九年级英语第 十五 单元教案人教版.doc

Unit 15 Were trying to save the manatees!第一课时 单元分析与提示教学目标语言目标：能够运用所学知识，就一些问题展开辩论。认知目标1、复习一些语法：现在进行时、一般现在时、用used to表示一般过去时、现在完成时、一般过去时的被动语态。2、学习表达同意和不同意。3、学会以下基本句型Were 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.情感目标了解一些濒临灭绝的动物的生活习性和濒临灭绝的原因，教育学生应该如何保护环境。教学重、难点一般过去时的被动语态1、被动语态表示句子主语是谓语动词动作的承受对象。2、被动语态的基本结构是：助动词be +（及物动词的）过去分词，助动词be有人称、数和时态的变化时态主动语态被动语态一般现在时动词原形（第三人称单数形式）am / is / are + 动词过去分词一般过去时动词过去式was / were + 动词过去分词现在完成时have/has +动词过去分词Have / has been +动词过去分词现在进行时be + 动词-ing形式am / is/ are + being + 过去分词一般将来时will /be going to + 动词原形will /be going to be + 过去分词情态动词情态动词+动词原形情态动词+be+过去分词不定式to+动词原形to be + 过去分词3、主动语态变被动语态A、主动结构的宾语变为被动结构的主语；B、主动结构的谓语动词由主动语态变为被动语态；C、主动结构的主语变为介词by的宾语，组成介词短语，放在被动结构中谓语动词之后。D、主动语态、被动语态两种时态要保持一致。 used to的用法used to后接动词不定式即used to do sth. 表示“过去常常做某事”。用于一般过去时。例如：He used to get up at 8:30 in the morning.Used he to get up at 8:30 in the morning.= Did he use to get up at 8:30 in the morning ?He didnt use to get up at 8:30 in the morning.=He usednt to get up at 8:30 in the morning.教学安排第一课时：Section A: 1a, 1b, 1c第二课时：Section A: 2a, 2b, 2c, 3a, 3b, 4第三课时：Section B: 1a, 1b, 2a, 2b, 2c, 3a第一课时：Section B: 3b, 3c, 4 and Self CheckUnit 15 第二课时Teaching aims1、了解各种动物的名称以及描述动物的形容词。2、能初步理解副词already和yet的用法，并能在实际情境中简单地运用。3、能听懂听力内容，并能完成相应的练习。Teaching of new lesson1、Presentation设计一些有关动物名称的谜语，要求学生进行抢答。Which animal is the biggest on land?Which animal only live in Australia?Which animals look most like the human being?Which animal run fastest in the world?Which animal is the king of the forest?让学生一个一个说出有关动物名称的名词：dolphin, tiger, lion, penguin, polar bear, fox, wolf, elephant, monkey。再请学生一个一个说出描述动物的形容词，同时引出新的形容词：gentle, furry, enormous, playful, noisy, aggressive, spotted, gray, smart, shy, fast2、Practice 教学1a. 观看1a中的图画，读出图画中有关动物的单词。学生读图画上方的形容词，强调较难单词的读音。 引导学生读懂1a的指示语，学生根据指示语的要求，把形容词填在相应的位置上。并增加另外一些形容词。教学1b.帮助学生明确本题的要求。听力练习：学生根据录音内容，在单词表中圈出所听到的形容词。核对答案，重放一遍录音，学生跟读。教学1c帮助学生明确本题的要求。请学生读左边的对话，理解其含义。要求学生在两三分钟内，写下几句描述和自己在某方面相似的动物的句子。教学2a(1)谈论图画中的动物，引导学生猜猜它的体重、身长及生活的习性，引出听力中较难的句子和单词。(2)读2a方框中的内容，强调单词的读音，帮助学生理解每个单词和每个句子的意思。(3)听录音，根据录音内容连线。核对答案，必要时进行解释。教学2b(1)帮助学生理解表格中的每个单词的意思以及指示语的要求。(2)听录音，根据录音内容填表格(3)核对答案，重放一遍录音，学生跟读。2c. 首先学生齐读左边的对话，然后，要求学生根据2a, 2b的听力内容，依照左边的对话，编对话。两人一组，进行操练。3. Consolidation and Extension完成一个教学任务：要求学生以小组为单位进行讨论，根据听力的内容，结合自己的知识面，运用本课所学知识，简单讨论有关我国的国宝大熊猫的外貌特征、生活习性和濒临灭绝的原因等。Homework 1、熟记本课所学的新单词和短语；2、写一篇有关一种濒危动物的短文。内容包括外貌特征、生活习性、濒临灭绝的原因以及我们应该怎样做。Unit 15 第三课时Teaching aims1、能够理解3a, 3b这两篇短文，并完成相应的练习。2、进一步了解有关动物方面的知识，增强爱护动物的意识。3、学会有关辩论的基本用语，并能运用所学的知识和获取的信息进行辩论。Teaching of new lesson1. Revision(1) 呈现一些动物的图片，帮助学生复习上节课所学的有关动物的名词以及相应的形容词。强调较难单词的读音。(2) 呈现海牛的图片，通过提问，帮助学生复习上次听力内容：What kind of animal is it ?Can you describe its appearance?How big / heavy is itWhat is its favorite habitat?Why are they endangered?What should we do?2. Presentation在回答上一个环节的最后一个问题：What should we do to protect the endangered animals?时，引导学生回答：Maybe we can keep them in a big zoo? 利用动物园的图片引出本课的话题：Are zoos good or bad for animals?3. Practice阅读练习3aA、引入：介绍中西方有关动物的文化差异：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 shoes.B、学生阅读3a.中的信件，按照指示语的要求，划出不支持动物园的理由。C、老师通读课文，划出重要词组，讲解文中较难的句子。D、学生齐读课文，进一步理解文中的意思。运用同样的方法和过程，来学习3b.4. Consolidation and ExtensionDebate. 针对“动物园是否对动物有利”展开辩论(1) 帮助学生理解指示语的意思。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 places for animals.(2) 学生阅读方框中的句型，确信学生明白他们的意思。(3) 示范：T：I think that elephants shouldnt be kept in zoos. I believe that animals in zoos live longer than animals in the jungle.(4) 把整个班分成正方和反方两部分，要求学生以组为单位进行讨论，并写下有利于自己辩论的关键的单词或句子。(5) 两组学生在课堂上展开辩论。其他可以展开辩论的话题：Should students be allowed to take mobile phones to school?Should students have classes on weekend?Should students be allowed to wear their own clothes?Homework1、熟读3a的对话2、熟记本课时所学的新单词。3、完成workbook中的部分练习。4、以“Zoos are good / bad for animals.”为题，写一篇短文。Unit 15 第四课时Teaching aims1、能进一步地扩展所学的内容，能用目标语言谈论如何保护环境，从而拯救地球。2、能听懂2a和2b的听力内容，并完成相应的练习。3、能理解3a的内容，并完成相应的练习。Teaching of new lesson1. Revision呈现海牛的图片，对学生提出一些相关的问题，帮助学生复习前两节课所学的内容。1) How big and how heavy are manatees?2) What are their favorite habitat?3) How many manatees are there in the U.S.A. now?4) Why are the endangered?5) How to protect the endangered animals?6) Are zoos good for the endangered animals? Why or why not?2. Presentation接着上一环节，老师提问：T: Saving endangered animals is one thing we can do for our world. How else can we help save the planet?展示有关环境污染的图片，引导学生谈论画面中的污染现象：The traffic is so heavy. It caused air pollution. So what should we do? I think we should drive less.We shouldnt waste water and electricity. What should we do? We should turn off the lights when we leave a room. We should turn off the shower while we are washing our hair.3. Practice教学2a(1) 引出听力的主要内容：Just now we talked about how to save our planet. Now Jack and Julia are talking about what they are doing to help save the planet.(2) 讲解表格内容，放录音，要求学生根据录音内容勾出ThingsJulia and Jack talk about.教学2b, 2c(1) 讲解指示语，重放录音，要求学生根据录音内容，分别勾出Julia正在做，将要做以及将永远不会做的事情。(2) 核对答案，要求学生跟着录音，重复录音内容。理解意思4. Consolidation and Extension2c. 围绕着怎样保护环境，要求学生根据2a中提供的词组，联系自己的实际情况，模仿右边的对话，两人一组进行操练。3a. 阅读训练引入：谈论课文右上方的图画。Is this house special? Why?快速阅读课文，找出一个问题的答案：Why is the house special讲解课文中的难点，并划出文中的重要词组和句子按照指示语的要求，写出五个问题，并要求说出问这些问题的原因。Who taught her how to make her house?What isnt made out of trash in her house?When did she start making her trash house?Why did she use trash to build a house?Homework1、完成练习册中的相应练习，熟读课文；2、以How to save our environment为题，写一篇短文Unit 15 第五课时Teaching aims1、能运用目标语言，来描述并写出有关环保的情况。2、复习整个单元的主要内容，并做一些相应的练习进行检测。Teaching of new lesson1. Revision:呈现课文中的P118，P121，P122几幅主要图画，针对本单元的内容，提出一些相应的问题，来帮助学生复习本单元的内容和语法点。T: What kind animals can you see in the picture?S: I can see three chimpanzees, two cheetahs, two kangaroos, two manatees, two polar bears and so on.T: Can you describe a cheetah and a manatee?接着上面的话题继续：T: Saving endangered animals is one thing we can do for our world. How can we save the planet? 同时呈现有关的图片，帮助并引导学生回答Section B 1a中的几个句子。2. Presentation.呈现3a中的图画，通过提出一些相关的问题，帮助学生回忆昨天所学的文章的内容：T: What did Amy do? How did she build this house? What are the walls of the house made from? What is the roof made from? What is the fence made from? What are the doors and windows made from?引出本课写作时将要用到的重要的词组。Be made from. Used to be3. Writing 教学3b.(1) 学生读懂本部分的指示语。(2) 谈论两幅图画的区别。Number 1: a trash can, a pair of pants, a napkin; Number 2: the backpack, the hat, the scarf(3) 请一个成绩较好的学生运用“made from”和 “used to be”造一个例句。His backpack used to be a pair of pants.His backpack is made from a pair of pants.(4) 学生按照要求，完成3b部分的写作。(5) 抽查几篇作文，全班展示、点评。再进行小结：明确地指出这篇作文应该怎样写？从哪几个方面写，在写作过程中应该注意哪几点？（时态、人称、重要句型以及重要的词组等）参考范文：His hat used to be ( is made from ) a trash can cover. His backpack used to be ( is made from ) a pair of pants. His scarf used to be ( is made from ) a napkin.4. Consolidation and Extension4 Surver(1) 读懂指示语的要求，要求学生说出一些可以循环利用的物品。(2) 讲解右边的调查表，确保每个学生明白如何调查。(3) 帮助学生增加一些调查的内容，请一位学生示范，抽查学生。5. Self Check学生读练习题前面的单词和词组，确保学生明白每个单词和词组的意思。学生根据自己对句子的理解，选词填空。读懂指示语，要求一个成绩较好的学生做一个示范，注意纠正他的语法和语音错误。抽查学生的答案。 Homework熟记本单元所学的新单词；完成练习册中的练习。