广东省东莞市寮步信义学校九年级英语全册 Unit 15 We're trying to save the manatees!教案2 人教新目标版.doc

Unit 15 We're trying to save the manatees!教案
I．Learning objectives教学目标
Skill
Focus
▲Listen and talk about animals
▲Show disagreement and agreement
▲Learn to describe animals
▲Review the tenses and use them freely

Language
Focus

功能句式
Show disagreement and agreement (P120)
I think that animals should not live in zoos.
I disagree with you. / I agree with you.
Talk about what we can do for the world (P121, P123)
stop riding in cars
don’t use paper towels or napkins
recycle books and paper
—How do you feel about ...
—It makes me ...
—What are three things you are supposed to do?

词

汇
1. 重点词汇
pound, discover, expression, pull, planet, society, model, raise
2. 认读词汇
manatee, furry, enormous, playful, aggressive, gray, spotted, kangaroo, chimpanzee, cheetah, mangrove, swamp, habitat, aquatic, underwater, vegetation, weigh, polluted, present progressive, present simple, infinitive, passive voice, present perfect, suitable, tiny, cage, disgusted, educate, urge, recycle, built, stuff, glue, roof, discard, tile, fence, can, recently, inspiration, spare, Winterbourne
3. 词组
care for
语法
Review the tenses: Present Progressive, Present Simple, “used to”, Passive Voice and Present perfect
Strategy
Focus
1. Classifying
2. Listening for specific information
Culture
Focus
The importance of protecting animals and the environment

II. Teaching materials analyzing and rearranging 教材分析和重组
1. 教材分析
本单元以Protecting the environment为话题,共设计了三个部分的内容：
Section A
该部分有4个模块：第一模块围绕Describing the animals这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕We’re trying to save the manatees进行听力（2a-2b）、口语（2c）训练；第三模块以Whether to build zoos就如何保护动物这一话题展开讨论，观点一：反对建动物园（3a）；观点二：支持动物园建设(3b)；第四模块仍就是否需要动物园这一话题，以小组活动形式展开讨论(4)。
Section B
该部分有4个模块：第一模块以How to save the planet展开话题，列举观点（1a），并展开讨论（1b）；第二模块仍然以“保护环境”为话题，继续对How to save the environment进行听力（2a-2b）、口语（2c）训练；第三模块围绕How to recycle这一话题展开阅读（3a）和写作（3b）训练；第四模块仍以Recycling为话题，以口语训练形式展开小组活动(4)。
Self check
该部分有2个模块：第一模块以填空形式对所学词汇进行训练(1)；第二模块要求利用所给句型展开自由对话，以训练学生对所学知识的实际运用能力(2)。
2． 教材重组和课时分配
Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c )
New function presenting
Period 2 (Section A: 3a, 3b, 4)
Practice
Period 3 (Section B) Integrating skills
Period 4 (Self check: 1, 2 )
Comprehensive review
III. Teaching plans for each period
分课时教案

Period 1 New function presenting
Language goals语言目标
1. Words && expressions 生词和短语
save, gentle, furry, enormous, playful, aggressive, gray, spotted, manatee, cheetah, chimpanzee, kangaroo, mangrove, swamp, habitat, aquatic, feed, underwater, vegetation
2. Key sentences 重点句子 (P119)
We are 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.
Ability goals 能力目标
Enable the students to describe animals.
Emotion && attitude goals 情感和态度目标
Enable the students to protect animals and environment gladly.
Strategy goals 策略目标
To understand the target language by reading pictures.
Culture awareness goals文化意识目标
The importance of protecting animals and the environment.
Teaching important points教学重点
Talk about the animals and whether to build zoos.
Teaching procedures and ways教学过程与方式
Step I Revision and Lead- in
Ask the students to show their work.
T: In the last unit, we’ve learned to talk about the things that we have done. Now I’ll ask you a question: Have you ever been to a zoo? What kind of animals can you see in it?
S1: In the zoo of our city we can see tigers, lions, elephants, and monkeys.
S2: I can see deer and sheep.
S3: We can see some chickens, birds, camels and horses. ...
T: Have you ever seen cheetahs, pandas or manatees in our zoos?
Ss: No, we haven’t.
T: Do you know why we can’t see these animals in our zoos?
Ss: I think they are rare. / There aren’t any in our country ...
T: Some animals can’t be seen because they are endangered. So we should protect them.
Show the picture of a manatee.

T: Now look at the picture. This animal is called manatee. It’s endangered, too. We can’t see it in the zoo, either. OK! Today we’ll learn Unit 15. We’re trying to save the manatees!
Write down the topic: We’re trying to save manatees!
Ask the students to look at the picture and answer the question.
T: We know animals are our best friends. Now look at the picture, please tell me which animal you like best and why you like it.
Show the following picture to the students.

S1: I like pandas best because they are gentle.
Write the word “gentle” on the blackboard and ask for more ideas from other students.
S2: I like tigers best because they are the kings of the animals.
T: We know tigers are very aggressive.
Write the word “aggressive” down on the blackboard.
S3: I like monkeys best because they are clever and they can climb trees very quickly. They are playful.
Write down more useful words on the blackboard.
Step II Brainstorming (1a: P118)
T: Good. When we describe animals, we often use some adjectives, such as enormous, spotted, gray ... Now please find out the words that can describe the animals. You can use the adjectives from 1a.
Kangaroos: __________ _________ _________
Manatees: __________ _________ _________
Cheetahs: __________ _________ _________
Polar bears: __________ _________ _________
Elephants: _____ _________ _________
Chimpanzees: __________ _________ _________
Sample answers:
Kangaroos: playful, fast, big
Manatees: gentle, shy, enormous
Cheetahs: spotted, fast, aggressive
Polar bears: aggressive, furry, fat
Elephants: enormous, gray, strong
Chimpanzees: noisy, furry, ugly
Step III Listening and Oral Practice (1b, 1c: P118)
T: Next you will hear Ginny and Victor talking about the animals in the picture in 1a. Please listen. For the first time, get the main idea. Keep down the words used to describe the animals while listening. OK?
Play the recording. Then check the answers.
T: We just now heard that manatees are gentle and very shy. I think different people are like different animals to some extent. Different animals have different characters. For example, Jim is like a monkey because he is clever and he can climb trees very quickly. Please talk with your partners about what you are like. First, read the example from 1c in the box please.
Let the students work with their partners.
T: Which pairs would like to act out your dialogues?
Sample dialogue 1:
S1: I am like this animal because I am strong and live in the forest.
S2: You are like a lion.
S1: No.
S2: You are like a tiger.
S1: No. Because I don’t eat meat.
S2: You are like an elephant.
S1: Yes. You are right.
Sample dialogue 2:
S1: I’m like this animal because I’m spotted. I like to eat meat and I can run fast.
S2: You’re like a tiger.
S1: No.
S2: You are like a cheetah.

S1: Yes.
Sample dialogue 3:
S1: I am like this animal because I am gentle and very shy. I live in water.
S2: You’re like a manatee.
S1: Yes! You are great!
Step IV Listening Practice (2a, 2b: P119)
T: OK. We all know that manatees are gentle and very shy. They live in water and like eating vegetables. But do you want to know more about them? First let’s look at the picture on page 119. Can you say more about manatees?
Sample answers:
S1: I think they are living in the water.
S2: I believe that they eat aquatic food.
S3: I feel that there aren’t many of them.
S4: I know that they live in a place where trees grow in water.
S5: I think they are endangered.
Ask the students to listen to the recording.
T: Very well. I think your answers are all right. Manatees in the world are fewer and fewer. We should save them. We should take care of the environment that they are living in. Now let’s listen to the tape. First listen to the recording and match the words and definitions in 2a.
Play the recording for the first time.
T: Listen again and check your answers.
Play the recording for the second time. Check the answers.
T: You’ll hear the same conversation again. This time complete the chart in 2b. Put your answers on the line.
Play the recording again, then check the answers.
Step V Pairwork (2c: P119)
T: After listening, we know more about manatees. We know that they are fewer and fewer. The government has passed laws to protect them. They eat a lot of food every day. They are enormous. Can you make conversations about the animal in pairs? You can base on the model dialogue in 2c.
A sample dialogue:
S1: How many manatees are there in the US? S2: About 2,500.
S1: Where are they living?
S2: Their favorite habitat is in the water under the trees in mangrove swamps.
S1: Why are they endangered?
S2: Some of the swamps have been polluted.
S1: Do they eat a lot?
S2: Yes, they do.
...
Step VI Grammar (Grammar Focus: P119)
Help the students sum up the following patterns.
时 态
谓语动词的形式 （do）
一般现在时
do / does
一般过去时
did
现在进行时
be (am / is / are) doing
现在完成时
have / has done
一般过去时被动语态
was / were done
现在完成时被动语态
have / has been done

T: Look at the Grammar Focus box on page 119. Now who’d like to read the sentences to the class?
Ask a student to read the sentences in the box.
T: Can you make some sentences with the different tenses and passive voice? Please write down your sentences in your exercise books.
Ask the students to do more practicing exercises, such as the following:
Fill in the blanks with the right forms of the given words.
1. Every day my mother _____(get) up early.
2. The dinosaur eggs _____(discover) many years ago by scientists.
3. Listen! Some children _____(sing) an English song over there.
4. In our hometown there used to _____(be) many old trees.
5. My work _____(not finish) yet. I can’t go out to play with you.
Sample answers:
1. gets 2. were discovered 3. are singing
4. be 5. hasn’t been finished
Step VII Homework
T: In this class, we’ve heard two spoken conversations: in the first conversation, we heard about some adjectives for describing animals; in the second, we heard something about manatees. After class, please listen to the conversations again. Make some sentences with different tenses. Then remember the new words in Section B.