九年级英语全册 unit 15 we’re trying to save the manatees period section b 1a-2c教案 人教新目标版

1、Unit 15 Were trying to save the manatees I. Teaching Aims and Demands1. Knowledge objects (1) Key vocabulary Planet, recycle, shower, paper, towels, napkins, turn off (2) Target langrageWe really shouldnt use paper napkins, you know.I know. I stopped using them last year.2. Ability objects(1) Train students speaking and listening ability.(2) Train students ability to under stand the target language in spoken conversation.(3) Train students ability to use the target language.3. Moral objectWe sho

2、uld be aware of the importance of protecting the environment.II. Teaching Key Points: key vocabulary and target language. Teaching Difficult Points1. How to train students speaking and listening ability.2. How to use the target language. Teaching Methods1. Listening methods.2. Pair work to make every student work in class. Teaching aidsMulti media Teaching Design 教学步骤 建议和说明 Step 1 RevisionThis step is to revise the knowledge of the last period and lead into the topic and introduce the new word.

3、Let them look at the pictures about the animals killed by people. T asks: After seeing these pictures. What do you feel? What should we do them?Ss may answer: We should save the endangered animals.Then T shows the picture of bottle and trash- can.T: Which should we put the empty bottle in?Why?For recycling or to protect the environment.If not. What will happen?Next give some pictures about the pollution on the earth.T says: People and animals cant live or the planet.So what can we do to save the

4、 planet?Get them to discuss.Step 2 1a Presentation Step 3 1b Pair work (practice)This activity provides guided oral practice using the target language.T: I think turning off the lights when you leave the room is easy, because everyone can do it with out any efforts. Do you agree?S1: I agree, but its hard to stop riding in cars, because many peoples homes are far from the schools and work places. If they dont ride in car, they will be late.Give the modal, then get them to pair work. First one stu

5、dent makes a statement. Then the other student agrees or disagrees with it and gives him / her own opinions. Step 4 2a.2b ListeningThis activity provides listening practice with the target language.T: Now you will hear Jack and Julia talk about what they are doing to help save the planet.Let them read the statements they may talk about.T: Among these statements. What things do you always do? What things are you doing now? What things will you do in the future? What things would you never do? Wha

6、t about Julia? Lets listen and check.Play the recorder for this activity for the students.Cheek the things that Jack and Julia talk about.Play the recorder the second time to cheek the things that Julia is doing now. The things she will do in the future and the things she would never do. Then correct the answers.Step 5 2c.practiceThe activity provides guided oral practice using the target language.T: We really should stop using paper napkins, you know.S1: I know I stopped using them last year. I

7、 use handkerchief instead.S2: Its not difficult. I will do it in the future.After the modal, have the students work in pairs. Invite one or two pairs to say their conversations to the class.Step 6 Task: Interview the classmates. What things they always do to save our planet? What things they win do to save our planet? What things they would never do? Why? Interview then report like this: Everyone has done something to save our planet. has stopped using paper a napkins, he uses handkerchief inste

8、ad. And he will take his own bags when shopping, but he thinks it is hard to stop riding in cars, because his home is far from the school.Step 7 Summary Give some exercises to doStep 8 Homework How can we save electricity / trees / animals / gas /water?Blackboard designUnit 15 Were trying to save the manatees!A: We really shouldnt use paper napkins, you know.B: I know. I stopped using them last year.用触目惊心的图片和身边的小事引入话题充分的信息输入为下面的输出准备通过Pair work 落实目标语在听力前提一些问题降低听力难度，也使听地有的效果。由单句到小对话再到长篇，由浅及深，符合学生认知规律。最后的Language Focus 不能省略

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