Unit 2 English Around the World
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(THE ROAD TO MODERN ENGLISH)
Aims
To talk about varieties of English
To read about the history of English language
Procedures
I. Warming up
1. Warming up by answering a questionnaire
1). Tell the students they are going to answer a questionnaire about why they are learning English.
2). Write the words: Reasons for learning a foreign language on the center of the board:
3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.
4). Divide the class into pairs.
5). Give out each student one questionnaire paper.
6). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.
7). When the task is finished, ask a couple of students to summarize their partners’ answers. (This may develop into a class discussion about language needs).
8). The students write five sentences on their feeling about learning English.
9). Collect the questionnaires.
Needs Analysis QuestionnaireInterviewer_______________Interviewee_______________Present use: situations and skillsReading (faxes, letters & reports)Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)Writing (faxes, letters & reports)Future use: expectations & ambitions
2. Further applying
To get the students thinking about the topic of the reading passage.
1). Have a student list on the board all the English-speaking countries in the world that they can think of.
2). Give the students hints about the places they haven’t mentioned.
3). Provide the students with an opportunity to think about the reasons for the spread of English around the world.
★ English is one of the official languages of the Olympic Games and the United Nations.
★ English dominates international websites and provides nearly all of the new computer terminology.
★ Tourism and trade from Western Europe and North America has contributed to the spread of English.
★ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
II. Reading
1. Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.
2. Scanning
Read to locate particular information and complete the comprehending Exercise One.
3. Following up
Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.
1). Do you think it matters what kind of English you learn Why
Possible answer:I don’t think so. Here are the reasons:★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.(Any persuasive and supporting reason the students give can be accepted.)
Why do you think people all over the world want to learn English
Possible answer:The reasons why people all over the world want to learn English:★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.(All persuasive reasons can be accepted.)
4. Language focus:
even if=even though: in spite of the fact; no matter whether: He likes to help us even if he is very busy.
communicate with: exchange information or conversation with other people: He learnt to use body language to communicate with deaf customers.
actually=in fact: used when you are adding new information to what you have just said: We’ve known for years. Actually, since we were babies.
be based on…:
make use of: use sth. available
Only time will tell: to say that something can only be known in the future: Will China’s national football team enter for the next finals of the World Cup Only time will tell.
Language Chunks from Unit 2 English around the worldbe different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, Only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, Pardon , beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, English-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
Period 2: A sample lesson plan for Learning about Language
(Indirect Speech (II) requests & commands)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Direct and Indirect Speech
Direct Speech Indirect Speech
simple present
He said, “I go to school every day.” simple past
He said (that) he went to school every day.
simple past
He said, “I went to school every day.” past perfect
He said (that) he had gone to school every day.
present perfect
He said, “I have gone to school every day.” past perfect
He said (that) he had gone to school every day.
present progressive
He said, “I am going to school every day.” past progressive
He said (that) he was going to school every day.
past progressive
He said, “I was going to school every day.” perfect progressive
He said (that) he had been going to school every day,
future (will)
He said, “I will go to school every day.” would + verb name
He said (that) he would go to school every day.
future (going to)
He said, “I am going to school every day.” present progressive
He said (that) he is going to school every day.
past progressive
He said (that) he was going to school every day
Direct Speech Indirect Speech
auxiliary + verb name
He said, “Do you go to school every day ”
He said, “Where do you go to school ” simple past
He asked me if I went to school every day.*
He asked me where I went to school.
imperative
He said, “Go to school every day.” infinitive
He said to go to school every day.
Direct Speech Indirect Speech
simple present + simple present
He says, “I go to school every day.” simple present + simple present
He says (that) he goes to school every day.
present perfect + simple present
He has said, “I go to school every day.” present perfect + simple present
He has said (that) he goes to school every day.
past progressive + simple past
He was saying, “I went to school every day.” past progressive + simple past
He was saying (that) he went to school every day.
past progressive + past perfect
He was saying (that) he had gone to school every day.
Direct Speech Indirect Speech
can
He said, “I can go to school every day.” could
He said (that) he could go to school every day.
may
He said, “I may go to school every day.” might
He said (that) he might go to school every day.
might
He said, “I might go to school every day.”
must
He said, “I must go to school every day.” had to
He said (that) he had to go to school every day.
have to
He said, “I have to go to school every day.”
should
He said, “I should go to school every day.” should
He said (that) he should go to school every day.
ought to
He said, “I ought to go to school every day.” ought to
He said (that) he ought to go to school every day.
II. Discovering useful words and expressions
Work in pairs. Do exercises 1, 2, 3 and 4. Then check the answer you’re your classmates. The teacher helps the students discover the difference in prepositions.
Play the tape for the students to listen and ask them to mark the sentence stress and intonation. Then practice reading in pairs.
(The teacher brings the students’ attention to the British and American words that are different but have the same meaning.)
III. Discovering useful structures
(Making commands and requests using indirect speech)
1. In groups of four, think of at least three commands your teachers and parents usually give.
You may follow these steps.
Choose one who is to give the first command.
Ask another person in your group to tell somebody what you said.
The third person will change the request or command from direct into indirect speech.
Change role so that each person gets the chance to give commands and turn them into indirect speech.
Example: T: Please don’t talk in class.S1: What did our teacher tell us / What did our teacher say S2: He told/asked us not to talk in class. / She said not to talk in class.
2. Get the students thinking about the difference between the request and command.
Then read the replies and decide whether they are in answer to a request or a command. Write the sentence down.
★ A: _______________________________________
B: I’ll go and collect some wood right now, master.
★ A: _______________________________________
B: Of course I’ll be happy to collect your shopping for you.
★ A:__________________________________________
B: Yes. I’ll shut the door at once, Mr. Zhang.
★ A:_________________________________________
B: No, I won’t get your coat if you talk to me like that.
★ A:_________________________________________
B: Sorry. I’ll get that book for you right now.
Period 3: A sample lesson plan for Using Language
(STANDARD ENGLISH AND DIALECTS)
Aims
To read out and talk about STANDARD ENGLISH AND DIALECTS
To write about learning English by brainstorming
Procedures
I. Warming up
1. Introduction: In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
2. Role-play: Get students to work in pairs. Let one student be a Chinese and the other a foreigner. Role-play a conversation about the Chinese language to have them discuss why Putonghua has to be used in China.
II. Reading
1. Get the students thinking about the topic of the text to predict what it says.
2. Skimming:
Read quickly to find the topic sentence for each paragraph.
Para. 1: There is no such a thing as Standard English.Para. 2: American English has many dialects whose words and expressions are different from “standard English”.Para. 3: Geography plays a part in making dialects.
3. Scanning: Work in pairs. Read the text to locate particular information.
1). Do you know what Standard English is from the text
2). What is a dialect Why does American English have so many dialects
4. Language focus:
believe it or not: used when you are going to say something that is true but surprising: Believe it or not, John cheated in the exam.
2). there is no such a …as: used to say that a particular person or thing does not exist: These days there is no such a thing as a job for life.
3). standard English: the form of English that most people in Britain use, and that is not limited to one area or group of people
4). dialect: a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language
5). play a part/role in: be one of the causes that make something happen: Besides dieting, exercising plays an important part in losing weight.
III. Listening
To introduce the students to a dialect and a form of standard “English”.
You may follow these steps:
1). Set the context for the students by describing the situation;
2). Tell the class: you are going to listen to a boy named Buford. He speaks a Southern dialect of AmE with an East, Texas accent. Remember: pronunciation is determined by accent. On the other hand, Buford’s teacher, Jane, speaks standard BrE. (i.e. what is heard on the BBC.)
3). Play the tape for the students to listen.
4). Encourage the students to give the standard equivalents for the dialectic words from Buford’s story, using the context.
Dialectic wordsfrom Buford’s story Standard English equivalents
heyy’allain’tyeryapupswimmin’jumpin’feelin’‘bout‘noughshoulda seengot outta hello everyone aren’tyouryouchildswimmingjumpingfeelingaboutenoughshould have seengot out of
6). Play the tape again and let the students answer the questions in pairs after listening.
7). Check the answers. (Variant: you may also ask the students to retell Buford’s story in Standard English in pairs.)
IV. Speaking
1. Make sure the students know that the word used for directions often vary depending on what kind of English the speaker uses. Present the list to the students:
Amy (American) Lady (British)subway undergroundleft left-hand sidekeep going straight go straight ontwo blocks two streetsright right-hand side
2. Prepare their role-play in pairs: Be sure that one plays a speaker of British English and the other a speaker of American English. Ask students to select actual streets and location in their hometown for giving directions.
Performance: Ask two pairs to perform their dialogue in class.
Sample version:S1: Excuse me, sir. But I can’t find the drugstore S2: Pardon S1: I said I couldn’t find the chemist’s shop.S2: Well, go round the corner on your right-hand side, straight on and cross the flyover. You will find it ahead.S1: Thank you very much.S3: What did he say S1: He told us to go round the corner on the right, go straight on and then cross the overpass. The drugstore will be ahead.Self-assessment criteria:Did you cooperate well with your partner(s) while practicing Can you ask for directions and give directions clearly Can you express your ideas fluently If not, what’s your main problem Did you go naturally between American English and British English while talking to each other.
V. Writing
1. Making a poster
First ask the students to make educated guesses about how English can help some aspect of Chinese life, in particular its economy.
Then, in pairs students work on their poster.
Finally, ask several pairs to present their poster in class for assessment.
A Sample poster CHINA’S FUTURE LIES WITH LEARNING ENGLISHReasons for learning English:World trade is done in English;International organization (such as the UN) use English;We need contact with the developed Western world to build our country;The developed world uses English in its dealings.Why the Chinese language will not do Very few people in the West speak Chinese;Chinese is a difficult language to learn;Most businessmen do not have time to learn new languages every time they enter a new international market.SO CHINA’S FUTURE LIES WITH LEARNING ENGLISH
2.Writing Assessment
Can you give persuasive reasons for the topic on your poster
Can you verbalize your ideas fluently
Can you put your own English learning experiences into a broader perspective
Can you organize your ideas in a logical way
Have you made a brainstorming map before you set out to design your poster Do you think it helps your writing
What kind of mistakes have you made in your writing What can you do to avoid such mistakes
Further Applying
The teacher may also guide the students to do the writhing task in the Workbook on page 53. You may take the following steps:
Step 1: Students divided into groups of four share their own learning experiences and ideas about English learning.
Step 2: Students make a list as follows:
My problems Ideas for improvement Why I like English My future with English
Step 3: Make notes about the paragraphs for the writing.
Step 4: The teacher helps develop ideas in a positive and encouraging way.
Step 5: Students write about the topic after class as homework.
Sample version:My experience of learning EnglishMany people all over the world speak English as their second language. It is not too much to say that it has become an international language. Studying English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way. It is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures. There are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go head!Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.
Part Two: Teaching resources（第二部分：教学资源）
Section 1: Approaches to process writing 程序写作教学法
I. Pre-writing
1. Brainstorming
Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing.
2. Planning
Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place.
3. Generating ideas
Discovery tasks such as cubing (Students write quickly about the subject in six different ways. 1. describe it 2. compare it 3. associate it 4. analyse it 5. apply it 6. argue for or against it.)
4. Questioning
In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition.
5. Discussing and debating
The teacher helps students with topics, helping them develop ideas in a positive and encouraging way.
II. Focusing ideas
1. Fast writing
The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised.
2. Group compositions
Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular).
3. Changing viewpoints
A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc.
4. Varying form
Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.
III. Evaluating, structuring and editing
1.Ordering
Students take the notes written in one of the pre-writing activities above and organize them. What would come first Why Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know.
2. Self-editing
A good writer must learn how to evaluate their own language ─ to improve through checking their own text, looking for errors, structure. This way students will become better writers.
3. Peer Editing and proofreading
Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.
4. The importance of feedback
It takes a lot of time and effort to write, and so it is only fair that student writing is responded to suitably. Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher. Class magazines, swapping letters with other classes, etc. can provide an easy solution to providing a real audience.
5. Writing as communication
Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences. It requires that more classroom time is spent on writing, but as the previously outlined activities show, there is more than just writing happening during a session dedicated to process writing.
6. Potential problems
Writing is a complex process and can lead to learner frustration. As with speaking, it is necessary to provide a supportive environment for the students and be patient. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. In the long term, you and your students will start to recognise the value of a process writing approach as their written work improves.
Section 2: Background information on English Around the World
I. British English, American English and Chinese
Cars and Driving
British English American English Chinese
car park parking lot 停车场
driving license driver's license 驾照
flyover overpass 天桥
four way crossroads 十字路口
hire car rental car 租用车
motorway freeway(Western U.S.)expressway (Eastern U.S.) 高速公路
petrol gasoline(gas) 汽油
tyre tire 轮胎
windscreen windshield 挡风玻璃
Food
British English American English Chinese
biscuit cookie 饼干
chips French fries 炸土豆片
crisps potato chips 油炸土豆片
jacket potato baked potato 带皮烤的马铃薯
jam jelly 酱
mince hamburger 碎牛肉；牛肉饼
porridge oatmeal 稀饭
pudding dessert 布丁；甜点
sweet dessert 餐后甜点
tin can 罐头
Others
British English American English Chinese
autumn fall 秋天
bill check 清单
bin liner trash bag 垃圾袋
botanic garden botanical garden 植物园
braces suspenders 吊裤带；吊杆
charity non-profit organization 慈善机构
chemist’s pharmacy/drug store 药店
cinema movie theater, theater 电影院
coach bus 长途汽车
DIY do it yourself 自己动手做
dustbin trash can 垃圾箱
engaged (as in telephone) busy （电话）占线
fee (for schooling) tuition 学费
fit (verb) equip, fit out 安装
flat apartment 单元住宅
football soccer 足球
freephone toll-free 免费电话
toll-free dress (noun) 外衣；服装
gents men’s room 男厕
headmaster principal 男厕
hire (hire a car) rent (rent a car) 租借
holiday vacation 假日
ill sick 有病的
in future in the future 未来，将来
in hospital in the hospital 住院
join the train get on the train 上火车
jumper sweater 毛线衫
licence (noun) license 执照
lift elevator 电梯
lorry truck 卡车
maths math 数学
nil zero 零
note bill 纸币
on stream on line 在生产中
post mail 邮件
queue line 长队
railway railroad 铁路
return round trip 返程
rise (noun - in salary) raise 加薪
rubber eraser 橡皮擦
rucksack backpack 背包
shopping trolley shopping car 购物手推车
“sorry” “excuse me”, “pardon me” 对不起
stand (for election) run (for election) 竞选
swear word curse word 咒语
subway underpass 餐巾
subway underpass 地下道；地铁
tea towel dish towel 餐巾
telephone box telephone booth 电话亭
toilet restroom 厕所
torch flashlight 火炬
trainers sneakers 运动鞋
transport (noun) transportation 运输
trousers pants 裤子
trolley cart 手推车
tube subway 地铁
underground subway 地铁
vest undershirt 背心
waistcoat vest 马甲
II. Different English, different spellings
American Englishtheater, center, litercolor, honor, labor, favor, vaportraveler, woolenskillful, fulfillcheckprogramstoryrealize, analyze, apologizedefense, offense, licenseburneddreamedsmelledspelledspoiled British Englishtheatre, center, litrecolour, honour, labour, favour, vapourtraveler, woolenskilful, fulfilchequeprogrammestoreyrealise, analyse, apologisedefence, offence, licenceburnt/burneddreamt/dreamedsmelt/smelledspelt/spelledspoilt/spoiled
III.Websites recommended to the students 推荐网站
www.e-l-e. www.bg- ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 )
www.esl. www.english- ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 )
www. www.topics- ( http: / / www.21cnjy.com" \o "欢迎登陆21世纪教育网 )
Going to any of the websites may enable the students to learn more about the differences between American English and British English.
Section 3: Words and expressions from Unit 2 English Around the World
Include 1. v. to be one of the parts; to make something or someone part of a larger group: Our tour party included several retired couples. The team is looking strong; especially now they have included Beckham. 2. including & included: Everyone has to go to the dentist’s, you included. There were twelve of us, including Tom and me.
role: n. 1. the character played by an actor in a play or film; the position that someone has in society or an organization: Matthews plays the role of a young doctor in the film. Women are often forced into a supportive role in the family. 2. play a leading/major/key role in=be important in making changes happen: Mandela played a leading role in ending apartheid in South Africa.
because of=as the result of a particular thing or someone’s action: He had to retire because of ill health. c.f. She got the job because she was the best candidate.
native: 1. adj. your native country or town is the place where you were born: They never saw their native land again. 2. native language/tongue: the language you spoke when you first learned to speak. 3. n. a person who was born in a particular place：Are you a native of New York
come up: 1. to be mentioned：A lot of new questions came up at the meeting. 2. to be about to happen soon：Don’t you have a birthday coming up soon 3. to move near someone or something by walking: Come up to the front of the room so everyone can see you.
Other verbal phrases of “come”
come about=to happen in a way that seems impossible to control;
come across= to meet or find something or someone by chance;
come along=get along; to appear at a time you don’t expect; to encourage sb. to try harder;
come by=to obtain something that is difficult to find; come up with=to think of an idea;
(The small word “come” has many phrasal verbs. It is better to ask the students to refer to a good dictionary.)
present: adj. 1. be present: a) to be in a particular place: How many people were present at the meeting yesterday (opposite of “ absent”) b) to be remembered for a long time: The memory of the disaster last year is still present in her mind. 2. (only before noun) existing now: What’s your present address c.f. What he said amused all the people present.
such as: used to give an example of something; such…as/that: used to emphasize that there is a small amount of something or that it is of good quality: The local economy still relies on traditional industries such as farming and mining. c.f. Such food as they gave us was warm and nutritious.
Command: 1. vi & vt. to tell someone officially to do something, esp. if you are a military leader or a king to get something such as attention or respect: The general commanded that the regiment (should) attack at once. Or The General commanded the regiment to attack at once. Dr. Young commands a great deal of respect as a surgeon. 2. get/ have a good command of English=to get/have a good mastery of English.
request: 1. vt. to ask for something politely or formally request that (should) + v/ request sb. to do sth.: The staff requested that he reconsider his decision. All club members are requested to attend the annual meeting. 2. n. a polite demand for something: They have made a urgent request for international aid.
recognize: vt. 1. to know who someone is or what something is, because you have ever seen them or it before: Susan came home so thin and weak that her own children hardly recognized her. 2. to accept that an organization has legal or official authority: British medical qualifications are recognized in Canada. 3. be recognized as= to be thought of as being very good by a lot of people: Jules Verne’s novel was recognized as a work of genius.Unit 1 Friendship
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(ANNE’S BEST FRIEND)
Aims
To talk about friendship
To read about friendship
Procedures
I. Warming up
1. Warming up by assessing
A lot of people have only few possibilities of getting feedback about their own personality. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. While comparing your mutual judgements, certain prejudices or misunderstandings may appear, as people often do not know each other thoroughly enough to judge others correctly. Try to be honest!
Self assessment
Of the following characteristics choose 5 that are particularly applicable to you personally.
sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant
Partner assessment
Now choose 5 characteristic features which you think are especially applicable to your partner.
sociable, honest, friendly, easygoing, nervous, open-minded, anxious, careful, talented, talkative, nosy, thoughtful, generous, carefree, pessimistic, peaceful, optimistic, interesting, reliable, helpful, active, careless, caring, exact, adventurous, imaginative, hot-blooded, well-organised, trustworthy, patient, responsible, outgoing, kind, brave, warm-hearted, selfless, tolerant
2. Warming up by describing
Have the students get into groups of four to describe their own ideal friend. Individual students must decide on TOP 5 character adjectives that could be used to describe the ideal friend and insist they have good reasons for their choice. Then let the group leader give the class a description of their ideal friend.
3. Further applying
You may also have the students do the survey in the textbook, following the steps below.
Get the students to make a list of three qualities a good friend should have.
Have the students get into groups of four to find out what each has listed.
Have a member of each group report on what their lists have in common and list them on the board.
Ask the class whether or not they agree with all the qualities listed.
Then have the students do the survey in the textbook.
Have the students score their survey according to the scoring sheet on page 8.
The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.
(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
II. Pre-reading
To focus the Students’ attention on the main topic of the reading passage.
To activate their previous knowledge on the topic.
III. Talking and sharing
Work in groups of four. Tell your group mates how you reflect on these questions.
Why do you need friends Make a list of reasons why friends are important to you.
What do you think a good friend should be like List what a good friend should do and share the list with your partners.
Does a friend always have to be a person What else can be a friend
Do you think a diary can become your friend Why or why not
Instructions: The teacher can give each group one of these questions above to talk about. Then let the class share their ideas. It’s better to stimulate the students to challenge their classmates’ opinions about these questions.
Possible answersQ1: Reasons I need friends:to cope with stressful situations in lifeto share my worries and secrets in my inner worldto show my concern for other peopleto let other people share my happinessto unfold to other people the secrets in my heart (to name but few.)Q2: A good friend should:tell me the truth (honest)be good to me (friendly)be willing to consider or accept others’ ideas or opinions (open-minded)be willing to help others (generous or helpful)be good-temperedthink about what others need and try to help them (caring)be loyal to their responsibility (responsible)not easily upset (easy-going)be out-going (like to meet and talk to new people)be tolerant (allow other people to have different opinions or do something in a different way)be selfless (to name but few)Q3: What else can be a friend Answers can be various. (omitted)Q4: Students’ answers may vary but must include a reason.Yes. I think it can be, because I can set down how I feel every day in my diary, and let other people read it to share my feelings some time later. Above all, it feels good to write down my thoughts and feeling on paper when I am sad or lonely.
IV. Reading
1. Looking and guessing
Work in pairs. Look at the pictures and the heading and guess what the text might be about.
1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel
2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room
2. Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence.
Para. One: Anne made her diary her best friend whom she could tell everything.
Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.
Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.
3. Language focus
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
laugh at, go through, make/call + O +Noun (as O.C.), hide away, set down, grow crazy about, do with…, there was a time when…, keep sb. spellbound, on purpose, in order to do sth., far too +adj./adv, happen to do sth., it was the first/second time that …, face to face
V. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending Exercises 1 and 2.
Closing down by discussion of ideas
Work in groups of four. Discuss the ideas put forward in the reading passage. It does not matter whether you agree or disagree. What is important is that you should have a reason for what you say. Also you can put forward your own ideas, either criticising the text or using it as a support:
★ What would you do if your family were going to be killed just because they did something the Emperor did not like
★ Where would you plan to hide
★ How would you arrange to get food given to you every day
What would you do to pass the time
Language chunks from Unit 1 Friendshipadd up, get sth. done, calm sb. done, have got to, go on holiday, talk care of, walk the dog, get loose, pay for sth, cheat in the exam, should have done, someone else’s, laugh at, go through, hide away, set down, a series of, a hiding place, I wonder if…, grow/be/become crazy about, could have done, keep sb.spellbound, keep doing, stay awake, on purpose, in order to, by oneself, far too much, it was(is) the first time that…, face to face, feel lonely/sit alone, save one’s life, be concerned about, with so many clothes on, have trouble with sb, at the moment, get along (well) with sb./ sth, enjoy doing, be/become/make friends with, be/fall in love (with), try sth. out on sb. ask for advice, give sb. some advice on…, make an effort to do sth., join in sth., show one’s interest in, far and wide, pay attention to, look to one’s own concern, share one’s thoughts and feelings with sb, come to a conclusion, be prepared to do sth., a heart-to-heart talk, hurt one’s feelings, change one’s mind, live in peace, go on a picnic, get away with, feel at home, in need
Period 2: A sample lesson plan for Learning about Language
(Direct & Indirect Speech(Ⅰ) statements & questions)
Aims
To discover useful words and expressions
To discover useful structures
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 4 and do Exercises 1, 2, 3 and 4 first. Then check your answers with your class partner.
II. Learning about grammar: Direct and Indirect Speech
1.Direct Speech
In direct speech, the original speaker's exact words are given and are indicated by quotation marks.
★ “I don’t know what to do,” said Dean.
In some grammar books, ‘said Dean’ is referred to as a reporting clause. “I don't know what to do,” is referred to as the reported clause.
2. Indirect Speech
In indirect speech, the exact meaning of the speaker’s words is given, but the exact words are not directly quoted.
★ Dean said that he didn’t know what to do.
To convert direct speech into indirect speech:
If the main verb is past tense, present tense verbs in ‘that clause’ must also be changed to past tense.
Dean said that he didn’t know what to do.
First and second person pronouns must be changed to third person pronouns.
Dean said that he didn’t know what to do.
(The word ‘that’ can often be left out: Dean said he didn’t know what to do.)
3. Indirect Questions
Direct question: “Did Marama’s horse win a prize ” Owen asked. Indirect questions: Owen asked whether (or if) Marama’s horse had won a prize.
The same rules apply to indirect questions as to indirect statements. The difference is that a wh- clause is used instead of a that clause.
Direct question: “Why won’t you marry me ” asked Donald. Indirect question: Donald asked her why she wouldn’t marry him.
In telling a story or recounting events, a speaker using direct speech has all the resources of intonation to produce a lively account. Because indirect speech is always speech reported by someone else, the account is more reserved and restrained.
“What shall we do ” asked Bev.“Don’t worry, Bev,” said Duncan, “I’ve got a plan.”Bev asked Duncan what they should do. He told her not to worry and that he had got a plan.
The ability to change direct speech into indirect speech is a useful skill for those engaged in taking the minutes of a meeting or reporting on events.
Direct speech: “First of all, I would like to thank everybody who helped with the fair. The results were very good, and we will now be able to buy two more computers.” Indirect speech: The principal said that he would like to thank everybody who had helped with the fair. He announced that the results were very good and that the school would now be able to buy two more computers.
III. Discovering words and expressions
Do exercises 1, 2, 3 and 4 on page 4 and 5. Check your work with your partner’s.
IV. Discovering structures
Do exercise 1 and 2. Check your work with your partner’s.
Period 3: A sample lesson plan for Using Language
(A letter from a student to the editor of The 21st Century)
Aims
To listen to a letter about friendship
To speak about a questionnaire about friendship
To write advice about friendship
To write a few lines describing a friend
Procedures
I. Warming up
1. Read the letter to Miss Wang and find out what was upsetting Lisa.
2. Listen to what Miss Wang says, and then answer the questions in Exercise 2.
3. Listen to the tape again and try to spell out the missing words in Ex 3.
II. Talking about designing a questionnaire
Work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. Ask the Students to use the quiz in the Warming Up as an example.
Note: The students should be talking while they are doing the task. This provides the students with the opportunity to practise expressing thought and concern in matters of immediate concern and interest. Tell the students to follow these steps:
Step1: In your group, come up with four situations among friends. Design four questions accordingly with three possible answers.
Step2: Put the four questions together and form a questionnaire.
Step3: Check the questionnaire through and try it out on your own group.
Step4: Share your questionnaire with another group and try each other’s questionnaires.
Sample questionnaire:This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now Because being friends with him/her helps me feel important.Because my friend would be upset if I ended the relationship.Because he/she is someone I really enjoy sharing emotions and special events with.2. Why do I spend time with my friend Because my friend would get mad at me if I didn’t.Because it is fun spending time with him/her.Because I think it is what friends are supposed to do.3.Why do I listen to my friend’s problems, or to what my friend has to say Because my friend praises me and makes me feel good when I do.Because it’s interesting and satisfying to be able to share like that.Because I really value getting to know my friend better.4.Why do I keep promises to my friend Because I believe it is an important personal quality to live up to my promises to a friend.Because it would threaten our friendship if I were not trustworthy.Because I would feel bad about myself if I didn’t.Scoring Sheet:Q1A 1pointQ2A 1pointQ3A1 pointQ4A3 pointsB 2pointsB 2pointsB2 pointsB2 pointsC 3pointsC 3pointsC3 pointsC1 point☆ 4~6 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.☆ 7~9 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.☆ 10+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done.Students work in groups and try their own questionnaires in the school to collect more information about students’ reflection of the values of friendship.
III. Guided writing
Read the letter to the editor from Xiaodong and make sure you know what problem Xiaodong has.
Discuss in groups of four. Think what advice you can give Xiaodong.
Write your advice to Xiaodong as an editor individually.
Sample writing:Dear Xiaodong,Some people like talking with others, but some people are shy. If you fall into the second group, it can be hard to make friends. But you can change the situation.What are you interested in If you like basketball, for example, you could talk with some of your classmates who like basketball. The easiest way to start talking to people is to find something you have in common.If you are standing beside a group of your classmates, join in their discussion if you know something about the subject they are discussing. But if you don’t, you shouldn’t feel afraid to say, for example, “That sounds interesting, what is it about ” Once you start talking to one person, it will get easier to talk to others.Find one person you have something in common with, and once you become friends with him, his friends will start talking to you too.Good luck!Editor
IV. Writing assessment
1. Can you give Xiaodong some good advice
2. I s your letter well developed
3. Are your ideas well organized to the point
Do you have a good choice of words and idioms in your writing
Do you get a good mastery of complex structures of language
What kind of mistakes have you made in your writing What can you do to avoid such mistakes
V. Further Applying
Here are some proverbs about friends and friendship. Read them carefully and pay attention to the sentence stress and intonation. Then write a passage. Choose some you agree and explain why. Then choose some you disagree and explain why.
■You may also have the students complete the task as homework after class.
Part Two: Teaching Resources (第二部分：教学资源)
Section 1: Background reading on friendship
Friendship Quotes
I. Questions about friendship
1.What is the main problem in friendship (leaving someone out)
2.How do you keep a friend (treat someone like you want to be treated)
3.What is a good friend (somebody whom you can depend on)
4.What if your friend said they wouldn’t be your friend if you were another person’s friend (That “friend” would not mind if she were really your friend.)
★ “True friendship is like sound health; the value of it is seldom known until it be lost.”--- Charles Caleb Colton★ “A friend is one who walks in when others walk out”---Walter Winchell★ “A friend is one who believes in you when you have ceased to believe in yourself.” --- Lysha★ “The better part of one's life consists of his friendships.”--- Abraham Lincoln★ “Advice is like snow; the softer it falls, the longer it dwells upon, and the deeper it sinks into the mind.” --- Samuel Taylor Coleridge★ “Friendship is the golden ribbon that ties the world together.” ---Kristina Kentigian★ “Friends are the sunshine of life.” ---John Hay★ A friend in need is a friend indeed.
II. Tips on being a good friend
※ Treat your friends the way you want to be treated.
※ Keep secrets that are told to you.
※ Pay attention when your friend is talking.
※ Keep your promises.
※ Share things with your friend.
※ Tell your friend the truth.
※ Stick up for your friend.
III. What kind of friend are you
1. If your friend tells you a secret that isn’t bad but you promised not to tell anyone, you will________.
A. tell everyone B. keep the promise
2. If you know your friend is planning to cheat on a test, you will________.
A. tell your teacher B. let your friend cheat
C. help your friend study for the test so she won't feel she needs to cheat
3. If your friend tells you a secret and it may cause his or her death, you will________.
A. tell a trusted adult B. keep it a secret C. tell your friends
You may print this sheet and answer the questions. Then discuss the answers with your friends.
A true friendship should:☉encourage you to live your dream.☉support you toward your goals.☉sympathize for your losses and help you find a silver lining.☉build your self-esteem.If happiness and life-satisfaction are your goals, your friends should be chosen on the basis of how well they can accomplish those four goals. Happiness is a personal choice that comes from within. But, as the friendship poem says, it surely doesn’t hurt to have supportive friendships that help us achieve our goals.
IV. Self-reflection upon friendship
Read the following statements and then tick Yes (√) or No( ×) to show your opinions upon friendship.
1. Friendship is very important to me.
2. I have a lot of friends.
3. There can be true friendship between a schoolboy and a schoolgirl.
4. I am very kind to my friends.
I think everyone should have friends.
Friends must have the same character.
I keep a diary and think it is my close friend.
When my friend is in trouble, I am always ready to help.
I don’t like to talk to others very much. I like to be alone.
I keep a pet animal and treat it like a friend.
A friendship poemChoose friends wisely, the portrait they paintIs who you are and who you ain’t.Friendship is life’s great supportWhen friends are of the right sort.For all your dreams do they make room,Or bring you down with doom and gloom You will know a friendship is true.When it brings out the best in you.
It’s true. You can tell a person by the company she keeps. Our friendships not only tell a lot about who we are --- they make us who we are. The friendship poem above says it all. You will know a friendship is true when it brings out the best in you.
Take a look at your friends. Do they bring out the best in you That might seem like a silly question. We all tend to think, “Of course they bring out the best in me. I wouldn’t be friends with them otherwise.”
Section 2: Vocabulary teaching strategy
I. The role of vocabulary teaching
In the context of learning English as a foreign language, a learner is forced to be autonomous and independent and make conscious effort to learn vocabulary outside the classroom simply because the exposure to the target language is limited in class. So teachers cannot rely on their students ‘picking up’ lexical items. This makes explicit vocabulary teaching necessary. However, vocabulary is notoriously difficult if not impossible to teach because of the complexity of its linguistic, semantic and psycho-cognitive aspects
II. Best approach
There are no universally useful strategies and they contribute to vocabulary learning in different ways. Students use a number of strategies, often simultaneously. The efficiency of vocabulary learning depends on how students combine individual strategies. If students combine and employ individual strategies from different groups they will be more successful in developing the target language lexicon. Thus, the ideal combination would be that of strategies from all four groups.
The teacher should create activities and tasks (to be done both in and outside class) to help students to build their vocabulary and develop strategies to learn the vocabulary on their own. Students experiment and evaluate and then decide which to adopt or reject since strategies are not intended to be prescriptive.
III. Practical activities
Here is a selection of practical activities that direct learners towards using strategies of vocabulary learning.
1. The useful alphabet (self-initiated independent learning)
Each student gets a letter and has to find 5, 10 or 15 words he or she thinks would be useful for him or her. He or she then report to the class, perhaps as a mingle activity, using word cards (on one side they write the letter, on the other the information on the word - spelling, pronunciation, definition).
2. Word bag (formal practice)
This is to get your students to write down new words they hear in class.
At the beginning of the term/course, divide students into groups of about 5 and give each group a number (e.g. 1-6). At the beginning of each class, give each group about 10 cards on which they write the number of their group and the new words they hear in class. At the end of each class, they put their cards into the “word bag” and every 2 weeks you check whether they still know those words and which group has the most cards. In the end there are two winners: the group that has the most cards, and the one that knows more words.
3. Especially for you (Functional practice)
The teacher prepares a list of words. Each student gets one word, which is prepared especially for him or her. The trick is that each student gets a word whose initial letter is the same as the initial of the student’s first name, e.g. Linda gets listless. Each student must look it up in the dictionary during the class and after a few minutes report to the class. E.g. “My name is Linda and I’m listless. That means that I am ... (definition)...”. For homework students can do the same using their surname.
4. Word tour (memorizing)
Instructions for your students: Think of a town or city you know well. Imagine that you are organizing a sightseeing tour. Think of 5 places you would include on your tour and write down the order in which the tourists would visit them. Learn your tour off by heart so that you can picture it in your mind. Whenever you have 5 new English words to learn, imagine these words are the tourists on your tour and picture the words in the places on your tour like this.
Tour: Trafalgar Square; Buckingham Palace; Houses of Parliament; Westminster Abbey; Downing Street. Words to learn: apron, dustpan, vacuum cleaner, feather duster, broom. Imagine Nelson on his column in Trafalgar Square wearing an apron, the queen brushing the floor in Buckingham Palace and using a dustpan...
Section 3: Words and expressions from Unit 1 Friendship
add v.1. put something with something else or with a group of other things: Do you want to add your name to the list 2. to put two or more numbers together in order to calculate the total: Add 6 and 6 to make 12. 3. to increase the number: The sales tax adds 15% to the price of clothes. 4. to say some more that is related to what has already been said: That’s all I want to say. Is there anything you’d like to add.
Other verbal phrases of “add”
add to: to make something larger and more noticeable: Our explanation seemed only to add to his bewilderment.
add up: to calculate the total of several numbers: Add your scores up and we’ll see who won.
add up to: to have a particular result: His schooling added up to no more than one year.
point: n. 1. small spot: The stars shone like tiny points of light in the sky. 2. sharp end: a knife with a very sharp point. 3. a unit used to show the score in a game or sport: She lost three points for that fall.(in a skating match)
upset: 1. vt. & vi. to make someone feel unhappy or worried: I’m sorry, I didn’t mean to upset you. 2.adj. (not before noun) unhappy and worried: She was still upset about the argument that she had had with Harry.
ignore: vt. 1. to behave as if you had not seen or heard someone or something(不理睬): Either she didn’t see me wave or she deliberately ignored me. 2. to pay no attention to something that you have been told or that you know about(忽视): Some drivers simply ignore speed limits.
calm: 1. adj. quiet and without excitement, nervous activity or strong feelings: Keep calm, and try not to panic. 2. vt.& vi. to make someone or something quiet after strong emotion or nervous activity: Charlie tried to calm the frightened children. 3. calm down: vt &vi. to become quiet or make someone quiet after strong emotion or nervous activity: Calm down and tell me what happened.
concern: 1. n. worry: something that worries you or a feeling of worry: There is growing concern about/over the effects of pollution on health. The rise in unemployment is of great concern to the government. 2.vt. to make someone feel worried or upset: The fact that she spends so much money on her own really concerns me. More and more people are concerning themselves with/about environmental problems. 3. be concerned about/for/with: Ross has never been concerned about what other people think of him. Rescuers are concerned for the safety of those trapped in the mine. This story is concerned with a Russian family in the 19th century.
cheat: 1.vi. to behave in a dishonest way in order to win or to get a advantage in a competition, game or examination: Jack always cheats at cards. 2. vt. to trick someone who trusts you.
share: vi & vt. 1.use equally: The last bus had gone, so the three of us shared a taxi. I shared a room with him at college. 2. to have the same opinion, experience, feeling etc as someone else: I share your concern about this problem. 3. to tell other people about an idea, secret, problem: It’s always better to share your worries. 4. n. part of sth.: I do my share of the housework. Don’t worry---you’ll get your fair share.
set down: to write down something so that you have a record of it: I want to set down
my feelings on paper.
Other verbal phrases of “set”
set apart: to make someone or somebody different from other people or things.
set aside: to keep some money or time for a special purpose
set off: to start to go somewhere/ to cause a explosion
set out: to start a journey/ to talk about something in an organized way
set up: to start an organization/ to build something
crazy adj. 1. impractical; foolish: That’s the craziest idea I’ve ever heard. 2. mad; ill in the mind: Turn that music down---it’s driving me crazy. 3. be crazy about=to like sb. very much, or be very interested in something: The boy is crazy about football. 4. like crazy=very hard: We have to work like crazy to get this finished on time.
purpose: 1. n. an intention or plan; the feeling of having an aim in life: The discussion serves a twin purpose---instruction and feedback. Tom went for a walk, with no definite purpose in mind. 2. on purpose=deliberately
trust: 1. n. a strong belief in the honesty, goodness etc. of someone or something e.g. You shouldn’t put your trust in a man like that. 2. vt. to believe that someone is honest and will not harm you or cheat you: I trusted Max, so I lent him the money. Can he be trusted to look after your pet dog
suffer: vt. & vi. 1. to experience physical or mental pain: At least he died suddenly and didn’t suffer a lot. 2. to be in a very bad situation that makes things very difficult for you: If you break the law, you must be prepared to suffer the punishment. She was very generous to him but she suffered for it when he ran away with all her money.3. to experience something unpleasant: The car suffered severe damage in the accident.
get along (with): 1. to have a friendly relationship: If you two are going to share a room, you’d better learn how to get along. I’ve always found him a bit difficult to get along with. 2. to progress you are doing: How are you getting along with your English studies
Other verbal phrases of “get”:
get about/around: (news)get widespread
get away: to succeed in leaving a place
get back: to return to a place; to have sth. returned to you
get down: to make sb. feel unhappy;
get down to sth./doing sth.: to start doing something that needs a lot of time or energy.
get over: get well after an illness; to do and finish sth. difficult
get through: to pass a test or exam
communicate: vi. to express your thoughts and feelings: Parents sometimes find it difficult to communicate with teenage child.
A friend in need is a friend indeed.
Friends are like wine, the older, the better.
When you meet your friend, your face shines—you have found gold.
A friend to all is a friend to none.
The same man cannot be both friend and flatterer.
The best mirror is an old friend.
False friends are worse than open enemies.
Walking with a friend in the dark is better than walking alone in the light.
Friendship cannot always stand on one side.
The friendship that can end is never real.
With clothes the new are best, with friends the old are best.Unit 3 Travel Journal
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(JOURNEY DOWN THE MEKONG)
Aims
To talk about traveling
To read about traveling
Procedures
I. Warming up
1. Warming up by discussing
Good morning, class. Do you like traveling Why do you like traveling And why not Where have you ever been before How did you get there If you are given a chance to travel around the world, what kind of transportations will you use and why Now look at the following pictures and discuss it in pairs.
Name of the transportations Means of transportation Reasons
by car (in a car)
by bike
by plane (by air)
by train ( on a train)
by bus ( on a bus)
by ship (by water or by boat)
in a hot balloon
by motorbike (on a motorbike)
by jeep
by truck
in a plate
2. Warming up by looking and speaking
Now boys and girls, what do you need to take with you if you are preparing for a bike trip along the Changjiang River Look at the pictures and tell the whole class which object you think is the most useful and which one is the least useful. Give a reason why you think so.
3. Warming up by asking and answering
Now suppose you live in Qinghai. You plan to spend a holiday with a friend somewhere in Southeast Asia. You have been given a chance to choose three places to visit. Please find out the one-way fare to get there for different kinds of transportation. Perhaps you may not know the exact fare, but you can guess how much the fare is. Please have a short discussion with your partners and then decide where to go.
Ok, now I’d like you to ask your partner the following questions.
II. Pre-reading
1. Imaging and sharing
Do you like traveling along a river, a great river What role does a river play in people’s life In other words, how do people who live along a river use it
The suggested answers:People can drink the water in a river or wash their clothes.People can swim in a river in summer.People can use a river to irrigate their fields.People can use a river to produce electricity.People can travel along a river.
2. Talking and sharing
As we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them.
match answer
Names of River Location Names of River Location
Mekong India Mekong China，SE Asia
Rhine France Rhine Germany
Ganges Russia Ganges India
Seine England Seine France
Nile Central Africa Nile Egypt
Thames Germany Thames England
Congo Brazil Congo Central Africa
Niger China, SE Asia Niger West Africa
Volga US Volga Russia
Danube Egypt Danube Central Europe
Amazon West Africa Amazon Brazil
Mississippi Central Europe Mississippi US
III. Reading
1. Reading aloud to the recording
Do you know what countries the Mekong River flows through Now look at the map of the Mekong River and point out the countries it flows through.
(China, Laos, Thailand, Cambodia, Burma Vietnam)
Ok, today we’re going to read a passage about JOURNEY DOWN THE MEKONG. Please listen and read aloud about the recording of the text JOURNEY DOWN THE MEKONG. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Now please read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from JOURNEY DOWN THE MEKONGdream about, take a great bike trip, graduate from, got the chance to do sth., cycle along the river, go for long bike rides, mountain bike, persuade sb. to do sth., grow up, get sb. interested in sth., be stubborn, know the best way of getting to places, the source of the river, care about, give sb. a determined look, change one’s mind, at an altitude of, seem to do, the air be hard to breathe, an interesting experience, make up ones mind, give in, a large atlas with good maps, keep doing sth., at first, pass through, be surprised to do sth., half of, at last, the South China Sea
3. Reading aloud and understanding
Next we are going to read aloud the text and then answer some questions.
Who are Wang Kun and Wang Wei (They are brother and sister, and both are college students.)
What was their dream (Their dream was to take a great bike trip.)
Who are Dao Wei and Yu Hang (They are Wang Kun’s cousins who are at a college in Kunming.)
Where is the source of the Mekong River and which sea does it enter (The source of the river is in Qinghai Province and it enters the South China Sea.)
What can you see when you travel along the Mekong (You can see glacier, rapids, hill, valleys, waterfalls and plains.)
Is it a difficult journey to cycle along the Mekong Why (Yes. The journey begins at an altitude of more than 5,000 meters, where it is hard to breathe and very cold.)
4. Discussing
We have got the general meaning of the passage, and we know Wang Wei and Wang Kun have some similar and different attitudes about the trip. You may have a short discussion with your partners and then fill in the chart.
Similar attitudes about the trip Different attitudes about the trip
Both Wang Wei and Wang Kun thinks:1). taking this trip is a dream that comes true.2). that they will enjoy this trip a lot.3). they should see a lot of the Mekong.4). that most of the Mekong will be found in Southeast Asia. Wang Wei believes:1). they must start in Qinghai where the river begins/see all of the Mekong.2). that they don’t need to prepare much.Wang Kun believes:1). it is too cold and high to start in Qinghai.2). that using an atlas is very important.
IV. Closing down
Closing down by answering questions
What should you do before traveling (Before traveling, we should make good preparations, that is, to make a plan, decide the place to visit and get enough information about the place. With full preparations we’ll have a good time during the trip.)
What will your family and your fiends say when you leave home to travel (When we leave home, my family and my friends will say, “Have a good trip. /Have a good journey. /Have a good time.”)
Closing down by translating
In the last few minutes you are asked to translate some difficulty sentences in the passage.
Assignment
Revise the contents of the passage
Complete the passage on Page 56 in Workbook
Do exercise 2 on page 57 in you exercise books.
Period 2: A sample lesson plan for Learning about Language
(The Present Continuous Tense for future action)
Aims
To learn about the Present Continuous Tense
To discover and use some useful words and expressions
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 20 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them and discuss with your partners. Two minutes later, check in pairs and then check with the whole class.
II. Learning about language
1. Reading and finding
Good, you have mastered these words and expressions. Let’s turn to page 17 and look at the questions in Warming up 4. Underline the verbs in the questions, and pay attention to the verb forms and do some explanations by yourselves.
2. Learning Grammar
We can see that the verbs are all used in the “-ing” form. They are “the present continuous tense”, but they express future actions or plans. The Present Continuous Tense may be used to denote an action that can be pre-planned or prearranged instead of the future indefinite in colloquial English. But please note that, not all verbs can be used in the “-ing” form to express future actions. Such verbs as come, go, leave, fly, walk, ride, drive, stay, meet, die, see, have, arrive etc. are mainly used in the “-ing” form to express future actions.
3. Doing exercises No. 2 and 3 on page 21
Now turn to page 21 and do exercise 2. In the dialogue a newspaper reporter is interviewing Wang Wei about her plans for the trip along the Mekong River. However, they are not sure about some of the verb tenses. Can you help them complete their conversation
Let’s continue to do exercise 3. Do you have any plans for the future yourselves If you have any, please use the Present Continuous Tense to express your future actions. Give as much information as you can.
III. Ready used materials for the present continuous tense for future actions or plans
be + v.-ing与表示将来的时间连用，表示不久的将来，含义是“预定要做”。（这种结构中常用动作动词或去向动词：go, come, leave, start, arrive, travel, fly等，不适用于状态动词）
I’m leaving for Beijing this Friday.
My friends came over last night, and they are coming over this evening, too.
We are going to Laoshan this May Day holiday.
We had an English class this morning, and we are having another English class tomorrow.
We took six subjects last term, and we are taking seven subjects next term.
I have arrived in Beijing. I’m visiting the Great Wall tomorrow morning.
After class we are playing football on the playground.
We are flying to Shanghai next Friday.
IV. Closing down
Closing down by making a dialogue
To end the period you are going to make a dialogue in pairs to tell the whole class your plan on this Sunday.
Closing down by writing
Suppose you are planning a holiday trip. Write a short passage about your plan. You must pay great attention to the tense. The following questions can help you.
Where are you going for your holiday Who are you going with
How are you getting there What are you doing there
Where are you staying What are taking with you
When are you returning
Period 3: A sample lesson plan for Using Language
(A NIGHT IN THE MOUNTAINS)
Aims
To read the passage A NIGHT IN THE MOUNTAINS
To use the language by reading, listening, speaking and writing
Procedures
I. Warming up by talking about Tibet
Have you ever been to Tibet Do you want to travel in Tibet Can you tell me something about Tibet
Tibet lies on the Qinghai-Tibet Plateau of the southwest border of China. The average height of the whole region is more than 4,000 meters above sea level, for which Tibet is known as “Roof of the World”. The highest peak of Tibet, also the highest in Himalayas and in the whole world, is Everest Peak, which is as high as 8,846.27 meters above sea level. Although a part of China, Tibet has a unique culture of all its own. It is mainly inhabited by Tibetans, a minority nationality of old and mysterious people. Tourist attractions include the Potala Palace in Lhasa, Jokhang Temple, and a number of Buddhist sacred places.Tibet (Xi Zang in Chinese) is to the south of Xin Jiang Uygur Autonomous Region and Qing Hai Province, to the west of Sichuan, to the northwest of Yunnan and to the north of India and Nepal. Its population of 2.3 million people come from a variety of ethnic groups including Tibetan, Han, Monba and Lhota. Its capital city is Lhasa.Northwest Tibet, mainly Qing Hai plateau, is home to a variety of unusual and unique animals. Across the northern expanse of Tibet, you can see vast grasslands where horses, yak and sheep roam freely. The world's lowest valley, the Grand Yarlun-tzanpo River Valley lies in east Tibet.It is freezing cold in most time of the year. Most tourists come to visit Tibet only in the warmest seasons, June, July, August and early September.
II. Reading
1. Reading and underlining
Now let’s go on with Journey Down The Mekong with Wang Wei and Wang Kun. They are in Tibet now. Please turn to Page 22. Read the passage quickly and underline all the useful expressions and collocations in it. Copy them to your notebook after class as homework.
Collocations from JOURNEY DOWN THE MEKONG (II)although, ride bicycles, in front of, as usual, need to do sth., to climb the mountain road was hard , be great fun, reach a valley, much warmer, change… into, T-shirts, shorts, in the early evening, stop to do sth., make camp, put up, after supper, go to sleep, stay awake, at midnight, become clear, so …that, the sound of the fire, travel so far, join sb., hardly wait to see, change one’s attitude.
2. Reading and translating
Next you are going to read the text JOURNEY DOWN THE MEKONG and translate it into Chinese.
3. Speaking
Read the passage again and find the answers to the questions:
How does Wang Kun feel about the trip (He is starting to like the trip.)
What do you think has changed his attitude (seeing the beautiful land)
Is it natural for Wang Kun not to feel lonely (Yes. Because the scene Wang Kun saw is beautiful. The sky was clear and the stars were bright. Also their cousins are waiting for him.)
Would you feel the same way in this situation Why or why not (You may have different opinions about this. Just speak it out and let us share your idea, will you )
Imagine that the dialogue happens the next morning before Wang Kun and Wang Wei leave their camp. Write a short dialogue between them with your partner.
Wei: You look so tired Kun: Yes, I stayed up late last night.Wei: Really What did you do Kun: I watched the clear sky and the bright stars.Wei: That’s nice. They must be pretty. Kun: Yes, they were.
III. Listening
Let’s go on with Journey Down The Mekong River (part 3) with Wang Wei. Turn to page 23 and do the listening text. Before listening to the tape, please read the words fast, then tick the words you hear on the tape. After that I’ll play the tape for the second time and then finish the chart. You should look through the chart and find out the listening points. The following questions can help you understand the listening text.
Where is the girl from What do people in Laos use the river for Why do people in Laos call the river “the sea of Laos” What is the river called in Tibet and Vietnam What other beautiful sights along the Mekong River in Laos
IV. Guided writing
1. Reading and underlining
In this unit, we have read the first two parts of a travel journal and have listened to the third part of the travel journal. What is the difference between a journal and a diary Let’ read the passage on page 23 and find out the difference between the two. Underline all the useful expressions and collocations in it. Copy them in your notebook after class as homework.
Collocations from Reading and Writingput one’s thoughts into a diary, travel journey, the difference between, for on thing… for another, record one’s experiences, soon after, be familiar to, make a list of, compare…with, agree to.
Read the passage quickly and then fill in the information on the chart.
A diary A travel journal
1). Personal;2). To try to record how the writers feel very soon after things happen 1). Isn’t as personal as a diary2). To record the writers experiences, ideas and afterthought about what they have seen3). Is written for a lot of readers4). It’s topics includes people, things, and events less familiar to readers.
2 Writing a letter
Now let’s do a writing practice. Imagine that you are a friend of Wang Wei. Write a short letter to her and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using at least two of these expressions:
Have a nice/good time. Have a nice/good trip. Take care.Good luck on your journey. Say “Hello” to …. Write to me.Give my best/love wishes to …. Have fun.
You can refer to the following steps.
In pairs choose the details from the journey that are most interesting. Think of what else you would like to know about the journey. Write these ideas down as questions.
Now choose two or three of the best questions for your letter. Each question should have another sentence explaining why you want to know this information.
Put them in an order that makes sense.
Begin your letter as shown in the textbook and add your questions for Wang Wei. Your writing should not be more than one paragraph.
Finish your letter as shown in the textbook.
A sample writing:Hi, brave little Wei,How I worry about you and Wang Kun! Do you have a good time now I hope so. What are you doing now Are you still in Laos Can you tell me something about people’s life there When are you leaving for Cambodia When you get there, tell me about the Buddhist temples there. Please send some photos with your next letter! Well, Have a good trip and don’t forget to write to me! Give my best wishes to Wang Kun. Good luck on your journey.Take care! Yours, Wang Lin
V. Further applying
1. Finding information
Go to the library to read or get online to search in order to find some places of interest in China and in the world. Take notes of your findings and tell the class which place you want to visit most next period.
2. Writing a letter
Suppose you want to travel to Yunnan Province, write a letter to one of your friends in Yunnan and ask him/her what preparations you should make and which places are worth visiting.
VI. Closing Down
Summing up
We have learned the whole unit. Let’s look at the chart on Page 24.Try to fill in it.
Part Two: Teaching Resources (第二部分：教学资源)
Section 1: A text structure analysis of JOURNEY DOWN THE MEKONG
I. Type of writing and summary of the idea
Type of writing This is a travel journal
Main idea of the passage Wang Kun and Wang Wei’s dream of taking a great bike trip, their different attitudes, Wang Wei’s determination, Wang Wei and Wang Kun’s preparations for the trip.
Topic sentence of 1st paragraph It was my sister who first had the idea to cycle along the Mekong River.
Topic sentence of 2nd paragraph Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there.
Topic sentence of 3rd paragraph We found a large atlas with good maps that showed the details of the world geography.
II. A diagram of JOURNEY DOWN THE MEKON
Why to travel
Their preparations
both of them bought expensive bikes.got their cousins interested in travelingwent to the library and found a large atlas with good maps that show details of the Mekong River.
The Mekong River
It begins at a glacier on a Tibetan mountain which is at an altitude of more than 5000 meters. It is small and the water is clean and cold at first. Then it moves quickly and passes through deep valley.Half of it is in China and it is called Lancang River in China.As it enters Southeast Asia , it travels slowly through hills and low valleys, and the plains where rice grow.
III. Retelling the text in about 200 words.
Retell the story in the third person.
Refer to the information in the chart above.
One possible version
Wang Kun and his sister Wang Wei dreamed about taking a great bike trip ever since their middle school days. After graduated from college, they got a chance to do it. It was Wang Wei who first had the ideas to cycle along the Mekong River from its source. They both bought expensive mountain bikes. They also got their cousins Dao Wei and Yu Hang to go who were interested in cycling, too.
Wang Wei was a stubborn girl. Although she didn’t know the best way of getting to places, she insisted that they should find the source of the river and began their journey there. When she heard the source of the Mekong River was in Qinghai, she wouldn’t change her mind. She was even excited when she knew that their journey would begin at an altitude of more than 5000 meters. She also thought that it would be an interesting experience.
Before the trip, they went to the library, where they found a large atlas with good maps. From the atlas, they learnt more information about the Mekong River.
Section 2: Background information on TRAVEL JOURNEY
I. How to plan your travel wisely
Traveling can be a fun way to gain life experiences, especially during Spring Break—a week-long school vacation in the United States.
But what if you’re a student and don’t have enough money for a trip Don’t worry. Here are some useful tips.
Save: This probably is the most important preparation for traveling. Cut expenses(开支) to fatten your wallet so you’ll have more choices about where to go and how to get there.
Plan ahead: Don’t wait until the last minute to plan your trip. Tickets may cost more when bought at short notice(短期内). Giving yourself several months to get ready can mean security (安全) and savings.
Do homework: No matter where you go, research the places you will visit. Decide what to see. Travel books will provide information on the cheapest hotels and restaurants.
Plan sensibly(合理的): Write down how much you expect to spend for food and hotels. Stick to your plan or you may not have enough money to cover everything.
Travel in groups: Find someone who is interested in visiting the same places. By traveling with others, you can share costs and experiences.
Work as you go: Need more money to support your trip Look for work in the places you visit.
Go off the beaten path: Tourist cities may be expensive. You may want to rethink about your trip and go to a less-known area. Smaller towns can have many interesting activities and sights.
Pack necessary things: The most important things to take are not always clothes. Remember to take along medicine in case you get sick and snacks in case you cannot find a cheap restaurant.
Use the Internet: The Net can help you to save money. There are some useful websites such as www.travelcity.com and www.economy .
By planning sensibly, even students can enjoy their travel. Your travel experiences will be remembered for a lifetime.
II.世界著名游览胜地英文名
1. Asia 亚洲
Mount Fuji, Japan 日本富士山
Taj Mahal, India 印度泰姬陵
Angkor Wat, Cambodia 柬埔寨吴哥窟
Bali, Indonesia 印度尼西亚巴厘岛
Borobudur, Indonesia 印度尼西亚波罗浮屠
Sentosa, Singapore 新加坡圣淘沙
Babylon, Iraq 伊拉克巴比伦遗迹
2. Africa 非洲
Suez Canal, Egypt 埃及苏伊士运河
Aswan High Dam, Egypt 埃及阿斯旺水坝
Pyramids, Egypt 埃及金字塔
The Nile, Egypt 埃及尼罗河
Nairobi National Park, Kenya 肯尼亚内罗毕国家公园
Cape of Good Hope, South Africa 南非好望角
Sahara Desert 撒哈拉大沙漠
3.Oceania 大洋洲
Great Barrier Reef, Australia 澳大利亚大堡礁
Sydney Opera House, Australia 澳大利亚悉尼歌剧院
Ayers Rock, Australia 澳大利亚艾尔斯巨石
Mount Cook, New Zealand 新西兰库克山
4.Europe 欧洲
Mosque of St, Sophia in Istanbul (Constantinople), Turkey 土耳其圣索非亚教堂
Notre Dame de Paris, France 法国巴黎圣母院
Effiel Tower, France 法国艾菲尔铁塔
Arch of Triumph, France 法国凯旋门
Elysee Palace, France 法国爱丽舍宫
Louvre, France 法国卢浮宫
Kolner Dom, Koln, Germany 德国科隆大教堂
Leaning Tower of Pisa, Italy 意大利比萨斜塔
Colosseum in Rome, Italy 意大利古罗马圆形剧场
Parthenon, Greece 希腊巴台农神庙
Red Square in Moscow, Russia 俄罗斯莫斯科红场
Big Ben in London, England 英国伦敦大本钟
Buckingham Palace, England 英国白金汉宫
Hyde Park, England 英国海德公园
London Tower Bridge, England 英国伦敦塔桥
Westminster Abbey, England 英国威斯敏斯特大教堂
The Mediterranean 地中海
5. America 美洲
Niagara Falls, USA 美国尼亚加拉大瀑布
Honolulu, Hawaii, USA 美国夏威夷檀香山
Panama Canal 巴拿马运河
Yellowstone National Park, USA 美国黄石国家公园
Metropolitan Museum of Art, New York City, USA 美国纽约大都会艺术博物馆
Statue of Liberty, New York City, USA 美国纽约自由女神像
Times Square, New York City, USA 美国纽约时代广场
The White House, Washington DC., USA 美国华盛顿白宫
World Trade Center, New York City, USA 美国纽约世界贸易中心
Central Park, New York City, USA 美国纽约中央公园
Hollywood, California, USA 美国加利佛尼亚好莱坞
Disneyland, California, USA 加利佛尼亚迪斯尼乐园
Las Vegas, Nevada, USA 美国内华达拉斯威加斯
Section 3: Words and expressions
I. Words for reading
fare n. 1. money charged for a journey (by bus, ship, taxi, etc. ) 费用: taxi/bus/air fare单程票价, a single/one-way fare, How much is the air fare to New York 到纽约的票价是多少钱？2. passenger in a hired vehicle （出租车辆的）乘客: The taxi driver had only six fares all day. 那计程车司机一天只载了六位乘客。
cf. finally, in the end, at last
finally: lastly；in conclusion 最后，终于。强调活动过程的终结“最后”，“末了”。一是在列举事物或论点时引出最后一项内容，二是用在句中动词前面表示“等了很久……”
in the end表示经过许多变化、困难和捉摸不定的情况之后，某事才发生。
at last也可用来表示“等候或耽误了很久之后才……”，而且语气很强烈：The car wouldn’t start, so finally we decided to go on foot. Four policemen rode past on their motorbikes, then came the television broadcasting car, and finally the marathon runners. We waited and waited, and the train finally arrived. He finished his long boring speech at last. Who can tell what will happen to the earth in the end
persuade vt. 1. convince（sb.）(of the truth of sth., that sth. Is true etc.)说服，劝说 2.cause (sb.) by reasoning ( to do sth.) 借说理使(某人)(作某事);劝persuade sb. to do sth. = persuade sb. into doing sth.说服某人做某事persuade sb. not to do sth. = persuade sb. out of sth./doing sth.说服某人别做persuade sb. of sth= persuade sb. +that 从句使某人相信
cf. persuade, advise
persuade强调说服，劝说的结果； advise = try to persuade 表示劝说的动作，不强调结果: I persuaded my father to buy/into buying a new TV set.我说动我爸爸买了一台新电视。We’ve persuaded the manager out of the impractical plan.我们已经劝经理停止他不切合实际的计划。The old man persuaded us not to walk/out of walking through the thick forest alone.这位老人劝我们别独自穿越茂密的丛林。I had tried to persuade/advised him not to stay up late, but he still didn’t go to bed until midnight.我劝他不要熬到太晚，但是他仍旧到午夜才去睡觉。 He tried to persuade me of his honesty. = He tried to persuade me that he was honest.他设法使我相信他是诚实的。
insist v. 1. (with on, upon) urge with emphasis, against opposition or disbelief; declare emphatically坚持,强调: insist on/upon sth. /doing sth. 坚决做，坚持做, insist on/upon one’ s doing坚持要某人做: He insisted on his correctness.他坚持自己是对的。She insisted on/upon talking to the manager.她坚决要和经理谈谈。I insist on your being there.我坚持要你在那里。2. insist that 坚持，坚决主张（所跟的宾语从句使用虚拟语气：主语+should do,其中should可以省略）。insist that 坚持一种说法，看法或事实（所跟的宾语从句用陈述语气及相应的时态）: I insisted that he should come with us (insisted on his coming with us.) 我坚持要他与我们同去。The lady insisted that she had done nothing wrong and that she should be treated properly.这位女士坚持说她没有做错事并认为应该得到恰当的待遇。
determine v. determined adj. determination n.
determine vt/vi 1.be the fact that decides; (指事实)决定, determine + n. 决定，确定: The size of your feet determines the size of your shoes. Let’s determine a date for the class meeting.咱们来定一下开班会的日期吧。2. (with on or upon) decide (sb.’s future); make up one’s mind (to do sth.), settle; 决定（某人的未来）；下决心（做某事）；解决; determine on/upon (doing) sth =make up one’s mind to do sth.下决心; determine to do sth.; determine +从句; determine +疑问词+ to do; be determined to do sth. 决心做: He determined on going to collage. = He was determined to go to collage. 他决心上大学。We determined on an early start. (determined to start early.)我们决定早开始。He firmly determined to learn Greek.他下决心读希腊文。Have you determined where you are going to spend your holidays = Have you determined where to spend your holidays 你已决定将到何处度假吗？3. cause to decide: 使决定；determine sb. to do sth.使某人决定/下决心做： What determined you to accept the offer 什么原因使你接受此项提议？The news determined him against further delay. 此消息使他决定不再拖延。
cf. care about, care for/ care to do, care for (sb.)
care about= be worried, concerned or interested忧虑；关心；惦念：Don’t you care about anybody 你难道谁也不关心吗？I don’t care (about) what happens to him.我才不管他的事呢。
care for/care to do= be willing or agree (to do sth); wish or like (to do sth) 愿意或同意（做谋事）；希望或喜欢（做谋事），用于否定句或疑问句，尤与would连用Would you care for a drink 你想要杯喝的吗？Would you care to go for a walk 你想出去走走吗？
care for (sb)= a)like or love sb喜欢或爱某人；b)look after sb/take care of sb/be responsible for sb照看某人；照顾某人；对某人负责: He cares her deeply他深深地爱着她。Who will care for your children if you are out 如果你外出了，谁来照顾你的孩子？
cf. through, across穿过
across: from side to side of: 含义与on有关, 表示动作是在某一物体的表面进行的, “横跨, 横穿”表面。
through: (of places) from end to end or side to side of; entering at one side, on one surface, etc., and coming out at the other: 含义与in有关, 表示动作是在某一物体的空间里进行。
I walked across the square to the museum.我们走过广场，来到博物馆。
We walked through the forest. 我们穿过森林。
She swam across the river.她游过了河。
The river flows through the city from west to east.这条河从西到东流过这座城市。
II. Words for using language
cf. so far, as/so far as
so far（表距离）这/那么远；（表时间）迄今为止（常与完成式连用）： We traveled so far last year; they didn’t go so/as far as we did.我们去年走了那么远，他们没有走那么远。It has rained every day so far this month.到目前为止，这个月几乎每天都下雨。
as far as和……一样远（否定句中也用so far as）；as /so far as I know/see据我所知/看来： As far as I know, they lived in the same neighborhood据我所知，他们住在同一个小区。
record v. set down in writing for reference; preserve for use, by writing or in other ways( eg. on the magnetic tape of a tape-recorder):记录，记载，录音： This volume records the history of the city.这部书记录了该城市的历史。The wireless program was recorded. 无线电广播是由录音制成的。 n. make a record录制唱片；set a record创记录；break a record 打破记录；keep a record保持记录 ；keep a record of 把……记录下来
cf. be familiar to, be familiar with
be familiar to sb.为某人所熟悉：I ’m familiar with the streets of the city.我对这座城市的街道很熟悉。
be familiar with sth.对某事熟悉：The city is familiar to me.这座城市对我来说很熟悉。
1. Where are you going on holiday
2. When are you leaving
3. How are you going to…
4. When are you arriving in/at…
5. Where are you staying
6. How long are you staying there
7. When are you coming back
their dream---taking a bike tripUnit 5 Nelson Mandela — a modern hero
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample plan for reading
(ELIAS’ STORY)
Aims
To talk about people’s qualities
To read about enable people’s life story
To study The Attributive Clause (where, when, why, prep.＋ which/ whom)
To learn to write letters
Procedures
I. Warming up
Warming up by describing
Boys and girls, this morning we’ll take up Unit 5 in which we’ll learn to describe people. Now let’s describe ourselves first. The questions in the warming up part will help you find out what qualities you have. Then tell me what kind of a person do you think you are. Do you think you have the qualities to be a great person What qualities do you think we should find in a great person
Give the students one minute to answer the questions.
Ask some students to talk about their own qualities according to their answers.
Have a discussion with the whole class and help them to sum up the qualities that a great person has.
(Suming up: A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.)
Warming up by brainstorming
Boys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities What are the qualities you should find in a great person
(Adjectives for describing a person: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined,)
Warming up by expressions
Boys and girls, we are going to learn about some great people in Unit 5. Can you name some great people Now discuss in groups of four: Who do you admire most What kind of person is he/she What are the qualities that great people have in common
Sun Yat-sen (November 12, 1866–March 12, 1925) was a Chinese revolutionary leader and statesman who is considered by many to be the “Father of Modern China”. He had a significant influence in the overthrow of the Qing Dynasty and establishment of the Republic of China. A founder of the Kuomintang, Sun was the first provisional president of the Republic of China in 1912 and de facto leader from 1923 to 1925. He developed a political philosophy known as the Three Principles of the People. Sun is uniquely admired by most Chinese. Yet, his life was one of constant struggle and frequent exile as few of his visions for his country materialized.
II. Pre-reading
1. Now, look at the six people in the pre-reading part. Can you recognize them Do you think they are important people (Yes. Because they have done something really important to benefit the world or a country. ) But do you think all of them are great people
William Tyndale (sometimes spelled Tindale) (ca.1484 - October 6, 1536) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the new medium of print, which allowed for its wide distribution. INCLUDEPICTURE "http://images./images q=tbn:udnWNnlESsEJ:www./engbible/Image5.gif" \* MERGEFORMATINET
2.Speaking task: Students read the information of each of the six persons and discuss in pairs to find out whether he is a great person or not according to the criteria they worked out in the previous step.
Remind the students to use the following expressions for giving and asking for opinions:
I think/ I don’t think…; in my opinion; I’m afraid…; I agree/ don’t agree…; I prefer…; What’s your opinion Why do you think so What do you think of…
A sample dialogue:
A: Do you think William Tidal is a great person
B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.
A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him
B: ….
III. Reading
1. Skimming for general idea
So far we have talked a lot about great people. Do you want to know more about them and learn from them Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. Now open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess … Yes. A story is usually a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story (He tells about his life, how Mandela helped him and how he supported Mandela.)
Listening and scanning for detail information
a. Listen to the text again and do Comprehending Ex.... 1.
True: 2, 4 False: 1, 3, 5, 6, 7, 8
b. Scan the text and do Comprehending Ex. 2.
Suggested answers:1940—Elias was born. 1948—Elias left school.1942—Elias was two years old. 1950—Nelson Mandela opened his law firm1944—Elias was four years old. 1952—Elias was 12 and met Nelson Mandela.1946—Elias began school. 1954—Elias was 14 and encouraged by Mandela.
3.Questions for further understanding
Discuss the following questions in groups of four:
How did the white people stop the black people from being treated fairly
Why did Elias support Mandela
Why did he support violence when he did not agree with it
Suggested answers:Through unfair laws.There are three reasons for this. Firstly, Mandela once helped him and he thought Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal.Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.
IV. Closing down
Closing down by discussing
What do you learn about Nelson Mandela from ELIAS’ STORY
Do you like the way Elias tells his story Give a reason.
Suggested answers:a. I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.b. Various answers are possible. For reference: I like the way Elias tells the story. Elias is a black worker with only a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela’s political views through which some aspects of Mandela’s qualities are shown clearly.
Closing down by retelling
Retell the story according to the following clues:
introduction of Elias’ problem; Mandela’s help; Elias’ support
Closing down by an interview
Ask the student to do an interview in pairs. A journalist is interviewing Elias with the following questions:
When did you first meet Mandela
Can you tell me more about how he helped you
Can you tell me about the problems that the black people are facing
How do you like his idea of peaceful fighting
What do you think of him
What will you do to support him in the future
Period 2: A sample plan for Learning about Language
(The Attributive Clause: where, when, why, prep.＋which/ whom)
Aims
To help students learn about attributive clause introduced by when, where, why, and prep.+ which/ whom
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 35 and do exercises No. 1 and 2. Check your answers against your classmates’.
II. Learning about grammar
1.Reading and thinking
Turn to page 34. Read the text of ELISA’ STORY and find out all the attributive clauses.
Think over this question: On what circumstance do we use when/ where/ why to introduced an attributive clause (“Where” is used when the antecedent refers to a place, and “when” is used for time. “Why “ is used when the antecedent is “why”.)
For reference: The time when I first met Nelson Mandela was a very difficult period of my life.The school where I studied only tow years was three kilometers away.This was a time when you had got to live in Beijing.The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.We have reached a stage where we have almost no rights at all.The parts of town where they lived were places decided by white people.The places where they were sent to live were the poorest areas in South Africa.
2.Comparing and discovering
Turn to page 36. Do Ex. 1. Then compare the following sentences and find out why we use different words to introduce the attributive clauses while the antecedents are the same.
The government building where we voted was very grand.
The government building which/ that we paid a visit to yesterday was very grand.
The government building in which we voted was very grand.
In sentence a), a relative adverb “where” is used because it refers to “in the government building” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “in the government building” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the government building” which serves as the object of the predicate “visited” in the attributive clause.
Compare another three sentences:
The date when I arrived was the 5th August.
The date which/ that he told me was the 5th August.
The date on which I arrived was the 5th August.
In sentence a), a relative adverb “when” is used because it refers to “on that date” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “on that date” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the date” serving as the object of the predicate “told” in the attributive clause.
Read the following sentence and find out
The reason why I got a job was because of my hard work.
The reason that/ which he gave for getting the job was because of his hard work.
The reason for which I got a job was because of my hard work.
In sentence a), a relative adverb “why” is used because it refers to “for this reason” which serves as the adverbial in the attributive clause. “for which” can also be used as in sentence c) because it also means “for this reason” in the attributive clause. While in sentence b), a relative pronoun “which/that” is used as it refers to “the reason” serving as the object of the predicate “gave” in the attributive clause.
III. Ready used materials for attributive clause
Definitions: Attributive clause: An attributive clause is a clause modifying a noun or pronoun in a compound sentence.
Antecedent: The word being modified by an attributive clause is called the antecedent.
Relative: The word that is used to introduce an attributive clause is called a relative. There are two kinds of relatives, i.e. relative pronouns including which, that, who, whom, whose, as, etc. and relative adverbs including where, when and why, etc.
Note: Relatives plays three important roles in an attributive clause, i.e. introducing an attributive clause, replacing the antecedent in meaning, and functioning as a sentence element in the attributive clause.
e.g.: The girl who is talking to Mr. Li over there is my sister.
In the sentence, The girl is the antecedent and who is used to introduce the attributive clause as the antecedent is a person. It (who) refers to the girl and functions as the subject in the attributive clause.
The choice of the relatives is the most difficult in learning the attributive clause. However, there are some rules that can help us choose the correct relatives. Usually, which relative to choose depends on what the antecedent is and what sentence element the relative functions in the attributive clause as shown in the following chart:
Antecedent Relative Sentence element
people who that subject object
whom object
things which that subject object
time which that subject object
when prep.+ which adverbial
place which that subject object
where prep.+ which adverbial
reason why prep.+ which adverbial
Note: relatives can be omitted if they serves as the objects in the attributive clauses.
If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. In this situation, we use “which” for things and “whom” for people, and they can never be omitted. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated:
The school (which/ that) he once studied in is very famous.
The school in which he once studied is very famous.
This is the girl (who/ whom) I went to the Great Wall with.
This is the girl with whom I went to the Great Wall.
The sentence “This is the watch (which/ that ) you are looking for.” can not be changed into “This is the watch for which you are looking.” because “look for ” is a set phrase.
Now turn to page 36 and let’s do Ex.2 and 3.
IV. Closing down by doing a quiz
To end the period you are going to take a quiz on attributive clause.
Choose the best answer:
1.The weather turned out to be very good, ____ was more than we could expect.
A. what B. which C. that D. it
2.After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.
A. which B. where C. that D. when
3.The house ______ we live is not large.
A. which B. in which C. on which D. at which
4.Recently I bought an ancient Chinese vase, _____ was very reasonable.
A. which price C. the price of which C. its price D. the price of whose
5.He lived in London for 3 months, during ____ time he learned some English.
A. this B. which C. at which D. some
6.I will never forget the day _____ he came to see me.
A. that B. which C. at which D. when
7.The visitor asked the guide to take his picture _____ stands the famous tower.
A that B. where C. which D. there
8.The students ____ department Ms King worked ten years ago look down upon women.
A. in which B. in that C. in whose D. whose
9. I don’t like _____ you speak to her.
A. the way B. the way in that C. the way which D. the way of which
10. I had neither a raincoat nor an umbrella. _______ I got wet through .
A. It’s the reason B. That’s why C. There’s why D. It’s how
Period 3: A sample lesson plan for Using Language
(THE REST OF ELIAS’ STORY)
Aims
To help students read the passage THE REST OF ELIAS’ STORY
To help students to use the language by reading, listening, speaking and writing
Procedures
I. Warming up and listening
So far we have read a story about Elias. Do you remember why it was difficult for him to get a job (because he hadn’t a passbook) what is a passbook Why is it important Let’s listen to a short passage and find out.
Turn to page 37. Read the questions and choose the best answer after listening.
Discuss the questions in Ex. 2.
II. Guided reading
1. Reading and answering questions
As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison.
Turn to Page 38, read the passage quickly and find out:
How did Mandela helped Elias when he was on Robben Island
How did Mandela help Elias after he came to power
2. Reading and doing exercises
Read the passage again and do the exercise on Page 38.
3. Task (a text dialogue)
Now we have finished the story about Elias. Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide on Robben Island. The other three of you are tourists who are very interested in the island and Mandela’s life and asking the tour guide the following questions. Elias must answer them.
Tourist: How did you get to know Nelson Mandela Elias: It was in 1950. I was working as a miner in Johannesburg but I hadn’t a passbook to live there. So I went to Mandela’s law firm to ask for advice.Tourist: Can you explain to me some of Nelson Mandela’s political ideas or beliefs Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.Tourist: How did he help you through your life Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.Tourist: What was life like on Robben Island Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in different ways.Tourist: How did you manage to study on Robben Island Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candles to see the words.Tourist: What kinds of job have you ever done Elias: A miner, an office worker and now a tour guide.Tourist: What do you think of your present job Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.
III. Guided writing
1. Preparation for writing
Imagine now Mr Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela. Do you remember the format of a letter What should be the main content of this letter (The reasons for freeing Mandela) How would you try to persuade the president (You must make your reasons persuasive.)
2. Writing a letter
Read the information about Mandela. Discuss with your partner and collect ideas for the letter
Writer down the ideas and put them into a good and logical order.
Write the letter.
IV. Further applying
1. Finding information
Go to the library to read or get online to search for more information on Nelson Mandela. Take notes of your finding and do an oral presentation next period.
2. Writing a description
Write a description of Nelson Mandela using the information you have found.
V. Closing down by sharing
Share your letter with your partners and make necessary changes.
Share your letter with the class by reading it aloud.
Part 2: Teaching resources（第二部分：教学资源）
Section 1: A text structure analysis of ELIAS’ STORY
I. Type of writing and summary of the idea
Type of writing This is a piece of narrative writing.
Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience
Topic sentence of 1st paragraph The time when I first met Nelson Mandela was a very difficult period of my life.
Topic sentence of 2nd paragraph Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.
Topic sentence of 3rd paragraph The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.
Topic sentence of 4th paragraph The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all.
Topic sentence of 5thparagraph We first broke the law in a way which was peaceful; when this was not allowed … only then did we decide to answer violence with violence.
II. A tree diagram
(with key words of each paragraph placed in each box)
III. A retold passage of the text
Elias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.
Section 2: Background information on Nelson Mandela and others
I. Nelson Mandela
Nelson Rolihlahla Mandela, (born 18 July 1918), before becoming President of South Africa, was one of its chief anti-apartheid activists, and was also an anti-apartheid saboteur. He is now almost universally considered to be a heroic freedom fighter. He spent his childhood in the Thembu chiefdom before embarking on a career in law.
The name Madiba is an honorary title adopted by older male members of Mandela's clan; however, in South Africa the title is synonymous with Nelson Mandela.
II. Courtroom quotes by Nelson Mandela
“I have fought against white domination and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.” “Why is it that in this courtroom I am facing a white magistrate, confronted by a white prosecutor, escorted by white orderlies Can anybody honestly and seriously suggest that in this type of atmosphere the scales of justice are evenly balanced Why is it that no African in the history of this country has ever had the honor of being tried by his own kind, by his own flesh and blood ...I am a black man in a white man’s court. This should not be.”(Finlayson 84). “Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud... We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender, and other discrimination. Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another... The sun shall never set on so glorious a human achievement.”
III. ANC and ANC Youth League
The ANC is a national liberation movement. It was formed in 1912 to unite the African people and spearhead the struggle for fundamental political, social and economic change. For nine decades the ANC has led the struggle against racism and oppression, organising mass students resistance, mobilising the international community and taking up the armed struggle against apartheid. Membership of the ANC is open to all South Africans above the age of 18 years, irrespective of race, colour and creed, who accept its principles, policies and programmes.
The ANC Youth League was founded in 1944. The league propagated “Africanism” and its motto was “Africa’s cause must triumph.” It was radical and militant. The members of it rejected the idea of “foreign” leadership and argued that black Africans must provide their own leadership and rely upon themselves.
Section 3: Words and expressions
I. Words for warming up
quality
n. something typical of a person or material: Kindness is his best quality. She shows qualities of leadership.
willing
adj. ready (to do sth.): Are you willing to help
active
adj. able or ready to take action: Although he is over 70; he is still active. An active member of the club is sure to attend every meeting.
lose heart灰心，丧失信心I used to work in the garden every week. But I lost heart when all the plants died. Don’t lose heart; you still have more chances.
lose one’s heart爱上，喜欢上 She lost her heart to him as soon as she saw the handsome soldier.
trouble n.麻烦：in trouble 有麻烦，处于困境中；get into trouble 陷入困境；make trouble 制造麻烦；ask for trouble自找麻烦；have trouble (in) doing sth. 做某事有困难
II. Words for Reading
advise
v. to tell what one thinks should be done：advise sth.; advise doing sth.; advise sb. to do sth.; advise that sb. (should) do sth.; I advise waiting until the teacher comes. The doctor advised a week’s rest/ taking a week’s rest. I advised (him) that he should take a rest. I advised him not to drive/ against driving. What do you advise me to do
advice
n. opinion given by one person to another on how that other should behave or act: give some advice to sb.; five sb. some advice; follow sb’s advice
continue
vi & vt. go on: continue to do sth/ doing sth; continue (with)sth.; go on doing sth. / with sth. / to do sth. The sports meet continued for 3 days. He continued to study/ studying as if nothing had happened. We must continue our journey until we find water.
worry
n. & v. to be or make anxious：worry sb.，worry about…; bbe worried about…; You don’t have to worry about your health if you keep a balanced diet. Our parents must be worrying because we are coming back late. Her sick students worried me. What he said added to her worries.
stage
n. a period a in a course of events; the raised floor on which plays are performed in a theater: stage direction; stage director; put sb. on the stage; at an early stage in our history
vote
v. & n. to express one’s choice officially from among the possibilities offered ; an act of making a choice or decision on a matter by means of voting: vote for/ against sb. Most students voted for Jim as they thought him capable and honest. Most people voted against the former leader because of rumor about him. I gave my vote to Li Gao. The new leader was elected through a secret vote.
position
n. the place where someone or something is or should be; a particular place or rank in a group: What I know about him was that he is in a high position in the company. Can you tell me the position of your city on the map
accept
v. to take something offered willingly
receive
v. to get: I received some roses from Jack on Valentines’ Day but I didn’t accept them. Have you accepted the job they offered you He received many presents on his birthday.
violence
n. use if bodily force to hurt or harm; very great force in action or feeling
violent
adj. Violence in the media has influenced teenagers a lot.
as a matter of fact: in fact; actually: As a matter of fact, he discover the truth quite by accident. As a matter of fact, I felt extremely nervous when I was giving the speech.
blow
v. blow up: blow up the building/ bridge/ dam; blow up the tire; blow off; blow out
prison
n. a place where criminals are kept locked up as a punishment
prisoner
n. a person kept in a prison for some crime or while waiting to be tired.
put in prison: If you continue doing those kinds of things, you will end up in prison. They were put in prison for blowing up the government building.
equal
adj. the same in size; number; value; rank; etc.; having enough strength; ability; etc.: All men were born equal. Cut the cakes into three equal pieces. Women demand equal pay for equal work. Bill is equal to the job of running the office. n. person who is equal ( to another or to oneself): The teacher is popular because he treats the children as his equals.
III. Words for Using Language
imagine
v. to form (a picture or idea) in mind: imagine sth.; imagine doing sth.; imagine sb. doing sth.; imagine that …; Can you imagine life without electricity I cannot imagine Lily cooking dinner for twenty people You cannot imagine what life was like on Robben Island.
power
n. political power; super power; come to/ into power; in power
terror
n.( terrible adj. terrorist n. terrorism n.) She trembled with terror when the thief pointed a knife at her. She screamed with terror on hearing the explosion. The murder case was a terror to everybody in the small town.
fear
n.& v the feeling that one has when danger is near; to be afraid: fear sth; fear to do sth; fear that…; for fear that…; for fear of
escape
v.& n. find a way out; get out; the act of escaping: a narrow escape; fire escape; escape death punishment/ being punished; escape from prison / reality; escape out of a burning building. The bird has escaped from the cage. The bird has escaped being shot.
degree
n. He passed the exam and finally got his Master’s degree. The temperature today is two degrees hotter than yesterday.
reward
n. (sth. given or gained as) return for work or service: The police are offering a reward for information about the robbery. v. to give a reward to: He rewarded the boy for bring back the dog.
sentence
n. a punishment for a criminal found guilty in court: The sentence was ten years in prison. a heavy sentence; a life sentence; under the sentence of death; serve one’s sentence v. to give a punishment to: He was sentenced to three years in prison. be sentenced to death; be sentenced for thief
black worker
difficult period
law firm
information of Elias
Elias’ life before meeting Mandela
six leave not pay gold mine passbook worried about
Elias’s problem
tell help correct papers forget join
Mandela’s help
Elias’ story
no rights vote
live job poorest areas
not grow food
black people’s problems
Elias’ life after meeting Mandela
position accept
fight peacefully blow up
put in prison realize equal
support to MandelaUnit 4 Earthquakes
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample lesson plan for reading
(A NIGHT THE EARTH DIDN’T SLEEP)
Aims
To listen and talk about natural disasters
To read about earthquakes
Procedures
I. Warming up
Warming up by looking
Good morning class. Have you ever experienced any natural disasters Look at the pictures, can you name all the disasters
volcano fire sandstorm
typhoon hailstone thunderstorm
flood hurricane earthquake
Have you ever experienced an earthquake Can you describe how terrible an earthquake is
(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)
Warming up by discussing
Now, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)
What will happen if there has been a big earthquake in these two cities
As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes Can we foretell earthquakes Now let’s come to Pre-reading and decide what may happen before an earthquake comes.
II. Pre-reading
1.Talking and sharing
What are the signs of an earthquake (e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….)
2. Imaging and sharing
Imagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take Why
III. Reading
1. Listening and fast reading
Now let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” and see what it tells us.
Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written (The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.
Collocations from A NIGHT THE EARTH DIDN’T SLEEPa smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for place to hide, water pipes, think little of sth., as usual, it seemed that, at an end, one hundred kilometers away, one-third, eight kilometers long, thirty meters wide, cut across, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, all…is/was not…,hundreds of thousands of, dig out, the dead, to the north of, coal mines, built shelters, fresh water
3. Reading aloud and translating
Next we are going to read aloud the text and translate it into Chinese.
4. Reading and transforming information
Read the text again and answer the following questions.
1. What natural signs of coming disaster were there
2. Can you think of some reasons why these signs weren’t noticed
3. Can you describe the disaster caused by the earthquake
4. What events and situations probably made the disaster worse
5. How were the survivors helped
6. Could anything more have been done to help the survivors Why or why not
Answers: 1, 3, 4, 5 are easy to answer. 2. Maybe at that time people didn’t have knowledge of an earthquake. 6. The students have their own answers.
4. Discussing writing style
As you have understood the general idea of the text, I still put more questions to you.
From whose point of view are events described How do you know (A writer
who didn’t see the quake uses the third person “they” when he writes.)
2.Why do you think the writer chose to express her feelings about the quake rather than simply report what happened (Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)
3.Why is the title “A NIGHT THE EARTH DIDN’T SLEEP” (As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)
5. Reading and understanding difficult sentences.
If you have some difficult sentences to understand, come to me for help.
IV. Closing down
Closing down by doing exercises
Now please do the comprehending Exercises 1, 2 and 3 on page 27.
Closing down by discussing
By now you’ve known that earthquakes are terrible natural disasters and that China is unlucky enough to have a lot of them. Now imagine that your group lives in the city that has a lot of earthquakes, what should you do during an earthquake Look at the given situation and discuss in pairs.
(1) If you are OUTDOORS, …
(2) If you are in a HIGH BUILDING, …
(3) If you are DRIVING, …
(4) If you are HAVING CLASS, …
(5) If you are in a CINEMA, …
What should you do during the earthquake
Situation:
(1) how to rescue those still trapped in the ruins;
(2) how to take care of the survivors;
(3) how to repair buildings that survived the earthquake;
(4) what to do with the buildings that survived the earthquake;
(5) where to find people to help build a new city;
(6) how to teach children about earthquake safety;
(7) where to put information for survivors and their families;
(8) how to plan for further disasters.
Period 2: A sample lesson plan for Learning about Language
(The Attributive Clause: that, which, who, whose)
Aims
To learn about the usage of who, which, that and whose in the Attributive Clause
To discover useful words and expressions
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Hello everyone. After reading the passage, we have got to know the usage of the words and expressions, but we should do more practice. Now turn to page 27 to find the correct words and expressions from the passage to finish the sentences. You are given two minutes to finish them. Of course, you can discuss with your partners. Two minutes later, check in pairs and then check with the whole class.
II. Learning about language
1. Reading and finding
Turn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out the attributive clauses in the reading passage and translate them into Chinese.
2. Doing Exercises 2 on page 28
Turn to page 28 and do Exercise 2 in pairs.
III. Ready used materials for Relative Pronouns: which, that, who whom whose
What are Relative Pronouns
Relative pronouns are special pronouns which can connect the antecedent and theattributive clause. Also they can be used as a part of the attributive clause. Here are some important differences:which/ that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.that/ who/whom: referring to a person, can be used as subject or object in theattributive clause; whom can be used as an object: The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my maths teacher.3. whose: referring to a person or a thing, can be used as an attribute in theattributive clause: This is the writer whose name is known all over the world.The room whose window faces south is mine.4.Before everything, anything, everybody, anybody, all, the best +n, the fifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause: I have lost the pen, which I like very much.I have two sisters, who are both teachers.
IV. Closing down by doing a quiz
Now you are going to take a quiz on Relative Pronouns.
Fill in the blanks, using which, that, who, whom, whose.
(1) The force ( ) causes everything to fall towards the ground is called gravity.
(2) A friend ( ) helps you in time of need is a friend indeed.
(3) Do you know the girl ( ) parents are teachers in our school
(4)The woman ( ) I spoke to just now is my English teacher.
(5) He saw a house ( ) windows were all broken.
(6)Everything ( ) can be done today mustn’t be done tomorrow.
(7)Can you think of anyone ( ) could look after him
(8)This is the best hotel ( ) I know.
(9)The man ( ) I saw told me to come back today.
(10)Those ( ) want to go to the Great Wall write down your names here.
(11) He talked a lot about the teachers and the schools ( ) he had visited.
(12)The ninth lesson ( ) we are learning is the most difficult in Book One.
(13)Mount Blanc(勃朗峰), ( ) they visited last month, is the highest mountain in Europe.
(14)We know all the teacher ( ) work in our school.
(15)The house in ( ) Lu Xun once lived is a museum now.
(16)The house ( ) Lu Xun once lived is a museum now.
(17)The house ( ) Lu Xun once lived in is a museum now.
(18)You can take any room ( ) you like.
(19) He showed a machine ( ) parts are too small to be seen.
(20)The sports meet was put off, ( ) was exactly what we wanted.
Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)which
Period 3:A sample lesson plan for Using Language
(A letter from Zhang Sha)
Aims
To read and speak about traveling
To write a letter describing feeling about traveling
Procedures
I. Warming up
Warming up by discussing
Have you ever written a speech What is a speech Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech Please discuss it in pairs. (1. Who is the audience 2. How can we express ourselves clearly )
Warming up by reading
What should you include in your speech when you try to write one Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.
II. Reading and underlining
Read the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.
Collocations from the lettercongratulations, be pleased to do sth., win the high school speaking competition, a group of five judges, all of whom, agree, be proud of, open a new park, honour those who died in the terrible disaster, would like to do, have you do sth., as you know, invite sb. to do sth., on that special day, at the beginning of, thank sb, for doing sth., honour sb. for sth., be known as, encourage sb. to do sth., be happy to do sth., collect stamps, lose one’s life
III. Listening
Turn on your books at page 30. We’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. I’ll play the tape three times. First listen and try to get some details that exercises 1 and 2 request. Second listen again and try to finish the exercises. Third listen and check your answers.
IV. Guided writing (SB. page 31)
1. Making a introduction
Have you ever read a newspaper story Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.
1) What should you write before writing a newspaper story (outline)
2) What should a newspaper outline have (a headline; a list of main ideas; a list of important details)
3) Why a headline is needed (It can tell the readers what the topic is; it can also attract the readers’ attention)
4) How can you finish a newspaper story (First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)
5) Have you found out the difference between a newspaper story and a short story
(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)
Now I’ll show you a newspaper story to find out the headline, main idea and details of each paragraph.
THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hit Washington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes.Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.
2. Writing
Now prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.
3. Underling
Read the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.
Collocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of, plan to do sth., in early June, hope to do sth., be interested to do sth.
IV. Closing Down
Closing down by summary
We have learned a lot about earthquakes. Now let’s have a summary about what we have learned. Look at the following questions.
(1) Have you ever experienced an earthquake
(2) Can you describe an earthquake in English
(3) What do you know about the cause of an earthquake
(4) What new information about earthquakes have you learned now
(5) What words and expressions can you use to describe an earthquake
Closing down by finding information
Go to the library to read or get online to search in order to find more in formation about natural disasters.
Part Two: Teaching Resources (第二部分：教学资源)
Section1: A text structure analysis of A NIGHT THE EARTH DIDN’T SLEEP
I. Type of writing and summary of the main idea
Type of writing This is a piece of descriptive writing
Main idea of the passage The article describes the cause, the course and the result of Tang Shan earthquake in 1976. It shows us the terrible image of earthquake. At the same time it hits us that we must realize that we can do something to minimize the damage caused by earthquake.
Topic sentence of 1st paragraph Strange things were happening in the countryside in northeast Hebei.
Topic sentence of 2nd paragraph Everything began to shake and it seemed that the world was at an end.
Topic sentence of 3rd paragraph Everywhere they looked nearly everything was destroyed.
Topic sentence of 4th paragraph All hope was not lost.
II. A text structure analysis
Read the text “A NIGHT THE EARTH DIDN’T SLEEP”, and then complete the following chart.
Time/ order What happened Result
three days before the earthquakeat about 3:00 am Saw: crackswater in the wells--- rose and fell,animals--- too nervous , hide fish jumped out of bowls & ponds bright light in the skywater pipes---cracked and burstheard: sound of planessmelt: smelly gas in the cracks of the wells People thought little of theevents and went to bed as usual
at 3:42 am felt: everything shook one-third nation felt itheard in Beijing 100 kilometers awaya huge crack cut across houses, roads…saw: steam burst from holes in the groundhard hills of rock-rivers of dirtcity lay in ruins 4 400,000 people killed/injured75% factories 90% home were gonebricks covered dams/bridges fell not safe railway tracks useless cows never milkpigs/chickens diedwells filled with sandrescue workers and doctors trapped under the ruinsbuildings fell downwater/food/electricity hard to get
after that hope not lostarmy sent 150,000 soldiersworkers built shelters for survivorsfresh water was taken to the city the city began to breathe again
III. A retold version of the text
One possible version
Strange things happened in Tang Shan. For three days the water in the village wells rose and fell. The well walls had deep cracks and a smelly gas came out the cracks. The chickens, pigs and mice were too nervous. Fish jumped out of bowls and ponds. Bright light appeared in the sky. People heard the sound of planes even when no planes were in the sky. The water pipes in some buildings cracked and burst.
At 3:42 am everything began to shake. It seemed that the world was at the end! One-third of the nation felt it. A huge crack cut across the city. In fifteen terrible seconds a large city lay in ruins. Two-thirds of the people died or were injured. Nearly everything was destroyed in the city. 75% of its factories and 90% of its homes were gone. Then later that afternoon, another big earthquake shook Tangshan. People began to wonder how long the disaster would last.
But all hope was not lost. The army sent 150,000 soldiers to help them. Workers built shelters for survivors. Slowly, the city began to breathe again.
Section 2: Background information on EARTHQUAKES
I. Zhang Heng
Zhang Heng (张衡) (78AD—139AD) was an astronomer, mathematician, artist and literary scholar（文学学者）in the Eastern Han Dynasty of China.
Born in today’s Nangyang County, Henan, he was a good writer at age 12. At the age of 16, he left home to pursue(从事) his studying the capital city. He spent at least 10 years of his youth in literary studies and writing. He published several well-recognized literary writings. He switched to(转向) astronomy after age 30.
In the year 123 he corrected the calendar to bring it into line with the seasons.
In 132 Zhang Heng invented the first seismograph(地震仪) for measuring earthquakes. His device was in the shape of a cylinder(圆柱体) with eight dragon heads around the top, each with a ball in its mouth. Around the bottom were eight frogs, each directly under a dragon head. When an earthquake occurred, a ball fell out of the dragon’s mouth into a frog’s mouth, making a noise. He also invented the odometer(里程表)
Zhang Heng was the first person in China to construct a rotating celestial globe.
In one of his publications he also proposed π= 730/232 (or about 3.1466) .
II. Earthquake Survival Tips
Would you know what to do during a really big earthquake Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.
If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.
Escape in the School
If it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.
If it has an earthquake when the students are in the sports ground, they can crouch on the spot and protect their heads with hands. Be sure to keep away with high building and dangerous objects.
Don’t go back to the classroom.
Retreat in order after the earthquake.
Escape in Public Places
Listen to the command of the site workers. Don’t be scared and don’t rush towards the exits. Try to avoid crowds. Avoid to be squeezed to the wall or barriers.
At theaters and gyms: crouch down or slip under the chairs; avoid suspending lights and electric fans; protect the head with schoolbags; after the earthquake, listen to the command of the workers, retreat in an organized way.
In department stores, bookstores, museums or subway: find firm counters, commodities (low furniture etc.) or a pillar, or the corner of a wall to crouch down on the spot, protect the heads with hands or other objects; keep away from glass windows, glass counters or show counters; keep away from tall cupboards; keep away from advertisement boards and other suspending objects.
On buses or trolley buses: Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.
Section3: Words and expressions
I. Words for reading
1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。宾语为名词、代词、动名词、从句。宾语从句为否定意义时，要用否定转移，与think, believe, suppose, expect用法相同，成为I/ We don’t imagine…,意为“我（们）认为……不……如：We can imagine her sadness.我们可以想象她的悲伤。I didn’t imagine (my) becoming a teacher in my childhood.在童年时代，我并未想象能成为一名教师。Can you imagine how much I was surprised to hear the news 你能想象我听见这个消息有多惊讶吗？I don’t imagine so. = I imagine not.我认为不是这样。
cf. imagine, guess, suppose
imagine意为“想象，幻想”，指在脑海中形成一个清晰明确的印象，或认为某事物可能发生或存在;
guess： form an opinion, give an answer, make a statement, based on supposition, not on careful thought, calculation, or definite knowledge: “猜测，臆测”，指未知道前的猜测;
suppose: let it be though that; take it as a fact that:认定，假定； guess; think: “想象，推测”，意指“假定或假设中的情形”。
2. cf. shake, tremble
shake: move, be moved, quickly or violently up and down, forwards and backwards: 最普通用词，可指人或物 “摇动，发抖”。指人时常用于感情激动、寒冷、惧怕引起的身体颤动。在表示 “因……而颤抖”时，多用with。在表示 “使受震撼，使（信念等）动摇”，常用于be shaken by/with/at中。
tremble: shake involuntarily ( with fear, anger, cold, physical weakness, etc.) 颤栗,震颤,发抖(因恐惧,愤怒,寒冷,体弱等)，常常与shake相互替换，但指握手，摇头或捧腹大笑时用shake, tremble只用作不及物动词。如：The poor boy was shaking with cold.这个孩子正冻的发抖。They were badly shaken by the news.他们对这个消息大为震惊。The host shook hands with all the guests.主人跟所有的客人握手。Her voice was trembling with anger.她气的声音发抖。
3. cf. rise, raise
rise vi. ( of the sun, moon, stars, river, price, temperature, etc.) appear above the horizon:指自然“上升”，常用于日、月、云、霞、烟、水蒸气、物价、温度、河水、潮水及人的职位等：He rose from his chair and began his speech.他从椅子上站起来开始了他的演说。Her temperature is still rising.他的体温还在上升。He has risen in rank.他已经升职了。
raise vt. 1. lift up; move from a low(er) to a high(er) level; cause to rise: 外部的力量，“举起、提高”： The people’s living standard has greatly been raised.人民的生活水平已大大的提高了。 2．grow or produce (crops); breed (sheep, etc.); bring up a family: 饲养、种植”、养育、抚育： They can raise rice here.他们这儿能种水稻。
4. burst into / burst out : send out suddenly; break out into; suddenly begin to ……
burst into + doing: She burst into tears. = She burst out crying.她突然哭起来了。
burst out + n.：All of them burst into laughter = All of them burst out laughing.他们全都大笑起来了。
5. cf. destroy, ruin, damage
destroy: break to pieces; make useless; put an end to: 毁灭；摧毁；毁坏；破坏。表示在肉体上、精神上或道义上彻底摧毁，使之无法复原，也可以表示对某物体进行完全的毁坏: All his hopes were destroyed.他所有的希望都毁灭了。An atom bomb would destroy a city. 一颗原子弹可以摧毁一座城市。
ruin: sth. which has decayed, been destroyed, etc.:败坏，毁坏，崩溃的状态。 指对物体或生命彻底的破坏，但往往是非暴力的，也往往不是一次的打击结果，常指对美好的或希望中的事物的破坏: Smoking ruined his health.吸烟毁了他的健康。She ruined his prospects.她毁了他的前途。
damage: harm or injury that causes loss of value: 损害；损毁（使失去价值）。一般指对物体或生命的局部损坏：Their houses were damaged by the enemy’s shellfire.他们的房屋被敌人的炮火击毁了。
6.cf. hurt, wound, injure
hurt: cause bodily injury or pain to; damage; pain ( a person, his feeling): 使受伤；使疼痛；伤害； 使伤心。一般用语，即可指肉体上的伤害，也可指精神上的伤害，还可用作不及物动词，意为“疼痛、惹起痛苦”: What he said hurt me deeply.他说的话使我非常伤心。
wound: hurt or injury to the living tissue of the body, caused by cutting, shooting, tearing, etc., esp. as the result of attack: 指外伤，如枪伤、刀伤、剑伤，尤指在战争中，战斗中受伤: He got wounded in the fighting.他在战斗中受了伤。
injure: hurt; damage, esp. for result of an accident;一般指由于意外或事故而受伤。如：He was badly injured in the accident.他在这次事故中受了重伤。Smoking will injure your health.吸烟会毁了你的健康。
7. cf. shock, astonish, surprise
shock vt./n: to cause usually unpleasant or angry surprise to (sb.): 震惊，打击，吃惊程度最大，后面常跟介词at/by构成词组be shocked at/by，表示“对……吃惊”，或接不定式表示原因，也可作名词，意为“震动，打击”: He was shocked by what you said.他对你说的话感到震惊。He was shocked to know his son playing all day.他知道他的儿子整天玩大为震惊。The news gave me a great shock.这个消息给了我很大的打击。
astonish vt./n: surprise greatly. 语气比surprise要强，含有令人难以置信: I was astonished to see him in Tibet.在西藏见到他，真感到惊异。The news astonished everyone.这个消息使每个人都很震惊。
surprise vt./n: (feeling caused by) sth. sudden or unexpected: 最普通用词，意为“使惊讶，使吃惊”，含有“意想不到”之意。如： I was surprised to see the great changes in my hometown.看到家乡的巨大变化他惊讶不已。His failure didn’t cause much surprise (was not a great surprise.)他的失败未引起很大的惊奇（并非很意外的事）。
II. Words for using language
1.congratulation n 1）（with on）an expression of joy for sb.’ success, good fortune, luck, etc. : 庆贺，祝贺，常用复述形式，并与介词on搭配，构成短语congratulations on sth. /doing …. 2）Congratulations ( on your winning the races)！恭喜（你获得了胜利）！I offered my congratulations on his success. 我对他的成功表示了祝贺。3）congratulate v. (with on.) to speak to ( a person) with praise and admiration for a happy event or sth. successfully done: 意为“向某人表示祝贺，向某人道贺”，构成短语congratulate sb. on sth. /dong…. congratulate oneself that结构中：We congratulated him on having passed the examination.我们祝贺他通过了考试。He congratulates himself on having chosen a good woman to be his wife.他暗自庆幸自己挑选了一位贤惠的女子作妻子。
2. cf. especially, specially
especially: to an exceptional degree; in particular: 特殊地，尤其，常用于正式文体中: This is a very common word, especially in spoken English.这是一个很普通的词，尤其在英语口语中。She likes the country, especially in spring.她喜欢这个国家，尤其是春天。
specially: for a particular purpose: 特别地，专门地，表示“为了特别的目的”：This cake was specially made for you. 这个蛋糕是专门为你做的。
3. cf. be known as, be known for, be known to sb.
be known as作为……而闻名；be known for以/因……而闻名；be known to sb.为……而熟悉。如：He was known as a excellent singer.他作为一名优秀的歌手而闻名。The city is known for its long history.这座城市以它的悠久的历史闻名。 He is known to the police as a thief. 警察都知道他是个小偷。
III. Explanation of difficult sentences
1. It seemed that the world was at an end.似乎世界末日来临。
seem连系动词，似乎，好象
1）seem + (to be ) + adj./n.
2）seem + to do
3）seem + like + n.
4）It seems/seemed (to sb.) + that-clause如：Our English teacher seems to be a kind man. He seems to know everything = It seems that he knows everything. It seems like years since we last met. It seems that I have seen her before. = I seem to have seen her before.
2. Everywhere they looked nearly everything was destroyed.人们无论朝哪里看，几乎一切都被毁了。
everywhere 用作连词，等于wherever, no matter where，引起让步状语从句。如：Everywhere I go, I find the same thing.无论我去哪儿，我都看到一样的东西。You see it everywhere you look.无论你往哪儿看，你都会看到它。
3. …90% of its homes were gone.90%的家都不存在了。
是过去分词作表语，意为“不在”“走了”“丢了”“用完了”，或指人“死了”。分数、百分数作主语，谓语动词要根据分数、百分数代表的量是可数名词还是不可数名词而定。如：His job was gone.他的工作丢了。My watch was gone.我的表不见了。He’ll be gone for quite a little while.他要离开很长一段时间。50% of the students in our class are girls.我们班50%的学生是女生。Two-thirds of the earth surface is covered with water.地球表面的三分之二是水。
4. The army organized teams to dig out those who were trapped and to bury the dead.救援人员组成小分队，将被困的人挖出来，将死者掩埋。
those who相当于意为“凡……的人”，表示的是两者以上的不定数量，who引导的定语从句用复数，不能用that代替。（注意：anybody who, he who中谓语动词用单数。）
the dead意为“死难者”。形容词或分词前加表示同一类人或物，谓语动词常用复数形式。如：Those who want to see the film write your names on the paper.想看电影的人把你们的名字写在这张纸上。Anybody who breaks the law will be punished.任何人犯法都要受到惩罚。He who laughs last laughs best.谁笑在最后，谁笑的最好。The rich are not always happy.有钱人并不总是幸福的。
5. To the north of the city, most of the 10,000 miners were rescued from the coal mines. 在城市的北部，一万矿工中的大多数从矿井中被救出。
in the north, to the north与on the north
in表示“在其中”，在境界内；to表示在境外，不接壤；on表示接壤。如：China lies in the east of Asia.中国位于亚洲东部。Japan lies to the east of China.日本位于中国的东面。（指在中国境外）China faces the Pacific on the east.中国东临太平洋。（指东部境界与太平洋相接）
