九年级英语unit15讲学稿3

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九Unit15

教育学科教师辅导讲义3．I beli eve that…4．I feel that…5．I urge．．．课后巩固练习一．根据提示完成句子1. The doctor has ______(挽救) a lot of people’s lives since 1997.2. Elephants usually look ______(温柔的).3. Many people love the ______(皮毛) of animals, so they kill them.4. Do you think the game is ______(好玩的)?5. The young men were ______(好斗的) at that time.6. The ______(有斑点) animal is a cheetah.7. Have you ever heard of ______(袋鼠) in Australia?8. The kind of sea animal ______(秤) about 1000 pounds.9. They ______(发现) the secret in 2003.10. Some of the river have been ______(污染).二．翻译词组挽救海牛红树沼泽水中植物水生牧草凶暴的大象灰色的头发对……合适在小笼子力根本不建造一个动物园三．课本基础知识过关考核1 We should try our best to save ___________(濒于灭绝的) species.2. I like this animal because it’s strong and i________________(聪明的).3. There is no ___________(原因，理由) to believe that he’s dishonest.4. It’s harmful for the villagers to eat or drink the p___________ food or water.5. Elephants are strong, but they aren’t a__________ at all. They are usually very friendly.6. I’m writing to say I’m a___________ building a new zoo in our town.7. Zoos are terrible places ___________ animals to live in.8. —Would you like ___________ some milk?—No, thanks.A. drinksB. drinkingC. to drinkD. a drink9. —Could you tell us _______ the manatees, please?—Certainly. We’re trying ________ them.A. /; to saveB. for; savedC. about; to saveD. on; saving10. —I’m also interested in this topic very much.。

目标英语九年级Unit15说课课件新授课第一课时

2 完成作业
学生将完成布置的书面作业，巩固所学的语言知识。
3 自主学习
学生将通过自主学习，拓展课堂所学的知识，提高他们的学习能力和自主学习能力。
结束语
1 思考示
学生将参与思考示范，通过提出问题和思考答案，加深对课堂内容的理解和思考能力。
2 下一步行动
学生将思考下一步的行动计划，总结本节课所学的知识和技能，并制定提高口语能力的行动计划。
新授
单词预习
学生将通过预习课文中的生词，提前了解扩展词汇，为后续的听力训练做好准备。
听力训练
通过听力训练，学生将进一步巩固和提高他们的听力技能，并对本节课的核心内容有更深入的理解。
用法解析
通过角色扮演等互动形式，学生将学习新的语法结构和表达方式，提高他们的行合作训练，通过情景对话和角色扮演来运用所学知识，提高他们的合作和表达能力。
目标英语九年级Unit15说课课件新授课第一课时
在这节课中，我们将介绍目标英语九年级Unit15的新授课内容。通过丰富的互动和实用的应用，让学生更轻松地掌握英语口语表达能力。
导入
自我介绍
学生将通过自我介绍来熟悉课堂氛围，并为后续的听说训练做好准备。
课前提问
通过提问激发学生的思考，引发对本节课主题的兴趣，并对他们进行预热。
2
交际练习
通过交际练习，学生将运用新学的表达方式和对话技巧，为日常生活中的实际交际做好准备。
总结
情境再现
通过情境再现的方式，回顾本节课的重点内容，帮助学生巩固所学的知识和技能。
归纳总结
学生将通过归纳总结的方式，提炼出本节课的核心要点，加深对课堂内容的理解和记忆。
作业布置
1 课堂练习
学生将完成课堂练习，巩固所学的语言知识和技能。

九年级英语全册《Unit 15 We’re trying to save the

《Unit 15 We’re trying to save the manatees!》讲解1．语言目标Debate an issue2．重点词汇save gentle furry enormous playful aggressive gray spotted African strong mangrove swamp habitat aquatic feed underwater vegetation foot weigh pound against suitable tiny cage educate public urge recycle stuff material pull bottle glue roof discard tile fence can inspiration spare politely environmentcare for pull down be made from3．关键句型We’re trying to save the manatees!I am like this animal…T hey’re about 10 feet long and they weigh about 1, 000 pounds.I don’t think so.I disagree with you.Recycling paper is easy.But it’s hard to stop riding in cars.4．语法复习现在进行时，一般现在时，一般过去时及used to的用法，被动语态和现在完成时。

课前学习提示一、词汇1． save [seiv]vt. &vi. 抢救, 节省, 储蓄, 顾全。

【例】（1）The doctors tried their best to save the patient’s life.大夫们尽力抢救这个病人。

（2）Your kind help saved me a lot of trouble.你好心的帮忙省了我很多麻烦。

人教版九年级英语Unit 15说课稿

Unit 15. We’re trying to save the manatees!今天我说课的内容是九年级课本中的第十五单元中的第四课时,即Section B 中的1a、1b、2a、2b和2c。

一、说教材：Unit 15是九年级的最后一个单元，也是整个初中阶段的最后一单元，因此，它的教学内容是对初中阶段所学习的几种重要时态的总的复习，通过围绕保护环境，重新利用一些废弃的东西来展开话题，使现在进行时、一般现在时、现在完成时、被动语态、含used to 的过去时等几种时态用法的再现。

其总的教学目标有如下几点：一、学习有关环境保护的语言；二、能使用简单的目标语言制作环保宣传海报；三、能利用废旧物品制作有用的物品，并向大家做简单的介绍；四、能使用本单元语言进行辩论。

而第四课时的教学目标是通过听和说来使同学们感知环保的重要性，以及如何从身边小事做起来保护我们的家园——地球。

重难点是通过谈论保护濒危动物，从而掌握一些较难记忆的动物名称，如：chimpanzee, cheetah, kangaroo等，以及用来描述它们的一些形容词，如aggressive , enormous, furry等等。

同时还穿插着听、说、读、写的训练，其中，同学们感到最难的是使用一些简单的目标语言来描述如何拯救濒危动物和保护环境。

二、说教法：首先使用展示法，向大家展示一些有关环境污染方面的画片，帮助学生联系现实生活，并能运用所学的各种时态展开讨论，此外，通过本课的学习，加强保护环境的意识。

在进入新课时，让学生们进行讨论，通过这项活动来引导学生保护环境要从身边小事做起。

如：Save water! Pretect young trees and flowers; You should plant more trees in spring every year等等，这样就为本节课相关的背景知识作为铺垫，同时，该活动引导学生们要更多地关注动物和环境。

九年级英语Uint15教案

九年级英语Uint15教案教学目标1. 掌握且能运用有关询问某人身体状况的日常用语，能述说健康状况以及谈论病情和给出建议或要求的日常交际用语。

2. 掌握本单元的词汇和习惯用语，特别是短语make up one’s mind, as if, at least 等的用法。

3. 进一步学习动词不定式，学习用it 来充当形式主语的用法，有时还用it 来充当形式宾语，而真正的主语或宾语后置句末。

如：I found it difficult to learn English well.4. 认真学习”The man who loved dogs”和”Cody saves the baby”，体会人与动物自然、友好相处的和谐。

Lesson 57Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogue.2. Learn some useful structures and phrases.3. Learn the grammar: the Infinitive.Language focus: like being a… , play with, a lot of funTeaching Procedures:I. Showing the teaching aimsII. RevisionRevise the names of animals that could be kept as pets: dog, cat, snake, parrot, rabbit, fish, etc. Ask Does anyone have a pet? What kinds of animals would you like to have as pets?III. Leading inAsk: What do you want to be when you grow up? Let the students discuss the question. Then give the second question: What do you want to be, a doctor for humans or a doctor for animals? Why?IV. PresentationLook at the picture in Lesson 57. The boy is sitting on the sofa. His father is talking with a dog in his hand. What did they say? Play the tape for the students to listen, check the answers with the students. Then read the dialogue and answer the questions of Exercise 1 in the workbook in pairs. Go through the dialogue and explain some language points.Play the tape for the students to listen and repeat, ask the students to practise. Then let them act out the dialogue in pairs.VI. Free practiceDo an example with one student. Then let the class make up their own dialogues in pairs. Get them to act out their dialogues. Ask the students to discuss the questions. Ask:Do you think it's more important to help people than animals? Why?What kinds of jobs do you know?What would you like to be in the future?What are your parents' job?Do your parents like their job? Why or why not?VI. PresentationAsk the students to find the Infinitive sentences. 1. To be a doctor for animals is very rewarding. 2. To help animals is helping people. Ask the students to pay attention to the Infinitive. Give them more examples to understand better. Then go through Part 3. Choose the possible answer. Let the students master this form: It is adj . + to do something / To do something is + adj .VII. WorkbookDo Exercise 3 in class. Let the students translate the sentences into Chinese. VII. SummaryExercises in classHave a dictation.1. Do you like being a doctor for animals?2.To be a doctor for animals is very rewarding.3. To help animals is helping people.4. A pet can help a person feel less lonely.5. To play with a pet is a lot of fun.6. To plain too often isn’t a good thing.7. To work hard brings success.Open the books check the answers by themselves and correct their spelling mistakes. IX. Homework1. Recite the dialogue.2. Pre - read in Lesson 58.Lesson 58Properties: Recorder, Overhead Projector.Teaching Objectives:1. Understand the text.2. Learn some useful words and expressions.Teaching Procedures:I. Showily the teaching aimsII. RevisionCheck the homework. Then revise the dialogue in Lesson 57. Ask the students to act out the dialogue. Study the new words in this lesson.III. Leading inAsk the students this question: There is a famous animal doctor in England. He wrote many books about animals, what’s his name? Let the students read the text and answer the question.IV. ReadingAsk the students to listen to the tape and answer the question: Which animal did Herriot like best? Then go through the questions of Exercise 1 in the workbook. Makesure they can understand them. Ask them to read the story more carefully and discuss the answers to Exercise I in the workbook in pains. Check the answers with the whole class. Deal with any grammatical or lexical problems that arise.1. make up one's mind to do somethingHe has made up his mind to study English well.2. go on with something: Let’s go on with our lesson.3. regard . . . asHe regards his teacher as his mother.V. Reeling aloudPlay the tape for the students to listen and repeat. Use any methods that you think suitable: repetition by the whole class, groups, pairs or individual students. Then give out some key words and phrases. Let the students retell the story.VI. WorkbookDo Exercise 2. The answers are: for, grow up, into, that, made up, mind, treat, Before, treated, heal, treating, At, at, on, regardedFor Exercise 3. Let the students do it by themselves. Choose the best answer, then read the sentences together. Pay attention to the grammar. Let the students make up more sentences.VII. SummaryExercises in classFill in the blanks.1. He made up his mind ________(study) English well.2.________(treat) large animals is hard work.3. Ifs hard work ________(treat) the dogs.4. Please go on ________(read) the text.5. He grew up with a pet dog________ (name) Don.6. The dogs ________ never________(treat) when they became sick.7. Everyday as he went to the farmers ________(heal) sick animals.Answers: to study, Treating, to treat, reading, named, were treated, to heal VIII. Homework1. learn the phrases, make sentences with them.2. Retell the story.Lesson 59Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogues2. Learn the grammarLanguage focus: the InfinitiveTeaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask two or three students to retell the story about Lesson 58. III. Leading inGive the students a topic, let them make up a dialogue. For example:Why did you bee a doctor for animals?What do you like best about your job?Is it easy to heal sick animals?IV. PresentationTell the students that we’ll learn a dialogue about a child’s doctor. First, ask the students to use the following dialogue in Exercise I to help them. Then work in pairs.V. Free PracticeSuppose your friend is a doctor for. . . . Interview her or him about her or his job. Use the dialogue in Lesson 59 to help you, make up a new dialogue, work in pairs, then do Exercise 1.VI. PracticePart 2. Look at the picture. Say something about it. For example:To be a doctor is very interesting.To be a sick man is very painful.To do as the doctor tells you is important.Change these sentences beginning with: It’s + adj. + to do something. Go through Exercise 2, ask the students to finish changing these sentences.VII. WorkbookDo Exercise 2. The answers are:1. It’s necessary to prepare a place for the dog.2. It’s good for the dog to take a walk every day。

人教版九年级英语教案unit 15 period 3

教
学
反
思
过程
方法
1.According to finishing some tasks to train students’integrating skills and train the ability of expressing students’own opinions．
情感
态度
Animals are our friends． We must know how to love them and how to protect them． That way, It is good for both animals and us．
Step 3Summary
1.The key vocabulary and target language.
2.Animals are our friends． We must know how to love them and how to protect them． That way, It is good for both animals and us．
2.Target Language ：I think that animals should not live in zoos．
I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．
3b
1.Go through the instructions with the class．
2.Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

九年级英语15单元讲学案

课题Unit 15 We’re trying to save themanatees!课时Section A2课时课型新授主备人牛彦娥审核时间：2012年月日星期教学目标Ⅰ. Learning aims and demands:1. Aims on knowledge:(1) Key vocabulary: endangered, mangrove, swamp, habitat, aquatic feed, underwater,vegetation, foot, weigh, pound(2) Key structures: How big are manatees?They’re about 10 feet long and they weigh about 1 000 pounds．2. Aims on abilities: （1）Train students’listening ability．（2）Train students’speaking ability．（3）Train students’the ability of using grammar focus．3. Aims on emotion: We must be fully aware of the importance of reducing pollution andprotecting animals．重点难点1．the target language2．How to train students’listening ability．教法方法1． Listening method to improve students’ listening ability．2． Pair work to make every student work in class．3． Review, explanation, inductive methods板书设计Unit 15 We’re trying to save the manatees!Section AThe Second PeriodMake sentences to review the grammar focus:（1）He is reading a story book．（2）I go to school by bike．She does her homework every day．（3）I used to go swimming when I was a child．（4）Our classroom is cleaned every day．（5）I have already finished my homework．学案设计教学再设计Ⅰ:Before class（课前）1. Prepare the new words:2. Surf the Internet and look up animals.Ⅱ: While class （课中）Step 1. Revision:1. Get some pairs to act out their conversations．2. Ask students guess what animals they are talking about．Step 2. Lead-in:（导学）Look at the picture．Ask, what can you see in the picture?（A manatee is in the water．）Step 3.Learn by oneself:（自学）2a Thinking and writing1. Play the recording for students the first time．This time students only listen tothe recording carefully．2.Play the recording a second time．3.Ask students draw lines between each word and its definition．Step 4. Cooperative learning(互学)2b Listening and checking1.You will hear the same recording again． Play the recording again．2.Get students to fill in the blanks in the chart．3.Check the answers with the class．Step 5. Testing （测学）2c Doing pairwork1. Invite a pair of students to read it to the class．SA: How big are manatees?SB : They’re about l0 feet long and they weigh about 1 000 pounds．2. Let students work in pairs． Ask pairs to say their conversations to theclass．SA: Where do manatees live?SB: They live in the water under the trees in mangrove swamps．SA: Why are manatees endangered?SB : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．Step 6 Talking and thinking:（思学）Grammar Focus1. Invite five students to read the statements to the class．2. Put the class in five groups and ask each group to become "experts" in one of theverb tenses and presents a review of that tense to the rest of the class．3.Have the students explain what the verb tense is used for and then give somesample sentences．Students can look back at the units where their verb tense waspresented or practiced．Present progressive: Reviewed throughout the book．Present: Reviewed throughout the bookPast with used to: Unit 4Passive voice: Unit 10Present perfect: Unit 14（1）Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense．The structure isam/is/are+ -in．For example: He is reading a story book．（2）Present: It is used for indicating action that is usual and habitual．The form of the verb is do or does．For example: I go to school by bike．（3）Past with used to: The structure of used to + info．indicates a constant or-frequent practice in the past．For example:I used to go swimming when I was a child．（4）Passive voice: The form of the verb is be + p．p in the sentence．For example: Our classroom is cleaned every day．（5）Present Perfect: The from of the verb is have/has + p．PFor example: I have already finished my homework．Ⅲ. After class:（课后）Ⅳ.教师教学反思。

九年级英语：Unit15WelcometoSanFrancisco教案

初中英语新课程标准教材英语讲课方案( 2019—2020学年度第二学期)学校：年级：任课教师：英语讲课方案 /初中英语/九年级英语讲课方案编订： XX文讯教育机构Unit 15 Welcome to San Francisco讲课方案教材简介 : 本教材主要用途为经过学习英语的内容，提升学生的语言技术，增添一项语言能力，有益于国际化的平常交流、生活、工作等，本讲课方案资料合用于初中九年级英语科目 ,学习后学生能获得全面的发展和提升。

本内容是依据教材的内容进行的编写，可以放心更正调整或直接进行讲课使用。

unit 15 welcome to san francisco一.讲课内容：unit 15 welcome to san francisco二、讲课目标知识目标：娴熟掌握本单元课文中的单词，短语和句型。

能力目标：培育学生综合运用知识的能力。

三、讲课难点：培育学生的综合能力四、本单元要点知识：单词：本单元全部单词（单词表中）短语：1. advise you not to drive建议你不要开车2. old-time trolleys老式3. travel up and down market来往于市4. the butt of many jokes多笑的笑柄5. take a ride on a cable car坐6. depend on依于7. the speed of the cable car的速度9. 9.5 miles an hour每小英里10. never more, never less向来不多，也向来好多11. offer sth to sb.某人供给某物12.such as 比方13.connect ⋯and⋯接⋯⋯和⋯⋯14. dressing in layers穿几衣服15. make up 建，构成16. many different kinds of weather多种不一样样的天气情况句型： would you like to come to san francisco for a visit?五、本要点知解：welcome to san franciscowould you like to come to san francisco for a visit? here are some suggestionsfrom those of us who live here! first,we advise y ou not to drive since it is a great walking town.你想来旧金山看看吗？以下是一些旧金山居民给你的建议。

九年级英语 Book 15 Unit 3 (I)知识精讲北师大版

【本讲教育信息】一. 教学内容：Book 15 Unit 3 (I)使用形容词，副词的比较级和最高级句型描述、比较不同事物的特征。

二. 本周教学重点：1. 形容词，副词的比较级和最高级。

2. 重点词汇和词组。

三. 具体内容：（一）形容词，副词比较级和最高级的构成。

（二）比较级用法：1. 同级比较时（a=b），用“as +形容词，副词原级+as”，表示……和……一样This newspaper is as expensive as that one.Today is as cold as yesterday.They have as many things to do as we do.2. 如果a=b,用not as/so …as , 表示。

不及。

Your bag is not as/so big as his.There is not as/so much rain this year as last year.It is not as/so cold in Nanjing as in Beijing.3. 两个人或事物进行比较，a>b 或a<b,用形容词，副词的比较级+than ，表示……比……更……The earth is bigger than the moon.I think listening to songs is more exciting than reading.There are more houses in this area than in that one.4. 在形容词，副词的比较级前，可加某些程度副词或词组来修饰，如much, far, a lot, a great deal, even, still, a little, a bit等。

I can believe your son is even taller than you.He is much younger than I.5. 双重比较（1）比较级+and+比较级，表示越来越。

新目标人教版九年级英语第十五单元单元教学计划、教材分析、说课稿

新目标人教版九年级英语第十五单元单元说课稿教材分析本单元是九年级的最后一个教学新课的单元。

这个单元主要是围绕着有关濒临灭绝的动物这一话题，让学生学习怎样保护我们的环境，以及就某一问题展开辩论。

在学习新知识的同时，还复习一般现在时（Present Simple）、现在进行时( Present Progress)、一般过去时( Past Tense)、现在完成时（Present Perfect)等时态及被动语态(Passive Voice)。

本课为第一课时，是培养听说能力为主的新授课。

这节课要为整个单元的学习起到一个热身的作用，不仅要求学生掌握一定的词汇量，为下面的学习打下很好的基础，而且要求学生收集有关濒临灭绝的动物的信息，为后面的话题提供了充分的语言基础和语言依据。

因此，我把本课的重点、难点确定于：1、语音、词汇方面：一些表示动物名称的名词（nouns）和描写动物特征的形容词（description words）；2、通过听说等练习，让学生运用描述动物的形容词来描述所看到及所知道的动物的特征.学生分析通过差不多三年的初中英语学习，这个学期的九年级学生已经掌握了一定的英语基础，包括有关动物名称的名词及描写动物特征的形容词等等；加上这个年龄的学生在心理方面也相对比较成熟，思维也非常活跃，他们收集信息，整合信息的能力也有所提高，也能运用所具备的英语知识及收集到的信息来就某一话题展开话题。

教学目标依据新课程标准，根据上述的教材内容、地位和作用的分析，以及学生的认知结构、思维能力和心理特征的分析，结合多媒体教育资源在课堂上的合理使用原则，我制定了如下的教学目标：（一）语言知识目标1、能辨认出课件中显示的各种动物，并能说出它们的英文名称：2、能学会一些描述动物特征的形容词；3、能用描述动物特征的形容词,并用一般现在时的语言结构来描述所想到、看到或知道的动物的特征。

（二）语言技能目标１、能听懂听力内容，并能从中获取相关信息，完成相应的练习；２、能用英语表述自己的外貌、性格特点在某些方面与某个动物相似，并能根据同伴的表述，猜出相应的动物英文名称。

九年级英语下册Unit 15教案教学文稿

Unit 15 We’re trying to save the manatees!Goals●To review structures learnedProceduresWarming up by learning about animalsAnimals are living things. Plants can make their own food orenergy from the light of the sun, but animals can't do this.Animals have to eat plants or other animals to get energy to live.Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat.We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.1a Looking and describingOn page 118 in the picture you will see a zoo with animals and visitors. Now chooseVictor and Ginny are talking about animals. They are describing them with many differentwords.Now listen to their talk and circle the words used in 1a to describe the animals.星沙英语网整理1c Doing groupworkWe humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to2a Listening and matchingA boy is asking a man about animals he likes.Next you are going to complete the chart on page 119 in the middle. Listen to the talk onceIn the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.2c Doing pairworkYou are going to interview a zoo attendant. Now use the facts from above activities to roleTurn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasonsblacken all the predicates. That’s grammar study.3b Reading and writingA man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. Whilereading, underline all the all the connectives, and blacken all the predicates.Next we are going to have a new activity—to debate.Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is toClosing by learning about Brown Eared-pheasant（褐马鸡）To end this period we shall turn our attention to a rare animal found almost only inShanxi, China, Brown Eared-pheasant, or褐马鸡in Chinese.This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.。

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

Unit 15 We’re trying to save the manatees!Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularymanatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted(2) Target LanguageI am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.You're like an elephant. No.You're like a manatee. Yes.2．Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3．Moral ObjectLove all kinds of animals because they are our friends.Ⅱ．Teaching Key Point Target LanguageⅢ．Teaching Difficult Points1．How to train students' listening ability.2．How to train students' communicative competence.Ⅳ．Teaching Methods1．Didactic to learn the new vocabulary.2．Listening-and-answering activity to help students go through with the listening material.3．Groupwork to make every student work in class.Ⅴ．Teaching Aids：1．A tape recorder 2.The blackboard 3．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionNow let's review five different verb tenses. Can you name the five tenses? Please look at the screen.Invite a student to read the verbs in these sentences. Then get other students to briefly explain what each tense is used for.Get students to think of two or three more sample sentences using each type of verb. Have several students read their sentences.Step Ⅱ 1aThis activity introduces the key vocabulary. Look at the signs on each animal's picture and read the words to the class. Get students to repeat the name of each animal.Read the directions to the class. Point to the list of words in the box. Read the words and let students repeat them. Then get different students to explain what they think each word means in their own words.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Look back at the list of words in Activity 1a.Play the recording the first time. This time students only listen. Play the recording: a second time. Now listen to the recording again and circle the words you hear on the recording. Check the answers.Step Ⅳ 1cThis activity provides oral practice using the target language.Go through the instructions with the whole class.Look at the sample conversation in the box and get three students to read it aloud to the class.Tell students to think of an animal that is the same as them in some ways. Take a few minutes to write down a statement. Say, You can write a sentence or two that describes how you are similarto the animal you choose. Don't say the name of the animal.Step Ⅴ SummaryIn this class, we've learned some important words such as manatee, kangaroo, polar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted. We've also learned the target language I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables. You are like an elephant. No. You're like a manatee. Yes!Step Ⅵ Homework1．Get students to write down some statements and read them to their partners. Let the partners guess what animals they are talking about.2．Review the new words in the box in Activity 1a.Step Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe First PeriodTarget language:I am like this animal because I am strong and intelligent. I like water, and I like toeat vegetables.You're like an elephant. No.You're like a manatee. Yes.Unit 15 We’re trying to save the manatees!Section AThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyendangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound (2) Target LanguageHow big are manatees?They're about 10 feet long and they weigh about 1 000 pounds.2．Ability Objects(1) Train students' listening ability.(2) Train students' speaking ability.(3) Train students' the ability of using grammar focus.3．Moral ObjectWe must be fully aware of the importance of reducing pollution and protecting animals. Ⅱ．Teaching Key Points1．Key Vocabulary：endangered, mangrove, swamps, habitat, aquatic feed2．Target LanguageHow big are manatees?They're about 10 feet long and they weigh about 1 000 pounds.3．StructuresPresent progressiveWe're trying to save the manatees.PresentManatees eat about 100 pounds of food a day.Past with “used to”There used to be a lot of manatees.Passive voiceIn 1972, it was discovered that they were endangered.Present perfectSome of the swamps have become polluted.Ⅲ．Teaching Difficult Points1．the target language2．How to train students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve students' listening ability.2．Pairwork to make every student work in class.3．Review, explanation, inductive methodsⅤ．Teaching Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get some pairs to act out their conversations. When they work, the rest of students also guess what animals they are talking about.Step Ⅱ 2aThis activity provides guided listening practice using the target language. Look at the picture. Ask, What can you see in the picture?Go through the instructions with the class. You will hear two people talking about manatees. Listen and draw a line between each word and its definition.Play the recording for students the first time. This time students only listen to the recording carefully. Play the recording a second time. This time students draw lines between each word and its definition. Check the answers with the class.Step Ⅲ 2bThis activity provides listening practice using the target language.Go through the instructions with the class. Look at the headings in the chart and the blanks next to each heading. You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart.Play the recording again. Get students to fill in the blanks in the chart. Check the answers with the class.Step Ⅳ 2cThis activity provides guided oral practice using the target language. Look at the sample conversation in the box. Invite a pair of students to read it to the class. Read the instructions aloud to the class.When students finish the work, ask one or two pairs to say their conversations to the class.Step Ⅴ Grammar FocusLook at the grammar focus box. Invite five students to read the statements to the class.Step Ⅵ SummaryIn this class, we've learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed. We've also learned the target language How big are manatees? They've about 10 feet long and they weigh about 1 000 pounds. At last, we reviewed some grammar we have learned.Step Ⅶ Homework1．Make conversations in pairs to review the target language.2．Make five sentences to review the grammar focus.Step Ⅷ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe Second PeriodMake sentences to review the grammar focus:(1) He is reading a story book.(2) I go to school by bike.She does her homework every day.(3) I used to go swimming when I was a child.(4) Our classroom is cleaned every day.(5) I have already finished my homework.Unit 15 We’re trying to save the manatees!Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyagainst, be suitable for, tiny cages, educate, care for, urge(2) Target LanguageI think that animals should not live in zoos.I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.2．Ability Objects(1) Train students' integrating skills.(2) Train the ability of expressing students' own opinions.3．Moral objectAnimals are our friends. We must know how to love them and how to protect them. That way, It is good for both animals and us.Ⅱ．Teaching Key PointTrain students' integrating skills.Ⅲ．Teaching Difficult PointHow to improve students' integrating skills.Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionStep Ⅱ 3aThis activity provides reading practice using the target language. Show the key vocabulary words on the screen by a projector.Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately. Go through the instructions with the whole class.Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos.Step Ⅲ 3bThis activity provides reading and writing practice using the target language. go through the instructions with the class.Invite a student to read the letter to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Ask students to read the letter again. Then finish the work on their own or in pairs. When they work, walk around the classroom, checking the progress of the pairs and offering help as needed. Check the answers.Step Ⅳ Part 4This activity provides oral practice using the target language.Go through the instructions with the class. There will be two different teams. One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals.Look at the list of expressions. Invite a student to read the list aloud to the class. Then get some students to use each expression in a complete sentence.Put students in two teams. Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box.Look at the sample language in the box. Invite a pair of students to read it to the class.Ask the two teams to debate in class. First, call on one team to give a statement. Then ask the other team to give a statement that is related to the first statement. Help the teams make severaldifferent statements about a single point before going on to another point.Step Ⅴ SummaryIn this class, we've learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge. We've also done a lot of reading, writing and speaking practice using the target language.Step Ⅵ Homework1．Finish off the exercises on pages 61～62 of the workbook.2．Write the letter to the editor.St ep Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe Third PeriodDear Editor,After reading the two letters, I realize that I must say something about animals and zoos. I don't agree with disgusted. In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all. I think zoos are very important to animals. They can stop many endangered animals from being killed or hunted. They can provide man with places for research work. Also we can visit the animals in the zoos to learn some knowledge to protect the animals better.Sincerely,×××Unit 15 We’re trying to save the manatees!Section AThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：planet, recycle, shower, paper towels, napkins, turn off(2) Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.2．Ability Objects(1) Train students' speaking and listening ability.(2) Train students' ability to understand the target language in spoken conversation.(3) Train students' ability to use the target language.3．Moral ObjectWe should be aware of the importance of protecting the environment.Ⅱ．Teaching Key Points1．Key Vocabulary：planet, recycle, turn off2．Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.Ⅲ．Teaching Difficult Points1．How to train students' speaking and listening ability.2．How to use the target language.Ⅳ．Teaching Methods1．Listening method2．Pairwork to make every student work in class.Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a student to read his or her letter to the editor. Help correct any mistakes.Step Ⅱ 1aThis activity introduces new vocabulary. Read the instructions aloud to the class. Then ask, What's the meaning of the phrase save the planet. (It means to keep planet Earth clean and not polluted.) Look at the five suggestions for ways to save the planet. Invite a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.Step Ⅲ 1bThis activity provides guided oral practice using the target language. Read the instructions to the class. You will compare the answers you wrote for Activity 1a.Look at the example in the speech bubbles. Invite a pair of students to read it to the class.Look back at the list of items in Activity 1a again. First one student makes a statement. Then the other student agrees or disagrees with it. You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing.Have students work together, move around the classroom, checking the work and offering help as needed.Ask a pair of students to say their answers as an example.Step Ⅳ 2aThis activity provides listening practice with the target language and new vocabulary words.Go through the instructions with the class. Now you will hear Jack and Julia talk about what they are doing to help save the planet. Look at the chart. Invite a student to read the list of items that Julia and Jack talk about.Play the recording for this activity for the students. The first time students only listen carefully. Play the recording a second time. Say, Listen to the recording again and check the things Julia and Jack talk about. Check the answers with the class.Step Ⅴ 2bThis activity gives students practice in understanding the target language in spoken conversation.Point to the three column headings in the chart and let students read the headings again on their own. Now listen to the recording carefully and check the things. Play the recording again if necessary. Students check their answers. Correct the answers.Step Ⅵ 2cThis activity provides guided oral practice using the target language. Look at the sample conversation. Invite a pair of students to read it aloud to the class.Get students to work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help as needed. Invite one or two pairs to say their conversations to the class.Step Ⅶ SummaryIn this class, we've learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off. We've also learned the target language We really shouldn't use paper napkins, you know.I know. I stopped using them last year.Step Ⅷ HomeworkTalk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations.Step Ⅸ Blackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fourth PeriodTarget language:A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year.Unit 15 We’re trying to save the manatees!Section AThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytrash, 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 skills reading skill and writing skill.(2) Improve students' speaking ability by talking to each other.3．Moral ObjectWe must realize the importance of recycling. It not only is a useful saving of money but also can protect our environment.Ⅱ．Teaching Key PointPractise reading and writing using the target language.Ⅲ．Teaching Difficult Points1．How to improve students' reading ability.2．How to improve students' speaking ability.Ⅳ．Teaching Methods1．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 blackboardⅥ．Teaching ProceduresStep Ⅰ Re visionRevise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.Step Ⅱ 3aThis activity provides reading practice using the target language. Teach the new words. Show the new words on the screen by a projector.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.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Get students to complete 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 completed article to the class.Step Ⅳ Part 4This 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. 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. 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?Step Ⅴ SummaryIn this class, we've done a lot of practice reading and writing as well as speaking.Step Ⅵ Homework1．Read the article in Activity 3a again for further comprehension.2．Complete the article in Activity 3b.3．Do the survey in Activity 4 if students haven't finish it.Step Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fifth PeriodAnswers to Activity 3bJoe 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.Unit 15 We’re trying to save the manatees!Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in the blanks and make sentences using support, endangered, recycle, wear, pull down(2) Write conversations using the information.2．Ability ObjectTrain students' writing ability.3．Moral ObjectWe should form good habits. They are not only good for ourselves but also good for our society.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Write conversations.Ⅲ．Teaching Difficult PointMake students using support, endangered, cycle, wear, pull downⅣ．Teaching Methods1．Teaching by explanation2．Speaking method3．Writing methodⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a few students to read the article in Activity 3a. Then let a student read his or her own article.Step ⅡThis activity focuses on vocabulary introduced in the unit.Look at the words in the box. Invite a student to read them. Make sure the students understand the meaning of each word. Then fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell students they can find all the words in the preceding unit. Get students to fill in the blanks on their own. Check the answers.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Step Ⅲ Part 2This activity provides speaking and listening practice using the target language. Go through the instructions with the class.Invite a pair of students to model part of the sample dialogue adding their own answers. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language. Invite a pair of students to read the conversation aloud to the class.Ask some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and HomeworkIn this class, we've done a lot of writing practice using the key vocabulary words and the target language presented in this unit. After class, please make sentences using the words in Activity 1 in your exercise books. Then finish off the exercises on pages 62～64 of the workbook.Step Ⅵ Blackboard DesignUnit 15 We're trying to save the manatees!Self checkThe Sixth PeriodSample answers to Activity 1:1．I hope to have your support.2．It is more than 30 years since manatees were endangered. 3．Recycling paper is very important and necessary. 4．What do you like to wear?5．The buildings that are dangerous must be pulled down.。

人教版九年级英语Unit 15 We’re trying to save the manatees! A第三课时说课稿二

Unit 15 We’re trying to save the manatees! A第三课时说课稿二一、说教材（一）教材的地位及作用1、新目标英语教材概述《新目标英语》教材的语言教育理念是：知识用于行动强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。

它采用任务型语言教学（Task-based Language Teaching）模式。

教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，解决实际问题的能力。

（二）教学目标本单元的话题内容题，学习应该怎样保护我们的环境及就这一话题展开讨论主要是围绕着有关濒临灭绝的动物这一话题，根据话题内容本单元我设计了以下教学目标：复习语法：现在进行时、一般现在时、用used to表示一般过去时、现在完成时、一般过去时的被动语态；学会表达同意和不同意；复习并学会以下基本句型：--We are trying tosave the manatees.--Manatees eat about 100 pounds of food a day.--There used to be a lot of manatees.--In 1972, it was discovered that they were endangered.--Some of the swamps have become polluted.在能力上我要求学生学会说各种动物的名称以及用描述动物的形容词等描述它们的习性；学习有关环境保护的语言；能使用简单的目标语言制作环抱宣传海报；能利用废旧物品制作有用的物品，并向大家做简单的介绍；能使用本单元语言进行辩论。

通过本单元的学习学生能了解一些濒临灭绝的动物的生活习性和濒临灭绝的原因，教育学生应该如何保护环境。

在文化目标上我要求学生了解西方护物和爱护环境的做法和行动。

（三）教学重点及难点本单元的重点是要学生学会有关辩论的基本用语，对濒危动物和环保话题进行辩论。

北京课改版英语九年unit 15 welcome to san francisco

Unit 15 Welcome to San Francisco一. 教学内容：Unit 15 Welcome to San Francisco二、教学目标知识目标：熟练掌握本单元课文中的单词，短语和句型。

能力目标：培育学生综合运用知识的能力。

三、教学难点培育学生的综合能力四、本单元重点知识：单词：本单元所有单词（单词表中）短语：1. advise you not to drive 建议你不要开车2. old-time trolleys 老式电车3. travel up and down Market 来往于市场4. the butt of many jokes 许多笑话的笑柄5. take a ride on a cable car 坐缆车6. depend on 依赖于7. the speed of the cable car 缆车的速度9. 9.5 miles an hour每小时英里10. never more, never less从来不多，也从来很多11. offer sth to sb.为某人提供某物12. such as例如13. connect …and… 连接……和……14. dressing in layers穿几层衣服15. make up组建，组成16. many different kinds of weather 多种不同的天气状况句型：Would you like to come to San Francisco for a visit?五、本讲重点知识讲解：Welcome to San FranciscoWould you like to come to San Francisco for a visit? Here are some s uggestionsfrom those of us who live here! First, we advise you not to drive since it is a great walking town.你想来旧金山看看吗？以下是一些旧金山居民给你的意见。

人教版九年级英语Unit 15 We’re trying to save the manatees! Section A -3a说课稿

Unit 15 We’re trying to save the manatees!Section A -3a说课尊敬的各位专家、老师们：下午好！今天我说课的内容是Unit 3 We’re trying to save the manatees!（第二课时Section A -3a），它是鲁教版义务教育实验教科书九年级第三单元的第二节课。

本次说课从以下五个环节展开：教材分析、教法和学法、教学过程、板书设计、教学反思。

一、教材分析（一）、教材的地位与作用本节课是一节阅读课，通过对两篇短文的阅读，完成任务型活动——小小辩论会。

这是一个全班参与的互动活动，通过辩论，让学生在互相合作中学习掌握并使用目标语言，培养阅读能力的同时，也提升学生发表个人见解、表达思想的能力。

（二）、学情分析从学生的年龄特征和认知特征来看，九年级的学生相对比较成熟，思维活跃，有个人的独立见解，并且通过三年的学习，已有了一定的知识储备，听说读写四项技能得到全面发展，能够简单地运用英语表达自己的看法。

但是，在把书本知识化为学生的知识储备，再以需要的方式表达出来，仍有一定的难度，需要学生多方面的努力。

本节课旨在提升学生的记忆、编辑信息、表达、合作交流等多方面的能力。

（三）、教学目标根据教材的编排，我设计了三维目标。

1、知识与能力目标：知识目标：学习suitable, cage, educate, urge, disgusted等新单词，掌握音、形、义；复习巩固be surprised to do, take care of 等已学过的短语；复习宾语从句和被动语态；能力目标：了解辩论会的规则，提升学生合作交流、发表见解的能力；2、过程与方法目标：运用头脑风暴复习第一课时的内容，并导入新课，布置任务型活动——小小辩论会，介绍辩论会的开展方式和规则，然后在快读判断对错—细读完成表格—再读释疑—录音跟读—自我朗读的一系列任务链活动中，完成对篇章的理解，继而合作交流展开辩论、得出结论、解决问题，形成书信阐述个人见解。

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九年级英语Unit15讲学稿3课题Unit15 selfcheck and reading课型新授课时间2010.12.01 执笔人孙国强审核人码头镇九年级英语科教研组教师寄语Nothing is difficult in the world if you put your heart into it.重点难点1．复习各种时态的用法。

2. 复习被动语态的用法。

3. 复习used to 的用法。

学习过程学生环节教师环节Unit151.try to do sth.尽力做某事/ try one’s best to do sth.尽某人最大努力去做某事2.be against sth./doing sth.反对某事/ 做某事be for sth.赞成某事3.care for 关心/照顾=look after4.in one’s life 在某人一生中5. be suitable for sb.to do sth.合适某人去做某事6. provide sth. for sb.为某人提供某物=provide sb. with sth.7.take care of= look after 照顾、Take good care of=look after …well好好照顾.8.urge sb. to do sth/ urge sb. on sth. 强烈要求某人在做某事9.agree /disagree with sb. 同意/不同意某人的意见10.hear of 听说/ hear from sb. =get a letter from sb.收到…来信11.out of 离开、脱离、缺乏、没有be built…out of由…制成=be made of /from…12.pull down 摧毁、推翻13.be an inspiration to sb.对某人是一个鼓舞14.in one’s spare time在某人的业余时间里I. 根据句意和首字母完成单词1. We can protect the e______ by planting more trees.2. Elephants are the most e______ animals on the land.3. The a______ animals should be put in cages.4. Most people are a______ putting animals in the zoo.5. It’s important to r______ paper to save the trees.II. 单项选择1. —Where’s Tom now?—He ______ the post office.A. has been toB. has gone toC. went toD. goes to2. Wood can be made ______ paper and many other kinds of things.A. fromB. ofC. intoD. up of3. In fact, what you said______ what I have already heard.A. agrees toB. agrees onC. agreesD. agrees with4. There used to be a temple behind the hill, ______?A. usedn’t itB. didn’t itC. didn’t thereD. used not there5. My boss may get angry, but I don’t ______ that.A. care aboutB. care forC. care ofD. care to6. Please ______this pair of shoes and see if it is the right size.A. fit onB. fit upC. dressD. fit into7. Lucy was a little ill, she didn't feel like______.A. eatB. to eatC. eatingD. to eating8. Don’t make much noise. Your father___.A. is sleepingB. sleepsC. has been asleepD. went to bed9. Peter could hardly see the words on the b1ackboard, ______?A. did heB. couldn’t heC. could heD. didn’t he10. If I ______ five minutes, I ___everything ready.A. am given, will getB. will give, will getC. will be given, getD. have, get三、阅读理解。

Today Newtown is a very clean place. Many years ago, however, there were millions of rats(老鼠) in Newtown. They attacked the cats and dogs. Sometimes a great number of them knocked down a man or woman walking home at night. The rats were very large and they harmed many people.The Government (政府)ordered everybody to kill rats. Most people were very lazy, so they did not kill them. Then the Government promised to pay some money for each dead rat. That made people very happy. A Government officer put all the dead rats in a big pile. Sometimes a man brought hundreds in a day.After two weeks there were not many rats in the city, but people still brought rats to the Government officer. The Government officer thought that people were stealing dead rats from the pile. He ordered his men to dig a deep hole and put the rats in it. Soon there were no more rats, and the Government did not pay any more money.（）6. The underlined phrase “A great number of”means ＿＿＿＿＿．A. a great dealB. a good many ofC. a great amount ofD. a good much of （）7. According to(根据) the passage, which of the following is true?A.In Newtown, anyone who was riding home at night could be knocked downby rats.B.In Newtown, anyone who was at home at night could be knocked could beknocked down by rats.C.In Newtown, anyone who was going home on foot at night could be knockeddown by rats.D.No matter when the people in Newtown were walking home, they could beknocked down by rats.（）8. Why were the people stealing the rats from the pile?A. Because they thought the dead rats should be put in a deep hole.B. Because they thought it was a good way to get more money from the Government.C.Because they thought they were not lazy.D.Because they thought they were all poor and were forced to do so.（）9. Which of the following is the correct one?A.The officer ordered his men to dig a deep hole and put the dead rats in it justonly to save money for the Government.B.Soon the Government did not pay any more money, and there were no morerats.C.The officer wanted to teach the lazy people a lesson, so he ordered his men toput the dead rats in deep hole.D.The officer and his men put the dead rats in a deep hole in order to preventthe dead rats from being stolen and get rid of all the rats in the city.（）10.The best title (标题) for this passage should be _______.A. How Newtown became a very clean placeB. How the people in Newtown became richC. How to dill rats in a cityD. Newtown --- a rat city后记。