UnitWe’retryingtosavethemanatees

1、Unit 15 We re trying to save the manatees!The First Period Teaching Aims and Demands1 Knowledge Objects（ 1） Key Vocabularymanatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted（ 2） Target LanguageI am like this animal because I am strong and

2、intelligent I likewater, and I like to eatvegetablesYoure like an elephantNo Youre like a manateeYes2 Ability Objects（ 1） Train studentslistening ability （ 2） Train studentscommunicative competence 3 Moral ObjectLove all kinds of animals because they are our friends Teaching Key PointTarget Language

3、 Teaching Difficult Points1 How to train students listening ability 2 How to train students communicative competence Teaching Methods1 Didactic to learn the new vocabulary 2 Listening-and-answering activity to helpstudents go through with the listening material 3 Groupwork to make every student work

4、 in class, Teaching Aids1 A tape recorder2 The blackboard3 A projector Teaching ProceduresStep I Revision1/25Now let s review five different verb tenses Can you name the five tenses? Please look at thescreenShow the names of the five tenses on the screen by a projector along with a sample sentence f

5、or eachpresent progressive: Youre reading these sentencespresent: We use our books every daypast with used to: He used to live in the countryside passive voice: Our classroom is found at the end of the hall present perfect: We have already finished Unit 14 We haventfinished Unit15 yet Invite a stude

6、nt to read the verbs in these sentences Then get other students to briefly explainwhat each tense is used forPresent progressive describes things that are happening right now Present describes things that happen all the time or usually happen The past with used to describes things that were a certai

7、n way in the past, but have changed nowThe passive voice describes things that we don tknow who did, or we don tcare who performed the actionThe present perfect describes recent eventsGet students to think of two or three more sample sentences using each type of verb Haveseveral students read their

8、sentencesStep 1aThis activity introduces the key vocabulary Look at the signs on each animal s picture and read the words to the class Get students to repeat the name of each animalAfrican elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears If necessary, read the words and ask student

9、s to repeat them again Then have students read the words by themselvesMake sure students can read the words correctly and fluently Read the directions to the class Point to the list of words in the box Read the words and letstudents repeat them Then get different students to explain what they think

10、each word means intheir own words For example, A gentle animal is quiet and not dangerous A fury animal iscovered with soft hair Ask some students to explain any words students may not understand An enormous animal is very great A playful animal is full of funAn aggressive animal is fond of quarrels

11、 and quick-tempered A spotted animal is marked with spots 2/25Letstudents begin filling in the answers on their own Whentheywork,walkaround theclassroom checking their progress and answering any questions they may have After studentshave finishedusing allthe words from the box, let the students writ

12、e some other wordsin theblanks below some of the pictures Check the answers with the whole class Let students say the words they wrote under each heading AnswersPossible answersmanatee: gentle, shychimpanzees: noisyelephants: enormous, graykangaroos: playfulcheetahs: spotted, fastpolar bears: aggres

13、sive, furryStep 1bThisactivitygivesstudentspracticein understanding thetargetlanguageinspokenconversationGo through the instructions with the class Look back at the list of words in Activity 1a Youwill hear Ginny and Victor talk about the animals in the picture in Activity 1a Now please listento the

14、 recording carefully and circle the words on the list that they use to describe the animalsPlay the recording the first time This time students only listen Play the recording a secondtime Now listen to the recording again and circle the words you hear on the recordingCheck the answersAnswersThese wo

15、rds should be circled:aggressive, gentle, shy, furry, gray, fast, spottedTapeseriptBoy: Hey, Ginny, What s that big, furry animal in the pond?Girl: It s a polar bear, Victor Theyre kind of aggressive Boy: Are they? They looks like really love waterGirl: Uh-huh Boy: And what do you call those big, gr

16、ay things in the water?Girl: They re called manateesBoy: What?Girl: Manatees Theyre very gentle and very shy 3/25Boy: Oh And how about the yellow and black spotted animals in that cage?Girl: They re cheetahs The cheetah is the fastest animal on earthStep 1cThis activity provides oral practice using

17、the target language Go through the instructions with the whole class Look at the sample conversation in the box and get three students to read it aloud to the class SA : I am like this animal because I am strong and intelligent I like water, and I like to eatvegetablesSB: You re like an elephant SA

18、: NoSC: You re like a manateeSA : Yes!Tell students to think of an animal that is the same as them in some ways Take a few minutes to write down a statement Say, You can write a sentence or two that describes how you are similar to the animal you choose Dontsay the name of the animal A few minutes l

19、ater, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking aboutStatement 1S1:I am like this animal because I am playful and funnySs: Youre like a polar bear S1: NoSs: Youre like a kangaroo S1: Yes!Statement 2S2: I am lik

20、e this animal because I run very fast I like to wear colorful clothesSs: Youre a kangarooS2: NoSs: Youre like a cheetahS2: Yes!Notelike （ here prep ） in the manner ofStep SummaryIn this class, we ve learned some important words such as manatee, kangaroo, Po 。 ar bear, gentle, furry, enormous, playfu

21、l, noisy, aggressive, spotted Weve also learned the target4/25language I am like this animal because I am strong and intelligent I like water, and I like to eat vegetables You are like an elephant No Youre like a manatee Yes! Step Homework1 Get students to write down some statements and read them to

22、 their partners Let the partners guess what animals they are talking about 2 Review the new words in the box inActivity 1a Step Blackboard DesignUnit 15 We re trying to save the manatees!Section AThe First PeriodTarget language:I am like this animal because I am strong and intelligent I like water,

23、and I like to eat vegetables Youre like an elephantNoYoure like a manateeYesUnit 15 We re trying to save the manatees!The Second Period Teaching Aims and Demands1 Knowledge Objects（ 1） Key Vocabularyendangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound（ 2） Ta

24、rget LanguageHow big are manatees?They re about 10 feet long and they weigh about 1 000 pounds 2 Ability Objects（ 1） Train studentslistening ability （ 2） Train studentsspeaking ability （ 3） Train studentsthe ability of using grammar focus 3 Moral ObjectWe must be fully aware of the importance of red

25、ucing pollution and protecting animals Teaching Key Points5/251 Key Vocabularyendangered, mangrove, swamps, habitat, aquatic feed2 Target LanguageHow big are manatees?They re about 10 feet long and they weigh about 1 000 pounds 3 StructuresPresent progressiveWere trying to save the manateesPresentMa

26、natees eat about 100 pounds of food a dayPast with "used to"There used to be a lot of manateesPassive voiceIn 1972, it was discovered that they were endangered Present perfectSome of the swamps have become polluted Teaching Difficult Points1 the target language2 How to train students liste

27、ning ability Teaching Methods1 Listening method to improve students listening ability 2 Pairwork to make every student work in class 3 Review, explanation, inductive methods Teaching Aids1 A tape recorder2 The blackboard Teaching ProceduresStep RevisionCheck homework Get some pairs to act out their

28、conversations When they work, the rest ofstudents also guess what animals they are talking about Step 2aThisactivityprovidesguided listeningpracticeusing the target language Lookat thepicture Ask, What can you see in the picture? （ A manatee is in the water）Gothroughthe instructionswiththe class You

29、 willhear twopeopletalkingaboutmanatees Listen and draw a line between each word and its definition 6/25Read the sample answer Then say, The word endangered means there aren tvery many of this animal left in the world The manatee is endangered because there arentvery many of these animalsPlay the re

30、cording for students the first time This time students only listen to the recording carefully Play the recording a second time This time students draw lines between each word and its definition Check the answers with the classAnswers1 b 2 d 3 a 4 cTapescriptBoy : Can you tell us about the manatees,

31、please?Man : Sure Were trying to save them Boy : Why? Are they endangered?Man : Yes There used to be a lot of manatees, but now there arentvery many of them Boy : Do you know how many there are?Man : At this point, there are only about 2 500 in the U S In 1972, it was discovered that they were endan

32、gered Since then, the government has passed laws to protect them Boy : Where do they live?Man : Their favorite habitat is the water under the trees in mangrove swamps Boy : And why are they endangered?Man : Some of the swamps have become polluted Also, there sometimes isn tenough food for allof them

33、 As you can see, they re large The average manatee is about three meters long and weighs about 1 000 pounds They need about 100 pounds of aquatic feed a dayBoy: Aquatic feed?Man: Oh, that s underwater plants and vegetation Thats what they eatStep 2bThis activity provides listening practice u-sing th

34、e target languageGo through the instructions with the class Look at the headings in the chart and the blanks next to each heading You will hear the same recording again This time listen carefully to what both people say and fill in the blanks in the chart Look at the sample answer The two people on

35、the recording are talking about manatees, so you write the word manatee after the words kind of animal in the chart Play the recording again Get students to fill in the blanks in the chart Check the answers withthe classAnswers7/25Kind of animal: manateeNumbers: 2 500 in the U SHabitat: water under

36、trees in mangrove swamps Reason why they are endangered: swamps polluted, not enough foodDescription : large, three metres long, weighs 1 000 poundsStep IV 2cThis activity provides guided oral practice using the target language Look at the sample conversation in the box Invite a pair of students to

37、read it to the class SA : How big are manatees?SB : They re about l0 feet long and they weigh about 1 000 pounds Read the instructions aloud to the class Each pair of students can make a conversation using information from Activities 2a and 2b Let students work in pairs While they are working, move

38、around the classroom, checking the progress of the pairs and offering help as needed When students finish the work, ask one or two pairs to say their conversations to the class Conversation 1SA : Where do manatees live?SB: They live in the water under the trees in mangrove swamps Conversation 2SA :

39、Why are manatees endangered?SB : Because some swamps have been polluted And there isn tenough food for all the manatees,eitherStep Grammar FocusLook at the grammar focus box Invite five students to read the statements to the class Were trying to save the manages Manatees eat about 100 pounds of food

40、 a dayThere used to be a lot of manatees In 1972, it was discovered that they were endangered Some of the swamps have become pollutedPut the class in five groups and ask each group to become "experts" in one of the verb tenses and presents a review of that tense to the rest of the class Ha

41、ve the students explain what the verb tense is used for and then give some sample sentencesStudents can look back at the units where their verb tense was presented or practiced Present progressive: Reviewed throughout the book Present: Reviewed throughout the bookPast with used to: Unit 4Passive voi

42、ce: Unit 10Present perfect: Unit 148/25While the groups are working, walk around the classroom helping the students with their explanations and their sample sentencesAsk one student of each group to show their work As the students show their work, ask questions and correct any errors in their explan

43、ations or sentences （ 1） Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense The structure is am/is/are+ -ing For example: Heis reading a story book （2） Present: It is used for indicating action that is usual and ha

44、bitual The form of the verb is do or does For example:I go to school by bike She does her homework every day（3） Past with used to: The structure of used to + inf indicates a constant or-frequent practice in the past For example:I used to go swimming when I was a child （ 4） Passive voice: The form of

45、 the verb is be + p p in the sentence For example:Our classroom is cleaned every day （ 5） Present Perfect: The from of the verb is have/has + p p For example:I have already finished my homework Step SummaryIn this class, we ve learned some important words, such as endangered, mangrove swamps, habita

46、t, aquatic feed Weve also learned the target language How big are manatees? They ve about 10 feet long and they weigh about 1 000 pounds At last, we reviewed some grammar we havelearnedStep Homework1 Make conversations in pairs to review the target language 2 Make five sentences to review the gramma

47、r focus Step Blackboard DesignUnit 15 We re trying to save the manatees!Section AThe Second PeriodMake sentences to review the grammar focus:（ 1） He is reading a story book （ 2） I go to school by bike She does her homework every day（ 3） I used to go swimming when I was a child （ 4） Our classroom is

48、cleaned every day（ 5） I have already finished my homework 9/25Unit 15 We re trying to save the manatees!The Third Period Teaching Aims and Demands1 Knowledge Objects（ 1） Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge（2） Target Language I think that animals should not li

49、ve in zoos I disagree with you I feel that zoos provide clean and safe places for endangered animals to live 2 Ability Objects（ 1） Train studentsintegrating skills （ 2） Train the ability of expressing students own opinions 3 Moral objectAnimals are our friends We must know how to love them and how t

50、o protect them That way, It is good for both animals and us Teaching Key PointTrain studentsintegrating skills Teaching Difficult PointHow to improve students integrating skills Teaching Methods1 Fast-reading method2 Groupwork and pairwork Teaching Aids1 A projector2 The blackboard Teaching Procedur

51、esStep I RevisionT: Yesterday we learned the target language and reviewed some grammar Now who can make sentences using the grammar we reviewed yesterdayS1 : I m answering a question S2 : My mother goes shopping every week S3 : She used to live in the countryside, but now she lives in the city S4 :

52、He was made to do soS5 : She has learned a lot of new words 10/25T: Very good Step 3aThis activity provides reading practice u-sing the target language Show the key vocabulary words on the screen by a projector against prep 反對(duì)；違反suitable adj 合適的；適宜的tiny adj 極小的；微小的cage n 籠子；囚籠educate v 教育；培養(yǎng)public adj & n 公眾（的）；民眾（的）care for 關(guān)懷；照顧urge v 強(qiáng)烈要求；竭力主張Read the words and ask students to re-peat again and again until they can pronounce the words fluently and accurately Go through the instructions with the whole class Invite a student to read t