Teaching plan for Unit 10

The world around us

Goals

1. Talk about ways to protect the environment.

2. Talk about wildlife endangerment.

3. Review Direct and Indirect Speech.

4. Write about causes and effects.

5. Make a poster.

Time arrangement: Six periods

Students: Intermediate

Teaching method: Task-based Language Teaching

The first period

Teaching aims:

1. Make teenagers know the importance of environment protection.

2. Talk about wildlife endangerment and ways to protect the environment.

3. Let students practise speaking and listening skills.

Steps:

Task1

One question for all the students:

What do you think the relationship between human beings and environment should be ? Be friends or enemies? Be harmony or opposite?

Task2

Look at the pictures on the book.

Many of the world’s animals are in danger. Read about the endangered animals and discuss the following questions with your partner.

1. Do you know of any other endangered animals ? Why are they in danger?

2. Why is it important to make sure that animals do not die out ?

3. What can we do to help endangered animals?

Task3

According to the discussion above, it’s easy to know pollution does harm to the environment . What causes pollution? Listen to the tape and answer the questions below.

1. What’s the pollution ?

2. What are the causes?

3. What are the effects?

Homework

1. Finish off workbook exercises “Listening Part”.

2. Prepare for Speaking

Record after teaching:

The second period

Teaching aims:

1. Practise the Ss’ oral English, enabling them to talk about advantages and disadvantages.

2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.

Task

Group Work

Topic: A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the advantages and disadvantages of living in a zoo.

Possible way to work: 4 or 5 students in a group . One acts as the reporter . And the others act as animals, such as hippo, kangaroo, elephant, wolf , monkey, giraffe, etc.

Let the students take turns to be reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering.

The reporter can use the questions below to get started and try to think of more questions.

1. Where did you live before they brought you to the zoo?

2. How long have you lived ion the zoo ?

3. Do you like living in the zoo? Why or why not ?

4. Do you prefer living in the zoo or living in the jungle ? Why ?

5. If you could say something to all humans, what would you tell them ?

After the interviews, the reporter should report what he/she has collected.

Homework

Pre pare for Reading

Record after teaching:

The third period Reading

Teaching aims:

1. Vocabulary: To learn and keep the words and phrases in mind.

2. Reading ability: To get the main idea of the passage and get to know the purpose of the author.

Tasks

1. Preview the words and phrases in the reading material by using their dictionaries.

( Give the English explanations to the following words or phrases.)

a. original ( first or earlier )

b. environment ( surroundings )

c. create ( make something new or original )

d. survive ( continue to live or exist )

e. pollute ( make dirty )

f. endanger ( in danger )

g. tour ( visit )

h. habitant ( of plants/animals) natural place of growth)

i. species ( sort )

j. adapt to ( make suitable for a new need )

2. Collect information as much as possible according to the questions in pre-reading.

1. What do human beings need to survive ?

2. What do plants and animals need to survive ?

3. What do animals do to survive in places where it is very hot or cold, where there isn’t much water, or where it is difficult to find food ?

Step 1

a. Show pictures to see how plants and animals live together naturally.

b. Discuss the questions in pre-reading.

Step2.

Read the first time and say “T” or “F” to the following statements according to the passage.

1. That “We are not alone in the world,” means that humans always have friends to talk with.

2. We often take good care of ourselves and planet according to what Steve Jones said.

3. Since many living things have already died out, we must do something to protect other living things.

4. Comfortable and clean habitat is important for plants and animals while enough food and other resources doesn’t mean anything to them.

5. Plants or animals will be endangered when they can’t adapt to the change of their habitat.

6. Plants or animals don’t have to change when a new species comes.

7. Learning more about animals , plants and environment is helpful to protect the world.

8. Creating more space for humans is more important than for animals and plants.

Step 3

Have a discussion about the following subjects and decide which one is the most important. Why?

A. Many of the earth’s plants and animals are dying out.

B. Animals and their habitat.

C. We the human beings can do something to help.

Step 4

Read a second time and answer the questions in post-reading.

Homework:

1. Review and recite the new words and expressions in this passage.

2. Read about Jennifer’s idea and then write your own list. (P. 67 )

Record after teaching:

The fourth period

Teaching aims:

1. Vocabulary reinforcement.

2. Grammar ( Direct and Indirect Speech ) .

3. Speaking by creating some activities.

Tasks

1. Students are required to take their homework seriously

2. Be prepared for talking in the class freely.

Teaching steps

1. Check homework

a. Check to see how well the students grasp the new words and expressions.

b. Students are encouraged to share the lists they wrote about what they could do to make the world better.

2. Read the passage after the tape and then talk about “Word study”

See the details on PP67-68.

3. Grammar: Students work with their partners.

a. Read the passage and underline the sentences which are indirect speech.

b. Change the sentences into direct speech.

c. Check several pairs to see how they are going.

Homework:

1. Create situations to practise the use of Direct and Indirect Speech.

2. Keep on reading and review the passage.

Record after teaching:

The fifth period

Teaching aims:

1. Understand the article in the part of Reading and Writing. Get the Ss to know the main idea and purpose of it and how it is presented.

2. Strengthen the Ss’ sense of the protection of environment by visiting the Recycle City and finishing the writing on Reduce, Reuse, Recycle and Respond.

Three tasks

A. Read the writing and understand the meaning of passage, make out the purpose of the writing and way it is presented.

B. Visit the unusual city--- The Recycle City to know what other people can do to protect our environment.

C. Finish the writing of Reduce, Reuse, Recycle and Respond to get the Ss themselves involved in the environment protection.

Teaching steps:

1. a. Presentation

Suppose a tiger has just killed a deer, what will happen next ?

b. Deal with the main idea of the writing . Write the following three topics on the blackboard .

1. What are ecosystems ?

2. We should learn from nature.

3. What can we do to protect the environment ?

c. Deal with the way the writer presents his ideas

1. How does the writer describe ecosystems?

2. What’s the difference between human beings and a plant or animal about suing things?

3. Why are “human beings” used instead of “people” ?

4. What does the writer mean by saying “nature is much better at recycling than we humans are?

2. Teacher: In fact many people are quite concerned about our environment and have already done something with it. Today we are going to visit a special city called “The Recycle City”. Show the Recycle City on the internet. Show the Ss around the city and ask them some questions about it.

3. Teacher: We have just visited the Recycle City . I hope that we can learn something from it. Now it’s time for us students to think and do something for our earth. Let’s finish the writing about “Reduce, Reuse, Recycle and Respond.” We are going to have a competition. Let’s find out which group can do the best.

Homework:

1. Translation (p141 Ex.4)

2. Grammar( p141 Ex.1 )

Record after teaching:

The sixth period

Teaching aims:

a. Get the Ss to know how to write a poster.

b. Develop the Ss’ observation and thinking.

c. Learn to share things with others, to cooperate and get some ideas from each other.

d. Reinforce the Ss’ sense of the protection of our environment.

Tasks

a. See a poster by the teacher and let the Ss make comments on it according to the tips given on p-70 about making a great poster.

b. Let the Ss design a poster of their own in groups of four and hold a competition to choose the best posters by the standards in the tips.

Teaching steps:

1. Present a poster about “water” designed and drawn by the teacher on the screen.

2. Get the Ss to talk about the poster to get the topic in it and make comments on it according to the standards printed on paper.

3. Let the Ss design a poster of their own in groups of four.

4. Get the Ss to recommend 8 students as judges to mark their scores.

5. Collect the posters and show them on the screen.

6. Let one student read out the judges’ scores and leave out the lowest and highest scores. Two other students work out the total numbers.

7. Decide the prizes:

the first prize: 3 winners

the second prize: 4 winners

the third prize: the remaining posters

Reference:

Standards on judging the posters

Group Number__________ Class_______ Mark_______

Please judge the posters according to the following aspects:

1. interest_________________

2. topic clear_________

simple____________

3. correctness_______________

4. pictures________________________

5. graphs___________________________

6. organization____________________________

7. language easy_________________

or difficult________________

8. Go through Checkpoint 9

Homework:

1. Write a poster.

2. Preview Unit 11.

Record after teaching: