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. —－可編輯修改，可打印—— 別找了你想要的都有！ 精品教育資料 ——全冊(cè)教案，，試卷，教學(xué)課件，教學(xué)設(shè)計(jì)等一站式服務(wù)—— 全力滿足教學(xué)需求，真實(shí)規(guī)劃教學(xué)環(huán)節(jié) 最新全面教學(xué)資源，打造完美教學(xué)模式 Module 6 Animals in Danger I. 教學(xué)內(nèi)容分析 本模塊的話題是處境危險(xiǎn)的動(dòng)物，介紹了許多珍稀動(dòng)物正瀕臨滅絕的嚴(yán)峻現(xiàn)實(shí)，并分析了珍稀動(dòng)物瀕臨滅絕的主要原因。同時(shí)展示了目前政府和志愿者們所采取的措施和做法，號(hào)召人們要保護(hù)環(huán)境。通過(guò)本模塊的學(xué)習(xí)，要培養(yǎng)學(xué)生保護(hù)動(dòng)物和大自然的意識(shí)。 本模塊復(fù)習(xí)了一些關(guān)于動(dòng)物的詞匯，要求學(xué)生學(xué)會(huì)描述正瀕臨滅絕珍稀動(dòng)物，探討一些拯救野生動(dòng)物的辦法和措施。 Introduction 通過(guò)介紹西伯利亞虎的現(xiàn)狀，復(fù)習(xí)和學(xué)習(xí)一些與野生動(dòng)物有關(guān)的詞匯，簡(jiǎn)要列出珍稀動(dòng)物瀕臨滅絕的原因。 Reading是一篇關(guān)于拯救藏羚羊的文章，文中介紹目前藏羚羊?yàn)l臨滅絕的嚴(yán)峻現(xiàn)實(shí)以及我國(guó)政府及世界野生動(dòng)物保護(hù)組織為拯救藏羚羊所做出的巨大貢獻(xiàn)。通過(guò)學(xué)習(xí)，培養(yǎng)學(xué)生保護(hù)動(dòng)物、保護(hù)大自然的意識(shí)。 Grammar部分主要復(fù)習(xí)定語(yǔ)從句這一語(yǔ)法項(xiàng)目。 Vocabulary and Listening部分主要分為兩部分。第一部分通過(guò)閱讀關(guān)于稀有動(dòng)物的描述學(xué)習(xí)關(guān)于動(dòng)物種類(lèi)的單詞——bird, insect, mammal and reptile和通過(guò)練習(xí)復(fù)習(xí)動(dòng)物名稱(chēng)。第二部分聽(tīng)力是關(guān)于南非Tamble 自然保護(hù)區(qū)的一名志愿者工作經(jīng)歷的介紹。 Function介紹一些表達(dá)“憂慮”和“擔(dān)心”的功能用語(yǔ)。 Speaking 探討尋求一些拯救野生動(dòng)物的辦法和措施 Everyday English通過(guò)學(xué)習(xí)Vocabulary and Listening中的句子學(xué)會(huì)一些非常有用的日常生活用語(yǔ)：keep an eye on, a terrible din, go for someone和It’s a pity。 Learning to learn 是介紹時(shí)間狀語(yǔ)的位置既可放句首又可放句末的現(xiàn)象，建議學(xué)生發(fā)現(xiàn)更多的例句，對(duì)于提高學(xué)習(xí)策略水平有很大的幫助。 Reading and Writing 第一部分利用表格的形式對(duì)西伯利亞虎，藍(lán)鯨，非洲象和禿鸛 四種珍稀動(dòng)物進(jìn)行介紹；第二部分通過(guò)示范對(duì)西伯利亞虎的簡(jiǎn)介要求學(xué)生仿寫(xiě)另外一種動(dòng)物的描述。 Cultural Corner 通過(guò)閱讀WWF這篇文章，了解對(duì)世界自然基金會(huì)及其與中國(guó)政府的合作情況，從而進(jìn)一步號(hào)召人們要保護(hù)環(huán)境，保護(hù)野生動(dòng)物。 Task要求學(xué)生通過(guò)英特網(wǎng)查詢有關(guān)中國(guó)瀕臨滅種動(dòng)物的情況，并對(duì)它們的一些諸如棲息地、為什么瀕于滅絕的原因做一個(gè)說(shuō)明。 Module File 歸納了本單元的重點(diǎn)詞匯，語(yǔ)法知識(shí)，功能用語(yǔ)和日常用語(yǔ)，有利于學(xué)生的復(fù)習(xí)總結(jié)，自我檢驗(yàn)和自學(xué)的能力。 II. 教學(xué)重點(diǎn)和難點(diǎn) 1. 教學(xué)重點(diǎn) (1) 本模塊的生詞和短語(yǔ) (2) 讓學(xué)生學(xué)會(huì)描述正瀕臨滅絕珍稀動(dòng)物，并且通過(guò)探討尋求一些拯救野生動(dòng)物的辦法和措施 (3) 調(diào)查有關(guān)中國(guó)瀕臨滅種動(dòng)物的情況，并對(duì)它們的一些諸如棲息地、為什么瀕于滅絕的原因做一個(gè)說(shuō)明 (4) 復(fù)習(xí)語(yǔ)法項(xiàng)目――定語(yǔ)從句 2. 教學(xué)難點(diǎn) （1）幫助學(xué)生怎樣描述珍稀動(dòng)物 （2）讓學(xué)生了解一些表達(dá)憂慮和擔(dān)心的功能用語(yǔ) （3）培養(yǎng)學(xué)生保護(hù)動(dòng)物，保護(hù)大自然的意識(shí) III．教學(xué)計(jì)劃 經(jīng)過(guò)對(duì)教材內(nèi)容的分析和重組，本模塊可以分六課時(shí)教授： 第一課時(shí) Introduction, Function, Speaking, Task 第二課時(shí) Reading 第三課時(shí) Grammar 第四課時(shí) Task, Vocabulary and Listening, Everyday English 第五課時(shí) Learning to learn, Reading and Writing, Cultural Corner 第六課時(shí) Reading (Workbook P99 ), Workbook, Module File IV．教學(xué)步驟： Period 1 Introduction, Speaking, Function, Task Teaching Goals: 1. To arouse Ss’ interest in learning about Animals in Danger. 2. To develop Ss’ speaking ability. 3. Enable the Ss to earn how to talk about endangered animals and express their concern. Teaching Procedures: Step 1 Lead-in Purpose: To activate Ss and arouse them to talk about animals. Give Ss a competition by listing names of animals and use spider to list more words related to animals. ?zebra 斑馬 antipope 羚羊 deer 鹿 giraffe 長(zhǎng)頸鹿 camel 駱駝 elephant 象 lion 獅 leopard 豹 tiger 虎 fox 狐 wolf 狼monkey 猴子squirrel 松鼠, bear 熊 duckbill鴨嘴獸 kangaroo 袋鼠 koala 考拉, 樹(shù)袋熊seal 海豹 eagle 鷹 peacock 孔雀 swan 天鵝 swallow 燕子 sparrow 麻雀 crocodile 鱷魚(yú)turtle 龜 frog 青蛙 toad 蟾蜍rhinoceros 犀牛 duckbill, platypus 鴨嘴獸hippopotamus 河馬 Step 2 Introduction Purpose: Get Ss to talk about tigers and the reasons why animals are endangered. 1.Get Ss to talk about the tigers in pairs. Ask them: Do you know anything about tigers? Can you tell the species of tigers? 2. Read the passage on our textbook to get more information about tiger. 3.Recall the students’ answer and then look up the new words by themselves. Suggested answers: (1) species (2) habitat (3) conservation (4) endangered (5) struggle (6) reserve (7) extinct (8) survival (9) wild (10) wildlife 4. Discussion Ask Ss to work in groups to discuss the reason why animals are in danger. Then ask them to discuss what is the most important reasons listed in Activity 3 on P51. Step 3 Speaking Purpose: Enable Ss to talk about the endangered animals and how to save them. Ask Ss to work in groups to discuss how to solve the problems and how to save the endangered animals. The Activity 1 on P57 in Speaking will help them. After that, collect Ss’ answers. Step 4 Function Purpose: Enable Ss to show their concern. 1. Ask Ss to finish Activity 1 on P57 to learn how to express concern. Suggested answers: c 1). I’m concerned about… 2). I’m very worried about… 3). We really should do more for… They are all more formal than “It’s really upsetting.” 2. Finish Activity 2 individually. Suggested answers: 1). I’m concerned about the way that rain forest are being cut down everywhere. 2). I think we should do more to stop people buying and selling rare animals. 3). I’m very worried about the effect of global warming on ocean levels. Step 5 Homework 1. Turn to P60 and finish Task in this week. 2. Preview Reading. Period 2 Reading Teaching Goals: 1. To learn about saving the antelopes. 2. To develop some basic reading skills—Skimming, and Scanning. 3. To deal with the new words, phrases and the language points. 5. To develop a basic reading skill—analyzing the text. 6. To cultivate Ss to love nature and wild animals. Teaching Procedures: Step 1 Lead in Purpose: To arouse Ss’ interest in learning about saving the endangered animals. Show some pictures about the endangered animals and lead to the content of reading. Step 2 Scanning Purpose: To get the general idea of the passage. Scan the passage and get what the passage is about. (The passage is about saving the Tibetan antelope from poaching.) After that, ask Ss to work in pairs and try to analyze the main idea of each paragraph. Several minutes later, ask some students to show their opinions. Suggested answers: Paragraph 1: Jiesang Suonandajie gave his life to save the Tibetan antelope. Paragraph 2: A large number of antelopes have been killed for their wool. Paragraph 3: The business of antelope wool is illegal but it is not easy to be stopped. Paragraph 4: The Chinese government began to take an active part in protecting the antelopes. Paragraph 5: Progress has been made in protecting the antelopes. Step 3 Skimming Purpose: To get some details in the passage. Ask Ss to read the passage again, and finish Activity 2&3. Suggested answers of Activity 2: 1(b) 2(b) 3(a) 4(c) 5(a) Suggested answers of Activity 3: 1 The number of antelopes left by the 1990s. 2 The price of a shawl made from “shatoosh”. 3 The year when the trade ban on “shatoosh”. 4 The number of “shatoosh” shawls found in a London shop. 5 The percentage of the antelope population those shawls represented. 6 The number of poachers caught in ten years. 7 The height of the Qinghai-Tibetan Plateau. 8 The year when the antelope population started to grow again. Step 4 New words studying Purpose: To deal with the new words and phrases in the passage. Ask the Ss to finish Activity 4. Suggested answers: 1 plateau 2 shawl 3 profit 4 herd 5 skin 6 ban 7 raid 8 confiscated 9 tough 10 co-operation Step 5 Careful reading Purpose: To train Ss’ listening ability and to deal with the language points in the text. Listen to the tape and follow it in a low voice. Then the students are divided into five groups. Each group is supposed to read through each paragraph, and then share the points. Paragraph 1 1. On a freezing cold day in January 1994, Jiesang Suonandajie found what he was looking for — a group of poachers who were killing the endangered Tibetan antelope.1994年1月一個(gè)滴水成冰的寒冷日子，杰?！に髂线_(dá)杰發(fā)現(xiàn)了他一直在尋找的目標(biāo)——正在獵殺瀕臨滅絕的藏羚羊的一群偷獵者。 ☆freezing 與frozen, icy 的區(qū)別： freezing adj.(1)冰凍的, 極冷的 (2)凝固的; 致冷的 (3)冷淡的 E.g. a freezing machine [chamber]冷凍機(jī)[室] freezing point【物】冰點(diǎn), 凝凍點(diǎn) a freezing glance冷淡的一瞥 frozen adj. (1)冰凍的, 凍僵的, 凍傷的 （2）寒冷的, 嚴(yán)寒的 （3）凍結(jié)的; 冰鎮(zhèn)的 E.g. frozen food冷凍食品 a frozen sucker棒冰, 冰棍 frozen fruit salad冰鎮(zhèn)水果色拉 frozen assets凍結(jié)資產(chǎn) icy adj. (1)(多)冰的; 冰覆蓋的; 冰構(gòu)成的 (2)冰一般的, 極冷的 (3)冷淡的, 不熱烈的 E.g. an icy wind冷風(fēng) an icy welcome冷淡的歡迎 2. In the battle which followed Jiesang was shot and killed. 本句的中心是Jiesang was shot and killed, 前面的In the battle 做地點(diǎn)狀語(yǔ), 由which followed 這一定語(yǔ)從句引導(dǎo)。譯為：在隨后的一場(chǎng)戰(zhàn)爭(zhēng)中，杰桑犧牲了。 3．He had given his life to save the Tibetan antelope.他為拯救藏羚羊獻(xiàn)出了生命。 give one’s life to do sth. 獻(xiàn)身于…… ☆相關(guān)詞組： devote oneself to doing sth. 獻(xiàn)身于……；專(zhuān)心于…… Paragraph 2 1. By the 1990s the number had fallen to about 50,000 . 截止到20世紀(jì)90年代，藏羚羊的數(shù)目下降了大約5萬(wàn)頭。 （1）by到……為止，截止到，多與完成時(shí)態(tài)連用 （2）the number和a number 的區(qū)別： the number of 譯為“…的數(shù)量是”，謂語(yǔ)動(dòng)詞為單數(shù) a number of 譯為“一些，很多”，謂語(yǔ)動(dòng)詞根據(jù)名詞決定 2. …—the ideal coat for animal which has to survive at a high altitude. at a high altitude 在海拔很高的地方 要注意 altitude(海拔), latitude(緯度)和 longitude(經(jīng)度)的區(qū)別 另外，注意區(qū)分ideal（理想的）與idea（想法，注意） Paragraph 3 1. Often working at night, the poachers shoot whole herds of antelope at a time, leaving only the babies, whose wool is not worth so much.那些偷獵者常常是夜里出動(dòng)，一次就捕殺掉整群的藏羚羊，只留下那些毛不那么值錢(qián)的幼崽。 ①at a time 一次 ☆相關(guān)at all times 不論什么時(shí)候；老是。 at no time 在任何時(shí)候都不，從來(lái)沒(méi)有，決不。 at one and the same time 在同時(shí)，一面……一面又……。 at one time 同時(shí)；曾經(jīng)。at the same time 同時(shí)；但還是。 at this time of (the) day 這個(gè)時(shí)候，到這個(gè)時(shí)候，這樣早[遲]。 at this time of the year 在這個(gè)時(shí)節(jié)。 at times 時(shí)時(shí)。 for a time 暫時(shí) for the time being 暫時(shí)，在目前。 ②worth 值……錢(qián) ☆相關(guān) “值得做某事”的表達(dá)方式： be worth dong 主動(dòng)的形式表示被動(dòng)的意義 be worthy of being done 需被動(dòng)形式 be worthy to be dong需被動(dòng)形式 2. But in the 1990s the shawls came into fashion among rich people.但到了20世紀(jì)90年代，這種藏羚羊毛披肩在有錢(qián)人中間流行開(kāi)來(lái)，成為時(shí)間。 come into fashion 成為時(shí)尚 Paragraph 4 In the 1990s the Chinese government began to take an active part in protecting the antelopes… ① In the 1990s 在二十世紀(jì)九十年代 （需要定冠詞） In 1990 在1990年（不需要定冠詞） ②take an active part in 積極地參與、參加 ☆相關(guān) play an important part in 起著重要的作用 Paragraph 5 1.利用第二句再次講 the number和a number 的區(qū)別： the number of 譯為“…的數(shù)量是”，謂語(yǔ)動(dòng)詞為單數(shù) a number of 譯為“一些，很多”，謂語(yǔ)動(dòng)詞根據(jù)名詞決定 2. Meanwhile, in those countries where the shawls are sold, police are getting tough with the dealers.同時(shí)，在那些出售藏羚羊毛披肩的國(guó)家，警方開(kāi)始嚴(yán)厲打擊藏羚羊毛披肩的販賣(mài)者。 get tough with 對(duì)……采取堅(jiān)決態(tài)度；對(duì)……采取強(qiáng)硬措施 be/ get tough with sb. 與某人較勁；對(duì)某人毫不妥協(xié)；對(duì)某人采取強(qiáng)硬措施 Step6 Homework 1. Use the new words and expressions to make some sentences. 2. Finish the exercises on P98-100 of the workbook. Period 3 Grammar Teaching Goals: To get Ss to review attributive clauses. Teaching Procedures: Step 1 Presentation Purpose: To get Ss to know the teaching content of Grammar Show the following contents on blackboard or PowerPoint. Attributive clauses 一、定語(yǔ)從句要點(diǎn)簡(jiǎn)述 ★概念: He is the boy who often goes to school late. 先行詞 關(guān)系詞 定語(yǔ)從句 ★原則：a.定語(yǔ)從句必須緊緊地跟在先行詞后面，限制修飾先行詞。 b.定語(yǔ)從句必須用關(guān)系詞來(lái)引導(dǎo)。 c.關(guān)系詞在定語(yǔ)從句中作一個(gè)句子成分. ★擴(kuò)大. She is the old woman whom I saw this morning. Mary is the girl whose parents work in Japan. Is this the key which you are looking for? October 1, 1949 is the day when New China was founded. This is the house where the great man was born. I don’t know the reason why she looks unhappy today. ★下列定語(yǔ)從句只能用that來(lái)引導(dǎo)： 1.先行詞為形容詞最高級(jí)所修飾 This is the longest bridge that I have ever seen. 2.先行詞為序數(shù)詞所修飾 I happened to be the thousandth guest that visited the great hotel. This is the first composition that he has ever written in English. 3.先行詞既包括人又包括物 They talked of things and persons that happened in the school. He talked about the teachers and schools that he had visited. 4.主句是who或which開(kāi)頭的特殊疑問(wèn)句中的定語(yǔ)從句 Who is the man that came this morning? Which is the bag that you lost? 5.先行詞為the only, the very, the last, the same所修飾的定語(yǔ)從句 He is the very person that the police are looking for. This is the only thing that I can remember. 6.先行詞是everything, nothing, something, all, little, much, everybody等不定代詞 Tell us everything that you know, please. Is there anything that you don’t understand? 7.先行詞被all, every, no, some, any, little, much修飾時(shí) All that glitters is not gold. I’ve read all the books that you gave me. ★“介詞+ 關(guān)系詞” 及關(guān)系副詞when, where, why 1). The box is full of bottles. He is standing on the box. ----> The box on which he is standing is full of bottles. The box where he is standing is full of bottles. 2). This is the train. We work on the train. ---->This is the train on which we work. This is the train where we work. 3). I know the reason. She did it for the reason. ---->I know the reason for which she did it. I know the reason why she did it. 4). The man is our school master. You shook hands with the man just now. ----> The man with whom you shook hands is our schoolmaster. 5). The pen is made in Shanghai. She is writing with the pen. ----> The pen with which she is writing is made in Shanghai. 不能拆開(kāi)的詞組： look for / look after / catch hold of /take care of / put on / take off……. ★非限制性定語(yǔ)從句只對(duì)先行詞起補(bǔ)充，說(shuō)明的作用，常用逗號(hào)分開(kāi)。關(guān)系代詞用who(m), which，關(guān)系副詞用where ,when. 非限制性定語(yǔ)從句不能用that來(lái)引導(dǎo). This was the American Civil War, which lasted 4 years before the North won in the end. He was taken to another room, where he found a wounded boy, who was dying. ★as 作為關(guān)系代詞， 習(xí)慣上用于下列詞組： the same....as such ...as as ... as， so…as 1. Take as many books as you want. 2. Here is so big a stone as no man can lift. 3. He read such books as will make him wiser. 4. The town is about the same distance from Nanjing as Yangzhou is. As 用于非限制性定語(yǔ)從句，常見(jiàn)以下句型： as you know, as we have seen, as is known to all, as anybody can see, as was expected, as we can imagine, as has been pointed out as與which的用法區(qū)別：as與 which在非限制性定語(yǔ)從句中，都可指代整個(gè)主句，但as引導(dǎo)的從句可放在主句的句首, 句中或句尾， 而 which引導(dǎo)的從句只可放在主句的句尾 As we have seen, oceans cover more than 70 percent of the earth. Oceans cover more than 70 percent of the earth, as we have seen. She was awarded a gold medal, which the whole family considered a great honour. ★ the same…as, the same …that 的區(qū)別 This is the same bag as I lost yesterday. （相似的事物） I am wearing the same coat that I wore yesterday. （同一事物） ★ 定語(yǔ)從句和同位語(yǔ)從句的區(qū)別: 定語(yǔ)從句相當(dāng)于形容詞作定語(yǔ)， 對(duì)先行詞加以限制或修飾，同位語(yǔ)從句相當(dāng)于名詞，對(duì)先行詞加以補(bǔ)充或說(shuō)明，連接詞that在定語(yǔ)從句中充當(dāng)某個(gè)成分，而that在同位語(yǔ)從句不充當(dāng)句子成分. The promise that my uncle gave me made us happy. （定語(yǔ)從句） The promise that my uncle would give me a new bike made us happy. (同位語(yǔ)從句) The news that they had won came. ★ 關(guān)系代詞what和that, which的區(qū)別: 先比較下列句子中的what和that: He told us the things that he had seen. --> He told us what he had seen. This is the words which I said. --> This is what I said. 可以看出what 實(shí)際上等于是 “the thing that(which)”, 即 “先行詞+關(guān)系詞”. 因此在句中如果已有先行詞，則不能用what，而只能用that(which)，如沒(méi)有先行詞，則用what。what是 一個(gè)沒(méi)有先行詞的關(guān)系詞。 2、Examples 1. Is this museum ___ you visited a few days age? A. where　B. that　 C. on which　 D. the one 2. Is this the museum ____ the exhibition was held. A. where　　B. that　 C. on which　　D. the one 答案：1 D，2 A 例1變?yōu)榭隙ň洌?This museum is ___ you visited a few days ago. 例2變?yōu)榭隙ň洌?This is the museum ___ the exhibition was held. 在句1中，所缺部分為賓語(yǔ)，而where, that, on which都不能起到賓語(yǔ)的作用，只有the one既做了主句的表語(yǔ)，又可做從句的賓語(yǔ)，可以省略關(guān)系代詞，所以應(yīng)選D。 而句2中, 主、謂、賓俱全，從句部分為句子的狀語(yǔ)表地點(diǎn)，既可用副詞where，又因 in the museum詞組，可用介詞in + which 引導(dǎo)地點(diǎn)狀語(yǔ)。而此題中，介詞on 用的不對(duì)，所以選A。 Step 2 Practice Purpose: To get Ss to have knowledge of the grammar through exercises. Activity 1 Ask Ss to read the five sentences and answer the following questions. Suggested answers: a — 5；b — 3；c— 4；d — 1；e — 2 Activity 2 Complete the sentences with who, which, or whose. Suggested answers: 1 whose 2 who 3 which 4 whose 5 which 6 who Activity 3 Complete the sentences with where, when or why. Suggested answers: 1 why 2 where 3 when 4 when 5 where Activity 4 Complete the sentences with of whom ,to whom, for which or in which. Suggested answers: 1 in which 2 to whom 3 of whom 4for which Step 3 Conclusion Purpose: To give brief Instructions of verb forms Give brief instructions of attributive clauses.(On P114of Grammar in our textbook) Step 4 Practice Purpose: To check whether the Ss have knowledge of the grammar or not through exercises. Ask the students to finish Activity 5 on P55. Suggested answers: 1 where 2 whose 3 which 4 whose 5 which 6 which 7 who 8 which 9 when 10 why Step 5 Homework 1. Grammar on Workbook P97. 2. Get prepared for the presentation of task. 3. Review the grammar that we have learnt. Period 4 Task, Vocabulary and Listening, Everyday English Teaching Goals: 1. To develop Ss’ listening ability. 2. To review some useful everyday English. 3. To learn more words about the animals. Teaching Procedures: Step 1 Lead-in Purpose: To check the homework of the first period of this module. Get Ss to represent the findings of the survey of endangered species in China. The describe the animals and its habitat. Sample: Chinese pandas Giant pandas are black and white bears that live in temperate-zone bamboo forests in Central China. Among the best recognized — but rarest — animals in the world, they have come to symbolize endangered species and conservation efforts. As few as 1,600 giant pandas survive in the mountain forests of Central China. Another 120 are in Chinese breeding facilities and zoos, and about 20 live in zoos outside China. Step 2 Vocabulary and reading Purpose: To learn the four types of animals in the world. 1. Ask the students to use dictionary or wordlist to finish Activity 1 on P55. Suggested answers: 1 insect 2 mammal 3 reptile 4 bird 2. Then ask them to read the descriptions and match the description with the photos. Suggested answers: 1 Bald Eagle 2 Checkerspot butterfly 3 Broadheaded Snake 4 Red Wolf 3. Get more examples of each type of the animal. Suggested answers: Bird Insect Mammal Reptile eagle, hawk, swan, duck, sparrow, swallow, kingfisher, thrush, gull butterfly, fly, wasp, bee, moth, beetle wolf, lion, tiger, panda, deer, fox, mouse, rat snake, lizard, gecko, crocodile Step 3 Listening Purpose: To develop Ss’ listening ability and study some useful everyday English. 1. Pre-listening Ask Ss to read through the questions, make sure they understand the questions and then ask them to guess what the listening material is about. Suggested answers: Maybe it’s about a volunteer’s life on a reserve. 2. While-listening （1）Ask Ss to listen to the interview and answer the question in Activity 4. Suggested answers: He was a volunteer on the Tembe Nature Reserve. And 1,2,3,4 and 5 are mentioned. (2) Ask Ss to answer any questions they can in Activity 5 and 6. Listen to the tape again, and check the answers. Suggested answers (Activity 5): 1) On the Tembe Nature Reserve in South Africa. 2) Three months. 3) About 250. 4) Lions. 5) Almost every night. 6) Yes, he does. Suggested answers (Activity 6): (1) two (2) wild pig (3) pig (4) fight (5) went away (6)camera 3. Post-listening Ask the students to finish the Everyday English individually and then check the answers and give some explanation. Suggested answers: （1）a （2）a （3）b （4） b ★Explanation 1. keep an eye on 注視，注意，注目。 keep one's eyes on the picture 盯著圖畫(huà)看。 ◆相關(guān)： keep one's [both] eyes open 提防，當(dāng)心。 2. go for 攻擊，襲擊 ◆相關(guān)： go in for 選擇，喜歡 Step 4 Homework 1. Use Everyday English to make a conversation with your partner.. 2. Finish the rest exercise about module 6 in workbook. Period 5 Learning to learn, Reading and Writing, Cultural Corner Teaching Goals: 1. Enable Ss to know adverbial phrases of time may occur at the beginning as well as the end of a sentence, without very much difference in meaning. 2. To develop Ss’ speaking and writing ability. 3. To get some information about WWF (World Wildlife Fund) Teaching Procedures: Step 1 Lead-in Purpose: To get Ss to know adverbial phrases of time may occur at the beginning as well as the end of a sentence, without very much difference in meaning. Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method. Step 2 Reading and Writing Purpose: To develop Ss’ writing ability and enable Ss to know how to write a description of an animal. 1. Read the table and say which animal the sentences refer to. Suggested answer: 1) African Elephant 2) Siberian Tiger 3) Northern Bald Ibis 4) Blue Whale 2. Read the description of the Siberian tiger, and analyze how to describe an animal. 3. Write a similar description of another animal in the table. Sample: Blue Whale Whale is the bigg