九年级英语全册 Unit 15 We're trying to save the manatees!

Unit 15 We're trying to save the manatees！
TheFifth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
trash, pull down, be made from, glue, inspiration, bottle, spare time
(2) Practise reading an article.
(3) Practise writing something using the target language.
2．Ability Object
(1) Improve students' integrating skillsreading skill and writing skill.
(2) Improve students' speaking ability by talking to each other.
3．Moral Object
We must realize the importance of recycling. It not only is a useful saving of money but also can protect our environment.
Ⅱ．Teaching Key Point
Practise reading and writing using the target language.
Ⅲ．Teaching Difficult Points
1．How to improve students' reading ability.
2．How to improve students' speaking ability.
Ⅳ．Teaching Methods
1．Reading method to improve students' reading ability.
2．Writing method to improve students' writing ability.
3．Speaking method.
Ⅴ．Teaching Aids
1．A projector
2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Revise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.
Step Ⅱ3a
This activity provides reading practice using the target language. Teach the new words. Show the new words on the screen by a projector.
stuff n.废物；无用的东西
material n.材料；原料
pull v.拉；拖；拔
pull down 摧毁；推翻
be made from 由……制成；由……构成
bottle n.瓶子
glue v.胶合；粘贴；黏合 n.胶水
roof n.顶；屋顶；房顶
discard v.丢弃；放弃
tile n.瓦片；瓷砖
fence n.栅栏；围墙
can n. (装液体等，常带有盖的)金属罐
inspiration n.灵感；鼓舞人心的人(或事物)
spare adj.多余的；空闲的
Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently. Look at the article The house of trash. Invite a student to read the article aloud to the class. Correct any
pronunciation mistakes to make sure the student is providing a good model for the rest of the class. Go through the instructions with the class. Elicit one question from the class. (Who is Amy Winterbourne?) Make sure students know what to do. Encourage students to think about questions beginning with who, what, when, where, why and how.
Now read the article. Then write your questions in your exercise book. Have students do the activity in pairs. Students should discuss why they would want to know the answer to each question. When they work, move around the classroom, checking the progress of the pairs and providing help as needed.
Check the answers with the class.
Answers
Answers will vary but might include
Who taught her how to make her house?
What isn't made out of trash in her house?
When did she start making her trash house?
Where is the house?
Why did she use trash to build a house?
How long did it take to build her house?
Notes
1．the house of trash—the house made out of trash
2．most—(here) very
3．out of—(here) by the use of ; from
4．discard—throw out or away; put aside, give up (sth. useless or unwanted)
5．inspiration—(here) person or thing that inspires
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Look at the Before picture. Please tell me the names of the things you see in the picture. (a trash can, a pair of pants, a napkin) Then look at the After picture. Say to students. Please find out things made from recycled materials from the Before picture. (the backpack, the hat, the scarf)
Go through the instructions with the class. Make sure students know what to do. Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture.
For example:
His backpack used to be a pair of pants.
His backpack is made from a pair of pants.
Get students to plete the article individually. While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary.
Invite a student to read his or her pleted article to the class.
Answers
Joe Winterbourne loves the clothes his mother made for him. At school, everyone calls him Mr Recycling. His hat is made from (used to be) a trash can cover. His backpack used to be(is made from) a pair of pants. His scarf is made from (used to be) a napkin.
Step Ⅳ Part 4
This activity provides reading, writing, and oral practice using the target language.
Read the instructions aloud to the class.
Please tell me the things that you recycle. (paper, glass, aluminum cans, plastic, or cardboard) Look at the survey form. Invite a student to read the headings a loud to the class. Brainstorm other items to add to the list. Say, Talk to your classmates and find out who recycles each item on your list. Let students move a round the classroom and ask their classmates about their recycling habits. When students finish, check the work. Let some students tell what they learned. How many students did they talk to? Of this number, how many recycle paper? How many turn off the lights when they leave the house?
A sample survey
QuestionsThe number ofstudents(20)
recycle paper 12
turn off lights in thehouse10
turn off the showerwhile washing hair2
take your own bagswhen shopping5
Step Ⅴ Summary
In this class, we've done a lot of practice reading and writing as well as speaking.
Step Ⅵ Homework
1．Read the article in Activity 3a again for further prehension.
2．plete the article in Activity 3b.
3．Do the survey in Activity 4 if students haven't finish it.
Step Ⅶ Blackboard Design
Unit 15 We're trying to save the manatees!
Section B
The Fifth Period
Answers to Activity 3b
Joe Winterbourne loves the clothes his mother made for him. At school ,every one calls him Mr Recycling. His hat is made from (used to be) a trash can cover. His backpack used to be (is made from) a pair of pants. His scarf is made from(used to be) a napkin.。