九年级英语下册unit 15英文教案.doc

Unit 15 We’re trying to save the manatees!
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted
（2） Target Language
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．
2． Ability Objects
（1） Train students’ listening ability．
（2） Train students’ communicative competence．
3． Moral Object
Love all kinds of animals because they are our friends．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Methods
1． Didactic to learn the new vocabulary．
2． Listening-and-answering activity to help
students go through with the listening material．
3． Groupwork to make every student work in class,
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
3． A projector
Ⅵ． Teaching Procedures
Step I Revision
Now let’s review five different verb tenses． Can you name the five tenses? Please 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: You’re reading these sentences．
present: We use our books every day．
past with used to: He used to live in the countryside．
passive voice: Our classroom is found at the end of the hall．
present perfect: We have already finished Unit 14． We haven’t finished Unit15 yet．
Invite a student to read the verbs in these sentences． Then get other students to briefly explain what each tense is used for．
Present progressive describes things that are happening right now．
Present describes things that happen all the time or usually happen．
The past with used to describes things that were a certain way in the past, but have changed now．
The passive voice describes things that we don’t know who did, or we don’t care who performed the action．
The present perfect describes recent events．
Get students to think of two or three more sample sentences using each type of verb． Have several students read their sentences．
Step Ⅱ 1a
This activity introduces the key vocabulary．
Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal．
African 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 themselves．
Make sure students can read the words correctly and fluently．
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 may not understand．
An enormous animal is very great．
A playful animal is full of fun．
An aggressive animal is fond of quarrels and quick-tempered．
A spotted animal is marked with spots．
Let 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 pictures．
Check the answers with the whole class．
Let students say the words they wrote under each heading．
Answers
Possible answers
manatee: gentle, shy
chimpanzees: noisy
elephants: enormous, gray
kangaroos: playful
cheetahs: spotted, fast
polar bears: aggressive, furry
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Go 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 animals．
Play 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 recording．
Check the answers．
Answers
These words should be circled:
aggressive, gentle, shy, furry, gray, fast, spotted
Tapeseript
Boy: Hey, Ginny, What’s that big, furry animal in the pond?
Girl: It’s a polar bear, Victor． They’re kind of aggressive．
Boy: Are they? They looks like really love water．
Girl: Uh-huh．
Boy: And what do you call those big, gray things in the water?
Girl: They’re called manatees．
Boy: What?
Girl: Manatees． They’re very gentle and very shy．
Boy: Oh． And how about the yellow and black spotted animals in that cage?
Girl: They’re cheetahs． The cheetah is the fastest animal on earth．
Step Ⅳ 1c
This activity provides oral practice using the target language．
Go through the instructions with the whole class．
Look at the sample conversation in the box and get three students to read it aloud to the class．
SA: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．
SB: You’re like an elephant．
SA: No．
SC: You’re like a manatee．
SA: 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 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 is talking about．
Statement 1
S1:I am like this animal because I am playful and funny．
Ss: You’re like a polar bear．
S1: No．
Ss: You’re like a kangaroo．
S1: Yes!
Statement 2
S2: I am like this animal because I run very fast． I like to wear colorful clothes．
Ss: You’re a kangaroo．
S2: No．
Ss: You’re like a cheetah．
S2: Yes!
Note
like—（here prep． ）in the manner of
Step Ⅴ Summary
In this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve 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． You’re like a manatee． Yes!
Step Ⅵ Homework
1． Get students to write down some statements and read them to their partners．
Let the partners guess what animals they are talking about．
2． Review the new words in the box in
Activity 1a．
Step Ⅶ Blackboard Design
Unit 15 We’re trying to save the manatees!
Section A
The First Period
Target language:
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．

Unit 15 We’re trying to save the manatees!
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation,
foot, weigh, pound
（2） Target Language
How big are manatees?
They’re about 10 feet long and they weigh about 1 000 pounds．
2． Ability Objects
（1） Train students’ listening ability．
（2） Train students’ speaking ability．
（3） Train students’ the ability of using grammar focus．
3． Moral Object
We must be fully aware of the importance of reducing pollution and protecting animals．
Ⅱ． Teaching Key Points
1． Key Vocabulary
endangered, mangrove, swamps, habitat, aquatic feed
2． Target Language
How big are manatees?
They’re about 10 feet long and they weigh about 1 000 pounds．
3． Structures
Present progressive
We’re trying to save the manatees．
Present
Manatees eat about 100 pounds of food a day．
Past with "used to"
There used to be a lot of manatees．
Passive voice
In 1972, it was discovered that they were endangered．
Present perfect
Some of the swamps have become polluted．
Ⅲ． Teaching Difficult Points
1． the target language
2． How to train students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve students’ listening ability．
2． Pairwork to make every student work in class．
3． Review, explanation, inductive methods
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Get some pairs to act out their conversations． When they work, the rest of students also guess what animals they are talking about．
Step Ⅱ 2a
This 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 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 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 definition．
Check the answers with the class．
Answers
1． b 2． d 3． a 4． c
Tapescript
Boy : Can you tell us about the manatees, please?
Man : Sure． We’re trying to save them．
Boy : Why? Are they endangered?
Man : Yes． There used to be a lot of manatees, but now there aren’t very many of them．
Boy : 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 them．
Boy : Where do they live?
Man : Their favorite habitat is the water under the trees in mangrove swamps．
Boy : And why are they endangered?
Man : Some of the swamps have become polluted． Also, there sometimes isn’t enough food for all of them． As you can see, they’re large． The average manatee is about three meters long and weighs about 1 000 pounds． They need about 100 pounds of aquatic feed a day．
Boy: Aquatic feed?
Man: Oh, that’s underwater plants and vegetation． That’s what they eat．
Step Ⅲ 2b
This activity provides listening practice u-sing the target language．
Go 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 chart．
Play the recording again． Get students to fill in the blanks in the chart． Check the answers with the class．
Answers
Kind of animal: manatee
Numbers: 2 500 in the U． S．
Habitat: water under trees in mangrove swamps Reason why they are endangered: swamps polluted, not enough food
Description : large, three metres long, weighs 1 000 pounds
Step IV 2c
This 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 class．
SA : How big are manatees?
SB : They’re about l0 feet long and they weigh about 1 000 pounds．
Read 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 needed．
When students finish the work, ask one or two pairs to say their conversations to the class．
Conversation 1
SA: Where do manatees live?
SB: They live in the water under the trees in mangrove swamps．
Conversation 2
SA : Why are manatees endangered?
SB : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．
Step Ⅴ Grammar Focus
Look at the grammar focus box． Invite five students to read the statements to the class．
We’re trying to save the manages． 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 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 bike．
She 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 + p．p 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 homework．
Step Ⅵ Summary
In this class, we’ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed． We’ve also learned the target language How big are manatees? They’ve about 10 feet long and they weigh about 1 000 pounds． At last, we reviewed some grammar we have learned．
Step Ⅶ Homework
1． Make conversations in pairs to review the target language．
2． Make five sentences to review the grammar focus．
Step Ⅷ Blackboard Design
Unit 15 We’re trying to save the manatees!
Section A
The Second Period
Make 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 homework．

Unit 15 We’re trying to save the manatees!
The Third Per