Unit 14 Zoology

period 2.  integrating reading skills
     primates (p124-125) 
step 1. revision
1. check the ss how further they understand the text. 
2. check the homework.
review the model verbs
step 2. scan the passage and complete the chart below:
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 not tail, larger and walk more upright, use sight more than smell, developed brain.
now world primates bigger and spend more time on the ground, such as monkeys, apes and humans

step 3. careful reading:
 ask the students to read the passage carefully and answer questions 2 on page 126.
period 3.  integrating reading and writing skills
                2 passages on p 252-254

step 1. warmming-up

  do the oral pratice on p119-120, and enable the students to practise debating.
step 2. reading
   task 1: read the 2 passages and finish the exercises. if possible, guide the students to analyze some long and complex sentences.
step 3. guided writing
give ss 20 minutes to finish the writing assignment on p117,
then ask ss to score their work according to the following chart.
  3 pluses & 1 wish
  
name _______  title _____________________   date _______________
   +  _________________________________________________________
+  _________________________________________________________
+  _________________________________________________________
?  _________________________________________________________

note: how to use this chart effectively?
ask the student to read his/her deskmate’s writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. and then feed the message back. next, ask the ss to correct their work according to the chart.

period 4:
step 1. analyze some long sentences:
deal with some language points and difficult points if necessary. if possible, guide the students to analyze some long and complex sentences. the following sentences in this unit are very important: