遥墙中学九年级unit15第二课时 (李国太)
遥墙中学九年级英语unit1period2教学设计
遥墙中学九年级unit1学校遥墙中学年级九年级教师李国太课题Period 2 日期备课项目序号分值首备区域复备区域备课标与教材（10分）1 4分比较分析课标与教材的联系。
一、语言技能：1、Listening: 能听懂学习英语方式的句子，并能从中提取信息:标出听到的句子；能针对所听语段的内容记录、标记表示行为方式的短语和句型。
2、Speaking: 能有效地表达自己的想法，并表达出对不同问题的观点；能角色表演3b部分；能根据话题进行一次情景对话；口语活动中做到语音、语调自然，语气恰当（如特殊疑问句应用降调。
）3 reading 能根据上下文和构词法判断理解生词的含义。
二、语言知识（一）词汇：1.理解和领悟aloud pronunciation differentlyquickly 等词的基本含义以及在本单元第二课对话和听力材料中特定语境中的意义：理解和领悟句型How do you study for a test …?等句型2、运用上面的词汇、句型来谈论学习方法。
（二）语法：1一般现在时2.how引导的行为方式2 3分分析语言知识、语言技能训练的呈现方式。
3a: 通过一篇文章来练习本单元的用法。
3b续写3a. 2a 2b通过听力提取信息. 角色表演----- ------情景对话设计------课堂训练。
3 3分教学重点和难点一、重点1理解和领悟：realize matter afraid completesecret term trouble fast soft的基本含义以及studyfor a test, …在本课时文章中特定语境中的意义；2.how 引导的特殊疑问句二、难点1比较难读的的单词2by doing重点：运用上述语言知识让学生进行听说训练和理解并学会应用howby及动名词.难点：教学难点为能在交际中准确地运用how / by 及动名词的用法及区别。
备学情（15分）1 5分学生已具备的知识技能：学生在上节课学了动名词做宾语的用法，所以在文章中的学习动名词时不难理解。
山东省滕州市洪绪镇洪绪中学Unit15第2课时教案(人教新目标九年级全册)
Learning Goals:知识目标:（1）Key Vocabulary：manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted（2）Target Language：--I am like this animal because I am strong and intelligent．--I like water, and I like to eat vegetables．能力目标：（1）Train students’ listening ability．（2）Train students’ communicative competence．情感目标：Love all kinds of animals because they are our friends．Step I: Warming-up and Lead- in1. Warming-upT: We’ve learned to talk about the things that we have done. Now I’ll ask you some questions: Have you ever been to a zoo? What kind of animals can you see in it?Ss: In the zoo we can see tigers, lions, elephants, monkeys...T: Have you ever seen these animals in our zoos?Ss: No, we haven’t.T: Do you know why we can’t see these animals in our zoos?Ss: I think there aren’t any in our country ...T: Some animals can’t be seen because they are endangered. So we should protec t them.2. Lead-inShow the picture of a manatee.T: Now look at the picture.This animal is called manatee.It’s endangered, too. We can’t see it in the zoo, either. Today we’ll learn Unit15We’re trying to save the manatees!【设计思路】通过简单的师生对话及图片展示，给学生做好新旧知识的衔接，从而自然导入与本节课相关的话题。
河南省南乐县张果屯乡中学九年级英语《Unit 15 We’re trying to save the
河南省南乐县张果屯乡中学九年级英语《Unit 15 We’re trying to save the manatees!：Period 2》教案人教新目标版Step 1 RevisionT: Yesterday we learned the target language and reviewed some grammar．Now who can make sentences using the grammar we reviewed yesterday．S1: I’m answering a question．S2 : My mother goes shopping every week．S3 : She used to live in the countryside, but now she lives in the city．S4 : He was made to do so．S5 : She has learned a lot of new words．T: Very good．Step 2 Reading3a.This activity provides reading practice u-sing the target language．Show the key vocabulary words on the screen by a projector．against prep．反对；违反suitable ad．合适的；适宜的tiny ad．极小的；微小的cage n．笼子；囚笼educate v．教育；培养public ad．& n 公众（的）；民众（的）care for 关怀；照顾urge v．强烈要求；竭力主张Read the words and ask students to re-peat again and again until they can pronounce the words fluently and accurately．Go through the instructions with the whole 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．Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos．Check the answers with the class．Answers:Zoos are terrible places for animals to live．The animals are kept in tiny cages and can hardly move at all．And they are only given food once a day．Notes:1． tiny—very small2． Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them．Such protection includes the ethical treatment of farm animals and animals in zoos．Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes．Step 3 Writing3b.This 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 mode l 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．Answers will vary but a good letter will take the points from the letter opposite to their point of view and argue with them．A sample answer:Dear 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,××× Write the letter on the blackboard as an example．Notes1． living—active: lively2． care for—look after; provide food, money, shelter, etc．3． urge—request earnestly; try to persuade; strongly recommendStep 4 DebatePart 4. This 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．S1: I think that elephants shouldn’t be kept in zoos．S2 : I believe that animals in zoos live longer than animals in the jungle．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．S A : I think that animals should not live in zoos．S B: I disagree with you．I feel that zoos provide clean and safe places for endangered animals to live．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 several different statements about a single point before going on to another point．For example:Team 1: I think that zoos are not suitable for animals to live in．Team 2: Why do you think so?Team 1: Because animals there are only given food once a day．They’re hungry．Team 2: I disagree with you． I believe that many animals only eat once a day or once every few days． So, there is no need to worry about that．Step 5 Grammar FocusLoo k at the grammar focus box．Invite five students to read the statements to the class．We’re trying to save the manages．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．Put the class in five groups and ask each group to become "experts" in one of the verb tenses and presents a review of that tense to the rest of the class．Have the students explain what the verb tense is used for and then give some sample sentences．Students can look back at the units where their verb tense was presented or practiced．Present progressive: Reviewed throughout the book．Present: Reviewed throughout the bookPast with used to: Unit 4Passive voice: Unit 10Present perfect: Unit 14While the groups are working, walk around the classroom helping the stud ents with their explan ations and their sample sentences．Ask one student of each group to show their work．As the students show their work, ask questions and correct any errors in their explanations or sentences．（1） Present progressive: One form o f the verbs that express action that continues over a period of time, also called Present continues tense．The structure is am/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．She does her homework every day．（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．Step 6 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 7 Homework1． Finish off the exercises on pages 61～62 of the workbook．2． Write the letter to the editor．。
遥墙中学九年级英语unit5第二课时
遥墙中学九年级上学期英语教案Unit5 第2课时学校遥墙中学年级九年级教师李国太课题Unit5第二课时日期备课项目序号分值首备区域复备区域备课标与教材（10分）1 4分听：能听懂关于学习方法的简单语段，并获取相关的信息。
能听懂连续指令说：能引出本单元话题，并进行几个话轮的交流。
能在教师的帮助下根据图片复述对话。
能在教师的指导下参与角色表演。
利用语音规则熟记单词2 3分词汇：了解以下can’t might could mustIf you have any idea where it might be.I can’t find my backpack.It could be a boy.The earring might be a present for his mother..等词汇的形式。
掌握句型学生在实际生活中运用句型表达对某一事情的看法有点困难，并且运用mustbelong to表达对某一事情的看法很难3 3分重点：运用上述语言知识让学生进行训练和理解并学会应用情态动词must could can’t might.难点：教学难点为能在交际中准确地运用must could can’tmight用法及区别。
备学情（15分）1 5分通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。
同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
2 5分两极分化现象较重。
对于本课的短文部分，一些学生能熟练读，写，记。
部分学生读，写，记较差。
3 5分C组：掌握基本知识B组：熟练掌握基本知识A组：熟练应用基本知识，并且综合实践让学生记住基本的句式1 5分①通过形象、生动的教学使学生掌握如何去谈论学习英语的方法，增强学习英语的情趣备教学目标（15分）②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
2 5分通过设计询问朋友的问题以及给出建议的情景对话，激发学生满足好奇心并探知新事物。
遥墙中学九年级英语复习教案八下1-2单元
9.更多/更少的污染more/less pollution
10.更少使用地铁use the subway less
11.更多使用…use sth a lot
12.同意某人的意见agree with sb
13.与…谈话talk to/with sb
14.使用某物做某事use sth to do
初中英语电子备课课时教学设计表
学
校
遥墙中学
年
级
九
教师
李国太
课
题
八下复习1-2单元
日
期
备课项目
序号
分值
首备区域
复备区域
备课标与教材
（10分）
14分Leabharlann 比较课标和教材的关系一语言技能
1 listening：能听懂相关话题的对话。
2speaking:能做出预测、讨论问题、给予建议。
二语言知识
（一）词汇
1理解和领悟unit1-2单词（四会单词）
25.归还某物return sth 26.在字典中查找…look up…in a dictionary
27.与…打架have a fight with sb 28.与…比较compare with
29.向…抱怨某事complain to sb about sth 30.感觉处于(太多的)压力之下
31.买不同的衣服get different clothes 32.把…从一个地方带到另一个地方take sb from名词to名词
33.直到…才…not…until 34.尽可能多地充实到孩子们的生活中来fit as much as possible into their kids lives
山东省蒙阴县联成中学Unit15We’retryingtosavethemanatees!教案2人教新目标版九年级全
《Unit 15 We’re trying to save the manatees!》教案（2）I．Learning objectives 教学目标II. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以Protecting the environment为话题,共设计了三个部分的内容：Section A该部分有4个模块：第一模块围绕Describing the animals这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕We’re trying to save the manatees进行听力（2a-2b）、口语（2c）训练；第三模块以Whether to build zoos就如何保护动物这一话题展开讨论，观点一：反对建动物园（3a）；观点二：支持动物园建设(3b)；第四模块仍就是否需要动物园这一话题，以小组活动形式展开讨论(4)。
Section B该部分有4个模块：第一模块以How to save the planet展开话题，列举观点（1a），并展开讨论（1b）；第二模块仍然以“保护环境”为话题，继续对How to save the environment 进行听力（2a-2b）、口语（2c）训练；第三模块围绕How to recycle这一话题展开阅读（3a）和写作（3b）训练；第四模块仍以Recycling为话题，以口语训练形式展开小组活动(4)。
Self check该部分有2个模块：第一模块以填空形式对所学词汇进行训练(1)；第二模块要求利用所给句型展开自由对话，以训练学生对所学知识的实际运用能力(2)。
2．教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c )New function presentingPeriod 2 (Section A: 3a, 3b, 4)PracticePeriod 3 (Section B)Integrating skillsPeriod 4 (Self check: 1, 2 )Comprehensive reviewIII. Teaching plans for each period分课时教案Period 1 New function presentingLanguage goals语言目标1. Words && expressions 生词和短语save, gentle, furry, enormous, playful, aggressive, gray, spotted, manatee, cheetah, chimpanzee, kangaroo, ma ngrove, swamp, habitat, aquatic, feed, underwater, vegetation2. Key sentences 重点句子 (P119)We are trying to save 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.Ability goals 能力目标Enable the students to describe animals.Emotion && attitude goals 情感和态度目标Enable the students to protect animals and environment gladly.Strategy goals 策略目标To understand the target language by reading pictures.Culture awareness goals文化意识目标The importance of protecting animals and the environment.Teaching important points教学重点Talk about the animals and whether to build zoos.Teaching procedures and ways教学过程与方式Step I Revision and Lead-inAsk the students to show their work.T: In the last unit, we’ve learned to talk about the things that we have done. Now I’ll ask you a question: Have you ever been to a zoo? What kind of animals can you see in it?S1: In the zoo of our city we can see tigers, lions, elephants, and monkeys.S2: I can see deer and sheep.S3: We can see some chickens, birds, camels and horses. ...T: Have you ever seen cheetahs, pandas or manatees in our zoos?Ss: No, we haven’t.T: Do you know why we can’t see these animals in our zoos?Ss: I think they are rare. / There aren’t any in our country ...T: Some animals can’t be seen because they are endangered. So we should protect them.Show the picture of a manatee.T: Now look at the picture. This animal is called manatee. It’s endangered, too.We can’t see it in the zoo, either. OK! Today we’ll learn Unit 15. We’re trying to save the manatees!Write down the topic: We’re trying to save manatees!Ask the students to look at the picture and answer the question.T: We know animals are our best friends. Now look at the picture, please tell me which animal you like best and why you like it.Show the following picture to the students.S1: I like pandas best because they are gentle.Write the word “gentle” on the blackboard and ask for more ideas from other st udents.S2: I like tigers best because they are the kings of the animals.T: We know tigers are very aggressive.Write the word“aggressive”down on the blackboard.S3: I like monkeys best because they are clever and they can climb trees very quickly. They are playful.Write down more useful words on the blackboard.Step II Brainstorming (1a: P118)T: Good. When we describe animals, we often use some adjectives, such as enormous, spotted, gray ... Now please find out the words that can describe the animals. You can use the adjectives from 1a.Kangaroos: __________ _________ _________Manatees: __________ _________ _________Cheetahs: __________ _________ _________Polar bears: __________ _________ _________Elephants: __________ _________ _________Chimpanzees: __________ _________ _________Sample answers:Step III Listening and Oral P ractice (1b, 1c: P118)T: Next you will hear Ginny and Victor talking about the animals in the picture in 1a. Please listen. For the first time, get the main idea. Keep down the words used to describe the animals while listening. OK?Play the recording. Then check the answers.T: We just now heard that manatees are gentle and very shy. I think different people are like different animals to some extent. Different animals have different characters. For example, Jim is like a monkey because he is clever and he can climb trees very quickly. Please talk with your partners about what you are like. First, read the example from 1c in the box please.Let the students work with their partners.T: Which pairs would like to act out your dialogues?Sample dialogue 1:S1: I am like this animal because I am strong and live in the forest.S2: You are like a lion.S1: No.S2: You are like a tiger.S1: No. Because I don’t eat meat.S2: You are like an elephant.S1: Yes. You are right.Sample dialogue 2:S1: I’m like this animal because I’m spotted. I like to eat meat and I can run fast.S2: You’re like a tiger.S1: No.S2: You are like a cheetah.S1: Yes.Sample dialogue 3:S1: I am like this animal because I am gentle and very shy. I live in water.S2: You’re like a manatee.S1: Yes! You are great!Step IV Listening Practice (2a, 2b: P119)T: OK. We all know that manatees are gentle and very shy. They live in water and like eating vegetables. But do you want to know more about them? First let’s look at the picture on page 119. Can you say more about manatees?Sample answers:S1: I think they are living in the water.S2: I believe that they eat aquatic food.S3: I feel that there aren’t many of them.S4: I know that they live in a place where trees grow in water.S5: I think they are endangered.Ask the students to listen to the recording.T: Very well. I think your answers are all right. Manatees in the world are fewer and fewer. We should save them. We should take care of the environment that theyare living in. Now let’s listen to the tape. First listen to the recording and match the words and definitions in 2a.Play the recording for the first time.T: Listen again and check your answers.Play the recording for the second time. Check the answers.T: You’ll hear the same conversation again. This time complete the chart in 2b.Put your answers on the line.Play the recording again, then check the answers.Step V Pairwork (2c: P119)T: After listening, we know more about manatees. We know that they are fewer and fewer. The government has passed laws to protect them. They eat a lot of food every day. They are enormous. Can you make conversations about the animal in pairs? You can base on the model dialogue in 2c.A sample dialogue:S1: How many manatees are there in the US?S2: About 2,500.S1: Where are they living?S2: Their favorite habitat is in the water under the trees in mangrove swamps. S1: Why are they endangered?S2: Some of the swamps have been polluted.S1: Do they eat a lot?S2: Yes, they do....Step VI Grammar (Grammar Focus: P119)Help the students sum up the following patterns.T: Look at the Grammar Focus box on page 119. Now who’d like to read the sentences to the class?Ask a student to read the sentences in the box.T: Can you make some sentences with the different tenses and passive voice? Please write down your sentences in your exercise-books.Ask the students to do more practicing exercises, such as the following:Fill in the blanks with the right forms of the given words.1. Every day my mother _____(get) up early.2. The dinosaur eggs _____(discover) many years ago by scientists.3. Listen! Some children _____(sing) an English song over there.4. In our hometown there used to _____(be) many old trees.5. My work _____(not finish) yet. I can’t go out to play with you.Sample answers:1. gets2. were discovered3. are singing4. be5. hasn’t been finishedStep VII HomeworkT: In this class, we’ve heard two spoken conversations: in the first conversaiton, we heard ab out some adjectives for describing animals; in the second, we heard something about manatees. After class, p lease listen to th e conversations again. Make some sentences with different tenses. Then remember the new words in Section B.Period 2 PracticeLanguage goals语言目标1. Words && expressions 生词和短语against, suitable, tiny, cage, educate, public, care for, urge2. Key sentences 重点句子（P120）I am against building a new zoo in our town.... one that was suitable for animals to live in.... they won’t have enough money to take care of so many fine animals.I urge all of your readers to visit our wonderful zoo soon.I agree / disagree with you. I feel that ...Ability goals能力目标Enable the students to understand and talk about the problems of animal protection. Emotion && attitude goals情感和态度目标Enable the students to learn to protect animals and environment.Strategy goals 策略目标Sharing ideas with others.Culture awareness goals文化意识目标The importance of animals and environment protection.Teaching important points 教学重点Talk about animals and environment protection.Teaching procedures and ways教学过程与方式Step I Revision and Lead-inAsk the students to think about ways to protect animals.T: Last class, we’ve learned some adjectives for animal description and something about manatees. Can you describe a kind of animals?S1: Manatees are gentle and shy. They are also enormous. They live in water. They are endangered. Their living environment has been polluted.T: In fact, many other animals are endangered, too.Now please think it over and tell me how to protect the animals.S1: I think we must make a law to forbid killing animals.S2: I don’t think we should put animals in cages.S3: I believe zoos are terrible places for animals to live. S4: I think it’s good for animals to live in the zoo....Step II Reading (3a, 3b: P120)T: Next you’ll read two letters to the editors. In the two letters, two different opinions are presented. First, please read the passages in 3a and 3b and underline Disgusted’s and Animal Friend’s opinions.Then ask the students to underline the reasons why the writer is for or against the zoos.Sample answers:Disgusted: ①Terrible places for animals to live.②... animals are kept in tiny cages and can hardly move at all.③... only given food once a day.Animal Friend: ①Zoos are very important places.②... like living textbooks for young people.③... provide homes ... educate the public ...Ask the students to read the text carefully and find out the useful expressions in the materials.Expressions for reference:be against, be suitable for, hardly, once a day, urge sb to do sthAsk the students to make sentences with the above expressions.Sample sentences:1. I’m against his opinion.2. He is suitable for the work.3. The boy can hardly do the work, can he?4. I visit my grandparents once a day.5. She urged me to jump the fence.Ask the students to read the letters again and find out the main ideas of them.A sample version:The first letter tells us that zoos are not suitable for animals to live in. The animals are kept in cages and can’t move at all. They are given food once a day; In the second letter, the writer tells us that zoos provide homes for many endangered animals. We should support the zoos.Step III Debating (4: P120)First ask the students to write down their views about the zoos.T: You have read two letters showing different views. What is your opinion? Write it down.A sample version:In our city there is a zoo. There are a lot of animals in it. Every day many people go to the zoo to visit the animals. But some visitors often throw something at the animals. The places that they live in are very dirty ... So I think we shouldn’t build zoos for animals. They should live in the forest. There they are free and they can find enough food to eat. They can play with each other ... Then ask the students to work in groups and make a debate.Sample debating conversation 1:S1: I feel that we should not build a zoo in which animals can not walk or run freely. S2: I disagree with you. I think We can build a large zoo where the animals can walk and run freely. When people visit the animals in the zoo, they can sit on a bus to see the animals. They are safe.S1: I don’t believe that many people will sup port to build such a zoo.Sample debating conversation 2:S1: We think it’s good for animals to live in zoos. Because they are safe and they have enough food to eat every day.S2: We disagree with you. We feel it’s bad for animals to stay in zoos. We think animals can’t walk freely. They can’t catch small animals by themselves,either.S3: We think some animals can stay in zoos, such as manatees, tigers, pandas. But others can live in the forest, such as lions, snakes, monkeys ...Step IV HomeworkAsk the students to write a letter to an editor to express their opinion.Period 3 Integrating skillsLanguage goals语言目标1. Words && expressions 生词和短语recycle, stuff, material, pull down, be made from, bottle, glue, roof, discard, tile, fence, can, inspiration, spare2. Key sentences重点句子 (P121)Recycling paper is really easy.But it’s hard to stop riding in cars.Ability goals能力目标Enable the students to talk about environment protection.Emotion && attitude goals情感和态度目标Enable the students to learn to protect animals and environment.Strategy goals 策略目标Listening and reading for the ideas of animal and environment protection. Culture awareness goals文化意识目标Enable the students to realize the importance of environment protection. Teaching important points教学重点Talk about how to protect animals and environment.Teaching procedures and ways教学过程与方式Step I Revision and Lead-inT: As we all know, humans can’t live without animals. So animals should be treatedwell. As to the question, different people may have different opinions about it. On one hand, zoos are one of the ways to protect animals while most of the animals lose their ways of living; on the other hand, most animals which live outside the zoos become endangered because of the destroying of human beings while they are living in freedom. It’s hard to say which is better. In the last class I told you to write a letter to the editor. Have you finished it?Ask some of the students to read their letters.A sample version:Dear editor,I live in the city of Dong Cheng and there is a zoo. Every day many visitors come and watch the animals in it. But I find the animals in it are very thin. Some of them are dejected all day. So I think they are not happy staying in the zoo. They want to go back to the forest. I feel they miss the ir friends and families. They are very lonely here. I urge all of us to treat animals well. They are our friends.Sincerely,Animal FriendAsk the students to think of ways to protect the environment.T: We should take care of animals because they are our good friends. They should live freely. We also know some of animals are endangered. The main reason is that their living environment has been destroyed. What should we do now?Ss: We have to provide a good environment for animals.T: But how?S1: We should keep the environment clean.S2: We have to plant more trees.S3: We mustn’t throw litter about.S4: We can stop some factories from pouring waste water into rivers....Ask the students to discuss about the pictures.T: Well done. Now I will show two pictures to you. What should we do if we see the following things happen?Showing the picture that the water is running on.Ss: We should turn off the tap at once to save water. People in some places in the world are short of fresh water.T: Good. We should save water and protect the environment. Now look at another picture.Show a picture of old books and waste paper.S1: We can sell them for money.S2: We should recycle them.S3: We shouldn’t throw them about.Step II Pairwork (1a, 1b: P121)Ask the students to make dialogues.T: Now please read the statements and the dialogues in 1a and 1b on page 121 first, then make similar ones by yourself.Sample dialogue 1:S1: Stopping riding in cars is easy, I think.S2: I agree. But it’s hard for some people to ride a bike to go to work. Sample dialogue 2:S1: Turning off the lights when you leave a room is easy.S2: I agree with you. But it’s hard to remember it.Step III Listening Practice (2a, 2b, 2c: P121)Ask the students to listen to the dialogue between Julia and Jack and find out what they are doing and what they will do.Play the recording for the first time.T: Now listen for the first time to get the key words. Keep notes while listening. Play the recording again.T: For the second time, listen and write the answers to the given questions. Help the students to finish the exercises. Then ask them to role play the conversation.T: In the listening, Julia tells us what she is doing, the things she will do in the future, and the things she would never do. What is true for you? Can you tell me? Please read the model dialogue in 2c first. Then role play the conversation. Sample dialogue 1:S1: We really should turn off the lights when we leave the room.S2: I know. I often do so.Sample dialogue 2:S3: We shouldn’t ride in cars, you know.S4: I know. I ride a bike now.Step IV Reading (3a: P122)T: Just now we listened to something about Julia and Jack. What do you have to do in order to protect the environment?S1: We should save fresh water.S2: We have to keep water clean.S3: We mustn’t cut down trees.S4: We have to plant trees every year to stop sandstorm spreading.Ask the students to read The house of trash.T: Do you know Amy Winterbourne? She is a most unusual woman. What did she do in her life? She built a house with trash. She is an inspiration to us all. Now read the passage in 3a on page 122.Ask the students to find out the useful expressions in it.Sample references:pull down, be made from, used to be, be an inspiration to sb, raise money for the Children’s HospitalThen ask the students to make sentences with the expressions.Sample sentences:S1: The house was pulled down last week.S2: The house is made from trash.S3: Amy Winterbourne’s hat used to be a paper napkin.S4: Liu Xiang is an inspiration to all of Chinese.S5: Do you usually raise money for the old?S6: The new schoolbag used to be two old shirts. / The new schoolbag is made from two old shirts.S7: The vase used to be an old glass bottle. / The vase is made from an old glass bottle.S8: The statue used to be a piece of wood. / The statue is made from a piece of wood.Step Ⅴ Writing (3b: P122)T: Suppose your deskmate is Amy Winterbourne, you want to know something from her. What would you like to ask her? Write down at least five questions you’d like to ask her.A sample dialogue:S1: Who taught you to build such a house?S2: No one.S1: When did you start to build the house?S2: Long ago.S1: Did you often colle ct the stuff?S2: No, but sometimes.S1: Why did you want to build the house with trash?S2: In order to use the recycled materials.S1: How long did it take you to build the house?S2: Sorry, I don’t know.T: Ok, now look at the pictures of 3b on page 122. Please compare the two pictures, and then tell me what you would learn from them. You’d better use “made from”and “used to be”.S1: His hat is made from a trash basket.S2: His scarf used to be a piece of cloth.S3: His schoolbag is made from trousers....T: Very good. Next you can finish the article of 3b.A sample version:Joe Winterbourne loves the clothes his mother made for him. At school, everyone calls him Mr Recycling. His hat is made from a trash basket. His scarf used to be a piece of cloth and his schoolbag is made from trousers. Everyday he wears them to go to school.Step VI HomeworkT: From the above, we know what we should do to help protect the environment. We can use recycled things to make new things. After class make a survey among your classmates and write down what recycling work they have done.Period 4 Comprehensive reviewLanguage goals 语言目标1. Words && expressions 生词和短语politely, environment, be suitable for, pull down, support, endangered, recycle, wear2. Key sentences 重点句子 (P123)What are three things you are supposed to do?How do you feel about ...?Have you ever won anything?Ability goals 能力目标Enable the students to write about how to protect animals and environment. Emotion && attitude goals 情感和态度目标Enable the students to contribute to animals and environment protection. Strategy goals 策略目标Learn to write using the given information.Culture awareness goals文化意识目标The importance of protecting animals and the environment.Teaching important points 教学重点Write something about how to protect animals and the environment.Teaching procedures and ways教学过程与方式Step I Revision (4: P122; Self check 1: P123)Ask two or more students to show their work.T: Last class, you were asked to make a survey among your classmates about the recycling work they did. Now who’d like to show your work?A sample version:I have surveyed several students. Among them I know Li Lei recycles most. Every day he recycles waste paper, glass, aluminum cans and many other things. He sells them and gives the money to an old man ...Make a dictation.T: Now I want to check the words we’ve learned in this unit. Please write down the words you hear.Reference words:save, gentle, enormous, aggressive, manatee, weigh, against, suitable, cage, care for, urge, recycle, material, pull down, be made from, used to, inspirationThen ask the students to make sentences with some of the above words and expressions. Sample sentences:S1: The doctor saved the boy’s life yesterday.S2: Manatees are gentle and shy.S3: Elephants are enormous....After that, ask the students to do 1 on page 123.Check the answers with the students.Step II Lead-inShow the following pictures to the students. Then ask them to describe the pictures. T: Now please look at the following pictures and answer my questions.T: What can you see in Picture 1?S1: I can see a beautiful village surrounded by many trees.T: What is the man doing in Picture 2?S2: I think he is cutting down the trees.T: What happened in Picture 3?S3: All the trees have been cut down.T: Have you ever seen such a terrible flood in Picture 4?S4: Yes, I have. / No, I haven’t.T: How do you feel about the flood?S5: It makes me very sad.T: What do we learn from the story?S6: We should plant more trees. We should take care of our living environment.Then ask the students to write a short passage according to the pictures above.A sample version:Once there was a village at the foot of a hill. There were many green trees on the hill. Though the villagers were a little poor, they lived happily and safely. One day, some of them had an idea. They cut the trees on the hill and sold them. With the money they built some new houses. They seemed to have become rich. Several years later, no trees were left and the hill was bare.Unluckily the village became very hot in summer and there were heavy storms and floods.Many of the fields and even the houses were destroyed.Step III Practice (Self check 2: P123)Ask the students to write some conversations and then practice them.T: Next write down your own conversations using the information on page 123. Before that, let’s look at the following pictures. They may help you solve the problem. Show the following pictures to the students.Sample conversation 1:S1: What happened to the factory?S2: It often produced much air and water pollution.Sample conversation 2:S1: What are three things you are supposed to do if you find a factory producing waste gases and water?S2: We should write a letter to the factory. If they don’t stop, we can write aletter to a TV station or a newspaper.Sample conversation 3:S1: Do you need some help?S2: Yes. Give me that pen.S1: Please ask politely.S2: I’m sorry. Could you give me a pen?S1: Sure. Here you are.Sample conversation 4:S1: Have you ever written to a factory?S2: Yes, I have. / No, I haven’t.Step IV Just for Fun (P123)Ask the students to read the pictures and make dialogues.T: Look at the picture in Just for Fun, read the dialogue and then make another one. Sample dialogue 1:S1: What are they doing?S2: They are try ing to plant more trees.Sample dialogue 2:S1: What are they doing?S2: They are trying to clean the classroom.Sample dialogue 3:S1: What is Jim trying to do?S2: He is trying to help me water the trees....Step V HomeworkT: Environmental problems have greatly influenced our life. We should take more measures to protect our planet and animals. Everyone should do something. After class, please make a plan to do something to help protect the environment.Teaching Resources 教学资源库一、动词时态1. 一般现在时、现在进行时、一般过去时、现在完成时的用法:2. 与以上四种时态连用的时间状语：⑴一般现在时：always, usually, often, sometimes, every day, twice a week, today, in the morning, on Sunday等。
第15课故乡第2课时教案-2024-2025学年九年级上册语文核心素养
第15课故乡第2课时教学设计【教学目标与核心素养】教学目标：1.分析人物的性格特点，分析人物性格变化的原因。
2.学习本文运用肖像、语言、动作的描写来刻画人物的方法。
3.体会文中“我”对故乡的复杂情感和“我”探求人生新路的坚定信念。
核心素养：文化自信：通过学习《故乡》，深刻理解在旧中国帝国主义、封建主义是我国农村经济凋敝、农民生活日益贫困的根源，激发起学生热爱新中国，努力建设社会主义精神文明的强烈愿望。
语言运用：了解掌握小说的基本知识;理解积累词汇，提高语言运用能力。
思维能力：培养积极思考的习惯，理解小说中的人物形象，尝试分析“我”的人物形象，分析闰土、杨二嫂等人的前后变化，理解小说的主题。
审美创造：通过感受、理解、欣赏、评价语言文字及作品，获得较为丰富的审美经验。
【课时安排】共2课时第2课时【教学过程】【导入新课】同学们，上一节课我们学习了《故乡》这篇课文，解决了文中的重点字词，梳理了文章的情节结构。
今天这节课，我们继续学习这篇课文，深入分析一下人物形象及文章的中心思想。
【新课探究】关注人物命运闰土、杨二嫂、“我”1.圈画描写人物形象、语言、动作的语句进行品读，整体感知人物形象。
2.分角色朗读与这些人物相关的对话片段，体会人物心理。
3.收集信息，结合文章具体内容分析：少年的闰土是一个怎样的形象？杨二嫂本是一个怎样的形象？他们有哪些方面的变化，变化的根源是什么？（可绘制表格说明）闰土二十年前后的闰土有哪些变化呢？看书填表生气勃勃、热情开朗、勇敢机灵、纯真善良的小英雄到苍老贫困、因循守旧、麻木迟钝、淳朴善良的木偶人是什么原因使闰土产生了这样的变化？闰土变化的原因表面原因：多子、饥荒、苛税、兵、匪、官、绅深层原因：帝国主义侵略、封建社会制度小结：农村经济衰败，农民生活的贫困，封建传统观念（即礼教、等级观念）毒害，使闰土发生了巨变。
闰土就是在生活的重压下艰难地挣扎着的中国广大劳苦民众的代表。
作者塑造这一形象的目的，也就在于揭示帝国主义、封建社会双重压迫给中国人民带来的灾害。
第15课《短文二篇》教案2(长春版九上)
一五短文二篇教学目标1 通过分析《热爱生命》一文使学生理解、体会蒙田对生命本质和意义的阐释。
2 阅读课文《热爱生命》，让学生更加热爱生活，珍惜生命。
3 通过分析、领会托翁之墓“美”在何处，从而把握《世间最美的坟墓》一文的中心。
4 学习《世间最美的坟墓》中对比手法的运用，体会精致的语言风格。
5 领会作者借对墓地“朴素美”的描绘表达对托尔斯泰人格美的赞美。
教学重点1 理解、体会蒙田对生命的本质和意义的阐释，领悟作者的思想感情。
2 感悟托尔斯泰的人格之美，感受他追求朴素自然的高贵品格。
3 学习《世间最美的坟墓》一文中对比手法的运用。
教学难点1 领悟作者热爱生命的思想感情。
2 感悟托尔斯泰的人格之美。
课时安排2课时教学过程（《热爱生命》）一、导入新课。
你认为怎样做是“热爱生命”的表现？学生可以各抒己见。
二、朗读课文。
三、赏读课文。
1 蒙田为什么会这样热爱生命呢？在原文中找出答案。
因为他认为生命是值得称颂的，是富有乐趣的，是受到自然的厚赐的，是优越无比的。
2 文中提到哪些人和作者对“生命”的理解是不同的？“哲人”“糊涂人”。
3 他们怎么看待“生命”呢？“哲人”度日消磨光阴，打发、回避、无视生命的存在，认为“生命”是一件苦事、贱物；“糊涂人”一生枯燥无味、躁动不安，将全部希望寄托于世。
4 作者是如何“度日”的呢？天色不佳、令人不快时，将其看做“消磨光阴”；风和日丽时，要慢慢赏玩、领略美好的时光。
坏日子，飞快地“度”，好日子，要停下细细品尝。
5 作者的看法的确与这两种人不同，但他为什么还说“随时准备告别人生，毫不惋惜”呢？因为生之本质在于死，因此只有乐于生的人才能真正不感到死亡之苦恼。
人总是要死的，但一个人在有生之年，抓紧时间，增加生命的分量，让自己的生命更有意义地度过，从而不感到苦恼和遗憾。
6 作者乐于生，能够比别人多享受一倍的生活的原因是什么？因为他认为享受生活要讲究方法，对生活更关心。
7 你认为真正讲究方法地享受生活需要我们怎么做呢？学生各抒己见。
遥墙中学九年级九上复习unit1-2
15.get the pronunciation right使发音准确
16.practise speaking English练习说英语
17.first of all首先
18.begin with以…开始
ter on随后
20.in class在课堂上
ught at嘲笑
4.I hardly ever have time for concerts.我几乎没有时间去听音乐会.
5.My life has changed a lot in the last few years.
6.It will make you stressed out.那会使你紧张的.
7.It seems that Yu Mei has changed a lot.玉梅似乎变化很大.
8. hardly ever几乎从不
9. walk to school = go to school on foot
take the bus to school = go to school by bus步行去学校
10. as well as不仅…而且
11. get into trouble遇到麻烦
学困生遗忘较多，信心不足。教师多鼓励，多帮助。
教师多鼓励，多帮助。
3
5分
初三的学生有较强的自学能力，只有一部分内容需要老师帮助训练。
引导学生充分利用自学能力来实现知识的内化
备教学目标（15分）
1
5分
综合复习八上1-2单元
1本部分课标要求学生学会恰当地使用how疑问词及短语，学习by doing和一般过去时的英文表达方式，学会表述各种表达方式，能够对各种表达给予恰当的表述并学习使用by doing和过去式结构。
遥墙中学八年级英语unit1 period2
主备人：张明兰复备人：李国太
学校
遥墙中学
年级
八年级英语
教师
李国太
课题
Unit1 Where did you go onvacation？
日期
备课项目
首备区域
复备区域
备课标与教材
10分
1、系统分析课标的目标要求与实施建议、教材的知识体系，比较分析课标与教材的联系（4分）；
-根据课标语言要求和语言信息完成课时教学，突出学生的语言交际。,
2）Speaking:复习2a 2b ,结合3a/ 3b /4语言内容运用
How was /were-----开展描述性课时教学,突出课时语言要点深化课时知识内容，在口语活动中强化类似的语言训练
二、语言知识
1）复习学过的单词、词组：anyone, anywhere ,wonderful, few, quite a few, most, something ,nothing, everything,
备教学方法与媒体15分
根据学情和教学目标选择某种教法5分
1.教学方法：根据学生的特点，大胆放手，开展多种类型的交际活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。
2.多媒体教具：黑板大屏幕ppt学案
2、选择用多媒体技术提供辅助性学习材料，设计出完整课件（10分）。
2)学习：great.、pretty good ,fantastic, awful , relaxing , boring ,beautiful crowded，not crowded, expensive ,cheap ,delicious
3)句型：
遥墙中学九年级英语unit2 period 2
初中英语电子备课课时教学设计表学校遥墙中学年级九年级教师李国太课题Unit2 I used to be afraid ofthe dark period2日期备课项目序号分值首备区域复备区域备课标与教材（10分）1 4分比较分析课标与教材的联系。
一、语言技能：1、Listening: 能听懂2a, 2b的对话，并能从中提取有效地信息；能针对所听语段的内容记录信息，完成2b的句子。
2、Speaking: 能熟练的使用used to句型谈论自己过去的喜恶以及现在的变化，将自己通过去作比较；能角色表演3b，2C部分；能根据话题进行一次情景对话；口语活动中做到语音、语调自然，语气恰当。
二、语言知识（一）词汇：1、理解和领悟used to, airplane, terrify, be terrifiedof, go to sleep, on, i nsect, candy, chew,gum的基本含义以及在本单元第一课对话和听力材料中的意义,理解和领悟used to 句型所表达的意义。
2、运用上面的词汇、句型来谈论自己过去的爱好与现在的爱好，比较的出自己发生了哪些变化。
（二）语法：1、了解used to 的结构, 复习一般过去式和掌握反义疑问句。
2、在谈论中体会、领悟以下句型：Did you use to be afraid of the dark?I'm terrified of the darkI go to sleep with my bedroom light on.I used to eat candy all the time.I used to chew gum a lot.复习上节课used to 的各种句型，与现在时态相结合，进行比较。
害怕做某事的句型进行同义句转换：be afraidofBeterrified of 2 3分分析语言知识、语言技能训练的呈现方式。
3a: 通过问题提出熟练应用询问“某人过去或以前常做某事”的表达法，准确应用used to do sth.的各句型--------3b 通过听力提取信息，并记录信息-------4 模仿练习对话并做新对话------2a，通过听力提取信息; 2b通过听力提取信息------2c 角色表演------语法总结------情景对话设计------课堂训练。
冀教版英语九年级全册第三单元第十五课翻译
冀教版英语九年级全册第三单元第十五课翻译As an AI language model, I am currently engaged in generating a document based on the translation of the 15th lesson in the 9th-grade English textbook from the冀教版. Since you've specified not to include a title, I'll proceed directly with the content.Lesson 15: Understanding Cultural Diversity in English。
In the heart of the English language, lies a rich tapestry of cultural expressions that reflects the diverse backgrounds of its speakers. This 15th lesson from the冀教版English curriculum for Grade 9 delves into the realm of multiculturalism, exploring the nuances and intricacies of English usage across different cultures.The lesson begins by introducing the concept of cultural diversity in English, highlighting the fact that English, though a global language, is not a monolithic entity. It is shaped by the influences of various societies, from the British Isles to the United States, and more recently, from multicultural cities like London and New York. Students are encouraged to recognize the influence of these cultural influences on vocabulary, grammar, and even pronunciation.The core focus of the lesson is on idiomatic expressions and colloquialisms, which often vary significantly across cultures. For instance, the American "break a leg" for good luck, or the British "cheers" as a toast, are examples that require a deep understanding of cultural context to fully grasp. Students are taught to interpret these phrases correctly and avoid miscommunication in cross-cultural interactions.Next, the lesson delves into the role of regional dialects, such as British English (Received Pronunciation) and American English (General American), which can further differentiate the language. Students are given the opportunity to practice these variations and understand how they can be used to identify the speaker's origin.The lesson also touches upon the importance of cultural sensitivity in language use, emphasizing the need to be mindful of cultural taboos and avoiding language that might be considered offensive. This aspect helps students develop empathy and respect for different cultures.To wrap up, the class may engage in role-playing activities, where students practice using English in a multicultural setting, such as ordering food in a foreign restaurant or negotiating a deal in a business context. These activities not only reinforce the language skills but also foster intercultural understanding.In conclusion, this 15th lesson in the冀教版 English curriculum for Grade 9 serves as a valuable lesson in appreciating and navigating the complexities of English in a multicultural world. By understanding the cultural nuances, students are better prepared to communicate effectively and respectfully with people from diverse backgrounds, fostering a global perspective in their language learning journey.。
山东省济南市中考英语复习第一部分第15课时九全Units5-6试题(new)
1。 A。 sightB。 soundC. tasteD. sense
2。 A. someoneB。 everyone
9. A. singB。 cryC. shoutD。 sigh
10. A。 childishB. selfish
C。 foolishD。 bookish
Ⅲ。补全对话
阅读对话，从每题A、B、C、D四个选项中，选出一个最佳答案完成对话。
Mark: Hello, Sally。1
Sally： Hello, Mark!
C。 Here you are. D。 I can't stand it.
Ⅳ. 阅读理解
Lots of students know what a marathon(马拉松赛跑） is， but perhaps they don't know what a triathlon is。 The triathlon is a sport that has three parts—swimming, bicycling and running. It is not an easy sport, but a man named Joe Salter is very good at it. A few months ago， he finished a special triathlon—he juggled(抛起接住) three balls all the time during the triathlon。 That is to say,
遥墙中学九年级英语复习教案八下U7-8
Unit 8 Why don’t you get her a scarf?
1.幸运儿lucky guy 2.做一顿特别的饭make a special meal
3.你自己的选择your own choices 4.大腹便便的猪a pot-bellied pig
•Life ___ a pig isn’t always perfect.
•She is too big to sleep in the house.
•I made her a special pig house.=I make a ---for her.
•I don’t have enough time to spend with her.
21.讲本族语的人native speakers 22.使某要对某事感兴趣make sb interested in
四Dictation: dictate some of the key points.
作业
A班基础作业：单词词组句型，中考备战策略
B班提升作业：定时阅读训练，中考备战策略
从基础练习
板书重点句型、词汇
•Who gave it to him? His parents.
•What a lucky guy!
•I’m going to make a special meal.
•I think a dog is a good pet for a 6-year- old child.
•I don’t agree. Dogs are too difficult to take care of.
2
5分
设计时间调查报告中的问题毛病提出解决问题的简单方案；根据自己别人必须做的事情
湖北省襄阳市第四十七中学九年级英语《Unit 15 We’re trying to save the
某某省襄阳市第四十七中学九年级英语《Unit 15 We’re trying to save the manatees》教学案2 人教新目标版教学目标能英语目标语言谈论如何保护环境教学重点培养学生听力能力教学难点培养学生运用能力课时安排 3 教具准备 ppt 教法自主学习学习过程自主空间【自主学习】请你将下列短语翻译成英语【课前探究】What can we do to help save the planet?______________________________________________________.【课堂导学】I.Talk about the picture:1.What can you see in the picture? ________________2.What are they doing?___________________.II.Listen to 2a/2b and finish the listening tasks.III. Retell 2a/2b according to the chart.【课堂达标】一、单项选择( )1.Zoos are like______textbooks for young people.A.aliveB.liveC.livingD.to live( )2.We found it hard _________ a job very well.A.to doB.doingC.didD.done( )3.The workers were so tired that they stopped ____a rest.A.hadB.havingC.to haveD.to having( )4.We shouldn’t use napkins__________our mouth.A.to wipeB.for wipeC.wipeD.wiping()5.We did what we could_____our planet.A.to saveB.saveC. savingD.saved( )6.The old man has been used ________alone.A.liveB.for livingC.to liveD.to living( )7.Students didn’t stop____their test papers until the bell rang.A.writeB.to writeC.writingD.wrote( )8.The word “cool”___young people so often these days.ed byB.is used byC.is used asD.is used for( )9.I kept the windows______when sleeping.A.openB.openingC.openedD.to open( )10.To protect our environment,we should ride bikes to school_______recycling paper.A.exceptB.butC.andD.besides二、补全句子People in the USA enjoy___________________(ride).2.请记住离开房间时关灯。
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初中英语电子备课课时教学设计表
学校遥墙中学年
级
九年级教师崔燕课
题
Unit15 We’re trying to save the
manatees!
Period2
备课项目序
号
分值首备区域复备区域
备课标与教
材（10分）1 4分比较分析课标与教材的联系。
一、语言技能：
1、Listening: 能听懂给Editor的一封信，并能从中提取信息:对
于“zoos are not good for animals”的观点双方进行辩论，标出听
到的句子；能针对所听语段的内容记录、不同观点的信息。
2、Speaking: 能有效地对该观点进行正反两方面的辩论：zoos are
not good for animals?；能针对这一论点阐述自己的观点；能根
据话题进行一次情景对话；口语活动中做到语音、语调自然，
语气恰当。
二、语言知识
（一）词汇：
1.理解和领悟suitable,tiny,cage,disgusted,educate,care
for,urge,expression的基本含义以及Why the writer is against the
zoos.在本单元3a中特定语境中的意义；
2、运用上面的词汇、句型来谈论“作者反对动物园的原因。
”
（二）语法：
1、通过描述作者反对“动物园“的原因，了解一般现在时、一
般过去时和过去进行时等的结构；
2、理解和领悟各种时态的结构和意义。
本单元听力
较为简单，
学生听并重
述
让学生进行
辩论有点难
度可以给学
生一些有用
的短语
2 3分分析语言知识、语言技能训练的呈现方式。
3a 通过听力阅读提取信息: 作者反对动物园的原因-------3b通
过阅读，阐述自己的观点------4、正反两方进行辩论：同意还是
反对“动物园”的观点------语法总结------情景对话设计------课
堂训练。
运用3a的
句子进行读
写训练。
3 3分 教学重点和难点
一、重点
1、理解和领悟suitable,tiny,cage,disgusted,educate,care for,urge,expression 的基本含义以及Why the writer is against the zoos.在本单元3a 中特定语境中的意义；
2、运用上面的词汇、
句型来谈论“异国风俗文化差异，并准确描述不同国家的风俗习惯。
”
2.运用上面的词汇、句型来谈论“作者反对动物园的原因。
二、难点
suitable,tiny,cage,disgusted,educate,care for,urge,expression 的基
本含义以及针对某一观点进行正反两方面的阐述。
这一部分里
面出现的短
语让学生能进行造句
备学情
（15分） 1 5分 学生通过第一课时的学习 ，对于理解本课句子有很大的帮助。
学生对于某一观点的阐述掌握不熟练。
2 5分 上游学生对于熟练阐述观点能够做到。
3 5分 中下游学生对于熟练熟练阐述观点有难度，因此课上尽量多设置一些情景对话让学生进行练习。
备教学目标（15分） 1 5分 上游学生能听懂他们并能脱离课本流利的对话，中层能听懂并准确的对话，学困生能基本听懂并看着材料对话。
根据3a 模仿写出一篇作文 。
2 5分 本课主要通过幻灯片出示不同情境熟练学习不同的句子，
3 5分 让学生学会如何保护动物 培养学生
运用语言
知识的能
力，提高学
生的听说
水平。
备教学方法与媒体 （15分） 1 5分 WSP , PAIRWORK, LISTENING
2 10分
教学流程（35分）1 5分Step 1: 课前表演
目标：学生能够表演出自己的“情景剧”。
步骤：１．三组学生表演。
２．评价得分。
Step ２: W ords
目标：1、正确的读出下列单词。
2、熟练的拼出以下
单词。
方法：1. 自由拼读单词。
2. 相互检查拼读情况。
3. 找几名同学到黑板前面，利用单词操进行单词
竞赛，看哪些同学猜出得最多。
4、根据汉语
写出单词
要求：1、根据汉语读出单词。
2、根据汉语写出单词（每
词1分，共16分）
写出下列单词
1、极小的，微小的_______________
2、笼子
_______________
3、厌恶的，憎恶的_______________
4、教育，培养_______________
5、关怀，关心照顾_______________
6、强烈要求，竭力主张_______________
7、词语，表达方式_______________
8、反对做某事_______________
9、适合干某事_______________
10、一天一次_______________
11、动物生存的良好方式_______________
12、惊讶做某事_______________
13、赞成某人的意见_______________
14、不赞成某人的意见_______________
自我评价：我写对了_________个，得了_________分。
Step 3 Sentences-S
目标：让学生理解句子意思，理解句子的语法意义，
记住它的形式，创造出句子来。
1环节目标：读准，读熟
1）Read the article and underline the problem.
2）Read again and find out the important sentences.
3）Explain the language points and make Ss read them
accurately.
A Read after the teacher,
B Read together.
4）Read after the tape.
2 环节目标：运用所学语言知识创造性的完成练习即写
出句子。
1) Finish 3a.
2) Finish3b.
Step 4 Passage-P
环节目标：运用所写语言知识写出作文。
拼写单词
是可以让
学生根据
音标进行
记忆
这一部分
里面的单
词有的可
以去掉不
需要让学
生写过
这一部分
可以让学
生进行造
句比赛
2 10分 1Discussion in groups of 4. 2 Report the opinions .
3 Write down the opinions.
4 Check in groups of 4 first, and choose the best one . Then exchange the composition between the groups. Step
5 Homework 1 Write down the composition: Do you agree with “Disgusted” or “Animal Friend”? Write a letter to the editor and give your opinion.
2 Say out their own composition in front of the class.
3 5分
4 5分
5 10分。