Unit 15 We’re trying to save the manatees! 全单元
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 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。
Unit 15 We're trying to save the manetees课件(人教版九年级全) (9)
But now, they are --
Task 4 Listen and complete the chart.
Kind of animal Numbers Habitat Reason why they are endangered Description Manatee 2,500 in the U.S. _____ under trees in mangrove water __________ swamps swamps_______ polluted , not enough ____ food large _____feet three _____, long, weighs 1,000 _____pounds
如： What is your weight ？ 你的体重是多少？
Listen again, and do this match
1. endangered 2.mangrove swamps 3.habitat 4.aquatic feed
a. the place where something lives b. there aren’t very many of them c. underwater plants and vegetation d. a place where trees grow in water
Task 3
1.Read the conversation in 1c in groups of 4 and translate it 2.Try to sum up(归纳) the usage of “like” 3.Discuss the question : What animal are you like?
noisy furry playful
Unit 15 We’re trying to save the manatees!教案
Unit 15 We’re trying to save themanatees!教案Unit 15 We’g to save the manatees!The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Ob（1） Key Vocabulaanaaanzee, kangaroo, polar-bear, gentle, fuus, playfulaggressivd（2） Target LanguageI am lanimal because I am strong and intelligent． I like water, and I lat vegetables．You’re like an elephant．No．You’re like a manatee．．2． Ability Ob（1）Train students’ listening ability．（2）Train students’ communicativ．3． Moral ObLove all kinds of animals becauare our friends．Ⅱ． Teaching Key PTarget LanguageⅢ． Teaching Difficult P． How to train students’ listening ability．2．How to train students’ communicativ．Ⅳ． Teaching Methods1． Didaleaw vocabulary．2． Listening-and-answering activludents go through wlistening material．3．Groupwake every student wlaⅤ． Teaching Aids1． A tader2． The blackboard3．AⅥ．Teaching ProceduI RevNow let’s review five dverb tenses． Can you nav? Please look a．w the navby aalong with a samplach．gressive: You’re reading．: We use our books every day．past with used to: He used to livuntryside． passive voice: Our claund adall．: We have alreadd Unit 14．We haven’d U．Invite a studad the verb． Then gudbriefly explain what eaused for．Pgressive describes things that are happening right now．Present describes things that happen allusually happen．The past with used to describes things that were a certain waast, but have changed now．The passive voice describes things that we don’t know who did, or we don’t care wd the action． Tdescribvents．Get studwamplusing eaverb． Have several students read．Ⅱ 1aThis activduvocabulary．Look agns on each animal’s picture and read the wordlass． Get studat the name of each animal．African elephaaangaroos, manaahs, polar bears． Iary, read the words and ask studat them again． Then have students read the words blves． Make sure students can read the wordly and fluently．Read the dlass． Plist of wordbox． Read the words and let studat them． Then get dudxplain whaach word meawn words． For example, A gentle animal is quiet and not dangerous． A fury animal is covered wair． Audxplain any words students may not understand．Aus animal is very great．A playful animal is full of fun．An aggressive animal is fond of quarrels and quick-tempered．A spotted animal is marked w．Let students begin fillinganswwn． Wwork, walk around the claggress and answering any quay have． After students havd using all the wordbox, ludents wwordblanks belowures．answers wwhole class． Let students say the words they wrote under each heading．AnswPossible answanatee: gentlanzees:lephants: enormous, graykangaroos: playfulahs: spotted, falar bears: aggressive, fuⅢ 1bThis activity gives students praunderstanding the target languagversation．Go througuctions wlass． Look back at the list of words in Activity 1a． You will hear Ginny and Victor talk about the animalure in Activity 1a． Now please lding carefully and circle the wordlist that they use to describe the animals．Plading． Tudents only listen． Plading asecond time． Now lding again and circle the words you heading．answers．AnswThese words should be circled:aggressive, gentlurry, gray, fadTaBoy: Hey, Ginny, What’s that big, furry animald?G irl: It’s a polar bear, Victor．They’re kind of aggressive．Boy: Are they? They looks like really love water． Girl: Uh-huh．Boy: And what do you call those big, gray thingwater?Girl: They’re called manatees．Boy: What?Girl: Manatees．They’re very gentle and very shy．Boy: Oh． And how aboullow and blad animals in that cage?Girl: They’ahs． Taastest animal onearth．ⅣThis activity provides oral practice using the target language．Go througuctions wwhole class．Look at the sample conversabox and gudad it aloudlass．SA: I am lanimal because I am strong and intelligent． I like water, and I lat vegetables．SB: You’re like an elephant．SA: No．SC: You’re like a manatee．SA: Yes!Tell studan animal thaame aways． Take a few minutes to write down a statement．Say, You can write awo that describes how you are similaanimal you choose．Don’t say the naanimal． A few minutes later, let student readalass and see how quickludents can guess what animal the studalking about．Sta:I am lanimal because I am playful and funny．Ss: You’re like a polar bear．S1: No．Ss: You’re like a kangaroo．S1: Yes!Statement 2S2: I am lanimal because I run very fast． I liketo wear colorful clothes．Ss: You’re a kangaroo．S2: No．Ss: You’re like a cheetah．S2: Yes!Nlike—（．）aⅤ SummaryIlass, we’ve learnedant words such as manatee, kangaroo, Po ;; ar bear, gentle, fuus, playfulaggressivd．We’ve also learned the target language I am lanimal because I am strong and intelligent． I like water, and I lat vegetables． You are like anelephant． No．You’re like a manatee．Yes!Ⅵ Homew． Get studwrite dowaand readartners．Lartners guess what animals they are talking about．2． Review the new wordboxActivity 1a．Ⅶ Blackboard DesignUnit 15 We’g to save the manatees!AThe First PeriodTarget language:I am lanimal because I am strong andintelligent． I like water, and I lat vegetables．You’re like an elephant．No．You’re like a manatee．．Unit 15 We’g to save the manatees!Td PeriodⅠ． Teaching Aims and Demands1． Knowledge Ob（1） Key Vocabuladangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetaweigh, pound（2） Target LanguageHow big are manatees?They’re about 10 feet long and they weigh about 1 000 pounds．2． Ability Ob（1）Train students’ listening ability．（2）Train students’ speaking ability．（3） Train students’ the ability of using grammar focus．3． Moral ObWe must be fully awaaducing pollution andg animals．Ⅱ． Teaching Key P． Key Vocabuladangered,mangrove, swamps, habitat, aquatic feed2． Target LanguageHow big are manatees?They’re about 10 feet long and they weigh about 1 000 pounds．3． StructuPgressiveWe’g to save the manatees．Panatees eat about 100 poundd a day．Past with "usedThere used to be a lot of manatees． Passive vIn 1972, it was discovered that they were endangered．Pwamps have blluted．Ⅲ． Teaching Difficult P． the target language 2．How to train students’ listening ability．Ⅳ． Teaching Methods1．Listening methodve students’ listening ability．2． Pairwake every student wlass．3． Review, explanaductive methodsⅤ． Teaching Aids1． A tader2． The blackboardⅥ．Teaching ProceduⅠ Revwork． Gairs to act ouversations． Wwudents also guess what animals they are talking about．Ⅱ 2aThis activity provides guided listening practice using the target language． Look aure． Ask, What can youure? （A manawater．）Go througuctions wlass． You will hear two people talking about manatees． Listen and draw a line between each word and its d．Read the sample answer． Then say, The word endangered meaaren’t very maanimal lworld． The manadangered becauaren’t very maanimals．Plading for stud． Tudents only lding carefully． Plading a second time． Tudents draw lines between each word and its d．answers wlass． Answ． b 2． d 3． a 4． cTaBoy : Can you tell us about the manatees, please?Man : Sure．We’g to save them．Boy : Why? Adangered?Man : Yes． There used to be a lot of manatees, but now there aren’t very ma．Boy : Do you know how maare?Man : Aare only about 2 500U． S． In 1972, it was discovered that they were endangered．govas passed law．Boy : Where do they live?Man : Their favorite habitawater undangrove swamps．Boy : And why adangered?Man :wamps have blluted．Al’t enough food for all．As you ca’re large． The average manatee is aboulong and weighs about 1 000 pounds． They need about 100 pounds of aquatic feed a day．Boy: Aquatic feed?Man: Oh, that’s underwater plants and vegetation． Th at’s whaat．Ⅲ 2bThis activity provides listening practiceu-sing the target language．Go througuctions wlass． Look aadingart and the blanks next to each heading． You will hear the sading again． Tlisten carefully to what ble say and fillblaart． Look at the sample answer． The two peoplding are talking about manau wword manateeawords kind of animalart．Plading again． Get studllblaart．answers wlass．Answd of animal: manaNumbers: 2 500U． S．Habitat: water undangrove swamps Reason ware endangered: swamps pollutedugh foodD: larglong, weighs 1 000 poundIV 2cThis activity provides guided oral practice using the target language． Look at the sample conversabox． Invite a paudadlass．SA : How big are manatees?SB : They’re about l0 feet long and they weigh about 1 000 pounds．Reaductions aloudlass． Each paudents can make a conversation using informaActivities 2a and2b． Let students wairs． While they are working, move around the claggairs andg help as needed．When studwork, awo paaversalass．versaA: Where do manatees live?SB: They livwater undangrove swamps．versation 2SA : Why are manatees endangered?SB : Becauwamps have been polluted．And’t enough food for all the mana．Ⅴ Grammar FocusLook at the grammar focus box． Invite five studad the stalass．We’g to save the manages． Manatees eat about 100 poundd a day．There used to be a lot of manatees． In 1972, it was discovered that they were endangered．wamps have blluted．Put the clave groups and ask each group to bxverbanda review of thalass． Havudents explain what the verbused for and then givampl．Students can look back at the units wverb tense wad or practiced．Pgressive: Reviewed throughout the book．Present: Reviewed throughout the bPast with used to: UPassive voice: Unit 10P: UWhile the groups are working, walk around the clalping the students wxplanations andampl．Audach grouw their work． Audw their work, ask quandaxplana．（1） Pgressive:verbs that express aaues over aperiodalso called Pu． The structure is am/is/are+ -ing． For example: He is reading a story book．（2） Present: It is used for indicating aat is usual and habitual． Tverb is do or does． For example:I gl by bike．dwork every day．（3）Past with used to: The structure of used to + inf． indicates a constant or-frequent praast． For example:I used to go swimming when I was a child．（4）Passive voice: Tverb is be + p．． For example:Our claleaned every day．（5） Present Perfect: Tverb is have/has + p．For example:I have alreaddwork．Ⅵ SummaryIlass, we’ve learnedant 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．Ⅶ Homew． Makeconversaaview the target language．2． Make fivview the grammar focus．Ⅷ Blackboard DesignUnit 15 We’g to save the manatees!ATd PeriodMaview the grammar focus:（1） He is reading a story book．（2） I gl by bike． She dwork every day．（3） I used to go swimming when I was a child．（4） Our claleaned every day．（5） I have alreaddwork．Unit 15 We’g to save the manatees!The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Ob（1） Key Vocabulary against, be suitablages, educate, caurge（2）Target Language Iat animals should not liv． I disagree with you． I feel thavide clean and safe pladangered animals to live．2． Ability Ob（1）Train students’ integrating skills．（2）Train the abilxpressing students’ ow．3． Moral obAnimals are our friends． We must know how to love them and how． That way, It is good for both animals and us．Ⅱ．Teaching Key PTrain students’ integrating skills．Ⅲ．Teaching Difficult PHowve students’ integrating skills．Ⅳ． Teaching Methods1． Fast-reading method2．Groupwork and pairwⅤ． Teaching Aids1． A2． The blackboardⅥ． Teaching ProceduI RevT: Yesterday we learned the target language and reviewed some grammar． Now who can mausing the grammar we reviewed yesterday．: I’m answering a question． S2 :gg every week．: She used to livuntryside, but now she liv．: He was made to do so．: She has learned a lw words．T: Very good．Ⅱ3aThis activity provides reading practice u-sing the target language． Showvocabulary wordby a．aga．反对；违反suitable adj．合适的；适宜的adj．极小的；微小的cage n．笼子；囚笼educate v．教育；培养public adj． n 公众（的）；民众（的）care for 关怀；照顾urge v．强烈要求；竭力主张Read the words and ask stud-peat again and again until they can pronouwords fluently and accurately． Go througuctions wwhole class．Invite a studad the llass．any pronunciaake suudviding a good modellass．Get studad the lwn again and underlasons why the wd．answers wlass．AnswZoos able plaanimals to live．The animals aages and can hardly move at all． And they are only given food once a day．N． tiny—very small2． Culture note: Many Ware extremeld about animal welfare anduganiza． Suludal treaarm animals and animal．le feel that we should not eat any food made from animals or wear any animal produludinglea．Ⅲ 3bThis activity provides reading and writing practice using the target language．go througuctions wlass．Invite a studad the llass．any pronunciaake suudviding a good modellass．Ask studad the letter again． Twwairs． Wwork, walk around the claggairs andg help as needed．answers． Answers will vary but a good letter will talview and argue w．A sample answerDear EdAfter reading the two lI realize that I must sag about animals and zoos．I don’t agree with Disgusted． In fact, many animals only eat once a davery few dading them jua daa problem at all． Iare vant to animals． They caany endangered animals from being killed or hunted． They can provide man with plaarch work． Also we can vanimalleawledganimals better．ly,×××Wlblackboard as an example．N． living—active: lively2． care for—look after; provide foodl．3． urge—request earnestly;uade; strongldⅣ PaThis activity provides oral practice using the target language．Go througuctions wlass． There will be two dams． One team will talk about ware good plaanimals andam will say ware bad paanimals．Look at the lx． Invite a studad the list aloudlass． Then guduse each exa compl．: Iat elephants shouldn’t b．S2 : I believe that animallive longer than animalungle．Put studwo teams． Let each team work together as they write dowawing their viewpoint, using the exbox．Look at the sample languagbox． Invite a paudadlass．SA : Iat animals should not liv．SB : I disagree with you． I feel thavide clean and safe pladangered animals to live．Awo teams to debate in class．First, callam to give a statement． Then aam togive a staat is relatedatement． Helams make several daabout a singlbefore going on to a．For example:Tea: Iat zoos auitable for animals to live in． Tea: Why do you?Tea: Because animalare only given food once a day．They’re hungry．Tea: I disagree with you． I believe that many animals only eat once a davery few days．d to worry about that．Ⅴ SummaryIlass, we’ve learnedvocabulary words su ch as against, be suitablages, caurge．We’ve also done a lading, writing and speaking practice using the target language．Ⅵ Homew． Fxages 61～62workbook． 2． Wlditor．Ⅶ Blackboard DesignUnit 15 We’g to save the manatees!AThe Third PeriodDear EdAfter reading the two lI realize that I must sag about animals and zoos．I don’t agree with disgusted． In fact, many animals only eat once a davery few dading them jua daa problem at all． Iare vant to animals． They caany endangered animals frombeing killed or hunted． They can provide man with plaarch work． Also we can vanimalleawledganimals better．ly,×××Unit 15 We’g to save the manatees!The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Ob（1） Key Vocabulalale, shower, paper towels, nau（2） Target LanguageWe really shouldn’t use paper nau know．I know． I stopped using them last year．2． Ability Ob（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target languagversation．（3）Train students’ ability to uarget language．3． Moral ObWe should be awaag the env．Ⅱ． Teaching Key P． Key Vocabulalale,tu2． Target LanguageWe really shouldn’t use paper nau know．I know． I stopped using them last year．Ⅲ． Teaching Difficult P． How to train students’ speaking and listening ability．2． How to uarget language．Ⅳ． Teaching Methods1． Listening method2． Pairwake every student wlass．Ⅴ． Teaching Aids1． A tader2． The blackboardⅥ． Teaching ProceduI Revwork, Invite a studadlditor． Helany mistakes．Ⅱ 1aThis activduces new vocabulary．Reaductions aloudlass．Then ask, What’aningase save the planet．（It mealanet Earth clean and not polluted．）Look ave suggways to save the planet． Invite a studad each one aloudlass． Make sure students understand the meaning of each suggestion．ding in cars．le books and paper．tulights when you leave a room．tuwer while you are washing your hair．don’t use paper towels or napkins．Get studwrite a numbag to do, a number 2d eag to do, and．answers． Students will probably have danswers． Luday wa certain thing is easy to do and ag is difficult to do． For example: Iasy to tulights when you leave room． Because evan do it without a． It is difficulding in cars． Many people go to work or gl by car, becauar awa． Otherwwill be late． N． stop doing—due doing2． recycle—treat so that further ublⅢ 1bThis activity provides guided oral practice using the target language． Readulass． You will compare the answers you wActivity la．Look at the examplbubbles． Invite a paudadlass． SA: Recycling paally easy．SB: I agree．But it’s hardding in cars．Look back at the lActivity 1a again． Fudent makes a statement． Tudent agdisagrees withit． You can look back at ActivA to get ideas of words to use when agreeing and disagreeing．Have students work togve around the clag the work andg help as needed．Ask a paudaanswers as an example．SA: Turninglights when you leave aally easy． SB: I agree with you．SA: Not using paper towels is really hard．SB: I disagree with you． I believe that we can use handkerchieves．Ⅳ 2aThis activity provides listening practice warget language and new vocabulary words．Go througuctions wlass． Now you will hear Jack and Julia talk about what they are doing to help save the planet． Look aart． Invite a studad the lat Julia and Jack talk about．turningligurningwg using paper naaking your own bags wgding in cading a bling paPladingactivudents． Tudents only listen carefully． Plading a second time． Say, Lding again andgs Julia and Jack talk about． Iary, plading again．answers wlass．AnswThey talk about: turningligurningwer．taking your own bags wg．ding in cars, riding a bike．TaBoy: Hey, Julia．Don’t forget to tulights． It saves el．Girl: Oh, I know． I usually do that． I was just in a hurry．How you’dvack?Boy: I always have been．Ll’g they can do, but I just read this book about it, and there are lgs the averagan do．Girl: Like what?Boy: Well, you should tuwer when you’re washing your hair．Girl: Oh, I’d never do that]Boy: You wouldn’t?Girl: No, I have vair．I’m onlwer for a few minutes．Boy: Well, every minute helps．Girl: What else day?Boy: It says you should take your own bags when you go foodg．Girl: Oh, that’s not difficult． I can do that． What else?Boy: Hmmm．Here’s a good one． It says people shouldding in cars and start riding hikes．girl: Oh, I’ll never do that! Can youding 45 minutes to andl every day?Boy: Well, Ivallant． Besides, I like riding my bike．Girl: Yes, and you also live cll!Ⅴ 2bThis activity gives students praunderstanding the target languagversation．You will hear the sading again．Listen andgs that Julia is doing nowgs She will duture, andgs she would never do．Plumn headingart and let students read the headings agawn． Now lding carefully andgs．Plading agaary．Studanswers．answers．AnswThings Julia is doing now: turninglights． Things Julia will duture: taking bags wg．Things Julia will never do: turningwding in cading a bike．Ⅵ 2cThis activity provides guided oral practice using the target language． Look at the sample conversation． Invite a paudad it aloudlass．A: We really shouldn’t use paper nau know． B: I know． I stopped using them last year． Go througuctions wlass． Say, Have aconversation abouart． Talk about wgs you do now, which you will duture, and which you would never do． Get studwairs． While they are working, walk around the claggairs andg help as needed． Invwo paaversalass．SA: We should tulights when me leave a room． SB: I always do that．SA: We should take our own bags wg．SB: That’s easy． I will do that in future．SA: We really shouldn’t ride in cars．SB: I’ll never do that! Our school is far awa． It taur to ridl every day．Ⅶ Summary Ilass, we’ve learnedvo cabulary, such as recycle, shower, paper towels, naurn off．We’ve also learned the target language We really shouldn’t use paper nau know． I know． I stopped using them last year．Ⅷ HomewTalk about things that you are doing now, you will duture and you would never do using the target language and write dowversations．Ⅸ Blackboard DesignUnit 15 We’g to save the manatees!BThe Fourth PeriodTarget language:A: We really shouldn’t use paper nau know．B: I know． I stopped using them last year．Unit 15 We’g to save the manatees!The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Ob（1） Key Vocabulaash, pull down, be madgluation, bottle, spa（2） Praading an article．（3） Practise writingg using the target language．2． Ability Ob（1）Improve students’ integrating skills-reading skill and writing skill．（2）Improve students’ speaking ability by talking to ea．3． Moral ObWe must realaling, Ily is a useful savingbut also caur env．Ⅱ． Teaching Key PPraading and writing using the target language．Ⅲ． Teaching Difficult P．Howve students’ reading ability．2．Howve students’ speaking ability．Ⅳ． Teaching Methods1．Reading methodve students’ reading ability． 2． Writing methodve students’ writing ability． 3． Speaking method．Ⅴ． Teaching Aids1． A2． The blackboardTeaching ProceduⅠ RevRevarget languagdunit．work． Aaad ouversations．Ⅱ 3aThis activity provides reading practice using the target language． Teaw words． Show the new wordby a．stuff n．废物；无用的东西material n．材料；原料pull v．拉；拖；拔pull down 摧毁；推翻be made from 由……制成；由……构成bottle n．瓶子glue v．胶合；粘贴；黏合 n．胶水．顶；屋顶；房顶discard v．丢弃；放弃tile n．瓦片；瓷砖．栅栏；围墙can n．（装液体等，常带有盖的）金属罐ation n．灵感；鼓舞人心的人（或事物）spare adj．多余的；空闲的Read the words and ask studat them again and again until they can pronouly and fluently．Look at the article The houash． Invite a studad the article aloudlass．any pronunciaaake suudviding a good modellass． Go througuctionswlass． Elqulass．（Who is Amy Winterbourne?） Make sure studw what to do． Encourage studabout qubeginning with who, what, when, where, why and how． Now read the article． Then write your quur exercise book． Have students do theactivairs． Studuld discuss wwould waw the answer to each question． Wwork, move around the claggairs and providing help as needed．answers wlass．AnswAnswers will vary but might includeWho taugw to mause?What isn’t made out of trau se?When did she start making her trash house?Wuse?Why did she use trash to build a house?How long did it take to build her house?N． the houash—the house made out of trash2． most—（here） v． out of—（here）by the use of;． discard—throw out or away; put aside,give up （sth． useless or unwanted）5． inspiration—（here）g thaⅢ 3bThis activity provides reading and writing practice using the target language．Look at the Bure． Please tellags youure．（a trash can, a pair of pants, a napkin） Then look at the Aure．Say to students． Please find out things madled materialBure．（the backpaaarf）Go througuctions wlass．Make sure studw what to do．Ask dudake samplusingases made from and used to be abouAure．For example:His backpack used to be a pair of pants．His backpack is made from a pair of pants．Get studlarticle individually． While they are working, go around the claggudg help and answering quaary．Invite a studadleted articllass．AnswWinterbourne lovlad． At school, evallRecycling． 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．Ⅳ PaThis activity provides reading, writing, and oral practice using the target language． Reaductions aloudlass．Please tellgs that you recycle．（paper, glass, aluminum cans, plaardboard） Look at the survey form． Invite a studad the headingsaloudlass． Braaddlist． Say, Talk to your classmates and find out wles eaur list． Let students move around the classroom and alassmates abouling habits．When studwork．Ludents tell what they learned．How many students did they talk to?umber, how male paper?How many tulights wleavuse?A sample surveyQuThe numbudents（20）le paper 12turn off liguse 10tuwer 2while washing haake your own hagwgⅤ SummaryIlass, we’ve done a laading and writing as well as speaking．Ⅵ Homew． Read the article in Activity 3a agau．2． Complarticle in Activity 3b．3．Do the survey in Activudents haven’．Ⅶ Blackboard DesignUnit 15 We’g to save the manatees!BThe Fifth PeriodAnswers to Activity 3bWinterbourne lovlad． At school, evallRecycling． 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’g to save the manatees!The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Ob（1） Fillblanks and mausing sudangered, recycle, wear, pull down（2） Wversations usingation．2．Ability ObTrain students’ writing ability．3． Moral ObWe should form good habits． They aly good for ourselves but also good for ou．Ⅱ． Teaching Key P． Fill in blanks and ma． 2． Wversations．Ⅲ． Teaching Difficult Pake students using sudangered, cycle, wear, pull downⅣ． Teaching Methods1． Teaching by explana2． Speaking method3． Writing methodⅤ． Teaching Aids1． A2． The blackboardⅥ．Teaching ProceduⅠ Revwork． Invite a few studad the article in Activity 3a． Then let a student readwn article．ⅡThis activity focuses on vocabuladucedunit．Look at the wordbox． Invite a studadthem． Make suudents understand the meaning of each word． Then fillblanks wwords． Iases, students may need to use aword, for example adjustingubject/verb agreement． Tell studan find all the wordding unit． Get studllblawn．answers． Ask five students eaad allingblanks． Tudanswers． Show the answby a．Answ．Why are you wearing a coat? It’s not very suitable/weather．2． Our school football team needupport． They aren’t doing very well．3． Pandas are endangered animals． They aren’t doing very well．4．It’ale paav．That apartment blld and dangerous． It should be pulled down．Have students mawwwordablat are meaningful． Walk around the classroom． Collect a few students’ answers wablackboard． Then help studakes．Sample answ． Iave your support．2． Ian 30 yeaanatees were endangered．3． Recycling paper is vant and necessary．4． What do you like to wear?5． The buildings that are dangerous must be pulled down．Ⅲ Part 2This activity provides speaking and listening practice using the target language．Go througuctions wlass．Invite a pauddel paample dialogue addingwnanswers．any pronunciaake suudents are providing a good modellass．SA: What ags you are supposed to do?SB: I’m supposed to gldwork and clea．Get studversaairs． AaaA paanswer, pauld switch roles and practice a second time．Review the task． Invite a few studaversations wlass．Answers will vary．Sample conversaversaA: What ags you are supposed to do?SB: I’m supposed to go home alwork and g o to bed at ten．SA: What are you supposed to do when youur teacher?SB: I’m supposed to gacher．versation 2SA: What happened yesterday?SB: I missed the bus． I was lal．SA: Why did youbus?SB: I got up late．versaA: Give me that bB: Please ask politely．SA: I’m sorry． Could you please give me that。
九年级英语全册 Unit 15 We are trying to save the manate教学案(无答案) 人教新目标版
2013年九年级英语全册 Unit 15 We are trying to save themanate教学案人教新目标版课前预习1.翻译下列句子或短语。
provide …. for __________ care for __________ try to do sth____________care for _________ not … at all ___________ be surprise to do sth._________ 1.)we are trying to save the manatees._______________________________________2.)There used to be a lot of manatees. _______________________________3.)I am writing to say that I am against building a new zoo in our town._____________________________________________________________4.)The animals are kept in tiny cages and can hardly move at all._______________________________________________________________2. 翻译下列单词enormous ( ) save ( ) gentle ( ) playful ( )feed ( ) African ( ) underwater ( ) discover ( ) educate课文讲解一、重点单词1. save 解救；挽救例：The doctor saved the poor girl. 这位医生救了这个可怜的女孩。
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.。
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earth Look at our earth!
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We throw trash everywhere.
listen
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(2) hear sb do/doing sth sb be heard to do/doing sth I often hear him ___ in the next room. 唱歌
sing
When
I passed there, I heard a boy
____ sadly. 哭
crying
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Tom
is often heard ____ on Sunday
afternoon. 弹钢琴
to play the piano
(3) hear of /about “ 听说, 听到 ”,
强调从别人那里间接得到的信息. I don’t know the writer, but I have
It is made from bottles.
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3a Reading
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Phrases
1 听说 1.hear of 2 一个不寻常的人 2. an unusual man 3被叫做 3. be called 4 推倒 4. pull down 5 由… 做成 5. be made from 6 赢得奖项 6. win an award 7 在某人的业余时间 7. in one’ spare time 8 制作模型玩具 8. make model toys 9 为 … 筹集钱 9. raise money for
(3) lose 失败, lose to sb, 败给某人
Who ___ the game last week? Class One or Class Two?
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won Next Friday,the boys ____输the girls in the English Speech competition. That means, the girls ____ 赢the boys in the English Speech competition. will lose to, will beat/will defeat
What should we do to save the planet?
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stop ridding in cars
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turn off the lights when you leave a room
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2. Amy
recently won an award from Help Save Our Planet Society. win,won, won, winning ,winner (1) win a race /a battle /a prize 赢得赛跑/战役/战争/奖品 (2) beat sb=defeat sb 打败某人/对手
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We humans cut too many trees.
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Many factories pour waste water into rivers.
The polluted water makes the fish and - 新世纪教育网 版权所有 animals die.
heard of him.
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(4) hear from sb=get a letter from
sb=receive a letter from sb 收到… 来信 I haven’t ____ for a long time. 收到她的来信 heard from her, received a letter from her, got a letter from her The other week, she ___ a letter from his son, which made her quite happy. 收到
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I
____ carefully but ___ nothing .
listened, heard
Her
voice ____ soft and sweet. ____ an exciting film.
so like ___! What is happening outside?
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recycle books and papers
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turn off the showers while you are washing your hair
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Explanation 1. You have probably never heard of Amy Winterbourne. 你可能从没听说过艾米 ·温特波尼。 (1) hear,heard, heard 听见 强调结果；listen to…听…强调过程； sound +adj 听起来
don’t use paper towels or napkins
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2a 2b Listening
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Do you know what the house is made from?
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