Unit15 We're trying to save the manatees! Section A (3a-4)教案

Unit 15 We’re trying to save the manatees! 教学设计Unit 1 e’re tring t save the anatees!一[话题](Tpi) Debate an issue二[重点词组](e Phrases)1be lie 2tr t d3 used t4 be suitable frbe surprised t d 6are fr7tae are f 8disagree ith9ride in ars 10in ne’s spare tie11raise ne三[交际用语]1 e’re tring t save the anatees2 anatees eat abut 100 punds f fd a da3 There used t be a lt f anatees4 In 1972, it as disvered that the ere endangered Se f the saps have bee plluted6 Zs are terrible plaes fr anials t live7 I’riting t sa that …四[重点难点释义](Language Pints)1 I a lie this anial beause I a strng and intelligent Be lie=l lie=be siilar t 像，看起像。

如：He is lie his father。

他像他的父亲。

= He ls lie his father= He is siilar t his father这里的lie作介词，意思为“像”，lie 还可做动词用，表示“喜欢”，lie （ding）sth喜欢做某事。

如：He lies his father ver uh他很喜欢他的父亲。

ar lies plaing vlleball玛丽喜欢打排球。

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! 方法技巧
本单元我们复习了现在完成时、一般过去时、现在进行时及一般现在时的用法。

现简要的把它们的歌诀介绍一下。

现在完成时的时间歌诀：since一点for一段，how long提问when无缘。

before句末表之前，过去时间禁止显。

直到现在有几次，从不曾经刚已经。

already仅在肯定中，yet句末疑否定。

还有一点要记牢，有时延续无时短。

一般过去时歌诀：一般过去时并不难，表示过去动作、状态记心间；
动词要用过去式，时间状语句末站；
否定句很简单，didn’t站在动词原形前，其他部分不要变；
一般疑问句也好变，did放在句子前，主语、动词原形、其他部分依次站；
特殊疑问句也简单，疑问词加一般疑问句记心间；
最后一条请注意，动词过去式要牢记。

现在进行时歌诀：现在进行时，表示正在发生事。

look，now和listen，时态标志要看清。

基本结构“be+v.-ing”，be的形式主语定。

一般问句be提前，be后n ot表否定。

一般现在时歌诀：一般现在时，表示经常发生的事；
主语人称是三单，动词要把s/es添；
主语之后是谓语，肯定陈述的语序；
基本用法要记清，状语习惯经常性；
客观真理和能力，有时还表将来时。

第1页共1页。

Unit 15 We’re trying to save the manatees.教学目标：Debate an issue教学内容：1.背诵重点重点短语14. put…to good use 把……投入使用15. give away 捐赠，赠送16. call…up 给……打电话17. hang out 闲逛18. be suitable for 适合……19. in one’s spare time 在……的业余时间20. pull down 摧毁，拆掉重点句子10. I’m writing to say that I am against building a new zoo in our town.我写信是要说我反对在我们镇上建一个新的动物园。

11. I was very surprised to find hardly anyone there.我惊讶地发现那几乎没有人。

12. They won’t have enough money to take care of so many find animals.他们没有足够的钱来照顾那么多可爱的动物。

/13. What does he do in his spare time? 他的业余时间做什么？语法3、几种常见时态的用法比较（1）一般现在时和现在进行时一般现在时常用来说明客观事实或情况，或用于强调动作的永久性、经常性或反复性。

现在进行时则强调动作正在进行，因此它不仅表示动作是暂时的，而且这种动作常含有未完成之意。

如：The writer writes children’s stories. (说明客观事实)The writer is writing a story now. (描述正在进行的动作)注：here，there等开头的句子且说明动作正在发生，谓语动词不用进行时，而用一般现在时。

如：Listen!There goes the first bell.（2）一般过去时和现在完成时一般过去时所表示的过去时间是可以确定的，与其他时间没有牵连，它表示的事情纯属过去，与现在情况没有联系；现在完成时表示的事情发生在不能具体指出的过去某个或某段时间，它表示的事情与现在情况有关系，是过去事情对现在产生的结果或影响。

Unit 15 We’re trying to save the manatees!The 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 PointTarget 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 helpstudents go through with the listening material．3． Groupwork to make every student work in class,Ⅴ． Teaching Aids1． A tape recorder2． The blackboard3． A projectorⅥ． Teaching ProceduresStep I RevisionNow let’s review five different verb tenses． Can you name the five tenses? Please look at the screen．Show the names of the five tenses on the screen by a projector along with a sample sentence for each．Invite a student to read the verbs in these sentences． Then get other students to briefly explain what each tense is used for．Present progressive describes things that are happening right now．Present describes things that happen all the time or usually happen．The past with used to describes things that were a certain way in the past, but have changed now．The passive voice describes things that we don’t know who did, or we don’t care who performed the action．The present perfect describes recent events．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．African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves．Make sure students can read the words correctly and fluently．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 may not understand．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 some of the pictures．Check the answers with the whole class．Let students say the words they wrote under each heading．AnswersPossible answersmanatee: gentle, shychimpanzees: noisyelephants: enormous, graykangaroos: playfulcheetahs: spotted, fastpolar bears: aggressive, furryStep 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． 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． 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．AnswersThese words should be circled:aggressive, gentle, shy, furry, gray, fast, spottedTapeseriptBoy: Hey, Ginny, What’s that big, furry animal in the pond?Girl: It’s a polar bear, Victor． They’re kind of aggressive．Boy: Are they? They looks like really love water．Girl: Uh-huh．Boy: And what do you call those big, gray things in the water?Girl: They’re called manatees．Boy: What?Girl: Manatees． They’re very gentle and very shy．Boy: Oh． And how about the yellow and black spotted animals in that cage? Girl: They’re cheetahs． The cheetah is the fastest animal on earth．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．S A: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．S B: You’re like an elephant．S A: No．S C: You’re like a manatee．S A: Yes!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 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 see how quickly the other students can guess what animal the students is talking about．Statement 1S1:I am like this animal because I am playful and funny．Ss: You’re like a polar bear．S1: No．Ss: You’re like a kangaroo．S1: Yes!Statement 2S2: I am like this animal because I run very fast． I like to wear colorful clothes．Ss: You’re a kangaroo．S2: No．Ss: You’re like a cheetah．S2: Yes!Notelike—（here prep．）in the manner ofStep Ⅴ SummaryIn this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar 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 inActivity 1a．Step Ⅶ Blackboard DesignUnit 15 We’re trying to save the manatees!The 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 Vocabularyendangered, 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 Aids1． A tape recorder2． 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? （A manatee is in the water．）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．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 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．Answers1． b 2． d 3． a 4． cTapescriptBoy : Can you tell us about the manatees, please?Man : Sure． We’re trying to save them．Boy : Why? Are they endangered?Man : Yes． There used to be a lot of manatees, but now there aren’t very many of them．Boy : Do you know how many there are?Man : At this point, there are only about 2 500 in the U． S． In 1972, it was discovered that they were endangered． Since then, the government has passed laws to protect them．Boy : Where do they live?Man : Their favorite habitat is the water under the trees in mangrove swamps．Boy : And why are they endangered?Man : Some of the swamps have become polluted． Also, there sometimes isn’t enough food for all of them． As you can see, they’re large． The average manatee is aboutthree meters long and weighs about 1 000 pounds． They need about 100 pounds of aquatic feed a day．Boy: Aquatic feed?Man: Oh, that’s underwater plants and vegetation． That’s what they eat．Step Ⅲ 2bThis activity provides listening practice u-sing 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． Look at the sample answer． The two people on the recording 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．AnswersKind of animal: manateeNumbers: 2 500 in the U． S．Habitat: water under trees in mangrove swamps Reason why they are endangered: swamps polluted, not enough foodDescription : large, three metres long, weighs 1 000 poundsStep 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．S A : How big are manatees?S B : 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 1S A: Where do manatees live?S B: They live in the water under the trees in mangrove swamps．Conversation 2S A : Why are manatees endangered?S B : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．Step Ⅴ Grammar FocusLook 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 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 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 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 or-frequent 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． pFor example:I have already finished my homework．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!The Third PeriodⅠ． Teaching Aims and Demands1． 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 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 Aids1． A projector2． The blackboardⅥ． Teaching ProceduresStep I RevisionT: 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 Ⅱ3aThis 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 re-peat 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．AnswersZoos are terrible places for animals to live．The animals are kept in tiny cages and can hardly move at all．And they are only given food once a day．Notes1． tiny—very small2． Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them． Such protection includes the ethical treatment of farm animals and animals in zoos． Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes．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． 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 answerDear 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,×××Write the letter on the blackboard as an example．Notes1． living—active: lively2． care for—look after; provide food, money, shelter, etc．3． urge—request earnestly; try to persuade; strongly recommendStep 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．S1 : I think that elephants shouldn’t be kept in zoos．S2 : 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． Invite a pair of students to read it to the class．S A : I think that animals should not live in zoos．S 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 ask the other team to give a statement that is related to the first statement． Help the teams make several different statements about a single point before going on to another point．For example:Team 1: I think that zoos are not suitable for animals to live in．Team 2: Why do you think so?Team 1: Because animals there are only given food once a day． They’re hungry．Team 2: I disagree with you． I believe that many animals only eat once a day or once every few days． So, there is no need to worry about that．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 andspeaking 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!The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyplanet, 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 spokenconversation．（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 Vocabularyplanet, 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 Aids1． A tape recorder2． 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．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．Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth． 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 lights when you leave room． 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．Notes1． stop doing—discontinue doing2． recycle—treat so that further use is possibleStep 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 la．Look at the example in the speech bubbles． Invite a pair of students to read it to the class．S A: Recycling paper is really easy．S 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 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．S A: Turning off the lights when you leave a room is really easy．S B: I agree with you．S A: Not using paper towels is really hard．S B: I disagree with you． I believe that we can use handkerchieves．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．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． Play the recording a second time． Say, Listen to the recording again and check the things Julia and Jack talk about． If necessary, play the recording again．Check the answers with the class．AnswersThey talk about: turning off the lights,turning off the shower．taking your own bags when shopping．not riding in cars, riding a bike．TapescriptBoy: Hey, Julia． Don’t forget to turn off the lights． It saves electricity．Girl: Oh, I know． I usually do that． I was just in a hurry． How you’re so interested in the environment, Jack?Boy: I always have been． Lots of people think there’s nothing they can do, but I just read this book about it, and there are lots of things the average person can do．Girl: Like what?Boy: Well, you should turn off the shower when you’re washing your hair．Girl: Oh, I’d never do that]Boy: You wouldn’t?Girl: No, I have very short hair． I’m only in the shower for a few minutes．Boy: Well, every minute helps．Girl: What else does it say?Boy: It says you should take your own bags when you go food shopping．Girl: Oh, that’s not difficult． I can do that． What else?Boy: Hmmm． Here’s a good one． It says people should stop riding in cars and start riding hikes．girl: Oh, I’ll never do that! Can you see me riding 45 minutes to and from school every day?Boy: Well, I think the environment is really important． Besides, I like riding my bike．Girl: Yes, and you also live close to school!Step Ⅴ 2bThis activity gives students practice in understanding the target language in spoken conversation．You will hear the same recording again．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．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．AnswersThings Julia is doing now: turning off the lights．Things Julia will do in the future: taking bags when shopping．Things Julia will never do: turning off theshower not riding in cars or riding a bike．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．A: We really shouldn’t use paper napkins, you know．B: I know． I stopped using them last year．Go through the instructions with the class． Say, Have a conversation 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 as needed． Invite one or two pairs to say their conversations to the class．S A: We should turn off the lights when me leave a room．S B: I always do that．S A: We should take our own bags when shopping．S B: That’s easy． I will do that in future．S A: We really shouldn’t ride in cars．S B: 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 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!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．。