【正文】 en 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 bee 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 1. read the conversation in activity 3 repeatedly. 2. finish activities 14 on page 112 in Workbook. Period 2 Grammar Language goals 語言目標(biāo) 1. Key vocabulary 重點詞匯 interesting, sad, surprising, surprised, need, hard, place, good, decide, right, to do, hear 2. Key structures 重點句式 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 能力目標(biāo) Enable students to use infinitive correctly. Teaching methods 教學(xué)方法 Explanation and practising. Teaching aids 教具準(zhǔn)備 Handout. Teaching procedures and ways 教學(xué)過程與方式 Step I Leadin 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. It’s interesting to watch a movie. 2. It’s not hard to learn English. 3. I am surprised to see you here. 4. We need to finish our homework every day. 5. HongKong is a good place to buy things. 6. The surprising thing was to hear that bad news. Step II Explanation First encourage students to tell the similarity between the sentences. Show the following. 1. to + v. 2. It’s + adj. + to do 3. need to do sth. 4. be to do sth. T: We can see that the above sentences all include “to + v”. In fact they are in the same family, and they are called “infinitive”. (Write “infinitive” down and ask students to use a red pen to emphasize the infinitives). Now look at the first sentence. Can you give me more examples? S: It’s good to eat vegetables. S: It’s sad to hear the accident. S: It’s nice to see you here. It’s easy to learn math. It’s right to tell the truth. T: Excellent! Now I want to change these sentences. Look carefully, please. Show the following. 1. To watch a movie is interesting. 2. To eat vegetables is good. 3. To hear the accident is sad. T: Maybe you have found something different. What’s the function of “to do”? S: As the subject of the whole sentence. T: Great! That’s it. We can use the infinitive to work as the subject of the whole sentence. But how e these sentences “It’s + adj. + to do”? Well, do you want to have a big, long head and short legs? Maybe that will look unfortable. So we need our old friend “it” to help us. Thus we have all these sentences. Then ask students to read the following aloud. 1. It is interesting to watch a movie. 2. It’s good to eat vegetables. 3. It’s sad to hear the accident. T: OK. Now let’s go on with the next sentence “It’s not hard to learn English.” Clearly it’s the negative form of the infinitive. How is it formed? S: To add “not” before the infinitives. T: Yes, so change the sentences above into negative ones. S: 1. It’s not interesting to watch a movie. 2. It’s not good to eat vegetables. 3. It’s not sad to hear the accident. T: Well, the next type. Look at sentence3 “I was surprised to see you here.” And it’s just easy for you to give other examples. S: He was afraid to tell his mother the matter. I’m glad to hear you. T: This time the infinitive functions as adverbial in the whole sentence. Then give the students some examples. 1. She was ready to go. 2. You’re right to do it. 3. The water is not good to drink. Ask students to read these sentences together. And then go on to the next type. T: “We need to finish our homework every day.” The infinitive is used as the object of the main verb. Many verbs can be followed by infinitives. Such as: learn, tell, fet, remember, decide, ask, try, like, need, etc. Show the following. eg: We learn to speak English every day. Mary fot to give me my book. Helen decided to have a holiday. We’ll