鲁教版英语九年unit3we’retryingtosavethemanatees1

鲁教版英语九年unit3we’retryingtosavethemanatees1内容摘要：

students to read it to the class． SA : How big are manatees? SB : They’re about l0 feet long and they weigh about 1 000 pounds． Read the instructions aloud to the class． Each pair of students can make a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, move around the classroom, checking the progress of the pairs and offering help as needed． When students finish the work, ask one or two pairs to say their conversations to the class． Conversation 1 SA: Where do manatees live? SB: They live in the water under the trees in mangrove swamps． Conversation 2 SA : Why are manatees endangered? SB : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either． Step Ⅴ Grammar Focus Look at the grammar focus box． Invite five students to read the statements to the class． We’re trying to save the manages． Manatees eat about 100 pounds of food a day． There used to be a lot of manatees． In 1972, it was discovered that they were endangered． Some of the swamps have bee polluted． Put the class in five groups and ask each group to bee experts in one of the verb tenses and presents a review of that tense to the rest of the class． Have the students explain what the verb tense is used for and then give some sample sentences． Students can look back at the units where their verb tense was presented or practiced． Present progressive: Reviewed throughout the book． Present: Reviewed throughout the book Past with used to: Unit 4 Passive voice: Unit 10 Present perfect: Unit 14 While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences． Ask one student of each group to show their work． As the students show their work, ask questions and correct any errors in their explanations or sentences． （ 1） Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense． The structure is am/is/are+ 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 orfrequent practice in the past． For example: I used to go swimming when I was a child． （ 4） Passive voice: The form of the verb is be + p． p in the sentence． For example: Our classroom is cleaned every day． （ 5） Present Perfect: The from of the verb is have/has + p． p For example: I have already finished my homework． Step Ⅵ Summary In this class, we’ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed． We’ve also learned the target language How big are manatees? They’ve about 10 feet long and they weigh about 1 000 pounds． At last, we reviewed some grammar we have learned． Step Ⅶ Homework 1． Make conversations in pairs to review the target language． 2． Make five sentences to review the grammar focus． Step Ⅷ Blackboard Design Unit 15 We’re trying to save the manatees! Section A The Second Period Make sentences to review the grammar focus: （ 1） He is reading a story book． （ 2） I go to school by bike． She does her homework every day． （ 3） I used to go swimming when I was a child． （ 4） Our classroom is cleaned every day． （ 5） I have already finished my homework． Unit 15 We’re trying to save the manatees! The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （ 1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge （ 2） Target Language I think that animals should not live in zoos． I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live． 2． Ability Objects （ 1） Train students’ integrating skills． （ 2） Train the ability of expressing students’ own opinions． 3． Moral object Animals are our friends． We must know how to love them and how to protect them． That way, It is good for both animals and us． Ⅱ． Teaching Key Point Train students’ integrating skills． Ⅲ． Teaching Difficult Point How to improve students’ integrating skills． Ⅳ． Teaching Methods 1． Fastreading method 2． Groupwork and pairwork Ⅴ． Teaching Aids 1． A projector 2． The blackboard Ⅵ． Teaching Procedures Step I Revision T: Yesterday we learned the target language and reviewed some grammar． Now who can make sentences using the grammar we reviewed yesterday． S1 : I’m answering a question． S2 : My mother goes shopping every week． S3 : She used to live in the countryside, but now she lives in the city． S4 : He was made to do so． S5 : She has learned a lot of new words． T: Very good． Step Ⅱ 3a This activity provides reading practice using the target language． Show the key vocabulary words on the screen by a projector． against prep． 反对；违反 suitable adj． 合适的；适宜的 tiny adj． 极小的；微小的 cage n． 笼子；囚笼 educate v． 教育；培养 public adj． amp。 n 公众（的）；民众（的） care for 关怀；照顾 urge v． 强烈要求；竭力主张 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． Answers Zoos are terrible places for animals to live． The animals are kept in tiny cages and can hardly move at all． And they are。