九年级15单元教案.doc

Unit 15 Were trying to save the manatees!Unit 15 Were trying to save the manatees!The First Period 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 vegetablesYoure like an elephantNoYoure like a manateeYes2 Ability Objects（1） Train students listening ability（2） Train students communicative competence3 Moral ObjectLove all kinds of animals because they are our friends Teaching Key PointTarget Language Teaching Difficult Points1 How to train students listening ability2 How to train students communicative competence Teaching Methods1 Didactic to learn the new vocabulary2 Listening-and-answering activity to helpstudents go through with the listening material3 Groupwork to make every student work 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 eachpresent 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 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 in 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 sentencesStep 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 repeat 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 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 may not understandAn enormous animal is very greatA playful animal is full of funAn aggressive animal is fond of quarrels and quick-temperedA spotted animal is marked with spotsLet students begin filling in the answers on their own When 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 picturesCheck the answers with the whole classLet students say the words they wrote under each headingAnswersPossible answersmanatee: gentle, shychimpanzees: noisyelephants: enormous, graykangaroos: playfulcheetahs: spotted, fastpolar bears: aggressive, furryStep 1bThis activity gives students practice in understanding the target language in spoken conversationGo through the instructions with the class Look back at the list of words in Activity 1a 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 animalsPlay 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 recordingCheck the answersAnswersThese words should be circled:aggressive, gentle, shy, furry, gray, fast, spottedTapeseriptBoy: Hey, Ginny, Whats that big, furry animal in the pond?Girl: Its a polar bear, Victor Theyre kind of aggressiveBoy: Are they? They looks like really love waterGirl: Uh-huhBoy: And what do you call those big, gray things in the water?Girl: Theyre called manateesBoy: What?Girl: Manatees Theyre very gentle and very shyBoy: Oh And how about the yellow and black spotted animals in that cage?Girl: Theyre cheetahs The cheetah is the fastest animal on earthStep 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 read 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 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 aboutStatement 1S1:I am like this animal because I am playful and funnySs: Youre like a polar bearS1: NoSs: Youre like a kangarooS1: Yes!Statement 2S2: I am like this animal because I run very fast I like to wear colorful clothesSs: Youre a kangarooS2: NoSs: Youre like a cheetahS2: Yes!Notelike（here prep ）in the manner of Step 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 You 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 DesignUnit 15 Were 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 to eat vegetablesYoure like an elephantNoYoure like a manateeYesUnit 15 Were trying to save the manatees!The Second Period 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?Theyre about 10 feet long and they weigh about 1 000 pounds2 Ability Objects （1） Train students listening ability （2） 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 manatees?Theyre about 10 feet long and they weigh about 1 000 pounds3 StructuresPresent progressiveWere trying to save the manateesPresentManatees eat about 100 pounds of food a dayPast with used toThere used to be a lot of manateesPassive voiceIn 1972, it was discovered that they were endangeredPresent perfectSome of the swamps have become polluted Teaching Difficult Points1 the target language2 How to train students listening ability Teaching Methods1 Listening method to improve students listening ability2 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 talking 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）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 definitionRead the sample answer Then say, The word endangered means there arent very many of this animal left in the world The manatee is endangered because there arent very many of these animalsPlay 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 definitionCheck the answers with the classAnswers1 b 2 d 3 a 4 cTapescriptBoy : Can you tell us about the manatees, please?Man : Sure Were trying to save themBoy : Why? Are they endangered?Man : Yes There used to be a lot of manatees, but now there arent very many of themBoy : Do you know how many there are?Man : At this point, there are only about 2 500 in the U S In 1972, it was discovered that they were endangered Since then, the government has passed laws to protect themBoy : Where do they live?Man : Their favorite habitat is the water under the trees in mangrove swampsBoy : And why are they endangered?Man : Some of the swamps have become polluted Also, there sometimes isnt enough food for all of them As you can see, theyre large The average manatee is about three meters long and weighs about 1 000 pounds They need about 100 pounds of aquatic feed a dayBoy: Aquatic feed?Man: Oh, thats underwater plants and vegetation Thats what they eatStep 2bThis activity provides listening practice u-sing the target languageGo 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 Look at the sample answer The two people on the recording are talking about manatees, 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 they 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 classSA : How big are manatees?SB : Theyre about l0 feet long and they weigh about 1 000 poundsRead the instructions aloud to the class Each pair of students can make a conversation using information from Activities 2a and 2b Let students work in pairs While they are working, move around the classroom, checking the progress of the pairs and offering help as neededWhen students finish the work, ask one or two pairs to say their conversations to the classConversation 1SA: Where do manatees live?SB: They live in the water under the trees in mangrove swampsConversation 2SA : Why are manatees endangered?SB : Because some swamps have been polluted And there isnt enough food for all the manatees, eitherStep Grammar FocusLook 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 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 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 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 The 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 indicates 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 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 have learnedStep Homework1 Make conversations in pairs to review the target language2 Make five sentences to review the grammar focusStep Blackboard DesignUnit 15 Were 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 homeworkUnit 15 Were trying to save the manatees!The Third Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge（2）Target 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 friends 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 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 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 3aThis activity provides reading practice u-sing the target language Show the key vocabulary words on the screen by a projectoragainst prep 反对；违反suitable adj 合适的；适宜的tiny 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 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 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 classAnswersZoos 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 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 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 errors 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