今天小编就给大家整理了人教版高一上英语教案Unit 11 Music(人教版高一英语上册教案教学设计)（共含15篇），希望对大家的工作和学习有所帮助，欢迎阅读!
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 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 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
Unit 11 Music
Teaching Aims and Demands
Words and Phrases
Four Skills: suggestion perform performer characteristic contain traditional spread variety universal satisfy desire process express
Three Skills: musical instrument blues slave jazz folk guitar record inner emotion musician totally intelligence chant
Spoken English:
Asking for suggestions and giving advice:
What can you suggest? Maybe we could …
Can I ask you for some advice? I suggest (that) …
Can you help me decide …? May be it would be better to …
That’s a good ides.
Well, but what about …?
Have you considering doing …?
Grammar:
Revise the different forms of different tenses:
一般现在时被动语态
The classroom is cleaned every day.
现在进行时被动语态
The plants is being watered.
现在完成时被动语态
The work has been finished.
一般过去时被动语态
The door was locked (by the boy).
过去进行时被动语态
The meals were being severed.
过去完成时被动语态
Over 10 songs had been learned (by us) by the end of last week.
一般将来时被动语态
A lecture on birds will be given.
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about music and encourage the students to learn more about music esp. Chinese traditional folk music in order to expand the students’ vision.
Important points: 1. Talk about different kinds of music
2. Ask for suggestions and give advice.
3. Talk about famous musicians
4. Compare modern and tradition music
Difficult points: The pattern of the passive voice of different tenses
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Get the students to listen to some songs and try to guess where the music come from.
Answers to Exercise 1:
Music1: Russian Music 2: South America Music3:Asian
Music4:African
Step 2 Listening
Let the students listen to the songs and answer the questions. After each song, compare answers and ask the students to explain their answers: Where do you think the music comes from? That is about the characteristic of each folk song. Here the students may get a general impression about the sounds of the world.
Get the students to find a song they like best and tell why.
Step 3 Speaking
First ask the students to get themselves prepared for Exercise 2 on p72, then ask them to perform it out.
Step 4 Homework
Prepare for the next class.
Lesson 2
Step 1 Introduction
The teacher may ask the questions in the Pre-reading part as an introduction of the text and in this way to arouse the students’ interest.
Step 2 Fast-reading
Students read the text quickly and make an outline of the text:
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 modern music. Blues music has influenced and created many other music styles, such as jazz and rock..
3. Modern 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.
Step 3 Carefully-reading
(1) Ask the students to read the text again and be prepared to answer the questions in the Post-reading part.
The answers:
1 Blue 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 The students may answer in any way.
2. False: 1,2,3,5 True: 4,6
(2) Explain the language points if necessary.
Step 4 Homework
Finish the exercises 1-3 on P146
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Word-study
Give the students several minutes to get prepared for the exercise, then check the answers with the students.
The answers are:
beat
vi. To strike repeatedly (esp. the heart)
n. a regular, rhythmical unit of time
vt. Defeat
pick
1.v. to gather, harvest
(pick up) v. to take on passengers
(pick out) v. to carefully select
rock
vt. To upset
a./n. akind of music, rock’roll
n. hard and large stones
style
n. the fashion of the moment
n. type, kind
n. a way of doing something
Step 3 Grammar
List several sentences in which the Passive Voice is used and other sentences which is of Active Voice structure, then ask the students to find the formation of Passive Voice.
Dinner is served from 5:00 to 8:00
Mary serves dinner from 5:00 to 8:00.
Five houses were destroyed by the tornado last night.
The tornado destroyed five houses last night.
The formation of the Passive sentences is: be and the past participle of the main verb.
Step 4 Consolidation
Get the students to finish the exercises1 and exercise 2 in the Grammar part.
Step 5 Workbook
Finish the exercises on P147 as well as a kind of consolidation.
Step 6 Homework
Be prepared for a song so as to give an presentation and learn more about music.
Lesson 4
Step 1 Revision
Let some students give their talk about the music they learned after class.
Step 2 Discussion
Fill the form:
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 forger 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, guqin, zheng, drums, luo, etc. Drums, fuita, keyboard, sometimes traditional instruments
What is the music played? At weddings, during festivals, and in the royal courts Every day, on TV and radio
Who write the songs? Songs are often handed down from generation to generation Pop stars or writers write new songs every year
What are songs about? Love, life, news, legends Love, life, society
Step 3 Writing
Choose one of the two writing tasks below.
1 Write about a Chinese or English song that you like. Try to describe the song and how it makes you feel. Explain why you like the song and what the song makes you think of.
2 We write songs to say something about ourselves and the world. If you write a song, what will you say? What will your message be? Work in pairs and try to write a song --- you can use the music of a song you already know or you can make up your own.
Step 4 Homework
Finish the Checkpoint.
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。
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
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
Phrases:
1. the then director of the Guiness Brewery
2. settle an argument
3. conclude that-clause
make/draw a conclusion
4. be popular with
5. hire sb to do sth
=employ sb to do sth
6. ever since
7. send in
8. set down the records
9. keep track of
10. in other ways
11. sth be put into different categories
12. amazing feats
13. live to be 100 years
14. reach a length of 10 meters
15. 10 meters long
16. blance a thing weighing 100 kilogrammes on his head
17. with an area of about 10 hectares
18. the most remote city
19. celebrate Hong Kong’s return to China
20. stand out
stand for
21.a moving life story
22.the fastest average speed
23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.
24.the then No.1 cyclist in the world
25.be diagnosed with cancer
26.mean the end of one’s career
27.go on to do sth
28.six years in a row
three times in a row
29.the same … that…
the same … as…
eg. This is the same pen as I lost.这只笔跟我丢的那只一样。
This is the same pen that I lost.这是我丢的那只笔。
30.lead sb to do sth导致/带领/使某人做某事
31.in the first place
32.be entertained by…
33.deeds and facts
34.be out to do sth 决心/企图做
35.make for interesting reading算的上是有趣的读物
make for good health对健康有好处
36.set a record创下一个记录
37.be dangerous to sb
38.contact sb
39.if all goes well,…
40.apply for the record
apply to sb for the job
41.inspect your attempt
42.a world record holder
43.try new tricks 尝试新的花样滑板
44.on the park’s skating ramp 在公园溜冰场
45.head down to sp 朝某地方走去
head for sp 前往某地方
46.hang ten玩滑板
47.a skilful skateboarder
48.give sb one’s permission
49.hold a grand opening 举行一个盛大的开幕式
50.see what it was all about 看个究竟
51.be around
52.sb be familiar with sth
sth be familiar to sb
53.be willing to do sth
54.overcome one’s fears
55.certer on
56.have fun
It is fun for sb to do sth 对于某人来说做某事是有趣的
57.fly through the air 在空中穿梭
58.wear helmet
59.enjor every minute 每分钟都很开心
60.a strong feeling of friendship
61.start a club 创办一个俱乐部
62.a new generation of sports 新一代的运动项目
Unit 1
1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)
2. 钢丝(n) 45.突然猛烈地发出(p)
3. 八字胡(n) 46.将某人当中心(p)
4. 结束时说；达成；结束(v) 47.专心致志于(p)
5. 运动员的；体格健壮的(a)
6. 叙述；帐目；帐户(n)
7. 合适的；恰当的(a)
8. 长度；长(n)
9. 检查；视察(v)
10. 证实，确认(v)
11. 证明书(n)
12. 逐渐的；渐变的(a)
13. 空白；空隙(n)
14. 吸引；俘获；占领(v)
15. 熟悉的(a)
16. 因素；要素(n)
17. 头盔；安全帽(n)
18. 精力充沛的；充满活力的(a)
19. 外向的；爽直的(a)
20. 小心的；谨慎的(a)
21. 登记；注册；记录(v)
22. 航行者(n)
23. 峡谷(n)
24. 版本；版次(n)
25. 啤酒厂(n)
26. 租用；雇佣(v)
27. 技艺；功绩；伟业(n)
28. 公顷(n)
29. 凋谢；褪色；变弱(v)
30. 尝试；努力；试图(v)
31. 热情的；热心的(a)
32. 十年(n)
33. 委员会(n)
34. 迷住；使神魂颠倒(v)
35. 地球仪；球体(n)
36. 斜坡弯道(n)
37. 熟练的(a)
38. 滑板(n)
39. 管理；行政（机关）；经营(n)
40. 许可；同意(n)
41. 寄送某处进行处理(p)
42. 记下，写下；让某人下车(p)
43. 一个接一个地；连续不断地(p)
Period 1
I. Teaching Aims:
1. Improve the Ss’s listening and speaking abilities.
2. Practise giving advice and making suggestions.
3. Cultivate the Ss’ musical taste
II. Teaching Important Points:
1. Master the ways of asking for and giving advice.
2. Cultivate the Ss’ musical taste.
II. Difficult Point:
How to further develop the Ss’ listening and speaking skills.
III. Teaching methods:
1. Listening –and-answer activity to train the Ss’ listening ability.
2. Look –speak method to train the Sl’ speaking ability.
IV. Teaching procedures:
Step 1 Warming up
Let the Ss to listen to the music and tell them the following word: This is my favourite music. The music is quite slow / fast. I like it best also because … What is your favourite music? What kinds of music do you know?
Ask the Ss to speak out words about music as many as possible, such as: classical, pop, folk, jazz, rock and roll, hip-hop and rap, Latin, the blues, light, heavy metal
Ask the Ss to listen to the songs and try to guess where the music comes from. If the Ss 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 sound.
Ask the Ss 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?
Step 2 Listening
The Ss will hear three songs and write down what they think and feel about it. The activity gives the Ss an opportunity to practise their ability to talk about songs, music, feelings, likes and dislikes.
Let the students listen to the songs and answer the questions. After each song, compare their answers and ask the Ss to explain their answers.
When the Ss have heard all the three songs, you can ask them to compare the songs.
Step 3 Speaking
Ask the Ss to listen to the tape to get the main idea of the text.
Tell the Ss to work in pairs to make new dialogues.
Sample dialogues:
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 play a 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 Cuijian?
B: OK, I’ll try that one. Thank you.
A: You’re welcome. Oh, by the way, may I dance with you?
List the language points.
1. advice 不可数名词 A piece of advice 一个忠告
suggestion 可数名词 Some suggestions 一些忠告
2. a. have sth in mind 想到某事; 想要做某事. 例如:
I could see he was not telling all he had in mind. 我看得出来他没把心里想的全部告诉我.
What do you have in mind for us to do? 你心里想要我们做什么?
b. have sb in mind 心里想着某人. 例如:
I don’t know whom he has in mind for the job. 我不知道他心中想要谁干此活?
3. dance to (some music) 和着(音乐)跳舞
We are all dancing to the music.
Homework
1. Finish doing the listening exercise on workbook.
2. Prepare for the reading text.
Period 2
I. 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.
II. Teaching Important Points:
1. Learn and master the following words and phrases:
2. Improve the Ss’ reading ability and help the Ss understand the passage exactly.
III. Difficult point:
Help the Ss further understand the passage correctly.
IV. Teaching methods:
1. Fast reading and careful reading to train the students’ reading ability and understand the passage better.
2. Discussion to improve the students’ ability to communicate with each other.
V. Teaching procedures:
Step 1 Pre-reading
1. Tell the students to work in groups. One student in each group asks the other group members the four pre-reading questions.
2. Visit each group and make sure that each group member participates. Help the students with vocabulary if necessary.
3. Ask the group leaders to summarize the discussion and report to the class. Compare answers from different groups and have a short discussion.
Step 2 Reading
1. Tell the students to read the text once and then find the key sentence for each paragraph of the text.
2. Compare different paragraphs and divide the whole text into several parts. Help the students get the general idea for each part.
3. 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.
Step 3 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 par of African-American culture and modern music. Blues music has influenced and created many other music styles, such as jazz and rock.
3. Modern 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.
Step 4 Notes
1. have been playing 是现在完成时,表示过去发生的动作一直不间断地进行到现在.
2. have … in common 有共同点. 例如:
I haven’t a thing in common with my father. 我没有一点与我父亲相同.
Step 5 Post-reading
Discuss the questions in groups, and finish doing them one by one.
Homework
1. Ask the Ss to remember to new words and phrases learned in class.
2. Finish doing the vocabulary exercises both in student book and workbook.
3. Prepare for the part of Grammar.
Period 3
I. Teaching Aims:
1. Train the Ss’ ability to guess the meaning of a word in different sentences.
2. Review the Passive Voice.
II. Important Points:
1. Master the following words and phrases: beat, style, record, turn---into, spread, etc.
2. Review and master the Passive Voice in different tenses.
III. Difficult Point:
Help the students master the way of changing sentences from the Active Voice into Passive Voice and from the Passive Voice into the Active Voice.
IV. Teaching methods:
1. Asking –and-answer to review the use of the Passive Voice.
2. Individual or pair work to make every student work in class.
V. Teaching procedures:
Step 1 Word study
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, rosk’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
Step 2 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.
Answers to Exercise 1:
1. The key to the classroom is kept by our monitor.
2. The song of the 1998 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.
Answers to Exercise 2:
1. Elvis Presley,…and his fans from different countries will always love him.
2. For his eleventh birthday, Elvis wanted a bicycle but his parents gave him a guitar.
3. The next year he recorded another song.
4. After that more and more people asked him to make records.
5. They have turned the house where he once lived into a museum and thousands of people visit it every year.
Homework
1. Ask the students to finish Grammar Ex. on Wb.
2. Prepare for integrating skills.
Period 4
I. Teaching Aims:
1. Revise the language points and grammatical item in this unit.
2. Train the Ss’ integrating skills.
II. Important Points:
Learn and master the following words and phrases: similar, satisfy, on the other hand, because of, etc
III. Teaching methods:
1. Revise the language points and grammatical item in this unit.
2. Contrast and imitation to help Ss learn to write a good comparison essay.
3. Individual or pair word to make every student work in class.
IV. Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Reading and writing
Ask the student 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 the royal courts. Every day, on TV and radio
What are the songs about? Love, life, news, legends Love, life, society
Step 3 Workbook
Ask Ss to have a look at the Grammar on page 176---The Verb.
Step 4 Revision
review the useful expressions:
Asking for suggestions and giving advice
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…?
Review the useful words and phrases:
Musical instrument perform blues characteristic slave jazz traditional spread variety universal emotion in common turn…into
Homework:
1. Preview the reading American Country Music on Wb.
2. Finish the Writing on P150.