【文章內(nèi)容簡介】 he usage of the verbs and you should pay attention to the usage. OK, next type, as attribute. I think you’re familiar with it. S: There is a house to live in. We have something to discuss. Would you like something to drink? T: Well, the last type, infinitives as predicatives. For example: 1. My only wish is to be a good teacher. 2. The important thing is to finish it on time. 3. The first thing was to open the door. T: Well, we have went through five main usages of infinitives, and they are “subject, adverbial, object, attribute and predictive”. Now let’s read all the examples again. Step III Ｐｒａｃｔｉｃｅ I．單項填空 him ____ the window. A. to close B. not close C. close 2. It’s important ____ the truth. A. know B. to know C. knowing 3. I was excited ____ from you. A. hearing B. hear C. to hear 4. Is there anyone ____ to? A. talk to B. to talk to C. talking 5. It’s wrong ____ others. A. to laugh at B. laugh at C. laughing at 6. The thing now is ____ the right people. A. find out B. to find out C. find II． 用動詞的適當形式填空 1. Do you remember ____ (return) the book tomorrow? 2. It’s impossible ____ (live) without water. 3. It’s hard ____ (talk) with him. 4. We have a good book ____(read). 5. I’m happy ____ (have) a nice present. 6. The problem is ____ (make) a right chance. III．翻譯句子 1. 她決定周末回家 . 2. 學習英語是一種樂趣 . 3. 課前預習很重要嗎 ? 4. 這是一個娛樂的好地方 . 5. 聽到媽媽病了 ,他很傷心 . 6. 他的目標是當科學家 . Step IV Homework Ask students to 1. review the grammar carefully, and make up three sentences for each type. 2. learn the words on pages 186—189. Period 3 Reading and writing Language goals 語言目標 1. Key vocabulary 重點詞匯 southwest, mainly, live on, reason, less and less, situation, symbol, turtle, cause, feed 2. Key structures 重點 句式 Pandas have less and less land to live in. Then the pandas will have enough food to eat and enough places to live in. Need / work to do sth. Ability goals 能力目標 Enable students to read and write about animals in danger. Teaching methods 教學方法 Reading and writing. Teaching aids 教具準備 A tape recorder. Teaching procedures and ways 教學過程與方式 Step I Warmingup In this procedure, get students to do Activity 1 on P74, and say what they know about pandas. T: Hello, everyone. In the first period, we talked about animals in danger. Today, we will learn something about our lovely “panda”. First I’d like you to say something about it. S: I know that pandas only live in China. S: There aren’t many pandas living in the world. And our government has made many reserves to protect them. S: The most important point is that everyone should love pandas and protect them. … T: Yes, sure. So now let’s look at the situation of pandas now. Step II Reading (2: P74) In this procedure, students will read the passage on P74 and finish Activity 2. Check the answer. Reading strategies T: When we read a passage, we often first find its topic sentence in each paragraph. All of the topic sentences work for the main idea of the passage in a reasonable order to form a nice passage. Usually the topic sentence in a paragraph is the first or the last sentence. Sometimes, it is in the middle. And rarely, we need to summarize it by ourselves. For example: In this passage, the first three paragraphs’ topic sentences are the first sentences of each paragraph. And in the last paragraph, we can find the topic sentence by reading its main idea and summarize. Find the clues: 1. The panda is one of the animals most in danger. (An animal in danger.) 2. Pandas live in the forests and mountains of Southwest China. (The panda’s home.) 3. Our government is working hard to save pandas. (Help for pandas.) 4. The WWF works to protect all animals in danger, so the panda has bee the symbol of all animals in danger. Postreading Ask students to read the passage and try to answer the questions in Activity 4 on P75. Sample answers: 1. Because the area of bamboo is being smaller for many different reasons. 2. Bamboo. 3. The government has made a new plan to help pandas. The nature reserves will be bigger and the bamboo will grow better. 4. Because the area of bamboo is being smaller for many different reasons, so pandas have less and less land to live on. And pandas don’t have many babies, and baby pandas often die. The situation is serious. Then ask students to read the passage paragraph by paragraph again and explain some of the grammar points in it. 1. one of … eg: He is one of my good friends. Sally is one of the girls who study hard. 2. There be … doing… eg: There is a boy crying in the corner. There are many people playing on the beach. 3. less and less eg: Students have less and less time for playing. People have less and less time to relax themselves. 4. need to do sth. eg: We need to do exercises. Bob needs to walk home. Go through the passage by yourself and try to digest the passage, then do Activity 3 on P75 and then after checking the answer, read the sentences together. Word study Ask students to do activity 5on P75 and then ask them to read the short passage repeatedly. Step III Writing (6: P75) Ask students to read the short passage about panda first and then choose another animal in danger and answer the questions in Activity 6 and write a passage about it. Sample answers: 1. The wild Bactrian camel. There are perhaps 950 left in the wild for different reasons. 2. There are perhaps 950 left in the wild. But it still works for people to carry many things. And many people sell its skin for money. So it is in danger now. 3. We need to protect it. 4. We should stop using it as a servant, and give it a nice environment to live. We can also have natural reserves for the camel. And we can do something to tell people the importance of protec