和垃圾的堆积会破坏自然生态系统的平衡，威胁生物多样性的保护。例如，水域污染会导致水生生物的死亡和生态链的破裂；森林砍伐和破坏会导致许多动植物失去栖息地。只有保持环境的清洁，我们才能保护生态系统的稳定和物种的繁衍。
最后，清洁环境也对于塑造良好的社会形象和提升居民的幸福感具有重要意义。一个干净整洁的城市会给人们留下美好的印象，吸引更多的人来旅游和定居。而垃圾和污染物的存在会给人们带来不安和不舒适的感觉，降低生活质量和幸福感。因此，保持环境的清洁不仅是个人责任，也是对社会的贡献。
总之，清洁环境对于我们的生活质量、健康和生态环境都非常重要。每个人都应该意识到保持环境的清洁的重要性，并积极参与环保行动。只有通过共同的努力，我们才能创造一个更美好的环境，为未来的世代留下一片净土。
新目标九年级 Unit8 I’ll help clean up the 篇三
新目标九年级 Unit8 I’ll help clean up the city parks.第一课时教案
I. Teaching Aims and Demands Knowledge goals 1)key vocabulary hanger , homeless, volunteer cheer up, give out , put off, set up, come up with 2)Target language I’d like to work outside. You could give out food at a food bank. I’ll help clean up the city park. Skill goals 3)Train the students’ listening skill 4)Enable the Ss to express offering help Moral goals Enable the Ss to form a positive attitude to help others. It’s good for both themselves and others. II. Important and Difficult Points. Teach the students how to use the new phrasal verbs. Teach the students how to express offering to help with target language. Make communications with the target language III. Teaching Methods Giving sample sentences. Listening Working in pairs IV. Learning Strategies Sequencing and deducing V. Teaching Aids. A tape recorder , some flashes and pictures VI. Teaching Procedures Step 1 Revision 1)Words revision. Have a competition on the new words and phrases with the help of flashcards. 2) Daily Talk. Invite several pairs of students to perform their conversations in front of the class. Step 2 Presentation 1)Ask about the places the students have visited: T: Just now you talked about…….,right? (Student A’s name), you have been to….,is that right? (Student B’s name),do you mean you’re going to…? ( ask more Ss) Have you ever heard of(seen) any volunteers( volunteer work)? What did they do? 2)Elicit the ways(or volunteer jobs) they could do to help others: T: Today we’ll talk about offering help. If a person offers help to others, what do we call him/her? Yes, a volunteer. A volunteer does volunteer work. ( Write volunteer on the blackboard) T: What jobs could a volunteer do? Now please look at the three bulletins in 1a and read about the ways you could help others. (call inpidual student’s name) Do you think doing a volunteer job is great? And would you like to offer to help people who need your help. Well, now can you think of some other ways you could do to help others. (collect the ways students think of, list them on the board below the title volunteer and then ask the students to copy them down) Step 3 Listening comprehension (1b) Get students to listen to the recording and complete the sentences Check the answers both orally and written Present the following questions for students to match with each of the statement: What would you like to do（to help）? What could you do? Who would you like to help? 4) Make the class repeat these sentences several times, and then find out the suitable answers from the statements in 1b. (For each question, there may be more than two answers.) 5) Ask some top students to do it as a model, then get the whole class to ask and answer the questions in pairs) Step 4 Oral practice (2a) Talk about the pictures in 2a. by asking Ss the following questions: (for picture a) What can you see in it? What does it read? What are the words written on? (for picture b) What is the girl doing? Is she writing or putting up anything? What is she putting up? (foe picture c) Is the boy listening to music? What is he doing? (for picture d) Is that like a book or a magazine? Neither？ What do you think it is？ (for picture e) In this picture we can see two people. One is giving something to the other. What is he giving/handing out? 2) Before listening to the recording, read the instruction to the class, make sure what they are going to hear. Step 5 Listening comprehension (2a-b) Get students to listen to the recording for the first time . Ask some students to report their answers orally, invite some others to copy their answers on the Bb. Play the recording a second time. Check answers with the class. Get students to listen once more, and have the class follow and imitate it. Then raise the following questions for the class to answer: What day is it going to be? When is Clean-up Day? What are the students planning to do? Can they put off making a plan (for it) ? How many ideas have they come up with? What are they? ( now refer back to the things in 2a they have checked) Which of them do you think is the best? Why? Step 6. Guided oral practice ( 2c) Have students practice the conversation in pairs or groups. While they are practicing, walk around the class and offer any help they need. Get several pairs or groups to have a role play. Step7. Explanation ( Verb-phrases ) Help students to understand what a phrasal verb is: Call attention to the phrasal verbs written on the blackboard. Get students to find out any other verbs among the sentences in 2b besides the phrasal ones (They are making, is, ask and come.) Then ask them to tell the differences. Encourage them to give a brief explanation to each of the phrasal verbs. Ask any volunteers to make up a sentence with each of the phrasal verbs. Step 8. Writing practice (consolidation) Unscramble some sentences including the verb-phrases taught in this class. Answer some questions using the phrasal verbs. Match each of the phrasal verbs with its meaning( definition) Step 9. Summary Emphasize what students have learnt in this class and encourage them to try to make more dialogues to practice it after class. Step 10. Assignment Make up sentences with each of the phrasal verbs. Write a conversation about planning to work outside as volunteers Blackboard design Unit 8 I’ll help clean up the city parks Section A (1a-2c) Target language Phrasal verbs definitions What would you like to do? clean up What could you do? put up (omitted) Who would you like to help? call up hand out write down 附“预习导纲”及“教材分析和设想” 预习导纲 请找出尽可能多的已学过的动词短语，如；look at, turn on 等。 思考：怎么区分V+prep. 和V+adv.? 并将他们归类。 V+ prep.___________________________________________________________________ ___________________________________________________________________ V + adv. ___________________________________________________________________ ____________________________________________________________________ 请在下列句子的空白处填上适当的介词或副词，使句子意思完整： You could help clean the _______the city park. We should give ________food at the food bank. I’d like to help kids__________their housework. We need to come up __________a plan. We can’t put ________ making a plan. You should write _________ all the new words. They’ll hand ___________advertisements after school. He looks sad. Let’s cheer him ________. 如果我们班要成立“服务小分队”，你能做什么？ 或你准备做什么？ 请尝试用下列结构表达(可以补充)： I can ___________________________________________. I _________(be) going to ___________________________. I’d _________ to __________________________________. I will ____________________________________________. I want ___________________________________________. _________________________________________________ _________________________________________________ __________________________________________________ 教材分析和设想 一． 教材分析： 1．教材的地位和作用
