Unit 15 We”re trying to save the manatees.
Unit 15 We’re trying to save the manatees!教案
Unit 15 We’re trying to save the manatees!教案Unit 15 We鈥檙e trying to save the manatees! The First Period 鈪狅紟Teaching Aims and Demands 1锛?Knowledge Objects 锛?锛?Key Vocabulary manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted 锛?锛?Target Language I am like this animal because I am strong and intelligent锛?I like water, and I like to eat vegetables锛?You鈥檙e like an elephant锛?No锛?You鈥檙e like a manatee锛?Yes锛?2锛?Ability Objects 锛?锛?Train students鈥?listening ability锛?锛?锛?Train students鈥?communicative competence锛?3锛?Moral Object Love all kinds of animals because they are our friends锛?鈪★紟Teaching Key Point Target Language Teaching Difficult Points 1锛?How to train students鈥?listening ability锛?2锛?How to train students 鈥?communicative competence锛?鈪ｏ紟Teaching Methods 1锛?Didactic to learn the new vocabulary锛?2锛?Listening-and-answering activity to help students go through with the listening material锛?3锛?Groupwork to make every student work in class, 鈪わ紟Teaching Aids 1锛?A tape recorder 2锛?The blackboard 3锛?A projector 鈪ワ紟Teaching Procedures Step I Revision Now let鈥檚review five different verb tenses锛?Can you name the five tenses? Please look at the screen 锛?Show the names of the five tenses on the screen by a projector along with a sample sentence for each锛?present progressive: You鈥檙e reading these sentences锛?present: We use our books every day锛?past with used to: He used to live in the countryside锛?passive voice: Our classroom is found at the end of the hall 锛?present perfect: We have already finished Unit 14锛?We haven鈥檛finished Unit15 yet锛?Invite a student to read the verbs in these sentences锛?Then get other students to briefly explain what each tense is used for锛?Present progressive describes things that are happening right now锛?Present describes things thathappen all the time or usually happen锛?The past with used to describes things that were a certain way in the past, but have changed now锛?The passive voice describes things that we don鈥檛know who did, or we don鈥檛care who performed the action锛?The present perfect describes recent events锛?Get students to think of two or three more sample sentences using each type of verb锛?Have several students read their sentences锛?Step 鈪?1a This activity introduces the key vocabulary锛?Look at the signs on each animal鈥檚picture and read the words to the class锛?Get students to repeat the name of each animal锛?African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears锛?If necessary, read the words and ask students to repeat them again锛?Then have students read the words by themselves锛?Make sure students can read the words correctly and fluently锛?Read the directions to the class锛?Point to the list of words in the box锛?Read the words and let students repeat them锛?Then get different students to explain what they think each word means in their own words锛?For example, A gentle animal is quiet and not dangerous锛?A fury animal is covered with soft hair锛?Ask some students to explain any words students may not understand锛?An enormous animal is very great锛?A playful animal is full of fun锛?An aggressive animal is fond of quarrels and quick-tempered锛?A spotted animal is marked with spots锛?Let students begin filling in the answers on their own锛?When they work, walk around the classroom checking their progress and answering any questions they may have 锛?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锛?Check the answers with the whole class锛?Let students say the words they wrote under each heading锛?Answers Possible answers manatee: gentle, shy chimpanzees: noisy elephants: enormous, gray kangaroos: playful cheetahs: spotted, fast polar bears: aggressive, furry Step 鈪?1b This activity gives students practice in understanding the target language in spoken conversation锛?Go through the instructions with theclass锛?Look back at the list of words in Activity 1a锛?You will hear Ginny and Victor talk about the animals in the picture in Activity 1a锛?Now please listen to the recording carefully and circle the words on the list that they use to describe the animals锛?Play the recording the first time锛?This time students only listen锛?Play the recording a second time锛?Now listen to the recording again and circle the words you hear on the recording锛?Check the answers锛?Answers These words should be circled: aggressive, gentle, shy, furry, gray, fast, spotted Tapeseript Boy: Hey, Ginny, What鈥檚that big, furry animal in the pond? Girl: It鈥檚a polar bear, Victor 锛?They鈥檙e kind of aggressive锛?Boy: Are they? They looks like really love water 锛?Girl: Uh-huh锛?Boy: And what do you call those big, gray things in the water? Girl: They鈥檙e called manatees锛?Boy: What? Girl: Manatees锛?They鈥檙e very gentle and very shy锛?Boy: Oh锛?And how about the yellow and black spotted animals in that cage? Girl: They鈥檙e cheetahs锛?The cheetah is the fastest animal on earth锛?Step 鈪?1c This activity provides oral practice using the target language 锛?Go through the instructions with the whole class锛?Look at the sample conversation in the box and get three students to read it aloud to the class锛?SA: I am like this animal because I am strong and intelligent锛?I like water, and I like to eat vegetables锛?SB: You鈥檙e like an elephant锛?SA: No锛?SC: You鈥檙e like a manatee锛?SA: Yes! Tell students to think of an animal that is the same as them in some ways锛?Take a few minutes to write down a statement锛?Say, You can write a sentence or two that describes how you are similar to the animal you choose锛?Don 鈥檛say the name of the animal锛?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锛?Statement 1 S1:I am like this animal because I am playful and funny锛?Ss: You鈥檙e like a polar bear锛?S1: No锛?Ss: You鈥檙e like a kangaroo锛?S1: Yes! Statement 2 S2: I am like this animal because I run very fast锛?I like to wear colorful clothes锛?Ss: You鈥檙e a kangaroo锛?S2: No锛?Ss:You鈥檙e like a cheetah锛?S2: Yes! Note like鈥曪紙here prep锛?锛塱n the manner of Step 鈪?Summary In this class, we鈥檝e learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted锛?We鈥檝e also learned the target language I am like this animal because I am strong and intelligent锛?I like water, and I like to eat vegetables 锛?You are like an elephant锛?No锛?You鈥檙e like a manatee锛?Yes! Step鈪?Homework 1锛?Get students to write down some statements and read them to their partners锛?Let the partners guess what animals they are talking about锛?2锛?Review the new words in the box in Activity 1a锛?Step 鈪?Blackboard Design Unit 15 We鈥檙e trying to save the manatees! Section A The First Period Target language: I am like this animal because I am strong and intelligent锛?I like water, and I like to eat vegetables锛?You鈥檙e like an elephant锛?No锛?You鈥檙e like a manatee锛?Yes锛?Unit 15 We鈥檙e trying to save the manatees! The Second Period 鈪狅紟Teaching Aims and Demands 1锛?Knowledge Objects 锛?锛?Key Vocabulary endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound 锛?锛?Target Language How big are manatees? They鈥檙e about 10 feet long and they weigh about 1 000 pounds锛?2锛?Ability Objects 锛?锛?Train students鈥?listening ability锛?。
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。
《Unit 15 We’re trying to save the manatees!》教案(2)
Unit 15 We’re trying to save the manatees!教材分析：本单元是九年级英语Go for it Unit 15 We’re trying to save the manatees!。
主要围绕有关濒临灭绝的动物这一话题，学习了应该怎样保护我们的环境，以及就某一问题展开辩论。
充分利用多媒体等教学设备，创设与本课话题相关的情境，如各种不同种类的动物、动物园以及有关环境的画画等等。
围绕着本单元的教学目标，设计一些贴近学生实际的教学任务，如让学生谈论自己最喜欢的动物，如何拯救濒危动物，如何保护环境等等。
让学生根据所学知识，就动物园是否对动物有利以及其他的话题进行辩论。
单元学情分析:“Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check 三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的Ｃ部分又是pair work,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。
Section B 中的３a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。
Section B中的3c是任务性教学，体现了语言的交际性和实用性。
本单元主要围绕着有关濒临灭绝的动物这一话题，学习了应该怎样保护我们的环境，以及就某一问题展开辩论。
单元教学建议采用Repeating和Cooperation的学习策略，充分利用多媒体教学来展开课堂Pair work 问答式的口语交际活动，谈论现在正在发生的事情。
单元的教学法建议：任务型教学法，多媒体辅助教学等等。
单元教学目标：语言目标能够运用所学知识，就某一问题展开辩论。
认知目标1、复习一些语法：现在进行时、一般现在时、用used to 表示一般过去时、现在完成时、一般过去时的被动语态。
Unit 15We’re trying to save the manatees!
3a. Read the article and answer the questions.
1. Who is Amy Winterbourne? She is a most unusual woman who lives in a house made of trash.
2. Did she win an award? What’s it? Yes. She won an award from the Help Save Our Planet Society.
_√__ turning off the lights _√__ turning off the shower ___ stopping using paper napkins _√__ taking your own bags when shopping _√__ not riding in cars _√__ riding a bike ___ recycling paper
comes in boxes made of new cardboard”. ( F )4. “Recycle” means “collect cans,newspapers
and plastic bottles and use them again”.
Homework
1. Please write something about how to recycle these things
stop riding in cars
1b. Pairwork
Recycling paper is really easy.
I agree. But it’s hard to stop riding in a car.
2a. Listen and check the things that Julia and Jack talk about.
九年级英语上册 Unit 15《We are trying to save the manatess
Unit 15 We are trying to save the manatees!Language goals:In this unit students learn to debate an issue.New languages:We’re trying to save the manatees.Manatees eat about 100 pounds of food a day.There used to be a lot of manatees.In 1972, it was discovered that they were endangered.Some of the swamps have bee polluted.Difficult points:1. Describe the animals correctly.2. How to use the Present Progressive, Present Simple, “ Used to” + infinitive,Passive Voice and Present Perfect .3. How to improve the students’writing ability according to the reading materials. Teaching aids: puter, video, recorderTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: /Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Teachkey vocabulary.2. Target languages:I am like this animal because I am strong and intelligent.I likewater,and I like to eat vegetables.You’re like an elephant.No.You’re like a manatee.Yes.3. Train the speaking and listening abilities.4. Train students’ municative petence.Teaching procedures:Step 1. RevisionAsk students to review five different verb tenses and name the five tenses. Ask them to look at the screen．Show the names of the five tenses on the screen by a projector along with a sample sentence for each.present progressive: We’re studying English.present: I walk to school every day.past with used to: I used to play the piano.passive voice: Tea was invented by accident.present perfect: We have already finished our homework.Get a student to read the verbs in these sentences. Then get other students to briefly explain what each tense is used for.Get students to think of two or three more sample sentences using each type of verb. Have several students read their sentences.Step 2. Section A 1aThis activity introduces the key vocabulary.Ask students to look at the signs on each animal’s picture. Get one or two students to the class.And read the words to the class. Get students to repeat the name of each animal.Read the directions to the class. Point to the list of words in the box. Readthe words and let students repeat them. Then get different students to explain what they think each word means in their own words. For example: A gentle animal is quiet and not dangerous. A fury animal is covered with soft hair.Ask some students to explain any words students don’t understand.Have students fill in the answers on their own. As they work, walk around the classroom checking their progress and answering any questions they may have. After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures.Check the answers with the whole class.Step 3.Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Read the list of words in Activity 1a. Say:You will hear Ginny and Victor talk about the animals in the picture in Activity 1a. Now please listen to the recording carefully and circle the words on the list that they use to describe the animals.Play the recording the first time, students only listen. Then play the recording a second time. This time ask students to circle the words they hear on the recording.Check the answers.Step 4. Section A 1c Group workThis activity provides oral practice using the target language.Go through the instructions with the whole class.Have students look at the sample conversation in the box and get three students to read it aloud to the class.Tell students to think of an animal that is the same as them in some ways.Ask students to take a few minutes to write down a statement.Say: You can write a sentence or two that describes how you are similar to the animal you choose. Don’ t say the name of the animal.A few minutes later, let student read their statements to the class and seehow quickly the other students can guess what animal the students are talking about.Step 5. Section A 2aThis activity provides guided listening practice using the target language.Ask students to describe the picture ingroups. Then have a student describe it to the class.Go through the instructions with the class. Say:You will hear two people talking about manatees. Listen and draw a line between each word and its definition.Read the sample answer. Then say: The word endangered means there aren’ t very many of this animal left in the world. The manatee is endangered because there aren’ t very many of these animals.Play the recording the first time, students only listen. Play the recordinga second time. This time ask students to draw lines between each word andits definition.Check the answers with the class.Step 6. Section A 2bThis activity provides listening practice u-sing the target language.Go through the instructions with the class. Ask students to look at the headings in the chart and the blanks next to each heading. Say: You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart. Get students to call attention to the sample answer. The two people are talking about manatees, so you write the word manatee after the words kind of animal in the chart.Play the recording again. Get students to fill in the blanks in the chart.Check the answers with the class.Step 7. Section A 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation in the box. Have a pairof students read it to the class.Read the instructions aloud to the class. Say:Each pair of students canmake a conversation using information from Activities 2a and 2b. Letstudents work in pairs. As they work, move around the classroom, checkingthe progress of the pairs and offering help as needed.When students finish the work, ask one or two pairs to say theirconversations to the class.Step 8. Grammar focusPoint to the grammar focus box, get five students to read the statements to the class.We’re trying to save the manatees.Manatees eat about 100 pounds of food a day.There used to be a lot of manatees.In 1972, it was discovered that they were endangered.Some of the swamps have bee polluted.Put the class in five groups and ask each group to bee "experts" in one of the verb tenses and presents a review of that tense to the rest of the class.Have the students explain what the verb tense is used for and then give some sample sentences. Students can look back at the units where their verb tense was presented or practiced.Present progressive: Reviewed throughout the book.Present: Reviewed throughout the bookPast with used to: Unit 4Passive voice: Unit 10Present perfect: Unit 14While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences.Ask one student of each group to show their work. As the students show their work, ask questions and correct any mistakes in their explanations or sentences.Step 9. ConclusionLearn and master the vocabulary words.Master the target languages.I am like this animal because I am strong and intelligent.You’re like an elephant.How big are manatees?They’re about 10 feet long and they weigh about 1,000 pou nds. HomeworkReview the new words in the box in Activity 1a.Make conversations in pairs to review the target language.Make five sentences to review the grammar focus.Period 2Teaching aims:1. Master some vocabulary words and target language.I think that animals should not live in zoos.I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.2. Train the reading ability.3. Train the ability of expressing students’ own opinions.Teaching procedures:Step 1. RevisionYesterday we learned the target language and reviewed some grammar. Now who can make sentences using the grammar we reviewed yesterday. Ask students to make sentences in groups to review the grammar. While they are working, move around the room offering grammar help as needed.Step 2. Section A3aThis activity provides reading practice u-sing the target language. Show the key vocabulary words on the screen by a projector.Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately.Go through the instructions with the whole class.Get a student to read the letter to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Have students read the letter on their own again and underline the reasons why the writer is opposed to zoos. While they are working, move around the room and offer pronunciation help if necessary.Check the answers with the class.Ask students to read again and discuss the language points in groups. While they are working, move around the room providing grammar help where needed.Step 3. Section A3bThis activity provides reading and writing practice using the target language.Go through the instructions with the whole class.Get a student to read the letter to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Ask students to read the letter again. Then have students finish the work on their own or in pairs. As they work, walk around the classroom, checking the progress of the pairs and offering help as needed.Check the answers. Answers will vary but a good letter will take the points from the letter opposite to their point of view and argue with them.A sample answer:Dear Editor,After reading the two letters, I realize that I must say something about animals and zoos. I don’t agree with Disgusted. In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all. I think zoos are very important to animals. They can stop many endangered animals from being killed or hunted. They can provide man with places for research work. Also we can visit the animals in the zoos to learn some knowledge to protect the animals Sincerely,×××Write the letter on the blackboard as an example.Have students read the letter and find out the difficult points. Then discussin groups. The teacher can offer grammar help where needed.Step 4. Section A 4 DebateThis activity provides oral practice using the target language.Go through the instructions with the class. Say: There will be two different teams.One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals.Look at the list of expressions. Invite a student to read the list aloud to the class.Then get some students to use each expression in a plete sentence.A: I think that elephants shouldn’t be kept in zoos.B: I believe that animals in zoos live longer than animals in the jungle. Put students in two teams. Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box. Look at the sample language in the box. Get two students to read it to the class.A: I think that animals should not live in zoos.B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.Ask the two teams to debate in class.First, call on one team to give a statement. Then get the other team to givea statement that is related to the first statement. Help the teams makeseveral different statements about a single point before going on to another point.For example:Team 1: I think that zoos are suitable for animals to live in.Team 2: Why do you think so?Team 1: Because zoos provide homes for many animals, and help to educate the public about caring for them.Team 2: I disagree with you．I think animals there are only given food once a day. They are hungry.Step 5. PracticeDeal with some exercises on the video.Step 6. ConclusionLearn to express one’s own opinions.Master some vocabulary words and target language.HomeworkWrite the letter to the editor.Preview Section B 1a / 1b / 2a / 2b.Search some information about some ways to help save the planet.Period 3Teaching aims:1. Revise vocabulary words and learn some useful expressions.2. Strengthen the target language and practice more.3. Train the speaking and listening abilities.Teaching procedures:Step 1. RevisionCheck homework, get a student to read his or her letter to the editor. Help correct any mistakes．Step 2. SectionB1aThis activity introduces new vocabulary.Have students describe the picture in groups. Then get one student to describeit to the class.Read the instructions aloud to the class.Then ask: What’s the meaning of the phrase save the planet. If students havedifficulty, the teacher can offer help.（It means to keep planet Earth cleanand not polluted.）Ask students to call attention to the five suggestions for ways to save theplanet. Get a student to read each one aloud to the class. Make sure studentsunderstand the meaning of each suggestion.Stop riding in cars.Recycle books and paper.Turn off the lights when you leave a room.Turn off the shower while you are washing your hair.Don’ t use paper towels or napkins.Ask students to write a number 1 in front of the easiest thing to do, a number2 in front of the second easiest thing to do, and so forth.Students work individually.Check the answers. Students will probably have different answers. Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do. For example: I think it is easy to turn off the shower while you are washing your hair. Because everyone can do it without any effort. It is difficult to stop riding in cars. Many people go to work or go to school by car, because it is far away from their homes.Otherwise they will be late.Step 3. Section B 1b Pair workThis activity provides guided oral practice using the target language.Go through the instructions with the class. Say: You will pare the answers you wrote for Activity la. You need to explain why you ranked the items in the order you did.Ask students to look at the example in the speech bubbles. Get a pair of students to read it to the class.A: Recycling paper is really easy.B: I agree. But it’ s hard to stop riding in cars.Look back at the list of items in Activity 1a again. First one student makesa statement. Then the other student agrees or disagrees with it. You can lookback at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing.Have students work together, move around the classroom, checking the workand offering help as needed.Ask a pair of students to say their answers as an example.A: Recycling books and paper is really easy.B: I agree with you.SA: Not using paper towels is really hard.SB: I disagree with you. I think that we can use handkerchiefs instead. Step 4. Section B 2aThis activity provides listening practice with the target language and new vocabulary words.Go through the instructions with the class. Say: Now you will hear Jack and Julia talk about what they are doing to help save the planet. Ask students to look at the chart. Get a student to read the list of items that Julia and Jack talk about. If he or her has difficulty in reading, the teacher can repeat them and ask students to follow.turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paperPlay the recording for this activity for the students the first time, students only listen carefully. Then play the recording a second time. This time ask students to listen carefully and check the things Julia and Jack talk about.If there is difficulty, play the recording again.Check the answers with the class.Step 5. Section B 2bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class.Ask students to look at the three column headings in the chart and let students read the headings again on their own.Say: You will hear the same recording again.Ask students to listen and check the things that Julia is doing now, the thingsshe will do in the future, and the things she would never do.Now listen to the recording carefully and check the things.Play the recording again if necessary.Check the answers.Step 6.Section B2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation. Get a pair of students to read it aloud to the class.．A: We really should’t use paper napkins, you know.B: I know．I stopped using them last year.Go through the instructions with the class. Say: Work in pairs about the items in the chart. Talk about which of these things you do now, which you will do in the future, and which you would never do.Get students to work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help if necessary.Get one or two pairs to say their conversations to the class.A: We should turn off the lights when me leave a room.B: I always do that.A: We should take our own bags when shopping.B: That’s easy. I will do that in future.A: We really should’ t ride in cars.B: I’ll never do that! Our school is far away from my home. It takes meone hour to ride to school every day.Step 7. ConclusionLearn the vocabulary words.Practice more about the target language.Learn to talk about the ways to help save the planet.HomeworkPreview Section B 3a / 3b / 3c / Self check 1/2.Write a short passage about what you should do to help save the planet.Period 4Teaching aims:1. Knowledge: Teach the key vocabulary and practice writing something using thetarget language.2. Moral education: We must realize the importance of recycling. It not only is auseful saving of money but also can protect our environment.3. Train the reading and writing abilities.Teaching procedures:Step 1. RevisionRevise the target language presented in this unit. Check homework. Ask several students to present their position to the class.Step 2. Section B 3aThis activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector. Askseveral students to read the words. Help correct any pronunciation mistakes if necessary. Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article: The house of trash. Invite a student to read the article aloud to the class. Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class. Go through the instructions with the class. Elicit one question from the class.（Who is Amy Winterbourne? ）Make sure students know what to do. Encourage students to think about questions beginning with who, what, when, where, why and how.Ask students to read the article and then write their questions in their own exercise book. Students work individually.Have students do the activity in pairs. Students should discuss why they would want to know the answer to each question. While they are working, move around the classroom, checking the progress of the pairs and providing help as needed.Check the answers with the class.Step 3.Section B 3bThis activity provides reading and writing practice using the target language.Point to the before picture. Ask students to say out the names of the things they see in the picture.（a trash can, a pair of pants, a napkin）Ask students to look at the after picture. Say: Please find out things made from recycled materials from the before picture.（the backpack, the hat, the scarf）Go through the instructions with the class.Make sure students know what to do.Ask different students to make sample sentences using the phrases made fromand used to be about items in the After picture.For example:His scarf used to be a napkin.His scarf is made from a napkin.Ask students to plete the article individually. When they work, walk around the classroom, checking the progress of students, offering help and answering questions if necessary.Get a student to read his or her pleted article to the class. Have another student help correct any mistakes where needed.Step 4. Section B 4 SurveyThis activity provides reading, writing, and oral practice using the target language.Read the instructions aloud to the class.Get students to say out the things that they recycle.（paper, glass, aluminum cans, plastic, or cardboard）Get students to look at the survey form.Ask a student to read the headings aloud to the class. Brainstorm other items to add to the list. Tell students to talk to their classmates and find out who recycles each item on their lists. Have students move around the classroom and ask their classmates about their recycling habits.When students finish, check the work.Have some students tell what they learned. Ask them to say out how many students they talked to. Of this number, how many recycled paper, howmany turned off the lights when they leave the house.Step 5. Self-check1This activity focuses on vocabulary introduced in the unit.Point to the words in the box. Get a student to read them. Make sure the students understand the meaning of each word. Then ask students to fill inthe blanks with the words on their own. Say, in some cases, you may need touse another form of the word, for example adjusting for tense or subject/verbagreement. Tell students they can find all the words in the preceding unit.Get students to fill in the blanks on their own.Students work individually.Check the answers. Ask five students each to read a sentence. Have the rest of the students check their answers. The teacher can offer any help asneeded.Let students make their own sentences with the words, preferably sentences that are meaningful. As they work, walk around theclassroom. Collect a few students’ answers with mistakes on theblackboard. Then ask students to help correct the mistakes.answers together.Step 7. Just for fun!This activity provides reading and speaking practice with the target language.Get two students to read the conversation aloud to the class.A: What are they doing?B: They are trying to help the environment.Ask all the students to read the conversation again. Then have students look atthe picture. Ask students who is happy that the pond is being cleaned up.Ask how the toads show their thanks.Ask some pairs of students to present this conversation to the rest of the class.HomeworkPractice more using the information in self check 2.Review the whole unit.Do you recycle? Write a short passage to say your opinion.。
unit 15 we’re trying to save the manatees!人教版(汤姆森)
Unit 15 We’re trying to save the manatees!一、单项选择1. Doing homework ______ me two hours yesterday.A. spentB. spendC. tookD. take2. Would you please _____ your pencil to me?A. borrowB. lendC. keepD. had3. I _____, but I _____ nothing.A. hear, listenB. heard, listenedC. listen, hearD. listened, heard4. When we _____ there, they _____ there for an hour.A. got, had beenB. got, gotC. reached, arrivedD. reached, had got5. I’ve worked in this school _____ twenty years.A. sinceB. forC. afterD. when6. You must be very tired. Why not _____ a rest?A. to stop to haveB. to stop havingC. stop to haveD. stop having7. I don’t agree _____ what you said.A. atB. withC. onD. in8. Do you think it’s a fine day _____a walk?A. inB. withC. forD. to9. Mr. Black will come to see us _____ next week.A. sometimesB. some timesC. sometimeD. some time10. What about going to the zoo? _____ .A. That’s a good idea.B. You’re welcome.C. That’s right.D. That’s all right.11. Mary ______ to school by bike when she lived in China.A. used to goB. was used to goC. was used goingD. used to go12. _____ your help, we all passed the exam.A. Thank you toB. Thanks toC. Thank forD. Thanks for13. ---Have you gone to see the doctor?---No, but I _____.A. didn’tB. am going toC. haven’tD. am not going to14. We are not sure whether we can ____ the first place in the match.A. winB. hitC. beatD. fight15. _____ was the weather_____?A. How, likeB. What, likeC. What, look likeD. How, look like二、完型填空（一）Kate is against 1 a new zoo in their town. Zoos are terrible 2 for animals to live. She has visited a lot of zoos 3 her life, and she has never seen one she liked or one that was suitable 4 animals to live in. Just last week, she visited a zoo and couldn’t believe what she 5 . The animals are kept in tiny 6 and can 7 move at all. However, Alice thinks zoos are very important places. They are like living 8 for young people. They provide homes 9 many endangered animals, and help to educate 10 about caring for them.1. A. to build B. building C. build D. built2. A. places B. cinemas C. houses D. schools3. A. on B. at C. in D. over4. A. of B. for C. to D. on5. A. thought B. liked C. had D. saw6. A. rooms B. cars C. boxes D. cages7. A. nearly B. mostly C. hardly D. almost8. A. textbooks B. magazines C. newspapers D. CDs9. A. for B. of C. with D. to10. A. the children B. the students C. the foreigners D. the public（二）Here is story about a clever dog. It was a Seeing Eye dog. A Seeing dog can help blind（瞎的）people walk along the streets and do many other things.One day a Seeing Eye dog and a blind man 1 on a bus together. The bus was 2 of people and there were 3 vacant（空的）seats. Soon one man stood up and left his seat. The dog 4 the blind man to the seat, but there was 5 space for both of them. The dog began to push the people on each side with his nose. He pushed and pushed 6 the people moved and finally there was enough space for 7 people. The blind man then sat down and the 8 got up on the seat at his side. The dog lay down and put his head on the blind man’s lap. He was very comfortable and soon fell asleep. Every one on the 9 couldn’t help smiling at the dog.1. A. got B. went C. took D. had2. A. fell B. fill C. full D. feel3. A. no B. some C. several D. many4. A. told B. asked C. letting D. took5. A. a few B. not any C. not enough D. not enough of6. A. up to now B. up till now C. until D. to the finally7. A. many B. two C. few D. one8. A. dog B. people C. man D. woman9. A. seat B. floor C. car D. bus三、阅读：（一）PollutionHundreds of years ago, life was much harder than it is today. People didn’t have modern machines. There was no modern medicine, either.Life today has brought new problems. One of the biggest is pollution（污染）. Water pollution has made our rivers and lakes dirty. It kills our fish and polluted our drinking water. Noise pollution makes us talk louder and become angry more easily. Air pollution is the most serious kind of pollution. It’s bad to all living things in the world.Cars, planes and factories all pollute our air every day. Sometimes the polluted air is so thick that it is like a quilt over a city. This kind of quilt is called smog（烟雾）.Many countries are making rules to fight pollution. Factories must now clean their water before it is thrown away, they mustn’t blow dirty smoke into the air.We need to do many other things. We can put waste things in the dustbin and not throw it on the ground. We can go to work by bus or with our friends in the same car. If there are fewer people driving, there will be less pollution.Rules are not enough. Every person must help to fight pollution.1. Hundreds of years ago, life was much harder than it is today because________.A. there were not any modern machinesB. there was no modern medicineC. both A and BD. there were not many people2. What is the biggest problem in today’s life?A. Water pollutionB. Air pollutionC. Noise. C. Pollution3. The most serious kind of pollution is __________.A. noise pollutionB. air pollutionC. water pollutionD. A, B and C4. Factories must clean their water ________.A. before they are thrown awayB. when they are thrown awayC. after it is thrown awayD. before it is thrown away5. From the passage we know that______.A. a few years ago, there was no smog at allB. today people don’t have to talk to each other in a loud voiceC. we can drink water from the polluted rivers and lakes’D. people are making rules in order to fight pollution.（二）In most parts of the world, many students help their schools make less pollution （污染）. They join “environment clubs（环境俱乐部）”. In an environment club, people work together to make our environment clean.Here are some things students often do.No-garbage（垃圾）lunches. How much do you throw away after lunch? Environment clubs ask students to bring their lunches in bags that can be used again. Every week they will choose the classes that make the least garbage and report them to the whole school!No-car day. On a no-car day, nobody comes to school in a car-not the students and not the teachers! Cars give pollution to our air, so remember:Walk, jump, bike or run.Use your legs! It’s lots of fun!Turn off the water! Did you know that some toilets can waste（浪费）twenty to forty mL of water an hour? In a year, that would fill a small river! In environment clubs, students mend those broken toilets.We love our environment. Let’s work together to make it clean.1. Environment clubs ask students _______.A. to run to school every dayB. to take exercise every dayC. not to forget to take carsD. not to throw away lunch bags2. From the passage we know the students usually have lunch ______.A. at schoolB. in shopsC. in clubsD. at home3. On a no-car day, ______ will take a car to school.A. both students and teachersB. only studentsC. neither students nor teachersD. only teachers4. The writer wrote the passage to ask students to ______.A. clean schoolsB. make less pollutionC. join clubsD. help teachers（三）These two passages appeared in a newspaper. Both writers have their own ideas on zoos.1. Zoos Do a Good JobIt is good to keep animals in zoos. I know a lot of people think it is wrong to keep animals in zoos. However, I believe that zoos have many good points.Firstly, zoos are places for people to see many different kinds of animals from all over the world. Without zoos, most people would never see a real bear or tiger.Secondly, zoos look after the animals very well. The animals are always given food and cleaned regularly（定期）. In the world, it is not always possible for an animals to find food, so sometimes it goes hungry. But animals kept in zoos never go hungry.Thirdly, zoos protect the animals they look after. They offer them safe places to live in. In the wild, some kinds of animalsare in danger of becoming extinct（灭绝）. But zoos give these animals a chance to live. Without zoos, there would be fewer kinds of animals in the world.From Maria Smith 2. I disagree with Maria!In Maria’s letter, she says that zoos are good for animals. I am afraid that zoos are not good for animals, they are only good for people.It is unnatural（非自然的）and unfair to keep wild animals in cages （笼子）. Most animals are kept in cages that are too small for them. In the wild, these animals would travel freely. In zoos, they can’t do this. This is why the bears and tigers always look so sad.Most cages are not very clean, either. It is true that zoos give the animals food regularly, but this is not natural. Wild animals are used to looking for their own food. We should treat（对待）animals in the same way that we treat other people --- with respect.Would anyone be happy if you don’t let him go outside his home? Would Maria like to have lots of people standing outside her flat looking at her? No, she wouldn’t. And animals don’t like it, either.From Philip Black （）1. Maria and Philip have quite different ideas on keeping animals in zoos.（）2. In Maria’s opinion（观点），a real bear or tiger can only be seen in zoos.（）3. Maria thinks that animals live better in zoos than in the wild.（）4. According to Philip, if cages are big and clean enough, tigers and bears will look happy.（）5. Maria and Philip both agree that zoos are good for people.（）6. In the two letters, they are discussing how to make animals in zoos happy.四、阅读综合训练1. What animals are endangered now? Underline them .manatees, dogs, chicken, bears, pandas,flies（苍蝇）, tigers, bedbugs（臭虫）, parrots3. 阅读文章并搜索主要信息填写表格How to save the wildAnimals are people’s friends. But many wild animals are facing the danger of dying out（灭绝），because the environment that they are living in has changed greatly. For example, their living area has become narrower and narrower because of the development of cities and pollution. They have no room to live in except the zoo. And many of the wild animals now can’t find enough food to eat. At the same time, man is killing off（杀尽）animals just for getting their fur, skin, teeth and meat.People should realize how serious the situation is and something should be done to protect（保护）the animals. We are supposed to set up some nature reserves（自然保护区）, so that animals can live freely. Besides, people should not be allowed to kill the endangered animals or eat their meat. We should do something to make our world cleaner. Fresh air, clean water, grass are all important for animals. The death of the endangered animals will bring a disaster to human beings.五、写作中学生Disgusted 不同意建动物园，而Animal Friend则认为动物园对于动物好处很多。
九年级英语(下)(人教新目标)Unit 15 We're trying to save the manatees!方法技巧
Unit 15 We’re trying to save the manatees! 方法技巧
本单元我们复习了现在完成时、一般过去时、现在进行时及一般现在时的用法。
现简要的把它们的歌诀介绍一下。
现在完成时的时间歌诀：since一点for一段，how long提问when无缘。
before句末表之前，过去时间禁止显。
直到现在有几次，从不曾经刚已经。
already仅在肯定中，yet句末疑否定。
还有一点要记牢，有时延续无时短。
一般过去时歌诀：一般过去时并不难，表示过去动作、状态记心间；
动词要用过去式，时间状语句末站；
否定句很简单，didn’t站在动词原形前，其他部分不要变；
一般疑问句也好变，did放在句子前，主语、动词原形、其他部分依次站；
特殊疑问句也简单，疑问词加一般疑问句记心间；
最后一条请注意，动词过去式要牢记。
现在进行时歌诀：现在进行时，表示正在发生事。
look，now和listen，时态标志要看清。
基本结构“be+v.-ing”，be的形式主语定。
一般问句be提前，be后n ot表否定。
一般现在时歌诀：一般现在时，表示经常发生的事；
主语人称是三单，动词要把s/es添；
主语之后是谓语，肯定陈述的语序；
基本用法要记清，状语习惯经常性；
客观真理和能力，有时还表将来时。
第1页共1页。
九年级英语全册《Unit 15 We’re trying to save the manatees》
教学目标能用目标语言谈论如何保护环境教学重点努力为保护环境，拯救地球尽自己的一份力量教学难点努力为保护环境，拯救地球尽自己的一份力量课时安排 4 教具准备ppt 教法合作探究学习过程自主空间【自主学习】预习完成下列词组1.听说过2.一个很不平常的女人3.回收材料4.拆除5.由旧玻璃瓶粘成6.丢弃的砖瓦7.栅栏由苏打铁罐造成 8.从帮助拯救我们的星球协会获奖9.我们大家的榜样 10.在业余时间11.用旧电视做模型玩具【词句理解】1.hear of “听说”; hear from“收到。
的来信”翻译：(1)我以前从未听说过那件事 .(2)昨天我收到了父母的来信。
____________________________2.be made of 这桌子是用木头做的。
be made out of 那座雕像是由石头雕成。
be made into竹子可以制成钓鱼杆。
be made in 这些小轿车是日本产的。
be made by 这张桌子是他父亲做的。
be made by 计算机是由许多部件组成的。
3. be an inspiration to sb.Lei Feng’s short life was a great inspiration to youth Inspire v. The actors inspired the kids. inspiring adj. He is an inspiring teacher. We all like him4. a most+ adj.结构中most相当于very/extremely“很，非常”。
翻译：这是一本非常有用的书____________________________.the most+adj原级“最”翻译：他是班上最细心男孩______________________________..5.build A out of B“用B做成A”翻译：用木材搭建的房子可以御寒_______________________【课堂达标】一.单项选择：（）1.She built a house out of trash.A .her B. herself C .hers D. by her（）2.The old building was being pulled ________.A .up B. down. C .out of D .out（）3.The bridge is made ____________big stones.A. inB. formC. of D .out（）4.The radio is too loud. Will you please ?A .turn it downB .turn it on C. turn off it D. turn down it（）5.Some new buildings __for the farmers in the village every year.A. were builtB. are built C .is built D. will be built ( )6. Books are made _____paper rand paper is made ______ wood.A. of; of B .from; from C. of; from D. from; of( )7.---Have you heard ______ Steve, a football star in my school?----Oh, he is my friend, I’v just heard ____ him.A. from; ofB.of; fromC.from; fromD.of; of( )8.He is clever_ _______a monkey.A. as B .like C. for D .of( )9.Many new buildings are ________with the help of our government in our country now.A .building B. being built C. will build D. build( )10.The fence is built out o _______coda cans.A. usedB. useC. usingD. being used二、根据句意提示写出空缺单词的正确形式：1.When the teacher came in, the students stopped ______ (talk)2. As soon as he saw me, he stopped ______ (talk)to me.3. ______(recycle)paper is difficult.4. The bridge _________(build)30years.5. The shop _________(close) at five every day.6. Tina bought a _______(use) car, but it’s very (use).7. It is said that there is no ______(live) things on the moon.8. The roof of her house is made of _______(discard) tiles.9. Look! There is a cat ______ (climb) up the tree.三、根据汉语完成句子1.Bill对我们大家来说是哥鼓舞人心的人物。
九年级英语 Unit 15 We're trying to save the manatees!单元整理教案
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.Step 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 RevisionRevise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.Step Ⅱ 3aThis activity provides reading practice using the target language. Teach the new words. Show the new words on the screen by a projector.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 Homewor k1．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.。
u15--1
2b Listen and complete the chart
Kind of animal Numbers Habitat manatee
About 2500 in the U.S.
The water undere the trees in mangrove swamps
Reason why they are endangered
D （ ）8. All the children ________there.
A. take good care C. are taken good care B. take good care of D. are taken good care of
B （ ）9. I have never seen one zoo ______I liked ___my life. A. what ;in B. that ;in C. which ;for D. where ;in
What’s this? And how to describe（描 述） it?
manatee
enormous, gentle, shy
What’s this? And how to describe it?
enormous, gray
What’s this? And how to describe it?
这里的like作介词，意思为“像”，like 还可做动词用，表示“喜欢”，like （doing） sth. 喜欢做某事。如： 他很喜欢他的父亲。
He likes his father very much.
玛丽喜欢打排球。
Mary likes playing volleyball.
Pairwork: Two students act out in pairs A: I am like this animal because I am strong and intelligent. I like water ,and I like to eat vegetables. B: You are like an elephant. A: No. B: You are like a manatee. A: Yes.
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Unit 15 We”re trying to save the manatees.第1课时Section A （1a-2c知识目标：掌握词汇：enormous ,aggressive,furry,spotted,playful…….难点: 用所给词恰当描述动物【自主学习案】：（一）.译出下列单词或短语：1．一头巨大的象____ _ 2濒临灭绝的动物3。
五英尺长6受污染的环境4.一天吃一百英镑食物____________5. 据发现_________观察与思考1.一些被动语态的固定句式It’s reported that…据报道……It’s believed that…大家相信……It’s thought that… _________ It’s said that… _________It is known that… _______ It was discovered that…_________例如：____________ there _________ an exam soon. 据说，很快就要考试考：2．比较used to do, be used to doing, be used to do/for doing(1) used to do 过去常常做某事（而现在不做了）We____ ____ _____him a lot when he first came here. 他刚来的时候我们经常给他帮助。
(2) be used to +名/动名词习惯于某事，习惯于做某事，有时写成become used to意为渐渐习惯I’m really not used to such dry weather. 我实在不习惯这样干燥的天气。
(3) be used to do sth 被用来做某事，be used 是被动语态This room____ ____ ______ have dinners. 这个房间用来吃饭的。
了【当堂训练案】一用所给单词的适当形式填空1. The environment __________(pollute) is more and more serious.2.My elder brother decided to go abroad to continue his ___________(educate).dies and ___________(gentle), come this way, I’ll show you how to operate the computer.4. You should wear clothes ________ (suit) for the occasion.5.Ｗe need a (peace) word. We hate wars.6．The small elephant w_________about 200 pounds.二.根据首字母或汉语提示完成单词1. They just have a ________ (空闲的) room for the guest.2.Look, there is an ___________ (巨大的)animal on the top of the mountain.3.There are so many birds flying above the r_________ of the houses.4.The old man collect waste paper and bottles for r__________.5.A child under 1.00 m in h________ doesn’t have to buy a ticket on a bus.6 . We should make a contribution to p________（保护）our environment. 单项选择（）1. ---Would you like to tell me _________ about the three books?---Yes, I’d love to.A. an informationB. some informationC. any informationD. any informations（）2. ---How _________ is it from here to Qufu? ---It’s about three hours’ride.A. longB. farC. manyD. much( )3 . This place is suitable wild animals to live in.A. to B. atC. forD. with 4—Doctor, it seems that you like to work with animals.—Yes, I think animal should as our friends.A. regard B. be regarded C. regarded D. is regarded 6—Do you like polar bears, Anna? —Oh, no. They are very .A. gentleB. fastC. aggressiveD. endangered7. What a big dog! Please tell me how many pounds .A. it weighsB. does it weighC. weighs itD. to weigh it8 —Why do the people decide ______ these days? —Because there’s not much to do.A. visitB. to visitC. not visitingD. not to visit句形转换：1.There used to be a lof cheetahs.（改为反意疑问句）There used to be a lot of cheetahs,______ _________?2 .They made Victor weigh himself just now. （改为被动语态）Victor_____ ______ to weigh himself just now..3 They weigh about 1,ooo pounds. (对划线部分提问)______ _______ do they weigh?教学反思第2课时：Section A 3a-4一、学习目标Section A 3a-41. 知识目标：1.）熟练掌握以下短语：be against care for be suitable for agree with provide ..for…2）熟练掌握词汇：tiny cage educate urge……..be convenient to , quite a/ an adj. + n.2. 能力目标：学会谈论自己对动物园的看法。
【自主学习案】：1翻译下列短语：关怀/心反对干什么适合做。
一天一次________ 活的教科书_________ 照顾____________ 强烈要求某人做____________2动词填空1. By the time we ____________ (get) there, the ship________ (leave)the station already.2. Books mustn’t ________ (take) out of the library.3. Lucy told us that she ________ (buy) a toy next month.4. We________ (not go) out if it ________ (rain) tomorrow.5. I________ (give) you the book as soon as I came back.观察与思考：1 agree- disagree 不同意agree with sb./sb.’s idea/ sb.’s view 同意某人，同意某人的观点、想法、主意agree to do sth I agree to ask someone for help. 我同意向别人求助。
agree to sth 赞成某个建议、安排等He agreed to your suggestion. 他赞成你的建议。
agree on sth. 在……方面达成一致We agree on a price for the car. 我们就车价达成一致意见。
agree that+从句Tom’s mother agree that he went on with his study.2.against prep. 反对They are strongly against the idea. 他们强烈反对这个主意。
for prep. 赞同，支持，同意be against/for doing….. ___________4 be suitable for 合适的，适宜的5 keep 使保持keep+宾+adj./adv./ prep. This coat will keep you warm. 这件外衣会使你温暖的。
keep doing sth. 继续做下去Keep _____(walk)until you reach the traffic lights.6 hardly adv. 几乎不，是个否定词。
You can hardly hear the music,________? (反意疑问句)7 be surprised (to do sth.)（对某事）感到惊奇的I was very surprised ____ _____ hardly anyone there.我很惊讶几乎没人在那儿归纳surprise的其他用法：8 take care of / look after / care for 意思都是“照顾、照料”9 urge sb. to do sth. 强烈要求某人做。
Urge +从句（动原）如：The teacher urges that we ___ ___(finish) homework on time.用所给动词的正确形式填空1. Why is Lily against_________(sit) under the tree? Because of rain..2. Tom __________(die) ten years ago, he ____________for ten years.3. My father ________(hard) mend my bike .At last I have to do it.4. I will tell him the good news as soon as he________(come) back.5. Lucy and Lily missed ____________(watch) the wonderful film.6. It was _______(discover) that they were endangered.【拓展提升案】：1 我反对在我们镇上建新的动物园.I ______ ______ _______ a new zoo in our town.2 我发现那里几乎没有人,我感到非常惊讶.I was very __________ ______ ______ hardly anyone there.3 他们为许多濒危动物提供家园,并且帮助教育公众关心它们.They ________ home ____ many ___________ animals and help ___ _________ the public about ______ ______ them4 我强力要求每个人参观我们的动物园.I ______ everyone _____ ______ our wonderful zoo.5 我们应该爱护动物，关爱地球。