高中英语新课标人教版选修6全册（unit 1 Art-Unit 5 The Power of Nature）教案

Unit 1 Art
Teaching plan
I. 单元教学目标：
Talk about art and galleries
Talk about likes and preferences
Learn words in families
Use the subjunctive mood
Write a letter to give suggestions
II. 目标语言
功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
2. 词汇
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
3. 语法: the subjunctive mood
if I were you…./ I wish I could…
4. 重点句子
there are so many different styles of western art it would be impossible to describe all of them in a short text.
people became focused more on human and less on religion.
if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
IV．课型设计与课时安排
1st period Warming up and reading
2nd period Language study
3rd period Grammar
4th period Using language
分课时教案
The First Period Warming up Reading
Teaching goals：
To enable the students to have a knowledge of the short history of Western painting.
To improve the students’ reading ability.
Teaching important & difficult points
Enable the Ss to talk about the short history of Western painting
Teaching methods
Skimming and scanning; individual, pair or group work; discussion
Teaching aids
A computer, a tape recorder and a projector.
Teaching procedures & ways
Step I Lead-in
To lead in such a topic by mentioning the sculptures or paintings around the students, for example, sculptures on the campus, famous paintings hanging on the walls of the corridor of the school building, etc. Ask Ss to figure out their functions and the general term to call them---the works of art
Step II Warming-up
Show some famous paintings and ask : Do you know the following famous paintings and painters
Mona Lisa Smile → Leonardo Da Vinci (Italian, 1452-1519)
Sunflowers & starry night → Vincent van Gogh (Dutch, 1853-1890)
Water Lilies → Claude Monet (French, 1840-1926)
Dream & Seated woman → Pablo Picasso (Spanish, 1881-1973)
Ask: Can you tell the ages of the paintings
Say : Today we’ll learn about the short history of western painting.
Step III Reading
1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change Why
2. Scanning
Read Para. 1, and answer the question.
Scan Para2-5, and find the representative artists and the features of their paintings.
Names of Ages Time Artist Feature
The Middle Ages 5th to 15th century Giotto Di Bondone religious, realistic
The Renaissance 15th to 16th century Massaccio perspective, realistic
Impressionism Late 19th to early 20th century ／ detailed, ridiculous
Modern art 20th century to today ／ Controversial, abstract, realistic
3. Careful reading
Read the text carefully and find some detailed information.
The Middle Ages Features:
theme: religion
Artists were not interested in showing nature and people as…but interested in creating respect and love for God.
The Renaissance
Masaccio：the first person to use perspective in painting
Focused more on humans and less on religion.
Two developments: a. Drawing things in perspectives
b. Oil painting.
Impressionism
What changes led to the change in painting styles
Look at these paintings, what did they paint
Why did the impressionist have to paint quickly
Modern art
Two extremes
Style A. Abstract B. Realistic
Concentrate on Certain qualitiesof the object What we see with our eyes
Presentation Color, line and shape photograph
Step IV Comprehending
Ask the students to read the passage again and deal with Exercises.
Step V Homework
Underline the useful expressions and the time expressions in the reading passage.
Retell the passage with the help of the chart about the text.
The Second Period Language Study
Teaching goals:
To enable the students to learn the useful expressions.
To help the students lean how to judge the parts of speech according to the suffixes and determine their functions in the sentences.
Teaching important & difficult points:
Get the Ss to learn word formation by adding suffixes
Teaching methods:
Explanation and practice
Teaching aids:
A computer and a projector, a blackboard
Teaching procedures & ways:
Step I Revision
Check the students’ homework and let one read their work.
Ask Ss to speak out the time expressions they underlined as homework
Ask a student to retell the short history of western painting
Ask Ss to discuss the questions in Exercises 3 on page 3 in groups of 4.
Art is influenced by beliefs of the people, the way of life and so on.
Step II Language points
Painting is silent poetry, and poetry is a speaking picture.
画是无言的诗, 诗是有声的画。
2. Good painting is like good cooking; it can be tasted, but not explained
好的画犹如佳肴，可以品其美味，却无法解释。
3. would rather宁愿，宁可
I would rather walk than take a bus.
She would rather die than lose her child.
would rather do sth.
would rather not do sth.
would rather do sth. rather than do sth.
prefer sth. to sth.
prefer to do sth. rather than do sth.
I always prefer starting early, rather than leaving everything to the last minute.
4. 认为，看待
Consider + n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.
We consider that you are not to blame.
Do you consider it wise to interfere
I consider you( to be )honest.
5. 比较suit, fit ,match
suit多指合乎需要、口味、性格、条件、地位等
fit多指大小、形状合适，引申为“吻合，协调”
match多指大小、色调，形状、性质等方面的搭配
1) No dish suits all tastes. 没有人人合口味的菜。
2) Try the new key and see if it fits the keyhole.
试试新配的钥匙，看看与锁眼是否吻合。
3) The people’s Great Hall and the Historical Museum match the Tian An Men beautifully.
人民大会堂和历史博物馆与天安门陪衬得极为优美。
6. attempt v.试图，企图，尝试
The prisoner attempted an escape / to escape.
She will attempt to beat the world record.
n. They made no attempt to escape.
比较 attempt: 表示未知结果的尝试或失败的尝试
manage: 表示成功的尝试
7.painting (油、水彩）画drawing（素描）图sketch草图 portrait肖像illustration 插图
A painting of sb A painting by sb
某人的画 ？ 某人画的画？
8. abstract adj . n . V
an abstract painting 抽象画 in the abstract 抽象地 abstract …from… 从…中提取
9.detailed adj./n. detailed information in detail 详细地
Reading
10. belief 相信，看法
It’s my belief that he will win.
It was once a common belief that the earth is flat.
Their beliefs in God are very firm. 信仰，信条
The rumor is beyond belief. beyond belief难以置信
n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve
11. while
Some people respect him, while others look down upon him . ( 表对比 )
12.influence v. n.
The weather in summer influences the rice crops .
He has no influence over his children .
搭配：Have an influence on /upon …对…有影响
Under the influence of … 受….的影响 ，被 …左右
Influential adj. 有影响的; 有势力的
The Middle Ages (5th to …)
13.aim n. v. What is your aim in life He aimed the gun at a bird .
搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的
14.take the place of = replace
“ please take your place , everyone ,” said John Smith .”
From now on I will take the place of Mr.George as chairman of the meeting .
15.focus vt. Vi . focus on 集中于 All eyes were focused on the speaker .
16. possession n.所有，占有;（ pl ）所有物，财产personal possessions
Compare:
in possession of (主动） / in the possession of （被动）
v. possess n . possessor
17.convince vt 使确信，使信服
I managed to convince them that the story was true.
搭配：convince sb of sth = convince sb that … 使… 相信
be convinced of sth = be convinced that …相信…
Translation :
我怎样才能让你相信她的诚实呢？How can I convince you of her honesty
她说的话使我认识的我错了。What she said convinced me that I was mistaken .
Impressionism (late 19th to…)
18. 修饰不可数名词：a great /good deal of / a great amount of
修饰可数名词: a large /great number of ;large/great numbers of ;a great /good many
dozens of / scores of
修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities of
plenty of
19.mostly adv . ( =mainly , largely )大部分的，主要的
They are mostly students.
most pron . adj . adv
This is the most I can do for you.
Peter made the most mistakes of all the class.
What interested you most ( 最)
Most students say that it is a most interesting book, but it isn’t the most interesting they have read , and that they read such books mostly on weekends.
20.lead to
The heavy rain leads to serious floods.
Lead to / lie in
Hard work leads to success and failure often lies in laziness. (result in / result from)
21. shadow n.
The willow’s shadow falls on the lake .
shadow （阴影、影子---指一个平面）
shade （树阴、阴影---指一个立体空间）
Stay in the shade ------it’s cooler . (阴凉处)
The shadows of the trees grew longer as the afternoon went on.
随着下午时光的延续，树影会越来越长。
Step III Suffixation
Let Ss learn some uses of suffixes
Ask Ss what suffix is ( A suffix is a particle, which is added to the end of a root.
Suffixes usually do not change the meaning of the root, but can change its part of speech. For example: lead (v.)---leadership (n.); ill(adj.)---illness(n.) But sometime, some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinker
Suffixes used as a noun signifier
Verb Adjective Suffix Noun
read -er reader
act -or actor
train -ee trainee
build -ing building
attend -ance attendance
punish -ment punishment
invent -tion invention
sick -ness sickness
special -ist specialist
true -th truth
Suffixes used as an adjective signifier
Noun Verb Suffix Adjective
wind -y windy
adventure -ous adventurous
hope -ful hopeful
hero -ic,(-ical) heroic
nation -al national
care -less careless
trouble -some troublesome
depend -ent/-ant dependent
comfort -able/-ible comfortable
act/imagine -ive/-tive -ative/-itive activeimaginative
second -ary secondary
change -able changeable
annoy -ing annoying
excite -ed excited
Suffixes used as an adjective signifier
Adjective Noun Suffix Verb
broad fright -en broaden, frighten
simple -fy simplify
modern -ize(-ise) modernize
Step IV Practice
Get the Ss to review the uses of verbs, nouns and adjectives.
Parts of Speech Nouns Verb Adjective
Subject ☆
Object ☆
Predicate ☆
Predicative ☆ ☆ ☆
Objective Complement ☆ ☆
Attribute ☆
Then practice Exercises 2, 3 &4 on page 42.
Step V Homework
Prepare to learn the grammar of the subjunctive mood.
Period 3 Grammar
Teaching aims
To enable the students to use the Subjunctive mood correctly in different situations.
Teaching important and difficult points
To enable the students to use the correct form o f of the subjunctive mood.
Teaching methods
Summarizing, comparative method; practicing activities
Teaching procedures:
Step I Presentation
At first, give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then, show them the sentence structure of the subjunctive mood.
Ask Ss to listen to the following example:
Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately, I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation I will say: I wish I watched the basketball game. / If I had got a ticket, I would go to watch the basketball game. Have you ever heard such kind of sentences
They use subjunctive mood. The subjunctive mood is used when we want to express a wish, request, recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact, highly unlikely or doubtful.
We can use the following tow sentence structures to express our regretting.
Ⅰ.“If” clause---, main clause
Time Verb Main Clause
Now were/ did would/could/should/might +V（原）
Past had done would/could/should/might+have+p.p.
Futrue were /did would/could/should/might +V（原）
were to do
should do
Ⅱ.虚拟语气特殊句型
1. Subject +wish+ Object Clause
Time Verb Objective clause
now wish would do / could do / were /did
past wished had been / done
future wish would do/ could do / were / did
2. would rather (that) 现在：过去时
过去：过去完成时
将来：过去时
3. as if /though + Clause 虚拟 从句动作与主句动作同时发生用过去时
从句动作先于主句动作发生用过去完成时
4.It’s (about/high) time +(that)…过去时 /should +V. (Should不可省略)
5.表示要求，命令，建议的虚拟语气 宾语从句。常见动词： 一个坚持，两个命令，三个建议，四个要求。即:1. insist 2. order, command 3. advise, suggest, propose 4. demand , require, request, desire 这些动词后面的宾语从句要使用虚拟语气。即从句中的动词 使用should + 动词原形，或者将should省略。
6.without和but for 构成虚拟. but for(要不是)
7. If only …要是就好了
If only I knew his name!
If only we had followed your advice!
If only I could see him again!
8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟，即（should）+动词原形
9. 某些简单句的固定句型：
Heaven help him!
God bless you!
May you succeed!
Long live the People’s Republic of China!
三： 虚拟语气假设条件句型注意点：
假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致，这种条件句叫做混合条件句。主句和从句的谓语动词要依照假设的时间而定。(“各归各” 的原则）
If the weather had been finer, the crops would be growing better.
If you had followed the teacher’s advice, you wouldn’t be in the hospital.
2. 虚拟条件句倒装。 条件从句中有should， were， had三个助动词可以把if省略，并将这三个词提至句首。
Step II Practice
Exercises for the Subjunctive mood.
Step III Consolidation
Ask the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.
Step Ⅵ4 Homework
Prepare for the Listening and Talking on page 41.
The Fifth Period Using Language
Teaching goals:
1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.
2. To help the students improve listening skills.
3. To enable the students to talk about art galleries and write a letter giving suggestions.
Teaching procedures:
Step I Lead-in
Show pictures of some famous art galleries around the world: Chinese Art Gallery, The Frick Collection, Guggenheim Museum, Metropolitan Museum Of Art, British Museum, Louvre Museum in France and so on.
Step II Reading
1. Fast reading:
Ask Ss to read the passage about art galleries on page 5, and answer the question: How many galleries mentioned in this text What are they What can you see there
2. Careful reading:
Detailed reading to check Exercises 1& 2 below
After that, ask the Ss to listen to the recording and answer the questions in Part 3.
Play the tape for the students to follow and after that, check the answers.
Post-reading
Answer the following questions:
What do you think the purpose of this text is
To give people information about various art galleries in New York and to show them where they are.
Who do you think the text was written for
Tourists, art gallery visitors.
3. Where might you see such a text
Possibly in guide book.
Step III Discussing and listening (P7)
ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan, Susan and John. Now if you have a chance to visit art galleries, which galleries do you prefer Why
Ask the students to tell the group members which galleries introduced they prefer in groups of 4.
ⅱ.Ask the Ss to do some listening practice on page7
At first, ask them to listen to the tape for the first time and number the galleries.
Next, listen again and answer the questions.
At last, check the answers with the whole class.
Step IV Writing
First, ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4, giving their own suggestions and reasons and then write a letter to give their opinions.
StepⅥ Homework:
Finish the writing task.
Prepare for the Reading task on page 45.
Model 6 Unit2 Poems
Period 1 Warming up, Pre-reading & Reading
Teaching goals
Target language
Important words and phrases
Poem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up of
Important sentences
Which poem is about things that don’t make sense
Poets use many different forms of poems to express themselves.
I hadn’t taken my eye off the ball.
We hadn’t taken it easy.
The poem is made up of five lines.
A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.
2. Ability goals
a. Enable Ss to talk about different types of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poems
b. Enable Ss to talk about different purposes of writing poems.
c. Understand the main theme of each poem.
d. Enable Ss to chant some of their favorite poems.
3. Learning ability
Enable Ss to distinguish different types of poems.
Teaching important points
Talk about five main types of poems.
Understand the main purpose of writing the poems.
Teaching difficult points
Find the rhythm of each poem.
Chant the poem.
Understand the main purpose of writing the poems.
Teaching methods
Skimming and scanning.
Asking-and –answering activity
Discussion
Chant
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greetings
Step 2. Presentation
Ask Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.
Talk about some famous poets both home and abroad, either ancient ones or modern ones.
Brainstorming: What will you think of when we talk about the word “poem”
Step 3. Warming up
Read the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)
Tell Ss that there are many reasons why people write poetry. Give the examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited.. Write their suggestions on the board.
Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their group’s list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words--- their sounds, rhyme and rhythm.)
If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)
Step 5. Reading
Scanning
Get the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.
Q1. Why do people write poetry
Q2. How many forms of poems are mentioned in the passage What are they
Q3. What does “nursery rhyme” mean Why do they delight small children
Q4. What’s the characteristic of “list poems” What about “cinquain”
Q5. Why do English People like “Haiku”
Q6. Are you familiar with Tang Poems Do you know the title of the last poem in the text
Listening
Before Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them that it doesn’t matter if they don’t understand every word.
First reading
Get Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part.. Underline the topic sentence.
Second reading
Tell Ss that they are going to look at the rhythm of two of the poems. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.
There was an old man with a beard
Who said “it is just as I feared”.
“Four insects and then
Two birds and a hen
Have all made a home in my beard”.
Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.
Third reading
Just as any scene can serve as the subject of a painting, so any part of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and answer the following questions:
Q1. What parts of the poem suggest that the woman loves her husband
Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.” Explain the sentence in your own words.
Q3. What picture do you have in your mind when you read the above sentences
Q4. Do you know the Chinese title of this poem Do you know the Chinese version of the poem
Step 6. Make a short summary of this period.
Homework
Surf some websites to find out more information about poets.
Review the content of the reading passage.
Finish the exercises on Page 12& 13.
Period 2 Reading, Comprehending & Learning about language
Teaching goals
Target language
Important words and phrases
joy, anger, sorrow, thread, appropriate, ending, compass
2. Ability goals
Enable Students to deepen their understanding of the reading passage and learn some useful words and expressions.
Learn to use words and expressions in their right form.
3. Learning ability
Enable Ss to understand the rhyme and rhythm in English poems.
Teaching important points
Understand the passage and answer the questions about it.
Learn the useful words and expressions in the passage.
Teaching difficult points
Discuss the poems and understand their deep meaning.
Find the rhyme and rhythm in English poems and try to create them by students themselves.
Teaching methods
Discussion, asking-and-answering activity, practice, task-based activity
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greeting
Step 2. Comprehending
Task 1. Group work
Ask students to read the passage together and then discuss in group which poem they like best and give reasons.
After discussion, ask someone to present his/her idea to the class.
Task 2. Ask and answer
Answer the questions about the passage on Page 11 – 12.
Step 3. Explanation
Others try to convey certain emotions.
“convey” here means communicate (an idea, meaning, etc.).
I can’t convey how angry I feel.
“emotion” means strong feeling
Love and hatred are basic emotions.
His voice was shaking with emotion.
They delight small children because they have strong rhythm and rhyme.
“delight” means make sb. pleased greatly.
The gift of the child delighted his parents.
I am delighted to help you.
“rhythm” means a measured flow of words and phrases in verse determined by various relations of syllables.
the exciting rhythms of African drum music
“rhyme” means identity for sound between words or the endings of words, esp. in verse.
Shakespeare sometimes wrote in rhyme.
He made up funny rhymes to make us laugh.
We would have won if we hadn’t taken it easy.
“take it easy” means to proceed gently or carefully; to relax and avoid overwork.
You’ve done quite enough work for today; now take it easy for an hour.
We would have won if we hadn’t run out of energy.
“run out(of sth.)” means to use up; to come to an end.
The petrol is running out.
We are running out of out time. = Our time is running out.
a poem made up of five lines
“make sth. up” means to put together; to compound
What are the qualities that make up his character
Society is made up of people of widely differing abilities.
Step 4. Learning about language
Check the exercise on Page 12-13.
Task 1. Discovering useful words and expressions
Ask some students to list the words they find to rhymes with the words in the exercise. The teacher may make some addition if necessary.
Sample answers:
2 high sky pie my fly shy lie
3 sing ring wing thing king fling string
4 today away say play lay tray may
5 lace race face case chase place pace
6 true too new flew few shoe canoe
Ask students to try to create more lists by themselves.
Complete the passage using the correct words.
Ask students to finish the passage and explain why the form of the words must be changed.
Task 2. Discovering useful structures
Rewrite the poem about winning the match and the reasons.
Rewrite the poem about the attempt to win the competition.
Offer students some time to discuss about it and present some samples for them to follow if they find it difficult to get through.
Match the sentences.
Explain some rules of subjunctive mood if necessary.
Complete the sentences using the correct forms of the verbs.
Step 5. Using words and expressions(Workbook)
Task 1. Make adjectives from nouns by adding suffix “ful” and then explain the meaning of the new adjectives. Encourage students to think of more examples that have the same form.
Task 2. Complete the table with the correct words.
Noun Verb Adjective Adverb
Task 3. Complete the sentences using the correct word from the table.
Task 4. Match the phrases appropriately and encourage students to create more of their own word pictures.
Step 6. Make a short summary of this period.
Homework
Remember important language points.
Write a simple English poem by using rhyme and rhythm.
Preview “Learning about language”.
Period 3 Learning about Language
Teaching goals
Target language
Important words
Appropriate , ending , compass
Important sentences
If she had stueide harder , she would have passed the exam.
If she had been there , she would have met some really interesting people.
2. Ability goals
a. Enable Ss to grasp the ways of writing poems.
b. Enable Ss to use subjunctive mood correctly.
3. Learning ability
Teach Ss how to write some poems and how to use subjunctive mood correctly.
Teaching important points
the way of writing poems.
Subjunctive Mood
Teaching difficult points
Using subjunctive mood correctly in different situations.
Teaching methods
Task-based learning
instructions
practice
Teaching aids
Multimedia
Teaching procedures & ways
Step 1. Greetings
Step 2. Warming up
Task1: Free talk------ why do you enjoy learning English
T: I’m glad to see you again and I’m happy because we can enjoy English together. Do you enjoy learning English
S: Yes . Because English is a very beautiful language.
S2: Because we can enjoy a lot of funny stories if we know English.
S3: Because we can communicate with foreigners in English.
S4: Because we can introduce China to foreigners if we know English.
S5……
T: Well done. If we did well in some way , people would know us. Now let’s talk about some famous persons. (Yao Ming , Liu Xiang , Madame Curie, Yuan Longping, Chinese Women Football Team)
Step 3. Presentation
Task2: Group talk-----Try to talk about the famous persons.
Q1: Why is Yao Ming famous S1: Because he played basketball very well. S2:…..
Q2: Why could Liu Xing succeed S1: Because he trained very hard. S2:……..
Q3: Why did Chinese Women Football Team lose the game S1: Because they were tired…
Q4: Complete the sentence : They would win if they ……… S1:They would win if they had a good rest. S2:……
T: Just now we talked a lot about some persons .If we put these sentences together , they formed a kind of poem-----list poems..
Task3: Turn to page 13 , and do exercises 1 and 2.
Step 4. Grammar
Task4: Present some sentences on the blackboard , and ask Ss to tell the difference among them.
If I knew it , I would tell you.
If I had known it yesterday , I would have told you .
If I had known it , I would have told you.
If I had finished my homework , I would have gone to bed.
If I had known his telephone number , I would have made a phone to him.
S1: In these sentences , they use different tenses.
S2: They describe different situations.
S3:…………
T: Yeah . We can draw a conclusion as follows:
Verb forms
If –clause The main sentence
The present situation Ved would /could/should/might +V
The past situation had Ved would/could/should/might +have Ved
Task5: Compare some special sentences and draw a conclusion.
A. Had I not seen it with my own eyes , I would not have believed it.
Were it not to rain tomorrow , we would have a picnic.
Should it rain tomorrow , we would have a picnic.
Conclusion: connect subjunctive mood with inversion.
B. If the weather had been finer, the crops would be growing still better.
If you had followed the teacher’s advice, you wouldn’t be in hospital.
Conclusion: The situations in the clause and the main sentence are different.
C. If only I knew his name!
If only we had followed your advice!
If only I could see him again!
Conclusion: We should use different forms of verbs according to the different situations in the pattern: If only.
D. Without sunlight, people’s life would be different from today.
But for your help, I wouldn’t have finished the work.
Conclusion: If there are some special prepositions just like without , but for in the sentences, we sometimes should use subjunctive mood.
Step5. Practice
Task6 : Do exercises 3 and 4 on page13.
Task7: Present some pictures and ask Ss to make up some sentences with subjunctive mood.
Picture1: A rocket
e.g If I were a designer , I would design a spaceship .
If I were clever enough , I would have designed a spaceship.
Picture2: the universe
e.g.: If I were an astronaut , I would travel into space.
If I had been to space , I would have known what were there in space.
Picture3:a lot of money
e.g.: If I had a lot of money , I would run a big company.
If I had earned a lot of money , I would have built a lot of houses for the poor
Picture 4:the farmer and the snake
e.g.: If the farmer hadn’t seen the snake , he wouldn’t have put it in the arms.
If he hadn’t put it in the arms , the snake wouldn’t have bitten him.
If the snake hadn’t bitten him , he wouldn’t have died
Task8: Do some exercises on screen.
Step6: summary and homework
Do exercises 1-4 on page 50 and 51.
Period 4 Reading , and Writing
Teaching goals
Target language
a. key words and phrases: pattern, rhythmic, rhyme, rhythm, sunlight, darkness, warmth, underlined, load
b. key sentences:
I’m not going to do….
I plan to do…
I’ll do….
I am looking forward to do…..
If I were the ruler of the world, I would do….
If I had a million dollars, I would do….
I feel happy when….
Slowly the moon climbs in the sky….
Ability goals
a. Enable the students to understand the rhyme and rhythm of the poem and grasp the main idea.
b. Enable the students can get the information from the long passage by listening.
c. Enable the students can express their feelings by writing poems.
3. Learning ability goals:
a. Enable the students to know how to get the key words to understand the poem.
b. Enable the students can find where the rhyme and the rhythm of the poem are.
c. Help the students learn how to get some skills in listening.
d. Enable the students to learn to present enough reasons to support their opinions.
e.. Help the students learn to write poems using the target language according to the writing steps.
4.Teaching important points
a. Help the students to understand what the rhyme and rhythm are.
b. Train the students to get the key words by reading the question before listening.
c. Teach the students to write according to the writing steps.
5.Teaching difficult points
How to help the students can find where the rhyme and the rhythm of the poem are.
How to help the students to make up dialogues, using the target language.
How to help the students to write the poem to express their feelings.
6.Teaching methods
Cooperative learning and Task-based learning
7.Teaching aids
A recorder, computer, slide and blackboard
8.Teaching procedure & ways:
Step1 Greetings and revision
Teacher greets the whole class and checks the homework.
Task1.Rhyme
Teacher asks the whole class to enjoy a poem (showing it on the screen by computer)
There was an old woman they say;
Who would eat an apple a day;
When asked she replied;
It’s good for my inside;
For I am never ill anyway.
Teacher asks some questions:
Question1: Do you think poem is funny What is main idea of the poem
(To tell us an apple is good for our health)
Question2: Could you find the rhyme of the last word in each line
(say//day; replied//inside; anyway)
The rhyme in this poem is “a a// b b //a ”.
Task 2 .Rhythm
Enjoy a song----Little Stars
Teacher asks the students to listen to and follow it. After that, teacher asks them to find the rhyming words and share them. This time teacher tells students the poem not only has rhyme, but also has the rhythm so that people can sing it as well as read it.
Step2 pre-reading
Teacher tells the students they will learn a new poem which is also a song written by Rod McKuen and asks the students to listen to the poem to feel and think about.
Task1. Speaking
Show some questions on the screen before students listen.
1.Do you think the speaker in the poem is more like to be a girlfriend /boyfriend or a parent
2.Does the poem have a rhythmic pattern
3.Does the poem have rhyming words
After listening to the poem, the students have some minutes to speak and share their opinions.
Task2.Discussion
Open question: 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
This question has no standard answers , the students can discuss and express what they think freely.
Step3 While -reading
Teacher asks the students open their books and turn to page14.
Task1 Read the text following the tape.
Teacher asks students to follow the poems in their books while listening to the tape again and asks them to read aloud in pairs.
Task 2 Find the words that rhyme and circle them.
Teacher asks students to find and circle the rhyming words and list them on the blackboard to share.
Task3 Clap the strong beats of the rhythm
Teacher writes the first four lines on the board, and asks students to listen for the strong beats. Teacher plays the first four lines of the tape more than one time until the students are confident of hearing the strong beats and tap their tables in time to the strong beats. Teacher asks some students to underline the strong beats on the board and the teacher will tell them the correct answers by oral. After doing the example, the whole class will be divided into small groups and each group chooses one paragraph of the rest poem to underline the strong beats and reads them aloud. Some minutes later, teacher will check it in class.
Step4. Post –reading
Teacher sets exercises 3 (on page 15) on the screen and asks students to discuss the poem’s meaning in more detail. After that, teacher will tell each group to present the group’s views to the class.
Question1: Who is the speaker in the poem and who is he/she speaking to Give reasons to support your answer.
Question2: 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.
Answer1 :A partner (mother or father) speaking to a young adult child(son or daughter)
Many of the phrases imply that the speaker is an older person who has experienced their own journey through life and who is offering love to the young person to help him/her begin his/her journey through life. For example, I’ve saved the summer …and I’ve saved some sunlight….when the speaker says Till you’re older….
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 al I own.).we know that son/daughter is a young adult because the speaker refers to the time when you were but nineteen.
Answer2: B is the best answer.
Step5 Pre-listening
Teacher tells students the listening is a conversation between a teacher and three of her students 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.
Teacher first asks the students to discuss the following questions in groups about their experiences writing Chinese poetry.(show these questions by computer)
Question1: In what kind of place do you like to write poetry
Question2: What conditions do you need to be able to write poetry ( Does it have to be quite ,do you need to be alone, do you need to listen to music and so on )
The discussion gives a context for the listening, prepares them for what they will hear and will help them understand the listening more easily.
Exercises:
A. Multiple Choices
1.When do the students have to have their poems completed (B)
A. By the 23th of the month B. By the 24th of the month C. By the 20th of the month
2. Who had decided not to write a poem for the competition but then changed is or her mind (C)
A. Lucy B. Jack C. Tom
B. True or False
1.Lucy is satisfied with the poem she has written. (F)
Explanation: She thinks that if she had an extra week to work on it, she could improve it.
2.Tom has used music before while studying. (T)
Explanation: he works best when he is listening to his favorite music, but he has never tried writing poetry to music.
C. Complete the sentences
Why does Jack like to go into the countryside to write
Because he finds that he notices all sorts of the things and he has interesting thoughts.
Why does Lucy stay at home to write
Because she likes the quiet and likes to have her own things around her.
Task3 Third listening
This time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3.These sentences are model ways of expressing intention.
A. Filling the blanket
Teacher asks students close their books and show the sentences on the screen. Then Teacher plays the tape again and asks the students listen for these sentences.
1___________ enter a poem this.(I’m not going to)
2. ___________ do it this weekend.(I plan to)
3.How_____________become inspired to write this weekend (are you going to)
4.__________________go on a hike into the countryside and sit quietly somewhere by myself.(I am going to)
5.____ also try out his way some time.(I’ll)
6.________________ try it tonight.(I ‘m going to)
7.__________________________ reading all your poems.(I’m looking forward to)
Check the answers together.
B. Repeating and Practicing
Imagine that the class has to enter poems in a competition next week. In small groups discuss the question :How are you going to become inspired to write your poem
Teacher asks students to use some of the expressions in Exercise3 to talk about their plans. Students practise by oral and share in pairs.
Step 7 Writing
Task1.Revise the grammar
Students work in groups. Write a list poem starting with If I like poem C on page 10.write one line each .It doesn’t have to rhyme. Each group can choose one of these lines to start their group poem. Then share these poems in class.
Sentences pattern:
If I were the ruler of the world, I would….
If I had a million dollars, I would…
If I had taken your advice, I would have/wouldn’t have…
Task2 Write a poem
Teacher asks 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, teacher list the first four lines of the two poems. Now teacher asks students to write own poem of eight to ten lines.
Eg: A
I feel happy when…
The sky is blue,
You smile at me with your sparking black eyes,
It’s my birthday.
Eg B
Slowly the moon climbs in the sky,
Slowly the black-tailed bird lets out a cry,
Slowly the dog crosses the road,
Slowly the old man carries his load.
If time permitting, the teacher asks students to finish their poems and share in class. If not, the task 2 of writing can be as homework.
Step8 Summary
In this period, all the students revise the key points of a poem-----Rhyme and rhythm. And they also enjoy a beautiful poem ----I’ve saved the summer. Students can understand the deep meaning in the poem and the parents’ love to the children. It’s good to help students how to appreciate poems. Meanwhile, Listening is important. Students enhance their listening skills by a conversation about the poems competition. In the end part, writing exercises helps students review the grammar and give them chances to express their thoughts by poem.(Teacher makes a list of some important points on the blackboard.)
Stop 9 Homework
Finish their poems after class.
Reread the poem “I’ve saved the Summer” and appreciate the beauty of the poem.
Make more sentences with If I had done….., I would….
Period5 Summary
Teaching goals
1.Target language
All useful words and structures in this unit.
2. Ability goals
a. Help students master the usage of the words and expressions in the unit.
b. Translate some sentences on Page 51.
c. Enable students to summarize what they learned by answering the questions in Summing up (P16) and Checking Yourself (P54).
3. Learning ability goals
Help students learn how to summarize what they have learned in this unit.
Teaching important and difficult points
How to review and conclude what students learned.
Teaching methods
Let students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.
Teaching aids
A projector and a recorder
Teaching procedures & ways
Step1 Revision
Check the homework left before. Ask some students to present the poems that they have written. Teacher can give them some remarks if necessary.
Step2 Ex on Page 49-50
This part is a consolidation of the words and expressions learned in this unit.
1. Let students finish part 1 and part2 ( 5 minutes )
T: Now please open your books and turn to page 49. Let’s use words and expressions. Make adjectives from the nouns and complete the table with the correct nouns, verbs, adjectives or adverbs.
2. Give the students 3 minutes to finish part 3 on next page.
T: Try to complete each sentence using the correct word from the table you have completed within 3 minutes.
3.Check the answers with the whole class.
Suggested answers:
Exercise 1 on P49
1.beauty beautiful 2.joy joyful 3.sorrow sorrowful 4.delight delightful
5. dread dreadful 6. hope hopeful 7. peace peaceful 8. power powerfu
Exercise 2 on P49
1. expressively 2. darkness 3. translation 4. repeat
5. inspirational 6. anger 7. impressed 8. enjoyably
9. transformed 10. warm
Step3 Translation on page 51
T: Please turn to page 51 and translate some sentences into English, using the word and phrases in bracket. This part is a consolidation of the grammar item in this unit. You should pay more attention to the sentence structure. Are you clear
S: Yes.
For the exercise, teacher can ask some of them to go to the blackboard to write down their translations. And then check them with the whole class. If there are some problems, teacher can ask the students to discuss and give them some suggestions to solve them.
Suggested answers:
1. 如果我们的糖没有用完, 我是不会去商店的。（run out of )
If we hadn’t run out of sugar, I wouldn’t have gone to the shops.
2. 如果刘思嘉没有考上大学， 她就不用离别父母搬到千里以外的地方去了。（thousands of)
If Liu Sijia hadn’t gone to university, she wouldn’t have moved to thousands of kilometres away from her parents.
3. 他会为你准备一杯由果汁、酸奶和鸡蛋制成的特殊饮料。（be made up of)
He’ll prepare for you a special drink that is made up of fresh fruit juice, yoghurt and eggs.
4. 如果你当时留心看着她，你就不会在人群中把她弄丢了。（keep an eye on)
If you had kept your eye on her, you wouldn’t have lost her in the crowd.
5. 如果你放松一段时间，你就会康复得更快一些。 （take it easy)
You ‘ll get better more quickly if you take it easy for a while.
6. 如果埃米莉没有逗那只猫，它就不会打翻那个漂亮的花瓶了。（tease; knock over)
If Emily hadn’t teased that cat, it would not have knocked over that beautiful vase.
Step4 Summary
T：Today we have done a lot. We have finished using words and expressions and done some translations. We have also reviewed what we have learned in this unit. Now let’s fill in the chart on Page 16. Think about what you have read and practised in this unit. Then tick the boxes.
SUMMING UP
Think about what you have read and practised in this unit. Then tick the boxes.
I have learned I need to
this well learn more
I have learned about :
some simple types of poetry ;
rhythm and thyme;
some new words and phrased;
how to write some simple poetry;
how to use the subjunctive mood;
how to talk about intentions and plans;
Step5 Project ( on Page 54)
Teacher can ask the students to find their favourite English poem or a translation of their favourite Chinese poem. Get them to read it or write it on a poster and put it on the wall for the rest of the class to share.
Step6 Check yourself
This is a chance for students to collect knowledge they have learned in the unit. Teacher can leave them some time to finish the questions in the chart. Doing this task can improve students ability of teaching by oneself. If they like they can have a discussion in pairs, teacher can walk among them and give them some help.
Step7 Homework
Model 6 Unit 3 A healthy life
The 1st period Warming up and pre-reading
Teaching aims:
1. Talk about health
2. Learn the issues that the young people are concerned about
3. Learn to advise people about what to do and what not to do
4. Talk about smoking and its harm
Teaching procedures:
Step one Warming up
This step is to lead the students to the topic of this unit ―― A healthy life
1. What health issues do you think concern young people the most
(After about 3 minutes)
A sample list:
Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness
Sexual health Stress AIDS and infections Cancer Anxiety and so on
2. Group work
a. Choose one health issue you think is particularly important.
b. List five things you would like to tell other people about this issue.
*Show some pictures on the computer
Directions:
Looking at the following pictures. What are they doing Which are healthy activities while which are unhealthy activities
(Ask the students to describe the pictures using their own words)
Step two Pre-reading
*Questions:
1. Have you ever smoked If you have, have you ever tried to stop
2. Why do you think some adolescents start smoking
Possible answer:
Some adolescents start smoking because they are falsely influenced by some media. Some think it’s cool. Maybe some want to lighten some stress.
3. In what ways is smoking harmful
Mentally and healthily.
4. What advice would you give to someone when wanted to stop smoking
Possible answer:
Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.
5. Where could you get good advice on stopping smoking
Step three Homework
Find out some information from the Internet and write a short passage about the present situation of young people’s smoking in China as well as giving them some advice.
The 2nd period Reading
Teaching aims:
To promote the students’understanding of the text.
To solve the problems and difficulties they meet in understanding the text by cooperation.
3. Enable the Ss to learn how to give advice on stopping smoking.
4. To talk about the importance of health and the harmful effects of smoking
Teaching methods:
Discussion, cooperative learning and oral practice.
Teaching procedures:
Step one Greetings.
Greet the Ss as usual.
Step two Pre-reading
Predicting:
Read the title of the text and the headings within it, and find out:
1. Who wrote the letter
2. What is the purpose of the letter
Step three Skimming
1. Read and check the answers to the two questions.
2. Listen to the tape and find out the main idea of each paragraph.
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 and advice on stopping smoking.
D. Telling the harmful effects of smoking.
E. From the life the writer is leading now, we can know the importance of healthy life.
Keys: 2—A 3----B 5-----C 4-----D 1-----E
Step four Detail reading
1. List the details under the following subtitles.
The ways to become addicted to cigarettes
The harmful effects of smoking
Suggestions to quit smoking
The ways to become addicted to cigarettes
1).Become physically addicted to nicotine
2).Become addicted through habit
3).Become mentally addicted
The harmful effects of smoking
1). Do terrible damage to your heart and lungs
2). Have difficulty in becoming pregnant
3). Affect the health of non-smokers
4). Smell terrible
5). Have the ends of the fingers turn yellow
6). Be unable to run fast
Suggestions to quit smoking
1). Prepare yourself
2). Be determined
3). Break the habit
4). Relax
5). Get help If you need it
6). Keep trying
2. Answer some questions. ( refer to PPT)
4．Let students find the expressions in the passage that can be used to advise people about what to do and what not to do.
Step five Discussion
Situation 1: Suppose you are a teacher, how will you persuade your students to quit smoking.
Situation 2: Suppose your teacher is a smoker, how will you persuade him to quit smoking.
Situation 3: Suppose you are a father, how will you persuade your son to quit smoking.
Situation 4: Suppose your father is a smoker, how will you persuade him to quit smoking.
Step six Homework
1. Discuss the questions after class.
2. Find out the key points of the text.
3. Search some more information about the harmful effects of smoking and advice on stopping smoking.
The 3rd Period Listening& Speaking
Teaching aims:
1. To learn what should be paid attention to when going to the party and how to give advice and warnings to others.
2. To train the ability of listening and speaking.
Teaching procedures:
Step one Listening
1. Pre-listening
1) Individual work:
To show some pictures and make students judge which are the ways of keeping a health life.
2) Group work:
Discussion: Suppose you are invited to have a party in a nightclub by your friends, would you like to go there If not, what are you worried about
While-listening
Listen to what Tina and Sara are talking about and tick the things Sara is worried about.
Listen again and complete Tina’s sentences.
Listen to the tape for the third time. Understand the whole dialogue fully and check if the answers are complete, especially pay attention to different structures of giving advice.
Post-listening
Guessing: Will Sara still be nervous about going after listening to Tina’s advice
To ask students what useful expressions we can use to give advice and teacher write them on the blackboard.
Step two Speaking
Review the target function by giving students two situations.
Situation1: Your friend is worried about the
English test the class is having on Friday. (giving some advice)
Situation2: Your friend tries to cross the road and you see a car speeding towards him/ her.
(giving some warnings)
Have a discussion to make students list the rules for behaving
properly in the party and share the lists with all the classmates.
Step three Homework:
1. Review the expressions of giving advice, warnings and prohibitions.
2. Write a short passage to persuade one of your relatives to give up smoking.
The 4th Period Learning about language
Teaching aims:
1. To get students to learn and master the usage of the new words and the useful expressions in the reading.
2. To enable students to grasp the grammar: the use of “it”.
Teaching procedures:
Step one Review
Review the main idea of the letter and the suggestions to quit smoking orally.
Step two Word study
1.Find words and expressions from the text and match.
accustomed feeling foolish or uncomfortable because of something
manage stop doing
ashamed having an unborn child or young in the body
automatically pressure caused by the problems of living, too much work, etc.
quit done without conscious thought, esp. as a habit
stress in the habit of; used to
pregnant because of
mental succeed in doing
adolescents of the mind
due to a boy or girl in the period between being a child and an adult.
2. Complete the text with words from above. (Ex 1,P 20)
1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.
2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.
3. He was_________ of his body so he decided to go on a diet and do more exercise.
4. In spite of her wounded leg, she ________to get up the stairs.
5. He told me the same story _____________ until I felt like screaming.
6. With exams only a week away, I am under a lot of ______.
7. When I ____________playing sport I become very fat and unhealthy.
8._______health is as important as physical health.
9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.
10.___________often take more risks than adults.
Keys: 1.due to 2. accustomed 3. ashamed 4.manage 5.automatically 6.stress 7.quit
8. Mental 9. pregnant 10.Adolescents
Step three Discovering useful structures
1. Go over the first reading passage again and find out all sentences with “it”.
a. It’s a beautiful day here---
b. It’s amazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.
c. It’s my birthday in two weeks time---
d. Your mother tells me that you have started smoking and that you are finding it difficult to give up.
e. Believe me, I know how easy it is to begin smoking and how hard it is to stop.
f. This means that after a while your body becomes accustomed to having nicotine in it and ---
g. As you know, if you do the same thing over and over again, you begin to do it automatically.
h. I think I was addicted in all three ways, so it was difficult to give up.
i. I didn’t know it could do terrible damage to your heart and lungs or that I was more difficult for smoking couples to become pregnant.
j. When I was taken off the school football team because I was too slow, I knew it was time to quit smoking.
k. It might help you to stop.
2. Discuss with their partner about the use of “it” (pairwork)
3. Explain the use of it.
“It” can be used in the subject position to stand for an infinitive, -ing form or a clause.
Impersonal “it” can be used to talk about time, date, distance or weather
4. Let students sort all the sentences.
It stands for an infinitive: h.
It stands for-ing form
It stands for time: c.
It stands for date:
It stands for distance:
It stands for weather: a.
It stands for others: d, e, f, g, I, j, k
5. Explain and extend.
It stands for an infinitive: h.I think I was addicted in all three ways, so it was difficult to give up.
真正的主语to give up it形式主语 structure: it is+ adj.+ to do---
补充
1.手头边有个小笔记本是个好主意。
It is a good idea to have a little notebook handy.
真正的主语to have a little notebook handy it形式主语 structure: it is+ n..+ to do---
2.那样做是违法的。It is against the law to do that.
真正的主语to do that it形式主语 structure: it is+ prep.+ to do---
3.观看电影让我很高兴。It gave me great pleasure to see the movie.
真正的主语to see the movie it形式主语 structure: it +v.+ to do---
It stands for-ing form
补充
1.牛奶洒了，哭也无益。It is no good crying over spilt milk.
真正的主语crying over spilt milk it形式主语 structure: it is +n.+ doing---
Structure : It is no good (no use, great fun, a new experience---) doing---
It stands for a clause: b. It’s amazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.
真正的主语that at my age I am still fit enough to cycle 20 kilometres in an afternoon it形式主语 structure: it is+ adj. +that---
补充
他居然还活着，真是个奇迹。It is a wonder that he is still alive.
Structure: It is a fact (a shame, a pity, no wonder---) that---
碰巧，那年收成不好。 It happened that the harvest was bad that year.
Structure: It seems (happened, doesn’t matter, has turned out---)that---
据说，日本发生了地震。It is said that there has been an earthquake in Japan.
Structure: It is said (reported, decided, suggested---) that---
It stands for time: c. It’s my birthday in two weeks time---
It stands for weather. a. It’s a beautiful day here---
It stands for distance.
到市中心需要半小时。It is half an hour’s walk to the city center.
It stands for date:
这时是十月的一个晚上。It was an evening in October.
6. Exercise: Do these sentences orally. ( Ex.2, P21 )
Step four Homework
Preview the reading passage of Using Language.
Finish the exercise of Learning Language in workbook.
3. Make up a question sheet and interview two or three classmates. For example
How much exercise do you take each day
How many hours of sleep do you have a night
Do you feel stressful
Do you smoke
---
The 5th Period Using language and writing
Teaching aims:
1. To enable students know in what ways the HIV is spread and how to stay safe.
2. To improve their skimming and scanning skills.
3. To raise their awareness of HIV/AIDS.
4. To let students understand the structure of articles in newspapers.
5. Learn how to give advice to people by using the target language by writing.
Teaching Procedures
Step one Lead in
Watch a short flash Love under The Sun (《爱在阳光下》) and ask: What topic is mentioned in the flash AIDS
Step Two Fast reading & scanning
一、Fast reading
This passage can be divided into three sections. Skim the poster and tell the main idea of each section
Section1: Background information about what the diseases.
Section2: Ways to protect yourself.
Section3: Some common myths dispelled.
二、Scanning
1. What’s a virus
A virus is a very small living thing that causes disease.
2. How does HIV affect people’s health
HIV virus weakens a person’s immune system and eventually it damages the immune system so much that the body can on longer fight against disease.
3. What is the difference between AIDS and HIV
HIV is a virus, while AIDS is the stage of the illness caused by HIV
4. How the disease is spread
It is spread through the exchange of blood or sexual fluids during sexual intercourse, the sharing of intravenous needles or blood transfusions.
5. Is there a cure for AIDS and HIV at the moment
No,　there is no known cure for HIV and AIDS .Though there is no cure that will clear HIV from the body, there are treatments that can help keep people with HIV and AIDS healthy. Some help to keep the immune system intact by lowering the amount of HIV in the body. Others help to prevent certain infections that someone with AIDS is art risk for when his or her immune system becomes very weak.. 　
三、Reading carefully
Decide the following statements are true or false.
1. It is dangerous to get close to a person with AIDS. F
2. It is very likely that you will die if you become infected with HIV. T
3. You can only get HIV from injecting drugs. F
4. Evidence show that men get AIDS more easily than women. F
5. It could be dangerous to have sex without using a condom. T
6. If blood or sexual fluids infected with HIV get into someone’s body, that person could become infected too. T
7. You shouldn’t hug a person with HIV/AIDS. F
8. It is easy to tell a person has HIV/AIDS. F
四、Extend
1. Which day is the World AIDS Day December the first
2. Do you know what the theme of World AIDS Day 2006 is Stop AIDS, Keep the Promise
3. How you can support World AIDS Day Possible answer:By wearing The Red Ribbon (The Red Ribbon is an international symbol awareness). /By raising awareness of HIV in our Area./ By protecting ourselves—this is the first and the best way to stop the spread of HIV.
Step three Reading Task (P60)
一、Explain the structure
Ask students to skim the passage and tell what kind of article it is.
Articles in newspapers have a special structure for several reasons
1. Readers need a quick a way to find the articles they want to read. The headline gives readers a clue about the content.
2. Readers only get a quick idea of the news and read only part of the article. So the first paragraph gives the most information about Who What Where When Why How
3. Let students read the first paragraph of the passage in Page60 and find out Who What Where When Why How (on the board)
Who Chinese Red Cross
What An AIDS awareness programme
Where Yunnan and several other provinces
When It began 6 years ago and is still running.
How Information is not given
Why Information is not given
二、Read the passage and answer the following questions.
1. What two things does the programme do
It provides care and support for AIDS suffers；train young people to teach others about HIV/AIDS.
2. Who teaches people in the community
Volunteers who come from a similar age and background.
3. Why is the programme so successful
Because they are being taught by peers like themselves.
4. What has recently changed in the way the virus is spread
In the past it was mainly drug user and those who had become infected through careless blood transfusion practices. However, today, the number of young people becoming infected through sexual activity is increasing.
5. Why is the Chinese government concerned about HIV/AIDS
The Chinese believes that if no quick action is taken to stop the spread, by the year 2010, as many as 10 million people could be infected with HIV AIDS.
Step four Writing
1. Analyze the data and information of the interview and pick out one classmate to write to who has a habit of smoking or is under stress. etc.
How much exercise do you take each day
How many hours of sleep do you have a night
Do you feel stressful
Do you smoke
---
2. According to the classmate’s information, give some helpful advice to him/her on his/ her health issues.
Sample
Dear×××,
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, and remind yourself how much healthier you will be when you finally quit.
Good luck and best wishes,
×××
Step Five Homework
Please finish your letter and post it to your classmate whom you write to.
Module 6 Unit Four
Period One: Warming up & Pre-reading
Warming-up
Leading in by brainstorm
Put the students into groups of four and discuss the following questions:
1. What do we use energy for
2. What are the sources of energy
3. What sources are renewable and what are non-renewable
1. (differently)
Lights, heating, and all kinds of electric equipment use energy
2. coal, oil, solar panels, nuclear energy, natural gas, wind power, water, plant waste, tidal energy, ect.
2. coal; oil; solar panels; nuclear energy; natural gas; wind power; water; plant waste; tidal energy, ect.
3. fill in a form:
Pre-reading
1.We use much energy in our d