九年级英语新目标上Unit15学案
九年级英语全册Unit15We’retryingtosavethemanatees!教案人教新目标版
九年级英语全册Unit15We’retryingtosavethemanatees!教案人教新目标版Ⅰ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary：manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted（2） Target Language：I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．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 Point Target 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 help students go through with the listening material．3． Groupwork to make every student work in class,Ⅴ． Teaching Aids 1． A tape recorder 2． The blackboard 3． A projectorⅥ． Teaching ProceduresStep I Revision Now 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．Possible answers manatee: gentle, shy chimpanzees: noisy elephants: enormous, graykangaroos: playfulcheetahs: spotted, fast polar 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．SA: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．SB: You’re like an elephant． SA: No． SC: You’re like a manatee． SA: 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! Note like—（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 in Activity 1a．Step Ⅶ Blackboard DesignUnit 15 We’re trying to save the manatees!The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary：endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound（2） Target Language How 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 Vocabulary：endangered, mangrove, swamps, habitat, aquatic feed 2． Target Language How big are manatees?They’re about 10 feet long and they weigh about 1 000 pounds．3． StructuresPresent progressive We’re trying to save the manatees．Present Manatees eat about 100 pounds of food a day．Past with "used to" There used to be a lot of manatees．Passive voice In 1972, it was discovered that they were endangered．Present perfect Some of the swamps have become polluted．Ⅲ． Teaching Difficult Points1． the target language 2． 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 Aids 1． A tape recorder 2． 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．Answers 1． 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 allof 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 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 recordingagain． 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．Answers Kind 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 food Description : 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．SA : How big are manatees? SB : 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 1SA: Where do manatees live? SB: They live in the water under the trees in mangrove swamps．Conversation 2SA : Why are manatees endangered? SB : 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 4 Passive voice: Unit 10 Present 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 Point Train students’ integrating skills．Ⅲ． Teaching Difficult Point How 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 theinstructions 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．Notes 1.tiny—very small2． Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them． Such protection includes the ethical treatment of farm animals and animals in zoos． Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes．Step 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 studentsto 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 recommend Step Ⅳ Part 4This activity provides oral practice using the target language．Gothrough 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．SA : I think that animals should not live in zoos．SB : 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．Team2: 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 and speaking 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 Vocabulary planet, recycle, shower, paper towels, napkins, turn off（2） Target LanguageWe really shouldn’t use paper napkins, you know． I know． I stopped using them last year．2． Ability Objects（1） Train students’ speaking and listening ability．（2） Train students’ ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．3． Moral ObjectWe should be aware of the importance of protecting the environment．Ⅱ． Teaching Key Points1． Key Vocabulary planet, 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 method 2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder 2． The blackboardⅥ． Teaching ProceduresStep I Revision：Check 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 difficultto 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 doing 2． 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．SA: Recycling paper is really easy．SB: 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．SA: Turning off the lights when you leave a room is really easy．SB: I agree with you．SA: Not using paper towels is really hard．SB: 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 lights turning off the shower stopping using paper napkinstaking your own bags when shopping not riding in cars riding a bike recycling 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 thatBoy: 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 andlet 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．Answers Things 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．SA: We should turn off the lights when me leave a room．SB: I always do that．SA: We should take our own bags when shopping．SB: That’s easy． I will do that in future．SA: We really shouldn’t ride in cars．SB: 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 Vocabulary： trash, pull down, be made from, glue, inspiration, bottle, spare time（2） Practise reading an article．（3） Practise writing something using。
九年级英语学案：Unit15 整单元学案
九年级英语学案：Unit15 Section A教师寄语：You can’t stretch the life length, but you can determine the life’s width.你不能延伸生命的长度，但你可以决定生命的宽度。
学习过程：一、自主预习（一）写出下列动物名称：1.海牛_______2.袋鼠_________3.黑猩猩_________4.猎豹________5.大象_________6.北极熊__________（二）写出下列形容词：1.害羞的_____2.吵闹的_______3.温柔的______4.强壮的_______5.有才智的________6.毛皮的_______7.巨大的_________8.顽皮的______9.挑衅的_________10.灰色的_______11.有斑点的________12.水生的_______13.在水下的________14.被污染的________15.合适的_______16.极小的_____17.厌恶的__________18.濒临灭绝的___________二、合作交流：PairworkA: I am like this animal because I am strong and…B: You’re like an elephant.A: No./Yes.三、能力延伸：Listening practice1. Listen to the tape and finish 1b.2. Finish 2a and 2b.四、系统总结1 反对（做）某事_______________2 在某人一生中____________3 对…感到惊讶______________ 4关心爱护_______________or__________________ 5 诚恳而强烈要求某人做某事_____________6设法做某事_________________ 7 向…一样_________________8 多大_____________（精讲）how+不同的形容词可构成很多不同的词组eg: how old , how tall, how far. 9. 5米长________（精讲）英语中的计量表示法：数词+量词（feet/miles/meters/kilos）+形容词（long/wide/high）The meat is ten kilos heavy. 10 适合某人做_________________11 提供给某人某物_________________ or _____________________五．针对练习（一）选择1 The house ____he lives needs repairing.A \B in whichC whereD B and C2 Do you know the reason ______she got so angry yesterday?A whyB whichC for whatD for why3 This is a ______river and that river is_____.A 200--meter--long ; 200 meter longB 200--meter--long ;200 meters longC 200--meters--long ;200 meters longD 200 meters long 200--meter--long4 She is______ her mother.A likingB likesC to likeD like5 We should try ______the endangered animals.A protectB to protectC protectingD to protecting二首字母填空。
九年级英语新目标上Unit15学案[1]1
![九年级英语新目标上Unit15学案[1]1](https://img.taocdn.com/s3/m/46c3b8fa770bf78a652954ec.png)
Unit 15 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。
语言目标: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。
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。
1.care for关怀2.spotted animals/dog 斑点动物/狗3.in the mangrove swamp在红树林沼泽地4. weigh 100 pounds称100磅5.lose one’s weigh减肥6.be polluted被污染polluted water被污染的水7. be suitable for sb 对某人适合8.tiny germs微小的细菌9.in the cage在笼子中10. take good care of sb照顾好某人look after sb well好好照顾某人care for sb well11. urge sb to do sth强烈要求某人做某事12.recycle sth/paper循环使用纸/某物13. be built out of sth由…制造be made of/from 由…制成14.be glued 被胶合15.discarded tile/kid 被丢弃的瓦片/孩子discard sth 丢弃某物be discarded 被丢弃16.give up放弃17.cola/soda can 可乐/汽水罐头a can of beer 一听啤酒18. the Help Save Our Planet帮助拯救我们星球的社团19. be an inspiration to sb对某人是一个灵感20. in one’s spare/free time在某人空闲时间21. model plan/toy 模型玩具/飞机22. raise money for charity为慈善机构筹钱23.on business 经商24.be proud of=take pride in sth对…感到自豪25.aquatic feed水下生物26. in the pond 在池塘中27.There used to be…过去常有…28.be endangered 濒临灭绝endangered animal濒临灭绝的动物29.a number of =a lot of=many/much 许多the number of …的数目(谓语用单数)30. pass laws to do 通过法律做某事31. protect sth 保护某物32. as you can see 正如你所见33. ten feet long 十英尺长eight meters high八米高1.75 meters tall 1.75米高twenty meters wide 20米宽34.be against doing 反对做某事be for doing赞成做某事Are you for or against?你赞成还是反对?35. in one’s life在某人生命中36. be surprised to do 惊奇做sthbe surprised at吃惊于…to one’s surprise使某人吃惊的是…37. stop doing/riding 停止正在做的事stop (doing sth) to do sth停止正在做的事去做另一事38.wash one’s hair洗(某人的)头39. paper towels/napkins纸巾beach towels 沙滩毛巾40.save electricity 省电save money省钱use up all of his savings用光他的储蓄41.in a hurry 匆匆忙忙hurry up=quickly=be quick快点42.be interested in=take an interest in 对…感趣interest sb引起某人的兴趣/注意力43. average person普通人44.take one’s own bag带某人自己的包45. live close to 住得离……很近close the door关门The door is closed门是关着的be closed to sb与某人亲密come very close来得紧迫46.living textbook活生生的教材47.He is the most careful student in the class. 他是班上最认真的学生She is a most/very unusual woman. 她是一个非常不寻常的女士48. glass bottles 玻璃瓶49. win an award 赢得一个奖项50. make/build out of trash用垃圾制造…Period 1 Section A (1 a—2 c)Teachers’ words: Protect the animals is practice ourselves.教学目标1、学习各种动物的名称以及描述动物的形容词。
新目标九年级unit15 导学案)
Period 1(page 118-119)【课前自主学习】Part I. 根据英语释义写单词。
1.The place where something lives. ________.2.There aren’ t very many of them. ________3.Underwater plants an vegetation. _________4. A place where trees grow in water. _________Part II. 完成听力练习，回答下列问题。
1. What kind of animal is it?2. How many of them are there?3. Where is the habitat of the animal?4. Why are this animal endangered?.【课内合作探究】Task：1.完成听力练习后，分小组讨论，介绍海马的情况。
Period 2(page 120)【课前自主学习】Part I．仔细阅读教材P120、3a然后填空。
1.我写信来是想说我反对在我们镇上新建一个动物园。
________________________________________2.动物园对动物来说住起来不是好地方。
_______________________________________________3 我一生当中见过很多的动物园，但是我从未见过一个适宜动物居住的。
________________________________________________4. 动物园对于小孩子来说就像生动的教科书。
______________________________________________Part II．读3b部分,然后回答下列问题。
1.Does Animal Friend agree to build a new zoo?2.What can zoos provide for animals?3.What does he urge people to do?【课内合作探究】Task：小组活动，4个人一组，采访其他3位同学并完成下列表格，讨论并总结Period 3(page 121)【课前自主学习】Part I.预习下列广告语，按照中文提示写出单词。
新目标九年级英语Unit15教学设计
文名称，让学生从视觉的角度熟悉相关动物及其英文名称，既复习了学过的词汇，也引出了本课的一些词汇。
活跃课堂，又激活学生已有的知识和经验，为后面的学习创设了良好的有意义的语言环境。
）（二）学中（While-learning）1、学习新词汇（learning new vocabulary）A)让学生们一个一个地说出有关动物名称的名词：如，elephant，koala，whale, camel, panda , dolphin ,tiger ,lion ,fox , monkey, octopus, giraffe, polar bear , cat, pig, manatee, kangaroo, chimpanzee, cheetah..学生说的同时，我把这些单词写在黑板上，本课新单词用不同颜色的粉笔写，然后，让学生齐读一遍，强调较难的单词的读音。
（设计思路：依据“利用各种教育资源，提高学习效率”这一教学原则，这个环节我使用了黑板，粉笔这些传统的教育资源是考虑到学生有可能会说出我课件中没有出现的动物名称。
）B）借助多媒体教育资源，我事先设计了一些动物的图片（动物有一个的，也有多个的，目的是要学生注意区分名词的单、复数。
）上课时，在屏幕上一张张呈现这些图片，让学生仔细观察图片，一个个说出动物的英文名称e.g. panda , lion, tiger, giraffe, manatee, kangaroo, chimpanzee, cheetah ，并说出描述该动物的形容词e.g. smart，cute,lazy,beautiful,gentle,shy,noisy,fast,playful,enormous,aggressive,black, strong, gray , spotted, furry big…学生说时，我小结整理，并把动物名称的名词呈现在图片的上方；描述该动物的相应的形容词呈现在图片的下方，本课的新单词用红色显示并让学生齐读一遍，我注意强调那些较难的单词的读音。
新目标九年级15单元第一课时学案
Unit15. Section A 学案No.38 __by Robin W ang checked by Ms Zhang掌握句子1) We are trying to save the manatees.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.3. Ability goals 能力目标Enable the students to describe animals.4. Emotion && attitude goals 情感和态度目标Enable the students to protect animals and environment gladly.5. Strategy goals 策略目标To understand the target language by reading pictures.6. Culture awareness goals文化意识目标I. 用所给动词的适当形式填空(award) the first prize in the university.2.He said she (work) as a reporter since 1998．3.—you (hear) about Dr Norman Bethune?—Of course. Everyone in China (know) about this famous Canadian doctor. He (help) us in the Anti-Japanese War. He (always, remember)by us Chinese people.II. 单项选择填空( )1．I am building a new zoo in our city.A．against B．again C．angrily D．friendly( )2．Tom recently an award from the school. A．winned B．won C．winning D．had won( )3．They are like textbooks for us students.A．to live B．lived C．living D．lives( )4．We think animals in forest.A．shouldn’t live B．should live C．lives D．living( )5．His father a worker in that factory.A．uses to be B．used isC．used to being D．used to be同步达标练习:I. 用括号中所给词的适当形式填空1．It’s an (hour) ride from here to the museum. 2．December is the (twelve) month of the year.3．The cat is washing (it) face. Isn’t it funny?4．China is one of the countries with the (long) history.5 He has brought us all the (photo) we took when were in Anqi. 6．I like her dress. It looks very . (China)7．Who was the (win) in the girls’ 100-metre race.8．Though it was raining (hard), the policeman was standing at the crossing.II..句型转换: 根据上句的意思填空, 完成下句, 使两句意思一致1．This is the most enjoyable journey that I have ever heard of.I have heard of an enjoyable journey before.2. Hot dogs are not so delic ious as sandwiches.Hot dogs are delicious sandwiches.3. Her father bought the car three months ago.Her father the car for three months.4. It’s good for your health to take exercise often.exercise often can make you .5. All the books cost me 365 yuan.I 365 yuan all the books.III. 用所给词的适当形式填空1. The two travellers are (Canada). They (like) the hotel they are in because it is too noisy and they are unable tofall (sleep).2.She lives in a (north) city of our country.It’s (real) cold in winter there.3. What a (love) day! Look at the sun,it’s shinning (bright)4. Thomas Edison was a great (invent), he (invent)many (use) things in his life. And some ofthe (invent) have changed the world greatly.I visited our zoo yesterday and I _______ very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people . They ________ homes for many ________ animals and help ___________ the public about ___________ them. If we ____________ our zoos, they won’t have enough money __________________ so many fine animals. I __________ all of your readers to visit our wonderful zoo soon..SincerelyAnimal friend。
最新-九年级英语上册 Unit 15《We’re trying to save
Revision of Unit 15 We’re trying to save the manatees!复习内容：Revision of Unit15复习目标: 1、复习巩固第十五单元相关知识点。
2、培养学生的辩论及交流协作的能力。
学会正确处理人与自然的关系。
复习重点： Describe the animals correctly.复习难点：Train students’ communicative competence环节一：引入目标，内容概述T: Today we’ll have a revision of Unit 15. First of all, let’s…环节二：自主复习，合作探究I. Words: 1.weigh→n.________ 2.suit→adj.________ 3．push→(反义词)v._________4．expression→v.________ 5．society→adj.________6. truth→adj._______→adv._______7．proud→n._________________ 8 . build →过去式/过去分词_______ 9.行星________ 10.社团；社会 _________ 11.模型__________Ⅱ. Phrases: 1. 反对(做)某事___________________ 2．强烈要求某人做某事_____________________3．适合于 ______________ 4.关心，关怀____________ 5. 由…制成_____________ 6. 空闲时间________7.玩具模型__________ 8.塑料袋____________ 9. 出差____________ 10. 以…为骄傲______________11. 供给某人某物__________ 12. 濒危动物__________13. 听说__________14. 不同意某人__________Ⅲ. Grammar Focus.1、各种时态的混用。
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。
九年级英语新目的上Unit15学案
Unit15 Period 1 Section A (1 a—2 c)学习目标.：Master the words and phrases and grammar points of this part .学习重点： words and phrases some describe words and phrases学习过程：Step 1:Translate the words.1.海牛2.毛皮的3.巨大的，庞大的4.顽皮的，爱玩耍的5.侵犯的，挑衅的6.灰色的7.有斑点的8.袋鼠9.黑猩猩10.猎豹11.沼泽地12.生长环境，栖息地13.水生植物，水生动物14.饲料，动物的食物15.植物（总称）16.称，称，……重量17.发现，发觉18.被污染的Step 2:Do 1aStep 3:Listening practice .1b.Listen and circle the words in 1a that Victor and Ginny use to describe the animals.Step4:Groupwork.Think of an animal that is the same as you in some ways .Write down and let others guess what kind of animal you are like.Step5:Listening.(2a,2b),then check the answers .Step 6:精讲精练1.We’re trying to save the manatees!我们正在设法拯救海牛！Try是动词，意为“试图，设法”如：我正设法算出这道数学题。
拓展：try搭配的词组：try to do sth设法做某事；try on试穿；try one’s best尽全力；have a try 试一下。
⑴明天我将尽量早来。
⑵他还没有试穿过这件毛衣。
九年级英语新目标 Unit 15 学案
Unit15 We are trying to save manatees! Section A一、预习导学1a---1c：写出下列动物名称的词汇并用相关形容词描述。
海牛袋鼠黑猩猩猎豹非洲象北极熊长有毛皮的巨大的顽皮的侵犯的灰色的有斑点的二、预习导学2a---2c：1、听力前熟记下列词或词组：濒临灭绝的红树沼泽地生长环境水生饲料水下植物植物（总称）2、听力结束后，用下列关键词描述Manatees.(1)endangered，(2)used to, but now, (3)2500 in the US, (4)in 1972, was discovered, (5)the government, laws to protect, (5)try to save,(1)ten feet long, 1000 pounds, (2)swamps,polluted, (3)not enough food,三、3a、3b词句巩固检测：1、我反对在我们城镇修建一个新动物园。
2、我从没见过一个适合动物居住的动物园。
3、动物被饲养在极小的笼子里，几乎不能动。
4、我非常吃惊的发现哪儿几乎没人。
5、它们（动物园）为许多濒临灭绝的动物提供了家园，并且有助于教育公众爱护动物。
6、我强烈呼吁读者去参观动物园。
Section B一、预习导学:1a—2c短语：循环使用书本纸张，关闭灯二、3aThe house of trash补全文章You have probably never Amy Winterbourne, but she is a most woman. She lives in a house that she herself trash. Well, the stuff used to trash, but now it's called " " . The windows and doors came form old bulidings around the town that were being . The walls are made from old glass bottles that together. The roof from discarded tiles. And the fence out of used soda . Amy won an from the Help Save Our . The Jackson Smith said ,"Amy is an to us all."And what does Amy do in her time? She makes out of old TVs and sells them to money for the Childen's Hospital.。
新目标英语九年级教案Unit15教案4
The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyplanet, recycle, shower, paper towels, napkins, turn off(2) Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.2．Ability Objects(1) Train students' speaking and listening ability.(2) Train students' ability to understand the target language in spoken conversation.(3) Train students' ability to use the target language.3．Moral ObjectWe should be aware of the importance of protecting the environment.Ⅱ．Teaching Key Points1．Key Vocabularyplanet, recycle, turn off2．Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.Ⅲ．Teaching Difficult Points1．How to train students' speaking and listening ability.2．How to use the target language.Ⅳ．Teaching Methods1．Listening method2．Pairwork to make every student work in class.Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework. Invite a student to read his or her letter to the editor. Help correct any mistakes.Step Ⅱ1aThis activity introduces new vocabulary. Read the instructions aloud to the class. Then ask, What's the meaning of the phrase save the planet. (It means to keep planet Earth clean and not polluted.) Look at the five suggestions for ways to save the planet. Invite a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.stop riding in cars.recycle books and paper.turn off the lights when you leave a room.turn off the shower while you are washing your hair.don't use paper towels or napkins.Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth. Check the answers. Students will probably have different answers. Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do. For example: I think it is easy to turn off the lights when you leave room. Because everyone can do it without any effort. It is difficult to stop riding in cars. Many people go to work or go to school by car, because it is far away from their homes. Otherwise they will be late.Notes1．stop doing—discontinue doing2．recycle—treat so that further use is possibleStep Ⅲ1bThis activity provides guided oral practice using the target language. Read the instructions to the class. You will compare the answers you wrote for Activity 1a.Look at the example in the speech bubbles. Invite a pair of students to read it to the class.S A: Recycling paper is really easy.S B: I agree. But it's hard to stop riding in cars.Look back at the list of items in Activity 1a again. First one student makes a statement. Then the other student agrees or disagrees with it. You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing.Have students work together, move around the classroom, checking the work and offering help as needed.Ask a pair of students to say their answers as an example.S A: Turning off the lights when you leave a room is really easy.S B: I agree with you.S A: Not using paper towels is really hard.S B: I disagree with you. I believe that we can use handkerchieves.Step Ⅳ2aThis activity provides listening practice with the target language and new vocabulary words.Go through the instructions with the class. Now you will hear Jack and Julia talk about what they are doing to help save the planet. Look at the chart. Invite a student to read the list of items that Julia and Jack talk about.turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paperPlay the recording for this activity for the students. The first time students only listen carefully. Play the recording a second time. Say, Listen to the recording again and check the things Julia and Jack talk about. If necessary, play the recording again.Check the answers with the class.AnswersThey talk about; turning off the lights, turning off the shower.taking your own bags when shopping.not riding in cars, riding a bike.TapescriptBoy: Hey, Julia. Don't forget to turn off the lights. It saves electricity.Girl: Oh, I know. I usually do that. I was just in a hurry. How you're so interested in the environment, Jack?Boy: I always have been. Lots of people think there's nothing they can do, but I just read this book about it, and there are lots of things the average person can do.Girl : Like what?Boy: Well, you should turn off the shower when you're washing your hair.Girl: Oh, I'd never do that!Boy: You wouldn't?Girl: No, I have very short hair. I'm only in the shower for a few minutes.Boy: Well, every minute helps.Girl: What else does it say?Boy: It says you should take your own bags when you go food shopping.Girl: Oh, that's not difficult. I can do that. What else?Boy: Hmmm. Here's a good one. It says people should stop riding in cars and start riding bikes.girl: Oh, I'll never do that! Can you see me riding 45 minutes to and from schoolevery day?Boy: Well, I think the environment is really important. Besides, I like riding my bike.Girl: Yes, and you also live close to school !Step Ⅴ2bThis activity gives students practice in understanding the target language in spoken conversation.You will hear the same recording again. Listen and check the things that Julia is doing now, the things she will do in the future, and the things she would never do.Point to the three column headings in the chart and let students read the headings again on their own. Now listen to the recording carefully and check the things. Play the recording again if necessary. Students check their answers. Correct the answers.AnswersThings Julia is doing now: turning off the lights.Things Julia will do in the future: taking bags when shopping.Things Julia will never do: turning off the shower not riding in cars or riding a bike.Step Ⅵ2cThis activity provides guided oral practice using the target language. Look at the sample conversation. Invite a pair of students to read it aloud to the class.A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year. Go through the instructions with the class. Say, Have a conversation about the items in the chart. Talk about which of these things you do now, which you will do in the future, and which you would never do.Get students to work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help as needed. Invite one or two pairs to say their conversations to the class.S A: We should turn off the lights when me leave a room.S B: I always do that.S A: We should take our own bags when shopping.S B: That's easy. I will do that in future.S A: We really shouldn't ride in cars.S B: I'll never do that! Our school is far away from my home. It takes me one hour to ride to school every day.Step ⅦSummaryIn this class, we've learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off. We've also learned the target language We really shouldn't use paper napkins, you know. I know. I stopped using them last year.Step ⅧHomeworkTalk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations.Step ⅨBlackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fourth PeriodTarget language:A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year.。
新目标九年级英语U15导学案
演练A.用所给单词的适当形式填空1. The environment __________(pollute) is more and more serious.2.My elder brother decided to go abroad to continue his ___________(educate).dies and _________(gentle), come this way, I'll show you how to operate the computer.4. You should wear clothes ________ (suit) for the occasion.5. She gave him a ________ (play) tap on the arm.B.根据首字母或汉语提示完成单词1. They just have a ________ (空闲的) room for the guest.2.Look, there is an ___________ (巨大的)animal on the top of the mountain.3.There are so many birds flying above the r_________ of the houses.4.The old man collect waste paper and bottles for r__________.5.The workers are all ___________ (反对)the boss's idea strongly.二.Put the following sentences into English.1.我反对在我们镇上建新的动物园。
2.我发现那里几乎没有人,我感到非常惊讶3. 他们为许多濒危动物提供家园,并且帮助教育公众关心它们。
4.我强力要求每个人参观我们的动物园。
九年级英语全册 Unit 15 We're trying to save the ma
Unit 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.Ⅲ．Teaching Difficult Points1．How to improve students' reading ability.2．How to improve students' speaking ability.Ⅳ．Teaching Methods1．Reading method to improve students' reading ability.2．Writing method to improve students' writing ability.3．Speaking method.Ⅴ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.Step Ⅱ 3aThis activity provides reading practice using the target language. Teach the new words. Show the new words on the screen by a projector.stuff n.废物；无用的东西material n.材料；原料pull v.拉；拖；拔pull down 摧毁；推翻be made from 由……制成；由……构成bottle n.瓶子glue v.胶合；粘贴；黏合 n.胶水roof n.顶；屋顶；房顶discard v.丢弃；放弃tile n.瓦片；瓷砖fence n.栅栏；围墙can n. (装液体等，常带有盖的)金属罐inspiration n.灵感；鼓舞人心的人(或事物)spare adj.多余的；空闲的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.Now read the article. Then write your questions in your exercise book. Have students do the activity in pairs. Students should discuss why they would want to know the answer to each question. When they work, move around the classroom, checking the progress of the pairs and providing help as needed.Check the answers with the class.AnswersAnswers will vary but might includeWho taught her how to make her house?What isn't made out of trash in her house?When did she start making her trash house?Where is the house?Why did she use trash to build a house?How long did it take to build her house?Notes1．the house of trash—the house made out of trash2．most—(here) very3．out of—(here) by the use of ; from4．discard—throw out or away; put aside, give up (sth. useless or unwanted)5．inspiration—(here) person or thing that inspiresStep Ⅲ 3bThis activity provides reading and writing practice using the target language.Look at the Before picture. Please tell me the names of the things you see in the picture. (a trash can, a pair of pants, a napkin) Then look at the After picture. Say to students. Please find out things made from recycled materials from the Before picture. (the backpack, the hat, the scarf)Go through the instructions with the class. Make sure students know whatto 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 backpack used to be a pair of pants.His backpack is made from a pair of pants.Get students to complete the article individually. While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary.Invite a student to read his or her completed article to the class.AnswersJoe Winterbourne loves the clothes his mother made for him. At school, everyone calls him Mr Recycling. His hat is made from (used to be) a trash can cover. His backpack used to be(is made from) a pair of pants. His scarf is made from (used to be) a napkin.Step Ⅳ Part 4This activity provides reading, writing, and oral practice using the target language.Read the instructions aloud to the class.Please tell me the things that you recycle. (paper, glass, aluminum cans, plastic, or cardboard) Look at the survey form. Invite a student to read the headings a loud to the class. Brainstorm other items to add to the list. Say, Talk to your classmates and find out who recycles each item on your list. Let students move a round the classroom and ask their classmates about their recycling habits. When students finish, check the work. Let some students tell what they learned. How many students did they talk to? Of this number, how many recycle paper? How many turn off the lights when they leave the house?A sample surveyrecycle paper 12turn off lights in the house 10turn off the shower while washing hair 2take your own bags when shopping 5Step Ⅴ SummaryIn this class, we've done a lot of practice reading and writing as well as speaking.Step Ⅵ Homework1．Read the article in Activity 3a again for further comprehension.2．Complete the article in Activity 3b.3．Do the survey in Activity 4 if students haven't finish it.Step Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fifth PeriodAnswers to Activity 3bJoe Winterbourne loves the clothes his mother made for him. At school ,every one calls him Mr Recycling. His hat is made from (used to be) a trash can cover. His backpack used to be (is made from) a pair of pants. His scarf is made from(used to be) a napkin.。
九年级英语 第15单元学案与教案(无答案)人教新目标版
九年级英语第15单元学案与教案课题：Unit 15 Section A 3a-4 课型：新授课班级：________ 姓名：_______一、教学目标学会表达自己的观点，并有充足的论据做支持。
培养学生的辩论及交流协作的能力。
学会正确处理人与自然的关系。
二、教学重点、难点1. Describe the animals correctly.2. How to improve the students’ writing ability according to the re ading materials.三、预习导航（一）词汇训练营---翻译下列单词或词组1. 合适的＿＿＿2. 极小的＿＿＿3. 笼子＿＿＿4. 厌恶的＿＿＿5. 教育＿＿＿6. 强烈要求＿＿＿＿＿＿＿7. 表达＿＿＿＿ 8. 反对做某事＿＿＿＿＿＿＿9. 在我一生中＿＿＿＿＿＿＿＿ 10. 一个动物生存的好方式＿＿＿＿＿＿＿＿11. 关心＿＿＿＿＿＿＿＿＿ 12. 提供某物给某人＿＿＿＿＿＿＿＿＿13. 对做某事感到惊讶＿＿＿＿＿＿ 14. 强烈要求某人做某事＿＿＿＿＿＿＿＿＿（二）知识大挑战（文章中的重要句型和交际用语、语法知识讲解；句子结构；固定搭配；近年中考例题精讲等。
）1. I am writing to say that I am against building a new zoo in our town. ____________________________________________________________________★against prep.反对e.g. They are strongly__________the idea. 他们强烈反对这个主意。
★for prep.赞同，支持，同意e.g. I’m all ____ the young enjoying themselves. 我完全赞同年轻人多一些娱乐。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
金桥学校九年级学生课堂活动设计Unit 1 section A九年级英语学案Period 71Content Section A (1 a—2 c) of Unit15Teachers’ words: Protect the animals is practice ourselves.教材分析.：学习有关环境保护的语言，使用简单的目标语言制作环境保护宣传海报能掌握本节的表示动物名称的表达，注意听力获取信息的能力培养。
Learning aims:1.Master the words and phrases and grammar points of this part .1.Debate an issue .Main and difficult points ：words and phrases some describe words and phrases Learning steps:Step 1:Translate the words.1.海牛2.毛皮的3.巨大的，庞大的4.顽皮的，爱玩耍的5.侵犯的，挑衅的6.灰色的7.有斑点的8.袋鼠9.黑猩猩10.猎豹11.沼泽地12.生长环境，栖息地13.水生植物，水生动物14.饲料，动物的食物15.植物（总称）16.称，称，……重量17.发现，发觉18.被污染的Step 2:Do 1aStep 3:Listening practice .1b.Listen and circle the words in 1a that Victor and Ginny use to describe the animals.Step4:Groupwork.Think of an animal that is the same as you in some ways .Write down and let others guess what kind of animal you are like.Step5:Listening.(2a,2b),then check the answers .Step 6:精讲精练1.We’re trying to save the manatees!我们正在设法拯救海牛！Try是动词，意为“试图，设法”如：我正设法算出这道数学题。
动词try还表示“试”、“尝试”，“试用”你试过种药了吗？拓展：try搭配的词组：try to do sth设法做某事；try on试穿；try out尝试，实验；try one’s best 尽全力；have a try试一下。
⑴明天我将尽量早来。
⑵他还没有试穿过这件毛衣。
⑶我们的老师总是尝试一些新的想法。
⑷Lucy将尽力赶上其他同学。
⑸让我试一下。
2与how 有关的短语：how big多大、how far多远、how soon多久、how long 多长、how often 多少一次、how wide 多宽、how many\much多少⑴这条街多宽？⑵你妈妈多久回来？⑶从车站到超市多远？达标测试题一、选择1.There used to be river in front of the city, ?A.did itedn’t itC.didn’t thereD.did therel2.Let’s turn the radio down.Your father .A.is sleepingB.sleptC.sleepsD.is sleep3.—Where is Bob?—He to the library.A.is goingB.has beenC.wentD.has gone4.Another zoo in the city .A.builtB.has builtC.is being builtD.will being built5.How long may I your bike ?A.lendB.borrowC.keepD.get金桥学校九年级学生课堂活动设计Unit 1 section A6.The animals are made in the zoo .A.liveB.to liveC.livingD.to living7.I don’t know when he ,but if he ,I’ll call you .es,comesB.will come, comeses,will comeD.will come,will come二、用所给动词的适当形式填空。
1.Knives are (use)to cut things .2.The children were told that the sun (rise)in the east.3.Sundenly I realised someone (follow)me.4.He’s lived here since he (come)to the city .5.The lived here since he (dig)wel l.let’s plant tree.教学反思：九年级英语学案Period 72.Content Unit15 SectionA(3a-4)1.Teachers’ words: Help yourself and God will help you.2.Date教材分析：本节课应当掌握描述动物的段落以及表达，并且能运用自己的话表明自己的观点，进行初步的辩论准备。
3.Learning Aims(学习目标)⑴Master the different messages and usages of the words.⑵Learn and read tow letters. Then write a letter and give his or opinion.⑶Can debate an issue .4.Learning steps.Step 1.Revise the key points of last class.Step 2.Read the article by yourselves and underline the reasons.Step 3.Read the article again and solve the key points.1.against介词必须和be或其它动词一起用，表示“与……对抗”Our school played against K High School at baseball.We are for peace and against war.2.visit及物动词，名词是visitor 也可用作名词，表示参观.访问.常构成词组make a visit to……(参观，访问)be on a visit to……（正在参观/访问中）go on a visit to……（去访问，去参观）This is my first visit to Beijing. Mr. Brown is on a visit to China.3.Keep的用法，keep doing sth. 意思是继续不断的做某事，一直做某事.The baby kept crying until his mother came back. keep其他用法keep+adj. 意思是保持某种状态You must keep quiet in the library. keep+sb/sth +表地点的介词短语。
意思是让某人一直在某地，you’d better keep the chicken in the fridge.Keep sb,/sth.from doing sth.意思是防止某人/某物做某事.The policemen kept the children form crossing the road when it was dangerous.Keep on doing sth.意思是反复做某事.Don’t keep on shouting at me.Step4 Make two teams Take turns giving your opinions. Use the expressionsStep5Write a letter to the editorStep6 当堂练习1. ?-She’s quiet and little shyA. What’s she likeB. What does she likeC. What does she look likeD. What do you like her2.A hospital is a place .A. where animals and plans livingB. in where animals and plans liveC. which animals and plans liveD. where animals and plants live3.It’s very strange that he didn’t feel(surprise) at all after hearing the (surprise) news.4.Take this medicine ,then you’ll feel better.金桥学校九年级学生课堂活动设计Unit 1 section A A. twice a day B.twice one dayC.twice every dayD.two times each day5. known to everyone that Beijing will hold the 2008 Olympic Games.A.ItB.This isC.That isD.It’s1.Many people are worried about the animals.2.Have you ever a zoo before?3.I don’t think zoos are places for animals to live.4.Tigers and some dangerous animals in cages in the zoo.5.It’s necessary the zoo.6.A zoo is a textbook for us.7.This TV program people to protect the environment.8.Some large animals can move in the cage.Ⅱ.根据句意和首字母提示，完成句中单词。
1.It’s dangerous for anima ls to drink if the water becomes p .2.Some animals are g and friendly to people.3.The animal weighs about 200 p .4.This is a habitat that has never been d by people.5.Do you know the r why they didn’t come?6.The nose of the elephant is about two meters l .7.Zoos are places of great p for some endangered animals.8.They have p clean rooms for the visitors.Ⅲ.句型转换1.Some endangered animals are looked after in the zoo.（改为同义句）Some endangered animals are of in the zoo.2.People are trying to save the manatees .（对画线部分提问）are people trying ?3.It seems that Polar Bears are gentle animals.（改为同义句）Polar Bears seems gentle animals.反思：九年级英语学案period73.Content: Section B (1a-2c) of Unit 15Teachers’ words: Where there is a will ,there is a way.教材分析：掌握通过听力获取特别信息的能力特别重要，角色扮演及现场模拟有利于学生在真实环境中掌握和运用英语。