资源描述
Unit 15 We’re trying to save the manatees!
Section A
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.
You're like an elephant. No.
You're like a manatee. Yes.
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.
Ⅴ．Teaching Aids：1．A tape recorder 2.The blackboard 3．A projector
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.
Invite a student to read the verbs in these sentences. Then get other students to briefly explain what each tense is used for.
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.
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.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Go through the instructions with the class. Look back at the list of words in Activity 1a.
Play the recording the first time. This time students only listen. Play the recording: a second time. Now listen to the recording again and circle the words you hear on the recording. Check the answers.
Step Ⅳ 1c
This activity provides oral practice using 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.
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. Don't say the name of the animal.
Step Ⅴ Summary
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 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. You're like a manatee. Yes!
Step Ⅵ Homework
1．Get students to write down some statements and read them to their partners. Let the partners guess what animals they are talking about.
2．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
Target language:
I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.
You're like an elephant. No.
You're like a manatee. Yes.
Unit 15 We’re trying to save the manatees!
Section A
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.
3．Structures
Present progressive
We're trying to save the manatees.
Present
Manatees eat about 100 pounds of food a day.
Past with “used to”
There used to be a lot of manatees.
Passive voice
In 1972, it was discovered that they were endangered.
Present perfect
Some of the swamps have become polluted.
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 Aids：1．A tape recorder 2．The blackboard
Ⅵ．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. Look at the picture. Ask, What can you see in the picture?
Go through the instructions with the class. You will hear two people talking about manatees. Listen and draw a line between each word and its definition.
Play the recording 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 class.
Step Ⅲ 2b
This activity provides listening practice using the target language.
Go 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.
Play the recording again. Get students to fill in the blanks in the chart. Check the answers with the class.
Step Ⅳ 2c
This activity provides guided oral practice 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.
When students finish the work, ask one or two pairs to say their conversations to the class.
Step Ⅴ Grammar Focus
Look at the grammar focus box. Invite five students to read the statements to the class.
Step Ⅵ Summary
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.
Step Ⅶ Homework
1．Make conversations in pairs to review the target language.
2．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.
Unit 15 We’re trying to save the manatees!
Section A
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
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．Groupwork and pairwork
Ⅴ．Teaching Aids：1．A projector 2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Step Ⅱ 3a
This activity provides reading practice using the target language. Show the key vocabulary words on the screen by a projector.
Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately. Go through the instructions with the whole class.
Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos.
Step Ⅲ 3b
This activity provides reading and writing practice using the target language. 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.
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.
Step Ⅳ Part 4
This activity provides oral practice using the target language.
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.
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.
Look at the sample language in the box. Invite a pair of students to read it to the class.
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.
Step Ⅴ Summary
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.
Step Ⅵ Homework
1．Finish off the exercises on pages 61～62 of the workbook.
2．Write the letter to the editor.
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,
×××
Unit 15 We’re trying to save the manatees!
Section A
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 Aids：1．A tape recorder 2．The blackboard
Ⅵ．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. 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.) 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.
Step Ⅲ 1b
This activity provides guided oral practice using the target language. Read the instructions to the class. You will compare the answers you wrote for Activity 1a.
Look at the example in the speech bubbles. Invite a pair of students to read it to the class.
Look back at the list of items in Activity 1a again. First one student makes a statement. Then the other student agrees or disagrees with it. You 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.
Step Ⅳ 2a
This activity provides listening practice with the target language and new vocabulary words.
Go through the instructions with the class. Now 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.
Play the recording for this activity for the students. The first time students only listen carefully. Play the recording a second time. Say, Listen to the recording again and check the things Julia and Jack talk about. Check the answers with the class.
Step Ⅴ 2b
This activity gives students practice in understanding the target language in spoken conversation.
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. Students check their answers. Correct the answers.
Step Ⅵ 2c
This activity provides guided oral practice using the target language. Look at the sample conversation. Invite a pair of students to read it aloud to the class.
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.
Step Ⅶ Summary
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 sh
展开阅读全文
浙ICP备2021020529号-1 | 浙B2-20240490 
