Period 5 Speaking and Writing
The General Idea of This Period：
This period has two aims—to encourage the Ss to think and talk creatively about their hobbies and interests and to organize their ideas into a composition and to enable the students to write a report about what is needed to practice for a sport or a hobby.
Teaching Aims：
1.Get the Ss to talk about their hobbies and interests.
2.Help the Ss write a report about what is needed to do to study a hobby.
Teaching Important Points：
1.Get the Ss to talk about their hobbies and interests.
2.Enable the students to write a report about what is needed to study a hobby.
Teaching Difficult Points：
1.How to talk about hobbies and interests.
2.How to write a report about what is needed to study a hobby.
Teaching Methods：
1.Discussion in pairs and in groups of four.
2.Practice to improve the students’ writing ability.
Teaching Aids：
1.A multimedia computer.
2.A projector.
Teaching Procedures：
Step 1 Revision
T：Good morning，boys and girls!Last class we listened to some stories about the ancient Olympic Games.Remember any of the stories
S1：The story Atlanta.
S2：Phidippides’ journey to ask for help.He was a hero to the Greek people.In order to remember him，we have the event of marathon race.
S3：The passing of the Olympic torch.
Step 2 Making a Survey on Other’s Interests or Hobbies
Show some pictures in which the teacher is doing something she or he likes to arouse the students’ interest.
T：Look at these pictures.What am I doing
Ss：Playing table tennis./Playing tennis./Growing flowers./Feeding fish.
T：Yes.And they are all my hobbies.What about you Do you have any hobbies
（Ask some students about their hobbies and the reason for their liking.
Get the students to ask their classmates about their interests or hobbies.）
T：Now I would like you to know more about your classmates.Please go around the classroom and interview at least 5 students about their hobbies and finish the form.This first student to finish the interview shall get a reward.
Name Hobbies Why to like it
Student 1
Student 2
Student 3
Student 4
Student 5
Suggested expressions：
What is your favourite hobby
Why do you like it （like/love/enjoy/prefer/be interested in/be crazy about）
What is enjoyable about the hobby
What good（好处）does it do to you
Get some students to report their interview.
Step 3 Speaking
Get the students who have the same hobbies sit together and work in groups of four to talk about their interests.
T：The students who have the same hobbies sit together and please work in groups of four to talk about your interests.At the same time，everyone should record what others say.
Ask each other these questions：
Why do you like this sport/music/collecting stamp
What is enjoyable about the hobby
Why do you like this sport/music/collecting stamp
What good（好处）does it do to you
What do you need for this hobby
What do you need to do to improve the hobby
What have you learned from the hobby
What difficult might you have about the hobby
Step 4 Writing
Now you know a lot about your hobby.You know what is enjoyable about this hobby，what do you need for this hobby，what do you need to do to improve the hobby，what can be learned from the hobby and what difficult you might have about the hobby.Now I would like you to write an article about your favourite hobby，try to make it well and clearly organized.Before that I will give you a sample.
Swimming is my favourite sport.I like it because it can bring me much fun.The process of learning swimming is very interesting.You can try different ways of swimming，such as breaststroke and backstroke.You can swim at any time of the year if you like.In hot summer，if you jump into the river or the sea to have a swim，you will feel cool and comfortable.Even in cold winter，you can swim if you are brave enough.It’s a healthy sport and it can build up our body.If you’re a beginner，you must be careful.You’d better not swim alone and bring life buoy with you in case of danger.If you want to be a good swimmer，you must have a lot of practice and have great determination.Explain why this can be a sample（the topic sentence，the organization and transitional words）
Then ask them to write a draft in consideration of the discussion.After they finish，exchange their drafts and find some mistakes for each other.
At last show some of their drafts on the slide，pointing out the mistakes and appreciating the beautiful sentences.
Step 5 Summary and Homework
T：Time is running out.We have to stop here.Today we talked about our hobbies.A hobby can make our life more interesting and colorful.I hope everyone of you can develop some hobbies and keep them.
Homework：Check their compositions again and write one.
Sum up what we have learnt in this unit.
Step 6 The Design of the Writing on the Blackboard
Unit 2 The Olympic Games
Period 5
Hobbies
Suggested expressions：
What is your favourite hobby
Why do you like/love/enjoy/prefer/be interested in/be crazy about it
What is enjoyable about the hobby
Why do you like this sport/music/collecting stamp
What good（好处）does it do to you
What do you need for this hobby
What do you need to do to improve the hobby
What have you learned from the hobby
What difficult might you have about the hobby
Step 7 Record after TeachingPeriod 4 Listening
The General Idea of This Period：
This period aims at training students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and writing an well-organized letter about how to solve a specific problem.Students can improve these skills by listening，writing and finishing the relative exercises.Also in this period students can meet the theme of this unit again.
Teaching Aims：
1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.
2.Help the Ss learn how to organize a letter to save the endangered animal dodo.
Teaching Important Points：
1.Make sure the students know the importance of tones in spoken English.
2.Enable the students to organize a letter in the proper and efficient way.
Teaching Difficult Point：
How to write a letter in the correct way.
Teaching Methods：
1.Listening-and-answer activity to make the students know the importance of tones in spoken English.
2.Practice to improve the students’ writing ability.
Teaching Aid：
A tape recorder and a projector.
Teaching Procedures：
Step 1 Revision
T：Good morning，boys and girls!Last class I asked you to prepare the description of dinosaurs and Milu deer and dodos，so now I will ask some of you to have a try.Any volunteers
S1：Dinosaurs lived on the earth long before humans came into being.There were many different species of them，of which a rare new one was able to run as well as climb.The reasons for their dying out are not sure.Maybe because of a large rock or due to the hot weather.
S2：Dodos lived on the earth long long ago.They lived on an island called Mauritius.They were curious and kind?hearted and quite different from most of the animals there.They were birds，but they were large and only had small wings.Their favorite activity was to wander along the beach and wait till the insects were ready to be eaten.
S3：Milu deer used to be common in China.They lived together and lived on grass.But as a result of hunting，they disappeared from China later.Luckily，some were taken to Britain before that.So Chinese government can bring back some.Now there are more and more Milu deer in China.
T：Everyone has done a very good job!
Step 2 Brainstorming about tones in spoken English
（Teacher asks two students to answer two easy questions，then express gratitude using different tones.One is ”Thank you↘”.The other is “Thank you↗.” ）
T：Well，just now I said “Thank you”，do you find some differences
Ss：You use different tones.
T：Good.In the first one，the falling tone shows that I am very grateful.But in the second one，the rising tone means that is what the S should do and I was not really grateful.
T：In spoken English，tones are used to express different feelings.To understand how the speaker is feeling，listen for four main things：
the volume of the language
a rising or falling tone
stress on certain words
pauses in the sentences
Step 3 Listening for general idea
T：OK，now we are going to listen to the story about another animal named dodo.
Please have a look at the picture on P31.What does it look like
Ss：It looks like a duck.It’s very large.
T：What about its wings Are they very large too
Ss：No，its wings are very small.
T：Can it fly high in the sky easily
S1：I don’t think it can easily fly high in the sky.
T：Do you agree with her
Ss：Yes.
T：So what might be its problem
S2：It can only walk on land.And when there is an animal attacking it，it can’t escape.
T：You might be right.Let’s listen and see.As for the first time，you don’t have to understand every word.You can ignore what you don’t understand and concentrate on what you can understand.Now please open your books and turn to Page 30 to go through the Ex.2 and try to predict what might happen to dodo.
（Two minutes later）
T：What happened to dodo
Ss：It disappeared.
T：Right.
Check the answers to Ex.2 and get some Ss to tell the mistakes in the other choices.
Step 4 Listen for detailed information
Get the Ss to listen to the tape again and fill in the blanks.
Once upon a time I lived on the earth too.I was called “dodo”.My home was an ______ called Mauritius.I was ______ and ______ and quite ______from most of the animals there.I liked to make friends with the other animals and never ______.I have no enemies.
We were birds too，but we were large and only had small ______.My favorite activity was to ______ along the beach and wait till the insects were ready to be eaten.
Get the Ss to discuss the answers in pairs and then check the answers to blanks （Suggested answers：island，curious，kind-hearted，different，quarreled，wings，wander）and Ex.1 （CDBC）.Get them to tell the reasons for their choices.
Step 5 Further Practice
T：After we learn the story about the dodo，we shall again know the importance of protecting our environment.In fact to protect our earth is to protect ourselves.
Next we shall listen to one more story about human beings and their environment.Please turn to P62.Listen for the first time and get the general idea.
（After listening for the first time）
T：What is the main idea of the story，do you think
S1：It’s about how a farmer improved his empty land and made his farm more beautiful.
T：Good job.
Get the Ss to listen for the second time and try to finish Ex.1 on P62.
（After the Ss’ listening for the second time）
Get them to discuss the answers in groups of four and then check the answers together.
At last listen to the tape for the last time to check the answers.
Listen for the third time and finish Ex.1.
Step 6 Summary and Homework
T：In this class，we have learned the importance of tones in spoken English，how to find out the general idea and the detailed information.After class，you should go on listening to more materials and try all efforts to make your ears sharp.That’s all for this class.Class is over.
Homework：Surf the internet to find more information about the endangered animals in China and think of some ways to protect them.
Step 7 The Design of the Writing on the Blackboard
Unit 4 Wildlife protection
Period 4
Listen for the general idea
Listen for detailed information
tones，intonation，stress etc.
dodo （large body，small wings）
Step 8 Record after TeachingPeriod 6 Assessment
The General Idea of This Period：
This period is to help the Ss to elevate their acquisition about the Olympic Games and their ability of employing the expressions and grammar learned in this unit.
Teaching Aims：
1.Elevate efficiently the students’ knowledge about the Olympic Games.
2.Elevate the Ss ability of using the expressions and grammar learned.
Teaching Important and Difficult Points：
Help the Ss learn to assess whether their knowledge about this topic has increased.
Teaching Methods：
1.Question-and-answer activity.
2.Pair work and group work to make the students work in class.
Teaching Aids：
A multimedia.
A blackboard.
Teaching Procedures：
Step 1 Greetings
T：Good morning，my boys and girls.
Ss：Good morning，Miss.
Step 2 Revision
T：So far we have finished this unit which is about...
Ss：It’s about the Olympic Games especially the ancient and modern Olympic Games.
T：Terrific.
Step 3 Assessment
T：Today we are going to see how hard you worked and how much more you know about the Olympic Games.
非测试性评价
Read the following chart carefully and then work together with your partners to complete the assessments.
Goals Rating items Self-rating He-rating
About the theme I ______ in the topic of this unit ______ the Olympic Games. A.have become more interested；and want to know more aboutB.am always interested；and I have known more aboutC.am not very interested；but I have learned some basic knowledge of
Comprehendingability I ______ the similarities and differences between the ancient and modern Olympic Games. A.can make an oral presentation ofB.can list some ofC.only know a few of
Oral ability 1.I ______ to talk about my interests and hobbies and express my agreement and disagreement.2.I ______ discussing hobbies and making a training plan for a competition；I ______ make myself understood. 1.A.know howB.can use some of the expressions in this unitC.still find it hard2.A.enjoy；canB.like；don’t alwaysC.don’t like；can hardly
Grammar I ______ the simple future passive. A.have graspedB.have some difficulties in usingC.don’t know how to use
Vocabulary I can ______ the words and expressions in this unit. A.correctly useB.correctly use some ofC.correctly use a few of
Comprehensive I ______ the tasks and activities in this unit. A.have successfully completed most ofB.have difficulties in completing some ofC.was unable to complete most of
Attention&Cooperationin Class I found it ______ to complete the tasks with my partners and we ______ our cooperation. A.enjoyable；benefit a lot fromB.a bit difficult；need to improveC.rather hard；don’t want to continue
Full Understandingand Enjoymentafter Class 1 Amount of knowledge and skills covered and digestedA.AllB.About 80% C.About 50%D.Less than 20%
2 Frequency of practicing the learned materials in this unitA.EverydayB.Every other dayC.Every 3-4 daysD.every 5 days or more
3 After learning this unit，you find your ability in listening，speaking，reading and writing have been ______ improved.A.fullyB.partiallyC.slightlyD.not
测试性评价
Ⅰ.单词拼写
1.The Chinese delegation has won 32 gold m in the 2004 Athens Olympic Games.
2.A from all over the world will come to attend the Games every four years.
3.Mr King has r Mike as captain of the team.
4.Tom will have an i with the boss of the company he wants to work in.
5.Mary was not at home，so her son acted as h .
6.It is an ______ （荣誉）for me to be invited to your birthday party.
7.He was in ______ （竞争）with ten others，so he did well to win the race.
8.Printing was invented by the ______ （古代）Chinese Bi Sheng.
9.He has ______ （承认）breaking the glass of the classroom window.
10.If you make a ______ （诺言），you should try to keep it.
Keys： 1.medals 2.Athletes 3.replaced 4.interview 5.host 6.honor 7.competition 8.ancient 9.admitted 10.promise
Ⅱ.句型转换
1.A：Are you going to take part in the discussion
B：Are you going to ______ us ______ the discussion D
2.A：The story happened in October in New York.
B：The story ______ ______ in October in New York.
3.A：The pop singer will hold a concert tomorrow.
B：A concert ______ ______ ______ by the pop singer tomorrow.
4.A：We haven’t decided when and where to build the new factory.
B：When and where to build the new factory ______ ______ ______ yet.
5.A：Tom earns 1000 yuan a month while Mary earns 10000 a month.
B：Mary earns ______ ______ ______ ______ ______ that Tom earns.
Keys：1.join，in 2.took place 3.will be held 4.is not decided 5.ten times as much as
Ⅲ.完成句子
1.______ ______ （举办）the Olympic is a rich prize for a country.
2.This is ______ ______ ______ （这就是）he was late.
3.只有达到参赛标准，所有的国家都可以参加奥运会。
All countries can take part if they reach the standard to ______ ______ ______ the game.
4.无票者不准进入体育馆。
The person without tickets are not ______ ______ enter the stadium.
Keys：1.To host/hold 2.the reason why 3.be admitted to 4.allowed to
Ⅳ.A quiz about the Olympic Games
1.This is the name of the country where the Olympic Games began in ancient times.What is it
2.This is a large building in which many sports events are held.What is it
3.This is a hot season of the year in which the Olympic Games are held.What is it
4.This is a cold season of the year in which the Olympic Games are held.What is it
5.This word is the number of the rings in the Olympic flag.What is it
6.This is an award given to the top three winners in each event in the Olympic Games.What is it called
7.The top athlete in each event receives an object coated with this metal.What is the metal called
8.The second-best athlete in each event receives an object coated with this metal.What is the metal called
9.The third-best athlete in each event receives an object coated with this metal.What is the metal called
10.What do you call the sportsmen and sportswomen in the summer Olympics
Keys：
A quiz about the Olympic Games
1.Greece 2.stadium 3.summer 4.winter 5.five 6.medal 7.gold 8.sliver 9.bronze 10.athletes/competitors
Step 4 The Design of the Writing on the Blackboard
Unit 2 The Olympic Games
Period 6
1.Greece 2.stadium 3.summer 4.winter 5.five 6.medal 7.gold 8.sliver 9.bronze 10.athletes/comepetitors
Step 5 Record after Teaching
Activities and Research：
Research on Beijing’s preparations for the 2008 Olympic Games.
In order to hold the best Olympic Games in the Olympic history in 2008 in Beijing，Beijing has made lot of preparations.You will do some research on Beijing’s preparations for the 2008 Olympic Games.
1.You will be divided into six groups.Each group will cooperate with your group mates to do some research on one of the topics to find as much as possible information and pictures by reading books，surfing the Internet or even doing an interview.
Topics about Beijing’s preparations for the 2008 Olympic Games are as follows：
（1）Environmental protection and forestation
（2）Gymnasiums and stadiums
（3）Traffic （e.g. buses and cars）
（4）Housing conditions （e.g.apartments and hotels）
（5）Slogan and learning foreign languages
（6）Civic virtues
2.Find out in the project who are involved，what to do，when to finish，the sum of money to spend and the present progressing.
3.Arrange what you have found in a well-organized order and make the information into a courseware or a web page，with clear and vivid pictures and examples to illustrate each point.
4.Share your courseware or web pages with your classmates.
5.Each group write a report （entitled with Beijing’s Preparations for the 2008 Olympics in...） based on your research，including what they have done，what they will do，etc.for their preparations for the 2008 Olympic Games.Period 4 Listening
The General Idea of This Period：
This period aims at listening to three stories：the story of Atlanta，Phidippides’ journey to ask for help and the passing of the Olympic torch.When accomplishing the listening tasks，train the students’ two skills—predicting the content of the listening texts by looking through the questions before listening and understanding general idea and getting detailed information by catching some key words and sentences.
Teaching Aims：
Make sure the students get the beginning（cause），development and result of the three stories and write down some key words and sentences.
Teaching Important Point：
Get the students to understand the three stories.
Teaching Difficult Point：
Understanding the listening materials.
Teaching Methods：
1.Listening-and-answering.
2.Cooperative learning.
Teaching Aids：
1.A tape recorder.
2.A projector.
Teaching Procedures：
Step 1 Revision
Revise the first part of the story of Atlanta.
T：Yesterday we learned part of the story of Atlanta.Remember
Ss：Yes.
T：Who was Atlanta
Ss：She was a Greek princess.
T：Good.What was she good at
S1：She was good at running.She could even run faster than men in Greece.
T：What did she want to do in the story
S2：She wanted to marry a man who can run faster than her.
T：Why
S3：Because she was angry at the fact that women were not allowed to take part in the ancient Olympic Games.
T：Did any man come to compete against her
S4：Yes.And among the men there was one named Hippomenes.
T：Was he sure to win Atlanta
Ss：No.
T：So what did he do in order to beat her
S5：He went to the Greek Goddess of Love to ask for help.
T：Did the Goddess help him
S6：Yes.She gave him three golden apples to attract Atlanta’s attention.
T：Do you think Hippomenes would win the race and marry Atlanta
Ss：Yes/No.
T：Some say yes some say no.Let’s listen and find out.
Step 2 Listening to the first listening material （Page 15）
1.Predicting the result of the story and getting the general idea.
Get the Ss to read the statements in Ex.2 on Page 15 and predict the possible result and content of the story.
T：Please open your book and turn to Page 15.Read the statements quickly and guess which can be the possible general idea of the story.
T：Now let’s listen to the tape for the first time and try to choose the right answer.
（Play the tape for the first time then check the answer.）
T：Now did you understand the story
Ss：Yes.
T：Who won the race，Atlanta or Hippomenes
Ss：Hippomenes.
T：Right.Now let’s see the general idea of the story.Which one is the answer Why
S7：The fourth one.The first one was wrong because it is only half true.Atlanta races because she does not want to marry anybody less good than herself.The second is wrong because it only tells a part of the story.Atlanta does not agree to marry the man until he wins the race against her.The third one is not quite true.The man did need help to win the race against Atlanta but it was not cheating，as Atlanta had the choice of picking up the apples or not during the race.
T：Very good job.Now let’s come to Ex.1.
2.Arranging the order of the story
T：Please read the sentences of quickly and make sure that you understand each of them.Pay attention to the story when you’re listening.
（Play the tape for the second time and pause at the key sentences.Then get them to work in pairs and discuss the answer.And then play the tape for the third time for them check their answers.At last get some students to tell their answers and check with the whole class.）
（Suggested order：4，11，7，5，1，3，9，6，10，8，2）
Step 3 Listening to the second material （Page 48）
1.Leading-in （talking about the background information on the marathon）
T：As we all know that there is an event named marathon in the modern Olympic Games.What about in ancient Olympic Games Was there such an event
Ss：No，there was not such an event in the ancient Olympic Games.
T：Right.The marathon was a modern event that was first introduced in the 1896 Olympic Games.How long a distance does a runner have to cover in the marathon Do you know
S8：About 40 kilometers.
T：Good.In fact the distance of the modern marathon was standardized as 26 miles 385 yards or 42.195 kilometers.Why do we have the event in the modern Olympic Games Do you have any idea
Ss：I don’t know./I have no idea.
T：In fact it is a race to commemorate Pheidippides，an ancient day-runner who carried news of the Persian landing at Marathon to Athens （a distance of 26 miles）in order enlist help for the battle.We are going to hear the story of him.Now please turn to Page 48 and read the background information together.
（Ss read in chorus.）
2.Listen for the first time for the general idea.
Get the students to listen for the first time and get the general idea.
T：Now please listen to the story and finish the following exercises：
（1）Fill in the following blanks.
Phidippides was the best ______ of ______.
The leaders of ______ told Phideppides to go to Sparta to ______against the Persians.
Phidippides ______ early in the morning.
Altogether it took him ______to run to Sparta but his journey was not ______ as they would not help them.Sadly he ______.
...
He had a little rest and went to ______.It was a long，hard battle but at last the Athenians ______.
At once Phidippides was asked to go to ______...
As he got near ______ he began to ______.
Slowly，slowly he ______ the market place.
As he got to the statue of the God，Athene，he ______ to the ground.
（2）How many journey did Phidippides make in the story
（After listening，check the answers with the whole class.）
（1）Fill in the following blanks.
runner；Athens
Athens；ask for help
sets off
three days；useful；returned home
Marathon；won
Athens
Athens
reached
fell
（2）He made two journey.One to Sparta and back to Athens.The other from Marathon to Athens.
3.Listen for the second time and finish questions 2 to 5.
After listening，give some time for them to discuss with their classmates for their answers then check the answers with the whole class.
4.Listen for the third time to check their answers.
Step 4 Listening to the third material （Page 51）
1.Preparation for listening.
T：So much for the story of Phidippides.Now let’s come to a tradition of the Olympic Games.Please turn to Page 51.There is a picture.What is it
Ss：It’s a torch.
T：Right.We are going to listen to the story of a torch.Now please read the statements in Ex.1 first and make sure you understand every sentence.
2.Listen for the first time and number the events.
T：Now listen to the tape and put the events in a correct order.
3.Check the answers.
Check the answers with the whole class.
Suggested answers：5，7，2，1，6，3，4，8
Step 5 Summary and Homework
T：In this class，we learned more about the Olympic Games and their traditions.After class，you should go on surfing the Internet，read more and listen to more materials to learn more about the Olympic Games.
Homework：Listen to the listening materials again after class.Find the reason why you made mistakes.
Step 6 The Design of the Writing on the
Blackboard
Unit 2 The Olympic Games
Period 4
the story of Atlanta
Phidippides’ journey to ask for help
the passing of the Olympic torch
Step 7 Record after TeachingPeriod 2 Learning about Language
The General Idea of This Period：
This period is about the useful words，expressions and structures learned in reading part，from the exercises in this period，the students can consolidate what they learnt in reading part，and learn the grammar about the attributive clauses.
Teaching Aims：
1.Learn some key words：
trial，consider，prove，tell the truth，pretend，think highly of，besides
2.Learn some important sentence structures：
I think highly of those who are searching for the Amber Room.
Besides，my father once told me that any person who finds something could keep it.
I must say that I agree with you.
I must say that I don’t agree with you.
3.Help the students learn how to use the attributive clauses.
4.Enable the students to learn how to make judgments and give their opinions.
Teaching Important Point：
Learn how to use the attributive clauses with that/which/who/where/when.
Teaching Difficult Point：
How to tell the attributive clauses with that/which/who/where/when/from other clauses.
Teaching Methods：
Asking-and-answering activity to check the students’ answers of the exercises；individual，pair or group work to finish each task.
Teaching Aids：
A multi-media computer and a blackboard.
Teaching Procedures：
Step 1 Revision
1.Greetings.
2.Ask some students to retell the text they learnt in the reading part.
Step 2 Useful words and expressions
T：From the reading part，we can find some useful words and expressions.So now please find the words and expressions that means each of the following.（Ex1 on Page 3）
After two minutes，the teacher begins to check the answers and give the right answers：
1.rare 2.vase 3.in return 4.in search of 5.belong to 6.heat 7.remain 8.gift
9.doubt 10.remove
T：Look at the dictionary entry for the phrasal verb “belong to”，and match the meanings with the sentences in the right box.belong to phr.v［T］
1.to be the property of：That coat belongs to me.
2.to be a part of；be connected with：That top belongs to this box.
3.to be a member of：He belongs to a large family.
Warning “belong” is not used in the continuous tense or the passive voice.
e.g.The computer is belonging to my sister.（Wrong）
The computer is belonged to my sister.（Wrong）
The computer belongs to my sister.（Right）
The students begin to prepare this exercise.After two minutes，the teacher begins to check the answers：
A 3，B 1，C 3，D 2
T：Now Let’s come to Ex.3.The preposition at sometimes indicates a state，condition or continuous activity.Look at the sentences of Ex.3 and try to express each of them in another way.
After several minutes，the teacher gives the right answers.
Suggested answers
1.This was a time when the two countries were fighting against each other.
2.She was working in the garden all this morning.
3.Children who are playing often make a lot of noise.
4.When we called，the family were having dinner.
5.What are they doing now They are having their meal.
Step 3 Discovering useful structures
T：Let’s come to discovering useful structures，please finish all the exercises in this part.
After five minutes，the teacher checks the answers：（Ss answer the questions one by one.）
Suggested answers to Ex 1：
1.A cultural relic is something that has survived from a long time ago，often a part of something old that has remained when the rest of it has decayed or been destroyed.P1
2.It is your job to look into any reports of cultural relics that have been found in China.P1
3.You are sent to a small town where you find a relic that was stolen from a place.P1
4.This gift was the Amber Room，which was given this name because almost seven thousand tons of ambers were used to make it.P1
5.Later，Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers.P2
6.This was a time when the two countries were at war.P2
7.In 1770，the room was completed the way （that）she wanted it.P2
Suggested answers to Ex 2：
1.Here are the farmers who/that discovered the underground city last month.
2.Xi’an is one of the few cities with walls whose walls/the walls of which remain as good as before.
3.Shanxi Province is a place with cultural relics whose relics are well looked after.
4.The woman remembered the day when she saw Nazis burying something near her home.
5.The old man （who（m）/that） you are talking to saw some Germans taking apart the Amber Room and moving it away.
Suggested answers to Ex 3：
1.St Petersberg is a very beautiful city，which was once called Leningrad.
2.In Xi’an，I met a teacher，who has a strong love for cultural relics and took me to visit the history museum.
3.I don’t remember the soldier，who told me not to tell anyone what I had seen.
4.My grandfather was a child then，when people didn’t pay as much attention to cultural relics in the old days.
5.They moved the boxes to a mine，where they wanted to hide them.
Step 4 Homework
1.Finish the related exercises on Workbook.
2.Prepare for the next class.
3.Finish some exercises about the attributive clauses.
Step 5 The Design of the Writing on the
Blackboard
Unit 1 Culture relicsPeriod 2关联词语法功能关系代词whowhomwhomwhosethataswhenwherewhy
Step 6 Record after TeachingPeriod 4 Listening
The General Idea of This Period：
This period includes listening and writing on Page 21；listening on Page 55 and listening task on Page 58.Apparently，the purpose of this period is to train the students’ listening—for information；for comprehension and for language.Meanwhile，the students will be trained to express their own opinions after listening.
Teaching Aims：
1.Help the students to learn about the knowledge of information technology.
2.Enable the students to get the main ideas of the listening materials.
Teaching Important and Difficult Points：
1.How to get the main idea and information in details.
2.Express their own opinions after listening.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Revision
Check the students’ interviews.
Get the students to work together with their partners to interview each other.
Step 2 Listening and writing （Page 21）
Task 1 Listen to a conversation
T：Class，as we all know，the 21st century is the century of information and technology.Next we will listen to a conversation about different kinds of information technology or IT.And as we know，each kind of information technology has its own advantages and disadvantages.So from this conversation we will listen for the advantages and disadvantages of each one.But before listening let’s first look at the pictures on Page 21 and the form on Page 22 to make sure what you are going to do while listening.OK，let’s begin.
The students listen to the conversation for the first time.
Task 2 Discussion and filling
T：You can see there are a TV，a CD-ROM，a computer，a radio，a DVD and newspaper here.Now try to finish filling in the form with the information you have just got from the conversation.
Suggested answers：
Type of IT Advantages Disadvantages
TV You can both listen and watch You can’t write to friends
Web You can find information It’s very expensive
Radio You can listen to English You can not watch
Book You can get information Sometimes it is out-of-date
T：Now，let’s discuss the advantages and disadvantages of each type of IT in small groups and then decide which type of IT is best for you to use，according to the form above and explain the reasons.While discussing，remember to use the following expressions：
I think that...
In my opinion...
I believe that...
I agree because...
I disagree because...
I’ve decided that...
Step 3 Listening （Page 55）
T：Now come to the listening on Page 55.Before you listening，please read the requirements of Ex.1.After that，you will find the three robots from the pictures above on Page 55 and number them.
The possible number：
Picture 1—No.3 Picture 3—No.2 Picture 4—No.1
T：Now please look at these boxes on Page 55 before you listen to the tape again，and try to find out the listening points.Pay more attention to these points and you may make some notes while listening.
Three minutes later.
T：Now try to fill in the boxes with the information from the listening material，and then check your answers with your partners.
Suggested answers：
Personal robot Information
Size 35 cm
What it looks like Robot with five arms
What it can do All homework
Price 50 yuan a day
Bird-like android Information
Size 10 cm
What it looks like Bird-like android
What it can do Sings beautifully
Price 600 yuan
Lonely android Information
Size 2 m
What it looks like Large，energetic robot
What it can do Climbs mountains；plays guitar；sings karaoke
Telephone number Room-1234
Step 4 Listening task （Page 58）
T：Now please turn to Page 58，and finish the listening task.
As we know，computers are used widely and put into androids.Please look at the pictures above.There are two androids in it.One works as a maid.The other works in a car factory.They are friends and they were made at the same time.Now they are talking about their lives and what it feels like to be android.OK，please listen carefully to their problems and fill in the form.I’ll play the tape twice.
After listening.
T：Try to fill in the forms as quickly as you can，and then we will check the answers in class.
Suggested answers
Sally and Brenda’s problems
About their jobs Their programmer decided them
About changing their jobs They are not able to change jobs
About who decides their future Their programmer does
About how they are different from people They can not smell，laugh，taste，or eat food
About how they are the same as people They enjoy football
T：From what we have just listened，we know that Sally and Brenda have some troubles in their lives.They are treated badly.Now you are going to make a list of the rights that androids should have so that they will be treated better.You can work with your partners and have discussion.
Suggested answers：
1.They should be able to choose the work they do.
2.They should have their own time.
3.They should be able to change their jobs.
4.They should be able to decide their own future.
5.They should be able to taste，smell，feel，etc.
Step 5 Assignment
T：Class，I really appreciate your good performance in this listening class.I can see that your listening has greatly improved since you came to the senior school.Keep on your good work!OK，we have no time left.I’d like to assign you some homework to do.
1.Go over the listening and writing on Page 21 and get ready for the writing.
Step 6 The Design of the Writing on the Blackboard
Unit 3 Computers Period 4Type of ITAdvantagesDisadvantagesTVYou can both listen and watch.You can’t write to friends.WebYou can find information.It’s very expensive.RadioYou can listen to English.You can not watch.BookYou can get information.Sometimes it is out-of-date.Personal robotInformationSize35 cmWhat it looks likeRobot with five armsWhat it can doAll homeworkPrice50 yuan a dayBird-like androidInformationSize10 cmWhat it looks likeBird-like androidWhat it can doSings beautifullyPrice600 yuanLonely androidInformationSize2 mWhat it looks likeLarge，energetic robotWhat it can doClimbs mountains；plays guitar；sings karaokeTelephone numberRoom-1234
Step 7 Record after TeachingPeriod 5 Listening
The General Idea of This Period：
This period aims at training students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help the students to finish the relative exercises.Also in this period students can meet the theme of this unit again.
Teaching Aims：
1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.
2.Help the Ss learn some key words and expressions.
3.Help the students learn how to master the patterns that can be used to describe cultural relics by listening.
Teaching Important Points：
1.Make sure the students know the importance of tones in spoken English.
2.Help the students learn how to grasp the key words that can help the students to answer questions.
Teaching Difficult Point：
How to help the students to improve their listening ability.
Teaching Methods：
1.Listening-and-answer activity to make the students know the importance of tones in spoken English.
2.Doing some writing exercises when they are listening to improve the students’ complex ability of English learning.
Teaching Aids：
A tape recorder，a multi-media computer and a blackboard.
Teaching Procedures：
Step 1 Revision
1.Greetings.
T：Last class we learnt some drills to discuss which person gives the best evidence，and how to express your agreement and disagreement，now I want to ask some students to tell me all the drills.
Ask some students to tell the drills，the teacher can write what the students say on the blackboard.
T：Last class I asked you to write a letter as your homework，now please take it out，I want to ask some students to read your letters to us.
Ask some students to read their letters，other students try to find out the mistakes and correct them.
Step 2 Listening （P41）
1.Listening for main idea
T：Listen to the tape，try to remember the main idea and some key points of the listening passage.
After the students listen for the first time，ask some students to tell some key points about what they listened，when they are telling，the teacher write the key points on the blackboard，it can help the students to finish the following exercises.
2.Listening for detailed information
Listen again to the tape that talks about a temple in Egypt，and then answer the questions on Page 41.
First，students check their answers each other.Later，the teacher asks some students to read out their answers，and the teacher shows the suggested answers on the screen.
T：As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the old times.Now，there are also some well-designed buildings that may become cultural relics in the future.For example，The Bank of China Building in Hong Kong designed by I M Pei.Do you want to know the story of the designers Next，we’ll listen to a tape about I M Pei，a famous architect.
Step 3 Listening Task （P44）
T：Now please listen to the tape，you have three times.At first time，try to get the main idea and some key points just like in the last part.At second time，try to finish Exercise 2 on Page 44.At the last time，make some notes about I M Pei’s life，and try to finish Exercise 1 on Page 44.
After the last time，the teacher gives the students three minutes to make a short dialogue according to the notes they took，then ask some pairs to act out their dialogue.
Step 4 Homework
1.Collect some information about the cultural relics that are in danger.
2.Prepare for the next class.
Step 5 The Design of the Writing on the
Blackboard
Unit 1 Cultural relicsPeriod 5get familiar with tones and intonationunderstand general ideaget detailed information
Step 6 Record after TeachingPeriod 2 Learning about Language
The General Idea of This Period：
This period includes revision of the text、learning about language.From this period the students will learn how to use some of the key words and expressions in the text and do some exercises for consolidation，and learn how to use the Present Perfect Passive Voice.
Teaching Aims：
1.Help the students to learn to use some useful words and expressions.
2.Enable the students to learn how to use the present perfect passive voice.
Teaching Important Point：
The use of the present perfect passive voice.
Teaching Difficult Points：
How to master the usages of some important words and phrases and the Present Perfect Passive Voice.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
3.Explanation and practice.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Revision
T：Boys and girls，in last period we learned something about the history and development of computers.Now who would like to retell the text with the help of these figures
S1：Let me try.In 1642，a calculating machine was used in France.Then in 1922，the Analytical Machine was made by Charles Babbage.It could follow instructions from cards with holes.In 1936，Alan Turing，the real father of computers，wrote a book to describe how computers could be made to work and built a “universal machine” to solve any mathematical problem.Later，people discovered the computer had “artificial intelligence”.In the 1960s，the computer got his new transistors.Its size was totally changes at that time.And in the early 1960s，the first family of computers were connected to each other.In 1970s，computers have brought into people’s homes.Now computers have been used by billions of people to deal with information and communicate with each other around the world by the Internet.
T：Congratulations!You’ve done very well.Now try to do the same to your partners，OK!
Step 2 Words and Expressions
Task 1
T：Please turn to Page 19 and finish Discovering Useful Words and Expressions.At first，look at Ex.1.From the reading passage，find the words and expressions with the following meanings.Now，ten students will be asked to give the words.Who can Volunteers!
Check the answers together.
Task 2.
T：Well done.Now please look at Ex 2.and complete the passage with some of the words above.Pay attention to the use and the forms of those words.
The possible answers：
network so that went by totally truly simple-minded Anyway deal with
Task 3
T：Please finish Ex.3.Look at the sentences on Page 20.Tick the right word.Then some of you will be asked to read the sentences one by one.
The possible answers：
1.Life totally changed when I went to university.
2.I was amazed to find that I won the competition to design a new computer.
3.The competition was so exciting that we cheered all evening.
4.I was so excited at the thought of meeting Yang Liwei that I could not sleep.
5.Robots can be bought so cheaply that I gave one to each of my friends.
6.It was so unlucky that you lost your watch at the concert.
Task 4
T：Please turn to Page 56 and let’s finish Using Words and Expressions.First look at Ex.1.Read through the words in the right-hand box below.Use some of them to name each part of a computer in the left-hand box.We have known about computer.But who can give us the exact names
The possible answers：
1.floppy disc 2.hard disc 3.scanner 4.modem 5.CD-ROM 6.monitor 7.keyboard 8.printer
Task 5
T：Now please look at Ex.2.Complete the sentences with some of the words in the right-hand box above.You can use each word only once.First do the exercise individually，and then check your answers with your partners.And last seven students will be asked to report their answers to the class.
The possible answers：
1.A printer is a machine for printing text or pictures onto paper，especially once connected to a computer.
2.A CD-ROM or disk is the main device that a computer uses to store information.
3.A monitor is used to see your data on a computer.
4.A keyboard is used to put data into a computer.
5.A CPU is often used to connect computers to each other through phone lines.
6.Data can also be stored in a floppy disc，which is small and can be carried easily.
7.A hard disc is a disc that contains computer data.It can store a large amount of data.
Step 3 Grammar—The Present Perfect
Passive Voice
T：Boys and girls，now please pay attention to the following sentences in the text：
1.As the years have gone by，I have been made smaller and smaller.
2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.
3.I have truly been built to serve the human race since my birth.
T：What verb tense is used in these sentences And what verb voice is used in these sentences
Yes，the present perfect passive voice is used in these sentences.
Can you tell us the structure of the present perfect passive voice
Quite right.The structure of the present perfect passive voice is “subject＋have/has been done＋object”.The function of present perfect passive voice is indicating verbs’ the present perfect and the passive voice.OK，let’s practise the present perfect passive voice.
Task 1
T：Please turn to Page 20.Let’s finish Discovering useful structures.
At first，look at Ex.2.According to examples，change the following sentences into the present perfect passive voice.Put the verbs into the correct form.
Suggested answers：
1.A new personal computer has been bought.
2.Many problems have been found with our new computer.
3.A PC has been built the way we wanted.
4.Our computer has just joined to the Internet.
5.The computer has been used every day since we bought it.
6.A lot of e-mails have been written on the computer in the last year.
Task 2
T：Class，let’s play a game called “What has been decided”.Now，get into groups of four.Your task is to decide what things have been decided for the class.Take turns to make the ideas as interesting and lively as you like.You may finish them according to EXAMPLES on Page 21，（or finish Ex.3 after class.）Then collect the ones you all like best and be prepared to tell them to the class.
Suggested answers：
S1：It has been decided that those who know of the computer will be asked to say something in class.
S2：It has been decided that those who didn’t clean the blackboard will be asked to come into office after school.
Task 3
T：Now，please turn to Page 57.Finish using structures.First，look at Ex.1 and change the following sentences according to the model，and pay attention to the passive voice form.First do the exercise individually，and then check your answers with your partners.After that we’ll check the answers in class.
Step 4 Homework
T：OK，it’s almost time for a break.Now look at Ex.2 on Page 57.Translate the following sentences into English after class.The words and expressions in brackets may help you.
Step 5 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 2
The Present Perfect Passive Voice
1.As the years have gone by，I have been made smaller and smaller.
2.Since then，my family and I have been used by billions of people to deal with information and communicate with each other around the world by the Internet.
3.I have truly been built to serve the human race since my birth.
Structure：
“subject+have/has been done+object”
Step 6 Record after TeachingPeriod 1 Reading
The General Idea of This Period：
This period includes Warming up，Reading and Comprehending of Unit 3.It introduces the history and development of computers.From this period the students will learn more about computers.Meanwhile they can learn some reading strategies such as skimming and scanning.
Teaching Aims：
1.Train the students’ reading ability.
2.Learn some useful words and expressions.
3.Learn more about computers.
Teaching Important Points：
1.Help the students to understand the passage better.
2.Learn how to use some important words and phrases in this passage.
Teaching Difficult Points：
1.How to help the students improve their reading ability and understand the passage better.
2.Learn how to use some important words and phrases in this passage.
Teaching Methods：
1.Skimming the passage to get the general idea of the text.
2.Scanning to get the details from the passage.
3.Explanations and practice to help the students master some language points.
4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Warming up
1.Greeting the students as usual.
2.Introduce the topic of computers
Show the five pictures （an abacus，a huge computer，a calculator，a PC，a notebook computer）and get the students name them in English.Through this task，students can have a general idea about what they are going to learn.Besides，students are expected to have a discussion about what they have in common while looking at them.And they are required to use the given expressions in their discussion to express their ideas.
T：Boys and girls，today I am going to introduce some machines to you.Now let’s see whether you can name them in English correctly，and talk about them.Now work together with your partners and try to find out what they have in common.
Two minutes late，five students are asked to talk about them in class.
S1：An abacus is an old calculating machine used in China until now.
S2：A huge computer is built to solve some mathematical problems.But，in my opinion，it is too big.
S3：A calculator is a new calculating machine which can solve a large number mathematical problems.And I think it is very convenient to carry and use，so we often use it.
S4：A PC is a personal computer，which can solve all kinds of problems and is widely used in offices，schools，shops，at homes，etc.now.
S5：A notebook computer is a kind of useful computer which can be taken conveniently like a notebook.But I think it is too expensive.
T：Quite good.It seems that you are all quite familiar with these machines.But can you tell what they have in common Any volunteers
S6：Let me try.I think they all calculate something.They can deal with some maths problems.
S7：I believe that they are our good friends.With their help we can finish our work quickly.
S8：The 21th century is the century of information technology.As middle school students，we should try to learn how to use computers.
T：Well，your opinions are all right.Indeed，these machines all can calculate something.What’s more，from the abacus to the notebook computer，there is a long way.But now computers have already changed our lives greatly.But do you know more about computers and can you say something about how computers have changed our lives.
Step 2 Pre-reading
Show the questions on the screen.
T：Now，please have a discussion first，and then I’ll ask some students to report your work.
After a few minutes.
T：Now，who would like to answer the first question Volunteer!
S9：I’ll have a try.I know that computers have developed from large machines.They have been made smaller and smaller，but work faster and faster.I really can’t imagine what they will be like and whether they can take the place of human beings in the future.
T：Yes，this is really a big problem.I think you are all interested in computers，you may go on studying computers，and perhaps one day you will design your own computers and become the masters of computers.OK!Next question!
S10：I think computers have changed our lives greatly.We use computers widely in our study，in our work.You are using the computer to teach us English，aren’t you
S11：In my opinion，in the modern society，using the computers means grasping a tool of controlling the world.We may communicate with each other from a very long distance.In short，we can not live freely without them.
T：I agree with you.The computers are becoming more and more important in our lives.But learning more about computers is also important，isn’t it OK，let’s come to the reading passage “Who am I”.
Step 3 Reading
Task 1.Skim the passage for the general idea.
T：Boys and girls，you will be given two minutes to skim the passage and try to find out who “I” am and get the general idea of this passage.
After two minutes.
T：Time is up.Who would like to tell us who “I” am and give the general idea of the text to the class Volunteer!
S12：Of course，“I” am the computer.The passage is mainly about the history and development of computers.
S13：The passage is also about the relationship of computers and humans.
Task 2.Scan for the details.
T：Boys and girls，you will be given two more minutes to scan the passage and try to find out the answers to the following questions.Let’s see who can find out the answers most quickly and correctly.
1.Where were you in 1642
2.What happened to you in 1822
3.What were you called in 1936
4.What did you get in the 1960s
5.What happened to you in the 1970s
T：Have you finished
S14：I have.I was in France as a calculating machine in 1642.
In 1822，I was built as an Analytical Machine by Charles Babbage.
I was called “a universal machine” in 1936，as I could solve any mathematical problem.
In the 1960s，I was given a family connected by a network，so that I could share information with others and we could talk to each other.
In the 1970s，I was brought into people’s homes.
T：You are so quick-minded that in such a short time you could find out all the answers to the questions.Your mind really works like a computer!
Step 4 Comprehending
Task 3.Fill in the timeline to remember the facts.
T：But can you memorize facts like a computer I am afraid you can not.But let’s try to remember the facts in the passage by filing in the timeline on Page 19，which，I am sure，will help you remember the facts easily.
Suggested answers：
Timeline
1642：The computer began as a calculating machine.1822：The Analytical Machine was built by Charles Babbage.1936：Alan Turing wrote a book to describe how computers could be made.1960s：Computers had new transistors and became smaller.1960s：The first family of computers connected to each other.1970s：Computers were brought into people’s homes.Now：Computers connect people all over the world together.
T：Have you finished If so，please check your answers yourself.I’m sure all of you have got them right.Now you can retell the history of computers easily with the help of the timeline，can’t you Please have a try，boys and girls!
Step 5 Homework
1.Recite the key sentences.
2.Prepare for Learning About Language.
3.Try to retell the text using about 100 words.
Step 6 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 1
The general idea of the text：
Questions
1.Where were you in 1642
2.What happened to you in 1822
3.What were you called in 1936
4.What did you get in the 1960s
5.What happened to you in the 1970s
Language points：
1.in common/have... in common （with）...
2.in one’s opinion
3.deal with
4.simple-minded
5.“as” and “with”
6.“There were times when... ”
Step 7 Record after TeachingPeriod 6 Assessment
The General Idea of This Period：
This period is to help the Ss to elevate their acquisition about wildlife protection and their ability of using the expressions and grammar learned in this unit.
Teaching Aims：
1.Elevate efficiently the students’ knowledge about wildlife protection.
2.Elevate the Ss ability of using the expressions and grammar learned.
Teaching Important and Difficult Point：
Help the Ss learn to assess whether their knowledge about this topic has increased.
Teaching Methods：
Question-and-answer activity
Pair work and group work to make the students work in class.
Teaching and Learning Aids：
1.A multimedia.
2.A blackboard.
Teaching Procedures：
Step 1 Greetings
Step 2 Revision
T：So far we have finished this unit which is about wildlife protection.
Ss：It’s about the endangered wildlife and how to protect them from dying out from the earth.
S1：I have learned tremendous about the poor wildlife and I’ve made up my mind to try every effort to protect them.
T：Terrific.
Step 3 Assessment
T：Today we are going to see how hard you worked and how much more you know about wildlife.
非测试性评价
A quiz about wildlife protection.
Tick the statements according to what you do or think.
1.I can easily name 10 kinds of animals which live in my neighborhood.
2.I am very friendly to wildlife and never hurt any animals；for example，insects and birds.
3.I have kept little pets at home./I keep a little pet at home now.
4.I have donated some pocket money to wildlife protection organizations.
5.I believe human beings and animals can live happily together.
6.I think the wildlife crisis is mainly caused by humans.
测试性评价
Ⅰ.单词拼写
1.Smoking a your health.
2.We were b to death by mosquitoes while camping.
3.You should pay full a to what is going on around you.
4.There is a f dog to guard the house.Please don’t enter without asking for its owner.
5.Whisky c a large percentage of alcohol.
6.The tour companies ______ （申请）to be allowed to hunt some for a fee，which made a lot of money for the farmers.
7.One can’t work with an empty ______（肚子）.
8.He took the poor children under ______（保护）.
9.It’s ______（建议）that we put on a short play at the party.
10.We offer an excellent after-sale s （服务）.
Keys：
1.affects 2.bitten 3.attention 4.faithful 5.contains 6.applied 7.stomach 8.protection 9.suggested 10.service
Ⅱ.句型转换
1.A：The worker is showing us how to operate the machine.
B：We ______ ______ ______ how to operate the machine.
2.A：It amazed her that he was still alive.
B：She ______ ______ that he was still ______.
3.A：People are collecting money for a wildlife project in the world.
B：______ ______ ______ ______ for a wildlife project in the world.
4.A：There was a small beautiful garden in our school，but now it has disappeared.
B：There ______ ______ ______ a small beautiful garden in our school.
5.A：People hope that milu deer will be common in China.
B：______ ______ ______ that milu deer will be common in China.
6.A：Milu deer has disappeared from China.
B：Milu deer has ______ ______ in China.
7.A：Please show me some place in which there is some wildlife protection.
B：Please show me some place ______ there is some wildlife protection.
8.A：Although tourists love to see us，they didn’t want to protect us.
B：They didn’t want to protect us ______ ______ tourists love to see us.
9.A：The boy did not go school because of illness.
B：The boy did not go school ______ he was ______.
10.A：Every word from the teacher will affect the pupils greatly.
B：Every word from the teacher will ______ a great ______ ______the pupils.
Keys：1.are being shown 2.was amazed...living 3.Money is being collected 4.used to be
5.It is hoped 6.died out 7.where 8.even though/if 9.because...ill 10.have...effect on
Ⅲ.完成句子
1.由于下雪，很多同学迟到了。
It snowed.______ ______ ______，many students were late.
2.我听说杰克曾经差点丢了工作。
I hear Jack once was ______ ______ of losing his life.
3.许多风俗渐渐都没有了。
Many customs are slowly ______ ______.
4.你知道新中国是什么时候成立的吗？
Do you know when New China ______ ______ ______？
5.每个人都要注意环境保护。
Everyone should ______ ______ ______environment protection.
Keys:1.As a result 2.in danger 3.dying out 4.came into being 5.pay attention to
Step 4 A Formative Assessment Chart
Read the following chart carefully and then work together with your partners to complete the assessment.
Goals No. Rating items and its standards Self-rating He-rating
Interactive response 1 Acceptance of the materials of the unit.A.Enjoy all the materials.B.Enjoy more than three kinds of it.C.Only accept 1-2 kinds of it.D.Don’t accept any of them.
2 Acceptance of the activities in this unit.A.All are accepted.B.Willing to take part in three kinds or so.C.Not willing to take part in 1 or 2.D.Not willing to take part in any.
3 Number of web sites referred to in order to get related information on this topic.A.More than 5. B.About 3.C.1 or 2. D.None.
4 Number of webs or other resources related to the topic.A.More than 5. B.3 to 4.C.1 to 2. D.Zero.
Efficient Preparationbefore Class 1 Number of words looked up in the unit.A.All. B.80%.C.50 %. D.20% or less.
2 Percentage of passages read before class.A.All. B.80%.C.50 %. D.20% or less.
3 Percentage of difficult sentences underlined before class.A.All. B.80%.C.50 %. D.20% or less.
4 Number of questions raised about the understanding of passages or the usage of words.A.More than 10. B.6-8.C.3-5. D.Less than 2.
Attention & Cooperation in Class 1 Frequency of being absent-mindedA.Never. B.Seldom.C.Often. D.All the time.
2 Frequency of raising hands to answer questionsA.Always. B.Often.C.Seldom. D.Never.
3 Amount of notes taken down.A.All. B.About 80%.C.About 50%. D.Less than 20%.
4 Cooperation with partners in activities.A.Always. B.Often.C.Seldom. D.Never.
Full Understanding andEnjoyment after Class 1 Amount of knowledge and skills covered and digested.A.All. B.About 80%.C.About 50%. D.Less than 20%.
2 Frequency of practicing the learned materials in this unitA.Everyday.B.Every other day.C.Every 3-4 days.D.Every 5 days or more.
3 After learning this unit，you find your ability in listening，speaking，reading and writing have been ______ improved.A.fully B.partiallyC.slightly D.not
Summary of the Whole Unit Useful words
Useful phrases
Useful patterns & structures
Grammar
Aspects toBe Improved
Step 4 The Design of the writing on the Blackboard
Unit 4 Wildlife protection
Period 6
A quiz about wildlife protection
Tick the statements according to what you do or think.
Step 5 Record after Teaching
Activity and Research：
Book of Wild Life Protection
This activity is intended for the group cooperation.Students have to assign themselves the work.Suppose your class is going to publish a book about wild life protection.Each group will introduce one kind of endangered species.As the same time，students can enlarge their knowledge of endangered animals by surfing the Internet or reading the related books.In addition，students are encouraged to think creatively to find out the solutions of the problems facing the endangered species.
1.Assign each group to find out the information of one kind endangered species.
2.Make a list of the information they have to find out about the endangered species.They have to find out the features，habitats，problems and solutions of these endangered species.Students can search the Internet or read some books to get the information.
3.In class，the students introduce the information to the whole class，and their classmates are expected to guess what animals they are and what problems they have.
4.The group presents their materials and what they have got to the class，such as the pictures，their habitats and problem，as well as their situations.
5.The rest of the class are free to ask any questions they want to know about this endangered species.
6.Students are expected to work hard together to find out the solutions to these problems.They are encouraged to think creatively as many solutions as possible.
7.Teacher asks them to sort out their information and form a book about wildlife protection so that students can read if they like.Period 4 Speaking and Writing
The General Idea of This Period：
This period aims at encouraging the Ss to learn how to discuss which person gives the best evidence，and how to show their agreement and disagreement.And help the Ss to organize their ideas into a composition.
Teaching Aims：
1.Get the Ss to learn to discuss which person gives the best evidence.
2.Help the Ss learn how to organize a letter to show their agreement and disagreement.
Teaching Important Points：
1.Get the Ss to learn to express their agreement and disagreement.
2.Enable the students to organize a letter in the proper and efficient way.
Teaching Difficult Point：
How to write a letter in a correct way.
Teaching Methods：
1.Create some situations for the Ss to talk actively in public.
2.Practice to improve the students’ writing ability.
Teaching Aid：
A multimedia computer.
Teaching Procedures：
Step 1 Revision
1.Greetings.
2.Ask the students to tell something about their researches.
Step 2 Speaking
T：Last class we learnt a passage about how to divide a fact and an opinion，and finished the forms about the three people say they know about the missing Amber Room，now please look at the forms again，and discuss which person gave the best evidence in pairs.You can use the following expressions to help you：
Are you sure he/she was telling the truth
How do you know that
How can you be sure he/she was telling the truth
Why/Why not
That can’t be true.
I （don’t）agree with you.
It can be proved.
I think they have said useful things.
I （don’t）believe...，because....
It is （not）a fact
I don’t agree that...
The truth is （not）easy to know.
...has no reason to lie.
T：Now write down a short list of reasons for your choice.You may begin like this：
“It can be proved that...because...”
For example：It can be proved that he owns a restaurant because we can go to his hometown and find it.
（Each group should have a leader，after the discussion，the leader will give a report.）
（Several minutes later）
T：Who can give a short report about your list to the class
（Ask some leaders of the groups to give a report.）
Ss...
Step 3 Reading and writing
T：We have talked what we should do to protect the cultural relics，now we’ll learn a letter from a German newspaper.The writer gives his opinion about what should be done with a cultural relic that has been found.Now please turn to Page 7，read the letter and write a short reply to this letter.You may choose to agree or not agree with the writer and give a reason why you agree or do not agree with the writer.Be sure to give an example from your own life so that the reader can better understand your opinion.
First，students check their answers with their partners.
Second，ask some students to read out their compositions and ask other students to correct the wrong sentences.
At last，the teacher checks the answers.（Show the answers on the screen）
Possible answers to MODEL A：
Dear Johann，
I must say that I agree with you.If you find the Amber Room，it should belong to you because the search has cost you a lot of time and money. Even if I lost something，I wouldn’t expect that I could find it again. Once I lost a watch.I decided not to look for it. People need to understand that something that you lost can’t come back again.Your letter helps me to remember that people need to be careful with what they own. Then they won’t need to worry about losing them. So you see，Johann，I got two rewards：one I could use and one I could keep in my heart.
Yours，
Hu Xiaomin
Possible answers to MODEL B
Dear Johann：
I must say that I don’t agree with you.Though you find the Amber Room， it doesn’t mean it belongs to you.If you can find out whom it belongs to，you should return it. I’m sure you would want someone to thank you. Once I found a beautiful watch. I wanted to return it. Then I remembered seeing one just like it in a shop. I went to the shop and found the owner to whom it belonged.The owner was very happy to get it back and gave me some delicious apples.So you see，Johann，I got two rewards：one I could eat and one I could keep in my heart.
Yours，
Hu Xiaomin
Step 4 Homework
1.Compare their compositions with the answers，and remember the useful expressions.
2.Write a letter to China Daily to give the students’ opinions about what should be done with a cultural relic that has been found.
3.Prepare for the next class.
Step 5 The Design of the Writing on the
Blackboard
Unit 1 Cultural relicsPeriod 4I agree with you because....I really can’t agree with you because....think highly of 看重，器重besides 除……之外（还有）except 除……之外（没有）
Step 6 Record after TeachingPeriod 3 Extensive Reading
The General Idea of This Period：
This period is about the reading of the passages：the differences between a fact and an opinion.It can help the students make clear how to divide what a fact is and what an opinion is.
Teaching Aims：
1.Train the students’ reading ability.
2.Learn some useful words and drill.
3.Enable the students to know the differences between a fact and an opinion.
Teaching Important Point：
Help the students to understand the passages and make sure how to divide a fact and an opinion.
Teaching Difficulties：
1.How to improve the students’ reading ability.
2.How to help the students divide a fact and an opinion in our real life.
Teaching Methods：
Asking and answering activity to check the students’ understanding of the text；individual，pair or group work to finish each task.
Teaching Aids：
1.A tape recorder.
2.A multi-media computer and a blackboard.
Teaching Procedures：
Step 1 Warming up
1.Greetings.
2.Check the answers of the exercises about the attributive clauses.
Step 2 Reading，Listening and Writing
T：Today we’ll learn a passage about facts and opinions，but before we come to the text，please answer the following questions：
1.What must a judge do in a trial
2.What is a fact
3.What is an opinion
Then check the answers.
T：Now please listen to the tape and make sure what the three people say about the missing Amber Room，pretending that you are judges.While you are listening you can take notes and fill in the forms.Decide which of the three people you think gave the best evidence.In other words，find out who is giving the most facts.
Listen to the tape for three times，then show some Ss’ notes on the screen，and check the answers.
Step 3 Reading on Workbook
T：As we know cultural relics are important and useful，it’s necessary for us to protect them.After all，they belong to the whole world.Today，we’ll read a passage that is about a common person who saves the cultural relics—BIG FENG TO THE RESCUE.Read the passage for the first time and answer：
Why does Big Feng want to save cultural relics
Suggested answer：
Big Feng and his friends offer each other help whoever needs help.So Feng believes that his work to save cultural relics is a way to thank his friends.
T：Now listen to tape，and answer the following questions：
1.What does “a big heart” mean In which ways does Feng Jicai show that he has a big heart
2.Why does he think it is more important to do this than to write his novels
3.It is very time-consuming（耗时的） and expensive for Feng Jicai to take care of cultural relics.Can you think of some other ways to help him with his projects
First，the students discuss in pairs，then check the answers.
Suggested answers：
1.That he has a big heart means that he is very kind.You might say he is a gentle giant.His real name is Feng Jicai，and he has written many novels about life in China.Several years ago，he put down his pen and began to protect cultural relics in Tianjin，where he lives.
2.He knows the past is not only for us to enjoy but also for the children of the future，so we should protect some old things such as the old streets and buildings.And more people follow what he does，not what he says.So he thinks it is important to do this than to write his novels.
3.Yes，I think there are some other ways to help him with his projects.For example，he and his friends can make a video about the old streets and buildings and broadcast this program on TV so that more people can know the importance of protecting the cultural relics and really take efficient actions to protect them.
T：Now read the text again and answer how he saves the cultural relics of his hometown.
While the students read the text，the teacher should ask them to underline the key words that are useful for them to answer the question.Later，the teacher gives the answers on the screen..
Suggested answer：
In order to protect the cultural relics of his hometown，he goes out and does a lot of things as possible as he can.One of his biggest projects was to protect the oldest street in Tianjin.Another project was more successful：he got the government to buy some land in the center of the city so it could not be sold to businesses.Not long ago，he and other writers and artists took photos of the old parts of Tianjin.And the photos were put into an expensive book that was very popular.And the money from the book helps his projects.
T：Who can list other famous cultural relics in China besides the ones mentioned in the reading
Suggested answers：
There are many cultural relics in China besides the ones mentioned in the reading，such as：
The Great Wall，The Summer Palace，Imperial Palace of the Ming and Qing Dynasties，the Forbidden City，Mausoleum of the First Qin Emperor，the West Lake and so on.
Step 4 Discussion
T：After we learn the passage about Big Feng，we know that everyone can do something to protect our cultural relics，so now please discuss in groups what we should do to protect our cultural relics.
After five minutes，ask some Ss to tell their groups’ ideas and encourage the Ss to do it in our real life.
Step 5 Homework
1.Do a research about one of the cultural relics in China.
2.Prepare for the next class.
Step 6 The Design of the Writing on the Blackboard
Unit 1 Cultural relicsPeriod 3consider vt.1.think about 考虑，打算consider+名词consider doing sth.consider+wh-to doconsider+从句2.认为 （后接复合宾语，同think ）consider...as...=consider...to be...（as 可省去）consider...to have donebe considered to have done
Step 7 Record after TeachingPeriod 6 Assessment
The General Idea of This Period：
This period is to help the Ss to elevate their acquisition about cultural relics protection and their ability of employing the expressions and grammar learned in this unit.
Teaching Aims：
1.Elevate efficiently the students’ knowledge about cultural relics protection.
2.Elevate the Ss ability of using the expressions and grammar learned.
Teaching Important and Difficult Point：
Help the Ss learn to assess whether their knowledge about this topic has increased.
Teaching Methods：
1.Question-and-answer activity.
2.Pair work and group work to make the students work in class.
Teaching and Learning Aids：
1.A multimedia.
2.A blackboard.
Teaching Procedures：
Step 1 Greetings
Step 2 Revision
T：So far we have finished this unit which is about...
Ss：It’s about the cultural relics and how to protect the cultural relics that are in danger.
T：In this unit we also learnt some drills about showing opinions，agreement and disagreement，do you still remember them
Ss：...
Step 3 Assessment
T：Today we are going to see how hard you worked and how much more you know about cultural relics.
非测试性评价
A quiz about wildlife protection.
Tick the statements according to what you do or think.
1.I can easily name ten cultural relics in China and ten cultural relics in other countries.
2.I always try my best to protect the cultural relics I know.
3.I have visited many cultural relics in China.
4.I think everyone should do something for protecting the cultural relics we know.
5.I believe the cultural relics in the world will be protected better and better.
测试性评价
Ⅰ.Complete each sentence with one word you have learnt in this unit，making some changes when necessary.
1.The Great Wall is one of the w of the world.
2.When the police arrived，he had destroyed the e of his guilt.
3.Have you seen the latest d for the new library
4.Her parents died in the accident，but she s .
5.I got a very friendly r when I arrived there.
6.There’s some d whether John will come on time.
7.My mother gave me this pen as a birthday g last week.
8.We’ll h up some milk for the coffee.
9.He went into his office and l up a cigarette.
10.She r at home to look after the children when her husband went out to work.
11.Your suggestion will be carefully ______（考虑）.
12.In order to ______（证明）her point，she showed them the latest sales figures.
13.David and Rose were ______（秘密）married last week.
14.I don’t want to go；______（此外），I’m too tired.
Key：1.wonders 2.evidence 3.design 4.survived 5.reception 6.doubt 7.gift 8.heat 9.lit 10.remained 11.considered 12.prove 13.secretly 14.besides
Ⅱ.句型转换
（A）把下面两个简单句组成一个复合句。
1.The bus is owned by the company.It often takes the children to school.
_______________________________
2.On the train from Beijing to Dalian we met a Japanese.He spoke wonderful Chinese.
_______________________________
3.The Hope Project has helped a large number of children in poor areas go back to school.It started many years ago.
_______________________________
4.Winnie is a famous singer.Her songs are loved by many young people.
_______________________________
5.A young man asked me to give you the message.I did not know him.
_______________________________
（B）改写句子
6.There will be a TV broadcast of the concert this evening.
There is going to be a concert，______ ______ ______ on TV this evening.
7.It was certain that they had done that thing.
There was ______ ______ that they had done that thing.
8.Which do you think is more delicious
______ ______ ______，which is more delicious
9.Unless you are invited to speak，you should keep silent at the conference.
______ ______ to speak，you should ______ silent at the conference.
10.The judge cares only whether the eyewitness has given useful information，which must be facts，instead of opinions.
The judge cares only whether the eyewitness has given useful information，which must be facts，______ ______ opinions.
Key：A）1.The bus that/which takes the children to school is owned by the company.
2.On the train from Beijing to Dalian we met a Japanese，who spoke wonderful Chinese.
3.The Hope Project，which started many years ago，has helped a large number of children in poor areas go back to school.
4.Winnie is a famous singer，whose songs are loved by many young people.
5.A young man，whom I did not know，asked me to give you the message.
（B）6.which is broadcast
7.no doubt
8.In your opinion
9.Unless invited；remain
10.rather than
Ⅲ.用适当的关系词填空
1.1 don’t want to hire the boy ______ father is now in prison.
2.What’s the name of the girl ______ just came in
3.Do you know the woman to ______ you were talking
4.The train ______ has just left is for Shanghai.
5.Everything ______ can be done has been done.
6.This was the second composition ______ was handed in.
7.I’ll never forget the day ______ I first met him.
8.Do you know the reason ______ he left here
9.Please think of a place ______ we can go for dinner.
10.They talked for about half an hour of the things and persons ______ they remembered in school.
Key：1.whose 2.who/that 3.whom 4.that/which 5.that 6.that 7.when 8.why 9.where 10.that
Ⅳ.阅读下面一段短文，用所给动词的正确形式填空。
Two old ladies （1）______（stop） at a restaurant to have lunch.They （2）______ （order）their lunch，and asked for two bottles of a well-known soft drink while they （3）______ （wait）.The bottles （4）______（make）of green glass，and they each poured themselves a glass.They （5）______ （talk）and drinking.When one of them （6）______ （finish）the first glass and poured another，she （7）______ （notice）something in the bottom of the bottle，but （8）______ （not make）out what it was.She tried to get it out and finally （9）______ （succeed）.It （10）______ （be）a dead mouse!
Key：1.stopped 2.ordered 3.were waiting 4.were made 5.were talking 6.finished 7.noticed 8.couldn’t make 9.succeeded 10.was
Step 4 A Formative Assessment Chart
Read the following chart carefully and then work together with your partners to complete the assessment.
Goals No. Rating items and its standards Self-rating He-rating
Interactiveresponse 1 Acceptance of the materials of the unit.A.Enjoy all the materials.B.Enjoy more than three kinds of it.C.Only accept 1-2 kinds of it.D.Don’t accept any of them.
2 Acceptance of the activities in this unitA.All are accepted.B.Willing to take part in three kinds or soC.Not willing to take part 1 or 2.D.Not willing to take part in any.
3 Number of web sites referred to in order to get related information on this topicA.More than 5.B.About 3.C.1 or 2.D.None.
4 Number of webs or other resources related to the topicA.More than 5.B.3 to 4.C.1 to 2.D.Zero.
EfficientPreparationbeforeClass 1 Number of words looked up in the unit A.All.B.80%.C.50%.D.20% or less
2 Percentage of passages read before classA.All.B.80%.C.50%.D.20% or less.
3 Percentage of difficult sentences underlined before classA.All.B.80%.C.50%.D.20% or less
4 Number of questions raised about the understanding of passages or the usage of wordsA.More than 10.B.6-8.C.3-5.D.Less than 2.
Attention&Cooperationin Class 1 Frequency of being absent-mindedA.Never.B.Seldom.C.Often.D.All the time.
2 Frequency of raising hands to answer questionsA.Always.B.Often.C.Seldom.D.Never.
3 Amount of notes taken downA.All.B.about 80%.C.About 50%.D.Less than 20%
4 Cooperation with partners in activitiesA.Always.B.Often.C.Seldom.D.Never.
FullUnderstandingand Enjoymentafter Class 1 Amount of knowledge and skills covered and digestedA.All.B.About 80%.C.About 50%.D.Less than 20%.
2 Frequency of practicing the learned materials in this unitA.Every day.B.Every other day.C.Every 3-4 days.D.Every 5 days or more.
3 After learning this unit，you find your ability in listening，speaking，reading and writing have been _____ improved.A.fullyB.partiallyC.slightlyD.not
Summaryof theWhole Unit UsefulWords
UsefulPhrases
UsefulPatterns &Structures
Grammar
Aspects ToBe Improved
Step 5 The Design of the Writing on the
Blackboard
Unit 1 Cultural relicsPeriod 61.cultural relics in China2.cultural relics in the world3.drills we learnt in this unit
Step 6 Record after Teaching
Activities and Research：
Suppose you are going to visit a cultural relic，before you go you must decide which place you will go and search some information about it，so you can do it in groups.
1.Divide the students into some groups，each group has six members，there should be a leader in each group.
2.The students discuss which cultural relic they will visit in groups，every member should give some reasons.
3.Ask the students to search some information about the cultural relic they will visit，before they search the information they should make sure what aspects of the cultural relic they want to know most.After they search the information，they will make it into a CAI.（The leader can decide what every member should do.）
4.Before the class，the teacher should check their group work and choose some groups to show their group work in the first class of this unit，to introduce some information about some cultural relics，especially the cultural relics that are in danger.If time is not enough，the other students can put their CAIS on the Internet，all the students can search it after class.
5.After reading the information of the cultural relics on the Internet，the students can discuss what we should do to protect the cultural relics on the Internet by BBS or QQ with their classmates or their teacher.Period 3 Extensive Reading
The General Idea of This Period：
This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses） would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him.
Teaching Aims：
1.Enable the students to learn and talk about Atlanta’s story.
2.Learn some useful words and expressions：prince，princess，amaze（amazing，amazed），foolish，promise，golden，etc.
3.Learn some sentence patterns：
（1）I will only be married to a man who can run faster than me.
（2）It was so tall that I had to look up to the sky to see it.
（3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules.
Teaching Important Points：
1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time.
2.To know the athlete in the past and the fact that women were not allowed to take part in.
Teaching Difficult Point：
To understand the content and finish the true or false exercises efficiently.
Teaching Methods：
1.Skimming to get the general idea of the story of Atlanta.
2.Scanning to get detailed information and get to understand the story better.
3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Revision
1.Revise the future passive voice.
T：It’s getting cold now.Will you bring or buy some thick clothes to school
Ss：Yes.
T：In fact we may also say that because it is getting cold now，some thick clothes...
Ss：Some thick clothes will be brought or bought.
T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form
Ss：Yes.will/be to/being go to be done.
T：Very good.Now let’s check our homework to see how well you grasp the grammar.
2.Check the homework.（Page 49 Ex.1 Choosing the right words and completing the sentences）
Step 2 Reading （Page 51）
T：Now do you want to know more about the Olympic Games
Ss：Yes.
T：Turn to Page 51.This reading material includes three different topics about the ancient Olympic Games.Now let’s read them one by one.What is the main idea of the first part
（After reading）
T：Who can answer this question
S1：It describes the opening ceremony of the ancient Olympic Games.
T：Can you describe it in details
S2：First the athletes offered presents to Zeus and prayed to win and to wear the victor’s crown.Then they promised to play fairly and not to cheat.
T：That is all for this e to the second part.What is the content of the dialogue
S3：It tells us the training life of a successful athlete and the rewards that he got for winning the match.
T：What were the rewards
S4：He received many presents from his hometown：free meals，no money problems for the rest of his life and songs written about him.
T：Let’s come to the third material.What was the story about
S5：A woman was discovered in the Olympic Games.She aroused some argument.A law was passed that women were not allowed to take part in the Games.
T：Good.Look at the form on Page 52.You can read the material quickly and finish the form.
（Give the students enough time to discuss the answers to fill in the form on Page 52.）
Check the answers.
Keys：
1.Athletes offer presents to the God，they prayed，see the statue of Zeus.
2.The men and young boys.
3.Parts of Greece，Athens and Sparta.
4.Practise for many hours a day，do a lot of exercise to the sound of music.
5.Many presents：free meals and no money problems as well as songs about him.
6.A woman has been discovered.
7.They let her go，but have decided to pass a law that all trainers must be men.
Step 3 Reading （The Story of Atlanta on Page 14）
1.Leading in—Talk about the pictures on Page 14.
T：Please turn to Page 14.Look at the first picture.What can you see in it
Ss：Two people.
T：Who is the man
Ss：He is the king.
T：What about the girl
Ss：She is his daughter.
T：Yes，she is named Atlanta and they are talking about their marriage.Now let’s look at the second picture.This time what can we see here
Ss：We can see a young man and a fairy.
T：Good.The man is named Hippomenes and the fairy is the Goddess of Love.We can see the Goddess of Love is giving something to Hippomenes.What is she giving to him
Ss：Some apples.
T：Right.In fact she was giving Hippomenes some golden apples.What does golden mean
Ss：It means having the color of gold.
T：Good.But why does the Goddess give Hippomenes some golden apples What are they used for
S1：They are used as food.
S2：They are present from the Goddess.
S3：They can be used as a large sum of money.
...
T：OK，let’s find out what they really for.
2.Getting the general idea
Listen to the tape to get the general idea.
T：Please listen to the tape carefully to get the general idea.Pay attention to the intonation.If you feel like，read after the tape.
T：Who have got the main idea
S4：The story is about Atlanta who races to marry the man who can run faster than her.In order to win the race，Hippomenes asked for help from the Goddess of love.
3.Skimming
Get the students to read the story and find the answers to the following questions.
（1）Who was Atlanta
（2）What was she good at
（3）Who did she want to marry
（4）How could he Hippomenes win Atlanta
T：Now please read the story and try to find the answers to the following four questions.If you come across any unknown words，try to guess their meanings.（After three minutes.） Now have you finished
Ss：Yes.
T：Now who can give us the answers to the questions
S5：Miss，let me have a try.I think Atlanta was a Greek princess.
T：Yes or no
Ss：Yes.
T：Good.What about the second one Who can give us an answer
S6：She was good at running.She was not only beautiful but also could run faster than any man in Greece.
T：Well done.What about the third one
S7：She wanted to marry a man who could run faster than her.
T：Was that possible Some say yes and some say no.Let’s see the last question.Who can give us an answer
S8：Let me try.He asked for help from the Greek Goddess of Love.The Greek Goddess of Love gave him three golden apples to attract Atlanta’s attention and make her slow down.
4.Consolidation （True or false）
Get the Ss to do the true or false as a competition to check their understanding of the story.If a statement is false，they should tell the reason.
1.Atlanta could run faster than any man.（False.She could run faster than any man in Greece.）
2.At first Hippomenes understood why men ran against Atlanta.（False.At first he couldn’t understand why men ran against Atlanta.He thought those men were foolish to run against Atlanta.）
3.Atlanta was not confident she would win.（False.She was confident.）
4.She was so angry that she could not run in the Olympics.（False.The reason for her not being allowed to run in the Olympic was not that she was angry but that she was a woman.She was angry at the fact that she could not run in the Olympics.）
5.She made as many men as she could share her pain.（False）
6.Her father did not understand her wish to compete.（True）
7.He did not refuse her wish to choose a husband in a race.（True）
Step 5 Assignment
T：In this class，we’ve learned more about the Olympic Games and talked about a Greek story in the ancient Olympics—Atlanta’s story.After class，I would like you to read the story fluently and retell the story.
Step 6 The Design of the Writing on the
Blackboard
Unit 2 The Olympic Games
Period 3
Language Points
1.marry vt.
A marry B
marry A to B
A get/be married （to B）
n.marriage
adj.married
2.amazed=surprised
be amazed at sth.
be amazed to do sth.
be amazed that...
amazing=surprising
3.promise vt.
promise sth.
promise sb. sth.
promise （sb.）to do sth.
promise sb. that...
promise n.
make/give a promise
keep a promise
carry out a promise
break a promise
Step 7 Record after TeachingPeriod 5 Writing
The General Idea of This Period：
This period includes speaking and writing on Page 22 and writing on Page 23.The purpose is to encourage the Ss to think and talk creatively about computers and androids，express their own opinions using words and expressions concerning computers and androids，and organize their ideas into a composition.
Teaching Aims：
1.Enable the students to learn how to write a report about their choice.
2.Enable the students to learn the writing way of expressing ideas and giving reasons to support the ideas.
Teaching Important and Difficult Point：
How to make a decision about which kind of computer to buy and explain why.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
Teaching Aids：
A projector and multimedia.
Teaching Procedures：
Step 1 Speaking and writing （Page 22）
T：Class，suppose you and your partner have been asked to help choose computers for your school.You have looked at several computers.Talk about the special things each computer has.Make a decision about which kind of computer to buy and explain why.And then you are going to write a report about your choice There is a list of things your computer could have.
A fast PC the monitor is smaller
Improved disc storage used recycled materials
Internet a flat screen
Students talk about the special things each computer can do.
T：So much for the talking.And now you will be given five minutes to write a report about your choice.After that some of you will be asked to present your report to the class.In your writing try to use the present perfect passive in your report.You may begin your report like this：
We looked at many different computers.The one we have chosen is the PEP personal computer.One of the main reasons is that it is suitable for schools.We found out that...
Five minutes later，several students begin to present their reports to the class，and the teacher will show two or three reports using the projector to find out and correct the possible mistakes with the class.
Possible version
We looked at many different computers.The one we have chosen is the PEP personal computer.One of the main reasons is that it is suitable for schools.We found out that it looked not only cute but also advanced.
First，it has a flat screen which makes the computer pretty attractive.But the second and the most important aspect about the PEP is that it has undergone a lot of improvements in many respects.For example，it contains improved disc storage and that means it’s faster PC.It’s suitable to be connected to the Internet.Also the PC has a smaller monitor and is made with used recycled materials which do no harm to the environment.
In a word，we think it is suitable for our school.
T：Thank you for helping choose computers which are suitable for our school，and I’m sure with these computers to be equipped in our school we will improve the teaching conditions and teaching quality of course.
Now，let’s come to the writing on Page 23.
Step 2 Writing（Page 23）
T：Boys and girls，suppose you are an android and work for a family with one child who is very spoiled.The parents want you to do everything for them.The parents are kind，but they often ask you to watch over their child.How do you feel What would you do if the child asked you to do his/her homework for him/her Would you tell the child “no” You may begin like this：
Hello，everyone.My name is______.I’m a 321 model android.I work for the Li family...
Now，you will also be given five minutes to write your opinion and feelings.
Five minutes later，the teacher shows two or three of the passages written by the students using the projector to find out and correct the possible mistakes with the class.
Possible version
Hello，everyone.My name is ______.I’m a 321 model android.I work for the Li family.My job is taking care of their only son.The parents are nice but the boy is spoiled.The family asked me to do everything for them，from shopping to cleaning the floors.But what’s terrible，the child asked me to do his homework!That’s too much!I’m an android，yes，but I’ve got my mind and feelings I can’t do things that are harmful to people against my will!
Step 3 Summary and Homework
T：Boys and girls，in this period，we worked hard and wrote two short compositions.You’ve not only learned to make your choices or express your ideas but also learned to give your reasons to support your choices or ideas.It’s really a practical writing job for you to do，don’t you think so Such writing jobs，I’m sure，will help you improve your writing skills.Now homework for you today—go over the whole unit.
Step 4 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 5
A fast PC the monitor is smaller
Improved disc storage used recycled materials
Internet a flat screen
Step 5 Record after TeachingPeriod 1 Reading
The General Idea of This Period：
This period includes Warming up，Pre-reading，Reading and Comprehending of Unit 4.It introduces the wildlife situation in Tibet，Zimbabwe and a rain forest.Students will realize the importance of wildlife protection by experiencing what Daisy has gone through.Meanwhile students can learn some reading strategies such as skimming and scanning.
Teaching Aims：
1.Train the students’ reading ability.
2.Learn some useful words and expressions.
3.Learn more about the endangered animals and wildlife protection.
Teaching Important Points：
1.Help the students to understand the passage better.
2.Learn and master some important words and phrases in this period.
Teaching Difficult Points：
1.How to help the students improve their reading ability and understand the passage better.
2.How to master the important language points in this passage.
Teaching Methods：
1.Fast reading to get the general idea of the text.
2.Careful reading to understand the passage better.
3.Explanation to help the students master some language points.
4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.
Teaching Aids：
1.A tape recorder
2.A multimedia.
Teaching Procedures：
Step 1 Lead-in
1.Greet the students as usual.
2.Introduce the topic of wildlife protection.
Show the pictures of some endangered animals and let the students name them in English.（Through this task，students can have a general idea about what they are going to learn.Besides，students are expected to classify the animals and find out which are endangered animals.Then，teacher gives the definition of endangered.Students are expected to say out the problems that face these animals as well.）
T：Boys and girls，today I am going to introduce some friends to you.Now let’s see whether you can name them in English correctly.
Suggested answers：
polar bear，milu deer，rhino，tiger，crocodile，tropic fish，leopard，koala，giraffe，turtle，whale，dolphin，panda，gorilla.
（Teacher shows a picture of an animal and students give the answers at once.Then teacher checks whether the answer is correct and asks the students to read after her/him.）
T：Well，you all give the correct answers.You are really smart.OK，so can you be smart enough to find out their common You see，there is bear，deer，tiger，fish，turtle and so on，different kinds of animals.Then，what species are they Can you use an adjective to describe them
S1：Endangered.
T：Good.They are all endangered species.Endangered means “faced with the danger of extinction” or “dying out”.Now，let’s take whale for example.What problem makes the whale endangered
S2：They are being hunted and killed.
T：Well done.What else animals have the same problem
S3：Milu deer，rhino，tiger，crocodile，leopard，gorilla.
T：Right，then what problem faces the panda
S4：They don’t have enough food.
T：What else animals have the same problem
S5：Koala，giraffe.
T：Good.Then what problem faces the polar bear
S6：Their living environment is being destroyed and the animals are dying out.
T：Good job!Then what else animals have the same problem
S7：Tiger，tropic fish，turtle，dolphin，gorilla.
T：Excellent!
Step 2 Skimming
T：OK，you have got the general knowledge of endangered animals.Now today we are going to learn a story about the experience of a little girl called Daisy.She has been to three places，and met three different kinds of animals.Which three places has she been to What endangered animals are they What problems face them Now，I will give you a few minutes to skim the text to find out the three kinds of endangered animals in three different places and put them in the right blank of the form.
Problems Examples Animals from the text
Animals that are being hunted and killed whale，milu deer，rhino，tiger，crocodile，leopard，gorilla
Animals that have not enough food panda，koala，giraffe
Area in which the environment is being destroyed and animals are dying out polar bear，tiger，tropic fish，turtle，dolphin，gorilla
T：OK，time’s up.The whole class，which three places have Daisy been to
Ss：Tibet，Zimbabwe and a rain forest.
T：What are the three kinds of endangered animals
S1：Antelopes in Tibet，elephants in Zimbabwe，and monkeys in the rain forest.
T：Among these three kinds of animals，which are being hunted and killed
S2：Antelopes.
T：Which have not enough food
S3：Elephants.
T：Whose living environment is being destroyed and they are dying out
S4：Monkeys.
T：Excellent.
Step 3 Scanning
T：OK，class，you now have a general idea about the text.This text is mainly about Daisy’s experience.She has been to Tibet，Zimbabwe and the rain forest.She has talked with antelopes，elephants and monkeys separately.Now let’s go in detail and find more information about these three places and animals.
T：I’ll give you 5 minutes to scan the text and fill in the blank.
T：Time’s up.Who has got the answers Any volunteers
S1：In Tibet，antelopes’ fur is used to make sweater.Antelopes are killed for wool.Every year，over 29000 antelopes are killed.
S2：In Zimbabwe，farmers used to hunt the elephants but now farmers like them.
S3：In Rain forest，a millipede insect affects mosquitoes.No rain forest，no animals and no drugs.
Step 4 Intensive Reading
Ask the students to look through the questions on Page 27 and read the text silently.Students are expected to sum up the main ideas by themselves.
T：OK，boys and girls.Now let’s read the text in detail and answer the questions on Page 27.
Suggested answers：
1.Who is hunting and killing the Tibetan antelope
People are hunting and killing the Tibetan antelope.
2.Why are we humans part of this problem
People who buy sweaters made with Tibetan wool are encouraging more people to go out and kill the animals.
3.How did life improve for the farmers in Zimbabwe
The farmers got money when the government made sure that the tour companies had to pay them to visit and hunt the animals.
4.How did it improve for the animals
The animals were no longer killed by the farmers for destroying the crops.
5.In what ways does looking after the rain forest help with wildlife protection
Looking after the rain forest helps wildlife protection because it contains many medicines and drugs.
6.Why do you think the animals have to speak for themselves
Answers may vary.Because the animals have no human to speak for them.If they speak for themselves，they can put their case more effectively and they can win more sympathy.
7.What must happen if wildlife protection is to succeed
Answers may vary.If wildlife protection is to succeed，people must not kill animals but try to live in harmony with them.What’s more，people must stop destroying the habitat of animals and using animals to make luxury goods.
Step 5 Retell the Story
T：Since you have read the text for three times，I guess you have totally understand the text.Now let’s check whether you have comprehended the text.On the blackboard，it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.
One day，Daisy ______ a strange dream.She flew in a wonderful ______ to ______ with an ______ in Tibet.The antelope told her they were hunted because of their ______ which can be used to make ______ like hers.In three years they may all be ______.Later，she ______ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them.That’s because the ______ decided to help and the farmers finally made a lot of ______.At last she ______ at the thick rain ______ where a monkey told her “No rain forest，no ______ and no ______.” Although finally everything was ______，she had ______ so much!
Suggested answers：
dreamed；chair；talk；antelope；fur；sweaters；gone；flew；elephant；hunted；government；money；arrived；forest；animals；drugs；gone；learned
Step 6 Language Points Focus
Teacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercise to consolidate their understanding.
1.Daisy hurried to get dressed and put on her jeans and sweater.
戴西急忙穿衣服，穿上牛仔裤和毛衣。
get dressed 穿上衣服
“get+过去分词”相当于“be+过去分词”，表达被动的意味。但是“get+过去分词”更着重强调动作，动作不能延续，因此不能和表示一段时间的状语连用。而“be+过去分词”着重强调状态，动作可以延续，因此可以和表示一段时间的状语连用。如：
They have been married for twenty years.
他们结婚20年了。
Her blouse got caught on the nail and a button went off.
她的衬衣被钩在钉子上，一个纽扣掉了下来。
2.We are killed for the wool that is taken from under our stomachs.
人们杀死我们以获取我们肚子底下的羊毛。
from under our stomachs是“介词from+介词短语”结构。如：
He jumped out from behind the door.
他从门后跳出来。
Bamboo shoots grow from around the roots.
从根部周围生长出竹子嫩芽。
A man came out from under the bed.
一个人从床底下（爬）出来。
3.The tour companies applied to be allowed to hunt some for a fee，which made a lot of money for the farmers.
旅游公司可以申请交费猎捕，这为农民赚取了许多钱。
apply v.
（1）make a formal request 请求，申请。如：
I want to apply for the job.
我想申请这项工作。
（2）make a practical use of sth.运用，应用。如：
Scientific discoveries are often applied to industrial production methods.
科学的发明时常应用到工业生产的方法上。
（3）bring into nearness or contact with something；put on，upon，or to 敷，涂
A nurse is applying some medicine to his wound.
有个护士正在给他的伤口敷药。
（4）devote （oneself or one’s efforts）to something 专心于、致力于某物。如：
The new comer applied his mind to the job.
新来的职员工作专心致志。
Students should apply themselves to their study.
学生们应该专心致志地学习。
4.As a result，farmers like us and no longer hunt us.
因此，农民们喜欢我们就不再猎杀我们了。
as a result 结果是；作为结果。如：
He had an accident and broke his leg.As a result，he had to stay in bed for three months.
他出了一次事故，断了腿，结果不得不在床上躺了三个月。
no longer 不再，再也不
no longer 表示“（时间）不再”时，一般修饰延续性或状态动词，通常位于第一个助动词、系动词、情态动词后，其他动词前。no longer 置于句首，句子使用倒装语序。如：
He no longer lives here.
他不再住在这里。
Mr Smith no longer works in our company.
史密斯先生不再在我们公司上班。
No longer is he studying with us.
他不再和我们一起学习。
5.This protects me from mosquitoes.
这保护我防蚊虫叮咬。
protect...from...保护……免受……的伤害。如：
The sunglasses can protect your eyes from the strong sunlight.
太阳镜能够保护你的眼睛免受强烈太阳光线的伤害。
A new material was painted to protect the roof from rain.
涂上一种新材料以保护房屋防雨。
Step 7 Discussion
After the explanation of the language points，students have got the total understanding of the reading text.Then teacher draws students’ attention back to the text and put forward a topic for them to discuss.Divide the students into the four?person groups and give them five minutes to think about the topic “What should we do to protect wildlife ”.After the discussion，let the students have a competition to see which group can think out the most pieces of advice to protect wildlife.
The possible advice：
1.We should treat the wildlife plants and animals the same as our friends and relatives.
2.We shouldn’t cut or kill them freely.
3.We should protect the environment around us to let them have enough food and good living conditions.
4.We should not buy the luxury such as fur，etc to support the protection campaign.
5.We should collect money to protect the endangered animals.
6.We can join the WWF to protect the endangered animals with the other protectors all over the world.
Step 8 Summary and Homework
T：Today we’ve learned a text about Daisy’s experience in Tibet，Zimbabwe and the rain forest.She has met three animals，the antelope，the elephant and the monkey.Through Daisy’s talk with them，we know the serious problems are facing them.They need help badly.They are our humans’ friends.We are living in the same planet.Now it’s time for us to take action of a better living planet.We have to try our best to protect their living environment，their food supply and them.Every one of us is obliged to stop hunting and killing them.Let’s live in harmony with them.
T：So much for today.Here is the homework for you to do so that your knowledge can be consolidated.
1.Recite the key sentences on the text.
2.Finish the word exercise.Ex.1，2，3 on Page 28.
Step 9 The Design of the Writing on the Blackboard
Unit 4 Wildlife protection Period 1ProblemsExamplesAnimals from the textAnimals that are being hunted and killedwhale，milu deer，rhino，tiger，crocodile，leopard，gorillaantelopesAnimals that have not enough foodpanda，koala，giraffeelephantsArea in which the environment is being destroyed and animals are dying outpolar bear，tiger，tropic fish，turtle，dolphin，gorillamonkeys1.get dressed 穿上衣服2.from under our stomachs “介词from+介词短语”结构。3.apply v. 申请，运用，专心于4.as a result 结果是；作为结果no longer 不再，再也不5.protect...from...保护……免受……的伤害
Step 10 Record after TeachingPeriod 3 Extensive Reading
The General Idea of This Period：
This period includes revision of the text，Reading and speaking on Page 22、Reading task on Page 58.In this period the students will be involved in a speaking activity about designing an android after reading the story of Andy，and learn something about the performances of a sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics，so that the students will not only improve their reading and speaking，but also their creative thinking.
Teaching Aims：
1.Help the students to learn about the different ways of designing the robots and give their opinions to the class.
2.Enable the students to discuss to design their own robots.
Talk about the different ways of designing the robots.
Teaching Important and Difficult Points：
How to design their own robots and report their designing to the class.
Teaching Methods：
1.Task-based learning.
2.Cooperative learning.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Greetings
Step 2 Reading （1）
We’ve learned a lot about computers，but can you imagine that computers could be put into androids or robots.Think of the fun you could have!Now let’s first read the passage about a robot called Andy—what it looks like and what it can do on Page 22，and then we’ll have a designing competition to see who will design the best robots.
The students read the passage for several minutes.
T：A few simple questions for you.What does Andy look like
What can it do
S2：Andy looks like a human.It is designed to play football games and can move and think like a human.Andy is really smart.
T：I agree with you.Are you eager to design your smart robots Now in small groups discuss how to design your own androids，draw a picture of your androids and write down your design.You may refer to the following questions：
1.What would you like it to look like
2.What are some of the things you would like it to do
3.Do you want it to be like a man or a woman or neither
4.How much would it cost
T：And don’t forget to use the following expressions in your discussion.
I think that
In my opinion...
What is your reason
I have decided that...
After several minutes.
T：Now，I’ll check your work.One from each group will show your picture of the android you have designed and tell the class your design.And we’ll see which group has designed the best android.Who would like to try first
S3：Look here.This is the picture of the robot we’ve designed.What does it look like Yes，it looks like a dog.We all like dogs very much.Every morning it will wake us up so that we will not be late for school.Then it will company us to school and carry our heavy bags.You know how heavy our bags are!In the evening，after a whole day’s hard work，it will play beautiful music to help us relax.Maybe it will cost at least 2000 yuan，but we don’t think it is too expensive to have such a good friend.
S4：Well，we’d like to design our robot in this way.We would like it to look like the famous footballer Beckham who serves as a striker on the football team.It has the most advanced program，so it can move and think like Beckham，and of course can shoot good goals like him.We would like it to enter the next Electronic World Cup，and we are sure that it will win the cup!
T：Your designs are very unusual and smart.I really want to go on appreciating your designs，but time is limited.Will you put up your pictures of the robots you have designed with instructions on the back wall，and then decide which group has designed the best androids after comparison
Step 3 Reading （2）
Class，let’s come to the Reading Task on Page 58.First read the passage quickly and then fill in the chart of Exercise 1 and keep a record of his performances of the sporting robot of the 22nd century，Hua Fei in 78th Olympics and 79th Olympics.After doing it individually，please check your answers with your partners，and then we will check the answers in class.
Suggested answers
RECORD CARD HUA FEI
Ability High flying exercises
Performance in 78th Olympics Wonderful turns，dives，circles and dances
Prize won Silver medal
Performance in 79th Olympics Began very well but failed through on fault of his own
Reason for failure Parachute failed to open
Treatment Two new legs and a new head
Step 4 Homework
T：It’s almost time for a break.Now homework for you today.
1.Compare the designs of the androids of each group and try to decide which one is the best.
2.Suppose you have been lucky enough to be allowed to interview Hua Fei in hospital for your school paper.Work out some questions together with your partner，and then interview each other.
Step 5 The Design of the Writing on the Blackboard
Unit 3 Computers Period 3TimeEvents1642182219361960s1960s1970sNow
Reference for your design of the androids：1.What would you like it to look like 2.What are some of the things you would like it to do 3.Do you want it to be like a man or a woman or neither 4.How much would it cost RECORD CARDHUA FEIAbilityHigh flying exercisesPerformance in 78th OlympicsWonderful turns，dives，circles and dancesPrize wonSilver medalPerformance in 79th OlympicsBegan very well but failed through on fault of his ownReason for failureParachute failed to openTreatmentTwo new legs and a new head
Step 6 Record after TeachingPeriod 5 Speaking and Writing
The General Idea of This Period：
This period aims at encouraging the Ss to think and talk creatively about the problems of the endangered animals and figure out some solutions.And help the Ss to organize their ideas into a composition.
Teaching Aims：
1.Get the Ss to learn to express “intention and purpose” and talk about solutions.
2.Help the Ss learn how to organize a letter to save the endangered animal dodo.
Teaching Important Points：
1.Get the Ss to learn to express “intention and purpose” and talk about solutions.
2.Enable the students to organize a letter in the proper and efficient way.
Teaching Difficult Point：
How to write a letter in a correct way.
Teaching Methods：
1.Create some situations for the Ss to talk actively in public.
2.Practice to improve the students’ writing ability.
Teaching Aid：
1.A multimedia computer.
2.A projector.
Teaching Procedures：
Step 1 Revision
1.Revise some information about some endangered animals.
T：Yesterday we learned something about an disappeared animal.What is it
Ss：Dodo.
S1：It had large body and small wings so it couldn’t fly high in the sky.
S2：It was kind to human beings but it was cheated by human and hunter to disappearance.
T：Very good.
2.Get the Ss to present what they have found about endangered animals.Each group of Ss choose one representative to imitate the endangered animal and describe for the rest of the class to guess the name of the animal，its appearance，habits and the problems they are facing，with pictures shown on the screen.
Step 2 Speaking
T：So you know many species of endangered animals.Do you feel it a pity that so many animals are dying out
Ss：Of course/Sure.
T：Now imagine that you are with one of the species.You try to help them.How to help them
Talk in pairs what you might do.Try to use as many useful phrases as possible.
The phrases of Speaking on Page 31 may be useful to you.
After four minutes，get some Ss to present their solutions and at the same time collect their ideas on the Blackboard.
S1：I’m going to do something to help the Tibetan antelopes，for they are endangered.I mean to take them away from people and hide it in a cave on a separate plain.And I will dig holes around to prevent man from attacking and killing them for money again.
S2：I agree with you.I will encourage man to raise other animals and stop hunting dodos.
S3：I think I’d like to ask the government build some nature reserves so as to protect them.
S4：In my opinion，I prefer to ask the government to make some severe regulations to punish whoever do harm to the endangered animals.
S5：I tend to request the government to call on all citizens to love and protect wildlife.
S6：We intend to plant more trees and grow more grass.
S7：We mean to persuade the TV station to broadcast programmes to show the importance of protecting wildlife.
T：Good ideas.In fact we should work hard together and devote every effort to helping them.
Step 3 Writing
Ask them to choose the ideas that they like best and put them under the headings.Make a plan.For example：
1.How to protect the dodo from man. Ask the government to make some severe regulations to punish whoever do harm to the endangered animals.Take them away from people and hide it in a cave on a separate plain.
2.How to stop man from killing dodos Go to another island.Hide the dodos.
3.How to teach man to hunt another animal. Encourage man to raise other animals and stop hunting dodos.
Ask the Ss to make the first draft independently.Before they write，remind them to begin the letter with their address and the solution and to finish the letter with their best wishes and signature.
When they finish，ask them to share their ideas with their partners and get some advice from him/her.
Then ask them to write a second draft in consideration of their partner’s suggestions，making necessary changes.
At last show some of their drafts on the slide，pointing out the mistakes and appreciating the beautiful sentences.
Sample letter to the Dodo：
Dear Dodo，
I am writing to you because I have heard of your problems.I know man is trying to kill all the dodos and I want to help you.Here are my ideas.
First，I would like to come and attack them for you so that they will leave you alone.I want to build a trap and catch them and put them in a cage.Then they will not feel like killing any dodos again.
Second，I wish I could take you away to another island where you will be happy and peaceful.
I wish I were with you now.Good luck till I come.
Yours sincerely，
Xiao Xing
Step 4 Summary and Homework
T：Time is running out.We have to stop here.Today we again talked about endangered animals and you gave solutions to their dilemmas.After class we should go on to care for wildlife protection and do our best for them，will you
Ss：Yes/Sure/Of course.
Homework：
Check their compositions again and write one.
Sum up what we have learnt in this unit.
Step 5 The Design of the Writing on the Blackboard
Unit 4 Wildlife protection
Period 5
Intention Purpose
I mean/tend/intend to
I’m going to
I shall/will...
I would like to...
I feel like...
Writing a letter to the dodo
1.How to protect the dodo from man.
2.How to stop man from killing dodos.
3.How to teach man to hunt an other animal.
Step 6 Record after TeachingPeriod 5 Listening
The General Idea of This Period：
This period aims at training students’ two skills—understanding general idea and getting detailed information by getting familiar with tones and intonation in spoken English and learning to grasp the key words to help the students to finish the relative exercises.Also in this period students can meet the theme of this unit again.
Teaching Aims：
1.Make sure the students know the usage of tones and intonation in spoken English and grasp the methods of getting the general idea and detailed information.
2.Help the Ss learn some key words and expressions.
3.Help the students learn how to master the patterns that can be used to describe cultural relics by listening.
Teaching Important Points：
1.Make sure the students know the importance of tones in spoken English.
2.Help the students learn how to grasp the key words that can help the students to answer questions.
Teaching Difficult Point：
How to help the students to improve their listening ability.
Teaching Methods：
1.Listening-and-answer activity to make the students know the importance of tones in spoken English.
2.Doing some writing exercises when they are listening to improve the students’ complex ability of English learning.
Teaching Aids：
A tape recorder，a multi-media computer and a blackboard.
Teaching Procedures：
Step 1 Revision
1.Greetings.
T：Last class we learnt some drills to discuss which person gives the best evidence，and how to express your agreement and disagreement，now I want to ask some students to tell me all the drills.
Ask some students to tell the drills，the teacher can write what the students say on the blackboard.
T：Last class I asked you to write a letter as your homework，now please take it out，I want to ask some students to read your letters to us.
Ask some students to read their letters，other students try to find out the mistakes and correct them.
Step 2 Listening （P41）
1.Listening for main idea
T：Listen to the tape，try to remember the main idea and some key points of the listening passage.
After the students listen for the first time，ask some students to tell some key points about what they listened，when they are telling，the teacher write the key points on the blackboard，it can help the students to finish the following exercises.
2.Listening for detailed information
Listen again to the tape that talks about a temple in Egypt，and then answer the questions on Page 41.
First，students check their answers each other.Later，the teacher asks some students to read out their answers，and the teacher shows the suggested answers on the screen.
T：As we know，the Aswan Dam is one of the ancient cultural relics made by the people in the old times.Now，there are also some well-designed buildings that may become cultural relics in the future.For example，The Bank of China Building in Hong Kong designed by I M Pei.Do you want to know the story of the designers Next，we’ll listen to a tape about I M Pei，a famous architect.
Step 3 Listening Task （P44）
T：Now please listen to the tape，you have three times.At first time，try to get the main idea and some key points just like in the last part.At second time，try to finish Exercise 2 on Page 44.At the last time，make some notes about I M Pei’s life，and try to finish Exercise 1 on Page 44.
After the last time，the teacher gives the students three minutes to make a short dialogue according to the notes they took，then ask some pairs to act out their dialogue.
Step 4 Homework
1.Collect some information about the cultural relics that are in danger.
2.Prepare for the next class.
Step 5 The Design of the Writing on the
Blackboard
Unit 1 Cultural relicsPeriod 5get familiar with tones and intonationunderstand general ideaget detailed information
Step 6 Record after TeachingPeriod 3 Extensive Reading
The General Idea of This Period：
This period is about the reading of the passages：the disappearance of the dinosaurs and the dodos；the return of the Milu deer.It will help the students learn more about wild life and realize what made the animals disappear and what we should do to protect the environment.
Teaching Aims：
1.Train the students’ reading ability.
2.Learn some useful words and expressions：
disappear，come into being，species，country，rare，die out，dust，dusty，for sure，recently，build a good friendship，be common in，care for
3.Learn some useful drills：
Our fur is being used to make sweaters like yours.
There are so many of them that a new park has been opened for them in Hubei Provice.
4.Enable the students to get main idea of dinosaurs’ species and the disappearance of the dinosaurs，dodos and the return of the Milu deer.
Teaching Important Point：
Help the students to understand the passages and realize the importance of protecting our environment.
Teaching Difficult Points：
1.How to improve the students’ reading ability.
2.How to help the students understand real reasons of the disappearance of the animals and realize the importance of our environment.
Teaching Methods：
Asking-and-answering activity to check the students’ understanding of the text；individual，pair or group work to finish each task.
Teaching Aids：
1.A tape recorder.
2.A multimedia computer and a blackboard.
Teaching Procedures：
Step 1 Revision
Revise some information about some endangered animals.
T：Last class we learned something about some endangered animals.Remember
Ss：Yes.
T：Can you name some animals which are endangered
Ss：Yes.
S1：Polar bears.
T：Good.
S2：Rhino.
T：Well done.
S3：Milu deer.
T：Yeah，very good.
S4：Pandas，which appear only in China.
T：Terrific!
S5：Tibetan antelopes.As we see in the film 可可西里，they are being hunted day by day，and as result，there are only a little number of them left.It is really a shame for us human beings.
T：Yeah，absolutely right.Sometimes we human beings are to blame.We are destroying the world where we are living and killing our dear friends by destroying their environment.So what should we do
Ss：Try our best to protect our environment and fight against any behaviour doing harm to animals and their surroundings.
Step 2 Lead-in
T：Look at the screen please.Do you know anything about these animals
（Show the following pictures on the screen.）
S1：Dinosaurs and dodos have died out.They lived on the earth many years ago.
S2：The Milu deer still live on the earth，there are some in China.
T：Yes.Do you want to know more about them Let’s come to the short passage on Page 30.
Step 3 Reading
Task 1 Prediction
T：Can you guess what the reasons might be for the disappearance of the dinosaurs and dodos
S1：Because the weather changed much at that time.
S2：Because the human beings killed them.
Task 2 Fast reading for the main idea
T：Maybe you are right.Let’s read the text.After reading，you should find out the main idea of the text.One minute for you to read.
（One minute later.）
T：You may talk about it with your partner and now report your work.
S1：The main idea is species and the reasons for dinosaurs’ dying out.
T：That’s right.
Task 3 Detailed reading
T：Now read the text for a second time to underline the important words and expression and try to find out the answers to these questions.
1.When did the dinosaurs live
2.What’s the rare new species dinosaur like
3.What could the rare new species dinosaur do
4.Why did the dinosaur die out
T：I’ll give you four minutes to prepare.
Check the answers：
1.When did the dinosaurs live
Tens of millions of years ago，long before humans came into being.
2.What’s the rare new species dinosaur like
The rare new species dinosaur looks like a bird.
3.What could the rare new species dinosaur do
They could not only run but also climb trees.
4.Why did the dinosaur die out
Maybe that’s because a large rock hit the earth or because the earth got too hot to live on.
Step 4 Reading task on Workbook
T：Now let’ s come to another kind of rare animal：Can you guess what’s that
Ss：Milu deer.Yes or no
T：Yes.You are right.Today we’ll read a passage about this kind of deer.Read the passage on Page 65 and try to collect information for research into Milu deer and fill in the table on Page 65.
T：I’ll give you four minutes to prepare.
（Four minutes later.）
At first，let the students discuss the information collected with their partner and then check them with the whole class.
Suggested answers：
Appearance of Milu deer At first they appeared in China.
Features of Milu deer They lived together and ate grass and soft parts of tree.
Reasons for disappearance They were not protected and many were killed.
Milu deer in Britain They like the weather there and the number increased year by year.
How they returned The government of China asked to bring back some and the Duke helped.
Present situation They are happy for the number has grown rapidly.
Value of the cooperation This is a good example to show the friendship and understanding between two countries.
T：Now read the text for a second time and underline the important words and expressions.If you have any question，please ask me.
Step 5 Assignment
T：In this class，we’ve read two passages about dinosaurs and Milu deer，and listen to a passage about dodos.Please try to describe dinosaurs，Milu deer and dodos in your own words.At the beginning of the next class，I’ll ask some of you to tell me.
Step 6 Homework
T：Finish the exercises in Learning about language.
Step 7 The Design of the Writing on the Blackboard
Unit 4 Wildlife protection
Period 3
1.long before 很久以前 before long 不久以后
2.come into being=begin to exist 形成； 出现；产生
Step 8 Record after TeachingPeriod 2 Learning about Language
The General Idea of This Period：
This period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part：the Future Passive Voice.Systematic explanation shall be given and some exercises shall be assigned for the students to complete to consolidate their knowledge on it.
Teaching Aims：
1.Enable the students to recognize and learn by heart the useful words and expressions learnt in Reading part.（honest，medal gymnasium，stadium，admit，take part in，replace，prize，a set of，interview，compete in/against/for，competitor，competition）
2.Revise the present passive voice and enable the students to use the future Passive Voice to express their idea or plan.
Teaching Important Points：
1.The Future Passive Voice.
2.The basic usage of the Future Passive Voice and learn to use it in different situations.
Teaching Difficult Point：
How to use the Future Passive Voice.
Teaching Methods：
Recognize the rules independently and practice.
Teaching Aids：
1.A multi-media computer.
2.A blackboard.
Teaching Procedures：
Step 1 Revision
1.Greet the class as usual.
2.Revise the interview between Pausanias and Lily by asking and answering some questions.
T：Yesterday we learned an interview.Remember Who is the interviewer
Ss：Pausanias，a Greek writer 2000 years ago.
T：Good.What about the interviewee
Ss：Lily，a Chinese girl.
T：What do they talk about
Ss：They talked about the ancient and modern Olympics Games，especially the similarities and differences.
T：Very good.They talked about the Olympic Games，which are one of the most important athletic event in the world.How often are the modern Olympic Games held
Ss：Every four years.
T：What about the ancient Olympic Games
Ss：Every four years，too.
T：Good.Both the ancient and modern Olympics are held every four years.They are the same in this point.Can you tell me some other similarities
S1：Men are allowed to take part both in the ancient and the modern Olympics.
S2：Some events are the same，such as races，horse riding and running.
S3：The motto/beliefs are the same.They are swifter，higher and stronger.
S4：Both are not for money but for honor.
T：Good job.Now when we watch TV programmes we can see that winners can get some rewards What do they get
Ss：Medals.
T：What about the winners in the ancient Olympics Do they get the same rewards
Ss：No.They get olive wreaths.It is different from those in modern Olympics.
T：Good.But can you tell me more differences between the ancient and modern Olympic Games
S5：There were no winter Olympics in the ancient time.
S6：Now competitors are from all over the world.But in the ancient time，only people in Greece can take part.
S7：Only men were allowed to take part in the ancient time，but now women are also allowed.
S8：In the ancient time，winners got the olive wreath as the prize whole competitors compete for medals.
S9：The events and athletes are more than those in the ancient time.
S10：There is a special village for the competitors to live in，a stadium for the competitions and a gymnasium for those who watch the games now.But there were not in the past.
T：Wonderful job.You did have a clear understanding about the ancient and modern Olympic Games.
Step 2 Discovering Useful Words and Expressions
T：You were expected to complete the exercises in Learning about Language independently.Have you finished Now let’s check the answers.
（Ask some students to the blackboard to write down their answers，then ask the other students to correct.）
Suggested answers：
Ex.1：1.B 2.B 3.B 4.A
Ex.2：1.honest 2.medal 3.gymnasium 4.stadium 5.admit 6.take part in 7.replace 8.prize 9.a set of 10.interview
Ex.3：take part in，prize，honest，admit，medal，stadium，interview，replace
Ex.4：omitted
Ex.5：1.in 2.against/with 3.for 4.into/to 5.as 6.to 7.with/to
Step 3 Useful Structures
1.Remind the present passive voice and introduce the future passive.
（Show the students the following sentences，then change them into passive voice.）
Show the slide.
（1）Every day I do my homework
My homework is done.
（2）I am writing some words on the blackboard.
Some words are being written on the blackboard.
（3）They have finished their homework.
Their homework has been finished.
（4）The children will see a film.
T：Is there anything the same with the first three sentences
Ss：Yes.All the sentences above are all passive.
T：Good.We can see the basic form is：be+p.p.Now let’s have a look at fourth sentence.Did they see the film
Ss：No，they are going to see the film in the future time.
T：Good.This is a sentence in the future tense.How to change it into passive voice
S11：A film will be seen by the children.
T：Good job.So can we see the form for the future passive voice
S12：The form for the future passive is：will/be to/being go to be done.
T：Terrific!
2.Practice
（1）Creating sentences
T：We know the Athens Olympic Games is the 28th.The next Olympic Games will be
Ss：The 29th.
T：Can you make some sentences about the 29th Olympic Games using future passive Any volunteers
S13：Let me have a try.The 29th Olympic Games will be held in Beijing.
T：Good.Who would like to have a try too
S14：More trees will be planted for the 29th Olympic Games.
T：Good.
S15：New roads will be built in Beijing for the 29th Olympic Games.
（2）Rules for the Olympic Games
T：Now suppose the judges are writing rules for the 2008 Olympic Games but sadly they are too tired to finish them.Can you help them
（Get the students to work in pairs to finish the rules on Page 13.）
Suggested answers：
1.will be allowed
2.will not be allowed，be taken away
3.will be allowed，will be left
4.excused，will be told
5.allowed，will be asked
（3）Changing the following sentences into passive voice.
①The construction workers will pull down the old temple.
②They will give her a gold medal.
③They won’t read the Music of Chance by Paul Auster
④The rabbits won’t eat the carrots..
⑤The Russian businessman won’t buy the famous painting by Xu Beihong.
⑥The teacher won’t mark the students’ homework tonight.
Suggested answers：
①The old temple will be pulled down.
②A gold medal will be given to her.
or：She will be given a gold medal.
③The Music of Chance by Paul Auster won’t be read.
④The carrots won’t be eaten by the rabbits.
⑤The famous painting by Xu Beihong won’t be bought by the Russian businessman.
⑥The students’ homework won’t be marked tonight.
Step 4 Poster Production
T：Let’s come to Part 1 on Page 13.
Read the sample first.
（Help them to know the way to write a poster：First get a heading which can give a main idea about the event，then list the event and the time of the event and at last give some instructions on dos and don’t at the event.）
Work in groups of four and make a poster for a certain event they like.They should use future passive for the actions.
Suggested sample poster：
Football Matches
Football matches will be held in Guangzhou Stadium From July 7 to August 7 at 7：30 every evening.Tickets will be sold a week before each match.Food and drinks won’t be allowed to take in.
Fashion Competition
The annual fashion competition will be held in our school hall on December 12.Anyone who is interested in it will be allowed to take part in.Please come to the Students’ Union and enter your name for it before November 12.
Step 5 Homework
1.Page 49 Ex.1：Choosing the right words and completing the sentences.
2.Work in groups of four to perfect their posters.They should think creatively and draw or paste some relevant pictures on it to make it more vivid and attractive.The best six ones shall be given some rewards.
T：That’s all for this class，after class I hope you’ll prepare for the Speaking and Writing part，and finish the exercises on your exercise books.
Step 6 The Design of the Writing on the Blackboard
Unit 2 The Olympic Games
Period 2
Grammar
passive voice：be+p.p.
future passive voice：will/be to/being go to be done.
①The old temple will be pulled down.
②A gold medal will be given to her.
or：She will be given a gold medal.
③The Music of Chance by Paul Auster won’t be read.
④The carrots won’t be eaten by the rabbits.
⑤The famous painting by Xu Beihong won’t be bought by the Russian businessman.
⑥The students’ homework won’t be marked tonight.
Poster
Heading（Title）
Event（Time and Place）
Instructions
Step 7 Record after TeachingPeriod 1 Reading
The General Idea of This Period：
This period includes Warming up，Reading and Comprehending of Unit 1.It introduces the story of the Amber Room，which can help the students learn how to talk about cultural relics and realize that we should protect cultural relics and what should be done with the cultural relics.The students also can learn how to talk about cultural relics and learn some reading strategies such as skimming and scanning.
Teaching Aims：
1.Learn the following useful words and phrases：fancy，style，jewel，in return，reception，light，mirror，wonder，at war，remove，furniture，secretly，wooden，doubt，remain，mystery，apart，take apart
2.Help the students understand the structure of the following sentences：
In return，the Czar gave the King of Prussia 55 of his best soldiers.P2
This was a time when the two countries were at war.P2
There is no doubt that the boxes were then put on a train for....P2
After that，what really happened to the Amber Room remains a mystery.P2
I think highly of those who are searching for the Amber Room.P2
3.Help the students learn to talk about the story of the Amber Room.
4.Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.
Teaching Important Point：
How to tell the story about the Amber Room and talk about cultural relics
Teaching Difficult Point：
Help the students understand the cultural relics and realize what should be done with the cultural relics.
Teaching Methods：
1.Fast reading to get the general idea of the text.
2.Careful reading to understand the passage better.
3.Explanation to help the students master some language points.
4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.
Teaching Aids：
1.A tape recorder.
2.A multimedia.
Teaching Procedures：
Step 1 Warming up
T：Look at the three groups of pictures and discuss these questions.
1.Do you know these places
2.If you know，what do you know about the places
3.Which one would you like to visit Why
Group 1 The Pyramids in Egypt
Group 2 The Great Wall/China
Group 3 Stonehenge/Britain Salisbury plain
T：Please tell the reasons for their importance.
S1：Symbols of their countries.
S2：A concrete annotation of their cultures.
S3：Have a memorable significance.
S4：Bring in money from tourism.
The warming-up exercise helps the students realize that there are some well-known cultural relics both at home and abroad.Ask the students to try their best to think of the cultural relics that they know.
T：Now，class，look at the title of this unit.Tell me what the topic of this unit is.
Ss：The topic of this unit is cultural relics.
T：Do you know what cultural relics are
Ss：Cultural relics are something that has survived for a long time，often a part of something old that has remained when the rest of it has been destroyed；it tells people about the past.
T：Very good，also we can say：Cultural relics are traces or features surviving from a past age and serving to remind people of them.Just like what you said，they represent the culture of a place and some periods of history.Of course，some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in the need of being protected
S1：The Great Wall.
S2：The Big Ben.
Ss：...
T：Yes.You are right.Now do you want to know more about these cultural relics
Ss：Yes.
Step 2 Pre-reading
T：What is your favorite city Why What makes a city great
S1：a long history
S2：cultural relics
S3：many great people
S4：important events taking place there
T：All of you have done a good job.Now let’s come to the text “In Search Of the Amber Room”.
Listen to the tape and finish the comprehending exercises.
1.The suggested answers to the comprehending exercise 1：
1）B 2）D 3）B 4）A 5）C
2.The suggested answers to the comprehending Exercise 2：
1）The Amber Room was not easy to make.（NS）
2）Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it.（S）
3）The Amber Room was take to Konigsberg and hidden there in 1941.（S）
4）The Russians didn’t care about the Amber Room.（NS）
5）The Russians don’t think the Amber Room will ever be found.（NS）
Step 3 Detailed Reading
T：Read the text again and answer the following questions：
1.What was given to the Russian people as a great gift by Frederick William Ⅰ，the king of Prussia
2.Why it is called the Amber room and how many tons of amber were used to make the Amber Room
3.What did Catherine the great do with the Amber Room The great Amber Room was given to the Russian people as a great gift by the king.
4.What happened to the Amber Room The great Amber Room was given to the Russian people as a great gift by the king.Because it was made of almost seven thousand tons of amber，which has a beautiful yellow brown color.
S3：She had the Amber Room moved to the palace outside St Petersburg and transformed it.
S4：It was taken apart and missing in the second world war，and the Russians and Germans have built a new Amber room at the summer palace.
Step 4 Intensive Reading
T：Please read the text again and try to catch the main idea of each paragragh.
（After four minutes）
T：Now everyone.Have you got the main idea of each paragraph
Ss：Yes.
T：OK，who would like to tell me the main idea of the first paragraph
S1：The first paragraph tells us that the Amber Room has a strange history and something about its design and building.
T：Excellent.What about the second paragraph
S2：From this paragraph，we can know the history of the Amber Room and its functions in Russia—the Czar’s winter palace and a small reception hall for important visitors.
T：Very good.Then how about Paragraph 3
S3：This paragraph tells us that Catherine Ⅱ had the Amber Room moved to the palace outside St Petersburg where she spent her summers and she told her artists to add more details to its design.Thus the Amber Room was one of the great wonders of the world.
T：Very good.What about the fourth paragraph
S4：From this paragraph，we know that the Nazi German army stole the Amber Room in September，1941.After that，what really happened to the Amber Room remains a mystery.
T：Well done.Then，how about the fifth paragraph
S5：This paragraph tells us that the Russians and Germans have built a new Amber Room at the summer palace，following the old photos.
T：All of you have done a good job.Let’s come into the next part.
Step 5 Discussion
T：Now please discuss this question in groups：What should we do to protect our cultural relics I’ll give you three minutes to prepare.
（After three minutes.）
T：Now time is up，any group would like to tell us your ideas.
Students show their ideas.
Step 6 Homework
1.To finish the exercises on Workbook.
2.Prepare for the next class.
Step 7 The Design of the Writing on the
Blackboard
Unit 1 Cultural relics Period 1Language Points1.in return作为报答2.no doubt 毫无疑问
Step 8 Record after TeachingPeriod 1 Reading
The General Idea of This Period：
This period includes Warming up，Reading and Comprehending of Unit 2.It introduces the similarities and differences between ancient and modern Olympic Games in the
form of a interesting interview between Pausanias，a Greek writer 2000 years ago and Lily，a Chinese girl living at the present time.Reading the passage，the students can learn some reading strategies such as skimming and comparing.
Teaching Aims：
1.Enable the students to compare the ancient Olympics with the modern ones and try to answer the questions quickly and correctly so that they learn how to generalize and compare the similarities and differences.
2.Learn some useful words and expressions：medal，gymnasium，stadium，admit，take part in，replace，prize，a set of，interview，as well as，compete with/against/for，replace，etc.
3.Learn some sentence patterns：
（1）I lived what you called“Ancient Greece”.
（2）I have come to your time to find out about the present day Olympic Games because I know they are to be held in my hometown of Athens.
Teaching Important Points：
1.Help he students to compare the ancient Olympics with the modern ones and have a clear idea of their similarities and differences.
2.Learn and master some important words，phrases and sentence patterns in this period.
Teaching Difficult Points：
1.How to find the implied similarities and differences by understanding the speaker’s words and intonation.
2.To master the important language points and sentence patterns in this passage.
Teaching Methods：
1.Skimming to get the general idea of the text.
2.Scanning to get detailed information and get to understand the passage better.
3.Task-based methods to get the students to comprehend the passage and be able to produce dialogues and talk about their preparations for the 2008 Olympic Games.
Teaching Aids：
A tape recorder.
A multimedia.
Teaching Procedures：
Step 1 Lead-in
1.Greet the students.
T：Good morning/afternoon，boys and girls!
Ss：Good morning/afternoon，Miss.
2.Introduce the topic of the Olympic Games.
（1）Listen to the song Pass the Flame （the theme song of the Athens Olympic Games）.
T：You look so good today.Would you like to listen to some music
Ss：Of course/Good idea.
T：（Play the song）Have you ever heard of the song
Ss：Yes/Sure.
T：What is the name of it
Ss：Pass the Flame.
T：What else do you know about the song
S1：It’s the theme song sung in the 2004 Athens Olympic Games.
S2：科兹拉斯 sings it.
S3：It calls on people to get united together.
（2）Sharing information about the Olympic Games.
T：Good.I can see you have a good idea about what is happening around us.Talking about the Olympic Games，I have asked you to find as much information as possible on the history，the motto，the event and the previous Olympic Games，right Have you done that
Ss：Yes.
T：So who would like to share the information with us
S4：Let me have a try.I would like to talk about the events in the Olympic Games.（Introduces the events of badminton，table tennis，hurdles，diving，skiing，skating，volleyball，basketball，volleyball，gymnasium，high jump，weighting lifting and boxing，etc.At the same time，show the information and pictures on the screen.）
S5：I want to share some pictures I got on the Internet too.（Also shows what he got on the screen.）
Look at the first picture.What is it
Ss：A big stadium.
S5：What about this one
Ss：Erh...
S5：It’s an Olympic torch.Let’s have a look at this one.
What can you see
Ss：A flag.
S5：Yes，it is the Olympic flag.There are five rings joined together.Can you guess what the five rings are
（Tells the Ss that they are the five continents.They are joined together as a sign of friendship—the blue one represents the Europe，the yellow one refers to Asia，the black one stands for Africa，the green one is a symbol of Oceania and red one is a sign of America.）
T：Thank you!You got so much information with vivid pictures about the Olympic Games.Terrific!Let’s give them a big hand for their hard work!
3.Get the students to have a quiz about the Olympic Games.
T：Since all of you have either surfed the Internet or read some books to learn about the Olympic Games，what about having a competition and see how well you know about them
Ss：Woo/Good idea/I like competition!
T：I would like to divide you into four groups.You can answer my questions for your group.Each time when you get the right answer，you shall get one point for your group.In the end the group that wins shall get some prizes.It is clear
Ss：Yes.
（T shows some multiple choices or questions on the screen for the Ss to compete against each other and the Ss shall be rather interested and excited.）
1.When did the ancient Olympic Games started
A.1896. B.1906. C.776 BC.
2.When did the ancient Olympic Games stop
A.393 BC. B.393 AD. C.311 AD.
3.What was rewarded to the winners in ancient Olympic Games
A.Metals. B.Medals. C.Olive wreath.
4.How many gold medals did China get in the 2004 Athens Olympics
A.26. B.28. C.30. D.32.
5.Which sport is in the Winter Olympic Games
A.Badminton. B.Basketball. C.Speed skating. D.Soccer.
6.How many sets/kinds of the Olympic Games are there in the world
7.What is the motto（格言，口号）of the Olympic Games
8.What is the host city of the first Olympics
9.What is the host city of 2000 Olympics
10.What is the host city of 2004 Olympics
11.What is the host city of 2008 Olympics
Suggested answers：
1.C 2.B 3.C 4.D 5.C
6.Two the Winter and Summer Olympic
7.Higher，Swifter，stronger
8.Athens，Greece
9.Sydney，Australia
10.Athens，Greece
11.Beijing，China
4.The events in the Olympics.
Just now some of you mentioned some events.Now let’s learn more.Please turn to Page 49 Ex. 1.Read the names of the events and then classify them according to the table.
Suggested answers：
Sporting events in the winter Olympic Games Sporting events played between teams Sporting events done best by Chinese athletes
ice hockeyskiingice skating basketballvolleyballfootballrelay racegymnastics table tennisbadmintonweight-liftinggymnasticsshooting diving
Step 2 Predicting
Get Ss to read the title and background information together and predict the main content of the interview.
T：Today we are going to learn more about the Olympic Games.Please open the text book and turn to Page 9.What is the title of the passage
Ss：An interview.It is a conversation between two persons.
T：Good.Now read the background information together and guess who are the interviewer and interviewee and what they possibly talk about.
（Ss read in chorus.）
T：Who is the interviewer
S6：Pausanias.He lived in Greece 2000 years ago.
T：So did he live in the modern or ancient Olympics
Ss：He lived in ancient Olympics.
T：What about the interviewee
S7：The interviewee is Lily，who is a Chinese girl.
T：Does she live in the ancient Olympics too
Ss：No，she lives in modern Olympics.
T：Very good.（Writes on the blackboard Interviewer Pausanias—ancient Olympics，interviewee Lily—modern Olympics.）Now let’s guess what might they talked about
Ss：It’s probable that they will talk the similarities and differences between the ancient and modern Olympics.
T：OK，let’s read and see whether you are right.
Step 3 Skimming
Get the Ss to scan the passage and find the answers to the three questions.At the same time，instruct them to find the differences and similarities from the information implied in the intonation，stress，etc.
T：Now read the interview and try to find out the answers to the following questions.You will have four minutes.
（1）What do they mainly talk about
（2）What does he say when he hears the women are allowed to join in
（3）How does Pausanias feel when he hears that Olympic Games are also about being able to run faster，jump higher and throw further
A.surprised B.happy C.sad
（After four minutes.）
T：Now time is up.Who can answer the first question
S8：They mainly talk about the ancient and modern Olympic Games，especially the similarities and the differences.
T：Very good.What about the second one
S9：Let me have a try.When Pausanias hears the women are allowed to join in，he says“Please stop!All those events，all those countries and even women taking part!” We can see he is very surprised.
T：Good job.So is this a similarity or a difference
Ss：It is a difference.We can see women couldn’t take part in the ancient Olympic while women can now.And we can see there are more events in the modern Olympics.
T：Right.Let’s see the third and last one.
S10：Pausanias feels happy when he hears that Olympic Games are also about being able to run faster，jump higher and throw further.
T：Well done.So this time is it a similarity or a difference
Ss：It’s about a similarity.The ancient and modern Olympics have the same motto.
T：Absolutely right.Now we can see that if we want to analyze the similarities or the differences，we should not read the words but also should pay attention to the tones and intonation of the speakers.
Step 4 Scanning
Divide the Ss into two groups.One stands for Pausanias and the other stands for Lily.Get them to find out all the information about Olympics of their time.
T：Just now we got to know something about Olympics in Pausanias’ and Lily’s time.Now I would like to divide you into two groups.One stands for Pausanias and the other stands for Lily.Please find out all the information about the Olympics of your time.Is it clear
Ss：Yes.
Modern Ancient
Are there any Winter Olympics
Where are the competitors from
Are there men or women athletes
What are the prizes
Are there any Olympic villages
Are there more events or less
How often are the Olympics held
Are there any man athletes
What is the motto（口号）？
What are the events（体育项目）
Is the a special village for athletes
After they finish getting the answers，check them with the whole class.Once the form is finished，all the differences and similarities will be very obvious.Sum up their differences and similarities.
Suggested answers：
Modern Ancient
Are there any Winter Olympics Yes No
Where are the competitors from All over the world. Only from Greece.
Are there men or women athletes Both. Only men.
What are the prizes Medals. Olive wreath.
Are there any Olympic villages Yes. No.
Are there more events or less More events. Less events.
How often are the Olympics held Every four years. Every four years.
Are there any man athletes Yes. Yes.
What is the motto（口号）？ Swifter，higher，and stronger. Swifter，higher，and stronger.
What are the events（体育项目） Races，horse riding... Races，horse riding...
Is the a special village for athletes Yes. Yes.
Similarities：
1.Both are held every four years.
2.Men are allowed to take part both in the ancient and the modern Olympics.
3.Some events are the same，such as races，horse riding and running.
4.The motto/beliefs are the same.They are swifter，higher and stronger.
5.Both are not for money but for honor.
Differences：
1.There were no winter Olympics in the ancient time.
2.Now competitors are from all over the world.But in the ancient time，only people in Greece can take part.
3.Only men were allowed to take part in the ancient time，but now women are also allowed.
4.In the ancient time，winners got the olive wreath as the prize whole competitors compete for medals.
5.The events and athletes are more than those in the ancient time.
6.There is a special village for the competitors to live in，a stadium for the competitions and a gymnasium for those who watch the games now.But there were not in the past.
Step 5 Dialogue Production
Get the Ss to make up dialogues according to the following situations.
（1）Suppose you are Pausanias.Now you meet your old friend/mother/teacher and you talk with him/her about your interview with Lily.
（2）Suppose you are Lily.Now you meet your old friend/mother/teacher and you talk with him/her about what you know from Pausanias.
T：So far we have talked a lot about Olympics in Lily and Pausanias’ time.Now I would like you to work in pairs and talk about the interview.I would like the Ss in the first two groups to be Pausanias （put some olive wreaths on the head of the students sitting in front of the two groups）and you meet your old friend/mother/teacher and you talk with him/her about your interview with Lily about the modern Olympics.As for the other two groups （facing the two groups），you will be Lily and of course you will talk about your interview with Pausanias about the ancient Olympics with your friend/teacher，ect.You may begin like this：
Friend：Hi，Pausanias!I haven’t seen you for days.Where have you been
P：I went to visit a girl in the year 2004...
Does it make sense
Ss：Yes.
T：Good.Now you have four minutes to prepare your dialogue with your partners.
After four minutes，ask two pairs to present their dialogues.
Step 6 Discussion
After the explanation of the language points，students have got the total understanding of the reading text.Then teacher draws students’ attention back to the text and put forward a topic for them to discuss.Divide Ss into groups of four and choose a slip of paper on which their professions are decided.Get the Ss to discuss with their partners about what to prepare for the 2008 Olympic Games as a person with different identification.（For example，what can we do to prepare for the 2008 Olympics as a（n）teacher/university student/a worker in the Gymnasium in Beijing/Guo Jingjing/Tian Liang/Zhang Yimou/the mayor of Beijing/Wen Jiabao...）
T：Very good dialogues.You are so clever and creative.
As we all know the 2004 Olympics was held in Athens，Greece.What about the 2008 Olympics
Ss：In Beijing，China.
T：Yes.And we are all proud of it，aren’t you!
Ss：Of course/Sure.
T：In fact we can see many advertisements and programmes about the 2008 Olympics.People often say New Beijing New Olympics.Will you do anything to prepare for it
Ss：Yes/Sure/Of course.
T：You have the determination to do something for it.But what will you do to prepare for it
S11：I will learn English well.
S12：I will try my best to get admission into Beijing University and see the Olympics in 2008.
T：It seems that you are ambitious.Now I’d like you to air your view freely.Please work in groups of four，choose a slip of paper on which your jobs are decided and discuss with your group-mates the preparations for the 2008 Olympics.When you are discussing，choose one to record your ideas and after the discussion，choose another one to give a report.Does it make sense
Ss：Yes.
（After their discussion，get some students to give their report for their groups.）
Step 7 Summary and Homework
T：Time is running out.Today we learned about the ancient and modern Olympics.Through the comparison between the ancient and modern Olympics，we have learned the differences and the similarities between them.Now we can have a deeper understanding of the Games.From the passage，we can also know that the Olympics are developing and improving.It’s our duty to make the Olympic Games better and healthier.We know that the 2008 Beijing Olympic Games is Green Olympic Games.It shows that people are paying more and more attention to our environment.In the coming Olympic Games what will you do Of course we should try all our best to get well prepared for it.
T：So much for today.Here is the homework for you to do after that your knowledge can be consolidated.
Homework：
1.Read the passage fluently and recite the key sentences in the text.
2.Finish the word exercises on Page 11 and Page 12.
3.Write a composition about how to prepare for the 2008 Olympic Games （as a student/teacher/...）.
Step 8 The Design of the Writing on the Blackboard
Unit 2 The Olympic Games
Period 1
Pausanias（ancient Olympics）
Interviewer：
Interviewee：
Lily（modern Olympics）
Similarities and differences between ancient and modern Olympics
Language Points
1.compete vi.=take part in
compete with/against sb.for sth. in
competitor
competition
2.take part in join in=take part in
join attend=be present at
3.go/start/come/be on a journey
4.used to do
be/get/become used to doing
be used to do
5.be to do
6.every+数词+时间名词（pl.）“每……”
=every+序数词 （single）
7.admit sb./sth.+（prep. phrase）
（1）allow to enter/let in
（2）have enough space for
（3）acknowledge
8.allow
allow sb./sth. allow doing sth. allow sb. to do sth.
9.as well as=and，besides
Step 9 Record after TeachingPeriod 6 Assessment
The General Idea of This Period：
This period is to help the Ss to elevate their acquisition about
computers androids and IT and their ability of employing the words，expressions，grammar learned in this unit.
Teaching Aims：
1.Elevate efficiently the students’ knowledge about computers，androids and IT.
2.Elevate the Ss ability of using the words and expressions and grammar learned in this unit.
Teaching Important and Difficult Point：
Help the Ss learn to assess whether their knowledge about this topic has increased.
Teaching Methods：
1.Question-and-answer activity.
2.Pair work and group work to make the students work in class.
Teaching Aids：
1.A multimedia.
2.A blackboard.
Teaching Procedures：
Step 1 Greetings
T：Good morning，boys and girls.
Ss：Good morning，Miss.
Step 2 Revision
T：So far we have finished this unit which is about...
Ss：It’s about the history and development of computers.
S1：I have learned tremendous about the computers，androids and I’ve made up my mind to learn computer science in the future if possible.
T：Terrific.
Step 3 Assessment
T：Today we are going to see how hard you worked and how much more you know about computers.Now work with your partners and finish these questions first.
非测试性评价
1.To what extent are computer and Internet becoming part of your life
I use the computer and/or Internet to：
—type my homework
—draw pictures
—play games
—communicate with my friends
—gather related information for my lessons.
—buy the things I like，eg： books and clothes.
—listen to music
—watch movies.
2.What else do you think the computer and Internet will help you to do
_______________________________________________
3.Which part（s）of the computer do you think need（s）more improvement Why You can use Exercise 1 in the workbook（P56）as reference for the parts of the computer.
_______________________________________________
4.Look at the flow chart explaining how the computer technology has been developing and complete it with your partners.Then give a brief oral presentation on the development of computer technology with the help of the chart.When you’re preparing it，you can refer to the reading passage on Page 18 of the Student’s Book.Your oral presentation will be less than three minutes.
测试性评价
Ⅰ.单词拼写
1.In c with most educated people，he prefers classical music to jazz.
2.The invention of computer was a ______（技术的） revolution.
3.He is quite clever a boy though he looks s -minded.
4.In the past 20 years，my hometown has t changed.
5.Computers are often used to deal with information and communicate with each other around the world by the I .
6.There are many ways of ______（通讯） in the modern world，such as telephone，fax，and so on.
7.In the early 1960s，computers were connected by a n ，so that people could share information and talk to each other.
8.He is so clever that he is considered to have high ______（智力）.
9.She was ______（徘徊） up and down the road，not knowing what to and where to go.
10.Could you tell me the advantages and d of being famous
Possible answers：1.common 2.technological 3.simple 4.totally 5.Internet 6.communication 7.network 8.intell-igence 9.wandering 10.disadvantages
Ⅱ.句型转换/完成句子
1.Personally，I think the team who won first place cheated.
______ ______ ______，I think the team who won first place cheated.
2.I’m afraid something urgent has risen；I won’t be able to see you tonight.
I’m afraid something urgent has ______ ______；I won’t be able to see you tonight.
3.As time ______ ______（流逝），my memory seems to get worse.
4.They’ve bought many books which are ______ ______（适合） teenagers.
5.The new type of mobile phone is expensive.______，it’s worth buying it.
6.He was foolish enough to accept her invitation.
He was ______ foolish ______ he accepted her invitation.
7.How are you going to ______ ______（处理） the water pollution of the area
8.You have to ______ ______ ______（做出决定） whether to accept the job or not.
Possible answers：1.In my opinion 2.come up 3.goes by 4.suitable for 5.Anyway/Anyhow 6.so，that 7.deal with 8.make a choice
Step 4 The Design of the Writing on the Blackboard
Unit 3 Computers
Period 6
In my opinion so...that
come up deal+with
goes by make a choice
suitable...for
Step 5 Record after Teaching
Activities and Research：
Whether or not should the computer be used in teaching
Suppose your classroom has been equipped with a computer.Your teachers have used a lot the computer in their teaching.Some of your classmates are for using the computer in teaching，but the others are against using the computer in teaching，and you try to work in two sides：
1.Bring this topic to your classmates，and divide the class into two sides，each of which has several small groups.
2.Make a list of the advantages/disadvantages about using the computer in teaching based on the opinions or ideas of those who are for/against using the computer in teaching.
3.Share your list with other groups，put your lists together to make one comprehensive list out of what each groups has come up.
4.You may also want to read and surf the Internet about different views on using the computer in teaching to find more reasons to support your ideas.
5.Then，come to a reasonable decision about whether or not the computer should be used in teaching.
6.Create a debate in class on whether or not the computer should be used in teaching.
7.While debating，you will try to use the following expressions.
I think that... Yes，I think so. I don’t think so. I agree that... I don’t agree. I’m afraid not. In my opinion，In addition， Besides， First...，second...， In a word/In briefPeriod 2 Learning about Language
The General Idea of This Period：
This period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part：the Present Progressive Passive Voice.You will have systematic explanations of it and assign some exercises for the students to complete to consolidate what you learn.
Teaching Aims：
1.Help the students recognize the useful words and expressions learnt in Reading part：
apply for，bite，have an effort on （=affect），quality，as a result，powerless.
2.Master the usage of the Present Progressive Passive Voice.
Teaching Important Points：
1.Present Progressive Passive Voice.
2.The basic usage of the Present Progressive Passive Voice and learn to use them in different situations.
Teaching Difficult Point：
How to help the students to learn the Present Progressive Passive Voice.
Teaching Methods：
Practicing independently and explaining.
Teaching Aid：
A multi-media computer.
Teaching Procedures：
Step 1 Revision
1.Greetings.
2.Try to retell the passage with the help of the following chart.
Step 2 Useful Words and Expressions
T：You are expected to complete the exercises in Learning about language independently.Now let’s check the answers.
（Ask some students to the blackboard to write down their answers，then ask the other students to correct.）
The suggested answers：
Ⅰ.1.powerful 2.apply for 3.enemy4.mosquito 5.affect 6.container 7.loss 8.suggest 9.pay attention to 10.die out 11.drug 12.as a result
Ⅱ.paid attention；suggested；die out；loss；apply；As a result；affected
Ⅲ.1.after all 2.endanger 3.affect 4.powerful 5.because 6.because of
Step 3 Useful Structures
T：This part is about the Present progressive Passive Voice：am/is/are being done.
At first，who can find out two more examples
S1：Daisy is being watched by an excited elephant.
S2：The elephant is being protected by the farmers.
T：Very good.Now let’s check the answers in Exercise 2 on Page 29.
（Ask some students to write the answers on the blackboard first.Then check it.）
The suggested answers：
Question Answer
Who is studying the rhino The rhino is being studied by the university students.
Who is protecting the African elephant The African elephant is being protected by the WWF.
Who is hunting the Tibetan antelope The Tibetan antelope is being hunted by the people who wish to take the wool from it.
Who is taking photos of the panda The panda is being photographed by Daisy.
Who is killing the whales The whales are being killed by the Japanese fishermen.
Who is attacking the mice The mice are being attacked by the cat.
Step 4 Exercises on WB
T：In this unit we have learnt some useful words，expressions and structures，now let’s do exercises about them.
Check the answers of Ex.1 on Page 63，Ex.3 on Page 64 and Ex.1 of Using structures.
The suggested answers：
Ex.1：1.help 2.rise 3.protect 4.affect 5.suggest 6.concerned 7.attention 8.wildlife 9.rainforest 10.endanger
Ex.3：World Wildlife，set，international，organization，projects，protecting，endangered，consider，led，save，reserves，sign
Ex.1 of Using structures：
1....is under repair=...is being repaired
2....is under discussion=...is being discussed
3....are under research=...are being researched
4....is under consideration=...is being considered
5....is under development=...is being developed
T：Now let’s do some more exercises of the workbook.Please turn to Page 64，I’ll give you five minutes to translate the sentences and answer the questions of Exercise 2.
（Five minutes later.）
T：Please change your answers with your partner，and try your best to correct the sentences，then practice the questions in pairs.（One asks，the other one answers.）
The possible answers：
S1：What can we do to protect Milu deer from disappearing again
Partner：We should protect their living conditions and forbid hunters to kill them freely.
S2：Do you think the pandas in China are in danger
Partner：Of course.They have less and less food to eat，they are being hunted and their living conditions are being destroyed，too.
S3：What are your suggestions about protecting wildlife
Partner：We should protect their living conditions，forbid hunters to kill them freely，build more natural reserves for them and we shouldn’t disturb them.
S4：Do you know why the dinosaurs suddenly died out about 65000000 years ago
Partner：I’m not so sure about it.Maybe there were disasters on the earth.
S5：The national wildlife protection parks shouldn’t be open to the tourists.Do you think so
Partner：Yes.I agree.
Step 5 Homework
T：That’s all for this class，after class I hope you’ll review what we’ve learned.
Step 6 The Design of the Writing on the Blackboard
Unit 4 Wildlife protection
Period 2
1.bite vt./vi.（bit，—bitten）咬；叮；刺痛
2.have an （good/bad/no）effect on...=affect 对……有影响
3.pay attention to “to” is a prep.here.，after “to” we should use nouns or v-ing.
Step 6 Record after Teaching
