Unit 2 Healthy eating
Period 4 Using language: Listening and speaking
整体设计
教材分析
This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
We will mainly deal with listening and speaking in this period. At the beginning, students listen to a dialogue between Wang Peng and an expert. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to do Exercise 3. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. After listening, let them work in pairs and finish Exercise 4. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
As we know, young people can show that they are not eating a balanced diet in a number of ways—by being too thin, too fat or sick. So the exercise Talking is to encourage students to discuss how their diets may affect their quality of life. It gives them the opportunity to practice a dialogue using the functional items for seeing the doctor, suggestions and advice. So they should learn some expressions of seeing the doctor, suggestions and advice first. Then they are required to create such a dialogue. During the course, encourage them to use vocabulary from the reading and listening passages.
This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.
教学重点
1. Develop students’ listening and speaking abilities.
2. Enable students to master different listening skills.
3. Let students learn the expressions of seeing a doctor, suggestions and advice.
教学难点
1. Get students to listen and understand the listening materials.
2. Let students’ make a dialogue using the functional items for seeing the doctor, suggestions and advice.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in the listening passages.
2. Let students learn the expressions of seeing the doctor:
What’s the matter
What’s wrong with you
What seems to be the trouble
How long have you been like this
It’s nothing serious, only. . . .
I suppose you had better. . . .
I think you ought to. . . .
能力目标
1. Enable students to catch and understand the listening materials.
2. Develop students’ ability to get special information and take notes while listening.
3. Get students to learn and use the expressions of seeing the doctor, suggestions and advice.
情感目标
1. Enable students to know more about healthy eating and improve their quality of life.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to translate some sentences using ought to.
1)有些事情我应该在你走之前告诉你。
2)他不应该那样做。
3)——他该去看医生吗？
——是的, 他该去。
4)要是他全好了, 他很可能今天就回校上课。
5)你应该信守诺言。
Suggested answers:
1)There is something I ought to tell you before you leave.
2)He ought not to do that.
3)—Ought he to see the doctor
—Yes, he ought to.
4)If he is completely well, he ought to be back at school today.
5)You ought to keep your promise.
→Step 2 Warming up
1. Tell students: Turn to Page 14. We are going to the part Listening. We will listen to a dialogue between Wang Peng and an expert. Can you guess what they are talking about
2. Let students learn these words. Practice the pronunciation and look up them in the dictionary to find out what these illnesses are.
______________ scurvy ______________ rickets ______________ obesity
→Step 3 Listening
1. Go through the exercises to make sure students know what to do. Let them guess what the listening material they will hear may be about.
Show the following on the screen.
1)Listen to the dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.
____________________________________________________________
2)Listen to the dialogue again and join the names of the illnesses to their causes.
Illnesses Causes
Scurvy too much rice, noodles, sugar and fat
Rickets not enough vitamin C
Obesity not enough protein and vitamin D
2. Play the tape for them to listen to and decide whether their guessing is right or not.
3. Play the tape again for them to write their answers.
4. They exchange the information and listen to the tape again for checking. Let them have the correct answers.
5. Give 2 or 3 minutes to students to ask questions if they have any.
6. Let them work in pairs and discuss what problems Wang Peng and Yong Hui have and what suggestions they would give them. Fill in the form.
Owner of restaurant Problems with food offered What food is needed
Wang Peng
Yong Hui
7. Show students the listening text and let them read it aloud.
Listening text: (Omitted)
→Step 4 Listening on Page 48
Turn to Page 48.
1. Ask students to read through the directions and the exercises. Make sure they know what to do.
2. Tell students to look at the list of illnesses below caused by not eating properly.
rickets obesity anorexia(厌食症) indigestion(消化不良)
3. Play the tape for students to listen to and find out which illness Emma has.
4. Ask students to read the questions.
Show the chart on the screen.
1)What does Emma usually have for breakfast, lunch and supper
2)What is wrong with Emma’s diet
3)Why is the doctor concerned about how much Emma eats
4)How does Emma feel after the doctor tells her about the result of not eating properly
5. Let them listen to Part 1 again and answer the questions.
6. Ask them to look at the chart below.
Red food(only a little every day) Orange food(some every day) Green food(some every meal)
7. Let them listen to Part 2 again and fill in the chart.
8. Let students share their information in pairs.
9. Play the tape a third time for students to check and have the correct answers.
10. Give 2 or 3 minutes for students to ask questions if they have any.
11. Show students the listening text and let them read it.
Listening text: (Omitted)
→Step 5 Talking
1. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
DOCTORWhat’s the matter What’s wrong with you What seems to be the trouble How long have you been like this It’s nothing serious, only. . .I suppose you had better. . .I think you ought to. . . PATIENTI’ve got a pain in. . . It comes and goes.I’m suffering from. . . I feel tired all the time.I’ve got a bad cough/cold/fever/headache/. . .I’ve lost my voice.I have a pain in my chest/shoulder/back/. . .It hurts when I touch it.I’ll follow your advice.
2. Suppose the situation: In pairs imagine that one of you are worried about being too fat or too thin and have gone to consult the doctor. The other student will be the doctor, who gives advice on how to change his/her diet.
3. Give several minutes for students to prepare their dialogue in pairs.
4. Ask as many pairs as possible to present their dialogue to the class.
Sample dialogue:
(Doctor—D; Patient—P)
D: Now what’s the matter today
P: I think I am too fat and I would like to be thinner. What should I do, doctor
D: I think you ought to eat well and exercise more. You need to do some running every morning before breakfast. Then you will be sure to lose weight.
P: Thank you, doctor. But what should I eat
D: Every day you should eat plenty of fruit and vegetables. You mustn’t forget to eat some meat and fish and only a little sugar and fat.
P: What about cola and ice-cream
D: No, they contain a lot of fat, so try and do without e back in a week and I hope I shall see you a little thinner!
P: Thank you, doctor. I will!
→Step 6 Listening task on Page 51
1. Talk with students about McDonald’s.
2. Turn to Page 51. Ask them to read the directions, think about whether they would like to have such a restaurant or not and give their real opinions and reasons to support their ideas.
I would/would not like to have such a restaurant in our town because
___________________________________.
3. Have them share their ideas with the whole class. Students give their own answers to the questions whether they would/would not like to have such a restaurant in their town. Different opinions are encouraged.
4. Tell students: Now listen to the tape and see what two other people in your hometown think of this plan. Let them go through the chart and make sure they know what to do.
Name For or against Reasons
Tina
Li Qian
5. Play the tape for them to listen to and get their answers.
6. Two or three minutes for them to discuss and share their answers.
7. Play the tape again for them to check and have the correct answers.
8. Show them the listening text and let them read it.
Listening text: (Omitted)
9. Let them design a poster to encourage people to come to a meeting to discuss this new restaurant. Give two reasons why it should be built and two reasons why it should not. Remind them to pay attention to the following:
1)to make a big main heading for the poster;
2)to write your two reasons for and against;
3)to give the date and time.
10. Give 5 minutes or so for them to prepare their posters. Then let them share each other.
Sample poster:
Do you want a McDonald’s in our town Come to a meeting tonight in the town hall to discuss if1 we need another restaurant in our town,2 we need other community buildings,3 McDonald’s would be good for our town.Time: 7: 30 pm Date: Friday, August 24, 2007
→Step 7 Summary
In this period, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you’d better practise more. The more you listen to or speak English, the better your listening or speaking is. Remember: Practice makes perfect.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Preview the passage Come and Eat Here(2).
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to make up short dialogues to review modal verbs, such as ought/oughtn’t to, should/shouldn’t, mustn’t.
→Step 2 Listening
1. Talk about the weakness of the diet in Wang Peng’s restaurant. Discuss with students what will happen if we only eat in Wang Peng’s restaurant. Then let them learn the three names of illnesses: scurvy, rickets and obesity.
2. Have students listen to the whole dialogue between Wang Peng and an expert to find out the main idea of the dialogue.
3. Turn to Page 14. Ask students to go through the chart in Exercise 3 and then listen to the tape again and give their answers.
→Step 3 Speaking
1. Have students review the expressions of making suggestions and giving advice.
2. Let them work in pairs and discuss what Wang Peng and Yong Hui have and what suggestions they would give them.
3. Give them several minutes to make up a dialogue in pairs using the expressions.
4. Ask as many pairs of students as possible to present their dialogue to the class.
→Step 4 Workbook exercises
1. Listening
1)Go through each exercise before playing the tape.
2)Have students listen to the recording a few times and do the exercises.
3)Check the answers first in pairs, then with the whole class.
2. Talking
1)Ask students to read the directions. Make sure they know what to do.
2)Let them review the expressions of seeing the doctor in the box below.
3)Give them enough time to prepare their dialogue in pairs.
4)Ask as many pairs as possible to act out their dialogues to the class.
3. Listening task
1)Ask students to read through the directions and then discuss the questions:
Whether would you like to have such a restaurant or not Why
2)Let them listen to the tape and see what two other people in their town think of this plan.
3)Have them design a poster to encourage people to come to a meeting to discuss this new restaurant.
4)Let them share their posters with each other.
→Step 5 Homework
1. Finish off the related Workbook exercises.
2. Make up a dialogue using the expressions of seeing the doctor with your partner.
板书设计
Unit 2 Healthy eating
Listening and speaking
DOCTORWhat’s the matter What’s wrong with you What seems to be the trouble How long have you been like this It’s nothing serious, only. . .I suppose you had better. . .I think you ought to. . . PATIENTI’ve got a pain in. . . It comes and goes.I’m suffering from. . . I feel tired all the time.I’ve got a bad cough/cold/fever/headache/. . .I’ve lost my voice.I have a pain in my chest/shoulder/back/. . .It hurts when I touch it.I’ll follow your advice.
活动与探究
Discussion
Read the following reports and then in small groups discuss what you think of after reading the reports.
The latest data from an ongoing government-sponsored survey of the health and nutrition of the U. S. population indicated that nearly 65% of American adults were overweight and more than 30% were obese. The most disquieting finding was that more than 80% of all black women over the age of 40 were overweight and half were obese. In a separate report focusing on children and adolescents, 15% of those aged 16-19 were overweight.
CDC researchers published the disturbing results of a 20-year study that analyzed hospital-discharge records of children. They found that overweight children were increasingly being diagnosed with illnesses formerly seen mainly in overweight or obese adults. These included type Ⅱ(non-insulin-dependent)diabetes, gallbladder disease, and sleep apnea. Although the overall numbers of children with these serious conditions remained relatively low, the increases over the period 1979-1999 were striking. For example, the diagnosis of gallbladder disease in 6-17-year-olds rose 228%.
A report on obesity among children worldwide by the London-based International Obesity Task Force was presented in May at the annual meeting of the World Health Assembly, whose decision-making body. The task force estimated that 22 million children under age 5 were overweight or obese. Among 10-year-olds, the U. S. had the third highest prevalence of overweight children, after Malta and Italy. Much to the surprise of many health professionals, obesity was found to be a growing problem in less-developed countries. In Morocco and Zambia, for example, more children were overweight than malnourished. In Egypt, Chile, Mexico, and Peru, as many as 25% of children aged 4-10 were overweight or obese.Unit 5 Canada—“The True North”
Period 6 Using language: Speaking and writing
整体设计
教材分析
This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.
In this period, the teaching activities will focus on speaking and writing. These activities offer students the opportunity to collect and list information, then select two or three things that impressed them most to describe. They are also required to describe their feelings when they experienced the things. The practice of speaking and writing is important for students to use the vocabulary and structures they have learned. It is also a best way to test if students have mastered what they have learned. Encourage them in groups of four (Imagine two are the cousins who traveled across Canada. The others ask questions about the trip. ) to discuss what impressed them, make a list of their ideas and take part in a group discussion to find two or three things that impressed them most. Remind them to use the words and expressions of direction and position. Then let them write a short report about the two or three most impressive things.
Speaking and writing are higher stages of language learning. The teacher should frequently give students some assignments of speaking and writing. Only in this way can students use what they have learned more freely.
教学重点
1. Develop students’ speaking and writing ability.
2. Let students learn how to use the expressions of direction and position.
3. Get students to learn to write a short report about their most impressive things.
教学难点
1. How to develop students’ speaking ability.
2. How to develop students’ writing ability.
三维目标
知识目标
1. Get students to learn more about Canada.
2. Let students learn the expressions of direction and position.
3. Have students know how to write a short report to describe what impressed them most.
能力目标
1. Train students’ speaking ability by learning to use the expressions of direction and position.
2. Develop students’ writing ability by learning to write a short report to describe what impressed them most.
情感目标
1. Have students learn more about Canada and stimulate their love of nature.
2. Train students’ ability to cooperate with others.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some of students to retell the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL.
→Step 2 Warming up
1. Let students read through the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL again and find out all the sentences that contain words and expressions of direction and position. Read them aloud and translate them into Chinese.
2. Show the following on the screen. Have students read them aloud and make sure they know their meanings.
Expressions of direction and position
Where is. . . In what direction is. . . How does one go to. . . How far is. . . Is it nearby Is. . . close to. . . Is. . . far from. . .
It’s. . . kilometers from. . . to. . . within. . . kilometers of. . .It’s about. . . kilometers northeast of. . . is close to. . .in the north/south/west/east of. . . to the north/south/west/east of. . .on the north/south/west/east of. . . go eastward/westward/northward/southwardacross the continent/lake through the forests along the coast/river
3. Ask students in pairs to ask and answer questions using the expressions above.
→Step 3 Speaking
1. Have students brainstorm the question: What adjectives do you use when you describe your feelings
(excited, afraid, terrified, worried, tired, pleased, happy, impressed, surprised, amazed, satisfied. . . )
2. Suppose the situation: Work in groups of four. Imagine two of you are the cousins who traveled across Canada. The others ask questions about the trip.
3. Let each group discuss the following questions and make notes in the table below.
What impressed you Where was it How did it make you feel
4. Have them select two or three things that impressed them most.
5. Let them make a dialogue to talk about the two or three most impressive things and their feelings when they experienced them.
6. Ask as many groups as possible to perform their dialogue to the class.
→Step 4 Writing
Task: Write a short report about the two or three most impressive things during the trip across Canada.
1. Let students make a writing plan. Show the following on the screen to help them.
Be sure that your report has:
1)a title
2)a short paragraph to introduce the report’s topic.
3)a paragraph for each impressive thing you are presenting (be sure to include its location and how it made you feel)
4)a short conclusion
2. Allow students enough time to write their report.
3. Let some of them read their report to the class. Others should give comments.
→Step 5 Writing task
1. Suppose the situation: A group of visiting students are coming on a three to five-day tour of your city or town. Plan what places are best for them to visit, in which direction they will go and what the places are like.
2. Remind them to use the words and expressions they have learned for geographical direction and location. Then allow them to begin to write.
3. When most of them finish, let some read their plan to the class. The teacher and others should give comments.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Review the contents of the unit and complete Summing Up on Page 40.
3. Write your short report in the exercise book.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate some new words, expressions and important sentences.
→Step 2 Warming up
1. Let students review the words and expressions they have learned for geographical direction and location. List them and make sure they know their meanings
2. Have them brainstorm the question: What adjectives do you use when you describe your feelings (excited, afraid, worried, tired, happy, impressed, surprised, amazed, satisfied. . . )
3. Teach the new words: terrified, pleased and impressed.
→Step 3 Speaking and writing
1. Let students divide into groups of four. Imagine two of them are the cousins who traveled across Canada. The others ask questions about the trip.
2. Have them make a dialogue to describe two or three things that impressed them most and their feelings when they experienced them.
3. Ask them to write a short report about the two or three most impressive things during the trip across Canada.
→Step 4 Workbook
1. Speaking task
1)Ask students to read through the directions and make sure they know what to do.
2)Give them enough time to prepare their introduction.
3)Let some of them to perform to the class.
2. Writing task
1)Read through the directions to students and make sure they know what to do.
2)Have them first read the sample in the box and then begin to write their own plan.
→Step 5 Homework
1. Finish off the Workbook exercises.
2. Summarize the words expressions you have learned for geographical direction and location and keep them in mind.
板书设计
Unit 5 Canada—“The True North”
Speaking and writing
Expressions of direction and position
Where is. . . In what direction is. . . How does one go to. . . How far is. . . Is it nearby Is. . . close to. . . Is. . . far from. . .
It’s. . . kilometers from. . . to. . . within. . . kilometers of. . .It’s about. . . kilometers northeast of. . . is close to. . .in the north/south/west/east of. . . to the north/south/west/east of. . .on the north/south/west/east of. . . go eastward/westward/northward/southwardacross the continent/lake through the forests along the coast/river
活动与探究
Work in pairs. Look at the map of China. Find two places that are a long distance from your home and explain to your partner where they are and how to get there. Be ready to present your conversation to the class. Remember to use the expressions of direction and position.Unit 2 Healthy eating
Period 6 Using language: Speaking and writing
整体设计
教材分析
This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.
In this period, the teaching activities will focus on speaking and writing. These activities offer students the opportunity to discuss what food they must eat to have a balanced diet and how much they should eat each day, to imagine they are planning to open a restaurant which will provide the best local dishes and a balanced diet and then to write a short passage to advertise their restaurant and its service. The practice of speaking and writing is important for students to use the vocabulary and structures they have learned. This is also a best way to test if students have mastered what they have learned. Encourage them in groups to discuss how to run the business, give each other suggestions and advice and finally write a good advertisement for their restaurant.
Speaking and writing are higher stages of language learning. The teacher should frequently give students some assignments of speaking and writing. Only in this way can students use what they have learned more freely.
教学重点
1. Develop students’ speaking and writing abilities.
2. Let students learn how to make suggestions and how to give advice.
3. Get students to learn to write an advertisement.
教学难点
1. Let students discuss how to run their business and write an advertisement.
2. How to develop students’ writing ability.
三维目标
知识目标
1. Get students to learn more about a balanced diet and healthy eating.
2. Let students know how to give suggestions and advice.
3. Have students know how to write an advertisement. ?
能力目标
1. Train students’ speaking ability by discussing healthy food and healthy eating and learning how to give suggestions and advice.
2. Develop students’ writing ability by learning to write an advertisement.
情感目标
1. Enrich students’ knowledge of dieting culture and let them form the habit of balanced diet.
2. Train students’ ability to cooperate with others.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to tell the story Come and Eat Here.
3. Let them give their own points of view on building a McDonald’s restaurant in their hometown.
→Step 2 Warming up
1. Ask students in groups to discuss the following questions:
1)What food must you eat to have a balanced diet
2)How much should you eat each day
2. Have some students report their ideas and share with the whole class.
→Step 3 Speaking
1. Let students to review the expressions of giving suggestions and advice. Show them on the screen and have students read them aloud. Make sure they understand them.
What should we do Shall we. . . How about. . .
You must/mustn’t. . . I think you ought to. . . Perhaps you should. . .
You’d better. . . You need/needn’t. . . You have to/don’t have to. . .
My advice is/would be. . . You might. . . I suggest that you. . .
I would strongly advise you to. . . It might be a good idea to. . .
2. Suppose the situation: Imagine you are planning to open a restaurant which will provide the best local dishes in your area and a balanced diet. In groups discuss how to run the business.
3. Give them enough time for their discussion and giving each other suggestions and advice.
4. Ask as many students as possible to present their dialogues to the class.
→Step 4 Writing
Ask students to write a short passage to advertise their restaurant and its service.
1. Give them the following hints to help. Show the following on the screen.
Your writing should:
1)explain what kind of food will be offered in your restaurant
2)describe their ingredients, flavor, smell and appearance
3)explain how they will provide a balanced diet
4)explain why your restaurant will provide the best food in the area
5)explain how customers will be served
2. Ask students to do their writing.
3. Let some of them read their writing to the class. Others should give comments.
→Step 5 Speaking task
1. Ask students to read the following expressions aloud make sure they understand them.
I’m not sure that!
You could be right, but. . .
(I’m afraid)I don’t agree.
I agree up to a point, but. . .
That’s an interesting idea, but. . .
Do you really think. . .
Rubbish! /Nonsense!
You can’t be serious!
Actually, /As a matter of fact, I think. . .
That’s not how I see it.
2. Let them turn to Page 53 and read the directions. Make sure they know what to do.
3. Ask some groups to present their discussion to the class.
Sample dialogue:
A: Let’s vote for McDonald’s. They are good for children and always provide a place for them to play in their restaurant. That’s a good idea. They are good value too and children love the chips there.
B: No, I don’t agree. Look how fat some of the children in this town are! Do we want all the children in this town to be fat when this never used to be a problem! Please keep fatty food away from our children. Let’s vote against this McDonald’s.
A: I don’t think we should. What about the jobs they will bring and the people who will come from other towns to eat at our McDonald’s. Certainly they will be good for business.
B: I don’t think so. People can just as easily go to other towns. It’s true they come to buy food at McDonald’s but they don’t always buy other things in the town. They are usually people who are traveling through our town to another place.
A: All right. But people need jobs in this town. We have a lot of people who are hunting for jobs.
B: Certainly we do. But I know we can build another business that can produce many jobs. So let’s vote! Put up your hand if you think we should build a McDonald’s in our town! Thank you. Now put up your hand if you don’t want a McDonald’s here. Thank you. Well I think that decides the matter, don’t you
A: Yes, I think so.
→Step 6 Writing task
1. Ask students to turn to Page 53 to read the directions and make sure they know what to do.
2. Students write an article describing what they think should be built on the land instead of a McDonald’s restaurant, introduce it fully in words and draw a plan. Remind them to be sure of the order of their article:
1)describe the new design
2)draw a plan
3)explain the advantages of their idea
3. Ask some students to read their articles to the class. The teacher and others should give comments.
Sample writing:
An idea for a new library
My idea is to build a new library for our community. It will need one large room for the books and one for the employees to rest, have tea and eat their lunch in. It could be a place where people sit and relax and read some of the books if they want to.
This is how I think the library should be designed to let people see the largest number of books. There should be shelves all round the room for people to keep books and some free-standing shelves in the middle of the room to hold even more. These shelves should be divided into sections so that each book shelf holds a certain kind of book. For example, all history books should be organized by date so that people can easily find books they want.
My idea will help improve the education of students in our community. It will also give the adults an interest and keep their minds active.
I hope you will support my idea.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Review the contents of the unit and complete Summing Up on Page 16.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate some new words, expressions and important sentences.
→Step 2 Warming up by debating
1. Let students review the following expressions:
Agreement and disagreement
I don’t agree. Of course not. I don’t think so.
All right. That’s a good idea. No problem.
Certainly/Sure. Yes, I think so. I’m afraid not.
2. Divide the class into two parts: one for McDonald’s; the other against McDonald’s.
3. Ask each group to find as much as information they will need from Listening Task and Reading Task.
4. They start their debate.
→Step 3 Speaking and writing
1. Let students in groups discuss the following questions:
1)What food must you eat to have a balanced diet
2)How much should you eat each day
2. Let them review the following expressions:
Suggestions and advice
You must/must not. . .
What should I do
I think you ought to. . .
I suppose you had better. . .
Perhaps you should. . .
Do you think you could give me some advice
3. Imagine they are planning to open a restaurant. Let them in groups discuss how to run the business and give each other suggestions and advice.
4. Have them write a short passage to advertise their restaurant and its services.
→Step 4 Writing task
Ask students to imagine the old local restaurant has gone and write an article describing what they think should be built on the land instead of a McDonald’s restaurant.
1. Let them read the example on Page 54.
2. Advise them they should arrange the structure of their article in the following order:
1)describe the new design
2)draw a plan
3)explain the advantages of their idea
→Step 5 Homework
1. Finish off the Workbook exercises.
2. Write the two articles in your exercise book.
板书设计
Unit 2 Healthy eating
Speaking and writing
Suggestions and advice Agreement and disagreement
What should we do Shall we. . . How about. . . You’d better. . . . You might. . . .You must/mustn’t. . . . I suggest that you. . . .I think you ought to. . . . Perhaps you should. . . .You need/needn’t. . . .You have to/don’t have to. . . .My advice is/would be. . . .I would strongly advised you to. . . .It might be a good idea to. . . . I’m not sure that!You could be right, but. . . .(I’m afraid)I don’t agree.I agree up to a point, but. . . .That’s an interesting idea, but. . . .Dou you really think. . . Rubbish! /Nonsense!You can’t be serious!Actually, /As a matter of fact, I think. . . .That’s not how I see it.
活动与探究
Step 1 Look up words related to food and drink in the dictionary or surf the Internet to find as many as you can to make a list and divide them into groups by energy-giving food, body-building food and protective food.
Step 2 In pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menus, one from the north and the other from the south of China. Remember to make your menus different and show the dishes of those areas. Then work out whether these menus are balanced or not.Unit 1 Festivals around the world
Period 5 Using language: Extensive reading
整体设计
教材分析
This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.
In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two articles: A Sad Love Story in Using language on Page 7 and Winter Carnival in Quebec in Reading task on Page 44. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The purpose of A Sad Love Story is to introduce a cross-cultural view of lovers’ festivals—Qiqiao Festival and Valentine’s Day. It is set in a present-day context that students can relate to, and respond to. The teacher can first talk about the famous Chinese sad love story of Zhinu and Niulang to lead in the topic and then ask students to read the passage and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading task, its purpose is to introduce students to the Winter Carnival in Quebec, and to further their understanding of the reasons that people need to have festivals and what is done at them. Ask students to read through the passage and learn more about the foreign festival and its customs.
At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition between them.
教学重点
1. Develop students’ reading skills by extensive reading.
2. Let students read and understand the two passages.
教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to understand foreign culture and customs.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in this part: apologize, drown, sadness, wipe, weep, remind, forgive, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .
2. Get students to read the story A Sad Love Story.
3. Let students know more about the Quebec Carnival.
能力目标
1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. Enable students to tell about Qiqiao Festival and Valentine’s Day.
3. Let students tell about the Quebec carnival with their own words.
情感目标
1. Stimulate students’ love of Chinese festivals and culture by learning foreign culture and custom.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to come to the front and act out their dialogues to review and practice the expressions for requests and thanks.
→Step 2 Warming up by brainstorming
Can you tell something about Chinese Qiqiao Festival
Can you tell something about Valentine’s Day
Have you read any love stories What are they
→Step 3 Reading
1. Reading and judging
Ask students to read the passage fast and then decide whether each of the following statements is true or false.
1)The girl Li Fang loved and waited for didn’t turn up, but he didn’t lose heart.
2)Because her granddaughter got married to a human, the Goddess of Heaven got very angry.
3)Zhinu was made to return to Heaven without her husband. They were not allowed to meet forever.
4)Hu Jin had been waiting for Li Fang for a long time with a gift for him.
Keys for reference: 1)F 2)T 3)F 4)T
2. Reading and answering
Ask students to read the passage carefully, and answer the following questions.
1)Why did Li Fang feel like a fool
2)What was Li Fang afraid that Hu Jin was doing
3)How did Li Fang know the manager wanted to shut the coffee shop
4)What is the reason why Li Fang and Hu Jin did not meet on time
5)Why was Li Fang so worried at the end of the story
3. Check the answers with the whole class and deal with any language problems.
Keys for reference:
1)Li Fang felt like a fool because he thought that he was waiting without any hope. /Hu Jin wouldn’t come to meet him.
2)He was afraid that she was with her friends laughing at him.
3)The manager wiped the tables, then sat down and turned on the TV.
4)They didn’t meet on time because Li Fang waited in the coffee shop while Hu Jin in the tea shop.
5)He was worried because he had thrown away the roses and chocolates/presents/gifts for Hu Jin and he had nothing to give her and he thought she would not forgive him.
4. Reading and finding
Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework.
Collocations: be heart-broken, Valentine’s Day, a coffee shop, after work, turn up, laugh at, keep one’s word, look forward to, hold one’s breath, drown one’s sadness in coffee, the Goddess of Heaven, the weaving girl, on earth, the herd boy, fall in love, get married, be married to, the Milk Way, once a year, be able to, set off, throw. . . away, remind. . . of, . . .
→Step 4 Discussion
1. After students’ reading the passage, ask them to work in groups and discuss the following questions:
1)Why was the TV story what Li Fang needed
2)Why do people want the weather to be fine on Qiqiao Festival
3)What more do you know about Qiqiao Festival
4)Are you satisfied with the ending of the story If not, how are you going to rewrite it
2. Ask students to start their discussion. Make sure that every student has a chance to express his/her ideas.
3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed.
→Step 5 Reading task
Tell students: We have learned some knowledge of festivals around the world from the reading passage Festivals and Celebrations. We have also learned about the Trinidad Carnival. Do you want to know about the Quebec Carnival Please Turn to Page 44 and read the passage Winter Carnival in Quebec.
1. Ask students to read the passage fast to get the general idea.
2. Let students read the passage carefully and then answer the following questions.
1)Why do you think that dogs are used to pull sleds in cold climates
2)Which activity at the Carnival do you think would be the most fun Why
3)Which activity at the Carnival do you think would be the most dangerous Why
4)If you could go to the Quebec Carnival, what would you do or see Why
5)If you had to draw a poster for the Carnival, what things would you put on the poster
6)What would you wear if you went to the Carnival Name at least three things.
3. Check the answers with the whole class after most of them finish.
Keys for reference:
1)Dogs are used in cold climates because they can run on top of the snow, which horses cannot/because they have very thick fur which keeps them warm. They are also very strong/do not eat grass and grain as horses and cattle do/can be fed on meat/do not eat too much.
2)Students give their own answers.
3)Probably the canoe race through the ice would be the most dangerous.
4)Students give their own answers.
5)Students give their own answers.
6)I would wear a warm coat/jacket/hat/gloves/mittens/boots/underwear/scarf/socks.
4. Have students compare Harbin with Quebec.
1)Talk about Harbin with students.
What do you know about Harbin
2)Let students fill in the chart.
City Similarity Difference
Harbin
Quebec
→Step 6 Important language points
1. But she didn’t turn up.
可她却不见人影。
turn up: make one’s appearance; arrive露面; 来到
We invited her to dinner but she didn’t even bother to turn up.
我们请她吃饭她都不露面。
We arranged to meet at the gate at 7, but he failed to turn up.
我们约定7点在大门口见面, 但他没来。
2. She said she would be there at seven o’clock, and he thought she would keep her word.
她说她会在7点到达, 他（李方）认为她会守信用的。
keep one’s word/promise: do what one has promised守信
break one’s word/promise: fail to do what one has promised失信
You promised you would buy me a new bike, so you must keep your word.
你答应过给我买一辆新自行车的, 所以你必须信守诺言。
He is always breaking his word. 他总是食言。
3. . . . he was not going to hold his breath for her to apologize.
他不想屏住呼吸等她来道歉。
hold his breath: stop breathing for a short time暂时屏住呼吸
The audience held their breath as the acrobat walked along the tightrope.
杂技演员走钢丝时, 观众都屏住了呼吸。
4. He would drown his sadness in coffee.
他要用咖啡来消愁。
drown one’s sadness/sorrows in coffee: drink coffee in order to forget one’s troubles用咖啡来消愁
drown one’s sadness/sorrows (in drink): get drunk in order to forget one’s troubles借酒浇愁
5. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave—he wiped the table, then sat down and turned on the TV—just what Li Fang needed.
很明显, 咖啡馆的经理在等李方离开——他擦好桌子, 然后坐下来, 打开电视机。这正合了李方的意！
这是一个较为复杂的句子。it为形式主语, that the manager of the coffee shop was waiting for Li Fang to leave是主语从句。前面的破折号表示进一步的说明, 后面的破折号表示转折。
6. “. . . I don’t want them to remind me of her. ” So he did.
“……我不想因它们想起她来。”于是他把花和巧克力都扔了。
remind. . . of. . . : cause to remember or be aware of. . . 使……想起或意识到……
He reminds me of his brother.
他使我想起了他的哥哥。
This song reminds me of my motherland.
这首歌使我想起了我的祖国。
7. There was Hu Jin waving at him. . .
那是胡谨在向他招手……
这是一个倒装句, 正常语序为Hu Jin was waving at him there. . . 。
当there, here位于句首并且句子的主语是名词时, 句子通常需要部分倒装。例如:
There goes the bell. 铃响了。
Here comes the bus. 车来了。
当句子的主语是人称代词时, 句子不需倒装。例如:
Here you are. 给你。
→Step 7 Consolidation
Go back to the passage A Sad Love Story. Ask students to tell the story in their own words.
Sample:
The story took place in an coffee shop where the hero, Li Fang, was waiting for his girlfriend. To his appointment, she didn’t turn up. Then there was a show on TV, which talked about the sad love story of Zhinu and Niulang. Being heart-broken, Li Fang threw away his Valentine’s gifts to Hu Jin. Then he met Hu Jin on his way back home, who had been waiting for him at a tea shop. What should he do
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Learn the useful new words and expressions in this part by heart.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate the expressions for making phone calls and invitations and thanks and then read them aloud.
3. Let them make some sentences to express making phone calls and invitations and thanks.
→Step 2 Leading-in
1. Introduce Qiqiao Festival by playing a piece of video.
1)Why is it called Qiqiao Festival
2)What customs are there on the very day
3)Can you tell the sad love story of Zhinu and Niulang
2. Tell students: Turn to Page 7. We are going to read a modern sad love story.
→Step 3 Skimming
Ask students to read the passage and answer the following questions as soon as possible.
1. How many characters are mentioned in the story What are they
2. What are the relationships between them
3. When and where did the story happen
4. How many parts do you think the passage can be divided Try to find out the main idea of each part.
→Step 4 Scanning
Ask students to read the passage carefully to locate particular information.
1. Why did Li Fang feel like a fool
2. What was Li Fang afraid that Hu Jin was doing
3. How did Li Fang know the manager wanted to shut the coffee shop
4. What is the reason why Li Fang and Hu Jin did not meet on time
5. Why was Li Fang so worried at the end of the story
→Step 5 Learning important language points
While checking students’ answers, deal with any language problems to see if they can know the meanings of the new words and expressions, such as turn up, keep one’s word, hold one’s breath, apologize, drown one’s sadness, set off, remind. . . of. . . , forgive, and so on.
→Step 6 Discussing and further understanding
Ask students to read the passage again and discuss the following questions.
1. Why was the TV story what Li Fang needed
2. Why do people want the weather to be fine on Qiqiao Festival
3. Why did the writer fix the time of the story on Feb. 14
→Step 7 Workbook
Deal with Reading task (on Page 44).
1. Ask students to read the passage Winter Carnival in Quebec. Deal with any language problems that students can’t solve by themselves while checking their understanding.
2. Let students talk about Harbin in groups and then compare it with Quebec. Try to fill in the form in Exercise 3 on Page 45.
3. Have them discuss the following questions.
1)Which activity at the Carnival do you think would be the most fun Why
2)Which activity at the Carnival do you think would be the most dangerous Why
3)If you could go to the Quebec Carnival, what would you do or see Why
→Step 8 Consolidation
1. Ask students to retell A Sad Love Story.
2. Have students talk about the Quebec Carnival.
→Step 9 Homework
1. Finish off the Workbook exercises.
2. Be ready to present another love story, like Romeo And Juliet or Liang Shanbo And Zhu Yingtai.
板书设计
Unit 1 Festivals around the world
A Sad Love Story
Useful new words and expressions Questions
apologize, drown, sadness, wipe, weep, remind, forgive, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . . 1. Why was the TV story what Li Fang needed 2. Why do people want the weather to be fine on Qiqiao Festival 3. What more do you know about Qiqiao Festival
活动与探究
There are many foreign and Chinese love stories. Go to the library, surf the Internet or ask old people to look up information. Choose the most moving you think and take notes. Be ready to present your story to the class.Unit 1 Festivals around the world
Period 6 Using language: Speaking and writing
整体设计
教材分析
This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.
In this period, teaching activities will focus on speaking and writing, which belongs to knowledge extension of this unit. Especially, the writing offers students the opportunity to imagine the story A Sad Love Story and to use their own ideas to change the ending. The practice of creative or imaginative writing is important for students to use the vocabulary and structures they have learned. This is also a best way to test if students have mastered what they have learned. Encourage them to think of how they would feel in a similar situation or how they might imagine alternatives. They can reflect on stories that they know or have seen in films if they wish.
Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.
教学重点
1. Develop students’ speaking and writing abilities.
2. Get students to use their own ideas to change the ending of a story.
教学难点
1. Let students create a new festival and make a short report about it.
2. How to develop students’ writing ability.
三维目标
知识目标
1. Get students to learn more about festivals.
2. Let students know how to change the ending of a story.
能力目标
1. Train students speaking ability, especially talking about festivals.
2. Develop students’ writing ability to change the ending of a story.
情感目标
1. Stimulate students’ love of national culture and customs.
2. Train students’ ability to cooperate with others.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to translate the following sentences.
1)胡谨说她下班后会在咖啡馆和他见面的, 可现在她却不见人影。
2)她说她会在七点到达, 李方认为她会守信用的。
3)他一整天都在盼着见到她。
4)他不想沉住气等她来道歉, 他要用咖啡来解愁。
5)李方动身往家走, 心里想: “我想胡谨是不爱我了, 把这些鲜花和巧克力都扔了吧, 我可不想因它们想起她来。”于是他就这样做了。
6)在回家的路上, 他神情失落地走过拐角处的一家茶馆, 忽然听到有人喊他, 那是胡谨在向他招手。
Three students are asked to the front. They have two sentences each and write their answers on the blackboard. The others translate the sentences with the textbook closed. Check the answers after most of them finish.
Keys for reference:
1)Hu Jin had said she would meet him at the coffee shop after work, but she didn’t turn up.
2)She said she would be there at seven o’clock, and he thought she would keep her word.
3)He had looked forward to meeting her all day.
4)He was not going to hold his breath for her to apologize. He would drown his sadness in coffee.
5)As Li Fang set off for home, he thought, “I guess Hu Jin doesn’t love me. I’ll just throw these flowers and chocolates away. I don’t want them to remind me of her. ” So he did.
6)As he sadly passed the tea shop on the corner on his way home, he heard a voice calling him. There was Hu Jin waving at him.
→Step 2 Warming up
1. Ask students to read the story about Li Fang again and discuss in groups the question: What do you think is going to happen to Li Fang and Hu Jin
2. Have some students to report their ideas and share with the whole class.
→Step 3 Writing
1. Give students the following hints to help them prepare for writing.
1)Think of how Li Fang will explain that the flowers and chocolates are gone.
2)Think of what Hu Jin will say when she hears that news.
3)Think of an ending to the story that will solve the problem. Will Li Fang be happy or sad
2. Ask students to write their own ending to the story.
3. Ask some students to read their writing to the class. The others should give comments.
→Step 4 Speaking
1. Tell students: There are many festivals around the world, but sometimes we need to create new festivals for particular reasons. Now we have the chance to create a new festival.
2. Ask them to talk with their partner and make a name for their festival they will create.
3. Let them discuss the following points.
1)when the festival takes place.
2)what the festival is for.
3)what people do at the festival.
4)what people eat at the festival.
4. Have them to prepare a short report about their new festival.
5. Ask as many students as possible to present their report to the class.
→Step 5 Writing task
1. Let students to review the following expressions they will use.
You must. . . .
You should. . . .
You could. . . .
You can. . . .
You might. . . .
You would. . . .
You would have to. . . .
You need. . . .
2. Ask students to turn to Page 46 to read the directions and make sure they know what to do.
3. Students write a brochure for the new festival they have created, introduce it and give advice to those who want to come. Remind them to be sure to include the following points.
1)where it will take place
2)how people can get there
3)what kind of weather people should expect
4)what things people should bring
5)three things that visitors should see
6)how much it will cost
4. Ask some students to read their brochure to the class. The others should give comments.
5. Ask some students to read their letters to the class.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Review the contents of the unit and complete Summing Up on Page 8.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate some new words, expressions and important sentences.
3. Let students to review the following expressions they will use.
You must. . . .
You should. . . .
You could. . . .
You can. . . .
You might. . . .
You would. . . .
You would have to. . . .
You need. . . .
→Step 2 Speaking and writing
1. Ask students to create a new festival.
2. Let them prepare a short report and present it to the class.
3. Have them write a brochure for the new festival they have created, introduce it and give advice to those who want to come.
→Step 3 Reading and writing
1. Ask students to read the story A Sad Love Story again and retell it.
2. Let them discuss the question in groups:
What do you think is going to happen to Li Fang and Hu Jin
3. Have them write their own ending to the story.
4. Ask as many students as possible to read their ending to the class and give some remarks.
→Step 4 Closing down by telling love stories
1. Ask students the question:
What more do you know about Qiqiao Festival Can you tell us the story of Zhinu and Niulang
2. Let some of them tell the story of Zhinu and Niulang.
3. Have them to tell other more love stories such as Liang Shanbo and Zhu Yingtai, Romeo and Juliet, and so on.
→Step 5 Homework
1. Finish off the Workbook exercises.
2. Do some writing in your exercise book.
板书设计
Unit 1 Festivals around the world
Speaking and writing
Speaking Writing
Points to discuss:1)when the festival takes place.2)what the festival is for.3)what people do at the festival.4)what people eat at the festival. Points to include:1)where it will take place.2)how people can get there.3)what kind of weather people should expect.4)what things people should bring.5)three things that visitors should see.6)how much it will cost.
活动与探究
Discuss in small groups what maybe happen at the end of the story A Sad Love Story. Rewrite the story into a stage play. Then rehearse their play and act it out in front of the class. The teacher is advised to hold an English party to offer chances to perform.Unit 2 Healthy eating
Period 3 Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.
This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs. Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.
At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.
教学重点
1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.
2. Let students learn the use of ought to.
教学难点
Enable students to learn how to use ought to correctly.
三维目标
知识目标
1. Get students to know more about modal verbs.
2. Let students learn the use of ought to.
能力目标
Enable students to use modal verbs correctly and properly according to the context.
情感目标
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Read the passage Come and Eat Here again to find words and expressions that mean the same.
Alternative words and expressions Words and expressions from the text
should
run away after doing something wrong
something to make you thin by eating it
wish to know about something
get rid of something
Alternative words and expressions
parts of plants that help food move quickly through the body
changing food into something the body can use
proper amount of different kinds of food needed for good health
Give students about four minutes to find the suitable words and expressions. Then check the answers with the whole class.
Suggested answers:
Alternative words and expressions Words and expressions from the text
should ought to
run away after doing something wrong get away with
something to make you thin by eating it slimming foods
wish to know about something curiosity
get rid of something throw away
Alternative words and expressions Words and expressions from the text
parts of plants that help food move quickly through the body fibre
changing food into something the body can use digestion
proper amount of different kinds of food needed for good health balanced diet
→Step 2 Leading-in by revision
Translate the following sentences and explain how each of these modal verbs is being used in the situations.
1. He could hardly support his family before he found the new job.
2. Where could/can the boy be now
3. May/Might I come in
4. You may/might catch sight of the sunrise from here when you get up before 5 in the morning.
5. You must hurry up or you’ll be late.
6. Whatever you want, you shall have.
7. We should read English aloud every morning.
8. He would sit there for hours, doing nothing at all.
Suggested answers:
1. 他在找到那份新工作前几乎无法养家糊口。(ability)
2. 那孩子现在能在哪儿呢？(guessing)
3. 我可以进来吗？(ask for permission)
4. 你在早晨五点钟以前起来, 或许能从这儿看到日出。(possibility)
5. 你必须得快点儿, 不然会迟到的。(necessity)
6. 你想得到什么, 你就可以有什么。(promise)
7. 我们应该每天早晨朗读英文。(duty)
8. 他总是在那儿一坐就是几个小时, 什么都不干。(past habit)
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.
Suggested answers:
1)By lunchtime they would all be sold.
到午饭时分, 它们都会卖完。
2)By now his restaurant ought to be full of people.
到了这个时候, 他的餐馆本该宾客盈门的。
3)What could have happened
发生了什么事呢？
4)Nothing could be better.
再没有比这些更好（吃）的了。
5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。
6)He could not believe his eyes.
他简直不能相信他的眼睛。
7)Perhaps he should go to the library and find out.
也许他应该去图书馆查查清楚。
8)He could not have Yong Hui getting away with telling people lies!
他不可能让咏慧哄骗人们后跑掉。
9)He had better do some research.
他最好作一番调查。
10)They would become tired very quickly.
他们很快就会到疲乏。
11)Perhaps with a discount and a new sign he could win his customers back.
或许打折的方法和新的招牌能够帮他赢回顾客。
2. Thinking and discussing
Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations. Use the function words below to explain the meaning of the modal verbs. If students have some difficulty, give them a hand.
Intention Duty Permission Possibility Guessing Ability
Suggested answers:
1)Possibility 2)Possibility 3)Possibility 4)Possibility 5)Guessing 6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability
3. Summing up: the use of ought to
ought to的用法
ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些; 有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/. . . to. . .
1. 表示“责任或义务”
Such things ought not to be allowed, ought they
这类事情不应该被准许, 是吗？
—Ought he to go 他应该去吗？
—Yes, he ought to. 是的, 他应该去。
2. 表示“适当, 合适或应该”
Coffee ought to be drunk while it is hot.
咖啡应该趁热喝。
There ought to be more buses during the rush hours.
在上下班高峰期, 公共汽车应当多一些。
3. 表示“可能性”
Harry ought to win this race.
哈里应该会赢得这场比赛。
If he started at seven, he ought to be here now.
假如他在七点出发的话, 现在大概到这儿了。
4. 表示“劝告或建议”
I think you ought to eat more body-building food.
我认为你应当多吃些有营养的食物。
He said I ought to do that job.
他说我适宜做那项工作。
5. 表示“推测”, 意为“照说应该; 想必一定”, 后跟不定式的一般时、进行时或完成时, 分别表示对现在、现在进行或过去情况的推测。
She has had working experience before. She ought to be fit for the job.
她以前有过工作经验, 应该胜任这项工作。
It’s just 9 o’clock. Mary ought to be doing her homework in her room now.
才刚九点, 按说玛丽应该在房间里做作业。
It ought to have rained last night.
昨晚应该下过雨。
6. 表示“责备或后悔”
ought to后接不定式的完成式时, 表示“本应该做某事而事实上没做”; 其否定式表示“本不应该做某事而事实上做了”。
You ought to have done these exercises because you were required to so during your holidays.
这些练习你本应该做完的, 因为假期里就要求你做了。
She ought not to have told him the bad news, which had a bad effect on his examinations.
她本不应该告诉他这个不幸的消息, 结果影响了他的考试。
→Step 4 Grammar practice
1. Turn to Page 13. Ask students to do Exercise 2 in Discovering useful structures. First let them discuss in pairs how each of these modal verbs is being used in the situations. Then check the answers with the whole class. Give some explanations if necessary.
2. Turn to Page 50. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.
→Step 5 Asking and answering
Let students work in pairs. One asks a question and the other answers it. Remind them to use modal verbs in their answer.
Show the following on the screen to students.
Example:
S1: What should you do after school
S2: I have to go home at once. I need to take the bus. I ought to do my homework as soon as I get home.
Other possible questions:
1. Do you know what you have to do when you borrow books from the library
2. Do you know what to do when your teethache
3. Do you know what to do if you need to meet someone you don’t know at the airport
4. Do you know what to do if you want to get a discount in a shop
5. Do you know what you should do when you meet the hostess in your friend’s home
The following procedures may be followed:
1. Let students ask and answer the questions in pairs.
2. Ask as many pairs as possible to perform their dialogue to the class.
→Step 6 Closing down by a quiz
Show the following exercises on the screen. Let students finish them within three minutes to see if they have mastered the use of modal verbs. Five minutes later, check the answers with the whole class.
1. —What’s the matter with you
—Oh, I’m not feeling well in the stomach. I ______________ so much fried fish just now.
A. shouldn’t eat
B. mustn’t eat
C. oughtn’t to have eaten
D. mustn’t have eaten
2. —Mum, I climbed to get the Teddy Bear from the top of the shelf.
—My goodness! You ______________ yourself. You ______________ do that again.
A. must have hurt; mustn’t
B. should have hurt; can’t
C. may have hurt; mustn’t
D. might have hurt; won’t be able to
3. The train was ten minutes late, so I ______________ have run all the way from my house to the station.
A. couldn’t
B. shouldn’t
C. needn’t
D. mustn’t
4. You ______________ worry about the old man. He ______________ well already.
A. needn’t; may get
B. didn’t have to; gets
C. mustn’t; got
D. needn’t; may have gotten
5. —Shall I tell John about it
—No, you ______________, for I’ve told him already.
A. needn’t
B. wouldn’t
C. mustn’t
D. shouldn’t
Suggested answers: CCCDA
→Step 7 Homework
1. Finish off the workbook exercises.
2. Preview the reading passage Come and Eat Here(2) on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following into English.
1)平衡膳食
2)应该; 应当
3)减肥; 体重减轻
4)被放过; （做坏事）不受惩罚
5)说谎; 撒谎
6)到了这个时候, 他的餐馆本该宾客盈门的。
7)再没有比这些更好（吃）的了。
8)要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。
9)他简直不能相信他的眼睛。
10)他不可能让咏慧哄骗人们后跑掉。
→Step 2 Warming up by asking and answering
Let students work in pairs. One asks a question. The other answers it. Remind them to use modal verbs they have learned in their answers.
Example:
S1: What should you do after school
S2: I have to go home at once. I need to take the bus. I should do my homework as soon as I get home.
→Step 3 Discovering useful structures
Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.
Intention Duty Permission Possibility Guessing Ability
→Step 4 Learning the use of ought to
1. Ask students to turn to Page 91 and learn the part 6 ought by themselves.
2. Encourage them to ask as many questions as possible. Give them explanations if necessary.
3. Let them do some additional exercises.
4. Sum up.
→Step 5 Practice
Ask students to finish the following exercises within 8 minutes. Then check the answers with the whole class.
1. Exercise 2 in Discovering useful structures on Page 13.
2. Exercise 1 in Using structures on Page 50.
→Step 6 Consolidation
Let students work in pairs to choose one of the situations below and develop it into a conversation. Make sure they use as many modal verbs as possible.
1. Your friend sees someone steal a purse from an old lady’s pocket. He/She does nothing but is very worried about this. He/She comes up to you for your advice. What would you tell him/her to do
2. Your friend has borrowed your mobile phone and lost it while he was out with his friends. You are very angry with him. He is not concerned. What are you going to say to each other
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Practice your conversation with your partner and be ready to present it to the class.
板书设计
Unit 2 Healthy eating
the use of ought to
Use Examples
ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些; 有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/. . . to. . . (1)There is something I ought to tell you before you leave.(2)He ought not to do that.(3)—Ought he to see the doctor —Yes, he ought to.(4)If she is completely well, she ought to be back at school today.
活动与探究
After class, make up a dialogue with your partner to talk about food you like or dislike. Be ready to present your dialogue to the class. You must use the following expressions and as many words that are referred to as you know.
Expressions Food words
My favorite food/fruit/meat is. . .I’m fond of. . . I don’t often eat. . .I really hate. . . I can’t stand. . . make me gain/lose weight fried chicken smoked chicken roast duckbarbecued mutton lemon beefsweet and sour fish steamed fish creamed tomatoes fried eggplant cucumber salad boiled eggs stir-fried mushrooms
The beginning is given to you.
A: Do you know how to make soup
B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.
A: Oh, I can’t stand tomatoes. . . .Unit 5 Canada—“The True North”
Period 3 Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.
This teaching period mainly deals with the following: 1. Reviewing noun clauses as the subject; 2. Learning the new grammar item: noun clauses as the appositive. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the passage A TRIP ON “THE TRUE NORTH” again, tick out all the sentences from the passage where noun clauses are used as appositive, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 37 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as appositive and let students make it clear how each noun clause is being used in the situations.
At the end of the class, ask students to do the exercises in Using structures on Pages 71-72 and more additional exercises for consolidation.
教学重点
Get students to understand and use noun clauses as the appositive.
教学难点
Enable students to learn how to use noun clauses as the appositive correctly.
三维目标
知识目标
1. Get students to know more about noun clauses.
2. Let students learn noun clauses as the appositive.
The thought that they could cross the whole continent was exciting.
The girls were surprised at the fact that ocean ships can sail up the Great Lakes.
能力目标
Enable students to use noun clauses as the appositive correctly and properly according to the context.
情感目标
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Underline the noun clause in each sentence of the following and then tell what kind of noun clause it is.
1)What it was to become was a mystery.
2)I don’t know who will help Henry to win the bet.
3)His trouble is that he doesn’t know anybody in London.
4)It hasn’t been decided yet when the new restaurant will open.
5)It looked as if it was going to snow.
6)Do you know why he crossed his arms
Suggested answers:
1)What it was to become was a mystery. (noun clause as the subject)
2)I don’t know who will help Henry to win the bet. (noun clause as the object)
3)His trouble is that he doesn’t know anybody in London. (noun clause as the predicative)
4)It hasn’t been decided yet when the new restaurant will open. (noun clause as the subject)
5)It looked as if it was going to snow. (noun clause as the predicative)
6)Can you tell me why he crossed his arms (noun clause as the object)
→Step 2 Preparation
1. Show the following two sentences on the screen. Ask students to read each of them and then underline its appositive.
1)Their friend, Danny Lin, was waiting at the airport.
2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.
Suggested answers:
1)Their friend, Danny Lin, was waiting at the airport.
2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.
2. Let students think about and discuss what kind of noun clause the underlined clause is in each of the following two sentences.
1)The thought that they could cross the whole continent was exciting.
2)We were very excited at the news that our team had won.
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 34 to read through the reading passage and find all the sentences where noun clauses are used as the appositive and underline them. Then translate them into Chinese.
Suggested answers:
1)The thought that they could cross the whole continent was exciting.
他们要横穿整个北美大陆的想法真令人兴奋。
2)Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5500 kilometres from coast to coast.
有些人认为可以在不到5天的时间里横跨加拿大, 但是他们忘了加拿大从东海岸到西海岸有5500千米这个事实。
3)The girls were surprised at the fact that ocean ships can sail up the Great Lakes.
海轮可以开到五大湖来, 这确实使姑娘们感到吃惊。
2. Thinking and discussing
Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.
3. Summing up: noun clauses as the appositive.
同位语从句
在主从复合句中, 用作同位语的从句, 叫同位语从句。它一般跟在某些名词(如fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggestion, conclusion等)的后面, 用以说明或解释前面的名词。
1. 连接词:
1)从属连词: that, whether等, 例如:
The news that they had won the game soon spread over the whole school.
他们比赛获胜的消息很快传遍了整个学校。
We’ll discuss the problem whether the sports meeting will be held on time.
我们将讨论运动会是否会如期举行的问题。
2)连接代词: what, who等, 例如:
Next comes the question what you want to put in the box.
其次就是这个问题: 你要在盒子里放些什么。
I have no idea who he is. 我不知道他是谁。
3)连接副词: how, when, why等, 例如:
I have no impression how he came back, perhaps by bike.
我记不得他是怎样回来的, 也许是骑自行车回来的。
I have no idea when he will be back.
我不知道他何时回来。
2. 同位语从句和定语从句的区别:
从形式上看, 同位语从句和定语从句很相似, 都放在某一名词或代词后面, 但同位语从句不同于定语从句。
1)同位语从句对名词加以补充说明, 是名词全部内容的体现; 定语从句说明先行词的性质与特征, 与先行词是修饰与被修饰的关系。例如:
The news that our team has won is true.
我们队获胜的消息是真的。（同位语从句）
The news that you heard is not true.
你听到的消息不真实。（定语从句）
2)that在同位语从句中不担任句子成分, 是从属连词; that在定语从句中担任句子成分, 是关系代词。例如:
The fact that we succeeded pleased everybody.
我们成功了, 这一事实使大家很高兴。（同位语从句）
The fact that we talked about is very important.
我们所谈论的事实是非常重要的。（定语从句）
→Step 4 Grammar practice
1. Turn to Page 37. Ask students to do Exercise 2 in Discovering useful structures. First let them make their choices individually. Then in pairs discuss why they made their choices. Finally, check the answers with the whole class. Give some explanations if necessary.
2. Turn to Page 71. Ask students to do Exercise 1. Check the answers after most of them finish.
→Step 5 Closing down by a quiz
1. They have no idea at all ______________.
A. where he has gone
B. where did he go
C. which place has he gone
D. where has he gone
2. I have no idea ______________ far the airport is from here.
A. what B. how C. it’s D. that
3. The manager asked the question ______________ I would like to be his secretary.
A. if
B. that
C. whether
D. how
4. ______________ is a fact ______________ English is being accepted as an international language.
A. It; that
B. That; that
C. It; which
D. As; that
5. The reason ______________ she didn’t say anything was ______________ she was ill.
A. why; that
B. why; because
C. that; why
D. why; why
6. There is a new problem involved in the popularity of private cars ______________ road conditions need to be improved.
A. that
B. which
C. where
D. when
7. The question has been raised at the meeting ______________ each member country should share the expenses of the committee.
A. which
B. if
C. what
D. whether
8. There is a common belief among them ______________ rubbish can and should be put to good use.
A. which
B. if
C. whether
D. that
9. Information has been put forward ______________ more middle school graduates will be admitted into universities.
A. while
B. that
C. when
D. as
10. It is no longer a question ______________ man is learning more and more about space.
A. whether
B. that
C. if
D. how
Suggested answers: 1～5 ABCAA 6～10 ADDBB
→Step 6 Homework
1. Finish off the workbook exercises.
2. Do Exercises 1 and 2 in Using structures on Pages 71-72 in the exercise book.
3. Preview the reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL on Page 38.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following into English.
1)首相; 丞相
2)与其; 不愿
3)定居; 平静下来; 专心于
4)设法做成
5)看见; 瞥见
6)对……有天赋
7)他们下周要到北京去。(make a trip to)
8)监狱的四周有高墙。(surround)
9)那家工厂在城东北大约4千米处。(northeast of)
10)这座石桥宽10米。(measure)
Suggested answers:
1)Prime Minister
2)rather than
3)settle down
4)manage to do
5)catch sight of
6)have a gift for
7)They will make a trip to Beijing next week.
8)The prison is surrounded by high walls.
9)It’s about four kilometers northeast of the city.
10)This stone bridge measures 10 meters across.
→Step 2 Leading-in by a game
1. Let students work in pairs, using the following structures below to make sentences.
the news/the message that the thought that the fact/reality that the wish that
the hope that the belief that the possibility/chance that. . .
Example:
S1: the news. . .
S2: the news that she won the prize
S1: Her parents were so pleased to get the news that she won the prize.
2. Have students discuss the relationship between the nouns and that-clauses.
→Step 3 Discovering useful structures
Ask students to find out the sentences containing noun clauses as the appositive in the reading passage and underline them. Then translate them into Chinese.
→Step 4 Learning the use of noun clauses as the appositive
1. Ask students to turn to Page 93 and learn the part 4 The Appositive Clause by themselves.
2. Encourage them to ask as many questions as possible. Give them explanations if necessary.
3. Let them do some additional exercises.
4. Sum up.
→Step 5 Practice
Ask students to finish the following exercises within 10 minutes. Then check the answers with the whole class.
1. Exercise 2 in Discovering useful structures on Page 37.
2. Exercise 1 in Using structures on Pages 70-71.
→Step 6 Consolidation
Show some related additional exercises or give out exercise papers for students to do to consolidate noun clauses as the appositive.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Make use of different learning resources to have an inquiry study of the appositive clause, and summarize its rules.
板书设计
Unit 5 Canada—“The True North”
Grammar: noun clauses as the appositive
连接词 例句
从属连词: that, whether等 1. The news that they had won the game soon spread over the whole school.2. We’ll discuss the problem whether the sports meeting will be held on time.
连接代词: what, who等 1. Next comes the question what you want to put in the box.2. I have no idea who he is and what he is.
连接副词: how, when, why等 1. I have no impression how he went home, perhaps by bike.2. I have no idea when he will be back.
同位语从句和定语从句的区别
同位语从句具体说明它前面的名词的内容; 定语从句对先行词起修饰、限制的作用。 The news that our team has won is true. （同位语从句）The news that you heard is not true. （定语从句）
that在同位语从句中不担任句子成分, 是从属连词; that在定语从句中担任句子成分, 是关系代词。 The fact that we succeeded pleased everybody. （同位语从句）The fact that we talked about is very important. （定语从句）
活动与探究
Go to the library or surf the Internet to make use of different learning resources to have an inquiry study of noun clauses. Find more information and summarize the rules. Then write an inquiry study report and share it with your classmates.Unit 2 Healthy eating
Period 5 Using language: Extensive reading
整体设计
教材分析
This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.
In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: Come and Eat Here(2)in Using language on Pages 14-15 and Reading Task on Page 52. While reading, get students learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The purpose of this reading Come and Eat Here(2)is to complete the story of Wang Peng and Yong Hui and to show students that it is never too late to change bad eating habits and begin afresh. The teacher can first ask some students to retell the passage Come and Eat Here(1)to lead in the topic and then ask students to read the passage Come and Eat Here(2)and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading Task, the two passages provide the information on which each student can decide his/her point of view. Two opposite opinions are examined with ideas for and against the building of the restaurant. Ask students to read through the passages and learn more about the opinions and the reasons given by both sides.
At the end of the class, ask students to retell the whole story of Wang Peng and Yong Hui, discuss the two opposite opinions and give their own ones. In order to arouse students’ interest, the teacher can hold a competition among them.
教学重点
1. Develop students’ reading skills by extensive reading.
2. Let students read and understand the story and the two passages.
教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning.
2. Get students to understand and discuss the two opposite opinions and give their own point of view.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the story Come and Eat Here(2).
3. Let students know about McDonald’s.
能力目标
1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. Have students tell the whole story of Wang Peng and Yong Hui.
3. Enable students to understand two opposite opinions and give their own point of view.
情感目标
1. Let students know more about western and Chinese food to form good eating habit.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to come to the front and act out their dialogue to review and practice the expressions of seeing the doctor.
→Step 2 Warming up
Talk with students about the story of Wang Peng and Yong Hui.
As we know, Wang Peng and Yong Hui manage two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. Wang Peng was frustrated and decided to do a research to compete against Yong Hui. How could the competition be on We are going to read the next part of the story Come and Eat Here(2).
→Step 3 Reading
1. Ask students to read the passage and then choose the best answer to complete each sentence.
1)Wang Peng was worried when he thought his restaurant would be no longer popular because ______________.
A. he would be in debt
B. he could no longer earn his living
C. he would lose his job
D. his friends would not visit him
2)Yong Hui was very angry when she came to Wang Peng’s restaurant because ______________.
A. she thought he was a new customer
B. she thought he had spied on her restaurant
C. she was told he was a spy
D. he was too fat
3)Wang Peng’s research showed ______________.
A. his menu was balanced
B. both menus were balanced
C. Yong Hui’s menu was balanced
D. neither menu was balanced
4)He suggested they provide a combined menu because ______________.
A. he like Yong Hui
B. he didn’t want to lose his customers
C. he thought her menu was better
D. this would provide a balanced diet
Keys for reference: 1)B 2)B 3)D 4)D
2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise books after class as homework.
→Step 4 Discussion
1. After students’ reading the passage, ask them to work in groups and discuss the following questions:
1)How did Yong Hui feel when she came to Wang Peng’s restaurant Why
2)How did they solve their problems and become good friends
3)Why was their cooperation a success
2. Have students start their discussion. Make sure that every student has a chance to express his/her ideas.
3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed.
→Step 5 Important language points
1. Perhaps he would be able to earn his living after all and not have to close his restaurant.
也许他仍然能够谋生, 而不至于关闭自己的餐馆。
earn one’s living: make a/one’s living谋生
She earned her living by singing in a nightclub.
她靠在夜总会唱歌谋生。
David earns his living by writing articles for newspapers.
大卫靠为报社撰写文章谋生。
【拓展】
earn one’s keep挣钱维持生活
earn one’s passage挣取旅费
after all
1)in spite of what has been said, done or experienced毕竟; 究竟; 归根结底
So you’ve come after all!
你到底还是来了！
2)it should be remembered应该记住; 别忘了
He should have offered to pay. After all, he has plenty of money.
他应该主动提出付款。别忘了, 他有的是钱。
2. He did not look forward to being in debt because his restaurant was no longer popular.
他可不希望由于餐馆不受欢迎而负债。
debt n.
1)\ sum of money owed to sb. that has not yet been paid债务; 欠款
If I pay all my debts, I’ll have no money left.
我如还清所有欠债就分文不剩了。
2)\ owing money, esp. when one cannot pay欠债（尤指无法偿还的）
We were poor, but we avoided debt.
我们穷是穷, 但还不至于背债。
3)\ obligation to sb. for their help, kindness, etc. （常用单数）人情债
I’m happy to acknowledge my debt to my teachers.
我能有机会向老师表示感谢, 我感到十分高兴。
be in debt: owe a lot of money欠债
He is heavily in debt.
他负债累累。
【拓展】
be in one’s debt: feel grateful to sb. for his/her help, kindness, etc. 欠某人之情
You saved my life. I am forever in your debt.
你救了我的性命, 我永远感激不尽。
be out of debt: not owe a lot of money还清债务
3. She did not look happy but glared at him.
她双眼直瞪着他, 看上去很不高兴。
glare vi. stare angrily or fiercely怒目而视; 恶狠狠地盯视
He didn’t shout or swear, but just glared silently at me.
他不喊不骂, 只是默默地怒视着我。
The old gentleman just stood there glaring at the pickpocket and did not say a word.
这位老先生只是站在那里对那个扒手怒目而视, 一句话也没有说。
4. Don’t you get tired quickly
你不觉得自己很容易疲倦吗？
But don’t you think it would be better if you were a bit thinner
不过, 难道你不认为瘦一点会更好吗？
1)Don’t you. . . 是否定疑问句, 这类句子并不真正询问, 而是表示说话人的观点或态度。例如:
Aren’t you hungry You haven’t eaten anything since breakfast.
你难道不饿吗？你从早饭到现在还没吃过任何东西。
Don’t you come in
难道你不进来吗？
2)宾语从句it would be better if you were a bit thinner使用的是虚拟语气, 表示与现在事实相反的假设。这时, 条件状语从句的谓语动词用过去式（be用were）, 主句的谓语动词用would(should, could, might)+动词原形。例如:
If I were you, I should study English better.
我要是你的话, 就会把英语学得更好。
If he had time, he would attend the meeting.
他要是有时间, 就会参加会议。
5. In this way they cut down the fat and increased the fiber in the meal.
这样, 他们减少了饭菜中脂肪的含量, 增加了纤维素。
cut sth. down/cut down(on sth. ): reduce the amount or quantity of something; consume, use or buy less(of sth. )削减; 压缩; 减少消耗; 少用或少买某物
The doctor advised him to cut down his consumption of fat.
医生建议他减少脂肪的摄取量。
He has to cut down on family expenses by one-third.
他不得不把家庭支出削减了三分之一。
6. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight.
他们的均衡食谱非常有效, 王鹏很快就瘦了, 而咏慧却胖了。
这是一个复合句, 句中that before lone Wang Peng became slimmer and Yong Hui put on more weight 是状语从句, 表示程度或结果。
such. . . that. . . 如此……以至于……
He is such a clever boy that everyone likes him.
他非常聪明, 大家都喜欢他。
success用作可数名词时, 指成功的人或事。
He is a great success as a writer.
他是非常成功的作家。
This meeting was a great success.
这次会议开得非常成功。
before long意思是“不久以后”, 注意和long before(很久以前)的区别。
Before long he returned to his homeland.
不久他就回到了他的祖国。
The story happened long before (he was born).
故事发生在（他出生）很久以前。
put on weight增加体重
In order to put on weight, he began to eat more meat.
为增加体重, 他开始吃更多的肉。
→Step 6 Reading task
1. Have a free talk with students about Listening Task.
2. Tell students: we are going to read two passages to get more opinions on for building a McDonald’s and against building a McDonald’s.
3. Let students read the passages fast to get the general idea.
4. Have them read the passages carefully and make notes of the opinions and the reasons given by both sides. Fill in the chart.
Topic For building a McDonald’s Against building a McDonald’s
About healthy food
About transport
About jobs
5. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any difficult language points that students can’t understand.
Suggested answers:
Topic For building a McDonald’s Against building a McDonald’s
About healthy food high quality, safe and healthy high levels of salt, sugar and fat
About transport They will provide parking. 1. There are too many cars.2. They produce fumes.3. They slow down traffic.
About jobs They will provide jobs and value their employees. They don’t let employees join a Union to speak up for them.
→Step 7 Consolidation
Ask students to go back to the passages Come and Eat Here(1)and Come and Eat Here(2). Give them several minutes to be prepared to retell the whole story in their own words. Then ask as many students as possible to come to the front to tell the story.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Learn the useful new words and expressions in this part by heart.
3. Tell the story to your friends or family.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask students to dictate the expressions of seeing the doctor and then read them aloud.
3. Let them make up a short dialogue at the doctor’s.
→Step 2 Leading-in
1. Let some students say something about Wang Peng’s and Yong Hui’s restaurant.
2. Have students discuss what will happen at the end of the story.
3. Tell students: Turn to Page 14. We are going to read the second part of the story.
→Step 3 Skimming
Ask students to read the passage and decide whether the following statements are true or false as soon as possible.
1. Wang Peng was worried when he thought his restaurant would no longer be popular because he could no longer earn his living.
2. Yong Hui was very angry when she came into Wang Peng’s restaurant because she thought he had spied on her restaurant.
3. Wang Peng’s research showed his menu was balanced.
4. He suggested that they provide a combined menu because he liked Yong Hui.
5. Finally they got married and lived happily but their business was a failure.
→Step 4 Scanning
Ask students to read the passage carefully to locate particular information and answer the following questions.
1. Why did Wang Peng feel happier
2. What might he have worried before
3. Why did his smile leave his face when he saw Yong Hui walking in
4. What did Yong Hui say to him What did he explain to her
5. Was she satisfied with the food in Wang Peng’s restaurant Why or why not
6. What advice did she give him
7. What was his suggestion Did she agree with him
8. What happened in the end
→Step 5 Learning important language points
While checking students’ answers, deal with any language problems to see if they can know the meanings of new words and expressions and understand some difficult sentences.
→Step 6 Discussing and further understanding
Ask students to discuss the question:
What is the purpose of writing the story
→Step 7 Workbook
Deal with Reading task(on Page 52).
1. Ask students to read the two passages. Deal with any language problems that students can’t solve by themselves while checking their understanding.
2. Let students make notes of the opinions and the reasons given by both two sides and fill in the chart.
3. Have them discuss and give their own opinions.
→Step 8 Consolidation
1. Ask students to retell the whole story of Wang Peng and Yong Hui.
2. Have students talk about McDonald’s.
→Step 9 Homework
1. Finish off the Workbook exercises.
2. Be ready to present the story Come and Eat Here in their own words.
板书设计
Unit 2 Healthy eating
Extensive Reading
Topic For building a McDonald’s Against building a McDonald’s
About healthy food high quality, safe and healthy high levels of salt, sugar and fat
About transport They will provide parking. 1. There are too many cars.2. They produce fumes.3. They slow down traffic.
About jobs They will provide jobs and value their employees. They don’t let employees join a Union to speak up for them.
活动与探究
Go to the library or surf the Internet to find information about McDonald’s and Kentucky Fried Chicken. Make notes and share with your classmates. Discuss with them the questions: Whether are the diets they provide healthy food or junk food Why are they so popular in the world Then write a report to give your own opinions and the reasons.Unit 2 Healthy eating
Period 2 Learning about language: Important language points
整体设计
教材分析
This is the second teaching period of this unit. The teacher can first check students’ homework and offer chances for students to review what they learned during the first period.
The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practices to make students master their usages. Some new words and expressions, such as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long and so on are very useful and important. So are the sentence patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ” We ought to pay more attention to them.
At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
教学重点
1. Enable students to grasp the usages of such important new words and expressions as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long, etc.
2. Get students to master the patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ”
教学难点
1. Let students learn the usage of the expression “ought to”.
2. Enable students to learn the sentence pattern “He could not have Yong Hui getting away with telling people lies! ”
3. Get students to understand some difficult and long sentences.
三维目标
知识目标
1. Get students to learn and grasp the important useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back
2. Let students learn the following important useful sentence patterns:
1)Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)
2)By now his restaurant ought to be full of people. (ought to)
3)Nothing could be better. (comparative degree used in negative)
4)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)
5)He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing. . . )
能力目标
1. Get students to use some useful new words and expressions correctly.
2. Enable students to make sentences after the useful sentence patterns.
情感目标
1. Stimulate students’ interest in learning English.
2. Develop students’ spirit of cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about problems with diet, balanced diet and nutrition.
→Step 2 Reading and finding
Get students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.
Collocations: have to, a healthy diet, in different ways, energy-giving food, body-building food, protective food, a balanced diet, sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on
Read them aloud and copy them down in the exercise book after class.
→Step 3 Practice for useful words and expressions
1. Turn to Page 12. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.
2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.
3. Check the answers with the whole class and explain the problems they meet where necessary.
→Step 4 Studying important language points
1. Everybody has to eat, but do you eat a healthy diet
每个人都得吃东西, 不过你的饮食健康吗？
diet
1)n. sort of food that is usually eaten(by a person, community, etc. )（某人、共同生活的人等）通常吃的食物; 日常饮食limited variety or amount of food that a person is allowed to eat限定的食物种类或数量; 限定食谱
Too rich a diet is not good for you.
吃太多油腻的食物对你身体不好。
to be/go/put sb. on a diet
节食; 限定某人的食物
He began his diet a week ago.
他在一星期前开始节食。
People who are on a diet mustn’t have chocolate.
正在节食的人不能吃巧克力。
2)vt. & vi. (be allowed to)eat only some foods or a little food, esp. to lose weight节食
The doctor has dieted the patient strictly.
医生严格规定病人的饮食。
No sugar in my coffee, please; I’m dieting.
请不要给我的咖啡放糖, 我在节食。
【辨析】diet & food
diet指的是日常饮食或限定的食物, 尤指维持健康的定量或定质的食物, 通常为可数名词; food是一般用语, 凡能吃能喝的具有营养的东西都可称为food, 通常为不可数名词, 但涉及食物的种类时可用作可数名词。
Fill in the blanks with diet or food.
(1)The doctor has ordered me a special ______________.
医生给我安排了特殊的饮食。
(2)We must have ______________ to eat and clothes to wear.
我们必须有东西吃, 有衣服穿。
(3)The sick man must not go without ______________, but he must have a ______________ without sugar.
这个病人不吃东西不行, 但不能吃含糖的东西。
Suggested answers: (1)diet (2)food (3)food; diet
2. What will happen to you if you don’t eat a balanced diet
要是你不平衡饮食, 会发生什么呢？
balance
1)n. instrument used for weighing天平; 秤even distribution; steadiness平衡; 平稳
The child couldn’t keep his balance on his new bicycle.
孩子骑在他的新自行车上不能保持平衡。
He lost his balance and fell over.
他失去平衡, 跌倒了。
The growth of the new political party upset the balance of power.
新政党的壮大打破了力量的均势。
2)vt. & vi. keep or put sth. in a state of balance保持平衡
How long can you balance on one foot
你能单脚站立多久？
You have to balance the advantages of living downtown against the disadvantages.
你必须权衡住在市中心的利弊。
Try to balance your diet by eating more fruit and less protein.
多吃些水果, 少摄入些蛋白质, 使饮食均衡合理。
3)balanced adj. keeping or showing a balance（通常作定语）保持平衡的; 显示平衡的
a balanced diet均衡饮食
a balanced state of mind内心的平衡
【拓展】
in the balance（命运）未定, 在危急中; 不确定
Though her life was in the balance, she thought only of the safety of her fellows.
尽管她生命危急, 但她一心只想着她伙伴们的安全。
off balance不稳
on balance总的来说
Their suggestion has, on balance, proved practicable.
总的说来, 他们的建议已被证明是可行的。
3. Wang Peng sat in his empty restaurant feeling very frustrated.
王鹏坐在他那空荡荡的餐馆里, 感到很沮丧。
feeling very frustrated是现在分词短语, 在句子中作状语, 表示伴随情况。例如:
She sat on the chair reading a newspaper.
她坐在椅子上, 在读报。
Pretending to look frightened, I backed towards the door.
我装出害怕的样子, 退到门口。
另外, 现在分词短语作状语, 还可表示时间、原因、结果等。例如:
Walking in the street, she met her old friend.
她走在街上的时候, 遇到一位老朋友。（表时间）
Seeing no body at home, she decided to eat outside.
她看到家里没人, 决定出去吃。（表原因）
The child fell, striking his head against the ground.
孩子跌倒了, 头撞在地板上。（表结果）
【拓展】frustrating令人沮丧的
It’s frustrating to have to wait so long.
等待这么长时间真让人心烦。?
4. By now his restaurant ought to be full of people.
到了这个时候, 他的餐馆本该宾客盈门的。
ought to=should
1)to show a moral duty （表示一种道义上的责任）应该; 应当
She ought to look after her child better.
她应该把孩子照顾得更好。
You ought to study hard to get a high mark.
你应该刻苦学习, 以取得好的成绩。
2)ought to have done 表示本应该……, 而却没有……
You ought to have come yesterday.
你本应该昨天来的。
You ought not to have stayed with her.
你本来不应该和她在一起的。
be full of=be filled with充满
He was full of curiosity.
他的心里充满了好奇。
The house on fire was full of heavy smoke and shouting.
着火的房子里充满了浓烟和喊叫声。
5. He thought of his mutton, beef and bacon cooked in the hottest, finest oil.
他想起了他用滚烫的精制油烹制的羊肉（串）、牛排和熏咸肉。
cooked in the hottest, finest oil是过去分词短语, 作后置定语, 表被动, 相当于定语从句which were cooked in the hottest, finest oil。例如:
The flowers picked by him are very beautiful.
他摘的鲜花非常漂亮。
6. Nothing could be better.
再没有比这些更好（吃）的了。
这句话相当于“All his food could be the best. ”。比较级的否定形式, 实际上表示的是最高级的含义。例如:
I have never seen a better film.
我从没看过更好的电影。
Nobody loved money better than he did.
没有人比他更爱财。
I think nothing is more pleasant than traveling.
我想没有什么比旅行更令人愉快的了。
7. Suddenly he saw his friend Li Chang hurrying by.
突然, 他看到自己的朋友李昌匆匆走过。
see, hear, notice, watch, feel等动词后面的宾语补足语可以是不带to的动词不定式, 也可以是现在分词, 但两者的含义不完全相同, 前者着重叙述事实的经过, 后者着重强调偶然察觉到的一个正在进行的动作。例如:
I saw him put everything in his bag and go out.
我看见他把所有的东西都装进了口袋, 走了出去。
I saw him putting something in his bag.
我看见他正向口袋里装东西。
Complete the sentences with the right forms of the verbs given.
1)I watched her ______________(step)off the sidewalk, ______________(cross)the road, and ______________(disappear)into the post office.
我看着她走下人行道, 穿过马路, 进了邮局。
2)When I glanced out of the window I saw Daisy ______________(cross)the road.
我目光转向窗外, 瞥见戴西正在过马路。
Suggested answers: 1)step; cross; disappear 2)crossing
8. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。
这是一个复合句, 含有两个从句。if Li Chang was not coming to eat in his restaurant as he always did是条件状语从句, as he always did是方式状语从句。
情态动词must在此处表示推测, 意为“想必”“一定”。must表示推测时, 仅用于肯定句中。当后接不定式的完成式时, 表示对过去情况的推测。例如:
He must have gone home.
他肯定已经回家了。
He must have gone swimming yesterday.
他昨天一定去游泳了。
9. Tired of all that fat Want to lose weight
肥腻的东西吃厌了吧？想减肥吗？
这是省略的句子, 完整的句子应该是: Are you tired of all that fat Do you want to lose weight 所以朗读时应用升调。
be/get tired of对……厌倦
I’m tired of the same food every day.
我厌倦了天天吃同样的食品。
He has got tired of living abroad.
他厌倦了国外的生活。
lose weight体重减轻; 减肥
Mary is dieting to lose weight.
为了减肥, 玛丽正在节食。
【拓展】put on/again weight增加体重
10. Wang Peng was amazed at this and especially at the prices.
王鹏对此感到吃惊, 特别是对它们的价格。
be amazed at对……感到惊讶/惊愕
You would be amazed at how difficult it was.
要是知道有多么困难, 你会大为诧异的。
Everybody was amazed at his design.
大家都对他的设计感到惊讶。
11. He could not have Yong Hui getting away with telling people lies!
他可不能让咏慧哄骗人们后跑掉。
have sb. doing sth. : allow or tolerate(sth. )表示允许或容忍某事发生, 多用于否定句中, 特别是用在will not, cannot等之后。
Mr. Zhang won’t have his daughter arriving home after 12 o’clock.
张先生不容许他女儿12点后回家。
I won’t have you saying so!
我不容许你这样说。
get away with doing sth. : not be punished for sth. （做了某事）而不受惩罚
I won’t have you getting away with cheating in the exam.
我不能容忍你考试作弊而不受惩罚。
get away with sth. : steal sth. and escape with it偷携某物潜逃receive(a relatively light)受到（较轻的处罚）
The robbers robbed the bank and got away with a lot of money.
这些强盗抢了银行, 携巨款潜逃。
He was so lucky to get away with a fine for such a serious mistake.
他犯了如此严重的错误, 侥幸只交了罚款了事。
tell a lie/tell lies说谎
He is always telling lies.
他这个人老是撒谎。
12. Perhaps with a discount and a new sign he could win his customers back.
或许打折的方法和新的招牌能够帮他赢回顾客。
win. . . back赢回; 重新获得
They were determined to win the seat back from Labor.
他们决心从工党手里重新夺得这个议席。
→Step 5 Using words, expressions and patterns
Do Exercises in Using words and expressions on Pages 49-50.
The following procedures may be followed:
1. Go through the exercises with students and make sure they know what to do.
2. Several minutes for students to finish them individually, and then discuss and check them with their partner.
3. Check the answers with the whole class.
4. If time permits, explain the problems students meet where necessary.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Learn the new words and expressions by heart.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to dictate some useful new words and expressions.
→Step 2 Vocabulary study
1. Let students review the new words and expressions in Warming up, Pre-reading, Reading and Comprehending and give time to students to ask their own questions.
2. Ask students to learn some new words using the word formation.
3. Explain some new key words and expressions.
→Step 3 Practice for useful words and expressions
Let students do the following exercises and check the answers after most of them finish.
1. Find words and expressions that mean the same to fill in the blanks.
1)______________ something that you say is not true
2)______________ not to be punished for something
3)______________ uncooked
4)______________ the strong wish to know about something
5)______________ someone who buys things or services from a shop, company, etc.
6)______________ a particular quality that gives someone or something an advantage
2. Fill in the blanks with words from the left box and paraphrase the italicized parts using the phrases from the right box.
balanced diet rawslim ought to energetic lose weight lose heart lose interest lose face
Julie wanted to become thinner. She knew she ______________ eat more vegetables and fruit but little meat. However, as she was so afraid of being laughed at by her friends, she did not consult a doctor but lived on a ______________ of rice, ______________ vegetables, bananas and lemons. Three weeks later, she found she weighed as much as ever. She felt so sad and hopeless about herself and her behavior changed. She didn’t dare to face her boyfriend and she was unwilling to visit her friends any more. Luckily, her best friend Fred came to see her and encouraged her to exercise, eat a ______________ diet and enjoy life again. Soon Julie became amazingly ______________ and ______________! She felt very happy.
→Step 4 Sentence focus
Ask students to read through the Warming Up and Reading again to find out the difficult sentences they can’t understand and give time to students to ask their own questions. Explain them to the class.
→Step 5 Workbook exercises for consolidation
Ask students to do the exercises in Using words and expressions on Pages 49-50 to consolidate what they have learned in this period.
→Step 6 Homework
1. Learn the new words and expressions by heart.
2. Finish off the Workbook exercises.
3. Do Exercise 2 on Page 49 and Exercise 4 on Page 50 in the exercise book.
板书设计
Unit 2 Healthy eating
Learning about language: Important language points
Important vocabulary Sentence patterns
diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back 1. Wang Peng sat in his empty restaurant feeling very frustrated.2. By now his restaurant ought to be full of people.3. Nothing could be better.4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.5. He could not have Yong Hui getting away with telling people lies!
活动与探究
Read the following words related to food and drink. Look up the ones you are not familiar with in the dictionary. Add as many words as you can. Divide them into groups in any way you like. Share the results with your partners.
sugar radish eggplant barbecue grape carrot garlic spicy peach kebabboil noodle mushroom shrimp bread mutton plum bacon milk fry colasalty melon spaghetti cabbage turnip mango cheese coffee beef vinegar ricecrispy cucumber mustard cream pepper lemon juice crab pea tea corn roasttasteless pineapple sour mineral water bean curd(tofu) wineUnit 2 Healthy eating
单元要览
类别 课程标准要求掌握的项目
话题 Problems with diet; balanced diet and nutrition
词汇 diet n. 日常饮食 vi. 节食 raw adj. 生的; 未加工的
nut n. 坚果; 果仁 vinegar n. 醋
bean n. 豆; 豆科植物 lie n. 谎话; 谎言 vi. 说谎
pea n. 豌豆 customer n. 顾客; 消费者
cucumber n. 黄瓜 discount n. 折扣
eggplant n. 茄子 weakness n. 缺点; 虚弱; 弱点
pepper n. 辣椒; 辣椒粉 strength n. 强项; 长处; 力量
mushroom n. 蘑菇 consult vt. 咨询; 请教; 商量
peach n. 桃子 fibre n. 纤维; 纤维制品
lemon n. 柠檬 digest vt. & vi消化 n. 摘要; 概要
balance vt. 平衡; 权衡 n. 天平; 平衡 carrot n. 胡萝卜
barbecue n. 烧烤; 烤肉 debt n. 债; 债务
mutton n. 羊肉 bacon n. 熏咸肉; 腊肉
roast adj. 烤制的 vt. 烤; 烘; 烘烤 poisonous adj. 有毒的
fry vt. & vi. 油煎; 油炸 limit vt. 限制; 限定 n. 界限; 限度
ought v. aux. 应当; 应该 limited adj. 有限的
glare vi. 怒目而视; 闪耀n. 怒视; 炫目的光 benefit n. 利益; 好处 vt. & vi有益于; 有助于; 受益
slim vi. 变瘦 adj. 苗条的; 纤细的 breast n. 胸部; 乳房
curiosity n. 好奇心 garlic n. 大蒜
hostess n. 女主人; 女主持人 sigh vi. 叹息n. 叹息; 叹息声
spy vt. & vi窥视; 秘密监视 n. 间谍; 侦探 combine vt. & vi. （使）联合; （使）结合
短语 balanced diet平衡膳食 in debt欠债
ought to应该; 应当 spy on暗中监视; 侦查
lose weight体重减轻; 减肥 cut down削减; 删节
get away with被放过; （做坏事）不受惩罚 before long不久以后
tell a lie说谎 put on weight增加体重
win. . . back赢回; 重新获得 be amazed at对……感到吃惊
earn one’s living谋生 compete with与……竞争
重要句型 1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)
2. By now his restaurant ought to be full of people. (ought to)
3. Nothing could have been better. (could have done)
4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)
5. He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing)
功能 1. Suggestions and adviceWhat should we do Shall we. . . How about. . . You must/mustn’t. . . . I think you ought to. . . . Perhaps you should. . . .You’d better. . . . You need/needn’t. . . . You have to/don’t have to. . . .My advice is/would be. . . . You might. . . . I suggest that you. . . .I would strongly advise you to. . . . It might be a good idea to. . . .2. Seeing the doctorWhat’s the matter What’s wrong with you What seems to be the trouble How long have you been like this It’s nothing serious, only. . . . I suppose you had better. . . .I think you ought to. . . .3. Agreement and disagreementI’m not sure that! You could be right, but. . . .(I’m afraid)I don’t agree. I agree up to a point, but. . . .That’s an interesting idea, but. . . . Do you really think. . . Rubbish! /Nonsense! You can’t be serious!Actually/As a matter of fact, I think. . . . That’s not how I see it.
语法 Modal verbs: ought to/ought not tohave to/don’t have to/mustn’t/needn’t
教学重点 1. Get students to know about problems with a diet, a balanced diet and nutrition.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of giving suggestions and advice.4. Let students learn the new grammar item: the use of ought to.5. Develop students’ listening, speaking, reading and writing abilities.6. Have students learn how to deal with and solve problems correctly.
教学难点 1. Enable students to master the use of ought to.2. Have students learn how to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students’ integrative skills.
课时安排 Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip
Period 1 Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.
Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.
Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.
The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.
To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.
教学重点
1. Let students learn more about problems with a diet, a balanced diet and nutrition.
2. Get students to learn different reading skills.
教学难点
1. Develop students’ reading ability.
2. Enable students to talk about different kinds of food and balanced diet.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.
2. Let students learn the knowledge of balanced diet and nutrition.
能力目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to talk about different kinds of food, problems with diet and balanced diet.
情感目标
1. Stimulate students’ sense to form a healthy eating habit.
2. Develop students’ sense of cooperative learning.
教学过程
设计方案(一)
→Step 1 Leading-in
Have a free talk with students. Ask them the following questions:
1. Everybody has to eat, but do you eat a healthy diet
2. What do you usually have for breakfast/lunch/supper
3. What kind of food do you like best
4. Why are you so strong/weak/fat/thin Does it have anything to do with your diet
5. Do you think you are eating a balanced diet
→Step 2 Warming up
1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.
Healthy food Unhealthy food
2. Show the following on the screen. Let students read the question and the information about food in the form below.
Do you know that the food you eat helps you grow in different ways
Food that provides energy(e. g. energy-giving food) Food that helps grow bones and muscles(e. g. body-building food) Food that helps the body fight diseases(e. g. protective food)
rice noodles spaghetti bread potatoes chocolate butter cream oils nuts meat eggs cheese milktofu Most vegetables(e. g. beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages)and fruit(e. g. apples, peaches, oranges, lemons)
3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.
Questions:
1)Which groups of food do you like best
2)Which do you eat most often
3)Do you eat the three kinds of food each day
3)What will happen to you if you don’t eat a balanced diet
→Step 3 Pre-reading
1. Let students discuss the following question:
What do you think should go into a good meal
2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them Then have them plan a menu.
3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.
→Step 4 Reading
1. Fast reading
Ask students to skim the reading passage and then answer the following questions:
1)Who are mentioned in the story
2)Where did the story happen
Three minutes later, check the answers with the whole class.
Suggested answers:
1)Wang Peng, Yong Hui and Li Chang.
2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.
2. Intensive reading
Allow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:
1)Choose the best answer to each question according to the text.
(1)What did Wang Peng think of the food in his restaurant
A. Very bad.
B. Just so-so.
C. Unpopular.
D. Popular.
(2)What did Wang Peng do after he saw his friend Li Chang hurrying by
A. He just sat in his restaurant felling frustrated.
B. He did some research.
C. He followed Li Chang to see why he didn’t eat with him.
D. He began to advertise his food.
(3)Which of the following was not mentioned on Yong Hui’s menu
A. Apples.
B. Cola.
C. Water.
D. Cabbages.
(4)Which of the following did Wang Peng not do to win his customers back
A. He improved his food.
B. He advertised his food.
C. He did some research.
D. He found the shortcomings of Yong Hui’s food.
Suggested answers: (1)D (2)C (3)B (4)A
2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.
(1)Usually Wang Peng’s restaurant was full of people.
(2)Yong Hui could make people thin in two weeks by giving them a good diet.
(3)Wang Peng’s regular customers often become fat.
(4)Yong Hui’s menu gave customers more energy-giving food.
(5)Wang Peng’s menu gave customers more protective food.
(6)Wang Peng decided to compete with Yong Hui by copying her menu.
3)The passage can be divided into 3 parts. Give the main idea in each part.
Part Main idea
Part 1
Part 2
Part 3
3. Reading and discussion
Read the passage a third time and then work in pairs to do the following:
1)Write out your answers.
(1)The weakness of the diet in Wang Peng’s restaurant was that it did not give ______________.
(2)The strength of the diet in Wang Peng’s restaurant was that it provided ______________.
(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.
(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.
2)Discuss these questions. Write down your main points and compare them with those of another pair.
(1)What do you think Wang Peng will provide to win his customers back
(2)How do you think the story will end
(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )
4. Explanation
Help students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.
Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.
1)Wang Peng sat in his empty restaurant feeling very frustrated.
2)Nothing could have been better.
3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
4)He could not have Yong Hui getting away with telling people lies!
5)Perhaps with a discount and a new sign he could win his customers back.
5. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on
→Step 5 Consolidation
Ask students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words according to the text. Then let them retell the whole story.
→Step 6 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and try to retell the story.
设计方案(二)
→Step 1 Leading in the topic
1. Learning some vocabulary connected with food and diet.
2. Identifying different groups of food.
→Step 2 Warming up by making a survey
Let students interview their teachers and classmates on their diet and fill in the table.
Name Breakfast Lunch Supper Favorite food The reason for being strong/weak/fat/thin
→Step 3 Predicting by looking and discussing
1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.
2. Two or three students will give their opinions.
3. Let them read the passage quickly to see if they are right.
→Step 4 Reading
1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.
2. Give students 5 minutes to read the passage carefully, and answer the following questions.
1)What makes a balanced diet
2)What is wrong with the diet of both Wang Peng and Yong Hui
3)Why does it matter if you only eat at Wang Peng’s or Yong Hui’s restaurant
3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.
1)What does the word “frustrated” mean in Paragraph 1
2)How do you understand the sentence “Nothing could have been better”
3)What does the phrase “get away with” mean
4. Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.
→Step 5 Discussion
Ask students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.
Wang Peng’s restaurant Yong Hui’s restaurant
Strength
Weakness
→Step 6 Extension
Let students think about and discuss the following questions.
1)What do you think will happen to Wang Peng’s restaurant
2)In your opinion, what kind of food should we eat
3)Can you make a balanced diet for yourself
→Step 7 Closing down by retelling the story
1. Have students get prepared in 3 minutes or so and then ask them to retell the story.
2. Ask as many students as possible to have a try in front of the class.
→Step 8 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 11.
板书设计
Unit 2 Healthy eating
Come and eat here(1)
True or false Key sentences
1. Usually Wang Peng’s restaurant was full of people.2. Yong Hui could make people thin in two weeks by giving them a good diet.3. Wang Peng’s regular customers often become fat.4. Yong Hui’s menu gave customers more energy-giving food.5. Wang Peng’s menu gave customers more protective food.6. Wang Peng decided to compete with Yong Hui by copying her menu. 1. Wang Peng sat in his empty restaurant feeling very frustrated.2. Nothing could have been better.3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4. He could not have Yong Hui getting away with telling people lies!5. Perhaps with a discount and a new sign he could win his customers back.
活动与探究
As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.Unit 1 Festivals around the world
Period 7 Revision: Summing up and learning tip
整体设计
教材分析
This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing up, Learning tip, and assessment and consolidation exercises.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let students sum up what they have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Learning Tip encourages students to form a good habit of keeping a diary. This will help them not only remember past events and express their feelings and thoughts in it but also practice and improve their English if they write diaries in English. So make sure that students have a try.
In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.
Finally, ask students to finish Checking yourself on Page 47 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed.
教学重点
1. Get students to review and consolidate what they have learned in this unit.
2. Develop students’ ability to solve problems.
教学难点
Get students to turn what they have learned into their ability.
三维目标
知识目标
1. Get students to go over the useful new words and expressions in this unit.
2. Have students review the new grammar item: modal verbs.
能力目标
1. Develop students’ ability to use the important language points in this unit.
2. Enable students to learn to use modal verbs correctly.
情感目标
1. Encourage students to learn more about festivals.
2. Stimulate students’ love of their own culture and customs.
3. Strengthen students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
→Step 2 Lead-in
Tell students: Up to now, we have finished Unit 1 Festivals around the world. Have you learned and grasped all in this unit Turn to Page 8. You can check yourself by filling in the blanks in the part Summing up.
→Step 3 Summing up
Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about festivals around the world.
(Students’ answer may vary. ) We have learned about festivals, how festivals begin and how to celebrate festivals.
From this unit you have also learned
useful verbs: harvest, starve, trick, gain, gather, award, admire, fool, drown, apologize, wipe, weep, forgive
phrasal verbs: take place, play a trick on, look forward to, have fun with, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .
useful nouns: beauty, harvest, celebration, origin, ancestor, Mexico, feast, bone, belief, trick, poet, arrival, independence, gather, agriculture, award, rooster, Easter, clothing, Christian, custom, fool, permission, parking, sadness, weep
useful adjectives: religious, independent, agricultural, energetic, Christian, worldwide, fool, obvious
other useful expressions: in memory of, day and night, as though
new grammar item: modal verbs
→Step 4 Practice
Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Ⅰ. Word spelling
1. The villagers had a c with a new film to finish up with.
2. Hans was a very r man. He behaved in a C way to all people including his enemies.
3. That man has a strong b in God.
4. The teacher g the pupils round her.
5. Everybody a him for his fine sense of humor.
6. ______________ (农业) is industry related to farming, growing things, plants, fruit, vegetables.
7. You must ask ______________ (允许; 许可) if you want to leave early.
8. It is ______________ (显而易见的) that even if we can save much energy, we can only delay the energy crisis.
9. She ______________ (哭泣; 流泪) when she heard the bad news.
10. I’ll never ______________ (原谅) you for what you have done wrong to your parents.
Ⅱ. Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.
take place in memory of do harm dress up play a trick on look forward to day and night as though have fun with turn up keep one’s word hold one’s breath admire. . . for. . . remind. . . of. . . drown one’s sadness
1. A few late nights never ________________.
2. In 1919, the May 4th Movement ______________ in China.
3. The museum was built _______________ the famous scientist.
4. Children love _______________ in Halloween.
5. I ______________ him ______________ his success in business.
6. I’m _____________ his coming.
7. He behaved _____________ nothing had happened.
8. The children _____________ their teacher.
9. Every time he meets trouble, he is always _____________ in drink.
10. You promised you would buy me a new bike, so you must _____________.
11. The audience ______________ as the acrobat walked along the tightrope.
12. This song ______________ me ______________ my motherland.
13. In order to complete the task on time, the workers are working _____________.
14. I hope you will _____________ each other during your stay in China.
15. We invited her to dinner but she didn’t even bother to ____________.
Ⅲ. Fill in the blanks with proper modal verbs.
1. I don’t know when the guests ______________ be here. They ____________ arrive at time.
2. —Who was that man talking with your teacher
—I’m not sure. It ______________ be her brother.
3. Why don’t you try on this dress It ______________ look nice on you.
4. My father’s birthday is coming. What ______________ I get him
5. I haven’t decided where I am going for my holidays. I ______________ go to Australia.
6. It’s a long time since we met last time. You ______________ come and see us more often.
7. (The doorbell rings. ) I wonder who that is. It ______________ be Mary. She is still in the library at this time.
8. You’ve been working all day. You ______________ be very tired.
Keys for reference:
Ⅰ. 1. celebration 2. religious; Christian 3. belief 4. gathered 5. admires 6. Agriculture 7. permission 8. obvious 9. wept 10. forgive
Ⅱ. 1. did anyone harm 2. took place 3. in memory of 4. dressing up 5. admire, for6. looking forward to 7. as though 8. played a trick on 9. drowning his sadness 10. keep your word 11. held their breath 12. reminds, of 13. day and night 14. have fun with 15. turn up
Ⅲ. 1. will, could 2. might 3. will 4. shall 5. may 6. should 7. can’t 8. must
→Step 5 Learning tip
Ask students to turn to Page 8. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning and form a good habit.
→Step 6 Assessment
1. Checking yourself (on Page 47 in the Workbook)
First get students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. How well do you think you learned about Unit 1 Rank your achievements with the following skills and put a tick in the box. Then work out your percentage.
very well quite well OK a little little
Making a summary of different kinds of festivals and celebrations
Listing the things that most festivals have in common
Understanding and using the new vocabulary in the unit
Using modal verbs like:
Can and could
May and might
Will and would
Shall and should
Must and can’t
Identifying various English accents in some authentic dialogues
Using expressions of requests and thanks in your conversation
Presenting your dialogue to the class
Writing an end to a story
Percentage % % % % %
3. Testing assessment
1)Choose the best answer.
(1)(2007上海春季高考, 27)The boss has given everyone a special holiday, so we __________ go to work tomorrow.
A. can’t
B. mustn’t
C. needn’t
D. shouldn’t
(2)(2006全国高考Ⅰ, 24)There’s no light on—they ______________ be at home.
A. can’t
B. mustn’t
C. needn’t
D. shouldn’t
(3)(2006全国高考Ⅱ, 10)We hope that as many people as possible ______________ join us for the picnic tomorrow.
A. need
B. must
C. should
D. can
(4)(2006重庆高考, 32) —Mr. Gorden asked me to remind you of the meeting this afternoon. Don’t you forget it!
—OK, I ______________.
A. won’t
B. don’t
C. will
D. do
(5)(2006北京高考, 25)—What’s the name
—Khulaifi. ______________ I spell that for you
A. Shall
B. Would
C. Can
D. Might
2)Complete the sentences.
(1)I’m sure she will come here in time, for she _______________________ (总是遵守诺言).
(2)It was obvious that he ________________________ (借酒浇愁).
(3)The old pictures ______________________ (使他想起他的童年).
(4)—He is always ready to help others.
—____________________________(他的确如此).
(5)He talks ______________________________________ (好像他什么都知道).
3)Complete the dialogues according to the situations.
(1)Billy has come to see you in your flat. You offer him something to drink.
You: ________________________________
Billy: No, thank you. I’m not thirsty.
(2)You need help to change the film in your camera. You ask Kate.
You: Kate, I don’t know how to change the film. ________________________________
Kate: Sure. It’s easy. All you have to do is this.
(3)You’re on a bus. You have a seat but an elderly woman is standing. You offer her your seat.
You: ________________________________
Woman: Oh, That’s very kind of you. Thank you very much.
(4)You’ve finished your supper in a restaurant and now you want the bill. You ask the waiter:
You: ________________________________
Waiter: OK, I’ll get it for you now.
(5)You’re the passenger in a taxi. The driver is driving very fast. You ask him to slow down.
You: You’re making me very nervous. ________________________________
Driver: Oh, I’m sorry. I didn’t realize I was going so fast.
4)Writing
(2005浙江高考)
你的英国朋友正在作一个课题: 世界各地的生日庆祝方式。他请你介绍中国学生过生日的方式。请你根据以下要点写一篇短文:
一、通常方式: 1. 生日聚会 2. 生日礼物 3. 生日祝福
二、我认为更有意义的庆祝方式和理由。词数100～120。
Keys for reference:
1)CADAA
2)(1)always keeps her word (2)was drowning his sadness (in drink) (3)reminded him of his childhood (4)So he is. (5)as though he knew everything
3)(1)Would you like something to drink /Can I offer you something to drink
(2)Can/Could/Would you show me /Do you think you could do it for me
(3)Would you like to sit down /Would you like to have my seat
(4)Can/Could/May I/we have the bill, please /Can/Could you bring me/us the bill, please
(5)Can/Could/Would you slow down /Do you think you could slow down
4)One Possible Version:
Chinese students celebrate their birthdays in different ways, but the most common way is to hold a birthday party, at which friends get together to have fun drinking, singing and dancing. On the birthday, one usually receives nice gifts and good wishes from friends and parents. Sometimes, parents will prepare a special dinner or a cake to show their love for their children.
Since birthday celebration is one of the important activities in one’s life, it can be done in more meaningful ways. For example, we can buy some flowers or cook a delicious meal for our mothers on that day. In this way, we express thanks to our parents in return for their love.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Review and summarize what you have learned in Unit 1.
板书设计
Unit 1 Festivals around the world
Revision:
Summing up and learning tip
Write down what you have learned about festivals around the world.
(Students’ answer may vary. ) We have learned about festivals, how festivals begin and how to celebrate festivals.
From this unit you have also learned
useful verbs: harvest, starve, trick, gain, gather, award, admire, fool, drown, apologize, wipe, weep, forgive
phrasal verbs: take place, play a trick on, look forward to, have fun with, turn up, keep one’s word, hold one’s breath, set off, remind. . . of. . .
useful nouns: beauty, harvest, celebration, origin, ancestor, Mexico, feast, bone, belief, trick, poet, arrival, independence, gather, agriculture, award, rooster, Easter, clothing, Christian, custom, fool, permission, parking, sadness, weep
useful adjectives: religious, independent, agricultural, energetic, Christian, worldwide, fool, obvious
other useful expressions: in memory of, day and night, as though
new grammar item: modal verbs
活动与探究
Look up some information about different minority festivals, such as Aobao Festivals (Mongolian), Tiaohua Festival (Miao), Water-Splashing Festival (Dai), San Yue San Festival (Zhuang), and so on. Choose one, research it, and then write a short report about it for the class.Unit 4 Astronomy: the science of the stars
Period 5 Using language: Extensive reading
整体设计
教材分析
This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.
In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: A VISIT TO THE MOON in Using language on Pages 30-31 and CAUGHT BY A BLACK HOLE in Reading Task on Page 66. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The reading passage A VISIT TO THE MOON is a science fiction story which imagines what it might be like if an astronaut visited the moon. The purpose of science fiction writing is to combine facts with a story to make students interested and excited about travel in space. It is also to stimulate awe and wonder into the vastness of space. As this reading uses the information students have gained from the listening, the teacher can first ask some students to retell the listening text to lead in the topic and then ask students to read the passage and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage CAUGHT BY A BLACK HOLE, it is to continue the above story. The astronomers in the story visit a place in space, which seems impossible for people to reach, the “black hole”. It is to help students imagine what it is like near a “black hole”. Ask students to read through the passage and try to know more about astronomy and gravity.
At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition among them.
教学重点
1. Develop students’ reading skills by extensive reading.
2. Let students read and understand the two passages.
教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to understand the science fiction stories in this unit.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in this part: spaceship, pull, float, mass, cheer up, now that, break out
2. Get students to read the science fiction stories.
能力目标
1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. Have students learn to use the useful new words and expressions correctly.
3. Enable students to understand the passages and know more about astronomy and gravity.
情感目标
1. Stimulate students’ interest in astronomy and space travel.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to come to the front and act out their dialogue to review the expressions of giving instructions.
3. Have some students talk about Isaac Newton, Albert Einstein and Stephen Hawking as well as their ideas on gravity.
→Step 2 Warming up
Let students to brainstorm the following questions:
What country first sent people into space
How many countries have succeeded in sending people into space so far
Who first landed on the moon
Who is the first Chinese astronaut to go into space
Do you want to visit the moon
→Step 3 Reading
1. Ask students to read the passage and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.
1) Write down the three ways in which gravity changed for Li Yanping.
The way gravity changed
Left the earth
In space
On the moon
Suggested answers:
The way gravity changed
Left the earth The gravity became very strong.
In space The gravity disappeared.
On the moon The gravity became very light.
2) His weight changed three times, too. Now write them down.
How his weight changed
Left the earth
In space
On the moon
Suggested answers:
How his weight changed
Left the earth He became very heavy.
In space He had no weight and could float around like a feather.
On the moon He was about one-sixth of his weight on the earth.
2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.
Collocations: be lucky enough to do, have a chance, make a trip into space, explain sth. to sb. , the force of gravity, be off, the pull of the earth’s gravity, fall back to the earth, fall to the ground, too far from the earth, as if, at all, get close to, cheer up, come on, less than, down the steps, step forward, twice as far as, fall over, a bit of, now that, after a while, get the hang of, break out, on the outside of, be pushed into
→Step 4 Important language points
1. Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful.
在启程以前, 李彦平向我解释说, 在我们的航行中会有三次引力的改变, 而第一次的改变将是最强的。
句子中that the force of gravity would change three times on our journey and that the first change would be the most powerful是两个并列的that引导的宾语从句, 作动词explain的宾语。一个动词若带两个宾语从句, 第二个引导词that一般不省略。例如:
The girls told him (that) they were on a train trip across Canada and that they had only one day in Montreal.
姑娘们告诉他, 她们乘火车来旅游, 要横穿加拿大, 在蒙特利尔待一天。
I understand not only (that) you have studied Chinese but also that you have written Chinese poetry.
我知道, 你不仅学了中文, 而且还写中文诗。
2. I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.
我立刻感到很高兴, 由于失重我在太空舱里飘来飘去, 我望着（身后的）地球越来越小, 而（前方的）月球越来越大。
watching the earth become smaller and the moon larger是现在分词短语, 在句中作状语。
cheer (sb. ) up: (cause sb. to) become happier or more cheerful欢呼; 喝彩; 感到高兴; 使高兴
Try and cheer up a bit; life isn’t that bad!
想办法高兴点, 生活并不是那么糟！
The crowd cheered up when they saw the team arrive.
当看到球队的到来, 人群欢呼起来。
He took her to the concert to cheer her up.
他带她去听音乐会来使她高兴。
watch. . . do/doing观看, 注视
We watched the sun setting behind the trees.
我们看着太阳正在树后面落下。
Every day as they watched the plant grow, their hearts filled with hope.
每一天当他们看到植物生长, 他们的心里都充满了希望。
3. “Oh dear, ” I cried, “walking does need a bit of practice now that gravity has changed. ”
“天哪, ”我大声说, “重力改变了, 看来走路也的确需要练一练了。”
now (that). . . : because of the fact (that). . . 既然……; 由于……
Now (that) everybody is here, we can begin the meeting.
既然每个人都到了, 我们就可以开始会议。
Now (that) you are a big boy you must behave better.
由于你是一个大男孩, 你就必须行为表现得更好。
4. We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increased.
我们惊奇地看着, 随着地球引力的增加, 宇宙飞船的外层燃烧起火。
句子中的as fire broke out on the outside of the spaceship和as the earth’s gravity increased均为as引导的状语从句。
amazed 是过去分词, 在此处作状语。
He came in unnoticed.
他神不知鬼不觉地走了进来。
Many heroes lie buried in the churchyard.
许多英雄埋葬在教堂的墓地里。
break out: (of violent events) start suddenly（指激烈事件, 如战争、火灾、疫情等）突然发生; 爆发
Fire broke out during the night.
夜间突然发生了火灾。
War broke out in 1939.
战争爆发于1939年。
A quarrel broke out suddenly at midnight.
在深夜, 突然有人吵架。
→Step 5 Reading task
Turn to Page 66.
1. Ask students to read the passage and answer the two questions.
1) Can a black hole be seen How do you know it’s a black hole
2) What happened to the spaceship from the beginning to the end
Suggested answers:
1) No, it can’t be seen. You can see things disappear into what appears to be empty space.
2) At first the lights on the spaceship went out and the computer stopped working. Then the spaceship jumped and began to move around the edge of the outside of the hole.
As the spaceship moved around the hole, it began to go faster and faster.
But then the spaceship jumped again, and it moved sideways from the black hole. It began to increase its speed until it seemed to be going as fast as light.
At last the spaceship slowed down and the computer started working again.
2. Let students read the passage again and do the following:
Suppose you are a scientist reading this passage. Use this checklist to discover the new ideas about “black holes”. Then write them for the other scientists to read about.
Old ideas about “black holes” Was this what we found New ideas about “black holes”
1. Black holes cannot be seen.
2. Gravity pulls objects towards them.
3. Objects go round outside the edge of the “black hole”.
4. All objects must go into the “black hole” when they are caught by its gravity.
3. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any difficult language points that students can’t understand.
Suggested answers:
Old ideas about “black holes” Was this what we found New ideas about “black holes”
1. Black holes cannot be seen. Yes
2. Gravity pulls objects towards them. Yes
3. Objects go round outside the edge of the “black hole”. Yes
4. All objects must go into the “black hole” when they are caught by its gravity. Yes They can be thrown far from the “black hole” by the energy in the “black hole”.
→Step 6 Consolidation
Ask students to go back to the two passages. Give them several minutes to be prepared to retell the whole story in their own words. Then ask as many students as possible to come to the front to tell the story.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Learn the useful new words and expressions in this part by heart.
3. Tell the story to your friends or family.
板书设计
Unit 4 Astronomy: the science of the stars
Extensive Reading
A VISIT TO THE MOON
1) Write down the three ways in which gravity changed for Li Yanping.
The way gravity changed
Left the earth The gravity became very strong.
In space The gravity disappeared.
On the moon The gravity became very light.
2) His weight changed three times, too. Now write them down.
How his weight changed
Left the earth He became very heavy.
In space He had no weight and could float around like a feather.
On the moon He was about one-sixth of his weight on the earth.
活动与探究
Go to the library and surf the Internet to find as much information as you can about space and the moon. And you are expected to present it to your teacher and classmates in the next class.Unit 4 Astronomy: the science of the stars
Period 3 Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.
This teaching period mainly deals with the following: 1. Reviewing noun clauses as the object and as the predicative; 2. Learning the new grammar items: noun clauses as the subject. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the passage HOW LIFE BEGAN ON THE EARTH again, tick out all the sentences from the passage where noun clauses are used as the subject, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 29 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the subject and let students make it clear how each noun clause is being used in the situations.
At the end of the class, ask students to do the exercises in Using structures on Page 64 and more additional exercises for consolidation.
教学重点
Get students to understand and use noun clauses as the subject.
教学难点
Enable students to learn how to use noun clauses as the subject correctly.
三维目标
知识目标
1. Get students to know more about noun clauses.
2. Let students learn noun clauses as the subject.
What it was to become was a mystery. . .
. . . it was not clear whether the solid shape was to last or not.
能力目标
Enable students to use noun clauses as the subject correctly and properly according to the context.
情感目标
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Translate the following sentences.
1) 你早晚会来的。
2) 我的车与你的不一样。
3) 他总是第一个来, 最后一个走。
4) 他来不来还不清楚。
5) 我们的成败取决于是否每个人都努力工作。
6) 我们必须采取措施防止这种疾病的蔓延。
Suggested answers:
1) You will come here in time.
2) My car is different from yours.
3) He is always the first to come and the last to go.
4) It is not clear whether he comes or not.
5) Our success depends on whether everyone works hard or not.
6) We must take actions to prevent this disease (from) spreading.
→Step 2 Preparation
Show some sentences on the screen. Ask students to read each of them and then find out its subject.
A tree has fallen across the road.
You are a student.
To find your way can be a problem.
Smoking is bad for you.
“How do you do ” is a greeting.
What she said is not yet known.
That we shall be late is certain.
It’s certain that we shall be late.
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 25 to read through the reading passage and find all the sentences where noun clauses are used as the subject and underline them. Then translate them into Chinese.
Suggested answers:
1) What it was to become was uncertain until between 4. 5 and 3. 8 billion years ago when the dust settled into a solid globe.
地球会变成什么（样子）, 直到45亿至38亿年前这个云团变成一个固体的球状物, 才确定下来。
2) The earth became so violent that it was not clear whether the shape would last or not.
地球变得激烈动荡, 不知道这个固体形状是否会继续存在下去。
3) What is even more important is that as the earth cooled down, water began to appear on its surface.
更重要的是, 随着地球的冷却, 地球的表面就开始出现了水。
4) It was not immediately obvious that water was to be fundamental to the development of life.
水对于生命的发展会起关键作用, 这一点在当时并不明显。
5) What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.
很多科学家相信, 由于地球上长期有水存在, 使地球得以把有害气体和酸性物质溶解在海洋里。
6) Why they suddenly disappeared still remains a mystery.
为什么他们突然消失了, 至今还是个谜。
7) So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
所以, 在未来的数百万年中, 生命能否在地球上延续取决于这个问题能否得到解决。
2. Thinking and discussing
Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.
3. Summing up: noun clauses as the subject.
主语从句
作主语用的名词性从句, 因其在复合句中作主语, 又称主语从句。
（1）连接词:
1) 从属连词 that, whether等。
that 引导主语从句只起引导作用, 本身无实际意义, 在主语从句中不充当任何成分, 但不能省略。
That she left him cut him to the heart.
她的离开使他很伤心。
由whether引导的主语从句放在句首、句末都可。
Whether it will please them is not easy to say. /It is not easy to say whether it will please them.
很难说这会不会使他们高兴。
2) 连接代词 who, what, which, whoever, whatever, whichever等。
What seems easy to some people seems difficult to others.
对某些人看来很容易的事, 对另外一些人可能很困难。
3) 连接副词 when, where, how, why等。
Why he did it remains a mystery.
他为什么做那件事依然是个谜。
（2）位置
主语从句可以前置, 也可以后置。用it作形式主语, 而把主语从句放在句末, 常用下面几种句型:
1) It+be+表语+主语从句
It is still uncertain whether he is coming or not.
他是不是来还没有确定。
2) It+不及物动词+主语从句
It happens that they were absent.
他们碰巧缺席了。
3) It+及物动词（被动语态）+主语从句
It has been decided that the exhibition will not open on Sundays.
现经决定展览会星期日不开放。
注意:
1) 主语从句在句首时, 必须由连接词引导, 不能省略这些连接词; 但是如果用it作形式主语, 而把主语从句放在句末时, 从属连词that可以省略。
他们相互喜爱是很自然的。
误: They should like each other is natural.
正: That they should like each other is natural.
正: It is natural (that) they should like each other.
2) 如果主语从句放在句首, 不能用if引导; 但是如果用it 作形式主语, 而把主语从句放在句末时, 也可以用if引导。
玛丽是不是真听见他了, 很值得怀疑。
误: If Mary really heard him is really doubtful.
正: Whether Mary really heard him is really doubtful.
正: It was doubtful whether/if Mary really heard him.
→Step 4 Grammar practice
1. Turn to Page 29. Ask students to do Exercise 2 and Exercise 3 in Discovering useful structures. First let them finish them individually. Then check the answers with the whole class. Give some explanations if necessary.
2. Turn to Page 64. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.
→Step 5 Discussion
Let students have a discussion in groups. The topic is “My problem”. One talks about the problems in his study or life. The others should give some advice or suggestions. Remind students to use the following structures:
(Show the following on the screen to help students. )
The fact is/It is a fact that. . .
The difficulty is. . . /What I find difficult is. . .
The trouble is. . . /What worries me is. . .
My suggestion is. . . /What I would suggest is. . .
My advice is. . . /What I would advise is. . .
I think that. . . /What I think is. . .
I want to tell you that. . . /What I want to say is. . .
→Step 6 Closing down by a quiz
Show the following exercises on the screen. Let students finish them within three minutes. Three minutes later, check the answers with the whole class.
1. I have always been honest and straightforward, and it doesn’t matter ______________ that I’m talking to.
A. who is it B. who it is C. it is who D. it is whom
2. It is pretty well understood ______________ controls the flow of carbon dioxide in and out the atmosphere today.
A. that
B. when
C. what
D. how
3. ______________ made the school proud was ______________ more than 90％ of students had been admitted to key universities.
A. What; because
B. What; that
C. That; what
D. That; because
4. ______________ team wins on Saturday will go through to the national championship.
A. No matter what
B. No matter which
C. Whatever
D. Whichever
5. ______________ is our belief that improvements in health care will lead to a stronger, more prosperous economy.
A. As
B. That
C. This
D. It
6. ______________ I can’t understand is ______________ he changed his mind.
A. That; that
B. What; why
C. Which; how
D. That; why
Suggested answers: BCBDDB
→Step 7 Homework
1. Finish off the workbook exercises.
2. Preview the reading passage A VISIT TO THE MOON on Page 30, find the sentences in which noun clauses are used, and see if you can understand them.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following into English.
1) 太阳系
2) 及时; 终于
3) 下蛋
4) 产生; 分娩
5) 轮到某人; 接着
6) 总有一天我会遇见他。
7) 都市生活与乡村生活是非常不同的。
8) 他们不应该允许在这条街上停车, 街道太窄了。
9) 他的心脏病痛没能阻止他第二天去上课。
10) 在未来的数百万年中, 生命能否在地球上延续取决于这个问题能否得到解决。
Suggested answers:
1) solar system
2) in time
3) lay eggs
4) give birth to
5) in one’s turn
6) I’ll see him in time.
7) City life is quite different from country life.
8) They shouldn’t allow parking in this street. It’s too narrow.
9) His heart trouble did not prevent him (from) going to class the next day.
10) Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
→Step 2 Warming up by a game
Let students work in pairs. One talks about the problems in his study or life. The other should give some advice or suggestions. Encourage them to use what-clauses as the subject.
Example:
S1: What I find difficult is. . . /What worries me is. . .
S2: What I would suggest is. . . /What I would advise is. . .
→Step 3 Discovering useful structures
Ask students to find out the sentences containing noun clauses as the subject in the reading passage and underline them. Then translate them into Chinese.
→Step 4 Learning the use of noun clauses as the subject
1. Ask students to turn to Page 92 and learn part 3 The Subject Clause by themselves.
2. Encourage them to ask as many questions as possible. Give them explanations if necessary.
3. Let them do some additional exercises.
4. Sum up.
→Step 5 Practice
Ask students to finish the following exercises within 10 minutes. Then check the answers with the whole class.
1. Exercises 2 and 3 in Discovering useful structures on Page 13.
2. Exercise 1 in Using structures on Page 64.
→Step 6 Consolidation
Let students work in pairs to make sentences with noun clauses as the subject to fill in the blanks.
1. What _____________________________is astronomy.
2. When _____________________________hasn’t been decoded yet.
3. Whether _____________________________depends on your behavior.
4. How _____________________________ is a personal decision.
5. Why _____________________________ a puzzle to us.
6. It’s funny that _____________________________.
7. It worries us that _____________________________.
8. It appears that _____________________________ .
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Make use of different learning resources to have an inquiry study of the subject clause, and summarize the rules of it.
板书设计
Unit 4 Astronomy: the science of the stars
Grammar: noun clauses as the subject
连接词 例句
从属连词: that, whether That she left him cut him to the heart.Whether it will please them is not easy to say.
连接代词: who, what, which, whoever, whatever, whichever What seems easy to some people seems difficult to others.
连接副词: when, where, how, why Why he did it remains a mystery.
it作形式主语
It+be+表语+主语从句 It is still uncertain whether he is coming or not.
It+不及物动词+主语从句 It happens that they were absent.
It+及物动词（被动语态）+主语从句 It has been decided that the exhibition will not open on Sundays.
活动与探究
Suppose you are to design an activity for your school on Earth Day, which is intended to call on teachers and students to protect the earth. Work in groups and choose a reporter of your group to report your work. The following points should be included in the report of your activity:
what the activity is about;
why the activity is designed;
when and where to do the activity;
who takes part in the activity;
what to be done in the activity.Unit 3 The Million Pound Bank Note
Period 5 Using language: Listening, writing and speaking
整体设计
教材分析
This is the fifth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
In this period we will mainly deal with the following parts: Listening, writing and acting in Using language on Page 23, Talking and Listening in Workbook on Page 55.
The purpose of the part Listening, writing and acting is to encourage independent thought and speculation.
1. Let the students listen to Act Ⅰ, Scene 5. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen and decide whether their guessing is right. Second, ask them to listen again for them to find the answers to the questions in Exercise 2. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and read it aloud to the tape.
2. Have students in pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble and then make a new scene for the play and perform it to the class. The teacher should give them enough encouragement and necessary help. Advise them to follow the steps: 1)Make a list of the characters. 2)Make an outline of the events and the actions of the scene. 3)Make a note of how the characters’ feelings change. 4)Decide on the stage directions which tell the actors what to do or how to say something. 5)Think up an exciting ending.
The part Talking is an opportunity for students to contribute to the writing of the play. They are asked in pains to make their dialogue and this will take the place of Act Ⅱ, Scene 1. Students can all act their dialogues to the class and one can be chosen as the most appropriate for the play. Listening on Page 55 is a continuation of the sample talking above. It completes the scene and continues to develop the story. Before letting students listen to the text, ask them to discuss in pairs what they think will happen when the tailor sees the bank note.
We should try our best to encourage students. Don’t always correct the mistakes they have made while they are speaking or writing. Otherwise, they would feel reluctant and not say or write anything more.
教学重点
1. Develop students’ integrative ability.
2. Let students listen to Act Ⅰ, Scene 5 and Act Ⅰ, Scene 2.
3. Have students write a new scene to replace Scene 5 and act it out.
4. Ask students to make a dialogue for Act Ⅱ, Scene 1.
教学难点
1. Get students to listen to and understand the listening materials.
2. Let students write a new scene of the play.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in the listening passages.
2. Get students to listen to the play.
3. Let students learn the expressions of expressing requests.
能力目标
1. Develop students’ listening skills and enable them to learn how to use different listening strategies to listen to different listening materials.
2. Enable students to write a new scene of the play and act it out.
3. Have students learn how to use the expressions to express requests.
情感目标
1. Stimulate students’ interest of learning English by listening to, writing and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to act out Act Ⅰ, Scene 4.
→Step 2 Warming up
1. Ask some students to retell the story about Act Ⅰ, Scene 4 in their own words.
2. Let students predict what they think Henry will do or where he will go next and give their reasons.
3. Tell students: We are going to listen to Act Ⅰ, Scene 5. Listen carefully and check your ideas.
→Step 3 Listening: Act Ⅰ, Scene 5
1. Play the whole tape for students to listen to and check whether their prediction is right or not.
2. Go through the following questions to make sure the students know what to do.
Show the following on the screen.
1)Why does Henry worry when he leaves the restaurant
2)Why can’t he see the two brothers again
3)What do the two brothers ask him to do
3. Play the tape again for them to find their answers.
4. They discuss and share their answers with their partner.
5. Let them listen to the tape a third time for checking and have the correct answers.
6. Give 2 or 3 minutes to the students to ask questions if they have any.
7. Show the students the listening text and let them read it aloud.
→Step 4 Writing
1. Let students in pairs imagine what may happen to Henry in the next month as he tries to use the bank note without getting into trouble.
2. Have them make a short list of their ideas and choose a best one to make a new scene for the play.
3. Show the following on the screen to help them.
When you write your play, make sure to follow the steps:
1)Make a list of the characters.2)Make an outline of the events and the actions of the scene.3)Make a note of how the characters’ feelings change.4)Decide on the stage directions which tell the actors what to do or how to say something.5)Think up an exciting ending.
The beginning of the scene has been already done for you:
Act Ⅰ, Scene 5NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.HENRY: Good afternoon, I’d like to get a cut.BARBER: . . .
4. Ask the students to write their new scene.
5. Let some of them read their play to the class. Others should give comments.
Model Scene:
N=Narrator H=Henry B=Barber
Act Ⅰ, Scene 5
N: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.
H: Good afternoon, I’d like to get a cut.
N: The barber takes one look at Henry and continues cutting another man’s hair.
H: Er. . . I’d really like to get a haircut. As you can see it’s much too long.
N: The barber speaks in a rude manner
B: Yes, I can see that. Indeed, I can.
H: Fine, well, I’ll just have a seat then.
N: After some time, the barber finishes cutting the other man’s hair, takes his money, and then turns to look at Henry.
B: Looks like it’s been a long time. You must be a sailor.
H: Er. . . not quite. But I was at sea for a long time.
B: All right, then, get in the chair and I’ll see what I can do.
H: Thank you.
B: Where did you say you were from
H: I didn’t, but I’m from San Francisco.
B: Well, you’re a long way from home.
H: Yes, too long.
N: They both become quiet. After his hair is cut, the barber tells Henry how much he must pay. Henry shows the barber the bank note.
B: Why, Mr. . . .
N: He looks shocked.
H: Adams. Henry Adams. I’m sorry, I don’t have any small bills.
B: Why, Mr. Adams, of course you wouldn’t!
N: He’s wearing a big smile.
B: Nothing to worry about! Nothing at all! Please come back any time, even if you only need two little hairs cut! It will be my honor to serve you!
→Step 5 Talking
1. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
I’d like to have. . . I’m looking for. . .Do you have any. . . Do you have any other. . . Can you show me. . . , please May I try it on How much is it/are they Well, I’ll think about it.I’ll take it. That’s it.Just have a look. May/Can I help you What can I do for you What about this one Did you find everything OK Is that everything That’s all we have.
2. Suppose the situation: After reading the letter from the brothers, Henry puts it into his coat pocket. Then he notices that his coat is worn out. So he finds a tailor’s shop and goes in to get a new coat. In pairs make a dialogue for Act Ⅱ, Scene 1 using the following information.
1)Henry goes into a shop and tells the salesman that he wants a new coat.
2)The salesman shows him a cheap coat downstairs.
3)Henry doubts if he should take it.
4)The salesman persuades him to buy it.
5)Henry agrees, but explains that he can’t pay him right now as he has no small change.
6)Henry shows the million pound bank note to him.
3. Give several minutes for students to prepare their dialogue in pairs.
4. Ask as many pairs as possible to present their dialogue to the class.
Model Scene:
H=Henry 1st C=1st clerk 2nd C=2nd clerk 3rdC=3rd clerk
H: (reading the sign)“Clothes make the man. ” Hmm. . . well, we will have to see about that. (He enters a tailor’s shop and stands before a clerk. )I’d like to have a suit coat ready to wear.
1st C: (in a rude manner)See him there. (He points to another clerk. )
2nd C: (also rude)Ready-made suits Downstairs.
H: Can you show me a suit, please
3rd C: Yes, I can, sir. This way, please.
H: I thought you might have a coat another customer decided not to buy.
3rd C: (looking at him with a frown)Ah, here we are, the very thing you need.
O: Tell Todd to serve that man quickly and let him out the side door.
1st C: Yes, sir.
H: (trying on an ugly coat)So is this sort of thing that’s worn in England nowadays
3rd C: Oh, yes, it’s all the fashion.
1st C: (pulling the third clerk aside and whispering)Mr. Reid says you’ve got to serve him quick and get him out quick!
3rd C: I know what I’m doing. I’ve got eyes, haven’t I
H: It’s a little too colorful, isn’t it
3rd C: It’s all we have in your size.
H: Well, I’ll take it.
3rd C: Good. Shall I put it in a box
H: No. I’ll wear it. Oh, I’d rather not pay you now. I’d like to open an account and pay in a month. You see, I don’t have any small change.
3rd C: (trying not to show he is angry)I suppose a gentleman like you only carries very large bills.
H: Now, look here, you shouldn’t judge people by the clothes they wear. I just don’t want to cause you trouble with a large note.
3rd C: It’s no trouble at all.
H: In that case, there’s no problem. (He gives the clerk the bank note. )
→Step 6 Listening on Page 55
1. Before listening, let students in pairs discuss what they think will happen in the tailor’s shop after Henry shows the salesman and the owner the bank note.
2. Ask them to turn to Page 55 and read through the exercises. Make sure they know what to do.
3. Play the tape for them to listen to and write down three things that happen in this scene.
4. Ask them to listen again and answer the questions in groups.
Show the following on the screen.
1)Why doesn’t the salesman give Henry his change right away
2)Is the owner really angry at the salesman or does he just pretend to be angry How do you know
3)Is Henry glad to get more than one coat How do you know
4)Henry tells the owner that he is moving. Give two reasons why the owner is not surprised to hear this news.
5)What does the owner offer to do for Henry Why
5. Let students share their answers in pairs.
6. Play the tape a third time for them to check and have the correct answers.
7. Give 2 or 3 minutes for them to ask questions if they have any.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Read the related parts of this play again and try to retell them in your own words.
板书设计
Unit 3 The Million Pound Bank Note
Listening, writing and speaking
When you write your play, make sure to follow the steps:
1)Make a list of the characters.2)Make an outline of the events and the actions of the scene.3)Make a note of how the characters’ feelings change.4)Decide on the stage directions which tell the actors what to do or how to say something.5)Think up an exciting ending.
The beginning of the scene has been already done for you:
Act Ⅰ, Scene 5NARRATOR: Henry smiles as he leaves the restaurant. When he is walking down the street, he sees a sign for a barber’s shop. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.HENRY: Good afternoon, I’d like to get a cut.BARBER: . . .
活动与探究
Making requests and ordering food are very necessary in our daily life. Find as many useful expressions as possible from the play, read them aloud and try to learn them by heart. Then work in pairs to make up dialogues according to the following situations.
Situation 1: At the end of your trip in America, you come to a picture service to have your films developed. You tell the assistant about the exact print type you want and the time to get it.
Situation 2: You work for an American company. You catch a bad cold and do not feel well, so you ask the manager, Mr. Smith, for leave of absence. Mr. Smith inquires after you and permits you to take a rest.
Situation 3: You are in a fast food restaurant, ordering two hamburgers and French fries, and two cakes. You’ll eat in the restaurant.
Sample dialogues:
Situation 1:
A: May I help you, sir
B: Yes, I have got this color film. How long will it take to get it developed
A: Two hours, sir. Do you want ordinary prints or enlarged ones
B: Ordinary prints, please. I wonder if you could get it done earlier. You see, I will be leaving soon.
A: Well, in that case, they can be done by ten o’clock. But we will have to charge your extra, you know.
B: No problem.
Situation 2:
A: May I come in
B: Come in, please.
A: Could you spare me a few minutes, Mr. Smith
B: You are always welcome. What can I do for you
A: I wonder if you could permit me to have one day off. I had a very bad cold.
B: I’m sorry to hear that. Isn’t it any better now
A: I’m afraid not, but I’m sure it’s not serious. I will report on duty as soon as I feel better.
B: Well, stay in home and have a good rest.
A: Thank you.
Situation 3:
A: Yes, sir. What will it be for you
B: Two hamburgers and French fries.
A: Is there anything else
B: Give me two cakes, please.
A: Go or eat here
B: We’ll eat here.
A: Here you are. That’s eight fifty.Unit 5 Canada—“The True North”
Period 4 Using language: Listening and talking
整体设计
教材分析
This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
We will focus on training students’ listening ability in this period. The listening passage introduces information about the cultural and racial composition of Canada. Canada is one of the few countries that have an official multicultural policy. The population is changing rapidly and immigrants from China are among the most numerous recently. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention. It will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students think about and discuss what they know about Canada’s population and the fact that it is a country of immigrants. Second, go through the incomplete sentences in Exercise 2 and guess what the topic of the listening text is. Play the tape for students to listen to and decide whether their guessing is right. Third, ask them to listen again for them to do Exercise 2. Fourth, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.
Next, students will listen to a report which Li Daiyu and Liu Qian were asked to give telling their new Canadian friends about China. The purpose of this listening passage is to allow students to make a comparison between Canada and China in terms of geography and natural features. The teacher can let students read the directions and go through the exercises before listening. Then ask them to listen to the tape and finish their exercises. They should make notes while listening. When students listen to the text, tell them to ignore the words they don’t know and to concentrate on understanding the gist of the text. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
After practicing listening, students are required to talk about some of the major similarities and differences between China and Canada. Encourage them to say something. Don’t always correct the mistakes they have made while they are talking. Otherwise, they would feel reluctant and not say anything more.
教学重点
1. Develop students’ listening ability.
2. Enable students to master different listening skills.
3. Let them talk about the major similarities and differences between China and Canada.
教学难点
1. Get students to listen to and understand the listening materials.
2. Let students talk about the major similarities and differences between China and Canada.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in the listening passages.
2. Let students learn about the major similarities and differences between China and Canada.
能力目标
1. Enable students to catch and understand the listening materials.
2. Develop students’ ability to get special information and take notes while listening.
3. Get students to learn and talk about the major similarities and differences between China and Canada.
情感目标
1. Enable students to know more about Canada.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to translate some sentences using noun clauses as the appositive.
1)他登上月球的消息迅速传遍全国。
2)将军下达了战士们立即过河的命令。
3)是否该做这件事, 这一问题使他很烦恼。
4)你不知道我是多么着急。
5)他突然想到敌人可能已经逃出城了。
Suggested answers:
1)The news that he had landed on the moon soon spread all over the country.
2)The general gave the order that the soldiers should cross the river at once.
3)The question whether he should do this troubled him.
4)You have no idea how worried I was.
5)The thought came to him that maybe the enemy had fled the city.
→Step 2 Warming up
1. Tell students: Turn to Page 37. We are going to the part Listening.
2. Let them in pairs discuss what they know about Canada, especially its culture and people.
→Step 3 Listening
1. Let students read the incomplete sentences in Exercise 2 and guess what the topic of the listening material they will hear may be before listening.
2. Play the tape for them to listen to and decide whether their guessing is right or not.
3. Let them listen to the tape again and complete the following sentences with the correct information.
1)Canada encourages people to keep ______________.
2)Canada is a mixture of ______________.
3)If you live in the province of Quebec, ______________.
4)Native Indians and the Inuit are trying to ______________.
5)More than ______________ languages are used in radio and TV programs.
6)You may find areas where ______________ live near each other.
7)The families ______________ are usually all mixed up.
4. They exchange the information and listen to the tape a third time for checking. Let them have the correct answers.
5. Give 2 or 3 minutes to them to ask questions if they have any.
6. Show them the listening text and let them read it.
Listening text: (Omitted)
7. Let them in pairs take turns to ask and answer the following questions.
1)What is a Canadian
2)Why do people say that Canada is a multicultural country
8. Ask as many pairs as possible to present their conversation to the class.
→Step 4 Listening on Page 69
Turn to Page 69.
1. Ask students to read through the directions and the exercises. Make sure they know what to do.
2. Let them discuss in pairs what the most important points are for a foreigner to know about China and then predict what the girls will say in their report.
3. Play the tape for them to listen to and see whether their prediction is right.
4. Have them listen to the tape again and decide if the following sentences are true or false. If false, correct the information.
1)China is over 7000 kilometers from east to west.
2)Both China and Canada have mountains in the west of the country.
3)The Great Wall cannot keep the desert’s dust away from Beijing.
4)China has 15 neighboring countries while Canada only has one.
5)Canadians cannot talk with people in their neighboring country because they do not speak English.
5. Let them share their information in pairs.
6. Play the tape a third time for them to check and have the correct answers.
7. Give 2 or 3 minutes for them to ask questions if they have any.
8. Show them the listening text and let them read it aloud.
Listening text: (Omitted)
9. Have them first discuss the question and then give their answers to the class.
Why might people from Canada want to visit Hainan
→Step 5 Talking
1. Show students the map of Canada and the map of China and let them read the maps.
2. Have them discuss the question in small groups.
What are some of the major similarities and differences between China and Canada
3. Give several minutes for them to prepare their report.
4. Ask as many of them as possible to present their report to the class.
→Step 6 Listening task on Page 72
1. Turn to Page 72. Tell students: We are listening to the introductions of three famous Canadians in different areas of work.
2. Let them go through the report charts and make sure they know what to do before listening.
3. Have them listen to Part 1 and then fill in the chart about Oscar Peterson.
Hometown
Job
Kind of music
Number of recordings and CDs
Plays with. . .
4. Have them listen to Part 2 and then fill in the chart about Dr. Nancy Olivieri.
Hometown
Job
Found a drug that. . .
Refused to. . .
Is a heroine to. . .
5. Have them listen to Part 3 and then fill in the chart about Wayne Gretsky.
Is called. . .
Job
Is the best. . .
He believed in. . .
He was a star because he scored. . .
6. Allow them two or three minutes to discuss and share their answers.
7. Play the whole tape again for them to check and have the correct answers.
8. Show them the listening text and let them read it aloud.
Listening text: (Omitted)
→Step 7 Summary
In this period, we mainly focus on the listening ability. It’s very important. If your listening is poor, you’d better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Read the listening texts again and try to learn more about Canada from them.
板书设计
Unit 5 Canada—“The True North”
Listening and talking
1. ListeningComplete the following sentences with the correct information you hear.1)Canada encourages people to keep ______________.2)Canada is a mixture of ______________.3)If you live in the province of Quebec, ______________.4)Native Indians and the Inuit are trying to ______________.5)More than ______________ languages are used in radio and TV programs.6)You may find areas where ______________ live near each other.7)The families ______________ are usually all mixed up.2. TalkingWhat are some of the major similarities and differences between China and Canada
活动与探究
Suppose a very important person is visiting your school. You have been asked to introduce this visitor to your class. Find information on the Internet or in the newspaper or a magazine about this person. Make some notes and be prepared to introduce him/her to your class. You should have about four or five pieces of information ready.
You may begin like this:
Good morning/afternoon, everybody!
It’s my pleasure to introduce our guest to you today. We are much honored to have ______________ visiting us, because. . .Unit 5 Canada—“The True North”
Period 2 Learning about language: Important language points
整体设计
教材分析
This is the second teaching period of this unit. The teacher can first check students’ homework and offer chances for students to review what they learned during the first period.
The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practice to make students master their usages. Some new words and expressions, such as surround, measure, confirm, impress, rather than, manage to do, and so on are very useful and important. So are the sentence patterns “The thought that they could cross the whole continent was exciting. ” and “It is so wet there that the trees are extremely tall, some measuring over 90 meters. ” We ought to pay more attention to them and design special exercises.
At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
教学重点
1. Enable students to grasp the usages of such important new words and expressions as surround, measure, confirm, impress, rather than, manage to do, etc.
2. Get students to master the patterns “The thought that they could cross the whole continent was exciting. ” and “It is so wet there that the trees are extremely tall, some measuring over 90 meters. ”
教学难点
1. Let students learn the usage of the expression “manage to do”.
2. Enable students to learn the sentence pattern “The thought that they could cross the whole continent was exciting. ”
3. Get students to understand some difficult and long sentences.
三维目标
知识目标
1. Get students to learn and grasp the important useful new words and expressions in this part.
2. Let students learn the following important useful sentence patterns:
1)Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. (rather than. . . )
2)The thought that they could cross the whole continent was exciting. (noun clause as the appositive)
3)Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)
4)Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of Canada’s most popular cities to live in. (make+O+O. C. )
5)It is so wet there that the trees are extremely tall, some measuring over 90 meters. (“pronoun+doing” used as adverbial)
6)Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )
能力目标
1. Get students to use some useful new words and expressions correctly.
2. Enable students to make sentences after the useful sentence patterns.
情感目标
1. Stimulate students’ interests in learning English.
2. Develop students’ spirit of cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell the passage A TRIP ON “THE TRUE NORTH”.
→Step 2 Reading and finding
Get students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.
Read them aloud and copy them down in the exercise book after class. Try to keep them in mind.
→Step 3 Practice for useful words and expressions
1. Turn to Page 36. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.
2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.
3. Check the answers with the whole class and explain the problems they meet where necessary.
→Step 4 Studying important language points
1. Canada is a multicultural country.
加拿大是一个多元文化国家。
multi-是一个前缀, 意思是“多”。例如: multiparty多党的 multinational多国的; 多民族的 multipurpose多种用途的 multiform多种形式的 multistory多层的 multimedia多媒体
a multicultural country多元文化国家
2. Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins in Montreal on the Atlantic coast.
李黛予和她的表妹刘倩要去加拿大大西洋海岸的蒙特利尔市看望她们的表兄妹。
the Atlantic coast大西洋沿岸地区
trip n. (usually short) journey, esp. for pleasure（通常指短途的）行走; 旅行（尤指娱乐性的）
与trip搭配的主要动词和介词: be on a trip to. . . /go on a trip to. . . /make a trip to. . . /take a trip to. . .
a trip to the seaside 海滨之行
a honeymoon trip to Paris 前往巴黎的蜜月之旅
He is on a business trip. 他出差在外。
My father will make a trip to New York next week.
我父亲下礼拜要到纽约去。
3. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada.
她们不想一路乘飞机, 而决定先飞到温哥华, 再从西海岸乘火车横穿加拿大到达东海岸。
rather than prep. in preference to (sb. /sth. ); instead of 与其（某人/某物）; 不愿; 不要
I’ll have a lemonade rather than a coke.
我想喝柠檬汁, 不想喝可乐。
He was busy writing a letter rather than reading a newspaper.
他正忙于写信而不是读报。
4. Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities.
一路向东行, 你会经过一座座山脉, 上千个湖泊、森林, 还有宽阔的河流和许多大城市。
Going eastward是现在分词短语, 用作状语, 表示时间, 相当于时间状语从句when you go eastward。
eastward也作eastwards, 副词, 意为“向东”。例如:
They sailed eastward. 他们向东航行。
We couldn’t decide whether to go eastward or westward.
我们难以决定是向东走还是向西走。
-ward(s)是一个后缀, 意思是“朝着; 向着; 对着”。
例如: westward(s)向西southward(s) 向南northward(s)向北foreword(s)向前backward(s)向后outward(s) 向外
thousands of成千上万的。注意million, billion, thousand, hundred, score, dozen之前有确定的数字时, 不论后面有无of, 词尾都不加s。例如:
five hundred students 500 名学生
five hundred of them 他们当中的500人
five score people 100人
five dozen eggs 五打鸡蛋
如果前面没有确定的数字而后接of时, 词尾都加s。例如:
thousands of goats成千上万只山羊
scores of years几十年
5. Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5500 kilometres from coast to coast.
有些人认为可以在不到5天的时间里横跨加拿大, 但是他们忘了加拿大从东海岸到西海岸有5500千米这个事实。
这是一个并列复合句。前一分句中的that you can cross Canada in less than five days作idea的同位语, 是同位语从句; 后一分句中的that Canada is 5500 kilometers from coast to coast作fact的同位语, 也是同位语从句。
6. People say it is Canada’s most beautiful city, surrounded by mountains and the Pacific Ocean.
人们说温哥华是加拿大最美丽的城市, 因为它被群山和太平洋所包围。
surrounded by mountains and the Pacific Ocean是过去分词短语, 用作状语, 表示原因, 相当于原因状语从句as it is surrounded by mountains and the Pacific Ocean。
surround vt. (cause sb. /sth. to) move into position all round sb. /sth. 包围; 围住; 环绕; 围绕。常用下列结构:
surround sb. /sth. with sb. /sth.
sth. /sb. be surrounded by/with sth.
The fence surrounds the school. 篱笆环绕着学校。
They have surrounded the town with troops.
他们出动军队包围了该城。
The house is surrounded by high walls.
房子的四周有高墙。
7. Skiing in the Rocky Mountains and sailing in the harbour make Vancouver one of Canada’s most popular cities to live in.
落基山脉可以滑雪, 海港供你扬帆, 这些使得温哥华成为加拿大最受欢迎的居住城市之一。
Skiing in the Rocky Mountains和sailing in the harbor是两个动名词短语, 在句中作主语。动名词作主语时, 谓语动词通常用单数, 但若两个或两个以上的动名词一起作主语, 谓语动词则用复数。例如:
Seeing is believing. 眼见为实。
Fishing and swimming are my favorite sports.
钓鱼和游泳是我最喜爱的运动项目。
make Vancouver one of Canada’s most popular cities to live in是“make+O. +O. C. ”结构。当make表示“使; 让”等时, 后面跟复合宾语结构, 其中宾语补足语可以由名词、形容词等充当。例如:
Karl Marx made London the base for his revolutionary work.
卡尔·马克思把伦敦作为他从事革命工作的基地。
8. The coast north of Vancouver has some of the oldest and most beautiful forests in the world.
温哥华以北的海岸生长着世界上最古老, 最美丽的森林。
north of=to the north of 表示“在……的北方”。其他方位词, 如: east, west, south, southeast, northeast等, 都有类似的用法。例如:
He lives (to the) east of Los Angeles.
他住在洛杉矶以东（的地方）。
It’s about four hundred kilometers northeast of Toronto. . .
它在多伦多东北大约400千米处……
9. It is so wet there that the trees are extremely tall, some measuring over 90 meters.
那儿的湿度很大, 所以树都长得特别高, 有的超过90米。
some measuring over 90 meters是独立主格结构, 在句中作状语。
measure
1)vi. & vt. find the size, length, volume, etc. of (sth. ) by comparing it with a standard unit测量assess (sth. ); gauge估计; 衡量; 判定be (a certain size, length, volume, etc. )为（某体积、长度、容积等）
Mother measured me to see what size of dress I should have.
母亲给我量尺寸, 好知道我该穿多大号的衣服。
It’s hard to measure his ability when we haven’t seen his work.
没有见过他的作品, 很难估计他的能力。
The room measures 10 meters across.
这间屋宽10米。
2)n. standard or system used in stating the size, quantity or degree of sth. 计量制unit used in such a standard or system计量单位action taken to achieve a purpose措施
Which measure do they use 他们用哪一种计量制？
The meter is a measure of length. 米是长度单位。
They took strong measures against dangerous drivers.
他们对危害公众的司机采取强硬的措施。
10. That afternoon aboard the train, the cousins settled down in their seats.
那天下午表姐妹俩才登上火车落了座。
settle down: sit or lie in a comfortable position; adopt a more stable or quiet way of life; get used to a new way of life, job, etc. 安稳坐下; 安居下来; 适应起来
His grandfather settled down in the armchair with a newspaper.
他爷爷手拿报纸坐在扶手椅里。
Have you settled down in your new job yet
你适应新工作了吗？
settle (sb. ) down: (cause sb. to) become calm, less restless, etc. （使某人）安静、安顿、安心等
Wait until the children settle down before you start the lesson.
等孩子们都静下心来再开始上课。
The chairman tried to settle the audience down.
主席尽力让听众安静下来。
11. Earlier that day, when they crossed the Rocky Mountains, they managed to catch sight of some mountain goats and even a grizzly bear and an eagle.
那天一早, 当穿过落基山脉时, 他们设法看到了几只野山羊, 甚至还看到了大灰熊和鹰。
manage to do: succeed in doing (sth. )设法做成了（某事）
The pilot managed to circle the balloon for some time.
这位飞行员设法绕气球飞了一阵。
At first, no ready technical data were available, but we managed to go without.
起初, 我们没有现成的技术资料, 但也设法照样干下去了。
He managed to avoid an accident.
他设法避免了事故。
【辨析】manage to do & try to do
manage to do的意思是“设法做成了（某事）”, 强调结果。
try to do的意思是“努力做（某事）; 尽力做（某事）”, 不强调结果。请比较:
I just about managed to get up the stairs.
我总算挣扎着上了楼。
He said he tried to be here on time.
他说他尽量按时到这儿来。
catch sight of: see (sb. /sth. ) for a moment一眼瞥见（某人/某事物）
She caught sight of a car in the distance.
她一眼瞥见远处的汽车。
12. Many of them have a gift for riding wild horses and can win thousands of dollars in prizes.
他们中许多人都有骑野马的才能, 他们能赢得几千美元的奖金。
have a gift for: have natural talent or ability in (sth. /doing sth. )在……方面有天分; 有天赋
It seems he has a gift for music. 好像他对音乐有些天赋。
She has a gift for learning languages.
她对学语言有天赋。
→Step 5 Using words, expressions and patterns
Do Exercises in Using words and expressions on Pages 70-71.
The following procedures may be followed:
1. Go through the exercises with students and make sure they know what to do.
2. Several minutes for students to finish them individually, and then discuss and check them with their partner.
3. Check the answers with the whole class.
4. If time permits, explain the problems students meet where necessary.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Learn the new words and expressions by heart.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to dictate some useful new words and expressions.
→Step 2 Vocabulary study
1. Let students review the new words and expressions in Warming up, Pre-reading, Reading and Comprehending and give time to students to ask their own questions.
2. Ask students to learn some new words using the word formation.
3. Explain some key new words and expressions.
→Step 3 Practice for useful words and expressions
Let students do the following exercises and check the answers after most of them finish.
1. Find words that mean the same to fill in the blanks.
1)______________ bags that people take with them when they travel
2)______________ a government member who is in charge of a government department
3)______________ a short informal test
4)______________ to take to someone in a friendly, informal way
5)______________ on or onto a ship, plane, bus or train
6)______________ general appearance of nature around you, especially beautiful nature
7)______________ in or by a very small amount, so small that it almost cannot be seen
8)______________ to be all around somebody or something on every side
2. Guess the meanings of the words below according to the word formation.
multi-=many -ward(s)=in a certain direction
multicultural multicolored eastward(s) forward(s)
multinational multimedia upward(s) outward(s)
multistor(e)y multi-channel downward(s) backward(s)
3. Make sentences with the useful expressions below.
rather than settle down manage to do catch sight of have a gift for
→Step 4 Sentence focus
Ask students to read through the Warming Up and Reading again to find out the difficult sentences they can’t understand and give time to students to ask their own questions. Explain them to the class.
→Step 5 Workbook exercises for consolidation
Ask students to do the exercises in Using words and expressions on Pages 70-71 to consolidate what they have learned in this period.
→Step 6 Homework
1. Learn the new words and expressions by heart.
2. Finish off the Workbook exercises.
3. Do Exercise 3 on Pages 70-71 in the exercise book.
板书设计
Unit 5 Canada—“The True North”
Learning about language: Important language points
Important vocabulary
quiz, Canadian, minister, continent, baggage, chat, scenery, eastward, westward, upward, surround, harbor, measure, aboard, eagle, within, border, slight, slightly, acre, urban, prime minister, rather than, settle down, manage to do, catch sight of, have a gift for 1)Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. (rather than. . . )2)The thought that they could cross the whole continent was exciting. (noun clause as the appositive)3)Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)4)Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of Canada’s most popular cities to live in. (make+O+O. C. )5)It is so wet there that the trees are extremely tall, some measuring over 90 meters. (“pronoun+doing” used as adverbial)6)Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )
活动与探究
Read books and surf the Internet to find as much information about Canada as you can. Take notes and compare it with China, trying to find out their similarities and differences.
SAME AS CHINA DIFFERENT FROM CHINA
Suggested answers:
SAME AS CHINA DIFFERENT FROM CHINA
1. vast land2. weather different from area to area; long hard winter in the north3. multicultural4. rich natural resources: lakes, rivers; coal, oil and gas 1. two official languages2. six time areas3. smaller population4. no places as hot as South China5. more fresh water and forests6. only one neighboring countryUnit 3 The Million Pound Bank Note
单元规划
类别 课程标准要求掌握的项目
话题 Forms of literature and art: short story and drama; how to act out a play
词汇 birthplacen. 出生地; 故乡 Embassy n. 大使馆; 大使及其官员
phrasen. 短语; 词组; 惯用语 Seek vt. & vi. 寻找; 探索; 寻求
adventure n. 奇遇; 冒险 patience n. 耐性; 忍耐
novel n.小说; 长篇故事 adj. 新奇的; 异常的 contrary n. 反面; 对立面 adj. 相反的; 相违的
authorn. 著者; 作家 Envelope n. 信封
scenen. （戏剧)一场; 现场; 场面; 景色 Permit vt. & vi. 许可; 允许; 准许n. 通行证; 许可证; 执照
wander vi. 漫游; 漫步; 漂泊 steak n. 肉块; 鱼排; 牛排
pavement n. 人行道 pineapple n. 菠萝
businessman n. 商人 dessert n. 餐后甜点
unbelievable adj. 难以置信的 amount n. 数量
aheadad v. 在前; 向前; 提前 rude adj. 粗鲁的; 无礼的
bayn. 海湾 mannern. 礼貌; 举止; 方式
stare vi. 凝视; 盯着看 scream vi. 尖声叫 n. 尖叫声; 喊叫声
fault n. 过错; 缺点; 故障 genuine adj. 真的; 真诚的
bow vi. & n. 鞠躬; 弯腰 rag n. 破布; 碎布
passage n. 船费; 通道; （一)段 indeed adv. 真正地; 确实; 实在
account vt. & vi. 认为; 说明; 总计有 n. 说明; 理由; 计算; 账目 spot vt. 发现; 认出 n. 斑点; 污点; 地点
短语 bring up抚养; 培养; 教育; 提出 in rags衣衫褴褛
go ahead前进; （用于祈使句)可以; 往下说 as for关于; 至于
by accident偶然; 无意中; 不小心 do with对待; 处理; 处置
stare at盯着看; 凝视 make a bet打赌
account for导致; 做出解释 be lost迷路; 倾心于某事
on the contrary与此相反; 正相反 permit sb. to do sth. 准许某人做某事
take a chance冒风险; 碰运气 in a. . . manner以……的举止（态度)
重要句型 1. Young man, would you step inside a moment, please (request)
2. I wonder, Mr. Adams, if you’d mind us asking a few questions. (I wonder if. . . )
3. . . . I found myself carried out to sea by a strong wind. (find+O. +O. C. )
4. And it was the ship that brought you to England. (it is/was. . . that. . . )
5. The fact is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative)
6. You mustn’t think we don’t care about you. (double negative)
7. That’s why we’ve given you the letter. (noun clause as the predicative)
8. Well, why don’t you explain what this is all about (suggestion; noun clause as the object)
功能 1. Request Would you please come in Could you offer me some kind of work Would you mind waiting just a few minutes I wonder, Mr. Adams, if you mind us asking a few questions May I ask you how much money you have —Well, to be honest, I have none. —Go right ahead.2. Ordering food I’d like some ham and eggs and a nice big steak. I’ll have a nice long glass of beer.3. Shopping
语法 1. Noun clauses as the objectI can’t say that I have any plans.. . . and he does not know what he should do.I did not know whether I could survive until morning.2. Noun clauses as the predicativeThat’s why we’ve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .
教学重点 1. Get students to know about forms of literature and art: short story and drama; how to act out a play.2. Have students learn some useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of request and ordering food.4. Let students learn the new grammar item: noun clauses as the object and predicative.5. Develop students’ listening, speaking, reading and writing abilities.
教学难点 1. Enable students to master the new grammar item: noun clauses as the object and predicative.2. Let students learn how to act out a play.3. Develop students’ integrative skills.
课时安排 Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Reading, acting and speakingPeriod 5 Using language: Listening, writing and speakingPeriod 6 Using language: Listening, reading and writingPeriod 7 Revision: Summing up and learning tip
Period 1 Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about the background knowledge, talking about Mark Twain and his play.
Mark Twain is probably one of the few American writers with whom students are already familiar. The Warming Up is intended to discover just how much students know about this 19th century writer and let those who don’t know about him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have.
Exercise 1 in the Pre-reading provides students with an important choice. For some, knowing what they would do with the money is easy to decide. For others, it may pose a real dilemma, especially if they feel obligated to help others with the money. Whatever choice students make here, they should be ready to offer their classmates a good reason for it. Exercise 2 is to check whether students have read the story or have seen the film and for students to be ready for the next part Reading.
The reading passage is a play which is adapted from Mark Twain’s short story by the same title. It briefly describes that Henry, a San Francisco businessman, is rescued at sea by a British ship that takes him to London where he finds himself without money, friends, or the prospect of a good job. Hungry and alone, he walks along the streets of the city when unexpectedly he is summoned to a mansion. Two rich brothers, Roderick and Oliver, have made a secret bet. Roderick believes that a man cannot survive in the city for a month with only a million pound bank note in his possession but Oliver believes he can. The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.
Students are encouraged to preview the text and find out the new words and structures themselves. They should try to work out the meaning of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help.
Plays will enable students to read and hear natural language in a dramatic context. Just as importantly, reading and acting plays aloud will increase students’ self-confidence in using English, which in turn will increase their overall motivation to learn English. Through their active participation in reading characters’ parts in a play, students relive what others have said. When reading a play aloud, students not only speak to the teacher but directly to their classmates. This oral interaction can contribute to greater class cooperation, especially if reading the play results in trying to act it out. In doing so, students can learn how to interpret language through the tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Therefore, provide students with the opportunity to interpret language by acting out a few scenes of the play.
To consolidate the contents of the reading passage, students should be required to give a brief introduction to the story The Million Pound Bank Note in their own words and act out Scene 3 of this play with their group members at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.
教学重点
1. Let students learn more about Mark Twain and his play.
2. Get students to learn different reading skills.
3. Have students learn how to act out this play.
教学难点
1. Develop students’ reading ability.
2. Enable students to act out this play.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part: birthplace, novel, adventure, phrase, author, scene, wander, pavement, businessman, permit, ahead, bay, stare, fault, spot, passage, account, embassy, seek, patience, contrary, envelope, bring up, go ahead, by accident, stare at, account for, on the contrary
2. Let students learn about Mark Twain and his play.
能力目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to talk about Mark Twain and his play.
3. Enable students to act out this play.
情感目标
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of cooperative learning.
教学过程
设计方案(一)
→Step 1 Warming up
Talk about background knowledge about Mark Twain and his play.
1. Getting to know a great literary giant: Mark Twain
Let students read the following information about Mark Twain and his works.
Real name of Mark Twain Samuel Langhorne Clemens
Year of birth 1835
Places where he lived Raised in Hannibal, Missouri; traveled much of the US; lived for a long time in Europe
Names of three of his famous stories The Adventures of Tom SawyerThe Adventures of Huckleberry FinnLife on the Mississippi
Evaluation of him American short story writer, novelist, humorist, and public speaker. American best known literary giant
2. Getting to know the story The Million Pound Bank Note.
Two rich gentlemen in London made a bet on what would happen to a person if he was given a million pound bank note. An American young man who sailed too far was carried out to sea, but was saved by a British ship for London. So he was now in London, tired, hungry and penniless. . . .
→Step 2 Pre-reading
Discuss with students: Have you read the story The Million Pound Bank Note Have you ever seen the film If ever, what do you think of it
→Step 3 While-reading
Try to gain as much information as possible from the story through reading and train reading skills.
1. Scanning
Reading strategy: Go through the play for specific information. Don’t read sentence by sentence.
Fill in the blanks.
1)Time: ________________
2)Characters:
Henry Adams:_________________
Roderick and Oliver:_________________
3)Events
About a month ago Henry was ______________ out of the bay.
Towards nightfall Henry was ______________ out to sea by a strong wind.
The next morning Henry was ______________by a ship.
Lastly Henry arrived in ______________ by working as an unpaid hand on the ship.
Now Henry was ______________ in London and ______________ in the street.
Just at that time Roderick ______________ him and asked him to step in.
To Henry’s surprise Roderick gave Henry ______________ with money in it.
Suggested answers:
1)the summer of 1903
2)Henry Adams: a lost American businessman in London
Roderick and Oliver: two brothers and rich Englishmen
3)
About a month ago Henry was sailing out of the bay.
Towards nightfall Henry was carried out to sea by a strong wind.
The next morning Henry was spotted by a ship.
Lastly Henry arrived in London by working as an unpaid hand on the ship.
Now Henry was lost in London and wandering in the street.
Just at that time Roderick called him and asked him to step in.
To Henry’s surprise Roderick gave Henry an envelope with money in it.
2. Skimming
Reading strategy: Go through the play for the gist.
1)Answer the following questions:
(1)Where does Henry Adams come from Does he know much about London
(2)What did he do in America
(3)Why did he land in Britain
Suggested answers:
(1)Henry comes from San Francisco.
No, he doesn’t know London at all.
(2)He worked for a mining company.
(3)He was sailing out the bay when he was carried out to sea by a strong wind and was rescued by a ship for London.
2)Put the following events in a correct order to form a short passage:
Henry wandered in London streets.
About a month ago Henry Adams was sailing out of the bay.
The next morning he was spotted by a ship.
Towards nightfall he found himself carried out to sea by a strong wind.
On the ship he earned his passage by working as an unpaid hand.
Suggested answers:
About a month ago Henry Adams was sailing out of the bay. Towards nightfall he found himself carried out to sea by a strong wind. The next morning he was spotted by a ship. On the ship he earned his passage by working as an unpaid hand. Henry wandered in London streets.
3. Detailed-reading
Reading strategy: Read the play carefully and try to get as much information as possible. ?Try to keep them in mind.
Fill in the blanks and retell the story.
Henry was an ____________. One day he had an accident in a ______________. Luckily he was rescued by a ship for _____________. He arrived in London by earning his passage without pay. He was _____________ in the street in ______________. To his surprise an ______________ thing happened. Two rich brothers gave him a million pound bank-note because they had made a ______________.
Suggested answers:
American; bay; London; wandering; rags; incredible; bet
4. Reading aloud and underlining
Ask students to read the play aloud to the tape and let them pay attention to the pronunciation and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
→Step 4 Post-reading
1. Discussing and talking
What kind of person do you think Henry is Why do you think so Find some of his words to prove.
1)Is Henry honest
It is my first trip here.
Well, to be honest, I have none. (no money)
Well, I can’t say that I have any plans. ?
2)Is Henry hard-working
I earned my passage by working as an unpaid hand.
Could you offer me some kind of work here
I don’t want your charity; I just want an honest job. ?
3)Is Henry direct/straightforward
Well, it may seem luck to you but not to me.
If this is your idea of some kind of joke, I don’t think it’s very funny.
Now, if you’ll excuse me, I think I’ll be on my way. ?
2. Acting
1)Listen to the text again.
2)Complete the table.
Characters Actions Attitudes Decision
Narrator
Oliver
Roderick
Henry
Servant
3)Act out the play in groups of four or five, including the narrator.
4)Invite two or three groups to perform before the class.
3. Discussion
Have a discussion with students.
Suppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do with the money
4. Writing
Rewrite the play into a story.
→Step 5 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the play again and again and try to act it out with your classmates.
3. Enjoy the movie The Million Pound Bank Note.
设计方案(二)
→Step 1 Leading in
1. Talk about characters of short stories and dramas.
2. Ask students some questions:
1)Do you like dramas Can you list some famous dramas and their writers
2)Do you know about Mark Twain and his play The Million Pound Bank Note
→Step 2 Warming up
1. Show the picture of Mark Twain and ask students: What do you know about him
2. Let students read the short passage and take notes to fill in the chart.
Real name
Meaning of his pen name
Birth date
Birth place
Place where he grew up
His famous stories
→Step 3 Pre-reading
Let students discuss the following questions with their partners and then ask them to report their work. Encourage them to express their opinions freely.
1. Imagine somebody gives you a large sum of money to spend as you like. What would you do with it
Students have a discussion on this question. Whatever choice students make, they should be ready to offer their classmates a good reason for it.
2. Have you ever read the story The Million Pound Bank Note Have you ever seen the movie If ever, what did you think of it
→Step 4 Reading
1. Give students 3 minutes, and ask them to skim the passage for information to find the answers to the questions.
1)How did Henry come to England
2)Why did he land in Britain
3)Where did Henry work before
4)Why did the two gentlemen give him the envelope
5)When can he open it
After students discuss the questions, check the answers with the whole class.
2. Give students 5 minutes to read the passage carefully, and then do the exercises in Comprehending on Page 19.
After most of them finish, check the answers with the whole class.
3. Explanation
Help students analyze some difficult, long and complex sentences and guess the meaning of some new words and expressions. Encourage them to try to deal with the language points in the context.
1)a large amount of: a large quantity of; a great deal of
They bought a large amount of furniture before they moved their new house.
2)make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful
We made a bet on the result of the match.
3)permit sb. to do something: allow somebody to do something
My mother doesn’t permit me to ride in the street after it rained.
4)by accident: as a result of chance
I only found it by accident.
5)stare at: look at somebody or something with the eyes wide open in a fixed gaze (in astonishment, wonder, fear, etc. )
Do you like being stared at
6)to be honest: to tell you the truth; to be frank
To be honest, I don’t think we have a chance of winning.
4. Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to take roles to read the text aloud after the tape.
→Step 5 Discussion
After students read the play, let them discuss these questions in groups.
1. Why do you think that the brothers chose Henry for their bet
2. What kind of person do you think Henry is Why do you think so
→Step 6 Closing down by acting
1. Have students get prepared in 3 minutes or so and then ask them to act out the play.
2. Ask as many groups as possible to perform before the class.
→Step 7 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 19.
3. Rewrite the play into a short story in your own words.
板书设计
Unit 3 The Million Pound Bank Note
Warming Up and Reading
1. Time: the summer of 1903
2. Characters:
Henry Adams: a lost American businessman in London
Roderick and Oliver: two brothers and rich Englishmen
3. Events:
About a month ago Henry was sailing out of the bay.
Towards nightfall Henry was carried out to sea by a strong wind.
The next morning Henry was spotted by a ship.
Lastly Henry arrived in London by working as an unpaid hand on the ship.
Now Henry was lost in London and wandering in the street.
Just at that time Roderick called him and asked him to step in.
To Henry’s surprise Roderick gave Henry an envelope with money in it.
活动与探究
Work in groups. Go to the library or surf the Internet to find out more information about Mark Twain. Make a list of his life and his major works. Be ready to give a short report on this to the class.Unit 3 The Million Pound Bank Note
Period 6 Using language: Listening, reading and writing
整体设计
教材分析
This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.
In this period, the teaching activities will focus on Listening task, Reading and speaking task, and Writing task. Listening task and Reading and speaking task offer the students the opportunity to enjoy Act Ⅱ, Scene 3 and Act Ⅱ, Scene 4 of this play.
For Listening task, the teacher should first ask students to make a list of all the changes that Henry has made to his life and discuss with their partner what difference this will make to the way people treat him. Then let students listen carefully to Act Ⅱ, Scene 3 and write down the main idea. Next, they listen to the tape again for detailed information, make notes as they listen and check their answers with their partner.
As to Reading and speaking task, first let students discuss the two questions in pairs (1. What will Henry and Portia tell each other about themselves 2. What will they keep a secret from each other ), and then have them listen to the tape and read the play aloud, paying attention to the rhythm, pronunciation and intonation so as to act out the play in the end.
Writing task is more challenging, for it involves a higher level of interpretive skill. So the teacher should give them enough encouragement and necessary help. Before they can write their dialogue between Henry and Portia, help them evaluate these characters as presented in the play by letting them discussing the related questions with their partner and give them as much advice as possible on how to finish their task. Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way can students use what they have learned more freely.
教学重点
1. Develop students’ integrative ability.
2. Let students listen to Act Ⅱ, Scene 3.
3. Have students read Act Ⅱ, Scene 4.
4. Ask students to make a dialogue between Henry and Portia.
教学难点
1. Get students to listen to and understand Act Ⅱ, Scene 3.
2. Let students make a dialogue between Henry and Portia.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to listen to Act Ⅱ, Scene 3 and read Act Ⅱ, Scene 4 of the play.
能力目标
1. Develop students’ integrative ability.
2. Enable students to listen to and understand Act Ⅱ, Scene 3.
3. Enable students to read and understand Act Ⅱ, Scene 4.
4. Enable students to make a dialogue between Henry and Portia.
情感目标
1. Stimulate students’ interest of learning English by enjoying this play.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some groups of students to Act Ⅱ, Scene 1 or Act Ⅱ, Scene 2.
→Step 2 Warming up
1. Ask students to make a list of all the changes that Henry has made to his life.
2. Have them in pairs discuss what difference they think this will make to the way people treat him and report their ideas to the class.
→Step 3 Listening task
1. Tell students: Turn to Page 58. We are going to listen to Act Ⅱ, Scene 3.
2. Let them listen carefully and write down the main idea.
3. Have them go through the chart and make sure they know what to do.
The things Portia knows about Henry Henry’s response
1.2.3. 1.2.3.
4. Play the tape again for them to listen to and let them make notes.
5. Two or three minutes for them to discuss and share their notes with another pair.
6. Play the tape a third time for them to check and have the correct answers.
→Step 4 Reading and speaking task
1. Ask students to discuss the following questions in pairs.
1)What will Henry and Portia tell each other about themselves
2)What will they keep a secret from each other
2. Let some of them report their ideas to the class.
3. Tell them: Turn to Page 58. We are going to read Act Ⅱ, Scene 4.
4. Let them read the play fast to get the main idea.
5. Have them read the play carefully and retell the story in their own words.
6. Let them listen to the tape and read the play aloud, paying close attention to the rhythm, pronunciation and intonation.
7. Give them enough time for them to try to learn the end of the play by heart and then act it out. Make sure they speak with expression.
→Step 5 Writing task
1. Suppose the situation: Imagine that after Henry marries Portia, he has bad luck in business and becomes poor again. Now he must tell his wife the bad news. With a partner write a short dialogue between these two characters.
2. Let students discuss the questions with their partner.
(Show the following on the screen. )
1)How do you think Portia feels when she hears the bad news
2)What do you think Henry plans to do to solve the crisis
3)Do you think Portia will leave Henry
4)Do you think they will get help from the two brothers or anybody else Give reasons.
5)What will they finally do
6)How do you think people’s attitudes will change towards Henry and Portia
3. Give them the following advice.
(Show the following on the screen. )
1)Read the questions and brainstorm some ideas.
2)Write down your ideas.
3)Share your ideas with another pair and ask them for advice.
4)Organize the ideas into an order suitable for writing.
5)Make up a dialogue and write it down.
4. They begin to write their dialogue.
5. Invite as many pairs as possible to perform their dialogue to the class. The teacher and others should give comments.
Sample dialogue:
Portia: Oh, Henry. It’s nice to see you home so early!
Henry: Erm, aah.
Portia: (looking worried)What’s happened
Henry: I can’t hide much from you, can I, dear We have lost all our money. The railway company in Brazil has collapsed and all our money has disappeared. But I have a plan to help us. We can go back to America and start again. I can become a gold miner and we can make our fortune that way.
Portia: Leave London Leave my stepfather Oh no, Henry, please!
Henry: I think it might be better for us. We should stand on our own feet.
Portia: (crying)I shall have to go home. You cannot love me if you want to do this dreadful thing.
Henry: (putting his arms around her)Of course I do. It is for our sake that I suggest this. It will be an adventure. We will be able to travel where we like and I will be able to show you so many lovely places.
Portia: As long as you love me I shall be happy.
Henry: And I shall always do that!
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Suppose that Henry feels tricked by Portia when he finds out that Oliver is her stepfather. How might the play end differently under these circumstances Please rewrite the end of the play on the basis of the question.
3. Review the contents of the unit and complete Summing Up on Page 24.
板书设计
Unit 3 The Million Pound Bank Note
Listening, reading and writing
Questions to discuss before writing:1. How do you think Portia feels when she hears the bad news 2. What do you think Henry plans to do to solve the crisis 3. Do you think Portia will leave Henry 4. Do you think they will get help from the two brothers or anybody else Give reasons.5. What will they finally do 6. How do you think people’s attitudes will change towards Henry and Portia Advice on writing:1. Read the questions and brainstorm some ideas.2. Write down your ideas.3. Share your ideas with another pair and ask them for advice.4. Organize the ideas into an order suitable for writing.5. Make up a dialogue and write it down.
活动与探究
Reading, watching and performing
Work in groups. Go to the library to find out the whole play and take roles to read it carefully. Try to recite most of the lines. Surf the Internet to find out the film and watch it again and again. Pay attention to the characters’ looks and words. Then be well prepared to perform the whole play with the help of your teacher. Finally present it to the class or to the school.Unit 5 Canada—“The True North”
单元要览
类别 课程标准要求掌握的项目
话题 Geography: multicultural society; Canada
词汇 quiz n. 测验; 问答比赛 mixture n. 混合（物）; 混合状态
Canadian n. 加拿大人 adj. 加拿大的; 加拿大人的 aboard prep. &adv. 在船、飞机、火车或公共汽车上
minister n. 大臣; 部长 maple n. 枫; 枫树
continent n. 洲; 大陆 frost n. 霜; 霜冻
baggage n. 行李 confirm vt. 证实; 证明; 批准
chat vi. & n. 聊天; 闲聊 wealthy adj. 富有的
scenery n. 景色; 风景 distance n. 距离; 远方
eastward adv. 向东 adj. 向东的; 朝东的 mist n. 薄雾
westward adv. 向西 adj. 向西的; 朝西的 misty adj. 有薄雾的; 模糊的
upward adv. 向上地; 上升地 adj. 向上的; 上升的 booth n. 公用电话间; 货摊; 售货亭
surround vt. & vi. 包围; 围绕 schoolmate n. 同学; 校友
harbor n. 海港 approximately adv. 接近; 大约
measure vt. &vi. 测量; 衡量; 判定 n. 计量制; 计量单位; 措施 downtown adj. 市区的 adv. 在市区; 往市区
bush n. 灌木（丛）; 矮树（丛） dawn n. 黎明; 拂晓; 破晓
eagle n. 鹰 buffet n. 自助餐; 饮食柜台
within prep. 在……之内 broad adj. 宽阔的; 广泛的
border n. 边界; 国界; 边沿 vt. & vi. 与……接壤; 接近 nearby adv. 在附近 adj. 附近的; 邻近的
slight adj. 轻微的; 微小的 tradition n. 传统; 风俗
slightly adv. 稍稍; 轻微地 terrify vt. 使恐怖; 恐吓
impress vt. 使印象深刻; 使铭记 terrified adj. 恐惧的; 受惊吓的
impressive adj. 给人深刻印象的; 感人的 pleased adj. 欣喜的; 高兴的
topic n. 话题 acre n. 英亩
mix vt. &vi. 混合; 调配 urban adj. 城市的; 市镇的
短语 prime minister 首相; 丞相 catch sight of 看见; 瞥见
rather than 与其; 不愿 have a gift for 对……有天赋
settle down 定居; 平静下来; 专心于 in the distance 在远处
manage to do 设法做 at dawn 在黎明的时候
重要句型 1. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. (rather than. . . )2. The thought that they could cross the whole continent was exciting. (noun clause as the appositive)3. Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)4. Skiing in the Rocky Mountains and sailing in the harbour make Vancouver one of Canada’s most popular cities to live in. (make+O+O. C. )5. It is so wet there that the trees are extremely tall, some measuring over 90 metres. (“pronoun+doing” used as adverbial)6. Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )
功能 Direction&PositionWhere is. . . In what direction is. . . How does one go to. . . How far is. . . Is it nearby Is. . . close to. . . Is. . . far from. . . It’s. . . kilometers from. . . to. . . within. . . kilometers of. . .It’s about. . . kilometers northeast of. . . . . . is close to. . .in the north/south/west/east of. . . to the north/south/west/east of. . .on the north/south/west/east of. . . go eastward/westward/northward/southwardacross the continent/lake through the forests along the coast/river
语法 Noun clauses as the appositiveThe thought that they could cross the whole continent was exciting.The girls were surprised at the fact that ocean ships can sail up the Great Lakes.
教学重点 1. Get students to know about geography, multicultural society and Canada.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of directions and positions.4. Let students learn the new grammar item: noun clauses as the appositive.5. Develop students’ listening, speaking, reading and writing ability.6. Let students learn to read and use the map.
教学难点 1. Enable students to master the new grammar item: noun clauses as the appositive.2. Let students learn to write a description of a place.3. Develop students’ integrative skills.
课时安排 Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and talkingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip
Period 1 Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit, which introduces students to some basic information about Canada, its geography, its culture and its population. At the beginning of the class, the teacher can lead in the topic of the unit by showing students a map of Canada or other pictures of Canada and let the students describe them or talk about Canada.
Warming Up is intended to find out how much general knowledge students already have about Canada. It will also give a chance to those who have visited or read about Canada to share their knowledge with the rest of the class. So allow students some time to give short talks, show photographs, etc. and motivate others to become interested in Canada too.
Pre-reading contains three questions which encourage students to reflect on their personal experiences and information and their own ideas. This discussion leads to the reading passage in which they may find some facts they recognize as well as new information. Students can be encouraged to discuss these questions. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.
The reading passage A TRIP ON “THE TRUE NORTH” describes a trip across Canada by train. Have students read the passage by themselves and identify new words and expressions. As they read, ask them to find the places mentioned on the map of Canada. It is useful to have them discuss with a partner what they think the new vocabulary mean, and to work together on the map. The teacher can identify new words and structures that students might find difficult and pre-teach them to make the reading easier. Students are encouraged to skim for the general idea and scan for further understanding. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. Meanwhile, deal with any language problems that students meet.
To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.
教学重点
1. Let students read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.
2. Get students to learn different reading skills.
教学难点
1. Develop students’ reading ability.
2. Enable students to learn about some basic information and talk about Canada.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part.
2. Let students learn the knowledge of Canada.
能力目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Let students learn how to read a traveling report and how to use a map.
2. Enable students to learn about some basic information and talk about Canada.
情感目标
1. Stimulate students’ interest in learning about foreign countries.
2. Develop students’ sense of cooperative learning.
教学过程
设计方案(一)
→Step 1 Leading-in and warming up
1. Show a map of Canada to students and talk about Canada. Then ask them the following questions:
1)What kind of country is Canada
2)How large is it
3)What else do you know about Canada
Suggested answers:
1)Canada is a multicultural country.
2)It’s the second largest country in the world. It covers an area of 9 984 670 square kilometers. It is a bit bigger than China.
3)(Students’ answer may vary. Encourage them to tell more information. )
2. Make a quiz
Show the following on the screen.
How much do you know about Canada 1. What language(s) do Canadians speak A. English.B. English and German.C. English and French.D. English and Spanish.2. What is the capital of Canada A. Vancouver. B. Toronto. C. Calgary. D. Ottawa.3. What is the national animal of Canada A. Beaver.B. Grizzly bear.C. Polar bear.D. Penguin.4. What is the Canadian leader called A. President.B. Prime Minister.C. Governor.D. King.5. How many Great Lakes are there in Canada A. 4.B. 3.C. 5.D. 6.
Let students work in pairs and answer this quiz. Then have them compare their answers with another pair. Give them the correct answers and see how many students got 80% or better.
→Step 2 Pre-reading
1. Let students discuss the following questions:
1)What is the longest trip you have ever taken
2)If you take a trip to Canada, what do you think you might see there
3)What three words would you use to describe Canada
3. Have students turn to Page 34 of the text book, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.
→Step 3 Reading
1. Fast reading
Ask students to skim the reading passage and then answer the following questions:
1)What is the passage mainly about
2)What is “The True North”
3)How many cities are mentioned in the text What are they
Three minutes later, check the answers with the whole class.
Suggested answers:
1)The passage is about a trip of two girls, and it tells us some information about Canada.
2)“The True North” is the train that goes across Canada/the cross-Canada train.
3)Five. They are Montreal, Vancouver, Calgary, Thunder Bay and Toronto.
2. Intensive reading
Allow students to read the passage carefully this time to understand the main ideas of each paragraph and get the important details, and then finish the following:
1)Choose the best answer to each question according to the text.
(1)As you go eastward, you can see the following things except ______________.
A. mountains
B. thousands of lakes
C. forests and wide rivers
D. cows
(2)Who will take part in the Calgary Stampede
A. Cowboys from Stampede.
B. People from Canada.
C. Anyone who has a gift for riding.
D. Cowboys from all over the world.
(3)Which of the following statements is true
A. One can cross Canada in less than five days by train.
B. Many people think Calgary is the most beautiful city in Canada.
C. In fact, the population of Canada is more than thirty million.
D. Ocean ships cannot reach Thunder Bay.
(4)Which of the following shows the right route of the cousin’s travel
A. Toronto→Calgary→Vancouver→Thunder Bay
B. Vancouver→Calgary→Thunder Bay→Toronto
C. Vancouver→Thunder Bay→Calgary→Toronto
D. Toronto→Thunder Bay→Calgary→Vancouver
Suggested answers: (1)D (2)D (3)C (4)B
2)Use the information from the reading passage to fill in the table below.
Basic Facts about Canada
Distance from east to west coast
Oceans on the east and the west coast
Population
Where most Canadians live
Location of the largest fresh water supply
Key points about Vancouver
Key points about Calgary
Key points about Thunder Bay
3)Answer the following questions in complete sentences.
(1)Which continent were the cousins crossing
(2)Why were they not flying directly to the Atlantic coast
(3)Why is the population of Vancouver growing so rapidly
(4)What happens at the Calgary Stampede
(5)How are ocean ships able to reach the center of Canada
(6)What are some of Canada’s greatest natural resources
3. Reading and discussing
Read the passage a third time and then work in pairs to discuss these questions.
1)Which part of the reading passage interests you most
2)If someday you go to Canada, where will you go Why
(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )
4. Dealing with language points
Help students analyze some difficult, long and complex sentences and guess the meanings of some new words and expressions. Encourage them to try to deal with the language points in the context. Give them explanations if necessary.
5. Listening and reading aloud
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework. Read them aloud and try to learn them by heart.
Collocations: be on a trip to, rather than, take the aeroplane, all the way, take the train, at the airport, on the way to, chat about, as well as, less than, aboard the train, settle down, manage to do, catch sight of, be famous for, have a gift for, thousands of, in prizes, be amazed to do, at the top of, be surprised at, because of, fresh water
→Step 4 Consolidation
Give students 10 minutes or so and let them do the following:
1. Work in pairs and fill in the table about the type of writing and summary of the idea.
A TRIP ON “THE TRUE NORTH”
Type of writing
Main idea of the passage
Main idea of Paragraph 1
Main idea of Paragraph 2
Main idea of Paragraph 3
Main idea of Paragraph 4
Main idea of Paragraph 5
Suggested answers:
A TRIP ON “THE TRUE NORTH”
Type of writing This is a piece of narrative writing.
Main idea of the passage Li Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautiful scenery across the whole continent of Canada from west to east.
Main idea of Paragraph 1 Li Daiyu and her cousin Liu Qian were on a trip to Canada.
Main idea of Paragraph 2 Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.
Main idea of Paragraph 3 Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.
Main idea of Paragraph 4 While arriving at Thunder Bay, they learn more about Canada, its population, resources, etc.
Main idea of Paragraph 5 The train rushed towards Toronto while they were sleeping.
2. Complete the summary of the story with one word in each blank and then retell the whole story.
Li Daiyu and Liu Qian were on a ______________ across Canada. Instead of taking the aeroplane ______________ the way, they would cross the whole continent of Canada in a ______________ after arriving Vancouver by air.
Danny Lin waited ______________ them at the airport and gave them a brief ______________ about Canada, the second ______________ country in the world and Vancouver, the most beautiful city of the country, while taking them to ______________ the train, “The True North”.
Having settled ______________ in the seats, they looked out of the window ______________ the wild scenery, the mountain goats, and grizzly bears. They went by the city of Calgary and ______________ in Thunder Bay, a city at the ______________ of the Great Lakes, learning more about Canada of its population resources and so ______________. Their last stop is Toronto, one of the southernmost cities in Canada.
Keys: trip; all; train; for; introduction; biggest; catch; down; at; arrived; top; on
→Step 5 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and try to retell the passage.
设计方案(二)
→Step 1 Leading in the topic
Play the videos of the beautiful Canadian scenery. Enjoy them with students.
→Step 2 Warming up
Ask students to turn to Page 33. Let them work in pairs and answer this quiz to see how much they know about Canada.
→Step 3 Pre-reading
Show students a map of Canada and let them discuss the following questions in pairs:
1)If you take a trip to Canada, what do you think you might see there
2)What three words would you use to describe Canada
→Step 4 Reading
1. Give students 3 minutes and let them skim the passage to get the general idea of the passage.
2. Give students 6 minutes to read the passage carefully and then do the following:
1)Answer the following questions.
(1)Which continent are the cousins crossing
(2)Why were they not flying directly to the Atlantic coast
(3)Why is the population of Vancouver growing so rapidly
(4)What happens at the Calgary Stampede
(5)How are ocean ships able to reach the center of Canada
(6)What are some of Canada’s greatest natural resources
2)Complete the form below:
Route What the cousins saw and heard.
Vancouver It’s Canada’s 1 city, surrounded by mountains and the 2 . The coast north of Vancouver has some of the oldest and most beautiful forests in the world.
3 They managed to catch sight of some mountain goats and even 4 and an eagle.
Calgary 5 from all over the world to come to 6 in the Stampede.
Thunder Bay The city is at 7 the Great Lake. It is a very busy 8 .
(Keys: 1. most beautiful 2. Pacific Ocean 3. Rocky Mountains 4. a grizzly bear5. Cowboys 6. compete 7. the top of 8. port)
3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations where necessary.
4. Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.
→Step 5 Discussion
Let students think about and discuss the following questions in pairs.
1. Which part of the reading passage interests you most
2. If someday you go to Canada, where will you go Why
→Step 6 Closing down by retelling the passage
1. Have students get prepared in 3 minutes or so and then ask them to retell the passage.
2. Ask as many students as possible to have a try in front of the class.
→Step 7 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 35.
板书设计
Unit 5 Canada—“The True North”
Warming up and reading
A TRIP ON “THE TRUE NORTH”
Type of writing This is a piece of narrative writing.
Main idea of the passage Li Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautiful scenery across the whole continent of Canada from west to east.
Main idea of Paragraph 1 Li Daiyu and her cousin Liu Qian were on a trip to Canada.
Main idea of Paragraph 2 Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.
Main idea of Paragraph 3 Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.
Main idea of Paragraph 4 While arriving at Thunder Bay, they learn more about Canada, its population, resources, etc.
Main idea of Paragraph 5 The train rushed towards Toronto while they were sleeping.
活动与探究
Surf the Internet to find the following information about Canada. Then make a pocket information card, on which writes the information and try to keep it in mind.
Full country name:
Total area:
Population:
Capital city:
People:
Languages:
Religion:
Government:
Sample card:
Full country name: Canada
Total area: about 9 984 670 km2
Population: about 31 485 000 (October, 2002)
Capital city: Ottawa
People: British descent, French descent, Italian descent, aboriginal peoples, plus significant minorities of German, Ukrainian, Dutch, Polish and Chinese descent.
Languages: English, French, Chinese, Italian, Punjabi, Spanish. . .
Religion: Catholic, Protestant and minorities from most of the world’s major religions
Government: Parliamentary democracyUnit 3 The Million Pound Bank Note
Period 7 Revision: Summing up and learning tip
整体设计
教材分析
This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing Up, Learning Tip, assessment and consolidation exercises.
Summing Up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let students to sum up what they have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Learning Tip encourages students to try writing a play so they can practice their oral English. Get together with their friends and classmates and write dialogues for a short play. It can be about anything of interest to all of them. Everyone should have a part or a role to speak. They can use one of the reading passages from their textbook to make a short story. And acting out the play will help improve their pronunciation and intonation. This is a good way to learn English.
In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.
Finally, ask students to finish Checking yourself on Page 61 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed.
教学重点
1. Get students to review and consolidate what they have learned in this unit.
2. Develop students’ ability to solve problems.
教学难点
Get students to turn what they have learned into their ability.
三维目标
知识目标
1. Get students to go over the useful new words and expressions in this unit.
2. Have students review the new grammar item: noun clauses as the object and the predicative.
能力目标
1. Develop students’ ability to use the important language points in this unit.
2. Enable students to learn to use noun clauses as the object and the predicative correctly.
情感目标
1. Encourage students to learn more about dramas and learn how to act out a play.
2. Stimulate students’ love of literature and art.
3. Strengthen students’ sense of group cooperation.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
→Step 2 Lead-in
Tell students: Up to now, we have finished Unit 3 The Million Pound Bank Note. Have you learned and grasped all in this unit Turn to Page 24. You can check yourself by filling in the blanks in the part Summing Up.
→Step 3 Summing Up
Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about “The Million Pound Bank Note”.
(Students’ answer may vary. )We have learned about this play is adapted from Mark Twain’s short story by the same title. Like most of Mark Twain’s stories, it is meant to be humorous. We can also learn about the fact from the play that money is everything in the capital society.
From this unit you have also learned
useful verbs: wander, permit, stare, spot, account, seek, scream, bow
phrasal verbs: bring up, go ahead, stare at, account for, take a chance
useful nouns: birthplace, novel, adventure, phrase, author, scene, pavement, businessman, permit, bay, fault, spot, passage, account, embassy, patience, contrary, envelope, steak, pineapple, dessert, amount, manner, scream, rag, bow, barber
useful adjectives and adverbs: contrary, unbelievable, rude, genuine, ahead, indeed
other useful expressions: by accident, on the contrary, in rags, as for
new grammar item: noun clauses as the object and the predicative
→Step 4 Practice
Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Ⅰ. Word spelling
1. Dickens wrote many n .
2. All the children listened to his a with eager attention.
3. This play is divided into three acts, and each act has three s .
4. The children w in the woods.
5. Do you p your children to smoke
6. Traveling on my own, I can decide which s can be skipped over to save energy or time for another s .
7. The a show we have spent more than we received.
8. We shall all remember Mr. Page for his p and understanding.
9. We s an answer to the question, but couldn’t find one.
10. We thought Mary would pass and John would fail, but c to expectation it was the other way round.
11. It would be u that such an honest fellow should have betrayed his friends!
12. In an invoice the a of money should be written both in words and in figures.
13. Stop s , for we can hear you.
14. All g knowledge originates in direct experience.
15. —Did you hear the explosion last night
—I______________ I did.
Ⅱ. Complete the following sentences, using the proper expressions learned in this unit.
1. ______________ (事实上), he was spotted to be late for school ______________ (偶然).
2. ______________ (说实话), we shouldn’t have sympathy on those people who are ______________ (衣着褴褛)to pretend to be poor.
3. It is not polite to ______________ (盯着看)other people.
4. His laziness could ______________ (解释为; 导致)his failure.
5. I just don’t want to ______________ (让你因帮我而陷入困境中)。
6. The problem is what we shall ______________ (处理)the rubbish.
7. I ______________ (挣船费)by working as ______________ (义务工).
8. She’s always speaking to others ______________ (粗鲁的方式).
9. She won’t ______________ (允许她的狗进入这个院子)。
10. The topic doesn’t seem boring to me; ______________ (与此相反; 正相反), I think it’s very interesting.
11. We decided to ______________ (碰运气)on the weather and have the party outdoors.
12. ______________ (至于你的书), I promise I’ll give it back to you next week.
Ⅲ. Choose the best answer.
1. When you answer questions in a job interview, please remember the golden rule: give the monkey exactly ______________ he wants.
A. what B. which C. when D. that
2. ______________ she couldn’t understand was ______________ fewer and fewer students showed interest in her lessons.
A. What; why
B. That; what
C. What; because
D. Why; that
3. These shoes look very good. I wonder ______________.
A. how much cost they are
B. how much do they cost
C. how much they cost
D. how much are they cost
4. Doris’ success lies in the fact ______________ she is co-operative and eager to learn from others.
A. which
B. that
C. when
D. why
5. The Beatles, ______________ many of you are old enough to remember, came from Liverpool.
A. what
B. that
C. how
D. as
6. ______________ and happy, Tony stood up and accepted the prize.
A. Surprising
B. Surprised
C. Being surprised
D. To be surprising
7. —Could you do me a favor
—It depends on ______________ it is.
A. which
B. whichever
C. what
D. whatever
8. Then I have learned there are a lot of troubles in our lives, but the problem is ______________ they control you or you control them.
A. why
B. what
C. that
D. whether
9. The poor young man is ready to accept ______________ help he can get.
A. whichever
B. however
C. whatever
D. whenever
10. The shopkeeper didn’t want to sell for ______________ he thought was not enough.
A. where
B. how
C. what
D. which
Keys for reference:
Ⅰ. 1. novels 2. adventures 3. scenes 4. wandered 5. permit 6. spot; spot 7. accounts 8. patience 9. sought 10. contrary 11. unbelievable 12. amount 13. screaming 14. genuine 15. Indeed
Ⅱ. 1. As a matter of fact; by accident 2. To be honest; in rags 3. stare at 4. account for 5. put you into trouble of helping me 6. do with 7. earn my passage; an unpaid hand 8. in a rude manner 9. permit her dog to enter the yard 10. on the contrary 11. take a chance 12. As to your book
Ⅲ. 1～5 AACBD 6～10 BCDCC
→Step 5 Learning Tip
Ask the students to turn to Page 24. Read through the passage and make sure they understand it. Encourage them to do as the passage tells them to because if they are doing so they will be teaching themselves a useful way of learning English and form a good habit.
→Step 6 Assessment
1. Checking yourself (on Page 61 in the Workbook)
First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. Fill in the form.
After learning this unit, I’m able to do the following things. . . very well well only with the help of others I need to work harder.
1. Giving a brief introduction to the story The Million Pound Bank Note in my own words.
2. Giving a brief introduction to the American writer, Mark Twain, in my own words.
3. Acting out a few scenes of the play with my group members.
4. Writing out a short scene of the play, using the stage directions appropriately.
5. Using the new words and expressions of this unit in speaking and writing.
6. Using the expressions of making requests and ordering food in speaking.
7. Using the noun clauses as the object and the predicative correctly in speaking and writing.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Review and summarize what you have learned in Unit 3.
板书设计
Unit 3 The Million Pound Bank Note
Unit revision
Summing up(Students’ answer may vary. )We have learned about this play is adapted from Mark Twain’s short story by the same title. Like most of Mark Twain’s stories, it is meant to be humorous. We can also learn about the fact from the play that money is everything in the capital society.From this unit you have also learneduseful verbs: wander, permit, stare, spot, account, seek, scream, bowphrasal verbs: bring up, go ahead, stare at, account for, take a chanceuseful nouns: birthplace, novel, adventure, phrase, author, scene, pavement, businessman, permit, bay, fault, spot, passage, account, embassy, patience, contrary, envelope, steak, pineapple, dessert, amount, manner, scream, rag, bow, barberuseful adjectives and adverbs: contrary, unbelievable, rude, genuine, ahead, indeedother useful expressions: by accident, on the contrary, in rags, as fornew grammar item: noun clauses as the object and the predicative
活动与探究
As we know, Mark Twain was a great humorist. Many famous jokes was about him. Go to the library or surf the Internet to find some and share them with your classmates.
Samples:
Mark Twain and the Barber
In the course of one of his lecture trips, Mark Twain arrived at a small town before dinner. He went to a barber’s shop to be shaved.
“Are you a stranger ” asked the barber.
“Yes, ” Mark Twain replied. “This is the first time I’ve been here. ”
“You chose a good time to come, ” the barber continued. “Mark Twain is going to give a lecture tonight. You’ll go, I suppose ”
“Oh, I guess so. ”
“Have you bought your ticket ”
“Not yet. ”
“But everything is sold out. You’ll have to stand. ”
“How annoying! ” Mark Twain said with a sigh. “I never saw such luck. I always have to stand when that fellow lectures. ”
Mark Twain and Whistler
Whistler, the famous artist, once invited Mark Twain to visit his studio to see a new painting he was just finishing. The humorist examined the canvas for some time in silence, then said, “I’d do away with that cloud if I were you, ” and extended his hand carelessly toward one corner of the picture as though about to smudge out a cloud effect. Whistler cried out nervously, “God, sir, be careful! Don’t you see the paint is still wet ”
“Oh, that doesn’t matter, ” said Mark Twain. “I’ve got my gloves on. ”Unit 4 Astronomy: the science of the stars
单元要览
类别 课程标准要求掌握的项目
话题 Science of the stars; the development of life; space travel and gravity
词汇 astronomy n. 天文学 exist vi. 存在; 生存
system n. 系统; 体系; 制度 thus adv. 因此; 于是
religion n. 宗教; 宗教信仰 dioxide n. 二氧化物
theory n. 学说; 理论 biology n. 生物学
atom n. 原子 biologist n. 生物学家
billion pron. & n. & adj. （英）万亿; （美）十亿 puzzle n. 迷; 难题 vt. & vi. （使）迷惑; （使）为难
globe n. 球体; 地球仪; 地球 gravity n. 万有引力; 重力
violent adj. 猛烈的; 激烈的; 强暴的 float vt. & vi. （使）浮动; （使）漂浮 n. 漂浮物
carbon n. 碳 gentle adj. 温和的; 文雅的
atmosphere n. 大气层; 气氛 physicist n. 物理学家
unlike prep. 不同; 不像 climate n. 气候
fundamental adj. 基本的; 基础的 crash vt. & vi. 碰撞; 坠落
harmful adj. 有害的 spaceship n. 宇宙飞船
acid n. 酸 pull n. & vt. 拉; 拖; 牵引力
chain n. 链子; 连锁; 锁链 satellite n. 卫星; 人造卫星
multiply vt. & vi. 乘; 增加 mass n. 质量; 团; 块; 大量
oxygen n. 氧 exhaust vt. 用尽; 耗尽
短语 solar system太阳系 block out挡住（光线）
in time及时; 终于 cheer up感到高兴; 感到振奋
lay eggs下蛋 now that既然
give birth to产生; 分娩 break out突发; 爆发
in one’s turn轮到某人; 接着 watch out密切注视; 当心; 提防
carbon dioxide二氧化碳 prevent. . . from阻止; 制止
重要句型 1. What it was to become was uncertain until between 4. 5 and 3. 8 billion years ago when the dust settled into a solid globe. (be to do; what-clause as the subject)
2. The earth became so violent that it was not clear whether the shape would last or not. (so. . . that; it is/was not+adj. +whether-clause)
3. What is even more important is that as the earth cooled down, water began to appear on its surface. (what-clause as the subject; that-clause as the predicative)
4. It was not immediately obvious that water was to be fundamental to the development of life. \[it is/was (not)+adj. +that \]
5. So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. (whether-clause as the subject; depend on+whether-clause as the object)
功能 Instructions:Please pay attention to. . . Please check that. . . . You need. . .Don’t forget to. . . Make sure that. . . . Watch out for. . .You’d better. . . You must/mustn’t. . . Please look at. . .
语法 Noun clauses as the subjectWhat it was to become was uncertain. . .. . . it was not clear whether the solid shape was to last or not.
教学重点 1. Get students to learn about the development of the earth and making a space trip.2. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.3. Enable students to use the expressions of instructions correctly in daily life.4. Let students learn the new grammar item: noun clauses as the subject.5. Develop students’ listening, speaking, reading and writing abilities.
教学难点 1. Enable students to master the use of noun clauses as the subject.2. Let students learn to write a short article to show their problems and the ways to overcome them.3. Develop students’ integrative skills.
课时安排 Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip
Period 1 Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about some famous scientists and what they have discovered. Then turn to Warming Up. It is intended to have students think about and then discuss these two groups of questions:
1. In our solar system eight planets circle around the sun. What are they Can you match the names with the planets
2. What interests you in astronomy Do you know any questions that astronomers are interested in
Pre-reading is to remind students that the origin of life on the earth is a question that interests astronomers and each religion and culture has its own ideas about how life began on the earth. The teacher should ask students what they know about these and then let them predict what kind of information will be introduced in the next part Reading.
The reading passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it is factual. Students are encouraged to preview the text and find out the useful new words, expressions and structures themselves. They should try to work out the meanings of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help. Also encourage them to look at the pictures and read the title to guess what the text might be about. Then let them skim for the general idea, and scan for further understanding. In order not to let them feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the five exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.
To consolidate the contents of the reading passage, students should be required to retell the passage. In order to arouse the students’ interest, the teacher can hold a competition.
教学重点
1. Let students read the passage and learn about the development of the earth.
2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.
教学难点
1. Enable students to understand the passage and know about the development of the earth.
2. Let students learn how to use different reading skills for different reading purposes.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part: astronomy, system, religion, theory, atom, billion, globe, violent, carbon, atmosphere, unlike, fundamental, harmful, acid, chain, multiply, oxygen, exist, thus, dioxide, puzzle, solar system, in time, lay eggs, give birth to, in one’s turn, carbon dioxide, prevent. . . from
2. Let students learn about the development of the earth.
能力目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to know about the development of the earth.
情感目标
1. Train students’ interest in science and stimulate their love for astronomy.
2. Develop students’ sense of cooperative learning.
教学过程
设计方案（一）
→Step 1 Presentation
Have a free talk with students.
1. Let students brainstorm the following questions:
Who are our ancestors
Do you know what it was like before life appeared on the earth
Do you know how life began on the earth
Do you want to get more information
2. Tell students:
Today we will learn something about how life began on the earth. Turn to Page 25. Let’s come to Warming Up first.
→Step 2 Warming up
Let students think about the following questions and then discuss them with their partners.
1. In our solar system eight planets circle around the sun. What are they Can you match the names with the planets
Venus
Earth
Mars
Mercury
Jupiter
Neptune
Saturn
2. What interests you in astronomy Do you know any questions that astronomers are interested in
→Step 3 Pre-reading
1. Get students to discuss the questions with their partners.
1) The origin of life on earth is a question that interests astronomers. What do you know about it
2) Each religion and culture has its own ideas about how life began on earth. What do you know about them
2. Let them tell their stories. Encourage them to tell different stories. If they don’t know any, tell them some, for example, Pangu separated the sky from the earth, Pangu turned into a myriad of things, Nuwa made men, and so on.
3. Ask them to read the title and look at the pictures. Predict what the reading will be about.
→Step 4 Reading
1. Fast reading
Get students to read the passage quickly and then write down the main idea for each paragraph and the whole passage in the following chart.
HOW LIFE BEGAN ON THE EARTH
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
The passage
Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class.
2. Intensive reading
Allow students to read the passage carefully this time to get the important details, and then finish the following:
1) Put the order of development of life into a timeline.
(1) Insects and amphibians appeared.
(2) Dinosaurs appeared.
(3) The earth became a solid ball.
(4) Small plants grow on the water.
(5) Reptiles appeared.
(6) Plants begin to grow on dry land.
(7) The earth was a cloud of dust.
(8) Water appeared on the earth.
(9) Shellfish and other fish appeared.
(10) The universe began with a “Big Bang”.
(11) Clever animals with hands and feet appeared.
(12) Mammals appeared.
2) Choose the best answer to each question according to the text.
(1) What is important for the beginning of life
A. The water on the earth.
B. The earth’s atmosphere.
C. The form of forests.
D. Dissolving harmful gases.
(2) Which of the following appeared on the earth first
A. Insects.
B. Reptiles.
C. Amphibians.
D. Shellfish and fish.
(3) Which of the following statements is true
A. Water still exists on Mars.
B. The earth’s atmosphere is made up of oxygen and nitrogen.
C. The earth had dissolved the harmful atmosphere into the oceans and seas.
D. Plants provide oxygen to the earth.
(4) What is the passage mainly about
A. The appearance and development of life on the earth.
B. The birth of the earth.
C. Why dinosaurs died out.
D. The fact that human beings caused global warming.
Suggested answers: (1)A (2)D (3)D (4)A
3. Reading and discussion
Read the text a third time and then work in pairs to discuss the following questions.
1) Why was the earth different from the other planets
2) Why did the plants grow before the animals came
3) Why is it wrong to show films with dinosaurs and people together
4) There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet Do you know why they removed it
5) What problem is caused by human beings
(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to express their own ideas. )
4. Explanation
Help students analyze some difficult, long and complex sentences and guess the meaning of some new words. Encourage them to try to deal with the language points in the context.
Discuss the following important sentences and phrases in the passage.
1) What it was to become was uncertain until between 4. 5 and 3. 8 billion years ago when the dust settled into a solid globe.
2) The earth became so violent that it was not clear whether the shape would last or not.
3) They were in time to produce carbon, nitrogen, water vapor and other gases, which were to make the earth’s atmosphere.
4) So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
Suggested explanations:
1) What leads a noun clause as the subject and when leads an attributive clause.
2) Here “whether the shape would last or not” is a noun clause as the subject.
3) Here “which were to make the earth’s atmosphere” is a non-restrictive attributive clause.
in time: 1) sooner or later; eventually 2) in time (for sth. /to do sth. ): not late
I will see him in time.
She will be back in time to prepare dinner.
4) In this sentence, there are two clauses led by whether. The first one is a noun clause as the subject and the second as the object.
to come: serves as attributive
She is the last person to do such a thing.
depend on: something might only happen or be true if the circumstances are right for it
Our success depends on whether everyone works hard or not.
5. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.
Collocations: on the earth, according to, a cloud of dust, so. . . that, whether. . . or not, in time, water vapor, cool down, on one’s surface, allow. . . to do. . . , a chain reaction, millions of, on the surface of, be able to, as well as, by doing. . . . , lay eggs, be different from, give birth to, spread all over the earth, in one’s turn, prevent. . . from, as a result of, too. . . to. . . , depend on
→Step 5 Discussion
After reading the passage, let students discuss the following questions.
1. Why do you think that humans are the cleverest animals on the earth
2. Do you believe that there is life on other planets Why or why not
3. Do you think it is possible that one day people will move their houses to other planets
→Step 6 Consolidation
Ask students to retell the passage with the help of the following.
a cloud of dust→a solid ball→presence of water→small plants grow on the water→shellfish and other fish appear→plants begin to grow on dry land→insects and amphibians appear→retiles appear→dinosaurs appear→mammals appear
→Step 7 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and try to talk about how life began on the earth in your own words.
设计方案（二）
→Step 1 Leading in the topic
Show students a picture about solar system. Let them match the names with the planets.
→Step 2 Warming up
Each religion and culture has its own ideas about the origin of life on the earth. Let students tell different stories that they know.
→Step 3 Predicting by looking and discussing
1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.
2. Two or three students will give their opinions.
3. Let them read the passage quickly to see if they are right.
→Step 4 Reading
1. Give students 3 minutes, and ask them to skim the passage to get the general idea for each paragraph and the passage.
2. Give students 5 minutes to read the passage carefully, and then answer the following questions.
1) What was there on the earth before life began
2) Why do scientists think there has never been life on the moon
3) Why did animals first appear in the sea
4) Why do green plants help life to develop
5) Why were mammals different from other animals
3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations if necessary.
4. Listening and reading aloud
Let students listen to the tape. Remind them to pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.
→Step 5 Extension
Let students think about and discuss the following questions.
1. Do you believe that there is life on other planets Why or why not
2. Do you think it is possible that one day people will move their houses to other planets
→Step 6 Closing down
1. Have students get prepared in 3 minutes or so and then ask them to retell how life began on the earth.
2. Ask as many students as possible to have a try in front of the class.
→Step 8 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 27.
板书设计
Unit 4 Astronomy: the science of the stars
Warming up and reading
HOW LIFE BEGAN ON THE EARTH
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
The passage
活动与探究
Suppose you are an expert who studies astronomy. You are invited to give a speech to the school students about the development of life on Earth Day (April 22).
Read the passage HOW LIFE BEGAN ON THE EARTH again and go to the library or surf the Internet to find more information and be ready to present your speech to the class.
You may begin like this:
Good morning/afternoon. I am greatly honored to be here to give you a speech about the development of life.
. . .Unit 5 Canada—“The True North”
Period 7 Revision: Summing up and learning tip
整体设计
教材分析
This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing Up, Learning Tip, assessment and consolidation exercises.
Summing Up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let students to sum up what they have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Learning Tip teaches students the word formation. It explains to them what prefixes are and what suffixes are. It also gives the examples of the prefix super-and the suffix-ment to form new words. This is a very effective way of learning English words. It can enlarge students’ vocabulary in a short time.
In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.
Finally, ask students to finish Checking yourself on Page 75 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed.
教学重点
1. Get students to review and consolidate what they have learned in this unit.
2. Develop students’ ability to solve problems.
教学难点
Get students to turn what they have learned into their ability.
三维目标
知识目标
1. Get students to go over the useful new words and expressions in this unit.
2. Have students review the new grammar item: noun clauses as the appositive.
能力目标
1. Develop students’ ability to use the important language points in this unit.
2. Enable students to learn to use noun clauses as the appositive correctly.
情感目标
1. Encourage students to learn more about Canada and other foreign countries.
2. Strengthen students’ sense of group cooperation.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
→Step 2 Lead-in
Tell students: Up to now, we have finished Unit 5 Canada—“The True North”. Have you learned and grasped all in this unit Turn to Page 40. You can check yourself by filling in the blanks in the part Summing Up.
→Step 3 Summing Up
Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about Canada.
(Students’ answer may vary. ) We have learned about some basic information about Canada, its geography, its culture and its population.
From this unit you have also learned
useful verbs: chat, surround, measure, border, mix, confirm, terrify, impress
phrasal verbs: settle down, manage to do, catch sight of, have a gift for
useful nouns: minister, continent, baggage, scenery, harbor, measure, eagle, acre, topic, mixture, bush, maple, frost, distance, mist, schoolmate, booth, dawn, buffet, tradition
useful adjectives and adverbs: eastward, westward, upward, aboard, slight, slightly, wealthy, misty, downtown, approximately, broad, nearby, terrified, pleased, impressive
other useful expressions: rather than, in the distance
a new grammar item: noun clauses as the appositive
→Step 4 Practice
Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Ⅰ. Word spelling
1. They come from Canada, so they are ______________(加拿大人).
2. The new ______________(部长; 大臣) will be ______________(批准) in office by the Queen.
3. This world we live in is divided into seven ______________(大陆).
4. The ______________(景色; 风景) in the mountains is very beautiful.
5. She has always been ______________(包围; 环绕) with fashionable friends.
6. We reached the ______________(港口) at sunset.
7. They took strong ______________(措施) against dangerous drivers.
8. It is a ______________(传统) that the young look after the old in their family.
9. The animals were ______________(吓坏) by the storm.
10. His words are strongly ______________(使铭记; 使印象深刻) on my memory.
Ⅱ. Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.
rather than settle down manage to catch sight of have a gift for in the distance
1. I could see the faint gleam of light ______________.
2. After retirement, the old man ______________ in a faraway village.
3. He ______________ making everyone around him feel happy.
4. ______________ risk breaking up his marriage he told his wife everything.
5. She ______________ a car in the distance and ran towards it.
6. The pilot ______________ circle the balloon for some time.
Ⅲ. Choose the best answers.
1. Information has been put forward ______________ more middle school graduates will be admitted into universities.
A. while B. that C. when D. as
2. ______________ is no possibility ______________ Bob can win the first prize in the match.
A. There; that
B. It; that
C. There; whether
D. It; whether
3. There is much chance ______________ Bill will recover from his injury in time for the race.
A. that
B. which
C. until
D. if
4. Nobody believed his reason for being absent from the class was ______________ he had to meet his uncle in the airport.
A. why
B. that
C. where
D. because
5. —It’s thirty years since we last met.
—But I still remember the story, believe it or not, ______________ we got lost on a rainy night.
A. which
B. that
C. what
D. when
6. A warm thought suddenly came to me ______________ I might use the pocket money to buy some flowers for my mother’s birthday.
A. if
B. when
C. that
D. which
7. There’s a feeling in me ______________ we’ll never know what a UFO is—not ever.
A. that
B. which
C. of which
D. what
8. Along with the letter was his promise ______________ he would visit me this coming Christmas.
A. which
B. that
C. what
D. whether
9. A story goes ______________ Elizabeth Ⅰ of England liked nothing more than being surrounded by clever and qualified noblemen at court.
A. when
B. where
C. what
D. that
10. Some researchers believe that there is no doubt ______________ a cure for AIDS will be found.
A. which
B. that
C. what
D. whether
11. It is said that more middle school graduates will be admitted into universities. This is the information ______________ has been put forward.
A. what
B. that
C. when
D. as
12. She heard a terrible noise, ______________ brought her heart into her mouth.
A. it
B. which
C. this
D. that
13. I can’t stand the terrible noise ______________ she is crying loudly.
A. it
B. which
C. this
D. that
14. Some of the scientists held the point ______________ the book said was right.
A. what what
B. what that
C. that that
D. that what
15. A decision was made ______________ those ______________ once lied to the factory in order to get a job would not be allowed to stay.
A. whether; who
B. when; that
C. that; who
D. once; that
Keys for reference:
Ⅰ. 1. Canadians 2. minister; confirmed 3. continents 4. scenery 5. surrounded6. harbor 7. measures 8. tradition 9. terrified 10. impressed
Ⅱ. 1. in the distance 2. settled down 3. has a gift for 4. Rather than 5. caught sight of 6. managed to
Ⅲ. 1～5 BAABB 6～10 CABDB 11～15 BBDDC
→Step 5 Learning tip
Ask students to turn to Page 40. Read through the passage and make sure they understand it. Encourage them to learn prefixes and suffixes well. They will be teaching themselves a useful way of learning English words.
→Step 6 Assessment
1. Checking yourself (on Page 75 in the Workbook)
First get students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. Test-assessment
1)Underline the noun clauses as the appositive in the following sentences and then translate them into Chinese.
(1)The suggestions that citizens with higher income should pay higher taxes has been accepted by the committee.
(2)Can you explain the phenomenon that water expands when it is frozen
(3)Stella was very disappointed with the news that her school basketball team was defeated.
(4)Who could illustrate the idea that gravity was different in space
(5)Mrs. Rogers could not put up with the fact that her daughter came back late every night.
Suggested answers:
(1)The suggestions that citizens with higher income should pay higher taxes has been accepted by the committee.
收入较高的公民应该缴纳较高的调节税, 这一建议已经被委员会所接纳。
(2)Can you explain the phenomenon that water expands when it is frozen
你能解释一下水在结冰时会膨胀这一现象吗？
(3)Tom was very disappointed with the news that his school basketball team was defeated.
校篮球队比赛失利这一消息令汤姆很失望。
(4)Who could illustrate the idea that gravity was different in space
谁能举例说明在太空中引力是不同的这一理论？
(5)Mrs. Smith could not put up with the fact that her daughter came back late every night.
史密斯夫人不能容忍女儿每天晚上晚回家这一事实。
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Review and summarize what you have learned in Unit 4.
板书设计
Unit 5 Canada—“The True North”
Unit revision
Summing upWrite down what you have learned about Canada.(Students’ answer may vary. ) We have learned about some basic information about Canada, its geography, its culture and its population.From this unit you have also learneduseful verbs: chat, surround, measure, border, mix, confirm, terrify, impressphrasal verbs: settle down, manage to do, catch sight of, have a gift foruseful nouns: minister, continent, baggage, scenery, harbor, measure, eagle, acre, topic, mixture, bush, maple, frost, distance, mist, schoolmate, booth, dawn, buffet, traditionuseful adjectives and adverbs: eastward, westward, upward, aboard, slight, slightly, wealthy, misty, downtown, approximately, broad, nearby, terrified, pleased, impressiveother useful expressions: rather than, in the distancea new grammar item: noun clauses as the appositive
活动与探究
Find Iqaluit in the Nunavut territory on the map of Canada and its information in the Reading Task. Then find a place on the map of China that is very far north. Find out information about the Chinese city, and compare it with Iqaluit. Talk about climate, daylight, population, and what work people do. Make a chart to show your comparisons.
Characteristics Iqaluit Chinese city (your choice)
Climate (summer/winter)
Daylight (summer/winter)
Population
WorkUnit 2 Healthy eating
Period 7 Revision: Summing up and learning tip
整体设计
教材分析
This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing Up, Learning Tip, assessment and consolidation exercises.
Summing Up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let students sum up what they have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Learning Tip encourages students to look at the side of the packet or tin when they buy food in packet or tin. This will help them not only know how much sugar, fat, vitamin, protein, and fiber there is in their food but also learn more words and expressions connected with food. They can use this information to help them have a healthy diet as well as increase their vocabulary. So make sure that students have a try.
In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.
Finally, ask students to finish Checking yourself on Page 54 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed.
教学重点
1. Get students to review and consolidate what they have learned in this unit.
2. Develop students’ ability to solve problems.
教学难点
Get students to turn what they have learned into their ability.
三维目标
知识目标
1. Get students to go over the useful new words and expressions in this unit.
2. Have students review the new grammar item: the use of ought to.
能力目标
1. Develop students’ ability to use the important language points in this unit.
2. Enable students to learn to use ought to correctly.
情感目标
1. Encourage students to learn more about problems with diet, a balanced diet and nutrition.
2. Stimulate students’ sense to have a balanced diet.
3. Strengthen students’ sense of group cooperation.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
→Step 2 Lead-in
Tell students: Up to now, we have finished Unit 2 Healthy eating. Have you learned and grasped all in this unit Turn to Page 16. You can check yourself by filling in the blanks in the part Summing Up.
→Step 3 Summing Up
Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about festivals around the world.
(Students’ answer may vary. )We have learned about problems with diet, balanced diet and nutrition.
From this unit you have also learned
useful verbs: diet, balance, barbecue, roast, fry, ought, slim, lie, consult, digest, glare, spy, limit, benefit, combine
phrasal verbs: ought to, lose weight, get away with, tell a lie, win back, earn one’s living, cut down, put on weight
useful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer, discount, weakness, strength, fibre, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh
useful adjectives: roast, slim, raw, limited
other useful expressions: balanced diet, in debt, before long
new grammar item: the use of ought to
→Step 4 Practice
Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Ⅰ. Word spelling:
1. The child couldn’t keep his b on his new bicycle.
2. He is full of c .
3. He is not s enough to wear these tight trousers.
4. The restaurant offers a healthy d and is full of c every day.
5. The old model worker’s rich experience is not to be d .
6. I haven’t the s to lift this table.
7. If you don’t understand the definition of a word, you can c______________ the dictionary.
8. A five-day week b more than individually and economically.
9. The two principal political parties have c to form a government.
10. My mother l the amount of food that I eat.
Ⅱ. Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.
ought to get away with earn one’s living cut down before long put on weight in debt win. . . back lose weight tell a lie
1. ______________ he returned to his homeland.
2. In order to ______________, he began to eat more meat.
3. The doctor advised him to ______________ his consumption of fat.
4. David ______________ by writing articles for newspapers.
5. He is heavily ______________.
6. I won’t have you ______________ cheating in the exam.
7. They were determined to ______________ the seat ______________ from Labour.
8. He is always ______________.
9. She ______________ look after her child better.
10. Mary is dieting to ______________.
Ⅲ. Translate the following sentences.
1. 我想没有什么比旅行更令人愉快的了。
2. 我看见他正向口袋里装东西。
3. 他昨天一定去游泳了。
4. 大家都对他的设计感到惊讶。
5. 张先生不容许他女儿晚回家。
6. 难道你不认为瘦一点会更好吗？
7. 王鹏坐在他那空荡荡的餐馆里, 感到很沮丧。
8. 他们的均衡食谱非常有效, 王鹏很快就瘦了, 而咏慧却胖了。
Keys for reference:
Ⅰ. 1. balance 2. curiosity 3. slim 4. diet; customers 5. discounted 6. strength7. consult 8. benefits 9. combined 10. limits
Ⅱ. 1. Before long 2. put on weight 3. cut down 4. earns his living 5. in debt6. getting away with 7. win. . . back 8. telling lies 9. ought to 10. lose weight
Ⅲ. 1. I think nothing is more pleasant than traveling.
2. I saw him putting something in his bag.
3. He must have gone swimming yesterday.
4. Everybody was amazed at his design.
5. Mr. Zhang won’t have his daughter arriving home late.
6. Don’t you think it would be better if you were a bit thinner
7. Wang Peng sat in his empty restaurant feeling very frustrated.
8. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight.
→Step 5 Learning tip
Ask students to turn to Page 16. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning and form a good habit.
→Step 6 Assessment
1. Checking yourself(on Page 54 in the Workbook)
First get students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. Testing assessment
1)Complete the following sentences with should or shouldn’t according to the different situations.
take a few days off go to bed so late put some paintings on the walls look for a new job take a photo use her car so much
(1)(Lisa needs a change. )
She ____________________________.
(2)(My salary is very low. )
You ____________________________.
(3)(Nick always has difficulty getting up. )
He ____________________________.
(4)(What a beautiful view! )
You ____________________________.
(5)(Susan drives everywhere. She never walks. )
She ____________________________.
(6)(Billy’s room isn’t very interesting. )
He ____________________________.
Keys for reference
(1)She should take a few days off.
(2)You should look for a new job.
(3)He shouldn’t go to bed so late.
(4)You should take a photo.
(5)She couldn’t use her car so much.
(6)He should put some paintings on the walls.
2)Complete the sentences with must, mustn’t or needn’t.
(1)We have got little time. We ______________ hurry.
(2)We’ve got plenty of time. We ______________ hurry.
(3)We have enough food at home so we ______________ go shopping today.
(4)My father give me a letter to post. I ______________ remember to post it.
(5)My father give me a letter to post. I ______________ forget to post it.
(6)There’s lots of time for you to make up your mind. You ______________ decide now.
(7)You ______________ wash those potatoes. They’ve already been washed.
(8)This is a valuable dictionary. You ____________ look after it carefully and you _________ lose it.
(9)—What sort of house do you want to have Something big
—Well, it ______________ be big—that’s not important. But it ______________ have a nice garden—that’s essential.
Keys for reference
(1)must (2)needn’t (3)needn’t (4)must (5)mustn’t (6)needn’t (7)needn’t(8)must; mustn’t (9)needn’t; must
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Review and summarize what you have learned in Unit 2.
板书设计
Unit 2 Healthy eating
Unit revision
Summing upWrite down what you have learned about healthy food and healthy eating.(Students’ answer may vary. )We have learned about problems with diet, balanced diet and nutrition.From this unit you have also learneduseful verbs: diet, balance, barbecue, roast, fry, ought, slim, lie, consult, digest, glare, spy, limit, benefit, combinephrasal verbs: ought to, lose weight, get away with, tell a lie, win. . . back, earn one’s living, cut down, put on weightuseful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer, discount, weakness, strength, fibre, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sighuseful adjectives: roast, slim, raw, limitedother useful expressions: balanced diet, in debt, before longnew grammar item: the use of ought to
活动与探究
Use sentence structures in this unit to complete this project.
1. Invent a new kind of drink(cold or hot)or food.
2. Think of a name for it, and write a recipe to tell everyone how to make it; explain how it will taste.
3. Write a sign to advertise the benefits of your drink or food and invite others to have a try.
4. Share your recipe with your group. Then decide which of the group recipes sounds the most delicious and healthiest.
Here are some steps for you to follow:
1. Do some research among the class to see which drink or food are the most popular.
2. If you design a new drink, make sure it is healthy(no added sugar)and includes real, fresh fruit(fiber). If you are going to design a food(e. g. a roll), then make sure it has a fresh, healthy filling.
3. Let the group test it and adjust the flavor or taste.
4. Prepare to test it on the class. Ask for comments to improve it.
5. Finally make the poster for others to make it.
Sample poster:
The Fruit Crush Special
Come and try it here! Once tasted, you will want to make your own version. Just follow these simple instructions and a fruit crush special will be yours!
You need:
1 banana, 1/2 small watermelon, grapes, 1 apple, 1/2 kg strawberries, melon, ice
To get the best flavor you ought to cut the fruit up into small pieces. Then you have to mix the ingredients up together in a blender to make the drink smooth. Add mineral water as required. You can include other fruit as needed. When you serve the drink, you should first place the ice at the bottom of the glass before you pour the drink on top.
Drink and enjoy!Unit 5 Canada—“The True North”
Period 5 Using language: Extensive reading
整体设计
教材分析
This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.
In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: “THE TRUE NORTH” FROM TORONTO TO MONTREAL in Using language on Page 38 and IQALUIT—THE FROZEN TOWN in Reading Task on Page 74. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL takes the visitors on a visit to Toronto and Montreal, two of Canada’s major cities. The functional items dealing with direction and position are further introduced in the text, as there are further descriptions of Canada. The teacher can ask some students to retell the passage A TRIP ON “THE TRUE NORTH” or ask some questions to lead in the topic and then ask students to read the passage and do some comprehending exercises. And meanwhile let them find out the expressions dealing with direction and position and try to keep them in mind. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage IQALUIT—THE FROZEN TOWN, it gives students information about the Inuit people in Northeastern Canada. Ask students to read through the passage and try to know more and finish their reading task.
At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition among them.
教学重点
1. Develop students’ reading skills by extensive reading.
2. Let students read and understand the two passages.
教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to understand some difficult long sentences in this part.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in this part: topic, mix, mixture, bush, maple, frost, confirm, wealthy, distance, mist, misty, schoolmate, booth, downtown, approximately, dawn, buffet, broad, nearby, tradition, terrify, terrified, impress, impressive, in the distance
2. Get students to read the two passages about Canada.
能力目标
1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. Have students learn to use the useful new words and expressions correctly.
3. Enable students to understand the passages and know more about Canada.
情感目标
1. Stimulate students’ interest in traveling and enjoying the beautiful Canadian scenery.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about the major similarities and differences between China and Canada.
→Step 2 Leading-in
1. Have some students retell the reading passage A TRIP ON “THE TRUE NORTH”.
2. Show students some pictures of Toronto and Montreal and let them describe what they can see from the pictures.
3. Tell students: Turn to Page 38. We are going to read another reading passage, “THE TRUE NORTH” FROM TORONTO TO MONTREAL and learn more about Canada.
→Step 3 Reading
1. Ask students to read the passage quickly and then do the following as soon as possible.
1)Tick out the things mentioned in the text.
(1)the climate in Canada
(2)the population in Toronto
(3)the CN town in Toronto
(4)Toronto’s economic
(5)a lake which is on the north side of Niagara Falls
(6)good Cantonese food
(7)famous restaurants in Toronto
(8)the old Montreal
(9)the location of Montreal
(10)brief introduction to Montreal
Suggested answers: (1), (3), (5), (6), (8), (10)
2)How many parts can the passage be divided into Write out the main idea of each part.
Suggested answers: It can be divided into 4 parts as follows:
Part 1 (Paragraph 1): Fall had arrived in Canada.
Part 2 (Paragraphs 2-4): Their tour of the city Toronto.
Part 3 (Paragraph 5): Their travel in Montreal.
Part 4 (Paragraph 6): They left for the east coast.
2. Ask students to read the passage carefully and then do the following:
1)Answer the following questions:
(1)What can sometimes be seen from the CN Tower in Toronto
(2)Why is there good Cantonese food in Toronto
(3)Which direction is the train going from Toronto
(4)What three things show that Montreal is a French city
Suggested answers:
(1)Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.
(2)There is good Cantonese food in Toronto because most of the Chinese people there came from South China, especially Hong Kong.
(3)The train is going east (northeast) from Toronto.
(4)Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.
2)Fill in the following chart with correct information.
The next morning
Around noon
Late that night
At dawn the next morning
They spent the afternoon
The night
Suggested answers:
The next morning they saw beautiful maple leaves and frost on the ground and realized that fall had come.
Around noon they arrived in Toronto.
Late that night the train left.
At dawn the next morning they arrived in Montreal.
They spent the afternoon in lovely shops and visiting artists in their workshops beside the water.
The night the train was speeding down to the distant east coast.
3. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage.
Collocations: from. . . to. . . , the next morning, on the ground, around noon, leave for, go on a tour, in the distance, on the south side of, on one’s way to, home of, a telephone booth, around dusk, over dinner, chat with sb. , come from, South China, go as far as, at dawn, be close to, spend. . . doing sth. , be on a train trip, dream of
Let students read the above collocations aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.
→Step 4 Important language points
1. The next morning the bushes and maple trees outside their windows were red, gold and orange, and there was frost on the ground, confirming that fall had arrived in Canada.
第二天早上, 在她们的车窗外到处是灌木丛和枫树, 挂满朱红、赤金和橘黄色的叶子, 地面上覆盖了一层薄霜, 表明秋天已经来到了加拿大。
句子中的confirming that fall had arrived in Canada是现在分词短语, 用作状语, 表示结果。
confirm vt. provide evidence for the truth or correctness of; establish the truth of证实; 证明; 确认ratify; make definite or establish more firmly批准; 肯定; 巩固
Please confirm your telephone message by writing to me.
请给我来封信, 确认一下你在电话中传达的消息。
My employer will confirm that I was there on time.
我的雇主将会证实, 我是准时到达的。
The new minister will be confirmed in office by the Queen.
新的部长将由女王批准任职。
2. They were not leaving for Montreal until later, so they went on a tour of the city.
她们要晚些时候才动身去蒙特利尔, 因此就在多伦多市内游览了一番。
not. . . until. . . 表示“直到……才……”, 常与表示瞬间的动词连用。例如:
We do not leave until this evening.
我们直到今天晚上才离开。
The noise in the street didn’t stop until midnight.
街上的吵闹声直到深夜才停止。
go on a tour: visit; go on a trip参观; 游览
We went on a tour of the museum the other day.
前几天我们参观了博物馆。
3. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.
远处, 她们可以看到湖的南边尼亚加拉瀑布上方升腾着的雾霭。
这是一个复合句, 含有两个定语从句。that rose from the great Niagara Falls是限制性定语从句, 先行词为cloud; which is on the south side of the lake是非限制性定语从句, 先行词为the great Niagara Falls。
in the distance: far away在远处; 在远方
The man standing in the distance is my head teacher.
站在远处的那个男子是我的班主任老师。
4. It’s too bad you can’t go as far as Ottawa, Canada’s capital.
很可惜你们不能一直走到加拿大的首都渥太华。
这是It is/was+adj. /n. +that-clause句型, it为形式主语, that-clause是主语从句。口语或非正式语言中that可以省略。
as far as: to the place mentioned, but no further直至所提到之处为止
I walked as far as the foot of the mountain.
我一直走到山脚。
Sarah has read as far as the fourth volume.
莎拉已经读到第四卷了。
5. As they sat in a buffet restaurant looking over the broad St Lawrence River, a young man sat down with them.
当他们坐在一家自助餐厅里眺望广阔的圣劳伦斯河时, 一个年轻人坐在了她们身边。
这是一个复合句, As they sat in a buffet restaurant looking over the broad St Lawrence River是时间状语从句, 其中的looking over the broad St Lawrence River是现在分词短语, 用作状语, 表示伴随情况。
broad adj.
1)large in side from one side to the other; wide宽的; 阔的; 广的
a broad street, avenue, river, canal, etc. 宽阔的街道、林荫道、河流、运河等
2)from side to side; in breadth宽
a river twenty meters broad 一条二十米宽的河
3)covering a wide area; extensive 辽阔的; 宽广的
a broad expanse of water 辽阔无际的水面
There is broad support for the government’s policies.
政府的政策得到广泛的拥护。
4)tolerant; liberal宽宏的; 胸怀开阔的
a man of broad views 豁达大度的人
【辨析】broad & wide
broad和wide是一对同义词, 基本可通用, 但在修饰表示人的身体部位的名词时不能通用, 修饰眼、嘴等用wide, 修饰胸、背、肩等用broad。例如:
The old stone bridge is only 2 meters wide/broad.
那座旧石桥只有两米宽。
She stared at him with eyes wide.
她睁大了眼睛注视着他。
He is tall, broad and muscular.
他身高肩宽, 肌肉发达。
6. The girls told him they were on a train trip across the Canada and that they had only one day in Montreal.
姑娘们告诉他, 他们是坐火车来旅游的, 要横穿加拿大, 在蒙特利尔只待一天。
这是一个复合句, 含有两个宾语从句, 一个是they were on a train trip across the Canada, 另一个是that they had only one day in Montreal。
一个动词若带两个that引导的宾语从句, 第一个从句的that可以省略, 第二个从句的that 一般不能省略。
→Step 5 Reading task
Turn to Page 74.
1. Ask students to read the passage fast and get the main idea as soon as possible.
2. Let students read the passage again, this time carefully to get some detailed information, and then have them fill in the form to see how much they understand about the passage.
Points in the passage What Beth thought Information in the passage
The temperature
How to travel
Holidays
How people live
What the Inuit do
Daylight hours
3. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any difficult language points that students can’t understand.
Suggested answers:
Points in the passage What Beth thought Information in the passage
The temperature Cold, but not too cold Very cold, -35 degrees average in winter
How to travel By dogsled By snowmobile
Holidays Too cold for holidays Tourists like ice fishing and photographing polar bears
How people live In ice houses In warm houses
What the Inuit do Hunt animals Have business
Daylight hours Light in daytime Dark in winter day; light in summer night
→Step 6 Consolidation
Ask students to go back to the two passages. Give them several minutes to be prepared to retell them in their own words. Then ask as many students as possible to come to the front to do their retelling.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Learn the useful new words and expressions in this part by heart.
3. Tell your friends or family something about Canada.
板书设计
Unit 5 Canada—“The True North”
Extensive Reading
IQALUIT—THE FROZEN TOWN
Points in the passage What Beth thought Information in the passage
The temperature Cold, but not too cold Very cold, -35 degrees average in winter
How to travel By dogsled By snowmobile
Holidays Too cold for holidays Tourists like ice fishing and photographing polar bears
How people live In ice houses In warm houses
What the Inuit do Hunt animals Have business
Daylight hours Light in daytime Dark in winter day; light in summer night
活动与探究
Reading and enjoying
Read and enjoy the little poem My Heart Soars in the part READING FOR FUN on Page 40. First find information about the writer, Chief Dan George on the Internet. Then listen to the tape and practice reading aloud. Pay attention to the rhythm. Try to understand and translate it into Chinese. Finally recite it to the class.Unit 1 Festivals around the world
单元要览
类别 课程标准要求掌握的项目
话题 Festivals; how festivals begin; how to celebrate festivals
词汇 beauty n. 美; 美人 award n. 奖; 奖品 vt. 授予
harvest n. & vt. & vi. 收获; 收割 rooster n. 雄鸡; 公鸡
celebration n. 庆祝; 祝贺 admire vt. 赞美; 钦佩; 羡慕
starve vt. & vi. (使)饿死; 饿得要死 energetic adj. 充满活力的; 积极的
origin n. 起源; 由来; 起因 custom n. 习惯; 风俗
religious adj. 虔诚的; 宗教上的 clothing n. 衣服
ancestor n. 祖先; 祖宗 worldwide adj. 遍及全世界的
feast n. 节日; 盛宴 permission n. 许可; 允许
belief n. 信任; 信心; 信仰 fool n. 愚人 vt. 愚弄 vi. 干傻事
trick n. 诡计; 恶作剧; 窍门 apologize vi. 道歉; 辩白
arrival n. 到来; 到达; 到达者 drown vt. & vi. 溺死; 淹死
gain vt. 得到; 获得 obvious adj. 明显的; 显而易见的
independence n. 独立; 自主 remind vt. 提醒; 使想起
gather vt. , vi. & n. 集合; 聚集 weep n. 哭 vi. 哭泣; 流泪
agriculture n. 农业; 农艺; 农学 forgive vt. 原谅; 饶恕
短语 take place发生 turn up出现; 到场
in memory of纪念; 追念 keep one’s word守信用; 履行诺言
dress up盛装; 打扮; 装饰 hold one’s breath屏息; 屏气
play a trick on搞恶作剧; 诈骗; 开玩笑 set off出发; 动身; 使爆炸
look forward to期待; 期望; 盼望 remind. . . of. . . 使……想起……
day and night日夜; 昼夜; 整天 be proud of以……而自豪
as though好像 in the shape of以/呈现……的形式/形状
have fun with玩得开心 be covered with被……所覆盖
重要句型 1. . . . people would starve if food was difficult to find. (the subjunctive mood)
2. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. (as though. . . )
3. Finding that. . . , her grandmother finally decided. . . (the present participle used as adverbial. )
4. It was obvious that the manager of the coffee shop was waiting. . . (It is+adj. +that. . . )
5. “. . . I don’t want them to remind me of her. ” So he did. (So+S. +do/does/did. )
6. There was Hu Jin waving at him and calling, . . . (Inversion)
功能 1. Making phone callsMay I speak to. . . Can I ring/call back later Hold/Hang on, please.I’ll ring him/her up again.Just a moment, please.Sorry, he/she isn’t here right now.2. InvitationsI wonder if you are interested in. . . .I’d like to invite you to. . . .Would you like. . . Could/Would you please. . . I’m looking forward to. . . .I’d love to, but. . . .3. ThanksThank you so much.Thanks a lot.That’s very kind of you.You’re most welcome.Don’t mention it.It’s a pleasure.
语法 The use of can, could, may, might, will, would, shall, should, must, can’t1. can and couldJin can speak English well. (ability)Could you please show me the way to Beihai Park (request)2. may and mightMay we see the awards for the teams (permission; request)She might give you some new clothing. (possibility)3. will and wouldThe Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)Often he would dress up like a rich man. (past habit; custom)4. shall and shouldThe harvest festival begins on Sunday. We shall be there with our friends. (promise; agreement)You should arrive at the airport two hours before he goes. (advice)5. must and can’tWang Feng wins an award every year. He must be very strong. (speculation)You must be joking. That can’t be true. (guessing)
教学重点 1. Get students to know about festivals around the world.2. Have students learn some useful new words and expressions about festivals and customs and let them learn effective ways to remember English vocabulary.3. Enable students to grasp and use the expressions of request and thanks.4. Let students learn the new grammar item: the use of can, could, may, might, will, would, shall, should, must and can’t.5. Develop students’ listening, speaking, reading and writing abilities.
教学难点 1. Enable students to master the use of can, could, may, might, will, would, shall, should, must and can’t.2. Let students learn to write a different ending of a story.3. Develop students’ integrative skills.
课时安排 Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip
Period 1 Warming up and reading
整体设计
教材分析
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.
The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.
The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.
The reading passage titled FESTIVALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.
To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.
教学重点
1. Let students learn more about history and basic knowledge of festivals.
2. Get students to learn different reading skills.
教学难点
1. Develop students’ reading ability.
2. Enable students to talk about festivals and celebrations.
三维目标
知识目标
1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with
2. Let students learn about history and basic knowledge of festivals both in and out of China.
能力目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to talk about festivals and celebrations.
情感目标
1. Stimulate students’ love for their own national culture and customs.
2. Develop students’ sense of cooperative learning.
教学过程
设计方案(一)
→Step 1 Leading-in
Have a free talk with students. Ask them the following questions:
Did you have a good time in your winter holidays
When did you feel most happy and excited Why
(At the Spring Festival. Because it’s the most important festival in our country. . . )
→Step 2 Warming up
1. Let students brainstorm the other Chinese festivals.
(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )
2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:
When does the festival come
What do people celebrate
What do people do
Festivals Date Festivals Date
New Year January 1st Teachers’ Day September 10th
International Women’s Day March 8th National Day October 1st
Arbor Day March 12th The Spring Festival Lunar New Year
International Labor Day May 1st Dragon Boat Festival the fifth day of the fifth lunar month
International Children’s Day June 1st Mid-Autumn Festival the 15th day of the 8th lunar month
Army Day August 1st Lantern Festival the 15th day of the 1st lunar month
Chinese Youth Day May 4th Pure Brightness Day April the fifth
3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.
Festivals Time of year/date What it celebrates What people do
Mid-Autumn Festival autumn/fall the beauty of the full moon, harvest, time with family and friends give/eat moon cakes and watch the full moon with family and friends
4. Talk about some foreign festivals with students.
(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )
→Step 3 Pre-reading
1. Let students discuss the following questions:
What festivals or celebrations do you have in your city or town What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit
2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs what kind of information will be introduced in the passage.
→Step 4 Reading
1. Fast reading
Ask students to skim the reading passage and then fill in the following chart.
Kinds of Festivals Names of Festivals Countries
Festivals
Festivals
Harvest
Spring
(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )
2. Intensive reading
Allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:
1)Choose the best answer to each question or to finish each sentence according to the text.
(1)Why do Japanese people light lamps during the Festival of the Dead
A. Because they want to make the festival colorful.
B. Because they want to light up their rooms.
C. Because they want to light up their way.
D. Because they want to lead their ancestors to return to earth.
(2)Which of the following was not mentioned as a famous person in the text
A. Mohandas Gandi.
B. Christopher Columbus.
C. Abraham Lincoln.
D. Qu Yuan.
(3)The place where people will usually decorate churches and town halls with flowers and fruits is ______________.
A. India
B. America
C. Europe
D. China
(4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________.
A. the coming of spring
B. the autumn harvest
C. the Lunar New Year
D. the end of a year
Suggested answers: (1)D (2)C (3)C (4)A
2)Use the information from the reading passage to answer the following questions.
(1)What are festivals of the dead usually for
(2)What makes autumn festivals happy events
(3)What do people usually do at spring festivals
(4)What is one important reason to have festivals and celebrations
(5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar What things are different
3. Reading and discussion
Read the text a third time and then work in pairs to do the following.
1)Based on the reading passage, what do most festivals seem to have in common Why do you think these things might be important to people everywhere Talk with your partner and fill in the chart below.
Three common things Reasons why they are important to people everywhere
1.
2.
3.
2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.
Type of festival Example of festival Reasons for your choice
Most important
Most fun
(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )
4. Explanation
Help students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.
Discuss the following important sentences and phrases in the passage.
1)Some festivals are held to honour the dead, or to satisfy the ancestors, who might return either to help or to do harm.
2)in memory of
3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.
4)People are grateful because their food is gathered for the winter and the agricultural work is over.
5)The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
6)The country, covered with cherry tree flowers, looks as though it is covered with pink snow.
Suggested explanations:
1)The sentence contains a non-restrictive attributive clause who might return either to help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
2)in memory of: serving to recall sb. , to keep him fresh in people’s minds
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of: showing great respect or high public regard
3)the leader who helped gain India’s independence from Britain: a noun phrase followed by an attributive clause as the appositive
4)two clauses for reason
5)energy n. → energetic adj. : full of or done with energy
look forward to: “to” is a preposition here.
I’m looking forward to hearing from you.
be devoted to; be/get used to; get down to; stick to. . .
6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with cherry tree flowers”
as though: as if
He talks as though he knew all about it.
He looks as if he had seen a ghost.
5. Reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.
→Step 5 Consolidation
Ask students to talk about festivals in their own words according to the text. Then let them complete the following passage with proper words or phrases.
There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.
Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time
→Step 6 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and again and try to talk about festivals both in and out of China.
设计方案(二)
→Step 1 Leading in the topic by learning vocabulary about festivals
1. Make a circle on the blackboard and write the word “FESTIVAL” in it.
2. Ask students, “We have learned ‘festival’. Can you name some festivals ”
3. Students list as many festivals as possible. Then the teacher adds some students can’t think of, such as Halloween, Easter, Thanksgiving, Valentine’s Day.
4. Let students read them aloud and try to learn them by heart.
→Step 2 Warming up by talking about festivals
Work in groups and list three more Chinese festivals that you know. Discuss when they take place, what they celebrate and what people do at that time. Then tell the group which festival is their favorite and why.
Festivals Time of year/date What it celebrates What people do
Mid-Autumn Festival autumn/fall the beauty of the full moon, harvest, time with family and friends give/eat moon cakes and watch the full moon with family and friends
→Step 3 Predicting by looking and discussing
1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.
2. Two or three students are to give their opinions.
→Step 4 Reading
1. Give students 2 minutes, and ask them to skim the passage for information to tell if the following sentences are True or False.
1)The ancient people needn’t worry about their food. (F)
2)Halloween used to be a festival intended to honor the dead. (T)
3)Qu Yuan was a great poet who people honor a lot in China. (T)
4)The Mid-autumn Festival is held to celebrate the end of autumn. (F)
5)Easter celebrates the birth of Jesus. (F)
2. Give students 5 minutes to read the passage carefully, and complete the chart according to the passage.
Festivals of the Dead Obon in Japan___________________Halloween
Festivals to Honor People ________________________________A national festival in____________
Harvest Festivals _________ in European countries_________ in China and Japan
Spring Festivals ________________Carnivals in some Western countries________________________________ in Japan
3. Listening and reading aloud
Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.
→Step 5 Closing down by spoken practice
1. Have students get prepared in 3 minutes or so and then ask them to talk about festivals and celebrations.
2. Ask as many students as possible to have a try in front of the class.
→Step 6 Homework
1. Go over the text and try to learn all the useful words and expressions in this part by heart.
2. Finish the exercises in Comprehending on Page 3.
板书设计
Unit 1 Festivals around the world
Festivals and celebrations
Kinds of Festivals Names of Festivals Countries
Festivals
Festivals
Harvest
Spring
活动与探究
Group discussion & speech
As is known from the reading passage, festivals of all kinds are celebrated around the world. Most festivals have celebrations that include food, music, clothing and dances. These events originated from some similar ideas, but they take different forms in different regions and societies. What festivals and celebrations do you know all over the world Have you ever taken part in them and enjoyed yourself Discuss festivals in groups and then make speeches.
Step 1: The teacher divides the class into four groups and gives the tasks to students in each group. Group 1 will list the festivals around the world as many as possible, and then categorize them according to the origins of these festivals. And they should prepare for a short speech. Group 2 will discuss two traditional Chinese festivals and prepare for their presentation. Group 3 will discuss two Western festivals and prepare for their presentation. Group 4 will discuss the differences between Chinese festivals and Western festivals, then contrast and compare their styles, celebrations, dates and so on. And they should prepare for a short speech.
Step 2: Groups 1, 2 and 3 give their speeches on the festivals they have discussed. Group 4 gives their speech on the differences between Chinese festivals and Western festivals.
Step 3: The teacher makes proper remarks about students’ speeches and sums up the different cultural practices between China and other countries according to them.高中英语优秀教案
Unit 2 Healthy eating
Period 4 Using language Extensive reading（新人教版必修3）
In this period, we will mainly deal with the part Reading, acting and speaking in Using language on Pages 22-23, that is Act I, Scene 4 of The Million Pound Bank Note. The purpose of this part of the unit is to continue the play and give students opportunity to act out the scene in class. The teacher can first ask some students to act out Act Ⅰ, Scene 3 of The Million Pound Bank Note and then ask students to read Act Ⅰ, Scene 4 and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. Later, let students listen to the tape and role play the text. Have them get into groups of six. Five students will take the roles in the play. They will read their speeches and try to make their language sound authentic. The six persons or director will decide how the acting will take place in the scene. He/she will also guide the rest of the group in the use of their voices so that they will sound as much like the characters in the play as they can. Finally, ask students to read Act Ⅰ, Scene 4 again to underline all the expressions used to order food, make up a dialogue at restaurant with their partner and be ready to act it out before the class.
At the end of the class, ask students to retell the play of this part in their own words and perform the play of this part or their own dialogue. In order to arouse students’ interest, the teacher can hold a competition among them.
教学重点
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to act the play.
3. Have students make a dialogue at the restaurant.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the play.
3. Let students learn the expressions of ordering food.
能力目标
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目标
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following sentences with noun clauses as the object and the predicative.
1)我认为妇女能够在许多科学领域取得很高的成就。
2)我不知道林巧稚是否记得她曾接生过多少婴儿。
3)告诉我怎样才能保持健康, 好吗？
4)她的愿望就是尽快瘦下来。
5)问题是那件事是否值得做。
6)那就是他所担心的。
7)好像要下雨。
8)那就是他上学迟到的原因。
Keys for reference:
1)I think (that)women can reach very high achievements in many fields of science.
2)I wonder whether/if Lin Qiaozhi remembered how many babies she had delivered.
3)Will you tell me how I can keep fit and healthy
4)Her wish is that she could lose weight as soon as possible.
5)The question is whether it is worth doing.
6)That’s what he is worried about.
7)It looks as if it is/was raining.
8)That’s why he was late for school.
→Step 2 Warming up
1. Acting: Ask some students to act out Act Ⅰ, Scene 3.
2. Prediction: Let students predict the next scene.
What would happen to Henry at the restaurant
A. He was not taken seriously.
B. He was treated politely.
→Step 3 Reading
1. Read the play fast to understand the gist and decide whether the following statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who like to eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud of it.
4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.
2. Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene Give examples.
(2)What kind of person is the owner of the restaurant
(3)Why do you think the owner of the restaurant gave Henry a free meal
2)Pay much attention to the different attitudes towards Henry.
Before Henry shows his million pound bank note:
Owner Hostess Waiter
That one’s reserved.Well, we will have to take a chance.. . . if you pay the bill. . . My goodness! He eats like a wolf. It’ll cost a tiny bit.Again, everything What’s there to wait for
After Henry shows his million pound bank note:
Owner Hostess Waiter
I’m so sorry, sir, so sorry.Oh, please, don’t worry, sir. Doesn’t matter at all.Just having you sit here is a great honor! . . . bow. . . ScreamsAnd you put him in the back of the restaurant!bow . . . bow. . .
3. Retell the story:
With the ______________ in hand, Henry decided to enter a ______________ for a meal. He ordered some ______________ and ______________ and a nice big ______________ together with a tall glass of ______________. The waiter told him the meal would cost him ______________ ______________ ______________. After eating his first order, Henry asked for more of ______________ ______________.
When Henry opened the letter, he found it was a ______________ ______________ ______________ ______________. He was ______________ but the owner and the waiter were ______________. The owner was not sure if it was ______________ or ______________. They couldn’t believe Henry who was ______________ ______________ could be so rich. At last, the note was proved to be real.
After knowing that the bill is genuine, the owner ______________ Henry again and again for his coming to his little eating place and even asked Henry to forget the ______________. The owner, hostess and waiter all ______________ together as Henry left.
Keys for reference:
envelope; restaurant; ham; eggs; steak; beer; a tiny bit; the same; million pound bank note; surprised; shocked; genuine; fake; in rags; thanked; bill; bowed
→Step 4 Language points
1. I’m afraid it’ll cost a large amount of money.
恐怕这得花费一大笔钱。
a large amount of: plenty of大量的（常用于修饰不可数名词)
Now he has a large amount of money and he can do anything he wants with it.
现在他有了一大笔钱, 他就可以做他想做的事了。
2. Well, we’ll have to take a chance.
我们得冒点风险。
take a chance/take the chance/take chances: attempt to do something, in spite of the possibility of failure; take a risk; behave riskily冒险; 碰运气
You should never take a chance when driving a car.
开车时决不应冒险。
We mustn’t take chances. We’d better play safe.
我们不要冒险, 我们最好求稳。
3. (in a rude manner)What’s there to wait for
（很不耐烦地)还等什么？
in a. . . manner以……的举止; 以……的态度
She talked to us in a very polite manner.
她很有礼貌地与我们谈话。
4. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样, 我觉得这不可能是假钞。
助动词do或其他形式does, did在肯定句中用于谓语动词前, 表示强调。例如:
I did tell him what I thought of.
我的确告诉过他我的想法。
can表示推测, 与主句中的not结合在一起, 表示“不可能”。例如:
It can’t be Jim. I know him too well.
不可能是吉姆, 我太了解他了。
5. But he’s in rags!
但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时, 意思是“穿着; 戴着”。例如:
The girl in green is a good friend of mine.
穿绿衣服的女孩是我的一个好朋友。
in rags衣衫褴褛
The old man in rags used to be very rich.
衣着褴褛的那位老人过去很富有。
6. As for the bill, sir, please forget it.
至于账单嘛, 先生, 请把他忘了吧。
as for: with regard to至于; 关于
As for you, you ought to be ashamed of yourself.
至于你, 你应该感到惭愧。
As for the hotel, it was very uncomfortable and miles from the sea.
至于旅馆呢, 非常不舒服, 而且离海边有好几里地。
→Step 5 Acting
1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.
2. Have as many groups as possible to act out the play in front of the class.
→Step 6 Speaking
1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.
2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
WAITER/WAITRESSCan I help you I’ll take your order in a minute.Are you ready to order, sir/madam What would you like. . . Enjoy your meal!Here’s your bill.Here you are. CUSTOMERI’d like. . . I’ll have. . .Do you have. . . What do you suggest I’ll have that.The bill, please.Can I have the check, please
2. Suppose the situation: Now imagine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.
3. Give several minutes for the students to prepare their dialogues in pairs.
4. Ask as many pairs as possible to present their dialogues to the class.
→Step 7 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Act out the play.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to act out Act Ⅰ, Scene 3.
→Step 2 Leading-in
1. Let some students tell the story of Act Ⅰ, Scene 3 in their own words.
2. Have students predict what would happen to Henry in the next scene.
3. Tell students: Turn to Page 22. We are going to read Act Ⅰ, Scene 4.
→Step 3 Reading
1. Ask students to read the text and get the gist as soon as possible.
2. Ask students to read the passage carefully to locate particular information and answer the following questions.
1)Whose behavior changes the most during this scene Give examples.
2)What kind of person is the owner of the restaurant
3)Why do you think the owner of the restaurant gave Henry a free meal
3. While checking students’ answers, deal with any language problems to see if they can know the meanings of new words and expressions and understand some difficult sentences.
4. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise book after class as homework.
→Step 4 Dialogue
1. Ask students to read the expressions of ordering food and try to keep them in mind.
2. Let them imagine they are having a good meal in a restaurant and make a dialogue with their partner acting as a waiter or waitress.
→Step 5 Closing down by acting
1. Ask students to see the film or listen to the tape.
2. Let them role play the text and try to keep their lines in mind.
3. Have some of them to act the play.
→Step 6 Homework
1. In pairs make a dialogue to practice ordering food.
2. Rewrite the play into a story in your own words.
板书设计
Unit 3 The Million Pound Bank Note
Reading, acting and speaking
WAITER/WAITRESSCan I help you I’ll take your order in a minute.Are you ready to order, sir/madam What would you like. . . Enjoy your meal!Here’s your bill.Here you are. CUSTOMERI’d like. . . I’ll have. . .Do you have. . . What do you suggest I’ll have that.The bill, please.Can I have the check, please
活动与探究
Role-play (An interview)
→Step 1 Teacher gives the instructions.
Suppose a journalist in London heard this unbelievable story: A millionaire in rags had a meal in a restaurant. He thought it might make an excellent article, so he rushed to that restaurant and interviewed the owner, the hostess and the waiter. Now work in groups of four, and prepare to act out the interview. The one who wants to act as the journalist needs to prepare some good questions. Students who act as the owner, hostess and waiter need to get prepared for the questions.
→Step 2 Students practice the interviews.
The teacher may provide help where necessary. Choose some well-prepared groups to give presentations later.
→Step 3 Students make presentations
Invite as many groups as possible to perform in front of the class.Unit 3 The Million Pound Bank Note
Period 3 Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.
This teaching period mainly deals with the new grammar items: 1. noun clauses as the object; 2. noun clauses as the predicative. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the play The Million Pound Bank Note again, tick out all the sentences from the play where noun clauses are used as the object and the predicative, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 21 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the object and the predicative and let students make it clear how each noun clause is being used in the situations.
At the end of the class, ask students to do the exercises in Using structures on Page 57 and additional exercises for consolidation.
教学重点
Get students to understand and use noun clauses as the object and the predicative.
教学难点
Enable students to learn how to use noun clauses as the object and the predicative correctly.
三维目标
知识目标
1. Get students to know more about noun clauses.
2. Let students learn noun clauses as the object.
I can’t say that I have any plans.
. . . and he does not know what he should do.
I did not know whether I could survive until morning.
3. Have students learn noun clauses the predicative.
That’s why we’ve given you the letter.
The fact is that I earned my passage by working as an unpaid hand. . .
能力目标
Enable students to use noun clauses as the object and the predicative correctly and properly according to the context.
情感目标
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
→Step 2 Leading-in by a game
Play the game of “Pass the message”. Show the same written message to the first person in each team of the class. Ask the person to pass the message on orally in indirect speech as quickly as possible. The first team that finishes it must put up their hands and the last person tells the class the message. If he/she has got it right, that team has won the game.
Example 1:
Message: There will be no homework tonight.
S1: The teacher said that there would be no homework tonight.
Example 2:
Message: The fact is that she has been ill for 3 days.
S1: The teacher said the fact was that she had been ill for 3 days.
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 17 to read through the play The Million Pound Bank Note, let them pick out the sentences using noun clauses as the object and the predicative, read them aloud, and then translate them into Chinese.
Suggested answers:
Sentences using noun clauses as the object:
1. Oliver believes that with a million pound bank note a man could survive a month in London.
奥利弗相信一个拥有一张百万英镑钞票的人可以在伦敦生存一个月。
2. It is Henry Adams, an American businessman, who is lost in London and does not know what he should do.
他叫亨利·亚当斯, 一个美国商人, 在伦敦迷了路, 不知道该怎么办。
3. I wonder, Mr. Adams, if you’d mind us asking a few questions.
亚当斯先生, 不知你是否介意我们问你几个问题。
4. May we ask what you’re doing in this country and what your plans are
可不可以问问, 你在这个国家要干点什么？你的计划又是什么呢？
5. Well, I can’t say that I have any plans.
嗯, 谈不上有什么计划。
6. I didn’t know whether I could survive until morning.
我不知道是否能活到早晨。
7. I’m afraid I don’t quite follow you, sir.
对不起, 先生, 你的话我没有听懂。
8. If you don’t mind, may I ask you how much money you have
如果你不介意, 能不能告诉我, 你手头有多少钱？
9. If this is your idea of some kind of joke, I don’t think it’s very funny.
如果你们认为这是一个笑话, 我可一点儿也不觉得好笑。
10. Now if you’ll excuse me, I think I’ll be on my way.
好了, 请原谅, 我想我该上路了。
11. You mustn’t think we don’t care about you.
你千万不要以为我们不在意你的感受。
12. We know you’re hard-working我们知道你工作是很卖力的。
13. Well, why don’t you explain what this is all about
怎么不给我讲讲, 这究竟是怎么回事呢？
Sentences using noun clauses as the predicative:
1. The fact is that I earned my passage by working as an unpaid hand, which accounts for my appearance.
我是作为一个不拿工资的帮手赚来我的船费的, 这就是我为什么会衣冠不整的原因了。
2. That’s why we’ve given you the letter.
这正是我们给你这封信的原因。
2. Thinking and discussing
Let students read the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.
3. Summing up: noun clauses as the object and the predicative
种类 关联词 例句 说明
宾语从句 陈述意义 that 1. I believe (that)he is honest.2. I think (that)he is honest and that he is always keeping his promise.3. We must realize (that)we should learn English well. that在从句中不充当任何成分; 在口语或非正式文体中常被省去, 但若从句并列时后面的从句that不能省略。
疑问意义 if whether 1. I don’t know if/whether it is interesting.2. He doesn’t care if it isn’t a fine day.3. I wonder whether he will come or not.4. Everything depends on whether we have enough money. if和whether一般可以互换, 但当与or not连用和作介词宾语时要用whether, 不能用if; 从句是否定句时一般用if。
特殊疑问意义 who, whom, which, whose, what, when, where, why, etc. 1. Please tell me who will go with you.2. He isn’t aware of what a terrible thing he has done.3. I wonder why he hasn’t called me.4. She always thinks of how she can work well.5. I wonder where he is going with his classmates. 宾语从句作及物动词的宾语, 也可作介词的宾语。宾语从句用陈述语序。
注1 We must make it clear that anybody who breaks the law will be punished. 如果宾语是复合宾语, 则用it作形式宾语, 将从句放后。
注2 1. We don’t think you are right.2. I don’t believe he will do so. think, believe, imagine, suppose等的宾语从句, 否定前移到主句中。
表语从句 连词 that whether as if 1. The problem is (that)they can’t get there early.2. It looks as if it is going to rain. 在非正式的文体中that可以省略。
连接代词 who what which 1. That’s just what I want.2. The question is who/which of you will be the next speaker.
连接副词 When where why how 1. This is where our problem lies.2. That is why he didn’t come to the meeting. 表语从句位于主句连系动词之后。
→Step 4 Grammar practice
1. Turn to Page 21. Ask students to do the exercises in Discovering useful structures. Several minutes later, check the answers with the whole class. Give some explanations if necessary.
2. Turn to Page 57. Ask students to do Exercises 1-3. Check the answers after most of them finish.
→Step 5 Closing down by a quiz
Show the following exercises on the screen. Let students finish them within five minutes to see if they have mastered noun clauses as the object and the predicative. Five minutes later, check the answers with the whole class.
1. —What did your parents think about your decision
—They always let me do ______________ I think I should.
A. when
B. that
C. how
D. what
2. I just wonder ______________ that makes him so excited.
A. why it does
B. what he does
C. how it is
D. what it is
3. A computer can only do ______________ you have instructed it to do.
A. how
B. after
C. what
D. that
4. Someone is ringing the doorbell. Go and see ______________.
A. who is he
B. who he is
C. who is it
D. who it is
5. —Look at what you are doing!
—Ah, I wonder ______________ this boot won’t fit me. I’ve been trying to put it on the wrong foot.
A. how
B. if
C. why
D. that
6. His ability has never been in doubt. The question is ______________ he is prepared to work hard.
A. that
B. when
C. where
D. whether
7. —Are you still thinking about yesterday’s game
—Oh, that’s ______________.
A. what makes me feel excited
B. whatever I feel excited about
C. how I feel about it
D. when I feel excited
8. You can’t imagine ______________ when they received these nice Christmas presents.
A. how excited they were
B. how they were excited
C. how were they excited
D. they were how excited
9. They make ______________ a rule whoever breaks the law will be punished.
A. it
B. that
C. this
D. what
10. You are saying that everyone should be equal, and this is ______________ I disagree.
A. why
B. where
C. what
D. how
Suggested answers:
1～5 DDCDC 6～10 DAAAB
→Step 6 Homework
1. Finish off the workbook exercises.
2. Preview the play The Million Pound Bank Note (Act 1 Scene 4)on Page 22, find the sentences in which noun clauses as the object and the predicative are used, and see if you can identify the use of each noun clause.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following phrases and sentences into English.
1)抚养; 培养; 教育
2)偶然; 无意中
3)盯着看; 凝视
4)导致; 作出解释
5)与此相反; 正相反
6)俱乐部的规定是不允许抽烟。(permit)
7)——不知你是否介意我问你几个问题？
——请问吧。(mind; go ahead)
8)事实上, 当他进入办公室时是偶然被保安发现的。(spot)
9)说实话, 我从来没有喜欢过他。(to be honest)
→Step 2 Warming up
Tell students that noun clauses can be used for different purposes. They can be used as the subject, the object, the predicative and the appositive. Ask them to read through the play and find out at least ten sentences that contain noun clauses as the object and the predicative. Then let them explain the meanings and discuss in pairs how each of the noun clauses is being used in the situations.
→Step 3 Learning the grammar
1. Ask students to turn to Page 91 and learn the grammar Noun Clauses by themselves.
2. Encourage them to ask as many questions as possible. Give them explanations if necessary.
3. Solve the problems students meet during their study.
4. Sum up the rules of noun clauses as the object and the predicative.
→Step 4 Practice
Show the following exercises on the screen. Let students finish them within six minutes to see if they have mastered noun clauses as the object and the predicative. Six minutes later, check the answers with the whole class.
1. Work in pairs. Take turns to ask each other the questions and answer them using noun clauses as the object. Think of more questions.
1)Can you tell me if you like this play → I must say that I really enjoy it.
2)What do you think of the bet the brothers have made
3)What does Henry tell the brothers about his job in America
4)What else does Henry tell the brothers
5)What do the brothers want to know about Henry
6)What do you think will happen to Henry
2. Complete the following sentences using noun clauses as the predicative based on the information from the play.
1)Henry arrived in London by accident. The reason was ________________________.
2)Henry has a lot of problems. One of his problems is ________________________.
Another problem is ________________________.
3)Henry realized he needed help. The embassy is ________________________.
4)Henry tells the brothers about his job in America. His concern is ____________________.
5)The brothers ask Henry some questions. The brothers’ concern is ____________________.
6)Henry is invited to the brothers’ house. The envelope is ________________________.
(The answers are omitted. )
→Step 5 Consolidation
1. Ask students to do Exercise 5 in Discovering useful structures on Page 21.
2. Let them do the exercises in Using structures on Page 57.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Summarize the grammar item noun clauses as the object and the predicative in your exercise book.
板书设计
Unit 3 The Million Pound Bank Note
Grammar: noun clauses as the object and the predicative
种类 关联词 例句 说明
宾语从句 陈述意义 that 1. I believe (that)he is honest.2. I think (that)he is honest and that he is always keeping his promise.3. We must realize (that)we should learn English well. that在从句中不充当任何成分; 在口语或非正式文体中常被省去, 但若从句并列时后面的从句that不能省略。
疑问意义 if whether 1. I don’t know if/whether it is interesting.2. He doesn’t care if it isn’t a fine day.3. I wonder whether he will come or not.4. Everything depends on whether we have enough money. if和whether一般可以互换, 但当与or not连用和作介词宾语时要用whether, 不能用if; 从句是否定句时一般用if。
特殊疑问意义 who, whom, which, whose, what, when, where, why, etc. 1. Please tell me who will go with you.2. He isn’t aware of what a terrible thing he has done.3. I wonder why he hasn’t called me.4. She always thinks of how she can work well.5. I wonder where he is going with his classmates. 宾语从句作及物动词的宾语, 也可作介词的宾语。宾语从句用陈述语序。
注1 We must make it clear that anybody who breaks the law will be punished. 如果宾语是复合宾语, 则用it作形式宾语, 将从句放后。
注2 1. We don’t think you are right.2. I don’t believe he will do so. think, believe, imagine, suppose等的宾语从句, 否定前移到主句中。
表语从句 连词 that whether as if 1. The problem is (that)they can’t get there early.2. It looks as if it is going to rain. 在非正式的文体中that可以省略。
连接代词 who what which 1. That’s just what I want.2. The question is who/which of you will be the next speaker.
连接副词 When where why how 1. This is where our problem lies.2. That is why he didn’t come to the meeting. 表语从句位于主句连系动词之后。
活动与探究
As we know, noun clauses are often used in formal situations. Imagine you are looking for a job. Your partner is the interviewer. Make a dialogue to brainstorm some questions and answer them with noun clauses. Be ready to present your dialogue to the class.
The following questions may help you:
Why do you want to work for this company
Could you tell me why you are interested in this job
What quality do you think is the most important for this job
Could you tell me what you know about this company
You may begin like this:
The interviewer: Why do you want to work for this company
You: The reason is that. . .Unit 1 Festivals around the world
Period 4 Using language: Listening and speaking
整体设计
教材分析
This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
We will mainly deal with listening and speaking in this period. At the beginning, students listen to a conversation among young people. Carla and Hari are students in Trinidad. Their Chinese friends Li Mei and Wu Ping, are visiting for the Carnival holiday in February. They are joining in a parade for Carnival in Trinidad. This listening activity is not only to offer students knowledge about how to celebrate Carnival in Trinidad but to encourage students to listen and then use what they have heard to help them answer questions. It is an important exercise because it links skills together and uses them to produce a useful phone call. Make sure students read the questions before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the directions, pictures and the questions and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to answer the questions. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
The speaking exercise is intended to give students the opportunity to practice a phone conversation using the functional items. So they should learn some expressions on how to make phone calls and invitations and express and thanks first. Then they are required to create such a phone conversation. During the course, let them know the polite forms of English are important and should be practiced in a variety of situations. Also encourage them to use vocabulary from the reading and listening passages.
This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.
教学重点
1. Develop students’ listening and speaking abilities.
2. Enable students to master different listening skills.
3. Let students learn how to make phone calls and invitations and express thanks.
教学难点
1. Get students to listen to and understand listening materials with various English accents.
2. Let students make a phone conversation using the functional items requests and thanks.
三维目标
知识目标
1. Get students to learn some useful new words and expressions in the listening passage.
2. Let students learn the following expressions:
1)Making phone calls
May I speak to. . .
Can I ring/call back later
Hold/Hang on, please.
I’ll ring him/her up again.
Just a moment, please.
Sorry, he/she isn’t here right now.
2)Invitations
I wonder if you are interested in. . .
I’d like to invite you to. . .
Would you like. . .
Could/Would you please. . .
I’m looking forward to. . .
I’d love to, but. . .
3)Thanks
Thank you so much.
Thanks a lot.
That’s very kind of you.
You’re most welcome.
Don’t mention it.
It’s a pleasure.
能力目标
1. Enable students to catch and understand the listening materials.
2. Develop students’ ability to get special information and take notes while listening.
3. Get students to learn and use the expressions of making phone calls, invitations and thanks.
情感目标
1. Enable students to know more about festivals and love their life.
2. Develop students’ sense of group cooperation and teamwork.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to translate some sentences using modal verbs.
1)我们中有些人现在会用电脑, 但我们10年前不会用。
2)我能借用你的自行车吗？
3)他可能是加拿大人。
4)机器一定出了故障。
5)你应该信守诺言。
Suggested answers:
1)Some of us can use the computer now, but we couldn’t ten years ago.
2)Can/Could/May/Might I borrow your bike
3)He may/might be from Canada.
4)There must be something wrong with the machine.
5)You should keep your promise.
→Step 2 Warming up
1. Tell students to turn to Page 6 and we are going to the part Listening and speaking.
2. Ask them to look at the pictures of the Trinidad Carnival and discuss in pairs what kind of activities the Carnival might have.
3. Let them find Trinidad on the map and describe it.
4. Have them to predict what kind of problems someone might have when going to such a carnival.
→Step 3 Listening
1. Go through the directions and questions to make sure students know what to do. Let them guess what the listening material they will hear may be about.
Show the questions on the screen.
Part 1:
1)What is wrong with Li Mei’s clothing and shoes
2)What advice does Carla give Li Mei
Part 2:
3)Why is it important for them to have water
4)Why is it difficult for them to hear each other
5)Why do they plan to meet at the parking lot at 8 o’clock
2. Play the tape for them to listen to it and decide whether their guessing is right or not.
3. Play the tape again. When listening, they work in pairs: one student writes down the answers to Part 1; the other writes down the answers to Part 2.
4. They exchange the information and listen to the tape again for checking. Let them have the correct answers.
5. Give 2 or 3 minutes to students to ask questions if they have any.
6. Show students the listening text and let them read it aloud.
Listening text: (Omitted)
→Step 4 Speaking
1. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
MAKING PHONE CALLSMay I speak to. . . Can I ring/call back later Hold/Hang on, please.I’ll ring him/her up again.Just a moment, please.Sorry, he/she isn’t here right now. INVITATIONSI wonder if you are interested in. . . .I’d like to invite you to. . . .Would you like. . . Could/Would you please. . . I’m looking forward to. . . .I’d love to, but. . . THANKSThank you so much.Thanks a lot.That’s very kind of you.You’re most welcome.Don’t mention it.It’s a pleasure.
2. Suppose the situation: Imagine you have just visited your friends in Trinidad and seen the Carnival. Make a phone call to invite your friends to a Chinese festival.
3. Give several minutes for students to prepare for their phone conversations in pairs.
4. Ask as many pairs as possible to present their conversations to the class.
→Step 5 Listening on Page 41
Turn to Page 41.
1. Ask students to look at the 4 pictures, and in pairs tell as many things as they can from each picture. Then ask them to say what festivals they think these pictures are about.
2. Tell students they will listen to a conversation between Chen Bin and his American friend, Joey. What is the main topic of their conversation
3. Play the tape for students to listen to and find out the main topic of their conversation.
4. Ask students to look at the chart before they listen to the tape again.
Show the chart on the screen.
EASTER
In which season
Who celebrates
The reason for the festival
On which day of the week
What things represent Easter
5. Play the tape again, and let students listen to it and then fill in the chart.
6. Let students share their information in pairs.
7. Play the tape a third time for students to check and have the correct answers.
8. Give 2 or 3 minutes for students to ask questions if they have any.
9. Show students the listening text and let them read it.
Listening text: (Omitted)
→Step 6 Listening task on Pages 45-46
1. Talk with students about festivals such as Mother’s Day, Valentine’s Day, Easter, the Cherry Blossom Festival, and so on.
2. Turn to Page 45. Ask them to look at the pictures and then discuss what festival for each picture is.
3. Have them listen to the tape. Then write the festival name for each picture.
4. Turn to Page 46. Ask them to go through the questions and make sure they know what to do.
5. Play the tape again for them to listen to and get their answers.
6. Two or three minutes for them to discuss and share their answers.
7. Play the tape a third time for them to check and have the correct answers.
8. Show them the listening text and let them read it.
Listening text: (Omitted)
→Step 7 Summary
In this period, we mainly focus on the listening and speaking abilities. They are very important. If your listening or speaking is poor, you’d better practice more. The more you listen to or speak English, the better your listening or speaking is. Remember: Practice makes perfect.
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Preview the passages A Sad Love Story and Winter Carnival in Quebec.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Ask some pairs of students to make up short dialogues to review modal verbs.
Situations:
1)You want to invite your friend to come to a party on Sunday.
2)You want to ask your mum for permission to go fishing with your friends.
→Step 2 Listening
1. Talk about Carnival and Trinidad with students.
2. Ask some of students to describe the pictures of the Trinidad Carnival.
3. Discuss with students what kind of activities the Trinidad Carnival might have.
4. Turn to Page 6. Ask students to read through the directions and questions in Exercise 2, predict the main idea of the listening text and then listen to the tape and give their answers.
→Step 3 Speaking
1. Turn to Page 6. Ask students to read the expressions of making phone calls, invitations and thanks in the box. Try to learn them by heart.
2. Suppose the situation and make a phone conversation in pairs using the expressions.
3. Ask as many pairs of students as possible to present their conversations to the class.
→Step 4 Workbook exercises
1. Listening
1)Ask students to discuss what festival these 4 pictures are about.
2)Have them listen to this conversation and find out the main topic.
3)Let them listen again and take notes to fill in the chart.
2. Talking
Ask students to read the directions and questions. Then let them make their role-play dialogues.
3. Listening task
1)Ask students to dictate some festival names to see if they are familiar with them.
2)Let them listen to the tape and write the festival for each picture on Page 45.
3)Have them go through the questions and then listen again to find the answers.
→Step 5 Homework
1. Finish off the related Workbook exercises.
2. Make up a phone conversation using the expressions of invitations and thanks.
板书设计
Unit 1 Festivals around the world
Listening and speaking
MAKING PHONE CALLSMay I speak to. . . Can I ring/call back later Hold/Hang on, please.I’ll ring him/her up again.Just a moment, please.Sorry, he/she isn’t here right now. INVITATIONSI wonder if you are interested in. . . .I’d like to invite you to. . . .Would you like. . . Could/Would you please. . . I’m looking forward to. . . .I’d love to, but. . . THANKSThank you so much.Thanks a lot.That’s very kind of you.You’re most welcome.Don’t mention it.It’s a pleasure.
活动与探究
Imagine you want to invite a foreign friend to join your family’s celebration of the Chinese Spring Festival. In pairs, one as the Chinese student and the other as the foreign friend, make up a phone conversation to give your invitation, ask and answer questions about the holiday. The foreign friend should express his or her thanks for your invitation. Be ready to act out your conversation to the class.Unit 1 Festivals around the world
Period 3 Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.
This teaching period mainly deals with the grammar: modal verbs—the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to make it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage FESTIVALS AND CELEBRATIONS again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 5 and more exercises for students to master the related modal verbs. Finally, summarize the use of can, could, may, might, will, would, shall, should, must, can’t.
At the end of the class, ask students to do the exercises in Using structures on Page 43 and additional exercises for consolidation.
教学重点
Get students to learn and master the use of can, could, may, might, will, would, shall, should, must, can’t.
教学难点
Enable students to learn how to use some modal verbs correctly.
三维目标
知识目标
1. Get students to know the characters of modal verbs.
2. Let students learn the use of can, could, may, might, will, would, shall, should, must, can’t.
能力目标
Enable students to use modal verbs correctly and properly according to the context.
情感目标
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
→Step 2 Leading-in by a guessing game
The teacher prepares some little gifts wrapped in paper and let students guess what the gifts are, who will be given the gifts and answer why they guess so. Tell students they can use such modal verbs as may, must, can’t, and so on.
The teacher may write some sentences on the blackboard according to what students say and explain how to use modal verbs to express speculation, possibility, etc.
Suggested sentences:
1. It must be a toy. (speculation)
2. It may be a book about how to learn English. (possibility)
3. Can it be a pen (guessing)
4. You will give it to student who can speak English well. (promise; ability)
5. What you guessed can’t be true. (guessing)
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 1 to read through the passage FESTIVALS AND CELEBRATIONS, let them pick out the sentences using modal verbs and translate them into Chinese.
Suggested answers:
1. The most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.
最古老的节日总是庆祝严寒的结束、春季的种植和秋天的收获。
2. Some festivals are held to honor the dead or to satisfy the ancestors, who might return either to help or to do harm.
有些节日, 是为了纪念死者, 或者使祖先得到满足, 因为祖先们有可能回到世上（给人们）提供帮助, 也有可能带来危害。
3. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors.
在日本的盂兰盆节, 人们要扫墓、烧香, 以缅怀祖先。
4. They also light lamps and play music because they think that this will lead the ancestors back to earth.
他们也点起灯笼, 奏响乐曲, 因为他们认为这样可以把祖先引回到世上。
5. It is now a children’s festival, when they can dress up and go to their neighbors’ homes to ask for sweets.
它（万圣节前夕）现在是儿童们的节日, 他们可以乔装打扮, 到邻居家要糖吃。
6. If the neighbors do not give any sweets, the children might play a trick on them.
如果邻居们不给糖果, 孩子们可能会捉弄他们。
7. Festivals can also be held to honor famous people.
有些节日也可以是纪念名人的。
8. Harvest and Thanksgiving festivals can be very happy events.
收获节和感恩节是非常喜庆的节日。
9. Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster.
有些人可能因为他们的农产品（参加评选）而获奖, 比如最大的西瓜或最帅的公鸡。
10. These carnivals might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds.
狂欢节也许包括街头游行、昼夜跳舞、鼓噪的音乐和各种艳丽的盛装。
2. Thinking and discussing
Let students read the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations. If students have some difficulty, give them a hand.
3. Summing up: the use of can, could, may, might, will, would, shall, should, must and can’t.
情态动词 (Modal Verbs)
情态动词主要用来表示说话人的看法、意愿、态度等。从用法上来说, 它有如下几个特点:
1)情态动词本身都有一定的词义;
2)情态动词单独不能在句子中充当谓语;
3)情态动词没有人称和数的变化;
4)情态动词后接都不带to的不定式（除ought外）, 即接动词原形。
常用情态动词的基本用法
1. can/could
1)表示脑力或体力上的能力
Nobody can stop the development of science.
谁也无法阻止科学的发展。
She can sing that song in English. 她能用英文唱那首歌。
He could hardly support his family before he found the new job.
他在找到那份新工作前几乎无法养家糊口。
I could not understand the lecture on the computer given by Mr. Smith.
我听不懂史密斯先生作的那个关于计算机的讲座。
2)表示客观上的可能性
You can borrow this useful book from the library.
你可以从图书馆借到这种有用的书。
A more suitable person than him for the job can not be found.
不可能找到比他更适合这份工作的人了。
When the storm stopped, the plane could take off.
当风暴停下来时, 飞机可以起飞了。
3)表示主观上的允许
Can I ask you some questions about it
我可以问你有关这件事的几个问题吗？
You can not leave here till I come back.
直到我回来你才能离开。
Such kind of thing can’t happen any more later.
这类事以后不准再发生了。
Can/Could you tell me how to get to the airport
你能告诉我怎么去机场吗？
4)（用于否定句、疑问句或感叹句中）表示猜测、怀疑或惊诧
How can/could you be here 你怎么会在这儿？
She couldn’t/can’t be so stupid to do that.
她不可能蠢得去做那种事吧。
Where could/can the boy be now
那孩子现在能在哪儿呢？
另外, could还常用于表示客气委婉的看法、提问以及用于虚拟语气的结构中。这时could就不可以看作是can的过去式了, 而是could自己独特的用法。例如:
Could you speak a little slowly
您能说慢一点儿吗？
I’m afraid that we couldn’t give you any definite answer at this moment.
恐怕我们这时候还无法给予您确切的答复。
I could come earlier if asked.
如果要让我早一点来, 我可以来早一点。
2. may/might
1)表示可能性
I may be busy from tomorrow on.
从明天起我可能会忙起来。
You may catch sight of the sunrise from here when you get up before 5 in the morning.
你在早晨五点钟以前起来, 或许能从这儿看到日出。
I wondered if they might agree with the idea.
我想知道他们是否会同意这种想法。
She thought it might be wise to try her luck here.
她认为在这儿碰碰运气也不错。
2)表示允许
May I come in 我可以进来吗？
I’d like to have a smoke here if I may.
如果可以的话我想在这儿抽一支烟。
The librarian told her that she might return the book to the library in three days.
图书管理员告诉她说, 她可以在三天后还那本书。
3)may用来表示祝愿
May that day come soon. 但愿这天早日到来。
May you succeed in winning the first prize in the game.
祝愿你比赛夺冠成功。
4)might也常用于一些状语从句中或虚拟语气的结构中
I could not convince him, try as I might.
我无论用什么样的办法也不能说服他。
They left off earlier on that day so that they might catch the first train.
那天, 他们为了赶上头班车动身早一些。
He died so that the others might live.
为了其他的人能活下去, 他自己牺牲了。
If you had made better use of your time, you might have learned more.
假若你将自己的时间利用得更好一些, 你本可以学到更多东西的。
注意: 在回答以may引导的问句时, 一般避免使用may, 以免显得太严厉、或不太客气, 而改用其他方式。例如:
—May I come in 我可以进来吗？
—Yes, please. /Sure. /Certainly. 请进。
—Please don’t. 请不要进来。/—No, you mustn’t. 不能进来。
3. must
1)表示出于职责、义务该做某事
We must protect the people’s rights.
我们应该保护人民的利益。
Everyone must be loyal to his motherland.
每个人都应该忠于自己的祖国。
Students must work hard at their study.
学生应该努力学习。
2)表示出于主观意识而必须要做某事
We must speed up the pace of our economic reform.
我们必须加速经济改革的步伐。
We must keep steps to the scientific development.
我们一定要与科学的发展保持步调一致。
You must hurry up or you’ll be late.
你必须得快点儿, 不然会迟到的。
注意: (1)must和have to的区别: must表示出于主观意识而必须要做某事; have to却表示由于某种客观原因而不得不做某事, 另外have to还有时态的变化。例如:
I have to go now for I’ve got a meeting 15 minutes later.
我现在必须要走了, 因为我15分钟后有个会要开。
He has to be back home by five to fetch his son from kindergarten.
他必须在五点钟前回家去幼儿园接他的儿子。
(2)在回答以must引导的问句时, 若是否定答复, 不用mustn’t, 而用needn’t 或don’t have to, 因为mustn’t表示禁止, 意思是“绝不能”“一定不要”, 而没有“不必”的意思。例如:
—Must we hand in our exercises today
我们今天必须交作业吗？
—Yes, you must. 是的, 必须交。
—No, you needn’t/don’t have to. 不, 没必要。
3)用于否定句, 表示禁止
Smoking must not be allowed in the office.
严禁在办公室吸烟。
You mustn’t talk to girls like that.
你绝不能那样对女孩子说话。
4)表示推测（用于肯定句）
You must be tired after working so long.
你工作这么久了, 肯定累了吧。
It must have rained last night for it is so wet outside.
外面这么湿, 昨晚肯定下雨了。
4. shall
用作情态动词时, 适用于第二人称和第三人称。
1)表示允诺
The Fairy said, “Whatever you want, you shall have. ”
仙女说: “你想得到什么, 你就可以有什么。”
I don’t want to be hard on your daughter; she shan’t be pressed.
我不想对你女儿太严厉, 她不会太受压的。
2)表示命令
You shall come to my office immediately.
你必须马上来我的办公室。
She shall not stay in my garden.
她不许呆在我的花园里。
3)表示必然
That day shall come. 那一天一定会到来。
This law shall come into effect on January 1st 2007.
这项法律于2007年元月1日生效。
4)表示约定
The renter shall keep the house in a neat and orderly state.
租赁者要保持房屋整洁有序。
The supplier shall make shipment before October and the purchaser shall make payment within 15 days after receipt of the goods.
卖方十月以前装运, 买方在收到货物后十五天内付款。
5. should
1)表示出于职责、义务该做某事
You shouldn’t come to such a decision hastily.
你不应该匆匆忙忙地作出这么一个决定。
We should read English aloud every morning.
我们应该每天早晨朗读英文。
2)表示对某种情况的估计
She shouldn’t be out in such an early morning.
她不会这么一大早就出去了吧。
This book should be published in two months at most.
这本书最多两个月后就会出版的。
3)用于某些从句中表示虚拟语气
The doctor insisted that the girl should be hospitalized.
大夫坚持认为那个女孩要住院治疗。
If it had not been for the doctor’s care, the girl should not be speaking to you now.
要不是由于大夫的精心照料, 这个女孩现在就不能与你说话了。
6. will/would
1)用于第二人称的疑问句, 表示请求（would更客气、委婉）
Will you tell her that I’ll be back in twenty minutes
请告诉她我二十分钟后回来, 好吗？
Would you tell me how to get to the shopping center
您能告诉我怎么去购物中心吗？
2)表示愿望
Go where you will. 去你想去的地方吧。
He wouldn’t let the doctor take his blood pressure.
他不愿意让大夫给他量血压。
3)表示习惯、倾向
Sometimes the cat will lie there all afternoon.
有时候, 那只猫总是整个下午都躺在那儿。
He would sit there for hours, doing nothing at all.
他总是在那儿一坐就是几个小时, 什么都不干。
4）表示决心
We will never talk about that subject again.
我们决不会再谈论这个话题了。
He said he would make this computer work even if he had to stay up all night.
他说他即使整晚不睡觉也一定要让这台计算机工作起来。
→Step 4 Grammar practice
1. Turn to Page 5. Ask students to do Exercise 2 in Discovering useful structures. First let them discuss in pairs how each of these modal verbs is being used in the situations. Then check the answers with the whole class. Give some explanations if necessary.
2. Turn to Page 43. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.
→Step 5 Dialogues
Show the following on the screen.
Working in pairs, complete the dialogues using modal verbs and then be ready to present your dialogues to the class.
1. A: ______________ you like to go to a special event with us on Sunday
B: Yes, I __________________________.
2. A: ______________ Xiao Feng find the origin of Easter from that book
B: No, he __________________________.
3. A: _______________ I go with my friends to the harvest festival
B: Yes, you __________________________.
4. A: If I want to be a doctor _____________ I study science
B: Yes, you .
5. A: He is very handsome. ______________ he play the role of the prince
B: No, he __________________________.
6. A: The neighbors’ children are older this year. ______________ they stop playing tricks at Halloween
B: Perhaps, they __________________________.
The following procedures may be followed:
1. Let students complete the dialogues using modal verbs individually.
2. Check the answers with the whole class.
3. Ask students to practice their dialogues in pairs.
4. Let some pairs perform their dialogues in the front.
Suggested answers:
1. A: Would
B: ‘d like to go with you on Sunday
2. A: Could
B: couldn’t find it
3. A: May
B: may go (with your friends)
4. A: should
B: should study science
5. A: Can
B: can’t play the role of the prince
6. A: Might/Should
B: might/should stop playing tricks at Halloween
→Step 6 Closing down by a quiz
Show the following exercises on the screen. Let students finish them within five minutes to see if they have mastered the use of modal verbs. Five minutes later, check the answers with the whole class.
1. Peter ______________ come with us tonight, but he isn’t very sure yet.
A. must
B. may
C. can
D. will
2. Michael ______________ be a policeman, for he’s much too short.
A. needn’t
B. can’t
C. should
D. may
3. It’s nearly seven o’clock. Jack ______________ be here at any moment.
A. must
B. need
C. should
D. can
4. John, you ______________ play with the knife; you ______________ hurt yourself.
A. won’t; can’t
B. mustn’t; may
C. shouldn’t; must
D. can’t; shouldn’t
5. —When can I come for the photos I need them tomorrow afternoon.
—They ______________ be ready by 12: 00.
A. can
B. should
C. might
D. need
6. —Are you coming to Jeff’s party
—I’m not sure. I ______________ go to the concert instead.
A. must
B. would
C. should
D. might
7. I didn’t see her in the meeting this morning. She ______________ have spoken at the meeting.
A. mustn’t
B. shouldn’t
C. needn’t
D. couldn’t
8. Susan ______________ written a report like this.
A. can have
B. mustn’t have
C. can’t have
D. ought to not have
9. Sorry, I’m late. I ______________ have turned off the alarm clock and gone back to sleep again.
A. might
B. should
C. can
D. will
10. Jenny ______________ have kept her word. I wonder why she changed her mind.
A. must
B. should
C. need
D. would
11. We ______________ last night, but we went to the concert instead.
A. must have studied
B. might study
C. should have studied
D. would study
12. —Will you stay for lunch
—Sorry, ______________. My brother is coming to see me.
A. I mustn’t
B. I can’t
C. I needn’t
D. I won’t
13. Mary ______________ be in Paris. I saw her in town only a few minutes ago.
A. mustn’t
B. shouldn’t
C. can’t
D. may not
14. A computer ______________ think for itself; it must be told what to do.
A. can’t
B. couldn’t
C. may not
D. might not
15. —Could I borrow your dictionary
—Yes, of course, you ______________.
A. might
B. will
C. can
D. should
Suggested answers:
1～5 BBCBB 6～10 DDCAB 11～15 CBCAC
→Step 7 Homework
1. Finish off the workbook exercises.
2. Preview the passage A SAD LOVE STORY on Page 7, find the sentences in which modal verbs are used, and see if you can understand the situations.
设计方案(二)
→Step 1 Revision
1. Check the homework exercises.
2. Translate the following into English.
1)纪念; 追念
2)盛装; 打扮
3)搞恶作剧; 诈骗; 开玩笑
4)期望; 期待; 盼望
5)日夜; 昼夜; 整天
6)人们喜欢聚在一起, 吃吃喝喝, 互相玩得开心。(have fun with)
7)她的婚礼下周举行。(take place)
8)她看上去好像生病了。(as though/as if)
→Step 2 Warming up
Tell students that modal verbs such as may, might, will, would, can, could, shall, should and must are used for many purposes. Ask them to read through the reading passage and find out at least ten sentences that contain modal verbs. Then let them explain the meaning and discuss in pairs how each of the modal verbs is being used in the situations.
→Step 3 Learning the use of modal verbs
1. Ask students to turn to Page 89 and learn the grammar Modal Verbs by themselves.
2. Encourage them to ask as many questions as possible. Give them explanations if necessary.
3. Solve the problems students meet during their study.
4. Sum up.
→Step 4 Practice
1. Ask students to do Exercise 2 and Exercise 3 in Discovering useful structures on Page 5.
2. Let students do the following additional exercise.
Working in pairs, complete the dialogues using modal verbs and then be ready to present your dialogues to the class.
1. A: ______________ you like to go to a special event with us on Sunday
B: Yes, I __________________________.
2. A: ______________ Xiao Feng find the origin of Easter from that book
B: No, he __________________________.
3. A: _____________ I go with my friends to the harvest festival
B: Yes, you __________________________.
4. A: If I want to be a doctor ________________ I study science
B: Yes, you __________________________.
5. A: He is very handsome. ______________ he play the role of the prince
B: No, he __________________________.
6. A: The neighbors’ children are older this year. ______________ they stop playing tricks at Halloween
B: Perhaps, they __________________________ .
→Step 5 Consolidation
Ask students to finish the following exercises within 8 minutes. Then check the answers with the whole class.
1. 单句改错
1)Mr. Smith looks pale. He can be ill.
2)You must be joking. That mustn’t be true.
3)Come to take the photos tomorrow morning. It may be ready by then.
4)The fire spread so fast that only one-third of the people could escape the fire.
2. Exercise 1 and Exercise 2 in Using structures on Page 43.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Read through the part Modal Verbs on Pages 89-91 again and take notes in your exercise book.
板书设计
Unit 1 Festivals around the world
Modal verbs
Modal verbs Examples
can/could —Can/Could I borrow your dictionary —Yes, you can.
may/might —May/Might I come in —Yes, please. /Sure. /Certainly.—Please don’t. /—No, you mustn’t.
must/mustn’t —Must we hand in our exercises today —Yes, you must.—No, you needn’t/don’t have to.You mustn’t talk to girls like that.
must/can’t You must be tired after working so long.She can’t be so stupid to do that.
will/would Will/Would you tell me how to get to the shopping center He will/would sit there for hours, doing nothing at all.
shall/should You shall come to my office immediately.We should read English aloud every morning.
活动与探究
Suppose Xiao Gang is absent today. Your teacher wants to know why he is absent, but no one knows the reason exactly. Make up a dialogue between the teacher, you and some of your classmates. Try to use as many modal verbs as possible. Be ready to present your dialogue to the class.
This activity is designed not only to help students know how to use modal verbs they have learned but also to make for the development of students’ writing and speaking ability. The teacher should make proper remarks after each group present the dialogue.
