Teaching goals
Knowledge objectives:
1. Enable the students to know the communicating ways of bees.
2. Enable the students to understand how Professor Karl Von Frisch’s experiment is done.
Skill objectives:
Improve students’ reading ability, especially in exploring the implied information. Improve students’ thinking ability, especially deducing.
Moral objective:
Promote the spirit of scientific thinking and cooperation and loving animals.
Key points:
To improve students’ reading ability and skills
Difficult points:
The ways bees use to communicate information of food
Teaching methods and tool
Multi-media method, acting etc. computer, recorder
Period 1 Words and expressions
Aims：
1. Ensure the students to pronounce the new words and expressions correctly.
2. Learn the words and their usages by heart.
Teaching procedures
Step One Greeting
Greet the students as usual.
Step Two Lead in
Read aloud all the words and expressions to make sure the students can pronounce them correctly.
Step Three Comment on the usages of the key words & expressions
( Cf the ppt files )
1. -ology 學問，學科
生物學_________心理學_________技術__________
2. take/get/catch/seize hold of 抓住 lose hold of鬆開
3. surrounding n. 環境，周圍(通常用複數形式)
Animals in zoos are not in natural _________.
動物園中的動物沒有自然的生長環境。
surrounding adj. 周圍的，附近的
The dance seemed to excite the _____________ bees.
這種舞蹈似乎使周圍的蜜蜂興奮起來。
surround v.環繞,圍繞
He used to live in a lonely village ___________ with mountains.
他過去住在一個四面環山的偏僻的小村莊裏。
se v.反對
adj. opposed （to）與…對照
opposable adj.可相對的，與其他手指相對的
opposite adj／adv. 對面的, 對立的, 相反的 prep.在…對面的 n.相反的東西
用以上的詞填空：
The woman sitting ______ is a detective.
Light is the ________ of heavy.
In London you must drive on the _______ side of the road to China.
I am here on business as_______ to a holiday.
He ________ the proposal to build a new factory.
Other animals except the primates don’t have _______ toes so they can hardly grasp things with their feet.
to light顯露，為人所知 come to oneself甦醒過來
come to one’s help/aid/assistance/one’s rescue趕來幫助某人/救助某人
come to + number合計，總計
come to an agreement/a conclusion/an understanding
達成一致/得出結論／達成諒解
come to sb被…繼承
it comes to sb that…(it occurs to sb that) 想起
come to realize/know/understand… 開始意識到／瞭解／理解…
when it comes to sth 涉及，有關
____________________ that he had been wrong all along.
(他突然想起他一開始時就錯了)
___________________ upon his father’s death.
(他父親死後他繼承了那棟房子)
After a careful investingation,_____________________(他們最終得出結論)
___________________________.(他債務總計五千元)
New evidence __________________.(新的證據終於顯露出來)
When we are in trouble,he will always ___________________.(及時幫助我們)
__________________________the significance of the matter.
(我開始意識到這件事的意義)
6. dot n.小數點，小圓點
v. be dotted with點綴着，分散 The sky is dotted with stars.
Step Three Drills
Give the English for the following:
humour (adj)________ surround (n)__________
assume (n)____________ maximum (ant)_________
upward (ant.)________ change (adj)_____________
adequate (syn.)_________ adapt (n)____________
根據要求出單詞：
1. He told us such a h__________ story that we all burst into laughter.
2. Animals in the zoo are not in their s____________.(環境)
3. There were t_______ of friends to see him off.
4. The professor is a specialist of studying a criminal's p________(心理).
5. The weather is so __________(易變) that he has caught a cold.
6. The woman sitting o______(對面的) is a detective.
7. The teacher told him to f_______ some chalk for her.
8. The victim was able to give a p________ description of the suspect.
9. The s________ cheered when he won the first prize.
10. The supply is not a ________ to the demand.
Periods 2 & 3 Reading
The language of honey-bees
Teaching aims:
1. Enable the students to know the communicating ways of bees.
2. Enable the students to understand how Professor Karl Von Frisch’s experiment is done.
Teaching methods
Team work learning Task-based learning
Teaching aids
The computer media system in the classroom a tape recorder
Teaching procedures:
Step One: Leading in
1. How do people communicate with each other?
2. How do animals communicate?
Step Two: Reading and judging
A. T or F
1. All bees do not live in trees.
2. Honey-bees interested scientists most.
3. Bees communicate the news of food to other bees outside their hive.
4. There are three dances mentioned in the text.
5. The number of wagging dances per minute told the direction to the feeding place.
B. Choose the best answer
1. The scientist can research the language of the honeybees because of the development of ____ .D
A. the modern beehive B. experiment
C. dishes of honey D. both A and B
2. The phrase “tell the bees apart” in Paragraph 2 means ______. B
A. tell the bees separately B. tell one bee from the other
C. drive the bees away D. tear the bees into pieces
3. After the marked bees danced, the other bees _____. D
A. danced together B. became very excited
C. seemed not to noticed it D. both A and B
4. Different dances indict different ______. B
A. food B. feeding place C. steps D. semicircle
5. The phrase “come to light” in Paragraph 5 means _______. A
A. become known B. come to a bright place
C. turn bright D. both A and B
6. The circle dances told the bees about ______. A
A. the position of the feeding place B. the distance of the feeding place
C. the amount of the food D. all the information about food
7. The number of the wagging dances per minute told ______. C
A. the position of the feeding place B. the amount of the food
C. the distance of the feeding place D. all the information about food
8. You can find the main idea of the test simply from _____. A
A. the title B. the first paragraph
C. the second paragraph D. the last paragraph
9. Karl Von Frisch made an experiment to research ______. C
A. the food of honeybees B. the dance of honeybees
C. the ways honeybees communicate D. the hive of honeybees
10. Which of the statements is possible according to the last paragraph? D
A. We human beings can communicate as honeybees do
B. We human beings can go as quickly as honeybees
C. We human beings can come to help each other in a fast way
D. We human beings can learn something from animal’s behavior
Task 1: reading the text and match the main idea with the right paragraph.
Task 2: find out the ways bees used to communicate information of food
Answer some questions
Para2-3 1. What the scientist assume first?
2. What did they do for their assumption? Was it proved?
3. What kind of a dance was found? ( flash)
4. What was the conclusion?
Para 4-5 5. What was the other dance? (flash)
6. What information did it convey?
7. What’s the difference between the two dances?
A circle dance Food is near.
dance
A wagging dance Food is far away.
Para 6 do you think the remaining question is
Step 3: consolidation
A circle dance
A wagging dance
A faster wagging dance
A slower wagging dance
Step 4: Reinforcement
1. Group work Finish the exercises in the Post Reading section
Step Five: homework
Read the text again and underline the useful expressions and sentences.
彼此交流 令人驚異的方法
對…感到迷惑 把這個消息傳給…
區分那些蜜蜂 靠近峯巢
表演舞蹈 使周圍的蜜蜂興奮起來
模仿他的動作 傳達信息
看到奇妙的景象 仔細觀察
被人所知 剩下的問題
獲取更多的數據 對蜜蜂行為的充分描述
被授予諾貝爾獎 把…標上紅色
走直路，走近路 成羣結隊的跟在後面
Sentences:
最使科學家感興趣的是蜜蜂。（強調句）
很顯然，這種舞蹈告訴蜜蜂食物所在的位置。（主語從句）
餵食處越遠，舞蹈的速度越慢。
Period 4 Integrating skills
Teaching goals:
1. Review the useful expressions learnt in this unit by practice.
2. Talk about animals and animal behavior.
Teaching procedures:
Step 1. Revision
Check language points by giving a dictation.
Step 2. Fast reading
In what ways are the higher primates, for example chimpanzees, similar to human being? How are they different?
Step 3. Detailed reading
Use the information in the text to complete the chart below. Give examples and characteristics for each type of animal.
Types Characteristics and examples
Primate 1. hands and feet can grasp and often have opposable thumbs and toes;
2. have a better sense of touch and the primate brain is larger.
Other animals 1. not good at holding, moving, and using objects;
2. have a weak sense of touch and small brain.
Higher primates Large size of brain, such as human beings and apes.
Lower primates Small size of brain.
Monkeys Have tails, small and walk less upright.
Apes no tail, larger and walk more upright, use sight more than smell, developed brain.
New world
primates Bigger and spend more time on the ground, such as monkeys, apes and humans
Step 4. Reinforcement
Deal with the exercises on page 126
Suggested answers to Ex 1 on Page 126
Primates Primates have hands and feet that can grasp or thumbs and toes that are opposable. Primates also have a highly developed sense of touch and a brain that is larger-compared to body size-than that of other animals. Other animals Other animals have smaller brains compared to their body size.
Higher primates Larger brains Lower
primates Smaller brains
Monkeys Most monkeys have tails; monkeys are smaller and doesn’t walk upright as apes; their brains are less developed. Apes Apes have no tails; apes tend to be larger and walk more upright; apes use sight more than smell; an ape’s brain is more developed; apes have fewer young
New world primates The group includes, among others, the spider monkey and the night monkey. New world primates are usually small and live in trees
Old world
primates The group includes monkeys, apes and humans. Old world primates are bigger and spend more time on the ground.
Suggested answers to Ex 2 on Page 126
Higher primates, such as chimpanzees, are genetically very similar to human beings. They walk like us (upright) and have hands and feet that can grasp. Chimpanzees and other higher primates also behave in “human” ways: they live in groups, they communicate with each other, and they use tools to find and eat food. However, these similarities do not mean that higher primates necessarily think like humans or are able to do what humans do, such as the solve problems and use human language. Some primates, such as chimpanzees, also have opposable toes, but human beings don’t.
Step 5. Language points
1. …are better than other animals 是比較級表最高級的用法
(1)比較級+than+ any other+單數名詞
He is taller than any other boy in his class. 他在班上是最高的。
(2)比較級+than+ all the other+複數名詞
He is taller than all the other boys in his class.
(=He is the tallest of all the other boys in his class.
(3)比較級+than + anyone (anybody) else
He is taller than anybody else in his class. 他是班上最高的。
2. have a sense of …
3. that指代“the brain”
辨析: it, that, one
(1)it代替的是前面提到的同一名稱的同一事物，即同名同物，所指代的名詞可以是可數名詞，也可以是不可數名詞。
(2)one代替的是前面提到的同名異物的任何一個（不定指），所代名詞只能是可數名詞，其前可代冠詞，還可被this, that或形容詞修飾，其後也可有定語。
(3)that代替前面提到的同名異物中特指的事物，所代替的名詞可以是可數名詞也可以是不可數名詞，但其前不能有修飾語。
(4)如果前面提到的名詞是複數形式，為避免重複，則可視具體情況分別為they, them, ones或those代替。
(5)it和that可代替前面整個句子的意思，而one卻不能
(6)that可引導一個限制性定語從句,代替某個先行詞(單複數名詞均可),it和one則不能
(7)it可以代替不定式、動名詞從句，用作形式主語或形式賓語，而one和that則不能。
4. Compared to (with)與……相比較
Compared to (with) her mother, she is tall.
compare…with…把……和……做比較
compare…to… 把……比作……
beyond/past/without compare 無比的; 無雙的
5. feast on 或feast…on… 宴請(某人), 款待; 盡情地吃
He feasted his friends on turkey.
We feasted all evening on the best food and drink.
be a feast for the eyes
Step Five: homework
Finish the workbook exercises from Page 250 to Page 256
Period 4 Reinforcement
Teaching aims:
1. Review the key points of the unit
2. Comment on the workbook exercises
3. Practise writing a story
Teaching aids: computer system
Teaching procedures
Step One: Revision of the unit
(Cf: the word files)
Step Two: Comment on the workbook exercises
Refer to the workbook exercises from Page 250- Page 256.
Step Three: Assignment
Writing
星期五下午數學考試，你考得不好，心情鬱悶。晚上幾個好朋友邀你去歌廳(KTV)唱歌，你們一晚上唱得很盡興。你用日記的形式記錄下你今天的活動及感受。
日記需包括以下幾個要點：
1．下午的數學考試你的成績不佳，心情一直不好。
2．晚上朋友們邀請你去KTV唱歌，這是你第一次去KTV。
3．大家唱得很高興，而你一直當聽眾，你覺得你的歌唱得不好，不敢去唱。
4．在大家的鼓勵下， 你終於拿起麥克風 (microphone)，唱了一首英文歌曲 “I believe l can fly”。
5．現在你心情舒暢了，更重要的是你找回了自信。
6．你自己的感想。
注 意：1．詞數：100 ~ 120。
2．日記須包括所有要點，但可用不同的句式表達。
3．時間：2004年11月12日， 星期五，晴天。
Nov. 12, 2004 Friday Sunny
This evening I went to the KTV with some of my good friends.
This was the first time that I had been to a KTV and at first I didn’t want to go. I was ( had been ) in a bad mood the whole afternoon because I didn’t do well in the math exam. At the KTV, everybody sang their favorite songs very happily except me – I was only one of the audience. I dared not have a try because I was afraid that I couldn’t sing well. Encouraged by my classmates, I picked up the microphone and sang an English song entitled “I believe I can fly”.
I have become cheerful now and above all I’ve regained my self-confidence. I believe that the worst enemy in one’s life is oneself. I shouldn’t lose heart just because of one or two failures because I still have chances to try.
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