Learning about Language教学设计方案

Unit 4 Wildlife Protection I. Teaching Goals

Skill Goals

Talk about wildlife endangerment Talk about the ways to protect wildlife Review the Present Progressive Passive Voice Write letters on how to protect rare wildlife and the environment II. Target Language Intention & purpose

Refuse one’s proposal

I’m going to ...

I’m so sorry that ...

I will ...

I’m afraid that ...

I feel like doing ...

Thank you very much but ... I intend / mean/ plan to ...

I have to say this but ... I’d like to ...

The problem is ... I’m ready to ...

It was very nice of you but ... I would rather not to tell you ...

It’s a shame that ...

Why didn’t you tell me that...? Express one’s opinion

Give reasons In my opinion, ...

… so that …

I believe ...

… because …

I think that ...

…

so …

1. Vocabulary

wildlife

protection

loss

reserve

zone

peace

fur

rub

mosquito

insect

powerful

attention

fierce

wild

decrease

carpet

respond

distant

relief

laughter

mercy

certain

importance

secure

income

dinosaur

incident

dust

ending endanger

Milu deer

species

Daisy

antelope

Zimbabwe

rhino

WWF

millipede county

habitat

threaten

Indonesia

extinction

unexpected

词汇Mauritius

disappearance

faithfully

Colobus 2. Expressions die out

in peace

in danger of

protect... from

pay attention to

come into being

no longer

in relief

burst into laughter

according to

so that 3. Key points hunt

contain

affect

die out

in peace

in danger (of)

in relief

burst into laughter

protect … from …

pay attention to

appreciate

succeed

employ

harm

bite

come into being

inspect

according to

so that II. Teaching Periods

IV. Teaching plans for each period 分课时教案

结The Present Progressive Passive Voice 构1. As a result these endangered animals may even die out.

P25 2. What other endangered animals do you know?

P25 3. In relief Daisy burst into laughter. P26

句4. Our fur is being used to make sweaters for people like you.

P26 子5. No rain forest, no animals and no drugs.

P26 6. One day she drove her car into the local game reserve… P28

7. They lived on the earth tens of millions of years ago, long before humans came into being and their future seemed secure at that time.

P30

The Period of Learning about Language

Teaching goals

1. Target language

a. Language points

bite bitten b. Grammar

The present perfect passive voice. 2. Ability goal

Enable the students to use the words and expressions of wildlife protection and master the usage of the present progressive passive voice”.

3. Learning ability goal

Help the students use the words and expressions of wildlife protection and the present continuous passive voice.

Teaching important points

Enable the students use the important words of this unit correctly and properly. Master the usage of the present continuous passive voice. Teaching difficult point

How to use the present continuous passive voice. Teaching methods

Practicing, speaking and discussing.

Teaching aids

The Multimedia Computer, a projector and a board. Teaching procedures & ways

Step I Revision Get the students to recite the two passages learnt last period in order to help them review what they have learnt yet. T: Good morning, class! S: Good morning, Miss Xia! T: Sit down, please.

T: Morning, boys and girls! Last period we read two passages about dinosaurs and the Milu deer. Now who’d like to describe them in your own words? Volunteers? S: Dinosaurs lived on the earth long before humans came into being. There were many different species of them, of which a rare new one was able to run as well as climb. The reasons for their dying out are not sure. Maybe that is because of a large rock or due to the hot weather. S: The Milu deer used to be common in China. They lived together and lived on grass. But as a result of over-hunting, they disappeared from China. Luckily, some were taken to Britain before that. With the help of Britain government, Chinese government brought back some. Now there are more and more Milu deer in China. T: Well done! Step II Words and expressions Get the students to do exercises in Dicovering useful words and expressions. a. Get the students to do exercises 1 & 2. T: Let’s come to language study of this unit. Turn to page 28 and do exercises 1&2. You are expected to complete them independently. 3 minutes for you. Give the students several minutes to do. Later check the answers together.

b. Get the students to do exercise 3. T: In this unit we have learnt many words and expressions about wildlife protection. Next, use what you have learnt to finish exercise 3. You can discuss with your partners.

Give the students some time to do this part and then check the answers together. Sample answers:

1. habitat

2. Tibet 3. Zimbabwe

4.Indonesia 5. Wolong Nature Reserve 6. Nanhaizi Milu Park 7. rainforest 8. Baishaozu National Natureal Protection Zone Endangered species

South China tiger antelope rhino Milu deer elephant monkey die out under protection threaten

decrease endangered loss Places

Wildlife protection Situation

1. The South China tiger which has been over-hunted has nearly died out. 2. The Tibetan Antelope which are being killed for the wool is now an endangered species. 3. Rhinos which lived in a wildlife park in Indonesia are now an endangered species. c. Get the students to do exercises in USING WORDS AND EXPRESSIONS on page 63 in their workbook. Later check the answers together. Step III Using structures Get the students to do Discovering useful structures. a. Help the students learn the Present Progressive Passive Voice.(on the screen) T: Next, let’s look at a sentence.

Show the students the following sentence: We are being killed for the wool beneath our stomachs. T: Can you say something about it? S: It is in passive voice. S: It is in the present progressive tense. T: Yes. That is what we’ll learn today—the Present Progressive Passive Voice. Can you tell me how is it formed?

S:

is/are being + past participle = present progressive/continuous passive voice

T: Well done! Can you pick out other sentences using the present progressive passive voice form the passage?

Give the students several minutes to find out thee sentences. Later ask some of them to give the answers.

Sample answer:

1. Our fur is being used to make sweaters for people like you. 2. I wonder what is being done to help you. 3. So good things are being done here to save local wildlife. b. Practice 1 Make the students to do some exercises to learn to use the Present Progressive Passive Voice.

T: Next, let’s do some practice on P29. Question Who is studying the rhino? Who is protecting the African elephant? Who is hunting the Tibetan antelope?

Answer

Who is taking photos of the panda? Who is killing the whales? Who is attacking the mice? What is being done for the Milu deer? What is being done for the rhino? What is being done to the rainforest? What is being done to millipedes? Sample answers: Question Who is studying the rhino? Who is protecting the African elephant? Who is hunting the Tibetan antelope? Who is taking photos of the panda? Who is killing the whales? Who is attacking the mice?

Answer The rhino is being studied by the biologists. The African elephant is being protected by the farmers there. The Tibetan antelope is being hunted by the hunters. The panda is being taken the photos by tourists. The whales are being killed by the fishermen. The mice are being attacked by the snakes. What is being done for the Milu They are being kept in Manhaizi Milu Park, deer? What is being done for the rhino? What is being done to the rainforest? What is being done to millipedes? c. Practice 2 Get the students to do exercises in USING STRUCUTRE on page 64 in their workbook. T: Let’s come to page 64 and practice the present progressive passive voice further.

Give the students some minutes to do these exercises. Later check the answers together. Sample answer to exercise 1: Note: under: in the process of being…

Bejing Its habitat is being approached by poor farmers. It is being paid more attention to. They are being rubbed over the monkey’s body.

1. I’m afraid that the road to Wolong Nature Reserve is being repaired. 2. How much money we should spend on endangered tigers is being discussed. 3. The side effects of the new drug are being researched. 4. The request to buy a video for each classroom is being considered. 5. The project to make a new home for pandas is being developed. T: How do you think of exercises 1& 2?

S: They are quite easy!

T: OK. Here is a difficult one for you: When did the railway for Qinghai to Tibet started?

S: The launch of the Qinghai-Tibet Railway was on Thursday, June 29, 2006. T: Well done! So we can travel to Tibet and enjoy beautiful sceneries there. Have you ever been there? … Well, Hu Xiao has just come back from a visit to Tibet. First, help him complete the report. Get the students to do exercise 3. Later check the answer together. T: Finished? Well, tell me what Hu Xiao worries about? S: This beautiful countryside is being spoiled by careless visitors. He worries about the effect this will have on the local wild life. T: That’s it. Now discuss possible solutions in small groups.

Get the students to discuss possible solutions in small groups. Several minutes later: T: Would you like to talk about your solution? S: Limit the number of visitors to Tibet. S: Ask the visitors to obey what is required in Tibet compulsorily. S: Punish the visitors who threw away their wastes. S: Send the visitors some pamphlets about the wildlife in Tibet telling them how important it is to protect these endangered animals. S: Call for the visitors to collect their wastes. T: Well done!

Step IV Assignment T: Boys and girls, today we have practiced the useful words and expressions and also the present continuous passive voice. After class you should review them. And here is

your homework: Finish Ex.3 and Ex.4 on page 29, and tomorrow we will check them out! Ok, you are free now. Bye! S: Bye!