小學(xué)語(yǔ)文微課教案

Unit15WelcometoSanFrancisco。

Unit15WelcometoSanFrancisco

預(yù)習(xí)導(dǎo)學(xué)

學(xué)習(xí)本單元所掌握的重點(diǎn)知識(shí)

單詞（四會(huì)要求）

Trolleybus,normally,quick,line,bridge,rather,public,narrow,advantage,advise,market,debate,engine,speed,bay,streetcar,connect,district,railway,trip,wise,include

短語(yǔ)：

1.advisesb.nottodosth.

2.enjoyourgoodpublictransit

3.old-timetrolleys

4.travelupanddownMarket

5.thecenterofmanyofdebates

6.thebuttofmanyjokes.

7.dependon

8.thespeedofthecable

9.9.5milesanhour

10.nevermore,neverless

11.offerawideviewofthecityandbay

12.suchas

13.makeanothersuggestion.Dressinginlayers

14.awisedecision

15.15.15.makeup

16.16.16.manydifferentkindsofweather

句型：

WouldyouliketocometoSanFranciscoforavisit?

NovisittoSanFranciscoiscompletewithouttakingarideonacablecar

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Unit15We’retryingtosavethemanatees!

Unit15We’retryingtosavethemanatees!

I．Learningobjectives教學(xué)目標(biāo)

Skill

Focus

▲Listenandtalkaboutanimals

▲Showdisagreementandagreement

▲Learntodescribeanimals

▲Reviewthetensesandusethemfreely

Language

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

Theimportanceofprotectinganimalsandtheenvironment

II.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這一話題展開思維（1a）、聽力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊圍繞We’retryingtosavethemanatees進(jìn)行聽力（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)形式展開討論(4)。

SectionB

該部分有4個(gè)模塊：第一模塊以Howtosavetheplanet展開話題，列舉觀點(diǎn)（1a），并展開討論（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)行聽力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊圍繞Howtorecycle這一話題展開閱讀（3a）和寫作（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)

Comprehensivereview

III.Teachingplansforeachperiod

分課時(shí)教案

Period1Newfunctionpresenting

Languagegoals語(yǔ)言目標(biāo)

1.Wordsexpressions生詞和短語(yǔ)

save,gentle,furry,enormous,playful,aggressive,gray,spotted,manatee,cheetah,chimpanzee,kangaroo,mangrove,swamp,habitat,aquatic,feed,underwater,vegetation

2.Keysentences重點(diǎn)句子(P119)

Wearetryingtosavethemanatees.

Manateeseatabout100poundsoffoodaday.

Thereusedtobealotofmanatees.

In1972,itwasdiscoveredthattheywereendangered.

Abilitygoals能力目標(biāo)

Enablethestudentstodescribeanimals.

Emotionattitudegoals情感和態(tài)度目標(biāo)

Enablethestudentstoprotectanimalsandenvironmentgladly.

Strategygoals策略目標(biāo)

Tounderstandthetargetlanguagebyreadingpictures.

Cultureawarenessgoals文化意識(shí)目標(biāo)

Theimportanceofprotectinganimalsandtheenvironment.

Teachingimportantpoints教學(xué)重點(diǎn)

Talkabouttheanimalsandwhethertobuildzoos.

Teachingproceduresandways教學(xué)過(guò)程與方式

StepIRevisionandLead-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.

Showthefollowingpicturetothestudents.

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,ugly

StepIIIListeningandOralPractice(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/hasbeendone

T: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’tbeenfinished

StepVIIHomework

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．

StepⅧBlackboardDesign

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這一話題展開思維（1a）、聽力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊圍繞We’retryingtosavethemanatees進(jìn)行聽力（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)形式展開討論(4)。

SectionB

該部分有4個(gè)模塊：第一模塊以Howtosavetheplanet展開話題，列舉觀點(diǎn)（1a），并展開討論（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)行聽力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊圍繞Howtorecycle這一話題展開閱讀（3a）和寫作（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.