Unit 15 We’re trying to save the manatees!
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary: manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted
（2） Target Language
--I am like this animal because I am strong and intelligent．
--I like water, and I like to eat vegetables．
2． Ability Objects
（1） Train students’ listening ability． （2） Train students’ communicative competence．
3． Moral Object: Love all kinds of animals because they are our friends．
Ⅱ． Teaching Key Point: Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Methods
1． Didactic to learn the new vocabulary．2．Listening-and-answering activity to help
students go through with the listening material．3．Groupwork to make every student work in class,
Ⅵ． Teaching Procedures
Step I Revision
Now let’s review five different verb tenses． Can you name the five tenses? Please look at the screen．Show the names of the five tenses on the screen by a projector along with a sample sentence for each．
|
present progressive: You’re reading these sentences． present: We use our books every day． past 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 haven’t finished Unit15 yet． |
Invite a student to read the verbs in these sentences． Then get other students to briefly explain what each tense is used for．
Present progressive describes things that are happening right now．
Present describes things that happen all the time or usually happen．
The past with used to describes things that were a certain way in the past, but have changed now．
The passive voice describes things that we don’t know who did, or we don’t care who performed the action．
The present perfect describes recent events．
Get students to think of two or three more sample sentences using each type of verb． Have several students read their sentences．
Step Ⅱ 1a
This 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 animal．
African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves．
Make sure students can read the words correctly and fluently．
Read the directions to the class． Point to the list of words in the box． Read the words and let students repeat them． Then get different students to explain what they think each word means in their own words． For example, A gentle animal is quiet and not dangerous． A furry animal is covered with soft hair． Ask some students to explain any words students may not understand．
An enormous animal is very great．A playful animal is full of fun．An aggressive animal is fond of quarrels and quick-tempered．A spotted animal is marked with spots．
Let students begin filling in the answers on their own． When they work, walk around the classroom checking their progress and answering any questions they may have． After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures．
Check the answers with the whole class．
Let students say the words they wrote under each heading．
Possible answers: manatee: gentle, shy; chimpanzees: noisy; elephants: enormous, gray
kangaroos: playful ; cheetahs: spotted, fast; polar bears: aggressive, furry
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Go through the instructions with the class and Look back at the list of words in Activity
Check the answers．Answers: These words should be circled: aggressive, gentle, shy, furry, gray, fast, spotted
StepⅣ
This activity provides Ss speaking English using the target language.
⑴First get Ss to read the model conversation on the right and make sure they know what to do.
⑵Tell students to think of an animal that is the same as them in some ways．Take a few minutes to write down a statement to describe how you are similar to the animal you choose． A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about．
Step Ⅴ Summary and Homework
In this class, we’ve learned some important words such as manatee, kangaroo, Polar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve also learned the target language. After class get students to write down some statements and read them to their partners and let the partners guess what animals they are talking about．And review the new words in the box in
Activity 1a．
Step Ⅶ Blackboard Design
|
Unit 15 We’re trying to save the manatees! Section A The First Period 1．Key words: 2. Target language: I am like this animal because I am strong and intelligent． |
教学反思：
Unit 15 We’re trying to save the manatees!
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1）Key Vocabulary:
endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound
（2）Target Language:-- How big are manatees?
--They’re about 10 feet long and they weigh about 1 000 pounds．
2． Ability Objects:（1）Train students’ listening ability．（2）Train students’ speaking ability．
（3） Train students’ the ability of using grammar focus．
3.Moral Object:
We must be fully aware of the importance of reducing pollution and protecting animals．
Ⅱ． Teaching Key Points
1． Key Vocabulary: endangered, mangrove, swamps, habitat, aquatic feed
2． Target Language
---How big are manatees?
---They’re about 10 feet long and they weigh about 1 000 pounds．
Ⅲ． Teaching Difficult Points
1． the target language
2． How to train students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve students’ listening ability．
2． Pairwork to make every student work in class．
3． Review, explanation, inductive methods
Ⅴ． Teaching Procedures
Step Ⅰ Revision
Check homework． Get some pairs to act out their conversations． When they work, the rest of students also guess what animals they are talking about．
Step Ⅱ 2a
This activity provides guided listening practice using the target language．
⑴.Look at the picture． Ask, What can you see in the picture? （A manatee is in the water．）
⑵.Go through the instructions with the class. Say that you will hear two people talking about manatees． Listen and draw a line between each word and its definition．
Play the recording for students to listen to the recording carefully．Check the answers with the class．
Answers 1． b 2． d 3． a 4． c
Step Ⅲ 2b
This activity provides listening practice u-sing the target language．
⑴.Go through the instructions with the class．Say you will hear the same recording again．Play the recording again．Get students to fill in the blanks in the chart．
⑵.Check the answers with the class．
Answers:
|
Kind of animal: manatee Numbers: 2 Habitat: water under trees in mangrove swamps Reason why they are endangered: swamps polluted, not enough food Description : large, three feet long, weighs 1 000 pounds |
Step IV
This activity provides guided oral practice for Ss using the target language.
⑴.Look at the sample conversation in the box. Invite a pair of students to read it to the class．
⑵.Read the instructions aloud to the class. Each pair of students can make a conversation using information from Activities
⑶.When students finish the work, ask one or two pairs to say their conversations to the class．
Conversation 1
SA: Where do manatees live? SB: They live in the water under the trees in mangrove swamps．
Conversation 2
SA : Why are manatees endangered?
SB : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．
Step Ⅴ Grammar Focus
⑴Look at the grammar focus box．Invite five students to read the statements to the class．
⑵Put the class in five groups and ask each group to become "experts" in one of the verb tenses and presents a review of that tense to the rest of the class．Have the students explain what the verb tense is used for and then give some sample sentences．Students can look back at the units where their verb tense was presented or practiced．
⑶While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences．
⑷Ask one student of each group to show their work．As the students show their work, ask questions and correct any errors in their explanations or sentences．
Step Ⅵ Summary and Homework
In this class, we’ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed． We’ve also learned the target language How big are manatees? They’ve about 10 feet long and they weigh about 1 000 pounds． At last, we reviewed some grammar we have learned．After class make conversations in pairs to review the target language．And make five sentences to review the grammar focus．
Step Ⅷ Blackboard Design
|
Unit 15 We’re trying to save the manatees! Section A The Second Period Make 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 cleaned every day． （5） I have already finished my homework． |
教学反思：
Unit 15 We’re trying to save the manatees!
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1） Key Vocabulary：be against, be suitable for, tiny cages, educate, care for, urge
（2）Target Language: I think that animals should not live in zoos．I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．
2．Ability Objects:（1）Train students’ integrating skills． （2）Train the ability of expressing students’ own opinions．
3． Moral object
Animals are our friends．We must know how to love them and how to protect them．That way, It is good for both animals and us．
Ⅱ．Teaching Key Point: Train students’ integrating skills．
Ⅲ．Teaching Difficult Point: How to improve students’ integrating skills．
Ⅳ． Teaching Methods
1．Fast-reading method 2．Group work and pair work
Ⅴ. Teaching Procedures
Step I Revision
T: Yesterday we learned the target language and reviewed some grammar．Now who can make sentences using the grammar we reviewed yesterday．Get several Ss to act in class.
Step Ⅱ
This activity provides reading practice using the target language．
⑴. Show the key vocabulary words on the Bb．Read the words and ask students to repeat again and again until they can pronounce the words correctly．
⑵. Go through the instructions with the whole class and then invite a student to read the letter to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
⑶. Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos．
⑷. Check the answers with the class．
Answers:
|
Zoos are terrible places for animals to live． The animals are kept in tiny cages and can hardly move at all． And they are only given food once a day． |
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
⑴. go through the instructions with the class．Invite a student to read the letter to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
⑵. Ask students to read the letter again．Then finish the work on their own or in pairs．When they work, walk around the classroom, checking the progress of the pairs and offering help as needed．
Check the answers． Answers will vary but a good letter will take the points from the letter opposite to their point of view and argue with them．
A sample answer
|
Dear Editor, After reading the two letters, I realize that I must say something about animals and zoos． I don’t agree with Disgusted． In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all． I think zoos are very important to animals． They can stop many endangered animals from being killed or hunted． They can provide man with places for research work． Also we can visit the animals in the zoos to learn some knowledge to protect the animals better． Sincerely, ××× |
Step Ⅳ Part 4
This activity provides oral practice using the target language．
⑴.Go through the instructions with the class．There will be two different teams．One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals．
⑵.Look at the list of expressions．Invite a student to read the list aloud to the class．Then get some students to use each expression in a complete sentence．Put students in two teams．Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box．
SA : I think that animals should not live in zoos．
SB : I disagree with you．I feel that zoos provide clean and safe places for endangered animals to live in.
S1 : I think that elephants shouldn’t be kept in zoos．
S2 : I believe that animals in zoos live longer than animals in the jungle
⑶.Ask the two teams to debate in class．
First, call on one team to give a statement．Then ask the other team to give a statement that is related to the first statement．Help the teams make several different statements about a single point before going on to another point．
For example:
Team 1: I think that zoos are not suitable for animals to live in．
Team 2: Why do you think so?
Team 1: Because animals there are only given food once a day． They’re hungry．
Team 2: I disagree with you． I believe that many animals only eat once a day or once every few days． So, there is no need to worry about that．
Step Ⅴ Summary and Homework
In this class, we’ve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge． We’ve also done a lot of reading, writing and speaking practice using the target language．
After class write the letter to the editor to give your opinion.
Step Ⅶ Blackboard Design
|
Unit 15 We’re trying to save the manatees! Section A The Third Period Dear Editor, After reading the two letters, I realize that I must say something about animals and zoos． I don’t agree with disgusted． In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all． I think zoos are very important to animals． They can stop many endangered animals from being killed or hunted． They can provide man with places for research work． Also we can visit the animals in the zoos to learn some knowledge to protect the animals better． Sincerely, ××× |
教学反思：
Unit 15 We’re trying to save the manatees!
The Fourth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary：planet, recycle, shower, paper towels, napkins, turn off
（2） Target Language：---We really shouldn’t use paper napkins, you know．
---I know．I stopped using them last year．
2． Ability Objects
（1） Train students’ speaking and listening ability．
（2） Train students’ ability to understand the target language in spoken conversation．
（3） Train students’ ability to use the target language．
3． Moral Object：We should be aware of the importance of protecting the environment．
Ⅱ．Teaching Key Points
1． Key Vocabulary: planet, recycle, turn off
2． Target Language :--We really shouldn’t use paper napkins, you know．
---I know．I stopped using them last year．
Ⅲ． Teaching Difficult Points: 1．How to train students’ speaking and listening ability．
2．How to use the target language．
Ⅳ． Teaching Methods
1．Listening method 2．Pairwork to make every student work in class．
Ⅴ．Teaching Procedures
Step I Revision
Check homework, Invite a student to read his or her letter to the editor． Help correct any mistakes．
Step Ⅱ 1a
This activity introduces new vocabulary．
⑴. Read the instructions aloud to the class．Then ask: What’s the meaning of the phrase save the planet．（It means to keep planet Earth clean and not polluted．）
⑵. Look at the five suggestions for ways to save the planet．Invite a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion．
1.stop riding in cars．2..recycle books and paper．3.turn off the lights when you leave a room．
4.turn off the shower while you are washing your hair．5.don’t use paper towels or napkins．
⑶. Get students to write a number
⑷. Check the answers． Students will probably have different answers． Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do． For example: I think it is easy to turn off the lights when you leave room． Because everyone can do it without any effort． It is difficult to stop riding in cars． Many people go to work or go to school by car, because it is far away from their homes． Otherwise they will be late．
Step Ⅲ 1b
This activity provides guided oral practice using the target language．
⑴. Read the instructions to the class．You will compare the answers you wrote for Activity la．
Look at the example in the speech bubbles．Invite a pair of students to read it to the class．
SA: Recycling paper is really easy．
SB: I agree．But it’s hard to stop riding in cars．
⑵. Look back at the list of items in Activity
⑶. Have students work together, move around the classroom, checking the work and offering help as needed．
Ask a pair of students to say their answers as an example．
SA: Turning off the lights when you leave a room is really easy．
SB: I agree with you．
SA: Not using paper towels is really hard．
SB: I disagree with you．I believe that we can use handkerchiefs．
Step Ⅳ 2a
This activity provides listening practice with the target language and new vocabulary words．
⑴. Go through the instructions with the class．And say that you will hear Jack and Julia talk about what they are doing to help save the planet． Look at the chart． Invite a student to read the list of items that Julia and Jack talk about．
|
⒈ turning off the lights ⒉ turning off the shower ⒊ stopping using paper napkins ⒋ taking your own bags when shopping ⒌ not riding in cars ⒍riding a bike ⒎ recycling paper |
⑵. Play the recording for this activity for the students to listen. and check the things Julia and Jack talk about．If necessary, play the recording again．
⑶. Check the answers with the class．
|
Answers: ⒈ They talk about: turning off the lights, ⒉ turning off the shower． ⒊ taking your own bags when shopping．⒋ not riding in cars, riding a bike． |
Step Ⅴ 2b
This activity gives students practice in understanding the target language in spoken conversation．
⑴. You will hear the same recording again．Listen and check the things that Julia is doing now, the things She will do in the future, and the things she would never do．
⑵. Point to the three column headings in the chart and let students read the headings again on their own．Now listen to the recording carefully and check the things．Play the recording again if necessary．Correct the answers．
|
Answers ⒈Things Julia is doing now: turning off the lights．⒉Things Julia will do in the future: taking bags when shopping．⒊Things Julia will never do: turning off the ⒋shower not riding in cars or riding a bike． |
Step Ⅵ
This activity provides guided oral practice for Ss using the target language．
⑴. Look at the sample conversation．Invite a pair of students to read it aloud to the class．
⑵. Go through the instructions with the whole class．Say, Have a conversation about the items in the chart．Talk about which of these things you do now, which you will do in the future, and which you would never do．
⑶. Get students to work in pairs．While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite one or two pairs to say their conversations to the class．
|
SA: We should turn off the lights when we leave a room．SB: I always do that． SA: We should take our own bags when shopping．SB: That’s easy．I will do that in the future． SA: We shouldn’t really ride in cars． SB: I’ll never do that! Our school is far away from my home．It takes me one hour to ride to school every day． |
Step Ⅶ Summary and Homework
In this class, we’ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off．We’ve also learned the target language: --- We really shouldn’t use paper napkins, you know． --- I know．I stopped using them last year． After class talk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations．
Step Ⅸ Blackboard Design
|
Unit 15 We’re trying to save the manatees! Section B The Fourth Period Target language: A: We really shouldn’t use paper napkins, you know． B: I know． I stopped using them last year． |
教学反思：
Unit 15 We’re trying to save the manatees!
The Fifth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary： trash, pull down, be made from, glue, inspiration, bottle, spare time
（2） Practice reading an article． （3） Practice writing something using the target language．
2． Ability Object:
（1）Improve students’ integrating skills-reading skill and writing skill．
（2）Improve students’ speaking ability by talking to each other．
3． Moral Object
We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment．
Ⅱ．Teaching Key Point: Practice reading and writing using the target language．
Ⅲ．Teaching Difficult Points
1．How to improve students’ reading ability． 2．How to improve students’ speaking ability．
Ⅳ．Teaching Methods
1．Reading method to improve students’ reading ability．
2．Writing method to improve students’ writing ability． 3．Speaking method．
Ⅴ．Teaching Procedures
Step Ⅰ Revision
Revise the target language presented in this unit．Check homework．Ask some pairs to read out their conversations．
Step Ⅱ 3a
This activity provides reading practice using the target language．
⑴. Teach the new words．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．
⑵. Look at the article “The house of trash”．Go through the instructions with the class． Elicit one question from the class．( Who is Amy Winterbourne?）Make sure students know what to do．Encourage students to think about questions beginning with who, what, when, where, why and how．
⑶. Now read the article．Then write your questions in your exercise book．Have students do the activity in pairs．Students should discuss why they would want to know the answer to each question．When they work, move around the classroom, checking the progress of the pairs and providing help as needed．
⑷. Check the answers with the class．
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
⑴. Look at the Before picture．Please tell me the names of the things you see in the picture．（a trash can, a pair of pants, a napkin）.
⑵. Then look at the After picture．Say to student “Please find out things made from recycled materials from the Before picture．” （the backpack, the hat, the scarf）
⑶. Go through the instructions with the class．Make sure students know what to do．Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture．
For example: His backpack used to be a pair of pants．His backpack is made from a pair of pants．
⑷. Get students to complete the article individually．While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary．
Invite a student to read his or her completed article to the class．
Answers
Joe Winterbourne loves the clothes his mother made for him．At school, everyone calls him Mr Recycling．His hat is made from（used to be）a trash can cover． His backpack used to be（is made from）a pair of pants．His scarf is made from（used to be）a napkin．
Step Ⅳ Part 4
This activity provides reading, writing, and oral practice using the target language．
⑴. Read the instructions aloud to the class．And say: please tell me the things that you recycle．（paper, glass, aluminum cans, plastic, or cardboard）
⑵. Look at the survey form．Invite a student to read the headings aloud to the class．Brainstorm other items to add to the list．Say, Talk to your classmates and find out who recycles each item on your list．Let students move around the classroom and ask their classmates about their recycling habits．When students finish, check the work．
⑶. Let some students tell what they learned．
How many students did they talk to? Of this number, how many recycle paper?
How many turn off the lights when they leave the house?
A sample survey
|
Questions The number of students（20） recycle paper 12 turn off lights in the house 10 turn off the shower 2 while washing hair 8 take your own hags 5 when shopping 4 |
Step Ⅴ Summary and Homework
In this class, we’ve done a lot of practice reading and writing as well as speaking．
After class 1．Read the article in Activity
2．Complete the article in Activity 3b．
3．Do the survey in Activity 4 if students haven’t finish it．
Step Ⅶ Blackboard Design
|
Unit 15 We’re trying to save the manatees! Section B The Fifth Period Answers to Activity 3b Joe Winterbourne loves the clothes his mother made for him． At school, everyone calls him Mr Recycling． His hat is made from（used to be）a trash can cover． His backpack used to be （is made from）a pair of pants． His scarf is made from（used to be）a napkin． |
教学反思：
Unit 15 We’re trying to save the manatees!
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Fill in the blanks and make sentences using support, endangered, recycle, wear, pull down
（2） Write conversations using the information．
2． Ability Object: Train students’ writing ability．
3． Moral Object :We should form good habits．They are not only good for ourselves but also good for our society．
Ⅱ． Teaching Key Points: 1．Fill in blanks and make sentences． 2．Write conversations．
Ⅲ． Teaching Difficult Point : Make students using support, endangered, cycle, wear, pull down
Ⅳ． Teaching Methods
1．Teaching by explanation 2．Speaking method 3．Writing method
Ⅴ．Teaching Procedures
Step Ⅰ Revision
Check homework．Invite a few students to read the article in Activity
Step Ⅱ
This activity focuses on vocabulary introduced in the unit．
⑴. Look at the words in the box．Invite a student to read them．Make sure the students understand the meaning of each word. Then get students to fill in the blanks on their own．
⑵. Check the answers．Ask five students each to read a sentence, filling in the blanks．The rest of the students check their answers．
⑶. Then have students make their own sentences with the words, preferably sentences that are meaningful．Walk around the classroom．Collect a few students’ answers with mistakes on the blackboard．Then help students correct the mistakes．
Step Ⅲ Part 2
This activity provides speaking and listening practice using the target language．
⑴. Go through the instructions with the class．Invite a pair of students to model part of the sample dialogue adding their own answers．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
SA: What are three things you are supposed to do?
SB: I’m supposed to go to school on time, do my homework and clean my room．
⑵. Get students to finish the conversations in pairs．Then invite a few students to share their conversations with the class．
Answers will vary．
Sample conversations
Conversation 1
SA: What are three things you are supposed to do?
SB: I’m supposed to go home after school, finish my homework and go to bed at ten．
SA: What are you supposed to do when you meet your teacher?
SB: I’m supposed to greet my teacher．
Conversation 2
SA: What happened yesterday?
SB: I missed the bus． I was late for school．
SA: Why did you miss the bus?
SB: I got up late．
Conversation 3
SA: Give me that book,
SB: Please ask politely．
SA: I’m sorry． Could you please give me that book?
SB: Of course． Here you are．
Conversation 4
SA: How do you feel about soft music?
SB: It makes me relaxed．
SA: How about loud music?
SB: It makes me want to dance．
Conversation 5
SA: Do you need some help?
SB: Yes, I’m looking for your a bus stop．
SA: Walk along the street and turn left at the first turning． You will find it．
SB: Thank you for your help．
SA: You’re welcome．
Conversation 6
SA: Have you ever won anything?
SB: I won the best new singer last year．
Sa: That’s great． Have you had your own concert?
Sb: No, not yet．
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language．
⑴. Invite a pair of students to read the conversation aloud to the class．Ask all the students to read the conversation again．Then let students look at the picture．Ask: Who is happy that the pond is being cleaned up? （The toads．） How do the toads show their thanks? （They line up and bow their thanks．）
⑵. Ask some pairs of students to present this conversation to the rest of the class．
Step Ⅴ Summary and Homework
In this class, we’ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit． After class, please make sentences using the words in Activity 1 in your exercise books． Then finish off the exercises on pages 62～64 of the workbook．
Step Ⅵ Blackboard Design
|
Unit 15 We’re trying to save the manatees! Self check The Sixth Period Sample answers to Activity 1: 1． I hope to have your support． 2． It is more than 30 years since manatees were endangered． 3． Recycling paper is very important and necessary． 4． What do you like to wear? 5． The buildings that are dangerous must be pulled down． |
教学反思：