九年級(jí)英語(yǔ)全冊(cè)Unit15Weretryingtosavethemanatees單元教案人教新目標(biāo)版

1、Unit15Weretryingtosavethemanatees!教材剖析：本單元是九年級(jí)英語(yǔ)GoforitUnit15Weretryingtosavethemanatees!。主要圍繞有關(guān)瀕臨滅絕的動(dòng)物這一話題，學(xué)習(xí)了應(yīng)當(dāng)怎樣保護(hù)我們的環(huán)境，以及就某一問(wèn)題展開(kāi)爭(zhēng)辯。充分利用多媒體等授課設(shè)施，創(chuàng)立與本課話題有關(guān)的情境，如各樣不同樣種類的動(dòng)物、動(dòng)物園以及有關(guān)環(huán)境的畫畫等等。圍繞著本單元的授課目的，設(shè)計(jì)一些貼近學(xué)生實(shí)質(zhì)的授課任務(wù)，如讓學(xué)生談?wù)撟约鹤钕矚g的動(dòng)物，怎樣拯救瀕危動(dòng)物，怎樣保護(hù)環(huán)境等等。讓學(xué)生根據(jù)所學(xué)知識(shí)，就動(dòng)物園可否對(duì)動(dòng)物有利以及其他的話題進(jìn)行爭(zhēng)辯。單元學(xué)情剖析:“Goforit”教材

2、有一個(gè)比較顯然的編排特點(diǎn)，那就是每單元由SectionA,SectionB和SelfCheck三大版快組成，同時(shí)每個(gè)版快又由a,b,c三小部分組成，內(nèi)容遞次漸進(jìn)，切合學(xué)生的認(rèn)知規(guī)律，教材又圖文并茂，既能吸引學(xué)生的注意力，又能激發(fā)學(xué)生的學(xué)習(xí)興趣，每一小部分中的部分又是pairwork,培養(yǎng)了學(xué)生的合作意識(shí)，每一小部分又有聽(tīng)力訓(xùn)練，培養(yǎng)了學(xué)生的聽(tīng)聞能力。SectionB中的a,3b又能培養(yǎng)學(xué)生的讀寫能力，本單元的綜合語(yǔ)言知識(shí)能力的運(yùn)用，又能在此表現(xiàn)出來(lái)。SectionB中的3c是任務(wù)性授課，表現(xiàn)了語(yǔ)言的社交性和合用性。本單元主要圍繞著有關(guān)瀕臨滅絕的動(dòng)物這一話題，學(xué)習(xí)了應(yīng)該怎樣保護(hù)我們的環(huán)境，以及就

3、某一問(wèn)題張開(kāi)爭(zhēng)辯。單元授課建議采用Repeating和Cooperation的學(xué)習(xí)策略，充分利用多媒體授課來(lái)張開(kāi)講堂Pairwork問(wèn)答式的口語(yǔ)社交活動(dòng)，談?wù)摤F(xiàn)在正在發(fā)生的事情。單元的授課法建議：任務(wù)型授課法，多媒體協(xié)助授課等等。單元授課目的：語(yǔ)言目標(biāo)可以運(yùn)用所學(xué)知識(shí)，就某一問(wèn)題張開(kāi)爭(zhēng)辯。認(rèn)知目標(biāo)1、復(fù)習(xí)一些語(yǔ)法：現(xiàn)在進(jìn)行時(shí)、一般現(xiàn)在時(shí)、用usedto表示一般過(guò)去時(shí)、現(xiàn)在達(dá)成時(shí)、一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)。2、學(xué)會(huì)表達(dá)贊成和不同樣意。3、學(xué)會(huì)以下基本句型：Weretryingtosavethemanatees.Manateeseatabout100poundsoffoodaday.Thereused

4、tobealotofmanatees.In1972,itwasdiscoveredthattheywereendangered.Someoftheswampshavebecomepolluted.感情目標(biāo)認(rèn)識(shí)一些瀕臨滅絕的動(dòng)物的生活習(xí)慣和瀕臨滅絕的原因，教育學(xué)生應(yīng)當(dāng)怎樣保護(hù)環(huán)境。課時(shí)安排課時(shí)第一課時(shí)：SectionA:1a,1b，1c第二課時(shí)：SectionA:2a,2b,2c,第三課時(shí)：SectionA:3a,3b,41第四課時(shí)：SectionB:1a,1b,2a,2b,2c,第五課時(shí)：SectionB:3a,3c,4第六課時(shí)：SelfCheck授課過(guò)程設(shè)計(jì)TheFirstPeriodTea

5、chingAimsandDemands1KnowledgeObjects1）KeyVocabularyManatee,cheetah,chimpanzee,kangaroo,polar-bear,gentle,furry,enormous,playful,noisy,aggressive,spotted（2）TargetLanguageIamlikethisanimalbecauseIamstrongandintelligentIlikewater,andIliketoeatvegetablesYourelikeanelephantNoYourelikeamanateeYes2AbilityO

6、bjects（1）Trainstudentslisteningability（2）Trainstudentscommunicativecompetence3MoralObjectLoveallkindsofanimalsbecausetheyareourfriendsTeachingKeyPointTargetLanguageTeachingDifficultPoints1Howtotrainstudentslisteningability2HowtotrainstudentscommunicativecompetenceTeachingMethods1Didactictolearnthene

7、wvocabulary2Listening-and-answeringactivitytohelpstudentsgothroughwiththelisteningmaterial3Groupworktomakeeverystudentworkinclass,TeachingAids1Ataperecorder2Theblackboard3Aprojector2TeachingProceduresStepIRevisionNowletsreviewfivedifferentverbtensesCanyounamethefivetenses?PleaselookatthescreenShowth

8、enamesofthefivetensesonthescreenbyaprojectoralongwithasamplesentenceforeachpresentprogressive:Yourereadingthesesentencespresent:Weuseourbookseverydaypastwithusedto:Heusedtoliveinthecountrysidepassivevoice:Ourclassroomisfoundattheendofthehallpresentperfect:WehavealreadyfinishedUnit14WehaventfinishedU

9、nit15yetInviteastudenttoreadtheverbsinthesesentencesThengetotherstudentstobrieflyexplainwhateachtenseisusedforPresentprogressivedescribesthingsthatarehappeningrightnowPresentdescribesthingsthathappenallthetimeorusuallyhappenThepastwithusedtodescribesthingsthatwereacertainwayinthepast,buthavechangedn

10、owThepassivevoicedescribesthingsthatwedontknowwhodid,orwedontcarewhoperformedtheactionThepresentperfectdescribesrecenteventsGetstudentstothinkoftwoorthreemoresamplesentencesusingeachtypeofverbHaveseveralstudentsreadtheirsentencesStep1aThisactivityintroducesthekeyvocabularyLookatthesignsoneachanimals

11、pictureandreadthewordstotheclassGetstudentstorepeatthenameofeachanimalAfricanelephants,chimpanzees,kangaroos,manatees,cheetahs,polarbearsIfnecessary,readthewordsandaskstudentstorepeatthemagainThenhavestudentsreadthewordsbythemselvesMakesurestudentscanreadthewordscorrectlyandfluentlyReadthedirections

12、totheclassPointtothelistofwordsintheboxReadthewordsandletstudentsrepeatthemThengetdifferentstudentstoexplainwhattheythinkeachwordmeansintheirownwordsForexample,AgentleanimalisquietandnotdangerousAfuryanimaliscoveredwithsofthairAsksomestudentsto3explainanywordsstudentsmaynotunderstandAnenormousanimal

13、isverygreatAplayfulanimalisfulloffunAnaggressiveanimalisfondofquarrelsandquick-temperedAspottedanimalismarkedwithspotsLetstudentsbeginfillingintheanswersontheirownWhentheywork,walkaroundtheclassroomcheckingtheirprogressandansweringanyquestionstheymayhaveAfterstudentshavefinishedusingallthewordsfromt

14、hebox,letthestudentswritesomeotherwordsintheblanksbelowsomeofthepicturesChecktheanswerswiththewholeclassLetstudentssaythewordstheywroteundereachheadingAnswersPossibleanswersManatee:gentle,shyChimpanzees:noisyElephants:enormous,grayKangaroos:playfulCheetahs:spotted,fastPolarbears:aggressive,furryStep

15、1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversationGothroughtheinstructionswiththeclassLookbackatthelistofwordsinActivity1aYouwillhearGinnyandVictortalkabouttheanimalsinthepictureinActivity1aNowpleaselistentotherecordingcarefullyandcirclethewordsonthelistthattheyu

16、setodescribetheanimalsPlaytherecordingthefirsttimeThistimestudentsonlylistenPlaytherecordingasecondtimeNowlistentotherecordingagainandcirclethewordsyouhearontherecordingChecktheanswersAnswersThesewordsshouldbecircled:Aggressive,gentle,shy,furry,gray,fast,spottedTypescriptBoy:Hey,Ginny,Whatsthatbig,f

17、urryanimalinthepond?4Girl:Itsapolarbear,VictorTheyrekindofaggressiveBoy:Arethey?TheylookslikereallylovewaterGirl:Uh-huhBoy:Andwhatdoyoucallthosebig,graythingsinthewater?Girl:TheyrecalledmanateesBoy:What?Girl:ManateesTheyreverygentleandveryshyBoy:OhAndhowabouttheyellowandblackspottedanimalsinthatcage

18、?Girl:TheyrecheetahsThecheetahisthefastestanimalonearthStep1cThisactivityprovidesoralpracticeusingthetargetlanguageGothroughtheinstructionswiththewholeclassLookatthesampleconversationintheboxandgetthreestudentstoreaditaloudtotheclassS:IamlikethisanimalbecauseIamstrongandintelligentIlikewater,andAIli

19、ketoeatvegetablesSB:YourelikeanelephantSA:NoSC:YourelikeamanateeSA:Yes!TellstudentstothinkofananimalthatisthesameastheminsomewaysTakeafewminutestowritedownastatementSay,YoucanwriteasentenceortwothatdescribeshowyouaresimilartotheanimalyouchooseDontsaythenameoftheanimalAfewminuteslater,letstudentreadt

20、heirstatementstotheclassandseehowquicklytheotherstudentscanguesswhatanimalthestudentsistalkingaboutStatement1S1:IamlikethisanimalbecauseIamplayfulandfunnySs:YourelikeapolarbearS1:NoSs:YourelikeakangarooS1:Yes!Statement2S2:IamlikethisanimalbecauseIrunveryfastIliketowearcolorfulclothesSs:Youreakangaro

21、o5S2:NoSs:YourelikeacheetahS2:Yes!Notelike（hereprep）inthemannerofStepSummaryInthisclass,wevelearnedsomeimportantwordssuchasmanatee,kangaroo,Po;arebear,gentle,furry,enormous,playful,noisy,aggressive,spottedWevealsolearnedthetargetlanguageIamlikethisanimalbecauseIamstrongandintelligentIlikewater,andIl

22、iketoeatvegetablesYouarelikeanelephantNoYourelikeamanateeYes!StepHomework1GetstudentstowritedownsomestatementsandreadthemtotheirpartnersLetthepartnersguesswhatanimalstheyaretalkingabout2ReviewthenewwordsintheboxinActivity1aStepBlackboardDesignUnit15Weretryingtosavethemanatees!SectionATheFirstPeriodT

23、argetlanguage:IamlikethisanimalbecauseIamstrongandintelligentIlikewater,andIliketoeatvegetablesYourelikeanelephantNoYourelikeamanateeYesUnit15weretryingtosavethemanatees!TheSecondPeriodTeachingAimsandDemands1KnowledgeObjects1）KeyVocabularyEndangered,mangrove,swamp,habitat,aquaticfeed,underwater,vege

24、tation,6Foot,weigh,pound2）TargetLanguageHowbigaremanatees?Theyreabout10feetlongandtheyweighabout1000pounds2AbilityObjects（1）Trainstudentslisteningability（2）Trainstudentsspeakingability（3）Trainstudentstheabilityofusinggrammarfocus3MoralObjectWemustbefullyawareoftheimportanceofreducingpollutionandprot

25、ectinganimalsTeachingKeyPoints1KeyVocabularyEndangered,mangrove,swamps,habitat,aquaticfeed2TargetLanguageHowbigaremanatees?Theyreabout10feetlongandtheyweighabout1000pounds3StructuresPresentprogressiveWeretryingtosavethemanateesPresentManateeseatabout100poundsoffoodadayPastwithusedtoThereusedtobealot

26、ofmanateesPassivevoiceIn1972,itwasdiscoveredthattheywereendangeredPresentperfectSomeoftheswampshavebecomepollutedTeachingDifficultPoints1thetargetlanguage2HowtotrainstudentslisteningabilityTeachingMethods1Listeningmethodtoimprovestudentslisteningability2Pairworktomakeeverystudentworkinclass3Review,e

27、xplanation,inductivemethods7TeachingAids1Ataperecorder2TheblackboardTeachingProceduresStepRevisionCheckhomeworkGetsomepairstoactouttheirconversationsWhentheywork,therestofstudentsalsoguesswhatanimalstheyaretalkingaboutStep2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguageLookatthepi

28、ctureAsk,whatcanyouseeinthepicture?（Amanateeisinthewater）GothroughtheinstructionswiththeclassYouwillheartwopeopletalkingaboutmanateesListenanddrawalinebetweeneachwordanditsdefinitionReadthesampleanswerThensay,ThewordendangeredmeanstherearentverymanyofthisanimalleftintheworldThemanateeisendangeredbec

29、ausetherearentverymanyoftheseanimalsPlaytherecordingforstudentsthefirsttimeThistimestudentsonlylistentotherecordingcarefullyPlaytherecordingasecondtimeThistimestudentsdrawlinesbetweeneachwordanditsdefinitionChecktheanswerswiththeclassAnswers1b2d3a4cTypescriptBoy:Canyoutellusaboutthemanatees,please?M

30、an:SureWeretryingtosavethemBoy:Why?Aretheyendangered?Man:YesThereusedtobealotofmanatees,butnowtherearentverymanyofthemBoy:Doyouknowhowmanythereare?Man:Atthispoint,thereareonlyabout2500intheUSIn1972,itwasdiscoveredthattheywereendangeredSincethen,thegovernmenthaspassedlawstoprotectthemBoy:Wheredotheyl

31、ive?Man:TheirfavoritehabitatisthewaterunderthetreesinmangroveswampsBoy:Andwhyaretheyendangered?Man:SomeoftheswampshavebecomepollutedAlso,theresometimesisntenough8foodforallofthemAsyoucansee,theyrelargeTheaveragemanateeisaboutthreemeterslongandweighsabout1000poundsTheyneedabout100poundsofaquaticfeeda

32、dayBoy:Aquaticfeed?Man:Oh,thatsunderwaterplantsandvegetationThatswhattheyeatStep2bThisactivityprovideslisteningpracticeu-singthetargetlanguageGothroughtheinstructionswiththeclassLookattheheadingsinthechartandtheblanksnexttoeachheadingYouwillhearthesamerecordingagainThistimelistencarefullytowhatbothp

33、eoplesayandfillintheblanksinthechartLookatthesampleanswerThetwopeopleontherecordingaretalkingaboutmanatees,soyouwritethewordmanateeafterthewordskindofanimalinthechartPlaytherecordingagainGetstudentstofillintheblanksinthechartChecktheanswerswiththeclassAnswersKindofanimal:manateeNumbers:2500intheUSHa

34、bitat:waterundertreesinmangroveswampsReasonwhytheyareendangered:swampspolluted,notenoughfoodDescription:large,threemeterslong,weighs1000poundsStepIV2cThisactivityprovidesguidedoralpracticeusingthetargetlanguageLookatthesampleconversationintheboxInviteapairofstudentstoreadittotheclassS:Howbigaremanat

35、ees?ASB:Theyreaboutl0feetlongandtheyweighabout1000poundsReadtheinstructionsaloudtotheclassEachpairofstudentscanmakeaconversationusinginformationfromActivities2aand2bLetstudentsworkinpairsWhiletheyareworking,movearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneededWhenstudentsfinish

36、thework,askoneortwopairstosaytheirconversationstotheclassConversation1SA:Wheredomanateeslive?SB:TheyliveinthewaterunderthetreesinmangroveswampsConversation29S:Whyaremanateesendangered?ASB:BecausesomeswampshavebeenpollutedAndthereisntenoughfoodforallthemanatees,eitherStepGrammarFocusLookatthegrammarf

37、ocusboxInvitefivestudentstoreadthestatementstotheclassWeretryingtosavethemanagesManateeseatabout100poundsoffoodadayThereusedtobealotofmanateesIn1972,itwasdiscoveredthattheywereendangeredSomeoftheswampshavebecomepollutedPuttheclassinfivegroupsandaskeachgrouptobecomeexpertsinoneoftheverbtensesandprese

38、ntsareviewofthattensetotherestoftheclassHavethestudentsexplainwhattheverbtenseisusedforandthengivesomesamplesentencesStudentscanlookbackattheunitswheretheirverbtensewaspresentedorpracticedPresentprogressive:ReviewedthroughoutthebookPresent:ReviewedthroughoutthebookPastwithusedto:Unit4Passivevoice:Un

39、it10Presentperfect:Unit14Whilethegroupsareworking,walkaroundtheclassroomhelpingthestudentswiththeirexplanationsandtheirsamplesentencesAskonestudentofeachgrouptoshowtheirworkAsthestudentsshowtheirwork,askquestionsandcorrectanyerrorsintheirexplanationsorsentences（1）Presentprogressive:Oneformoftheverbs

40、thatexpressactionthatcontinuesoveraperiodoftime,alsocalledPresentcontinuestenseThestructureisam/is/are+-inForexample:Heisreadingastorybook（2）Present:ItisusedforindicatingactionthatisusualandhabitualTheformoftheverbisdoordoesForexample:IgotoschoolbybikeShedoesherhomeworkeveryday（3）Pastwithusedto:Thes

41、tructureofusedto+infoindicatesaconstantor-frequentpracticeinthepastForexample:IusedtogoswimmingwhenIwasachild（4）Passivevoice:Theformoftheverbisbe+ppinthesentenceForexample:Ourclassroomiscleanedeveryday10（5）PresentPerfect:Thefromoftheverbishave/has+pPForexample:IhavealreadyfinishedmyhomeworkStepSumma

42、ryInthisclass,wevelearnedsomeimportantwords,suchasendangered,mangroveswamps,habitat,aquaticfeedWevealsolearnedthetargetlanguagehowbigismanatees?Theyveabout10feetlongandtheyweighabout1000poundsAtlast,wereviewedsomegrammarwehavelearnedStepHomework1Makeconversationsinpairstoreviewthetargetlanguage2Make

43、fivesentencestoreviewthegrammarfocusStepBlackboardDesignUnit15Weretryingtosavethemanatees!SectionATheSecondPeriodMakesentencestoreviewthegrammarfocus:（1）Heisreadingastorybook（2）IgotoschoolbybikeShedoesherhomeworkeveryday（3）IusedtogoswimmingwhenIwasachild（4）Ourclassroomiscleanedeveryday（5）Ihavealread

44、yfinishedmyhomeworkUnit15weretryingtosavethemanatees!TheThirdPeriodTeachingAimsandDemands1KnowledgeObjects（1）KeyVocabularyagainst,besuitablefor,tinycages,educate,carefor,urge（2）TargetLanguageIthinkthatanimalsshouldnotliveinzoosIdisagreewithyouIfeelthatzoosprovidecleanandsafeplacesforendangeredanimal

45、stolive2AbilityObjects（1）Trainstudentsintegratingskills（2）Traintheabilityofexpressingstudentsownopinions113MoralobjectAnimalsareourfriendsWemustknowhowtolovethemandhowtoprotectthemThatway,ItisgoodforbothanimalsandusTeachingKeyPointTrainstudentsintegratingskillsTeachingDifficultPointHowtoimprovestude

46、ntsintegratingskillsTeachingMethods1Fast-readingmethod2GroupworkandpairworkTeachingAids1Aprojector2TheblackboardTeachingProceduresStepIRevisionT:YesterdaywelearnedthetargetlanguageandreviewedsomegrammarNowwhocanmakesentencesusingthegrammarwereviewedyesterdayS1:ImansweringaquestionS2:Mymothergoesshop

47、pingeveryweekS3:Sheusedtoliveinthecountryside,butnowshelivesinthecityS4:HewasmadetodosoS5:ShehaslearnedalotofnewwordsT:VerygoodStep3aThisactivityprovidesreadingpracticeu-singthetargetlanguageShowthekeyvocabularywordsonthescreenbyaprojectoragainstprep反對(duì)；違犯suitablead合適的；合適的tinyad極小的；渺小的cagen籠子；囚籠educa

48、tev教育；培養(yǎng)publicad&n公眾（的）；公眾（的）carefor關(guān)懷；照顧urgev強(qiáng)烈要求；全力主張Readthewordsandaskstudentstore-peatagainandagainuntiltheycanpronounce12thewordsfluentlyandaccuratelyGothroughtheinstructionswiththewholeclassInviteastudenttoreadthelettertotheclassCorrectanypronunciationerrorstomakesurethestudentisprovidingagood

49、modelfortherestoftheclassGetstudentstoreadtheletterontheirownagainandunderlinethereasonswhythewriterisopposedtozoosChecktheanswerswiththeclassAnswersZoosareterribleplacesforanimalstoliveTheanimalsarekeptintinycagesandcanhardlymoveatallAndtheyareonlygivenfoodonceadayNotes1tinyverysmall2Culturenote:Ma

50、nyWesternersareextremelyconcernedaboutanimalwelfareandoftensupportorganizationtoprotectthemSuchprotectionincludestheethicaltreatmentoffarmanimalsandanimalsinzoosSomepeoplefeelthatweshouldnoteatanyfoodmadefromanimalsorwearanyanimalproducts,includingleathershoesStep3bThisactivityprovidesreadingandwrit

51、ingpracticeusingthetargetlanguagegothroughtheinstructionswiththeclassInviteastudenttoreadthelettertotheclassCorrectanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclassAskstudentstoreadtheletteragainThenfinishtheworkontheirownorinpairsWhentheywork,walkaroundtheclassroom

52、,checkingtheprogressofthepairsandofferinghelpasneededChecktheanswersAnswerswillvarybutagoodletterwilltakethepointsfromtheletteroppositetotheirpointofviewandarguewiththemAsampleanswerDearEditor,Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoosIdontagreewithDisgustedInfact,man

53、yanimalsonlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematallIthinkzoosareveryimportanttoanimalsTheycanstopmanyendangeredanimalsfrombeingkilledorhuntedTheycanprovidemanwithplacesforresearchworkAlsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter13Sin

54、cerely,WritetheletterontheblackboardasanexampleNotes1livingactive:lively2careforlookafter;providefood,money,shelter,etc3urgerequestearnestly;trytopersuade;stronglyrecommendStepPart4ThisactivityprovidesoralpracticeusingthetargetlanguageGothroughtheinstructionswiththeclassTherewillbetwodifferentteamsO

55、neteamwilltalkaboutwhyzoosaregoodplacesforanimalsandtheotherteamwillsaywhyzoosarebadpacesforanimalsLookatthelistofexpressionsInviteastudenttoreadthelistaloudtotheclassThengetsomestudentstouseeachexpressioninacompletesentenceS:Ithinkthatelephantsshouldntbekeptinzoos1S:Ibelievethatanimalsinzooslivelon

56、gerthananimalsinthejungle2PutstudentsintwoteamsLeteachteamworktogetherastheywritedownsomestatementsshowingtheirviewpoint,usingtheexpressionsintheboxLookatthesamplelanguageintheboxInviteapairofstudentstoreadittotheclassSA:IthinkthatanimalsshouldnotliveinzoosSB:IdisagreewithyouIfeelthatzoosprovideclea

57、nandsafeplacesforendangeredanimalstoliveAskthetwoteamstodebateinclassFirst,callononeteamtogiveastatementThenasktheotherteamtogiveastatementthatisrelatedtothefirststatementHelptheteamsmakeseveraldifferentstatementsaboutasinglepointbeforegoingontoanotherpointForexample:Team1:Ithinkthatzoosarenotsuitab

58、leforanimalstoliveinTeam2:Whydoyouthinkso?Team1:BecauseanimalsthereareonlygivenfoodonceadayTheyrehungryTeam2:IdisagreewithyouIbelievethatmanyanimalsonlyeatonceadayoronceeveryfewdaysSo,thereisnoneedtoworryaboutthatStepSummaryInthisclass,wevelearnedsomekeyvocabularywordssuchasagainst,besuitable14for,t

59、inycages,carefor,urgeWevealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguageStepHomework1Finishofftheexercisesonpages6162oftheworkbook2WritethelettertotheeditorStepBlackboardDesignUnit15Weretryingtosavethemanatees!SectionATheThirdPeriodDearEditor,Afterreadingthetwoletters,Irealize

60、thatImustsaysomethingaboutanimalsandzoosIdontagreewithdisgustedInfact,manyanimalsonlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematallIthinkzoosareveryimportanttoanimalsTheycanstopmanyendangeredanimalsfrombeingkilledorhuntedTheycanprovidemanwithplacesforresearchworkAlsowecanv