高中英语优秀教案：新人教版选修6（30份）汇编

Unit 4　Global warming
本单元的中心话题是人类当今面临的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
本单元的主要教学内容如下表所示：
类别 课程标准要求掌握的内容
话题 Global warming，pollution and the importance of protecting the earth
词汇 tend v.趋向；易于；照顾 catastrophe n.大灾难；浩劫
oppose v.反对；反抗；与(某人)较量 flood n.洪水；水灾
state v.陈述；说明 consequence n.结果；后果；影响
glance v.看一下；扫视　n．一瞥 existence n.生存；存在
quantity n.量；数量 commitment n.承诺；交托；信奉
range n.种类；范围 pollution n.污染；弄脏
tendency n. 趋向；趋势 growth n.增长；生长
circumstance n.环境；情况 motor n.发动机
opposed adj.反对的，对立的 can n.容器；罐头
steady adj. 平稳的；持续的 microwave n.微波炉；微波
widespread adj.分布广的；普遍的 educator n.教育工作者；教育家
average adj.平均的 contribution n.贡献
consume v.消费；消耗；耗尽；吃完 presentation n.显示；演出
subscribe v.同意；捐赠；订阅 disagreement n.分歧；不一致
advocate v.拥护；提倡；主张 random adj.胡乱的；任意的
refresh v. 使恢复；使振作 mild adj.温和的；温柔的；淡的
graph n.图表；坐标图；曲线图 outer adj.外部的
phenomenon n.现象 electrical adj.电的；与电有关的
fuel n.燃料 casual adj.随便的；偶然的
data n.资料；数据 nuclear adj.核的；核能的
trend n.趋势；倾向 per prep.每；每一
come about 发生；造成 keep on 继续
subscribe to 同意；赞成；订购 on the whole 大体上；基本上
quantities of 大量的 on behalf of 代表……一方；作为……的代言人
go up 上升；增长；升起 put up with 忍受；容忍
result in 导致 so long as 只要
be opposed to 反对 and so on 等等
even if 即使 greenhouse effect 温室效应
句型 1....it_is human activity that has caused this global warming...　(emphatic “it”)
2....it is a rapid increase when_compared_to other natural changes.(ellipsis)
3.There is no doubt that_the_earth_is_becoming_warmer...(the appositive clause)
4.Without the “greenhouse effect”，the earth would_be about thirty－three degrees Celsius cooler than it is.(the subjunctive mood)
功能 1.同意与不同意(Agreement and disagreement)Exactly.You're right.　　　　I agree.　　　　That's correct/true/right.I'm afraid I disagree with you. I'm afraid not. I don't think so.No way. I don't agree. I doubt...2．责备与抱怨(Blame and complaint)I'm sorry to bring this up，but...　　　I'm sorry to have to say this，but...They shouldn't have done it. They are to blame.Perhaps/Maybe they should/ought to... Why don't you do something about it？
语法 “it”的用法(the use of “it”)(2)...it_is human activity that has caused this global warming...
教学重点 1.Get students to know about global warming and its effect；to realize what we can do about global warming.2．Have students learn some useful new words and expressions about global warming and let them learn effective ways to master them.3．Enable students to grasp and use the expressions of agreement and disagreement，blame and complaint.4．Let students learn the new grammar item：the use of “it”(2)．5．Develop students' listening，speaking，reading and writing ability.
教学难点 1.Enable students to master the use of “it”(2)．2．Let students learn to write a short passage to tell others how to solve the problem of global warming.3．Develop students' integrative skills.
课时安排 Periods needed：6Period 1　Warming Up，Pre－reading，Reading and ComprehendingPeriod 2　Language StudyPeriod 3　Grammar—the Use of “It”(2)Period 4　Listening and Speaking Period 5　Reading and WritingPeriod 6　Summing Up，Learning Tip and Assessment
Period 1　Warming Up，Pre－reading，
Reading and Comprehending
教学内容分析　　　
This is the first teaching period of this unit.The central part of this period is the reading passage with the title of “The Earth Is Becoming Warmer—But Does It Matter？” talking about the global issue which has a great effect on human beings' life.
Warming Up gives six pictures to help students list the sources of energy they can think of in our daily life.Then they will be led to discuss which energy source is “renewable” and which is “non－renewable”．This part is designed to help the students to recall their background knowledge about energy and prepares students for the whole unit.
Pre－reading provides a picture of a greenhouse and then tells us what a greenhouse is and what “greenhouse gases” are.The students will be led to discuss what they think greenhouse gases do，leading to the topic of the reading passage.
Reading is a passage from an environmental magazine for young people.It puts forward the possible effect of increased carbon dioxide in the atmosphere and different points of view about it.It also analyzes the causes of the earth's increased temperature.It poses questions and encourages students to think about the issues.There are two graphs in it that tell us the “temperature difference from long－term average,1860－2000” and “carbon dioxide content in the atmosphere,1957－1997”．Characters in the passage—Dr Janice Foster，George Hambley and Charles Keeling are all real persons and their views reflect the views of some scientists today.
Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
三维目标设计　　　
Knowledge and skills
1．To know the meanings of the following new words and phrases：
consume(消费；消耗；耗尽)，come about(发生；造成)，random(胡乱的；任意的)，phenomenon(现象)，subscribe(同意；捐赠；订阅；签署文件)，subscribe to(同意；赞成；订购)，fuel(燃料)，quantity(量；数量)，quantities of (大量的)，tend(趋向；易于；照顾)，go up(上升；增长；升起)，per(每；每一)，data(资料；数据)，result in(导致)，trend(趋势；倾向)，catastrophe(大灾难；浩劫)，flood(洪水；洪灾)，oppose(反对；反抗)，opposed(反对的；对立的)，be opposed to(反对)，consequence(结果；后果)，state(陈述；说明)，range(种类；范围)，even if(即使)，keep on(继续)，glance(看一下；扫视)，steady(平稳的；持续的)，steadily(平稳地，持续地)
2．To learn about some facts and views about global warming.
3．To learn how the information is organized.
4．To develop the students' reading ability by skimming and scanning the passage.
5．To develop the students' speaking ability by talking about global warming.
Process and methods
1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures or videos about sources of energy，making the students recall their own knowledge about energy.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and lead them to the topic of global warming.The teacher should also ask the students to look at the graphs in the reading passage and try to find out the general idea of the text.
3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.
4．To consolidate the contents of the reading passage，the students should be required to retell the text in their own words at the end of the class.
Emotion，attitude and value
1．To make students realize the harm of global warming and the importance of environmental protection.
2．To develop students' sense of cooperative learning.
教学重、难点　　　
1．To enable the students to learn about global warming and to develop their reading ability.
2．To enable the students to talk about what we should do to prevent global warming.
?Step 1　Warming up
1．Warming up by reading and talking：
Read through the exercise with the class.Put students in groups of four to talk about what we use energy for，what are the sources of these energy and whether the sources are renewable or non－renewable.
Suggested answer：The six photos are：windmills；a coal power station；an oil refinery；a nuclear power plant；solar panels；a hydro－electric dam.
2．Warming up by discussion：
Draw a form on the blackboard as follows：
Things that use energy Sources of energy Renewable/non－renewable
　Let the students have a discussion and collect suggestions from students and write them under the appropriate heading.
Suggested answer：
Things that use energy Sources of energy Renewable/non－renewable
lightsheating television cassette player video recorder computer fridge stove hairdryer ... coal non－renewable
oil non－renewable
natural gas non－renewable
wind power renewable
solar energy renewable
nuclear energy non－renewable
hydro－electric power renewable
biomass energy renewable
geothermal energy renewable
tidal energy renewable
?Step 2　Pre－reading
1．Show a picture of a greenhouse to students and ask them what a greenhouse is made of and what its purpose is.
Suggested answer：It's made of glass and plants can grow in it when it's cold outside.
Ask the students how it works.
Suggested answer：The glass traps the heat from the sun，making the air warm so that plants grow better.
2．Ask students what they think “greenhouse gases” are and what they think greenhouse gases do.Look at the picture above and explain it to their partners.
Suggested answer：Greenhouse gases perform the same function as the glass in a glasshouse：they trap the heat of the sun and keep the air surrounding the earth warm.This is called the greenhouse effect.)
?Step 3　Reading and comprehending
1．Fast reading
Ask students to read the passage quickly so as to get the key words and general idea of each paragraph and answer the following questions：
(1)What is the main topic of the article
________________________________________________________________________
(2)Who wrote the magazine article？What is the name of the magazine
________________________________________________________________________
(3)What are the names of the three scientists mentioned in the article？Do they agree with one another
________________________________________________________________________
Suggested answers：(1)Global warming/the warming of the earth.(2)Sophie Armstrong，Earth Care.
(3)Dr Janice Foster，Charles Keeling，George Hambley.They don't agree with each other.
2．Detailed reading
(1)Read the passage carefully and judge whether the statements are true(T) or false(F)．
①Janice Foster believes that global warming is caused by the burning fossil fuels.(　)
②Natural gas is a greenhouse gas.(　)
③Carbon dioxide is a byproduct of burning fossil fuels.(　)
④People accept Charles Keeling's data because he took accurate measurements.(　)
⑤Flooding could be one of the effects of future global warming.(　)
⑥George Hambley believes scientists are just guessing about the effects of global warming.(　)
⑦George Hambley is worried about the effects of carbon dioxide on plant growth.(　)
⑧It is clear what the effects of global warming will be.(　)
(Suggested answers：TFTTTTFF)
3．Structure analyzing
Ask students to read the text carefully and try to find out how many parts they can divide the text into and find out the main idea of each part.
Part Main idea
Part 1(Paragraph ______)
Part 2(Paragraphs ______ to ______)
Part 3(Paragraphs ______ to ______)
Part 4(Paragraph ______)
　　Suggested answer：
Part Main idea
Part 1(Paragraph 1) To introduce a debate over the issue of global warming.
Part 2(Paragraphs 2 to 5) To illustrate how global warming comes about.
Part 3(Paragraph 6) To list two different attitudes among scientists towards global warming.
Part 4(Paragraph 7) It's up to readers to think and decide whether people should do something about global warming or not.
?Step 4　Language study
Dealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.
?Step 5　Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each 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：come about，There is no doubt that...，subscribe to，due to，greenhouse effect，quantities of，tend to，be trapped in，go up，result in，on the one hand...on the other hand，be opposed to，build up，keep on.
?Step 6　Retelling
Ask students to talk about global warming in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.
?Step 7　Homework
1．Learn the useful new words and expressions in this part by heart.
2．Try to find some data about global warming on the Internet，and show your class in the next period and talk about them.
?Step 8　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
About Global Warming(关于全球变暖)
Global warming is the increase in the average temperature of Earth's near－surface air and oceans since the mid－20th century and its projected continuation.Global surface temperature increased 0.74±0.18℃(1.33±0.32?)between the start and the end of the 20th century.The Intergovernmental Panel on Climate Change(IPCC)concludes that most of the observed temperature increase since the middle of the 20th century was very likely caused by increasing concentrations of greenhouse gases resulting from human activity such as fossil fuel burning and deforestation.The IPCC also concludes that variations in natural phenomena such as solar radiation and volcanic eruptions had a small cooling effect after 1950.These basic conclusions have been endorsed by more than 40 scientific societies and academies of science，including all of the national academies of science of the major industrialized countries.
Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4℃(2.0 to 11.5?)during the 21st century.The uncertainty in this estimate arises from the use of models with differing sensitivity to greenhouse gas concentrations and the use of differing estimates of future greenhouse gas emissions.Most studies focus on the period up to the year 2100.However，warming is expected to continue beyond 2100 even if emissions stop，because of the large heat capacity of the oceans and the long lifetime of carbon dioxide in the atmosphere.
An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation，probably including expansion of subtropical deserts.Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers，permafrost and sea ice.Other likely effects include changes in the frequency and intensity of extreme weather events，species extinctions，and changes in agricultural yields.Warming and related changes will vary from region to region around the globe，though the nature of these regional variations is uncertain.
Political and public debate continues regarding global warming，and what actions(if any)to take in response.The available options are mitigation to reduce further emissions；adaptation to reduce the damage caused by warming；and，more speculatively，geoengineering(地球工程)to reverse global warming.Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions.Period 3　Grammar—the －ing Form
教学内容分析　　　
This teaching period mainly deals with the grammar：the －ing form.In the English language，the －ing form of a verb may be a present participle or a gerund.The form is identical and the difference is in the function，or the job it does in the sentence.The present participle is most commonly used：
(1)After verbs of movement/position in the pattern.
(2)After verbs of perception in the pattern.The gerund always has the same function as a noun(although it looks like a verb)．
In this period we will focus on only part of the usages of the present participle，that is，the present participle used as the adverbial.
三维目标设计　　　
Knowledge and skills
1．To get the students to know the different forms and usages of the present participle.
2．To enable the students to use the present participle as the adverbial correctly and properly.
Process and methods
1．To ask the students to pick out the sentences with the －ing form from the reading passage and translate them into Chinese.
2．To ask the students to discover the form and usages of the －ing form by comparing a lot of example sentences.
3．To ask the students to do the exercises in Discovering useful structures on Page 37 for students to master the －ing form.
4．To ask the students to summarize the －ing form.
5．To ask the students to do the exercises in Using Structures on Page 71 and some other additional exercises for consolidation.
Emotion，attitude and value
1．To get the students to become interested in grammar learning.
2．To develop the students' ability of comparing and summarizing.
教学重、难点　　　
1．To get the students to master the structure and usages of the －ing form.
2．To enable the students to learn how to use the －ing form correctly.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some new words and expressions.
3．Translate the following sentences into English：
(1)凯特早上看到了火山爆发，她兴奋得整夜不能入睡。
(2)得知可怕的台风的消息后，我打电话给爸爸看一切是否安好。
Suggested answers：
(1)Having seen a volcano erupting in the morning，Kate felt excited and couldn't fall asleep at night.
(2)Having got the news about the terrible typhoon，I called my father to see if everything was OK.
?Step 2　Warming up
Ask the students to go back to Page 33 and study the following three sentences in Pre－reading and translate them into Chinese paying special attention to their verb forms：
(1)Do you think you would enjoy studying volcanoes as a job
(2)Do you like working outside as well as inside
(3)Are you interested in studying rocks and other things that make up the surface of the earth
Tell the students that the above three sentences are with the －ing form and discuss it with them.Then ask the students to think over the question “What is the －ing form？”
Suggested answers：
(1)你认为你会乐意把研究火山作为工作吗？
(2)你喜欢室内工作同时也喜欢室外工作吗？
(3)你对研究岩石及其他一些组成地球表面的物质感兴趣吗？
?Step 3　Grammar learning
Ask the students to study the following sentences and try to summarize the structures and the meanings of the －ing form.
1．the －ing form as the adverbial
(1)Because_I_was_feeling_tired，I went to bed early.因为感到累了，所以我早早地上床睡觉了。
(＝_Feeling_tired，I went to bed early.)
(2)While_I_was_walking along the street，I met Mary.在街上走的时候，我遇到了玛丽。
(＝Waking along the street，I met Mary.)
(3)If_you_turn to the left，you will find the school.向左转，你就会找到那个学校。
(＝Turning_to the left，you will find the school.)
(4)Though_he_knows where I live，he never comes to see me.
虽然他知道我的住处，但是他从来不来看我。
(＝Knowing where I live，he never comes to see me.)
(5)I stood there，and_waited for her.我站在那儿等她。
(＝I stood there，waiting for her.)
2．having done
(1)After_I_had_finished my work，I went home.工作做完之后我就回家了。
(＝Having_finished my work，I went home.)
(2)Because_the_book_had_been_written in haste，it has some faults.
这本书因为仓促完成，所以有些缺憾。
(＝Having_been_written in haste，the book has some faults.)　
?Step 4　Summing up
Try to help the students draw the following conclusions.
1．The －ing form can be used as the adverbial in a sentence to give information about time，reasons or results.
2．We use the structure “having＋past participles”(the perfect －ing form)to refer to an action that took place before the time expressed by the verb in the main clause.
?Step 5　Grammar practice
Ask students to do the following exercises.
1．Change the following sentences into the －ing form.Put the verbs into the correct forms.
(1)When Rose woke up in the middle of the night，she saw her room was as bright as day.
(2)After we had stopped the car，we found ourselves trapped in thick fog and couldn't see clearly ahead.
(3)Because I had spent all night reading the documents，I was very tired the next day.
(4)As the child had never seen a rainbow before，he was very excited.
Suggested answers：
(1)Waking up in the middle of the night，Rose saw her room was as bright as day.
(2)Having stopped the car，we found ourselves trapped in thick fog and couldn't see clearly ahead.
(3)Having spent all night reading the documents，I was very tired the next day.
(4)Having never seen a rainbow before，the child was very excited.
2．Do Exercise 4 in Discovering useful structures on Page 37.
First ask students to do the exercises individually and then let them discuss and check their answers with their partners，and finally give them the correct answers and deal with any problems they might meet.
?Step 6　Getting more about the grammar
Ask students to go back to Page 34 and read through the reading passage An Exciting Job to pick out the sentences with the －ing form and then translate them into Chinese.
Suggested answers：
(1)Sometimes working_outdoors，sometimes in an office，sometimes using_scientific_equipment and sometimes meeting_local_people_and_tourists，I am never bored.
有时在室外工作，有时在办公室，有时工作中要用科学仪器，有时要会见当地百姓和旅游人士，我从来不感到工作烦人。
(2)My job is collecting_information_for_a_database_about_Mount_Kilauea，which is one of the most active volcanoes in Hawaii.
我的任务是收集有关基拉韦厄火山的数据资料，这是夏威夷最活跃的火山之一。
(3)Having_experienced quite a few earthquakes in Hawaii already，I didn't take much notice.
因为我在夏威夷经历过多次地震，所以我对这种声音并不在意。
(4)Having_studied volcanoes now for many years，I am still amazed at their beauty as well as their potential to cause great damage.
虽然我从事火山研究很多年了，但我现在仍然对它们的壮丽景色和它们那潜在的巨大破坏力感到惊愕不已。
?Step 7　Closing down by a quiz
Ⅰ.Show students the following on the screen or give out test papers to them.
1．The wild flowers looked like a soft orange blanket ______ the desert.
A．covering B．covered
C．cover D．to cover
2．The flowers ______ sweet in the botanical garden attract the visitors to the beauty of nature.
A．to smell B．smelling
C．smelt D．to be smelt　
3．Will those ______the children from abroad come to the headmaster's office
A．teaching B．teach
C．who teaches D．who teaching
4．______the meeting himself gave them a great deal of encouragement.
A．The president will attend B．The president to attend
C．The president attended D．The president's attending
5．—Why did you go back to the shop
—I left my friend ______ there.
A．waiting B．to wait
C．wait D．waits
6．Don't leave the water ______while you brush your teeth.
A．run B．running
C．being run D．to run
7．A cook will be immediately fired if he is found ______in the kitchen.
A．smoke B．smoking
C．to smoke D．smoked
8．When ______different cultures，we often pay attention only to the differences without noticing the many similarities.
A．compared B．being compared
C．comparing D．having compared
9．More and more people are signing up for yoga classes nowadays，______advantage of the health and relaxation benefits.
A．taking B．taken
C．having taken D．having been taken
10．Daddy didn't mind what we were doing，as long as we were together，______ fun.
A．had B．have
C．to have D．having
11．Oil prices have risen by 32 percent since the start of the year，______a record US $57.65 a barrel on April 4.
A．have reached B．reaching
C．to reach D．to be reaching
12．He came to the party without ______.
A．being invited B．having invited
C．to be invited D．inviting
Suggested answers：
1．A　2.B　3.A　4.D　5.A　6.B　7.B　8.C　9.A　10.D　11.B　12.A
Ⅱ.Complete the following sentences using the v－ing form.
1．Can you imagine yourself ______ in a lonely island？(stay)
2．I can't understand your ______ at that poor child.(laugh)
3．She didn't mind ______ overtime.(work)
4．To make a living，he tried ______，______，and various other things，but he had failed in all.(write；paint)
5．We are looking forward to Mary's ______.(come)
6．She was praised for ______ the life of the child.(save)
7．She ought to be praised instead of ______.(criticize)
8．Is there any possibility of our ______ the championship？(win)
Suggested answers：
1．staying　2.laughing　3.working　4.writing；painting　5.coming　6.having saved
7．being criticized　8.winning　
?Step 8　Homework
Finish off the Workbook exercises.
?Step 9　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________Period 4　Listening and Speaking
教学内容分析　　　
The emphasis of this period will be placed on listening and speaking.There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook.The first one(on Page 7，Listening and speaking)is a conversation among three friends，Gao Yan，John and Susan，who are on holiday in New York.They are talking about the art galleries they would like to visit.While listening to the dialogue for the first time the students are asked to get some specific information about it and answer seven wh－questions.After listening to the second part of the dialogue for the second time the students are asked to talk about the characters of Gao Yan，John and Susan.Then the students are asked to tell what attitude each of the three friends has to modern art.At last the students are asked to give their own points of view and attitudes towards the galleries in New York in a certain situation to show their own preference，using the expressions about preference given in the box on Page 7.
The second one(on Page 41，Listening)is a conversation among three classmates，Steve Lee，Wang Pei and Xiao Wei.They are talking about what kind of present they would like to get for Mr Hang，their art teacher，before he leaves the school.And the third one(on Page 44，Listening Task)is a talk from Zhang Lin.He is talking about six Chinese artworks.
三维目标设计　　　
Knowledge and skills
1．To understand the meanings of the following key words and expressions while hearing them in the tape：traditional(传统的)，abstract(抽象的)，figurative(修饰丰富的)，photography(照片)，two－dimensional(两维的)，sculpture(雕塑)，pottery(陶器)，wood carving(木雕)，clay figures(泥塑)，paper cutting(剪纸)．
2．To enable the students to understand the listening texts.
3．To help the students learn how to express their preference.
Process and methods
1．Smoothing away language problems if any before listening.
Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.
2．Listening for needed information.
Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.
3．Speaking freely and making conversations.
At last the students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.
Emotion，attitude and value
1．To stimulate students' sense of communication and cooperation.
2．To develop students' ability of enjoying beauty.
教学重、难点　　　
1．The understanding of the listening texts.
2．The expressing of preference.
?Step 1　Revision
1．Retell the text on Page 1－Page 3.
2．Check the answers of the exercises in Learning about Language and explain the difficulties.
?Step 2　Listening
1．Listen to Text 1 (Page 7)and do the following exercises.
(1)Listen for the first time and fill in the blanks.
Gao Yan，John and Susan are on holiday in New York.______ first suggest they visit art galleries，but ______ don't like large museums.
(2)Listen again and choose the best answer to the following questions.
①How long will they spend visiting galleries
A．One day.　　　　　　　B．Two days.　　　　　　　C．Three days.
②Which museum is too big，crowded and expensive
A．The Frick Collection.
B．Metropolitan Museum of Art.
C．Museum of Modern Art.
③Who doesn't like modern art
A．Susan.　　　　　 B．John. C．Gao Yan.
④Which museum do they decide to visit on Saturday
A．Museum of Modern Art. B．Guggenheim Museum. C．The Frick Collection.
(3)Listen to Part 1 for a third time and fill in the blanks.
①Gao Yan would like to go to the ______ ______.It's got art from all over the world.
②Susan would prefer something ______ to start with，so the ______ ______ is her best choice.
③______ might go back to the ______ after dinner.
(4)Listen to Part 2 for a third time and fill in the blanks.
①The Museum of Modern Art on Saturday is ______，______ and too ______.
②Susan thinks that a ______ could paint better pictures than some of those paintings.
③John wanted to see contemporary art，so the ______ might be better.
2．Listen to Text 2(Page 41) and do the following exercises.
(1)Listen for a first time and number the presents 1－4 to show the order in which you hear them discussed.
(2)Listen for a second time and choose the best answer to the following questions.
①Who arrived late
A．Xiao Wei. B．Wang Pei. C．Steve Lee.
②Why didn't they choose the vase Because ______.
A．it is too old
B．it's too expensive　
C．Mr Hang has got one
③Who does Steve wish they had talked to before they came shopping
A．Mr Hang.　 B．Mrs Hang.　　 C．Mr Hang's daughter.
④Mr Hang said in class that he liked ______.
A．book　　　 B．paints and brushes　 C．wall hangings
(3)Listen for a third time and answer the following questions.
①Q：Who likes the vase best？　
A：______ likes it best of all，because it is ______.
②Q：Who would rather get Mr Hang the book
A：______，because he thinks ______ likes Qi Baishi's paintings in the book.
3．Listening task on Page 44.
Before listening，ask the students to look at the paintings and discuss in what period of Chinese history they were created.
(1)Listen to Zhang Lin's talk all the way through.Try and number the artworks 1－6 to show the order in which he talks about them.
(2)Listen again to Parts 1－3 and add the historical period when each was made.
Suggested answers：
1．(1)John；Susan　(2)BCAB　(3)①Metropolitan Museum　②smaller；Frick Collection　③Susan；hotel　(4)①big；crowded；expensive　②monkey　③Whitney
2．(1)①vase　②paints and brushes　③book　④wall hanging
(2)ABBC　(3)①Steve；beautiful　②Wang Pei；everyone
3．(1)3　5　2
6　1　4
(2)15 000－3000 BC
2 First century AD
3 Tang Dynasty
4 Yuan Dynasty
5 & 6 20th century
?Step 3　Speaking
Since the students have learned much knowledge about art by both reading and listening.It's necessary for them to talk about it now.Teach them how to express preference by showing them the following sentences on the screen.
(Slide show)(1)I want to...　　　　　　　　　　I'd like/prefer/rather...That's my first choice.　 If it was up to me，I'd choose...We shouldn't miss... Personally，I'd rather enjoy...It seems to me that... As for me，I'd like...better than...In my view/opinion， I'd prefer...to...(2)I don't like... I'm not found of...(3)Would you rather... Would you like...or... What's your preference Which would you prefer，...
Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)
Talking Topics1．Who is your favorite artist，both from China and from other countries？Give your reasons.2．What kind of art do your prefer，modern or traditional，abstract or figurative(修饰丰富的)，painting or photography，two－dimensional(两维的)(e.g.painting，photography)or three－dimensional(e.g.sculpture，pottery) 3．What kind of Chinese art do you like best？(You may talk about examples of folk art，such as New Year Graphics，wood carving，paper cutting，clay figures and so on.)4．What kind of Western art do you like best？(You may talk about examples of the Middle Ages，the Renaissance，Impressionism and Modern art.)
Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.
?Step 4　Homework
Write a passage to introduce the galleries you have ever been to.
?Step 5　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Ⅰ.The Museum of Modern Art(MOMA)(现代艺术博物馆)
The Museum of Modern Art(MOMA)is an art museum located in Midtown Manhattan in New York City，on 53rd Street，between Fifth and Sixth Avenues.It has been singularly important in developing and collecting modernist art，and is often identified as the most influential museum of modern art in the world.The museum's collection offers an unparalleled overview in modern and contemporary art，including works of architecture and design，drawings，painting，sculpture，photography，prints，illustrated books and artist books，film，and electronic media.
MOMA's library and archives hold over 300 000 books，artist books，and periodicals，as well as individual files on more than 70 000 artists.The archives contain primary source material related to the history of modern and contemporary art.It also houses an award－winning fine dining restaurant，The Modern，run by Alsace－born chef Gabriel Kreuther.
Ⅱ.The Guggenheim Museum(古根海姆博物馆)
The Guggenheim Museum is a well－known museum located on the Upper East Side of Manhattan in New York City，United States.It is the permanent home to a renowned collection of Impressionist，Post－Impressionist，early Modern，and contemporary art and also features special exhibitions throughout the year.Designed by Frank Lloyd Wright，it is one of the 20th century's most important architectural landmarks.
The museum opened on October 21,1959，and was the second museum opened by the Solomon R．Guggenheim Foundation.It recently underwent an extensive，three－year renovation.Unit 2　Poems
本单元的中心话题是诗歌。阅读文章中涉及诗歌的韵律和节奏，并介绍了几种不同内容和形式的简单诗歌。本单元语言知识的选择和听说读写等语言技能的训练主要围绕“诗歌”这一主题进行。本单元的目的在于帮助学生掌握与“诗歌”这一主题有关的词汇知识，让学生了解诗歌的一些基本特征和写作方法，从而学会欣赏这些优美的文学作品，最终能够自己尝试写简单的诗歌。
本单元的主要教学内容如下表所示：
类别 课程标准要求掌握的内容
话题 Different types of poems；reading，writing and listening to poetry
词汇 transform v.转化；转换；改造；变换 sorrow n.悲伤；懊悔；悲痛
exchange n.& v．交换；交流；调换 librarian n.图书馆长；图书管理员
sponsor v.& n. 发起(人)；主办(者)；倡议(者) section n.部分；切下的块；节
concrete adj.具体的 diploma n.毕业文凭；学位证书
flexible adj. 灵活的；可弯曲的 blank n.& adj.空白；空白的；茫然的
appropriate adj.适当的；正当的 compass n.指南针；罗盘
eventually adv. 最后；终于 bride n.新娘
tick v.给……标记号 bridegroom n.新郎
convey v.传达；运送 championship n. 冠军称号
tease v.取笑；招惹；戏弄 darkness n.黑暗；漆黑
rhyme n.& v．韵；(使)押韵 warmth n.暖和；温暖
nursery n. 托儿所 scholarship n.奖学金；学问；学术成就
diamond n.钻石；菱形 pianist n. 钢琴家；钢琴演奏者
pattern n.模式；式样；图案 violinist n.小提琴演奏者
cottage n. 村舍；小屋 load n. 负担；负荷物
sparrow n. 麻雀 contradictory adj.引起矛盾的；好反驳的
minimum n.最低限度；最少量；最小数 salty adj.含盐的；咸的
translation n.翻译；译文 endless adj.无穷的；无止境的
branch n. 枝条；支流；部门 forever adv.永远
词汇 take it easy轻松；不紧张；从容 be popular with很受欢迎
run out of 用完 translate...into...把……翻译成……
be made up of由……构成 stay/sit up 熬夜
try out测试；试验 (sb./sth.)be likely to do sth.有可能……
let out发出；放走 look forward to盼望
in particular尤其；特别 by chance/accident 碰巧
句型 1.List poems have a flexible line length and repeated phrases which_give_both_a_pattern_and_a_rhythm_to_the_poem.(the attributive clause)
2.We would_have_won if Jack had_scored that goal.(the subjunctive mood)
3.Another simple form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.(past participle as the attributive)
4.When I was a baby，my mother used_to read me nursery rhymes.(used to do sth.)
5.With_so_many_different_forms_of_poetry_to_choose_from，students may eventually want to write poems of their own.(with＋object＋objective complement)
功能
语法 虚拟语气(Subjunctive Mood)(2)If Rob hadn't injured himself，we would have won.If she had studied harder，she would have got the diploma.
教学重点 1.Get students to know about different types of poems，some poetic devices like rhythm，rhyme，repetition，sound patterns and imagery.2．Have students learn some useful new words and expressions about poetry and let them learn effective ways to master them.3．Enable students to grasp and use the expressions of intention and plans.4．Let students learn the new grammar item：the subjunctive mood(2)．5．Develop students' listening，speaking，reading and writing ability.
教学难点 1.Enable students to master the use of the subjunctive mood.2．Let students learn to create their own poems.3．Develop students' integrative skills.
课时安排 Periods needed：6Period 1　Warming Up，Pre－reading，Reading and ComprehendingPeriod 2　Language StudyPeriod 3　Grammar—the Subjunctive Mood(2)Period 4　Listening and SpeakingPeriod 5　Reading and WritingPeriod 6　Summing Up，Learning Tip and Assessment
Period 1　Warming Up，Pre－reading，
Reading and Comprehending
教学内容分析　　　
This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Few Simple Forms of English Poems showing the students a few kinds of simple English poems.
Warming Up gives three questions for students to discuss so that they can recall any poems they have ever learned and think about different reasons why people write poems.
Pre－reading provides one question for students to think about and a table for students to fill in so as to help students focus on the topic of the reading passage and lead the students to skim the poems on the following pages and know about the general idea of the text.
Reading mainly explains the reasons why people write poetry and introduces five simple forms of English poems.Nursery rhymes are the first poems that children will hear.These poems may not make any sense but they are easy to learn and recite.It is a good way for children to learn about language.List poems often list things，usually having many lines.They have repetition in them and sometimes they have words that rhyme.Cinquains are all made up of five lines and have the fixed structure.Haiku is a Japanese form of poetry that is made up of 17 syllables.It is almost like a photo or painting as it creates a strong image using very few words.Tang poems are famous poems from Ancient China.They have strong imagery and are often about the bringing together of opposites.
Comprehending consists of three groups of exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
三维目标设计　　　
Knowledge and skills
1．To know the meanings of the following new words and phrases：
tick(给……标记号)，rhyme(韵；押韵)，convey(传达；运送)，nursery(托儿所)，concrete(具体的)，contradictory(引起矛盾的；好反驳的)，diamond(钻石；菱形)，flexible(灵活的；可弯曲的)，pattern(模式；式样；图案)，cottage(村舍；小屋)，sparrow(麻雀)，take it easy(轻松；不紧张；从容)，run out of(用完)，be made up of(由……构成)，tease(取笑；招惹；戏弄)，salty(含盐的；咸的)，endless(无穷的；无止境的)，minimum(最低限度；最少量)，translation(翻译；译文)，branch(枝条；支流；部门)，in particular(尤其；特别)
2．To learn about some simple forms of English poems.
3．To develop the students' reading ability by skimming and scanning the passage.
4．To develop the students' speaking ability by talking about some features of some simple forms of English poems.
Process and methods
1．While doing Warming Up the teacher can ask the students to think back and try to remember poems from both their early childhood and more recent years.Ask students to complete Exercise 1 in groups.Ask them what they notice about these poems，then get students to recite any poems or parts of poems they can remember so as to arouse their interest in studying the whole unit.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in English poetry.The teacher should also ask the students to skim the text so as to let them have a general knowledge of some simple forms of English poems.
3．While doing Reading and Comprehending，the teacher may first have the students close their books and listen to the text with their eyes closed.This gives the students the opportunity to listen to the sounds or “music” of the poems before reading them in more detail.Then ask the students to read the text quickly to get the general idea of the passage.After detailed reading of the passage，students are encouraged to answer some questions and discuss the features of each kind of the poems.
4．To consolidate the contents of the reading passage，the students should be required to retell the five kinds of poems in their own words at the end of the class.
Emotion，attitude and value
1．To cultivate students' appreciation of poetry and the ability of understanding，enjoying and writing poems.
2．To develop students' sense of cooperative learning.
教学重、难点　　　
1．To enable the students to learn about some simple forms of English poetry and to develop their reading ability.
2．To enable the students to write their own poems.
?Step 1　Warming up
1．Vocabulary in Reading
Match the words and phrases with their proper meanings.
1．convey　　　　(　　)A.sameness of sound between words or syllables，esp.in the end of lines
2．cottage (　　)B.a strong feeling such as love，fear or anger
3．tease (　　)C.make fun of somebody in an unkind way
4．rhyme (　　)D.a place where young children are cared for
5．translate (　　)E.make(ideas，feelings，etc.)known to another person
6．endless (　　)F.use up
7．nursery (　　)G.small simple house，esp.in the country
8．emotion (　　)H.relax
9．take it easy (　　)I.express sth.in a different language
10．run out of (　　)J.without end
Suggested answers：1.E　2.G　3.C　4.A　5.I　6.J　7.D　8.B　9.H　10.F
2．Warming up by asking students to complete Exercise 1 in groups.Get the students to recite the little poems and songs they can remember.Ask them what they notice about these poems.For example，perhaps they have a strong beat，or they rhyme，or they play with words and sounds，or perhaps some of them are funny because they make no sense.
3．Warming up by doing Exercise 2 with students.Then get them into groups as this might prompt their memories.Get the students to recite any poems or parts of poems they can remember.(If the students can't recite any poems or parts of poems，prepare a couple of poems that they would know，in Chinese or English.)
4．Tell students that there are many reasons why people write poetry.Give the examples in Exercise 3.Ask students the reasons they think the poets wrote the poems they have just recited.Write their suggestions on the blackboard.
?Step 2　Pre－reading
1．Match the following information.
Du Fu　　　　　　　　Tang Dynasty
Fan Zhongyan Song Dynasty
Meng Haoran Modern
Guo Moruo Modern
Xu Zhimo Tang Dynasty
Byron America
Shelly England
Whitman England
Tagore India
Suggested answers：Du Fu：Tang Dynasty；Fan Zhongyan：Song Dynasty；Meng Haoran：Tang Dynasty；Guo Moruo：Modern；Xu Zhimo：Modern；Byron：England；Shelly：England；Whitman：America；Tagore：India
2．Ask students to do Exercise 1 in groups.Get them to tell the class their favourite poems and the reasons.This might be something they find hard to articulate as the poem might just give them a special feeling that's hard to talk about.Or they might say things like：It makes me feel sad.I like the sounds in it.I like its language，it's funny，and my mother used to recite it to me...
3．The purpose of Exercise 2 is to practice an important reading skill：scanning a text，that is，looking through a text quickly to find specific information.
Suggested answers：
Which poem A B C D E F G H
describes a person？ √
tells a story？ √
describes an aspect of a season？ √ √ √
is about sport？ √
is about things that don't make sense？ √
is recited to a baby？ √
describes a river scene？ √
has rhyming words at the end of lines？ √ √
repeats words or phrases？ √ √ √
?Step 3　Reading and comprehending
1．Fast－reading：Read the reading passage quickly，try to get its general idea and answer the following questions.
(1)What is the main idea of the reading passage
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(2)How many kinds of poems does the reading passage talk about And which of the following is not mentioned
A．Nursery rhymes.　B．Tang poems.　C．Haiku.　D．Adverb poems.　E．List poems.　F．Cinquain.
Suggested answers：
(1)A brief introduction of a few simple forms of English poems.
(2)Five.D is not mentioned.
2．Detailed－reading：Read the text thoroughly and do the following exercises.(You may do some searching reading when necessary.)
(1)Give out the names of the forms of poems according to the descriptions.
①______ are the first poems that children will hear.They are often sung.Children love to move and dance to them because they have strong regular rhythms.They enjoy the rhymes and the way they play with sounds.
②______ is made up of five lines and has the following structure：
Line 1：a noun that names the subject of the poem
Line 2：two adjectives that describe the subject
Line 3：three verbs ending with－ing that describe the subject's actions
Line 4：four words that give the writer's opinions or feelings about the subject
Line 5：a word that gives another name for the subject
③______ is a centuries－old form of Japanese poetry.It is made up of 17 syllables and has the following structure：
Line 1：5 syllables
Line 2：7 syllables
Line 3：5 syllables
④______ are a list of things.They can have as many lines as the writer likes.Sometimes they have repetition in them and sometimes they have words that rhyme.When a list poem has rhyming words，it also has a regular rhythm.
⑤When translated into English，______ have a free form(that is，without a regular rhythm)and do not rhyme.They have strong imagery and are often about the bringing together of opposites.
(2)Find the strong rhythm and rhyme in Poem A.
e．g.In the first two lines，there are word_&_mockingbird. So in the following lines，there are ______；______；______；______.
(3)What's the difference between Poems B and C though they are both list poems
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(4)Which of the poems in the reading passage can give you a clear picture in your mind
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(5)Can you find out the 17 syllables in Poem F
e．g.“A” has 1 syllable，“fallen” has 2 syllables，while “blossom” has 2 syllables.
________________________________________________________________________.
(6)Can you give a proper title to Poem H either in English or Chinese
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Suggested answers:
(1)①Nursery rhymes　②The cinquain　③Haiku　④List poems　⑤Tang poems
(2)sing & ring；brass & looking－glass；broke & billy－goat；away & today
(3)Poem B repeats phrases and rhymes，while Poem C does not.
(4)Most probably Poems D，F，G and H.
(5)A(1)；fallen(2)；blossom(2)；Is(1)；coming(2)；back(1)；to(1)；the(1)；branch(1)；Look(1)；a(1)；butterfly(3)
(6)望夫石/A Loyal Wife
?Step 4　Language study
Deal with language problems if any(words or sentences students might not understand)to help the students to have a better understanding of the text.
?Step 5　Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each 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：make sense，give...a strong impression，on fire，take it easy，run out of，make up of，be translated into，day by day，in particular.
?Step 6　Structure analyzing
After reading，ask students to discuss the text structure.
Keys for reference：
This passage is an introduction of some of the simple forms of English poems.The first paragraph introduces the topic and the theme of the text，explaining the purpose of poetry writing，that is，to give readers a strong impression or to convey certain emotions.From the second paragraph，the text analyses the different kinds of poems and gives examples for reference.The last paragraph encourages students to have a try and write poems of their own.
?Step 7　Retelling
Ask students to talk about the different kinds of poems in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.
?Step 8　Homework
1．Learn the useful new words and expressions in this period by heart.
2．Try to find some selections of poems and appreciate their beauty and eventually try to write some poems of your own.
?Step 9　Reflection after teaching
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Reading：A Few Simple Forms of English Poems
李东玲，海南省儋州市民族中学，本教案获2008年度“教科杯”
海南省中小学教师教学论文和教学设计大赛二等奖
教学课题 　　　　　　　 Unit 2　PoemsA Few Simple Forms Of English Poems(Reading)
教学设计理论依据 　　《基础教育课程改革纲要(试行)》对于课程实施和教学过程有明确的要求：倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。教师在教学过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。
教材分析 　　本课是新课标高中英语选修6第二单元中的阅读课，是一篇介绍诗歌基础知识的文章。文章从诗歌创作的动机、种类、特点及读者对象等方面简要介绍了五种不同风格、不同特色的诗歌。旨在通过本单元的学习，使学生在初步了解和掌握诗歌这一文学形式的基础常识的基础上，进行简单的诗歌创作。
学情分析 　　本节课的教学对象是高二学生，他们很了解中文诗歌的种类、风格、特色，对英文诗歌的学习充满了浓厚的兴趣，想知道：中英文诗歌是否一样？同时他们也有着丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力，已掌握相关的认知策略，如分析、想象、推理、归类、总结、记忆等。大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，但他们好胜心强，渴望在班集体里得到他人的承认。个别学生基础较好，能主动配合老师，具有独立、爱表现的特点。因此，只有设计使他们感兴趣的活动，因材施教，才能让全班同学投入到课堂活动中来。
教学目标 三维目标：1．知识目标Make the students master the following words，phrases and sentence patterns.★Important words：poem，poetry，recite，aspect，convey，rhyme，rhythm，nursery，diamond，cottage，balloon，sparrow，tease，salty，endless，branch，translation，transform★Important phrases：take it easy，run out of，make up of★Important sentence patterns：...they delight small children because...We would have won...if Jack had scored that goal.2．能力目标★To learn the main developing steps of the history of English poetry.★To learn the characteristics of different forms of poems.★To improve students' reading ability.★To practice writing simple poems.
教学目标 3.情感态度目标利用多媒体手段营造积极、和谐的教学气氛，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。教学重点：★Master the important new words，phrases and sentence patterns.★Collect the reasons why the poets write poems.★The similarities and differences between the Chinese and English poets and poems.教学难点：★Find out the characteristics of each kind of poems.★Practice writing simple poems.
教学策略 ★培养学生搜集与处理信息的能力(“有意义接受学习”教学法)★培养学生获取新知识的能力(探究式教学法)★培养学生分析和解决问题的能力(问题式学习教学法、任务型教学法)★培养学生交流与合作的能力(合作学习教学法)
教学用具 ★多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。★黑板：展示本课的重点单词、短语、句型。
教学过程设计　　　
教学步骤 活动内容 设计意图
Task 1 Warming Up (4 minutes) ★Talk about poets and poems the students learned before.★Let some students list the reasons why people write poems on the blackboard. 运用“有意义接受学习”教学法：提示学生先回忆原有知识，获得成就感，增强自信心，并总结出写诗意图，激发学生积极思考，领悟本课教学目标。为学习英文诗歌作好铺垫，阐明新旧知识的各种关系，促进新知识的理解。
Task 2 Presentation (5 minutes) ★Listen to the tape about the reading passage.★After listening，tick the correct box(es) of each question in the form in Pre－reading. 运用探究式教学法：该任务鼓励学生主动参与、主动探究、主动思考，概括出每首诗歌的主题大意。
Task 3 Practice (15 minutes) ★According to the Chinese meaning，fill in the correct form of the word.e．g.The music is written in a ______(节奏)of three beats to a bar.★Ask the students to answer the questions in Exercise 2 and Exercise 3 in Comprehending according to the text.★Find out the information to complete the following form.Forms of poemsCharacteristics 运用问题式学习教学法、任务型教学法：学生带着问题再一次详细阅读并理解全文，解决问题，完成任务，做好语言输入储备工作。该任务提高了学生的探究能力，充分发挥学生的自主性。此过程中，还能体现师生、生生之间互相交流、互相探讨的合作学习精神。
Task 4 Group Work(15 minutes) ★Hold an English poem writing competition：Four students work as a group.Practice writing simple poems.Then show their poems to others. 运用合作学习教学法：以竞赛为前提，唤起学生的好胜激情。小组成员各抒己见，培养学生交流与合作能力。把学生所学知识发散、扩展、升华并输出，学以致用，学生又获得成就感。
Homework(1 minute) ★Practice writing more poems. ★Ask the students to collect at least five English poems with different forms.You can search the Internet if you want to know more about English poems. 运用任务型教学法：课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续。
Ⅰ.Famous poetry in English
Reading poetry brings people from different places and different times together.More than any other form of literature，poetry plays with sounds，words and grammar.That makes poetry difficult to write，but very interesting to read.Poetry also calls up all the colors，feelings，experiences and curious images of a dream world.
Though it has a short history，there is a lot of good English poetry around.The seventeenth century was a great time for English poetry.Shakespeare is most famous for his plays.His sonnets，however，belong to the best English poetry.In the next generation of the English poets we meet John Donne.Chinese readers admire his works because of his use of surprising images that reminds them of the works of poets such as Su Dongpo.
Before the end of the century，there was another famous writer，John Milton.Once published，his works became famous for the absence rhyme at the end of each line.In the eighteenth century it was Alexander Pope who wrote the finest poetry in England.
The next period that produced a great number of fine poets was the nineteenth century.Greatly loved in China are the English Romantic poets.John Keats died at a very young age in 1821，while William Wordsworth，who spent much of his time in his English Lake District，lived to the age of the 80 and died in 1850.The nature poems by William Wordsworth，George Gordon Byron's Isles of Greece and the sonnets and long poems by John Keats have long been favorites.The style in their poems has often led to comparisons with poets such as Du Fu and Li Bai.
Finally，modern poets have their special attraction because they stand closest to us both in the language and images they use.Among them we find the American poet Robert Frost.
More and more people are interested to read modern poetry in English.Translation can be good，but being able to read English gives you much choice.Besides，no matter how well a poet is translated，something of the spirit of the original work is lost.Reading poetry in English also opens the door to finding new ways of expressing yourself in Chinese.
Ⅱ.What is free verse
Free verse is a modern form of poetry which does not follow any specific rhyme or metrical scheme，although it does not completely abandon the basic poetic precepts of heightened language and songs.Free verse poetry is said to have been popularized by such notable poets as Walt Whitman and Emily Dickinson during the late 19th century，although earlier poets like the mystic William Blake were beginning to pull away from the restrictions of the formal poetry of their day.Whitman's signature collection，Leaves of Grass，is almost entirely composed of free verse poetry.Dickinson，however，still wrote much of her poetry according to the metrics and rhyme of a favored hymn composer.
The free verse style of poetry soon became popular with rebellious young poets such as the Frenchman Artur Rimbaud(阿图尔·兰波)，who wrote many of his best free verse poems before the age of 18.Other poets embraced free verse poetry as a way to express raw emotions or unbridled passion not generally found in the formal poetry of their time.Whitman himself referred to this artistic awakening as the great YAWP，a call for all artists to break free of social conventions and live life to its fullest.
Free verse poetry continued to evolve throughout the 20th century，beginning with poets such as Carl Sandburg(卡尔·桑博格)and Robert Frost(罗伯特·弗罗斯特)，both of whom were equally comfortable with formal and free verse poetry.Perhaps the most admired free verse poet was the expatriate Ezra Pound，who became a mentor to many of the 20th century's most famous authors and poets.Period 5　Reading and Writing
教学内容分析　　　
The teaching materials of this period contain two parts.The first part is the reading passage on Page 39 with the title of The Lake of Heaven，which describes some of the tourist attractions in Changbaishan in Jilin Province.The second part is the Writing Task on Page 74.Ask students to imagine they were caught in a terrible natural disaster，but they are now safe.Ask the students to write a diary describing how they felt during and after the disaster.
三维目标设计　　　
Knowledge and skills
1．To enable the students to know something about some of the tourist attractions in Changbaishan in Jilin Province.
2．To get the students to learn the following useful new words and expressions：precious，unconscious，shoot，panic，glance through，anxious，guarantee，vary from...to..
3．To help the students learn how to write a diary expressing feelings.
4．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.
Process and methods
Reading for specific information，summarizing，discussing and practicing.
Emotion，attitude and value
1．To introduce the students to the natural disasters.
2．To develop the students' sense of protecting the environment around them.
教学重、难点　　　
1．The understanding of the reading passage.
2．The following key sentences：
(1)The height of the land varies from 700 metres above sea level to over 2000 metres and is home to a great diversity of rare plants and animals.
(2)Among the rare animals are cranes，black bears，leopards and tigers.
(3)It takes about an hour to climb from the end of the road to the top of the mountain.
(4)It is said that this boy，who had a great gift for languages and persuasion，is the father of the Manchu people.
3．Teaching the students how to write a diary expressing feelings.
?Step 1　Revision
Check the answers to the grammar exercises on Page 37 and explain the difficult ones.
?Step 2　Lead－in
Ask students to imagine their visits to some great places and talk about their feelings.You may begin like this “Suppose you have paid a visit to a great place，please tell us your experience and how you felt.”
?Step 3　Pre－reading
Give the students the following two questions for them to think about and answer.
1．Do you know any great places
2．Have you ever been to any great places before？If so，describe your visit.
?Step 4　Fast reading
Go through the text quickly and judge whether the following statements are true(T)or false(F)．
(　　)1.Changbaishan is the second largest nature reserve in China.
(　　)2.The peak of Changbaishan can reach as high as 2000 metres.
(　　)3.You can see black bears，leopards and cranes in Changbaishan.
(　　)4.Tianchi is a lake in the crater of an extinct volcano.
(　　)5.The father of the Manchu people was believed to be good at languages and persuasion.
Suggested answers：
1．F　2.T　3.T　4.T　5.T
?Step 5　Detailed reading
Read the passage more carefully and match Column A and Column B.
Column A Column B
Para.1Para.2Para.3Para.4 A.give some information about Tianchi and how visitors get to itB．Changbaishan is a good place to visitC．present an interesting myth about TianchiD．let the Lake of Heaven guarantee your love will be as deep and lasting as the lake itself
Suggested answers：
Para 1：B；Para 2：A；Para 3：C；Para 4：D
?Step 6　Discussion
Enjoy the following pictures and discuss：Which of the five places would you like to visit？Why
?Step 7　Language study
Show the students the following language points in a slide show.
Ⅰ.简单知识扫描
1．precious(P37)
【原句再现】
Buying the precious necklace，she had no money left.
买了贵重的项链之后，她的钱一点都没有剩下。
【观察探究】
(1)He has sent me most precious gifts.
他送给我极为珍贵的礼物。
(2)Time is precious.时间很宝贵。
(3)His children are very precious to him.
他极疼爱自己的孩子。
(4)Precious few people can afford the price like that.
没有什么人出得起那个价钱。
【归纳总结】
precious adj.贵重的，宝贵的；(与to 连用)可爱的，宝贝的　adv.很，非常，十足地
【即景活用】
There are plenty of jobs ______ in the western part of the country.
A．present　　　　　B．available　　　　　C．precious　　　　　D．convenient
Suggested answer：B
2．unconscious(P37)
【原句再现】
Hearing a scream，I rushed downstairs only to see my hostess lying unconscious on the floor，surrounded by her guests.
听到一声尖叫，我冲下楼，结果看到女主人躺在地上被客人们围绕着，已失去了知觉。
【观察探究】
(1)He was knocked unconscious.
他被打昏了。
(2)They found him lying unconscious on the floor.
他们发现他昏倒在地板上。
(3)The book is full of unconscious humor.
那本书妙趣横生。
(4)She is unconscious of the effect she has on people.
她没有觉察到自己对大众的影响。
【归纳总结】
unconscious adj. 失去知觉的；不知道的；未察觉的；无意地做出或说出的
knock sb.unconscious 把某人打得不省人事
be unconscious of 对……没察觉/不知道
【知识链接】
unconsciousness n．无意识；无知觉
unconsciously adv.无意识地；无知觉地
conscious adj.有意识的；神志清醒的
【即景活用】
Are you ______ the dangers to your position
A．sensible B．aware on
C．conscious of D．understanding
Suggested answer：C
3．shoot(P37)
【原句再现】
She was shot.她被射中了。
【观察探究】
(1)They shot the lock off.
他们开枪把锁打掉。
(2)A man was shot in the leg.
一个人被射中腿部。
(3)This is just a toy gun—it doesn't shoot real bullets.
这只是一支玩具枪——不能射真子弹。
(4)He should have shot instead of passing.
他本该射门，不该传球。
【归纳总结】
shoot v．射击；射中；射伤；发射；射门；投篮
【知识链接】
shot n．射击；枪炮声
shooter n. 射手；射击武器
shooting star 流星
4．panic(P38)
【原句再现】
I felt very nervous and had to force myself not to panic.
我感到非常紧张，不得不强迫自己不要惊慌。
【观察探究】
(1)“Don't panic，”she told herself.
她对自己说：“不要慌”。
(2)The idea might panic the investors.
这个想法可能会使投资者惶恐不安。
(3)Everyone was in a panic when the fire started.
起火时大家都很惊慌。
(4)She got into a panic when she saw the tiger.
看到那只老虎时，她陷入恐慌。
【归纳总结】
panic v．& n. 惊慌；恐慌
be in/get into a panic 陷入恐慌
【即景活用】
In the spring of last year，when a serious disease spread all over the country，people ______ a panic.
A．came into B．were at
C．got into D．were into
Suggested answer：C
5．glance through(P39)
【原句再现】
Glance_through these questions.
匆匆看一遍这些问题。
【观察探究】
(1)I glanced through/over the magazine.
我匆匆看了一遍杂志。
(2)Can you tell at a glance what it is
你能一眼看出那是什么吗？
【归纳总结】
glance through/over匆匆看一遍
at a glance一眼；一瞥
【词汇辨析】
glance，glimpse和gaze的区别：
glance 匆匆的一瞥，强调动作；
glimpse 指glance中所看到的，强调结果；
gaze 盯着看，凝视。
【即景活用】
She ______ shyly at the young fellow from behind her fan.
A．glanced B．glimpsed
C．gazed D．copied
Suggested answer：A
Ⅱ.重点知识探究
1．anxious(P38)
【原句再现】
I was so anxious and couldn't move at first.
我非常害怕，刚开始一段时间不能移动。
【观察探究】
(1)We were terribly anxious about/for the children when the Wenchuan earthquake occurred.
汶川地震时，我们非常担心孩子们。
(2)The soldiers were too anxious to save the masses caring nothing about their own safety.
这些战士们非常急切地抢救群众，丝毫没有顾及个人的安危。
(3)I could see that she was anxious for Laura to go.
我看得出她巴望劳拉去。
(4)We were anxious that there be no misunderstanding.
我们极愿没有误解。
【归纳总结】
be anxious about/for 担心/忧虑
be anxious to do sth.急于做某事
be anxious for sb.to do sth.急于让某人做某事
be anxious that急切希望……(that从句常用虚拟语气，即should＋do，其中should可以省略)
【知识链接】
eager和anxious的异与同。
eager的意思是“热切的，渴望的”，其基本用法和anxious 差不多，两者都可与about/for连用，意为“渴望得到……”；亦都可与动词不定式连用，意为“热切希望做……”。但是两者的意义不同。eager 强调“对成功的期望”或“进取的热情”，含有积极向上的意思；anxious强调“担心”或“焦虑”，即对结果感到不安。
【即景活用】
用 anxious/eager 填空：
(1)She is ______to know the grade of her test.
(2)She is ______about her weight.
(3)She was ______that the wedding the following day should be a success.
Suggested answers：(1)eager/anxious　(2)anxious　3.anxious
2．guarantee(P39)
【原句再现】
...，don't forget to drop a coin into the clear blue water to guarantee your love will be as deep and lasting as the lake itself.
……不要忘了向清澈、湛蓝的湖水中投入一枚硬币，来保证你们的爱情像湖水一样幽深而长久。
【观察探究】
(1)We can't guarantee the punctual arrival of the trains in foggy weather.
我们不能保证火车在雾天准点到达。
(2)I guaranteed that I would pay off his debts.
我保证我将还清他的债务。
(3)We guarantee to deliver within a week.
我们保证一周内送到。
(4)The policy guarantees us against all loss.
这种保险保障我们免受任何损失。
【归纳总结】
guarantee vt.保证；担保
guarantee sb./sth.against/from保障某人/某物免受损失或伤害等
【知识链接】
guarantee n．保证，保证书。例如：
You have my guarantee that I'll finish the job on time.
我向你保证按时完成工作。
The watch comes with a year's guarantee.
这表保修一年。
Wealth is not a guarantee of happiness.
财富并不是幸福的保证。
【即景活用】
Working hard is not only a ______of great success，but it is among the essential requirements.
A．sign B．signal
C．guarantee D．supposition　
Suggested answer：C
3．vary from...to...(P39)
【原句再现】
The height of the land varies_from 700 metres above sea level to over 2000 metres and is home to a great diversity of rare plants and animals.
这里地面的高度由海拔700米到2000米不等，是多种多样稀有动植物的生长地。
【观察探究】
(1)That sort of thing can vary from very important to not important at all.
那种事可以非常重要，也可以一点都不重要。
(2)The price of the vegetables varies with seasons.
蔬菜的价格随季节变化。
(3)Houses vary in size.
种种房子大小不一。
【归纳总结】
vary from...to...从……到……不等
vary with 随……而变化
vary in 在某方面不同
【词汇辨析】
change，alter和vary的异与同。
它们都含有“改变”的意思，区别在于：
(1)change 指“使改变得与原物完全不同”或“使发生以新代旧的变化”，如：
The appearance of the town is quite changed.
这个城镇的外观变化颇大。
(2)alter 指“局部的、外表的变化，但特点不变”，如：
This coat should be altered.这件外套应该改改。
(3)vary 指“不规则或连续地改变”，如：
That sort of thing varies from person to person.
那种事因人而异。
He never varied his habits.
他从未改变过自己的习惯。
【即景活用】
选用由vary构成的恰当的短语填空：
(1)The menu ______ ______ the seasons.
(2)The weather ______ ______very cold ______quite mild.
(3)The students' work ______ considerably ______quality.
Suggested answers：(1)varies with　(2)varied from；to　(3)varies；in
?Step 8　Writing
Ask the students to write a diary describing his/her feelings during and after a disaster.While the students are writing，tell them they can：
1．Use the information on Page 74.
2．Set Steps 1 and 2 to work on individually.
3．Compare Step 3 with a partner.The aim of this step is to prepare them for writing their diary.Their partners' questions will help them to clarify the story and make sure it is understandable.
4．Use short and long sentences and the －ing form to create tension in their stories.
5．End their diary with a summary of that they are all lucky.
One possible version：
Kate and I had been walking in the mountains when we noticed some dark clouds coming down the mountain.We decided to turn around and go home.
As we walked the clouds got nearer and nearer and the day grew darker.Then all of a sudden it began to rain.It was soon raining so hard that we couldn't see very far in front of us.Holding each other's hands so as not to get separated，we continued down the mountain.But the rain got heavier and heavier.Walking became harder and harder.We began to get very tired and very frightened.
Suddenly，we found a shelter behind a big rock.Hugging each other for warmth，we stayed like that until the storm was over.Luckily it only lasted an hour or two.Then the sun came out again and we could see our house in the distance.We were so relieved that we both burst into tears.
?Step 9　Homework
1．Master the language points in the text.
2．Finish the writing task.
?Step 10　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Mountain Changbaishan
Changbaishan means eternally white mountains.It is China's largest nature reserve and is home to the rare Manchurian tigers，snow leopards and wild ginseng.As a dormant volcano，Changbai Mountain boasts rare animals，marvelous lakes，amazing hot springs，and forests that stretch to the horizon.There is splendid scenery during the four seasons，but it is especially beautiful in winter.
Covering a total area of 2000 square km，Changbai Mountain Nature Reserve is，as a mammoth natural zoo and botanical garden，part of the UNESCO'S Man and Biosphere Program.
During the peak seasons，namely June through September，hundreds of flowers blossom on the Southern and Western slopes.It is very cool in Changbai Mountain，so it's an ideal place for escaping from the summer heat.But it is also very rainy in July and August，and visitors cannot watch the Lake of Heaven clearly at that time.
Changbaishan is a volcano lying between China and North Korea.It is about 2800 meters high.Located in the counties of Antu，Wusong and Changbai in southern Jilin Province，Changbaishan is one of China's nature preservation zones，covering an area of over 200 000 hectares，extending 78.5 kilometers north to south，and 53.3 kilometers west to east.It has a wholesome natural environment and ecosystem with world－famous precious animals like Northeast tigers and sables.It's China's typical comprehensive nature existence of world importance.
The Crater Lake：It nestles on Baitoushan(The White－Head Mountain)，the main peak of Changbaishan and is also a border lake between China and Korea.Surrounded by 16 exotic peaks，the lake is the crater of a volcano，filled with blue waters，known as Tianchi—the Lake of Heaven.The basin－shaped lake,2155 meters above sea level，and 313 meters deep at maximum，encompasses an area of 9.2 square kilometers.It's a typical high mountain lake.The lake waters keep flowing out，without causing apparent change in its water level.The two white rivers of the upper reaches of the second Songhua River originate here.The inner side of the lake bank is craggy cliffs formed by rough－surface rocks and white pumice stones，which make the lake resemble a marble bowl carved with uncanny workmanship.The surface of the lake is smooth as a mirror，with the reflections of grotesque cliffs upon it in numerous exotic shapes.
The Waterfall of Changbaishan：The water of Tianchi finds its way out through an opening in the northern bank and at a vertical cliff,1250 meters away，drops 68 meters down with loud rumbles.The Changbai Waterfall hangs in the air like a white ribbon.
The Hot Springs of Changbaishan：At the north side of the White－Head Mountain，there is a group of hot springs covering an area of over one thousand square meters.Two white rivers wind their ways among the hot springs.The right banks where the mouths of springs concentrate are shrouded in hot misty air all the year round.The springs vary in temperature，with the highest reaching 82 degrees Celsius.The hot waters have high medical value.Period 2　Language Study
教学内容分析　　　
The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 44 new words and phrases in these five parts.17 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 27 should all be remembered，among which the following words and expressions are even more important：absolutely，make one's way，alongside，appoint，wave，suit，potential，actual.They are all very useful and important.So are the sentence patterns “Having collected and evaluated the information，I help other scientists to predict where lava from the volcano will flow next and how fast”“I was about to go back to sleep when suddenly my bedroom became as bright as day.” and “The other two climbed down into the crater to collect some lava for later study，but this being my first experience，I stayed at the top and watched them.” We ought to pay more attention to them.
三维目标设计　　　
Knowledge and skills
1．To get the students to learn to use the following important new words and phrases freely：absolutely，make one's way，alongside，appoint，wave，suit，potential，actual.
2．To get the students to understand and use the following important and useful sentence patterns：
(1)Having_collected_and_evaluated the information，I help other scientists to predict where lava from the volcano will flow next and how fast.
(2)I_was_about_to go back to sleep when suddenly my bedroom became as bright as day.
(3)The other two climbed down into the crater to collect some lava for later study，but this_being_my_first_experience，I stayed at the top and watched them.
Process and methods
1．Referring to the textbook，reference books or dictionaries when meeting with any problems.
2．Sharing your ideas with your classmates bravely.
3．Talking about the difficult points with your group－mates heatedly.
4．Asking the teacher for help if possible.
5．Trying hard to learn the language points by heart.
6．Practicing the language points actively.
Emotion，attitude and value
1．To stimulate students' interest in learning English.
2．To develop students' sense of cooperation and teamwork.
教学重、难点　　　
1．Important new words and expressions：absolutely，alongside，appoint，wave，suit，potential，actual，make one's way.
2．Important and useful sentence patterns：
(1)be about to do...when...
(2)the －ing form used as the adverbial in a sentence
3．Some difficult and long sentences in the text.
?Step 1　Revision
1．Check the homework exercises.
2．Ask some students to say something about the power of nature.
?Step 2　Reading and finding
Get students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language 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.
?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，and then discuss and check them with their partners.
3．Check the answers with the whole class and explain the problems they meet where necessary.
?Step 4　Vocabulary study
Ⅰ.简单知识扫描
1．alongside(P34)
【原句再现】
I travel to unusual places and work alongside people from all over the world.
我跑的地方是稀罕奇特的地方，和我一道工作的人来自世界各地。
【观察探究】
(1)The boat pulled up alongside the dock.
那条船在码头旁停靠。
(2)He caught up with me and walked alongside.
他赶上我和我并肩走。
【归纳总结】
alongside prep.沿着……的边；在……旁边
adv.在旁边，沿着边
【即景活用】
The police car pulled up ______.
A．along　　　　　B．alongside　　　　　C．beside　　　　　D．sideline
Suggested answer：B
2．equipment(P34)
【原句再现】
...sometimes using scientific equipment and sometimes meeting local people and tourists，I am never bored.
……有时工作中要用科学仪器，有时要会见当地百姓和旅游人士，我从来不感到工作烦人。
【观察探究】
(1)The equipment has all been field－tested.
这些设备都已经实地实验过了。
(2)The equipment of the photographic studio was expensive.
这个摄影室的装备花费巨大。
【归纳总结】
equipment 是不可数名词，意为“设备，装备”。
【知识链接】
a piece of equipment 一件设备
equip v. 配备；装备
equip sb.with sth.给某人装备上某物
【即景活用】
(1)Sports equipment ______ in great need.
A．is B．are
C．were D．had been
(2)他具有丰富的教学经验。
He ______ ______ ______ much experience in teaching.
Suggested answers：(1)A　(2)is equipped with
3．appoint(P34)
【原句再现】
I was appointed as a volcanologist working for the Hawaiian Volcano Observatory(HVO)twenty years ago.
作为一名火山学家，我被派到夏威夷火山观测站(HVO)工作。
【观察探究】
(1)They appointed Mr Smith(to be/as)manager.
他们任命史密斯先生做经理。
(2)He was appointed to the vacant post.
他被委派填补那个空缺。
(3)They appointed a place to exchange stamps.
他们约定了一个地方交换邮票。
(4)I made an appointment with my friend to see a film this weekend.
我和朋友约定了这个周末去看电影。
【归纳总结】
appoint vt.任命；委派；指定，约定
appoint sb.(to be/as)．..任命某人做……
appoint sb.to sth./be appointed to 挑选某人做某工作
make an appointment with sb.to do sth.与某人约定去做某事
【即景活用】
He had a talent for music and was ______ conductor of the Shanghai Symphony Orchestra at the age of 30.
A．assigned B．appointed
C．named D．honored
Suggested answer：B
4．wave(P34)
【原句再现】
The lava that flows slowly like a wave down the mountain causes far more damage because it buries everything in its path under the molten rock.
像波浪一样顺着山坡缓慢下流的火山熔岩所造成的损失大得多，因为火山岩浆所流经的地方，一切东西都被掩埋在熔岩下面了。
【观察探究】
(1)Huge waves were breaking on the shore.
巨浪拍打着海岸。
(2)The flag waved in the breeze.
旗子在微风中飘扬。
(3)Why did you wave at him
你为什么向他挥手？
(4)Mary waved me a greeting.
玛丽挥手与我打招呼。
(5)I showed my pass to the guard and he waved me through.
我向卫兵出示了我的通行证，他挥手让我过去。
【归纳总结】
wave n．波浪；波涛　vi.& vt.波动；起伏；挥手
【即景活用】
(1)我向母亲挥手告别时她哭了。
My mother was crying as I ______ her goodbye.
(2)风吹得池水起了涟漪。
The wind made little ______ on the pool.
Suggested answers：(1)waved　(2)waves
5．suit(P34)
【原句再现】
We had white protective suits that covered our whole body，helmets，big boots and special gloves.
我们都穿着白色的防护服遮住全身，戴上了头盔和特别的手套，还穿了一双大靴子。
【观察探究】
(1)Li Hua bought a business suit in the supermarket last night.
昨天晚上李华在超市买了一套公务服装。
(2)Choose a computer to suit your particular needs.
选一台适合你自个儿需要的电脑。
(3)If we met at 8，would that suit you
我们八点钟见面，你方便吗？
(4)I don't think this coat really suits you.
我觉得这件大衣不大适合你穿。
(5)This hot weather doesn't suit me.
天这么热，我真受不了。
(6)—I will stay in this evening.
今晚我就不出去了。
—Suit yourself.随你的便。
【归纳总结】
suit n．一套外衣，套装；v.适合；对某人方便；(尤指服装，颜色等)相配，合身；适宜；有利于；自便；随便
【知识链接】
suitable adj. 合适的；适宜的
suitability n. 适合
suitcase n．手提箱
【即景活用】
He can be very helpful，but only when it suits him.(翻译)
Suggested answer：有时候他非常乐意帮忙，不过那得他觉得合适。
6．potential(P35)
【原句再现】
Having studied volcanoes now for many years，I am still amazed at their beauty as well as their potential to cause great damage.
虽然我从事火山研究很多年了，但是我对火山的壮丽景色以及它们那潜在的巨大破坏力至今仍然感到惊愕不已。
【观察探究】
(1)She has artistic potential as an artist.
她有做艺术家的潜质。
(2)He studied the German market to find the potential there for profitable investment.
他对德国的市场进行了研究以寻求投资获利的可能性。
(3)The book is arguably a potential best seller.
这本书或可成为一本畅销书。
(4)This is a machine with several potential uses.
这是一台具有多种潜在功能的机器。
【归纳总结】
potential n. 意为“潜能；潜力；潜在性；可能性”，后常接介词for；
adj. 意为“潜在的；有可能的”，常作定语。
【即景活用】
People who don't smoke have less ______ of suffering from lung cancer than those who do so.
A．potential B．cause
C．hope D．choice
Suggested answer：A
7．actual(P35)
【原句再现】
Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption
为什么在基拉韦厄火山上流淌的火山熔岩比实际的火山爆发更危险？
【观察探究】
(1)The actual cost was much higher than we had expected.
实际成本比我们预计的要高得多。
(2)Tom looks younger than his wife but in actual fact he is several years older.
汤姆看起来比他妻子年轻，但实际上他比妻子大好几岁。
(3)The wedding preparations take weeks but the actual ceremony takes less than an hour.
准备婚礼要几周，而婚礼仪式本身还不到一小时。
【归纳总结】
actual adj. 真实的；实际的(强调事情最重要的部分)；真正的；……本身
in actual fact＝really
【即景活用】
What were his actual words？(翻译)
Suggested answer：他实际上是怎么说的？
Ⅱ.重点知识探究
1．erupt(P33)
【原句再现】
It shows a volcano erupting.它展示了一次火山爆发。
【观察探究】
(1)Mount Vesuvius hasn't erupted for a good many years.
维苏维火山已有很多年没有爆发了。
(2)His face erupted in pimples.
他的脸上长出了很多粉刺。
(3)Violence erupted after the football match.
足球赛后发生了暴力行为。
【归纳总结】
erupt vi. 突然发生，爆发；火山爆发
【知识链接】
erupt into laughter/shouting/crying 突然大笑/叫喊/大哭起来
同根词 eruption n．火山爆发；(战争等)爆发
【即景活用】
(1)汉译英：
Todd常常会莫名其妙地大笑起来。
(2)用erupt的正确形式填空：
The volcano is in active ______.
(3)选择正确答案：
A lot of lava had ______ from the volcano to bury the entire village.
A．erupted B．given out
C．burst out D．sprung up
Suggested answers：
(1)Todd often erupts into laughter without any reason.　(2)eruption　(3)A
2．evaluate(P34)
【原句再现】
Having collected and evaluated the information...
收集和评估了这些信息之后……
【观察探究】
(1)I can't evaluate his ability without seeing his work.
没有看到他的工作情况，我无法评价他的能力。
(2)You should evaluate your chances of success before making a decision.
做出决定之前，你应该估计成功的几率。
(3)The new drug is being evaluated in clinical trials.
新药正在临床实验鉴定中。
【归纳总结】
evaluate v．评估，评价，估计；鉴定
【知识链接】
(1)evaluation n. 评价，估价
(2)estimate，appraise，value，evaluate，assess和appreciate 的区别：
estimate表示的“估计”或“估价”只是猜测，多多少少有些不准确的估计，甚至只是一种想法。
appraise 表示的“评价”是行家和专家的“估计”，常用于估计某物的价值或市场价格，也可用于评审某物的质量，或估计某人的才能等。
value与appraise的含义很近，即“估计某物的价值、价格”。其区别在于appraise强调“行家”的估计，而value用于一般人所作的“估计”。
evaluate表示通过仔细的考察对能力、成就或等级等进行判断、评估、鉴定。
assess的原义是对某商品进行估价，以期决定应收多少税。词义引申之后，assess通常表示“估计”出某物的价值，以更有效地利用它。
appreciate 是前面这几个词的近义词，它的意思是“鉴赏”，即充分了解某物或某人的价值或才能，以期批判地欣赏或赏识。appreciate的同义词应为value，treasure，cherish。
【即景活用】
(1)It's impossible ______these results without knowing more about the research method.(用evaluate的适当形式填空)
(2)Tom attempted an honest ______of his own life.(用evaluate的适当形式填空)
(3)The research project has only been under way for three months，so it's too early to ______ its success.
A．evaluate B．estimate
C．value D．weigh
Suggested answers：(1)to evaluate　 (2)evaluation　(3)A
3．absolutely(P34)
【原句再现】
It was an absolutely fantastic sight.
这真是绝妙的奇景。
【观察探究】
(1)It's absolutely impossible.这是绝对不可能的。
(2)He did absolutely no work at all.他简直什么都没干。
(3)—Don't you agree？你不同意吗？
—Oh，absolutely! 奥，当然同意！
(4)Kate is absolutely frightened of the tiger.
凯特极其害怕老虎。
【归纳总结】
absolutely adv. 绝对地，完全地；正是，当然，对极了(常用于口语中)；极其，非常
【知识链接】
absolute adj. 意为“纯粹的，完全的，绝对的”，没有比较级；不能被very修饰，但是可以用nearly修饰。
【即景活用】
(1)—Do you agree with me
—______.
A．Very absolutely B．Rather absolutely
C．Nearly absolutely D．No absolutely
(2)The employees have not been paid ______ since the new manager took over this company last month.
A．regularly B．normally
C．absolutely D．ordinarily
Suggested answers：(1)C　(2)A
4．burn to the ground(P34)
【原句再现】
Unfortunately，we cannot move their homes out of the way，and many houses have been covered with lava or burned_to_the_ground.
遗憾的是，我们不可能把他们的家搬离岩浆流过的地方，许多房屋被熔岩淹没或者焚烧殆尽。
【观察探究】
The whole city was burned to the ground.
整座城市都被烧光了。
【归纳总结】
burn to the ground
(be) burn(ed) to the ground(楼房等)被烧毁/被焚烧殆尽
【知识链接】
(1)burn v. 燃烧，着火，烫伤，发光
The soup was so hot that it burned my mouth.
这汤很热，烫伤了我的嘴。
The sun burns bright in the sky.
太阳在天空中明亮地照耀着。
Dry wood burns easily.干柴易燃。
(2)burn...to death 把……烧死
(3)burn off 烧掉某物
(4)burn down 把……烧成平地；渐渐烧完
(5)burn up 烧掉；烧起来，旺起来
(6)burn away 逐渐烧掉
(7)burn out 烧光，烧完
【即景活用】
用burn构成的词组填空
(1)He ______ all the old letters.
(2)His hair was ______ in the fire.
(3)In the accident，two of the workers ______.
(4)The building was ______ and only ashes were left.
Suggested answers：(1)burnt up　(2)burnt off　(3)were burnt to death　(4)burnt down
5．make one's way(P35)
【原句再现】
It was not easy to walk in these suits，but we slowly made_our_way to the edge of the crater and looked down into the red，boiling centre.
穿着这些衣服走起路来很不容易，但我们还是缓缓往火山口的边缘走去，并且向下看到了红红的沸腾的中央。
【观察探究】
(1)He made his way towards the museum.他向博物馆走去。
(2)Ham began to make his way in politics.汉姆逐渐在政界有所建树。
(3)The police made their way in the crowd.
警察在人群中挤出一条路。
【归纳总结】
make one's way意思是“向前，前往；获得成功；挤出一条路”，后面常常接to或towards。
【知识链接】
make way (for)(为……)让路；让位
feel one's way(在黑暗中)摸索着走
find one's way 找到出路，设法到达
go one's way 出发，动身
lose one's way 迷路
push one's way 跻身前行
by the way 顺便说说，顺便提起
in the way 当道，碍事
【即景活用】
(1)If you want to ______you must learn to work hard while you are still young.
A．make your way B．make its way
C．make a way D．make the way
(2)Her parents told her not to ______when she picked up mushrooms in the forest.
A．find her way B．go her way
C．lose her way C．feel her way
(3)—______，can you go with me
—OK，I'll go with you.
A．By the way B．In the way
C．Out of the way D．Give way
Suggested answers：(1)A　(2)C　(3)A
Ⅲ.词汇综合运用
1．用括号中所给的单词或短语翻译下列句子。
(1)后来，他被任命为队长。(appoint)
(2)事实上，他对这种自然灾害极其害怕。但是，他还是决定前往灾区。(in actual fact，absolutely，make one's way)
(3)火山旁边的许多树木和房子被熔岩淹没，或者被焚烧殆尽。(alongside，burn to the ground)
(4)火山熔岩像波涛一样顺着山坡缓慢流下来。(wave)
(5)他穿着白色的防护服遮住全身，戴上了头盔和特别的手套，还穿了一双大靴子，并且随身携带了一些设备。(suit，helmet，boot，equipment)
(6)他在那种恶劣的环境中日夜工作。看到他的工作情况，当地人高度评价他的能力和潜能。(evaluate，potential)
(7)去年，汤姆正在看电视，他突然看到了火山爆发。(erupt)
Suggested answers：
(1)Later，he was appointed captain.
(2)In actual fact，he was absolutely frightened of this natural disaster.But he decided to make his way towards the disaster area.
(3)Many trees and houses alongside the volcano have been covered with lava or burned to the ground.
(4)The lava flowed slowly like a wave down the mountain.
(5)He had white protective suits that covered his whole body，helmets，big boots and special gloves and took some equipment with himself.
(6)He worked in the bad condition day and night.Seeing his work，local people highly evaluated his ability and potential.
(7)Tom was watching TV when he saw a volcano erupting last year.
2．连句成篇(按照一定的逻辑顺序适当调整句子的顺序，把上面的句子连成一篇小短文，必要时增加适当的连词。)
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Suggested answers：
Tom was watching TV when he saw a volcano erupting last year.The lava flowed slowly like a wave down the mountain.Many trees and houses alongside the volcano have been covered with lava or burned to the ground.In actual fact，he was absolutely frightened of this natural disaster.But he decided to make his way towards the disaster area.He had white protective suits that covered his whole body，helmets，big boots and special gloves and took some equipment with himself.He worked in the bad condition day and night.Seeing his work，local people highly evaluated his ability and potential.Later，he was appointed captain.
?Step 5　Sentence focus
1．Having collected and evaluated the information，I help other scientists to predict where lava from the volcano will flow next and how fast.(P34)
收集和评估了这些信息之后，我就帮助其他科学家一起预测下次火山熔岩将往何处流去，流速是多少。
Having collected and evaluated the information是现在分词短语，在句中用作时间状语，相当于一个由when 引导的时间状语从句When I have collected and evaluated the information。现在分词短语在句中还可以用作原因状语、让步状语等等。如：
(1)Having worked hard all day，I went to bed early.
＝Because I had worked hard all day，I went to bed early.
(2)Having been told many times，he still repeated the same mistakes.
＝Though he had been told many times，he still repeated the same mistakes.
另外，predict后是由where和how引导的两个宾语从句。
2．I was about to go back to sleep when suddenly my bedroom became as bright as day.(P34)
我刚要再睡，突然我的卧室亮如白昼。
be about to...when...意为“正要……这时……”，其中when相当于at this/that time，类似的句式还有be doing...when...“正在做……突然……”；had done...when...“刚做完……这时(那时)……”。例如：
(1)The sports meeting was about to begin when it rained heavily.
运动会刚要开始，这时天开始下起了大雨。
(2)I was reading when he broke in.我正在读书，他突然闯了进来。
3．The other two climbed down into the crater to collect some lava for later study，but this being my first experience，I stayed at the top and watched them.(P35)
另外两个人攀下火山口去收集供日后研究的岩浆，但是我是第一次经历这样的事，所以留在山顶上观察他们。
this being my first experience 是独立主格结构，在句中作原因状语。再如：
It being a very hot day，we decided to go swimming.
＝Because it was a very hot day，we decided to go swimming.
?Step 6　Using words and expressions
Turn to Page 70.Ask students to do the exercises in Using Words and Expressions in the Workbook.The following procedures may be followed：
1．Go through the first two exercises with students and make sure they know what to do.
2．Give students several minutes to finish them individually.
3．Check the answers with the whole class.
?Step 7　Homework
1．Finish off the Workbook exercises.Do Exercise 3 in the exercise book.
2．Learn the useful new words and expressions by heart.
?Step 8　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________Period 2　Language Study
教学内容分析　　　
The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 53 new words and phrases in these five parts.20 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 33 should all be remembered，among which the following words and expressions are even more important：tend，range，subscribe to，go up，widespread，state，glance，steady，tendency，keep on，on the whole，quantity of，be opposed to，come about，result in，even if.They are all very useful and important.So are the sentence patterns “...it is a rapid increase when compared to other natural changes.” and “There is no doubt that the earth is becoming warmer...” We ought to pay more attention to them.
三维目标设计　　　
Knowledge and skills
1．To get the students to learn to use the following important new words and phrases freely：tend，range，subscribe to，go up，widespread，state，glance，steady，tendency，keep on，on the whole，quantity of，oppose，come about，result in，even if.
2．To get the students to understand and use the following important and useful sentence patterns：
(1)．..it is a rapid increase when compared to other natural changes.
(2)There is no doubt that the earth is becoming warmer...
Process and methods
1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.
2．To ask the students to make up their own sentences by imitating the above sentence patterns.
3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.
Emotion，attitude and value
1．To stimulate students' interest in learning English.
2．To develop students' sense of cooperation and teamwork.
教学重、难点　　　
1．Important new words and expressions：quantity of，oppose，come about，result in，even if.
2．Important and useful sentence patterns：
(1)．..it is a rapid increase when_compared_to other natural changes.
(2)There_is_no_doubt_that the earth is becoming warmer...
3．Some difficult and long sentences in the text.
?Step 1　Revision
1．Check the homework exercises.
2．Ask some students to talk about global warming.
?Step 2　Reading and finding
Get students to read through Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language 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.
?Step 3　Practice for useful words and expressions
1．Turn to Page 28.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，and then discuss and check them with their partners.
3．Check the answers with the whole class and explain the problems they meet where necessary.
?Step 4　Vocabulary study
Ⅰ.简单知识扫描
1．tend(P26)
【原句再现】
It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up.
这意味着更多的热量被困在大气层中，从而引起全球温度上升。
【观察探究】
(1)We sometimes tend to think that the ocean bottom is made up of smooth plains.
我们往往误以为海底由平坦的平原构成。
(2)People under stress tend to express their full range of potential.
处于压力下的人容易发挥自己全部的潜力。
(3)Doctors and nurses tended(to)the injured.医生和护士护理受伤的人。
【归纳总结】
tend vi.& vt.意思是“往往会，趋于，倾向；照料，护理”。作“照料，护理”讲时，常与介词to搭配。
【即景活用】
(1)救护车上的救护人员在照料受伤的工人。
Ambulance crews ______ the injured workers.
(2)男孩往往比女孩个子高。
Boys ______ taller than girls.
Suggested answers：(1)were tending(to)　(2)tend to be
2．range(P27)
【原句再现】
...it will encourage a greater range of animals—all of which will make life for human beings better.
这将促进动物的生长——所有这一切都会使人类的生活变得更好。
【观察探究】
(1)Maybe the question is beyond the range of human understanding.
或许这个问题超越了人类理解的范围。
(2)You can see a range of mountains standing on the top of the tower.
站在塔顶你可以看到一系列山脉。
(3)The temperature ranges between ten and thirty degrees.
气温在十至三十度之间。
(4)I ranged the books on the shelf by/according to size.
我把书依大小顺序排在书架上。
【归纳总结】
range n. 意思是“范围；射程；山脉；行列”； v. 意思是“变化；排列；归类于”，常用于range from...to...结构，意为“从……到……范围内变化”。
【即景活用】
有年龄从七岁到十四岁的两百个男孩。
There are two hundred boys ______________.
Suggested answer：ranging from seven to fourteen in age
3．subscribe to(P26)
【原句再现】
All scientists subscribe_to the view that the increase in the earth's temperature is due to the burning of fossil fuels like coal，natural gas and oil to produce energy.
所有科学家都赞同这样的观点：人们为了生产能量而燃烧化石燃料(如煤、天然气、石油等)，从而引起了地球温度的升高。
【观察探究】
(1)The children each subscribed 5 pence to buy a present for Nick in hospital.
孩子们每人出五便士为住院的尼克买礼品。
(2)All the people present subscribe to the opinion put forward by the chairman.
参加会议的人全部同意主席提出的意见。
(3)I have subscribed to that magazine for years.
我订阅那本杂志已好几年了。
【归纳总结】
subscribe to的意思有“捐款；捐助；同意，赞同；订购(报纸、杂志等)”等。
【即景活用】
The government called on all the citizens to ______ a relief fund.
A．subscribe to　　　　B．agree to　　　　C．amount to　　　　D．shift to
Suggested answers：A
4．go up(P26)
【原句再现】
It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go_up.
这意味着更多的热量被困在大气层中，从而引起全球温度上升。
【观察探究】
(1)The elevator went up to the fourth floor.电梯升到了四楼。
(2)As you go up a mountain，you have to overcome the earth's gravity which pulls you down.
上山时你必须克服把你往下拉的地球引力。
(3)Prices of fruit and vegetables have gone up.
水果和蔬菜的价格上涨了。
【归纳总结】
动词短语go up的意思有“升；攀登；向上去，沿(街)而去；涨价”等。类似意义的词还有rise，increase等。其反义词是：go down，fall down，decrease。
【即景活用】
(1)物价又上涨了。Prices ______ again.
(2)到处都盖起新的大楼。New buildings ______ everywhere.
Suggested answers：(1)have gone up　(2)are going up
5．keep on(P27)
【原句再现】
Even if we start reducing the amount of carbon dioxide and other greenhouse gases，the climate is going to keep_on warming for decades or centuries.
尽管我们已经开始减少二氧化碳和其他温室气体的排放量，但是在未来的几十年或几个世纪里气候将会持续变暖。
【观察探究】
(1)The airplane kept on flying at a high altitude.这架飞机持续在高空飞行。
(2)He kept on smoking after the doctor told him to stop.
医生劝告他戒烟，可他仍继续抽。
(3)He is keeping on the house in his hometown.他把家乡的那所房屋保留着。
(4)Keep straight on and you'll come to the market.一直往前走就到市场。
(5)I have failed several times，but I still keep on.
我已经失败了好几次，但我仍然坚持下去。
【归纳总结】
keep on意为“继续(做某事)；不顾困难、反对或警告而坚持(做某事)；继续前进，继续工作”等。
【即景活用】
Even if I fail again，I will ______ working hard until I succeed.
A．give up B．turn to
C．keep on D．think of
Suggested answer：C
6．on the whole(P28)
【原句再现】
On_the_whole the warming of the earth is a phenomenon that causes great concern.
大体上，地球变暖是一种引起巨大关注的现象。
【观察探究】
The weather this month has been good on the whole.
这个月的天气基本上是好的。
Living in town is pleasant but，on the whole，I like the country better.
住在城里是愉快的，但是，总的来看，我更喜欢农村。
【归纳总结】
on the whole意为“总的看来；大体上；基本上”，相当于in general，mostly，可位于句首、句中或句尾。
【即景活用】
翻译句子
总的看来，我认为他那样做是对的。
Suggested answer：On the whole，I think he was quite right to act as he did.
Ⅱ.重点知识探究
1．oppose(P27)
【原句再现】
On the other hand，there are those，like George Hambley，who are opposed to this view，believe that we should not worry about high levels of carbon dioxide in the air.
另一方面，像乔治·汉布利那些人，他们反对这种观点，认为我们不应该为空气中二氧化碳含量高担心。
【观察探究】
Many members of the council opposed the building of the luxury houses in the centre of the city.
许多市议会议员反对在市中心建造豪华型住宅。
Many residents are opposed to the plan of building the motorway.
许多居民反对修建那条高速公路的计划。
【归纳总结】
oppose vt.& vi.意为“反对；使对立；使对抗； 抗争”，后面可直接跟名词作宾语，也可用于be opposed to(doing)sth.结构。
【词汇辨析】
oppose，object和resist
三者都含有“反对”的意思，但是用法有区别。
oppose为常用词，指“对某人、某事采取积极行动来反对”，着重动作，尤指“反对一种观念、思想、计划等”。如：
The father opposed to his son's marriage.父亲反对儿子的婚事。
object 常指“用言论或论据等表示反对”，着重“个人嫌厌”和“(由于与个人有关因此)提出反对意见”。如：
I objected to his plan.我反对他的计划。
resist 指“积极地反抗、对抗；用武力阻止……的前进”，如：
The villagers were united to resist the enemy.
村民们团结起来抵抗敌人。
【即景活用】
我们坚决反对在国与国之间实行强权政治。
We ______ firmly ______ the practice of power politics between nations.
Suggested answers：are；opposed to
2．come about(P26)
【原句再现】
So how has this come_about and does it matter？这种情况是怎么发生的，有什么影响？
【观察探究】
With the use of electricity，great changes have come about.
随着电的使用，种种大变化发生了。
The accident comes about in this way.这事故就是这样发生的。
Many a quarrel has come about through a misunderstanding.
许多争执都是由于误会产生的。
【归纳总结】
come about意为“发生，造成”，有时用it作主语，后面跟that引导的从句。
【词汇辨析】
come about与happen，occur，take place的异同。
come about与happen，occur，take place同义。take place常指经过安排的。happen指“偶然发生”，等于occur。happen to＋v.意为“偶然/碰巧做出”。
It happens/happened that－clause...碰巧……
occur/happen＋to(prep.)．..发生在……
occur＋to(prep.)．..想起……
It occur(－s/－ed)(to sb.)＋to do sth./that－clause想起，想到
【即景活用】
同义句转换
She happened to be out when he called.
A：It ______ that she ______ ______ ______ ______when he called.
B：She ______not to be ______ when he called.
C：It ______ ______ she was not at home when he called.
Suggested answers：A：happened；was not at home　B：happened；home　C：came about
3．result in(P26)
【原句再现】
They also agree that it is the burning of more and more fossil fuels that has resulted_in this increase in carbon dioxide.
他们还一致认为，正是因为越来越多的化石燃料的燃烧才导致了二氧化碳的增长。
【观察探究】
These measures resulted in a great victory.
由于采取了这些措施，打了一个大胜仗。
The plot resulted in failure.阴谋以失败告终。
【归纳总结】
result in的意思是“产生，导致”，与 cause或lead to同义，其主语是起因；in的宾语是结果。result from的意思是“由……引起，产生”，与lie in，as a result of和because of同义，其主语是结果，from的宾语是起因。
【即景活用】
同义句转换
(1)His failure resulted from not working hard enough.
Not working hard enough______ ______his failure.
(2)His sickness was caused by eating too much.
A．His sickness ______ ______eating too much.
B．He was ill ______he ate too much.
C．______ ______ ______ ______ eating too much，he was ill.
Suggested answers：(1)resulted in　(2)resulted from；because；As a result of
4．quantities of(P26)
【原句再现】
The problem begins when we add huge quantities_of extra carbon dioxide into the atmosphere.
当我们把大量额外的二氧化碳排入大气层的时候，问题就出现了。
【观察探究】
(1)Quantities of food(nuts)were on the table.桌子上有许多食品(坚果)。
(2)Great quantities of sand were washed down the hillside by the rain.
雨水把大量的泥沙冲下山坡。
(3)He collected quantities(a quantity)of old pictures.
他收集了大量的旧画。
(4)There is only a small quantity of wine left.只剩下很少一点酒了。
【归纳总结】
quantities of＝a quantity of，意为“大量的”，既可以修饰可数名词，也可以修饰不可数名词。quantities of无论修饰可数还是不可数名词，后面的谓语动词都用复数。
另外，quantity前面还可以加修饰成分，构成的短语有a certain quantity of (一定数量的)，a large(great，good)quantity of(大量的)，a small quantity of(少量的……)，large(great，good)quantities of (大量的)，small quantities of(少量的……)。
【知识拓展】
(1)quantity 量，数量。如：
Without quantity there can be no quality.没有数量就没有质量。
The government has been buying silver in great quantities.
政府一直在大量购进白银。
(in great/small quantities意为“大/少量”，用作状语。)
(2)表示“大量的”时，可用以下形式：
①修饰可数名词
many，a great/large number of，great/large numbers of，a good/great many (后面没有of)，many a(后接单数名词，其谓语动词也用单数形式)
②修饰不可数名词
much，a great/large amount of，great/large amounts of，a great/good deal of
③既可以修饰可数名词，也可以修饰不可数名词
a lot of＝lots of，a quantity of＝quantities of，a mass of＝masses of，plenty of (前面没有a)
▲这些短语均常被形容词修饰，如：a large number of，a small amount of，a great quantity of。
▲quantities of/amounts of＋不可数名词＋复数动词；a lot of/lots of/plenty of＋不可数名词＋单数动词。
▲in amount/amounts/quantity/quantities/number意为“在数量上，大量地”。
【即景活用】
(1)We aim at quality rather than ______.
A．number B．amount
C．figure D．quantity
(2)With more forests being destroyed，huge quantities of good earth ______ each year.
A．is washing away B．is being washed away
C．are washing away D．are being washed away
Suggested answers：(1)D　(2)D
5．even if(P27)
【原句再现】
Even_if we start reducing the amount of carbon dioxide and other greenhouse gases，the climate is going to keep on warming for decades or centuries.
尽管我们已经开始减少二氧化碳和其他温室气体的排放量，但是在未来的几十年或几个世纪里气候将会持续变暖。
【观察探究】
Even if it rained heavily，we still marched on.即使大雨倾盆，我们还是继续前进。
Even if you are a good high－jumper，you jump no more than three meters.
即使是个优秀的跳高运动员，你也跳不过三米。
We shall go，even if it rains.就是下雨，我们也要去。
【归纳总结】
even if有“虽然、即使、尽管”的意思，引导让步状语从句，可以与even though互换，语气比although和though强，可以放在主句前面也可以放在主句后面。
【知识拓展】
though，although引导让步从句的用法：
though，although引导让步从句时，后面的从句不能有but，但是可以用 yet。如：
Although it's raining，they are still working in the field.
虽然在下雨，但他们仍在地里干活。
He is very old，but he still works very hard.
虽然很老了，但他仍然努力地工作。
Though the sore be healed，yet a scar may remain.
伤口虽愈合，但伤疤留下了。(谚语)
【即景活用】
(1)We'll make a trip ______ the weather is bad.
A．as for B．even if
C．because of D．as long as
(2)______she is young，she knows quite a lot.
A．When B．However
C．Although D．Unless
Suggested answers：(1)B　(2)C
Ⅲ.词汇综合运用
1．用括号中所给的单词或短语翻译下列句子。
(1)即使一个工人持续工作三十余年，他依然买不起房。(even if)
(2)总起来说，中国的房价太高。而且房价还在持续增长。(on the whole；tend；keep on)
(3)他们坚决要求把房价控制在一定的范围内。(range)
(4)尽管政府已经采取了一些措施，但是房价依然在上涨，这导致了许多问题。(although；go up；result in)
(5)许多人想知道这是如何造成的。(come about)
(6)他们反对政府采取的一些措施。(oppose)
Suggested answers：
(1)Even if a worker works continually for more than thirty years，he still can't afford a house.
(2)On the whole，the price of houses in China is too high.And it tends to keep on rising.
(3)They insist that the price of houses should be controlled within a range.
(4)Although the government has taken some measures，the price of houses is still going up，which has resulted in many problems.
(5)Many people want to know how it comes about.
(6)They oppose some measurements taken by the government.
2．连句成篇(按照一定的逻辑顺序适当调整句子的顺序，把上面的句子连成一篇小短文，必要时增加适当的连词。)
________________________________________________________________________
________________________________________________________________________
Suggested answers：
On the whole，the price of houses in China is too high.And it tends to keep on rising.Although the government has taken some measures，the price of houses is still going up，which has resulted in many problems.Even if a worker works continually for more than thirty years，he still can't afford a house.Many people want to know how it comes about.They oppose some measurements taken by the government and insist that the price of houses should be controlled within a range.
?Step 5　Sentence focus
1．...but it is a rapid increase when_compared_to other natural changes.(P26)
……但是，同自然界的其他变化相比，这种升高是迅速的。
这是一个省略句，补全之后是．..but it is a rapid increase when it is compared to other natural changes。
一般说来，省略现象多出现在下列五种状语从句中：
(1)由 when，while，as，before，after，till，until，once等引导的时间状语从句；
(2)由whether，if，unless 等引导的条件状语从句；
(3)由 though，although，even if，whatever等引导的让步状语从句；
(4)由 as，than 等引导的比较状语从句；
(5)由as，as if，as though 等引导的方式状语从句。
上述状语从句在省略时，并非任何成分都可以省略，而是遵循以下原则：
(1)当状语从句的主语与主句的主语一致时，可以省略状语从句的主语和系动词be，这时从句中可出现如下结构：
①连词(as，as if，once)＋名词。如：
Once(he was)a worker，Pang Long now becomes a famous singer.
庞龙曾经是个工人，现在成了一位著名的歌手。
②连词(though，whether，when)＋形容词。如：
Work hard when(you are)young，or you'll regret.
趁年轻要努力学习，要不然你会后悔的。
③连词(whether，as if，while)＋介词短语。如：
He looked everywhere as if(he was)in search of something.
他到处看似乎在找什么东西。
④连词(when，while，though)＋现在分词。如：
While(he was)holding talks with President Hu Jintao，US President George W．Bush thanked China for its important role in the Six－Party Talks.
在与胡锦涛主席会谈时，美国总统布什感谢中国在六方会谈中起的重要作用。
⑤连词(when，if，even if，unless，once，until，than，as)＋过去分词。如：
The exhibition is more interesting than(it was)expected.
这次展览比被预料的有趣得多。
⑥连词(as if，as though)＋不定式。如：
Olympic gold medalist hurdler Liu Xiang opened his lips as if(he were)to speak.
奥林匹克金牌获得者跨栏运动员刘翔张开嘴，好像要说什么。
(2)当从句的主语是it，谓语动词中又含有系动词be 时，可以把it和系动词be一起省略。此时构成连词(if，unless，when，whenever)＋形容词的结构。如：
Unless(it is)necessary，you'd better not refer to the dictionary.
如果没有必要，你最好不要查字典。
2．There_is_no_doubt_that the earth is becoming warmer...(P26)
毫无疑问地球正在变暖……
在There is no doubt后常可跟that引导的同位语从句(在肯定句中，doubt后面有时可跟whether引导的从句)。
There is no doubt that you will succeed if you try your best.
毫无疑问如果你尽最大努力你一定会成功。
There is no doubt that he will come on time.他一定会准时来。
类似常用结构：
There is no knowing/telling...没法知道/说……
There is no need...没有必要……
There is no question...……是没有问题的。
There is no reason...没有理由……
There is no possibility that...……是没有可能的。
It is no/small wonder that...(No wonder that)．..难怪……
It is a wonder that...……真奇怪/真是令人惊奇。
?Step 6　Homework
1．Finish off the Workbook exercises.Do Exercise 1 in Using Words and Expressions in your exercise book.
2．Learn the useful new words and expressions by heart.
?Step 7　Reflection after teaching
________________________________________________________________________
________________________________________________________________________Period 4　Listening and Speaking
教学内容分析　　　
The emphasis of this period will be placed on listening and speaking.There are altogether two texts for the students to listen to in this period：one is in the Student's Book and the other is in the Workbook.The first one(on Page 31，Listening and speaking)is a conversation between two people，Li Bin and Professor Keeling，who is a scientist studying global warming.Professor Keeling has been mentioned in the reading passage on Page 26.The listening text is a radio interview about the use of fossil fuels and other sources of energy.It contains examples of the focus function for this unit：agreement and disagreement.While listening to Part 1 for the first time the students are asked to decide which statement in Exercise 1 Professor Keeling does NOT agree with.Then students are required to listen to Part 1 again and tick the energy sources that are mentioned in the text.After listening to Part 2 students are asked to list three things they can do to save energy.At last they should also listen to Part 2 again and fill in the blanks in Exercise 4.
The second one(on Page 65，Listening Task)involves an environmental organization.A student，Tom，is giving an oral presentation.As with most oral presentations that students give，Tom has some visual aids to go with his talk.Students will first be required to listen to the whole speech to get the general idea，and then listen again and take some notes about some facts mentioned in the speech.
三维目标设计　　　
Knowledge and skills
1．To understand the meanings of the following key words and expressions while hearing them in the tape：fossil fuels(化石燃料)，industrial societies(工业化社会)，concentrated(浓缩的)，radiation(辐射)，economical(经济的)，global community(地球村)，cigarette butts(烟蒂)，commitment(承诺)，inspiration(启发)．
2．To enable the students to understand the listening texts.
3．To help the students learn how to express agreement and disagreement.
Process and methods
1．Smoothing away language problems if any before listening.
Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.
2．Listening for needed information.
Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.
3．Speaking freely and making conversations.
At last the students may be asked to give their own points of view and attitudes towards the subject mentioned in the text.
Emotion，attitude and value
1．To stimulate students' spirit of communication and cooperation.
2．To develop students' ability of enjoying language beauty.
教学重、难点　　　
1．The understanding of the listening text.
2．The expressing of agreement and disagreement.
?Step 1　Revision
1．Retell the text on P26－P27.
2．Check the last period's homework and explain the difficulties.
?Step 2　Pre－listening
1．Show the following pictures to the students and ask them to tell which kind of energy each picture shows.
Picture 1 ____________　　　　　　　Picture 2 ____________
Picture 3 ____________ Picture 4 ____________
Suggested answers：
Picture 1：tide；Picture 2：wind power；Picture 3：solar energy；Picture 4：nuclear energy
2．Tell the students to think over and tell which energy is the most widely used now and what are its advantages and disadvantages.
________________________________________________________________________
Suggested answers：
Solar energy is the most widely used now.Its advantages are environmentally friendly and renewable.Its disadvantage is that the equipment is too expensive.
?Step 3　Listening
1．Listen to Part 1 of Text 1(Page 31)and finish the following exercises.
(1)How long does Professor Keeling think fossil fuels will last
A．Several years.　　　　　B．Only a few years.　　　　　C．Centuries.
(2)What is the disadvantage of nuclear energy
A．It is dangerous.
B．It produces carbon dioxide.
C．There isn't enough for it.
(3)What makes it impossible for us to use sun power at present
A．The danger. B．The technology.　 C．Being clean.
Suggested answers：(1)C　(2)A　(3)B
2．Listen to Part 1 of Text 1 again(Page 31)and tick the energy sources that are plete the notes on them.
Sources of energy Notes
Fossil fuels
Wind power
Energy from the sun
Nuclear power
Suggested answers：
Sources of energy Notes
Fossil fuels ●produce carbon dioxide ●cheap and concentrated form of energy
Wind power ●clean ●not practical：need huge areas of land to provide enough energy
Energy from the sun ●clean ●not very practical with present technology
Nuclear power ●doesn't produce carbon dioxide ●dangerous
3.Listen to Part 2 of Text 1(Page 31)and choose the best answers to the following questions.
(1)How many suggestions does Professor Keeling offer
A．2 B．3 C．4
(2)Which of the following is to blame for global warming
A．Developing countries. B．Developed countries. C．Poor countries.
Suggested answers：(1)B　(2)B
4．Listen to Text 2(Page 65)for the first time and catch its main idea and then summarize each part.
Main idea：_________________________________________________
Part 1：______________________________________________________
Part 2：_____________________________________________________
Suggested answers：
Main idea：The talk is mainly about Clean Up Australia Day and its organizer Ian Kierman.
Part 1：How Ian Kierman began Clean Up Australia Day.
Part 2：Clean Up the World Day and Ian Kierman's contribution to improving the environment.
5．Listen to the whole talk again.Ask students to notice the years that Tom mentions，what happened in these years and many other facts.Make notes in the following table.
Year Event Facts about the event
　Suggested answers：
Year Event Facts about the event
1987 Ian Kierman competed in a round－the－world yacht race He was shocked at the pollution in the ocean.
1989 Clean－up Day for Sydney Harbour 40 000 volunteers；collected old car bodies，plastics，glass bottles，cigarette butts
1990 The first Clean Up Australia Day 300 000 volunteers
2001 Clean Up Australia Day Most common kinds of rubbish：cigarette butts，glass bottles and plastic bags
1993 The first Clean Up the World Day 30 million volunteers in 80 countries
2001 Clean Up the World Day 40 million volunteers in 128 countries；cleaned streets，beaches，river banks and parks
?Step 3　Speaking
Since the students have learned much knowledge about global warming by both reading and listening.It's necessary for them to talk about it now.Teach them how to express agreements and disagreements，blame and complaint by showing them the following patterns on the screen.
(Slide show)Agreement：Exactly.You're right.I agree.That's correct/true/right.Disagreement：I'm afraid I disagree with you.I'm afraid not.I don't think so.No way.I don't agree.I doubt... Blame and complaint：I'm sorry to bring this up，but... I'm sorry to have to say this，but...They shouldn't have done it.They are to blame.Perhaps/Maybe they should/ought to...Why don't you do something about it？
Ask students to read again what Professor Keeling and Li Bin say.Then in groups discuss who you agree with and give reasons.Use some of the expressions listed above or any others they know.
Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.
?Step 4　Homework
Write a passage to talk about global warming and people's different views on it.
?Step 5　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Ⅰ.国际知名环保组织介绍
这些国际性的环保组织克服了重重困难，获得了世界范围内的响应和支持，依靠组织手段，将提倡的环保概念普及，并通过各种环保项目的实施，切实推动世界各地的环保进程。
(1)世界环保组织(IUCN)
全名为International Union for Conservation of Nature and Natural Resources，缩写为IUCN，该组织历史悠久，1948年即在瑞士格兰德成立，是政府及非政府机构都能参与合作的少数几个国际组织之一。由全球81个国家、120个政府组织、超过800个非政府组织、10 000个专家及科学家组成，该组织共有181个成员国，实际工作人员已超过8500名。组织每3年召开一次世界自然保护大会(World Conservation Congress)。IUCN旨在影响、鼓励及协助全球各地的协会，保护自然的完整性与多样性，并确保在使用自然资源上的公平性，及生态上的可持续发展。
(2)世界自然基金会(WWF)
WWF是在全球享有盛誉的、最大的独立性非政府环境保护机构之一，在全世界拥有将近500万支持者和一个在90多个国家活跃着的网络。WWF的使命是遏止地球自然环境的恶化，创造人类与自然和谐相处的美好未来，保护世界生物多样性；确保可再生自然资源的可持续利用；推动降低污染和减少浪费性消费的行动。该组织的标志为大熊猫。
(3)全球环境基金(GEF)
GEF是关于生物多样性、气候变化、持久性有机污染物和土地荒漠化的国际公约的资金机制。GEF通过其业务规划，支持发展中国家和经济转型国家在生物多样性、气候变化、国家水域、臭氧层损耗、土地退化和持久性有机污染物的重点领域上开展活动，取得全球效益。自1991年启动以来，GEF已通过1000多个项目，向140多个发展中国家和经济转型国家提供了大约40亿美元赠款，并从各种渠道吸引了120亿美元的项目融资。2002年8月，32个捐资国保证，在随后4年内，向GEF提供近30亿美元，用于GEF活动。
(4)国际绿色和平组织
1971年，12名怀有共同梦想的人从加拿大温哥华起航，驶往安奇卡岛(Amchitka)，去阻止美国在那里进行的核试验。他们在渔船上挂了一条横幅，上面写着“绿色和平”。尽管在中途遭到美国军方阻拦，他们的行动却触发了舆论和公众的声援。次年，美国放弃在安奇卡岛进行核试验。在此后的30多年里，绿色和平组织逐渐发展成为全球最有影响力的环保组织之一。该组织继承了创始人勇敢独立的精神，坚信以行动促成改变。同时，通过研究、教育和游说工作，推动政府、企业和公众共同寻求环境问题的解决方案。绿色和平组织在中国的环保项目包括气候与能源项目——致力于减缓由燃烧煤、石油和天然气等化石燃料造成的气候变化，还有致力于消除有毒污染物的污染防治项目，森林保护项目品等。
(5)地球之友(Friends of Earth)
在香港地区创立的“地球之友”(Friends of the Earth International)是著名的环境非政府组织之一，还是反全球化运动的一支重要力量。与其他环境组织一样，“地球之友”近年来也改变了就环境问题谈环境的做法，转而将环境问题与社会问题及发展问题联系起来，既扩大了活动领域，也扩大了影响。自1983年成立以来，“地球之友”曾经走过一段艰辛的路。在香港的超级物质主义的大潮流下，“地球之友”仍然坚守使命，捍卫公众利益，维护环境公义，不屈不挠地推动环保，反对扩充发电厂、滥用杀虫剂、侵占郊野土地、关注过度消费、城市空气污染、水质污染、填海和环境管理失误等问题。
Ⅱ.Kids F．A.C.E.(儿童环保组织“为了世界更清洁”)
Melissa Poe was 9 years old when she began a campaign for a cleaner environment by writing a letter to the then President Bush.Through her own efforts，her letter was reproduced on over 250 donated billboards across the country.
The response to her request for help was so huge that Poe established Kids for A Cleaner Environment(Kids F．A.C.E.)in 1989.There are now 300 000 members of Kids F．A.C.E.worldwide and is the world's largest youth environmental organization.
Poe has also asked the National Park Service to carry out a “Children's Forest” project in every national park.In 1992，she was invited as one of only six children in the world to speak at the Earth Summit in Brazil as part of the Voices of the Future Program.In 1993，she was given a Caring Award for her efforts by the Caring Institute.
Since the organization started，Kids F．A.C.E.members have distributed and planted over 1 million trees! Ongoing tree－planting projects include Kid's Yards—the creation of backyard wildlife habitats(栖息地)and now Kids F．A.C.E.is involved in the exciting Earth Odyssey，which is a great way to start helping.
“Starting the club turned out to be a way to help people get involved with the environment.Club members started doing things like recycling，picking up litter and planting trees as well as inviting other kids to join their club.”
“We try to tell kids that it's not OK to be lazy，” she explains.“You need to start being a responsible，environmentally friendly person now，right away，before you become a resource－sucking adult.”Unit 5　The power of nature
本单元的中心话题是火山、飓风、地震和洪水等自然灾害，听说读写等语言知识和语言技能主要围绕“自然灾害”及如何预防和利用自然灾害这一主题进行。本单元引导学生讨论这些问题，目的在于帮助学生掌握与“自然灾害”这一主题有关的词汇知识，让他们了解自然界的威力，认识到人类只有保护自然，才能有效地预防自然灾害并改造和利用自然，同时也培养了他们热爱大自然的情操。
本单元的主要教学内容如下表所示：
类别 课程标准要求掌握的内容
话题 volcanoes；crater lakes；cyclones；floods
词汇 appoint v.任命；委派 ash n.灰；灰末
wave vi.波动；挥手　n．波涛 hurricane n.飓风；风暴
suit v.适合；使适宜　n．套装 questionnaire n.问卷；调查表
shoot v.射中；射伤 equipment n.设备；装备
panic v.惊慌　n．恐慌 database n.数据库；资料库
guarantee v.保证；担保 helmet n.头盔
potential n.潜在性；潜能　adj.可能的 boot n.靴子
anxiety n.担心；焦虑；渴望 candidate n.候选人；候补者
absolute adj.绝对的；完全的 bungalow n.平房；小屋
actual adj.实在的；实际的 typhoon n.台风
anxious adj.焦虑的；不安的 thunderstorm n.雷暴
alongside adv.在旁边；沿着边　prep.在……旁边；沿着……的边 novelist n.小说家
absolutely adv.绝对地；完全地 fog n.雾
erupt vi.(指火山)爆发；突然发生 document n.文件；证件
evaluate v.评估；评价；估计 rainbow n.彩虹
fountain v. 泉水般地喷出或涌出n．喷泉；源泉 balcony n.阳台
tremble vi.摇晃；摇动；颤抖 shot n.射击；枪炮声
sweat vi.出汗　n．汗 appreciation n.欣赏；感激；感谢
bathe vi.洗澡；游泳 precious adj.贵重的；珍贵的
diagram n.图解；图表；示意图 uncomfortable adj.不舒服的；不舒适的
volcano n.火山 unconscious adj.失去知觉的；未察觉的
eruption n.火山爆发；(战争等)爆发 diverse adj. 多种多样的；不同的
make one's way 前往 burn to the ground全部焚毁
glance through 匆匆看一遍 attach...to...把……附在……上
vary from...to...由……到……不等 compare...with...把……和……做比较
a live volcano 一座活火山 be about to do 即将；马上；正要做
part of 部分 run out of 跑出去；用光；耗尽
out of the way不挡道；不碍事；躲开 look down into向下看
be covered with被……所覆盖，遮掩 take...by surprise使……吃惊
a great diversity of 多种多样的 be home to 是……的栖息地；原产地
in the distance 在远处；在远方 pick up 拾起；捡起
on earth 在地球上；究竟；到底；根本 protect sb./sth.against/from sth.保护……不受……的伤害
句型 1.Having_collected_and_evaluated_the_information，I help other scientists to predict where lava from the volcano will flow next and how fast.(the －ing form)
2.I was_about_to go back to sleep when suddenly my bedroom became as bright as day.(sb.be about to do sth.when...)
3.The other two climbed down into the crater to collect some lava for later study，but this_being_my_first_experience，I stayed at the top and watched them.(the －ing form)
4.Having_studied_volcanoes_now_for_many_years，I am still amazed at their beauty as well as their potential to cause great damage.(the －ing form)
5.My job is collecting_information_for_a_database_about_Mount_Kilauea...(the －ing form)
6.I was appointed as a volcanologist working_for_the_Hawaiian_Volcano_Observatory(HVO)_twenty_years_ago.(the －ing form)
功能 情感：喜悦、恐惧、焦虑、惊奇(Emotions：joy，fear，anxiety，surprise)I became so excited that...　　　　　I'm looking forward to...Perfect! You did a good job.I'm frightened. I was trembling.I was so anxious... I felt very nervous.Oh，my goodness. Oh，no!I had never felt so happy as... Doesn't that look lovely I can't wait... I was never so frightened...What's happening What's happened What's that noise Where's the...？
语法 复习－ing形式(Revise the －ing form)I was appointed as a volcanologist working for the Hawaiian Volcano Observatory(HVO) twenty years ago.My job is collecting_information_for_a_database_about_Mount_Kilauea...Having_worked_hard_all_day，I went to bed early.Having_experienced_quite_a_few_earthquakes_in_Hawaii_already，I didn't take much notice.
教学重点 1.Get students to know about disasters that are caused by natural forces.2．Have students learn some useful new words and expressions about natural disasters and let them learn effective ways to master them.3．Enable students to express their emotions such as joy，fear，anxiety and surprise.4．Let students get a better understanding of the grammar item：the －ing form.5．Develop students' listening，speaking，reading and writing ability.
教学难点 1.Enable students to master the usages of the －ing form.2．Let students learn to write a letter expressing emotions.3．Develop students' integrative skills.
课时安排 Periods needed：6Period 1　Warming Up，Pre－reading，Reading and ComprehendingPeriod 2　Language StudyPeriod 3　Grammar—the －ing FormPeriod 4　Listening and SpeakingPeriod 5　Reading and WritingPeriod 6　Summing Up，Learning Tip and Assessment
Period 1　Warming Up，Pre－reading，Reading
and Comprehending
教学内容分析　　　
This is the first teaching period of this unit.The central part of this period is the reading passage with the name of An Exciting Job showing the students the power of nature.
Warming Up gives two topics for students to discuss，letting students get some more knowledge about the power of nature.
Pre－reading provides some questions and a questionnaire to help students focus on the topic of the reading passage and lead the students to think about any personal experiences of working outside，such as things about climbing into a live volcano，doing dangerous work，travelling，taking risks，adventure，studying rocks and so on.
Reading is a first－person account of a volcanologist's experiences.He loves his job very much because he can help protect ordinary people from one of the most powerful forces on earth.His job is collecting information for a database about Mount Kilauea and helping other scientists to predict where lava from the volcano will flow next and how fast.Once，he watched an eruption and then collected some lava for later study.After many years，he is still enthusiastic about his job.Reading contains a picture that is an absolutely fantastic sight.After a glance at the title of the text and the headlines within it we know that it is an account，in which there are many emotion expressions.Then we can understand the topic of the text and how the information is organized.
Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
三维目标设计　　　
Knowledge and skills
1．To know the meanings of the following new words and phrases：diagram(示意图)，volcano(火山)，erupt(爆发)，eruption(火山爆发)，ash(灰末)，hurricane(飓风)，questionnaire(调查表)，alongside(在旁边；在……旁边)，equipment(装备)，appoint(委派)，database(数据库)，evaluate(评估)，wave(波浪)，fountain(泉水般地喷出或涌出；喷泉；源泉)，absolute(绝对的)，absolutely(绝对地)，suit(一套外衣)，helmet(头盔)，boot(靴子)，potential(潜在性；潜在的)，actual(实在的)，burn to the ground(全部焚毁)，make one's way(前往)．
2．To learn about some disasters that are caused by natural forces，how people feel in dangerous situations and the ways in which humans protect themselves from natural disasters.
3．To learn how the information is organized.
4．To develop the students' reading ability by skimming and scanning the passage.
5．To develop the students' speaking ability by talking about natural forces.
Process and methods
1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures of natural disasters and introducing some technical vocabulary concerning volcanoes to review and develop students' understanding of what a volcano is.To ask students to consider other natural disasters and the ways humans deal with them.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in working outside.The teacher should also ask the students some questions and try to let them have a general knowledge of volcanoes.
3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage carefully，students are encouraged to answer some questions and discuss the text structure.
4．To consolidate the contents of the reading passage，the students should be required to retell the volcanologist's experiences in their own words at the end of the class.
Emotion，attitude and value
1．To stimulate students' love to nature.
2．To develop students' sense of cooperative learning.
教学重、难点　　　
1．To enable the students to learn about the power of nature and to develop their reading ability.
2．To enable the students to talk about natural forces.
?Step 1　Warming up
1．Warming up by looking and talking
Show the following pictures to the students and let them know about the power of nature and talk about them.
Sample expressions：
What happened in the pictures above？Do you know any other natural disasters？Please work with your partners and make a list of natural disasters(such as earthquake，snowstorm，flood，drought)．Have you ever seen a volcano
(Some new words：lava　erupt/eruption　crater　active/dormant/extinct volcanoes...)
2．Warming up by reading the passage below.
Some knowledge about volcanoes
There are thousands of volcanoes all over the world.What makes volcanoes？What happens
The inside of the earth is very hot.Because it is very，very hot，the rock has melted like ice.It has become liquid，like water.It is always boiling，like water in a kettle.If you have seen a kettle boiling，you know that the steam and boiling water try to get out.The very hot melted rock inside the earth also tries to get out.Usually it cannot because the outside of the earth is too thick and strong.
But in some places the outside of the earth is thin and weak.Sometimes a crack(a small opening)appears.The hot melted rock，which we call “lava”，pushes up through the crack and bursts through.Steam and gas shoot up into the air and the hot melted lava pours out.Big pieces of rock may be thrown high into the air.
After a while the volcano becomes quiet again.The melted lava becomes hard.Later the same thing happens again and again.Each time more hot lava pours out on top of the cold lava and then becomes hard.In this way a kind of mountain is built up，with a hole down the middle.Perhaps the volcano will then be quiet and no more lava will burst out.Perhaps it will start again hundreds of years later.
Vesuvius is the name of a very famous volcano in Italy.It first came to life many，many years ago.It was quiet for hundreds of years.Then in the year 79 it suddenly burst.A great cloud of smoke shot up into the sky with great burning rocks，which fell all around.Hot lava poured down its sides.About 3000 people were killed.
?Step 2　Pre－reading
1.Can you imagine climbing into a live volcano in order to measure the temperature of the boiling rock inside？Now，read the following passage please.
Why does Tazieff risk his life like this
Haroun Tazieff，the polish scientist，has spent his lifetime studying active volcanoes and deep caves in all parts of the world.In 1948，he went to Lake Kivu in the Congo to observe a new volcano which he later named Kituro.Tazieff was able to set up his camp very closed to the volcanoes while it was erupting violently.Though he managed to take a number of brilliant photographs，he could not stay near the volcanoes for very long.He noticed that a river of liquid rock was coming towards him.It threatened to surround him completely.But Tazieff managed to escape just in time，he waited until the volcanoes became quiet and he was able to return two days later.This time，he managed to climb into the mouth of Kituro so that he could take photographs and measure temperatures.Tazieff has often risked his life in this way.He has been able to tell us more about active volcanoes than any man alive.
2．Encourage students to talk more about volcanoes by looking at the following pictures.
?Step 3　Reading and comprehending
1．Fast－reading：Ask students to skim the passage so as to get the key words and general idea of each paragraph and answer the question：What's the main idea of the text
2．Read the passage carefully and answer the following questions.
(1)Why is a volcanologist's job important
(2)Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption
(3)Why was it difficult for the writer to walk towards the edge of the crater
(4)What does the writer find impressive about volcanoes even after studying them for many years
(5)What did the author think it was when an eruption occurred
(6)Why did the scientists look like spacemen
Suggested answers：
1．This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.
2．(1)Volcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.
(2)The lava flows down the mountain and can cover up or burn villages in its path.The rocks that erupt from the volcano usually don't damage anything because no one lives near the crater.
(3)The author was wearing special protective clothing that made it difficult to walk.
(4)The author finds their beauty and their potential to cause great damage very impressive.
(5)He thought it was an earthquake.
(6)Because they wore white protective suits that covered their whole body.
3．Ask students to scan for detailed information and discuss the following question with their partners and be prepared to report to the class.
Question：Having learned a little more about the work of a volcanologist，do you think it is an occupation you would enjoy？Give you reasons.
Suggested answers:
No，I probably wouldn't enjoy this job because I wouldn't have to live in other countries and I don't like being in dangerous situations，either.Above all，I'm not very good at science.
OR
Yes，I'd love to do a job like this because I would enjoy working outside and I think I would enjoy the adventure.It would be exciting to meet people from different countries and I would feel good about helping people avoid danger.
?Step 4　Language study
Dealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.
?Step 5　Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each 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：make one's way，a live volcano，be about to do，look down into，out of the way，be covered with，burn to the ground，attach...to...，compare...with...，run out of
?Step 6　Structure analyzing
After reading，ask students to discuss the text structure.
Keys for reference：
This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.The first paragraph introduces the topic and the theme of the text.The rest of the text presents the information in chronological order.A feature of an account of a volcanologist's experiences is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.
?Step 7　Retelling
Ask students to talk about the volcanologist's experiences in their own words.Give them some key words and expressions.Then let them try to retell the passage.
?Step 8　Homework
1．Learn the useful new words and expressions in this part by heart.
2．Try to find more pictures showing natural forces and talk about them.
?Step 9　Reflection after teaching
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Reading：An Exciting Job
郑晓燕　费县第一中学
本教案获山东省临沂市高中英语优质课评选一等奖
?Step Ⅰ：Lead－in
?Step Ⅱ：Fast reading：Read the passage An Exciting Job as quickly as you can and try to get the main idea of the passage.
What is the main idea of the passage
A．An eruption occurred in Hawaii.
B．A volcanologist's job is exciting.
C．A volcanologist's exciting job and his first sight of an eruption.
D．A sight of an eruption is horrible.
?Step Ⅲ：Detailed reading
1．Read the first and the second paragraphs and finish the following tasks.
①Why is a volcanologist's job important
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②The writer doesn't mind the occasional danger of his job because______.
A．he travels to unusual places and meets interesting people from all over the world
B．he likes the different ways of working
C．he thinks his job the most important
D．he is excited about danger and feels alive
③ As a result of the volcanologist's job，______.
A．other scientists predict the progress of lava from the volcano
B．many people have been warned to leave their homes
C．the eruption causes less damage
D．the eruption may be prevented from breaking out
2．Read the third and the fourth paragraphs and finish the following tasks.
①What made the writer realize that an eruption occurred
②What does the writer mean by using “lucky” in the sentence “I was lucky enough to have a much closer look at it”？
A．He felt much safer on the top while the other two scientists climbed into the crater.
B．It was his first sight of an eruption.
C．It was the first time for him to watch the crater.
D．Both B and C.
3．Read the last paragraph and prepare 1－2 questions to ask your partners about it.
?Step Ⅳ：Searching reading
1．Analyze the sentence.
Having collected and evaluated the information，I helped other scientists to predict where the lava from the volcano will flow next and how fast.
Having collected and evaluated the information是______，在句子中作______；predict后是由where和how引导的两个______。
2．Which sentence in the test can be replaced by the following one.
The reason why I don't mind that my job is sometimes dangerous is that danger can be exciting and make me full of energy.
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3．I am still amazed at their beauty as well as their potential to cause great damage.“Potential” means：
A．possibility　　　　　　B．opportunity
4．Translate the following sentence into Chinese.
Having studied volcanoes now for many years，I am still amazed at their beauty as well as their potential to cause great damage.
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?Step Ⅴ：Discussion
Having learned a little more about the work of a volcanologist，what qualities do you think a volcanologist should have？What quality do you think is the most important？And give your reasons.
Do you like to be a volcanologist
?Step Ⅵ：Homework
1．For more information about natural forces，you may refer to：http：//baike.
2．Finish the exercises in Discovering useful words and expressions on Page 36.
Mount Etna
Sicily's greatest natural attraction is also its highest mountain.To the ancient Greeks，Mount Etna was the realm of Vulcan，god of fire，and the home of the one－eyed monster known as the Cyclops.At approximately 3350 meters，it is Europe's highest active volcano.The size of the summit changes with each eruption，and over the centuries a few lava flows have reached the coast.Over 1200 square meters of Etna's surface is covered with solidified lava.Etna offers skiing in the winter months and breathtaking hikes in the woods during the summer.There are also a number of smaller peaks on the slopes of Etna，and some interesting caverns.Since Etna is a strato volcano，with relatively cool lava temperatures and numerous openings(vents)，nobody ever knows precisely where on its vast surface the next eruption will be.Etna's long recorded history has proven invaluable to the world's volcanologists.Period 4　Listening and Speaking
教学内容分析　　　
The emphasis of this period will be placed on listening and speaking.There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook.The first one(on Page 15，Listening and speaking)is a conversation between a teacher and three of her students，Lucy，Pitt and Jack.They are talking about a poetry competition.The students talk about when they are going to write their poems and how they become inspired to write poetry.Their discussion illustrates the function of intention.While listening to Part 1 of the dialogue for the first time the students are asked to get some specific information about it and answer four wh－questions.After listening to the second part of the dialogue for the first time the students are asked to get more detailed information and fill in the chart.At last the students are asked to listen to the whole passage again and note down the expressions about intention and plans.
The second one(on Page 48，Listening)is a conversation between a teacher and three of his students，Wu Zhe，Lily and Chelsea.They are discussing how they feel about listening to poetry and writing it.They also discuss how they go about writing poetry.The teacher's opening question is an example of the third conditional.And the third one(on Page 53，Listening Task)is a conversation between three students about their poetry homework.They are talking about the kind of poem each is going to write.In their discussion，the students use expressions of intention，the focus function of the unit.
三维目标设计　　　
Knowledge and skills
1．To understand the meanings of the following key words and expressions while hearing them in the tape：deadline(最后期限，截止时间)，go for a hike(去徒步旅行)，atmosphere(气氛)，create(创造，造成)，spill out(溢出，流)，horrible(可怕的，令人讨厌的)．
2．To enable the students to understand the listening texts.
3．To help the students learn how to express their intention and plans.
Process and methods
1．Smoothing away language problems if any before listening.
Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.
2．Listening for needed information.
Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.
3．Speaking freely and making conversations.
At last the students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.
Emotion，attitude and value
1．To arouse the students' curiosity about poems.
2．To develop the students' sense of exploring.
3．To cultivate the students' sense of cooperative learning in a group.
教学重、难点　　　
1．The understanding of the listening texts.
2．The expressing of intention and plans.
?Step 1　Revision
1．Retell the text on Page 10－Page 11.
2．Check the answers of the exercises in Learning about Language and explain the difficulties.
?Step 2　Listening
1．Listen to Text 1(Page 15)and do the following exercises.
(1)Listen to the tape and write down the main idea of the listening material.
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(2)Listen to the tape again then choose the best answers.
①What's the deadline for the poetry competition
A．20th.　　　　　　　B．22nd.　　　　　　　C．24th.
②How is Pitt going with his poem
A．He has already written something.
B．He is not going to enter a poem this year.
C．He is going to write one this weekend.
③What is Jack going to do
A．He will go on a hike into the countryside.
B．He will catch insects in the grass.
C．He will pick wild flowers.
④What is Lucy going to do
A．She will be surrounded by familiar things.
B．She will stay in her house.
C．She will try out Jack's way some time.
⑤How can Pitt work best
A．When he is going on a hike.
B．When he is listening to his favorite music.
C．When he is watching beautiful flowers.
(3)Listen to the tape and fill in the blanks.
Well，I______ a lot more—maybe an insect in the grass ______something，the shapes and ______of the flowers，how the wind sounds，or the ______smells in the air.______，I find that as I look around me all sorts of interesting ______and words come into my head.
I write best when I'm ______by familiar things，so I ______to be in my house.And it needs to be very______.But now I've ______to Jack，I think I'll also ______his way some time.
(4)Use one sentence to tell how each one of them is getting on with his or her task.
Jack ________________________________________________________________________
Lucy ________________________________________________________________________
Pitt ________________________________________________________________________
Suggested answers：
(1)The teacher tells Lucy，Pitt and Jack how to become inspired to write poetry.
(2)①C　②B　③A　④C　⑤B
(3)notice，carrying，colors，different，Anyway，thoughts；surrounded，need，quiet，listened，try out.
(4)Jack will go on a hike to get some inspiration.
Lucy has written something.
Pitt is going to try one out tonight.
2．Listen to Text 2(Page 48)and do the following exercises.
(1)Listen to the conversation and answer the following two questions.
①Who enjoys listening to poetry
②Who enjoys writing poetry
(2)Listen to the conversation again and match each student with the reason he or she enjoys or doesn't enjoy poetry.There are two reasons for each person.
WU ZHE　　　　　　　Poetry is like music.
It's rubbish.
LILY I like playing with words.
The language in poetry is strange.
CHELSEA Poetry takes you to a different world.
You don't have to follow grammar rules.
(3)Listen to the tape again and match each student with the words they said and note the different feelings of the three students about poetry when they say the following words.
LILY　　　 My heart sinks! Poetry，yuck!
WU ZHE　 I love listening to it too...But I'd much rather be writing it.
CHELSEA　 Sometimes I feel inspired and the right words just come spilling out.
Suggested answers：
(1)①Lily and Chelsea.　②Lily and Chelsea.
(2)WU ZHE　　　　　It's rubbish.
The language in poetry is strange.
LILY　 Poetry is like music.
Poetry takes you to a different world.
CHELSEA　 I like playing with words.
You don't have to follow grammar rules.
(3)LILY　 Sometimes I feel inspired and the right words just come spilling out.(enthusiastic)
WU ZHE　 My heart sinks! Poetry，yuck！(resentful)
CHELSEA　 I love listening to it too...But I'd much rather be writing it.(cheerful)
3．Listening task on Page 53.
Before listening，ask the students to read Exercise 1 so that they know the pieces of information they have to listen for.
(1)Listen to the conversation and judge whether the following statements are true(T)or false(F)．
①The students have to give their poetry homework to the teacher today.
②Sam is going to write his poem on the weekend.
③Sam doesn't like the poetry homework.
④Sally doesn't want to do her poetry homework.
⑤Sam doesn't remember what a haiku is.
⑥Ben is going to the park on Saturday.
⑦Sam is going to write a poem about himself.
⑧Sally，Ben and Sam are all present at the beginning of the conversation.
(2)Listen to the tape again and fill in the chart below.
Questions Sam Ben Sally
What kind of poem is the student going to write？
What topic is the student going to write about？
　　Suggested answers：
(1)①F　②T　③T　④F　⑤T　⑥T　⑦F　⑧F
(2)
Questions Sam Ben Sally
What kind of poem is the student going to write？ cinquain haiku list poem
What topic is the student going to write about？ Ben nature the students in her class
?Step 3　Speaking
Since the students have learned much knowledge about poetry by both reading and listening.It's necessary for them to talk about it now.Teach them how to express intention and plans by showing them the following sentences on the screen.
(Slide show)I'm(not)going to...　　　　　　　How are you going to... I plan to... I'll...I'm looking forward to...
Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)
Talking Topics1．Do you enjoy listening to poetry or reading it Why or why not 2．Do you enjoy writing it Why or why not 3．Is your experience of writing poetry like Wu Zhe's，Lily's or Chelsea's Or is it different How is it different
Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.
?Step 4　Homework
Write a passage to introduce a kind of poem you like best.
?Step 5　Reflection after teaching
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How to Write Poems About Feelings
by Bruce Lansky
Some of the best poems ever written are about feelings.You may want to write poems about your feelings，but perhaps you don't know how to begin.
Here's a good way to get started：
1．On a piece of paper，write “sad” “mad” and “happy”．Now add as many feelings as you can to the list.If you're stumped for feelings，have a friend or two brainstorm with you.Sometimes two(or three)heads are better than one!
2．Choose one feeling from the list.
3．Write down your answers to one of the following questions：
When do I feel [insert feeling]
Why do I feel [insert feeling]
How does it feel to be [insert feeling]
Your answer will become the poem，although you may want to revise and polish the poem as needed.What will make the poem work best is if it tells a story or if people can learn something about you from the poem.Often it's easier to write about feelings in free verse，which means you don't have to worry about rhythm and rhyme patterns.Just write whatever comes to mind.
Here's an example：
I feel miserable when...
I have a big math test coming up so I have to study instead of watching my favorite TV show.
My mother doesn't believe I have a fever，so I can't stay home and miss a big math test I didn't study for.
My teacher doesn't believe I have a fever and refuses to send me to the school nurse until after the math test.
I get a “D” on the math test.
Here's another example that answers two questions：“When do I feel happy？” and “What is it like to feel happy？”
When Santa brings me the toy I wanted most for Christmas I'm so happy I feel like：
singing at the top of my lungs
jumping in a mud puddle(too bad it's December and the puddle is covered with ice)
raiding the cookie jar and eating all the cookies
playing with my new toy all day and not letting my bratty little brother touch it for a single second(which，as I recall，is why my parents took away my favorite Christmas toy last year and hid it from me for one whole week)
Finally，here's an example of a finished poem about what happens when you feel a little dazed and confused after a kiss：
Scrambled
I climbed up the door and
I opened the stairs.
I said my pajamas
And buttoned my prayers.
I turned off the covers
And pulled up the light.
I'm all scrambled up since
She kissed me last night.
Note：If writing poems about feelings brings up some confusing feelings or issues，talk to your parents or teacher.It may help to have a comforting，supportive person who can help you sort out what's on your mind.Period 6　Summing Up，Learning Tip and Assessment
教学内容分析　　　
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，Checking Yourself and some other consolidation exercises.
Summing Up summarizes the whole unit from the aspects of topics and vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.
Learning Tip gives students instructions on which kind of nouns begin with a capital letter.Let the students think about what they already know about the rules and what new information they will find.
Checking Yourself on Page 68 in the Workbook 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.
In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.
三维目标设计　　　
Knowledge and skills
1．To get students to master all the useful new words and expressions in this unit.
2．To have students understand the new grammar item “the use of ‘it’(2)” better，and enable them to use the sentence patterns correctly.
3．To develop the students' ability to use the important language points in this unit.
Process and methods
Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Emotion，attitude and value
1．To encourage students to learn more about global warming and environmental protection.
2．To inspire the students to think up more effective measures to prevent global warming.
教学重、难点　　　
Using what they have learned in this unit to solve real problems.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some useful new words and expressions in this unit.
?Step 2　Lead－in
Ask the students to turn to Page 32.Think about what they have learned in this unit and tick the boxes to see how well they have learned them.
?Step 3　Summing up
Five minutes for the 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 global warming：
(Students' answers may vary.)The temperature of the earth rose about one degree Fahrenheit during the 20th century.It is human activity that has caused this global warming.All scientists subscribe to the view that the increase in the earth's temperature is due to the burning of fossil fuels.Some byproducts of this process are called greenhouse gases，which trap heat and warm the earth.Without the greenhouse effect，the earth would be cooler than it is.But scientists don't agree with each other on the effects of global warming.Some think it will be a disaster，but some others think it's a good thing and we can do nothing to prevent the trend.By reading the second passage，we also know some easy and effective measures we can take to deal with global warming.
From this unit you have also learned：
Some useful words：tend，oppose，state，glance，quantity，range，tendency，circumstance，opposed，steady，widespread，average，consume，subscribe，advocate，refresh，graph，phenomenon，fuel，data，trend，catastrophe，flood，consequence，existence，commitment，pollution，growth，motor，can，microwave，educator，contribution，presentation，disagreement，random，mild，outer，electrical，casual，nuclear，per
Some useful expressions：come about，subscribe to，quantities of，go up，result in，be opposed to，even if，keep on，on the whole，on behalf of，put up with，so long as，and so on，greenhouse effect
New grammar item：the use of “it”—how to use “it” for emphasis in a sentence.
Functional items：how to express agreement and disagreement，blame and complaint.
?Step 4　Practice
Show the exercises on the screen or give out exercise papers.
Part 1　Vocabulary
1．Researchers c______ living conditions in London with those in other places.
2．Their prices are low c______ to those in other shops.
3．I don't think anybody m______ to her apart from herself.
4．He prefers q______ to quality when food is concerned.
5．The d______ we have collected are not enough to be convincing.
6．Everything was in a s______ of disorder.
7．What is the a______ rainfall for August in your country
8．Each i______ boy in the class has his own personalities.
9．We have been having a few a______ in the committee lately.
10．They were p______ in the history of music.
11．As a c______ of being in hospital，Shelly decided that she wanted to become a nurse.
12．A doctor has the t______ “Dr” in front of his name.
13．The number of the children in the school has d______ by 500 this year.
14．The cooker isn't working because of an e______ fault.
15．The food was cold and the guests quarreled—the whole dinner was a c______.
Part 2　Useful phrases
1．在20 世纪期间____________
2．导致____________
3．另一方面____________
4．通过燃烧化石燃料____________
5．大量的____________
6．忍受污染____________
7．有关系，有影响____________
8．大体上，基本上____________
9．高达5摄氏度____________
10．发生____________
Part 3　Complete the following sentences according to the texts.
1．An energy source is renewable when supplies of it never ______ ______.
2．It is a rapid increase ______ ______ ______ ______ ______.
3．There is ______ ______ that the earth is becoming warming but there is ______ ______ ______ whether it is ______ ______ ______has caused this global warming or whether it is ______ ______ ______ ______.
4．______ the greenhouse effect，the earth ______ ______ about thirty－three degrees Celsius ______ ______ ______ ______.
5．The ______ ______ of carbon dioxide ______ that more heat energy is trapped in the atmosphere ______ the ______ ______ ______ ______ ______.
6．It was ______ ______ ______ Charles Keeling ______ made ______ ______ ______ the amount of carbon dioxide in the atmosphere from 1957 to 1997.
7．They also believe ______ ______ the burning of more and more fossil fuels that is ______ ______ this increase in carbon dioxide.
8．There are some very different ______ among scientists ______ ______ ______.
9．Sometimes I feel that ______ can't have any ______ ______ ______ huge ______ problems.
10．Finally and most ______，talk ______ your family and friends ______ global warming and tell them what you have learned.
11．Remember—your ______ ______.
Part 4　Multiple choice
1．Is it ______ to you that the government is having a hard time now
A．of much important　　　　　　　 　B．of much consequence
C．of very importance D．of much consequent
2．Something must be done to ______ the river from ______.
A．stop；being polluted B．stop；polluting
C．prevent；pollution D．keep；polluted
3．There ______ quantities of apples in the basket and there was ______ milk in the bucket.
A．were；a number of B．was；quantities of
C．was；a good many D．were；a quantity of
4．______ we get good weather it will be a successful holiday.Which is wrong
A．So long as B．Provided that
C．So long D．On condition that
5．—Go for a picnic this weekend，OK
—______.I love getting close to nature.
A．I don't think so B．I believe not
C．I couldn't agree more D．I am afraid not
6．—Now，where is my purse
—______！ We will be late for the picnic.
A．Come on B．Don't worry
C．Take your time D．Take it easy
7．It was not until 1999 ______ regular radio broadcast began.
A．while B．which
C．that D．since
8．Can it be in the restaurant ______ we had dinner last Sunday ______ you left your wallet
A．where；where B．where；that
C．that；where D．that；that
9．—What's the matter with you
—______ the window，my finger was cut unexpectedly.
A．Cleaning B．To clean
C．While cleaning D．While I was cleaning
10．The other day，my brother drove his car down the street at ______ I thought was a dangerous speed.
A．as B．which
C．there D．what
Suggested answers：
Part 1　Vocabulary
1．compared　2.compared　3.matters　4.quantity　5.data　6.state　7.average　8.individual　9.agreements　10.phenomena　11.consequence　12.title　13.decreased　14.electrical　15.catastrophe
Part 2　Useful phrases
1．during the 19th century　2.lead to　3.on the other hand　4.through the burning of fossil fuels/by burning fossil fuels　5.a great deal of/scores of　6.put up with the pollution
7．make a difference　8.on the whole　9.as much as five degrees Celsius(5 ℃)　e about
Part 3　Complete the following sentences according to the texts.
1．run out　2.compared to most natural changes　3.no doubt；fierce debate over；human activity that；just a natural phenomenon　4.Without；would be；cooler than it is　5.increased amount；means；causing；global temperature to go up　6.a scientist called；who；accurate measurements of　7.it is；resulting in　8.attitudes；towards this issue　9.individuals；effect on such；environmental　10.importantly；with；about　11.contribution counts
Part 4　Multiple choice
1～5 BADCC　6～10 ACBDD
?Step 5　Learning tip
Ask the students to turn to Page 32.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of using English words.
?Step 6　Assessment
1．Checking yourself(on Page 68 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．Testing assessment
Multiple choice
1．______ with the size of the whole earth，the biggest ocean does not seem big at all.
A．Compare B．When comparing
C．Comparing D．When compared
2．Please tell me how the accident______.I am still in the dark.
A．came by B．came out
C．came to D．came about
3．The accident ______ the death of two passengers.
A．resulted from B．resulted in
C．resulted of D．resulted with
4．It is in the west of China ______ there is no doubt ______it is going to rain tomorrow.
A．where；whether B．that；that
C．that；whether D．where；that
5．It was 1969______ the American astronauts succeeded in landing on the moon.
A．that B．when
C．on which D．which
6．It was ______ back home after the experiment.
A．not until midnight did he go
B．until midnight that he didn't go
C．not until midnight that he went
D．until midnight when he didn't go
7．There's some doubt ______he'll keep his promise.
A．whether B．if
C．that D．which
8．The ______ parents were all ______for the children's safety.
A．concerned；concerned
B．concerned；concerning
C．concerning；concerning
D．concerning；concerned
9．The students ages ______ 15 to 18.
A．range B．ranged
C．range from D．ranges from
10．______，we'll go camping.
A．Weather permits B．If weather will permit
C．Weather permitting　 D．Weather permitted
11．______，we would have not finished the work on time.
A．If you didn't help us B．Without your help
C．Without you D．With your help
12．—I will not come here tomorrow.
—______to me，because I don't care.
A．It doesn't make any difference
B．It makes much difference
C．It doesn't make no difference
D．It makes a difference
13．You can go out，______you promise to be back before 11 o'clock.
A．as far as B．so far as
C．when D．as/so long as
14．—I apologize for not being able to join you for dinner.
—______.We'll get together later.
A．Go ahead B．Not to worry
C．That's right D．Don't mention it
15．Christmas is ______ special holiday when ______ whole family are supposed to get together.
A．the；the B．a；a
C．the；a D．a；the
Suggested answers：1～5 DDBBB　6～10 CAACC　11～15 BADBD
?Step 7　Homework
1．Finish off the Workbook exercises.
2．Review and summarize what you have learned in Unit 4.
?Step 8　Reflection after teaching
________________________________________________________________________
________________________________________________________________________Period 4　Listening and Speaking
教学内容分析　　　
The emphasis of this period will be placed on listening and speaking.There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook.The first one(on Page 38，Listening and speaking)is about three volcanologists talking about their frightening experiences in their work life.While listening to the experiences for a first time the students are asked to get some specific information about it and write their names under the pictures.While listening to the experiences for a second time the students are asked to fill in the chart.While listening to the experiences for a third time the students are asked to write the names of the persons beside the emotional expressions they talked about.At last the students are asked to think of or imagine a powerful natural force(such as an earthquake，flood，thunderstorm，typhoon，tsunami)that they have experienced or heard.Tell their partners about their experiences and how they felt.
The second one(on Page 69，Listening)is about a woman describing her experience during Cyclone Tracy when she was a young girl.And the third one(on Page 73，Listening Task)continues Sara's story from the time she got onto the roof until she was rescued by a helicopter and taken to hospital.
三维目标设计　　　
Knowledge and skills
1．To understand the meanings of the following key words and expressions while hearing them in the tape：crater(火山口)，frightening experience(令人可怕的经历)，measurement(测量)，mattress(床垫)，cyclone(旋风)，relieved(感到宽慰的)，backpack(背包)，soaking wet(湿淋淋的)，helicopter(直升机)．
2．To enable the students to understand the listening texts.
3．To help the students learn how to express their feelings of anxiety and fear.
Process and methods
1．Smoothing away language problems if any before listening.
Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.
2．Listening for needed information.
Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.
3．Speaking freely and making conversations.
At last the students are asked to think of or imagine a powerful natural force(such as an earthquake，flood，thunderstorm，typhoon，tsunami)that they have experienced or heard.Tell their partners about their experiences and how they felt.
Emotion，attitude and value
1．To stimulate students' sense of communication and cooperation.
2．To develop students' ability of expressing feelings of joy，fear or anxiety.
教学重、难点　　　
1．The understanding of the listening texts on the tape.
2．The expressing of feelings of joy，fear or anxiety.
?Step 1　Revision
1．Retell the text on Page 34－Page 35.
2．Check the answers of the exercises in Learning about Language and explain the difficulties.
?Step 2　Listening
1．Listen to Text 1(Page38)and do the following exercises.
(1)Listen for the first time and do Exercise 2.
To remind students that they are required only to listen to the names of the three scientists and to try to understand the gist of each recount.
Suggested answers：
A．Frank Gore　　　　　　B．Jane Small　　　　　　C．Sarah Tang
(2)Listen again and choose the best answers to the following questions.
①How many years had Frank Gore been a volcanologist
A．Almost 20 years. B．Almost 10 years. C．Almost 5 years.
②Where was the volcano that Jane Small got to
A．Alaska. B．Hawaii. C．New Zealand.
③Who has studied volcanoes for over 20 years
A．Sarah Tang. B．Jane Small. C．Frank Gore.
④Who was no longer frightened when he/she came back on dry land
A．Sarah Tang. B．Jane Small. C．Frank Gore.
Suggested answers：
①B　②A　③A　④C
(3)Listen to the tape for a third time and choose the best answers to the following questions.
①Who became so excited that he/she forgot his/her fear
A．Sarah Tang. B．Jane Small. C．Frank Gore.
②Who was afraid that the volcano would erupt at first while he/she was still inside it
A．Sarah Tang. B．Jane Small. C．Frank Gore.
③Who was trembling as much as the ground—and was sweating too
A．Sarah Tang. B．Jane Small. C．Frank Gore.
④Who was never so frightened again after that but he/she was always careful
A．Sarah Tang. B．Jane Small. C．Frank Gore.
⑤Who was so anxious and couldn't move at first
A．Sarah Tang. B．Jane Small. C．Frank Gore.
⑥Who felt very nervous and had to force himself/herself not to panic
A．Sarah Tang. B．Jane Small. C．Frank Gore.
⑦Who became excited by the experience after that and forgot to be frightened
A．Sarah Tang. B．Jane Small. C．Frank Gore.
⑧Who had never felt so happy as he/she landed safely
A．Sarah Tang. B．Jane Small. C．Frank Gore.
Suggested answers：
①B　②A　③A　④B　⑤B　⑥C　⑦A　⑧C
2．Listen to Text 2(Page 69)twice and put Christine's experience in the right order.
a．The wind stopped for a short while.
b．They got out of the bath and looked around their house.
c．The family prepared food for Christmas and put presents under the Christmas tree.
d．Christine's father put a mattress over the top of the bath.
e．They heard loud noises and the walls of the house began to shake.
f．The cyclone moved away.
g．Christine and Brian got into the bath.
Suggested answer：
c，e，g，d，a，f，b
3．Listen to Text 3(Page 73)．
(1)Listen for the first time and choose the best answer to each question.
①How did Sarah get to the house roof
A．garage roof—car roof—house roof
B．car roof—garage roof—house roof
C．house roof—garage roof—car roof
②Who climbed to the roof of the house last
A．James. B．Dad. C．Rosie.
Suggested answers：
①B　②C
(2)Listen to the tape again and decide whether the following sentences are true(T)or false(F)．
a．Sarah's mom expressed thanks to Sarah.(　　)
b．The car was parked inside the garage.(　　)
c．The house roof was very wet.(　　)
d．Sarah was too busy to be frightened.(　　)
e．Sarah felt very cold.(　　)
f．The helicopter found them after it got dark.(　　)
Suggested answers：
a．T　b．F　c．T　d．T　e．T　f．F
?Step 3　Speaking
Since the students have learned many words and expressions about expressing feelings by both reading and listening.It's necessary for them to talk about it now.Teach them how to express joy，fear or anxiety by showing them the following sentences on the screen.
(Slide show)(1)I became so excited that...　　　　　　　I'm looking forward to...Perfect! You did a good job.I'm frightened. I was trembling.I was so anxious... I felt very nervous.Oh，my goodness. Oh，no!(2)I had never felt so happy as... Doesn't that look lovely!I can't wait... I was never so frightened...(3)What's happening What's happened What's that noise Where's the...
Ask the students to look at the topics and the pictures below and discuss with their partners and then make up their own descriptions.(Show the following on the screen.)
Topics1．You have heard an earthquake.Give a sample description.2．You have experienced a flood.Tell your partner how you felt.
Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their descriptions in front of the whole class.
?Step 4　Homework
Write a passage to describe your experience of a natural disaster.
?Step 5　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________Period 5　Reading and Writing
教学内容分析　　　
The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent speaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.
三维目标设计　　　
Knowledge and skills
1．To enable the students to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.
2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.
3．To get the students to learn the following useful structure：
If I＋past tense...，I would...
4．To help the students learn how to write a poem starting with “If I．..”．
5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.
Process and methods
Reading for specific information，summarizing，discussing and practicing.
Emotion，attitude and value
1．To stimulate the students' love to poetry.
2．To inspire the students to write poems of their own.
教学重、难点　　　
1．The understanding of the reading passage.
2．The use of the subjunctive mood in poem writing.
3．Teaching the students how to write a poem of their own.
?Step 1　Revision
Check the answers to the grammar exercises on Page 13 and explain the difficult ones.
?Step 2　Pre－reading
Listen to the poem “I've saved the summer” and answer these questions：
1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent
2．Does the poem have a rhythmic pattern
3．Does the poem have rhyming words
4．When you were listening to the poem，did it make you feel something or think about something What did it make you feel or think about
Suggested answers：
1．Students' answers may vary.
2．Yes(it has two strong beats per line)．
3．Yes.
4．Students' answers may vary.
?Step 3　Reading
1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines
2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.
Suggested answers：
1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.
2．The strong beats of the rhythm are marked below：
I've saved the summer
And I give it all to you
To hold on winter mornings
When the snow is new.
I've saved some sunlight
If you should ever need
A place away from darkness
Where your mind can feed.
And for myself I've kept your smile
When you were but nineteen
Till you're older you'll not know
What brave young smiles can mean.
I know no answers
To help you on your way
The answers lie somewhere
At the bottom of the day.
But if you've a need for love
I'll give you all I own
It might help you down the road
Till you've found your own.
?Step 4　Discussion
In small groups discuss these questions：
1．Who is the speaker in the poem and who is he/she speaking to Give reasons to support your answer.
2．Which of the following is the closest to the speaker's message Give a reason for your choice.
A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.
B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.
C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.
Suggested answers：
1．A parent(mother or father)speaking to a young adult child(son or daughter)．
We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.
2．B
?Step 5　Language study
Show the students the following language points in a slide show.
1．appropriate(P13)
【原句再现】
Match the beginning of each sentence with the appropriate ending.
把每个句子的开头与其合适的结尾连在一起。
【观察探究】
(1)Jeans are not appropriate for a formal party.牛仔裤不适合正式的晚会。
(2)Five million dollars has been appropriated for research into the disease.
拨款5 000 000美元用于研究这种疾病。
(3)He was accused of appropriating club funds.
他被指控挪用俱乐部的资金。
【归纳总结】
appropriate adj.恰当的，合适的；vt.拨(款等)做某种特殊用途；vt. 挪用，窃用
【即景活用】
翻译下列句子：
(1)我认为这是一个提出我晋升问题合适的时刻了。
(2)政府已为建设医院拨出了一大笔钱。
(3)这个部长被发现挪用了政府用款。
Suggested answers：
(1)I think this is an appropriate moment to raise the question of my promotion.
(2)The government has appropriated a large sum of money for building hospitals.
(3)The minister was found to have appropriated government money.
2．exchange，sponsor(P13)
【原句再现】
If there had not been an exchange program，he would not have found a sponsor to help him study abroad.
如果没有交流项目的话，他就不可能给自己找到一个出国学习的赞助人。
【观察探究1】
(1)We exchanged our opinions about the event at the meeting.
在会上，我们就此事交换了意见。
(2)He gave me an apple in exchange of an orange.
他给我一个苹果，交换一个橙子。
【归纳总结1】
exchange n. 交换，交换物，汇兑，交易所
v．交换，交易，兑换
【观察探究2】
(1)It is a pity that he doesn't have enough money to sponsor the project.
遗憾的是他没有足够的钱来支持这项计划。
(2)My attempts to interest a sponsor missed fire several times，but I succeeded eventually.
我几次试图引起一个赞助人的兴趣，都没有达到目的，但最后还是成功了。
(3)Mr Robert Brown was announced as the sponsor.
罗勃特·布朗先生被宣布为赞助人。
(4)A wealthy sponsor came to our rescue with a generous donation.
有个富有的赞助人慷慨捐赠来解救我们。
【归纳总结2】
sponsor n．赞助者，发起者，主办者
vt. 发起，赞助，倡议
【即景活用】
根据汉语意思，用恰当的词填空。
(1)英镑与马克的兑换率是多少？
What is the rate of ______between the pound and the mark
(2)她是我的入党介绍人。
She was my______ when I was applying for Party membership.
Suggested answers：(1)exchange　(2)sponsor
3．darkness(P14)
【原句再现】
I've saved some sunlight
If you should ever need
A place away from darkness
Where your mind can feed.
我将所珍藏的阳光
全部都存留给你
让你在一个远离黑暗的地方
用温暖填满自己澄澈的心灵
【观察探究】
(1)The stars came out as soon as darkness fell.天一黑，星星就出来了。
(2)The whole jail was shrouded in darkness.整座监狱笼罩在黑暗之中。
(3)Darkness enfolded him.黑暗笼罩着他。
(4)The soldiers crept forward under the cover of darkness.
士兵在黑夜的掩护下向前爬行。
【归纳总结】
darkness n. 黑暗；黑夜
【知识链接】
dark adj. 黑暗的　n．黑暗，深色调，暗处
It's a dark and moonless night.这是一个黑暗无月的夜晚。
I'm getting married again，but keep it dark，will you？我要再婚了，可要保密呀，行吗？
Some children are afraid of the dark.有些小孩怕黑。
【即景活用】
翻译下列句子：
(1)A shadowy figure went past in the darkness.
(2)The cat's eyes glowed in the darkness.
(3)He turned off the light and the room was in complete darkness.
Suggested answers：
(1)一个模糊的身影从黑暗中闪过。
(2)猫的眼睛在黑暗中发亮。
(3)他关上了灯，室内一片漆黑。
4．try out(P15)
【原句再现】
I think I'll try_out his way too some time.
我认为将来的某个时候我也可以试一试他的方法。
【观察探究】
(1)She is raring to try out her new skates.她很想试试她那双新溜冰鞋。
(2)Please try out our red wine.请试试我们的红葡萄酒。
(3)Shirley will try out for the lead in the play.雪莉将参加该剧主角的选拔演出。
(4)His brother's example inspired him to try out for the football team.
他哥哥的榜样激励他去参加足球队的选拔测试。
【归纳总结】
try out vi. 试验；选拔(尤指运动比赛或者角色甄选)
【知识链接】
try on 指“试穿(衣服、鞋子)”及“试戴(帽子)”等，其中的on为副词，当宾语是代词时，该宾语要放在on之前；如果宾语是名词，该宾语放在on之前或之后均可。
try on a coat＝try a coat on试穿大衣
The new hat is for you.Please try it on.这顶新帽子是给你的，请试试看。
【即景活用】
翻译下列句子：
(1)他们正在试验那种新方法。
(2)那部收音机你应该试了再买。
Suggested answers：
(1)They are trying out the new method.
(2)You ought to try out that radio before you buy it.
5．let out(P16)
【原句再现】
Slowly the blackbird lets out a cry.
慢慢地，画眉鸟发出一声尖叫。
【观察探究】
(1)Each time she moved her leg，she let out a moan.
每次她动一下腿，就发出一声呻吟。
(2)When the land was seen，the sailor let out a whoop of joy.
当看见陆地时，那水手发出一声欢呼。
(3)He let out a volley of oaths.
他像发连珠炮似地破口大骂。
(4)The prisoners were let out to work in the garden.
囚犯们被放出到花园里去劳动。
(5)If the fuel is burnt，just heat is let out.
燃料如果被燃烧，就放出热。
(6)He opened the window to let out the foul air.
他打开窗户，放出污浊的空气。
【归纳总结】
let out放出；泄露；放走
【即景活用】
翻译下列句子：
(1)她把秘密泄露给了一个朋友。
(2)他们上星期被释放出狱。
Suggested answers：
(1)She let out the secret to a friend.
(2)They were let out of prison last week.
6．I intend to go for a hike in the countryside and sit quietly somewhere by myself.
我打算到乡村去作徒步旅行，自己静静地坐在某个地方。
intend to是表示“打算”的常用说法，类似的还有be going to，plan to，will，look forward to等。例如：
I don't intend to chair the meeting.我不打算主持这次会议。
I intend to forgive him.我打算原谅他。
I'm not going to Dave's party tonight.
我今晚不打算去参加戴夫的晚会了。
Where do you plan to spend your holiday？你计划去哪里度假？
I will do my best.我将会尽力而为。
I am familiar with his work and look forward to hearing his views on literary and artistic creation.
我熟悉他的作品，并期待他能就文艺创作问题发表自己的见解。
?Step 6　Writing
1．Revise the grammar
Work in groups.Write a list poem starting with “If I．..” like Poem C．Write two lines each.It doesn't have to rhyme.Each group can choose one of these lines to start their group poems.Then share these poems in class.
Sentence patterns：
(1)If I were the ruler of the world，I would...
(2)If I had a million dollars，I would...
(3)If I had taken your advice，I would have/wouldn't have...
2．Write a poem
Ask students to write a poem that starts with “I feel happy when...”．The lines do not have to rhyme.Or write a poem that starts with “Slowly...”．Start each line with “Slowly” and make each pair of lines rhyme.To show the students what to do，list the first four lines of two sample poems.And ask students to write their own poems of eight to ten lines.
Example A
I feel happy when...
The sky is blue，
You smile at me with your sparkling black eyes，
It's my birthday.
Example B
Slowly the moon climbs in the sky，
Slowly the blackbird lets out a cry，
Slowly the dog crosses the road，
Slowly the old man carries his load.
If time permits，the teacher asks students to finish their poems and share in class.If not，Task 2 of writing can be as homework.
?Step 7　Homework
1．Master the language points in the text.
2．Finish their poems after class.
3．Reread the poem “I've saved the summer” and appreciate the beauty of the poem.
4．Make more sentences with “If I had done...，I would...”．
?Step 8　Reflection after teaching
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How to Write a Cinquain
Cinquain，despite its French－sounding name，is an American poetry form that can be traced back to Adelaide Crapsey.Crapsey，influenced by Japanese haiku，developed this poetic system and used it to express brief thoughts and statements.Other poets who popularized the form were Carl Sandburg and Louis Utermeyer.While the form does not have the extensive popularity of haiku，it is often taught in public schools to children because of the form's brief nature.
Most cinquain poems consist of a single 22－syllable stanza，but they can be combined into longer works.A cinquain consists of five lines.The first line has two syllables，the second line has four syllables，the third line has six syllables and the fourth line has eight syllables，the final line has two syllables.
The line length is the only firm rule，but there are other guidelines that people have tried to impose from time to time.
Cinquain Guidelines
Write in iambs(Two syllable groupings in which the first syllable is unstressed and the second syllable stressed.For example：I DRANK she SMILED we TALKED I THOUGHT)For the last line of the cinquain，however，both syllables should be stressed，NICE BAR.
Write about a noun.Cinquains generally fail if you try to make them about emotions，philosophies or other complex subjects.They should be about something concrete.
Don't try to make each line complete or express a single thought.Each line should flow into the next or the poem will sound static.
Cinquains work best if you avoid adjectives and adverbs.This doesn't mean you can't have any，but focus on the nouns and the verbs.This almost always works best in a cinquain.
The poem should build toward a climax.The last line should serve as some sort of conclusion to the earlier thoughts.Often，the conclusion has some sort of surprise built into it.
One possible，but not required，format is as follows：
Line 1：title noun
Line 2：description
Line 3：action
Line 4：feeling or effect
Line 5：synonym of the initial noun.
If you look at my examples，I prefer to use the noun as a separate title，not as part of the cinquain.Also，only one of the three poems is written in iambs.
Sample cinquains：
Tucson Rain
The smell
Everyone moves
To the window to look
Work stops and people start talking
Rain came
Opening Game
Game time
Season looked good
National champions
We told ourselves as we sat down
Not now
New Bar
Across
The street I went
To drink at the new bar
I drank she smiled we talked I thought
Nice barPeriod 4　Listening and Speaking
教学内容分析　　　
The emphasis of this period will be placed on listening and speaking.There are altogether three texts for the students to listen to in this period：one is in the Student's Book and the other two are in the Workbook.The first one(on Page 23，Listening and speaking)is a dialogue between two girls—Tina and Sara.Tina wants Sara to go to a disco with her，but Sara is nervous about going because she is afraid that it would not be safe to attend such a social gathering.So Tina is giving Sara some advice about how to remain safe at a social gathering where alcohol and drugs may be present.
The second one(on Page 55，Listening)is a conversation between a doctor and a student.Li Yue is a high school student.She began to feel sick all the time during her final year.So she went to see the doctor and they are talking about Li Yue's problems.
And the third one(on Page 58，Listening Task)is a speech given by Li Yue which is about stress and how to avoid stress.
三维目标设计　　　
Knowledge and skills
1．To understand the meanings of the following key words while hearing them in the tape：abortion(流产)，cigar(香烟)．
2．To enable the students to understand the listening texts.
3．To help the students learn how to give，warning，permission and prohibition.
Process and methods
1．Smoothing away language problems if any before listening.
Before asking the students to listen to the tape，help them to smooth away any language problems such as new words and expressions that they may not understand while listening.
2．Listening for needed information.
Before asking the students to listen to the tape for the first time，give them one or two questions about the general idea of the text so as to lead the students to concentrate only on the needed information.Then ask them to listen to the tape for a second or even a third time for some specific information by giving them some detailed questions to answer.
3．Speaking freely and making conversations.
The students may be asked to give their own points of view and attitudes towards certain subject mentioned in the text.
Emotion，attitude and value
1．To stimulate students' sense of communication and cooperation.
2．To help students realize what is healthy life styles and how to stay away from bad behavior.
教学重、难点　　　
1．The understanding of the listening texts.
2．The expressing of，warning，permission and prohibition.
?Step 1　Revision
1．Get students to retell the text.
2．Check the answers of the exercises in Learning about Language and explain the difficulties.
?Step 2　Listening
1．Listen to Text 1(Page 23)and do the following exercises.
(1)Listen for the first time and tick Sara's concerns.
AIDS(　)，drugs(　)，abortion(　)，smoking(　)，alcohol(　)，strangers(　)，money(　)，dancing(　)，orange juice(　)，cigar(　)
(2)Listen again and complete Tina's sentences.
①Just say“no”．You ______.
②It is OK to______.
③It would be a good idea to______.
④If someone offers you a cigarette，______.
⑤Well，I'll______.Let's______.
(3)Listen to the tape for a third time and check the answers.
2．Listen to Text 2(Page 55)and do the following exercises.
(1)Listen for the first time and choose the main idea of the dialogue.
A．Li Yue is busy preparing exams.
B．Li Yue is feeling unwell due to stress.
C．Li Yue has too much work to do.
(2)Listen for the second time and choose the best answers to the following questions.
①What's wrong with Li Yue
A．She gets a lot of headaches.　
B．She is preparing exams.　
C．She relaxes a lot.
②What caused her problem in the doctor's opinion
A．Doing a lot of homework.　
B．Stress.　
C．Feeling tired all the time.
③The doctor advises Li Yue to______.
A．exercise an hour every day
B．do no more schoolwork
C．keep study and relaxation balanced
④What will the doctor do
A．Do tests for Li Yue.
B．Prescribe some medicine for Li Yue.　
C．Teach her some ways to deal with stress.
(3)Listen for the third time and fill in the blanks.
①Well，don't ______.We'll ______.
②But you will actually do better______.
③If the problem is stress，we can talk about ______.
3．Listening task on Page 58.
Before listening，ask students what they think “health week” is.
(1)Listen to the tape for the first time and give the main idea of the dialogue.
(2)Listen to part one for the second time and complete these sentences.
①You see，______was ______ that all I did was study______.
②I never ______，and in the end I______.I started to have ______，I ______，I______ and I ______ all the time.
③In the end，I couldn't study any more because ______ in class.
(3)Listen to part two for a second time and choose the best answers to the following questions.
①What did the doctor tell Li Yue about
A．Taking some medicine.
B．Keeping a balance between study and relaxation.
C．Studying even harder.
②Which is not Li Yue's advice
A．Doing some exercise.
B．Meeting friends.
C．Holding a party.
(4)Listen for a third time，check answers and discuss the following questions.
①Do you agree with Li Yue's advice？Why？_____________________________
②What do you do to relax？___________________________________________________
Suggested answers：
1．(1)drugs，smoking，alcohol，dancing
(2)①don't have to do anything you don't want to
②drink orange juice or something instead
③have something to eat before you go out，like rice or noodles
④don't take it
⑤teach you；Let's get my CD player and start practicing now
2．(1)B　(2)ABCA
(3)①get upset；sort it out
②in your exams if you balance study with some relaxation
③ways to relax and still get your schoolwork done
3．(1)Stress and how to avoid it.
(2)①what I did；to worry so much；from morning to night
②relaxed properly；became ill；headaches；didn't sleep well；didn't feel like eating；was tired
③my head hurt so badly that I kept falling asleep
(3)①B　②C
(4)①I don't agree with it.I need to study all the time./I thought it was good.It fits in with my experience.
②Answers may vary.
?Step 3　Speaking
Since the students have learned much knowledge about healthy life by both reading and listening.It's necessary for them to talk about it now.Teach them how to give warning，permission and prohibition by showing them the following sentences on the screen.
(Slide show)
1．Permission
Is it OK/all right to...？　Would you mind if...？　I wonder if I can...
Do you mind if...
2．Warning
It is not a good idea to...　Be sure/careful to...　Watch out for...
Mind your head/step！　Don't forget to...
3．Prohibition
Do/Don't...　You can't/may not...　You shouldn't/mustn't...　You are not to...　You are not allowed to...　You are not supposed to...
Ask the students to look at the talking topics shown on the screen and discuss with their partners and then make up their own dialogues.(Show the following on the screen.)
Talking Topics
1．Asking if you can leave bags/a bicycle at an airport/restaurant while you are away for a while.
2．Making suggestions to help someone avoid problems you have already met with and overcome.
3．Think of some rules in classroom or school and try to express them using appropriate structures.
Give the students three minutes to prepare and practice，and then ask two groups to demonstrate their dialogues in front of the whole class.
?Step 4　Reflection after teaching
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Ⅰ.Three Powerful Steps to Relieve Stress
Step 1　Exercise
Taking time to exercise will not only improve your body and its physical appearance，it will assist in releasing the stress hormones that have been building up.A daily vigorous walk，jogging，weight lifting，aerobics，swimming，bike riding，dancing or a dance class，football，basketball，etc.are all great ways to relieve the chemical stress hormones.
Step 2　Eating Right
Eating a balanced diet will not only make you feel better it will relieve some of the stress and certainly won't add to it.When you eat a diet high in sugars，cholesterol，and fat，you add to the trauma in your system.Concentrate on a high protein，veggie，fruit diet and you will see remarkable improvements.Also whole grains promote production of the brain neurotransmitter serotonin for a greater sense of well－being.When you combine healthier eating with exercise your body will respond favorably and the stress levels will start to decrease.
Step 3　Change Your Mindset
If you walk around all day saying “I'm so stressed”，you will be.Positive thinking is crucial to relieving the mental stress.Our minds are so powerful that we can actually increase our stress by the way we think and the things we speak.If you develop a new mindset that is positive in nature and optimistic，studies have shown this to be a reliever of stress.Meditation is a prime way to change your mindset and refocus on the positives and what is really important.Try yoga or visualization imagery to assist.
Ⅱ.Reasons Why People Find Relief in Smoking
Smoking is a harmful habit and makes one addicted once they start doing it.However，what are the reasons why people still continue to smoke？These people know the harmful and if long term，even life threatening effects of smoking but it seems nobody heeds the warning.
The number of teenagers smoking today has increased tremendously.Their parents do their best to stop them from starting the habit；however，most of them are unsuccessful.Teenagers experience a feeling of isolation.It is the time that they are confused which role to take in society.Most of them usually have identity crisis at this age and smoking makes them feel better.Once they start smoking，they soon love the feeling of contentment it brings them.Thus，they continue doing it.Peer pressure is also a great factor to this.A teenager would like to belong to a group.Being alone and no friends when you are a teenager is hard.Having some people to support you and accompany you in any social activity feels great.At this stage，teenagers feel their parents don't understand them.Everything that their parents tell them and do is against their will.They still can't understand all the things their parents are doing for them which are for their own good.Those who are non－smokers are often convinced by smokers to engage in this activity.Usually，they would smoke and drink overnight.Teenagers feel that if they won't join the group，they would lose their friends and will be left alone in which they don't want to happen.This is the reason why they continue smoking to be accepted by them.Later in life when they finally decide to stop，it becomes hard as they are already addicted to it.
There are also some people who smoke because of the nature of their jobs.Those who work in a very cold area or at sea smoke to keep their bodies warm.At this time，smoking brings them good benefits.Call center agents and those who work at night love drinking their favorite cup of coffee and smoking at the same time while waiting for their shift at work.This is to keep them awake and attentive to answering their clients and finishing their assigned task.However，they don't consider the long term ill effects of smoking.Smoking is addictive.
Smokers are also those who are experiencing feelings of depression.They find it hard to face the challenges life brings most especially if their problems are too hard to handle.They feel that what can make them feel better is by smoking and drinking.Yes，it is true that smoking could make them feel better but it is just a temporary feeling of relief.Period 3　Grammar—the Use of “It”(2)
教学内容分析　　　
This teaching period mainly deals with the grammar：the use of “it”．“It” has many usages in the English language.“It” can be used as a pronoun and the form of subject and object，and be used to express emphasis.From Unit 3 we know that “it” can be used as a pronoun and the form of subject and object.In this unit we will learn that “it” can be used to express emphasis.This kind of sentence is called emphasized sentences.Its main form is “It is/was...that/who...”，which is a very useful sentence pattern.
三维目标设计　　　
Knowledge and skills
1．To get the students to know the structure of the emphasized sentences.
2．To let the students learn the usages of the emphasized sentences.
3．To enable the students to use the emphasized sentences correctly and properly.
Process and methods
1．To ask the students to read the reading passage again，pick out the emphasized sentences from the reading passage and translate them into Chinese.
2．To ask the students to discover the structure and usages of the emphasized sentences by comparing a lot of example sentences.
3．To ask the students to do the exercises in Discovering useful structures on Page 29 to master the emphasized sentences.
4．To ask the students to summarize the usages of the emphasized sentences.
5．To ask the students to do the exercises in Using Structures on Page 64 and some other additional exercises for consolidation.
Emotion，attitude and value
1．To get the students to become interested in grammar learning.
2．To develop the students' ability of comparing and summarizing.
教学重、难点　　　
1．To get the students to master the structure and usages of the emphasized sentences.
2．To enable the students to learn how to use the emphasized sentences.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some new words and expressions.
?Step 2　Warming up
Ask the students to compare the two sentences below.The second sentence is from the reading passage.Translate them into Chinese and then discuss any difference in meaning and form.Ask the students to explain why “it” is used in the second sentence.
Human activity has caused this global warming.
It_is human activity_that has caused this global warming.
Tell the students there are two more sentences in the text in which “it” is used for emphasis.Find them and then write them down.
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Suggested answers：
1．It_was a scientist called Charles Keeling，who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.
2．...it_is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide.
?Step 3　Grammar learning
Ask the students to study the following sentences and try to summarize the structure of the emphasized sentences.
?Step 4　Summing up
Try to help the students draw the following conclusions.
1．The main structure of the emphasized sentences is “It is/was...that/who...”．
2．The emphasized sentences can be used to emphasize the subject，object and adverbial(including adverbial of time and adverbial of place)．
3．When we want to emphasize the subject，object and adverbial，we only need to put these parts between “it is/was” and “that/who”，the rest part shouldn't be changed.
4．When the emphasized part is a person we can use both the structure “It is/was...that...” and the structure “It is/was...who...”．When the emphasized part is not a person we can only use the structure “It is/was...that...”．
?Step 5　Grammar practice
Ask students to do the following exercises：
1．Change the following sentences into emphasized sentences.(To emphasize the underlined parts.)
(1)Peter lent us the money.
(2)They want money.
(3)All this happened on_Monday.
(4)I didn't hear from her until_last_summer.
(5)Why does everyone think I am narrow－minded
Suggested answers：
(1)It was Peter who lent us the money.
(2)It is money that they want.
(3)It was on Monday that all this happened.
(4)It was not until last summer that I heard from her.
(5)Why is it that everyone thinks I am narrow－minded
The last two may be a little difficult for the students.Help them to get the correct answer.
2．Do Exercise 2 in Discovering useful structures on Page 29.
3．Do the exercises in Using Structures on Page 64.
First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them correct answers and deal with any problems they might meet.
?Step 6　Getting more about the grammar
Show the following sentences to the students and ask them to find what the similarity of these sentences is.
Suggested answers：
In these three sentences，the underlined parts are all clauses—a subject clause and two adverbial clauses.That is to say，the emphasized sentence can not only be used to emphasize subject，object and adverbial，but also be used to emphasize subject clauses and adverbial clauses.Pay special attention to the third sentence，in which “not” and “until” must be put together.
Then show the following two sentences to students and ask them to translate them into Chinese.Pay attention to the sentence pattern.
Suggested answers：(1)美国宇航员是于1969年成功登陆月球的吗？
(2)究竟是谁在路上放了这么多大石头？
The general question sentences and the wh－question sentences of the emphasized sentences should follow the following formulas：
Is/Was it＋被强调部分＋that＋其他部分
Wh－疑问词＋is/was it that＋其他部分
?Step 7　Task－based learning
Ask students to choose a topic they like(eg.global warming，wildlife，protection，music，film，etc)．Work in groups and try to tell the information they know about the topic using emphatic “it”．
EXAMPLES：
It was during the 20th century that the temperature of the earth went up about one degree Fahrenheit.
It was Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere.
?Step 8　Closing down by a quiz
Show students the following on the screen or give out test papers to them and then ask them to finish these exercises in 10 minutes.
1．Was it in this place ______ they once built a tall building
A．that B．in which
C．before D．which
2．It is ______ he often breaks the school rules ______ makes his head teacher unsatisfied with him.
A．what；that B．that；what
C．that；that D．because；that
3．It is because English is being widely used at present ______.
A．why we learn it hard B．that we learn it hard
C．which we must learn D．when we should learn
4．—Was it what he said or something that he did ______ made you cry so sadly，Sarah
—No，not really.
A．which B．that
C．when D．what
5．______ the people have become masters of their country ______ science can really serve the people.
A．It is only then；that B．It was that；when
C．It is only when；that D．It was when；then
6．—I think we have met the word before.
—Yes.It is in the reading material ______ we ______ reading yesterday.
A．that；did B．that；were
C．when；were D．when；did
7．It was there，the police believe，______ she was able to activate the recorder she kept in her bag.
A．until B．which
C．that D．when
8．It was this sense of failure ______ made him determined to succeed in his new life.
A．who B．which
C．that D．why
9．______ that so many people think that being perfect is the way to go
A．It is why B．Why is it
C．Why it is D．Is why it
10．When asked to explain ______ he does to make his students so enthusiastic about school，he pauses and thinks deeply.
A．what it is that B．that what it is
C．what is it that D．that what is it
11．—Wasn't it Dr Wang who spoke to you just now
—______.
A．I didn't know who was B．Yes，it was
C．No，he wasn't D．Yes，he did
12．It was ______ he said at the meeting last night ______ made me angry.
A．what；that B．that；that
C．what；what D．that；what
13．Was ______ that I saw last night at the concert
A．it you B．not you
C．you D．that yourself
14．It was the nervousness in the interview ______ probably lost him the job.
A．which B．since
C．that D．what
15．It was ______I reached there ______ I began to know something about the matter.
A．until；when B．until；that
C．not until；that D．not when；that
16．It was ______ my father worked ______ I worked now.
A．where；that B．where；when
C．that；where D．that；that
17．What a silly mistake it is ______ you've make!
A．it　 B．that
C．this D．which
Suggested answers：1～5 ACBBC　6～10 BCCBA　11～15 BAACC　16～17 AB
?Step 9　Homework
1．Finish off the Workbook exercises.
2．Preview the new words and expressions left in Unit 5 and the passage on Page 30.Mark any part they can't understand well.
?Step 10　Reflection after teaching
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________________________________________________________________________Period 2　Language Study
教学内容分析　　　
The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 51 new words and phrases in these five parts.11 of them are marked with triangles，which show that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 40 should all be remembered，among which the following 16 words and expressions are even more important：abuse，effect，disappointed，stress，ban，desperate，ashamed，automatic，mental，strengthen，due to，feel like，in spite of，take risks(a risk)，get into，decide on.They are all very useful and important.So are the sentence patterns “I didn't know，for example，that it could do terrible damage to your heart and lungs or that it was more difficult for smoking couples to become pregnant.” “However，what I did know was that my girlfriend thought I smelt terrible.” and “Every time you feel like smoking a cigarette，remind yourself that you are a non－smoker.” We ought to pay more attention to them.
三维目标设计　　　
Knowledge and skills
1．To get the students to learn to use the following important new words and phrases freely：abuse，quit，effect，disappointed，stress，ban，desperate，ashamed，due to，feel like，in spite of，take risks(a risk)，get into，addicted to，accustomed to.
2．To get the students to understand and use the following important and useful sentence patterns：
(1)I didn't know，for example，that it could do terrible damage to your heart and lungs or that it was more difficult for smoking couples to become pregnant.
(2)However，what_I_did_know was that_my girlfriend thought I smelt terrible.
(3)Every_time you feel like smoking a cigarette，remind yourself that you are a non－smoker.
Process and methods
1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.
2．To ask the students to make up their own sentences by imitating the above sentence patterns.
3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.
Emotion，attitude and value
1．To stimulate students' interest in learning English.
2．To develop students' sense of cooperation and teamwork.
教学重、难点　　　
1．Important new words and expressions：stress，ban，desperate，ashamed，due to，feel like，in spite of，take risks(a risk)，get into，addicted to，accustomed to.
2．Important and useful sentence patterns：
(1)Objective clauses；noun clauses
(2)Adverbial clauses introduced by “every time”．
3．Some difficult and long sentences in the text.
?Step 1　Revision
1．Check the homework exercises.
2．Ask some students to tell something about the reason why people become addicted to nicotine，the harm of smoking and how to get rid of it.
?Step 2　Reading and finding
Get students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language 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.
?Step 3　Practice for useful words and expressions
1．Turn to Page 20.Go through Exercise 1 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，and then discuss and check them with their partners.
3．Check the answers with the whole class and explain the problems they meet where necessary.
?Step 4　Vocabulary study
Ⅰ.简单知识扫描
1．abuse(P17)
【观察探究】
(1)The government has set up a working party to look into the problem of drug abuse.
政府已成立工作组调查滥用毒品事件。
(2)His political reputation was tainted by his abuse of the power.
他因滥用职权而破坏了政治声誉。
(3)He greeted me with a stream of abuse.
他见到我就连声辱骂。
(4)Several of the children had been physically abused.
其中几个儿童身体受到了虐待。
(5)Don't abuse your friends.不要辱骂你的朋友。
【归纳总结】
abuse n．/v. 滥用；辱骂；虐待
2．quit(P18)
【原句再现】
When I was taken off the school football team because I was unfit，I knew it was time to quit smoking.
当我因为不健康而被校足球队除名之后，我才知道该是我戒烟的时候了。
【观察探究】
(1)I've quit my job.我已辞职。
(2)You must quit smoking.Most important of all，you should start taking exercise.
你必须戒烟，更重要的是，你该开始运动。
【归纳总结】
quit vt.& vi. 停止；辞职；离开；退出
quit(doing)sth.“停止做某事”，注意quit后须用动名词(而不能用动词不定式)作宾语。
【知识链接】
辨析：quit，abandon和desert都含有“放弃”“遗弃”的意思。
quit指突然或出其不意地“放弃”，现一般指 “停止”。如：
She quitted her job.她放弃了自己的工作。
abandon强调“完全、永远地遗弃”，尤其是指遗弃以前感兴趣或负有责任的人或物。如：
She abandoned her child.她遗弃了她的孩子。
desert强调“违背誓言、命令、责任、义务等”。如：
The soldier deserted his country and helped the enemy.那个士兵叛国助敌。
【即景活用】
翻译句子：你越早戒烟越好。
Suggested answer：You cannot quit smoking too soon.
3．effect(P18)
【原句再现】
When I was young，I didn't know much about the harmful effects of smoking.
年轻时我对吸烟的危害了解得不多。
【观察探究】
(1)Her speech has produced little effect on the listeners.
她的演讲没对听众产生什么影响。
(2)It had an almost immediate effect on his thinking.
这对他的思想几乎立即产生了影响。
(3)It had had such a bad effect upon him.它对他有很大的不良影响。
【归纳总结】
effect表示“对……的影响”，其后通常接on和upon。
【知识链接】
carry/put/bring into effect实行；take effect生效；in effect实际上。例如：
(1)The plan has been carried/put/brought into effect.这项计划业已实行。
(2)The new law will take effect next May.这项新的法律将于明年五月生效。
(3)In effect he has no choice.实际上他没有选择余地。
【即景活用】
完成句子
(1)这些广告攻势对销售额并没有起到多大作用。
The advertising campaign______.
(2)新的税收制度将于明年实行。
A new system of taxation will ______ next year.
Suggested answers：(1)didn't have much effect on sales　(2)be brought into effect
4．disappointed(P19)
【原句再现】
Do not be_disappointed if you have to try several times before you finally stop smoking.
即使非得经过多次戒烟才能最后把它戒掉，你也不要失去希望。
【观察探究】
(1)They were bitterly disappointed at the result of the game.
他们对比赛结果非常失望。
(2)I was very disappointed with myself.我对自己很失望。
(3)He was disappointed to see she wasn't at the party.
看到她没出席晚会，他很失望。
(4)I'm disappointed that the tickets were sold out.票卖光了，我很失望。
【归纳总结】
disappointed adj.失望的，沮丧的。常用句型：
be disappointed at/with sb./sth.
be disappointed to do sth.
be disappointed that...
Ⅱ.重点知识探究
1．stress(P17)
【观察探究】
(1)In fact，stress isn't a bad thing as it is often supposed to be.
事实上，压力并不像人们所认为的那样是一件坏事。
(2)I think the company places too much stress on cost and not enough on quality.
我认为公司对成本强调有余，而对质量重视不足。
(3)The director stressed that point in particular.
厂长特别强调了那一点。
【归纳总结】
stress n. 重压；压力 vt.着重；强调
place/lay/put stress on sth.着重强调某事
【知识链接】
stressful adj.产生压力的；使紧迫的
【即景活用】
(1)根据汉语意思，用stress的短语完成句子
我们必须强调自力更生。
We must ______ ______ ______self reliance.
(2)选择填空
We forgave his bad temper because we knew that his son's illness had put him under great ______.
A．emotion　　　　B．excitement　　　　　C．crisis　　　　　D．stress
Suggested answers：(1)lay stress on　(2)D
2．ban(P17)
【原句再现】
Do you think smoking should be banned
你认为吸烟应该被禁止吗？
【观察探究】
(1)The parent's group called for a total ban on violent video games.
该家长组织呼吁彻底禁止暴力电子游戏。
(2)A ban on the importation of drugs had been issued recently.
最近已经发布了禁止进口毒品的法令。
(3)The government has banned the use of chemical weapons.
政府已经禁止使用化学武器。
【归纳总结】
ban n．禁令 vt.禁止；取缔　a total ban on sth.对……的禁令
【即景活用】
Translate the following sentence into English：
这剧院内禁止吸烟。
Suggested answer：There is a ban on smoking in the theatre.
3．addicted(P18)
【原句再现】
You see，during adolescence I also smoked and became_addicted_to cigarettes.
你知道，当我还是青少年时我就吸烟了，而且我很快就对香烟上瘾了。
【观察探究】
(1)She is addicted to chocolate.她嗜吃巧克力。
(2)My children have become hopelessly addicted to television.
我的几个孩子都成了电视迷，简直不可救药了。
【归纳总结】
be/become addicted to 嗜好……；对……上瘾
【知识链接】
(1)addict vt. 使沉溺；嗜好(addict oneself to沉溺于；醉心于)vi. 使人上瘾　n．耽溺者；上瘾者。例如：
He addicted himself to drugs.他使自己沉迷于麻醉品。
Drugs are addicting.麻醉品会使人上瘾。
There are no lengths to which an addict will not go to obtain his drug.
瘾君子为了得到毒品什么事都做得出来。
(2)addictive adj. 使人上瘾的
【即景活用】
(1)Although she is only 16 years old，she ______ drugs for two years.
A．addicts B．has addicted to
C．has addicted D．has been addicted to
(2)What makes us worried is that the number of the people ______ to drugs is ______.
A．addicted；increased B．addicting；increased
C．addicted；increasing　 D．addicting；increasing
Suggested answers：(1)D　(2)C
4.accustomed to(P18)
【原句再现】
This means that after a while your body becomes accustomed_to having nicotine in it.
这就意味着一段时间后，你的身体变得习惯于吸食尼古丁。
【观察探究】
(1)I am accustomed to humble fare.我习惯于粗茶淡饭。
(2)I'm not accustomed to getting up so early to do morning exercise.
我不习惯这么早起床进行晨练。
(3)You will soon get/become accustomed to the job.
你将会很快习惯这个工作的。
【归纳总结】
be/get/become accustomed to(doing)sth.习惯于(干)……(注意to为介词)
【知识链接】
(1)accustom vt.使习惯
accustom oneself to(doing)sth.使自己习惯于；养成……的习惯。例如：
Children are quick to accustom themselves to new surroundings.
孩子们很快就会适应新环境。
She found it necessary to accustom her child to getting up early.
她觉得有必要让孩子养成早起的好习惯。
(2)accustomed adj.经常的，惯常的。例如：
I like to see her accustomed smile.我喜欢看她惯常的微笑。
【即景活用】
(1)—They are quiet，aren't they
—Yes.They are accustomed ______ at meals.
A．to talk　　 B．to not talk　
C．to talking　 D．to not talking
(2)He is now ______ to the hot weather.
A．accustomed　 B．accustom　
C．accountable　 D．acquainted
Suggested answers：(1)D　(2)A
5．due to(P18)
【原句再现】
I think my long and active life must be due_to the healthy life I live.
我想我之所以长寿而且精力充沛，要归功于我的健康生活。
【观察探究】
(1)The accident is due to your careless driving.
那意外事故归因于你驾驶不小心。
(2)His absence was due to the storm.他因暴风雨而缺席。
(3)Her worldwide fame is due to his support.她名扬四海应归功于他的支持。
【归纳总结】
due to 归因于；归功于
【知识链接】
due adj. 表示“到期的；应付(给)的；预定的；预定要到达或发生的”等含义。例如：
The bill is due.这张票据已到期。
The meeting isn't due to start until four.会议预定要到四点才召开。
The guests are due to arrive very soon.客人很快就会到。
【即景活用】
(1)The old man said that the accident ______ careless driving，so a lot of money ______ be paid by the driver.
A．was due to；was due to B．dued to；was due to
C．is due to；was due to　 D．is dued to；was due to
(2)The sports meet，originally ______ be held last Friday，was finally delayed because of the bad weather.
A．due to B．thanks to
C．owing to D．according to
Suggested answers：(1)A　(2)A
6．feel like(P19)
【原句再现】
Every time you feel_like smoking a cigarette，remind yourself that you are a non－smoker.
每当你想抽烟的时候，你就提醒你自己，你已经是不抽烟的人了。
【观察探究】
(1)She doesn't feel like going to school any more.(或She feels like not going to school any more.)她不再喜欢去上学了。
(2)I don't feel like waiting around for him to make up his mind.
我不能干等着他拿主意。
【归纳总结】
feel like(doing)sth.作“想要(做)某事”讲，其否定形式为feel like not doing 或don't/didn't/doesn't feel like doing...，feel like后还可接名词、代词。
【即景活用】
翻译下列各句
(1)你想要休息一下吗？
(2)你愿意的话，我们就出去散散步。
(3)我病后不想吃东西，不过还是勉强咽了一点。
Suggested answers：
(1)Do you feel like a rest
(2)We'll go for a walk if you feel like it.
(3)After being ill I didn't feel like eating but I managed to force something down.
7．desperate(P19)
【原句再现】
If you feel desperate，you might like to talk to a doctor or chemist about something to help you，like nicotine chewing gum.
如果你的确感到没办法，你还可以找个医生或药剂师来谈谈，帮你想办法，如含尼古丁的口香糖等。
【观察探究】
(1)If foreign aid dries up，the situation will be desperate.
倘若外援枯竭，形势将极为严重。
(2)He's desperate for a glass of water.
他极想喝杯水。
(3)They invoked help in the desperate situation.
他们在走投无路的情况下恳求援助。
(4)He was rifling through her desk in a desperate search for the letter.
他拼命在她的书桌里搜寻那封信。
【归纳总结】
desperate adj. 不顾一切的，拼命的；绝望的；极严重的
【即景活用】
Read the following sentences and translate them into Chinese：
(1)Stores are getting desperate after two years of poor sales.
(2)She clung to the edge of the boat in a desperate attempt to save herself.
(3)I was absolutely desperate to see her.
(4)The children are in desperate need of love and attention.
Suggested answers：
(1)两年来销路不畅，商店不惜冒起险来。
(2)为了活命，她拼命地抓住船帮。
(3)我极想见到她。
(4)这些孩子非常需要爱心和关怀。
8．ashamed(P19)
【原句再现】
If you weaken and have a cigarette，do not feel ashamed.
如果你因意志衰弱而又抽烟了，也不要觉得难为情。
【观察探究】
(1)He is ashamed of his failure (having failed)．
他对自己的失败感到惭愧。
(2)I am quite ashamed to have to trouble you.
真不好意思，我得要麻烦你。
(3)He was ashamed that he had made some careless mistakes.
他很惭愧犯了些粗心的错误。
【归纳总结】
ashamed adj. 羞愧的；惭愧的(通常只用作表语)
ashamed 的重要搭配：后接介词of，be ashamed of...“以……为耻辱”；后接不定式，be ashamed to do sth.“以干……为耻”；后接that从句。
【词汇辨析】
ashamed与shameful
ashamed 意为“感到羞耻，觉得惭愧，不好意思”，表示主语主观认为是可耻的；
shameful 表示事物本身的客观性质是“可耻的”。如：
He was ashamed of being unable to answer the question.
他因为不能回答那个问题而感到羞愧。
To steal money from a blind person is a shameful act.
偷盲人的钱是可耻的行为。
【即景活用】
(1)我昨天表现不好，现在感到很惭愧。(根据汉语意思完成句子)
I behaved badly yesterday and I ______ ______ ______ myself now.
(2)He was ______ of having asked such a silly question.
A．sorry B．guilty
C．ashamed D．miserable
(3)You should be ______of your ______conduct.
A．shameful；ashamed　 B．ashamed；shameful
C．shame；shameful　 D．ashamed；ashamed　
Suggested answers：(1)am ashamed of　(2)C　(3)B
9．in spite of(P20)
【原句再现】
In_spite_of all his efforts he failed.
尽管他努力了，他还是失败了。
【观察探究】
(1)He continued with his plan to build a flying machine，in spite of/despite the mockery of his friends.
他不顾朋友们的嘲笑，继续他建造飞行器的计划。
(2)In spite of/Despite the bad weather，we went fishing.
我们不顾恶劣的天气而去钓鱼。
(3)In spite of/Despite my efforts at persuasion，he wouldn't agree.
尽管我努力劝说，他还是不同意。
【归纳总结】
in spite of 与despite同义，用作介词，表示“尽管；虽然；不顾”。
【即景活用】
______ what others say，I think he is a very nice person.
A．Because of　 B．Instead of　　
C．Except　　 D．In spite of
Suggested answer：D
10．take risks(a risk)(P20)
【原句再现】
He felt he had to make up his mind on every step instead of taking_risks.
他认为每一步他都要下定决心而不去冒险。
【观察探究】
(1)—I think I will climb Mt.Everest.我想我会去爬珠穆朗玛峰。
—You shouldn't take risks like that.你不应该去冒那种险的。
(2)My father always says that gambling with your money is taking a big risk.
我爸爸总是说赌博是件非常冒险的事。
【归纳总结】
risk n. 危险；风险；冒险。常用搭配：
run/take the risk of doing sth.冒险干……
at the risk of(doing)sth.冒着(干)……的危险
at risk有危险
例如：
(1)I wouldn't run/take the risk of being late for work.
我是不会冒上班迟到的危险的。
(2)He saved the child at the risk of losing his own life.
他冒着生命危险把孩子从火中救出。
(3)The future of the company was at risk.这个公司的前途堪忧。
【即景活用】
They would not allow him ______ across the enemy line.
A．to risk going B．risking going
C．for risk to go D．risk going
Suggested answer：A
11.get into(P20)
【原句再现】
Of course the best way to deal with these drugs is not to_get_into the habit in the first place!
当然，对付毒品的最好的方法就是在一开始的时候就不要养成吸毒的习惯。
【观察探究】
(1)He got into debt.他欠下了债务。
(2)The girl has got into the habit of playing with her hair while reading.
那个女孩养成了阅读时玩弄头发的习惯。
【归纳总结】
get into 陷于
get into the habit of...染上……的习惯(相当于fall into the habit of...或者form the habit of...)
【知识链接】
get into trouble惹上麻烦
get into debt负债累累
get into a temper大发脾气
get into the way of习惯于；学会
【即景活用】
Nowadays many young people get into ______ habit of smoking in ______ public and can't kick it.
A．the；the　 B．/；/
C．/；the　 D．the；/
Suggested answer：D
Ⅲ.词汇综合运用
1．用括号中所给的单词或短语翻译下列句子。
(1)尽管有禁令，许多人仍冒险酒后驾车。(ban；in spite of；take the risk of)
(2)另外，汤姆还习惯于开快车。(be accustomed to)
(3)这将他置于麻烦中。(get into)
(4)他为自己做了如此蠢的一件事而感到羞耻。(be ashamed of)
(5)由于他的不良驾驶记录，他被迫停止驾车。(due to；quit)
Suggested answers：
(1)In spite of the ban on drunk－driving，many people take the risk of being caught.
(2)Besides，Tom is also accustomed to driving fast.
(3)This got him into trouble.
(4)He was ashamed of having done such a silly thing.
(5)He was forced to quit driving due to his ill record.
2．连句成篇(按照一定的逻辑顺序适当调整句子的顺序，把上面的句子连成一篇小短文。必要时增加适当的连词。)
________________________________________________________________________
________________________________________________________________________
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One possible version：
In spite of the ban on drunk－driving，many people take the risk of being caught and Tom is one of them.Tom is also accustomed to driving fast，which got him into trouble.One day，an accident happened to him.As a result，he was forced to quit driving due to his ill record.He was ashamed of having done such a silly thing.
?Step 5　Sentence focus
1．I didn't know，for example，that it could do terrible damage to your heart and lungs or that it was more difficult for smoking couples to become pregnant.
比如，当时我不知道吸烟会对心脏和肺造成如此大的危害，还有吸烟的夫妇很难怀孕。
谓语动词didn't know后跟了两个由or连接的宾语从句。要注意的是，当一个及物动词后跟了两个或两个以上的宾语从句时，第一个引导词that可以省略，但从第二个开始就不能省略that。本文中还有两处这样的句子：
(1)She said my breath and clothes smelt，and that the ends of my fingers were turning yellow.
(2)I also noticed that I became breathless quickly，and that I wasn't enjoying sport as much.
2．However，what I did know was that my girlfriend thought I smelt terrible.
但是，我的确知道我的女朋友觉得我的烟味很难闻。
此句中what I did know 是一个主语从句，was后是that引导的一个表语从句，在这个表语从句中，谓语动词thought后有一个宾语从句I smelt terrible，省略了其引导词that。
3．Every time you feel like smoking a cigarette，remind yourself that you are a non－smoker.
每次你想要吸烟的时候，你就提醒你自己，你(已经)是不吸烟的人了。
every time 在句中引导时间状语从句，相当于一个从属连词，这类词还有each time(每次)，(the)next time(下次)，any time(随时)，the last time(上次)，the first time(第一次)等。如：
He felt nervous each time she spoke to him.每次她和他讲话时他都感到紧张。
He didn't tell me the last time I saw him.我上次见到他时他没告诉我。
另外，remind sb.that 意为“提醒某人某事”，that从句为宾语从句；remind构成的常用结构还有：remind sb.of...；remind sb.to do sth.。
【即景活用】
(1)—Did you remember to give Mary the money you owed her
—Yes，I gave it to her ______ I saw her.
A．while　 B．the moment
C．suddenly　 D．once
(2)这让我想起了我们在假期里一起做的事情。(翻译句子)
Suggested answers：
(1)B
(2)This reminds me of what we did together during our holidays.
?Step 6　Using words and expressions
Turn to Page 20.Ask the students to do Exercises 2 and 3.The following procedures may be followed：
1．Go through the two exercises with students and make sure they know what to do.
2．Give students several minutes to finish them individually.
3．Check the answers with the whole class.
?Step 7　Homework
1．Finish off the Workbook exercises.Do Exercise 2 in the exercise book.
2．Learn the useful new words and expressions by heart.
?Step 8　Reflection after teaching
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________________________________________________________________________Period 5　Reading and Writing
教学内容分析　　　
The teaching materials of this period contain three parts.The first part is the reading passage on Page 30 with the title of “What Can We Do About Global Warming？”．It consists of two letters：a request from a student for help on a school project and the reply.The letters bring students' attention to a commonly held belief that individuals are powerless to do anything about environmental problems and that it is governments that are in a position to act and have the responsibility to act.Earth Care's letter suggests ways to save energy and therefore decrease the amount of carbon dioxide that is poured into the atmosphere.
The second part is Exercise 2 on Page 31，which asks the students to make a poster for their school that tells students various ways they can reduce the amount of carbon dioxide in the air.
The third part is a writing task designed by the teacher，which asks students to write a short passage about global warming.By practicing writing the passage，students can strengthen their knowledge about global warming and develop their sense of environmental protection.
三维目标设计　　　
Knowledge and skills
1．To enable the students to know how to prevent global warming.
2．To get the students to learn the following useful new words and expressions：on behalf of，advocate，commitment，put up with，pollution，electrical，so long as，casual，and so on，motor，cans，circumstances，microwave，refresh，educator，contribution...
3．To help the students learn how to write a poster.
4．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.
Process and methods
Reading for specific information，summarizing，discussing and practicing.
Emotion，attitude and value
1．To develop students' sense of environmental protection.
2．To develop the students' sense of cooperation with others to solve problems.
教学重、难点　　　
1．The understanding of the reading passage.
2．The following key phrases：make a difference，put up with，so long as
3．The following key sentences：
(1)Together，individuals can make a difference.
(2)It is OK to leave an electrical appliance on so long as you are using it...
(3)Get your parents to buy things that are economical with energy...
(4)Remember—your contribution counts!
4．Teaching the students how to write a poster.
?Step 1　Revision
Check the homework of the last period.
?Step 2　Lead－in
Show the students the following pictures on the slide and ask students the following questions：
1．Have you ever seen the film 2012
2．What kind of disasters have you seen in the film
3．What have you learnt from the film
And then ask them：What causes the global warming？Lead them to tell the cause：gas emission.At the same time show the following pictures：
After talking about the causes of gas emission，ask students the question “What is the effect of global warming？”．Help them answer：natural disasters(flood，drought，hurricane，tsunami and tornado)，spread of diseases，sea level rising，decrease of species and so on.
At last，ask the question：“What can we do about global warming？” And then lead in the reading text.
?Step 3　Skimming
1．Skim the first letter，and answer the questions below：
(1)Who is the writer
(2)What are the two concerns of the letter
Suggested answers：
(1)A student named Ouyang Guang.
(2)①His opinion that，as an individual，he can have no effect on environmental problems.
②Getting some suggestions for what he can do about global warming.
2．Read the second email，and answer the following question：
Does Earth Care agree with Ouyang Guang's opinion that individuals can have no effect
Suggested answer：No，Earth Care does not agree.
?Step 4　Scanning and discussion
Ask students to scan the letters and list Earth Care's suggestions in the chart on P30，and discuss whether they can carry out each suggestion.Give reasons for their answers.And then ask one or two groups to make an oral report.
Earth Care's suggestion Can you carry it out？ Reasons
If you are not using electrical appliances，turn them off. Yes. Save energy.
If you're cold，put on more clothes instead of turning up the heat. Yes. Save energy.
Motor vehicles use a lot of energy，so walk or ride a bike if you can. Yes. Save energy.
Recycle cans，bottles，plastics and newspapers and buy things made from recycled materials. Yes. Save energy.
Get your parents or friends to buy products that are made to save energy. Yes. Save energy.
Plant more trees. Yes. Plants absorb carbon dioxide from the air.
Talk with your family and friends about global warming and tell them what you've learned. Yes. Together，individuals can make a difference.
?Step 5　Language study
Show the students the following language points in the passage in a slide show.
1．make a difference(P30)
【原句再现】
Together，individuals can make a difference.
众人拾柴火焰高。
【观察探究】
(1)The fact that I can now organize my own time makes a big difference.
现在我能自己安排时间了，这对我有很大的作用。
(2)It makes no difference to me what you say.I'm not going.
无论你怎么说对我都没有影响，反正我不去。
(3)It won't make much difference whether you go today or tomorrow.
你今天去也好，明天去也好，关系不大。
(4)She makes no difference between her two sons.
她对两个儿子一视同仁。
【归纳总结】
make a difference(to sb./sth.)意为“对某人/某物起作用、有影响”，difference前面可以加不同的修饰词，如no/some/little/much等。make a difference between...表示“区别对待……”。
【即景活用】
—When shall I go there
—It ______ whether you go today or tomorrow.
A．made no difference　　　　　　　　　B．made no sense
C．makes no difference D．makes no sense
Suggested answers：C
2．put up with(P30)
【原句再现】
We do not have to put up with pollution.
我们不必忍受污染。
【观察探究】
(1)I put up with her so long as I could.
我尽可能地容忍她。
(2)That lady，as a housewife，has a lot to put up with.
作为一名家庭主妇，那位妇女必须要忍受许多事情。
【归纳总结】
put up with...“容忍，忍受”， 宾语可以是人或者事物。
【知识拓展】
(1)bear 和stand在疑问句和否定句中和can，be able to连用，也表示“忍受”，其宾语多为事物。
(2)live with sth.忍受某事；live with sb.和某人一起生活。
【即景活用】
He behaved badly towards his wife.As a result she couldn't ______ him and left him.
A．come up with B．catch up with
C．put up with D．live up
Suggested answer：C
3.so long as(P30)
【原句再现】
It is OK to leave an electrical appliance on so long as you are using it—if not，turn it off!
只要你在使用，让家用电器开着无所谓——如果不用，就请关闭！
【观察探究】
(1)You can borrow my bike so long as you remember to return it as soon as possible.
只要你记着尽早归还就可以借用我的自行车。
(2)We can surely overcome the difficulties so long as we are closely united.
只要我们紧密地团结在一起，我们就一定能够克服这些困难。
【归纳总结】
so long as 起连词作用，引导条件状语从句，可以与as long as 互换，意思是“只要……”，前者语气较强，后者主要用于口语中。
【知识拓展】
条件状语从句的引导词还可以是if，unless，on condition that，suppose，supposing，provided(that)等。
【即景活用】
______ I am concerned，we should be brave and we will reach the top of the hill at last ______ we try our best to climb the hill.
A．So long as；as long as
B．As far as；as far as
C．As far as；so long as
D．On condition that；as soon as
Suggested answer：C
?Step 6　Writing
1．Ask the students to make a poster for their school that tells students various ways they can reduce the amount of carbon dioxide in the air.Tell students to illustrate their poster and give it a heading that will be eye－catching and will make others want to read it.
Suggested answer：
2．Ask students to choose a topic from the list that they feel strongly about.Make notes on the topic using headings similar to the table in the reading task.Use the passage as a model.
Writing tips：
Step 1：Write out the thesis statement(point of view)．
Step 2：Write out the topic sentence of the first body paragraph.
Step 3：Give the supporting points and details about the first subtopic.
Step 4：Write out the topic sentence of the second body paragraph.
Step 5：Give the supporting points and details about the second subtopic(more body paragraphs)．
A sample version：
The Environmental Effects of Fossil Fuels
There is no doubt that fossil fuels bring a lot of good to us.But do you know that many of the environmental problems our country faces today result from our fossil fuel dependence
The environment faces air pollution，global warming，acid rain，and several other very serious problems because of our use of fossil fuels.Over the last 150 years，burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere.
Carbon dioxide is one of the main factors in global warming which is negatively affecting everyone.Fossil fuels also affect water pollution，land pollution，and thermal pollution(heat pollution)．Coal mining is one of the causes of pollution in the environment.After the mining is completed，the land will remain barren.Materials other than coal are also brought to the surface in the coal mining process and these are left as solid wastes.The production，transportation，and use of fossil fuels are to blame for the effects of pollution on the environment.Then what should we do？We should spare no effort to improve our environment.Please save energy and use fewer fossil fuels in our daily lives.
?Step 7　Homework
1．Master the language points in the text.
2．Finish the writing task.
?Step 8　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
Global Warming Solutions—What Can We Do
The evidence that humans are causing global warming is strong，but the question of what to do about it remains controversial.Economics，sociology，and politics are all important factors in planning for the future.
Even if we stopped emitting greenhouse gases(GHGs)today，the Earth would still warm by another degree Fahrenheit or so.But what we do from today forward makes a big difference.Depending on our choices，scientists predict that the Earth could eventually warm by as little as 2.5 degrees or as much as 10 degrees Fahrenheit.
A commonly cited goal is to stabilize GHG concentrations around 450－550 parts per million(ppm)，or about twice pre－industrial levels.This is the point at which many believe the most damaging impacts of climate change can be avoided.Current concentrations are about 380 ppm，which means there isn't much time to lose.According to the IPCC，we'd have to reduce GHG emissions by 50% to 80% of what they're on track to be in the next century to reach this level.
Is this possible
Many people and governments are already working hard to cut greenhouse gases，and everyone can help.
Researchers Stephen Pacala and Robert Socolow at Princeton University have suggested one approach that they call “stabilization wedges”．This means reducing GHG emissions from a variety of sources with technologies available in the next few decades，rather than relying on an enormous change in a single area.They suggest 7 wedges that could each reduce emissions，and all of them together could hold emissions at approximately current levels for the next 50 years，putting us on a potential path to stabilize around 500 ppm.
There are many possible wedges，including improvements to energy efficiency and vehicle fuel economy(so less energy has to be produced)，and increases in wind and solar power，hydrogen produced from renewable sources，biofuels(fuels produced from crops)，natural gas，and nuclear power.There is also the potential to capture the carbon dioxide emitted from fossil fuels and store it underground—a process called “carbon sequestration”．
In addition to reducing the gases we emit to the atmosphere，we can also increase the amount of gases we take out of the atmosphere.Plants and trees absorb CO2 as they grow，“sequestering” carbon naturally.Increasing forestlands and making changes to the way we farm could increase the amount of carbon we're storing.
Some of these technologies have drawbacks，and different communities will make different decisions about how to power their lives，but the good news is that there are a variety of options to put us on a path toward a stable climate.Period 6　Summing Up，Learning Tip and Assessment
教学内容分析　　　
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，Checking Yourself and some other consolidation exercises.
Summing Up summarizes the whole unit from the aspects of topics and vocabulary and grammar.The teacher can first use this part to let students sum up what they have learned in this unit and then let them find out what they can't understand very well.
Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.
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.
In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.
三维目标设计　　　
Knowledge and skills
1．To get students to master all the useful new words and expressions in this unit.
2．To have students grasp the grammar item—the －ing form better，and enable them to use the following structures correctly：“Waking along the street，I met Mary.” and “Having finished my work，I went home.”
3．To develop the students' ability of using the important language points in this unit.
Process and methods
Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Emotion，attitude and value
1．To encourage students to learn more about the power of nature.
2．To train the students to express their feelings of joy，fear，anxiety and surprise.
教学重、难点　　　
Using what they have learned in this unit to solve real problems.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some useful new words and expressions in this unit.
?Step 2　Lead－in
Ask the students to turn to Page 40.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.
?Step 3　Summing up
Five minutes for the students to summarize what they have learned in this unit by themselves.Then ask them to write down what they have learned about natural forces.Check and explain something where necessary.
Suggested answers：
(Students' answers may vary.)From this unit we have learned some natural forces.From the Workbook we have learned some natural disasters that are caused by natural forces.
From this unit you have also learned：
useful verbs：appoint，wave，suit，shoot，panic，guarantee，erupt，evaluate，fountain，tremble，sweat，bathe
phrasal verbs：make one's way，glance through，vary from...to...，burn to the ground，attach... to...，compare...with...，run out of，look down into，take...by surprise，pick up，protect sb./sth.against/from sth.，be covered with
useful nouns：potential，anxiety，diagram，volcano，eruption，ash，hurricane，questionnaire，equipment，database，helmet，boot，candidate，bungalow，typhoon，thunderstorm，novelist，fog，document，rainbow，balcony，shot，appreciation
useful adjectives and adverbs：absolute，actual，anxious，alongside，absolutely，precious，uncomfortable，unconscious，diverse
grammar item：the －ing form
?Step 4　Practice
Show the exercises on the screen or give out exercise papers.
Ⅰ.Word spelling
1．The story ______(使兴奋)the little boy very much.
2．On hot days we often go ______(洗澡)in the river.
3．I got into a ______(惊慌)when I found the door was locked.
4．It was a cold，wet day and the children were b______.
5．It's many years since Mount Vesuvius last e______.
6．He drew f______ animals with two heads and large wings.
7．I'm a______ to get home to open my presents.
8．They had to c______ tomorrow's football match because of the bad weather.
Suggested answers：
1．excited　2.bathing　3.panic　4.bored　5.erupted　6.fantastic　7.anxious　8.cancel
Ⅱ.Fill in the blanks with the expressions given below.Use each expression only once and make changes where necessary.
compare with　give birth to　look down into　make one's way　burn to the ground　make an effort　out of the way　vary from...to...　protect...from　glance through
1．We must ______ to get new knowledge.
2．The house was robbed by these cruel guys，and it ______.
3．A car accident happened the time I ______ home.
4．She could ______ deep greenwoods if she opens her window.
5．I ______ the menu and chose a dish which is my sister's favorite.
6．Schools have responsibility for ______ students ______ danger.
7．The sign tells us to put the car ______ to make the traffic smoother.
8．Their actual needs of energy will ______ person ______ person.
9．Mrs Sanders ______ a healthy baby，which made her and her family very happy.
Suggested answers：
1．make an effort　2.was burned to the ground　3.made my way　4.look down into 　5.glanced through　6.protecting；from　7.out of the way　8.vary from；to　9.gave birth to
Ⅲ.Complete the following sentences according to the sample English sentences and the Chinese given.
1．Have you ever considered how weak humans are compared with a volcano，hurricane or earthquake
______(和整个世界相比)，this area is really small.
2．Having collected and evaluated the information，I help other scientists to predict where lava from the volcano will flow next and how fast.
______(在伦敦住了五年后)，the writer began writing a new detective novel.
3．I was about to go back to sleep when suddenly my bedroom became as bright as day.
______(Shirley正要离开)when she heard someone knocking at the door.
4．The other two climbed down into the crater to collect some lava for later study，but this being my first experience，I stayed at the top and watched them.
______(Eric 看着父亲)，his face became red.
Suggested answers：
1．Compared with the whole world　2.Having lived in London for 5 years　3.Shirley was about to leave　4.Eric looking at his father
Ⅳ.Multiple choice
1．—Did you listen to the lecture
—Yes，I have never heard such a ______ one.
A．more exciting B．more excited
C．most exciting D．most excited
2．There are so many people that he has to ______ his way through them.
A．force B．make
C．take D．get
3．______ other good students，the teacher thinks，Hank is ______ student.
A．Compared with；a most satisfied
B．Compared to；the most satisfied
C．Compared to；the satisfying
D．Compared with；a more satisfying
4．They were ______ their daughter being out so late at night，and very ______ her return.
A．anxious for；anxious about
B．eager for；eager about
C．anxious about；anxious for
D．anxious about；eager about
5．The patient was warned ______ oily food after the operation.
A．to eat not B．eating not
C．not to eat D．not eating
6．There are a great ______ flowers shown in the park and ______ people go to have a look.
A．plenty of；many B．diversity of；many
C．diverse；many a D．diversity；a few
7．The teacher glanced ______ this student who was busy______ a picture.
A．to；drawing B．at；draw
C．at；drawing D．at；to draw
8．It ______ that there will be no war in the world.
A．hopes B．is hoping
C．hoped D．is hoped
9．You've made ______ mistakes in the writing ______ we can't quite catch what you meant.
A．such many；so B．many of；that
C．so many；that D．too many；that
10．The football match was said ______ in Rome，but it was held in London at last.
A．to have been held B．to be holding
C．to hold D．to have held
11．The visiting minister expressed his satisfaction with the talks，______ that he had enjoyed his stay here.
A．having added B．to add
C．adding D．added
12．______ any biscuits that morning，we had nothing to eat.
A．Not baking B．Not having baked　
C．Not being baked D．Not having been baked
Suggested answers：
1～5 AADCC　6～10 BCDCA　11.C　12.B
First get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.
?Step 5　Learning tip
Ask the students to turn to Page 40.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.
?Step 6　Assessment
1．Checking yourself(on Page 75 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．Testing assessment
Ⅰ.Fill in the blanks with the proper forms of the words given.
1．At the moment I saw him ______(cross)the road.
2．He went away without saying anything，______(leave)us ______(stand)outside.
3．Kate is said ______(design)a new computer program now，but I don't know when she will finish it.
4．Do you know the girl ______(lie)under the big tree
5．Many feared that Columbus would fall off the edge of the earth，______(believe)to be flat.
6．The speech which he made ______(concern)the football match bored a lot of fans to death.
7．The squirrel was so lucky that it just missed ______(shoot)．
8．I can hardly imagine Tom ______(sail)across the Atlantic Ocean in five days.
9．I would appreciate your ______(call)back this afternoon.
10．The discovery of the new evidence led to the thief ______(catch)．
11．She didn't remember ______(meet)him before.
12．We've always deeply regretted ______(sell)the house.
13．This dictionary can't help ______(learn)the language.
14．—When do you plan to leave
—I mean ______(leave)tomorrow.
Suggested answers：
1．crossing　2.leaving；standing　3.to be designing　4.lying　5.believed　6.concerning　7.being shot　8.sailing　9.calling　10.being caught　11.meeting/having met　12.selling/having sold　13.(to)learn　14.to leave
Ⅱ.Rewrite the following sentences according to the patterns given.
1．A.He always wears sunglasses because sunshine is bad to his eyes.
B．He always wears sunglasses to ______ his eyes ______ sunshine.
2．A.As soon as the thief saw the policeman，he ran away quickly.
B．______ ______ the policeman，the thief ran away quickly.
3．A.It's getting late.We should go back to the hotel soon.
B．It's getting late.We should ______ ______ ______ to the hotel soon.
4．A.If we could all do our best to keep this office tidier，it would help.
B．If we could all ______ ______ ______ to keep this office tidier，it would help.
5．A.I was just beginning to talk about this question.Just then you interrupted me.
B．I was ______ to talk about this question ______ you interrupted me.
Suggested answers：
1．protect；from　2.Having seen　3.make our way　4.make an effort　5.about；when
?Step 7　Homework
1．Finish off the Workbook exercises.
2．Review and summarize what you have learned in Unit 5.
?Step 8　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________Unit 1　Art
本单元的中心话题是西方绘画和中国艺术的历史、中西方各种艺术形式与风格，不同时代的著名画家以及他们的作品。语言知识的选择和听说读写等语言技能的训练主要围绕“绘画艺术”这一主题进行。本单元的目的在于帮助学生掌握与“绘画艺术”这一主题有关的词汇知识，引导学生了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣以及理解美、欣赏美、创造美的能力。
本单元的主要教学内容如下表所示：
类别 课程标准要求掌握的内容
话题 A brief history of Western painting and Chinese art；famous artists and works of art
词汇 adopt v. 采用；采纳；收养 scholar n. 学者
possess v. 拥有；具有；支配 preference n. 喜爱；偏爱
attempt v.& n. 尝试；企图 reputation n. 名声；名誉
predict v. 预言；预告；预测 civilization n. 文明；文化
appeal v. 呼吁，求助 Egypt n. 埃及
aim n. 目标；目的　v. 瞄准 district n. 区；区域
typical adj. 典型的；有代表性的 committee n. 委员会
specific adj. 确切的；特定的 signature n. 署名；签字
carve v. 雕刻；刻记 abstract adj. 抽象的；深奥的
sculpture n. 雕塑 conventional adj. 常规的；传统的
gallery n. 画廊；美术陈列室 evident adj. 明显的；明白的
faith n. 信任；信念 superb adj. 卓越的；杰出的
possession n. 所有；财产 ridiculous adj. 荒谬的；可笑的
technique n. 技术；方法；技能 controversial adj. 争论的；争议的
coincidence n. 巧合；相合 delicate adj. 脆弱的；容易生病的
shadow n. 阴影；影子 allergic adj. 过敏性的；对……过敏的
figure n. 画像；身材；数字 aggressive adj. 侵略的；好斗的
clay n. 黏土 fragile adj. 精细的；易碎的
marble n. 大理石 Egyptian adj. 埃及的；埃及人的
cafe n. 咖啡馆；小餐馆 visual adj. 视觉的；看得见的
exhibition n. 展览；陈列；展览会 fragrant adj. 香的；令人愉快的
flesh n. 肉；肉体 contemporary adj. 当代的；同时代的
词汇 geometry n. 几何学 permanent adj. 永久的；持久的
bunch n. 束；串 faithfully adv. 忠实地
avenue n. 林荫道；大街
a great deal 大量 attempt to do sth. 企图做某事
on the other hand (可是)另一方面 be allergic to 对……过敏
appeal to (对某人)有吸引力 have a preference for 喜欢
make sculptures 制作雕塑 in the flesh 活着的；本人
by coincidence 巧合地
句型 1.If you were an artist，what kind of pictures would you paint？(the subjunctive mood)
2.If the rules of perspective had_not_been_discovered，no one would_have_been able to paint such realistic pictures.(the subjunctive mood)
3.There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.(the subjunctive mood)
4.Among_the_painters_who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.(inversion)
功能
语法 虚拟语气(Subjunctive Mood)(1)(I wish I were/did/could/would...；If I did...，I would do...)If you could have three of these paintings on the walls of your classrooms，which would you choose If you were an artist，what kind of pictures would you paint Have you ever wished you could paint as well as a professional artist？
教学重点 1.Get students to know about Western painting and Chinese art，famous artists and works of art.2．Have students learn some useful new words and expressions about painting and art and let them learn effective ways to master them.3．Enable students to grasp and use the expressions of preference.4．Let students learn the new grammar item：the subjunctive mood(1)．5．Develop students' listening，speaking，reading and writing ability.
教学难点 1.Enable students to master the use of the subjunctive mood.2．Let students learn to write a letter of suggestion.3．Develop students' integrative skills.
课时安排 Periods needed：6Period 1　Warming Up，Pre－reading，Reading and ComprehendingPeriod 2　Language StudyPeriod 3　Grammar—the Subjunctive Mood(1)Period 4　Listening and SpeakingPeriod 5　Reading and WritingPeriod 6　Summing Up，Learning Tip and Assessment
Period 1　Warming Up，
Pre－reading，Reading and Comprehending
教学内容分析　　　
This is the first teaching period of this unit.The central part of this period is the reading passage with the name of A Short History of Western Painting showing the students the history of Western painting.
Warming Up gives students four questions to discuss，aiming at preparing students for both the content and the grammar of the unit.
Pre－reading provides three questions to help students focus on the topic of the reading passage and leads the students to think about any personal experiences of Western art they may have，such as things about art galleries，paintings in galleries，some Western artists and paintings.
Reading mainly introduces the history of Western painting.There are four major movements in Western art.Social，political and cultural changes contribute to the changes in artistic styles.There are four pictures of paintings in the passage representing the four major movements.After a glance at the title of the text and the headlines within it we know that it is a historical report，in which there are many time expressions.Then we can know the topic of the text and how the information is organized—in the order of time，from the earliest to the present.
Comprehending consists of four written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.
三维目标设计　　　
Knowledge and skills
1．To understand the meanings of the following new words and phrases：abstract(抽象的)，sculpture(雕塑)，gallery(画廊)，faith(信念)，aim(目标)，conventional(传统的)，typical(典型的，有代表性的)，evident(明显的)，adopt(采用)，possess(拥有)，superb(卓越的，杰出的)，possession(财产)，technique(技术)，by coincidence(巧合地)，a great deal(大量)，shadow(阴影)，ridiculous(可笑的)，controversial(争议的)，attempt(尝试；企图)，on the other hand(另一方面)，predict(预测)．
2．To learn about some major movements in Western art and how art has changed stylistically over the centuries.
3．To learn how the information is organized.
4．To develop the students' reading ability by skimming and scanning the passage.
5．To develop the students' speaking ability by talking about Western paintings.
Process and methods
1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some Chinese and Western－style paintings to recall their own knowledge and opinions about various art forms.Students should also be introduced to the subjunctive mood and try to use it when talking about the art forms.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in Western painting.The teacher should also ask the students to look at the paintings in the reading passage and try to identify which style each of them belongs to so as to let them have a general knowledge of these paintings.
3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and discuss the text structure.
4．To consolidate the contents of the reading passage，the students should be required to retell the history of Western art in their own words at the end of the class.
Emotion，attitude and value
1．To stimulate students' sense of beauty and the ability of understanding，enjoying and creating beauty.
2．To develop students' sense of cooperative learning.
教学重、难点　　　
1．To enable the students to learn about the history of Western art and to develop their reading ability.
2．To enable the students to talk about Western paintings.
Step 1　Warming up
1．Warming up by looking and talking
Show the following paintings to the students and let them find out their favorites and give the reasons.Then help them find out the differences between the first three pictures and the next three ones.
Sample expressions：
If I were to choose paintings on the wall，I would choose the first one，because...
If I were an artist，I would paint horses.Because...
2．Warming up by reading the short passage below.
The Chinese have for centuries seen painting as the highest form of art.Chinese paintings have an air of living nature，harmony and peace that is not always found in the art of other civilizations.It is entirely different from Western painting，but that difference is hard to grasp and express.The following are some different forms of art：
Figure painting：It includes portraits，story painting and genre painting(风俗画)with figures as the main subject.Lines are the key point.
Landscape painting：Chinese landscape paintings can be divided into blue－and－green landscape，gold－and－green landscape，light－purple－red landscape and water ink landscape according to the colors used in paintings.The one without outlines is called boneless landscape.
Flower and bird painting：Flowers，rocks and birds are usually the main subjects of this kind of paintings.Technically，there are detailed style with colors and free style with ink.
Court painting：It refers to the works done by those professional painters employed by the royal court，or imitations of their works by other painters.
The passage above is about Chinese art forms.With this，the teacher can arouse students' interest to read the passage about Western painting.
Step 2　Pre－reading
1．Match the paintings and their painters.
Suggested answers: Painting 1：Picasso；Painting 2：Masaccio；Painting 3：Da Vinci；Painting 4：Van Gogh
2．Encourage students to talk more about the paintings and the artists.
Keys for reference：Leonardo da Vinci was born in 1452 in the village of Vinci.Leonardo began his career working for a master painter in Florence.His masterpiece is Mona Lisa.Leonardo was truly a “Renaissance Man” skilled in many fields.He was a scientist and an inventor as well as an artist.He made notes and drawings of everything he saw.Leonardo invented clever machines，and even designed imitation wings that he hoped would let a person fly like a bird.
?Step 3　Reading and comprehending
1．Fast－reading
Ask students to skim the passage to get the key words and general idea of each paragraph and answer the following questions：
(1)What's the main idea of the text
________________________________________________________________________
(2)How many styles of Western art are mentioned in the text What are they
________________________________________________________________________
Suggested answers：
(1)The style of Western art has changed a lot as time goes by.
(2)Four.They are：the Middle Ages，the Renaissance，Impressionism and Modern art.
2．Detailed－reading
(1)Ask students to read the text carefully to get some specific information and fill in the chart below.
Period Main aim of painters Characteristics of the paintings Representative artist
The Middle Ages(5th to 15th century AD) To represent __①__ themes Religious，realistic __②__
The Renaissance (15th to 16th century) To paint __③__ as they really were Perspective，realistic，new oil paints Masaccio
Impressionism(__④__ century) To show how __⑤__ fell on objects at different times of the day Not detailed，painted outdoors，painted changes in light Not mentioned
__⑥__(20th century to today) To concentrate on certain qualities of the object __⑦__，very realistic Not mentioned
(2)Ask students to scan the passage for detailed information and do the following multiple choices.
①In the Renaissance，painters ______.
A．painted religious scenes in a more realistic style
B．focused more on religion than on humans
C．began to paint outdoors
D．returned to classical Roman and Greek ideas about art
②______ discovered how to make paintings look more real by using perspective.　
A．Giotto di Bondone　　　B．Masaccio　　　C．Claude Monet　　D．Pablo Picasso
③According to the text，art is influenced less likely by ______.
A．social changes　 B．the way of life　
C．agriculture　　 D．beliefs of people
④When did people focus more on people and less on religion
A．From 5th to 15th century AD.
B．From 15th to 16th century.
C．From late 19th to early 20th century.
D．From 20th century to today.
⑤Most people hate the Impressionists' style of painting at first because they thought ______.
A．their paintings were very abstract
B．they broke away from the traditional style of painting
C．their paintings were very realistic
D．their paintings were very ridiculous
⑥What does the text mainly tell us
A．How religious painting developed.
B．How oil painting developed.
C．How Impressionist painting developed.
D．How Western art developed.
(3)Guess which period the following pictures belong to.
Suggested answers：(1)①religious　②Giotto di Bondone　③people and nature　④late 19th to early 20th　⑤light and shadow　⑥Modern Art　⑦Abstract
(2)①D　②B　③C　④B　⑤D　⑥D
(3)Painting 1：the Renaissance；Painting 2：the Middle Ages；Painting 3：Modern Art；Painting 4：Impressionism
Step 4　Language study
Dealing with any language problems (words or sentences students might not understand)to help the students to have a better understanding of the text.
Step 5　Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each 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：concentrate on，adopt a humanistic attitude to life，possess sth.，be convinced that，by coincidence，a great deal，lead to，break away from，attempt to do，on the other hand.
Step 6　Structure analyzing
After reading，ask students to discuss the text structure.
Keys for reference：
This passage is a historical report.The first paragraph introduces the topic and the theme of the text.The rest of the report presents the information in chronological order.A feature of historical reports is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.
Step 7　Retelling
Ask students to talk about the history of Western painting in their own words.Give them some key words and expressions on the blackboard.Then let them try to retell the passage.
Step 8　Homework
1．Learn the useful new words and expressions in this part by heart.
2．Try to find a book with reproductions of Western paintings or Chinese paintings and explain what you like or dislike about them.
Step 9　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Chinese Painting
Chinese painting is generally divided by subject matter into four broad categories：figures，landscapes，flowers and birds，and bamboo and rocks.The first three categories succeeded each other in the summits of their developments，while the painting of bamboo and rocks became a casual pleasure of the educated elite from the 12th century on.Before the Han Dynasty，founded in 202 B．C.，there was already a tradition of figure painting and portraiture of which remnants survive on later bronzes，jades，and pottery.During the Han Dynasty，the art of depicting figures became increasingly elaborate.Rulers used didactic art to emphasize codes of government.Surviving examples of stone engraving and wall painting show strong and lively drawing.
Landscape
The art of landscape painting formed the central and most standing tradition in Chinese painting.On a basis of Taoist communion with nature and strengthened by Buddhism，there was a strong literary tradition of seclusion among，and meditation upon the forests，streams and mountains.China's landscape painting brought nature's presence to wherever man desired it.Elements of landscape are already present in art of the Han Dynasty，but development did not really begin until the Tang Dynasty.
The succeeding Northern Sung Dynasty(960－1127)has often been called the Golden Age of Chinese Landscape.The differences in approach and technique that naturally appeared became gradually categorized into traditions：the northern and southern schools.
Birds and Flowers
In the Tang Dynasty at least one painter，Tiao Kuang－yin，was already known as a specialist in birds and flowers.However，the first two important names in bird and flower painting，Huang Chuan and Hsu Hsi，occur in the 10th century.Huang Chuan，a subject of the latter Shu Dynasty，inherited the traditions of the Tang Dynasty.His paintings of flowers and birds were in an accordingly archaic style，with strict conventions and conservative attention to careful realism.Hsu His，who lived under the Southern Tang Dynasty created the “boneless” mo－ku style in which forms are built up with pale washes and outlines are not used.His inspirations were unrestrained and the school he initiated was considered much the more creative.Mi Fu，the leading literati critic of the 11th century remarked that ten paintings by Huang Chuan were not worth one by Hsu Hsi.Later bird and flower painters generally belonged to either the Huang or the Hsu tradition.
Stones and Bamboo
Stones and bamboo originally appeared as background objects in other types of paintings but gradually evolved into a separate genre.The 10th century Southern Tang ruler Li Hou－chu developed a trembling brush technique in calligraphy that was also particularly suitable for painting bamboo and rocks.Tang Hsi－ya，an artist of the same time，adapted it for that purpose.In the following Sung Dynasty，the painting of bamboo became more and more popular and many famous scholars such as Wen T'ung and Su Shih were also well known for their paintings of bamboo.Period 2　Language Study
教学内容分析　　　
The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.21 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 29 should all be remembered，among which the following 9 words and expressions are even more important：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.They are all very useful and important.So are the sentence patterns “Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.” and “There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.” We ought to pay more attention to them.
三维目标设计　　　
Knowledge and skills
1．To get the students to learn to use the following important new words and phrases freely：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.
2．To get the students to understand and use the following important and useful sentence patterns：
(1)Among_the_painters who broke away from the traditional style of painting were_the_Impressionists，who lived and worked in Paris.
(2)There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.
Process and methods
1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.
2．To ask the students to make up their own sentences by imitating the above sentence patterns.
3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.
Emotion，attitude and value
1．To stimulate students' interest in learning English.
2．To develop students' sense of cooperation and teamwork.
教学重、难点　　　
1．Important new words and expressions：aim，adopt，possess，attempt，a great deal，typical，predict，specific，on the other hand.
2．Important and useful sentence patterns：
(1)The inverted sentences beginning with a prepositional phrase.
(2)The subjunctive mood with a prepositional phrase “without...” in place of the “if” clause.
3．Some difficult and long sentences in the text.
?Step 1　Revision
1．Check the homework exercises.
2．Ask some students to tell the styles of Western art.
?Step 2　Reading and finding
Get students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language 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.
?Step 3　Practice for useful words and expressions
1．Turn to Page 4.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.
2．Give students several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.
3．Check the answers with the whole class and explain the problems they meet where necessary.
?Step 4　Vocabulary study
Ⅰ.简单知识扫描
1．typical(P2)
【原句再现】
A typical picture at this time was full of religious symbols，which created a feeling of respect and love for God.
那个时期的典型的绘画充满了宗教特征，体现出了对上帝的爱戴与敬重。
【观察探究】
(1)This is a typical example of Roman pottery.这是一件典型的罗马陶器。
(2)A typical working day for me begins at 7：30.我的工作日一般在7：30 开始。
(3)On a typical day，we receive about 50 letters.我们通常一天收到大约50 封信。
【归纳总结】
typical adj. 意思是“典型的，有代表性的；一贯的，平常的”；常用短语 typical of sb./sth.。
【即景活用】
这是有当地风味的饭菜。This meal is ______ of local cookery.
Suggested answer：typical
2．replace(P2)
【原句再现】
During the Renaissance，new ideas and values gradually replaced those held in the Middle Ages.
在文艺复兴时期，新的思想和价值观逐渐取代了中世纪的思想和价值观。
【观察探究】
(1)Can anything replace a mother's love and care
有什么东西能取代母亲的爱和关怀吗？
(2)Sending e－mail has almost taken the place of writing letters.
发送电子邮件几乎取代了写信。
(3)I don't think anyone could take her place.我认为无人能取代她的位置。
【归纳总结】
replace v. 意思是“代替，取代”，相当于take the place of/take one's place。
【知识链接】
take place发生，举行
take one's place就座，入座；接替某人的位置
in place在适当的位置
out of place在不适当的位置
in place of 代替
【即景活用】
(1)Natural methods of pest control are now ______ chemicals.
(2)The kitchen was spotlessly clean，with nothing ______.
Suggested answers：(1)taking the place of　(2)out of place
3．convince(P2)
【原句再现】
When people first saw his paintings，they were convinced that they were looking through a hole in a wall at a real scene.
当人们第一次看到他的画时，还以为是透过墙的小洞来观看真实的场景，并对此深信不移。
【观察探究】
(1)You'll need to convince them of your enthusiasm for the job.
你要使他们相信你殷切盼望得到这份工作。
(2)I've been trying to convince him to see a doctor.我一直劝他去看病。
(3)I'd convinced myself(that)I was right.我确信自己是正确的。
【归纳总结】
convince v. 意思是“使确信，使信服”，常见结构有：convince sb.of sth./convince sb.to do sth./convince sb.that...。
【知识拓展】
convincing　adj. 令人信服的， convinced　adj. 确信的，深信的
【即景活用】
(1)Scientists are convinced ______ the positive effect of laughter ______ physical and mental health.
A．of；at　　　　　　　B．by；in　　　　　　C．of；on　　　　　　 D．on；at
(2)What ______ you to vote for them
A．made　 B．had C．convinced　 D．let
Suggested answer：(1)C　(2)C
4．predict(P3)
【原句再现】
Who can predict what painting styles there will be in the future
谁能预言将来会有什么样的绘画艺术风格？
【观察探究】
(1)They predicted tomorrow's weather very hot.他们预报明天天气很热。
(2)It's said that the old man can predict a person's future.
据说，那个老人能预言人的未来。
(3)It was predicted that the temperature of next month would continue to fall.
据预报，下个月的温度将持续下降。
【归纳总结】
predict vt. 预言，预报
【即景活用】
—When does the plane arrive
—I ________ it will arrive within half an hour.
A．forecast　　　　　B．ensure　　　　　C．predict　　　　　D．decide
Suggested answer：C
5．specific(P4)
【原句再现】
based on general ideas rather than specific examples
以一般概念而非具体例子为基础的
【观察探究】
(1)I gave you specific instructions.我给过你明确的指示。
(2)The money was collected for a specific purpose.这笔钱是为一个特殊用途而收的。
【归纳总结】
specific adj. 明确的，具体的；特定的
6．on the other hand(P3)
【原句再现】
One the one hand...On_the_other_hand,_some paintings of modern art are so realistic that they look like photographs.
一方面……另一方面，一些现代艺术派的绘画非常逼真，简直就像照片一样。
【观察探究】
(1)On the one hand I have to work；on the other hand I have many visitors to see.
一方面我必须工作；另一方面我有许多来宾要照看。
(2)On the one hand she is not well，but on the other hand she doesn't like sports.
一方面她身体不好，另一方面她不喜欢运动。
(3)The boy is very naughty.On the other hand，he is clever.
那个男孩很淘气，但是(另一方面)，他很聪明。
(4)Muscle，on the other hand，did not renew.另一方面，体力不能恢复原状。
(5)Yes，but on the other hand exports might fall.是的，但是从另一方面看，出口也可能下跌。
【归纳总结】
on the other hand 意为“另一方面”，往往与on the one hand(一方面)连用，表示“适用于两点的情况”。有时也可以不与on the one hand连用，意为“但是/另一方面”，表示意思的转折。
Ⅱ.重点知识探究
1．aim(P2)
【原句再现】
During the Middle Ages，the main aim of painters was to represent religious themes.
在中世纪，画家们的主要目的是表达宗教主题。
【观察探究】
(1)The aim of the research is to find new food sources.
这次研究的目的就是找到新的食物来源。
(2)The center does research with the aim of improving the lives of poor Africans.
这个中心作研究是为了改善贫困非洲人的生活。
(3)The hunter took aim at the bear and fired his gun.猎手瞄准那头熊，开了枪。
(4)I was aiming at the tree but hit the car by mistake.我对准树射击，不料误中了汽车。
(5)They are aiming to reduce unemployment by 50%.他们正力求使失业人数下降50%。
(6)They are aiming at training everybody by the end of the year.
他们力求做到在年底前人人得到培训。
【归纳总结】
aim n．& v．意为“目的，目标；瞄准，向某方面努力”。
with the aim of 带有……的目的
(take)aim at 瞄准
aim to do sth.力求做某事
aim at sth./doing sth.力求达到……
【即景活用】
(1)The leaflet(小册子)has been produced ______(目的是增加)public awareness of the disease.
(2)______(我的主要人生目标)is to be a good doctor.
(3)我们力争六点钟左右到那里。We ______ be there around six.
(4)He studied hard，______the driving test.
A．aim to pass　 B．aiming to passing
C．aiming at pass　 D．aiming at passing
Suggested answers：(1)with the aim of increasing　(2)My main aim in life　(3)aim to(4)D　
2．adopt (P2)
【原句再现】
People began to concentrate less on religious themes and adopt a more humanistic attitude to life.
人们开始较少关注宗教主题，而采取一种更人性化的生活态度。
【观察探究】
(1)Thinking it over，the general manager decided to adopt her suggestion.
总经理再三考虑之后，决定采纳她的建议。
(2)As the old couple had no children of their own，they adopted an orphan.
这对老夫妇没有自己的孩子，就收养了一个孤儿。
【归纳总结】
adopt vt. 意为“采用，采纳，收养”。
adopt one's suggestion 采纳某人的建议
adopt sb. 收养某人
【即景活用】
(1)三个队处理这个问题的方法各不相同。
All three teams ______ different approaches to the problem.
(2)They decided to______ an orphan after Wen Chuan Earthquake.
A．adapt　 B．bring　 C．adopt　 D．receive
Suggested answers：(1)adopted　(2)C
3．possess/possession (P2)
【原句再现】
Rich people wanted to possess their own paintings，so they could decorate their superb palaces and great houses.They paid famous artists to paint pictures of themselves，their houses and possessions as well as their activities and achievements.
富人们想拥有自己的艺术品并用来装饰自己的高级宫殿和豪宅。他们高价聘请著名艺术家来为自己画像，画自己的房屋和其他财物，以及他们的活动和成就。
【观察探究】
(1)The country possesses rich mineral deposits.这个国家拥有丰富矿藏。
(2)He lost all of his possessions after breaking the law.
他犯法后失去了所有财产。
(3)How did you get possession of it？你是怎样得到它的？
【归纳总结】
possess＝own/have vt.意为“拥有，具有，支配”；possession n. 意为“所有，财产”，表示“财产”时，常用其复数形式possessions。
【知识拓展】
in sb.'s possession＝in the possession of sb.(某物)为某人所占有
in possession of sth.占有某物
take possession of 获得，占有；占据，占领
come into possession of 占有或获得
【即景活用】
(1)Has she been ______ this treasure all through the years of our seaside poverty
A．in place of　 B．in charge of
C．in sight of　 D．in possession of　
(2)The castle on the farm ______ her，not him.
A．comes into possession of　 B．takes possession of
C．is in the possession of　 D．is in possession of　
(3)He was caught ______ stolen goods，so he had to admit his stealing.
A．in place　 B．instead of　
C．in possession of　 D．in spite of
Suggested answers：(1)D　(2)C　(3)C
4．attempt(P3)
【原句再现】
...the painter does not attempt to paint objects as we see them with our eyes...
……画家并不打算把我们眼睛看到的东西如实地画出来……
【观察探究】
(1)All attempts to control pollution have failed.一切控制污染的努力都白费了。
(2)He made an attempt to break the world record.他试图打破世界纪录。
(3)They attempted to finish the task before July.他们试图在七月以前完成这项任务。
(4)He attempted at convincing me，but failed completely.他曾试图说服我，但失败了。
【归纳总结】
attempt n．& vt.意为“努力，尝试，企图”。
“试图做某事”可表达为 attempt to do sth./attempt at doing sth.。
【即景活用】
(1)He ______to escape from the prison，but were stopped by the guards.
A．advised　 B．succeeded　
C．attempted　 D．offered
(2)A man is being questioned in relation to the ______ murder last night.
A．advised　 B．attended　
C．attempted　 D．admitted
Suggested answers：(1)C　(2)C
5．a great deal (P2)
【原句再现】
In the late 19th century，Europe changed a_great_deal，from a mostly agricultural society to a mostly industrial one.
19世纪后期，欧洲发生了巨大的变化，从以农业为主的社会变成了以工业为主的社会。
【观察探究】
(1)He talks a great deal but does little.他说得多做得少。
(2)It's a great deal faster to travel by plane than by bus.乘飞机旅行比乘汽车快得多。
(3)His work has been attracting a great deal of attention.他的工作一直吸引广泛关注。
【归纳总结】
a great deal/a good deal意为“许多，大量”，可以用作名词或副词，即在句中作主语、宾语，或者用于形容词、副词比较级前加强程度，也可用来修饰动词作状语。a great/good deal of后只接不可数名词。
【知识链接】
表示“许多；大量”的短语有：
修饰可数名词 many；a few；a good/great many；a large/small number of；many a＋单数名词；more than one＋单数名词
修饰不可数名词 much；a good/great deal of；a large amount of；large amounts of
修饰可数/不可数名词 a lot of/lots of；plenty of；a large quantity of；large quantities of
【即景活用】
(1)______ work has been done to improve the people's living standard.
A．Many　　 B．A great many
C．A large number of　　 D．A great deal of
(2)He spent ______ money on books and ______ his books are about space and satellite.
A．a great deal of；a good many of
B．a good many；a great number of
C．a large quantity of；a large amount of
D．many；plenty
Suggested answers：(1)D　(2)A
Ⅲ.词汇综合运用
1．用括号中所给的单词或短语翻译下列句子。
(1)爱迪生是世界上最卓越的发明家，我们可以从他的身上学到很多东西。(superb；a great deal)
(2)发明成了爱迪生的特殊爱好，他下定决心成为一个伟大的发明家。(preference；aim)
(3)可是，他妈妈不相信老师的话，而且很快就发现他具有丰富的想象力。(on the other hand；faith；possess)
(4)在他童年时期，老师曾预言他将会一事无成。(predict)
(5)为了一个新发明，他要尝试很多次。(attempt)
(6)最后，他发明了电灯，为人类作出了巨大的贡献。(contribution)
Suggested answers：
(1)Edison is the most superb scientist in the world and we can learn a great deal from him.
(2)Invention became Edison's preference and he aimed at becoming a great inventor.
(3)On the other hand，his mother had no faith in the teacher's words and she quickly found that he possessed rich imagination.
(4)In his childhood，his teacher had ever predicted that he would achieve nothing.
(5)He might attempt many times for a new invention.
(6)In the end，he invented the light bulb and made great contributions for the mankind.
2．连句成篇(按照一定的逻辑顺序适当调整句子的顺序，把上面的句子连成一篇小短文。必要时增加适当的连词。)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Suggested answers：
Edison is the most superb scientist in the world and we can learn a great deal from him.But in his childhood，his teacher had ever predicted that he would achieve nothing.On the other hand，his mother had no faith in the teacher's words and she quickly found that he possessed rich imagination.Invention became Edison's preference and he aimed at becoming a great scientist.He might attempt many times for a new invention.In the end，he invented the light bulb and made great contributions for the mankind.
?Step 5　Sentence focus
1．Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.(P2)
在那些突破传统画法的画家中有生活和工作在法国巴黎的印象派画家。
这是一个倒装句，主句是Among the painters were the Impressionists。who broke away from the traditional style of painting 是由who引导的限制性定语从句，修饰the painters。who lived and worked in Paris是由who引导的非限制性定语从句，修饰the Impressionists。
2．There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.(P3)
现代艺术风格已经有好几十种，然而如果没有印象派，那么这许多不同的风格就不可能存在。
在but连接的并列句中，由without引导的介词短语是一个暗含的非真实条件，相当于if there were not the Impressionists；主句用虚拟语气might not exist。
?Step 6　Using words and expressions
Turn to Page 42.Ask students to do the exercises in Using Words and Expressions in the Workbook.The following procedures may be followed：
1．Go through the Exercises 1 and 2 with students and make sure they know what to do.
2．Give students several minutes to finish them individually.
3．Check the answers with the whole class.
?Step 7　Homework
1．Finish off the Workbook exercises.Do Exercise 3 in your exercise book.
2．Learn the useful new words and expressions by heart.
?Step 8　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________Period 5　Reading and Writing
教学内容分析　　　
The teaching materials of this period contain two parts.The first part is the reading passage on Page 6 with the title of The Best of Manhattan's Art Galleries，which introduces five best art galleries of Manhattan in New York.The second part is the Writing Task on Page 46，which asks the students to write a letter to the headmaster of the school asking for permission to improve the environment of their school by imitating the letter on Page 45.
三维目标设计　　　
Knowledge and skills
1．To enable the students to know something about the five best art galleries in Manhattan in New York.
2．To get the students to learn the following useful new words and structures：consider，appeal to；It is＋adj.＋that clause，It is＋noun＋从句，It's a pity/shame that...(should)．..
3．To help the students learn how to write a letter asking for permission.
4．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.
Process and methods
Reading for specific information，summarizing，discussing and practicing.
Emotion，attitude and value
1．To stimulate the students' love to galleries and artworks.
2．To develop the students' sense of protecting the environment around them.
教学重、难点　　　
1．The understanding of the reading passage.
2．The following key sentences：
(1)Many art lovers would rather visit this small art gallery than any other in New York.
(2)Henry Clay Frick，a rich New Yorker，died in 1919，leaving his house，furniture and art collection to the American People.
(3)The best way to see the paintings is to start from the top floor and walk down to the bottom.
(4)It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum.
3．Teaching the students how to write a letter asking for permission.
?Step 1　Revision
Check the answers to the grammar exercises on Page 5 and explain the difficult ones.
?Step 2　Lead－in
Give the students a specific situation for the students to think and talk about some famous galleries.You may begin like this “Imagine your class is going to Beijing Arts and Crafts Gallery，and you are the guide of the gallery.Please tell them what they will be able to see in the museum.”
?Step 3　Pre－reading
Give the students the following two questions for them to think about and answer.
1．Do you know any Western art galleries
2．Have you ever been to any Western galleries before If so，describe your visit.
?Step 4　Fast reading
1．Scan the text and match the numbers on the map with the museums.
Numbers on the map Museums
The Frick Collection
Guggenheim Museum
Metropolitan Museum of Art
Museum of Modern Art
Whitney Museum of American Art
Suggested answers：
Numbers on the map Museums
4 The Frick Collection
1 Guggenheim Museum
2 Metropolitan Museum of Art
5 Museum of Modern Art
3 Whitney Museum of American Art
2.Skim the text，and answer the following questions.
(Slide show)
Suggested answers：
(1)The passage introduces some best art galleries of Manhattan.
(2)Possibly in a guide book.
(3)Tourists and art gallery visitors.
?Step 5　Detailed reading
Read the passage more carefully and complete the chart below.
Name Address Which centuries？ What countries？
America
Museum of Modern Art
From ancient to modern times
Guggenheim Museum Western countries
The Frick Collection Western countries
Suggested answers：
Name Address Which centuries？ What countries？
Whitney Museum of American Art 945 Madison Avenue，near 75th Street Contemporary(mainly art by living artists) America
Museum of Modern Art 53rd Street，between 5th and 6th Avenues From the late 19th century to the 21st century Western countries
Metropolitan Museum of Art 5th Avenue & 82nd Street From ancient to modern times All over the world
Guggenheim Museum 5th Avenue & 88th Street Modern(from the late 19th century onwards) Western countries
The Frick Collection 5th Avenue and E．70th Street Pre－twentieth century Western countries
?Step 6　Discussion
Enjoy the following pictures and discuss the following questions.
Which of the five galleries would you like to visit？Why
　
Guggenheim Museum
　　　
　　　　　Metropolitan Museum of Art　Whitney Museum of American Art
　　　
　　　　　　　　The Frick Collection　　Museum of Modern Art
?Step 7　Language study
Show the students the following language points in the passage in a slide show.
1．appeal to(P6)
【原句再现】
It will appeal_to those who love Impressionist and Post－Impressionist paintings.
展览将吸引印象派和后印象派作品的爱好者。
【观察探究】
(1)Bright colors appeal to small children.小孩喜欢鲜艳的颜色。
(2)They never appealed to us for mercy.他们从不向我们乞求怜悯。
(3)You should not appeal to force.你们不应该诉诸武力。
(4)Bob launched an urgent appeal for the famine victims.
鲍勃发出了援助饥民的紧急呼吁。
【归纳总结】
appeal to意为“吸引，使感兴趣”。appeal还可作名词，意为“呼吁；恳求”。
【知识拓展】
appealing adj. “有吸引力的；求助的；恳求的”。例如：
The idea of not having to get up early every morning is rather appealing to me.
每天早上不必早起的主意对我有相当的吸引力。
【即景活用】
(1)It's a reference book intended to appeal mainly ______ students of Grade 3.
A．to　　　　　　　B．for　　　　　　C．on　　　　　　　D．as
(2)Teaching as a career ______ to many people because of the long holidays.
A．attracts　 B．calls　
C．appeals　 D．pulls
Suggested answers：(1)A　(2)C
2．Henry Clay Frick，a rich New Yorker，died in 1919，leaving_his_house，furniture_and_art_collection_to_the_American_people.
纽约巨富Henry Clay Frick死于1919年，把他的房子、家具和艺术收藏留给了美国人民。
句中的leaving his house，furniture and art collection to the American people为现在分词短语，作动词died的结果状语。动词－ing形式作状语时，可表示时间、原因、结果、条件、让步、行为方式、伴随状况等，通常情况下句子的主语与该动词之间是逻辑上的主动关系，表示时间关系的分词短语有时可由when或while引出。例如：
Both of his parents died in the war，leaving him alone.
他的父母都在战争中死去了，结果他成了孤儿。
Walking in the street，I saw him.(＝When/While I was walking in the street，I saw him.)
当我在街上走时，我看到了他。
【即景活用】
(1)To buy some salt，the careless housewife went downstairs，______ the fish ______ over the gas.
A．left；cooked　 B．leaving；being cooked
C．leaving；cooking　 D．left；being cooked
(2)He is a student at Oxford University，______for a degree in computer science.
A．studied　 B．studying
C．to have studied　 D．to be studying
Suggested answers：(1)B　(2)B
3．The best way to see the paintings is to_start_from_the_top_floor_and_walk_down_to_the_
bottom.
看画展最好是从顶层看起，一直往下看到底层。
不定式作表语常表示将来的动作，主语常常是表示意向、打算、计划的词，如wish，idea，task，purpose，duty，job等。例如：
The most important thing for one's health is to have plenty of exercise.
对人的健康来说，最重要的是多运动。
My chief purpose is to point out the difficulties of the matter.
我的主要目的是指出那件事情的困难。
The purpose of the organization is to greet all newcomers to the city and to provide them with any necessary information.
那个组织的目的是接待来到这个城市的新移民，为他们提供必要的信息。
What I wanted was to get the work done as quickly as possible.
我想要的是尽快完成那项工作。
4．It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum.
令人吃惊的是，同一个博物馆里竟能容纳下从19世纪末到21世纪的如此多的名家巨作。
这是一个由形式主语it引导的句子，其句型结构为：It is＋adj.＋that clause，真正的主语是后面的that从句。例如：
It is possible that it will rain tomorrow.
明天可能会下雨。
It was clear that they hadn't made a decision.
很明显，他们还没作出决定。
【知识拓展】
It is＋n.＋从句
It's a pity/shame that...(should)．..
【即景活用】
(1)为你的粗鲁向她道歉是很有必要的。
____________ you should apologize to her for your rudeness.
(2)在北京成功举办2008年奥运会是我们极大的荣耀。
____________ we succeeded in holding the 2008 Olympic Games in Beijing.
Suggested answers：
(1)It's necessary that　(2)It is our great honor that
?Step 8　Writing
Write a letter to the headmaster of the school asking for permission to improve the environment of the school.While the students are writing，tell them they can：
1．Use the letter on Page 45 as a model.
2．Start the letter with their address，then the headmaster's address and the date.
3．Start their letter with an introductory paragraph that explains why they are writing the letter and gives a general idea of what they want to do.
4．Describe their plan and how they will achieve it.Start a new paragraph for each new detail of their plan.
5．End their letter with a summary of what they want the principal to do.
One possible version：
Class 1，Grade 3
Shandong Changhong High School
Mr Wang
Headmaster of Shandong Changhong High School
Box 001
15 Nov.
Dear Mr Wang，
As you know，our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round.But great changes have taken place since a chemical work was built near our school two years ago.It produces poisonous gases and pours a large amount of waste water into the river.The terrible pollution has done great harm to students and teachers as well as to the surroundings.It's time for us to do something to protect our school and prevent her from being polluted.
First，we must make great efforts to clean up polluted water and stop further water pollution.Ask the government to maintain and improve present facilities，and construct new project with health，safety，and protection of the environment as primary concerns.
Second，we must insist that water pollution control laws be passed and strictly enforced.This responsibility extends also to members of the general public in our surrounding community.An important aspect of this responsibility is making ongoing water quality.
Finally，we can also protect ourselves against polluted water.We should take measures to clean the polluted water.
We hope you will give us a permission to carry out the project and donate 5000 yuan we need.And we also require you to make a report to ask for the government's rescue.By doing so，we will be able to live a healthier and happier life.
Yours sincerely，
Liu Wei
?Step 9　Homework
1．Master the language points in the text.
2．Finish the writing task.
?Step 10　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Ⅰ.The Frick Collection(弗里克收藏馆)
The Frick Collection is located in the former mansion of Mr Frick，whose private art collection was made into a museum after his death in the early twentieth century；the museum is designed to feel more like a private home than a public place.The mansion is a true work of art；the low stone building and courtyard take up almost an entire city block and statues stand prominently by the entranceway.Some of the rooms of the house have painted walls like the frescoes of a Renaissance church or castle，and the furniture that adorns all the rooms of the house is almost entirely from the sixteenth century.All the other rooms have rich wood walls and floors，marble fireplaces and decorative columns，giving visitors the sense of being in an old，musty castle or cathedral.It seems impossible that people actually lived here，but they did.
You'll see nothing more recent than 1880's French Impressionism here；most of the work is at least a century older than that，with one piece that is nearly seven hundred years old! Finding your way around can be complicated because the house has several small，out－of－the－way rooms that were incorporated into the museum.Take advantage of the free self－guided audio tours.Many of the paintings and sculptures have numbers posted next to them；you just punch a number into the audio player，a message，recorded by an art expert，explains the work's stylistic elements，historical context and gives the artist's biography.It's a simple and enjoyable way to tour the museum.
A visit to the Frick should take two or three hours，but if you want to get to every piece on the audio tour，your visit could take four hours or more.The Frick Collection is a museum that would appeal mostly to fans of classic sixteenth to eighteenth century European art.It is not recommended for kids.
Ⅱ.Metropolitan Museum of Art(大都会艺术博物馆)
The Metropolitan Museum of Art，known colloquially as the Met，is an art museum located on the eastern edge of Central Park，along what is known as Museum Mile in New York City，United States，North America.It has a permanent collection containing more than two million works of art，divided into nineteen curatorial departments.The main building，often referred to simply as “the Met”，is one of the world's largest art galleries；there is also a much smaller second location in Upper Manhattan，at “The Cloisters”，which features medieval art.
Represented in the permanent collection are works of art from classical antiquity and Ancient Egypt，paintings and sculptures from nearly all the European masters，and an extensive collection of American and modern art.The Met also maintains extensive holdings of African，Asian，Oceanic，Byzantine，and Islamic art.The museum is also home to encyclopedic collections of musical instruments，costumes and accessories，and antique weapons and armor from around the world.A number of notable interiors，ranging from 1st century Rome through modern American design，are permanently installed in the Met's galleries.
The Metropolitan Museum of Art was founded in 1870 by a group of American citizens.The founders included businessmen and financiers，as well as leading artists and thinkers of the day，who wanted to open a museum to bring art and art education to the American people.It opened on February 20,1872，and was originally located at 681 Fifth Avenue.
As of 2007，the Met measures almost 400 meters long and occupies more than 2 000 000 square feet.
Ⅲ.Whitney Museum of American Art(惠特尼美国艺术博物馆)
The Whitney Museum of American Art，often referred to simply as “the Whitney”，is an art museum with a focus on 20th and 21st century American art.Located at 945 Madison Avenue at 75th Street in New York City，the Whitney's permanent collection contains more than 18 000 works in a wide variety of media.The Whitney places a particular emphasis on exhibiting the work of living artists for its collection as well as maintaining an extensive permanent collection containing many important pieces from the first half of the century.The museum's Annual and Biennial exhibitions have long been a venue for younger and less well－known artists whose work is showcased by the museum.Period 3　Grammar—the Subjunctive Mood(2)
教学内容分析　　　
This teaching period mainly deals with the grammar：the subjunctive mood(2)．From Unit 1 we have already known that in the English language，verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood.We have learned two kinds of subjunctive mood in Unit 1：one is found after the word “wish”，the other is found in a clause beginning with the word “if” talking about the imagined consequence of a situation at present that is impossible to happen.In this period we will continue to focus on another kind of subjunctive mood，that is，the subjunctive mood beginning with the word “if”，talking about the imagined consequence of a situation in the past that did not happen or in the future that is not likely to happen.
三维目标设计　　　
Knowledge and skills
1．To get the students to know the structure of the subjunctive mood.
2．To let the students learn the usages of the subjunctive mood.
3．To enable the students to use the subjunctive mood correctly and properly.
Process and methods
1．To ask the students to read the reading passage again，pick out the sentences with the subjunctive mood and translate them into Chinese.
2．To ask the students to discover the structure and usages of the subjunctive mood by comparing a lot of example sentences.
3．To ask the students to do the exercises in Discovering useful structures on Page 13 to master the subjunctive mood.
4．To ask the students to summarize the usages of the subjunctive mood.
5．To ask the students to do the exercises in Using Structures on Pages 50－51 and some other additional exercises for consolidation.
Emotion，attitude and value
1．To get the students to become interested in grammar learning.
2．To develop the students' ability of comparing and summarizing.
教学重、难点　　　
1．To get the students to master the structure and usages of the subjunctive mood.
2．To enable the students to learn how to use the subjunctive mood correctly.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some new words and expressions.
3．Translate the following sentences into English：
(1)我们的时间快用完了。
(2)他编造了滑稽的顺口溜引逗我们发笑。
Suggested answers：
(1)We are running out of our time.
(2)He made up funny rhymes to make us laugh.
?Step 2　Warming up
Ask the students to go back to Page 10 and study one of the list poems，Poem C Our First Football Match and translate it into Chinese，paying special attention to its verb forms：
We would_have_won ...
if Jack had_scored that goal，
if we'd_had just a few more minutes，
if we had_trained harder，
if Ben had_passed the ball to Joe，
if we'd_had thousands of fans screaming，
if I hadn't_taken my eye off the ball，
if we hadn't_stayed_up so late the night before，
if we_hadn't_taken it easy，
if we hadn't_run out of energy.
We would_have_won ...
if we'd_been better!
Tell the students that the above sentences are with the subjunctive mood and then discuss it with them.Then ask the students to think about the question “What is the subjunctive mood？”
?Step 3　Grammar learning
Ask the students to study the following sentences and try to summarize the structure and usages of the subjunctive mood.
1．The subjunctive mood in the past tense：
(1)I could have done better if I had been more careful.
我要是细心一点，是可以做得更好的。
(The fact is that I was not more careful and I didn't do better.)
(2)I could have shown you around the city if I had known you were in Beijing.
我要是早知道你在北京，我就会带你到处去转转。
(The fact is that I didn't know you were in Beijing and I didn't show you around the city.)
(3)If I had been in the mood，I would have gone to the movies.
如果我有心情的话，我就会去看电影了。
(The fact is that I was not in the mood and I didn't go to the movies.)
2．The subjunctive mood in the future tense：
(1)从句谓语用过去式：
If your father knew this，he would be angry.
要是你父亲知道了，他会生气的。
If it rained tomorrow，the sports meet would be put off.
要是明天下雨，运动会就会被推迟。
(2)从句谓语用should＋动词原形(通常指可能性极小的事情，一般译为“万一”)：
If it should rain，the crops would be saved.
要是有雨，这庄稼还有救。
此类句型的主句谓语有时可以用祈使句甚至将来时态：
If it should rain tomorrow，don't expect me.
万一明天下雨，就不要等我了。
If I should be free tomorrow，I will come.
万一我明天有空，我就来。
(3)从句谓语用were to＋动词原形(通常指可能性极小或近乎不可能，有时指出乎意料)：
If the sun were to rise in the west，my love for you would not change.
即使太阳从西边升起，我对你的爱也不会变。
?Step 4　Summing up
Try to help the students draw the following conclusions：
1．The subjunctive mood is usually used to talk about situations that are not true or not likely to be true.The situation referred to in the subjunctive mood is not real，but it is hypothetical.
2．The subjunctive mood is often found in a clause beginning with the word “if”．The past perfect tense(had done/been)is often used in the “if” clause and “would＋have done/been” is often used in the main clause expressing the situation contrary to the past.
3．In expressing the situation contrary to the future，“were/did/should＋v./were to＋v.” is often used in the “if” clause and “would＋v.” is often used in the main clause expressing the situation contrary to the future.
?Step 5　Grammar practice
Ask students to do the following exercises：
1．Change the following sentences into the subjunctive mood.Put the verbs into the correct forms.
(1)She was busy，so she didn't come.
(2)We didn't know your telephone number，so we didn't call you.
(3)Everybody who ate the fish got sick.I didn't eat any fish.
Suggested answers：
(1)If she hadn't been busy，she would have come.
(2)If we had known your telephone number，we might have called you.
(3)If I had eaten the fish，I would have gotten sick too.
2．Do Exercise 3 in Discovering useful structures on Page 13.
3．Do the exercises in Using Structures on Pages 50－51.
First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them the correct answers and deal with any problems they might meet.
?Step 6　Getting more about the grammar
Ask students to go back to Page 10 and read through the reading passage A Few Simple Forms of English Poems to pick out the sentences with the subjunctive mood and then translate them into Chinese.
Suggested answers：
We would_have_won... 　　　　　　　　　　　　我们本来会夺冠……
if Jack had_scored that goal, 如果杰克踢进了那个球，
if we'd_had just a few more minutes, 如果我们还有几分钟，
if we had_trained harder, 如果我们训练得更严格，
if Ben had_passed the ball to Joe, 如果本把球传给了乔，
if we'd_had thousands of fans screaming, 如果有大批球迷助威，
if I hadn't_taken my eye off the ball, 如果我死死盯住球，
if we hadn't_stayed_up so late the night before, 如果我们头晚不熬夜，
if we_hadn't_taken it easy, 如果我们没有放松警惕，
if we hadn't_run out of energy. 如果我们没有精疲力竭，
We would_have_won... 我们本来会夺冠……
if we'd_been better! 如果我们能干得更好！
?Step 7　Summing up
Try to help the students draw the following conclusions.
1．When the subjunctive mood is found in a clause beginning with the word “if”，“had been＋past participles” is used in the “if” clause，while “would/could have＋past participles” is used in the main clause so as to express the situation contrary to the past.
2．In sentences with the subjunctive mood，sometimes a prepositional phrase beginning with “without(＝if not)” is used to take the place of the “if” clause to express implied condition.
?Step 8　Playing a game
1．Get students to form groups of 6.
2．Let students play the game “We would have won the championship if we...”
Ask the students to take turns to imagine what they would have done to win the championship.Make their own sentences as interesting and imaginative as they can.Write down the six best ones and share them with the class.
3．Read the following composition and try to find out as many sentences with the subjunctive mood as possible.
Unexpected Guests
Linda had a very difficult situation at her house a few days ago.Her relatives from Hong Kong arrived unexpectedly，without any advance notice at all，and they wanted to stay for the weekend.They didn't even knock at the door.They just walked right in.
Needless to say，Linda was very upset.If she had known that her relatives from H．K.were going to arrive and want to stay for the weekend，she would have been prepared for their visit.She would have bought a lot of food.She would have cleaned the house.She would have made plans to go sightseeing.She would have cooked a special dinner.She would have planned everything perfectly.And she certainly wouldn't have invited all her daughter's friends from nursery school to come over and play.
Poor Linda! She really wishes her relatives had called in advance to say they were coming.The weekend was really a disaster!
Suggested answers：
Unexpected Guests
Linda had a very difficult situation at her house a few days ago.Her relatives from Hong Kong arrived unexpectedly，without any advance notice at all，and they wanted to stay for the weekend.They didn't even knock at the door.They just walked right in.
Needless to say，Linda was very upset.If she had_known that her relatives from H．K.were going to arrive and want to stay for the weekend，she would_have_been_prepared for their visit.She would_have_bought a lot of food.She would_have_cleaned the house.She would_have_made plans to go sightseeing.She would_have_cooked a special dinner.She would_have_planned everything perfectly.And she certainly wouldn't_have_invited all her daughter's friends from nursery school to come over and play.
Poor Linda! She really wishes her relatives had_called in advance to say they were coming.The weekend was really a disaster!
?Step 9　Closing down by a quiz
Show students the following on the screen or give out test papers to them.
1．You are late.If you ______ a few minutes earlier，you ______ him.
A．come；would meet　　　　　　　　　　B．had come；would have met
C．come；will meet D．had come；would meet
2．Let's say you could go there again，how ______ feel
A．will you B．should you
C．would you D．do you
3．If you had told me in advance，I ______ him at the airport.
A．would meet B．will meet
C．would have met D．will have met
4．I would have told him the answer had it been possible，but I ______ so busy then.
A．had been B．were
C．was D．would be
5．If it ______ another ten minutes，the game would have been called off.
A．had rained B．would have rained
C．have seen D．rained
6．—Why didn't you buy a new car
—I would have bought one if I ______ enough money.
A．had B．have had
C．would have D．had had
7．He was very busy yesterday；otherwise，he ______ to the meeting.
A．would come B．came
C．would have come D．will come
8．______ any change about the date，please tell me immediately.
A．Will there be B．Should there be
C．There will be D．There should be
9．A few minutes earlier and we ______ the train.
A．have caught B．had caught
C．could have caught D．were to catch
10．If the Watergate Incident ______，Nixon would not have resigned from the presidency.
A．did not occur B．had not occurred
C．was not occurring D．be circling
11．If I had seen the movie，I ______ you all about it now.
A．would tell B．will tell
C．have told D．would have told
Suggested answers：
1～5 BCCCA　6～10 DCBCB　11.A
?Step 10　Homework
1．Finish off the Workbook exercises.
2．Preview listening and speaking.
?Step 11　Reflection after teaching
________________________________________________________________________
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________________________________________________________________________Period 5　Reading and Writing
教学内容分析　　　
The teaching materials of this period contain two parts.The first part is the reading passage on Page 22 titled HIV/AIDS：Are You at Risk which is about what is HIV/AIDS，how it is contacted and how to protect oneself from getting the disease.The second part is the writing task on Page 24，which asks the students to write a letter to Li Xiaolei to give her some advice on her problems.
三维目标设计　　　
Knowledge and skills
1．To enable the students to know something about what is HIV/AIDS，how it is contacted and how to protect oneself from getting the disease.
2．To get the students to learn the following useful new words and structures：judgment(看法；判决；判断)，awkward(局促不安的；笨拙的)，It is/was...that/who...，be likely to.
3．To help the students learn how to write a letter giving advice.
4．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.
Process and methods
Reading for specific information，summarizing，discussing and practicing.
Emotion，attitude and value
1．To arouse students' awareness of the harm caused by HIV/AIDS.
2．To help students not to put themselves at risk out of ignorance and take a sympathetic attitude towards those who already suffer from the disease instead of looking down upon them.
教学重、难点　　　
1．The understanding of the reading passage.
2．The following key sentences：
(1)For a person to become infected，blood or sexual fluid that carries the virus，has to get inside the body through broken skin or by injection.
(2)Here are some things you can do to make sure you stay safe.
(3)It is only when the disease has progressed to AIDS that a person begins to look sick.
(4)Women are slightly more likely to become infected than men.
3．Teaching the students how to write a letter giving advice.
?Step 1　Revision
Check the answers to the grammar exercises on Page 21 and explain the difficult ones.
?Step 2　Lead－in by reading the following sentences
By the end of 2003，an estimated 42 million around the world were living with HIV/AIDS.
During the year,5 million people became infected and an estimated 3 million people died.
About one－third of people living with HIV/AIDS are 15－24 years of age.More than 7 million people in Asia and the Pacific are living with HIV/AIDS.
?Step 3　Pre－reading
It is likely that many students have incorrect information about the disease，so teachers should first get students to talk about something about HIV/AIDS by asking the following questions：Can ordinary people be at the risk of contracting HIV？In what way can people get infected？What measures can people take to protect themselves？Will people die if they have HIV
?Step 4　Fast reading
This passage can be divided into three sections.Scan the text and find out what's the main idea of each section.
Section 1：_____________________________________________________________
Section 2：________________________________________________________________
Section 3：_______________________________________________________________
Suggested answers：
Section 1：Background information about what the disease is.
Section 2：Ways to protect yourself.
Section 3：To make some false beliefs disappear.
?Step 5　Detailed reading
1．Read the text carefully and fill in the blanks.
Information about HIV Weaken a person's (1)______．Spread through (2)______ or the fluid made during sex.
Ways to protect yourself Don't share your (3)______ with anyone else.Use a condom if you have sex with a male or a female.
Some wrong statements You can tell by (4)______ someone whether or not they have HIV.If you hug，(5)______ someone with AIDS or visit them in their home you will get HIV/AIDS.
2.Decide whether the following statements are true(T) or false(F)．
(1)You can only get HIV from injecting drugs.
(2)It is very likely that you will die if you get infected with HIV.
(3)If you look healthy，you cannot have HIV.
(4)It could be dangerous to have sex without using a condom.
(5)Taking food from the same dishes as someone infected with HIV will give you HIV too.
(6)If you have HIV，you will always get AIDS eventually.
Suggested answers：
1．(1)immune system　(2)blood　(3)needle　(4)looking at　(5)touch or kiss
2．FTFTFT
?Step 6　Discussion
Divide the students into groups of six and discuss the following question.
Has your attitude towards people with HIV/AIDS changed after reading the passage？If so，how？If not，why not
Ask one student of each group to report their answer，and the other students can challenge his report.
?Step 7　Language study
Show the students the following language points in a slide show.
1．judgement(P23)
【原句再现】
Before you read this text，what judgements did you make about people with HIV/AIDS
在阅读这篇课文之前，你对感染艾滋病病毒的人有什么看法？
【观察探究】
(1)He passed judgement on the guilty man.
他对那个罪犯作出了裁决。
(2)Her decision seems to show a lack of political judgement.
她的决定似乎显示出缺乏政治判断力。
(3)In my judgement，we should accept their apology.
依我看，我们应该接受他们的道歉。
【归纳总结】
judgement n．看法；判断；判决；in one's judgement 在某人看来　pass judgement on作出裁决
【词汇辨析】
judgement，discrimination和sense
这些名词均含“识别力、判断”之意。
judgement指经过训练或磨炼或凭经历而得到辨别或判断事物的能力或品质。
discrimination指辨别精微事物的能力，甚至平时观察不到的也可识别出来。
sense指不带幻想、感情或偏见地观察事物，并能作出明智、公平的选择与决定。
2．awkward(P24)
【原句再现】
Then she offered me a cigarette and I felt so embarrassed and awkward.
然后她递给我一支烟，我感到非常尴尬与不安。
【观察探究】
(1)The heavy ax was awkward to use.
这把重斧头不好用。
(2)Your refusal puts me in an awkward position.
你的拒绝让我感到十分为难。
(3)At the formal party，I felt very awkward and out of place.
在正式的舞会上，我感到局促不安，很不自在。
【归纳总结】
awkward adj. 局促不安的，笨拙的
3．For a person to become infected，blood or sexual fluid that carries the virus，has to get inside the body through broken skin，or injection.(P22)
携带病毒的血液或体液必须通过皮肤上的创口或通过注射才能进入人体，使人受感染。
句中有一个that引导的定语从句，修饰blood or sexual fluid；to become infected是不定式短语作person的后置定语。
4．Here are some things you can do to make sure you stay safe.(P22)
你可以按照这里列举的一些注意事项去做，以确保自己安全。
things后跟了一个定语从句you can do；动词不定式短语to make sure you stay safe表示目的，make sure后接宾语从句you stay safe，省略了连接词that，stay 在此处是一个系动词，意为“保持”，后接形容词。例如：
They are going to stay awake to see the lunar eclipse.
他们打算不睡觉等着看月食。
5．It is only when the disease has progressed to AIDS that a person begins to look sick.(P22)
只有当这种病发展成艾滋病时，人才会显出病态。
It is/was...that/who...是强调结构，它可以用来强调句中的某些成分，如主语、宾语、状语等，但不能用来强调谓语和表语。原句是： A person begins to look sick when the disease has progressed to AIDS.
6．Women are slightly more likely to become infected than men.(P22)
女性感染病毒的可能性比男性稍微大一些。
be likely 后接不定式或从句，表示“可能会……”。如：
He's likely to arrive late this afternoon.
他今天下午可能会迟到一会儿。
It's likely that they will camp out tonight.
他们今天晚上可能要在外面露营了。
?Step 8　Writing
1．Read this letter and imagine you are Wang Ping，the adviser who deals with students' problems.Write a letter to give Li Hua some helpful advice.
Dear Wang Ping，Can you help me，please？I have tried to stop smoking several times.I am OK for two days and then I feel really sick and irritable and I have to start smoking again.I know smoking is a bad habit，but I just can't seem to give it up.Do you have any useful tips Yours sincerely，Li Hua
2．Before the students write the passage，guide them to do the following things.
(1)Help students decide the tense of the letter.
(2)Ask them to note down 3－5 tips they would like to include in their letter.
(3)Let them discuss with each other how they will organize their letter.
One possible version：
Dear Li Hua，
I am sorry you have had so much trouble to stop smoking，but I am glad you are still trying.I hope the tips below will help you.
First of all，don't give up.The more often you try，the more likely you are to eventually succeed.When you feel irritable，don't automatically reach for a cigarette to make you feel better.Take a few moments to relax.Start by breathing deeply and lifting your arms out to the side and over your head.
It is a good idea to drink lots of water and eat lots of fruit when you are quitting smoking.This will help to remove the nicotine from your body faster and you won't feel so sick.It is normal to feel a little stressed when you first give up smoking，but try to remember that it will only last a few days and then you will begin to feel much better.
Keep up the good work，Li Hua，and remind yourself how much healthier you will be when you finally quit.
Good luck and best wishes!
Yours sincerely，
Wang Ping
?Step 9　Homework
1．Master the language points in the text.
2．阅读下面这封摘自 21st Century的一名中学生的来信，并据此写一封回信(信的开头已为你写好。词数120左右)。回信应包括如下要点：
(1)鼓励Amy坚定求学信心，志存高远。
(2)就Amy的目前状况，提两到三个建议。
Dear Editor，
I am a new student at No.1 Middle School of Chongqing.My home is far from Chongqing，so I must live at school.This is the first time for me to get away from my parents.I feel very sad.When I left home，I could hardly tear myself away from them.I do not want to be alone at school，and I am a shy girl.I have been crying in bed at night these days.I want to stay at home forever.I miss my parents very much.Could you tell me what to do
Your early reply is expected. Regards，
Amy
________________________________________________________________________
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One possible version：
Dear Amy，
Thank you for your letter.I am so glad to have a talk about your present situation with you.
People often miss their parents the first time they leave home.Most people do have to leave home for higher education or employment.You cannot live with your parents forever.I think you should realize that present separation will help your academic development and your improvement of personal ability.
You need to make friends in your school，sharing ideas with your classmates who are physically closest to you now.Maybe you will still miss your parents，but your new friends will bring happiness and joy to your new life.Also I suggest you enjoy yourself by taking an active part in different kinds of activities in school.You will get much pleasure from it.
Wish you happy every day.
Faithfully yours，
Editor
?Step 10　Reflection after teaching
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What We Still Don't Know About AIDS？(艾滋病还有哪些未解之谜？)
In the 20 years since the first cases of AIDS were detected，scientists say they have learned more about this viral disease than any other.
Yet Peter Piot，who directs the United Nations AIDS program，and Stefano Vella of Rome，president of the International AIDS Society，and other experts say reviewing unanswered questions could prove useful as a measure of progress for AIDS and other diseases.
Among the important broader scientific questions that remain：
1．Why does AIDS predispose infected persons to certain types of cancer and infections
A long－standing belief is that cancer cells constantly develop and are held in check by a healthy immune system.But AIDS has challenged that belief.People with AIDS are much more prone to certain cancers like non－Hodgkins lymphomas and Kaposi's sarcoma，but not to breast，colon and lung，the most common cancers in the United States.This pattern suggests that an impaired immune system，at least the type that occurs in AIDS，does not allow common cancers to develop.
2．What route does HIV take after it enters the body to destroy the immune system
When HIV is transmitted sexually，the virus must cross a tissue barrier to enter the body.How that happens is still unclear.The virus might invade directly or be carried by a series of different kinds of cells.
3．How does HIV subvert the immune system
Although HIV kills the immune cells sent to kill the virus，there is widespread variation in the rate at which HIV infected people become ill with AIDS.So scientists ask：Can the elements of the immune system responsible for that variability be identified？If so，can they be used to stop progression to AIDS in infected individuals and possibly prevent infection in the first place
4．What is the most effective anti－HIV therapy
In theory，early treatment should offer the best chance of preserving immune function.But the new drugs do not completely eliminate HIV from the body so the medicines，which can have dangerous side effects，will have to be taken for a lifetime and perhaps changed to combat resistance.The new policy is expected to recommend that treatment be deferred until there are signs the immune system is weakening.
5．Is a vaccine possible
There is little question that an effective vaccine is crucial to controlling the epidemic.Yet only one has reached the stage of full testing，and there is wide controversy over the degree of protection it will provide.HIV strains that are transmitted in various areas of the world differ genetically.It is not known whether a vaccine derived from one type of HIV will confer protection against other types.
6．In the absence of a vaccine，how can HIV be stopped
Without more incisive，focused behavioral research，prevention messages alone will not stop the global epidemic.Period 6　Summing Up，Learning Tip and Assessment
教学内容分析　　　
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，Checking Yourself and some other consolidation exercises.
Summing Up summarizes the whole 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 in this unit and then let them find out what they can't understand very well.
Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.
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.
In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.
三维目标设计　　　
Knowledge and skills
1．To get students to master all the useful new words and expressions in this unit.
2．To have students understand the new grammar item “Subjunctive Mood (1)” better，and enable them use the following structures correctly：I wish I could/did/would...；If I did...，I would do...
3．To develop the students' ability to use the important language points in this unit.
Process and methods
Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Emotion，attitude and value
1．To encourage students to learn more about Western paintings and Chinese art and know more about some famous artists and works of art.
2．To train the students to appreciate some of the major landmarks in art history.
教学重、难点　　　
Using what they have learned in this unit to solve real problems.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some useful new words and expressions in this unit.
?Step 2　Lead－in
Ask the students to turn to Page 8.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.
?Step 3　Summing up
Five minutes for the 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 arts.
(Students' answers may vary.)From this unit we have learned some of the major movements in Western art and demonstrated how art has changed stylistically over centuries.From the Workbook we have learned the history of Chinese art in a similar way.
From this unit you have also learned：
useful verbs：aim，adopt，possess，attempt，predict，carve，appeal
phrasal verbs：appeal to，attempt to do sth.，break away from，convince sb.of sth.
useful nouns：sculpture，gallery，faith，possession，technique，coincidence，shadow，figure，clay，marble，exhibition，scholar，flesh，bunch，avenue，preference，reputation，civilization，district，committee，signature
useful adjectives and adverbs：abstract，faithfully，conventional，typical，evident，superb，ridiculous，controversial，specific，delicate，allergic，aggressive，fragile，visual，fragrant，contemporary，permanent
useful expressions：by coincidence，a great deal，on the other hand
new grammar item：Subjunctive Mood
?Step 4　Practice
Show the exercises on the screen or give out exercise papers.
Ⅰ.Word spelling：
1．This novel is ______(典型的)of his early work and many people want to buy it.
2．What a fine tree－lined ______(林荫道)! While walking on it，you can enjoy the fresh air.
3．There will be an exhibition of ______(当代的)Japanese prints on Sunday.
4．It is bad manners for some tourists to ______(刻记)their names on the trees.
5．Is this program meant for a ______(特定的)age－group
6．As the couple had no children of their own，they a______ a girl who was four years old.
7．He lost all his p______ in the big fire and became penniless.
8．The modern s______ in the centre of the square has become the talk of the town.
9．The big tree in front of our house casts its s______ on the wall.
10．The heavy rain had been p______ several days before.
Ⅱ.Fill in the blanks with the expressions given below.Use each expression only once and make changes where necessary.
1．This idea ______ the women at the meeting which was held yesterday.
2．I've got all her records and seen her performance on television，but I've never met her ______.
3．We all know that communication is ______listening and speaking.
4．The father ______ see a doctor about his daughter's cut.
5．On the one hand，I believe that he can do the job，but ______，I still worried about him.
6．______ people attended the performance yesterday.
7．Reading English newspapers can increase our vocabulary ______ keep us informed of the latest news from all over the world.
8．I hear that you are going to the supermarket.______I will go too，so let's go together.
9．Juliana has changed ______ since I saw her last year.
10．I ______ open the locked door，but I failed at last.
Ⅲ.Complete the following sentences according to the sample English sentences and the Chinese given.
1．Among the painters who broke away from the traditional style of painting were the Impressionists，who lived and worked in Paris.
In front of our school ____________(有一条大河)．
2．At the time they were created，the Impressionist paintings were controversial，but today they are accepted as the beginning of what we call “modern art”．
A park has been built in ____________(十年前曾是一个工厂的地方)．
3．There are scores of modern art styles，but without the Impressionists，many of these painting styles might not exist.
____________________(没有你的帮助，这个计划不会成功实施)．
4．Their paintings were not as detailed as those of earlier painters.
The weather in the north is ________________(不如南方的天气那么热)．
5．When you walk into the gallery，you feel as if you were inside a fragile，white seashell.
The boy talked to us ________________(像个成年人似的)．
Ⅳ.Multiple choice
1．I ______ you a beautiful present for your birthday，but I was short of money at that time.
A．would buy　　　　　　　　　　　　　　
B．had bought
C．would like to have bought　　
D．must have bought
2．I lost your address，otherwise I ______ you long before.
A．had visited　　　　 B．have visited
C．would have visited　　 D．should visit
3．______ he come，the problem would be settled.
A．Would　　　　　　B．Should　　　　　　C．Shall　　　　　　　D．If
4．______ the fog，we should have reached our school on time.
A．Because of　　 B．In spite of
C．In case of　　　 D．But for
5．If I ______ you，I ______ more attention to English idioms and phrases.
A．was；shall pay　　　 B．am；will pay
C．would be；would pay　 D．were；would pay
6．—It's really a miracle! You're still alive at all after such a terrible accident!
—Thank goodness! But for the stick of the tree branch，I ______.
A．would have been killed　　 B．had been killed　
C．be killed　　　　 D．was killed
7．______ today，he would get there by Friday.
A．Would he leave　 B．Was he leaving
C．Were he to leave　 D．If he leave
8．We ______ the work on time without your help.
A．hadn't had finished　 B．didn't have finished
C．couldn't have finished　 D．can't have finished
9．I don't think he will attend the party，and ______ he attend it what would he wear
A．were　 B．had
C．should　 D．did
10．—Where ______？
— I got stuck in the heavy traffic，or I ______here earlier.
A．did you go；had arrived　
B．are you；would come
C．were you；would come　　
D．have you been；would have been
First get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.
Suggested answers：
Ⅰ.1.typical　2.avenue　3.contemporary　4.carve　5.specific　6.adopted　7.possessions　8.sculpture　9.shadow　10.predicted
Ⅱ.1.appealed to　2.in the flesh　3.more than　4.was eager to　5.on the other hand
6．Scores of　7.as well as　8.By coincidence　9.a great deal　10.attempted to
Ⅲ.1.lies a big river　2.what was once a factory ten years ago　3.Without your help，this plan wouldn't be carried out successfully　4.not as hot as that in the south　5.as if he were a grown－up
Ⅳ.1～5 CCBDD　6～10 ACCCD
?Step 5　Learning tip
Ask the students to turn to Page 8.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.
?Step 6　Assessment
1．Checking yourself(on Page 47 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．Testing assessment
Ⅰ.Fill in the blanks with the proper forms of the words given.
1．If you ______(arrive)ten minutes earlier，you could have seen them off.
2．It's time that we ______(go)to the railway station.
3．If they ______(not help)us，our experiment would have failed.
4．You're five minutes late.I suggested that you ______(come)earlier tomorrow.
5．Mother often tells us that it is necessary that we ______(drink)a glass of water after we get up.
6．She insisted that she ______(send)to work in the faraway small town.
7．______ I not ______(forget)his telephone number，I would have rung him.
8．He is busy now.If he ______(be)free，he______(go)with you.
9．The manager was in his office then.If he ______(be)here，everything ______(settle)in a minute.
10．Noisy as it was，he went on reading as if nothing ______(happen)．
Ⅱ.Rewrite the following sentences according to the patterns given.
1．It is necessary for college students to master at least one foreign language.
It is necessary ______ college students ______ ______ at least one foreign language.
2．Without sunlight，there would be neither plants nor animals.
______ ______ ______ ______ sunlight，there would be neither plants nor animals.
3．She insisted on translating the sentence this way.
She insisted that the sentence ______ ______ ______ this way.
4．The students suggested going there on foot.
The students suggested ______ ______ there on foot.
5．She suggested that we should go to his help.
______ ______is that we ______ to his help.
6．Lucy didn't come to class today because she didn't feel well.
______ she ______ well，Lucy ______ ______ ______ to class today.
7．I don't know French，so I can't talk to the French friends.
If I ______French，I could talk to the French friends.
8．He didn't take his parents' advice and he is not a college student now.
If he ______ ______ his parents' advice，he ______ ______ a college student now.
9．The professor helped me a lot and I finished the work.
I couldn't ______ ______ the work ______ the professor's help.
Suggested answers：
Ⅰ.1.had arrived　2.went/should go　3.had not helped　4.(should)come5.(should)drink　6.(should)be sent　7.Had；forgotten　8.were；would go　9.had been；would have been settled　10.were happening
Ⅱ.1.that；should master　2.If there were no　3.should be translated　4.they go5.Her suggestion；go　6.Had；felt；would have come　7.knew　8.had taken；would be9.have finished；without
?Step 7　Homework
1．Finish off the Workbook exercises.
2．Review and summarize what you have learned in Unit 1.
?Step 8　Reflection after teaching
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________________________________________________________________________Period 6　Summing Up，Learning Tip and Assessment
教学内容分析　　　
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，Checking Yourself and some other consolidation exercises.
Summing Up summarizes the whole 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 in this unit and then let them find out what they can't understand very well.
Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.
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.
In this period，the teacher should also provide more practice to consolidate what students have learned in this unit.
三维目标设计　　　
Knowledge and skills
1．To get students to master all the useful new words and expressions in this unit.
2．To have students understand the new grammar item “the use of ‘it’” better，and enable them to use the following structures correctly：It＋be＋(difficult/necessary/a rule/a duty)＋for/of sb.＋to do sth.；It/This/That is＋the first/second time＋that sb.has/have done sth.；It is/has been＋years/days/weeks since sb.did sth.；It will be long/hours/days/years before sb.do/does sth.
3．To develop the students' ability to use the important language points in this unit.
Process and methods
Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Emotion，attitude and value
1．To encourage students to learn more about healthy life styles and know more about HIV/AIDS.
2．To help students take a positive attitude towards people with HIV/AIDS.
教学重、难点　　　
Using what they have learned in this unit to solve real problems.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some useful new words and expressions in this unit.
?Step 2　Lead－in
Ask the students to turn to Page 24.Think about what they have learned in this unit and tick the boxes to see how well they have learned them.
?Step 3　Summing up
Five minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.
Suggested answers：
(Students' answers may vary.)From this unit I have learned what a healthy lifestyle is and how to get rid of smoking.I have also learned something about HIV/AIDS and some HIV/AIDS programs.
From this unit you have also learned：
useful verbs：abuse stress strengthen ban quit accustom
phrasal verbs：decide on　feel like(doing)　take risks　get into
useful nouns：effect　cigarette　alcohol　adolescent　withdrawal　lung　packet　chemist　comprehension　appendix　pill　survival　sex　needle　prejudice　judgement　abortion　cigar
useful adjectives and adverbs：due　automatic　mental　desperate　ashamed　disappointed　awkward　tough　addicted　pregnant　abnormal　breathless　unfit　illegal　male　female　embarrassed
useful expressions: due to　in spite of　take risks　get into　at risk　be accustomed to
new grammar item：the use of “it”
?Step 4　Practice
Show the exercises on the screen or give out exercise papers.
Ⅰ.Word spelling
1．His behavior was beyond c______.I could not understand why he did so.
2．Tom's i______ behavior led to his being arrested，which made his parents disappointed.
3．To our delight，there are a great many s______ from the fire for the timely rescue.
4．All the ______(女性的)workers in this factory got a present on March 8.
5．My father has q______ smoking.
6．The door opened ______(自动地)as we approached.
7．Some ______(青少年)have got into the habit of taking drugs.
8．M______ health is as important as physical health.
9．There is still some time left and we shouldn't get ______(绝望的)．
10．The English teacher s______ the importance of reading aloud，which is necessary for improving English.
11．In my opinion，the Internet does______(加强)the relationships between my friends and me.
Ⅱ.Fill in the blanks with the expressions given below.Use each expression only once and make changes where necessary.
1．The television station apologized for the bad picture，which was______ the bad weather conditions.
2．The father said that his son had been a good student before he______ computer games.
3．Let's think it over together and ______ a plan for action.
4．Having lived there for a long time，the young man ______ the foreign food.
5．Do you ______ going to a movie
6．You should ______ these old tables and buy some new ones.
7．He ______ when he crossed the old bridge because it was under repair.
8．I feel that it is important to ______ the habit of planning to achieve great wealth.
9．______these difficulties，I know you will win the competition.
10．I ran to the office all along and was ______when I got there.
Ⅲ.Translate the following sentences into English according to the underlined sentence patterns.
1．Neither_did_I_know that my cigarette smoke could affect the health of non－smokers.
They couldn't do without practice；______(实践没有理论也不行)．
2．Every time you feel like smoking a cigarette，remind yourself that you are a non－smoker.
You must present your library ticket ______(你每次借书时)．
3．What_I_did_know was that my girlfriend thought I smelt terrible.
______(我确实知道)is that smoking does harm to health，but I still can't give it up.
4．It_seems_amazing_that at my age I'm still fit enough to cycle 20 kilometers in an afternoon.
______(这看起来不可能)she will refuse the offer of help.
Ⅳ.Multiple choice
1．Once you have become ______ to cigarette smoking or alcohol，it is hard to ______ it even though you try hard.
A．used；get away with 　　　　　　　　　 B．addicted；get rid of
C．adapted；get down to　　　　 D．accustomed；get off
2．You have really ______ our trust and expectation.How come that you have got yourself involved in family and child abuses
A．let down B．disappointed
C．abused D．broken
3．______ the thick fog hanging around the airport，his plane which was ______ at 11：30 landed two hours late.
A．Thanks to；believed to arrive　　　
B．Owing to；about arriving
C．Because of；supposed arriving
D．Due to；due to arrive
4．For the benefit of non－smokers，the Mayor stressed the importance and urgency to ______ in public places.
A．rid smoking　 B．stop smoking　
C．ban smoking　 D．prevent smoking
5．She is so accustomed to ______ around all the time that his sudden withdrawal from her world caused her great panic.
A．him being　 B．being　　　
C．him to be　　 D．have him around
6．It is generally believed that constant reading and comprehending can ______ our mental ability of comprehension while physical exercise can help build up our body.
A．stress　　 B．effect　　　
C．strengthen　　 D．decide
7．Though many of the heavy smokers have realized the serious effect that smoking has ______ their health，they continue to smoke instead of ______.
A．for；giving it up B．on；leaving　　
C．to；abandoning　 D．on；quitting
8．______the fact that there was great prejudice against women entering men's profession then，she succeeded as a manager of a big company.
A．While　　 B．In spite of　　
C．Despite of　　 D．As
9．______ as the patient's lung structure was，the doctors still decided to ______to perform the operation on him.
A．Informal；take a chance　　　　
B．Normal；take a risk
C．Abnormal；take risks　　　　
D．Abnormal；take chances
10．It is ______of you to make your teacher ______ in front of so many students on purpose.
A．shameful；embarrassed　　　　
B．ashamed；embarrassed
C．a shame；embarrass　　　　　
D．ashamed；embarrassing
11．Even though he knew he would put his own life ______，he still felt ______the newly discovered herb to find out what it would ______.
A．at a risk；like to try；feel like
B．at risks；like trying；feel
C．at risk；like to try；feel as
D．at risk；like trying；feel like
12．When a desperate man becomes desperate ______ money，love or sex，he will stop at nothing to get what he wants，turning to illegal means or even risking ______his own life.
A．for；to lose　 B．for；losing　　
C．with；to lose　 D．at；losing
13．The date for the next round six－party talk ______ but whether progress will be made remains ______.
A．has agreed；to be seen
B．has been decided on；to be seen
C．has been reached；being seen
D．has been determined on；being seen
14．It is ______ for a girl to become pregnant before marriage in China but in some developed Western countries it is a quite ______and acceptable behavior.
A．embarrassed；normal　　　　
B．disappointing；ordinary
C．awkward；common　　　　　
D．embarrassing；general
15．If one or both of the parents ______ into the habit of smoking，they are likely to ______ their children into the habit，which gets them into a lot of health problems.
A．have got；get　 B．has got；get　　
C．have fallen；fall　 D．has formed；get
16．One should not make flattery an/a ______ part of one's behavior in life.
A．natural　　 B．normal　　　
C．automatic　　 D．genuine
First get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.
Suggested answers：
Ⅰ.1.comprehension　2.illegal　3.survivals　4.female　5.quitted　6.automatically
7．adolescents　8.Mental　9.desperate　10.stresses　11.strengthen
Ⅱ.1.due to　2.became addicted to　3.decide on　4.has got accustomed to　5.feel like 　6.throw away　7.took a risk　8.get into　9.In spite of　10.out of breath
Ⅲ.1.neither could practice without theory　2.every time you borrow books　3.What I do know　4.It seems impossible
Ⅳ.1～16 BCDCA　CDBCA　DBBCA　C　
?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 because if they are doing so they will be teaching themselves a useful way of learning.
?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．Testing assessment
Ⅰ.Complete the following sentences according to the texts.
1．I think my long and active life ______(要归功于)the healthy life I live.
2．Your mother tells me that you started smoking some time ago and now you are finding ______(戒掉它很困难)．
3．You see，during adolescence I also smoked and ______(吸烟上瘾)．
4．This means that after a while your body ______(习惯了)having nicotine in it.
5．As you know，if you do the same thing over and over again，you begin to do it ______(自动地)．
6．When I was young，I didn't know much about the ______(吸烟的危害性)．
7．If you ______(感到没办法)，you might like to talk to a doctor or chemist about something to help you.
8．Every time you feel like smoking，______(提醒你自己)that you are a non－smoker.
9．______(尽管)all his efforts he failed in the exam at last.
10．If you develop AIDS，your ______(生存的几率)are very small.
Ⅱ.Multiple choice
1．I hate ______when the light turns green，people don't move until it is about to turn red again.
A．it　　 B．that　　
C．these　　 D．them
2．I was disappointed at this novel.I had expected ______ to be much better.
A．that　　 B．it　　　
C．one　　 D．this
3．John speaks in a low voice；______ is difficult to know what he is saying.
A．it　　 B．that　　
C．so　　 D．which
4．My watch is missing.I can't find ______ anywhere.
A．one　　 B．ones　　
C．it　　　 D．that
5．______ Mary was free on Monday morning.
A．That happened　　　 B．It is happened that
C．It happened to　　　　 D．It happened that
6．______is kind______ you to have taken good care of my baby.
A．This；to　 B．It；for　　
C．It；of　　 D．That；of
7．Tom's mother kept telling him that he should work harder，but______ didn't help.
A．it　　 B．he　　
C．she　　 D．which
8．I don't think______ possible to master a foreign language without hard work.
A．this　　 B．that　　
C．its　　 D．it
9．Jessica heard a terrible noise，______ brought her heart into her mouth.
A．it　　 B．which　　
C．this　　 D．that
10．Is______ necessary to complete the design before the weekend
A．this　　 B．that　　
C．it　　　 D．he
11．______ will be good to do some exercise every morning.
A．It　　 B．There　　
C．Those　　 D．You
12．We think ______our duty to pay taxes to the government.
A．that　　 B．this　　
C．its　　 D．it
13．______ four years since I joined the army.
A．It was　 B．There is　
C．It is　　 D．There was
14．______ appears to me ______ the report must be true.
A．That；it　 B．It；that　　
C．It；it　　 D．That；that
15．The climate of Shanghai is better than ______of Paris.
A．that　　 B．it　　　
C．which　　 D．what
Suggested answers：
Ⅰ.1.must be due to　2.it difficult to give it up　3.became addicted to cigarettes　4.becomes accustomed to　5.automatically　6.harmful effects of smoking　7.feel desperate　8.remind yourself　9.In spite of　10.chances of survival
Ⅱ.1～5 ABACD　6～10 CADBC　11～15 ADCBA
?Step 7　Homework
1．Finish off the Workbook exercises.
2．Review and summarize what you have learned in Unit 3.
?Step 8　Reflection after teaching
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________________________________________________________________________Period 3　Grammar—the Subjunctive Mood(1)
教学内容分析　　　
This teaching period mainly deals with the grammar：the subjunctive mood.In the English language verbs are often divided into three different moods—the indicative mood，the imperative mood and the subjunctive mood.The indicative mood is used to indicate a fact or put forward a viewpoint.The imperative mood is used to express direct commands or requests.It tells you to do something.It is also used to signal a prohibition，permission or any other kind of exhortation.The subjunctive mood is used to express a condition which is doubtful or not factual.It is most often found in a clause beginning with the word “if”．It is also found in noun clauses，following a verb that expresses a doubt，a wish，regret，request，demand，or proposal.The following are verbs typically followed by clauses with the subjunctive mood：ask，demand，determine，insist，move，order，prefer，recommend，regret，request，require，suggest，wish.
In this period we will focus on only part of the usages of the subjunctive mood，that is，the subjunctive mood beginning with the word “if” and that following the verb “wish”．
三维目标设计　　　
Knowledge and skills
1．To get the students to know the structure of the subjunctive mood.
2．To let the students learn the usages of the subjunctive mood.
3．To enable the students to use the subjunctive mood correctly and properly.
Process and methods
1．To ask the students to read the reading passage again，pick out the sentences with the subjunctive mood from the reading passage and translate them into Chinese.
2．To ask the students to discover the structure and usages of subjunctive mood by comparing a lot of example sentences.
3．To ask the students to do the exercises in Discovering useful structures on Page 5 for students to master the subjunctive mood.
4．To ask the students to summarize the subjunctive mood.
5．To ask the students to do the exercises in Using Structures on Page 43 and some other additional exercises for consolidation.
Emotion，attitude and value
1．To get the students to become interested in grammar learning.
2．To develop the students' ability of comparing and summarizing.
教学重、难点　　　
1．To get the students to master the structure and usages of the subjunctive mood.
2．To enable the students to learn how to use the subjunctive mood correctly.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some new words and expressions.
3．Translate the following sentences into English：
(1)那个项目花费了大量金钱。
(2)我想开口说几句，但是有人叫我别作声。
Suggested answers：
(1)A great deal of money was spent on the project.
(2)I attempted to speak but was told to be quiet.
?Step 2　Warming up
Ask the students to go back to Page 1 and study the following three sentences in Warming Up and translate them into Chinese paying special attention to their verb forms：
(1)If you were an artist，what kind of pictures would you paint
(2)If you could_have three of these paintings on the walls of your classroom，which would you choose
(3)Have you ever wished you could_paint as well as a professional artist
Tell the students that the above three sentences are with the subjunctive mood and then discuss it with them.Then ask the students to think about the question “What is the subjunctive mood？”
?Step 3　Grammar learning
Ask the students to study the following sentences and try to summarize the structure and meaning of the subjunctive mood.
1．The subjunctive mood beginning with the word “if”：
(1)If it often rained，the crops would_grow well.如果经常下雨的话，庄稼会长得很好。
(The fact is that it doesn't often rain and the crops don't grow well.)
(2)If he were here，everything would_be all right.如果他在这儿的话，一切都没有问题。
(The fact is that he is not here and everything is not all right.)
(3)I would certainly go if I were you.我要是你就一定去。
(The fact is that I am not you and I won't go.)
2．The subjunctive mood following the verb “wish”：
(1)I wish I were not so busy.但愿我不那样忙碌。
(The fact is that I am very busy.)
(2)I wish I had enough money.但愿我有足够的钱。
(The fact is that I don't have enough money.)
(3)I wish I could_be of some use to you.我希望我对你能有点用处。
(The fact may be that I am not of any use to you.)
(4)I wish you wouldn't_look_down_on this kind of work.我希望你不要看不起这种工作。
(The fact is that you indeed look down on this kind of work.)
(5)I wish you would_go with us tomorrow.要是你明天同我们一起去就好了。
(The fact is that you won't go with us tomorrow.)
?Step 4　Summing up
Try to help the students draw the following conclusions.
1．The subjunctive mood is usually used to talk about situations that are not true or not likely to be true.The situation referred to in the subjunctive mood is not real，but it is hypothetical.
2．The subjunctive mood is often found in a clause beginning with the word “if”．The past tense(were，did，could do)is often used in the “if” clause and “would＋v.” is often used in the main clause expressing the situation contrary to the present.
3．When the verb “wish” is followed by an object clause，its predicate must be with the subjunctive mood.The past tense(were，did) is often used to express the situation contrary to the present and “could/would＋v.” is often used to express the situation contrary to the future.
?Step 5　Grammar practice
Ask students to do the following exercises：
1．Change the following sentences into the subjunctive mood.Put the verbs into the correct form.
(1)He has no right to choose his holiday，so he can't go to Shanghai.
(2)I can't eat shellfish because I am allergic to them.
(3)As the marble statue is too large for her garden，the housewife won't buy it.
(4)We know very little about the disease，so we are not able to treat the patients very effectively.
Suggested answers：
(1)If he had right to choose his holiday，he would go to Shanghai.
(2)If I were not allergic to shellfish，I would enjoy eating them.
(3)If the marble statue were not too large for her garden，the housewife would buy it.
(4)If we know more about the disease，we would be able to treat the patients very effectively.
2．Do Exercise 3 in Discovering useful structures on Page 5.
3．Do the exercises in Using Structures on Page 43.
First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them the correct answers and deal with any problems they might meet.
?Step 6　Getting more about the grammar
Ask students to go back to Page 1 and read through the reading passage A Short History of Western Painting to pick out the sentences with the subjunctive mood and then translate them into Chinese.
Suggested answers：
1．If the rules of perspective had_not_been_discovered，no one would_have_been able to paint_such realistic pictures.
如果没有发现透视法，人们绝不可能画出如此逼真的画。
2．Without the new paints and the new technique，we would_not_be_able_to_see the many great masterpieces for which this period is famous.
没有新的颜料和新的(绘画)手法，我们就不可能看到很多使这一时代著名的杰作。
3．There are scores of modern art styles，but without the Impressionists，many of these painting styles might_not_exist.
现代艺术风格有好几十种，然而如果没有印象派，那么这许多不同的风格就不可能存在。
?Step 7　Summing up
Try to help the students draw the following conclusions.
1．When the subjunctive mood is found in a clause beginning with the word “if”，“had＋past participles” is used in the “if” clause，while “would/could have＋past participles” is used in the main clause so as to express the situation contrary to the past.
2．In sentences with the subjunctive mood，sometimes a prepositional phrase beginning with “without(＝if not)” is used to take the place of the “if” clause to express implied condition.
?Step 8　Playing a game
1．Get students to form groups of 6.
2．Let students play the game “If I were a．..，I would...”．
Ask the students to take turns to imagine what they would do if they were somebody or did anything with their partners.Make their own sentences as interesting and imaginative as they can.Write down the six best ones and share them with the class.
?Step 9　Closing down by a quiz
Show students the following on the screen or give out test papers to them.
1．When a pencil is partly in a glass of water，it looks as if it ______(break)．
2．I wish everyone ______(be)rich so that there would be no fight for food again.
3．Without your suggestion that I ______(set)off early，I wouldn't have arrived on time.
4．I would rather you ______(return)the book yesterday.
5．The boy insisted that he ______(not cheat)in the exam and ______(not punish)．
6．______(set)off a little earlier，I would have caught the train.
7．My partner got a mountain bike yesterday.How I wish my father ______ one for me on my coming birthday next week.
A．buys　 B．will buy　 C．could buy　 D．has bought
8．The young man insisted that he ______ wrong and that he ______ sorry to anyone else at the meeting.
A．had done；would say　 B．had done；should say
C．should do；would say　 D．should do；should say
9．I don't think that I shall fail.But if I ______，I would try again.
A．fail　 B．would fail　
C．should fail　 D．had failed
10．—Can you come to attend our party tonight
—Sorry，but I do wish I ______.
A．had B．can C．will D．could
11．Though the girl had been suffering from the blood disease，she acted as if nothing ______ to her while facing her friends and relations.
A．happened　　 B．would happen
C．was happened D．had happened
12．—Do you mind if we set out earlier tomorrow morning
—Well，I'd rather you ______.
A．don't B．didn't C．won't D．wouldn't
Suggested answers：1.were broken　2.were　3.(should)set　4.had returned5.hadn't cheated；(should)not be punished　6.Had I set/If I had set　7～12 CBCDDB
?Step 10　Homework
Review the structure and usages of the subjunctive mood.
?Step 11　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________Period 6　Summing Up，Learning Tip and Assessment
教学内容分析　　　
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，Checking Yourself and some other consolidation exercises.
Summing Up summarizes the whole 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 in this unit and then let them find out what they can't understand very well.
Learning Tip gives students instructions on how to get the general idea of the text.Let the students think about what they already know about the topic and what new information they will find.
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.
In this period，the teacher can also provide more practice to consolidate what students have learned in this unit.
三维目标设计　　　
Knowledge and skills
1．To get students to master all the useful new words and expressions in this unit.
2．To have students understand the new grammar item “Subjunctive Mood(2)” better，and enable them to use the following structure correctly：If I had done...I would have done...
3．To develop the students' ability to use the important language points in this unit.
Process and methods
Design some additional exercises for students to do in order that they can learn to use and grasp all the contents.
Emotion，attitude and value
1．To encourage students to learn more about poetry and know more about some famous poets both at home and abroad.
2．To train the students to appreciate the beauty of poetry.
教学重、难点　　　
Using what they have learned in this unit to solve real problems.
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some useful new words and expressions in this unit.
?Step 2　Lead－in
Ask the students to turn to Page 16.Think about what they have learned in this unit and tick the boxes to see how well and how much they have learned.
?Step 3　Summing up
Five minutes for the students to summarize what they have learned in this unit by themselves.Then check and explain something where necessary.
Suggested answers：
(Students' answers may vary.)From this unit we have learned some simple forms of poems：nursery rhymes，list poems，cinquain，haiku and Tang poems.From the Workbook we have learned some other forms of poems，such as songs and adverb poems.
From this unit we have also learned：
useful verbs：tick，convey，tease，transform
phrasal verbs：take it easy，run out of，be made up of，try out，let out
useful nouns：exchange，sponsor，rhyme，nursery，diamond，pattern，cottage，sparrow，minimum，translation，branch，sorrow，librarian，section
useful adjectives and adverbs：concrete，flexible，appropriate，eventually，contradictory，salty，endless，forever
useful expressions：in particular，by chance/accident
new grammar item：Subjunctive Mood(2)
?Step 4　Practice
Show the exercises on the screen or give out exercise papers.
Ⅰ.Word spelling
1．Can you r______ any poems you have read in high school，either in Chinese or in English
2．I think you'd better consider other a______ of the matter.
3．Some poems try to c______ certain emotions.
4．The n______ teacher made the children sit bolt upright.
5．Mind your manners，guys! I want no r______ of your bad behavior.
6．The lady has a very expensive ring with a d______ in the centre.
7．Somebody dreamed of after retirement moving to a remote c______ in the countryside.
8．If you always t______ others like that，you'll miss the good opinion of your friends.
9．There is e______ work to do when you have children in the house.
10．He t______ the speech from Spanish into English.
11．Your room looks old.Why not t______ it by painting it
12．He told me with s______ that his mother was very ill.
13．His casual clothes were not a______ for such a formal occasion.
14．If you are lost in the wood，it's very necessary to have a c______ with you.
15．The cloth has a p______ of flowers on it.
16．John was touched by the w______ of their welcome.
17．The truck was carrying a l______ of bananas.
Ⅱ.Complete the passage using the words and expressions in the box in their correct forms.
cottage，run out of，nursery，rhyme，minimum，convey，contradictory，pattern，translation，form
When I was a baby，my mother used to read me ______ rhymes.I loved their ______ meaning and the way that the words ______ at the end of the lines.When I grew older，I was introduced to other ______ of poetry.Many of them also had a strong ______　which was repeated.The forms I liked best ______ their meaning by using the bare ______ ______ of words.Some of these forms came from Asia(like the haiku)and some of these were ______from their original language.
When I______ new poems to read and enjoy，I would go to the library for some more.The librarian was a friend of my mother，and she would put poetry books on one side for me.In fact，my family love reading so much that we keep buying books.Now the living room of our ______ is full of books.
Ⅲ.Translate the following expressions into Chinese.
1．make a list of ______　　　　　　 2.express feelings ______
3．rhyming words ______ 4.an aspect of ______
5．convey certain emotions ______ 6.nursery rhymes ______
7．delight sb.______ 8.score goals ______
9．take the eyes off the ball ______ 10.stay up ______
11．take it easy ______ 12.run out of energy ______
13．be made up of ______ 14.convey a strong picture ______
15．be brimful of ______ 16.transform into ______
17．translate into ______ 18.appropriate ending ______
19．by chance ______ 20.pay attention to ______
Ⅳ.Multiple choice
1．—It is getting late.I am afraid I must be going now.
—OK.______.
A．Take it easy　　　　　　　　　　　B．Go slowly
C．Stay longer D．See you
2．What will the world use for power when it ______ oil
A．run out of B．is running out of
C．has run out of　 D．ran out of
3．To enjoy the scenery，Irene would rather spend long hours on the train______ travel by air.
A．as B．to
C．than D．while
4．Don't believe him.He ______ a story.
A．makes up B．is making up
C．makes up of D．is making out
5．There are ______ these books and ______ pencils on the desk.
A．a dozen；scores of B．scores；a dozen of
C．scores of；a dozen D．two dozens；a score
6．He suggested that we ______ the plan later，which suggested that he ______ against it.
A．discussed；was B．would discuss；should be
C．discuss；was D．should discuss；should be
7．The train ______ over three hundred passengers over day.
A．transmits B．ships
C．conveys D．ferries
8．Look at the trouble I am in.If only I ______ your advice.
A．followed B．would follow
C．had followed D．should follow
9．Before leaving this country，you must be in ______ of a valid passport.
A．provide B．possession
C．own D．label
10．Everything ______ doing is worthy of ______ well.
A．worthy；being done B．worthy；doing
C．worth；being done D．worth；doing
11．The head office of the bank is in Beijing，but it has ______ all over the country.
A．companies B．branches
C．organizations D．businesses
12．They ______ two free tickets to Canada，otherwise they'd never have been able to afford to go.
A．had got B．got
C．have got D．get
13．He hears the little girl ______ a scream of terror when he was about to leave.
A．set out B．let out
C．come out D．give out
14．Nowadays young people，______ children，are ______ about their foods and clothes.
A．especially；special B．especially；particular
C．particularly；especial D．specially；especial
15．After having worked hard for so many years，Tom ______rose to the position of manager of the company.
A．eventually B．unfortunately
C．generally D．purposefully
First get the students to do the exercises.Then the answers are given.The teacher can give them explanations where necessary.
Suggested answers：
Ⅰ.1.recite　2.aspects　3.convey　4.nursery　5.repetition　6.diamond　7.cottage
8．tease　9.endless　10.translated　11.transform　12.sorrow　13.appropriate　pass　15.pattern　16.warmth　17.load
Ⅱ.nursery；contradictory；rhymed；forms；pattern；conveyed；minimum；translations；ran out of；cottage
Ⅲ.1.把……列成一张表　2.表达思想　3.押韵的词　4.……的一方面　5.传达某种感情　6.童谣　7.使某人高兴　8.进球　9.没有留心看球　10.不睡觉，熬夜　11.放松，不着急　12.精疲力竭　13.由……组成　14.呈现一幅清晰的画　15.洋溢着……　16.改变，转变成……　17.翻译成……　18.恰当的结尾　19.碰巧　20.注意到，留意到
Ⅳ.1～5 DCCBC　6～10 CCCBC　11～15 BBBBA
?Step 5　Learning tip
Ask the students to turn to Page 16.Read through the passage and make sure they understand it.Encourage them to do as the passage tells because if they are doing so they will be teaching themselves a useful way of learning.
?Step 6　Assessment
1．Checking yourself(on Page 54 in the Workbook)
First get the students to think about the 6 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 dialogue with the proper forms of the verbs given.
Tom：What ______ you ______(do)at this moment if you were at home
Henry：Playing cards，maybe.
Tom：If I had known you liked cards，I ______(buy)some yesterday.If I happen to see them tomorrow，I______(buy)them.
Henry：Oh，if I liked them so much，I______(bring)some with me yesterday.I______(not mind)at all if I didn't play here.We ______ only ______(waste)this nice weather if we were playing cards now.It______(be)much nicer if we could go walking.
Tom：Why not
(2)Study the example below together with your group members.Then complete the following sentences with the proper forms.
Example：If I_hadn't_taken your advice，I would_have_made a bad mistake.
①If I had a cold，_________________________________________________________.
②If you were in his place，_________________________________________________.
③It would be nice ___________________________________________________.
④If I had left a little earlier，___________________________________________________.
⑤She would have come _______________________________________________________.
(3)Match the two parts of the sentences.
①If I knew why she ran away，　　　　 a．if you met a monster
②She would sleep better, b．if you thought I was behaving badly
③If I saw his face again, c．I would know it immediately.
④Would you tell me, d．I would tell you.
⑤If cloning were banned, e．if she watched fewer horror films on TV.
⑥Wouldn't it be terrifying, f．this research would end tomorrow.
Suggested answers：
(1)would；be doing；would have bought；shall buy；would have brought；wouldn't mind；would；be wasting；would be
(2)①I would stay in bed　②you wouldn't do it in that way　③if we went together
④I could have arrived on time　⑤if she hadn't had another appointment
(3)①d　②e　③c　④b　⑤f　⑥a
?Step 7　Homework
1．Finish off the Workbook exercises.
2．Review and summarize what you have learned in Unit 2.
?Step 8　Reflection after teaching
诗歌欣赏(课外欣赏)
1．If I Could Catch a Rainbow　　　　　如果我能留住彩虹
If I could catch a rainbow 如果我能留住彩虹
I would do it just for you 我将只为你一个人挽留
And share with you its beauty 在你感到忧伤的日子
On the days you're feeling blue. 与你分享它的美丽
If I could build a mountain 如果我能建造大山
You could call your very own 你尽可把它当成你自己的
A place to find serenity 体验宁静的空间
A place to be alone. 独处的地方
If I could take your troubles 如果我能带走你的烦恼
I would toss them into the sea 我会把它们通通扔进大海
But all these things I'm finding 然而我发现所有这些事情
Are impossible for me. 我都无能为力
I cannot build a mountain 我建不成一座大山
Or catch a rainbow fair 也留不住彩虹的美丽
But let me be what I know best 就让我做你最好的朋友吧
A friend that's always there.　 永远与你相伴
2．月下独酌　　　　　　　　Drinking Alone Under the Moon
　　　　李白　　　　　　　　　　　　　　　Li Bai
花间一壶酒　 Among the flowers from a pot of wine
独酌无相亲　 I drink alone beneath the bright moonshine.
举杯邀明月　 I raise my cup to invite the moon，who blends
对影成三人　 Her light with my shadow and we're three friends.
月既不解饮　 The moon does not know how to drink her share；
影徒随我身　 In vain my shadow follows me here and there.
暂伴月将影　 Together with them for the time I stay
行乐须及春　 And make merry before spring's spend away.
我歌月徘徊　 I sing the moon to linger with my song；
我舞影零乱　 My shadow disperses as I dance along.
醒时同交欢　 Sober，we three remain cheerful and gay
醉后各分散　 Drunken，we part and each goes his way.
永结无情游　 Our friendship will outshine all earthly love；
相期邈云汉　 Next time we'll meet beyond the stars above.
3．Why am I the one that has to die
I went to a party，Mom，I remembered what you said.
You told me not to drink，Mom，so I drank soda instead.
I really felt proud inside，Mom，the way you said I would.
I didn't drink and drive，Mom，even though the others said I should.
I know I did the right thing，Mom，I know you are always right.
Now the party is finally ending，Mom，as everyone is driving out of sight.
I started to drive away，Mom，but as I pulled out into the road，
the other car didn't see me，Mom，and hit me like a load.
As I lay there on the pavement，Mom，I hear the policeman say，
the other guy is drunk，Mom，and now I'm the one who will pay.
I'm lying here dying，Mom...I wish you'd get here soon.
How could this happen to me，Mom My life just burst like a balloon.
There is blood all around me，Mom，and most of it is mine.
I hear the doctor say，Mom，I'll die in a short time.
I just wanted to tell you，Mom，I'm certain that I didn't drink.
It was the others，Mom.The others didn't think.
He was probably at the same party as I.
The only difference is，he drank and I will die.
Why do people drink，Mom It can ruin your whole life.
I'm feeling sharp pains now.Pains just like a knife.
The guy who hit me is walking，Mom，and I don't think it's fair.
I'm lying here dying and all he can do is to stare.
Tell my brother not to cry，Mom.Tell Daddy to be brave.
And when I go to heaven，Mom，put “Daddy's Girl” on my grave.
Someone should have told him，Mom，not to drink and drive.
If only they had told him，Mom，I would still be alive.
My breath is getting shorter，Mom.I'm becoming very afraid.
Please don't cry for me，Mom.When I needed you，you were always there.
I have one last question，Mom，before I say good bye，
I didn't drink and drive，so why am I the one that has to die Period 3　Grammar—the Use of “It”(1)
教学内容分析　　　
This teaching period mainly deals with the grammar：the use of “it”．The impersonal pronoun “it” is used frequently in English and has many different functions.“It” can be used in the subject or object position，to stand for an infinitive，－ing form or a clause.The impersonal pronoun “it” can be used to talk about time，distance，weather，etc.“It” can also be used for emphasis.
In this period we will focus on only part of its usages，that is，the use of “it” when the subject of a sentence is a clause，an infinitive，or the －ing form.
三维目标设计　　　
Knowledge and skills
1．To let the students learn the use of “it”．
2．To enable the students to use “it” correctly and properly.
Process and methods
1．To ask the students to read the reading passage again，pick out the sentences with the word “it” in them and write some on the blackboard.
2．To ask the students to discover how “it” is used in various ways.
3．To ask the students to do the exercises in Discovering useful structures on Page 21 for students to master the use of “it”．
4．To ask the students to summarize the use of “it”．
5．To ask the students to do the exercises in Using Structures on Page 57 and some other additional exercises for consolidation.
Emotion，attitude and value
1．To get the students to become interested in grammar learning.
2．To develop the students' ability of comparing and summarizing.
教学重、难点　　　
1．To get the students to master the structure and usages of the pronoun “it”．
2．To enable the students to learn how to use “it”．
?Step 1　Revision
1．Check the homework exercises.
2．Dictate some new words and expressions.
3．Translate the following sentences into English：
(1)她对电视入了迷。
(2)虽然有暴风雨，我们依旧准点到达了火车站。
(3)我每次去访问他，他都不在。
Suggested answers：
(1)She is addicted to television.
(2)We arrived at the station in spite of the storm.
(3)Every time I call on him，he is out.
?Step 2　Warming up
Ask the students to reread the passage and find out the sentences with the word “it” in them.For example：
(1)It is a beautiful day here and I am sitting under the big tree at the end of the garden.
(2)It seems amazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.
(3)Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up.
(4)It might help you to stop and strengthen your resolve.
Ask the students to think about the use of “it” according to the above four sentences.
?Step 3　Grammar learning
Ask the students to study the following sentences and try to summarize the structure and usages of“it”．
1．The personal pronoun “it” and the impersonal pronoun “it”．
(1)Tom's mother kept telling him that he should work harder but it didn't help.
(2)—Who is knocking at the door
—It's me.
(3)It's about five kilometers from here to the railway station.
(4)It's getting colder and colder every day.
2．“It” is used in the subject or object position.
(1)She thought it no use telling him about that.
(2)I remember I made it clear to you that I was not coming.
(3)It's important to do proper memory work in the study of a foreign language.
(4)It is no use learning without thinking.
(5)It is a pity that you didn't see such a good film.
?Step 4　Summing up
Try to help the students draw the following conclusions.
1．“It” is a very useful word and can be used in many ways.
2．The personal pronoun “it” can substitute something that is mentioned before.In some certain situations，“it” can stand for an unidentified person or a baby.
3．The impersonal pronoun “it” can be used to talk about time，distance，weather，etc.
4．“It” can act as a subject or an object，while the real subject or object can be put backwards in the form of an infinitive，－ing form or a clause.
?Step 5　Grammar practice
Ask students to do the following exercises：
1．Rewrite the sentences using “it” structures given.
(1)Giving up smoking is difficult.(It is...)
(2)Most people believe smoking causes cancer.(It is believed...)
(3)The night was dark and stormy when the old man started his journey.(It was a．..)
(4)Don't quit on a stressful day.(It's no use...)
Suggested answers：
(1)It is difficult to give up smoking.
(2)It is believed that smoking causes cancer.
(3)It was a dark and stormy night when the old man started his journey.
(4)It is no use trying to quit on a stressful day.
2．Do the remaining exercises in Exercise 2 in Discovering useful structures on Page 21.
3．First ask students to do the exercises individually，and then let them discuss and check their answers with their partners，and finally give them the correct answers and deal with any problems they might meet.
?Step 6　Getting more about the grammar
1．it作形式主语的几种句型
①It＋be＋形容词/名词(difficult/necessary/a rule/a duty)＋for/of＋sb.to do sth.
②It＋be＋形容词/名词(difficult/necessary/a rule/a duty)＋that clause
③It＋be＋过去分词(said/reported/known)＋that clause
④It＋be＋形容词/名词(useless/no use/no good)＋doing
⑤It＋takes sb.some time＋to do sth.
⑥It＋seems/appears＋that clause
⑦It＋seems/appears＋as if clause
2．it作形式宾语的特殊用法。某些及物动词或短语不能加宾语从句，此时须先用it作形式宾语，然后接宾语从句。此种用法常用于like，dislike，hate，appreciate，depend on，see to等后。如：
I hate it when people talk with their mouths full.
You may depend on it that they will support you.
I'll appreciate it if you close the door for me.
I like it in the autumn when the weather is clear and bright.
3．it 引起的几个易混的时间句型
1)It's time for sb.to do sth.和It's(about/high) time that sb.did sth.(should do sth.)。例如：
It's time for us to go to bed.
It's(about/high)time that we went/should go to bed.
注意：It's (about/high) time that句型中，谓语动词须用虚拟语气，即用动词的过去式或“should＋动词原形”(should不能省略)。
(2)It/This/That is＋the first/second time＋that sb.has/have done sth.和It/This/That was the first/second time that sb.had done sth.例如：
This is the fourth time that she has rung you today.
It was the second time that I had visited the Great Wall last year.
(3)It will be long/hours/days/years before sb.do/does sth.和It was long/hours/days/years before sb.did sth.例如：
It will be two years before we meet again.
It was a long time before I got to sleep again last night.
(4)It is/has been＋years/days/weeks since sb.did sth.和It was years/days/weeks since sb.had done sth.例如：
—What was the party like
—Wonderful.It's years since I enjoyed myself so much.
It was years since I had began to learn English.
(5)It is/was＋具体时间点＋when clause。例如：
It's 6 o'clock when I go home from school every day.
It was five o'clock when they finished the job.
注意：在本结构中，when引导的从句是定语从句，具体时间点是先行词。
?Step 7　Summing up
Try to help the students draw the following conclusions.
1．There are many sentence patterns in English with “it” in them.“It” has many functions.
2．When “it” acts as a subject or an object，the real subject or object can appear in the form of an infinitive，－ing form or a clause.The impersonal pronoun “it” can be used to talk about time，distance，weather，etc.
?Step 8　Playing a game
1．Get students to form groups of 6.
2．Let students play the game “What is it？”．Spend some time making up clues to identify several objects/illnesses/habits in this unit.Then read your clues to your partner and see if he/she can identify them.Choose the best ones to read to the class.
EXAMPLES：
It is a bad habit for both males and females.
It is something you shouldn't start because you will be addicted to it.
It is something which is illegal.
It is a very expensive habit and so it will waste your money.
?Step 9　Closing down by a quiz
Show students the following on the screen or give out test papers to them.
1．It took us over an hour______ along the street.
A．walk　 B．to walk　
C．walking　 D．walked
2．I think it a great honor______ to visit your country.
A．to invite B．inviting　
C．having invited D．to be invited
3．Many people now make______ a rule to buy cards for their friends before Christmas.
A．themselves B．it　　　
C．that　　 D．this
4．______ is very clear to everyone that he is round and tall like a tree.
A．This　　 B．What　　
C．That　　 D．It
5．In the United States，bus travel doesn't cost much as train travel，______？
A．don't they B．does it　　
C．do they　 D．doesn't it
6．Someone is at the door；who is______？
A．this　　 B．that　　
C．it　　　 D．he
7．______ raining hard for three hours without stopping.
A．It is　　 B．It was　　
C．It has been　 D．It had been
8．—Has the boy got his bicycle now
—Yes，the police gave______.　
A．him to him B．it to it　　
C．it to him　 D．him to it
9．It is important ______their offer.　
A．reject　 B．rejects　　
C．to reject　 D．rejecting
10．Has ______been decided when we are to hold the sports meeting
A．that　　 B．this　　
C．it　　　 D．what
11．Will you see to ______ that the luggage is brought back
A．which　 B．it　　　
C．this　　 D．that
12．What she said discouraged you，______？
A．did it　 B．didn't it　
C．did she　 D．didn't she
13．____________ (已经有三年了)since his father passed away.
14．____________ (不久) the police arrived.
15．____________(已经八点了)when he got home.
16．____________(应该……的时候了) she wrote a letter to her boyfriend.
17．____________(这是第一次) that these Europeans have visited the Great Wall.
Suggested answers：
1～5 BDBDB　6～10 CCCCC　11～12 BB
13．It is/has been three years
14．It was not long before
15．It was already eight o'clock
16．It is(high)time that
17．It is the first time
?Step 10　Homework
Finish off the Workbook exercises.Period 2　Language Study
教学内容分析　　　
The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 50 new words and phrases in these five parts.22 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 28 should all be remembered，among which the following 8 words and expressions are even more important：concrete，take it easy，in particular，flexible，eventually，transform，run out of，be made up of.
They are all very useful and important.So are the sentence patterns “Some poems tell a story or describe something in a way that will give the reader a strong impression.”，“Some rhyme(like B) while others do not(like C)．” and “Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.” We ought to pay more attention to them.
三维目标设计　　　
Knowledge and skills
1．To get the students to learn to use the following important new words and phrases freely：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.
2．To get the students to understand and use the following important and useful sentence patterns：
(1)Some poems tell a story or describe something in_a_way_that_will_give_the_reader_a
_strong_impression.
(2)Some rhyme(like B) while others do not(like C)．
(3)Another simple form of poem that students can easily write is the cinquain，a poem made_up_of_five_lines.
Process and methods
1．To help the students to understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make the students master their usages.
2．To ask the students to make up their own sentences by imitating the above sentence patterns.
3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.
Emotion，attitude and value
1．To stimulate students' interest in learning English.
2．To develop students' sense of cooperation and teamwork.
　教学重、难点　　　
1．Important new words and expressions：rhyme，concrete，pattern，tease，endless，translation，take it easy，in particular，convey，flexible，branch，eventually，transform，forever，run out of，be made up of.
2．Important and useful sentence patterns：
(1)The attributive clause with the antecedent “way”．
(2)Compound sentences with “while”．
(3)Past participles as the postpositive attributive.
3．Some difficult and long sentences in the text.
?Step 1　Revision
1．Check the homework exercises.
2．Ask some students to tell about some simple forms of English poems.
?Step 2　Reading and finding
Get students to read through Warming Up，Pre－reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language 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.
?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 may first do them individually，and then discuss them with their partners.
3．Check the answers with the whole class and explain the problems they meet where necessary.
?Step 4　Vocabulary study
Ⅰ.简单知识扫描
1．poem/poetry(P9)
Poet(P10)
【原句再现】
These little poems and songs might have been some of the first poetry you learned.
这些小诗歌或许就是你最早学到的一些诗歌。
Poets use many different forms of poetry to express themselves.
诗人用许多不同格式的诗来表达自己的情感。
【归纳总结】 poem n．诗；诗歌[C]一首诗 a poem
poetry n. [U](总称)诗歌，韵文
poet诗人
【即景活用】用poet，poem，poetry填空：
(1)As a piece of ______，it seems to be a selection of the Renaissance.
(2)He is both a soldier and a ______.
(3)I decided to write a ______ about what I felt.
Suggested answers：(1)poetry　(2)poet　(3)poem
2．rhyme(P9)
【原句再现】
Which poem has rhyming words at the end of lines
哪首诗在每行后有押韵的词？
【观察探究】
(1)This poem doesn't rhyme.这首诗不押韵。
(2)Shakespeare sometimes wrote in rhyme.莎士比亚有时用韵文写作。
(3)What words rhyme with “school”？ 哪些词和“school”押韵？
(4)You can rhyme “hiccups” with “pick－ups”．
用“hiccups”可和“pick－ups”押韵。
【归纳总结】
rhyme n. 韵，押韵，韵文 vt. 押韵，用韵诗表达 vi. 押韵
【即景活用】
翻译下列句子：
(1)我对这首摇篮曲很熟悉。
(2)这首诗的最后两行没有押好韵。
Suggested answers：(1)This nursery rhyme is very familiar to me.
(2)The last two lines of this poem don't rhyme properly.
3．concrete(P10)
【原句再现】
The language is concrete but imaginative，and they delight small children because they rhyme，have strong rhythm and a lot of repetition.
童谣的语言具体但富有想象力，这能使小孩子们快乐，因为它们押韵，节奏感强，并较多重复。
【观察探究】
(1)Have you any concrete thoughts on how to deal with this difficulty
处理这种困难你有什么具体的想法？
(2)The word “apple” is a concrete noun.“苹果”是个具体名词。
(3)His plan is not yet concrete.他的计划尚不具体。
(4)These buildings are made of concrete and steel.
这些房屋是用钢和混凝土建成的。
【归纳总结】
concrete adj.具体的n.混凝土
【即景活用】
翻译下列句子：
(1)鞋和树是实物。
(2)你有没有具体的建议呢？
Suggested answers：(1)Shoes and trees are concrete objects.
(2)Have you got any concrete proposals
4．pattern(P10)
【原句再现】
List poems have a flexible line length and repeated phrases which give both a pattern and a rhythm to the poem.
清单诗可长可短，可以重复一些短语，较为灵活，形成固定句型和诗的节奏。
【观察探究】
(1)The illness is not following its usual pattern.
这种病不是它通常的症状。
(2)Does the poem have a rhythmic pattern？这首诗有韵律吗？
(3)Her ideas are patterned on Trotsky's.她的思想是仿效托洛茨基的。
【归纳总结】
pattern n．模式、方式、形式；图案 ；模范，榜样；v.模仿
【即景活用】
翻译下列句子，体会pattern 在句中的用法：
(1)She wore a dress with a pattern of roses on it.
(2)The company set a pattern for others to follow.
(3)He patterned himself upon a man he admired.
Suggested answers：(1)她穿了一件有玫瑰图案的礼服。
(2)这家公司为其他公司树立了典范。
(3)他模仿他崇拜的那个人。
5．tease(P11)
【原句再现】
Brother
Beautiful，athletic
Teasing，shouting，laughing
Friend and enemy too
Mine
兄弟
爱美，又爱运动
爱闹，爱叫，又爱笑
是我的朋友
也是我的敌人
【观察探究】
(1)At school the other children always teased me because I was fat.
在学校里别的孩子总是取笑我，因为我很胖。
(2)They teased her about her laziness.他们笑她懒惰。
(3)Don't take it seriously—he was only teasing.
别当真，他只不过是在开玩笑。
(4)Stop teasing the poor cat! 不要捉弄那只可怜的猫了。
(5)He's a terrible tease.他特别爱戏弄人。
【归纳总结】
tease v. 取笑，招惹，戏弄； n. 爱开玩笑的人，爱戏弄别人的人
tease sb./sth.取笑，招惹，戏弄(某人/某物)
【即景活用】
翻译下列句子：
(1)她总是戏弄别人。她真是爱捉弄人！
(2)虽然你的同桌有点胖，你也不准嘲笑她。
Suggested answers：
(1)She always laughs at others.What a tease she is!
(2)Although your deskmate is a little fat，you must not tease her.
6．endless(P11)
【原句再现】
Summer
Sleepy，salty
Drying，drooping，dreading
Week in，week out
Endless
夏天
困乏，咸涩
干涸，枯萎，恐怖
周而复始
永无止境
【观察探究】
(1)I began to sicken of the endless violence shown on television.
我逐渐对电视上无休无止的暴力镜头感到厌恶。
(2)The fascinations of the circus are endless.
马戏表演非常吸引人。
(3)Visitors to the exhibition came in an endless stream.
参观展览会的人络绎不绝。
(4)The endless lea will purify your thought.
一望无际的草原会净化你的思想。
【归纳总结】
endless adj. 无止境的，没完没了的
【即景活用】
翻译下列句子：
(1)这旅程仿佛是无穷无尽的。
(2)我讨厌他不断的打扰。
Suggested answers：(1)The journey seemed endless.
(2)I am tired of his endless interruptions.
7．translation(P11)
【原句再现】
The two haiku poems(F and G) above are translations from the Japanese.
上面的两首俳句诗(F篇和G篇)就是从日文翻译出来的。
【观察探究】
He has an English translation of Marx's Capital.他有马克思的《资本论》的英语译文。
【知识链接】
(1)When people are learning a foreign language，they should not translate everything into their own language.
当人们学习一门外语的时候，他们不应该把什么东西都翻译成他们自己的语言。
(2)Can you translate these ideas into reality
你能将这些思想变成行动吗？
(3)Her novels translate well.
她的小说翻译得很好。
【归纳总结】
translation n．翻译；译文
translate vt.& vi.翻译，把……用另一种形式表达出来；能被翻译
translate...into...把……译成……
【即景活用】
翻译下列句子：
(1)A lot of Tang poems has been translated into English.
(2)Most poems don't translate well.
(3)The sentence won't translate.
(4)It's time to translate your idea into action.
Suggested answers：
(1)很多唐诗已被翻译成了英语。
(2)大多数诗歌译得不好。
(3)这个句子不能翻译。
(4)该是你行动的时候了。
8．take it easy(P10)
【原句再现】
We would have won if we hadn't taken_it_easy.
如果我们没有放松警惕的话，我们本来是会夺冠的。
【观察探究】
(1)Sit down and take it easy.坐下来，放松会儿。
(2)Just take it easy and tell us exactly what happened.
别紧张，告诉我们究竟发生了什么。
【归纳总结】
take it easy 沉住气，不紧张，慢慢来
【知识链接】
take one's time慢慢来，不急；拖拉，慢吞吞
【即景活用】
翻译下列句子：
(1)The doctor told me to take things easy and stop working so hard.
(2)There's no hurry；take your time.
Suggested answers：
(1)大夫让我别紧张，不要干得这么辛苦。
(2)不急，慢慢来。
9．in particular(P11)
【原句再现】
Did you know that English speakers also enjoy other forms of Asian poetry—Tang poems from China in_particular
你知道吗？说英语的人也喜欢其他类型的亚洲诗，尤其是中国的唐诗。
【观察探究】
(1)He studies in particular the fishes of the Indian Ocean.
他专门研究印度洋的鱼类。
(2)I noticed his eyes in particular，because they were such an unusual colour.
我尤其注意到他的眼睛，因为它们的颜色非同寻常。
【归纳总结】
in particular尤其，特别
【即景活用】
根据汉语意思，用恰当的短语填空。
(1)她特别强调了那一点。
She stressed that point______.
(2)工程技术人员尤其必须能够迅速而准确地将自己的想法传达给别人。
The engineer ______ must be able to communicate his ideas to others rapidly and accurately.
Suggested answers：(1)in particular　(2)in particular
Ⅱ.重点知识探究
1．convey(P10)
【原句再现】
Others try to convey certain emotions.
而有些诗则是为了传达某种感情。
【观察探究】
(1)convey a sense/an impression/an idea etc.表达(感觉、感情、意见、思想等)
(2)He was sent to convey a message to the U．N.Secretary General.
他被派去向联合国秘书长传达信息。
(3)I want to convey to children that reading is interesting.
我想向孩子们传达这样的思想：读书是很有趣的。
(4)Wires convey electricity from power stations to the users.
电线把电从电厂传送到用户。
(5)The government conveyed this piece of land to a company.
政府把这块土地转让给了一家公司。
【归纳总结】
convey v．传达，表达(感情，意见，思想等)
convey sth.to sb.把……传达给……；把(土地、财产等)转让给……
convey sth.from...to...把……从……传送/运送到……
【即景活用】
翻译下列句子：
(1)这火车既运送乘客也运输货物。
(2)言语无法表达我当时是多么高兴。
(3)请向你父母转达我最美好的祝愿。
Suggested answers：
(1)This train conveys both passengers and goods.
(2)Words can't convey how delighted I was.
(3)Please convey my best wishes to your parents.
2．flexible(P10)
【原句再现】
List poems have a flexible line length and repeated phrases which give both a pattern and a rhythm to the poem.
清单诗可长可短，可以重复一些短语，较为灵活，形成固定句型和诗的节奏。
【观察探究】
(1)We need a foreign policy that is more flexible.
我们需要一个更为灵活的外交政策。
(2)This tube is flexible but tough.
这管子柔软但很坚固。
【归纳总结】
flexible adj.灵活的，易弯曲的，柔韧的，可变通的
【即景活用】
根据汉语意思，用恰当的词填空。
(1)橡皮管可以弯曲。
A piece of rubber hose is______.
(2)柔性管道便于在紧凑的空间安装。
______ tubing can assist in installation in tight space.
Suggested answers：(1)flexible　(2)Flexible
3．branch(P11)
【原句再现】
A fallen blossom is coming back to the branch.
落下的花朵回到了树枝上。
【观察探究】
(1)The bank has ten branches in the city.
这家银行在市内有十家分行。
(2)Many birds are on the branch.
很多鸟栖息在树枝上。
(3)The river has a lot of branches.
这条河有很多支流。
(4)Physics is a branch of science.
物理学是科学的一门分支学科。
(5)Mary has left the company and branched out her own.
玛丽离开公司做起了自己的生意。
【归纳总结】
branch n. 枝条；支流；(学科的)分科，部门；支部，分部；vt.& vi.分支，分岔
【即景活用】
翻译下列句子：
(1)The company's head office is in the city，but it has ______(部门) all over the country.
(2)______(路分叉)where the tall building stands.
(3)______(党小组) were completely destroyed then.
Suggested answers：(1)branches　(2)The road branches　(3)The party branches
4．eventually(P11)
【原句再现】
With so many different forms of poetry to choose from，students may eventually want to write poems of their own.
有了这么多可供选择的诗歌类型，学生们最终也许想自己写诗了。
【观察探究】
(1)She eventually married the most persistent one of her admirers.
她终于嫁给了最执著追求她的人。
(2)After playing the part for over 20 years，she was eventually written out(of the series)．
她扮演了20多年的一个角色，最后(从连续剧中)去掉了。
(3)I was eventually granted an exit visa.我终于获得了出境签证。
(4)He struggled with his assailants and eventually drove them off.
他同攻击他的人进行搏斗，最后把他们赶走了。
(5)It was a long journey，but we eventually arrived.
旅程很长，但我们最后还是到达了。
【归纳总结】
eventually adv.终于，最后
【即景活用】
根据汉语意思，用恰当的词填空。
(1)该政府终于在1970年倒台了。
The government ______collapsed in 1970.
(2)他工作太努力了， 最后竟病倒了。
He worked so hard that ______he made himself ill.
Suggested answers：(1)eventually　(2)eventually
5．transform(P11)
【原句再现】
Never looking back, transformed_into stone.化为石，不回头。
【观察探究】
(1)A fresh coat of paint can transform a room.
房间重新粉刷一遍可大为改观。
(2)The wizard transformed the prince into a frog.
巫师把王子变成了青蛙。
【知识链接】
His character has undergone a great transformation since his failure in marriage.
自婚姻失败以来，他的性格已有重大改变。
【归纳总结】
transform vt.改变(……的形状，外观，品质或性质)
transform sth.(into sth.)把……变成……
transformation n．变革，改变
【即景活用】
翻译下列句子：
(1)Success and wealth transformed his character.
(2)A steam－engine transforms heat into energy.
(3)He transformed the garage into a recreation room.
(4)His plans were transformed overnight into reality.
(5)在过去的十年里，我们的工作方式经历了彻底的变革。
Suggested answers：(1)成功和财富改变了他的性格。
(2)蒸汽机把热变成能。
(3)他把车库改造成了娱乐室。
(4)他的计划迅速成为现实。
(5)The way in which we work has undergone a complete transformation in the past decade.
6．forever(P12)
【原句再现】
something that seems to last forever似乎是永远持续下去的某种东西
【观察探究】
(1)Many Pharaohs in ancient Egypt believe they can live forever.
古埃及的许多法老相信他们可以永生。
(2)You'll never see life if you stay at home forever.
如果你一直待在家里，就永远不会有生活经验。
【归纳总结】
forever adv.永远；老是，不断地
【即景活用】
根据汉语意思，用恰当的词填空。
(1)祝两国人民的友谊万古长青！
May the friendship between the peoples of(our)two countries last______！
(2)民族英雄永远活在我们心里。
The national heroes will live ______ in our hearts.
Suggested answers：(1)forever　(2)forever
7．run out of(P10)
【原句再现】
We would have won if we hadn't run_out_of energy.
我们本来会夺冠，如果我们没有精疲力竭。
【观察探究】
(1)It is very important that this organization does not run out of money.
这个组织没有用光钱，这是很重要的。
(2)We've run out of petrol.What a bore!
我们的汽油用完了。真麻烦！
【归纳总结】
run out of“用光；耗尽”。
【知识链接】
run out与 run out of 的辨析
(1)run out是“动副型”短语动词，作不及物动词，表示被动含义，意为“被用完了(become used up)”，其主语通常是时间、金钱、食物等无生命名词。例如：
Could I have a cigarette I seem to have run out.
给我一枝烟好吗？ 我的(烟)好像已经抽完啦。
(2)run out of 是三个词组成的短语动词，作及物动词用，后接宾语，表示主动含义，意为“用完(use up)”，其主语只能是人。例如：
What if/Say you were to run out of money What would you do
假设你的钱用完了呢？你会怎么办呢？
(3)run out of还有“从(某处)流出(跑出)”的意思；run out也有“流出，跑出”的意义，但其后不能接宾语。
【即景活用】
翻译下列句子：
(1)他的钱很快就花完了。
(2)逛完街我的钱用光了。
(3)他跑出了房间。
(4)如果我们的糖没有用完，我就不会去商店了。
Suggested answers：
(1)His money soon ran out.
(2)I ran out of money after I finished shopping.
(3)He ran out of the room.
(4)If we hadn't run out of sugar，I wouldn't have gone to the shops.
8．(be)made up of(P10)
【原句再现】
Another simple form of poem that students can easily write is the cinquain，a poem made_up_of five lines.
另外一种学生容易写的简体诗是由五行组成的，叫五行诗。
【观察探究】
All bodies are made up of atoms.
一切物体都是由原子组成的。
【归纳总结】
be made up of 由……组成/构成
【知识链接】
(1)make up ①弥补；补偿；补足；补(考)　②整理(房间等)；准备(床铺等)　③调停；和解　④虚构；捏造
①He made up some excuse about his daughter being sick.
他编造了个借口，说他的女儿病了。
②Can I leave early this afternoon and make up the time tomorrow
我今天下午早点走，明天补上这段时间，可以吗？
③Has she made it up with him yet 他们和解了吗？
④We made up the bed in the spare room.我们在空屋里搭了张床。
(2)make up for补偿
①How can we make up to you for what you have suffered
我们如何补偿你所遭受的损失？
②make up for lost time补回失去的时间
③They hurried on to make up for lost time.
他们加速进行以补回失去的时间。
【即景活用】
辨别下列各句中make up的意义。
(1)They quarreled(with each other)but soon made up.
(2)She made up her face to look prettier.
(3)The boy made up a story；it was not true.
(4)We need one more player to make up a team.
Suggested answers：(1)和解；和好　(2)化妆　(3)虚构；捏造　(4)补足；凑足
Ⅲ.词汇综合运用
1．用括号中所给的单词或短语翻译下列句子。
(1)我过去常去看电影，可现在总是抽不出时间来。(used to)
(2)他们都累得只会打哈欠了。(so...that)
(3)我难以想象我会娶那种姑娘。(imagine)
(4)她在茶中加了些糖。(add)
(5)课后尽量多练习讲英语。(as...as)
(6)这完全是偶然发生的。(by chance)
Suggested answers：
(1)I used to go to the cinema a lot，but I never get the time now.
(2)They were all so tired that they could do nothing but yawn.
(3)I can't imagine my marrying a girl of that kind.
(4)She added sugar to her tea.
(5)Please practice speaking English as much as you can after class.
(6)It happened quite by chance.
2．根据汉语提示，完成下列句子。
(1)The suitcase ______ ______(制成)leather is square.
(2)______(虽然)tired，she kept waiting.
(3)I can't ______(赢得)his friendship，though I've tried.
(4)All our supply of food ______ ______ ______(用完了)．
(5)If ______ ______ ______(没有)air，there would be no life on the earth.
Suggested answers：
(1)made of　(2)Though　(3)win　(4)has run out　(5)there were no
?Step 5　Sentence focus
1．Some poems tell a story or describe something in a way that will give the reader a strong impression.(P10)
有的诗歌讲述一个故事或用一种能给读者深刻印象的方式来描述某件事。
在这个复合句中，含有一个由that引导的定语从句，that在从句中作主语，修饰名词way。和下面两个句子比较一下，看有什么区别。
①I feel surprised at the way in_which/that/不填he talks to his mother.
②In 1770，the room was completed the way_in_which/that/不填she wanted it.
2．Some rhyme while others do not.(P10)
清单诗有些押韵，有些不押韵。
这是由while引导的并列句。while意思是“然而；可是”，表示对比。
试着翻译一个句子：
他是医生，而我是老师。(He is a doctor while I am a teacher.)
while还有很多常见的含义，猜测它在下面各句中的含义并写出选项。
A．只要　　　B．然而　　　C．虽然；尽管　　　D．当……时候
①While I understand what you say，I can't agree with you.______
②My wife kept silent while I was writing.______
③Strike while the iron is hot.______
④While there is life there is hope.______
⑤Their country has plenty of oil，while ours has none.______
Suggested answers：①C　②D　③D　④A　⑤B
3．Another simple form of poem that students can easily write is the cinquain，a poem made up of five lines.(P10)
另外一种学生容易写的简体诗是由五行组成的，叫做五行诗。
这是一个倒装句，全句的主语是another simple form of poem。that从句是定语从句，修饰poem。在逗号后a poem是名词作同位语，是对前面的名词the cinquain的解释说明。过去分词短语made up of作定语，修饰前面名词a poem，相当于一个定语从句which is made up of five lines.
?Step 6　Homework
1．Finish off the Workbook exercises in Using Words and Expressions.Do Exercise 3 in your exercise book.
2．Learn the useful new words and expressions by heart.
?Step 7　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________Unit 3　A healthy life
本单元的中心话题是“健康生活”。语言知识的选择和听说读写等语言技能的训练主要围绕如何摒弃恶习、怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟、吸毒、艾滋病、学习与工作压力等影响健康的棘手问题。本单元的目的在于让学生远离有害身体健康的活动，并养成良好的习惯。
本单元的主要教学内容如下表所示：
类别 课程标准要求掌握的内容
话题 Health problems：smoking，HIV/AIDS，and drugs；attitudes towards HIV/AIDS
abuse v./n. 滥用；虐待 comprehension n. 理解力
词汇 stress vt.加压力于n.压力；重音 appendix n. 附录；附件
strengthen v. 加强；巩固 pill n.药丸；药片
ban vt.禁止；取缔 n．禁令；谴责 survival n.幸存者；幸存
effect n.效果；效力 sex n.性别；性
due adj.欠款的；预定的；到期的 needle n. 针；针头
automatic adj.无意识的；自动的 prejudice n.偏见；成见
mental adj.精神的；智力的 judgement n.看法；判决；判断
desperate adj.绝望的；拼命的 abortion n.流产；中途失败
disappointed adj.失望的；沮丧的 cigar n.雪茄烟
ashamed adj.感到羞耻或惭愧的 tough adj.困难的；强硬的
awkward adj.局促不安的；笨拙的 addicted adj.入迷的；上瘾的
quit vt. 停止；离开 pregnant adj.怀孕的
accustom vt.使习惯于 abnormal adj.畸形的；异常的
cigarette n.香烟；纸烟 breathless adj.气喘吁吁的；屏息的
alcohol n.酒；酒精 unfit adj.不健康的；不合适的
adolescent n. 青少年 illegal adj.违法的
withdrawal n.收回；撤退；戒毒过程 male adj.男性的；雄性的
lung n.肺 female adj.女性的；雌性的
packet n.小包；小盒 embarrassed adj.尴尬的；陷入困境的
chemist n.药剂师；化学家 automatically adv.无意识地；自动地
词汇 due to由于 be addicted to 对……有瘾
decide on 对……作出决定 be accustomed to 习惯于
feel like(doing)想要做 ban smoking 禁止吸烟
in spite of 不管；不顾 during adolescence 在青春期
take risks(a risk)冒险 withdrawal symptoms 脱瘾过程症状
get into 陷入；染上(坏习惯) feel ashamed 感到羞愧
at risk 处境危险；遭受危险 chances of survival 生存的可能性
句型 1.It_seems_amazing_that at my age I am still fit enough to cycle 20 kilometres in an afternoon.(it作形式主语)
2.However，what_I_did_know was that_my girlfriend thought I smelt terrible.(名词性从句)
3.When I was taken off the school football team because I was unfit，I knew it_was_time_to quit smoking.(It is time to do sth.是该干……的时候了。)
4.I do_hope so because I want you to live_as_long_and_healthy_a_life_as I have.(强调；比较结构)
5.Every_time you feel like smoking a cigarette，remind yourself that you are a non－smoker.(every time 引导时间状语从句)
6.It_is_only_when the disease has progressed to AIDS_that_a person begins to look sick.(强调结构)
功能 禁止、警告和允许(Prohibition，warning and permission)Don't...　Do...　　　　You should(not)．..　 It would be a good idea to...Don't forget to... You don't have to... It's OK/all right to...It's not a good idea to... Mind your head/step! Is it OK if I．.. I wonder if I could smoke here. Would/Do you mind if I．..？
语法 “it”的用法(the use of “it”)(1)It seems amazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.It is not easy to stop smoking...It is no good crying over spilt milk.It is a beautiful day.It is 10 kilometres to the castle.
教学重点 1.Get students to know about healthy life.2．Have students learn some useful new words and expressions about healthy life and let them use effective ways to master them.3．Enable students to grasp and use the expressions of prohibition，warning and permission.4．Let students learn the new grammar item：the use of “it”．5．Develop students' listening，speaking，reading and writing ability.
教学难点 1.Enable students to master the use of “it”．2．Let students learn to write a letter of advice.3．Develop students' integrative skills.
课时安排 Periods needed：6Period 1　Warming Up，Pre－reading，Reading and ComprehendingPeriod 2　Language StudyPeriod 3　Grammar—the Use of “It”(1)Period 4　Listening and SpeakingPeriod 5　Reading and WritingPeriod 6　Summing Up，Learning Tip and Assessment
Period 1　Warming Up，
Pre－reading，Reading and Comprehending
教学内容分析　　　
This is the first teaching period of this unit.The central part of this period is two sections in the reading passage titled Advice from Grandad and How Can You Stop Smoking
Warming Up presents issues about health for students to discuss.
Pre－reading provides some questions to help students focus on the topic of the reading passage and get the students to realize the harm of smoking.Teachers may provide students some advice on how to give up smoking.
Reading is in two parts.The first part is a letter from a grandad to his grandson.Grandad lives a long and healthy life，but he has ever been addicted to nicotine，so he lists reasons for being addicted and the harm of smoking.The second part gives advice about how to stop smoking.
Comprehending consists of three kinds of exercises for the students so as to help the students to get a better understanding of the text，that is to say，to help the teacher to check how much the students have understood the text.Exercise 1：fill in the form about the content of the text；Exercise 2：discuss the content of the text；Exercise 3：write down an outline on how to persuade people to give up smoking within five sentences.
三维目标设计　　　
Knowledge and skills
1．To know the meanings of the following new words and phrases：
cigarette(香烟)，alcohol(酒)，abuse(滥用)，stress(压力；加压力于)，adolescent(青少年), ban(禁止)，due (欠款的；预定的；到期的)，tough(困难的), addicted(上了瘾的)，accustom(使习惯于)，withdrawal(收回；戒毒过程), automatic(无意识的；自动的), mental(精神的；智力的), quit(停止；离开), effect(结果；效力), lung(肺)，pregnant(怀孕的), abnormal(畸形的；异常的), breathless (气喘吁吁的)，unfit(不健康的；不合适的)，strengthen(加强), decide on(对……作出决定)，packet(小盒；小包), feel like(doing)(想要做)，desperate(绝望的；拼命的), chemist (药剂师；化学家)，disappointed(失望的；沮丧的), ashamed(感到羞耻的或惭愧的)
2．To learn about some health problems and how to live a healthy life.
3．To develop the students' reading ability by skimming and scanning the passage.
4．To develop the students' speaking ability by talking about health problems.
Process and methods
1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures of healthy or unhealthy activities.Students can practice their oral English by describing the activities.By reading a passage，students can have a better understanding of what is a healthy life.
2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and help students understand the harm of smoking.The teacher should lead the students to look at the title and layout of the two sections in the reading passage and try to find out the main idea of the text by skimming.
3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and study the organization of the text.
4．To consolidate the contents of the reading passage，the students should be required to discuss some questions about the text at the end of the class.
Emotion，attitude and value
1．To get the students to reflect on some health issues which may concern them in the future and make sure they will be less likely to become addicted to risky behavior.
2．To develop students' sense of cooperative learning.
教学重、难点　　　
1．To enable the students to learn about health problems and to develop their reading ability.
2．To enable the students to describe a healthy person or a healthy activity.
?Step 1　Warming up
1．Warming up by looking and talking
Ask the students to look at the following pictures and see what they are doing，then judge which are healthy activities while which are unhealthy ones.The students should be encouraged to describe the pictures in their own words.
Picture one：They are singing.(Healthy)
Picture two：They are drinking alcohol.(Unhealthy)
Picture three：They are doing Taiji.(Healthy)
Picture four：They are eating too much.(Unhealthy)
Picture five：He is smoking.(Unhealthy)
Picture six：They are playing basketball.(Healthy)
2．Warming up by reading the following passage.
Nowadays，it is a fashion to eat healthy food，such as organically－grown food，and do exercises to keep healthy.In brief，people are trying to live a healthy life.But what should be done to live a healthy life？Different people have different ideas.Someone says to live a healthy life is to have a strong body.Some people think keeping psychologically healthy is very important.In my view，it's essential to keep physically and psychologically healthy.
To keep physically healthy，you should do sports like running，playing basketball，etc.Today more and more people go to the fitness centers.There are some popular ways of fitness like yoga which is a sensation in many big cities today.I think it is very useful for us to do some exercises every day.In this way，we can have a strong body.
More importantly，to keep psychologically healthy，you should have a good attitude towards people around you.We often say：“Attitude is everything.” It means good attitude leads to a good mood.In this way we can keep psychologically healthy.It is more sensible to have positive attitude.When you meet with some hardship，you should not be sad.You should have confidence in yourself and do something for relaxation.You should say to yourself：“I can make it.I am one in a million.I am special in this world.” In this way，you definitely have a good mood and work efficiently.
In a word，to live a healthy life is a comprehensive project in a way.We should keep healthy both psychologically and physically.In our daily life we should do some exercises and have a positive attitude towards life.We can also turn to some specialists for advice.Only in this way can we live a healthy life.
After reading the passage，let students answer a question：What's a healthy life
Suggested answer：
To be truly healthy，a person must be well in mind，body and spirit.
?Step 2　Pre－reading
1．Discussion：
(1)Why do you think some adolescents start smoking
(2)In what ways is smoking harmful？Do you think smoking should be banned
(3)What advice would you give to someone who wanted to stop smoking
2．Skim the text and answer the following questions.
(1)Who wrote the letter and to whom
(2)How many parts does the reading text consist of
(3)What is the purpose of the letter
Suggested answers：
1．(1)Some adolescents start smoking because they are falsely influenced by some media.Some think it's cool.Maybe some want to lighten some stress.
(2)Mentally and healthily.I think smoking should be banned.
(3)Let them get interested in some positive hobbies like sports，playing music，reading，playing chess and so on.
2．(1)A grandfather wrote the letter to his grandson James.
(2)Two parts.The first part is a letter and the second part is an Internet page.
(3)This letter aims to explain how a smoker becomes addicted to cigarettes and why he should give up smoking.
?Step 3　Reading and comprehending
1．Fast－reading
Ask students to skim the passage so as to get the key words and general idea of each paragraph.
Paragraph one：______　　Paragraph two：______　　Paragraph three：______
Paragraph four：______　 Paragraph five：______
A．The writer leads to the topic of the letter by talking about James' problem of smoking.
B．Introducing some different ways of becoming addicted.
C．Telling the writer's hope for his grandson.
D．Telling the harmful effects of smoking.
E．From the life the writer is leading now，we can know the importance of healthy life.
Suggested answers：E　A　B　D　C
2．Detailed－reading
(1)Ask students to read the text carefully to get some specific information and do the true or false questions.
①James is addicted to smoking now and couldn't give it up.
②James' grandad is also addicted to cigarettes now.
③Smoking doesn't affect the health of non－smokers.
④Grandad quitted smoking at last.
⑤James' grandad knew much about the harmful effects of smoking when he was young.
(2)Ask students to scan the reading passage for detailed information and do the following multiple choices.
①The first two sentences of the letter shows James' grandpa______.
A．lives a healthy life　　　
B．is addicted to sitting in the garden
C．has nothing to do at home
D．is tired when returning from a long bike trip
②In what way did the old man try to persuade his grandson to give up smoking
A．Using scientific theory.　　　　　　　B．His failure in love.
C．His sports activity. D．His own experience.
③According to the letter，James' grandpa______.
A．didn't give up smoking
B．used to be a member of the school football team
C．is lonely
D．wrote down the advice from his experience
④______forced James' grandpa to give up smoking.
A．That he ran too slow
B．That he was taken off the school football team
C．His girlfriend
D．His parents
⑤Which of the following statements is NOT true according to the passage
A．A person's smoking can have bad effects on other people.
B．It's not easy for a person to give up smoking.
C．Smoking has no effects on sports performance.
D．People can become addicted to cigarettes in different ways.
(3)Read the second part of the text and choose the correct words or phrases to fill in the blanks.
Choose a day that is not ______ to quit smoking.Make a list of all the ______ you will get from stopping smoking.______ all your cigarettes at the end of the day before you plan to quit.______ the list of benefits you wrote when you feel like smoking.Develop some other habits like walking，drinking some water，cleaning the house and so on to keep yourself busy.If you feel nervous or stressed，try to do some ______ exercises like deep breathing.You can stop smoking with a friend or join a group.If you feel really bad，ask a doctor or ______ for help.The most important thing is to keep trying.Don't feel ______ if you ______ and have a cigarette，because some people have to try many times before they finally quit smoking.Never give up and you will succeed.
Suggested answers:
(1)①T　②F　③F　④T　⑤F
(2)①～⑤ ADBBC
(3)stressful；benefits；Throw away；Reread；relaxation；chemist；ashamed；weaken
?Step 4　Language study
Deal with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.
?Step 5　Listening，reading aloud and underlining
Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each 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：due to，be addicted to，be accustomed to，do damage to，go out with，take off，quit smoking，decide on，be determined，feel like，reach for，feel stressed/ashamed
?Step 6　Studying the organization of the text
Keys for reference：
Each paragraph of the reading passage begins with a topic sentence.
?Step 7　Discussion
1．What kind of person do you think James' grandfather is
2．What do you think can be done to protect non－smokers especially women and babies from those who smoke？(I think that.../In my opinion.../I believe that.../It's easy to do...)
Suggested answers：
1．He is fit and healthy and leads an active life.He cares for his grandson's well－being and loves him.He is knowledgeable.
2．In my opinion，we should separate smoking and non－smoking areas in public places.
?Step 8　Homework
1．Learn the useful new words and expressions in this part by heart.
2．Write a short passage about how to give up smoking(search as much information as possible)．
?Step 9　Reflection after teaching
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Ⅰ.8 reasons for smoking
No，not at all dear readers，this article is not meant to promote smoking but to point out several reasons why one would like to smoke.Of course，it is a habit and so repeated over and over again but there are factors behind an individual's smoking habit.
Smoking tobacco is now very common even among teenagers and while administrations in the countries are trying to prohibit smoking on the other side they are also aware about the revenues generated each other through tobacco.
Let us have a quick look at the reasons for smoking：
Few people smoke as they have an idea of feeling masculine.
Nicotine has a characteristic of gripping its patient with constant craving for some more.
Social gatherings and meetings have also led to increase in smoking.
Alcohol and other addictions also support the character of tobacco in giving high.
Few people think that smoking a cigarette gives an impression of being carefree.
Few smokes due to their burning emotions of heart break.
Smoking habit is also found to be given in inheritance by parents.
Some diet losers have caught the idea that smoking burns calories and have shunned the bad effects of smoking from their mind.
Ⅱ.Smoking hurts mind as well as body
Middle－aged adults who smoke tended to perform poorly on tests of memory and reasoning compared to non－smokers，adding to the list of reasons not to smoke，French researchers said on Monday.
Analyzing previously collected data on about 5000 British civil servants，the researchers found those who smoked were more likely than people who never smoked to be in the lowest－performing of five groups in tests of memory，reasoning，vocabulary and verbal fluency.
Smoking was associated with mental decline in middle age，as it is with dementia and a host of physical ills later in life，they found.
“Smoking in middle age is associated with memory deficit and decline in reasoning abilities，” concluded Severine Sabia and colleagues from the National Institute of Health and Medical Research in Villejuif，France.
Compared to smokers，people who said they had quit cigarettes were more likely to adopt healthier behaviors，such as drinking less alcohol，being more physically active，and eating more fruit and vegetables，Sabia reported in the journal Archives of Internal.
The participants were aged 35 to 55 at the beginning of the study，which followed some subjects up to 17 years.
The study also demonstrated how difficult it can be to conduct long－term research on smokers：more than twice as many smokers as non－smokers refused to take the memory test again or were not able to be re－tested，in some cases because they died in the interim.