2.　　　　 Key structures 重点句式

It’s (not) + adj. + to do sth.

I was surprised to do sth.

decide to do sth.

need to do sth.

a good place to buy things

The surprising thing was to hear that bad news.

Ability goals 能力目标

Enable students to use infinitive correctly.

Teaching methods 教学方法

Explanation and practising.

Teaching aids 教具准备

Handout.

Teaching procedures and ways 教学过程与方式

Step I Lead-in

Grammar

T: Good morning, boys and girls! Today we’re going to learn a new grammar. Now I’ll write down 5 sentences on the blackboard, and please write them down on your notebook, too. Then tell me the similarity between them.

S: OK.

Show the following.

1.　　　　 Key vocabulary 重点词汇

interesting, sad, surprising, surprised, need, hard, place, good, decide, right, to do, hear

2.　　　 finish activities 1-4 on page 112 in Workbook.

Period 2 Grammar

Language goals 语言目标

1.　　　 read the conversation in activity 3 repeatedly.

2.　　　 Key structures 重点句式

I was so excited to see the pandas at last.

It was (not) interesting / sad/ right/ hard to do sth.

need/ decide(not) to do sth.

The surprising thing was to hear how many animals are in danger.

Ability goals 能力目标

Enable students to talk about animals in danger.

Teaching methods 教学方法

Listening and speaking.

Teaching aids 教具准备

Tape recorder.

Teaching procedures and ways 教学过程与方式

Step I Warming-up (1: P72)

Talk about animals.

T: Animals are our friends. We should learn to live together with animals. Many families now have

pets at home. That is, human beings are living with animals. They are pet animals. What pet animals do you know?

S: Cats, dogs, rabbits, etc.

T: Do any family keep tiger, lion, elephant, etc as pet animals?

S: No.

T: Do you know why?

S: Because they are dangerous.

S: Because they are too difficult to keep.

…

T: Good. Just think about this: Where do these animals live? What do they eat? What’s their situation like? Do you know?

Encourage students to speak out what they have in mind.

S: We can only see them in the zoo.

S: People kill them to make money.

S: We must protect them.

…

T: Quite true. From now on, we are going to talk about animals in danger. (emphasize the phrase “in danger”). Now please look at activity 1 on page 72.

Ask students to complete the quiz with the words in the box, check the answers and then read each word twice loudly.

Step II Listening and reading (2-5: P72-73)

Listening

First ask students to read the questions in activity 2 and get them to take notes while listening. Then listen and check the answers.

Then ask them to listen to the conversation between Lingling and Sally carefully with their books closed. And then answer the questions in activity 4.

Reading 　

Ask students to read after the tape first. Work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation.

Ask students to find out the infinitive structures in the conversation and read them together.

Sample sentences:

　I was so excited to see the pandas … at last!

　It was interesting to learn about the Wolong Panda Reserve.

　But it’s sad to think about all those animals in danger.

　The surprising thing was to hear how many animals are in danger.

We need to protect them better.

Absolutely, but its’ hard to stop the killing.

And many animals have no place to live in.

Also, often their water isn’t good to drink because we’ve made it dirty.

We need to help the animals live in peace.

Let’s find out what we can do to save them …

Then ask students to finish activity 5 on P73.

Step IV Speaking (7: P73)

Pronunciation

T: In English, a sentence can be divided into several parts or groups. When we read these sentences, we can often pause between these groups. Now listen to and repeat the sentences in activity 6. 　

Speaking

Ask students to work in pairs. Ask and answer the questions in activity 7.

T: Whales are large animals in the sea. Some whales can weigh 160 ton. They are really frightening. But are you surprised to find out that whales are in danger? Why do some animals have no place to live in? … Now work in pairs and discuss the questions in activity 7.

Sample conversation:

S: I learned about whales when I was very young. They are very large animals. I thought human beings are afraid of such animals.

S: But now whales are in danger too. It’s surprising!

S: Whales are hunted for meat and skin. They have no place to live in.

S: I think it’s because human beings destroyed or polluted their living places.

S: I agree. I think it’s cruel for human beings to kill animals for their meat.

S: I don’t think so. If we don’t eat animals, what to eat?

S: We can eat vegetables and fruits. Most people do so now.

S: I can’t agree. I think some animals are for eating.

S: Till now, many animals have become endangered or extinct. Most people want to help animals in danger. And I would like to find out more about animals in danger.

S: Me, too. Let’s try to do something to protect these animals. 　

Then ask them to work with a partner and talk about the animals in Activity 1 and then report the discussion results.

Sample version:

The elephant is the most important animal to protect. There are many elephants work for people, but many people kill the elephants for their teeth. There aren’t many elephants left in the world.

…　

Step V Homework

Ask students to

Period 1 Listening and speaking

Language goals 语言目标

1.　　　 Key vocabulary 重点词汇

danger, protect, orange, cousin, brown, reserve, mad, surprising, kill, absolutely, hard, away, dirty, awful, peace, find out, rare, example, nature, nature reserve, surprised, at last, on earth

　Period 1 Listening and speaking

　Period 2 Grammar

　Period 3 Reading and writing

　Period 4 Integrating skills　

　Period 5 Vocabulary and task

An adjective always follows a sense verb or a verb of appearance -- feel, taste, smell, sound, look, appear, and seem -- when it modifies the noun before the verb.

Sarah’s cough sounds bad.

Here bad is an adjective that modifies the noun cough. Using the adverb badly here would not make sense, because it would mean her cough isn't very good at sounding.

The ocean air smells fresh.

Here fresh is an adjective that modifies the noun air. Using the adverb freshly here would not make sense, because it would mean that the air has a sense of smell that it uses in a fresh manner.

She looks unhappy today.

Here unhappy is an adjective that modifies the pronoun she. Using the adverb unhappily here would not make sense, because it would mean that she isn't very good at seeming.

Avoiding Common Errors

Bad or Badly?

When you want to describe how you feel, you should use an adjective. So you'd say, "I feel bad." Saying you feel badly would be like saying you play football badly. It would mean that you are unable to feel, as though your hands were partially numb.

Good or Well?

Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc.

Confusion can occur because well can function either as an adverb or an adjective. When well is used as an adjective, it means "not sick" or "in good health." For this specific sense of well, it's OK to say you feel well or are well -- for example, after recovering from an illness. When not used in this health-related sense, however, well functions as an adverb; for example, "I did well on my exam."