【正文】 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 learn the 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(xiàng)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(dòng)詞的適當(dāng)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(xué)習(xí)英語是一種樂趣 . 3. 課前預(yù)習(xí)很重要嗎 ? 4. 這是一個(gè)娛樂的好地方 . 5. 聽到媽媽病了 ,他很傷心 . 6. 他的目標(biāo)是當(dāng)科學(xué)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(biāo) 1. Key vocabulary 重點(diǎn)詞匯 southwest, mainly, live on, reason, less and less, situation, symbol, turtle, cause, feed 2. Key structures 重點(diǎn) 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(biāo) Enable students to read and write about animals in danger. Teaching methods 教學(xué)方法 Reading and writing. Teaching aids 教具準(zhǔn)備 A tape recorder. Teaching procedures and ways 教學(xué)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