unit15教案.doc

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Unit 15 We’re trying to save the manatees!

Period 1
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 1 Revision
Now let’s review five different verb tenses． Show the names of the five tenses
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 2 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．
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．
Let students begin filling in the answers on their own．Check the answers with the whole class．
Let students say the words they wrote under each heading．
Answers
Step 3 1b
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．Check the answers．
Step 4 1c
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．
Step 5 Summary
In this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar 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 6 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 .

教学反思
Period 2
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 1 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 2 2a
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．
Read the sample answer． Then say, The word endangered means there aren’t very many of this animal left in the world． The manatee is endangered because there aren’t very many of these animals．
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 3 2b
This activity provides listening practice u-sing 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． Look at the sample answer． The two people on 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 with the class．
Step 4 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． 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 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．
Step 5 Grammar Focus
Look at the grammar focus box． Invite five students to read the statements to the class．
Some of the swamps have become polluted．
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 work． As the students show their work, ask questions and correct any errors in their explanations or sentences．
Step 6 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 7 Homework
1． Make conversations in pairs to review the target language．
2． Make five sentences to review the grammar focus．

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Period 3
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 1 Revision
Now who can make sentences using the grammar we reviewed yesterday．
Step 2 3a
This activity provides reading practice u-sing the target language． Show the key vocabulary words on the screen by a projector．
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 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．
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．
Step 3 3b
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 4 Part 4
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．
Ask the two teams to debate in class．
Step 5 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 6 Homework
1． Finish off the exercises on pages 61～62 of the workbook．
2． Write the letter to the editor．

教学反思
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Period 4
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 1 Revision
Check homework, Invite a student to read his or her letter to the editor． Help correct any mistakes．
Step 2 1a
Read the instructions aloud to the class．
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．
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．
Step 3 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 la．
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 4 2a
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． Check the answers with the class．
Step 5 2b
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．
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 6 2c
Look at the sample conversation． Invite a pair of students to read it aloud to the class．
Step 7 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 shouldn’t use paper napkins, you know． I know． I stopped using them last year．
Step 8 Homework
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．

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Period 5
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary trash, pull down, be made from, glue, inspiration, bottle, spare time
（2） Practise reading an article．
（3） Practise 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
Practise 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 Aids
1． A projector
2． The blackboard
Teaching Procedures
Step 1 Revision
Revise the target language presented in this unit． Check homework． Ask some pairs to read out their conversations．
Step 2 3a
Teach the new words． Show the new words on the screen by a projector．
Read the words and ask students to repeat them again and again until