Unit_15_We_are_trying_to_save_the_manatees

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Unit 15 We’re trying to save the manatees ! 全单元

Unit15
What should we do ?
We should save the endangered animals.
不可回收
可回收
Other waste
recycable
Which one should we put the empty bottle in? Why? For recycling/To protect the environment.
If not, wmals can’t live on the planet. What can we do to save the planet?
One student makes a statement, the other agrees or disagrees with it and gives the reasons.
Interview your classmates what things they always do to save the planet? what things they will do to save the planet? what things they never do to save the planet? Then report like this:
√ √
√ √ √
Role play a conversation using the information from the chart above. Say what is true for you.
A: We really should stop using paper napkins, you know. B: I know. I stopped using them last year. I use handkerchief instead. Oh, that’s not very easy. I can do it in the future.

Unit 15 We’re trying to save the manatees!

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’ communicativ e 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 sampleInvite 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 pict ure 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．SA: I am like this animal because I am strong and intelligent．I like water, and I like to eat vegetables．SB: You’re like an elephant．SA: No．SC: You’re like a manatee．SA: 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 ka ngaroo．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 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 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．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 abili ty．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 e at．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 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．SA : How big are manatees?SB : 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 1SA: Where do manatees live?SB: They live in the water under the trees in mangrove swamps．Conversation 2SA : Why are manatees endangered?SB : 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 aremanatees? They’ve about 10 feet long a nd 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．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 keythe 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．SA : I think that animals should not live in zoos．SB : 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 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．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 lan guage 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．SA: Recycling paper is really easy．SB: 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．SA: Turning off the lights when you leave a room is really easy．SB: I agree with you．SA: Not using paper towels is really hard．SB: 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．Gi rl: 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．SA: We should turn off the lights when me leave a room．SB: I always do that．SA: We should take our own bags when shopping．SB: That’s easy．I will do that in future．SA: We really shouldn’t ride in cars．SB: I’ll never do that! Our school is far aw ay 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．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）Im prove 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 Point。

Unit_15We're_trying_to_save_the_manatees精典课件

5. They look like monkeys but bigger than monkeys. They can imitate what people do.
6.They are spotted and aggressive. They run fast.
7.They live only in China and eat bamboo.
polar bears
furry aggressive
They are furry enough to keep out the cold. They are all white and only live in the North pole.
chimpanzees They look like monkeys but
Revision: Can you guess what animals they are? Can you guess what animals they are?
1 They look like a cow, but they live in the water. 2 They are furry enough to keep out the cold. They are all white and only live in the North pole.
manatees
gray gentle shy
They look like a cow, but they live in the water.
what animals are they? How to describe them?
kangaroos
playful fast They only live in Australia and have pockets to keep their babies safe.

九年级英语全册《Unit 15 We’re trying to save the manatees!》教案人教新目标版

《Unit 15 We ’re trying to save the manatees!》﹚1. To learn some names of animals.来表I for pull,2.To learn ho w to describe the animals.3.To know something about the manatees.4.To revise some tense like: present progressive, present simple, “used to”+infinitive, passive voice, present perfect.Difficult points:1.The names of animals2.The adjectivesTeaching aids: CAI, tape.Homework: 1. Copy the new words and rememb er them.Unit 15 We’re trying to save the manatees!(The 2nd period Section A:3a-4)By Lin LiTeaching aims:Knowledge a ims:1) Ss can use the following words and expressions: be against, in my life, be suitablefor, tiny, cage, disgusted, educate, urge sb. to do sth,expression, care for 2) Ss can use the following sentence patterns: think that…/I believe that…/I feelthat…/I agree with you. / I agree that…Ability aims: learn how to give opinions about zoosEmotional aims:Let the Ss know how to protect animals.Important & difficult points: Learn how to debate correctly in English.Teaching aids: recorder, multi-mediaTeaching design:活动的保障。

【范文】九年级英语Unit15 We’re trying to save the manatees!

九年级英语Unit15 We’re trying to save the manatees!导学案九年级英语Unit15we’retryingtosavethemanatees!导学案Unit15we’retryingtosavethemanatees!SectionAknowledgeaim:theuseofimportantwordsandphrasesAbilityaim:Howtodescribeanimals.Review“usedto”“presentsimple”“passivevoice”“presentperfect”Emotionaim:It’sourdutytosaveendangeredanimals.教学重点：识记单词并能熟练运用。

教学难点：辩论观点。

Learningsteps:Step1:情景导入：Howtodescribetheanimals?Step2:自主学习:a、writethesewordsintheboxesbelow.c、2cPairworkStep3:合作互动：3aReadthelettertotheeditorandunderlinethereasonswhyth ewriterisagainstthezoos.Step4:梳理归纳：.feed2.英语中表示长度、宽度、高度、深度、重量的句型为：3.对数量进行提问用:4.pollute5.discover,invent,lookfor,find,findout6.against7.inone’slife8.besurprisedtodosth.9.carefor0.urge典题赏析.countrieslikejapanandtheUSAoftensendtheire-wastetoc hina.GuiyuinGuangdongProvince____”thee-wastecapitaloftheworld“now.A.wascalledB.hascalledc.iscalledD.calls剖析：由后句句意“广东省的硅宇现在被叫做‘世界电子垃圾首都’。

人教版Unit 15We are trying to save the manatees

【针对训练】 —Why were you so late for work today? A —________ to the office was very slow this morning because of the traffic jam. A．Driving B．I drove
C．To drive
D．That I drove
2．The walls are made from old glass bottles that are glued together.墙是用旧的玻璃瓶子粘到一起做成的。【用法归纳】 be made from 意为“由„„制成”。如： Paper is made from wood.纸是由木头制成的。【相关链接】 (1)be made in 表示某一产品在某地生产或制造，in 后面跟表示地点的名词。 (2)be made by 意为“由(谁)制造的”，by 后面接动作的执行者。
Section B
1 ．Saving endangered animals is one thing we can do for our world.我们能为我们的地球所做的一件事就是拯救濒危动物。【用法归纳】 saving endangered animals 为动名词短语，在句中作主语，谓语动词用单数。如： Eating too much junk food is bad for your health.
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

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。

Unit 15 We’re trying to save the manatees!教学设计

Unit 15 We’re trying to save themanatees!教学设计Unit15we’retryingtosavethemanatees!I．Learningobjectives教学目标SkillFocus▲Listenandtalkaboutanimals▲Showdisagreementandagreement▲Learntodescribeanimals▲ReviewthetensesandusethemfreelyLanguageFocus功能句式ShowdisagreementandagreementIthinkthatanimalsshould notliveinzoos.Idisagreewithyou./Iagreewithyou.Talka boutwhatwecandofortheworldstopridingincarsdon’tusepapertowelsornapkinsrecyclebooksandpaper—Howdoyoufeelabout...—Itmakesme...—whatarethreethingsyouaresupposedtodo?词汇1.重点词汇pound,discover,expression,pull,planet,society,model,raise2.认读词汇manatee,furry,enormous,playful,aggressive,gray,spot ted,kangaroo,chimpanzee,cheetah,mangrove,swamp,habi tat,aquatic,underwater,vegetation,weigh,polluted,pr esentprogressive,presentsimple,infinitive,passivevoice,presentperfect,suitable,tiny,cage,disgusted,edu cate,urge,recycle,built,stuff,glue,roof,discard,til e,fence,can,recently,inspiration,spare,winterbourne 3.词组carefor语法Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfectStrategyFoc us1.classifying2.Listeningforspecificinformationcul tureFocusTheimportanceofprotectinganimalsandtheenvi ronmentII.Teachingmaterialsanalyzingandrearranging教材分析和重组 1.教材分析本单元以Protectingtheenvironment为话题,共设计了三个部分的内容：SectionA该部分有4个模块：第一模块围绕Describingtheanimals这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕we’retryingtosavethemanatees进行听力（2a-2b）、口语（2c）训练；第三模块以whethertobuildzoos就如何保护动物这一话题展开讨论，观点一：反对建动物园（3a）；观点二：支持动物园建设；第四模块仍就是否需要动物园这一话题，以小组活动形式展开讨论。

英语：Unit 15 We’re trying to save the manatees知识点拨复习(人教新目标九年级)

Unit 15 We’re trying to save the manatees直击课标要求1．语言目标Debate an issue2．重点词汇save gentle furry enormous playful aggressive gray spotted African strong mangrove swamp habitat aquatic feed underwater vegetation foot weigh pound against suitable tiny cage educate public urge recycle stuff material pull bottle glue roof discard tile fence can inspiration spare politely environmentcare for pull down be made from3．关键句型We’re trying to save the manatees!I am like this animal…They’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Unit15 We’re trying to save the manatees

Unit15 We’re trying to save the manatees!Unit 15 We’re trying to save the manatees!Part 1: Teaching design (第一部分：教学设计)Structures: Review of structuresTarget 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.V ocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politelyLearning strategies: Classifying, Listening for specific informationSection AGoals●To review structures learned●To listen and talk about animalsProceduresWarming up by learning about animalsAnimals are living things. Plants can make their own food orenergy from the light of the sun, but animals can\'t do this.Animals have to eat plants or other animals to get energy to live.Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can\'t move around, but most animals can move around. Animals are divided into groups.1a Looking and describingOn page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.African elephantsChimpanzeesKangaroos ManateesCheetahs Polar bearsenormousnoisy playful gentle,shyspotted,fastFurry,aggressive1b Listening and circlingVictor and Ginny are talking about animals. They are describing them with many different words.Now listen to their talk and circle the words used in 1a to describe the animals.TapescriptBoy: 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? Looks like they 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.Girl: They’re cheetahs. The cheetah is the fastest animal on earth1c Doing groupworkWe humans are animals, too. So we are like animals in some ways. Now in groups of four, youare going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.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.B: You’re like a manatee.A: Yes!A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.B: You’re like a chimpanzee.A: No.B: You’re like an elephant.A: Yes!A: I am like this animal because I like spotted clothing and I run the fastest in my school.B: You’re like a manatee.A: No.B: You’re like a cheetahs.A: Yes!2a Listening and matchingA boy is asking a man about animals he likes.TapescriptBoy: 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 1927, 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 bee polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet 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.Now listen to their talk and match the words with the definitions in the box on page 119.1. endangered →b. there aren’t very many of them.2. mangrove swamps →d. a place where trees grow in water3. habitat →a. the place where something lives4. aquatic feed →underwater plants and vegetation2b Listening and pletingNext you are going to plete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.Kind of animal ManateeNumber 2,500 in the USHabitat the water under the trees inmangrove swampsReason why they are endangered Some of the swamps have bee polluted. Also, there sometimes isn’t enough food for all of them.description The average manatee is aboutten feet long and weighs about1, 000 pounds. They needabout 100 pounds of aquatic feed a day.In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.2c Doing pairworkYou are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.A: How big are manatees?B: They’re about 10 feet long and they weigh about 1,000 pounds.A: How much do they eat everyday?B: They need about 100 pounds of aquatic feed a day.A: What is Aquatic feed?B: It is underwater plants and vegetation.A: That’s what they eat?B: Yes, it is.A: Are manatees endangered?B: Yes, they are endangered. But, we’re trying to save them.A: Wait a moment. Why are they endangered?B: Because their homes are disappearing.A: Where do they live?B: They live in the swamps. And they have bee polluted. They are endangered also because there sometimes isn’t enough food for all of them.A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.B: You are right. At this point, there are only about 2, 500 in theU.S.A: Are there any laws to protect them.B: Since 1927 laws have been passed protect them.A: Thank you for your information.3a Reading and underliningTurn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.Dear Editor,I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I\'ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just la st week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don\'t think so.SincerelyDisgusted3b Reading and writingA man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.Dear Editor.I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won\'t have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.Sincerely, Animal friend4 DebatingNext we are going to have a new activity—to debate.Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B isto debate for keeping animals in the zoos for protection and education of the people.Useful expressionsI think that… I agree with you.I believe that… I disagree wi th you.I feel that… I agree with…A: I think that animals should not live in the zoos.B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.A: I don’t think so.B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.A: Why can people go and see the animals in the forest?B: In that case, more harm will be done to the animals.A: Kept in the zoos animals are losing their natural nature of living.B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.A: Some rare animals are dying out.B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.Closing by learning about Brown Eared-pheasant（褐马鸡）To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡in Chinese.This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.SECTION BGoalsTo learn to talk about recyclingTo learn to read about recyclingProceduresWarming up by learning about recyclingRecycling is the reuse of materials that would otherwise be considered waste. Recycled materials can be derived from pre-consumer waste (materials used in manufacturing) or post-consumer waste (materials discarded by the consumer).1a Thinking and rankingIf all animals are endangered, if the earth is endangered, then we are endangered. What can we do to save the endangered animals, the endangered earth, and us human beings?Now go to page 121, to rank the items in the box from the easiest to the most difficult.5 Stop riding in cars4 Recycle books and paper1 Turn off the lights when you leave the room2 Turn off the shower while you are washing your hair3 Don’t use paper towels or napkins1b Doing pairworkIn pairs you are going to talk to pare your answers.A: Recycling paper is really easy.B: I agree. But it’s hard to stop riding in cars.A: Turning off the lights when you leave the room is not difficult at all.B: I agree. But there are some people who always leave their lights on when they are away.A: Turning off the shower while you are washing your hair is not difficult to do.B: No, it isn’t difficult to do. I don’t use paper towels or napkins.A: Really? I have to learn from you to better protect our planet.2a Listening and checkingJulia and Jack are talking saving on the energy and others.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 e you’re so interest ed 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 showe r 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 bikes.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!Listen to their talk and check√the things that Julia and Jack talk about.Things Julia and Jack talk about Things Julia is doing now Things Julia will do in the future Things Julia would never do√Turning off the lights √√Turning off the shower √Stopping using paper napkins√Taking your own bags when shopping √√Not riding in cars ×√Riding a bikeRecycling paper2b Listening again and checkingListen again to check √the things that Julia is doing now, the things she will do in the future, and the things she would never do.Finally you are supposed to read the tapescript for language study. While reading try to blacken all the predicates, circle all the connectives and underline all the expressions.2c Doing pairworkWe learned a lot from what Julia and Jack talked about. Now in pairs role play a conversation using the information from the chart above to say what is true for you.A: We really shouldn’t use paper napkins, you know.B: I know. I stopped using them last year.A: We should fall into the habit of turning off the lights when we go out.B: I have been doing that ever since I started schooling.A: We had better turn off the shower when we are washing our hair.B: I have never done that before, and I will never do that in the future, either.A: Why, are you not a good citizen?B: Yes, I am a good citizen. You see I keep very short hair. I am only in the shower for a few seconds.A: And we should take our own bags when shopping.B: I agree with you. Next time I go shopping to Meet All Supermarket I will refuse to accept the plastic bags that are offered there.A: What about not riding in cars?B: What? Not riding in cars to school?A: Yes, you may take the school bus to and from school.B: All right. I agree not to ride in the cars.3a Reading and making up questionsNext we are going to read. Turn to page 122 now. What does the article The house of trash talk about? It tells about Amy Winterbourne. After reading the article, you will go to interview her. So while reading write down five questions you would like to ask her.The house of trashYou have probably never heard of Amy Winterbourne, but she is a most unusual woman. She lives in a house that she built herself out of trash. Well, the stuff used to be called trash, but now it’s called “recycled” material. The windows and doors came from old buildings around the town that were being pulled down. The walls are made from old glass bottles that are glued together. The roof is made from discarded tiles. And the fence is built out of used soda cans. Amy recently won an award from the Help Save Our Planet Society. The president Jackson Smith said, “Amy is an inspiration to us all.”And what does Amy do in her spare time? She makes model toys out of old TVs, and sells them to raise money for the Children’s Hospital.Questions to be asked of Amy Winterbourne1.What are you, Ms Amy Winterbourne?2.Why did you built your house out of trash?3.What award did you win?4.What do you think of the saying that “Amy is an inspiration to us all.”?5.What do you do in your spare time?3b Looking and pletingOn page 122 are two pictures. Now look at then, and plete the article below, using phrases like “made from” and “used to be ”.Joe Winterbourne loves the clothes his mother made for him. At school, everyone calls him Mr. Recycling. His hat is made from used umbrella. His shoes are made from used rugs. His trousers used to be his school bags. And look at his watch! It used to be his clock! He made it smaller andties it around his wrist as a watch. In short in Mr. Recycling’s house everything is recycled objects.4 Making a survey of Mr. or Ms RecyclingRecycling is a way to save our planet and ourselves. Next we shall make a survey to find out who recycles the most in our class. Then we can take a class vote.Do you…?Recycle paper? Turn off the lights when away? Turn off the shower when wash hair? Recycle water? Ride a bike shopping or sightseeing? Send mobile phone message instead of calling? Build houses out of trash?Just for fun!Part 2: Teaching Resources (第二部分：教学资源)I.What is recycling?Recycling is the reuse of materials that would otherwise be considered waste. Recycled materials can be derived from pre-consumer waste (materials used in manufacturing) or post-consumer waste (materials discarded by the consumer).II. What is reuse?One form of recycling is the reuse of goods, especially bottles. Reuse is distinguished from most forms of recycling, where the good is reduced to a raw material and used in the making of a new good (e.g. crushing of bottles to make glass for new bottles). Refillable bottles are used extensively in many European countries; for example in Denmark, 98% of bottles are refillable, and 98% of those are returned by consumers. These systems are typically supported by deposit laws and other regulations.III. ElephantsElephants are the largest living land mammals. The largest elephant known was a male shot in Angola in 1974. It weighed 12 tonnes (13.5 tons).An elephant child is called a calf. At birth, a calf can have a weight of 100 kg (225 pounds). The baby elephant develops for 20 to 22 months inside its mother. No other land animal takes this long to develop before being born.IV.ChimpanzeeChimpanzee, often abbreviated to chimp, is the mon name for two species in the genus Pan.The better known chimpanzee is Pan troglodytes, the mon Chimpanzee, living in West and Central Africa. Its cousin, the Bonobo or Pygmy Chimpanzee (Pan paniscus), is found in the forests of the Democratic Republic of the Congo. The boundary between the two species is formed by the Congo River.V. KangarooA kangaroo is any of several large macropods (the marsupial family that also includes the wallabies, tree kangaroos, wallaroos, pademelons and the quokkA: 45 species in all). The term kangaroo is sometimes used in a broader sense to refer to all members of the macropod family. Kangaroos are native to the continent of Australia, while a number of tree kangaroos are found in New Guinea.VI. ManateesManatees (family Trichechidae, genus Trichechus) are large aquatic mammals sometimes known as sea cows. The Trichechidae differ from the Dugongidae in the shape of the skull and the shape of the tail. Manatees\' tails are paddle-shaped, while the Dugong\'s is forked. It is an herbivore, spending most of its time grazing in shallow waters.VII. The CheetahThe Cheetah (Acinonyx jubatus) is an atypical member of the cat family (Felidae) that hunts by speed rather than by stealth or pack tactics.It is the fastest of all terrestrial animals and can reach speeds of up to 110 km/h (70 mph) in short bursts.VIII. The polar bearThe polar bear (scientific Latin name Ursus maritimus), also known as white bear or northern bear, is a large mammal of the order Carnivora (meat eaters), family Ursidae (bears). Polar Bears prey on seals.。

【教育学习文章】Unit 15 We’re trying to save the manatees!

Unit 15 We’re trying to save themanatees!教案Unit15we’retryingtosavethemanatees!TheFirstPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularymanatee,cheetah,chimpanzee,kangaroo,polar-bear,gent le,furry,enormous,playful,noisy,aggressive,spotted （2）TargetLanguageIamlikethisanimalbecauseIamstrongandintelligent．Il ikewater,andIliketoeatvegetables．you’relikeanelephant．No．you’relikeamanatee．yes．2．Abilityobjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．moralobjectLoveallkindsofanimalsbecausetheyareourfriends．Ⅱ．TeachingkeyPointTargetLanguageⅢ．TeachingDifficultPoints．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．Teachingmethods．Didactictolearnthenewvocabulary．2．Listening-and-answeringactivitytohelpstudentsgothroughwiththelisteningmaterial．3．Groupworktomakeeverystudentworkinclass,Ⅴ．TeachingAids．Ataperecorder2．Theblackboard3．AprojectorⅥ．TeachingProceduresStepIRevisionNowlet’sreviewfivedifferentverbtenses．canyounamethefivete nses?Pleaselookatthescreen．Showthenamesofthefivetensesonthescreenbyaprojectoralongwithasamplesentenceforeach．presentprogressive:you’rereadingthesesentences．present:weuseourbookseveryday．pastwithusedto:Heusedtoliveinthecountryside．passivevoice:ourclassroomisfoundattheendofthehall．presentperfect:wehavealreadyfinishedUnit14．wehaven’tfinishedUnit15yet．Inviteastudenttoreadtheverbsinthesesentences．Theng etotherstudentstobrieflyexplainwhateachtenseisusedf or．Presentprogressivedescribesthingsthatarehappeningri ghtnow．Presentdescribesthingsthathappenallthetimeorusually happen．Thepastwithusedtodescribesthingsthatwereacertainway inthepast,buthavechangednow．Thepassivevoicedescribesthingsthatwedon’tknowwhodid,orwedon’tcarewhoperformedtheaction．Thepresentperfectdescribesrecentevents．Getstudentstothinkoftwoorthreemoresamplesentencesus ingeachtypeofverb．Haveseveralstudentsreadtheirsent ences．StepⅡ1aThisactivityintroducesthekeyvocabulary．Lookatthesignsoneachanimal’spictureandreadthewordstotheclass．Getstudentstorep eatthenameofeachanimal．Africanelephants,chimpanzees,kangaroos,manatees,che etahs,polarbears．Ifnecessary,readthewordsandaskstu dentstorepeatthemagain．Thenhavestudentsreadtheword sbythemselves．makesurestudentscanreadthewordscorrectlyandfluently．Readthedirectionstotheclass．Pointtothelistofwordsi nthebox．Readthewordsandletstudentsrepeatthem．Thengetdifferentstudentstoexplainwhattheythinkeachwordm eansintheirownwords．Forexample,Agentleanimalisquie tandnotdangerous．Afuryanimaliscoveredwithsofthair ．Asksomestudentstoexplainanywordsstudentsmaynotund erstand．Anenormousanimalisverygreat．Aplayfulanimalisfulloffun．Anaggressiveanimalisfondofquarrelsandquick-tempered．Aspottedanimalismarkedwithspots．Letstudentsbeginfillingintheanswersontheirown．when theywork,walkaroundtheclassroomcheckingtheirprogres sandansweringanyquestionstheymayhave．Afterstudents havefinishedusingallthewordsfromthebox,letthestuden tswritesomeotherwordsintheblanksbelowsomeofthepictu res．checktheanswerswiththewholeclass．Letstudentssaythewordstheywroteundereachheading．AnswersPossibleanswersmanatee:gentle,shychimpanzees:noisyelephants:enormous,graykangaroos:playfulcheetahs:spotted,fastpolarbears:aggressive,furryStepⅢ1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation．Gothroughtheinstructionswiththeclass．Lookbackatthe listofwordsinActivity1a．youwillhearGinnyandVictort alkabouttheanimalsinthepictureinActivity1a．Nowplea selistentotherecordingcarefullyandcirclethewordsont helistthattheyusetodescribetheanimals．Playtherecordingthefirsttime．Thistimestudentsonlyl isten．Playtherecordingasecondtime．Nowlistentother ecordingagainandcirclethewordsyouhearontherecording．checktheanswers．AnswersThesewordsshouldbecircled:aggressive,gentle,shy,furry,gray,fast,spottedTapeseriptBoy:Hey,Ginny,what’sthatbig,furryanimalinthepond?Girl:It’sapolarbear,Victor．They’rekindofaggressive．Boy:Arethey?Theylookslikereallylovewater．Girl:Uh-huh．Boy:Andwhatdoyoucallthosebig,graythingsinthewater?Girl:They’recalledmanatees．Boy:what?Girl:manatees．They’reverygentleandveryshy．Boy:oh．Andhowabouttheyellowandblackspottedanimalsi nthatcage?Girl:They’recheetahs．Thecheetahisthefastestanimalonearth．StepⅣ1cThisactivityprovidesoralpracticeusingthetargetlangu age．Gothroughtheinstructionswiththewholeclass．Lookatthesampleconversationintheboxandgetthreestude ntstoreaditaloudtotheclass．SA:IamlikethisanimalbecauseIamstrongandintelligent ．Ilikewater,andIliketoeatvegetables．SB:you’relikeanelephant．SA:No．Sc:you’relikeamanatee．SA:yes!Tellstudentstothinkofananimalthatisthesameasthemins omeways．Takeafewminutestowritedownastatement．Say,youcanwriteasentenceortwothatdescribeshowyouare similartotheanimalyouchoose．Don’tsaythenameoftheanimal．Afewminuteslater,letstudentreadtheirstatementstothe classandseehowquicklytheotherstudentscanguesswhatan imalthestudentsistalkingabout．Statement1S1:IamlikethisanimalbecauseIamplayfulandfunny．Ss:you’relikeapolarbear．S1:No．Ss:you’relikeakangaroo．S1:yes!Statement2S2:IamlikethisanimalbecauseIrunveryfast．Iliketowea rcolorfulclothes．Ss:you’reakangaroo．S2:No．Ss:you’relikeacheetah．S2:yes!Notelike—（hereprep．）inthemannerofStepⅤSummaryInthisclass,we’velearnedsomeimportantwordssuchasmanatee,kangaroo,P o;;arbear,gentle,furry,enormous,playful,noisy,aggre ssive,spotted．we’vealsolearnedthetargetlanguageIamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoea tvegetables．youarelikeanelephant．No．you’relikeamanatee．yes!StepⅥHomework．Getstudentstowritedownsomestatementsandreadth emtotheirpartners．Letthepartnersguesswhatanimalstheyaretalkingabout．2．ReviewthenewwordsintheboxinActivity1a．StepⅦBlackboardDesignUnit15we’retryingtosavethemanatees!SectionATheFirstPeriodTargetlanguage:IamlikethisanimalbecauseIamstrongandintelligent．Il ikewater,andIliketoeatvegetables．you’relikeanelephant．No．you’relikeamanatee．yes．Unit15we’retryingtosavethemanatees!TheSecondPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyendangered,mangrove,swamp,habitat,aquaticfeed,under water,vegetation,foot,weigh,pound（2）TargetLanguageHowbigaremanatees?They’reabout10feetlongandtheyweighabout1000pounds．2．Abilityobjects（1）Trainstudents’listeningability．（2）Trainstudents’speakingability．（3）Trainstudents’theabilityofusinggrammarfocus．3．moralobjectwemustbefullyawareoftheimportanceofreducingpollutio nandprotectinganimals．Ⅱ．TeachingkeyPoints．keyVocabularyendangered,mangrove,swamps,habitat,aquaticfeed 2．TargetLanguageHowbigaremanatees?They’reabout10feetlongandtheyweighabout1000pounds．3．StructuresPresentprogressivewe’retryingtosavethemanatees．Presentmanateeseatabout100poundsoffoodaday．Pastwith"usedto"Thereusedtobealotofmanatees．PassivevoiceIn1972,itwasdiscoveredthattheywereendangered．PresentperfectSomeoftheswampshavebecomepolluted．Ⅲ．TeachingDifficultPoints．thetargetlanguage2．Howtotrainstudents’listeningability．Ⅳ．Teachingmethods．Listeningmethodtoimprovestudents’listeningability．2．Pairworktomakeeverystudentworkinclass．3．Review,explanation,inductivemethodsⅤ．TeachingAids．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepⅠRevisioncheckhomework．Getsomepairstoactouttheirconversatio ns．whentheywork,therestofstudentsalsoguesswhatanim alstheyaretalkingabout．StepⅡ2aThisactivityprovidesguidedlisteningpracticeusingthe targetlanguage．Lookatthepicture．Ask,whatcanyousee inthepicture?（Amanateeisinthewater．）Gothroughtheinstructionswiththeclass．youwillheartw opeopletalkingaboutmanatees．Listenanddrawalinebetw eeneachwordanditsdefinition．Readthesampleanswer．Thensay,Thewordendangeredmeans therearen’tverymanyofthisanimalleftintheworld．Themanateeisen dangeredbecausetherearen’tverymanyoftheseanimals．Playtherecordingforstudentsthefirsttime．Thistimest udentsonlylistentotherecordingcarefully．Playtherec ordingasecondtime．Thistimestudentsdrawlinesbetween eachwordanditsdefinition．checktheanswerswiththeclass．Answers．b2．d3．a4．cTapescriptBoy:canyoutellusaboutthemanatees,please?man:Sure．we’retryingtosavethem．Boy:why?Aretheyendangered?man:yes．Thereusedtobealotofmanatees,butnowtherearen’tverymanyofthem．Boy:Doyouknowhowmanythereare?man:Atthispoint,thereareonlyabout2500intheU．S．In1972,itwasdiscoveredthattheywereendangered．Sincethe n,thegovernmenthaspassedlawstoprotectthem．Boy:wheredotheylive?man:Theirfavoritehabitatisthewaterunderthetreesinma ngroveswamps．Boy:Andwhyaretheyendangered?man:Someoftheswampshavebecomepolluted．Also,thereso metimesisn’tenoughfoodforallofthem．Asyoucansee,they’relarge．Theaveragemanateeisaboutthreemeterslongand weighsabout1000pounds．Theyneedabout100poundsofaqua ticfeedaday．Boy:Aquaticfeed?man:oh,that’sunderwaterplantsandvegetation．That’swhattheyeat．StepⅢ2bThisactivityprovideslisteningpracticeu-singthetarge tlanguage．Gothroughtheinstructionswiththeclass．Lookattheheadingsinthechartandtheblanksnexttoeachheading．youwil lhearthesamerecordingagain．Thistimelistencarefully towhatbothpeoplesayandfillintheblanksinthechart．Lo okatthesampleanswer．Thetwopeopleontherecordingaret alkingaboutmanatees,soyouwritethewordmanateeafterth ewordskindofanimalinthechart．Playtherecordingagain．Getstudentstofillintheblanks inthechart．checktheanswerswiththeclass．Answerskindofanimal:manateeNumbers:2500intheU．S．Habitat:waterundertreesinmangroveswampsReasonwhythe yareendangered:swampspolluted,notenoughfoodDescription:large,threemetreslong,weighs1000pounds StepIV2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Lookatthesampleconversationinthebox．Inv iteapairofstudentstoreadittotheclass．SA:Howbigaremanatees?SB:They’reaboutl0feetlongandtheyweighabout1000pounds．Readtheinstructionsaloudtotheclass．Eachpairofstude ntscanmakeaconversationusinginformationfromActiviti es2aand2b．Letstudentsworkinpairs．whiletheyarework ing,movearoundtheclassroom,checkingtheprogressofthe pairsandofferinghelpasneeded．whenstudentsfinishthework,askoneortwopairstosaythei rconversationstotheclass．conversation1SA:wheredomanateeslive?SB:Theyliveinthewaterunderthetreesinmangroveswamps．conversation2SA:whyaremanateesendangered?SB:Becausesomeswampshavebeenpolluted．Andthereisn’tenoughfoodforallthemanatees,either．StepⅤGrammarFocusLookatthegrammarfocusbox．Invitefivestudentstoreadt hestatementstotheclass．we’retryingtosavethemanages．manateeseatabout100pounds offoodaday．Thereusedtobealotofmanatees．In1972,itwasdiscovered thattheywereendangered．Someoftheswampshavebecomepolluted．Puttheclassinfivegroupsandaskeachgrouptobecome"expe rts"inoneoftheverbtensesandpresentsareviewofthatten setotherestoftheclass．Havethestudentsexplainwhatth everbtenseisusedforandthengivesomesamplesentences．Studentscanlookbackattheunitswheretheirverbtensewas presentedorpracticed．Presentprogressive:Reviewedthroughoutthebook．Present:ReviewedthroughoutthebookPastwithusedto:Unit4Passivevoice:Unit10Presentperfect:Unit14whilethegroupsareworking,walkaroundtheclassroomhelp ingthestudentswiththeirexplanationsandtheirsamplese ntences．Askonestudentofeachgrouptoshowtheirwork．Asthestude ntsshowtheirwork,askquestionsandcorrectanyerrorsint heirexplanationsorsentences．（1）Presentprogressive:oneformoftheverbsthatexpressacti onthatcontinuesoveraperiodoftime,alsocalledPresentc ontinuestense．Thestructureisam/is/are+-ing．Forexa mple:Heisreadingastorybook．（2）Present:Itisusedforindicatingactionthatisusualandha bitual．Theformoftheverbisdoordoes．Forexample: Igotoschoolbybike．Shedoesherhomeworkeveryday．（3）Pastwithusedto:Thestructureofusedto+inf．indicatesa constantor-frequentpracticeinthepast．Forexample:IusedtogoswimmingwhenIwasachild．（4）Passivevoice:Theformoftheverbisbe+p．pinthesentence ．Forexample:ourclassroomiscleanedeveryday．（5）PresentPerfect:Thefromoftheverbishave/has+p．p Forexample:Ihavealreadyfinishedmyhomework．StepⅥSummaryInthisclass,we’velearnedsomeimportantwords,suchasendangered,mangro veswamps,habitat,aquaticfeed．we’vealsolearnedthetargetlanguageHowbigaremanatees?The y’veabout10feetlongandtheyweighabout1000pounds．Atlas t,wereviewedsomegrammarwehavelearned．StepⅦHomework．makeconversationsinpairstoreviewthetargetlang uage．2．makefivesentencestoreviewthegrammarfocus．StepⅧBlackboardDesignUnit15we’retryingtosavethemanatees!SectionATheSecondPeriodmakesentencestoreviewthegrammarfocus:（1）Heisreadingastorybook．（2）Igotoschoolbybike．Shedoesherhomeworkeveryday．（3）IusedtogoswimmingwhenIwasachild．（4）ourclassroomiscleanedeveryday．（5）Ihavealreadyfinishedmyhomework．Unit15we’retryingtosavethemanatees!TheThirdPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyagainst,besuitablefor,tinycages,educat e,carefor,urge（2）TargetLanguageIthinkthatanimalsshouldnotliveinzoos．Idisagreewithyou．Ifeelthatzoosprovidecleanandsafep lacesforendangeredanimalstolive．2．Abilityobjects（1）Trainstudents’integratingskills．（2）Traintheabilityofexpressingstudents’ownopinions．3．moralobjectAnimalsareourfriends．wemustknowhowtolovethemandhow toprotectthem．Thatway,Itisgoodforbothanimalsandus．Ⅱ．TeachingkeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．Teachingmethods．Fast-readingmethod2．GroupworkandpairworkⅤ．TeachingAids．Aprojector2．TheblackboardⅥ．TeachingProceduresStepIRevisionT:yesterdaywelearnedthetargetlanguageandreviewedsom egrammar．Nowwhocanmakesentencesusingthegrammarwereviewedyesterday．S1:I’mansweringaquestion．S2:mymothergoesshoppingeveryweek．S3:Sheusedtoliveinthecountryside,butnowshelivesinth ecity．S4:Hewasmadetodoso．S5:Shehaslearnedalotofnewwords．T:Verygood．StepⅡ3aThisactivityprovidesreadingpracticeu-singthetargetl anguage．Showthekeyvocabularywordsonthescreenbyapro jector．againstprep．反对；违反suitableadj．合适的；适宜的tinyadj．极小的；微小的cagen．笼子；囚笼educatev．教育；培养publicadj．&n公众（的）；民众（的）carefor关怀；照顾urgev．强烈要求；竭力主张Readthewordsandaskstudentstore-peatagainandagainunt iltheycanpronouncethewordsfluentlyandaccurately．Go throughtheinstructionswiththewholeclass．Inviteastudenttoreadthelettertotheclass．correctany pronunciationerrorstomakesurethestudentisprovidinga goodmodelfortherestoftheclass．Getstudentstoreadtheletterontheirownagainandunderli nethereasonswhythewriterisopposedtozoos．checktheanswerswiththeclass．AnswersZoosareterribleplacesforanimalstolive．Theanimalsarekeptintinycagesandcanhardlymoveatall．Andtheyareonlygivenfoodonceaday．Notes．tiny—verysmall2．culturenote:manywesternersareextremelyconcerneda boutanimalwelfareandoftensupportorganizationtoprotectthem．Suchprotectionincludestheethicaltreatmentof farmanimalsandanimalsinzoos．Somepeoplefeelthatwesh ouldnoteatanyfoodmadefromanimalsorwearanyanimalprod ucts,includingleathershoes．StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage．gothroughtheinstructionswiththeclass．Inviteastudenttoreadthelettertotheclass．correctany pronunciationerrorstomakesurethestudentisprovidinga goodmodelfortherestoftheclass．Askstudentstoreadtheletteragain．Thenfinishtheworko ntheirownorinpairs．whentheywork,walkaroundtheclass room,checkingtheprogressofthepairsandofferinghelpas needed．checktheanswers．Answerswillvarybutagoodletterwillt akethepointsfromtheletteroppositetotheirpointofview andarguewiththem．AsampleanswerDearEditor,Afterreadingthetwoletters,IrealizethatImustsaysomet hingaboutanimalsandzoos．Idon’tagreewithDisgusted．Infact,manyanimalsonlyeatoncea dayoronceeveryfewdays,sofeedingthemjustonceadayisno taproblematall．Ithinkzoosareveryimportanttoanimals ．Theycanstopmanyendangeredanimalsfrombeingkilledor hunted．Theycanprovidemanwithplacesforresearchwork ．Alsowecanvisittheanimalsinthezoostolearnsomeknowl edgetoprotecttheanimalsbetter．Sincerely,×××writetheletterontheblackboardasanexample．Notes．living—active:lively2．carefor—lookafter;providefood,money,shelter,etc．3．urge—requestearnestly;trytopersuade;stronglyrecommend StepⅣPart4Thisactivityprovidesoralpracticeusingthetargetlangu age．Gothroughtheinstructionswiththeclass．Therewillbetw odifferentteams．oneteamwilltalkaboutwhyzoosaregood placesforanimalsandtheotherteamwillsaywhyzoosarebad pacesforanimals．Lookatthelistofexpressions．Inviteastudenttoreadthe listaloudtotheclass．Thengetsomestudentstouseeachex pressioninacompletesentence．S1:Ithinkthatelephantsshouldn’tbekeptinzoos．S2:Ibelievethatanimalsinzooslivelongerthananimalsin thejungle．Putstudentsintwoteams．Leteachteamworktogetherasthe ywritedownsomestatementsshowingtheirviewpoint,using theexpressionsinthebox．Lookatthesamplelanguageinthebox．Inviteapairofstudentstoreadittotheclass．SA:Ithinkthatanimalsshouldnotliveinzoos．SB:Idisagreewithyou．Ifeelthatzoosprovidecleanandsa feplacesforendangeredanimalstolive．Askthetwoteamstodebateinclass．First,callononeteamtogiveastatement．Thenasktheothe rteamtogiveastatementthatisrelatedtothefirststateme nt．Helptheteamsmakeseveraldifferentstatementsabout asinglepointbeforegoingontoanotherpoint．Forexample:Team1:Ithinkthatzoosarenotsuitableforanimalstolivei n．Team2:whydoyouthinkso?Team1:Becauseanimalsthereareonlygivenfoodonceaday．They’rehungry．Team2:Idisagreewithyou．Ibelievethatmanyanimalsonly eatonceadayoronceeveryfewdays．So,thereisnoneedtoworryaboutthat．StepⅤSummaryInthisclass,we’velearnedsomekeyvocabularywordssuchasagainst,besuit ablefor,tinycages,carefor,urge．we’vealsodonealotofreading,writingandspeakingpracticeu singthetargetlanguage．StepⅥHomework．Finishofftheexercisesonpages61～62oftheworkbook．2．writethelettertotheeditor．StepⅦBlackboardDesignUnit15we’retryingtosavethemanatees!SectionATheThirdPeriodDearEditor,Afterreadingthetwoletters,IrealizethatImustsaysomet hingaboutanimalsandzoos．Idon’tagreewithdisgusted．Infact,manyanimalsonlyeatoncea dayoronceeveryfewdays,sofeedingthemjustonceadayisno taproblematall．Ithinkzoosareveryimportanttoanimals．Theycanstopmanyendangeredanimalsfrombeingkilledor hunted．Theycanprovidemanwithplacesforresearchwork ．Alsowecanvisittheanimalsinthezoostolearnsomeknowl edgetoprotecttheanimalsbetter．Sincerely,×××Unit15we’retryingtosavethemanatees!TheFourthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyplanet,recycle,shower,papertowels,napkins,turnoff （2）TargetLanguagewereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．2．Abilityobjects（1）Trainstudents’speakingandlisteningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconvers ation．（3）Trainstudents’abilitytousethetargetlanguage．3．moralobjectweshouldbeawareoftheimportanceofprotectingtheenviro nment．Ⅱ．TeachingkeyPoints．keyVocabularyplanet,recycle,turnoff2．TargetLanguagewereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．Ⅲ．TeachingDifficultPoints．Howtotrainstudents’speakingandlisteningability．2．Howtousethetargetlanguage．Ⅳ．Teachingmethods．Listeningmethod2．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepIRevisioncheckhomework,Inviteastudenttoreadhisorherlettertot heeditor．Helpcorrectanymistakes．StepⅡ1aThisactivityintroducesnewvocabulary．Readtheinstructionsaloudtotheclass．Thenask,what’sthemeaningofthephrasesavetheplanet．（Itmeanstokeep planetEarthcleanandnotpolluted．）Lookatthefivesuggestionsforwaystosavetheplanet．Inv iteastudenttoreadeachonealoudtotheclass．makesurest udentsunderstandthemeaningofeachsuggestion．stopridingincars．recyclebooksandpaper．turnoffthelightswhenyouleavearoom．turnofftheshowerwhileyouarewashingyourhair．don’tusepapertowelsornapkins．Getstudentstowriteanumber1infrontoftheeasiestthingt odo,anumber2infrontofthesecondeasiestthingtodo,ands oforth．checktheanswers．Studentswillprobablyhavedi fferentanswers．Letoneofthestudentstosaywhyheorshethinksacertainthingiseasytodoandanotherthingisdiffic ulttodo．Forexample:Ithinkitiseasytoturnoffthelight swhenyouleaveroom．Becauseeveryonecandoitwithoutany effort．Itisdifficulttostopridingincars．manypeople gotoworkorgotoschoolbycar,becauseitisfarawayfromthe irhomes．otherwisetheywillbelate．Notes．stopdoing—discontinuedoing2．recycle—treatsothatfurtheruseispossibleStepⅢ1bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Readtheinstructionstotheclass．youwillco mparetheanswersyouwroteforActivityla．Lookattheexampleinthespeechbubbles．Inviteapairofst udentstoreadittotheclass．SA:Recyclingpaperisreallyeasy．SB:Iagree．Butit’shardtostopridingincars．LookbackatthelistofitemsinActivity1aagain．Firstone studentmakesastatement．Thentheotherstudentagreesordisagreeswithit．youcanlookbackatActivity4inSection Atogetideasofwordstousewhenagreeinganddisagreeing．Havestudentsworktogether,movearoundtheclassroom,che ckingtheworkandofferinghelpasneeded．Askapairofstudentstosaytheiranswersasanexample．SA:Turningoffthelightswhenyouleavearoomisreallyeasy．SB:Iagreewithyou．SA:Notusingpapertowelsisreallyhard．SB:Idisagreewithyou．Ibelievethatwecanusehandkerchi eves．StepⅣ2aThisactivityprovideslisteningpracticewiththetargetl anguageandnewvocabularywords．Gothroughtheinstructionswiththeclass．Nowyouwillhea rjackandjuliatalkaboutwhattheyaredoingtohelpsavethe planet．Lookatthechart．Inviteastudenttoreadthelist ofitemsthatjuliaandjacktalkabout．turningoffthelightsturningofftheshowerstoppingusingpapernapkinstakingyourownbagswhenshoppingnotridingincarsridingabikerecyclingpaperPlaytherecordingforthisactivityforthestudents．Thef irsttimestudentsonlylistencarefully．Playtherecordi ngasecondtime．Say,Listentotherecordingagainandchec kthethingsjuliaandjacktalkabout．Ifnecessary,playth erecordingagain．checktheanswerswiththeclass．AnswersTheytalkabout:turningoffthelights,turningofftheshower．takingyourownbagswhenshopping．notridingincars,ridingabike．TapescriptBoy:Hey,julia．Don’tforgettoturnoffthelights．Itsaveselectricity．Girl:oh,Iknow．Iusuallydothat．Iwasjustinahurry．Ho wyou’resointerestedintheenvironment,jack?Boy:Ialwayshavebeen．Lotsofpeoplethinkthere’snothingtheycando,butIjustreadthisbookaboutit,andth erearelotsofthingstheaveragepersoncando．Girl:Likewhat?Boy:well,youshouldturnofftheshowerwhenyou’rewashingyourhair．Girl:oh,I’dneverdothat]Boy:youwouldn’t?Girl:No,Ihaveveryshorthair．I’monlyintheshowerforafewminutes．Boy:well,everyminutehelps．Girl:whatelsedoesitsay?Boy:Itsaysyoushouldtakeyourownbagswhenyougofoodshop ping．Girl:oh,that’snotdifficult．Icandothat．whatelse?Boy:Hmmm．Here’sagoodone．Itsayspeopleshouldstopridingincarsandsta rtridinghikes．girl:oh,I’llneverdothat!canyouseemeriding45minutestoandfromsc hooleveryday?Boy:well,Ithinktheenvironmentisreallyimportant．Bes ides,Ilikeridingmybike．Girl:yes,andyoualsoliveclosetoschool!StepⅤ2bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation．youwillhearthesamerecordingagain．Listenandcheckthethingsthatjuliaisdoingnow,thething sShewilldointhefuture,andthethingsshewouldneverdo．Pointtothethreecolumnheadingsinthechartandletstuden tsreadtheheadingsagainontheirown．Nowlistentotherec ordingcarefullyandcheckthethings．Playtherecordingagainifnecessary．Studentschecktheiranswers．correcttheanswers．AnswersThingsjuliaisdoingnow:turningoffthelights．Thingsjuliawilldointhefuture:takingbagswhenshopping．Thingsjuliawillneverdo:turningofftheshowernotridingincarsorridingabike．StepⅥ2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Lookatthesampleconversation．Inviteapair ofstudentstoreaditaloudtotheclass．A:wereallyshouldn’tusepapernapkins,youknow．B:Iknow．Istoppedusingthemlastyear．Gothroughtheinstructionswiththeclass．Say,Haveaconv ersationabouttheitemsinthechart．Talkaboutwhichofth esethingsyoudonow,whichyouwilldointhefuture,andwhic hyouwouldneverdo．Getstudentstoworkinpairs．whiletheyareworking,walka roundtheclassroomcheckingtheprogressofthepairsandof feringhelpasneeded．Inviteoneortwopairstosaytheirco nversationstotheclass．SA:weshouldturnoffthelightswhenmeleavearoom．SB:Ialwaysdothat．SA:weshouldtakeourownbagswhenshopping．SB:That’seasy．Iwilldothatinfuture．SA:wereallyshouldn’trideincars．SB:I’llneverdothat!ourschoolisfarawayfrommyhome．Ittakes meonehourtoridetoschooleveryday．StepⅦSummaryInthisclass,we’velearnedsomekeyvocabulary,suchasrecycle,shower,pap ertowels,napkins,turnoff．we’vealsolearnedthetargetlanguagewereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingtheml astyear．StepⅧHomeworkTalkaboutthingsthatyouaredoingnow,youwilldointhefut ureandyouwouldneverdousingthetargetlanguageandwrite downtheconversations．StepⅨBlackboardDesignUnit15we’retryingtosavethemanatees!SectionBTheFourthPeriodTargetlanguage:A:wereallyshouldn’tusepapernapkins,youknow．B:Iknow．Istoppedusingthemlastyear．Unit15we’retryingtosavethemanatees!TheFifthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularytrash,pulldown,bemadefrom,glue,inspiration,bottle,s paretime（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．Abilityobject（1）Improvestudents’integratingskills-readingskillandwritingskill．（2）Improvestudents’speakingabilitybytalkingtoeachother．3．moralobjectwemustrealizetheimportanceofrecycling,Itnotonlyisau sefulsavingofmoneybutalsocanprotectourenvironment．Ⅱ．TeachingkeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPoints．Howtoimprovestudents’readingability．2．Howtoimprovestudents’speakingability．Ⅳ．Teachingmethods．Readingmethodtoimprovestudents’readingability．2．writingmethodtoimprovestudents’writingability．3．Speakingmethod．Ⅴ．TeachingAids．Aprojector2．TheblackboardTeachingProceduresStepⅠRevisionRevisethetargetlanguagepresentedinthisunit．checkho mework．Asksomepairstoreadouttheirconversations．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetla nguage．Teachthenewwords．Showthenewwordsonthescree nbyaprojector．stuffn．废物；无用的东西materialn．材料；原料pullv．拉；拖；拔pulldown摧毁；推翻bemadefrom由……制成；由……构成bottlen．瓶子gluev．胶合；粘贴；黏合n．胶水roofn．顶；屋顶；房顶discardv．丢弃；放弃tilen．瓦片；瓷砖fencen．栅栏；围墙cann．（装液体等，常带有盖的）金属罐inspirationn．灵感；鼓舞人心的人（或事物）spareadj．多余的；空闲的Readthewordsandaskstudentstorepeatthemagainandagain untiltheycanpronouncethemcorrectlyandfluently．LookatthearticleThehouseoftrash．Inviteastudenttoreadthearticlealoudtotheclass．correctanypronunciatio nmistakestomakesurethestudentisprovidingagoodmodelf ortherestoftheclass．Gothroughtheinstructionswithth eclass．Elicitonequestionfromtheclass．（whoisAmywin terbourne?）makesurestudentsknowwhattodo．Encouragestudentstoth inkaboutquestionsbeginningwithwho,what,when,where,w hyandhow．Nowreadthearticle．Thenwriteyourquestionsinyourexer cisebook．Havestudentsdotheactivityinpairs．Student sshoulddiscusswhytheywouldwanttoknowtheanswertoeach question．whentheywork,movearoundtheclassroom,check ingtheprogressofthepairsandprovidinghelpasneeded．checktheanswerswiththeclass．AnswersAnswerswillvarybutmightincludewhotaughtherhowtomakeherhouse?whatisn’tmadeoutoftrashinherhouse?whendidshestartmakinghertrashhouse?whereisthehouse?whydidsheusetrashtobuildahouse?。

【知识学习】Unit 15 We’re trying to save the manatees!教案

Unit 15 We’re trying to save themanatees!教案Unit15we’retryingtosavethemanatees!TheFirstPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularymanatee,cheetah,chimpanzee,kangaroo,polar-bear,gent le,furry,enormous,playful,noisy,aggressive,spotted （2）TargetLanguageIamlikethisanimalbecauseIamstrongandintelligent．Il ikewater,andIliketoeatvegetables．you’relikeanelephant．No．you’relikeamanatee．yes．2．Abilityobjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．moralobjectLoveallkindsofanimalsbecausetheyareourfriends．Ⅱ．TeachingkeyPointTargetLanguageⅢ．TeachingDifficultPoints．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．Teachingmethods．Didactictolearnthenewvocabulary．2．Listening-and-answeringactivitytohelpstudentsgothroughwiththelisteningmaterial．3．Groupworktomakeeverystudentworkinclass,Ⅴ．TeachingAids．Ataperecorder2．Theblackboard3．AprojectorⅥ．TeachingProceduresStepIRevisionNowlet’sreviewfivedifferentverbtenses．canyounamethefivete nses?Pleaselookatthescreen．Showthenamesofthefivetensesonthescreenbyaprojectoralongwithasamplesentenceforeach．presentprogressive:you’rereadingthesesentences．present:weuseourbookseveryday．pastwithusedto:Heusedtoliveinthecountryside．passivevoice:ourclassroomisfoundattheendofthehall．presentperfect:wehavealreadyfinishedUnit14．wehaven’tfinishedUnit15yet．Inviteastudenttoreadtheverbsinthesesentences．Theng etotherstudentstobrieflyexplainwhateachtenseisusedf or．Presentprogressivedescribesthingsthatarehappeningri ghtnow．Presentdescribesthingsthathappenallthetimeorusually happen．Thepastwithusedtodescribesthingsthatwereacertainway inthepast,buthavechangednow．Thepassivevoicedescribesthingsthatwedon’tknowwhodid,orwedon’tcarewhoperformedtheaction．Thepresentperfectdescribesrecentevents．Getstudentstothinkoftwoorthreemoresamplesentencesus ingeachtypeofverb．Haveseveralstudentsreadtheirsent ences．StepⅡ1aThisactivityintroducesthekeyvocabulary．Lookatthesignsoneachanimal’spictureandreadthewordstotheclass．Getstudentstorep eatthenameofeachanimal．Africanelephants,chimpanzees,kangaroos,manatees,che etahs,polarbears．Ifnecessary,readthewordsandaskstu dentstorepeatthemagain．Thenhavestudentsreadtheword sbythemselves．makesurestudentscanreadthewordscorrectlyandfluently ．Readthedirectionstotheclass．Pointtothelistofwordsinthebox．Readthewordsandletstudentsrepeatthem．Then getdifferentstudentstoexplainwhattheythinkeachwordm eansintheirownwords．Forexample,Agentleanimalisquie tandnotdangerous．Afuryanimaliscoveredwithsofthair ．Asksomestudentstoexplainanywordsstudentsmaynotund erstand．Anenormousanimalisverygreat．Aplayfulanimalisfulloffun．Anaggressiveanimalisfondofquarrelsandquick-tempered ．Aspottedanimalismarkedwithspots．Letstudentsbeginfillingintheanswersontheirown．when theywork,walkaroundtheclassroomcheckingtheirprogres sandansweringanyquestionstheymayhave．Afterstudents havefinishedusingallthewordsfromthebox,letthestuden tswritesomeotherwordsintheblanksbelowsomeofthepictu res．checktheanswerswiththewholeclass．Letstudentssaythewordstheywroteundereachheading．AnswersPossibleanswersmanatee:gentle,shychimpanzees:noisyelephants:enormous,graykangaroos:playfulcheetahs:spotted,fastpolarbears:aggressive,furryStepⅢ1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation．Gothroughtheinstructionswiththeclass．Lookbackatthe listofwordsinActivity1a．youwillhearGinnyandVictort alkabouttheanimalsinthepictureinActivity1a．Nowplea selistentotherecordingcarefullyandcirclethewordsont helistthattheyusetodescribetheanimals．Playtherecordingthefirsttime．Thistimestudentsonlyl isten．Playtherecordingasecondtime．Nowlistentother ecordingagainandcirclethewordsyouhearontherecording．checktheanswers．AnswersThesewordsshouldbecircled:aggressive,gentle,shy,furry,gray,fast,spottedTapeseriptBoy:Hey,Ginny,what’sthatbig,furryanimalinthepond?Girl:It’sapolarbear,Victor．They’rekindofaggressive．Boy:Arethey?Theylookslikereallylovewater．Girl:Uh-huh．Boy:Andwhatdoyoucallthosebig,graythingsinthewater?Girl:They’recalledmanatees．Boy:what?Girl:manatees．They’reverygentleandveryshy．Boy:oh．Andhowabouttheyellowandblackspottedanimalsi nthatcage?Girl:They’recheetahs．Thecheetahisthefastestanimalonearth．StepⅣ1cThisactivityprovidesoralpracticeusingthetargetlangu age．Gothroughtheinstructionswiththewholeclass．Lookatthesampleconversationintheboxandgetthreestude ntstoreaditaloudtotheclass．SA:IamlikethisanimalbecauseIamstrongandintelligent ．Ilikewater,andIliketoeatvegetables．SB:you’relikeanelephant．SA:No．Sc:you’relikeamanatee．SA:yes!Tellstudentstothinkofananimalthatisthesameasthemins omeways．Takeafewminutestowritedownastatement．Say,youcanwriteasentenceortwothatdescribeshowyouare similartotheanimalyouchoose．Don’tsaythenameoftheanimal．Afewminuteslater,letstudentreadtheirstatementstothe classandseehowquicklytheotherstudentscanguesswhatan imalthestudentsistalkingabout．Statement1S1:IamlikethisanimalbecauseIamplayfulandfunny．Ss:you’relikeapolarbear．S1:No．Ss:you’relikeakangaroo．S1:yes!Statement2S2:IamlikethisanimalbecauseIrunveryfast．Iliketowea rcolorfulclothes．Ss:you’reakangaroo．S2:No．Ss:you’relikeacheetah．S2:yes!Notelike—（hereprep．）inthemannerofStepⅤSummaryInthisclass,we’velearnedsomeimportantwordssuchasmanatee,kangaroo,P o;;arbear,gentle,furry,enormous,playful,noisy,aggre ssive,spotted．we’vealsolearnedthetargetlanguageIamlikethisanimalbeca useIamstrongandintelligent．Ilikewater,andIliketoea tvegetables．youarelikeanelephant．No．you’relikeamanatee．yes!StepⅥHomework．Getstudentstowritedownsomestatementsandreadth emtotheirpartners．Letthepartnersguesswhatanimalstheyaretalkingabout．2．ReviewthenewwordsintheboxinActivity1a．StepⅦBlackboardDesignUnit15we’retryingtosavethemanatees!SectionATheFirstPeriodTargetlanguage:IamlikethisanimalbecauseIamstrongandintelligent．Il ikewater,andIliketoeatvegetables．you’relikeanelephant．No．you’relikeamanatee．yes．Unit15we’retryingtosavethemanatees!TheSecondPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyendangered,mangrove,swamp,habitat,aquaticfeed,under water,vegetation,foot,weigh,pound（2）TargetLanguageHowbigaremanatees?They’reabout10feetlongandtheyweighabout1000pounds．2．Abilityobjects（1）Trainstudents’listeningability．（2）Trainstudents’speakingability．（3）Trainstudents’theabilityofusinggrammarfocus．3．moralobjectwemustbefullyawareoftheimportanceofreducingpollutio nandprotectinganimals．Ⅱ．TeachingkeyPoints．keyVocabularyendangered,mangrove,swamps,habitat,aquaticfeed 2．TargetLanguageHowbigaremanatees?They’reabout10feetlongandtheyweighabout1000pounds．3．StructuresPresentprogressivewe’retryingtosavethemanatees．Presentmanateeseatabout100poundsoffoodaday．Pastwith"usedto"Thereusedtobealotofmanatees．PassivevoiceIn1972,itwasdiscoveredthattheywereendangered．PresentperfectSomeoftheswampshavebecomepolluted．Ⅲ．TeachingDifficultPoints．thetargetlanguage2．Howtotrainstudents’listeningability．Ⅳ．Teachingmethods．Listeningmethodtoimprovestudents’listeningability．2．Pairworktomakeeverystudentworkinclass．3．Review,explanation,inductivemethodsⅤ．TeachingAids．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepⅠRevisioncheckhomework．Getsomepairstoactouttheirconversatio ns．whentheywork,therestofstudentsalsoguesswhatanim alstheyaretalkingabout．StepⅡ2aThisactivityprovidesguidedlisteningpracticeusingthe targetlanguage．Lookatthepicture．Ask,whatcanyousee inthepicture?（Amanateeisinthewater．）Gothroughtheinstructionswiththeclass．youwillheartw opeopletalkingaboutmanatees．Listenanddrawalinebetw eeneachwordanditsdefinition．Readthesampleanswer．Thensay,Thewordendangeredmeans therearen’tverymanyofthisanimalleftintheworld．Themanateeisen dangeredbecausetherearen’tverymanyoftheseanimals．Playtherecordingforstudentsthefirsttime．Thistimest udentsonlylistentotherecordingcarefully．Playtherec ordingasecondtime．Thistimestudentsdrawlinesbetween eachwordanditsdefinition．checktheanswerswiththeclass．Answers．b2．d3．a4．cTapescriptBoy:canyoutellusaboutthemanatees,please?man:Sure．we’retryingtosavethem．Boy:why?Aretheyendangered?man:yes．Thereusedtobealotofmanatees,butnowtherearen’tverymanyofthem．Boy:Doyouknowhowmanythereare?man:Atthispoint,thereareonlyabout2500intheU．S．In1 972,itwasdiscoveredthattheywereendangered．Sincethe n,thegovernmenthaspassedlawstoprotectthem．Boy:wheredotheylive?man:Theirfavoritehabitatisthewaterunderthetreesinma ngroveswamps．Boy:Andwhyaretheyendangered?man:Someoftheswampshavebecomepolluted．Also,thereso metimesisn’tenoughfoodforallofthem．Asyoucansee,they’relarge．Theaveragemanateeisaboutthreemeterslongand weighsabout1000pounds．Theyneedabout100poundsofaqua ticfeedaday．Boy:Aquaticfeed?man:oh,that’sunderwaterplantsandvegetation．That’swhattheyeat．StepⅢ2bThisactivityprovideslisteningpracticeu-singthetarge tlanguage．Gothroughtheinstructionswiththeclass．Lookatthehead ingsinthechartandtheblanksnexttoeachheading．youwil lhearthesamerecordingagain．Thistimelistencarefully towhatbothpeoplesayandfillintheblanksinthechart．Lo okatthesampleanswer．Thetwopeopleontherecordingaret alkingaboutmanatees,soyouwritethewordmanateeafterth ewordskindofanimalinthechart．Playtherecordingagain．Getstudentstofillintheblanks inthechart．checktheanswerswiththeclass．Answerskindofanimal:manateeNumbers:2500intheU．S．Habitat:waterundertreesinmangroveswampsReasonwhythe yareendangered:swampspolluted,notenoughfoodDescription:large,threemetreslong,weighs1000poundsStepIV2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Lookatthesampleconversationinthebox．Inv iteapairofstudentstoreadittotheclass．SA:Howbigaremanatees?SB:They’reaboutl0feetlongandtheyweighabout1000pounds．Readtheinstructionsaloudtotheclass．Eachpairofstude ntscanmakeaconversationusinginformationfromActiviti es2aand2b．Letstudentsworkinpairs．whiletheyarework ing,movearoundtheclassroom,checkingtheprogressofthe pairsandofferinghelpasneeded．whenstudentsfinishthework,askoneortwopairstosaythei rconversationstotheclass．conversation1SA:wheredomanateeslive?SB:Theyliveinthewaterunderthetreesinmangroveswamps．conversation2SA:whyaremanateesendangered?SB:Becausesomeswampshavebeenpolluted．Andthereisn’tenoughfoodforallthemanatees,either．StepⅤGrammarFocusLookatthegrammarfocusbox．Invitefivestudentstoreadt hestatementstotheclass．we’retryingtosavethemanages．manateeseatabout100pounds offoodaday．Thereusedtobealotofmanatees．In1972,itwasdiscovered thattheywereendangered．Someoftheswampshavebecomepolluted．Puttheclassinfivegroupsandaskeachgrouptobecome"expe rts"inoneoftheverbtensesandpresentsareviewofthatten setotherestoftheclass．Havethestudentsexplainwhatth everbtenseisusedforandthengivesomesamplesentences．Studentscanlookbackattheunitswheretheirverbtensewaspresentedorpracticed．Presentprogressive:Reviewedthroughoutthebook．Present:ReviewedthroughoutthebookPastwithusedto:Unit4Passivevoice:Unit10Presentperfect:Unit14whilethegroupsareworking,walkaroundtheclassroomhelp ingthestudentswiththeirexplanationsandtheirsamplese ntences．Askonestudentofeachgrouptoshowtheirwork．Asthestude ntsshowtheirwork,askquestionsandcorrectanyerrorsint heirexplanationsorsentences．（1）Presentprogressive:oneformoftheverbsthatexpressacti onthatcontinuesoveraperiodoftime,alsocalledPresentc ontinuestense．Thestructureisam/is/are+-ing．Forexa mple:Heisreadingastorybook．（2）Present:Itisusedforindicatingactionthatisusualandha bitual．Theformoftheverbisdoordoes．Forexample:Igotoschoolbybike．Shedoesherhomeworkeveryday．（3）Pastwithusedto:Thestructureofusedto+inf．indicatesa constantor-frequentpracticeinthepast．Forexample: IusedtogoswimmingwhenIwasachild．（4）Passivevoice:Theformoftheverbisbe+p．pinthesentence ．Forexample:ourclassroomiscleanedeveryday．（5）PresentPerfect:Thefromoftheverbishave/has+p．p Forexample:Ihavealreadyfinishedmyhomework．StepⅥSummaryInthisclass,we’velearnedsomeimportantwords,suchasendangered,mangro veswamps,habitat,aquaticfeed．we’vealsolearnedthetargetlanguageHowbigaremanatees?The y’veabout10feetlongandtheyweighabout1000pounds．Atlas t,wereviewedsomegrammarwehavelearned．StepⅦHomework．makeconversationsinpairstoreviewthetargetlang uage．2．makefivesentencestoreviewthegrammarfocus．StepⅧBlackboardDesignUnit15we’retryingtosavethemanatees!SectionATheSecondPeriodmakesentencestoreviewthegrammarfocus:（1）Heisreadingastorybook．（2）Igotoschoolbybike．Shedoesherhomeworkeveryday．（3）IusedtogoswimmingwhenIwasachild．（4）ourclassroomiscleanedeveryday．（5）Ihavealreadyfinishedmyhomework．Unit15we’retryingtosavethemanatees!TheThirdPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyagainst,besuitablefor,tinycages,educat e,carefor,urge（2）TargetLanguageIthinkthatanimalsshouldnotliveinzoos．Idisagreewithyou．Ifeelthatzoosprovidecleanandsafep lacesforendangeredanimalstolive．2．Abilityobjects（1）Trainstudents’integratingskills．（2）Traintheabilityofexpressingstudents’ownopinions．3．moralobjectAnimalsareourfriends．wemustknowhowtolovethemandhow toprotectthem．Thatway,Itisgoodforbothanimalsandus．Ⅱ．TeachingkeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．Teachingmethods．Fast-readingmethod2．GroupworkandpairworkⅤ．TeachingAids．Aprojector2．TheblackboardⅥ．TeachingProceduresStepIRevisionT:yesterdaywelearnedthetargetlanguageandreviewedsom egrammar．Nowwhocanmakesentencesusingthegrammarwere viewedyesterday．S1:I’mansweringaquestion．S2:mymothergoesshoppingeveryweek．S3:Sheusedtoliveinthecountryside,butnowshelivesinth ecity．S4:Hewasmadetodoso．S5:Shehaslearnedalotofnewwords．T:Verygood．StepⅡ3aThisactivityprovidesreadingpracticeu-singthetargetl anguage．Showthekeyvocabularywordsonthescreenbyapro jector．againstprep．反对；违反suitableadj．合适的；适宜的tinyadj．极小的；微小的cagen．笼子；囚笼educatev．教育；培养publicadj．&n公众（的）；民众（的）carefor关怀；照顾urgev．强烈要求；竭力主张Readthewordsandaskstudentstore-peatagainandagainunt iltheycanpronouncethewordsfluentlyandaccurately．Go throughtheinstructionswiththewholeclass．Inviteastudenttoreadthelettertotheclass．correctany pronunciationerrorstomakesurethestudentisprovidinga goodmodelfortherestoftheclass．Getstudentstoreadtheletterontheirownagainandunderli nethereasonswhythewriterisopposedtozoos．checktheanswerswiththeclass．AnswersZoosareterribleplacesforanimalstolive．Theanimalsarekeptintinycagesandcanhardlymoveatall．Andtheyareonlygivenfoodonceaday．Notes．tiny—verysmall2．culturenote:manywesternersareextremelyconcerneda boutanimalwelfareandoftensupportorganizationtoprote ctthem．Suchprotectionincludestheethicaltreatmentof farmanimalsandanimalsinzoos．Somepeoplefeelthatwesh ouldnoteatanyfoodmadefromanimalsorwearanyanimalprod ucts,includingleathershoes．StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage．gothroughtheinstructionswiththeclass．Inviteastudenttoreadthelettertotheclass．correctany pronunciationerrorstomakesurethestudentisprovidinga goodmodelfortherestoftheclass．Askstudentstoreadtheletteragain．Thenfinishtheworko ntheirownorinpairs．whentheywork,walkaroundtheclassroom,checkingtheprogressofthepairsandofferinghelpas needed．checktheanswers．Answerswillvarybutagoodletterwillt akethepointsfromtheletteroppositetotheirpointofview andarguewiththem．AsampleanswerDearEditor,Afterreadingthetwoletters,IrealizethatImustsaysomet hingaboutanimalsandzoos．Idon’tagreewithDisgusted．Infact,manyanimalsonlyeatoncea dayoronceeveryfewdays,sofeedingthemjustonceadayisno taproblematall．Ithinkzoosareveryimportanttoanimals ．Theycanstopmanyendangeredanimalsfrombeingkilledor hunted．Theycanprovidemanwithplacesforresearchwork ．Alsowecanvisittheanimalsinthezoostolearnsomeknowl edgetoprotecttheanimalsbetter．Sincerely,×××writetheletterontheblackboardasanexample．Notes．living—active:lively2．carefor—lookafter;providefood,money,shelter,etc．3．urge—requestearnestly;trytopersuade;stronglyrecommend StepⅣPart4Thisactivityprovidesoralpracticeusingthetargetlangu age．Gothroughtheinstructionswiththeclass．Therewillbetw odifferentteams．oneteamwilltalkaboutwhyzoosaregood placesforanimalsandtheotherteamwillsaywhyzoosarebad pacesforanimals．Lookatthelistofexpressions．Inviteastudenttoreadthe listaloudtotheclass．Thengetsomestudentstouseeachex pressioninacompletesentence．S1:Ithinkthatelephantsshouldn’tbekeptinzoos．S2:Ibelievethatanimalsinzooslivelongerthananimalsin thejungle．Putstudentsintwoteams．Leteachteamworktogetherasthe ywritedownsomestatementsshowingtheirviewpoint,using theexpressionsinthebox．Lookatthesamplelanguageinthebox．Inviteapairofstude ntstoreadittotheclass．SA:Ithinkthatanimalsshouldnotliveinzoos．SB:Idisagreewithyou．Ifeelthatzoosprovidecleanandsa feplacesforendangeredanimalstolive．Askthetwoteamstodebateinclass．First,callononeteamtogiveastatement．Thenasktheothe rteamtogiveastatementthatisrelatedtothefirststateme nt．Helptheteamsmakeseveraldifferentstatementsabout asinglepointbeforegoingontoanotherpoint．Forexample:Team1:Ithinkthatzoosarenotsuitableforanimalstolivei n．Team2:whydoyouthinkso?Team1:Becauseanimalsthereareonlygivenfoodonceaday．They’rehungry．Team2:Idisagreewithyou．Ibelievethatmanyanimalsonly eatonceadayoronceeveryfewdays．So,thereisnoneedtowo rryaboutthat．StepⅤSummaryInthisclass,we’velearnedsomekeyvocabularywordssuchasagainst,besuit ablefor,tinycages,carefor,urge．we’vealsodonealotofreading,writingandspeakingpracticeu singthetargetlanguage．StepⅥHomework．Finishofftheexercisesonpages61～62oftheworkbook．2．writethelettertotheeditor．StepⅦBlackboardDesignUnit15we’retryingtosavethemanatees!SectionATheThirdPeriodDearEditor,Afterreadingthetwoletters,IrealizethatImustsaysomet hingaboutanimalsandzoos．Idon’tagreewithdisgusted．Infact,manyanimalsonlyeatoncea dayoronceeveryfewdays,sofeedingthemjustonceadayisno taproblematall．Ithinkzoosareveryimportanttoanimals ．Theycanstopmanyendangeredanimalsfrombeingkilledor hunted．Theycanprovidemanwithplacesforresearchwork ．Alsowecanvisittheanimalsinthezoostolearnsomeknowl edgetoprotecttheanimalsbetter．Sincerely,×××Unit15we’retryingtosavethemanatees!TheFourthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyplanet,recycle,shower,papertowels,napkins,turnoff （2）TargetLanguagewereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．2．Abilityobjects（1）Trainstudents’speakingandlisteningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconvers ation．（3）Trainstudents’abilitytousethetargetlanguage．3．moralobjectweshouldbeawareoftheimportanceofprotectingtheenviro nment．Ⅱ．TeachingkeyPoints．keyVocabularyplanet,recycle,turnoff2．TargetLanguagewereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．Ⅲ．TeachingDifficultPoints．Howtotrainstudents’speakingandlisteningability．2．Howtousethetargetlanguage．Ⅳ．Teachingmethods．Listeningmethod2．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepIRevisioncheckhomework,Inviteastudenttoreadhisorherlettertot heeditor．Helpcorrectanymistakes．StepⅡ1aThisactivityintroducesnewvocabulary．Readtheinstructionsaloudtotheclass．Thenask,what’sthemeaningofthephrasesavetheplanet．（Itmeanstokeep planetEarthcleanandnotpolluted．）Lookatthefivesuggestionsforwaystosavetheplanet．Inv iteastudenttoreadeachonealoudtotheclass．makesurest udentsunderstandthemeaningofeachsuggestion．stopridingincars．recyclebooksandpaper．turnoffthelightswhenyouleavearoom．turnofftheshowerwhileyouarewashingyourhair．don’tusepapertowelsornapkins．Getstudentstowriteanumber1infrontoftheeasiestthingt odo,anumber2infrontofthesecondeasiestthingtodo,ands oforth．checktheanswers．Studentswillprobablyhavedi fferentanswers．Letoneofthestudentstosaywhyheorshet hinksacertainthingiseasytodoandanotherthingisdiffic ulttodo．Forexample:Ithinkitiseasytoturnoffthelight swhenyouleaveroom．Becauseeveryonecandoitwithoutany effort．Itisdifficulttostopridingincars．manypeople gotoworkorgotoschoolbycar,becauseitisfarawayfromthe irhomes．otherwisetheywillbelate．Notes．stopdoing—discontinuedoing2．recycle—treatsothatfurtheruseispossibleStepⅢ1bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Readtheinstructionstotheclass．youwillco mparetheanswersyouwroteforActivityla．Lookattheexampleinthespeechbubbles．Inviteapairofst udentstoreadittotheclass．SA:Recyclingpaperisreallyeasy．SB:Iagree．Butit’shardtostopridingincars．LookbackatthelistofitemsinActivity1aagain．Firstone studentmakesastatement．Thentheotherstudentagreesor disagreeswithit．youcanlookbackatActivity4inSection Atogetideasofwordstousewhenagreeinganddisagreeing．Havestudentsworktogether,movearoundtheclassroom,che ckingtheworkandofferinghelpasneeded．Askapairofstudentstosaytheiranswersasanexample．SA:Turningoffthelightswhenyouleavearoomisreallyeasy ．SB:Iagreewithyou．SA:Notusingpapertowelsisreallyhard．SB:Idisagreewithyou．Ibelievethatwecanusehandkerchi eves．StepⅣ2aThisactivityprovideslisteningpracticewiththetargetl anguageandnewvocabularywords．Gothroughtheinstructionswiththeclass．Nowyouwillhea rjackandjuliatalkaboutwhattheyaredoingtohelpsavethe planet．Lookatthechart．Inviteastudenttoreadthelist ofitemsthatjuliaandjacktalkabout．turningoffthelightsturningofftheshowerstoppingusingpapernapkinstakingyourownbagswhenshoppingnotridingincarsridingabikerecyclingpaperPlaytherecordingforthisactivityforthestudents．Thef irsttimestudentsonlylistencarefully．Playtherecordi ngasecondtime．Say,Listentotherecordingagainandchec kthethingsjuliaandjacktalkabout．Ifnecessary,playth erecordingagain．checktheanswerswiththeclass．AnswersTheytalkabout:turningoffthelights,turningofftheshower．takingyourownbagswhenshopping．notridingincars,ridingabike．TapescriptBoy:Hey,julia．Don’tforgettoturnoffthelights．Itsaveselectricity．Girl:oh,Iknow．Iusuallydothat．Iwasjustinahurry．Ho wyou’resointerestedintheenvironment,jack?Boy:Ialwayshavebeen．Lotsofpeoplethinkthere’snothingtheycando,butIjustreadthisbookaboutit,andth erearelotsofthingstheaveragepersoncando．Girl:Likewhat?Boy:well,youshouldturnofftheshowerwhenyou’rewashingyourhair．Girl:oh,I’dneverdothat]Boy:youwouldn’t?Girl:No,Ihaveveryshorthair．I’monlyintheshowerforafewminutes．Boy:well,everyminutehelps．Girl:whatelsedoesitsay?Boy:Itsaysyoushouldtakeyourownbagswhenyougofoodshop ping．Girl:oh,that’snotdifficult．Icandothat．whatelse?Boy:Hmmm．Here’sagoodone．Itsayspeopleshouldstopridingincarsandsta rtridinghikes．girl:oh,I’llneverdothat!canyouseemeriding45minutestoandfromsc hooleveryday?Boy:well,Ithinktheenvironmentisreallyimportant．Bes ides,Ilikeridingmybike．Girl:yes,andyoualsoliveclosetoschool!StepⅤ2bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation．youwillhearthesamerecordingagain．Listenandcheckthethingsthatjuliaisdoingnow,thethingsShewilldointhefuture,andthethingsshewouldneverdo．Pointtothethreecolumnheadingsinthechartandletstuden tsreadtheheadingsagainontheirown．Nowlistentotherec ordingcarefullyandcheckthethings．Playtherecordingagainifnecessary．Studentschecktheiranswers．correcttheanswers．AnswersThingsjuliaisdoingnow:turningoffthelights．Thingsjuliawilldointhefuture:takingbagswhenshopping ．Thingsjuliawillneverdo:turningofftheshowernotridingincarsorridingabike．StepⅥ2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Lookatthesampleconversation．Inviteapair ofstudentstoreaditaloudtotheclass．A:wereallyshouldn’tusepapernapkins,youknow．B:Iknow．Istoppedusingthemlastyear．Gothroughtheinstructionswiththeclass．Say,Haveaconv ersationabouttheitemsinthechart．Talkaboutwhichofth esethingsyoudonow,whichyouwilldointhefuture,andwhic hyouwouldneverdo．Getstudentstoworkinpairs．whiletheyareworking,walka roundtheclassroomcheckingtheprogressofthepairsandof feringhelpasneeded．Inviteoneortwopairstosaytheirco nversationstotheclass．SA:weshouldturnoffthelightswhenmeleavearoom．SB:Ialwaysdothat．SA:weshouldtakeourownbagswhenshopping．SB:That’seasy．Iwilldothatinfuture．SA:wereallyshouldn’trideincars．SB:I’llneverdothat!ourschoolisfarawayfrommyhome．Ittakes meonehourtoridetoschooleveryday．StepⅦSummaryInthisclass,we’velearnedsomekeyvocabulary,suchasrecycle,shower,pap ertowels,napkins,turnoff．we’vealsolearnedthetargetlanguagewereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingtheml astyear．StepⅧHomeworkTalkaboutthingsthatyouaredoingnow,youwilldointhefut ureandyouwouldneverdousingthetargetlanguageandwrite downtheconversations．StepⅨBlackboardDesignUnit15we’retryingtosavethemanatees!SectionBTheFourthPeriodTargetlanguage:A:wereallyshouldn’tusepapernapkins,youknow．B:Iknow．Istoppedusingthemlastyear．Unit15we’retryingtosavethemanatees!TheFifthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularytrash,pulldown,bemadefrom,glue,inspiration,bottle,s paretime（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．Abilityobject（1）Improvestudents’integratingskills-readingskillandwritingskill．（2）Improvestudents’speakingabilitybytalkingtoeachother．3．moralobjectwemustrealizetheimportanceofrecycling,Itnotonlyisau sefulsavingofmoneybutalsocanprotectourenvironment．Ⅱ．TeachingkeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPoints．Howtoimprovestudents’readingability．2．Howtoimprovestudents’speakingability．Ⅳ．Teachingmethods．Readingmethodtoimprovestudents’readingability．2．writingmethodtoimprovestudents’writingability．3．Speakingmethod．Ⅴ．TeachingAids．Aprojector2．TheblackboardTeachingProceduresStepⅠRevisionRevisethetargetlanguagepresentedinthisunit．checkho mework．Asksomepairstoreadouttheirconversations．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetla nguage．Teachthenewwords．Showthenewwordsonthescree nbyaprojector．stuffn．废物；无用的东西materialn．材料；原料pullv．拉；拖；拔pulldown摧毁；推翻bemadefrom由……制成；由……构成bottlen．瓶子gluev．胶合；粘贴；黏合n．胶水roofn．顶；屋顶；房顶discardv．丢弃；放弃tilen．瓦片；瓷砖fencen．栅栏；围墙cann．（装液体等，常带有盖的）金属罐inspirationn．灵感；鼓舞人心的人（或事物）spareadj．多余的；空闲的Readthewordsandaskstudentstorepeatthemagainandagain untiltheycanpronouncethemcorrectlyandfluently．LookatthearticleThehouseoftrash．Inviteastudenttore adthearticlealoudtotheclass．correctanypronunciatio nmistakestomakesurethestudentisprovidingagoodmodelf ortherestoftheclass．Gothroughtheinstructionswithth eclass．Elicitonequestionfromtheclass．（whoisAmywin terbourne?）makesurestudentsknowwhattodo．Encouragestudentstoth inkaboutquestionsbeginningwithwho,what,when,where,w hyandhow．Nowreadthearticle．Thenwriteyourquestionsinyourexer cisebook．Havestudentsdotheactivityinpairs．Student。

人教版九年级英语《Unit.15.We’re.trying.to.save.the.manatees》教案

Unit 15 We’re trying to save themanatees!Topic: Protecting the environmentFunctions: Debate an issueTarget language: I think that animals should not live in zoos.I disagree with you. I feel that zoos provide clean and safe places for endangeredanimals to live.Teaching StepsPeriod 1Lead in:Good morning, everyone! Today we are going to learn a new lesson, Unit 15, “We’re going to save the manatees.”Have you ever been to a zoo? Do you like animals? What words do you know that describe animals?Step 1: Section A 1a1．Talk about the pictureLet’s look at the picture first.What can we see in the picture? Where are the people? What animals can we see?Student A, could you please tell us?...Yes. We can see the family members are in the zoo.We can see many animals, such as elephants, chimpanzees, kangaroos, manatees, cheetahs and polar bears.2. Read the wordsa. I’d like to invite a student to read these words in class and tel l us the Chinese meanings of them....b. Please write these words in the boxes below and describe animals in the picture. Then write other words you know....Answers:Elephants: enormous, grayChimpanzees: noisyKangaroos: playfulManatees: gentle, shyCheetahs: spotted, fastPolar bears: aggressive, furryStep 2: Section A 1bListen and circlea. Listen and circle the words in activity 1a that Victor and Ginny use to describe the animals.b. Let’s check the answers.Step 3: Section A 1cTask 1: Describe animalsPlease look at the PPT and describe animals.Task 2: What animals are you like?Think of an animal that is the same as you in some ways. Write a statement about you and the animal. Read your statement without saying the name of the animal. The class guesses what kind of animal you are like.Model:A: I am like this animal because I am strong and intelligent. I like water, andI like to eat vegetables.B: You’re like an elephant.A: No.B: You’re like a manatee.A: Yes.Step 4: Section A 2a1．Talk about the picturePlease look at the picture. What can we see?...We can see a manatee.Where does it live?...2．Read the words and definitionsI’d like to invite some students to read the words and definitions in clas s and translate them into Chinese. Any volunteers?...3．Listen and matcha. Listen and match the words with definitions.b. Have you finished? Let’s check the answers.Step 5: Section A 2bListen and complete the charta. Please read the chart yourselves.b. Please listen again and complete the chart. Write down some information about manatees.c. Have you finished? Let’s check the answers.Step 6: Section A 2cTask: Introduce manateesWe have got some information about manatees.1) What do manatees look like?2) Where do they live?3) What do they eat?4) How many manatees are there on the earth?5) Why are they endangered?6) How can we save them?Please talk about manatees with your partner.Step 7: SummarySummarizea．Let’s s ummarize what we learned in this period.b．Yes, we learned some words that describe animals. We also know that manatees are endangered.Step 8: Homework1．Try to recite the sentences in grammar focus.2．What kind of animals are you like? Why？What kind of animals do you like best? Why? Write a passage to introduce some animals .Period 2Step 1: RevisionGood morning, boys and girls.DictationDo you still remember what we learned yesterday?a. Now let’s have a dictation. Please open your dictation books. I’ll read the sentences in grammar focus, please write them down.1)We’re trying to save the manatees.2) There used to be a lot of manatees.3) Some of the swamps have become polluted.4) In 1972, it was discovered that they were endangered.b. OK. Please hand in your dictation books now.Step 2: Section A 3a1．Lead-ina. How to save endangered animals?1) Protect the environment.2) Make laws to save the animals.3) Give them enough food.4) Build zoos to be their home.5) ...b. Do you think it’s a good way to build zoos? Are zoos good or bad for animals? Student A, what’s your opinion?...Today we’re going to read two letters and know others’ opinions.2．Comprehensiona. Read the first letter to the editor and underline the reasons why the writer is opposed to zoos.b. Now read the second letter to the editor. Do you agree with “Disgusted” or “Animal Friend”? Write a letter to the editor and give your opinion.3．Read the lettersa. Please listen to the tape and read after it.b. Read the letters by yourselves. Are there any new words you don’t know how to pronounce?c. I’d like to invite some students to read the letters in class. Any volunteers? Yes, Student A, please.4．Translate the two letters into Chinese.a. Now please work in pairs and translate the two letters into Chinese.b. If you have any difficulty, please raise up your hands.c. Now I’d like to invite some students to translate them into Chinese. Student B, please.5．Key words or structuresLet’s deal with the language points and useful expressions.1) against. We are strongly against the idea.我们强烈反对那个主意。

九年级英语-Unit_15_We're_trying_to_save_the_manatees教学简案AlKMMP

Unit 15 We’re trying to save the manatees【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。

2、学会表达同意和不同意。

3、学会以下基本句型：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 become polluted.情感目标了解一些濒临灭绝的动物的生活习性和濒临灭绝的原因，教育学生应该如何保护环境。

【教学重点】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。

【教学难点】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。

【教具准备】Computer【课型】New【课时安排】1【教学设计】一、新课导入热身（Warm-up）及引入新课（Presentation）:老师设计一些有关动物名称的谜语，要求学生进行抢答，以此引出本单元的话题以及一些新单词。

如：T: Which animal is the biggest on land? Which ani mal only live in Australia? Which animals look most like the human be ing? Which animal run fastest in the world? Which animal is the king of the forest?…（抢猜谜语这个游戏，既调动了学生的学习积极性，又引出了本单元有关动物名称的单词及本课的话题。

初三英语Unit15 We’re trying to save the manatees!知识精讲

初三英语Unit 15 We’re trying to save the manatees!知识精讲人教版+汤姆森【同步教育信息】一. 本周教学内容：Unit 15 We’re trying to save the manatees!［学习目标］1. 学会表达自己的观点，并有充足的论据做支持。

2. 培养学生的写作及交流辩论的能力。

3. 学会正确处理人与自然的关系。

［语言结构］复习动词的语态，即主动语态和被动语态。

［目标语言］1. Manatees are gentle. 海牛很温顺。

2. I like pandas best because they are so cute. 我最喜欢熊猫了，因为它们太可爱了。

3. I agree / disagree with you.我同意/不同意你的意见。

4. I think that…我认为…5. I believe that…我相信…6. I feel that…我觉得…7. We’re trying to save the manatees. 我们正在尽力挽救海牛。

（现在进行时）8. Manatees eat about 100 pounds of food a day. 海牛每天要吃100磅左右的食物。

（一般现在时）9. There used to be a lot of manatees. 过去有许多海牛。

（used to 一般过去时）10. In 1972, it was discovered that they were endangered. 1972年发现海牛濒临灭绝。

（被动语态）11. Some of the swamps have bee polluted. 一些沼泽地已经受到污染。

（现在完成时）［重点词组］1. care for 关怀，照顾2. pull down 摧毁，推翻3. be made from 由…制成4. be like 像…5. be endangered 濒临灭绝的6. how big 多大7. ten feet long 十英尺长8. used to 过去常常9. try to do sth 尽力做某事10. be against doing sth 反对做某事11. in my life 在我的生命中12. be suitable for sb to do sth 适合某人做某事13. once a day 一天一次14. be surprised to do sth 做某事感到惊讶15. living textbooks 活生生的教材16. provide sth for sb. 提供某物给某人17. provide sb with sth 提供给某人某物18. educate the public 教育公众19. take care of 照顾，照料20. agree with/ disagree with 同意/不同意某事21. stop doing sth 停止做某事22. be hard to do sth 做某事很困难23. recycling paper 废纸回收24. turn off the lights 关灯25. hear of 听说26. e from 来自27. be made from 由…制成（看不出原材料）28. win an award 获奖29. in one’s spare time 在某人的空闲时间30. raise money 捐钱［复习提高］（一）动词语态的复习1. 语态是表示主语与谓语的关系。

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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”.
But now, they are
Why are they in danger?
A lovely animal---Manatee !
1. They’re gentle/ intelligent/ large. 2. Live in the water under the trees in mangrove swamps (红树林) 3. Eat aquatic feed(水生植物）
A lovely animal---Manatee !
1. They’re gentle/ intelligent/ large. 2. Live in the water under the trees in mangrove swamps (红树林) 3. Eat aquatic feed(水生植物）
1. Are the manatees endangered animals?
Yes, they are.
2.Where do they live?
They live under the water.
3. Are they big or small?
They are big.
1. endangered
Rabbit
9 They are soft and have long bodies. They can “walk”quickly on the water without feet.
Dophin
10 They can learn to speak. They’re playful.
Parrot
Are manatees endangered animals?
enormous gray
noisy playful
playful fast
gentle shy
spory
gentle furry enormous playful noisy shy aggressive gray fast spotted
polor bears cheetahs manatees
fast aggressive spotte
playful fast has a pocket
big furry aggressive
playful furry noisy
gray gentle enormous
big
gentle shy
gentle furry enormous playful noisy shy aggressive gray fast spotted
B: You’re like an elephant. A: No. B: You’re like a manatee. A: Yes.
like v.喜欢 like to do sth 喜欢做某事
• What does Mary like?(B) • What is Mary like? (C ) • What does Mary look like?
Unit 15 We’re trying to save the manatees!
Warming up Animals are man’s friends
elephants elephant
What is it like?
enormous gray gentle
cheetahs
What is it like? fast
Save the animals! Save the world!! Save ourselves!!!
(A)
A. She is very tall and has long hair. B. She likes reading. C. She is outgoing.
enormous gray
noisy playful
playful fast
gentle spotted aggressive furry shy fast
5. Stop water pollution.
Look at our earth!
Endangered animals
Pollution
Natural disasters
Desertification
save the animals
the earth
Pairwork:
Imagine you are a reporter . You want to interview some students about saving the earth . A : What should we do for the earth? B : We should … C : We shouldn’t…
Discuss: How to save the manatees?
1. Protect the environment. 2. Make laws to save the animals. 3. Give them enough food.
4. Build zoos to be their home.
We should ……
not cut down trees
Save the animals!
protect their habitats keep the water clean set up some nature reserves (自然保护区）
stop killing animals
plant more trees not cut down trees ……
playful
aggressive
spotted
manatees
What is it like?
gentle shy
kangaroos
What is it like? playful
fast
polar bears
What is it like?
aggressive furry funny
2.mangrove红树 swamps沼泽地
3.habitat生长环境 4.aquatic feed水生植物
a. the place where something lives b. there aren’t very many of them c. underwater plants and vegetation植物 d. a place where trees grow in water
chimpanzees
What’s it like?
noisy
playful furry
Guessing Game:
Can you guess what animals they are?
1 They look like a cow, but they live in the water.
manatee
2 They are furry enough to keep out the cold. They are all white and only live in the North pole. polar bear
3. They are enormous, have long trunks. They live in Africa and Elephant Southeast Asia.
4. They only live in Australia and have pockets to keep their Kangaroo babies safe.
5. They look like monkeys but bigger than monkeys. They can imitate what people do.
D : Let’s …
We should ……
set up some nature reserves （保护区）
We should ……
protect their habitats
We should ……
stop killing animals
We should ……
plant more trees
Listen
Listen and complete the chart.
Kind of animal Numbers Habitat Reason why they are endangered Description （描述）
manatee
2500,in the US. the water under the trees in mangrove swamps. swamps have become polluted. not enough food. 10 feet long, weighs 1,ooo pounds
Victor
Ginny
(Plan 1) Group work Guessing game using the information in Ex1
be like像…一样 like prep.
e.g. A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.
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”.