新目标英语九年级Unit_15_学案

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人教版新目标英语九年级全册创新教案：unit 15 period 3

Read this letter, and then write a letter to the editor and give your opinion.
Take turns giving your opinions. Use the expressions below.
通过复习本单元的语言目标，在轻松愉快的气氛中为本课的学习掀开了序幕。
Dear Editor,
5.After reading the two letters, I realize that I must say something about animals and zoos． I don’t agree with Disgusted． In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all． I think zoos are very important to animals． They can stop many endangered animals from being killed or hunted． They can provide man with places for research work． Also we can visit the animals in the zoos to learn some knowledge to protect the animals better．
Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

新目标九年级unit15 导学案)

Period 1(page 118-119)【课前自主学习】Part I. 根据英语释义写单词。

1.The place where something lives. ________.2.There aren’ t very many of them. ________3.Underwater plants an vegetation. _________4. A place where trees grow in water. _________Part II. 完成听力练习，回答下列问题。

1. What kind of animal is it?2. How many of them are there?3. Where is the habitat of the animal?4. Why are this animal endangered?.【课内合作探究】Task：1.完成听力练习后，分小组讨论，介绍海马的情况。

Period 2(page 120)【课前自主学习】Part I．仔细阅读教材P120、3a然后填空。

1.我写信来是想说我反对在我们镇上新建一个动物园。

________________________________________2.动物园对动物来说住起来不是好地方。

_______________________________________________3 我一生当中见过很多的动物园，但是我从未见过一个适宜动物居住的。

________________________________________________4. 动物园对于小孩子来说就像生动的教科书。

______________________________________________Part II．读3b部分,然后回答下列问题。

1.Does Animal Friend agree to build a new zoo?2.What can zoos provide for animals?3.What does he urge people to do?【课内合作探究】Task：小组活动，4个人一组，采访其他3位同学并完成下列表格，讨论并总结Period 3(page 121)【课前自主学习】Part I.预习下列广告语，按照中文提示写出单词。

新目标九年级英语Unit15教学设计

文名称，让学生从视觉的角度熟悉相关动物及其英文名称，既复习了学过的词汇，也引出了本课的一些词汇。

活跃课堂，又激活学生已有的知识和经验，为后面的学习创设了良好的有意义的语言环境。

）（二）学中（While-learning）1、学习新词汇（learning new vocabulary）A)让学生们一个一个地说出有关动物名称的名词：如，elephant，koala，whale, camel, panda , dolphin ,tiger ,lion ,fox , monkey, octopus, giraffe, polar bear , cat, pig, manatee, kangaroo, chimpanzee, cheetah..学生说的同时，我把这些单词写在黑板上，本课新单词用不同颜色的粉笔写，然后，让学生齐读一遍，强调较难的单词的读音。

（设计思路：依据“利用各种教育资源，提高学习效率”这一教学原则，这个环节我使用了黑板，粉笔这些传统的教育资源是考虑到学生有可能会说出我课件中没有出现的动物名称。

）B）借助多媒体教育资源，我事先设计了一些动物的图片（动物有一个的，也有多个的，目的是要学生注意区分名词的单、复数。

）上课时，在屏幕上一张张呈现这些图片，让学生仔细观察图片，一个个说出动物的英文名称e.g. panda , lion, tiger, giraffe, manatee, kangaroo, chimpanzee, cheetah ，并说出描述该动物的形容词e.g. smart，cute,lazy,beautiful,gentle,shy,noisy,fast,playful,enormous,aggressive,black, strong, gray , spotted, furry big…学生说时，我小结整理，并把动物名称的名词呈现在图片的上方；描述该动物的相应的形容词呈现在图片的下方，本课的新单词用红色显示并让学生齐读一遍，我注意强调那些较难的单词的读音。

人教版新目标九年级英语教学-unit15导学案(学生版).docx

Unit 15 We 5re tlying to save the manatees! 导学案第一课时 .Section A la-2c一.回顾并总结你所知道的描述人或动物的形容词。

二.预习课本，写出下列短语的英语翻译。

1. 关怀，照顾 2.由…制成 3.像… 5.十英尺长6.过去常常7.尽力做某事合作探究：1. P118 I am like this animal because I am strong and intelligent, be likc=look like 像 be like 侧重于性格，look like 侧重于外貌他像他的父亲。

He is like his father. 这里的like 作介词，意思为“像”，like 还可做动词用，表示“喜欢", like doing / todosth2. Pl 18 be the same as 与什么相同be different from 与什么不同My pen is the same as _______ . A he B him C his D your3. Pl 18 in some ways 在某种程度上on one's way to 在某人去某地的路上 by the way顺便提一下lose one's way 迷路 get in one's/ the way 阻碍，挡某人的路4. Pl 19 How big are manatees?海牛有多大？how big...询问体重。

以how 组合的疑问词组有很多，如： how old 询问年龄 how often 询问频率 how long 询问动作持续的长短how much 询问不可数名词数量或者价钱how many 询问可数名词数量how soon 询问过多久一般用in+吋间回答how far 询问距离一般两种回答方式：Two kilometers . 20 minutes' walk 1）【经典习题】完成句子（每空词数不限）那条大街大约有200米长，3米宽。

九年级英语第15单元学案与教案人教新目标版精

九年级英语第15单元教案与教课设计课题：Unit15SectionA3a-4课型：新讲课班级：________姓名：_______一、教课目的学会表达自己的看法，并有充分的论据做支持。

培养学生的争辩及沟通协作的能力。

学会正确办理人与自然的关系。

二、教课要点、难点1.Describetheanimalscorrectly.2.Howtoimprove the students’writing abilityaccordingtothereadingmaterials.三、预习导航〔一〕词汇训练营---翻译以下单词或词组1.适合的＿＿＿2.极小的＿＿＿ 3.笼子＿＿＿4.憎恶的＿＿＿5.教育＿＿＿6.激烈要求＿＿＿＿＿＿＿7.表达＿＿＿＿8.反对做某事＿＿＿＿＿＿＿9.在我一世中＿＿＿＿＿＿＿＿10.一个动物生计的好方式＿＿＿＿＿＿＿＿11.关怀＿＿＿＿＿＿＿＿＿12.供给某物给某人＿＿＿＿＿＿＿＿＿13 .对做某事感觉吃惊＿＿＿＿＿＿14.激烈要求某人做某事＿＿＿＿＿＿＿＿＿★〔二〕知识大挑战〔文章中的重要句型和社交用语、语法知识解说；句子构造；固定搭配；最近几年中考例题精讲等。

〕1. I amwriting to say that I amagainst building a newzoo in our town. ____________________________________________________________________againstprep.反对e.g.Theyarestrongly__________theidea.他们激烈反对这个想法。

★for prep.赞成，支持，赞成e.g.I’mall____t heyoungenjoyingthemselves.我完整赞成年青人多一些娱乐。

我一世中观光过很多动物园，从未见到一个我喜爱的或合适动物居住动物生活的。

______________________________________________________________________________oneIlikedorthatwas是定语从句，______为先行词，______是关系代词。

新目标九年级英语学案(Unit_1_-_15全册)

新目标九年级英语上册学案（全册）Unit 1 How do you study for a testSection A（1a-2c）学习目标1．通过交流和表达，进一步掌握学习英语的技巧与方法。

2．掌握下列知识点：■重点词汇：f1ashcard，vocabulary，pronunciation，a1oud■重点短语：①study for②make flashcard③make vocabulary lists④ask the teacher for help⑤read aloud ⑥study with a group■重点句型：①How do you study for a test? ②What abou tlistening to tapes?■语法：by+μing的用法预习导学预习单词，完成下列各词。

1．抽认卡2．词汇3．Aloud（近义词）4．发音（名词）5．ever（反义词）6．1isten（现在分词）7．study（过去分词）8．（如何）do you study for a test?合作研讨一、重点单词与短语1．pronunciation n．发音；发音法，其动词形式pronounce【跟踪训练】（1）她认识很多法语单词，但发音不正确。

She knows a lot of French；words，but them incorrectl.2．Aloud adv．出声地；大声地例如：read aloud大声朗读【辨析】aloud／loud／loudlyaloud出声地；大声地。

常与read，cail等动词连用，loud高声地；大声地；喧闹地。

常用于talk，speak等动词之后；loudly高声地；喧闹地。

一般可以和10ud互换，但含有―吵闹‖的意思。

【跟踪训练】（2）老师要求我大声朗读课文。

The teacher asked me to the text .（3）请大声点说，以便我能听清楚。

人教版新目标英语九年级全册创新教案：unit 15 period 6

3.Get students to finish the conversations in pairs． Invite a few students to share their conversations with the class．
Answers will vary．
Step3Summary
1.Learning some new words and make some sentences.
教学重点
1． Fill in blanks and make sentences．
2． Write conversations．
教学难点
Make students using support, endangered, cycle, wear, pull down
教学内容及问题情境
学生活动
设计意图
Step 1 Revision
Part 2
1.Go through the tions with the class．
2.Invite a pair of students to model part of the sample dialogue adding their own answers． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
5.Have students make their own sentences with the words, preferably sentences that are meaningful． Walk around the classroom． Collect a few students’answers with mistakes on the blackboard． Then help students correct the mistakes．

九年级英语新目的上Unit15学案

Unit15 Period 1 Section A (1 a—2 c)学习目标.：Master the words and phrases and grammar points of this part .学习重点： words and phrases some describe words and phrases学习过程：Step 1:Translate the words.1.海牛2.毛皮的3.巨大的，庞大的4.顽皮的，爱玩耍的5.侵犯的，挑衅的6.灰色的7.有斑点的8.袋鼠9.黑猩猩10.猎豹11.沼泽地12.生长环境，栖息地13.水生植物，水生动物14.饲料，动物的食物15.植物（总称）16.称，称，……重量17.发现，发觉18.被污染的Step 2:Do 1aStep 3:Listening practice .1b.Listen and circle the words in 1a that Victor and Ginny use to describe the animals.Step4:Groupwork.Think of an animal that is the same as you in some ways .Write down and let others guess what kind of animal you are like.Step5:Listening.(2a,2b),then check the answers .Step 6:精讲精练1.We’re trying to save the manatees!我们正在设法拯救海牛！Try是动词，意为“试图，设法”如：我正设法算出这道数学题。

拓展：try搭配的词组：try to do sth设法做某事；try on试穿；try one’s best尽全力；have a try 试一下。

⑴明天我将尽量早来。

⑵他还没有试穿过这件毛衣。

九年级英语新目标 Unit 15 学案

Unit15 We are trying to save manatees! Section A一、预习导学1a---1c：写出下列动物名称的词汇并用相关形容词描述。

海牛袋鼠黑猩猩猎豹非洲象北极熊长有毛皮的巨大的顽皮的侵犯的灰色的有斑点的二、预习导学2a---2c：1、听力前熟记下列词或词组：濒临灭绝的红树沼泽地生长环境水生饲料水下植物植物（总称）2、听力结束后，用下列关键词描述Manatees.(1)endangered，(2)used to, but now, (3)2500 in the US, (4)in 1972, was discovered, (5)the government, laws to protect, (5)try to save,(1)ten feet long, 1000 pounds, (2)swamps,polluted, (3)not enough food,三、3a、3b词句巩固检测：1、我反对在我们城镇修建一个新动物园。

2、我从没见过一个适合动物居住的动物园。

3、动物被饲养在极小的笼子里，几乎不能动。

4、我非常吃惊的发现哪儿几乎没人。

5、它们（动物园）为许多濒临灭绝的动物提供了家园，并且有助于教育公众爱护动物。

6、我强烈呼吁读者去参观动物园。

Section B一、预习导学:1a—2c短语：循环使用书本纸张，关闭灯二、3aThe house of trash补全文章You have probably never Amy Winterbourne, but she is a most woman. She lives in a house that she herself trash. Well, the stuff used to trash, but now it's called " " . The windows and doors came form old bulidings around the town that were being . The walls are made from old glass bottles that together. The roof from discarded tiles. And the fence out of used soda . Amy won an from the Help Save Our . The Jackson Smith said ,"Amy is an to us all."And what does Amy do in her time? She makes out of old TVs and sells them to money for the Childen's Hospital.。

新目标英语九年级Unit_15_学案

Unit15 Section A (1 a—2 c)【预习目标】知识与能力：1Knowing:gentle,furry,enormous,playful,noisy,shy,aggressive,gray,fast,spotted2Habit-forming: Be able to use the phrases of this lesson3 Communicating: work in groups and practice the conversation 1c then master the important sentences and can make new conversation.过程与方法：Use listening to get the information and finish the exercises then work in pairs to practice the conversations情感态度价值观：通过学习使同学们能够正确对待和爱护其他动物。

【预习重点】Be able to understand the and get the information from the listening material and finish the exercises.【预习任务】(教师寄语: No pains, no gains)任务1 :预习p118-119找出下列单词1.海牛2.毛皮的3.巨大的，庞大的4.顽皮的，爱玩耍的5.侵犯的，挑衅的6.灰色的7.有斑点的8.袋鼠9.黑猩猩10.猎豹11.沼泽地12.生长环境，栖息地13.水生植物，水生动物14.饲料，动物的食物15.植物（总称）16.称，称，……重量17.发现，发觉18.被污染的任务2:预习p118-119短文翻译下列句子1、我们正试图拯救海牛。

___________________________________________2、海牛每天吃大约100磅食物_________________________________________________3、过去常常有大量的海牛。

新目标九年级英语全册Unit15精品教学案

Unit 15 We’re trying to save the manatees执笔人贺敏芳Section A课前预习1.翻译下列句子或短语。

provide …. for __________ care for __________ try to do sth____________care for _________ not … at all ___________ be surprise to do sth._________1.)we are trying to save the manatees._______________________________________2.)There used to be a lot of manatees. _______________________________3.)I am writing to say that I am against building a new zoo in our town._____________________________________________________________4.)The animals are kept in tiny cages and can hardly move at all._______________________________________________________________2. 翻译下列单词enormous ( ) save ( ) gentle ( ) playful ( )feed ( ) African ( ) underwater ( ) discover ( ) educate课文讲解一、重点单词1. save 解救；挽救例：The doctor saved the poor girl. 这位医生救了这个可怜的女孩。

[拓展] save 节省，存钱；储存例：①Children should learn to save. 孩子们应该学会节约。

Unit15单元分析与提示（新目标版九年级英语下册教案教学设计）

Unit 15 单元分析与提示(新目标版九年级英语下册教案教学设计)We’re trying to save the manatees!●○内容提示本单元主要围绕着有关濒临灭绝的动物这一话题，学习了应该怎样保护我们的环境，以及就某一问题展开辩论。

●○目标提示语言目标能够运用所学知识，就某一问题展开辩论。

认知目标1、复习一些语法：现在进行时、一般现在时、用used to 表示一般过去时、现在完成时、一般过去时的被动语态。

2、学会表达同意和不同意。

3、学会以下基本句型：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.情感目标了解一些濒临灭绝的动物的生活习性和濒临灭绝的原因，教育学生应该如何保护环境。

●○教学提示充分利用多媒体等教学设备，创设与本课话题相关的情境，如各种不同种类的动物、动物园以及有关环境的画画等等。

围绕着本单元的教学目标，设计一些贴近学生实际的教学任务，如让学生谈论自己最喜欢的动物，如何拯救濒危动物，如何保护环境等等。

让学生根据所学知识，就动物园是否对动物有利以及其他的话题进行辩论。

●○课时安排4课时第一课时：Section A:1a,1b,1c第二课时：Section A:2a,2b,2c,3a,3b,4第三课时：Section B:1a,1b,2a,2b,2c,3a第四课时：Section B:3a,3c,4 and Self Check第一课时●○教学目标1、学习各种动物的名称以及描述动物的形容词。

2、了解一些濒临灭绝的动物的生活习性和濒临灭绝的原因。

九年级英语全册 Unit 15 We’re trying to save the manatees教案人教新目标版

Unit 15 We’re trying to save the manatees!The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularymanatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted（2） Target LanguageI am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．You’re like an elephant．No．You’re like a manatee．Yes．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ communicative competence．3． Moral ObjectLove all kinds of animals because they are our friends．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ communicative competence．Ⅳ． Teaching Methods1． Didactic to learn the new vocabulary．2． Listening-and-answering activity to helpstudents go through with the listening material．3． Groupwork to make every student work in class,Ⅴ． Teaching Aids1． A tape recorder2． The blackboard3． A projectorⅥ． Teaching ProceduresStep I RevisionNow let’s review five different verb tenses． Can you name the five tenses? Please look at the screen．Show the names of the five tenses on the screen by a projector along with a sample sentence for each．Invite a student to read the verbs in these sentences． Then get other students to briefly explain what each tense is used for．Present progressive describes things that are happening right now．Present describes things that happen all the time or usually happen．The past with used to describes things that were a certain way in the past, but have changed now．The passive voice describes things that we don’t know who did, or we don’t care who performed the action．The present perfect describes recent events．Get students to think of two or three more sample sentences using each type of verb． Have several students read their sentences．Step Ⅱ 1aThis activity introduces the key vocabulary．Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal．African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves．Make sure students can read the words correctly and fluently．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 may not understand．An enormous animal is very great．A playful animal is full of fun．An aggressive animal is fond of quarrels and quick-tempered．A spotted animal is marked with spots．Let students begin filling in the answers on their own． When 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．Let students say the words they wrote under each heading．AnswersPossible answersmanatee: gentle, shychimpanzees: noisyelephants: enormous, graykangaroos: playfulcheetahs: spotted, fastpolar bears: aggressive, furryStep Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Go through the instructions with the class． Look back at the list of words in Activity 1a． 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． This time students only listen． Play the recording a second time． Now listen to the recording again and circle the words you hear on the recording．Check the answers．AnswersThese words should be circled:aggressive, gentle, shy, furry, gray, fast, spottedTapeseriptBoy: Hey, Ginny, What’s that big, furry animal in the pond?Girl: It’s a polar bear, Victor． They’re kind of aggressive．Boy: Are they? They looks like really love water．Girl: Uh-huh．Boy: And what do you call those big, gray things in the water?Girl: They’re called manatees．Boy: What?Girl: Manatees． They’re very gentle and very shy．Boy: Oh． And how about the yellow and black spotted animals in that cage? Girl: They’re cheetahs． The cheetah is the fastest animal on earth．Step Ⅳ 1cThis activity provides oral practice using the target language．Go through the instructions with the whole class．Look at the sample conversation in the box and get three students to read it aloud to the class．S A: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．S B: You’re like an elephant．S A: No．S C: You’re like a manatee．S A: Yes!Tell students to think of an animal that is the same as them in some ways． Take a few minutes to write down a statement．Say, You can write a sentence or two that describes how you are 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 see how quickly the other students can guess what animal the students is talking about．Statement 1S1:I am like this animal because I am playful and funny．Ss: You’re like a polar bear．S1: No．Ss: You’re like a kangaroo．S1: Yes!Statement 2S2: I am like this animal because I run very fast． I like to wear colorful clothes．Ss: You’re a kangaroo．S2: No．Ss: You’re like a cheetah．S2: Yes!Notelike—（here prep．）in the manner ofStep Ⅴ SummaryIn this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve also learned the target language I am like this animal because I am strong and intelligent．I like water, and I like to eat vegetables．You are like an elephant． No． You’re like a manatee． Yes!Step Ⅵ Homework1． Get students to write down some statements and read them to their partners．Let the partners guess what animals they are talking about．2． Review the new words in the box inActivity 1a．Step Ⅶ Blackboard DesignUnit 15 We’re trying to save the manatees!The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyendangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound（2） Target LanguageHow big are manatees?They’re about 10 feet long and they weigh about 1 000 pounds．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ speaking ability．（3） Train students’ the ability of using grammar focus．3． Moral ObjectWe must be fully aware of the importance of reducing pollution and protecting animals．Ⅱ． Teaching Key Points1． Key Vocabularyendangered, mangrove, swamps, habitat, aquatic feed2． Target LanguageHow big are manatees?They’re about 10 feet long and they weigh about 1 000 pounds．3． StructuresPresent progressiveWe’re trying to save the manatees．PresentManatees eat about 100 pounds of food a day．Past with "used to"There used to be a lot of manatees．Passive voiceIn 1972, it was discovered that they were endangered．Present perfectSome of the swamps have become polluted．Ⅲ． Teaching Difficult Points1． the target language2． How to train students’ listening ability．Ⅳ． Teaching Methods1． Listening method to improve students’ listening ability．2． Pairwork to make every student work in class．3． Review, explanation, inductive methodsⅤ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Get some pairs to act out their conversations． When they work, the rest of students also guess what animals they are talking about．Step Ⅱ 2aThis activity provides guided listening practice using the target language． Look at the picture． Ask, What can you see in the picture? （A manatee is in the water．）Go through the instructions with the class． You will hear two people talking about manatees． Listen and draw a line between each word and its definition．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 for students the first time． This time students only listen to the recording carefully． Play the recording a second time． This time students draw lines between each word and its definition．Check the answers with the class．Answers1． b 2． d 3． a 4． cTapescriptBoy : Can you tell us about the manatees, please?Man : Sure． We’re trying to save them．Boy : Why? Are they endangered?Man : Yes． There used to be a lot of manatees, but now there aren’t very many of them．Boy : Do you know how many there are?Man : At this point, there are only about 2 500 in the U． S． In 1972, it was discovered that they were endangered． Since then, the government has passed laws to protect them．Boy : Where do they live?Man : Their favorite habitat is the water under the trees in mangrove swamps．Boy : And why are they endangered?Man : Some of the swamps have become polluted． Also, there sometimes isn’t enough food for all of them． As you can see, they’re large． The average manatee is aboutthree meters long and weighs about 1 000 pounds． They need about 100 pounds of aquatic feed a day．Boy: Aquatic feed?Man: Oh, that’s underwater plants and vegetation． That’s what they eat．Step Ⅲ 2bThis activity provides listening practice u-sing the target language．Go through the instructions with the class． Look at the headings in the chart and the blanks next to each heading． You will hear the same recording again． This time listen carefully to what both people say and fill in the blanks in the chart． Look at the sample answer． The two people on the recording 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．AnswersKind of animal: manateeNumbers: 2 500 in the U． S．Habitat: water under trees in mangrove swamps Reason why they are endangered: swamps polluted, not enough foodDescription : large, three metres long, weighs 1 000 poundsStep IV 2cThis activity provides guided oral practice using the target language． Look at the sample conversation in the box． Invite a pair of students to read it to the class．S A : How big are manatees?S B : They’re about l0 feet long and they weigh about 1 000 pounds．Read the instructions aloud to the class．Each pair of students can make a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, move around the classroom, checking the progress of the pairs and offering help as needed．When students finish the work, ask one or two pairs to say their conversations to the class．Conversation 1S A: Where do manatees live?S B: They live in the water under the trees in mangrove swamps．Conversation 2S A : Why are manatees endangered?S B : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．Step Ⅴ Grammar FocusLook at the grammar focus box． Invite five students to read the statements to the class．We’re trying to save the manages． Manatees eat about 100 pounds of food a day．There used to be a lot of manatees． In 1972, it was discovered that they were endangered．Some of the swamps have become polluted．Put the class in five groups and ask each group to become "experts" in one of the verb tenses and presents a review of that tense to the rest of the class． Have the students explain what the verb tense is used for and then give some sample sentences．Students can look back at the units where their verb tense was presented or practiced．Present progressive: Reviewed throughout the book．Present: Reviewed throughout the bookPast with used to: Unit 4Passive voice: Unit 10Present perfect: Unit 14While the groups are working, walk around the classroom helping the 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 errors in their explanations or sentences．（1） Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense． The structure is am/is/are+ -ing． For example: He is reading a story book．（2） Present: It is used for indicating action that is usual and habitual． The form of the verb is do or does． For example:I go to school by bike．She does her homework every day．（3）Past with used to: The structure of used to + inf． indicates a constant or-frequent practice in the past． For example:I used to go swimming when I was a child．（4）Passive voice: The form of the verb is be + p．p in the sentence． For example: Our classroom is cleaned every day．（5） Present Perfect: The from of the verb is have/has + p． pFor example:I have already finished my homework．Step Ⅵ SummaryIn this class, we’ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed． We’ve also learned the target language How big are manatees? They’ve about 10 feet long and they weigh about 1 000 pounds． At last, we reviewed some grammar we have learned．Step Ⅶ Homework1． Make conversations in pairs to review the target language．2． Make five sentences to review the grammar focus．Step Ⅷ Blackboard DesignUnit 15 We’re trying to save the manatees!The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge （2）Target Language I think that animals should not live in zoos．I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．2． Ability Objects（1） Train students’ integrating skills．（2） Train the ability of expressing students’ own opinions．3． Moral objectAnimals are our friends． We must know how to love them and how to protect them． That way, It is good for both animals and us．Ⅱ． Teaching Key PointTrain students’ integrating skills．Ⅲ． Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ． Teaching Methods1． Fast-reading method2． Groupwork and pairworkⅤ． Teaching Aids1． A projector2． The blackboardⅥ． Teaching ProceduresStep I RevisionT: Yesterday we learned the target language and reviewed some grammar． Now who can make sentences using the grammar we reviewed yesterday．S1 : I’m answering a question．S2 : My mother goes shopping every week．S3 : She used to live in the countryside, but now she lives in the city．S4 : He was made to do so．S5 : She has learned a lot of new words．T: Very good．Step Ⅱ3aThis 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 re-peat again and again until they can pronounce the words fluently and accurately． Go through the instructions with the whole class．Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos．Check the answers with the class．AnswersZoos are terrible places for animals to live．The animals are kept in tiny cages and can hardly move at all．And they are only given food once a day．Notes1． tiny—very small2． Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them． Such protection includes the ethical treatment of farm animals and animals in zoos． Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes．Step Ⅲ 3bThis activity provides reading and writing practice using the target language．go through the instructions with the class．Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the letter again． Then finish the work on their own or in pairs． When they work, walk around the classroom, checking the progress of the pairs and offering help as needed．Check the answers． 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 answerDear Editor,After reading the two letters, I realize that I must say something about animals and zoos． I don’t agree with Disgusted． In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all． I think zoos are very important to animals． They can stop many endangered animals from being killed or hunted． They can provide man with places for research work． Also we can visit the animals in the zoos to learn some knowledge to protect the animals better．Sincerely,×××Write the letter on the blackboard as an example．Notes1． living—active: lively2． care for—look after; provide food, money, shelter, etc．3． urge—request earnestly; try to persuade; strongly recommendStep Ⅳ Part 4This activity provides oral practice using the target language．Go through the instructions with the class． There will be two different teams． One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals．Look at the list of expressions． Invite a student to read the list aloud to the class． Then get some students to use each expression in a complete sentence．S1 : I think that elephants shouldn’t be kept in zoos．S2 : I believe that animals in zoos live longer than animals in the jungle．Put students in two teams． Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box．Look at the sample language in the box． Invite a pair of students to read it to the class．S A : I think that animals should not live in zoos．S B: I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．Ask the two teams to debate in class．First, call on one team to give a statement． Then ask the other team to give a statement that is related to the first statement． Help the teams make several different statements about a single point before going on to another point．For example:Team 1: I think that zoos are not suitable for animals to live in．Team 2: Why do you think so?Team 1: Because animals there are only given food once a day． They’re hungry．Team 2: I disagree with you． I believe that many animals only eat once a day or once every few days． So, there is no need to worry about that．Step Ⅴ SummaryIn this class, we’ve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge． We’ve also done a lot of reading, writing andspeaking practice using the target language．Step Ⅵ Homework1． Finish off the exercises on pages 61～62 of the workbook．2． Write the letter to the editor．Step Ⅶ Blackboard DesignUnit 15 We’re trying to save the manatees!The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyplanet, recycle, shower, paper towels, napkins, turn off（2） Target LanguageWe really shouldn’t use paper napkins, you know．I know． I stopped using them last year．2． Ability Objects（1） Train students’ speaking and listening ability．（2）Train students’ability to understand the target language in spokenconversation．（3） Train students’ ability to use the target language．3． Moral ObjectWe should be aware of the importance of protecting the environment．Ⅱ． Teaching Key Points1． Key Vocabularyplanet, recycle, turn off2． Target LanguageWe really shouldn’t use paper napkins, you know．I know． I stopped using them last year．Ⅲ． Teaching Difficult Points1． How to train students’ speaking and listening ability．2． How to use the target language．Ⅳ． Teaching Methods1． Listening method2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ． Teaching ProceduresStep I RevisionCheck homework, Invite a student to read his or her letter to the editor． Help correct any mistakes．Step Ⅱ 1aThis activity introduces new vocabulary．Read the instructions aloud to the class．Then ask, What’s the meaning of the phrase save the planet．（It means to keep planet Earth clean and not polluted．）Look at the five suggestions for ways to save the planet． Invite a student to read each one aloud to the class． Make sure students understand the meaning of each suggestion．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．Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth． 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 lights when you leave room． 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．Notes1． stop doing—discontinue doing2． recycle—treat so that further use is possibleStep Ⅲ 1bThis activity provides guided oral practice using the target language． Read the instructions to the class． You will compare the answers you wrote for Activity la．Look at the example in the speech bubbles． Invite a pair of students to read it to the class．S A: Recycling paper is really easy．S 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 makes a statement． Then the other student agrees or disagrees with it． You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing．Have students work together, move around the classroom, checking the work and offering help as needed．Ask a pair of students to say their answers as an example．S A: Turning off the lights when you leave a room is really easy．S B: I agree with you．S A: Not using paper towels is really hard．S B: I disagree with you． I believe that we can use handkerchieves．Step Ⅳ 2aThis activity provides listening practice with the target language and new vocabulary words．Go through the instructions with the class． Now you will hear Jack and Julia talk about what they are doing to help save the planet． Look at the chart． Invite a student to read the list of items that Julia and Jack talk about．turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paperPlay the recording for this activity for the students． The first time students only listen carefully． Play the recording a second time． Say, Listen to the recording again and check the things Julia and Jack talk about． If necessary, play the recording again．Check the answers with the class．AnswersThey talk about: turning off the lights,turning off the shower．taking your own bags when shopping．not riding in cars, riding a bike．TapescriptBoy: Hey, Julia． Don’t forget to turn off the lights． It saves electricity．Girl: Oh, I know． I usually do that． I was just in a hurry． How you’re so interested in the environment, Jack?Boy: I always have been． Lots of people think there’s nothing they can do, but I just read this book about it, and there are lots of things the average person can do．Girl: Like what?Boy: Well, you should turn off the shower when you’re washing your hair．Girl: Oh, I’d never do that]Boy: You wouldn’t?Girl: No, I have very short hair． I’m only in the shower for a few minutes．Boy: Well, every minute helps．Girl: What else does it say?Boy: It says you should take your own bags when you go food shopping．Girl: Oh, that’s not difficult． I can do that． What else?Boy: Hmmm． Here’s a good one． It says people should stop riding in cars and start riding hikes．girl: Oh, I’ll never do that! Can you see me riding 45 minutes to and from school every day?Boy: Well, I think the environment is really important． Besides, I like riding my bike．Girl: Yes, and you also live close to school!Step Ⅴ 2bThis activity gives students practice in understanding the target language in spoken conversation．You will hear the same recording again．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．Point to the three column headings in the chart and let students read the headings again on their own． Now listen to the recording carefully and check the things．Play the recording again if necessary．Students check their answers． Correct the answers．AnswersThings Julia is doing now: turning off the lights．Things Julia will do in the future: taking bags when shopping．Things Julia will never do: turning off theshower not riding in cars or riding a bike．Step Ⅵ 2cThis activity provides guided oral practice using the target language． Look at the sample conversation． Invite a pair of students to read it aloud to the class．A: We really shouldn’t use paper napkins, you know．B: I know． I stopped using them last year．Go through the instructions with the class． Say, Have a conversation 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 as needed． Invite one or two pairs to say their conversations to the class．S A: We should turn off the lights when me leave a room．S B: I always do that．S A: We should take our own bags when shopping．S B: That’s easy． I will do that in future．S A: We really shouldn’t ride in cars．S B: I’ll never do that! Our school is far away from my home． It takes me one hour to ride to school every day．Step Ⅶ SummaryIn this class, we’ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off． We’ve also learned the target language We really shouldn’t use paper napkins, you know． I know． I stopped using them last year．Step Ⅷ HomeworkTalk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations．Step Ⅸ Blackboard DesignUnit 15 We’re trying to save the manatees!The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularytrash, pull down, be made from, glue, inspiration, bottle, spare time（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Object（1） Improve students’ integrating skills-reading skill and writing skill．（2） Improve students’ speaking ability by talking to each other．3． Moral ObjectWe must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment．Ⅱ． Teaching Key PointPractise reading and writing using the target language．。

新目标英语九年级教案Unit15教案4

The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyplanet, recycle, shower, paper towels, napkins, turn off(2) Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.2．Ability Objects(1) Train students' speaking and listening ability.(2) Train students' ability to understand the target language in spoken conversation.(3) Train students' ability to use the target language.3．Moral ObjectWe should be aware of the importance of protecting the environment.Ⅱ．Teaching Key Points1．Key Vocabularyplanet, recycle, turn off2．Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.Ⅲ．Teaching Difficult Points1．How to train students' speaking and listening ability.2．How to use the target language.Ⅳ．Teaching Methods1．Listening method2．Pairwork to make every student work in class.Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework. Invite a student to read his or her letter to the editor. Help correct any mistakes.Step Ⅱ1aThis activity introduces new vocabulary. Read the instructions aloud to the class. Then ask, What's the meaning of the phrase save the planet. (It means to keep planet Earth clean and not polluted.) Look at the five suggestions for ways to save the planet. Invite a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.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.Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth. 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 lights when you leave room. 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.Notes1．stop doing—discontinue doing2．recycle—treat so that further use is possibleStep Ⅲ1bThis activity provides guided oral practice using the target language. Read the instructions to the class. You will compare the answers you wrote for Activity 1a.Look at the example in the speech bubbles. Invite a pair of students to read it to the class.S A: Recycling paper is really easy.S 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 makes a statement. Then the other student agrees or disagrees with it. You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing.Have students work together, move around the classroom, checking the work and offering help as needed.Ask a pair of students to say their answers as an example.S A: Turning off the lights when you leave a room is really easy.S B: I agree with you.S A: Not using paper towels is really hard.S B: I disagree with you. I believe that we can use handkerchieves.Step Ⅳ2aThis activity provides listening practice with the target language and new vocabulary words.Go through the instructions with the class. Now you will hear Jack and Julia talk about what they are doing to help save the planet. Look at the chart. Invite a student to read the list of items that Julia and Jack talk about.turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paperPlay the recording for this activity for the students. The first time students only listen carefully. Play the recording a second time. Say, Listen to the recording again and check the things Julia and Jack talk about. If necessary, play the recording again.Check the answers with the class.AnswersThey talk about; turning off the lights, turning off the shower.taking your own bags when shopping.not riding in cars, riding a bike.TapescriptBoy: Hey, Julia. Don't forget to turn off the lights. It saves electricity.Girl: Oh, I know. I usually do that. I was just in a hurry. How you're so interested in the environment, Jack?Boy: I always have been. Lots of people think there's nothing they can do, but I just read this book about it, and there are lots of things the average person can do.Girl : Like what?Boy: Well, you should turn off the shower when you're washing your hair.Girl: Oh, I'd never do that!Boy: You wouldn't?Girl: No, I have very short hair. I'm only in the shower for a few minutes.Boy: Well, every minute helps.Girl: What else does it say?Boy: It says you should take your own bags when you go food shopping.Girl: Oh, that's not difficult. I can do that. What else?Boy: Hmmm. Here's a good one. It says people should stop riding in cars and start riding bikes.girl: Oh, I'll never do that! Can you see me riding 45 minutes to and from schoolevery day?Boy: Well, I think the environment is really important. Besides, I like riding my bike.Girl: Yes, and you also live close to school !Step Ⅴ2bThis activity gives students practice in understanding the target language in spoken conversation.You will hear the same recording again. 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.Point to the three column headings in the chart and let students read the headings again on their own. Now listen to the recording carefully and check the things. Play the recording again if necessary. Students check their answers. Correct the answers.AnswersThings Julia is doing now: turning off the lights.Things Julia will do in the future: taking bags when shopping.Things Julia will never do: turning off the shower not riding in cars or riding a bike.Step Ⅵ2cThis activity provides guided oral practice using the target language. Look at the sample conversation. Invite a pair of students to read it aloud to the class.A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year. Go through the instructions with the class. Say, Have a conversation 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 as needed. Invite one or two pairs to say their conversations to the class.S A: We should turn off the lights when me leave a room.S B: I always do that.S A: We should take our own bags when shopping.S B: That's easy. I will do that in future.S A: We really shouldn't ride in cars.S B: I'll never do that! Our school is far away from my home. It takes me one hour to ride to school every day.Step ⅦSummaryIn this class, we've learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off. We've also learned the target language We really shouldn't use paper napkins, you know. I know. I stopped using them last year.Step ⅧHomeworkTalk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations.Step ⅨBlackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fourth PeriodTarget language:A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year.。

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