九年级英语上册 Unit 15《We are trying to save the manatess》教案 人教新目标版.doc

Unit 15 We are trying to save the manatees!
Language goals:
In this unit students learn to debate an issue.
New languages:
We’re trying 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 swamps have become polluted.
Difficult points:
1. Describe the animals correctly.
2. How to use the Present Progressive, Present Simple, “ Used to” + infinitive, Passive Voice and Present Perfect .
3. How to improve the students’ writing ability according to the reading materials.
Teaching aids: computer, video, recorder
Teaching periods:
Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar Focus
Period 2: /Section A 3a /3b /4
Period 3: Section B 1a /1b /2a /2b /2c
Period 4: Section B 3a /3b /3c /4 / Self check

Period 1
Teaching aims:
1. Teach key vocabulary.
2. Target languages:
I am like this animal because I am strong and intelligent.
I like water, and I like to eat vegetables.
You’re like an elephant.
No.
You’re like a manatee.
Yes.
3. Train the speaking and listening abilities.
4. Train students’ communicative competence.
Teaching procedures:
Step 1. Revision
Ask students to review five different verb tenses and name the five tenses. Ask them to look at the screen．
Show the names of the five tenses on the screen by a projector along with a sample sentence for each.
present progressive: We’ re studying English.
present: I walk to school every day.
past with used to: I used to play the piano.
passive voice: Tea was invented by accident.
present perfect: We have already finished our homework.
Get a student to read the verbs in these sentences. Then get other students to briefly explain what each tense is used for.
Get students to think of two or three more sample sentences using each type of verb. Have several students read their sentences.
Step 2. Section A 1a
This activity introduces the key vocabulary.
Ask students to look at the signs on each animal’s picture. Get one or two students to the class. And read the words to the class. Get students to repeat the name of each animal.
Read 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 don’t understand.
Have students fill in the answers on their own. As 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 pictures.
Check the answers with the whole class.
Step 3. Section A 1b
This activity gives students practice in understanding the target language in spoken conversation.
Go through the instructions with the class. Read the list of words in Activity 1a. Say: 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 animals.
Play the recording the first time, students only listen. Then play the recording a second time. This time ask students to circle the words they hear on the recording.
Check the answers.
Step 4. Section A 1c Group work
This activity provides oral practice using the target language.
Go through the instructions with the whole class.
Have students look at the sample conversation in the box and get three students to read it aloud to the class.
Tell students to 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 you choose. Don’ t say the name of the animal.
A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students are talking about.
Step 5. Section A 2a
This activity provides guided listening practice using the target language.
Ask students to describe the picture in groups. Then have a student describe it to the class.
Go through the instructions with the class. Say: You will hear two people talking about manatees. Listen and draw a line between each word and its definition.
Read the sample answer. Then say: The word endangered means there aren’ t very many of this animal left in the world. The manatee is endangered because there aren’ t very many of these animals.
Play the recording the first time, students only listen. Play the recording a second time. This time ask students to draw lines between each word and its definition.
Check the answers with the class.
Step 6. Section A 2b
This activity provides listening practice u-sing the target language.
Go through the instructions with the class. Ask students to look at the headings in the chart and the blanks next to each heading. Say: You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart. Get students to call attention to the sample answer. The two people are talking about manatees, so you write the word manatee after the words kind of animal in the chart.
Play the recording again. Get students to fill in the blanks in the chart.
Check the answers with the class.
Step 7. Section A 2c Pair work
This activity provides guided oral practice using the target language.
Ask students to look at the sample conversation in the box. Have a pair of students read it to the class.
Read the instructions aloud to the class. Say: Each pair of students can make a conversation using information from Activities 2a and 2b. Let students work in pairs. As they work, move around the classroom, checking the progress of the pairs and offering help as needed.
When students finish the work, ask one or two pairs to say their conversations to the class.
Step 8. Grammar focus
Point to the grammar focus box, get five students to read the statements to the class.
We’re trying 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 swamps have become polluted.
Put 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 sentences. Students can look back at the units where their verb tense was presented or practiced.
Present progressive: Reviewed throughout the book.
Present: Reviewed throughout the book
Past with used to: Unit 4
Passive voice: Unit 10
Present perfect: Unit 14
While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences.
Ask one student of each group to show their work. As the students show their work, ask questions and correct any mistakes in their explanations or sentences.
Step 9. Conclusion
Learn and master the vocabulary words.
Master the target languages.
I am like this animal because I am strong and intelligent.
You’re like an elephant.
How big are manatees?
They’re about 10 feet long and they weigh about 1,000 pounds.
Homework
Review 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 2
Teaching aims:
1. Master some vocabulary words and target language.
I think that animals should not live in zoos.
I disagree 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 students’ own opinions.
Teaching procedures:
Step 1. Revision 　
Yesterday we learned the target language and reviewed some grammar. Now who can make sentences using the grammar we reviewed yesterday. Ask students to make sentences in groups to review the grammar. While they are working, move around the room offering grammar help as needed.
Step 2. Section A 3a
This activity provides reading practice u-sing the target language. Show the key vocabulary words on the screen by a projector.
Read the words and ask students to repeat again and again 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 student is providing a good model for the rest of the class.
Have students read the letter on their own again and underline the reasons why the writer is opposed to zoos. While they are working, move around the room and offer pronunciation help if necessary.
Check the answers with the class.
Ask students to read again and discuss the language points in groups. While they are working, move around the room providing grammar help where needed.

Step 3. Section A 3b
This activity provides reading and writing practice using the target language.
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 student is providing a good model for the rest of the class.
Ask students to read the letter again. Then have students finish the work on their own or in pairs. As they work, 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 to their point of view and argue with them.
A sample answer:
　　Dear Editor,
　After reading the two letters, I realize that I must say something about animals and zoos. I don’t agree with Disgusted. In 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 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 knowledge to protect the animals　Sincerely,
　　×××
　Write the letter on the blackboard as an example.
Have students read the letter and find out the difficult points. Then discuss
in groups. The teacher can offer grammar help where needed.
Step 4. Section A 4 Debate
This activity provides oral practice using the target language.
Go through the instructions with the class. Say: 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 paces for animals.
Look 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 sentence.
　　A: I think that elephants shouldn’t be kept in zoos.
　　B: I believe that animals in zoos live longer than animals in the jungle.
Put students in two teams. Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box.
Look at the sample language in the box. Get two 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 zoos provide clean and safe places for endangered animals to live.
Ask the two teams to debate in class.
First, call on one team to give a statement. Then get the other team to give a statement that is related to the first statement. Help the teams make several different statements about a single point before going on to another point.
　　For example:
　　Team 1: I think that zoos are suitable for animals to live in.
　　Team 2: Why do you think so?
　　Team 1: Because zoos provide homes for many animals, and help to educate the public about caring for them.
　　Team 2: I disagree with you．I think animals there are only given food once a day. They are hungry.
Step 5. Practice
Deal with some exercises on the video.
Step 6. Conclusion
Learn to express one’s own opinions.
Master some vocabulary words and target language.
Homework
Write the letter to the editor.
Preview Section B 1a / 1b / 2a / 2b.
Search some information about some ways to help save the planet.

Period 3
Teaching aims:
1. Revise 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. Help
correct any mistakes．
Step 2. Section B 1a
This 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: What’s the meaning of the phrase save the planet. If students have difficulty, the teacher can offer help.（It means to keep planet Earth clean and not polluted.）
Ask students to call attention to the five suggestions for ways to save the planet. Get a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.
Stop riding in cars.
Recycle books and paper.
Turn off the lights when you leave a room
Turn off the shower while you are washing your hair.
Don’ t use paper towels or napkins.
Ask students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth.
Students work individually.
Check the answers. Students will probably have different answers. 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. For example: I think it is easy to turn off the shower while you are washing your hair. Because everyone can do it without any effort. It is difficult to stop riding in cars. Many people go to work or go to school by car, because it is far away from their homes. Otherwise they will be late.
Step 3. Section B 1b Pair work
This activity provides guided oral practice using the target language.
Go through the instructions with the class. Say: You will compare the answers you wrote for Activity la. 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 of students to read it to the class.
　　A: Recycling paper is really easy.
　　B: I agree. But it’ s hard to stop riding in cars.
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. You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing.
Have students work together, move aroun