2019-2020年九年级英语上册Unit15《Wearetryingtosavethemanatess》教案人教新目标版

1、2019-2020 年九年级英语上册 Un it 15Weare trying tosave themanatess教案人教新目标版Lan guage goals:In this unit stude nts lear n to debate an issue.New Ian guages:We re trying to save the manatees.Man atees eat about 100 pounds of food a day.There used to be a lot of man atees.In 1972, it was discovered that they we

2、re endan gered.Some of the swamps have bee polluted.Difficult poin ts:1. Describe the ani mals correctly.2. How to use thePrese nt Progressive, Prese nt Simple,Passive Voice and Prese nt Perfect .3. Howto improve the studentswriting ability accordingTeach ing aids: puter, video, recorderTeach ing pe

3、riods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: /Section A 3a /3 b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teach ing aims:1. Teach key vocabulary.2. Target la nguages:I am like this ani mal because I am strong and in tell

4、ige nt.I likewater,and I liketoYou re like an elephant.No.You re like a manatee.Yes.3. Train the speaking and listening abilities.4. Train stude ntsmuni cative pete nee.Teach ing procedures:Used to ” + infinitive.to the reading materials.eat vegetables.RevisionStep1.Ask students to review five diffe

5、rent verb tenses and name the five tenses.Ask them to look at the screenShow the names of the five tenses on the screen by a projector along with asamplesentenceforeachpresentprogressive:WerestudyingEnglish.present:I walktoschooleverydaypastwith used to:I usedtoplay thepiano.passivevoice: Teawasinve

6、ntedbyaccident.present perfect: We have already finished our homework.Get a student to read the verbs in these sentences. Then get other students to briefly explainwhat each tense is used for. Get students to think of two or three more sample sentences usingeach type of verb. Have several students r

7、ead their sentences.Step 2. Section A 1aThis activity introduces the key vocabulary. Ask students to look at the signs on eachanimalspicture. Get one or twostudents to the class. And read the words to the class. Get students to repeat the name of eachanimal. Read the directions to the class. Point t

8、o the list of words in the box. Read the wordsand let students repeat them. Then get different students to explain what they think each wordmeans in their own words. For example: A gentle animal is quiet and not dangerous. A furyanimal is covered with soft hair.Ask some students to explain any words

9、 students dontunderstand. Have students fill in theanswers on their own. As they work, walk around the classroom checking their progress andanswering any questions they may have. After students have finished using all the words fromthe box, let the students write some other words in the blanks below

10、 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 spokenconversation. Go through the instructions with the class. Readthe list of words in Activity 1a.Say: You will hear Ginny and Victor talk

11、 about the animals in the picture in Activity 1a. Nowplease listento the recording carefully and circle thewords 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 thewords

12、 they hearCheck the answers.Step 4. Section A 1c Group workThis activity providesoral practiceusingthetargetlanguage.ontherecording.Go through theinstructionswiththewholeclass.Have students look at the sample conversation in the box and get three students to read italoud to the class.Tell students t

13、o 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 youchoose. Dont say the name of the animal. A few minutes later, let student read theirstateme

14、nts to the class and see how quickly the other students can guess what animal thestudents are talking about.Step 5. Section A 2aThis activity provides guided listening practice using the target language. Ask students todescribe the picture in groups. Then have a student describe it to the class. Go

15、through theinstructions with the class. Say: You will hear two people talking about manatees. Listen anddraw a line between each word and its definition.Read the sample answer. Then say: The word endangered means there arentvery many of this animal left in the world. The manatee is endangered becaus

16、e there arentvery many of these animals. Play the recording the first time, students only listen. Play therecording a second time. This time ask students to draw lines between each word and itsdefinition. Check the answers with the class.Step 6. Section A 2bThis activity provides listening practice

17、u-sing the target language. Go through the instructionswith the class. Ask students to look at the headings in the chart and the blanks next to eachheading. Say: You will hear the same recording again. This time listen carefully to what bothpeople say and fill in the blanks in the chart. Get student

18、s to call attention to the sample answer.The two people are talking about manatees, so you write the word manatee after the wordskind of animal in the chart. Play the recording again. Get students to fill in the blanks in thechart.Check the answers with the class.Step 7. Section A 2c Pair workThis a

19、ctivity 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 canthe work, ask one or two pairs to say theirconversations to

20、the class.Step 8. Grammar focusPoint to the grammar focus box, get five students to read the statements to the class. Weretrying 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 swamp

21、s have beepolluted.Put the class in five groups and ask each group to bee experts in one ofthe verb tenses and presents a review of that tense to the rest of the class. Have the studentsexplain what the verb tense is used for and then give some sample sentences. Students canlook back at the units wh

22、ere their verb tensewaspresentedorpracticed.Presentprogressive: Reviewedthroughoutthebook.Present:Reviewed throughoutthebookPastwith usedto:Unit4Passivevoice:Unit10Presentperfect:Unit14While thegroups are working, walk aroundthe classroomhelping the studentswiththeir explanations andtheir samplesent

23、ences.Ask one student of each group to show theirwork. As thestudentsshow theirwork, ask questions and correct any mistakes in their explanations orsentences.Step 9. ConclusionLearn and master the vocabulary words.Master the target languages.I am like this animal because I am strong and intelligent.

24、Youre like an elephant.make a conversationusing information from Activities 2aand 2b. Letstudents work in pairs.As they work, move around the classroom, checkingthe progressof the pairsand offeringhelp as needed.When students finishHow big are manatees?Theyre about 10 fee t long and they weigh about

25、 1,000 pounds.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 disa

26、gree 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 studentsown o pinions.Teaching procedures:Step 1. RevisionYesterday we learned the target language and reviewed some grammar. Now who can makes

27、entences using the grammar we reviewed yesterday. Ask students to make sentences ingroups to review the grammar. While they are working, move around the room offeringgrammar help as needed.Step 2. Section A 3aThis activity provides reading practice u-sing the target language. Show the key vocabulary

28、words on the screen by a projector. Read the words and ask students to repeat again andagain 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 st

29、udent is providing a good model for therest of the class. Have students read the letter on their own again and underline the reasonswhy the writer is opposed to zoos. While they are working, move around the room and offerpronunciation help if necessary.Check the answers with the class.Ask students t

30、o read again and discuss the language points in groups. Whilethey are working, move around the room providing grammar help where needed.Get a student to read the letter to the class. Correct any pronunciation errors to make sure the student isproviding a good model for the rest ofclass.Ask students

31、to read the letter again. Then have students finish the work on their own or in pairs. As theywork, 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 totheir p

32、oint of view and argue with them.A sample answer:Dear Editor,After reading the two letters, I realize that I must say something aboutanimals and zoos. I dontagree with Disgusted. In fact, many animals only eat once a day or once everyfew days, so feeding them just once a day is not a problem at all.

33、 I think zoos are very important toanimals. They can stop many endangered animals from being killed or hunted. They can provideman with places for research work.Also we can visitthe animals in the zoosto learn someknowledge toprotect theanimalsSincerely,XXXWrite theletter onthe blackboardas anexampl

34、e.Have students read the letter and find out the difficult points. Then discussin groups. The teacher can offer grammar help where needed.4.Section A 4 Debateteams. One team will talk about why zoos are good places for animals and theother team will say why zoos are bad paces for animals. Look at th

35、e list of expressions. Invite astudent to read the list aloud tothe class. Then get some students to use each expression in a plete sentence. A: I think thatelephantsshouldntbe kept in zoos.B: I believe that animals in zoos live longer than animals in the jungle.Put students in two teams. Let each t

36、eam work together as they write down some statementsshowing their viewpoint, using the expressions in the box. Look at the sample language in the box. Gettwo 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 zoosprovide clean and sa

37、fe placesStep 3. Section A 3bThisactivityprovides reading and writing practiceusing the target language.Go throughthe instructionswiththe whole class.theStepThis activityprovides oral practiceusing the targetlanguage.Go through the instructions withthe class. Say: There willbe two differentfor endan

38、gered animals to live.Ask the two teams to debate in class. First, call on one team to give a statement. Then get theother team to give a statement that is related to the first statement. Help the teams makeseveral different statementsabout a single pointbefore going on to anotherpoint.Forexample:Te

39、am 1: I think thatzoos are suitablefor animalstolive in.Team 2:Whydoyouthinkso?Team1: Because zoos provide homes formany animals,and helpto educatethepublicaboutcaringforthem.Team 2: I disagree with youI think animals there are only given foodonce a day. They are hungry.Step 5. PracticeDeal with som

40、e exercises on the video.Step 6. ConclusionLearn to express ones 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

41、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. Revision Check homework, get a student to read his or her letter to the editor. Helpcorrect any mistakesStep 2. Section B 1

42、aThis activity introduces new vocabulary.Have students describe the picture in groups. Then get one student to describe it to the class.Read the instructions aloud to the class. Then ask: Whatsthe meaning of the phrase save theplanet. If students have difficulty, the teacher can offer help.(It means

43、 to keep planet Earthclean and not polluted.)Ask students to call attention to the five suggestions for ways to savetheplanet.Get a studentto read each one aloud to the class. Make sure studentsunderstandthemeaningofeachsuggestion.Stopridingincars.Recyclebooksandpaper.Turnoffthelights whenyouleavear

44、oom.Turnofftheshower while youarewashingyourhair.Dontuse papertowelsornapkins.Ask studentsto writea number 1 in front ofthe easiest thingto 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 answer

45、s. Let one of the students tosay why he or she thinks a certain thing is easy to do and another thing is difficult to do. Forexample: I think it is easy to turn off the shower while you are washing your hair. Becauseeveryone can do it without any effort. It is difficult to stop riding in cars. Many

46、people go to workor 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 Ac

47、tivityla. 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 ofstudentstoreadittotheclass.A:Recyclingpaperisreallyeasy.B:I agree.But its hardto stopridingincars.Look back at the listof items inActivity 1aagain. Firs

48、tone 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 workStep 4. Section B 2aThis activity provide

49、s listening practice with the target language and new vocabulary words. Gothrough the instructions with the class. Say: Now you will hear Jack and Julia talk about whatthey are doing to help save the planet. Ask students to look at the chart. Get a student to readthelist of items that Julia andJack

50、talk about. If he or her has difficultyin reading,the teacher can repeatthemandaskstudentstofollow.turningoffthelightsturningofftheshowerstoppingusingpapernapkinstaking yourown bagswhenshoppingnotridingincarsridingabikerecyclingpaperPlay the recordingfor this activityforthe students the first time,

51、studentsonly listencarefully. Then play therecording a secondtime. This time askstudentsto listencarefully and checkthe things Juliaand Jacktalk about.Ifthereisdifficulty,play therecordingagain.Check the answers with the class.Step 5. Section B 2bThis activity gives students practice in understandin

52、g the target language in spokenconversation.Go through the instructions with the class.Ask students to look at the three column headings in the chart and let students read theheadings again on their own.Say: You will hear the same recording again. Ask students to listen and check the things that Jul

53、ia isandofferinghelpasneeded.Ask apairof students tosay their answersas anexample.A:Recycling booksandpaperisreallyeasy.B: Iagreewithyou.SA:Not usingpapertowelsisreallyhard.SB: I disagree with you. I think thatwe can use handkerchiefs instead.doing now, the things she will do in the future, and the

54、things she would never do.Now listen to the recording carefully and check the things. Play the recording again ifnecessary.Check the answers.Step 6. Section B 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation. Get a pair

55、 of students toreaditaloudtotheclass.A: Wereallyshouldt usepapernapkins,youknowB: IknowIstoppedusingthemlastyear.Go through the instructionswith the class. Say: Work in pairs about the itemsin the chart. Talk about which of these things you do now, which you will do in the future, andwhich you would

56、 never do.Get students to work in pairs. While they are working, walk around the classroom checking theprogress of the pairs and offering help if necessary.Get one or two pairs to saytheir conversationsto the class.A: Weshould turn offthe lightswhen meleavea roomB: Ialwaysdothat.A:We should takeour

57、ownbagswhenshopping.B:Thatseasy.I willdo thatinfuture.A:We reallyshouldt rideincars.B: Ill never do that! Our school is far away from my home. It takesmeone hour to ride to school every day.Step 7. ConclusionLearn the vocabulary words.Practice more about the target language.Learn to talk about the w

58、ays 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 the target language.2. Moral education: We must

59、 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 topresent their pos

60、ition to the class.Step 2. Section B 3a This activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector. Ask several studentsto read the words. Help correct any pronunciation mistakes if necessary. Read the words andask students