教学设计方案Lesson 45

Teaching Aims:

　　1.Practise on offering suggestions.

　　2.Make dialogues about keeping fish, binds, etc.

　　3.Study the language items in the lesson.

Step I Warming--up

　　The teacher asks the students the questions:

　　Do you keep animals?

　　If yes, what kind of animal do you keep?

　　Do you find keeping animals interesting?

　　Tell us something important about keeping fish, birds or other animals. Divide the class into four groups. Give them a few minutes for the discussion. Then collect answers from the class. Get several students to report their discussion.

　　The teacher sums up and says, “Today, we are going to learn Lesson 45. In the dialogue, two friends, Kate and Li Qun, are talking about keeping fish.”

Step II Watching

　　Page 67. Part one. Read the introduction to the dialogue aloud. Ask the Students to cover the dialogue silently and quickly to find out the answer to the question:

　　What does Li Qun advise Kate to do?

　　Allow them a few moments to carry out the task. Check the answer.

　　Get a large tank to keep the fish.

Step III Listening

Books closed. Present more questions before playing the tape:

　　Where does Kate want to keep the fish?

　　What’s wrong with keeping fish in a bowl?

　　What size tank should she get?

　　What should she put in the tank,

　　Play the tape of the dialogue. Get another 4 students to give out the answers.

　　——In a round bowl. The fish can’t get enough air in a bowl. She should get one about 30 centimetres by 30 cm by 50 cm. A few large rocks and some underwater plants.

Step ⅣLanguage points

　　A. the other day = a few days ago

　　B. So are the fish; the fish are small, too.

　　C. They don’t get enough air: with a bowl, only a small surface area of the water is in contact with the air. So the water does not receive any oxygen.

　　D.30 cm by 30 cm by 50 cm:

　　We describe two - dimensional and three - dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.

　　E. underwater plants: These plants oxygenate the water and keep it clear.

　　F. for one thing = one reason (for putting plants in the tank)

Step V Practice

Page 67. Part 2. Write the question on the Bb:

　　What should I do to keep a dog / a cat, etc.?

　　Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions:

　　I suggest (that) …

　　You should …

　　You ought to…

　　You need to…

　　First the teacher practises the dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues.

　　Do similar practice using the words and phrases in part 2. This time get the students to change roles.

Step VI Exercises

Ex.1 Call the students’ attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work.

Ex. 2 Let’s the students work in pairs and then check with the whole class.

Ex. 3 Get the students to read aloud the words and tell what each of them means.

Step VII Homework

　　1. Finish the Workbook exercises.

　　2. Read the dialogue

　　3.Preview Lesson 46.

教学设计方案Lesson 46

Teaching Aims

　　1.Review the language points and sentence patterns through the study of the text.

　　2.Grammar- The Past Participle as Attribute and Object Compliment.

Step I Revision

　　1. Check the homework exercises.

　　2. Get the students to act out their dialogue about the bird or fish.

Step II Warming-up

The teacher may ask the questions:

　　How many animals do you know? Give out their names.

　　…Dog, cat, tiger, lion, pig, rat, rabbit, cow, elephant, crocodile, monkey, ape, kangaroo, wolf, parrot, …

　　What animals are dangerous? How dangerous are they?

Present a diagram on the Bb to help the students:

　　NOT DANGEROUS VERY DANGEROUS

　　1  2  3  4  5  6  7  8  9  10

　　Ask the students to put the names in the right order to show how dangerous the animal is. For example, a parrot might be 2 on the scale, for it can bite your finger. Then put the students into groups of four to carry out the task. The teacher goes around and helps them with spelling if necessary. Get one student from each group to report their discussion. Collect some names of animals on the Bb.

Step III Watching

Page 68. Read the picture on top of the page. Answering the following questions:

　　What can you see in the picture?

　　…House, garden, a big tree, a woman, a sleeping baby, a lion bending over the baby.

　　Imagine what will be the story. Appoint a bunch of students to make up a simple story according to the picture. There stories may be different from the text.

Step IV Listening

　　Tell the students “we are going to read a story called Escape from the zoo”. Give them to read the text quickly to work out the question:

　　How did the lion escape?

　　…A tree fell onto its cage in the hurricane.

Step V Reading

Show a list of comprehension questions :

　　1. What did the radio ask people to do if they saw the lion?

　　2. What happened to the baby when she was cooking in the kitchen?

　　3. How did Mrs. Cousins feel at the moment when she saw the animal bending over the baby?

　　4. How did Mrs. Cousins manage to get the lion away from her baby?

　　5. What did Mrs. Cousins do after the lion went into the bush with the meat?

Answer:

　　1. asked the people to telephone the zoo and the police

　　2.A lion had got into her garden, jumped onto the table and was looking at her baby.

　　3.She held her breath, and her whole body went cold.

　　4.She picked up the leg of pork, went to the back door and opened it .

　　5.Mrs. Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.

Step VI Language points

　　Go over the questions with the whole class. Make sure the students understand and what to do. Ask them to read the text carefully to figure out the answers. Check the answers with the students. Deal with language points briefly.

　　A.the surprise of her life: a very great surprise

　　B.stood quite still: stood without moving

　　C.stared = looked in a fixed way

　　D.held her breath: stopped breathing

　　E.at that very moment: note the use of very to add emphasis

　　F.her whole body went cold: her whole body became cold with fear

　　G.worse still: what would be even worse

　　H.There was not a moment to lose: she had to act quickly

Step VII Practice

　　One night a hurricane struck Green Park Zoo. A big tree _____ onto the lion’s cage, and a young lion______ from the zoo. It might be dangerous to people and animals. The radio asked people to ______ the zoo and police when they ______ it.

　　The next day it was sunny. Mrs Cousins _______ her baby out into the garden. She ______ the baby in a basket on the table under a tree and ______ into the kitchen to ______ vegetables for lunch. When she had almost ______ the cooking, she ______ to the window to see. The everything was all right. She______ the young lion ______ beside her baby. She was so frightened that she did not know what to ______ . Suddenly she had an idea. She quickly took out a leg of pork from the fridge and ______ it in her hand so as to ________ the lion’s attention. Then she threw it as far as she could. The lion ______ off the table and _____ to the meat. Mrs Cousins ______ her baby buck inside the house and closed the door.

Answers: fell escaped  telephone/call  saw/found  took  put  went  cook  finished  went    saw  standing   do   swung   attract   jumped   ran   carried  

Step VIII Exercises

　　Part 3. Go over the instructions with the whole class. Let the students do this exercise individually. Check the answers in pairs. Then check with the whole class. Focus on the structure: The Past Participle as Attribute. Ask the class to give more phrases with the same pattern. For example, a weather-beaten lace, a bent branch, sliced meat, dried food, etc.

　　Part 4. Read the instruction and go over the example with the class. Make sure the students understand what to do. Try the first two with the whole class, then let the students work through the exercise. Check the answers at the end.

Ex. 2 Read aloud the instructions of Ex.2 and check that the students understand the meaning. Then allow them several minutes to go over all the sentences and work out the correct order. Get a couple of the students to read the whole story.

Step ⅨHomework

　　1. Read the passage again.

　　2. Finish off the workbook exercises.

　　3. Preview the next lesson