小學(xué)語(yǔ)文微課教案
發(fā)表時(shí)間：2021-05-01Unit3We’retryingtosavethemanatees！。
Unit3We’retryingtosavethemanatees！
一.[話題](Topic)Debateanissue.
二.[重點(diǎn)詞組](KeyPhrases)
1.belike2.trytodo
3.usedto4.besuitablefor
5.besurprisedtodo6.carefor
7.takecareof8.disagreewith
9.rideincars10.inone’ssparetime
11.raisemoney
三.[交際用語(yǔ)]
1.We’retryingtosavethemanatees.
2.Manateeseatabout100poundsoffoodaday.
3.Thereusedtobealotofmanatees.
4.In1972,itwasdiscoveredthattheywereendangered.
5.Someoftheswampshavebecomepolluted.
6.Zoosareterribleplacesforanimalstolive.
7.I’mwritingtosaythat…
四.[重點(diǎn)難點(diǎn)釋義](LanguagePoints)
1.IamlikethisanimalbecauseIamstrongandintelligent.
Belike=looklike=besimilarto像，看起來(lái)像。如：
Heislikehisfather。他像他的父親。
=Helookslikehisfather.
=Heissimilartohisfather.
這里的like作介詞，意思為“像”，like還可做動(dòng)詞用，表示“喜歡”，like（doing）
sth.喜歡做某事。如：
Helikeshisfatherverymuch.
他很喜歡他的父親。
Marylikesplayingvolleyball.
瑪麗喜歡打排球。
2.Howbigaremanatees?海牛有多大？
Howbig...詢(xún)問(wèn)體重。以how組合的疑問(wèn)詞組有很多，如：howold（詢(xún)問(wèn)年齡），howoften（詢(xún)問(wèn)頻率），howlong（詢(xún)問(wèn)動(dòng)作持續(xù)的長(zhǎng)短），howmuch（詢(xún)問(wèn)質(zhì)量或者價(jià)錢(qián)），howfar（詢(xún)問(wèn)距離）howmany（詢(xún)問(wèn)數(shù)量），howsoon（詢(xún)問(wèn)過(guò)多久）
英語(yǔ)中表示長(zhǎng)度、高度、寬度、深度和重量的表達(dá)法有：
eg.Thebridgeisnearly2000meterslong.
這座橋長(zhǎng)將近2000米。
eg.Thiselephantis1000poundsheavy./Thiselephantweighs1000pounds.
這頭象重1000噸。
3….theyweighabout1,000pounds,
……他們大約重1000磅。
Weigh稱(chēng)……重量，測(cè)……重量。如：
Heweighedthestoneinhishand.
他用手掂了掂這塊石頭的重量。
Thepieceofmeatweighsfourpounds.
這塊肉重四磅。
Weight還可用做名詞，重量。如：
Whatisyourweight？
你的體重是多少？
4.We’retryingtosavethemanatees.
我們正在竭盡全力拯救海牛.
Trytodo=tryone’sbesttodo
努力去做某事。如：
Everystudentshouldtrytostudyhardinordertostudyinauniversity.
為了進(jìn)入大學(xué)學(xué)習(xí)，每個(gè)學(xué)生都應(yīng)該努力學(xué)習(xí)。
5.I’mwritingtosaythatIamagainstbuildinganewzooinourtown.
Against介詞,反對(duì),違反,與……相反(=opposite)如:
Aremostpeopleagainsttheproposal?
大多數(shù)人反對(duì)這項(xiàng)提議嗎?
Against介詞還有觸,碰,倚,靠的意思.如:
Putthepianothere,withitsback,againstthewall.把鋼琴放在那里,背靠著墻.
Beagainstdoingsth.反對(duì)做某事,反義詞組是befordoingsth,贊成某事.
如:Allthepeoplearoundtheworldareagainstcloninghumanbeings.
全世界的人民反對(duì)克隆人類(lèi).
Allofusareforpeaceandagainstwar.
我們都贊成和平,反對(duì)戰(zhàn)爭(zhēng).
6.I’vevisitedalotofzoosinmylife,andIhaveneverseenoneIlikedoronethatwassuitableforanimalstolivein.
(1)besuitableforsbtodosth.表示“適合某人做某事”,這里suitable是suit的形容詞形式,表示“合適的”.如:
Thiskindofbambooisnotsuitableforpandastoeat.
這種竹子不適合給熊貓吃.
Thisdresssuitsyouverymuch,butunfortunatelyitdoesn’tfityou.
這套女裝款式非常適合你,只可惜大小不合適.
(2)tolivein在此處作animals的后置定語(yǔ).英語(yǔ)中動(dòng)詞不定式短語(yǔ)做名詞定語(yǔ),放在后面.如:
Thereisnothingforustoworryabout.我們沒(méi)有什么可以擔(dān)心的.
7.Theanimalsarekeptintinycages.動(dòng)物被關(guān)在極小的籠子里.
Tiny=little很小的,帶有感情色彩.
區(qū)別,thetinycountry國(guó)家小(含可愛(ài)的意思)
asmallcountry小國(guó)家(與largecountry相對(duì)應(yīng))
alittleboy愛(ài)憐之意,(不含身材矮小)
tiny和little常做定語(yǔ),一般不做表語(yǔ),small既可以做定語(yǔ),也可以做表語(yǔ).
Little還可表示“一點(diǎn)點(diǎn)的”,修飾不可數(shù)名詞.如
Thereisalittlemilkinthebottle.瓶里有一點(diǎn)點(diǎn)的牛奶.
8.Iwassurprisedtofindhardlyanyonethere.我非常驚訝地發(fā)現(xiàn)在那幾乎沒(méi)有人.
Surprised在這里是過(guò)去分詞做形容詞.
常用詞組:besurprisedatsth對(duì)某事感到驚訝.
besurprisedtodosth很驚訝地做某事.
Insurprise驚奇地
Toone’ssurprise使某人驚奇地.如:
Iwassurprisedatthenewstohearthenews.聽(tīng)到這個(gè)消息我很吃驚.
Surprise=amaze使……驚訝
Surprising驚訝的(側(cè)重指事物本身具有的特點(diǎn)),如:
Hiswordssurprisedme.
他的話使我大吃一驚.
Itissurprisingnews.
它是一個(gè)令人驚訝的消息.
9.Theyprovidehomesformanyendangeredanimals,andhelptoeducatethepublicaboutcaringforthem.(動(dòng)物園)他們?yōu)樵S多瀕危的動(dòng)物提供了家,也有助于教育眾人來(lái)關(guān)心這些動(dòng)物.
Providesbwithsth.
Providesthforsb提供給某人某物
Thefirmprovidedmewithacar.
公司給我一輛汽車(chē).
Canyouprovidedaccommodationforthirtypeople?
你能為30人提供住宿嗎?
Provideforsb供應(yīng)某人所需.如:
Theyworkedhardtoprovidefortheirlargefamily.
他們努力工作以供養(yǎng)一家人.
Hehasalargefamilytoprovidefor.
他要養(yǎng)活一個(gè)大家庭.
Thepublic指“民眾,公眾”.在英語(yǔ)中,定冠詞the后接形容詞表示一類(lèi)人.如:
Theyoung年輕人thewounded受傷的人
Carefor可做“照顧,照料,看護(hù)”的意思.如:
Wouldyoulikecareforacupoftea?
你要不要來(lái)杯茶?
10.Iurgeallofyourreaderstovisitourwonderfulzoosoon.
我們竭力主張你們所有的讀者趕快來(lái)參觀我們的很棒的動(dòng)物園.
Urge力勸,鼓勵(lì),慫恿,極力主張,強(qiáng)調(diào).如:
Theyurgedustogowiththem.
他們慫恿我們一起去.
Sheurgedtheimportantofspeed.
她強(qiáng)調(diào)速度的重要性.
Urge強(qiáng)烈的欲望,沖動(dòng),urgent緊急的.如:
Hehasanurgetotravel.他有去旅行的強(qiáng)烈欲望.
詞組:urgesth,on/uponsb極力推薦或力陳某事物
urgesbonsth鼓勵(lì)某人做某事.
Urgeagainst極力反對(duì)
11.YouhaveprobablyneverheardofAmyWinterbourne.
你可能從沒(méi)聽(tīng)說(shuō)過(guò)艾米.溫特波尼.
(1)hear聽(tīng)見(jiàn)(過(guò)去式heard,過(guò)去分詞heard)
hearsbdo/doingsth.聽(tīng)見(jiàn)某人做/正在做某事.如:
Ilistenedcarefullybutheardnothing.我仔細(xì)聽(tīng)但是什么也沒(méi)聽(tīng)到.
Ioftenhearhimsinginthenextroom.我常聽(tīng)他在隔壁唱歌.
詞組:hearof/about“聽(tīng)說(shuō),聽(tīng)到”,強(qiáng)調(diào)從別人那里間接得到的信息.其否定形式表示“不同意”,“不予考慮”.如:
Idon’tknowthewriter,butIhaveheardofhim.我不認(rèn)識(shí)這位作家,但是聽(tīng)說(shuō)過(guò)他.
Iwon’thearofsuchathing.我不贊同此事.
(2)hearfrom“收到……的來(lái)信,同意”,與詞組getaletterfromsb或receivealetterfromsb.同義.如:
Ihaven’theardfromhimforalongtime.我好長(zhǎng)時(shí)間沒(méi)收到他的來(lái)信了.
12.Amyrecentlywon…艾米最近贏得了……
win贏(過(guò)去式won,過(guò)去分詞won,現(xiàn)在分詞winning)如:
winarace/abattle/aprize贏得賽跑/戰(zhàn)役/戰(zhàn)爭(zhēng)/獎(jiǎng)品.
Winagainst/oversb戰(zhàn)勝某人.
Beat也表示“贏,打敗(常接對(duì)象)”,如:
BeatClass3/Mary/No1.MiddleSchool’sfootballteam.贏/打敗3班/瑪麗/第一中學(xué)足球隊(duì).
Lose失敗,losetosb,敗給某人.
Winner勝利者.
13….andsellsthemtoraisemoneyfortheChildren’sHospital……..
并賣(mài)掉它們來(lái)為兒童醫(yī)院集資.
Raise(1)集結(jié),召集,籌措,意為getorbringtogether.如:
Raiseanarmy召集一支軍隊(duì)
Raisefundsforaholiday籌集度假費(fèi)用
(2)舉起，抬起,意為liftup,movefromalowertoahigherlevel.
Raiseone’shope燃起某人的希望.
Raiseone’sglasstosb向某人敬酒
Raiseone’shandtosb.象某人伸拳
Raiseone’svoice提高聲音
(3)提出,意為:bringupfordiscussionorattention.如:
raiseanewpoint提出一新論點(diǎn).
Raiseanewquestion提出一新問(wèn)題.
(4)撫養(yǎng),飼養(yǎng),意為:breed,grow.如:
raisepigs養(yǎng)豬
IwasborninWuhanandraisedinWuhan.
我生在武漢,長(zhǎng)在武漢.
五.語(yǔ)法知識(shí)
1.be（get，become）usedto結(jié)構(gòu)在意義上相當(dāng)于accustomedto“習(xí)慣于”，從形態(tài)上看，used是個(gè)分詞型形容詞，to是介詞，因此后面只能跟名詞、代詞或動(dòng)名詞。例如：Theygotusedtolivinginthecountryside．他們已習(xí)慣于住在農(nóng)村。
Ivegotusedtobeingavegetarian．我已經(jīng)習(xí)慣吃素食。
Heisusedtohardwork．他習(xí)慣于艱苦工作。
2.beusedto表示“習(xí)慣于某事”的狀態(tài)，而getusedto則表示由“不習(xí)慣”到“習(xí)慣于”這一動(dòng)態(tài)的過(guò)程，意思是：“（變得）習(xí)慣于”；“開(kāi)始習(xí)慣于”。試比較：
Hewasusedtothecoldweatherafterhelivedtherefortwoyears．在那里住兩年后，他已習(xí)慣了寒冷的天氣。
Ithinkitisabitdifficultforyoutogetusedtothehumidweatherhere．
我想，讓你習(xí)慣于這里潮濕而炎熱的天氣有點(diǎn)困難。
Youllsoongetusedtolivinginthecountry．很快你就會(huì)習(xí)慣于住在鄉(xiāng)下了
精選閱讀
We’retryingtosavethemanatees教案
為了促進(jìn)學(xué)生掌握上課知識(shí)點(diǎn)，老師需要提前準(zhǔn)備教案，準(zhǔn)備教案課件的時(shí)刻到來(lái)了。在寫(xiě)好了教案課件計(jì)劃后，新的工作才會(huì)如魚(yú)得水！你們知道哪些教案課件的范文呢？以下是小編為大家收集的“We’retryingtosavethemanatees教案”但愿對(duì)您的學(xué)習(xí)工作帶來(lái)幫助。
Unit15We’retryingtosavethemanatees!
I．Learningobjectives教學(xué)目標(biāo)
Skill
Focus
▲Listenandtalkaboutanimals
▲Showdisagreementandagreement
▲Learntodescribeanimals
▲ReviewthetensesandusethemfreelyLanguage
Focus功能句式
Showdisagreementandagreement(P120)
Ithinkthatanimalsshouldnotliveinzoos.
Idisagreewithyou./Iagreewithyou.
Talkaboutwhatwecandofortheworld(P121,P123)
stopridingincars
don’tusepapertowelsornapkins
recyclebooksandpaper
—Howdoyoufeelabout...
—Itmakesme...
—Whatarethreethingsyouaresupposedtodo?詞匯
1.重點(diǎn)詞匯
pound,discover,expression,pull,planet,society,model,raise
2.認(rèn)讀詞匯
manatee,furry,enormous,playful,aggressive,gray,spotted,kangaroo,chimpanzee,cheetah,mangrove,swamp,habitat,aquatic,underwater,vegetation,weigh,polluted,presentprogressive,presentsimple,infinitive,passivevoice,presentperfect,suitable,tiny,cage,disgusted,educate,urge,recycle,built,stuff,glue,roof,discard,tile,fence,can,recently,inspiration,spare,Winterbourne
3.詞組
carefor語(yǔ)法
Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfectStrategy
Focus1.Classifying
2.ListeningforspecificinformationCulture
FocusTheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重組1.教材分析
本單元以Protectingtheenvironment為話題,共設(shè)計(jì)了三個(gè)部分的內(nèi)容：
SectionA
該部分有4個(gè)模塊：第一模塊圍繞Describingtheanimals這一話題展開(kāi)思維（1a）、聽(tīng)力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊圍繞We’retryingtosavethemanatees進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊以Whethertobuildzoos就如何保護(hù)動(dòng)物這一話題展開(kāi)討論，觀點(diǎn)一：反對(duì)建動(dòng)物園（3a）；觀點(diǎn)二：支持動(dòng)物園建設(shè)(3b)；第四模塊仍就是否需要?jiǎng)游飯@這一話題，以小組活動(dòng)形式展開(kāi)討論(4)。
SectionB
該部分有4個(gè)模塊：第一模塊以Howtosavetheplanet展開(kāi)話題，列舉觀點(diǎn)（1a），并展開(kāi)討論（1b）；第二模塊仍然以“保護(hù)環(huán)境”為話題，繼續(xù)對(duì)Howtosavetheenvironment進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊圍繞Howtorecycle這一話題展開(kāi)閱讀（3a）和寫(xiě)作（3b）訓(xùn)練；第四模塊仍以Recycling為話題，以口語(yǔ)訓(xùn)練形式展開(kāi)小組活動(dòng)(4)。
Selfcheck
該部分有2個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練(1)；第二模塊要求利用所給句型展開(kāi)自由對(duì)話，以訓(xùn)練學(xué)生對(duì)所學(xué)知識(shí)的實(shí)際運(yùn)用能力(2)。2．教材重組和課時(shí)分配
Period1(SectionA:1a,1b,1c,2a,2b,2c)
Newfunctionpresenting
Period2(SectionA:3a,3b,4)
Practice
Period3(SectionB)Integratingskills
Period4(Selfcheck:1,2)
ComprehensivereviewIII.TeachingplansStepIRevisionandLead-in
Askthestudentstoshowtheirwork.
T:Inthelastunit,we’velearnedtotalkaboutthethingsthatwehavedone.NowI’llaskyouaquestion:Haveyoueverbeentoazoo?Whatkindofanimalscanyouseeinit?
S1:Inthezooofourcitywecanseetigers,lions,elephants,andmonkeys.
S2:Icanseedeerandsheep.
S3:Wecanseesomechickens,birds,camelsandhorses....
T:Haveyoueverseencheetahs,pandasormanateesinourzoos?
Ss:No,wehaven’t.
T:Doyouknowwhywecan’tseetheseanimalsinourzoos?
Ss:Ithinktheyarerare./Therearen’tanyinourcountry...
T:Someanimalscan’tbeseenbecausetheyareendangered.Soweshouldprotectthem.
Showthepictureofamanatee.
T:Nowlookatthepicture.Thisanimaliscalledmanatee.It’sendangered,too.Wecan’tseeitinthezoo,either.OK!Todaywe’lllearnUnit15.We’retryingtosavethemanatees!
Writedownthetopic:We’retryingtosavemanatees!
Askthestudentstolookatthepictureandanswerthequestion.
T:Weknowanimalsareourbestfriends.Nowlookatthepicture,pleasetellmewhichanimalyoulikebestandwhyyoulikeit.
Showapicturetothestudents.S1:Ilikepandasbestbecausetheyaregentle.
Writetheword“gentle”ontheblackboardandaskformoreideasfromotherstudents.
S2:Iliketigersbestbecausetheyarethekingsoftheanimals.
T:Weknowtigersareveryaggressive.
Writetheword“aggressive”downontheblackboard.
S3:Ilikemonkeysbestbecausetheyarecleverandtheycanclimbtreesveryquickly.Theyareplayful.
Writedownmoreusefulwordsontheblackboard.StepIIBrainstorming(1a:P118)
T:Good.Whenwedescribeanimals,weoftenusesomeadjectives,suchasenormous,spotted,gray...Nowpleasefindoutthewordsthatcandescribetheanimals.Youcanusetheadjectivesfrom1a.
Kangaroos:____________________________
Manatees:____________________________
Cheetahs:____________________________
Polarbears:____________________________
Elephants:____________________________
Chimpanzees:____________________________
Sampleanswers:
Kangaroos:playful,fast,big
Manatees:gentle,shy,enormous
Cheetahs:spotted,fast,aggressive
Polarbears:aggressive,furry,fat
Elephants:enormous,gray,strong
Chimpanzees:noisy,furry,uglyStepIIIListeningandOralPractice(1b,1c:P118)
T:NextyouwillhearGinnyandVictortalkingabouttheanimalsinthepicturein1a.Pleaselisten.Forthefirsttime,getthemainidea.Keepdownthewordsusedtodescribetheanimalswhilelistening.OK?
Playtherecording.Thenchecktheanswers.
T:Wejustnowheardthatmanateesaregentleandveryshy.Ithinkdifferentpeoplearelikedifferentanimalstosomeextent.Differentanimalshavedifferentcharacters.Forexample,Jimislikeamonkeybecauseheiscleverandhecanclimbtreesveryquickly.Pleasetalkwithyourpartnersaboutwhatyouarelike.First,readtheexamplefrom1cintheboxplease.
Letthestudentsworkwiththeirpartners.
T:Whichpairswouldliketoactoutyourdialogues?
Sampledialogue1:
S1:IamlikethisanimalbecauseIamstrongandliveintheforest.
S2:Youarelikealion.
S1:No.
S2:Youarelikeatiger.
S1:No.BecauseIdon’teatmeat.
S2:Youarelikeanelephant.
S1:Yes.Youareright.
Sampledialogue2:
S1:I’mlikethisanimalbecauseI’mspotted.IliketoeatmeatandIcanrunfast.
S2:You’relikeatiger.
S1:No.
S2:Youarelikeacheetah.
S1:Yes.
Sampledialogue3:
S1:IamlikethisanimalbecauseIamgentleandveryshy.Iliveinwater.
S2:You’relikeamanatee.
S1:Yes!Youaregreat!StepIVListeningPractice(2a,2b:P119)
T:OK.Weallknowthatmanateesaregentleandveryshy.Theyliveinwaterandlikeeatingvegetables.Butdoyouwanttoknowmoreaboutthem?Firstlet’slookatthepictureonpage119.Canyousaymoreaboutmanatees?
Sampleanswers:
S1:Ithinktheyarelivinginthewater.
S2:Ibelievethattheyeataquaticfood.
S3:Ifeelthattherearen’tmanyofthem.
S4:Iknowthattheyliveinaplacewheretreesgrowinwater.
S5:Ithinktheyareendangered.
Askthestudentstolistentotherecording.
T:Verywell.Ithinkyouranswersareallright.Manateesintheworldarefewerandfewer.Weshouldsavethem.Weshouldtakecareoftheenvironmentthattheyarelivingin.Nowlet’slistentothetape.Firstlistentotherecordingandmatchthewordsanddefinitionsin2a.
Playtherecordingforthefirsttime.
T:Listenagainandcheckyouranswers.
Playtherecordingforthesecondtime.Checktheanswers.
T:You’llhearthesameconversationagain.Thistimecompletethechartin2b.Putyouranswersontheline.
Playtherecordingagain,thenchecktheanswers.StepVPairwork(2c:P119)
T:Afterlistening,weknowmoreaboutmanatees.Weknowthattheyarefewerandfewer.Thegovernmenthaspassedlawstoprotectthem.Theyeatalotoffoodeveryday.Theyareenormous.Canyoumakeconversationsabouttheanimalinpairs?Youcanbaseonthemodeldialoguein2c.
Asampledialogue:
S1:HowmanymanateesarethereintheUS?S2:About2,500.
S1:Wherearetheyliving?
S2:Theirfavoritehabitatisinthewaterunderthetreesinmangroveswamps.
S1:Whyaretheyendangered?
S2:Someoftheswampshavebeenpolluted.
S1:Dotheyeatalot?
S2:Yes,theydo.
...StepVIGrammar(GrammarFocus:P119)
Helpthestudentssumupthefollowingpatterns.
時(shí)態(tài)
謂語(yǔ)動(dòng)詞的形式（do）
一般現(xiàn)在時(shí)
do/does
一般過(guò)去時(shí)
did
現(xiàn)在進(jìn)行時(shí)
be(am/is/are)doing
現(xiàn)在完成時(shí)
have/hasdone
一般過(guò)去時(shí)被動(dòng)語(yǔ)態(tài)
was/weredone
現(xiàn)在完成時(shí)被動(dòng)語(yǔ)態(tài)
have/hasbeendoneT:LookattheGrammarFocusboxonpage119.Nowwho’dliketoreadthesentencestotheclass?
Askastudenttoreadthesentencesinthebox.
T:Canyoumakesomesentenceswiththedifferenttensesandpassivevoice?Pleasewritedownyoursentencesinyourexercisebooks.
Askthestudentstodomorepracticingexercises,suchasthefollowing:
Fillintheblankswiththerightformsofthegivenwords.
1.Everydaymymother_____(get)upearly.
2.Thedinosaureggs_____(discover)manyyearsagobyscientists.
3.Listen!Somechildren_____(sing)anEnglishsongoverthere.
4.Inourhometownthereusedto_____(be)manyoldtrees.
5.Mywork_____(notfinish)yet.Ican’tgoouttoplaywithyou.
Sampleanswers:
1.gets2.werediscovered3.aresinging
4.be5.hasn’tbeenfinishedStepVIIHomework
T:Inthisclass,we’veheardtwospokenconversations:inthefirstconversation,weheardaboutsomeadjectivesfordescribinganimals;inthesecond,weheardsomethingaboutmanatees.Afterclass,pleaselistentotheconversationsagain.Makesomesentenceswithdifferenttenses.ThenrememberthenewwordsinSectionB.
Unit15We’retryingtosavethemanatees!教案
Unit15We’retryingtosavethemanatees!
TheFirstPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
manatee,cheetah,chimpanzee,kangaroo,polar-bear,gentle,furry,enormous,playful,noisy,aggressive,spotted
（2）TargetLanguage
IamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．
You’relikeanelephant．
No．
You’relikeamanatee．
Yes．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObject
Loveallkindsofanimalsbecausetheyareourfriends．
Ⅱ．TeachingKeyPoint
TargetLanguage
Ⅲ．TeachingDifficultPoints
1．Howtotrainstudents’listeningability．
2．Howtotrainstudents’communicativecompetence．
Ⅳ．TeachingMethods
1．Didactictolearnthenewvocabulary．
2．Listening-and-answeringactivitytohelp
studentsgothroughwiththelisteningmaterial．
3．Groupworktomakeeverystudentworkinclass,
Ⅴ．TeachingAids
1．Ataperecorder
2．Theblackboard
3．Aprojector
Ⅵ．TeachingProcedures
StepIRevision
Nowlet’sreviewfivedifferentverbtenses．Canyounamethefivetenses?Pleaselookatthescreen．
Showthenamesofthefivetensesonthescreenbyaprojectoralongwithasamplesentenceforeach．
presentprogressive:You’rereadingthesesentences．
present:Weuseourbookseveryday．
pastwithusedto:Heusedtoliveinthecountryside．
passivevoice:Ourclassroomisfoundattheendofthehall．
presentperfect:WehavealreadyfinishedUnit14．Wehaven’tfinishedUnit15yet．
Inviteastudenttoreadtheverbsinthesesentences．Thengetotherstudentstobrieflyexplainwhateachtenseisusedfor．
Presentprogressivedescribesthingsthatarehappeningrightnow．
Presentdescribesthingsthathappenallthetimeorusuallyhappen．
Thepastwithusedtodescribesthingsthatwereacertainwayinthepast,buthavechangednow．
Thepassivevoicedescribesthingsthatwedon’tknowwhodid,orwedon’tcarewhoperformedtheaction．
Thepresentperfectdescribesrecentevents．
Getstudentstothinkoftwoorthreemoresamplesentencesusingeachtypeofverb．Haveseveralstudentsreadtheirsentences．
StepⅡ1a
Thisactivityintroducesthekeyvocabulary．
Lookatthesignsoneachanimal’spictureandreadthewordstotheclass．Getstudentstorepeatthenameofeachanimal．
Africanelephants,chimpanzees,kangaroos,manatees,cheetahs,polarbears．Ifnecessary,readthewordsandaskstudentstorepeatthemagain．Thenhavestudentsreadthewordsbythemselves．
Makesurestudentscanreadthewordscorrectlyandfluently．
Readthedirectionstotheclass．Pointtothelistofwordsinthebox．Readthewordsandletstudentsrepeatthem．Thengetdifferentstudentstoexplainwhattheythinkeachwordmeansintheirownwords．Forexample,Agentleanimalisquietandnotdangerous．Afuryanimaliscoveredwithsofthair．Asksomestudentstoexplainanywordsstudentsmaynotunderstand．
Anenormousanimalisverygreat．
Aplayfulanimalisfulloffun．
Anaggressiveanimalisfondofquarrelsandquick-tempered．
Aspottedanimalismarkedwithspots．
Letstudentsbeginfillingintheanswersontheirown．Whentheywork,walkaroundtheclassroomcheckingtheirprogressandansweringanyquestionstheymayhave．Afterstudentshavefinishedusingallthewordsfromthebox,letthestudentswritesomeotherwordsintheblanksbelowsomeofthepictures．
Checktheanswerswiththewholeclass．
Letstudentssaythewordstheywroteundereachheading．
Answers
Possibleanswers
manatee:gentle,shy
chimpanzees:noisy
elephants:enormous,gray
kangaroos:playful
cheetahs:spotted,fast
polarbears:aggressive,furry
StepⅢ1b
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．
Gothroughtheinstructionswiththeclass．LookbackatthelistofwordsinActivity1a．YouwillhearGinnyandVictortalkabouttheanimalsinthepictureinActivity1a．Nowpleaselistentotherecordingcarefullyandcirclethewordsonthelistthattheyusetodescribetheanimals．
Playtherecordingthefirsttime．Thistimestudentsonlylisten．Playtherecordingasecondtime．Nowlistentotherecordingagainandcirclethewordsyouhearontherecording．
Checktheanswers．
Answers
Thesewordsshouldbecircled:
aggressive,gentle,shy,furry,gray,fast,spotted
Tapeseript
Boy: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．Andhowabouttheyellowandblackspottedanimalsinthatcage?
Girl:They’recheetahs．Thecheetahisthefastestanimalonearth．
StepⅣ1c
Thisactivityprovidesoralpracticeusingthetargetlanguage．
Gothroughtheinstructionswiththewholeclass．
Lookatthesampleconversationintheboxandgetthreestudentstoreaditaloudtotheclass．
SA:IamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．
SB:You’relikeanelephant．
SA:No．
SC:You’relikeamanatee．
SA:Yes!
Tellstudentstothinkofananimalthatisthesameastheminsomeways．Takeafewminutestowritedownastatement．
Say,Youcanwriteasentenceortwothatdescribeshowyouaresimilartotheanimalyouchoose．Don’tsaythenameoftheanimal．
Afewminuteslater,letstudentreadtheirstatementstotheclassandseehowquicklytheotherstudentscanguesswhatanimalthestudentsistalkingabout．
Statement1
S1:IamlikethisanimalbecauseIamplayfulandfunny．
Ss:You’relikeapolarbear．
S1:No．
Ss:You’relikeakangaroo．
S1:Yes!
Statement2
S2:IamlikethisanimalbecauseIrunveryfast．Iliketowearcolorfulclothes．
Ss:You’reakangaroo．
S2:No．
Ss:You’relikeacheetah．
S2:Yes!
Note
like—（hereprep．）inthemannerof
StepⅤSummary
Inthisclass,we’velearnedsomeimportantwordssuchasmanatee,kangaroo,Po;;arbear,gentle,furry,enormous,playful,noisy,aggressive,spotted．We’vealsolearnedthetargetlanguageIamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．Youarelikeanelephant．No．You’relikeamanatee．Yes!
StepⅥHomework
1．Getstudentstowritedownsomestatementsandreadthemtotheirpartners．
Letthepartnersguesswhatanimalstheyaretalkingabout．
2．Reviewthenewwordsintheboxin
Activity1a．
StepⅦBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionA
TheFirstPeriod
Targetlanguage:
IamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．
You’relikeanelephant．
No．
You’relikeamanatee．
Yes．
Unit15We’retryingtosavethemanatees!
TheSecondPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
endangered,mangrove,swamp,habitat,aquaticfeed,underwater,vegetation,
foot,weigh,pound
（2）TargetLanguage
Howbigaremanatees?
They’reabout10feetlongandtheyweighabout1000pounds．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’speakingability．
（3）Trainstudents’theabilityofusinggrammarfocus．
3．MoralObject
Wemustbefullyawareoftheimportanceofreducingpollutionandprotectinganimals．
Ⅱ．TeachingKeyPoints
1．KeyVocabulary
endangered,mangrove,swamps,habitat,aquaticfeed
2．TargetLanguage
Howbigaremanatees?
They’reabout10feetlongandtheyweighabout1000pounds．
3．Structures
Presentprogressive
We’retryingtosavethemanatees．
Present
Manateeseatabout100poundsoffoodaday．
Pastwith"usedto"
Thereusedtobealotofmanatees．
Passivevoice
In1972,itwasdiscoveredthattheywereendangered．
Presentperfect
Someoftheswampshavebecomepolluted．
Ⅲ．TeachingDifficultPoints
1．thetargetlanguage
2．Howtotrainstudents’listeningability．
Ⅳ．TeachingMethods
1．Listeningmethodtoimprovestudents’listeningability．
2．Pairworktomakeeverystudentworkinclass．
3．Review,explanation,inductivemethods
Ⅴ．TeachingAids
1．Ataperecorder
2．Theblackboard
Ⅵ．TeachingProcedures
StepⅠRevision
Checkhomework．Getsomepairstoactouttheirconversations．Whentheywork,therestofstudentsalsoguesswhatanimalstheyaretalkingabout．
StepⅡ2a
Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Lookatthepicture．Ask,Whatcanyouseeinthepicture?（Amanateeisinthewater．）
Gothroughtheinstructionswiththeclass．Youwillheartwopeopletalkingaboutmanatees．Listenanddrawalinebetweeneachwordanditsdefinition．
Readthesampleanswer．Thensay,Thewordendangeredmeanstherearen’tverymanyofthisanimalleftintheworld．Themanateeisendangeredbecausetherearen’tverymanyoftheseanimals．
Playtherecordingforstudentsthefirsttime．Thistimestudentsonlylistentotherecordingcarefully．Playtherecordingasecondtime．Thistimestudentsdrawlinesbetweeneachwordanditsdefinition．
Checktheanswerswiththeclass．
Answers
1．b2．d3．a(chǎn)4．c
Tapescript
Boy:Canyoutellusaboutthemanatees,please?
Man:Sure．We’retryingtosavethem．
Boy:Why?Aretheyendangered?
Man:Yes．Thereusedtobealotofmanatees,butnowtherearen’tverymanyofthem．
Boy:Doyouknowhowmanythereare?
Man:Atthispoint,thereareonlyabout2500intheU．S．In1972,itwasdiscoveredthattheywereendangered．Sincethen,thegovernmenthaspassedlawstoprotectthem．
Boy:Wheredotheylive?
Man:Theirfavoritehabitatisthewaterunderthetreesinmangroveswamps．
Boy:Andwhyaretheyendangered?
Man:Someoftheswampshavebecomepolluted．Also,theresometimesisn’tenoughfoodforallofthem．Asyoucansee,they’relarge．Theaveragemanateeisaboutthreemeterslongandweighsabout1000pounds．Theyneedabout100poundsofaquaticfeedaday．
Boy:Aquaticfeed?
Man:Oh,that’sunderwaterplantsandvegetation．That’swhattheyeat．
StepⅢ2b
Thisactivityprovideslisteningpracticeu-singthetargetlanguage．
Gothroughtheinstructionswiththeclass．Lookattheheadingsinthechartandtheblanksnexttoeachheading．Youwillhearthesamerecordingagain．Thistimelistencarefullytowhatbothpeoplesayandfillintheblanksinthechart．Lookatthesampleanswer．Thetwopeopleontherecordingaretalkingaboutmanatees,soyouwritethewordmanateeafterthewordskindofanimalinthechart．
Playtherecordingagain．Getstudentstofillintheblanksinthechart．Checktheanswerswiththeclass．
Answers
Kindofanimal:manatee
Numbers:2500intheU．S．
Habitat:waterundertreesinmangroveswampsReasonwhytheyareendangered:swampspolluted,notenoughfood
Description:large,threemetreslong,weighs1000pounds
StepIV2c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookatthesampleconversationinthebox．Inviteapairofstudentstoreadittotheclass．
SA:Howbigaremanatees?
SB:They’reaboutl0feetlongandtheyweighabout1000pounds．
Readtheinstructionsaloudtotheclass．EachpairofstudentscanmakeaconversationusinginformationfromActivities2aand2b．Letstudentsworkinpairs．Whiletheyareworking,movearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded．
Whenstudentsfinishthework,askoneortwopairstosaytheirconversationstotheclass．
Conversation1
SA:Wheredomanateeslive?
SB:Theyliveinthewaterunderthetreesinmangroveswamps．
Conversation2
SA:Whyaremanateesendangered?
SB:Becausesomeswampshavebeenpolluted．Andthereisn’tenoughfoodforallthemanatees,either．
StepⅤGrammarFocus
Lookatthegrammarfocusbox．Invitefivestudentstoreadthestatementstotheclass．
We’retryingtosavethemanages．Manateeseatabout100poundsoffoodaday．
Thereusedtobealotofmanatees．In1972,itwasdiscoveredthattheywereendangered．
Someoftheswampshavebecomepolluted．
Puttheclassinfivegroupsandaskeachgrouptobecome"experts"inoneoftheverbtensesandpresentsareviewofthattensetotherestoftheclass．Havethestudentsexplainwhattheverbtenseisusedforandthengivesomesamplesentences．
Studentscanlookbackattheunitswheretheirverbtensewaspresentedorpracticed．
Presentprogressive:Reviewedthroughoutthebook．
Present:Reviewedthroughoutthebook
Pastwithusedto:Unit4
Passivevoice:Unit10
Presentperfect:Unit14
Whilethegroupsareworking,walkaroundtheclassroomhelpingthestudentswiththeirexplanationsandtheirsamplesentences．
Askonestudentofeachgrouptoshowtheirwork．Asthestudentsshowtheirwork,askquestionsandcorrectanyerrorsintheirexplanationsorsentences．
（1）Presentprogressive:Oneformoftheverbsthatexpressactionthatcontinuesoveraperiodoftime,alsocalledPresentcontinuestense．Thestructureisam/is/are+-ing．Forexample:Heisreadingastorybook．
（2）Present:Itisusedforindicatingactionthatisusualandhabitual．Theformoftheverbisdoordoes．Forexample:
Igotoschoolbybike．
Shedoesherhomeworkeveryday．
（3）Pastwithusedto:Thestructureofusedto+inf．indicatesaconstantor-frequentpracticeinthepast．Forexample:
IusedtogoswimmingwhenIwasachild．
（4）Passivevoice:Theformoftheverbisbe+p．pinthesentence．Forexample:
Ourclassroomiscleanedeveryday．
（5）PresentPerfect:Thefromoftheverbishave/has+p．p
Forexample:
Ihavealreadyfinishedmyhomework．
StepⅥSummary
Inthisclass,we’velearnedsomeimportantwords,suchasendangered,mangroveswamps,habitat,aquaticfeed．We’vealsolearnedthetargetlanguageHowbigaremanatees?They’veabout10feetlongandtheyweighabout1000pounds．Atlast,wereviewedsomegrammarwehavelearned．
StepⅦHomework
1．Makeconversationsinpairstoreviewthetargetlanguage．
2．Makefivesentencestoreviewthegrammarfocus．
StepⅧB(niǎo)lackboardDesign
Unit15We’retryingtosavethemanatees!
SectionA
TheSecondPeriod
Makesentencestoreviewthegrammarfocus:
（1）Heisreadingastorybook．
（2）Igotoschoolbybike．Shedoesherhomeworkeveryday．
（3）IusedtogoswimmingwhenIwasachild．
（4）Ourclassroomiscleanedeveryday．
（5）Ihavealreadyfinishedmyhomework．
Unit15We’retryingtosavethemanatees!
TheThirdPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabularyagainst,besuitablefor,tinycages,educate,carefor,urge
（2）TargetLanguageIthinkthatanimalsshouldnotliveinzoos．
Idisagreewithyou．Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive．
2．AbilityObjects
（1）Trainstudents’integratingskills．
（2）Traintheabilityofexpressingstudents’ownopinions．
3．Moralobject
Animalsareourfriends．Wemustknowhowtolovethemandhowtoprotectthem．Thatway,Itisgoodforbothanimalsandus．
Ⅱ．TeachingKeyPoint
Trainstudents’integratingskills．
Ⅲ．TeachingDifficultPoint
Howtoimprovestudents’integratingskills．
Ⅳ．TeachingMethods
1．Fast-readingmethod
2．Groupworkandpairwork
Ⅴ．TeachingAids
1．Aprojector
2．Theblackboard
Ⅵ．TeachingProcedures
StepIRevision
T:Yesterdaywelearnedthetargetlanguageandreviewedsomegrammar．Nowwhocanmakesentencesusingthegrammarwereviewedyesterday．
S1:I’mansweringaquestion．
S2:Mymothergoesshoppingeveryweek．
S3:Sheusedtoliveinthecountryside,butnowshelivesinthecity．
S4:Hewasmadetodoso．
S5:Shehaslearnedalotofnewwords．
T:Verygood．
StepⅡ3a
Thisactivityprovidesreadingpracticeu-singthetargetlanguage．Showthekeyvocabularywordsonthescreenbyaprojector．
againstprep．反對(duì)；違反
suitableadj．合適的；適宜的
tinyadj．極小的；微小的
cagen．籠子；囚籠
educatev．教育；培養(yǎng)
publicadj．n公眾（的）；民眾（的）
carefor關(guān)懷；照顧
urgev．強(qiáng)烈要求；竭力主張
Readthewordsandaskstudentstore-peatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately．Gothroughtheinstructionswiththewholeclass．
Inviteastudenttoreadthelettertotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．
Getstudentstoreadtheletterontheirownagainandunderlinethereasonswhythewriterisopposedtozoos．
Checktheanswerswiththeclass．
Answers
Zoosareterribleplacesforanimalstolive．
Theanimalsarekeptintinycagesandcanhardlymoveatall．
Andtheyareonlygivenfoodonceaday．
Notes
1．tiny—verysmall
2．Culturenote:ManyWesternersareextremelyconcernedaboutanimalwelfareandoftensupportorganizationtoprotectthem．Suchprotectionincludestheethicaltreatmentoffarmanimalsandanimalsinzoos．Somepeoplefeelthatweshouldnoteatanyfoodmadefromanimalsorwearanyanimalproducts,includingleathershoes．
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．
gothroughtheinstructionswiththeclass．
Inviteastudenttoreadthelettertotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．
Askstudentstoreadtheletteragain．Thenfinishtheworkontheirownorinpairs．Whentheywork,walkaroundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded．
Checktheanswers．Answerswillvarybutagoodletterwilltakethepointsfromtheletteroppositetotheirpointofviewandarguewiththem．
Asampleanswer
DearEditor,
Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoos．Idon’tagreewithDisgusted．Infact,manyanimalsonlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematall．Ithinkzoosareveryimportanttoanimals．Theycanstopmanyendangeredanimalsfrombeingkilledorhunted．Theycanprovidemanwithplacesforresearchwork．Alsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter．
Sincerely,
×××
Writetheletterontheblackboardasanexample．
Notes
1．living—active:lively
2．carefor—lookafter;providefood,money,shelter,etc．
3．urge—requestearnestly;trytopersuade;stronglyrecommend
StepⅣPart4
Thisactivityprovidesoralpracticeusingthetargetlanguage．
Gothroughtheinstructionswiththeclass．Therewillbetwodifferentteams．Oneteamwilltalkaboutwhyzoosaregoodplacesforanimalsandtheotherteamwillsaywhyzoosarebadpacesforanimals．
Lookatthelistofexpressions．Inviteastudenttoreadthelistaloudtotheclass．Thengetsomestudentstouseeachexpressioninacompletesentence．
S1:Ithinkthatelephantsshouldn’tbekeptinzoos．
S2:Ibelievethatanimalsinzooslivelongerthananimalsinthejungle．
Putstudentsintwoteams．Leteachteamworktogetherastheywritedownsomestatementsshowingtheirviewpoint,usingtheexpressionsinthebox．
Lookatthesamplelanguageinthebox．Inviteapairofstudentstoreadittotheclass．
SA:Ithinkthatanimalsshouldnotliveinzoos．
SB:Idisagreewithyou．Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive．
Askthetwoteamstodebateinclass．
First,callononeteamtogiveastatement．Thenasktheotherteamtogiveastatementthatisrelatedtothefirststatement．Helptheteamsmakeseveraldifferentstatementsaboutasinglepointbeforegoingontoanotherpoint．
Forexample:
Team1:Ithinkthatzoosarenotsuitableforanimalstolivein．
Team2:Whydoyouthinkso?
Team1:Becauseanimalsthereareonlygivenfoodonceaday．They’rehungry．
Team2:Idisagreewithyou．Ibelievethatmanyanimalsonlyeatonceadayoronceeveryfewdays．So,thereisnoneedtoworryaboutthat．
StepⅤSummary
Inthisclass,we’velearnedsomekeyvocabularywordssuchasagainst,besuitablefor,tinycages,carefor,urge．We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage．
StepⅥHomework
1．Finishofftheexercisesonpages61～62oftheworkbook．
2．Writethelettertotheeditor．
StepⅦBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionA
TheThirdPeriod
DearEditor,
Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoos．Idon’tagreewithdisgusted．Infact,manyanimalsonlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematall．Ithinkzoosareveryimportanttoanimals．Theycanstopmanyendangeredanimalsfrombeingkilledorhunted．Theycanprovidemanwithplacesforresearchwork．Alsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter．
Sincerely,
×××
Unit15We’retryingtosavethemanatees!
TheFourthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
planet,recycle,shower,papertowels,napkins,turnoff
（2）TargetLanguage
Wereallyshouldn’tusepapernapkins,youknow．
Iknow．Istoppedusingthemlastyear．
2．AbilityObjects
（1）Trainstudents’speakingandlisteningability．
（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．
（3）Trainstudents’abilitytousethetargetlanguage．
3．MoralObject
Weshouldbeawareoftheimportanceofprotectingtheenvironment．
Ⅱ．TeachingKeyPoints
1．KeyVocabulary
planet,recycle,turnoff
2．TargetLanguage
Wereallyshouldn’tusepapernapkins,youknow．
Iknow．Istoppedusingthemlastyear．
Ⅲ．TeachingDifficultPoints
1．Howtotrainstudents’speakingandlisteningability．
2．Howtousethetargetlanguage．
Ⅳ．TeachingMethods
1．Listeningmethod
2．Pairworktomakeeverystudentworkinclass．
Ⅴ．TeachingAids
1．Ataperecorder
2．Theblackboard
Ⅵ．TeachingProcedures
StepIRevision
Checkhomework,Inviteastudenttoreadhisorherlettertotheeditor．Helpcorrectanymistakes．
StepⅡ1a
Thisactivityintroducesnewvocabulary．
Readtheinstructionsaloudtotheclass．
Thenask,What’sthemeaningofthephrasesavetheplanet．（ItmeanstokeepplanetEarthcleanandnotpolluted．）
Lookatthefivesuggestionsforwaystosavetheplanet．Inviteastudenttoreadeachonealoudtotheclass．Makesurestudentsunderstandthemeaningofeachsuggestion．
stopridingincars．
recyclebooksandpaper．
turnoffthelightswhenyouleavearoom．
turnofftheshowerwhileyouarewashingyourhair．
don’tusepapertowelsornapkins．
Getstudentstowriteanumber1infrontoftheeasiestthingtodo,anumber2infrontofthesecondeasiestthingtodo,andsoforth．Checktheanswers．Studentswillprobablyhavedifferentanswers．Letoneofthestudentstosaywhyheorshethinksacertainthingiseasytodoandanotherthingisdifficulttodo．Forexample:Ithinkitiseasytoturnoffthelightswhenyouleaveroom．Becauseeveryonecandoitwithoutanyeffort．Itisdifficulttostopridingincars．Manypeoplegotoworkorgotoschoolbycar,becauseitisfarawayfromtheirhomes．Otherwisetheywillbelate．
Notes
1．stopdoing—discontinuedoing
2．recycle—treatsothatfurtheruseispossible
StepⅢ1b
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstotheclass．YouwillcomparetheanswersyouwroteforActivityla．
Lookattheexampleinthespeechbubbles．Inviteapairofstudentstoreadittotheclass．
SA:Recyclingpaperisreallyeasy．
SB:Iagree．Butit’shardtostopridingincars．
LookbackatthelistofitemsinActivity1aagain．Firstonestudentmakesastatement．Thentheotherstudentagreesordisagreeswithit．YoucanlookbackatActivity4inSectionAtogetideasofwordstousewhenagreeinganddisagreeing．
Havestudentsworktogether,movearoundtheclassroom,checkingtheworkandofferinghelpasneeded．
Askapairofstudentstosaytheiranswersasanexample．
SA:Turningoffthelightswhenyouleavearoomisreallyeasy．
SB:Iagreewithyou．
SA:Notusingpapertowelsisreallyhard．
SB:Idisagreewithyou．Ibelievethatwecanusehandkerchieves．
StepⅣ2a
Thisactivityprovideslisteningpracticewiththetargetlanguageandnewvocabularywords．
Gothroughtheinstructionswiththeclass．NowyouwillhearJackandJuliatalkaboutwhattheyaredoingtohelpsavetheplanet．Lookatthechart．InviteastudenttoreadthelistofitemsthatJuliaandJacktalkabout．
turningoffthelights
turningofftheshower
stoppingusingpapernapkins
takingyourownbagswhenshopping
notridingincars
ridingabike
recyclingpaper
Playtherecordingforthisactivityforthestudents．Thefirsttimestudentsonlylistencarefully．Playtherecordingasecondtime．Say,ListentotherecordingagainandcheckthethingsJuliaandJacktalkabout．Ifnecessary,playtherecordingagain．
Checktheanswerswiththeclass．
Answers
Theytalkabout:turningoffthelights,
turningofftheshower．
takingyourownbagswhenshopping．
notridingincars,ridingabike．
Tapescript
Boy:Hey,Julia．Don’tforgettoturnoffthelights．Itsaveselectricity．
Girl:Oh,Iknow．Iusuallydothat．Iwasjustinahurry．Howyou’resointerestedintheenvironment,Jack?
Boy:Ialwayshavebeen．Lotsofpeoplethinkthere’snothingtheycando,butIjustreadthisbookaboutit,andtherearelotsofthingstheaveragepersoncando．
Girl:Likewhat?
Boy:Well,youshouldturnofftheshowerwhenyou’rewashingyourhair．
Girl:Oh,I’dneverdothat]
Boy:Youwouldn’t?
Girl:No,Ihaveveryshorthair．I’monlyintheshowerforafewminutes．
Boy:Well,everyminutehelps．
Girl:Whatelsedoesitsay?
Boy:Itsaysyoushouldtakeyourownbagswhenyougofoodshopping．
Girl:Oh,that’snotdifficult．Icandothat．Whatelse?
Boy:Hmmm．Here’sagoodone．Itsayspeopleshouldstopridingincarsandstartridinghikes．
girl:Oh,I’llneverdothat!Canyouseemeriding45minutestoandfromschooleveryday?
Boy:Well,Ithinktheenvironmentisreallyimportant．Besides,Ilikeridingmybike．
Girl:Yes,andyoualsoliveclosetoschool!
StepⅤ2b
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．
Youwillhearthesamerecordingagain．
ListenandcheckthethingsthatJuliaisdoingnow,thethingsShewilldointhefuture,andthethingsshewouldneverdo．
Pointtothethreecolumnheadingsinthechartandletstudentsreadtheheadingsagainontheirown．Nowlistentotherecordingcarefullyandcheckthethings．
Playtherecordingagainifnecessary．
Studentschecktheiranswers．Correcttheanswers．
Answers
ThingsJuliaisdoingnow:turningoffthelights．
ThingsJuliawilldointhefuture:takingbagswhenshopping．
ThingsJuliawillneverdo:turningoffthe
showernotridingincarsorridingabike．
StepⅥ2c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookatthesampleconversation．Inviteapairofstudentstoreaditaloudtotheclass．
A:Wereallyshouldn’tusepapernapkins,youknow．
B:Iknow．Istoppedusingthemlastyear．
Gothroughtheinstructionswiththeclass．Say,Haveaconversationabouttheitemsinthechart．Talkaboutwhichofthesethingsyoudonow,whichyouwilldointhefuture,andwhichyouwouldneverdo．
Getstudentstoworkinpairs．Whiletheyareworking,walkaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Inviteoneortwopairstosaytheirconversationstotheclass．
SA:Weshouldturnoffthelightswhenmeleavearoom．
SB:Ialwaysdothat．
SA:Weshouldtakeourownbagswhenshopping．
SB:That’seasy．Iwilldothatinfuture．
SA:Wereallyshouldn’trideincars．
SB:I’llneverdothat!Ourschoolisfarawayfrommyhome．Ittakesmeonehourtoridetoschooleveryday．
StepⅦSummary
Inthisclass,we’velearnedsomekeyvocabulary,suchasrecycle,shower,papertowels,napkins,turnoff．We’vealsolearnedthetargetlanguageWereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．
StepⅧHomework
Talkaboutthingsthatyouaredoingnow,youwilldointhefutureandyouwouldneverdousingthetargetlanguageandwritedowntheconversations．
StepⅨBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionB
TheFourthPeriod
Targetlanguage:
A:Wereallyshouldn’tusepapernapkins,youknow．
B:Iknow．Istoppedusingthemlastyear．
Unit15We’retryingtosavethemanatees!
TheFifthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
trash,pulldown,bemadefrom,glue,inspiration,bottle,sparetime
（2）Practisereadinganarticle．
（3）Practisewritingsomethingusingthetargetlanguage．
2．AbilityObject
（1）Improvestudents’integratingskills-readingskillandwritingskill．
（2）Improvestudents’speakingabilitybytalkingtoeachother．
3．MoralObject
Wemustrealizetheimportanceofrecycling,Itnotonlyisausefulsavingofmoneybutalsocanprotectourenvironment．
Ⅱ．TeachingKeyPoint
Practisereadingandwritingusingthetargetlanguage．
Ⅲ．TeachingDifficultPoints
1．Howtoimprovestudents’readingability．
2．Howtoimprovestudents’speakingability．
Ⅳ．TeachingMethods
1．Readingmethodtoimprovestudents’readingability．
2．Writingmethodtoimprovestudents’writingability．
3．Speakingmethod．
Ⅴ．TeachingAids
1．Aprojector
2．Theblackboard
TeachingProcedures
StepⅠRevision
Revisethetargetlanguagepresentedinthisunit．Checkhomework．Asksomepairstoreadouttheirconversations．
StepⅡ3a
Thisactivityprovidesreadingpracticeusingthetargetlanguage．Teachthenewwords．Showthenewwordsonthescreenbyaprojector．
stuffn．廢物；無(wú)用的東西
materialn．材料；原料
pullv．拉；拖；拔
pulldown摧毀；推翻
bemadefrom由……制成；由……構(gòu)成
bottlen．瓶子
gluev．膠合；粘貼；黏合n．膠水
roofn．頂；屋頂；房頂
discardv．丟棄；放棄
tilen．瓦片；瓷磚
fencen．柵欄；圍墻
cann．（裝液體等，常帶有蓋的）金屬罐
inspirationn．靈感；鼓舞人心的人（或事物）
spareadj．多余的；空閑的
Readthewordsandaskstudentstorepeatthemagainandagainuntiltheycanpronouncethemcorrectlyandfluently．
LookatthearticleThehouseoftrash．Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationmistakestomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Gothroughtheinstructionswiththeclass．Elicitonequestionfromtheclass．（WhoisAmyWinterbourne?）Makesurestudentsknowwhattodo．Encouragestudentstothinkaboutquestionsbeginningwithwho,what,when,where,whyandhow．
Nowreadthearticle．Thenwriteyourquestionsinyourexercisebook．Havestudentsdotheactivityinpairs．Studentsshoulddiscusswhytheywouldwanttoknowtheanswertoeachquestion．Whentheywork,movearoundtheclassroom,checkingtheprogressofthepairsandprovidinghelpasneeded．
Checktheanswerswiththeclass．
Answers
Answerswillvarybutmightinclude
Whotaughtherhowtomakeherhouse?
Whatisn’tmadeoutoftrashinherhouse?
Whendidshestartmakinghertrashhouse?
Whereisthehouse?
Whydidsheusetrashtobuildahouse?
Howlongdidittaketobuildherhouse?
Notes
1．thehouseoftrash—thehousemadeoutoftrash
2．most—（here）very
3．outof—（here）bytheuseof;from
4．discard—throwoutoraway;putaside,
giveup（sth．uselessorunwanted）
5．inspiration—（here）personorthingthatinspires
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．
LookattheBeforepicture．Pleasetellmethenamesofthethingsyouseeinthepicture．（atrashcan,apairofpants,anapkin）ThenlookattheAfterpicture．
Saytostudents．PleasefindoutthingsmadefromrecycledmaterialsfromtheBeforepicture．（thebackpack,thehat,thescarf）
Gothroughtheinstructionswiththeclass．
Makesurestudentsknowwhattodo．
AskdifferentstudentstomakesamplesentencesusingthephrasesmadefromandusedtobeaboutitemsintheAfterpicture．
Forexample:
Hisbackpackusedtobeapairofpants．
Hisbackpackismadefromapairofpants．
Getstudentstocompletethearticleindividually．Whiletheyareworking,goaroundtheclassroom,checkingtheprogressofstudents,offeringhelpandansweringquestionsasnecessary．
Inviteastudenttoreadhisorhercompletedarticletotheclass．
Answers
JoeWinterbournelovestheclotheshismothermadeforhim．Atschool,everyonecallshimMrRecycling．Hishatismadefrom（usedtobe）atrashcancover．Hisbackpackusedtobe（ismadefrom）apairofpants．Hisscarfismadefrom（usedtobe）anapkin．
StepⅣPart4
Thisactivityprovidesreading,writing,andoralpracticeusingthetargetlanguage．
Readtheinstructionsaloudtotheclass．
Pleasetellmethethingsthatyourecycle．（paper,glass,aluminumcans,plastic,orcardboard）Lookatthesurveyform．
Inviteastudenttoreadtheheadingsaloudtotheclass．Brainstormotheritemstoaddtothelist．Say,Talktoyourclassmatesandfindoutwhorecycleseachitemonyourlist．Letstudentsmovearoundtheclassroomandasktheirclassmatesabouttheirrecyclinghabits．
Whenstudentsfinish,checkthework．
Letsomestudentstellwhattheylearned．
Howmanystudentsdidtheytalkto?Ofthisnumber,howmanyrecyclepaper?
Howmanyturnoffthelightswhentheyleavethehouse?
Asamplesurvey
QuestionsThenumberofstudents（20）
recyclepaper12
turnofflightsinthehouse10
turnofftheshower2
whilewashinghair
takeyourownhags5
whenshopping
StepⅤSummary
Inthisclass,we’vedonealotofpracticereadingandwritingaswellasspeaking．
StepⅥHomework
1．ReadthearticleinActivity3aagainforfurthercomprehension．
2．CompletethearticleinActivity3b．
3．DothesurveyinActivity4ifstudentshaven’tfinishit．
StepⅦBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionB
TheFifthPeriod
AnswerstoActivity3b
JoeWinterbournelovestheclotheshis
mothermadeforhim．Atschool,everyonecallshimMrRecycling．Hishatismadefrom（usedtobe）atrashcancover．Hisbackpackusedtobe（ismadefrom）apairofpants．Hisscarfismadefrom（usedtobe）anapkin．
Unit15We’retryingtosavethemanatees!
TheSixthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）Fillintheblanksandmakesentences
usingsupport,endangered,recycle,wear,pulldown
（2）Writeconversationsusingtheinformation．
2．AbilityObject
Trainstudents’writingability．
3．MoralObject
Weshouldformgoodhabits．Theyarenotonlygoodforourselvesbutalsogoodforoursociety．
Ⅱ．TeachingKeyPoints
1．Fillinblanksandmakesentences．
2．Writeconversations．
Ⅲ．TeachingDifficultPoint
Makestudentsusingsupport,endangered,cycle,wear,pulldown
Ⅳ．TeachingMethods
1．Teachingbyexplanation
2．Speakingmethod
3．Writingmethod
Ⅴ．TeachingAids
1．Aprojector
2．Theblackboard
Ⅵ．TeachingProcedures
StepⅠRevision
Checkhomework．InviteafewstudentstoreadthearticleinActivity3a．Thenletastudentreadhisorherownarticle．
StepⅡ
Thisactivityfocusesonvocabularyintroducedintheunit．
Lookatthewordsinthebox．Inviteastudenttoreadthem．Makesurethestudentsunderstandthemeaningofeachword．Thenfillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．Tellstudentstheycanfindallthewordsintheprecedingunit．
Getstudentstofillintheblanksontheirown．
Checktheanswers．Askfivestudentseachtoreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Showtheanswersonthescreenbyaprojector．
Answers
1．Whyareyouwearingacoat?It’snotverysuitable/orthishotweather．
2．Ourschoolfootballteamneedsmoresupport．Theyaren’tdoingverywell．
3．Pandasareendangeredanimals．Theyaren’tdoingverywell．
4．It’simportanttorecyclepapertosavethetrees．
5,Thatapartmentblockisoldanddangerous．Itshouldbepulleddown．
Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Walkaroundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．
Sampleanswers
1．Ihopetohaveyoursupport．
2．Itismorethan30yearssincemanateeswereendangered．
3．Recyclingpaperisveryimportantandnecessary．
4．Whatdoyouliketowear?
5．Thebuildingsthataredangerousmustbepulleddown．
StepⅢPart2
Thisactivityprovidesspeakingandlisteningpracticeusingthetargetlanguage．
Gothroughtheinstructionswiththeclass．
Inviteapairofstudentstomodelpartofthesampledialogueaddingtheirownanswers．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．
SA:Whatarethreethingsyouaresupposedtodo?
SB:I’msupposedtogotoschoolontime,domyhomeworkandcleanmyroom．
Getstudentstofinishtheconversationsinpairs．Astherearemorepartsforthe
Apartnertoanswer,partnersshouldswitchrolesandpracticeasecondtime．
Reviewthetask．Inviteafewstudentstosharetheirconversationswiththeclass．
Answerswillvary．
Sampleconversations
Conversation1
SA:Whatarethreethingsyouaresupposedtodo?
SB:I’msupposedtogohomeafterschool,finishmyhomeworkandgotobedatten．
SA:Whatareyousupposedtodowhenyoumeetyourteacher?
SB:I’msupposedtogreetmyteacher．
Conversation2
SA:Whathappenedyesterday?
SB:Imissedthebus．Iwaslateforschool．
SA:Whydidyoumissthebus?
SB:Igotuplate．
Conversation3
SA:Givemethatbook,
SB:Pleaseaskpolitely．
SA:I’msorry．Couldyoupleasegivemethatbook?
SB:Ofcourse．Hereyouare．
Conversation4
SA:Howdoyoufeelaboutsoftmusic?
SB:Itmakesmerelaxed．
SA:Howaboutloudmusic?
SB:Itmakesmewanttodance．
Conversation5
SA:Doyouneedsomehelp?
SB:Yes,I’mlookingforyourabusstop．
SA:Walkalongthestreetandturnleftatthefirstturning．Youwillfindit．
SB:Thankyouforyourhelp．
SA:You’rewelcome．
Conversation6
SA:Haveyoueverwonanything?
SB:Iwonthebestnewsingerlastyear．
Sa:That’sgreat．Haveyouhadyourownconcert?
Sb:No,notyet．
StepⅣJustforFun!
Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．
Inviteapairofstudentstoreadtheconversationaloudtotheclass．
SA:Whataretheydoing?
SB:Theyaretryingtohelptheenvironment．
Askallthestudentstoreadtheconversationagain．Thenletstudentslookatthepicture．Ask,Whoishappythatthepondisbeingcleanedup?（Thetoads．）Howdothetoadsshowtheirthanks?（Theylineupandbowtheirthanks．）
Asksomepairsofstudentstopresentthisconversationtotherestoftheclass．
StepⅤSummaryandHomework
Inthisclass,we’vedonealotofwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasemakesentencesusingthewordsinActivity1inyourexercisebooks．Thenfinishofftheexercisesonpages62～64oftheworkbook．
StepⅥBlackboardDesign
Unit15We’retryingtosavethemanatees!
Selfcheck
TheSixthPeriod
SampleanswerstoActivity1:
1．Ihopetohaveyoursupport．
2．Itismorethan30yearssincemanateeswereendangered．
3．Recyclingpaperisveryimportantandnecessary．
4．Whatdoyouliketowear?
5．Thebuildingsthataredangerousmustbepulleddown．
Unit15We’retryingtosavethemanatees!教學(xué)設(shè)計(jì)
Unit15We’retryingtosavethemanatees!
I．Learningobjectives教學(xué)目標(biāo)
Skill
Focus
▲Listenandtalkaboutanimals
▲Showdisagreementandagreement
▲Learntodescribeanimals
▲ReviewthetensesandusethemfreelyLanguage
Focus功能句式
Showdisagreementandagreement(P120)
Ithinkthatanimalsshouldnotliveinzoos.
Idisagreewithyou./Iagreewithyou.
Talkaboutwhatwecandofortheworld(P121,P123)
stopridingincars
don’tusepapertowelsornapkins
recyclebooksandpaper
—Howdoyoufeelabout...
—Itmakesme...
—Whatarethreethingsyouaresupposedtodo?詞匯
1.重點(diǎn)詞匯
pound,discover,expression,pull,planet,society,model,raise
2.認(rèn)讀詞匯
manatee,furry,enormous,playful,aggressive,gray,spotted,kangaroo,chimpanzee,cheetah,mangrove,swamp,habitat,aquatic,underwater,vegetation,weigh,polluted,presentprogressive,presentsimple,infinitive,passivevoice,presentperfect,suitable,tiny,cage,disgusted,educate,urge,recycle,built,stuff,glue,roof,discard,tile,fence,can,recently,inspiration,spare,Winterbourne
3.詞組
carefor
語(yǔ)法
Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfect
Strategy
Focus
1.Classifying
2.Listeningforspecificinformation
Culture
Focus
TheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重組1.教材分析
本單元以Protectingtheenvironment為話題,共設(shè)計(jì)了三個(gè)部分的內(nèi)容：
SectionA
該部分有4個(gè)模塊：第一模塊圍繞Describingtheanimals這一話題展開(kāi)思維（1a）、聽(tīng)力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊圍繞We’retryingtosavethemanatees進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊以Whethertobuildzoos就如何保護(hù)動(dòng)物這一話題展開(kāi)討論，觀點(diǎn)一：反對(duì)建動(dòng)物園（3a）；觀點(diǎn)二：支持動(dòng)物園建設(shè)(3b)；第四模塊仍就是否需要?jiǎng)游飯@這一話題，以小組活動(dòng)形式展開(kāi)討論(4)。
SectionB
該部分有4個(gè)模塊：第一模塊以Howtosavetheplanet展開(kāi)話題，列舉觀點(diǎn)（1a），并展開(kāi)討論（1b）；第二模塊仍然以“保護(hù)環(huán)境”為話題，繼續(xù)對(duì)Howtosavetheenvironment進(jìn)行聽(tīng)力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊圍繞Howtorecycle這一話題展開(kāi)閱讀（3a）和寫(xiě)作（3b）訓(xùn)練；第四模塊仍以Recycling為話題，以口語(yǔ)訓(xùn)練形式展開(kāi)小組活動(dòng)(4)。
Selfcheck
該部分有2個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行訓(xùn)練(1)；第二模塊要求利用所給句型展開(kāi)自由對(duì)話，以訓(xùn)練學(xué)生對(duì)所學(xué)知識(shí)的實(shí)際運(yùn)用能力(2)。2．教材重組和課時(shí)分配
Period1(SectionA:1a,1b,1c,2a,2b,2c)
Newfunctionpresenting
Period2(SectionA:3a,3b,4)
Practice
Period3(SectionB)Integratingskills
Period4(Selfcheck:1,2)
ComprehensivereviewIII.TeachingplansStepIRevisionandLead-in
Askthestudentstoshowtheirwork.
T:Inthelastunit,we’velearnedtotalkaboutthethingsthatwehavedone.NowI’llaskyouaquestion:Haveyoueverbeentoazoo?Whatkindofanimalscanyouseeinit?
S1:Inthezooofourcitywecanseetigers,lions,elephants,andmonkeys.
S2:Icanseedeerandsheep.
S3:Wecanseesomechickens,birds,camelsandhorses....
T:Haveyoueverseencheetahs,pandasormanateesinourzoos?
Ss:No,wehaven’t.
T:Doyouknowwhywecan’tseetheseanimalsinourzoos?
Ss:Ithinktheyarerare./Therearen’tanyinourcountry...
T:Someanimalscan’tbeseenbecausetheyareendangered.Soweshouldprotectthem.
Showthepictureofamanatee.
T:Nowlookatthepicture.Thisanimaliscalledmanatee.It’sendangered,too.Wecan’tseeitinthezoo,either.OK!Todaywe’lllearnUnit15.We’retryingtosavethemanatees!
Writedownthetopic:We’retryingtosavemanatees!
Askthestudentstolookatthepictureandanswerthequestion.
T:Weknowanimalsareourbestfriends.Nowlookatthepicture,pleasetellmewhichanimalyoulikebestandwhyyoulikeit.
Showapicturetothestudents.S1:Ilikepandasbestbecausetheyaregentle.
Writetheword“gentle”ontheblackboardandaskformoreideasfromotherstudents.
S2:Iliketigersbestbecausetheyarethekingsoftheanimals.
T:Weknowtigersareveryaggressive.
Writetheword“aggressive”downontheblackboard.
S3:Ilikemonkeysbestbecausetheyarecleverandtheycanclimbtreesveryquickly.Theyareplayful.
Writedownmoreusefulwordsontheblackboard.StepIIBrainstorming(1a:P118)
T:Good.Whenwedescribeanimals,weoftenusesomeadjectives,suchasenormous,spotted,gray...Nowpleasefindoutthewordsthatcandescribetheanimals.Youcanusetheadjectivesfrom1a.
Kangaroos:____________________________
Manatees:____________________________
Cheetahs:____________________________
Polarbears:____________________________
Elephants:____________________________
Chimpanzees:____________________________
Sampleanswers:
Kangaroos:playful,fast,big
Manatees:gentle,shy,enormous
Cheetahs:spotted,fast,aggressive
Polarbears:aggressive,furry,fat
Elephants:enormous,gray,strong
Chimpanzees:noisy,furry,uglyStepIIIListeningandOralPractice(1b,1c:P118)
T:NextyouwillhearGinnyandVictortalkingabouttheanimalsinthepicturein1a.Pleaselisten.Forthefirsttime,getthemainidea.Keepdownthewordsusedtodescribetheanimalswhilelistening.OK?
Playtherecording.Thenchecktheanswers.
T:Wejustnowheardthatmanateesaregentleandveryshy.Ithinkdifferentpeoplearelikedifferentanimalstosomeextent.Differentanimalshavedifferentcharacters.Forexample,Jimislikeamonkeybecauseheiscleverandhecanclimbtreesveryquickly.Pleasetalkwithyourpartnersaboutwhatyouarelike.First,readtheexamplefrom1cintheboxplease.
Letthestudentsworkwiththeirpartners.
T:Whichpairswouldliketoactoutyourdialogues?
Sampledialogue1:
S1:IamlikethisanimalbecauseIamstrongandliveintheforest.
S2:Youarelikealion.
S1:No.
S2:Youarelikeatiger.
S1:No.BecauseIdon’teatmeat.
S2:Youarelikeanelephant.
S1:Yes.Youareright.
Sampledialogue2:
S1:I’mlikethisanimalbecauseI’mspotted.IliketoeatmeatandIcanrunfast.
S2:You’relikeatiger.
S1:No.
S2:Youarelikeacheetah.
S1:Yes.
Sampledialogue3:
S1:IamlikethisanimalbecauseIamgentleandveryshy.Iliveinwater.
S2:You’relikeamanatee.
S1:Yes!Youaregreat!StepIVListeningPractice(2a,2b:P119)
T:OK.Weallknowthatmanateesaregentleandveryshy.Theyliveinwaterandlikeeatingvegetables.Butdoyouwanttoknowmoreaboutthem?Firstlet’slookatthepictureonpage119.Canyousaymoreaboutmanatees?
Sampleanswers:
S1:Ithinktheyarelivinginthewater.
S2:Ibelievethattheyeataquaticfood.
S3:Ifeelthattherearen’tmanyofthem.
S4:Iknowthattheyliveinaplacewheretreesgrowinwater.
S5:Ithinktheyareendangered.
Askthestudentstolistentotherecording.
T:Verywell.Ithinkyouranswersareallright.Manateesintheworldarefewerandfewer.Weshouldsavethem.Weshouldtakecareoftheenvironmentthattheyarelivingin.Nowlet’slistentothetape.Firstlistentotherecordingandmatchthewordsanddefinitionsin2a.
Playtherecordingforthefirsttime.
T:Listenagainandcheckyouranswers.
Playtherecordingforthesecondtime.Checktheanswers.
T:You’llhearthesameconversationagain.Thistimecompletethechartin2b.Putyouranswersontheline.
Playtherecordingagain,thenchecktheanswers.StepVPairwork(2c:P119)
T:Afterlistening,weknowmoreaboutmanatees.Weknowthattheyarefewerandfewer.Thegovernmenthaspassedlawstoprotectthem.Theyeatalotoffoodeveryday.Theyareenormous.Canyoumakeconversationsabouttheanimalinpairs?Youcanbaseonthemodeldialoguein2c.
Asampledialogue:
S1:HowmanymanateesarethereintheUS?S2:About2,500.
S1:Wherearetheyliving?
S2:Theirfavoritehabitatisinthewaterunderthetreesinmangroveswamps.
S1:Whyaretheyendangered?
S2:Someoftheswampshavebeenpolluted.
S1:Dotheyeatalot?
S2:Yes,theydo.
...StepVIGrammar(GrammarFocus:P119)
Helpthestudentssumupthefollowingpatterns.
時(shí)態(tài)
謂語(yǔ)動(dòng)詞的形式（do）
一般現(xiàn)在時(shí)
do/does
一般過(guò)去時(shí)
did
現(xiàn)在進(jìn)行時(shí)
be(am/is/are)doing
現(xiàn)在完成時(shí)
have/hasdone
一般過(guò)去時(shí)被動(dòng)語(yǔ)態(tài)
was/weredone
現(xiàn)在完成時(shí)被動(dòng)語(yǔ)態(tài)
have/hasbeendoneT:LookattheGrammarFocusboxonpage119.Nowwho’dliketoreadthesentencestotheclass?
Askastudenttoreadthesentencesinthebox.
T:Canyoumakesomesentenceswiththedifferenttensesandpassivevoice?Pleasewritedownyoursentencesinyourexercisebooks.
Askthestudentstodomorepracticingexercises,suchasthefollowing:
Fillintheblankswiththerightformsofthegivenwords.
1.Everydaymymother_____(get)upearly.
2.Thedinosaureggs_____(discover)manyyearsagobyscientists.
3.Listen!Somechildren_____(sing)anEnglishsongoverthere.
4.Inourhometownthereusedto_____(be)manyoldtrees.
5.Mywork_____(notfinish)yet.Ican’tgoouttoplaywithyou.
Sampleanswers:
1.gets2.werediscovered3.aresinging
4.be5.hasn’tbeenfinishedStepVIIHomework
T:Inthisclass,we’veheardtwospokenconversations:inthefirstconversation,weheardaboutsomeadjectivesfordescribinganimals;inthesecond,weheardsomethingaboutmanatees.Afterclass,pleaselistentotheconversationsagain.Makesomesentenceswithdifferenttenses.ThenrememberthenewwordsinSectionB.
