资源简介

Module 6 Animals in danger
I. Teaching goals 模块教学目标
技 能 目 标 听 Match pictures with descriptions about animals
说 Ask and answer questions about protecting animals
读 Read articles about animals
写 Write about animals in danger
语 言 目 标 功 能 句 式 Talk about animals in danger Did you like the zoo Yes, I saw the pandas at last! But I am interesting to see the pandas in the Wolong Panda Reserve, because it allows people to get closer to them. It’s sad to think of the pandas and other animals in danger. We need to protect them better. In order to protect pandas in the wild, the government is setting up nature parks and developing other plans. Let’s find out what else we can do to save as many as animals as possible. WWF wants to protect all animals. And it chose the panda to be its symbol.
词 汇 1． 1. 重点词汇 2． danger, protect, interested, allow, grow, enough, raise, develop, feed, symbol 3． 4． 2. 短语 5． In danger, think of, take away, in peace, in order to, look after, natural reserve
语 法 Infinitive structures 1. It allows people to get closer to them 2. Many wild animals don’t have a safe place to live. 3. We all need to help the animals live in peace. 4. But many people decide not to think about it. 5. But it’s sad to think about all those animals in danger.

II. Teaching material analyzing 教材分析
本模块以“Animals in danger”为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况,并重点介绍了大熊猫的保护情况。在此基础上，学生可以根据自己的建议制定更合理的动物保护措施；模块同时通过该话题还复习了一般现在时、现在进行时、一般过去时、一般将来时的用法。
Period 3 Reading and writing
Language goals 语言目标
1. Key vocabulary 重点词汇
live in, situation, symbol, set up, produce, government, develop, feed
2. Key structures 重点句式
In order to protect pandas in the wild, the government is setting up nature parks and developing other plans.
Let’s find out what else we can do to save as many as animals as possible.
Ability goals 能力目标
Enable students to read and write about animals in danger.
Teaching methods 教学方法
Reading and writing.
Teaching aids 教具准备
A tape recorder.
Teaching procedures and ways 教学过程与方式

Step I Warming-up
In this procedure, get students to do Activity 1, and say what they know about pandas.
T: Hello, everyone. In the first period, we talked about animals in danger. Today, we will learn something about our lovely “panda”. First I’d like you to say something about it.
S: I know that pandas only live in China.
S: There aren’t many pandas living in the world. And our government has made many reserves to protect them.
S: The most important point is that everyone should love pandas and protect them.
…
T: Yes, sure. So now let’s look at the situation of pandas now.

Step II Reading
In this procedure, students will read the passage and finish Activity 2.
Check the answer.
Reading strategies
T: When we read a passage, we often first find its topic sentence in each paragraph. All of the topic sentences work for the main idea of the passage in a reasonable order to form a nice passage. Usually the topic sentence in a paragraph is the first or the last sentence. Sometimes, it is in the middle. And rarely, we need to summarize it by ourselves. For example: In this passage, the first three paragraphs’ topic sentences are the first sentences of each paragraph. And in the last paragraph, we can find the topic sentence by reading its main idea and summarize.
Find the clues:
1. The panda is one of the animals most in danger. (An animal in danger.)
2. Pandas live in the forests and mountains of Southwest China. (The panda’s home.)
3. Our government is working hard to save pandas. (Nature parks for pandas.)
4. The WWF works to protect all animals in danger, so the panda has become the symbol of all animals in danger. (WWF and animals in danger)
Read again and complete the sentences.
Ask students to do this activity individually, and then check with the partner.
Go through the passage by yourself and try to digest the passage, then do Activity 3 and then after checking the answer, read the sentences together.

Step Ⅲ Post-reading
Word study
Ask students to do activity 4 and then ask them to read the short passage repeatedly.
Read through the word and expressions in the box with the whole class and have them repeat them chorally and individually.
Ask students complete the passage individually, and then check with partner.
Call back the answers from the whole class and read the passage again.


StepⅣ Dealing with the key words and expressions.
Ask students to read the passage paragraph by paragraph again and explain some of the grammar points in it.
1. living in the wild是现在分词作定语，相当于which are living / live in the wild。如：
They are visitors coming from several countries.
这些参观者来自几个国家。
The girl standing there is my classmate.
站在那儿的女孩是我的同班同学。
2. research
research n. 研究；调查
We all support his scientific research.
我们都支持他的科学研究。
Research indicates that men find it easier to give up smoking than women.
研究表明，男人比女人更容易戒烟。
My research is just bouncing along at present.
目前我的调查进展得很顺利。
research v.研究；调查
He needs to research about the coffee market.
他需要对咖啡市场进行调查。
We should get down to research more earnestly.
我们一定要更加认真的调查。
3. produce
produce vt.& vi.生产；生育；繁殖
Female sheep produce one or two lambs at a time.
母羊一次生一到两只羊羔。
It is certain that we shall produce this kind of engine.
毫无疑问,我们将生产这种发动机。
[链接]
produce n.产品；农产品
This shop sells native produce.
这家商店出售土特产品。
Even after harvest, some kinds of produce should be kept apart.
即使收割之后，有些农产品都应分开存放。
[辨析]
produce, product 与 production 用法区别
三者均可表示“产品”，其区别是：
1) produce 主要指农产品，是一个不可数的集合名词 。如：
We need some fresh produce.
我们需要一些新鲜的农产品。
The farmers brought their produce to town early each Saturday morning.
每星期六清早农民们就把农产品运进城。
2) product 主要指工业产品，也可指农产品，是可数名词 。如：
Our car is a product of that factory.
我们的车是那个工厂生产的。
The market sells food products.
这家商店出售食品。
Such farm products are cheap.
那样的农产品不贵。
注：有时用于引申义。如：
He saw man as the product of society.
他把人看作是社会的产物。
3) production 通常不表示具体的产品，它主要指生产这一动作或过程，也可指“产量”, 是不可数名词。如：
The company is famous for the production of small cars.
这家公司以生产小型汽车闻名。
注：production 除表示“生产”外，还可指艺术作品，此时为可数名词。如：
The theme of his late prodcutions was life and death.
他晚期作品的主题是生与死。
[Practice]
1. 农产品通过水路运往邻近各个城市。
The field _______ is transported by water to the neighboring cities.
2. 机械、汽车、船只等都是工业产品。
Machinery, cars, ships are all industrial ________.
3. 要改善人们的生活条件，我们必须首先增加生产。
To improve the people's living conditions we must first of all increase __________.
(produce, products, production)
4. develop
develop v. 研制，制定
The company develops and markets new software.
这个公司开发并销售新软件。
It cost a lot of money to develop a product.
要开发一项产品需要花费许多钱。
develop的基本意思是“发展”, 还有“发达,进步,开发”等意思。
He developed into a strong leader.
他成长为一名坚强的领导人。
Trade helps industry to develop.
贸易促进工业发展。
I want develop my English.
我想提高我的英语.
5. feed
feed v. 喂养；饲养, 基本用法：
(1) 表示“给某人或动物喂食物”或“用食物喂某人或动物”，通常用 feed sth to sb 或 feed sb on sth。如：
Please feed some grass to the cow.
请给牛喂点草。
She feeds the baby on milk.
她用牛奶喂婴儿。
What do you feed your dog on
你用什么喂狗
有时也用 feed sb sth 或 feed sb with sth 这样的结构，但不很常用。如：
He fed the horse (with) potatoes.
他给马喂土豆。
注: 表示为某物提供原料，通常用 feed …with (into) …。如：
传送带向机器传送原料。
正: The moving belt feed the machine with raw material.
正: The moving belt feed raw material into the machine.
(2) feed (up) on 意为“吃”“用……喂”，主要用于动物。如：
Sheep feed mostly on grass.
羊主要吃草。
Owls feed on mice and other small animals.
猫头鹰吃老鼠和其他的小动物。
有时用于引申义。如
Hatred feeds on envy. 因妒生恨。
The public feeds on these periodicals.
公众以这些期刊为精神粮食。

StepⅤ Writing
Ask the students to work in pairs to discuss the issues.
Ask students to read the short passage about panda first and then choose another animal in danger and answer the questions in Activity 6 and write a passage about it.
Sample answers:
1. The wild Bactrian camel. There are perhaps 950 left in the wild for different reasons.
2. There are perhaps 950 left in the wild. But it still works for people to carry many things. And many people sell its skin for money. So it is in danger now.
3. We need to protect it.
4. We should stop using it as a servant, and give it a nice environment to live. We can also have natural reserves for the camel. And we can do something to tell people the importance of protecting it.
Sample version:
The wild Bactrian camel lives in Northwest China Mongolia. It is a large camel and the only species in the world with two humps. There are perhaps 950 left in the wild. But it still works for people to carry many things. And many people sell its skin for money. So it is in danger now. We need to protect it. We should stop using it as a servant, and give it a nice environment to live. For example: We can also have natural reserves for the camel. And we can do something to tell people the importance of protecting it.

StepⅥ Homework
Ask students to
1. Write a passage about an animal in danger in their exercise-books.
2. Finish activities.

展开更多......

收起↑