We’retryingtosavethemanatees教案。
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Unit15We’retryingtosavethemanatees!
I.Learningobjectives教学目标
Skill
Focus
▲Listenandtalkaboutanimals
▲Showdisagreementandagreement
▲Learntodescribeanimals
▲ReviewthetensesandusethemfreelyLanguage
Focus功能句式
Showdisagreementandagreement(P120)
Ithinkthatanimalsshouldnotliveinzoos.
Idisagreewithyou./Iagreewithyou.
Talkaboutwhatwecandofortheworld(P121,P123)
stopridingincars
don’tusepapertowelsornapkins
recyclebooksandpaper
—Howdoyoufeelabout...
—Itmakesme...
—Whatarethreethingsyouaresupposedtodo?词汇
1.重点词汇
pound,discover,expression,pull,planet,society,model,raise
2.认读词汇
manatee,furry,enormous,playful,aggressive,gray,spotted,kangaroo,chimpanzee,cheetah,mangrove,swamp,habitat,aquatic,underwater,vegetation,weigh,polluted,presentprogressive,presentsimple,infinitive,passivevoice,presentperfect,suitable,tiny,cage,disgusted,educate,urge,recycle,built,stuff,glue,roof,discard,tile,fence,can,recently,inspiration,spare,Winterbourne
3.词组
carefor语法
Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfectStrategy
Focus1.Classifying
2.ListeningforspecificinformationCulture
FocusTheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析
本单元以Protectingtheenvironment为话题,共设计了三个部分的内容:
SectionA
该部分有4个模块:第一模块围绕Describingtheanimals这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕We’retryingtosavethemanatees进行听力(2a-2b)、口语(2c)训练;第三模块以Whethertobuildzoos就如何保护动物这一话题展开讨论,观点一:反对建动物园(3a);观点二:支持动物园建设(3b);第四模块仍就是否需要动物园这一话题,以小组活动形式展开讨论(4)。
SectionB
该部分有4个模块:第一模块以Howtosavetheplanet展开话题,列举观点(1a),并展开讨论(1b);第二模块仍然以“保护环境”为话题,继续对Howtosavetheenvironment进行听力(2a-2b)、口语(2c)训练;第三模块围绕Howtorecycle这一话题展开阅读(3a)和写作(3b)训练;第四模块仍以Recycling为话题,以口语训练形式展开小组活动(4)。
Selfcheck
该部分有2个模块:第一模块以填空形式对所学词汇进行训练(1);第二模块要求利用所给句型展开自由对话,以训练学生对所学知识的实际运用能力(2)。2.教材重组和课时分配
Period1(SectionA:1a,1b,1c,2a,2b,2c)
Newfunctionpresenting
Period2(SectionA:3a,3b,4)
Practice
Period3(SectionB)Integratingskills
Period4(Selfcheck:1,2)
ComprehensivereviewIII.TeachingplansStepIRevisionandLead-in
Askthestudentstoshowtheirwork.
T:Inthelastunit,we’velearnedtotalkaboutthethingsthatwehavedone.NowI’llaskyouaquestion:Haveyoueverbeentoazoo?Whatkindofanimalscanyouseeinit?
S1:Inthezooofourcitywecanseetigers,lions,elephants,andmonkeys.
S2:Icanseedeerandsheep.
S3:Wecanseesomechickens,birds,camelsandhorses....
T:Haveyoueverseencheetahs,pandasormanateesinourzoos?
Ss:No,wehaven’t.
T:Doyouknowwhywecan’tseetheseanimalsinourzoos?
Ss:Ithinktheyarerare./Therearen’tanyinourcountry...
T:Someanimalscan’tbeseenbecausetheyareendangered.Soweshouldprotectthem.
Showthepictureofamanatee.
T:Nowlookatthepicture.Thisanimaliscalledmanatee.It’sendangered,too.Wecan’tseeitinthezoo,either.OK!Todaywe’lllearnUnit15.We’retryingtosavethemanatees!
Writedownthetopic:We’retryingtosavemanatees!
Askthestudentstolookatthepictureandanswerthequestion.
T:Weknowanimalsareourbestfriends.Nowlookatthepicture,pleasetellmewhichanimalyoulikebestandwhyyoulikeit.
Showapicturetothestudents.S1:Ilikepandasbestbecausetheyaregentle.
Writetheword“gentle”ontheblackboardandaskformoreideasfromotherstudents.
S2:Iliketigersbestbecausetheyarethekingsoftheanimals.
T:Weknowtigersareveryaggressive.
Writetheword“aggressive”downontheblackboard.
S3:Ilikemonkeysbestbecausetheyarecleverandtheycanclimbtreesveryquickly.Theyareplayful.
Writedownmoreusefulwordsontheblackboard.StepIIBrainstorming(1a:P118)
T:Good.Whenwedescribeanimals,weoftenusesomeadjectives,suchasenormous,spotted,gray...Nowpleasefindoutthewordsthatcandescribetheanimals.Youcanusetheadjectivesfrom1a.
Kangaroos:____________________________
Manatees:____________________________
Cheetahs:____________________________
Polarbears:____________________________
Elephants:____________________________
Chimpanzees:____________________________
Sampleanswers:
Kangaroos:playful,fast,big
Manatees:gentle,shy,enormous
Cheetahs:spotted,fast,aggressive
Polarbears:aggressive,furry,fat
Elephants:enormous,gray,strong
Chimpanzees:noisy,furry,uglyStepIIIListeningandOralPractice(1b,1c:P118)
T:NextyouwillhearGinnyandVictortalkingabouttheanimalsinthepicturein1a.Pleaselisten.Forthefirsttime,getthemainidea.Keepdownthewordsusedtodescribetheanimalswhilelistening.OK?
Playtherecording.Thenchecktheanswers.
T:Wejustnowheardthatmanateesaregentleandveryshy.Ithinkdifferentpeoplearelikedifferentanimalstosomeextent.Differentanimalshavedifferentcharacters.Forexample,Jimislikeamonkeybecauseheiscleverandhecanclimbtreesveryquickly.Pleasetalkwithyourpartnersaboutwhatyouarelike.First,readtheexamplefrom1cintheboxplease.
Letthestudentsworkwiththeirpartners.
T:Whichpairswouldliketoactoutyourdialogues?
Sampledialogue1:
S1:IamlikethisanimalbecauseIamstrongandliveintheforest.
S2:Youarelikealion.
S1:No.
S2:Youarelikeatiger.
S1:No.BecauseIdon’teatmeat.
S2:Youarelikeanelephant.
S1:Yes.Youareright.
Sampledialogue2:
S1:I’mlikethisanimalbecauseI’mspotted.IliketoeatmeatandIcanrunfast.
S2:You’relikeatiger.
S1:No.
S2:Youarelikeacheetah.
S1:Yes.
Sampledialogue3:
S1:IamlikethisanimalbecauseIamgentleandveryshy.Iliveinwater.
S2:You’relikeamanatee.
S1:Yes!Youaregreat!StepIVListeningPractice(2a,2b:P119)
T:OK.Weallknowthatmanateesaregentleandveryshy.Theyliveinwaterandlikeeatingvegetables.Butdoyouwanttoknowmoreaboutthem?Firstlet’slookatthepictureonpage119.Canyousaymoreaboutmanatees?
Sampleanswers:
S1:Ithinktheyarelivinginthewater.
S2:Ibelievethattheyeataquaticfood.
S3:Ifeelthattherearen’tmanyofthem.
S4:Iknowthattheyliveinaplacewheretreesgrowinwater.
S5:Ithinktheyareendangered.
Askthestudentstolistentotherecording.
T:Verywell.Ithinkyouranswersareallright.Manateesintheworldarefewerandfewer.Weshouldsavethem.Weshouldtakecareoftheenvironmentthattheyarelivingin.Nowlet’slistentothetape.Firstlistentotherecordingandmatchthewordsanddefinitionsin2a.
Playtherecordingforthefirsttime.
T:Listenagainandcheckyouranswers.
Playtherecordingforthesecondtime.Checktheanswers.
T:You’llhearthesameconversationagain.Thistimecompletethechartin2b.Putyouranswersontheline.
Playtherecordingagain,thenchecktheanswers.StepVPairwork(2c:P119)
T:Afterlistening,weknowmoreaboutmanatees.Weknowthattheyarefewerandfewer.Thegovernmenthaspassedlawstoprotectthem.Theyeatalotoffoodeveryday.Theyareenormous.Canyoumakeconversationsabouttheanimalinpairs?Youcanbaseonthemodeldialoguein2c.
Asampledialogue:
S1:HowmanymanateesarethereintheUS?S2:About2,500.
S1:Wherearetheyliving?
S2:Theirfavoritehabitatisinthewaterunderthetreesinmangroveswamps.
S1:Whyaretheyendangered?
S2:Someoftheswampshavebeenpolluted.
S1:Dotheyeatalot?
S2:Yes,theydo.
...StepVIGrammar(GrammarFocus:P119)
Helpthestudentssumupthefollowingpatterns.
时态
谓语动词的形式(do)
一般现在时
do/does
一般过去时
did
现在进行时
be(am/is/are)doing
现在完成时
have/hasdone
一般过去时被动语态
was/weredone
现在完成时被动语态
have/hasbeendoneT:LookattheGrammarFocusboxonpage119.Nowwho’dliketoreadthesentencestotheclass?
Askastudenttoreadthesentencesinthebox.
T:Canyoumakesomesentenceswiththedifferenttensesandpassivevoice?Pleasewritedownyoursentencesinyourexercisebooks.
Askthestudentstodomorepracticingexercises,suchasthefollowing:
Fillintheblankswiththerightformsofthegivenwords.
1.Everydaymymother_____(get)upearly.
2.Thedinosaureggs_____(discover)manyyearsagobyscientists.
3.Listen!Somechildren_____(sing)anEnglishsongoverthere.
4.Inourhometownthereusedto_____(be)manyoldtrees.
5.Mywork_____(notfinish)yet.Ican’tgoouttoplaywithyou.
Sampleanswers:
1.gets2.werediscovered3.aresinging
4.be5.hasn’tbeenfinishedStepVIIHomework
T:Inthisclass,we’veheardtwospokenconversations:inthefirstconversation,weheardaboutsomeadjectivesfordescribinganimals;inthesecond,weheardsomethingaboutmanatees.Afterclass,pleaselistentotheconversationsagain.Makesomesentenceswithdifferenttenses.ThenrememberthenewwordsinSectionB.
延伸阅读
Unit15We’retryingtosavethemanatees!教案
Unit15We’retryingtosavethemanatees!
TheFirstPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
manatee,cheetah,chimpanzee,kangaroo,polar-bear,gentle,furry,enormous,playful,noisy,aggressive,spotted
(2)TargetLanguage
IamlikethisanimalbecauseIamstrongandintelligent.Ilikewater,andIliketoeatvegetables.
You’relikeanelephant.
No.
You’relikeamanatee.
Yes.
2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.
3.MoralObject
Loveallkindsofanimalsbecausetheyareourfriends.
Ⅱ.TeachingKeyPoint
TargetLanguage
Ⅲ.TeachingDifficultPoints
1.Howtotrainstudents’listeningability.
2.Howtotrainstudents’communicativecompetence.
Ⅳ.TeachingMethods
1.Didactictolearnthenewvocabulary.
2.Listening-and-answeringactivitytohelp
studentsgothroughwiththelisteningmaterial.
3.Groupworktomakeeverystudentworkinclass,
Ⅴ.TeachingAids
1.Ataperecorder
2.Theblackboard
3.Aprojector
Ⅵ.TeachingProcedures
StepIRevision
Nowlet’sreviewfivedifferentverbtenses.Canyounamethefivetenses?Pleaselookatthescreen.
Showthenamesofthefivetensesonthescreenbyaprojectoralongwithasamplesentenceforeach.
presentprogressive:You’rereadingthesesentences.
present:Weuseourbookseveryday.
pastwithusedto:Heusedtoliveinthecountryside.
passivevoice:Ourclassroomisfoundattheendofthehall.
presentperfect:WehavealreadyfinishedUnit14.Wehaven’tfinishedUnit15yet.
Inviteastudenttoreadtheverbsinthesesentences.Thengetotherstudentstobrieflyexplainwhateachtenseisusedfor.
Presentprogressivedescribesthingsthatarehappeningrightnow.
Presentdescribesthingsthathappenallthetimeorusuallyhappen.
Thepastwithusedtodescribesthingsthatwereacertainwayinthepast,buthavechangednow.
Thepassivevoicedescribesthingsthatwedon’tknowwhodid,orwedon’tcarewhoperformedtheaction.
Thepresentperfectdescribesrecentevents.
Getstudentstothinkoftwoorthreemoresamplesentencesusingeachtypeofverb.Haveseveralstudentsreadtheirsentences.
StepⅡ1a
Thisactivityintroducesthekeyvocabulary.
Lookatthesignsoneachanimal’spictureandreadthewordstotheclass.Getstudentstorepeatthenameofeachanimal.
Africanelephants,chimpanzees,kangaroos,manatees,cheetahs,polarbears.Ifnecessary,readthewordsandaskstudentstorepeatthemagain.Thenhavestudentsreadthewordsbythemselves.
Makesurestudentscanreadthewordscorrectlyandfluently.
Readthedirectionstotheclass.Pointtothelistofwordsinthebox.Readthewordsandletstudentsrepeatthem.Thengetdifferentstudentstoexplainwhattheythinkeachwordmeansintheirownwords.Forexample,Agentleanimalisquietandnotdangerous.Afuryanimaliscoveredwithsofthair.Asksomestudentstoexplainanywordsstudentsmaynotunderstand.
Anenormousanimalisverygreat.
Aplayfulanimalisfulloffun.
Anaggressiveanimalisfondofquarrelsandquick-tempered.
Aspottedanimalismarkedwithspots.
Letstudentsbeginfillingintheanswersontheirown.Whentheywork,walkaroundtheclassroomcheckingtheirprogressandansweringanyquestionstheymayhave.Afterstudentshavefinishedusingallthewordsfromthebox,letthestudentswritesomeotherwordsintheblanksbelowsomeofthepictures.
Checktheanswerswiththewholeclass.
Letstudentssaythewordstheywroteundereachheading.
Answers
Possibleanswers
manatee:gentle,shy
chimpanzees:noisy
elephants:enormous,gray
kangaroos:playful
cheetahs:spotted,fast
polarbears:aggressive,furry
StepⅢ1b
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Gothroughtheinstructionswiththeclass.LookbackatthelistofwordsinActivity1a.YouwillhearGinnyandVictortalkabouttheanimalsinthepictureinActivity1a.Nowpleaselistentotherecordingcarefullyandcirclethewordsonthelistthattheyusetodescribetheanimals.
Playtherecordingthefirsttime.Thistimestudentsonlylisten.Playtherecordingasecondtime.Nowlistentotherecordingagainandcirclethewordsyouhearontherecording.
Checktheanswers.
Answers
Thesewordsshouldbecircled:
aggressive,gentle,shy,furry,gray,fast,spotted
Tapeseript
Boy:Hey,Ginny,What’sthatbig,furryanimalinthepond?
Girl:It’sapolarbear,Victor.They’rekindofaggressive.
Boy:Arethey?Theylookslikereallylovewater.
Girl:Uh-huh.
Boy:Andwhatdoyoucallthosebig,graythingsinthewater?
Girl:They’recalledmanatees.
Boy:What?
Girl:Manatees.They’reverygentleandveryshy.
Boy:Oh.Andhowabouttheyellowandblackspottedanimalsinthatcage?
Girl:They’recheetahs.Thecheetahisthefastestanimalonearth.
StepⅣ1c
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Gothroughtheinstructionswiththewholeclass.
Lookatthesampleconversationintheboxandgetthreestudentstoreaditaloudtotheclass.
SA:IamlikethisanimalbecauseIamstrongandintelligent.Ilikewater,andIliketoeatvegetables.
SB:You’relikeanelephant.
SA:No.
SC:You’relikeamanatee.
SA:Yes!
Tellstudentstothinkofananimalthatisthesameastheminsomeways.Takeafewminutestowritedownastatement.
Say,Youcanwriteasentenceortwothatdescribeshowyouaresimilartotheanimalyouchoose.Don’tsaythenameoftheanimal.
Afewminuteslater,letstudentreadtheirstatementstotheclassandseehowquicklytheotherstudentscanguesswhatanimalthestudentsistalkingabout.
Statement1
S1:IamlikethisanimalbecauseIamplayfulandfunny.
Ss:You’relikeapolarbear.
S1:No.
Ss:You’relikeakangaroo.
S1:Yes!
Statement2
S2:IamlikethisanimalbecauseIrunveryfast.Iliketowearcolorfulclothes.
Ss:You’reakangaroo.
S2:No.
Ss:You’relikeacheetah.
S2:Yes!
Note
like—(hereprep.)inthemannerof
StepⅤSummary
Inthisclass,we’velearnedsomeimportantwordssuchasmanatee,kangaroo,Po;;arbear,gentle,furry,enormous,playful,noisy,aggressive,spotted.We’vealsolearnedthetargetlanguageIamlikethisanimalbecauseIamstrongandintelligent.Ilikewater,andIliketoeatvegetables.Youarelikeanelephant.No.You’relikeamanatee.Yes!
StepⅥHomework
1.Getstudentstowritedownsomestatementsandreadthemtotheirpartners.
Letthepartnersguesswhatanimalstheyaretalkingabout.
2.Reviewthenewwordsintheboxin
Activity1a.
StepⅦBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionA
TheFirstPeriod
Targetlanguage:
IamlikethisanimalbecauseIamstrongandintelligent.Ilikewater,andIliketoeatvegetables.
You’relikeanelephant.
No.
You’relikeamanatee.
Yes.
Unit15We’retryingtosavethemanatees!
TheSecondPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
endangered,mangrove,swamp,habitat,aquaticfeed,underwater,vegetation,
foot,weigh,pound
(2)TargetLanguage
Howbigaremanatees?
They’reabout10feetlongandtheyweighabout1000pounds.
2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’speakingability.
(3)Trainstudents’theabilityofusinggrammarfocus.
3.MoralObject
Wemustbefullyawareoftheimportanceofreducingpollutionandprotectinganimals.
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
endangered,mangrove,swamps,habitat,aquaticfeed
2.TargetLanguage
Howbigaremanatees?
They’reabout10feetlongandtheyweighabout1000pounds.
3.Structures
Presentprogressive
We’retryingtosavethemanatees.
Present
Manateeseatabout100poundsoffoodaday.
Pastwith"usedto"
Thereusedtobealotofmanatees.
Passivevoice
In1972,itwasdiscoveredthattheywereendangered.
Presentperfect
Someoftheswampshavebecomepolluted.
Ⅲ.TeachingDifficultPoints
1.thetargetlanguage
2.Howtotrainstudents’listeningability.
Ⅳ.TeachingMethods
1.Listeningmethodtoimprovestudents’listeningability.
2.Pairworktomakeeverystudentworkinclass.
3.Review,explanation,inductivemethods
Ⅴ.TeachingAids
1.Ataperecorder
2.Theblackboard
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.Getsomepairstoactouttheirconversations.Whentheywork,therestofstudentsalsoguesswhatanimalstheyaretalkingabout.
StepⅡ2a
Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.Lookatthepicture.Ask,Whatcanyouseeinthepicture?(Amanateeisinthewater.)
Gothroughtheinstructionswiththeclass.Youwillheartwopeopletalkingaboutmanatees.Listenanddrawalinebetweeneachwordanditsdefinition.
Readthesampleanswer.Thensay,Thewordendangeredmeanstherearen’tverymanyofthisanimalleftintheworld.Themanateeisendangeredbecausetherearen’tverymanyoftheseanimals.
Playtherecordingforstudentsthefirsttime.Thistimestudentsonlylistentotherecordingcarefully.Playtherecordingasecondtime.Thistimestudentsdrawlinesbetweeneachwordanditsdefinition.
Checktheanswerswiththeclass.
Answers
1.b2.d3.a4.c
Tapescript
Boy:Canyoutellusaboutthemanatees,please?
Man:Sure.We’retryingtosavethem.
Boy:Why?Aretheyendangered?
Man:Yes.Thereusedtobealotofmanatees,butnowtherearen’tverymanyofthem.
Boy:Doyouknowhowmanythereare?
Man:Atthispoint,thereareonlyabout2500intheU.S.In1972,itwasdiscoveredthattheywereendangered.Sincethen,thegovernmenthaspassedlawstoprotectthem.
Boy:Wheredotheylive?
Man:Theirfavoritehabitatisthewaterunderthetreesinmangroveswamps.
Boy:Andwhyaretheyendangered?
Man:Someoftheswampshavebecomepolluted.Also,theresometimesisn’tenoughfoodforallofthem.Asyoucansee,they’relarge.Theaveragemanateeisaboutthreemeterslongandweighsabout1000pounds.Theyneedabout100poundsofaquaticfeedaday.
Boy:Aquaticfeed?
Man:Oh,that’sunderwaterplantsandvegetation.That’swhattheyeat.
StepⅢ2b
Thisactivityprovideslisteningpracticeu-singthetargetlanguage.
Gothroughtheinstructionswiththeclass.Lookattheheadingsinthechartandtheblanksnexttoeachheading.Youwillhearthesamerecordingagain.Thistimelistencarefullytowhatbothpeoplesayandfillintheblanksinthechart.Lookatthesampleanswer.Thetwopeopleontherecordingaretalkingaboutmanatees,soyouwritethewordmanateeafterthewordskindofanimalinthechart.
Playtherecordingagain.Getstudentstofillintheblanksinthechart.Checktheanswerswiththeclass.
Answers
Kindofanimal:manatee
Numbers:2500intheU.S.
Habitat:waterundertreesinmangroveswampsReasonwhytheyareendangered:swampspolluted,notenoughfood
Description:large,threemetreslong,weighs1000pounds
StepIV2c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Lookatthesampleconversationinthebox.Inviteapairofstudentstoreadittotheclass.
SA:Howbigaremanatees?
SB:They’reaboutl0feetlongandtheyweighabout1000pounds.
Readtheinstructionsaloudtotheclass.EachpairofstudentscanmakeaconversationusinginformationfromActivities2aand2b.Letstudentsworkinpairs.Whiletheyareworking,movearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded.
Whenstudentsfinishthework,askoneortwopairstosaytheirconversationstotheclass.
Conversation1
SA:Wheredomanateeslive?
SB:Theyliveinthewaterunderthetreesinmangroveswamps.
Conversation2
SA:Whyaremanateesendangered?
SB:Becausesomeswampshavebeenpolluted.Andthereisn’tenoughfoodforallthemanatees,either.
StepⅤGrammarFocus
Lookatthegrammarfocusbox.Invitefivestudentstoreadthestatementstotheclass.
We’retryingtosavethemanages.Manateeseatabout100poundsoffoodaday.
Thereusedtobealotofmanatees.In1972,itwasdiscoveredthattheywereendangered.
Someoftheswampshavebecomepolluted.
Puttheclassinfivegroupsandaskeachgrouptobecome"experts"inoneoftheverbtensesandpresentsareviewofthattensetotherestoftheclass.Havethestudentsexplainwhattheverbtenseisusedforandthengivesomesamplesentences.
Studentscanlookbackattheunitswheretheirverbtensewaspresentedorpracticed.
Presentprogressive:Reviewedthroughoutthebook.
Present:Reviewedthroughoutthebook
Pastwithusedto:Unit4
Passivevoice:Unit10
Presentperfect:Unit14
Whilethegroupsareworking,walkaroundtheclassroomhelpingthestudentswiththeirexplanationsandtheirsamplesentences.
Askonestudentofeachgrouptoshowtheirwork.Asthestudentsshowtheirwork,askquestionsandcorrectanyerrorsintheirexplanationsorsentences.
(1)Presentprogressive:Oneformoftheverbsthatexpressactionthatcontinuesoveraperiodoftime,alsocalledPresentcontinuestense.Thestructureisam/is/are+-ing.Forexample:Heisreadingastorybook.
(2)Present:Itisusedforindicatingactionthatisusualandhabitual.Theformoftheverbisdoordoes.Forexample:
Igotoschoolbybike.
Shedoesherhomeworkeveryday.
(3)Pastwithusedto:Thestructureofusedto+inf.indicatesaconstantor-frequentpracticeinthepast.Forexample:
IusedtogoswimmingwhenIwasachild.
(4)Passivevoice:Theformoftheverbisbe+p.pinthesentence.Forexample:
Ourclassroomiscleanedeveryday.
(5)PresentPerfect:Thefromoftheverbishave/has+p.p
Forexample:
Ihavealreadyfinishedmyhomework.
StepⅥSummary
Inthisclass,we’velearnedsomeimportantwords,suchasendangered,mangroveswamps,habitat,aquaticfeed.We’vealsolearnedthetargetlanguageHowbigaremanatees?They’veabout10feetlongandtheyweighabout1000pounds.Atlast,wereviewedsomegrammarwehavelearned.
StepⅦHomework
1.Makeconversationsinpairstoreviewthetargetlanguage.
2.Makefivesentencestoreviewthegrammarfocus.
StepⅧBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionA
TheSecondPeriod
Makesentencestoreviewthegrammarfocus:
(1)Heisreadingastorybook.
(2)Igotoschoolbybike.Shedoesherhomeworkeveryday.
(3)IusedtogoswimmingwhenIwasachild.
(4)Ourclassroomiscleanedeveryday.
(5)Ihavealreadyfinishedmyhomework.
Unit15We’retryingtosavethemanatees!
TheThirdPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabularyagainst,besuitablefor,tinycages,educate,carefor,urge
(2)TargetLanguageIthinkthatanimalsshouldnotliveinzoos.
Idisagreewithyou.Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive.
2.AbilityObjects
(1)Trainstudents’integratingskills.
(2)Traintheabilityofexpressingstudents’ownopinions.
3.Moralobject
Animalsareourfriends.Wemustknowhowtolovethemandhowtoprotectthem.Thatway,Itisgoodforbothanimalsandus.
Ⅱ.TeachingKeyPoint
Trainstudents’integratingskills.
Ⅲ.TeachingDifficultPoint
Howtoimprovestudents’integratingskills.
Ⅳ.TeachingMethods
1.Fast-readingmethod
2.Groupworkandpairwork
Ⅴ.TeachingAids
1.Aprojector
2.Theblackboard
Ⅵ.TeachingProcedures
StepIRevision
T:Yesterdaywelearnedthetargetlanguageandreviewedsomegrammar.Nowwhocanmakesentencesusingthegrammarwereviewedyesterday.
S1:I’mansweringaquestion.
S2:Mymothergoesshoppingeveryweek.
S3:Sheusedtoliveinthecountryside,butnowshelivesinthecity.
S4:Hewasmadetodoso.
S5:Shehaslearnedalotofnewwords.
T:Verygood.
StepⅡ3a
Thisactivityprovidesreadingpracticeu-singthetargetlanguage.Showthekeyvocabularywordsonthescreenbyaprojector.
againstprep.反对;违反
suitableadj.合适的;适宜的
tinyadj.极小的;微小的
cagen.笼子;囚笼
educatev.教育;培养
publicadj.n公众(的);民众(的)
carefor关怀;照顾
urgev.强烈要求;竭力主张
Readthewordsandaskstudentstore-peatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately.Gothroughtheinstructionswiththewholeclass.
Inviteastudenttoreadthelettertotheclass.Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass.
Getstudentstoreadtheletterontheirownagainandunderlinethereasonswhythewriterisopposedtozoos.
Checktheanswerswiththeclass.
Answers
Zoosareterribleplacesforanimalstolive.
Theanimalsarekeptintinycagesandcanhardlymoveatall.
Andtheyareonlygivenfoodonceaday.
Notes
1.tiny—verysmall
2.Culturenote:ManyWesternersareextremelyconcernedaboutanimalwelfareandoftensupportorganizationtoprotectthem.Suchprotectionincludestheethicaltreatmentoffarmanimalsandanimalsinzoos.Somepeoplefeelthatweshouldnoteatanyfoodmadefromanimalsorwearanyanimalproducts,includingleathershoes.
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
gothroughtheinstructionswiththeclass.
Inviteastudenttoreadthelettertotheclass.Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass.
Askstudentstoreadtheletteragain.Thenfinishtheworkontheirownorinpairs.Whentheywork,walkaroundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded.
Checktheanswers.Answerswillvarybutagoodletterwilltakethepointsfromtheletteroppositetotheirpointofviewandarguewiththem.
Asampleanswer
DearEditor,
Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoos.Idon’tagreewithDisgusted.Infact,manyanimalsonlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematall.Ithinkzoosareveryimportanttoanimals.Theycanstopmanyendangeredanimalsfrombeingkilledorhunted.Theycanprovidemanwithplacesforresearchwork.Alsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter.
Sincerely,
×××
Writetheletterontheblackboardasanexample.
Notes
1.living—active:lively
2.carefor—lookafter;providefood,money,shelter,etc.
3.urge—requestearnestly;trytopersuade;stronglyrecommend
StepⅣPart4
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Gothroughtheinstructionswiththeclass.Therewillbetwodifferentteams.Oneteamwilltalkaboutwhyzoosaregoodplacesforanimalsandtheotherteamwillsaywhyzoosarebadpacesforanimals.
Lookatthelistofexpressions.Inviteastudenttoreadthelistaloudtotheclass.Thengetsomestudentstouseeachexpressioninacompletesentence.
S1:Ithinkthatelephantsshouldn’tbekeptinzoos.
S2:Ibelievethatanimalsinzooslivelongerthananimalsinthejungle.
Putstudentsintwoteams.Leteachteamworktogetherastheywritedownsomestatementsshowingtheirviewpoint,usingtheexpressionsinthebox.
Lookatthesamplelanguageinthebox.Inviteapairofstudentstoreadittotheclass.
SA:Ithinkthatanimalsshouldnotliveinzoos.
SB:Idisagreewithyou.Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive.
Askthetwoteamstodebateinclass.
First,callononeteamtogiveastatement.Thenasktheotherteamtogiveastatementthatisrelatedtothefirststatement.Helptheteamsmakeseveraldifferentstatementsaboutasinglepointbeforegoingontoanotherpoint.
Forexample:
Team1:Ithinkthatzoosarenotsuitableforanimalstolivein.
Team2:Whydoyouthinkso?
Team1:Becauseanimalsthereareonlygivenfoodonceaday.They’rehungry.
Team2:Idisagreewithyou.Ibelievethatmanyanimalsonlyeatonceadayoronceeveryfewdays.So,thereisnoneedtoworryaboutthat.
StepⅤSummary
Inthisclass,we’velearnedsomekeyvocabularywordssuchasagainst,besuitablefor,tinycages,carefor,urge.We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage.
StepⅥHomework
1.Finishofftheexercisesonpages61~62oftheworkbook.
2.Writethelettertotheeditor.
StepⅦBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionA
TheThirdPeriod
DearEditor,
Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoos.Idon’tagreewithdisgusted.Infact,manyanimalsonlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematall.Ithinkzoosareveryimportanttoanimals.Theycanstopmanyendangeredanimalsfrombeingkilledorhunted.Theycanprovidemanwithplacesforresearchwork.Alsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter.
Sincerely,
×××
Unit15We’retryingtosavethemanatees!
TheFourthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
planet,recycle,shower,papertowels,napkins,turnoff
(2)TargetLanguage
Wereallyshouldn’tusepapernapkins,youknow.
Iknow.Istoppedusingthemlastyear.
2.AbilityObjects
(1)Trainstudents’speakingandlisteningability.
(2)Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation.
(3)Trainstudents’abilitytousethetargetlanguage.
3.MoralObject
Weshouldbeawareoftheimportanceofprotectingtheenvironment.
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
planet,recycle,turnoff
2.TargetLanguage
Wereallyshouldn’tusepapernapkins,youknow.
Iknow.Istoppedusingthemlastyear.
Ⅲ.TeachingDifficultPoints
1.Howtotrainstudents’speakingandlisteningability.
2.Howtousethetargetlanguage.
Ⅳ.TeachingMethods
1.Listeningmethod
2.Pairworktomakeeverystudentworkinclass.
Ⅴ.TeachingAids
1.Ataperecorder
2.Theblackboard
Ⅵ.TeachingProcedures
StepIRevision
Checkhomework,Inviteastudenttoreadhisorherlettertotheeditor.Helpcorrectanymistakes.
StepⅡ1a
Thisactivityintroducesnewvocabulary.
Readtheinstructionsaloudtotheclass.
Thenask,What’sthemeaningofthephrasesavetheplanet.(ItmeanstokeepplanetEarthcleanandnotpolluted.)
Lookatthefivesuggestionsforwaystosavetheplanet.Inviteastudenttoreadeachonealoudtotheclass.Makesurestudentsunderstandthemeaningofeachsuggestion.
stopridingincars.
recyclebooksandpaper.
turnoffthelightswhenyouleavearoom.
turnofftheshowerwhileyouarewashingyourhair.
don’tusepapertowelsornapkins.
Getstudentstowriteanumber1infrontoftheeasiestthingtodo,anumber2infrontofthesecondeasiestthingtodo,andsoforth.Checktheanswers.Studentswillprobablyhavedifferentanswers.Letoneofthestudentstosaywhyheorshethinksacertainthingiseasytodoandanotherthingisdifficulttodo.Forexample:Ithinkitiseasytoturnoffthelightswhenyouleaveroom.Becauseeveryonecandoitwithoutanyeffort.Itisdifficulttostopridingincars.Manypeoplegotoworkorgotoschoolbycar,becauseitisfarawayfromtheirhomes.Otherwisetheywillbelate.
Notes
1.stopdoing—discontinuedoing
2.recycle—treatsothatfurtheruseispossible
StepⅢ1b
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.YouwillcomparetheanswersyouwroteforActivityla.
Lookattheexampleinthespeechbubbles.Inviteapairofstudentstoreadittotheclass.
SA:Recyclingpaperisreallyeasy.
SB:Iagree.Butit’shardtostopridingincars.
LookbackatthelistofitemsinActivity1aagain.Firstonestudentmakesastatement.Thentheotherstudentagreesordisagreeswithit.YoucanlookbackatActivity4inSectionAtogetideasofwordstousewhenagreeinganddisagreeing.
Havestudentsworktogether,movearoundtheclassroom,checkingtheworkandofferinghelpasneeded.
Askapairofstudentstosaytheiranswersasanexample.
SA:Turningoffthelightswhenyouleavearoomisreallyeasy.
SB:Iagreewithyou.
SA:Notusingpapertowelsisreallyhard.
SB:Idisagreewithyou.Ibelievethatwecanusehandkerchieves.
StepⅣ2a
Thisactivityprovideslisteningpracticewiththetargetlanguageandnewvocabularywords.
Gothroughtheinstructionswiththeclass.NowyouwillhearJackandJuliatalkaboutwhattheyaredoingtohelpsavetheplanet.Lookatthechart.InviteastudenttoreadthelistofitemsthatJuliaandJacktalkabout.
turningoffthelights
turningofftheshower
stoppingusingpapernapkins
takingyourownbagswhenshopping
notridingincars
ridingabike
recyclingpaper
Playtherecordingforthisactivityforthestudents.Thefirsttimestudentsonlylistencarefully.Playtherecordingasecondtime.Say,ListentotherecordingagainandcheckthethingsJuliaandJacktalkabout.Ifnecessary,playtherecordingagain.
Checktheanswerswiththeclass.
Answers
Theytalkabout:turningoffthelights,
turningofftheshower.
takingyourownbagswhenshopping.
notridingincars,ridingabike.
Tapescript
Boy:Hey,Julia.Don’tforgettoturnoffthelights.Itsaveselectricity.
Girl:Oh,Iknow.Iusuallydothat.Iwasjustinahurry.Howyou’resointerestedintheenvironment,Jack?
Boy:Ialwayshavebeen.Lotsofpeoplethinkthere’snothingtheycando,butIjustreadthisbookaboutit,andtherearelotsofthingstheaveragepersoncando.
Girl:Likewhat?
Boy:Well,youshouldturnofftheshowerwhenyou’rewashingyourhair.
Girl:Oh,I’dneverdothat]
Boy:Youwouldn’t?
Girl:No,Ihaveveryshorthair.I’monlyintheshowerforafewminutes.
Boy:Well,everyminutehelps.
Girl:Whatelsedoesitsay?
Boy:Itsaysyoushouldtakeyourownbagswhenyougofoodshopping.
Girl:Oh,that’snotdifficult.Icandothat.Whatelse?
Boy:Hmmm.Here’sagoodone.Itsayspeopleshouldstopridingincarsandstartridinghikes.
girl:Oh,I’llneverdothat!Canyouseemeriding45minutestoandfromschooleveryday?
Boy:Well,Ithinktheenvironmentisreallyimportant.Besides,Ilikeridingmybike.
Girl:Yes,andyoualsoliveclosetoschool!
StepⅤ2b
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Youwillhearthesamerecordingagain.
ListenandcheckthethingsthatJuliaisdoingnow,thethingsShewilldointhefuture,andthethingsshewouldneverdo.
Pointtothethreecolumnheadingsinthechartandletstudentsreadtheheadingsagainontheirown.Nowlistentotherecordingcarefullyandcheckthethings.
Playtherecordingagainifnecessary.
Studentschecktheiranswers.Correcttheanswers.
Answers
ThingsJuliaisdoingnow:turningoffthelights.
ThingsJuliawilldointhefuture:takingbagswhenshopping.
ThingsJuliawillneverdo:turningoffthe
showernotridingincarsorridingabike.
StepⅥ2c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Lookatthesampleconversation.Inviteapairofstudentstoreaditaloudtotheclass.
A:Wereallyshouldn’tusepapernapkins,youknow.
B:Iknow.Istoppedusingthemlastyear.
Gothroughtheinstructionswiththeclass.Say,Haveaconversationabouttheitemsinthechart.Talkaboutwhichofthesethingsyoudonow,whichyouwilldointhefuture,andwhichyouwouldneverdo.
Getstudentstoworkinpairs.Whiletheyareworking,walkaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded.Inviteoneortwopairstosaytheirconversationstotheclass.
SA:Weshouldturnoffthelightswhenmeleavearoom.
SB:Ialwaysdothat.
SA:Weshouldtakeourownbagswhenshopping.
SB:That’seasy.Iwilldothatinfuture.
SA:Wereallyshouldn’trideincars.
SB:I’llneverdothat!Ourschoolisfarawayfrommyhome.Ittakesmeonehourtoridetoschooleveryday.
StepⅦSummary
Inthisclass,we’velearnedsomekeyvocabulary,suchasrecycle,shower,papertowels,napkins,turnoff.We’vealsolearnedthetargetlanguageWereallyshouldn’tusepapernapkins,youknow.Iknow.Istoppedusingthemlastyear.
StepⅧHomework
Talkaboutthingsthatyouaredoingnow,youwilldointhefutureandyouwouldneverdousingthetargetlanguageandwritedowntheconversations.
StepⅨBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionB
TheFourthPeriod
Targetlanguage:
A:Wereallyshouldn’tusepapernapkins,youknow.
B:Iknow.Istoppedusingthemlastyear.
Unit15We’retryingtosavethemanatees!
TheFifthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
trash,pulldown,bemadefrom,glue,inspiration,bottle,sparetime
(2)Practisereadinganarticle.
(3)Practisewritingsomethingusingthetargetlanguage.
2.AbilityObject
(1)Improvestudents’integratingskills-readingskillandwritingskill.
(2)Improvestudents’speakingabilitybytalkingtoeachother.
3.MoralObject
Wemustrealizetheimportanceofrecycling,Itnotonlyisausefulsavingofmoneybutalsocanprotectourenvironment.
Ⅱ.TeachingKeyPoint
Practisereadingandwritingusingthetargetlanguage.
Ⅲ.TeachingDifficultPoints
1.Howtoimprovestudents’readingability.
2.Howtoimprovestudents’speakingability.
Ⅳ.TeachingMethods
1.Readingmethodtoimprovestudents’readingability.
2.Writingmethodtoimprovestudents’writingability.
3.Speakingmethod.
Ⅴ.TeachingAids
1.Aprojector
2.Theblackboard
TeachingProcedures
StepⅠRevision
Revisethetargetlanguagepresentedinthisunit.Checkhomework.Asksomepairstoreadouttheirconversations.
StepⅡ3a
Thisactivityprovidesreadingpracticeusingthetargetlanguage.Teachthenewwords.Showthenewwordsonthescreenbyaprojector.
stuffn.废物;无用的东西
materialn.材料;原料
pullv.拉;拖;拔
pulldown摧毁;推翻
bemadefrom由……制成;由……构成
bottlen.瓶子
gluev.胶合;粘贴;黏合n.胶水
roofn.顶;屋顶;房顶
discardv.丢弃;放弃
tilen.瓦片;瓷砖
fencen.栅栏;围墙
cann.(装液体等,常带有盖的)金属罐
inspirationn.灵感;鼓舞人心的人(或事物)
spareadj.多余的;空闲的
Readthewordsandaskstudentstorepeatthemagainandagainuntiltheycanpronouncethemcorrectlyandfluently.
LookatthearticleThehouseoftrash.Inviteastudenttoreadthearticlealoudtotheclass.Correctanypronunciationmistakestomakesurethestudentisprovidingagoodmodelfortherestoftheclass.Gothroughtheinstructionswiththeclass.Elicitonequestionfromtheclass.(WhoisAmyWinterbourne?)Makesurestudentsknowwhattodo.Encouragestudentstothinkaboutquestionsbeginningwithwho,what,when,where,whyandhow.
Nowreadthearticle.Thenwriteyourquestionsinyourexercisebook.Havestudentsdotheactivityinpairs.Studentsshoulddiscusswhytheywouldwanttoknowtheanswertoeachquestion.Whentheywork,movearoundtheclassroom,checkingtheprogressofthepairsandprovidinghelpasneeded.
Checktheanswerswiththeclass.
Answers
Answerswillvarybutmightinclude
Whotaughtherhowtomakeherhouse?
Whatisn’tmadeoutoftrashinherhouse?
Whendidshestartmakinghertrashhouse?
Whereisthehouse?
Whydidsheusetrashtobuildahouse?
Howlongdidittaketobuildherhouse?
Notes
1.thehouseoftrash—thehousemadeoutoftrash
2.most—(here)very
3.outof—(here)bytheuseof;from
4.discard—throwoutoraway;putaside,
giveup(sth.uselessorunwanted)
5.inspiration—(here)personorthingthatinspires
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
LookattheBeforepicture.Pleasetellmethenamesofthethingsyouseeinthepicture.(atrashcan,apairofpants,anapkin)ThenlookattheAfterpicture.
Saytostudents.PleasefindoutthingsmadefromrecycledmaterialsfromtheBeforepicture.(thebackpack,thehat,thescarf)
Gothroughtheinstructionswiththeclass.
Makesurestudentsknowwhattodo.
AskdifferentstudentstomakesamplesentencesusingthephrasesmadefromandusedtobeaboutitemsintheAfterpicture.
Forexample:
Hisbackpackusedtobeapairofpants.
Hisbackpackismadefromapairofpants.
Getstudentstocompletethearticleindividually.Whiletheyareworking,goaroundtheclassroom,checkingtheprogressofstudents,offeringhelpandansweringquestionsasnecessary.
Inviteastudenttoreadhisorhercompletedarticletotheclass.
Answers
JoeWinterbournelovestheclotheshismothermadeforhim.Atschool,everyonecallshimMrRecycling.Hishatismadefrom(usedtobe)atrashcancover.Hisbackpackusedtobe(ismadefrom)apairofpants.Hisscarfismadefrom(usedtobe)anapkin.
StepⅣPart4
Thisactivityprovidesreading,writing,andoralpracticeusingthetargetlanguage.
Readtheinstructionsaloudtotheclass.
Pleasetellmethethingsthatyourecycle.(paper,glass,aluminumcans,plastic,orcardboard)Lookatthesurveyform.
Inviteastudenttoreadtheheadingsaloudtotheclass.Brainstormotheritemstoaddtothelist.Say,Talktoyourclassmatesandfindoutwhorecycleseachitemonyourlist.Letstudentsmovearoundtheclassroomandasktheirclassmatesabouttheirrecyclinghabits.
Whenstudentsfinish,checkthework.
Letsomestudentstellwhattheylearned.
Howmanystudentsdidtheytalkto?Ofthisnumber,howmanyrecyclepaper?
Howmanyturnoffthelightswhentheyleavethehouse?
Asamplesurvey
QuestionsThenumberofstudents(20)
recyclepaper12
turnofflightsinthehouse10
turnofftheshower2
whilewashinghair
takeyourownhags5
whenshopping
StepⅤSummary
Inthisclass,we’vedonealotofpracticereadingandwritingaswellasspeaking.
StepⅥHomework
1.ReadthearticleinActivity3aagainforfurthercomprehension.
2.CompletethearticleinActivity3b.
3.DothesurveyinActivity4ifstudentshaven’tfinishit.
StepⅦBlackboardDesign
Unit15We’retryingtosavethemanatees!
SectionB
TheFifthPeriod
AnswerstoActivity3b
JoeWinterbournelovestheclotheshis
mothermadeforhim.Atschool,everyonecallshimMrRecycling.Hishatismadefrom(usedtobe)atrashcancover.Hisbackpackusedtobe(ismadefrom)apairofpants.Hisscarfismadefrom(usedtobe)anapkin.
Unit15We’retryingtosavethemanatees!
TheSixthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)Fillintheblanksandmakesentences
usingsupport,endangered,recycle,wear,pulldown
(2)Writeconversationsusingtheinformation.
2.AbilityObject
Trainstudents’writingability.
3.MoralObject
Weshouldformgoodhabits.Theyarenotonlygoodforourselvesbutalsogoodforoursociety.
Ⅱ.TeachingKeyPoints
1.Fillinblanksandmakesentences.
2.Writeconversations.
Ⅲ.TeachingDifficultPoint
Makestudentsusingsupport,endangered,cycle,wear,pulldown
Ⅳ.TeachingMethods
1.Teachingbyexplanation
2.Speakingmethod
3.Writingmethod
Ⅴ.TeachingAids
1.Aprojector
2.Theblackboard
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.InviteafewstudentstoreadthearticleinActivity3a.Thenletastudentreadhisorherownarticle.
StepⅡ
Thisactivityfocusesonvocabularyintroducedintheunit.
Lookatthewordsinthebox.Inviteastudenttoreadthem.Makesurethestudentsunderstandthemeaningofeachword.Thenfillintheblankswiththewords.Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.Tellstudentstheycanfindallthewordsintheprecedingunit.
Getstudentstofillintheblanksontheirown.
Checktheanswers.Askfivestudentseachtoreadasentence,fillingintheblanks.Therestofthestudentschecktheiranswers.Showtheanswersonthescreenbyaprojector.
Answers
1.Whyareyouwearingacoat?It’snotverysuitable/orthishotweather.
2.Ourschoolfootballteamneedsmoresupport.Theyaren’tdoingverywell.
3.Pandasareendangeredanimals.Theyaren’tdoingverywell.
4.It’simportanttorecyclepapertosavethetrees.
5,Thatapartmentblockisoldanddangerous.Itshouldbepulleddown.
Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Walkaroundtheclassroom.Collectafewstudents’answerswithmistakesontheblackboard.Thenhelpstudentscorrectthemistakes.
Sampleanswers
1.Ihopetohaveyoursupport.
2.Itismorethan30yearssincemanateeswereendangered.
3.Recyclingpaperisveryimportantandnecessary.
4.Whatdoyouliketowear?
5.Thebuildingsthataredangerousmustbepulleddown.
StepⅢPart2
Thisactivityprovidesspeakingandlisteningpracticeusingthetargetlanguage.
Gothroughtheinstructionswiththeclass.
Inviteapairofstudentstomodelpartofthesampledialogueaddingtheirownanswers.Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass.
SA:Whatarethreethingsyouaresupposedtodo?
SB:I’msupposedtogotoschoolontime,domyhomeworkandcleanmyroom.
Getstudentstofinishtheconversationsinpairs.Astherearemorepartsforthe
Apartnertoanswer,partnersshouldswitchrolesandpracticeasecondtime.
Reviewthetask.Inviteafewstudentstosharetheirconversationswiththeclass.
Answerswillvary.
Sampleconversations
Conversation1
SA:Whatarethreethingsyouaresupposedtodo?
SB:I’msupposedtogohomeafterschool,finishmyhomeworkandgotobedatten.
SA:Whatareyousupposedtodowhenyoumeetyourteacher?
SB:I’msupposedtogreetmyteacher.
Conversation2
SA:Whathappenedyesterday?
SB:Imissedthebus.Iwaslateforschool.
SA:Whydidyoumissthebus?
SB:Igotuplate.
Conversation3
SA:Givemethatbook,
SB:Pleaseaskpolitely.
SA:I’msorry.Couldyoupleasegivemethatbook?
SB:Ofcourse.Hereyouare.
Conversation4
SA:Howdoyoufeelaboutsoftmusic?
SB:Itmakesmerelaxed.
SA:Howaboutloudmusic?
SB:Itmakesmewanttodance.
Conversation5
SA:Doyouneedsomehelp?
SB:Yes,I’mlookingforyourabusstop.
SA:Walkalongthestreetandturnleftatthefirstturning.Youwillfindit.
SB:Thankyouforyourhelp.
SA:You’rewelcome.
Conversation6
SA:Haveyoueverwonanything?
SB:Iwonthebestnewsingerlastyear.
Sa:That’sgreat.Haveyouhadyourownconcert?
Sb:No,notyet.
StepⅣJustforFun!
Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.
Inviteapairofstudentstoreadtheconversationaloudtotheclass.
SA:Whataretheydoing?
SB:Theyaretryingtohelptheenvironment.
Askallthestudentstoreadtheconversationagain.Thenletstudentslookatthepicture.Ask,Whoishappythatthepondisbeingcleanedup?(Thetoads.)Howdothetoadsshowtheirthanks?(Theylineupandbowtheirthanks.)
Asksomepairsofstudentstopresentthisconversationtotherestoftheclass.
StepⅤSummaryandHomework
Inthisclass,we’vedonealotofwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit.Afterclass,pleasemakesentencesusingthewordsinActivity1inyourexercisebooks.Thenfinishofftheexercisesonpages62~64oftheworkbook.
StepⅥBlackboardDesign
Unit15We’retryingtosavethemanatees!
Selfcheck
TheSixthPeriod
SampleanswerstoActivity1:
1.Ihopetohaveyoursupport.
2.Itismorethan30yearssincemanateeswereendangered.
3.Recyclingpaperisveryimportantandnecessary.
4.Whatdoyouliketowear?
5.Thebuildingsthataredangerousmustbepulleddown.
Unit3We’retryingtosavethemanatees!
Unit3We’retryingtosavethemanatees!
一.[话题](Topic)Debateanissue.
二.[重点词组](KeyPhrases)
1.belike2.trytodo
3.usedto4.besuitablefor
5.besurprisedtodo6.carefor
7.takecareof8.disagreewith
9.rideincars10.inone’ssparetime
11.raisemoney
三.[交际用语]
1.We’retryingtosavethemanatees.
2.Manateeseatabout100poundsoffoodaday.
3.Thereusedtobealotofmanatees.
4.In1972,itwasdiscoveredthattheywereendangered.
5.Someoftheswampshavebecomepolluted.
6.Zoosareterribleplacesforanimalstolive.
7.I’mwritingtosaythat…
四.[重点难点释义](LanguagePoints)
1.IamlikethisanimalbecauseIamstrongandintelligent.
Belike=looklike=besimilarto像,看起来像。如:
Heislikehisfather。他像他的父亲。
=Helookslikehisfather.
=Heissimilartohisfather.
这里的like作介词,意思为“像”,like还可做动词用,表示“喜欢”,like(doing)
sth.喜欢做某事。如:
Helikeshisfatherverymuch.
他很喜欢他的父亲。
Marylikesplayingvolleyball.
玛丽喜欢打排球。
2.Howbigaremanatees?海牛有多大?
Howbig...询问体重。以how组合的疑问词组有很多,如:howold(询问年龄),howoften(询问频率),howlong(询问动作持续的长短),howmuch(询问质量或者价钱),howfar(询问距离)howmany(询问数量),howsoon(询问过多久)
英语中表示长度、高度、宽度、深度和重量的表达法有:
eg.Thebridgeisnearly2000meterslong.
这座桥长将近2000米。
eg.Thiselephantis1000poundsheavy./Thiselephantweighs1000pounds.
这头象重1000吨。
3….theyweighabout1,000pounds,
……他们大约重1000磅。
Weigh称……重量,测……重量。如:
Heweighedthestoneinhishand.
他用手掂了掂这块石头的重量。
Thepieceofmeatweighsfourpounds.
这块肉重四磅。
Weight还可用做名词,重量。如:
Whatisyourweight?
你的体重是多少?
4.We’retryingtosavethemanatees.
我们正在竭尽全力拯救海牛.
Trytodo=tryone’sbesttodo
努力去做某事。如:
Everystudentshouldtrytostudyhardinordertostudyinauniversity.
为了进入大学学习,每个学生都应该努力学习。
5.I’mwritingtosaythatIamagainstbuildinganewzooinourtown.
Against介词,反对,违反,与……相反(=opposite)如:
Aremostpeopleagainsttheproposal?
大多数人反对这项提议吗?
Against介词还有触,碰,倚,靠的意思.如:
Putthepianothere,withitsback,againstthewall.把钢琴放在那里,背靠着墙.
Beagainstdoingsth.反对做某事,反义词组是befordoingsth,赞成某事.
如:Allthepeoplearoundtheworldareagainstcloninghumanbeings.
全世界的人民反对克隆人类.
Allofusareforpeaceandagainstwar.
我们都赞成和平,反对战争.
6.I’vevisitedalotofzoosinmylife,andIhaveneverseenoneIlikedoronethatwassuitableforanimalstolivein.
(1)besuitableforsbtodosth.表示“适合某人做某事”,这里suitable是suit的形容词形式,表示“合适的”.如:
Thiskindofbambooisnotsuitableforpandastoeat.
这种竹子不适合给熊猫吃.
Thisdresssuitsyouverymuch,butunfortunatelyitdoesn’tfityou.
这套女装款式非常适合你,只可惜大小不合适.
(2)tolivein在此处作animals的后置定语.英语中动词不定式短语做名词定语,放在后面.如:
Thereisnothingforustoworryabout.我们没有什么可以担心的.
7.Theanimalsarekeptintinycages.动物被关在极小的笼子里.
Tiny=little很小的,带有感情色彩.
区别,thetinycountry国家小(含可爱的意思)
asmallcountry小国家(与largecountry相对应)
alittleboy爱怜之意,(不含身材矮小)
tiny和little常做定语,一般不做表语,small既可以做定语,也可以做表语.
Little还可表示“一点点的”,修饰不可数名词.如
Thereisalittlemilkinthebottle.瓶里有一点点的牛奶.
8.Iwassurprisedtofindhardlyanyonethere.我非常惊讶地发现在那几乎没有人.
Surprised在这里是过去分词做形容词.
常用词组:besurprisedatsth对某事感到惊讶.
besurprisedtodosth很惊讶地做某事.
Insurprise惊奇地
Toone’ssurprise使某人惊奇地.如:
Iwassurprisedatthenewstohearthenews.听到这个消息我很吃惊.
Surprise=amaze使……惊讶
Surprising惊讶的(侧重指事物本身具有的特点),如:
Hiswordssurprisedme.
他的话使我大吃一惊.
Itissurprisingnews.
它是一个令人惊讶的消息.
9.Theyprovidehomesformanyendangeredanimals,andhelptoeducatethepublicaboutcaringforthem.(动物园)他们为许多濒危的动物提供了家,也有助于教育众人来关心这些动物.
Providesbwithsth.
Providesthforsb提供给某人某物
Thefirmprovidedmewithacar.
公司给我一辆汽车.
Canyouprovidedaccommodationforthirtypeople?
你能为30人提供住宿吗?
Provideforsb供应某人所需.如:
Theyworkedhardtoprovidefortheirlargefamily.
他们努力工作以供养一家人.
Hehasalargefamilytoprovidefor.
他要养活一个大家庭.
Thepublic指“民众,公众”.在英语中,定冠词the后接形容词表示一类人.如:
Theyoung年轻人thewounded受伤的人
Carefor可做“照顾,照料,看护”的意思.如:
Wouldyoulikecareforacupoftea?
你要不要来杯茶?
10.Iurgeallofyourreaderstovisitourwonderfulzoosoon.
我们竭力主张你们所有的读者赶快来参观我们的很棒的动物园.
Urge力劝,鼓励,怂恿,极力主张,强调.如:
Theyurgedustogowiththem.
他们怂恿我们一起去.
Sheurgedtheimportantofspeed.
她强调速度的重要性.
Urge强烈的欲望,冲动,urgent紧急的.如:
Hehasanurgetotravel.他有去旅行的强烈欲望.
词组:urgesth,on/uponsb极力推荐或力陈某事物
urgesbonsth鼓励某人做某事.
Urgeagainst极力反对
11.YouhaveprobablyneverheardofAmyWinterbourne.
你可能从没听说过艾米.温特波尼.
(1)hear听见(过去式heard,过去分词heard)
hearsbdo/doingsth.听见某人做/正在做某事.如:
Ilistenedcarefullybutheardnothing.我仔细听但是什么也没听到.
Ioftenhearhimsinginthenextroom.我常听他在隔壁唱歌.
词组:hearof/about“听说,听到”,强调从别人那里间接得到的信息.其否定形式表示“不同意”,“不予考虑”.如:
Idon’tknowthewriter,butIhaveheardofhim.我不认识这位作家,但是听说过他.
Iwon’thearofsuchathing.我不赞同此事.
(2)hearfrom“收到……的来信,同意”,与词组getaletterfromsb或receivealetterfromsb.同义.如:
Ihaven’theardfromhimforalongtime.我好长时间没收到他的来信了.
12.Amyrecentlywon…艾米最近赢得了……
win赢(过去式won,过去分词won,现在分词winning)如:
winarace/abattle/aprize赢得赛跑/战役/战争/奖品.
Winagainst/oversb战胜某人.
Beat也表示“赢,打败(常接对象)”,如:
BeatClass3/Mary/No1.MiddleSchool’sfootballteam.赢/打败3班/玛丽/第一中学足球队.
Lose失败,losetosb,败给某人.
Winner胜利者.
13….andsellsthemtoraisemoneyfortheChildren’sHospital……..
并卖掉它们来为儿童医院集资.
Raise(1)集结,召集,筹措,意为getorbringtogether.如:
Raiseanarmy召集一支军队
Raisefundsforaholiday筹集度假费用
(2)举起,抬起,意为liftup,movefromalowertoahigherlevel.
Raiseone’shope燃起某人的希望.
Raiseone’sglasstosb向某人敬酒
Raiseone’shandtosb.象某人伸拳
Raiseone’svoice提高声音
(3)提出,意为:bringupfordiscussionorattention.如:
raiseanewpoint提出一新论点.
Raiseanewquestion提出一新问题.
(4)抚养,饲养,意为:breed,grow.如:
raisepigs养猪
IwasborninWuhanandraisedinWuhan.
我生在武汉,长在武汉.
五.语法知识
1.be(get,become)usedto结构在意义上相当于accustomedto“习惯于”,从形态上看,used是个分词型形容词,to是介词,因此后面只能跟名词、代词或动名词。例如:Theygotusedtolivinginthecountryside.他们已习惯于住在农村。
Ivegotusedtobeingavegetarian.我已经习惯吃素食。
Heisusedtohardwork.他习惯于艰苦工作。
2.beusedto表示“习惯于某事”的状态,而getusedto则表示由“不习惯”到“习惯于”这一动态的过程,意思是:“(变得)习惯于”;“开始习惯于”。试比较:
Hewasusedtothecoldweatherafterhelivedtherefortwoyears.在那里住两年后,他已习惯了寒冷的天气。
Ithinkitisabitdifficultforyoutogetusedtothehumidweatherhere.
我想,让你习惯于这里潮湿而炎热的天气有点困难。
Youllsoongetusedtolivinginthecountry.很快你就会习惯于住在乡下了
Unit15We’retryingtosavethemanatees!教学设计
Unit15We’retryingtosavethemanatees!
I.Learningobjectives教学目标
Skill
Focus
▲Listenandtalkaboutanimals
▲Showdisagreementandagreement
▲Learntodescribeanimals
▲ReviewthetensesandusethemfreelyLanguage
Focus功能句式
Showdisagreementandagreement(P120)
Ithinkthatanimalsshouldnotliveinzoos.
Idisagreewithyou./Iagreewithyou.
Talkaboutwhatwecandofortheworld(P121,P123)
stopridingincars
don’tusepapertowelsornapkins
recyclebooksandpaper
—Howdoyoufeelabout...
—Itmakesme...
—Whatarethreethingsyouaresupposedtodo?词汇
1.重点词汇
pound,discover,expression,pull,planet,society,model,raise
2.认读词汇
manatee,furry,enormous,playful,aggressive,gray,spotted,kangaroo,chimpanzee,cheetah,mangrove,swamp,habitat,aquatic,underwater,vegetation,weigh,polluted,presentprogressive,presentsimple,infinitive,passivevoice,presentperfect,suitable,tiny,cage,disgusted,educate,urge,recycle,built,stuff,glue,roof,discard,tile,fence,can,recently,inspiration,spare,Winterbourne
3.词组
carefor
语法
Reviewthetenses:PresentProgressive,PresentSimple,“usedto”,PassiveVoiceandPresentperfect
Strategy
Focus
1.Classifying
2.Listeningforspecificinformation
Culture
Focus
TheimportanceofprotectinganimalsandtheenvironmentII.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析
本单元以Protectingtheenvironment为话题,共设计了三个部分的内容:
SectionA
该部分有4个模块:第一模块围绕Describingtheanimals这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕We’retryingtosavethemanatees进行听力(2a-2b)、口语(2c)训练;第三模块以Whethertobuildzoos就如何保护动物这一话题展开讨论,观点一:反对建动物园(3a);观点二:支持动物园建设(3b);第四模块仍就是否需要动物园这一话题,以小组活动形式展开讨论(4)。
SectionB
该部分有4个模块:第一模块以Howtosavetheplanet展开话题,列举观点(1a),并展开讨论(1b);第二模块仍然以“保护环境”为话题,继续对Howtosavetheenvironment进行听力(2a-2b)、口语(2c)训练;第三模块围绕Howtorecycle这一话题展开阅读(3a)和写作(3b)训练;第四模块仍以Recycling为话题,以口语训练形式展开小组活动(4)。
Selfcheck
该部分有2个模块:第一模块以填空形式对所学词汇进行训练(1);第二模块要求利用所给句型展开自由对话,以训练学生对所学知识的实际运用能力(2)。2.教材重组和课时分配
Period1(SectionA:1a,1b,1c,2a,2b,2c)
Newfunctionpresenting
Period2(SectionA:3a,3b,4)
Practice
Period3(SectionB)Integratingskills
Period4(Selfcheck:1,2)
ComprehensivereviewIII.TeachingplansStepIRevisionandLead-in
Askthestudentstoshowtheirwork.
T:Inthelastunit,we’velearnedtotalkaboutthethingsthatwehavedone.NowI’llaskyouaquestion:Haveyoueverbeentoazoo?Whatkindofanimalscanyouseeinit?
S1:Inthezooofourcitywecanseetigers,lions,elephants,andmonkeys.
S2:Icanseedeerandsheep.
S3:Wecanseesomechickens,birds,camelsandhorses....
T:Haveyoueverseencheetahs,pandasormanateesinourzoos?
Ss:No,wehaven’t.
T:Doyouknowwhywecan’tseetheseanimalsinourzoos?
Ss:Ithinktheyarerare./Therearen’tanyinourcountry...
T:Someanimalscan’tbeseenbecausetheyareendangered.Soweshouldprotectthem.
Showthepictureofamanatee.
T:Nowlookatthepicture.Thisanimaliscalledmanatee.It’sendangered,too.Wecan’tseeitinthezoo,either.OK!Todaywe’lllearnUnit15.We’retryingtosavethemanatees!
Writedownthetopic:We’retryingtosavemanatees!
Askthestudentstolookatthepictureandanswerthequestion.
T:Weknowanimalsareourbestfriends.Nowlookatthepicture,pleasetellmewhichanimalyoulikebestandwhyyoulikeit.
Showapicturetothestudents.S1:Ilikepandasbestbecausetheyaregentle.
Writetheword“gentle”ontheblackboardandaskformoreideasfromotherstudents.
S2:Iliketigersbestbecausetheyarethekingsoftheanimals.
T:Weknowtigersareveryaggressive.
Writetheword“aggressive”downontheblackboard.
S3:Ilikemonkeysbestbecausetheyarecleverandtheycanclimbtreesveryquickly.Theyareplayful.
Writedownmoreusefulwordsontheblackboard.StepIIBrainstorming(1a:P118)
T:Good.Whenwedescribeanimals,weoftenusesomeadjectives,suchasenormous,spotted,gray...Nowpleasefindoutthewordsthatcandescribetheanimals.Youcanusetheadjectivesfrom1a.
Kangaroos:____________________________
Manatees:____________________________
Cheetahs:____________________________
Polarbears:____________________________
Elephants:____________________________
Chimpanzees:____________________________
Sampleanswers:
Kangaroos:playful,fast,big
Manatees:gentle,shy,enormous
Cheetahs:spotted,fast,aggressive
Polarbears:aggressive,furry,fat
Elephants:enormous,gray,strong
Chimpanzees:noisy,furry,uglyStepIIIListeningandOralPractice(1b,1c:P118)
T:NextyouwillhearGinnyandVictortalkingabouttheanimalsinthepicturein1a.Pleaselisten.Forthefirsttime,getthemainidea.Keepdownthewordsusedtodescribetheanimalswhilelistening.OK?
Playtherecording.Thenchecktheanswers.
T:Wejustnowheardthatmanateesaregentleandveryshy.Ithinkdifferentpeoplearelikedifferentanimalstosomeextent.Differentanimalshavedifferentcharacters.Forexample,Jimislikeamonkeybecauseheiscleverandhecanclimbtreesveryquickly.Pleasetalkwithyourpartnersaboutwhatyouarelike.First,readtheexamplefrom1cintheboxplease.
Letthestudentsworkwiththeirpartners.
T:Whichpairswouldliketoactoutyourdialogues?
Sampledialogue1:
S1:IamlikethisanimalbecauseIamstrongandliveintheforest.
S2:Youarelikealion.
S1:No.
S2:Youarelikeatiger.
S1:No.BecauseIdon’teatmeat.
S2:Youarelikeanelephant.
S1:Yes.Youareright.
Sampledialogue2:
S1:I’mlikethisanimalbecauseI’mspotted.IliketoeatmeatandIcanrunfast.
S2:You’relikeatiger.
S1:No.
S2:Youarelikeacheetah.
S1:Yes.
Sampledialogue3:
S1:IamlikethisanimalbecauseIamgentleandveryshy.Iliveinwater.
S2:You’relikeamanatee.
S1:Yes!Youaregreat!StepIVListeningPractice(2a,2b:P119)
T:OK.Weallknowthatmanateesaregentleandveryshy.Theyliveinwaterandlikeeatingvegetables.Butdoyouwanttoknowmoreaboutthem?Firstlet’slookatthepictureonpage119.Canyousaymoreaboutmanatees?
Sampleanswers:
S1:Ithinktheyarelivinginthewater.
S2:Ibelievethattheyeataquaticfood.
S3:Ifeelthattherearen’tmanyofthem.
S4:Iknowthattheyliveinaplacewheretreesgrowinwater.
S5:Ithinktheyareendangered.
Askthestudentstolistentotherecording.
T:Verywell.Ithinkyouranswersareallright.Manateesintheworldarefewerandfewer.Weshouldsavethem.Weshouldtakecareoftheenvironmentthattheyarelivingin.Nowlet’slistentothetape.Firstlistentotherecordingandmatchthewordsanddefinitionsin2a.
Playtherecordingforthefirsttime.
T:Listenagainandcheckyouranswers.
Playtherecordingforthesecondtime.Checktheanswers.
T:You’llhearthesameconversationagain.Thistimecompletethechartin2b.Putyouranswersontheline.
Playtherecordingagain,thenchecktheanswers.StepVPairwork(2c:P119)
T:Afterlistening,weknowmoreaboutmanatees.Weknowthattheyarefewerandfewer.Thegovernmenthaspassedlawstoprotectthem.Theyeatalotoffoodeveryday.Theyareenormous.Canyoumakeconversationsabouttheanimalinpairs?Youcanbaseonthemodeldialoguein2c.
Asampledialogue:
S1:HowmanymanateesarethereintheUS?S2:About2,500.
S1:Wherearetheyliving?
S2:Theirfavoritehabitatisinthewaterunderthetreesinmangroveswamps.
S1:Whyaretheyendangered?
S2:Someoftheswampshavebeenpolluted.
S1:Dotheyeatalot?
S2:Yes,theydo.
...StepVIGrammar(GrammarFocus:P119)
Helpthestudentssumupthefollowingpatterns.
时态
谓语动词的形式(do)
一般现在时
do/does
一般过去时
did
现在进行时
be(am/is/are)doing
现在完成时
have/hasdone
一般过去时被动语态
was/weredone
现在完成时被动语态
have/hasbeendoneT:LookattheGrammarFocusboxonpage119.Nowwho’dliketoreadthesentencestotheclass?
Askastudenttoreadthesentencesinthebox.
T:Canyoumakesomesentenceswiththedifferenttensesandpassivevoice?Pleasewritedownyoursentencesinyourexercisebooks.
Askthestudentstodomorepracticingexercises,suchasthefollowing:
Fillintheblankswiththerightformsofthegivenwords.
1.Everydaymymother_____(get)upearly.
2.Thedinosaureggs_____(discover)manyyearsagobyscientists.
3.Listen!Somechildren_____(sing)anEnglishsongoverthere.
4.Inourhometownthereusedto_____(be)manyoldtrees.
5.Mywork_____(notfinish)yet.Ican’tgoouttoplaywithyou.
Sampleanswers:
1.gets2.werediscovered3.aresinging
4.be5.hasn’tbeenfinishedStepVIIHomework
T:Inthisclass,we’veheardtwospokenconversations:inthefirstconversation,weheardaboutsomeadjectivesfordescribinganimals;inthesecond,weheardsomethingaboutmanatees.Afterclass,pleaselistentotheconversationsagain.Makesomesentenceswithdifferenttenses.ThenrememberthenewwordsinSectionB.