progress of the pairs and offering help as needed． Invite one or two pairs to say their conversations
to the class．
SA: We should turn off the lights when me leave a room．
SB: I always do that．
SA: We should take our own bags when shopping．
SB: That’s easy． I will do that in future．
SA: We really shouldn’t ride in cars．
SB: 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 Ⅶ Summary
In 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 Ⅷ Homework
Talk 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．
Step Ⅸ Blackboard Design
Unit 15 We’re trying to save the manatees!
Section B
The Fourth Period
Target language:
A: We really shouldn’t use paper napkins, you know．
B: I know． I stopped using them last year．
Unit 15 We’re trying to save the manatees!
The Fifth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
trash, 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 Object
We must realize the importance of recycling, It not only is a useful saving of money but also can
protect our environment．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Points
1． How to improve students’ reading ability．
2． How to improve students’ speaking ability．
Ⅳ． Teaching Methods
1． Reading method to improve students’ reading ability．
2． Writing method to improve students’ writing ability．
3． Speaking method．
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Teaching Procedures
Step Ⅰ Revision
Revise the target language presented in this unit． Check homework． Ask some pairs to read out
their conversations．
Step Ⅱ 3a
This activity provides reading practice using the target language． Teach the new words． Show
the new words on the screen by a projector．
stuff n．废物；无用的东西
material n． 材料；原料
pull v． 拉；拖；拔
pull down 摧毁；推翻
be made from 由……制成；由……构成
bottle n． 瓶子
glue v． 胶合；粘贴；黏合 n．胶水
roof n．顶；屋顶；房顶
discard v． 丢弃；放弃
tile n．瓦片；瓷砖
fence n．栅栏；围墙
can n．（装液体等，常带有盖的）金属罐
inspiration n．灵感；鼓舞人心的人（或事物）
spare adj．多余的；空闲的
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．
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
，Unit 15 We’re trying to save the manatees!-九年级英语教案