九年级英语教案Unit 15 Were trying to save the manatees.docx

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1、Unit 15 Were trying to save the manatees!备课组长：张礼霞备课成员：叶松华 汪时女徐国建The First PeriodTeaching Aims and Demands1Knowledge Objects（1）Key Vocabularymanatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted（2）Target LanguageI am like this animal because

2、I am strong and intelligent I like water, and I like to eat vegetablesYoure like an elephantNoYoure like a manateeYes2Ability Objects（1）Train students listening ability（2）Train students communicative competence3Moral ObjectLove all kinds of animals because they are our friendsTeaching Key PointTarge

3、t LanguageTeaching Difficult Points1How to train students listening ability2How to train students communicative competenceTeaching Methods1Didactic to learn the new vocabulary2Listening-and-answering activity to helpstudents go through with the listening material3Groupwork to make every student work

4、 in class, Teaching Aids1 A tape recorder2 The blackboard3 A projector Teaching ProceduresStep I RevisionNow lets review five different verb tenses Can you name the five tenses? Please look at the screenShow the names of the five tenses on the screen by a projector along with a sample sentence for e

5、achpresent progressive: Youre reading these sentencespresent: We use our books every daypast with used to: He used to live in the countrysidepassive voice: Our classroom is found at the end of the hallpresent perfect: We have already finished Unit 14 We havent finished Unit15 yetInvite a student to

6、read the verbs in these sentences Then get other students to briefly explain what each tense is used forPresent progressive describes things that are happening right nowPresent describes things that happen all the time or usually happenThe past with used to describes things that were a certain way i

7、n the past, but have changed nowThe passive voice describes things that we dont know who did, or we dont care who performed the actionThe present perfect describes recent eventsGet students to think of two or three more sample sentences using each type of verb Have several students read their senten

8、cesStep 1aThis activity introduces the key vocabularyLook at the signs on each animals picture and read the words to the class Get students to repeat the name of each animalAfrican elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears If necessary, read the words and ask students to rep

9、eat them again Then have students read the words by themselvesMake sure students can read the words correctly and fluentlyRead 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 wor

10、d means in their own words For example, A gentle animal is quiet and not dangerous A fury animal is covered with soft hair Ask some students to explain any words students may not understandStep 1bThis activity gives students practice in understanding the target language in spoken conversationGo thro

11、ugh the instructions with the class Look back at the list of words in Activity 1a You will hear Check the answersStep 1cThis activity provides oral practice using the target languageGo through the instructions with the whole classLook at the sample conversation in the box and get three students to r

12、ead it aloud to the classSA: I am like this animal because I am strong and intelligent I like water, and I like to eat vegetablesSB: Youre like an elephantSA: NoSC: Youre like a manateeSA: Yes!Tell students to think of an animal that is the same as them in some ways Take a few minutes to write down

13、a statementSay, You can write a sentence or two that describes how you are similar to the animal you choose Dont say the name of the animalA 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 aboutSte

14、p SummaryIn this class, weve learned some important words such as manatee, kangaroo, Po ; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted Weve 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 Y

15、ou are like an elephant No Youre like a manatee Yes!Step Homework1 Get students to write down some statements and read them to their partnersLet the partners guess what animals they are talking about2 Review the new words in the box inActivity 1aStep Blackboard DesignThe Second Period Teaching Aims

16、and Demands1 Knowledge Objects（1） Key Vocabularyendangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound（2） Target LanguageHow big are manatees?Theyre about 10 feet long and they weigh about 1 000 pounds2 Ability Objects （1） Train students listening ability （2）

17、Train students speaking ability （3） Train students the ability of using grammar focus3 Moral ObjectWe must be fully aware of the importance of reducing pollution and protecting animals Teaching Key Points1 Key Vocabularyendangered, mangrove, swamps, habitat, aquatic feed2 Target LanguageHow big are

18、manatees?Theyre about 10 feet long and they weigh about 1 000 pounds3 StructuresPresent progressiveWere trying to save the manateesPresent Teaching Difficult Points1 the target language2 How to train students listening ability Teaching Methods1 Listening method to improve students listening ability2

19、 Pairwork to make every student work in class3 Review, explanation, inductive methods Teaching Aids1 A tape recorder2 The blackboard Teaching ProceduresStep RevisionCheck homework Get some pairs to act out their conversations When they work, the rest of students also guess what animals they are talk

20、ing aboutStep 2aThis activity provides guided listening practice using the target language Look at the picture Ask, What can you see in the picture? （A manatee is in the water）Check the answers with the classStep 2bThis activity provides listening practice u-sing the target languageGo through the in

21、structions with the class Look at the headings in the chart and the blanks next to each heading You will hear the same recording again This time listen carefully to what both people say and fill in the blanks in the chart Look at the sample answer The two people on the recording are talking about ma

22、natees, so you write the word manatee after the words kind of animal in the chartPlay the recording again Get students to fill in the blanks in the chart Check the answers with the classAnswersKind of animal: manateeNumbers: 2 500 in the U SHabitat: water under trees in mangrove swamps Reason why th

23、ey are endangered: swamps polluted, not enough foodDescription : large, three metres long, weighs 1 000 poundsStep IV 2cThis activity provides guided oral practice using the target language Look at the sample conversation in the box Invite a pair of students to read it to the classStep Grammar Focus

24、Look at the grammar focus box Invite five students to read the statements to the classWere trying to save the manages Manatees eat about 100 pounds of food a dayThere used to be a lot of manatees In 1972, it was discovered that they were endangeredSome of the swamps have become pollutedPut the class

25、 in five groups and ask each group to become experts in one of the verb tenses and presents a review of that tense to the rest of the class Have the students explain what the verb tense is used for and then give some sample sentencesStudents can look back at the units where their verb tense was pres

26、ented or practicedPresent progressive: Reviewed throughout the bookPresent: Reviewed throughout the book Past with used to: Unit 4 Passive voice: Unit 10Present perfect: Unit 14While the groups are working, walk around the classroom helping the students with their explanations and their sample sente

27、ncesAsk one student of each group to show their work As the students show their work, ask questions and correct any errors in their explanations or sentences（1） Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense Th

28、e structure is am/is/are+ -ing For example: He is reading a story book（2） Present: It is used for indicating action that is usual and habitual The form of the verb is do or does For example:I go to school by bikeShe does her homework every day（3）Past with used to: The structure of used to + inf indi

29、cates a constant or-frequent practice in the past For example:I used to go swimming when I was a child（4）Passive voice: The form of the verb is be + pp in the sentence For example:Our classroom is cleaned every day（5） Present Perfect: The from of the verb is have/has + p p For example:I have already

30、 finished my homeworkStep SummaryIn this class, weve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed Weve also learned the target language How big are manatees? Theyve about 10 feet long and they weigh about 1 000 pounds At last, we reviewed some grammar we h

31、ave learnedStep Homework1 Make conversations in pairs to review the target language2 Make five sentences to review the grammar focusStep Blackboard DesignThe Third Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge（2）Ta

32、rget Language I think that animals should not live in zoosI disagree with you I feel that zoos provide clean and safe places for endangered animals to live2 Ability Objects（1） Train students integrating skills（2） Train the ability of expressing students own opinions3 Moral objectAnimals are our frie

33、nds We must know how to love them and how to protect them That way, It is good for both animals and us Teaching Key PointTrain students integrating skills Teaching Difficult PointHow to improve students integrating skills Teaching Methods1 Fast-reading method2 Groupwork and pairwork Teaching Aids1 A

34、 projector2 The blackboard Teaching ProceduresStep I RevisionT: Yesterday we learned the target language and reviewed some grammar Now who can make sentences using the grammar we reviewed yesterdayStep 3aThis activity provides reading practice u-sing the target language Show the key vocabulary words

35、 on the screen by a projectorRead the words and ask students to re-peat again and again until they can pronounce the words fluently and accurately Go through the instructions with the whole classInvite a student to read the letter to the class Correct any pronunciation errors to make sure the studen

36、t is providing a good model for the rest of the classGet students to read the letter on their own again and underline the reasons why the writer is opposed to zoosCheck the answers with the classAnswersZoos are terrible places for animals to liveThe animals are kept in tiny cages and can hardly move

37、 at allAnd they are only given food once a day Notes1 tinyvery small2 Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them Such protection includes the ethical treatment of farm animals and animals in zoos Some people feel that we

38、should not eat any food made from animals or wear any animal products, including leather shoesStep 3bThis activity provides reading and writing practice using the target languagego through the instructions with the classInvite a student to read the letter to the class Correct any pronunciation error

39、s to make sure the student is providing a good model for the rest of the classAsk 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 neededCheck the answers Answers will va

40、ry but a good letter will take the points from the letter opposite to their point of view and argue with themA sample answerDear Editor,After reading the two letters, I realize that I must say something about animals and zoos I dont agree with Disgusted In fact, many animals only eat once a day or o

41、nce 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 knowledg

42、e to protect the animals betterSincerely,Step Part 4This activity provides oral practice using the target languageGo 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 pa

43、ces for animalsLook 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 sentenceIn this class, weve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge Weve also done a

44、lot of reading, writing and speaking practice using the target languageStep Homework1 Finish off the exercises on pages 6162 of the workbook2 Write the letter to the editorStep Blackboard DesignThe Fourth Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularyplanet, recycle, shower, p

45、aper towels, napkins, turn off（2） Target LanguageWe really shouldnt use paper napkins, you knowI know I stopped using them last year2 Ability Objects（1） Train students speaking and listening ability（2） Train students ability to understand the target language in spoken conversation（3） Train students

46、ability to use the target language3 Moral ObjectWe should be aware of the importance of protecting the environment Teaching Key Points1 Key Vocabularyplanet, recycle, turn off2 Target LanguageWe really shouldnt use paper napkins, you knowI know I stopped using them last year Teaching Difficult Point

47、s 1 How to train students speaking and listening ability 2 How to use the target language Teaching Methods 1 Listening method 2 Pairwork to make every student work in class Teaching Aids 1 A tape recorder 2 The blackboard Teaching ProceduresStep I RevisionCheck homework, Invite a student to read his or her lett