Unit 15 We’re trying to save the manatees!


 

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 vocabulary2Listening-and-answering activity to help

students go through with the listening material3Groupwork 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 screenShow 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 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 greatA playful animal is full of funAn aggressive animal is fond of quarrels and quick-temperedA 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 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 1aTell that you will hear Ginny and Victor talk about the animals in the picture in Activity 1aNow please listen to the recording carefully and circle the words on the list that they use to describe the animals

Check the answersAnswers: These words should be circled: aggressive, gentle, shy, furry, gray, fast, spotted

Step 1c

This activity provides Ss speaking English using the target language.

First get Ss to read the model conversation on the right and make sure they know what to do.

Tell students to think of an animal that is the same as them in some waysTake 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 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 aboutAnd review the new words in the box in

Activity 1a

Step Blackboard Design

Unit 15 We’re trying to save the manatees!

Section A  The First Period

1Key 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

1Key Vocabulary:

 endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound

2Target Language:-- How big are manatees?

--They’re about 10 feet long and they weigh about 1 000 pounds

2 Ability Objects:1Train students’ listening ability.(2Train 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 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 2a

This activity provides guided listening practice using the target language

 .Look at the picture Ask, What can you see in the picture? A manatee is in the water.)

.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 carefullyCheck the answers with the class

Answers  1 b 2 d 3 a 4 c

Step 2b

This activity provides listening practice u-sing the target language

.Go through the instructions with the classSay you will hear the same recording againPlay the recording againGet students to fill in the blanks in the chart

.Check the answers with the class

Answers:

Kind of animal: manatee

Numbers: 2 500 in the U S

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 2c

This activity provides guided oral practice for Ss using the target language.

 .Look at the sample conversation in the box. Invite a pair of students to read it to the class

.Read the instructions aloud to the class. Each pair of students can make a conversation using information from Activities 2a and 2bLet students work in pairs for a few minutes. While they are working, move 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 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 Grammar Focus

Look at the grammar focus boxInvite five students to read the statements to the class

Put 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 classHave 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

While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences

Ask one student of each group to show their workAs the students show their work, ask questions and correct any errors in their explanations or sentences

Step 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 learnedAfter class make conversations in pairs to review the target languageAnd make five sentences to review the grammar focus

Step 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

1Knowledge Objects

1 Key Vocabularybe against, be suitable for, tiny cages, educate, care for, urge

2Target Language: I think that animals should not live in zoosI disagree with you I feel that zoos provide clean and safe places for endangered animals to live

2Ability Objects:1Train students’ integrating skills 2Train the ability of expressing students’ own opinions

3 Moral object

Animals are our friendsWe must know how to love them and how to protect themThat 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

1Fast-reading method            2Group work and pair work

. Teaching Procedures

Step  I Revision

T: Yesterday we learned the target language and reviewed some grammarNow who can make sentences using the grammar we reviewed yesterdayGet several Ss to act in class.

Step 3a

This activity provides reading practice using the target language

. Show the key vocabulary words on the BbRead the words and ask students to repeat again and again until they can pronounce the words correctly

. Go through the instructions with the whole class and then invite a student to read the letter to the classCorrect any pronunciation errors to make sure the student is providing a good model for the rest of the class

. Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos

. 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 3b

This activity provides reading and writing practice using the target language

. go through the instructions with the classInvite a student to read the letter to the classCorrect any pronunciation errors to make sure the student is providing a good model for the rest of the class

. Ask students to read the letter againThen finish the work on their own or in pairsWhen 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 Part 4

This activity provides oral practice using the target language

.Go through the instructions with the classThere will be two different teamsOne team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals

.Look at the list of expressionsInvite a student to read the list aloud to the classThen get some students to use each expression in a complete sentencePut students in two teamsLet 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 youI 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

.Ask the two teams to debate in class

First, call on one team to give a statementThen ask the other team to give a statement that is related to the first statementHelp 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 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 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 Vocabularyplanet, recycle, shower, paper towels, napkins, turn off

2 Target Language---We really shouldn’t use paper napkins, you know

---I knowI 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 ObjectWe 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 knowI stopped using them last year

Ⅲ. Teaching Difficult Points: 1How to train students’ speaking and listening ability

                          2How to use the target language

Ⅳ. Teaching Methods

 1Listening method       2Pairwork 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 1a

This activity introduces new vocabulary

. Read the instructions aloud to the classThen ask: What’s the meaning of the phrase save the planet.(It means to keep planet Earth clean and not polluted.)

. Look at the five suggestions for ways to save the planetInvite a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion

1.stop riding in cars2..recycle books and paper3.turn off the lights when you leave a room

4.turn off the shower while you are washing your hair5.don’t use paper towels or napkins

. Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth

. 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 1b

This activity provides guided oral practice using the target language

. Read the instructions to the classYou will compare the answers you wrote for Activity la

Look at the example in the speech bubblesInvite a pair of students to read it to the class

SA: Recycling paper is really easy

SB: I agreeBut it’s hard to stop riding in cars

. Look back at the list of items in Activity 1a againFirst one student makes a statementThen the other student agrees or disagrees with itYou can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing

. 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 youI believe that we can use handkerchiefs

Step 2a

This activity provides listening practice with the target language and new vocabulary words

. Go through the instructions with the classAnd 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

turning off the lights       turning off the shower

stopping using paper napkins        taking your own bags when shopping

not riding in cars        riding a bike        recycling paper

 

. Play the recording for this activity for the students to listen. and check the things Julia and Jack talk aboutIf necessary, play the recording again

. Check the answers with the class

Answers:  They talk about: turning off the lights, turning off the shower

taking your own bags when shopping.⒋  not riding in cars, riding a bike

Step 2b

This activity gives students practice in understanding the target language in spoken conversation

. You will hear the same recording againListen and check the things that Julia is doing now, the things She will do in the future, and the things she would never do

. Point to the three column headings in the chart and let students read the headings again on their ownNow listen to the recording carefully and check the thingsPlay the recording again if necessaryCorrect the answers

Answers

Things 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

shower not riding in cars or riding a bike

Step 2c

This activity provides guided oral practice for Ss using the target language

. Look at the sample conversationInvite a pair of students to read it aloud to the class

. Go through the instructions with the whole classSay, Have a conversation about the items in the chartTalk about which of these things you do now, which you will do in the future, and which you would never do

. Get students to work in pairsWhile they are working, walk around the classroom checking the progress of the pairs and offering help as neededInvite one or two pairs to say their conversations to the class

SA: We should turn off the lights when we leave a roomSB: I always do that

SA: We should take our own bags when shoppingSB: That’s easyI 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 homeIt takes me one hour to ride to school every day

Step Summary and Homework

In this class, we’ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn offWe’ve also learned the target language: --- We really shouldn’t use paper napkins, you know --- I knowI 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 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:

 1Improve students’ integrating skills-reading skill and writing skill

 2Improve 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

1How to improve students’ reading ability  2How to improve students’ speaking ability

Ⅳ.Teaching Methods

1Reading method to improve students’ reading ability

2Writing method to improve students’ writing ability  3Speaking method

Ⅴ.Teaching Procedures

Step Revision

Revise the target language presented in this unitCheck homeworkAsk some pairs to read out their conversations

Step 3a

This activity provides reading practice using the target language

. Teach the new wordsRead the words and ask students to repeat them again and again until they can pronounce them correctly and fluently

. 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 doEncourage students to think about questions beginning with who, what, when, where, why and how

. Now read the articleThen write your questions in your exercise bookHave students do the activity in pairsStudents should discuss why they would want to know the answer to each questionWhen they work, move around the classroom, checking the progress of the pairs and providing help as needed

. Check the answers with the class

Step 3b

This activity provides reading and writing practice using the target language

⑴.   Look at the Before picturePlease 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 pictureSay to student “Please find out things made from recycled materials from the Before picturethe backpack, the hat, the scarf

. Go through the instructions with the classMake sure students know what to doAsk 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 pantsHis backpack is made from a pair of pants

. Get students to complete the article individuallyWhile 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 himAt school, everyone calls him Mr RecyclingHis hat is made fromused to bea trash can cover His backpack used to beis made froma pair of pantsHis scarf is made fromused to bea napkin

Step Part 4

This activity provides reading, writing, and oral practice using the target language

⑴.     Read the instructions aloud to the classAnd say: please tell me the things that you recycle.(paper, glass, aluminum cans, plastic, or cardboard

. Look at the survey formInvite a student to read the headings aloud to the classBrainstorm other items to add to the listSay, Talk to your classmates and find out who recycles each item on your listLet students move around the classroom and ask their classmates about their recycling habitsWhen students finish, check the work

. 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 students20

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 Summary and Homework

In this class, we’ve done a lot of practice reading and writing as well as speaking

After class 1Read the article in Activity 3a again for further comprehension

2Complete the article in Activity 3b

3Do the survey in Activity 4 if students haven’t finish it

Step 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 fromused to bea trash can cover His backpack used to be is made froma pair of pants His scarf is made fromused to bea 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 habitsThey are not only good for ourselves but also good for our society

Ⅱ. Teaching Key Points:  1Fill in blanks and make sentences 2Write conversations

Ⅲ. Teaching Difficult Point : Make students using support, endangered, cycle, wear, pull down

Ⅳ. Teaching Methods

1Teaching by explanation   2Speaking method   3Writing method

Ⅴ.Teaching Procedures

Step Revision

Check homeworkInvite a few students to read the article in Activity 3a. Then let a student read his or her own article

Step

This activity focuses on vocabulary introduced in the unit

. Look at the words in the boxInvite a student to read themMake sure the students understand the meaning of each word. Then get students to fill in the blanks on their own

. Check the answersAsk five students each to read a sentence, filling in the blanksThe rest of the students check their answers

. Then have students make their own sentences with the words, preferably sentences that are meaningfulWalk around the classroomCollect a few students’ answers with mistakes on the blackboardThen help students correct the mistakes

Step Part 2

This activity provides speaking and listening practice using the target language

. Go through the instructions with the classInvite a pair of students to model part of the sample dialogue adding their own answersCorrect 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

. Get students to finish the conversations in pairsThen 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 Just for Fun!

This activity provides reading and speaking practice with the target language

. Invite a pair of students to read the conversation aloud to the classAsk all the students to read the conversation againThen let students look at the pictureAsk: 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.)

. Ask some pairs of students to present this conversation to the rest of the class

Step 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 6264 of the workbook

Step 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: