授课日期： 序号：1、2
授课进度：正常
教学课题：Unit1 FESTIVALS AROUND THE WORLD Period1.Warming-up and Pre-reading
授课课时：1
教学目的：
了解节日和庆典的背景知识。
引发关于节日和庆典的讨论。
学习重点词汇的用法。
教学重点：
1. 学习重点词汇的用法。
教学难点：
讨论有关节日和庆典的话题共同完成表格。
教学步骤：
STEP1：Warming-up
What are festivals? (find the answer on the book.)
Different countries have different festivals which have different purposes. For example, Chinese celebrate Mid- Autumn Festival in autumn for the beauty of the full moon, harvest and time with family and friends. On that day, Chinese give and eat mooncakes, watch the full moon with their family and friends.
Important phrases: be meant to, celebrate important times of year, take place,
Be meant to
Mean V. 意思是，意味着V means victory.
Mean dong sth 意味着 success means working hard.
Mean (sb) to sth 打算或企图（让某人）做某事
what do you mean to do with it?
I mean you to work as our spokesman.
被动：be meant to do/be meant for 打算做。。。用，打算给与
The money is meant to buy a car.
These rooms are meant for the children’s center.
Adj. 卑鄙的，吝啬的
Meaning N. 意思，含义
Meaningful Adj. 富有意义的， Meaningless
Meanwhile Adv. 同时，期间
Means N. 方式，工具，手段
Times 时代
Take place 无被动，和happen的区别 take the place
Harvest n. 收获, 收割, 收成, 成果, 后果
We are all very busy because it's the harvest time v. 收获, 收割
The peasants are harvesting rice in the field
STEP2: Pre-reading.
1. Could you fill in the form according to the above one?
Festival
Time of year/date
What it celebrate
What people do
National Day
National Day in China is on Octorber 1st. On that day people celebrate it for the founding of the People’s Republic of China in 1949. Chinese usually visit family or go to other parts of China, sometimes they to shopping to spend it.
Look at the pictures and title of the passage below. Predict what will be discussed in the passage?
Answer:
1. The names of the festivals and celebrations in the world.
2. The times when the festivals take place.
3. What people celebrate.
4. what people do in the festivals.
STEP3: Fast reading Para1
The 1st paragraph introduces two kinds of festivals. There are ancient festivals and today’s festivals. Please listen to the 1st Para then find out the main idea of it. Make the differences between ancient festivals and today’s festivals in Chinese.
Important phrases: festivals and celebrations, ancient times, would celebrate the end of, harvest in autumn, hunter, starve, be difficult to do, origin, religious, seasonal.
festivals and celebrations
celebrate V. 庆祝，庆贺
in celebration of 为庆祝。。。 in honour of 为纪念。。.或表示敬意 in memory of 为纪念。。
ancient times 古代 modern times 现代
would celebrate the end of
the end of, at the end of , by the end of，in the end 辨析（作业）？
at?the?end?of意为“在……结束时、在……的尽头”，可用以指时间或处所
by?the?end?of意为“到……末为止
In?the?end意为“最终、最后”与at?last?或者finally同义
填空：By?the?end?of?last?term?we?had?learned?five?English?songs.
Our?school?held?a?sports?meeting?at?the?end?of?last?year
At?the?end?of?this?street?you’ll?find?a?bookshop
The?world?population?will?pass?six?billion?by?the?end?of?the?twentieth?century.
In?the?end?they?caught?the?thief.
harvest in autumn
n. 收获, 收割, 收成, 成果, 后果 v. 收获, 收割
We are all very busy because it's the harvest time
Hunter hunt for
Starve V. 挨饿，饿死
They got lost in the desert and starved to death.
Be starved of =long for=starve for 渴望，迫切需要
The motherless children are starved of love.
are starving for love.
Starve to death 饿死 move to tears 感动到哭
be difficult to do
origin, source 区别?
origin多指 起源 出身
source多指来源 发源之意 source of water 水源
religious
adj. 宗教的, 虔诚的, 严谨的 religious man 虔诚的教徒
seasonal.
adj. 季节的, 季节性的, 周期性的
Overcoats are seasonal goods. 大衣是季节性商品
Review: 现在完成时态 一般将来时的被动结构
STEP4: Homework
P3 Comprehending1 (做一个示范)
P4 Learning about language1(解释题目)
Copy important phrases and their Chinese meanings on the textbook, each twice.
授课日期： 序号：3、4
授课进度：正常
教学课题：Unit1 FESTIVALS AROUND THE WORLD Period2 .ReadingI
授课课时：1
教学目的：
学习文章前三段。
掌握前三段中的重点词汇。
培养快速阅读的能力。
理解难点句子的构成。
教学重点：
快速阅读前三段内容回答相关问题。
学习重点词汇的用法。
理解难点句子的构成。
教学难点：
学习并运用重点词汇。
理解难点句子的构成。
教学步骤：
STEP1：Check homework. （也可放到自修课校对,也可边分析课文边校对）
Introduce the passage briefly:
This reading briefly introduces the earliest kinds of festivals and why there are so many festivals. Afterwards, it introduces four different kinds of festivals that take place in most parts of the world.
Check homeworkP3 Comprehending 1.
Can you find out these four kinds of festivals in the passage, and introduce these names of festivals and countries.
Translate these festivals into Chinese：
盂兰盆节，亡灵节，万圣节 日本，墨西哥，一些西方国家
端午节（龙舟节），哥伦布日，纪念莫汉达斯.甘地节 中国，美国，印度
收获与感恩节， 中秋节 欧洲国家，中国和日本
春节，复活节和相关节日，樱花节 中国，一些西方国家，日本
STEP2: Review paragraph1.
1. Listen to the radio about paragraph 1.
Question:
Why would people celebrate the end of cold weather, planting in spring and harvest in autumn?
Answer:
the ancient people did not understand scientific reasons weather change, birth and dead. They just relied on what they thought they could do to bring back the sun in winter, bring rain and ensure the crops.
STEP3: Reading Paragraph2 Festivals of the Dead
Questions before reading.
Q1: What do you know about Halloween? What pictures have you seen?
Answer:
On November 1st，trick-or-treating(要恶作剧还是给礼物), wearing customs, pumpkin lights.
In ancient times, people caved scared faces on the first fruit and lit from inside, later they were replaced by pumpkins which were both larger and much easier to carve.
Listening and reading.
Listen to the tape and then answer the following questions.
Q1: What kinds of things are done to honor the dead?
Q2: Why do you think we offer flowers to the dead?
Difficult sentence: the 1st sentence.
The 7th sentence.
Important phrases in paragraph2: honour the dead, satisfy the ancestors, do harm, clean graves and light incense, in memory of, lead…to, the dead, origin, in old beliefs, dress up, ask for, play a trick on sb.
honour the dead
honour N.V.荣誉，给予荣誉
a sense of honour 荣誉感
in honour of 为纪念
we hold a celebration in honour of the founding of Peoole’s Republic of China.
satisfy the ancestors
satisfy V. 满足 satisfy one’s need 满足某人的需要
be satisfied with 对。。。感到满意
I am satisfied with your task.
satisfactory/satisfied Adj.令人满意的/感到满意
a satisfactory performance 令人满意的表演
a satisfied smile 满意的微笑 a determined look 一个坚定的眼神
do harm N/V.损害，伤害
do harm to sb/sth 对某人、某事有伤害 do good to sb/sth
do sb a favour 给某人帮忙 do exercises 锻炼
do harm than good 利大于弊
clean graves and light incense 上坟扫墓和烧香
in memory of 纪念（尤指死者）、缅怀
memory n.
1.?记忆力, 记性2.?记忆中的事物, 回忆3.?记忆系统; 记忆容量
Main memory 主存储器
Memorial 纪念碑，纪念物
lead 领导、带领
lead…to（道路)等通往…… All?roads?lead?to?Rome.?
引起(结果等) The?heavy?rain?led?to?a?flood. Hard?work?leads?to?success.
Offer V. 提供、出价
offer sb sth =offer sth to sb 相当与give
The young man offered the old man his own seat on the bus.
Offer/cost/spend区别？
Offer sb some money for sth 为某物给某人出价
Cost 花费，主语不是人
Spend 主语是人 spend money on sth/ sb spend some time in doing sth.
the dead 死者 the +adj.表示一类人
in old beliefs 古老的信仰 belief 信心，信仰 religious beliefs 宗教信仰
dress up 盛装打扮，打扮成 dress N. 连衣裙、衣服
be dressed in+名词(f服装)
they were dressed in their best clothes.
Dress in +衣服的颜色
She always dresses in red.
Dress oneself 自己穿衣服
dress,put on ,wear,in 在英语里穿衣服的意思中,他们具体的区别是什么?
put on 表示“穿上，戴上”，为动态，强调动作
in 也表示“穿着”，为静态
Look at the man! He is in rags!看看那个人！他穿着一身破衣服。
wear表示“穿着、戴着”，为静态，但是是动词，佩戴首饰，留长发，留胡子
she wears a red clothes today= she is in red
ask for请求得到～，请求见到～
He?asked?for?a?glass?of?water.
Has?anyone?asked?for?me?at?the?office?
play a trick on sb 对某人恶作剧，捉弄。。。
STEP3: Reading Paragraph3 Festivals to Honour People
Questions before reading.
Q1: What festivals or celebrations can you think of that honour famous people or important events in China?
2. Difficult sentence: the last sentence.
Important phrases in paragraph3: the famous ancient poet, the arrival of, in the New World, gain, independence,
the famous ancient poet 著名的古代诗人
the arrival of arrival N. 到达，到达的人
They went out to welcome the new arrivals. 他们走出去欢迎新来的人。
We waited for the arrival of our guests. 我们等着客人的到来。
in the New World 新大陆
gain 获得取得 付出很大努力后的获取
No pain no gain.
independence 独立N.
dependence/dependent/independent
STEP4: Homework
1. Copy important phrases and their Chinese meanings on the textbook, each twice.
2. Preview next two paragraphs.
3. Prepare to have a dictation about important phrases of the former 3paragraphs.
授课日期： 序号：5
授课进度：正常
教学课题：Unit1 FESTIVALS AROUND THE WORLD Period3 .ReadingII
授课课时：1
教学目的：
学习文章后三段。
掌握前三段中的重点词汇。
培养快速阅读的能力。
理解难点句子的构成。
教学重点：
快速阅读后三段内容回答相关问题。
学习重点词汇的用法。
理解难点句子的构成。
教学难点：
学习并运用重点词汇。
理解难点句子的构成。
教学步骤：
STEP1：Have a dictation.
随意选择以下内容。
festivals and celebrations, ancient times, would celebrate the end of, harvest in autumn, hunter, starve, be difficult to do, origin, religious, seasonal, honour the dead, satisfy the ancestors, do harm, clean graves and light incense, in memory of, lead…to, the dead, origin, in old beliefs, dress up, ask for, play a trick on sb, the famous ancient poet, the arrival of, in the New World, gain, independence
STEP3: Reading Paragraph4 Harvest Festivals
Questions before reading.
Q1: Do you know of any harvest celebrations in China?
2. Something about Thanksgiving Day.
Thanksgiving Day was first celebrated in 1621by English. Then George Washington set Thursday, November 26, 1789, as the First National Thanksgiving. Turkey, corn, pumpkins and cranberry sauce are symbols which represent the first Thanksgiving. In the fact, the Day represents the harvest and the fall season, but not love to parents as Chinese thought.
3. Difficult sentence: the last sentence. 为什么要用when作为引导词？非限制性定语从句
4. Important phrases in paragraph4: be grateful, gather, the agricultural work, decorate…with…, town hall, get together to have meals, win awards for their farm produce, admire the moon
be grateful 感激
gather 收集，聚集
gather/collect辨析？
gather作“收集”“聚集”讲时用法广泛，可指把人集中起来，也可指把分散的东西或抽象的东西(如信息、力量)聚集起来。
collect作“收集”“采集”讲时，着重于计划性和选择性的含义。
the agricultural work
agriculture/agricultural
反义：industry/industrial
decorate…with…
The great hall was decorated with flowers.
town hall 市政厅
get together to have meals 聚在一起吃饭
win awards for their farm produce 因为他们的农产品获奖
award V./N. 奖品，授予
They awarded her a medal for her honesty.
Award/reward 区别？
Reward V. 给与报酬，奖赏 the first award 一等奖
Reward 报酬，回报
admire the moon 赏月
admire V.赞赏，羡慕
admire sb for sth. 因某事钦佩某人
admiration N.
STEP3: Reading Paragraph5 Spring Festivals
Questions before reading.
Q: Almost every country has their own spring festival on different day. Why are spring festivals so popular around the world?
(find one sentence in the book to answer this question.)
Answer: the 1st sentence of the paragraph.
Introduce Easter briefly.
There are several festivals in this paragraph, one of them is Easter. Easter is a time of springtime festivals. In Christian countries Easter is celebrated as a religious holiday. It represents Christ’s return form the dead after three days of his death. There are Easter eggs which originally painted with bright colors to represent the sunlight of spring.
3. Difficult sentence: the 1st sentence
Some Western countries have…in February
Easter is an important…around the world.
The country, covered with cherry tree flowers, looks…pink snow.
4.Important phrases in paragraph5: energetic, look forward to, the end of, the coming of, lucky money in red paper, dragon dances and carnivals, the Lunar New Year, parade, day and night, colourful clothing, an important religious and social festival for Christians around world, cherry tree flowers, as though
Energetic Adj. 精力旺盛的, 有力的, 能量的 an energetic child
Energy N. 活力, 精力, 能源
look forward to doing 盼望，期盼
We are looking forward to your party on Saturday.
易错题：Through the window, he looked forward to see what was happening.
此句中，look forward是向前看，后面的动词不定式短语to see…是目的状语。
Look out 小心 Look after look around look down upon看不起
look up 向上看，查询
the end of, the coming of
lucky money in red paper 压岁钱在红包里
dragon dances and carnivals 舞龙和狂欢
the Lunar New Year 春节 lunar Adj. 月亮的, 阴历的,
Parade n. 游行, 检阅, 游行地 vi. 参加游行, 阅兵,
day and night
colourful clothing n. (总称)衣服,
an important religious and social festival for Christians around world
Cherry Blossom Festival 樱花节 cherry n. 樱桃(树), 樱桃色
cherry tree flowers 樱桃树
as though=as if 好像，仿佛
even if=even though 即使，虽然，纵然
He walks as if he is drunk.
STEP3: Reading Paragraph6 Summary
Read the paragraph altogether after teacher.
Important phrases: have fun with each other, be proud of, customs, for a little while.
have fun with each other
make fun of 开。。。的玩笑 Don't make fun of the poor boy.
be proud of 以。。。为自豪
be proud about 为。。。而洋洋得意
custom n. 常表示“一种风俗”，也可统称“风俗”。 （复）customs: 海关, 关税 customs officer 海关工作人员
for a little while 一小会
Questions after reading.
Q1: Why do people around the world love festivals? (Prepare 1 minuet. Please close the book to answer this question. Students can use phrases in the last paragraph.)
STEP4: Homework
1. Copy important phrases and their Chinese meanings on the textbook, each twice.
2. Prepare to have a dictation about important phrases of the last 3paragraphs.
3. Comprehending2.
4. Learning about language 2.
5. Give Ss the answer of Learning about language3. Ask Ss to translate into Chinese.
授课日期： 序号：7.8
授课进度：正常
教学课题：Unit1 FESTIVALS AROUND THE WORLD Period4 .ReadingIII
授课课时：1
教学目的：
学习文章a sad love story
掌握文中的重点词汇
快速阅读文章并且回答相关问题，培养快速阅读的能力
教学重点：
培养快速阅读能力
学习重点词汇的用法
教学难点：
快读文章并回答问题
教学步骤：
STEP1：Review.
1. Have a dictation.
随意选择以下内容。
be grateful, gather, the agricultural work, decorate…with…, town hall, get together to have meals, win awards for their farm produce, energetic, look forward to, the end of, the coming of, lucky money in red paper, dragon dances and carnivals, the Lunar New Year, parade, day and night, colourful clothing, an important religious and social festival for Christians around world, cherry tree flowers, as though, have fun with each other, be proud of, customs, for a little while.
Check homework.
Comprehending2.
Learning about language 2.
Give Ss the answer of Learning about language3.
STEP1：Reading A Sad Love Story
Introduce briefly.
This passage introduces lover’s festivals-------Qiqiao Festival and Valentine’s Day.
Questions before reading.
Q1: What do you know about Qiqiao Festival and Valentine’s Day?
3. Important phrases: be hear-broken, turn up, keep one’s word, look forward to doing, hold one’s breath, drown one’s sadness, It is obvious that, wipe, the weaving girl, the herd boy, the Goddess of Heaven, the Milky Way, the couple, Magpies, on eh seventh day of the seventh lunar month, weep, announcer, As Li Fang set off for home, remind…of…, on one’s way home, for a long time, forgive.
be heart-broken
turn up 出现
turn out 结果是 take turns 依次 by turns 轮流 turn to 翻到、求助
turn over 翻过来 turn into 变成是 turn有时候可以理解为become
keep one’s word=keep her promise
in a word 总而言之 in other words 换句话说
have a word with sb 和某人说话 have words with sb和某人吵架
look forward to doing
hold one’s breath 屏住呼吸
out of breath 上气不接下气 take a deep breath 深呼吸
drown one’s sadness
drown=try to forget one’s trouble or to get rid of sadness by drinking wine or something else.
It is obvious that
Wipe
the weaving girl
the herd boy
the Goddess of Heaven
the Milky Way
the couple =wife and husband
a couple of 一双、一对，若干，几个
a couple of players a couple of tickets
Magpies
on eh seventh day of the seventh lunar month
weep
announcer
As Li Fang set off for home
Set off/out 出发，动身到某地，后用for,不用to
For表示预定的目的地
Set up 建立，设立，树立 set…free 释放（某人） set eye on sb/sth 看见某人、某物
Set…on fire 使燃烧，放火烧
Remind sb of sth 使某人回忆起过去的事情，提醒某人注意未来的事情
remind sb to do sth提醒某人去做某事，是某人想起去做某事
it reminds me of what a woman once said of him.
Remind me to take my medicine tomorrow.
on one’s way home
for a long time
thrown away throw
throw at 瞄准后投掷
throw to 投向目标
区别shoot at/to?
forgive.
Listen and reading the passage quickly and then answer the following questions.
Q1: What gifts ddi Li Fang give Hu Jin on Valentine’s Day?
Q2: Why did Li Fang drown his sadness in coffee?
Q3: Did the coffee shop manager welcome Li Fang? What did the manager do to show his feeling?
Q4: Who is Zhinu? Who is Niulang?
Q5: Why can’t Niulang follow Zhinu to Heaven?
Q6: When and how can Niulang and Zhinu meet?
Q7: Why did Li Fang throw flowers and chocolates away?
Q8: Why didn’t Hu Jin show up on time on the Valentine’s Day?
Q9: How many festivals does the passage mention? 2 or 3?
Q10: Why do people want the weather to be fine on Qiqiao Festival?
STEP2：Homework
准备单词听写
workbook P42 1.2.
机动作业 workbook P44 reading task
授课日期： 序号：9
授课进度：正常
教学课题：Unit1 FESTIVALS AROUND THE WORLD Period5 Useful structures
授课课时：1
教学目的：
学习情态动词的使用
教学重点：
正确使用情态动词：can/could; may/might; will/would; shall/should; must;can’t
教学难点：
正确区分以上情态动词
教学步骤：
STEP1：Review.
听写Unit1单词
check homework workbook P42 1.2. (可放自修课校对)
STEP2: Modal verbs
1. Permission N. 允许，准许，同意
Permit/allow sb to do sth
Permit/allow doing sth
P5Discovering useful structures
can / be able to 都表示能力
be able to 可以用于多种时态, 可经过努力才能够。
I can swim.
I am able to swim. 各种时态转换。
May/might 表示许可，表示请求许可时，may 常常可以和can/could互换
Can/could/may I use your pen?
May 表示可能性比might语气更加强烈。
Must/ have to 必须
Must 表示主观看法
Have to 表示客观需要，不得不，只得，只好，口语中常常用have got to
Shall/should
Shall用于第一人称表示征求对方的意见。
Shall 用于第一、第三人称疑问句中，表示说话人征求对方的意见或向对方请示。
Shall we start? 能。。。
Shall 用于第二、第三人称陈述句中，表示说话人给对方的命令、警示、允诺或者威胁。 会。。。
You shall be punished.
Should 表示劝告、建议、命令，同义词：ought to在疑问句中常用should.
Should have done 应该做某事而实际却没有做
Will/would 请求、建议 往往用于第二人称。
Would you pass me the book?
STEP3: Idioms
1. 生于忧患,死于安乐.
2. 树死先从叶子黄
3. 宁愿创新,不愿陈腐.
4. 未雨绸缪
5. 傻瓜总会发现有比他更傻的人在赞美他
6. 信仰是生活的向导
7. 别人的成就/收获怎么看都比自己的好, 但自己的孩子怎么看都比别的孩子好
8. 天下没有不散的宴席
9. 戏法人人会变，各有巧妙不同
10. 输得起，才能赢；只想赢，就会输。
STEP3: Homework
P42 2.
review to prepare to have a dictation.
Unit 2 Healthy eating
Ｉ． 单元教学目标
技能目标Skill Goals
Talk about healthy diet
Make suggestions or giving advice on diet
Distinguish the meanings of Modal verbs
Make a balanced menu
II． 目标语言
功
能
句
式
Practice talking about your ideas
Yes, I think so.
I don’t think so.
I agree.
I don’t agree.
That’s correct. Exactly.
That’s exactly my opinion.
You’re quite right.
I don’t think you are right.
I quite agree with you.
I’m afraid I don’t agree / disagree with you.
Of course not.
I’m afraid not.
All right.
That’s a good idea.
Certainly. / Sure.
No problem.
Practice giving advice and suggestions
You must / must not...
词 汇
1. 四会词汇
diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine
2. 认读词汇
protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation
3. 词组
get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight
语
法
The use of ought to
1. Statements
You ought to cook fresh vegetables and meat without too much fat if you want to stay slim.
You ought not to eat the same kind of food at every meal.
2. Difficulty
Distinguish and summarize the usage of ought to and should.
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。针对现实中遇到的实际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1 WARMING UP 是本单元一个重要的组成部分。让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.
1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。戏剧性的结尾增添了故事的趣味性。通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
2． 教材重组
2.1 精读 把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
2.2 语言学习 把Learning About Language和Workbook中的Using words and expressions, Using Structures结合在一起上一节“语法课”。
2.3 听力 把Using Language 中的Listening和 Workbook中的 Listening， Listening Task放 在一起上一堂“听力课”。
2.4 泛读 Using Language中的Reading与Workbook中的Reading Task放在一起上一堂“泛读课”。
2.5 口语 将Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口语课”。
2.6 语言运用 将Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“写作课”。
3． 课型设计与课时分配
1st period Warming up and Reading
2nd period Language study
3rd period Listening
4th period Extensive reading
5th period Speaking
6th period Writing
Ⅳ. 分课时教案
The First Period Warming up and Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving， newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research
b. 重点句子
His fried rice was hot but did not taste of fat.
Tired of all that fat? Want to be thinner? Only slimming food served here.
I will take all that fat off you in two weeks if you eat here every day.
It was not giving its customers energy-giving food!
Something terrible must have happened if Maochang was not coming to eat with him as he always did.
He wondered if he should go to the library to find out.
He couldn’t have Yong Hui getting away with telling people lies!
2. Ability goals 能力目标
a. Enable students to talk about their eating.
In what ways the food you eat helps you?
How can you have a healthy diet?
What will happen if you don’t have a balanced diet?
b. Understand the text and answer the following questions.
What happened to Wang Pengwei’s restaurant?
Why would his customers prefer to eat at Yong Hui’s restaurant?
What did he do after leaving Yong Hui’s restaurant?
c. Understand the details about the text and retell the text in the role of Wang Pengwei.
3. Learning ability goals 学能目标
Enable the students to learn how to talk about their eating.
What does a healthy diet mean?
Is what Yong Hui did right? Why?
What will you do if you are Wang Pengwei?
Teaching important points 教学重点
a. Identify different groups of foods and talk about healthy eating.
b. What kind of food did they provide for their customers, healthy or unhealthy? Why?
Teaching difficult points 教学难点
a. Understand the real meaning of healthy eating.
b. How was the competition going on? Who would win?
Teaching methods 教学方法
a. Fast and careful reading.
b. Asking-and-answering activity to check the Ss’ understanding of the text.
c. Individual, pair or group work to finish each task.
d. Discussion.
Teaching aids 教具准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Step I Warming up
What are the three essential elements for us human beings to survive on the earth?
Water, air , food
Which one would you prefer? Western food or Chinese food?
What do you usually have for breakfast / lunch /supper ?
What will happen if you do not eat a balanced diet？
Discussion
What is healthy diet?
Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.
Speaking
Decide which food is junk food or healthy food and give reasons.
I think …is junk food because…
I think … is healthy food because…
(be rich in; be low in)
Pre-reading
1. What do you think should go into a good meal?
A good meal should contain some food from each of the three categories above.
2. Imagine you and your partner are going to invite some friends for dinner. What special food of your place would you offer them? Plan a menu.
3. Look at the title of the reading passage and the pictures. Predict what the passage is about.
Fast reading
Read the text quickly to find out which sentence is the main idea of the text.
1.The two restaurants supplied the healthy food.
2.The reason why Yong Hui’s restaurant was so popular with customers.
3.Wang Pengwei found out why he had lost his customer and decided to win them back.
Key: 3
Reading
1. Usually Wang Peng’s restaurant was full of people. T
2. Yong Hui could make people thin in two weeks by giving them a good diet.
It would take longer than that. F
3. Wang Peng’s regular customers often became fat. T
4. Yong Hui’s menu gave customers more emery-giving food. F
No. it gave them protective food but no energy-giving or body-building food.
5. Wang Peng’s menu gave customers more protective food. F
6. Wang Peng decided to compete with Yong Hui by copying her menu. F
He decided to advertise the benefits of his menu.
Post reading
1. The weakness of the diet in Wang Peng’s restaurant was ______ _______________________________.
2. The strength of the diet in Wang Peng’s restaurant was _____ ____________________________ __________.
Homework
1. Retell the text.
(1) Use the first person to retell the story.
(2) Try to use proper prepositions and conjunctions.
2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49and 50).
The second period Extensive reading
Pre-reading
Learn these proverbs.
You are what you eat. 人如其食。
First wealth is health.
健康是人生的第一财富。
-----Emerson
An apple a day keeps the doctor away.
一天一个苹果，医生不来找。
New words and phrases:
limited: not very great in amount or extent 有限的
benefit: advantage that sth. gives you 优势,益处
sigh: take a long deep breath叹气,叹息
combine: join two or more things together to form a single one 组合, 联合
earn one’s living: keep alive in a certain style 谋生/挣钱维持生活
in debt: owe a lot of money 欠债
glare at: stare angrily or fiercely 怒目而视
Can you guess what will happen to Wang Pengwei and Yong Hui?
Read the text fast, then answer the following questions:
1. How did Yong Hui feel when she came to Wang’s restaurant? Why?
2. What did they find after their chat?
3. How did they solve their problems and become good friends?
4. How did they combine their menus and provide a balanced menu?
5. Why was their cooperation a success?
Discussion
What can we learn from the passage?
We can learn that it is never too late to change bad eating habits and begin afresh.
The third period Grammar
情态动词
1. ought to／should
should 和ought to 都为“应该”的意思，可用于各种人称。ought to 的语气稍重一些。
You ought to (should) follow your teacher’s advice.
表示主语的义务或责任：
You should take care of your sister．
你应当去照顾你妹妹。
或指出—个正确、明智的动作：
They shouldn't allow parking here；the street is too narrow．
这儿不该允许停车；马路太窄了。
should 和ought to 后面跟动词不定式的完成式,其肯定句表示”过去应该做而未做”, 其否定句则表示”过去不该做但做了”。
You should/ought to have made the decision a week ago.
I shouldn't have made such a foolish mistake.
多数情况下，ought to 可与should互换使用。ought to的反意疑问句用shouldn’t替代。
2. must和have to
must的用法?
1）表示主观的义务和必要,?主要用于肯定句和疑问句,?意思为?“必须……，得……，要……”；由must 引起的疑问句，肯定回答要用must或have?to,?否定回答要用needn’t或don’t?have?to,? 意思是“不必” ；
must的否定形式mustn’t表示禁止，意思是“不能，不许”。如：?
— Must?I?finish?the?task?right?now?? 我现在必须完成这个工作吗？
—Yes,?you?must.?/?Yes,?you?have?to.?
是的。?
(—No, you needn’t. / No, you don’t have to. 不，不必。)
You mustn’t come here without permission.
未经允许，你不能来这儿。
have?to?的用法?
1）must表示一种主观的需要，而have?to?表示一种客观的需要，意思是“不得不”。?如：?
I have to attend an important meeting this afternoon.
今天下午我不得不参加一个重要的会议。
Mother is out, so I have to look after the shop.
妈妈不在家，因此我不得不照看商店。?
2）have?to?的否定形式是don’t have to, 相当于needn’t。如：
They don’t have to buy a computer at present. 他们目前没有必要买电脑。?
背景知识
I． Healthy Eating for Lifetime
Variety, Balance and Moderation
A healthy diet includes all foods. Variety is important because no one food can provide all the nutrients the body needs for health. Try new foods to tantalize your taste and vary your nutrient intake.
We can make many possible choices within each food group. Choices may be made to accentuate specific needs like fiber. For example, in the protein-rich ‘meat’ group, beans are a low fat, high fiber option compared to ground beef. In the fruit group, whole fruit is usually a higher fiber choice than fruit juice.
Foods containing important nutrients can help us prevent disease and even restore our health. Striking a balance between foods that promote health and those that may be risky is important for long term well being. Choose foods that are better for your health more often.
Without a doubt, fats and cholesterol are the single most important group of nutrients to limit in your diet if you want to reduce your risk of chronic disease. Heart disease and cancer, two of this nation’s leading killers, are linked to diets high in fat. Other chronic health problems may be exacerbated by high fat diets. Saturated fat, that is, fat that is solid at room temperature, appears to carry the greatest amount of risk.
Alcohol is not pictured on the food pyramid, but if it were it would be in the tip of the pyramid. Alcohol has only empty calories in the way that sugar and most fats do. Pregnant women should avoid alcohol beverages.
Foods and beverages that are less nutritious do not have to be eliminated but they should be consumed in moderation - saved for special occasions. Making healthy food choices can be the difference between health and disease.
II. 10 Tips to Healthy Eating
Experts agree the key to healthy eating is the time-tested advice of balance, variety and moderation. In short, that means eating a wide variety of foods without getting too many calories or too much of any one nutrient. These 10 tips can help you follow that advice while still enjoying the foods you eat.
1. Eat a variety of nutrient-rich foods. You need more than 40 different nutrients for good health, and no single food supplies them all. Your daily food selection should include bread and other whole-grain products, fruits, vegetables, dairy product and meat, poultry, fish and other protein foods. How much you should eat depends on your calorie needs. Use the Food Guide Pyramid and the Nutrition Facts panel on food labels as handy references.
2. Enjoy plenty of whole grains, fruits and vegetables. Surveys show most Americans don’t eat enough of these foods. Do you eat 6-11 servings from the bread, rice, cereal and pasta group, 3 of which should be whole grains? Do you eat 2-4 servings of fruit and 3-5 servings of vegetables? If you don’t enjoy some of these at first, give them another chance. Look through cookbooks for tasty ways to prepare unfamiliar foods.
3. Maintain a healthy weight. The weight that’s right for you depends on many factors including your sex, height, age and heredity. Excess body fat increases your chances for high blood pressure, heart disease, stroke, diabetes, some types of cancer and other illnesses. But being too thin can increase your risk for osteoporosis, menstrual irregularities and other health problems. If you’re constantly losing and regaining weight, a registered dietitian can help you develop sensible eating habits for successful weight management. Regular exercise is also important to maintaining a healthy weight.
4. Eat moderate portions. If you keep portion sizes reasonable, it’s easier to eat the foods you want and stay healthy. Did you know the recommended serving of cooked meat is 3 ounces, similar in size to a deck of playing cards? A medium piece of fruit is 1 serving and a cup of pasta equals 2 servings. A pint of ice-cream contains 4 servings. Refer to the Food Guide Pyramid for information on recommended serving sizes.
5. Eat regular meals. Skipping meals can lead to out-of-control hunger, often resulting in overeating. When you’re very hungry, it’s also tempting to forget about good nutrition. Snacking between meals can help curb hunger, but don’t eat so much that your snack becomes an entire meal.
6. Reduce, don’t eliminate certain foods. Most people eat for pleasure as well as nutrition. If your favorite foods are high in fat, salt or sugar, the key is moderating how much of these foods you eat and how often you eat them.
Identify major sources of these ingredients in your diet and make changes if necessary. Adults who eat high-fat meats or whole-milk dairy products at every meal are probably eating too much fat. Use the Nutrition Facts panel on the food label to help balance your choices.
Choosing skim or low-fat dairy products and lean cuts of meat such as flank steak and beef round can reduce fat intake significantly.
If you love fried chicken, however, you don’t have to give it up. Just eat it less of ten. When dining out, share it with a friend, ask for a take-home bag or a smaller portion.
7. Balance your food choices overtime. Not every food has to be “perfect”. When eating a food high in fat, salt or sugar, select other foods that are low in these ingredients. If you miss out on any food group one day, make up for it the next. Your food choices over several days should fit together into a healthy pattern.
8. Know your diet pitfalls. To improve your eating habits, you first have to know what’s wrong with them. Write down everything you eat for three days. Then check your list according to the rest of these tips. Do you add a lot of butter, creamy sauces or salad dressings? Rather than eliminating these foods, just cut back your portions. Are you getting enough fruits and vegetables? If not, you may be missing out on vital nutrients.
9. Make changes gradually. Just as there are no “super foods” or easy answers to a healthy diet, don’t expect to totally revamp your eating habits overnight. Changing too much, too fast can get in the way of success. Begin to remedy excesses or deficiencies with modest changes that can add up to positive, lifelong eating habits. For instance, if you don’t like the taste of skim milk, try low-fat. Eventually you may find you slimming, too.
10. Remember, foods are not good or bad. Select foods based on your total eating patterns, not whether any individual food is “good” or “bad.” Don’t feel guilty if you love foods such as apple pie, potato chips, candy bars or ice-cream. Eat them in moderation, and choose other foods to provide the balance and variety that are vital to good health.
Figuring Out Fat
With so much information available about the effects of dietary fat on health, understanding the role fat plays in a well-balanced diet can be pretty confusing. To cut through the confusion, it’s important to remember that fat is an essential nutrient that everyone needs to stay healthy.
Fat is a valuable energy source and carries fat-soluble vitamins needed for proper growth and development. It also contributes important taste and textural qualities that are part of enjoying food.
Too much fat, however, can increase the risk of heart disease, obesity and other health problems. When moderating fat intake, it’s important to consider these points:
●Health authorities recommend Americans to consume 30 percent or less of their total daily calories from fat, with 10 percent or less of those calories from saturated fat. Remember, the 30 percent refers to your total fat intake overtime, not single foods or meals. Use the following chart to guide your fat intake.
If you eat this number of calories per day:
Total fat per day (grams)
Total saturated fat per day (grams)
1,600
53 or less
18 or less
2,000
65 or less
20 or less
2,200
73 or less
24 or less
2,500
80 or less
25 or less
●Use the Nutrition Facts panel on the food label to help determine how much fat is in foods. Remember, it’s the total fat intake overtime that’s important. A food high in fat can be part of a healthy diet as long as it’s balanced with other lower-fat food choices.
●All fats are a combination of saturated, polyunsaturated and monounsaturated fatty acids. Each of these types of fats have different effects on the body, but all contain nine calories per gram.
●Blood cholesterol levels are influenced by family history, weight, age, smoking, physical activity and eating habits. Studies have shown that diets which are too high in certain saturated fatty acids and dietary cholesterol can raise blood cholesterol.
III. Healthy Eating for Lifetime
The Food Guide Pyramid
The Food Guide Pyramid is a visual tool making it easy to see how many servings we need to eat from each food group each day. Within its six food groups, the Pyramid contains many kinds of health promoting foods. All foods can fit into a healthy eating style.
The Pyramid base, the largest area, is filled with grains. Building our diets around grains, especially whole grains, is what the food guide pyramid promotes. Eating the suggested portions from this food group will assure that more than half of our calories comes from complex carbohydrates. Moving up the Pyramid, notice the groups get smaller. Foods represented in these groups are needed in smaller amounts for good health. The tip of the Pyramid is the smallest group and should be eaten from the least: oils, fats and sweets.
The Food Guide Pyramid is available in different languages representing various cultures and eating styles. There are variations for young children (Adobe .PDF format) and for seniors. There are also pyramids to help you with special eating plans——such as diabetic or vegetarian.
How many servings do I need each day?
The number of servings needed each day depends on age, gender and activity level. This shows the range of appropriate servings:
Grains
6-11 servings
Vegetables
3-5 servings
Fruits
2-4 servings
Dairy
2-3 servings
Protein
2-3 servings
What are some examples of adult serving sizes?
Grains
1 slice bread, 1/2 small bagel, about 1 cup ready to eat cereal flakes, 1/2 cup cooked cereal, rice or pasta
Vegetables
1 cup raw leafy greens, 1/2 cup other vegetables——raw or cooked, 3/4 cup vegetable juice
Fruits
1 medium apple, banana, orange, pear, 1/2 cup chopped, cooked or canned fruit, 1/4 dried fruit like raisins, 3/4cup 100% fruit juice
Milk, Yogurt, Cheese
1 cup milk or yogurt, 1/2 ounce natural or 2 ounces processed cheese, 1 cup soy beverage with added calcium
Meat, Poultry, Fish, Dried Beans, Eggs and Nuts
2-3 ounces of cooked lean meat, poultry or fish, 1 cup cooked dry beans or tofu counts as 2 ounce of lean meat, 1/2 ounce soy burger or 1 egg counts as 1 ounce lean meat, 2 tablespoons of peanut butter or 1/3 cup nuts counts as 1 ounce of meat
IV． Tips On How To Make Healthier Meals
Begin by choosing foods low in saturated fat, low in sodium and low in calories:
●Try fat free (skim) milk or low fat (1%) milk
●Only buy cheeses marked “low fat” or “fat free” on the package
●Choose to eat fruits and vegetables without butter or sauce
●Serve rice, beans, cereals, pasta, whole grains (e.g., couscous, barley, bulgar, etc.)
●Choose lean cuts of meat, fish, and skinless turkey and chicken
●When available, buy low- or reduced-sodium or no-salt-added versions of foods
Use these recipe substitutions:
●Use two egg whites for each whole egg and
Unit 3 The Million Pound Bank-Note
Ｉ． 单元教学目标
技能目标Skill Goals
Talk about short stories and dramas.
Learn how to act out a play.
Learn how to request and order food.
Learn Noun clauses as the object and predicative.
Write a play or drama.
II． 目标语言
功
能
句
式
Request（请求）
Would you please come in?
Would you mind waiting just a few minutes?
May I ask you how much money you have?
— Well, to be honest, I have none.
Could you offer me some kind of work?
I wonder, Mr. Adams, if you mind us asking a few questions?
— Go right ahead.
Ordering food (点餐)
I’d like some ham and eggs and a nice big steak.
I’ll have a nice long glass of beer.
词 汇
1. 四会词汇
Birthplace, novel, adventure phrase author scene wander pavement businessman permit ahead bay stare fault spot passage account embassy seek patience contrary envelope unbelievable steak pineapple dessert amount rude manner scream genuine rag indeed bow barber
2. 认读词汇
narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script
3. 固定词组
Bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for
4. 重点词汇
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble
语
法
Noun clauses as the object (宾语从句)
I can’t say that I have any plans.
...and he does not know what he should do.
I did not know whether I could survive until morning.
Noun clauses as the predicative (表语从句)
That’s why we’ve given you the letter.
第一课时 Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous
b. 交际用语
Expressions on request:
Would you step inside a moment, please?
Would you please come in?
May we ask what you’re doing in this country and what your plans are?
Well, why don’t you explain what this is all about?
c. 重点句型
2. Ability goals能力目标
a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.
b. Enable students to sum up the main idea of ACT ONE Scene 3.
c. Enable students to understand the details about the whole scene.
d. Retell the scene using the key words of the whole scene.
e. Express their opinions by answering the following questions:
1) Do you think money is everything? Why?
2) Do you agree that only money can bring people happiness?
3. Learning ability goals 学能目标
a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English.
b. Help students to sum up the main idea of ACT ONE Scene3.
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
e. Help them to answer the following questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching important points 教学重点
a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.
b. Discuss the questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching difficult points教学难点
Discuss the questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching methods 教学方法
Elicitation, discussion, listening, reading and pair work.
Teaching aids 教具准备
A computer, a projector and a tape recorder.
Teaching procedures and ways教学过程与方式
Warming up-I
What do you know about Mark Twain? Do you know any of his works?
Read the short passage quickly and fill in the chart.
Real name
Meaning of his pen name
Birth date
Birthplace
Place where he grew up
His famous stories
?
Then give an introduction of Mark Twain(1835—1910): The greatest humorist of the 19th century American literature.
Novels:
The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）
The Prince and the Pauper (1882)(皇子与贫儿)
The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)
Discussion
Suppose a rich person gives you a million pound bank-note, what will you do with it ? Give the reasons.
Introduce some new words to the students:
incredible: difficult to believe (unbelievable)
stare at: look at sb. / sth. for a long time
nightfall: the time in the evening when it becomes dark
survive: continue to live or exist
spot: see or notice a person or thing
account for: to be the explanation or cause of sth.
charity: 施舍
by accident: by chance
Pre-reading
1. First, give students a brief introduction of the story
Two rich gentlemen made a bet on what would happen to a person if he was given a million pound note.
Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocean. A British ship, for London, passing by, fortunately saved him.
2. Prediction :
What would happen to Henry?
Reading
Scan the passage and find out :
What happened to Henry?
What does the brothers choose Henry for?
What happened to Henry?
He was given a letter by the two brothers and was asked not to open it until two o’clock.
What does the brothers choose Henry for?
They wanted to make a bet on Henry.
Skimming: answer the following questions:
1. Where does Henry Adams come from? Does he know much about London?
2. What did he do in America?
3. Why did he land in Britain?
Put the following events in correct order.
(1) Henry wandered in London streets.
(2) About a month ago Henry Adams was sailing out of the bay.
(3) The next morning he was spotted by a ship.
(4) Towards nightfall he found himself carried out to sea by a strong wind.
(5) On the ship he earned his passage by working as an unpaid hand.
Keys;
(2) About a month ago Henry Adams was sailing out of the bay.
(4) Towards nightfall he found himself carried out to sea by a strong wind.
(3) The next morning he was spotted by a ship.
(5) On the ship he earned his passage by working as an unpaid hand.
(1)Henry wandered in London streets.
After-reading
What kind of persons you think the characters are? (Henry Adams, Oliver Roderick)
The second period
1. First. Introduce some new words:
steak:
eat like a wolf:
genuine:
reserve:
scream:
fake:
bow:
2. CULTURAL NOTE: Henry asks for a steak “extra thick” for his meal. In
China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.
3. Read and answer these questions:
1. What was it in the letter?
2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?
3. Did the owner believe that the note was genuine or not? Why?
4. Whose behavior changes the most during this scene?
5. What kind of person is the owner of the restaurant?
6. Why do you think the owner of the restaurant gave Henry a free meal?
4. Detailedr reading
1. What does “it’ll cost a large amount of money” exactly mean?
2. At the sight of the customer’s note, the owner and his waiter got very _D_.
A. frightened B. angry
C. worried D. excited
3. When did the hostess and the waiter change their attitude to the customer? _____D____
A. At the beginning of the story.
B. Before they saw the large note.
C. At the end of the story.
D. After they saw the large note.
In group of four, play the parts of “Henry, waiter, owner and hostess”.
The third period Grammar
The Second Period Grammar
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
win the bet, make the bet, be worried about, stay out of jail, a poorly-dressed gentleman, eat like a wolf, be a big puzzle to sb
b. 重点句子
May we ask what you are doing in this country?
Well, why don’t you explain what this is all about?
That’s why we’ve given you the letter.
We were very surprised that he finished two orders of food in a very limited time.
We doubted whether the man was able to pay for the food.
2. Ability goals 能力目标
a. Enable the students to use the words and expressions in this part.
b. Enable students to understand and use noun clauses as the object and predicative.
3. Learning ability goals 学能目标
a. Get the students to guess the meaning of the words or expressions according to the context.
b. Get the students to use the noun clauses as the object and predicative.
Teaching important points 教学重点
a. How to make students understand and use noun clauses as object and predicative.
b. Get the students to master the usage of the important words of this unit.
Teaching difficult points教学难点
How to make students understand and use noun clauses as object and predicative.
Teaching methods 教学方法
Task-based method
Teaching aids 教具准备
A computer and a projector
Teaching procedures and ways教学过程与方式
1. 名词性从句是由if, whether, that和各种疑问句词where, when等充当连接词所引导的从句, 其功能同名词一样。
2. what与that在引导名词性从句时的区别:
what引导名词性从句时在从句中充当句子成分,如主语,宾语,表语,而that则不然,它在句子中只起连接作用。例如：
(1) What you said yesterday is right.
(2) That she is still alive is a puzzle.
3. 宾语从句就是在复合句中作宾语的名词性从句, 通常放在主句谓语动词(及物动词)或介词之后。
(1) 由that 引导的宾语从句(that通常可以省略), 例如：
I heard that he joined the army.
(2) 由what, whether (if)引导的宾语从句,例如：
① She did not know what had happened.
② I wonder whether you can change this note for me.
4. 否定的转移:若主语谓语动词为think, consider, suppose, believe, expect, guess, imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。
I don’t think this dress fits you well. (我认为这件衣服不适合你穿。)
5. it常可以放在动词think, find, consider, believe, feel, make等后作为形式宾语:it不仅可以作为形式主语，还可以作为形式宾语而真正的宾语-that从句则放在句尾,特别是在带复合宾语的句子中。 We heard it that she would get married next month.
6. 表语从句是在复合句中作表语的名词性从句, 放在系动词之后,一般结构是“主语+系动词+表语从句”。可以接表语从句的系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外,常用的还有the reason why … is that … 和It is because …等结构。例如：
1). The question is whether we can make
good preparation in such a short time.
2). This is why we can’t get the support of the people.
3). But the fact remains that we are behind the other classes.
4). The reason he is late for school is that he missed the bus.
The fourth period Speaking
Make a dialogue for Act Two, Scene 2 using all of the following information:
Henry tells a clerk that he wants a coat for a suit. The clerk shows him a cheap coat downstairs. Henry doubts if he should take it. The clerk persuades him to buy it. Henry agrees, but explains that he can’t pay him right now, as he has no small change. In your dialogue, include expressions on shopping. Practice your dialogue and then share it with another pair. And we’ll see which is the most appropriate for the play.
Suggested scene
The dialogue takes place at a tailor’s shop. (O=Owner; C=Clerk; H=Henry)
O: There’s a customer, Todd. Will you serve him?
C: I don’t know why he’s in a tailor’s shop. Just look at his clothes!
O: No matter what he’s wearing, Todd, just show him the cheapest.
C: Do you want anything?
H: Yes, please. I want to buy a suit.
C: Of course. You may find these rather expensive. We’ve got some cheaper ones in the back room. Will you come through to the back, please?...Why don’t you try this one on?
H: Mmm, it doesn’t seem to fit very well.
C: I’m afraid it’s the cheapest one we’ve got.
H: Very well, I’ll take it. Could you wait a few days for the money? I don’t have any small notes on me.
C: Oh, you haven’t? Well, of course, I know that gentlemen like you carry only large notes.
H: My friend, you shouldn’t judge strangers always by the clothes they wear. I’m quite able to pay for this suit. I just didn’t wish to put you to the trouble of changing a large note.
C: Why do you think we can’t change your note? Of course we can.
H: Oh, very well. Then there is nothing to worry about. I apologize. (Hands him the note.)
背景知识
1. About the ￡1, 000,000 Bank-note
英格兰银行出于特殊的需要发行了两张面值一百万的钞票，其中一张收回并作废，但还有一张却留在银行，两兄弟打赌，一个身无分文的人带着这张钞票会发生什么，兄弟A说会死去，兄弟B说他肯定能活一个月。他们物色了一个年轻人做试验，带着这张毫无使用价值的百万英镑钞票。年轻人走进商店买东西，拿出钞票要求找钱，店老板都震惊了并立刻改变态度，极力讨好这个年轻人，年轻人得到了他想得到的，包括爱情和受人尊敬。他爱上的女孩正是兄弟B的女儿。最后，百万英磅被银行收回并作废，年轻人过上了幸福的生活。
The Bank of England once issued two notes of a million pounds, to be used for a special purpose connected with some public transaction with a foreign country. For some reason or other only one of these had been used and canceled; the other still lay in the vaults of the Bank. Well, the brothers, chatting along, happened to get to wonder what might be the fate of a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money but that million-pound bank-note, and no way to account for his being in possession of it. Brother A said he would starve to death; Brother B said he wouldn’t. Brother A said he couldn’t offer it at a bank or anywhere else, because he would be arrested on the spot. So they went on disputing till Brother B said he would bet twenty thousand pounds that the man would live thirty days. They thought “me” to be the right person, a poor, honest and intelligent stranger. They handed “me” an envelope that contained ￡1,000,000 bank-note. “I”, dressed in rag, with nothing but a bank-note, got into a restaurant. “I” took the banknote to pay for the bill and asked for changes. The boss who looked down upon me at first changed his attitude completely. He flattered me that I could have anything I wanted, any time I chose, and let the account run as long as I pleased. They all treated me as an honored guest. Then “I” got into a tailor’s shop, the same thing happened. “I” drifted naturally into buying whatever I wanted, and asking for change. “I” owned the respect and fell in love with a girl, Portia. Everything went well having ￡1,000,000 bank-note on “me”. After a month, Brothers returned, to my surprise, one of them was My Portia’s papa. He took that friendly and hospitable bill back to the Bank of England and cashed it, then the Bank canceled it and made him a present of it, and he gave it to us at our wedding.
2. Characters in THE MILLION POUND BANK-NOTE
Henry: a lost American businessman in London
Roderick: a rich Englishman, brother to Oliver
Oliver: a rich Englishman, brother to Roderick
Banker: for the Bank of England
Todd: an especially helpful clerk at the tailor’s shop
Owner 1: of a small but fancy restaurant in London
Waiter: works for the restaurant owner
Hostess: greeter at the restaurant and wife of the owner
Mr Clemens: a diner in the restaurant and expert on banknotes
Owner 2: of a small but fancy tailor shop in London
Ambassador: the chief US diplomat in Britain
Portia: a friend of the ambassador who he introduces to Henry
Various narrators
Various clerks
3. Supplementary lines that did not appear in the textbook:
ACT ONE
Scene 1
Narrator: A hundred years ago when Britain was very rich, there was more gold deep within the Bank of England than anywhere else in the world. Money was safe, people used to say, as safe as the Bank of England.
Banker: Here it is Mr Montpelier. I trust you will not be disappointed with its design. (He hands him a bank-note.)
Oliver: No, it seems to me a thing of beauty.
Roderick: Allow me, Oliver. (He takes the note from his brother.) It looks good, it feels good, it is good.
Banker: And there’s only one other like it that was used for a foreign loan.
Oliver: Yes, we read about it. That’s what gave us the idea.
Banker: The idea?
Roderick: I suppose it does seem strange that we should need such a large sum in one bank-note.
Banker: It certainly is a unusual request. I imagine it’s for business.
Oliver: Important business, isn’t it, Roderick? Do we tell this gentleman?
Roderick: Yes. You see, my brother and I need this pretty, special piece of paper for a bet.
Banker: A bet? Did you say a bet?
Oliver: A very important bet.
Banker: I should say it must be-for one million pounds!
Scene 2
Narrator: It is the summer of 1903. Henry Adams, an American businessman, has had some very bad luck. He is lost in London. He has no money and does not know what he should do. As Henry is walking down a sidewalk, he sees a family having a picnic in a park. However, he doesn’t look at them but at their food. He keeps walking. Then he reaches the entrance to a large old building and enters it.
Henry: “This embassy does not provide money to Americans in London.” Well, that’s too bad. (He turns to the clerk.) I thought this would be just the place.
Clerk: It doesn’t mean we’re not glad to help you in other ways. You can work on a ship to take you home, if you like. (Henry notices the clerk eating peanuts from a bag.)
Henry: Any chance I can find work here?
Clerk: Well, if you’d like to come back in a week, we can find out for you.
Henry: A week? That’s a long time. If I can just get money to last me a few days, I can find work for myself.
Clerk: We can give you a small loan if you can repay it. Can you offer us anything in exchange?
Henry: Well, I’m smart and I can use my hands. Unless you don’t trust me, isn’t that enough?
Clerk: No, I’m afraid not. Many people pass through this office making similar requests. If we help you in this way, others will expect the same.
Henry: I think I’ll try to help myself.
Clerk: Well, that’s up to you, young man. Come back if you have no luck.
Henry: I’ll do that. (He is still looking at the peanuts.) Say, may I have some of those?
Clerk: Of course, you can. Oh, sorry, all gone. (He blows into the bag and pops it.)
4. Major Works by Mark Twain
The Celebrated Jumping Frog of Calaveras County (1867)
The Celebrated Jumping Frog of Calaveras County was first published in the November 18, 1865, edition of The New York Saturday Press under the title “Jim Smiley and His Jumping Frog.” The story, which has also been published as “The Notorious Jumping Frog of Calaveras County”, is set in a gold-mining camp in Calaveras County, California, and has its origins in the folklore of the Gold Rush era. It was one of Twain’s earliest writings, and helped establish his reputation as a humorist. He eventually included it as the title story in his first collection of tales.
The Adventures of Tom Sawyer (1876)
(From the Preface) Most of the adventures recorded in this book really occurred; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual—he is a combination of the characteristics of three boys whom I knew, and therefore belongs to the composite order of architecture.
The odd superstitions touched upon were all prevalent among children and slaves in the west at the period of this story—that is to say, thirty or forty years ago. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shunned by men and women on that account, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what queer enterprises they sometimes engaged in.-THE AUTHORHARTFORD, 1876
The Prince and the Pauper (1881)
Edward Tudor and Tom Canty are the same age and share the same features only one of them is a pauper’s child and the other is the heir to the throne of England. When chance brings the boys together, they decide for fun to switch clothes, but fate suddenly casts them into each other’s worlds. Tom learns what is to be caught in the pomp and folly of the royal court and the young prince learns what it is to survive in the lower depths of 16th century English society. Through the switched identities Mark Twain has fashioned both a scathing attack on social hypocrisy and injustice, and an irresistible comedy imbued with the sense of spirited play that belongs to this creative period. The delightful fable of The Prince and the Pauper has delighted readers young and old for over 100 years.
Adventures of Huckleberry Finn (1884)
Mark Twain’s classic novel, Adventures of Huckle-
berry Finn, tells the story of a teenage misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet with adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. Although the story was mostly written in the 1880’s it is set in the time of slavery prior to the Civil War. Twain uses Huck’s predicaments to illustrate the failure of reconstruction in the post-Civil War South.
A Connecticut Yankee in King Arthur’s Court (1889)
A Connecticut Yankee in King Arthur’s Court is held to be one of the word’s first stories about time travel. The main character, Hank Morgan, superintendent at the Colt Firearms Factory in Hartford, Connecticut, is hit on the head in a fight, knocking him unconscious. He wakes up in the time of King Arthur and uses his 19th century sensibilities and know how to gain power over the people. Hank introduces conveniences and structures familiar to 1880’s Hartford such as schools, factories, bicycles, and gunpowder. At first, Hank is convinced that his ideas will do the citizens of Arthur’s court good, but as he takes command he turns more and more to violence and loses control of his circumstances. Connecticut Yankee was one of the last large-scale novels Mark Twain produced and its dark, cynical themes foreshadow ideas he would delve into more deeply in much of his later work.
5. Know some sayings of Mark Twain and have a better understanding of his works.
（1） The man who does not read books has no advantage over the man that can’t read them.
（2） Always tell the truth; then you don’t have to remember anything.
（3） When people do not respect us we are sharply offended; yet deep down in his private heart no man much respects himself.
（4） Good breeding consists in concealing how much we think of ourselves and how little we think of the other person.
Unit 4 Astronomy: the science of the stars
Ｉ． 单元教学目标
技能目标Skill Goals
Talk about the science of the stars, the development of life and space travel and gravity.
Practise giving instructions.
Practise talking abut problems in study or life.
Learn to use Noun Clauses as the subject.
Learn to write an essay to show your problems and the way to overcome them.
II． 目标语言
功
能
句
式
Talk about the science of the stars, the development of life and space travel and gravity
Where do we come from?
How did the universe begin?
Why is the universe the way it was?
How will it end?
How much do you know about universe?
Do you want to have a space travel?
Do you know something about gravity?
Do you know something about black holes?
Practise giving instructions
Please look at/ listen to...
Please check that...
You need...
Please pay attention to...
Don’t forget to...
You’d better...
Make sure you...
Watch out for...
You mustn’t...
Practice talking about problems in study or life
My problem is...
The difficulty is...
My trouble is...
The question is...
My advice is...
What I think about it is...
The fact is...
My suggestion is...
词 汇
1 四会词汇
astronomy, system, religion theory atom billion globe violent carbon atmosphere unlike fundamental harmful acid chain multiply oxygen exist thus dioxide puzzle biology biologist gravity satellite gentle physicist climate crash spaceship pull float mass
2认读词汇
astronomer, biochemistry, geophysics, solar, Big Bang, vapour, nitrogen, dissolve, amphibian, reptile, generally, mammal, global, comet, Issac Newton, Albert Einstein, Stephen Hawking, lessen, weightlessly, cabin, exhaust, exclaim
3 词组
solar system, in time, lay eggs, give birth to, in one’s turn, carbon dioxide, prevent…from, block out, cheer up, now that, break out, watch out
语法
Noun Clauses as the subject
Noun Clauses as the subject is also called the Subject Clause. That means a Noun Clause serves as Subject in the sentence. The words which are used in this Noun Clause are: that, whether, who, what, which, when, where, how, why, etc.
Example
1. What it was to become was a mystery.
2. It was not clear whether the solid shape was to last or not.
III． 教材分析与教材重组
1. 教材分析
本单元以astronomy: the science of the stars, the development of life, space travel and gravity为话题，通过本单元的几篇阅读材料使学生对以上问题有所了解，并通过文章中的一些探讨性的问题，比如，The earth may become too hot for the lives on it. Then what will our future be? 使学生更好地了解我们的地球和我们的生活环境，并引发对“地球的将来如何”的热烈讨论，通过这些讨论激发学生对天文学了解和探究的强烈兴趣。通过讨论登月球需要的物品和可能遇到的困难学会提出问题和解决问题的表达方法，并能就此写出一篇表达合理思路清晰的短文。
1.1 WARMING UP以讨论的形式通过三组问题引导学生讨论边缘科学，讨论科学的方法以及要成为真正的科学家所必须掌握的技能。
1.2 PRE-READING 主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。在探讨生命起源的科学道理之前，让学生以听故事或讲故事的方式，交流有关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，激活学生的思维。
1.3 READING 讲述了地球上生命的起源。水的形成使得地球有别于其他星球，它使得地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲了令人深省的问题：The earth may become too hot for the lives on it.
1.4 COMPREHENDING通过四个选择填空题检测学生对本文核心问题的理解：地球上生命的起源和延续需要哪些条件？随后通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程。最后提出两个问题，考查学生的深层理解和推断能力。
1.5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions通过英文释意，短文填空，词语分类和单项选择等练习让学生在语境中掌握和运用词汇。Grammar采用先发现后应用的学习方法。先通过到课文中找句子，让学生认识主语从句，然后，设置一个用一手机发短信息的情景，让学生进行简单句与主语从句之间的转换练习。最后设置情景来复习表语从句。
1.6 USING LANGUAGE由Listening、Reading和Speaking and Writing三部分交互组合而成。指导学生在听和读的输入性学习之后，完成说和写的输出性应用练习。Listening的内容介绍三位科学巨匠。不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的方式帮助学生找主题思想。在解释对与错的过程中，教师可以适当的介绍一下概括主题的方法。Reading是一个科幻小故事，通过作者和作者的朋友乘宇宙飞船登月球的经历，介绍了重量、失重和地球引力等科学道理。Speaking 以Visiting the moon为话题，要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难。Writing要求学生找出登月球可能遇到的三个困难并找出克服这些困难的方法。在听说读写综合提高的同时，培养了学生的创新意识和实践能力。
2. 教材重组
2.1 将 Warming up、Pre-reading、Reading 和Comprehending四部分整合在一起上一节阅读课。
2.2 将Leaning about language和 Workbook中的 Using Words and expressions以及 Using Structures整合在一起上一节语法课。
2.3 听力Using language中的 Listening与 Workbook中 Listening和Listening task三部分话题较为接近，其中Listening部分是介绍三位对地球引力的认识做出巨大贡献的科学伟人。在提高听力的同时，为下文的Reading部分作了铺垫。Workbook中 Listening是关于轰动一时的航天英雄杨利伟的故事。通过听力练习，让学生了解作为宇航员所需要哪些素质。而Listening task中的听力则是向学生展示space travel 的潜在价值。既然三部分都在谈论与Astronomy有关的内容，所以放在一起处理比较合适。
2.4 把Using Language 中的Speaking 和 Workbook 中的 Talking 和 Speaking task放在一起整合成一节口语训练课。这几部分涉及到本单元的功能句，指导学生学会如何思考需要的东西，怎样给别人以指示以及如何向别人问问题。
2.5 泛读 是把Using language中的Reading和Workbook中的Reading task 整合在一起。这两部分利用science fiction story向读者解释gravity和black hole.
2.6 写作练习是把Using language中的Writing 和Workbook中的Writing Task以及Project整合在一起上一堂写作练习课。
3. 课型设计与课时分配（经教材分析，本单元可以用6课时教完）
1st period Intensive Reading
2nd period Language study
3rd period Listening
4th period Extensive Reading
5th period Speaking
6th period Writing
IV. 分课时教案
The First Period Intensive Reading
Teaching goals 教学目标
1. Target language目标语言
重点词语：theory, atom, billion, globe, violent, carbon, atmosphere, fundamental, harmful, acid, multiply, oxygen, exist, prevent, dioxide
2. Ability goals 能力目标
a. Enable Ss to talk about the science of the stars, the development of life and space travel and gravity.
Where do we come from?
How did the universe begin?
Why is the universe the way it was?
How will it end?
How much do you know about universe?
Do you want to have a space travel?
Do you know something about gravity?
b. Understand the text and answer the following questions:
What was there on the earth before life could begin?
Why do scientists think there has never been life on the moon?
Why did animals first appear in the seas?
Why did green plants help life to develop?
Why were mammals different from other animals?
c. Enable the Ss to understand the details about the passage, choosing the correct answer according to the text and put the order of development of life into a time line and answer questions.
d. Retell the passage using key sentences.
3. Learning ability goals 学能目标
Enable Ss to learn how to talk about the beginning of life on the earth.
Teaching important points教学重点
a. Talk about the beginning of life on the earth.
Why did animals first appear in the seas?
Why did green plants help life to develop?
b. Discuss the order of development of life.
Teaching difficult points教学难点
a. Understand the beginning of life on the earth.
b. Discuss the questions:
What will our future be if the earth may become too hot for the lives on it?
Why are humans the cleverest animals on the earth?
Teaching methods教学方法
a. Skimming and scanning.
b. Asking-and-answering activity to check the Ss’ understanding of the text.
c. Individual, pair or group work to finish each task.
d. Discussion.
Teaching aids教具准备
A recorder, a computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Presentation
T: Hello, everyone! Today we’ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from? Or we can say: Who are our ancestors?
S1: Monkeys!
S2: Beijing Ren who lived many years ago.
S3: Reptiles.
S4: Mammals.
S5: Amphibians.
S6: Dinosaurs.
T: Very good! Can you put them in right order?
S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.
T: Do you know what it was like before life appeared on earth?
S8: It was full of water, perhaps.
T: Before that, what was it like?
S9: Sorry, I don’t know.
T: Do you want to get more information? Today we’ll learn something about How Life Began on the Earth. Turn to Page 25. Let’s come to Warming up first.
Step II Warming up
1. Read the three questions, while the students listen and follow.
2. Give the Ss several minutes to discuss the questions.
3. Collect answers from the whole class.
4. Check the answers while discussing.
T: I’ll read the three questions for you. You should listen to me carefully. (If students don’t know how to discuss, show them an example.) For example, medicine. When someone gets serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature, measure his blood pressure and give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used?
S1: Biology.
S2: Chemistry.
T: So we can say medicine combines biology and chemistry. What about biochemistry and geophysics?
S3: I think biochemistry combines biology and chemistry.
S4: Geophysics combines geology and physics.
T: What about astronomy?
S5: Physics.
S6: Mathematics.
T: Very good. We should know that astronomy is a multidisciplinary subject and if we want to do some research on it, we should know many science subjects related to it. Now discuss the second question:
What do we mean when we say we are studying a subject scientifically? Or what’s the correct attitude towards science?
S7: We should be objective, not superstitious.
T: What’s the correct way to prove a scientific idea?
S8: We should design experiments to test it for several times.
S9: Then we can analyze the results and draw a conclusion at last.
T: Let’s sum up the answers. To study a subject scientifically, we must try to be objective. In order to test our idea, we should design experiments, then analyze the results and draw a conclusion. Now let’s talk about the third question.
What are the most important skills we need to be real scientists?
S10: We should be very careful.
S11: Be objective and logical.
S12: We should be wise enough to design an experiment and write the reports clearly.
S13: We should be able to draw conclusions from the experiments and not impose conclusions on the data.
T: I think you have done great work. From the discussion we know that it’s not easy to be a scientist. So you should work harder if you want to be a scientist.
Step Ⅲ Pre-reading
Get the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’t know any, tell them some.
T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some students to tell us their stories. Are you clear?
Ss: Yes, Sir/Madam.
1. Do you know each religion or culture has its own ideas about the beginning of the universe? Please give an example if you know.
2. Do you know what a scientific idea is?
After the Ss’ discussion, teacher says the following.
T: Now who’d like to tell us a story? Volunteer!
S1: Let me try. In China, we all know that Pangu separates the sky from the earth.
T: Can you describe the story in details?
S1: Sorry, I can’t remember clearly.
T: Who can? Nobody? Now I’ll tell you. Look at the screen.
Pangu separates the sky from the earth
The sky and the earth were at first one blurred entity
like an egg. Pangu was born into it. The separation of the sky and the earth took 18,000 years- the Yang which was light and pure rose to become the sky, and the Yin which was heavy and murky sank to form the earth. Between them was Pangu, who went through nine changes every day, his wisdom, greater than that of the sky and his ability greater than that of the earth. Every day the sky rose ten feet higher, the earth became ten feet thicker, and Pangu grew ten feet taller. Another 18,000 years passed, and there was an extremely high sky, an extremely thick earth, and an extremely tall Pangu. Then came the Three Emperors (the Emperor of the Sky, the Emperor of the Earth, and the Emperor of the Men.)
So these numbers came into existence and evolve like this. The number begins with one, becomes established at three, is completed at five, prospers at seven, and ends in nine. So the sky is ninety thousand li from the earth.
Other legends about the beginning of universe
The Biblical Account
“In the beginning God created the heavens and the earth. The earth was formless and empty, darkness was over the surface of the deep, and the spirit of God was hovering over the waters. And God said....”
Day 1: God spoke and separated light from darkness creating Day and Night
Day 2: God spoke and separated the water creating sky and ocean
Day 3: God spoke and created dry land
Day 4: God spoke and created the sun, moon and stars
Day 5: God spoke and created living creatures in the air and sea
Day 6: God spoke and created the land animals and man
Day 7: God rested and blessed this day calling it Holy
India
Brahma has created the world many times. This creation is repeated every four ages or yugas. There are four yugas in one eon or kalpa. In the beginning of each kalpa the world is a watery chaos.
As Brahma thought beings were created. The demons were created by a wind from his rectum. After creating the demons he discarded his body which became night. He assumed a new body and out of his mouth came the shining gods or devas. This body was also discarded and became day. With his next body he created ancestor spirits. With his fourth body Brahma created human beings. This discarded body became the moon. With the fifth body Brahma had a strange thought and he created ogres, terrible creatures that wanted to devour the primordial sea of chaos. In shock at what he had done he then created ghouls. Finally he regained his senses and created birds, mammals, plants and all the other life that we see today.
Japan
In the beginning the world was chaos until the heaven and earth separated. When this separation occurred the Three High Deities created two principles, the passive, Izanami or the Female, and the active, Izanagi or the Male. It was these two people who are our ancestors.
In the beginning the heaven and the earth were one. The In (Yin) and Yo (Yang) had not been separated. All that existed was chaos in the form of an egg. This egg contained the seeds of the creation. Heaven, being made of the purer portion of the substance rose and the earth being heavier did not. As the heaven rose， the islands began to be formed. Later a strange plant grew between heaven and earth which became a great male god. Two additional male gods followed. These three were formed by the will of heaven. Following this six deifies were formed and then Izanagi (the male ) and Izanami (the female ). Izanagi and Izanami were the first ancestors. They thrust down the jeweled spear of heaven into the sea. As they lifted the spear the liquid on the tip formed the islands of Japan.
Europe
Celtic
There were giants in the past. These giants were the gods. During the first winter a large giant was made from the hoarfrost. When this giant was exposed to fire he naturally melted. The body of this giant became the world. His hair became the forests. His skull became the sky. His blood produced the sea. His bones produced the mountains. In the middle of the earth on high mountains live the gods. South America
Inca
The Incas worshiped a god named Pachacamac, also known as Viracocha. This god had originally risen from the water of Lake Titicaca and created the stars, planets and the moon. Pachacamac created everything, including people, out of clay. Because he felt sorry for humans, Pachacamac sent his daughter, the moon god, to teach humans how to build houses, grow crops and make clothes. The children of Pachacamac lived at lake Titicaca but could travel. When they traveled they were required to stick into the ground a golden rod they received from their father, Pachacamac. Each time this happened the humans would build a city.
T: Are they interesting? Though they are interesting, they are only legends. We should believe a scientific idea. What’s a scientific idea?
S2: It should be an idea coming from scientific theory.
T: Quite right. Now we’ll come to Reading. That’s a scientific idea.
Step Ⅳ Reading
Read the passage carefully and analyse its structure. Write down the main idea for each paragraph.
Para.1: A widely accepted theory about the formation of the universe
Para 2: The formation of the earth
Para.3: The importance of water for life
Para.4: The development of plants and animals on the earth
Para.5: The arrival of humans and their impact on the earth
Reading and answer the questions.
1. Why was the earth different from other planets?
The water remained.
2. Why was life able to develop on the earth but not on other planets?
The water stayed on the earth but not on other planets.
3. Why was it necessary for plants to grow before animals?
Plants provided oxygen for animals to breathe.
4. What problem is caused by human beings?
They cause global warming.
5. Why is it wrong in films and stories to show dinosaurs and people together?
Because dinosaurs died out long before human beings developed on the earth.
6. Why do you think that humans are the cleverest animals on the earth?
They are the cleverest animals because they have larger brains than any other creature on the earth so far.
7. Why is it wrong in films and stories to show dinosaurs and people together?
Because dinosaurs died out long before human beings developed on the earth.
8. There used to be nine planets in the solar system. Recently scientists have decided that one of them can no longer be considered a planet. Do you know the name of that planet? Do you know why they removed it?
Pluto. Scientists now think it is too small to be called a planet.
Analyze how life began on earth.
Listening
Listen to the tape for the students to follow and have further understanding of the passage.
T: Read after the tape, then answer me some questions with your book closed.
Play the tape
T: How did water come into being on the earth?
If one student can’t answer completely, ask two or three or more students.
Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.
T: Why is water important on the earth?
Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas.
T: No.3, finish the following form.
Key to the exercise:
2. shellfish and all sorts of fish 5.amphibian(on land and in water)
7. reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)
T: That’s all for this passage. Now let’s deal with some language points.
Passage Analyzing
Chart of the text
How life began on the earth
Text Retelling
Retell the text using about 100 words.
Notes: Use the two questions and the chart to retell the passage; the possible version below can be used as a material for both retelling and dictation.
Retelling:
The explosion of the earth produced water vapour, which turned into water when the earth cooled down. Water allowed the earth to dissolve harmful gases into the oceans and seas. That made it possible for life to begin to develop. The arrival of small plants encouraged the development of early shellfish and all sorts of fish. Many millions of years later the first green plants began to appear on land. Later land animals appeared. Some were insects. Others, call beginning with two questions so as to arouse the readers’ strong curiosity and interest.
2) The passage tells the readers the scientific idea in order of time. Water made everything possible on the earth. Then all kinds of plants and animals appeared. At last mankind rule the world, but they are not taking care of the earth very well. So the readers will think about a question carefully: What will our earth be in the future?
2. Writing Style
The text is common science writing, which tells the readers how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it’s factual. It’s written in a formal way. And all the information is based on scientific research.
3. Main Idea
Through the writer’s clear description, we know that how life began on the earth. It’s a long and slow process. From the passage, we know that earth is the best place for human to live on. But humans didn’t take good care of it in the past. Now we are facing many environmental problems now. What should we human do? Everyone who reads the passage will think about this problem. We should pay more attention to taking care of our earth. Taking good care of the earth means taking good care of ourselves.
Step Ⅵ Homework
Retell the passage according to the form.
Remember important language points.
Second period Extensive reading
Read and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.
1. The pull of gravity became very strong she left the earth’s atmosphere. His weight is normal.
2. It disappeared when he was in space. He is weightless.
3. It was very light when he was on the moon. He weighs less than on earth.
Explanation (略)见课件
Third period Grammar
What part does the underlined part serve as in each sentence?
A tree has fallen across the road.
You are a student.
To find your way can be a problem.
Smoking is bad for you.
“How do you do?” is a greeting.
What she said is not yet known.
That we shall be late is certain.
It is certain that we shall be late.
We can see from these sentences that a sentence serves as subject, so we call it Subject Clause.
主语从句 （Noun Clauses as the Subject）
定义：
用作主语的从句叫主语从句，它是名词性从句之一。引导主语从句的连接词有：连词that, whether；连接代词who, what和which；连接副词when, where, how和why。
1) 由what等代词引起的主语从句：
What the teacher said today was quite right.?
老师今天说的话是十分正确的。
2) 由连词that引起的主语从句：
That they are badly in need of help is quite clear.
他们急需帮助，这是十分明显的。
但是这类句子在大多数情况下会放到整个句子的后部去，而用代词it作形式主语。
3) 由连接代词或连接副词以及whether引起的主语从句。
Whether they will sell the house is not yet decided.
他们是否卖掉这所房子还没有决定。
4) whatever, whoever也可引导主语从句。
Whatever was said here must be kept secret.
这里说的话都应当保密。
Whoever makes mistakes must correct them.
凡犯了错误的人都必须改正。
注意: 上述例句中的主语从句都是放在句首, 但有时为了使句子结构平衡, 避免 “头重脚轻”, 常用 it 作形式主语, 而把从句放在后面。 例如:
It is a pity that she has made such a mistake.
她犯了这样一个错误, 真是遗憾。
这样就构成了下面一些常用句型:
1) It is + adj. / n. +从句
It is a pity/shame that... 遗憾的是……
It is possible that... 很可能……
It is unlikely that... 不可能……
2) It +不及物动词+从句
It seems/appears that... 似乎……
It happened that... 碰巧……
3) It + be +过去分词+从句
It is said that... 据说……
It is known to all that...
众所周知……
It is reported that... 据报道……
It is believed that...
据信……;人们相信……
It is suggested that... 有人建议……
It must be pointed out that...
必须指出……
It has been proved that... 已证明…….
如: It is believed that at least a score of buildings were damaged or destroyed.
据信, 至少有二十座楼房遭到破坏或彻底毁掉。
5) . 用于It is important / natural / necessary / impossible that...句型中, 主语从句应使用虚拟语气, 谓语动词用“should + 动词原形”的形式, should有时有感彩。
The fourth period Speaking
Speaking on page 31
What do you need if you travel to the moon?
Sample:
S1: Let’s think about what we would need to protect our skin if we visited the Moon.
S2: I’d take some skin cream. That works very well when we go to the sea.
S3: Yes, but it’s going to be much too hot to put cream on your skin on the Moon.
S4: What’s more you get direct heat from the sun. There are no clouds on the Moon to protect you.
S3: Oh dear, and I also have to carry oxygen around with me everywhere because there’s no oxygen on the Moon.
S2: Why don’t we carry the oxygen on our backs in a tank?
S1: Good idea, but won’t that hurt our skin?
S4: I think it will. Why don’t we wear a spacesuit which has the possibility of protecting your skin and helping you carry the oxygen very easily?
S1: A very good idea. We also need some sunglasses as the sun will be as bad for our eyes as for our skin.
S3: That’s right. The helmet of the suit can have sunglasses you can use.
S2: How will the suit protect our skin?
S4: It’s so hot there so I suggest we design suit that can supply cold water so the wearer feels cool and hot water to warm us if we feel cold.
S2: Great! So I won’t need sun cream after all. That’s good!
Unit 5 Canada —— “The true North”
Period 1 Warming up and Reading 1
Teaching aims:
1. Talking about Canada.
2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.
3. Learn how to read a traveling report and pictures.
Teaching aids: A computer, a project and pictures.
Teaching steps:
Step 1. Warming up.
1. Ss discuss the following questions.
1) Do you like to go traveling?
2) Which countries do you like to visit? Why?
3) What can you see in these countries?
2.T shows some pictures of winter and invites Ss to describe them.
3.Get Ss to talk what they know about Canada.
4.T shows a map of Canada and asks: 1.Which continent is Canada in?
2.Which country is its neighbor?
3.What are the Oceans Canada faces?
4.How large is Canada?
4. Have a quiz.
Step 2. Pre-reading.
T: Would you like to take a trip to Canada?
What three words would you use to describe Canada?
Step 3 Reading
1. Shimming:
Get Ss to read the passage quickly and answer the following questions:
1) What is the passage mainly about?
Sample：The passage is about a trip of two girls, and it tells us some information about Canada.
2) What is “The Ture North”?
Sample：“The True North” is the train that goes across Canada / the cross-Canada train.
3) How many cities are mentioned in the text? What are they?
Sample：Vancouver – Calgary—Thunder Bay—Toronto
4) What do you know about each city?
Vancouver :
the warmest part of Canada； the most beautiful city in Canada
many Asian want to live there；the trees are extremely tall.
the oldest and most beautiful forests in the world
Calgary:
famous for Stampede
Cowboys come to compete in riding wild horses.
good at working with animals
they can win a lot of money in prizes.
Thunder Bay:
at the top end of the Great Lakes；very busy port
close to the centre of the country ,so that ocean ships can go there.
2. Detailed reading:
1) Get Ss to read the passage again and correct the following sentences.
1. The girls went to Canada to see their relatives in Montreal.
(in the East of Canada / on the Atlantic coast of Canada)
2. Danny Lin was going to drive them to Vancouver.
(the train station to catch the cross-Canada train)
3. You can cross Canada in less than five days by bicycle.
(can’t)
4. The girls looked out the windows and saw Native Indians and cowboys.
(a grizzly bear, mountain goats and wild scenery)
5. Thunder Bay is a port city in the south of Canada, near Toronto.
(at the top end of the Great Lakes, near the center of the country)
2) Listen to the tape and fill in the blanks from the text.
Canada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.
Period 2 Language points:
1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。
multistory 多层的 multiform 多种形式的
multichannel 多通话线路的, 多波段的 multipurpose 多种用途的
多党的 multiparty 多国的、多民族的 multinational
多向的 multidirectional 多彩的，彩色的 multicolored
多媒体 multimedia
2.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast. 李黛予和她的表妹刘倩去加拿大大西洋海岸看望她们的表兄妹们。
trip: usually short journey, esp. for pleasure (通常指短途的)行走，旅行（尤指娱乐性的）
与trip搭配的主要动词和介词： be on a trip to
make a trip to take a trip to
海滨之行a trip to the seaside
前往巴黎的蜜月之旅 a honeymoon trip to Paris
他出差在外。He is on a business trip
我父亲下礼拜要到纽约去。
My father will make a trip to New York next week
3. Rather than take the aeroplane all the way, they decided to fly from China to Vancouver and to take the train from west to east across Canada in September.
rather than (prep.): in preference to (sb/sth); instead of 与其（某人/某物）;不愿;不要
他不愿惹麻烦,宁可离去. Rather than cause trouble, he left.
我想喝柠檬汁,不想喝可乐.
I’ll have a lemonade rather than a coke.
他正忙于写信而不是读报.
He was busy writing a letter rather than reading a newspaper.
4. It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities. 它是世界第二大国家,当你一路向东行时,除了城市你还会看到山脉,会经过上千个湖泊,森林,大河等以及城市.
eastward也作eastwards,副词,意为“向东”
-ward(s)=in a direction
向前foreward(s) 向后 backward(s)
向外outward(s) 向南 southward(s)
向西 westward(s) 向北 northward(s)
他们向东航行。They sailed eastward
我们难以决定是向东走还是向西走。
We couldn’t decide whether to go eastward or westward
thousands of 成千上万的
注意：million, billion, thousand, hundred, score, dozen之前有确定的数字时，不论后面是有无of, 词尾都不加s.
如果前面没有确定的数字而后接of时，词尾都加s.
300名学生three hundred students
这些鸡蛋里的3打 three dozen of these eggs
几打鸡蛋 dozens of eggs
5. Many people think it is the most beautiful city in Canada, as it is surrounded by mountains on the north and east and the Pacific. 许多人都认为温哥华是加拿大最美丽的城市，因为它的北面和东面都被大山包围。
surround vt. 包围，环绕，围绕
surround sb/sth with sb/sth
sth/sb be sourrounded by/with sth
篱笆环绕着学校。The fence surrounds the school
他们出动了军队包围了该城。They have surrounded the town with troops.
房子的四周有高墙。The house is surrounded by high walls.
6. On the coast north of Vancouver some of the oldest and most beautiful forests in the world still remain.温哥华以北的海岸依然生长着世界上最古老，最美丽的森林。
north of = to the north 表示“在……的北方”，其他方位词，如：east, west, south, southeast, northeast等，都有类似的用法。
他住在洛杉矶以东（的地方）。
He lives to the east of Los Angeles
7. That afternoon in the train the cousins settled down in their seats. 那天下午表姐妹俩才在火车上落了座。
settle down 安稳坐下，安居下来，适应起来
他爷爷手拿报纸坐在扶手椅里。
His grandfather settled down in the armchair with a newspaper.
你适应新工作了吗？ Have you settled down in your new job yet?
8. Many of them have a gift for working with animals and they can win thousands of dollars in prizes. 他们中许多人都有与兽共舞的才能，他们能赢得几千美元的奖金。
have a gift for 在…..方面有天分；有天赋
她对学语言有天赋。she has a gift for learning languages.
好像他对音乐有些天赋。It seems he has a gift for music.
Period 3 Learning about language
Step 1: Check the answers of exercise 1 on page 36
multi = many meanings
multicoloured made of many colours
multichannel having many channels
multiform existing in many forms
multinational including many nations
multistorey having many stories / storeys
multimedia using many media
multitrack made of many tracks
multifaith including many religions / faiths
multimember made of many members / people
-ward(s) = in a direction meanings
forward(s) ahead, to the front
eastward(s) to the east
westward(s) to the west
southward(s) to the south
backward(s) to the rear; to the back
outward(s) out, in a direction away
northward(s) to the north
inward(s) to the inside
toward(s) in a direction to
Step 2: Check the answers of exercise 2 on page 36
Extremely、have a gift for、settle down、coast
Surround、harbour、figure out、port、within
Step3：Check the answers of exercise 3 on page 36
figure out 、harbour、within、border、a gift for
settled down、surrounded 、extremely
Step4 Appositive clause
T. What kind of noun clauses are they?
1. What it was to become was a mystery.(主语从句)
2. I don’t know who will help Henry to win the bet.（宾语从句）
3. His trouble is that he doesn’t know anybody in London.
(表语从句)
4. The fact that ships can go there surprises many people.
（同位语从句）
Period 4 Grammar pionts
同位语从句讲义及练习
一、理解同位语从句的含义，把握同位语从句的实质
在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what, which, who,when, where, why, how 等词引导，常放在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。
例：The news that they had won the game soon spread over the whole school.他们比赛获胜的消息很快传遍了整个学校。
析：they had won the game说明The news的全部内容，因此该句为同位语从句。
二、正确运用同位语从句的引导词，准确把握同位语从句
1.如同位语从句意义完整，应用that引导同位语从句。（即that 不充当任何成分，只起连接作用）
例：The general gave the order that the soldiers should cross the river at once.将军下达了战士们立即过河的命令。
析：the soldiers should cross the river at once是the order的全部内容，且意义完整，因此应用that引导同位语从句。
2.如同位语从句意义不完整，需增加"是否"的含义，应用whether引导同位语从句。（if不能引导同位语从句）
例：We'll discuss the problem whether the sports meeting will be held on time.我们将讨论运动会是否会如期举行的问题。
析：the sports meeting will be held on time意义不完整，应加"是否"的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。
3.如同位语从句意义不完整，需增加"什么时候"、"什么地点"、"什么方式"等含义，应用when,where,how等词引导同位语从句。
例1：I have no idea when he will be back.
析：he will be back意义不完整，应加"什么时候"的含义才能表达idea的全部内容，因此应用when引导同位语从句。
例2：I have no impression how he went home,perhaps by bike.
析：he went home意义不完整，应加"如何"的含义才能表达impression的全部内容，因此应用how引导同位语从句。
4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。
如：The thought came to him that maybe the enemy had fled the city. 他突然想到敌人可能已经逃出城了。
三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限
同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。
区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。
如：The report that he was going to resign was false.
他将辞职的传闻是假的。
因为the report was that he was going to resign 句意通顺，所以，that he was going to resign 是同位语从句。
例1：Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET2001上海)
A.while B.that C.when D.as
析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：
It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.
A.what B.that C.when D.as
析：答案为B。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。
例2：She heard a terrible noise,____ brought her heart into her mouth.(MET91)
A.it B.which C.this D.that
析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：
I can't stand the terrible noise ____ she is crying loudly.
A.it B.which C.this D.that
析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。
Period 5 ‘The True North’From Toronto To Montreal
Step 1. Lead in: Show some pictures of Canada, and asks “Do you know the following things in Canada? ”
Step 2. Ss read the passage within 3 minutes to fill in the following plot.
The next morning They saw beautiful maple leaves
And realized that fall had come
Around noon They arrived in Toronto
Late that night The train left
At dawn the next
Morning They arrived in Montreal
They spent the
afternoon In the lovely shop and and visiting artists
In their workshops beside the water
The night The train was speeding down to the east coast
Step.3: Read the passage for a second time and answer the following questions.
1. How do we know it is fall in Canada?
2. What can sometimes be seen from the CN Tower in Toronto?
3. Where does the water from the lake go?
4. Why is there good Cantonese food in Torono?
5. Which direction is the train going from Torono?
6. Why did the girls go to Old Montreal?
7. What three things show us that Montreal is a French city?
Step 4 Language points
1.They were not leaving for Montreal until later.
Not …until …表示“直到…才…”，常与表示瞬间的动词连用。如：
我们直到今天晚上才离开。
We do not leave until this evening.
街上的吵闹声直到深夜才停止。
The noise in the street didn't stop until midnight.
2. It’s too bad you can’t go as far as Ottawa, Canada’s capital.
遗憾的时你们不能一直走到加拿大的首都渥太华去。
as far as (习语)直到所提到之处为止
我一直走到山脚。
I walked as far as the foot of the mountain.
莎拉已经读到第四册啦。
Sarah has read as far as the fourth volume.
3. The girl told him they were on a train trip across the Canada and that they had only one day in Montreal.
一个动词若带两个宾语从句，第二个宾语从句的引导词that 一般不能省，例如：
I understand not only that you have studied Chinese but also that you have written Chinese poetry.
