people say and fill in the blanks in the chart． Look at the sample answer． The two people on the
recording 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．
Answers
Kind of animal: manatee
Numbers: 2 500 in the U． S．
Habitat: water under trees in mangrove swamps Reason why they are endangered: swamps polluted,
not enough food
Description : large, three metres long, weighs 1 000 pounds
Step IV 2c
This activity provides guided oral practice using the target language． Look at the sample conversation
in the box． Invite a pair of students to read it to the class．
SA : How big are manatees?
SB : They’re about l0 feet long and they weigh about 1 000 pounds．
Read the instructions aloud to the class． Each pair of students can make a conversation using
information from Activities 2a and 2b． Let students work in pairs． While they are working, move
around the classroom, checking the progress of the pairs and offering help as needed．
When students finish the work, ask one or two pairs to say their conversations to the class．
Conversation 1
SA: Where do manatees live?
SB: They live in the water under the trees in mangrove swamps．
Conversation 2
SA : Why are manatees endangered?
SB : Because some swamps have been polluted． And there isn’t enough food for all the manatees, either．
Step Ⅴ Grammar Focus
Look at the grammar focus box． Invite five students to read the statements to the class．
We’re trying to save the manages． 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 errors in their explanations or sentences．
（1） Present progressive: One form of the verbs that express action that continues over a period of
time, also called Present continues tense． The structure is am/is/are+ -ing． For example: He is reading a story book．
（2） Present: It is used for indicating action that is usual and habitual． The form of the verb is do
or does． For example:
I go to school by bike．
She does her homework every day．
（3）Past with used to: The structure of used to + inf． indicates a constant or-frequent practice in the past． For example:
I used to go swimming when I was a child．
（4）Passive voice: The form of the verb is be + p．p in the sentence． For example:
Our classroom is cleaned every day．
（5） Present Perfect: The from of the verb is have/has + p． p
For example:
I have already finished my homework．
Step Ⅵ Summary
In this class, we’ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed．
