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九年级英语教案示例第十五单元Unit15Period1

九年级英语教案示例第十五单元Unit15Period1九年级英语教案示例第十五单元Unit 15 Period 1九年级英语教案示例第十五单元Unit 15 Period 1New function presenting作者：思全英语辅导Unit 15 Period 1New function presenting Language goals语言目标1.Words&&expressions生词和短语save,gentle,furry,enormous,playful,aggressive,gray,spotted, manatee,cheetah,chimpanzee,kangaroo,mangrove,swamp,habit at,aquatic,feed,underwater,vegetation 2.Key sentences重点句子(P119)We are trying to save the manatees.Manatees eat about 100 pounds of food aday.There used to be alot of manatees.In 1972,it was discovered that they were endangered.Ability goals能力目标Enable the students to describe animals.Emotion&&attitude goals情感和态度目标Enable the students to protect animals and environment gladly.Strategy goals策略目标To understand the target language by reading pictures.Culture awareness goals文化意识目标The importance of protecting animals and the environment.Teaching important points教学重点Talk about the animals and whether to build zoos.Teaching procedures and ways教学过程与方式Step IRevision and Lead-in Ask the students to show th eir work.T：In the last unit,we've learned to talk about the things thatwe have done.Now I'll ask you aquestion：Have you ever been to azoo?What kind of animals can you see in it?S1：In the zoo of our city we can see tigers,lions,elephants,and monkeys.S2：I can see deer and sheep.S3：We can see some chickens,birds,camels and horses..T：Have you ever seen cheetahs,pandas or manatees in our zoos?Ss：No,we haven't.T：Do you know why we can't see these animals in our zoos?Ss：I think they are rare./There aren't any in our country.T：Some animals can't be seen because they are endangered.So we should protect them.Show the picture of amanatee.T：Now look at the picture.This animal is called manatee.It's endangered,too.We can't see it in the zoo,either.OK！T oday we'll learn Unit 15.We're trying to save the manatees！Write down the topic：We're trying to save manatees！Ask the students to look at the picture and answer the question.T：We know animals are our best friends.Now look at the picture,please tell me which animal you like best and why you like it.Show the following picture to the students.S1：I like pandas best because they are gentle.Write the word"gentle"on the blackboard and ask for more ideas from other students.S2：I like tigers best because they are the kings of the animals.T：We know tigers are very aggressive.Write the word"aggressive"down on the blackboard.S3：I like monkeys best because they are clever and they can climb trees very quickly.They are playful.Write down more useful words on the blackboard.Step II Brainstorming(1a：P118)T：Good.When we describe animals,we often use some adjectives,such as enormous,spotted,gray.Now please find out the words that can describe the animals.You can use the adjectives from 1a.Kangaroos：_ __ Manatees：_ __ Cheetahs：_ __ Polar bears：_ __ Elephants：_ __ Chimpanzees：_ __ Sample answers：Kangaroos：playful,fast,big Manatees：gentle,shy,enormous Cheetahs：spotted,fast,aggressive Polar bears：aggressive,furry,fat Elephants：enormous,gray,strong Chimpanzees：noisy,furry,ugly Step III Listening and Oral Practice(1b,1c：P118)T：Next you will hear Ginny and Victor talking about the animals in the picture in 1a.Please listen.For the first time,get the main idea.Keep down the words used to describe the animals while listening.OK?Play the recording.Then check the answers.T：We just now heard that manatees are gentle and very shy.I think different people are like different animals to some extent.Different animals have different characters.For example,Jim is like amonkey because he is clever and he can climb trees very quickly.Please talk with your partners about what you are like.First,read the example from 1c in the box please.Let the students work with their partners.T：Which pairs would like to act out your dialogues?Sample dialogue 1：S1：I am like this animal because Iam strong and live in the forest.S2：You are like alion.S1：No.S2：You are like atiger.S1：No.Because Idon't eat meat.S2：You are like an elephant.S1：Yes.You are right.Sample dialogue 2：S1：I'm like this animal because I'm spotted.I like to eat meat and Ican run fast.S2：You're like atiger.S1：No.S2：You are like acheetah.S1：Yes.Sample dialogue 3：S1：I am like this animal because Iam gentle and very shy.I live in water.S2：You're like amanatee.S1：Yes！You are great！Step IV Listening Practice(2a,2b：P119)T：OK.We all know that manatees are gentle and very shy.They live in water and like eating vegetables.But do you want to know more about them?First let's look at the picture on page 119.Can you say more about manatees?Sample answers：S1：I think they are living in the water.S2：I believe that they eat aquatic food.S3：I feel that there aren't many of them.S4：I know that they live in aplace where trees grow in water.S5：I think they are endangered.Ask the students to listen to the recording.T：Very well.I think your answers are all right.Manatees in the world are fewer and fewer.We should save them.We should take care of the environment that they are living in.Now let's listen to the tape.First listen to the recording and match the words and definitions in 2a.Play the recording for the first time.T：Listen again and check your answers.Play the recording for the second time.Check the answers.T：You'll hear the same conversation again.This time complete the chart in 2b.Put your answers on the line.Play the recording again,then check the answers.Step VPairwork(2c：P119)T：After listening,we know more about manatees.We know that they are fewer and fewer.The government has passed laws to protect them.They eat alot of food every day.They are enormous.Can you make conversations about the animal in pairs?You can base on the model dialogue in 2c.A sample dialogue：S1：How many manatees are there in the US?S2：About 2,500.S1：Where are they living?S2：Their favorite habitat is in the water under the trees in mangrove swamps.S1：Why are they endangered?S2：Some of the swamps have been polluted.S1：Do they eat alot?S2：Yes,they do..Step VI Grammar(Grammar Focus：P119)Help the students sum up the following patterns.时态谓语动词的形式(do)一般现在时do/does一般过去时did现在进行时be(am/is/are)doing现在完成时have/has done一般过去时被动语态was/were done现在完成时被动语态have/has been done T：Look at the Grammar Focus box on page 119.Now who'd like to read the sentences to the class?Ask astudent to read the sentences in the box.T：Can you make some sentences with the different tenses and passive voice?Please write down your sentences in your exercise books.Ask the students to do more practicing exercises,such as the following：Fill in the blanks with the right forms of the given words.1.Every day my mother _(get)up early.2.The dinosaur eggs _(discover)many years ago by scientists.3.Listen！Some children _(sing)an English song over there.4.In our hometown there used to _(be)many old trees.5.My work _(not finish)yet.I can't go out to play with you.Sample answers：1.gets2.were discovered3.are singing4.be5.hasn't been finished Step VII Homework T：In this class,we've heard two spoken conversations：in the first conversation,we heard about some adjectives for describing animals；in the second,we heard something about manatees.After class,pleas。

九年级英语上学期Lesson15教案（精选13篇）

九年级英语上学期Lesson 15 教案（精选13篇）九年级英语上学期Lesson 15 篇1Lesson 11Language Focus: leave … on my desk, The more trees, the better …Properties: Recorder; Overhead Projector; PicturesTeaching Procedures:I. Showing aimsGet the students to know what they will learn in this lesson and what they will do in this class:1. To master some useful expressions.2.To learn the dialogue and act out the dialogue.3.To use the Present Perfect Tense freely.II. Revision1. Check the homework2. Revise the passage of Lesson 10. Ask: What have you done to the environment? Have you done anything to harm the environment? What have you done to protect the environment? Help the students answer correctly. Then ask: How can you make our world more beautiful? Get several students to give their own idea.III. PresentationPresent this dialogue:A: Have you been a teacher?B: Yes, I have.A: How long have you been a teacher?B: Two weeks.First get the students to practise in pairs, then make similar dialogues.IV. PresentationPart 1. Speech Cassette - Play the tape for the students to listen and try to find the answers to the questions: Where has Lin Feng gone? Why has he gone to do it again? See if the students can answer correctly.Books open. Play the tape again, get the students to repeat after the tape, have two students read the drills for the class.V. PracticeHave the students practise the dialogues in pairs, then ask some pairs to act out the dialogue in front of the class.VI. Read and answerHave the students ask and answer in pairs, Using the words in the box help them.VII. Guessing gamesGet the students to guess the riddles. If time permits, do it in class, if there is no time, do it after class.VIII. WorkbookDo Exercise I in class. Have the students do it individually, then check with the whole class. First, Do Exercise 2 orally, then write down the sentences.IX. SummaryExercises for classFill in the blanks with the right verb forms;1. Where __________ you __________ (go) yesterday?I __________ (go) to the zoo.I __________ never _________ (be) to that zoo before.2. Where is Mr Green? He ___________ (go) to the library.3. ___________ you ___________ ( hear) him before? No, never.4. ___________ you ___________ (finish) your homework yet?5. How long __________ you __________ (live) in九年级英语上学期Lesson 15 教案篇2Lesson 14Language Focus:more than two years, practise speaking English, the Greens, none of the them, keep doing something, fall fast asleep /awake, wake up, last longProperties: Recorder; Overhead Projector; Pictures.Teaching Procedures:I. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Master some useful expressions.2. Read the passage “Jim’s Train Ride” carefully to improve their reading ability.3. Know something about Mount Emei and some other mounts in China.II. Revision1. Check homework.2. Revise the Object Clause. Play games “Kate says…” Have the students do in groups of three.K: Nancy is not here yet.T: She will be here soon.Y: Nancy is not here yet. I hope that she will be here soon.K : The weather is cloudy.T : It will clear up soon.Y: The weather is cloudy. I hope that it will clear up soon.K: There is a lot of food.T: You can eat more.Y: There is a lot of food. I hope that you can eat more.K: The park is crowded.T: There are enough tables and benches.Y: The park is crowded. I hope that there are enough tables and benches.III. Pre-readPart 1. In small groups have the students answer the questions. Then discuss the questions in class.Put up a map of China on the blackboard and get the students to show Mount Emei and other mounts such as Mount Hua etc, and talk about some mounts if they know them.IV. PresentationHave the students discuss in groups. Ask: “What will they do if they will go travelling?” A few minutes for them to discuss, then ask some of them to give their reports to share with the class.V. ReadingPart 2. Speech Cassette. Let the students read through the passage to find the answer to the question: How did Jim feel on his trip to Mount Emei? Help the students use these words: happy, exciting, … See if the students can guess the meaning of the new words.Play the tape. Ask the students to listen carefully. The teacher may stop the tape while the students are listening, and ask the students to go on reading. It can test the students' ability to follow the passage as it is read on the tape.Using Exercise I in the workbook of Lesson 14, check the students' reading. The students ask and answer in pairs.VI. ActingDivide the students into small groups. Change this passage into a play, ask them to act out this play. One of them plays the part of a narrator, the others play Mr Green, Mrs Green, Jim, theconductor, and fruit shop assistant.VII. WorkbookDo Exercise 3 in class. Have the students read the sentences and translate them into Chinese, check with the whole class.For Exercise 2, it can be worked as homework.Answers for Exercise 2: by, enjoyable, by, took, bus, lively, comfortable, watching, scenery, offer, magazines, nearby, practised, trip / journey, tired.VIII. SummaryExercises in classRewrite the following sentences1. She will have a train ride to Hangzhou. ( She says…)2. Class Five will have a football match with Class Six. ( The teacher says…)3. The station is very crowded. ( He said… )4. A young man is speaking in English. ( Jim said… )5. The train is quite comfortable. (Jim thought…)6. There aren’t too man y people in their sleeping car. ( Jim told me…)IX. HomeworkRead the passage after class.Finish off the exercises in the workbook.九年级英语上学期Lesson 15 教案篇3Lesson 14Language Focus:more than two years, practise speaking English, the Greens, none of the them, keep doing something, fall fast asleep /awake, wake up, last longProperties: Recorder; Overhead Projector; Pictures.Teaching Procedures:I. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Master some useful expressions.2. Read the passage “Jim’s Train Ride” carefully to improve their reading ability.3. Know something about Mount Emei and some other mounts in China.II. Revision1. Check homework.2. Revise the Object Clause. Play game s “Kate says…” Have the students do in groups of three.K: Nancy is not here yet.T: She will be here soon.Y: Nancy is not here yet. I hope that she will be here soon.K : The weather is cloudy.T : It will clear up soon.Y: The weather is cloudy. I hope that it will clear up soon.K: There is a lot of food.T: You can eat more.Y: There is a lot of food. I hope that you can eat more.K: The park is crowded.T: There are enough tables and benches.Y: The park is crowded. I hope that there are enough tables and benches.III. Pre-readPart 1. In small groups have the students answer the questions. Then discuss the questions in class.Put up a map of China on the blackboard and get the students to show Mount Emei and other mounts such as MountHua etc, and talk about some mounts if they know them.IV. PresentationHave the students discuss in groups. Ask: “What will they do if they will go travelling?” A few minutes for them to discuss, then ask some of them to give their reports to share with the class.V. ReadingPart 2. Speech Cassette. Let the students read through the passage to find the answer to the question: How did Jim feel on his trip to Mount Emei? Help the students use these words: happy, exciting, … See if the students can guess the mean ing of the new words.Play the tape. Ask the students to listen carefully. The teacher may stop the tape while the students are listening, and ask the students to go on reading. It can test the students' ability to follow the passage as it is read on the tape.Using Exercise I in the workbook of Lesson 14, check the students' reading. The students ask and answer in pairs.VI. ActingDivide the students into small groups. Change this passage into a play, ask them to act out this play. One of them plays the part of a narrator, the others play Mr Green, Mrs Green, Jim, the conductor, and fruit shop assistant.VII. WorkbookDo Exercise 3 in class. Have the students read the sentences and translate them into Chinese, check with the whole class.For Exercise 2, it can be worked as homework.Answers for Exercise 2: by, enjoyable, by, took, bus, lively, comfortable, watching, scenery, offer, magazines, nearby, practised, trip / journey, tired.VIII. SummaryExercises in classRewrite the following sentences1. She wi ll have a train ride to Hangzhou. ( She says…)2. Class Five will have a football match with Class Six. ( The teacher says…)3. The station is very crowded. ( He said… )4. A young man is speaking in English. ( Jim said… )5. The train is quite comfortable. (Jim thought…)6. There aren’t too many people in their sleeping car. ( Jim told me…)IX. HomeworkRead the passage after class.Finish off the exercises in the workbook.九年级英语上学期Lesson 15 教案篇4Lesson 16Language Focus: The Object ClauseProperties: Recorder; Overhead Projector; PicturesTeaching Procedures:I. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Revise some useful expressions in Unit 4.2. Train the students’ listening abilit y by doing listening work.3. Revise the grammar: the Object Clause.4. Write a short passage to train the students' writing ability.II. RevisionHave a dictation. Dictate some useful expressions. Then ask the students to make sentences using the useful expressions:1. as soon as possible;2. That would be fine;3. Keep doing something;4. Hurry up;5. Fall fast asleep;6. Wake up.For example:1. Please come back as soon as possible.2. Let’s go. That would be fine.3. He kept me reading the passage for a long time.4. Hurry up, or you will miss the train.5. He listened to the light music and fell fast asleep.6.I woke up early this morning.My mother woke me up early this morning.III. ListeningListening Cassette. Books closed. Play the tape once or twice for the students to listen and do Exercise I in the workbook. Make sure the students can understand them. Show one or two students’ passage on the slide, check with the whole class.IV. PracticePart 2. Ask and answer in pairs with the help of the table in the book. Then pass the passage on to the students next to them, see if the students can use the Object Clause freely.V. WritePart 4. We can fill in the form in class. Get the students to give out their ideas about the travelling.If there is no time, we can leave the writing work as homework.VI. GamePart 5. Play this game in class if time permits. Get one studentto say a sentence, and he can't let all the students hear clearly, then one student may say: I can't hear him, another student may rep eat the sentence, Begin with: He says that…VII. Checkpoint 4Go though Checkpoint 4 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes. Make sentences using the useful expressions.VIII. WorkbookFor Exercise 2, have the students read the long sentences, first listen to the teacher, then get them to read individually .Pay attention to the sentence stress, pause and intonation.For Exercise 3, have the students make up the sentences, see who can make the most sentences, and make correct sentences.Do Exercise 4 as homework.IX. SummaryExercise in class短文改错在下列短文中，每行的错误不多于一处，有的没错，如有错，请找出并改正，如没有错，请打“√”。

九年级英语全册 Unit 15 We're trying to save the manatees!单元整理教案人教新目标版

Unit 15 We’re trying to save the manatees!Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularymanatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted(2) Target LanguageI am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.You're like an elephant. No.You're like a manatee. Yes.2．Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3．Moral ObjectLove all kinds of animals because they are our friends.Ⅱ．Teaching Key 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 RevisionNow let's review five different verb tenses. Can you name the five tenses? Please look at the screen.Invite a student to read the verbs in these sentences. Then get other students to briefly explain what each tense is used for.Get students to think of two or three more sample sentences using each type of verb. Have several students read their sentences.Step 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.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.Step 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.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.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.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 similarto the animal you choose. Don't say the name of the animal.Step Ⅴ SummaryIn this class, we've learned some important words such as manatee, kangaroo, polar 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!Section AThe First PeriodTarget language:I am like this animal because I am strong and intelligent. I like water, and I like toeat vegetables.You're like an elephant. No.You're like a manatee. Yes.Unit 15 We’re trying to save the manatees!Section AThe 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 Vocabulary：endangered, mangrove, swamps, habitat, aquatic feed2．Target LanguageHow big are manatees?They're about 10 feet long and they weigh about 1 000 pounds.3．StructuresPresent progressiveWe're trying to save the manatees.PresentManatees eat about 100 pounds of food a day.Past with “used to”There used to be a lot of manatees.Passive voiceIn 1972, it was discovered that they were endangered.Present perfectSome of the swamps have become polluted.Ⅲ．Teaching Difficult Points1．the target language2．How to train students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve students' listening ability.2．Pairwork to make every student work in class.3．Review, explanation, inductive methodsⅤ．Teaching 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?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.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.Step Ⅲ 2bThis activity provides listening practice using the target language.Go through the instructions with the class. Look at the headings in the chart and the blanks next to each heading. You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart.Play the recording again. Get students to fill in the blanks in the chart. Check the answers with the class.Step 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. Read the instructions aloud to the class.When students finish the work, ask one or two pairs to say their conversations to the class.Step Ⅴ Grammar FocusLook at the grammar focus box. Invite five students to read the statements to the class.Step Ⅵ SummaryIn this class, we've learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed. We've also learned the target language How big are manatees? They've about 10 feet long and they weigh about 1 000 pounds. At last, we reviewed some grammar we have learned.Step Ⅶ Homework1．Make conversations in pairs to review the target language.2．Make five sentences to review the grammar focus.Step Ⅷ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe Second PeriodMake sentences to review the grammar focus:(1) He is reading a story book.(2) I go to school by bike.She does her homework every day.(3) I used to go swimming when I was a child.(4) Our classroom is cleaned every day.(5) I have already finished my homework.Unit 15 We’re trying to save the manatees!Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyagainst, be suitable for, tiny cages, educate, care for, urge(2) Target LanguageI 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 Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionStep Ⅱ 3aThis activity provides reading practice using the target language. Show the key vocabulary words on the screen by a projector.Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately. Go through the instructions with the whole class.Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos.Step Ⅲ 3bThis activity provides reading and writing practice using the target language. go through the instructions with the class.Invite a student to read the letter to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Ask students to read the letter again. Then finish the work on their own or in pairs. When they work, walk around the classroom, checking the progress of the pairs and offering help as needed. Check the answers.Step Ⅳ Part 4This activity provides oral practice using the target language.Go through the instructions with the class. There will be two different teams. One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals.Look at the list of expressions. Invite a student to read the list aloud to the class. Then get some students to use each expression in a complete sentence.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.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 severaldifferent statements about a single point before going on to another point.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.St ep Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe Third PeriodDear 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,×××Unit 15 We’re trying to save the manatees!Section AThe 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 method2．Pairwork to make every student work in class.Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a student to read his or her letter to the editor. Help correct any mistakes.Step Ⅱ 1aThis activity introduces new vocabulary. Read the instructions aloud to the class. Then ask, What's the meaning of the phrase save the planet. (It means to keep planet Earth clean and not polluted.) Look at the five suggestions for ways to save the planet. Invite a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.Step 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 1a.Look at the example in the speech bubbles. Invite a pair of students to read it to the class.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.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.Play 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. Check the answers with the class.Step Ⅴ 2bThis activity gives students practice in understanding the target language in spoken conversation.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.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.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.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!Section BThe Fourth PeriodTarget language:A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year.Unit 15 We’re trying to save the manatees!Section AThe 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 Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ Re visionRevise 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.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.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.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.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. 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. 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?Step 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.Unit 15 We’re trying to save the manatees!Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in the blanks and make sentences using support, endangered, recycle, wear, pull down(2) Write conversations using the information.2．Ability ObjectTrain students' writing ability.3．Moral ObjectWe should form good habits. They are not only good for ourselves but also good for our society.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Write conversations.Ⅲ．Teaching Difficult PointMake students using support, endangered, cycle, wear, pull downⅣ．Teaching Methods1．Teaching by explanation2．Speaking method3．Writing methodⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a few students to read the article in Activity 3a. Then let a student read his or her own article.Step ⅡThis activity focuses on vocabulary introduced in the unit.Look at the words in the box. Invite a student to read them. Make sure the students understand the meaning of each word. Then fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell students they can find all the words in the preceding unit. Get students to fill in the blanks on their own. Check the answers.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Step Ⅲ Part 2This activity provides speaking and listening practice using the target language. Go through the instructions with the class.Invite a pair of students to model part of the sample dialogue adding their own answers. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language. Invite a pair of students to read the conversation aloud to the class.Ask some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and HomeworkIn this class, we've done a lot of writing practice using the key vocabulary words and the target language presented in this unit. After class, please make sentences using the words in Activity 1 in your exercise books. Then finish off the exercises on pages 62～64 of the workbook.Step Ⅵ Blackboard DesignUnit 15 We're trying to save the manatees!Self checkThe Sixth PeriodSample answers to Activity 1:1．I hope to have your support.2．It is more than 30 years since manatees were endangered. 3．Recycling paper is very important and necessary. 4．What do you like to wear?5．The buildings that are dangerous must be pulled down.。

九年级英语教案九年级英语上学期Lesson 15 9篇

九年级英语教案九年级英语上学期Lesson15 9篇九年级英语上学期Lesson 15 1Lesson 7课型：讲练课ⅠTeaching Materials1. Functional and notional itemsLearn to talk about something has done2. Language materialsWords: such, fail, practice, New Zealand, businessPhrases: such great fun, on business, so farSentences: Time flies!He’s gone to New Zealand on business.ⅡTeaching Objectives1. Learn to talk about something has done.2. Try to understand the content and read the dialogue fluently, the pronunciation and intonation should be right.3. Master the following materials:4 skills Words: such, fail, practice, business Phrases: so far, on businessSentences: He’s gone to …4. Master the following materials:2 skills Words: New ZealandⅢTeaching Points1. The main points: (1) & (2) in teaching objectives2. The difficult pointsA. such great funsuch+adj. +n.(不可数/复数)such a + adj. + n.(可数名词单数)与 so的区别B. have been surfingC. practice sth.\ doing sth.D. gone to & been togone to去了，强调不在说话地点been to 去过，强调对某地有所了解，可以在说话地点ⅣTeaching Procedure1. Organization of the classWe are going to talk about Bruce and Ted again. In grammar, we are going to talk about the present perfect tense.2. RevisionA. Retell the story in Lesson 6.B. Wb. Ex2&33. The teaching of the new lessonA. Lesson 7In lesson 5, we know Bruce will show Ted how to surf. Can Ted surf now?B. Listen and answerCan Ted surf? What has Bruce been doing every day? Why?When is Ted leaving for home?How about Bruce?Where is Bruce’s uncle?C. Read and learnTeach: *on Bondi Beach*such great fun: very funnysuch+adj. +n.(不可数/复数) such beautiful flowerssuch a + adj. + n.(可数名词单数) such a beautiful flower so+ adj. So beautiful a flower如果在数量词“many, much, few, little”前，要用“so”eg: so much water, so many people* fail (in) the examfail to do sth.=can’t do sth.eg: fail the exam=not pass the examfail to catch the bus=miss the bus* need more practicepractice: 练习，实践（为不可数名词）如： Practice makes perfect.Practice : 练习（为及物动词）如：practice doing sth.* Time flies.* gone to去了，强调不在说话地点been to 去过，强调对某地有所了解，可以在说话地点eg: Where is he? He’s gone to his home.* on businessD. Reading Practice.E. Part 2 Ask and answeryet 用于否定句，一般疑问句及条件状语从句already用于肯定句，如果用于一般疑问句则表示惊讶的语气F. Answer the questions in groups. Teach: so far: up to nowAsk some to do it in classG. ConclusionH. Wb. Ex 14. HomeworkA. Recite Part 1B. Go over the whole lesson九年级英语上学期Lesson 15 2Lesson 11Language Focus: leave … on my desk, The more trees, the better …Properties: Recorder; Overhead Projector; PicturesTeaching Procedures:I. Showing aimsGet the students to know what they will learn in this lesson and what they will do in this class:1. To master some useful expressions.2.To learn the dialogue and act out the dialogue.3.To use the Present Perfect Tense freely.II. Revision1. Check the homework2. Revise the passage of Lesson 10. Ask: What have you done to the environment? Have you done anything to harm the environment? What have you done to protect the environment? Help the students answer correctly. Then ask: How can you make our world more beautiful? Get several students to give their own idea.III. PresentationPresent this dialogue:A: Have you been a teacher?B: Yes, I have.A: How long have you been a teacher?B: Two weeks.First get the students to practise in pairs, then make similar dialogues.IV. PresentationPart 1. Speech Cassette - Play the tape for the students to listen and try to find the answers to the questions: Where has Lin Feng gone? Why has he gone to do it again? See if the students can answer correctly.Books open. Play the tape again, get the students to repeat after the tape, have two students read the drills for the class.V. PracticeHave the students practise the dialogues in pairs, then ask some pairs to act out the dialogue in front of the class.VI. Read and answerHave the students ask and answer in pairs, Using the words in the box help them.VII. Guessing gamesGet the students to guess the riddles. If time permits, do it in class, if there is no time, do it after class.VIII. WorkbookDo Exercise I in class. Have the students do it individually, then check with the whole class. First, Do Exercise 2 orally, then write down the sentences.IX. SummaryExercises for classFill in the blanks with the right verb forms;1. Where __________ you __________ (go) yesterday?I __________ (go) to the zoo.I __________ never _________ (be) to that zoo before.2. Where is Mr Green? He ___________ (go) to the library.3. ___________ you ___________ ( hear) him before? No, never.4. ___________ you ___________ (finish) your homework yet?5. How long __________ you __________ (live) in九年级英语上学期Lesson 15 3Lesson 6课型：阅读课课时：2ⅠTeaching MaterialsWords: describe, especially, attract, so-called, possible, since, part-time, although, fit, prize, competition, event, Olympic, Waikiki, Honolulu, San FranciscoPhrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surf shop.ⅡTeaching Objectives1. Try to understand the whole passage and read the whole lesson fluently and the pronunciation and intonation should be right.2. Master the following materials:4Ss Words: describe, especially, attract, so-called,possible, since, part-time, although, fit, prize, competition, event, OlympicPhrases: all over, large numbers of, no matter, both…and…, give up, ever since, the Olympic GamesSentences: Now it is enjoyed by people all over the world.You can always find surfers out riding the waves.In the morning, he works as a part-time assistant in a surf shop.3. Master the following materials:3Ss Words: Waikiki, Honolulu, San FranciscoⅢ Teaching Points1. The main points: (1) &(2) in teaching objectives2. The difficult points: A. the use of “although”B. the use of “no matter”C. the use of “ both…and…”Ⅳ Teaching ProcedurePeriod 11. Organization of the classTalk about surfing2. ReviewHave you ever been to Qingdao?Who has ever been to Bondi Beach? None of us.Has anybody water-skied before? Nobody has.3. The teaching of the new lessonA. Lesson 6In Lesson 5, we learned some water sports. Today, we are going to talk about one of them----surfing.B. Talk about surfingWhere is the best place for surfing? Why?Have you ever watched people surf?What do you think of it?Ask the students to say something about it.Teach: fit, prize, competitionSurfing will make you fit( healthy). Maybe you can take part in a surfing competition, then you may win a prize.C. Part 1 Pre-readAsk and answer then teach: watch sb. do sth.; describe sth.D. Part 2Read and do wb. Ex.1E. Conclusion.fit, win a prize4. HomeworkA. Go over what we learn todayB. Read the passage and find out all the new words, try to guess their meaning.Period 2Teaching Procedure1. Organization of the classLearn the passage2. ReviewWatch sb. do sth.; fit(healthy); win a prize3. The teaching of the new lessonA. Paragraph 1Find out the key sentence. Then learn the new languagepoints.one of…; be enjoyed by sb.; all over the world=everywhere in the world;be famous for\ as; especially; attract sb. to somewhere; large numbers of people(it is used to modify countable nouns)=a number ofRead this paragraph after the tape and then read it together. Ask some to read it in classB. Paragraph 2Find out the key sentence. Then learn the new language points.All the year round=the whole year; the best beaches for surfing;no matter, eg: No matter where you go, you can always find friendly people.No matter what he does, we are still his friends.find sb. doing sth.Read this paragraph after the tape and then read it together. Ask some to read it in classC. Paragraph 3Find out the key sentence. Then learn the new language points.So-called; three times a day; if possible; both…and…Read this paragraph after the tape and then read it together. Ask some to read it in classD. Paragraph 4Find out the key sentence. Then learn the new language points.21-year-old;give up Chinese=stopping learning Chinese=drop Chinesegive up doing sth.=stop doing sth.San Franciso;Ever since;Work as…;Part-time;Have a night off=take a night offLeave …for doing sth. eg: leave my Sunday for playing footballMake me fit;Win the first prizeBe an event of the Olympic GamesRead this paragraph after the tape and then read it together. Ask some to read it in classE. Conclusion4. HomeworkA. Wb. Ex. 2&3B. Retell the story九年级英语上学期Lesson 15 4Lesson 16Language Focus: The Object ClauseProperties: Recorder; Overhead Projector; PicturesTeaching Procedures:I. Showing aimsHave the students know what they will learn in this lesson and what they will do in this class:1. Revise some useful expressions in Unit 4.2. Train the students’ listening ability by doing listening work.3. Revise the grammar: the Object Clause.4. Write a short passage to train the students' writing ability.II. RevisionHave a dictation. Dictate some useful expressions. Then ask the students to make sentences using the useful expressions:1. as soon as possible;2. That would be fine;3. Keep doing something;4. Hurry up;5. Fall fast asleep;6. Wake up.For example:1. Please come back as soon as possible.2. Let’s go. That would be fine.3. He kept me reading the passage for a long time.4. Hurry up, or you will miss the train.5. He listened to the light music and fell fast asleep.6.I woke up early this morning.My mother woke me up early this morning.III. ListeningListening Cassette. Books closed. Play the tape once or twice for the students to listen and do Exercise I in the workbook. Make sure the students can understand them. Show one or two students’ passage on the slide, check with the whole class.IV. PracticePart 2. Ask and answer in pairs with the help of the table in the book. Then pass the passage on to the students next to them, see if the students can use the Object Clause freely.V. WritePart 4. We can fill in the form in class. Get the students to give out their ideas about the travelling.If there is no time, we can leave the writing work as homework.VI. GamePart 5. Play this game in class if time permits. Get one student to say a sentence, and he can't let all the students hear clearly, then one student may say: I can't hear him, another student may repeat the sentence, Begin with: He says that…VII. Checkpoint 4Go though Checkpoint 4 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes. Make sentences using the useful expressions.VIII. WorkbookFor Exercise 2, have the students read the long sentences, first listen to the teacher, then get them to read individually .Pay attention to the sentence stress, pause and intonation.For Exercise 3, have the students make up the sentences, see who can make the most sentences, and make correct sentences.Do Exercise 4 as homework.IX. SummaryExercise in class短文改错在下列短文中，每行的错误不多于一处，有的没错，如有错，请找出并改正，如没有错，请打“√”。

初中英语九年级第十五单元教案Unit 15

编号：人教版九年级15单元编制人：郑琳备课组长签名：年级组长签名：授课时间班级：小组：姓名：编号：初三年级英语导学案Topic: Unit 15 We’re trying to save the manatees!一、能力目标1、能听、说、读、写本单元重点词汇。

2、学习有关环境保护的语言。

3、了解濒危动物及珍稀动物的生存现状，唤起保护动物、保护环境的意识。

二、重点单词（翻译）1.recycle2.aquatic3.habitat4.aggressive5.playful6.furry7.enormous8.spotted9.vegetation三、重点短语（译成中文）1.mangrove swamps2.aquatic feed3.care for4.tiny cages5.living textbooks6.endangered animals7.recycle paper8.hear of9.pull down10.glass bottles11.soda cans12.spare time四、重点语法1.I think the environment is really important. Besides, I like riding my bike. 我想环境确实重要。

除此之外，我喜欢骑自行车。

[辨析]besides与except的区别：besides 表示“除……外（还有）”；except表示在整体中除去一部分。

例如：We have someother books besides those. 除了那些书，我们还有其他的。

All except Tom were ill.除了汤姆，其余都病了。

2.You have probably never heard of Amy Winterbourne, but she is a most unusualwoman. 你也许从来没有听说过艾米·温特伯恩，但她是一位非常与众不同的女人。

九年级英语Uint15教案

九年级英语Uint15教案教学目标1. 掌握且能运用有关询问某人身体状况的日常用语，能述说健康状况以及谈论病情和给出建议或要求的日常交际用语。

2. 掌握本单元的词汇和习惯用语，特别是短语make up one’s mind, as if, at least 等的用法。

3. 进一步学习动词不定式，学习用it 来充当形式主语的用法，有时还用it 来充当形式宾语，而真正的主语或宾语后置句末。

如：I found it difficult to learn English well.4. 认真学习”The man who loved dogs”和”Cody saves the baby”，体会人与动物自然、友好相处的和谐。

Lesson 57Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogue.2. Learn some useful structures and phrases.3. Learn the grammar: the Infinitive.Language focus: like being a… , play with, a lot of funTeaching Procedures:I. Showing the teaching aimsII. RevisionRevise the names of animals that could be kept as pets: dog, cat, snake, parrot, rabbit, fish, etc. Ask Does anyone have a pet? What kinds of animals would you like to have as pets?III. Leading inAsk: What do you want to be when you grow up? Let the students discuss the question. Then give the second question: What do you want to be, a doctor for humans or a doctor for animals? Why?IV. PresentationLook at the picture in Lesson 57. The boy is sitting on the sofa. His father is talking with a dog in his hand. What did they say? Play the tape for the students to listen, check the answers with the students. Then read the dialogue and answer the questions of Exercise 1 in the workbook in pairs. Go through the dialogue and explain some language points.Play the tape for the students to listen and repeat, ask the students to practise. Then let them act out the dialogue in pairs.VI. Free practiceDo an example with one student. Then let the class make up their own dialogues in pairs. Get them to act out their dialogues. Ask the students to discuss the questions. Ask:Do you think it's more important to help people than animals? Why?What kinds of jobs do you know?What would you like to be in the future?What are your parents' job?Do your parents like their job? Why or why not?VI. PresentationAsk the students to find the Infinitive sentences. 1. To be a doctor for animals is very rewarding. 2. To help animals is helping people. Ask the students to pay attention to the Infinitive. Give them more examples to understand better. Then go through Part 3. Choose the possible answer. Let the students master this form: It is adj . + to do something / To do something is + adj .VII. WorkbookDo Exercise 3 in class. Let the students translate the sentences into Chinese. VII. SummaryExercises in classHave a dictation.1. Do you like being a doctor for animals?2.To be a doctor for animals is very rewarding.3. To help animals is helping people.4. A pet can help a person feel less lonely.5. To play with a pet is a lot of fun.6. To plain too often isn’t a good thing.7. To work hard brings success.Open the books check the answers by themselves and correct their spelling mistakes. IX. Homework1. Recite the dialogue.2. Pre - read in Lesson 58.Lesson 58Properties: Recorder, Overhead Projector.Teaching Objectives:1. Understand the text.2. Learn some useful words and expressions.Teaching Procedures:I. Showily the teaching aimsII. RevisionCheck the homework. Then revise the dialogue in Lesson 57. Ask the students to act out the dialogue. Study the new words in this lesson.III. Leading inAsk the students this question: There is a famous animal doctor in England. He wrote many books about animals, what’s his name? Let the students read the text and answer the question.IV. ReadingAsk the students to listen to the tape and answer the question: Which animal did Herriot like best? Then go through the questions of Exercise 1 in the workbook. Makesure they can understand them. Ask them to read the story more carefully and discuss the answers to Exercise I in the workbook in pains. Check the answers with the whole class. Deal with any grammatical or lexical problems that arise.1. make up one's mind to do somethingHe has made up his mind to study English well.2. go on with something: Let’s go on with our lesson.3. regard . . . asHe regards his teacher as his mother.V. Reeling aloudPlay the tape for the students to listen and repeat. Use any methods that you think suitable: repetition by the whole class, groups, pairs or individual students. Then give out some key words and phrases. Let the students retell the story.VI. WorkbookDo Exercise 2. The answers are: for, grow up, into, that, made up, mind, treat, Before, treated, heal, treating, At, at, on, regardedFor Exercise 3. Let the students do it by themselves. Choose the best answer, then read the sentences together. Pay attention to the grammar. Let the students make up more sentences.VII. SummaryExercises in classFill in the blanks.1. He made up his mind ________(study) English well.2.________(treat) large animals is hard work.3. Ifs hard work ________(treat) the dogs.4. Please go on ________(read) the text.5. He grew up with a pet dog________ (name) Don.6. The dogs ________ never________(treat) when they became sick.7. Everyday as he went to the farmers ________(heal) sick animals.Answers: to study, Treating, to treat, reading, named, were treated, to heal VIII. Homework1. learn the phrases, make sentences with them.2. Retell the story.Lesson 59Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogues2. Learn the grammarLanguage focus: the InfinitiveTeaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask two or three students to retell the story about Lesson 58. III. Leading inGive the students a topic, let them make up a dialogue. For example:Why did you bee a doctor for animals?What do you like best about your job?Is it easy to heal sick animals?IV. PresentationTell the students that we’ll learn a dialogue about a child’s doctor. First, ask the students to use the following dialogue in Exercise I to help them. Then work in pairs.V. Free PracticeSuppose your friend is a doctor for. . . . Interview her or him about her or his job. Use the dialogue in Lesson 59 to help you, make up a new dialogue, work in pairs, then do Exercise 1.VI. PracticePart 2. Look at the picture. Say something about it. For example:To be a doctor is very interesting.To be a sick man is very painful.To do as the doctor tells you is important.Change these sentences beginning with: It’s + adj. + to do something. Go through Exercise 2, ask the students to finish changing these sentences.VII. WorkbookDo Exercise 2. The answers are:1. It’s necessary to prepare a place for the dog.2. It’s good for the dog to take a walk every day。

九年级英语第15单元学案与教案人教新目标版精

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

培养学生的争辩及沟通协作的能力。

学会正确办理人与自然的关系。

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

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

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

我一世中观光过很多动物园，从未见到一个我喜爱的或合适动物居住动物生活的。

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

初三英语Unit 15教案

初三英语Unit 15教案一、选择。

1.When my sister ____ high school, she will join the army.A. graduates fromB. graduate fromC. grows up fromD. grow up from2.The Chinese people ____ Comrade Deng Xiaoping ____ the founder of reformingin modern China.A. think, forB. regard, asC. treat, forD. regarded, to3.Though he _____ in the experiment, he _____ to do it once more.A. succeed, made up his mindB. failed, made up his mindC. failed, made up one’s mindD. succeed, make up one’s mind4.－Cindy, do you like being a doctor _____ babies?－Yeah, to be a doctor is my dream.A. toB. withC. aboutD. for5._____ we work, we should learn from others.A. No matter howB. WhateverC. WhereverD. No matter what6.She tried ___ to the second floor, but she was too tired to move any more.A. climbingB. to climbingC. to climbD. jumping7.It is impolite _____ the people when they are in trouble.A. to laugh toB. to laugh atC. laughing toD. laughing at8.____ a country vet in Yorkshire, England, James Herriot wrote a lot about hisexperience when he was old. A. With B. To C. For D. As9.It is not easy ____ the baby an injection.A. to giveB. to putC. to haveD. to make10.I like ____ very much, because it is useful for my health.A. hikingB. to be hikingC. hikeD. to have a hiking11.W hen we got home, our child _____ in his bed.A. sleptB. was asleepC. is sleepingD. were asleep12.W hen I worked in the countryside, the farmers ___ us ____ their children.A. treated, asB. treat, asC. thought, asD. regarded, for13.H e said that he ____ go to see Mr. Green with me tonight.A. willB. is going toC. wouldD. were14.H e is ____ we are looking for.A. right the menB. just the manC. the just manD. right a man15.C ody, the dog ____ the baby ____ his month and jumped out of the bedjust as the bed crashed to the first floor.A. took, inB.grabbed, withC. bring, withD.grabbed, in二、词汇。

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九英教案u n i t15
Step I Organization of class
Warming up
Step II Checking up the homework
1.Ask two students to read out their compositions (Zhongshan has changed a lot!).
2.Get students to discuss the compositions.
Step III Presentation
1.Show the class four pictures in la.
2.Ask students to describe what is happening in each picture:
A girl is exercising in gym class.
A girl is painting a picture.
A boy is singing.
A boy is looking at some insects.
3.Ask students to check the things they liked to do when they were very young.
Step IV Teaching Tasks
1.Task One (Pairwork): I used to like to...
(1) Point out the lines under the picture in lb.
(2) Ask students to write down different things that they used to like to do.
(3) Get students to discuss the answers in pairs, then ask some students to read out their sentences.
2.Task Two: Listening practice (2a, 2b)
(1) Ask students to listen to a dialog between a boy and a girl.
(2) Ask students to check the sentences on the list that they hear on the recording.
(3) Check the answers in 2a.
(4) Play the recording again. Ask students to fill in the blanks with the words they hear.
(5) Correct the answers in 2b.
3.Task Three (Pairwork): Making up dialogs
(1) Teach students the conversation in 2c.
(2) Say some sentences using Did you...?and the answers Yes, I did./ No, I didn't.
(3) Ask students to make similar dialogs in pairs.
(4) Call on different pairs to read out their conversations to the class.
4.Task Four (Groupwork): A debate
(1) Show students a survey that the teacher did before the class.
(2) Get them to discuss their hairstyles in the past and now like this:
I used to have ... hair, but now I have ... hair.
(3) A debate──Should students choose their own hairstyle? Why or why not?
5.Task Five: Reading Practice
(1) Get students to read the story in 3a.
(2) Ask students to complete the chart about Rose Tang then and now.
(3) Check the answers.
Step V Summary
Step VI Assign homework
1.Ask students to Complete the letter in 3b (How I've changed!).
2.Get students to talk to their parents and fill in the chart in 4a.
Step I Organization of class
Step II Checking up the homework
Step lII Teaching Tasks
1.Task One (Pairwork)
Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a.
2.Task Two (Groupwork)
(1) Ask students to talk about the contents in 4a with their classmates.
(2) Choose two groups to present their answers.
3.Task Three (Teamwork): How has Yu Mei changed!
(1) Get students to talk about the pictures in Self Check 2.
(2) Ask students to use the drills in Unit 2 to describe the pictures.
(3) Ask students to write down a composition about Yu Mei on the paper.
(4) Ask two or three of them to read out their compositions in class.
(5) Choose the best one.
4.Task Four (Teamwork): A survey── How has our life changed?
(1) Show students some information in Unit 2.
(2) Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.
(3) Ask the team leaders to present their survey results.
(4) Choose the best team.
5.Task Five: A composition about the changes in our life
(1) Get students to write a composition on the paper.
(2) Ask students to exchange their compositions and correct them.
(3) Show the class one or two good compositions.
Step IV Summary
Step V Assign homework
Finish Part One of Self Check.。