一般给学生们上课之前，老师就早早地准备好了教案课件，大家静下心来写教案课件了。只有规划好教案课件计划，才能更好地安排接下来的工作！哪些范文是适合教案课件？下面是小编帮大家编辑的《Unit3We’retryingtosavethemanatees！》，欢迎您参考，希望对您有所助益！

Unit3We’retryingtosavethemanatees！

一.[话题](Topic)Debateanissue.

二.[重点词组](KeyPhrases)

1.belike2.trytodo

3.usedto4.besuitablefor

5.besurprisedtodo6.carefor

7.takecareof8.disagreewith

9.rideincars10.inone’ssparetime

11.raisemoney

三.[交际用语]

1.We’retryingtosavethemanatees.

2.Manateeseatabout100poundsoffoodaday.

3.Thereusedtobealotofmanatees.

4.In1972,itwasdiscoveredthattheywereendangered.

5.Someoftheswampshavebecomepolluted.

6.Zoosareterribleplacesforanimalstolive.

7.I’mwritingtosaythat…

四.[重点难点释义](LanguagePoints)

1.IamlikethisanimalbecauseIamstrongandintelligent.

Belike=looklike=besimilarto像，看起来像。如：

Heislikehisfather。他像他的父亲。

=Helookslikehisfather.

=Heissimilartohisfather.

这里的like作介词，意思为“像”，like还可做动词用，表示“喜欢”，like（doing）

sth.喜欢做某事。如：

Helikeshisfatherverymuch.

他很喜欢他的父亲。

Marylikesplayingvolleyball.

玛丽喜欢打排球。

2.Howbigaremanatees?海牛有多大？

Howbig...询问体重。以how组合的疑问词组有很多，如：howold（询问年龄），howoften（询问频率），howlong（询问动作持续的长短），howmuch（询问质量或者价钱），howfar（询问距离）howmany（询问数量），howsoon（询问过多久）

英语中表示长度、高度、宽度、深度和重量的表达法有：

eg.Thebridgeisnearly2000meterslong.

这座桥长将近2000米。

eg.Thiselephantis1000poundsheavy./Thiselephantweighs1000pounds.

这头象重1000吨。

3….theyweighabout1,000pounds,

……他们大约重1000磅。

Weigh称……重量，测……重量。如：

Heweighedthestoneinhishand.

他用手掂了掂这块石头的重量。

Thepieceofmeatweighsfourpounds.

这块肉重四磅。

Weight还可用做名词，重量。如：

Whatisyourweight？

你的体重是多少？

4.We’retryingtosavethemanatees.

我们正在竭尽全力拯救海牛.

Trytodo=tryone’sbesttodo

努力去做某事。如：

Everystudentshouldtrytostudyhardinordertostudyinauniversity.

为了进入大学学习，每个学生都应该努力学习。

5.I’mwritingtosaythatIamagainstbuildinganewzooinourtown.

Against介词,反对,违反,与……相反(=opposite)如:

Aremostpeopleagainsttheproposal?

大多数人反对这项提议吗?

Against介词还有触,碰,倚,靠的意思.如:

Putthepianothere,withitsback,againstthewall.把钢琴放在那里,背靠着墙.

Beagainstdoingsth.反对做某事,反义词组是befordoingsth,赞成某事.

如:Allthepeoplearoundtheworldareagainstcloninghumanbeings.

全世界的人民反对克隆人类.

Allofusareforpeaceandagainstwar.

我们都赞成和平,反对战争.

6.I’vevisitedalotofzoosinmylife,andIhaveneverseenoneIlikedoronethatwassuitableforanimalstolivein.

(1)besuitableforsbtodosth.表示“适合某人做某事”,这里suitable是suit的形容词形式,表示“合适的”.如:

Thiskindofbambooisnotsuitableforpandastoeat.

这种竹子不适合给熊猫吃.

Thisdresssuitsyouverymuch,butunfortunatelyitdoesn’tfityou.

这套女装款式非常适合你,只可惜大小不合适.

(2)tolivein在此处作animals的后置定语.英语中动词不定式短语做名词定语,放在后面.如:

Thereisnothingforustoworryabout.我们没有什么可以担心的.

7.Theanimalsarekeptintinycages.动物被关在极小的笼子里.

Tiny=little很小的,带有感情色彩.

区别,thetinycountry国家小(含可爱的意思)

asmallcountry小国家(与largecountry相对应)

alittleboy爱怜之意,(不含身材矮小)

tiny和little常做定语,一般不做表语,small既可以做定语,也可以做表语.

Little还可表示“一点点的”,修饰不可数名词.如

Thereisalittlemilkinthebottle.瓶里有一点点的牛奶.

8.Iwassurprisedtofindhardlyanyonethere.我非常惊讶地发现在那几乎没有人.

Surprised在这里是过去分词做形容词.

常用词组:besurprisedatsth对某事感到惊讶.

besurprisedtodosth很惊讶地做某事.

Insurprise惊奇地

Toone’ssurprise使某人惊奇地.如:

Iwassurprisedatthenewstohearthenews.听到这个消息我很吃惊.

Surprise=amaze使……惊讶

Surprising惊讶的(侧重指事物本身具有的特点),如:

Hiswordssurprisedme.

他的话使我大吃一惊.

Itissurprisingnews.

它是一个令人惊讶的消息.

9.Theyprovidehomesformanyendangeredanimals,andhelptoeducatethepublicaboutcaringforthem.(动物园)他们为许多濒危的动物提供了家,也有助于教育众人来关心这些动物.

Providesbwithsth.

Providesthforsb提供给某人某物

Thefirmprovidedmewithacar.

公司给我一辆汽车.

Canyouprovidedaccommodationforthirtypeople?

你能为30人提供住宿吗?

Provideforsb供应某人所需.如:

Theyworkedhardtoprovidefortheirlargefamily.

他们努力工作以供养一家人.

Hehasalargefamilytoprovidefor.

他要养活一个大家庭.

Thepublic指“民众,公众”.在英语中,定冠词the后接形容词表示一类人.如:

Theyoung年轻人thewounded受伤的人

Carefor可做“照顾,照料,看护”的意思.如:

Wouldyoulikecareforacupoftea?

你要不要来杯茶?

10.Iurgeallofyourreaderstovisitourwonderfulzoosoon.

我们竭力主张你们所有的读者赶快来参观我们的很棒的动物园.

Urge力劝,鼓励,怂恿,极力主张,强调.如:

Theyurgedustogowiththem.

他们怂恿我们一起去.

Sheurgedtheimportantofspeed.

她强调速度的重要性.

Urge强烈的欲望,冲动,urgent紧急的.如:

Hehasanurgetotravel.他有去旅行的强烈欲望.

词组:urgesth,on/uponsb极力推荐或力陈某事物

urgesbonsth鼓励某人做某事.

Urgeagainst极力反对

11.YouhaveprobablyneverheardofAmyWinterbourne.

你可能从没听说过艾米.温特波尼.

(1)hear听见(过去式heard,过去分词heard)

hearsbdo/doingsth.听见某人做/正在做某事.如:

Ilistenedcarefullybutheardnothing.我仔细听但是什么也没听到.

Ioftenhearhimsinginthenextroom.我常听他在隔壁唱歌.

词组:hearof/about“听说,听到”,强调从别人那里间接得到的信息.其否定形式表示“不同意”,“不予考虑”.如:

Idon’tknowthewriter,butIhaveheardofhim.我不认识这位作家,但是听说过他.

Iwon’thearofsuchathing.我不赞同此事.

(2)hearfrom“收到……的来信,同意”,与词组getaletterfromsb或receivealetterfromsb.同义.如:

Ihaven’theardfromhimforalongtime.我好长时间没收到他的来信了.

12.Amyrecentlywon…艾米最近赢得了……

win赢(过去式won,过去分词won,现在分词winning)如:

winarace/abattle/aprize赢得赛跑/战役/战争/奖品.

Winagainst/oversb战胜某人.

Beat也表示“赢,打败(常接对象)”,如:

BeatClass3/Mary/No1.MiddleSchool’sfootballteam.赢/打败3班/玛丽/第一中学足球队.

Lose失败,losetosb,败给某人.

Winner胜利者.

13….andsellsthemtoraisemoneyfortheChildren’sHospital……..

并卖掉它们来为儿童医院集资.

Raise(1)集结,召集,筹措,意为getorbringtogether.如:

Raiseanarmy召集一支军队

Raisefundsforaholiday筹集度假费用

(2)举起，抬起,意为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提高声音

(3)提出,意为:bringupfordiscussionorattention.如:

raiseanewpoint提出一新论点.

Raiseanewquestion提出一新问题.

(4)抚养,饲养,意为:breed,grow.如:

raisepigs养猪

IwasborninWuhanandraisedinWuhan.

我生在武汉,长在武汉.

五.语法知识

1.be（get，become）usedto结构在意义上相当于accustomedto“习惯于”，从形态上看，used是个分词型形容词，to是介词，因此后面只能跟名词、代词或动名词。例如：Theygotusedtolivinginthecountryside．他们已习惯于住在农村。

Ivegotusedtobeingavegetarian．我已经习惯吃素食。

Heisusedtohardwork．他习惯于艰苦工作。

2.beusedto表示“习惯于某事”的状态，而getusedto则表示由“不习惯”到“习惯于”这一动态的过程，意思是：“（变得）习惯于”；“开始习惯于”。试比较：

Hewasusedtothecoldweatherafterhelivedtherefortwoyears．在那里住两年后，他已习惯了寒冷的天气。

Ithinkitisabitdifficultforyoutogetusedtothehumidweatherhere．

我想，让你习惯于这里潮湿而炎热的天气有点困难。

Youllsoongetusedtolivinginthecountry．很快你就会习惯于住在乡下了

延伸阅读

We’retryingtosavethemanatees教案

为了促进学生掌握上课知识点，老师需要提前准备教案，准备教案课件的时刻到来了。在写好了教案课件计划后，新的工作才会如鱼得水！你们知道哪些教案课件的范文呢？以下是小编为大家收集的“We’retryingtosavethemanatees教案”但愿对您的学习工作带来帮助。

Unit15We’retryingtosavethemanatees!

I．Learningobjectives教学目标

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?词汇

1.重点词汇

pound,discover,expression,pull,planet,society,model,raise

2.认读词汇

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.词组

carefor语法

Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfectStrategy

Focus1.Classifying

2.ListeningforspecificinformationCulture

FocusTheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析

本单元以Protectingtheenvironment为话题,共设计了三个部分的内容：

SectionA

该部分有4个模块：第一模块围绕Describingtheanimals这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕We’retryingtosavethemanatees进行听力（2a-2b）、口语（2c）训练；第三模块以Whethertobuildzoos就如何保护动物这一话题展开讨论，观点一：反对建动物园（3a）；观点二：支持动物园建设(3b)；第四模块仍就是否需要动物园这一话题，以小组活动形式展开讨论(4)。

SectionB

该部分有4个模块：第一模块以Howtosavetheplanet展开话题，列举观点（1a），并展开讨论（1b）；第二模块仍然以“保护环境”为话题，继续对Howtosavetheenvironment进行听力（2a-2b）、口语（2c）训练；第三模块围绕Howtorecycle这一话题展开阅读（3a）和写作（3b）训练；第四模块仍以Recycling为话题，以口语训练形式展开小组活动(4)。

Selfcheck

该部分有2个模块：第一模块以填空形式对所学词汇进行训练(1)；第二模块要求利用所给句型展开自由对话，以训练学生对所学知识的实际运用能力(2)。2．教材重组和课时分配

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.

时态

谓语动词的形式（do）

一般现在时

do/does

一般过去时

did

现在进行时

be(am/is/are)doing

现在完成时

have/hasdone

一般过去时被动语态

was/weredone

现在完成时被动语态

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．a4．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．反对；违反

suitableadj．合适的；适宜的

tinyadj．极小的；微小的

cagen．笼子；囚笼

educatev．教育；培养

publicadj．n公众（的）；民众（的）

carefor关怀；照顾

urgev．强烈要求；竭力主张

Readthewordsandaskstudentstore-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．废物；无用的东西

materialn．材料；原料

pullv．拉；拖；拔

pulldown摧毁；推翻

bemadefrom由……制成；由……构成

bottlen．瓶子

gluev．胶合；粘贴；黏合n．胶水

roofn．顶；屋顶；房顶

discardv．丢弃；放弃

tilen．瓦片；瓷砖

fencen．栅栏；围墙

cann．（装液体等，常带有盖的）金属罐

inspirationn．灵感；鼓舞人心的人（或事物）

spareadj．多余的；空闲的

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!教学设计

Unit15We’retryingtosavethemanatees!

I．Learningobjectives教学目标

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?词汇

1.重点词汇

pound,discover,expression,pull,planet,society,model,raise

2.认读词汇

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.词组

carefor

语法

Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfect

Strategy

Focus

1.Classifying

2.Listeningforspecificinformation

Culture

Focus

TheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析

本单元以Protectingtheenvironment为话题,共设计了三个部分的内容：

SectionA

该部分有4个模块：第一模块围绕Describingtheanimals这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕We’retryingtosavethemanatees进行听力（2a-2b）、口语（2c）训练；第三模块以Whethertobuildzoos就如何保护动物这一话题展开讨论，观点一：反对建动物园（3a）；观点二：支持动物园建设(3b)；第四模块仍就是否需要动物园这一话题，以小组活动形式展开讨论(4)。

SectionB

该部分有4个模块：第一模块以Howtosavetheplanet展开话题，列举观点（1a），并展开讨论（1b）；第二模块仍然以“保护环境”为话题，继续对Howtosavetheenvironment进行听力（2a-2b）、口语（2c）训练；第三模块围绕Howtorecycle这一话题展开阅读（3a）和写作（3b）训练；第四模块仍以Recycling为话题，以口语训练形式展开小组活动(4)。

Selfcheck

该部分有2个模块：第一模块以填空形式对所学词汇进行训练(1)；第二模块要求利用所给句型展开自由对话，以训练学生对所学知识的实际运用能力(2)。2．教材重组和课时分配

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.

时态

谓语动词的形式（do）

一般现在时

do/does

一般过去时

did

现在进行时

be(am/is/are)doing

现在完成时

have/hasdone

一般过去时被动语态

was/weredone

现在完成时被动语态

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.

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