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…
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: Preview USING LANGUAGE. Collect some information about dodo and an endangered animal you know.
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