九年级英语We’re trying to save the manatees练习题1

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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。

初三英语unit 15 we’re trying to save the manatees! 人教版(新目标)

初三英语Unit 15 We’re trying to save the manatees!人教版（新目标）【本讲教育信息】一. 教学内容：Unit 15 We’re trying to save the manatees!二. 教学目标:1. 学会表达自己的观点，并有充足的论据做支持。

2. 培养学生的写作及交流辩论的能力。

3. 学会正确处理人与自然的关系。

三. 词组：care for 关怀，照顾pull down 摧毁，推翻be made from 由…制成be like 像…be endangered 濒临灭绝的how big 多大ten feet long 十英尺长used to 过去常常try to do sth. 尽力做某事be against doing sth. 反对做某事in my life 在我的生命中be suitable for sb. to do sth. 适合某人做某事once a day 一天一次be surprised to do sth. 做某事感到惊讶living textbooks 活生生的教材provide sth. for sb. 提供某物给某人provide sb. with sth. 提供给某人某物educate the public 教育公众take care of 照顾，照料agree / disagree with 同意/不同意某事stop doing sth. 停止做某事be hard to do sth. 做某事很困难recycling paper 废纸回收turn off the lights 关灯hear of 听说come from 来自be made from 由…制成（看不出原材料）win an award 获奖in one’s spare time 在某人的空闲时间raise money 捐钱四. 重点句型：1. Manatees are gentle. 海牛很温顺。

九年级英语We’re-trying-to-save-the-manatees课件1(新201907)

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九年级英语Unit 15 We’re trying to save the manatees一周强化

Unit 15 We’re trying to save the manatees一周强化一、一周课程概述1．学习有关环境保护的语言。

2．学习本单元出现的重点单词、词组、句型。

二、重难点知识讲解1．We’re trying to save the manatees.我们应该尽力保护/挽救海牛。

（1）try to do sth. 尽力去做某事 (相当于try one’s best to do sth.)e.g.She tried to send her son to get the best education.她尽力让儿子受到最好的教育。

I’ll try to finish it on time.我会尽力按时完成的。

比较：try doing sth. 试着做某事e.g.We can’t open the front door. Let’s try opening the back one.前门我们开不了，试试后门吧。

He tried reading the newspaper, but it couldn’t make him forget the trouble.他试着看报纸，但也不能使他忘记烦恼。

（2）save v. 救，拯救，挽救e.g. He saved the boy who had fallen into the river.他救了那个掉进河里的小孩。

They couldn’t think of any way to save the situation.他们想不出什么办法来挽救这个局势。

save 还可用来表示“储蓄/积攒（钱财）；节省时间”等。

e.g. You should learn to save.你应该学会省钱。

It can help you to save a lot of trouble.这个可帮助你避免许多麻烦。

If we go there by bus, it can save a lot of time.如果我们乘车去可以节省许多时间。

九年级英语We’retryingtosavethemanatees教案

九年级英语We’retryingtosavethemanatees教案Unit 3 We’re trying to save the manatees!⼀、教学内容：Unit 3 We’re trying to save the manatees!（⼀）重点单词（⼆）重点短语（三）重点句型（四）写作⼆、知识总结与归纳（⼀）重点单词1. playful2. pond3. raise4. polluted5. suitable6. urge7. expression8. pull9. recently10. planet11. society12. model（⼆）重点短语1. provide… for2. care for3. urge sb. to do sth.4. agree with5. disagree with6. turn off7. hear of8. build… out of9. pull down10. in one’s spare time11. be suitable for12. be against13. cut down on14. take part in（三）重点句型1. We’re trying to save the manatees!1) We should try to help the poor.2) You can try speaking English.2. I am like this animal because I’m strong and intelligent.He is like his father.= He looks like his father.3. the place where something livesa place where trees grow in waterWe then moved to Paris, where we lived for six years.4.They’re about 10 feet long and they weigh about 1,0000 pound.1) weigh v.a. When did you weigh last time?b. My friend Li weighs one hundred kilos.c. He weighed the beef.d. Cao Chong thought of a way to weigh the elephant.2) weight n.a. Bananas are sold by weight.b. She is trying to lose weight.5. There used to be a lot of manatees.a. He used to be a thief.b. Did you use to be afraid of snakes?c. He didn’t use to play the piano after school.d. There used to be a big tree in front of my house.6. In 1972, it was discovered that they were endangered.a. At last we discovered the secret.b. Who discovered X-rays?c. Columbus discovered America in 1942.7. I am writing to say that I am against building a new zoo in our town.a. We are against war and for peace.b. I am against drinking too much.8. I have never seen one I liked or one that was suitable for animals to live in…a. The TV program is suitable for students to watch.b. The room is too small for us to live in.9. They provide homes for many endangered animals and help to educate the public about caring for them.a. The school provides lunch for students.= The school provides students with lunch.b. The mother cared for the sick child day and night.c. I don’t really care for tea.10. I urge all of your readers to visit our wonderful zoo soon.a. They urged me to eat the strange food.b. She urged that I apologize to her.11. stop riding in carsa. I’m k ind of tired. I want to stop to have a rest.b. You have to stop smoking.12. recycle books and paperThis kind of waste can be recycled.13. But it’s hard to stop riding in cars.a. It’s necessary to speak English every morning.b. It’s impolite of you to talk while eating.14. She lives in a house that she build herself out of trash.a. The hut was made out of piles of wood.b. She made a skirt out of the material I gave her.15. The windows and doors came from old buildings around the town that were being pulled down.The cinema she used to visit has been pulled down.16. The roof is made from discarded tiles.be made of/ be made from/ be made out ofa. The table is made of wood.b. She made the dress out of some old curtains.17. And what does Amy do in her spare time?I shall do it in my spare time.18. Can each one of us help to save the environment?a. Each student has a dictionary.b. Each one of us has his duty.c. Each of us has a room.[辨析] each/ every1）each 更强调个⼈或个别Each one has his weakness.2）every 指不确定的许多⼈或物中间的“每⼀个”，“整体”意义较重。

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

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’ municative petence．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’ municative petence．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 Ⅱ1aThis 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 Ⅲ1bThis 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 Ⅳ1cThis 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 ⅤSummaryIn 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 ⅥHomework1．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 ⅦBlackboard 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 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 ⅠRevisionCheck 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 wordand 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 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 Ⅲ2bThis 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 ⅤGrammar 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 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 ⅥSummaryIn 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 ⅦHomework1．Make conversations in pairs to review the target language．2．Make five sentences to review the grammar focus．Step ⅧBlackboard 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 oftensupport 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 Ⅲ3bThis 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 remendStep ⅣPart 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 plete 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 ⅤSummaryIn 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 ⅥHomework1．Finish off the exercises on pages 61～62 of the workbook．2．Write the letter to the editor．Step ⅦBlackboard 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 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 I RevisionCheck 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 theclass．You will pare 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 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 listencarefully．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 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 theshower 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!The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularytrash, pull down, be made from, glue, inspiration, bottle, spare time。

九年级英语unit15附答案解析

九年级英语Unit 15 We’re trying to save the manatees!学习目标：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。

一、词汇（一）基础词汇manatee (海牛) cheetah (猎豹) kangaroo(袋鼠) chimpanzee(黑猩猩) recycle (再循环；回收利用) aquatic (水生的；水栖的) habitat (动植物的生境；栖息地) gentle (温与的；文雅的) aggressiv e (侵犯的；挑衅的) playful (好玩的；有趣的) furry (毛皮的；似毛皮的；毛皮制的) gray (灰色的；偏灰色的) enormous(巨大的；庞大的) strong (强壮的；强大的) spotted(有斑点的；有点子的)underwater (在水下的；在水中的) mangrove(红树；红树林)vegetation (植物；草木的总称) swamp (沼泽；沼泽地)be made from(由……制成；由……构成) environment(环境；生态环境；自然环境) educate (教育；培养)public (公众的；民众的)politely (礼貌地；客气地) African elephant(非洲象) feed (牧草；饲料) foot (英尺) weigh (称；称……的重量) pound (磅) against (反对；违反) suitable (合适的；适宜的) tiny (极小的；微小的) cage (笼子；囚笼) care for(关怀；照顾) urge (强烈要求；竭力主张) stuff (废物；无用的东西) material(材料；原料) pull down(摧毁；推翻) save (解救；挽救)glue (胶合；粘贴；粘合)roof (屋顶；房顶)discard(丢弃；放弃)tile (瓦片；瓷砖) fence (栅栏；围墙) inspiration (灵感；鼓舞人心的人或事物)spare (多余的；空闲的)can (金属罐)（二）重点短语1．care for 关怀，照顾2．pull down 摧毁，推翻3．be made from 由…制成4．be like 像… 5．be endangered 濒临灭绝的6．how big 多大7．ten feet long 十英尺长8．used to 过去常常9．try to do sth 尽力做某事10．be against doing sth反对做某事11．in my life 在我的生命中12．be suitable for sb to do sth适合某人做某事13．be surprised to do sth 惊讶地做某事14．living textbooks活生生的教材15．provide sth for sb.提供某物给某人16．provide sb with sth提供给某人某物17．once a day 一天一次18．educate the public 教育公众19．take care of 照顾，照料20．agree with/ disagree with同意/不同意某事21．stop doing sth 停止做某事22．be hard to do sth做某事很困难23．recycling paper 废纸回收24．turn off the lights关灯25．hear of 听说26．come from 来自27．be made from…制成（看不出原材料）28．win an award 获奖29．in one’s spare time30．raise money 捐钱在某人的空闲时间二、日常用语1. manatees are gentle. 海牛很温顺。

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Unit 15 We’re trying to save the manatees!Section A重要词组be like, be suitable for,once a day, provide... for, care for,hardly... at all重点句型I think/feel that animals shouldn’t live in zoos.I agree/disagree with you.一、单项选择( ) 1. The doctor asked me to take the medicine _________.A. one dayB. once a dayC. one time a dayD. some day答案:B( ) 2. There are hardly people in the forest at all, _________?A. are theyB. aren’t theyC. aren’t thereD. are there答案:D hardly 为否定句，故后面的疑问部分用否定式。

( ) 3. We had to walk home,as the last bus _________.A. has already goneB. was goingC. had already goneD. had been gone答案:C as 从句中的动作发生在主句前，故用过去完成时。

( ) 4. If rivers _________ with waste from factories,we’ll die.A. pollutedB. were pollutedC. become pollutedD. are polluting答案:C( ) 5. We _________ paper to be recycled to save more trees.A. suggestB. expectC. agreeD. hope 答案:B expect 意为“预料，期望”，后接复合宾语，其余选项无此用法。

二、看图完成句子或对话6. A:I think we should stop using paper napkins.B: _________ _________. It’s really a waste of money.答案:I agree7. Many animals are _________ _________.We should do something to protect them.答案:becoming endangered三、句型转换8. The animals in the cage are given food once a day. (对划线部分提问) _________ _________ are the animals in the cage given food?答案:How often how often 表示频率，意为“多久一次”。

9. You should remember to take your own bags when you are shopping.(改为同义句)_________ _________ to take your own bags when _________.答案:Don’t forget，shopping10. I am not against building a new park in our town. (变为同义句)I _________ _________ build a new park in our town.答案:agree to11. We planted many trees in our school yard. (改为被动语态)Many trees _________ _________ in our school yard.答案:were planted12. The problem is so difficult that I can’t work it out. (改为简单句) The problem is _________ difficult _________ work out.答案:too to，四、用方框中所给词的适当形式填空13. You will _________ your health if you work so hard.答案:endanger14. All human beings are much more _________ than animals.答案:intelligent15. Children should be taught to _________ others.答案:care for care for 意为“关怀，照顾”。

16. Farmers in this village _________ a lot of animals like chicks, ducks, pigs and so on every year.答案:raise raise本义指“提起，升起”，这里表示“养，饲养”。

17. The salesman _________ me to buy a new car,but I refused.答案:urged urge sb to do sth.主张，催促某人做某事．18. Many monkeys are playing in the trees. Look! How _________ they are !答案:playfulSection B重要词组turn off, hear of, out of, pull down, be made from, in one’s spare time, raise money, feel about重点句型Recycling paper is really easy.I agree. But it’s hard to stop riding in cars.一、根据句意和首字母完成单词1. My coat is made of fur. It’s f_________.答案:furry2. The h_________ of the aquatic animals is always underwater.答案:habitat3. You must be more careful if you walk in the s_________, or you will fall into it.答案:swamp4. Have you ever spat in a p _________ place?答案:public5. In some poor areas,many children can’t get enough e_________.答案:education6. His shoes were g_________ on the floor by glue.答案:glued7. It’s an i_________ to us Chinese that Beijing will be the host of the 2008 Olympic Games.答案:inspiration8. S_________ is another way of saying “waste things”.答案:stuff二、单句改错(每题一处错误，找出并改正)9. He is doing his homework as more careful as he can. _____________答案:去掉more as…as 原级比较，只接形容词或副词的原级。

10. Saving endangered animals are very important to us. _____________答案:are→is 非谓语动词作主语时，谓语动词用单数。

11. This kind of bowl is made from bamboo. _____________答案:from→of be made from 由……制作，表示成品中看不出原材料。

12. It’s hard to stop to ride in cars. _____________答案:to ride→riding stop doing sth.表示停下正在做的事情，stop to dosth.表示停下去做另一件事。

13. Don’t use paper towels and napkins. It’s bad for the enviroment. _____________答案:and→or三、用所给词的适当形式填空14. The man _________ patted the boy on the shoulder. (gentle)答案:gently15. This kind of animals are very _________. Don’t get close to them. (aggressive)答案:aggressive16. Manatees usually __________ about 1 000 pounds. (weight)答案:weigh weight，名词“重量”，weigh 作及物动词时是“称，量”之意，作不及物动词时为“重……，称……重量”。

17. Many rivers and lakes have become __________ in our countries. (pllute)答案:polluted get／become+过去分词表示状态的改变，所跟过去分词或形容词作表语。

18. Our natural resources will last __________ if we learn to recycle them. (long)答案:longer19. We should educate people __________ about the problems. (think)答案:to think20. If fish are taken from the sea,there will soon be none __________. (leave)答案:left leave 的过去分词left 作后置定语，意为“剩下，留下”。

21. I Feel that there are few laws to stop people __________ the waste into rivers or into the sea.(put)答案:putting22. If we keep on __________ trees,forests will disappear. (cut)答案:cutting keep on doing sth．表示“继续做”。