Unit 15:Save our pandas/Stuck in the tube Teaching objectives To review adverbial clause To acquaint students with the critical situation our pandas are in and the rescue steps taken Toear in vivid language the experience of being stuck somewhere, Tobe able toidentify the typeof iting of Rea ding I To be able to sum up the main idea of Dialogue I.Reading I&II To be able to retell Dialogue I Reading I: To be able to express in fluent English your view on protecting endangered species To supply students with opportunities to practice their basic language skills. Time Allo (class hours)are nceded for this unit. 2 Language structures fluently in practice:special atention is nnunraus estions C Where dopiveanddo theyiveoWhat bout While-rea What kind of situation are the pandas in and what caused the problem? What other factors do you know of that may attribute to the decline of panda population? What rescue steps are taken to tackle the crisis o taken? Lang points in the i ue Wolong Reserve,face a crisis.carry.artickes. food crrrisis. keep track of,as much as,available,flower(v),a threat to,feed on,die out,at.metres above sea level,be found dead from starvation,run across,population,no more than,take emergency escue team. endangered,feel relieved much that rules and regulations,safeguard the operations,Those who ha the pandas,n matter how minor it might be,should be severely punished.,highly rewarded, wildlife protection,a long and enduring campaign,call for everyone's cooperation and contribution lexical web:giant pandas Profile:endangered species,live in Wolong Reserve,feed on arow bamboo. has a population of no more than 1000,only found in China Man's rescue efforts:established Wolong Reserve Took measures to relocate the endangeed pandas who live at 3000 metres above sea level where 95%of the bamboo has flowered,scattered sugar cane and cooked meat to lure them down to the 2500-metre level 1
1 Unit 15: Save our pandas/Stuck in the tube Teaching objectives: To review adverbial clause; To acquaint students with the critical situation our pandas are in and the rescue steps taken; To learn to describe in vivid language the experience of being stuck somewhere; To be able to identify the type of writing of Reading I; To be able to sum up the main idea of Dialogue I, Reading I & II; To be able to retell Dialogue I & Reading I; To be able to express in fluent English your view on protecting endangered species. To supply students with opportunities to practice their basic language skills. Time Allocation and Teaching Procedure: About 4 sessions (8 class hours) are needed for this unit. 1 st session 1. Duty report Ask 3 students to do duty reports 2. Language structures Learn to use adverbial clause accurately and fluently in pattern drill practice: special attention is given to adverbial clause introduced by “where” Make up your own sentence using adverbial clause 3. Dialogue I Pre-reading questions: In 1995, China and Australia jointly published two stamps of endangered species. Do you know what animals were chosen to be printed on the stamps? (Arouse interest by showing them the stamps afterwards.) Where do pandas live and what do they live on? What about koalas? While-reading : What kind of situation are the pandas in and what caused the problem? What other factors do you know of that may attribute to the decline of panda population? What rescue steps are taken to tackle the crisis? What other steps do you know of that have been taken? Language points in the dialogue: Wolong Reserve, face a crisis, carry. artickes, food crrrisis, keep track of, as much as, available, flower(v), a threat to, feed on, die out, at . metres above sea level, be found dead from starvation, run across, population, no more than, take emergency measures, rescue team, rrelocate, endangered, feel relieved, scatter, .so much that. , institute rules and regulations, safeguard the rescue operations, Those who harm the pandas, no matter how minor it might be, should be severely punished., highly rewarded, wildlife protection, a long and enduring campaign, call for everyone's cooperation and contribution lexical web: giant pandas Profile: endangered species, live in Wolong Reserve, feed on arow bamboo, has a population of no more than 1000, only found in China Man's rescue efforts: established Wolong Reserve Took measures to relocate the endangeed pandas who live at 3000 metres above sea level where 95% of the bamboo has flowered, scattered sugar cane and cooked meat to lure them down to the 2500-metre level
Post-readingAssignments: Review Structure and Dialogue Retell dialogue I. Get the spelling of new words right Wtie.acomposionemtled"fwereascienisconscnationit I would solve the panda crisis 2session 1.Continution of the study of Dialogue: Pre-reading question r taken a subway?How do you like this mode of transport? Call students'att ription in the text Do you agree with the author that To anxious people who are stuck in the tube.I suppose it doesn't really matter what it is that has broken down. Language points the tube,rush-hour,speed up/slow down,come to a standstill, look fed up/worried/annoved After 20 minutes,which seemed like 20 hours After an hour passed.more like halfa day I began to wonder if.for the rest of the day.the rest of our lives hot and stuffy(cf.hot and sticky).stuffy air.foul air in beige.the story of one's life.the power supply had failed.crash coach:carriage.give sb.the sack,break down,a cheer went up. as if to make up for lost time, unfortunately not even a fast train can bring back the lost time 3.Study of Rea ding I If you were to describe the public bus system to astranger in London,how would you do it? 4.Post-reading Assignments Review Reading l&I Retell Reading I. Get the spelling of new words righ Write a passage using at least 5 useful expressions from the text. Prepare the post-reading topics for discussion and writing(See appendix 2) session 2.Continuation of the study ReadingI: us on word Stu th tord in the previous seion in pirs or ouns then the rereentatives 2
2 Post-reading Assignments: Review Structure and Dialogue. Retell dialogue I. Get the spelling of new words right. Write a composition entitled “If were a scientist/conservationist., I would solve the panda crisis by.” 2 nd session 1. Continuation of the study of Dialogue: Focus on Word Study. 2. Study of Reading I Pre-reading question Have you ever taken a subway? How do you like this mode of transport? While-reading Ask students to identify the type of writing. Call students’ attention to time order and the vivid description in the text. Do you agree with the author that “To anxious people who are stuck in the tube, I suppose it doesn't really matter what it is that has broken down.” Language points the tube, rush-hour, speed up/slow down, come to a standstill, look fed up/worried/annoyed After 20 minutes, which seemed like 20 hours. - After an hour passed, though it seemed more like half a day. - I began to wonder if.for the rest of the day.the rest of our lives hot and stuffy(cf. hot and sticky), stuffy air, foul air in beige, the story of one's life, the power supply had failed, crash coach: carriage, give sb. the sack, break down, a cheer went up, . as if to make up for lost time, unfortunately not even a fast train can bring back the lost time 3. Study of Reading II If you were to describe the public bus system to a stranger in London, how would you do it? 4. Post-reading Assignments Review Reading I & II. Retell Reading I. Get the spelling of new words right. Write a passage using at least 5 useful expressions from the text. Prepare the post-reading topics for discussion and writing (See appendix 2) 3 rd session 1. Duty report Ask 3 students to do duty reports 2. Continuation of the study Reading I : Focus on Word Study 3.Post-reading topic discussion Discuss the topics assigned in the previous session in pairs or groups, then the representatives do a
presentation 4.Post-reading assignments Work book:pp.145-152 4th session 1.Workbook:pp.145-152 2.Quiz 3.Assignments: Complete the supplementary written exercise Do supplementary reading. Preview the next unit
3 presentation 4. Post-reading assignments Work book: pp. 145-152 4 th session 1.Workbook: pp. 145-152 2. Quiz 3.Assignments: Complete the supplementary written exercise Do supplementary reading. Preview the next unit