必修2 Unit 4 Wildlife Protection 教案
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| 名称 | 必修2 Unit 4 Wildlife Protection 教案 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2012-01-08 20:45:36 | ||
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Unit 4 Wildlife Protection
Teaching & Learning Objectives/ Aims: (学习目标)
I Language knowledge:
Topic: The importance of wildlife protection.
Vocabulary: wildlife, protection, wild, decrease, loss, reserve, hunt, zone, carpet, respond, distance, fur, relief, laughter, mercy, certain, importance, rub, mosquito, insect, contain, powerful, affect, attention, appreciate, succeed, secure, income, employ, harm, bite, dinosaur, inspect, inspect, incident, dust, fierce, ending, die out, in peace, in danger (of), in relief, burst into laughter, protect…from, pay attention to, come into being, according to, so that.
Functions: expressing intentions and purposes.
Grammar: The Present Progressive Passive Voice.
II Language Skills
Listening: Listen to Dodo’s Story, learn to predict the possible result before listening and conclude the main idea and do the listening plete the listening exercises and tasks in WB to develop the Ss’ listening ability.
Speaking: Talk about the wildlife protection. Learn to express intentions and purposes with the given phrases and sentences. Work in groups or pairs to talk about the plan to save endangered animals and then give a report to class.
Reading: Get the Ss to read the text How Daisy Learned to Help Wildlife to know about the endangered animals and their living situations. Get the Ss to realise the importance of wild life protection. Learn to catch up the detailed information by answer the questions and learn to conclude the main idea of each paragraph by filling up the form in Comprehending to get a full understand of the text. Meanwhile, learn the new words, phrases and sentence structures in the texts to improve the Ss’ language ability. Read and understand the short paragraph Animal Extinction to know more about the wildlife protection.
Writing: Get the Ss to write a letter of advice to WWF based on what the Ss have pare the formal and informal language used in letter writing. Read and analyse the sample letter given in the text book. Write a formal letter of advice to WWF using proper form and language and paying attention how to organize and persuasive plete the Writing Task in WB.
Integrating skills: Get the Ss to develop the four skills comprehensively by completing the teaching materials, doing the exercises and using the language. Read the text to know the information about wildlife and have a sense of wildlife protection. Get the Ss to grasp the grammar item the Present Progressive Passive Voice by observing and analysing the sample sentences. Do the grammar exercises in the textbook and workbook to consolidate and grasp the grammar and other language items. Learn to organize a persuasive letter of advice.
III Emotion & Attitudes: Get the Ss to know the present situation of the wildlife and realise the importance of the wildlife protection. Have the right attitudes towards wild life protection and have the sense of wildlife protection.
IV Learning Strategies: Learn to get more information about a topic and extend the topic in the textbook by surfing the internet. Learn to guess the meaning of new words according to the context. Learn to conclude the main idea and scan for the detailed information. Learn to conclude the grammar rules by observing the sample sentences.
V Cultural consciousness: To form a sense of wildlife protection.
Main Points: (重点) new words, language points and language skills listed above, the reading comprehension of the text, the grammar items, the persuasive writing—a formal letter of advice.
Difficult points: (难点) new words and new language points, listening, the reading comprehension of the text, the persuasive writing—a formal letter of advice.
Teaching Mode: (教学模式) Task-based Teaching
Time: (课时)Period (45min×7 )
Teaching Aids: (教具)Multi-media teaching system
Period 1
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Warming up and Listening & Talking in WB.
Teaching & learning goals: (教学目标)
1. Introduce and talk about the wildlife protection.
2. Learn the new words and phrases in the warming up.
3. Listen to the materials and write down the questions.
4. Work in pairs to give some advice to the problems in listening part.
Main points: (重点) Warming up and new words.
Difficult points: (难点) Some new words and listening.
Class type: (课型)Warming up, listening and talking
Teaching & learning procedures: (教学步骤)
Step 1 Lead-in
Have you ever had game meat (野味) in the restaurant Do you think it is right to do so And do you know the names of some wild animals Now, let’s enjoy a short video about wild animals and try to found out the animals in the video.
Step 2 Warming up
Task 1: Introduction: Wildlife protection is a topic that is very important everywhere. What happens in one country can affect what happens in other parts of the world. So we need to look after the wildlife of China for the benefit of China and for the rest of the world. In this unit we will talk about some endangered animals in China and other parts of the world as well a wildlife protection.
Task 2 Go through the new words in the Warming Up.
wildlife, protection, wild, habitat, threaten, decrease, endangered, die out, loss, reserve, hunt, zone, in peace. (Get the Ss to know the meaning and pronunciation of the words so that they could know what they would do in the Warming UP.)
Task 3 Read the short paragraph to know what wildlife protection in China by asking the following questions after the Ss go through the report.
Some questions:
1) Which animal has been most successfully protected
(Milu deer because their numbers rose from none to more than 2,500.)
2) Which animal needs the most protection now
(South China tiger because it is still seriously endangered.)
3) Which animal is the luckiest of these three
(Milu deer because it had died out in China but the species was preserved in the UK.)
4) Why are the reserve areas being used to protect the bamboo rather than the pandas
(Pandas live on a special kind of bamboo and without it they will die out.)
Task 4 Work in groups to talk about other endangered animals and then give a report.
Examples: whales Problem: over fishing
What is been done: the whaling commission is trying to reduce the numbers killed.
How successful: Not very successful; it is a voluntary organization.
Task 5 Language focus (Learn the new words and expressions in this part.)
Notes:
1. wildlife protection 野生动植物保护
wild+ life—wildlife n. [u] protect v. protection n. (un)protected adj.
2. wild adj. 野生的；自然生长的 wild plants/flowers/grass a herd of wild horses
n. 野外；自然状态 in the wild
3. If their habitat is threatened or they cannot find enough food, their number may decrease.
如果它们的栖息地受到威胁，或者找不到足够的食物，它们的数量很可能会减少。
decrease vt. to make something become less 减少；降低
vi. to become less 变少
n. the process of decreasing 减少；减弱；减轻
eg. The workmen want to decrease the number of working hours and increase pay.
工人要求减少工作时间而增加工资。
We have decreased our demand for paper.
Traffic decreases on holidays. 节假日行人车辆减少了。
The number of whales has decreased sharply this year.
There has been a 6% decrease in his income.
decrease/increase to 减少/增加到 decrease/increase by 减少/增加了（比例；幅度）
4. As a result these endangered animals may even die out.
结果，这些濒危动物甚至可能会消亡。
1) as a result: because of something that has happened 结果
as a result +（好的或不好的）结果
as a result of: because of something that has happened作为…的结果;因此;由于
as a result of +（消极的）原因
eg. China has set up a number of reserves to protect bamboo areas. As a result, the number of pandas has increased.
Many students spend too little time on sports. As a result, their health has suffered.
I was very busy. As a result, I couldn’t take care of her.
About twenty people were killed as a result of the big fire.
In San Francisco, 400 people were killed as a result of the earthquake.
result from… 起因于….
result in … 结果为….，导致…
eg. The terrible accident resulted from his careless.
His careless resulted in the terrible accident.
2) die out: disappear completely 灭绝
eg. This kind of bird has died out.
Many animals have died out in the past decades.
SARS has died out in China.
区别: die away: (sound, wind, or light…) becomes weaker and finally stops
慢慢减弱直至消失
die off :先后死去;(草木)先后枯死
die of/ from 因…而死(由于疾病,饥寒,情感原因造成的死亡一般用die of, 除此之外的原因造成的死亡用 die from.)
eg. The noise of the cars died away.
He hid behind the door until the footsteps had died away.
As a result of the lack of water, the leaves of this plant are dying off.
由于缺水, 这植物的叶子先后枯死。
The old man died from drinking dirty water.
The old man died of cold and hunger.
5. endangered wildlife/animals 濒危动植物/动物 endanger v. endangered adj.
6. loss n.损失；遗失；丧失
eg. The war caused incalculable loss. 战争造成了无法计算的损失.
The losses add up to $ 1, 000.
7. reserve n. an area of land where wild animals can live without being hunted保护区
8. hunt vi. & vt. to chase animals and birds in order to catch and kill them 打猎；猎取；
eg. Don’t hunt wild animals.
hunter n. a person or animal that hunts wild animals hunting n.
hunt for搜寻
9. zone n. 地域, 地带, 地区, 环带, 圈 time zone natural protection zone
10. About 30-40 remain in the wild after being left in peace with no hunting.
免遭猎杀后，生活在野外的（华南虎）大约还剩30-40只。
1) in the wild 在野外
eg. Animals produce more young in the wild than they do in the zoo.
2) in peace: peacefully 和平地; 和睦地 in silent= silently.
in + 名词，可以表示人或物所处的状态或状况：
in a hurry / in tears/ in danger/in excitement/in poor health
Step 3 Listening in WB (Optional if time is enough)
Task 1 Look at the listening exercises and the pictures and predict the content of the listening.
(The listening is about robots.)
Task 2 Listen to the tape twice, do the listening exercises and check the answers.
Answers:
letter name Problem
1 Li Kun He doesn’t know which fish he can eat.
2 Bengi He can’t understand why man attacks and kills animals like him.
3 Zhao Jing She doesn’t understand why the best animals and plants are kept in zoos and parks.
Step4 Talking
Task 1 Talk bout the problems mentioned above and offer some help or solutions.
Task 2 Give a report to class.
Homework:
1. Remember the new words and phrases.
2. Preview the new words in the text.
3. Read the passage on P65 and do the exercises.
4. Surf the internet to know more about wildlife protection.
Blackboard design
Reconsideration of the teaching:(教学反思)
______________________________________________________________________________________________________________________________________________________________
Period 2
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Pre-reading, fast reading of the text and exercises in comprehending.
Teaching & learning goals: (教学目标)
1. Talk about the questions in Pre-reading and try to predict the content of the text.
2. Read and understand the text and answer the questions in Exercise1 in Comprehending to get the detailed information of the text.
3. Read the text and fill in the form in Exercise2 to conclude the main idea of the each paragraph and find out the supporting details to have a clear idea of the text organization.
Main points: (重点) The reading comprehension of the text and the organization of the text.
Difficult points:(难点) The reading comprehension of the text and the organization of the text.
Class type: (课型)Fast Reading
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task Revise some the words and phrases in Warming up.
Step 2 Pre-reading
Task 1 Answer the two questions and talk about the endangered animals.
Task 2 Look at the pictures and the title of the reading passage and predict the content.
Possible answer: The text tells us how to help the endangered wildlife.
Task 3 Read about WWF on Page 82 to get some information about it.
World Wildlife Fund 世界野生生物基金会
world’s largest privately financed conservation organization
protect endangered species and their habitats
works in more than 100 countries with nearly 5 million members
Step 3 Fast Reading
Task 1 Scan the text as quickly as possible and answer the following two questions.
1. Where did Daisy go Who took her there
( Tibet, Zimbabwe and rain forest. A flying carpet.)
2. What kind of animal did she meet in each place
(An antelope, an elephant and a monkey.)
Task 2 Read the text again to get some detailed information to answer the questions in Exercise 1 in Comprehending.
Answers to Exercise 1:
1. Its fur is being used to make sweaters. As the sweaters become popular, more and more animals are killed, so very few antelopes are left.
2. The farmers stopped killing the elephants, so the members increased.
3. The government helps the farmers. It makes sure that the tour companies pay the farmers when tourists come to visit and hunt a few animals.
4. Looking after the rainforest helps protect plants and animals we know nothing about. They may make it possible for us to produce medicines and drugs at we don’t yet know about.
5. Students’ answers may vary. (For example: keep natural protection zone; do not disturb the natural balance; do more research to the endangered animals; raise the endangered animals in artificial environment.)
Task 3 Read each paragraph carefully, conclude the main idea of each paragraph and fill in the supporting details in Exercise 2 in Comprehending. (Ss can work in pairs.)
Answers:
paragraph Main idea Supporting details
1 Why we need wildlife protection 1.Animals: Tibetan Antelope2.Situation: being hunted for the fur under its stomach3.Result: numbers are decreasing rapidly
2 A good example of wildlife protection 1.Animals: elephants in Zimbabwe2.Situation: previously hunted with numbers decreasing rapidly3.Result: protection by farmers who make money from tourism
3 and 4 What can we get from wildlife protection 1.Animals: a millipede from tropical rainforest 2.Situation: produces a drug naturally which can protect us from mosquitoes3.Result: Daisy plans to tell WWF about the drug
Step 4 Listening and Retelling
Task 1 Listen to the tape to the tape to get a better understanding of the text, paying attention to the text structure and organization.
Task 2 Try to retell the story.
Possible version:
One day Daisy went to see the animals that gave fur to make her sweater in a flying carpet. It flew away to Tibet in China first, where she saw an antelope. The antelope told her that they were killed for the wool that was taken from their stomachs.
Then the carpet flew away to Zimbabwe, where Daisy saw an elephant. The elephant said they were endangered in Zimbabwe. Farmers used to hunt them without mercy. Now they allowed tourists to hunt only a certain number of animals if they paid the farmers.
The flying carpet rose again and almost at once they were in thick rainforest. A monkey was rubbing a millipede inset which contains a powerful drug over his body because it could protect him from mosquito. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.
Homework:
1. Read and retell the text.
2. Preview the new language points in the text.
Blackboard design
Reconsideration of the teaching:(教学反思)
______________________________________________________________________________________________________________________________________________________________
Periods 3--4
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Language items in the text, discussion in Comprehending and the vocabulary exercises in TB and WB.
Teaching & learning goals: (教学目标)
1. Learn the new words and new language items in the text and their usages to get a better understanding of the text.
2. Do the vocabulary exercises to use and consolidate the new language items.
Main points: (重点) New language points and language items, vocabulary exercises.
Difficult points: (难点) Learn and use the new language points and language items.
Class type:(课型) Language Focus
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task 1 Retell the text.
Task 2 Revise the content, organization and structure of the text.
Step 3 Language focus
Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, sentence structure, the meaning of some difficult sentences, the background information, the organisation of the paragraph and so on. It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways, such as answering questions, making sentences, comparing and contrasting, summing up, etc. to make the students active in language learning. Teacher can choose some of the items according to the Ss’ language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes.
Task 1 Go through the text, focus on the new language points, try to find out the usage(s) of the new language items and relate them to some of the usages learned in the past to get a full view of the language items. At the same time, try to use the language points by making sentences, make comparison with related items and so on. Try to use the word formation knowledge to guess, learn and remember the new words.
Main language points:
1. be in danger (of) : 处于危险之中
eg. Carol is in danger of losing her job.
Some wild animals are in danger of dying out.
2. long vi. 渴望, 热望 long to do something/ long for something 对……渴望
eg. I’m longing to see you again.
She longed to have a holiday to go home and see her family again.
Children are always longing for holidays.
3. carpet n. 地毯 a flying carpet 飞毯
4. respond vi. 回答, 响应, 作出反应 response n.
eg. The patient has responded rapidly to the treatment.
病人在治疗后立刻有起色
5. distant adj. 远的; 远处的; 遥远的：（时间）远隔的，久远的：
a distant telephone call 长途电话
the distant past久远的过去；distant events久远的往事
a distant cousin 远房堂兄弟 distant relatives
6. fur n. (不可数名词) 软毛;毛皮 a fur coat
7. stomach n. 腹部;胃 stomachs (pl.) stomachache n. pain in stomach
e.g. He was lying on his stomach.
8. In relief Daisy burst into laughter. 戴茜如释重负, 突然笑了起来.
1) relief: a feeling of happiness that something unpleasant has not happened or has ended
轻松感; 欣慰感
in relief 如释重负 relief from sth. 减轻……
eg. It is such a relief to hear that Martha was found safe and well. (安然无恙)
After the exam, I felt an incredible sense of relief.
The drug gives some relief from pain. 这种药可以减轻一些痛苦。
2) burst into something 突然 burst into laughter/ tears 突然笑/哭起来
burst out doing something burst out laughing/ crying
eg. The aircraft crashed and burst into flames. 飞机突然坠地起火。
Much to my surprise, Ben suddenly burst into song.
习惯用语： burst in闯入; 突然出现; 突然发作
9. Farmers hunted us without mercy. 农民们总是惨无人道地捕杀我们。
mercy n. 仁慈；慈悲
show mercy to sb. 对某人起了怜悯之心 at the mercy of任…处置；无能为力
eg. They showed mercy to their enemies. 他们对敌人很仁慈。
She appealed (请求)to the judge to have mercy on her husband. (法外开恩)
The ship was at the mercy of the storm. 那只船在暴风雨中失去控制。
10. certain adj. 确定的, 某一个, 一定的； 无疑的, 必然的, 可靠的
eg. set aside a certain sum each week. 每周存入一定数额的存款
certain success 必然的成功
What is certain is that every effect must have a cause.
每一个结果都有一个原因，这是确定无疑。
a certain Ms. Johnson一位约翰逊女士
to a certain degre在一定程度上
11. importance n.重要；重要性 important adj.
12.rub vt. 擦；摩擦rub sth on /over
eg. I often rub sun cream on my face in summer.
He often rubs his hands when he meets strangers.
13. protect v. to keep someone or something safe from harm, damage or illness保护
protect sb /sth from (against) sth 保护……不受…… protection n.
eg. Try to protect your skin from the sun.
Kids should be protected from the violence.
The walls were built to protect the country against the attack.
14. mosquito n.蚊子 insect n. 昆虫
15. It contains a powerful drug which affects mosquitoes.
1) contain v. to have something inside or have something as a part 包含；容纳；容忍
container n. 容器
eg. He opened the bag, which contained a wallet, a car key and a mobile phone.
This article contains important information about wildlife protection.
2) powerful adj. 强大的；有力的 powerless
careful/ careless fearful/ fearless helpful/ helpless hopeful/ hopeless useful/useless
3) affect v. have an effect on 影响; 感动；侵袭
eg. Smoking greatly affects health.
A sudden change in the weather may affect your health.
His opinion will not affect my decision.
区别: effect n. 效应；结果；影响 have an effect on/ upon sb./ sth.
eg. Smoking has a great effect on health.
Did the medicine have any effect
The film had quite an effect on her.
16. pay attention to: fix one’s mind on something, especially by watching or listening注意;留意
eg. I’m sorry. I wasn’t paying attention to what you were saying.
You should pay attention to your handwriting.
Please pay attention to your behavior in public places.
17. appreciate vt. 1) 感激；感谢2) 鉴赏；欣赏；赏识3) 察觉；意识到
eg. I appreciate your help. 我感谢你的帮助。
Do you appreciate good wine 你会鉴赏好酒吗？
We appreciate the danger ahead. 我们意识到危险临头。
18. succeed vi. (～ in) 成功 succeed in doing something
vt. 继...之后, 继任, 继承, 取得成功
success n.[c] [u] successful adj. successfully adv.
eg. She succeeded in passing the exam.
19. secure adj.安全的, 可靠的, 放心的, 无虑的
20. income n.收入, 收益, 进款, 所得 secure income 可靠的/稳定的收入
21. employ vt.雇用, 用, 利用 employer n. employee n. unemployed adj.
eg. They agreed to employ the job applicant. 他们同意雇佣这位求职者。
Those factories employ thousands of workers.
22. harm vt.伤害, 损害, 危害 n.伤害, 损害, 危害 do harm to
Task 2 Go through the text and the language points to see if there are still some difficult points and ask the teacher for help.
Step 4 Comprehending
Task 1 Discuss the question in groups to give suggestions.
Task 2 Share the solution with the whole class.
Step 5 Discovering useful words and expressions
Task 1 Check the answers to Exercise I to see if they wrote down the right words and expressions with the right spelling.
Answers: 1.distant 2.decrease 3. powerful 4.affect 5. appreciate
6. hunt 7. protect…from 8. respond 9. relief
Task 2 Complete the passage and read the short passage.
Answers: wild, reserve, hunt, species, powerful, appreciated; relief, protecting…from.
Task 3 Find the words that are related to the wildlife protection in this unit and fit them into the boxes.
Answers:
Places: habitat, protection zone, reserve, animal park, natural park, safari park.
Endangered species: South China tiger, panda, tropical rainforest wildlife, Milu deer, Tibetan antelope, African elephants.
Situation: die out, extinct, extinction, appreciate the importance, pay attention to wildlife protection, punish the hunters, in relief, in peace, decrease, decline, threaten, protect…from, protection, increase, loss, endanger, hunt, kill, do harm to , affect, etc.
Step 6 Vocabulary exercises in WB (if time is enough)
Homework:
1. Remember the language points in the text and arrange notes after class.
2. Do the rest vocabulary exercise both in the textbook & workbook.
Reconsideration of the teaching:(教学反思)
______________________________________________________________________________________________________________________________________________________________
Blackboard design
Period 5
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Discovering useful structure in Learning about language & grammar exercises in WB.
Teaching & learning goals: (教学目标)
1. Get the Ss to learn and conclude the grammar item—the Present Progressive Passive Voice by discovering and analysing given samples. Learn more about the grammar items.
2. Use and consolidate the grammar items by doing the grammar exercises.
Main points: (重点) grammar items and grammar exercises
Difficult Points: (难点) grammar items and grammar exercises
Class type: (课型) Grammar learning and exercises
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task 1 Revise the language points in the text.
Task 2 Tell the story of their own.
Step 2 Discovering useful structures
Task 1 Revise the grammar items learned in the previous unit.
Task 2 Study the given sample sentence, pay attention to the verb tense and find the similar sentences in the text. Try to find out the rule/structure of the Present Progressive Passive Voice: is/are being done.
Some sentences in Present Progressive Passive Voice in the text:
1. Our fur is being used to make sweaters….
2. I wonder what is being done to help you.
3. Daisy turned around and found that she was being watched….
4. So good things are being done….
Task 3 Do the grammar Exercise 2 using the above patterns, and then check the answers. (Ss’ answers may vary. Remind the Ss to pay attention to the verb part.)
Task 4 Study the example in Exercise 4 and then answer the questions using the present progressive passive voice. Check the answers after the Ss after they practise in pairs. (Ss’ answers may vary.)
New word: bite vi. & vt. 咬; 叮; 刺痛 bite-bit-bitten
Task 5 (Optional) Discuss the questions in Exercise 4 and then give a presentation to the class. (Encourage the Ss to use some sentences in passive voice.)
Step 3 Further grammar explanation
Task Learn more grammar materials about the Present Perfect Progressive Voice to have a clear idea of this grammar item. Teacher explains the grammar rules as well as offers more examples with the help of grammar PPT. (This grammar item is easy, so the teacher can add some other elements about passive voice.)
Grammar explanation: 现在进行时的被动语态
Ⅰ结构：
1. 陈述句: 主语+ am/is/are +being+过去分词
2. 疑问句：疑问词+ am/is/are+主+being+ 过去分词
Ⅱ用法: 表示说话人说话时或现阶段正在进行的动作，经常和时间副词now(现在), right now (现在, 此刻), at present (现在,目前), at this moment(此刻)连用。
Ⅲ 意义：主语和谓语动词之间是被动关系,而且动作正在进行。
eg. English is being taught by miss Lee now.
New functions are being added to the camera at present.
1. 表示说话时正在进行的一个被动动作, 强调主语是动作的承受者
瞧！那个婴儿正由他的姑姑照料着。Look! The baby is being taken care of by her aunt.
2. 表示这一段时间正在进行的一个被动的动作。
这一阵子许多讲座正在举行。 Many speeches are being held these days.
3. 表示按计划或安排将要进行的一个被动动作
今晚将要进行一场圣诞晚会。 A party is being held tonight.
① be + under / in +n. 的结构可以表示现在进行时的被动语态的含义。
eg. The problem is under discussion now. = The problem is being discussed now.
The telephone is in use. = The telephone is being used.
② 一些表示“心理活动,拥有,存在”等动词,一般不用现在进行时的被动语态,而用一般现在时的被动语态。
eg. Joe, come here. You are wanted on the phone.
Step 4 Grammar exercise in WB
Task Do the Grammar exercises in WB and check the answers.
Homework:
1. Read the grammar items in Appendices.
2. Do the rest grammar exercises in WB.
Blackboard design
Period 6
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Using Language—Reading &Listening
Teaching & learning goals: (教学目标)
1. Read and understand the text and learn the new words and phrases in the text.
2. Practise listening to the Dodo’s story, learn to conclude the main idea and do the listening exercises.
Main points: (重点) Reading comprehension, new language items and listening.
Difficult Points: (难点) Reading comprehension, new language items and listening.
Class type: (课型) Reading & listening.
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task Revise the grammar items briefly and check the answers to the grammar exercises in WB.
Step 2 Reading
Task 1 Listen to the tape of the text and try to get a general idea of the text and find out the reasons for the disappearance of dinosaurs in the text.
Answers: A large rock hit the earth and put too much dust into the air. The earth got too hot to live on.
Task 2 Learn the new language items in the text.
1. They lived on the earth tens of millions of years ago, long before humans came into being. 千百万年前,早在人类产生之前,它们就生活在地球上。
1) on the earth. 在地球上。在earth, sun, moon等表达世界上独一无二的名词前, 要加the。
2) come into being的意思是“开始存在; 发生”。
eg. We don’t know when the world came into being. 我们不知道这世界是什么时候存在的。
3) long before “早在…之前很久”.
It will (not) be long before +从句(不久后将会....) 从句用一般现在时或一般过去时, 主句用一般将来时或一般过去将来时。
eg. It will not be long before we know the result of the experiment.
2. inspect vt. 检查, 视察
eg. The commander inspected the troops. 司令检阅了部队
3. They learned this from the way the bones were joined together.
他们通过研究骨骼的连接方式得出这个结论。
the way (in which) the bones were joined together
eg. I don’t like the way (in which) you treat her.
Don’t judge a person by his or her appearance, but look at the way (in which) he or she speaks or acts.
4. incident n. 事件, 事变(突发事件，插曲) an international incident国际性事件
5. dust n. [u] 灰尘, 尘土, 尘埃 dusty adj.
eg. The room is full of dust.
6. According to a UN report,….
according to 根据, 据…说
eg. According to John, the bank closes at 4 p.m.
Each man will be paid according to his ability.
7. fierce adj. 凶猛的, 好斗的; 激烈的,猛烈的
eg. The house is guarded by a fierce dog.
The competition for jibs is fierce.
Step 3 Listening in TB
Task 1 Before listening, try to predict in pairs how it might have become extinct.
Task 2 Go through the listening exercises, listen to the tape once and try to get the main idea, and listen to the tape again to choose the correct answers.
Answers to the listening exercises:
Exercise 3:
Number 2 is correct.
Number 1 is wrong. It is not fair to blame the dodo for his disappearance.
Number 3 only explain half the story. The dodo and man did become friends but only because man wanted to kill all the dodos as easily as possible.
Number 4 is wrong because the other animals and birds did not do much to save the dodo. They warned him but did not help him.
Exercise 4: 1 C 2 B 3 C
Step 3 Listening in WB (if time is enough)
Homework:
1. Do the listening exercises in WB.
2. Remember the language points in the text.
Blackboard design
Reconsideration of the teaching:(教学反思)
______________________________________________________________________________________________________________________________________________________________
Period 7
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Using Language—Reading, Speaking and Writing
Teaching & learning goals: (教学目标)
1. Read the short story, understand it and learn the new language points in it.
2. Create and talk about their own android.
3. Read and study the sample writing to learn to write a description of their android and what it can do.
Main points: (重点) Reading and writing practice
Difficult Points: (难点) new language points and how to write a description
Class type: (课型) Reading and writing
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task 1 Revise the language points learned in the previous period.
Task 2 Check the answers to the listening exercises.
Step 2 Speaking
Task 1 Go through and learn the expressions about intention and purpose.
Intention:
I’m going to…. I intend/ mean/ plan to….
I will…. I like to….
I’d rather not…. I’m ready to….
I feel like doing….
Purpose:
to help/ save/ protect…from so that…. in order to….
but do… to teach them a lesson to punish those who do harm to wildlife
Notes:
1) so that 为了；以便（表目的） so…that…表结果
so as to为了；以便（表目的），要求前后主语一致。
eg. Slow down so that I can catch up with you,
You should get up earlier so as not to miss the school bus.
Speak loudly so that everybody can hear you.
I became so anxious that I forgot what I want to say. (表结果)
I keep looking at my notes so that I wouldn’t forget what I wanted to say. （表目的）
2) do+but to do/but do的用法
eg. I have nothing to do but cry.
We had no choice but to wait.除了等待我们别无选择。
He did nothing all day long but watch TV.一整天他除了看电视无所事事。
3) teach sb a lesson 教训某人
4) do harm to伤害, 损害
eg. I don’t want to do harm to anybody.
It won’t do any harm to you body.
Task 2 Ss choose an endangered animal which they know about. Work in pairs to analyse why this animal is endangered, talk about the plan to save it and prepare to make a report to the class.
Task 3 Ask few students to give reports.
Step 3 Writing
Task 1 Compare the different expressions used in formal and informal letters. Analyse the sample writing and pay attention to the expressions used in formal letters.
Task 2 Work in pairs to choose the ideas that they like best and put them under the headings.
Show the sample letters:
Dear WWF,
My friend, Chen Ting, and I have been doing some research on endangered animals. We found that the habitat of polar bears is disappearing because the ice at the North Pole is getting warmer. I worry that when is disappears altogether, there will be nowhere for the polar bears to live.
First, I suggest we are very careful with the energy we use. Global warming happens because we are putting too much carbon dioxide into the air. One of the ways we do this is by driving everywhere by car. So I suggest we think carefully before using our cars unnecessarily.
Second, instead of using our cars we should think about traveling by bus or by train. These forms of transport are more environmentally friendly and do not put so much carbon dioxide into the atmosphere.
Third, we can join WWF which is fighting to save the habitat of the polar bear. We can raise money to help them by making and selling cakes, selling crafts or giving talent shows and charging money for our parents to watch.
I hope you will support us in our fight to save the home of the Polar Bears.
Yours sincerely,
Wu Xiaoxin
Task 3 Prepare the writing materials and organize the outline of the writing.
Step 4 Learning tips
Homework:
1. Revise and summary the language items learned in this unit.
2. Write a formal letter to WWF.
3. Do the rest exercises in WB.
Blackboard design
Reconsideration of the teaching:(教学反思)
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
板书设计:
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Teaching & Learning Objectives/ Aims: (学习目标)
I Language knowledge:
Topic: The importance of wildlife protection.
Vocabulary: wildlife, protection, wild, decrease, loss, reserve, hunt, zone, carpet, respond, distance, fur, relief, laughter, mercy, certain, importance, rub, mosquito, insect, contain, powerful, affect, attention, appreciate, succeed, secure, income, employ, harm, bite, dinosaur, inspect, inspect, incident, dust, fierce, ending, die out, in peace, in danger (of), in relief, burst into laughter, protect…from, pay attention to, come into being, according to, so that.
Functions: expressing intentions and purposes.
Grammar: The Present Progressive Passive Voice.
II Language Skills
Listening: Listen to Dodo’s Story, learn to predict the possible result before listening and conclude the main idea and do the listening plete the listening exercises and tasks in WB to develop the Ss’ listening ability.
Speaking: Talk about the wildlife protection. Learn to express intentions and purposes with the given phrases and sentences. Work in groups or pairs to talk about the plan to save endangered animals and then give a report to class.
Reading: Get the Ss to read the text How Daisy Learned to Help Wildlife to know about the endangered animals and their living situations. Get the Ss to realise the importance of wild life protection. Learn to catch up the detailed information by answer the questions and learn to conclude the main idea of each paragraph by filling up the form in Comprehending to get a full understand of the text. Meanwhile, learn the new words, phrases and sentence structures in the texts to improve the Ss’ language ability. Read and understand the short paragraph Animal Extinction to know more about the wildlife protection.
Writing: Get the Ss to write a letter of advice to WWF based on what the Ss have pare the formal and informal language used in letter writing. Read and analyse the sample letter given in the text book. Write a formal letter of advice to WWF using proper form and language and paying attention how to organize and persuasive plete the Writing Task in WB.
Integrating skills: Get the Ss to develop the four skills comprehensively by completing the teaching materials, doing the exercises and using the language. Read the text to know the information about wildlife and have a sense of wildlife protection. Get the Ss to grasp the grammar item the Present Progressive Passive Voice by observing and analysing the sample sentences. Do the grammar exercises in the textbook and workbook to consolidate and grasp the grammar and other language items. Learn to organize a persuasive letter of advice.
III Emotion & Attitudes: Get the Ss to know the present situation of the wildlife and realise the importance of the wildlife protection. Have the right attitudes towards wild life protection and have the sense of wildlife protection.
IV Learning Strategies: Learn to get more information about a topic and extend the topic in the textbook by surfing the internet. Learn to guess the meaning of new words according to the context. Learn to conclude the main idea and scan for the detailed information. Learn to conclude the grammar rules by observing the sample sentences.
V Cultural consciousness: To form a sense of wildlife protection.
Main Points: (重点) new words, language points and language skills listed above, the reading comprehension of the text, the grammar items, the persuasive writing—a formal letter of advice.
Difficult points: (难点) new words and new language points, listening, the reading comprehension of the text, the persuasive writing—a formal letter of advice.
Teaching Mode: (教学模式) Task-based Teaching
Time: (课时)Period (45min×7 )
Teaching Aids: (教具)Multi-media teaching system
Period 1
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Warming up and Listening & Talking in WB.
Teaching & learning goals: (教学目标)
1. Introduce and talk about the wildlife protection.
2. Learn the new words and phrases in the warming up.
3. Listen to the materials and write down the questions.
4. Work in pairs to give some advice to the problems in listening part.
Main points: (重点) Warming up and new words.
Difficult points: (难点) Some new words and listening.
Class type: (课型)Warming up, listening and talking
Teaching & learning procedures: (教学步骤)
Step 1 Lead-in
Have you ever had game meat (野味) in the restaurant Do you think it is right to do so And do you know the names of some wild animals Now, let’s enjoy a short video about wild animals and try to found out the animals in the video.
Step 2 Warming up
Task 1: Introduction: Wildlife protection is a topic that is very important everywhere. What happens in one country can affect what happens in other parts of the world. So we need to look after the wildlife of China for the benefit of China and for the rest of the world. In this unit we will talk about some endangered animals in China and other parts of the world as well a wildlife protection.
Task 2 Go through the new words in the Warming Up.
wildlife, protection, wild, habitat, threaten, decrease, endangered, die out, loss, reserve, hunt, zone, in peace. (Get the Ss to know the meaning and pronunciation of the words so that they could know what they would do in the Warming UP.)
Task 3 Read the short paragraph to know what wildlife protection in China by asking the following questions after the Ss go through the report.
Some questions:
1) Which animal has been most successfully protected
(Milu deer because their numbers rose from none to more than 2,500.)
2) Which animal needs the most protection now
(South China tiger because it is still seriously endangered.)
3) Which animal is the luckiest of these three
(Milu deer because it had died out in China but the species was preserved in the UK.)
4) Why are the reserve areas being used to protect the bamboo rather than the pandas
(Pandas live on a special kind of bamboo and without it they will die out.)
Task 4 Work in groups to talk about other endangered animals and then give a report.
Examples: whales Problem: over fishing
What is been done: the whaling commission is trying to reduce the numbers killed.
How successful: Not very successful; it is a voluntary organization.
Task 5 Language focus (Learn the new words and expressions in this part.)
Notes:
1. wildlife protection 野生动植物保护
wild+ life—wildlife n. [u] protect v. protection n. (un)protected adj.
2. wild adj. 野生的；自然生长的 wild plants/flowers/grass a herd of wild horses
n. 野外；自然状态 in the wild
3. If their habitat is threatened or they cannot find enough food, their number may decrease.
如果它们的栖息地受到威胁，或者找不到足够的食物，它们的数量很可能会减少。
decrease vt. to make something become less 减少；降低
vi. to become less 变少
n. the process of decreasing 减少；减弱；减轻
eg. The workmen want to decrease the number of working hours and increase pay.
工人要求减少工作时间而增加工资。
We have decreased our demand for paper.
Traffic decreases on holidays. 节假日行人车辆减少了。
The number of whales has decreased sharply this year.
There has been a 6% decrease in his income.
decrease/increase to 减少/增加到 decrease/increase by 减少/增加了（比例；幅度）
4. As a result these endangered animals may even die out.
结果，这些濒危动物甚至可能会消亡。
1) as a result: because of something that has happened 结果
as a result +（好的或不好的）结果
as a result of: because of something that has happened作为…的结果;因此;由于
as a result of +（消极的）原因
eg. China has set up a number of reserves to protect bamboo areas. As a result, the number of pandas has increased.
Many students spend too little time on sports. As a result, their health has suffered.
I was very busy. As a result, I couldn’t take care of her.
About twenty people were killed as a result of the big fire.
In San Francisco, 400 people were killed as a result of the earthquake.
result from… 起因于….
result in … 结果为….，导致…
eg. The terrible accident resulted from his careless.
His careless resulted in the terrible accident.
2) die out: disappear completely 灭绝
eg. This kind of bird has died out.
Many animals have died out in the past decades.
SARS has died out in China.
区别: die away: (sound, wind, or light…) becomes weaker and finally stops
慢慢减弱直至消失
die off :先后死去;(草木)先后枯死
die of/ from 因…而死(由于疾病,饥寒,情感原因造成的死亡一般用die of, 除此之外的原因造成的死亡用 die from.)
eg. The noise of the cars died away.
He hid behind the door until the footsteps had died away.
As a result of the lack of water, the leaves of this plant are dying off.
由于缺水, 这植物的叶子先后枯死。
The old man died from drinking dirty water.
The old man died of cold and hunger.
5. endangered wildlife/animals 濒危动植物/动物 endanger v. endangered adj.
6. loss n.损失；遗失；丧失
eg. The war caused incalculable loss. 战争造成了无法计算的损失.
The losses add up to $ 1, 000.
7. reserve n. an area of land where wild animals can live without being hunted保护区
8. hunt vi. & vt. to chase animals and birds in order to catch and kill them 打猎；猎取；
eg. Don’t hunt wild animals.
hunter n. a person or animal that hunts wild animals hunting n.
hunt for搜寻
9. zone n. 地域, 地带, 地区, 环带, 圈 time zone natural protection zone
10. About 30-40 remain in the wild after being left in peace with no hunting.
免遭猎杀后，生活在野外的（华南虎）大约还剩30-40只。
1) in the wild 在野外
eg. Animals produce more young in the wild than they do in the zoo.
2) in peace: peacefully 和平地; 和睦地 in silent= silently.
in + 名词，可以表示人或物所处的状态或状况：
in a hurry / in tears/ in danger/in excitement/in poor health
Step 3 Listening in WB (Optional if time is enough)
Task 1 Look at the listening exercises and the pictures and predict the content of the listening.
(The listening is about robots.)
Task 2 Listen to the tape twice, do the listening exercises and check the answers.
Answers:
letter name Problem
1 Li Kun He doesn’t know which fish he can eat.
2 Bengi He can’t understand why man attacks and kills animals like him.
3 Zhao Jing She doesn’t understand why the best animals and plants are kept in zoos and parks.
Step4 Talking
Task 1 Talk bout the problems mentioned above and offer some help or solutions.
Task 2 Give a report to class.
Homework:
1. Remember the new words and phrases.
2. Preview the new words in the text.
3. Read the passage on P65 and do the exercises.
4. Surf the internet to know more about wildlife protection.
Blackboard design
Reconsideration of the teaching:(教学反思)
______________________________________________________________________________________________________________________________________________________________
Period 2
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Pre-reading, fast reading of the text and exercises in comprehending.
Teaching & learning goals: (教学目标)
1. Talk about the questions in Pre-reading and try to predict the content of the text.
2. Read and understand the text and answer the questions in Exercise1 in Comprehending to get the detailed information of the text.
3. Read the text and fill in the form in Exercise2 to conclude the main idea of the each paragraph and find out the supporting details to have a clear idea of the text organization.
Main points: (重点) The reading comprehension of the text and the organization of the text.
Difficult points:(难点) The reading comprehension of the text and the organization of the text.
Class type: (课型)Fast Reading
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task Revise some the words and phrases in Warming up.
Step 2 Pre-reading
Task 1 Answer the two questions and talk about the endangered animals.
Task 2 Look at the pictures and the title of the reading passage and predict the content.
Possible answer: The text tells us how to help the endangered wildlife.
Task 3 Read about WWF on Page 82 to get some information about it.
World Wildlife Fund 世界野生生物基金会
world’s largest privately financed conservation organization
protect endangered species and their habitats
works in more than 100 countries with nearly 5 million members
Step 3 Fast Reading
Task 1 Scan the text as quickly as possible and answer the following two questions.
1. Where did Daisy go Who took her there
( Tibet, Zimbabwe and rain forest. A flying carpet.)
2. What kind of animal did she meet in each place
(An antelope, an elephant and a monkey.)
Task 2 Read the text again to get some detailed information to answer the questions in Exercise 1 in Comprehending.
Answers to Exercise 1:
1. Its fur is being used to make sweaters. As the sweaters become popular, more and more animals are killed, so very few antelopes are left.
2. The farmers stopped killing the elephants, so the members increased.
3. The government helps the farmers. It makes sure that the tour companies pay the farmers when tourists come to visit and hunt a few animals.
4. Looking after the rainforest helps protect plants and animals we know nothing about. They may make it possible for us to produce medicines and drugs at we don’t yet know about.
5. Students’ answers may vary. (For example: keep natural protection zone; do not disturb the natural balance; do more research to the endangered animals; raise the endangered animals in artificial environment.)
Task 3 Read each paragraph carefully, conclude the main idea of each paragraph and fill in the supporting details in Exercise 2 in Comprehending. (Ss can work in pairs.)
Answers:
paragraph Main idea Supporting details
1 Why we need wildlife protection 1.Animals: Tibetan Antelope2.Situation: being hunted for the fur under its stomach3.Result: numbers are decreasing rapidly
2 A good example of wildlife protection 1.Animals: elephants in Zimbabwe2.Situation: previously hunted with numbers decreasing rapidly3.Result: protection by farmers who make money from tourism
3 and 4 What can we get from wildlife protection 1.Animals: a millipede from tropical rainforest 2.Situation: produces a drug naturally which can protect us from mosquitoes3.Result: Daisy plans to tell WWF about the drug
Step 4 Listening and Retelling
Task 1 Listen to the tape to the tape to get a better understanding of the text, paying attention to the text structure and organization.
Task 2 Try to retell the story.
Possible version:
One day Daisy went to see the animals that gave fur to make her sweater in a flying carpet. It flew away to Tibet in China first, where she saw an antelope. The antelope told her that they were killed for the wool that was taken from their stomachs.
Then the carpet flew away to Zimbabwe, where Daisy saw an elephant. The elephant said they were endangered in Zimbabwe. Farmers used to hunt them without mercy. Now they allowed tourists to hunt only a certain number of animals if they paid the farmers.
The flying carpet rose again and almost at once they were in thick rainforest. A monkey was rubbing a millipede inset which contains a powerful drug over his body because it could protect him from mosquito. So Daisy decided to produce this new drug with the help of WWF. The carpet rose and flew home.
Homework:
1. Read and retell the text.
2. Preview the new language points in the text.
Blackboard design
Reconsideration of the teaching:(教学反思)
______________________________________________________________________________________________________________________________________________________________
Periods 3--4
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Language items in the text, discussion in Comprehending and the vocabulary exercises in TB and WB.
Teaching & learning goals: (教学目标)
1. Learn the new words and new language items in the text and their usages to get a better understanding of the text.
2. Do the vocabulary exercises to use and consolidate the new language items.
Main points: (重点) New language points and language items, vocabulary exercises.
Difficult points: (难点) Learn and use the new language points and language items.
Class type:(课型) Language Focus
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task 1 Retell the text.
Task 2 Revise the content, organization and structure of the text.
Step 3 Language focus
Notice: In this step, teacher encourages and guides the Ss to discover the usages of some new words, new phrases and new sentence structures in the context by discussion. If the Ss have difficulties, teacher gives a complete and clear explanation of the text, including the word formation, word usages, phrases, sentence structure, the meaning of some difficult sentences, the background information, the organisation of the paragraph and so on. It is a good chance for the Ss to improve their language abilities in all aspects and enlarge their vocabulary. To each language item, perhaps only one or two aspects are focused on. Teacher can use different ways, such as answering questions, making sentences, comparing and contrasting, summing up, etc. to make the students active in language learning. Teacher can choose some of the items according to the Ss’ language level. In all, this teaching step is a comprehensive teaching and it is very important in each unit. While teacher is giving explanation, the Ss should be active and cooperate with the teacher as well as take notes.
Task 1 Go through the text, focus on the new language points, try to find out the usage(s) of the new language items and relate them to some of the usages learned in the past to get a full view of the language items. At the same time, try to use the language points by making sentences, make comparison with related items and so on. Try to use the word formation knowledge to guess, learn and remember the new words.
Main language points:
1. be in danger (of) : 处于危险之中
eg. Carol is in danger of losing her job.
Some wild animals are in danger of dying out.
2. long vi. 渴望, 热望 long to do something/ long for something 对……渴望
eg. I’m longing to see you again.
She longed to have a holiday to go home and see her family again.
Children are always longing for holidays.
3. carpet n. 地毯 a flying carpet 飞毯
4. respond vi. 回答, 响应, 作出反应 response n.
eg. The patient has responded rapidly to the treatment.
病人在治疗后立刻有起色
5. distant adj. 远的; 远处的; 遥远的：（时间）远隔的，久远的：
a distant telephone call 长途电话
the distant past久远的过去；distant events久远的往事
a distant cousin 远房堂兄弟 distant relatives
6. fur n. (不可数名词) 软毛;毛皮 a fur coat
7. stomach n. 腹部;胃 stomachs (pl.) stomachache n. pain in stomach
e.g. He was lying on his stomach.
8. In relief Daisy burst into laughter. 戴茜如释重负, 突然笑了起来.
1) relief: a feeling of happiness that something unpleasant has not happened or has ended
轻松感; 欣慰感
in relief 如释重负 relief from sth. 减轻……
eg. It is such a relief to hear that Martha was found safe and well. (安然无恙)
After the exam, I felt an incredible sense of relief.
The drug gives some relief from pain. 这种药可以减轻一些痛苦。
2) burst into something 突然 burst into laughter/ tears 突然笑/哭起来
burst out doing something burst out laughing/ crying
eg. The aircraft crashed and burst into flames. 飞机突然坠地起火。
Much to my surprise, Ben suddenly burst into song.
习惯用语： burst in闯入; 突然出现; 突然发作
9. Farmers hunted us without mercy. 农民们总是惨无人道地捕杀我们。
mercy n. 仁慈；慈悲
show mercy to sb. 对某人起了怜悯之心 at the mercy of任…处置；无能为力
eg. They showed mercy to their enemies. 他们对敌人很仁慈。
She appealed (请求)to the judge to have mercy on her husband. (法外开恩)
The ship was at the mercy of the storm. 那只船在暴风雨中失去控制。
10. certain adj. 确定的, 某一个, 一定的； 无疑的, 必然的, 可靠的
eg. set aside a certain sum each week. 每周存入一定数额的存款
certain success 必然的成功
What is certain is that every effect must have a cause.
每一个结果都有一个原因，这是确定无疑。
a certain Ms. Johnson一位约翰逊女士
to a certain degre在一定程度上
11. importance n.重要；重要性 important adj.
12.rub vt. 擦；摩擦rub sth on /over
eg. I often rub sun cream on my face in summer.
He often rubs his hands when he meets strangers.
13. protect v. to keep someone or something safe from harm, damage or illness保护
protect sb /sth from (against) sth 保护……不受…… protection n.
eg. Try to protect your skin from the sun.
Kids should be protected from the violence.
The walls were built to protect the country against the attack.
14. mosquito n.蚊子 insect n. 昆虫
15. It contains a powerful drug which affects mosquitoes.
1) contain v. to have something inside or have something as a part 包含；容纳；容忍
container n. 容器
eg. He opened the bag, which contained a wallet, a car key and a mobile phone.
This article contains important information about wildlife protection.
2) powerful adj. 强大的；有力的 powerless
careful/ careless fearful/ fearless helpful/ helpless hopeful/ hopeless useful/useless
3) affect v. have an effect on 影响; 感动；侵袭
eg. Smoking greatly affects health.
A sudden change in the weather may affect your health.
His opinion will not affect my decision.
区别: effect n. 效应；结果；影响 have an effect on/ upon sb./ sth.
eg. Smoking has a great effect on health.
Did the medicine have any effect
The film had quite an effect on her.
16. pay attention to: fix one’s mind on something, especially by watching or listening注意;留意
eg. I’m sorry. I wasn’t paying attention to what you were saying.
You should pay attention to your handwriting.
Please pay attention to your behavior in public places.
17. appreciate vt. 1) 感激；感谢2) 鉴赏；欣赏；赏识3) 察觉；意识到
eg. I appreciate your help. 我感谢你的帮助。
Do you appreciate good wine 你会鉴赏好酒吗？
We appreciate the danger ahead. 我们意识到危险临头。
18. succeed vi. (～ in) 成功 succeed in doing something
vt. 继...之后, 继任, 继承, 取得成功
success n.[c] [u] successful adj. successfully adv.
eg. She succeeded in passing the exam.
19. secure adj.安全的, 可靠的, 放心的, 无虑的
20. income n.收入, 收益, 进款, 所得 secure income 可靠的/稳定的收入
21. employ vt.雇用, 用, 利用 employer n. employee n. unemployed adj.
eg. They agreed to employ the job applicant. 他们同意雇佣这位求职者。
Those factories employ thousands of workers.
22. harm vt.伤害, 损害, 危害 n.伤害, 损害, 危害 do harm to
Task 2 Go through the text and the language points to see if there are still some difficult points and ask the teacher for help.
Step 4 Comprehending
Task 1 Discuss the question in groups to give suggestions.
Task 2 Share the solution with the whole class.
Step 5 Discovering useful words and expressions
Task 1 Check the answers to Exercise I to see if they wrote down the right words and expressions with the right spelling.
Answers: 1.distant 2.decrease 3. powerful 4.affect 5. appreciate
6. hunt 7. protect…from 8. respond 9. relief
Task 2 Complete the passage and read the short passage.
Answers: wild, reserve, hunt, species, powerful, appreciated; relief, protecting…from.
Task 3 Find the words that are related to the wildlife protection in this unit and fit them into the boxes.
Answers:
Places: habitat, protection zone, reserve, animal park, natural park, safari park.
Endangered species: South China tiger, panda, tropical rainforest wildlife, Milu deer, Tibetan antelope, African elephants.
Situation: die out, extinct, extinction, appreciate the importance, pay attention to wildlife protection, punish the hunters, in relief, in peace, decrease, decline, threaten, protect…from, protection, increase, loss, endanger, hunt, kill, do harm to , affect, etc.
Step 6 Vocabulary exercises in WB (if time is enough)
Homework:
1. Remember the language points in the text and arrange notes after class.
2. Do the rest vocabulary exercise both in the textbook & workbook.
Reconsideration of the teaching:(教学反思)
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Blackboard design
Period 5
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Discovering useful structure in Learning about language & grammar exercises in WB.
Teaching & learning goals: (教学目标)
1. Get the Ss to learn and conclude the grammar item—the Present Progressive Passive Voice by discovering and analysing given samples. Learn more about the grammar items.
2. Use and consolidate the grammar items by doing the grammar exercises.
Main points: (重点) grammar items and grammar exercises
Difficult Points: (难点) grammar items and grammar exercises
Class type: (课型) Grammar learning and exercises
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task 1 Revise the language points in the text.
Task 2 Tell the story of their own.
Step 2 Discovering useful structures
Task 1 Revise the grammar items learned in the previous unit.
Task 2 Study the given sample sentence, pay attention to the verb tense and find the similar sentences in the text. Try to find out the rule/structure of the Present Progressive Passive Voice: is/are being done.
Some sentences in Present Progressive Passive Voice in the text:
1. Our fur is being used to make sweaters….
2. I wonder what is being done to help you.
3. Daisy turned around and found that she was being watched….
4. So good things are being done….
Task 3 Do the grammar Exercise 2 using the above patterns, and then check the answers. (Ss’ answers may vary. Remind the Ss to pay attention to the verb part.)
Task 4 Study the example in Exercise 4 and then answer the questions using the present progressive passive voice. Check the answers after the Ss after they practise in pairs. (Ss’ answers may vary.)
New word: bite vi. & vt. 咬; 叮; 刺痛 bite-bit-bitten
Task 5 (Optional) Discuss the questions in Exercise 4 and then give a presentation to the class. (Encourage the Ss to use some sentences in passive voice.)
Step 3 Further grammar explanation
Task Learn more grammar materials about the Present Perfect Progressive Voice to have a clear idea of this grammar item. Teacher explains the grammar rules as well as offers more examples with the help of grammar PPT. (This grammar item is easy, so the teacher can add some other elements about passive voice.)
Grammar explanation: 现在进行时的被动语态
Ⅰ结构：
1. 陈述句: 主语+ am/is/are +being+过去分词
2. 疑问句：疑问词+ am/is/are+主+being+ 过去分词
Ⅱ用法: 表示说话人说话时或现阶段正在进行的动作，经常和时间副词now(现在), right now (现在, 此刻), at present (现在,目前), at this moment(此刻)连用。
Ⅲ 意义：主语和谓语动词之间是被动关系,而且动作正在进行。
eg. English is being taught by miss Lee now.
New functions are being added to the camera at present.
1. 表示说话时正在进行的一个被动动作, 强调主语是动作的承受者
瞧！那个婴儿正由他的姑姑照料着。Look! The baby is being taken care of by her aunt.
2. 表示这一段时间正在进行的一个被动的动作。
这一阵子许多讲座正在举行。 Many speeches are being held these days.
3. 表示按计划或安排将要进行的一个被动动作
今晚将要进行一场圣诞晚会。 A party is being held tonight.
① be + under / in +n. 的结构可以表示现在进行时的被动语态的含义。
eg. The problem is under discussion now. = The problem is being discussed now.
The telephone is in use. = The telephone is being used.
② 一些表示“心理活动,拥有,存在”等动词,一般不用现在进行时的被动语态,而用一般现在时的被动语态。
eg. Joe, come here. You are wanted on the phone.
Step 4 Grammar exercise in WB
Task Do the Grammar exercises in WB and check the answers.
Homework:
1. Read the grammar items in Appendices.
2. Do the rest grammar exercises in WB.
Blackboard design
Period 6
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Using Language—Reading &Listening
Teaching & learning goals: (教学目标)
1. Read and understand the text and learn the new words and phrases in the text.
2. Practise listening to the Dodo’s story, learn to conclude the main idea and do the listening exercises.
Main points: (重点) Reading comprehension, new language items and listening.
Difficult Points: (难点) Reading comprehension, new language items and listening.
Class type: (课型) Reading & listening.
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task Revise the grammar items briefly and check the answers to the grammar exercises in WB.
Step 2 Reading
Task 1 Listen to the tape of the text and try to get a general idea of the text and find out the reasons for the disappearance of dinosaurs in the text.
Answers: A large rock hit the earth and put too much dust into the air. The earth got too hot to live on.
Task 2 Learn the new language items in the text.
1. They lived on the earth tens of millions of years ago, long before humans came into being. 千百万年前,早在人类产生之前,它们就生活在地球上。
1) on the earth. 在地球上。在earth, sun, moon等表达世界上独一无二的名词前, 要加the。
2) come into being的意思是“开始存在; 发生”。
eg. We don’t know when the world came into being. 我们不知道这世界是什么时候存在的。
3) long before “早在…之前很久”.
It will (not) be long before +从句(不久后将会....) 从句用一般现在时或一般过去时, 主句用一般将来时或一般过去将来时。
eg. It will not be long before we know the result of the experiment.
2. inspect vt. 检查, 视察
eg. The commander inspected the troops. 司令检阅了部队
3. They learned this from the way the bones were joined together.
他们通过研究骨骼的连接方式得出这个结论。
the way (in which) the bones were joined together
eg. I don’t like the way (in which) you treat her.
Don’t judge a person by his or her appearance, but look at the way (in which) he or she speaks or acts.
4. incident n. 事件, 事变(突发事件，插曲) an international incident国际性事件
5. dust n. [u] 灰尘, 尘土, 尘埃 dusty adj.
eg. The room is full of dust.
6. According to a UN report,….
according to 根据, 据…说
eg. According to John, the bank closes at 4 p.m.
Each man will be paid according to his ability.
7. fierce adj. 凶猛的, 好斗的; 激烈的,猛烈的
eg. The house is guarded by a fierce dog.
The competition for jibs is fierce.
Step 3 Listening in TB
Task 1 Before listening, try to predict in pairs how it might have become extinct.
Task 2 Go through the listening exercises, listen to the tape once and try to get the main idea, and listen to the tape again to choose the correct answers.
Answers to the listening exercises:
Exercise 3:
Number 2 is correct.
Number 1 is wrong. It is not fair to blame the dodo for his disappearance.
Number 3 only explain half the story. The dodo and man did become friends but only because man wanted to kill all the dodos as easily as possible.
Number 4 is wrong because the other animals and birds did not do much to save the dodo. They warned him but did not help him.
Exercise 4: 1 C 2 B 3 C
Step 3 Listening in WB (if time is enough)
Homework:
1. Do the listening exercises in WB.
2. Remember the language points in the text.
Blackboard design
Reconsideration of the teaching:(教学反思)
______________________________________________________________________________________________________________________________________________________________
Period 7
Date: (日期)______月______日
Class: Class 8 Grade 1 高一_____班
Teaching & learning contents: (教学内容) Using Language—Reading, Speaking and Writing
Teaching & learning goals: (教学目标)
1. Read the short story, understand it and learn the new language points in it.
2. Create and talk about their own android.
3. Read and study the sample writing to learn to write a description of their android and what it can do.
Main points: (重点) Reading and writing practice
Difficult Points: (难点) new language points and how to write a description
Class type: (课型) Reading and writing
Teaching & learning procedures: (教学步骤)
Step 1 Revision
Task 1 Revise the language points learned in the previous period.
Task 2 Check the answers to the listening exercises.
Step 2 Speaking
Task 1 Go through and learn the expressions about intention and purpose.
Intention:
I’m going to…. I intend/ mean/ plan to….
I will…. I like to….
I’d rather not…. I’m ready to….
I feel like doing….
Purpose:
to help/ save/ protect…from so that…. in order to….
but do… to teach them a lesson to punish those who do harm to wildlife
Notes:
1) so that 为了；以便（表目的） so…that…表结果
so as to为了；以便（表目的），要求前后主语一致。
eg. Slow down so that I can catch up with you,
You should get up earlier so as not to miss the school bus.
Speak loudly so that everybody can hear you.
I became so anxious that I forgot what I want to say. (表结果)
I keep looking at my notes so that I wouldn’t forget what I wanted to say. （表目的）
2) do+but to do/but do的用法
eg. I have nothing to do but cry.
We had no choice but to wait.除了等待我们别无选择。
He did nothing all day long but watch TV.一整天他除了看电视无所事事。
3) teach sb a lesson 教训某人
4) do harm to伤害, 损害
eg. I don’t want to do harm to anybody.
It won’t do any harm to you body.
Task 2 Ss choose an endangered animal which they know about. Work in pairs to analyse why this animal is endangered, talk about the plan to save it and prepare to make a report to the class.
Task 3 Ask few students to give reports.
Step 3 Writing
Task 1 Compare the different expressions used in formal and informal letters. Analyse the sample writing and pay attention to the expressions used in formal letters.
Task 2 Work in pairs to choose the ideas that they like best and put them under the headings.
Show the sample letters:
Dear WWF,
My friend, Chen Ting, and I have been doing some research on endangered animals. We found that the habitat of polar bears is disappearing because the ice at the North Pole is getting warmer. I worry that when is disappears altogether, there will be nowhere for the polar bears to live.
First, I suggest we are very careful with the energy we use. Global warming happens because we are putting too much carbon dioxide into the air. One of the ways we do this is by driving everywhere by car. So I suggest we think carefully before using our cars unnecessarily.
Second, instead of using our cars we should think about traveling by bus or by train. These forms of transport are more environmentally friendly and do not put so much carbon dioxide into the atmosphere.
Third, we can join WWF which is fighting to save the habitat of the polar bear. We can raise money to help them by making and selling cakes, selling crafts or giving talent shows and charging money for our parents to watch.
I hope you will support us in our fight to save the home of the Polar Bears.
Yours sincerely,
Wu Xiaoxin
Task 3 Prepare the writing materials and organize the outline of the writing.
Step 4 Learning tips
Homework:
1. Revise and summary the language items learned in this unit.
2. Write a formal letter to WWF.
3. Do the rest exercises in WB.
Blackboard design
Reconsideration of the teaching:(教学反思)
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