初中初三九年级人教版下册英语全册教案下载

Unit 8 Where would you like to visit?

Part 1: Teaching design (第一部分：教学设计)

Structures: Phrasal verbs

Target language: I’d like to work outside. I’ll help clean up the city parks. You could give out food at a food bank.

Vocabulary: put off, hand out, call up give away, run out of, clean up, set up, take after, fix up, cheer up, give out, hunger, sign, repair

Learning strategies: Taking notes, Personalizing

SECTION A

Goals

●To learn to use phrasal verbs

●To read about being a volunteer

●To listen and talk about clean up the city parks

Procedures

Warming up by learning about grammar focus

Hello, class. This week we shall go and help clean up the city parks. But first what is the meaning of “clean up”? What verb is it?

Turn to page 61 and look at the chart to learn about “phrasal verb”

What is a phrasal verb?

▲It is an English verb followed by one or more particles where the combination behaves as a syntactic and semantic unit; “turn out” is a phrasal verb in the question “how many turned out to vote?”

▲In the English language, a phrasal verb is a verb combined with a preposition, an adverb, or an adverbial particle, all three of which are uninflected.

1a Looking and reading

Look at the bulletin board on page 60 and read about ways by which you could help people. Then list other ways you could help people.

Work outside, clean up the city parks, help stop hunger, visit sick children

call people back, find out about the flood, take part in planting trees,  help provide money for the poor students, be volunteers at the 2008 Olympics

1b Listening and completing

You are going to listen to several conversations.

Tapescript Conversation 1 Boy1: I’d like to work outside. Girl1: You could help clean up the city parks. Conversation 2 Boy2: I’d like to help homeless people. Girl1: You could give out food at the food bank. Conversation 3 Girl2: I’d like to cheer up sick kids. Girl1: You could visit them in the hospital. Conversation 4 Girl1: I’d like to help kids with their schoolwork. Girl2: You could volunteer in an after-school study program.

While listening, pay attention to information to complete the sentences on page 60 in the box.

1. I’d like to work outside. You could help clean up the city parks. 2. I’d like to help homeless people. You could give out food at the food bank. 3. I’d like to cheer up sick kids. You could visit them in the hospital. 4. I’d like to help kids with their schoolwork. You could volunteer in an after-school study program.

1c Doing pairwork

In pairs you are to practice the conversations in the picture on page 60. Then make similar conversations using the information in activity 1b.

▲I’d like to work outside. ▲You could help clean up the city parks. ▲I could visit sick children in the hospital. We could help stop hunger by giving out food at the food bank.

●I’d like to work cleaning up the school playground. ●I’d like to help homeless people in my hometown. ●I’d like to cheer up sick kids. ●I could visit them in the hospital. ●I’d like to help kids with their English. ●We could volunteer in an after-school cleaning up program.

2a Listening and checking

Some students talking about planning a City Parks Clean-up Day. Listen to their talk and check√the things they are going to do.

Tapescript Boy1; OK. Now we need to come up with a plan to tell people about the city park clean-up. Girl1: Yeah, but I’m hungry, Bob. Let’s have lunch first. Girl2: No, we can’t put off making a plan. Clean-up Day is only two weeks from now. Boy2: You’re right, Sally. While we talk, I’ll write down all our ideas. Then we can decide which ideas are best. Girl1: Um… well… we could put up signs.√ Boy2: That’s a good idea! Girl2: I’ll hand out advertisements after school.√ Boy1; OK. Great! And we could each call up ten people and ask them to come.√ Boy2: Hey, we’re coming up with a lot of good ideas, aren’t we?

2b Listening and filling in blanks

I’ shall play the tape again and you are to listen and fill in the blanks in the box on 61.

1.We need to come up with a plan. 2.We can’t put off making a plan. Clean-up Day is only two weeks from now. 3. I’ll write down all our ideas. 4. We could put up signs. 5. I’ll hand out advertisements after school. 6. We could each call up ten people and ask them to come.

2c Doing pairwork

Let’s go on to role play the conversation in activity 2b.

A: We need to come up with a plan. B: Let’s have lunch first. A: No, we can’t put off making a plan. Clean-up Day is only two weeks from now. B: I’ll write down all our ideas that we come out with. A: We could put up signs after school. B: We’ll hand out advertisements at weekends. A: At home we could each call up ten people and ask them to come. B: We could get online to make our plan known to all.

3a Reading, underlining and circling

On page 62 is an article about volunteers. Read it and underline the kinds of work they do. You have to circle the reasons why they like their work.

Being a volunteer is great！ Number 77 High School is home to three very special young people: Li Huiping, Lan Pei, and Zhu Ming. These three students all volunteer their time to help other people. This volunteer work takes each of them several hours a week, so it is a major commitment. Huiping loves to read, and she puts this love to good use by working in the after-school care center at her local elementary school. Here, she helps young children to read. Pei loves animals, and plans to study to be a veterinarian when he leaves school. He spends every Saturday morning working in an animal hospital. Ming wants to be a professional singer. He sings for groups of people at the city hospital to cheer them up.  “Volunteering is great！” says Huiping. “Not only do I feel good about helping other people, but I get to spend time doing what I love to do.” Pei says he has learned more about animals. Ming says he has met some wonderful people at the hospital. The three students plan to set up a student volunteer project at their school. “Don’t put it off,” says Huiping. “Become a volunteer today！”

Read the article again to darken the phrasal verbs found in it.

3b Filling in the table

On page 62 is a table showing the kinds of volunteer work the four  students could do. Read the table and fill in it.

Name	Loves	Could
Hui	Football	Teach the pupils to play football
Xiao Tang	Writing stories	Turn the city people’s life into stories
Joy	Movies	Show free movies to the villagers
Wei	Music	Play music to cheer people up

3c Doing pair

Next take turns role playing being one of the people in 3b by asking and giving advice.

A: I’d like to join the school volunteer project, but I’m not sure what I should do. B: What do you like doing? A: I love playing football. B: Well, you could help coach a football team for little kids. A: I’d like to join the class volunteer project, but I’m not sure what I should do. B: What do you like doing? A: I love writing stories. B: Well, you could help write stories forcitizens. A: I’d like to join the town volunteer project, but I’m not sure what I should do. B: What do you like doing? A: I love seeing movies. B: Well, you could help introduce good movies to the farmers. A: I’d like to join the city volunteer project, but I’m not sure what I should do. B: What do you like doing? A: I love playing music. B: Well, you could help organize a music band for the factory workers.

4 Doing pairwork

In the table on bottom of page 62 write down three things you like to do and then ask your partner for advice about the kinds of volunteer work you could do.

Things I like to do	Volunteer work I could do
1. reading in English	Help teach English to those poor in English
2. surfing online	Help getting useful information online for the farmers
3. collecting ancient coins	Help give a speech on ancient Chinese culture
A: I like to reading in English. What kind of volunteer work do you think I could do? B: You could help teach English to those poor in English. A: I like to surfing online. What kind of volunteer work do you think I could do? B: You could help get useful information online for the farmers teach English to those poor in English. A: I like to collect ancient coins. What kind of volunteer work do you think I could do? B: You could help give a speech on ancient Chinese culture.

Closing down by reading an English poem

Falling Asleep in Class

I fell asleep in class today,

as I was awfully bored.

I laid my head upon my desk

and closed my eyes and snored.

 

I woke to find a piece of paper

sticking to my face.

I'd slobbered on my textbooks

and my hair was a disgrace.

 

My clothes were badly rumpled

and my eyes were glazed and red.

My binder left a three-ring

indentation in my head.

 

I slept through class, and probably

I would have slept some more,

except my students woke me

as they headed out the door.

 

Kenn Nesbitt

 

Unit 9 When was it invented?

Part 1: Teaching design (第一部分：教学设计)

Structures: Passive voice (questions and statements)

Target language: When was the telephone invented? I think it was invented in 1876.

Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident

Learning strategies: Brainstorming, Role playing

SECTION A

Goals

●To learn to use Passive voice (questions and statements)

●To listen, talk and read about invention

Procedures

Warming up by learn about Passive voice (questions and statements)

Passive Verb Formation

Tense	Subject	Auxiliary		Past Participle
		Singular	Plural
Present	The car/cars	is	are	designed.
Present perfect	The car/cars	has been	have been	designed.
Past	The car/cars	was	were	designed.
Past perfect	The car/cars	had been	had been	designed.
Future	The car/cars	will be	will be	designed.
Future perfect	The car/cars	will have been	will have been	designed.
Present progressive	The car/cars	is being	are being	designed.
Past progressive	The car/cars	was being	were being	designed

Pay attention to the passive voice of “give”.

Active	Professor Villa gave Jorge an A.
Passive	An A was given to Jorge by Professor Villa.
Passive	Jorge was given an A.

1a Doing group work

Look at the things on page 68. Number them in the order of their invention.

A: I think the telephone was invented before the car.

B: Well, I think the telephone was invented after the car.

Televisor

1925

John L. Baird

Scottish

A: I think the televisor was invented before the computer.

B: Well, I think the televisor was invented after the computer.

Telephone

1876

A.G. Bell

American

A: I think the calculator was invented before the plane.

B: Well, I think the calculator was invented after the planer.

1b Listening and matching

Listen to the recording and match the inventions with the dates.

Tapescript Girl: Life must have been difficult when you were a kid. Woman: Oh, not really. Why do you say that? Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right? Woman: Of course we did! How old do you think I am? The telephone was invented in 1876. Girl: How about cars? I bet cars weren’t invented yet. Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice. Girl: Ha, ha! Well, did you have a TV? Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one. Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculator were invented in 1971 and personal computers were invented in 1976. Woman: You’re right. I didn’t have those things when I was young. But I do now!

The things in the pictures were invented in the following order.

The telephone was invented in 1876. Cars were invented in 1885. The TV was invented around 1927. The hand-held calculator were invented in 1971. The personal computers were invented in 1976.

Now you are going to read the listening tapescript. Blacken the passive voice, circle all the linking words and underline all the useful expressions.

1c Doing pairwork

In pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.

A: When was the telephone invented? B: I think it was invented in 1876.   A: When was the car invented? B: I think it was invented in 1885.   A: When was the TV invented? B: I think it was invented around 1927.   A: When was the hand-held calculator invented? B: I think it was invented in 1971.

2a Listening and numbering

Next you are going to listen to a tapescript and number the inventions in the order that you hear them.

Tapescript Boy: What are those? Girl: They’re battery-operated slippers. Boy: What are they used for? Girl: They’re used for seeing in the dark. Boy: Oh, that’s cool! Who were they invented by? Girl: Julie Thompson. And look at this heated ice cream scoop. Boy: I know what it’s for! It’s used for scooping out really cold ice cream. Girl: Right. It was invented by Chelsea Lanmon. Boy: My favorite are those shoes with adjustable heels. You know—you can move the heels up and down. They were invented by Jayce Coziar and Jamie Ellsworth. Girl: And what are they used for? Boy: Well, you can change the style of your shoes. You can make the shoes go from casual to dressy.

The inventions are heard in the following order.

battery-operated slippers→heated ice cream scoop→shoes with adjustable heels

2b Listening and matching

You shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.

A: Invention	B: Who was it/ were they invented by?	C: What is it/ are they used for?
Shoes with adjustable heels	Chelsea Lanmon	Scooping really cold ice cream
Battery-operated sneakers	Jayce Coziar and Jamie Ellsworth	Seeing in the dark
Heated ice cream scoop	Julie Thompson	Changing the style of the shoes

2c Doing pairwork

Role play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.

A: What are the shoes with adjustable heels used for? B: They are used for changing the style of the shoes. A: What are the battery-operated sneakers used for? B: They are used for seeing in the dark. A: What is the heated ice cream scoop used for? B: It is used for scooping really cold ice cream.

3a Doing pairwork

There are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions.

Helpful inventions	Annoying inventions
Example: telephone	Example: alarm clock
1. plane	1. atomic bomb
2. computer	2. missile
3. bike	3. rifle
4. car	4. chemical weapon
5. train	5. alarm clock

3b Doing pairwork

In pairs discuss your opinions in 3a with your partner.

A: What do you think is the most helpful invention? B: I think the most helpful invention is the light bulb. A: Why is that? B: Well, it gives people more time to work and play every day.   A: What do you think is the most annoying invention? B: I think the most helpful invention is the atomic bomb. A: Why is that? B: Well, it gives people more power to kill others.   A: What do you think is the less helpful invention? B: I think the less helpful invention is the car. A: Why is that? B: Well, it makes it possible for people to move to distant places faster.

4 Doing groupwork

Imagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?

I like to take the followings with me.
knife	flashlight	handphone	telescope	gun

 

Unit 11 Could you please tell me where the restrooms are?

Part 1: Teaching design (第一部分：教学设计)

Structures: Indirect questions

Target language: Excuse me. Do you know where I can exchange money? Sure. There’s bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

Vocabulary: escalator, drugstore, restroom, furniture, department store, shampoo, advantage, disadvantage, exchange money, hang out

Learning strategies: Listen for specific information, Cooperating

SECTION A

Goals

●To learn to use Indirect questions

●To learn to tell about places

Procedures

Warming up by learning grammar

Hello everyone. I am a strange here in this city. Could you tell me how to

get to the supermarket?

All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions.

Now turn to page 87 first and look at the three sentences in the Grammar Focus.

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Could you please tell me where I can get a dictionary?

Have you noticed the word “where” and “how” used in the sentences. The questions introduced by them are called the Indirect questions.

Now in pairs make similar sentences with “where” and “how”.

Do you know where I can go hiking in the mountain?

Could you tell me how to have a good time in a big city? Could you please tell me where I can find a good English teacher?

1a Matching things with places

On page 86 is a picture of a city. A visitor is asking someone questions about things to do at certain places. Now look at the picture and match each thing with a place.

Where to…?

C buy shampoo D get some magazines E make a telephone call G get a dictionary D get some information about the town C buy some writing paper E buy some stamps B save money

1b Listening and completing

It is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.

 

Tapescript Conversation 1 Girl1: Excuse me. Could you tell me where I can buy some stamps? Boy1: Yes. There’s a post office on Center Street. Girl1: Oh. Can you tell me where Center Street is? Boy1: Sure. Go past the bank. Center Street is on your right. Girl1: Thanks a lot. Boy1: No problem. Conversation 2 Girl2: Excuse me. Do you know where I can save money? Boy2: Sure. There’s a bank on Main Street. Girl2: Oh. Could you please tell me how to get there? Boy2: Yes... Go straight ahead. The bank is on your left. Girl2: Thank you. Boy2: You’re welcome.

Write your words here in the speech bubbles.

A: Could you tell me where I can buy some stamps? B: Yes. There’s a post office on Center Street.

A: Excuse me. Do you know where I can save money? B: Sure. There’s a bank on Main Street.

Read the tapescript and try to underline all the useful expressions used and circle the Indirect questions.

1c Doing pairwork

In 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.)

A: Excuse me. Can you please tell me where I can buy shampoo in this city? B: Sure. There’s a department store over there. A: Excuse me. Can you please tell me where I can get some magazines? B: Sure. There’s a post office around the corner. A: Excuse me. Can you please tell me where I can make a telephone call? B: Sure. There’s a post office one hundred meters down the street. A: Excuse me. Can you please tell me where I can get some information about the town? B: Sure. There’s a library opposite of the hospital. A: Excuse me. Can you please tell me where I can get some writing paper? B: Sure. There’s a department store close to the bus station. A: Excuse me. Can you please tell me where I can buy some stamps? B: Sure. There’s a post office beside the library over there. A: Excuse me. Can you please tell me where I can save money. B: Sure. There’s a big bank beside the café on the main library over there.

2a Listening and numbering

Do you like shopping? If you do come and listen to the directions for going shopping around a new city.

Tapescript Boy1: Excuse me. Can you tell me where I can buy some shampoo? Boy2: Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see... Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there. Boy1: OK, great. Thanks a lot. Boy2: You’re welcome.

While listening please number the directions in the order that you hear them.

Take the elevator to the second floor. 2 Turn left. 1 Take the escalator to the second floor. Turn right. 4 The drugstore is between the furniture store and the bookstore. 3 Go past the bank.

Read the tapescript for the Indirect questions and the useful expressions. Circle the Indirect questions and underline the useful expressions.

2b Listening and drawing

Do you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.

2c Doing pairwork

What else do like to buy? Then make conversations in pairs using the other places in the picture on page 87.

A: Excuse me. Do you know where I can exchange money? B: Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy music CD? B: Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room. A: Excuse me. Do you know where I can get a dictionary? B: Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank. A: Excuse me. Do you know where I can buy some candies? B: Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore. A: Excuse me. Do you know where I can buy a desk? B: Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore.

Now read aloud the conversations again to Circle the Indirect questions and underline the useful expressions.

3a Reading and listing

On page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expressions.

They’re all at the mall.

After school, a lot of young people go to the mall. We decided

to talk to some students about why they go there.

Interviewer: Why do you go to the mall?

Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it.

Interviewer: Oh? Why not?

Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded.

Interviewer:  And how about you?

   Li Jun:  Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.

   Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.

   Yu Yue: Well, when I go into stores I always spend too much money！

Advantages	disadvantages
There’s always something happening.	The air isn’t fresh.
There are a lot of free concerts there.	It’s usually crowded.
It’s also just fun to watch people.	when I go into stores I always spend too much money！
I like to go in the music store and listen to CDs.
I like to look at books in the bookstore.

3b Doing groupwork

Where do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.

A: Where do you usually hang out with your friends? B: We usually go to my friend, Qiu’s place. A: Is that a good place to hang out? B: Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.

A: Where do you usually hang out with your friends? B: We usually go to the bookstore. A: Is that a good place to hang out? B: Well, it has advantages and disadvantages. It’s very big and the air is fresh, too. And we can just read books there. We don’t have to buy books. So we always have a good time there.

A: Where do you usually hang out with your friends at weekends? B: I usually stay at home. A: Is that a good place to hang out for the weekends? B: Well, it has advantages and disadvantages. My room is kind of small. But I have a computer there. I go online reading and watching. It is a wonderful place. So I always hang in at home.

4. Directions challenge

Now we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.

A: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then it is the…? B: Then it is the bookstore.

A: Go out the back door and take a left. Walk about two blocks. Go past the post office, and turn right onto Chang’an Street. Then it is the…? B: Then it is the Teachers College.

A: Go out the side door and take a right. Walk about three blocks. Go past the bus station, and turn left onto Flag Street. Then it is the…? B: Then it is the lake.

Closing down by looking and saying

To bring the period to an end let’s look at the picture and talk about things happening in it.

 Unit 12 You’re supposed to shake hands.

Part 1: Teaching design (第一部分：教学设计)

Structures: Supposed to ＋ infinitive

Target language: How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…

Learning strategies: Comparing, Listening for key words

Section A

Goals

●To learn to use the structure Supposed to ＋ infinitive

●To listen and talk about what people are supposed to do

Procedures

Warming up by learning about the structure Supposed to ＋ infinitive

Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋ infinitive is used?

What are you supposed to do when you meet someone?	You’re supposed to kiss. You’re not supposed to shake hands.
When were you supposed to arrive?	I was supposed to arrive at 7:00.
You should have asked what you were supposed to wear.

1a Looking, listening and matching

Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.

Tapescript Boy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah. Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow. Girl2: And in Korea we also bow. Boy1: Well, I guess in most Western countries we shake hands.

1b Listening and checking

You are supposed to listen for a second time to check your answers in 1a.

Countries	Customs
1. c Brazil	a. bow b. shake hands c. kiss
2. b the United States
3. a Japan
4. b Mexico
5. a Korea

Now you can turn to page 135 to read the tapescript. While

reading

circle the connectives and underline the expressions.

1c Doing pairwork

What do people do when they meet for the first time? Now in

pairs tell

each other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?

A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow.

A: What are people in the United States supposed to do when they meet for the first time? B: They’re supposed to shake hands.

A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands.

A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands.

A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss.

A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands.

2a Listening and checking

Maria, an exchange student from India, went to her American

Friend Dan’s place and had dinner there. Now listen to the tape

for the mistakes Maria made there.

Tapescript Boy: Hi, Maria. How was Paul’s party? Girl: Oh, Dan, it was a disaster. Boy: It was? Girl: Uh-huh. Boy: What happened? Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00. Boy: Oh, so you were late. Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later! Boy: I see. Girl: Then when I met Paul’s mom, I kissed her. Boy: And you were supposed to shake hands instead. Girl: That’s right. AND I wore a fancy dress. Boy: What’s wrong with that? Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans. Boy: I guess you should have asked what you were supposed to wear.

Now you may check√the mistakes by Maria on page 95.

Maria’s mistakes

√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes

2b Listening and filling

To fill in the blanks on page 95 you are supposed to listen to the

tape one more time.

Tapescript MariA: I was supposed to arrive at 7:00 but I arrived at 8:00. MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later. Dan: Boy: And you were supposed to shake hands instead. MariA: That’s right. And I wore a fancy dress. Dan: I guess you should have asked what you were supposed to wear.

Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.

Li Hong: I was supposed to get up at 7:00 but I got up at 8:00. Li Hong: In my home it’s different. When you’re asked to get up at 7:00, you’re supposed to get up later.   Wang Bin: And you were supposed to do the morning exercise instead. Li Hong: That’s right. And I took my school backpack. Wang Bin: I guess you should have asked what you were supposed to take.

2c Doing pairwork

You are supposed to role play the conversation between Maria

and Dan. And you are supposed to use the information from

activities 2a and 2b.

A: How was the dinner at Paul’s house last night? B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. A: Why was that? Why didn’t you arrive earlier? B: But in my country it’s different. A: What is the difference? B: When you’re invited for 7:00, you’re supposed to come later! A: So you didn’t arrive at 7:00.. B: When I met Paul’s mom, I kissed her. A: But you were supposed to shake hands instead. We don’t kiss each other when we are only friends. B: But I didn’t know that then. A: What did you wear? B: I wore a fancy dress. A: What’s wrong with that? B: It was a barbecue, you know. Everyone else was wearing a T-shirt and jeans. A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.

3a Reading and filling

On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.

Teresa Lopez From Cali, Colombia	Marc LeBlanc From Lausanne, Swizerland
Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！	In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.

And now you are supposed to fill in the chart.

Attitude about…	Colombia	Switzerland
Being on time	Pretty relaxed about time	very important to be on time
Visiting a friend’s house	Often just drop by friends’ house	never visit a friend’s house without calling first
Making plans with friends	Don’t usually have to make plans to meet friends	usually plan to do something interesting, or go somewhere together

3b Doing pairwork

Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.

A: What kinds of rules do they have in Colombia? B: Well, they have pretty relaxed rules. A: Like what? B: Well, it’s ok if you’re not on time. A: Could you give me an example? B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late. A: Do they often visit friends’ house? B: Yes, they do. It is very important to them. They often just drop by their friends’ homes. A: Do they have to make plans to do that? B: They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！ B: What kinds of rules do they have in Switzerland? A: It’s very important for them to be on time. B: Because they’re the land of watches? A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00. B: If you are even fifteen minutes late, may your friend get angry? A: Yes, they do. B: Do they often visit a friend’s house? A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.

4 Doing pairwork

An exchange student from England is coming to your school for

classes. You are supposed to fill in the chart below on page 96

with things he is supposed to do inside and outside the

classroom.

Items	You are supposed to …
Greeting teachers	Say, “Good morning” in the morning
Doing homework	At home or in school after class
Phoning someone	Say, “Ni Hao, I’m …”
Visiting someone’s place	Call first, and knock at the door
Making plans with friends	Discuss the plan, call to make changes
Being on time	Always on time or little earlier
Giving gifts	Festival gifts being necessary
…	…

Now you are supposed to role play a conversation based on the

chart you just filled in.

A conversation between you and an exchange student from Britain

A: How do you do? B: How do you do? Are you a new exchange student? A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom? B: Sure. To greet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon. A: And “Good evening” in the evening. That’s the same as we do in Britain. B: For homework you may do it at home or in school, but always after class. A: Can I do it at class? B: No, you can’t, because you have lots to do then. A: What do I have to do at class? B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers, and to read Learning English! A: Learning English? Am I have to learn English here? B: Yes, you have to learn English, too. If you don’t, you will fail the English exams. A: But I am a native speaker of English! B: But you are poor at English grammar! There are lots of grammar items in the English exam. A: But I can listen, speak, read and write in English. Is that not enough? B: I don’t know. But you have to take the 4th, the 6th and the 8th level English exams. A: All right. I agree to take all those exams in English, and on grammar. B: And to phone someone you say say, “Ni Hao, I’m …” A: “Ni Hao, I’m …” B: Right. You are learning fast. You are smart. A: What about visiting someone’s place? B: Call first, and knock at the door. A: What should I do to make plans with friends? B: Discuss the plan with them. Call to make changes before it is too late. A: Do I have to be on time? B: It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves. A: That’s also the same as we do back at Britain. A: And giving gifts? I hear that you give many gifts on many occasions. B: Yes, we do. But you can’t give gifts to the teachers in order to pass the exams, and the English grammar exams!

Closing down by competing

To end this English class you are supposed to take a

competition. You are supposed to say as many sentences with

the Structure: Supposed to ＋ infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.

 

Unit 13 Rainy days make me sad.

Part 1: Teaching design (第一部分：教学设计)

Structures: make/s me ＋ infinitive, make/s me ＋ adjective

Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable.

Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful

Learning strategies: Personalizing, Matching

Section A

Goals

● To learn to use make/s me ＋ infinitive, make/s me ＋ adjective

●To listen and talk about eating in a restaurant

Procedures

Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective

On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.

Loud music makes me tense.

Loud music makes me want to dance.

That movie made me sad.

Now you are supposed to make as many sentences with the

make/s me ＋ infinitive, make/s me ＋ adjective structure as possible.

1a Looking and saying

On page 102 is a picture of restaurants. Which one would you like to go? And why?

◆         I like to go to the one on the left because the music there would make me excited. ◆         I like to go to the one on the right because the music there would make me quiet. ◆         I like to go to the one on the left because the pictures there would make me tense. ◆         I like to go to the one on the right because the things there would make me happy.

1b Listening and completing

Listen to a conversation between Amy and Tina talking about eating in restaurants.

While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋

adjective structure” .

Tapescript Girl1: I’m hungry, Amy. Girl2: So am I. Why don’t we get something to eat? Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers. Girl2: Oh, Tina… I hate the Rockin’ Restaurant. Girl1: Why? The food is great, isn’t it? Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense. Girl1: OK. So where do you want to go, Amy? Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed. Girl1: Not me. It makes me sleepy.

And now complete the unfinished sentences in the chart on page 102.

The Rockin’s Restaurant	The Blue Lagoon
The awful pictures make Amy sad.	The soft music makes Amy relaxed.
The loud music makes Amy tense.	The soft music makes Tina sleepy.

Now you are supposed to read the tapescript. While reading, underline the expressions and circle the connectives.

1c Doing pairwork

What are your opinions about the two restaurants? Which on would you like better?

A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.

B: Me, too! Loud music makes me tense.

A: I agree! Loud music makes me uncomfortable.

A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating.

B: Me, too! Loud music makes me excited.

A: I agree! Loud music makes me happy.

2a Listening and numbering

3	4
2	1

A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.

Tapescript Boy: Did you and Amy have fun last night, Tina? Girl: Well, John… yes and no. Boy: Was Amy late as usual? Girl: Yes, she was. And waiting for her made me angry. Boy: Where did you go? Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense. Boy: That’s funny. Loud music always makes me want to dance. Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time. Boy: Then did you go to the concert at the high school? Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry. Boy: Sad movies don’t make me cry. They just make me want to leave! Girl: You sound just like my brother!

2b Listening and checking

You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.

√Waiting for her made me angry.

√She said that loud music made her tense.

×Loud music makes me happy.

√Loud music always makes me want to dance.

√It was so sad it made me cry.

√Sad movies don’t make me cry. They just make me want to leave!

×It made me sad.

All right now, you are supposed to read the tapescript. While

Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expressions and blacken the connectives.

2c Doing pairwork

Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.

John: Did you have fun with Amy last night? Tina: Well…yes and no. She was really late. John: Amy was late as usual, wasn’t she? Tina: Yes, she was. John: And waiting for her made me angry? Tina: Yes, it made me angry. John: What did you do? Tina: First we went to the Rockin’ Restaurant. John: Did you stay long there? Tina: No, we didn’t because Amy didn’t want to stay. John: Why? Tina: She said that loud music made he tense. John: That’s strange. Loud music always makes me excited and want to dance. Tina: Me too. John: So then you went to the Blue Lagoon as usually, didn’t you? Tina: yes, you guess right. John: It was quiet and the food was great there. Did you have a good time there? Tina: Yes, we did. John: Where did you go then? Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies. John: What movie did you watch? Tina: We saw Remember Me Forever. John: It was a really good movie, wasn’t it? Tina: Yes, it was, but it was so sad it made us cry. John: Sad movies make me want to leave! Tina: You behave just like my brother!

3a Reading and answering

On page 104 is an article about restaurant science.  Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure.

Restaurant science Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.

Now you are to answer the three questions on page 104 in the box.

1.What does the color red make most people feel? →The color red makes people hungry. Red also makes customers eat faster. 2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave. 3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are running the restaurants in order to make money. They want more customers to come to spend money in their restaurants.

3b Doing groupwork

Now let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.

A: The seats are very hard. The white walls make me stressed. B: Is it this classroom? A: No, it isn’t. B: Is it a hospital? A: Yes, that’s right.

A: The house is very big. The noise makes me tense. B: Is it a railway station? A: No, it isn’t. B: Is it a dancing hall? A: No, it isn’t. B: Is it a therter? A: Yes, that’s right.

4 Completing and surveying

1)          How do you feel about pollution?

2)          It makes me kind of angry. How about you?

3)          It makes me want to join a clean-up campain.

A survey about…
How do you feel about…?	You	Zhao Mingyuan	Li Baoguo
Pollution	Makes me uncomfortable	Makes me unhealthy	Makes me headache
Heavy traffic	Makes me tense	Makes me go on foot	Makes me stay indoors
Loud music	Makes me excited	Makes me shut my ears	Makes me crazy
Endangered animals	Makes me sad	Makes me unable to fall asleep	Makes me stop eating meats
Smoking	Makes me sick	Makes me stressed	Makes me cry
People who keep you waiting	Makes me angry	Makes me hungry	Makes me thirsty

Closing down by looking and saying

 

 

 

 

 

 

Unit 14 Have you packed yet?

Part 1: Teaching design (第一部分：教学设计)

Structures: Present perfect with already and yet

Target language: Have you watered the plants yet? Yes, I have already watered them?

Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off

Learning strategies: Brainstorming, Role playing

Section A

Goals

●To learn to use Present perfect with already and yet

●To listen and talk about having a vacation

Procedures                                                                                                                         

Warming up by studying grammar

Grammar is so important that it should always be learned and made use of in class.

Today we shall learn to use “ Present perfect with already and yet”

Look at the two sentences:

Have you watered the plants yet? Yes, I have already watered them?

Do you understand the structure of the two sentences?

We shall make more sentences like those.

Have you finished your homework yet? Yes, I have already finished it?

Have you found your bike yet? Yes, I have already found it?

To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.

1a Thinking and writing

Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?

Think and write your ideas in the chart on page 110.

A beach vacation	Sightseeing in a city
1. bathing suit	1. camera
2. umbrella	2. mobile phone
3. drinking water	3. bike

1b Listening and checking

A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”.

 

Tapescript Woman: Have you packed the beach towels yet? Boy: No, I haven’t. Can’t Judy pack them? Woman: No, she’s busy. Could you please water the plants? Boy: I’ve already watered them. Woman: Oh, thanks. Man: What about the travel guidebook and the street map? Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet. Man: That’s OK. I’ll get it. Have you packed the camera? Boy: Yup. I’ve already put it in my suitcase. Woman: Well, I guess that’s everything. Boy: Almost everything. We haven’t locked the windows yet.

And now check√ the chores listed below the family have already done.

√Packed the camera	√Watered the plants
× Locked the window	√Bought a travel guidebook
× Bought a street map	× Packed the beach towels

1c Doing pairwork

Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.

A: Have you watered the plants yet? B: Yes, I have already watered them.

A: Have you packed the camera yet? B: Yes, I have already packed the camera.

A: Have you bought a street map yet? B: Yes, I have already bought a street map.

A: Have you locked the window yet? B: Yes, I have already locked the window.

A: Have you packed the beach towels yet? B: Yes, I have already packed the beach towels.

A: Have you bought a travel guidebook yet? B: Yes, I have already bought a travel guidebook.

2a Listening and writing

Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.

Tapescript Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina? Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now. Boy: Tina! You’re unbelievable. What about your bike? Girl:I’ve already put it in the garage. But I haven’t locked the garage yet. That’s your job, Mark. Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash. Girl: Have you fed the cat yet? Boy: Not yet. I’ll do it in a minute. Have you turned off your radio? Girl: Yes, I have. I think we’re almost ready.

Now on page 111write before the 6 sentences M for Mark or T for Tina.

1.No. I haven’t cleaned out the refrigerator yet. 2.I’ve already put it in the garage. 3.But I haven’t locked the garage yet. 4.I’ve already done most of my jobs. 5.Not yet. I’ll do it in a minute. 6.Yes, I have. I think we’re almost ready.

2b Listening and matching

To match the questions below with the answers above in 2a, you shall listen to the tape again.

Have you fed the cat yet? →5

What about your bike? →2

Are you ready, Tina? → 1

Have you turned off your radio? →6

2c Doing pairwork

To practice spoken English you are to role play a conversation using the information from 2a and 2b.

A: Are you ready, Tina? B: No, I haven’t cleaned out the refrigerator.

B: No, I haven’t put the food in the garage yet. B: No, I haven’t locked the garage yet. B: No, I haven’t done my jobs yet. B: No, I haven’t taken out the trash. B: No, I haven’t fed the cat yet? B: No, I haven’t turned off my radio yet.

3a Reading and underlining

Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.

Subject:  So busy！                                      From:  Crystal

Hi Jake, Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals—he and his family lived on the farm. Anyway, I have to run now. Take care, Crystal

Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.

3b Doing groupwork

On page 112 in the middle is a chart with hours and chores done.

9:00 am	Do my homework	Water the plants	Buy a newspaper
10:00 am	Buy a newspaper	Feed the dog	Do my homework
11:00 am	Feed the dog	Do my homework	Clean the room
12:00 noon
1:00 pm	Water the plants	Clean the room	Water the plants
2:00 pm	Clean the room	Buy a newspaper	Feed the dog

Now in groups of four, ask your partner what he or she has done, using  “Present perfect with already and yet” structure.

A: Have you bought a newspaper? B: Yes, I’ve already bought a newspaper.

A: Have you done your homework? B: Yes, I’ve already done your homework.

A: Have you feed the dog? B: Yes, I’ve already feed the dog.

A: Have you watered the plants? B: Yes, I’ve already watered the plants.

A: Have you cleaned the room? B: Yes, I’ve already cleaned the room.

4 Doing groupwork

What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.

	You	Xu Lanfang	Li Baoli
Things I have done	Write a research paper	Write a news report	Go abroad
Things I haven’t done yet	Visit my mother	Find a friend	Read a novel

Closing down by singing a song

Happy Birthday

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

 

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

 

Unit 15 We’re trying to save the manatees!

Part 1: Teaching design (第一部分：教学设计)

Structures: Review of structures

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.

Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely

Learning strategies: Classifying, Listening for specific information

Section A

Goals

●     To review structures learned

●     To listen and talk about animals

Procedures                                                                                                                         

Warming up by learning about animals

Animals are living things. Plants can make their own food or

energy from the light of the sun, but animals can't do this.

Animals have to eat plants or other animals to get energy to live.

Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.

1a Looking and describing

On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.

African elephants	Chimpanzees	Kangaroos	Manatees	Cheetahs	Polar bears
enormous	noisy	playful	gentle, shy	spotted, fast	Furry, aggressive

1b Listening and circling

Victor and Ginny are talking about animals. They are describing them with many different words.

Now listen to their talk and circle the words used in 1a to describe the animals.

星沙英语网整理

Tapescript Boy: Hey, Ginny. What’s that big, furry animal in the pond? Girl: It’s a polar bear, Victor. They’re kind of aggressive. Boy: Are they? Looks like they really love water. Girl: Uh-huh. Boy: And what do you call those big, gray things in the water? Girl: They’re called manatees. Boy: What? Girl: Manatees. They’re very gentle and very shy. Girl: They’re cheetahs. The cheetah is the fastest animal on earth

1c Doing groupwork

We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.

A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables. B: You’re like an elephant. A: No. B: You’re like a manatee. A: Yes!

A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain. B: You’re like a chimpanzee. A: No. B: You’re like an elephant. A: Yes!

A: I am like this animal because I like spotted clothing and I run the fastest in my school. B: You’re like a manatee. A: No. B: You’re like a cheetahs. A: Yes!

2a Listening and matching

A boy is asking a man about animals he likes.

Tapescript Boy: Can you tell us about the manatees, please? Man: Sure. We’re trying to save them. Boy: Why? Are they endangered? Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them. Boy: Do you know how many there are? Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them. Boy: Where do they live? Man: Their favorite habitat is the water under the trees in mangrove swamps. Boy: And why are they endangered? Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day. Boy: Aquatic feed? Man: Oh, that’s underwater plants and vegetation. That’s what they eat.

Now listen to their talk and match the words with the definitions in the box on page 119.

1. endangered →b. there aren’t very many of them.

2. mangrove swamps → d. a place where trees grow in water

3. habitat → a. the place where something lives

4. aquatic feed → underwater plants and vegetation

2b Listening and completing

Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.

Kind of animal	Manatee
Number	2,500 in the US
Habitat	the water under the trees in mangrove swamps
Reason why they are endangered	Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.
description	The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.

In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.

2c Doing pairwork

You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.

A: How big are manatees? B: They’re about 10 feet long and they weigh about 1,000 pounds. A: How much do they eat everyday? B: They need about 100 pounds of aquatic feed a day. A: What is Aquatic feed? B: It is underwater plants and vegetation. A: That’s what they eat? B: Yes, it is. A: Are manatees endangered? B: Yes, they are endangered. But, we’re trying to save them. A: Wait a moment. Why are they endangered? B: Because their homes are disappearing. A: Where do they live? B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them. A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think. B: You are right. At this point, there are only about 2, 500 in the U.S. A: Are there any laws to protect them. B: Since 1927 laws have been passed protect them. A: Thank you for your information.

3a Reading and underlining

Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study. 

Dear Editor,  I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so. Sincerely Disgusted

3b Reading and writing

A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.

Dear Editor. I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon. Sincerely, Animal friend

4 Debating

Next we are going to have a new activity—to debate.

Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.

Useful expressions
I think that…	I agree with you.
I believe that…	I disagree with you.
I feel that…	I agree with…
A: I think that animals should not live in the zoos. B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live. A: I don’t think so. B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public. A: Why can people go and see the animals in the forest? B: In that case, more harm will be done to the animals. A: Kept in the zoos animals are losing their natural nature of living. B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected. A: Some rare animals are dying out. B: Yes, they are. Rare animals could be preserved when they are in danger of dying out. A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.

Closing by learning about Brown Eared-pheasant（褐马鸡）

To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡 in Chinese.

This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.