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阅读点拨小提示小提示新目标英语第15单元测试题一、用所给词的适当形式填空。
1．Kangaroos are ______ (play) and chimpanzees are _____ (noise).2. I was ____ (surprise) to find hardly anyone in the zoo.3. Visiting zoos are like ____ (live) textbooks for young people.1.He ____ (use) to be ____ (call) “Little Tiger”.2.Liu Xiang’s success is an ____（inspire）to us all二、试试你的判断力, 选择正确答案。
（）1.My jacket has ____ color ____ yours, but mine is bigger than yours.A. the same, asB. same , asC. different, fromD. the same, to（）2. Wang Mei ____ her mother because she is beautiful and intelligent.A. look .B liked C. is like D. look like（）3. The teacher _____ to Li Lei,“You ____ very good English.”A. say, speakB. talk, sayC. speak, talkD. said, speak（）4. President Bush ____ a visit ____ China last month.A. pay, inB. paid, toC. gave, inD. paid, for（）5.There will not be enough space to _____ the earth in the future.A. live onB. live inC. live on inD. live in on（）6.At last, Lucy make the baby ____ and the baby began to laugh.A. stop cryingB. to stop cryingC. stop to sayD. to stop to cry ( ) 7. Do you ____ a cat ____ a pet at home?A. have , asB. keep, forC. keep, asD. Both A and C( ) 8. The president _____ all people _____ our environment.A. urge, protectB. urged, to protectC. urges, protectD. urged, protect ( ) 9. I feel that the zoo ____ a clean and safe place ____ animals .A. provide, forB. gives, forC. provides, forD. provides, to( ) 10.I think the environment is really important. ____, I like ____ my bike.A. Beside, ridingB. Besides, ridingC. Except, to rideD. Except, riding三、请你来当翻译家根据汉语提示,完成下列句子。
《Unit 15 We’re trying to save the manatees!》讲解1．语言目标Debate an issue2．重点词汇save gentle furry enormous playful aggressive gray spotted African strong mangrove swamp habitat aquatic feed underwater vegetation foot weigh pound against suitable tiny cage educate public urge recycle stuff material pull bottle glue roof discard tile fence can inspiration spare politely environmentcare for pull down be made from3．关键句型We’re trying to save the manatees!I am like this animal…T hey’re about 10 feet long and they weigh about 1, 000 pounds.I don’t think so.I disagree with you.Recycling paper is easy.But it’s hard to stop riding in cars.4．语法复习现在进行时，一般现在时，一般过去时及used to的用法，被动语态和现在完成时。
课前学习提示一、词汇1． save [seiv]vt. &vi. 抢救, 节省, 储蓄, 顾全。
【例】（1）The doctors tried their best to save the patient’s life.大夫们尽力抢救这个病人。
（2）Your kind help saved me a lot of trouble.你好心的帮忙省了我很多麻烦。
Unit 15 We’re trying to save the manatees!检测题(时间:60分钟；满分:120分)一、听力部分（共四节，满分20分）第一节：听句子，选择可以回答该句的正确答语。
（每个句子读一遍）1. A. Cats. B. Manatees.C. Dogs.2. A. I agree with them.B. Why not build another zoo?C. Animals are aggressive.3. A. How lucky she is!B. How kind she is!C. What a poor girl!4. A. It’s too expensive.B. What about the black one?C. What about the furry one?5. A. The coat is made of animal fur.B. Good idea.C. OK, here you are.第二节：听五段对话及五个问题，选择正确答案。
（对话及问题读两遍）6. A. Manatees. B. Tigers.C. Pandas.7. A. It was made of old jeans.B. Her mother bought it for her.C. The woman bought the bag in the shop.8. A. The trees must be taken good care of.B. The trees must be watered well.C. The trees must be planted.9. A. Monkeys. B. Rabbits.C. Dogs.10. A. Recycling paper is difficult.B. Recycling paper is easy.C. Recycling is useless.第三节：听一段对话及五个问题，选择正确答案。
Unit 1How can we become good learners/ 1. /'tekstbuk/10. 查阅；抬头看11. /'græmə (r)/12. /ri'pi:t/13. /nəut/14. /pæl/15. /'fiziks/16. /'kemistri/17./'meməraiz/18. /'pætn/19. /prə'nauns/20. /In'kri:s/21. /spi:d/22. /'pa:(r)tnə (r)/23./bɔ:n/24.天生具有25. /ə'biləti/26./kri'eit/27. /brein/28. /'æktiv/29. /ə'tenʃn/30. 注意；关注31. /kə'nekt/32. 把⋯⋯和⋯⋯连接或联系起来33. /əuvə (r)'nait/34. /ri'vju:/35. /'nɔlidʒ/37. /'waizli/第 1 页共14 页Unit 2 I think that mooncakes are delicious!1./'mu:nkeik/2./'læntə (r)n/3. /'streindʒə (r)/4. /'relətiv/5. 增加（体重）；发胖6. /paund/7. /fəul k/8. /'gɔdes/9. /sti:l/10. /lei/11. 摆开；布置12. /di'zə:(r)t/13. /'ga:(r)dn/14./trə'diʃn/15. /əd'mai16. /tai/17. /'hɔ:ntid/ 18. /gəu st/19. /trik/20. /tri:t/23. /laI/24. /'nɔvl/25. /i:v/28. /'pʌnis/29. /wɔ:(r)n/30.最终成为；最后处于31. /'preznt/32. /wɔ:(r)mθ/33. /spred/第 2 页共14 页第 3 页 共 14 页Unit 3Could you please tell me where the restrooms are? 1. /'restru:m/ 2. /st æmp/ 3./'bukst ɔ:/ 4./bi'said/ 5. /'p əu stka:(r)d/ 6. /'pa:(r)dn/12.路过；经过 13. /sta:f/ 18. /meil/ 19. /i:st/ 20. /'f æsineiti ŋ/ 21./inik'spensiv/ 22./ʌ23. /k ən'vi:ni 24. /m ɔ:l/ 25. /kla:k/ 26. /'k ɔ:(r)n ə(r)/ 27. /p ə'lait/ 28. /p ə'laitli/29. /'spi:k ə(r)/ 30. /rikwest/ 31. /t ʃɔi s/32. /direk ʃn/ 33. /k ərekt/ 34. /direkt/35. /hu:m/36./im'p ə 37. / ə'dres/ 38./'ʌnd əgraund/ 39.停车场；停车区 40./k ɔ:(r)s/ 41. /I't æli ən/Unit 4 I used to be afraid of the dark.1. /'hju:mərəs/2. /'sailənt/3. /'helpfl/4．时常；有时5. /skɔ:(r)/6. /'bækgraund/7. /'Intə (r)vju:/8. /'eiʃn, /9. /di:l/9.对付; 应付10.12./kraud/15. /ga:(r)d/16. /ri'kwaiə(r)/ 17. /ju(ə)rə'pi:ən/18./'æfrikən/21./'pʌblik22.公开地；在别人面前23. /ænt/24. /'insekt/25. /'influəns/26./'æbsənt/27./feil/28. /igzæmi'neiʃn/29./'bɔ:(r)diŋ/ school30.亲身；亲自31. /'seldəm/32. /ig'zæktli/33. /praid/34. 为⋯⋯感到自豪35. /praud/36. 为⋯⋯骄傲；感到自豪37. /'dʒenrəl/38. /intrə'dʌk第 4 页共14 页第 5 页 共 14 页Unit 5 What are the shirts made of?4. /blauz/6. /gla:s/ 8. /sti:l/ 9. /fe ə/ 11./gra:s 12. /li:f/ 13. /pr ə'dju:s/ 14. /'waidli/15. 以------闻名 18. /'pr ɔd ʌkt/ 19. /fra:ns/ 20. 不论;无论 21. /'l əu kl/ 22. /brænd/ 23. / ə'v ɔi d/24. /'hændbæg/ 25. /'m əu bail/33. /kæp/ 34. /gl ʌv/ 35. /int ə(r)'næʃn əl/36. /k əm'petit ə(r)/ 37. /its/ 38. /f ɔ:(r)m/39. /klei/ 40./seli'brei ʃn 41./b ə'lu:n/ 42.剪纸43. /'siz ə(r)z/ 44. /'laivli/ 45. /'fe əri/46./hi'st ɔrikl47. /hi:t/Unit 6 When was it invented?1./hi:l/2. /sku:p/4. /stail/5. /'prɔdʒekt/6. /'pleʒə(r)/7. /'zipə(r)/8. /'deili/9.有道理10. /'websait/11. /paiə'niə/14./æksi'dentl/15.偶然；意外地18./ri'mein/19. /smel/21./'næʃn22. /treid/23.发生；出现24./pɔpju'læləti/25. /daut/26.35. 突然; 猛地36./bel/37. /'biskit/38. /'kuki/39./'mju:zikl/40. /'instrumənt/41. /'krispi/42./'sɔ:lti44. 错误地；无意中45. /'kʌstəmə (r)/46. /kə'neidiən/47. /di'vaid/48.50.不但------而且------51.钦佩；仰慕52./'hiərəu/53. /prə'feʃənl/第 6 页共14 页第 7 页 共 14 页Unit 7 Teenagers should be allowed to choose their own clothes.1./'laisns/2./'seifti/3. /sm əu k/4./pa:t'taim/9. /krai/10. /fi:ld/11. /h ʌg/ 12. /lIft/ 14. 回嘴；顶嘴 15. /'ɔ:fl/16. /ti:n/17. /ri'gret/ 18./'p əui m/19. /k ə'mju:n əti/ 20. 避免接近；远离21. /t ʃa :ns/ 22. 自己做决定 23. /'ed ʒukeit/ 24. /'m ænid ʒ/ 25. /s ə'sai əti/ 26. 挡……的路；妨碍 27. /s ə'p ɔ:(r)t/ 28. /'ent ə(r)/ 29. /t ʃɔis/Unit 8 It must belong to Carla.1./hu:z/2. /trʌk/3. /'piknik/4. /'ræbIt/5. /ə'tend/6. /'væljuəbl/7. /pink/8. /'enibədi/9./'hæpəni10. /nɔi z/11. /pə'li:smən/17. /'sli:pi/ 18. /lænd/19. /'eiliən/20. 追逐；追赶21. /sju:t/22. /ik'spres/23. 同时；一起24. /'sə:(r)kl/25. /'britn/26. /'mistri/27. /ri'si:v/28./'histɔ:riən/29./'templ/30. /'li:də (r)/33./'pə:(r)p34. /pri'vent/35. /'enə(r)dʒi/39. /'ænsestə(r)/40. /'viktəri/41. /'enəmi/42. /'piəriəd/43. /stəu n'hendʒ/第8 页共14 页第 9 页 共 14 页Unit 9 I like music that I can dance to.1. /pri'f ə:(r)/ 3. /ɔ'streili5. /s ə'p6. /smu:ð/ /7. /spe ə /8. /d ə'rekt ə/9. /keIs/ 10. 既然那样；假使那样的话11. /w ɔ:(r)/ 12./stik/ 13.坚持；固守 16./'endi ŋ/ 18. /d ɔkju'mentri/19. /'dra:m ə/ 20. /'plenti/ 21. 大量；充足 22. /ʃʌt/ 23.关闭；停止运转24. /'su:p ə(r)hi ərəu / 25.偶尔；间或26. /in'telId ʒənt/ 27. /sens/ 28./'sædn 29. /pein/ 30. /ri'flekt/ 31./'mu:vi 32. /p ə (r)'f 33./'laiftaim/ 34. /'piti/ 35. /'t əu tl/ 36. 总共；合计37. /'ma:st ə / n. 能手；主人 v. 掌握 38./preiz/ 39./ri'k ɔ:l/ 40./wu:nd/ 41./'peinfl/Unit 10 You’re supposed to shake hands.1. /'kʌstəm/2. /bau/3. /kis/4. /gri:t/5./ri'lækst/6. /'vælju:/7. 顺便访问；随便进入9. /'kæpitl/10.毕竟；终归11./nu:n/12. /mæd/13. 大动肝火；气愤14./'efə15.作出努力16. /'pa:spɔ:t /17.把-----擦掉18. /tʃɔ:k/ 19. /'blækbɔ:(r)d/20. /'nɔ:(r)ð(r)n/21. /kəu st/22. /'si:zn/23. /nɔk/24. /'i:stə (r)n/25.脱下（衣服）；（飞机等）起飞26. /'wə:(r)28./'empti/29./'beisik/30./iks'tʃeindʒ/31. 特地；格外努力32. 使（某人）感到宾至如归35. /bi'heiv/36. /ik'sept/37. /'elbəu/38. /'grædʒuəli/39. 习惯于40. /sə'dʒest41. /brə'zil/第10 页共14 页Unit 11 Sad movies make me cry.1./'ra:ð/ə/2.宁愿3./draiv/4.使人发疯/发狂5. 越……越……6./'leitli/7.成为某人的朋友8.12. /praim/13. /'ministə(r)/14. 首相；大臣15./'bæŋkə(r)/16. /feim/17. /peil/ 18. /kwi:n/19.召来；叫来20. /ig'zæmin/21. /nɔ:(r)/22. 既不⋯⋯也不23. /'pæləs/24. /welθ/25.起初；开始时26. /grei/27. /'lemən/28./ʌn'kʌmfə(r)təbl/29. /weit/30. /'ʃəuldə(r)/31. /gəul/32.33. /kəut34. /kik/35.开除某人36.对某人苛刻；对某人要求严厉37./bi'saidz/38. /'ti:meit/39. /'kʌridʒ /40. 而不是41./gai/42. /pul/43. 齐心协力；通力合作44. /ri'li:f/45. /nɔd/46. /ə'gri:mənt/47. /fɔ:lt/48. /disə'pɔi nt/第11 页共14 页Unit 12 Life is full of the unexpected.1./ʌnik'spektid/2.在------以前3. /'bækpæk/4. /əuvə(r)'sli:p/5. 捎（某人）一程6. /blɔk /7.与 ------成一排8. /'wə:(r)kə(r)/9. /steə/10. /disbi'li:f/11. /ə'bʌv/12. /bə:(r)n/13./'bə:(r)ni14. /ə'laIv/15./'eəpɔ:(r)t16. /til/17. /west/18. /kri:m/22. /bi:n/23. /'ma:(r)kit/24.在（某时间点）以前25./fu:l/26. /'kɔstju:m/27. /im'bærəst/28.化装舞会29. /ə'nauns/30. /spə'geti/31. /həu ks/32.34. /leidi/35./'kænsl/36. /'ɔfis ə/37. /bi'li:vəbl/38./disə'piə/39. /im'bærəsi40. /nju:'zi:lənd/41. /'Itəli/42. /ma:(r)z/第12 页共14 页第 13 页 共 14 页Unit 13 We ’re trying to save the earth.8./'wudn/ 9. /'plæstik/15. /'ha:(r)mfl/ 16.对------有害17.在------顶部或顶端18./t ʃein/ 19.食物链20./'i:k əu sist əm/ 21./'ind əstri/ 22./l ɔ:/ 23./sai ə 24.参加26. /ə'f ɔ:(r)d/ 27.关掉28. /ri:'ju:z əbl/ 29.付费；付出代价 30.31./trænsp ɔ:(r)'tei32. /ri:'saikl/ 33./'næpkin/ 34.扔掉；抛弃35.好好利用某物36. 颠倒；倒转 37. /geIt/ 38. /'b ɔtl/ 40. /insp ə'rei 41./'ai ən/ 42./w ə 43./'metl/ 44.恢复；使想起；归还 45. /kri:ei'tiv əti/Unit 14 I remember meeting all of you in Grade 71. /'sə:(r)vei/2. /'stændə(r)d/3. /rəu/4. 连续几次地5. /'ki:bɔ:(r)d/6./'meθə7./in/'strʌk8. /'dʌbl/9./ʃæl/10.回首（往事）；回忆；回顾11. /əu və(r)/'kʌm/12.弄得一团糟，一塌糊涂13. /'grædʒueit/14.18.高中19. /tekst/20.（时间）逝去；过去21. /'levl/22. /di'gri:/23./'mænidʒə(r)/24.信任；信赖25./'dʒentlmən/26./grædʒu'eiʃn/27./'serəməni/28.首先29. /kən'grætʃuleit/30. /'θə:(r)sti/31.渴望；渴求32./'θæŋkfə33.对某人心存感激34./'la:stli/35./ta:sk /36. /ə'hed/37.在------前面38.连同；除------以外还39. /ri'spɔnsəbl/40. 对……负责任41./'sepəreit/42.出发；启程43.分离；分开44. /wiŋ/第14 页共14 页。
最新人教版九年级英语全一册导学案（全册共209页）目录Unit 1 How can we become good learners?Unit 2 I think that moon-cakes are delicious!Unit 3 Could you please tell me where the restroom are?Unit 4 I used to be afraid of the darkUnit 5 What are the shirts made of?Unit 6 I like music that I can dance to.Unit 7 Teenagers should be allowed to choose their own clothes.Unit8It must belong to Carla.Unit 9 I like music that I can dance to.Unit10You’re supposed to shake hands.Unit 11 Sad movies make me cry.Unit 12 Life is full of the unexpected.Unit 13 We're trying to save the earth!Unit 14 I remember meeting all of you in Grade 7.Unit 1 How can we become good learners?to be patient4. Try to guess a word’s meaning by reading the sentences before and after it.sentence n.Please use this word to make a sentence. make a sentence 五、练评（包含“考点链接” 应用探究 6分钟） 单项选择。
Unit 15 We are trying to save the manatees!Language goals:In this unit students learn to debate an issue.New languages: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 become polluted.Difficult points:1. Describe the animals correctly.2. How to use the Present Progressive, Present Simple, “ Used to” + infinitive,Passive Voice and Present Perfect .3. How to improve the students’writing ability according to the reading materials. Teaching aids: computer, video, recorderTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: /Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Teach key vocabulary.2. Target languages: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.3. Train the speaking and listening abilities.4. Train students’ communicative competence.Teaching procedures:Step 1. Revision Ask students to review five different verb tenses and name the five tenses.Ask them to 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: We’re studying English.present: I walk to school every day.past with used to: I used to play the piano.passive voice: Tea was invented by accident.present perfect: We have already finished our homework.Get a student to read the verbs in these sentences. Then get other students to briefly explain what each tense is used for.Get students to think of two or three more sample sentences using each type of verb. Have several students read their sentences.Step 2. Section A 1aThis activity introduces the key vocabulary.Ask students to look at the signs on each animal’s picture. Get one or two students to the class. And read the words to the class. Get students to repeat the name of each animal.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 don’t understand.Have students fill in the answers on their own. As 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.Step 3. Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Read the list of words in Activity 1a. Say: 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, students only listen. Then play the recording a second time. This time ask students to circle the words they hear on the recording.Check the answers.Step 4. Section A 1c Group workThis activity provides oral practice using the target language.Go through the instructions with the whole class.Have students look at the sample conversation in the box and get three students to read it aloud to the class.Tell students to think of an animal that is the same as them in some ways.Ask students to 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 seehow quickly the other students can guess what animal the students are talking about.Step 5. Section A 2aThis activity provides guided listening practice using the target language.Ask students to describe the picture in groups. Then have a student describe it to the class.Go through the instructions with the class. Say: 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 the first time, students only listen. Play the recordinga second time. This time ask students to draw lines between each word andits definition.Check the answers with the class.Step 6. Section A 2bThis activity provides listening practice u-sing the target language.Go through the instructions with the class. Ask students to look at the headings in the chart and the blanks next to each heading. Say: You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart. Get students to call attention to the sample answer. The two people 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 7. Section A 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation in the box. Have a pairof students read it to the class.Read the instructions aloud to the class. Say: Each pair of students canmake a conversation using information from Activities 2a and 2b. Letstudents work in pairs. As they work, move around the classroom, checkingthe progress of the pairs and offering help as needed.When students finish the work, ask one or two pairs to say theirconversations to the class.Step 8. Grammar focusPoint to the grammar focus box, get five students to read the statements to the class.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 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 mistakes in their explanations or sentences.Step 9. ConclusionLearn and master the vocabulary words.Master the target languages.I am like this animal because I am strong and intelligent.You’re like an elephant.How big are manatees?They’re about 10 feet long and they weigh about 1,000 pounds. HomeworkReview the new words in the box in Activity 1a.Make conversations in pairs to review the target language.Make five sentences to review the grammar focus.Period 2Teaching aims:1. Master some vocabulary words and 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. Train the reading ability.3. Train the ability of expressing students’ own opinions.Teaching procedures:Step 1. RevisionYesterday we learned the target language and reviewed some grammar. Now who can make sentences using the grammar we reviewed yesterday. Ask students to make sentences in groups to review the grammar. While they are working, move around the room offering grammar help as needed.Step 2. Section A 3aThis 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.Get 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.Have students read the letter on their own again and underline the reasons why the writer is opposed to zoos. While they are working, move around the room and offer pronunciation help if necessary.Check the answers with the class.Ask students to read again and discuss the language points in groups. While they are working, move around the room providing grammar help where needed.Step 3. Section A 3bThis activity provides reading and writing practice using the target language.Go through the instructions with the whole class.Get 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 have students finish the work on their own or in pairs. As 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 Sincerely,×××Write the letter on the blackboard as an example.Have students read the letter and find out the difficult points. Then discussin groups. The teacher can offer grammar help where needed.Step 4. Section A 4 Debate This activity provides oral practice using the target language.Go through the instructions with the class. Say: 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.A: I think that elephants shouldn’t be kept in zoos.B: 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. Get two students to read it to theclass.A: I think that animals should not live in zoos.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 get the other team to givea statement that is related to the first statement. Help the teams makeseveral different statements about a single point before going on to anotherpoint.For example: Team 1: I think that zoos are suitable for animals to live in.Team 2: Why do you think so?Team 1: Because zoos provide homes for many animals, and help to educate the public about caring for them.Team 2: I disagree with you．I think animals there are only given food once a day. They are hungry.Step 5. PracticeDeal with some exercises on the video.Step 6. ConclusionLearn to express one’s own opinions.Master some vocabulary words and target language.HomeworkWrite the letter to the editor.Preview Section B 1a / 1b / 2a / 2b.Search some information about some ways to help save the planet.Period 3Teaching aims:1. Revise vocabulary words and learn some useful expressions.2. Strengthen the target language and practice more.3. Train the speaking and listening abilities.Teaching procedures:Step 1. RevisionCheck homework, get a student to read his or her letter to the editor. Help correct any mistakes．Step 2. Section B 1aThis activity introduces new vocabulary.Have students describe the picture in groups. Then get one student to describe it to the class.Read the instructions aloud to the class.Then ask: What’s the meaning of the phrase save the planet. If students have difficulty, the teacher can offer help.（It means to keep planet Earth clean and not polluted.）Ask students to call attention to the five suggestions for ways to save the planet. Get 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.Ask students to write a number 1 in front of the easiest thing to do, a number2 in front of the second easiest thing to do, and so forth.Students work individually.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 shower while you are washing your hair. 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.Step 3. Section B 1b Pair workThis activity provides guided oral practice using the target language.Go through the instructions with the class. Say: You will compare the answers you wrote for Activity la. You need to explain why you ranked the items in the order you did.Ask students to look at the example in the speech bubbles. Get a pair of students to read it to the class.A: Recycling paper is really easy.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 makesa statement. Then the other student agrees or disagrees with it. You can lookback at Activity 4 in Section A to get ideas of words to use when agreeingand disagreeing.Have students work together, move around the classroom, checking the workand offering help as needed.Ask a pair of students to say their answers as an example.A: Recycling books and paper is really easy.B: I agree with you.SA: Not using paper towels is really hard.SB: I disagree with you. I think that we can use handkerchiefs instead.Step 4. Section B 2aThis activity provides listening practice with the target language and newvocabulary words.Go through the instructions with the class. Say: Now you will hear Jack andJulia talk about what they are doing to help save the planet. Ask studentsto look at the chart. Get a student to read the list of items that Julia andJack talk about. If he or her has difficulty in reading, the teacher can repeatthem and ask students to follow.turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paper Play the recording for this activity for the students the first time, studentsonly listen carefully. Then play the recording a second time. This time askstudents to listen carefully and check the things Julia and Jack talk about.If there is difficulty, play the recording again.Check the answers with the class.Step 5. Section B 2bThis activity gives students practice in understanding the target languagein spoken conversation.Go through the instructions with the class.Ask students to look at the three column headings in the chart and let studentsread the headings again on their own.Say: You will hear the same recording again.Ask students to 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.Now listen to the recording carefully and check the things.Play the recording again if necessary.Check the answers.Step 6. Section B 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation. Get a pair of students to read it aloud to the class.．A: We really should’t use paper napkins, you know.B: I know．I stopped using them last year.Go through the instructions with the class. Say: Work in pairs 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 if necessary.Get one or two pairs to say their conversations to the class.A: We should turn off the lights when me leave a room.B: I always do that.A: We should take our own bags when shopping.B: That’s easy. I will do that in future.A: We really should’t ride in cars.B: I’ll never do that! Our school is far away from my home. It takes meone hour to ride to school every day.Step 7. ConclusionLearn the vocabulary words.Practice more about the target language.Learn to talk about the ways to help save the planet.HomeworkPreview Section B 3a / 3b / 3c / Self check 1/2.Write a short passage about what you should do to help save the planet.Period 4Teaching aims:1. Knowledge: Teach the key vocabulary and practice writing something using thetarget language.2. Moral education: We must realize the importance of recycling. It not only is auseful saving of money but also can protect our environment.3. Train the reading and writing abilities.Teaching procedures:Step 1. RevisionRevise the target language presented in this unit. Check homework. Ask several students to present their composition to the class.Step 2. Section B 3a This activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector. Ask several students to read the words. Help correct any pronunciation mistakes if necessary. Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article: The house of trash. Invite 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.（Who is Amy Winterbourne? ）Make sure students know what to do. Encourage students to think about questions beginning with who, what, when, where, why and how.Ask students to read the article and then write their questions in their own exercise book. Students work individually.Have students do the activity in pairs. Students should discuss why they would want to know the answer to each question. While they are working, move around the classroom, checking the progress of the pairs and providing help as needed.Check the answers with the class.Step 3. Section B 3bThis activity provides reading and writing practice using the target language.Point to the before picture. Ask students to say out the names of the things they see in the picture.（a trash can, a pair of pants, a napkin）Ask students to look at the after picture. Say: 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 scarf used to be a napkin.His scarf is made from a napkin.Ask students to complete the article individually. When they work, walk around the classroom, checking the progress of students, offering help and answering questions if necessary.Get a student to read his or her completed article to the class. Have another student help correct any mistakes where needed.Step 4. Section B 4 SurveyThis activity provides reading, writing, and oral practice using the target language.Read the instructions aloud to the class.Get students to say out the things that they recycle.（paper, glass, aluminum cans, plastic, or cardboard）Get students to look at the survey form.Ask a student to read the headings aloud to the class. Brainstorm other items to add to the list. Tell students to talk to their classmates and find out who recycles each item on their lists. Have students move around the classroom and ask their classmates about their recycling habits.When students finish, check the work.Have some students tell what they learned. Ask them to say out how many students they talked to. Of this number, how many recycled paper, how many turned off the lights when they leave the house.Step 5. Self-check 1This activity focuses on vocabulary introduced in the unit.Point to the words in the box. Get a student to read them. Make sure the students understand the meaning of each word. Then ask students to fill in the blanks with the words on their own. Say, in some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell students they can find all the words in the preceding unit.Get students to fill in the blanks on their own.Students work individually.Check the answers. Ask five students each to read a sentence. Have the rest of the students check their answers. The teacher can offer any help as needed.Let students make their own sentences with the words, preferablysentences that are meaningful. As they work, walk around theclassroom. Collect a few students’ answers with mistakes on theblackboard. Then ask students to help correct the mistakes.answers together.Step 7. Just for fun!This activity provides reading and speaking practice with the target language.Get two students to read the conversation aloud to the class.A: What are they doing?B: They are trying to help the environment.Ask all the students to read the conversation again. Then have students look atthe picture. Ask students who is happy that the pond is being cleaned up.Ask how the toads show their thanks.Ask some pairs of students to present this conversation to the rest of the class.HomeworkPractice more using the information in self check 2.Review the whole unit.Do you recycle? Write a short passage to say your opinion.。
Unit15 We’re trying to save the manatees!【单元话题分析】众所周知, 环境污染日趋严重, 全世界都在为保护人类的生存环境而努力。
本单元谈论的话题就是环境保护（environment protection）。
环境保护是《英语课程标准》要求中学掌握的重要话题之一，是当今社会的热点问题，也是各类考试作文命题的热点。
环境保护这个话题常涉及的内容有空气污染、水污染、人口问题、森林保护、自然资源保护、野生动物和濒危动物保护等。
关于这个社会热点问题，中学生可以和其他社会成员一样来发表自己的观点和见解。
谈论这个话题，有助于养成勤于思考的好习惯，让学生关注自己的生存环境，加强环保意识。
本单元话题常见的命题方式有提示性作文和看图作文等形式，通常采用的记叙文、议论文等作文形式。
写作时要注意文体,有效的把提示性文字和图画内容的思想表达出来。
【写作指导】1. 写作本话题作文，要有自己的观点或明确表达题目要求的观点。
作文的观点要正确、鲜明，明确地表示自己所赞成的和反对的。
2. 要通过事实来支持自己的观点。
在提示性作文中，要充分利用题目所给材料，并在许可得范围内适当发挥，紧密的围绕自己的观点进行可观真实的论证。
3.一般情况下，谈论本话题涉及到的是目前社会存在问题，所以多用一般现在时。
还要根据具体情况选择合适的时态。
4. 掌握一些常用的句式，对于谈论本话题很有帮助。
(1) 表示自己的观点时常采用的句式：I think/believe we must take measures to stop hunting endangered animals.We must come up with ways to protect the environment.People should pay more attention to the problem.(2)客观的的表达某观点或现象常采用的句式：It is reported/ thought/believed/said/known that…People say that…【佳篇欣赏】AWith the development of industry, water pollution is becoming more serious now. The polluted water not only kills fish, it is also harmful to our health. Many people get sick because they drink the polluted water. In some rivers the water is so dirty that they can even kill plants.We should fight against the pollution. We should stop using harmful things. I wish it is not a dream that in the near future we can have clean rivers again.BEnvironmental problems are becoming more and more serious all over the world. For example, cars have made the air unhealthy for people and poisonous gas is given off by factories. Trees on the hills have been cut down and wastewater is being poured continuously into rivers. Furthermore, wherever we go today, we can find rubbish carelessly disposed. Pollution is, in fact,threatening our existence.The earth is our home and we have the duty to take care of it for ourselves and for our later generations. Fortunately, more and more people have realized these problems. Measures have been taken to deal with these problems by the government. Laws have been passed to stop pollution. I hope the problem will be solved in the near future and our home will become better and better.CEnvironment is an important topic, more and more people are worried about it. It is necessary for us to protect our environment because it helps us to enjoy a better life.How to protect our environment? Many scientists have been discussing this topic all over the world. I think we need to care about wild animals and our natural resources. Some people keep hunting wild animals and killing them for food. At the same time, these wild animals’ diseases have affected human beings. Businessmen keep their industries develop so that mach rubbish has been released to the air and water. The pollution is seriously harmful to our health. On the other hand, we need to save our water. I often see people waste a lot of water. They don't know that our natural resources are so limitedIn conclusion, protecting our environment needs everybody to do something. Let us do it from now on for a better environment.【重点结构和句型展示】A．原汁原味（课本重点结构和句型）1. There used to be a lot of manatees. 海牛的数量曾经很多。
Unit 15 We’re trying to save the manatees!趣味阅读GUESS:1. I look like a house, but my body is cov ered by black and white stripes.我看起来像一匹马，但是我的身体被黑白相间的条纹覆盖着。
2. I can run very quickly. I have antlers（鹿角）on my head.我能跑得非常快。
我的头上有鹿角。
3. I am an animal kept by farmers to produce milk.我是被农民饲养来产奶的一种动物。
4. I am not a fish but look like a large fish and live in the se a. I am a warm-bl ooded mammal. 我不是鱼但看起来像一条生活在海里的大鱼。
我是个温血的哺乳动物。
5. I have a very long neck and legs. I can eat the leaves on top of the tree.我有很长的脖子和腿。
我能吃到树顶端的叶子。
6. I am known for my cleverness and cunning（狡猾）.我以我的聪明和狡猾而闻名。
7. I live in Tibet and like eat ing grass. My fur is being used to make sweaters for people.我生活在西藏，并且喜欢吃草。
我的毛被用来为人们制作毛衣。
8. I look like a dog. But people and animals are all afraid of me, because I like eating them. 我看起来像一只狗。
但是人们和动物都怕我，因为我喜欢吃他们。
