染雾九年级英语教案示例第十五单元Unit 15 Period 1 篇一
Title: Exploring the Theme of Environmental Protection in Unit 15
In this lesson, students will be introduced to the theme of environmental protection through various activities and discussions. The lesson will begin with a brainstorming session where students will discuss the importance of protecting the environment and the impact of human activities on nature. This will be followed by a reading activity where students will read a passage about the effects of pollution on the environment and discuss the ways in which they can help to reduce pollution in their own lives.
After the reading activity, students will work in pairs or small groups to create posters or presentations on different aspects of environmental protection, such as recycling, conserving energy, and protecting wildlife. They will then present their projects to the class and discuss the importance of each aspect in preserving the environment for future generations.
To conclude the lesson, students will watch a short video on the effects of deforestation and discuss the ways in which they can help to protect forests and wildlife. They will also be encouraged to participate in a class-wide initiative to plant trees in their school or community as a practical way of contributing to environmental protection.
By the end of the lesson, students will have a better understanding of the importance of environmental protection and the role they can play in preserving the natural world. They will also have developed their communication and teamwork skills through the various activities and discussions in the lesson.
Overall, this lesson is designed to engage students in meaningful discussions about environmental protection and inspire them to take action to protect the environment in their own lives.
九年级英语教案示例第十五单元Unit 15 Period 1 篇二
Title: Developing Critical Thinking Skills in Unit 15
In this lesson, students will be challenged to think critically about the issues surrounding environmental protection and develop their analytical skills through various activities and discussions. The lesson will begin with a debate on the topic of climate change, where students will be divided into groups and tasked with presenting arguments for and against the existence of climate change. This activity will encourage students to consider different perspectives and develop their ability to think critically about complex issues.
After the debate, students will engage in a role-playing activity where they will take on the roles of different stakeholders, such as environmental activists, government officials, and business owners, and discuss the potential conflicts and compromises that arise in the context of environmental protection. This activity will help students understand the complexities of environmental issues and develop their empathy and problem-solving skills.
Following the role-playing activity, students will participate in a group discussion on the ethical implications of environmental protection, focusing on questions such as the rights of future generations, the responsibilities of individuals and governments, and the impact of environmental policies on different communities. This discussion will challenge students to consider the ethical dimensions of environmental issues and develop their ability to make informed and ethical decisions.
To conclude the lesson, students will work on a writing task where they will reflect on the lessons learned in the class and propose their own solutions to environmental problems. They will be encouraged to think creatively and critically about the issues discussed in the lesson and develop their ability to communicate their ideas effectively.
By the end of the lesson, students will have developed their critical thinking skills and gained a deeper understanding of the complexities of environmental protection. They will also have honed their communication and problem-solving skills through the various activities and discussions in the lesson.
Overall, this lesson is designed to challenge students to think critically about environmental issues and develop their analytical and ethical skills in order to become informed and responsible global citizens.
九年级英语教案示例第十五单元Unit 15 Period 1 篇三
九年级英语教案示例第十五单元Unit 15 Period 1
九年级英语教案示例第十五单元Unit 15 Period 1New function presenting作者：思全英语辅导Unit 15 Period 1New function presenting Language goals语言目标1.Words&&expressions生词和短语
save,gentle,furry,enormous,playful,aggressive,gray,spotted,manatee,cheetah,chimpanzee,kangaroo,mangrove,swamp,habitat,aquatic,feed,underwater,vegetation 2.Key sentences重点句子(P119)
We are trying to save the manatees.
Manatees eat about 100 pounds of food aday.
There used to be alot of manatees.
In 1972,it was discovered that they were endangered.
Ability goals能力目标
Enable the students to describe animals.
Emotion&&attitude goals情感和态度目标
Enable the students to protect animals and environment gladly.
Strategy goals策略目标
To understand the target language by reading pictures.
Culture awareness goals文化意识目标
The importance of protecting animals and the environment.
Teaching important points教学重点
Talk about the animals and whether to build zoos.
Teaching procedures and ways教学过程与方式
Step IRevision and Lead-in Ask the students to show th eir work.
T：In the last unit,we've learned to talk about the things that we have done.Now I'll ask you aquestion：Have you ever been to azoo?What kind of animals can you see in it?
S1：In the zoo of our city we can see tigers,lions,elephants,and monkeys.
S2：I can see deer and sheep.
S3：We can see some chickens,birds,camels and horses..
T：Have you ever seen cheetahs,pandas or manatees in our zoos?
Ss：No,we haven't.
T：Do you know why we can't see these animals in our zoos?
Ss：I think they are rare./There aren't any in our country.
T：Some animals can't be seen because they are endangered.So we should protect them.
Show the picture of amanatee.
T：Now look at the picture.This animal is called manatee.It's endangered,too.We can't see it in the zoo,either.OK！Today we'll learn Unit 15.We're trying to save the manatees！
Write down the topic：We're trying to save manatees！
Ask the students to look at the picture and answer the question.
T：We know animals are our best friends.Now look at the picture,please tell me which animal you like best and why you like it.
Show the following picture to the students.
S1：I like pandas best because they are gentle.
Write the word"gentle"on the blackboard and ask for more ideas from other students.
S2：I like tigers best because they are the kings of the animals.
T：We know tigers are very aggressive.
Write the word"aggressive"down on the blackboard.
S3：I like monkeys best because they are clever and they can climb trees very quickly.They are playful.
Write down more useful words on the blackboard.
Step II Brainstorming(1a：P118)
T：Good.When we describe animals,we often use some adjectives,such as enormous,spotted,gray.Now please find out the words that can describe the animals.You can use the adjectives from 1a.
Kangaroos：_ __ Manatees：_ __ Cheetahs：_ __ Polar bears：_ __ Elephants：_ __ Chimpanzees：_ __ Sample answers：
Kangaroos：playful,fast,big Manatees：gentle,shy,enormous Cheetahs：spotted,fast,aggressive Polar bears：aggressive,furry,fat Elephants：enormous,gray,strong Chimpanzees：noisy,furry,ugly Step III Listening and Oral Practice(1b,1c：P118)
T：Next you will hear Ginny and Victor talking about the animals in the picture in 1a.Please listen.For the first time,get the main idea.Keep down the words used to describe the animals while listening.OK?
Play the recording.Then check the answers.
T：We just now heard that manatees are gentle and very shy.I think different people are like different animals to some extent.Different animals have different characters.For example,Jim is like amonkey because he is clever and he can climb trees very quickly.Please talk with your partners about what you are like.First,read the example from 1c in the box please.
Let the students work with their partners.
T：Which pairs would like to act out your dialogues?
Sample dialogue 1：
S1：I am like this animal because Iam strong and live in the forest.
S2：You are like alion.
S1：No.
S2：You are like atiger.
S1：No.Because Idon't eat meat.
S2：You are like an elephant.
S1：Yes.You are right.
Sample dialogue 2：
S1：I'm like this animal because I'm spotted.I like to eat meat and Ican run fast.
S2：You're like atiger.
S1：No.
S2：You are like acheetah.
S1：Yes.
Sample dialogue 3：
S1：I am like this animal because Iam gentle and very shy.I live in water.
S2：You're like amanatee.
S1：Yes！You are great！
Step IV Listening Practice(2a,2b：P119)
T：OK.We all know that manatees are gentle and very shy.They live in water and like eating vegetables.But do you want to know more about them?First let's look at the picture on page 119.Can you say more about manatees?
Sample answers：
S1：I think they are living in the water.
S2：I believe that they eat aquatic food.
S3：I feel that there aren't many of them.
S4：I know that they live in aplace where trees grow in water.
S5：I think they are endangered.
Ask the students to listen to the recording.
T：Very well.I think your answers are all right.Manatees in the world are fewer and fewer.We should save them.We should take care of the environment that they are living in.Now let's listen to the tape.First listen to the recording and match the words and definitions in 2a.
Play the recording for the first time.
T：Listen again and check your answers.
Play the recording for the second time.Check the answers.
T：You'll hear the same conversation again.This time complete the chart in 2b.Put your answers on the line.
Play the recording again,then check the answers.
Step VPairwork(2c：P119)
T：After listening,we know more about manatees.We know that they are fewer and fewer.The government has passed laws to protect them.They eat alot of food every day.They are enormous.Can you make conversations about the animal in pairs?You can base on the model dialogue in 2c.
A sample dialogue：
S1：How many manatees are there in the US?S2：About 2,500.
S1：Where are they living?
S2：Their favorite habitat is in the water under the trees in mangrove swamps.
S1：Why are they endangered?
S2：Some of the swamps have been polluted.
S1：Do they eat alot?
S2：Yes,they do.
.
Step VI Grammar(Grammar Focus：P119)
Help the students sum up the following patterns.
时态谓语动词的形式(do)
一般现在时do/does
一般过去时did
现在进行时be(am/is/are)doing
现在完成时have/has done
一般过去时被动语态was/were done
现在完成时被动语态have/has been done T：Look at the Grammar Focus box on page 119.Now who'd like to read the sentences to the class?
Ask astudent to read the sentences in the box.
T：Can you make some sentences with the different tenses and passive voice?Please write down your sentences in your exercise books.
Ask the students to do more practicing exercises,such as the following：
Fill in the blanks with the right forms of the given words.
1.Every day my mother _(get)up early.
2.The dinosaur eggs _(discover)many years ago by scientists.
3.Listen！Some children _(sing)an English song over there.
4.In our hometown there used to _(be)many old trees.
5.My work _(not finish)yet.I can't go out to play with you.
Sample answers：
1.gets 2.were discovered 3.are singing 4.be 5.hasn't been finished Step VII Homework T：In this c
