九年级英语Unit 15教案.doc

Unit 15 Were trying to save the manatees！I Teaching Aims and Demands1 Knowledge Objects In this unit, students learn how to debate an issue and how to express their own opinions using te target language. They also review five tenses they have learned.2 Ability Object To train students listening, speaking. Reading and writing skills using the target language.3 Moral Objects Animals are our friends. But some of them are endangered because of pollution. So we must be fully aware of the importance of reducing pollution and protecting animals. In order to live happily and longer, we must take action at once to protect animals and the environment.II Target Language I think that animals should not live in zoos. III Vocabulary menatee. cheetah, kangaroo, .IV Teaching Time Six periods The Fourth Period Section B Activity 1a 1b 2a 2b and 2cTeaching Aims and Demands1 Knowledge objects Key Vocabulary: plant, recycle, shower, paper towels, napkins, turn off Target Language: We really shouldnt use paper napkins, you know. I know. I stopped using them last year.2 Ability objects: Train dtudents speaking and listening ability. Train students ability to use the target language.3 Moral object: We should be aware of the importance of protecting the environment.Teaching Difficult Points 1. How to train students speaking and listening ability. 2. How to use the target language.Teaching Methods: listening method; Pairwork to make every student work in class.Teaching Aids: A tape recorder.Teaching Procedures:Step I RevisionReview the article that students learnt yesterday.Step II 1a Tell students that one of the biggest problems in our daily life is pollution. Then discuss how to protect our enviroment and save the planet with the students together. Look at the five srggestions for ways to save the planet. Ask students to read them aloud together. Make sure students understand the meaning of each suggestion. Get students to write a number 1 in front of the easiest thing to do , a number 2 in front of the secord easiest thing to do, and so forth. Check the answews. 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.Step III 1b Ask a pair of students to read the example in 1b 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. Tell students that they can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing. Have students work in pairs.Step IV 2a Tell students that theyll hear a conversation between Jack and Julia who are talking about what they are doing to help save the plant. Look at the chart. Ask students to read the statements together. Then play the recording. Make students listen carefully and check the things Julia and Jack talk about. Check the answers with the class.Step V 2b Tell students to hear the same recording again. This time, listen and check the things that Julia is doing now, the things she will do in the future and the things she would never do Check their answers with the students together.Step VI Pairwork Show a conversation to the class. Let students read it aloud. Ask students to discuss what they do now, what theyll do in the future and what they would neverdo. Get students to work in pairs. Invite several pairs to say their conversations to the class.Summary In this class, weve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off. Weve also learned the target language. We really shouldnt use paper napkins, you know. I know, I stopped using them l