Using LanguageⅠ教学实录及点评

The Fifth Period Using Language

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

fierce

so that …

according to

b. 重点短语

INTENTION

PURPOSE I’m going to ...

to help / save …

I intend/mean/plan to...

to protect … from …

I will ...

so that…

I’d like to ...

in order to …

I’d rather not…

but do …

I’m ready to ...

to teach them a lesson

I feel like doing ...

to punish those who do harm to wildlife 2. Ability goal 能力目标

Enable the students to write a letter to WWF and ask WWF to help them save their endangered animal. 3. Learning ability goal 学能目标

Help the students learn to write a letter to WWF and ask WWF to help them save their endangered animal. Teaching important point 教学重点

Listen to the material about dodo to get the main idea. Learn to express intention and purpose and write a letter to give their advice of help.

Teaching difficult point 教学难点

Use give phrases to express intention and purpose. Teaching methods 教学方法

Listening, discussing, speaking and writing. Co-operative method for the letters correcting. Teaching aids 教具准备

The Multimedia Computer, a projector and a board.

Teaching procedures & ways 教学步骤与方式

Step I Revision Show the students some sentences and ask them to change them into passive voice. T: Morning, everyone! What grammar we learnt last period? S: The present progressive passive voice.

T: OK. Let’s do some practice.

Show students the following exercises. Rewrite the sentences in passive voice 1.Sheila is drinking a cup of tea.

6. We are not playing football.

2.My father is washing the car.

7. Farmer Joe is milking the cows.

3.She is taking a picture of him.

8. I am writing a poem.

4.He is not wearing a tie.

9. Are they talking about the meeting? 5.Is she preparing the party?

10. Is she watering the flowers? T: Who’d like to give the answers?

S: A cup of tea is being drunk by Sheila. S: The car is being washed by my father. S: A picture of him is being taken by her.

S: A tie is being worn by him. S: Is the party being prepared by her? S: Football is not being played by us. S: The cows are being milked by Farmer Joe. S: A poem is being written by me. S: Is the meeting being talked about by them? S: Are the flowers being watched by her? T: Well done!

Step II Listening Get the students to listen to the story of dodo. Discussing Encourage the students try to predict in pairs how dodo might have become extinct.

T: During previous periods, we have talked about some endangered animals and also the reasons why they are endangered. We also talked some extinct animal. Can you list some? S: Dinosaur. S: Dodo. T: Well, most of you mentioned dodo. What do you know about dodo? Show the students some related pictures about dodo.

S: The bird was flightless. S: The dodo is a lesson in extinction. First sighted around 1600 on Mauritius, an island in the Indian Ocean, the Dodo was extinct less than eighty years later.

T: You’ve done your homework well. Next, discuss with your partner and try to predict how it might have become extinct. Give the students several minutes to discuss, later ask them to give their opinions. S: Since dodo is a kind of bird, it might be the destruction of the forest (which cut off dodo's food supply) caused the extinction of dodo. S: Because dodo lived in an island and was flightless. It might because of the animals that the sailors brought with them, including cats, rats, and pigs, which destroyed Dodo nests.

T: Well done! Next, listen to the tape about dodo and finish exercises 3 & 4. Ask the students to look through the exercises 3&4, then play the tape recorder and get them to finish doing exercises 3&4. Then check the answer with the whole class. Step III Speaking and writing Get the students to come to Speaking and writing on page 31. Speaking T: It is a pity that in the story nobody helped the dodo. Imagine you were with the lovely dodo and try to help it. Talk in pairs what you might do using the useful phrases.

Show the students the following chart: Intention I’m going to ...

I intend/mean/plan to ... I will ... I feel like ... I’d like to ...

I’m ready to ...

I would rather not tell you ... help the dodo. hide it in a cave. punish people if he or she kills a dodo. attacking man myself. put man in a cave. teach man how to be friends. what I think of man. purpose S: I’m going to do something to help dodo, for it was so lovely. I mean to drive it away in order to hide it in a cave. And I will dig a hole at the gate of the cave to trap man as he kills a dodo. I feel like attacking man myself if they would do harm to dodo. And I’d like to teach man how to be friends. I would rather not tell you what I think of man. In fact man is the most dangerous enemy of dodo and all the endangered animals. S: I can’t agree with you more. Man hunts all kinds of animals to make clothing, to

eat their meat and even to get their bones cruelly. I’d like to see we humans treat them as my friends. T: Well done! Now, in pairs choose another endangered animal which you know about. Analyze why this animal is endangered. Sample answer: Endangered animal: Whales Brief introduction: Whales, dolphins and porpoises belong to the family of marine (海生的) mammals known as cetaceans. Unlike fish, cetaceans are air-breathing, warm-blooded mammals that bear live young and nurse them on milk. Cetaceans play an important role in the life of the ocean, serving

as flagships for the health and well-being of the whole marine ecosystem.

Reasons for being endanger: Along with hunting, collisions (碰撞、冲突) with ships, and the degradation of their habitat due to pollution, the greatest threat to whales,

dolphins and porpoises is entanglement in fishing gear, also known as by catch.

Possible result: If current trends continue unabated, several cetacean species and many populations will be lost in the next few decades.

Protection: With the support of its members and international conservation partners, WWF is working to ensure that whales, dolphins and porpoises will swim in our seas for generations to come.

What I might do to save it:

I intend to write a letter to the UN and urge nations not to sell out the whales. I’m going to write to some nations and call for stopping whaling.

I’d rather not eat anything made from whale…

I plan to share my new knowledge with others. Tell them about whales and explain why they are endangered. Encourage others to learn more about whales. Let them know that together, we can all make a difference. Step IV Writing 1. Write the letters independently Writing tips 1. Collect your ideas for the letter. Write an outline of your ways to help it. 2. Decide the intention and the purpose of each of your ways. 3. Begin your letter with your address and the solution. Then write the ways as the body of the letter. 4. Finish the letter with your best wishes and your signature.

Sample version: Class 3 Grade 1 Tai Yuan No.1 Middle School Shan Xi, China Nov.22, 2004 Dear WWF:

I live in an inland city. Here many people eat shark’s fin. However this part is only a very small part of the whale and the rest part of the whale are thrown into the sea

again. The whale will die because of losing too much blood. They are endangered. Here is my plan to save the whales:

First, I intend to write a letter to the UN and urge nations not to sell out the whales. I’m going to write to some nations and call for stopping whaling.

Second, I’d rather not eat anything made from whale…

Third, I plan to share my new knowledge with others. Tell them about whales and explain why they are endangered. Encourage others to learn more about whales. Let them know that together, we can all make a difference.

Please help the poor whales and they will survive with your help. Yours sincerely, Megan If time permitting, ask several students to read their letters out. Step V Assignment T: Boys and girls, you did very well today. We have listened to the tapes about dodo, talked about how to help them and written a letter to offer help. After class you should go on to care for wildlife protection and do your best to help them. OK, here is your homework: sum up what you have learned from this unit, such as, content; words and expressions and sentence structures; collect pictures of various birds.