Period 1
I. Teaching aims:
1. Make the students know the importance of environment protection.
2. Talk about wildlife endangerment and ways to protect the environment.
3. Let students practise speaking and listening skills.
II. Important points
1. words and expressions such as: wildlife, endanger, endangerment, review, cause, poster, fur, Tibetan, antelope, die out, as a result of, lead to
2. Practise the sentences pattern: It follow thatK,;Because ofK, IK; If.., thenK; Because/ As/ SinceK
3. Talk about the endangered animals and different ways to protect them.
4. Listen to the tape and get the information about pollution.
III. Difficult points
1. Know the proper relationship between human beings and the environment.
2. Make students do a task-based discussion on the advantages and disadvantages of living in a zoo.
3. Get the students to say something about the world around us.
IV. Teaching procedures:
Step 1 Free talk
One question for all the students:
What do you think the relationship between human beings and environment should be?
Be friends or enemies? Be harmony or opposite?
Teacher: Human beings and environment live on each other. And they also affect each other. So, we should try our best to protect the environment around us, which will prepare ourselves a bright future.
Step 2 Warming up
Look at the pictures on the book.(tigers, Tibetan antelopes and pandas)
Many of the worldˇs animals are in danger. Read about the endangered animals above and discuss the following questions with your partner.
1. Do you know of any other endangered animals? 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 endangered animals?
If necessary, review some expressions for talking about giving reasons.
As I know / The reason is that / Thatˇs why
Have students discuss the questions with partners. When they are finished, ask several pairs to act it out.
Step 3 Listening
According to the discussion above, itˇs easy to know pollution does harm to the environment. What causes pollution? Listen to the tape and fill in the spaces below.
Whatˇs the pollution?
What are the causes?
What are the effects?
Look at the causes and effects above. What can we do to solve these problems? Work with your partner and try to think of some good solutions to the problems. Ask some pairs to present their opinions.
Step 4 Discussion
Discuss in group to say what we students can do to help the environment and the world.
Ask one student from each group to present their ideas.
Homework
Get prepared for the talking in Workbook.
The Second Period
I. Teaching aims:
1. Practice the Ssˇ oral English, enabling them to talk about advantages and disadvantages.
2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.
II. Important and difficult points:
1. Improve the Ssˇ talking ability.
2. Master the use of some important words and expressions.
III. Teaching methods:
Many activities for group Work
IV. Teaching procedures:
Step 1 Free talk
In order to make sure that the students have remembered the words about animals, talk with the students about different kinds of animals. Write some of the names on the blackboard.
Step 2 Check the homework
Ask the students to do the talking in Workbook. They may choose one of the animals to represent and tell the reason why he is manˇs good friend.
Step 3 Talking and acting
A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo.
Get 4 or 5 students in each group. One acts as the reporter. And the others act as animals, such as hippo, kangaroo, elephant, wolf, monkey, giraffe etc.
Let students take turns to be the reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering.
The reporter can use the questions below to get started and try to think of more questions.
Where did you live before they brought you to the zoo?
How long have you lived in the zoo?
Do you like living in the zoo? Why or why not?
Do you prefer living in the zoo or living in the jungle? Why?
If you could say something to all humans, what would you tell them?
After the interviews, the reporter should report what he/she has collected.
Homework
Get prepared for the reading passage.
Try to get familiar with the new words and expressions in this unit.
The Third Period Reading
Are We Endangered? (1)
I. Teaching aims:
1. the words and expressions: environmental expert, act, species, take measures, resources, adapt to, etc.
2. To get the main idea of the passage and get to know the purpose of the author
II. difficult and important points
1. Collect information as much as possible according to the questions in pre-reading.
2. Learn how to use these new words and expressions as well as difficult sentences.
III. Teaching procedures:
Step 1 Presentation
1. Show pictures or video tape to see how plants and animals live together naturally.
2. Discuss the questions in pre-reading.
What do human beings need to survive?
What do plants and animals need to survive?
What do animals do to survive in places where it is very hot or cold, where there isnˇt much water, or where it is difficult to find food?
Step 2 Scanning
Read the text for the first time and say ¨True〃 or ¨False〃 to the following statements according to the passage.
a. That ¨We are not alone in the world.〃 means that humans always have friends to talk with. (F)
b. We often take good care of ourselves and planet according to what Steve Jones said.(F)
c. Since many living things have already died out, we must do something to protect other
living things. (T)
d. Comfortable and clean habitat is important for plants and animals while enough food (
and other resources doesnˇt mean anything to them.(F)
e. Plants or animals will be endangered when they canˇt adapt to the change of their habitat (T )
f. Plants or animals donˇt have to change when a new species comes. (F )
g. Learning more about animals, plants and environment is helpful to protect the world.(T)
h. Creating more space for humans is more important than for animals and plants. (F)
Step 3 Paragraphs
Have the students read the text for a second time and have them tell the general idea for each paragraph.
Spend more time on paragraph analyzing the causes for the endangerment of the wildlife.
Step 4 Post-reading
Get the students to answer the questions in post-reading.
a. Why do animals and plants become endangered?
b. A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause changes in a habitat?
(Encourage students to give examples. E.g. cutting trees/ introducing new plants/K)
c. What can we do to protect animals and plants that are being endangered?
d. What do you think ¨We〃 in the title ¨Are We endangered?〃 refers to?
Homework:
1. Review and retell the causes for endangerment.
2. Read about Jenniferˇs idea and then write your own list. (P. 67)
The Fourth Period
Are We Endangered? (2)
I. Teaching aims:
1. Vocabulary reinforcement.
2. Grammar: Direct Speech and Indirect Speech
3. Speaking by creating some activities.
II. Important and difficult points:
1. Make sure to understand all the sentences and new words.
2. Be prepared for talking in the class freely about environment, wildlife and endangerment.
III. Teaching procedures:
Step 1 Check homework
1. Help the students review the causes for endangerment.
2. Students are encouraged to share the lists they wrote about what they could do to make the world better.
Step 2 Language points
Pick out some important sentences and encourage the students explain them to the others. Make sure they have a full understanding about them and the whole passage.
Step 3 Language study
Read the passage after the tape and then talk about ¨ Word study:〃 (P.67X68)
1. Look at the words in the box and pick out those with the prefix ¨re-¨ that means ¨again〃.
recycler refuse regard reuse repair review
( Can you think of more words with the prefix ¨re-¨ that means ¨again〃.---repeat, rebuilt, remarriedK)
2. Read the following sentences and fill in the blanks with the correct forms of phrases in the box.
First of all in danger die out make a great difference take measures
冘 Joseph is doing what he can to save the animals _________________.
冘 There are many people I want to thank for having helped me win this award. But _________ I want to thank my mother who first taught me to recycle when I was very young
冘 There are many different answers to the question why dinosaurs _________ about 65 million years ago.
冘 The water in this river has been seriously polluted. Lots of fish die every day. People have to _____________ to solve this problem.
冘 If everyone starts caring about the environment, it will ___________ to our life.
Step 4 Grammar
( Students work with their partners.)
1. Read the passage and underline the sentences which are indirect speech.
冘 He asked students if they knew what kind of animal the milu deer was and how many centers there were at present for milu deer in China.
冘 The students told him that they didnˇt know much about the milu deer but they were very interested in it and wanted to do something to protect it.
冘 He said that since the first deer arrived at the Nanhaizi Milu Park in 1985 form Britain, the number of milu has grown every year.
冘 He told the students that he hopes that more people would care abut the milu deer and more centers would be built to protect this animal.
冘 He said that keeping the deer in the park wasnˇt the best way to protect it.
冘 He asked people to stop killing the milu deer.
冘 He said that animals are living beings too and to love animals is to love ourselves.
2. Change the sentences into direct speech.
The students may use the form of performance, one student acts as Professor Stevenson, and the other acts as one of the students.
3. Check several pairs to see how they are going.
Homework
Read and review the words and phrases and the passage.
The fifth Period
I. Teaching aims:
1DUnderstand the article in the part of Reading and writing. Get the Ss to know the main idea and purpose of it and how it is presented.
2DGet the Ss to know how to write a poster.
3. Develop the Ssˇ observation and thinking.
4. Reinforce the Ssˇ sense of the protection of our environment
II. Important and difficult points:
1. Read the writing and understand the meaning of passage, make out the purpose of the writing and way it is presented.
2. See a poster by the teacher and let the Ss make comments on it according to the tips given
on p-70 about making a great poster.
3. Let the Ss design a poster of their own in groups of four.
III. Teaching procedures:
Step 1 Presentation
1. Deal with the main idea of the writing. Write the following three topics on the Bb.
* What do you think of the world around us?
* What should we learn from nature?
* What can we do to protect the environment?
2. Deal with the way the writer presents his ideas.
* Whatˇs the difference between human beings and a plant or animal about suing things?
[Humans beings: often only once. A plant/ animal: many times]
* Why are ¨ human beings ¨ used instead of ¨ people〃?
[ To show the contrast between man and nature]
* What does the writer mean by saying ¨ nature is much better at recycling than we humans are? [ To make the readers feel ashamed of ourselves and realize that it is time we did something now to set up good ecosystems.]
Step 2 Reading
Get the students to listen to the passage and ask them to tell what it is mainly about.
Have the students read the listening part of the passage carefully and answer the teacherˇs questions. The teacher should use them to show the details of the text.
Read the latter part of the passage and tell what Reduce, Reuse, Recycle and Respond mean.
Step 3 Discussion
Have the students discuss in groups and then fill in the blanks.
Check the answers with the students.
Teacher: Now itˇs time for us students think and do sth for our earth. Letˇs finish the writing about ¨ Reduce, Reuse, Recycle and Respond〃.
Reduce Recycle Reuse Response
1. _____________ 1 ______________ a plastic bag___________ 1._____________
2.______________ 2.______________ an old shirt ___________ 2._____________
3.______________ 3________________ a soda bottle __________ 3_____________
1_____________________
2._____________________
3._____________________
Possible answers:
Reduce: 1. Donˇt use or buy things that are unnecessary. 2. Write on both sides of paper.
3. use a smaller cup instead of a bigger one. 4. Buy things that can be used many times.
Recycle 1. We can recycle paper, metals like iron, steel . 2. We can recycle tyres, used oil .
3. We can recycle waste water. 4. We can recycle glass.
Reuse: A plastic bag --- An old shirt ---into mops or ropes A soda bottle --- a flower pot/ a work of art Other things : 1. a piece of wood --- burn/ into charcoal/ other smaller things
2. an old tyre --- a life ring / a sway 3. tins --- boats (in Austria) 4. old books / text books/ computers/ CD ----- given to others/ children in poor areas
Respond: 1. Go around the country to know the real situation of the environment.
2. Read scientific books/ magazines about nature and environment.
3. Learn about some disasters that happen to nature and the environment by watching TV or listening to the radio or reading newspapers.
4. Use computers to imitate the present situation and foretell the nature and environment in the future.
Step 4 Writing
1. Go through the writing part on P70. Read the tips for designing a poster.
2. Let the Ss design a poster of their own in groups of four. (It may be taken as homework if time is limited)
Get the students to pay attention to the following aspects (よ) when they are making a poster:
1. interest ____________________
2. topic clear __________________
simple __________________
3. correctness ___________________
4. pictures _______________________
5. graphs ________________________
6. organization ____________________
7. language easy or difficult _______________
Step 5 Checkpoint 10
Go through the checkpoint and fill in the blanks.
Make sure they understand all the students understand this part.
Homework
Finish off the Workbook exercises.