河南省南乐县张果屯乡中学九年级英语《Unit 15 We’re trying to save the manatees!：Period 2》教案 人教新目标版.doc

河南省南乐县张果屯乡中学九年级英语unit 15 were trying to save the manatees!：period 2教案 人教新目标版step 1 revisiont: yesterday we learned the target language and reviewed some grammarnow who can make sentences using the grammar we reviewed yesterdays1 : im answering a questions2 : my mother goes shopping every weeks3 : she used to live in the countryside, but now she lives in the citys4 : he was made to do sos5 : she has learned a lot of new wordst: very goodstep 2 reading 3a.this activity provides reading practice u-sing the target languageshow the key vocabulary words on the screen by a projectoragainst prep 反对；违反suitable ad 合适的；适宜的tiny ad 极小的；微小的cage n 笼子；囚笼educate v 教育；培养public ad& 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 students to re-peat again and again until they can pronounce the words fluently and accuratelygo through the instructions with the whole classinvite a student to read the letter to the classcorrect any pronunciation errors to make sure the student 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 classanswers:zoos are terrible places for animals to livethe animals are kept in tiny cages and can hardly move at alland they are only given food once a day notes:1 tinyvery small2 culture note: many westerners are extremely concerned about animal welfare and often support organization to protect themsuch protection includes the ethical treatment of farm animals and animals in zoossome people feel that we should not eat any food made from animals or wear any animal products, including leather shoesstep 3 writing 3b.this activity provides reading and writing practice using the target languagego through the instructions with the classinvite a student to read the letter to the classcorrect any pronunciation errors to make sure the student is providing a good model for the rest of the classask students to read the letter againthen finish the work on their own or in pairswhen they work, walk around the classroom, checking the progress of the pairs and offering help as neededcheck the answersanswers will vary but a good letter will take the points from the letter opposite to their point of view and argue with thema sample answer:dear editor,after reading the two letters, i realize that i must say something about animals and zoosi dont agree with disgustedin 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 animalsthey can stop many endangered animals from being killed or huntedthey can provide man with places for research workalso we can visit the animals in the zoos to learn some knowledge to protect the animals bettersincerely, write the letter on the blackboard as an examplenotes1 livingactive: lively2 care forlook after; provide food, money, shelter, etc3 urgerequest earnestly; try to persuade; strongly recommend step 4 debatepart 4. this activity provides oral practice using the target languagego through the instructions with the classthere will be two different teamsone team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animalslook at the list of expressionsinvite a student to read the list aloud to the classthen get some students to use each expression in a complete sentences1 : i think that elephants shouldnt be kept in zooss2 : i believe that animals in zoos live longer than animals in the jungle put students in two teamslet each team work together as they write down some statements showing their viewpoint, using the expressions in the boxlook at the sample language in the boxinvite a pair of students to read it to the classsa : i think that animals should not live in zoossb : i disagree with youi feel that zoos provide clean and safe places for endangered animals to liveask the two teams to debate in classfirst, call on one team to give a statementthen ask the other team to give a statement that is related to the first statementhelp the teams make several different statements about a single point before going on to another pointfor example:team 1: i think that zoos are not suitable for animals to live inteam 2: why do you think so?team 1: because animals there are only given food once a day theyre hungryteam 2: i disagree with you i believe that many animals only eat once a day or once every few days so, there is no need to worry about that step 5 grammar focuslook at the grammar focus boxinvite five students to read the statements to the classwere trying to save the managesmanatees eat about 100 pounds of food a daythere used to be a lot of manateesin 1972, it was discovered that they were endangeredsome of the swamps have become pollutedput the class 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 classhave 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 presented 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 sentencesask one student of each group to show their workas 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 tensethe structure is am/is/are+ -in for example: he is reading a story book（2） present: it is used for indicating action that is usual and habitualthe form of the verb is do or doesfor example:i go to school by bikeshe does her homework every day（3）past with used to: the structure