英语：unit 3 we’re trying to save the manatees单元检测(鲁教版九年级).doc
九年级英语单元目标检测题Unit 3 We’re trying to save the manatees!满分：100分班级_______ 姓名_______一、词汇测试（16%）A.用所给单词的适当形式填空1. The environment __________(pollute) is more and more serious.2.My elder brother decided to go abroad to continue his ___________(educate).3.L adies and ___________(gentle), come this way, I’ll show you how to operate the computer.4. You should wear clothes ________ (suit) for the occasion.5. She gave him a ________ (play) tap on the arm.B.根据首字母或汉语提示完成单词1. They just have a ________ (空闲的) room for the guest.2.Look, there is an ___________ (巨大的)animal on the top of the mountain.3.There are so many birds flying above the r_________ of the houses.4.The old man collect waste paper and bottles for r__________.5.The workers are all ___________ (反对)the boss’s idea strongly.C.用所给动词的正确形式填空1. My mother asks me if I________ (go) to the park.2. Why is Lily_________(sit) under the tree? It’s time to have class.3. My father ___________(mend) my bike while my mother was washing clothes.4.Tom __________(die) ten years ago, he has been dead for ten years.5.I will tell him the good news as soon as he________(come) back.6.Lucy and Lily missed ____________(watch) the wonderful film.二、句型转换（14%）1.We’re trying to protect the environment.(对划线部分提问)_________are you trying _________ _________?2.There used to be a lof cheetahs.（改为反意疑问句）There used to be a lot of cheetahs,______ _________?3.They made Victor weigh himself just now. （改为被动语态）Victor_____ ______ to weigh himself just now..4. They weigh about 1,ooo pounds. (对划线部分提问)______ _______ do they weigh?5. I think what you said is right. （同义句）I_______ ________you..6. There’s something wrong with the watch .（一般疑问句）________ there ________ wrong with the watch ?7.I like to go out to play, and I don’t like to stay at home.（同义句）I prefer to play outside stay at home.三、单项选择（15%）( )1. _____ little children can only do______ little work.A. Such, suchB. Such, soC. So, soD. So, such( )2. My hair is too long. I am going to______.A. have it cuttedB. let it cutC. make it cutD. have it cut ( )3. _____ you practice, _____ you will be at your English speak.A. The more, the moreB. More, betterC. Very much, the moreD. The more, the better( )4. How much do you want for the book? Two dollars______ enough, I think.A. areB. isC. wasD. were( )5. ______ we’ll go to the Huaguo Hill.A. I have been t oldB. I’ve toldC. I’m toldD. I told( )6. One third of the students______ Young Pioneers, and the number of this_____ not change much in our class this term.A. is, doB. are, doesC. was, areD. were, were ( )7. You_____ to the meeting this afternoon if you have something else to do.A. needn’t to comeB. don’t need comeC. don’t need comingD. needn’t come( )8. Guangzhou is larger than______ city in Guangxi.A. anyB. any otherC. anyoneD. one( )9. He asked me______.A. which floor did I liveB. which floor I lived inC. which floor I lived onD. which floor I lived( )10. —Sorry for______ you______.—______.A. keep; waited; Yes, don’t say soB. kept; to wait; You can’t do it againC. keeping; waiting; Never mindD. to keep; wait; That’s right( )11. On the clothes line______ many nice clothes. Kate with her parents______ them this time an hour ago.A. are, are hangingB. is, were hungC. is, is hangingD. are, was hanging( )12. I have_____ to tell the class.A. nothing new elseB. else nothing newC. nothing else newD. new nothing else( )13. You can see many lights ______ in the trees on ______ side of the square(广场).A. hanging, bothB. hung, otherC. hanging, everyD. hung, every( )14. My bike is broken, and it ______ over there.A. being repairedB. is repairedC. is repairingD. is being repaired( )15. The sweater costs______ that I won’t be able to buy it.A. so expensiveB. so muchC. so highD. too dear四、完型填空（15%）When I was walking down the street the other day, I happened to__1__ a small brown purse__2__ on the road. I__3__ it up and opened it to see if I could__4__ the owner’s name. There was__5__ inside it__6__ some changes (零钱) and an old photo——a picture of a woman and a young girl of about twelve years old who looked__7__ the woman’s daughter. I put the photo back and__8__ the purse to police station, __9__ I handed it to an officer. Before I left, the officer took my name and address__10__ the owner might want to write and thank me.( )1. A. notice B. look C. pick D. take( )2. A. was B. lying C. lied D. put( )3. A. took B. put C. picked D. carried( )4. A. find out B. learn C. work out D. notice( )5. A. anything B. something C. nothing D. none( )6. A. besides B. except C. only D. then( )7. A. to be B. like C. as D. at( )8. A. fetched B. brought C. sent D. got( )9. A. there B. where C. then D. how( )10. A. so that B. in order to C. that D. because五、阅读理解(30%)AIt’s sometimes reported that strange objects have been seen high up in the sky. These unidentified(未确认的) flying objects — UFOs have made a lot of people interested. Some of the reports about them are difficult to believe.Some have been explained in scientific ways, others have never been explained.It is not easy to decide whether a report is true or not. One report of UFOs came from a British plane on its way from New York to London in 1954. The British plane was flying over an island at 19,000 feet when the captain noticed that something was on their left and a little lower than their plane. It’s about five miles away.“It was not one object but several,” the captain said. “We saw one large and six smaller objects. I sent a radio to report about them and I received the answer that the other planes were coming out to meet us. Before the planes arrived, the smaller objects entered the big objects. The big object then became smaller and moved away fast.”( )1. Some_____ have been explained in scientific ways.A. peopleB. strange objectsC. of the reports about UFOsD. planes ( )2. In 1954, a British plane met a UFO when it was flying from_____ to_____.A. England, AmericaB. America, EnglandC. America, FranceD. New York, an island( )3. The captain_____ and saw something on the left of their plane.A. looked downB. looked upC. looked backD. looked ahead( )4. How many objects did the captain see?A. Only one.B. FiveC. SixD. Seven( )5. The big object moved away because_____.A. it was afraid of the planeB. it had received a radio reportC. of some unknown reasonD. it had stayed long enough with the planeBMany people have to work on the weekend. Some people do not mind. Others think it is terrible.One man thinks that working on the weekend can be dangerous. He is Graham Coates. Mr Coates works in an office in Brighton, England.On Saturday, May 24, 1986, he went to the office to do some work. When he got on the lift(电梯), it stopped between floors. Mr Coates could not get out of the lift. He started to shout, but no one heard him. Then Mr. Coats remembered that it was a holiday in England. No one was going to come to work until Tuesday.There was nothing for him to do. He had to wait until one of his workmates came to work and found him. With nothing to eat or drink, Mr Coats ended up sleeping for most of the day.Now Mr. Coates says, “I only use lifts if they have telephones in them.”( )6. Mr. Coates thinks working on the weekend is_____.A. interestingB. terribleC. happyD. unhappy( )7. Mr. Coates stayed in the lift for_____.A. about twenty hoursB. nearly two daysC. one weekD. more than sixty hours( )8. When Mr. Coates got out of the lift he_____.A. was cold, weak, hungry and tiredB. wouldn’t work there any moreC. said “I only use lifts if they have telephones in them.”D. went home at once( )9. Why could Mr. Coates not get out of the lift? Because _____.A. it was brokenB. it was the weekendC. it was in an officeD. it was a holiday( )10. In the lift, there was_________.A. waterB. beerC. telephoneD. nothing六、书面表达。
2014人教版新目标英语九年级Unit_13_We're_trying_to_save_the_earth_Section_A_3a-3b
The earth is badly polluted. Please think of the ways that we can do.
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close down the factories; help to clean up the river; take the bus or subway; ride a bike; bring a bag to go shopping, throw rubbish in the cans; turn off the lights when you leave a room; use paper or resusable bags; recycle books and paper; turn off the shower when you wash your hair; don't use napkins; rethink, reuse, recycle ... ...
Every species has its own reason to ['spi:ʃi:z] survive. Now that we human n.物种;种类;类型 appeared on the earth, we should [ˈhɑrməni] live in harmony with everything lives on it. Sometimes protecting n. 协调;融洽 一致;和谐 the wild animals is just a simple thing if everyone takes a small step.
Words Reviearmful to at the top of chain the food chain ecosystem industry law scientific
Unit 3 We’re trying to save the manatees! Section B教学课件(鲁教五四制 九全)
3a Reading and making up questions.
The house of trash You have probably never heard of Amy Winterbourne, but she is a most unusual woman. She lives in a house that she built herself out of trash. Well, the stuff used to be called trash, but now it’s called “recycled” material. The windows and doors came from old buildings around the town that were being pulled down. The walls are made from old glass bottles that are glued together. The roof is made from discarded tiles. And the fence is built out of used soda cans. Amy recently won an award from the Help Save Our Planet Society. The president Jackson Smith said, “Amy is an inspiration to us all.” And what does Amy do in her spare time? She makes model toys out of old TVs, and sells them to raise money for the Children’s Hospital.
新人教版九年级英语下册Unit 13 We’re trying to save the earth!要点详解
Unit 13 We’re trying to save the earth!要点详解1. We’re trying to save the earth!我们正尽力拯救地球！(1) 本句时态为现在进行时，表示现阶段正在做的事情。
现在进行时所表示的动作并不一定在说话人的说话时刻进行，而是在包括说话时刻在内的一段时间当中进行。
例如：George is translating a book now. 乔治现在在翻译一本书。
（说这句话时，乔治不一定正在翻译；但在包括“说话时刻”在内的一段时间当中，乔治是在从事翻译工作。
）(2) try to do 表示“设法或尽力去做某事”，实际上做与不做，视情况而定，而try doing表示“试着做”，即动作真的进行了或正在进行，成败则视结果而定。
例如：He tried to read, but he was too tired to read much.他想设法看书，但太疲倦了，没看多少。
He tried reading, but that could not make him forget his trouble.他试着看书，但这并没使他忘记烦恼。
2. I am like this animal because I am strong and intelligent.我像这种动物，因为我强壮而聪明。
(1) like在本句中做介词，意为“像”，例如：He looks like winning the race.他看来要在比赛中获胜。
She is like her mother.她像她的妈妈。
(2) like做介词时可用very，very much，rather，quite等副词修饰。
例如：You look very much like your father.你与你父亲很相像。
3. Some of the swamps have become polluted。
一些沼泽已被污染了。
初四上学期Unit 3 We’re trying to save the manatees单元测试题及答案
Unit 3 We’re trying to save the manatees一、单项填空（共15小题，计15分）( ) 1. —Ann, what’s that?—It is _________ manatee. It’s ________ lovely animal.A. a; theB. a; aC. the; anD. an; the( ) 2. —How wide is the table?—It is _________.A. three foot and one half footB. three and half feetC. three and one half feetD. three and one half foot( ) 3. —Have you ever been to Ashland ?—Where is it? I have never _________ it.A. thought ofB. thought aboutC. heard ofD. heart from( ) 4. —Look! The wall is too dangerous. We’d better _________ or it may hurt people.—OK! Let’s do it now.A. pull it downB. pull down itC. take down itD. take it down( ) 5. These books _________ children .You’d better buy some for your son.A. are difficult forB. are suitable forC. are interest inD. are pleased with ( ) 6. Tom had _________ many things to do in the morning that he forgot to call his brother.A. muchB. suchC. soD. very( ) 7. —_________ the meat ?—It ’s about 2 pounds .A. How many areB. How aboutC. What heavy isD. How heavy is( ) 8. You’d better stop _________.It’s bad for your health.A. smokeB. to smokeC. to smokingD. smoking( ) 9. There is hardly any tea left, _________?A. is thereB. isn’t thereC. isn’t itD. is it( ) 10. Eating more vegetables is _________ healthier than eating more junk food.A. moreB. muchC. lessD. nothing( ) 11. Marry urged her father _________ a computer for her.A. to buyB. buyingC. buyD. buys( ) 12. We used to _________ Jack “a small potato”, but he _________ “Mr.Tall” now.A. call; callsB. call; is calledC. calling; is callingD. calling; is being called ( ) 13. —Have you ever been to the bar next to the supermarket, Ted?—You mean “The Blue Moon Bar”? It is a good place _________ I can relax myselfin my spare time.A. whereB. thatC. whichD. what( ) 14. —Do you remember what _________?—Of course I do .She has a round face with two big eyes.A. she likesB. does she likeC. is she likeD. she is like( ) 15. —Let’s go for a picnic next Saturday, OK?—_________.I love getting close to nature.A. I’m afraid notB. I think soC. I believe notD. That sounds good二、完形填空（共10小题，计10分）Bob was only seven years old .One night Bob was at home alone __16__ his parents were out for a party. He had often stayed alone before, so he wasn’t __17___. As he waited for his parents to return home, he watched a film on TV. His ___18__ because heavier and heavier as the time passed by.Suddenly Bob’s eyes opened wide —what was __19__ in the next room? Bob heard the widow opened slowly. For a minute Bob was so frightened that he could not __20__, and his body felt like ice. He knew that he couldn’t lose his head (惊慌失措) and began to ___21__ the things he could do. Again he heard the sound of someone trying to __22__ into his home through the window.Bob’s drums were standing in the corner near the TV. “Wait, maybe there is __23__ I can do,” though Bob. He beat on his drum as __24__ as he could .The sound was so terrible that Bob __25__ even himself. He also surprised the man in the window, who ran away as fast as possible. How clever he was!( ) 16.A. while B. but C. so D. though( ) 17.A. worried B. fine C. afraid D. bad( ) 18.A. ears B. eyes C. body D. heart( ) 19.A. talk B. noise C. person D. drum( ) 20.A. see B. cry C. move D. hear( ) 21.A. make up B. worry about C. give up D. think of( ) 22.A. walk B. run C. climb D. throw( ) 23.A. something B. anything C. nothing D. everything( ) 24.A. quiet B. hard C. slowly D. softly( ) 25.A. dressed B. thanked C. enjoyed D. surprised三、阅读理解（共15小题，计24分。
九年级英语全册-Unit-13-We’re-trying-to-save-the-earth(第2课时)教案-(新版)人教新目标版
Unit 13 We’re trying to save the earth教材分析本单元带领学生了解了一些有关地球污染，动物濒危等问题。
并且教给大家如何保护濒危动物，如何通过回收利用等方式来保护地球。
本单元主要复习语法内容为情态动词和动词形式变化。
本课主要带领大家进行语法复习，巩固语法知识。
一、三维目标(一) 知识与技能1. To learn different forms of verb.2. To understand the use of Modal Verbs.(二) 过程和方法3. To know how to use different forms of verb in different situations.4. To know how to use Modal Verbs in different situations.(三) 情感态度和价值观5. After learning this part, every student will be able to describe theirawareness of the serious situation of pullution and solutions to environmental problems using what we have learned in this lesson.教学重点1. To change forms of verb according to specific situation.2. To use Modal Verbs properly.教学难点1. To change forms of verb according to specific situation.2. To use Modal Verbs properly.二、教学策略根据本课教学目标和重点内容，教师可采用读，小组讨论，口头及书面练习等活动来引导学生进行学习。
初四英语教学计划.doc
2009-2010学年度上学期初四英语教学计划一、指导思想全面贯彻落实省素质教育工作会议精神和教育局教研室年度工作计划要点，以全面实施素质教育、促进学生的全面发展为工作方针, 以《英语课程标准》为指导，以教研、科研常规管理为基础，以课堂教学改革为重点，以教师学科知识建构为抓手，以网络教研为基础研究平台，以开展教师课堂教学业务大比武活动为载体，努力提高课堂教学的有效性，实现学科教学质量的大面积、大幅度提升。
二、学科教学背景分析：社会生活的信息化和经济的全球化，使英语的重要性日益突出。
英语作为最重要的信息载体之一，已成为人类生活各个领域中使用最广泛的语言。
许多国家在基础教育发展战略中，都把英语教育作为公民素质教育的重要组成部分，并将其摆在突出的地位。
基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
初四英语教学的总体要求是：注意培养学生良好的学习习惯（包括预、复习习惯，书写、朗读习惯，操练习惯，提问习惯及语言行为习惯），以保证课堂大容量、高密度、快节奏训练的展开。
同时还要注重培养学生的自学能力，指导他们使用工具书等。
从学生实际出发，充分发挥学生的主体作用，加强对学生的学法指导。
激发学习动力，改进学习方法。
要面向全体学生，因材施教，发挥不同学生的特长，耐心帮助学习上有困难的学生。
充分利用直观教具和现代化的教学手段，设计教学情景，贯彻精讲多练，以练为主的原则，抓好基础训练，扩大课堂容量，提高课堂效率。
三、学情分析学生虽然已经经过三年的初中英语训练，但根据期末考试反馈的情况仍不容乐观，基础不够扎实，听力理解，阅读理解及书面表达等综合语言能力还有待于进一步提高，且两极分化比较严重，部分学生开始放弃英语学习。
九年级英语全册《Unit 15 We’re trying to save the
《Unit 15 We’re trying to save the manatees!》讲解1．语言目标Debate an issue2．重点词汇save gentle furry enormous playful aggressive gray spotted African strong mangrove swamp habitat aquatic feed underwater vegetation foot weigh pound against suitable tiny cage educate public urge recycle stuff material pull bottle glue roof discard tile fence can inspiration spare politely environmentcare for pull down be made from3．关键句型We’re trying to save the manatees!I am like this animal…T hey’re about 10 feet long and they weigh about 1, 000 pounds.I don’t think so.I disagree with you.Recycling paper is easy.But it’s hard to stop riding in cars.4．语法复习现在进行时，一般现在时，一般过去时及used to的用法，被动语态和现在完成时。
课前学习提示一、词汇1． save [seiv]vt. &vi. 抢救, 节省, 储蓄, 顾全。
【例】（1）The doctors tried their best to save the patient’s life.大夫们尽力抢救这个病人。
（2）Your kind help saved me a lot of trouble.你好心的帮忙省了我很多麻烦。
2014届九年级英语(下)(人教新目标)Unit 15 We're trying to save the manatees! 检测题
Unit 15 We’re trying to save the manatees!检测题(时间:60分钟；满分:120分)一、听力部分（共四节，满分20分）第一节：听句子，选择可以回答该句的正确答语。
（每个句子读一遍）1. A. Cats. B. Manatees.C. Dogs.2. A. I agree with them.B. Why not build another zoo?C. Animals are aggressive.3. A. How lucky she is!B. How kind she is!C. What a poor girl!4. A. It’s too expensive.B. What about the black one?C. What about the furry one?5. A. The coat is made of animal fur.B. Good idea.C. OK, here you are.第二节：听五段对话及五个问题，选择正确答案。
（对话及问题读两遍）6. A. Manatees. B. Tigers.C. Pandas.7. A. It was made of old jeans.B. Her mother bought it for her.C. The woman bought the bag in the shop.8. A. The trees must be taken good care of.B. The trees must be watered well.C. The trees must be planted.9. A. Monkeys. B. Rabbits.C. Dogs.10. A. Recycling paper is difficult.B. Recycling paper is easy.C. Recycling is useless.第三节：听一段对话及五个问题，选择正确答案。
《八年级英语 We're trying to save the earth!》教学设计
《八年级英语Unit13We're trying to save the earth!》教学设计
一、教学目标
1.掌握与环保相关的词汇和表达。
2.了解环保的重要性，培养学生的环保意识。
3.能够用英语表达自己对环保的看法和建议。
二、教学重难点
1.重点：环保词汇和表达，以及用英语讨论环保问题。
2.难点：引导学生深入思考环保问题并提出切实可行的建议。
三、教学方法
情景教学法、讨论法、多媒体教学法。
四、教学过程
1.导入
播放一段关于环境污染的视频，引出环保话题。
2.词汇学习
教授环保相关的词汇，如：pollution,recycle,conservation等。
3.阅读教学
（1）阅读一篇关于环保的文章，理解文章主旨。
（2）提出问题，引导学生思考环保问题。
4.小组讨论
（1）讨论身边的环境问题和解决方法。
（2）分享自己的环保行动。
5.口语表达
学生进行环保主题的演讲。
6.写作训练
写一篇关于环保的倡议书。
7.总结归纳
总结环保的重要性和行动建议。
8.作业布置
（1）完成课后练习。
（2）制定自己的环保计划，并在一周内实施。
九年级英语上册 Unit 15《We are trying to save the manatess》教案 人教新目标版
Unit 15 We are trying to save the manatees!Language goals:In this unit students learn to debate an issue.New languages:We’re trying to save the manatees.Manatees eat about 100 pounds of food a day.There used to be a lot of manatees.In 1972, it was discovered that they were endangered.Some of the swamps have become polluted.Difficult points:1. Describe the animals correctly.2. How to use the Present Progressive, Present Simple, “ Used to” + infinitive,Passive Voice and Present Perfect .3. How to improve the students’writing ability according to the reading materials. Teaching aids: computer, video, recorderTeaching periods:Period 1: Section A 1a /1b /1c /2a /2b /2c/ Grammar FocusPeriod 2: /Section A 3a /3b /4Period 3: Section B 1a /1b /2a /2b /2cPeriod 4: Section B 3a /3b /3c /4 / Self checkPeriod 1Teaching aims:1. Teach key vocabulary.2. Target languages: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.3. Train the speaking and listening abilities.4. Train students’ communicative competence.Teaching procedures:Step 1. Revision Ask students to review five different verb tenses and name the five tenses.Ask them to look at the screen．Show the names of the five tenses on the screen by a projector along with a sample sentence for each.present progressive: We’re studying English.present: I walk to school every day.past with used to: I used to play the piano.passive voice: Tea was invented by accident.present perfect: We have already finished our homework.Get 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. Section A 1aThis activity introduces the key vocabulary.Ask students to look at the signs on each animal’s picture. Get one or two students to the class. 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. For example: A gentle animal is quiet and not dangerous. A fury animal is covered with soft hair.Ask some students to explain any words students don’t understand.Have students fill in the answers on their own. As they work, walk around the classroom checking their progress and answering any questions they may have. After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures.Check the answers with the whole class.Step 3. Section A 1bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Read the list of words in Activity 1a. Say: You will hear Ginny and Victor talk about the animals in the picture in Activity 1a. Now please listen to the recording carefully and circle the words on the list that they use to describe the animals.Play the recording the first time, students only listen. Then play the recording a second time. This time ask students to circle the words they hear on the recording.Check the answers.Step 4. Section A 1c Group workThis activity provides oral practice using the target language.Go through the instructions with the whole class.Have students 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.Ask students to 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.A few minutes later, let student read their statements to the class and seehow quickly the other students can guess what animal the students are talking about.Step 5. Section A 2aThis activity provides guided listening practice using the target language.Ask students to describe the picture in groups. Then have a student describe it to the class.Go through the instructions with the class. Say: 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 the first time, students only listen. Play the recordinga second time. This time ask students to draw lines between each word andits definition.Check the answers with the class.Step 6. Section A 2bThis activity provides listening practice u-sing the target language.Go through the instructions with the class. Ask students to look at the headings in the chart and the blanks next to each heading. Say: You will hear the same recording again. This time listen carefully to what both people say and fill in the blanks in the chart. Get students to call attention to the sample answer. The two people 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 7. Section A 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation in the box. Have a pairof students read it to the class.Read the instructions aloud to the class. Say: Each pair of students canmake a conversation using information from Activities 2a and 2b. Letstudents work in pairs. As they work, move around the classroom, checkingthe progress of the pairs and offering help as needed.When students finish the work, ask one or two pairs to say theirconversations to the class.Step 8. Grammar focusPoint to the grammar focus box, get five students to read the statements to the class.We’re trying to save the manatees.Manatees eat about 100 pounds of food a day.There used to be a lot of manatees.In 1972, it was discovered that they were endangered.Some of the swamps have become polluted.Put the class in five groups and ask each group to become "experts" in one of the verb tenses and presents a review of that tense to the rest of the class. Have the students explain what the verb tense is used for and then give some sample sentences. Students can look back at the units where their verb tense was presented or practiced.Present progressive: Reviewed throughout the book.Present: Reviewed throughout the book Past with used to: Unit 4 Passive voice: Unit 10 Present perfect: Unit 14 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 mistakes in their explanations or sentences.Step 9. ConclusionLearn and master the vocabulary words.Master the target languages.I am like this animal because I am strong and intelligent.You’re like an elephant.How big are manatees?They’re about 10 feet long and they weigh about 1,000 pounds. HomeworkReview the new words in the box in Activity 1a.Make conversations in pairs to review the target language.Make five sentences to review the grammar focus.Period 2Teaching aims:1. Master some vocabulary words and 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. Train the reading ability.3. Train the ability of expressing students’ own opinions.Teaching procedures:Step 1. RevisionYesterday we learned the target language and reviewed some grammar. Now who can make sentences using the grammar we reviewed yesterday. Ask students to make sentences in groups to review the grammar. While they are working, move around the room offering grammar help as needed.Step 2. Section A 3aThis 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 repeat again and again until they can pronounce the words fluently and accurately.Go through the instructions with the whole class.Get 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.Have students read the letter on their own again and underline the reasons why the writer is opposed to zoos. While they are working, move around the room and offer pronunciation help if necessary.Check the answers with the class.Ask students to read again and discuss the language points in groups. While they are working, move around the room providing grammar help where needed.Step 3. Section A 3bThis activity provides reading and writing practice using the target language.Go through the instructions with the whole class.Get 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 have students finish the work on their own or in pairs. As they work, walk around the classroom, checking the progress of the pairs and offering help as needed.Check the answers. Answers will vary but a good letter will take the points from the letter opposite to their point of view and argue with them.A sample answer:Dear Editor, After reading the two letters, I realize that I must say something about animals and zoos. I don’t agree with Disgusted. In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all. I think zoos are very important to animals. They can stop many endangered animals from being killed or hunted. They can provide man with places for research work. Also we can visit the animals in the zoos to learn some knowledge to protect the animals Sincerely,×××Write the letter on the blackboard as an example.Have students read the letter and find out the difficult points. Then discussin groups. The teacher can offer grammar help where needed.Step 4. Section A 4 Debate This activity provides oral practice using the target language.Go through the instructions with the class. Say: 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.A: I think that elephants shouldn’t be kept in zoos.B: I believe that animals in zoos live longer than animals in the jungle.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. Get two students to read it to theclass.A: I think that animals should not live in zoos.B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.Ask the two teams to debate in class.First, call on one team to give a statement. Then get the other team to givea statement that is related to the first statement. Help the teams makeseveral different statements about a single point before going on to anotherpoint.For example: Team 1: I think that zoos are suitable for animals to live in.Team 2: Why do you think so?Team 1: Because zoos provide homes for many animals, and help to educate the public about caring for them.Team 2: I disagree with you．I think animals there are only given food once a day. They are hungry.Step 5. PracticeDeal with some exercises on the video.Step 6. ConclusionLearn to express one’s own opinions.Master some vocabulary words and target language.HomeworkWrite the letter to the editor.Preview Section B 1a / 1b / 2a / 2b.Search some information about some ways to help save the planet.Period 3Teaching aims:1. Revise vocabulary words and learn some useful expressions.2. Strengthen the target language and practice more.3. Train the speaking and listening abilities.Teaching procedures:Step 1. RevisionCheck homework, get a student to read his or her letter to the editor. Help correct any mistakes．Step 2. Section B 1aThis activity introduces new vocabulary.Have students describe the picture in groups. Then get one student to describe it to the class.Read the instructions aloud to the class.Then ask: What’s the meaning of the phrase save the planet. If students have difficulty, the teacher can offer help.（It means to keep planet Earth clean and not polluted.）Ask students to call attention to the five suggestions for ways to save the planet. Get a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.Stop riding in cars.Recycle books and paper.Turn off the lights when you leave a room.Turn off the shower while you are washing your hair.Don’t use paper towels or napkins.Ask students to write a number 1 in front of the easiest thing to do, a number2 in front of the second easiest thing to do, and so forth.Students work individually.Check the answers. Students will probably have different answers. Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do. For example: I think it is easy to turn off the shower while you are washing your hair. Because everyone can do it without any effort. It is difficult to stop riding in cars. Many people go to work or go to school by car, because it is far away from their homes.Otherwise they will be late.Step 3. Section B 1b Pair workThis activity provides guided oral practice using the target language.Go through the instructions with the class. Say: You will compare the answers you wrote for Activity la. You need to explain why you ranked the items in the order you did.Ask students to look at the example in the speech bubbles. Get a pair of students to read it to the class.A: Recycling paper is really easy.B: I agree. But it’s hard to stop riding in cars.Look back at the list of items in Activity 1a again. First one student makesa statement. Then the other student agrees or disagrees with it. You can lookback at Activity 4 in Section A to get ideas of words to use when agreeingand disagreeing.Have students work together, move around the classroom, checking the workand offering help as needed.Ask a pair of students to say their answers as an example.A: Recycling books and paper is really easy.B: I agree with you.SA: Not using paper towels is really hard.SB: I disagree with you. I think that we can use handkerchiefs instead.Step 4. Section B 2aThis activity provides listening practice with the target language and newvocabulary words.Go through the instructions with the class. Say: Now you will hear Jack andJulia talk about what they are doing to help save the planet. Ask studentsto look at the chart. Get a student to read the list of items that Julia andJack talk about. If he or her has difficulty in reading, the teacher can repeatthem and ask students to follow.turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paper Play the recording for this activity for the students the first time, studentsonly listen carefully. Then play the recording a second time. This time askstudents to listen carefully and check the things Julia and Jack talk about.If there is difficulty, play the recording again.Check the answers with the class.Step 5. Section B 2bThis activity gives students practice in understanding the target languagein spoken conversation.Go through the instructions with the class.Ask students to look at the three column headings in the chart and let studentsread the headings again on their own.Say: You will hear the same recording again.Ask students to 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.Now listen to the recording carefully and check the things.Play the recording again if necessary.Check the answers.Step 6. Section B 2c Pair workThis activity provides guided oral practice using the target language.Ask students to look at the sample conversation. Get a pair of students to read it aloud to the class.．A: We really should’t use paper napkins, you know.B: I know．I stopped using them last year.Go through the instructions with the class. Say: Work in pairs about the items in the chart. Talk about which of these things you do now, which you will do in the future, and which you would never do.Get students to work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help if necessary.Get one or two pairs to say their conversations to the class.A: We should turn off the lights when me leave a room.B: I always do that.A: We should take our own bags when shopping.B: That’s easy. I will do that in future.A: We really should’t ride in cars.B: I’ll never do that! Our school is far away from my home. It takes meone hour to ride to school every day.Step 7. ConclusionLearn the vocabulary words.Practice more about the target language.Learn to talk about the ways to help save the planet.HomeworkPreview Section B 3a / 3b / 3c / Self check 1/2.Write a short passage about what you should do to help save the planet.Period 4Teaching aims:1. Knowledge: Teach the key vocabulary and practice writing something using thetarget language.2. Moral education: We must realize the importance of recycling. It not only is auseful saving of money but also can protect our environment.3. Train the reading and writing abilities.Teaching procedures:Step 1. RevisionRevise the target language presented in this unit. Check homework. Ask several students to present their composition to the class.Step 2. Section B 3a This activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector. Ask several students to read the words. Help correct any pronunciation mistakes if necessary. Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article: The house of trash. Invite a student to read the article aloud to the class. Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class. Go through the instructions with the class. Elicit one question from the class.（Who is Amy Winterbourne? ）Make sure students know what to do. Encourage students to think about questions beginning with who, what, when, where, why and how.Ask students to read the article and then write their questions in their own exercise book. Students work individually.Have students do the activity in pairs. Students should discuss why they would want to know the answer to each question. While they are working, move around the classroom, checking the progress of the pairs and providing help as needed.Check the answers with the class.Step 3. Section B 3bThis activity provides reading and writing practice using the target language.Point to the before picture. Ask students to say out the names of the things they see in the picture.（a trash can, a pair of pants, a napkin）Ask students to look at the after picture. Say: Please find out things made from recycled materials from the before picture.（the backpack, the hat, the scarf）Go through the instructions with the class.Make sure students know what to do.Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture.For example: His scarf used to be a napkin.His scarf is made from a napkin.Ask students to complete the article individually. When they work, walk around the classroom, checking the progress of students, offering help and answering questions if necessary.Get a student to read his or her completed article to the class. Have another student help correct any mistakes where needed.Step 4. Section B 4 SurveyThis activity provides reading, writing, and oral practice using the target language.Read the instructions aloud to the class.Get students to say out the things that they recycle.（paper, glass, aluminum cans, plastic, or cardboard）Get students to look at the survey form.Ask a student to read the headings aloud to the class. Brainstorm other items to add to the list. Tell students to talk to their classmates and find out who recycles each item on their lists. Have students move around the classroom and ask their classmates about their recycling habits.When students finish, check the work.Have some students tell what they learned. Ask them to say out how many students they talked to. Of this number, how many recycled paper, how many turned off the lights when they leave the house.Step 5. Self-check 1This activity focuses on vocabulary introduced in the unit.Point to the words in the box. Get a student to read them. Make sure the students understand the meaning of each word. Then ask students to fill in the blanks with the words on their own. Say, in some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Tell students they can find all the words in the preceding unit.Get students to fill in the blanks on their own.Students work individually.Check the answers. Ask five students each to read a sentence. Have the rest of the students check their answers. The teacher can offer any help as needed.Let students make their own sentences with the words, preferablysentences that are meaningful. As they work, walk around theclassroom. Collect a few students’ answers with mistakes on theblackboard. Then ask students to help correct the mistakes.answers together.Step 7. Just for fun!This activity provides reading and speaking practice with the target language.Get two students to read the conversation aloud to the class.A: What are they doing?B: They are trying to help the environment.Ask all the students to read the conversation again. Then have students look atthe picture. Ask students who is happy that the pond is being cleaned up.Ask how the toads show their thanks.Ask some pairs of students to present this conversation to the rest of the class.HomeworkPractice more using the information in self check 2.Review the whole unit.Do you recycle? Write a short passage to say your opinion.。