Unit 10 The world around us

Goals:

a. Achieve language skills and related knowledge about the topic of environment protection;

b. Learn to express causes and effects:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Review Direct and Indirect Speech

Lesson 1

Main points

s

in danger; fur; cut down; left;sometimes;discuss; make sure; find out

ence patterns

...,tigers can no longer hide and hunt.

tional item

Questions and answers

Difficult points

No longer&no more

Teaching procedures

Step 1 Lead-in

Ss tell the reasons why some animals have died out.

T:We know there are far fewer kinds of animals in the world than have died out for different reasons.

Ask several students to tell the Ss to know about the fact many animals have died because of human beings.

Step 2 Warming up

talk about the three pictures.

What kinds of animals are they?

Why are they in danger?

Why do people hunt them?

de the class into groups and discuss the three questions.

ral groups report their answers.

Step 3 Listening

One of the reasons why animals are in danger is you will listen to a report about pollution to know how serious it is.

through each task and understand what to do.

the tape two times as e at important points and give the students help.

the Ss discuss their answers in pairs.

k the answers.

uss Part Two in groups for a few minutes and then report the answers.

Step 4 speaking

the instructions.

practise asking and answering in pairs.

two pairs to act out.

Step 5 language points

longer/no more

no longer =not longer

no more= more

It is later. I can't wait any more.

Time lost will not return any more.

sure(that)

Ep: Make sure that you understand what your teacher says.

Ep: Arrive early at the cinema to make sure of(getting) a seat

Homework

Practise asking and answering questions.

Lesson 2

Main points

s

die out, act, measure, original, respond, vaheatle , ...,live a better life, that is, first of all, by doing, pick up.

ence patterns

we don’t always do as we say...

The good news is that there is a lot we can do to help.

Difficult points

the predicative clause

Teaching procedures

Step 1. Revision

Check the homework

Step 2. Pre-reading

1.Q:What do plants and animals need to survive?

A:Encourage the students to compare animals and als and plants also have basic needs and animals live in social groups.

2.Q:What do animals do to survive in places where it is very hot or cold,where there isn't much water?

A:Animals adapt to change in their habitat and try to learn to survive when the conditions of their habitat change.

Step 3 Reading

T:From last period we know many animals are in do you know why some plants are in danger and even human beings? Let's try to find the answer to the question above from the text and what we can do to stop it.

Ask students to read quickly in silence and find the answer to the following question.

Q:What can we do to protect the environment?

A:We should create more space for animals and should stop pollution.

Step 4 Post-reading

Ask students to read the text again and answer the following questions.

do animals and plants become endangered?

A:Animals and plants become endangered when their habitat is destroyed or when conditions in the habitat change too quickly or too 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.A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause change in a habitat?

A:Various answers are possible. Encourage the students to think of human behaviour that can cause problems:pollution, land use, hunting, farming, etc.

Step 5 Language points

conj.

When in Rome do as the Romans do.

Do you have to feed plants as you feed chickens?

action

I didn't take immediate action.

active adj.

He was active in the 1798 revolution.

ure v.&n.

(1)vt.&vi.

We measured the room and found it was 200 feet long and 15 feet wide.

Can you wait till I have finished measuring?

(2)n.

An inch is a measure of length.

Step 6 Listening to the tape

Homework

Review words and language points in the text.

Lesson 3

Main points

Words

...; at present; common; ; in the wilds; give a talk; what kind of; explain sth. to sb.; hope&wish; however; one day,some day&another day; stop doing&stop to do...

Difficult points

hope&wish

Teaching procedures

Step 1 Revision

k the homework

several students to say something about the wildlife endangerment.

Step 2 Word study

Get students to know something about word formation and go over the use.

&wish

(1)hope

①for+n.

②to do...

③that...

(2)wish

①for+n.

②to do...

③sb./sth.+adj./done/to do...

④sb. sth.

⑤that...

doing&stop to do

He stopped smoking.(=He didn't smoke any more.)

He stopped to smok.(=He paused and began to smoke.)

Step 3 Grammar

se the rules for the Direct Speech and Indirect Speech.

tice

(1)Read the news story on P68 in out the sertences and then change them into Direct Speech.

(2)Do excercise on P141 in book. Grammar Ex 1.

Homework

over all words and expressions.

iew: New words and phrases in next part.

Lesson 4

Main points

s

energy; reduce; amount; harmful; material; organize; attractive; be careful with...; throw away; in fact; end up as waste; share; show sth. to sb.

ence patterns

It is important to do ...

Choose an environmental problem that you think is important.

Teaching porcedures

Step 1 Revision

ew the Direct Speech and Indirect Speech.

Change the sentences into Indirect Speech.

sentences with the following words and expressions.

hope&wish; stop doing&stop to do ;

Step 2 Lead - in

Ss list some ways to protect the environment.

T:There are mays to protect the some of we will read a passage to find more ways of protecting environment.

Step 3 Presentation

the students understand what the passage tells us.

de the class into groups and discuss to find the answers.

ral groups report their answers.

Step 4 Language points

is important to do...

(1)It is+adj./n.+to do sth.

It is wonderful to have a walk in the woods.

(2)It is+adj.+for sb. to do sth.

It was easy for me to answer the question.

(3)It is+adj.+of sb. to do sth.

It's kind of you to think so much of us.

sth. to sb.=show sb. sth.

He showed me a photo of him.

careful with...

be careful with+n.

be careful in+v-ing.

Step 5 Listening

Homework

Revise all the words and expressions in this unit and revise the new words in next unit.