Chapter Two Pollution Fighters

28. protect themselves by producing a chemical 通過產生一種化學物質保護他們自己

29. chemistry (n.) / chemical (adj./n.) / chemist (n.)

exercises: 1) 一個化學實驗      a ___________ experiment2) 一個化學工廠      a ___________ factory3) 化學是她在學校時最好的科目   ___________ is her favorite subject at school.4) 奇怪的化學反應使兩個人相愛了. a strange ______ makes two people fall in love.

        5) 他去藥房買藥。 he went to the ____________ to buy some medicine.

30. make their leaves taste nasty 使得樹葉嘗起來味道很糟

31. make + 賓語 + do sth

32. join their roots together underground 在地下的樹根盤環桓交錯在一起

33. pass food and water around

34. pass (v.) / past (prep.)

exercises: 1) i can ___________ a church on my way to school.2) i walk ___________ the church.3) 街道太擁擠了車無法通行。the street was so crowded that cars were unable to ________.4) 他走過那家商店。  he walked ___________ that shop.

35. communicate with each other 互相交流

36. be in danger

37. danger (n.) / dangerous (adj.) / dangerously (adv.)

38. destroy our best fighters against pollutionstep 3 post-reading

read the text again and every student must prepare at least two questions about trees in the text for other students.用這種方式訓練學生發現問題和解決問題的能力。讓每個學生都參與進來。不會問問題的學生可以回答別的學生提出的問題。提出問題的學生可以從其他學生那里得到問題的答案，也可以和大家一起回答自己沒有想到的問題。這種活動更能體現學生的自主學習。老師只在適當的時候提供幫助。當然也可以利用課本speaking中的對話材料讓學生進行討論what can we do to fight pollution?來進一步鞏固課文，提高學生的語言運用能力。最后將討論的主題筆頭記錄下來，作為學生回家的筆頭作業 (how to fight pollution?)。2. listeningstep 1 pre-listening 在聽之前，創設情境，要求學生明確聽力任務，如有生詞，可以先幫助學生（recognize key words），掃清在聽力材料中出現的詞匯，提高聽的效果。 本單元的聽力材料是一段對話，話題還是跟樹有關，要求學生在聽了對話之后完成一個poster填寫。step 2 while-listening誘發興趣，增強聽的動力。可以讓學生先將poster 看一看，然后再聽。再根據所聽內容完成poster的填寫。step 3 post-listening 要求學生根據poster的內容進行pair work的活動。培養學生的聽說能力。3. language (the present continuous tense) step 1 lead –in  1) warming up: talk about the pictures by asking and answering.  e.g. a: what are they doing? b: they are planting trees.     a: are they picking apples? b: yes, they are picking apples from the apple trees.