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I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Talk about science and technology
2>Describe things and how they work
3>Talk about the advantages and disadvantages of modern technology
4>Talk about new inventions
2.function功能:
Agreement and disagreement 同意和不同意:
Absolutely. I disagree. / Well, yes, but …
That’s exactly what I was thinking. I’m afraid I don’t agree.
That’s a good point. You can’t be serious.
That’s just how I see it. Well, it depends. That’s worth thinking about.
I would have to disagree with that. Well, I’m not so sure about that.
3.vocabulary词汇:
toothpick, agreement, disagreement, disagree, absolutely, depend, press, teenager, throughout, add, latest, calendar, remind, appointment, behaviour, obey, dare, emergency, whatever, dial, according, unexpected, particular, negative, clone, interview, department, electricity, planet, wonder, defeat, force, peaceful, succeed, skip
stay in touch with, call for, in case (of…), according to, take over, break down
4.grammar语法:
The Present Continuous Passive Voice (3) 被动语态:
1>用英语描述事物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如:
New functions are being added to the phones.
Michael is being interviewed for the job.
Modern cellphones are being used as camera and radios.
2>用英语描述人物正受到某种影响或某种处理-使用现在进行时被动语态(is/are being + 过去分词)。例如:
The new student is being introduced to the class.
Look! The children are being led into the garden.
5.language usage语言运用
运用所学语言,围绕新科技、新技术和新发明这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “Life on the go” 并联系生活中的实际,书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction This activity provides a good opportunity to talk about creativity and to practise problem-solving skills.
Instruction When the students have solved the problems, ask them how they did it and compare different solutions. Ask the students what creativity is and if it is possible to learn how to be creative.
Answers:
Useful Things Various answers are possible. Encourage the students to think of as many uses as possible. It is not important if the new use is useful in the conventional sense, the emphasis here is on having students explain why / how it will be useful.
Talk box Various combinations are possible. Examples: 1st row left to right: stop, side, soot, stem. 2nd row left to right: coat, code, cram. 3rd row left to right: aide, atom. 4th row left to right: pram, poor. Students can also go right to left and diagonally - the more ways the better. Again, the emphasis is on having students explain their choices and solutions. The activity is not about getting the “right” answer.
True or False Answers: T-F-T. Ask the students how they came up with the answer and encourage them to think of more true or false questions.
Extension Ask the students to come up with more creativity tests.
3. LISTENING
Introduction The students will hear descriptions of everyday objects and are asked to try to guess what is being described. The exercise will be more useful and interesting if you encourage the students to move beyond the obvious uses of the objects described.
Instruction Tell the students to listen to the tape and try to guess what is being described. Before they listen to the tape, you can ask them to describe an everyday object (or you can bring two or three objects and describe them). When the students have listened to the tape and guessed what's being described, they can work in pairs or groups to discuss how the objects can be used. Encourage the students to think of new uses for the objects in addition to the “normal” uses.
Extension Ask the students to think about other objects that either fit the description or can be used for the same things.
LISTENING TEXT:
1 These are very simple. Two sticks, about 20 centimetres long. They are usually made of wood. You hold the two sticks in one hand. You put one stick between two of your fingers, and you hold the other one with your thumb. These things can be difficult to use at first, but you will soon learn how to pick up even small pieces of food.
2 This thing is very popular and useful. Almost everyone has one these days. You can see people using this thing on the bus, when they are walking, or at home. It is usually small, about the same size as your hand, and it comes in many colours. There are several buttons on it, some for numbers, others for other things. It can be put in your pocket or in a small bag. With it, you can talk to people far away.
3 This is a large box with a big door. If you open the door, a light comes on and you can see what's inside. You'd better not leave the door open for too long, because it is not good for the things inside. You might catch a cold, too, if you stand in front of the open door. There are several shelves inside, some in the box itself, some in the door. You usually find this large box. in the kitchen.
Answers to Exercise 1:
Object described Possible uses
I Chopsticks Eating, opening a bottle. Students can think of more creative uses.
2 Cellphone Making phone calls, sending pictures, sending e-mails. Students think of more.
3 Refrigerator Keeping food fresh, keeping drinks cool. Students think of more.
Answers to Exercise 2:
Various answers are possible.
4. SPEAKING
Introduction This group discussion is an opportunity for the students to practise their ability to express, support, and challenge an opinion. Jane wants to buy a cellphone, but before she buys one she wants to know what her parents and her friend think. The students will role-play the discussion.
Instruction Divide the students into groups and explain that they are going to prepare a role play and have a discussion. Each group member will play one of the roles and must prepare a role card. If necessary, you can use one of the role cards as an example. Explain the “rules” of the discussion to the students and remind them of the basic classroom rules.
1 Decide who will play which role. The student who plays Jane will be the group leader.
2 Give the group enough time to prepare the role cards.
3 Check that all group members are ready. Before the students begin the discussion, remind them that Jane should open the discussion and that they should take turns introducing themselves and stating their opinion as outlined in 4 and 5.
4 Jane opens the meeting by welcoming everybody. She also explains why they are meeting and asks everyone to help her make her decision.
5 Each group member introduces himself / herself and states his or her opinion and reasons.
6 When all the group members have introduced themselves and stated their opinions and reasons, the students can continue the discussion as they see fit. They can ask questions, give more examples and reasons, explain their opinions, and debate and challenge other views.
7 Remind the students that each group member must try to make the others agree with him or her.
Possible answers:
Jane
1 I can use a cellpho_e to call my parents if I am late.
2 I can use a cellphone to call for help.
3 I can use a cellphone to stay in touch with my friends. Jane's best friend
1 we don't really need cellphones.
2 we are not allowed to use cellphones in school.
3 it is better to use the money for something more important.
Jane's mother
1 cellphones are too expensive.
2 Jane should not spend too much time on the phone.
3 Jane is too young to have a cellphone. Jane's father
1 if Jane has a cellphone, I can always find out where she is.
2 a cellphone will help Jane feel safe.
3 Jane can use a cellphone send messages to her friends.
Sample discussion:
JANE: Thank you for taking the time to talk with me. Mum, Dad, you know I have told you before that I want to buy a cellphone. I would like to tell you why I want to buy one, and I would like your advice.
DAD: OK, why don't you start and then we will all tell you what we think.
JANE: Thanks, Dad. I think a cellphone is very useful, because I can use it to let you know where I am and when I will be back home. For example, if I have to stay late at school, you might get worried and wonder where I am. If I have a cellphone, I can call you and tell you that I will be late. .
MUM: Well, that's true, but I don't think you should buy a cellphone. In my opinion, a cellphone is too expensive. Besides, if you have a cellphone I think you will spend too much time talking on the phone. You'd better use your time to study instead.
CINDY: I agree with Mrs Collins. Some of the other students in our class have cellphones and they talk on the phone all the time. I don't see how they ever have time for anything else. And it is expensive. One of my classmates said that she spent 110 yuan in one month!
DAD: Jane, I think you are right. I often worry about where you are and I never know when I will be home from work. I remember last year, when you were at the supermarket and I had promised to pick you up. I was late and couldn't find you when I got there. If you have a cellphone I can just call you.
JANE: Thank you for telling me what you think. I will take some time to think about what you have said. Now let's have some fun. How about playing some cards!
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to get the students to think about the cellphone as an example of inventions that have changed our way of life.
Instruction Encourage answers and comments that help students think about the way technology affects our life and thinking. The second question will help: students are likely to mention what we do today and compare to what people did in the past. Big inventions would include cars, computers, electricity, etc. The third question will help the students reflect on why some inventions are more popular than others.
Extension Ask the students to think about what “big” inventions have in common. Encourage students to think more about question 3. What are the consequences of “popular” science - will it lead science in the wrong direction?
3. READING
LIFE ON THE GO
Introduction The reading discusses the increasing popularity of cellphones in Chinese society. Cellphones are everywhere and have positive and negative effects on our life. Encourage the students to take a critical view of the cellphone culture, or life on the go, and think about how trends and life-styles are related to science and technology. Note that Wang Mei (the girl in the text) says that cellphones are useful and repeats the reasons we encounter in ads and the media - but in the last paragraph we also learn that she (like most people) actually uses the cellphone for other, perhaps less grand purposes. .
Note Life on the go refers to a fast-paced lifestyle where people are always on the go-rushing from one place to another, doing many things at once, and using portable phones, computers, etc.
Instruction
1 Ask the students to read the rust paragraph quickly to get the main idea of the text.
2 Ask the students to do the following (without reading the text).
A Try to guess what the next paragraph will talk about.
Ask the students what they think and why they think so. Compare different answers.
B Try to guess what the whole text will talk about. Ask the students what they think and why they think so. Compare different answers.
3 Ask the students to use the answers from 2A and 2B to write a simple outline of the text. The students can work in pairs or groups to write the outline.
4 Let the students read the whole text. Ask them to compare their outline with the text and note any differences.
4. POST-READING
Answers to Exercise 1:
1 The title refers to the high pace of modem life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2 The text lists a couple of reasons: cellphones can distract students in class, cellphones may make students spend more time talking on the phone than doing homework.
3 The text lists two reasons: safety and the cool factor, i.e. the desire to be like others. Students may add other reasons.
4 Students are of course free to agree or disagree. Make sure that the students give reasons for their opinion.
Questions 2 and 3 can be answered by skimming or scanning. For question 1, students may use the pre-reading discussion and their own thinking. The text does include the phrase life on the go, so additional help is available. Question 4 is perhaps best answered after a pair or group discussion.
2 Sample Outline
1 Wang Mei is an example of Chinese teenagers who have cellphones.
2 Cellphones can be used for many things.
For example: talking to people, sending mes5ages and pictures, .playing games, listening to music, keeping appointments
3 Cellphones also cause problems.
1 In school, cellphones may disturb lessons.
2 At home, students may spend too much time and money on phone calls.
4 There are several reasons why teenagers like cellphones.
1 Cellphones help us stay in touch with friends and family.
2 Cellphones make us feel safer.
3 Cellphones are fun and cool.
5 Wang Mei explains why she likes her cellphone and what she uses it for.
3 Various answers are possible.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the exercise:
1G 2C 3B 4A 5F 6I 7E 8D 9H
4. GRAMMAR
The Present Continuous Passive Voice:
To form the present continuous passive voice, use is / are being done, which gives the idea that an action is in progress at the moment.
e.g.: Money is being collected for the broadband project.
A report is being written about the negative effects of 'Cellphones in school.
Answers to Exercise 1:
1 Money for the broadband project is being collected.
2 A report about the negative effects of cellphones in school is being written.
3 A computer center for the students is being built.
4 The test-tube baby is being taken good care of by its parents.
5 Human cloning is being studied by some scientists.
6 The laws to protect the rights of women and children are being revised.
Answers to Exercise 2:
1 How much money a month is being spent on their cellphones?
2 What is being produced by this company?
3 Who is being interviewed for the job?
4 What is being sent to his friend's phone?
5 Whom are some programmes being developed for?
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Instruction Writing this letter can be difficult as the students will have to struggle with the abstract concepts. Most of them will find it difficult to capture the essence of the abstract terms, but in the process of doing so they will discover useful techniques for conveying their ideas, e.g. giving examples. Acceptable essays should include a rough definition of the two terms (love and friendship), with examples, within the framework of a letter to Q12. Advanced essays should use the definitions / examples to show Q12 that love and friendship are necessary, i.e. advanced essays should use the expository parts to support a persuasive thesis. These are important criteria for assessment. Let the students read the story about Q12 and then write the letter. The students can work individually or in pairs or groups.
Sample writing:
April 3 2374
Dear Q 12,
My name is Xiao Hong and 1 am a middle school student in Dalian. I would like to tell you about two things that 1 think are very important. Please read what 1 have to say, because 1 think it may be helpful to you. 1 want to tell you about love and friendship.
Love is difficult to explain, but 1 will try. Love is a feeling between two people. It is a very happy and warm feeling. When two people love each other, they almost become one person. For example, if a father loves his child, he will feel sad when the child is sad and happy when the childis happy. There are many different kinds of love: you can love your parents or children, you can love your husband or your wife, or you can love someone outside your family.
Friendship is also a kind of love. When two people are friends, they try to understand and help each other. A good friend will be there for you even when you are having a difficult time. Friends do things together and share thoughts, feelings and ideas.
Love and friendship are necessary if we want a happy world. If there is love, people will not do bad things to each other; if we have friends, we won't have to feel lonely or afraid. When people feel lonely and afraid, they often get angry with others and do mean things. If we learn to love and be friends, we can live happily together and solve the problems and difficulties we must face in life.
Your friend,
Xiao Hong
The words “chelyabinsk” and “Irkutsk” may be new to us, but the sentence tells us that they are examples of large Russian cities.
CHECKPOINT
Answers to Checkpoint 9:
A computer centre is being built for the students.
The phones are also being used as cameras and radios. The phones are being used everywhere.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Tell the students that they will hear about the International Space Station. Ask the students what they know about it and then let them listen to the tape I and complete the informati0n chart.
LISTENING TEXT:
The International Space Station
As you are listening to this, the International Space Station is moving around the Earth. The International Space Station is an international project to build a small city in space. Sixteen countries are working together to build a space station where scientists can conduct experiments and learn more about space and the earth. The sixteen international partners are the United States, Russia, Canada, Japan, Brazil, and the European Space Agency. The United States and Russia are leading the effort but every country is making an important contribution to the ISS.
The International Space Station is made up of several parts and will be about the size of two soccer fields when completed. The different parts will be added one by one. Some parts are laboratories, some are for power sources, and others are for people to live in. The parts will be put together in space. When the new parts have been put together, space station astronauts will perform space walks to connect the parts to the station. The space walks are very dangerous and astronauts must be very careful one small mistake could be deadly! A total of 46 flights
will be necessary to connect the more than 100 parts. If all goes well, the station will be completed in a few years.
Note: The Europen space Agency involves 11 countries: France, Germany, Italy, Switzerland, Spain, the Netherlands, Belgium, Denmark, Norway, Sweden and the UK.
Answers to the exercises:
1
What is the task of the ISS? It is an international project to build the Internationals Space Station, a small city in space.
How many countries are building the station? 16
How big will the ISS be when finished? About the size of two soccer fields.
How many parts are needed? What will they be used for? More than 100.
Some parts are laboratories, some are for power sources and others are for people to live in.
How is the ISS being built? First, the different parts will be put together in space. Then, the people who work at the space station will take space walks to connect the parts to the station.
How many flights are needed to connect the parts? 46.
When will the project be finished? In a few years.
2 Various answers are possible.
3. TALKING
Instruction Help the students prepare the lists of advantages and disadvantages. You can use one of the examples and let the whole class think of advantages and disadvantages and then write them on the blackboard. If necessary, you can also model one or two “turns” in the debate.
Technology Advantages Disadvantages
Cellphones ●Cellphones help us keep in touch withour friends and family.
●Cellphones help us send e-mails.
● Cellphones help us send photographs and messages.
. ● Cellphones help us… ●Using a cellphone is expensive.
●Overusing it may disturb our work.
●Spending too much time making phone calls. . Cellphones ...
Robots
●Robots can work in dirty and dangerous places.
●Robots can do boring things that humans do not want to do.
● Robots can work without sleep and food. ●Robots can't think or make decisions.
● People may become unemployed if robots are used instead of humans.
●Robots need electricity.
Computers
●Computers help us work faster.
●Computers can help us study and learn.
●Computers can help us solve difficult problems. ●Computers are expensive.
●Computers can't think or make decisions.
●Computers are sometimes difficult to use.
Sample Dialogue:
A: I think that cellphones have many advantages. They help us keep in touch with our friends and family and we can use them to get important information, like news and weather reports.
B: Well, maybe, but there are many disadvantages, too. Cellphones are expensive to buy and use, and people may use them where they shouldn't, like in the classroom. Many people call their friends just for fun and may end spending too much time on the phone.
A: That may be true for some people, but that's not really because of the phones. You could say the same about TV or computers. People shouldn't do too much of anything. Think about all the other advantages. For example, if I'm meeting my Mum at the bus station and she is late, she can call me and let me know so I won't have to worry or get lost. And if I do get lost, or if I'm in danger, I can call for help.
B: ...
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 toothpick 2 Teenagers 3 calendar 4 appointment 5 behaviour 6 emergency
7 interview 8 planet
2 1 answer (n) 2 changes (n) 3 defeat (v) 4 touch (n) 5 hand (n) 6 handed (v)
7 change (v) 8 phone (n) 9 forces (v) 10 phoned (v) 11 force (n) 12 answer (v)
13 defeat (n) 14 touch (v)
3 1 C 2C 3B 4A. 5A
4 1 You may do whatever you want to do.
2 I'll teach whoever wants to learn.
3 We can start whenever you're ready.
4 Life won't be easy whichever road you take.
5 He makes friends wherever he goes.
6 It rained throughout the night.
7 In case of rain, they usually go travelling with an umbrella.
Grammar
Answers to the exercises:
1 done, completed, built, have, collecting, planned, collected, spent, made, being improved, planted, painted
2 National day is coming and People's Park is being prepared for it. Look! By the lake, one boat is being repaired and the other one is being. painted. Beside the boats, the trees are being planted and the flowers are being watered. Not far away, the building is being painted and its roof is being repaired...
3. INTEGRATING SKILLS
Reading
FUTURE TRAVEL: TELEPORATION
Introduction The text states that the concept of transportation has remained the same despite advances in science and technology. However, recent discoveries suggest that we may be able to change the way we view transportation. The text defines and explains teleportation and reports advances. in science that have made teleportation seem possible. The discovery is an example of how something once believed to be science fiction (or impossible) is becoming science (or reality). It is important to note that while the discovery described in the text is significant, the teleportation of human beings does not seem possible.
Extension Encourage the students to think about what a concept is and how it changes - or, in other words, how the way we think about the world interacts with what we know about it. Use the Adventure Travel reading in the student's book as an example of another conceptual change.
Answers to the exercises:
1 1 Teleportation is a combination of sending information through telephones or the Internet and transportation.
2 With normal transportation, a person or thing is moved from point A to point B. With teleportation, a person or thing is taken apart at point A and put together again at point B.,
3 Teleporting a human being would be very difficult since there are so many parts in a human body.
4 Various answers are possible. The text does make it clear that it. is very unlikely that human teleportation will become possible.
2 The students are asked to match each new word with the correct strategy. Ask them to scan the text for the word and then decide which strategy they could use to guess the meaning of the word.
Teleportation
Strategy: Some words are made up of two parts. We can use the meaning of each part to guess the meaning of the word.
The text emphasizes the mix of telephone and transportation and the students can use this to conclude that tele has been added to -portation to make up teleportation, meaning a combination of regular transportation and telecommunication.
Photons
Strategy: Some words are explained in the sentence. The explanation is often between commas (,), dashes (-), or brackets ( ).
The explanation is given in brackets in the text (particles that carry light).
Apart
Strategy: We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning.
The students are already familiar with the phrase put together and can use this knowledge to conclude that apart means the opposite of together.
3 1 People used to think it was impossible to use machines to talk to each other, but it has become possible with the invention of the telephone. In the future, we may even be able to use machines to send our thoughts to other people.
2 People used to think it was impossible to make a copy of a living thing, but it has become possible with the invention of cloning. In the future, we may even be able to clone human beings.
3 People used to think that it was impossible to make a machine that could do math, but it has become possible with the invention of the abacus and the computer. In the future, we may even be able to use machines that can think.
4. WRITING
Instruction Ask the students to think of inventions that have changed the way we live, e.g. the steam engine, electricity, the telephone, the computer, the Internet etc. What will the next big invention be and how will it change our life? The students are free to come up with their own ideas. Remind the students that they should give the new invention a name, explain (roughly) how it works or what it is, how it will be used (or what it will be used for) and how it will change our life.
Sample writing:
The Thinkuter
I think that the next big thing, the next important invention, will be a computer that can actually think. I don't mean that this computer will be like a human being - it will not be able to come up with its own ideas
but it will be able to help us think. The computers we use today can only do very simple things, like adding and subtracting, or storing and recalling information. The new machine will be able to do things that we do when we think. Since it is a computer that can think, I will call it a thinkuter.
If we have thinkuters, we can do things that used to be impossible. For example, today, with normal computers, only a few very smart people can solve important problems. And even these experts can only solve the problems in the same way. With a thinkuter, we would be able to think in new ways and change the way we understand life, science, and nature. A thinkuter would give us more thinking power and we would be able to do more with our ideas. Everybody has lots of good ideas, even children do, but it is difficult to turn one's ideas into reality. If people had thinkuters, they could use their ideas better - no idea would be wasted.
With thinkuters, we would also need to spend less time in school. We could learn more and faster. School is good for us and we need it, but if we could learn more and faster, we would have more time to do other things that are also important.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Talk about different kinds of music
2>Ask for suggestions and give advice
3>Talk about famous musicians
4>Compare modern and traditional music
2.function功能:
Asking for suggestions and giving advice 征求和给予意见:
What can you suggest? Maybe we could…
Can I ask you for some advice? I suggest (that) …
Can you help me decide …? Maybe it would be better to …
That’s a good idea. Well, but what about …? Have you considered doing…
3.vocabulary词汇:
suggestion, musical, instrument, perform, performer, blues, characteristic, slave, jazz, contain, traditional, spread, variety, universal, folk, guitar, record, satisfy, inner, desire, emotion, process, musician, totally, express, intelligence, chant
in common, turn … into
4.grammar语法:
Direct and Indirect Speech 复习各种时态的被动语态:
1>一般现在时的被动语态
The classroom is cleaned every day.
2>现在进行时的被动语态
The plants are being watered.
3>现在完成时的被动语态
The work has been finished.
4>一般过去时的被动语态
The door was locked (by the boy).
5>过去进行时的被动语态
The meals were being served.
6>过去完成时的被动语态
Over 10 songs had been learned (by us) by the end of last week.
7>一般将来时的被动语态
A lecture on birds will be given.
5.language usage语言运用
运用所学语言,围绕音乐这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “The sounds of the world” 并联系生活中的实际,书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction The songs and the questions can be used to get the students to think about what music sounds like in different parts of the world.
Instruction Ask the students to listen to the songs and try to guess where the music comes from. The students are not expected to give the right answer - the objective is to get the students to talk about what they think and why. If the students have difficulty explaining their choices, try asking them what the music makes them think of, or ask them to listen for different instruments, rhythms and sounds. .
Extension Ask the students to think about what music they like and why they like it. Does the music they like say anything about what kind of people they are?
Answers to Exercise 1:
Music 1: Russian Music 2: South American Music 3: Asian Music 4: African
3. LISTENING
Introduction In this activity, the students will hear three songs and write down what they think and feel about it. The activity gives the students an opportunity to practise their ability to talk about songs, music, feelings, likes and dislikes.
Instruction Let the students listen to the songs and answer the questions. After each song, compare answers and ask the students to explain their answers.
Extension When the students have heard all three songs, you can ask them to compare the songs and pick out the one they like best.
Lyrics of the three songs:
1. Happy Christmas
So this is Christmas
And what have you done?
Another year over
And a new one just begun.
And so this is Christmas
I hope you have fun
The near and the dear ones
The old and the young
A merry merry Christmas
And a Happy New Year
Let's hope it's a good one
Without any fear.
2. Father And Son
F It's not time to make a change, just relax take it easy, you're still young that's your fault there's so much you have to know. Find a girl settle down, If you want you can marry, look at me, I am old but I'm happy.
I was once like you are now, and I know that it's not easy, to be calm when you've found something going on. But take your time, think a lot, why think of everything you've got, For you will still be here tomorrow, but your dreams may not.
S How can I try to explain, cause when I do he turns away again, It's always been the same old story. From the moment I could talk I was ordered to listen, now there's a way and I know that I have to go. Away, I know, I have to go.
3. Dedicated follower of fashion
They seek him here
They seek him there
His clothes are loud
But never square
It will make or break him
So he's got to buy the best
Cause he's a (dedicated follower of fashion) And when he does
His little round
On busy streets
Of old London town
Eagerly pursuing all the latest fads and trends
For he's a dedicated follower of fashion.
4. SPEAKING
Introduction This activity gives the students an opportunity to practise asking for and giving advice. They can use the expressions provided in the Student's Book in their oral practice.
Instruction Let the students work in pairs. When the students have solved the problem, ask about solutions and compare answers.
Extension Ask the students to think of more situations and do more pair role-plays.
Sample dialogues:
1 B: Hi, Xiao Yu. Can I ask you for some advice?
A: Sure. What's your problem?
B: You know I love dancing. I want to dance, but I am not sure what song I should play.
A: Hmm. Well, do you want to dance to a slow song or a fast song?
B: A fast song, I think. I like to move around.
A: In that case, I think it would be better to playa pop song. There are many pops songs that are fast and fun to dance to.
B: Good idea! But there are so many pop stars, which song should I choose?
A: How about I Have Nothing by Cui Jian?
B: OK, I'll try that one. Thank you.
A: You're welcome. Oh, by the way, may I dance with you?
2 A: Hi, this is John. Mike told me that you needed some advice.
B: Hi, John. I am so glad you called. Yes, I do need your advice. The class has asked me to pick a special song that will represent our class. It has to be a song that everybody likes and that shows the spirit of our class. Can you help me?
A: Hmm, that sounds difficult, but I'll try. First of all, let's think about what kind of music your classmates like.
B: Well, many students like hip-hop. Maybe we should pick a hip-hop song?
A: OK. What about the lyrics? What should the song be about?
B: I suggest it should be about peace and friendship.
A: Great. Let's ask Doris if she knows any good songs.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to introduce the topic of the text and activate background knowledge.
Instruction Tell the students to work in groups. One student in each group asks the other group members the four pre-reading questions. Visit each group and make sure that each group member participates. Help the students with vocabulary if necessary. Ask the group leaders to summarize the discussion and report to the class. If you have time, compare answers from different groups and have a short discussion.
Extension Playa piece of instrumental music of any kind (without singing and words), and ask the students to close their eyes and listen. Then ask individual students to tell the class what they think the music is about.
3. READING
THE SOUNDS OF THE WORLD
Introduction The reading discusses the globalization of popular music and how various styles of music influence each other. Pop music is becoming more international, but global media is also making it more difficult for us to find smaller styles and artists who are not big stars. The passage implies that music and society are in constant interaction and that the way we listen to music has changed over the years.
Instruction Tell the students to read the text once and then make an outline of the text. When the students have made their outline, divide them into groups and have each group write a paragraph about one of the items in the outline. Compare different paragraphs.
Tell the students to look at the four questions in post-reading Exercise 1. They may answer them either individually or in pairs or groups. Encourage the students to use their own words.
Summary:
1 Most of us like pop music from China or the US, but we also like to listen to other kinds of music. The world is full of interesting music styles.
2 Blues music has a long history and is an important part of African-American culture and modem music. Blues music has influenced and created many other music styles, such as jazz and rock.
3 Modem American music is more than just blues and rock. Hip-hop and rap are two music styles that have become popular.
4 Latin music is an example of world music that has become part of American culture. The style comes from Latin America and is important to the growing number of Spanish-speaking people in the United States.
5 There are many other styles of music we can discover and enjoy if we explore the sounds of the world. Extension Ask the students to discuss what makes a certain sty Ie' of music popular. Why do some stars or bands become famous while others don't?
4. POST-READING
Answers to the exercises:
1 1 Blues music came from African music that was brought to the United States by slaves.
2 To rap is to speak the words of a song along with the beat.
3 Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin.
4 Various answers are possible.
2 False: 1, 2, 3, 5 True: 4, 6
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Introduction This exercise gives the students an opportunity to practise an important vocabulary learning strategy - guessing the meaning of a word from the context. Some of the words that the students already know have other meanings or can be used in other ways.
Answers to the exercises:
beat 1 vi. to strike repeatedly (esp. the heart)
2 n. a regular, rhythmical unit of time
3 vt. Defeat
pick 1 v. to gather; harvest
2 (pick up) v. to take on passengers
3 (pick out) v. to carefully select
rock 1 vt. to upset
2 a. / n. a kind of music, rock'n'roll
3 n. hard and large stones
style 1 n. the fashion of the moment
2 n. type, kind
3 n. a way of doing something
4. GRAMMAR
Summary of the Passive Voice:
The Passive Voice is formed with a form of be and the past participle of the main verb. Passive sentences focus on the receiver or result of an action rather than the performer of the action (the agent).
Passive sentences often do not mention the agent at all. The subject receives an action or is the result of an action. The person or thing that performed the action may be unimportant or unknown in a passive sentence. For example:
1 Dinner is served from 5:00 to 8:00. (The sentence tells us something about dinner - it is served from 5:00 to 8:00. It is not important or necessary to know who serves it.)
2 Mary serves dinner from 5:00 to 8:00. (Here, the emphasis is on Mary, i.e. the person who serves the dinner.)
3 Five houses were destroyed by the tornado last night. (The sentence emphasizes the number of houses that were destroyed.)
4 The tornado destroyed five houses last night. (The focus is now on the destructive force of the tornado.)
An Overview of the Passive Voice in different tenses
Different Tenses Passive Sentence
Simple Present The college entrance exam is given every year.
Simple Past The college entrance exam was given last month.
Simple Future The college entrance exam will be given every six months.
* Future Perfect Two college entrance exams will have been given by the end of this year.
Present Continuous The college entrance exam is being given every year.
* Past Continuous The college entrance exam was being given when the flood happened.
Present Perfect The college entrance exam has been given every year since 1978.
* Past Perfect The college entrance exam had been given before the Cultural Revolution broke out.
Answers to Exercise 1:
1 The key to the classroom is kept by our monitor.
2 The song of the World Cup was performed by Ricky Martin.
3 The performance will be given in the Capital Concert Hall.
4 He knew that he would be invited to perform in the New Year's Concert.
5 The beautiful song is being sung by everyone in the country.
6 This song was written while he was fishing.
7 The new music video is played several times a day.
8 The boy was given a golden pen by the schoolmaster. (Or: A golden pen was given to the boy.)
Answers to Exercise 2:
* Elvis Presley, ... and his fans from different countries will always love him.
* For his eleventh birthday, Elvis wanted a bicycle but his parents gave him a guitar.
* The next year he recorded another song.
* After that more and more people asked him to make records.
* They have turned the house where he once lived into a museum and thousands of people visit it every year.
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and writing
POP VERSUS ROCK
Instruction Ask the students to complete the chart in the book and use the outline to write a comparison essay.
Answers to the exercises:
1
Comparison Pop music Rock music
Why is music important to the musicians? Music is their career. They use music to become rich and famous. Music is their life. They play music to satisfy their inner desire.
How are songs written? One person writes the words, someone else the music, and other musicians record it. One person has a strong feeling and expresses it with music, and others help build the song.
What are the songs about?
Most pop songs are simple stories about love that make people feel easy and forget about the real world. Rock music expresses true feelings about society, friendship and even war.
2
Comparison Traditional Chinese Music Modern Chinese Music
What instruments are used? Pipa, erhu, suona, guzheng, guqin, etc., Drums, guitar, keyboard, sometimes traditional instruments
When is the music played? At weddings, during festivals, and in theroyal courts Every day, on TV and radio
Who writes the songs? Songs are often handed down from generation to generation Pop stars or writers write new songs every year
What are the songs about? Love, life, news, legends Love, life, society
Sample writing:
A SONG IS STILL A SONG
Music has always been an important part of Chinese people's life. People enjoy listening to music at home and in restaurants and concert halls, and the songs they listen to help them think about life. As time goes by, music changes. While people still sing about love and life and enjoy good music, there are some differences between traditional and modem Chinese music.
Traditional Chinese music is played with traditional instruments such as the pipa and the erhu. The pipa has four strings and looks like a pear, while the erhu is a small instrument with two strings. Modern Chinese music, on the other hand, uses instruments from all countries. Most modem Chinese music is played with drums, guitars and keyboard, but some songs also use traditional instruments as well.
Modem Chinese music is also different from traditional Chinese music in the way people listen to it. Before radio and TV, music could only be heard live, that is you had to go-to places where musicians give performances. The best musicians were very busy, so it was difficult and often expensive to hear really good music. For most people, the best chance to hear good music was during a festival or at a wedding. Today, people hear music all the time. Radio and TV play songs every day and night and you can even hear music played on the street.
Traditional music is part of our culture and often stays with us for a long time. Many of the traditional Chinese songs have been around for hundreds, if not thousands, of years. Young musicians learn songs from older musicians and the music changes only very little. Modem Chinese music, however, is mainly pop music. That means that the songs will be popular for a short time and then replaced by new songs. Today's musicians write new songs every year and we hear new songs on the radio every day.
One thing that hasn't changed very much is what the songs are about. Both modem and traditional Chinese songs are about love and life. Some songs tell stories about the past and some are about the news or the future. All of the songs have something to do with what it means to be a human being.
Whether music is traditional or modem, Chinese or international really makes no difference. Music seems to be a universal language that everybody can understand and enjoy. Music changes and styles come and go, but nothing changes our love for good music.
CHECKPOINT
Answers to Checkpoint 11 :
The key to the classroom is kept by our monitor.
The song of the 1998 World Cup was performed by Ricky Martin.
The performance will be given in the Capital Concert Hall.
He knew that he would be invited to perform in the New Year's Concert.
The song is being played all over the country now. He wrote this song while his watch was being repaired. Although it has been played many times, he still loves this tune. .
It was the first time he was awarded a Grammy.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Ask the students what they know about Michael Jackson and his music. Tell the students to listen to the tape and complete the information chart in the book.
LISTENING TEXT:
Michael Jackson is one of America's most successful singers. He is also well known for his dancing.
He started singing when he was about five years old. He made his first record in 1968. Nobody knows how many records he has sold all over the world. One of his records sold more than 20 million copies in America.
Michael was born on August 29,1958. He has four brothers. The five of them used to sing in a band called The Jackson Five. They started singing in public in 1965. In 1970 the band made their first record; it was called I want you back, which was very successful. In America it was Number 1 and in Britain it was Number 2. They had three more hits in the same year.
In 1978 Michael acted in his first film. The first record which he made on his own sold eight million copies in the world. This was the beginning of his success. His most successful record sold as many as 50 million copies.
Michael Jackson is an artist who has been known to three generations. Although he has had some problems in his personal life, he enjoys his career and is still popular in the world today.
Answers to the exercises:
1 Date of birth: August 29.1958
Name of his band: The Jackson Five
Name of the band's first record: I Want You Back
Year of his first film: 1978
Copies of his first record sold: 8 million Copies of his best record sold: 50 million
2 True: 2, 3,4, 6, 8 False: 1, 5, 7
1 He has four brothers (and several sisters).
5 It sold 8 million copies in the world.
6 Michael's best record sold as many as 50 million. copies.
7 Michael has had some problems in his life.
3 1 Michael Jackson is one of America's most successful singers.
2 He started singing in 1965.
3 The band made their first record in 1970:
4 Nobody knows how many records he has sold all over the world.
5 He is an artist who has been known to three generations.
6 Although he had some problems in his personal life, he enjoys his career and is still popular in the world today.
3. TALKING
Instructions Let the students work in pairs and take turns being A and B. You can extend the activity by either asking each pair to report their suggestions and ask the class to pick out the best ideas or by asking the pairs to think of more situations where people ask for and give advice. Use the assessment activity at the end of this unit as a follow-up.
Sample Dialogues:
1
A: Hi. My name is Tom and I work for WKRP, the new radio station. We want to play music that young people like. Can you tell me what you think we should play?
B: Oh, well, I think that you should play many different kinds of music: jazz, blues, rock, pop, hip-hop and classical music.
A: But we have to decide what to play. How will we know when to play, for example, rock music?
B: Why don't you let the listeners decide? You could let people call in and ask for their favourite songs, and they could use the Internet to suggest songs.
A: That's a great idea! Now, what kind of programmes do you think young people would like?
B: I think many young people like talk shows about hot topics. They like to hear what people think and they want to learn about what's new.
A: What about news shows? Are young people interested in news?
B: Oh yes, of course. I suggest that you have different kinds of news shows. Sometimes you can talk about world news, sometimes about local news, and sometimes about news that other radio stations don't report. A: Do young people like game shows?
B: Yes, they do. But most game shows are a little bit stupid. I like game shows that are funny and silly, but I also like to hear game shows where the questions are really difficult. Those programmes can help me learn things.
A: OK. Thank you very much. You have been very helpful.
B: You're welcome.
2
A: Hi, Steve.
B: Hi, Xiao Yu. Can I ask you for some advice?
A: Sure.
B: I want to learn to play the piano, but I don't know how. What should I do?
A: Well, I think you should try to find someone who can teach you. There are many music schools where you can learn to play different instruments.
B: That's a good idea. But I can't afford a piano, so how can I practise?
A: The music school can help you. They usually let you use one of the school's pianos at first. If you want to buy a piano, they can help you find one that's not too expensive.
B: OK. Thank you. A: You're welcome.
A: Xiao Yu, can you help me write a song about my mother?
B: I can try. What do you want to say in the song?
A: Well, I want to say that I love my mum and tell everybody about all the great things she does.
B: Hmm. Maybe we could make a list of the things she does and then choose the best ones.
A: Good idea! And then we can try to write it like a poem, so that it looks like a song.
B: Yes, and ... (the discussion continues)
A: Excuse me, Mrs. Brown, may I ask you a question?
B: Of course.
A: I would like to learn an English song, but I don't know which one. What do you think?
B: Well, I think you can begin by deciding what style of music you want it to be.
A: OK.
B: Then you can ask your friends if they know any good. songs or singers. Maybe one of your friends will have the song on tape or on a CD. If they do, you can use the tape or CD to learn the song.
A: But what if I can't hear the words?
B: Sometimes the words are printed on the cover of the CD or tape. If not, you can work together with a friend and try to write down the words. If there's a word you can't hear, you can guess the word by looking at the whole text.
A: Thank you.
B: You are welcome.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 instrument 2 blues 3 variety 4 desire 5 emotion
2 1 It is easier to lose friends than to make friends.
2 It is not good to make fun of other students.
3 This question is who can help us to make a record of our songs.
4 We can't decide it today. But we should make a decision tomorrow.
5 Jeff often makes faces behind the teacher to make others laugh.
6 I think you'd better make a plan for your tour next week.
7 She has made several records, but not yet made a film.
8 Try to speak English as often as possible. Don't be afraid of making mistakes.
9 I think it is a good idea to call him to make sure that he had booked the tickets for you.
10 He is not easy to get along with. He seems to make enemies wherever he goes.
3 1 In math, X stands for the unknown.
2 This album contains her best songs of the past few years.
3 The new treatment, which combines traditional Chinese medicine with modem western medicine, works well.
4 The fire spread from the factory to the houses nearby in less than half an hour.
5 The pop singer succeeded in making his fans happy in a variety of ways.
6 Within three years, the country girl has been turned into a superstar.
7 I want to join the school band, but on the other hand I have to spend more time studying English.
8 You should telephone if you are coming back late. Your mother feels worried all because of you.
Grammar
Answers to the exercises:
1 1 What decision have they made?
2 Have you fed the pigs yet?
3 You haven't given them anything to eat.
4 We have already discussed this question.
5 The doctor is examining this big panda.
6 A nurse is testing its blood.
7 He is weighing the baby elephant.
8 Nobody has seen or heard of Ma Youming since she moved to Africa.
2 The window is open and the glass is broken. .
The telephone line is cut off.
The drawers are half-opened.
The purse is thrown on the ground.
The flowers are pulled out of the pot.
The curtain is tom into pieces.
The room is in a mess.
3. INTEGRATING SKILLS
Reading
AMERICAN COUNTRY MUSIC
Introduction The text describes contemporary American country music and explains why country music has become popular again and how it has changed over the years. The text also discusses the relationship between music and society and the way musicians and their songs reflect the time they live in.
Answers to the exercises:
1 Various answers are possible. The text implies that the values often expressed in country music have become more popular or commonly accepted in American society. The text also suggests that country music represents the “good old days” and that its comeback is the result of people's longing for a lost, better past. Other possible reasons may be that people have turned to country music as a reaction to the “political” music of the 1960s and the other music styles of the 70s and 80s and that country music has become a business.
2 Today's country music is different from that of the past. Musicians now need and use more equipment instead of just singing and playing the guitar. Country music has also spread into cities and urban areas, hence in a way it is no longer country music.
3
American music in the 1950 American music in the 1960s American music today
Songs were about love and money. Songs were about society and politics. Songs are about things that are common for everyone: feeling alone in the world, the value of having good friends and so on.
Chinese music in the 1950s Chinese music in the 1960s Chinese music today
4 Various answers are possible.
5 Various answers are possible.
6
Where do people listen to music? What kind? Why? Comments
Shops and supermarkets Lively music To help people enjoy
shopping People may buy more things if they like the music in a shop or a supermarket.
Hospitals Quiet and peaceful music To make people feel
calm and relaxed If we have music in our hospitals, people may get well faster.
Restaurants and hotels Quiet and peaceful music To make customers
and guest feel welcome Restaurants that serve regional dishes sometimes play music from the area where the food is from.
Holidays and weddings Loud and happy music To celebrate the marriage and to dance A special song is sometimes part of the wedding ceremony.
4. WRITING
Instruction Ask the students to work in pairs. Tell them that writing a song is a bit like writing a poem. The song they write can be very simple, but encourage the students to write verses and a chorus and use a simple rhyme scheme. The students should first list what they want to say and then try to write the song.
1 Ask the students to choose a song and then think about how it makes them feel happy and relaxed and why they like it. They can think about the lyrics or about what the music sounds like and what instruments are used. It is usually difficult to describe sounds and songs, so it may be a good idea to ask the students to compare the sounds to something else, perhaps colours or shapes.
Sample writing:
My favourite song is ____________ by ____________. When I hear the song, I feel happy and relaxed. I often play the song when I am tired and sad. Listening to the song makes me feel stronger and better. The song is almost like a friend.
The words of the song remind me that life can be difficult at times, but that we can find a way to solve our problems. The song is about a girl who loses her best friend. Some people may think that this is a sad song, but the message is a happy one.
The music of the song makes me think of a day. It starts soft and quiet, with only the singer and a piano. It is like listening to the first rays of sunshine in the morning. Later in the song, the music grows stronger and louder, and all the other instruments join in. This is like listening to a hot summer day at noon. Finally, after a long, beautiful day, the day ends with a beautiful and peaceful sunset. The other instruments are silent and only the singer and the piano remain.
The song gives me hope. When I hear the song on the radio, I feel like I can do anything. If you are feeling sad or tired, try listening to _____________ by _______. It will brighten your day.
2 The students can prepare by thinking in pairs or groups about what they want their message to be and then use the ideas to write the song. Let the students write the song any way they please and encourage new and different ideas. Brave students may want to sing their song to the class.
Sample writing:
A verse is usually six to ten lines long and is rhymed AA/BB or ABAB, e.g.
I go to school every morning with a smile on my face,
Thinking that this world is a beautiful place.
And if there is ever a cloud in my sky,
I wait with a friend until the storm passes by.
A chorus is usually shorter and often repeats the title of the song, e.g.
Good friends
Never too young, never too old
Good friends
Brighter than diamonds, better than gold
The students can bring the lyrics of their favorite songs to class (or the teacher can bring a few examples) and look at how the songs. are written. When the students have written the lyrics, they can try to find a suitable piece of music (or make up their own). The students can also use a real song and change the lyrics to make it their own song.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Talk about sports
2>Talk about the Olympic Games
3>Talk about sports stars
2.function功能:
Interests and hobbies 兴趣和爱好:
Which do you like … or …? I like watching it.
What’s your favourite sport? Shooting, I think.
Which sport do you like best? I like … best.
Which do you prefer, … or …? I prefer … to …
What about …? I’d rather watch it than play it.
Are you interested in it? Yes, very much. /No, not really. / Sure, I love sports.
3.vocabulary词汇:
BC, AD, continent, well-known, athlete, gold, medal, torch, badminton, speed, skating, track and field, tie, final, dive, shooting, Greece, competitor, motto, further, rank, gymnastics, prepare, preparation, effect, flame, compete, flag, weight, position, superstar, point, skill, weight, title, gesture, facial
Stand for, because of, would rather, take part, in preparation for
4.grammar语法:
The Passive Voice (2) 被动语态:
1>能够用英语描述事物将受到某种影响或某种处理-使用将来时被动语态。例如:
More trees will be planted and new roads will be built.
2>能够用英语描述人物将被动地接受某种行为或某种处理-使用将来时被动语态。例如:
A great number of reporters will be invited to Beijing to report the 29th Olympic Games.
5.language usage语言运用
运用所学语言,围绕体育运动这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “The Olympic Games” 并联系生活中的实际,书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction The quiz introduces the topic of the unit and activates the students' background knowledge.
Instruction Ask the students to read about the Olympic Games before they take the quiz ( They can use any source, in English or Chinese). The reading can be done as homework before the students come to class. You can also ask the students to bring more facts and questions to class.
Answers to the exercises:
1C 2B 3A 4B 5C 6A 7B
8 1984 - Los Angeles – Sydney – Athens - Beijing
9 The Summer Olympic Games: badminton, basketball, soccer, table tennis, track and field, swimming
The Winter Olympic Games: speed skating, skiing
Extension If resources are available, and if the students are interested, the students can write more questions and use them in groups, possibly in a game show format or simply as pair questions.
3. LISTENING
Introduction The activity helps the students practise their ability to pick out detailed information from what they hear on the tape.
Instruction Ask the students to listen to the reports on the tape and provide the missing information. Extension Ask the students to write reports about sports events and read them to the class.
LISTENING TEXT:
1 Let’s see what happened in sports today. How about taking a look at the NBA? In today's basketball action, the Los Angeles Lakers won against the Miami Heat. The Lakers scored 20 points in the last quarter, beating the Heat 101-96. Los Angeles has now won their last five games and may be on the way to this year's playoffs.
2 And here are the results from today's soccer league games. Manchester United came back from one goal behind to tie Leeds 2-2 in Wednesday's game. Leeds scored their first goal after only ten minutes. It looked like Leeds would win when they took a 2-1 lead in the second half, but Manchester scored their second goal with five minutes left. Manchester is now two wins away from their third title.
3 The masters of their game once again showed that they cannot be stopped. China won against Russia in Saturday's table tennis match. The Chinese team won the two first singles matches 3-1 and 3-0, while the Russians won the doubles match. China did not give up, but won the singles match. The win in the last singles match gave them a final win of 3-1. China has not lost any matches this year and it doesn't look like any team can beat them.
Answers:
Report 1
What sport were they playing? Basketball
Who won? The Los Angeles Lakers won against/ beat / defeated the Miami Heat.
What was the result? The Lakers scored 20 points in the last quarter, beating the Heat 101-96.
Report 2
What sport were they playing? Soccer / Football
What was the result? Manchester United tied Leeds 2-2.
Report 3
What sport were they playing? Table tennis.
Who won? China won against / defeated / beat Russia.
What was the result? The Chinese team won the first two singles matches 3-1 and 3-0, while the Russians won the doubles match. The win in the last singles match gave them a final win of 3-1.
4. SPEAKING
Introduction In this activity, the students will practice expressing their opinion about sports.
Instruction Ask the students to interview their friends. Make sure that the students give at least one reason to support their opinion. If necessary, the teacher can provide examples of reasons for liking a sport.
Extension Ask the students to compare different sports and look for things that people seem to enjoy.
Sample dialogue:
1 A: Hi. Can I ask you a question?
B: Sure.
A: Which sport do you like best?
B: Hmm, let me think. Oh, basketball. I think I like basketball best.
A: Why do you like basketball?
B: I like basketball because it is fast and exciting. The players jump high and the games are always very close. Some games are decided in the last few seconds.
2 A: What's your favourite sport?
B: My favourite sport is football. I love watching the Chinese team play. The players are very good and they use a plan to try to beat / defeat the other team.
A: But sometimes two teams playa whole game and never score a goal.
B: Yes, but scoring a goal is not the only exciting thing. Each player will do many amazing things in a game and the players work together to score a goal. Even if the teams don't score a goal, the game is fun to watch.
3 Please use different expressions for a different situation.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The pre-reading exercise introduces the topic of the text and helps activate background knowledge.
Instruction Put the students into groups of four. Ask each group member to think and talk about one of the questions. Alternatively, you can ask each group to focus on one question. Visit each group and give help as needed. When group discussion time is up, ask the students to express their personal opinion about the questions given, or, alternatively, elicit responses from volunteers. Remember that answers will and should vary. Students are free to come up with different opinions, but they must state their reasons clearly.
Possible answers:
1 I like watching NBA basketball games, because very often you don't know who wins until the last minute. It's very exciting. Watching the best players play also helps me play basketball better.
I like watching football matches most, because it is teamwork. I can't help feeling excited when someone scores a goal.
I like watching gymnastics most, because in it you'll see both strength and beauty. I wish I could do that too.
2 Yes, it is important to win, because it proves that you are the best and gives you confidence.
No, it is not important to win. It is important to do your best and to have fun while you are competing.
3 Yes, they are important. It is an opportunity to show how strong your country is and how much the people in your country love sports. That's why Chinese people are so crazy about hosting the Olympic Games and winning gold medals. Such a big sports meeting is also good for the local economy.
No, they are not so important. The countries have to spend too much money on training Olympic athletes. It is better if the countries use this money to build more sports centers to help common people keep fit. The Olympic Games are just another sports event.
4 The athletes think it is an honour to take part in the Olympic Games, because it is a meeting of the best sportsmen and sportswomen in the world.
They have a chance to win if they take part in the Olympic Games, and if they do win, they will become rich and famous.
They come to make friends and learn from each other.
3. READING
THE OLYMPIC GAMES
Introduction The reading gives a brief summary of the history of the Olympic Games and its development over the years. The first part of the text explains how the Olympic Games have changed over the years and gives examples of some of the specific changes. The final paragraph describes China's success in recent Olympic Games and gives a few examples of how China and Beijing are preparing for the 2008 Olympic Games.
Instruction Tell the students to read the text silently. Encourage the students to read without using a dictionary. Tell the students to mark any words or phrases whose meaning they cannot guess from context.
This text, which has a lot of specific information( dates and numbers), is good for practising scanning. Choose some sentences with numbers, years or names of people or places and ask the students to scan for specific information.
Students can use what they know about the structure of texts to outline and predict a reading. You can use the texts in the book to familiarize the students with the basic structure and organization of texts that they are likely to read.
Ask the students to scan the text and decide where in the text the questions below are answered.
How many gold medals did Carl Lewis win in the 1984 Olympic Games? Paragraph 4
What were the old Olympic Games like? Paragraph 2
How often are the Olympic Games held? Paragraph 1
What does the Olympic motto mean?
How many athletes took part in the 2000 Olympic Games? Paragraph 4
Paragraph 3
When did the old Olympic Games begin? Paragraph 2
Where will the 29th Olympic Games be held? Paragraph 5
When were the first modem Olympic Games held? Paragraph 3
4. POST-READING
Answers to the exercises:
1 1 T 2 F (change Further to Stronger) 3 (four gold medals) 4 F (in Sydney) 5 F (29th Olympic Games) or: in Athens 6 F (every four years)
2 1 The Olympic Games have changed in many ways. Many sports are the same, but new sports have been added. Women are now allowed to take part in the Games. There are more competitors now. In 2000, over 10,000 athletes from 227 countries participated in the Olympics.
2 In preparation for the 2008 Olympic Games in Beijing, new buildings and sports venues will be built, more trees will be planted and new roads will be built.
3 China won 28 gold medals in the Sydney Olympic Games. The events include: shooting, weight lifting, judo, badminton, table-tennis, gymnastics, foot race / walking race, diving and kickboxing / tackwondo.
3 Various answers are possible.
Good effects
1 People all over the world will learn about the city and its people.
2 Many sports fans will visit the city. 3 The preparations (planting trees, building new roads, building new sports venues) will make the city better and more beautiful. Bad effects
1 It is very expensive to host the Olympics. Maybe the money should be used for other things.
2 Too many visitors may do harm to the environment of the city.
3 The venues and buildings may be wasted after the Olympic Games.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the exercises:
1 Greece 2 event 3 competitor 4 motto 5 shooting 6 torch 7 medal 8 athlete
4. GRAMMAR
The Future Passive Voice:
To form the future passive, use will be done, which gives the idea that something will happen in the future. e.g.: The 29th Olympic Games will be held in Beijing. More trees will be planted and new roads will be built by the people of Beijing.
Answers to Exercises 1:
1 A new bridge will be built over the river.
2 Tens of thousands of trees will be planted in Beijing.
3 Some of the rules will be changed.
4 More will be paid to the athletes.
5 Children will be encouraged to take more exercise.
6 The environment in the city will be improved.
Answers to exercises 2:
1 What will be built for the Beijing Olympic Games?
2 Where will the final match be watched by millions of people?
3 By whom will the Canadian flag be carried at the opening of the Olympic Games?
4 How will all the flags be made?
5 What will be taken care of by Mrs. Jones while you are away on holiday?
6 How much money will be spent by the government on this programme?
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Introduction The students are asked to write a profile of a sports star to practise using some of the vocabulary in the unit and to practise describing a person.
Instruction Ask the students to read about Yao Ming and think about what makes an athlete great and successful. Let the students choose their favourite star and write a profile.
Sample writing:
Serena Williams is one of the world's best tennis players. She was born in California in 1981 and has been playing tennis since she was very young. Serena's sister, Venus Williams, is also a top tennis player, and they are both trained by their father.
Serena has won all the big tennis titles: Wimbledon, the US Open, the Australian Open, and the French Open. She is a powerful player: she is tall and has very strong arms and legs.
Many people like Serena because of her outgoing personality and her friendliness. I also like Serena because she uses her spare time to help students in poor areas. A great sports star should do more than just play sports-he or she should also set a good example for others to follow. Serena Williams is a star tennis player who cares about others and tries to help. I think that she is truly a great person.
CHECKPOINT
Answers to Checkpoint 8:
The 29th Olympic Games will be hosted by Beijing in the year 2008.
More trees will be planted and new roads will be built by the people of Beijing.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Tell the students that they are going to hear about famous sports stars. Ask them to listen to the tape and fill in the information about the first two stars. The tape will tell the students to think about a third star. Ask the students to follow the instructions on the tape and then work in pairs or groups.
LISTENING TEXT:
Sports Star of the Year
Part 1
Ladies and gentlemen! The time has come for you to decide who the sports star of the year will be. You have three stars to choose from. Let's hear about the stars!
The first star is the football player Ronaldo, from Brazil. Ronaldo has had a very good year. He scored many goals for his club and for his country. Perhaps more importantly, Ronaldo also showed the world that he was able to overcome difficulties. He was hurt twice in the past few years and had to spend a lot of time in hospital and improve his skills. But Ronaldo has done more than just play football, he has also helped the United Nations make the world better.
The second star won a gold medal in the 2000 Olympic Games and seems to get better every year. Jason Kidd led his team to victory after victory, and he helped his teammates become better players. Basketball is important to Kidd and he likes to show everybody that he loves this game. Jason Kidd has also helped children and teenagers love the game and love school, telling them that they can make their dreams come true if they do their best.
Part 2
The third star is ... Well, we need your help with this one. The third star is one of China's many great athletes. There are so many stars to choose from that we can't pick one. Please help us. Work together in groups or pairs and decide which Chinese sports star you think should be chosen as sports star of the year. Don't forget to write down reasons for your choice. When you have finished, use the cards to decide who should be chosen. Report your decision to the class. Thank you and good luck.
Answers to the exercises:
1
Sports Star No.1
Name: Ronaldo
Sport: Soccer / Football
Reasons: He scored many goals.
He overcame difficulties.
He helped the UN make the world better. Sports Star No.2
Name: Jason Kidd
Sport: Basketball
Reasons: He led his team to victory.
He helped his teammates become better players. He helped young people follow their dreams and love school.
2 Encourage the students to think of as many different choices as possible. Various answers are possible. Remind the students to think of different kinds of reasons (see star No.1 and No.2). When the students have decided on a candidate, ask the class to discuss the different choices and try to decide who will be the Sports Star of the Year.
3. TALKING
Introduction This activity gives the students an opportunity to talk about sports and the Olympic spirit and to practise expressing and supporting an opinion.
Instruction Ask the students to choose a role and prepare a role card with reasons for their opinion. You can help them prepare by giving a few examples or by asking questions while the students are preparing the discussion. During the discussion, make sure that everyone is participating and that they are using English. When the groups have finished, ask one member from each group to tell the class what they have discussed. Use their reports to start a class discussion to see which problem you think is the most serious and if there are other serious problems.
Sample Discussion:
A: I am worried about athletes who cheat by using drugs or other methods to win. We watch the Olympics to see the best athletes compete. We do not want to see athletes who cheat or use drugs to win. The best athlete should win without drugs or cheating. Using drugs is dangerous, too. Athletes should not use drugs, because they may get sick and they may make young sports fans think that drugs are good.
B: I think that the biggest problem is that the Olympic judges are unfair. Some judges give lower scores to athletes from countries they don't like, and sometimes judges and referees help a team win. This is wrong. If nothing is done about this, sports fans will get angry and won't watch the Olympics.
C: I agree that these problems are serious, but I also think we should do something about the Olympic officials_ The Olympic Committee has a lot of power and sometimes uses this power the wrong way. Officials from cities that want to host the Olympics also do bad things sometimes. If we want the Olympics to be successful and popular, we must make sure that the officials don't do anything bad.
D: I am worried about the spirit of the Olympics. In my opinion, today's athletes care too much about money and winning. Winning is important, but the Olympic spirit is more important. The Olympic athletes meet to compete, but also to make friends and show that athletes and sports fans from all over the world are like a big family.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1C 2 D 3 F 4A 5 B 6 E
2 1 A 2A 3 B 4A
3 1 height 2 weight, weigh 3 preparing, preparation 4 competitors 5 hosted
4 1 Do you know what the one big star and four smaller stars in China's national flag stand for?
2 The woman you met at the meeting yesterday is a well-known American actress.
3 It's cold outside. I would rather stay at home.
4 How many Chinese athletes will take part in the next Olympic Games?
5 When did Xiao Jun join the League?
6 Beijing is now in preparation for the 2008 Olympic Games.
7 The postman takes letters to that mountain village every four days.
8 A total of eight athletes / runners will compete in the 100-metre race.
5 (1) many (2) old (3) are (4) men (5) take (6) compete (7) just (8) like / such as (9) also (10) not
Grammar
Answers to the exercises:
1 1 They won't give her a gold medal.
→ A gold medal won't be given to her. / She won't be given a gold medal.
2 The construction workers won't pull down the old temple.
→ The old temple won't be pulled down.
3 They won't read the Music of Chance by Paul Auster.
→The Music of Chance by Paul Auster won't be read.
4 The rabbits won't eat the carrots. → The carrots won't be eaten by the rabbits.
5 The Russian businessman won't buy the famous painting by Xu Beihong.
→ The famous painting by Xu Beihong won't be bought by the Russian businessman.
6 The teacher won't mark the students' homework tonight.
→ The students' homework won't be marked tonight.
7 They won't make some parts of the car in the factory.
→ Some parts of the car won't be made in the factory.
8 They won't finish this project in five years. →This project won't be finished in five years.
2
Notice
Classroom building 1 will be cleaned next Monday and Building 2 on Tuesday. The computer center and language lab will be cleaned on Wednesday, and the science labs on Thursday. The library will be cleaned on Friday.
3
Eating food I think all food will be made into juice and chopsticks won't be used.
Drinking water Water will be made into pills and glasses won't be used.
Wearing clothes Electronic clothes will be worn and the colour can be changed by pressing a button.
Building houses Houses will be built in the ocean.
Driving cars Cars will be driven by robots.
Reading books Books will be read on the Internet or on cellphones.
Making phone calls Phones will be built into our body and phone calls will be made simply by speaking.
3. INTEGRATING SKILLS
Reading
FOR THE LOVE OF THE GAME
Introduction The reading portrays some of the lesser known Olympic heroes and suggests that these athletes represent the true Olympic spirit. Each athlete expresses his or her love for their sport and describes what their life is like. They also explain some of the difficulties amateur athletes often have to deal with, such as finding the time and money to train and compete.
Answers to the exercises:
1 1 Unknown athletes often have to work and train at the same time. They also have to pay for their own trips and equipment.
2 For many athletes, the Olympic Games is their only chance to compete in front of a large audience and to represent their country.
3 Various answers are possible. Famous athletes draw big crowds and help their clubs or t_s make money.
2 Various answers are possible.
4. WRITING
Answers to Exercise 1:
Sport: Soccer
Objective:
Shoot the ball into the other team's goal.
Number of players:
Two teams of eleven players: ten outfielders and a goalkeeper.
Sports field:
Grass playing field.
Equipment:
Football, two goals, and a football field.
Basic rules:
Players are not allowed to use their hands. Sport: Table tennis
Objective:
Hit the ball past the other player and get 11 points.
Number of players:
Two or four.
Sports field:
Table.
Equipment:
Two paddles (or rackets), a
small ball, a net, and a table.
Basic rules:
Hit the ball across the net. When you serve, the ball must first bounce on your side of the net. Sport: Basketball
Objective:
Shoot the ball into the other team basket.
Number of players:
Two teams play: five in each team.
Sports field:
Hard floor.
Equipment:
Basketball, two baskets (goals), and a basketball court.
Basic rules:
Players are not allowed to kick the ball Players must bounce the ball when they run. Goals are worth one, two, or three points.
Sample writing:
Basketball and soccer are two of the most popular sports in the world. They are both team sports where each team tries to score the most goals. There are eleven players on a soccer team and five on a basketball team. One of the soccer players is a goalkeeper, whose job is to keep the ball out of the goal. Soccer players score goals by shooting the ball past the goalkeeper into the.
other team's goal. Each goal is worth one point. In basketball, players score by throwing the ball into the other team's basket. Each goal is worth one, two, or three points.
Soccer is played on a large grass field, while basketball is played on a smaller court with a hard floor. Basketball players use their hands to throw the ball but may not kick the ball. Soccer players can kick the ball, but are not allowed to use their hands. Basketball players must bounce the ball when they run with it.
In both soccer and basketball, the players work together as a team to try to win. The best teams may have famous stars, like Ronaldo, David Beckham, and Shaquille O'Neal, but one player cannot win a game. The only way to win is to learn how to make every player do his or her best.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Talk about art and literature
2>Talk about artists, painters and writers
3>tell stories
4>Make decisions and give opinions
2.function功能:
Making decisions and giving opinions 做出决定和提出看法:
What shall we do? I’d prefer to … Would you like to …?
Which do you prefer, …or …? I’d like to …
Can’t we …? Maybe we could … There are several things we could do.
3.vocabulary词汇:
literature, comedy, local, exhibition, power, magic, trick, series, forehead, treat, unhappy, habit, villager, shoulder, whisper, stupid, announcement, character
a series of, in trouble, come across, believe in, turn around
4.grammar语法:
The Restrictive and Non-Restrictive Attributive Clause 复习限制性和非限制性定语从句
1>限制性定语从句
Do you know the girl who spoke at yesterday’s meeting?
2>非限制性定语从句
I have two sisters, who are both students.
I have lost the pen, which I like very much.
5.language usage语言运用
运用所学语言,围绕文学和艺术这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “Harry Porter” 并联系生活中的实际,书写一篇短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction This activity is designed to get the students to think about art and artists and to talk about how they feel about art.
Instruction Let the students discuss the questions in pairs and then elicit a few answers far class discussion.
Answers to the exercises:
1 1 B 2 D 3 C 4A
2 Various answers are possible.
Extension 1 Ask the students to bring a painting or picture they like and tell the class about it and why they like it.
Extension 2 Let the students draw a quick sketch of the painting described in question 3 of Exercise 2. They can draw the picture an a piece of paper or an the blackboard. Ask the students to talk about the picture and explain why they think this picture is a goad representation of who they are.
3. LISTENING
Introduction In this activity the students practice listening far specific information. The students are asked to listen to two dialogues and an announcement and then complete an information chart.
Instruction Ask the students to. look at the information chart before they listen to the tape Let them listen to the tape twice to make sure that they have the right information. Ask the students to exchange notes between the first and second listening so that they can revise each other’s notes.
LISTENING TEXT:
1
A: Capital Museum, this is Jennifer speaking. Haw can I help you?
B: Hi. I'd like to. buy tickets far the Picasso exhibition. I would like to know when I can go. and haw much the tickets are.
A: Hmm, let me see. The exhibition is open weekdays 8 am to 6 pm, and weekends 4 pm to 8 p.m.
B: Weekdays 8 to 6, weekends 4 to 8, got it. Thank you. And what about the prices?
A: It's $5 far adults, $3 far children, and $2 for groups. Children under fourteen do not have to buy tickets.
B: $5 far adults, $3 far children, $2 far groups. I see. How many people do we need to have to make up a group?
A: At least five.
B: I see. Do. I have to order tickets now, or can I buy them when I get there?
A: You can buy them here. The exhibition is on the second floor of the museum, Hall 3.
B: Second floor, Hall 3. Thank you.
2
A: Joanna, look here! It says in the newspaper that there'll be a Peking Opera next week. I lave Peking Opera. Do you want to go?
B: Hmm, I don’t know. When and where is it?
A: Let me see, ah, it's an Thursday at 7 pm, at the Music Hall.
B: The Music Hall? Where's that?
A: The Music Hall is on Green Street, next to the cinema.
B: Thursday at 7. Ok, I think I can go. How much are the tickets?
A: Adults pay $7, students $5, children under fourteen $3, groups $4.
B: Hmm, we are students, so that means we should pay $5.
A: Well, you and I are 13, so we can get tickets for $3.
B: Ah, it's good to be young!
3
Listen up, theatre fans! The Grand Theatre Company is proud to present their performance of William Shakespeare's play The Tempest. The play will be performed at the Grand Theatre at 7 pm on March 3 don't forget it, 7 pm on March 3, the Grand Theater. Tickets go on sale next week. Adults $10, under eighteen $8, groups $6. Don't miss it - it's your chance to experience Shakespeare! That's the Grand Theatre Company bringing you the Tempest at the Grand Theatre, March 3, 7 pm. Tickets only $10 for adults, $8 if you're under eighteen, and $6 for groups.
Answers to the exercise:
Art: Paintings / Picasso
Place: Capital Museum
Time: Monday-Friday 8am-6pm;
Saturday and Sunday 4pm-8 pm
Prices:
Adults: $5
Children: $3
Groups: $2 (min. 5 people) Art: Beijing Opera / Peking Opera
Place: Music Hall, on Green Street,
next to the cinema
Time: Thursday at 7 pm
Prices: Adults: $7
Students: $5,
Under14: $3
Groups: $4 Art: A Theatre play--The Tempest
Place: Grand Theatre
Time: March 3, 7 pm
Prices: Adults: $10
Under eighteen: $8
Groups: $6
Extension Ask the students to use the information from the tape to practise asking for and giving information in pairs.
4. SPEAKING
Introduction The speaking activity is a continuation of the listening activity. Here, the students will use the role cards and information to ask each other questions. Instruction Ask the students to work in pairs and use the role cards to ask for and give information.
Sample dialogues:
Situation 1:
A: Hi Sam, this is Jenny. Would you like to go to see a film on Sunday?
B: Sure. Which film do you want to see?
A: Well, I have read about two films. One is called Last Chance. It is an action film about a hero who has to save his girlfriend.
B: Hmm, it sounds like there'll be lots of shootings and fights in the film. What is the other f1lm about?
A: It is called Under the Moon and is a romantic comedy about a girl and her boyfriend who have an adventurous vacation. It says here that the film is sweet and funny and has a happy ending.
B: That sounds much better. Let's go to see that one. When is the film shown?
A: Sunday at 8 pm at the Green Field Cinema.
B: Great! Oh, how much are the tickets?
A: $4. Not too bad.
B: No problem. Let's go on Sunday then.
A: Good. See you then.
B: Bye.
Situation 2:
A: Liberty Park, good morning. How can I help you?
B: I would like to know more about arts festival next week. What can I do at the festival?
A: Oh, you can do lots of things! You can listen to music, look at paintings by local and international painters, join the picnic, enjoy a delicious lunch in the park or watch a play.
B: Wow! What paintings can I see at the festival?
A: Three of our best local painters are showing their paintings. Two of them are very traditional and like to paint landscapes. The third local painter is a modem artist and her paintings show the world in a different way, the way she sees it. You can also see new and old paintings from France, Japan, Brazil and Norway.
B: When is the art exhibition?
A: Oh, there are two, actually. The local painters will show their paintings at 11 am on Saturday and the international exhibition starts at 3 pm on Sunday. Would you like to know where it is?
B: Yes, please.
A: The local exhibition is in building 4 and the international exhibition is in building 8.
B: You said that there was a picnic. When is the picnic?
A: The picnic is at 5 pm on Saturday.
B: And when is the pop concert?
A: The pop concert starts at 1 pm on Saturday.
B: 1 pm, I see. Thank you. And what about the folk music concert?
A: It starts at 6 pm on Sunday.
B: Thanks. Could you please tell me how much the tickets are?
A: Yes. You can buy a one-day ticket or a two-day ticket. Which do you prefer?
B: I'd prefer to buy a two-day ticket.
A: The two-day ticket is $35 for adults, $25 for people under 18 and $15 for groups.
B: Hmm, I'm seventeen, so I suppose my ticket would be $25 then.
A: Yes, that's right.
B: Thank you very much, you have been very helpful. I can't wait to go to the festival!
A: You're welcome. I hope you will enjoy the festival.
Extension Tell the students to work in groups. Ask the students to prepare a role card for a group discussion. Each role card should include the following information: who the person is, where he or she wants to go, when and why.
Example:
Student A: You are a student and you want to go to the new play at the theatre. You love plays and the newspaper said that this new play is a wonderful story about two brothers who fall in love with the same girl. The play is on Thursday evening at seven.
Give the students time to prepare the role cards, remind them of the ground rules for role plays, and let them discuss where they are going to go.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to introduce the topic of the text and help activate background know -1edge.
Instruction Let the students answer the questions. If some students have read the Harry Potter books or seen the films, ask them to say something about Harry Potter and what they think about the books and films. If the students are not familiar with the books, then focus on questions 2 and 3. The discussions do not have to be long.
Extension Ask the students to think of three magical powers that they would like to have. Give the students time to think and then ask them what they have come up with. Write down the students' ideas on the blackboard and discuss how these magical powers could be used to make life better.
3. READING
HARRY POTTER
Introduction JK Rowling is a writer who writes about magic and strange creatures. She has ,written a series of books about Harry Potter, a boy with a scar on his forehead and a secret past. The books are about magic and fantastic adventures, but they still teach us about real life.
Harry's parents are dead and he lives a miserable life with a family who treats him badly. His life changes when he finds out that he is a wizard and has been invited to study at Hogwarts School of Witchcraft and Wizardry.
The students at Hogwarts learn about magic, but Harry also learns about life and friendship and begins to understand who he really is.
Harry's adventures at Hogwarts teach him that it is difficult to be brave and know what to do. He discovers that it is often difficult to do the right thing and he realizes that we must have friends and stay true to who we are if we are to be successful and happy.
Instruction Tell the students to read through the text to work in pairs or groups to go over the underlined words. Tell them to ask each other questions like Do you know what... means? or Have you learnt...? If no one knows the meaning of a certain word, the students can use a dictionary or ask the teacher for help.
Ask the students to find sentences with the attributive clause.
Ask the students to reread the summary of the Harry Potter book in the text. Ask them to choose one of the events (e.g. Harry at home, being treated badly by the family he is living with; Harry getting the news about Hogwarts; Harry arriving at Hogwarts; one of the adventures, etc.) and work in pairs and groups to write a story about it. They can act out the story first and then try to write it down. This should make for a fun class activity, and at the same time it will help the students read and once and underline all unknown words. Ask the students understand the summary. You can also ask the students to write a summary of a book or movie they like.
4. POST-READING
Answers to the exercises:
1 1 Harry's life before he goes to Hogwarts is miserable because his parents are dead and the family he is living with treats him badly.
2 At Hogwarts, Harry learns that he needs to be strong / that he needs friends / that it is difficult to do the right thing / that life is more complicated than he thought / the truth about his past / about the power of love and goodness.
3 Various answers are possible. Encourage the students to think about what the writer wants to tell us and why strange creatures may in some ways be more human than real people.
4 Various answers are possible. You can help the students get started by asking them to think about how Harry's experiences with magic teach him about the real world. You may also want to remind the students about Chuck and his volleyball friend in Unit 1.
2 True: 3, 5 False: 1, 2, 4, 6
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the Exercise 1:
1B 2D 3C 4A
Answers to Exercises 2 and 3:
These two exercises are about word formation. Knowing how a word is constructed makes learning and understanding new vocabulary easier.
-al is a suffix, which is added after the stem. It changes the part of speech of a stem word, but not its meaning. fore- is a prefix, meaning before, in front of
forearm: the part of the arm between the wrist and the elbow.
foreman: a man who serves as the leader of a work crew, as in a factory.
foresee: to see or know beforehand
foresight: ability to realize the importance and nature of events before they have happened
forefinger: the finger next to the thumb, also called “index finger” or “first finger”
forefather: an ancestor or a person who lives in earlier times
forename: a name before one's surname; a first name forerunner: an ancestor; or one that comes before and indicates the approach of another
foretell: to tell about something beforehand; predict
foreword: an introductory note, as for a book, especially by a person other than the author
From the words above, the students can see the importance of word formation in learning English vocabulary. However, it is not necessary to have them memorize those words.
4. GRAMMAR
The Attributive Clause
The Attributive Clause is also known as the Relative Clause. There are two main types of relative clauses:
The Restrictive (or defining) Clause gives important information to know what we are talking about.
The Non-restrictive (or non-defining) Clause gives extra (additional) information.
Compare these sentences:
A She is the woman whose son died in the war.
B Mary, who is probably the best student in class, wants to become a scientist.
C John F Kennedy, who was shot dead in Dallas, was the youngest American president in history.
D The doctor whom I went to see was a relative of my father's.
In two of the sentences (A, D), the relative clauses tell us which person is being talked about while the non-defining relative clauses just tells us more about the person who is already identified.
The subject and object in each sentence are joined by a relative pronoun (e.g. who, which, what, where, that, when, etc). The choice of relative pronouns depends on the topic of the subject.
e.g. Who(m) = people, Where = place, Which = thing, Why = reason, When = time, That = living beings or non-living beings, Whose = of people or things
Possible answers:
Various answers are possible, since the sentences are based on the students' answers to the questions in brackets.
1 E-mail is fast and cheap.
Many people use e-mail, which is fast and cheap, to make friends.
2 Hiking is inexpensive and full of adventure.
They often go hiking, which is inexpensive and full of adventure.
3 The earthquake took place in Gansu Province.
In the earthquake, which took place in Gansu Province, a number of people died.
4 The painter's name is Leonardo da Vinci.
The world-famous painter, whose name is Leonardo da Vinci, painted Mona Lisa.
5 The villagers were building a school.
The villagers, who were building a school, discovered an ancient tomb.
6 The all-star concert will be held in the Workers' Stadium on Saturday evening.
How much is the ticket for the all-star concert, which will be held in the Workers' Stadium on Saturday evening?
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and writing
THE QUESTION
Instruction Tell the students that the story in the book The Question is an example of a fantasy story. Ask them to -read the story and write a good ending. They may also want to think about what the question might be. Ask the students to compare different endings to see which one they like best.- Have the students revise each other's essays. You can help the students by drawing attention to one or two common errors or problems. You may want to write a simple revision checklist for grammar and vocabulary that the students can use when they do peer revision. You can also use the revision checklist below. You may need to adapt it to suit the needs and level of your class.
Assessment criteria
Revision Checklist: Narratives
Name:
Date:
Title:
* Does the story have a main point?
Does the story focus on a specific thing, idea or event?
* Is the story well-organized?
Does the story have a clear beginning and ending?
Are the events in the story logically ordered?
* Have you told the reader enough about the characters(the people and creatures in the story)?
Is it clear why the characters do what they do?
Are the characters different-do they speak, think, and act in different ways?
(more can be added)
Comments:___________________________________________________________________________________
Revised by: ____________________________
Writing
Film poster Ask the students to prepare their posters. Tell them to use the questions in the book to make sure that they include all the important information. See Unit 10 for more on how to make a poster.
CHECKPOINT
Answers to Checkpoint 12:
who(m) = people that = living beings or non-living beings which = thing whose = of people or things when = time where = place why = reason
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Introduction Toni Morrison (1931- ). Toni Morrison grew up in a working-class family in Ohio. When Morrison was a child, her parents and other relatives would often tell her stories and encourage her to explore the literary riches of African American culture. She published her first novel, The Bluest Eye, in 1970; other novels include Sula (1973), Song of Solomon (1977), Tar Baby (1981), Beloved (1987) and Jazz (1992). Morrison's novels are influenced by African American storytelling and her stories reflect the experience of African Americans, especially women, who try to deal with the many difficulties of an unjust society. Morrison received the Nobel Prize in Literature in 1993. Instruction Tell the students to listen to the tape and fill in the information. The second part is a story that Morrison told her audience when she received the Nobel Prize. Ask the students to listen to the story and complete the tasks.
LISTENING TEXT:
A WOMAN OF WORDS
Part 1
Toni Morrison is a well-known American writer. When she was a young girl, she discovered that it wasn't always easy to be a black person in America. Her family supported her. Later, she told a reporter that her parents used to say that “all things are possible and don't let anybody tell you that you can't do something.” But the support of her family did not change the way the world was. Toni Morrison's early life was difficult. She had a gift - a rich and beautiful imagination - but she never imagined that she would one day become a writer and a Nobel Prize winner.
Toni Morrison became a writer when she was about twenty-nine years old. Her life at that time was difficult and unhappy. She once told a reporter that “I had no will, no power, no self, I only had a love for words and the hope that was inside them.” Morrison's novels and stories are often about pain and suffering, but they always show the joy and beauty of life. About the meaning of life, Morrison says “We live and we die, but we do language. That may be the measure of our lives.”
Part 2
In 1993, Toni Morrison won the Nobel Prize for Literature. She began her Nobel speech by telling a simple story. .
Once upon a time there was an old woman, blind but wise. She was known to be the wisest person in the town. One day the woman is visited by some young people who seem to want to show that the woman is not as wise as everybody says. Their plan is simple: they come to her house and ask her a simple question that they know she won't be able to answer, because she is blind. They stand before her, and one of them says, “Old woman, I hold in my hand a bird. Tell me whether it is living or dead.”
She does not answer, and they ask again, “Is the bird I am holding living or dead?”
Still she doesn't answer. She is blind and cannot see her visitors, let alone what is in their hands. She does not know who they are or where they come from. 'she only knows what they want to do. The old woman's silence is so long that the young people cannot help laughing.
Finally she speaks. “I don't know,” she says. “I don't know whether the bird you are holding is dead or alive, but what I do know is that it is in your hands. It is in your hands.”
Her answer can be taken to mean: if it is dead, you have either found it that way or you have killed it. If it is alive, you can still kill it. Whether it is to stay alive, it is your decision.
Answers to the exercises:
1 1 C
2 Her gift was her rich and beautiful imagination.
3 “I had no will, no power, no self. I only had a love for words and the hope that was inside them. ”
“We live and we die, but we do language. That may be the measure of our lives.”
2 1 The young people ask the blind woman if she knows whether the bird they are holding is dead or alive. They ask her the question because they want to show others that the woman isn't as wise as they say she is. Since the woman is blind and cannot see the bird, she cannot answer this very simple question.
2 The woman says that she doesn't know whether the bird is alive or not, but that she does know that it is in their hands. Her answer can be taken to mean several things. The suggestion on the tape is that her answer means “if it is dead, you have either found it that way or you have killed it. If it is alive, you can still kill it. Whether it is to stay alive, it is your decision.”
Encourage the students to think of other possible meanings.
3 Various answers are possible.
4 Various answers are possible.
3. TALKING
Introduction In this activity, the students will practise telling a simple story based on one of the pictures in the book (or other pictures). The activity is a continuation of the main theme of the unit and part two of the listening activity above, in which Toni Morrison tells a story.
Instruction Each picture contains several visual clues that the students can use to get started (e.g. the woman in the first picture is holding a flower: who gave her the flower? Is she going to give the flower to someone? Is he waiting for someone? The second picture shows a man and a dentist: what happened? Why is the man crying? The third picture shows a girl in bed, watching a leaf on the tree outside her bedroom window. Who is the girl? Is she sick? Why is she watching th_ leaf? What is she thinking? The fourth picture shows a man on an island: why is he there? Is he alone? The fifth picture shows a man carrying a computer: what is he doing with the computer? Why is the window broken? Who is the man outside the window? The sixth picture shows a girl using a computer: what is she doing? Who is the other woman?). If the students find it difficult to get started, the teacher can write similar questions about one of the pictures and ask the students to answer the questions. The teacher can then use the students' answers to tell a simple story and tell the students to try on their own with another picture.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 Literature 2 comedies 3 exhibition 4 trick 5 habit 6 forehead 7 wondered 8 announcement
2
NOUN ADJECTIVE NOUN ADJECTIVE
romance romantic power powerful
adventure adventurous sadness sad
magIc magical stupidity stupid
NOUN ADJECTIVE
fun
hunger
care
anger
danger
medicine
value
use
beauty funny
hungry
careful
angry
dangerous.
medicinal
valuable
useful
beautiful
NOUN ADJECTIVE
illness
happiness
music
interest
worry
surprise
Europe
Russia
ability ill
happy
musical
interesting I -ed
worried
surprising I -ed
European
Russian
able
3 1 She wanted to go to a college in another city, but her parents finally made her go to a local one.
2 Some TV series are not good for the children.
3 Today more and more parents are learning to treat their children as friends.
4 When Pete was in trouble, his friends always helped him.
5 Guess who I came across in town today? My primary school maths teacher!
6 Although it may sound traditional, I don't believe in letting children do whatever they like.
7 Do you know the boy and the girl who are whispering in the library?
8 He was just about to say something when Helen turned around.
9 Why did you say those stupid words? She must be very angry now.
10 Attention please! I have an announcement to make. On July 14, Michael and Kate will get married.
Grammar
Answers to the exercises:
1 1 where 2 whose 3 when 4 which 5 who 6 why 7 whom 8 which / that
2
3. INTEGRATING SKILLS
Reading
BOOK MAGIC
Introduction The text compares realism and fantasy writing and discusses the roles of the writer and reader.
The text emphasizes that realism and fantasy are, after all, both fiction, and that the line between illusion and reality is not always clear. The text also suggests that readers often act as the real writers of what they read, since they construct the reality of the story and bring the story to life in their minds.
Answers to the exercises:
Fantasy stories Realistic stories Both
● Strange creatures.
● Magic things can happen.
● The world in the book is not
always like the real world. ● Real people.
● Real things happen.
● The world in the book is like the real world. ●Tell us about life.
●Tell us about things that happen.
●Describe a world.
2 Various answers are possible. Let the students start by listing the normal assumption, i.e. that writers write, readers read, and that the writer knows the meaning, etc. Some students may immediately raise questions and the text has already mentioned the issues, in which case you may wish to ask for reasons and try to get a debate or discussion going. Once the students have described the normal situation; ask them to use the text and their own thinking to think of reasons for challenging or expanding these common assumptions about books, writers, and readers and the acts of reading and writing.
3
You are writing
about The readers will be primary school pupils The readers will be parents The readers will be middle school students
Chinese
literature ● Stories and heroes
● Reasons why people read books ●History and information about famous writers
●Ideas expressed in the books ●Stories and heroes
●Differences between Chinese literature and European literature
Friendship ●How to make friends
●Why friends are important ●Different kinds of friends
●Problems friends may have ●How friends help each other in China
●How Europeans can make friends with Chinese students
School ●What we can learn in school
●How to study
●Why school is important ●How parents can help their children study
●What students study today ●What Chinese schools are like
●What Chinese students learn in school
4. WRITING
Sample writing:
MARTIN AND THE MOHUN
This was the first time Martin had seen a mohun. He had read about them in school, of course, but he was not prepared for what he saw. And smelled! The creature was nearly three metres tall, very fat, and its hair was a disgusting green colour that made Martin think of food that had been left in the fridge for too long. He tried to cover his nose with his hands, but the creature's smell was too strong. Martin felt sick. He didn't know what to do. The creature held out its hand - one of six - and Martin felt that he must say something. “Er, how do you do?”
The creature smiled and showed three large red teeth. Martin was scared. It looked like the mohun was going to eat him! He knew that mohuns were supposed to be friendly, but he had also heard stories about mohuns that liked to do bad things. Well, he thought, this mohun is smiling, so maybe it is friendly. “I am looking for my friend,” he said. “Have you seen a young girl with short hair?”
The mohun thought for a minute. “Yes,” it said, “I saw a young girl yesterday. She was very nice. She helped me brush my teeth and she told me a funny story. She said that she was going to the lake.” Martin thanked the mohun and left, happy to get away from the horrible smell. Mohuns, he thought, are not so bad after all. If only they wouldn't smell so bad!
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Talk about cultural relics
2>Talk about ways to protect cultural relics
3>Giving advice and making suggestions
2.function功能:
Giving advice and making suggestions 提出意见和建议:
What shall we …? Maybe we could … Shall we …?
I’d like to … Can’t we …? What / How about …? Should we …?
Why don’t we …? Let’s … Why not …?
3.vocabulary词汇:
cultural, pyramid, represent, include, ruin, burn, restore, rebuild, beauty, photograph, portrait, recreate, unite, artist, period, vase, stone, damage, ancient, project, brick, official, cave, pollution, carbon, breath, limit, sincerely
give in, in ruins, bring … back to life, pull down, set up
4.grammar语法:
The Passive Voice (1) 被动语态:
1>描述事物已经受到某种影响或某种处理 – 使用现在完成时被动语态:
Now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
Old paintings, …, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
2>描述人物已经被动地接受某种行为或某种处理 – 使用现在完成时被动语态。例如:
The sick woman has been sent to hospital, and now you can’t visit her.
Jack has been told about it, so you needn’t call him up.
5.language usage语言运用
运用所学语言,围绕文物古迹这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “A city of heroes” 并联系生活中的实际,书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction The main objective of this activity is to get the students to think about cultural relics and their importance, and to give them an opportunity to use the kind of language needed to talk about culture and cultural relics.
Instruction The pictures show a pyramid in Egypt, the Great Wall in China, and Stonehenge in England. Ask the students to name more sites like these and ask what they have in common, whether they are important to us today, and why.
Note: Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England. People began building the site about 3100 BC and the construction continued in stages until about 1500 BC. It is not clear who built Stonehenge. There are many legends and myths about Stonehenge. It was once believed that Stonehenge was built by the Druids (ancient priests), but the druids were active at a time when the stones had already been in place for 2,000 years. Some believe that the site was used by early astronomers and others suggest that the site was used as a burial ground for important people. Because of the size of the stones, the complexity of their arrangement and the efforts that must have gone in to its construction, it is reasonable to assume that the site was built to serve some significant purpose.
Examples:
The pyramids, the Great Wall, and Stonehenge are all symbols of their countries and their cultures. They are all large structures that were built by many people. The structures. once had a practical importance (burial site, defense, magic / superstition) , but now have largely symbolical value. The structures were originally built for a select few - the pharaohs, the Emperor, the druids - but now they belong to the people. There are several ways to justify their importance to us today: money (from tourism), culture, history, etc.
Extension Ask the students to think about the future. Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?
3. LISTENING
Introduction This exercise is designed to help the students think about the importance of cultural relics and to consider steps that could be taken to protect them. In the exercise, students are asked to place a few objects in their proper places, using cues from the listening, and then list reasons why the sites are important and what is being done to protect them.
Instruction Tell the students that they are going to hear about some cultural sites. Ask the students to listen for information about what the site looks like and why it is important.
LISTENING TEXT:
1 A: We are standing in front of the main building of this old palace. The palace is called the Winter Palace. On the left, there is a statue of a horse. On the right, there is a large stone elephant. The main building is in the centre.
B: Why is this site so important?
A: This site is important because it tells us about how people lived in the past.
B: What steps have you taken to protect the site?
A: Visitors are not allowed to go inside the house. Instead, they can walk around the building and look at the park behind it. There is also a small museum, where visitors can look at pictures of the inside of the house.
2 We are standing in front of the Sunshine Temple. This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple. Water from the lake is destroying the temple. We are trying to save the temple by building a wall between the lake and the temple. We will also move some of the things in the temple to the new museum that is being built between the mountain and the village.
3 Mt Lu Shan is one of the most beautiful places in China. The mountain is an important part of China's history and many great leaders have been here. People come here to look at the beautiful mountains and waterfalls. Over here, between Red Sun Mountain and the lake, is the Blue Waterfall, one of the biggest in Lu Shan. Between the lake and the village is the Moon Tower, where people can go look at the moon _d the stars at night. There are too many cars in Lu Shan and the air is becoming polluted. We are trying to limit the number of cars on the mountain and try to use more buses.
Answers to the exercises:
Name of the Site Why is it important? What is being done to protect it?
1 The Winter Palace This site is important because it tells us about how people lived in the past. Visitors are not allowed to go inside the house. Instead, they can walk around the house and look at the park behind the house. There is also a small museum, where visitors can look at pictures of the inside of the house.
2 The Sunshine Temple The temple is an important part of our history; many important things happened here, and many poems have been written about the temple. We are trying to save the temple by building a wall between the lake and the temple. We will also move some of the things in the temple to the new museum that is being built between the mountain and the village.
3 Mt Lu Shan The mountain is an important part of China's history and many important people have been here. We are trying to limit the number of cars on the mountain and we try to use more buses.
Extension Ask the students to think about cultural sites in their area and what is being done to protect them.
4. SPEAKING
Introduction The activity gives students an opportunity to use target structures in a meaningful communicative exchange. It also aims at developing students' imagination and creativity.
Instruction Explain that a “culture capsule” - an imaginary large box - will be sent into space. Ask the students to decide what objects to put in the box. The objects should help whoever finds the box understand what and who human beings are. Students can work in pairs or groups. They have to decide what to put in the box and explain why they have chosen them, i.e. how the objects will help explain who we are and how we live.
Help the students by monitoring the groups and asking what they want to put in and why. If the students are comfortable giving reasons, etc, you can“ argue” a bit and challenge their choices. Please note that there are no “right” or “wrong” answers, so be careful not to discourage “strange” ideas. By encouraging creative solutions, you can set the stage for student-student interaction when the pairs report their choices.
Sample Dialogue:
A: Let's start by thinking about what we should put in the capsule. The instructions say that we should choose five objects that will represent Chinese culture. What shall we put in?
B: Let's put in a Chinese person.
A: No, it says here that we cannot put any living things in the capsule. I think it's better if we try to put in some things that will help whoever finds it understand who we are. You know, everyday things that they can look at and get an idea of what life is like here. Remember that the capsule will be sent into space. It will probably land on another planet.
B: OK. Maybe we can put in a pair of chopsticks?
A: That's a good idea. But how will they know that we use them to eat with? Why not put in some food too?
B: But the food will go bad. I mean, if we put a jiaozi in the capsule, it will be rotten when it reaches another planet.
A: Can we use some pictures? B: We could, but what if they don't know what a picture is. Suppose- I put a picture of you in the capsule. Maybe they will think that you are flat, made of paper, and only a few inches tall.
A: I know! Can't we put in a doll and a model of the earth? That way, those who find the capsule can see what we look like and also see what our planet is like.
B: Great! Should we put in a map so they can see what the earth looks like from space?
A: Yeah! I'd like to choose a tool, maybe a hammer or a pen, so that they can see that we have invented many great things.
B: Let's put in a Chinese painting. Then they can see that we like art.
A: OK, let's see. We have a doll, a model of the earth, a map, a tool and a painting. That's five. B: What about the message? What should we write? A: Why don't we write a friendly greeting and invite them to come to visit us?
B: Good idea! How about “Dear Friends. If you get this message, please come to visit us and our school. Xiao Hong, Wang Mei and all the other people in China, on the planet Earth. ”
A: Good. Let's write down our ideas.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The pre-reading questions prepare the students for the main theme of the reading and give them an opportunity to think about the relationship between people and the cities and cultures they live in.
Instruction Divide the class into small groups and tell the students to take turns giving their responses to each question. Give help as needed.
Possible answers:
1 ● A great city has a long history.
● A great city is usually the capital of a country and has a large population.
● A great city will produce many great people.
● A city is great if something important once took place there.
● ...
2 ● I like Beijing best, because it is the capital city of China.
● I think my favourite city is chengdu, the place where
● I was born and grew up. I love its weather, people and food.
● I like Shanghai, because it's so modem and beautiful.
● I like Kunming, “the Spring City”, because it is beautiful with flowers and green trees all year round and the weather there is very nice - it's not too hot and not too cold.
●. ...
3 Explain what cultural relics are and why they are important to us.
●They tell us who our ancestors were and what their life was like.
● They show the development of human civilization.
● They help us better understand who we are and where we are from.
●...
Extension China has spent a lot of money on the protection of cultural relics. As a result, a large number of cultural relics have been saved from destruction.
Questions for discussion:
1 Do you know what cultural relics in your province/ city/region are under the protection of the country? How are they being protected?
2 How many cultural sites have been listed in the World Heritage List by UNESCO so far? Can you name them?
3 If you were a UNESCO official and wanted to add some cultural sites in China onto the World Heritage List, which sites would you suggest? Why?
3. READING
A CITY OF HEROES
Introduction The reading uses the reconstruction of 8t Petersburg as an example of how cultural relics and sites can be successfully restored or rebuilt. The text also suggests that cultural relics are an important part of a city's and people's culture. The efforts to restore St Petersburg's old glory show the people's determination to preserve their culture and illustrate some of difficulties facing those who undertake such a project.
The text implies that a city is only as great as its people and that the spirit of a city is more important than its buildings. At the same time, however, the buildings represent that spirit had become part of everyone's life. St Petersburg was originally built for Peter the Great, but over the years it truly became property of the Russian people. So the city could be called “St Peoplesburg.”
Summary
1 St Petersburg lies on the banks of the river Neva in Russia. More than three hundred years ago, the Russian Czar, Peter the Great, built a new capital here. Peter the Great was a strong and proud man, and the city reflects his personality.
2 St Petersburg has been the centre of many important historical events. These events are the reason why the city has become such an important part of Russian culture and history. The people of St Petersburg fought hard against the Nazis during World War II and were determined to rebuild the city when the Nazis had left it in ruins.
3 Rebuilding the great city was difficult, but the people of St Petersburg succeeded. Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former glory.
4 The people of St Petersburg are heroes because they managed to rebuild the city, proving that they are at least as great as Czar Peter.
Extension 1 Use the text as a starting point for further discussion. Culture as a concept tends to hint at “dead” culture, or culture that exists for enjoyment and admiration, rather than living culture, objects, ideas, beliefs and behaviours that define a country and its citizens. Reading about St Petersburg may encourage the students to reflect on what culture is and why it is important to us today.
Extension 2 Ask the students to imagine what cultural items from our own time will become part of the future's “cultural past.” It may also be useful to have the students consider how we determine whether something is “culture” or not, and how we value various “types” of culture. This discussion could begin with reflections on generational“ culture differences,” and perhaps also on different concepts of culture in different countries.
Instruction Ask the students to read the text quickly. Remind them to use the context to guess the meaning of unfamiliar words. Ask them to underline new or unfamiliar vocabulary and make a list. Tell the students to compare their lists in pairs and work out the meanings of the words on the list. Then discuss and explain any words they .may still have questions about.
Ask the students do the post-reading exercises. Let them work individually at first and then compare answers in pairs. Elicit student responses from the class.
Tell the students to close their books and retell the story in their own words. The listener may look at the text in order to help the narrator if necessary. Walk around the classroom and give help as needed.
4. POST-READING
Suggested answers to Exercise 1:
1 People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the German attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2 The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modem Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3 The Russian artists used old paintings and photographs to rebuild St Petersburg.
4 The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Answers to Exercise 2:
True: 3,4,5 False: 1, 2, 6
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word Study
Answers to Exercise 1:
1 restore 2 replace 3 recreate
Answers to Exercise 2:
1 in ruins 2 portrait 3 in pieces 4 brought... back to life 5 give in 6 represented 7 replace 8 flows
4. GRAMMAR
The Present Perfect Passive Voice
To form the Present Perfect Passive Voice, use has/have been done, which gives the idea that something happened before now (the exact time is not important).
e.g. The palace has been rebuilt by modem Russian artists.
Something has been done to protect the cultural relics in this village.
Suggested answers to Exercise 1:
1 A plan has been made to turn Beijing into a green city by the city officials.
2 The Great Wall has been visited by millions of people from all over the world.
3 Another space capsule has been sent up by China.
4 Some cultural sites have been damaged by tourists.
5 A website has been set up by the villagers to help people learn more about the cultural relics.
6 These palaces have been turned into museums by the Russian government.
Suggested answers to Exercise 2:
Goilin: A group of villagers in Guilin are planning to protect their cultural relics. Guilin has been visited by so many tourists that some of its cultural sites are not well protected. Some ancient sites have already been damaged by tourists and villagers are worried that part of their history will be lost. A web site has been started by the villagers to tell people about the problem and how to solve it. Also, a museum has been built so that visitors can look at the cultural relics without causing any damage.
Beijing: Beijing plans to repair its old city wall.“ It is said to be the city's largest ever cultural relics repair project. The wall that will be 1, 600 metres long from Dongbianmen to Chongwenmen, will keep the same look as the old one.
The Beijing people have also been asked by the city government to return old wall bricks, which were once used to build houses in the 1960s. So far, more than 200, 000 old bricks have been returned, but two million such bricks are needed for the repairs.
The old city wall was built in the Ming Dynasty. The wall has been badly damaged over the past years. ”The repair project has brought more visitors to Beijing, “ a city official said, ”We hope that it will make Beijing even more beautiful.“
Note: The passage about Guilin is not based on a specific, single project, but is meant to represent a typical example of the many projects undertaken in Guilin and other areas to protect China's cultural relics.
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Introduction In this activity, the students will practise thinking and talking about the protection of cultural relics and expressing opinions in the form of a letter to the editor.
Instruction Use the outline in the book as a pre-writing exercise. Tell the students to complete the outline and then use it to write the letter(s).
Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?
I live in a small
village. Some people in my village want to destroy an old temple so that they can build a new factory. I think it is wrong to destroy the old temple because it is an important part of our history. I think we should build the factory somewhere else, maybe on the other side of town.
Sample writing:
Dear Editor,
I live in a small village. Some people in my village want to destroy an old temple so that they can build a new factory. I am really unhappy about this. I understand that it is important to develop our village, but I think it is wrong to destroy the temple. The old temple is an important part of our history. If we destroy the temple, we are also destroying our past. I think it would be much better if the factory was built somewhere else, maybe on the other side of our village. There is a large area south of our village where there are no houses or buildings. Why don't we build the factory there?
Sincerely,
Concerned Villager
CHECKPOINT
The old palaces have been made as wonderful as in the past (by modem Russian artists).
The statue of Peter the Great has been brought hack to the city.(by the people of St Petersburg).
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Introduction The students will hear about the protection of cultural relics and its importance. They will also hear about some of the reasons why it is difficult to understand how people lived in the past. The students are asked to take notes of what they hear and use their notes to answer the questions.
Instruction Let the students listen to the tape and take notes. Ask the students to look at the questions in the book and see if they have enough information to answer the questions. Tell the students to write down what they need to know more about and then let them listen to the tape again.
LISTENING TEXT:
Why is it so important to protect cultural relics? Well, one reason is that cultural relics can help us understand how people lived in the past. However, it isn't always easy to know what life was like. Most of the things we use today - sneakers, backpacks, chairs won't be here a thousand years from now. That means people in the future will only be able to find some everyday objects. We have the same problem, of course. When we try to learn about the past, we can only see the things that survived time and the weather. The things we do find from the past can tell us something about everyday life in ancient times.
In some cases, more relics are saved than usual. In Egypt, for example, important people were buried in large tombs in which they put lots of everyday objects. Because the tombs were locked and hidden, the things inside were well kept over thousands of years. Thanks to this, we know that the ancient Egyptians lived in houses made of bricks, that ancient Egyptian women wore make-up, and that most people slept on wooden beds. The objects can give us an idea of how people lived and how they probably thought.
Protecting our cultural relics is an important task and we should take it seriously. We are protecting our history and knowledge so that people in the future will know and enjoy it. We are also helping ourselves and our children to better understand who we are and where we come from. This is why we in China are trying so hard to protect our cultural relics.
Suggested Answers:
1 The words mentioned on the tape are: objects, buried, tombs, brick (bricks), wooden, Egyptians, makeup.
2 1 Various answers are possible. Reasons mentioned on the tape include: cultural relics can help us understand how people lived in the past; protecting our cultural relics is a way to help protect our history; cultural relics can help us understand who we are and where we come from.
2 It is difficult to find out how people lived thousands of years ago, because most of the things we use in everyday life do not survive or last. Things made of cloth, paper, wood, etc. will not be around after a thousand years.
3 We know that the ancient Egyptians lived in houses made of bricks, that ancient Egyptian women wore make-up, and that most people slept on wooden beds.
4 We know a lot about how the ancient Egyptians lived because they put everyday objects in the tombs of important people. The tombs were locked and hidden and the things inside were well kept over thousands of years.
5 Various answers are possible. Things made of materials that deteriorate over time will not be available to future generations, so things like books and clothes may not survive. It will probably be difficult for future generations to understand the way we think and what our life was really like. You can ask the students to try to imagine what it was like to be a teenager five hundred years ago. What we can do (and sometimes do) to help future generations understand us is to bury” culture capsules“ that future generations can use to learn more about us. You can use the information in the unit or from newspapers / TV to remind the students of what's being done today. The reading below is an example of one solution.
3. TALKING
Introduction In this decision role-play (see appendix), the students will talk about cultural relics and their importance and practice their ability to express and support an opinion. The role-play brings together many of the sub-themes of the unit and integrates the skills practised in the SB and WB.
Instruction Divide the students into groups of four or five. Explain the basic situation and tell the students that they will represent one of the characters in the discussion. Remind the students of the ground rules for decision role-plays (see appendix) and ask the groups to decide who will play each role, prepare role cards, discuss the issue, make a decision and summarize the discussion. Use one of the role cards as an example if necessary. Ask the Head of each group to summarize and report when the students have finished the discussion. Compare and discuss different decisions and make sure that the students give reasons for their decisions.
Sample Dialogue:
H: Is everybody ready? Then we can begin. Good afternoon, ladies and gentlemen. Thank you for being here today. As you know, we must try to decide what we're going to do about the plan to build new houses where the old temple is. I'd like to hear from each of you what .you think about the plan. Would you like to start by telling us who you are and what you think we should do?
A: Thank you. Yes. I'm an expert on cultural relics. My name is Bob White. I want to protect the temple. I believe that it's a bad idea to build the new houses where the temple is. If we destroy the temple, we're destroying our history. If we move the temple, we may destroy the temple and we won't be able to look for things on the site.
H: What kind of things do you mean?
A: There may be clothes or tools or other objects buried around the temple. These things can tell us about how people lived in the past. We must protect the temple, because it is an important part of our history, because it can teach us about the past, and because it is wrong for us to destroy what our people built in the past.
B: I'm Danny Jones, a businessman. I agree with Mr. White when he says that the temple is important and that we should protect our cultural relics. But we must also think about today and the future. The people in our village need houses to live in and they need jobs: We should build the new houses, because it'll give people houses and jobs, and because it will help develop our village. There's no other place where we can build the houses. I think that we should try to move the temple and build a museum. If we do this, we can protect our cultural relics, teach people about history, and create jobs and houses. Mr. White says that we may destroy the temple and that we won't be able to fmd clothes and tools. Well, parts of the temple may be damaged, but we can repair it. And we already have a lot of old objects and we already know a lot about how people lived in the past. If we don't build the houses, we may not have a very good future.
C: I'm a villager and I agree with Mr. Jones. Our village needs jobs and houses. Our children must have houses to live in, and if we don't have jobs they will leave the village or become unemployed ...
The discussion continues. All the participants state their opinions and give reasons. The Head of the village asks questions and takes notes. When all the participants have stated their opinions and spoken at least once, the Head asks the group members to ask each other questions. After the” debate part,“ the Head summarizes the views according to the notes and tries to make a decision.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 cultural 2 include 3 restored / rebuilt 4 burning 5 beauty 6 photograph 7 damage 8 project 9 official 10 limit
2 1 in 2 of 3 on, in .4 from, on 5 in, with
Grammar
Answers to the exercises:
1 1 although 2 but, and 3 or 4 and 5 unless
2 1 A new hospital for women and children has been built in Beijing.
2 More and more trees have been cut down by farmers.
3 Thousands of animals have been killed in the forest fire.
4. About 300 buildings and houses have been destroyed in the earthquake.
5 More than 100 famous films have been shown in the city since July.
6 A lot of money has been spent protecting the old temple.
7 The price has been brought down in the past year.
8 A notice has been put up at the gate.
3 2 Many cultural relics have been saved from damage, for example, the Potala Palace, the Kezil Thousand-Buddha Cave, etc.
3 750 sites have been made national important cultural relics by the State Council in the past years.
4 The Potala Palace, the Mountain Summer Resort in Chengde, the Confucius. Temple and Mount Wudang have been placed on the World Heritage List by UNESCO since 1994.
5 Twenty -eight Chinese cultural relics have been placed on the World Heritage List by UNESCO by .
3. INTEGRATING SKILLS
Reading
THE RESCUE OF ABU SIMBEL
Introduction The text describes how Egyptian engineers successfully protected the Abu Simbel Temple and other cultural relics during the construction of the Aswan Dam. The project is an example of how development and the protection of cultural relics can go hand in hand. The dam was needed to prevent floods and to generate electricity, but its construction would entail the possible destruction of Abu Simbel. The engineers solved the problem by moving the temple to a site that would not be affected by the construction of the dam.
Suggested answers to the exercises:
1
Situation Problem Solution
The Aswan High Dam Temples and relics might be destroyed. Move the temples and relics to a safe place.
Three Gorges Dam Residential areas and cultural relics will be flooded. / Water will cover areas where people live and may destroy cultural relics. Build new houses in other places, move the people and the cultural relics.
Various answers are possible
2 Answers may vary. Encourage the students to think about why cultural sites and relics are important and whether moving them or putting them in museums changes their ”meaning“ or importance. Ask the students to compare the protection of cultural relics with the protection of animals, nature, and the environment. The students can also think of other things that may need to be protected.
3 Answers may vary. The reading is an example of one
way of solving _he problem. .
4 1 The Aswan High Dam was completed in 1970.
2 The River Nile used to flood large areas every year and destroyed houses and crops.
3 As the result of the dam, the water level of the lake was going to rise by 63 metres.
4. It was carved in rock and had on the outside four large statues, each of which is 20 metres high.
5 The greatest man-made buildings in the world are the Great Wall of China, the Pyramids of Egypt and the Aswan High Dam.
4. WRITING
Ask the students to complete the chart in the book. They can work alone or in pairs or groups. When the students have completed the chart, check by comparing charts from different groups. If necessary, you can model a paragraph on the blackboard. It is also possible to give
the students time to write one paragraph and then stop and compare paragraphs. A third possibility is to give each pair or group one paragraph and then try to match paragraphs to make up a complete essay.
Sample writing:
The people in our village need houses and jobs. Some of the villagers have made plans for building new houses just outside the village. The problem is that there is an ancient temple in the only place where the new houses could be built.
Some of the villagers think that we must protect the old temple and that the new houses should not be built. The old temple must be protected because it is part of our history and it can tell us about how people lived in the past. The temple should also be protected because we have no right to destroy what our ancestors have created. The people who want to protect the temple think that we should build the houses somewhere else.
Other villagers think that we must build the houses so that people will have jobs and a place to live. History and culture are important, but we must think about the future of our village. The people who want to build the houses believe that the temple should be moved or destroyed and that we could build a museum to protect our cultural relics.
I have decided that the houses will be built. We will not destroy the temple, but we will move it to another place and we will build a museum to protect our cultural relics. I think this is the best way to solve the problem, because if we can't develop our village and create jobs for our people, we will not be able to protect
our cultural relics in the future. If we work together to move the temple and build a museum, we can create a . better future without destroying the past.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Learn about good table manners
2>Learn to make apologies
3>Learn to express your gratitude
4>Make a contrast study on table manners in Chinese and Western cultures
5>Be a student with good manners
2.function功能:
Apologising &Expressing thanks 道歉与致谢:
Excuse me. Forgive me. I’m (very/so/terribly) sorry.
That’s all right. /That’s OK. / No problem I apologise for …
Oh, well, that’s life. I’m sorry. I didn’t mean to …
Oops. Sorry about this. Thank you. It’s beautiful.
3.vocabulary词汇:
interrupt, apologize/apologise, fault, introduce, apology, forgive, culture, manner(s), impression, toast, behave, napkin, roll, dessert, unfold, lap, damp, cloth, custom, starter, pray, course, breast, flesh, bone, raise, advice, spirit, impolite, mix, wing, extra, childhood, stare, disabled
leave out, stare at, make jokes about sb.
4.grammar语法:
The Attributive Clause (3) 定语从句:
1>能够用英语描述人物、事件、时间、地点、原因等 – 使用限制性定语从句: I spent the whole afternoon with the teacher who was very helpful.
2>能够用英语对特定的人物、事件、时间、地点等作补充说明 – 使用非限制性定语从句:
I spent the whole afternoon with the teacher, which was helpful.
5.language usage语言运用
运用所学语言,围绕礼节或用餐礼仪这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “Table manners at a dinner party” 并联系生活中的实际,书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction Good manners are basically as set of behaviours that people may reasonably expect. Such expectations exist in various domains of our lives, both in the things we say, and how to express them, and in the ways we socially interact with others. Displaying good behaviour makes a world of difference in the way people regard us. In language that means that saying the right thing at the right moment and being polite are important. The warming up exercise introduces a few short expressions in everyday conversation, which may at first seem very easy. Surely many students will already be somewhat familiar with some of them. However, it should be emphasized that using these expressions is very important in everyday life. They are frequently used in many different situations, and they are all very informal.
Instruction Ask the students to work in pairs. Tell the students to look at the pictures on the right and practise the short conversations, using the phrases in the middle column. These phrases are of course mixed up, so students have to look at the picture, imagine the situation and then have a logical short dialogue.
Answers to the exercise:
1 The first picture shows a student coming into the classroom.
A: Excuse me. Can I come in?
B: Sure. We've already started.
A: I'm sorry. I missed the bus.
B: That's OK. We're on page 47.
2 The second picture shows a student talking to two other people.
A: Excuse me. May I interrupt you for a moment?
B: What is it, Jordan?
A: I'm sorry, Mr. Baker. I put my homework on your desk.
3 The third picture shows a girl with an umbrella and a boy that seems upset in a canteen.
A: Hey. Be careful!
B: Oh, I'm so sorry.
A: That's all right.
4 The fourth picture shows a busy crowd at an airport or railway station. While moving through the crowd somebody gets pushed.
A: Ouch! What are you doing?!
B: I'm terribly sorry.
Extension 1 The exercise can be extended by asking students to describe what they see in each picture. Ask the students to imagine the situation and describe how they would react when something like this happens in China. Are these situations realistic?
Extension 2 Ask students to suggest similar situations in which they might use any of these four short dialogues. Ask students to describe the situation or act it out in class.
3. LISTENING
Introduction The listening exercise further explores the usage of informal and more formal ways of apologising. Friends may use informal language to apologise but if the offense, or as in case of this exercise the loss of something is considered quite serious, a somewhat more formal apology may be required, as well as repeating it.
Instruction Ask the students to close their books and listen to the tape the first time. Then ask them to open their books, and read the exercise, so that they know which information they need to find. Then listen to the tape a second time. After listening, give the students some time to fill in the blanks. Decide whether or not to let the students listen another time. If it seems difficult for the students to grasp what is being said, you may have to play the tape one or two more times.
LISTENING TEXT:
A: Hi, Cliff, I'm here about returning your bike.
B: So, it was you who took it.
A: Yeah, we're friends, so I thought it would be OK.
B: Well, listen here. I want you to ask me first.
A: Oh, I'm sorry. I only used it to get to school because I was late.
B: That's OK. Just ask me next time, will you?
A: Yes, well, there is a bit of a problem.
B: What is it?
A: I really have to apologise. It's about your bike.
B: What is it about my bike? Where is it?
A: That's the problem. I'm really very sorry, but it was stolen while I was at school. B: Stolen? Didn't you lock it?
A: Of course I locked it. Here's the key. But when I came back it was gone. I'm really very sorry. I suppose I should pay for it.
B: Oh, that's all right. I guess it wasn't really your fault, was it?
A: Thanks a lot, Bill. I'm really sorry about the bike.
B: That's OK. Forget it. It was an old bike anyway.
Answers to the exercise:
1 1 Taking the bike without asking. 2 Losing the bike.
2 Oh, I'm sorry.
3 That's OK.
4 I really have to apologise.
5 Oh, that's all right. That's OK. Forget it.
6 I am really sorry about the bike.
4. SPEAKING
Introduction In the speaking exercise it is the turn of the students to practise making apologies. The students are presented with three everyday situations that may all occur at a party. Most of these situations involve quite common, ordinary mistakes, for which there is no need to make elaborate excuses. Saying the right thing at the right moment will do.
To help the students practise a few different expressions, a list of useful expressions is given. Both the apologies and the possible answers are given in descending order of formality, where ”Forgive me. I'm very sorry“ is quite formal while ”Oops. Sorry about that“ says the same thing in a very informal, casual way. The appropriate level of formality is determined by the situation, and in fact it would be equally silly to use a very formal apology in an informal setting as it would be to use a very informal apology in a formal situation. To help the students understand, some sample dialogues are provided in this book.
Instruction Tell the students that for the exercise they have to imagine themselves at a party. There are lots of people and all the, chairs are taken or covered with coats or bags while all the tables are full of glasses and snacks. Everybody is in a good mood, so nobody will get angry about anything, but of course people politely talk to each other and make excuses when troubling others. Next, ask the students to work in pairs and consider the following three situations. Ask them to read each situation carefully and make sure that they all understand it. Then ask the students to make up a short dialogue, to solve each specific small problem smoothly and in a polite manner. Possible sample dialogues are given below.
Sample Dialogue 1:
A: Aren't you going to introduce me to him?
B: Oh, forgive me. I didn't know you hadn't met. Donna, this is Alex.
A: Hi, Mex. Nice to meet you.
Sample Dialogue 2:
A: Are these seats free?
B: No, I'm sorry. My friend is sitting here.
A: That's OK.
Sample Dialogue 3:
A: Oh, was that your glass?
B: As a matter of fact, yes.
A: I'm terribly sorry. Can I offer you something else?
B: That would be nice, thanks. I'll have another Sprite.
Extension Ask the students to continue with other situations which may all take place at parties. A sample dialogue is given below.
Sample Dialogue 4:
A: Oops. Did I do that? Sorry about that.
B: Next time, watch out, will you?
Sample Dialogue 5:
A: Ouch! You are standing on my toes.
B: Oh, I'm terribly sorry about that.
A: Never mind. Just make sure it doesn't happen again.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction Our social interaction with other people is ruled by manners and conventions, whether we are aware of it or not. Both in formal and informal situations our behaviour is governed by what we know the others will expect us to say and do. Saying nothing or doing just the wrong thing may ruin a situation or at least make people uncomfortable. Even in more fortunate circumstances, misunderstanding rules of politeness or good manners may lead other people to look on you in certain unfavourable ways. Good manners are even more difficult when no language is involved. Because of cultural differences and a lack of knowledge or awareness of differences between cultures, we may say or do things that our foreign friends disapprove of 'or frown upon. Whereas the differences between for example French and German manners are relatively small, the cultural differences between China and most English-speaking countries are so big that Westerners may experience a culture shock when coming to China or other Asian countries. To know more about some Western customs regarding a formal dinner is therefore truly useful.
Up until around the 1950s or 1960s families who considered themselves decent would buy and study guidebooks about etiquette and good manners. Ever since the 1960s the concern for formal manners has decreased. Of course many people still have certain notions about what one is supposed to do and say in certain situations, but most people are fairly relaxed about that. However, in the diplomatic service and on formal occasions, especially formal and business dinners, receptions and other official functions, proper etiquette is still expected. So, managers want to know about good manners, and for this reason books on good manners keep coming out.
Instruction The pre-reading exercise explores Chinese cultural patterns in four different situations. The types of expected behaviour in these situations can be viewed as showing good manners. Most probably all students will be able to describe the expected behaviour. The only difficulty may lie in their ability to express themselves in English. For guidance, please refer to the sample answers below. Of course, these answers are not conclusive. Encourage students to give, more than one answer, elaborate and discuss differences of opinion.
Suggested answers:
Rules for being polite in Chinese culture
At a dinner party
Try to talk to people sitting beside you; Smile; Eat with chopsticks; Stand up when others make a toast; Don't stand up to get the food, wait for others to get the food for you; Don't keep your hand under the table; don't ask for more even if you are not full.
Greeting your teacher
Stand straight and say ”Laoshi hao!“; You don't have to take your hat off, but you must get off your bike when greeting.
Receiving a birthday present
When receiving a birthday gift, you say ”Thank you“ or ”I'm very happy that you have come, but you shouldn't have bought a present“ . Usually you don't open it until the guests are away. It is the usual practice to invite all the guests to a dinner party. Food, such as noodles, peaches, is served as they symbolize longevity.
Paying a visit to a friend's house
Make an appointment before you go. Bring a small gift. If there are old people or children in the family, you should take them into consideration when preparing gifts. Be punctual and make sure you are decently dressed. Greet the family members in the order of age. Ask if you should take shoes off before you walk into the house. Don't seat yourself before the host tells you where to sit. Don't walk around the house to look at all the decorations or furniture, unless you are invited to do so. It is impolite to eat up all the food (most commonly, melon seeds, peanuts, chocolate, fruits, candies, etc) that the host brings up. Decide when you leave, but don't stay too long. When leaving, invite the host family to pay a visit to your house.
Extension The exercise can be extended by introducing a cross-cultural element to it and describe the rules for politeness in Western culture. Please mark that English-speaking countries are implied.
Sample answers:
Rules for being polite in Western culture
At a dinner party
Eat with knives and forks. Don't smoke any cigarettes during the dinner. Be lively and smile, but don't shout or laugh loudly at the table.
Greeting your teacher
Smile and say ”Good morning“ or ”Good afternoon.“
Receiving a birthday present
First say that you weren't expecting anything and that the gift wasn't needed. Then say something about the beautiful wrapping paper. Open it immediately. Say that it is very beautiful and just what you wanted. Say that they shouldn't have given it to you. Thank them a lot and kiss your friend.
Paying a visit to a friend's house
Bring a gift, for example flowers or a bottle of wine. Do not immediately walk into the house but wait till your friend tells you to make yourself at home. You don't need to take off your shoes unless you're told to. Say something nice about the house (decoration, furniture or paintings). You may look at the book case but don't open any cupboards or drawers. If your friend is cooking for you, walk to the kitchen and offer your help.
Notes:
1 A dinner party suggests that you have dinner in a restaurant or in a friend's home with four or more people.
2 Foreign teachers appreciate being greeted but have no time for a long conversation, unless the student has an urgent request or announcement to make.
3 Good manners about receiving a present in Western culture are very different from Asian countries. Though the receiver must say that the gift wasn't needed, in fact it was. Coming to a party without a present would be looked upon as bad manners, unless you really can't afford to buy anything.
4 Most foreigners visit their friends much less frequently than Chinese people do. So a visit is a little bit formal: people usually bring a gift. The most common gifts would be flowers or a bottle of wine. Though some foreigners ask their friends to take off their shoes, the majority thinks it is unfriendly to ask your friends to do so. Friends who have known each other for years may be a little bit more casual, but even when you are told to ”feel free and make yourself at home“ you shouldn't nose into people's things or open cupboards and drawers.
3. READING
TABLE MANNERS AT A DINNER PARTY
Introduction Just as China is a large country with regional differences in culture and manners, Western countries are both geographically and culturally wide apart. However, when we talk about etiquette or good manners, the emphasis is on what is similar in all these countries and not the cultural differences. In fact, the value system of emphasising cultural differences has probably been one of the factors to undermine the tradition of emphasis on etiquette. When we talk about Western good manners, therefore, we should primarily think of those issues for which we find broad consensus in all Western countries. This consensus is reflected in the training of, for example, diplomatic staff and high ranking people. This does not mean that following these rules will stifle communication. In fact, the reading passage will tell which rules can be relaxed. When rules are strictly observed, other people will see that as a sign of culture and good taste. Knowing which rules to follow strictly and about which you can be more relaxed, shows how well-educated people are.
The information given below is extensive and detailed, but the teacher should not give a lecture on formal table manners in Western countries in their class! The additional information will be useful when supporting students while they are working on the Post-reading extension exercise or the Project in the workbook. Do not give the extra information until the students have exhausted their own resources.
Instruction The text could be read as an informative piece outlining the mainstream of expected behaviour for formal dinner parties. Most of the expected patterns. of behaviour have been included, though a few might still be elaborated upon. Please, once more, bear in mind that these patterns mainly concern English-speaking Western countries, with broad applicability in diplomatic circles and higher cultural echelons, but would for example not apply to other Western countries such as Russia.
●In some cases, formal dinners are started with a light alcoholic drink. Just as in China, people would drink some tea. However, this is usually only at formal dinners in people's homes, not in restaurants. (There is nothing about this in the text).
● Paragraph 1 explains all the things, cutlery and crockery, that you would find laid on a dinner table. It also introduces some Chinese items for the Chinese dinner table.
●The second paragraph sketches the opening of the dinner: the starter and the soup.
●The third paragraph talks about the main course. This paragraph is followed by some remarks about what is drunk during the dinner. Westerners use glasses of different size and shape for all different kinds of drinks. The drinks which they mainly prefer when having dinner are either white wine, which they prefer with fish, or red wine, which they prefer with meat. The wine is usually chosen by the host. The host will be offered a sip of the bottle when it is opened to judge whether the wine is good or not. Beside their wine, many foreigners ask for a glass of mineral water, either sparkling (with gas or with ”bubbles“ ) or still water. You can also ask for plain water, which would be purified water. Out of health concerns or responsibility when driving a car, many people nowadays prefer drinking soft drinks, and it is entirely accepted to ask for those drinks. Foreigners never-drink spirits such as brandy (XO) or whiskey during the dinner. Excessive drinking is never proper, and when toasting Westerners usually only take a sip of their drink. Actually, to swallow a whole glass of wine by way of ”bottoms-up“ would most definitely be considered bad manners, and would surely be seen as lack of appreciation for the wine.
● The main course is followed by the dessert. Desserts are usually small and sweet dishes such as cakes, puddings, ice-cream or fruit. Different kinds of cheese may also be served as dessert.
● The final course of a formal dinner are drinks. Many foreigners will first have coffee, followed by some strong alcoholic drinks (40%) such as liquors, brandy or whiskey. Some foreigners smoke a cigarette or a cigar. Smoking is never permitted during dinner or between courses. Table manners change over times. Ten or fifteen years ago, the first course would have been the soup, but in recent years this is increasingly preceded by having a starter. Some restaurants offer a course between the soup and the main course, which is very common in South European countries. What changes most frequently with the fashion of times is the folding and placing of the napkin. Very old people may still be seen tucking a corner of the napkin into their collar, hanging the napkin in front of their breast, but most commonly, the napkin is placed on your lap.
Extension Most likely, students have seen different kinds of Western films. Let students use the text as a framework to explore what they remember from such films about Western table manners. Ask students to work in groups and brainstorm about all the things that foreigners eat and drink during a dinner. Then ask them to sort those into what comes first and later and expand this into the menu order or starters, soup, main course, dessert and drinks. Next, go on asking students to explore what Westerners do while eating (talking, etc). Do not give the extra information above until the students have exhausted their own resources.
4. POST-READING
Answers to Exercise 1:
Western dinner table Chinese dinner table
A small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine; a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon A bowl; a Chinese spoon; a small plate; a pair of chopsticks; a small ornament to rest the chop- sticks on; a small tray with a humid cloth; a napkin; a small glass for spirits; a glass for beer or soft drinks
Answers to Exercise 2:
1 Starter 2 Soup 3 Main course 4 Desert
Note: The drinks mentioned in the reading passage are what is drunk during the dinner. Drinks as a course in the meal come at the end (coffee, liquors, brandy or whiskey).
Answers to Exercise 3:
Polite: 1, 2, 5, 6
Impolite: 3, 4, 7, 8
Sample Answers to Exercise 4:
1 Women were not allowed to eat at the table. (Now women can sit together with the others and eat at the same time.)
2 Seats used to be arranged around the table according to the age or importance of the guests.
(It is still a strong tradition at important banquets in the countryside, but no longer in cities.)
3 Make 8, 10 or 12 dishes for each table. The dishes were brought up to the table in strict order, e.g. in southern China, the fish dish should be the last to serve.
(It is still the case in some rural areas, but the number or order is not so strict in cities any more.)
4 It used to be impolite to eat up all the food from the plates.
(People now accept that it is better not to waste food. It is becoming OK to take left-over food home.)
5 Give the guest as much wine as possible to drink.
(It is still polite to urge the guest to drink, but not as persistent as before.)
Extension The students are asked to give examples of how Chinese table manners change over time. Then ask students how table manners are different in various parts of China.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Introduction Knowing about word formation and the meaning of prefixes can help students understand the meaning of words they haven't learnt before. The prefix in- has a number of variants, depending on the first letter of the base word or root,. We distinguish: im- (immobile, impossible); ir- (irrelevant, irregular); and il(illegal, illogical). With the original prefix in- we find words such as incorrect and incomplete. The meaning of the prefix in- and its variants is not, the opposite of the meaning of the base word. So, impossible means not possible. The prefixes non- and un- have the same meaning.
Notes If students have difficulty distinguishing prefixes they may think of two rules of thumb:
1 In most cases the prefix forms one syllable.
2 In most cases stripping the word from its prefix results in a base word that is an existing English word on its own. For example: the first syllable of impossible is im and without the prefix we keep the word possible. But for the word invite: although the first syllable is in, what's left after stripping, vite is not an existing word. So here, in isn't a prefix.
Answers to Exercise 1:
nonstop unfold unlucky incorrect impossible
Answers to Exercise 2:
1 damp 2 custom 3 dishes 4 middle 5 noodles 6 breast 7 tender 8 chopsticks
9 bones 10 spoon 11 spirits 12 toast
4. GRAMMAR
The Attributive Clause (3)
There are two types of Attributive Clauses: the Restrictive Attributive Clause & the Non-Restrictive Attributive Clause. Both of them give extra information about the main clause.
Restrictive Attributive Clause
The extra information is necessary. Without the extra information, we don't know who or what is spoken about. We don't use commas with these clauses:
The village is beautiful.
Which village is beautiful? We don't know.
The village where I was born is beautiful.
There are very many villages and the village where I was born is beautiful.
People who speak Spanish work there.
Non-restrictive Attributive Clause
The extra information can be left out. Without the extra information, it is still clear who or what is spoken about. We use commas with these clauses:
Lijiang is beautiful.
Which place is beautiful? Lijiang.
Lijiang, where I was born, is beautiful.
Without telling that I was born there, we know that Lijiang is the place that is beautiful.
John, who speaks Spanish, works there.
Sample answers to the exercises:
1 I finished reading the book which my father gave me for my birthday. .
2 The car, which had been parked in front of our house for more than a week, was stolen.
3 Paula, whose husband lives in London, lives alone on the fourth floor.
4 My sister Ellen, whom you saw yesterday at the party, is a nurse.
5 This morning Andrew, whose mother is a doctor, told me about his new teacher.
6. The meeting will be held in the dining hall, where more than 150 guests can be seated.
7 My father works for a company which has its head office in a big city.
8 Lisa will always remember her childhood, when she lived with her aunt in the mountain village.
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and writing
Introduction Thank-you letters are short letters of at most three paragraphs that we send to express our gratitude to people. They can be about various kinds of topics and reasons why we want to thank them.
Instruction Read the sample thank-you letter in the book and analyse the structure into paragraphs in Exercise 1. The teacher can help the students by asking what each paragraph is about.
Answers to Part 1: Structure of a thank-you letter
Paragraph 1 Thank the people for what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and-what they are doing now. Close the letter by repeating your thanks.
Answers to Exercise 2: Four sample letters
Thank a teacher for his / her help
November 15th
Dear Mr. Wang,
I am sending you this card to thank you for all the extra time you spent to help me catch up with my lessons after my illness. My parents and I are grateful for the evenings after school that you helped me with my maths. Without your help it would have been very difficult to catch up and get good marks in the mid-term exam.
At this moment I am very busy with my studies. Thanks to your help, I could not only catch up with maths, but I now also more enjoy the other subjects that were very tough for me before, such as chemistry and physics. I really enjoy going to school now.
How about you? I hope your mother is feeling better. I heard you spent a month in your hometown to take care of her. But if you helped her as well as you helped me with my maths, then I am sure she must be feeling much better.
Thank you again for all your time, and I wish you all the best.
Yours,
William Chen
Thank your parents for their loving support
December 18th
Dear Mom and Dad,
Yesterday I received your long letter of November 28th. I was looking forward to that letter and want to thank you for it. But not only should I thank you for your letter, I feel you are the most wonderful parents in the world. If I look around me, I see some students hardly ever hear from their parents. And when I think about you, my heart fills with warmth. So I want to thank you for all your loving support.
Your letters always make me very happy especially when photos are enclosed. I can only send you a short letter today and promise I will write more, later this week. At this moment we are very busy preparing for the term exam.
So, how are things at home? I hope Mother's work in the office is going well. Last time you wrote about the new project that would start. I think working on that job must be very exciting. I suppose everybody already starts thinking about the Spring Festival. Of course, I will be home for that.
Well, thank you again and all the best for the folks back home.
Love,
Emily Zhang
Thank your best friend for being a good friend
October 18th
Dear Lewis,
I am writing you this short letter to thank you for being such a great pal. We have known each other for such a long time, and been friends for many years. I know I can count on you, no matter what happens. I think that is really something.
I am in Senior One now, and still have a few more years to go. My studies are going fine. I actually like many of our books much better than what we studied at the Junior High school. My results are also very good. I may even think about going to university, after finishing high school.
What have you been doing lately? Is everything OK with you? Write me sometimes when you have time. You can also send me an email if you like. My new email address is xstianI989@sohu.com.cn.
Thanks again and I hope to hear from you soon.
Best wishes,
Hunter Tian
Thank your classmate for a birthday present
October 27th
Dear Jennifer,
Thank you ever so much for the wonderful present you gave me for my birthday last Wednesday. It was nice of you to come and see me, and I was so surprised that you had bought me a present. When I opened it I saw it was just the kind of thing I had always wanted. I like the colours and the shape of the frame. I will probably hang it in my bedroom, or on the empty wall near the book case in the living room. It was so nice of you.
Actually, all afternoon and evening friends called me or made visits. It was a very busy day. These days of the weekend' give me some time to write some short letters, and enjoy my presents and start reading the book that my neighbour gave me.
How about you? Have you finished the book report for Mr. Gao? You told me last week you had started piano lessons. I would like to come over some time and hear you play.
Well, I don't want to make it too long today. I have to run to the post office and get this letter posted.
Thanks again for the present and hope to see you soon.
Love,
Kathy Huang
CHECKPOINT
Answers:
1 whose 2 which / that 3 who 4 which
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Introduction The listening exercise consists of two dialogues. The first dialogue is an example of how people show and express their gratitude for a favour done by a friend. The second dialogue is an example of excusing oneself politely.
Instruction Ask the students to look at the exercises and make sure that they all understand what they are expected to do. Then, let the students listen to the tape. The first time they do not yet have to answer the questions. Play the tape a second time, and ask them to do the first exercise. Play the tape a third time, and give students time to answer the questions of the second exercise. They only need to tick the row in the right column to mark whether it is Betty or Wilma who uses the expressions on the left. To help the students to complete the sentences in the third exercise, you may have to play the tape another time. For students who find this very difficult, the teacher may pause the tape after listening to each part of the dialogue in which one of the target sentences occurs. Finally, let the students listen once more to the tape to complete the sentences in Exercise 4.
LISTENING TEXT:
Dialogue 1
BETTY: Oh, hi Wilma. What a surprise to see you! So you've come back. Did you have a nice vacation?
WILMA: Oh, we had a great time. Fresh air and sunshine every day. We were really lucky with the weather.
BETTY: Come on in for a cup of coffee.
WILMA: Thanks, but I've still a lot of work to do. I just stopped by with this - it's for you.
BETTY: Oh, Wilma! Thank you. It's beautiful. I don't have any plants like this. But you shouldn't have.
WILMA: Well, Fred and I just want to thank you for taking care of our house and watering the plants while we were away.
BETTY: Well, what are friends for? You need not bring a gift. Why don't you come around next week, and we'll have dinner with Fred and Barney.
WILMA: That sounds lovely. I'll call you on Tuesday.
Dialogue 2
EMILY: Excuse me, Monica? It's getting late, so I'm afraid we'll have to be leaving.
MONICA: Oh, so early?
EMILY: Well, Jerry's got to get up and drive to the airport for an eight o’clock plane tomorrow morning.
JERRY: We've had a wonderful time, Monica. Thank you very much for inviting us.
MONICA: Say, Emily, why don't we meet downtown for lunch some day next week?
EMILY: I'd love to.
MONICA: There's a new fish restaurant on the corner of Broad Street.
EMILY: Oh, that sounds wonderful.
MONICA: I'll give you a call later on and we can decide the time.
JERRY: Emily?
EMILY: 0h, we've got to go now. Well, it's been a wonderful evening. Thank you very much.
MONICA: Not at all.
EMILY: I'll look forward to your phone call.
JERRY: Thanks again. Good night.
MONICA: Good night.
EMILY: Good night.
Answers to Exercise 1:
1B 2C 3A
Answers to Exercise 2:
1 Betty 2 Betty 3 Betty 4 Betty 5 Wilma
Answers to Exercise 3:
1 Jerry and Emily are saying goodbye to Monica who gave a party.
2 Emily tells Monica that they want to go home.
3 They Want to go home because Jerry has got to get up early the following day.
4 Monica tells Emily about a new fish restaurant on the comer of Broad Street.
5 They will later decide about the time for lunch.
6 Emily looks forward to Monica's phone call.
Answers to Exercise 4:
1 Excuse me; It's getting late
2 a wonderful time for inviting us
3 Thank you very much.
4 at all
5 Thanks again
3. TALKING
Introduction Although manners are not discussed every day, they are an issue that most people have an opinion and may even feel very strongly about. They are also very often taken as an indication of the way we think about people, while other people pass judgment about you as a person, based on your behaviour and your manners. Regardless of age and times, good manners are felt to be important. In the talking exercise, students will discuss three situations involving manners.
The first situation is an example of manners in relations between men and women. In many Western countries, men have to be helpful to women in situations such as given in the book. In addition to that, in Western countries, certain heavy jobs are considered unsuitable for women. But since the 1960s this has been changing. Women are not thought to be as weak as they used to be. The discussion in the exercise is not whether good manners between men and women should be kept or should be stopped.
In the second situation, the discussion is about behaviour and good manners of Chinese people. As China is modernising, some people feel that some types of behaviour should change, because they are not good for our health, because they may give foreigners a bad impression of China, and because people don't like them. But some Chinese people don't think such examples are bad manners at all. They think they are part of Chinese culture and everyday life, and we should keep them.
The third situation is about foreigners who come to China. There are many foreigners from all over the world in China, and their manners are sometimes very different from Chinese manners. Some Chinese people have very strong opinions about the manners of foreigners. About ten years ago, foreigners could only live in houses and hotels for foreigners in China. But nowadays, they can live in many places. What if your neighbour is a foreigner? Many foreign countries ask their newcomers to learn. about their language, culture and good manners. Should China start teaching foreigners who want to live and work here as well?
Instruction Let the students work in groups of five. If there is time, all groups can discuss all topics. If there isn't enough time, each group can take up one topic. Every group must appoint a chairman, who does not participate in the discussion, but listens very carefully and makes notes. By the end of the discussion, this student summarises what has been said. The chairman also decides who can speak and who should be quiet.
The discussions will probably centre around Pros and Cons. It is useful for each group to first make a list of examples of good and bad manners for each topic. Then group members have to decide for themselves whether they think these examples are either good or bad manners, and whether they should be changed. Students should also give arguments, and possibly examples from real life, to support their views. The teacher can guide each discussion group with the guidelines below.
Guidelines for situation 1:
This discussion will probably bring out some strong differences of opinion between boys and girls. Some girls may say they think it is good and nice for women, because they are helped and they don't need to do heavy jobs. Other girls will say that men and women should be equal. They will say then women are strong enough to take care of themselves and that it puts women in a bad position. Some boys will say that it is nice for girls, and that men should take care of women and help them because they are stronger. Other boys will say that if women want to be equal they should also do heavy jobs and carry their own heavy bags.
Sample dialogue for Situation 1:
Girl: I didn't know that in foreign countries men should . always pick up the bill or pay for cinema tickets. It sounds very good to me.
Boy: So, other examples are, open doors for women, help them put on their coat, carry heavy bags or luggage, help them sit down at the table ... Men take care of women because...
Girl: Men don't need to do that. It just gives you the idea that girls and women cannot open the door for themselves. It puts women in a bad position. Men and women are equal. Women can...
Boy: Yeah, they should carry their own heavy bags and pay my ticket to the cinema...
Girl: Yes. Sometimes, yes. And men should help to do the dishes and …
Guidelines for Situation 2:
The second discussion will bring out the issue of modemising life in China. Some students will say that China is developing into a modem country. Not only things around us change, but also our lifestyle. Others will say that China should follow modern (Western) countries, and that Chinese people should do as they do. On the other hand, some students will say that although China is modernizing, we should keep some ways of life, because they are part of Chinese life. Other students will say that China doesn't have to follow foreign examples and manners, because China has its own culture and manners. China doesn't need to be ashamed or worried about what other people think.
Sample dialogue for Situation 2:”
A: It's not polite to customers if men who are selling things take off their shirts. Foreigners never do that.
B: Maybe. But the weather in China is very hot in summer. I think this is not so strange. It's the same as with sleeping on the street. Some people have an air conditioner and ...
C: We don't need to worry what foreigners think about it. Chinese ...
A: That's true, but when China becomes a modem country, we need modem ways of life and ...
C: Well, if one thing is not allowed now, then next year they will say that we should stop...
Guidelines for Situation 3:
The third discussion will bring out some prejudices about foreigners, but also show how people can learn from each other. Some students will say that if foreigners don't know good manners in China, then there will be problems between Chinese and foreign neighbours even about very small things. Other students may say that some foreign manners are too different from Chinese manners, and that they are a bad example for Chinese children. Some students will say that foreigners should adapt themselves, and that newcomers should learn about Chinese manners. On the other hand, other students think we don't need to worry. They may say that Chinese people can learn from foreigners and that living together can make out; lives more interesting.
Sample dialogue for Situation 3:
A: I think it's a good idea to teach newcomers about the customs and manners in China. In that way life will be easier for everybody.
B: Yes, and if Chinese people in foreign countries must go to school, then ...
C: Well, in my experience, many foreigners are very interested in Chinese life and manners. For example, I don't think we have to ...
A: Yes, but there are also ... If they can't ...and they don't know... then ...
B: If I had a foreign neighbour, I would be very upset if …
C: Yes, but ...
Extension The exercise can be extended by asking students to make lists of good manners that have disappeared or are now only used by few people in China. The students can then go on discussing why such manners are disappearing, whether we should try to keep them or bring them back, and what should be done. Students can also make a list of bad manners that have been successfully stopped, and how we can learn from such examples to stop other bad manners and behaviour.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Word study
Answers to Exercise 1:
1B 2B 3C 4A 5D 6A 7C 8 D
Answers to Exercise 2:
1 unknown 2 unable 3 uncertain 4 impossible 5 polite 6 possible 7 non-smoker
8 nonstop 9 happy 10 formal, informal
Answers to Exercise 3:
1 It was my fault that your new cell phone was stolen.
2 The old temple made a great / deep impression on me.
3 She has been fond of reading since childhood.
4 She had been an excellent gymnast before the accident, which disabled her.
5 More and more Westerners are becoming interested in Chinese culture.
Sample Answers to Exercise 4:
1 I'm afraid I don't agree. / I don't think it's like that! That doesn't sound right to me. / I'm sorry to say that I don't agree.
2 Do you mind if I light a cigarette? / Is it OK if I smoke here?
3 I'm afraid I won't be able to come. I have to visit a friend in hospital. / Thank you for the invitation, but I have already promised to see a friend who's in hospital. / I would have liked to go, but I have to go and see my friend who's in hospital.
4 Excuse me. Could you borrow me some money? / I'm afraid I haven't got any money on me. Could I ask you to buy me a drink? / Could you buy me a drink, please? I'll pay you next time.
5 Could you please turn down your TV? I can't sleep if there is such a big noise. / Will you turn down your TV, please? It's one AM! / Some people have to work tomorrow, you know. Please be quiet
Grammar
Answers to Exercise 1:
1 The bus which / that often takes the children to school, is owned by the company. .
2 The man is Mr. Fisher, who works in the bank.
3 The woman who / whom you saw in my office yesterday is a scientist
4 The lady who is getting off the bus is Helen Jones.
5 The painting which / that was destroyed in the fire was a Turner.
6 The policeman who / that directs the traffic here is Mr. Wang's son.
Translation:
1 经常送孩子们上学的这辆汽车属于这家公司.
2 这个人是菲舍先生, 他在银行工作.
3 你昨天在我办公室碰到的那位女士是科学家.
4 那位正下公共汽车的女士是海伦琼斯.
5 那次火灾中被烧毁的油画是特纳的作品.
6 在这儿指挥交通的警察是王先生的儿子.
Answers to Exercise 2:
1 who / whom 2 which 3 who 4 which 5 which 6 whom 7 who 8 which
Translation:
1 一个年轻人让我给你捎个信,我不认识他.
2 长江上将建起又一个大坝,它可为沿岸在区提供更多的电力.
3 穿黑色大衣的这个人曾经当过我们的校长,他刚从巴基斯坦回来.
4 崇祯皇帝就是在景山公园里的这棵古树上自缢的,这棵古树1960年被砍掉了.
5 希望工程始于很多年前,它帮助过众多贫困地区的孩子上学读书.
6 这些外教大多数以前从未到过中国,他们很喜欢在这里工作.
7 在这趟包头到大连的火车上,我们碰到一位日本人,他的汉语说得很好.
8 这座1456年建于湖岸上的寺庙毁于两年前的那次地震中.
3. INTEGRATING SKILLS
Reading
GOOD MANNERS THE WORLD OVER
Introduction In different countries and cultures all over the world people have different customs and different-manners. They make travelling, working or studying with people from different countries and cultural backgrounds, interesting. Sometimes we don't understand people with different backgrounds because we don't know about their customs and manners. It is easier to deal with foreigners when they come to China, or when we travel abroad, if we know a little bit more about the way the think about good and bad manners.
Instruction Read the text carefully and use a map to show where different countries are in the world. Then answer the following questions.
Answers to Exercise 1:
1 If you are visiting a country in the Middle East / an Arab country, you should know that some customs are quite different from ours. First, when you meet your friend at the airport, you can greet each other by embracing and kissing each other. When your host invites you to his house, you should be careful not to say that you like a painting or other thing in their house very much.
If you do that, your Arab friend will have the feeling that he should give it to you.
Note: The reading passage only mentions the rules for good manners for men. Chinese women should not embrace Arab men. They should not embarrass their female Arab hosts by praising any of their things in the house.
2 Many countries have rules about hands. Westerners shake hands when they meet. Americans and Europeans want to give, and get, a strong handshake. Your hand should be strong and not soft or wet. People in Thailand put their hands together and bow their heads when they greet you. Finally, with Indians you should never use your left hand for greeting, eating, drinking or smoking.
3 In many Western countries you can blow your nose at the table (if you turn away from the table), but perhaps it is better to excuse yourself for a moment and go to the bathroom to blow your nose and wash your hands.
4
Bad manners in Western countries Bad manners in China
Asking women how old they are
Asking people how much money they make Talking with your mouth full of food.
… Blowing your nose at the table
Talking loudly in public places
Pushing to get onto the train first
…
Answers to Exercise 2:
Meeting. people
Foreigners often want to shake hands and sometimes want to kiss women when they first meet, while Chinese people are usually give a small present and smile, but avoid any physical contact.
Chinese people sometimes offer a very soft and weak hand for a handshake
At a dinner party
Foreigners sometimes use a spoon to put a lot of food onto their plates.
Chinese people sometimes get up to make a toast and ganbei when drinking wine. Some people take the fork in their right hand and the knife in their left. Some Chinese people help themselves before helping others.
Giving / Receiving gifts
Some foreigners immediately open their gift or say that they are not happy, for example when they already have the book or CD that was given.
Some Chinese people receive a present and put it away without opening it. Some might forget to say thank you.
Visiting a friend's home
Some foreigners enter the house without asking about or taking off their shoes.
Some Chinese people immediately make themselves at home. They sometimes forget that they should ask if they may smoke or not.
Exercise 3:
The students can think of any funny situations that they have experienced. They can imagine of foreigners or Chinese people not understanding the rules of polite behaviour and good manners in the country they are. The other students guess what is happening.
4. WRITING
18 October, 200
Dear Xiaofeng,
I sending you this short thank-you letter with a small present, which I hope you will like. I want to thank you again for the way in which you have helped my father last Sunday, when he broke his legs on the stairs at People's Square.
My father told me that he had fallen and hurt his leg badly. He could not get up or walk, and his leg was very painful. He told me that you saw what had happened and came to help him. You helped my father to get a taxi, and took him to the nearest hospital. When the doctor told you my father's leg was broken, you phoned my mother and told her what had happened. My mother thanked you when she met you at the hospital, but she was too worried about my father. My father is already much better now. He has to stay in hospital for another week, but next week he may come home.
How are you doing at school? We heard that you are a very good student. Your parents should be proud, because what you did for my father shows that you also have a good heart. Once more, my parents and I want to express our gratitude for all you have done for our family.
Please accept my sincerest thanks.
Yours truly,
Ma Hui
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Make a plan for a trip
2>Tip on trip
3>Design an eco-travel for the local tourism
4>Travel on holiday and write postcards or travel notes
2.function功能:
1>Intentions and plans 意愿和打算:
Where would you prefer going …? When are you going off to …?
How would you like to go to …? How are you going to …?
2>Wishes 祝愿:
Have a good trip. Have a nice / pleasant trip.
3.vocabulary词汇:
consider, means, transportation, board, experience, simply, vacation, nature, basic, equipment, simple, tip, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity, particular, poison, separate, combine, task
get away from, watch out, protect sb. / sth. From, see sb. off, on the other hand, as well as
4.grammar语法:
The Present Continuous 现在进行时态:
1>描述或表达目前正在发生的事件或出现的。
Adventure travel is becoming more and more popular.
Look! He is waiting at the gate.
2>描述或表达他人或自己的打算。
Bob is coming with me to the airport.
How are you getting there?
How long are you staying in Xi’an?
5.language usage语言运用
运用所学语言,围绕旅游这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “Adventure travel” 并联系生活中的实际,书写一篇短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction In the first part of the warming up activity, the students are asked to look at the pictures and Id out what the travellers are doing wrong. In the second part, the students will discuss the advantages and disadvantages of different means of transportation, plan route and explain their plan.
1 Instruction Ask the students to look at the pictures Id write down what the people are doing wrong. Suggested answers: A) He is driving too fast. B) He is littering. /He is throwing rubbish on the ground. C) he man is smoking where he shouldn't. /The sign says that smoking is not allowed, but the man is smoking anyway. D) The car is parked where no parking is allowed. /The car is parked in the wrong place. /The sign says no parking, but the car is parked there anyway.
2 Instruction Ask the students to think about the advantages and disadvantages of different means of transportation.
Extension 1 Ask the students about trips they have been on. Ask where they went, what they did, what they saw, and why they went.
Extension 2 Ask the students why people travel and what they want to get from their experience. You may want to ask the students to make a list of reasons and then discuss different reasons for travel.
3. LISTENING
Introduction The students will listen to “boarding calls” ad other messages that are commonly heard in airports ad write down the information they hear.
Instruction In the first part of the activity, the students re asked to fill out the chart with information from the tape. Ask the students to listen for details. Play the tape Nice if necessary. When the students have completed the chart, ask them to respond to the questions in part two.
Extension 1 Ask the students to “help” the following ravellers, using the information from the tape.
1 Excuse me, I am flying to Japan today, but I don't know where I should go. Could you please help me?
2 Excuse me, can you help me? I am flying to Changsha and it says on my ticket that the gate is A 25. Well, this is gate A 25, but there's no one here.
3 Hi, excuse me. I need some help. I am going to Paris at 11:45. Someone told me that there's been a change. Do you know anything about that?
Extension 2 Ask the students to write announcements about the following situations. The announcements can be read to the class or used for pair work.
1 Flight 225 to New York has been delayed and will depart one hour later.
Suggested announcement: “Ladies and gentlemen, your attention please. Flight 225 to New York has been delayed and will depart one hour later.” Write the announcements from the tape script on the blackboard as a model for the students.
2 Flight 2312 from Nanjing to Shanghai will depart from gate D5 in twenty minutes.
3 Flight 778 to Berlin will depart from gate C3, not gate C7. Extension 3 Use the activity on page 97 in the workbook to follow up the “airport theme.”
LISTENING TEXT:
1 Your attention, please. Flight CA 1145 from Beijing to Tokyo is now boarding at gate D 45. Please get your boarding cards ready and go to the gate.
2 Ladies and Gentlemen, may I have your attention please? The gate for flight UA 445 from Beijing to Changsha has been changed. The new gate is gate A 15. We will begin boarding in about ten minutes. Thank you.
3 Attention, all passengers on flight SE 3765 from Beijing to Paris. Your flight will be twenty minutes late because of bad weather. Please be ready. to board the flight at gate E 34. Thank you.
Answers to the listening exercise:
Flight Number: CA 1145 VA 445 SE 3765
Destination: - Tokyo Changsha Paris
Gate: D 45 A 15 E 34
Part 2
Introduction Each part is like a “spoken postcard” and the speakers will give the students clues that will help them guess where the traveller has been. The students are also asked to find out how they travelled and what they did.
Instruction Tell the students that they will hear five travellers talk about their trips. Ask the students to listen carefully for clues about where the traveller has been. Use the first part as an example. Let the students listen to the first traveller once and then ask them if they know where he has been. Ask the students how they know what were the clues(Forbidden City, Great Wall, Tiananmen Square )-and make sure that everyone understands how the exercise works. Let the students listen to the tape one more time and ask them what John did in Beijing and how he got there.
LISTENING TEXT:
1 I am having a great time here. I have seen the Forbidden City and the Great Wall, and I have also been to Tiananmen Square. I came here by train. The train ride was long but nice. I talked to my friends on the train. Wish you were here, John
2 Wow, this tower is really tall! We can see almost the whole city from up here! Look, there's the flag: red, white, and blue. We came here by bus and then we took the lift up to the top of this tower. There is the museum with the famous painting “Mona Lisa”. We went there yesterday. This city is really romantic! I just wish I could speak better French, so I could talk to more people here in this European capital. See you soon, Jenny
3 Brrrr! I should have brought more clothes, because it is really cold here! No houses, no trees, just snow and ice as far as you can see. The plane ride took 16 hours and then we had to walk two miles in the snow. There are some strange animals here, big black and white birds that walk on the ice. The days are very long here, Mike.
4 Ah, finally! It took a long time to get here. It was the first time I have been inside a spaceship. This is wonderful. It is so quiet here. When I walk, I can take huge steps - I can jump 10 metres! I just wish we didn't have to wear these strange clothes. There is no air here. We can see the earth in the distance. I like it here, but I hope I can go back home soon. If you look up at the sky at night you might see me. Gina
5 This place is fantastic! Look at all the fish! Wow, it's good we have enough air, because we can't breathe here. We had to swim for twenty minutes to get here. It's difficult to write a postcard here - the paper is all wet. Oh, look at that big fish, it looks like ... a SHARK!!! Let's go! Peter and Tina.
Where is I are the traveler(s)? What did he I she I they do? How did he I she I they travel?
Beijing Forbidden City, Great Wall, Tian'anmen
Square Train
Paris / France Eiffel Tower, Museum, saw “Mona Lisa” Bus and lift
North Pole / South Pole Walked, saw animals Plane, walked
The Moon Looked at the Earth, jumped Spaceship
In the ocean Looked at fish Swam/had to swim
Answers to the listening exercise:
Extension 1 Ask the students to write their own postcards with clues about where they have been. The students can read the card to the class and let their classmates guess where they have been.
4. SPEAKING
Explain that a “time machine” is a machine that lets us travel in time, either to the future or to the past. If the students could use such a machine, where would they go and why? Remind the students that they are traveling to a time, i.e. a year, not just a place.
Sample Dialogue:
A: Where would you like to go?
B: Oh, I think I would like to go to the future, maybe to the year 3000.
A: Wow! Would you go to China or some other country?
B: I think I would go to China, because I would like to see what it is like in the future. I would like to know what my town is like, how people dress, and how they live. What about you? Where would you go if you could travel in time?
A: I would like to travel to the past. Not too far back, though. I would like to go back to when I was about 5 years old, because I remember that we always had so much fun in the summer then.
Useful Expressions:
I would like to travel to the year ...
I would like to know what life was like ... years ago I want to know what life will be like ... years from now To which year do you want to go?
Do you want to travel to the future or to the past?
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The pre-reading exercise introduces relevant vocabulary and expressions and prepares the students for the reading by asking them to think about why people travel. The activity also introduces the concept “adventure travel”.
Instruction Tell the students to close their books and ask individual students to answer the questions.
Question 1: If the students answer by simply saying “yes” or “no,” ask them to give reasons for their answer. Encourage the students to think about why they like travelling and if they think that traveling is important in our life.
Ask the students to work in groups. One student in each group asks the other group members the three pre-reading questions. More questions can be added if necessary. Walk around the classroom and listen to the groups. Encourage all the group members to participate and help the students with vocabulary if they ask for it. Ask the group “leaders” to summarize the result and report it to the class. You can use this part to review direct and indirect speech (i.e. the “leader” can report what other group members said). Compare answers from different groups and have a short discussion.
Extension 1 Use a world map and ask the students to plan a seven-day journey (or a local map for a one-day trip). Let the students discuss their plan in groups and then ask one person from each group to use the map to describe their journey/trip and explain why they think it is a good plan.
Extension 2 Use a true travel story (e.g. someone travelling across a desert, cycling all the way around the world, etc.) and have a short discussion of the reasons why they did so and what the students think about it.
Notes:
1 Travel, journey, and trip
These words are easily confused. Students should understand that the noun travel is uncountable, and means much the same as travelling in general. Journey is countable, e.g. a sea journey. A trip is a return journey. Trip is often used together with the activity which is the reason for the journey, e.g. a business trip. American English tends to use trip where British English uses journey.
2 Round-trip ticket, one-way ticket
A round-trip ticket is a ticket that lets you travel to and come back from your destination. A one-way ticket, on the other hand, is only good for going from one place to another. A round-trip ticket usually costs less than two one-way tickets, thus making it a convenient and inexpensive alternative for travellers.
3. READING
ADVENTURE TRAVEL
Introduction The reading states that people are beginning to travel for new reasons. Examples are given of adventure travel, trips that combine activities and destinations. Later in the unit, students will encounter “eco-travel,” another relatively new concept of travel. The idea of the reading task is to get the students to think about reasons for travel and possible variations of travel. The teacher should elicit and encourage other ideas about travel that combines various concepts, e.g. food travel, learning travel, language travel etc. By thinking about and discussing these concepts students will practice their creative thinking as well as their ability to manipulate and use the target language.
Summary
1 People travel for many reasons. Today, travellers want more than just sightseeing and tours, they want “adventure travel,” e.g. hiking and rafting.
2 Hiking is a good way to combine exercise, travel, and adventure. Hiking is easy, fun, and cheap.
3 A hike will be more successful if you put safety first and plan the hike carefully.
4 Rafting is another kind of adventure. Some people like to go down a quiet stream, others like the more adventurous whitewater rafting.
5 There are basic safety rules and skills you must learn before you go rafting.
Instruction Give the students the following questions and ask them to read paragraph 1 quickly.
1 Why do people. travel?
2 Why do people want adventure travel?
3 What are the two examples of adventure travel mentioned in the paragraph?
Encourage the students to guess the meanings of words they don't know before looking them up or asking for help. When they are ready, ask them to discuss their answers in class.
Hiking
1 Give the students the following questions and ask them to read this paragraph quickly.
1) What is hiking?
2) Why is hiking a kind of adventure travel?
3) Where can you go hiking?
2 When they are ready, ask them to discuss their answers in class.
3 Ask the students to read the hiking tips again. Discuss what will happen if hikers do not follow them.
Rafting
1 Give the students the following questions and ask them to read this paragraph quickly.
1) What is rafting?
2) Where is rafting done?
3) Why is rafting a kind of adventure travel?
2 When they are ready, ask them to discuss their answers in class.
3 Ask the students to read the safety tips for rafting again. Discuss what will happen if people do not follow them.
4. POST-READING
Key to post-reading Exercise 1:
1 a 2 b 3 d 4 d 5 c
Suggested answer to Exercise 2:
Hiking Rafting
Similarities * Both are examples of adventure travel.
* Both take place outdoors.
* Both are fun and exciting. * Both make people get close to nature.
* Both have safety tips.
Differences Places in the mountains, in a forest, along a
river, in a city, etc. on rivers and streams
Equipment good shoes, clothes, backpack, map,
water, sunscreen, cell phone, hat, etc. boat, paddle, good clothes, life
jacket
Cost Inexpensive Somewhat expensive
Skills
needed good walking skills good rafting and swimming
skills
Possible
dangers getting lost, sunburn, poisonous
animals or plants, hunger and thirst hitting rocks, trees, falling into
water
The students may also list the similarities “twice,” i.e. instead of using “both,” they can simply list features under each heading.
Similarities Hiking Rafting
It is an example of adventure travel It is an example of adventure travel
It is done outdoors It is done outdoors
It is fun and exciting It is fun and exciting
It makes people get close to nature It makes people get close to nature
It has safety tips It has safety tips
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the exercise:
destination
transportation
vacation
get away from
consider
equipment
watch out
basic
poisonous a place you are going to
a means or ways of carrying passengers or goods from one place to another
any period of holiday
to be away from a place
to think about something
the things needed for a particular activity
to take care
being the main or important part of
having the effect of poison
4. GRAMMAR
Brief explanation of “Using the Present Continuous Tense for Future Actions”:
In spoken English, the present continuous tense is often used to talk about people's plans and arrangements for the near future.
1 When the present tense is used of the future in the main clause, there is often an indication of time. The action is usually regarded as having been decided upon beforehand. Verbs that are often used in this way are go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.
e.g. “I'm leaving at seven tonight.”
2 The present tense is used of the future in a clause introduced by “when”, “if', ”before“, ”till/ until“, ”every time“, ”by the time“, ”as soon as“, ”the moment“ etc.
e.g. We shall not go out for a hike if it rains tomorrow.
Answers to Exercise 1:
JANE: Hello, Betty. When are you off to Guangzhou?
BETTY: Next Thursday evening.
JANE: How are you getting to the airport? Is anybody seeing you off?
BETTY: Yes, my brother Bob is going with me to the airport. My plane leaves at seven, so I think we'll take a taxi. Are you going anywhere for the holidays?
JANE: Yes, I'm going to Xi'an with my parents on Friday.
BETTY: How are you getting there? By train?
JANE: No, by air. Well, I must be off. See you when I get back. Have a nice time in Guangzhou. And say ”Hi“ to Bob for me.
BETTY: Of course. Have a good trip.
JANE: Thanks. The same to you. Bye.
2 Various answers are possible.
Action Past Present Future
Travel Horse Car/Plane Spaceship
Reading Scrolls, paper made from Books, Computers Cell phones,
Bamboo electronic newspapers
Writing Simple pens Pens and computers Computer pens
Shopping Market Shops and supermarkets Online shopping
Working People worked on farms People work in offices, People will work at
factories, shops etc. Some home, using computers
people still work on farms
3 Various answers are possible. ”In the past, people used to travel by horse. Today, many people travel by car or by plane. In the future, people will perhaps travel by spaceship.“ ”In the past, people read scrolls/books written on paper made from bamboo. Today, people read stories in books or on the Internet. In the future, people will perhaps read books and news on cellphones or in electronic newspapers.“
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Instruction Divide the student into groups of four. The students are going to decide where they will go and why. The trip should be an ”eco-trip,“ i.e. the trip should combine travel and learning about the environment. There are two destinations mentioned in the text-Red River Village and Snow Mountain-that the students can choose from. In the discussion, each student will tell the others where he or she wants to go and why, and try to get the others to agree. The discussion will work even better if two more destinations are added so that each student has his or her favourite destination.
Explain the situation and task to the students. In each group, two students will argue for going to Red River Village and the other two will argue for going to Snow Mountain. Tell the students to do the following:
1. Decide who will represent each destination.
2. Prepare a role card based on the example in the book.
Make sure that two students act as people who want to go to Red River Village and two as people who want to go to Snow Mountain.
3. Complete the role cards. Do not write down dialogue.
Use notes instead.
4. Review the rules of the discussion.
5. Let each group member introduce himself / herself and state their opinion.
6. When each member has stated his / her opinion, ask questions, discuss, and debate.
7. Try to reach a decision.
Sample discussion
A: Right, OK. Let's begin. We are here today to talk about where we should go. This should be an eco-trip, so we must make sure that we can have fun and do something good for the environment at the same time. First, I want each of you to tell me what you think. Can you start, please?
B: Ah, yes. I think we should go to Red River Village, because we can swim in the river and learn about water and the fish in the river. If we visit Red River Village, we can help the villagers make money so that they can take care of the river and the birds.
A: Why is it important to take care of the river?
B: Well, uh, it, the water is polluted. We have to clean the water.
A: I see. Thank you. Who's next?
C: Well, I think that we should go to Snow Mountain. We should visit Snow Mountain, because we can go skiing and learn about the old trees on the mountain. We can help the people there take care of the animals and birds on the mountain.
A: Why do you think it is better to go to Snow Mountain than to the village?
C: Uh, it's better because, uh, if we go to the mountain we can have more fun and learn more. We can look at birds and animals and learn about nature.
B: I disagree. I think that we can do more for the environment by going to the village, because...
(The discussion continues.)
T: OK, have all the groups decided what you are going to do? Good. Let's start with this group. Can you please tell us what you have decided and why?
S: Yes. We have decided to go to Red River Village, because...
(Each group reports and the teacher challenges opinions and tries to get the groups to debate each other.)
Writing
The pre-writing for the letter has already been done for the students in the form of the lists in the book. Let the students write the letters and then do peer revision to check for target structures and overall language use. You can use this writing activity (and others) to focus on a particular problem or skill.
Sample letters
Friday
Dear Mum and Dad,
We have just arrived at the hotel. We are unpacking our bags and we will go to the park this morning. We are going to have a picnic in the park and eat sandwiches. After the picnic, we will go back to our hotel and watch a film. Tomorrow, we will go swimming and play volleyball and then have lunch at the hotel. In the afternoon we will go for a walk and maybe sing songs in the evening. On Sunday, we are going to play volleyball on the beach and then go hiking. When we get back from hiking, we will pack, go to the train station, and go home. This is our first day and we are very excited. I think we will have a great time.
Love,
Sue
Dear Mum and Dad,
We are playing volleyball on the beach. Yesterday, we went swimming and played volleyball in the morning. We had lunch at our hotel and !hen went for a walk and sang songs in the evening. On Friday, our first day here, we arrived at the hotel and unpacked. We went to the park and had a picnic and ate sandwiches. After the picnic, we were tired and went back to the hotel and watched a film. We will go hiking today and then pack and go to the station. We are having a great time, but it will be nice to get back home.
Love,
Sue
Extension More advanced students, or students who wish to spend more time on the activity, can do their own pre-writing by creating a new list of activities.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Tell the students that they are going to hear people talk about what to do when you are at an airport. Before the students listen to the tape, they can look at the pictures and try to explain what the pictures show and what you should do at the places in the pictures.
Answers:
The correct order of the pictures should be: 4 (check-in counter), 1 (airport tax), 5 (security check, check your name), 2 (security check, make sure that you don't bring. anything dangerous onto the plane), 3 (gate), 6(pick up bags).
Listening Texts:
Jane and Steve are asking for help at the airport.
W: Good morning. How can I help you?
J: This is the first time we fly and we don't know what to do. Can you please tell us how to do this?
W: OK. First of all, you have to take your tickets and your bags to the check-in counter. There, they will take your bags and give you a card that lets you get on the plane. You will also get a card that you can use to pick up your bags when you arrive. Next, you have to pay an airport fee.
J: What's an airport fee?
W: It helps pay for the airport. It costs about 50 yuan. When you have paid the fee, you must go through a security check. An officer will check your name on a computer and then make sure that you are not bringing anything dangerous onto the plane. Your bags will go through a special machine so that the officers can see what you are bringing.
J: It's good to know that you care about our safety. What do we do after that?
W: Then you can go to the gate.
J: What's a gate?
W: A gate is the place where you 'enter the plane. It's just a door really, and a counter where they check the card you got when you showed your tickets.
J: How do we know when it's time to get on the plane?
W: There will be a call about twenty minutes before your plane leaves. J: What do we need to do when we arrive?
W: Oh, that's easy. You just pick up your bags in a special area. When you have your bags, you can go meet your friends.
J: Thank you, you have been very helpful. W: Not at all. Have a good flight!
Extension Ask the students to work in pairs and explain how to travel by train, bus, or boat. The students can draw a simple map of a train station or bus station and then use the map to explain what you have to do.
3. TALKING
Instruction Make sure that the students understand the situation and the problem. Ask the students to read their role cards and encourage them to add more reasons. Give the students time to think about how they are going to express and support their opinion. It may be helpful to model one of the arguments on the role cards before the students start.
Sample Dialogue .
A: OK, let's start. I want to invite tourists to our mountain because I think that can give us the money we need to protect the mountain.
B: How will we get the money?
A: Well, let's say that each visitor pays 10 yuan to visit the mountain. And maybe we can sell some food and souvenirs.
B: I'm not sure that I agree. I think that tourists will destroy the mountain. If too many people visit the mountain, they will throw rubbish on the ground and destroy trees, flowers, and plants. I also think that tourism will be bad for business in our city.
A: Why do you think so?
B: Well, urn, I, if we sell food and souvenirs, maybe people will just work with tourists. I mean, we would not be able to make money without tourists. It is better if we have other jobs and shops, so that we don't need tourists.
A: I disagree. Tourism will help make our city famous and will help us develop the city. It will be good for all of us.
B: I am afraid I don't agree. I think it is better if our city is famous for a good company or for good schools. If our city is a place for tourists, it will not be a good place to live.
A: But what about our history and the beautiful mountain? Tourism will make people interested in history and nature. If nobody comes here, how will they ever learn about our city?
B: I agree that history and nature are important, but I don't think tourism will help. Tourists just want to travel and have fun. And what about us? We will think too much about making money and doing business. We will think of the mountain and our history as things that we can use to make money. It is better if we try to protect the mountain.
Useful expressions:
I think that we should... Why not...
I think that's a good idea. I'm not sure that I agree.
It is better if we ... I agree.
I am afraid I don't agree. But what about ...?
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to Exercise 1
1 basic 2 equipment 3 excitement 4 means 5 nature 6 normal 7 poisonous 8 simply 9 transportation 10 vacation
Answers to Exercise 2:
1 A friend of mine will come to 'the airport to see me off.
2 A: Hello, Tom. When are you off to Qingdao? B: Next Sunday morning.
3 Make sure you have turned off the gas before you leave.
4 I wanted to get up early, but my alarm clock didn't go off.
5 Don't take off your coat, or you will catch a cold.
6 My plane didn't take off on time because of the bad weather.
Grammar
Answers to the exercises:
1 1E 2B 3H 4C 5D 6F 7A 8G
2 略
3 1 I'm coming.
2 When is Professor Luo arriving at Beijing Capital Airport?
3 I'm meeting a very important person. / I'm meeting a VIP.
4 I'm seeing my sister off at the train station.
5 The flight is taking off in half an hour.
6 Are you flying there? / Are you going there t plane?
3. INTEGRATING SKILLS
Reading
The text describes another form of adventure, swimming with dolphins, explains why people enjoy it, and gives tips on how and where to swim with dolphins. As in unit I and the SB reading, the emphasis is on the role unusual experiences play in shaping our understanding of the world and ourselves.
Outline
1 Swimming with dolphins is a popular adventure that lets us get close to animals in the wild. Janet, a woman who has been on a dolphin swim, is quoted as saying that the unusual experience helped her see the beauty of nature and understand herself better.
2 Guidelines for swimming with dolphins.
1 Swim carefully and slowly so you don't frighten the dolphins.
2 Don't try to catch the dolphins.
3 Never try to grab or hold a dolphin.
4 Look at the dolphins and try to imitate their behavior.
5 If you want the dolphins to come closer, you can make a strange noise.
3 Today, it doesn't have to be difficult or expensive to go for a swim with a dolphin. Many local zoos and aquariums can arrange dolphin swims.
Suggested answers to the post-reading questions
1 1 People swim with dolphins because it is an exciting and inspiring adventure and because dolphins can show us the simple beauty of nature. The woman in the text says that swimming with dolphins helped her ”understand what is important in life.“
2 The rules mentioned in the text are: (1) Swim care fully and slowly so you don't frighten the dolphins. (2) Don't try to catch the dolphins. (3) Never try to grab or hold a dolphin. (4) Look at the dolphins and try to imitate their behavior. (5) If you want the dolphins to come closer, you can make a strange noise.
3 Various answers are possible. The students may mention that dolphins are similar to humans because they seem to enjoy nature and life; that both dolphins and humans like swimming; that both dolphins and humans communicate with each other, etc.
2 Various answers are possible. Acceptable answers range from variations on the examples in the -book _.g. ”swimming with...“ ”-ing with...“) to more creative adventures (e.g. ”playing football with elephants“ ”skiing with polar bears“). Encourage further discussion and thinking by asking follow-up questions about the adventures. Remind the students that safety is important and ask them to write safety rules for their adventures.
3 Various answers are possible. The students can start by listing the more obvious similarities and differences. If the students find it difficult to get started, you can tell them to start with a specific animal, e.g. a dolphin. The answers need not be too ”scientific,“ but encourage the students to be realistic and to try to use what they know about animals. If the students want to learn more, you may want to give them time to do research on one of the topics, e.g. animal communication or animal learning, and follow up with further discussion.
Suggested answers to the post-reading questions:
Animals Humans
Communication Animals use body language to communicate.
Dolphins also communicate by making
whistling noises. Humans use spoken language and body language to communicate.
Friendship Animals like to spend time with their friends.
Animals help each other find food and protect each other. Humans like to spend time with their friends.
Friends help each other and share happiness and sorrow.
Eating Animals hunt for food and eat outdoors.
They do not cook their food. Humans buy food in stores and usually eat at home or in a restaurant. Humans cook their food.
Having fun Animals like to play games with their friends.
Dolphins like to swim fast and to jump high. Humans like to play games with their friends.
Humans also like to play sports.
Learning Animals learn from their parents. Humans learn from their parents. Humans also go to school and learn from teachers and books.
4. WRITING
Writing .
There are two steps to this activity. First, as a prewriting activity, the students are asked to write a list of criteria that they would use to select the winner of the competition. Ask the students to work in pairs or groups and imagine that they worked for Adventures- R -Us and had to select the best essay. The students can write down questions or examples of what they think should be in the winning essay, e.g. ”why I like adventures,“ ”why I like Australia,“ why I want to swim with dolphins” etc.
Language note:
“Criteria” is the plural of criterion. A criterion is the standard by which you judge something or someone.
In the second step, the students use the criteria to write and revise their own letters. The revision will probably be better and more interesting if one group uses their criteria to evaluate letters from another group.
Sample letter:
Dear Adventures-R-Us,
I would like to go on the trip because I love adventures and animals, and I have always wanted to go to Australia.
I try to find new adventures everywhere. When I do something I have already done before, I always try to think of something new that I can do to get a new experience. For example, when my classmates and I went to a mountain near our school, I arranged a mountain football game. It was a lot of fun! We played football on the mountainside and laughed as we tried to chase the ball downhill.
I like all kinds of animals, but dolphins are my favourites. I like dolphins because they are so beautiful and such good swimmers. I am a pretty good swimmer myself, but not nearly as fast as a dolphin. I would love to get the chance to swim next to a dolphin and watch it fly through the water.
The best thing about this trip is that it goes to Australia. I have always wanted to go there, because I read about kangaroos and koala bears in school. I also saw lots of pictures from Australia when I watched the Sydney Olympics. Australia is so wonderful and so mysterious.
Many people want to win this competition and I can't say that I am the best one, but I think I am the one who will enjoy it the most. If you want to give this trip to someone who loves adventures, dolphins, and Australia, then I am the one!
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>talk about friends and friendship
2>discuss problems occurring in a friendship and suggest solutions
3>write an e-mail to find an e-pal
2.function功能:
1>likes and dislikes
2>making apologies
3.vocabulary词汇:
honest; brave; loyal; wise; handsome; smart; argue; classical; fond; match; mirror; fry; gun; hammer; saw; rope; movie; cast; deserted; hunt; share; sorrow; feeling; airplane; lie(n.); speech; adventure; notebook; error; be fond of; hunt for; in order to; care about; such as; drop ab. a line
4.grammar语法:
Direct and Indirect Speech 直接引语和间接引语
1>statements
2>questions
5.language usage语言运用
运用所学语言,围绕结交朋友这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “Good friends” 并联系生活中的实际,书写一封电子邮件。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
We all have friends, and we also value others’ friendship. In this period, we’ll talk about what kind of person you are and what kind friends you like, and then listen to the tape about the solutions to the problems of some friends. Finally we’ll learn to talk about friendship.
2. WARMING-UP
Introduction The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
Instruction Ask the students to describe a good friend and give examples of situations where friends have helped them. You can use the activity as a brainstorming session done either in groups or with the whole class.
1. Ask the Ss the following questions to review some words they know to describe their friends:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance: tall short thin fat strong slim beautiful pretty handsome (attractive, fair) smart (quick, bright)
Qualities: kind kind-hearted / warm-hearted polite helpful gentle noble honest trustworthy frank openhearted brave great full of courage / courageous loyal true faithful to a friend dependable wise clever bright learned
In the second part of the activity, students are asked to describe themselves and a friend. You can use these questions in at.1east two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.
3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.
1) I think I am ______, ______ and _______.
I think I am ______ because I _____. So when you ______, you can _____.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
3. LISTENING
Introduction In this activity, the students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions.
Instruction Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.
LISTENING TEXT:
Situation 1
A: Hi, Peter.
B: Hi, .Jim.
A: Peter, I’m hot happy about this. This is the third time you are late for football practice! You have to do something about this
B: Uh, I’m sorry, Jim. What's the big deal? So I’m a fewminutes late, what difference does it make?
A: What difference does it make? We have to wait for you. Look, everybody is here and ready to play. We don't like waiting for you. Please try to be on time in the future.
B: OK, I will try.
Situation 2
A: Hi, Ann. Have you seen my calculator?
B: Hi, Mary. Oh, I forgot to tell you. I needed a calculator yesterday and I borrowed yours. I hope you don't mind.
A: What? You borrowed my calculator without asking? How could you do that? You always do this, borrowing things from me without asking. And then you don't return things on time either.
B: I'm sorry. I didn't know you were so upset about it.
Situation 3
A: Hi, John.
B: Hi, Adam. How s it going?
A: Pretty good. Look, I have something I need to tell you.
B: OK, what's up? A: Well, you know I borrowed your CD player yesterday.
B: Yes?
A: Well, um, I think it's broken.
B: What? Broken! What happened?
A: I didn't do anything. I was just listening to some music when suddenly it stopped. I can't make it play again.
B: Hm, that's strange. I’ve never had any problems with it before. Are you sure you didn't do anything to it?
A: Yeah, I just listened to it. But don't worry. I'll ask my uncle to fix it when he comes back.
Suggested Answers:
1 Peter is often late for football practice. I think that he should try to be on time in the future.
2 Ann usually borrows things without asking and she doesn't return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.
3 Adam borrowed John's CD player yesterday and now it is broken. Adam can ask his uncle to fix it.
Extension You can ask the students to think of other situations / problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.
4. SPEAKING
Introduction The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions.
Instruction Tell the students to work in pairs. Ask the students to complete the chart on SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.
Extension You can ask the students to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.
Sample dialogue:
A: I'm sure John and Steve could be friends, because they both like reading.
B: I'm not so sure about that, because John said that he .likes reading, but he also said that he likes football. Steve said that he thinks football is boring.
A: Perhaps John and Sarah could be friends, because they both like reading and playing football. Sarah said that she doesn't like computers. John doesn't like computers either.
B: I think that ...
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask the Ss to tell what they learned in the last period and their opinions about what a good friend should be.
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how they solved it.
3 Check up some pairs to act out their opinions about “SPEAKING” Today, we’ll read an interesting story about a pair of strange friends. Can you tell me what can be your good friend besides a person?
2. PRE-READING
Introduction The activity is designed to get the students to think about what it would be like to be alone on a deserted island. The activity is not directly linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.
Instruction Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think... because ... / I could use it to ... / it could be used to ... /... would be more important than... because...
Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion.
For example:
1 I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood.
2 I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me.
3 I think a book would be more useful than a radio, because you don't need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.
Extension 1 Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest.
Extension 2 Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid, etc.) What would they do to try to overcome these feelings?
Extension 3 Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued?
Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and material and spiritual needs, i.e. the things we need and the social interaction we need.
3. READING
CHUCK'S FRIEND
Introduction The film Cast Away, starring Tom Hanks, depicts a man's struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has“ enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.
Ask the Ss to read the passage and find the answers to the questions:
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Summary
1 Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.
2 Chuck has to learn basic survival skills on the is land. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.
3 Five years' life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck's friendships in the past.
4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.
Instruction
1 Tell the students to read the text silently. Encourage the students to read without using a dictionary. If the students can't guess the meaning of a word or phrase in the text, tell them to mark the word or phrase.
2 Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.
3 Ask the students to list words or phrases that they don't know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don't spend too much time going through the new words.
4 Ask the students to answer questions about the story. e.g. How can a volleyball become Chuck's friend? What does Chuck learn about himself when he is alone on the island?
5 Have a short discussion about one or more ideas in the text:
1) What can we do to be good friends even if we are very busy?
2) Does a successful man or woman need friends?
3 ) The text talks about giving and taking. How do friends give and take?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Student-centered vocabulary learning:
It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.
I Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.
2 Ask the students to show their list to a partner and explain why they chose these words or expressions.
There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves - either by using clues, pair work, or group discussion - they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour - the best way to help is to provide clues and examples. If you“ explain” the w<;>rd or simply translate it, you are not giving the students an opportunity to learn.
1 Encourage the students to try different ways to fix the words in their minds.
2 Some words may have different meanings. You can help the students decide which meaning fits the context.
4. POST-READING
1. Ask the Ss to find the answers to the first three questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
Suggested answers to the questions:
1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.
2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn't been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that...)
3 Open for discussion. The students can list basic survival skills.
4 Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.
5. SUMMARY & HOMEWORK
1. Listen to and read the text again and again.
2. Find out the difficult sentences and go over the notes to this text.
3. Look up the word learn in the dictionary and try to find out different meanings of it.
Period 3
1. PRESENTATION & REVISION
Ask the Ss to think over and answer the question:
1) How can a volleyball become Chuck’s friend?
2) The text talks about giving and taking. How do you and your friends give and take?
3) Does a successful man or woman need friends? Why or why not?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted)
3. LANGUAGE STUDY
Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.
Answers to the exercises:
1 honest 2 classical 3 sorrow/unhappiness 4 argue/quarrel/disagree 5 loyal/good/true
6 hunt for 7 fond of/interested in 8 brave/fearless 9 in order tot so as to 10 smart
4. GRAMMAR
Brief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions
* You use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.
e.g. “1 had a great time at the picnic,” she told her mum (direct speech) (reporting clause)
* The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.
e.g. Jane said, “I’ve got a new e-pal. He is from Germany. ”
“I’ve got a new e-pal,” Jane said / said Jane /she said, “He is from Germany. ”
I’ve got a new e-pal. He is from Germany, “Jane said / said Jane / she said.
* Use a comma to connect the direct speech and the reporting clause.
* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.
DIRECT SPEECH INDIRECT SPEECH
present past
past past or past perfect
present perfect past perfect
past perfect past perfect
e.g. ”I’ll take care of you,“ Chuck said. → Chuck said he would take care of him.
”Did you get e-mails from your friends?“ she asked.
→ She asked if I had got e-mails from my friends.
”Have you got any e-mails from your parents? “ she asked.
→ She asked if I had got any e-mails from my parents.
* When you use Indirect Speech to report what some one said, you can sometimes change the exact words without changing what the speaker actually said.
e.g. Wilson asked, ”How long have we been in this place?“
→ Wilson asked how long you had been here.
1. Ask the Ss to discuss the difference between Direct Speech and Indirect Speech in pairs.
2. Summary:
In Statements 1 “I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
2 “I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
In General Questions: 1 “Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if she had seen his blue notebook.
In Special Questions: 1 “How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
2 “What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
3. Go over Part 1 on Page 5.
4. Go over Part 2 on Page 6.
Answers to Grammar Exercise 1:
1 The visitor said that he was very glad to visit our factory.
2 ”I don't like American movies very much,“ the woman said to / told us.
3 Uncle Wang said that there was something wrong with the front wheel.
4 The teacher said to the students, ”We are going to have a meeting at three o'clock.“
5 The students asked when they should go outing that autumn.
6 ”I'll try to finish reading the book by the end of this week, “ she said.
7 The daughter told her father that mum had gone to the supermarket.
8 ”Are you going to mail the gifts to your parents?“ Sarah's friend asked her.
9 Tom asked Bob why he had been so excited that day.
10 ”How can I solve the problem?“ Sandra asked her friend.
Instruction to Grammar Exercise 2:
In this exercise, the students have to imagine that they' are helping Chuck ”hear“ what Wilson ”says.“ The students use Chuck's answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don't need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.
Answers to Grammar Exercise 3:
Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.
Wilson: Why do you want to leave this island?
You: Chuck. Wilson asks why you want to leave this island.
Chuck: I want to leave the island because I miss my friends.
Wilson: Am I not your 'friend?
You: Chuck. Wilson asks whether or not he is your friend.
Chuck: Yes, you are my friend, but I miss the others.
Wilson: How long have we been here?
You: Chuck, Wilson asks how long you have been here.
Chuck: We have been here for almost five years.
Wilson: How will we leave?
You: Chuck. Wilson asks how you will leave.
Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.
Wilson: That might be dangerous. ,
You: Chuck. Wilson says that might be dangerous.
Chuck: Yes, it might be dangerous, but we have to try. We can't stay here any longer.
Wilson: Will you take care of me?
You: Chuck. Wilson asks if you will take care of him.
Chuck: Of course I will take care of you.
Wilson: I'm scared. Chuck.
You: Chuck. Wilson says he is scared.
Chuck: I'm scared, too.
5. SUMMARY & HOMEWORK
1. Review the reading material.
2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and on Pages 177~180.
3. Ask the Ss to think about in what ways we can make friends with others.
Period 4
1. PRESENTATION & REVISION
1. Ask some of the Ss to read the text paragraph by paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.
2. Ask the Ss to find out the following phrases in the Paraphrasing text on a deserted island, hunt for food, make a fire, be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …
3. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …
4. Ask the Ss to put the follow sentences into Chinese.
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend -volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7) … we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
2. GRAMMAR EXERCISES
Ask the Ss some questions and let some Ss report Revision these questions:
1) Do you want to study English? Why?
2) Why do you think English is very important?
3) What do you think a good friend should be?
4) Do you have any good friends?
5) How can we make friends with others?
6) Would you like to say something about one of your friends?
7) What do you often do together with your friends?
8) What do you think are good ways to make friends with a stranger?
9) Do you know how to make a pen friend or a pen pal?
10) Can we use the Internet to make friends? How to use it to make friends?
3. INTEGRATING SKILLS
Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.
Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.
1. Read the short passage on Page 6 and tell the main idea of it.
Questions: 1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of people do you think they are. Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message. And then check each other’s message with the partner.
Sample E-mail:
Hi Jane,
My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.
Xiao Fei
Assessment Criteria:
An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.
CHECHPOINT
Answers:
He told me that he had broken my CD player. He asked if I was sure that I hadn't done an .n to it. Mother told me that a friend in need is a friend indeed.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
Ask some students to come to the blackboard to have a dictation of new words.
2. LISTENING
Introduction The students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions.
Instruction Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?
LISTENING TEXT:
Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don't know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.
Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can't keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn't a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret>doesn't become a rumour is simply to keep it to yourself - don't tell anyone.
Answers to Exercise 1:
1 Problem: Friends get angry with each other when they try to talk about something difficult.
Solution: Try to understand your friend / Try to talk about the problem in a different way.
2 Problem: Friends don't know how to apologize.
Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.
3 Problem: Some friends don't know how to keep secrets.
Solution: Keep your secrets to yourself.
3. TALKING
Introduction The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the ”useful expressions“ . They are also asked to think of a third situation, prepare role cards for it, and act it out.
Instruction Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modelling part of a situation.
1. Ask the Ss to go over Part 1 in Talking on Page 85. Talking first in pairs, then in class.
2. Let the Ss say what patterns we can use to make apologies.
You said that you would …. Why did / didn’t you …?
You promised to … Why didn’t you …? Please forgive me.
I’m very sorry. …It won’t happen again. I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then with the whole class.
4. Go over Part 3. First ask the Ss to complete the role cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.
Sample Dialogue:
A: Um, I'm sorry, but I have to ask if you could pay back the money you borrowed from me last week? I really need it.
B: Oh, I forgot. Now I remember that I borrowed 10 yuan from- you last week. I'm very sorry, I can't pay back the money until next week.
A: What? You promised to pay me back this week./You said that you would pay me back this week. Why did you say that?
B: Please forgive me. I thought that I would get some money from my parents today, but I forgot to ask them.
A: Well, what am I going to do?
B: I'm really sorry, but I'll bring it tomorrow morning.
Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act them out in pairs.
4. SUMMARY & HOMEWORK
1. Written work: Part 3 on Page 87.
2. Reading: Many-flavoured friends on Pages 88-89, and answer the questions.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Go over Part 1 in Vocabulary on Page 87. First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.
Exercise 1: LISTENING TEXT:
1 ”The books are too heavy! I think it's going to break.“
2 ”Oh no! I forget where I put it! I have written down all the important phone numbers in it.“
3 ”You have bought it at last. We can have fried fish for dinner. Mmm ... I can't wait to put this fish in it. “
4 ”Hands up! Don't move or I'll shoot. Give me all your money.
5 “Ooooh! I look very nice in this new dress!!!”
6 A: I think we're lost. What should we do now?
B: Don't worry. I have it here and I know how to use it.
7 “Ouch! I hit myself with it.”
8 A: Hurry up! It's so dark here. I can't see anything.
B: Sorry, I can't use it to make a fire. It's all wet.
9 “It is shaking badly. Am I going to die? Help! ... Oh, thank God!”
10 “I feel sad when it comes to the part in which the two friends become enemies.”
Answers
1 rope 2 notebook 3 pan 4 gun 5 mirror
6 compass 7 hammer 8 match 9 airplane 1 0 movie
Exercise 2
Suggested sample sentences
1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake. .
2) My friend Bob is loyal. He wouldn't talk to Charles whom I don't like at all.
3) My friend David is wise. He always gives me the best advice.
4) My friend George is a handsome boy, but he doesn't like to study and always dreams of becoming a model.
5) My friend Harry is a smart student. He always asks good questions in class.
Answers to Exercise 3
Translation
Dear Aunt,
Hi! I have made many friends at my school. We are getting along very well. But one day one of my friends lost 100 yuan. He thought I had taken his money and he told others about it. They are not as friendly to me as they were before. I'm very unhappy.
I need your help. Can you give me some advice?
Yours / your nephew,
Gao Fei
Sample letter:
Dear Xiao F ei,
I am sorry to hear about your problem and thank you for your trust. Both your uncle and I are fond of you, because you are a nice and honest boy.
It is always easier to make friends than to keep them. You are feeling bad about losing their friendship, and they may feel the same way. In my opinion, you should go to talk to your friends and honestly tell them that you didn't do it. You may also need to work together with your friends in order to find out who took the money.
I hope my advice is helpful and I wish you good luck.
Yours truly,
Aunt Betty
Grammar
Answers to Exercise 1:
1 Mary told Yang Mei that she was doing a biology experiment then.
2 Mary told Yang Mei that she was not free that day.
3 Mary told Yang Mei that she must / had to finish her paper that week.
4 Mary told Yang Mei that she would have to stay in the lab until the next day. .
5 Mary told Yang Mei that she was going to write a report the next week.
6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.
7 Mary told Yang Mei that She must / had to wait there that afternoon.
8 Mary asked Yang Mei if she would go to the lecture that afternoon.
9 Mary told Yang Mei that she had visited her teacher the day before.
10 Mary asked Yang Mei who was going to study abroad the next year.
Answers to Exercise 2:
Sept 1, Monday
It's my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.
When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)1 asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.
We went to the classroom for our first lesson. (4)Mr. Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us. and he asked us to write a short description of ourselves. I wrote it in English. When Mr. Yu read it, (6)he said it was well written.
After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.
1 “Where did you spend your holiday?” I asked /said to her.
2 “I went to Shanghai and it was wonderful,” she said.
3 “Did you enjoy your holiday?” she asked.
4 “Did you have a pleasant holiday?” Mr. Yu asked us.
5 “I want to get to know you. Could you please write down a short description of yourselves?” he asked.
6 “It's well written,” he said.
7 “We are proud of you,” they said to me.
Answers to Exercise 3:
1 Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.
1 Hu Ming, the manager says that they run that restaurant to make friends.
2 “We are unhappy about this,” the students' parents said.
3 Hu Ming says, “A teacher has already told me that I should spend more time on study.”
4 “Running a business takes a lot of time,” all the managers say.
5 Liu Tao says that they don't have the money to hire enough waiters or waitresses, so they do most of the work themselves.
6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.
7 “We are doing OK,” Liu Tao says.
2 Try to write a news story in about 100 words.
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students. “We run this restaurant to make friends,” says the manager, Hu Ming.
But the students' parents say that they are unhappy about this. “We can't stop them but we want them to put study in the first place.” Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.
All the managers say that running a business takes a lot of time. “We don't have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says Liu Tao. “Sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.
But Liu Tao says they are doing OK.
3 Answers may vary. Possible titles / headlines include “Study First or Business First?” “Students Running Restaurant”
3. INTEGRATING SKILLS
Reading
Instruction The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the 5-star friend activity in the student's book.
Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).
Suggested answers:
1 C
2 A fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.
3 List the characteristics of each kind of friend:
A fair-weather friend only likes you when you are happy and popular, doesn't help you when you have problems. (students can add more)
A school friend studies and plays together with you, sees you in school. (students can add more)
A forever friend knows everything about you, always listens to you. (students can add more)
4 Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.
5 Various answers are possible.
6 You can make friends with people from other countries by reading e-pal / pen pal ads in newspapers or on the Internet.
7 One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.
8 Answers may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.
4. WRITING
Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.
Assessing
A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their” comfort level“ and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other similar assessment tools are simple to use and have a positive effect on the students' learning and learning habits over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.
5. SUMMARY & HOMEWORK
1. Finish Word Study on Pages 4~5.
2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Interview the headmaster and other teacher about the school rules and the ways to learn all the subjects
2>Make a world map of English-speaking countries
3>Collect words different in spelling, pronunciation, or meaning between British English and American English, to make a list.
2.function功能:
Language difficulties in communication 语言交际困难:
Can you spell that, please? Could you repeat that, please?
What do you mean by …? Could you speak a bit slowly, please?
Sorry, I didn’t follow you. I beg your pardon?
How do you say … in English? How do you pronounce …?
What does … mean? Can you say that in a different way?
3.vocabulary词汇:
bathroom, towel, closet, pronounce, broad, repeat, majority, native, total, tongue, equal, government, situation, international, organization, trade, global, communicate, communication, exchange, service, signal, movement, commander, tidy, stand, independent, fall, expression, typhoon, publish, southern, president, European, howl, cookbook, compare, replace
make oneself at home, in total, except for, stay up, come about, end up with, bring in, a great many, at the same time
4.grammar语法:
Direct and Indirect Speech (2) 直接引语和间接引语-祈使句
1>转述他人的请求:
“Help me with my homework, please.” She asked
→ She asked me to help her with her homework.
2>转述他人的命令:
“Don’t smoke in the room,” he said.
→ He told me not to smoke in the room.
“Make sure the door is shut, little son,” she said.
→ She told her little son to make sure the door was shut.
5.language usage语言运用
→运用所学语言,围绕英语语言及英美语言差别这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “English around the world” 并联系生活中的实际,书写篇短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction The Warming up exercise raises student's awareness that despite the fact that English is spoken on both sides of the Atlantic, slight misunderstandings may occur between native speakers from Great Britain and the United States.
Instruction First, ask students to listen to the tape. Then ask two students to read the dialogue aloud, while other students also read. Then ask the students what it is that Nancy thinks Joe wants. And what is it that Joe is looking for? What is their misunderstanding about.
Answers:
In American English the word ”bathroom“ means a place where there is a toilet and sometimes a bath or shower. In British English, the word ”bathroom“ means a place where there is a bath or shower and sometimes also a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to take a shower.
Extension 1 This exercise can be extended by offering other synonyms for words referring to the toilet e.g. 100 (BrE), lavatory (BrE), rest room (AmE).
Extension 2 The exercise can be expanded by introducing other word pairs that are synonyms in British English and American English, but that are sometimes not immediately recognised as such in the table below.
British English American English
taxi
transport
petrol
main road
motorway
underground
subway
pavement
lorry cab
transportation
gasoline
highway
interstate
subway
underpass
sidewalk
truck
car park
secondary school
university
autumn
holiday
fortnight
rubbish
dustbin
wardrobe
flat
ground floor
lift'
term parking lot
high school
college
fall
vacation
two weeks
garbage
trashcan
closet
apartment
first floor
elevator
semester
3. LISTENING
Introduction The listening exercise offers students a number of language structures, that can be categorised as reported requests and embedded requests. The students have to pick up and remember five of them and write them down as reported requests. The instructions to the students and the exercise can be found in the Student's book.
Instruction Ask students to look at the illustration and describe what they see. Let the students listen to the tape a first time and ask them what the listening is about. Then, ask students to listen to the tape a second time and if necessary make notes of the things that Mr. Brown has been asked and told by his landlady. The students can use their notes to answer the questions. If necessary, let the students listen to the tape a third time.
LISTENING TEXT:
It's that woman. She drives me crazy. It all started right from the very first day, I would say from the very first evening when I set foot into that house. ”Good evening, Mr. Brown, could you please put your coat on a peg? - Oh no, not there, in the closet, please. Yes, thank you, and oh, your shoes, could you please take them off? Thank you. And eh, your umbrella, yes, could you please put your umbrella in the umbrella stand? Oh no, not there, here! Please don't forget. The key of the front door, here you are, and remember, if you come home after midnight, please lock the door. Good night! Oh Mr. Brown, would you please be quiet after nine o'clock in the evening?“
And that was only the beginning. ”Mr. Brown, don't shower after nine, “she shouted. She would walk past my door and say: ”Mr. Brown, would you please remember not to smoke in the bathroom? Could you walk the dog, please? Will you turn down your radio, please? Please, Mr. Brown, could you speak quietly on the phone? “ It was terrible. Oh, I could not have stayed there another week, for sure. And then there was this letter. ”Dear Mr. Brown,“ it said, ”could you please return the key of the front door? And one more question. Can you help me find a new tenant for my flat?“
Answers: The landlady asked Mr. Brown:
1 to put his coat on a peg.
2 to put his coat in the closet.
3 to take off his shoes.
4 to put his umbrella in the umbrella stand.
5 to lock the door if he comes home after midnight.
6 to be quiet after nine o'clock in the evening.
7 not to shower after nine 0' clock in the evening.
5.not to smoke in the bathroom.
6. to walk the dog.
7 to turn down the radio.
8 to speak quietly on the phone.
9 to return the key of the front door.
10 to help her find a new tenant for the flat.
The students only need to be able to write down five of these possible answers.
Notes:
1 Phrases should start with the infinitive, e.g. to put, to take off, to walk, etc.
2 Negative forms have to start with not + the infinitive, e.g. not to shower & not to smoke.
3 Possessive pronouns change, e.g. your coat changes to his coat.
4. SPEAKING
Introduction The speaking exercise gives students the opportunity to practise communication skills that help them keep conversation going that may otherwise breaks down. Causes for communication breakdown include aural misunderstanding (when the speaker isn't heard correctly or pronunciation isn't clear) or semantic misunderstanding (when the speaker uses a word that is unknown or the student wants to use a word that he/she doesn't know the English equivalent of).
Instruction The first dialogue can be read and practised. This speaking exercise, for three speakers, creates opportunities to practise helping others with language difficulties and telling others what was asked (reported request). The focus of the exercise is on reported speech. .
The second dialogue shows how to ask for help with language difficulties. The focus of the exercise is on direct speech.
Answers:
Emily asked Karen how to pronounce ”kilometre.“
The teacher asked Karen and Emily if there was anything that wasn't clear to them.
Karen told the teacher that Emily had asked her how to pronounce ”kilometre.“
Ms Smith told Harry to take those two pizzas to Mr Thompson on Broad Street, Number 12.
Harry asked Ms Smith if she could spell that name.
He also asked her if she could repeat the address.
Ms Smith told Harry not to forget to buy her some ketchup on his way back.
2 Sample dialogues:
Situation 1
(Grammar)
A: Excuse me. Can you tell me, how to say in English that I like this flower more than that one? Prettier?
B: Haha. You say prettier when you talk about girls. Just say more beautiful.
A: Oh Yeah. I thought it was something like that.
T: A and B, do you have a problem?
B: It's nothing. A asked me to tell her how to say more and most beautiful.
Situation 2
(Repeat what was said)
A: What's your telephone number, please? B: 13575391162.
A: Could you repeat that, please?
B: 13575391162.
A: Can you speak more slowly please? B: 1-3-5-7-5-3-9-1-1-6-2.
A: Got it. Thanks.
Situation 3
(Meaning)
A: He said that somebody was pulling his leg.
B: What does ”pulling your leg“ mean?
C: What was that? Can you say that again, please?
A: B asked me what ”pulling someone's leg“ means.
C: Well. Do you know?
A: I think it means that someone is playing 'a joke on you.
Extension Students can create and practise their own dialogues. They may include other language difficulties 'such as pronunciation, spelling, grammar, uncertainty, not understanding or misunderstanding and inability to express what they mean or want to say. Some additional sample dialogues are given below.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The pre-reading questions help the students warm up to think about languages and language learning. They make students reflect on the idea that they learn one language as their first language, introducing the term mother tongue, and may be able to speak other languages. Some students, especially in southern China and students of Chinese minorities may speak other Chinese languages and dialects. Those languages may actually be their rust language, while they are still learning Putonghua as a second language. Students are also encouraged to list other foreign languages, and say how well they know those languages.
Example: The language profile of a student from southeastern Tibet may be as follows:
Mother tongue Tibetan Fluent
Second language: native Putonghua Fluent
Third language: foreign English Good
Fourth language: foreign Japanese A few words
Instruction
Question 1: Ask different students in the class about the languages they can speak. If there is more time, the teacher may draw the chart (above) on the blackboard and ask the students to complete it.
Question 2: This question helps students reflect on the situations in which they may choose to use different languages. To follow the example of the Tibetan student above, they may be speaking Tibetan at home with their family members, and with their friends, using Putonghua at school. They may use both Tibetan and Putonghua while watching TV and listening to the radio. They may be using English on the Internet and at school. At the same time, they may use short expressions and words of one language when using another language.
Note: The exercise can be extended by asking students to think about, and list all situations in which they use different languages in the four different modes (speaking, listening, reading and writing). Such situations might include: listening to pop songs, accessing software and web sites, chat rooms, reading packages of products, etc.
3. READING
ENGLISH AROUND THE WORLD
Introduction The reading text is about the historical development of English over the past fifty years, developing from a widely spoken national language to a universally spoken world language.
The main points for attention in the first two paragraphs are:
* That English is the mother tongue of 375 million people in English speaking countries such as the US, UK, Canada, Australia, New Zealand, South Africa and Ireland among others.
* That an equal number of people learn English as a Second Language.
* That the number of people speaking English as a foreign language, which they learnt at school, is much higher: more than the number of L 1 and L2 speakers together.
* That taking the number of speakers of English together (L 1 + L2 + learners of English as a foreign language) totals more than 1.5 billion speakers, which is more that 25% of the world population.
The main points for attention in the first two paragraphs are:
* That people who speak different languages increasingly choose to speak English to communicate
* That English is spoken in meetings of International Organisations and their reports are printed in English. ego United Nations, International Red Cross, World Bank, World Trade Organisation.
* That international trade: import and export of goods between different countries is conducted in English: making telephone calls, sending faxes, sending email, import/export documents, etc.
* That travellers who do not speak local languages may use English to book hotels and tickets, read a menu, read signs in museums, talk to people in foreign countries or to foreigners who visit their country.
* That globalisation means that many products are readily available to different markets including the Chinese and that either the content or the packaging of those products is in English. For example, pop songs, computer games, web pages, films and TV programmes.
Notes:
1 International organisations usually have more than one working language, including Spanish, French, Russian, Arabic and Chinese, into which all proceedings are translated. However, much of the informal communication and communication in smaller international organisation is in English.
2 In international trade (postal) documents are often in French.
3 Travellers may use different languages or ways to communicate and English is part of that.
4 Products that are sold worldwide are often localised i.e. translated into local languages, which is often required by local laws. However, new products and culture using new media spread so fast that there is often no time for translation, and users have to use English to read or talk about them.
Notes:
1 The country name the Phillipines is a plural and has a definite article because it is a group of islands. Also, the Netherlands (country name), and the Hebrides (island group).
2 English as a First Language (L1) (Mother tongue; Native language); It is the language that one or both of your parents speak.
English as a Second Language (ESL); It is the language that has official status in your country and is used by government and media beside one or more other indigenous languages.
English as a Foreign Language (EFL); The language has no official status in the country other than being learnt as a school subject.
4. POST-READING
The first part contains three questions. The first two questions aim at reading comprehension. The third question asks students to apply the reading content to their own experience.
Answers:
1 With more and more people using English around the world in trade (business), travel (tourism) or international organisations, we need to be able to communicate using the English language.
2 Most native speakers of English are found in countries such as the United States of America, the United Kingdom and Australia (Canada, South Africa, Ireland or New Zealand).
3 Listening to and singing pop songs, playing computer games, reading web pages, watching foreign films, VCD I DVDs and TV programmes; talking to travellers coming to China, using the Internet, reading advertisements.
The second part of the Post-reading tasks gives students a framework to summarise the text, and asks them to fill in the key terms of the text.
The words to be filled in the blanks are:
language; spoken; the United Kingdom I the UK I Great Britain I England [alternative answers: the United States of America I the USA I the US, Australia, New Zealand, Canada, Ireland or South Africa]; the United States [alternative answers: the UK, Australia, New Zealand, Canada, Ireland or South Africa]; mother tongue I native language I first language; learn English; foreign language; is; used; trade I business; tourism I travel; businessmen; tourists; speak; English; family; speaking
Extension 1 Ask students to work in pairs or small groups, to write down as many English words as they can, which they have not learnt at school, but that they know from different domains such as: the news, business, travel & tourism, the Internet, computer games, films and pop songs. Students can ask each other where they think words come from and what they mean.
Extension 2 Ask students to think about the future. The text describes the growing importance of English over the past fifty years. Students may work in groups of four or five to predict the development of e.g. English, Chinese, Spanish, French and Japanese over the next fifty years. Which language will become more important and why?
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the exercise:
1 D 2 E 3 A 4 F 5 C 6 H 7 B 8 G
4. GRAMMAR
Direct and Indirect Speech (2): Requests and Commands
Giving orders or commands, or making requests in Direct Speech, you often use imperative sentences. When these sentences are turned into Indirect Speech we often use ”tell / ask ... or to do ...
Commands
Direct Speech:
“Don't smoke in this room,” he said.
Indirect Speech:
He told me not to smoke in that room. Requests
Direct Speech:
Our teacher said“ ”Please don't smoke in this room“
Indirect Speech:
Our teacher asked us not to smoke in that room.
Answers to Exercise 1:
Commands: 2, 6
Requests: 1, 3,4, 5
Answers to Exercise 2:
1 ”Don't put your coat on the peg. Put it in the closet, please,“ the landlady said to him.
2 ”Stand still! Don't move!“ the young mother told her children.
3 ”Lock the door after midnight. Don't leave the door open after midnight,“ Mother said to me.
Answers to Exercise 3:
Direct commands
Dos
Buy some bread for her.
Help her tidy the room.
Speak quietly on the phone.
Turn down the radio.
Don'ts
Don't make too much noise.
Don't forget to put your umbrella in the stand. Don't smoke in the bathroom.
Don't stay up too late.
Reported commands
Dos
He told me to buy some bread for her.
He told me to help her tidy the room.
She told me to speak quietly on the phone.
She told me to turn down the radio.
Don'ts
He told me not to make too much noise.
She told me not to put my umbrella in the stand.
She told me not to smoke in the bathroom.
He told me not to stay up too late.
Extension You may ask the students turn the commands into requests. The answers will be as follows:
Direct requests
Dos
Could you buy some bread for her, please?
Could you help her tidy the room, please?
Speak quietly on the phone, please.
Turn down the radio, please.
Don'ts
Don't make too much noise, please.
Please don't forget to put your umbrella in the stand.
Would you please not smoke in the bathroom?
Would you please not stay up too late?
Finally, you may ask the students to turn: these sentences into reported requests.
The answers should be as follows:
Reported requests
Dos
He asked me if I could buy some bread for her.
He asked me if I could help her tidy the room.
She asked me to speak quietly on the phone.
She asked me to turn down the radio.
Don'ts
He asked me not to make too much noise.
She asked me not to forget to put my umbrella in the stand.
She asked me not to smoke in the bathroom.
He asked me not to stay up too late.
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and writing
The reading text tells about the independence of the United States of America, the history of American and British English and the process of diversification of the two Englishes. Apart from conscious decision making, the desire to create a national language and various sources of language change are introduced with examples. The main differences between American and British English are explained. The gist of the text is that American and British English are in fact very similar and that Americans and Englishmen hardly ever misunderstand each other.
Answers to Exercise 1:
IC 2D 3C 4D 5D
Read the next paragraph about loan words in English and summarise the main differences in vocabulary with examples in the table.
Answers to Exercise 2:
Word Borrowed from
cent French
Florida Spanish
howl Indian
cookbook German
Extension 1 Ask students which Chinese words have been taken as loan words from English. Examples: sofa (沙发), ballet (芭蕾), radar (雷达), chocolate (巧克力 ), toast (土司), coffee (咖啡), golf (高尔夫) and jeep (吉普车).
Extension 2 Ask students which other English words they know with variant spellings. Complete the table below. Words in the table below are possible answers,
American English British English
neighborhood neighbourhood
labor labour
color colour
honorable honourable
humor humour
favorite favourite
theater theatre
kilometer kilometre
meter metre
somber sombre
center centre
traveling travelling
labeling labeling
canceling cancelling
controled controlled
license licence
offense offence
practice practise
defense defence
organization organisation
Exercise 3: Writing
Write a short passage in which you compare American and British English or two dialects in Chinese.
The first sample writing passage is a contrastive essay, comparing features of American and British English. The teacher may suggest the following structure to students for their composition.
Title What are you going to write about?
Paragraph I Introduction: Are the differences big or small ?
Paragraph 2 Differences in Grammar and Vocabulary. Give some examples.
Paragraph 3 Differences in Pronunciation. Add a Conclusion.
Sample Composition 1:
Some differences between British and American English
The English used by people allover the world is mostly very similar. There are only very small differences between American English and British English.
Grammar is almost the same; but there are some spelling differences. For example, the words colour, centre and traveller are spelt color, center, and traveler in American English.
The differences in the spoken language are greater. For example, Americans say dance /dns/, and in southern England they say /dɑns/. In America they pronounce not /ntJ; in southern England they say /nt/. However, most of the time, people from the two countries do not have any difficulty in understanding each other.
Sample Composition 2:
Putonghua and the Dongbei dialect
People in different parts of China speak different dialects. Putonghua helps them understand each other. Some dialects, especially those that are spoken in the south, are so different from Putonghua that they sound like a foreign language to others who do not speak them. The differences between Putonghua and other dialects, including the Dongbei dialect, which is spoken in the northeast of China, are very small.
Written Chinese, including vocabulary and grammar, is almost the same, but there are some words in the Dongbei dialect that are not used by people who speak Putonghua. For example, Dongbei people often use ”旮旯 (gala)“ to mean”角落(jiaoluo)“ in Putonghua, and they also like using ”俺们(anmen)“ to refer to ”我们(women)“ .
Listening to the Dongbei dialect, it is easy to hear small differences in intonation and pronunciation. For example, ” 人(ren)“ is often pronounced as ”nin“. However, the differences are so small that people who speak Putonghua and people who speak the Dongbei dialect can usually understand each other without difficulty.
CHECKPOINT
Answers:
I She asked me to help her with her homework.
2 Could you buy some bread for me, please?
3 He told me not to smoke in the room.
4 Please make sure the door is shut
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Introduction The following listening text gives students information about the differences between language and culture in the USA and England.
Instruction Ask the students to look at the exercises and make sure that they all understand what they are expected to do. Then, let the students listen to the tape. The first time they do not yet have to answer the questions. Play the tape a second time, and ask them to do the first exercise. Play the tape a third time, and give students time to answer the .questions of the second exercise. To help the students to complete the sentences in the third exercise, you may have to play the tape another time. For students who find this very difficult, the teacher may pause the tape after listening to each part of the dialogue in which one of the target sentences occurs.
LISTENING TEXT:
DAVID: What's it like living in England, Terry?
TERRY: Well, I'm having a great time. But I sometimes have difficulty understanding what people are saying.
DAVID: Can you explain that, please? Do you have trouble with our pronunciation?
TERRY: No, but there are many words that you use in a different way. I sometimes really don't understand.
DAVID: Can you give an example?
TERRY: A woman said she would ring me the next day.
DAVID: What's strange about that?
TERRY: Well, we say ”I'll call you tomorrow.“
DAVID: Now that sounds funny to me!
TERRY: There are other things that are different. In the States people stand closer to each other than English people. For example, if I'm talking to English people at a party, I find that they stand quite far away from me.
DAVID: Anything else?
TERRY: Well, yes. It's clear to me that English people don't like touching somebody or being touched. Now in the States, touching is an important part of being friends. Friends touch each other on the arm, for example. And we often put an arm round a friend when we say ”Hello“ or ”Goodbye“. ..
DAVID: No, people in Britain wouldn't do that.
TERRY: So I have to remember not to touch people when I'm in England.
DAVID: What else?
TERRY: You drive on the left and we drive on the right. I almost got killed on the street the other day. I wanted to cross the street so I stopped. I looked to the left and started to cross. There was a car coming from my right! Luckily it stopped and didn't hit me.
Answers to the exercises:
1 English language, words, parties, touching, saying Hello and Goodbye, driving.
2 True: 2 and 4
3 The words to be filled in the blanks are: What, it like; ring; strange; call; funny; remember, England.
3. TALKING
Introduction For most of the people we see during a day, we do not have time to stop and talk. A very large number of our daily contacts exist in very short dialogues with very little variation. Chinese students abroad often make the mistake of stopping and starting a conversation with people while they are really expected to give a short answer. On the other hand, in China, some students either don't know what to say, or just nod, where foreigners expect a short exchange. The following 10 pairs of sentences are greetings and things people say to each other with very little variation and in very specific situations. They should not normally be expanded into longer dialogues.
Instruction Ask the students to match the pairs of sentences and write down when people say these things to each other. Next, let the students listen to the tape and check whether their answers were correct. Finally, the students can practise the pairs with a partner.
Listening text: (Sentence Pairs)
A: I've got to go now. Goodbye.
B: It's been nice talking to you. Bye. Usage: After people have been talking to each other for a while, they say this when they want to end the conversation and go.
Remarks: Polite way of ending conversation.
A: How are you?
B: I'm fine. Glad to see you again. Usage: Spoken when you meet somebody you know.
Remarks: Informal.
A: Have a good weekend!
B: Same to you! Usage: Said when people say goodbye on Friday afternoon and usually do not expect to see each other until Monday.
Remarks: Informal
A: Cheers!
B: Cheers! Usage: Said when toasting: raising glasses saying ”cheers“ and then drink.
Remarks: Informal
A: Ah, you speak English very well.
B: Thank you. Usage: Said when people say something nice about your English.
Remarks: Generally speaking foreigners are likely to compliment, and the expected reply is to appreciate instead of feigning modesty.
A: Would you have a bit more fish, please?
B: Yes, please. Usage: Both in polite questions and replies, we use the word ”please.“
Remarks: Omitting the word please will be considered rude and impolite.
A: Bless you!
B: Thanks. Usage: Said only when somebody sneeze.1).
Remarks: Very polite.
A: Take care!
B: You too! Usage: Said when you say goodbye to a very good friend.
Remarks: Informal
A: See you later, alligator.
B: Yeah, see you later. Usage: Said when you say goodbye to somebody you know very well, .for example a classmate.
Remarks: Very informal. The word ”alligator“ here doesn't mean anything. It's said because it rhymes with ”later“. Some people reply, ”in a while, crocodile.“
A: Hi, long time no see.
B: How are you? Usage: Said when you see somebody you haven't seen for a long time.
Remarks: Informal
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary:
Answers to Exercise 1:
color favorite center meter traveled
Answers to Exercise 2:
Chinese ArnE BrE
1电梯 elevator lift
2汽油 gas petrol
3公寓 apartment flat
4秋天 fall autumn
5 地铁 subway underground
6大学 college university
7垃圾 garbage rubbish
8垃圾箱 trash can dustbin
9假期,假日 vacation holiday
10两星期 two weeks fortnight
Answers to Exercise 3:
1 Thomas Jefferson said in 1786 that he hoped the US would become a country where the law was the will of the majority.
2 It is reported that tourism has become one of the world's largest and fastest growing industries.
3 They were trapped in the mountains. The only way to communicate with the outside was to use their cellphone.
4 With the help of this international exchange programme, Emma is able to come to China to study the Chinese language.
5 Mr. Wang, who is a Beijing native, has become a successful businessman in New York.
6 The computer industry is developing fast. Do you think there will be a day when computers replace the human brain?
7 It is important that all men and women are equal under the law.
8 America used to be a colony (殖民地) of Great Britain. It did not become independent until the year 1776.
9 If you choose your words carefully when you are writing you will end up with a well-written sentence.
10 Nancy told Joe to feel free and make himself at home.
Grammar
Answers to Exercise 1:
1 Shut up
2 Can you speak louder, please? 3 Try the lift
4 Don't wait for me.
5 Stop wasting time.
6 Can you tell me a story?
Answers to Exercise 2:
1 ”Could you leave the room, please?“ he asked my grandmother and my cousin.
2 ”Move your chair a little bit closer to the bed,“ he said.
3 ”How old are you?“ he asked.
4 ”I am already ten years old,“ 1 said.
5 ”Listen carefully,“ he said.
6 He said that life isn't always easy. .
7 ”Will you promise me to always try to be honest?“ he asked me.
8 ”Follow your heart whenever you have to make a difficult decision,“ he said.
9 ”What did you talk about with grandfather?“ she asked.
10 ”Please don't say anything about our conversation,“ he said.
3. INTEGRATING SKILLS
Introduction The reading texts are about various means of communication and the relative advantages. If the teacher would like to spend time on pre- reading activities or expand the exercise, such could be done by looking at various ways of communication and their advantages, for example, cost, speed, sentimental reasons, etc. The text mainly concentrates on communication between two people (letters, emails, phone calls), but we could also think of communication in broader contexts, such as a few people sending a parcel to one person, or books, newspapers, magazines and exhibitions aiming to reach larger audiences.
Answers to Exercise 1:
1 Manchester 2 Nanjing 4 San Francisco 5 Toronto 3 Singapore
Instruction Match the parts of sentences on the left with an appropriate adverbial clause from parts the sentences on the left. The exercise focuses on the correct usage of two linking words (conjugations): because and although. For the first three sentences, the adverbial clause (the second part) gives a reason for what is stated in the first part of the sentence (the. first part). For the second set of three sentences, the adverbial clause (the second part) gives a reason despite of which the thing that is stated in the first part of the sentence is true.
Answers to Exercise 2:
1 Gerald doesn't see his parents and sister very often because they live in different countries.
/ Gerald doesn't see his parents and sister very often because they live in a different country.
2 Gerald's parents sometimes send him letters / a letter because they don’t know how to send (him) email/an e-mail.
3 Gerald has asked his parents not to send (him) parcels from home because he can get everything here in China.
1 Gerald is happy in China, although most of his family live in Singapore.
2 Gerald and his parents communicate a lot although they live in different places.
3 Gerald often calls his parents although it is a little bit expensive.
Answers to Exercise 3:
1 D 2A 3E 4B 5C.
4. WRITING
A sample letter for the writing may look as follows.
Dear Mr. Smith,
My name is Wang Ning. I am a high school student in Gansu province and I like English very much. I have a question about the differences between American and British English and I hope you can help me.
I have been learning English for many years. Our schoolbooks and tapes all use British English. But when I listen to the radio or talk with foreigners, I often hear and speak American English. Now, when I speak English, some of my classmates say I speak American English, and some others say I speak British English. In fact, I don't know what kind of English I speak. I really want to know the differences between British English and American English. I wonder what are the differences between the two. Is it a problem if I sometimes use American English and sometimes British English?
Thank you very much. Hope to hear from you soon.
Yours sincerely,
Wang Ning
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
I. Teaching aims and demands学习目标和要求:
1.topic话题:
1>Talk about ways to protect the environment
2>Talk about wildlife endangerment
3>Talk about causes and effects
2.function功能:
Causes and effects 原因和结果:
Why …? Because / As / Since … Because of …, I …
If …, then … As a result of … It follows that …
It will use … It will lead to …
3.vocabulary词汇:
fur, Tibetan, lead, jungle, wolf, giraffe, environment, tour, act, measure, original, battery, devote, common, valuable, reduce, respond, amount, package, packaging, harmful, flat, material, poster, attractive, topic, organize, brief
in danger, die out, as a result of, lead to, take measures, adapt to, make a difference, devote … to, at present, set free, in the wild, throw away
4.grammar语法:
Review Direct and Indirect Speech 复习直接引语和间接引语
1>Reporting statements
“I am writing an article about animals in zoos,” the reporter said.
→ The reporter said that he was writing an article about animals in zoos.
2>Reporting yes-no questions
“Do you like living in the zoo?” the reporter asked the kangaroo.
→The reporter asked the kangaroo if he liked living in the zoo.
3>Reporting wh-questions
“How long have you lived in the zoo?” the reporter asked the hippo.
→The reporter asked the hippo how long he had lived in the zoo.
4>Reporting commands and requests
“Please tell me more about the advantages and disadvantages of living in the zoo,” the reporter said to the giraffe.
→The reporter asked the giraffe to tell him more about the advantages and disadvantages of living in the zoo.
5>Reporting general truth
“Human survival is dependent on the natural world,” he said.
→He said that human survival is dependent on the natural world.
5.language usage语言运用
运用所学语言,围绕自然环境与我们的世界这一话题,完成教材和练习册中的听、说、写的任务;阅读课文 “Are we endangered?” 并联系生活中的实际,书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction The pictures and questions: give the students some examples of issues and questions related to the theme of the unit: protecting the environment and wildlife.
Instruction Ask the students to think of other endangered animals and list reasons for their endangerment. Compare the lists with the examples in the pictures and try to find common factors that cause animals to become endangered. Encourage the students to think about ways that humans and animals can help each other and live together in peace.
Extension Ask the students to imagine what the world would be like if another animal, e.g. the lion or the dolphin, was as powerful and dominant as humans are today. How would they treat humans?
Possible answers:
1 Various answers are possible. Other endangered animals include the African elephant, the Asian elephant, the blue whale, the gorilla, the snow leopard (eastern Asia) and the black rhino. There are also several endangered birds, fishes, and other animals. Animals and plants become endangered if their habitat is destroyed or changed, if new species arrive and if a species is overused / hunted. Other factors include disease and pollution.
2 If animals and plants die out, we will not be able to survive. All animals and plants have specific functions and are necessary if we want healthy ecosystems. We need the animals and plants for medical and commercial purposes. We also have a moral responsibility to make sure that we do not cause other animals to die out because of our dominance on the planet.
3 Various answers are possible. We can help endangered animals by protecting their habitats, creating new habitats, protecting the environment (by recycling and reusing), controlling export and import of animals and plants and by learning more about animals and the environment.
3. LISTENING
Introduction The students will hear about the causes and effects of various types of pollution. When the students have listed the causes and effects, they are asked to try to come up with solutions.
Instruction Let the students work in pairs and give them time to get started. If a pair is struggling to get going, you can ask them a few helpful questions. Keep in mind that there are no set answers here, so avoid ”giving“ answers. Try to encourage the students to think and come up with their own answers. When talking to the pairs, it is good to ”talk through“ one possible solution to show the students how they can think. E.g.
T: Well, let's think about air pollution. Where does air pollution come from?
S: Cars.
T: Right, cars. Now, if we have too many cars, there will be a lot of air pollution. One way to solve the problem might be to try not to use too many cars. Well, why do people use cars?
S: To go to work.
T: Are there other ways people can get to work?
S: They could take buses or ride a bicycle.
T: OK, so one solution would be to try to get people to take the bus or ride a bicycle.
LISTENING TEXT:
1 Walk along the streets of any major city and you will see that the air you breathe is not very fresh. Air pollution is a serious problem in many of the world's big cities. It is caused by cars and factories. We also pollute the air when we bum oil or coal for energy and heat.
2 Oh my, look at this! Dead fish everywhere! What happened? We used to be able to drink the water in our rivers and lakes, but today, many rivers and lakes have been so polluted that the water is useless. Factories and drainage are polluting the water and we are not taking good care of our water. We use too much water and we waste water. What is more, we pollute water.
3 This beautiful mountain is one of the most popular places for people to visit during holidays and festivals. Thousands of people come here to hike in the mountain's forests and valleys. Unfortunately, the tourists leave a lot of rubbish behind. Plastic bags, soda bottles and other things are thrown everywhere. Many tourists also pick flowers and damage the trees, and the many hotels and restaurants being built are having a negative effect on the environment, too.
Answers to the exercises:
1
What kind of pollution is it? Air pollution Water pollution Waste pollution
Rubbish / trash
What are the causes? Cars, factories, burning
coal and oil Factories and drainage Tourists / people
What are the effects? Various answers are possible. We can't use / drink the water that is polluted. Making the environment ugly, dirty and even dangerous.
2 Various answers are possible.
Air pollution We can make cars that don't pollute the environment. We can ask companies to use modem, clean technology. We can limit the number of cars in our cities. If people get sick from air pollution, we must help them.
Water pollution We can try to use less water and make sure that we do not pollute the water. We can tell factories that they are not allowed to pour waste into lakes and rivers. We can clean the water in our rivers and lakes.
Rubbish We should not throw rubbish in parks and cities. We should not buy things that use a lot of packaging. We can pick up rubbish if we see it. We can put more rubbish bins in our parks and cities.
Extension Ask the students to think of more environmental problems, their causes and effects, and solutions. You can also talk about primary and secondary causes and effects, using a chain mind map.
Secondary cause
Modem life-style, advertisements, people use cars to go to work, etc Primary cause
Too many cars Problem
Air pollution Primary effect
People get sick Secondary effect
Environmental
damage
If possible, the students should try to use the expressions in the Student's Book. If this is too difficult, the students can start by thinking of causes and effects and then try to use the expressions in pairs or groups. Help the students by giving a few examples if necessary.
1 Why can't we drink the water in our rivers and lakes? Because the water is polluted.
2 Since people throw so much rubbish in our parks, the parks are ugly and dangerous.
3 Because of water pollution, we can't use / drink the water in our rivers and lakes. / We can't use / drink the water in our rivers and lakes because of water pollution.
4 If tourists / people throw trash / rubbish in our parks, then the parks will be ugly and even dangerous.
5 Cars and factories cause air pollution. As a result of air pollution, many people get sick.
6 People get sick because of air pollution. It follows that we must do something about it.
7 Throwing trash I rubbish in a park will make the park ugly and dangerous. It follows that we should throw the trash / rubbish in a trash / rubbish bin.
8 Burning coal and oil is bad for the environment. It will lead to air pollution.
4. SPEAKING
Introduction In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.
Note The pictures on SB page 66 show different animals that the students can choose from when they interview each other. The students can also use the pictures for the reading and the pre-reading questions by finding more information about the animals and bringing the information to class.
Instruction Ask the students to work in pairs. One student will be the reporter and should prepare questions for the interview. The other student will be the animal and prepare answers. When both students are ready, they interview each other in pairs and take turns being the reporter and the animal. When the pairs have finished, you can ask one or two pairs to repeat their interview in front of the class.
Extension Ask the students to work in pairs and groups and write down some basic rights for animals.
Sample dialogue:
R: Good morning, Mr. Tiger. My name is Jim and I'm a reporter from China Daily. Uh, I am a little nervous, this is the first time I speak to a tiger. May I ask you some questions?
T: Sure. And don't be nervous, I won't eat you. Ha ha!
R: Urn, right, good... Now, how long have you been living in the zoo?
T: Oh, I came here, let me see, six years ago. I used to live in a forest, but people there cut down all the trees and I had to move. There were cities and people everywhere, so I had no place to go. The police came and took me to the zoo.
R: Do you like living in the zoo?
T: Well, it's not as good as being free, that's for sure. But at least I have food and friends.
R: I see. If you could say something to all the humans in the world, what would you tell them?
T: I would tell them to stop being so selfish. We all need each other and we should try to be friends. If people cut down. trees and pollute the environment to make money, we will all suffer. And don't kill animals to make clothes - when I see people wearing animal furs at the zoo I get really angry.
R: Thank you. Urn, would you please take your paw off my shoulder? It hurts.
T: I'm sorry. I guess I got a bit excited. Don't get me wrong. I like humans. I just wish they would be less selfish.
R: Thank you, Mr. Tiger.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.
Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to get the students to think about the relationship between humans and the plants and animals around us.
Instruction Encourage answers and comments that help students think about the way Qumans and wildlife interact with each other and depend on each other. Tell the student to work in groups and give each group one of the four questions and ask them to discuss the question without using the book. Allow about five minutes for discussion. Make sure that each group member is given a chance to speak. Ask one student from each group to report in front of the class. Encourage students from other groups to ask questions about the report.
Answers:
1 Various answers are possible. Animals and plants live together in an ecosystem where each species has a specific function. Animals and plants ”help“ each other in different ways: some plants become homes for animals, and the animals may in turn help the plants by protecting them or adding nutrients; animals eat the plants; animals help the plants reproduce.
2 Various answers are possible. Humans have basic needs such as food and shelter, but we also have social and spiritual needs (we need friends and family, etc).
3 Various answers are possible. Encourage the students to compare animals and humans. Animals and plants also have basic needs and animals live in social groups.
4 Various answers are possible. Animals adapt to changes in their habitat and try to learn to survive when the conditions of their habitat change.
Extension 1 Ask the students to make a list of how human activities affect the plants and animals around us.
Extension 2 Ask the students if they know any stories about animals that are good friends to people.
3. READING
ARE WE ENDANGERED?
Introduction The reading stresses the fact that the way we live is threatening animals, plants, and our planet. We are all responsible for the future of the earth and we must learn to think and act more carefully. If we continue to endanger animals and destroy the environment, we have no future. Many environmentalists use the slogan Think globally, act locally to encourage people to do what they can to help. There are many small things we can do that will make a big difference.
Note that the names Steve Jones and Green Park are fictional.
Summary
1 An environmental expert says that the way we are treating animals and the environment is threatening our existence - by endangering other animals and plants we may ourselves become endangered.
2 A species can become endangered if its habitat is destroyed or changed. Most species are able to adapt to small changes, but if the changes are too/ large or sudden, a species may become endangered.
3 We can help by learning more about the environment, by expanding and protecting habitats, and by reducing pollution.
Instruction Tell the students to read through the text once, marking any new words that they can't guess from the context. Remind them that quite a number of words are explained or defined in the text, e.g. habitat, adapt to, be used to, die out, take measures, original, etc.
Teaching the text The structure and function of a text can help the students understand a text better. Ask the students to reread the second paragraph of Are we endangered? and ask them to change each sentence into a question.
Example:
Sentence Question
A species can become endangered for different reasons. Why does a species become endangered?
When the habitat of a species is changed or destroyed,
the animal or plant has to either adapt to the change or
find a new home. What happens if the habitat of a species is changed or destroyed?
When the students have written down all the questions, tell them to use the same questions to ask about another topic. You can help them by showing a few fill-in-the-blank questions, e.g. Why does ______________________? and What happens if __________________________?
Let the students choose their own topics, but try to get them to stay within the unit's general area. When the students have written the new questions, ask them to answer the questions and use the answers to write a paragraph of their own. Ask the students to compare their paragraph to other students' paragraphs and to the text and let the students discuss differences and similarities. You may also want to ask them how they could use this strategy to deal with other texts.
Tell the students to look at the three questions in post-reading exercise 1. They may answer the questions individually, in pairs or groups, or as a class. Encourage the students to use their own words in their answers.
4. POST-READING
Answers to the exercises:
1 1 Animals and plants become endangered when their habitat is destroyed or when conditions in the habitat change too quickly or too drastically. The text lists three main reasons: habitat change, the arrival of new species in the habitat, and the overuse of the species itself or the resources in the habitat.
2 Various answers are possible. Encourage the students to think of human behaviour that can cause problems: pollution, land use, hunting, farming, etc.
3 Use question 2 as a starting point for the discussion. Look at the behaviour listed in question 2. and think about ways we can change that behaviour. Students may also want to think of ways we can repair the damage we have already done, e.g. clean up the environment, create new habitats, etc.
2 Let the students discuss what they can do and write a list of things to do. Compare with lists from other groups and discuss the effects of the students' ideas.
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3 Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Answers to the exercises:
1 recycle = to take useful materials out from garbage or waste so that they can be used again
reuse = to use again
review = to look over, study, or examine again
2 1 in danger 2 first of all 3 died out 4 take measures 5 make a big difference
4. GRAMMAR
Summary of Direct and Indirect Speech:
Indirect Speech is sometimes called Report Structures. If you use Direct Speech, you are repeating the speaker's exact words. If you use Indirect Speech, you are using your own words. Report structures usually contain two clauses.. The main clause contains a reporting verb such as say, tell, ask, etc. The reported clause contains the information that you are reporting. The reported clause can be a that-clause, an if-clause, or a wh-word clause. For reported commands, orders and requests, infinitives are used.
Direct Speech Indirect Speech
Statements
”Many of the earth's plants and animals have already died out,“ Mr. Jones said. Mr. Jones told us that many of the earth's plants and animals had already died out.
Yes-No Questions
”Is there anything we can do to help protect the environment?“ we asked the professor. We asked the professor if there was anything we could do to help protect the environment.
Wh-Questions
”What can we do to keep animals and plants from being endangered?“ we asked the professor. We asked the professor what we could do to keep animals and plants from being endangered.
Commands and requests
”P1ease don't pollute,“ Mr. Jones told us. Mr. Jones told us not to pollute.
General Truth
”We are not alone in the world,“ Steve said. Steve said that we are not alone in the world.
Answers:
1 ”Do you know what kind of animal the milu deer is?“ Professor Stevenson asked the students.
2 ”Do you know how many centres there are at present for milu deer in China?“ Professor Stevenson asked the students.
3 ”We don't know much about the milu deer but we are very interested in it and want to do something to protect it,“ the students said.
4 ”The milu deer was very common in China a long time ago, but it disappeared during the Ming and the Qing Dynasties,“ Professor Stevenson explained to the students.
5 ”Since the first deer arrived at the Nanhaizi Milu Park from Britain in 1985, the number of milu deer has grown every year,“ he said.
6 ”I hope that more people will care about the milu deer and more centers will be built to protect this animal,“ he said to the students.
7 ”Keeping the deer in a park is not the best way to protect it,“ he said.
8 ”I hope one day these milu deer will be set free and live in the wild again,“ he said.
9 ”Stop killing the milu deer,“ he said.
1 0 ”Animals are living beings too and to love animals is to love ourselves,“ he said.
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and writing
Introduction The reading introduces the principle reduce, reuse, recycle, and respond and the questions encourage the students. to think of more things we .can do.
Instruction The students can work in pairs or groups to think about what we can do to protect the environment. Any suggestion or idea is worth thinking about, so try to encourage the students to come up with their own ideas. The point of the exercise is to let the students think, read, talk, and write about the environment and causes and effects - there are no correct answers to the exercise. If the students find it difficult to get started, it may be helpful to give an example. As with all examples, it is important to show the reasoning behind the example; the thinking is more important than the example in itself.
One way to encourage and help the students is to ask them questions. For example, if the students are thinking about ways to reduce waste, they can start by looking at the examples in the text. What do they have in common? Why are they useful or effective? Are there similar things we could do? Questions like these may help the students get a better idea of what kind of actions would be useful. It may also help to ask the students to think of specific examples of the actions listed, e.g. for ”buy things that use less packaging,“ ask students to think of things they buy and how much packaging is used. This type of questioning will help students think about the actions in ”practical“ terms, which may be helpful when they try to think of more things that can be done.
Compare different answers from the groups and ask the students why they think their ideas would work. Elicit as many reasons as possible and encourage debate and discussion. Try to use the responses to challenge and encourage the students: if a student seems very comfortable using the structures and finds it easy to give reasons etc, the teacher should follow up by challenging the idea and/or ask for details, examples, and consequences. If the student seems less comfortable, it may be enough to follow up with” easier“ questions or simply a recast or summary. Recasts and summaries are, however, not very effective, so it is always better to try to have a few ”easy“ follow-up questions in mind for these students.
Writing
Introduction The writing activity is a continuation of the discussion activity above. Since the activity requires some research, it is necessary to give the students time to prepare in class or at home. If it is done as homework, make sure that it isn't too time-consuming or difficult. If each group can decide on a topic in class, the individual group members can be asked to simply bring one page of information to the next class meeting. It is better to do the writing '(including pre-writing) in class, so the students can bring ”raw“ information, i.e. a photocopy or printout will do.
Instruction In class, the groups will use the information they bring to make a poster. Help the students by using an outline or a sample poster, but make sure that the students are free to do their own thinking and use their own ideas. The tips and guidelines in the book can be used to ”revise“ the posters.
The students will work in pairs or groups to research, create, and present their posters. Help the students plan their research by suggesting useful resources. You can use the score card below to assess the students (the oral presentation part can be omitted).
Task Score Criteria\
Information 10 The students found and used information that was interesting and accurate.
5 The students used some information, but they could improve the poster by adding more information.
1 The students did not find any information at all.
Presentation 10 The students had prepared an excellent presentation and were able to ask and answer questions about their topic.
5 The students had prepared the presentation and could answer some questions about their topic.
1 The students had not prepared for the presentation.
Posters 10 The students worked together to create a poster that is attractive and easy to understand.
5 Most of the students helped make the poster. The poster is relatively easy to understand, but too simple and sometimes confusing.
I Only one or two students worked on the poster. The poster is confusing and does not contain enough information.
A good poster should be attractive and informative. The information used should be accurate and appropriate and should be presented in a clear and interesting way. Encourage the students to use multiple sources, to try different formats, and to use pictures and illustrations.
CHECKPOINT
Suggested answers to Checkpoint 10:
1 many of the earth's plants and animals have died out.
2 if there was a lot we could do to help protect the environment.
3 what we could do to keep animals and plants from being endangered.
4 to explain it in a simple way.
5 not to pollute the environment.
6 we are not alone in the world.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Ask the students if they know about Darwin's theory of evolution and the idea of survival of the fittest. Ask them to think of examples of the principle. Tell the students that they will hear someone talk about the principle. Ask them to fill in the information.
LISTENING TEXT:
Charles Darwin's famous Theory of Evolution tells us about survival of the fittest. Survival of the fittest means that strong animals survive and weak animals die out. Today, many people are worried about endangered species. But isn't it just normal for some animals to die out?
The situation today is different from that of the past. In the past, animals died out over a long period of time. When animals died out in the past, it was usually because of changes in the weather or other natural causes.
What is happening today is totally different. We are killing millions of species in a short time. The result is that we are killing our future, because so many species are being killed in such a short time that even the fittest can't survive. In fact, there won't be enough species to choose from. Without enough animals and plants, evolution cannot function and nature will get worse instead of better.
Many of the species that are disappearing are unknown and few people even know that they are dying out. These animals and plants have been here long before us and we have no right to kill them. We may also need these species in the future. We must try to keep the endangered species alive. If we allow these species to die out, we are in fact becoming endangered ourselves.
Answers to the exercises:
1 Darwin's Theory of Evolution
Survival of the fittest means strong animals survive, weak animals die.
People are worried about endangered species.
Situation in the past: Animals died out over a long period of time.
Situation Today: We are killing millions of species in a short time.
2 Various answers are possible. Make sure that the students understand the argument on the tape, i.e. that the process of evolution may not function if we kill so many animals in such a short time. We may be doing harm to the process of evolution by endangering or killing the wrong species. Human beings are changing nature so fast that there is no time for evolution to function.
3. TALKING
Instruction Make sure that the students understand the situation and the task. Give them time to prepare the role cards and provide assistance or model as needed. When the students have completed the cards, remind them of the ground rules for discussion and let them start the discussion.
Sample Dialogue:
A: Good morning. I'm a dolphin. I think that I'm man's best friend, because I can help humans do many things. For example, I can help humans learn more about swimming and I can help them look for things in the ocean. I'm also a good friend because I can make humans feel happy and laugh. Many humans like to watch me jump and dive, and some of them want to swim with me in the water. I can teach them about life in the ocean and I can help them understand the beauty of life and nature.
B: Well, I'm a pigeon and I think that I am man's best friend. It's true that people like looking at dolphins, but I can help humans do more practical things. Everybody knows that pigeons are great for carrying letters and messages. I have taken many important letters all across the country - and I don't need electricity or petrol, I just fly wherever I need to go. And I'm a good friend because I spend time with people. Look around and you will see people feeding or talking to a pigeon on the street or outside a window. Humans love us, especially old people who need friends to talk to and care about.
C: That may be true, but I don't agree with you. Pigeons and dolphins may be friendly and funny, but how many people have pigeons or dolphins living in their homes? I'm a parrot. I think that I'm people's best friend, because I live with humans and I'm one of the family. The humans in my family talk to me and take care of me, and they have even taught me how to speak a few words in their language. A parrot is a much better friend than a dolphin or a pigeon, because a parrot is more like a human being. I mean, people use machines and computers to look for things in the ocean and send messages, but a machine can't be a real friend.
D: Dh deer, I must say that all of you have mentioned many good reasons. I think you are all good friends, but I believe that we need to think about what friendship really means. First, a true friend should be a friend because he or she wants to, not because they have to. Dolphins are kept in zoos. Pigeons are locked up in sheds. Parrots live in a cage, far away from their real home. Now, that's not true friendship. I'm a deer. I'm man's best friend, because I’m a real friend. I am free. I live in the forest and I'm a friend of the humans because I want to. Humans are good friends to me, too. They don't lock me up. They come to look at me in the forest and they sometimes help me with food if I need it. It's true that humans sometimes hunt us for food, but they only do so when they need food and they do not keep us locked up like pigs or cows. I'm man's best friend, because the humans treat me like a friend - not like a machine or a toy.
(The discussion continues.)
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 原创剧本 独到的见解 原版电影 最佳原创音乐
有价值的情报 重要建议 贵重的项链 难得的朋友
平坦的土地 扁平的盒子 浅口的盘子 漏了气的轮胎
美丽动人的女孩 一个吸引人的项目 一道诱人的佳肴 一次令人神往的旅行
一封短信 短暂的访问 简要的介绍 冷淡而简短的欢迎
2 1 live, alive, live, living 2 common, unusual, usual, common
3 1 Fur 2 tour 3 packaged 4 batteries 5 respond 6 energy 7 reduce 8 amount
4 1 It makes no difference to me which side wins or loses.
2 Dolphins living in the wild often regard people as their friends.
3 At present she is a professor of English at Beijing / Peking University.
4 The woman scientist has devoted herself to protecting wildlife.
5 Many animals have died out because of human activities.
Grammar
Answers to the exercises:
1 1 Mr. Wu always says that we should speak English as often as possible.
2 ”Why do people want to kill tigers?“ she asked.
3 He said that he preferred maths to physics.
4 ”Don't buy a cellphone,“ she told me.
5 She asked them if they were interested in history and geography.
6 1 asked him how often he went to visit his home village.
7 ”Where have you been for your vacation?“ she asked.
8 1 asked them not to make any noise.
9 ”You have caught a cold,“ the doctor said to me.
10 ”Did you enjoy the movie you saw yesterday?“ I asked her.
2 S: 1 want you to tell Molly what I'm saying word for word, all right?
O: Yes. He wants me to tell you what he's saying word for word.
S: Molly, you're in danger.
O: He says that you're in danger.
S: 1 know the man who killed me.
O: He says he knows the man who killed him.
S: His name is Willie Lopez. And 1 know where he lives.
O: He says his name is Willie Lopez. He knows where he lives.
S: Molly, he's got my wallet; he's got my key. And he was in here.
O: He says he's got his wallet and his key. and he was in here.
S: He was here yesterday when you came back from your walk with Carl.
O: He says he was here yesterday when you came back from your walk with Carl.
S: Molly, you've got to go to the police. It was a set-up (阴谋). 1 was murdered (谋杀).
O: He says he wants you to go to the police. He says it was a set-up and he was murdered.
3. INTEGRATING SKILLS
Reading
ANIMAL SOS
The text gives two examples of endangered animals and explains why the animals are endangered.
Answers to the exercises:
1 1 The Malayan sun bear is endangered because people destroy its habitat and hunt the bear for food and medicine. Some people also keep the bears as pets. The black rhino is endangered because hunters have killed so many of them.
2 Various answers are possible.
3 Various answers are possible.
2 Various answers are possible.
1 Ask the students to make a list of animal products (e.g. clothes, medicine, and food made from animals) and the reason(s) why people buy them. The students may also include products that are tested on animals, e.g. make-up. When the students have finished the discussion, ask them to compare lists and answers.
2 The posters can list three or more animal products from the students' list along with reasons why people shouldn't buy these products.
4. WRITING
Sample writing:
Last Saturday, something very unusual happened in our city. Mrs. Jones, a teacher, was doing her housework as usual. Her baby was sleeping in the backyard. Mrs. Jones said that it was just an ordinary Saturday. However, what happened next was not ordinary at all. ”It was the most frightening thing that has ever happened to me,“ Mrs. Jones said.
Mrs. Jones usually keeps her TV on so that she can listen to it while she is doing the housework. ”I like to sing when I'm cleaning or doing laundry,“ she said. As she was cleaning the living room, she heard someone on TV say that a young tiger had escaped from the zoo. Mrs. Jones said that she thought it was unusual to hear about a tiger running away from the zoo.
Mrs. Jones went to her backyard to look after her baby. When she got there, she saw something horrible. The tiger from the zoo was sitting next to her sleeping baby. Mrs. Jones wanted to scream, but she was afraid that the baby might wake up and frighten the tiger. ”I thought that if 1 frightened the tiger it might attack my baby,“ Mrs. Jones said. Instead, Mrs. Jones quietly went to the kitchen and got some meat from the fridge. She threw the meat to the tiger. The tiger grabbed the meat and ran away.
Mrs. Jones rushed over to her baby. The baby was still asleep. She took the baby inside, closed the door, and called the police. She says that she will never forget what happened. ”I think 1 am very lucky. The tiger didn't eat my baby and no one was hurt. “
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.
Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK
Teaching Aims and demands
本单元通过学习马克吐温的《百万英镑》并改编成短剧形式的课文,学生能初步了解作者的风格。学生应能在教师的指导下,排演这个短剧。通过对话课的学习与操练,学生接触表示坚持个人意见的常用语句,并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。
Teaching important and difficult points
1.单词
run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited
2.词组
shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to
3.交际用语
There seems to be something wrong with it.
I would like you to change this blouse.
You sold me a blouse that I can’t use any more.
I am afraid I can’t do that right now.
Why can’t you do something about it?
Is anything the matter?
4.语法
学习as if和no matter的用法。
教学建议
课文建议
在Lesson 38课,建议教师应组织学生1)以节目的形式演出这段对话。2)教师可选取录像或多媒体形式完成此课的教学任务。3)教师把学生分成三人一组,适当准备一些道具排演本课的最后结局的短剧。4)教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如:There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..
对话分析
本单元对话是讲述在服装店调换衣服的经过,学生对其内容较易理解,但一些新单词的用法应掌握,如:customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习,如:A pair of trousers, A radio的口语练习。
教学重点难点
1.serve的用法
1)serve(sb.) as sth.表示“为(某人)工作,(尤指)当佣人”。
He served as a gardener and chauffeur.他做园艺工人兼司机。
2)serve还可表示“供职,服役”。
He has served his country well.他为国尽职。
3)serve sb. (with sth.). 表示“将(饭菜)端上桌。”
Four waiters served lunch for us.有四位服务员招待我们吃午饭。
4)serve 还可用于“(在商店等处)接待(顾客)或为顾客取货物”的意思中。
Are you being served?有售货员接待您吗?
He served some sweets to the children.他为孩子们拿来了他们想要的糖。
5)serve 还指“(一份饭)够……”。
This packet of soup serves two.这包汤料够两个人食用。
2.judge的用法
1)judge用作动词,表示作“断定,估计,认为”解。其后可带宾语从句,也可带不定式或形容词、名词等引导的宾补成分。
We judge that they have finished.我们估计他们已经干完了。
We judge them to have finished.我们估计他们已经干完了。
She judged him about fifty.她估计他在五十岁左右。
The committee judged it better to start the investigation at once.委员会认为最好立即开始此项调查。
From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。
2)judge用作“判断,断定”解时,还可接wh-分句或wh-加不定式结构。
I can’t judge whether she was right or wrong.我不能断定她是对还是错。
3)judge还可表示“评判,评价”,可说judge sb. / sth.
Don’t judge a man by his looks.勿以貌取人。
4)Judging by / from…(从……来看,据……来判断)是惯用短语,可用来引导独立分句。
Judging from his looks ,he may be sick.从外表看,他或许生病了。
Judging by his accent, he must be from Guangdong.听口音,他准是个广东人。
3.get off的用法
1)get off意为“脱下”。
It’s rather hot today, we must get off the jacket.今天太热了,我们必须脱下夹克衫。
2)注意:get off还可作“下车”;“离开”;“出发”;“起飞”解。
As soon as I got off the bus, I started for the village on foot. 我一下公共汽车,就开始步行到村里去。
We must get off at once or we II be late我们必须马上走,否则要迟到了。
We got off immediately after breakfast.我们一吃过早饭就出发了。
The plane got off on time. 飞机准时起飞。
4.favor的用法
1)in favor (of )表示“赞成、主张”,常用作表语或后置定语。
The students were in favor of reform. 学生赞成改革。
2)do sb. a favor或do a favor for sb. 是个正式的礼貌用语,意思是 “给某人以恩惠,帮某人的忙”。
Would you do me a favor? 帮我一下好吗?
Do me a favor by turning off the radio. 帮我把收音机关掉。
Do me the favor to come. 务请光临。
注:do sb. a favor后接of doing 或不定式时,应将不定冠词a改为定冠词the。
5.put down的用法
1)意为“写下;记下”。
Put down your name and your telephone number.写下你的名字和电话号码。
Put this down in your notebook for future reference.这点记在你的笔记本上,以供今后参考。
2)可作“镇压;扑灭”。
The fire was finally put down by the firemen.大火最后终于被消防队员扑灭了。
6.as if的用法
as if 是连词词组,作“好像”、“好似”解,引导表语从句,用于下列句型中:
It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词,本身并无词义。looks / seems是连系动词,as if引出表语从句。
It looks as if it is going to show. 看来,要下雪。
It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。
除此之处,as if也可以引导方式状语从句,修饰主句的谓语,此时从句中的谓语动词常用虚拟语气。关于这一点,暂可不必向学生交代。
The woman loves the children as if she were their mother.这个妇女爱这些孩子,她好像就是他们的妈妈一样。
7. no matter 的用法
no matter作“无论”、“不管”解,用以引导表示让步的状语从句,常用在下列句型中: 句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等,这个从句可以置主句之前,也可以置主句之后。
由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。
No matter what you do, you must be very careful.不管做什么事,你都必须非常细心。
No matter之后可用what以外的关系代词或关系副词。例如:
No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁,我绝不让你进去。
No matter which…无论哪一个……
No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个,你都会满意的。
No matter where…无论何处;不管在哪里……
No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里,我都会想着你。
No matter when …无论何时,不管什么时候……
I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴,我愿意同你讨论这件事。
No matter how..不管……如何;无论……多么……
No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力,你都不会成功的。
8.drop in, drop in on 与drop in at的区别
drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。
drop in on 后接人意为“顺便拜访某人”。
She dropped in on me yesterday.
drop in at后接表示地点的名词意为“顺便来(去)某处看看”。
Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。
Jane used to ____ the tailor’s on her way home from work.
A. drop in B. drop in on C. drop in at D. drop at
詹妮以前常下班后去成衣店看看。the tailor’s 表示地点,故正确答案为C。
9.run的用法
1)表示“跑,奔跑,赛跑”。
The boy ran off as soon as we appeared.我们一来,孩子们都跑了。
She used to run when she was at college.在大学时她经常练跑步。
2)run还可表示“(火车、汽车、轮船等)往来行驶”
Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。
The trains don’t run on Christmas Day.圣诞节火车停驶。
3)run可用业表示“(液体)流动”。
Could you run me a hot bath?你给我放盆热水洗澡好吗?
Your nose is running.你又流鼻涕了。
4)run表示“(衣服上的染料或颜色)掉色,扩散”。
I’m afraid the color ran when I washed your new skirt.很遗憾, 我洗你那条新裙子的时候它掉色了。
5)run可表示“融化”。
It was so hot that the butter ran.天太热,黄油开始化了。
The wax began to run. 蜡开始融化了。
6)run还可表示“负责、经营、管理”。
He has no idea of how to run the successful business.他不知道把企业办好的方法。
Stop trying to run my life for me.我的生活用不着你来管。
10.Come, come. Get him his change. Tod. ( =Hurry up. Tod, Give the man his change.) 得了,得了,给他找钱吧,托德。
句中的come用作感叹语,表示“劝导”,“不耐烦”的情绪。come作感叹语用时,在不同的情况下,可以表示不同的感表,如“鼓励”、“惊异”、“命令”等。例如:
Come, come, Alice, you must be patient. 好了,爱丽丝,你得忍耐点。
本句中的change是不可数名词,作“零钱”,“找给的钱”解。又如:
Here is your change. 这是找给你的零钱。
change还可以用作及物动词,作“零钱”,“换钱”解。
Could you change a 10-yuon note, please? 你能换开10元钱吗?
教学设计方案Lesson 37
Teaching aims
1. Practise in pairs talking about buying clothes in a shop.
2. Study the language points in lesson 37.
Teaching procedures
StepⅠRevision
1. Check the homework exercises.
2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.
Questions for the teacher to ask the students:
1) What words have you learned about clothes ?
trousers, coat, jacket, shirt, overcoat……
2) What color do you like best if you buy a blouse ?
a gray one, red one, blue one, black one, yellow one, white one ……
Step Ⅱ Warming-up
Look at the picture on P 55.
1. Ask the students to say something about the picture. Let the students know a new word: blouse.
Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.
2. Ask the students how different clothes are washed. Make a table on the blackboard if you like
as follows:
HOT WASH white cotton
WARM WASH coloured cotton
COLD WASH silk , wool
Step Ⅲ Listening and reading
Let the students listen to the dialogue once or twice and then answer same questions.
1. What did the customer buy last week?
… She bought, a blouse last weds
2. Whats wrong with the blouse?
… When doe washed the blouse, the color ran.
3. What did the customer ask the assistant to do?
…She asked the assistant to change the clothes or give the money back to her.
4. Did the assistant give the money back to the customer ? Why ?
…No, because the manager of the shop wasnt in. And the assistant couldnt decide whether to give it back to her or not.
Step Ⅳ Practice
Let students fill in the blanks of the dialogue.
SA: Good afternoon. Can I 1 you ?
C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldnt. I 4 cant use it.
SA: Let me 5 . It scans as if it hasnt been 6 properly. Has it been left in the sun or__ 7_?
C: Of 8 not. How can I be 9 foolish ?
SA: 10 its the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.
C: You may 13 it back to the factory, but I would like my money 14 .
SA: I’m 15 I cant do that.
C: Why cant you do 16 about it ? Id like you to change this 17 or else 18 me my money back.
SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ?
Answers:
1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have
Fill in the blanks.
1.这台收音机有问题吗?
Is there ______ _______ ________ the radio?
2.请把借我的书还我。
Please give me _______ the book that you _______from me.
3.天看上去要下雪了。
It _______ as if it’s going to_______.
4.他坚持要明天去那儿。
He _______ that he _______ there tomorrow.
5.别让孩子站在太阳底下。
Don’t _______ the child stand ________ the sun.
6.我想让汤姆的弟弟去做那项工作。
I would _______ Tom’s brother ________ do the work.
Answers
1. anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to
StepⅤ Language points
Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief explanation.
1. There seem (s) to be…
2. like常见的句型是
like sb. to do sth./ like to do sth./ like doing sth.
3. I’m not that foolish =I am not so foolish.
4.It looks as if + 句子 =It seems as if + 句子
5. insist + that - clause + ( should ) + v
Step Ⅵ Further practise
1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.
2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.
1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.
2) You have just bought a tape-recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one..
Step Ⅶ Exercise
Do exercises Ex 1--3. on Page 118.
A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it .The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.
Key:
ran, something, assistant, instructions, customer, that (so), insisted, fault, for
StepⅧ Homework
1.Do exercises Ex 2--3. on Page 118.
2.Get the students to do the vocabulary preparation in Lesson 38 .
教学设计方案Lesson 38
Teaching Aims
1. Learn lesson 38 to get brief idea of the story.
2.The students are required to answer some questions.
Step I Revision
1)Check the homework exercises.
2)Oral practice.
1.你的手表有问题吗? 2.我想让你去做这件事。
3.似乎看来这本书被他看完了。 4.我坚持让他把钱还我。
5.对不起,是我的错。 6.你为什么让他一直在田里工作。
Answers:
1. 1s there anything wrong with your watch?
2. I’d like you to do the work.
3. It seems as if the book has been finished reading by him.
4. I insisted that he (should) give me my money back.
5. Im sorry. Its my fault.
6. Why did you have him working in the fields?
StepⅡ Warm---up
Talk about Mark Twain.
1. What is Mark Twain?
Mark Twain is an American writer.
2. In our middle school text books. What articles were written by Mark Twain?
“Run for a Governor.” “A Million Pound Note”
Step Ⅲ Listening and talking
Today we are going to learn a dialogue, which is a part from A Million Pound Note. Listen to the tape and then talk about the pictures on P. 56 & P. 57.
Picture 1: A customer came into a tailors shop. The shop assistant looked at him up and down. From the clothes, the assistant thought he was a poor man.
Picture 2: After the tailor knew the man had one million pound note, he was very surprised. The manager measured him by himself. They changed their attitude to the man completely.
Step ⅣReading
Read the dialogue quickly and try to answer the questions.
1. What did the customer want?
2. How did the customer Tod?
3. What did the shop assistant show the customer?
4. How did the customer want to pay?
5. What made the manager fed excited?
6. What can we learn from the story?
Keys:
1.The customer wanted to buy a suit.
2.He looked poor. And his clothes were old.
3.He showed the customer the cheapest clothes
4.He wanted to pay with a large note.
5.The million pound note made the manager feel excited.
6.We should never judge a person by his clothes.
Step ⅤLanguage points
1.no matter + wh ---引导让步状语从句
2.Is anything the matter? 怎么回事?the matter =wrong
3. do sth. a favour =do a favour for do 帮某人一个忙;答应某人的要求
4.drop in on + 人/ drop in at + 地点
Step ⅥOral practise
Divide the Ss into a few groups to practise a play according to the text.
Step Ⅶ Exercise
Do Exercise 3 on Page 119
A customer went into a tailors shop to buy a new ______. All he had in his pocket was a million - pound ______. His wearies (衣服) were so worn - wit that the shop assistant looked ______ upon him and ______ him the cheapest clothes. In his mind, that was the best ______ for such a poor man.
When the customer ______ him the million - pound note, the shop assistant felt very ______ and didnt know what to do. Just then the manager went ______ to him and asked what was happening. Seeing the note, he got so _______ that he asked the customer to do him a ______ to get those cheap clothes ______ and ______on much better ones. Then he ______the gentleman and picked out nice _____for making a suit ______this mans own measure. The man said that he couldnt ______ the clothes unless they would wait or ______ the note. The manager promised to wait ______ his life. Finally, he told the assistant to ______ down the mans address. The gentleman said it was not necessary because he would drop ______ and leave his new address ______ he found another hotel.
Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor, off; put; measured; material; to; order; change; all; put; in; when
Step Ⅷ Homework
1. Retell the story in your own words.
2.Prepare the next text.
探究活动
教师根据对话内容,可让学生设计买其它东西的场景,for example: You have just bought a recorder. But it does not work as soon as you get home. So you go back to the shop and you didn’t want it. 教师让学生自己进行复述发生的经过同时教师给学生提供部分的语句和提示:1)buy a recorder last week 2) It didn’t work 3) either change it or get money back 4)persuade you to change it for another one.
一、教学内容分析
(一)、知识背景及新课程、新教材
本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现,作为当今社会人们主要休闲、娱乐方式之一,是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名片、著名演员、著名导演, 具有典型的时代气息,有利于学生了解外国文化,增强世界意识。正如新课程标准中的教学建议所提:学习中文影视文化有利于“拓展学生的文化视野,发展他们跨文化交际的意识和能力”;在利用现代教育技术观看影视片断、影视海报的教学过程中,“拓宽了学生学习和运用英语的渠道”;同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求。
(二)、教学重点难点
1. 语言知识重点与难点
(1).关系副词引导的定语从句和介词+关系代词引导的定语从句
(2)与影视相关的词汇
(3)有关发表个人观点的句型、结构
2. 综合知识重点与难点
(1).对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep,Keanu Reeves,Steve Spielberg等,以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。
(2).对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。
(3).对影视界名人及电影的评价(comments)如何写影评(review)。
二、教学目标
(一).知识技能
1. 学习、掌握关系副词when,where.,why 引导的定语从句及介词+关系代词引导的定语从句。
2. 学习掌握一些有关影视的词汇:
如: career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
掌握其他一些课文中涉及的词汇:
如:graduate, attack, creature, owe…to…, take off等。
3. 学习掌握一些用于讨论、评价电影的结构句式:
如:What’s the film about?
What do you think about the story of the film?
How do you feel about the film?
I like / don’t like the film because…
The film is about… I think the ending of the film is …
4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力?
(二). 情感态度
1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。
2. 从Keanu Reeves 艰辛的成功途中(In the begin did many small jobs, then played in many cheap films.)我们可以学习到:要成就事业需付出辛勤劳动,要有持之以恒、坚持不懈的恒心与毅力。
3. 通过学习国外著名影视界人物,培养学生了解、尊重异国文化,体现国际合作精神。
4. 通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。
(三).学习策略
1. 认知策略
能总结定语从句的结构规律,并加以应用;在学习中借助电影海报图画、图表等非语言信息进行理解或表达。
2. 调控策略
利用影视资源,主动拓宽英语学习渠道,创造和把握学习英语的机会;积极参与采访、表演、调查等英语学习活动。
3. 交际策略
充分利用采访、表演等真实交际活动提高用英语交际的能力,在其过程中能借助手势、表情等非语言手段提高交际效果,能克服语言障碍,维持交际。
4. 资源策略
通过了解影视知识,获得更广泛的英语信息,拓展所学知识。
(四).文化意识
1. 了解英语国家影视界艺术家的成长经历、成就和贡献。
2. 通过学习,了解世界著名影视文化,培养世界意识。
3. 通过中外影视文化对比,加深对中国影视文化的理解。
三、教学步骤
(一) Warming up
这部分的重点是引出本单元的话题---电影,了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。
活动步骤:
1.师生互动:教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报,从视觉上激发学生对本话题的兴趣。
2.小组活动:教师选取几副不同题材的电影画面(可选取教材外的其它画面),要求学生进行小组合作,每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容,发挥自己的想象力,给出各种不同的观点。
3.班级活动:向班级其它同学描述本小组所选图片,其他同学可给出不同意见。
(二)listening
本单元的听力是培养学生捕捉特定信息的能力,并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
活动形式:
1. 师生互动:教师设置开放性的问题,进一步启发学生思考,并为过渡到听力部分做准备。问题可设置为:Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见,金钱、荣誉、名气,成为公众人物后带来一个问题They received a lot of interviews。
2. 小组活动:教师引出问题What questions will you ask when interviewing an actor?通过小组讨论,收集尽可能多的问题,一方面让学生预测听力中可能会出现的问题,同时也对interview这种形式有所了解。
3. 班级活动:完成听力练习
(三)Speaking
本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提
高学生在真实语境中的交际能力。教师还可让学生尝试当演员,从而对
演员的职业有所了解并增加学习趣味。
Task: To interview famous actors and directors in different ways.
活动形式:
1、师生互动:教师可设置问题了解学生对电影大奖及获奖演员的了解程度,为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.
1. 班级活动:教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段,并可展现他们主演的其它电影的海报,让学生在视觉上对这两位演员及他们的表演有所了解。
2. 个人活动,但先把学生分成两组,分组阅读,然后完成下面表格中的信息。
Birth (time/place)
schooling
Beginning of the acting career
films
family
3. 小组活动:选两位学生,一位当主持人,一位当Meryl streep/Keanu Reeves,其他同学充当观众,模仿央视“艺术人生”的形式作一访谈,要求主持人留一些时间给观众提问。
4. 师生互动:教师可引导学生讨论下列问题:
1) Why are they so popular and successful?
2) What is needed to be an actor/actress?
3) Would you like to be an actor/actress one day? Why(not)?
6. 小组活动:教师播放电影“home alone”《小鬼当家》片段,将原声消去,让学生分组给出对白及表演,最后可让学生互评哪一组做得最好。
(四) Word Study(提前):
本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等,对学生而言,有些生疏,因此教师可给出一些视觉上的帮助。
教学形式:
师生互动
在教学过程中,先利用图片,实物等教具对学生进行直观的教学,使之有更清晰的认识后,再辅之以语境,利用语境来推测词义,达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报,学生很容易得出:The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫,学生在做第七小题时,只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。
(五)Pre-reading
此部分的关键在于让学生了解如何制作电影,尤其是通过了解电影的制
作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
活动形式
1.师生互动:教师提问If you want to make a film, who do you
need to invite?通过此问题引出电影制作过程中所需的各种角色,如photographer, actor/actress, editor, director等等
2.小组活动:
1)教师可设置这样的讨论题:What part would you like to play in making a film?根据选择分组,让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论,学生不难发现,在电影的制作过程中,导演起了非常关键的作用。
2)根据所选的各种角色交叉分组,发挥各自的作用。
Think of one scene you are quite familiar with and act it out.
a. What would the scene be like and what happens in it?
b. Who are the main actors in that scene and what do they do?
c. Write a short dialogue and act it out
(六)reading
本篇阅读材料是人物传记,介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习,旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。
活动形式:
1.小组活动
分别给出阅读材料中提到的五幅电影(Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan)的图片,把学生分成不同的小组,对图片进行预测,各个小组根据不同的图片猜想影片的大概内容及主题。
2.个人活动
快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信
息,并核对与自己猜想是否相符。
3.个人活动
阅读并查找有关Spielberg的信息:
1) When and where was he born?
2) When did he start making films?
3) What did he use to make films at first? and later?
4) What was his dream?
5) What did he study?
6) When and with what did his career take off?
7) What does Spielberg owe his success to?
(七) Post-reading
该部分可分成两块,其中第二块内容可以提前到阅读中去完成,也可在读后总结,当学生读完影片内容时,可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句,体验定语从句的结构)。第一块(Questions)中第1,3,5三个问题比较难,从文中直接找不到答案,也是学生理解上需要升华的部分。可以通过分组,让学生讨论来理解这几个问题。让学生领会以下几点:1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持,合作、互助精神。
(八)Language study
这部分的重点是学习掌握关系副词when,where,why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.
活动步骤:
1. 师生互动:教师提一些问题如What Chinese directors do you know?
What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报,从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品,引出定语从句。
如Zhang Yimou is the famous director who successfully directed the film Hero.
2.小组活动:教师选取几副大家熟悉的国产大片的电影画面,要求学生进行小组讨论,分别来自什么电影,他们的男、女主角(main actor/actress)分别是谁。然后用定语从句知识来谈论。如:Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.
3.班级活动:给出几副图片及几个关键词(key words),用所学定语从句来描述图片。如:
北京申奥成功图 Beijing the city Beijing is the city where/in which the 2008 Olympic Games will be held.
4.大组活动:全班以座位为单位分4大组,开展竞赛。1)小组讨论,两人一组,一学生创设一个情景并给出2-3个关键词,另一名同学用定语从句进行描述。2)班级活动;结果汇报,教师记录,看哪个大组能正确描述的情景最多。教师给出评价。
(九)Integrating Skills
该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.
1. 师生互动:教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况,为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格,为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节,为阅读作铺垫。
2. 个人活动:阅读Not One Less ;回答问题,填写信息表。
3. 班级活动:学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。
4.个人活动:Survey--Your favorite director and his film in china
5.小组活动:讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...
6.个人活动:模仿前面所学,写一篇影评 My Favorite Film
7.两人活动:交换作文,从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。
8.班级活动:推荐一名学生在班上交流所写影评。
一、教学目标:
学生能准确掌握文中的生字词,并能顺利朗读背诵。
学生能理清诗歌的情感线索,领会诗歌的内容。
学生能通过对诗句的鉴赏来把握诗人的思想感情。
教学重难点:
教学重点:诗的诵读与积累。
教学难点:对杜甫诗歌中沉郁风格的理解和领悟。
教学方法及辅助工具:
教学方法:讲授法,诵读法,讨论法
辅助工具:多媒体
课时安排:1课时
教学步骤:
、导入:春天,是万物复苏、鸟语花香的季节,在春天的时候我们喜欢做什么呀?踏春,去感受春天的勃勃生机。而在秋高气爽的时候,人们则喜欢登高望远、饮酒作诗。唐代诗人王维在《九月九日忆山东兄弟》里说道:“独在异乡为异客,每逢佳节倍思亲。遥知兄弟登高处,遍插茱萸少一人。”抒发的是思乡思亲的情感。今天,我们要学习的这首诗也是诗人杜甫在登高时创作的,诗名就叫《登高》。
、背景材料:
杜甫,被后人称为“诗圣”,其诗被称为“诗史”。
这首诗大约作于公元767年,唐代宗大历二年秋(普及一个知识),当时安史之乱已经结束4年,但各地的军阀又在不断混战,抢占地盘。杜甫因战乱而流离到夔(kui)州,此时的他已经56岁,身染重病,为了排解忧愁,又值重阳节之际,因而登高望远,在登高后看到的是深秋的萧条景色,由此想到国家正值战乱,感时伤怀而作。
、解析字词,理顺文章:
渚清沙白:渚,水中小洲;清,洲边的江水清澈;沙白,小洲上的白沙。
翻译:天高风急,猿啸声声似乎蕴含着无限的悲哀,孤洲沙白,只有沙鸥不时地回旋。无边无际的落叶纷纷飘坠,奔腾不息的长江滚滚而来。离家万里,悲叹自己经常漂泊他乡,衰老多病,寒秋中独自登临高台。世事艰难,可恨秋霜凝染了我的双鬓,穷困潦倒,不得不放下这浇愁的酒杯。
、品读课文:
俗话说“读书百遍其义自见”,学习一首古诗,肯定就是要读的,下面就请同学们自由朗读一遍,一定要注意有感情的朗读,把握好节奏。
接着播放一份朗读音频,让学生听。再请同学起来读一遍,最后全班齐读一遍。
、内容品读:
1、同学们刚才都读了这首诗,感觉到诗中一直贯穿着的一种情感是什么?
明确:忧愁、悲伤、孤独等。
诗人在诗中是怎么体现这个“悲”字的?(让学生讨论)
明确:首先体现在所见的深秋景色的悲上。首联和颔联“风急天高猿啸哀,……不尽长江滚滚来”。
首联和颔联中有些什么景物,也就是意象?分别有什么特点?
明确:八种。风,天,猿,渚,沙,鸟,落木,长江。特点是急风,高天,哀猿,清渚,白沙,回鸟,落木萧萧下和长江滚滚来。
这些各具特点的意象是怎么来表现诗人描写的秋景之悲的?
明确:(1)、急风,说明风很大,又是秋天的风,而且还是登高之后感受到的风,我们知道越往高处走,温度就越低,所以这时的风肯定是又冷又大的,这风不仅吹在诗人的身上,更在诗人的心上。
(2)、高天,天高阔远,在茫茫天地之间,诗人更觉得自己渺小,无限悲凉之情涌上心头。
(3)、哀猿,猿的叫声是哀伤的,这更为诗人悲凉的心境更添一层。
(4)、清渚和白沙,清和白都是冷色调,更显环境的冷清和凄凉。这又使得诗人更为悲伤。
(5)、回鸟,因为急风而不断盘旋不能往前飞的一只鸟儿,而且只有一只,它是孤独的,这让作者自己感到了自身的孤独。
(6)、落木萧萧,落木就是落叶,到了秋天,树叶纷纷落下,这意味着生命的终结,从落木中诗人也看到了自己的生命正在走向尽头,由此更显凄凉。
(7)、《论语》中有一句话,逝者如斯夫,不舍昼夜。苏轼在《赤壁赋》中也写到“哀吾生之须臾,羡长江之无穷”,都是在感叹生命的短暂,光阴的易逝。因此在这里也是诗人感叹人生苦短。
这些都是从写景来体现“悲”的。
除了秋景之外,作者还从什么方面来体现“悲”的?
明确:还体现在诗人的遭遇上。集中表现在颈联和尾联。“万里……浊酒杯”。
万里悲秋常作客:离家万里,悲叹自己经常漂泊作客他乡,壮志难酬,处境艰难。
百年多病独登台:诗人孤身一人抱病登台,倍感凄凉。
艰难苦恨繁霜鬓:如何理解“艰难”一词?双重意思,一是指国家要平息**的艰难和自身命运之艰,常年漂泊,生活艰难。
也许有人会说,他难道是神经病吗?连自身的生活都保证不了,还要去关心国家大事,这不就是吃饱了撑的吗?但是这就只是我们普通人的想法,而真正伟大的人就是他这样的,有着忧国忧民的崇高品质,若世间少了这些人,那么我们现在享受到的美好生活就会变得遥不可及。
潦倒新停浊酒杯:自古以来,中国人只要一有烦恼就会借酒浇愁,今天也不例外,而诗人内心苦闷,想要一醉解千愁,可是又以为自己年老多病,不得不戒酒,心中万千思绪无法排解,也就愁上加愁了。
、把握作者情感:
这首诗是由前四句的写景转到后四句的抒情,使之情景交融,作者的情感由“风急……鸟飞回”的孤独到“无边……滚滚来”的沉郁,再到“万里……独登台”的愁苦,最后到“艰难……浊酒杯”的无奈,由此看出全诗的感情基调就是一个字:悲。
(七)、总结:
全诗通过所见的秋江景色,倾诉了诗人长年漂泊、老病孤愁的复杂情感。可以说,这首诗是杜甫对生命的感悟、对时世的艰难、对漂泊的一生、对凄凉的晚景和对未酬的壮志的一个总结。它因其雄浑悲凉的意境、工整齐协的格律而被称为“古今七言律第一”。
、板书:
杨翼菁
[《登高》 教案教学设计(人教版高一上册)]
(一)如何使用marry一词
(1)marry在大多数情况下是及物动词,需要宾语或用被动语态。
e.g.When did she get married?
她是什么时候结婚的?
(2)在有副词修饰时,marry可作不及物动词用。
e.g.She married very early.
她结婚很早。
(3)“和某人结婚”不能说“marry with sb.”,应该说“marry to sb.”也可以不与介词搭配,将marry用作及物动词。
e.g.She married a doctor.
or:She was married to a doctor.
她和一个医生结了婚。
(4)marry和get married都是非延续性动词,因此不能与表示一段时间的状语连用,表示结婚已有一段时间应该用be married。
e.g.They have been married for ten years.
他们结婚已经了。
(5)问现在的婚姻状态时,可以说“Is she married (or single)?”但不能说“Has she married?”
(二)keep一词用法小结
keep是高考常考词汇之一,其含义丰富,与其搭配的短语也很多,其主要用法如下:
用作及物动词
(1)保留,保存,保持,留下
e.g.We’d better keep a seat for him.
我们最好给他留个座位。
He kept all the money in the bank.
他把所有的钱都存入了银行。
(2)履行(诺言),遵守
e.g.One should keep one’s promise.
一个人应当遵守自己的诺言。
Everyone must keep the law.
人人都必须守法。
(3)赡养,养活,饲养
e.g.He has a large family to keep.
他有一大家人要养活。
The old man kept many animals like dogs,pigs and cats.
这位老人养了许多动物,像狗、猪、还有猫等。
(4)经营,管理
e.g.He kept a hotel in this city.
在这座城市里,他开了一家旅店。
She is good at keeping house.
她擅长管理家务。
(5)保守(秘密),记(日记、账)
e.g.Can you keep a secret?
你能保守秘密吗?
The boy keeps a diary every day.
这个男孩每天记日记。
(6)使……处于某种状态(情况)
在这种情况下,keep常跟复合结构(keep+宾语+补语)。用作宾语补足语的词有现在分词、过去分词、形容词、副词以及介词短语。
e.g.He kept me waiting for half an hour.
他让我等了半个小时。
Keep your mouth shut and your eyes open.
少说话,多观察。
The doctor kept me in for a week.
医生一周没让我出去。
He always keeps his books in good order.
他总是把书放得整整齐齐。
用作不及物动词
(1)保持,继续(处于某种状态)(keep为系动词)
e.g.Please keep quiet.
请保持安静。
We’re keeping in very good health.
我们身体非常好。
(2)(食物)保持良好状态。
e.g.Will this fish keep till tomorrow?
这鱼能放到明天吗?
keep构成的一些短语
keep(sb.)away(from sth.)(使)离开(某物)
keep sb.from doing sth.阻止某人做某事
keep sth.in mind记住某事
keep sb./sth. out(of sth.)不让……入内
keep back忍住(眼泪),扣下,隐瞒
keep in touch with 与……保持联系
keep(on)doing sth.继续做某事
keep off远离,避开
keep up 保持(不低落),继续
keep up with 跟上,不落在后面
(三)afford的用法
及物动词,其主要用法如下:
(1)“担负得起(……的费用、时间)”,常与can,could,be able to连用,表示“有足够的(时间、金钱等)条件(做某事)”。
afford +n./pron.
e.g.Now many people can’t afford the medical treatment in the country.
现在在农村许多人看不起病。
I can’t afford the time for it.
这时间我花不起。
afford to do sth.
e.g.Before liberation many people couldn’t afford to go to school.
解放前,许多人上不起学。
We can’t afford to buy this new house.
我们买不起这新房子。
(2)提供,供给,给予(正式用语)
afford sth.
e.g.The trees afford a pleasant shake.
这些树提供阴凉。
afford sb.sth./afford sth.to sb.
e.g.Reading affords us pleasure.
阅读使我们快乐。
History affords lessons to us.
历史给我们提供经验教训。
(四)关系副词when/where不能替代“介词+which”的场合归纳。
在定语从句中,when/where往往可以代替某些“介词+which”。
e.g.Tell me the time when/at which the train leaves.
告诉我火车发车的时间。
You’ll have some spare time when/during which you can learn English at home.
你会有些在家你可以学习英语的业余时间。
This is the school where/at which I used to study.
这就是我过去上学的那所学校。
Think of a place where/to which we can go for dinner.
想出一个我们可以去吃晚饭的地方。
但在下列情况下,when/where不能代替“介词+which”。
(1)当since,until,after,before+which时,不能被when代替。
e.g.I met Jack in 1980,since which I have never seen him.
我是在1980年见过杰克的,自从那时以来再也没见他。
He came back at ten,until which we worked.
他十点钟回来的,直到那时我们还在劳动。
He went to school at 8,before which he read English.
他八点钟上学,这之前他读了英语。
(2)当on,behind,in front of,through,from,beside,around+which时,不能被where代替。
e.g.I saw a desk on which was a book.
我看见一张桌子上有本书。
The house,in front of which there is a tree,is my home.
那所房子是我的家,其前有棵树。
This is the window through which the thief came in.
这就是贼从那进来的那个窗户。
I Teaching Aims and Demands
1.Words and expressions
1)words
honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;
deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion
2)useful expressions
be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with
2.Oral demand
Talk about friend and friendship in English
3. Grammar
1)the indirect speech led by if/what /who/where/how…
2)review the usage of nouns and articles
4. Written demand
write an E-mail about friendship
5.Moral demand
Teach the Ss how to get on well with friends and treasure friendship.
II Teaching method
Co-orperating teachong
III Study method
Self-study guided by the teacher
IV Teaching aids
Computer,tape recorder,slide shoe,etc.
V Teaching steps
Period 1
Step 1 1. Ask the Ss the following questions to review some
Warming up words they know to describe their friends:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends ?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance:
tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)
Qualities:
kind kind-hearted / warm-hearted polite
helpful gentle noble
honest trustworthy frank openhearted
brave great full of courage / courageous
loyal true faithful to a friend dependable
wise clever bright learned
3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.
1) I think I am ______, ______ and _______.
I think I am ________ because I ________. So when you ______, you can _______.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.
Step 2 1. Listen to the tape and finish the three situations one
Listening by one. Then ask the Ss to check the answers with
their partners.
2. Go over Part 1 in Listening on Page 85.
3. Go over Part 2 in Listening on Page 85.
Step 3 Written work: Part 2 on Page 87 in the exercise book.
Homework Reading: Go over Speaking Part on Page 2 and finish
the table on Page 3.
Summary
Period 2
Step1 1. Ask the Ss to tell what they learned in the last period
Revision and their opinions about what a good friend should be.
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.
Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.
2. Let the Ss say what patterns we can use to make
apologies.
You said that you would … Why did / didn’t you …?
You promised to … Why didn’t you …?
Please forgive me.
I’m very sorry. …It won’t happen again.
I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then
with the whole class.
4. Go over Part 3. First ask the Ss to complete the role
cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.
Step 3 1. Go over Speaking part on Page 2 by checking the
Speaking list. First ask some Ss to read this part. Then check
The answers to the list.
2. Ask the Ss which of the six students they want to
make friends with and why.
3. Ask the Ss to discuss in groups of four: Are friends
very important in our life? Why?
Ask some groups to report the result of their discussion.
Step 4 Written work: Part 3 on Page 87.
Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.
Summary
Period 3
Step 1 1. Suppose you are alone on a deserted (empty, no one
Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.
2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.
3. Talk about the movie post of CAST AWAY.
Step 2 Ask the Ss to read the passage and find the answers
Reading to the questions:
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Step 3 1. Ask the Ss to find the answers to the first three
Post-reading questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
Step 4 Check the answers to the reading material on pages Workbook 88~89.
Step 5 1. Listen to and read the text again and again.
Homework 2. Find out the difficult sentences and go over the
notes to this text.
3. Look up the word learn in the dictionary and try to
find out different meanings of it.
Summary
Period 4
Step 1 1. Ask the Ss to tell what they have learned from the
Review text.
2. Ask some of the Ss to read the text paragraph by
paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.
Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:
on a deserted island, hunt for food, make a fire,
be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …
2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …
3. Ask the Ss to put the follow sentences into Chinese.
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7)… we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
Step 3 Ask the Ss to think over and answer the question:
Discussing 1) How can a volleyball become Chuck’s friend?
2) The text talks about giving and taking. How do you and your friends give and take?
3) Does a successful man or woman need friends? Why or why not?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 4 The usage of learn:
Word study 1. To gain knowledge or skill by study, experience or
being taught
learn a foreign language
We’re learning English now.
Have you learned how to drive a car?
One can learn from his mistakes.
2. fix in the mind or memory; memorize
Let’s try to learn the poem by heart.
3. realize; become aware
They learned that it was no use arguing with him.
4. know, get to know
They offered help as soon as they learned that we were in great trouble.
I learned of the accident only yesterday.
learn one’s lesson; learn a lesson from sb
learned a learned teacher
Step 5 Go over Part 1 in Vocabulary on Page 87.
Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.
Step 6 1. Finish Word Study on Pages 4~5.
Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.
Summary
Period 5
Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.
Step 2 1. Ask the Ss to discuss the difference between Direct
Grammar Speech and Indirect Speech in pairs.
2. Summary:
In Statements
“I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
“I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
In General Questions:
“Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if she had seen his blue notebook.
In Special Questions:
“How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
3. Go over Part 1 on Page 5.
4. Go over Part 2 on Page 6.
Step 3 1. Go over Part 2 on Page 88.
Workbook 2. Go over Part 3 on Page 88 first in pairs, and then
check with the whole class.
3. Go over Part 1 by asking some Ss to write down
their sentences on the Bb.
Step 4 1. Review the reading material.
Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.
3. Ask the Ss to think about in what ways we can make friends with others.
Summary
Period 6
Step 1 Ask the Ss some questions and let some Ss report Revision these questions:
1) Do you want to study English? Why?
2) Why do you think English is very important?
3) What do you think a good friend should be?
4) Do you have any good friends?
5) How can we make friends with others?
6) Would you like to say something about one of your friends?
7) What do you often do together with your friends?
8) What do you think are good ways to make friends with a stranger?
9) Do you know how to make a pen friend or a pen pal?
10) Can we use the Internet to make friends? How to use it to make friends?
Step 2 1. Read the short passage on Page 6 and tell the main
Reading and idea of it.
Writing Questions:
1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of
people do you think they are.
Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message.
And then check each other’s message with the
partner.
Step 3 1. Read the e-mail on Page 90 and tell what it is about.
Workbook 2. Talk about how to write a response.
Step 4 1. Go over Checkpoint 1.
Checkpoint 2. Ask the Ss to think about what they have learned in
this unit.
Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the
table correctly.
2. Go over Reflection and ask the Ss to finish the
sentences.
Step 6 1. Review the whole unit.
Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.
Summary
Period 7
Step 1 1. Dictate the following passage and then choose a
Dictation title for it.
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.
1. ….
But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….
4. …. 5. …. 6. ….
But Lin Tao says they are doing OK.
Title: Students Running Bar
Study First or BUSINESS First?
2. Some words and phrases in the listening text:
solve a problem / problems, common problem,
get mad, communicate, in a different way,
deal with, apologize, apology, keep a secret,
in a difficult situation,
rumour 谣[流]言, 传闻
The rumo(u)r has turned out to be true.
这谣传结果是真的。
Step 2 Review the whole unit.
Summary
Unit 1
Teaching Aims:
1.Learn and master the following words and phrases
Survive, item, hunt for, make a fire on board,hammer,mirror, saw,care about,parachute
2.Important Ss’reading ability
3.Enable Ss to value the friendship between friends by learning the reading text
Teaching Important Points:
1.Important Ss’reading ability
2. Master the following phrases
Hunt for,make a fire,care about, on board
Teaching Difficult points:
How to make Ss understand the reading text better
Teaching Methods:
1.Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of the text
4. Careful reading to get the detailed information in the text
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Greetings and Revision
Yesterday we learned some self-introduction . We know how to describe yourself and your friends in English . Now who can give us self-introduction in English?
Step 2 Pre-reading
Ok. Thank you for your self-introduction . We all know that we have lived with our parents, since we were born. We have never been left on a plane without your parents , brother or sister, friends and all the things we use in our daily life . Yes or No ?
Step 3 Fast reading
First I’ll give five minutes to read the text and then summrize the main idea of each para.
Par. 1 : Chuck’s plane lands on a deserted island
Par.2: Chuck has to learn to how to survive on the island
Par.3: Chuck learns a lot about himself when he is alone on the island
Par.4 Chuck has made an unusual friend on the island
Step 4 Careful reading
Read the text again in three minutes and then answer the following questions and choose the best answer
Questions:
1.Does Chuck Noland always have time to get together with his friends?why?
2. Where does he land after the crash?
3. What things must he learn to survive?
4. What is the most difficult for him.
5.Who is Wilson?
6. What does Chuck learn about himself when he is alone on the island?
7. What does Chuck learn from his experience on the deserted island?
8. What can we learn from Chuck’s experience?
9.If you were alone on a deserted island,what would you do in order to survive?
10. Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist . There is only one parachute. Decide who should get the parachute and explain why.
Choose the best answer
1.Tom Hanks _____________ . C
A.is a successful businessman B. doesn’t have much free time
C. is the main actor in the movie Cast Away D. had a plane accident over the Pacific
2.A deserted island __________ . C
A. has no post office on it B. lies in the middle of the Pacific Ocean
C. is an empty place where nobody lives D. is a plane crashes are most likely to happen
3.. To be short of _______ is what makes it most difficultfor chuck to live on the island. C
A. volleyball B. fresh water C. friendship D. enough food
4. After 5 years alone on the island , chuck would probably disagree that _______ . A
A. a good friend should never think about himself
B. people can make friends with some unusual things like animals
C. friends are the people who can share your happiness and sorrow
D. as a good friend ,you must give as much as you take
5. which can be learned from the last paragraph of the passage ? B
A. Everyone need an unusual friends
B. Friends can learn from each other
C. A friend in need is a friend indeed
D. Animals and things can make better friends than human beings
Step 5 Repeat the story according to the following.:
plane crashed deserted island make friends with(Key words: learn to realise the lesson from Chuck friendship an unusual friend)
Step 6 Language points
1. ① manager n. 经理,管理者,经营者
这家公司的经理 the manager of the company
manage v. 控制, 管理, 经营 (口语:应付得来,做得来
Manage a business 管理商务 I can’t manage it alone.我一个人办不来.
2 crash n. 坠毁,碰撞,碰坏,哗啦啦地倒塌
他于飞机失事中丧生 He was killed in an air crash
v. 撞击, 坠毁, 冲入 公共汽车撞在树上了 The bus crashed into a tree
那架飞机坠毁了 The aircraft crashed
3. deserted adj. 无人居住的 , 荒废了的, 被抛弃了的
a deserted village/island 荒废的村庄/荒岛
4. develop v. 发展, 开发,(使)成长;(使)发育
植物由种子发育而成. eg.Plants develop from seeds
工农业飞速发展. Agriculture and industry develop very quickly
A developing country 发展中国家
A developed country 发达国家
With the development of 随着…….的发展
5.On the island,Chuck has to learn to survive all alone.
Alone与lonely的区别:
Alone adj,adv.作为adj时,只能用作表语,不能做定语. 意为”独自一人” 作为adv时,表示”独自,单独” 用在名词,代词之后,意为”只有”
lonely adj. 表示人 “孤独的, 寂寞的”.也可表示地方”荒凉的:, “人烟稀少的”,既可以做定语,也可以做表语.
虽然我独自一人,但是我并不寂寞 I am alone, but I don’t feel lonely.
他独自一人在荒岛上呆了四年 He lived alone on the lonely island for four years
6.In order to survive, Chuck developed
In order to 引导表示目的的状语,意为”为了”
他早起为了赶第一班车 He got up early in order to catch the first bus.
Unit 2
Teaching Aims:
1.Learn the text “English around the world”
2. Get Ss to master the useful expressions in the text
3. Train ss to read the text with correct pronunciation and intonation
Teaching Important Points:
1. How to improve Ss’ ability to read an article
2. How to get Ss to masterr the useful expressions
Teaching Difficult points:
The use of some useful expressions
Teaching Methods:
1. Fast-reading to train Ss’ reading speed
2.Reading comprehension to help Ss grasp the main idea of the text
3. Preactise getting Ss to master what they’ve learned
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
From the text we learned yesterday, we know that English is used widely around the world. People in many countries speak English as their first language, and among those countries are America and Britain. Then let’s look at two pictures. Can you tell me which one belongs to America and which one belongs to Britain?
The sceneries were so beautiful
But do you know that American English and British English are not the same. Then let’s have a revision of some differences between British English and American English.
e.g. a. Meaning: bathroom b. Spelling: color & colour
c. Pronunciation: hot d. Words: fall & autumn
I think most of our students are interested in the differences between American English and British English. Do you want to know more about it? Today we will learn the text named
Step 2 Reading Comprehension
ⅠFast Reading
Read the text quickly and answer the following question, then summarize the main idea of each para.
Question: Are the differences greater in the written language or the spoken language?
Answer: The differences are greater in the spoken language.
the main idea of each para.
Para.1 English is spoken as mother tongue and as a second language
Para.2 Many people learn English as a foreign language
Para.3 Many people communicate in English every day
ⅡCareful Reading
Questions:
1. When did American become independent?
2. When did the language begin to change?
3. Which country did the British take “Typhoon” from?
Which country did the Americans take “Tornado” from?
4. Who wrote the first American dictionary?
5. What was his purpose?
6. What are the main three reasons for the differences?
Step 3 Practice
ⅠRead aloud the text
ⅡGo through the text and deal with some language points
1.come about: happen e.g. How did the accident come about?
2. at first e.g. At first she was afraid of water,but she soon learned to swim.
3. while e.g. Some people are rich while others are poor.
4. just as e.g. Just as you say, he is a honest boy.
5. end up with e.g. At the dinner w usually begin with soup and end up with fruit.
6. except for e.g. You composition is good except for some spelling mistakes.
Ⅲ Answer the following questions by choosing the best answer.
1. America stopped being a part of England in _______. C
A 1707 B 1828 C 1776 D 1911
2. Which of the following statements is true? D
A After 1828 American English and British English stayed the same.
B After 1828 British English changed but British English stayed the same.
C After 1828 British English changed but American English stayed the same.
D After 1828 both British English and American English changed.
3. British English is different from American English because________. C
A British decided to change the spelling of many American words
B American English changed but British English stayed the same
C the Americans and British took different words from other languages
D America is a bigger country
4. Noah Webster was_______. D
A an American president B a Spanish farmmer C a British teacher D an American writer
5. Which of the following statements is true?D
A In the future both American English and British English will stay the same.
B In the future American English will change but British English will not.
C In the future British English will change but American English will not.
D In the future both British English and American English will change.
Step 4 Consolidation
Retell the text according to key words:
differences, come about, change, borrow, Noah Webster, spelling, pronunciation
Step 5 Homework
Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences.
The Design of the Blackboard
American English & British English
ⅠDifferences Ⅱ Keywords
a.Meaning: bathroom differences
b. Spelling: color & colour come about
c. Pronunciation: hot change
d. Words: fall & autumn borrow
Noah Webster
spelling
pronunciation
Unit 3
Teaching Aims:
1. Learn and master the following words and expressions:
Adventure simply rafting equipment paddle get away from get close to
2. Train Ss’ reading ability
Teaching Important Points:
1.Improve Ss’ reading ability
2.Enable ss to understand the text better
3.Master the following phrases:
get away from get close to instead of be careful (not )to do sth
Teaching Difficult points:
Master sentence structures
1. Yet there are other reasons why people trave
2.It is done rives and streams where the waster moves quickly
Teaching Methods:
1.Discussion before reading to make Ss interested in travel and adventure travel
2. Fast reading to get a general idea of the text
3. Careful reading toanswerthe detailed questions in the text
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Discussion:
1.Do you like traveling? Why or why not?
2.Where would you most like to travel? Why?
3.What is adventure(冒险) travel?
Step 2 Reading
Today we’ll read a text “adventure travel”and know something about it Read the passage quickly to get the general idea
Para.1 adventure travel
Para2 Hiking
Para3 Rafting
Answer the following questions
1.Why do many people travel?
see other countries visit places that are famous, interesting or beautiful. meet new friends try new kinds of food experience life in other parts of the world get away from cold weather
2.Why do people enjoy hiking?
…get close to nature and take exercise at the same time.
…is easy to do and doesn’t have to be very expensive.
The basic equipment you need for hiking is simple.
…anywhere you like.
3.Why do people enjoy rafting?
…exciting adventure?
…a good way to experience nature?
4.If you want a normal rafting, what should you do?
If you are looking for more excitement, …try whitewater rafting.
5.What should you think about if you want to go for a rafting?
…safety; …good clothes; …learn the basic skills of rafting; such as how to handle the raft, how to paddle and how to…
You should also know how to swim.
…wear a life jacket.
HIKING
1).What is hiking?
2).Why is hiking a kind of adventure travel?
3).Where can you go hiking?
RAFTING
1).What is rafting?
2).Where is rafting done?
3).Why is rafting a kind of adventure travel?
Step 3 Careful reading
Read the text again and fill in the below form
Safety tips for hiking:
1.tell someone your destination 2.Bring some necessities
3.Watch out for possible dangers 4.Take some protectors
Benefits of hiking
1.Fun and exciting 2.Get close to nature 3.Take exercise
Safety tips for rafting
1.Learn some basic rafting skills 2.Know how to swim
3.Wear good and strong clothes 4.Wear a life jacket
Benefits of rafting
1.Give excitement 2.Experience nature 3.Take adventure
Compare hiking and rafting.
Similarities: Both are examples of adventure travel.
*Both take place outdoors.
*Both are fun and exciting.
*Both make people get close to nature.
*Both have safety tips.
Difference:
Places: Hiking : In the mountains,in a forest,along a river,in a city
Rafting : On rivers and streams
Equipment: Hiking : good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.
Rafting: Boat,paddle,good clothes,lifejacket
Cost: Hiking : Inexpensive
Rafting: Somewhat expensive
Skills needed: Hiking: Good walking skills
Rafting :Good rafting and swimming skills
Possible dangers: Hiking: Getting lost,sunburn,poisonous animals or plants,hunger and thirst
Rafting: Hitting rocks, trees,falling into water
Step 4 POST-READING
Choose the correct answers.
1 Adventure travellers want to ______ A
A experience fun and excitement B meet new friends
C try new kinds of food D visit famous sites or beautiful places
2 Hiking is a kind of adventure travel because ______ B
A it is not expensive B it is exciting
C you need a lot of equipment for it D you will often put yourself in danger
3 While hiking or rafting, it is important to think about ______D
A cost B excitement C fun D safety
4 Before you go to rafting, you do not have to _____ D
A learn rafting skills B know how to swim C put on a life jacket D wear leather shoes
5 Which of the following is the most difficult? _____ C
A Normal rafting B Stream rafting C Whitewater rafting D Rock rafting
Unit 4
Teaching Aims:
1.Improve Ss’ reading ability
2.Learn how to organize ideas in a text using “First” “ Next ” “Then ” “Finally ”
3. Master some important words and expressions
Teaching Important Points:
Help ss to understand the passage better
Teaching Difficult points:
How to improve ss’reading ability
Teaching Methods:
1.Discussion to let Ss know something about natural disasters
2.Fast reading to get the general idea
3. Careful reading to help ss understand some detailed information
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Pre-reading
1.What natural disasters do you know? Flood drought typhoon earthquake volcano fire
2.Have you ever experienced a natural disaster?
Can you describe what it was like and how you feel?
Step 2 Fast reading:
1.What were Flora’s first two feelings when she turned around and saw the water coming?
She felt surprised and wondered/frightened
2.Why was Jeff looking for the chimney? Because chimney is the strongest part of the house and he thought it would stand in the flood
Step 3 Careful reading
1.Jeff was waving his arms___________. D
A.to ask flora to look around B.to make Flora think twice
C.to make Flora t hear a loud noise D.to warn Flora of the advancing water
2.Put the following things in right order. B
a.Flora turned around and saw Jeff waving his arms. b.Jeff dragged Flora toward the house.
c.Flora climbed the stairs. d.Flora started crying. e.Jeff opened the hall door.
f.Jeff seized Flora’s arm and told her to run.
g.Flora struggle in the water and managed to get on her feet
A.a,b,g,d,e,f,c B.a,f,b,g,e,c,d C.a,g,e,b,f,c,d D.a,e,c,f,b,g,d
In the garden
Flood: roar/a wall of water/swept down/swallow / wave/cold as ice/ flow
Reaction: Jeff: wave arms/seize/dragged ..towards /pull her up/hold onto a tree /
Flora: struggle / get on her feet / hold hands / fought for life / pull…up
Feelings: surprised / wondering/frightened
On the way to the house
Flood: go down / great roar / flowed around their legs
Reaction: Jeff: shouted / ran to the steps / opened the hall door
Flora: couldn’t move/ran / got to the steps
Feelings: anxious / frightened
Inside the house
Flood: water: wave/like a sea/swept past/wild/ cut down trees /deep / swept away
House: cracking noise /strange sounds/ moved / falling down
Tree: went down / cut down by water
Garden: completely destroyed/swept away
Reaction: Jeff: looked for the chimney
Flora: climbed the stairs / ran upstairs/ listened / started crying.
Feelings: scared / panic / anxious
Next to the chimney
Flood: house: noise/gone down/moved up and down
Chimney: stand like a tower
Reaction: Jeff: found the chimney / saved themselves
Flora:
Feelings: relieved
Step 4 Pairs work:
1.Find out the words and expressions that the writer used to describe the terrible flood.
She heard a loud noise,which……..
There she saw a wall of water……..
The next moment the first wave swept her…….
The water moved up like a sea.
Below,the water swept past the house……
A terrible noise went through the house.
2.Find out the words and expressions that the writer used to describe their struggle.
Step 5 Pro-reading
Work out what the underlined words refer to(指代)
1.Before she could move, she heard a loud noise, which grow to a terrible roar. A loud noise.
2.There she saw a wall of water that was quickly advancing towards her. Behind her
3.She wanted to watch it. A wall of water that was advancing towards her.
4.Flora, whose beautiful hair and dress were all cold and wet, started crying. Flora’s.
5.For some moments both were silent. Jeff and Flora.
Step 6 Discussion
1.Who do you think is braver, Jeff or Flora? Why?
2. How can we rescue ourselves in a flood?
3. How will the disaster change
Jeff and Flora’s future life?
Step 7 Retell the story in your own words with your partner,
using the following words: First…… Next……. Then……. Finally……..
Unit 5
Teaching Aims:
1.Train Ss’reading ability
2.Learn the following words and phrases:
Creat, acript,academy, work on ,take off, cut…in pieces go wrong follow-up win over in the end
Teaching Important Points:
1.How to make Ss understand the reading text better
2.Learn and master the following phrases:
work on ,take off, cut…in pieces ,go wrong ,follow-up, win over, in the end ,owe to
Teaching Difficult points:
1. The differences between the following pairs of words or phrases:
2.be afraid of doing sth / be afraid to do sth ,high/highly
Teaching Methods:
1.Fast reading to get a general idea of the text
2.Question-and-answer activity to get the detailed information in the text
3. Explanation
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Meryl Streep
1.When and where was Meryl Streep born?
2.How did he begin to act in plays?
3.When did she began to act in her first film?
4. What about his family?
Keanu Reeves
1.When and where was Keanu Reeves born?
2.Where did Keanu Reeves grow up?
3.What about the time when he was young?
4. What did make him famous?
INTERVIEWING
Useful expressions
You studied/worked/acted at different…
First…and then… What did you do next?
Finally you found a job as … Later on…
What roles did you act? How long have you been working as…?
Four parts of the text
1.The first part (the first paragraph)
Steven Spielberg is a passionate about film from a very early age.
2.The second part (the second paragraph) –
He could not go to the Film Academy but later his career began to take off.
3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.
4.The forth part (the last paragraph) What Steven Spielberg has said and written.
Reading
Step 1 Lead-in
Do you know who is the director of the two film? Steven Spielberg
Talk about Spielberg.
Do you know the director ?
Do you know something about Spielberg?
Step 2 Read and fill in the chart.
Name Steven Spielberg
Age 57
Gender(性别) male
Year of birth 1946
Place of birth A small town in America
Name of his first film Firelight
Why are these years important for Spielberg?
1946--------- He was born in this year
1958--------- He made his first real film
1959--------- He won a prize for a short film
1962--------- He made a film called Firelight.
1975--------- He made a real blockbuster , Jaws
1982--------- He made another blockbuster, ET.
1993--------- He made the movie , Jurassic Park.
What are the movies about?
1. Jaws(1975) is about a big shark that attacks and eats swimmers.
2. ET(1982) is about a little creature that comes from outer space and wants to go home.
3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.
4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.
5. Saving Private Ryan is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.
Step 3 Read the text again and then summarize the main idea of each part
Three parts:
Part 1. (1-2) Talking about Spielberg’s earlier works and his live.
Part 2. (3-6) Talking about some of his films. Such as Jaws (1975), Jurassic Park (1993), Saving Private Ryan (1998) and so on.
Part 3. (7) Talking about Spielberg’s career and happy family.
Details for part 1
Childhood:
1946 born in a small town in American
1958 made his first real film
1959 won a prize for a short film
1962 Made his first film named FIRELIGHT
Youth Got a small job at a film and began his career
Details for part 2 & 3
Works: Jaws (1975) E. T. (1982) Jurassic Park(1993) Schindler’s List (1993)
Saving Private Ryan(1198)
Career: now is one of the top directors in the film industry
Family; met his wife when he was working and got married with her after seven years. Now they have seven children and live a very happy life.
Step 4 Ask and answer
1.Why did Spielberg study English instead of film?
Because his grades were not enough to go to the Film Academy.
2.why were people who saw the film Jaws afraid to swim in the sea?
Because they are afraid of the big shark in the sea
3.How important is his family to Spielberg’s career.
Spielberg says that he owes much of his career to his family.
4.What was Spielberg’s dream?
When he was young , his dream was to go to the Film Academy.
5.What is his wife’s name? Cate Capshaw ,a famous actress
6.What have you learnt from reading about Spielberg?
Working hard and believing in your dream will make your dreams come true.
Step 5 Multiple-choice:
1. How old is Steven Spielberg? ( A )
A 57 B 12 C 16 D 49
2. Why couldn’t Steven Spielberg go to the Film Academy as he wished? ( C )
A Because his family was too poor B Because he was too young to be accepted
C Because his grades were too poor D Because he hadn’t got enough experience
3. Which of the following are Steven’s war films? ( B )
A Fire&Jaws B Schindler’s List&Saving Private Ryan
C Jurassic Park&Schindler’s List D Jaws&Jurassic Park
4. This passage mainly tells about______ . ( A )
A Steven Spielberg’s life as a film director B Steven Spielberg’s life as an actor
C Steven Spielberg’s successful films D Steven Spielberg’s family life
Not One Less
Characters: Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils
Story: This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.
Comments: Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves
Unit 6
Teaching Aims:
1.Learn some useful words and expressions
2.Train Ss’ reading ability
3. Get Ss to learn about table manners in western countries
Teaching Important Points:
1.Learn and master the folowing useful expressions:
Make a good impression, be close to a little bit ,start with ,keep silent ,ask for ,at table ,all the time ,drink to , too much
2.Help Ss understand the passage better
Teaching Difficult points:
How to help Ss understand the passage exactly ,especially the following sentences;
Teaching Methods:
1.Discussion to compare table manners in China with that in western countries
2.Fast reading and careful reading to understand the passage exactly
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Please tranlate this sentence “ Do in Rome as Romans do”into Chinese Today we are going to read a passage about table manners at a dinner party.
Read the text fast and silently, find the answer to the question,
“Which of the following can be found in the text?”
how to place those things./ how to lay the table
Chinese table manners
how some Chinese start eating
the order of dishes
how to cook western food
how to use a napkin
things to pay attention to at dinner table
Step 2 Fast reading
Read the text quickly and summarize the main idea of each part
Part1 (Para1) laying the table and good table manners
Part2 (Para2-5) the order of dishes and good table manners
Part3 (Para6) table manners changing over time and places
Step 3 Careful reading
Read Para.carefully and answer the questions.
1.what can be found on a Western dinner table? What about on a Chinese one?
Is laying the table for a dinner party in Western countries and in China the same?
2. How is the table laid in Western dinner party?
Things found on a Western dinner table
a small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine;
a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon
Things found on a Chinese dinner table
a bowl; a Chinese spoon; a pair of chopsticks; a small ornament to rest the chopsticks on; a small tray with a damp cloth; a napkin; a small glass fot spirits, a glass for beer of soft drinks.
How is the table laid ? a small,bread roll,glasses,knivesForks, plate, two spoons, napkin )
How to use the napkin at a western dinner party?
You can take your napkin , unfold it and put it on your lap when you sit down at the table .
Step 4 Read Para2-5 carefully and answer the questions.
1.Please number the follow dishes be served at a dinner party with the right order.
dessert 4 drinks 5 main course 3 starter 1 soup 2
What are good table manners ?
Pray and keep silent for a moment .Then say
“enjoy your meal”to each other and start eating .
Keep the knife in your right hand and the fork
in your left .
Never ask for a second bowl of soup.
Use your fingers when eating chicken or other birds.
Finish eating everything on your plate .
Speak quietly and smile a lot .
Raise your glasses and take only a sip.
Step 5 Read Para6 carefully and answer the questions.
1. What will you do if you are not sure what to do? You can always follow your hosts.
2. Why is it difficult for people to follow good table manners?
Table manners change over Time and places.
Competition
1)You eat with little noise and movement. ( )
2)Use the napkin to wipe the silver or china. ( F )
3)Wait until all dishes are served. ( F )
4)Try every kind of new dish and appear to enjoy it. (F )
5)Bread is taken by a fork. ( F )
6)A soup spoon should be left on the table. ( F )
7)Do not put much food in your mouth at a time. ( )
8)Try not to get your lips greasy when drinking. ( )
9)Do not drop any food on the table cloth. ( )
10)Do not make any noise when you eat. ( )
11)Talk when there is food in your mouth. ( F )
Step 6 Discussion
A friend from Britain named Jack invites you to have a dinner at his home at 7:00 pm.
What will you do if you want to leave a good impression?
Arrive on time . Say thanks and goodbye Follow table manners Knowing the manners will help you make a good impression
Step 7 Summary
1.How do you use forks and knives at the table in Western countries ?
We keep the knife in our right hands and the fork in our left.
2. What table manners does the text tell about ?
How to lay the table How to use forks and knives etc. How to behave to the table.
How to eat. How to toast and drink
Step 8 Useful Expressions:
pay a visit to sb./sth.=Pay sb./sth. a visit 拜访某人/某地
2. make /leave a …impression on sb. 给某人留下……印象
3. be/sit at the table 坐在桌边 at table 在吃饭
be at table 正在吃饭 sit at table 入席,坐下吃饭
4. start with = begin with
5. drink to…=drink a toast to… 为……祝酒,为……干杯
drink (to) one’s health 为某人的健康干杯
e.g. Let’s drink to our friendship. We drank (to) each other’s health.
6. too much much too
e.g. I’m afraid I’ve put you too much trouble. I’m afraid the gift may be much too expensive.
Unit 7
Teaching Aims:
1. Master the following words and expressions:
Restore,replace,recreate, in ruins, under attack, give ,in pieces,bring…back to life ,come true
2.Learn the following sentence patterns:
It is true that…
3. Improve Ss’reading ability
4. Enable ss to be aware of the significance of protecting cultural relics
Teaching Important Points:
How to improve ss’reading ability
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to help the Ss masterthe use of some useful words and expressions
3. How to enable the Ss to use the sentence patterns correctly.
Teaching Methods:
1. Discussion method to make the Ss understand what they’ve learned in class
2. Pair work or group work to get every student to take part in the teaching-and-learning activities
Teaching Aids:
1.a recoeder 2. the blackboard
Teaching Procedures:
Step 1 Study the title and guess
What is the difference between “A City of Heroes” and “Heroes of a City”?
“A City of Heroes” focuses on (着重;强调)a city, and there are many heroes; while “Heroes of a city” focuses on heroes, who live in a city.
Step 2 Read the text fast and answer:
What makes the city very great?
A. the people of the city. B. the location(位置)of the city. C. the cultural relics of the city.
Step 3 Read the passage again, and find the topic of each paragraph.
Para1: the building of the city.
Para2: the destroying of the city.
Para3: the rebuilding of the city
Para4: the present situation of the city.
Step 4 True or false(P46 Ex.2)
1.The city of St Petersburg was rebuilt by Peter the Great. F
2. The Germans attack St Petersburg a hundred years ago. F
3.A portrait of Peter the Great was destroyed by Germans.
4.It was difficult for the people to rebuild the palaces.
5.Workers and painters used old photographs to help them rebuild the city.
6. St Petersburg will never be as beautiful as it was before. F
Step 5 Answer the following questions:
1.Who built the city? When and where ? Peter the Great Three hundred years ago
2. Who wanted to destroy the city? When? The Germans. In 1941.
3. What damage did they do to the city?
They burned many of the palaces and St Petersburg was almost in ruins: building were destroyed, and paintings and statues lay in pieces on the ground.
4. How long did the attack last? What did the people of the city do?
900 days They never gave up; they tried their best to protect the city
5. After the attack, what did the people of the city do? They rebuilt the city.
6. Was it very hard to finish the work? How did they do it?
Yes. They did it with the help of old paintings and photographs.
Step 6 Read the text carefully and answer the questions of each Paragraph
Paragraph 1
1.By whom was St Petersburg built? The Russian Czar, Peter the Great.
Where and when was St Petersburg built?
In 1703,St Petersburg was built on the banks of the Neva River.
Paragraph 2
Why has the city become an important part of Russian culture and history?
St Petersburg has been the centre of many important events in history. The events is the reason.
Paragraph 3
What is the paragraph about?
Rebuilding the great city was difficult, but the people of St Petersburg succeeded
Paragraph 4
The people of St Petersburg are heroes of the city, why?
Why is the city a city of heroes? (多选题)
A: the events. B: the people of the city C: Czar peter D: the building
Step 7 Summary
St Petersburg:: was builded over 300 years ago on the bank of Nave River
Builder: Peter the Great
Destroyer: the Germans
Protectors: the people of the city
The people of St Petersburg are the modern heroes of Russia.
Peter the Great: 1. the Russian Czar 2. strong, proud, built a new capital city
3. Many new beautiful palaces like something out of a fairytale were built during his lifetime.
the Germans: 1. Tried to destroy the city in 1941 2. Burned many of the palaces as they left
3. St Petersburg was almost in ruins when they left.
the people of the city: 1. never gave in facing the attack by Germans for 900 days.
2. not gave up restoring the city and its cultural relics though it seemed impossible.
3. A lot of work was done on rebuilding the city and its culture though it was very difficul.
Unit 8
Teaching Aims:
1. Imporove the Ss’reading ability fast-reading and reading
2.Enable the Ss to master the new words and expressions , as well as the language points
3. Train the Ss to love and take an active part in the sports
Teaching Important Points:
1. How to improve the Ss’ reading ability
2.How to write a summary
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to use some useful words and expressions
Teaching Methods:
1.Discussion method to make the Ss understand what they’ve learned better
2.Pair work or group work to get every Ss to take an active part in the teaching-and-learning activities
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
What do the five rings stand for?” Europe Africa America Asia Oceania
1.What is the themes (主题)of the Olympic Games?
The themes of the Olympic Games is the international friendship and world peace.
2.Which team enters the main stadium first, and which team enters last?
The Greek team enters first and the team of the host country enters last.
3. Where is the torch lit? It is lit in Olympia, Greece
Step 2 Fast Reading
When and where were the first Olympic Games in modern times?
Step 4 True or False
1.Both the summer and winter Olympics are held every four years. T
2. The modern Olympic Games began around the year 776 BC.
3. In the old times both men and women were allowed to take part in the Olympics Games.
4. The 27th Olympics were held in Los Angeles.
5. In Barcelona the Chinese team won 16 medals.
6.The 28th Olympic Games will be held in Beijing.
7、The first modern Olympic Games happened in the year 383 AD.( )
8、The Olympic Games were born in Greece.( T )
9、The 24th Summer Olympics were held in Barcelona in Spain.( )
10、Horse-riding is one of the unusual sports in the Olympic Games.( T )
Step 5 Careful Reading
Both the Summer and Winter Olympics are held every four years.
Time City
Atlanta
Sydney, Australia
(Winter Olympics) Salt Lake
Athens
Beijing
Step 6 Reading carefully and fill in the below form
Para2---4 Time Place Competitors Sports
the 1st old Olympics 776 BC Greece Olympia young men
women x (why?) (one item, one day)
the old Olympics running jumping wrestling….
393 AD stopped when Greece came under the rule of the Roman Empire (罗马帝国)
the 1st modern Olympics 1896 Greece Athens 311 (13 countries) many items
the 25th Summer Olympics 1992 Barcelona 8000 (150 countries) 250 (sailing,horse-
riding,shooting)
Step 7 Read Para5 and Listen to the tape
The Olympic motto : “Swifter, Higher, Stronger” “A nation(国家,民族)with a strong body
is the base(基础) upon which a society (社会) can be built into prosperity (繁荣) ”
Para 6: To hold the Olympic Games is a rich prize for a country.
Every country wants to be the sponsor(主办)of the Olympic Games. Why?
much richer ,stronger show national power(国力) famous
carry forward( 弘扬)the spirit of the Olympic Games
Step 8 Read the text again and Summary the main idea of each paragraph
What’s important Olympic events happened/will happen in the following years?
In 776BC: The ancient Olympic Games began
After about the year 393AD: the Olympic Games stopped.
In 1896: The first Olympic Games in modern times happened.
In 2000: The 27th Olympic Games was held in Sydney
In 2008: The 29th Olympic Games will will be held in Beijing
Summary the main idea of each paragraph
The 1st: The Olympic Games are held every four years.
The 2nd: Something about the old Olympic Games.
The 3rd: Something about the Olympics in modern times and the 27th Olympic Games.
The 4th: The Olympic motto and something about the track star: Carl Lewis and the Chinese team in Sydney Olympics.
The 5th: Beijing will host and is making preparations for the 29th Olympic Games.
Step 9 Discussion:
The 29th Olympic Games will be held in Beijing in 2008. What shall we Chinese do for the city? What will Beijing look like at that time?
Integrating skills
Fast reading:
Q1. What does Yao Ming do?
Q2. Why is he so famous?
Detail Reading:
Name : Yao Ming Sex : male Nationality: Chinese
Birthplace: Shanghai, China Date of birth: Sept.12.1980 Weight: 134Kg Height: 2.26m
Job: basketball player Position: centre Club: the Houston Rockets
His parents’ job: famous basketball players
His interest as a young boy: learn to play the world’s most popular games
Unit 9
Teaching Aims:
1. Train the Ss’reading ability
2.Learn and master the following words and phrases
Teenager, press, function ,image ,feature, throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
Teaching Important Points:
1.Learn and master the following phrases
throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
2.How to make the Ss understand the text better
Teaching Difficult points:
1.Master the difference between the following phrases: no matter wh-/wh-ever ,in case of/ in case
2.Understand the following sentences
(1) Having a cell phone also makes us feel safer , since we can for help in case of an emergency
(2) Wang Mei is one of many Chinese teenagers who live life on the go and use cell phones
Teaching Methods:
1.Discussion to arouse the Ss’interest in the text
2. Fast reading to let the Ss get the general idea of the text
3. Question-and-answer activity to let the Ss get the detailed information in the text
4. Making sentences to have the Ss master some language points
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
(Show a mobile phone to the students) Answer the following questions
1.Have you ever used a cell phone? Do any of your classmates have cell phones?
Step 2 Read the passage again ,and try to find the main idea of each paragraph
1.Wang Mei is an example of Chinese teenagers who have cell phones.
2.Cell phones can be used for many things.
3.Cell phones also cause problems
4.There are several reasons why teenager like cell phones
5.Wang Mei explains why she likes her cell phone and what she used if for.
Paragraph 1 Enjoy the life on the go
Paragraph 2 New functions are being added
Paragraph 3 Cellphones can not be used in school.
Paragraph 4 Several reasons why teenagers like cellphones.
Paragraph 5 We enjoy the life with cellphones.
The main idea
It discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Step 3 Look at the outline of paragraph 2,3 and 4 and try to fill in the blanks
2.Cell phones can be used for many things.
For example: Cell phones are used as cameras, Radios and electronic calendars, and to send E-mail,surf the Internet,play games and enjoy music.
Step 4 Answer the following questions:
1.What does the title “Life on the go” mean?
It means the high pace of modern life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2. Why do some schools not let students use cellphones?
Cellphones can distract students in class; cellphones may make students spend more time talking on the phone than doing homework
3. Why do teenagers like cellphones so much?
Safety and the cool factor; the desire to be liked by others.etc.
4.Wang Mei says that cellphones are the most useful? Why?
Step 5 Read the text once again, fill in the blanks below:
1. Tell us some functions of cellphones:
Talking to people
Sending messages and images(pictures)
Playing games
Taking photos
Listening to radios and music
Sending e-mail or surfing the Internet
Reminding you about appointments
(3G cellphone)talking to people face to face
2.Cellphones may cause problems,such as:
In school,cellphones may disturb lessons.
Students may spend too much time and money on phone calls.
3. Teenagers like cellphones because …
1. Cellphones help us stay in touch with friends and family.
2. They can call for help in case of an emergency.
3. They think the cellphone is a way to have fun and be cool.
Step 6 Read through the text and tell if the following statements are true or false:
Wang Mei will be back home 10 minutes later. T
We may talk to anyone who also has a cell phone in his pocket. T
Now cell phones can be used as cameras, but not to send email or surf the internet.
Some important days can be reminded about by the earliest cell phones.
Some students disobey the rules and using their phones in the classroom.
John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school
Wand Mei calls her best friend at least once a day. T
Unit 10
Teaching Aims:
1. Do some reading to improve the Ss’ reading ability
2.Help the Ss to know that we mustdo what we can to protect the animals and plants around us
3.Learn some useful words and expressions
Teaching Important Points:
1. Improve the Ss’ reading ability
2.Master the use of some important words and expressions
Teaching Difficult points:
How to help the Ss improve their reading ability and help them to know the importance of environmental protection
Teaching Methods:
1. Fast reading and careful reading to get the general idea and detailed information of the passage
2. Discussion and explanation to help the students understand the passage better
3. Listening and reading to improve the Ss’ pronunciation
4.Pairwork and individual work to make every student work in class
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Listening
What kind of pollution is it? air pollution
What are the causes? Causes: cars, factories, burning coal and oil
What are the effects? Effect: Human beings and animals can not breathe fresh air any more and may be poisoned.
water pollution
Causes: factories and drainage
Effect: Dead fish everywhere. We can not use and drink the water.
waste pollution
Causes: tourists
Effect: The world around us will be ugly, dirty. We will have a really bad environment.
Step 2 Scanning ( T or F )
1.Human beings always do as they say.
2.It’s late for us to take measures to keep animals and plants from dying out.
3.A species may die out if humans or other animals use too much of a plant or kill too many animals.T
4.Planting a tree is a way to create more space for animals.T
5. We often take good care of ourselves and planet .
6.Since many living things have already died out,we must do something to protect other living things.T
7.Plants and animals will be endangered when they can’t adapt to the change of their habitat.T
8.Plants or animals don’t have to change when a new species comes.
Step 3 Intensive reading
1.Why do animals & plants become endangered?
2.What can we do to protect animals & plants that are being endangered?
Main reasons:
Destruction of human beings.
Introduction of a new species.
Overuse of a plant and over-hunt for animals.
Lack of food.
Pollution.
Main idea of the text.
It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.
Para 1. Many animals and plants have died out and some others are in danger
Para 2. Why do animals and plants become endangered?
Para.3. What can we do to keep animals and plants from being endangered?
Step 4 Listen to Para 1, answer questions:
1. Who is Steve Jones?
2. What does an environmental expert do?
3. Why should we take care of the planet and ourselves?
Listen to Para2, answer questions:
1. Can you explain what the habitat is like?
2. What will happen if the habitat is changed?
3. Why do some original species become endangered if a new species arrives?
Listen to Para 3, answer questions
1. What can we do to protect the animals and the environment?
2. Is it possible that people would be endangered?
Why do animals and plants become endangered?
Habitats are changed
New species arrive
Resources are overused
Animals are are over killed
Environment is polluted
1. Why is it important to make sure that animals do not die out?
If animals die out, our ecosystems will be destroyed and we human beings will die out, too
2.What can we do to help endangered animals?
We can stop people cutting too many trees, killing animals and polluting rivers. We can tell people to protect from now on.
Step 5 Choose the best answers
1.Steve Jones talks to the group ______. B
A. in a lecture hall of a university B. when he ‘s showing them around a park
C. In a zoo in Birmingham D. In a green park in London
2. The environment in which certain animals or plants are used to living is known as their ______. D
A. land B.species C. Park D. habitat
3. How many reasons does Steve Jones list to show how a species become endangered? A
A.3 B.2 C. 4 D.1
4. In what way nature seems to be cleverer than human beings? A
A. it does not drink. B. it always stays calm. C. it is a better recycler D. it never makes mistakes
5. What does “reduce” means? C
A. we must reduce the amount of food we eat. B. we must smoke less.
C. we must throw away less rubbish. D. we must control the world’s population
6. Which of the following is a way of “respond”?B
A Reply when asked a question B Show others how to protect the environment.
C try not to use harmful things. D Repair things and use them longer.
7. Which can be used as another title for passage 1? C
A. a lecture on the Tour B. Steve Jones
C. The Green park on Birmingham D. Action speak louder than words
8. Which is the best title for passage 2? C
A. Ecosystems B.Air , water and Energy
C.Four ways to care about nature D.Reduce the amount rubbish
Step 6 Discussion:
Think of things you could do to protect the environment. Write a list like Jennifer
Unit 11
Teaching Aims:
1.Train the Ss’ reading ability
2.Improve the Ss’communicating ability
3. Let the Ss know about the different styles of music in the world
Teaching Important Points:
1.Learn and master the following words and phrases
On the radio,in common, combine,variety
2. Improve the Ss’ reading ability and help the Ss understand the passage exactly
Teaching Difficult points:
How to help the Ss further understand the passage and finish the relevant tasks correctly
Teaching Methods:
1.Fast reading and careful reading to train the Ss’reading ability and understand the passage better
2.Discussion to improve the Ss’ability to communicate with each other
Teaching Aids:
1. a recorder 2.the blackboard
Teaching Procedures:
Step 1 Skimming
What is the passage about ? It’s a brief look at some of the exciting musical styles from around the world.
Step 2 Read the passage quickly and answer the following questions
1.How many styles of music does the author write about ? What are they?
Six They are blues, jazz, rock, hip-hop, rap, Latin music
2.Why does the author write this passage?
Because he wants to introduce some of the exciting music styles from around the world.
Step 3 Fast reading
3.Who are the two stars of Latin music mentioned in the passage?
Santana and Ricky Martin.
Step 4 Scanning
Read the passage slowly to get some details and then do the following :
I True or False questions and correcting the error
1.( ) There are only a few styles of music in the world.
2.( ) Blues is a new style of music.
3. ( ) Hip-hop and rap are completely different from blues and rock.
4. ( T ) Santana is a well-known Latin music artist.
5. ( ) Rappers sing the words to their music.
6. ( T ) There are many Spanish-speaking people in both North and South America.
Step 5 Intensive reading
kind Where is it from? Where is it popular?What are their characteristics?Famous singers/stars
Blues African songs US A way for…
Jazz Blues music US
Rock Blues music US
Hip- hop US fast/slow, combine
Rap US speak/“rap”
Latin music South/Latin America US/Spanish-speaking countries SantanaRicky Martin
Step 6 Choose the best answer
1. From Paragraph1 we can infer that___. A
A.There are many more kinds of music all over the world than we can hear on the radio or on TV.
B.There are not many kinds of music all over the world.
c.It is probable that few people like pop music.
D.Most of us probably have our favorite performers,stars or bands
2 .What is the most important characteristic of rap music?____ B
A.It combines other styles of music. B.The way it is sung is very special.
C.It can be fast or slow. D.It has something in common with blues and rock.
3.What do we know about Ricky Martin from the text?_______ D
A.He is popular in Spanish-speaking countries.
B.He is an American but speaks Spanish.
C.He is a rap singer.
D.He is not only well-known in Spanish-speaking countries but all over the world.
4.Where do you think Latin Music will be very much liked according to the text?______ B
A.Where there are many young people.
B.Where there are many Spanish-speaking people live.
C.Where there are many English-speaking people.
D.Where many Africans live.
5. Blues music comes from ________ . C
A. Latin America B. North America C. Africa D. Spain
6. The blues was brought to the US by _______ . B
A. African singers B. African artists C. African Musicians D. African slaves
7. The word “rap” in Paragraph 3 means “_______” . C
A. to sing and dance along with the beat. B. to peak the song words and dance along with the beat.
C. to sing and rap along with the beat. D. to speak the song words and rap along with the beat.
8. According to the passage, which of the following statements is true? D
A.Jazz, rock ,hip - hop , rap and Latin music are new musical styles.
B.Now blues is not popular in the US any more.
C.Hip - hop , rap and Latin music are very popular in the US.
D.Hip - hop and rap are completely the same as blues and rock.
9. In the US, where there are many Spanish – speaking , Latin music is a big part of the culture. The culture here refers to ______. B
A.African culture B. Spanish-speaking people’s culture C. Latin culture D. Spanish culture
Step 7 Post-reading
Listen to the tape and then have a discussion of the following questions:
1.Where does blues music come from?
Blues music came from Africa music that was brought to the United States by slaves.
2. What does the word “rap” mean?
To rap is to speak the words of a song along with the beat.
3. Why is Latin music so popular in the Us? Is it popular in China?
Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin. No, it is not very popular in China.
4. What have you learned from the passage?
Different styles of music make the world more colorful.
Step 8 Find out the topic sentence of each paragraph.
Paragraph1: There is a world of music out there.
Paragraph2 Blues music has a long history
Paragraph3: Today’s American music culture contains many different styles.
Paragraph4: Latin music has spread all over the world
Paragraph5 There is a wide variety of new music to be discovered in every corner of the world.
Unit 12
Teaching Aims:
1.Train the Ss’reading ability
2. Learn and master the following phrases
In trouble, come across, fight against, succeed , share ,believe in
Teaching Important Points:
1. Let the Ss understand the text better
2. Tell the differences among the following phrases
Used to do/be used to do/ be used to doing
Teaching Difficult points:
1. Master the following sentence patterns
(1) make sb./sth +adj.
(2) It is +adj.+to do sth
2.Master sentence pattern
Teaching Methods:
1. Question-and-answer activity to help the students to go through with the whole passage
2. Careful reading to find out the detailed information about the passage
3.Pair work or group work to make every student work in class
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Have you seen the film”Harry Potter”? Can you tell us something about the film?
Step 2 Fast reading
Write the letter “T” if the sentence is true. Write “F” if the sentence is false, and then give the right information
1 ( ) Harry Potter is a world-famous writer.
2 ( T ) Harry is a boy with a scar on his forehead.
3 ( ) Harry is very happy before he goes to Hogwarts.
4 ( ) Harry goes to an ordianry school.
5 ( T ) Harry learns a lot about the real world at Hogwarts.
6 ( ) Rowling’s books are about magic and strange creatures, they don’t tell us something about the real world.
Step 3 Read the text again and summary the main idea of each paragraph
Para.1 It is a world of magic and wonders, a world where anything can happen
Para.2 Harry seems like a normal boy , but his life is miserable
Para.3 Hogwarts is an unusual school
Para.4 Harry has to fight against bad wizards and do the right thing
Step 4 Find out the key word of each paragraph as fast as you can. (team match)
JK Rowling , the author of the book and her books
Harry Potter, the hero in the books
Hogwarts , the place where the story happens
Harry’s feeling , which readers share
Step 5 Answer the following questions
1.Why is Harry Potter’s life miserable before he goes to Hogwarts?
Because his parents are dead and the family which he is living with treats him badly.
2.What does Harry learn about himself at Hogwarts?
At Hogwarts, Harry learns the truth about his past, a dark secret that will make his life and his choices more difficult.
3.Why does Rowling use strange creatures in her books?
Rowling uses strange creatures in her books to add to the magic effect of the story.
一、教学目标:
学生能准确掌握文中的生字词,并能顺利朗读背诵。
学生能理清诗歌的情感线索,领会诗歌的内容。
学生能通过对诗句的鉴赏来把握诗人的思想感情。
二、教学重难点:
教学重点:诗的诵读与积累。
教学难点:理解诗人在《客至》中表现出来的闲居生活之美。
三、教学方法及辅助工具:
教学方法:讲授法,诵读法
辅助工具:多媒体
四、课时安排:1课时
五、教学步骤:
(一)、导入:古人总结了“人生三大快事”:金榜题名时,同房花烛夜和他乡遇故知。由此可见人们对友情的珍视。我们一起来回顾一下写友情的诗句:
王勃的“海内存知己,天涯若比邻。”
王维的“劝君更尽一杯酒,西出阳关无故人。”
高适的“莫愁前路无知己,天下谁人不识君。”
李白的“桃花潭水深千尺,不及汪伦送我情。”
下面,我们将学习的这一首古诗也是和友情有关的,那就是杜甫的《客至》。
(二)、背景材料:唐肃宗上元元年(760)春天,杜甫历尽了颠沛流离之后,终于在严武等友人的帮助下,于成都西郊建了一所草堂,暂时定居下来。在友人的帮助和接济下,一家人的生活过得还算平稳,闲暇时也不时有友人到访,这样也有了生活的情趣,这一时期他也写了不少闲适诗。这首诗就是作于到成都之后的第二年春。
(三)、解析字词,理顺文章:
词语注释:
盘飧:泛指菜肴。 2、旧醅(peī):隔年的陈酒。 3、取:助词。 4、客至:客指崔明府,杜甫在题后自注:“喜崔明府相过”,明府,县令的美称。5、舍:指家。但见:只见。此句意为平时交游很少,只有鸥鸟不嫌弃能与之相亲。 6、蓬门:茅屋的门。 7、市远:离市集远。兼味:几种菜,无兼味,谦言菜少。樽:酒器。樽酒:指代酒食。旧醅:隔年的陈酒。樽酒句:古人好饮新酒,杜甫以家贫无新酒感到歉意。 8、肯:能否允许,这是向客人征询。余杯:余下来的酒。
《客至》 - 诗词译文
草堂的南北涨满了春水,只见鸥群日日结队飞来。老夫不曾为客扫过花径,这柴门今天才为您打开。离市太远盘中没好肴菜,家底大薄只有陈酒招待。若肯邀请邻翁一同对饮,隔着篱笆唤来喝尽余杯!
(四)、品读课文:
俗话说“读书百遍其义自见”,学习一首古诗,肯定就是要读的,下面就请同学们自由朗读一遍,一定要注意有感情的朗读,把握好节奏。
接着播放一份朗读音频,让学生听。再请同学起来读一遍,最后全班齐读一遍。
(五)、内容品读:
舍南舍北皆春水,但见群鸥日日来。
、这里写的是什么时候的景色?
明确:写的是草堂春天的美景。作者从草堂外的景色着笔,点名客人来访的时间、地点以及客人来访前诗人的心情。前一句写简陋的房屋前后春水环绕,绿意浓浓,这一个“皆”字写出了春江水满,给人以一种茫茫一片之感。下一句写“群鸥”“日日”到来,有的飞翔于水面之上,有的停驻在水边,更显得生机勃勃。
、但是大家注意了,这里有一个“但”字,意思是只,只有。为什么要用一个“但”字呢?
明确:这个字透露出诗人生活虽然悠然,却几乎是与世隔绝,十分寂寞。这两句就为下文客人的到来做了一个铺垫,同时也是为贯穿全诗的喜客之情,巧妙地作了铺垫。
花径不曾缘客扫,蓬门今始为君开。
诗人把笔触由户外的春景移向庭内,由于经常没有客人来,平日也就不免偷懒,庭内的花径不扫,蓬门不开,表现了诗人甘守寂寞的情绪。
、这里的“君”字指代什么?
明确:指代的是到访的客人。因此这一句就是写的“客至”了,大家想象一下,当很久没有响起的敲门声突然响起,诗人肯定是一跃而起,开门后惊喜地发现,原来是自己的老朋友来了,不由得喜出望外。“始”,第一次。从这一个“始”字可以看出,由于很久没有了客人的来访,在这位老朋友刚来的时候,不由得手忙脚乱,欣喜不已,这样的感情自然而然的流露出来,足可见诗人与友人的友情之深。
这两句用了一种什么手法?
明确:互文见义。指在有意思相对或相关的文句里,前后两句词语互相呼应,互相交错,意义也互相渗透、互相补充,使文句更加整齐和谐、更加精炼的一种修辞手法。
盘飧市远无兼味,樽酒家贫只旧醅。
描写的是什么情景?诗人与客人的关系如何?
明确:是款待客人的情景。我们知道,有客到访,肯定是需要款待的,但是家因离市区太远而“无兼味”,家中贫困只有没过滤的陈酒。这写出了酒菜不丰盛的原因,但也流露出诗人竭诚款待的情意和歉疚之心,语言朴素真率,暗示了诗人与客人有着深厚的友情,并不会因为一顿简单的款待而变质。
肯与邻翁相对饮,隔篱呼取尽余杯。
我在前面讲了,这个“肯”字是向客人征询的意思,那么这里就是一种细节描写。“尽余杯”什么意思?就是说已经喝了很多了,还剩下一些,这三个字可以看出,此时的酒宴已经到了高潮,两位挚友越喝兴致越高,就像现在我们喝酒一样,诗人高声呼喊邻翁来与客人对饮,表现出了农家的率真,更增加了兴奋和欢快的气氛。而在尾联,诗人是只问不答,就结束了整首诗,就更显得余音袅袅,情意不尽。
从整首诗来说,诗人的情感是一个怎样的变化?全诗的感情基调是什么?
寂寞孤单 惊喜 欢快中带点歉疚 兴奋(高潮)
全诗感情基调:喜
、总结:
这是一首至情至性的纪事诗。前两联写客至,后两联写待客,全诗语淡情真,朴实感人,表现出诗人淳朴的性格和好客的心情。
(七)、板书
杨翼菁
[《客至》 教案教学设计(人教版高一上册)]
Humour
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
Talk about humour and comedians
2.Function: 交际功能
表达打算和计划(Expressing intensions and plans)
I will... I'm going to... I intend to... I hope to...
I plan/want to... I wish to... I've decide (not) to... I hope not...
We have to make a choice...
3.Vocabulary 重点词汇和短语
humour; humourous; bitter; chalk; couple; minister; circus; intend; stage; nationality; certain; amuse; laughter; accent; actually; typical; tradition; rapid; appreciate; exist; phrase; suffer; operate; direction; brake; cyclist; fortunately; bicycle; silence; rude; confused
4.Grammar:语法
动词-ing形式做定语和宾语补足语(1)
1.能够用动词-ing形式描述人或物品的特性、状态或用途;
2.能够用动词-ing形式描述感官动词后动作或状态.
II. Difficult points
III. Main teaching aids教具:A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure:
Period 1第一节
(一)明确目标
1. Practice saying some tongue twisters. Warming up to arouse the students love in talking.
2. Do some listening to improve the students listening ability.
3. Making simple dialogues to train the students speaking ability.
(二) 整体感知
Step 1 Presentation
Everyone wants and needs to learn how to speak well if we can talk fluently and humorously, we feel we have friendly conversation. Today we will learn to say some tongue twisters and talk about the pictures on the book.
(三)教学过程
Step 2 Warming up
Go through the twisters on the book and ask students to follow.
Deal with the points and talk about the skills of speaking.
Practice the tongue twisters in pairs and then act them out.
Here is another nice tongue twister to practise with the students.
A tutor who tooted a flute
Tried to tutor two tutors to toot
Said the two to the tutor
”Is it harder to toot or
To tutor two tutors to toot?“
Step 3 Listening comprehension
Now let s have some listening training. Ask the students to listen and member, and then talk about the pictures on the book.
Do the exercises after the pictures and then practice them. Make up short dialogues according to the questions.
LISTENING TEXT:
In the dialogue, D = Granddaughter, G = Grandmother
D: Grandmother. How did you meet grandfather? G: Oh well, that's quite a funny story. In fact, we met
several times. You see, I met grandfather in England, where we lived before we came to Australia. We only lived about eight kilometres from each other. Your grandfather was a minister in the church, three villages away.
D: And when did he ask you to marry him?
G: Well, it was really funny. We were having dinner in a restaurant one evening, and we were talking about people getting married, and so on. As a minister in the church it was your grandfather's job to marry couples. We talked about all kinds of different people, sometimes families we both knew. We were having a very enjoyable conversation and laughed a lot. So I asked him, ”And will you marry me?“
He went a little red in the face, and couldn't say anything for a few minutes. He looked rather surprised. Finally, he said, ”Well, this is very sudden and unexpected!“ I immediately realised that he had not understood 11lecorrectly. So I laughed and said ”No! What I mean is, when I get married in church, will you be the minister who marries me and my husband?“ He laughed, and seemed to feel much better after I had said that. We continued our dinner in much the same way as before. We had a very nice evening together.
However, as he later told me, our talk put an interesting idea into his head. He considered what I had said and realised that he had always loved me. He did not understand me because I asked him the question that he had wanted to ask me for some time. So, a few days later he came to visit me at home. It was then that he asked me to marry him. This time it was my turn to feel honoured. But I immediately accepted!
Answers to Exercise 1:
Or in the order of appearance in the book:
Page 50: 6 5 4
Page 51: 3 1 2
Answers to Exercise 2:
1 He was a minister in the church.
2 A minister.
3 About eight kilometres from each other. 4 In a restaurant.
5 A few days later.
Answers to Exercise 3:
There once was a minister who lived three villages away from a young lady. One evening they had dinner together in a restaurant. They talked about people getting married, and the lady asked the minister whether he would marry her in church. The minister was very surprised and said that her question came very unexpected. The lady realised that he had not understood her correctly. What she meant was whether he would marry her and her husband. However, their conversation put an interesting idea into the minister's head. He realised that he wanted to marry her. So a few days later he visited her at home and asked her to marry him. The lady felt honoured and immediately accepted.
Step 4 Speaking practice
Sample interview:
J: For which age do you write your show?
c: I write my show for children but often the parents like my shows too. Some jokes are funny for the children but their deeper meaning is even funnier to the parents.
J: What do you do as a clown?
C: Well, I act funny. I make strange faces and run after animals in the circus. Sometimes I just smile and greet people to our show. I also tell jokes.
J: What are you doing at this moment?
C: Why, I'm talking to you! Hahaha. You mean in my show? I have an act with a donkey. It's very funny really. Many children told me afterwards they think. I'm even more stupid than my donkey. And that is of course just what I want them to feel!
J: What are your plans for your next show?
C: I plan to jump out of a big box that looks like a birthday present and throw candy to the children in the audience. I have decided my next show to be all about happiness. I intend to give my audience a show of about an hour which are all fun. I hope people will go home feeling happier than when they came to the circus.
J: How do you make children laugh?
C: I do funny things and wear clothes of bright colours. The make-up on my face makes my face look funny even though I don't do anything! I have a big red ping-pong ball as a nose, and when I act as if I'm crying, water shoots out of my eyes like rain. Of course the children can't see the little tubes hidden under my hair.
J: When will you stop working as a clown?
C: I will stop working as a clown when my audience no longer thinks I'm funny. But I hope that will never happen.
Sample of a short xiangsheng dialogue in English: (adapted from Guan Lin)
Things that leave you in the dark
A: My kid brother's a sharp little fellow for his age.
He says things that leave you in the dark.
B: That's what you say.
A: We can try it out if you don't believe me.
B: All right. You be him, and I'll ask the questions. A: Fine.
B: Tell me, boy.
A: Yup!
B: How old are you?
A: (in his brother s voice): One year older than last year. B: And how old were you then?
A: One year younger than now.
B: Well, I can see you know a few tricks. How many people are there in your family?
A: As many as there are toothbrushes.
B: And how many toothbrushes are there?
A: One each.
B: It's not easy, is it? Where do you go to school, young fellow?
A: On the north side of the road.
B: Which road?
A: The one outside the south gate of the school.
B: OK. I give up.
(四)总结扩展
Step 5 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
Listening and speaking听说要点
1>In England, who can marry couples in church?
marry [用法]此处意为‘(牧师等)为...证婚’
couple [用法]n.[C]1. (一)对,(一)双(+of) 2.夫妇;未婚夫妻; 3. 【口】几个,三两个(+of)
[举例]The young couple decided to start their tour immediately.
那对年轻夫妇决定立即开始旅游。
They walked a couple of miles. 他们步行了几英里。
2>Still, I don't think everybody will find my kind of humour funny.
Still [用法]ad. 尽管如此,然而;(虽然...)还是
[举例]He is good-natured;still,I don't like him. 他脾气很好,可是我还是不喜欢他。
3>I intend to do...
intend [用法]想要;打算[+to-v][+v-ing][+(that)]
[举例]Let's ask her what she intends us to do. 让我们问她要我们做什么。
What do you intend to do today? 你今天打算做什么?
Step 6 Summary小结:
Step 7 Homework
Period 2第二节
(一)明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about Laughing Matter.
3. Learn to interview a person.
(二)整体感知
Step 1 Presentation
Today we come to the Reading. It’s about some laughing matter. Today we are going to learn how to interview somebody. Give an example to the students by asking an excellent student to help.
(三)教学过程
Step 2 Pre-reading discussions
Get the students to read and practice the dialogue in the text.
Work in pairs. Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.
Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.
Sample answers for Question 1
Photo 1: The comic duo of the 1930s ”Laurel and Hardy.“ (The thin one is called Stan Laurel, while the stout one is called Oliver Hardy.) They are funny because they are each other's opposites: one fat and one thin; one is clever and one is silly etc.
Photo 2: Mr Bean. Although Mr Rowan Atkinson acts as different comic characters he is most famous around the world as Mr Bean. Mr Bean is funny because he makes funny faces, he acts silly, he seems to be quite stupid, and the things he does are strange.
Photo 3: Dustin Hoffman in the film Tootsie (1982). In this film Hoffman acts the role of a woman, and many . people agree that his performance was so good that you often can't tell the difference. But in the film of course there all kinds of funny moments.
Photo 4: Ma Ji is a well-known artist of crosstalk shows in China. His numerous crosstalk shows always make his audience roar with laughter. Ask the students to talk about Ma Ji themselves in pairs or groups.
Sample answers for Question 2:
Photo 1: Other comic duos are for example, Abbott and Costello, French and Saunders, Wallace.& Gromit or Beavis and Butthead.
Photo 2: Other comedians acting as clowns are for example, Charlie Chaplin, Buster Keaton or Austin Powers.
Photo 3: Other famous comedians who dressed up as women are for example, Dame Edna (Australia), Milton Berle (USA) and Eddy Izzard (UK).
Photo 4: Other famous crosstalk artists are Jiang Kun, Hou Yuewen, Feng Gong, Ma Sanli, Tang Jiezhong, etc.
Sample answers for Question 3:
1 I have seen some films of Laurel and Hardy and I think that they are very funny.
2 I find Mr Bean always very funny.
or: I know some people think it is funny, but I think Mr Bean is very silly.
3 I don't think I ever saw this comedian. I am not sure if I would like it.
4 I once heard Hou Yuewen on the radio and I had to laugh so much that my stomach hurt and I had tears in my eyes.
Step 3 Reading
Read the text carefully again, and give the students some explanations. Do a little quiz by speaking.
1. ----John sends his best wishes. ----________.
A. That’s nice of him B. Oh, he is too police
C. It’s kind of him to say so D. You are really kind to me
2. ---- What do you think sally is like? ----She______
A. isn't in good health B. doesn’t’ like eating too much
C. likes to eat fish D. is very pretty
3. ---- Do you mind my taking this seat? ---- _______
A. Yes, sit down please B. No, of course not
C. Yes, take it please D. No, you can't take it
4. -----Leaving for Chicago? ------_______.
A. Soon B. Lately C. Late D. Sooner
5. -------Excuse me, have you got a light? ______. I don’t smoke.
A. Don’t mention B. Never mind C. I'm afraid not D. Thanks a lot
1. A 2.D 3.B 4.A 5.C
Ste Para. 1: - Ask students about famous Chinese and Western comedies.
Comedies:
- Ways of dressing or behaving.
- Stereotypes of people from different countries (including China)
- Funny accents (foreign, local or in certain jobs)
- Examples of word play.
Para. 2: Clowns: - Ask about different Chinese and Western clowns
- Ways of dressing, make-up
- Examples of jokes, fun
Para. 3: Comedians: - Ask about different Chinese and Western comedians.
- Mime, body language, facial expressions
- Retell famous sketches for comedy shows.
Para. 4: Crosstalk: - Ask about different crosstalk shows.
- In which way do crosstalk artists make people laugh?
- Ask students to give some famous ex amples of rhyme, rhythm and tongue twisters from
Chinese crosstalk shows (in Chinese).
p 4 Listening to the reading passage
Play the tape for the students to listen and follow. Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.
Step 5 Post-reading
Answers to Exercise 1:
1 The tradition of crosstalk has existed in China for more than 2,000 years.
2 1 cross-dressing 2 stereotypes 3 word play
3 Some of Shakespeare's plays are not so funny for us because we don't understand the language and word play that Shakespeare used.
4 A clown is a funny person, usually dressed up in wide clothes of very bright colours, such as red and yellow. They often wear a big coloured wig. Their face is covered with white make-up, and their mouth and eyes are made to look very big using red and other coloured make-up. Clowns often have a big red nose. All of their clothes, including their shoes are usually over-sized.
5 The show of a comedian is more like a comedy than like a clown. A comedian doesn't wear any of the funny clothes and make-up of clowns. The humour of clowns is often very silly. Clowns often don't speak at all. Their jokes are almost all body language, mime, and silly things like falling down. The comedian, on the other hand uses all the richness of the language to create fun, just as in comedies. In fact, comedians often act out little sketches which make us think of acting on the stage in comedy.
6 Various answers are possible.
Answers to Exercise 2:
Sample TV show format:
One way to do this is by creating a show for CCTV-9 about a faJIrily from Australia living in Beijing. The family comes from a little town near a huge desert in western Australia. The father grew up in the ”bush.“ The mother grew up in Sydney. But neither of their children has ever visited a city and now they are living in a very large one in China. So the humour is in how this family tries to adjust to both big city life and life in a foreign culture. The husband and wife are managers for a company that produces milk. They have two children: a son of 14 and a daughter of 9. Neither child likes to drink milk but they must pretend to enjoy it every time they'
go somewhere to promote their product. Also, neither child likes vegetables but many Chinese dishes include vegetables. Their mother tries to get them to like vegetables but, unfortunately, their father doesn't like them much either. To make matters worse, none of them speaks Chinese. The son's hobby is throwing a boomerang around, but this causes problems whenever he goes to a park where kites are flying. The daughter's hobby is riding a moped but she always does it in the bicycle lanes. The other family is Chinese. Both the father and mother are also managers at the same milk company. It is a Joint-Venture, or a JV company. The father comes from a farmer's family in Inner Mongolia. The mother comes from a professor's family in Shanghai. They often argue about whether life is better in the city or the countryside, just like the Australian parents. They also have a boy who only likes milk in ice cream drinks and refuses to drink it warm. His hobby is skateboarding.
The first episode, or part, of the show is about the day that the Australian family arrives in Beijing and is greeted at the airport by the Chinese family.
(四)总结扩展
Step 6 Summary 小结
Step 7 Homework
Period 3第三节
(一)明确目标
1. Learn about the useful words and expression in the reading text.
2. Learn how to use ”had better“, ”should“ and ”ought to“ while giving advice.
3. Discuss the answers to all the exercises in the Students’Book.
(二)整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
(三)教学过程
Step 2 Language points in the reading text
1>The actors makes us laugh by making fun of somebody's way of dressing or telling an amusing story.
make fun of [用法]取笑
[举例]They made fun of his funny voice. 他们拿他的怪嗓音取笑。
amusing [用法]a.1. 有趣的,好玩的 2. 引人发笑的
[举例]It was amusing to watch the trained elephants perform.
观看受过训练的大象表演很有趣。
He told amusing jokes after dinner. 他在饭后讲了几则令人捧腹的笑话。
2>It sounds funny to hear foreigners speak with an accent.
accent [用法]n.1. 重音;重音符号 2. 口音,腔调 3. 语调,声调 4. 强调,着重(+on)
[举例]Judging by her accent, she must be a Southerner. 从她的口音判断,她准是南方人。
The Government put the accent on light industry. 政府注重轻工业。
3>It is their clothes, make-up and the way they walk that makes people laugh.
make-up [比较]n.1. 构成;构造 2. 性格;气质;体质 3. 化妆;装扮;化妆品 4. [美][口]补考
[举例]the make-up of a committee 委员会的结构
He has a stolid make-up. 他性情执拗。
She seldom puts on make-up. 她很少化妆。
4>A few minutes later everybody is quiet, listening and thinking about the comedian's words.
listening and thinking [用法]动词的-ING形式做伴随状语,表示同步于句子谓语的动作.
[举例]Singing a pop song in a low voice, the girl came into the yard.
这姑娘低声哼着流行歌曲,走进院子.
5>Typical for China is the crosstalk show, where a pair of comedians entertain the audience with word play.
Typical for China is the crosstalk show,...
[用法]此为倒装句,表语提前了。主要是因为主语比较长,为了保持句子平衡才倒装的。
entertain [用法]vt.1. 使欢乐,使娱乐 2. 招待,款待(+with/at/to) vi.1. 款待,请客
[举例]We were all entertained by his humorous stories. 他的幽默故事使我们大家都很开心。
They often entertained their friends at weekends. 他们常在周末招待朋友。
6>Dating back to the Qin Dynasty, the traditional crosstalk shows have made people roar with laughter for centuries.
date back to [用法]固定短语,解释为‘可追溯到...;是...时代开始有的'
[举例]The manuscript dates back to the 18th century. 这个手迹是十八世纪的.
7>Skilled artists make use of all the richness of the spoken language to creat a rapid flow of fun.
a rapid flow of [用法]某事物的连续或持续供应
[举例]cut off the flow of oil 切断石油输送
the constant flow of information 源源不断的信息
8>Their talk includes rhythm and rhyming word as well as tongue twisters, which often make the audience applaud.
applaud [用法]vt.1. 向...鼓掌;向...喝彩 2. 称赞;赞成 vi.1. 鼓掌欢迎;喝彩
[举例]The audience applauded the singer for three minutes. 观众向歌唱家鼓掌喝彩达三分钟。
We applauded him for his courage. 我们称赞他的勇敢。
Everyone stood up to applaud. 全体起立鼓掌。
9>If you are not fluent in Chinese, you will not catch all of it.
catch [用法]理解;听清楚
[举例]Robbie didn't catch what the teacher said. 罗比没有听清楚老师说的话。
10>How long has the tradition of crosstalk existed in China?
exist [用法]vi.1. 存在 2. 生存;生活[(+on)]
[举例]That word doesn't exist in English. 英语中没有这个字。
She existed only on milk. 她只靠牛奶生存。
Step 3 Practice: Vocabulary
1 Bitter 2 Intend 3 Western, Tradition
4 Certain 5 Type / Typical / Stereotype 6 Art / Artist 7 Rapid 8 Richness
1 这位喜剧演员讲笑话时 , 不难从他的声音中感受到一丝苦涩。
2 我来时是准备留下的 , 不过现在我已决定离开。
3 越来越多的西方人迷上了传统中药。
4 目前我们还不能肯定地说这是否会成为一部成功的电影。
5 相声一般由两个人表演 , 在中国很受欢迎
6 南希来自艺术氛围很浓厚的家庭 , 是一位很棒的画家。
7 这本书的作者在奥普拉的访谈节目中接受了采访, 之后他的书很快便售完了。
8 学说外语能丰富人生经历。
Step 4 Practice: Grammar
Answers to Exercise 1:
激烈的争论 激动人心的夜晚 拐杖 咆哮的暴风雨 冉冉升起的太阳 手术台 笑脸 受苦的农民 建筑材料 放飞的风筝 下周 更衣室 有趣的相声 跳舞的女孩 饮用水
Note:In English the words boy and gid are no mIally only used when spe 政 ing about children under the age of 18.People in the age above that do not talk about themselves as boys or girls.Therefore,all sentences d the type ”the boy getting married,,are incorrect,because people usually get married at m age when they are no longer called boys and girls.
Answers to Exercise 2:
There are more than 100possible sentences combining the words and phrases into sentences.Below,only a few samples are given.
1 The boy coming to dinner this evening is a classmate of mine.
2 The boy singing now can play four musical instruments.
3 The person getting married is a friend of my mother's.
4 The person getting married is in his forties.
5 The comedian getting married can play four musical instruments.
6 The comedian performing the show is a friend of my mother’s.
7 The comedian singing now can play four musical instruments.
8 The woman performing the show writes her songs herself.
9 The woman singing now writes her songs herself.
10 That tourist coming to dinner this evening is in his forties.
11The couple getting married are famous film stars.
Answers to Exercise 3:
1 breaking 2 laughing 3 dropping 4 performing 5 shouting 6 cycling 7 burning 8 sharing
Notes:
1 Despite the fact that the identity of the car driveris
already revealed in Paragraph 2,that is not the cli- max.Paragraph 2raises the readers expectations to the highest possible summit:what will happen next? So,the function of Paragraph 2is still building up towards the climax.
Besides beingamny,the story also shows us 由 atdif- ficult or awkward situations cm sometimes be over- come through humour.
(四)总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Period 4 第四节
(一) 明确目标
1. Review the language points learnt last period.
2. Get the students to know about comedies and humor.
3. Get the students to know more about the funny plays.
3. Do some writing to develop the students writing skill.
(二) 整体感知
Step 1 Presentation
Questions: Do you know some comedians?
Do you know some comedy plays?
Today we are going to read a text about language matter.
(三)教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to Exercise 1:
1 The car driver was careless and caused an accidenl.
2 The writer next met the driver at ajob interview.
3 The writer means that she shouted at the car ddvef without giving Mm a chance to say anything. She means that she once told her manager exactly what she thought of him,but she doeskt admit thai it was before he became her boss.
4 Instructions:Ask the students to read the story and explain in their own words what happened. Next ask them about the stmcture of the story-Which paragraphs keep the reader in suspense?(Paragraph 1).Which p 旺 a- graph contains the climax?(Paragraph 3).What is the function of Paragraph 4?(Extending the funny e 旺 ect and success of the previous paragraph).
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training.
(四)总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>The story of how I got my new job and came to be on such good terms with my boss is a funny one.
came to be on such good terms [用法]1. come to 终于...,开始...[+to-v]
2. be on good terms (with sb) 和某人关系好
[举例]I came to realize that he was right. 我终于认识到他是对的。
2>A yellow car passed me and suddenly cut in right in front of me, as there was another car coming in the other direction.
cut in [用法]1. 插话 2. 超车
[举例]Don't try to cut in while others are talking. 别人谈话时不要插嘴。
in the other direction [注意]朝...方向,本短语的介词用in, 而不是to.
3>I was still so angry that I went up to tell him what I thought of him.
what I thought of him [用法]what和think of搭配,用来询问对某人或某事的看法
[举例]What did you think of the film we saw yesterday? 你对昨天看的电影怎么看?
4>I cycled in front of him, got off my bicycle and laid it down in front of his car so that he couldn't drive off.
cycle [用法]见高一上册unit 14
drive off [用法]开车走
[举例]Would you drive her off in your car? 你能否开车送她走?
5>I told him that he had knocked two people off their bicycles and had nearly caused a bad accident.
knock...off [用法]撞倒;打掉
[举例]The little girl knocked the glass off by accident. 小女孩不小心碰落了玻璃杯。
6>Then I pick up my bicycle and rode on.
pick up [用法](1) 拾起;抱起 (2) (无意中)学会 (3)见到;听出,收听到 (4) 搭载
[举例]The children picked up many sea shells at the seashore. 孩子们在海边捡到许多贝壳。
In that way I'll be able to pick up some theoretical knowledge too.
这样我也能学到一些理论知识。
7>Fortunately, I was on time for the interview.
on time for [用法]刚好赶上,类似in time for
8>We looked at each other for a moment in great surprise and total silence.
in surprise and silence [用法]in surprise: 诧异地 in silence: 默默地
[举例]”A farmer?“ said the Frenchman in surprise. “农夫?”法国人惊奇地说。
9>I decided to look on the whole matter as a great joke.
look on...as [用法]把...看作
[联想]类似意思的用法
11>I remember that the last time we met I did most of the talking, so...
the last time [用法]在这里做连词使用
12>Two days later I received a letter offering me the job.
offering me the job [用法]现在分词短语做定语。分词的内容将是高一最后几单元的重点也是难点,所以,课文中的的相关实例都要特别留意。
13>I was pleased that the manager had decided not to be angry with me for having been so rude.
having been so rude [用法]ing形式的完成式,表示动作先于谓语动词发生。
14>Now I make jokes about it and say to everyone that I dare tell my manager exactly what I think of him.
dare tell [用法]dare做情态动词用时,通常不用于肯定句,除了dare say。dare tell的用法并不多见。
[举例]I dare say it will rain today. 我认为今天要下雨。
I dare say you're thirsty after all that tennis. 打了这么半天网球,你也许渴了吧。
I dare say he will arrive tonight. 我想他今晚会到达。
Step 7 Homework
Period 5 第五节
(一)明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
(二)整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
(三)教学过程
Step 2 Listening comprehension
LISTENING TEXT:
In the dialogues, I = Interviewer A = Mr Atkinson
I: Mr Atkinson, you are most famous for two comedies. In one of them you playa smart official in old England, while in the other you playa very silly man called Mr Bean. The first programme is very popular in England and America, but not much in other countries. Why?
A: The programme Blackadder in which I play the official in old England, is very interesting. That is the time of Shakespeare. It helps if you have some idea of English history when you watch it. And you need a good understanding of English because it's full of jokes and funny ways of saying things in English. Language is very important. If you are not English, I think it is sometimes quite difficult to follow. The Spanish don't like it so much.
I: But they love Mr Bean. Why is that?
A: Mr Bean is very popular worldwide. I don't know why that is. In Mr Bean hardly any words are spoken. But only leaving out the words does not make it . an international success. You cannot say ”Ob he's not saying anything, therefore the French will love it.“ But, for some reason the French, the Spanish, and the Canadians or whatever do like Mr Bean. They recognise something of themselves in him. Mr Bean is as popular around the world as he is in Britain” I never thought I could make Germans laugh, but Mr Bean has done it. Even the Japanese find him funny.“
I: Well, thank you for Mr Bean and thank you for talking with us.
A: My pleasure. Thank you very much for your time.
Thank you.
Answers to Exercise 1:
1 comedies, audience, language, culture, success, Germans
Answers to Exercise 2:
1 The title of the comedy that almost everybody likes is Mr Bean.
2
Blackadder
1 Set in England at the time of Shakespeare.
2 You need to understand English very well.
3 You need to know quite a lot about English history.
Mr Bean
1 Set in present day England.
2 You don't need to understand English.
3 You don't need to know much about England.
2 Spanish people don't like Blackadder very much because it is difficult for them to follow.
Or: Because they don't know enough about English history.
Or: Because their English is not good enough.
3 Even the Germans and Japanese like to watch Mr Bean because they recognise something of themselves in him.
Answers to Exercise 3:
1 Mr Atkinson is most famous for his roles in two popular comedies.
2 One of them is set in the time of Shakespeare, while the other is set in present day England.
3 To understand the first you need to have good En glish and some idea of English history.
4 While in the first show language is very important, in the other hardly any words are spoken.
5 But that is not the only reason why it is an international success.
6 It is popular around the world because anyone can recognise something of himself in Mr Bean.
Step 3 Talking practice
Sample reactions:
I A woman falls over a banana peel. I think that isn't very funny, because she could hurt herself.
2 Two boys are hiding 'behind some low trees. They have put a wallet on the street, which is tied to a string. When somebody walks by and sees the .wallet, he or she will be very happy to find money. They will bend to pick up the wallet. Then, the boys will pull the string a little, so the man just cannot reach the wallet. He must take another step and bend again to pick up the wallet. Of course, he can never get it because the boys will each time pull the string. I think although this is quite funny for young boys to play, it is im--P,olite to others.
3 Three young boys have tied some empty cans and tins to the tail of a dog. When the dog starts running, the cans make a lot of noise, so the dog will be afraid and start running even harder. It also makes a lot of noise. I don't think this is very funny. It is teasing the dog.
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
(一)明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
(二)整体感知
Step 1 Presentation
In the class
(三)教学过程
Step 2 Vocabulary
Answers to Exercise 1:
1 couple 2 laughter 3 confuse 4 circus 5 stage 6 humour 7 accent 8 brake
Answers to Exercise 2:
I How could the man drive off after hitting the school
girl that walked across the street?
2 You would feel better about failures if you look on
every one of them as a lesson in your life to teach you how to get better.
3 Don't make fun of me when I'm not feeling well.
4 In tonight's all-star concert, we'll see a couple of singers from Hong Kong or Taiwan.
5 He intended to go to Hainan for the holiday, but then he changed Ms mind and went to Qingdao instead.
Answers to Exercise 3:
1Funny 2mostly 3amuse 4typical 5existed 6entertainment 7laughter 8humour 9attractive 10Actually 11nationa1ities12appreciate
Step 3 Grammar
Answers to Exercise 1:
1 正在台上表演的两位喜剧演员来自辽宁。
2 那个正在河边走的女孩是谁 ?
3 拉小提琴的这些孩子下星期将举行一次表演。
4 站在小车旁边那个戴太阳镜的人是一位相声表演 艺术家。
5 正在和孩子们谈话的那位老太太是一位著名的音 乐家。
6 我看见一队警察从一部绿色的吉普车中出来 , 跑向那栋房子。
7 我看见一只嘴里衔着一块肉的狗进了你的花园。
8 我昨晚在晚会上听到她唱了一首动听的歌。
9 在公园看到有人在玩蛇时 , 我吓坏了。
10 有几个男孩子在我的窗户底下又喊又叫 , 弄得我 睡不成觉。
Answers to Exercise 2:
Part A:
a washing machine a swimming pool a writing desk a waiting room a dancing hall reading materials writing paper an opening speech a dressing mirror building materials a bathing cap drinking water a dressing/changing room a training class a sleeping car an operating table smiling face a hiding place
Part B:
1 It is bad manners to make fun of/laugh at somebody's appearance and his or her way of dressing.
2 Dating back to the Oin Dynasty, the traditional xiangsheng show is still one of the main Chinese art forms to entertain people.
3 It is very interesting to watch these o1d men playing cards.
4 I heard the couple next door quarelling all the night.
5 I saw a boy picking flowers in your garden.
Sample answer for Exercise 3:
I noticed a young lady climbing out of the window. I saw her jumping over the fence. Then I saw her asking a passer-by where the post office was. I followed her and saw her entering the post office and writing a message. I saw her paying with a ring and then leaving the post office. I kept following her. I saw her coming to a bridge, leaving her bag on the road and start fishing. Then I saw the Emperor coming that way in a carriage. I saw her swinging her fishing rod and her fishhook catching in the Emperor's coat. To my horror, I saw her taking out a knife and trying to cut the hook. But to my even greater surprising, I saw the Emperor talking and walking with the girl five minutes later, as if they had been old friends.
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to the Exercises:
1 The pairs of rhyming words are as follows. For each pair two more rhyming words are suggested.
1 house & mouse bows, cows
2 mouse & house blouse, greenhouse
3 honey & money funny, sunny
4 dinner & thinner inner, winner
5 muffin & stuffin' roughin' , bluffin'
6 well & tell smell, bell
7 town & down brown, clown
8 found & around sound, pound
9 west & rest . test, best
10 sage & page age, stage
11 sits & bits spirits, visits
12 small & all ball, fall
13 time & climb rhyme, crime
14 look & book took, hook
15 in & stuffin' coughin', bluffin'
16 shook & book cook, shook
17 down & town brown, clown
18 stuffin' & muffin roughin', bluffin'
19 door & more floor, before
2 The writer plays a joke on the word sage. In the beginning of the poem, the word sage means spice, a plant used when cooking, to make food tastier. But later in the poem, the word sage means an old wise man. The funny thing in the poem is that the two old friends want to get some sage, to cut it or him into pieces and serve that for dinner.
Step 7 Sample writng
Many humourous poems, and many of the poems Edward Lear is famous for are nonsense verses. The things that happen in the poems are very funny, but none of it is true or could happen in reality. With the right choice of words, choosing original combinations of nouns and verbs, nonsense can be very funny. The funny poem in the writing is a simple type of funny nonsense poem. The poem is based on a very famous English nursery rhyme.
I saw a fishpond all on fire;
I saw a house bow to a squire;
I saw a parson twelve feet high;
I saw a cottage near the sky;
I saw a balloon, made of lead;
I saw a coffin drop down dead;
I saw a sparrow run a race;
I saw two horses making lace;
I saw a girl just like a cat;
I saw a kitten wear a hat;
I saw a man who saw them too,
And says, though strange, they all are true.
(四)总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. Workbook
1>One of the films is set in the time of Shakespeare.
set [用法]为(小说、舞台等)设置背景
[举例]The play is set in 15th-century Italy. 这出戏以十五世纪的意大利为背景。
2>Apart from rhyme, the writer plays a joke with a word that has two different meanings.
Apart from [用法]除开;除...之外
[举例]There are ten people in the queue, apart from me. 除了我,还有十个人在排队。
This is a good composition, apart from a few grammar mistakes.
除了几处语法错误,这篇作文很好。
Step 7 Homework
Period 7 第七节
1. 检查本单元单词、短语及相关句型。
2. 讲评统一布置的课外基础练习。
Modern Agriculture
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
Talk about modern agriculture and its effects on people s life
2.Function: 交际功能
提建议和做决定(Giving advice and making decisions)
In my opinion, you should... I think he is right...
If I were you... Wouldn’t it be better if...?
We cant t do both, so... The other idea sounds better to me...
As far as I can see the best thing would be to...
We have to make a choice...
3.Vocabulary 重点词汇和短语
protection; technique; irrigation; pump; seed; technical; import; production; root;insect; tobacco; golden; method; tie; discovery; garden; gardening; gardener; wisdom; practical; guide; firstly; sow; condition; soil; weed; remove; sunflower; generation
depend on; and so on
4.Grammar:语法
It的用法(2)---强调句中某一成分
能够运用英语的强调句型,引起他人对下列内容的关注:
1.事情的执行者---强调句子的主语
2.动作的对象或内容---强调句子的宾语)包括介词宾语)
3.事情发生的时间或地点---强调句子的时间或地点等状语
II. Difficult points
III. Main teaching aids教具:A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure:
Period 1第一节
(一)明确目标
1. To learn to read statistical graphs. Warming up to arouse the students love in talking.
2. Do some listening to improve the students listening ability.
3. Making simple dialogues to train the students speaking ability.
(二) 整体感知
Step 1 Presentation
With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have charged a lot. Today we are going to know some details about it by watching the graphs.
(三)教学过程
Step 2 Warming up
Go through the questions by discussing in small groups with the help of the graphs. Learn with language point at the same time. Present the results form each groups.
Sample answers for question 1:
1 People are earning more money, so they want to buy and eat more meat.
2 People learn more about healthy food, so they want to eat more fruit.
3 Fruit-based alcohol such as wine is better for your health than spirits, so people want to drink more
wine and less spirits.
4 Fruit juices are healthier than soft drinks such as cola or sprite, so people want to drink more juices.
5 Eating fish doesn't make people as fat as eating meat, so people like eating more fish.
6 When people have more money, they start buying more candy and soft drinks such as cola and sprite; there is a lot of sugar in these products.
7 When people eat more fish and meat, they need more oil to fry fish and meat, so more oil need to be made.
8 As the population of China grows, more grain (rice and wheat) will be needed, even though each person eats less of it. Some of the grain produce is also used to feed pigs, sheep and cattle.
Sample answers for question 2:
Agricultural produce has changed over the past 20 years. China now produces almost 80% more fish and fruit than twenty years ago. The produce of meat over the same period is up about 60%. Oil and sugar are up about 30% each. Grain and cotton are up 10 and 15% respectively. For further sample answers see introduction to this exercise. These changes happen for different reasons.
1 People want to buy different products, so farmers need to grow different things. (Changes in demand)
2 Farmers want to make more money. When they can grow extra crops or other crops on their land or land which they can't use to grow grain, they will for example plant fruit trees. In the end, they will bring more fruit to the market. (Changes in supply)
3 Some crops bring in more money than other crops, so some farmers change their produce from growing grain to for example fish farming or growing fruit. In the end, they will bring more fish or fruit to the market. (Changes in supply)
4 If farmers produce more meat (pigs or chickens) they , need more animal feed. Besides grass, they will also feed them grain products. So they need to buy more grain, which other farmers need to grow more. (Changes in demand)
Sample answers for question 3:
Changes in eating habits and diets will cause changes to agriculture and may also have both good and bad effects for nature.
1 First, Chinese people are eating more meat. Next, farmers have to raise more pigs, sheep and cattle. So, more grass is needed to feed more sheep and cattle. So, farmers need more grassland. Possibly, they will cut down trees to take more land on which to grow grass.
2 If farmers need to raise more pigs, they need to feed the pigs more food. Next, farmers need to buy more grain to feed the pigs. So, other farmers need to grow more grain. They need more land to grow more grain or they must grow more grain on their land. They would destroy nature if farmers want to use more land. They may need to use methods that are harmful to the environment.
3 If farmers want to grow different crops they would plant them together. This can be very good for the soil.
4 First people start eating more fish. Then, farmers have to start fish farms and produce more fish. So, farmers have to choose land they can use to turn into fishponds. If farmers use land for fishponds that could not be used for farming, they create more farmland. If in this way farmers can make more and better use of the land, this will help to develop the economy.
5 When people want to eat more fruit, farmers will have to produce more fruit. Many farmers plant fruit trees beside their fields or in places where they cannot grow other crops. In this way farmers make better use of the land, and this will help to develop the economy.
6 First farmers want to grow more different products, because in this way they can make more money. Next, they will plant fruit trees around their fields or around their fishponds. Also, they will plant trees or crops in places where nothing grew before. Sometimes, they will also change barren land into fishponds. In the end, there will be more variation. The flowers on the fruit trees will attract bees and other insects. Next, the trees will protect the crops from strong winds and hot sunshine. As a result, the environment will benefit from farms with more variation in crops and land use.
Step 3 Listening comprehension
Now let’s have some listening training.
LISTENING TEXT
Farming and nature are like two flowers on the same tree. When farming goes against nature, all kinds of environmental problems are the result. In ancient times, when people began using the land, farming was not as it is today. Early farmers moved around the country. They burnt a part of a forest and used this land for one or two years. When they could no longer grow crops on the land they moved on and repeated this somewhere else. Agriculture in this way destroys nature and results in floods and droughts. Some people in South America still practise this kind of farming.
Over the past twenty to twenty-five years, farmers have recognised some old truths, already known to ancient Chinese farmers. Farming should not go against nature. If the soil is too poor, chemicals can help improve it and grow better crops, but this may damage or destroy land surrounding the farms. Instead, farmers should look for other methods. In the early 16th century, brothers Tan and Xiao Zao of Jiangsu Province cheaply bought fields along lakes nobody wanted because they were too wet. They built dikes around the fields turning the fields into fish ponds and they became fish farmers. They also planted fruit trees on the dikes and kept chickens and ducks. They were very successful farmers.
Answers to Exercise 1:
History of farming farmers in China Protection of nature trees Environmental problems dikes
Answers to Exercise 2:
1 True 2 False 3 False 4 True 5 False
Answers to Exercise 3:
1 (all kinds of) environmental problems 2 destroyed 3 floods 4 droughts 5 farming
6 go against nature 7 too wet8 farming / growing wheat / growing crops 9 fishponds
10 fish / ducks / chickens ll fruit trees
Step 4 Speaking practice
Sample dialogue:
A: Here we have a nice piece of land, and I think the best we could do is grow rice. Rice is an important product and we can make good money growing rice. Another reason why I think we should grow rice is that the soil is very good for rice and there is plenty of water for irrigation.
B: Well, I disagree. I think it would be wrong to grow rice. We should grow more sugarcane in our area, because sugarcane is easier to grow. There are plans to build a sugar factory near the town and that would bring many jobs to this region. Sugarcane can be grown without much work. There are already many rice farms in the area. Adding another sugarcane farm may make the factory owner decide to build his new factory here. .
A: Yes. I have heard about these plans, but it's far from sure that the factory will be built here. If not, then the sugarcane must be transported to the next town, which would not be very good. As far as I can see the best thing to do would be to plant that field with rice.
D: Well, I don't think any of you is right. We have to make a choice, and in my opinion we should raise pigs. Agricultural products such as sugarcane and rice are produced by many farmers around here. Therefore the prices are low. We'd better use the land to raise pigs.
C: Wouldn't it be better to plant trees on the land because a lot of wood has been destroyed over the past forty years and we have to protect the environment. We should give something back to nature. Besides, we could cut down some bf the trees after a few years and sell the wood.
D: No. That would be a, waste of ground and money. We have to make use of the land. The land area is too small for any real crop growing, and you would only be able to plant just a few trees. We have to make a choice. Pig raising doesn't need a lot of space and it can be a way to make a lot of money.
A: You are right about the size of the land. There isn't much we can do with it because it's too small. But I agree with C that the environment in our province has had a lot to suffer. Wouldn't it be better_ as C suggests to just leave that piece of land as it is, or as she says plant some trees on it.
….
(四)总结扩展
Step 5 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
Listening and speaking听说要点
1>How are people s eating habits changing over the years?
over the years [用法]此处over意为‘在...期间’
[举例]My grandchildren will stay over Christmas. 我的孙儿孙女们圣诞节期间将呆在这儿。
2>How has agricultural produce changed during these years?.
produce [用法]n.[U] 农产品
[举例]The farmer brought his produce to the market. 农民把他的农产品带到市场。
My cousin sells her garden produce in the market. 我表姐在市场上卖自己菜园里的蔬菜。
This shop sells native produce. 这家商店出售土特产品。
3>Next, farmers have to raise more pigs, sheep and cattle.
raise [用法]vt. 饲养;
[举例]They increased their income by raising silkworms and so on. 他们靠养蚕等增加了收入。
He is a farmer and raises horses. 他是农民,又养马。
cattle [用法]n. 牛;牲口;家畜
[举例]Cattle feed on grass. 牛以草为食。
They keep a large herd of cattle. 他们饲养着一大群牛。
That is a cattle farm. 那是畜牧场。
beef(=feeder) cattle 肉牛 dairy cattle 奶牛
[注意]cattle是复数含义.几头牛可以说: three head of cattle
4>Listen carefully to all the group members,take notes of the reasons they give and help to make a good decision.
note [用法]笔记
[举例]I must look at my notes. 我得看看我的笔记。
Please take notes of the lecture. 请做听课笔记。
compare notes 对笔记;交换意见
Step 6 Summary小结:
Step 7 Homework
Period 2第二节
(一)明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation.
3. To encourage the students to learn more for the future of our country.
(二)整体感知
Step 1 Presentation
Today we come to the Reading. It’s about the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation. Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.
(三)教学过程
Step 2 Pre-reading discussions
Answers to Exercise 1:
The first picture shows a farmer sitting in the courtyard, in front of the house. There is a basket in front of her and two chickens that eat from the basket. On this farm, chickens can walk freely in the yard.
The picture below shows a large building in which thousands of chickens sit in small cages. On this farm, chickens sit in cages inside a building.
The second picture shows a pile of animal shit (manure). The picture below shows a bag of chemical fertiliser.
The third picture show a farmer working on the land with two animals. The animals pull the plough to work the land.
The picture below shows a tractor. In this picture, the farmers use the tractor to work the land.
The fourth picture shows dry, barren land. The earth is so dry that nothing can grow there.
The picture below shows a greenhouse, where plants grow in a building .made of glass.
Answers to Exercise 2:
Ask the students to discuss the advantages and disadvantages of modern farming; they can also think of the advantages and disadvantages of the old ways of farming.
Raising chickens
Small scale Large scale
The farmer can keep only a few chickens. The farmer can keep thousands of chickens.
It does not cost a lot to keep the chickens. It costs a lot of money to keep the chickens.
It is not a lot of work to keep the chickens. It's a lot of work to keep the chickens: feeding, cleaning etc.
The chickens don't have many problems. If chickens get ill, many die or must be killed.
The chickens are not so fat. The chickens are big and fat.
The eggs and meat taste very good. The meat and eggs do not taste so good.
The chickens are free. The chickens are not free.
The farmer can sell the chicken dung
Fertilisers
Natural fertiliser (manure; also dung) Chemical fertiliser
It's free or can be bought at low prices.
It is a lot of work to mix it with the soil.
It has a bad smell.
It takes a lot of place to store.
It is difficult to transport. It's expensive.
It is not a lot of work to mix it with the soil. It has no smell.
It takes little place to store.
It is easy to transport.
Animals (buffalo; also ox) Machines (Tractor) Horsepower
They are not so expensive. They are expensive.
The “fuel” is cheap (grass, hay etc). The fuel is expensive (gasoline).
They don't pollute the air. They pollute the air.
They can be used on different terrain; eg hill slopes or They can only be used on flat (level) and dry terrain.
wet ground. They don't need to rest.
They need to rest sometimes. You can use them for 5-20 or more years if you can get
You can use them for about 10-20 years. enough spare (repair) parts.
If they get young ones, you get more for free.
If they totally “break down”, you can eat them.
Climate control
Open air Greenhouse
If the weather conditions are bad you can loose the crops.
The landscape is more beautiful.
The land must be good for farming (arable land).
Weather conditions are controlled, so they cannot damage crops.
It is expensive to build and operate (gas, water, electricity) a greenhouse.
If there is a power failure, you may lose crops.
The landscape is ugly:
Greenhouses can be built where the land is not suitable for farming.
1950s - 1980s 1980s - present
The use of machines eg tractors The use of greenhouses
The use of electric pumps for irrigation To make vegetables bigger or better
The use of chemical fertilisers To change vegetables so they can grow on poor
The use of insect killers soil
The use of special seedbeds Knowledge from abroad
IT technique and technical are words that mean something with
technology FORM machines, then technology must be the noun to match these two
words meaning new machines or doing things that are based on
modem knowledge.
agricultural FORM IT cultural is the adjective for culture, then agricultural must be
,
the adjective for agriculture, meaning to do with agriculture.
Step 3 Reading
Read the text carefully again, and give the students some explanations. Skimming the reading material as soon as possible and then finish the past reading, some more questions may be designed by teachers. Read the passage again and find out the main idea to each paragraph.
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.
Step 5 Post-reading
Answers to Exercise 1:
1 D 2 A 3 C 4 C 5 C
Answers to Exercise 2: Sample:
Kind How would you change it? Why do you want to change it in this way?
Fruit Watermelon Grow them like blocks instead of balls Easier to store, takes less space
Vegetable Onion Make sure they don't hurt your eyes anymore EasIer to peel, and cut
Animal Sheep To have red wool Looks funny and then we don't need to dye wool to make clothes
(四)总结扩展
Step 6 Summary 小结
Step 7 Homework
Period 3第三节
(一)明确目标
1. Learn about the useful words and expression in the reading text.
2. Learn “Word formation”.
3. Grammar focus: the use of “it” for emphasis
4. Discuss the answers to all the exercises in the Students’Book.
(二)整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
(三)教学过程
Step 2 Language points in the reading text
1>It is on this arable land that the farmers produce food for the whole population of China.
It is...that... [用法]此为强调句型,该句型虽是本单元重点,但在高一上册unit 2; unit 6;
以及高一下册unit 16皆有出现, 本站也有详细解释.请另行查看.
2>Farmers have long used techniques to make their land produce more.
technique [用法]n. 技术;技巧
[举例]Dick Fosbury had a new technique for doing the high jump.
迪克福斯贝里有一种跳高的新技术。
the mastery of technique 掌握技术
3>Over time, many farming techniques have been modernized.
modernise [比较](1) vt. 使现代化 (2) vi. 现代化
[举例]modernize a hospital by installing the latest equipment 安装最新设备使医院现代化
[拓展]modernization n. 现代化
[举例]plans for modernization of existing factories 使现有工厂现代化的计划
4>To make as much use of the land as possible, two or more crops are planted each year where possible.
make use of [用法]利用,使用,采用
[举例]We make use of electricity every day. 我们每天使用电力。
She makes good use of her time. 她善于利用时间。
5>More advanced technical information was brought in from abroad in the 1980s.
bring in [用法]1) 从外提供;带入 (2) 引入;提出 (3) 生产出;生出…作为收益
[举例]The commune is expected to bring in more rice this year. 今年公社可望收获更多稻谷。
This will bring them in several thousand yuan. 这将使他们得到几千块钱的收益
[链接]本单元出现该短语的句子:
To the villagers great joy, the tree and tea crops are also bringing in money to them.
6>Import of technology and machines, and the international exchange of delegations have helped Chinese farmers improve their production.
Import [用法]v. 进口,输入 n. 进口;进口商品;含意
[举例]You must pay duty if you want to import wine. 如果你要进口酒,你就必须纳税。
None of the machines on display here are imported. 这里展出的所有机器没有一件是进口的。
delegation [用法]n. 代表团
[举例]Our delegation left Korea for home last Friday. 我国代表团于上星期五离开朝鲜回国。
a delegation from Japan 日本代表团
send a large delegation 派遣一个大的代表团。
7>Future agriculture should depend on high technology as well as traditional methods.
as well as [用法](1) 既…也(又);不仅…而且 (2) 同样;同样好地
[举例]He has experience as well as knowledge. 他既有学识又有经验。
She s clever as well as beautiful. 她不但漂亮,而且聪明。
Scott has a flat in London as well as a house in Edinburgh.
斯科特不仅在爱丁堡有座房子,而且在伦敦有个套间。
I, as well as you, know that. 我和你一样,也知道那件事。
8>Not only is food production important but also taking care of the environment.
Not only...but also [用法]not only...but also...在连接句子时,not only后面的句子要使用倒装结构.
详见高一上册unit 2
9>The biggest problem of Chinese farmers is the shortage of arable land.
shortage [用法]n. 不足;缺少
[举例]After the hot summer, there was a shortage of water. 炎热的夏天过去后,出现缺水现象。
The school has a shortage of teachers; it needs three more.
那个学校的教师不够,还缺三位。
10>Many vegetables are grown in greenhouses where they are protected from the wind, rain and insects.
protect...from... [用法]见高一上册unit 3
11>In 1993,a kind of tomato was developed that was different from any grown before.
any grown before
[用法]此处的grown before为过去分词短语充当定语,和any之间有逻辑上的动宾关系.
12>G stands for genetically from the word genes.
stand for [用法]见高一上册unit 8
13>In other words, the way tomatoes grow from natural seed is changed.
In other words [用法]也就是说;换句话说
[举例]Joe doesn’t like work -- in other words, he s lazy! 乔不爱劳动--换句话说,他懒惰!
14>A variety of GM watermelons will be seedless.
variety [用法]见高一上册unit 10
Step 3 Practice: Vocabulary
Answers to Exercise 1:
Noun Verb Adjective
Fertiliser Fertilise Fertile
Production Produce Productive
Protection Protect Protected
Modification Modify Modified
1 modified 2 Protecting, protection 3 fertile, ferilisers 4 produce, productive
Step 4 Practice: Grammar
Answers to Exercise 1:
1 It is the children who often help their parents do the farm work.
2 It was in 1993 that a tomato was developed that was very different from any grown before.
3 It is the shortage of arable land that is the biggest problem for Chinese farmers.
4 It is the plants grown in the greenhouses that are protected from the wind, rain and insects.
5 It is high technology as well as traditional methods that future agriculture should depend on.
Answers to Exercise 2:
1 It was Henry who gave George a new tie for his birthday last year.
It was to George that Henry gave a new tie for his birthday last year.
It was a new tie that Henry gave George for his birthday last year.
It was last year that Henry gave George a new tie for his birthday.
2 It was during that period of time that they made three important discoveries.
It was three important discoveries that they made during that period of time.
It was they who made three important discoveries during that period of time.
3 It is in South America that some people still practise this kind of farming.
It is some people in South America who still practise this kind of farming.
It is this kind of farming that some people in South America still practise.
(四)总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Period 4 第四节
(一) 明确目标
1. Review the language points learnt last period.
2. Get the students to realize the great contribution Chinese
3. Do some writing to develop the students writing skill.
(二) 整体感知
Step 1 Presentation
TaskⅠ have you heard the name Jia SiXie before?
What was he famous for? What was the great (work) book he wrote? Do you know what it was about?
TaskⅠ encourage the students to find out any popular problems about the weather or farming they have know。
(三)教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks“.
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to Exercise 1:
Some of the advice that Jia Sixie gave to farmers in his book Qimin Yaoshu was as follows:
1 Fanners should do things at the right time of the year. 2 Fanners should examine the soil carefully. .
3 If the condition of the soil is not good, farmers should improve it.
4 Before sowing or planting crops, farmers should clean rough ground and remove weeds.
5 Farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.
6 Farmers should plough the land, so weeds ate destroyed.
7 When ploughing the land, farmers should plough deep the first time and less deep the second time.
8 Farmers will get the best results if they change crops in their fields.
9 If farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good
crops.
10 If farmers plant wheat close together, they will have better results than when 'they plant wheat leaving space between the plants.
11 It is good to grow different plants next to each other in the same field.
Suggested plan:
Students may need to visit the library or go on the Internet to find out more information about how to make a vegetable garden. They can enter the keyword search ”planning a vegetable garden“ or ”growing a vegetable garden“ or ”tips for a successful garden.“
Month What will be done
November It's in November when we have to plough the land for the fIrst time. The ploughing has to be
done deep. Spread manure and old leaves on the land and plough them under.
December It's in December when we should make a plan for our vegetable garden for next year. Check
the seeds left over from last year. Repair tools and make a list of new tools to buy.
It's in January when we should buy enough seed to plant for two or three crops. Check the
January condition of the soil. If the soil is not good, you should improve it. Put manure and dead leaves
on the land if you did not do this in November. You can also use fertilisers to the soil. Get the
seedbeds or seed boxes ready for growing plants such as tomato, pepper and eggplant.
It's in February when you should plant the seedbeds. Prepare the land for planting. Let sheep
February or cows walk on the land. Their manure will improve the soil and they will destroy weeds or
eat them. Also prepare seeds for planting in April.
It's in March when you should give some attention to the early-planted crops. Add a little
March fertiliser to young crops. Thin the young plants to give them mqre room to grow. Plough the
land a second time to prepare it for the warm-season vegetables.
April It's in April when you should plant beans, corn, eggplant, peas, peppers, tomatoes and
watermelons. Remove weeds and grass.
May It's in May when you have to watch out for insects. Fight insects and disease when you see them.
Water the plants when needed. Build a frame of wood or bamboo for beans to climb on.
It's in June that you have to harvest vegetables such as beans and peas, onions and potatoes.
June Store onions and potatoes dry and cool. Prepare the land for planting new crops. Take care of
Irrigation.
It's in July when you should make a plan for the crops you want to plant in autumn. Fight
July drought with enough irrigation of the land. Remove weeds. Plant second crops for tomatoes,
corn and beans. In July it's also the time to plant big pumpkins for Halloween!
August It's in August when we have to plant broccoli, cabbage, carrots and onions. Make sure to water
.
the plants enough. Harvest ripe fruit and vegetables.
September It's in September when we harvest green peppers and tomatoes before the cold of winter comes.
Water and weed the crops that were planted in August.
It's in October when the last crops are harvested. Put dead plants, old leaves and other materials
October together. Store animal manure for use as fertiliser next year. Start thinking about your garden
plans for next year.
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training. After the team work, read the passage carefully to search more details about the topic.
Step 3 writing skill
TaskⅠwrite a brief introduction to Yia SiXie and his work.
TaskⅡ imagine you own a vegetable garden on something like that try to write a plan for it.
Step 4 check the writing
Sample essay:
It is less than a hundred years ago that the vast majority of farmers was unable to read and write. They learnt the work on the farm from their parents. Sometimes, they were told about ways in which they could improve their farming. But if they lived in far off places or in the mountains, there were few opportunities to learn about better ways of farming.
During the second half of the twentieth century, this situation was improved. Farmers were taught how to read and write. Books and magazines were published for farmers so that they could read about new methods of farming and improve their own situation. It also became possible for some farmers to experiment and share their results and discoveries in written reports with others. Still, not all farmers can read and write, but their number is getting smaller.
To modernise and use new techniques, farmers have to be able to read and write. They must be able to read what is written on bags of fertilisers they buy, to know how to use them and how to use them safely. They also have to be able to read the instructions on how to use new tools and machines. In the future, farmers will have to learn more to be able to use modem techniques such as greenhouses and GM.
Many farmers take courses where they learn about new technologies in agriculture. They learn to accept and how to use the new technologies. The government and local agricultural organisations have developed a special programme for farmers, called the ”Green Certificate“ project. Already more than ten million farmers have completed this course and many farmers are becoming grain-growing expert
(四)总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>Much of the wisdom discovered by early Chinese scientists is still useful for farmers today.
wisdom [用法] n.[U] 聪明,才智
[举例]I am struck by Annie s wisdom. 安妮的智慧使我惊叹不已。
He is a man of wisdom. 他是个聪明人。
Let us consider the wisdom of following his advice. 让我们考虑按他的意见做是否明智。
2>Jia Sixie s book is a practical guide to farming.
practical [用法]a.实践的;实用的
[举例]Earning a living is a practical matter. 谋生是一实际问题。
He is a practical man and doesn’t like empty talk. 他是一个注重实干的人,不喜欢空谈。
Rowing across the Atlantic is not a practical idea. 划船横渡大西洋不是个明智的想法。
guide [用法]vt. 1.指导 2.导游 n.1.指南,指导 2.手册 3.向导
[举例]He guided us through the forest. 他领我们穿过了森林。
He flashed a torch to guide me. 他打手电给我引路。
3>But if you go against nature and do things at the wrong time of year, you will have to do more work and the results will not be so good.
go against [用法]见高一下册unit 16
4>If the condition of the soil is not so good, you should improve it.
condition [用法]n.1.状况 2.[复]环境 3.(先决)条件
[举例]the condition of affairs (世界的) 局势 [事态] ,社会动向
my financial condition 我的经济状况 [收支情形]
the condition of weightlessness 无重力状态
not...on any condition=on no condition 无论在什么条件 [任何状况] 下都不…,绝不…
What are your conditions for accepting the offer? 在什么条件下你才会接受这个提议?
I will let you go only on one condition. 只有在一种条件下我才会让你走。
make it a condition that... 以…为条件
5>Before sowing or planting crops, rough ground must be cleaned and weeds removed.
remove [用法]vt.脱掉;去掉,消除(+from)
[举例]She saw he had removed his glasses. 她看到他摘下了他的眼镜。
[举例]Students removed several desks to another classroom.
学生们把几张书桌搬到另外一间教室。
She removed the painting to another wall. 她把画搬到另一面墙上。
He was removed from the post. 他被解雇了。
6>The best harvest is reached when farmers change the crops in the fields.
reach [用法]vt. 获得;占有;收到
[举例]Your letter reached me the day before yesterday. 你的信我前天收到。
Part of the reply reached my ears. 有几句答话传到我的耳朵里了。
The news only reached me a moment ago. 我刚刚得到这个消息。
The two parties reached on an agreement. 双方达成了协议。
7>For example, do not plant rice year after year in the same field.
year after year [用法]一年又一年;年复一年
[比较]The university gets bigger, year by year. 这所大学每年都在扩大。
Tens of thousands of men, year after year, have travelled southwards to find work.
每年都有好几万人去南方找工作。
8>Other scientists said that wheat should be planted with space between the plants.
with space between the plants [用法]with的复合结构.详见高一上册unit 2; unit 11
9>He also said that it is good to grow different plants next to each other in the same field.
next to [用法](1) 在…的旁边;贴近;紧挨着
(2) 仅次于那个,这个,它,我,等 (3) 几乎
[举例]Our house is next to the Post Office. 我们的家在邮局旁边。
You can sit next to Roger at dinner. 吃饭时你靠着罗杰坐。
In one room next to him I found a lot of good books.
在他隔壁的一个房间里我发现很多好书。
the shop next to the corner 路口第二家商店
the largest city next to London 仅次于伦敦的最大的城市
It is next to impossible. 这简直是不可能的。
10>The wisdom of farmers about the weather and farming is collected and passed on from generation to generation.
pass on [用法]1) 转告;带信儿 (2) 把…传递给另一人
[举例]Please pass on the message to your classmates. 请把消息告诉你的同学。
Please pass on my regards to your parents. 请代我向你的父母问好。
Step 7 Homework
Period 5 第五节
(一)明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
(二)整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
(三)教学过程
Step 2 Listening comprehension
LISTENNIN G TEXT:
Helen talks about her job.
Hello, my name's Helen and I live on the west coast of Canada. I work on a fish farm.
Right now I'm feeding the fish, which are kept in cages in the sea. The cages are tied to the rocks on the j bottom of the sea. It can get very windy here. Twice a ! day I put the fish food in the boat and go out to the cages. The fish are always hungry!
When the fish have grown to the right size, we pull the cages out of the water. The fish are killed and cleaned. Our fish farm is a long way from the nearest market. So we either freeze the fish or smoke them. We don't salt any fish here. Some fish farms do, but we don't.
Three of us work here and there's always a lot to do. Inside that building over there we have tanks for the young fish. We produce all our own fish from eggs. The fish start to grow in fresh water. Then, when they are bigger they go into the sea, which is salty, of course.
There's always a lot of work to do: feeding the fish, cleaning the tanks, getting eggs out of the best of the large fish, harvesting the fish, cleaning them and smoking them. We burn our own wood and that way we get a very good strong smoke. It's more work, but we get higher prices for our smoked fish.
Answers to Exercise 1:
1 She is (probably) a fisherwoman.
2 I think she is going to open the boxes and feed the fish. Or: I think she is on her way to the market to sell the fish.
3 Without listening to the tape, you may have various answers. Sample answer:
If you are a fisherman / woman you have to get up early every morning. The first thing to do is to go out in the boat and see if anything is caught in the nets. Next, you have to bring in the fish and throw out the nets for the next catch. Then, the fish must be brought to land. The fish should be kept in big boxes full of water, so they don't die.
Answers to Exercise 2:
1 We feed the fish twice a day.
2 We produce our own fish from eggs in the tanks.
Or: We clean the tanks.
3 We get the eggs out of the best of the large fish.
4 When the fish are big enough, we put them in cages in the sea.
S When the fish have grown to the right size, we harvest them, clean them, freeze them or smoke them.
6 We take them by truck to the nearest market.
Answers to Exercise 3:
1 The cages have to be tied to the bottom of the sea because it is windy.
2 They freeze or smoke all the fish because the fishfarm is a long way from the nearest market.
3 They bum their own wood because in that way they get a good strong smoke.
4 They smoke their fish themselves, because they get higher prices for smoked fish.
Step 3 Talking practice
Sample dialogues:
Dialogue 1:
SI = Student 1: Pro because he/she thinks this is the best way to do it.
S2 = Student 2: Con because he/she is a vegetarian S3 = Student 3: Pro because he/she is a farmer who thinks this is the best way.
S4 = Student 4: Con because he/she thinks the animals should not suffer.
SI: Well, I don't know so much about factory farms, but the fact is that more and more people want to eat meat, so we have to raise more and more farm animals for food. We must have factory farms to raise these animals.
S2: People should eat less meat or should even try to eat as little meat as they can. Meat is not very healthy for people anyway. That's why so many people get too fat in China.
S3: I like eating meat; but I don't like the idea that the animals have a terrible life before they are killed for food.
S4: It is not so easy. Raising farm animals takes up a lot of space. It is cheaper to have the animals close together, on what you call a factory farm. I need less land and fewer people to take care of the animals. Can you imagine how much time it would take us to look for eggs if I had 1O, OOO chickens running loose in my yard?
S3: China is a very big country. We have enough space and it would be better if more people found jobs feeding, taking care of the animals and collecting the eggs.
S4: That's just what you think. But you don't know much about farming, or you don't understand.
S4: I'm sorry. What I wanted to say is that it is true that China is a big country, but we can't build these buildings just about everywhere and besides, they should not be too far away from the farm. As a farmer I must be able to manage everything myself.
SI: I agree. Farming is important to our economy, and China should not be dependent on foreign countries for food. What S2 says is not true. Of course we could eat other products instead of meat to get the protein we need. But then, farmers would have to grow more soy beans to produce tofu. Our country is big, but only 7% of the land can be used for growing crops. So it is better to use land that is not arable to build factory farms that produce animal meat. That is our best source for protein.
S3: But still we must find a solution for the factory farms. Too many animals suffer. When the animals suffer, the meat will not be as tasty as that from farm animals. Everyone knows that farm chickens are tastier than factory chickens.
S2: Besides, the bio industry produces too much manure that is harmful to the environment.
Dialogue 2:
SI = Student 1: Will take over farm business but doesn't believe in progress.
S2 = Student 2: Wants to take over farm business and believes in progress.
S3 = Student 3: Believes in progress, but doesn't want to take over the farm.
S4 = Student 4: Won't take over the farm business and doesn't believe in progress.
S4: No. I don't want to take over the farm of my parents. I have seen enough of it. It is hard work and you can't earn much money. Even if modem ways of farming made farming easier or better, success always depends on the weather. And a lot of hard work can be lost because of a dry summer, a storm or some other disaster. I want to study more so I can look for another job.
S1: What S4 says about the weather is true. But there aren't many other jobs in our village. I don't want to move to a big city. I want to stay in our province, where all my friends and family are. I will take over the farm from my parents. It is hard work, but I know how to do it. Maybe learning something can help a little, but not much.
S2: Well, I want to take over the farm from my parents. But before that, I want to study more agricultural science. My father took a short course about new ways of fertilising and crop rotation a few years ago, and he learnt a lot from that. He also always reads the local magazine about new seeds and new kinds of fruit trees and so on. My uncle wrote a book about growing grapes and my cousins are now making wine. They were the first in our village to do that, and now some other farmers want to try that as well.
S3: I agree with that, but for myself I think farming is a job that is too hard. I think a lot of improvement can be made, but still the work will be dirty and heavy, and you have to get up too early every day.
S2: I don't think the work is dirty. Most materials are natural and you can take a shower when you are finished. It is much healthier than working in a factory where you get dirty with oil and breathe in dangerous smoke and gases.
S1: Yes, but the work is heavy and there is always so much to be done. It's terrible. Sometimes you must work in the burning sun and sometimes in the rain, or worse.
S2: But all that will improve. Growing crops in greenhouses is not only better for the plants, but also for the farmers. And much of the work can be done using machines.
Dialogue 3:
SI = Student 1: Is optimistic and thinks there are many opportunities.
S2 = Student 2: Is pessimistic and thinks there are too many farmers in China.
S3 = Student 3: Believes that farmers in China have no other choice. They must develop new products.
S4 = Student 4: Traditional. Thinks new product don't fit in with Chinese culture.
S1: Welcome everybody to the discussion. Over the past 15 years many farmers have started new businesses growing different crops or doing other things on their farms. Many of them have been very successful.
I think it is great. Farmers have had traditional ideas about farming for too long. There was a time when everybody had the same type of life, and there were only few things to be bought in the shops. But as people have more money to spend, they like buying different products. So now, farmers can grow whatever they like.
S2: Well, that's not true. They can't just grow whatever they like. Farmers can only grow products that people will buy. You can't start growing something that nobody wants.
S4: True. Besides, in many places the land can only be used for some crops. And of course the climate does not always allow growing what you want.
S3: But farmers will have to. If everybody is growing the same few crops, the price will go down and farmers have no opportunity to make more money. Farmers must take a risk. You can't do any business without risk. Farmers will have to read newspapers and magazines to find out what people will want to buy. They should know enough about the land and agriculture to know whether they can grow new crops with success. Then, when they are the first to do something new, they must grab the opportunity.
S2: Haha. That is only for the farmer who starts doing something. As soon as his neighbours see that he is successful, many others will follow. And very soon everybody in the region will be growing that crop. And what happens then? The prices will drop.
SI: Well, farmers must know when to take risks. Many people think that there are no chances in farming, but there are. In fact, there are many. The important thing is to make use of the opportunities.
S3: Yes. Chinese farmers have many opportunities to grow new crops and produce new products, not only for changing markets in China, but also for the export market.
SI: Yes. And that creates even more opportunities.
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
(一)明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
(二)整体感知
Step 1 Presentation
In the class
(三)教学过程
Step 2 Vocabulary
Answers to Exercise 1:
1 against 2 of 3 In 4 Over 5 on 6 of 7 from 8 as 9 from 10 with 110f 12 into
Answers to Exercise 2:
1 Future agriculture should depend on high technology as well as traditional methods.
2 Not only food production, but taking care of the environment is also important.
3 The farmers are working hard to improve the quality as well as the quantity of the crops.
4 The book does not only talk about farming but also about gardening.
Answers to Exercise 3:
1 ploughed 2 fertilisers 3 sown / sowed 4 weed / remove weeds 5 irrigation
6 kill insects 7 harvest
Step 3 Grammar
Answers to Exercise 1:
1 No, it is the shortage of arable land that is the biggest problem of Chinese farmers.
2 No, it is in greenhouses that many vegetables are grown today.
3 No, it is with GM technique that these tomatoes are grown.
4 No, it is the ones that have the best colour that are the best seed-heads.
5 No, it was from farmers that Jia Sixie learnt.
Answers to Exercise 2:
1 It was to find happiness that a pretty princess from Heaven secretly came to earth. .
2 It was' her excellent waving skills that the villagers admired.
3 It was for a few years that the family lived peace- fully and happily.
4 It was her grandmother who ordered her to leave at once.
5 It is ,each year on the seventh day of the seventh month that all the magpies in the world form a bridge so that Niu Lang and Zhi Nu may enjoy a short get-together.
Answers to Exercise 3:
1 A 2 D 3C 4D 5 C 6A 7 B 8 C 9 C 10 B
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to Exercise 1:
The correct order of the pictures is: 3,4, 1,2 (or 4, 1,2,3).
Sample sentences:
1 The hills surrounding the villages are green and covered with trees and grasslands. Farmers use the land, but also take care of the environment.
2 The trees are cut down in large numbers. The whole forest has disappeared, and no new trees are lanted.
3 When it rains, the soil is washed away. The barren hills cannot be used for agriculture.
4 Local people start to repair the damage that was done to the environment. By planting trees, the barren hills will be turned green again.
Answers to Exercise 2:
Five rules of what people should do in the woods.
1 WALK on the paths or roads.
2 PLANT new trees when cutting down any.
3 PROTECT young trees from being eaten by deer or rabbits.
4 WATER young trees and give left-over fertiliser to trees near the village.
5 RESPECT nature and care for the trees.
Five rules of what people should not do in the woods.
1 DON'T make any fires in the wood.
2 DON'T throw away any cigarettes.
3 DON'T damage or cut down young trees.
4 DON'T throw away any rubbish.
5 DON'T kill birds or other animals in the wood.
Step 7 Sample writng
Sample writing:
Jackapple from Southern China
The Jackapple (木波罗 ) also known as Jackfruit, grows in southern China. It is the largest fruit in the world that grows on trees. It looks a bit like a melon, and is very heavy. The biggest ones can reach a length of 3 feet, and weigh up to 100 pounds, though most are smaller. The skin is thick and hard. The uncut ripe fruit has a strong smell. On the inside, the ripe fruit looks like a collection of yellow fruit parts, each with a large light brown seed of up to 2.5 cm long. There may be as many as 100 to 500 seeds per fruit.
The green unripe fruit flesh can be cooked as a vegetable and used in dishes and salads. The ripe fruit is cream-coloured or yellow and quite soft. It can be eaten raw as fruit, boiled or fried. The flavour is strong and sweet like that of pineapple or banana, sweet but less juicy. The large seeds can be roasted and have a flavour similar to chestnuts or large white beans.
Jackapple fruit makes an excellent dessert. It is healthy and full of Vitamin C. The seeds can be eaten after cooking. They can be boiled in salted water, or roasted like chestnuts. Jackapple juice tastes wonderful.
(四)总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. Workbook
1>Soon the princess fell in love with Niu Lang.
fall in love with [用法]爱上(某人)
2>The time has come to repair the damage that was done to the environment.
to repair the damage that was done to the environment
[用法]此处的不定式短语应理解为The time的定语.
3>Cutting down trees and selling the wood was the only way for poor families to make some money and feed their families.
feed [用法]供养
[拓展]feed的其他用法: vt. 1.喂养,饲养 2.向…供给 n. 饲料
vi. (牛、马等)吃东西;以…为食物
4>As a result, all the hills surrounding their village are now covered with green trees.
surrounding... [用法]1.现在分词短语做定语,和all the hills有逻辑上的主谓关系.
2.surround:v. 围;围绕;包围
[举例]Trees surrounded the lake. 湖的周围长满了树。
The pupils surrounded the teacher. 学生们围着老师。
5>New Zealand kiwi fruit growers decided to introduce the new fruit to the rest of the world and it was a great success.
success [用法][C] 成功的事 ; 取得成就的人 [U] 成功
[举例]I wish Jill success with her studies. 我祝愿吉尔在学习上取得成功。
He has had great success in life. 他的事业很成功。
I tried to find him in the crowd, but had no success. 我试图在人群中找到他,但是没有找到。
Mary is a great success as a singer. 玛丽唱歌,红极一时。
He was not a success as a governor. 作
Step 7 Homework
Period 7 第七节
1. 检查本单元单词、短语及相关句型。
2. 讲评统一布置的课外基础练习。
New Zealand
I. Teaching aims and demands 教学目标和要求:
1.Topics 话题
1.Talk about New Zealand
2.Function: 交际功能
描述方位和方向(Describing location and direction)
It s in the east of...
It is to the north of...
It is in the northern part of...
northeastern/northwestern Sichuan...
3.Vocabulary 重点词汇和短语
fisherman; great-grandfather; northeastern; central; coast; surround; mild; bay; harbour; volcano; spring; heat; surface; rat; settle; settler; mainly; voyage; possession; bold; paragraph; grassland; mountainous; surprising; secretary; percent; wedding; conference; relation; agricultural; cattle; export; lamb; ship; sail; cottage; seaside; camp
take possession of; make up; turn to; go sailing; go camping
4.Grammar:语法
1>能够用英语表达做某事的重要性、难易程度、可能性或个人感受---形式主语It
It is interesting to visit New Zealand.
It is a good thing the New Zealand helps the Maori to keep their own language and culture.
2>能够用英语谈论时间、距离和天气---无人称代词It
It is winter here but summer in New Zealand.
It was getting dark.
It is 3,500 kilometres from Polynesia to New Zealand.
It is April 1st today.
II. Difficult points
III. Main teaching aids教具:A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the listening material.
3. Use both individual work and group or pair work to make every student work and think in class
V. Teaching procedure:
Period 1第一节
(一)明确目标
1. Warming up to arouse the students love in talking.
2. Do some listening to improve the students listening ability.
3. Making simple dialogues to train the students speaking ability.
4. Learn the useful expressions to talk about location and direction.
(二) 整体感知
Step 1 Presentation
Show the students a map of china and ask them to find out several places and tell the others the location of these places.
(三)教学过程
Step 2 Warming up
Ask the Ss to list the names of countries neighboring China in four directions according to the map of Asia printed in the book. Then let the Ss say the positions of the different places and waters in relation to China like the examples on page 36.
North: Mongolia, Russia, Kazakhstan
South: India, Vietnam, Myanmar, Laos, Nepal,
East: North Korea, South Korea, The Philippines
West: Afghanistan, Pakistan, Kyrgyzstan, Tajikistan Other: Thailand, Malaysia, Singapore, Indonesia, Japan
Seas: Bohai Sea, Yellow Sea, East China Sea, South China Sea. The Pacific Ocean is off the eastern shore of Taiwan Island
Islands: Taiwan Island, Hainan Island, Nansha Islands
Sample answers:
Mongolia lies to the north of Inner Mongolia.
Russia lies to the north of China.
India lies to the south of Tibet.
Vietnam lies to the south of China.
Myanmar lies to the west of China.
North Korea lies to the east of China.
South Korea lies to the east of China across the Yellow Sea.
The Philippines lie flies to the southeast of Guangdong Province in China.
Afghanistan lies to the west of China.
Pakistan lies to the west of China.
Thailand lies to the south of Yunnan Province in China. Malaysia, Singapore and Indonesia lie to the south of China.
Japan lies to the east of China.
The Bohai Sea lies to the north of Shandong Province. The Yellow Sea lies to the east of Shandong and Jiangsu Province.
The East China Sea lies to the east of Zhejiang Province.
The South China Sea lies to the south of Hainan, Guangxi and Guangdong Provinces.
The Pacific Ocean lies to the east of Taiwan.
The Pacific Ocean is off the eastern coast of Taiwan Island.
Taiwan (Island) lies to the east of Fujian Province.
Taiwan (Island) lies off the coast of Fujian Province / the mainland of China.
Hainan (Island) lies to the south of Guangdong ProvInce.
Hainan (Island) lies off the coast of Guangdong Province ! South China.
Step 3 Listening comprehension
Now let s have some listening training. Ask the students to look at the map on page 37.this is the map of Dolphin island. Play the tape for the first time for the students to finish exercise 1. Play the tape again. This time the students are required to do Exercise 2.
LISTENING TEXT
Dolphin Island is a small country that lies about 1,500 kilometres off the coast of Japan, in the middle of the Pacific Ocean. From the beaches in the north, to the rocks on the coast in the south, the island is less than a hundred kilometres long, and from the west coast to the east coast the island is nowhere more than 80 kilometres wide. Seven small islands, some of them only large rocks, lying off the eastern coast, also belong to Dolphin Island. Winfield, the capital city, lies on the southwestern coast.
The highest mountain on Dolphin Island, Mount Ashton in the west, is a dead volcano. It is part of a range of mountains, running from north to south along the western coast. The beaches in the north and on the eastern coast are covered with fine white sand. Dolphin Island has a mild sea climate. Most of the land can be used as farmland. The south of the island is covered with forests.
Dolphin Island has only four cities: The town of Ashton Creek lies in the north, Winfield in the southwest, Turnpike in the centre and Epsom on the eastern coast, about forty kilometres from Ashton. A railway line connects these cities. There is a small river that runs from the foot of Mount Ashton, through the northern town into the ocean. Dolphin Island is popular with tourists both from East Asia and the United States. Most of them stay in the seaside town of Ashton Creek, where many hotels have been built over the past five years. Most of the people on the island make a living from farming. In the summer months, some people get a nice, extra income out of tourism, while in winter fishing is also important.
Answers to Part 1:
Answers to Part 2:
1 D 2 C 3 A 4 C
Step 4 Speaking practice
The teacher asks one of the students “where are you from?” “Can you tell me the position of your hometown?” encourage the students to use “in the north/south/east/west of” or “to the north/south/east/west of “
Read the example dialogue. Then get the students to talk about the birthplaces of their grandparents. Parents and them selves in pairs. At the edn ask one or two pairs to act out their dialogues in front of the class.
(四)总结扩展
Step 5 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
Listening and speaking听说要点
1>What are the positions of the waters in relation to China?
waters [用法](国家的)海域,领海;大片水域
[举例]The ship was in European waters. 船在欧洲水域航行。
in relation to [用法]关于;和...有关
[举例]I have a lot to say in relation to that affair. 关于那件事我有好多话要说。
In relation to London, our town is very small. 和伦敦相比,我们这个城市小得很。
2>Weihai lies about 90 kilometres east of Yantai.
east [用法]n. 东,东方[the east] a. 东的,东方的,东部的 ad. 向东方;在东方;来自东方
[举例]China faces the Pacific on the east. 中国东临太平洋。
Japan is in the east of Asia.
3>What about your great-grandfather on your father s side?
on one s side [用法]这里指‘家系,血统’
[举例]The grandfather on his mother s side is still living. 他外祖父还健在。
Step 6 Summary小结:
Step 7 Homework
Period 2第二节
(一)明确目标
1. Develop the students reading ability, especially their reading comprehension.
2. Read the reading passage and know about New Zealand.
(二)整体感知
Step 1 Presentation
Today we come to the Reading. It’s about New Zealand. Today we are going to read about New Zealand, as we know, New Zealand is an island. Do you know where it is? Now, well look at the map and New Zealand and the seas surrounding it, (the Pacific and Tasman Sea)
(三)教学过程
Step 2 Pre-reading discussions
Get the students to look at the map of the world and write down the names of five islands and describe where they are. Then ask the students to compare the notes with the partners. At the end collect the answers from some of the students.
Answers to Exercise 1:
Name of the island Location
Taiwan Taiwan Island lies off the east of the mainland of China.
Hainan Hainan Island lies off the southern coast of the mainland of China, in the“ South China Sea.
The Philippines The Philippines lie(s) in the South China Sea, southeast of Hong Kong.
Hawaii ”Hawaii lies in the middle of the Pacific Ocean.
New Zealand New Zealand lies off the east coast of the mainland of Australia.
Great Britain Great Britain lies off the northwest coast of Europe. The nearest countries are France and Ireland, which is also an island.
Answers to Exercise 2:
The capital of Taiwan is Tapei, which lies in the north of the island.
The capital of Hainan is Haikou City, located in northern part of the island.
The capital of the Philippines is Manila, which lies in the south on the second largest, northern island. Honolulu, in the northwest, is the capital of Hawaii. Wellington, on the southwest coast of the North Island, is the capital of New Zealand.
London, the capital city of Great Britain, lies in the southeast.
Answers to Exercise 3:
For all destinations, students may answer that they can be reached by air from the nearest city with an airport. However, the exercise will be more interesting if students describe in detail how they would travel, which cities they would pass through and the exact locations of these cities. Instead of air travel, encourage students to describe journeys over land and sea voyages.
Step 3 Reading
Read the text carefully again, and give the students some explanations. Ask the students to read the text silently and fast to get general idea of each paragraph
Paragraph 1 geography
Paragraph 2; climate
Paragraph 3: natural resource
Paragraph 4 history
Paragraph About Title
Paragraph 1 Location Geography
Paragraph 2 Climate Climate
Paragraph 3 Landscape Nature
Paragraph 4 History History
Step 4 Listening to the reading passage
Play the tape for the students to listen and follow. Pay attention to the pronunciation and intonation.
Step 5 Post-reading
Answers to the exercises:
1 I It refers to New Zealand.
2 which refers to hot springs.
3 this heat refers-to the heat near the earth's surface.
4 these settlers refers to European I British settlers.
5 it refers to England.
2 I History I Fourth paragraph
2 Climate I Second paragraph
3 Natural beauty I Third paragraph
4 Geography I First paragraph
3 A New Zealand lies in the Pacific Ocean.
B The Tasman Sea lies to the west of New Zealand.
C Wellington, the capital of New Zealand, lies in the southeast of the North Island.
D Auckland lies on the northeastern coast of New Zealand.
E Christchurch lies to the east, on the South Island of New Zealand.
4 I B 2 B 3 D 4 D
5 New Zealand has mild summers with lighter rain and cold winters with heavier rain. Nights in both seasons are cooler than days but not so much cooler. The graphs don't give any information about the climate and weather in autumn and spring. The graphs also don't give any information about the number of hours that the sun shines.
6 The climate on the North Island in New Zealand is like the warm climate in Southern China although the rainfall is less. The climate of the South Island can still be called mild, and is like the climate in southwestern China although it does not get as much rainfall. Perhaps on the whole, China is a bit warmer in summer and a bit colder in winter.
(四)总结扩展
Step 6 Summary 小结
Step 7 Homework
Period 3第三节
(一)明确目标
1. Learn about the useful words and expression in the reading text.
2. To master some basic vocabulary and use the proper words to describe the land.
3. To learn the grammar: the use of “it” as subject
4. Discuss the answers to all the exercises in the Students’Book.
(二)整体感知
Step 1 Presentation
In this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.
1. Revise the text “New Zealand” asks the students to describe the location of the island and the natural beauty.
2. When we describe the land, we usually use some use some nouns and some adjectives
(三)教学过程
Step 2 Language points in the reading text
1>New Zealand ia an island that lies off the eastern coast of Australia.
off [用法]prep. 离开...,隔着...;在(离岸边不远的)海面
2>It is made up of two large islands.
be made up of [用法]由什么组成
[例句]They make up about six percent of the total population.(该句来自本单元)
3>The oceans and seas surrounding the islands are deep blue and many of its cities lie on the bay.
surrounding the islands [用法]现在分词短语做定语。surround vt. 包围,围绕;圈住
[举例]Trees surround our house. 我们房子的四周都是树。
The police surrounded the house. 警察包围了这幢房子。
deep [用法](颜色)深的,浓的
[举例]I like that suit of deep colour. 我喜欢那套深颜色的衣服。
on the bay [用法]此处的on为 prep. 在…之旁;接近
[例句]Paris is on the Seine. 巴黎位于塞因河边。
He lives in a house on the main road. 他住在大路边的一栋房子里。
4>The sand beaches in New Zealand are also very clean.
beach [用法]n. 海滩
[例句]In summer people often go to the beach and swim. 夏天人们常到海滩游泳。
The children are playing on the beach. 孩子们在海滩上玩。
5>They settled mainly on the North Island where the weather was warmer.
settle [用法]vt/vi 1. 安放;安顿;安排; 2.使(心情)平静下来
[举例]He settled his child in a corner of the compartment. 他把孩子安顿在车厢的一个角落里。
After the excitement I tried to settle myself. 激动过后,我设法平静下来。
The family has settled in Canada. 这家人已定居加拿大。
6>Caption Cook took possession of the island in 1769.
take possession of [用法]占领;占有
[联想]1/possession
[用法]n.1. 拥有;占有[U] 2. 所有物;财产[P] 3. 领地,属地,殖民地[C]
[举例]The possession of a degree does not guarantee you a job.
拥有一个学位不能保证你找到工作。
Her possessions could fit in one suitcase. 她的全部财物可以装在一个手提箱内。
Some Caribbean islands are still French possessions.
一些加勒比岛屿至今仍是法国的领地。
7>The Maori signed an agreement with the settlers.
sign an agreement [用法]签署协议
[联想]sign his name 签名 reach an agreement 达成协议
8>What do the words in bold refer to?
refer to [用法]提到;指;参照
[举例]Don t refer to this matter again, please. 请别再提这件事。
refer to a dictionary 查字典
Step 3 Practice: Vocabulary
Let the students look at the word webs. Make sure the students know the meaning of these words. Then let them talk in pairs about the different kinds of land. Allow them enough time to write down the sentences in their notebooks.
A sample version:
Some parts of southwestern China has a very beautiful landscape with green hills and mountains, some parts of northeast are covered with thick forests. In the west there is a large area of deserts. But in cities, there is not enough grassland because of a large population.
Sample sentences
Nouns:
1 The jungles of South East Asia are the natural habitat to many different kinds of subtropical animals and plants.
2 Canada is covered by very large forests.
3 The Chinese province of Inner Mongolia is famous for its grasslands.
4 Some of the mountains in Southwest China belong to the highest in the world.
S The Summer Palace is built on the hills to the west of Beijing.
6 Sand from the deserts in Northwest China is carried over hundreds of kilometres and causes terrible sand storms in spring.
Adjectives:
1 By the end of spring, our schoolyard has turned into a grassy field.
2 The best swimming and sunbathing is along the sandy beaches on Hainan Island.
3 The river flows through flat land between the mountains.
4 Most of the countryside in Southeast England is hilly.
5 There is only a rocky path that leads to the top of the mountain.
6 In the past the hillsides and most of the land was wooded.
7 Coming. from a mountainous country; the girl likes climbing mountains very much.
Combinations:
I The USA is famous for the Rocky Mountains.
2 The mountainous jungles of Central and South America are among the most dangerous areas for tourists.
3 Where once green forests could be seen, there are now only sandy hills.
4 Many young travellers choose a hiking trip on the wooded hills and mountains on the South Island.
5 Over a period of millions of years, high mountains are turned to hilly, and finally into flat lands.
6 Sheep farming is found everywhere on the grassy hills in the east.
Step 4 Practice: Grammar
1. Write the following sentences on the blackboard;
A it is April 1st today.
B it is raining heavily
C it is interesting to visit New Zealand
2. Tell the function of “it” in each sentence.
A) Impersonal “it “can be used to talk about time, date, distance, conditions or weather.
B) “It” can be used in the subject position to stand fro the infinitive or a clause. We usually call it “formal subject”
Do first one together with the whole class to make sure the students know what to do. Then let them do the exercise individually. Check the answers with the students.
Answers to Exercise 1:
1 It is very exciting to receive a letter from a foreign friend.
2 It is not a good habit to eat too much junk food.
3 It is dangerous to drive too fast.
4 It is bad manners to talk with your mouth full.
5 It is a pleasure to see you again.
6 It has always been her dream to study abroad.
Answers to Exercise 2:
1 It is strange that you don't know where New Zealand
2 It is wonderful that they are going to invite me to dinner.
3 It was not surprising that he failed his maths exam.
4 It was a shock to all that his secretary stole the money.
Answers to Exercise“3:
1 It is always sunny in Hainan.
2 It takes about 20 minutes to get to the airport.
3 It is the third of April today. or: Today, it is the third of April.
4 It is a good idea to bring something to eat on the train.
(四)总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
Step 6 Homework
Period 4 第四节
(一) 明确目标
1. Review the language points learnt last period.
2. Do some reading about Snacks.
3. Do some writing to develop the students writing skill.
(二) 整体感知
Step 1 Presentation
Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we’re going to learn something about food.
(三)教学过程
Step 1 Question the students on some language points
Step 2 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not) , “ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks”.
As mentioned in relation to the main reading passage, articles that describe countries or regions follow a certain fixed pattern. Paragraphs need not be very long, but give the most important facts about a country. It is very important that these. facts are correct. Ask students to read the passage, and just as for the main reading, ask the students to write down key words that indicate what each paragraph is about or invent a title for each paragraph. That could look as follows:
Paragraph 1: People Population
Paragraph 2: Culture Culture, language
Paragraph 3: Economy Farming, industry and economy
When students should write a description of a country or region, the paragraph structure of their essay or article may be as follows:
Paragraph 1: Location and area
Paragraph 2: Boundaries and neighbours
Paragraph 3: Landscape and rivers
Paragraph 4: Climate
Paragraph 5: Nature and environment Paragraph
Paragraph 6: History
Paragraph 7: Population
Paragraph 8: Language and religion
Paragraph 9: Economy
10: Life and culture
Step 3 Listening to the Passage
Step 4 Reading comprehension
After fast reading, do the following True-or-False exercises.
Give the students some explanations when necessary.
Step 5 Writing
Now let s have some listening training.
CHINA
Geography
China is a very large country. From the north to the south is more than 5,500 km, and from the east to west more than 5,000 km. Covering an area of 9.6 million square km, which is about one-fifteenth of the earth's land area or about the same size as Europe, China is the world's third largest country behind Russia and Canada.
China's borders are about 20,000 km in length, so it has many neighbours in all directions. To the east, China shares borders with Korea and Russia. Russia also borders on China in the north and northwest. Mongolia lies to the north. To the east are a number of smaller countries. In the south China also has several southeast Asian neighbours such as Myanmar and Vietnam.
China has a more than 18,000-km-long coast. To the , east, there are the Bohai Sea, the Yellow Sea, the East China Sea and the South China Sea. The Pacific is off the eastern shore of the Taiwan Island. There are more than 5,000 islands of different sizes, the largest of which are Taiwan and Hainan Island. Countries separated from China by the sea are, from north to south, South Korea, Japan and the Philippines.
The total length of China's rivers is more than 220,000 km. Most rivers flow from the west to the east. The Yangtze River and the Yellow River are among the biggest rivers in the world. 65 % of the Chinese mainland is covered by mountains and hills. The 8,848-metre-high Mount Qomolangma is the highest mountain in the world. Beijing is the capital of the People's Republic of China and the nation's political, economic and cultural centre.
Climate and nature
Being such a big country, China has different climates in parts of the country. Winter in the north is very cold and dry from October to March and April the following year. The northern part of Heilongjiang Province in the northeast has long winter but no summer, while Hainan Island in the south has a long summer but no winter. The western part of Qinghai and Tibet are covered by snow all year round. On the other hand, the southern part of Yunan and Guizhou are spring-like in all seasons. Along the southeastern coast, the rainfall can be as much as 1,500 millimetres a year, while the northeast may only get as little as 50 millimetres over a whole year.
Because of its size, different environments and differences in climates, China is home to the largest number of wild plants and animals in the world. Many animals only live in China, such as the giant panda, golden monkey and the Chinese alligator.
Population, language and religion
China has a population of over 1.3 billion. The density is highest in the east along the coast, where there are about 550 people per square km. The population density in West China is low, having no more than 50 people per square km. More thaJ? 300 million Chinese people live in cities, and more than 800 million live in the countryside.
There are 55 different cultural minorities in China. By far the largest are the Han. The majority of the people speak Putonghua, while various local dialects are spoken by people all around China. Many of the ethnic minorities speak their own languages. They have also kept their own culture.
Each ethnic group has its own habits and customs, and believes in one religion or another. Besides Taoism, Buddhism and Islam there are also Christian churches in China.
(四)总结扩展
Step 6 Necessary language points
Today we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
1>New Zealand has a population of about 3.8 million people.
population [用法]n. 人口;人口数
[举例]What is the population of London? 伦敦的人口是多少?
London has a population of ten million. 伦敦有一千万人口。
The population of this country rose by 10 percent. 这个国家的人口增长了百分之十。
2>The happier events are marked with speeches, singing and dancing.
be marked with [用法]1.做记号于; 2.标志;表示...的特征
[举例]The box of eggs was marked “With Care”. 这个鸡蛋盒标上了“小心”字样。
3>New Zealand is an agricultural country,with cattle farming on the North Island.
cattle [用法]n. 牛;牲口;家畜 (复数含义)
[举例]Cattle feed on grass. 牛以草为食。
They keep a large herd of cattle. 他们饲养着一大群牛。
That is a cattle farm. 那是畜牧场。
4>The main exports of the country are wool,lamb and forest products.
export [用法]vt. 输出,出口 n.1.输出品 2.输出,出口
[举例]Many raw materials are exported to foreign countries. 许多原料输出国外。
Both imports and exports continue to grow in volume. 进出口量继续增长。
5>Some farmers turned to keeping deer.
turn to [用法]转向
[举例]After he left the university,he became a teacher,but later turned to journalism.
大学毕业后,他先当了老师,但后来转了行,干新闻工作了.
keep [用法]vt. 赡养,供养;饲养
[举例]We were forbidden to keep a single bird of our own.
我们哪怕只喂养一只鸟儿也不允许。
6>New Zealand wine is of high quality and is sold all over the world.
of high quality [用法]of加抽象名词,相当于形容词的作用
[举例]of great value 很有价值; of no use 没用; of a size 一样大小; of an age 年龄一样大;
Step 7 Homework
Period 5 第五节
(一)明确目标
1. Do some listening to improve the students listening ability.
2. Making simple dialogues to train the students speaking ability.
(二)整体感知
Step 1 Presentation
Today we come to the Workbook and do the listening comprehension and also do some talking practice.
(三)教学过程
Step 2 Listening comprehension
LISTENNING TEXT
Lily is a Chinese student who now studies at Auckland University. Listen to the interview in which she is asked about her experiences and her life in New Zealand. In the dialogues, I = Interviewer, L = Lily
I: Why did you come to New Zealand?
L: My dream was to go to England. However, New Zealand is also an English-speaking country. I was told that kiwis are very friendly and honest. My parents also liked the idea of my going to New Zealand. It's safer here. Life is easier than in cities such as London or New York. It's also cheaper.
I: What was you first impression of Auckland?
L: When I first arrived here, two years ago, I thought “wow! This place is so beautifu1.” Just imagine, if you look around and most of what you see is the most beautiful blue and the most beautiful green, the ocean and the hills, that you've ever seen.
I: And how do you feel about Auckland now?
L: During the three months, I felt quite lonely. Auckland has a population of about 1.3 million, so when you come from China, you feel it's a very small city. I: Wasn't it easy to make friends with other Chinese students?
L: I met some of them, and of course 'also made some friends. But my teachers told me I'd better make friends with other international students or kiwis. I'd have more fun, and it would be better for my English.
I: So what do you do after school?
L: Everyone who first comes to New Zealand will feel that life is very boring here. You have to discover the way kiwis enjoy their life.
I: How's that?
L: Kiwis look for fun that is close to nature. They go with friends, hiking in the mountains, or looking for all kinds of fun in and around the water: sailing, diving or swimming in the ocean or building a fire on the beach.
Answers to Exercise 1: 1T 2F 3F 4F
Answers to Exercise 2:
1 Lily decided to go to New Zealand because it is an English-speaking country, and life is safer, easier and cheaper than in England or America.
2 No. During the first three months Lily felt quite lonely.
3 Lily was advised to make friends with international students and kiwis, so she would have more fun and could practice
her English more.
4 When she talks about “kiwis”, Lily means the people from New Zealand.
5
Feeling good about Feeling bad about
Auckland is very beautiful. Auckland is quite a small city.
New Zealand is safe. Life in New Zealand seemed boring.
Life in Auckland is easy. (
Life in Auckland is cheap.
Answers to Exercise 3:
Fun close to nature Fun in the big city
Hiking in the mountains. Go to the cinema.
Sailing. Go to a bar.
Diving. Go to a dancing (discotheque).
Swimming in the ocean. Go to a shopping centre.
Building a fire on the beach.
Step 3 Talking practice
Sample dialogue: O = British official, M = Maori leader, F = British farmer, J = Judge
J: Welcome everybody. Today, we'll discuss the claim of the Maori leader that a piece of land should be returned to the Maori. I hope we can have a quiet and peaceful discussion about this matter and that all arguments will be listened to and respected by everyone. Let's first listen to what the Maori leader has to say.
M: Our ancestors allowed the British to use the land in the Agreement, but the time has come to return the land because the Maori families in the village want to use it.
F: We will not give back the land. My great-grandfather bought this piece of land, so it now belongs to our family. Our family has lived here for three generations, so. we feel the right to stay on the land.
M: But our ancestors lived on the land for many generations before your family arrived in New Zealand. It is true that we allowed them to share the land with us, but we never meant to give the land away.
O: But you can't come and ask us to give the land back after such a long time. The farmer's family have lived there for many years. Besides, the Maori have given us the land, so we sold it to the farmer's family. In the Agreement it was agreed that the British would rule the country and that all people, the Maori as well as the British settlers would have the same rights. Therefore, the farmer's family have the right to stay on the land.
M: We have waited 'for too many years: In the past, we have often asked the government to give the land back to us. But they never did. This piece of land is important to the Maori families. It needs to be given back, so they can honour their ancestors. The Maori family have agreed to let the farmer have another piece of land on the south side of the town.
F: No. We understand that Maori culture is important, but we feel we have a right to stay here. We don't want another piece of land. Besides, if the Maori family wants to honour their ancestors on my land, they are welcome to do so.
Step 4 Sample talking
Step 5 Summary 小结
Step 7 Homework
Period 6 第六节
(一)明确目标
1. Discuss all the answers to the exercises in the Workbook.
2. Learn to use the grammar knowledge
3. Further develop the students’ writing skills.
(二)整体感知
Step 1 Presentation
In the class
(三)教学过程
Step 2 Vocabulary
Answers to Exercise 1:
Across: 1 island 3 harbour 4 climate 7 surface 8 volcano 9 hilly
Down: 2 seaside 3 hot spring 5 bay 6 region
Answers to Exercise 2:
is taking off / will take off / takes off; took possession of; have taken place; have been taken in; takes off; takes out
Step 3 Grammar
Answers to Exercise 1:
1 “It” is used as subject, referring to “to run a business successfully in this area”.
2 “It”, used as impersonal subject, refers to the weather.
3 “It” is, used as impersonal subject, referring to “some children crying in the burning house”.
4 “It”, used as impersonal subject, refers to the distance.
5 “It”, used as impersonal subject, refers to time.
6 “It” is used as subject, referring to “to know about the history of the islands”.
7 “It” is used as the subject of the object clause, refer ring to “to walk alone in the forest near the coast”,
8 “It”, used as impersonal subject, refers to the weather.
Translation for the sentences
1 在这个地区很难把生意做红火。
2 广播里说今天晚些时候的天气会是阴有小雨。
3 失火的房子里有孩子在哭叫,这太可怕了。
4 从这儿到那个岛屿,路途遥远。
5 抢劫者大约是下午四点入银行抢劫的。
6 了解这个岛屿的历史一定很有意思。
7 有人告诉我,在海岸附近的树林里独自行走是很危险的。
8 我们只能等到雨停了以后才能离开。
Answers to Exercise 2:
1 It is moving that the PLA soldiers rescued the villagers from the flood.
2 It has been three months since the villagers came to settle in their new homes.
3 It would be impolite to attend a wedding without bringing a gift.
4 It is April 30 today. I have asked leave to attend my grandfather's burial.
5 It is challenging to do import and export business.
6 It is only a two hours' bicycle ride from the city centre to the cottage where a party is being held.
Answers to Exercise 3:
Sample sentences:
Mexico City is the capital of Mexico. It is the largest city in Mexico. It is also one of the largest cities in the world with a population of 20 million people. The city lies 2,240 metres above sea level and it is surrounded by mountains. The climate there is very pleasant. During the hottest months, it is about 21°C, while during the coldest months it is about 10°C. It never gets too hot or too cold. It is a cultural centre not only in Mexico but in all of Latin American.
There are some things you have to bear in mind when travelling in Mexico City. First of all, drink only bottled water. It is important to wash fruit and vegetables with bottled water before eating them. It would be better if you peel them. It is polite to greet each other with a handshake. It is a usual practice to tip those who have offered you their services. The tip is 10_ 15% of the bill. It is not necessary to wear a heavy coat; comfortable and light clothes will do. But since it's cool in the evening, you'd better bring a warm jacket. If you want to use public telephones, then it is necessary to buy a phone card. It would cause unnecessary danger if you wear expensive jewellery or carry a lot of money on you.,
Step 4 Integrating skills
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not) , ”ought (not) to or should (not) .
Many students like having snacks. Is the habit good or bad? Let s read “Snacks".
Step 5 Listening to the Passage
Step 6 Reading comprehension
After fast reading, do the following True-or-False exercises.
Answers to Exercise 1:
1 A 2 C 3 C 4 B and D 5 B
Answers to Exercise 2:
1 Chinese people moved to New Zealand during the 1850 to look for gold.
2 The early Chinese settlers were more skilled at set ting up and running businesses than settlers from other countries.
3 Suggested answers for the chart:
Name country job
James Bertram New Zealand writer
Edgar Snow USA writer
Kathleen Hall New Zealand nurse
Norman Bethune Canada doctor
Rewi Alley New Zealand teacher/writer
Sydney Shapiro USA writer
George Hatem USA doctor
Agnes Smedley USA writer
Step 7 Sample writng
With the reading materials presented in this unit and the materials collected by the students during the project, students should have a lot of material to choose from for writing a short essay about New Zealand.
Sample essay:
New Zealand lies in the southwest Pacific Ocean, nearly 2,000 km from Australia. New Zealand is over 1,600 kilometres long, and its widest part is 450 kilometres. The capital city is Wellington, with a population of about 360,000. Wellington's central position was the most important reason to make it the capital in 1865. Before 1865, Auckland had been the capital.
Auckland is the largest city with a population having just reached 1.3 million. The total population of New Zealand is 3.8 million. Maori make up about 15% of the population, and are the native people of New Zealand. Most Maori live in the North Island.
New Zealand is an island nation. The three main islands which make up New Zealand are the North Island, the South Island, and Stewart Island, but a number of smaller offshore islands are also included. About 23% of the country is covered by forest. Most forests are now protected areas. New Zealand is a very mountainous country. Among them are a number of volcanoes. Small earthquakes are quite common.
New Zealand has a sea climate. The North Island has a mild climate, while winter conditions in certain areas of the South Island may drop to near arctic conditions. New Zealand's weather is very changeable. A sudden rain shower will give way just as suddenly to sunny skies, or a strong wind. In general, the country experiences high rainfall, especially in winter. The east coast of New Zealand is the driest area, while the west coast of the South Island has one of the highest rainfalls a year in the world. January and February are the warmest months in New Zealand; July and August are the coolest.
Agriculture is the most important economy of New Zealand. New Zealand has 13 times as many sheep as people. Since the 1970s, New Zealand tourism has developed.
New Zealand's creative culture has grown from a magic mix of cultures - Maori, Polynesian, Asian and every kind of European. Many New Zealand artists are now enjoying success around the world.
(四)总结扩展
Step 5 Summary
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
4. Workbook
1>Despite the fact that New Zealand is so far away,ties have existed between the nations from early on.
Despite [用法]见高一上册 unit 1
the fact that... [用法]that引导的是同位语从句,表示fact的内容。
exist [用法]vi.存在;生存,生活
[举例]We cannot exist without air. 没有空气,我们就不能生存。
Does life exist on other planets? 别的行星上有生命吗?
2>The first wave of Chinese settlers arrived around the middle of the 19th cenrury.
wave [用法]n. 波,波浪,浪潮
[举例]A big wave swept the man off the boat. 巨浪把那个人卷下船去。
3>Among the first settlers, the Chinese were more skilled at setting up and running business.
skilled [用法]adj. 熟练的,老练的,有技巧的 (+at/in/with)
[举例]A skilled technician takes years to train. 一个熟练的技师需要数年时间才能培训出来。
Welding is a highly skilled job. 焊接是一个非常技术性的工作。
4>In Hubei Province, Kathleen, known to Chinese people as Nurse Ho ran a small hospital.
known [用法](无比较级、最高级)所知的; 已知的
[举例]He is known to the public. 他的名字为大众 [警察当局] 所知晓。
5>Over the past 10-15 years, large numbers of Chinese students have travelled to New Zealand to study.
over the past 10-15 years [用法]prep. 在…期间
[例句]Over the years,he read widely. 在那些年中,他博览群书。
He came to town over the weekend. 周末他进城了。
large numbers of [用法]同a large number of,修饰复数名词.
Step 7 Homework
Period 7 第七节
1. 检查本单元单词、短语及相关句型。
2. 讲评统一布置的课外基础练习。
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