新目标九年级英语Unit15教学设计
最新九英教案unit15
九英教案u n i t15Step I Organization of classWarming upStep II Checking up the homework1.Ask two students to read out their compositions (Zhongshan has changed a lot!).2.Get students to discuss the compositions.Step III Presentation1.Show the class four pictures in la.2.Ask students to describe what is happening in each picture:A girl is exercising in gym class.A girl is painting a picture.A boy is singing.A boy is looking at some insects.3.Ask students to check the things they liked to do when they were very young.Step IV Teaching Tasks1.Task One (Pairwork): I used to like to...(1) Point out the lines under the picture in lb.(2) Ask students to write down different things that they used to like to do.(3) Get students to discuss the answers in pairs, then ask some students to read out their sentences.2.Task Two: Listening practice (2a, 2b)(1) Ask students to listen to a dialog between a boy and a girl.(2) Ask students to check the sentences on the list that they hear on the recording.(3) Check the answers in 2a.(4) Play the recording again. Ask students to fill in the blanks with the words they hear.(5) Correct the answers in 2b.3.Task Three (Pairwork): Making up dialogs(1) Teach students the conversation in 2c.(2) Say some sentences using Did you...?and the answers Yes, I did./ No, I didn't.(3) Ask students to make similar dialogs in pairs.(4) Call on different pairs to read out their conversations to the class.4.Task Four (Groupwork): A debate(1) Show students a survey that the teacher did before the class.(2) Get them to discuss their hairstyles in the past and now like this:I used to have ... hair, but now I have ... hair.(3) A debate──Should students choose their own hairstyle? Why or why not?5.Task Five: Reading Practice(1) Get students to read the story in 3a.(2) Ask students to complete the chart about Rose Tang then and now.(3) Check the answers.Step V SummaryStep VI Assign homework1.Ask students to Complete the letter in 3b (How I've changed!).2.Get students to talk to their parents and fill in the chart in 4a.Step I Organization of classStep II Checking up the homeworkStep lII Teaching Tasks1.Task One (Pairwork)Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a.2.Task Two (Groupwork)(1) Ask students to talk about the contents in 4a with their classmates.(2) Choose two groups to present their answers.3.Task Three (Teamwork): How has Yu Mei changed!(1) Get students to talk about the pictures in Self Check 2.(2) Ask students to use the drills in Unit 2 to describe the pictures.(3) Ask students to write down a composition about Yu Mei on the paper.(4) Ask two or three of them to read out their compositions in class.(5) Choose the best one.4.Task Four (Teamwork): A survey── How has our life changed?(1) Show students some information in Unit 2.(2) Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.(3) Ask the team leaders to present their survey results.(4) Choose the best team.5.Task Five: A composition about the changes in our life(1) Get students to write a composition on the paper.(2) Ask students to exchange their compositions and correct them.(3) Show the class one or two good compositions.Step IV SummaryStep V Assign homeworkFinish Part One of Self Check.。
目标英语九年级Unit15说课课件新授课第一课时
2 完成作业
学生将完成布置的书面作业，巩固所学的语言知识。
3 自主学习
学生将通过自主学习，拓展课堂所学的知识，提高他们的学习能力和自主学习能力。
结束语
1 思考示
学生将参与思考示范，通过提出问题和思考答案，加深对课堂内容的理解和思考能力。
2 下一步行动
学生将思考下一步的行动计划，总结本节课所学的知识和技能，并制定提高口语能力的 行动计划。
新授
单词预习
学生将通过预习课文中的生词，提前了解扩展词汇，为后续的听力训练做好准备。
听力训练
通过听力训练，学生将进一步巩固和提高他们的听力技能，并对本节课的核心内容有更深入 的理解。
用法解析
通过角色扮演等互动形式，学生将学习新的语法结构和表达方式，提高他们的行合作训练，通过情景对话和角色扮演来运用所学知识，提高他们 的合作和表达能力。
目标英语九年级Unit15说 课课件新授课第一课时
在这节课中，我们将介绍目标英语九年级Unit15的新授课内容。通过丰富的互 动和实用的应用，让学生更轻松地掌握英语口语表达能力。
导入
自我介绍
学生将通过自我介绍来熟悉课堂氛围，并为后续的 听说训练做好准备。
课前提问
通过提问激发学生的思考，引发对本节课主题的兴 趣，并对他们进行预热。
2
交际练习
通过交际练习，学生将运用新学的表达方式和对话技巧，为日常生活中的实际交 际做好准备。
总结
情境再现
通过情境再现的方式，回顾本节课的重点内容，帮 助学生巩固所学的知识和技能。
归纳总结
学生将通过归纳总结的方式，提炼出本节课的核心 要点，加深对课堂内容的理解和记忆。
作业布置
1 课堂练习
学生将完成课堂练习，巩固所学的语言知识和技能。
九年级英语Uint15教案
九年级英语Uint15教案教学目标1. 掌握且能运用有关询问某人身体状况的日常用语，能述说健康状况以及谈论病情和给出建议或要求的日常交际用语。
2. 掌握本单元的词汇和习惯用语，特别是短语make up one’s mind, as if, at least 等的用法。
3. 进一步学习动词不定式，学习用it 来充当形式主语的用法，有时还用it 来充当形式宾语，而真正的主语或宾语后置句末。
如：I found it difficult to learn English well.4. 认真学习”The man who loved dogs”和”Cody saves the baby”，体会人与动物自然、友好相处的和谐。
Lesson 57Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogue.2. Learn some useful structures and phrases.3. Learn the grammar: the Infinitive.Language focus: like being a… , play with, a lot of funTeaching Procedures:I. Showing the teaching aimsII. RevisionRevise the names of animals that could be kept as pets: dog, cat, snake, parrot, rabbit, fish, etc. Ask Does anyone have a pet? What kinds of animals would you like to have as pets?III. Leading inAsk: What do you want to be when you grow up? Let the students discuss the question. Then give the second question: What do you want to be, a doctor for humans or a doctor for animals? Why?IV. PresentationLook at the picture in Lesson 57. The boy is sitting on the sofa. His father is talking with a dog in his hand. What did they say? Play the tape for the students to listen, check the answers with the students. Then read the dialogue and answer the questions of Exercise 1 in the workbook in pairs. Go through the dialogue and explain some language points.Play the tape for the students to listen and repeat, ask the students to practise. Then let them act out the dialogue in pairs.VI. Free practiceDo an example with one student. Then let the class make up their own dialogues in pairs. Get them to act out their dialogues. Ask the students to discuss the questions. Ask:Do you think it's more important to help people than animals? Why?What kinds of jobs do you know?What would you like to be in the future?What are your parents' job?Do your parents like their job? Why or why not?VI. PresentationAsk the students to find the Infinitive sentences. 1. To be a doctor for animals is very rewarding. 2. To help animals is helping people. Ask the students to pay attention to the Infinitive. Give them more examples to understand better. Then go through Part 3. Choose the possible answer. Let the students master this form: It is adj . + to do something / To do something is + adj .VII. WorkbookDo Exercise 3 in class. Let the students translate the sentences into Chinese. VII. SummaryExercises in classHave a dictation.1. Do you like being a doctor for animals?2.To be a doctor for animals is very rewarding.3. To help animals is helping people.4. A pet can help a person feel less lonely.5. To play with a pet is a lot of fun.6. To plain too often isn’t a good thing.7. To work hard brings success.Open the books check the answers by themselves and correct their spelling mistakes. IX. Homework1. Recite the dialogue.2. Pre - read in Lesson 58.Lesson 58Properties: Recorder, Overhead Projector.Teaching Objectives:1. Understand the text.2. Learn some useful words and expressions.Teaching Procedures:I. Showily the teaching aimsII. RevisionCheck the homework. Then revise the dialogue in Lesson 57. Ask the students to act out the dialogue. Study the new words in this lesson.III. Leading inAsk the students this question: There is a famous animal doctor in England. He wrote many books about animals, what’s his name? Let the students read the text and answer the question.IV. ReadingAsk the students to listen to the tape and answer the question: Which animal did Herriot like best? Then go through the questions of Exercise 1 in the workbook. Makesure they can understand them. Ask them to read the story more carefully and discuss the answers to Exercise I in the workbook in pains. Check the answers with the whole class. Deal with any grammatical or lexical problems that arise.1. make up one's mind to do somethingHe has made up his mind to study English well.2. go on with something: Let’s go on with our lesson.3. regard . . . asHe regards his teacher as his mother.V. Reeling aloudPlay the tape for the students to listen and repeat. Use any methods that you think suitable: repetition by the whole class, groups, pairs or individual students. Then give out some key words and phrases. Let the students retell the story.VI. WorkbookDo Exercise 2. The answers are: for, grow up, into, that, made up, mind, treat, Before, treated, heal, treating, At, at, on, regardedFor Exercise 3. Let the students do it by themselves. Choose the best answer, then read the sentences together. Pay attention to the grammar. Let the students make up more sentences.VII. SummaryExercises in classFill in the blanks.1. He made up his mind ________(study) English well.2.________(treat) large animals is hard work.3. Ifs hard work ________(treat) the dogs.4. Please go on ________(read) the text.5. He grew up with a pet dog________ (name) Don.6. The dogs ________ never________(treat) when they became sick.7. Everyday as he went to the farmers ________(heal) sick animals.Answers: to study, Treating, to treat, reading, named, were treated, to heal VIII. Homework1. learn the phrases, make sentences with them.2. Retell the story.Lesson 59Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogues2. Learn the grammarLanguage focus: the InfinitiveTeaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask two or three students to retell the story about Lesson 58. III. Leading inGive the students a topic, let them make up a dialogue. For example:Why did you bee a doctor for animals?What do you like best about your job?Is it easy to heal sick animals?IV. PresentationTell the students that we’ll learn a dialogue about a child’s doctor. First, ask the students to use the following dialogue in Exercise I to help them. Then work in pairs.V. Free PracticeSuppose your friend is a doctor for. . . . Interview her or him about her or his job. Use the dialogue in Lesson 59 to help you, make up a new dialogue, work in pairs, then do Exercise 1.VI. PracticePart 2. Look at the picture. Say something about it. For example:To be a doctor is very interesting.To be a sick man is very painful.To do as the doctor tells you is important.Change these sentences beginning with: It’s + adj. + to do something. Go through Exercise 2, ask the students to finish changing these sentences.VII. WorkbookDo Exercise 2. The answers are:1. It’s necessary to prepare a place for the dog.2. It’s good for the dog to take a walk every day。
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。
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.。
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。
人教版新目标英语九年级全册创新教案：unit 15 period 6
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．
九年级英语上学期Lesson15教案（精选12篇）
九年级英语上学期Lesson 15 教案（精选12篇）九年级英语上学期Lesson 15 篇1Lesson 18Language Focus:the useful expressions:Hainan Island; the second largest; the capital of; in the northeast of; no matter; click on; some information about; be fanmous for; a deer park; the edge of, the sky and the rim of the sea.Properties: Recorder; Overhead Projector: PicturesTeaching Procedures:Ⅰ. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Master some useful expressions.2. Read the Information from the Internet.3. Know something about Hainan Island.Ⅱ. Revision1. Revise Lesson 17. Ask: Could you tell me how to search the Internet? Have the students say out the instructions. Make sure the students can say correctly.2. Ask one student to come to the front, ask another student to leach him how to search the Internet, just act according to the instructions if it can't be done in class.3. Revise the Object Clause in Lesson 17. Ask the students to make up sentences. Then ask the students to act out the dialogue of Part 1 in pairs.Ⅲ. Pre-readShow a map of Hainan on the slide. Get the students to findout "HaiKou" and divide the students into small groups to discuss about Hainan Island. Ask: Do you have some knowledge about Hainan? How do you know about it? Have some students share their ideas with the class.Ⅳ. ReadPart 2. Speech Cassette. Books closed. Get the students to listen to the tape. Then books open, read the passage loudly, and find the answers to the questions of Exercise 1 in the workbook. Check the answers in pairs.Ⅴ. PracticePlay a game. Ask one student to act as a tourist to show the other students around Hainan Island. He can introduce the scenery and the food to the other students. Any information is OK. First play this game in small groups, then in front of the class.Ⅵ. Read and completeHave the students work in pairs to complete the dialogue. Then ask some pairs to read the dialogue, and check the answers with the whole class.Note:1. Have you found out what we can do on Hainan Island?2. no matterNo matter how he will say, I won't believe him.3. Let's see if we can find some information about that city.4. be famous forHangzhou is famous for it's beauty.5. The edge of the sky and the rim of the seaⅦ. WorkbookDo Exercise 2 with the whole class. First get the students to do it individually, then ask one student to read the passage for the class to check the answers.Do Exercise 3 in class. Have the students make up similar dialogues in pairs.Do Exercise 4 after clas.Ⅷ. Exercises in classListen the type and answer:Who went on the picnic over the weekend?What did they take to the picnic?What did they see in the park?Ⅸ. Homework1. Finish off the exercises in the workbook.2. Ask the students to retell the text in the following class. 九年级英语上学期Lesson 15 教案篇2Lesson 20Language Focus:1. Useful expressions: think about; get a chance; take2. Grammar: the Object clauseI'm not sure where I want to go on holiday.Properties: Recorder; Overhead Projector; picturesTeaching Procedures:Ⅰ. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Revise some useful expressions of Unit 5.2. Study the grammar: the Object Clause.3. Know how to get the information about trips.4. Learn how to make a conversation about trips.5. Know more about Hainan.Ⅱ. Revision1. Revise some useful expressions of Unit 5. Get the students to make sentences with them.2. Play "What did he ask?" in groups of three. Make sure the students can use the Object Clause correctly.3. Ask one student to introduce something about Hainan.Ⅲ. ListenPart 1. Listening cassette. Play the tape twice for the students to listen and do Exercise 1 in the workbook. Play the tape again for the students to check the answers. Then check with the whole class. See if the students can understand.Ⅳ. Read and actPart 2. Speech Cassette. Books closed, play the tape. Ask:How did Joy think about his trip to Hainsn? (wonderful)How did Lily feel when she heard about the scuba diving? (really cool)Get the students to find the answer to questions, then check with the class. Play the tape again. Get the students to listen and repeat. They should match their intonation with the dialogue on the tape.Books open. Practice the dialogue in pairs. Get some pairs to act out the dialogue, without looking at the books if possible.Ⅴ. PracticeHave the students work in pairs. Encourage the students to make up their own dialogues.Ⅵ. Ask and answerPart 3. Work in pairs. Give the students a few minutes to prepare their dialogues. Ask four pairs to share their dialogues with the whole class.Ⅶ. PresentationAsk one student to act as a traveler, the teacher acts as a waiter at the travel office. Precent a dialogue like this: T: May I help you?S: Could you tell me where I can book a room?T: Oh, the Sunshine Hotel.S: Do you know how much it costs?T: 200 yuan a day.S: How many restaurants do the Sunshine Hotel have?T: Two.Have the students practice this dialogue in pairs, then make the students make up their own dialogues, ask some of them to share their dialogues with the class.Ⅷ. Look, speak and sayTell the students that they're traveling on Inner Mongolia. Ask them to read the three brochures. Then ask the students to write a short passage about their stay at one of the hotels in Inner Mongolia. They can choose any hotel.Ⅸ. WorkbookFor Exercise 2. Get the students to read the words.For Exercise 3. Have the students discuss what they need during the traveling.For Exercise 4. Get the students to read to read in pairs. Then make up similar dialogues. It can be done after class.Do Exercise 5 as homework.Ⅹ. SummaryExercises for classComplete the passageMy family ________ ________ ________ holiday soon, we are thinking ________ ________ to Hainan. I beard the ________ ________ there was ________ ________, so I want to have a scuba lesson first, and I think it ________ ________ wonderful. And I ________ think the fish and the coral reefs are ________. I hope I will ________ ________ ________ ________ there.Answers: is going on about going best thing scuba diving must be also beautiful have a good timeⅪ. HomeworkFinish off the exercises in the workbook Revise Unit 5.九年级英语上学期Lesson 15 教案篇3Lesson 18Language Focus:the useful expressions:Hainan Island; the second largest; the capital of; in the northeast of; no matter; click on; some information about; be fanmous for; a deer park; the edge of, the sky and the rim of the sea.Properties: Recorder; Overhead Projector: PicturesTeaching Procedures:Ⅰ. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Master some useful expressions.2. Read the Information from the Internet.3. Know something about Hainan Island.Ⅱ. Revision1. Revise Lesson 17. Ask: Could you tell me how to search the Internet? Have the students say out the instructions. Make sure the students can say correctly.2. Ask one student to come to the front, ask another student to leach him how to search the Internet, just act according to the instructions if it can't be done in class.3. Revise the Object Clause in Lesson 17. Ask the students to make up sentences. Then ask the students to act out the dialogue of Part 1 in pairs.Ⅲ. Pre-readShow a map of Hainan on the slide. Get the students to find out "HaiKou" and divide the students into small groups to discuss about Hainan Island. Ask: Do you have some knowledge about Hainan? How do you know about it? Have some students share their ideas with the class.Ⅳ. ReadPart 2. Speech Cassette. Books closed. Get the students to listen to the tape. Then books open, read the passage loudly, and find the answers to the questions of Exercise 1 in the workbook. Check the answers in pairs.Ⅴ. PracticePlay a game. Ask one student to act as a tourist to show the other students around Hainan Island. He can introduce the scenery and the food to the other students. Any information is OK. First play this game in small groups, then in front of the class.Ⅵ. Read and completeHave the students work in pairs to complete the dialogue. Then ask some pairs to read the dialogue, and check the answers with the whole class.Note:1. Have you found out what we can do on Hainan Island?2. no matterNo matter how he will say, I won't believe him.3. Let's see if we can find some information about that city.4. be famous forHangzhou is famous for it's beauty.5. The edge of the sky and the rim of the seaⅦ. WorkbookDo Exercise 2 with the whole class. First get the students todo it individually, then ask one student to read the passage for the class to check the answers.Do Exercise 3 in class. Have the students make up similar dialogues in pairs.Do Exercise 4 after clas.Ⅷ. Exercises in classListen the type and answer:Who went on the picnic over the weekend?What did they take to the picnic?What did they see in the park?Ⅸ. Homework1. Finish off the exercises in the workbook.2. Ask the students to retell the text in the following class. 九年级英语上学期Lesson 15 教案篇4Lesson 6课型：阅读课课时：2ⅠTeaching MaterialsWords: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic, Waikiki, Honolulu, San FranciscoPhrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surf shop.ⅡTeaching Objectives1. Try to understand the whole passage and read the whole lesson fluently and the pronunciation and intonation should beright.2. Master the following materials:4Ss Words: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic Phrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surf shop.3. Master the following materials:3Ss Words: Waikiki, Honolulu, San FranciscoⅢ Teaching Points1. The main points: (1) &(2) in teaching objectives2. The difficult points: A. the use of “although”B. the use of “no matter”C. the use of “ both…and…”Ⅳ Teaching ProcedurePeriod 11. Organization of the classTalk about surfing2. ReviewHave you ever been to Qingdao?Who has ever been to Bondi Beach? None of us.Has anybody water-skied before? Nobody has.3. The teaching of the new lessonA. Lesson 6In Lesson 5, we learned some water sports. Today, we are going to talk about one of them----surfing.B. Talk about surfingWhere is the best place for surfing? Why?Have you ever watched people surf?What do you think of it?Ask the students to say something about it.Teach: fit, prize, competitionSurfing will make you fit( healthy). Maybe you can take part in a surfing competition, then you may win a prize.C. Part 1 Pre-readAsk and answer then teach: watch sb. do sth.; describe sth.D. Part 2Read and do wb. Ex.1E. Conclusion.fit, win a prize4. HomeworkA. Go over what we learn todayB. Read the passage and find out all the new words, try to guess their meaning.Period 2Teaching Procedure1. Organization of the classLearn the passage2. ReviewWatch sb. do sth.; fit(healthy); win a prize3. The teaching of the new lessonA. Paragraph 1Find out the key sentence. Then learn the new language points.one of…; be enjoyed by sb.; all over the world=everywhere in the world;be famous for\\ as; especially; attract sb. to somewhere; largenumbers of people(it is used to modify countable nouns)=a number ofRead this paragraph after the tape and then read it together. Ask some to read it in classB. Paragraph 2Find out the key sentence. Then learn the new language points.All the year round=the whole year; the best beaches for surfing;no matter, eg: No matter where you go, you can always find friendly people.No matter what he does, we are still his friends.find sb. doing sth.Read this paragraph after the tape and then read it together. Ask some to read it in classC. Paragraph 3Find out the key sentence. Then learn the new language points.So-called; three times a day; if possible; both…and…Read this paragraph after the tape and then read it together. Ask some to read it in classD. Paragraph 4Find out the key sentence. Then learn the new language points.21-year-old;give up Chinese=stopping learning Chinese=drop Chinese give up doing sth.=stop doing sth.San Franciso;Ever since;Work as…;Part-time;Have a night off=take a night offLeave …for doing sth. eg: leave my Sunday for playing footballMake me fit;Win the first prizeBe an event of the Olympic GamesRead this paragraph after the tape and then read it together. Ask some to read it in classE. Conclusion4. HomeworkA. Wb. Ex. 2&3B. Retell the story九年级英语上学期Lesson 15 教案篇5Lesson 11Language Focus: leave … on my desk, The more trees, the better …Properties: Recorder; Overhead Projector; PicturesTeaching Procedures:I. Showing aimsGet the students to know what they will learn in this lesson and what they will do in this class:1. To master some useful expressions.2.To learn the dialogue and act out the dialogue.3.To use the Present Perfect Tense freely.II. Revision1. Check the homework2. Revise the passage of Lesson 10. Ask: What have you done to the environment? Have you done anything to harm the environment? What have you done to protect the environment?Help the students answer correctly. Then ask: How can you make our world more beautiful? Get several students to give their own idea.III. PresentationPresent this dialogue:A: Have you been a teacher?B: Yes, I have.A: How long have you been a teacher?B: Two weeks.First get the students to practise in pairs, then make similar dialogues.IV. PresentationPart 1. Speech Cassette - Play the tape for the students to listen and try to find the answers to the questions: Where has Lin Feng gone? Why has he gone to do it again? See if the students can answer correctly.Books open. Play the tape again, get the students to repeat after the tape, have two students read the drills for the class.V. PracticeHave the students practise the dialogues in pairs, then ask some pairs to act out the dialogue in front of the class.VI. Read and answerHave the students ask and answer in pairs, Using the words in the box help them.VII. Guessing gamesGet the students to guess the riddles. If time permits, do it in class, if there is no time, do it after class.VIII. WorkbookDo Exercise I in class. Have the students do it individually, then check with the whole class. First, Do Exercise 2 orally, thenwrite down the sentences.IX. SummaryExercises for classFill in the blanks with the right verb forms;1. Where __________ you __________ (go) yesterday?I __________ (go) to the zoo.I __________ never _________ (be) to that zoo before.2. Where is Mr Green? He ___________ (go) to the library.3. ___________ you ___________ ( hear) him before? No, never.4. ___________ you ___________ (finish) your homework yet?5. How long __________ you __________ (live) in九年级英语上学期Lesson 15 教案篇6Lesson 19Language Focus:1. Useful expressionscost; the price of the ticket; one- way; round-trip; instructions; at the airport; book2. Could you tell me where we show our tickets?Could you tell me how much it costs to fly to Hainan?Properties: Recorder; Overhead Projector; PicturesTeaching Procedures:Ⅰ. Showing aimsGet the students to know what they will learn in this lesson and what they will do in this class:1. Master some useful expressions2. Use Object Clause freely3. Make up their own dialogues to practice speaking English4. Know something about the instructions for the tripⅡ. RevisionRevise Lesson 18. Get some information about Hainan. See ifthe students can use the expressions correctly, and see if the students can know Hainan Province.Ⅲ. PresentationPresent a short dialogue with a student as example get the other students to practice.T: Could you tell me how I can get to Hainan?S: Oh, by plane.T: By plane? Could you tell me how much it costs to fly to Hainan?S: Where are you flying from?T: From Beijing.S: The price of a ticket from Beijing to Hainan is 1000 yuan.T: Oh, could you tell me what time the flight is?S: There is a flight at 7:30 in the morning.T: Great. I'd like to book 3 tickets.Have the students practice this dialogue in pairs. Make sure they can make dialogues freely. Get the students to guess the meaning of the words: flight; book.Ⅳ. Read and actPart 1. Speech Casette. Play the tape twice for the students to listen and repent.Note: one-way trip (that is a flight only one place to another.) Round-trip (that is a flight from one place to another, then return.)Ⅴ. PracticePractice the dialogue of Part 1 in pairs. Give the students a few minutes to prepare to act it out. Get two students to act out the dialogue in front of the class.Ⅵ. Ask and answerRead through the instructions with the whole class. Have thestudents ask and answer in pairs. Then ask the students to write a short passage about the Smiths' trip.Ⅶ. PracticeMake a surrounding of the airport. One student cuts as Mr. Smith. The other one cuts as a woman. Mr. Smith asks the woman for help, make up their own dialogues in pairs, and get some of them to perform their dialogues to share with the whole class.Ⅷ. WorkbookDo Exercise! In pairs. Get the students to talk about the Smith family's trip to Haikou in pairs, with the help of the passage in the text.Discuss Exercise 2 with the whole class. Then make them ask and answer in pairs.Exercises for classWrite a short dialogue about a flight. (at least 8 sentences) For example:A: Could you tell me what time the first flight is from Beijing to Guangzhou?B: At 7:30.A: And can you tell me how much it costs to fly from Beijing to Guangzhou?B: 900 yuan one-way.A: Great! I'd like to book tickets, please.B: Will that be one-way or round-trip?A: Round-trip. We'll return next Monday.B: OK.Ⅸ. HomeworkRead the dialogue again, learn to read the flight timetable, and learn to ask for help.Homework1.Finish the E. In the workbook.2.Try to retell the text in lesson 18.九年级英语上学期Lesson 15 教案篇7Lesson 6课型：阅读课课时：2ⅠTeaching MaterialsWords: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic, Waikiki, Honolulu, San FranciscoPhrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surf shop.ⅡT eaching Objectives1. Try to understand the whole passage and read the whole lesson fluently and the pronunciation and intonation should be right.2. Master the following materials:4Ss Words: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic Phrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surf shop.3. Master the following materials:3Ss Words: Waikiki, Honolulu, San FranciscoⅢ Teaching Points1. The main points: (1) &(2) in teaching objectives2. The difficult points: A. the u se of “although”B. the use of “no matter”C. the use of “ both…and…”Ⅳ Teaching ProcedurePeriod 11. Organization of the classTalk about surfing2. ReviewHave you ever been to Qingdao?Who has ever been to Bondi Beach? None of us.Has anybody water-skied before? Nobody has.3. The teaching of the new lessonA. Lesson 6In Lesson 5, we learned some water sports. Today, we are going to talk about one of them----surfing.B. Talk about surfingWhere is the best place for surfing? Why?Have you ever watched people surf?What do you think of it?Ask the students to say something about it.Teach: fit, prize, competitionSurfing will make you fit( healthy). Maybe you can take part in a surfing competition, then you may win a prize.C. Part 1 Pre-readAsk and answer then teach: watch sb. do sth.; describe sth.D. Part 2Read and do wb. Ex.1E. Conclusion.fit, win a prize4. HomeworkA. Go over what we learn todayB. Read the passage and find out all the new words, try to guess their meaning.Period 2Teaching Procedure1. Organization of the classLearn the passage2. ReviewWatch sb. do sth.; fit(healthy); win a prize3. The teaching of the new lessonA. Paragraph 1Find out the key sentence. Then learn the new language points.one of…; be enjoyed b y sb.; all over the world=everywhere in the world;be famous for\\ as; especially; attract sb. to somewhere; large numbers of people(it is used to modify countable nouns)=a number ofRead this paragraph after the tape and then read it together. Ask some to read it in classB. Paragraph 2Find out the key sentence. Then learn the new language points.All the year round=the whole year; the best beaches for surfing;no matter, eg: No matter where you go, you can always find friendly people.No matter what he does, we are still his friends.find sb. doing sth.Read this paragraph after the tape and then read it together. Ask some to read it in classC. Paragraph 3Find out the key sentence. Then learn the new language points.So-called; three times a day; if p ossible; both…and…Read this paragraph after the tape and then read it together. Ask some to read it in classD. Paragraph 4Find out the key sentence. Then learn the new language points.21-year-old;give up Chinese=stopping learning Chinese=drop Chinese give up doing sth.=stop doing sth.San Franciso;Ever since;Work as…;Part-time;Have a night off=take a night offLeave …for doing sth. eg: leave my Sunday for playing footballMake me fit;Win the first prizeBe an event of the Olympic GamesRead this paragraph after the tape and then read it together. Ask some to read it in classE. Conclusion4. HomeworkA. Wb. Ex. 2&3B. Retell the story九年级英语上学期Lesson 15 教案篇8Lesson 12Language Focus:do well in; keep your classroom clean and tidy; Collect waste paper for recycling; pick flowers; Step on the grass; cut down treesProperties: Recorder; Overhead Projector; PicturesTeaching Procedures:I. Showing aimsGet the students to know what they will learn in this lesson and what they should do in this class:1. Master some useful expressions.2. Revise the contents of Unit3.3. Train their listening ability.4. Improve their writing ability.5. Go through Checkpoint 3.II. Revision1. Revise the useful expressions in Unit 3. Ask the students to do some translations, translate some sentences into English.2. Revise the Present Perfect Tense. Ask: How long have you been a … ? What have you done since you became …? Get the students to ask and answer in pairs.III. ListenListening Cassette. Play the tape twice for the students to listen and do Exercise I in the workbook. Then play the tape again for the students to check. Check the answers with the whole class and get them to practise in pairs.IV. PracticeGet a student to come to the front and ask the other students to ask him or her questions . They can ask him or her as many as possible. The questions may about the environment. According to the answer, see if the student is doing well in protecting the environment , if he or she is doing OK in protecting the environment, if he or she needs to do better in protecting environment.V. WritingAccording to Step IV, get the students to write a short report about the student, Begin with: … is a good boy / girl in our class. He / She always keep our classroom cle an and tidy … Then ask two or three students to read their reports to share with the whole class.VI. Read and matchHave the students read through the four pictures and then read through the four passages on the left, have the students match them individually, check with the whole class. The answers are: b; a; d; cVII. Checkpoint 3Go through Checkpoint 3 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes: the Present Perfect Tense.VIII. WorkbookDo Exercise 2 orally in class. Pay attention to the stress.For Exercise 3, have the students read and compare the sentences and say out the differences.Do Exercise 5 individually first, then check with the whole class. The answers are: have visited; gives; pumped; was; have died; became; had already died; write; do; stoppedDo Exercise 4 as homework. Write- something about theenvironment Pollution.IX. SummaryExercises for classPuzzle dialogueA: ______________________________B: Good morning.Wha t’s your trouble, young man?A: ______________________________B: How long have you been like this?A: ______________________________B: Have you taken your temperature?A: ______________________________B: Well, you have caught a cold.A: ______________________________B: No, nothing serious, Take thesePills and stay in bed for two days.A: ______________________________B: Yes, You must stay at home for two days.A: ______________________________B: No, nothing serious. Take these pills andStay in bed for two days.A: ______________________________B: It’s a pity if you can’t go. But health isbetter than wealth（财富）.1. Oh, no I can’t stay in bed.We’ll have a football matchNext Monday. And if we winThe match, each of us will get A T-shirt!2. Good morning, doctor.3. I’ve got a headache and a cough. I’m feeling terrible.4. Do you mean I can’t go to school for two days, doctor.5. Since last night.6. Yes, the nurse has. She said it was a little high.7. Is it serious, doctor?X. HomeworkFinish off the exercises in the workbook.九年级英语上学期Lesson 15 教案篇9Lesson 17Language Focus:1. some useful expressionshave a good time; have a family meeting; talk about; go for our holiday; describe to do something; diving; on the island; press; by oneself2. the Object ClauseCould you tell us how long we're going to away?Properties: Recorder: Overhead Projector; Pictures; computer Teaching Procedures:Ⅰ. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Master some useful expressions.2. Study the Object Clause.3. Make similar dialogues.4. Know something about Hainan and know how to search Internet.Ⅱ. Revision1. Check homework.2. Revise the Object Clause. Play games, have the students work in pairs.T: I often travel with my family.。
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。
人教版新目标英语九年级全册创新教案：unit 15 period 3
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．
通过九年级英语教案示例Unit15第一课时教学设计提升教学水平
通过九年级英语教案示例Unit15第一课时教学设计提升教学水平。
我们可以看到在这个教案设计中，教师首先进行一个导入环节，他用一个小游戏来吸引学生的注意力，让学生更加主动参与到课堂中来。
这个小游戏不仅引起了学生的兴趣，还可以让学生更好地识记词汇和表达方式。
在接下来的教学环节中，教师将重点放在了听写和口语训练上，在这个环节中，学生通过听写练习来巩固自己的拼写能力，同时也可以通过口语训练来增强自己的口语表达能力。
这个环节不仅让学生在语言能力上受益，还可以帮助学生更好地理解词汇和句型，提高他们的语感和语境理解能力。
在教学的下一环节中，教师将重点放在了阅读和理解上，他通过篇章理解和问题解答来帮助学生更好地理解课文的内容和背景。
这个环节不仅提高了学生的阅读能力和理解能力，还可以提高学生的综合分析和推理能力。
在教学的结尾环节中，教师进行了一些复习和巩固的讲解，再次强调了一些重要的语法和词汇，并通过一个小测验来帮助学生检验自己的学习成果。
通过这个教案示例，我们可以看到一些非常好的教学方法和策略。
这些方法和策略可以帮助教师提高自己的教学水平，在教学中更加有效地传递知识和启发学生思维。
导入环节的设计非常重要。
这个环节应该根据学生的兴趣和实际情况来设计，以吸引学生的注意力和激发他们的学习兴趣。
在教学的不同环节中，教师应该注重不同的教学目标和方法。
例如，在听写和口语训练中，教师应该注重学生的语言能力和口语表达能力，通过不同的练习和训练来帮助学生提高自己的语言水平。
在阅读和理解环节中，教师应该注重学生的理解能力和综合分析能力。
教师可以通过不同的讲解和分析来帮助学生更好地理解课文的内容和背景，以便于学生更好地掌握语言和语言的应用。
在教学的复习和巩固环节中，教师应该注重学生的学习成果和能力检验。
通过不同的小测验和总结来检验学生的学习成效，并对学生的不足之处进行回顾和讲解，以便于学生更好地提高自己的语言水平。
这个教案示例是一个非常好的教学设计，它通过不同的教学方法和策略来帮助学生更好地学习英语。
人教版九年级unit15教学设计
(cheetah, chimpanzee , kangaroo, furry, enormous, playful, aggressive, gray, spotted)
5.2a& 2b Listening
1) Ss read2abefore listening
2) First listening,
Writing :How to protect the animals
在让学生了解动物这一块，我先ask Ss to review the names of the animals.→What different habitats do different animals live in？→（Different animals have different features)What do you think of them？→Your classmates guess what kind of animal you are like. (This game aims to help students review these descriptive words.)在这几个环节，我设计了由简--难的任务，尤其是叫学生根据自己的同伴的性格特点来猜测自己像何种动物，是教学设计的一大亮点。
Enable the students to protect animals and environment gladly.
教学重点
Talk about the animals and whether to build zoos.
教学难点
How to improve Ss’ communicative competence
教学方法
听说法，交际法，认知法，任务型教学法
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人。
谜语：
1、Which animal is the biggest on land?
2、Which animal is the most noisy in water?
3、Which animal is the biggest in the world?
4、Which animal is the tallest in the world?
5、Which animal only lives in Australia?
6、What animal is our national treasure?
7、Which animal is the ship of the desert?
8、Which animal is the king of the forest？
9、Which animal runs fastest in the world ?
10、Which animal is the symbol animal in Austral?
11、Which animals look most like the human being?
12、Which animal is the smartest except the human being?
（设计思路：通过设计有关动物名称的谜语，以游戏比赛的形式进行抢答，创设了学生合作学习，探究的机会；抢答规则的设计不仅面向全体，而且也关注个别差异；谜底通过课件展示图片及其英文名称，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。
（设计思路：激活学生已有的知识和经验，开拓了学生的思维，活跃了课堂气氛，通过的媒体课件展出的各种各样动物的图片，让学生从视觉的角度熟悉、了解、学习重点词汇，避免了枯燥乏味的说教，让学生在轻松的愉悦的氛围中学习，为进一步的语言结构提供基础。
）
2、操练（Practice）
A)活动1a的设计思路我认为是为强化本课的重点词汇及为下一步的听力练习打下基础的任务型活动，同时也培养学生的发散思维。
首先，我先让学生跟着录音跟读一遍本页上的新单词；接着，让学生看1a的图画，让他们读出图中动物的单词，提醒学生注意这些单词的单复数及较难单词的读音;再接着，又让学生读一遍图上方的形容词；然后，让学生按照1a的指示语把形容词填在相应的位置上，并增加他们自己所认为的形容词。
同时，我巡视教室，检查学生的进展，必要时提供帮助。
最后进行反馈，对于不同学生给出的不同的答案，简要评出最贴切的答案，如有意见不一致的，可建议课后查阅相关资料等等。
B）活动1b的听力练习是以听的方式进行目标语言的输入活动，让学生从输入的语言中获取信息，并进行加工、整合，复习本课的重点词汇的同时，也为后面的目标语言的输出活动做好了准备。
我是这样组织教学的：首先，创设情境，让学生看1a的图画，仔细听我说。
T：This is a zoo. Victor and Ginny are visiting some wonderful animals. They are talking about the animals. You will hear what description words they use to describe the animals. Please listen carefully and circle the words in 1a that you hear.引导学生明白1b的指示语，然后，播放录音。
第一遍要求学生只听不做；听第二遍时，在1a中圈出所听到的形容词；边播放第三遍录音，边让学生核对答案，要求学生一听到答案时就喊“Stop!”,我就暂停播放录音，如果错了，就重听该句子，直到学生听懂为止，接着让学生看书本后的听力材料，划出刚才听不出来的目标语言，然后跟着录音读一遍。
最后老师小结一般现在时表示主语具备的能力，性格，特征的用法。
（设计思路：创设情境是为了使学生能在真实的语境中学习目标语言，并通过听、读的方式来获取信息，完成相应练习。
）
（三）学后(Pos-learning)
Pos-learning这个环节主要是巩固目标语言的输出活动
1、Groupwork: A guessing game.首先T：Let’s play a guessing game!接着，帮助学生明确活动1c 的指示语，然后让三名学生角色朗读1c右边的对话，再接着让学生每个人用英语写一、两句话来描述自己与某动物在某些方面怎样相似，不要写出动物的名称。
最后，要求几位学生读出自己的描述，让其他学生进行抢答，猜出他（她）所描述的动物。
完成任务所需的语言结构：
1)I am like this animal because I am …and…
2)I like this animal because I like …and I like to eat…
3)You’re like a/an…
4）No! 5)Yes,you are right!
（设计思路：通过1c猜猜看这个游戏,训练学生对目标语言的听力和口语表达能力。
）
2、Task1: “Do you know the animals well?”Please work in groups and classify different kinds of animals according to the chart.学生小组活动，写下他们知道的
The names of the animals
Animals that can live on land
Animals that can live in water
Animals that love eating meat
Animals that love eating grass or leaves
动物的英文名称。
同时，我巡视学生任务的进展，必要时给予帮助。
最后，进行小组反馈,对于学生出现的不同看法，可让他们回去查阅更多的资料帮助他们学习。
完成任务所需的语言结构：1）In our group, we think …can live on land, …can live in water,…love eating meat,…love eating grass or leaves.
（设计思路：让学生把动物分类，通过这个任务可以培养学生的自主学习能力，既复习了本课的目标语言，又使学生扩大了词汇量。
也为后面的课时学习收集信息，奠定学习基础。
）
3、Task2：look at the picture and fill in the blank with your partner.
My favorite animals are pandas. I like them very much because they are gentle and shy. They are also 1________to people. And they look funny, too. Their eyes are the most interesting part. The black circles around their 2_____ make them look like they are wearing glasses or have just been in a fight. Their favorite food is bamboo 3______. They don’t like to move around very much. But now pandas are。