【正文】 the name of the animal． A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about． Statement 1 S1:I am like this animal because I am playful and funny． Ss: You’re like a polar bear． S1: No． Ss: You’re like a kangaroo． S1: Yes! Statement 2 S2: I am like this animal because I run very fast． I like to wear colorful clothes． Ss: You’re a kangaroo． S2: No． Ss: You’re like a cheetah． S2: Yes! Note like— （ here prep． ） in the manner of Step Ⅴ Summary In this class, we’ve learned some important words such as manatee, kangaroo, Po 。 try to persuade。 n 公眾（的）；民眾（的） care for 關(guān)懷；照顧 urge v． 強(qiáng)烈要求；竭力主張 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． Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class． Get students to read the letter on their own again and underline the reasons why the writer is opposed to zoos． Check the answers with the class． Answers Zoos are terrible places for animals to live． The animals are kept in tiny cages and can hardly move at all． And they are only given food once a day． Notes 1． tiny— very small 2． Culture note: Many Westerners are extremely concerned about animal welfare and often support anization to protect them． Such protection includes the ethical treatment of farm animals and animals in zoos． Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes． Step Ⅲ 3b This 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． 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 better． Sincerely, Write the letter on the blackboard as an example． Notes 1． living— active: lively 2． care for— look after。 ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve also learned the target language I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables． You are like an elephant． No． You’re like a manatee． Yes! Step Ⅵ Homework 1． Get students to write down some statements and read them to their partners． Let the partners guess what animals they are talking about． 2． Review the new words in the box in Activity 1a． Step Ⅶ Blackboard Design Unit 15 We’re trying to save the manatees! Section A The First Period Target language: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables． You’re like an elephant． No． You’re like a manatee． Yes． Unit 15 We’re trying to save the manatees! The Second Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （ 1） Key Vocabulary endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound （ 2） Target Language How big are manatees? They’re about 10 feet long and they weigh about 1 000 pounds． 2． Ability Objects （ 1） Train students’ listening ability． （ 2） Train students’ speaking ability． （ 3） Train students’ the ability of using grammar focus． 3． Moral Object We must be fully aware of the importance of reducing pollution and protecting animals． Ⅱ． Teaching Key Points 1． Key Vocabulary endangered, mangrove, swamps, habitat, aquatic feed 2． Target Language How big are manatees? They’re about 10 feet long and they weigh about 1 000 pounds． 3． Structures Present progressive We’re trying to save the manatees． Present Manatees eat about 100 pounds of food a day． Past with used to There used to be a lot of manatees． Passive voice In 1972, it was discovered that they were endangered． Present perfect Some of the swamps have bee polluted． Ⅲ． Teaching Difficult Points 1． the target language 2． How to train students’ listening ability． Ⅳ． Teaching Methods 1． Listening method to improve students’ listening ability． 2． Pairwork to make every student work in class． 3． Review, explanation, inductive methods Ⅴ． Teaching Aids 1． A tape recorder 2． The blackboard Ⅵ． Teaching Procedures Step Ⅰ Revision Check homework． Get some pairs to act out their conversations． When they work, the rest of students also guess what animals they are talking about． Step Ⅱ 2a This activity provides guided listening practice using the target language． Look at the picture． Ask, What can you see in the picture? （ A manatee is in the water．） Go through the instructions with the class． You will hear two people talking about manatees． Listen and draw