九年级英语下册Unit 15教案

人教版英语九年级下学期unit15《课程纲要》学校名称新华路初中课程类型必修课程设计教师适用年级九年级总课时4课时设计日期学生、教材及其他资源背景分析一教材分析:Unit 15是九年级的最后一个单元，也是整个初中阶段的最后一单元，因此，它的教学内容是对初中阶段所学习的几种重要时态的总的复习，通过围绕保护环境，重新利用一些废弃的东西来展开话题，使现在进行时、一般现在时、现在完成时、被动语态、含used to 的过去时等几种时态用法的再现。

二学生分析:通过差不多三年的初中英语学习，这个学期的九年级学生已经掌握了一定的英语基础，包括有关动物名称的名词及描写动物特征的形容词等等；加上这个年龄的学生在心理方面也相对比较成熟，思维也非常活跃，他们收集信息，整合信息的能力也有所提高，也能运用所具备的英语知识及收集到的信息来就某一话题展开话题。

课程目标一学习有关环境保护的语言；二能使用简单的目标语言制作环保宣传海报；三、能利用废旧物品制作有用的物品，并向大家做简单的介绍；四、能使用本单元语言进行辩论。

课程内容Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c; Grammar) Listening and GrammarPeriod 2 (Section A: 3a, 3b, 4;)Period 3 ( Section B: 1a, 1b, 2a, 2b, 2c, 3c, 4; )Period 4Section B: 3a, 3b, 3c, 4; Self check )课程实施依据新课程标准，根据上述的教材分析、学生分析及教学目标的制定，配合多媒体教育资源，在教法上主要采用了多媒体辅助教学、直观教学法、游戏教学法、情境教学法以及任务型教学法等。

在学法方面,主要采用以下几方面:1、学生课前通过各种媒体搜集有关濒临灭绝的动物的信息；2、通过听力获取信息；3、通过小组活动合作、探究学习获取信息;4、通过看图完成短文填空获取信息。

最新：⼈教版英语九年级下册全册教案电⼦版（打印版）⼈教版九年级下册全册教案电⼦版（打印版）Unit 10Y ou're supposed to shake hands.Section A (1a－2d)1．重点单词：custom，bow，kiss，greet2．重点短语：shake hands，be supposed to，the wrong way，hold out 3．重点句式：—What are you supposed to do when you meet someone for the first time? —You are supposed to shake hands.They are expected to shake hands.As soon as I held out my hand, he bowed.She kissed me on both sides of my face!1．重点短语和句型2．动词不定式的⽤法动词不定式的⽤法⼀、预习课本P73－74新单词并背诵，完成下⾯的汉译英.1．风俗________________2．鞠躬________________3．亲吻________________4．和……打招呼_______________________________________⼆、认真预习1a－2d找出下列短语和句型.1．错误的⽅式_________________________________________2．欢迎会____________________________________________3．应该______________________________________4．伸出___________________________________________5．——当你第⼀次遇见某⼈的时候你该怎么办？——你应该握⼿.________________________________________________________________________________________________________________________________________________6．他们期望被握⼿.________________________________________________________________________ 7．我⼀伸出⼿，他就鞠躬.________________________________________________________________________ 8．她亲吻了我的两个脸颊.________________________________________________________________________Step 1情景导⼊T：Now，class begins，good morning，boys and girls.Ss：Good afternoon，Miss Liu.T：Thank you，sit down please.You know I made mistakes?Ss：Yes.T：So，I greeted you in a wrong way.So I write here.Read after me: greet.Ss：Greet....T：Yes，very good.I greeted you in a wrong way.Now，what should I say？I should say “Good afternoon！” I also say I am supposed to say “Good afternoon！”．That's very easy，I think.Right?环节说明：以教师错误的打招呼开始本节课. ⽬的在于：以知引趣，活跃⽓氛，同时引出本堂课的讨论话题是打招呼并⾃然地过渡到教学greet和be supposed to，符合学⽣由浅⼊深的认知规律.Step 2完成教材1a－1c的任务1．学⽣领读1a中的单词，教师纠正错误读⾳，学⽣根据平时知识的积累将国家和风俗匹配，完成后⼩组内核对答案. (3分钟) 2．认真听录⾳，根据所听到的内容再次核对1a中的匹配是否正确. (3分钟)3．再听⼀遍录⾳，并跟读对话. (2分钟)4．结对练习1c中的对话，并请⼀些学⽣表演出他们的对话. (3分钟)5．模仿1c中的对话，结合1a的信息与同伴编练新对话，并邀请⼏组学⽣表演对话. (5分钟)参考案例A：What are people in Korea supposed to do when they meet for the first time?B：They're supposed to bow.How about in the United States?A：In the United States，they're expected to shake hands.6．⼩结训练. (3分钟)(B)1.Everyone is supposed ________ a seat belt in the car.A．wearing B．to wear C．to be worn(A) 2.When we meet people from Korea for the first time，we are supposed to________.A．bow B．shake handsC．kiss D．touch nose3．You're supposed to _bow in Korea.(对画线部分提问)What are you supposed to do in Korea?4. We should greet the teacher when he comes into the classroom.(改为同义句)We are supposed to greet the teacher when he comes into the classroom.环节说明：听说结合，第⼀时间向学⽣传达语⾔⽬标，通过结对对话练习和⼩结训练，使语⾔⽬标得以强化.Step 3完成教材2a－2c的任务1．在⼩组内认真读⼀读2a中的句⼦并交流句⼦的意思，为听⼒做好准备. (3分钟)2．认真听录⾳，勾出Maria 在美国朋友家做客时出现的错误. (2分钟)3．听第⼆遍录⾳，根据录⾳内容完成2b中的填空，然后⼩组内核对答案. (2分钟)4．让学⽣利⽤2a，2b中的信息仿照2c 的形式练习对话，并要求多组同学表演对话. (5分钟)参考案例Dan：How was the dinner at Paul's house last night?Maria：Well，it was OK，but I made some mistakes.I was supposed to arrive at 7：00，but...5．⼩结训练. (3分钟)(C)1.—Why didn't you come to the dinner party?—I ________.A．will be invited B．can be invitedC．wasn't be invited D．am invited(D)2.He didn't do his homework carefully，so he ________.A．makes some mistakesB．make a mistakeC．made few mistakesD．made many mistakes(B)3.Paul doesn't have to be made ________. He always works hard.A．learn B．to learnC．learning D．learned(D)4.We should greet when we meet.(选出与画线部分相同的⼀项)A．bow B．shake handsC．say goodbye D．say hello环节说明：通过听、说、读、写学习训练让学⽣掌握了不同国家的风俗，并且使学⽣的⼝语表达能⼒在这⼀环节得到提升. Step 4完成教材2d的任务1．学⽣⾃读对话，回答下⾯的问题. (5分钟)1)Where did John go last night?2)What are Japanese expected to do when they meet?3)What are people supposed to do when they see each other?2．⼤声朗读2d中的对话，读熟后与同伴结对练习，分⾓⾊表演对话. (3分钟)3．邀请三组来表演对话. (5分钟)4．⼩结训练. (3分钟)(C)1.I will make a telephone call to you as soon as I ________ Beijing.A．will arrive in B．arrived atC．get to D．reach in(C)2.There are many trees on ________ sides of the river.A．each B．neitherC．both D．either(A)3.The girl came to the city for the first time，but ________ my surprise，she knew it very well.A．to B．for C．in D．at环节说明：将对话问题化，既能锻炼学⽣的思维能⼒⼜能加深对课⽂的理解. ⼩结训练⼜对对话中的重要句型进⾏了巩固加深.Step 5问题探究1．每位同学都应该每天按时到校.Every student is_supposed_to_go_to_school on time.“be supposed to”的意思是应该，to 后要⽤动词原形. 相当于should.()2.What would you do when you see someone ________ the first time in Japan?A．at B．for C．in D．to答案选择B，for the first time为固定短语，意为“初次，第⼀次”.()3.We should try our best to help the poor children in the poor area ________.A．with different waysB．under different waysC．in different waysD．at different ways答案选择C，in...ways 为固定短语，意为“⽤……⽅式”.请学⽣们做前⾯课时训练部分.Section A (3a－3c)1．重点单词：relaxed，value，capital，noon，mad，effort2．重点短语：drop by，after all，at noon，get mad，make an effort 3．重点句式：We're pretty relaxed about time.We don't usually have to make plans to meet our friends.We're the capital of clocks and watches，after all!I make an effort to be on time when I meet my friends.We never visit a friend's house without calling first.1.重点短语和句型2．动词不定式的⽤法动词不定式的⽤法⼀、预习课本P75新单词并背诵，完成下⾯的汉译英.1．价值______________ 2.⾸都______________3．中午______________ 4.很⽣⽓____________5．努⼒______________ 6.放松的____________⼆、认真预习P75找出下列短语和句型.1．顺便访问________________________________________________________________________ 2．毕竟________________________________________________________________________ 3．在中午________________________________________________________________________ 4．⽓愤________________________________________________________________________ 5．我们的时间观念⽐较随意. ________________________________________________________________________ 6．我们通常不必刻意地为见朋友做计划.________________________________________________________________________ 7．毕竟我们是钟表之国.________________________________________________________________________ 8．当我要见朋友的时候我努⼒做到准时.________________________________________________________________________9. 我们从不事先未通电话便登门拜访朋友.________________________________________________________________________Step 1情景导⼊Teacher：We all know that different countries have different customs.Do you want to know some customs in Colombia and Switzerland？Now please read the passage in 3a and find out the differences between the two countries.环节说明：开门见⼭地引出本节课要学的内容，简单明了.Step 2完成教材3a－3c的任务1．快速阅读3a中的短⽂，根据短⽂内容，回答3a中的问题. (3分钟)2．认真阅读短⽂，根据⽂章内容完成3b中的表格填空. 完成后让学⽣展⽰⾃⼰的答案，教师点拨. (5分钟)3．再次仔细阅读短⽂，理解每⼀句话的意思，⼩组合作解决遇到的疑难问题. (5分钟) 4．教师点拨短⽂中出现的重难点. (5分钟)5．熟读短⽂，识记背诵知识要点. (5分钟)6．根据3a短⽂内容，仿照3c对话形式分⾓⾊表演对话. (3分钟)参考案例A：Hi，Marc.Sorry I'm a little late.B：Teresa，you're 10 minutes late!A：It's just 10 minutes！It's no big deal!B：Well，in Switzerland，you're supposed to...7．⼩结训练. (3分钟)(A)1.—Do you often ________ your friends' home on your way home?—Yes，we do.A．drop by B．visit toC．come at D．come over(B)2.—Jim，would you please tidy up your room by yourself？________，you are no longer a child.—All right，I am coming.A．After that B．After allC．Drop by D．Knock at(B)3.Mary made a plan ________the book in two weeks.A．finish reading B．to finish readingC．to finish to read D．finish to read(B)4.We should make an effort ________ the English test.A．pass B．to passC．passed D．passing5．⽼师因为我们的作业⽣⽓了.The_teacher_got_mad_because_of_our_homework_．6．你晚了⼗分钟.You're_10_minutes_late_．环节说明：通过阅读分析⽂章，学⽣的阅读分析能⼒在这⼀环节得到提升；⼩结训练⼜及时地巩固强化了重要的知识点. Step 3问题探究()1.They are pretty relaxed ________ time.A．about B．for C．at D．to答案选择A，relaxed为形容词，意为“放松的，轻松的”. be relaxed about 意为“对……感到轻松”.()2.He is a little weak in English，but he still makes an effort ________ up with others.A．to catch B．caughtC．catches D．catch答案选择A，make an effort意为“做出努⼒”，后⾯要跟动词不定式，所以答案选择A.请学⽣们做前⾯课时训练部分.Section A (Grammar Focus－4c)1．重点单词：passport，chalk，blackboard，northern，coast，season，knock，eastern，worth，manner2．重点短语：go abroad，clean...off，take off3．重点句式：Is it impolite to keep others waiting?It is helpful to learn as many of these customs as possible.Am I supposed to wear jeans?Each country has different rules about social situations.动词不定式的⽤法动词不定式的⽤法⼀、预习课本P76新单词并背诵，完成下⾯的汉译英.1．护照______________ 2.粉笔______________3．⿊板______________ 4.北⽅的____________5．海岸______________ 6.季节______________7．敲击______________ 8.东⽅的____________9．值得______________ 10.⽅法______________⼆、认真预习Grammar Focus－4c找出下列短语和句型.1．出国________________________________________________________________________ 2．脱下________________________________________________________________________ 3．把……清除________________________________________________________________________ 4．让他⼈等待是不礼貌的吗？________________________________________________________________________5．尽可能多了解这些习俗是有⽤的.________________________________________________________________________ 6．我应该穿⽜仔裤吗？________________________________________________________________________ 7．关于社交场合，每个国家都有不同的规则.________________________________________________________________________Step 1情景导⼊Teacher：What are you supposed to do when you meet people in Mexico?Student 1：We are supposed to...Now please review the conversations like this with your partner.Step 2完成教材Grammar Focus中的任务1．学⽣⼤声朗读Grammar Focus中的句⼦. (2分钟)2．⼩结训练. (2分钟)环节说明：通过⽣⽣互动问答，对前两节课所学的重要句型和短语进⾏复习.环节说明：通过对Grammar Focus 中句型的填空练习能够使学⽣更好地理解并掌握本单元的重点语法和句型.Step 3完成教材4a－4c的任务1．认真阅读4a中的五个句⼦，根据句意选择合适的短语完成句⼦，完成后集体核对答案，然后两⼈⼀组朗读句⼦. (5分钟) 2．阅读短⽂，⽤所给词的正确形式填空. 完成后⼩组内交流核对答案，完成4b. (5分钟) 3．根据4c中的提⽰和你的搭档⼀起给⾸次来到你国家的交换⽣提供⼀些建议，把这些建议写出来，完成后⼩组内互相交流，完成4c. (5分钟)4．⼩结训练. (4分钟)(D)1.Can you tell us the things ________we are supposed to do?A．what B．if C．how D．that(C)2.You're supposed to ________ your bowl while eating in this country.A．put up B．get up C．pick up D．hand in(D)3.Our teacher has given us some advice that is well worth ________.A．consider B．to consideringC．considered D．considering(C)4.—It's too hot today.—Yes.Why don't you ________ your jacket.A．put on B．put upC．take off D．take after环节说明：通过本环节的学习，让学⽣掌握了本节的知识点，同时⼩结训练更是加深了对重要知识点的巩固深化.Step 4问题探究()1.The box is well worth ________.I plan ________one.A．read；to buy B．reading；buyingC．reading；to buy D．read；buy答案选择C，be worth doing sth.意为“值得做某事”. plan to do sth.意为“计划做某事”.()2.It's very nice ________ pictures for me.A．of you to draw B．for you to drawC．for you drawing D．of you drawing()3.Many people think it's very important________ us________learn English well.A．for；to B．to；toC．with；for D．of；for答案分别选择A和A，选⽤of 还是for，要根据形容词的性质来确定. 句型It's＋adj.＋for sb.＋to do sth.意为“对于某⼈来说，做某事……”. 其中的形容词通常表⽰客观情况. 如：easy，hard，difficult，important，necessary，impossible，interesting等. 句型It's＋adj.＋of sb.＋to do sth.意为“某⼈能做某事真是太……了”. 其中的形容词通常表⽰主观情感或态度. 如：good，kind，nice，wise，clever，foolish，right，wrong，careful，careless等.请学⽣们做前⾯课时训练部分.Section B (1a－1d)1．重点单词：empty2．重点短语：point at3．重点句式：You're not supposed to stick your chopsticks into the food.It's impolite to use your chopsticks to hit an empty bowl.1.了解不同国家的餐桌礼仪2．动词不定式的⽤法动词不定式的⽤法⼀、预习课本P77新单词并背诵，完成下⾯的汉译英.1．空的________________________________________________________________________⼆、认真预习1a－1d找出下列短语和句型.1．指向________________________________________________________________________2. 你不应该把你的筷⼦插到⾷物⾥.________________________________________________________________________3. ⽤筷⼦敲击空碗是不礼貌的.________________________________________________________________________Step 1情景导⼊Teacher：There are many table manners in our country and other countries，now please talk about the manners you know with your partners in groups.环节说明：由⽣活中的餐桌礼仪引出本节课所学内容，贴近⽣活，学⽣想学乐学，同时为本节课的学习做好铺垫.Step 2完成教材1a－1d的任务1．⼤声朗读1a中的句⼦，完成1a的判断题，完成后⼩组内互相交流看法. (3分钟) 2．听第⼀遍录⾳，把史蒂夫和杨明谈论到的餐桌礼仪按顺序提出来，然后⼩组内交流讨论，完成1b. (5分钟)3．再听⼀遍录⾳将⽅框中的两组句⼦搭配，完成后⼩组内核对答案. (3分钟)4．听第三遍录⾳，并跟读，整体感知对话. (3分钟)5．利⽤1b和1c中的信息，仿照1d的形式两⼈⼀组来练习对话，并邀请⼏组学⽣表演对话. (5分钟)参考案例A：We're supposed to...B：Yes，and it's impolite to...6．⼩结训练. (3分钟)(A)1.It's________to stick your chopsticks into your food.A．rude B．clever C．strange D．polite(B)2.Don't point ________ anyone ________ your chopsticks.It's not polite.A．at；by B．at；withC．to；by D．out；with(A)3.Please tell me ________ next.A．how to do it B．what to do itC．how to do D．what do it(A)4.It is common that students ________ greet the teachers when classes begin in China.A．are supposed to B．are suppose toC．suppose to D．suppose环节说明：通过本环节的学习让学⽣练习了重要的句型，同时对话练习⼜提⾼了学⽣的⼝语表达能⼒.Step 4问题探究1．point 的词组1)⽼师指着墙上的地图.The_teacher_pointed_at_the_map_on_the_wall.2)⼠兵⽤枪指着医⽣.The_soldier_pointed_his_gun_to_the_doctor.3)请指出我作⽂中的错误.Please_point_out_the_mistakes_in_my_compostion.point to和point at都含有“指着”的意思，两者⼀般可以互换. 但主语是事物时，⼀般⽤point to作谓语. point at可以分开使⽤，即point后直接跟名词或代词作宾语，再跟介词at 表⽰⽅向，意为“把……指向”，⽽point to却不能分开使⽤. point out意为“指出”，其中out是副词. 如果它后⾯的宾语是代词，则必须把该宾语放在out之前.2．at the table与at table1) 他们坐在桌⼦旁边.They_are_sitting_at_the_table.2) 他们在吃饭.They_are_at_table.短语at the table意为“在桌⼦旁边”. at table意为“在吃饭”.请学⽣们做前⾯课时训练部分.Section B (2a－2e)1．重点单词：basic，exchange，teenage，granddaughter，behave，except，elbow，gradually，suggestion2．重点短语：go out of one's way，make...feel at home，get used to3．重点句式：I was a bit nervous before I arrived here，but there was no reason to be.They go out of their way to make me feel at home.She always talks to me in French to help me practice.You have to cut it up and eat it with a fork.I have to say that I find it difficult to remember everything，but I am gradually getting used to it.。

人教版英语初三下册全册教案Unit 1 How do you study for a test ?Section A (1a-2c)Teaching aims :1.Let the students learn the ways of studying .2.Grasp some knowledge points .Teaching steps:Step1.(7‘)1. Read the phrases in 1a, check the ways of your studying .2. Practice like this :How do you study for a test ?S1: I study by listening to tapes .S2: I study by asking the teacher for help .S3: I study by ….Step2.(5‘)1.Listen to the tape twice ,and finish 1b (5‘)2.Let two Ss come to the blackboard, and write their answers on it.3. Check the answersStep3.(10‘)1. Listen to the tape twice , and finish 2a and 2b2.Let two Ss come to the blackboard, and write their answers on it.3. Check the answersStep4.(13‘)1. Practice in class .Make dialogs in pairs according to 2a and 2b .2.Act them out .Class exercises(10’)一.用括号内所给单词的正确形式填空。

澶栫爺鐗?鍒濅腑,涔濆勾绾?鑻辫,涓嬪唽,鍏ㄥ唽,鏁欐,璇炬椂澶囪琛紙鏁欐锛? 璇鹃Module1 Unit 3(2)璇惧瀷Language in use绗?璇炬椂鏁欏鐩爣鐭ヨ瘑鐩爣Grasp the usage of the grammars(a/an/the/鍚嶈瘝銆佹暟璇?鑳藉姏鐩爣Use the points of this unit very freely.鎯呮劅鐩爣Get the students to choose the best way to travel鍐呭鍒嗘瀽閲嵚?聽鐐?The usages of the grammars.闅韭?聽鐐?To use an/a/the correctly鍏?閿?鐐?Know the rules of the usage of an/a/the鏁欐硶瀛︽硶Team-work and communication approach.鏁欏叿瀛﹀叿Muiti-media聽聽 A tape recorder鏁欏绋嬪簭鏁欐潗澶勭悊甯堢敓娲诲姩鏃堕棿Step1锛欻ave a dictationStep2:ReadingStep3: 璁茶В銆婁腑鍗庝竴棰樸€嬩腑鐨勯敊棰?Step6:Homework for today璇曢涓€浠?Get the students to write the following useful expressions:In time / on timeThe Great WallFly-flew-flownBe bad forDo harm toAt the end ofToo鈥o..Around the world:The first plane to fly across the Atlantic OceanGet the students to read this passage, before reading, teach the following: Eventually=at last=in the end=finallyFreezing 涓ュ瘨鐨?Take off 璧烽Then ask a few students to read it ,and translate it into Chinese聽 at last.Solve the problems which the students met in reading.鏁欏笀璁诧紝瀛︾敓鍏堝湪涔︿笂鏀归敊锛岀劧鍚庡啀鎶婇敊璇敼鍦ㄤ綔涓氭湰涓娿€傛敼鐨勫悓鏃讹紝鏈変笉鏄庣櫧鐨勶紝璇峰強鏃堕棶鑰佸笀銆?鏉夸功璁捐銆婁腑鍗庝竴棰樸€嬩腑鐨勯敊棰?閿欑殑鍗曡瘝閿欑殑鐭鍑虹幇鐨勬瘮杈冮噸瑕佺殑鍙ュ瀷绛夌瓑鏁欏鍚庤Module2聽 Education鏃ユ湡鏁欏鐩爣1. To grasp the words and expressions such as geography,physical,,neither,present,absent,speech.鈥nd so on.2. To listen to the dialogue about 鈥淪chools鈥?3. To talk about the life in school and compare different schools.4. To read the articles and grasp the main idea and identify the facts and views with the reading skills.5. To describe the life in school.閲嶇偣闅剧偣1. The words and the expressions.2. Talking about or writing something about Summer in LA.use of prouns.涓昏鍐呭鍙婂垎鏋?鏈ā鍧楃殑涓績璇濋鏄€滄暀鑲测€濓紝鍐呭涓昏娑夊強瀛︽牎鐢熸椿銆傝瑷€鎶€鑳藉拰璇█鐭ヨ瘑涓昏涔熸槸鍥寸粫鈥滄暀鑲测€濊繖涓€涓績璇濋璁捐鐨勩€傚叾涓湪灞曞紑鍚璇诲啓鐨勫悓鏃讹紝杩樿澶嶄範浠ｈ瘝鐨勭敤娉?鏈ā鍧楃殑鍔熻兘鏄繘琛屾瘮杈冦€?鏂规硶鍙婃墜娈?Individual, pair and group work to make every student active in class.Communicative approach;Bottom-up approach;Formal and interactive practice and task-based approach.璇炬椂鍒掑垎Unit1 (1)Unit 2(2)Unit 3(1)Revision(1)Module 2璇炬椂澶囪锛堟暀妗堬級璇鹃Unit1 It was great to see her again.璇惧瀷Listening and speaking绗?1 璇炬椂鏁欏鐩爣鐭ヨ瘑鐩爣1) To understand what the conversation is about.2) To make notes while listening.3) To ask and answer questions about a trip to some place.鑳藉姏鐩爣1锛塗o get some information from listening.2)聽 To talk about the travel plan to some place.鎯呮劅鐩爣閫氳繃浜嗚В鍏朵粬鍥藉鏆戝亣鍩硅鐝紝澶忎护钀ョ瓑鐩稿叧淇℃伅锛屾嫇灞曡閲庛€?鍐呭鍒嗘瀽閲嵚?聽鐐?1)To understand what the conversation is about.2)To grasp the words and expressions.3)To ask and answer questions about a trip to some place.闅韭?聽鐐?The subject and object agreement.鍏?閿?鐐?Key structure: The subject and object agreement.鏁欐硶瀛︽硶Interactive approach鏁欏叿瀛﹀叿Tape-recorder, computer,鏁欏绋嬪簭鏁欐潗澶勭悊甯堢敓娲诲姩鏃堕棿涓€:Warming--up:Activities 1 .(It鈥檚 ready for listening,because some new words may be in the listening dialogue.)I come out with sunglasses and shorts so that I can lead to the new lesson and learn the new words:I say to the students:Hello, you know what I鈥檒l go to do?鈥擨 will travel to USA.I am wearing sunglasses and trousers are in the accommodation is in an American鈥檚 Americans in the home are hosts and I am a that time I will do an English I鈥檒l show the new words on the read them do read the words and questions then work in asks and the other answers.A2.(Do some listening)Listen and check their answers to Activity t the answers for the whole class.浜?A 3 .(The students listen to the dialogue with the questions and know about the conversation and answer the questions at the same time they learn the key expressions.)A4.(The students can find out the details and I鈥檒l teach them to take notes.)1. Listen to the conversation and try to answer two questions.(1)Who gets the special prize?(2)What鈥檚 the prize about?Work in asks and the other answers.2. Read the conversation by themselves and try to complete the table. Check the answers.in groups of four.(1)Try to understand the meaning of the dialogue.(2)Underline the key expressions and pay attention to The subject and object agreement.(3)Do some in groups of five.鏁欏绋嬪簭鏁欐潗澶勭悊甯堢敓娲诲姩鏃堕棿涓堿5.(The students find sentences in the conversation which suggest that鈥t 鈥檚 a little difficult for I will do the first one.)A6(Answer the questions)鍥汚8 and A9I say to them:In the conversation,Lingling and Betty and Daming,鈥漎our hair looks nice!You look smart.鈥漌hat do these sentences suggest?The students may answer:They suggest that the friends want to look their best.I will go on ashing them:Got it! Can you find the sentences which suggest鈥漈ony is a little nervous鈥?...Then work in y show the correct answers.Work in paris.(one asks and the other answers)Work in pairs or in groups about what Betty,Tony,Lingling and Daming are going to do in we have more time,we鈥檒l talk about the travel plan to some place.鏉夸功璁捐Module 2 EducationUnit 1 It was great to see her again.The key language points:e to鈥?give a warm welcome to鈥?good news is鈥?鏁欏鍚庤Module2璇炬椂澶囪琛紙鏁欐锛?璇鹃Unit 2 What鈥檚 the best thing about school?璇惧瀷Reading绗?2 璇炬椂鏁欏鐩爣鐭ヨ瘑鐩爣To learn some key words and expressions.To understand where a passage comes from.鑳藉姏鐩爣To get information from the reading material about an English course.鎯呮劅鐩爣Know more about the summer training classes in other countries or camps Broaden the vision.鍐呭鍒嗘瀽閲嵚?聽鐐?To learn some key words and expressions.To get information from the reading material about an English course.闅韭?聽鐐?The subject and object agreement.鍏?閿?鐐?Key structure: The subject and object agreement.鏁欐硶瀛︽硶Bottom-up approach鏁欏叿瀛﹀叿Tape recorder and computer鏁欏绋嬪簭鏁欐潗澶勭悊甯堢敓娲诲姩鏃堕棿涓€.Warming-up/Lead-in(Activity 1 I ask them to talk about the pictures in order to active the related background 鈥檚 ready for the following reading.)I will show some pictures about Learn English in Los Angeles and talk about in pairs.I may ask the following questions like this:can you see in Picture 1?do you think they are doing?do students live with American families?visiting Disneyland a part of English course programme?Do you think it is necessary?浜孉ctivity 2鈥擜ctivity 3(The students will choose source of the article and the students will get the rich language information,enrich the knowledge,broaden the vision and develop the thinking ability through reading and the activity.)(1) The students will read it as quickly as they can and choose the best finish Activity 3.(2) The studnts will read it again as carefully as they can聽 finish the additional exercise.(3) Listen to the tape and read it and learn the important phrases and pay attention to the subject and object agreement.(the students will learn some useful expressions by reading it and by listening to it.)The useful expressions are:(1) Summer English courses(2) Learn about(3) At the same time(4) At the beginning of鈥?(5) Weekly tests(6) As well well(7) Take part in鈥?(8) Have meals with鈥?(9) Create friendships with鈥?(10) Take place(11) 鈥?鏁欏绋嬪簭鏁欐潗澶勭悊甯堢敓娲诲姩鏃堕棿Activity 4(It鈥檚 an open students may complete the ask and answer exercise through reading or the background knowledge they should show their ideas freely.)。

Unit 15 We’re trying to save the manatees!The First PeriodⅠ．Teaching Aims and Demands1．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．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectLove all kinds of animals because they are our friends．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Methods1．Didactic to learn the new vocabulary．2．Listening-and-answering activity to helpstudents go through with the listening material．3．Groupwork to make every student work in class,Ⅴ．Teaching Aids：A tape recorder ，The blackboard，a projectorⅥ．Teaching ProceduresStep I Lead-inLearn some new word in the list of vocabulary.And give students 5 minutes to memorize the wordsShow some pictures of animals to learn the new nouns for animals and adjectives to describe them to brainstorm the new words.Step Ⅱ1aThis activity introduces the key vocabulary．Look at the signs on each animal’s picture and read the words to the class．Get students to repeatthe 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．Step Ⅲ1bThis 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．Step Ⅳ1cThis 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．S A: I am like this animal because I am strong and intelligent．I like water, and I like to eat vegetables．S B: You’re like an elephant．S A: No．S C: You’re like a manatee．S A: 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．Notelike—（here prep．）in the manner ofStep ⅤSummaryIn 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 ⅥHomework1．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．Teaching Record:Students did well in the learning of new words, and they also can use the new adjectives freely. It’s a good chance to know students when they talked about what they were like.Unit 15 We’re trying to save the manatees!The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyendangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation,foot, weigh, pound（2）Target LanguageHow 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 ObjectWe must be fully aware of the importance of reducing pollution and protecting animals．Ⅱ．Teaching Key Points1．Key Vocabularyendangered, mangrove, swamps, habitat, aquatic feed2．Target LanguageHow big are manatees?They’re about 10 feet long and they weigh about 1 000 pounds．3．StructuresPresent progressiveWe’re trying to save the manatees．PresentManatees eat about 100 pounds of food a day．Past with "used to"There used to be a lot of manatees．Passive voiceIn 1972, it was discovered that they were endangered．Present perfectSome of the swamps have become polluted．Ⅲ．Teaching Difficult Points1．the target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve students’ listening ability．2．Pairwork to make every student work in class．3．Review, explanation, inductive methodsⅤ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck 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 Ⅱ2aThis 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．Step Ⅲ2bThis 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．Step IV 2cThis 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．S A : How big are manatees?S B : 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．Step ⅤGrammar FocusLook at the grammar focus box．Invite five students to read the statements to the class．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 bookPast with used to: Unit 4Passive voice: Unit 10Present perfect: Unit 14While 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．pFor example:I have already finished my homework．Step ⅥSummaryIn 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 ⅦHomework1．Make conversations in pairs to review the target language．2．Make five sentences to review the grammar focus．Teaching Record:The listening practice here is a little difficult for the Students to get all the details. As for thedifferent use of the four tenses,I think more practice is necessary to emphasize them.Unit 15 We’re trying to save the manatees!The Third PeriodⅠ．Teaching Aims and Demands1．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 objectAnimals 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 PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: 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 Ⅱ3aThis activity provides reading practice u-sing the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat 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．AnswersZoos 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．Notes1．tiny—very small2．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 Ⅲ3bThis 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 answerDear 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．Sincerely,×××Write the letter on the blackboard as an example．Notes1．living—active: lively2．care for—look after; provide food, money, shelter, etc．3．urge—request earnestly; try to persuade; strongly recommendStep ⅣPart 4This activity provides oral practice using the target language．Go through the instructions with the class．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 paces for animals．Look at the list of expressions．Invite a student to read the list aloud to the class．Then get some students to use each expression in a complete sentence．S1 : I think that elephants shouldn’t be kept in zoos．S2 : I believe that animals in zoos live longer than animals in the jungle．Put students in two teams．Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box．Look at the sample language in the box．Invite a pair of students to read it to the class．S A : I think that animals should not live in zoos．S B : I disagree with you．I feel that zoos provide clean and safe places for endangered animals to live．Ask the two teams to debate in class．First, call on one team to give a statement．Then ask the other team to give a statement that is related to the first statement．Help the teams make several different statements about a singlepoint before going on to another point．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 61～62 of the workbook．2．Write the letter to the editor．Unit 15 We’re trying to save the manatees!The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyplanet, recycle, shower, paper towels, napkins, turn off（2）Target LanguageWe really shouldn’t 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 understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectWe should be aware of the importance of protecting the environment．Ⅱ．Teaching Key Points1．Key Vocabularyplanet, recycle, turn off2．Target LanguageWe really shouldn’t use paper napkins, you know．I know．I stopped using them last year．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework, Invite a student to read his or her letter to the editor．Help correct any mistakes．Step Ⅱ1aThis activity introduces new vocabulary．Read the instructions aloud to the class．Then ask, What’s the meaning of the phrase save the planet．（It means to keep planet Earth clean and not polluted．）T: But everybody helps. What do you think we can do for the planet?Ask students to show their opinions.Show some pictures and ask the students to say their suggestions for ways to save the planet．Invite a student to read each one aloud to the class．Make sure students understand the meaning of each suggestion．stop riding in cars．recycle books and paper．turn off the lights when you leave a room．turn off the shower while you are washing your hair．don’t use paper towels or napkins．Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth．Check the answers．Students will probably have different answers．Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do．For example: I think it is easy to turn off the lights when you leave room．Because everyone can do it without any effort．It is difficult to stop riding in cars．Many people go to work or go to school by car, because it is far away from their homes．Otherwise they will be late．Notes1．stop doing—discontinue doing2．recycle—treat so that further use is possibleStep Ⅲ1bThis activity provides guided oral practice using the target language．Read the instructions to theclass．You will compare the answers you wrote for Activity la．Look at the example in the speech bubbles．Invite a pair of students to read it to the class．S A: Recycling paper is really easy．S B: I agree．But it’s hard to stop riding in cars．Look back at the list of items in Activity 1a again．First one student makes a statement．Then the other student agrees or disagrees with it．You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing．Have students work together, move around the classroom, checking the work and offering help as needed．Ask a pair of students to say their answers as an example．S A: Turning off the lights when you leave a room is really easy．S B: I agree with you．S A: Not using paper towels is really hard．S B: I disagree with you．I believe that we can use handkerchieves．Step Ⅳ2aThis activity provides listening practice with the target language and new vocabulary words．Go through the instructions with the class．T: Now you will hear Jack and Julia talk about what they are doing to help save the planet．Look at the chart．Invite a student to read the list of items that Julia and Jack talk about．turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paperPlay the recording for this activity for the students．The first time students only listen carefully．Play the recording a second time．Say, Listen to the recording again and check the things Julia and Jack talk about．If necessary, play the recording again．Check the answers with the class．AnswersThey talk about: turning off the lights,turning off the shower．taking your own bags when shopping．not riding in cars, riding a bike．Step Ⅴ2bThis activity gives students practice in understanding the target language in spoken conversation．You will hear the same recording again．Listen and check the things that Julia is doing now, the things She will do in the future, and the things she would never do．Point to the three column headings in the chart and let students read the headings again on their own．Now listen to the recording carefully and check the things．Play the recording again if necessary．Students check their answers．Correct the answers．Step Ⅵ2cThis activity provides guided oral practice using the target language．Look at the sample conversation．Invite a pair of students to read it aloud to the class．A: We really shouldn’t use paper napkins, you know．B: I know．I stopped using them last year．Go through the instructions with the class．Say, Have a conversation about the items in the chart．Talk about which of these things you do now, which you will do in the future, and which you would never do．Get students to work in pairs．While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite one or two pairs to say their conversations to the class．S A: We should turn off the lights when me leave a room．S B: I always do that．S A: We should take our own bags when shopping．S B: That’s easy．I will do that in future．S A: We really shouldn’t ride in cars．S B: I’ll never do that! Our school is far away from my home．It takes me one hour to ride to school every day．Step ⅦSummaryIn this class, we’ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off．We’ve also learned the target language We really shouldn’t use paper napkins, you know．I know．I stopped using them last year．Step ⅧHomeworkTalk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations．Teaching Record:In this period ,students learnt and talked a lot about how to save the planet and how to save our nature. Some students can show many really useful suggestions for everyone to do them in their everyday life..Unit 15 We’re trying to save the manatees!The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularytrash, pull down, be made from, glue, inspiration, bottle, spare time（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Object（1）Improve students’ integrating skills-reading skill and writing skill．（2）Improve students’ speaking ability by talking to each other．3．Moral ObjectWe must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment．Ⅱ．Teaching Key PointPractice reading and writing using the target language．Ⅲ．Teaching Difficult Points1．How to improve students’ reading ability．2．How to improve students’ speaking ability．Ⅳ．Teaching Methods1．Reading method to improve students’ reading ability．2．Writing method to improve students’ writing ability．3．Speaking method．Ⅴ．Teaching Aids1．A projector2．The blackboardTeaching ProceduresStep ⅠRevisionRevise the target language presented in this unit．Check homework．Ask some pairs to read out their conversations．Step Ⅱ3aBefore Reading:1. This activity provides reading practice using the target language．Teach the new words．Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．2.Describe the picture, and talk about “what is special about the house?”While-reading1.Fast reading and find out the answers.2.Careful readingWho is Amy Winterbourne?What is she often do in her spare time?What award did she get?3.Practice readingInvite a student to read the article aloud to the class．Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．Go through the instructions with the class．Elicit one question from the class. Make sure students know what to do．Encourage students to think about questions beginning with who, what, when, where, why and how．Now read the article．Then write your questions in your exercise book．Have students do the activity in pairs．Students should discuss why they would want to know the answer to each question．When they work, move around the classroom, checking the progress of the pairs and providing help as needed．Check the answers with the class．AnswersAnswers will vary but might includeWho taught her how to make her house?What isn’t made out of trash in her house?When did she start making her trash house?Where is the house?Why did she use trash to build a house?How long did it take to build her house?Notes1．the house of trash—the house made out of trash2．most—（here）very3．out of—（here）by the use of; from4．discard—throw out or away; put aside,give up （sth．useless or unwanted）5．inspiration—（here）person or thing that inspiresStep Ⅲ3bThis activity provides reading and writing practice using the target language．Look at the Before picture．Please tell me the names of the things you see in the picture．（a trash can, a pair of pants, a napkin）Then look at the After picture．Say to students．Please find out things made from recycled materials from the Before picture．（the backpack, the hat, the scarf）Go through the instructions with the class．Make sure students know what to do．Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture．For example:His backpack used to be a pair of pants．His backpack is made from a pair of pants．Get students to complete the article individually．While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary．Invite a student to read his or her completed article to the class．AnswersJoe Winterbourne loves the clothes his mother made for him．At school, everyone calls him Mr Recycling．His hat is made from（used to be）a trash can cover．His backpack used to be（is made from）a pair of pants．His scarf is made from（used to be）a napkin．Step ⅤSummaryIn this class, we’ve done a lot of practice reading and writing as well as speaking．Step ⅥHomework1．Read the article in Activity 3a again for further comprehension．2．Complete the article in Activity 3b．Teaching Record:Reading comprehensive remain a difficult task for the students. Each article in the textbook is a good chance for students to practice the reading skills. Step-by-Step to improve。

2006 年浙江地区九年级英语Unit15 教案教学目标1. 掌握且能运用有关询问某人身体状况的日常用语，能述说健康状况以及谈论病情和给出建议或要求的日常交际用语。

2. 掌握本单元的词汇和习惯用语，特别是短语make up one' s mind, as if, at least 等的用法。

3. 进一步学习动词不定式，学习用it 来充当形式主语的用法，有时还用it 来充当形式宾语，而真正的主语或宾语后置句末。

如：I found it difficult to learn English well.4. 认真学习” The man who loved dogs ”和” Cody saves the baby ”，体会人与动物自然、友好相处的和谐。

Lesson 57Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogue.2. Learn some useful structures and phrases.3. Learn the grammar: the Infinitive.Lan guage focus: like being a …，play with, a lot of funTeaching Procedures:I. Showing the teaching aimsII. RevisionRevise the names of animals that could be kept as pets: dog, cat, snake, parrot, rabbit, fish, etc. Ask Does anyone have a pet? What kinds of animals would you like to have as pets?III. Leading inAsk: What do you want to be when you grow up? Let the students discuss the question. Then give the second question: What do you want to be, a doctor for humans or a doctor for animals? Why?IV. PresentationLook at the picture in Lesson 57. The boy is sitting on the sofa. His fatheris talking with a dog in his hand. What did they say? Play the tape for the students to listen, check the answers with the students. Then read the dialogue and answer the questions of Exercise 1 in the workbook in pairs. Go through the dialogue and explain some language points.Play the tape for the students to listen and repeat, ask the students to practise. Then let them act out the dialogue in pairs.VI. Free practiceDo an example with one student. Then let the class make up their own dialogues in pairs. Get them to act out their dialogues. Ask the students to discuss the questions. Ask:Do you think it's more important to help people than animals? Why?What kinds of jobs do you know?What would you like to be in the future?What are your parents' job?Do your parents like their job? Why or why not?VI. PresentationAsk the students to find the Infinitive sentences. 1. To be a doctor for animals is very rewarding.2. To help animals is helping people. Ask the students to pay attention to the Infinitive. Give them more examples to understand better. Then go through Part3. Choose the possible answer. Let the students master this form:It is adj . + to do something / To do something is + adj .VII. WorkbookDo Exercise 3 in class. Let the students translate the sentences into Chinese.VII. SummaryExercises in classHave a dictation.1. Do you like being a doctor for animals?2. To be a doctor for animals is very rewarding.3. To help animals is helping people.4. A pet can help a person feel less lonely.5. To play with a pet is a lot of fun.6. To complain too often isn ' t a good thing.7. To work hard brings success.Open the books check the answers by themselves and correct their spelling mistakes.IX. Homework1. Recite the dialogue.2. Pre - read in Lesson 58.Lesson 58Properties: Recorder, Overhead Projector.Teaching Objectives:1. Understand the text.2. Learn some useful words and expressions.Teaching Procedures:I. Showily the teaching aimsII. RevisionCheck the homework. Then revise the dialogue in Lesson 57. Ask the students to act out the dialogue. Study the new words in this lesson.III. Leading inAsk the students this question: There is a famous animal doctor in England. He wrote many books about animals, what ' s his name? Let the students read the textand answer the question.IV. ReadingAsk the students to listen to the tape and answer the question: Which animaldid Herriot like best? Then go through the questions of Exercise 1 in the workbook. Make sure they can understand them. Ask them to read the story more carefully and discuss the answers to Exercise I in the workbook in pains. Check the answers with the whole class. Deal with any grammatical or lexical problems that arise.1. make up one's mind to do somethingHe has made up his mind to study English well.2. go on with something: Let ' s go on with our lesson.3. regard . . . asHe regards his teacher as his mother.V. Reeling aloudPlay the tape for the students to listen and repeat. Use any methods that youthink suitable: repetition by the whole class, groups, pairs or individual students. Then give out some key words and phrases. Let the students retell the story.VI. WorkbookDo Exercise 2. The answers are: for, grow up, into, that, made up, mind, treat, Before, treated, heal, treating, At, at, on, regardedFor Exercise 3. Let the students do it by themselves. Choose the best answer,then read the sentences together. Pay attention to the grammar. Let the students make up more sentences.VII. SummaryExercises in classFill in the blanks.1. He made up his mind ______ (study) English well.2. ______ (treat) large animals is hard work.3. Ifs hard work _____ (treat) the dogs.4. Please go on _____ (read) the text.5. He grew up with a pet dog ______ (name) Don.6. The dogs ______ never _______ (treat) when they became sick.7. Everyday as he went to the farmers _____ (heal) sick animals.Answers: to study, Treating, to treat, reading, named, were treated, to healVIII. Homework1. learn the phrases, make sentences with them.2. Retell the story.Lesson 59Properties: Recorder, Overhead ProjectorTeaching Objectives:1. Understand the dialogues2. Learn the grammarLanguage focus: the InfinitiveTeaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask two or three students to retell the story about Lesson 58.III. Leading inGive the students a topic, let them make up a dialogue. For example:Why did you become a doctor for animals?What do you like best about your job?Is it easy to heal sick animals?IV. PresentationTell the st udents that we' ll learn a dialogue about a child ' s doctor. First, ask the students to use the following dialogue in Exercise I to help them. Then work in pairs.V. Free PracticeSuppose your friend is a doctor for. . . . Interview her or him about her or his job. Use the dialogue in Lesson 59 to help you, make up a new dialogue, work in pairs, then do Exercise 1.VI. PracticePart 2. Look at the picture. Say something about it. For example:To be a doctor is very interesting.To be a sick man is very painful.To do as the doctor tells you is important.Change these sentences beginning with: It 's + adj. + to do something. Go through Exercise 2, ask the students to finish changing these sentences.VII. WorkbookDo Exercise 2. The answers are:1. It ' s necessary to prepare a place for the dog.2. It ' s good for the dog to take a walk every day 。

Lesson 15 My Helmet Saved My Life!教学设计Title Les s on 15: My Helmet Saved My Period oneLife!Learn Skills: Enable Ss to retell the story about this lesson and objectives: write about how to keep safe when we ride bikes.Knowledg Enable Ss to use new words: careless, blood,e: stranger, all of a sudden, etc.Affect: Be aware of safety when you ride bikes. Important New words: careless, blood, stranger, etc.points: Phrase: all of a sudden, go down, take off, Thank goodness, etc. Difficult Write an article a b out how to keep safe when we ride bikes.points:Teaching Task based teaching learning in doingmethod:Learning Listening for specific information by writing T or F.strategy: Orga n ize language to retell the story.Writing skills: first, second, third,,,Materials: PPT, blackboard, markerProcedure content Interactio Time Aim:npatternsGreeting.T: Cycling is fun. 5 ToBefore you get on your bike, Teacher-T mins introduceStep1: what should you check? he whole the topi cLead-in Ss: class and listenT: Let’s listen to a passage and forfind out answers. specificinformationVocabulary: T-Ss 2 To letGive pictures or explanations mins studentsto show new words: stranger, know newblood, careless, etc. words inListen this lessonListen to the passage and writeT or F. Listening1. Her head hit the ground. The whole for( ) class 3min specific2. She stood up and shouted for s informatioStep2: help. ( ) n. Presentatio 3. Her friend came to help andn drove her to the hospital. ( )4. Her bicycle helmet saved herlife. ( ) T-SCheck answersRead The wholeRead once and answer: class 5 To get1. What caused her fell down? mins more2. Why did she lie down again? specific3. What were her hand and knee informatiolike? n by 4. What was wrong with her reading. helmet? T-S5. Where did the stranger puther bike and took her to thehospital?Check answersIntroduce other useful phrases: The wholeAll of a sudden classThank goodness 5minsTake off To check Retell students Read again and retell the story whetherby showing the key words. master theLanguage use contentT: Fill in the blanks with the andcorrect forms of the words or The whole practicephrases in the box. class speaking.blood, careless, stick, knee, 2stranger minsTo makesure the Check answers. studentsmaster thelanguagepoints. Step3: T: Many students are injured or the whole 5 To extendExtensive killed in different kinds of class mins readingreading accidents. What should we do in materialfront of these accidents? and getLet’s read some suggestions. moreknowledgeStep4: Wr i ting: What should we do to Group 10mi To letProduction keep safe when we ride bikes? work ns studentsuse targetlanguage.1. Listen and read. T-The 1 ToStep5: 2. Finish exercises of this whole min consolidatHomework lesson. class e the3. Finish writing task. knowledge afterclass Board plan:Lesson 15: My Helmet Saved My Life!New words: stranger, blood, careless, bleed, stick, goodnessPhrase: lie down, go down, take off, all of a sudden , thank goodness, stick outof it.。