Advance With English
Module 3
Unit 3 Back to the past
Periods 5-6 Grammar and usage
Brief Teaching Plan
南京师大附中江宁分校 李辉
Teaching Aims: Learn the grammar:
Object complement
Either… or and neither… nor
Subject-verb agreement
Teaching Points:
How to use the object complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.
Teaching Methods:
1. Inductive method
2. Comparative method
3. Communicative approach
Teaching Aids:
1. A multimedia
2. A blackboard
Teaching Procedures:
Step 1 Object complement
1). Situation one
------ Did you find anything special when you went to the classroom?
------ No, I didn’t.
------ You found the door open, didn’t you?
------ Oh, yes. But I found nobody in the classroom.
2). Position
V. + Object + object complement
eg: The inspector shot the drug-dealer dead.
(= The drug-deal was shot dead by the inspector.)
3). Situation two
------ What do you think about her performance?
------ We consider that her performance is a big success.
( We consider her performance a big success. )
------ What do people think about dogs?
------ People believe that dogs are honest.
( People believe dogs to be honest. )
4). Usage
An object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.
5). More examples with an object complement
(1) We made him chairman of our Students’ Union.
(2) I find the novel interesting and amusing.
(3) Please keep the cat out.
(4) I am often kept at home all day long on Sunday.
6) More practice with an object complement
Show the students two pictures and fill in the blanks.
------What do you think about Harry Potter?
------I find it ________________________. (very interesting / an interesting book)
------What happened to the man?
------The man was kept _________. (in prison / jail)
7). Find out similar examples with an object complement from the reading passage.
(1)Unfortunately, all the people were buried alive, and so was the city!
(2)Sven found the remains of buildings buried under the sand, together with a lot of treasures.
(3)We found the ruins most interesting.
Step 2 either… or / neither… nor
1). Situation one
------ I have got one ticket for Liu Xiang’s 110m hurdle race to be held in Nanjing.
Either you or your desk-mate can have it.
------ Is it on Saturday or on Sunday?
------ It is on next Monday.
------ Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.
2). Situation two
------ Which language can I use to write the speech? ( English / Chinese )
------ You can write the speech either in English or in Chinese.
3). Situation three
------ It is neither your fault nor mine. It’s your friend Jack’s fault.
------ Whose fault is it? ( yours / mine )
4). Situation four
------Which one can I take, Sir?
------I am afraid, you can take _______________. (neither the gun nor the cigar)
5). Situation five
------Where can I stay on Saturday afternoon, Sir?
------You can stay ______ in the classroom _____ in the dormitory. ( either … or)
Step 3 subject-verb agreement
Grammar rules
Read the 6 points on Page 10, find out the usages of subject-verb agreement.
Step 4 Practice
Part A：
More examples
(1) Either you must improve your work or I shall dismiss you.
(2) --- Do you like reading books or watching TV?
--- Either will do.
(3) Neither John nor Tom knows how to go skiing.
(4) I tried two dresses, but neither fit me.
Part B: Fill in the blanks using the correct forms:
Exercise one: Fill in the blanks with the right form of the given verbs:
(1) ______ (have) your classmates finished their homework?
(2) My friend and I _____ (want) to play outside after watching TV.
(3) Most of the students _____ (prefer) English to Mathematics.
(4) ___________ (have) all of the cake been eaten up?
(5) Collecting stamps _____ (be) one of his favorite pastimes.
(6) _____ (be) your family a big one?
(7) All my family _____ (get) up early in the morning.
(8) Neither his father nor his mother ______ (play) the piano.
(9) The remains of the old castle _____ (be) destroyed in World War Two.
(10) Not only Jim but also his Parents _____ (be) going to see you next Sunday.
Suggested answers: Have / want / prefer / have(has) / is / Is / get / plays / were / are
Part C: Multiple choice:
About eighty percent of the students in his class
______ below sixteen.
A. is B. are C. am D. be
2. There ______ a map of the world
and some pictures on the wall.
A. is B. are C. am D. be
3. A large quantity of water pipes
______ needed.
A. are B. is C. has D. have
4. How and why he ______ come to Princeton,
New Jersey ______ a story of struggle,
success and sadness.
A. had…was B. had… are
C. had… has D. had… have
5. Nobody but Jane and Mary ______ the secret.
A. know B. knows C. have known D. is known
Suggested answers: BABAB
Step 5 summary
Ask students to make sentences with the grammar we have learned in this unit as a revision as well as a summary.
Step 6 homework
Finish off all the exercises on workbook
课件20张PPT。江宁分校HIGH SCHOOL AFFILIATED TO NANJING NORMAL UNIVERSITY JIANNING CAMPUSU NIT 3BACK TO THE PASTGrammar and usage南京师大附中江宁分校
李辉 Object complement Either… or and neither… nor Subject-verb agreement Tasks Object complementSituation one ------ Did you find anything special
when you went to the classroom?
------ No, I didn’t.
------ You found the door open, didn’t you?
------ Oh, yes. But I found nobody in the classroom. Position
V. + Object + object complement
eg: The inspector shot the drug-dealer dead.
(= The drug-deal was shot dead by the inspector.)------ What do you think about her performance?
------ We consider that her performance is a big success. ( We consider her performance a big success. )------ What do people think about dogs?
------ People believe that dogs are honest.( People believe dogs to be honest. )Situation twoUsage
An object complement ,
which gives information about the object,
can be a noun, a noun phrase, an adjective,
a to-infinitive, a bare infinitive, or a prepositional phrase. More examples with an object complement
(1) We made him chairman of our Students’ Union.
(2) I find the novel interesting and amusing.
(3) Please keep the cat out.
(4) I am often kept at home all day long on Sunday.------What do you think about Harry Potter?
------I find it ________________________.More practice with an object compliment:------What happened to the man?
------The man was kept _________.very interesting / an interesting bookin prison / jail Find out similar examples
with an object complement
from the reading passage.
(1)Unfortunately, all the people
were buried alive, and so was the city!
(2)Sven found the remains of buildings buried under the
sand, together with a lot of treasures.
(3)We found the ruins most interesting. Either… or and neither… nor Situation
------ I have got one ticket for Liu Xiang’s 110m
hurdle race to be held in Nanjing.
Either you or your desk-mate can have it.
------ Is it on Saturday or on Sunday?
------ It is on next Monday.
------ Oh, what a pity. I am afraid neither I nor my
desk-mate can enjoy it. Usage
(1) Either … or…
can be used to express the idea of alternatives.
eg: You can choose either A or B, which means you have two
choices, i. e, you can choose any one of the two.(2) Neither … nor…
can be used to join two negative ideas together.
eg: Neither A nor B is proper in question one,
which means A is not proper, and B is not proper either. Situation one
------ Which language can I use to write the speech? ( in English / in Chinese )
Situation two
------ Whose fault is it? ( not yours / not mine )
------ You can write the speech either in English or in Chinese.------ It is neither your fault nor mine. It’s your friend Jack’s fault. More examples
(1) Either you must improve your work
or I shall dismiss you.
(2) --- Do you like reading books or watching TV?
--- Either will do.
(3) Neither John nor Tom knows how to go skiing.
(4) I tried two dresses, but neither fit me. More practice------Which one can I take, Sir?
------I am afraid, you can take
____________________.neither the gun nor the cigar------Where can I stay on Saturday night,
Sir?
------You can stay ______
in the classroom _____
in the dormitory.either
or More practice Subject-verb agreement Grammar rules
Read the 6 points on Page 10,
find out the usages of subject-verb agreement. Exercise one: Fill in the blanks with the right form of the
given verbs:
(1) ______ (have) your classmates finished their homework?
(2) My friend and I _____ (want) to play outside after watching TV.
(3) Most of the students _____ (prefer) English to Mathematics.
(4) ___________ (have) all of the cake been eaten up?
(5) Collecting stamps _____ (be) one of his favorite pastimes.
(6) _____ (be) your family a big one?
(7) All my family _____ (get) up early in the morning.
(8) Neither his father nor his mother ______ (play) the piano.
(9) The remains of the old castle _____ (be) destroyed in World War Two.
(10) Not only Jim but also his Parents _____ (be) going to see you next Sunday.Have wantpreferHave / has isIs getplayswereare Exercise two: Multiple choice:
About eighty percent of the students in his class
______ below sixteen.
A. is B. are C. am D. be
2. There ______ a map of the world
and some pictures on the wall.
A. is B. are C. am D. be
3. A large quantity of water pipes
______ needed.
A. are B. is C. has D. haveB A B 4. How and why he ______ come to Princeton,
New Jersey ______ a story of struggle,
success and sadness.
A. had…was B. had… are
C. had… has D. had… have
5. Nobody but Jane and Mary ______ the secret.
A. know B. knows C. have known D. is knownA B Homework
1. Finish off the exercise on P48.
2. Finish off the exercise on P49.
3. Finish off the exercise on P51.Advance With English
Module 3
Unit 3 Back to the past
Period 9 Project
Brief Teaching Plan
南京师大附中江宁分校 徐险峰 李辉
Teaching Aims:
Train the students’ ability of comparison.
Get the students to talk about how to create a time chart.
3. Get the students to cooperate with others.
Teaching Important Points:
1. Finish the task of creating an illustrated time chart to train the students’ ability of comparison by searching important information.
2. Get the students to cooperate with others to finish the project.
Teaching Difficult Point:
Help the students how to create a time chart through comparison and contrast.
Teaching Methods:
1. Reading, talking and writing to improve students’ integrating skills.
2. Individual presentation, pair work and group work to make every student take an active part in class.
3. Discus to help the students cooperate with others to finish the project.
Teaching Aids:
1. The multimedia
2. The blackboard
3. The network and some related books
Teaching Procedures;
Step1. Greeting and Lead-in
1. Watch the video on the pottery figures of warriors and horses in Mausoleum of First Emperor of Qin to arouse the students’ interest.
2. Get the students to talk about the ancient China and Rome using some pictures and key words.
Step2. Extensive reading
Read the passage and answer small questions on the textbook.
Step3. Intensive reading
Read the passage again and find out the similarities and differences between ancient China and Rome.
Step 4. Introduction of how to create a time chart
Planning
To work in small groups, 3 or 4 students would be excellent
To choose a time period in history
To take one task for each student
Preparing
To find information from books or the internet, the more , the better
To meet and discuss various sources together
To make an outline
To decide what to include in the time chart and leave out the unnecessary points
To make a final decision and finish the outline approved by all the members
Producing
To design the time chart based on the outline
To correct any possible mistakes and add more new ideas
To practice the information on the outline orally and make it perfect
Presenting
To present their time chart to the whole class
To answer any possible questions about the time period on the chart
To put your time chart up in the display corner of your classroom
Step 5. Practice
“A common history between UK and France”
Down the centuries, the histories of both countries often interlocked and sometimes merged. The Vikings fought King Albert in 871 and besieged Paris in 885. William of Normandy conquered much of England in 1066. From 1154 to 1485 England was under Anjou-Plantagenet rule. French monastic orders founded many abbeys and priories in Britain, including St Michael’s Mount in Cornwall, built in 1135 by the Abbot of Mont Saint-Michel in Normandy. For many years, English monarchs laid claim to much of France - a dispute resolved only in 1453 with the end of the Hundred Years’ War. Calais remained under English rule until 1558. After the Reformation and Henry VIII , the churches in France and England took separate paths.
The 19th century saw the peak of the European powers’ colonial expansion, often in competition.
The 20th century saw the two powers embark on genuine long-term cooperation through the Entente Cordiale.”
William of Normandy Calais remained
conquered under English rule
much of England until 1558
in 1066
UK
France
The Vikings French
besieged Founded
Paris in 885 St Michael’s Mount
built in 1135 in Normandy
Everyone in each group should have a chance to speak. It is a very good way to help students cooperate with others. In order to work our a time chart efficiently, they have to design mini-tasks. Help can be offered when necessary.
Step 6. Practice
Give students enough time to prepare their own time chat. Then ask them to show their work in front of the class.
Step7. Homework
Encourage the students to read books to create a time chart.
课件11张PPT。HIGH SCHOOL AFFILIATED TO NANJING NORMAL UNIVERSITY JIANNING CAMPUS江宁分校U NIT 3BACK TO THE PASTProject Creating an illustrated time chart南京师大附中江宁分校
徐险峰 李辉 Read Ancient China and Rome
Try to understand
what a time chart is
and how to create a time chart Learn to create an illustrated time chartPlanning
Preparing
Presenting
Producing
Planning
To work in small groups, 3 or 4 students
would be excellent
To choose a time period in history
To take one task for each student Preparing
To find information from books or the
internet, the more , the better
To meet and discuss various sources
together
To make an outline
To decide what to include in the time chart
and leave out the unnecessary points
To make a final decision and finish the
outline approved by all the members Producing
To design the time chart based on the
outline
To correct any possible mistakes
and add more new ideas
To practice the information on the
outline orally and make it perfect Presenting
To present their time chart to
the whole class
To answer any possible questions
about the time period on the chart
To put your time chart up in the display
corner of your classroom Example
A common history between UK and France “ Down the centuries, the histories of both countries often interlocked and sometimes merged. The Vikings fought King Albert in 871 and besieged Paris in 885. William of Normandy conquered much of England in 1066. From 1154 to 1485 England was under Anjou-Plantagenet rule. French monastic orders founded many abbeys and priories in Britain, including St Michael’s Mount in Cornwall, built in 1135 by the Abbot of Mont Saint-Michel in Normandy. For many years, English monarchs laid claim to much of France - a dispute resolved only in 1453 with the end of the Hundred Years’ War. Calais remained under English rule until 1558. After the Reformation and Henry VIII , the churches in France and England took separate paths.
The 19th century saw the peak of the European powers’ colonial expansion, often in competition.
The 20th century saw the two powers embark on genuine long-term cooperation through the Entente Cordiale.”UKFranceThe Vikings
besieged
Paris
in 885William of Normandy
conquered
much of England
in 1066Calais remained
under English rule
until 1558French
Founded
St Michael’s Mount
built in 1135
in Normandy Homework
Create an illustrated time chart,
not necessarily about the old time periods.Advance with English
Module 3
Unit 3 Back to the past
Periods 2-3 Reading
Brief Teaching Plan
南京师大附中江宁分校 左金忠
Aims and demands:
This lesson aims at giving the Ss a practice to improve their reading skill and enabling them to learn some basic knowledge about the history of Rome and events that happened in the past
In this unit, Ss will listen to the information for giving a talk about a historical event.
they are required to be able to have a good understanding of text, and be able to create a time chart showing parallel historical events in China and the West.
Steps:
Activity Watch the part of movie and then try to describe the last days of Pompeii with your imagination.
the dates and arrangements of this journey
15th July In Italy
16th July went to a lecture about Pompeii
17th July saw the ancient city of Pompeii, be to visit the museum in Naples
24th July arrived in Loulan
25th July knew some information from an Archaeologist Professor Zhang
3.
Place names
Historic information
Personal feelings & opinions
?Pompeii city
?It was founded in the 8th
century BC. The Romans
took over it. It has been
a rich city.
?amazing;
hard to imagine…
?Vesuvius
volcano
?It erupted and all the people in Poepeii were buried alive, and so was the city!
------
?The museum in Naples
?It houses many of the
treasures from Pompeii.
------
?Loulan
?It was a stopping point on
the famous Silk Road
between the East and the
West.
?so excited…
What a pity!
Task1:
Try to decide what the following words refer to in the passage.
1) The city was founded in the 8th century BC. ( line 7)
< Pompeii>
2) People started to dig in the area for treasure, which caused much damage. ( line 17)
< the fact that people started to dig in the area for treasure >
3) The volcano is still there. (line 24)
< near Pompeii >
4) It was a stopping point on the famous Silk Road between the East and the West. (line 32)
< Loulan >
5) …, but even that didn’t prevent the city from being buried by sand---what a pity! (line 44)
< the fact that the desert was once a green land with enormous trees>
Task 2
Use the following words to complete this passage.
Pompeii civilizations treasure commercial
archaeologist volcano sand ruins erupted represent
I was so excited to be picked to __________ Canada. I have been to _________ in Italy and am now in China visiting Loulan. Both places were important _________ cities about 2,000 years ago. They both disappeared and became lost __________. Pompeii was destroyed by a _________. It _________ and covered Pompeii with ash. Loulandisappeared under the _________. No one is quite sure why. There are just a few_________ left. Some _________, such as coins and painted pots, was found, and recently some tombs. I as becoming very interested in ancient civilizations. Maybe I shall become an ___________ one day.
Key:
represent Pompeii commercial civilizations volcano erupted sand ruins
treasure archaeologist
4． Development
Enjoy the movie and retell it, then try to describe your feeling after you watch it.
5. Home work
Try to search for some information about any lost civilization after class and report to the class.
Language points:
1. remain v. 停留，留下，继续，依然
1). Vi. 无被动
A few apples remained on the tree.
The only remaining problem is how to make more money.
2). 后可接不定式
Much remains to be done.
He remained to direct the battle.
It remains to be seen whether you are right.
3). 做连系动词，意为“保持，仍处于” 后接名词，形容词，分词，介词短语等。
This remains a serious problem.
We should remain silent on this question.
She remain reading books for 5 hours.
He remained under the care of a nice nurse in the hospital.
They were problems ______ over by history. C
A.leaving B.remained C.left D.stayed
Having a trip abroad is certainly good for the old couple, but it remains _____ whether they will enjoy it. B
A.to see B.to be seen C.seeing D.seen
2.take over
To get into one's possession by force, skill, or artifice, especially:
取得：通过武力、技巧或欺诈占有，
The television station was taken over and held for some hours.
电视台被占领了几个钟头。
He succeeded in taking over that company in the business competition.
take off take on take up
3.erupt: to become violently active（尤指火山）爆发：剧烈活动：
The volcano erupted after years of sleeping.
那座火山在沉睡多年后剧烈活动起来
Violence erupted after the football match. (喻)
足球赛后发生了暴力行为。
4.surround
The village is surrounded by hills。
Let me explain some of the dangers which surround us.
surrounding adj.
They could see into the courtyard from the roofs of the surrounding buildings.
Surroundings. n.
We used to live much nicer surroundings.
He didn’t pay much attention to his surroundings.
5.amaze: to shock or surprise someone.
My family was amazed at how well I could speak foreign languages.
Her knowledge amazes me.
她的学识令我吃惊。
I was amazed by the news of George's sudden death.
听到乔治突然去逝的消息,我感到惊愕。
amazing. adj.
amazingly adv.
New York is a amazing city
Her knowledge is amazing.
Our holiday was amazingly cheap.
amaze/astonish/surprise
三个词都有“使…….吃惊“的意思，在句型结构上有相同之处。
1）作及物动词，以“事物”作主语。以”人“做宾语，表示“使……吃惊”。
The news surprised/amazed/astonished me.
2)用现在分词作定语，表示“令人吃惊的”。
例：The new plane goes at an surprising/amazing/astonishing speed.
3)用过去分词作定语或表语，表示“感到吃惊的”。
例：He was surprised/amazed/astonished at the news.
从意义上看，第二和第三“吃惊”的程度不同。
4）surprise含意较弱，仅表示出乎意料之外。
例：I’m surprised that you think this way.
5)amaze强调“使惊讶”，有时还有“惊叹”“佩服”之意。
例：Your answer simply amazed me
We were amazed at the ingenuity with which they overcome their difficulties
6）astonish表示“大吃一惊，几乎无法使人相信”的意味。
例：He astonish us by announcing that he was going to get married the next day.
6.exist: to be, to live
In the solar system there exist 9 planets.
The Roman Empire existed for several centuries.
罗马帝国存在了好几个世纪。
One cannot exist without air.
人没有空气就不能生存。
The old lady exists only on rice coffee and bread.
老太太仅靠咖啡面包生活。
7.run through :
1) to extend, stretch, or reach in a certain direction or to a particular point:延伸
2) to pierce:
穿透，刺穿：
The soldier was run through by a bayonet.
士兵被刺刀刺透了
3) To use up quickly:
挥霍掉：
She ran through all her money.
她很快花完了所有的钱
4) To rehearse quickly:
匆匆排练：
Let's run through the first act again.
我们再排练一下第一场
5) To go over the salient points or facts of:
匆匆看过：把…的突出点或事实过目一下：
The crew ran through the preflight procedures. We ran through the witness's testimony before presenting it in court.
机组人员又复习了一遍飞行前的程序。在法庭上出示之前，我们先过目一下见证人的证词
8.by the time
By the time he was 14, he had learned advanced advanced mathematics all by himself.
By the time he arrives, we will have finished the work.
9.It is believed that
It is believed that the strike will last for at least a week.
相信罢工至少会延续一个星期。
It is believed that they will come to our help shortly.
相信他们很快会来帮助我们的.
It is said that
It is reported that
It is thought that
believe
Do you believe the news stories? 你相信这个新闻故事吗?
I believe you.我相信你的话
believe in 信仰；信任
to believe in God 信仰上帝
We believe in him. 我们信任他。
belief n.
课件26张PPT。江宁分校HIGH SCHOOL AFFILIATED TO NANJING NORMAL UNIVERSITY JIANNING CAMPUSU NIT 3BACK TO THE PASTReadingLost civilizations南京师大附中江宁分校
左金忠Activity Watch the video and then try to describe the last days of Pompeii with your imagination.the explosion of the volcano
Vesuvius near the Roman
city of Pompeii…15th July
16th July
17th July
24th July
25th July
In Italywent to a lecture about
Pompeiisaw the ancient city of
Pompeii, be to visit the
museum in Naplesarrived in Loulanknew some information
from an Archaeologist
Professor ZhangReading Pompeii cityVesuvius
volcanoThe museum
in NaplesLoulanIt was founded in the 8th
century BC. The Romans
took over it. It has been
a rich city.It erupted and all the people
in Poepeii were buried alive,
and so was the city!It houses many of the
treasures from Pompeii.It was a stopping point on
the famous Silk Road
between the East and the
West.amazing;
hard to imagine…so excited…
What a pity!Task1:
Try to decide what the following words refer to in
the passage.
The city was founded in the 8th century BC. ( line 7)
2) People started to dig in the area for treasure, which caused much
damage. ( line 17)
The volcano is still there. (line 24)
4) It was a stopping point on the famous Silk Road between the East
and the West. (line 32)
…, but even that didn’t prevent the city from being buried by
sand---what a pity! (line 44) < Pompeii>< the fact that people started to dig in the area for treasure >< near Pompeii >< Loulan >< the fact that the desert was once a green land with
enormous trees>Task 2
Use the following words to complete this passage.Pompeii civilizations treasure commercial
archaeologist volcano sand ruins erupted representI was so excited to be picked to __________ Canada. I have been to
_________ in Italy and am now in China visiting Loulan. Both places
were important _________ cities about 2,000 years ago. They both
disappeared and became lost __________. Pompeii was destroyed by
a _________. It _________ and covered Pompeii with ash. Loulan
disappeared under the _________. No one is quite sure why. There
are just a few_________ left. Some _________, such as coins and
painted pots, was found, and recently some tombs. I as becoming
very interested in ancient civilizations. Maybe I shall become an
___________ one day.
representPompeiicommercialcivilizationsvolcanoeruptedsandruinstreasurearchaeologistHome work Try to search for some information about any lost civilization after class and report to the class.
Language Study 1. remain v. 停留，留下，继续，依然1. Vi. 无被动A few apples remained on the tree.The only remaining problem is how to
make more money.2. 后可接不定式Much remains to be done.He remained to direct the battle.It remains to be seen whether you are
right.3. 做连系动词，意为“保持，仍处于” 后接名词，
形容词，分词，介词短语等。This remains a serious problem.We should remain silent on this question.She remain reading books for 5 hours.He remained under the care of a nice nurse
in the hospital.They were problems ______ over by history.
A.leaving B.remained C.left D.stayedCHaving a trip abroad is certainly good for the old
couple, but it remains _____ whether they will
enjoy it.
A.to see B.to be seen C.seeing D.seenBTo get into one's possession by force, skill, or artifice, especially:
取得：通过武力、技巧或欺诈占有，
The television station was taken over and held for some hours.
电视台被占领了几个钟头。
He succeeded in taking over that company in the business competition.
take off take on take up2.take over3.erupt: to become violently active（尤指火山）爆发：剧烈活动：
The volcano erupted after years of sleeping.
那座火山在沉睡多年后剧烈活动起来
Violence erupted after the football match. (喻)
足球赛后发生了暴力行为。4.surroundThe village is surrounded by hills。
Let me explain some of the dangers which surround us.
surrounding adj.
They could see into the courtyard from the roofs of the surrounding buildings.
Surroundings. n.
We used to live much nicer surroundings.
He didn’t pay much attention to his surroundings.5.amaze:
to shock or surprise someone.
My family was amazed at how well I could speak foreign languages.
Her knowledge amazes me.
她的学识令我吃惊。
I was amazed by the news of George's sudden death.
听到乔治突然去逝的消息,我感到惊愕。amazing. adj.
amazingly adv.
New York is a amazing city
Her knowledge is amazing.
Our holiday was amazingly cheap. amaze/astonish/surprise三个词都有“使…….吃惊“的意思，在句型结构上有相同之处。1）作及物动词，以“事物”作主语。以”人“做宾语，表示“使……吃惊”。
The news surprised/amazed/astonished me.2)用现在分词作定语，表示“令人吃惊的”。
例：The new plane goes at an surprising/amazing/astonishing speed.3)用过去分词作定语或表语，表示“感到吃惊的”。
例：He was surprised/amazed/astonished at the news.从意义上看，第二和第三“吃惊”的程度不同。4）surprise含意较弱，仅表示出乎意料之外。
例：I’m surprised that you think this way.5)amaze强调“使惊讶”，有时还有“惊叹”“佩服”之意。
例：Your answer simply amazed me
We were amazed at the ingenuity with which they overcome their difficulties6）astonish表示“大吃一惊，几乎无法使人相信”的意味。
例：He astonish us by announcing that he was going to get married the next day.6.exist:
to be, to liveIn the solar system there exist 9 planets.
The Roman Empire existed for several centuries.
罗马帝国存在了好几个世纪。
One cannot exist without air.
人没有空气就不能生存。
The old lady exists only on rice coffee and bread.
老太太仅靠咖啡面包生活。
7.run through :
1) to extend, stretch, or reach in a certain direction or to a particular point:延伸2) to pierce:
穿透，刺穿：
The soldier was run through by a bayonet.
士兵被刺刀刺透了
3) To use up quickly:
挥霍掉：
She ran through all her money.
她很快花完了所有的钱4) To rehearse quickly:
匆匆排练：
Let's run through the first act again.
我们再排练一下第一场
5) To go over the salient points or facts of:
匆匆看过：把…的突出点或事实过目一下：
The crew ran through the preflight procedures. We ran through the witness's testimony before presenting it in court.
机组人员又复习了一遍飞行前的程序。在法庭上出示之前，我们先过目一下见证人的证词8.by the timeBy the time he was 14, he had learned advanced advanced mathematics all by himself.
By the time he arrives, we will have finished the work.9.It is believed that
It is believed that the strike will last for at least a week.
相信罢工至少会延续一个星期。
It is believed that they will come to our help shortly.
相信他们很快会来帮助我们的.
It is said that
It is reported that
It is thought that
Do you believe the news stories? 你相信这个新闻故事吗?
I believe you.我相信你的话
to believe in God 信仰上帝
We believe in him. 我们信任他。
belief n. believe in 信仰；信任believeThe lost civilization,
Loulanremains of LoulanAdvance With English
Module 3
Unit 3 Back to the past
Periods 7-8 Task
Brief Teaching Plan
南京师大附中江宁分校 徐险峰李辉
Teaching aims:
Train the students’ listening and speaking abilities.
Get the students to learn to write an outline of a good speech and learn to deliver a speech in public.
Teaching important points:
Finish the task of listening to improve the students’ listening ability.
Finish the task of oral practice to train the Ss’ speaking ability.
Finish the task of writing to help make a good speech.
Teaching procedures:
Step 1. Discussion and listening practice:
1). Discussion one:
Question: What’s the key point to get the general idea while listening?
Answer: Find out the 5-w and 1-h,i.e, when, where, who, what, why and how.
2). Listening practice one :
Listen for the gist, not the details. Keep the following questions in your mind while listening.
how many people are talking
where they are
what they are doing
what they are talking about
3). Discussion two:
How to start or close a speech in public?
TIPS:
The opening part and the ending part have to be wisely arranged. Maybe you can open your speech with a story or a proverb. To key point is to arouse the listeners’ attention. You may use a question or a quotation to make your ending impressive.
4). Listening practice two :
While listening, write down useful expressions when giving a talk.
Greeting the audience ________________________________________________.
Expressing thanks to the audience ______________________________________.
Explaining the reason why you are talking to the audience ___________________.
Mentioning your hopes _______________________________________________.
Giving a final expression of thanks ______________________________________.
Giving the audience a question-and-answer session ________________________.
Step 2. Describing illustrations and speaking practice:
1). Discussion :
How would you describe an illustration?
TIPS:
When describe an illustration, we should begin from the audience’s point of view. Focus on the subject of the illustration first and then on the related background information.
2). Read the example ------ Part A What can you get from the description?
Do an exercise ------ Part B
3). Use the key words in the box and describe Tian’ anmen Gate. Ask students to read their illustrations and discuss whether they are good or not.
Step 3. Discussion and writing practice:
1). Discussion: What does an outline for a speech often include?
Suggested answer
A greeting to the audience
An explanation of why you are here and what the speech is about
The details of the speech
The conclusion of the speech
A final expression of thanks
2). Learn to write an outline
Practice arranging the outline on Page56
Learn to plan an outline for one illustration and write it down.
Share your outline with your classmates and learn to write a better one.
Step 4. Homework
1). Finish off the exercises both on students’ books and workbooks.
2). Prepare a speech orally.
3). Write a speech.
课件13张PPT。江宁分校HIGH SCHOOL AFFILIATED TO NANJING NORMAL UNIVERSITY JIANNING CAMPUSU BACK TO THE PASTNIT 3Task Giving a talk about a historical event南京师大附中江宁分校
徐险峰 李辉Skills building 1: listening for the gist
Discussion one :
What’s the key point to get the general idea
while listening? TIPS:
Find out the 5-w and 1-h：
when
where
who
what
why
how Listening practice one :
Listen for the gist, not the details.
Keep the following questions in your mind while listening. how many people are talking
where they are
what they are doing
what they are talking aboutSkills building 1: listening for the gist
Discussion two :
How to start or close a speech in public? TIPS:
The opening part and the ending part have to be wisely arranged. Maybe you can open your speech with a story or a proverb. To key point is to arouse the listeners’ attention. You may use a question or a quotation to make your ending impressive. Listening practice two :
While listening,
write down useful expressions when giving a talk.
Greeting the audience ________________________________________________.
Expressing thanks to the audience ______________________________________.
Explaining the reason why you are talking to the audience ___________________.
Mentioning your hopes _______________________________________________.
Giving a final expression of thanks ______________________________________.
Giving the audience a question-and-answer session ________________________. Skills building 2: describing illustrations
Discussion :
How would you describe an illustration? TIPS :
When describe an illustration, we should begin from the audience’s point of view. Focus on the subject of the illustration first and then on the related background information.
Skills building 2: describing illustrations
Read the example ------ Part A
What can you get from the description? Do an exercise ------ Part B
Use the key words in the box and describe
Tian’anmen Gate.
Ask students to read their illustrations
and discuss whether they are good or not. Write practice ------ step 2 on Page55
A good illustration should include a brief subject
and closely related background information. Skills building 3: planning an outline for a speech
What does an outline for a speech often include? Suggested answer
1. A greeting to the audience
2. An explanation of why you are here
and what the speech is about
3. The details of the speech
4. The conclusion of the speech
5. A final expression of thanks Skills building 3: planning an outline for a speech
Learn to write an outline
Practice arranging the outline on Page56
Learn to plan an outline for one illustration
and write it down.
Share your outline with your classmates
and learn to write a better one.Skills building 3: planning an outline for a speech
What do you think makes a good speech?
Please share your ideas with your partners around you and then choose one head in your group to present in front of the class. More advice on making a speech:
Do not say anything you do not know.
Do not move your body or your hands frequently.
Write your speech, speak it out and rewrite it
until you think it is good enough.
Change your tones to emphasize the important
parts of your speech.
Practice until you think it is good enough. Advance with English
Module 3
Unit 3 Back to the past
Period 1 Welcome to the unit
Brief Teaching Plan
南京师大附中江宁分校 徐险峰
Teaching Objectives:
Enable students to get a general idea of some amazing ancient structures.
Develop students’ listening, speaking, reading, writing and thinking ability.
Promote to form correct values.
Teaching Important and Difficult Point:
Improve students’ speaking and thinking ability.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1. Lead-in
Listen to the song Rivers of Babylon to arouse students’ interest.
2. Ask and answer the two questions：
What do you know about the song?
What do you know about ancient Babylon？
Step 2. Picture Talking
1. Talk about the four pictures in pairs or groups focusing on the shapes, colors and designs.
2. Ask and answer the question:
Do these pictures have something in common? If so, please describe it with some adjectives, as many as you can.
Step 3. Reading Task
Ask students to go through the descriptions given for detailed information, and then fill in the form below.
?
When
Where
Who
Why
The Statue of Zeus
The Hanging Gardens
The Taj Mahal
The Potala Palace
Step 4. Pair Work
1. What other ancient civilizations do you know about?
(Link to some pictures on this topic.)
2. Have you ever gone on a cultural expedition? If so, please tell your stories.
Step 5. Group Discussion
1. Do you think it important to protect cultural heritage? Give your reasons.
2. If you were the mayor of Nanjing, what would you do to protect the cultural heritages in the modern city?
Step 6. Further Questions
1. Do you like traveling? What can traveling bring to us?
2. If you’re going on holiday, where would you like to travel? And why？
Step 7. Homework
1. Search for more information on ancient civilizations on the Internet.
2. Write down your suggestions on how to protect the cultural heritages.课件15张PPT。江宁分校HIGH SCHOOL AFFILIATED TO NANJING NORMAL UNIVERSITY JIANNING CAMPUSU NIT 3BACK TO THE PASTWelcome to the unit南京师大附中江宁分校
徐险峰By the rivers of Babylon, there we sat down. Yeah, we wept, when we remembered Zion.
For there they that carried us away in captivity, requiring of us a song. Now how shall we sing the lord’s song, in a strange land.
Let the words of our mouths, and the meditations of our hearts. Be acceptable in the sight here tonight.
By the rivers of Babylon, there we sat down. Yeah, we wept, when we remembered Zion. ah…ah ah… ah. Rivers of BabylonWhat do you know about the song and ancient Babylon? Picture DescriptionThe Statue of ZeusThe Hanging GardensThe Taj Mahal The Potala PalaceGeneral questionDo these pictures have something in common? If so, please describe it with
some adjectives, as many as you can.
magnificent
well-designed
ancient
famous
distant
…
Go through the following descriptions for detailed information, and then fill in the form below.
Task The Greek sculptor Phidias created the 12-m (40-ft) tall Statue of Zeus in about 435 BC. The statue stood in Olympia, and was perhaps the most famous sculpture in ancient Greece. Phidias made the god’s robe and ornaments from gold and carved the body out of ivory.The Statue of Zeusplace where the Statue of Zeus was built
This hand-coloured engraving by the 16th-century Dutch artist Martin Heemskerck depicts the fabled Hanging Gardens of Babylon.According to the tradition, the gardens did not hang, but grew on the roofs and terraces of the royal palace in Babylon. Nebuchadnezzar II, the Chaldean king, is supposed to have had the gardens built in about 600 BC as a consolation to his Median wife, who missed the natural surroundings of her homeland.The Hanging GardensAncient Babylon It is the name of a monument located in Agra, India. It was commissioned by the Mughal Emperor Shah Jahan as a mausoleum for his wife, Arjuman Banu Begum who was later known as Mumtaz Mahal and took 23 years to complete (1630- 1653).
The Taj Mahal It is located in Lhasa, Tibet, was the chief residence of the Dalai Lama until the 14th Dalai Lama fled to Dharamsala after a failed uprising in 1959. In 641, Songtsan Gambo, ruler of the Tubo Kingdom, had the Potala Palace built for Wencheng of the Tang Dynasty, whom he was soon to marry.
The Potala Palace435BCOlympia,
ancient GreecePhidiasworship king of gods: Zeusabout 600 BCAncient
Babylon
Nebuchadnezzar II, the Chaldean kingcheer up his homesick wife, Amyitis17C
Agra, India
Emperor Shah Jahan
the memory of his dear wife & Queen Mumtaz Mahal 641ACRed Hill in Lhasa, TibetSongtsan Gambo, ruler of the Tubo Kingdomfor Princess Wencheng of the Tang DynastyPair-work 1. What other ancient civilizations
do you know about?
2. Have you ever gone on a cultural
expedition? If so, please tell your
stories.
Group Discussion
1. Do you think it important to protect
cultural heritage? Give your reasons.
2. If you were the mayor of Nanjing,
what would you do to protect
the cultural heritages in the
modern city? 1. Do you like traveling?
What can traveling bring to us?
2. If you’re going on holiday, where
would you like to travel? And why？
Further QuestionsHomework
1. Search for more information on
ancient civilizations on the Internet.
2. Write down your suggestions on
how to protect the cultural heritages.
Advance with English
Module 3
Unit 3 Back to the past
Period 4 Word power
Brief Teaching Plan
南京师大附中江宁分校 梁晓燕
Teaching Objectives:
Help students to learn to use pair nouns and group nouns.
Enlarge students’ vocabulary on archaeology.
Improve the students’ speaking ability.
Teaching Important and Difficult Point:
Use the new words to solve problems.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1. Lead-in
Talk about the picture with some simple pair nouns and group nouns.
Step 2. Brainstorming
Discuss the meanings of pair nouns and group nouns.
2. Watch the expressions with pictures and learn them by heart.
pair nouns
a pair of binoculars
a pair of chopsticks
a pair of shoes
a pair of trousers
a pair of compasses
three pairs of compasses
a pair of glasses
several pairs of glasses
a pair of scissors
two pairs of scissors
several pairs of scissors
group nouns
a group of children
a group of houses
a bunch of keys
a bunch of flowers
a bunch of grapes
a bunch of bananas
a flock of fish
a flock of geese
a flock of sheep
a flock of birds
a herd of deer
a herd of cows
a herd of elephants
a pack of dogs
a pack of wolves
a pack of playing cards (A complete set of playing cards)
a swarm of ants
a swarm of flies
Step 3. Summary
bunch: a number of things (usu. small and of the same kind) fastened, held, or growing together at one point
flock: a group of small or mid-sized animals
herd: a group of large animals
pack: a group of animals hunting together
swarm: a large group of insects
Step 4. Consolidation
Have a try: Finish the Phrases with proper pair nouns or group nouns according to the pictures.
a flock of birds
a herd of giraffes
a team of players
a swarm of bees
two packs of playing cards
three bunches of flowers
four pairs of earrings
five pairs of socks
Step 5. Activity
Please describe the following events with the pair nouns and group nouns we have learned.
Sample：Last Sunday I went shopping. The sun was shining and a flock of pigeons were flying in the sky. In front of the store, a group of fashion models ware showing the collections for the year. I went to get a close look at it, but the crowd was too big and I lost a bunch of keys. In the store I bought a pair of gloves, two pairs of trousers and a pack of playing cards…
In the zoo
The National Day
Step 6. Word Matching
Match the words related to archaeology with the definitions
Step 7. Pair Work
Suppose you are an archaeologist and you have got news that an ancient tomb has just been discovered in Jiangning. What would you take with you? And what are the items used for?
What to take
What to be used for
brushes
brushing; cleaning
Step 8. Group Discussion
There are many other subjects besides archaeology. Each group choose one subject as your topic and then list as many words as possible related to the subject (at least ten).
Step 9. Homework
Make up a short passage with pair nouns and group nouns or words related to archaeology.
课件28张PPT。江宁分校HIGH SCHOOL AFFILIATED TO NANJING NORMAL UNIVERSITY JIANNING CAMPUSU NIT 3BACK TO THE PAST南京师大附中江宁分校
梁哓燕Word power a group of…
a pair of …
a bunch of …
Pair nouns and group nouns
Pair nouns:
Group nouns:
usually refer to people or
things that exist as a pair,
e.g., a pair of trousers
a pair of scissors
usually refer to people or
things that exist as a group,
e.g., a group of people
a herd of cows
What do pair nouns and group nouns mean?
a pair of binocularsa pair of chopsticksPair nouns
Watch & Thinka pair of shoesa pair of trousersa pair of compassesthree pairs of compassesa pair of glassesseveral pairs of glassesa pair of scissorstwo pairs of scissorsseveral pairs of scissorsa group of childrena group of housesGroup nouns
Watch & Thinka bunch of keysa bunch of flowersa bunch of grapesa bunch of bananasa flock of fisha flock of geesea flock of sheepa flock of birdsa herd of deer
a herd of cows
a herd of elephants
a pack of dogs
a pack of wolves
a pack of playing cards
(a complete set of playing cards)
a swarm of ants
a swarm of flies
bunch:
flock:
herd:
pack:
swarm:
Summary
a number of things (usu. small
and of the same kind) fastened, held, or growing together at one point
a group of small or mid-sized animals
a group of large animals
a group of animals hunting together
a large group of insects
beesplayersa swarm ofa team ofgiraffes a herd ofa flock ofbirdsHave a Tryflowersplaying cardsthree bunches oftwo packs offive pairs ofsocksfour pairs ofearringsPlease describe the following events with the pair nouns and group nouns we have learned. Sample：
Last Sunday I went shopping.The sun
was shining and a flock of pigeons
were flying in the sky.In front of the
store, a group of fashion models ware
showing the collections for the year.
I went to get a close look at it, but
the crowd was too big and I lost a
bunch of keys. In the store I bought
a pair of gloves, two pairs of trousers
and a pack of playing cards…ActivityIn the zooThe National Day1.archaeology
2.archaeologist
3.archaeological site
4.brush
5.dig
6.discover
7.explore
8.remove
9.recordWords related to archaeology
Match the words with the definitions
a. to write down to make it known
b. to break away and move earth
c. to take away from a place
d. the study of the buried remains
of ancient times
e. to travel into or through a place
for the purpose of discovery
f. the person who studies
archaeology
g. to clean or smooth with a brush
h. the area being studied
i.to find sth. existing but not known
Suppose you are an archaeologist and you
have got news that an ancient tomb has
just been discovered in Jiangning. What
would you take with you? And what are
the items used for?Pair-workGroup Discussion
There are many other subjects besides
archaeology. Each group choose one
subject as your topic and then list as
many words as possible related to the
subject (at least ten).e.g. Words related to biology:
biologist; biological; animal;
plant; water; soil; climate;
environment; balance; food;
microscope; grow; live…
Homework
Make up a short passage with pair nouns
and group nouns or words related to
archaeology.
