| 人教版高一上英语精品教案Unit 10 The world around us(人教版高一英语上册教案教学设计) |
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I. Teaching aims and demands学习目标和要求： 1.topic话题: 1>Talk about ways to protect the environment 2>Talk about wildlife endangerment 3>Talk about causes and effects 2.function功能: Causes and effects 原因和结果： Why …? Because / As / Since … Because of …, I … If …, then … As a result of … It follows that … It will use … It will lead to … 3.vocabulary词汇: fur, Tibetan, lead, jungle, wolf, giraffe, environment, tour, act, measure, original, battery, devote, common, valuable, reduce, respond, amount, package, packaging, harmful, flat, material, poster, attractive, topic, organize, brief in danger, die out, as a result of, lead to, take measures, adapt to, make a difference, devote … to, at present, set free, in the wild, throw away 4.grammar语法: Review Direct and Indirect Speech 复习直接引语和间接引语 1>Reporting statements “I am writing an article about animals in zoos,” the reporter said. → The reporter said that he was writing an article about animals in zoos. 2>Reporting yes-no questions “Do you like living in the zoo?” the reporter asked the kangaroo. →The reporter asked the kangaroo if he liked living in the zoo. 3>Reporting wh-questions “How long have you lived in the zoo?” the reporter asked the hippo. →The reporter asked the hippo how long he had lived in the zoo. 4>Reporting commands and requests “Please tell me more about the advantages and disadvantages of living in the zoo,” the reporter said to the giraffe. →The reporter asked the giraffe to tell him more about the advantages and disadvantages of living in the zoo. 5>Reporting general truth “Human survival is dependent on the natural world,” he said. →He said that human survival is dependent on the natural world. 5.language usage语言运用 运用所学语言，围绕自然环境与我们的世界这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Are we endangered?” 并联系生活中的实际，书写一篇目短文。 II. Difficult points 难点 III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards Ⅳ. Main teaching methods 教法: 1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on. 2. Listening-and–answering activity to help the students go through with the 限listening material. Ⅴ. Periods: 7-8 periods. Ⅵ. Teaching procedures 教学过程 Period 1 1. PRESENTATION & REVISION Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING. 2. WARMING-UP Introduction The pictures and questions: give the stu¬dents some examples of issues and questions related to the theme of the unit: protecting the environment and wildlife. Instruction Ask the students to think of other endan¬gered animals and list reasons for their endangerment. Compare the lists with the examples in the pictures and try to find common factors that cause animals to be¬come endangered. Encourage the students to think about ways that humans and animals can help each other and live together in peace. Extension Ask the students to imagine what the world would be like if another animal, e.g. the lion or the dol¬phin, was as powerful and dominant as humans are to¬day. How would they treat humans? Possible answers: 1 Various answers are possible. Other endangered ani¬mals include the African elephant, the Asian elephant, the blue whale, the gorilla, the snow leopard (east¬ern Asia) and the black rhino. There are also several endangered birds, fishes, and other animals. Animals and plants become endangered if their habitat is de¬stroyed or changed, if new species arrive and if a species is overused / hunted. Other factors include disease and pollution. 2 If animals and plants die out, we will not be able to survive. All animals and plants have specific func¬tions and are necessary if we want healthy ecosys¬tems. We need the animals and plants for medical and commercial purposes. We also have a moral re¬sponsibility to make sure that we do not cause other animals to die out because of our dominance on the planet. 3 Various answers are possible. We can help endan¬gered animals by protecting their habitats, creating new habitats, protecting the environment (by recy¬cling and reusing), controlling export and import of animals and plants and by learning more about ani¬mals and the environment. 3. LISTENING Introduction The students will hear about the causes and effects of various types of pollution. When the stu¬dents have listed the causes and effects, they are asked to try to come up with solutions. Instruction Let the students work in pairs and give them time to get started. If a pair is struggling to get going, you can ask them a few helpful questions. Keep in mind that there are no set answers here, so avoid "giving" answers. Try to encourage the students to think and come up with their own answers. When talking to the pairs, it is good to "talk through" one possible so¬lution to show the students how they can think. E.g. T: Well, let's think about air pollution. Where does air pollution come from? S: Cars. T: Right, cars. Now, if we have too many cars, there will be a lot of air pollution. One way to solve the problem might be to try not to use too many cars. Well, why do people use cars? S: To go to work. T: Are there other ways people can get to work? S: They could take buses or ride a bicycle. T: OK, so one solution would be to try to get people to take the bus or ride a bicycle. LISTENING TEXT: 1 Walk along the streets of any major city and you will see that the air you breathe is not very fresh. Air pol¬lution is a serious problem in many of the world's big cities. It is caused by cars and factories. We also pollute the air when we bum oil or coal for energy and heat. 2 Oh my, look at this! Dead fish everywhere! What happened? We used to be able to drink the water in our rivers and lakes, but today, many rivers and lakes have been so polluted that the water is useless. Fac¬tories and drainage are polluting the water and we are not taking good care of our water. We use too much water and we waste water. What is more, we pollute water. Answers to the exercises: 1 What kind of pollution is it? Air pollution Water pollution Waste pollution Rubbish / trash What are the causes? Cars, factories, burning coal and oil Factories and drainage Tourists / people What are the effects? Various answers are possible. We can't use / drink the water that is polluted. Making the environment ugly, dirty and even dangerous. 2 Various answers are possible. Air pollution We can make cars that don't pollute the environment. We can ask companies to use modem, clean technology. We can limit the number of cars in our cities. If people get sick from air pollution, we must help them. Water pollution We can try to use less water and make sure that we do not pollute the water. We can tell factories that they are not allowed to pour waste into lakes and rivers. We can clean the water in our rivers and lakes. Rubbish We should not throw rubbish in parks and cities. We should not buy things that use a lot of packaging. We can pick up rubbish if we see it. We can put more rubbish bins in our parks and cities. Extension Ask the students to think of more environ¬mental problems, their causes and effects, and solutions. You can also talk about primary and secondary causes and effects, using a chain mind map. Secondary cause Modem life-style, advertisements, people use cars to go to work, etc Primary cause Too many cars Problem Air pollution Primary effect People get sick Secondary effect Environmental damage If possible, the students should try to use the expres¬sions in the Student's Book. If this is too difficult, the students can start by thinking of causes and ef¬fects and then try to use the expressions in pairs or groups. Help the students by giving a few examples if necessary. 1 Why can't we drink the water in our rivers and lakes? Because the water is polluted. 2 Since people throw so much rubbish in our parks, the parks are ugly and dangerous. 3 Because of water pollution, we can't use / drink the water in our rivers and lakes. / We can't use / drink the water in our rivers and lakes because of water pollution. 4 If tourists / people throw trash / rubbish in our parks, then the parks will be ugly and even dangerous. 5 Cars and factories cause air pollution. As a result of air pollution, many people get sick. 6 People get sick because of air pollution. It follows that we must do something about it. 7 Throwing trash I rubbish in a park will make the park ugly and dangerous. It follows that we should throw the trash / rubbish in a trash / rubbish bin. 8 Burning coal and oil is bad for the environment. It will lead to air pollution. 4. SPEAKING Introduction In this pair-work activity, students will use an interview format to practise talking about ani¬mals and animal protection. Note The pictures on SB page 66 show different ani¬mals that the students can choose from when they inter¬view each other. The students can also use the pictures for the reading and the pre-reading questions by finding more information about the animals and bringing the information to class. Instruction Ask the students to work in pairs. One student will be the reporter and should prepare ques¬tions for the interview. The other student will be the animal and prepare answers. When both students are ready, they interview each other in pairs and take turns being the reporter and the animal. When the pairs have finished, you can ask one or two pairs to repeat their interview in front of the class. Extension Ask the students to work in pairs and groups and write down some basic rights for animals. Sample dialogue: R: Good morning, Mr. Tiger. My name is Jim and I'm a reporter from China Daily. Uh, I am a little nervous, this is the first time I speak to a tiger. May I ask you some questions? T: Sure. And don't be nervous, I won't eat you. Ha ha! R: Urn, right, good... Now, how long have you been living in the zoo? T: Oh, I came here, let me see, six years ago. I used to live in a forest, but people there cut down all the trees and I had to move. There were cities and people everywhere, so I had no place to go. The police came and took me to the zoo. R: Do you like living in the zoo? T: Well, it's not as good as being free, that's for sure. But at least I have food and friends. R: I see. If you could say something to all the humans in the world, what would you tell them? T: I would tell them to stop being so selfish. We all 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. And don't kill animals to make clothes - when I see people wear¬ing animal furs at the zoo I get really angry. R: Thank you. Urn, would you please take your paw off my shoulder? It hurts. T: I'm sorry. I guess I got a bit excited. Don't get me wrong. I like humans. I just wish they would be less selfish. R: Thank you, Mr. Tiger. 5. SUMMARY & HOMEWORK 1. Preview the reading text 2. Learn the new words and expressions by heart. 3. Get ready to be examined in the speaking activities. Period 2 1. PRESENTATION & REVISION 1. Ask some pairs to act out the speaking activities. 2. During this period, do some reading. 2. PRE-READING Introduction The questions are designed to get the students to think about the relationship between humans and the plants and animals around us. Instruction Encourage answers and comments that help students think about the way Qumans and wild¬life interact with each other and depend on each other. Tell the student to work in groups and give each group one of the four questions and ask them to discuss the question without using the book. Allow about five minutes for discussion. Make sure that each group member is given a chance to speak. Ask one student from each group to report in front of the class. En¬courage students from other groups to ask questions about the report. Answers: 1 Various answers are possible. Animals and plants live together in an ecosystem where each species has a specific function. Animals and plants "help" each other in different ways: some plants become homes for animals, and the animals may in turn help the plants by protecting them or adding nutrients; ani¬mals eat the plants; animals help the plants repro¬duce. 2 Various answers are possible. Humans have basic needs such as food and shelter, but we also have so¬cial and spiritual needs (we need friends and family, etc). 3 Various answers are possible. Encourage the students to compare animals and humans. Animals and plants also have basic needs and animals live in social groups. 4 Various answers are possible. Animals adapt to changes in their habitat and try to learn to survive when the conditions of their habitat change. Extension 1 Ask the students to make a list of how human activities affect the plants and animals around us. Extension 2 Ask the students if they know any stories about animals that are good friends to people. 3. READING ARE WE ENDANGERED? Introduction The reading stresses the fact that the way we live is threatening animals, plants, and our planet. We are all responsible for the future of the earth and we must learn to think and act more carefully. If we continue to endanger animals and destroy the environ¬ment, we have no future. Many environmentalists use the slogan Think globally, act locally to encourage people to do what they can to help. There are many small things we can do that will make a big difference. Note that the names Steve Jones and Green Park are fictional. Summary 1 An environmental expert says that the way we are treating animals and the environment is threatening our existence - by endangering other animals and plants we may ourselves become endangered. 2 A species can become endangered if its habitat is de¬stroyed or changed. Most species are able to adapt to small changes, but if the changes are too/ large or sudden, a species may become endangered. 3 We can help by learning more about the environment, by expanding and protecting habitats, and by reduc¬ing pollution. Instruction Tell the students to read through the text once, marking any new words that they can't guess from the context. Remind them that quite a number of words are explained or defined in the text, e.g. habitat, adapt to, be used to, die out, take measures, original, etc. Teaching the text The structure and function of a text can help the students understand a text better. Ask the students to reread the second paragraph of Are we en¬dangered? and ask them to change each sentence into a question. Example: Sentence Question A species can become endangered for different reasons. Why does a species become endangered? When the habitat of a species is changed or destroyed, the animal or plant has to either adapt to the change or find a new home. What happens if the habitat of a species is changed or destroyed? When the students have written down all the questions, tell them to use the same questions to ask about another topic. You can help them by showing a few fill-in-the¬-blank questions, e.g. Why does ______________________? and What happens if __________________________? Let the students choose their own topics, but try to get them to stay within the unit's general area. When the students have written the new questions, ask them to answer the questions and use the answers to write a para¬graph of their own. Ask the students to compare their paragraph to other students' paragraphs and to the text and let the students discuss differences and similarities. You may also want to ask them how they could use this strategy to deal with other texts. Tell the students to look at the three questions in post¬-reading exercise 1. They may answer the questions in¬dividually, in pairs or groups, or as a class. Encourage the students to use their own words in their answers. 4. POST-READING Answers to the exercises: 1 1 Animals and plants become endangered when their habitat is destroyed or when conditions in the habi¬tat change too quickly or too drastically. The text lists three main reasons: habitat change, the arrival of new species in the habitat, and the overuse of the species itself or the resources in the habitat. 2 Various answers are possible. Encourage the stu¬dents to think of human behaviour that can cause problems: pollution, land use, hunting, farming, etc. 3 Use question 2 as a starting point for the discus¬sion. Look at the behaviour listed in question 2. and think about ways we can change that behaviour. Students may also want to think of ways we can repair the damage we have already done, e.g. clean up the environment, create new habitats, etc. 2 Let the students discuss what they can do and write a list of things to do. Compare with lists from other groups and discuss the effects of the students' ideas. 5. SUMMARY & HOMEWORK 1. Read the text fluently. 2. Get LANUAGE STUDY ready. 3. Go on remembering the new words and expressions in this unit. Period 3 Period 3 1. PRESENTATION & REVISION 1. Have a dictation of the new words and expressions. 2. LANGUAGE POINTS IN THE READING TEXT (Omitted.) 3. LANGUAGE STUDY Word study Answers to the exercises: 1 recycle = to take useful materials out from garbage or waste so that they can be used again reuse = to use again review = to look over, study, or examine again 2 1 in danger 2 first of all 3 died out 4 take measures 5 make a big difference 4. GRAMMAR Summary of Direct and Indirect Speech: Indirect Speech is sometimes called Report Struc¬tures. If you use Direct Speech, you are repeating the speaker's exact words. If you use Indirect Speech, you are using your own words. Report structures usually contain two clauses.. The main clause contains a report¬ing verb such as say, tell, ask, etc. The reported clause contains the information that you are reporting. The re¬ported clause can be a that-clause, an if-clause, or a wh-¬word clause. For reported commands, orders and re¬quests, infinitives are used. Direct Speech Indirect Speech Statements "Many of the earth's plants and animals have already died out," Mr. Jones said. Mr. Jones told us that many of the earth's plants and animals had already died out. Yes-No Questions "Is there anything we can do to help protect the environment?" we asked the professor. We asked the professor if there was anything we could do to help protect the environment. Wh-Questions "What can we do to keep animals and plants from be¬ing endangered?" we asked the professor. We asked the professor what we could do to keep animals and plants from being endangered. Commands and requests "P1ease don't pollute," Mr. Jones told us. Mr. Jones told us not to pollute. General Truth "We are not alone in the world," Steve said. Steve said that we are not alone in the world. Answers: 1 "Do you know what kind of animal the milu deer is?" Professor Stevenson asked the students. 2 "Do you know how many centres there are at present for milu deer in China?" Professor Stevenson asked the students. 3 "We don't know much about the milu deer but we are very interested in it and want to do something to protect it," the students said. 4 "The milu deer was very common in China a long time ago, but it disappeared during the Ming and the Qing Dynasties," Professor Stevenson ex¬plained to the students. 5 "Since the first deer arrived at the Nanhaizi Milu Park from Britain in 1985, the number of milu deer has grown every year," he said. 6 "I hope that more people will care about the milu deer and more centers will be built to protect this animal," he said to the students. 7 "Keeping the deer in a park is not the best way to protect it," he said. 8 "I hope one day these milu deer will be set free and live in the wild again," he said. 9 "Stop killing the milu deer," he said. 1 0 "Animals are living beings too and to love animals is to love ourselves," he said. 5. SUMMARY & HOMEWORK 1. Grasp the language points in the reading text. 2. Finish all the exercises in the Student’s Book. 3. Learn to use the Grammar in this unit. Period 4 1. PRESENTATION & REVISION 1. Check the students on the grammar points. 2. Ask the students to translate some sentences. 2. GRAMMAR EXERCISES (Omitted.) 3. INTEGRATING SKILLS Reading and writing Introduction The reading introduces the principle reduce, reuse, recycle, and respond and the questions en¬courage the students. to think of more things we .can do. Instruction The students can work in pairs or groups to think about what we can do to protect the environ¬ment. Any suggestion or idea is worth thinking about, so try to encourage the students to come up with their own ideas. The point of the exercise is to let the stu¬dents think, read, talk, and write about the environment and causes and effects - there are no correct answers to the exercise. If the students find it difficult to get started, it may be helpful to give an example. As with all examples, it is important to show the reasoning be¬hind the example; the thinking is more important than the example in itself. One way to encourage and help the students is to ask them questions. For example, if the students are think¬ing about ways to reduce waste, they can start by look¬ing at the examples in the text. What do they have in common? Why are they useful or effective? Are there similar things we could do? Questions like these may help the students get a better idea of what kind of ac¬tions would be useful. It may also help to ask the stu¬dents to think of specific examples of the actions listed, e.g. for "buy things that use less packaging," ask stu¬dents to think of things they buy and how much pack¬aging is used. This type of questioning will help stu¬dents think about the actions in "practical" terms, which may be helpful when they try to think of more things that can be done. Compare different answers from the groups and ask the students why they think their ideas would work. Elicit as many reasons as possible and encourage de¬bate and discussion. Try to use the responses to chal¬lenge and encourage the students: if a student seems very comfortable using the structures and finds it easy to give reasons etc, the teacher should follow up by chal¬lenging the idea and/or ask for details, examples, and consequences. If the student seems less comfortable, it may be enough to follow up with" easier" questions or simply a recast or summary. Recasts and summaries are, however, not very effective, so it is always better to try to have a few "easy" follow-up questions in mind for these students.¬ Writing Introduction The writing activity is a continuation of the discussion activity above. Since the activity requires some research, it is necessary to give the students time to prepare in class or at home. If it is done as home¬work, make sure that it isn't too time-consuming or dif¬ficult. If each group can decide on a topic in class, the individual group members can be asked to simply bring one page of information to the next class meeting. It is better to do the writing '(including pre-writing) in class, so the students can bring "raw" information, i.e. a pho¬tocopy or printout will do. Instruction In class, the groups will use the informa¬tion they bring to make a poster. Help the students by using an outline or a sample poster, but make sure that the students are free to do their own thinking and use their own ideas. The tips and guidelines in the book can be used to "revise" the posters. The students will work in pairs or groups to research, create, and present their posters. Help the students plan their research by suggesting useful resources. You can use the score card below to assess the students (the oral presentation part can be omitted). Task Score Criteria\ Information 10 The students found and used information that was interesting and accurate. 5 The students used some information, but they could improve the poster by adding more information. 1 The students did not find any information at all. Presentation 10 The students had prepared an excellent presentation and were able to ask and answer questions about their topic. 5 The students had prepared the presentation and could answer some questions about their topic. 1 The students had not prepared for the presentation. Posters 10 The students worked together to create a poster that is attractive and easy to understand. 5 Most of the students helped make the poster. The poster is relatively easy to understand, but too simple and sometimes confusing. I Only one or two students worked on the poster. The poster is confusing and does not contain enough information. A good poster should be attractive and informative. The information used should be accurate and appropriate and should be presented in a clear and interesting way. En¬courage the students to use multiple sources, to try dif¬ferent formats, and to use pictures and illustrations. CHECKPOINT Suggested answers to Checkpoint 10: 1 many of the earth's plants and animals have died out. 2 if there was a lot we could do to help protect the environment. 3 what we could do to keep animals and plants from being endangered. 4 to explain it in a simple way. 5 not to pollute the environment. 6 we are not alone in the world. 4. LANGUAGE POINTS IN THE READING TEXT (Omitted.) 5. SUMMARY & HOMEWORK 1. Write a clear and beautiful short passage in the Exercise-book. 2. Preview WORKBOOK. Period 5 1. PRESENTATION & REVISION 1. Have a dictation of some phrases. 2. Say something about the students’ writing. 2. LISTENING Instruction Ask the students if they know about Darwin's theory of evolution and the idea of survival of the fittest. Ask them to think of examples of the prin¬ciple. Tell the students that they will hear someone talk about the principle. Ask them to fill in the information. LISTENING TEXT: Charles Darwin's famous Theory of Evolution tells us about survival of the fittest. Survival of the fittest means that strong animals survive and weak animals die out. Today, many people are worried about endan¬gered species. But isn't it just normal for some animals to die out? The situation today is different from that of the past. In the past, animals died out over a long period of time. When animals died out in the past, it was usually because of changes in the weather or other natural causes. What is happening today is totally different. We are killing millions of species in a short time. The result is that we are killing our future, because so many spe¬cies are being killed in such a short time that even the fittest can't survive. In fact, there won't be enough spe¬cies to choose from. Without enough animals and plants, evolution cannot function and nature will get worse in¬stead of better. Many of the species that are disappearing are unknown and few people even know that they are dying out. These animals and plants have been here long before us and we have no right to kill them. We may also need these species in the future. We must try to keep the endan¬gered species alive. If we allow these species to die out, we are in fact becoming endangered ourselves. Answers to the exercises: 1 Darwin's Theory of Evolution Survival of the fittest means strong animals survive, weak animals die. People are worried about endangered species. Situation in the past: Animals died out over a long period of time. Situation Today: We are killing millions of species in a short time. 2 Various answers are possible. Make sure that the stu¬dents understand the argument on the tape, i.e. that the process of evolution may not function if we kill so many animals in such a short time. We may be doing harm to the process of evolution by endangering or killing the wrong species. Human beings are changing nature so fast that there is no time for evolution to function. 3. TALKING Instruction Make sure that the students understand the situation and the task. Give them time to prepare the role cards and provide assistance or model as needed. When the students have completed the cards, remind them of the ground rules for discussion and let them start the discussion. Sample Dialogue: A: Good morning. I'm a dolphin. I think that I'm man's best friend, because I can help humans do many things. For example, I can help humans learn more about swimming and I can help them look for things in the ocean. I'm also a good friend because I can make humans feel happy and laugh. Many humans like to watch me jump and dive, and some of them want to swim with me in the water. I can teach them about life in the ocean and I can help them under¬stand the beauty of life and nature. B: Well, I'm a pigeon and I think that I am man's best friend. It's true that people like looking at dolphins, but I can help humans do more practical things. Everybody knows that pigeons are great for carry¬ing letters and messages. I have taken many impor¬tant letters all across the country - and I don't need electricity or petrol, I just fly wherever I need to go. And I'm a good friend because I spend time with people. Look around and you will see people feeding or talking to a pigeon on the street or out¬side a window. Humans love us, especially old people who need friends to talk to and care about. C: That may be true, but I don't agree with you. Pi¬geons and dolphins may be friendly and funny, but how many people have pigeons or dolphins living in their homes? I'm a parrot. I think that I'm people's best friend, because I live with humans and I'm one of the family. The humans in my family talk to me and take care of me, and they have even taught me how to speak a few words in their language. A par¬rot is a much better friend than a dolphin or a pi¬geon, because a parrot is more like a human being. I mean, people use machines and computers to look for things in the ocean and send messages, but a machine can't be a real friend. D: Dh deer, I must say that all of you have mentioned many good reasons. I think you are all good friends, but I believe that we need to think about what friend¬ship really means. First, a true friend should be a friend because he or she wants to, not because they have to. Dolphins are kept in zoos. Pigeons are locked up in sheds. Parrots live in a cage, far away from their real home. Now, that's not true friend¬ship. I'm a deer. I'm man's best friend, because I’m a real friend. I am free. I live in the forest and I'm a friend of the humans because I want to. Humans are good friends to me, too. They don't lock me up. They come to look at me in the forest and they sometimes help me with food if I need it. It's true that humans sometimes hunt us for food, but they only do so when they need food and they do not keep us locked up like pigs or cows. I'm man's best friend, because the humans treat me like a friend - not like a machine or a toy. (The discussion continues.) 4. SUMMARY & HOMEWORK 1. Get ready to be examined in the talking activities. 2. Preview all the exercises in the workbook. Period 6 1. PRESENTATION & REVISION 1. Ask some pairs to act out the talking activities. 2. PRACTISING Vocabulary Answers to the exercises: 1 原创剧本 独到的见解 原版电影 最佳原创音乐 有价值的情报 重要建议 贵重的项链 难得的朋友 平坦的土地 扁平的盒子 浅口的盘子 漏了气的轮胎 美丽动人的女孩 一个吸引人的项目 一道诱人的佳肴 一次令人神往的旅行 一封短信 短暂的访问 简要的介绍 冷淡而简短的欢迎 2 1 live, alive, live, living 2 common, unusual, usual, common 3 1 Fur 2 tour 3 packaged 4 batteries 5 respond 6 energy 7 reduce 8 amount 4 1 It makes no difference to me which side wins or loses. 2 Dolphins living in the wild often regard people as their friends. 3 At present she is a professor of English at Beijing / Peking University. 4 The woman scientist has devoted herself to pro¬tecting wildlife. 5 Many animals have died out because of human activities. Grammar Answers to the exercises: 1 1 Mr. Wu always says that we should speak English as often as possible. 2 "Why do people want to kill tigers?" she asked. 3 He said that he preferred maths to physics. 4 "Don't buy a cellphone," she told me. 5 She asked them if they were interested in history and geography. 6 1 asked him how often he went to visit his home village. 7 "Where have you been for your vacation?" she asked. 8 1 asked them not to make any noise. 9 "You have caught a cold," the doctor said to me. 10 "Did you enjoy the movie you saw yesterday?" I asked her. 2 S: 1 want you to tell Molly what I'm saying word for word, all right? O: Yes. He wants me to tell you what he's saying word for word. S: Molly, you're in danger. O: He says that you're in danger. S: 1 know the man who killed me. O: He says he knows the man who killed him. S: His name is Willie Lopez. And 1 know where he lives. O: He says his name is Willie Lopez. He knows where he lives. S: Molly, he's got my wallet; he's got my key. And he was in here. O: He says he's got his wallet and his key. and he was in here. S: He was here yesterday when you came back from your walk with Carl. O: He says he was here yesterday when you came back from your walk with Carl. S: Molly, you've got to go to the police. It was a set-up (阴谋). 1 was murdered (谋杀). O: He says he wants you to go to the police. He says it was a set-up and he was murdered. 3. INTEGRATING SKILLS Reading ANIMAL SOS The text gives two examples of endangered animals and explains why the animals are endangered. Answers to the exercises: 1 1 The Malayan sun bear is endangered because people destroy its habitat and hunt the bear for food and medicine. Some people also keep the bears as pets. The black rhino is endangered be¬cause hunters have killed so many of them. 2 Various answers are possible. 3 Various answers are possible. 2 Various answers are possible. 1 Ask the students to make a list of animal pro¬ducts (e.g. clothes, medicine, and food made from animals) and the reason(s) why people buy them. The students may also include products that are tested on animals, e.g. make-up. When the stu¬dents have finished the discussion, ask them to compare lists and answers. 2 The posters can list three or more animal pro¬ducts from the students' list along with reasons why people shouldn't buy these products. 4. WRITING Sample writing: Last Saturday, something very unusual happened in our city. Mrs. Jones, a teacher, was doing her house¬work as usual. Her baby was sleeping in the backyard. Mrs. Jones said that it was just an ordinary Saturday. However, what happened next was not ordinary at all. "It was the most frightening thing that has ever hap¬pened to me," Mrs. Jones said. Mrs. Jones usually keeps her TV on so that she can listen to it while she is doing the housework. "I like to sing when I'm cleaning or doing laundry," she said. As she was cleaning the living room, she heard someone on TV say that a young tiger had escaped from the zoo. Mrs. Jones said that she thought it was unusual to hear about a tiger running away from the zoo. Mrs. Jones went to her backyard to look after her baby. When she got there, she saw something horrible. The tiger from the zoo was sitting next to her sleeping baby. Mrs. Jones wanted to scream, but she was afraid that the baby might wake up and frighten the tiger. "I thought that if 1 frightened the tiger it might attack my baby," Mrs. Jones said. Instead, Mrs. Jones quietly went to the kitchen and got some meat from the fridge. She threw the meat to the tiger. The tiger grabbed the meat and ran away. Mrs. Jones rushed over to her baby. The baby was still asleep. She took the baby inside, closed the door, and called the police. She says that she will never forget what happened. "I think 1 am very lucky. The tiger didn't eat my baby and no one was hurt. " 5. SUMMARY & HOMEWORK 1. Finish all the exercises in this UNIT. 2. Finish the supplementary exercises given by the teacher. Period 7 1. PRESENTATION & REVISION 2. GOING OVER SUPPLIMENTARY EXERCISES 3. SUMMARY & HOMEWORK Period 8 1. PRESENTATION & REVISION 2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2 3. SUMMARY & HOMEWORK |
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