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Unit 15 We’re trying to save the manatees 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…They’r e 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!教材分析：本单元是九年级英语Go for it Unit 15 We’re trying to save the manatees!。
主要围绕有关濒临灭绝的动物这一话题，学习了应该怎样保护我们的环境，以及就某一问题展开辩论。
充分利用多媒体等教学设备，创设与本课话题相关的情境，如各种不同种类的动物、动物园以及有关环境的画画等等。
围绕着本单元的教学目标，设计一些贴近学生实际的教学任务，如让学生谈论自己最喜欢的动物，如何拯救濒危动物，如何保护环境等等。
让学生根据所学知识，就动物园是否对动物有利以及其他的话题进行辩论。
单元学情分析:“Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check 三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的Ｃ部分又是pair work,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。
Section B 中的３a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。
Section B中的3c是任务性教学，体现了语言的交际性和实用性。
本单元主要围绕着有关濒临灭绝的动物这一话题，学习了应该怎样保护我们的环境，以及就某一问题展开辩论。
单元教学建议采用Repeating和Cooperation的学习策略，充分利用多媒体教学来展开课堂Pair work 问答式的口语交际活动，谈论现在正在发生的事情。
单元的教学法建议：任务型教学法，多媒体辅助教学等等。
单元教学目标：语言目标能够运用所学知识，就某一问题展开辩论。
认知目标1、复习一些语法：现在进行时、一般现在时、用used to 表示一般过去时、现在完成时、一般过去时的被动语态。
Unit 15 We’re trying to save the manatees一周强化一、一周课程概述1．学习有关环境保护的语言。
2．学习本单元出现的重点单词、词组、句型。
二、重难点知识讲解1．We’re trying to save the manatees.我们应该尽力保护/挽救海牛。
（1）try to do sth. 尽力去做某事 (相当于try one’s best to do sth.)e.g.She tried to send her son to get the best education.她尽力让儿子受到最好的教育。
I’ll try to finish it on time.我会尽力按时完成的。
比较：try doing sth. 试着做某事e.g.We can’t open the front door. Let’s try opening the back one.前门我们开不了，试试后门吧。
He tried reading the newspaper, but it couldn’t make him forget the trouble.他试着看报纸，但也不能使他忘记烦恼。
（2）save v. 救，拯救，挽救e.g. He saved the boy who had fallen into the river.他救了那个掉进河里的小孩。
They couldn’t think of any way to save the situation.他们想不出什么办法来挽救这个局势。
save 还可用来表示“储蓄/积攒（钱财）；节省时间”等。
e.g. You should learn to save.你应该学会省钱。
It can help you to save a lot of trouble.这个可帮助你避免许多麻烦。
If we go there by bus, it can save a lot of time.如果我们乘车去可以节省许多时间。
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 bee 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: puter, 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. Teachkey vocabulary.2. Target languages:I am like this animal because I am strong and intelligent.I likewater,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’ municative petence.Teaching procedures:Step 1. RevisionAsk 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. Readthe 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 ingroups. 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 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 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 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 pou nds. 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 A3aThis 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 A3bThis 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 DebateThis 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 plete 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 the class.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 another point.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. SectionB1aThis activity introduces new vocabulary.Have students describe the picture in groups. Then get one student to describeit to the class.Read the instructions aloud to the class.Then ask: What’s the meaning of the phrase save the planet. If students havedifficulty, the teacher can offer help.（It means to keep planet Earth cleanand not polluted.）Ask students to call attention to the five suggestions for ways to save theplanet. Get a student to read each one aloud to the class. Make sure studentsunderstand 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 pare 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 agreeing and 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 new vocabulary words.Go through the instructions with the class. Say: Now you will hear Jack and Julia talk about what they are doing to help save the planet. Ask students to look at the chart. Get a student to read the list of items that Julia and Jack talk about. If he or her has difficulty in reading, the teacher can repeat them 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 paperPlay the recording for this activity for the students the first time, students only listen carefully. Then play the recording a second time. This time ask students 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 language in spoken conversation.Go through the instructions with the class.Ask students to look at the three column headings in the chart and let students read 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 thingsshe 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 B2c 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 position to the class.Step 2. Section B 3aThis activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector. Askseveral 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 fromand 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 plete 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 pleted 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, howmany turned off the lights when they leave the house.Step 5. Self-check1This 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 inthe blanks with the words on their own. Say, in some cases, you may need touse another form of the word, for example adjusting for tense or subject/verbagreement. 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 asneeded.Let students make their own sentences with the words, preferably sentences 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.。
Unit 15 We’re trying to save the manatees!Period 1：Section A 1a—2cTeaching Aims1. Key Vocabulary : manatee, cheetah, chimpanzee, kangaroo, gentle,furry, enormous, playful, aggressive, spotted, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound,polluted2. 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．---How big are manatees?---They’re about 10 feet long and they weigh about 1000 pounds．Step 1. Lead-inSmall talks between the students in pairs.Talk about some animas we know well.Raise my questions on the blackboard: What does a monkey look like? What is a monkey like?Get some pairs to talk about their ideas in class.Step 2 Teaching aimsPresent the teaching aims on the blackboard or on the screen. Let them know what they will learn.Step 3. 1a Self Learning1.Learn the new words．Make sure students can read the words correctly and fluently．2.Get students to discuss the pictures after giving examples:A gentle animal is quiet and not dangerous．A fury animal is covered with soft hair．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 the pictures．Check the answers with the whole class．Let students say the words they wrote under each heading．Step 4 ListenBefore listen, students read the statements in 1b,2a and 2b,understand the requests.Play the tape the first time,students only listen.Play the tape a second time,finish the exercises .Listen to the tape once more,students repeat after the tape, check their answers.Step 5 PresentationPairwork 1 Activity 1c. Get three students to read the conversation to the class．Tell students to think of an animal and write down a statement or two.Don’t say the name of the animal． A few minutes later, let students read their statements to the class and see how quickly the other students can guess what animal the students is talking about．Pairwork 2 Activity 2c. Invite a pair of students to read the sample conversation to the class．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 6 Explain and ExtensionLook at the grammar focus．Have the students explain what the verb tense is used in each sentence.Explain it if necessary. Ask some students to say more sentences．For example:We are working on this problem now.I have already finished my homework．Notes:1. In 1972, it was discovered that they are endangered. 1972年，人们发现它们已经濒于灭绝。
教学目标能用目标语言谈论如何保护环境教学重点努力为保护环境，拯救地球尽自己的一份力量教学难点努力为保护环境，拯救地球尽自己的一份力量课时安排 4 教具准备ppt 教法合作探究学习过程自主空间【自主学习】预习完成下列词组1.听说过2.一个很不平常的女人3.回收材料4.拆除5.由旧玻璃瓶粘成6.丢弃的砖瓦7.栅栏由苏打铁罐造成 8.从帮助拯救我们的星球协会获奖9.我们大家的榜样 10.在业余时间11.用旧电视做模型玩具【词句理解】1.hear of “听说”; hear from“收到。
的来信”翻译：(1)我以前从未听说过那件事 .(2)昨天我收到了父母的来信。
____________________________2.be made of 这桌子是用木头做的。
be made out of 那座雕像是由石头雕成。
be made into竹子可以制成钓鱼杆。
be made in 这些小轿车是日本产的。
be made by 这张桌子是他父亲做的。
be made by 计算机是由许多部件组成的。
3. be an inspiration to sb.Lei Feng’s short life was a great inspiration to youth Inspire v. The actors inspired the kids. inspiring adj. He is an inspiring teacher. We all like him4. a most+ adj.结构中most相当于very/extremely“很，非常”。
翻译：这是一本非常有用的书____________________________.the most+adj原级“最”翻译：他是班上最细心男孩______________________________..5.build A out of B“用B做成A”翻译：用木材搭建的房子可以御寒_______________________【课堂达标】一.单项选择：（）1.She built a house out of trash.A .her B. herself C .hers D. by her（）2.The old building was being pulled ________.A .up B. down. C .out of D .out（）3.The bridge is made ____________big stones.A. inB. formC. of D .out（）4.The radio is too loud. Will you please ?A .turn it downB .turn it on C. turn off it D. turn down it（）5.Some new buildings __for the farmers in the village every year.A. were builtB. are built C .is built D. will be built ( )6. Books are made _____paper rand paper is made ______ wood.A. of; of B .from; from C. of; from D. from; of( )7.---Have you heard ______ Steve, a football star in my school?----Oh, he is my friend, I’v just heard ____ him.A. from; ofB.of; fromC.from; fromD.of; of( )8.He is clever_ _______a monkey.A. as B .like C. for D .of( )9.Many new buildings are ________with the help of our government in our country now.A .building B. being built C. will build D. build( )10.The fence is built out o _______coda cans.A. usedB. useC. usingD. being used二、根据句意提示写出空缺单词的正确形式：1.When the teacher came in, the students stopped ______ (talk)2. As soon as he saw me, he stopped ______ (talk)to me.3. ______(recycle)paper is difficult.4. The bridge _________(build)30years.5. The shop _________(close) at five every day.6. Tina bought a _______(use) car, but it’s very (use).7. It is said that there is no ______(live) things on the moon.8. The roof of her house is made of _______(discard) tiles.9. Look! There is a cat ______ (climb) up the tree.三、根据汉语完成句子1.Bill对我们大家来说是哥鼓舞人心的人物。
《Unit 15 We ’re trying to save the manatees!》﹚1. To learn some names of animals.来表Ifor pull,2. To learn ho w to describe the animals.3. To know something about the manatees.4. To revise some tense like: present progressive, present simple, “used to ”+infinitive, passive voice, present perfect. Difficult points:1. The names of animals2. The adjectivesTeaching aids : CAI, tape.教学步骤 建议和说明 Step 1 Warming up Enjoy a song about animals Step 2 Lead in After the song, T can ask Ss, Do you like animals? W hat’s your favorite animal? Why? According to these questions, Ss can revise animals and adjectives they learned before. T can write these words on the blackboard to help them remember better. Step 3 Presentation After revision T can show some pictures with the animals, then teach the names and some adjectives which describe them. T: What are these? S: They’re African elephants. T: What do you think of them? S: They’re enormous. Then T can finish teaching the words by using this way. T can show the pictures and words. Also Ss can express their own description to the animals. Step 4 Read and match Section A 1. Ask Ss to write the adjectives in the boxes below. Then write other words they know. 2. Ss show their views. Step 5 Group work A: I like …, because they’re… B: But I like…, because they’re so… What about you, C? C: I think … are …, so they are my favorite animals… Step 6 Listening 1. 1b. Listen and circle the words in 1a that victor and Anny use to describe the animals. 2. Read the listening materials after the tape. Then read then together. Step 7 Group work 与本课相对应的动物歌，方便导入 此处可以自然进入动物的世界，又可以复习学过的形容词与动物名，为下文打下基础。
Unit 15 We’re trying to save the manatees!Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularymanatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted(2) Target LanguageI 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.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 Point Target 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 help students go through with the listening material.3．Groupwork to make every student work in class.Ⅴ．Teaching Aids：1．A tape recorder 2.The blackboard 3．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionNow let's review five different verb tenses. Can you name the five tenses? Please look at the screen.Invite 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 Ⅱ 1aThis activity introduces the key vocabulary. Look at the signs on each animal's picture 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.Step Ⅲ 1bThis 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.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 Ⅳ 1cThis 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.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 similarto the animal you choose. Don't say the name of the animal.Step Ⅴ SummaryIn this class, we've learned some important words such as manatee, kangaroo, polar 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 Ⅵ Homework1．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.Step Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe First PeriodTarget language:I am like this animal because I am strong and intelligent. I like water, and I like toeat vegetables.You're like an elephant. No.You're like a manatee. Yes.Unit 15 We’re trying to save the manatees!Section AThe 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 Vocabulary：endangered, 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 Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck 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 Ⅱ 2aThis activity provides guided listening practice using the target language. Look at the picture. Ask, What can you see in the picture?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.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 Ⅲ 2bThis activity provides listening practice using 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.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. Read the instructions aloud to the class.When students finish the work, ask one or two pairs to say their conversations to the class.Step Ⅴ Grammar FocusLook at the grammar focus box. Invite five students to read the statements to the class.Step Ⅵ SummaryIn 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 Homework1．Make conversations in pairs to review the target language.2．Make five sentences to review the grammar focus.Step Ⅷ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe Second PeriodMake 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!Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyagainst, be suitable for, tiny cages, educate, care for, urge(2) Target LanguageI 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 Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionStep Ⅱ 3aThis activity provides reading practice using 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 students to read the letter on their own again and underline the reasons why the writer is opposed to zoos.Step Ⅲ 3bThis 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.Step Ⅳ Part 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.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.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 severaldifferent statements about a single point before going on to another point.Step Ⅴ SummaryIn 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 Ⅵ Homework1．Finish off the exercises on pages 61～62 of the workbook.2．Write the letter to the editor.Step Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section AThe Third PeriodDear 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,×××Unit 15 We’re trying to save the manatees!Section AThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：planet, 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 Vocabulary：planet, 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 Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a student to read his or her letter to the editor. Help correct any mistakes.Step Ⅱ 1aThis 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.) Look at the five 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.Step Ⅲ 1bThis activity provides guided oral practice using the target language. Read the instructions to the class. You will compare the answers you wrote for Activity 1a.Look at the example in the speech bubbles. Invite a pair of students to read it to the class.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.Step Ⅳ 2aThis activity provides listening practice with the target language and new vocabulary words.Go through the instructions with the class. 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.Play 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. Check the answers with the class.Step Ⅴ 2bThis activity gives students practice in understanding the target language in spoken conversation.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 Ⅵ 2cThis 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.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.Step Ⅶ SummaryIn 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 HomeworkTalk 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 DesignUnit 15 We're trying to save the manatees!Section BThe Fourth PeriodTarget 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!Section AThe 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 PointPractise 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 Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.Step Ⅱ 3aThis activity provides reading practice using the target language. Teach the new words. Show the new words on the screen by a projector.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.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.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.Step Ⅳ Part 4This activity provides reading, writing, and oral practice using the target language. Read the instructions aloud to the class.Please tell me the things that you recycle. Look at the survey form. Invite a student to read the headings a loud to the class. Brainstorm other items to add to the list. Let students move a round the classroom and ask their classmates about their recycling habits. When students finish, check the work. Let some students tell what they learned. How many students did they talk to? Of this number, how many recycle paper? How many turn off the lights when they leave the house?Step Ⅴ SummaryIn this class, we've done a lot of practice reading and writing as well as speaking.Step Ⅵ Homewor k1．Read the article in Activity 3a again for further comprehension.2．Complete the article in Activity 3b.3．Do the survey in Activity 4 if students haven't finish it.Step Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fifth PeriodAnswers to Activity 3bJoe Winterbourne loves the clothes his mother made for him. At school ,every one 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.Unit 15 We’re trying to save the manatees!Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in the blanks and make sentences using support, endangered, recycle, wear, pull down(2) Write conversations using the information.2．Ability ObjectTrain students' writing ability.3．Moral ObjectWe should form good habits. They are not only good for ourselves but also good for our society.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Write conversations.Ⅲ．Teaching Difficult PointMake students using support, endangered, cycle, wear, pull downⅣ．Teaching Methods1．Teaching by explanation2．Speaking method3．Writing methodⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a few students to read the article in Activity 3a. Then let a student read his or her own article.Step ⅡThis activity focuses on vocabulary introduced in the unit.Look at the words in the box. Invite a student to read them. Make sure the students understand the meaning of each word. Then fill in the blanks with the words. In some cases, students 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. Check the answers.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Step Ⅲ Part 2This activity provides speaking and listening practice using the target language. Go through the instructions with the class.Invite a pair of students to model part of the sample dialogue adding their own answers. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language. Invite a pair of students to read the conversation aloud to the class.Ask some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and HomeworkIn this class, we've done a lot of writing practice using the key vocabulary words and the target language presented in this unit. After class, please make sentences using the words in Activity 1 in your exercise books. Then finish off the exercises on pages 62～64 of the workbook.Step Ⅵ Blackboard DesignUnit 15 We're trying to save the manatees!Self checkThe Sixth PeriodSample answers to Activity 1:1．I hope to have your support.2．It is more than 30 years since manatees were endangered. 3．Recycling paper is very important and necessary. 4．What do you like to wear?5．The buildings that are dangerous must be pulled down.。
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 PointPractise 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 blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations.Step Ⅱ 3aThis 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 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 Ⅲ 3bThis 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 whatto 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 Ⅳ Part 4This activity provides reading, writing, and oral practice using the target language.Read the instructions aloud to the class.Please tell me the things that you recycle. (paper, glass, aluminum cans, plastic, or cardboard) Look at the survey form. Invite a student to read the headings a loud to the class. Brainstorm other items to add to the list. Say, Talk to your classmates and find out who recycles each item on your list. Let students move a round the classroom and ask their classmates about their recycling habits. When students finish, check the work. Let some students tell what they learned. How many students did they talk to? Of this number, how many recycle paper? How many turn off the lights when they leave the house?A sample surveyrecycle paper 12turn off lights in the house 10turn off the shower while washing hair 2take your own bags when shopping 5Step Ⅴ SummaryIn this class, we've done a lot of practice reading and writing as well as speaking.Step Ⅵ Homework1．Read the article in Activity 3a again for further comprehension.2．Complete the article in Activity 3b.3．Do the survey in Activity 4 if students haven't finish it.Step Ⅶ Blackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fifth PeriodAnswers to Activity 3bJoe Winterbourne loves the clothes his mother made for him. At school ,every one 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.。
Unit15练习一、词汇测试（16%）A.用所给单词的适当形式填空1. The environment __________(pollute) is more and more serious.2.My elder brother decided to go abroad to continue his ___________(educate).dies and ___________(gentle), come this way, I'll show you how to operate the computer.4. You should wear clothes ________ (suit) for the occasion.5. She gave him a ________ (play) tap on the arm.B.根据首字母或汉语提示完成单词1. They just have a ________ (空闲的) room for the guest.2.Look, there is an ___________ (巨大的)animal on the top of the mountain.3.There are so many birds flying above the r_________ of the houses.4.The old man collect waste paper and bottles for r__________.5.The workers are all ___________ (反对)the boss's idea strongly.C.用所给动词的正确形式填空1. My mother asks me if I________ (go) to the park.2. Why is Lily_________(sit) under the tree? It's time to have class.3. My father ___________(mend) my bike while my mother was washing clothes.4.Tom __________(die) ten years ago, he has been dead for ten years.5.I will tell him the good news as soon as he________(come) back.6.Lucy and Lily missed ____________(watch) the wonderful film.二、句型转换（14%）1.We're trying to protect the environment.(对划线部分提问)_________are you trying _________ _________?2.There used to be a lof cheetahs.（改为反意疑问句）There used to be a lot of cheetahs,______ _________?3.They made Victor weigh himself just now. （改为被动语态）Victor_____ ______ to weigh himself just now..4. They weigh about 1,ooo pounds. (对划线部分提问)______ _______ do they weigh?5. I think what you said is right. （同义句）I_______ ________y ou..6. There's something wrong with the watch .（一般疑问句）________ there ________ wrong with the watch ?7.I like to go out to play, and I don't like to stay at home.（同义句）I prefer to play outside stay at home.三、单项选择（15%）( )1. _____ little children can only do______ little work.A. Such, suchB. Such, soC. So, soD. So, such( )2. My hair is too long. I am going to______.A. have it cuttedB. let it cutC. make it cutD. have it cut( )3. _____ you practice, _____ you will be at your English speak.A. The more, the moreB. More, betterC. Very much, the moreD. The more, the better( )4. How much do you want for the book? Two dollars______ enough, I think. A. are B. is C. was D. were( )5. ______ we'll go to the Huaguo Hill.A. I have been toldB. I've toldC. I'm toldD. I told( )6. One third of the students______ Young Pioneers, and the number of this_____ not change much in our class this term.A. is, doB. are, doesC. was, areD. were, were( )7. You_____ to the meeting this afternoon if you have something else to do.A. needn't to comeB. don't need comeC. don't need comingD. needn't come( )8. Guangzhou is larger than______ city in Guangxi.A. anyB. any o therC. anyoneD. one( )9. He asked me______.A. which floor did I liveB. which floor I lived inC. which floor I lived onD. which floor I lived( )10. -Sorry for______ you______.-______.A. keep; waited; Yes, don't say soB. kept; to wait; You can't do it againC. keeping; waiting; Never mindD. to keep; wait; That's right( )11. On the clothes line______ many nice clothes. Kate with her parents______ them this time an hour ago.A. are, are hangingB. is, were hungC. is, is hangingD. are, was hanging( )12. I have_____ to tell the class.A. nothing new elseB. else nothing newC. nothing else newD. new nothing else( )13. You can see many lights ______ in the trees on ______ side of the square(广场).A. hanging, bothB. hung, otherC. hanging, everyD. hung, every( )14. My bike is broken, and it ______ over there.A. being repairedB. is repairedC. is repairingD. is being repaired( )15. The sweater costs______ that I won't be able to buy it.A. so expensiveB. so muchC. so highD. too dear四、完型填空（15%）When I was walking down the street the other day, I happened to__1__ a small brown purse__2__ on the road. I__3__ it up and opened it to see if I could__4__ the owner's name. There was__5__ inside it__6__ some changes (零钱) and an old photo--a picture of a woman and a young girl of about twelve years old who looked__7__ the woman's daughter. I put the photo back and__8__ the purse to police station, __9__ I handed it to an officer. Before I left, the officer took my name and address__10__the owner m ight want to write and thank me.( )1. A. notice B. look C. pick D. take( )2. A. was B. lying C. lied D. put( )3. A. took B. put C. picked D. carried( )4. A. find out B. learn C. work out D. notice( )5. A. anything B. something C. nothing D. none( )6. A. besides B. except C. only D. then( )7. A. to be B. like C. as D. at( )8. A. fetched B. brought C. sent D. got( )9. A. there B. where C. then D. how( )10. A. so that B. in order to C. that D. because五、阅读理解(30%)AIt's sometimes reported that strange objects have been seen high up in the sky. These unidentified(未确认的) flying objects - UFOs have made a lot of people interested. Some of the reports about them are difficult to believe.Some have been explained in scientific ways, others have never been explained.It is not easy to decide whether a report is true or not. One report of UFOs came from a British plane on its way from New York to London in 1954. The British plane was flying over an island at 19,000 feet when the captain noticed that something was on their left and a little lower than their plane. It's about five miles away."It was not one object but several," the captain said. "We saw one large and six smaller objects. I sent a radio to report about them and I received the answer that the other planes were coming out to meet us. Before the planes arrived, the smaller objects entered the big objects. The big object then became smaller and moved away fast."( )1. Some_____ have been explained in scientific ways.A. peopleB. strange objectsC. of the reports about UFOsD. planes( )2. In 1954, a British plane met a UFO when it was flying from_____ to_____.A. England, AmericaB. America, EnglandC. America, FranceD. New York, an island( )3. The captain_____ and saw something on the left of their plane.A. looked downB. looked upC. looked backD. looked ahead( )4. How many objects did the captain see?A. Only one.B. FiveC. SixD. Seven( )5. The big object moved away because_____.A. it was afraid of the planeB. it had received a radio reportC. of some unknown reasonD. it had stayed long enough with the planeBMany people have to work on the weekend. Some people do not mind. Others think it is terrible.One man thinks that working on the weekend can be dangerous. He is Graham Coates. Mr Coates works in an office in Brighton, England.On Saturday, May 24, 1986, he went to the office to do some work. When he goton the lift(电梯), it stopped between floors. Mr Coates could not get out of the lift. He started to shout, but no one heard him. Then Mr. Coats remembered that it was a holiday in England. No one was going to come to work until Tuesday.There was nothing for him to do. He had to wait until one of his workmates came to work and found him. With nothing to eat or drink, Mr Coats ended up sleeping for most of the day.Now Mr. Coates says, "I only use lifts if they have telephones in them." ( )6. Mr. Coates thinks working on the weekend is_____.A. interestingB. terribleC. happyD. unhappy( )7. Mr. Coates stayed in the lift for_____.A. about twenty hoursB. nearly two daysC. one weekD. more than sixty hours( )8. When Mr. Coates got out of the lift he_____.A. was cold, weak, hungry and tiredB. wouldn't work there any moreC. said "I only use lifts if they have telephones in them."D. went home at once( )9. Why could Mr. Coates not get out of the lift? Because _____.A. it was brokenB. it was the weekendC. it was in an officeD. it was a holiday( )10. In the lift, there was_________.A. waterB. beerC. telephoneD. nothing六、书面表达。
