九年级英语 Unit 15 We are trying to save the manatees课时练4 人教新目标版

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九年级英语 Unit 15 We are trying to save the manatees

阅读点拨小提示小提示新目标英语第15单元测试题一、用所给词的适当形式填空。

1．Kangaroos are ______ (play) and chimpanzees are _____ (noise).2. I was ____ (surprise) to find hardly anyone in the zoo.3. Visiting zoos are like ____ (live) textbooks for young people.1.He ____ (use) to be ____ (call) “Little Tiger”.2.Liu Xiang’s success is an ____（inspire）to us all二、试试你的判断力, 选择正确答案。

（）1.My jacket has ____ color ____ yours, but mine is bigger than yours.A. the same, asB. same , asC. different, fromD. the same, to（）2. Wang Mei ____ her mother because she is beautiful and intelligent.A. look .B liked C. is like D. look like（）3. The teacher _____ to Li Lei,“You ____ very good English.”A. say, speakB. talk, sayC. speak, talkD. said, speak（）4. President Bush ____ a visit ____ China last month.A. pay, inB. paid, toC. gave, inD. paid, for（）5.There will not be enough space to _____ the earth in the future.A. live onB. live inC. live on inD. live in on（）6.At last, Lucy make the baby ____ and the baby began to laugh.A. stop cryingB. to stop cryingC. stop to sayD. to stop to cry ( ) 7. Do you ____ a cat ____ a pet at home?A. have , asB. keep, forC. keep, asD. Both A and C( ) 8. The president _____ all people _____ our environment.A. urge, protectB. urged, to protectC. urges, protectD. urged, protect ( ) 9. I feel that the zoo ____ a clean and safe place ____ animals .A. provide, forB. gives, forC. provides, forD. provides, to( ) 10.I think the environment is really important. ____, I like ____ my bike.A. Beside, ridingB. Besides, ridingC. Except, to rideD. Except, riding三、请你来当翻译家根据汉语提示,完成下列句子。

湖北省武汉市陆家街中学九年级英语全册 Unit 15 We are trying to save t

Unit 15 We are trying to save the manatees!Subject English Project Unit 15 We are trying to save themanatees!No. 031Design erLanguage goal Debate an issue 【准备与热身】1.Do you know any endangered animals in the world?___________________________________________________________________ 2.Can you give some reasons why they are endangered?___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3.Share your answers in groups.【展示与呈现】Pre-listening1.Talk about the picture in 2a in pairs.Eg. What can you see in this picture?Where is it ?2.Try to match the words with definitions before listening.3. Talk about the new words and phr ases in the chart in groups.【运用与反馈】While-listening1.Listen and ma tch t he words with the definitions.2.Listen again and complete the chart.Kind of animalnumbersHabitatReason why the y are endangeredDescription【练习与巩固】Post-listening activity1.Read the tapescripts and answer the questions.Why are we trying to save manatees? ___________________________________________________________How many manatees were there in the U.S in 1972?___________________________________________________________What’s their favourite habitat?___________________________________________________________How long and how heavy is a manatee?___________________________________________________________Why are they endangered?___________________________________________________________2. Pair-workUse the facts in the chart to role play the conversation between the student and a zoo attendant.S A : How big are manatees?S B : They’re about l0 feet long and they weigh about 1 000 pounds．【扩展与提高】Gr oup workEach group use a tense in grammar focus to make sentences about manatees. Talk about the features of this tense, and share your sentences with other groups.1.We’re try ing to save the manages．_____________________________________________________________________________2.Manatees eat about 100 pounds of food a day．______________________________________________________________________________3.There used to be a lot of manatees．______________________________________________________________________________4.In 1972, it was discovered that they were endangered．______________________________________________________________________________5.Some of the swamps have be come polluted．______________________________________________________________________________1。

九年级英语Unit 15 We are trying to save the manatees Se

Unit 15 We’re trying to save the manatees!Section A:1. I am like this animal because I am strong and intelligent.be like=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. He looks 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 / todosth 2. 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. 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 wa y 迷路get in one’s/ the way 阻碍，挡某人的路4. 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+时间回答how far 询问距离一般两种回答方式：Two kilometers . 20 minutes’ walk5．P119 They’re about 10 feet long and they weigh about 1,000 pounds.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Unit 15 We’re trying to save the manatees!

Unit 15 We’re trying to save the manatees！1.It is ________ (suit) for this weather.解析：be suitable for适合于。

答案：suitable2.The paper is made ________ grass.A.of解析：纸是由草制成的，看不出原材料。

答案：D3.There are ________ many people that it is very crowded.解析：so与such可以与that连用，意思为“如此……以至于……”，而当名词前出现many,much,few,little 时要用so。

答案：A4.The stuff used to ________ (call) trash.解析：这些材料过去常被叫做垃圾。

明显是被动语态，而不定式的被动语态是to+be+v.(p.p)。

答案：be called技能知识1.—Do you like the kangaroos?—Yes, they are _________.A. playfullB. politelyC. spareD. aquatic2. Most of us think the manatee is________.A. aggressiveB. suitableC. gentle d. tiny3. The most _______ animals are elephants.A. beautifullyB. enormousC. smallD. public4. The fish livers ________.A. materialB. on landC. underwaterD. vegetation5. Some of the cheetahs are aggressive and _______.A. fortableB. endangeredC. mysteriousD. spotted过程与方法观察形容词在句中的作用，通过练习和运用加以巩固。

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

9 They are soft and have long bodies. They can “walk”quickly on the water without feet.
10 They can learn to speak. They’re playful.
guessing game
A: I am like this animal because I am strong and intelligent.I like water, and I like to eat vegetables. B: You're like an elephant. A: No. B: You're like a manatee. A: Yes!
guessing game
noisy playful
playful fast
gentle shy
spotted fast
aggressive furry
gentle furry enormous playful noisy shy aggressive gray fast spotted
polor bears cheetahs
guessing game
A: I am like this animal, because I .... B: You're like .... A: No. B: You're like .... A: Yes!
guessing game
A: I am like this animal, because I .... B: You're like .... A: No. B: You're like .... A: Yes!

九年级英语上册 Unit 15《We are trying to save the manatess

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 bee 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: puter, 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. Teachkey vocabulary.2. Target languages:I am like this animal because I am strong and intelligent.I likewater,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’ municative petence.Teaching procedures:Step 1. RevisionAsk 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. Readthe 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 ingroups. 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 bee polluted.Put the class in five groups and ask each group to bee "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 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 pou nds. 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 A3aThis 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 A3bThis 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 DebateThis 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 plete 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 the class.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 another point.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. SectionB1aThis activity introduces new vocabulary.Have students describe the picture in groups. Then get one student to describeit to the class.Read the instructions aloud to the class.Then ask: What’s the meaning of the phrase save the planet. If students havedifficulty, the teacher can offer help.（It means to keep planet Earth cleanand not polluted.）Ask students to call attention to the five suggestions for ways to save theplanet. Get a student to read each one aloud to the class. Make sure studentsunderstand 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 pare 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 agreeing and 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 new vocabulary words.Go through the instructions with the class. Say: Now you will hear Jack and Julia talk about what they are doing to help save the planet. Ask students to look at the chart. Get a student to read the list of items that Julia and Jack talk about. If he or her has difficulty in reading, the teacher can repeat them 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 paperPlay the recording for this activity for the students the first time, students only listen carefully. Then play the recording a second time. This time ask students 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 language in spoken conversation.Go through the instructions with the class.Ask students to look at the three column headings in the chart and let students read 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 thingsshe 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 B2c 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 position to the class.Step 2. Section B 3aThis activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector. Askseveral 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 fromand 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 plete 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 pleted 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, howmany turned off the lights when they leave the house.Step 5. Self-check1This 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 inthe blanks with the words on their own. Say, in some cases, you may need touse another form of the word, for example adjusting for tense or subject/verbagreement. 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 asneeded.Let students make their own sentences with the words, preferably sentences 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.。

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

2. They provide homes for many endangered animals and help to educate the public about caring for them. 它们(动物园)为很多濒临灭绝的动物提供了家园, 而且有助于教育公众关心动物。【自主领悟】 provide sth. ___sb. 意为“给某人提供某物(mǒu wù)”, 相当于provide sb. ____sth. 。例如: The charfiotyr provided food for homeless people. =The charity provided homeless people with food. 这w家ith慈善机构给无家可归的人提供食物。
第三页，共15页。
3. 它们(动物园)为很多濒临灭绝的动物提供了家园, 而且有助
于教育(jiàoyù)公众关心动物。
They provide homes for many endangered animals and help
the public about
them.
4. 我竭力主张你们所有的读者尽快去参观我们美丽的动物园。
第八页，共15页。
【归纳拓展】另一种“提供(tígōng)” (1)offer sb. sth. =offer sth. __ stob. 意为“向某人提供(tígōng)某物”
(2)offer __to__d_osth. (for sb. )意为“主动提出(为某人)做某事”
第九页，共15页。
【活学活用】
move at all.
答案: 1. to live in 2. to protect 3 Bob likes to see animals. And he has 5. I think zoos can provide homes for 答案(dáàn): 4. visited 5. endangered

九年级英语(下)(人教新目标)Unit 15 We're trying to save the manatees!方法技巧

Unit 15 We’re trying to save the manatees! 方法技巧
本单元我们复习了现在完成时、一般过去时、现在进行时及一般现在时的用法。

现简要的把它们的歌诀介绍一下。

现在完成时的时间歌诀：since一点for一段，how long提问when无缘。

before句末表之前，过去时间禁止显。

直到现在有几次，从不曾经刚已经。

already仅在肯定中，yet句末疑否定。

还有一点要记牢，有时延续无时短。

一般过去时歌诀：一般过去时并不难，表示过去动作、状态记心间；
动词要用过去式，时间状语句末站；
否定句很简单，didn’t站在动词原形前，其他部分不要变；
一般疑问句也好变，did放在句子前，主语、动词原形、其他部分依次站；
特殊疑问句也简单，疑问词加一般疑问句记心间；
最后一条请注意，动词过去式要牢记。

现在进行时歌诀：现在进行时，表示正在发生事。

look，now和listen，时态标志要看清。

基本结构“be+v.-ing”，be的形式主语定。

一般问句be提前，be后n ot表否定。

一般现在时歌诀：一般现在时，表示经常发生的事；
主语人称是三单，动词要把s/es添；
主语之后是谓语，肯定陈述的语序；
基本用法要记清，状语习惯经常性；
客观真理和能力，有时还表将来时。

第1页共1页。

【范文】九年级英语Unit15 We’re trying to save the manatees!

九年级英语Unit15 We’re trying to save the manatees!导学案九年级英语Unit15we’retryingtosavethemanatees!导学案Unit15we’retryingtosavethemanatees!SectionAknowledgeaim:theuseofimportantwordsandphrasesAbilityaim:Howtodescribeanimals.Review“usedto”“presentsimple”“passivevoice”“presentperfect”Emotionaim:It’sourdutytosaveendangeredanimals.教学重点：识记单词并能熟练运用。

教学难点：辩论观点。

Learningsteps:Step1:情景导入：Howtodescribetheanimals?Step2:自主学习:a、writethesewordsintheboxesbelow.c、2cPairworkStep3:合作互动：3aReadthelettertotheeditorandunderlinethereasonswhyth ewriterisagainstthezoos.Step4:梳理归纳：.feed2.英语中表示长度、宽度、高度、深度、重量的句型为：3.对数量进行提问用:4.pollute5.discover,invent,lookfor,find,findout6.against7.inone’slife8.besurprisedtodosth.9.carefor0.urge典题赏析.countrieslikejapanandtheUSAoftensendtheire-wastetoc hina.GuiyuinGuangdongProvince____”thee-wastecapitaloftheworld“now.A.wascalledB.hascalledc.iscalledD.calls剖析：由后句句意“广东省的硅宇现在被叫做‘世界电子垃圾首都’。

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

教学目标能用目标语言谈论如何保护环境教学重点努力为保护环境，拯救地球尽自己的一份力量教学难点努力为保护环境，拯救地球尽自己的一份力量课时安排 4 教具准备ppt 教法合作探究学习过程自主空间【自主学习】预习完成下列词组1.听说过2.一个很不平常的女人3.回收材料4.拆除5.由旧玻璃瓶粘成6.丢弃的砖瓦7.栅栏由苏打铁罐造成 8.从帮助拯救我们的星球协会获奖9.我们大家的榜样 10.在业余时间11.用旧电视做模型玩具【词句理解】1.hear of “听说”; hear from“收到。

的来信”翻译：(1)我以前从未听说过那件事 .(2)昨天我收到了父母的来信。

____________________________2.be made of 这桌子是用木头做的。

be made out of 那座雕像是由石头雕成。

be made into竹子可以制成钓鱼杆。

be made in 这些小轿车是日本产的。

be made by 这张桌子是他父亲做的。

be made by 计算机是由许多部件组成的。

3. be an inspiration to sb.Lei Feng’s short life was a great inspiration to youth Inspire v. The actors inspired the kids. inspiring adj. He is an inspiring teacher. We all like him4. a most+ adj.结构中most相当于very/extremely“很，非常”。

翻译：这是一本非常有用的书____________________________.the most+adj原级“最”翻译：他是班上最细心男孩______________________________..5.build A out of B“用B做成A”翻译：用木材搭建的房子可以御寒_______________________【课堂达标】一.单项选择：（）1.She built a house out of trash.A .her B. herself C .hers D. by her（）2.The old building was being pulled ________.A .up B. down. C .out of D .out（）3.The bridge is made ____________big stones.A. inB. formC. of D .out（）4.The radio is too loud. Will you please ?A .turn it downB .turn it on C. turn off it D. turn down it（）5.Some new buildings __for the farmers in the village every year.A. were builtB. are built C .is built D. will be built ( )6. Books are made _____paper rand paper is made ______ wood.A. of; of B .from; from C. of; from D. from; of( )7.---Have you heard ______ Steve, a football star in my school?----Oh, he is my friend, I’v just heard ____ him.A. from; ofB.of; fromC.from; fromD.of; of( )8.He is clever_ _______a monkey.A. as B .like C. for D .of( )9.Many new buildings are ________with the help of our government in our country now.A .building B. being built C. will build D. build( )10.The fence is built out o _______coda cans.A. usedB. useC. usingD. being used二、根据句意提示写出空缺单词的正确形式：1.When the teacher came in, the students stopped ______ (talk)2. As soon as he saw me, he stopped ______ (talk)to me.3. ______(recycle)paper is difficult.4. The bridge _________(build)30years.5. The shop _________(close) at five every day.6. Tina bought a _______(use) car, but it’s very (use).7. It is said that there is no ______(live) things on the moon.8. The roof of her house is made of _______(discard) tiles.9. Look! There is a cat ______ (climb) up the tree.三、根据汉语完成句子1.Bill对我们大家来说是哥鼓舞人心的人物。

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

《Unit 15 We ’re trying to save the manatees!》﹚1. To learn some names of animals.来表Ifor pull,2. To learn ho w to describe the animals.3. To know something about the manatees.4. To revise some tense like: present progressive, present simple, “used to ”+infinitive, passive voice, present perfect. Difficult points:1. The names of animals2. The adjectivesTeaching aids : CAI, tape.教学步骤建议和说明 Step 1 Warming up Enjoy a song about animals Step 2 Lead in After the song, T can ask Ss, Do you like animals? W hat’s your favorite animal? Why? According to these questions, Ss can revise animals and adjectives they learned before. T can write these words on the blackboard to help them remember better. Step 3 Presentation After revision T can show some pictures with the animals, then teach the names and some adjectives which describe them. T: What are these? S: They’re African elephants. T: What do you think of them? S: They’re enormous. Then T can finish teaching the words by using this way. T can show the pictures and words. Also Ss can express their own description to the animals. Step 4 Read and match Section A 1. Ask Ss to write the adjectives in the boxes below. Then write other words they know. 2. Ss show their views. Step 5 Group work A: I like …, because they’re… B: But I like…, because they’re so… What about you, C? C: I think … are …, so they are my favorite animals… Step 6 Listening 1. 1b. Listen and circle the words in 1a that victor and Anny use to describe the animals. 2. Read the listening materials after the tape. Then read then together. Step 7 Group work 与本课相对应的动物歌，方便导入此处可以自然进入动物的世界，又可以复习学过的形容词与动物名，为下文打下基础。

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

Unit 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 bee 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 Ⅱ2aThis 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 bee polluted. Also, there sometimes isn't enough food for all of them. As you can see, they're large. The average manatee is about three 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 using the target language.Go through the instructions with the class. Look at the headings in the chart and the blanks next to each heading. You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart.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 swampsReason why they are endangered: swamps polluted, not enough foodDescription: large, three metres long, weighs 1 000 poundsStep Ⅳ2cThis 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 10 feet long and they weigh about I 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 bee polluted.Put the class in five groups and ask each group to bee“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 throughoutthe book.Present: Reviewed throughout the book Past 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 orfrequent 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!Section AThe Second PeriodMake sentences to review the grammar focus:(1) He is reading a story book.(2) I go to school by bike.She does her homework every day.(3) I used to go swimming when I was a child.(4) Our classroom is cleaned every day.(5) I have already finished my homework.。

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

We really shouldn’t use
I know. I stopped
paper napkins, you know. using them last year.
Thank you for listening!
plant trees
turn off the showers while you are washing your hair
save water
take your own bags when shopping
don’t use paper towels or napkins
stop ridding in cars
• recycle books and papers
பைடு நூலகம்
Things Julia and Jack talk about ∨_turn off the light ∨_turning off the shower
_stopping using paper napkins ∨_talking your own bags when shopping ∨_not ridding in cars ∨_ridding a bike _recycling paper
新目标九年级 Unit 15
•Unit 15 •We’re trying to save the manatees! •Section B Period 1
Look at our earth!
We throw trash everywhere.
We humans cut too many trees.
The polluted water makes the fish and animals die.

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

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．。

初中英语九年级 Unit 15 We're trying to save the manateese!-

2. Collect the factors to support your idea. （收集论据） Read 3a and 3b again, and write down the key points.
3a: (cons)
_1._Z_oo_s_a_re_t_er_r_ib_le_. __ 2_._K_ee_p_a_ni_m_a_ls_in_c_a_ge_s. _3._E_at_f_oo_d_o_n_ce_a_d_a_y._
Should a zoo be built in our city?
Agree to build a new zoo.
Disagree to build a new zoo.
We’re friends!
我的收获
know how to debate
1. I am against building a new zoo in our town. 2. I have never seen one I liked or one that was suitable for animals to live in. 3. I was very surprised to find hardly anyone there. 4. They provide homes for many endangered animals, and help to educate the public about caring for them. 5. I urge all of your readers to visit our wonderful zoo.
Cons:
Most animals are kept in small cages. Most cages are not clean, either.

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

2. Something
to protect the earth.
A. must do
B. must done
C. must be done
D. can do
第九页，共10页。
3. Mr. Green often rides a bike to work instead of
in a car.
A. rides
books and
paper.
2. It’s difficult for me
the work without others’help.
3. We should try
riding in cars to protect the
environment. 答案: 1. recycle 2. to finish 3. to stop
(talk) with her.
答案(dáàn): ①crying ②to talk
第六页，共10页。
Ⅰ. 选词并用其适当形式填空(tiánkòng)
finish, stop, shop, wash, recycle
1. In order to help save the planet, we can
第七页，共10页。
4. We’d better take our own bags when supermarket. 5. You’d better turn off the shower while 答案(dáàn): 4. shopping 5. washing
in a your hair.
第八页，共10页。
Ⅱ. 单项选择(xuǎnzé)
1. Mr. Zhang has to
, because the doctor says he is in

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Unit 15 We are trying to save the manatees课时 4 一．用所给词的适当形式填空1. You have ______(probable) know him.2. Some of the swamps have become ______(pollution).3. The strange animal is about 10 ______(foot) high.4. We ______(real ) shouldn’t use paper napkins.5. The news ______(education) all of us last week.6. The place is ______(suit) for animals to live in.7. I was ______(surprise) at the news.8. We should stop ______(ride) in cars.9. You are ______(suppose) to bow when you meet your old friends.10.Who is ______(invitation) to join the meeting?二．翻译词组听说过去常常做某事有…制成玻璃瓶破碎的磁片获得一个奖励业余时间为某人募捐儿童医院一个生意会议三．选择填空1.My jacket has ____ color ____ yours, but mine is bigger than yours.A. the same, asB. same , asC. different, fromD. the same, to2. Wang Mei ____ her mother because she is beautiful and intelligent.A. look .B liked C. is like D. look like3. The teacher _____ to Li Lei,“You ____ very good English.”A. say, speakB. talk, sayC. speak, talkD. said, speak4. President Bush ____ a visit ____ China last month.A. pay, inB. paid, toC. gave, inD. paid, for5.There will not be enough space to _____ the earth in the future.A. live onB. live inC. live on inD. live in on6.At last, Lucy make the baby ____ and the baby began to laugh.A. stop cryingB. to stop cryingC. stop to sayD. to stop to cry7. Do you ____ a cat ____ a pet at home?A. have , asB. keep, forC. keep, asD. Both A and C8. The president _____ all people _____ our environment.A. urge, protectB. urged, to protectC. urges, protectD. urged, protect9. I feel that the zoo ____ a clean and safe place ____ animals .A. provide, forB. gives, forC. provides, forD. provides, to10.I think the environment is really important. ____, I like ____ my bike.A. Beside, ridingB. Besides, ridingC. Except, to rideD. Except, riding11．--When was the PLA founded? --It was founded on ____．A.July 1，．1921B.October 1，1949C.May 1，1922D.August 1，192712．--If you want to go out of a cinema，which sign should you follow?--It’s________.A．EXIT B．ENTRANCE C．NO PARKING D．NO SMOKING13．--There’s something wrong with my radio．-- _____. I can mend it for you．A．It’s not good for you B．You’re right C．Never mind D．That’s right 14．--Tom is terribly ill.--We’d better send him to hospital as _____as we can．A．slowly B．quickly C．quietly D．easily15. --What about these two coats，madam?-- _____of them fits me．Could you show me _____ one?A．Either ; other B. Neither；another C．either ； else D．Either; another四．根据汉语提示,完成下列句子。

（横线处不限词数）1.这个教室有10米长，6米宽。

The classroom is ______________________________________.2.她很有耐性,非常适合教学生。

She is very patient and she is _______________________________.3.这条河不像过去那样干净了。

The river ____________________ it ________________________.4.妈妈在上班的路上看到了我的英语老师。

My mother saw my English teacher __________________________.5.他的腿坏了，几乎不能移动。

His leg is broken and he can ________________________________.6.你同意我说的话吗？Do you ___________________________________________________?7.我们应该爱护动物，关爱地球。

We should ______________ animals and ____________ the earth.8.离开房间时不要忘记关灯。

Don’t forget ________________________ when you leave the room.9.回收书和纸很容易,但对保护环境很重要。

_________________________ is easy. But it is very important for protecting the environment.10.洗头的时候你最好关掉淋浴器。

You’d better ______________________ when you wash your hair.五．完形填空Frank W．Woolworth was born in Rodman，New York in 18S2．His family was very___1____and even there was never enough food to eat．So，Frank decided he would do something else instead of being a farmer．Later，he took a short business training to find a job．As a result, he got a job as a 2 in a large city．It was not 1ong before Woolworth realized that he had a natural skill(天赋)for displaying goods(商品)to attract the customers’(顾客) 3 ，but he also learned something more important after later．One day his boss(老板)told him to sell some odds and ends(小商品)for as much ashe could get．A fresh idea came into his mind．He put all these goods on one table with a sign，it 4 ：FIVE CENTS EACH．seeing this，people pushed to buy the goods and the 5 was soon cleared．Soon after later，Woo1worth opened his own store，selling five and ten cents． This is the 6 of the famous “five and ten store” But he h ad another 1esson to learn before he became successful．That is，if you want to make 7 by selling goods at a low price, you have to buy them in 1arge number directly from the factory． For example，Woolworth once went to Germany and placed an order for knives．The order was so large that the factory had to 8 running 24 hours a day for a whole year．In this way，the price of the knives was cut down by half．By 1919，Woolworth had over 1,OOO 9 in the USA and Canada，and opened his first store in London．He made many millions and his name became famous throughout(遍及) 10 ． He always ran his business according to strict(严格的)rules，0f which the most important was：“THE CUSTOMER IS ALWAYS RIGHT．”1．A. rich B. poor C. big D. small2．A. salesman B. farmer C. teacher D. doctor3．A. feeling B. ideas C. help D. interest4．A. wrote B. said C. spoke D. talked5．A. ground B. table C. room D. store6．A. beginning B. end C. secret D. rules7．A. friends B. contributions C. progress D. money8．A. begin B. finish C. keep D. stop9．A. dollars B. stores C. factories D. salesmen10．A. the USA B. Canada C. Germany D. the world六．阅读理解Kunming is the capital of Yunnan. It's a city with a long history. Kunming has a population of more than 5,000,000. Though the weather in Yunnan changes from place to place, Kunming is famous for her beautiful weather. It's neither too hot in summer nor too cold in winter. That's why more and more people like to travel and even to live there. You can see that great changes have taken place there. A lot of tall buildings, cinemas and hospitals have been put up. You can cross the streets over footbridges in the city. You can buy whatever you want in shops and supermarketsor around the city. People's lives are becoming better and better.At weekend or on holiday, people like to relax themselves in different places and in different ways. In winter, people, especially old people would like to climb the Western Hills. From the top of the Hills, you can have a good look at the beautiful scenery of Kunming. Far away from the hills, you can enjoy the "sleeping beauty" among the hills. After supper, families take a walk along the bank of Dianchi Lake. The Golden Temple and EXPO Garden are two famous places of interest in the north of the city. EXPO Garden is known to people both at home and abroad. You can spend a whole day visiting the world-famous garden. A little farther away from the southeast of the city, a special forest welcomes you. It is not a tree forest, but a stone forest. So it is called the Stone Forest.People in Kunming are really friendly. They often invite their friends home to try delicious food, like rice noodles. If you want to know more about Kunming and taste her food, please visit her yourself !1. -What's the population of Kunming?-______.A. Over five millionB. Over five thousandC. Over five billionD. Over five hundred2. The weather in Yunnan is______.A. the same in different placesB. neither too hot nor too coldC. different in different placesD. different in the same place3. The Sleeping Beauty in the passage is the name of a ______.A. personB. hillC. shopD. film star4. ______is known to people all over the world.A. The Western HillsB. The Stone ForestC. The Golden TempleD. EXPO Garden5. The writer of this passage wants to ____.A. invite tourists to KunmingB. visit KunmingC. taste her foodD. know more about KunmingA student was going to spend his holiday in a cool mountain village. That evening he stayed at a small hotel near the station. Before going to bed, he went to the landlord (旅馆等的老板) of the hotel and said, "Excuse me, sir. Will you please wake me up at a quarter to five tomorrow morning? I'll take the five o'clock train.""Oh, sorry, sir," the landlord said in a hurry, "I'm afraid I can't. I won't be able to get up so early." The student was disappointed (失望). When he began to return to his room, he stopped and asked, "Have you got an alarm clock? Maybe it can help me.""Wait a minute, then," the landlord said and brought out an alarm clock. "Here you are, sir.""Thank you very much," the student said happily. But he found it was rusty(生锈的) when he had a look at it. He asked, "Will it ring on time?""I don't know," said the landlord. "But it doesn't matter. You just give it a good shake ata quarter to five. And it will ring on time."6. The student stayed at the small hotel because ______.A. it was in the cool mountain village he was going toB. it was near the railway stationC. the landlord of the hotel was kind to himD. the landlord could wake him up at the right time7. The student asked the landlord to wake him up the next morning because ______.A. the landlord had the habit of getting up earlyB. the landlord had promises to help him in every possible wayC. it would take him a long time to walk to the railway stationD. he was afraid he would not wake up in time to catch the train8. The train the student was going to take would leave ______ the next morning.A. at five o'clockB. at a quarter to fiveC. at half past fourD. at a quarter to six9. The student was disappointed because______.A. the landlord refused to wake him upB. he has to buy an alarm clockC. he would take another trainD. he had to go to the village on foot10. From the story we know ______.A. the clock would wake the student up in timeB. the student certainly missed his train the next morningC. the alarm clock was no use for the studentD. the student had the alarm-clock mended课时4一．1. probably 2. polluted 3. feet 4 . really 5. educated 6. suitable 7 . surprised 8. riding9. supposed 10. invited二．hear of, used to do sth, be made from, glass bottles, discarded tiles, win a award, spare time, raise money for sb, th e Children’s Hospital , a business meeting三．1—5 A C D B D 6—10 A D B C B 11－15 D A C B B四．1. ten metres long, six metres wide 2. very suitable for teaching students 3. is not as clean as used to 4. on her way to work 5. hardly move 6. agree with what I said 7. take care of，care for/about 8. to turn off the lights 9. To recycle/Recycling books and paper 10. turn off the shower五．1―5 B A D B B 6－10 A D C B D六． 1－5 A C B D A 6－10 B D A A C。

九年级英语 Unit 15 We are trying to save the manatees课时练4 人教新目标版