第一部分：教學(xué)設(shè)計
Unit Objectives
● To talk about possible situations and possible results
● To enlarge the vocabulary about wild animals
● To use factual information to support their opinions on wild animals
● To learn to take the responsibility to protect wild animals
LANGUAGE POINTS AND FOCUSES
VOCABULARY Wild, bear, giant panda, kangaroo, outside, bamboo, bamboo shoot, leaf, sadly, hunter, kill, farmer, forest, nowhere, danger, action, protect, encourage, thick, land, continue, writer, fox, wolf, snake, noon, information, report, thirsty, exam, until, medicine, smell, towards, loss, chairperson, group, farmland, sell, train, peaceful, mice, sharp (四會) delicious, squirrel, gram, kilogram, following, reserve, polar, insect, attack, male, performance, hearing, sincerely, destroy, suitable, female (三會) dolphin, survive, rainforest, stripe, snail, tusk, upright, daytime (二會)
EXPRESSIONS Start/begin to do, for the first time, grow into, at the (very) beginning, on one’s own, find… alone, take… away, (be) in danger, take (the following) actions, make sth. adj., encourage sb. to do sth. do something/nothing, run the other way, walk through, learn a lot about, yellow fur with black stripes, live as a family, hunt…for, make medicine, loss of living areas, continue to do sth., lose one’s life, quiet and peaceful, at a time, keep doing, try one’s best to do sth.
USEFUL SENTENCE PATTERN Sadly, it is very difficult for giant pandas to survive in the wild.
If people find baby pandas alone, they will take them away.
Wolves won’t survive if we don’t give them good areas of forest to live in.
If we continue to destroy forests to build roads, they won’t have suitable homes.
Baby giant pandas spend a lot of time drinking their mum’s milk.
The number is getting smaller and smaller because many of their living areas are becoming farmland.
If farmers keep taking the land, giant pandas will have nowhere to live.
PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT
Teaching Objectives
● To introduce the topic and main task of the unit. Help the students to focus on ‘Wild animals’
● To learn more about wild animals and then express their preference
● To think of ways to help the endangered animals
Teaching procedures
STEP 1 Answering the question
Tell the students that I have got a very difficult question to answer. And I would like to ask you to answer the question, too. Show the question on the board. And get the students to discuss about it.
B. You and your friend are on an island with nothing to eat. However you have only one hamburger.
If you don’t eat, you will die.
If your friend doesn’t eat, he/she will die
If you share the hamburger with your friends, you will both die.
Will you eat it by yourself or give it to your mother, or share it with your friend?
Get the students to talk about Question A first. (It may not be very difficult for the students to answer.) Then show the students Question B. Give the students a few minutes to discuss about the question. (For more able students, encourage them to speak out their questions, too. )
STEP 2 Listening and answering
Tell the students that Eddie is now facing such a problem. Get the students to listen to the tape and then answer the following questions: 新 課標 第 一網(wǎng)
1. Who has food? Eddie has food.
2. Is he going to share his food with his master / e-dog?
No, he isn’t going to share his food with Hobo.
STEP 3 Reading the dialogue together or in roles
Get the students to read the dialogue together or in roles. Ask the students to practice and remember the dialogue and then act it out.
STEP 4 Finishing the following exercises
Get the students to focus on possible actions and possible results of the dialogue. Then get them to finish the following exercises.
Possible Actions Possible results
1.If I don’t have food, I ___ (die).
2.If I die, no one _________ (look) after you.
3.If you eat my food, I _________ (not talk) to you.
4.If Hobo doesn’t have food, he ____ (die).
5.If Eddie dies, no one _________ (look) after Hobo.
6.If Hobo eats Eddie’s food, Eddie __________ (not talk) to Hobo.
STEP 5 Getting to know about wild animals
Man is now having the same problem, too. Many animals share the same homeland with us. However, man has taken their food and their homes away. Ask, ‘Do you think we should do something to help?’ (Yes.)
Wild animals are our friends. It is important to protect wild animals. (Write the sentence on the board then get the students to read it aloud.)
‘Let’s check how much you know about wild animals. Do you know them?’ Show the pictures of the animals.
PICTURES NAMES SOMETHING ABOUT IT
kangaroo It only lives in Australia. It has strong back legs, so it can jump very fast. A mother kangaroo has a pocket in front for its baby.
bear It usually has black or brown fur. It is strong. It likes eating fish and honey. However, it doesn’t eat dead things.
giant panda It only lives in China. It has black and white fur. It eats bamboo shoots and leaves. We have very few of them in China.
squirrel It is very lovely. It has a long and soft tail. It lives in the tree. It likes eating nuts very much.
dolphin It is a kind of friendly people in the water. It can play a lot of tricks in water. People come to the zoo to see its swimming show.
tiger It is the king of the forest. It looks like a cat but big than a cat. It has yellow fur with black stripes.
Ask the students to give the names of the animals and then encourage them to speak out what they know about the animals, focusing on the appearance and something special about it.
STEP 6 Play a guessing game
Play a guessing game. Write the names on pieces of papers and then invite some of the more able students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.
Bear: I am strong. Sometimes, I eat people. But if I find the people died, I don’t eat them. Who am I?
Kangaroo: I have a pocket. My baby sleeps in my pocket. Who am I?
Squirrel: I have a long and soft tail. I live in the tree. Who am I?
Giant Panda: I have black eyes and four black paws. I like eating bamboo shoots（竹筍）. I am very lovely. Who am I？
Dolphin: I like swimming. I can do different kinds of swimming shows. Many people bring their children to watch my shows. Who am I?
Tiger: I am the king of the animals. I look like a cat but I’m bigger than a cat. Usually, I have yellow fur and black stripes. Who am I?
STEP 7 Talking the animal they like best/least
Get the students to talk the animal they like best/least. If possible, encourage them to mention some simple reasons.
STEP 8 Homework
Find more information about wild animals and finish the exercises.
PERIOD 2: READING I
Teaching Goals
● To develop the ability to guess general meaning form context
● To get to know the problems that the giant pandas are facing and then start to think of way to protect the pandas
● To get to know the importance of animal protecting
Teaching Procedures
STEP 1 Talking about the animals
Get the students to talk about the animals once again. Play the guessing game. Write something about a kind of animal on pieces of paper. Invite some of the students to choose and read about the animal and the others try to guess what animal it is.
Guess what they are?
1. They are large and heavy. They have thick fur. They like eating sweet food and fish If they are hungry, they also eat man.
2.They are lovely and clever animals in the sea. They like swimming in groups. They are very friendly to people.
3.They come from Australia. They jump with their babies in their special packets.
4. They have yellow fur with black stripes. They are the kings of the forest.
5. They are the biggest animals on land. They eat grass.
6. They are small animals with big tails. They like climbing trees and eating nuts.
7. They live in China. They like eating bamboo shoots and leaves very much.
STEP 2 Teaching the words ‘hunter’, ‘survive’ and ‘reserve’
As students come to ‘giant pandas’, get the students to talk about whatever they know about giant pandas. As they mention there are few giant pandas now, teach the words ‘hunter’, ‘survive’ and ‘reserve’.
To arouse the students’ interest, get the students to guess how heavy giant pandas are at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin, 500 grams, 100 grams and 1 kilogram)
STEP 3 Telling the students the right answer
Tell the students the right answer. (They may be amazed at the information.)
Say ‘I have some pictures here. They show how the baby grows into a giant panda. Can you put them into the right order?’
Show them the following pictures and ask them to put them into the right order.
STEP 4 Listening to the first part of the passage
Tell the students, ‘Millie has found a report about giant pandas. Let’s read it and learn more about the animal. But first let’s listen to the first part of the passage and answer the following questions.’
Who is Xi Wang? (A baby panda.)
How old was Xi Wang when the writer first saw her? (10 days old.)
What did Xi Wang look like? (A small white mouse.)
What does “Xi Wang” mean in English? (Hope.)
STEP 5 Filling in the following table
Say ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s open your books and read the passage.’ Get the students to read the passage and fill in the following table.
THE GROWTH OF XIWANG (PARA. 1-PARA.3)
AGE WEIGHT FOOD
At birth (1 day old) 100 grams (100g) her mother’s milk
10 days old like a little white mouse
4 months 10 kilograms (10kg)
8 months 35 kilograms (35kg) Bamboo leaves and shoots
12 months /
20 months /
Ask ‘What did Xi Wang at different time?’ Get the students to read and find out.
TIME WHAT HAPPENED TO XIWANG
At birth (1 day old) be born
4 months Start to go outside her home for the first time
6 months /
8 months Grow into a healthy young giant pandas
12 months /
20 months Have to look after her self
STEP 6 Finishing Part C
Get the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.
STEP 7 Reading and finding out the problem
Say ‘Are pandas lovely? (Yes.) However, they are now in danger. It is hard for them to survive in the wild. (Write the sentence on the board.)They are facing a lot of problems. Can you find them out?’ Get the students to read and find out the problem and what people did to solve the problems.
PROBLEMS AND ACTIONS (PARA.4 –THE END)
SOME OF THE PROBELMES SOME ACTIONS
If hunters catch a giant panda, they will kill it for its fur. Make giant pandas reserves bigger.
If farmers cut down trees and forests, giant pandas will have nowhere to live. Build more new reserves.
If people find baby pandas, they will often take them away. Encourage farmers to leave the giant panda reserves.
STEP 8 Finishing Part D
Hunters, farmers and some people did something bad to giant pandas. Get the students to say something to them.
Hunters you shouldn’t kill giant pandas for their fur. AND SO ON.
Get the students to finish Part D, Page 62. Check the answers.
STEP 9 Discussion
Discussion: As a middle school student, can you think of some good ideas to protect pandas?
STEP 10 Homework: Read the passage and finish off the exercises in the books.
PERIOD 3: READING II
Teaching Goals
● To read the passage once again for more details
● To read the passage again and figure our how the writer organize the passage
● To read the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas
● To develop students’ responsibility towards the endangered animal
Teaching Procedures
STEP 1 Reading the passage aloud together
Get the students to read the passage aloud together. Invite them to finish the Part B, Check the answers. (This may offer the less able students another time to consolidate the new words.)
STEP 2 Finishing off Part E
Ask the students to finish off Part E, Page 62. Use this as a revision to help the students recall what they have learned last time.
STEP 3 Working out the answers
Get the students to read the passage together once again and then divide the class into groups of 4-5. Ask them to work out the answer to the following question ‘How many parts are there in the passage.’
Give the students enough time to talk about it. And then invite some of them to express their personal opinions. (Students should be encouraged to speak out what they think.)
Part I: The growth of Xi Wang(Line 1- Line 14) (weight and food)
Part II: Giant pandas are in danger?(Line 15- Line 29)
A: Why are they in danger?(Line 15-21)
B: How to protect them?(Line 22-Line 29)
STEP 4 Finishing the following exercises
Get the student to talk about Part I. Invite them to talk about the growth of Xi Wang by finishing the following exercises:
When Xi Wang was born, she w________ just 100 grams.
When she was only 10 days old, she l________ like a white mouse.
When she was 4 months old, she w________ about 10 kilograms and s___________ to go outside her home.
When she was 6 months old, she b________ to eat bamboo shoots and leaves.
When she was 12 months old, she g_________ into a healthy young giant panda and w__________ 35 kilograms.
When she was 20 months old, she s_________ to look after herself.
Then get the students to analyze the sentences: the when-clauses in each sentence give us a past time, so the main clauses use Simple Past Tense. (Students may come to the conclusion through observation.) Then get the student to underline such sentences in the passage.
STEP 5 Finding them out
‘During the growth of Xi Wang, Xi Wang had many ‘first-times’ Can you find them out.’ Use the following exercises to help students.
1.She started _________(go) outside her home for the first time.
2.She began _________ (eat) bamboo shoots and leaves.
3.She started _________(look) after herself.
In this way, the teacher directs the students attention to the use of ‘to’-infinitives after ‘start’ and ‘begin’.
STEP 6 Rewriting sentences
Say ‘Sadly, it is very difficult for giant pandas to survive in the wild.’ and write the sentence on the board. Then try to rewrite the sentence into the following sentences. ‘It is dangerous for giant pandas to live on in the wild.’ ‘They are in danger.’
These are some very important sentence patterns in the passage. Also it is necessary for the teacher to point out that ‘live on’ has a similar meaning with ‘survive’. This may also help the students to understand that we can use ‘be dangerous’ or ‘be in danger’ to talk about a similar situation.
STEP 7 Finding out that why they are in danger
Get the students to find out that why they are in danger. To make the task easier, the teacher can show the following before hand.
If hunters _________(catch) a giant panda, they _________ (kill) it for its fur.
If the farmers __________(cut) down trees and forests, giant pandas _______ (have) nowhere to live.
If people __________ (find) baby pandas alone, they ________(take) them away.
As a result, the students’ attention will be easily drawn to the use of ‘if’-clauses. Guide the students to focus on the tense of the subordinate- clauses and main clauses. (I think it is OK for some teachers to use ‘主將從現(xiàn)’ to make summary here. At least it may help the students to remember this phenomenon.)
Explain the phrases here ‘kill…for…’, ‘cut down’, ‘have nowhere to live’ ‘find sb. adj’ and ‘take…away’.
STEP 8 Talking about the actions people take to protect the pandas
Say ‘If we do nothing, soon there will be no giant pandas in the world.’ and then get them to talk about the actions people take to protect the pandas. We must take the following actions to protect them. We can make giant panda reserves bigger. We can build more reserves . We can encourage farmers to leave the giant panda reserves
Direct students’ attention to the use of ‘make sb. adj.’ and ‘encourage sb. to do sth.’ . If time permits, give more examples.
STEP 9 Reading though the whole passage again
Get the students to read though the whole passage again, focusing on the different language points.
STEP 10 More exercises about the language points
Do more exercises about the language points to check.
1.She looks _____________(health).
2.When Tom was born, he ___________(weigh) 6 jin.
3.We should encourage him ___________(help) his good friend.
4.We ask the ___________(hunt) not to hunt the animals.
5.If it snows tomorrow, the primary school students _______(stay) at home.
6.Now many pandas are in ________(dangerous)
7.Two years _____(late), he became a famous reporter.
8.The giant panda likes eating bamboo ____ (shoot) and ____(leaf) very much.
STEP 11 Do some translation work
Linda 五歲時第一次來中國。
When Linda was 5, she ________ to China ______ ______ _______ _______.
如果明天天不下雨，他們將到玄武湖作旅行。
If it _______ ______，they ______ ______ ______ ______ ______ Xu Wu lake.
對于教師來說,鼓勵學(xué)生努力學(xué)習(xí)是很重要的。
________ _______ important for teachers ________ ________ students _______ ________ hard.
很久以前獵手捕捉老虎只為了他們的肉.
Long, long ago, hunters ________ tigers just _______ ________ ________.
如果你發(fā)現(xiàn)落單的小熊貓，你不應(yīng)該把她們帶走。
If you ________ baby pandas _______, you should not ______ ______ ______.
許多動物都面臨滅絕的危險，我們應(yīng)該行動起來保護它們。
Many animals are _________ _________. we should ________ ________ ________ ________ them.
STEP 12 Homework
a. Try to retell the growth of Xi Wang.
b. Discuss how to protect the giant pandas.
c. Finish off the exercises in the Handbook (period three).
PERIOD 4: VOCABULARY
Teaching Goals
● To enlarge students’ animal vocabulary and help them to know more about animals
● To elicit the topic that there are many kinds of animals are in danger now
● To get the students to talk about animals
Teaching procedures
STEP 1 Learning about more animals
Show students some pictures of animals they have already come across. And then tell them we are going to learn about more animals. Show pictures and ask the students to give the names of the animals. Encourage them to speak out whatever they know about the animals.
PICTURES NAMES SOMETHING ABOUT IT
zebra It is a kind of horse. However, it has black and white stripes all over its body. We have got ‘zebra crossings’ on the roads.
lion It is the king of the beasts (獸). It kills small animals for food.
polar bear It lives in a very cold place. Usually, it has snow-white fur all over. It can swim and dive very well. It catches fish for food in icy water.
tortoise It always carries a heavy shell, so it walks very slowly. However, it can live up to 150 years.
giraffe It is the tallest animal in the world because of its long neck. It can easily eat the tree leaves. However, there’re only 7 bones in it long neck.
fox(foxes) It looks like a dog but smaller. It is very clever. Its fur looks beautiful, so hunters kill it for its fur. They use it to make clothes and scarves.
camel It lives in the desserts. It is called ‘Boat of the Dessert’. They can stay in the dessert for a long time because it has one/ two humps.
monkey It is a kind of lovely and clever animal. It likes eating fruit. It lives in the trees and can easily jump for one tree to another.
wolf (wolves) It is covered with grey fur. It looks like a dog. They live in groups and hunt for food together.
The students may talk about the animals using only one sentence. However, when we put all they ideas together, we will get pretty much. So it is also very important to show the students how to organize their ideas.
What does it look like?
Describe their appearance( size, eyes, colour).
What can it do? / What does it eat?
Where does it live?
By following the questions, it may be easier for the students to collect more ideas.
STEP 2 Completing Part B
Get the students to complete Part B, Page 63. Ask the students to do it by themselves. If students get some problems, go and help them. It must put clearly that some animals may eat more than one kind of food. For example, the students may be amazed to find that wolves also eat insects.
For stronger classes, ask the students to make up new dialogue talking about different animals ‘diet’.
STEP 3 Finishing the following exercises
Get the students to finish the following exercises and then guess what animals it is.
1. I live in d _ _ _ _ _ _. It’s very hot there and usually, there is not much water. But I can help people ______ (a lot / a lot of) and enjoy a happy life there.
2. I’m __________ (tall) animal in the world because I have a long n _ _ _ .
3. People don’t like me. But some children like me because I acted in the cartoon movie ‘L _ _ _ King’. It’s very p _ _ _ _ _ _ in the USA. 4. I’m very clever. I like ______ (live) ____
(on / in) the tree.
5. I live in the North Pole. It’s very cold there and it often _____ (snow). It’s white everywhere. I’m white too. I live a w________ life there.
6. I have a s _ _ _ _. I walk ______ (slow). But once, I won the race against a rabbit. Because I’m h _ _ _ - w _ _ _ _ _ _. 7. I don’t like the days, I come out at n _ _ _ _ _. If I find a
man a _ _ _ _, I’ll f _ _ _ _ _ him. But I’m a _ _ _ _ _ of fire.
8. I’m always ______ (wear) a coat ______ (with / has) black and white stripes.
STEP 4 Talking about their favorite animals
Show the pictures of all the animals we have leaned about. Get them to talk about their favorite animals.
A: What’s your favorite animal?
B: Oh, I like dolphins best. They look really beautiful in the blue water.
They are clever, too. I enjoy watching dolphin shows. What about you?
A:I like ….
STEP 5 Organizing a heated discussion
Use some pictures to show the situations of some animals. Let the students know that a lot of animals are in danger, because of man’s activities. Divide the class into groups of 4-5. Invite them to think of the causes of this. Organize a heated discussion on ‘What can we do to help our friends --- animals?’
write to newspaper/ magazine and let more people know that many animals are in danger.
Draw some posters and ask more students to love animals
Be friendly/kind to some small animals
Ask people not to buy things made of animals fur
STEP 6 Homework
a. Look for more information about animals in danger.
b. Finish off the exercise in the Evaluation Handbook and Learning English.
PERIOD 5: GRAMMAR I
Teaching Objectives:
● To understand the use of if-clauses and use conditional sentences to talk about possible situations
● To make a summary of the if –clauses
● To collect more information about different kinds of animals
Teaching Procedures
STEP 1 Telling what animal to see
In the former part of this unit, we have already learned about a lot of animals. Get the students to tell me what animal we will see if we go into the forest. Ask the students to use the following sentence pattern.
If we go into a forest, we will see___________.
As students are taking about the animals we will see in a forest. The teacher may go on personalize the questions.
S1: If we go into a forest, we will see snakes.
T: What will you do if you see a snake?
S1: I will run away quickly if I see a snake.
T: What will you do if you see a snake?
S2: I will cry if I see a snake.
In this way, the teachers may get the students to use conditional sentences fluently and accurately before come to any rules. It will help the students to understand the rules of conditional sentences better. Write some of the sentences on the board and get the student to read them. Direct students’ attention to the tense used in the clauses.
They may find that people use simple present tense with if-clauses, while simple future tense with the other clause. (It is Ok for teachers to use ‘主將從現(xiàn)’ to give a summary to this. )
STEP 2 Reading the sample sentences
Get the students to read the sample sentences on page 64. Tell the students that Amy is thinking about wild animals, too. Ask the students to do part A1. Check the answer in pairs and then check it in class.
Help the students to focus on some of the sentences and explain the phrases here.
If I see a snake in front of me, I will run the other way.
I will see some beautiful birds if I walk through a rainforest.
STEP 3 Reading the last sentences in Part A1
Read the last sentences in Part A1. If I have time next weekend, I will go to the zoo. Say ‘If I have time, I will go to the zoo(, too).’ Try to put the if-clause at the end of the sentence. ‘I will go to the zoo if I have time. ’ Write the two sentences on the board.
If I have time, I will go to the zoo.
I will go to the zoo if I have time.
Students may easily work out the rule: We need a comma after the ‘if’-clause when it is the first part of a sentence.
STEP 4 Talking about what will happenwww .xk b1.com
Get the students to talk about ‘what will happen if you go to the zoo.’ Ask the students to use the following sentence structures:
If I go to the zoo, I _________________ __.
I will _________________ if I go to the zoo.
Encourage the students to make as many sentences as possible.
If I go to the zoo, I will have a good time there.
If I go to the zoo, I will go and see the monkey.
If I go to the zoo, I will learn more about the animals.
STEP 5 Completing the Part A2
Tell the students that Amy wants to go to Beijing Zoo. She is writing some sentences to tell her parents why she wants to go.
Students complete the Part A2, Page 65. Afterwards, get students to check in pairs. Read the sentence one by one to students and stop to explain the language points:
‘learn a lot about’, ‘see the feeding of animals’, ‘have fun’ and ‘enough + n’.
learn a lot about
他對電腦了解很多。
He learns a lot about computers.
你必須對你的國家有更多的認識。
You must learn a lot about your country .
have fun (enjoy oneself/have a good time)
I will have fun there .
I will _______ _______ there .
I will _____ _____ _____ _____ there .
enough
Enough + n. Adj. + enough
I have enough money in my bag . The table is big enough .
Do you have enough time ? The shirt is long enough .
enough to do sth.
他有足夠多的書可以讀。 他年齡夠大了，可以照顧自己了。
He has enough books to read . He is old enough to look after himself .
STEP 6 Finishing off the exercises in Part A3
Say ‘Amy learned a lot about the animals in Beijing Zoo. Let’s see what she learned. Get the students to finish off the exercises in Part A3. Check the answers in pairs first and then check it in class.
Get students to read the dialogue in roles. Help them to get more information about animals.
Bear If a bear is in danger, it will attack people.
Polar bear If a polar bear is hungry, it will catch fishes from the water.
Elephants If elephants are thirsty, they will walk till they find a river
Tigers Tigers will hunt for their own food if they live in the wild.
Tigers will live as a family if they have babies.
Male wolves Male wolves will protect the families if there is danger.
Get students to guess the meaning of ‘a(chǎn)ttack’ and then get them to read and remember it.
STEP 7 Homework
Finish off the exercise in the books.
PERIOD 6: GRAMMAR II
Teaching Goals
● To learn how to give reason(s) for something using ‘because’
● To learn to use ‘because of’ to give the reason(s) for something
● To make sure that the students can ask and answer reasoning questions
● To help less able students tell clauses of reason from nouns, noun phrases or pronouns
Teaching Procedures
STEP 1 Discussing the use of ‘because’
As we are going to discuss the use of ‘because’, the teacher may go to classroom one minute later after the bell. Then walk into the classroom quickly and say sorry to them for being late. Smile and ask ‘Do you want to ask me any questions?’ Students may ask, ‘Why are you late?’ Answer the students’ question and at the same time write the sentence patterns on the board.
I am late because ….
Get the students to talk about what they say to the teacher when they are late for school using the sentence pattern above.
I am late because my bike is broken.
I am late because I got up late.
I am late because I am ill.
I am late because my clock is broken.
Tell the students that they should be on time instead of finding excuses.
STEP 2 Telling about one’s favorite animal
Say ‘We should be kind to the animals, because they are our friends. Can you tell me about your favorite animal and why?’. Ask students to following the following sentence pattern.
I like________ because _________.
STEP 3 Asking questions
Say ‘You know, Amy went to go to Beijing Zoo. Ask Amy some questions according to the sentences here.’
1. I went to Beijing Zoo because I could learn a lot about animals there.
Why did you go to Beijing Zoo?
2. I arrived at noon because I wanted to see the feeding of the animals.
Why did you arrive at noon?
3. I tried to find the Monkey hill because I wanted to have fun there.
Why did you try to find the Monkey Hill?
4. I wanted to have more time because I wanted to watch the dolphin show.
Why did you want to have more time?
5. I watched the animals carefully because I wanted to get enough information for my report.
Why did you watch the animal carefully?
STEP 4 Completing the exercises ‘Questions about Beijing Zoo’
Tell the students that Daniel is asking Amy some questions about her visit to Beijing Zoo, too. Ask the students to complete the exercises ‘Questions about Beijing Zoo’. Do chain work and check the answers to the questions.
STEP 5 Analyzing sentences
Say ‘I planned to go to the zoo, too. But I didn’t because it rained heavily.’ Write the following sentences on the board.
I didn’t go to the zoo because the rain was very heavy.
I didn’t go to the zoo because of the heavy rain.
Get the students to analyze the two sentences and find out he differences between the use of ‘because+ clause’ and ‘because of+ a noun, pronoun or a noun phrase’.
STEP 6 Reading out the sample sentences
Get the students to read out the sample sentences. Then get the student to finish the exercises in Part C, Page 67. Check the answers.
STEP 7 Saying the answers in another way
Get the students to say the answers in another way using ‘because’.
1. All the people cheered because of the wonderful show.
All the people cheered because they enjoyed the wonderful show.
2. Lots of people knew about the show because of the advertisement on TV.
Lots of people knew about the show because they watched the advertisement on TV.
3. The dolphins were really tired because of the long performance.
The dolphins were really tired because they performed for a long time.
4. Some students couldn’t go to the show because of the exam next week.
Some students couldn’t go to the show because they would have an exam next week.
STEP 8 Doing some more practice
Using ‘because’ or ‘because of’ to complete the following sentences.
I didn’t go to the zoo because of the hot weather.
Many animals live in rainforests because there is lots of food.
Amy run the other way because she saw a snake.
Birds can fly very high because of their wings.
Snakes sleep for a long time in winter because it is cold.
I can’t go to the cinema with you because I have a lot of homework to do.
The ground is all wet because of the flood.
There was a flood because of the heavy rain.
There are trees on the road because of the strong wind.
The people are so sad because they have lost their farms
STEP 9 Completing the following passage
Get the students to complete the following passage. Get them back to the topic of the unit and keep thinking about how to help the animals.
Using ‘because’ or ‘because of’ to complete the passage.
We should do something to help the animals ___________ they are our friends. Now they are in danger __________ hunters kill them for their fur and meat. So they died __________ people. They have nowhere to live, __________ people cut down too many trees. Some of the animals can’t survive ____________ the changes to the climate (氣候). We are going to do something to help ____________ we learned a lot about animals. _______________ animals, man lives a happier life on the earth.
STEP 10 Homework
Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 7: INTEGRATED SKILLS
Teaching Objectives
● To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals
● To develop students’ ability to infer meaning from context and key words
● To listen and develop the ability to extract information in order to complete two fact sheets
● To learn more about the endangered animals
Teaching Procedures
STEP 1 Showing the pictures of tigers and wolves
As we have learned a lot about animals in the unit, in this part we can directly come to the two animals we are going to talk about. Show the pictures of tigers and wolves one by one and encourage the students to speak out what they know about them.
STEP 2 Listening and completing
Get the students to listen and complete the fact sheets.
Appearance: the largest living cat (look like a cat), big and strong, bright eyes, yellow fur with black stripes.
Ability: can run fast, good at hunting other animals for food,
Character: usually they live alone, (if they have babies) live as a family until baby tigers are 2-3 years old.
Food: hunt other animal for food
Dangers: Hunters hunt them for their fur (to make clothes etc.) and bones (to make medicine)
Appearance: dog-like, not very big, gray fur (about 5-6 cm long)
Ability: very good eyesight, hearing and smell
Character: be friendly toward/ to each other, work as a team to hunt, never attack people, do not kill for fun
Food: animal, insects, snails, vegetables
Danger: loss of living areas, no home (have nowhere to live) , no food (have nothing to eat)
STEP 3 Explaining the bold-faced words and expression
Explain the bold-faced words and expressions above to the students. Pay special attention to: ‘yellow fur with black stripes’, ‘live alone’ ‘hunt…for…’ and ‘loss of the living areas’. It is important because students may need these to write or talk about tigers, wolves as well as other animals.
STEP 4 Talking about the two animals
Get the students to talk about the two animals looking at the two facts sheets. Encourage them students to start like this.
Tigers are the largest living cat in the world…..
Wolves are dog-like animals. They are not very big…..
STEP 5 Completing the letter in Part A2
Get the students to complete the letter in Part A2, Page 69.
First, let the students complete the passage by themselves.
Then, get the students to check the answers in pairs.
Afterwards, check the answers in class. The teacher can get two students to read out the facts about tigers and wolves, while the others correcting their answers.
Finally, get the students to read the passage aloud.
STEP 6 Underlining the important phrases
Invite the students to underline the important phrases by themselves. Explain some of the most important ones, like ’write to sb. about doing sth.’ and ‘made sth from sth.’.
STEP 7 Show the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their appearance, ability, character, food and danger.
Encourage them to ask more people to help protect the animals.
STEP 8 Doing some translation work
1. 由于生存區(qū)域的喪失，狼無家可歸。Wolves have nowhere because of the loss of living areas.
2. 如果你們想贏得比賽，你們應(yīng)該協(xié)作無間。If you want to win the match, you should work as a team.
3. 老虎如果有了虎仔，他們會以家為群。If tigers have babies, they will live as a family.
4. 人們?yōu)榛⒐嵌罋⒗匣ⅲ⒂没⒐侵扑帯?People kill tigers for their bones. They make medicine from the bones.
5. 老虎是現(xiàn)存最大的貓科動物。他們有黃黑相間的皮毛。 Tigers are the largest living cat in the world. They have yellow fur with black stripes.
6. 狼群和睦相處并且從不傷人。Wolves are friendly towards each other and never attack people.
7. 給您寫信談?wù)勱P(guān)于保護動物的事。 I am writing to you about protecting the animals.
8. 如果人們砍伐掉森林，那么很快動物們將無處容身、無食可吃。
9. If people cut down the forests，soon animals will have nowhere to live and nothing to eat.
10. 狼從不捕殺為樂，他們只為食物而捕殺動物。 Wolves only kill for food, not for fun. / Wolves only kill for food and never kill for fun.
11. 老虎善于奔跑和捕殺其他動物。Tigers are good at running and hunting other animals.
STEP 9 Homework
a. Organize the information in the two fact sheets into two passages about tigers and wolves.
b. Find another endangered animal and write about it.
c. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 8: SPEAK UP & STUDY SKILLS
Teaching Objectives
● To learn to express one’s own ideas clearly and response to others’ opinion about animals protecting
● To learn to use factual information to support their own opinions and make their opinion more persuasive
● To learn to identify the intonation patterns in conditional sentences
Teaching Procedures
STEP 1 Showing students some pictures of animal products
Show students some pictures of animal products, for example hats made of fur, scarves made of fur, coats made of fur or skin, things made of elephants’ tusks.
Why do hunters hunt the animals?
Because they want to make money.
Why can they make money?
Because people are buying a lot of things made of animal fur or other things.
Get the students to think that what will the world be like if no one buy the things made of animal fur.
Do you think it is right to buy things made of animal fur?
We should ask more people not to buy things made of animal fur.
STEP 2 Playing the tape
Millie is doing so, she is asking her mum not to buy clothes made of animal fur. Play the tape for the students to listen and answer the following question.
What does Millie’s mum think about it?
If I don’t buy them, someone else will buy them.
Invite the students to open their books and read the dialogue and then find out the answer to the questions:
What does Millie think about it?
Many animals lose their lives because people buy furs. I don’t think that’s right. People should protect animals. If no one buys furs, then people won’t kill wild animals any more.
Get the students to read the dialogue fluently. For stronger classes, the teacher can give the students some time to practice and remember the dialogue. Then get them to act the dialogue. For weaker classes, play the tape and pause one sentence by another for the students to repeat. Explain carefully some of the key points here.
1. They (The coats) look lovely on me. VS She looks lovely in the coat.
2. Many animals lose their lives because people buy furs.
3. Someone else will buy them.
4. If no one buys furs, then people won’t kill wild animals any more.
STEP 3 Acting dialogues out
Say ‘Animals lose their lives, because people buy animal furs. Animals lose their lives, because people eat their meat, too. For example, some people eat snakes in restaurants and others may drink wine with tiger bones inside. Do you think it is right? Make up a new dialogue to talk about it. Work in pairs, one student tries to ask the other not to eat animals/ do other things bad to animals.’
Give the students 4-5 minutes to prepare, then get some pair to act their dialogues out.
STEP 4 Reading aloud sentences
After the students finish their dialogues write the following sentences on the board and get them to read it paying attention to the intonation patterns.
If people don’t buy animal furs any more, no animals will lose their lives.
If people don’t kill wild animals for food, no animals will die any more.
Get the students to focus on the intonations. The teacher reads the sentences and gets the students to repeat. While reading the sentences, draw rising and falling arrows to show the intonation patterns.
Get the students to read the sentences for more times until most of the students can read them in a appropriate intonation patterns.
STEP 5 Listening to Simon’s report
Get the students to open their books to Page 70. Play the tape for the students to listen to Simon’s report on wolves. Pause the tape for the students to repeat focusing on the intonations patterns.
Do chain work and get the students to read the sentences one by one.
STEP 6 Explaining some of the sentences
As this is a passage about wolves, we can collect more information here. It is necessary to explain some of the sentences:
1. Wolves won’t survive if we don’t give them good areas of forests to live in.
2. If we continue to destroy forests to build roads, they won’t have suitable homes.
3. If farmers continue to make new farmland from forest, wild animals won’t get enough food.
STEP 7 Getting the students to fill in the blanks
Wolves are dog-like animals. They are not very big. Usually they have grey fur. It is about 5-6 centimeters long.
Wolves have very good eyesight, hearing and smell. In the wild, they live in family groups and hunt together. They work well as a team and never kill for fun. They are friendly towards each other and never attack people.
They have a very healthy eating, too. They eat animals, insects, snail and vegetables.
However, wolves are now in danger. People continue to destroy forests to build roads. Farmers continue to make farmland from forests. If this continues, wolves will soon have no suitable homes and can’t get enough food.
Wolves won’t survive if we don’t give them good areas of forest to live in. So let’s do something to protect them.
STEP 8 Talking about the animals
Show a picture of an elephant and get the students to talk about the animals. (They have learned about elephants in Book 7B.) Encourage them to talk about he five aspects: Appearance, Ability, Character, Food and Danger.
STEP 9 Reading Millie’s report
Get the students to read Millie’s report and pay special attention to the intonation patterns. Play the tape for the students to follow and repeat.
Explain some of the sentences to them.
1. Hunters will make a lot of money if they sell elephants’ tusks.
2. Elephants will help farmers do lots of things if people train them.
STEP 6 Homework
a. Write a short passage about the biggest animal on land.
b. Finish off the exercises in the Evaluation Handbook and Learning English.
PERIOD 9: MAIN TASK
Teaching Objectives
● To learn to organize and present factual information in a report
● To learn to express one’s own opinion about animals in danger
● To do something for the animals in danger
Teaching Procedures
STEP 1 Introducing our friends---animals
Introduce our friends---animals. (This activity can be organized after Period 6. Get 2-3 students to introduce the animals we have already learned. Encourage the students to use the first person to talk about the animals. Tell them to talk about the five aspects: appearance, ability, character, food and danger. )
STEP 2 Describing the animals新課 標第 一網(wǎng)
Describing the animals. Show more pictures of different kinds of animals and invite the students to describe them (Mainly about appearance, encourage the students to include as much information as possible.).
STEP 3 Showing a picture of a giant panda
Show a picture of a giant panda. Get students to describe it.
Get the students to talk about baby giant pandas, too. Ask the students two questions:
1. How many babies do mother giant pandas have at a time?
2. How many giant pandas are there in the world now? Get the students to guess and at the same time write their guesses on the board.
STEP 4 Finding the answers
Play the tape for the students to find the answers to the two questions. Check the answers. Praise the students who get the closer answer.
STEP 5 Completing the following table
Say ‘ Pandas are in danger. Let’s get to know more about them and try to help.’ Invite the students to read the report on Page 71 and try to complete the following table.
PANDAS ARE IN DANGER!
Appearance beautiful black and white;
look like a bear/a white mouse(be born)
Character quiet and peaceful
Lifestyle eat bamboo shoots and leaves; never eat meat/drink mum’s milk; have one or two babies at a time
Dangers Farmers keep taking their land; have nowhere to live;
hunters hunt them for their fur
Actions write to newspapers and magazines;
let more people know about the problems;
ask people to do something to help
There are some wonderful sentences patterns in the passage. Direct the students’ attention to them.
1. Baby giant pandas spend a lot of time drinking their mum’s milk --- up to 14 hours a day.
2. Mother giant pandas have only one or two babies at a time.
3. If farmers keep taking the land, giant pandas will have nowhere to live.
STEP 6 Talking about giant pandas
Get the students to talk about giant pandas, looking at the table above. (It is very clear that the table also shows how to write about the animal. The students may try to imitate.)
STEP 7 Show the students a picture of a bear
Get the students to describe it, before they open their books to read about it. Encourage the students to talk as much as possible about it (appearance, ability, character, food and danger).
STEP 8 Show the students the following table
Show the students the following table. And ask them to complete it by reading the table on Page 72.
BEARS ARE IN DAGER
Appearance big and strong; small eyes/black or brown, fur/sharp paws
Character like to move around in the daytime; seldom hurt people
Ability can walk upright; good at swimming and climbing trees
Danger hunters hunt them for their fur and paws; no bears in the world
STEP 9 Completing the report about the bears
Invite the students to complete the report about the bears. Then get the students to check the answers in pairs. Then check it in class.
Get the students to read aloud the passage.
STEP 10 Figuring out the way of writing an article
Divide the students into groups of 4-5. Get the students to figure out the way of writing such an article.
First, get the students to work out the notes.
Then, get the students to report orally in class.
Remind the students to think of more way to help the animals in danger.
STEP 11 Making a summary. Tell the students that wild animals are our friends. We must do something to protect them.
STEP 12 Homework
a. Write about a kind of endangered animals.
b. Finish off the exercise in the Evaluation Handbook and Learning English.
PERIOD 10: CHECKOUT
Teaching Objectives
● To learn to use conditional sentences to talk about topics related to animals
● To revise the vocabulary related to wild animals
● To go over the whole unit and help the students to have some general ideas about what they learned in the unit
Teaching Procedures
STEP 1 Starting the lessons with some riddles
Start the lessons with some riddles. And get the students to guess what animal it is.
1. I am very tall. I eat leaves on trees. I have only seven bones in my long neck. My tongue can touch my ears. Who am I? (A giraffe.)
2. I am very tall. I live in dry places. I can help people to carry heavy things. Each of our eyes has three eyelids. I can walk very fast in deserts without having water for a long time. Who am I? (A camel.)
3. I have very soft bodies. I carry my home everywhere. When somebody touches me, my neck, my arms and my tail will draw back into my home. I like eating fish, shrimp, meat and so on. I can live up to 150 years old. Who am I? (A tortoise.)
4. I live in a place that always has snow and ice. My fur is white and thick. Fish are my favorite thing to eat. To walk in the snow, I need big feet. In winter, I sleep all day and night. I’m big and strong and I like to fight. My babies are called cubs and when they’re young they are small. But they soon grow up and become very tall! Who am I? (A polar bear.)
5. I live in the forest. I have a big nose, a long tail and four strong legs. I like to eat meat and I have sharp teeth. My fur is orange and black. If you meet me in the forest, you should run away! Some hunters hunt me for my fur and bones. Who am I? (A tiger.)
6. I am very fat. My fur is black and white. I look like a bear but I am not a bear. When I was born, I was as little as a mouse. Many people think I am lovely. I like eating bamboo shoots and leaves. I am the national animal in China.
Who am I? (A giant panda.)
STEP 2 Talking about the growth of giant pandas
As the riddle elicited giant pandas, get the students to talk about the growth of giant pandas. (at birth, 10 days old, 4 months old, 6 months, 8 months, 12 months, 20 months)
STEP 3 Eliciting the conditional sentences
Elicit the conditional sentences by getting the students to talk about ‘What may happen to them if…?’. Show the first part of a conditional sentence and get the students to complete it.
If mother panda has another baby, the older baby will have to look after herself.
If mother panda doesn’t like the baby and leaves her on her own, she will die.
If farmers cut down trees and forests, giant pandas will have nowhere to live.
If hunters catch a giant panda, they will kill it for its fur.
If people find baby pandas alone, they will take them away because they think that the babies need help.
If giant pandas are in danger, we can do a lot of things to protect them.
STEP 4 Giving more information about giant panda or other wild animals
Say ‘Can you tell me some more information about pandas or other wild animals?’ and get the students to give more information about giant panda or other wild animals.
Tigers are the l________ living cats in the world. They look very big and s________. They have the brightest e________ of all animals on earth. If you meet one tiger at night, you will find ‘two lights’ shining. They have yellow f________ and black s__________. The tigers look very beautiful in such a kind of coat. They can run very f_________, so they are good at h___________ other animals.
Wolves are not very big and their g________ fur is very lovely. It’s five to six centimeters long. They have very good e________, h________ and s______ too. They are very friendly to each other. They often work as a t______. They eat all kinds of animals. They also eat i________ and snails. Usually, they do not a_____ people. For years a Canadian newspaper says that a wolf had attacked a person. But n______ could make sure of it.
(Five kinds of animals are very important in the unit. You’d better talk about it using
STEP 5 Talking about other animal using conditional sentences
Get the students to talk about other animal using conditional sentences.
If giant pandas have no food, they will die.
If a bear is in danger, it will attack people.
If a polar bear is hungry, it will catch fish from the water.
If elephants are thirsty, they will walk until they find a river.
If there is danger, male wolves will protect their family.
If tigers live in the wild, they will hunt for their own food.
If tigers have babies, they will live as a family.
If wolves are in the wild, they will live in family groups.
If wolves are hungry, they will hunt together.
Get the students to complete Part A & B, Page 73. Then check the answers.
STEP 6 Talking about panda protection
Get the students to talk about what we have done to protect the giant pandas.
Make giant panda reserves bigger
Build more reserves
Encourage farmers to leave the giant panda reserves (to give them enough space to live in)
Encourage the students to think about what a middle school student can do to help.
STEP 7 Thinking of ways to protect endangered animals
Say ‘Not only pandas, but also many other animals are in danger. Can you tell me what they are?’ and then get them to think of ways to protect endangered animals.
STEP 8 Doing some additional exercises
Get the students to do some additional exercises.
A. Please complete the following sentences with the proper forms of the given words.
1. I _______ (join) the Singing Club tomorrow if you _______ (join) it too.
2. He _______ (be) a top student in his class if he _______ (study) harder.
3. If we ______ (win) in the basketball match tonight, we _______ (be) in the final.
1． If I ______ (see) two students fighting, I ______ (try) to stop them.
B. Please translate the following sentences
1. 我們需要采取措施保護處于危險中的動物。
We need to __________ to protect ___________________.
2. 如果農(nóng)民繼續(xù)開發(fā)新的耕地，野生動物將沒有足夠的食物和空間。
If farmers continue________________, wild animals _____________________.
3. 熊貓媽媽一次只能生一到兩個寶寶。
Mother giant pandas __________________ at a time.
4. 熊長著黑色或棕色的皮毛、鋒利的爪子。
Bears have __________________ and ___________.
STEP 9 Homework
a. Revise the whole unit and get ready for the coming test.
b. Finish off the exercise in the Evaluation Handbook and Learning English.