《Unit 15 We’re trying to save the manatees！》教案（1）(1).doc

unit 15 were trying to save the manatees!section athe first periodteaching aims and demands1knowledge objects(1) key vocabularymanatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted(2) target languagei am like this animal because i am strong and intelligent. i like water, and i like to eat vegetables.youre like an elephant. no.youre like a manatee. yes.2ability objects(1) train students listening ability.(2) train students communicative competence.3moral objectlove all kinds of animals because they are our friends.teaching key point target languageteaching difficult points1how to train students listening ability.2how to train students communicative competence.teaching methods1didactic to learn the new vocabulary.2listening-and-answering activity to help students go through with the listening material.3groupwork to make every student work in class.teaching aids：1a tape recorder 2.the blackboard 3a projectorteaching proceduresstep revisionnow lets 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 1athis activity introduces the key vocabulary. look at the signs on each animals 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 1bthis 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 1cthis 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. dont say the name of the animal.step summaryin this class, weve learned some important words such as manatee, kangaroo, polar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted. weve 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. youre like a manatee. yes!step homework1get students to write down some statements and read them to their partners. let the partners guess what animals they are talking about.2review the new words in the box in activity 1a.step blackboard designunit 15 were trying to save the manatees!section athe first periodtarget language:i am like this animal because i am strong and intelligent. i like water, and i like to eat vegetables.youre like an elephant. no.youre like a manatee. yes.unit 15 were trying to save the manatees!section athe second periodteaching aims and demands1knowledge objects(1) key vocabularyendangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound(2) target languagehow big are manatees?theyre about 10 feet long and they weigh about 1 000 pounds.2ability objects(1) train students listening ability.(2) train students speaking ability.(3) train students the ability of using grammar focus.3moral objectwe must be fully aware of the importance of reducing pollution and protecting animals.teaching key points1key vocabulary：endangered, mangrove, swamps, habitat, aquatic feed2target languagehow big are manatees?theyre about 10 feet long and they weigh about 1 000 pounds.3structurespresent progressivewere trying to save the manatees.presentmanatees eat about 100 pounds of food a day.past with “used to”there used to be a lot of manatees.passive voicein 1972, it was discovered that they were endangered.present perfectsome of the swamps have become polluted.teaching difficult points1the target language2how to train students listening ability.teaching methods1listening method to improve students listening ability.2pairwork to make every student work in class.3review, explanation, inductive methodsteaching aids：1a tape recorder 2the blackboardteaching proceduresstep revisioncheck 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 2athis 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 2bthis 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 2cthis 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 grammar focuslook at the grammar focus box. invite five students to read the statements to the class.step summaryin this class, weve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed. weve also learned the target language how big are manatees? theyve about 10 feet long and they weigh about 1 000 pounds. at last, we reviewed some grammar we have learned.step homework1make conversations in pairs to review the target language.2make five sentences to review the grammar focus.step blackboard designunit 15 were trying to save the manatees!section athe second periodmake 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 were trying to save the manatees!section athe third periodteaching aims and demands1knowledge objects(1) key vocabularyagainst, be suitable for, tiny cages, educate, care for, urge(2) target languagei 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.2ability objects(1) train students integrating skills.(2) train the ability of expressing students own opinions.3moral objectanimals 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.teaching key pointtrain students integrating skills.teaching difficult pointhow to improve students integrating skills.teaching methods1fast-reading method2groupwork and pairworkteaching aids：1a projector 2the blackboardteaching proceduresstep revisionstep 3athis 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 3bthis 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 part 4this 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 summaryin this class, weve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge. weve also done a lot of reading, writing and speaking practice using the target language.step homework1finish off the exercises on pages 6162 of the workbook.2write the letter to the editor.step blackboard designunit 15 were trying to save the manatees!section athe third perioddear editor,after reading the two letters, i realize that i must say something about animals and zoos. i dont 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 were trying to save the manatees!section athe fourth periodteaching aims and demands1knowledge objects(1) key vocabulary：planet, recycle, shower, paper towels, napkins, turn off(2) target languagewe really shouldnt use paper napkins, you know.i know. i stopped using them last year.2ability 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.3moral objectwe should be aware of the importance of protecting the environment.teaching key points1key vocabulary：planet, recycle, turn off2target languagewe really shouldnt use paper napkins, you know.i know. i stopped using them last year.teaching difficult points1how to train students speaking and listening ability.2how to use the target language.teaching methods1listening method2pairwork to make every student work in class.teaching aids：1a tape recorder 2the blackboardteaching proceduresstep revisioncheck homework. invite a student to read his or her letter to the editor. help correct any mistakes.step 1athis activity introduces new vocabulary. read the instructions aloud to the class. then ask, whats 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 1bthis 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 2athis 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 2bthis 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 2cthis 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 summaryin this class, weve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off. weve also learned the target language we really shouldnt use paper napkins, you know. i know. i stopped using them last year.step homeworktalk 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 designunit 15 were trying to save the manatees!section bthe fourth periodtarget language:a: we really shouldnt use paper napkins, you know.b: i know. i stopped using them last year.unit 15 were trying to save the manatees!section athe fifth periodteaching aims and demands1knowledge objects(1) key vocabularytrash, pull down, be made from, glue, inspiration, bottle, spare time(2) practise reading an article.(3) practise writing something using the target language.2ability object(1) improve students integrating skills reading skill and writing skill.(2) improve students speaking ability by talking to each other.3moral objectwe must realize the importance of recycling. it not only is a useful saving of money but also can protect our environment.teaching key pointpractise reading and writing using the target language.teaching difficult points1how to improve students reading ability.2how to improve students speaking ability.teaching methods1reading method to improve students reading ability.2writing method to improve students writing ability.3speaking method.teaching aids：1a projector 2the blackboardteaching proceduresstep revisionrevise the target language presented in this unit. check homework. ask some pairs to read out their conversations.step 3athis activity provides reading practice using the target language. teach the new words. show the new words on the screen by a projector.now read the article. then write your questions in your exercise book. have students do the activity in pairs. students should discuss why they would want to know the answer to each question. when they work, move around the classroom, checking the progress of the pairs and providing help as needed. check the answers with the class.step 3bthis activity provides reading and writing practice using the target language.get students to complete the article individually. while they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary.invite a student to read his or her completed article to the class.step part 4this activity provides reading, writing, and oral practice using the target language. read the instructions aloud to the class.please tell me the things that you recycle. look at the survey form. invite a student to read the headings a loud to the class. brainstorm other items to add to the list. let students move a round the classroom and ask their classmates about their recycling habits. when students finish, check the work. let some students tell what they learned. how many students did they