山西省太谷县明星镇中学九年级英语全册 Unit 15 We’re trying to save th
山西省太谷县明星镇中学九年级英语全册 unit 15 we’re trying to save the manatees试题 人教新目标版
Unit 15 We’re trying to save the manatees专项训练———完成句子(每空一词)1 那天人们吃什么特别的食物？What _______ _______ do people _______ _______ that day?2 他们正在赏月。
They’re ______ the moon.3 人们正忙于准备美味的食物。
People are ______ _______ ______ food.4 There were tired because they _______ ______ (熬夜)last night.5 They went there to ______ the national flag ______ _______(看…..升起).6 请把这图片挂在墙上。
Please ______ _______the picture ______ ______ _______.7 Please ______ ________ (敲门) the door before you enter.8 全家人欢聚一堂，共享大餐。
_____ ______ ______ ______ together ______ a big dinner.9 They ______ ______ ______(开始读书) at once.10 祝你新年快乐！I _____ you a happy new year.11 Spring Festival is ______ _____ _____ _______ (最重要的节日) in China.12 请代我问候你的父母亲。
Please _____ my love _____ your _______.13 别用白纸包压岁钱。
Don’t ______ lucky money ______ white.14 他总是开着门睡觉。
He always sleeps _____ the door _______.15 That sounds _______(有趣的).16 You can call me ______ (任何时候).17 我正忙于做作业。
山西省太谷县明星镇中学九年级英语全册 Unit 15 We’re trying to save
We’re trying to save the
manatees!
Section A Period 2
Debate: Do you think zoos are good for animals?
Useful expressions
I think that….. I agree with you.
• 我反对在我们镇上建新的动物园. I am ___ against ______ building _______ a new zoo in our town. • 我发现那里几乎没有人,我感到非常惊讶. I was very ________ ___ hardly surprised___ to find anyone there.
3b What’s “Animal Friend” opinion about the zoo? He thinks that the zoo is an important place for the animals. And it is like a living textbook for young people.
surprising 惊讶的 (侧重指事物本身 具有的特点) 如: His words surprised me. 他的话使我大吃一惊。 It is surprising news. 它是一个令人惊讶的消息。
5.They provide homes for many endangered animals, and help to educate the public about caring for them. (动物园)他们为许多濒危的动物提 供了家,也有助于教育众人来关心这 些动物。
against 介词还有触, 碰, 倚, 靠的意思。 如: Put the piano there, with its back, against the wall. 把钢琴放在那里,背靠着墙。 Be against doing sth. 反对做某事, 反义词组是 be for doing sth, 赞成某事
山西省太谷县明星镇中学九年级英语全册 Unit 15 We’re trying to save the manatees课件1 人教新目标版
I agree with you. I disagree with you.
Advantages for students’ mobபைடு நூலகம்le phone
Disadvantages for students’ mobile phone
* keep in touch with
*
parents,friends
Let’s go to the zoo.
What animals can you see in the zoo?
gray gentle enormous
Name Food Description
spotted fast aggressive
furry brown aggressive
gentle furry white and black
*Animals are kept in tiny cages
*Animals can hardly move at all
*Animals are only given food once a day.
Zoos are important places
* Zoos are living textbook.
B: Yes, I think we can do something to help. We can tell people how important these animals are.
A: I agree with you.
Fill in the chart.
Zoos are terrible places
A: 4___W___h_y___________?
B: Because people have done something bad to them and they’re dying out.
山西省太谷县明星镇中学九年级英语全册 Unit 15 We’re trying to save th
Topic ReadingPandas’ problem憨态可掬的熊猫是中国的国宝。
可它的食物——竹子正在一天天减少。
我们该怎么做呢？Suppose every person on Earth ate only one kind of food. And maybe that food couldn’t be found in one year. If that happened, man would soon die. Luckily, man doesn’t have to face that problem. But another animal may. It is the panda, one of the world’s most-loved animals.Dr Thomas Soderstrom, a scientist, has found for the first time that the (1) bamboo that pandas only eat is dying. As a result, many pand as are also dying of hunger. Scientists estimate (估计) that so far more than 140 pandas have died. This number may be almost one quarter of the world’s panda population. Between 400 and 1,000 pandas are thought to live in the mountains.Pandas were more common in many parts of Asia in the past. But now they are only in small parts of China. Can the (2) wild panda be kept?Scientists want to find out more about the animal’s food. They want to see whether pandas are able to change their food. Chinese scientists are trying to (3) raise more pandas in zoos. The firs t baby panda was born in the Beijing Zoo in the autumn of 1978.【Enrich your collection】die v. 死亡其现在分词形式是dying ，也作形容词(临死的；快要灭绝的)；过去式、过去分词是 died；death 是名词，意为“死亡”；dead 是形容词，意为“已死的”。
九年级英语全册《Unit 15 We’re trying to save the manatees》
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。
九年级英语全册《Unit 15 We’re trying to save the manatees Period 1 Section A》课件 人教新目标版
manatees
spotted fast aggressive
kangaroos
furry aggressive
gentle gray shy
playful cute
1b Listen and circle
Hi, baby! Let’s listen carefully !
1b Group work
2c Pair work
A: How big are manatees? B: They’re about 19feet long and they weigh about 1,000 pounds. A: … . B: … .
1.Copy the new words and remember them. 2.Read the listening materials of 1b, 2a. 3. Read Grammar Focus.
A: I am like this animal because I am strong and intelligent. I like water and I like to eat vegetables. B: You’re like an elephant. A: No. C: You’re like a manatee. A: Yes!
2a Listen and match
1.endangered
a. The place where something lives b. there aren’t very many of them c. underwater plants and vegetation
2.mangrove swamps
spotted fast aggressive
山西省太谷县明星镇中学九年级英语全册 Unit 15期中复习课件 人教新目标版
3. Speech
下周班里准备开一次“英语学习经验
交流会“。请你在班会上谈谈你的学习
方法。并把你的讲话写下来。
Beginning with:
I find learning …difficult(easy) because_________________________ _________________________________ _________________________________ When I started _________________ _________________________________ _________________________________ _________________________________
Useful expressions:
I. Difficulties
1. I can’t read fluently. 2. I can’t spell some English words. 3. I can’t understand spoken English. 4. I can’t pronounce some of the words. 5. I make mistakes in Grammar. 6. I can’t understand the words in
7. …reads English story-books. 8. …reads English magazines and papers. 9. …listens to some English songs. 10. …asks an English tutor. 11. …learns by doing sth.
九年级英语全册 Unit 15 We’re trying to save the manatees
2. They provide homes for many endangered animals and help to educate the public about caring for them. 它们(动物园)为很多濒临灭绝的动物提供了家园, 而且有助于 教育公众关心动物。 【自主领悟】 provide sth. ___sb. 意为“给某人提供某物(mǒu wù)”, 相当于provide sb. ____sth. 。 例如: The charfiotyr provided food for homeless people. =The charity provided homeless people with food. 这w家ith慈善机构给无家可归的人提供食物。
第三页，共15页。
3. 它们(动物园)为很多濒临灭绝的动物提供了家园, 而且有助
于教育(jiàoyù)公众关心动物。
They provide homes for many endangered animals and help
the public about
them.
4. 我竭力主张你们所有的读者尽快去参观我们美丽的动物园。
第八页，共15页。
【归纳拓展】另一种“提供(tígōng)” (1)offer sb. sth. =offer sth. __ stob. 意为“向某人提供(tígōng)某物”
(2)offer __to__d_osth. (for sb. )意为“主动提出(为某人)做某事”
第九页，共15页。
【活学活用】
move at all.
答案: 1. to live in 2. to protect 3 Bob likes to see animals. And he has 5. I think zoos can provide homes for 答案(dáàn): 4. visited 5. endangered
山西省太谷县明星镇中学九年级英语全册 unit 15 we’re trying to save the manatees练习 人教新目标版
Unit 15 We’re trying to save the manatees!一、用所给词的适当形式填空。
1. Kangaroos are ______ (play) and chimpanzees are _____ (noise).2. I was ____ (surprise) to find hardly anyone in the zoo.3. Visiting zoos are like ____ (live) textbooks for young people.4. He ____ (use) to be ____ (call) “Little Tiger”.5. Liu Xiang’s success is an ____（inspire）to us all二、选择正确答案。
（）1.My jacket has ____ color ____ yours, but mine is bigger than yours.A. the same, asB. same, asC. different, fromD. the same, to （）2. Wang Mei ____ her mother because she is beautiful and intelligent.A. look B liked C. is like D. look like（）3. The teacher _____ to Li Lei, “You ____ very good English.”A. say, speakB. talk, sayC. speak, talkD. said, speak（）4. President Bush ____ a visit ____ China last month.A. pay, inB. paid, toC. gave, inD. paid, for（） 5.There will not be enough space to _____ the earth in the future.A. live onB. live inC. live on inD. live in on（）6.At last, Lucy make the baby ____ and the baby began to laugh.A. stop cryingB. to stop cryingC. stop to sayD. to stop to cry ( ) 7. Do you ____ a cat ____ a pet at home?A. have , asB. keep, forC. keep, asD. Both A and C( ) 8. The president _____ all people _____ our environment.A. urge, protectB. urged, to protectC. urges, protectD. urged,protect( ) 9. I feel that the zoo ____ a clean and safe place ____ animals .A. provide, forB. gives, forC. provides, forD. provides, to( ) 10.I think the environment is really important. ____, I like ____ my bike.A. Beside, ridingB. Besides, ridingC. Except, to rideD. Except,riding三、根据汉语提示,完成下列句子。
九年级英语全册 Unit 15 We’re trying to save the manatees单
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。
九年级英语 Unit 15 We're trying to save the manatees!单元整理教案
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.。
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Topic Reading
Pandas’ problem
憨态可掬的熊猫是中国的国宝。
可它的食物——竹子正在一天天减少。
我们该怎么做呢？Suppose every person on Earth ate only one kind of food. And maybe that food couldn’t be found in one year. If that happened, man would soon die. Luckily, man doesn’t have to face that problem. But another animal may. It is the panda, one of the world’s most-loved animals.
Dr Thomas Soderstrom, a scientist, has found for the first time that the (1) bamboo that pandas only eat is dying. As a result, many pand as are also dying of hunger. Scientists estimate (估计) that so far more than 140 pandas have died. This number may be almost one quarter of the world’s panda population. Between 400 and 1,000 pandas are thought to live in the mountains.
Pandas were more common in many parts of Asia in the past. But now they are only in small parts of China. Can the (2) wild panda be kept?
Scientists want to find out more about the animal’s food. They want to see whether pandas are able to change their food. Chinese scientists are trying to (3) raise more pandas in zoos. The firs t baby panda was born in the Beijing Zoo in the autumn of 1978.
【Enrich your collection】
die v. 死亡其现在分词形式是dying ，也作形容词(临死的；快要灭绝的)；过去式、过去分词是 died；death 是名词，意为“死亡”；dead 是形容词，意为“已死的”。
如：
I’m so sorry for your grandfather’s death.
Jim’s dog died three hours ago.
The dying woman only wished to have a last look at her son.
Mary was scared by the dead mouse.
【Tasks for you】
1. Guess the meanings of the underlined words in the passage.
(1) ____________________________________________
(2) ____________________________________________
(3) ____________________________________________
2. Tell the following statements are True (T) or False (F) accordi ng to the passage.
(1) Man’s food is getting less and less.( )
(2) A scientist has found many pandas are also dying of hunger.( )
(3) Pan das only live in Asia and America.( )
(4) According to the passage, we can know the wild panda can’t be kept. ( )
(5) In order to make pandas have enough food, scientists are trying to raise more pandas in zoos.( )
Topic Reading
1. (1) 竹子 (2) 野生的 (3) 饲养
2. (1)-(5) FTFFT。