Warming up & speaking

Type of lesson: warming up &speaking

Teaching aims: Ss realize the importance of protecting wildlife

Help Ss improve speaking ability

Enrich the vocabularies about wildlife endangerment

Practice talking about causes and effects

Teaching content: 1. Notional items

10. 邏輯關系 Logical relation

（65） cause and effect

2. Vocabulary

wild animals, endangered animals, pets, bush, jungle, etc

Teaching aids: Computer and worksheets

Teaching procedures:

Step 1. Leading-in

Teacher shows Ss a photo taken by Yang Liwei “我看到咱們美麗的家了“

T: It’s home to all humans. It’s home to all plants and animals. The flowers, trees, animals make the world so beautiful and lively. Are they really living happily in the beautiful world?

Step 2.Pre-speaking

Ask Ss to look at the pictures in P64 and talk about the four given questions.

1. Who are in danger? Why are they in danger?

2. Why is it important to make sure that animals do not die out?

3. What can we do to help the endangered animals?

4. Is it a good idea to put them in the zoo?

Step 3. Speaking

Task1 Interview the animals in a zoo ( Pair work)

Each pair gets two small pieces of paper. The student who has some suggested questions acts as the reporter for the magazine “National Wildlife ”. The other student with the picture and some information of an animal acts as the animal.

Suggested questions: ( On P65. They can also work out more questions)

A Where did you live before you came to the zoo?

B How long have you been living in the zoo?

C Do you prefer living in the zoo or living in the jungle? Why?

D If you could say something to all humans, what would you tell them?

E If you were as powerful as humans, what would you like to do?

Task2: Ask several students who act as animals to say something to all humans in class. (including a self-introduction)

Task3: Ask the students who act as reporters to deliver their reports in class. .

Step4. Homework

“Reporters” write their reports on endangered animals. “Animals” write a speech entitled “ I have a dream”

A possible version:

( by a reporter) A tiger was interviewed this morning. Before he came to the zoo six years ago, he used to live in a forest. But people there cut down all the trees and he had to move. There were cities and people everywhere, so he had no place to go. The police found him and took him to the zoo. Now he has enough food and some friends. However, he still thinks it is not as good as being free. He really wants to tell humans to stop being so selfish. When asked to say something to all humans, Mr. Tiger said, “We need each other and we should try to be friends. If people cut down trees and pollute the environment to make money, we will all suffer.”

(by a tiger) I am a tiger. Six years ago I was forced to leave the forest where I was born. How I miss my hometown! Now I’m living in the zoo, and I am not worried about food, but I never feel as happy as before.

I have a dream. I hope humans can stop destroying the forest and my hometown can take on its previous look.

I have a dream. Both humans and animals learn to be friends with each other. I hope humans realize it isn’t a pleasant thing for them to live alone n the world.

Unit 10 The World Around us

Listening

Type of lesson: Listening

Teaching Aims: Help Ss improve their listening ability

Ss learn how to get detailed information through listening.

Teaching Aids: Tape recorder and handouts.

Teaching Procedure:

Step1. Leading-in

T: When we talk about the topic “the world around us”, we can not go without pollution problems. What kind of pollution do you know about?

(possible keys: air pollution, water pollution, etc)

Step2. Pre-listening

(1)Ask Ss to work in pairs and discuss causes and effects of different types of pollutions.

(2)Dealing with new words like drainage, unfortunately, negative, etc.

Step3. While-listening

1. First Listening Write down the three kinds of pollution

2. Second Listening

Fill in the blanks with the missing words you hear on the tape.

①Walking along the streets of any major city and you will see that the air you breathe is not __________.

②We also pollute the air when we _____ _______ or coal for energy and hear.

③We used to be able to ______ the water in our rivers and lakes, but today, many rivers and lakes have been so polluted that the water is ____.

④_______ and drainage are polluting the water.

⑤We use ______ ______ water and we ______ water.

⑥The tourists leave a lot of ______ behind.

3. Third Listening

Check the answers and summarize the causes and effects, then do Ex.1 on P65.

4. Hand out the listening material and ask Ss to read it with the tape. Ss can check their answers to Ex.1.

Step 4. Post-listening

1.Ask Ss to discuss on the questions given in Exercise 2 Page65.

2. Try to think of some good solutions to the problems.

Homework: workbook p139

Unit 10 The World Around us

Reading comprehension

Type of lesson: Reading comprehension

Teaching Aims: Help Ss understand the text completely

Ss learn how to skim the text to find the general idea

Ss learn how to scan the text to get detailed information

Teaching Aids: Tape-recorder and handouts

Teaching Procedures

I Pre-reading

Group discussion on the pre-reading questions

II While-reading

Step 1 Fast reading for general idea of the text.

Task: Tick out those you can find in the text.

( )A. It’s important to protect plants and animals, so we must do something.

( ) B. The reason why a species becomes endangered.

( ) C. Humans caused all the endangerment.

( ) D. We can do a lot to help endangered species.

Step 2. Second reading for difficulties in understanding the text.

1). Read with the tape and find out difficult language points.

2). Point out the language points .

3). Match the words in the left column with their meanings in the right column.

① harm A. first or earliest

② habitat B. cause to exist; make

③ adapt to C. materials

④ resources D. become used to new conditions

⑤ original E. damage; injure

⑥ create F. environment of an animal or a plant

Step 3. Third reading for detailed information. (Ss finish the T or F questions in Fengtai workbook).

Step 4. Help the Ss work out possible difficulties

1. If we want to live a better life and have a bright future, we must learn to act in ways that do not harm other living things.

Q1:Why must we learn to act in ways that do not harm other living things?

Q2. In what kind of ways must we act?

2. If we know more about what caused endangerment, we may be able to take measures before it is too late.

Q1:Can we take measures without knowing anything?

Q2: Do the endangered species wait for our measures before they die out?

Q3: So when should we take measures?

3. Animals and plants must have a habitat, or home which is comfortable and clean, and where there is enough food and other resources.

Q1: What kinds of places will animals and plants choose for their home?

Q2: Is it enough to be comfortable and clean?

Step 5. Reading the text for specific information.

Task: Reading comprehension exercises in Fengtai workbook.

Ⅲ Post-.reading

Task1: Do the questions and answers in pairs.

1. Are plants and animals important for us? Why or why not?

2. List the causes that make the plants and animals endanger.

3. What can you do to protect the plants and animals?

Task2: Work in groups and write your own list of things you can do to protect the environment.

. Homework: Do reading exercises in Page 142

. Unit 10 The World Around us

Word Study

Type of lesson: Word Study

Teaching aim: Help the Ss grasp the usage of some key words and expressions in this unit.

Key point: Master how to use the key words and expressions in the different language situations.

Difficult point: Make a passage with the words and expressions

Teaching aids: projector

Teaching procedures:

Step 1. Warming up

Ss read all the words on P92 in Fengtai workbook.

Step 2. Present “keep, live, change, die out, find, find out, plant” on Bb.

Step 3. Ask Ss to have a short discussion about how to use these words.

Step 4. Explanation and exercises about the usage of the words.

1. die, die out

Step1.Help the Ss sum up the different usage of die, dead, and death

⑴ Flowers soon die without water.(die V.)

⑵ Are you afraid of dead person? ( dead adj.)

⑶ Food poisoning can cause death.( death n.)

Step2. Ask the Ss to use the words.

Exercise1. Complete the following sentences.

[1] ________（她的死去）was a shock to him.

[2] Ancient Egyptians believe ________（死人）would come back to life.

[3] Both cars were badly damaged in the accident. Luckily, nobody ______.（死亡）

Exercise2.Choose correct sentences which are able to express the meaning of the given Chinese.

他爺爺已經(jīng)死了五年了。

A. His grandfather has died for 5 years.

B. His grandfather has been dead for 5 years.

C. His grandfather has been died for 5 years.

D. His grandfather died 5 years ago.

E. It is 5 years since his grandfather died.

Step3. Help the Ss to learn about the meaning of “die out”. Translate the following sentences.

⑴ This moth’s(蛾子) habitat is being destroyed and it has nearly died out.

⑵ The old tradition are dying out.

2. keep

Step1. Ask the Ss to brainstorm on the meanings and usages of “keep”.

a. Please keep quiet, or we can’t hear the teacher clearly.

b. You can keep that book. I don’t want it.

c. You are on duty today. Your job is to keep the classroom clean.

d. Jurassic Park is about a park where a very rich man keeps a lot of dinosaurs.

e. Experts tell us that we need to think about what we can do to keep animals and plants from becoming endangered.

Step2. Help the Ss to learn more about “keep”.

a. Always keep your driving license in a safe place.( put)

b. If you keep a secret, I will tell you something about my future job. (not reveal, not let out)

c. She kept (on) working although she was tired.(continue)

d. She has kept me waiting for 2 hours.( cause sb/sth to remain in a certain condition)

Step3.Sum up the structures of using “keep”.

1. keep+ adj.

2. keep+ sth. +adj.

3. keep+ sb.+ doing

4. keep +sth.

5. keep(on) +doing

6. keep… from doing

Step4. Exercises. Translate the following paragraph into English.

我很喜歡小動物，我養(yǎng)著一只小松鼠(squirrel)，為了防止它跑掉我把它放在籠子里。它很可愛， 整天不停得跑呀跳呀，一分鐘也不閑著（keep still）。現(xiàn)在我住在學校里，可我還得照顧它。我告訴你一件事， 你必須保密。 我把它帶到學校來了。如果你喜歡， 我可以把它送給你， 可你必須讓它健健康康的。

3．live

Step1.Group discussion on the usages and meaning of the word “l(fā)ive” by doing the matching exercise.

Exercise:

1).___ Where do you live?

____ I live in Fengtai.

2). She (Wei Minzhi)wants them to let her appear live on the air, hoping Huike will see her.

3).Everyone wants to live a better life and have a bright future. We must learn to act in ways that do not harm other living things.

4). The young man was so badly injured in the accident that the doctors don’t expect him to live.

5). His body may be dead, but his kindness will live with us always.

6). There are still live coals in the fireplace.

a. to have life

b. still burning

c. to continue to exist

d. to have as one’s home

e. to lead a life

f. sent out while actually happening, not recorded

Step2. Discussion on the word “l(fā)iving”.

1).____ What do you do for a living? ( means of keeping alive, income)

____ I’m a film maker.

2). The Pyramids are a living monument to the skill of their builders.( still existing)

3). We must learn to act in ways that do not harm other living things.(having life, alive)

Step3. More exercises. Choose the correct words and fill in the blanks.

live, lively, living

1). The doctor doesn’t think he will _____ through the night.

2). She’s a.______ girl and popular with everyone.

3). I hear your grandpa has ______ to be 98 years old.

4). The prisoner decided to _____ a new life in future.

5). The old lady ______ alone in a big house. She has no ______ relatives.

6). Our Style of _______ is very different from that of a hundred years ago.

3.change

Step1.Ss read the materials below to understand the meaning and usages of the word change

1). When the habitat of a species is changed or destroyed, the animal or plant has to either adapt to the change or find another home.

2). (at the hairdresser’s, A is the hairdresser and B is a customer.)

A:----Good evening. Can I help you ?

B:----Yes, I want to change my hair style. Can you give me some advice?

A:----Sure .I think short hair suits you.

(Hair cutting is finished)

B:----(standing up and looking at the mirror)Oh, I’ve changed so much. Good! I like the change! Thank you. Here is a 100-yuan note.

A;----Have you got any small changes? 10 yuan is needed.

B:----Well, let me see……

Step2.Summarize the usages of the word change

Change---- vi

Change sth---- vt

Change ----- n. (變化， 零錢)

Step3．Complete the following sentences.

1）This event (事件)________________.(改變了歷史)

2）Because of the heavy rain,________________________.（我們的計劃完全改變了）

3）I’m very satisfied to see _____________________________.（家鄉(xiāng)的巨大變化）

Step4.More exercises about the different usages between change, become and turn.

change become turn

1) A species can _____ endangered for different reasons.

2) It will _______ more and more important to have a good knowledge of English.

3) For a long time the language in American stayed the same, while the language in England _______.

4) I’m sure the child is to ______ a great leader.

5) The weather has ________ cold and windy. Leaves have ______ brown.

6) The milk ______ sour（酸）in the heat. That’s to say, the heat has _____ the milk sour.

5.find ,find out

Step1.Ask Ss to read the following materials and try to get the meanings and usages of “find” and “find out”

1). Mrs. Black lost her pet dog last month. And she had been looking for it, but she wasn’t able to find it. Yesterday she was cooking in the kitchen when she heard a lot of noise outside her house. She went out to find out what was going on. To her surprise she found her missing dog sitting at the door. And she found it changed a lot. It was skinny and dirty. She quickly picked it up and took it into the house.

2). You may find out more about the painting at the art shoe. .

3) He called the railway station and found out that the train for Shanghai had been delayed.

Step2. Sum up the meaning and structure of find and find out.

find :

A discover by searching, get sth lost.

B discover by chance, unexpectedly.

find + sth

find + that clause

find out

to learn sth by study or inquiry

find out +sth

find out +that clause

find out +Wh- clause

Step3. Exercises. Read the following two groups of sentences and match the sentences with similar meanings.

1). They have been looking for the missing child. But till now they haven’t succeed.

2). He woke up and saw that he was in hospital.

3). I can’t think of anything new to say on this subject.

4). What do you think of your new job?

5). I won’t tell you the answer. You have to depend on yourself.

6). I will go to Shanghai next week. Now I want to check the schedule to see what time the train leave.

a. How do you find your new job?

b. I want to find out what time the train for Shanghai?

c. They haven’t found the missing child.

d. You have to find out the answer yourself.

e. I can’t find anything new to say on this subject.

f. He woke up and found him in hospital.

6. plant

Read the following sentences to get the different meanings of plant.

1) Steve says that we can help by creating more space for animals and plants: “You can plant a tree or build a birdhouse.”

2) It is said that a power plant will be built in this area.

Step5 Using the words discussed

A task: Write a passage with the help of the given pictures and suggested words.

下面兩副圖顯示了你的故鄉(xiāng)小鎮(zhèn)五年來的變化，請你描述這些變化并發(fā)表.感想。

(live, plant…) (find, change, keep…)

A possible version:

My grandparents live in a small town in South China. When I went there five years ago, it was a very beautiful and quiet place. A small river ran around it. Trees and flowers were planted here and there. Fishes swam freely in the clean water and birds sang happily in the sky. Then I was told some factories were built and people there were getting rich. I was really happy for them. Last month I went to my hometown again to see my grandparents. The great changes shocked me ! I found the river wasn’t clean any more. The factories kept pouring waste water into it. Plants, fishes and birds all disappeared. I saw black smoke from the chimneys rising into the sky. The streets and buildings were covered with dust. What a pity!

Unit 10 The World Around us

Review Direct Speech and Indirect Speech

Type of lesson: Grammar

Teaching Aims: Ss review indirect speech and direct speech

Teaching Difficulties: How to change questions and requests into direct speech

Teaching Procedures:

Step 1. Read and answer the following questions

1. Did Professor Stevenson ask the students any questions?

What are they?

2. Did he tell the students some historical knowledge about Mi Lu?

What are they?

3. What requests did he make?

4. Did he tell the students an fact which is always true?

Step 2.

1. Group discussion to fill in the form

Indirect Speech Direct speech

Professor’s questions ---- , he ______ some students ______ they ______ what kind of animal milu deer was and how many centers there were at present He asked,

1. “___________________”?

2. “___________________”?

Some knowledge about milu deer Professor Stevenson explained to the students that the milu deer ______ very common a long time ago, but it disappeared during the Ming and Qing Dynasties. He explained,

“________________________

________________________”

Professor’s requests Finally he ______ everybody _____ kill the milu deer He said,

“________________________

_______________________”

Facts

He said that keeping the deer in a park _____ not the best way.

He said that animals ______ living beings too. He said,

“_______________________

_______________________”?

2. Ask Ss to summarize how to change indirect speech to direct speech

Step 3. Divide the Ss into groups of four.

Ask one of the four to act as the professor giving the talk.

Step 4.Choose one or two students to give professor’s talk to the whole class

. Homework: Finish the Ex1 &2 on P141

Unit 10 The World Around us

Integrating Skills

Type of lesson: Reading and writing

Teaching Aims: Ss will be able to improve the ability of reading and writing

Teaching Focus: How to collect information and write about causes and effects

Teaching Procedure:

Step 1 Lead-in

Teacher picks out some suggestions from Ss’ writing homework given after reading the text

T: some students raise very good suggestions, while other students find it difficult . Can we help? Read the material in P68, you’ll realize you can.

Step 2 Reading

Task1. Answer the questions

What should we do to solve the environment problems

Task2. Group discussion to finish the task in P69.

Task3. Ask 2-3 groups to present their reports

Step 3 Poster writing

1. Task presentation

T: Just now we learn we should respond, that is to say, to teach others. So let’s write a proposal. Let’s make a poster.

2. Preparation for writing

Ask Ss to discuss how to write a poster

(1) Choose a topic

(2) Collect information

A, pictures or graphs

B, about causes

C, about effects

D, about solutions

(3) Organize the information

(4) Check the poster

3. Ss choose a topic. They can either choose from the given pictures or draw some pictures themselves.

3) Ss try to use the following expressions about causes, effects and solutions.

Why…? Because/ As/ Since

Because of…, I If…, then…

As a result of… It follows that…

It will cause… It will lead to…

3. Write the poster

Step4. Check and evaluation

Homework: Revise the poster and show it to other classmates

Asample: