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2019-2020年九年級英語全冊 Unit 15 We’re trying to save the manatees單元教案 人教新目標版 教材分析： 本單元是九年級英語Go for it Unit 15 We’re trying to save the manatees!。主要圍繞有關瀕臨滅絕的動物這一話題，學習了應該怎樣保護我們的環(huán)境，以及就某一問題展開辯論。充分利用多媒體等教學設備，創(chuàng)設與本課話題相關的情境，如各種不同種類的動物、動物園以及有關環(huán)境的畫畫等等。圍繞著本單元的教學目標，設計一些貼近學生實際的教學任務，如讓學生談論自己最喜歡的動物，如何拯救瀕危動物，如何保護環(huán)境等等。讓學生根據(jù)所學知識，就動物園是否對動物有利以及其他的話題進行辯論。 單元學情分析: “Go for it”教材有一個比較明顯的編排特點，那就是每單元由Section A , Section B 和 Self Check　三大版快組成，同時每個版快又由a, b , c 三小部分構成，內容循序漸進，符合學生的認知規(guī)律，教材又圖文并茂，既能吸引學生的注意力，又能激發(fā)學生的學習興趣，每一小部分中的Ｃ部分又是pair work,培養(yǎng)了學生的合作意識，每一小部分又有聽力訓練，培養(yǎng)了學生的聽說能力。Section B　中的３a, 3b 又能培養(yǎng)學生的讀寫能力，本單元的綜合語言知識能力的運用，又能在此體現(xiàn)出來。Section B中的3c是任務性教學，體現(xiàn)了語言的交際性和實用性。本單元主要圍繞著有關瀕臨滅絕的動物這一話題，學習了應該怎樣保護我們的環(huán)境，以及就某一問題展開辯論。 單元教學建議 采用Repeating和Cooperation的學習策略，充分利用多媒體教學來展開課堂Pair work問答式的口語交際活動，談論現(xiàn)在正在發(fā)生的事情。 單元的教學法建議： 任務型教學法，多媒體輔助教學等等。 單元教學目標： 語言目標 能夠運用所學知識，就某一問題展開辯論。 認知目標 1、復習一些語法：現(xiàn)在進行時、一般現(xiàn)在時、用used to 表示一般過去時、現(xiàn)在完成時、一般過去時的被動語態(tài)。 2、學會表達同意和不同意。 3、學會以下基本句型： 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 bee polluted. 情感目標 了解一些瀕臨滅絕的動物的生活習性和瀕臨滅絕的原因，教育學生應該如何保護環(huán)境。 課時安排 6課時 第一課時：Section A:1a,1b，1c 第二課時：Section A:2a,2b,2c, 第三課時：Section A: 3a,3b,4 第四課時：Section B:1a,1b,2a,2b,2c, 第五課時：Section B:3a,3c,4 第六課時：Self Check 教學過程設計 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’ municative petence． 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’ municative petence． 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． Group work 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 Typescript 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 ;; are 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 bee 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． Pair work 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 Typescript 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 bee 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 meters 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 bee polluted． Put the class in five groups and ask each group to bee "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+ -in． 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 + info． 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 is 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 Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge （2）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． Ability Objects （1） Train students’ integrating skills． （2） Train the ability of expressing students’ own opinions． 3． Moral object Animals are our friends． We must know how to love them and how to protect them． That way, It is good for both animals and us． Ⅱ． Teaching Key Point Train students’ integrating skills． Ⅲ． Teaching Difficult Point How to improve students’ integrating skills． Ⅳ． Teaching Methods 1． Fast-reading method 2． Group work and pair work Ⅴ． Teaching Aids 1． A projector 2． The blackboard Ⅵ． Teaching Procedures Step I Revision T: Yesterday we learned the target language and reviewed some grammar． Now who can make sentences using the grammar we reviewed yesterday． S1 : I’m answering a question． S2 : My mother goes shopping every week． S3 : She used to live in the countryside, but now she lives in the city． S4 : He was made to do so． S5 : She has learned a lot of new words． T: Very good． Step Ⅱ3a This activity provides reading practice u-sing the target language． Show the key vocabulary words on the screen by a projector． against prep． 反對；違反 suitable ad． 合適的；適宜的 tiny ad． 極小的；微小的 cage n． 籠子；囚籠 educate v． 教育；培養(yǎng) public ad．& n 公眾（的）；民眾（的） care for 關懷；照顧 urge v． 強烈要求；竭力主張 Read the words and ask students to re-peat again and again until they can pronounce the words fluently and accurately． Go through the instructions with the whole class． Invite 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． Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos． Check the answers with the class． Answers Zoos are terrible places for animals to live． The animals are kept in tiny cages and can hardly move at all． And they are only given food once a day． Notes 1． tiny—very small 2． Culture note: 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． Step Ⅲ 3b This activity provides reading and writing practice using the target language． go through the instructions with the class． Invite 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 finish the work on their own or in pairs． When 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 better