Planting trees
教學目標
教學目標與要點
1．掌握本單元的有關栽樹的方法、程序以及一些有關植樹的日常用語和句式。如：The more, the better. It’s best to do sth 等。
2．掌握本單元的詞匯，特別是短語so that, beep… from…, thanks to, more or less等的用法。
3．掌握含有情態動詞被動語態的構成形式及其肯定、否定和疑問形式。同時還要學會英語中關于長、寬、高、深等的表達方式。
4．學會寫notice，要注意它的格式和組成部分。可參考Lesson 44。
5．認真學習“The Great Green Wall”，理解它的重要性，進一步確立Work hard to make our world more beautiful!的觀念。
教材內容分析
本單元圍繞“植樹”這個話題，學習和了解植樹的重要性及如何栽樹。課文“The Great Green Wall”講述了森林對人類的重大作用。通過學習課文和對話，進一步復習、歸納了被動語態的用法，重點學習了含有情態動詞的被動語態的構成，講述了英語中長、寬、高的表示方法，學習了一些常用詞匯和日常交際用語及重點句式：The more, the better；教會了我們如何書寫notice。
本單元詞組及日常交際用語
（一）本單元詞組與短語
1．Tree Planting Day 植樹節
2．neither…nor… 既不……也不……
3．It’s best to do sth. 最好做……
4．knock…in to… 把……插進……里
5．make sure 確保，查明
6．so that 以便，以致
7．several times 多次
8．tie …to… 把……系到……
9．keep…straight 使……直立
10．the Great Green Wall 綠色長城
11．hear of 聽說
12．keep…from doing… 阻止，防止
13．run away 逃走，流失
14．rain drops 雨點，雨滴
15．wash away 沖走
16．the dead leaves 枯葉
17．stay in one place 留在一處
18．in this way 用這種方法
19．millions off 幾百萬的
20．blow away 吹走，刮走
21．move towards… 向……移動
22．the rich farmland 富饒的農田
23．all over the world 世界各地，遍及全世界
24．ask sb. about sth. 詢問某人關于某事的情況
25．the more, the better. 越多越好
26．in a few years’ time 幾年的時間之后
27．this year alone 只就今年一年
28．be covered with 用……覆蓋
29．point to 指向
30．thanks to 幸虧；由于
31．far away 遙遠
32．at the right time 適時
33．out of class 在課堂以外
34．hand in 交上來
35．more or less 大約
36．fill…with… 用……填滿
37．notice to the audience 聽眾須知
38．Children under 1.2 m in height 身高不足1.2米的孩子
39．keep off 避開，防止
教學建議
本單元重點例句及相關知識的講解
1. Come to school in your old clothes tomorrow.
明天請穿舊衣服來學校。
英語中表示“穿”的詞有wear, put on, have on, dress, be in, etc. 它們的具體用法如下：
wear, have on和be in強調狀態，wear有時可用進行時態；put on強調動作；dress既可表示狀態，也可表示動作, dress后不直接跟表示服裝、鞋、帽等名詞，而其他所列名詞后跟服裝鞋帽等名詞，be in后可接表示顏色的名詞。例如：
Lucy is too young to dress herself. Tom was putting on his trousers when Lucy called him. Tom pushed the door and asked, “Do you know Kate?” Lucy answered, “I’ve know the girl in red before. ” Kate was in a red coat when she came in. She helped Lucy to dress. Everything is ready now. Lucy is wearing a new hat. Tom has on a black coat.
露西太小了，不能給自己穿衣服。露西喊湯姆時，他正在穿褲子。湯姆推門問：“你認識凱特嗎？” 露西回答：“我以前就認識那個穿紅衣服的女孩兒”。凱特進來時穿著一件紅色的外套。她來幫露西穿衣服。現在一切就序，露西戴著一頂新帽子。湯姆穿著一件黑外套。
2. The ground must be just right——neither too wet nor too dry.
土壤一定要正好，既不能太濕，也不能太干。
just right 正合適； neither…nor…既不……也不……，它可以連接兩個主語、表語、賓語，還可以連接兩個狀語等，當它連接兩個主語時，謂語動詞應根據就近原則，即在人稱和數上與后面的一個主語保持一致。
The driver drives neither slowly nor quickly.
那司機開車既不慢，也不快。（連接狀語）
The old man can neither see nor hear.
那老人既看不見，也聽不見。（連接謂語）
Bill has neither brothers nor sisters.
比爾既沒兄弟，也沒姐妹。（連接賓語）
Neither he nor I am a teacher. 或
Neither I nor he is a teacher.
他和我都不是教師。（連接表語）
Neither they nor Mary is going to the zoo tomorrow. 或
Neither Mary nor they are going to the zoo tomorrow.
他們和瑪麗明天都不去動物園。（連接主語）
注意：neither和of連用，后接物主代詞、名詞等限定的復數名詞時，其謂語動詞用單數形式；另外，neither的意思是“兩者中任何一個都不”，指人或指物，是單數概念，用于沒有冠詞、物主代詞，指示代詞等限定的單數名詞前，其謂語動詞用單數形式。例如：
Neither of the flowers is beautiful.
兩朵花都不好看。
Neither of them is teacher.
他們倆都不是老師。
Neither story is interesting.
兩個故事都沒有趣味。
Neither answer is right.
兩個答案沒有一個是正確的。
I like neither school – bag.
兩個書包我都不喜歡。
3. Dig a hole large enough for the tree.
給樹挖一個足夠大的坑。
enough“足夠的”，修飾形容詞或副詞時，要放在被修飾詞之后；修飾名詞時，可以放在名詞前也可以放在名詞后。
My brother has enough money /money enough to buy his own car now.
我兄弟有足夠的錢可以買一輛自己的小汽車。
He is tall enough to reach the apples on the tree.
他夠高的了可以夠到樹上的蘋果了。
Li Ming is studying hard enough to catch up with other students.
李明學習很努力可以追上其他同學了。
4. Knock a long, strong stick into the earth in the hole.
在坑里插入一根長而粗的棍子。
knock sth. into… 把……插進（釘進）……，knock at (on) 敲……；另外knock into可以表示“碰撞”解。例如：
Don’t knock the nail into the chair.
不要把釘子釘進椅子里去。
Listen! Someone is knocking at (on) the door.
聽！有人在敲門。
The young man knocked into me yesterday.
昨天那年輕人撞了我。
5. Made sure that it is straight.
確保樹是直立的.
make sure表示“弄確實；核實；查證”。make sure常用于祈使句，后面常接that賓語從句或of介詞短語。Make sure + that從句意為“弄明白；確信”。Make sure + of + 代詞/名詞，意思也是“弄明白；確信”。例如：
— Make sure of his coming before you set off.
— I make sure (that) he would come.
— 出發之前要確定他是否來。
— 我確信他會來。
另外，be sure + 不定式大多數情況下也用于祈使句，表示“務必；一定要；不要忘記”。
例如：
Be sure to come to our party if you have time.
如果有時間的話請一定來。
Be sure to finish the work as soon as possible.
請務必盡快完成這項工作。
6. Tie the tree to the top of the stick to keep it straight.
把樹系在棍子的頂部讓他直著。
(1) tie v.“系上”；n.“領帶，領結”；tie…to…意為“把……系在……”。
She tied his horse to a tree by the road.
他把馬拴在路旁的一棵樹上。
She bought a tie for her husband yesterday.
她昨天給她丈夫買了條領帶。
(2) to keep it straight 是動詞不定式，在句中作狀語，表示捆樹的目的。keep it straight 為“動+ 賓 + 賓補”結構，如：
You'd better keep your room clean. 你最好使你的房間保持清潔。
Don't touch the machine. You must keep yourselves away from any danger. 別動機器，你該保證自己的安全。
7. But more “Great Green Walls” are still needed, and not only in China.
但是，更多的綠色長城仍舊需要，這不僅在中國。
not only 能常和but also連用，意思是“不但……而且……”，可以連接兩個主語、謂語、賓語等，當連接兩個主語時，謂語動詞應和第二個主語在人稱和數上保持一致，also往往可以省略。例如：
She is good at not only dancing but (also) singing. She is both a dancer and a singer.
她不但善長跳舞，而且善長唱歌。（連接兩個賓語）她是個舞蹈家和歌唱家。
Not only you but (also) your sister has to get to school on time. Being on time is a must.
不僅你而且你妹妹都得按時到校。守時是必須的。
8. Many thousands of trees must be planted every year.
每年必須種植成千上萬棵樹。
（1）thousands of這種類型的結構前面已講述過，它的前面不可用具體的數字，可用不確定數目的修飾語，如some, many, several等。
Some hundreds of people watched the match.
好幾百人觀看比賽。
（2）plant / grow
這兩個動詞都有“種”的意思，區別如下：
1) plant“種植”，及物或不及物均可，常指移植已長成秧苗的植物，可用于“plant+場地+with”結構。如：
They planted trees in the garden. = They planted the garden with trees. 他們在花園里種樹。
April is time to plant. 四月是種植季節。
2）grow“栽培；（人或草本等）生長”，及物或不及物均可，常指使某種植物從種子起在某地生長，不移走。如：
They grow roses in the greenhouse. 他們在溫室里栽培玫瑰花。
Do all plants grow from seeds? 所有的植物都從種子長成的嗎？
3) 指種植花草，用grow或plant均可；指種植樹木，一般用plant；指種植農作物，用grow。如：
We have grown / planted a lot of flowers this summer. 我們夏天栽培了許多花。
People in the south grow rice. 南方人種植水稻。
9. The more, The better.
越多越好。
So the more trees there are, the better harvests we have.
因此樹木越多，我們的收成也越好。
the +比較級 + …，the + 比較級 +…。這個句型的意思是“越……，越……”。例如：
The busier the farmers are, the happier they feel. The more students read, the better their English will be. The longer plant grows, the better.
農民們越忙越高興。學生讀得越多，他們的英語會越好。莊稼的生長期越長，長得越好。
10. In a few years’ time, those mountains will be covered with trees, too.
幾年之后，那些山上也將栽滿了樹。
in a few years’ time意思是“幾年時間之后”，類似的用法還有：In two days’ time, in three months’ time等。例如：
In two days’ time, the work will be finished.
兩天的時間，就能完成此項工作。
11. Was it difficult to work on the Great Green Wall?
從事綠色長城工作難嗎？
It + is / was + 形容詞 + 不定式。這種句型中不定式是真正的主語，it是形式主語。例如：
It’s best to plant trees in spring.
最好在春季植樹。
It’s best to read English every day.
最好每天讀英語。
It’s interesting to play games with Children.
和孩子們一起做游戲是很有趣的。
12. But thanks to the Great Green Wall, the land produces more crops.
但是幸虧有綠色長城，土地長出了更多的莊稼。
thanks to幸虧，由于。thanks為名詞，常用復數。例如：
Thanks to your help, we were successful. Thanks to the policeman, the old man was brought home.
由于你的幫助，我們成功了。多虧了警察，老人被送回了家。
13. The Great Green Wall is 7, 000 kilometres long, and between 400 and 1, 700 kilometres wide.
綠色長城有7000公里長，400到1700公里寬。
（1）計量的表達法是：
主語+ be+數詞+metres / kilometers + long/ wide/ high/ tall/ deep等形容詞。例如：
The river is about 100 metres deep. The mountain is nearly 4, 000 kilometres high.
這條河大約有100米深。這座山有近4000米高。
Our classroom is ten metres long and seven metres wide.
我們的教室十米長，七米寬。
（2）分數表達法：分子用基數詞計數，分母用序數詞計數，同時分子是1以上的數字，分母用復數形式；分子為1時，分母采用單數形式。l/2:one second; l/3:a third; 2/5:two fifths等。特殊的表達法有：a half, a quarter, three quarters等。
14. — Is it straight?
— More or less!
— 它直嗎？
— 有一點兒直!
more or less“差不多；大概”相當于about。
The road is two hundred metres long, more or less.
這條路大概有兩百米長。
The exercises are more or less finished.
作業快要做完了。
15. Children under 1.2m in height can not be taken into the concert hall.
1.2米以下的孩子禁止帶入會場。
height 為名詞，形容詞為high. 1.2 m in height 意為 1.2m high。如：
— What is his height？
— He is six feet in height (＝He is six feet high．)
— 他有多高？
— 他有六英尺高。
關于含有情態動詞的被動語態的講解
※含有情態動詞的被動語態的構成
前兩個單元已學過一般現在時態和一般過去時態的被動語態的構成，以及被動語態的用法。本單元學習含有情態動詞的被動語態。它的構成形式是：情態動詞+ be + 動詞的過去分詞；否定式是在情態動詞后 + not, 疑問式是將情態動詞放于主語之前。情態動詞有：can, may, must, school, could, have to等。例如：We must find out the truth . → The truth must be found out .
（1）The trees must be planted in spring.
樹必須春天栽。
（2）May the exercises be done tomorrow?
練習可以明天做嗎？
（3）Books can not be taken out of the reading-room.
書不能帶出閱覽室。
（4）These young trees should be watered every day.
這些小樹應每天澆水。
（5）The sick person need be taken good care of.
那病人需要很好地照顧。
（6）Your bike has to be mended well.
你的自行車需好好修修了。
※ 被動語態與系表結構的區別
動詞 be + 過去分詞這個結構并不定都是被動語態結構，有時它可能是 be + 過去分詞 ( 作表語 ) 的系表結構。因此：
be + 過去分詞 ( 被動語態 ) 與 be + 過去分詞 ( 作表語 ) 這兩種結構的主要差別是：
①被動結構表示一個動作，帶表語的結構表示主語的特點或所處的狀態。如：
The library is now closed . ( 系表結構 )
It is usually closed at 6 . ( 被動結構 )
②被動結構后面可帶 by + 實施動作者，而系表結構一般沒有。如：
The glass is broken . ( 系表結構 )
It was broken by my sister . ( 被動結構 )
③“系表結構”中的過去分詞可以被 well , very 等副詞修飾，而“被動結構”中的過去分詞則一般不能如此。如：
The book is well written . ( 系表結構 )
The book is written by Li Ming . ( 被動結構 )
④被動結構可以用于許多時態之是，而系表結構只用于一般現在時和一般過去時這兩種時態。如：
The work is being done . ( 被動語態 )
The work is done . ( 系表結構 )
⑤系表結構有主動意義，而被動結構只有被動意義。被動結構的句子往往有表示動作的時間、地點、方式、目的等狀語，而系表結構一般沒有這樣的狀語。如：
The photo was taken last month . ( 被動語態 )
The photo was well taken . ( 系表結構 )
本單元的有關聽說讀寫的教學建議
◆有關聽說方面的教學建議
本單元第41課以Read and act的形式來引出本課的教學重點。教師應充分利用這個對話情景，進行對話表演，以提高學生的興趣，達到自然地呈現新課的目的。
教師在上課時，可穿一件舊衣服或工作服，問學生，“I came to school in/I'm wearing my old clothes today. Tomorrow you will come to school in your old clothes. Do you know why?” 這時，學生們可以進行多種猜測。在學生情緒高漲時，教師讓他們帶著問題聽課文錄音。在聽第一遍錄音后，利用本課掛圖，再讓學生聽一至兩遍錄音。為了幫助他們更好地理解對話的內容和句型，教師此時可將一些關鍵詞寫在黑板上，如：: in old clothes, What's happening? Tree Planting Day, Really? Wonderful! 在學生了解了對話的基本內容后，教師可放錄音讓全班跟讀或分角色對話。然后兩人一組借助黑板上的關鍵詞來復述或表演。注意這段對話的主要目的是引出下面的“instructions”，而且對話中新的語言知識不多，所以不必占用過多的時間。
在進行了一定的pair work 之后，教師可以要求學生進行表演練習。出示關于植樹過程的一組圖，讓學生回憶植樹的經過和步驟，在教師的引導之下，用英語將這些步驟表達出來。
如：How to choose the ground?
What should we do for the first step? Dig a hole or knock a stick into the earth?
What should we do for the second step? Knock a stick into the earth or put the tree into the hole?
What should we do next? Put the tree into the hole or put the earth back into the hole?
What should we do next then? Push the earth down hard?
Tie the tree to the stick or water the tree well. which step comes earlier?
通過上述問題的問答，學生就基本上明白了植樹的步驟。然后要求學生在小組內進行口頭的表達，要求學生能夠比較流利的表達植樹的過程。
第44課在Read and act下也有3段對話。但與第41課對話不同。這時學生已學完本單元的語法重點和閱讀文章。這3段對話設計的目的在于鞏固學生所學的知識，并提供不同情景引導他們實際應用。教師可設計如下3幅簡筆畫。
教師可分段放錄音或在課前事先安排3位學生與教師配合表演這3段對話。然后進行全班、半班或兩人一組的練習。教師分段抽查數組表演情況。在學生已基本能分別表演3段對話的基礎上，讓他們將3段對話串在一起進行表演，教師可用簡筆畫或手勢、動作來提示學生。
最后教師應鼓勵學生實際應用所學知識，如讓學生根據第41課的 “instructions”，依照第44課的3段對話，自編對話，進行表演。以下4組對話包括了instructions中所有的注意事項，并盡量使用帶情態動詞的被動語態。如：
1. A: Will you help me plant this tree, please?
B: Of course/Certainly. What do you want me to do?
A: Well, dig a hole large enough for the tree. But don't dig the hole too deep/the hole should not be too deep.
B: OK. I've dug a hole. It’s just right.
2. A: Good. That's done. Hold this stick while I knock it in.
B: OK. Make sure that it is straight.
A: Is it straight (now)?
B: More or less!
3. B: What's next?
A: Put the tree in the hole now/The tree must be put in the hole now.
B: OK. I've done that.
A: Right. I'll put the earth back in the hole again while you hold the tree straight. Then, let's push the earth down hard with our feet several times.
4. B: Good. Now the tree must be tied to the top of the stick to keep it straight.
A: OK. While you're doing that, I'll go and get some water.
B: OK. But can we go and have a drink after that?
A: A drink? We've only just started! There are twenty more trees to be planted.
(Certainly. Let's go. But we have twenty more trees to be planted. )
◆有關讀寫方面的教學建議
在閱讀的教學過程中，一定要重視語篇的教學，也就是說，在教學的過程中，教師不要過分的強調句子的結構或者是過分的強調句子的語法功能分析，而忽略了文章的本來面目。例如，文章的結構，文章的主題句，文章的基本段落的中心意義等。允其要引導學生將文章中的個別句子放在上下文的語境中進行準確理解。在教學本單元閱讀課文時，教師首先要讓學生了解課文大意，然后幫助學生分段理解，并可劃分段落，找出主題句(topic sentence)。在本課結束時，學生應能復述課文。
在閱讀前，教師可設置如下問題，讓學生猜測并討論，以引起他們的閱讀興趣。
What's the Great Green Wall?
Where does China build the Great Green Wall?
What does the Great Green Wall do?
在學生討論過程中，教師可利用學生用書第III頁彩圖和教師用書提供的材料 (Notes)，適當給學生們補充一些背景知識 。
T: Sanbei shelter-forest (三北防護林) is known as China’s “Great Green Wall”. It is a “Great Green Wall” of trees, millions of trees. China has built a new Great Green Wall across the northern part, including Inner Mongolia, Shanxi, Hebei, Beijing and Tianjin. The Great Green Wall also covers some of the Northwest (Xinjiang, Qinghai, Gansu, Ningxia and Shanxi) and the western part of the Northeast (Liaoning, Jilin and Heilongjiang). It includes altogether 13 provinces, cities and autonomous regions (自治區). Its total area is 4, 069, 000 square kilometres, which cover 42.4% of the land of China. The building of the Great Green Wall will take 73 years (1978—2050). The Great Green Wall has already saved a lot of land by stopping the wind from blowing the earth away and the sand from moving towards the rich farmland in the south. But more “Great Green Walls” are still needed not only in China but all over the world.
教師在介紹背景知識時，可借助中國地圖、手勢等使學生大致了解，必要時可用漢語解釋。文中劃線句子為課文中原句或對原句稍加改動的句子。教師在講到這些句子時可適當強調、重復，以加深學生的印象。
然后讓學生打開書閱讀課文。在確知大部分學生已基本掌握課文大意的情況下，要求他們劃分課文段落并找出每個段落的主題句 (topic sentence)。然后對文章進行段落的劃分。然后讓學生歸納出每個段落的大意。
課文的段落劃分和主題句或大意如下：
第一段：第l自然段
主題句：Forests help to keep water from running away.
第一段大意：The importance of forests;
第二段：第2—3自然段
主題句：Chinese people have built a new Great Wall.
第二段大意：Something about the Great Wall in China
第三段：第 4—6自然段
主題句：The more trees there are, the better harvests we have.
第三段大意：Something about a worker, who works on the Green Great Wall, thinks highly about the Green Great Wall.
教師還可以讓學生填寫下表：
THE GREAT GREEN WALL
Special features
across the northern part of China，7，0OO kilometres long，between
400 and l700 kilometres wide
Functions
It stops the wind from blowing the earth away; and stops the sand from moving toward the rich farmland in the south. It has saved a lot of land.
Wang Feng and other workers
They work at Yulin in Shaanxi. They have planted ten thousand tree this year. It’s difficult to work on the Great Green Wall. They have to grow their own food.
提取主題詞（key words）也有助于幫助學生復述課文大意。
Forests
keep from, water, soil, floods
China
copy, across, is…long and between…and …wide, stop…from, save, needed, all over the world
Wang Feng
work on…, visit, among, ask, plant, over there, on the hill, five years ago, in a few years’ time, be covered, point to, difficult, grow food, thanks to
在進行寫作訓練時，可以要求學生仿照課文，寫一篇以How to plant flowers in the garden 為題目作文。
關于帶情態動詞的被動語態的教學建議
本單元在前兩個單元學習一般現在時和一般過去時的被動語態的基礎上，繼續學習帶情態動詞的被動語態。
在第41課，以顯著的位置展示題為“HOW TO PLANT A TREE”的操作規程（instructions），教師如果僅僅是按部就班地講解，就會使學生感到枯燥乏味。要充分利用課文中所提供的情景，在有意義的情景中教學語法知識。例如，教師可利用簡筆畫來引出新的語法知識。學生基本掌握instructions大意后，教師應引導他們理解情態動詞的用法。到了第43課可采用對比的方法。教師列出兩個框框，要求學生分別填上課文中已出現的帶情態動詞的句子，和可以由主動語態變為情態動詞的被動語態的句子，把變化后的句子填入框內。如下表：
1. The ground must be just right.
2. But the hole should not be too deep.
1. The earth should be neither too wet nor too dry.
2. A hole must be dug large enough for the tree. The size of the hole must be just right.
3. A long, strong stick should be knocked into the earth next to the hole. It must be firmly planted.
4. The tree must be put in the hole so that it is straight. The tree must stand straight in the hole.
5. The earth must be put back in the hole again.
6. The earth should be pushed down hard with ....
7. The tree must be tied to the top of the stick ....
8. It should be watered well, ....
學生在做這個練習時，對本課句型與詞匯有了進一步認識，同時也鍛煉了寫的能力。
在有條件的學校可放教學錄相以加深印象。在全班讀熟課文后，展示幾幅植樹的圖片，讓學生獨自準備幾分鐘，進行連鎖練習，按次序復述instructions。也可兩組之間進行比賽，由A組說出第一條注意事項，再由B組說出下一條。最初可完全復述課文原句。熟練后，可全部用主動語態或全部用被動語態，或一句主動語態一句被動語態交替出現，或句子中帶有情態動詞等方式進行操練。
關于計量表達法的教學建議
本單元第42課教學了計量 (measurement)表達法。
表示計量的方法是：數詞+metres/ kilometres +long/wide/deep/high/tall…
表示重量可用數詞+kilograms +heavy.
The classroom is 4 metres wide.這個教室有4米寬。
The river is about 10metres deep.這條河大約有10米深。
教師可利用學生身邊的事物教學計量表達法。例如描述教室及桌椅，可說出以下句子：
The classroom is 3. 5 metres high, 4. 5 metres wide and 5. 5 metres long.
The table is half a metre high.
也可以出示一幅世界地圖，讓學生造句：
The Yellow River is 5, 464 kilometres long and between…and…metres deep.
Mount Qomolongma is 8848. 13 metres high.
The Yangtze River is about 6,300 kilometres long.
The lake is between 150 and 250 metres wide.
以上例句呈現完畢后，可讓學生自己歸納計量表達法的特點，并將它寫在黑板上：
metre (s) /kilometers + long/wide/deep/high/tall …
第43課第一部分和此課練習冊 Ex2是為練習計量表達法而設計的。教師還可要求學生造句，造句最多而錯誤最少的學生將給予獎勵。
Lesson 41
Properties: Recorder; Overhead Projector; Pictures
Teaching Objectives:
1. Learn how to plant a tree.
2. Learn some useful expressions.
Language Focus:
neither…nor, tie…to, must, should.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check homework. Read some perfect writing to the class.
III .Leading in
T: There are four seasons in a year. They are spring, summer, autumn and winter. Most people like spring. Because we can see trees and flowers. Tomorrow is Tree Planting Day. It’s March 12 tomorrow. So what is happening tomorrow? Lets listen to the tape, try to find the answer.
Get the students to read the dialogue and repeat after the cassette. Then let the students practise the dialogue in pairs.
IV. Teaching Reading
Just let the students understand the reading, do not pay more attention to the new knowledge. Look at the books, read the instructions with the whole class. Explain: just right, neither.. .nor
Read the passage “How To Plant A Tree” and answer the questions at the bottom of the page with the whole class.
The answers are: 1.F 2.F 3.F 4.T 5.T 6.F 7.T
V. Practice
Get the students to listen to the reading. Then read after the tape, ask the class to read it by themselves. Choose some of them to read in class.
VI. Teaching Language Focus
Remind the students of instructions using “must” and “should”. Draw this table on the blackboard.
The earth should
The hole should not
The ground must
The tree must not
Get the students to make up sentences using those boxes. Pay attention to the followings. Let the students really understand them.
1. neither: Neither answer is right. Neither of his parents is a teacher.
Note: neither…nor…
Neither Tom nor Jane is from American.
Neither you nor I am right.
2. tie ...to...
Tie the tree to the top of the stick to keep it straight.
Tie the cat to the door to keep it quiet.
3. so that
He gets up early every day so that he can get to school on time.
Anna studied very hard so that she could catch up with the class.
VII. Workbook
Do Exercise 1. Write down the missing words; 1. plant, shall, dig, get/carry, help 2. enough, right 3 .put, sure, earth.
For Exercise 2, let the students read the model first, then practise orally with their partners. Finally write down the answers.
VIII. Consolidation
Ask the students to tell the class how to plant a tree .
Exercises in class
Fill in the blanks with the right form
1. Come to school __________ your old clothes tomorrow.
2. It’s Tree __________ Day.
3. The ground must be ___________ right ___________ too wet ___________ too dry.
4. Dig a hole large ___________ for the tree.
5. Water it well, as ___________ as possible.
6. Tie the tree to the top of the stick to keep it ___________.
7. Knock a long, strong stick ___________ the earth ___________ to the hole.
IX .Homework
1. Finish off the workbook.
2. Revise the contents of this lesson.
Lesson 42
Properties: Recorder; Overhead Projector; Pictures.
Teaching aims
1. Let the students get the main idea of this passage.
2. Learn some useful words and expressions.
3. Let the students understand the importance of planting trees.
Language Focus:
keep … from doing something, stop … from doing something, the more, the better.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
1. Check the students’ homework. Ask some students to tell how to plant a tree.
2. Let the students use “should” and “must” to make sentences.
III. Leading in
Ask the students to look at the pictures and tell the students that it’s about the Great Wall, There are many trees - forest just like a wall to protect something. Ask: Do you know why the Great Green Wall was built? Give the students a few minutes to discuss. Then collect their information. Then say : Your opinions are very good. Some are right, but they are not enough or exact. Shall we find the answer from the text?
Get the students to read it quickly, and see who can find the answer first.
IV. Reading
Open the wordbook, Look at Exercise I and ask the students to remember the questions in their mind. Then read the passage again, but more carefully. Do Exercise I individually first, then work in pairs, at last check the answers with the whole class.
V. Practice
Listen to the tape, pay attention to the stress and intonation. Listen again and read the passage after the tape sentence by sentence, then let the students practise reading by themselves. While they are reading, the teacher may ask some questions.
VI. Teaching Language Focus
Let the students grasp the following phrases and notes.
1. stop… from doing something
She stopped me from telling the secret to her parents.
We must stop him from doing such a thing.
2. among the young tree
“Among” is used for more than two; “Between” is used for two .
3. The more, the better
4. Point to, Point at
VII. Background Knowledge
T: Sanbei shelter- forest(三北防護林) is known as China’s “Great Green Wall”. It is a “Great Green Wall” of trees, millions of trees. China has a built a new Great Green Wall across the northern part, including Inner Mongolia, Shanxi, Hebei, Beijing and Tianjin. The Great Green Wall also covers some of the Northwest (Xinjiang, Qinghai, Gansu, Ningxia and Shanxi) and the western part of the Northwest (Liaoning, Jilin and Heilongjiang). It includes altogether 13 provinces, cities and autonomous regions(自治區) . Its total area is 4 069 000. Wall will take 73 years ( 1978 - 2050) . The Great Green Wall has already saved a lot of land by stopping the wind from blowing the earth away and the sand from moving towards the rich farmland in the south. But more “Great Green Walls” are still needed and not only in China. They must be built all over the world.
VIII. Workbook
Do Exercise 2 in class. “The answers are: 1. prevent 2. desert 3. towards 4. farmland 5. among 6. direct 7. flood
Do Exercise 3 in class. The answers are: built, across, long, wide, from, sand, towards, farmland.
IX. Consolidation
Get the students to ask and answer questions according to the text. Let them really
understand the passage, then ask them to retell it.
X. Summary
Exercises in class
Fill in the blanks with the right form.
1. China has built a new Great Green Wall across the ___________ part of the country. ( north)
2. It’ a “Great Green Wall of trees”,__________( thousand) of trees.
3. The Great Green Wall will stop the wind from___________(blow) the south .
4. The more, the___________(better) .
5. We grow our own food, too. ___________to the Great Green Wall. ( thank)
XI. Homework
Finish off the exercises in the workbook.
Lesson 43
Properties: Recorder; Overhead Projector; Pictures.
Teaching aims:
1. Measurement.
2. The Passive Voice
3. With modal auxiliaries ( can, may, must. . . . )
Language Focus:
Learn how to use measurement and the Passive Voice with modal auxiliaries
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check the students’ retelling.
III. Leading in
Let the students look at the following sentences. Pay more attention to the underlined words.
1. Peter is one metre seventy tall.
2. The room is ten metres long.
3. The window is 3 metres wide.
4. The hill is 50 metres high.
5. The well is 4 metres deep.
Ask the students to tell the structure. Point out the position of the adjective at the end of the sentence again.
IV. Practice
Do Exercise 1 in the students' books. Read through the phrases in the boxes, and make up true sentences by themselves. Then check the answers with the whole class.
Let the students do some translation exercises.
V. Presentation
Revise the instruction for planting trees, using “should” and “must” .
(not + be + past participle). Then tell the students that we can use the Passive Voice in the same way. Give them some examples.
1. The homework must be done.
2. The fish must be cooked.
3. The books should be returned tomorrow.
4. The tree must be tied to the stick.
5. The hole should be dug first.
Let them repeat the sentences. Point out the use of must/ should + Passive Voice. Then help the students change the sentences into the Active Voice and make sure they can understand the difference between the Active and Passive Voice.
For instance:
We should plant many more trees. (Active)
Many more trees should be planted. ( Passive)
The Passive Voice is used when it is not necessary to mention the doer of the action.
VI. Practice
Get the students to make up sentences using the words in the boxes. Do Exercise 2 and Exercise 3. First do the first one as an example, then let the students work in pails, and make up sentences. Collect some examples from the whole class.
VII. Workbook
Do Exercise 1 orally first, then write down the answers.
For Exercise 2, do it together. The answers are: 1. think 2. long, wide, wide 3.deep, deep 4.high/ tall, high/ tall 5.tall
For Exercise 3, Fill in the blanks, check the answers. The answers are:
Be, made, long, wide, through, stopped, warm, more, all, in
Exercise in class
Put these sentences into the Passive Voice.
1. You must finish your work today.
2. They can repair the road in two hours.
3. We shouldn't laugh at that poor child.
4. Can they plant trees in that place?
5. They may grow some flowers in the garden.
Answers: 1. Your work must be finished today.
2. The road can't be repaired in two hours.
3. The poor child shouldn't be laughed at.
4. Can trees be planted in that place?
5. Some flowers may be grown in the garden.
VIII. Homework
1. Revise the contents of this unit, particularly the use of the Passive Voice.
2. Make ten sentences in both the Active Voice and the Passive Voice.
探究活動
主題班會
組織一次以“綠色”為主題的班會。可以讓同學們簡單介紹一下身邊的綠化情況。或者針對將在中國舉行的2008年奧運會，以及北京提出了“綠色奧運”的口號，讓同學們就此發表一些個人見解或者提出一些建議。
資料查找及整理
組織同學們到圖書館查找關于國外植樹造林或保護環境的資料，然后分組整理出關于這方面的英語文章，要有一定的說服力，并且內容真實嚴謹。是一篇完整的語篇，上下文連接要緊密，并說明一定的道理，有教育意義。
In developing countries people mostly use wood for cooking and heating. They cut down trees for fuel. But a tree cools the land under it and keeps the sun from smaller plants. As the leaves fall, they enrich the soil. When trees disappear, smaller plants die and only sand remains. Yet people need fuel, animals, and crops in order to live.
Men can take deserts, but they can also prevent them from getting bigger. Algeria(阿爾及利亞) is planting a green belt of trees along the edge of the Sahara Desert(撒哈沙漠) to stop the sand. In China, too, windbreaks(防風林帶) are being built in the northwest to keep the desert from growing.
But deserts still threaten the world. Experts believe that land that is on the way to becoming
desert equals the size of Australia, Russia and the United States put together. Can we stop the spread of the world's deserts and save the land that is so essential to mankind? Yes, we can. And we must.
學寫議論文
【說明】寫一篇大約一百二十個英文字 (words) 的短文, 闡述你對知識的看法。
【大綱提示】
1. 破題：知識之于人就如同羅盤之于船
2. 借題：有了羅盤船才能安全橫渡茫茫大海
3. 鋪路：知識帶來力量，有助于改善生活
4. 具體舉例1：知識有助于發明機器
5. 具體舉例2：知識有助于藝術創作
6. 具體舉例3：知識也有助于食衣住行
7. 小結：知識使人類生活方便和精神豐富
8. 反面舉證1：沒有知識人類會變笨
9. 反面舉證2：沒有知識人類會回到原始時代
10. 反面舉證3：沒有知識人類無法繼承傳統
11. 總結1：越多知識，越多智慧
12. 總結2：人類不能沒有知識
【范文】Knowledge
Knowledge is to us what a compass is to a ship. A ship has to rely on a compass to sail safely across an unknown ocean. Similarly, knowledge brings forth power we need to make real progress toward a better life. With knowledge, we can invent new and useful apparatus and machines; we can create beautiful art, including paintings, sculpture, music, and so forth; we can make clothes, furniture, cars, space shuttles and the like. It is knowledge that enables us humans to lead a convenient and colorful life. On the contrary, were it not for knowledge, people would become stupid and uncivilized; everything would get back to the primitive age; no more human history could be passed down. In short, the more knowledge we gain, the wiser we will become.
That is, knowledge is indispensable to mankind. (138 words)
一、用字解析：
1. compass （羅盤）
They walked in the forest with a small compass.
2. rely on [upon] （信仰）
I rely on you to help me.
3. bring forth （引起）
April showers bring forth May flowers.
4. make progress（前進；進步）
The ship made slow progress through the canal.
She has made a lot of progress in English.
5. apparatus[單數集合名詞]（儀器）
Our school has excellent experimental apparatus.
6. including（包括）
Ten persons were injured, including three children.
7. and so forth [= and so on = and the like]（等等）
They discussed literature, philosophy, history, and so forth.
8. lead（過；度）
After his father's death, he led a life of poverty for several years.
9. on the contrary（相反地）
I thought it was going to clear up. On the contrary, it began to rain.
10. get back [= return ]（回到）
They have got back to Taipei.
11 . primitive（原始的）
Primitive man made himself primitive tools from sharp stones and animal bones.
12. pass down [= hand down]（流傳）
This custom has been passed down since the 17th century.
13. indispensable（不可缺少的）
Air is indispensable to life.
二、語法句型解析：
1. A is to B what C is to D. = A is to B as C is to D. = As C is to D,
so is A to B. = What C is to D, A is to B.
（A之于B就如同C之于D）
Reading is to the mind as food is to the body.
2. It + be + 表強調的詞語 + that ......
It was not until yesterday that I knew he had gone to America.
3. enable + 賓語 + to-V（動詞原形）（使能夠）
The internet enables us to gain the latest information.
4.Were it not for ….. = If it were not for….. = But for….. = Without
…
[假設語氣用法]（如果沒有…的話）
Were it not for you, I would lose my way.
5. The + 比較級…, the + 比較級…（越…，就越…）
The harder you work, the more you gain.
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