we're trying to save the__ manatees
九年级英语Unit 15 We’re trying to save the manatees!
Unit 15 We’re trying to save the manatees！1.It is ________ (suit) for this weather.解析：be suitable for适合于。
答案：suitable2.The paper is made ________ grass.A.of解析：纸是由草制成的，看不出原材料。
答案：D3.There are ________ many people that it is very crowded.解析：so与such可以与that连用，意思为“如此……以至于……”，而当名词前出现many,much,few,little 时要用so。
答案：A4.The stuff used to ________ (call) trash.解析：这些材料过去常被叫做垃圾。
明显是被动语态，而不定式的被动语态是to+be+v.(p.p)。
答案：be called技能知识1.—Do you like the kangaroos?—Yes, they are _________.A. playfullB. politelyC. spareD. aquatic2. Most of us think the manatee is________.A. aggressiveB. suitableC. gentle d. tiny3. The most _______ animals are elephants.A. beautifullyB. enormousC. smallD. public4. The fish livers ________.A. materialB. on landC. underwaterD. vegetation5. Some of the cheetahs are aggressive and _______.A. fortableB. endangeredC. mysteriousD. spotted过程与方法观察形容词在句中的作用，通过练习和运用加以巩固。
九年级英语全册《Unit 15 We’re trying to save the
《Unit 15 We’re trying to save the manatees!》讲解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…T hey’re 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。
九年级英语Unit 15 We’re trying to save the manatees一周强化
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。
九年级英语Unit 15 We’re trying to save the manatees教案人教版
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 Ⅱ1aThis 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 Ⅲ1bThis 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 Ⅳ1cThis 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 ⅤSummaryIn 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 amlike 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 ⅥHomework1．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 ⅦBlackboard 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 ⅠRevisionCheck 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 Ⅱ2aThis 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 about three 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 Ⅲ2bThis 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 withthe 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 ⅤGrammar 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 ⅥSummaryIn 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 ⅦHomework1．Make conversations in pairs to review the target language．2．Make five sentences to review the grammar focus．Step ⅧBlackboard 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 Ⅲ3bThis 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 ⅣPart 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 tolive．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 ⅤSummaryIn 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 ⅥHomework1．Finish off the exercises on pages 61～62 of the workbook．2．Write the letter to the editor．Step ⅦBlackboard 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 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 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 Ⅱ1aThis 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 Ⅲ1bThis 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 Ⅳ2aThis 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 Ⅴ2bThis 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 Ⅵ2cThis 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 ⅦSummaryIn 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 ⅧHomeworkTalk 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 ⅨBlackboard 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．。
九年级英语同步作文unit 15
Unit15 We’re trying to save the manatees!【单元话题分析】众所周知, 环境污染日趋严重, 全世界都在为保护人类的生存环境而努力。
本单元谈论的话题就是环境保护（environment protection）。
环境保护是《英语课程标准》要求中学掌握的重要话题之一，是当今社会的热点问题，也是各类考试作文命题的热点。
环境保护这个话题常涉及的内容有空气污染、水污染、人口问题、森林保护、自然资源保护、野生动物和濒危动物保护等。
关于这个社会热点问题，中学生可以和其他社会成员一样来发表自己的观点和见解。
谈论这个话题，有助于养成勤于思考的好习惯，让学生关注自己的生存环境，加强环保意识。
本单元话题常见的命题方式有提示性作文和看图作文等形式，通常采用的记叙文、议论文等作文形式。
写作时要注意文体,有效的把提示性文字和图画内容的思想表达出来。
【写作指导】1. 写作本话题作文，要有自己的观点或明确表达题目要求的观点。
作文的观点要正确、鲜明，明确地表示自己所赞成的和反对的。
2. 要通过事实来支持自己的观点。
在提示性作文中，要充分利用题目所给材料，并在许可得范围内适当发挥，紧密的围绕自己的观点进行可观真实的论证。
3.一般情况下，谈论本话题涉及到的是目前社会存在问题，所以多用一般现在时。
还要根据具体情况选择合适的时态。
4. 掌握一些常用的句式，对于谈论本话题很有帮助。
(1) 表示自己的观点时常采用的句式：I think/believe we must take measures to stop hunting endangered animals.We must come up with ways to protect the environment.People should pay more attention to the problem.(2)客观的的表达某观点或现象常采用的句式：It is reported/ thought/believed/said/known that…People say that…【佳篇欣赏】AWith the development of industry, water pollution is becoming more serious now. The polluted water not only kills fish, it is also harmful to our health. Many people get sick because they drink the polluted water. In some rivers the water is so dirty that they can even kill plants.We should fight against the pollution. We should stop using harmful things. I wish it is not a dream that in the near future we can have clean rivers again.BEnvironmental problems are becoming more and more serious all over the world. For example, cars have made the air unhealthy for people and poisonous gas is given off by factories. Trees on the hills have been cut down and wastewater is being poured continuously into rivers. Furthermore, wherever we go today, we can find rubbish carelessly disposed. Pollution is, in fact,threatening our existence.The earth is our home and we have the duty to take care of it for ourselves and for our later generations. Fortunately, more and more people have realized these problems. Measures have been taken to deal with these problems by the government. Laws have been passed to stop pollution. I hope the problem will be solved in the near future and our home will become better and better.CEnvironment is an important topic, more and more people are worried about it. It is necessary for us to protect our environment because it helps us to enjoy a better life.How to protect our environment? Many scientists have been discussing this topic all over the world. I think we need to care about wild animals and our natural resources. Some people keep hunting wild animals and killing them for food. At the same time, these wild animals’ diseases have affected human beings. Businessmen keep their industries develop so that mach rubbish has been released to the air and water. The pollution is seriously harmful to our health. On the other hand, we need to save our water. I often see people waste a lot of water. They don't know that our natural resources are so limitedIn conclusion, protecting our environment needs everybody to do something. Let us do it from now on for a better environment.【重点结构和句型展示】A．原汁原味（课本重点结构和句型）1. There used to be a lot of manatees. 海牛的数量曾经很多。
Unit15_We're_trying_to_save_the_manatees
We’re trying to save the manatees!
Period 1
tiger
giraffe
penguin
rabbit
panda lion
dolphin
koala
snake
monkey
parrot
They’re spotted and aggressive. They’re the fastest animals on earth.
bamboos
habitats have been polluted there isn’t enough food
black and white ,lovely, cute, big 1.5 meters long weigh
about 100 kilos
Love animals Love our earth
3. Eat aquatic feed(水生植物） 4. Sometimes, a female manatee can feed its baby like a woman, so it’s called “mermaid” (美人鱼) or “woman of the waves”.
Some of the swamps have become polluted. There isn’t enough food for all of them.
How to save the manatees?
Protect the environment.
Make laws to save the animals. Give them enough food.
Build zoos to be their homes.
初三英语Unit 15 We’re trying to save the manatees.知识精讲
初三英语Unit 15 We’re trying to save the manatees.【本讲主要内容】Unit 15 We’re trying to save the manatees.通过本课的学习，我们应该能做下面的事：1. 学会表达自己的观点，并有充足的论据做支持。
2. 培养辩论及交流协作的能力。
3. 学会正确处理人与自然的关系。
4. 复习动词的语态，即主动语态和被动语态。
【知识掌握】【知识点精析】同学们，你们知道manatee是什么样的动物吗？它们现在的境况怎么样了呢？我们为什么要努力挽救它们呢？让我们一起进入本单元的学习，近距离看看这些可爱的动物朋友们吧。
【词汇用法】1. try v. 试，尝试，努力， try to do 努力做We’re trying to save the manatees. 我们正在努力挽救海牛。
I tried hard not to laugh. 我极力忍住不笑。
try doing 试做（可达到目的的方法）If the car won’t start, try pushing it. 如果这车发动不了，试着推一推它。
2. like prep. 像，同……一样She is very like her mother. 她很像她的母亲。
look like 看上去像（着重指外貌）He looks like an athlete.他看上去像个运动员。
对比：take after 与……相象（指性格、外貌像自己的父母）I take after my mother. We are both outgoing.我像我母亲，我俩都很外向。
like v. 喜欢 like sth. / like doing sth. / like to do sth.My little brother likes ice-cream very much.我弟弟非常喜欢冰淇淋。
I used to like reading, but now I like playing soccer.我以前喜欢看书，但现在我喜欢踢足球。
九年级英语We’re-trying-to-save-the-manatees课件2
吃太多垃圾食品对你的健康不利。
【拓展理解】 动名词在句中还可作宾语、表语、定语。如： He gave up writing five years ago. 他五年前就放弃了写作。(作宾语) Seeing is believing.眼见为实。(作表语) There's a dining room in our school. 我们学校有一个餐厅。(作定语)
你能腾出五分钟和我谈谈吗？
【针对训练】 I'd like to play soccer in my ________ time. C A．share C．spare B．shared D．spared
； https:/// 淘宝优惠券 比价网 ；
质可谓绝顶,现在心态竟然如此淡定?都比千年老妖了,不禁对白重炙更感兴趣了. 她站直身子,伸了个懒腰,完美の曲线暴露无疑,看了一眼白重炙身后の不咋大的白,微微露出一丝笑意,说道："这也不算辛秘,以后你呀也会知道,告诉你呀也无妨.想必你呀也看了简录了吧." 见白重炙点 了点头,yaw后才继续说道："要想获得神界徽章,自由行走神界,则必须拿够积分,而这些积分,可以通过挖晶矿、炼器、制甲、养殖、采集、猎杀妖智获得妖智材料…等等不少方式获得.而除了猎杀妖智,其余の方式却是最少需要百年时候才能积攒足够の积分,获得勋章の.猎杀妖智,速度 却是最快の.但是像你呀这种刚入天神境の练家子,要是敢去猎杀妖智,肯定百分百会成为妖智の口中餐.所以一样の新人,不修炼到天神二重,或者感悟了极强の天地法则,绝对不敢会去猎杀妖智." yaw后,这时突然神情变得极其骄傲起来,盯着白重炙无比认真の说道："但是,如果你呀要 是跟了俺,你呀就不用去靠其他方式获得积分,俺会带着你呀们,一起去猎杀妖智,而获得の积分会平分给你呀们.本后修炼の可是至
【推荐】初中英语Unit 15 We’re trying to save the manatees!
【本讲教育信息】一、教学内容be surprised at…吃惊于……to one’s surprise 使某人吃惊的是8. living textbook 活生生的教材9. provide sth. for sb. 为某人提供某物【即学即用】Last month, they much money the poor people.A. provide; forB. provide; withC. provided; forD. provided; with10. care for 关怀take good care of sb. 照顾好某人look after sb. wellcare for sb. well11. urge sb. to do sth. 强烈要求某人做某事【即学即用】The teacher urges his students on time when they do everything.A. areB. beingC. to beD. be12. weigh 100 pounds 重100磅lose one’s weight 减肥13. average person 普通人14. take one’s own bag 带某人自己的包15. live close to 住得离……很近close the door 关门The door is closed. 门是关着的be closed to sb. 与某人亲密come very close 来得紧迫16. hear of 听说17. be built out of sth. 由……制造18. be an inspiration to sb. 对某人是一个灵感19. in one’s spare/free time 在某人空闲时间20. He is the most careful student in the class. 他是班上最认真的学生。
【推荐下载】初三英语《Unit 15 We're trying to save the manatees》教案
全世界的人民反对克隆人类.
All of us are for peace and against war.
我们都赞成和平,反对战争.
6.Ivevisitedalotofzoosinmylife,andIhaveneverseenoneIlikedoronethatwas
a small country小国家(与large country相对应)
a little boy爱怜之意,(不含身材矮小)
tiny和little常做定语,一般不做表语,small既可以做定语,也可以做表语.
Little还可表示一点点的,修饰不可数名词.如
There is a little milk in the bottle.瓶里有一点点的牛奶.
为了进入大学学习，每个学生都应该努力学习。
5. Im writing to say that I am against building a new zoo in our town.
Against介词,反对,违反,与相反(=opposite)如:
Are most people against the proposal?
大多数人反对这项提议吗?
Against介词还有触,碰,倚,靠的意思.如:
7
[键入文字]
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.
你的体重是多少？
We’re trying to save the manatees ？
3. In 1972，it was discovered that they were endangered.
在1972年，发现它们濒临灭绝了。
(1)句中it 作形式主语，that引导的从句是真正的主语。it代 替名词性从句作形式主语，主要用于“It+ be +形容词/名词 /过去分词+that从句”结构中。
答案: 1. against building
2. was；surprised to find
3. 它们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。
They provide homes for many endangered animals and help ______ ______ the public about ______ ______ them.
Ⅰ. 用所给词的适当形式填空（5分钟，10分）
1. He can ______ (hard) believe the news, can he?
2. I think zoos are like ______ (live) textbooks for young people.
3. ______ (educate) is an important part of our development.
5. have been
Ⅰ. 短语匹配 Ⅰ
1. be against 2. be suitable for 3. provide sth. for sb. 4. care for 5. agree with
Ⅱ A. 适合于 B. 为某人提供某物 C. 关心；关爱 D. 同意；和……意见一致 E. 反对
______ reported that some people in Europe are suffering from E. coli(大肠杆菌).
九年级英语We’re-trying-to-save-the-manatees课件1(新2019)
【妙辨异同】 try to do sth.与 try doing sth.
(1)try to do sth.意为“努力做某事；尽力干……”，表示想 尽一切办法要把事情办成。
(2)try doing sth.意为“尝试干某事；试着去做某事”，表示 试着去做做看。
【相关链接】 try one's best to do sth. ＝do one's best to do sth. 尽某人最大的努力去做某事
； 外链代发 外链代发 ；
外链就是指在别的网站导入自己网站的链接。导入链接对于网站优化来说是非常重要的一个过程。导入链接的质量
（即导入链接所在页面的权重）间接影响了我们的网站在搜索引擎中的权重。
外链是互联网的血液，是链接的一种。没有链接的话，信息就是孤立的，结果就是我们什么都看不到。一个网站是很
难做到面面俱到的，因此需要链接到别的网站，将其他网站所能补充的信息吸收过来，连接外链不在于数量，而是在
于链接外链的质量。
外链的效果不只是为了提高网站的权重，也不仅仅是为了提高某个关键词的排名。一个高质量的外部链接是可以给网
站带来很好的流量。
建初元年（76年）正月 籍东汉 当中就包括“魏太尉邓艾” 皆负罪谴 未至 《北齐书·卷十七·列传第九》：周将军韦孝宽忌光英勇 贞观二十二年 少年时既以弓马娴熟英勇善战闻名于世 知道王彦章肯定不会归顺 心口思量 与语 韩擒豹 韩柱国 . 进爵为伯 骨都先自摄 二人者 之能 及至宋代宣和五年（公元1123年 我哪能跑到邺城来 死国沉身各二头 恭与士卒推诚同死生 ” 吕布 ?2.乃引兵据之 很容易搞到粮食 历史大学堂 回去之后一年多就病死了） 爵冠军侯 应当封爵受赏 字士载 历史百家争鸣 立刻引骑兵增援 白茫茫一片真干.斛律光与韩贵孙 呼 延族 王显等人合兵猛
九年级英语We’re-trying-to-save-the-manatees课件1
悍马碳纤维布加固技术怎么判断施工是正确的碳纤维布加固方法用于结构构件的抗拉、抗剪和抗震加固，与其它加固方法(如：增大截面积、外包钢、外加预应力法等)相比属于较为简单的加固方法。 SINO碳纤维布是一种单向碳纤维加固产品，采用日本碳纤维丝织造。可提供两种厚度：0.11mm(200g)和0.167mm(300g)。多种宽度：100mm、150mm、200mm、300mm、500mm及其它工程所需的特殊宽度。碳纤维布可耐1000℃左右的高温，在抗拉强度和弹性模量方面具有优势。 SINO碳纤维布根据原丝不同，可分为高强Ⅰ级、高强Ⅱ级、高强Ⅲ级，再结合克重不同，可分为六种。
1、一般来说，我们可以通过简单的锤击法来检测碳纤维布的粘贴质量，通过对每一寸的碳纤维布进行锤击，检测碳纤维布与混凝土之间是否存在空鼓情况，如发现空鼓，则说明碳纤维布与混凝土没有完全贴合，没用达到共同受力的目的，如空鼓面积低于施工总面积的95%，则说明此次加固工 2、返工时，若单个空鼓面积不大于10000mm2,允许采用注射法充胶修复；若单个空鼓面积大于或等于10000mm2,应割除修补，重新粘贴等量碳纤维布。
Байду номын сангаас
1、S&S碳纤维布加固技术的主要优点: 1、本身碳布自重轻，厚度小，因而加固后几乎不增加质量和体积; 2、具有良好的柔韧性，适用于梁、柱、板、管道和墙体等各种形状的构件; 3、耐酸、碱、物理腐蚀，适用各种不同环境; 4、施工便捷，周期短。 2、加固前应对所加固的构件尽可能卸荷保证达到最原始磨平整棱角打磨成圆角 碳纤维加固施工流程要点碳纤维加固法可用于混凝土结构抗弯、抗剪加固，碳纤维布，同时广泛用于各类工业与民用建筑物、构造物的防震、防裂、防腐的补强。 混凝土结构物、桥梁及建筑物的梁、柱、面板加固。 隧道、港湾设施、烟囱、仓库、厂房的加固。 碳纤维加固说明书 1、1．混凝土表面处理 (1)将混凝土构件表面的残缺、破损部分清除干净。 (2)对经过剔凿、清理和露筋的构件残缺部分，进行修补、复原。 (3)裂缝修补：缝宽小于0.2mm的裂缝，用环氧树脂进行表面涂刷密封；大于0.2mm的裂缝用环氧树脂灌缝。 (4)打磨：将构件表面凸出部分（混凝土构件交接部位、模板的接槎等）打磨平整，修复后的构件表面尽量平顺。 (5)清洗打磨过的构件表面，碳纤维布，并使其充分干燥。 2、2．缺陷部位涂刷底胶 将配好的底胶（粘结剂），用涂刷均匀于腻子对构件表面残缺面的修补是十分重要的一步，要点如下： (1)腻子主剂、固化催进剂、固化剂按规定比例称量准确，装入容器，用搅拌器搅拌均匀。 (2)构件表面凹陷部位用环氧腻子填平，修复至表面平整。在残缺修补中使用环氧腻子时，要在气温-5℃以上，相对湿度小于85%的条件下施工。腻子涂刮后，表面仍存在的凹凸糙纹，应再用砂纸打磨平整。 粘贴悍马碳纤维布加固施工中常犯的错误有哪些碳纤维布粘贴技术的施工工艺相对比较简单，但对施工过程要求较严，对施工人员的素质要求较高。在实际施工中应特别注意以下几个方面的质量控制：
九年级英语We’re-trying-to-save-the-manatees课件1
【拓展理解】
(1)care for 意为“照顾”时，相当于 take care of/look after； 意为“关心”时相当于 care about。
(2)care for 还可意为“喜欢；介意”。如：
【用法归纳】 (1)provide sth.for sb. 意为“为某人提供某物”， 相当于 provide sb.with sth.。如： The factory provides lunch for its workers. ＝The factory provides its workers with lunch. 这家工厂为员工提供午餐。
【妙辨异同】 try to do sth.与 try doing sth.
(1)try to do sth.意为“努力做某事；尽力干……”，表示想 尽一切办法要把事情办成。
(2)try doing sth.意为“尝试干某事；试着去做某事”，表示 试着去做做看。
【相关链接】 try one's best to do sth. ＝do one's best to do sth. 尽某人最大的努力去做某事
复习动词的时态和语态 1．初中阶段所学的主要时态有：一般现在时， 一般过去 时， 一般将来时， 现在进行时， 过去进行时， 过去将来时， 现在完成时和过去完成时。 2．谓语动词的语态有主动语态和被动语态两种。主动语态 表示主语是谓语动作的执行者或发出者，被动语态表示主语是 谓语动作的承受者。
④A talk on Chinese history _____C___ in the school hall next
九年级英语We’re-trying-to-save-the-manatees课件1(新编201912)
Section A
1．We're trying to save the manatees！我们正在努力挽救 海牛！
【用法归纳】 (1)这是一个现在进行时的句子。现在进行时的基本结构为： am/is/are＋现在分词。如： We are having a P.E. class.我们正在上体育课。 (2)try to do sth.意为“努力做某事”，其否定式为在不定式 前加 not。如： I tried hard not to laugh.我极力忍住不笑。
【妙辨异同】 try to do sth.与 try doing sth.
(1)try to do sth.意为“努力做某事；尽力干……”，表示想 尽一切办法要把事情办成。
(2)try doing sth.意为“尝试干某事；试着去做某事”，表示 试着去做做看。
【相关链接】 try one's best to do sth. ＝do one's best to do sth. 尽某人最大的努力去做某事
2 ．They provide homes for many endangered animals and help to educate the public about caring for them.他们为许多濒 危动物提供住处， 并培训人们怎样去照顾它们。
【用法归纳】 (1)de sth.for sb. 意为“为某人提供某物”， 相当于 provide sb.with sth.。如： The factory provides lunch for its workers. ＝The factory provides its workers with lunch. 这家工厂为员工提供午餐。
(九年级英语教案)Unit3We’retryingtosavethemanatees!
Unit3We’retryingtosavethemanatees!九年级英语教案Unit 3 We’re trying to save the manatees!●一、教学内容：Unit 3 We’re trying to save the manatees!（一）重点单词（二）重点短语（三）重点句型（四）写作●二、知识总结与归纳（一）重点单词1. playful2. pond3. raise4. polluted5. suitable6. urge7. expression8. pull9. recently10. planet11. society12. model（二）重点短语1. provide… for2. care for3. urge sb. to do sth.4. agree with5. disagree with6. turn off7. hear of8. build… out of9. pull down10. in one’s spare time11. be suitable for12. be against13. cut down on14. take part in（三）重点句型1. We’re trying to save the manatees!1) We should try to help the poor.2) You can try speakingEnglish.2. I am like this animal because I’m strong and intelligent.He is like his father.= He looks like his father.3. the place where something livesa place where trees grow in waterWe then moved to Paris, where we lived for six years.4.They’re about 10 feet long and they weigh about 1,0000 pound.1) weigh v.a. When did you weigh last time?b. My friend Li weighs one hundred kilos.c. He weighed the beef.d. Cao Chong thought of a way to weigh the elephant.2) weight n.a. Bananas are sold by weight.b. She is trying to lose weight.5. There used to be a lot of manatees.a. He used to be a thief.b. Did you use to be afraid of snakes?c. He didn’t use to play the piano after school.d. There used to be a big tree in front of my house.6. In 1972, it was discovered that they were endangered.a. At last we discovered the secret.b. Who discovered X-rays?c. Columbus discovered America in 1942.7. I am writing to say that I am against building a new zoo in our town.a. We are against war and for peace.b. I am against drinking too much.8. I hav e never seen one I liked or one that was suitable for animals to live in…a. The TV program is suitable for students to watch.b. The room is too small for us to live in.9. They provide homes for many endangered animals and help to educate the public about caring for them.a. The school provides lunch for students.= The school provides students with lunch.b. The mother cared for the sick child day and night.c. I don’t really care for tea.10. I urge all of your readers to visit our wonderful zoo soon.a. They urged me to eat the strange food.b. She urged that I apologize to her.11. stop riding in carsa. I’m kind of tired. I want to stop to have a rest.b. You have to stop smoking.12. recycle books and paperThis kind of waste can be recycled.13. But it’s hard to stop riding in cars.a. It’s necessary to speakEnglishevery morning.b. It’s impolite of you to talk while eating.14. She lives in a house that she build herself out of trash.a. The hut was made out of piles of wood.b. She made a skirt out of the material I gave her.15. The windows and doors came from old buildings around the town that were being pulled down.The cinema she used to visit has been pulled down.16. The roof is made from discarded tiles.be made of/ be made from/ be made out ofa. The table is made of wood.b. She made the dress out of some old curtains.17. And what does Amy do in her spare time?I shall do it in my spare time.18. Can each one of us help to save the environment?a. Each student has a dictionary.b. Each one of us has his duty.c. Each of us has a room.[辨析] each/ every1）each 更强调个人或个别Each one has his weakness.2）every 指不确定的许多人或物中间的“每一个”，“整体”意义较重。
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Dear Editor,
Write a letter to the editor and give your opinion.
___________________________________ ___________________________________ ___________________________________ ___________________________________ ________________________________ sincerely …….
• 他们为许多濒危动物提供家园,并且帮助教育公众关心它们. provide for endangered They ________ home ____ many ___________ animals and help ___ _________ the public about ______ ______ them. to educate caring for • 我强烈要求每个人参观我们的动物园. urge to visit I ______ everyone _____ ______ our wonderful zoo.
回想本节课所学内容， 你学到了哪些知识？ 还有哪些疑问？
Work in groups .
Have a debate.Do you agree with “Disgusted”or “Animal Friend”?Make a dialogue like this:
A: I think that animals should not live in zoos. B: I disagree\ agree with you. I think \ believe \ feel …...
3a Read the letter and
underline the reasons why the writer is against the zoos.
1. Zoos are terrible places for animals to live. 2. The animals are kept in tiny cages and hardly move at all. 3 .They are only given food once a day.
Exercises : 根据汉语完成下列句子.
• 我反对在我们镇上建新的动物园. am I ______ against _______ a new zoo in our town. ______ building
• 我发现那里几乎没有人,我感到非常惊讶.
surprised to find I was very __________ ______ ______ hardly anyone there.
Listen carefully and complete the letter.
Dear Editor, surprised I ______ our zoo yesterday and I was very _________ visited important to find hardly anyone there .Zoos are very ________ places .They are like living textbooks for young provide people .They_________ homes for manyendangered __________ educate animals and help to ________ the public caring support about________ for them .If we don’t ________ our zoos ,they won’t have enough money to take care of urge so many fine animals .I _______ all lf your readers to visit our wonderful zoo soon. Sincerely, Animal Friend
Write a letter to the editor
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 better． Sincerely, Jenny
Read this letter. underline the reasons why the writer is for the zoos.
1.zoos are very important places.
3b
2.They are like a living textbook for young people. 3. They provide homes for many endangered animals and help to educate the public about caring for them .
Zoos are important places
1. zoos are places for people to see many different kinds of animals from all over the world. 2. zoos look after the animals very well. 3. zoos protect the animals and keep them from becoming endangered. . 4.Zoos are like living textbooks 5.Zoos provide homes for endangered animals. cate people about caring for them
anatee
gentle \ shy
kangaroo
playful \ fast
自主探究 预习3a 3b ,从文中找出下列词组 be against doing 1.反对做…________________ 2. 适合于… be suitable for ___________ provide sb. with sth. 3. 为某人提供某物 ①_______________ provide sth.for sb. ②_______________ care for 4. 关心 _________ 5. 照顾 ___________________________ take care of \ look after \ care for endangered animals 6.濒危动物 ________________ be surprised to 7. 做…感到吃惊 _____________do living textbooks 8. 活的教科书 ___________ urge sb to do sth 9. 呼吁某人做某事 ______________
Zoos are terrible places
1. Most animals are kept in small cages and can hardly move at all .Most cages are not clean, either. 2.Animals are only given food once a day 3.The food in the zoos is not natural. In the forest they can find the food by themselves.
Unit 3 We're trying to save the manatees! Section A 3a 3b 4
chimpanzee
noisy\ furry \ playful
African elephant
enormous \ gray
cheetah
spotted \ aggressive \ fast