九年级unit15教案

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2020-2021学北师大版高中英语必修5教案：Unit15 Learning Word版含解析

Unit 15 Learning□arrow n. □status n. □pour vt. □thinking n.□oxygen n. □chief adj. □powder n. □bureaucratic adj.□tick vt. □airmail n. □flame n. □shadow n.□ox n. □alphabet n. □spit vi. □kingdom n.□jar n. □motto n. □acid n. □facility n.□blank adj. □mild adj. □onion n. □biochemistry n.□lump n. □pace n. □spy n. □choir n.□throat n. □conservative adj. □religion n. □drag vt.□backwards adv. □loose adj. □drill n. □conventional adj.□swell v. □atom n. □glue n. □fellow n.1．(2019·全国卷Ⅱ)I reflect on how my day's gone and think about the rest of the week.认真思考某事2．(2019·北京卷)When these organisms die，they bury carbon in the deep ocean，an important process that helps to regulate the global climate.把……埋葬[单词拼写·运用]核心单词语境运用[短语理解·运用]retire，all you can do is switch offyour brain and bury everything you'veever learnt.all_we_can_do_is_just_wait_patiently.5.wish后从句虚拟语气Sometimes I wish I could phone him andask for his opinion！另外，我多么希望班里没有太多的学生。

外研版英语九年级上册教案(15篇)

外研版英语九年级上册教案（15篇）篇1：外研版英语九年级上册教案一学生情况分析(学生62人，其中男生：36人，女生：26 人)1.学习水平不均有的学生对小学英语比较重视，学得很好;但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。

有的学生笔试不错，但语音、语调、书写都有待加强。

因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。

2.学习习惯不好学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。

总之，要避免好学生吃不饱饭的现象，尽量拉起目前英语欠缺的学生，激发他们的兴趣和信心，赶上中上水平的学生。

在今后的教学中，要注意培养、激发兴趣，教会学生学习方法。

从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与、交流的学习方式和任务型教学方式，发展学生的语言综合运用能力，使语言学习过程成为学生形成积极情感态度、主动思考和实践、提高跨文化意识、形成学生自主学习能力的过程。

这是新的课程标准和新的目标英语。

教学措施和辅助二课时总安排总共100课时：授课课时复习课时测试课时机动课时三.教材总体目标、单元要求及重难点The goal:The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives.Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。

不仅以语言知识、语言技能为重点，而且更注重学生的学习策略、情感态度和文化意识。

教学内容的处理和取舍灵活开放，只要教师从学生的实际水平和语言能力出发，任何教学内容的调整或取舍，任何教学步骤的安排都是可行的。

九年级英语Unit11-Unit15复习教案人教新目标版

九年级英语Unit11-Unit15复习教案The First PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectsKey vocabulary that students have learned in Units 11～15．2． Ability ObjectsTrain students’ ability to use the target language they have learned freely and creatively．3． Moral ObjectRepetition is the mother of learning．Ⅱ． Teaching Key PointKey vocabularyⅢ． Teaching difficult PointTrain students’ ability to use the target language they have learned freely and creatively．Ⅳ． Teaching MethodPractice methodⅤ． Teaching AidThe blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework． Ask five students to read their sentences one by one using the words in activity 1 in preceding class．Help correct the mistakes made in their sentences．Step Ⅱ 1aThis activity reviews some of the vocabulary that students have learned in Go For It Book 5．In this activity, we’ll reviens some of the vocabulary in Units 1～15 by completing a crossword． Now, look at the clues with the headingsDown and Across．Draw students’ attention to the crossword． Read the sample answer to the class: I can look out of the window in my apartment． Make sure that they understand what they need to do． Then say,Please read the clues and complete the crossword． Get students to do the crossword in pairs． While they are working, move around the classroom to make sure that allthe students know what to do, offering help if necessary．Cheek the answers by asking different students to read out and spell the answers．AnswersDown 1． windows 2． bought 3． is 5． elephant 6． wrong 7． suitcase 8． award 12． made 15． scarf 16． jobs 18． rude 19． meet 20． orAcross 1． walls 4． noodles 7． strong 8． are 9． on 10． trash 11． sit 13． had 14． done 17． customer 21． ever 22． fast 23． cheetahStep Ⅲ 1bThis activity requires students to creatively use the language they have learned．Go through the instructions with the class． Invite a pair of students to read the sample conversation．S A: This is a place where we can go to see animals．S B: Is it a zoo?S A: Yes, it is．Make sure students understand what they need to do． Ask students to choose four words from Units 11～15 and write a clue for each word． Have students do the activity in pairs． When they work, move around the classroom listening and offering help where necessary．Ask four students to say their clues and have the class guess the words．S1: It is useful and helpful to us and can bring us success in competition．（advantage）S2: This is a person who owns something．（owner）S3: This is a metal container in which food is kept cold．（refrigerator）S4: This is a large sea animal． We also call it sea cow．（manatee）Step Ⅳ SummaryIn this class, we’ve reviewed some of the vocabulary words in Units 1～15．Step Ⅴ HomeworkReview the vocabulary words in Units 11～15Step Ⅵ Blackboard DesignReview of units 11～15The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Listening practice using the target language．（2） Oral practice using the target language．2． Ability Objects（1） Train students’ listening skill．（2） Train students’ speaking skill．3． Moral ObjectIf you review what you have learned actively, you will make greater progress．Ⅱ． Teaching Key Points1． Listening practice using the target language．2． Oral practice using the target language．Ⅲ． Teaching Difficult PointTrain students’ listening skill．Ⅳ． Teaching Methods1． Listening method to improve students’ listening ability．2． Pairwork to make every student work in class．Ⅴ． Teaching AidA tape recorderⅥ． Teaching ProceduresStep Ⅰ RevisionDictate some vocabulary words in Units 11～15．guidebook, member, advantage, manatee, environment, greet, bow, wipe, serve, miss, fresh, rude, endangered, useful, strong, tiny, politely, mostly, gradually, speciallyChoose five words． Encourage students to make sentences with them．S1: Everyone has more advantages than disadvantages．S2: Manatees are large sea animals．S3: Let’s go out for some fresh air．S4: He was late for school because he missed the bus．S5: The ant is a tiny insect．Step Ⅱ 2aThis activity provides practice in listening for the general idea．focus attention on the four pictures．Say, You are going to listen to four conversations． Match the conversations with the correct pictures． Point to the sample answer． Say, This picture matches the first conversation you will hear．Play the recording for the first time．Students only listen．Play the recording a second time．This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．Check the answers．Answers（from top to bottom）1,4,2,3TapescriptConversation 1Cbu: Tom, I have some questions about your country, Canada．Tom: Okay． What do you want to know?Cbu: What are you supposed to do when you meet someone for the first time? Tom: You’re supposed to shake hands．Cbu: How about time? For example, when a party is at eight o’clock, do you go at eight o’clock?Torn: No, you can go about fifteen minutes late．Cbu: OK． Is it the same for business meetings?Tom: Oh no． For a business meeting make sure you’re on time．Cbu: Mm． I heard that it’s rude to make sounds when you eat． Is that true? Tom: Yes． it is． You shouldn’t do it．Cbu: One more question． Are you supposed to take a gift when you visit someone? Tom: Yes, it’s polite to take a few flowers．Cbu: Thanks． Now I’m ready．Conversation 2Ben: Excuse me, could you tell me where the doctor’s office is?Sue: Yes, it’s on the second floor, beside the escalator．Ben: Mm． First I need to buy a book． Is there a book store around here? Sue: Sure． You can find Biblo Books on the fourth floor． Take the elevator．Ben: Oh, I also need to exchange some money．Sue: Yes． There’s a bank on the first floor． It’s right behind you．Ben: Good． I think that’s everything． Oh no． There’s one more place I need to go．Sue: Yes?Ben: Do you know where I can buy some shampoo?Sue: Yes, there’s a drugstore on the third floor． Take the elevator．Ben: Thank you． You’ve been very helpful．Sue: You’re welcome．Conversation 3Mom: We have to leave in half an hour． Is everything ready for the trip?Xiao Li: I don’t know．Mom: Well, have you packed the travel guidebook?Xiao Li: Yes． I did． Oh! But I forgot the map．Mom: OK． Pack the map． What about the camera?Xiao Li: Yes． I have the camera．Mom: What’s that noise? Have you turned off your radio?Xiao Li: No, I’ll do it now．Mom: And the towels． Have you packed the towels yet?Xiao Li: Yes． I packed the towels．Mom: What about the food? Did you pack the food?Xiao Li: Yes． I’ve packed it already．Morn: Well, I think we’ve almost ready!Conversation 4Henry: Hi, Janet． Would you like to help save the environment?Janet: I don’t know． What can I do?Henry: Well, first, you can start by turning off the lights．Janet: Yes． That’s easy． Sometimes I turn on the lights without thinking．What’s next?Henry: Second, you can ride a bicycle．Don’t take a bus or a taxi if you don’t have to．Janet: That will save money, too． What else?Henry: Thrid, try to recycle paper．Janet: Mm． Newspapers, magazines, mail …we get a lot of paper at home． Good idea．Henry: The fourth idea is turning off the shower When you’re not using it．Janet: You mean, when I have shampoo in my hair?Henry: Yes． Get wet． Turning off the shower． Put in the shampoo in your hair and then turn on the shower and wash it out．Janet: Will that help the environment?Henry: Yes． We have to save water． And fifth, take a bag when you go shopping． Don’t use plastic bags．Janet: OK． My parents do most of the shopping． I’ll tell them．Step Ⅲ 2bThis activity requires students to listen for specific information in the dialogues．Look at the four different questions types next to the pictures in Activity 2a． Give students two minutes to go through the list of questions． You are going to listen to the same recording again． This time you need to listen for specific information in the dialogues that will help you answer the questions． Point out the sample answers．Play the recording for students to answer the questions． Play the recording a second time or a third time if necessary．Have students do the activity in pairs．When they work, walk around the classroom listing and offering help where necessary．Ask several students to share their answers．AnswersFTFFT53214doctor’s office--second floor;bookstore--fourth floor;bank--first floor; drugstore--third floor√pack the guidebook; × pack the map;√pack the camera;× Turn off the radio;√pack the towels;√pack the foodStep Ⅳ 2cThis activity lets students work in pairs to practise the conversations they have just heard．Go through the instructions with the class, sample conversation in the box． Invite a pair of students to read it to the class．S A: Would you like to help save the environment?S B: I don’t know． What can I do?Write the sample conversation on the blackboard．Now work with a partner． Start by reading the sample conversation in the box with your partner． Then make conversations using information in Activity 2a．Get students to practise their conversations． As they work, walk around the classroom offering help and encouragement．Ask several pairs of students to say their conversations to the class．For example:S A: Would you like to help save the environment?S B: I don’t know． What can I do?S A: You can turn off the shower while you are washing your hair．S B: When I have shampoo in my hair?S A: Yes．Step Ⅴ SummaryIn this class, we’ve done a lot of listening and oral practice Using the target language．Step Ⅵ HomeworkAsk students to write three conversations in Activity 2c in their exercise books．Step Ⅶ Blackboard DesignReview of Units 11～15The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectsOral practice using the structures Supposed to, It makes me…and Present perfect with already and yet．2． Ability Objects（1） Train students’ speaking skill．（2） Train students’ writing skill．3． Moral ObjectExpress your own opinions freely and correctly．Ⅱ． Teaching Key Points1． Supposed to2． It makes me…3． Present perfect with already and yet．Ⅲ． Teaching Difficult PointTrain students’ speaking and writing skills．Ⅳ． Teaching Methods1． Practice method2． PairworkⅤ． Teaching AidThe blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework． Invite several students to say their conversations to the class．Check any errors and correct them．Step Ⅱ Part 3This activity provides writing and speaking practice using the target language．Go through the instructions with the class． Look at the sample conversation in the box． Invite a pair of students to read it aloud to the class．A: What are you supposed to do when you meet a new person in the USA?B: You’re supposed to shake hands．A: In China, you’re supposed to…Write the conversation on the blackboard．Look at the list of questions． Get a student to read the questions to the class．Please write your answers to these questions． Ask students to finish the task on their own．The answers may vary． For example:A: What are supposed to do when you meet someone in China?B: You are supposed to bow to the person/say Hi to the person/shake hands with the person．Ask students to fill in their answers, then discuss with a partner． While they are working, move around the classroom listening to different pairs and offering help as needed．Ask several pairs to share their activities．Step Ⅲ Part 4This activity lets students work in pairs to practice writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it aloud to the class as a model．S A: How do you feel when you see the national flag of China?S B: It makes me feel proud． How about you?S A: It makes me proud, too． I think of famous Chinese men and women．Write the conversation on the blackboard．Review the different feelings in different situations students have learned．（happy, angry, sleepy, sad, relaxed, tense, etc）Ask students to give their feelings for each of the five items． Say, Please work in pairs．Make conversations to talk about your feelings in different situations． For each item, students should think of a reason for their answer． As they work, move around the classroom listening and offering help as needed．Ask several pairs of students to say their conversations to the class． Answers will vary．Step Ⅳ Part 5This activity provides practice to train students’ writing and speaking skills．Look at the instructions． Let a student to read it aloud to the class． Read the sample answer history project to the class．Say, Please make a list of the things you plan to do this month． Ask students to complete the task individually．Point to the sample conversation in the box． Invite a pair of students to read it to the class．S A: I have to do my history project this week．S B: Really? I’ve already done my history project．Write the conversation on the blackboard．Get students to think of things they need to do today． Ask them to say whether or not they have already done each thing．Ask students to write a list of five things to do this month．Please compare your list with your partner’s． Discuss what you have or have not already done．Ask several pairs to share their discussions with the class． Answers will vary．Step Ⅴ SummaryIn this class, we’ve reviewed the structures Supposed to, It makes me…and Presentperfect with already and yet by writing and oral practice．Step Ⅵ HomeworkAsk students to write two sentences for each structure in their exercise books．Step Ⅶ Blackboard DesignReview of Units 11～15The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Practise talking about hobbies．（2） Practise asking for information politely．（3） Practise using I think/believe/feel that…and I agree/disagree with you．2． Ability Objects（1）Train students’ speaking ability．（2）Train students’ writing ability．3． Moral ObjectsPractice makes perfect．Ⅱ． Teaching Key Points1． Talk about hobbies．2． Ask for information politely．3． I think/believe/feel that…and I agree/disagree with you．Ⅲ． Teaching Difficult PointsTrain students’ speaking and writing skills．Ⅳ． Teaching methods1． Pairwork2． Practice methodⅤ． Teaching AidThe blackboardⅥ． Teaching ProceduresStep Ⅰ RevisionCheck homework．Ask students to exchange their homework exercise with a partner． Help correct each other’s mistakes． Then get different students to say their sentences to the class．S1: We’re supposed to do our homework on time．S2: Pop music makes me happy．S3: Have you cleaned your room yet?S4: Yes． I have already cleaned my room．Step Ⅱ Part 6This activity provides writing and oral practice using the target language． Go through the instructions with the class．Look at the sample conversation in the box． Invite a pair of students to read it to the class．S A: What kind of museums do you like?S B: I like history museums． They’re interesting．S A: Really? I prefer science museums．Write the conversation on the blackboard．Draw students’ attention to the chart．Ask students to read the questions．Please write down your own answers in the first column in the chart． Get students to complete the task individually． Then ask students to interview two classmates about what they like and write their answers in the second and the third columns in the chart．Get students to complete the task in groups if three． As the groups work together, walk around the classroom to make sure all the students know how to fill in the blanks and offer language support as needed．Get different students to report their results like this:S A: What kind of sports do you like?S B: I like football． It is very exciting．S A: Really? I prefer basketball．Answers will vary．Step Ⅲ Part 7This activity lets students work in pairs to practise writing and speaking skills．Go through the instructions with the class．Look at the sample conversation in the box．Invite a pair of students to read it to the class．S A: Excuse me． Can you help me?S B: Yes, certainly． How can I help you?S A: Can you tell me if there are any good museums in the city?S B: There are many good museums． Do you like art?S A: Yes． I like it very much．Write the conversation on the blackboard．Ask a few students about museums, food, transportation and costs． Then write questions using the four sentences as guides．Please make conversations using the questions． Then ask students to role play conversations with their partners using their questions．Have some students share their answers as dialogues with the class．A sample conversation:S A: Excuse me． Can you help me?S B: Yes, certainly． How can I help you?S A: Could you tell me where I can get some good food?S B: There are a lot of good restaurants．What kind of food do you like?S A: Vegetarian．S B: You can try Green Restaurant． They have delicious salads．Step Ⅳ Part 8This activity provides writing and oral practice using the target language． Read the instructions aloud to the class． Point to the sample conversation in the box． Invite a pair of students to read it to the class．S A: I think that cats are the most important animal in China because many people have them as pets．S B: I disagree． I feel that pandas are the most important animal because there aren’tvery many of them．S A: Yes, but cats are more popular with ordinary people．Write the conversation on the blackboard．Ask students to select an animal and write five reasons why it is the most important animal in China． Let them use the words in the box to discuss their opinions in conversations． As they work, walk around the classroom, checking the progress of the pairs and offering language support as needed．Get several pairs of students to say their conversations to the class． Answers will vary．Step Ⅴ SummaryIn this class, we’ve practised talking about hobbies and asking for information politely using the target language．We’ve also reviewed the structures I think/believe/feel that…and I agree/disagree with you．Step Ⅵ Homework1． Read the conversations in Activities 6, 7 and 8 again for a further understanding of the target language．2． Finish off the exercises on pages 65～68 of the workbook．Step Ⅶ Blackboard Design。

[VIP专享]Unit 15教案1

Unit 15 We’re trying to save the manatees! I．Learning objectives教学目标SkillFocus▲Listen and talk about animals▲Show disagreement and agreement▲Learn to describe animals▲Review the tenses and use them freely功能句式Show disagreement and agreement (P120)I think that animals should not live in zoos.I disagree with you. / I agree with you.Talk about what we can do for the world (P121, P123) stop riding in carsdon’t use paper towels or napkinsrecycle books and paper—How do you feel about ...—It makes me ...—What are three things you are supposed to do?Language Focus词汇1. 重点词汇pound, discover, expression, pull, planet, society, model, raise 2. 认读词汇manatee, furry, enormous, playful, aggressive, gray, spotted, kangaroo, chimpanzee, cheetah, mangrove, swamp, habitat, aquatic, underwater, vegetation, weigh, polluted, present progressive, present simple, infinitive, passive voice, present perfect, suitable, tiny, cage, disgusted, educate, urge, recycle, built, stuff, glue, roof, discard, tile, fence, can, recently, inspiration, spare, Winterbourne3. 词组care for语法Review the tenses: Present Progressive, Present Simple, “used to”, Passive Voice and Present perfectStrategy Focus 1. Classifying2. Listening for specific informationCultureFocusThe importance of protecting animals and the environmentII. 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)。

新冀教版九年级全一册英语 Lesson 15 教案

Unit 3 SafetyLesson 15 My Helmet Saved My Life!单词helmet，blood，knee，bleed，sharp，掌握本课的词汇和短语。

短语和句式的实际运用。

Step 1：Warming up多媒体展示骑自行车发生事故的图片。

T：Boys and girls，what happened in the pictures?Ss：It is a bike aident.T：Yes. Can you describe them?S1：Yes. The aident happened on a road.S2：A boy was riding his bicycle. All of a sudden，...T：OK. Well done！Now this lesson we will learn a bike aident. Are you ready?设计意图：此环节利用图片，通过师生问的对话导入本课的话题自行车事故，利用会话将学生带入自行车事故的场景，为下面的学习做好铺垫。

Step 2：Pre-readingTask 1 在屏幕上呈现本课的生词，让学生根据旁边的图片，学习本课的生词helmet，blood，knee，bleed，sharp，stick，scary，goodness，stranger，careless。

老师领读。

对新单词和一些延伸的词组可以给出提示。

Task 2教读这些单词，并且让学生齐读。

然后采用抢答来进行抽查：What’s missing？要求学生观察屏幕上的生词，快速说出不见的那个生词，直接起立抢答。

抢先且答对可以给所在组加分。

设计意图：向学生展示本课的重要词汇以及它们所处的情景，帮助学生学习新单词，为下面课文的学习做好准备。

Step 3：While-readingTask 1 Read the lesson and do Exercise 1 on Page 39.Task 2 Read the article aloud after the recorder.Let the students listen to the tape and repeat it sentence by sentence，then let the students read it aloud by themselves.给学生播放录音，学生跟读，学生起立模仿，小组间进行竞争，评出“朗读之星”。

仁爱英语九年级上册教案

仁爱英语九年级上册教案
第一课：Unit 1 Friendship
教学目标：
1. 了解并掌握本单元的重点词汇和短语。

2. 能够运用所学词汇和短语描述友谊和友情。

3. 能够听懂并理解关于友谊的对话和短文。

4. 能够运用所学知识写一篇关于友谊的短文。

教学重点和难点：
1. 重点：掌握本单元的重点词汇和短语，能够描述友谊和友情。

2. 难点：能够听懂并理解关于友谊的对话和短文，运用所学知识写一篇关于友谊的短文。

教学过程：
1. 导入新课：通过展示一些关于友谊的图片或视频，引导学生谈论友谊的重要性。

2. 学习新词汇和短语：通过图片、例句等方式教授本单元的重点词汇和短语，帮助学生掌握。

3. 听力训练：播放有关友谊的对话和短文，让学生听懂并回答相关问题。

4. 口语练习：设计一些关于友谊的情景对话，让学生进行角色扮演，提高口语表达能力。

5. 书面表达：要求学生根据所学知识，写一篇关于友谊的短文，鼓励他们展示自己的想法和感受。

教学反思：
通过本节课的教学，学生能够充分了解友谊的重要性，掌握相关词汇和表达方式，提高听力和口语能力，同时培养学生的写作能力。

在教学过程中，要注重激发学生的兴趣，引导他们积极参与，提高课堂互动，让学生在轻松愉快的氛围中学习。

九年级英语上册 Unit 15《We are trying to save the manatess》教案人教新目标版

Unit 15 We are trying to save the manatees!Language goals:In this unit students learn to debate an issue.New languages:We’re 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.Some of the swamps have become polluted.Difficult points:1. Describe the animals correctly.2. How to use the Present Progressive, Present Simple, “ Used to” + infinitive,Passive Voice and Present Perfect .3. How to improve the students’writing ability according to the reading materials. Teaching aids: computer, video, recorderTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: /Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Teach key vocabulary.2. Target languages:I 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.3. Train the speaking and listening abilities.4. Train students’ communicative competence.Teaching procedures:Step 1. Revision Ask students to review five different verb tenses and name the five tenses.Ask them to look at the screen．Show the names of the five tenses on the screen by a projector along with a sample sentence for each.present progressive: We’re studying English.present: I walk to school every day.past with used to: I used to play the piano.passive voice: Tea was invented by accident.present perfect: We have already finished our homework.Get 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 2. Section A 1aThis activity introduces the key vocabulary.Ask students to look at the signs on each animal’s picture. Get one or two students to the class. 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. For example: A gentle animal is quiet and not dangerous. A fury animal is covered with soft hair.Ask some students to explain any words students don’t understand.Have students fill in the answers on their own. As they work, walk around the classroom checking their progress and answering any questions they may have. After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures.Check the answers with the whole class.Step 3. Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Read the list of words in Activity 1a. Say: You will hear Ginny and Victor talk about the animals in the picture in Activity 1a. Now please listen to the recording carefully and circle the words on the list that they use to describe the animals.Play the recording the first time, students only listen. Then play the recording a second time. This time ask students to circle the words they hear on the recording.Check the answers.Step 4. Section A 1c Group workThis activity provides oral practice using the target language.Go through the instructions with the whole class.Have students 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.Ask students to take a few minutes to write down a statement.Say: You can write a sentence or two that describes how you are similar to the animal you choose. Don’t say the name of the animal.A few minutes later, let student read their statements to the class and seehow quickly the other students can guess what animal the students are talking about.Step 5. Section A 2aThis activity provides guided listening practice using the target language.Ask students to describe the picture in groups. Then have a student describe it to the class.Go through the instructions with the class. Say: You will hear two people talking about manatees. Listen and draw a line between each word and its definition.Read the sample answer. Then say: The word endangered means there aren’ t very many of this animal left in the world. The manatee is endangered because there aren’t very many of these animals.Play the recording the first time, students only listen. Play the recordinga second time. This time ask students to draw lines between each word andits definition.Check the answers with the class.Step 6. Section A 2bThis activity provides listening practice u-sing the target language.Go through the instructions with the class. Ask students to look at the headings in the chart and the blanks next to each heading. Say: You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart. Get students to call attention to the sample answer. The two people are talking about manatees, so you write the word manatee after the words kind of animal in the chart.Play the recording again. Get students to fill in the blanks in the chart.Check the answers with the class.Step 7. Section A 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation in the box. Have a pairof students read it to the class.Read the instructions aloud to the class. Say: Each pair of students canmake a conversation using information from Activities 2a and 2b. Letstudents work in pairs. As they work, move around the classroom, checkingthe progress of the pairs and offering help as needed.When students finish the work, ask one or two pairs to say theirconversations to the class.Step 8. Grammar focusPoint to the grammar focus box, get five students to read the statements to the class.We’re 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.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 book Past with used to: Unit 4 Passive voice: Unit 10 Present perfect: Unit 14 While the groups are working, walk around the classroom helping the students with their explanations 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 mistakes in their explanations or sentences.Step 9. ConclusionLearn and master the vocabulary words.Master the target languages.I am like this animal because I am strong and intelligent.You’re like an elephant.How big are manatees?They’re about 10 feet long and they weigh about 1,000 pounds. HomeworkReview the new words in the box in Activity 1a.Make conversations in pairs to review the target language.Make five sentences to review the grammar focus.Period 2Teaching aims:1. Master some vocabulary words and 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.2. Train the reading ability.3. Train the ability of expressing students’ own opinions.Teaching procedures:Step 1. RevisionYesterday we learned the target language and reviewed some grammar. Now who can make sentences using the grammar we reviewed yesterday. Ask students to make sentences in groups to review the grammar. While they are working, move around the room offering grammar help as needed.Step 2. Section A 3aThis activity provides reading practice u-sing 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 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.Have students read the letter on their own again and underline the reasons why the writer is opposed to zoos. While they are working, move around the room and offer pronunciation help if necessary.Check the answers with the class.Ask students to read again and discuss the language points in groups. While they are working, move around the room providing grammar help where needed.Step 3. Section A 3bThis activity provides reading and writing practice using the target language.Go through the instructions with the whole class.Get 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 have students finish the work on their own or in pairs. As 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 Sincerely,×××Write the letter on the blackboard as an example.Have students read the letter and find out the difficult points. Then discussin groups. The teacher can offer grammar help where needed.Step 4. Section A 4 Debate This activity provides oral practice using the target language.Go through the instructions with the class. Say: 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.A: I think that elephants shouldn’t be kept in zoos.B: 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. Get two students to read it to theclass.A: I think that animals should not live in zoos.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 get the other team to givea statement that is related to the first statement. Help the teams makeseveral different statements about a single point before going on to anotherpoint.For example: Team 1: I think that zoos are suitable for animals to live in.Team 2: Why do you think so?Team 1: Because zoos provide homes for many animals, and help to educate the public about caring for them.Team 2: I disagree with you．I think animals there are only given food once a day. They are hungry.Step 5. PracticeDeal with some exercises on the video.Step 6. ConclusionLearn to express one’s own opinions.Master some vocabulary words and target language.HomeworkWrite the letter to the editor.Preview Section B 1a / 1b / 2a / 2b.Search some information about some ways to help save the planet.Period 3Teaching aims:1. Revise vocabulary words and learn some useful expressions.2. Strengthen the target language and practice more.3. Train the speaking and listening abilities.Teaching procedures:Step 1. RevisionCheck homework, get a student to read his or her letter to the editor. Help correct any mistakes．Step 2. Section B 1aThis activity introduces new vocabulary.Have students describe the picture in groups. Then get one student to describe it to the class.Read the instructions aloud to the class.Then ask: What’s the meaning of the phrase save the planet. If students have difficulty, the teacher can offer help.（It means to keep planet Earth clean and not polluted.）Ask students to call attention to the five suggestions for ways to save the planet. Get a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.Stop riding in cars.Recycle books and paper.Turn off the lights when you leave a room.Turn off the shower while you are washing your hair.Don’t use paper towels or napkins.Ask students to write a number 1 in front of the easiest thing to do, a number2 in front of the second easiest thing to do, and so forth.Students work individually.Check the answers. Students will probably have different answers. Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do. For example: I think it is easy to turn off the shower while you are washing your hair. Because everyone can do it without any effort. It is difficult to stop riding in cars. Many people go to work or go to school by car, because it is far away from their homes.Otherwise they will be late.Step 3. Section B 1b Pair workThis activity provides guided oral practice using the target language.Go through the instructions with the class. Say: You will compare the answers you wrote for Activity la. You need to explain why you ranked the items in the order you did.Ask students to look at the example in the speech bubbles. Get a pair of students to read it to the class.A: Recycling paper is really easy.B: I agree. But it’s hard to stop riding in cars.Look back at the list of items in Activity 1a again. First one student makesa statement. Then the other student agrees or disagrees with it. You can lookback at Activity 4 in Section A to get ideas of words to use when agreeingand disagreeing.Have students work together, move around the classroom, checking the workand offering help as needed.Ask a pair of students to say their answers as an example.A: Recycling books and paper is really easy.B: I agree with you.SA: Not using paper towels is really hard.SB: I disagree with you. I think that we can use handkerchiefs instead.Step 4. Section B 2aThis activity provides listening practice with the target language and newvocabulary words.Go through the instructions with the class. Say: Now you will hear Jack andJulia talk about what they are doing to help save the planet. Ask studentsto look at the chart. Get a student to read the list of items that Julia andJack talk about. If he or her has difficulty in reading, the teacher can repeatthem and ask students to follow.turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paper Play the recording for this activity for the students the first time, studentsonly listen carefully. Then play the recording a second time. This time askstudents to listen carefully and check the things Julia and Jack talk about.If there is difficulty, play the recording again.Check the answers with the class.Step 5. Section B 2bThis activity gives students practice in understanding the target languagein spoken conversation.Go through the instructions with the class.Ask students to look at the three column headings in the chart and let studentsread the headings again on their own.Say: You will hear the same recording again.Ask students to listen and check the things that Julia is doing now, the things she will do in the future, and the things she would never do.Now listen to the recording carefully and check the things.Play the recording again if necessary.Check the answers.Step 6. Section B 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation. Get a pair of students to read it aloud to the class.．A: We really should’t use paper napkins, you know.B: I know．I stopped using them last year.Go through the instructions with the class. Say: Work in pairs about the items in the chart. Talk about which of these things you do now, which you will do in the future, and which you would never do.Get students to work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help if necessary.Get one or two pairs to say their conversations to the class.A: We should turn off the lights when me leave a room.B: I always do that.A: We should take our own bags when shopping.B: That’s easy. I will do that in future.A: We really should’t ride in cars.B: I’ll never do that! Our school is far away from my home. It takes meone hour to ride to school every day.Step 7. ConclusionLearn the vocabulary words.Practice more about the target language.Learn to talk about the ways to help save the planet.HomeworkPreview Section B 3a / 3b / 3c / Self check 1/2.Write a short passage about what you should do to help save the planet.Period 4Teaching aims:1. Knowledge: Teach the key vocabulary and practice writing something using thetarget language.2. Moral education: We must realize the importance of recycling. It not only is auseful saving of money but also can protect our environment.3. Train the reading and writing abilities.Teaching procedures:Step 1. RevisionRevise the target language presented in this unit. Check homework. Ask several students to present their composition to the class.Step 2. Section B 3a This activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector. Ask several students to read the words. Help correct any pronunciation mistakes if necessary. Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article: The house of trash. Invite a student to read the article aloud to the class. Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class. Go through the instructions with the class. Elicit one question from the class.（Who is Amy Winterbourne? ）Make sure students know what to do. Encourage students to think about questions beginning with who, what, when, where, why and how.Ask students to read the article and then write their questions in their own exercise book. Students work individually.Have students do the activity in pairs. Students should discuss why they would want to know the answer to each question. While they are working, move around the classroom, checking the progress of the pairs and providing help as needed.Check the answers with the class.Step 3. Section B 3bThis activity provides reading and writing practice using the target language.Point to the before picture. Ask students to say out the names of the things they see in the picture.（a trash can, a pair of pants, a napkin）Ask students to look at the after picture. Say: Please find out things made from recycled materials from the before picture.（the backpack, the hat, the scarf）Go through the instructions with the class.Make sure students know what to do.Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture.For example: His scarf used to be a napkin.His scarf is made from a napkin.Ask students to complete the article individually. When they work, walk around the classroom, checking the progress of students, offering help and answering questions if necessary.Get a student to read his or her completed article to the class. Have another student help correct any mistakes where needed.Step 4. Section B 4 SurveyThis activity provides reading, writing, and oral practice using the target language.Read the instructions aloud to the class.Get students to say out the things that they recycle.（paper, glass, aluminum cans, plastic, or cardboard）Get students to look at the survey form.Ask a student to read the headings aloud to the class. Brainstorm other items to add to the list. Tell students to talk to their classmates and find out who recycles each item on their lists. Have students move around the classroom and ask their classmates about their recycling habits.When students finish, check the work.Have some students tell what they learned. Ask them to say out how many students they talked to. Of this number, how many recycled paper, how many turned off the lights when they leave the house.Step 5. Self-check 1This activity focuses on vocabulary introduced in the unit.Point to the words in the box. Get a student to read them. Make sure the students understand the meaning of each word. Then ask students to fill in the blanks with the words on their own. Say, in some cases, you 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.Students work individually.Check the answers. Ask five students each to read a sentence. Have the rest of the students check their answers. The teacher can offer any help as needed.Let students make their own sentences with the words, preferablysentences that are meaningful. As they work, walk around theclassroom. Collect a few students’ answers with mistakes on theblackboard. Then ask students to help correct the mistakes.answers together.Step 7. Just for fun!This activity provides reading and speaking practice with the target language.Get two students to read the conversation aloud to the class.A: What are they doing?B: They are trying to help the environment.Ask all the students to read the conversation again. Then have students look atthe picture. Ask students who is happy that the pond is being cleaned up.Ask how the toads show their thanks.Ask some pairs of students to present this conversation to the rest of the class.HomeworkPractice more using the information in self check 2.Review the whole unit.Do you recycle? Write a short passage to say your opinion.。

初三英语全英教案

初三英语全英教案【篇一：初三（九年级）英语全册教案（人教版）】九年级英语（人教版go for it）unit 1 how do you study for a test?话题：how do you learn english?汉译英1.大声地，出声地adv.2.语法，语法规则n.3.不同地，有区别地adv.4.快地，迅速地adv.5.补充，继续说v.6.口语的，口头的adj.7.慢地，缓慢地adv.8.错误，过失n.9.重要，要紧，有关系v.10.害怕的，犯愁的adj.11.秘密，诀窍，秘诀n.12.学习者n.13.学期n.14.困难，苦恼，忧虑n.15.快地，迅速地adv.16.软的，柔软的adj.17.如果不，除非conj.18.责任，义务n.19.简单地，容易地adv.20.友情，友谊，友爱n.21.失去，丧失v.22.不重要的adj.23.面对，面临，正视v.1英译汉24.flashcard n.25.vocabulary n.26.pronunciation n.27.specific adj.28.memorize v.29.frustrate v.30.quickly adv.31.frustrating adj.32.pronounce v.33.challenge n.34.solution n.35.realize v.36.impress v.37.essay n.38.deal v.39.unfair adj.40.solve v.41.regard v.42.influence v.43.disagreement n.44.development n.45.adult n.46.solider n.47.psychologist n.1.aloud【用法】adv.出声地，大声地。

指为使人听见而发声。

【辨析】loud adv./ adj.大声地，大声的。

指说话声和笑声。

loudly adv.大声地，吵闹地。

北师大unit15-lesson1《Life-long-Learning》教案

Module 5 Unit 15Lesson 1 Life-long LearningTeaching Plan教材分析本课是北师大版英语教材第15单元的第1课，主课文通过介绍三个不同年龄段的人的学习情况，强调终身学习的重要性。

本课的教学以一个小调查开始引出话题，激发学生兴趣，使学生产生阅读的动机。

引导学生学会预测，通过听力和快速阅读归纳文章的主要信息，再逐段阅读提取细节信息，并在整理信息的过程中，锻炼学生分析并解决问题的能力，最后结合课文的信息和语言进行输出性活动。

Teaching Objectives:By the end of this period, the Ss will be able to:;1. Grasp the structure of the passage.2. Retell the learning experiences of the three life-long learners, using the information and vocabulary acquired from the texts.3. Realize the importance of life-long learning and make their own plans for continuous study.Teaching Important Points:1.To get familiar with some words and phrases related to the life-long learning.2.To understand the main idea of the passage and more detailed information as well.3. To improve Ss’ listening and reading strategies.Teaching Difficulties:·1. How to help Ss achieve a better understanding of theimportance of life-long learning and encourage them to make their own plans for continuous study.2. Guide Ss to use the information and vocabulary acquired from the texts.Teaching Methods:1. Task-based learning method2. Discovering learning method3. Student-centered method (individual work; pair work and group work)Teaching Aids：Computer，cassette|Teaching Procedures:StepⅠ Lead-in1. T (teacher) invites Ss to do a mini survey and fill in some blanks to make Ss think about the age which they think is no longer suitable for learning.2. T introduces some proverbs about life-long learning and takes Yao Ming as an example.3. T presents several pictures representing people of different ages and backgrounds to lead in the topic: life-long learning and make Ss clear that we have entered a world of life-long learning, more and more people are continuing to study to improve themselves nowadays.StepⅡ Pre-reading1. Ss look at and talk about the photos and then work in groups discussing how important is it for people to continue their studiesafter formal education.2. Some of the Ss report their ideas with the class.—3. Ss work in small groups of four talking about the rapid changes the world is undergoing and how these changes make it necessary for people to continue learning.4. Some of the Ss share their ideas with the class and then complete the table as a whole class.5. T asks Ss to review the new words of this lesson and read in chorus.StepⅢ Fast-reading1.Ss listen to the cassette and find out the basic information of the three learners (names and ages) the passage refers to.2.Ss work individually skimming the passage to make clear of the main idea and the writer’s purpose of writing.3.Ss choose right answers to the three questions and fill in the blanks. Check answers as a class by having some Ss read out the answers.StepⅣ Careful-reading>1. Ss scan the passage silently again to get detailed information and decide whether the sentences are true or false.2. Ss read the passage paragraph by paragraph and fill in the table with the correct information. Give Ss time to think about and discuss the answers if they wish before writing.3. Some of the Ss share their ideas with the whole class.Answers:4.Based on the table, Ss practice retelling the passage and do a summary.StepⅤ Post-readingDraw a conclusion to make Ss achieve a better understanding of the importance of life-long learning.T: In Sun Wen and Ms Tang’s cases, learning helps them in their career and brings them sense of achievement. As for Grandpa Chen, he enjoys learning for his family life. People from all agesand backgrounds benefit from life-long learning.StepⅥ Homework1. Write a short passage to state the importance of life-long learning. Give at least one example.2. Preview the grammar point ----third conditional.。

20142015年仁爱版九年级上册英语全册教案

Unit 1 The Changing WorldTopic 1 Our country has developed rapidlySection AⅠ. Material analysis本课是九年级第一单元第一话题的第一课时。

本课内容丰富，主活动为1a和3。

1a部分通过“谈论假期经历”初步感知现在完成时“have/has been to 和have/has gone to” 的用法。

1b引导学生运用抓关键字词完成表格的方法，培养学生的听力技能。

1c 则是培养学生运用关键词复述课文的能力。

2a通过创设新的语境，在听的过程中进一步体会“have /has been to 和have/has gone to”。

然后在2b中让学生通过小组合作的方式总结它们的区别。

通过前几个步骤的学习，学生完全可以口头运用“have/has been to 和have /has gone to”来进行3的对话操练。

这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。

通过谈论假期生活，既可以相互增长见识又可以增进同学间的友谊。

Ⅱ.Teaching aims1.Knowledge aims：掌握本课的重点词汇和短语，初步学习现在完成时。

2.Skill aims:培养学生的听力能力。

培养学生的口语表达能力。

能通过整合对话内容，提升综合语言运用能力，为语言输出做好准备。

3.Emotional aims: (optional)引导学生了解不同的假期生活，热爱生活，增进友谊。

4.Culture awareness: (optional)通过了解不同的假期生活，引导学生关注不同的生活方式有不同的人生意义，培养他们热---爱生活的品质。

Ⅲ. The key points and difficult points1. Key points:Words and phrases: bell, take place, volunteer, have/has been to…, have/has gone to…, so…that…, by the way, be happy to do…Sentences: There goes the bell. /It must be fun.Grammar: Present Perfect (have/has been to和have/has gone to的用法)2. Difficult points：能通过听、说和读的方式感知并掌握have/has done的用法。

高中英语 Unit 15 Learning Section Ⅲ Understanding教案(含解

Section Ⅲ UnderstandingⅠ.根据英文释义及首字母提示写出单词1．acquire to gain knowledge or learn a skill 2．religion the belief in the existence of a god or gods 3．ignore to behave as if you had not heard or seensomeone or something4．urge to strongly suggest th at someone do something5．inspire to encourage someone by making them feelconfident and eager to do something6．assume to think that something is true, althoughyou do not have definite proofⅡ.按要求写出单词1．think(名词)→thought2．worth(形容词)→worthy3．defend(名词)→defence4．willing(反义词)→unwilling5．convention(形容词)→conventional6．benefit(形容词)→beneficial7．adapt(名词)→adaption8．appreciate(名词)→appreciationⅢ.补全短语1．to start with首先2．go against反对3．tend to经常做，倾向于4．(be) based on基于，在……的基础上5．put forward提出6．in other words 换句话说7．be accustomed to习惯于……8．e to one's defence 为某人辩护9．make assumptions about对……作出假设10．approve of赞成，同意11．be vital to对……重要12．be beneficial to对……有益1．...people like Galileo Galilei (1564－1642), who proved scientific ideas such as “the Earth is not the centre of the universe”， were often punished by the church with no one ing to their defence.像伽利略·伽利雷(1564－1642)这样证明了诸如“地球不是宇宙的中心”等科学观点的人常常被教会惩罚，而没有人来保护他们。

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。

九年级英语教案示例第十五单元UNIT15PERIOD1

九年级英语教案示例第十五单元Unit15Period11.Words&&expressions生词和短语save,gentle,furry,enormous,playful,aggressive,gray,spotted, manatee,cheetah,chimpanzee,kangaroo,mangrove,swamp,habitat, aquatic,feed,underwater,vegetation 2.Key sentences重点句子(P119)We are trying to save the manatees.Manatees eat about 100 pounds of food aday.There used to be alot 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 IRevision and Lead-in Ask the students to show th eir work.T：In the last unit,we've learned to talk about the things that we have done.Now I'll ask you aquestion：Have you ever been to azoo?What kind of animals can you see in it?S1：In the zoo of our city we can seetigers,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 amanatee.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 students.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：Kangaroos：playful,fast,big Manatees：gentle,shy,enormous Cheetahs：spotted,fast,aggressive Polar bears：aggressive,furry,fat Elephants：enormous,gray,strong Chimpanzees：noisy,furry,ugly Step III Listening and Oral Practice(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 amonkey 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 Iam strong and live in the forest.S2：You are like alion.S1：No.S2：You are like atiger.S1：No.Because Idon'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 Ican run fast.S2：You're like atiger.S1：No.S2：You are like acheetah.S1：Yes.Sample dialogue 3：S1：I am like this animal because Iam gentle and very shy.I live in water.S2：You're like amanatee.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 aplace 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 takecare of the environment that they are 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 plete the chart in 2b.Put your answers on the line.Play the recording again,then check the answers.Step VPairwork(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 alot 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 alot?S2：Yes,they do..Step VI Grammar(Grammar Focus：P119)Help the students sum up the following patterns.时态谓语动词的形式(do)一般现在时do/does一般过去时did现在进行时be(am/is/are)doing现在完成时have/has done一般过去时被动语态was/were done现在完成时被动语态have/has been done T：Look at the Grammar Focus box on page 119.Now who'd like to read the sentences to the class?Ask astudent 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 finished Step VII Homework T：In this class,we've heard two spoken conversations：in the first conversation,we heard about some adjectives for describing animals；in the second,we heard something about manatees.After class,pleas内容仅供参考。

九年级英语市公开课获奖教案省名师优质课赛课一等奖教案人教版

九年级英语教案人教版教案一：Unit 1-3 Lessons：课堂活动与教学秩序设计教学目标：1. 学生能够掌握词汇和短语，包括日常生活和学习用语。

2. 学生能够理解并运用本单元的语法知识。

3. 学生能够运用所学的知识和技能进行交际和表达。

4. 学生能够培养积极参与课堂活动和团体合作的能力。

教学重点：1. 词汇和短语的学习和运用。

2. 日常生活和学习用语的掌握。

3. 语法知识的理解和运用。

教学难点：1. 语法知识的运用。

2. 交际和表达能力的培养。

教学准备：1. 多媒体教学课件。

2. 学生课本和练习册。

教学过程：Step 1: 课堂导入利用图片和简单问答的方式复习上节课所学的内容，引导学生进入本节课的学习氛围。

Step 2: 词汇和短语学习介绍本节课所要学习的新词汇和短语，通过多种教学方式加深学生对这些词汇和短语的理解和记忆。

Step 3: 学习语法知识通过教师的讲解和示范，引导学生理解和掌握本节课的语法知识。

并通过举例和练习来巩固学生对语法知识的认识和运用能力。

Step 4: 情景对话练习学生分组进行情景对话练习，通过实际情境的模拟，培养学生的交际和表达能力。

Step 5: 听力训练播放录音让学生进行听力训练，提高学生的听力理解和应对听力材料的能力。

Step 6: 集体讨论和展示学生进行小组或全班讨论，展示他们在课堂上学到的知识和技能，增强学生的团队合作和展示能力。

Step 7: 课堂总结和归纳对本节课学习的重点进行总结和归纳，巩固学生的学习成果。

教学延伸：可以要求学生在课后进行相关练习，巩固所学的知识和技能。

同时可以组织学生进行小组活动，提高学生的合作和沟通能力。

教学反思：本节课通过多种教学方式和活动形式，使得学生能够积极参与到课堂活动中，达到了预期的教学目标。

但在教学过程中，需要更加注重学生的实际操作和语言输出能力，以进一步提高学生的学习效果。

Unit 15 Popular youth culture教案

Unit15 Popular Youth Culture整体感知单元要点The Power of Youth CultureToday's teen consumer market is the most profitable it has ever been. Even though 65% of teens say that they rely on themselves for their fashion ideas, it is true that less than 20% of the teen population is driving fashion trends, according to a recent study by a marketing firm. Marketers recognize this fact and often use elements of youth culture to promote their products. Perhaps one of the best examples is their use of hip-hop culture. It is reported that hip-hop fashion alone brings in $750 million to $1 billion every year. Sales of rap music and videos each exceed（超越）that amount.Rap's rise and its global popularity is a good example of how important youth culture is on youth attitudes and behavior. Remember when Madonna made her hit while singing about "virginity"? Soon after that, many girls around the world began wearing their underwear outside their clothes.Fashion designer Tommy Hilfiger knew the power of youth culture well. He marketed his brand by giving clothes to famous MTV stars and featuring teen stars in his print ads. Picking up on teens' interest in computer games, Hilfiger started a Nintendo competition and installed Nintendo terminals in his stores. The teenagers regarded Hilfiger jeans as their number one brand in a survey in 2000.Warming u p【点拨】typical用法1.典型的e.g. Our headmaster is a typical gentleman.我们的校长是一位典型的绅士.2. sb/ sth is typical of…某人/某事在…中是典型.e.g. The book is typical of its kind.这本书在同类书中很典型.3. It’s typical of sb to do…做…是某人的特点.e.g. It was typical of him to take hard jobs.抢挑重担是他的特点.Listening【点拨】在做某事上有困难用have difficulty (in) doing sth.在某事上有困难用have difficulty with sth..e.g. They had no difficulty (in) finding my house. 他们找到我家没有什么困难.e.g. Do you have (或find) any difficulty with English study? 你学英语有困难吗? 【点拨】keep up with跟上；指在同一水平上不落后catch up with 赶上，在落后的情况下赶上来。

新人教版初三英语教案

新人教版初三英语教案【篇一：新人教版八下英语全册教案】unit 1 what’s the matter?一、教学目标：1. 语言知识目标：1) 能掌握以下单词：foot, knee, neck, stomach, throat...2)能掌握以下句型what’s the matter?i have a headache.you should drink some tea.that sounds a like a good idea.i have a sore back.二、教学重难点:1) talk about your health.2) make suggestions.三、教学方法：revision, learning, practice and reading.四、教学辅助：tape-recorder and lattern.五、课时：six periods六、教学过程：period 1(section a1a-2d)i. teaching aims and demands1. knowledge objects.body names.illness.what’s the matter?i have a cold.2. ability objects.listening skill.recognizing skill.3. moral objects.exercise every day and keep healthy and strong.ii. teaching importance and difficultywhat’s the matter?i have a cold.iii. teaching methodsrecognizing methodlistening method.discovermethod.pairwork.iv. teaching aidsa tape recorder.a doll for teaching the names of the body. a projector.v. teaching procedureslead-in name the parts of the body by pictures.step 1 read a chant about the body.step 2 enjoy a song.step 3 play a game. say and draw the part of body.step 4 activity 1a.let ss to look at the picture and write the correct letter [a-m] for each part of the body. step 5 judge their problems based on every picture.step 6 activity 1b.listen and look at the picture. then number the names [1-5].step 7 act it out with their partner.step 8 listen again and complete the table.step 9 activity 1c. pair works.make conversations according to pictures.step 10 think how to give advice if somebody is ill and give examples by using pictures.step 11 activity 2a.let ss to listen and number the pictures [1-5] in the order they hear them.step 12 activity 2b.listen again and match the problems with the advice.step 13 activity 2c.make conversations using the information in 2a and 2b. step 14 activity 2d.role-play the conversation.step 15 language points: explain the key words and phrases in section a-1. homework:teaching thought:period 2(section a 3a-3c)i. teaching aims and demands1. knowledge objectsnew words.some advice.grammar focus.2. ability objects3. moral objectto be a doctor and serve the people heart and soul.ii. teaching importance and difficultywhat’s the matter?i have a toothache.maybe you should see a dentist.that’s a good idea.iii. teaching methodslistening method.reading and writing methods.pair-work. iv. teaching aidsa tape recordera projector. v. teaching procedureslead-in review some usual disease by pictures.step 1 talk about advice about health.step 2 learn some new words.step 3 discussion.look at the title and the picture. work in pairs and discuss some questions.step 4 activity 3a.read the passage. discuss where it comes from.step 5 give some reading strategies simply.step 6 read the passage and do true or false.step 7 activity 3b.ask ss to read the passage again and check (√) the things that happened in the story. step 8 free talk.if you see someone lying on the street, what should you do?. step 9 respect the aged and care for the young. it is a fine tradition of the chinesenation. teach the spirit to ss.step 10 activity 3c.discuss the questions with a partner.step 11 language points: explain the key words and phrases in section a-2. step 12 more exercises about the language points. homework:teaching thought:period 3(grammar focus-4c）i. teaching aims and demands1. knowledge objectsreading and writing materials.oral practice.3. moral objectgive good advice when someone needs your help.ii. teaching importance and difficultyreading practice.oral practice.iii. teaching methodsreading and writing methods.pair-work.group-work. iv. teaching aidsworkbook exercises.v. teaching procedurelead-in role - play a conversation between a patient and a doctor.step 1 list some health problems and give some advice.step 2step 3step 4step 5step 6step 7step 8step 9 explanation about the use of modal verb should. do some basic exercise. compare some other modal verbs. do more exercise. complete activity 4a and 4b. work in groups.discuss how to keep ourselves healthy. complete activity 4c. do exercise to review the structures of this unit.homeworkfinish off the exercises of workbook.teaching thought:period 4(section b 1a-1d)i. teaching aims and demands1. knowledge objectskey vocabulary.reading practice.oral practice.2. ability objects3. moral objectask for help when you have problem.ii. teaching importance and difficultykey vocabulary.reading practice.oral practice.iii. teaching methodsreading and writing methods.understanding method.pair-work.listening method. iv. teaching aidsa tape recorder.v. teaching procedureslead-in free talk:when these accidents happen, what should you do?step 1 activity 1a.put the actions in order.step 2 activity 1b.listen to the school nurse. check (√) the problems you hear.step 3 activity 1c.listen again. write the letter of each treatment next to the problems you checked in thechart above.step 4 free talk:1. what would you do in these situations?2. what could we do to prevent these accidents?step 5 give advice when accidents happen.step 6 pair works.let ss make conversations.e.g.:a:who came to your office today?b: first, a boy came in. he hurt himself in p.e. class.a: what happened?b: …homeworkafter class you can talk to an expert about a particular problem.for exaple, what should i do when i have problems with my little brother?teaching thought:period 5(section b 2a-2e)i. teaching aims and demands1. knowledge objectskey vocabulary.reading material.group work.3. moral objectgreat chinese culture.ii. teaching importance and difficultykey vocabulary.reading practice.writing exercise.group-work. iv. teaching aidsa projector.v. teaching procedureslead-in learn some new words.step 1 free talk:what is the most important in our life?step 2 think about the question by giving pictures:what kind of accident or problem can happen when you …?step 3 think about some accidents and talk about some advice to protect them.step 4 activity 2a.write the letter of each sport next to each accident or problem that can happen.step 5 discuss these questions in groups.step 9 activity 2e.put the sentences in the correct order.step 10 introduce the story of 127 hours.homeworkwrite down the sentences about when you’re tired in your exercise book. teaching thought:period 6(section b 3a-self check)i. teaching aims and demands1. knowledge objectsvocabulary in this unit.writingpractice.just for fun.3. moral objectgive your help to who needs one.ii. teaching importance and difficultyvocabulary in thisunit.writing practice. iii. teaching methodsreading and writing methods.self check method.iv. teaching aidsa projector.v. teaching proceduresstep 1 enjoy a video: between a rock and a hard place.step 2 talk about a story about a person who oncewere ―between a rock and a hard place‖.step 3 activity 3a:imagine you are the school nurse and a student just had an accident or a health problem. make notes about what he/she should and shouldn’t do.step 4 activity 3b:write a conversation between the nurse and the student using the notes in 3a. step 5 do self – check.step 6 language points: explain the key words and phrases in section b-2. step 7 more exercisers about the language points.homeworkfinish off the workbook exercises.teaching thought:unit 2 i’ll help to clean up the city park.一、教学目标：1. 语言知识目标：【篇二：2014-2015学年新人教版新目标九年级英语全册精品教案】unit 1 how can we become good learners?学习目标认知目标：1. talk about how to study. 学会讨论各种学习方法和策略。

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安宁市实验学校2011-2012学年上学期九年级英语教案Un it15 We 'etrying to save the manatees!Period One教学年级： _年级________ 班.教学时间： _______ 年_月_日，第_节.Step 5: Practice 1c groupwork1. Ask two students to read the conversation,pay attention to this phrase:be like.2. Have students make new conversations with their group members,then ask some ones to show their works.3.1 am like this ani mal because I am strong and in tellige nt.4.be like=look like=be similar to 像，看起来像。

女口：He is like his father. 他像他的父亲。

=He looks like his father.He is similar to his father.Step 6: Listening Practice1. Lste n to 2a. a. Expla in the requireme ntb. Liste n and try to match the words with defi niti ons and checkthe an swers.2. Listen to 2b .A .read the requireme nt.b. liste n and complete the chart.c. liste n to 2b aga in and check the an swers.3. Pairwork1. Using the information in activity 2a and 2b to play conversations.And explain the key points in liste ning.2. How big are ma natees?海牛有多大？how big...询冋体重。

以how组合的疑冋词组有很多，如：how old 询问年龄how often询问频率how long询冋动作持续的长短how much询冋质量或者价钱how far 询问距离how many 询问数量how soon询问过多久3. ….they weigh about 1,000 pounds,……他们大约重1000磅。

weigh 称.... 重量，测 ...重量。

女口:He weighed the stone in his hand.他用手掂了掂这块石头的重量。

The piece of meat weighs four poun ds.这块肉重四磅。

weight还可用做名词，重量。

女口：What is your weight ?你的体重是多少？Step 7.Grammar focus1. Have some students read the sentences and translate them into Chinese.Thenreview the structure of the ten se.2. 根据板书总结所学时态的结构。

Step 8: Exercise （用所给词的适当形式填空）1. Where is Jim? He Wuha n.2. My pare nts the Great Wall twice. They like there very much.3. you ever to the Happy valley?4. How long Peter the West Hill farm?Period Two-Dictate the phrases and sentence patter ns lear nt in last classStep 2: Teach New Words -Review the learnt words. suitable adj.合适的；适宜的cage n.笼子；囚笼public adj.& n 公众（的）；民众（的） 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 flue ntly and accurately. Go through the in structi ons with the whole class. Step3: 3a and 3b1. Lead in:Do you think zoos are good for animals?Use these expressions:I think that ….... I agree with you. I believe that … I disagree with you. I feel that …I agree that …2. Invite two students 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.The n fill in chart.教学年级： _年级 _______ 班.教学时间:_____ 年_月_日，第_节.• Lear n new words today: aga inst prep.反对；违反 tiny adj.极小的；微小的 educate v.教育；培养 care for 关怀；照顾⑴Why the writer is opposed to zoos?Zoos are terrible places for ani mals to live.The ani mals are kept in tiny cages and hardly move at all.They are only give n food once a day.(2) What' s “ Animal Friend ” opinion about the zoo?He thinks that the zoo is an importa nt place for the ani mals. And it is like aliv ing textbook for young people. nguage points(1) ........................................................... . against介词，反对，违反，与相反(=opposite)如:Are most people against the proposal?大多数人反对这项提议吗？against介词还有触，碰，倚，靠的意思。

Be against doing sth.反对做某事，反义词组是be for doing sth,赞成某事u.(2). be suitable for sb to do sth. 表示适合某人做某事这里suitable是suit的形容词形式，表示合适的”。

女口： This dress suits you very much, but unfortunately it doesn ' t fit yo 这套女装款式非常适合你，只可惜大小不合适。

to live in在此处作animals的后置疋语。

央语中动词不疋式短语做名词疋语,放在后面。

如：There is nothing for us to worry about. 我们没有什么可以担心的。

(3). tiny=little很小的，带有感情色彩.区别，the tiny country国家小(含可爱的意思)a small country 小国家(与large country 相对应)a little boy爱怜之意，(不含身材矮小)tiny和little常做疋语，一般不做表语,small既可以做疋语也可以做表语。

little还可表示一点点的修饰不可数名词。

女口：There is a little milk in the bottle. 瓶里有一点点的牛奶。

(4).常用词组:be surprised at sth.对某事感到惊讶be surprised to do sth.很惊讶地做某事in surprise 惊奇地To one ' s surpris使某人惊奇地。

surprise =amaze 使... 惊讶surprising惊讶的(侧重指事物本身具有的特点)(5). provide sb. with sth.provide sth for sb.提供给某人某物provide for sb. 供应某人所需。

(6). The public指民众，公众。

在央语中，疋冠词the后接形容词表示一类人。

如:the you ng年轻人the wounded受伤的人(7).care for可做照顾，照料，看护”的意思。

(8).urge力劝，鼓励，怂恿，极力主张，强调。

urge强烈的欲望，冲动，urge nt紧急的如：Period Three教学年级： _年级________ 班.教学时间：________ 年_月_日，第_节.教学目标教学重点教学难点教学年级: 年级SectionB (3a-3c )Period Four班.教学时间:Newclass1 Fill in the bla nks and makesentencesusing support, endan gered, recycle, wear, pull down2 Write conversations using the information .3.Tra in stude nts ' writ ing ability年月日第节.主备教师陈燕1. New words: trash, pull down, be made from, glue, inspiration, bottle, spare time2. P ractise reading and writing using the target Ianguage .1. How to improve stude nts ' readi ng ability2. How to improve students s'peaking ability教法与学法简述Scanning the passage to find out the answers 教学内容设计二次备课教师二次备课设计Step1: RevisionRevise the target la nguage prese nted in this un it. Check homework. Ask some pairs to read out their con versati ons.Step 2: Prese ntati on Lear n3a1.This activity provides readi ng practice using the target la nguage.Teach the newwords.Show the new words on the screen by a projector .Read the words and ask stude nts to repeat them aga in and aga in un til they canstuff n.废物；无用的东西material n . 材料；原料pull v . 拉；拖；拔pull down摧毁；推翻be made from 由.... 制成; bottle n. 瓶子glue v.roof n .顶；屋顶；房顶tile n .瓦片；瓷砖构成胶合；粘贴；黏合n.胶水discard v. 丢弃；放弃fence n.栅栏；围墙can n.（装液体等，常带有盖的）金属罐inspiration n .灵感；鼓舞人心的人（或事物）spare adj.多余的；空闲的pronounce them correctly and flue ntly.2.Look at the article The house of trash. In vite a stude nt to read the article aloud to the class. Correct any pronunciation mistakes to make sure the student is providi ng a good model for the rest of the class. Go through the in struct ions with the class. Elicit one questi on from the class. (Who is Amy Win terbourne?) Make sure students know what to do. Fncourage students to think aboutquesti ons begi nning with who, what, whe n, where, why and how.3. N ow read the article. Then write your questi ons in your exercise book. Have stude nts do the activity in pairs. Stude nts should discuss why they would want to know the an swer to each questi on.4. C heck the an swers with the class.Who taught her how to make her house?What isn 'made out of trash in her house?When did she start making her trash house? Where is the house?Why did she use trash to build a house?How long did it take to build her house?Notes1. the house of trash —the house made out of trash2. most —(here) very3. out of —(here)by the use of; from4. discard—throw out or away; put aside, give up (sth. useless or unwan ted)5. in spirati on —(here) pers on or thing that in spires Step3 3b1. Look at the Before picture. Please tell me the names of the things you see inthe picture. (a trash can, a pair of pan ts, a n apk in) Then look at the After picture. Say to students. Please find out things made from recycled materials from the Before picture. (the backpack, the hat, the scarf)2. G o through the instructions with the class.Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture.For example:His backpack used to be a pair of pan ts.His backpack is made from a pair of pan ts.3. Get stude nts to complete the article in dividually .In vite a stude nt to read his or her completed article to the class.An swersJoe Win terbourne loves the clothes his mother made for him. At school, every one calls him Mr Recycli ng. His hat is made from(used to be)a trash can cover. His backpack used to be(is made from)a pair of pan ts. His scarf is made from(used to be)a n apk in.Step 4阅读练习(判断正误)Every day, we throw much rubbish. Where does the rubbish go? We bury most of it in a land fill( 垃圾填埋场),but the Iandfills in many cities in the U.S. are almost filled. Many of the old Iandfills have poisons that can make water and soil (土壤)around them dangerous to your health. What can we do to help? Follow the three R ' s: REUSE, REFUSE, and RECYCLE.REUSE You don' t need new bags every time you go to the store. Reuse the old on es---a nd you had better use cloth bags, not plastic on es.REFUSE Stop buying anything that is over -packaged. Also look for products that come in boxes made of recycled cardboard(硬纸板).RECYCLE People can use cans, n ewspapers and plastic bottles aga in. SoPeriod Five教学年级： _年级_______ 班.教学时间：________ 年_月_日，第_节.。