Teaching objectives and demands:
1. Words and useful expressions:
at present，nature，common，recently， alive，year by year，greatly，one day sick, increase，similar，equipment，disappear，period，research，protect，paint
2. Everyday English for communication
Why are you making this journey?
We are trying to collect money for a wild life project.
We want to … so that
That sounds a great idea.
What's the purpose of your new project?
Good luck with your trip!
3. Language use: Manipulate listening, speaking practice
Key points:
1. Everyday English for communication;
2. Words and useful expressions
Time arrangement:
This unit is arrangement to be finished in 5~6 teaching periods, including a unit test.
Teaching procedures:
Lesson 65
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Revise the expressions of warnings:
Why are you making this journey?
We are trying to collect money for a wild life project.
We want to … so that
That sounds a great idea.
What's the purpose of your new project?
Good luck with your trip!
Step 2. Presentation and listening
SB1b, Page 9 Part 1. Play the tape of Lesson 65 or the students to follow and ask them the questions in Ex.1 in the workbook on P59.
The students are required to yell out the answers to the class so that we will save time in checking the answers again.
Step 3. Reading
Get the students to read the dialogue to extract the daily expressions for communication.
Why are you making this journey?
We are trying to collect money for a wild life project.
We want to … so that
That sounds a great idea.
What's the purpose of your new project?
Good luck with your trip!
Step 4. Explanations to the dialogue
1. Where are you traveling to? (= Where will you travel to?) 你打算去哪兒旅行呢?
How are you getting there? (=How will you get there?) 你打算怎樣去那兒?
以上兩句中的謂語動詞都用了現在進行時態， 但并不表示此時此刻正在進行的動作，而是表示將來的動作。在英語的口語中，常用現在進行時表示按計劃、安排在不久的將來要進行的動作。可以這樣用的動詞有：arrive, come, go, leave, return, send, start, stay, travel等。例如：
The plane is arriving at 2∶30 p.m. 飛機將于下午兩點半到達。
“When are you leaving?”--“Next Tuesday.”
“你打算什么時候離開?”--“下周二。”
“How long are you staying in Beijing?”--“Two days.”
“你打算在北京呆多久?”--“兩天。”
“What time are they starting for Shanghai? ” --“About 8∶00 a.m. tomorrow.” “他們什么時候出發去上海?”--“明天上午八點左右。”
2. How long will it take you to complete the trip? 走完這個旅程你要花多長時間呢?
“How long…?”是就“多久時間”提問的特殊疑問句， 其中包含這樣一個句型：It takes (sb.) some time to do sth.
這句型中的it是形式主語， 它所代表的真正主語是句末的不定式(to do sth.)。整個句型的意思是：(某人) 干某事要花多少時間。例如：
A: How long will it take you to collect money for the project?
為這項工程籌款你將要花多長時間?
B: About half a year.(=It will take me half a year to collect money for the project.) 大約需要半年時間。
A: How long did it take you to travel in Beijing?
你在北京旅游花了多長時間?
B: Just a week.(It took me just a week to travel in Beijing.) 正好一個星期。
A: How long does it take to get to Shanghai by train from Wuhan?
從武漢乘火車到上海要多久?
B: About 27 hours. (= It takes 27 hours to get to Shanghai by train from Wuhan.) 大約27個小時。
3. How many of you are making the trip? 你們有多少人做這次旅行呢?
Why are you making this journey? 你們為什么要做這次旅行呢?
以上兩句中的trip和journey都是名詞，作“旅行”解， 都可以同動詞make搭配，構成make a trip/journey詞組， 是“做旅行”、“進行旅游”的意思。還可以同動詞 take 搭配， 構成 take a trip/journey,意思與前相同。例如：
I think I'll make a trip abroad next month. 我想下個月去國外旅行。
His family took a long trip to Paris. 他一家人到巴黎做了一次長途旅行。
She is going to make a journey around the world. 她打算做一次環球旅行。
They are planning to take a journey to Hong Kong. 他們計劃去香港旅行。
表示“去旅行”還可以用go/be on a trip 或 go/be on a journey。上述例句可以改寫成：
I think I'll go on a trip abroad next month.
His family was on a long trip to Paris.
He is going on a journey around the world.
They are planning to be on a journey to Hong Kong.
除了trip和journey外，還有travel也作“旅行”解， 既可以作名詞，也可以作動詞。例如：
The book is about travels in Africa. 這本書是關于非洲旅行的。
The travel through the desert was a very difficult one.
那次穿越沙漠的旅行是非常艱難的一次旅行。
It's much faster to travel by plane. 乘飛機旅行速度快得多。
“Where are you travelling to next week? ”--“ To Xi'an.”
“下周你們打算去哪兒旅行?”--“去西安。”
4. There's a very important Chinese deer called the milu deer.
有一種非常重要的中國鹿，叫做麋鹿。
(1) “milu”是麋鹿的英譯名。deer泛指鹿科動物， 這個名詞的單、復數同形。
“How many deer do you see in the picture? ” --“ Only one (deer).”
“這張畫里你看到有多少鹿?”--“只有一個。”
Look! Those deer are called milu deer. 瞧! 那些鹿就叫麋鹿。
單復數相同的名詞還有sheep(羊)，fish(魚)。例如：
This fish is called goldfish; those fish are also called goldfish.
這條魚叫作金魚；那些魚也叫金魚。
但fish也可以有復數形式，特別是指魚的各類時。例如：
You'll see many kinds of fish(es) in the fish market.
在魚市上你可以看到許多種魚。
There are fishes of many colours and sizes.
有許多顏色不同、大小各異的魚。
(2) called the milu deer是一個過去分詞短語，作定語， 相當于一個定語從句(…which is called the milu deer)， 修飾先行詞Chinese deer。例如：
In London there was a terrible disease called “ the plague”.
在倫敦曾經發生過一種叫“黑死病”的可怕疾病。
In the middle of the picture there is a white building called the White House.
在圖片中央有一個叫白宮的白色建筑物。
5. Good luck with your trip! 旅途平安(順利)!
“Good luck!”是表示祝愿的交際用語，有“走運”、 “交好運”的意思，常用在分手道別時。在“Good luck ”后可跟介詞短語“to sb.” 或 “with sth.”，表示“祝某人走運”或“祝某事順利”的意思。例如：
A: I'm afraid I must be leaving now. 恐怕我該走了。
B: Good luck! 祝你走運!
A: I'll try my best at the exam. See you tomorrow.
我會盡力把考試考好的。明天見。
B: Good luck to you! 祝你走好運!
A: The concert is going to start. I have to go now.
Good-bye! 音樂會就要開始了，我得走了。再見。
B: Good-bye! Good luck with your performance. 再見! 祝你演出成功。
6.put on performances, 意思是“進行演出”，put on作“上演”解。例如：
They put on performances to collect money for the project.
他們進行演出，為這項工程集資。
The singer put on a fine performance last night.
這位歌手昨晚進行了一場精彩演出。
Step 5. Workbook
(1) SB1b, Page 59, Ex. 2. Tell the students to make up a dialogue in accordance with the dialogue that we have just learned. Read the instructions carefully and make up a dialogue in pairs. Pick out some pairs to demonstrate to the class if time permits.
(2) SB1b, Page 59, Ex.3. Tell the students to read the instructions and write a short report about the bicycle trip. (This work is to be assigned as their homework)
Homework
(1) Finish off the exercises of Lesson 65 in the workbook.
(2) Revise the key points of this lesson.
(3) Find out the relevant information about milu deer in encyclopedia or on the web.
Lesson 66 Milu Deer Return to China
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points in Lesson 65.
Step 2. Lead-in
Check the extracurricular homework of what they have looked up in the encyclopedia or on the web about milu deer. Get some students to report to the class.
Step 3. Skimming
Now tell the students to read the text and answer the questions at the head of the text:
(1) How many milu deer centers now are there in China?
(2) What do people plan to do with milu deer in the future?
Step 4. Scanning
Now get the students to read the text of Lesson 66 and answer the questions in Ex.1 in the workbook on Page 60. Answer the questions with the whole class.
Step 5. Language points
1. At present there are not many milu deer in nature parks in China. 目前在中國的天然公園里還沒有很多麋鹿。at present作“現在(now)”解，作狀語，可放在句首或句末。 例如：
At present there are 3 centres for milu deer in China.
目前在中國有三個繁殖麋鹿的中心。
We are planning to collect 780,000 yuan for the wild life project at present.
我們目前計劃為野生動物工程籌集78萬元。
注意，固定詞組at present中的present是名詞(現在)， 前面不加定冠詞the。另外還有一個固定詞組(at the present time)也作“現在”解，其中的present是形容詞(現在的)，前面要加定冠詞the。例如：
At the present time the number of milu deer in China is small, but it is increasing every year. 目前，中國的麋鹿數量還少，但是每年在增加。
2. The milu deer is a kind of deer that used to be common in China long ago. (=There were lots of milu deer in China in the past, but not now.) 麋鹿在很久以前是中國一種常見的鹿。
“…that used to be common…”是定語從句，其中的謂語“used to be common”既有“was common”( 過去是平常的)意思，還含有“目前并不如此”的意思。例如：
He used to be strong when he was in junior middle school. (=He was strong, but not now.) 他讀初中時身體曾經是健壯的。(內含的意思是“現在不健壯了。)
There used to be lots of apple trees around the house 10 years ago. (=There were lots of apple trees…，but there aren't any now.) 十年前，這座房子四周曾經有著許多蘋果樹。( 內含的意思是“現在沒有了”。)
3. Until recently, the only milu deer alive in the world belonged to the Duke of Bedford in England. 直到不久以前， 世界上僅有的活著的麋鹿屬英國貝德福公爵所有。
(1) until(直到)作介詞用時，后面通常跟表示時間的名詞。例如：
He studied in the library until 12 o'clock. 他在圖書館一直學習到十二點。
They talked on/about the project until midnight.
關于這項工程，他們一直談到半夜。
有時在until后面也可以跟一個副詞，如until recently。又如：
They did the experiment until very late. 他們做實驗一直做得很晚。
Mr Johnson went into the office at 2∶00 p.m. Until then no one discovered the fire. 約翰遜先生于下午兩點鐘進到辦公室，在此之前， 沒有人發現火災。
(2) the only milu deer alive=the only milu deer that were alive(僅有的活著的麋鹿)，其中的alive是形容詞， 作“活著的”解，通常用作表語，當其作定語時， 則要放在所修飾的名詞后。例如：
He was badly wounded but was still alive. 他受了重傷，但還活著。
The only man alive is called Jack Smith. 唯一活著的人名叫杰克史密斯。(不說：The only alive man is called Jack Smith.)
作定語用表示“活著的”形容詞是living，可以前置， 如上句若用living，則可寫成：The only living man is called Jack Smith.
又如：
She is considered to be the best living physicist in France.
她被認為是法國目前還活著的最好的物理學家。
English is a living and constantly changing language.
英語是一種活的而且不斷變化著的語言。
4. They liked the cool wet weather there and their number increased year by year. 它們(麋鹿)喜歡那兒涼爽而濕潤的氣候，因此， 它們的數量逐年增長。year by year 逐年地，年復一年地。在句中作狀語。英語中有一些類似的“n.+by+n.”的詞組， 表示“逐個地”的意思， 如 day by day(一天一天地)，one by one(一個一個地)，step by step(一步一步地)。例如：
The price is going up year by year. 物價逐年上漲。
The problems should be solved step by step. 問題得逐步解決。
Don't hurry. Come in one by one. 別忙。一個一個地進來。
Spring is coming, and the number of travelers is increasing day by day.
春天來了，游客人數與日俱增。
5. In fact, there are now so many deer that some are being sent to places which would like to return this kind of deer to the wild. (=There are now enough deer to send to other parts of the world. From there, they'll be set free to the forest or the countryside.) 事實上，這種鹿的數量已經很多，(以致) 有些鹿正被送往那些愿把麋鹿送回野外去的地方。
(1) 這是帶有兩個從句的復合句。主句是“ There are now many deer”。一個從句是由“so…that ”引導的表示結果的狀語從句“that some are being sent to places ”；另一個從句是由which引導的定語從句“which would like
to return this kind of deer to the wild”，修飾先行詞places。
在狀語從句中的謂語動詞用了現在進行時的被動語態， 這是本單元的語法重點。關于這個語法點，請參閱Lesson 68的語法解說。
(2) 句中的wild是名詞，作“荒原”、“荒野”解。例如：
These plants were first found in the wild. 這些植物首先是在荒野里被發現的。
His family are trying to turn the wild into a corn field.
他的一家人正力圖使這塊荒原變成一片玉米地。
wild還可以作形容詞用，作“野生的”、 “不易馴服的”解。例如：
The lion is called the king of wild animals. 獅子被稱為百獸之王。
This kind of elephant is rather wild. 這種大象是很野的。
6. Since then the number of milu deer there has greatly increased. (=Since that time there has been a great rise in the number of milu deer.) 從那以后，那兒的麋鹿的數目已經大大增加了。
(1) 句中的number作“數目”、“數量”解(amount)。 注意，“ the number of…”的意思是“……的數目”；而“ a number of……”的意思是“一些……”。例如：
The number of wild animals has become less in recent years.
最近幾年來，野獸的數量減少了。
A number of wild animals have been found in the forest. 森林里發現了許多野獸。
(2) 句中的increase是不及物動詞，作“增加”解； 它也可以用作及物動詞，詞義相同。例如：
The population has greatly increased these years.
這些年來人口大大地增加了。(不及物動詞)
The number of students in our school is increasing year by year.
我校的學生人數在逐年增加。(不及物動詞)
Travel increases one's knowledge of the world.
旅行使人增加對世界的了解。(不及物動詞)
Because of the wildlife project,the number of milu deer has increased.
由于這項野生動物保護工程，麋鹿的數量已經增加了。( 不及物動詞)
7. At all these centres it is hoped that one day they will have enough animals to set them free and let them live in the wild again. (= People at these centres hope that they will have enough deer to be sent to the wild again.) 在這些研究中心， 人們希望有一天他們會有足夠多的麋鹿可以放出去，讓它們重新回到野外去生活。
(1) 注意，本句中用了形式主語it的句型：
It is hoped+that-clause. (=People hope+that-clause.)
句型中的It是形式主語，代替后邊的真正主語that-clause 。
整個句型的意思是：“人們希望……(會發生某事)”。例如：
It is hoped that the number of deer will greatly increase very soon.
人們希望麋鹿的數目將會很快地增加。
It is hoped that the report about nature project will be ready before Friday.
我們希望有關自然保護計劃的報告在星期五以前準備好。
It was hoped that the helicopters would land on the roof of the building. But the smoke was too thick.
原本希望直升飛機能在大樓樓頂著陸的，但是煙太濃了。
類似的句型結構還有：
It is said+that-clause. (=Somebody says+that-clause. ) 據說……
It is believed+that-clause. ( ＝ People believe+ that-clause.) 據信……
It is reported+that-clause. (= Somebody reports+ that-clause.) 據報道……
例如：
It is said that some more milu deer will be sent to the nature park in Shishou in Hubei. 據說還有一些麋鹿將會送到湖北石首的天然公園來。
It is reported that some other wild animals are being kept and studied at the research center. 據報道，那個研究中心目前還飼養了另外一些野獸， 并對它們進行研究。
It is believed that the flood there is the biggest in 100 years.
據認為，那兒的洪水是百年來最大的洪水。
(2) 句中的one day指“將來的某一天”， 用于將來時的句子中。例如：
It is hoped that one day the milu deer will be set free to the wild.
人們希望，這些麋鹿總有一天會被放回野外去的。
You're still young; you'll know more about our country's history one day.
你還年輕；總有一天你會更多地了解我們國家的歷史。
one day還可以指“過去的某一天”，用于過去時的句子中。例如：
One day we visited the nature park near Beijing and saw the milu deer.
有一天，我們參觀了北京附近的天然公園，看到了麋鹿。
One day when I was making a trip in Britain, I heard of the wildlife project.
我在英國旅行時，有一天，聽說了這項野生動物保護工程。
So once more there will be milu deer living in the wild in China.
因此，中國將會再有生活在野外的麋鹿了。
(1) once more (=once again) 再一次，重新。 用在句中作狀語。例如：
Don't lose heart. Try it once more. 別灰心了，再來試一次。
Would you please explain the sentence once more?
請你把這個句子再解釋一遍好嗎?
These programmes are once more appearing on TV.
這些節目重新在電視中出現了。
(3) 句中的“living in the wild in China”是-ing 短語，作定語，相當于一個定語從句(…that are living in the wild in China)，修飾先行詞milu deer。例如：
The man living next to us is a scientist at the research center. (=The man who is living next to us is a scientist at the research center.)
住在我們隔壁的那個人是這個研究中心的科學家。
The people planning a bicycle trip are newspaper reporters. (=The people who are planning a bicycle trip are newspaper reporters.)
正在計劃騎自行車旅行的那些人是新聞記者。
Step 6. Summary of the structure
Now get the students to summarize the structure of the passive voice of the present continuous tense. They are asked to read aloud the relevant sentences in the text.
Step 7. Consolidation
Tell the students to tell us about the milu deer. The following are the clues:
The Ming and Qing dynasty-duke of Bedford-now
The students are required to do it in pairs or in groups.
Step 8. Workbook
Get the students to do Ex.2 and 3 in the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 66 in the workbook.
(2) Revise the key points of this lesson.
(3) Preview the grammar item: the passive voice of present continuous tense.
Lesson 67
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the contents of Lesson 66.
Step 2. Lead-in; language focus
Tell the students that today we are going to practice grammar item: First of all tell the students something about the grammar- the passive voice of present continuous tense.
現在進行時的被動語態，這是本單元的語法重點。在這一課中我們將會遇到大量的例句。首先我們對之歸納講解如下：
現在進行時的被動語態用來表示此時此刻某事正在被完成， 它的結構如下：am/are/is+ being + p.p.+(by-phrase) 例如：
(1) Wait a minute, please. I am being examined by the doctor.
請等一等，醫生在給我做檢查呢。
(2) More milu deer are being moved to a new large nature park.
更多的麋鹿正在被運到一個新的大型天然公園去。
(3) The life of the milu is being studied at present.
目前正在研究麋鹿的生活習性。
在被動語態結構的句子中， 如果不強調動作的執行者，則by-phrase常可省去。上述例句中，除例(1)用了by-phrase外，其余兩個例句都沒有用。在例(2)中，人們所關心的是“麋鹿搬遷”的事，至于由誰搬運， 則不關心了。在例( 3)中， 人們所關心的是“麋鹿生活習性的研究”，至于由誰來研究，則無必要提出。
謂語動詞為現在進行時的主動句，變成被動句時， 應把主動句中的賓語變成被動句中的主語， 而把主動句中的主語變成被動句 by phrase中的介詞賓語。如果不必強調時，則整個by-phrase都可省略。謂語動詞的結構要變成“am/are/is+ being +p.p.”。例如：
主動句：They are studying the milu deer at the research center.
被動句：The milu deer are being studied at the research center (by them).
Step 3. Practice
Now tell the students to do Part 2, put the sentences into passive voice. Get some quick learners to help the slow learners and make sure all the students are able to master the grammar.
Step 4. Pair work
SB Lesson 67, Part 3, organize the students to practice this part in pairs to consolidate what we learned about present continuous tense.
Step 5. Workbook
Get the students to do the workbook exercises individually and then check the answers with the class.
Homework
(1) Finish off the exercises of Lesson 67 in the workbook.
(2) Revise the passive voice of present continuous tense.
Lesson 68
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the content of Lesson 67.
(3) Review the passive voice of present continuous tense.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 123 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 17 with the students. Get the students to make sentences of their own using the useful expressions.
Step 4. Word study
SB P12, Part 2. Complete the sentences with the words given on the left. Pick out some eloquent students to yell out their answers to save time.
Step 5. Writing
SB P12, Part 3. Read the instructions and tell the students to fill in the blanks with the word given in the box. Check the answers with the class.
Step 6. Workbook
Workbook Lesson 68 Ex.1~3 and the exercises in Unit 17 Revision. Get the students to do the exercises and then check the answers with the students.
Homework
(1) Finish off the exercises of Lesson 68 in the workbook.
(2) Revise the key points of this unit.
(3) Revise the grammar: the passive voice of present continuous tense.
Evaluation of teaching: