Unit 2 Poems
Period 1 —— Warming up and Pre-reading
Ⅰ.Teacher: Huang Likui
Ⅱ.Teaching material: NSEFC Book 6 —— Unit 2
Ⅲ. Lesson type: warming up & speaking
Ⅳ. Teaching aids:
1. a tape recorder
2. a projector
3. Slides and Pictures
Ⅴ. Teaching Objectives:
1. To present the topic of this unit —— poetry
2. To help students form concept of poetry.
3. To learn some words and useful expressions in order to express their own feelings.
4. To cultivate students’ interest of poetry.
Ⅵ. Teaching Important Points:
How to improve the students’ speaking ability.
Ⅶ. Teaching Difficult Points:
How to make the students gain enough information to express themselves.
Ⅷ. Teaching Methods:
1. Pair work or group work to make every student join in the class activities
2. Discussion to make every student express himself freely.
Ⅸ. Teaching Procedure:
Step 1: Daily Greetings (1 minute)
T: Good morning, students!
Ss: Good morning, Miss Huang!
Step 2: Warming up (11 minutes)
T: Last unit we have learnt something about art, right
Ss: yes
T: It is a kind of art. This time we will learn another kind of art. What is it
Ss: Poetry.
T: Yes, poetry. From now on, we will begin a mysterious trip of poetry——Unit 4: a garden of poems. Here “poem” means 诗,它是指一首具体的诗。It is a countable noun. We can say “a poem” or “poems”. For example, we can say “a love poem”. Well, the word “poetry” refers to 诗歌，它是指诗歌的总称。So it is an uncountable noun. Is that clear
Ss: Yes.
T: Ok. Who are the people that write poems
Ss: Poet.
T: Yes, we call them poet. Can you name some famous poets in China
Ss: ……
T: Very good. So many. Now, I’d like to introduce you two of them. Who is he
(show a picture of Li Bai on the Blackboard)
Ss: Li Bai.
T: Good. Li Bai. Can you recite any of his poems
Ss: ……
T: Good job. (show a poem written by Li Bai on slide 1)
So from his poems, we can see that Li Bai is full of imagination, right His poems are always very romantic. So we say Li Bai is a representative of Romanticism. What about another famous poet Who is he
（show a picture of Du Fu on the blackboard）
Ss: Du Fu.
T: Yes, you’ve got it. Do you know any of his poems
Ss: ……
T: Wonderful, thank pared with Li Bai, most of his poems present us a real life in that period. For example, “朱门酒肉臭，路有冻死骨” . It tells us the living condition of the people at that time, right
Ss: Yes
T: So, we call Du Fu realistic poet. Now, I’d like to take a poem written by Du Fu for example.
(show a poem written by Du Fu on slide 2)
Xxx, would you please read it for us
S1: (reading)
T: Thank you very much. Well, can you understand the meaning of this poem
Ss: No.
T: I don’t know, either. I think if we don’t know the background of the poem and some necessary explanations, it will be very difficult for us to understand a traditional poem, right
Ss: Yes
T: Well, what about this one Who’d like to read it for us
(show a English songs “Do Ri Mi on slide 3)
S3: (reading)
T: Do you think it is easier to understand
Ss: Yes
T: I’m sure all of us know what it talks about.
Step 3: Reading (5 minutes)
T: Today we’ll learn some English poems. They includes many kinds….
Ss: (reading)
T: Thanks for your sweet voice. Look at the first poem , can you tell me what is the Nursery Rhymes
S4: Strong rhythm and rhyme, a lot of repetition, easy to learn and to recite
T: Yes. Good.
What the matter is. OK
T: Can you understand the meaning of this poem It talks about a football match, right With him
S5: They lost the game.
Step 4: Discussion (10 minutes)
T: OK, up till now, we have collected several words to describe different styles of poems. Well, what other words will we need to talk about poems Now, would you please form a group of four and have a discussion.
What other words will we need to talk about poems Are you clear
Ss: Yes
T: Ok. I’ll give you three minutes. After that, I’d like some of you to list some words you need. Now, go!
(Three minutes later)
T: OK. Time’s up. Who’d like to be the bravest one
S6: funny, happy.
T: Good. Any other opinions
S7: Boring, dull, sad.
T: Very good. Any other words
S8: Moving, meaningful, meaningless.
……
Step 5: Pair work (10 minutes)
T: Well, what about this one
(Sing an English song of another style by myself——Jingle Bells)
Do you think it is very sad
Ss: No.
T: Do you think it is happy
Ss: Yes
T: Yes, it sounds very happy. It is also very lovely, right
Ss: Yes
T: Well, compare with these two songs, which one do you like better This time, I’d like you to discuss with your desk-mates and make up a dialogue.
Which song do you like better Why
You can make up your dialogue with these useful expressions and sentence patterns. Maybe this sample may help you a lot. (show the useful expressions and a sample on slide 5) Is that clear
Ss: Yes
T: OK, go. You have five minutes to prepare.
(five minutes later)
T: Who is ready
……
(check some pairs.)
Step 6: Conclusion (3 minutes)
T: Today we just begin our magical journey of poetry. We have talked about some famous poets and learnt many words to show our ideas about poems and songs, right Besides, we also enjoyed two beautiful songs. Do you feel good this class
Ss: Yes
T: Thank you.
Step 7: Homework (5 minutes)
T: Here comes your homework. Next period we’ll make a further study about poetry, especially English poetry. So:
1. Please preview the reading part and look up the new words in the dictionary.
2. Try to find an English song or poem, and write a review.
Are you all clear
Ss: Yes
T: Ok. So much for today. Thanks for your attention. See you!
Ss: See you!
Ⅹ. Blackboard Design:
Unit2 Poems 具体的一首诗romantic 浪漫主义的 realistic 现实主义的 poetry 诗歌（总称）interesting uninteresting poet 诗人funny 滑稽的，可笑的 dull / boring 枯燥的 limerick 打油诗happy sad 悲伤的 style 风格meaningful meaninglesslyric 抒情的 bold and unconstrained 豪放的moving 感人的 lovely 可爱的encouraging 振奋人心的
附：
Slide 1: Slide 2:
《望庐山瀑布》 《冬日有怀李白》
——
李白 ——杜甫
日照香炉生紫烟， 寂寞书斋里，终朝独尔思。
遥看瀑布挂前川。 更寻嘉树传，不忘角弓诗。
飞流直下三千尺， 短褐风霜入，还丹日月迟。
疑是银河落九天。 未因乘兴去，空有鹿门期。
Slide 3: Slide 5:
沁园春——考试考场风光，千里纸飘，万里眼瞟。望教室内外，风景甚好，交头接耳，互打手势，欲与考官试比高；需来日，看试卷成绩，互喜互贺。惜八股取士，摇头晃脑。死记硬背，甚是苦恼。一代天骄，时代骄子，考试作弊出高招。俱往矣，数风流高手，还看今朝。
Useful expressions:1. I’m interested to …… but ……2. I’m (not) interested in …… so ……3. I think it will be too ……to ……4. I’ve never heard of …… so ……5. I don’t know much about …… but ……6. I’d like to ……Example: A: Which song do you like better B: I’m interested in……A: Why are you interested in …… B: Because …… What about you A: Well, I prefer to …… Because I think ……
Slide 4: the lyric of the song “My Heart Will Go On” (omit)Unit 2 Poems
Period 2 —— Reading (content)
Ⅰ.Teacher: Huang Likui
Ⅱ.Teaching material: NSEFC Book 6 —— Unit 2
Ⅲ. Lesson type: Reading
Ⅳ. Teaching aids: Multi-media
1. a computer
2. a tape recorder
Ⅴ. Teaching Objectives:
1. To learn the main develop steps of the history of English poetry.
2. To learn the characteristics of poems during different periods.
3. To master some extra-curricular knowledge about some famous poets.
4. To improve students’ reading ability.
Ⅵ. Teaching Important Points:
1. The extra-curricular knowledge of English poetry
2. The similarities and differences between the Chinese and English poets and poems.
Ⅶ. Teaching Difficult Point:
How to grasp the information presented in the reading material.
Ⅷ. Teaching Methods:
1. Fast-reading to rasp the main idea of three most important paragraphs.
2. The introduction of some famous poets to widen their background knowledge about English poetry.
3. Pair work or group work to get every student to join in the class activities.
Ⅸ. Teaching Procedure:
Step 1: greeting and revision (2 minutes)
T: Good morning, girls.
Ss: Good morning, Miss Huang Likui.
T: Yesterday, we started our trip of poetry. We mentioned a lot of things. Some new words and some famous poets in china, right
Ss: Yes
Step 2: While-reading (30 minutes)
(Deal with paragraph 3, 4 and 5)
1. Fast-reading (10 minutes)
T: What about English poetry Now, please open your textbook and turn to page 10. Let’s have a look at the poems first. Please listen to the tape carefully.
Ss: Yes
T: OK, here we go.
(Several minutes later)
…………….
2. Intensive-reading (20 minutes)
T: Despite its short history, there are a lot of good English poets around. This time, would you please red the third paragraph more carefully and answer the questions on the screen
1. How many poets are there in this text Who are they
2. Whose poetry reminds Chinese readers of the poems by WangJian
3. What is Haiku
Are you clear
Ss: Yes
(Several minutes later)
………………
T: That’s right, thank you. How time flies! The windmill of the time accompanied us going through many kinds of poems .
……………….
T: Very good. Thank you very much. No matter how well a poem is translated, something of the spirit of the original work is lost. So we’d better learn English well, thus we can read poetry in English.
Step 5: Post-reading (3 minutes)
(Adopt the first paragraph as a conclusion of the whole passage)
T: So, today, we have learnt a lot of things about English poetry, including some famous poets and their representative works, right
Ss: Yes
T: Although we are Chinese, they are English; although we are modern people, they are ancient men; poetry can bring us together, right Just as Mu Dan wrote: Quietly, we embrace in a world lit up by words.
Step 6: Homework (2 minutes)
T: Here comes your homework.
1. Finish exercises in post-reading
2. Review the information we have collected this class.
3. Read the whole passage again and underline some language points. Is that clear
Ss: Yes
T: So much for today. See you tomorrow!
Ss: See you!Unit 2 Poems
Period 4 ——Grammar
Ⅰ.Teacher:
Ⅱ.Teaching material: NSEFC Book 6 —— Unit 2
Ⅲ. Lesson type: grammar
Ⅳ. Teaching aids: Tape recorder, Slides, Pictures
V
1.英语动词有三种语气， 陈述语气，祈使语气和虚拟语气。
2. 定义：用来表示说的话不是事实，或者是不可能发生的情况，而是一种愿望，建议，假设的语气叫虚拟语气。
3. 在条件句中的应用
条件句可分为两类，一类为真实条件句，一类为非真实条件句。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。
1).真实条件句
真实条件句用于陈述语气，假设的情况可能发生，其中 if 是如果的意思。
句型： 条件从句 主句
一般现在时 shall/will + V原形.
If he comes, he will bring his violin
2). 非真实条件句。
非真实条件句用语虚拟语气，假设的情况不可能发生，或者可能性很小，其中if 是“要是、如果”的意思。即: “要是……就好了”；“如果……，……就会……”Unit5 The power of nature
I．单元教学目标 (技能目标)
talk about volcanoes and the work of volcanologists
practise expressing fear and anxiety
learn the –ing form used as adverbial in a sentence
write about an experience in a nature disaster
II．目标语言
1． 功能句式: expressing fear and anxiety.
I was so excited about what I had done and where I was, I forgot my fear.
I was very worried that…
I was very relieved when…
I was trembling almost as much as the ground under my feet.
I was still terrified.
I was so nervous that my whole body was damp with sweat.
I was so anxious that I couldn’t move for a long time.
I had to force myself not to panic.
Then I got up the courage to …
2.词汇
四会词汇：volcano erupt eruption ash hurricane adventure bore excite evaluate unfortunate unfortunately fountain absolute absolutely fantastic crater potential impress precious novelist cancel effort relieve tremble sweat anxiety anxious panic courage typhoon heaven diverse diversity unique bathe swallow guarantee
词组：compare …with burn to the ground make an effort make one’s way
glance through vary from … to
3. 语法：the –ing form used as adverbial in a sentence
looking carefully at the ground , I made my way to the edge of the crater.
Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.
III．教材分析
本单元以the power of nature 为话题，旨在通过本单元教学使学生了解火山爆发，地震，台风，洪水，海啸等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。
Warming up 通过对火山爆发示意图的探讨激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听说读写打下基础。
Pre-reading 通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。
Reading 部分一味火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，
但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。
Comprehending 设计了两种题型：第一题要求学生在阅读后发表对火山学家这一职业的看法；第二题检测学生对文章细节的理解。
Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方
面对学生学习词汇给予指导；语法部分学习-ing形式在句子中作状语表原因，时间及结果。
Using language 以语言实践为目的，包括四个部分的内容。Listening 三位火山学家
讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。
Speaking 是listening 的延续。要求学生讲述自己类似的经历，同时在运用中巩固单词。
Reading 介绍了旅游胜地the lake of heaven， 培养学生快速获取信息的能力。Reading
与writing 属于同一话题，要求根据所给信息写一篇介绍hot springs 的作文。
Sunning up部分要求学生就火山，火山学家，天池，本单元词语，-ing形式和表达情感的日常交际用语等方面进行自我评价，判定呢感学习情况。
learning tip 部分介绍单词记忆方法：利用构词法或话题分类记忆单词；利用图表，图片等记忆单词；随身携带生词本；多
说多写。
IV．分课时教案(多媒体教学)
The first period Warming up and pre-reading
1. Warming up
In order to talk about what volcanoes are and how they are formed, students need to learn
Some new words: lava erupt/eruption crater active/dormant/extinct volcanoes
1) Show some pictures of disasters
Ask student to name disasters as much as they know.
Sample answer: cyclone typhoon Hurricane tornado snowstorm landslide
Volcano tsunami earthquake flood hailstorm sandstorm
2) ask them What they feel when they see the power of nature showing in the pictures:
Have you ever experienced one
Share you experience and feelings (were you frightened and how frightened were you )
Some expressions tips: scared to death frightened worried
unforgettable unbelievable
3) Have you ever seen a volcano
Ask Ss to complete exercise 1 in groups. Then check their answers orally as a whole class.
Ask students to help you make a list of words connected with volcanoes
Discuss with students where in the world active and extinct volcanoes occur.
2. pre-reading
1) Can you tell me who will climb into a live volcano in order to take the temperature
of the boiling rock inside
volcanologists——do they take up a crazy job
2) get the students to answer the six questions in pre-reading to find out whether they will
enjoy working as a volcanologist.
Students could do this activity as a survey by asking others in their class these questions
Or they could do it individually.
3) after they have completed the task, survey the class to find out how many might enjoy
the work of a volcanologist.
their guesses were.
The second period Reading and comprehending
1.First reading
Skinning & skimming
1)Ask students to read through the passage quickly to get a main idea of
the whole passage. Give them a limited time to read the whole passage
in order to encourage them to practice reading for general ideas and to
discourage them from reading word by word
main idea: This passage is a first-person account of a volcanologist’s experiences. The volcanologist described his exciting job and wrote down his first sight of an eruption.
What does a volcanologist do ( answer in the text )
Then let students do the multiple-choices (见课件)
2)Set Exercise 1 in “comprehending” either as a group or whole-class activity. Explain to students that the purpose of questions like these is to help them develop skills of evaluating a text.
2.Second reading (intensive reading)
Before reading, glance through Exercise 2 on Page35.
Choose some to ask them and check their answers:
1). Why is a volcanologist’s job important
Volcanologists study volcanoes so that they can warn people when the volcano
is going to erupt and so save many lives.
2). Why is the lava that flows on Mount Kilauea more dangerous than the actual
eruption
The lava flows down the mountain and can cover up or burn villages in its path. the rocks that erupt from the volcano usually don’t damage anything because no one lives the crater.
3). Why was it difficult for the writer to walk towards the edge of the crater
The author was wearing special protective clothing that made it difficult
to walk
4). What does the writer find impressive about volcanoes even after studying them for 20 years
The author is impressed by the beauty of the eruption and also by its potential to cause great destruction.
3.Third reading (Read again to find more details)
1).what made the author realize that an eruption occurred
answer: my bed began shaking
a strange sound
my bedroom became as bright as day
an abosolutely fantastic sight
red hot lava was fountaining hundreds of metres into the air
2).what did the scientists do after the eruption
answer: put on white protective suits, helmets, big boots
dropped as closed as possible to the crater
slowly make our way to the edge of the crater
looked down into the red boiling center
Homework
Spend some time researching one disaster. You can use books, magazines, newspapers
or the Internet. Collect pictures and diagram and look for information about:
what causes this kind of disaster
actrual events that happened in the past in china and/or the rest of the world
how people helped the victims
what is being done to prevent the disarster happening again or to lessen the damage
The third period Language Points
Explain language points in the reading passage.
1. have you ever considered how weak humans are compared with a volcano,
hurricane or earthquake
你是否想过， 和火山，飓风或地震相比人类是何等脆弱。
consider 思考, 主要用于：
consider +名词/-ing形式:
He is considering studying abroad.他正在考虑出国留学。
Consider + wh-:
We considered how we should help them.我们仔细考虑应该如何帮助他们。
Consider + 副词：
Consider carefully before you decide.要慎重考虑后再作决定。
2. Do you enjoy taking risks
risk n. 风险，危险：
he was taking a risk by overtaking on a bend. 他在转弯处超车是在冒险。
The house is a fire risk. 这房子有起火的危险
短语联想：
at risk 在危险中:
You are at risk if you don’t wear a seat belt. 不系安全带真的会有危险。
at the risk of 冒……危险：
At the risk of seeming rude, I must refused your request, I’m afraid.
尽管似乎无理，恐怕我还是必须拒绝你的要求。
3.Many houses have been covered with lava or burnt to the ground.
许多房屋被熔岩覆盖或烧毁。
burn to the ground 指楼等被烧毁。例如：
He has no place to live in because his house has been burnt to the ground. 他无处栖身因为他的房子被烧掉了。
短语联想：
burn away 烧掉：
The wood had burnt away to nothing. 木头已烧成灰烬。
burn down (建筑物) 烧毁：
The cinema burnt down last year.电影院去年被烧毁了。
The school was burnt down by vandals.学校被人纵火烧毁了。
Burn off 烧掉：
He was badly injured in the accident, and his hair was burnt off.
他在事故中严重受伤，头发也被烧掉了。
Burn out 烧坏:
The engine had burnt out. 引擎给烧坏了。
Burn up 烧毁，燃得更亮/旺：
The rocket burnt up when it reentered the earth’s atmosphere.
火箭重入地球大气层时烧毁。
He put more wood in the fire to make it burn up.
他往火上加木材想让他烧的更 旺。
4. We slowly made our way to the edge of the crater. 我们慢慢向走
火山口的边缘。
make one’s way （向某地）走（去）：
She hesitated, but made her way forward. 她犹豫了一下，但向前走去。
She hastily left the room, and made her way to her bed.
他迅速离开房间，朝她床边走去。
短语比较：
make one’s way 还表示“有出息” ：
If you want to make your way in the world, you must learn to work hard
while you are still young. 你若想要有出息，趁年轻的时候要学会发奋。
make way (for) 让路，让位：
All the traffic has to make way for a fire engine. 所有的车辆都得给救火车让道。
I shall make way for a younger man .我将把职位让给更年轻的人。
5. Today , I am just as enthusiastic about my job as the day I first started. 如今， 我和开始从事这项工作时一样满怀热情。
enthusiastic (about) 感兴趣的，热心的：
She seemed enthusiastic about the idea. 她好像对这个主意很感兴趣。
We got an enthusiastic response from our customers.
我们得到了顾客们的热情反应。
6. She made an effort to be nice to her boss.她努力对老板好些。
effort 可用做不可数名词，表“力气”：
It took a lot effort to lift the boxes. 抬起那些箱子要花很大的力气。
effort 可用做可数名词，表“费劲的事” “尝试”：
It was an effort to get up this morning.今天早晨起床很费劲。
Despite all our efforts, we failed. 尽管我们尽了力，我们还是失败了。
make an effort to do sth 努力做某事：
He made an effort to arrive on time. 他尽量准时到达。
Homework: finish exercises in “learning about language”
The forth period Grammar
Review the usage of –ing form:
1.Write the following pairs of sentences(or other similar ones)on the board.
I was feeling tired. I went to bed early→
feeling tired I went to bed early
I worked hard all day. I went to bed early→
Having worked hard all day, I went to bed early.
2. Ask student to consider when the action in each pair of sentences happened and
Lead them to understand that in the first pair of sentences, the feeling and the
action are happening at the same time; whereas in the second pair, the working all
day happened before he/she was tired
3.Examine the sentences below and discuss in what way the structures similar to each other and in what way they are different
Looking carefully at the ground, I made my way to the edge of the crater.
Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.
Having + past participle (the perfect –ing form) to refer to an action that took place before the time expressed by main verb.
4. Read and discuss Exercise 1 in the SB
5. Set Exercise 2. check answers and discuss structures.
6. Set Exercise 3,4 and 5. check answers after each exercise and discuss reasons for
the structures used.
7. 小结-ing 形式的用法
1) –ing 形式作状语
用法 例句
时间 Walking along the street, I met Mary. (= While I was walking along the street….)在街上走的时候，我遇到了玛丽。
条件 Turning to the left, you will find the school. (= If you turn to the left, ….)向左走，你就会找到那个学校
让步 Knowing where I live, he never come to see me .(= Though he knows where Ilive, ….)尽管他知道我的住处，但从不来看我。
伴随 I stood there, waiting for her. (= …, and waited for her.)我站在那儿等她
原因 Being tired , I stopped to take a rest. (= Because I was tired, ….)因为疲倦，我停下来休息。
结果 It rained heavily, causing severe flooding in the area.(= It rained heavily so that it caused severe flooding in the area.)在这个地方雨下的如此大，以至引发了洪灾。
2) –ing形式的完成式
2) . 使用-ing形式需注意的几个问题:
.①分词(短语)作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须
用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。
My wife had a long talk with Sally, explaining why she didn’t want the
children to play together我妻子与莎莉谈了很长时间，解释她为什么不想让
孩子们在一起玩。(现在分词explaining是句子主语my wife做的动作，它
们之间是主动关系,即explaining的逻辑主语，就是句子的主语my wife 。)
The train having gone, we had to wait another day.（the train逻辑主语 +
having gone 既为独立主格结构）
②分词短语做状语时，前面可以加上连词或 介词，但是分词短语和句子之间不能用并列连词(如but，and)，因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。
例如:
误: Having been told many times，but he still couldn’t understand it.
正: He was told many times, but he still couldn’t understand it.或
Having been told many times， he still couldn’t understand it.
③-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。
例如:
Opening the drawer，he took out his wallet. (=He opened the drawer and took
out his wallet.)他打开抽屉，拿出钱包。
Coming into the room，he put down his bag. (=he came into the room and put
down his bag.)他走进房间，放下提包。
Having brushed his teeth，Mr. Brown came downstairs for breakfast.
布朗先生刷过牙，就下楼来吃早饭。 (此句如写成:Brushing his teeth,
Mr. Brown came downstairs for breakfast.可能指“边刷牙，边下楼’。
④分词的否定形式是在分词短语前面加上 not, never等否定词构成。
例如:
Not fearing the fire, the child touched and got a finger burnt.
小孩儿不知道怕火，用手去摸，把手指烫了。
Not knowing how to find the subway, I asked a policeman for help. 我不知道怎
样找到地铁，就去找警察帮忙。
The fifth period Listening
Listen to three volcanologists talking about frightening experience in their work life. The texts model ways to express feelings of anxiety and fear.
1. First listening
1) Set Exercise 1. Remind students that they are required only to listen to names
of the three scientists and to try to understand the gist of each recount.
2) check answers. Ask students to recall what happened to each speaker, in
general terms only, they are not expected to remember details at this stage.
2.Second listening
1) This time students will be listening for details. Stop the tape after each speaker
and give students time to write their answers. Check answers before moving to
the next speaker.
2) At this point, you could ask students work in groups of three, each taking the role of one of the volcanologists and recounting the story to others in the group. Before
they start, ask them for some useful expressions to talk about fear and anxiety. Write these
on the board and suggest students use these in their recounts.
Eg: I was very worried that…
I was trembling …
I was still terrified.
I was so nervous that …
I was so anxious that…
3.Third listening
This time the students are listening for a different kind of detail. They must listen
for the expressions listed in Exercise 3 in order to identify who said what. These
sentences model ways of expressing fear and anxiety.
1) Having individual students read the sentences aloud to the class. Ask them to try to recall who said each one. Ask them to write their guesses in their books in
the left-hand margin beside the expressions.
2) Play the tape for students to identify the expressions and record the name of the
speaker in the SB. It may be necessary to play the tape more than once. Check
answers by playing the tape and stopping when one of the expression is heard.
3. Ask students to check how many of their guesses were correct. The aim of this is to build students confidence by showing them how much they had understood even before they consciously listened for these expressions.
4. Ex: speaking
Think of a powerful natural force (such as an earthquake, flood, typhoon, storm) that you have experienced. You can use your imagination if you have not experienced any of these things. Tell your partner about your experience and how you felt. Use expressions from Exercise 3 in listening as well as other words and expressions you and your partner have thought of..
The sixth period Using language
This reading passage is written as though it is from a tour guide. It describes some of
the tourist attractions in Changbaishan in Jilin provinc.
1. Ask students to read the title of the passage and then ask whether they have heard of this lake. Spend a few minutes eliciting students’ prior knowledge about
Changbaishan.
2. Read the questions before reading passage and ask students to read through the passage as quickly as possible.
Changbaishan is the second largest nature reserve in China. (F)
The peak of Changbaishan can reach as high as 2,000 meters. (T)
You can see a lot of black bears, leopards or cranes in Changbaishan. (F)
Tianchi is a lake in the crater of an extinct volcano. (T)
The ancestors of the Manchu people were believed to be good at language and persuasion. (F)
3. Read the questions that appear before the reading passage. As going through each
question discuss which key words are and have students underline them. Point out
that they do not need to understand every word in the passage in order to find the
answers. Instead, they should scan the text quickly looking for underlined keywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer.
4. Check answers.
5. some explanations:
The height of the land varies from 700 metres above sea level to over 2,000 metres
and is home to a great diversity of plants and animals.
这里的地面高度从海拔700米到2，000多米不等， 是各种各样的动植物的生长地。
vary v. 呈现不同 ；改变，变化:
My husband varies the vegetables he plants each year.我的丈夫每年都种不同的蔬菜。
vary from…to… 由…到…不等； 从…变为… :
These fish vary in price from 3 to 5.
这些鱼的价格从3镑到5镑不等。
Her mood varied from optimism to extreme depression.
她的情绪由乐观一变而极为消沉。
variety
(质量，种类或特征的)变化：
You need a lot of variety in your diet.
你的膳食要多样化
种类，品种：
different varieties of bananas
不同品种的香蕉
6. Assign writing task: on page40 in the SB
句型
Having +p.p. …, 主语+谓语
用法
–ing形式的完成式所表示的时间在谓语动词之前
表示被动可直接用过却分词
例句
Having finished my work, I went home. (= After I had finished my work, ….)工作做完只后，我就回家了。
主动
被动
(Having been)+p.p. …, 主语+谓语Unit 3 A healthy life
1． 单元教学目标
技能目标 Skill Goals
Talk about health
Learn the harm of smoking and how to stop smoking
Learn to advise people about what to do and what not to do
Learn about AIDS and how to keep safe from HIV
Write a letter to give advice on some problems
2． 语言目标
（一）功能句式
How to advise people about what to do and what not to do
Do/don’t…
Don’t forge to…
It is not/would be a good idea to…
You should…
You don’t have to…
Mind your head/step!
It’s OK/all right to…
(二) 词汇
(三) 语法
The use of it
(四)重点句子
3． 分课时教案
The first period
Warming up and pre-reading
Step one Warming up
This step is to lead the students to the topic of this unit ―― A healthy life
（一）Questions:
1. What health issues do you think concern young people the most
(After about 3 minutes)
A sample list:
Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness
Sexual health Stress AIDS and infections Cancer Anxiety and so on
2. What’s a healthy life
(After discussion)
Possible answer:
To be sure healthy, a person must be well in mind, body and spirit.
(二) Show some pictures on the computer
Directions:
Looking at the following pictures. What are they doing Which are healthy activities while which are unhealthy activities
(Ask the students to describe the pictures using their own words)
Straightforward description:
Picture one:
They are Singing. Healthy
Picture two:
They are Dancing. Healthy
Picture three:
They are Playing basketball. Healthy
Picture four:
They are Doing Taiji. Healthy
Picture five:
They are Drinking alcohol. Healthy
Picture six:
They are Eating too much. Unhealthy
Picture seven:
They are Smoking, coughing. Unhealthy
Step two Pre-reading
（一）Questions:
1. Have you ever smoked If you have, have you ever tried to stop
2. Why do you think some adolescents start smoking
Possible answer:
Some adolescents start smoking because they are falsely influenced by some media. Some think it’s cool. Maybe some want to lighten some stress.
3. In what ways is smoking harmful
Mentally and healthily.
4. What advice would you give to someone when wanted to stop smoking
Possible answer:
Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.
5. Where could you get good advice on stopping smoking
Step three: Homework
Pre-view the Reading: Advice from grandad, get a main idea of this passage and master the new words.
The second period
Reading
Step one: ask the students to read the passage for five minutes then answer the following questions:
1. What kind of person do you think James’ grandfather is
Possible answer:
He is fit and healthy and leads an active life. He takes an interest in his daughter’s and grandson’s well-being. He is knowledgeable. He reads the internet. He appears to love his grandson.
2. What are the suggestions James’ grandfather gives to quit smoking
Possible Suggestions to quit smoking:
Prepare yourself
Be determined
Break the habit
Relax
Get help if you need it
Keep trying……
3. Do you think the information and advice on the internet page that James’ grandfather sent is useful for someone who is trying to give up smoking
Possible answer:
It’s a good summary but a person wanting to give up should probably look for more information than what is presented here.
4. What else could have been included
5. What information could have been left out
Step two: Fill in the chart on the next page with information from the reading passage.
Different ways people can become addicted to cigarettes
Harmful physical effects for smokers
Effects a person’s smoking can have on other people
Effects smoking can have on sporting performance
Step three: Make a summary on how to stop smoking.
Step four: Homework
1.Make sentences with the following words and phrases:
due to addicted to accustomed to automatically mentally manage pregnant quit decide on eventually
2.Search on the Internet or other sources for information about how to stop smoking.
The third period
Learning about language--- Words and expressions
Step one: Explanation
1.adolescent.青少年
e.g. adolescents between 13 and 18 and the problems they face
13至18岁的青少年以及他们面临的问题
2.due to归因于，归功于。
e.g. 1.The accident is due to your careless driving.
那意外事故归因于你驾驶不小心。
2. Her worldwide fame is due to his support.
她名扬四海应归功于他的支持。
表示因果关系的词和短语
because从属连词，接从句，表示所叙述的理由是本句的重点
as\since从属连词，接从句，表示理由是已知的，而理由以外才是叙述的重点
for并列连词，不用于句首，至于第一分句之后，补充说明理由；第一分句表示推测时，用for说明推测的依据。
because of 介词，意思是“因为”，较口语化
owing to介词，意思是“因为”，较正式
thanks to介词，意思是 “多亏了”
as a result of介词，意思是“因为”
3. addicted 形容词，“对某某上瘾”,“沉湎于某某”
e.g. My children have become hopelessly addicted to television.
我的几个孩子都成了电视迷，简直不可救药了。
addict名词，沉湎与不良嗜好的人，由指吸毒者。
addiction名词，沉湎、成瘾
addictive形容词，使人上瘾的
4.accustom动词，使人习惯于、养成习惯
e.g. She found it necessary to accustom her child to getting up early.
她觉得有必要让孩子养成早起的好习惯。
常用句式
（1）accustom+名词/oneself + to+名词
e.g. Children are quick to accustom themselves to new surroundings.
孩子们很快就会适应新环境。
（2） be accustomed to +名词
e.g. I am accustomed to walking long distances.
我习惯与长距离步行。
（3）get/become accustomed to +名词
e.g. You will soon get accustomed to the job.
你将会习惯于这个工作。
5.quit 动词，过去式和过去分词均为quit，现在分词为quitting，接动词-ing形式，“停止做”
e.g. She quit smoking when she got pregnant.
她一怀孕就戒了烟。
6. in spite of 尽管、无视 。后接名词。
e.g. She can’t see very well in spite of her glasses.尽管戴着眼镜她还是不能看得很清楚。
The boy went out in spite of his father’s orders.那男孩无视父亲的命令，径直出去了。
7. feel like 想要，只表示一次的想法，后接动词-ing形式
e.g. It’s so hot today. I feel like going swimming.
今天好热啊。我想去游泳。
8.get into陷于，染上什么习惯
get into the habit of 养成什么习惯。相当于fall into the habit of或者form the habit of
e.g. The girl has got into the habit of playing with her hair while reading.
那个女孩养成了阅读时玩弄头发的习惯。
短语联想
get into trouble惹上麻烦
get into debt负债累累
get into a temper大发脾气
get into deep water陷于困境
get into one’s head有某种看法
get into the way of习惯于、学会
Step two: Now do the quiz and check yourself
1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.
2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.
3. He was_________ of his body so he decided to go on a diet and do more exercise.
4. In spite of her wounded leg, she ________to get up the stairs.
5. He told me the same story _____________ until I felt like screaming.
6. With exams only a week away, I am under a lot of ______.
7. When I ____________playing sport I become very fat and unhealthy.
8._______health is as important as physical health.
9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.
10.___________often take more risks than adults.
Step three: Complete the text with words form below.
adolescents 青少年 cigarettes 香烟
quit 停止，戒 drugs毒品
due to 归因于 stress压力
eventually 终于 alcohol酒
addicted 上瘾的 manage管理，努力做
Smoking ________,drinking ______or taking other_______ produce many harmful effects and have no real benefits. So why do __________do it Some because they believe it makes them look cool. Others think it will help with _________in their life possibly_____ pressure from their parents or teachers. Some just want to see what it is like. What they don’t realize is that they will get into the habit and ________become _______. It will then be difficult to _____the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.
Step four: Homework
1. Master and go over the use of the words and phrases above.
2. Pre-view the use of it on page 21.
The fourth period
Learning about language-grammar
教学it的用法(略.详见课件)
The fifth period
Using language
Step one: Show some pictures on the computer. This step is to make the students have a general understanding of AIDS and HIV.
Step two: Before their reading:
Tasks:
1. Discuss what you know about HIV/AIDS with your classmates.
2. Now make a list of words you might read in the poster.
Step three: Read the poster, then answer the questions:
1. What’s a virus
A virus is a very small living thing that cause disease.
2. How does HIV affect people’s health
HIV virus weakens a person’s immune system and eventually it damages the immune system so much that the body can on longer fight against disease.
3. What is the difference between AIDS and HIV
HIV is a virus, while AIDS is the stage of the illness caused by HIV
4. Is there a cure for AIDS and HIV at the moment
Step four: This passage can be divided into three sections. what’s the purpose of each section
Section1: Background information about what the diseases.
Section2: Ways to protect yourself.
Section3: Some common myths dispelled.
Step five: Decide the following statements are true or false.
1. It is dangerous to get close to a person with AIDS. F
2. It is very likely that you will die if you become infected with HIV. T
3. You can only get HIV from injecting drugs. F
4. Evidence show that men get AIDS more easily than women. F
5. It could be dangerous to have sex without using a condom. T
6. If blood or sexual fluids infected with HIV get into someone’s body, that person could become infected too. T
7. You shouldn’t hug a person with HIV/AIDS. F
8. It is easy to tell a person has HIV/AIDS. F
The sixth period
Listening and writing
Listening
Step one: Pre-listening:
1.Discussion:
Are there any discos, karaoke bars or nightclubs in your district for young people to go to
Have you ever been to places like these
Do you ever go to parties with your friends
Do you think it is OK for alcohol to be available at places where young people meet
2.Read Exercise 1, which explains the context of the dialogue. Give suggestions about the kind of things Sara might be nervous about.
Step two: Listen to the tape: Tick the things Sara is worried about.(详见课件)
Step three: Listen again: Complete Tina’s sentences. (详见课件)
Writing
Read this letter and imagine you are the adviser who deals with students’ problems. Write a letter to give Xiaolei some helpful advice.
Dear…,
Can you help me, please I have tried to stop smoking several times. I am OK for two days and then I feel really sick and irritable and I have to start smoking again. I know smoking is a bad habit ,but I just can’t seem to give it up. Do you have any useful tips
Your sincerely,
Li Xiaolei
Sample Letter
Dear Li Xiaolei,
I am sorry you have had so much trouble to stop smoking, but I am glad you are still trying. I hope the tips below will help you.
First of all, don’t give up. The more often you try the more likely you are to
eventually succeed.
When you feel irritable, don’t automatically reach for a cigarette to make you feel better. Take a few moments to relax. Start by breathing deeply and lifting your arms out to the side and over your head.
It is a good idea to drink lots of water and eat lots of fruit when you are quitting smoking. This will help to remove the nicotine from your body faster and you won’t feel so sick.
It is normal to feel a little stressed when you first give up smoking, but try to remember that it will only last a few days and then you will begin to feel much better.
Keep up the good work, Li Xiaolei ,and remind yourself how much healthier you will be when you finally quit.
Good luck and best wishes,
Sun GaoUnit 1 Art
Teaching plan
I. 单元教学目标：
1． Talk about art and galleries
2． Talk about likes and preferences
3． Learn words in families
4． Use the subjunctive mood
5． Write a letter to give suggestion
II. 目标语言
1． 功能句式。
Talk about likes and preference:
I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…
2. 词汇
abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…
3. 语法: the subjunctive mood
if I were you…./ I wish I could…
4. 重点句子
1. there are so many different styles of western art it would be impossible to describe all of them in a short text.
2. people became focused more on human and less on religion.
3. if the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.
4. at the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.
III. it is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.
IV. 教材分析。
本单元一ART 为主题，主要介绍了西方绘画监视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。
1． Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。
2． Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。
3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。
4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。
5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。
IV．课型设计与课时安排
Ist period reading
2nd period language point
3rd period grammar
4th period listening and talking
5th period using language
6th period speaking and writing
分课时教案
The first period reading
Teaching Aims:
Help the students to talk about the short history of Western painting.
Difficulty and importance
Enable the students to talk about their opinions about different styles of Western art.
Teaching methods:
Skimming and Scanning ;individual, pair or group work; discussion.
Teaching aids
A computer and a projector, a recorder, and some famous paintings.
Teaching Procedures
StepⅠ Warming Up
1. Show some paintings to students to put forward the topic ---paintings
2. let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da vinci.
3. Match some new words in column A with the correct English meanings in Column B.
A B
b. abstract
c .existence
d. detailed
e. religious
f .traditional
Step II : reading
1. scanning :
Read the passage as quickly as you can to find out the answers to the questions on the screen
1What were the artists interested in from 5th to 15th century AD
2How did Masaccio paint his paintings
3Why did the impressionists have to paint quickly
2. careful reading
·deal with exe.2 on page 3
·do five questions to check students understanding.
·go through the passage and analyze the characters of each period.
Now that we have learned the passage , an you tell me :what is the writing style of the passage
How about its writing characteristic
StepⅦ Homework
1Underline the time expressions in the reading passage.
2Retell the passage with the help of the chart about the text.
3Disscuss the questions in Ex 3 on page 3.
The 2nd period
Teaching Aims: words and expressions
Difficulty and importance: new words
Teaching methods:
Teaching aids
A computer and a projector
Teaching Procedures & ways
StepⅠ
Art is influenced by the way of life and beliefs of the people.
艺术受人们生活方式和信仰的影响。
He is interested in the beliefs of the Christian Church.
He has lost his belief in god.
The story of his miseries is beyond belief.
1我们有相同的政治信仰。
We share the same ______ _________
2我非常信任医生。
I have_______ _______ in doctors.
Consequently, this text will describe only a few of the main styles.
因此，本文仅介绍其中主要的几种风格。
The bank refused to help the company; consequently, it went bankrupt.
She overslept and, consequently, she was late.
consequently adv. =as a result ,therefore
adj. consequent
It rained that day and___ the baseball game was called off.
(however, still, consequently, so)
A. As a result of her mother’s illness, she left school.
B. Her mother became ill; ______________ she left school.
During the Middle Ages, the main aim of the painters was to represent religious themes.
中世纪，画家们的主要目的是表达宗教主题。
aim
take aim at 瞄准
Ex.
1这些措施旨在削减政府的开支。
These measures are ______ _______ government costs.
2他没有瞄准就开枪。
He fired _______ _________.
3他的人生没有目标。
He has________ ___________ in life。
In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。
value n .价值观
v.重视，估价
价值观pl. values to be of value 有价值
1他的意见没有价值。
His opinions are_____________________
2她重视你的忠告。
She ___________________________
3那幅画被估计为一万美元。
The painting was ____________________ $ 10 000.
People became focused more on humans and less on religion.
人们变得多关心人，少关心宗教。
Focus your attention on your work.
focus on sth. focus sth on sth.
focus on 集中精力，注意力 =concentrate on
focus on无宾语时，focus on
Ex.
We must focus on this question.
We must _________________ this question.
他的目光集中在她身上。
His eyes __________________ her.
focus on 聚焦于，使…成为兴趣的焦点
我要把镜头对准那儿的一群重要人物。
所有的目光都集中到他的身上。
They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。
possession n.
1私有财产 [c]
2占有，拥有 [u]
sb in possession of 某人拥有某物
sth in the possession of 为某人拥有
When her father died, she came into possession of a large fortune.
The people had to gather up their few possessions and escape to the hills.
1那幢房子为我所有。
The house is_____________________________
2他已经失去全部财产。
He has lost______________________________.
When people first saw his paintings ,they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。
他使我确信他的真诚。
He convinced me of his sincerity.
你的错误使我确信你没有学习功课。
Your mistakes convinced me that you hadn’t study your lesson.
convince vt. 使确信
convince sb. of sth convince sb. that
be convinced of sth be convinced that
1我们说服她搭火车去。
We__________ her_____________ by train.
2她试图使我们相信她的清白。
She tried to ______________her innocence.
attempt vt. =try
attempt to do/doing=try to do /doing
attempt
The third period
Teaching aims:
Help the students to use the subjunctive mood correctly in different situations.
Difficulty and importance
Enable the students to use the correct form o f of the subjunctive mood
Teaching methods:
Summarizing, comparative method; practicing activities
Teaching aids
A computer and a projector
Teaching Procedures
StepⅠ Presentation
1. explain what is subjunctive mood.
Step II
Divide the subjunctive mood into several situation: uses in condition clause, in object clause,
In each part it will:
first Let students to make sentences in a certain situation: if you won the lottery what would you do
second show some pictures to let students make sentences with subjunctive mood.
Third do some exercises.
Step III
Explain some mistakes easy made.
StepⅣ Consolidation
Ex.1----4 in using structures on page 43.Then check the answers.
Prepare for the Listening and Talking on page 41.
StepⅤ Homework
Prepare for the Listening and Talking on page 41
The fourth period listening
P7 P41 P44
Task1
Do some listening practice on page 7,
StepⅠ Listening
Listen and answer the questions in Exercise1&2
Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday.
StepⅡ Discussion
So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41
Look at some sentences structures :
I ’d prefer…
I ’d rather…
I’d like…
Which would you prefer…
I really prefer…
Would you rather…
Would you like…or
Sample dialogue 1
S1: Who are your favorite Chinese artists
S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting.
S1: Would you like any western artists
S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension
Sample dialogue 2
S1: Which style would you prefer, two –dimensional or three-dimensional
S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.
S1: I’d rather like three dimensional style. I like pottery very much
Sample dialogue 3
S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best
S2: I enjoy paper cutting very much. The crafts use simple materials.
S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.
Task 2:
Do some listening practice on page 44.Keys
1 What about visiting some art galleries
3There’s even a section on Chinese art .I’d like to see that.
4 Well, the Frick Collection is quite small, and it has a beautiful garden.
5 Oh no. It’s too big and crowded.
6 Modern art! Do we have to I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.
7 Metropolitan stays open until 8:45 on Friday evenings.
7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...
2 Listen again and then answer the questions.
P41
3 book 1vase
4wall hanging 2paints and brushes
P41 2
1Xiao Wei. 2It was too expensive.
3Mrs Hang would probably have known What to get Mr Wang.
4At first he liked the book but later he thought the wall hanging would be the best.
5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.
P44 Listening task
1 discuss :In what period do you think they were
2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.
3 5 2
6 1 4
Learn new words pottery陶器
Buddhism 佛教 Architecture 建筑
Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法
Answer key for Ex.2
15000—3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century
6 20th century
Key for Ex 4
1Painted pottery.
2Religious theme, organized system of drawing focused on the use of brush strokes.
3The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.
4Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.
5& 6
Painters have become influenced by Western art, both abstract and realistic art painted.
The 5th period using language
具体见课件
The 6th period speaking and writing
Teaching Aims:
Help and Enable the students learn how to talk about environment.
Help the students learn how to write a letter asking for permission.
Difficulty and importance
Teach the students learn how to write a letter asking for permission
Teaching methods:
Fast reading; careful reading; discussion
Teaching aids
A computer a projector, and a recorder
Teaching Procedures & ways
StepⅠ Reading Task
Here is a letter on page 45 from a group of students who would like to make their school more attractive.
Fast reading
1Why do they become worried
2What do they hope the headmaster to do for their project
Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter, filling the blanks on page 46
Some tips about how to make notes
Just write down some key words
Use words or phrases
Omit the small words like prepositions
Letter from____________________________
Asking for______________ and____________
Reason ______________________________
Their plan: 1___________________________
2___________________________
3___________________________
Work will be done by :___________________
StepⅡ Speaking task
Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.
A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass
B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.
C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs
D: make our school a non-smoking place
In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world
StepⅢ Writing task
Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.
A sample letter:
Dear Mr. Wang,
As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a
chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted.
First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.
Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity.
Finally, we can also protect ourselves against polluted water. We should take
measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters.
We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life.
Yours sincerely,
Liu Wei
1.accurate
2tate or fact of existing
3being in thought but having a physical or practical existence
4lifelike,true to life
5classical,of old beliefs
6sincere to believe in a god or godsUnit 2 Poems
Period 6 —— Exercises
Ⅰ.Teacher:
Ⅱ.Teaching material: NSEFC Book 2A —— Unit 2
Ⅲ. Lesson type: exercises
Ⅳ. Teaching aids:
1. a projector
2. Slides
Ⅴ. Teaching Objectives:
1. To get familiar with sentence transformation
2. To gain some useful phrases
3. To cultivate their interest towards English poetry
Ⅵ. Teaching Important Point:
1. The sentence transformation between the Adverbial Clause and the past participle phrases.
2. Conclusion of the Past Participle
Ⅶ. Teaching Difficult Points: Sentence transformation
Ⅷ. Teaching Methods:
1. Analyzing method to help the students make clear about the grammar points and the exercises.
2. Performance: let the students join in the class actively and enjoy the world of English poetry
Ⅸ. Teaching Procedure:
Step 1: Daily greeting and revision (3 minutes)
Review the grammar points —— the Past Participle used as Adverbial
Step 2: Analyzing (30 minutes)
见课件Unit 2 Poems
Period 3——Reading (Language points)
Ⅰ.Teacher: Huang Likui
Ⅱ.Teaching material: NSEFC Book 6 —— Unit 2
Ⅲ. Lesson type: reading
Ⅳ. Teaching aids:
1. a tape recorder
2. a projector
3. slides
Ⅴ. Teaching Objectives:
1. To learn some new words and phrases.
2. To master the main idea of each paragraph.
3. To learn some complicated sentence patterns.
Ⅵ. Teaching Important Point:
The usage of some useful words and expressions.
Ⅶ. Teaching Difficult Point:
How to grasp and remember the detailed information of the reading material.
Ⅷ. Teaching Methods:
1. Explanations of words and phrases to get the students know their meanings.
2. More examples to get the students know the usage.
3. Pair work or group work to get every student to join in the class activities and learn self-study.
Ⅸ.Teaching Procedure:
Step 1: greeting and revision (2 minutes)
T: Good morning, girls!
Ss: Good morning, Huang!
T: Yesterday we talked about English poetry, especially some famous English poets, right
Ss: Yes
T: I think you must have got a first impression of English poetry. This class let’s study the passage in details. In my opinion, this passage is not easy. So some language points may help you to understand it better.
Step 2: Language points (32 minutes)
T: OK, now would you please open your textbook and turn to page 18——English poetry. Have you noticed that in slime paragraphs, there are some words in bold Please pay attention to these words and make clear “what do the words in bold refer to ”. Ok, let’s read the first paragraph together. Reading poetry, one two start.
Ss: (reading)
T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese Xxx, would you please
S1: ……
Step 4: Homework (3 minutes)
T: I believe you must have something in your mind. Here comes your homework.
1. Review the language points we have discussed this class and try to retell the whole passage.
2. Finish exercise 2 in word study.
Are you clear
Ss: Yes
T: So much for today. See you tomorrow!
Ss: See you!
Ⅹ. Blackboard Design:
Language points
1. There are various reasons why people write poetry.
a poem
various: different, its root is vary
poetry is a collective noun, used as an uncountable noun.
2. Some poems tell a story or…
Others try to convey certain emotion
Some …others… ／One… the other(s) …
常常以固定的搭配形式出现
Convey : communicate ideas, feelings to sb
Colors like red convey a sense of energy and strength.
Body language conveys much more information than language spoken.
3. emotion 情绪
emotional 易动感情的
4. learn about sth.
learn sth
5. I saw a person twelve-feet high.
It is appropriate to “tall” here
6. We would have won if Jack had scored that goal.Unit 4 Global warming
The First Period Listening and Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
energy, light (v.), heat (v.), renewable, nonrenewable, fuel, run out
b. 交际用语
Expressing agreement and disagreement
Yes, I agree with you
Yes, I think so
I believe that you’ve got it right
I don’t think that’s right.
I’m afraid you are wrong.
2. Ability goals 能力目标
Enable the students to talk about different sources of energy and express their own ideas.
3. Learning ability goals 学能目标
Help the students learn how to give their ideas about the use of energy.
Teaching important points 教学重点
Enable the students to express agreement and disagreement.
Teaching difficult points 教学难点
Enable the students to learn how to express agreement and disagreement.
Teaching methods 教学方法
Brainstorming, listening and group work.
Teaching aids 教具准备
A tape recorder and a computer.
Teaching procedures & ways 教学过程与方式
Revision; Warming up; Listening and Discussing; Homework
The Second Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep on
b. 重点句式
There is no doubt that the earth is becoming warmer.
Without the 'greenhouse effect', the earth would be about thirty-three degrees Celsius cooler than it is.
They also believe it is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide.
But there are some very different attitudes among scientists towards this issue.
Even if we start reducing the amount of carbon dioxide and other greenhouse gases, the climate is going to keep on warming for decades or centuries.
2. Ability goals 能力目标
Enable the students to talk about the causes and effects of global warming.
3. Learning ability goals 学能目标
Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.
Teaching important points 教学重点
Help the students learn how to debate over the topic "We should do nothing about global warming."
Teaching difficult points 教学难点
Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.
Teaching methods 教学方法
Listening, reading and group work.
Teaching aids 教具准备
A recorder and a computer.
Teaching procedures & ways 教学过程与方式
Revision；Pre-reading；Comprehending；Debating; Homework
The Third Period Extensive Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
pollution, electrical, motor, can (n.), microwave, disagreement, title, make a difference, put up with, leave an electrical appliance on, so long as, and so on
b. 重点句式 P30
Together, individuals can make a difference.
It takes a lot of energy to make things from new materials.
Remember -- your contribution counts.
2. Ability goals 能力目标
Get the students to realize what individuals can do about global warming.
3. Learning ability goals 学能目标
Learn what to do in daily life to reduce the carbon dioxide content in the air.
Teaching important points 教学重点
Enable the students to know what to do in daily life to reduce the carbon dioxide content in the air.
Teaching difficult points 教学难点
Enable the students to learn how to make a poster.
Teaching methods 教学方法
Listening, skimming and group work.
Teaching aids 教具准备
A recorder and a computer.
Teaching procedures & ways 教学过程与方式
Revision; Listening and Reading; Malting a poster; Homework
The Fourth Period Language Study
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
glance, widespread, decrease, steady, average, existence, outer, on the whole
b. 重点句式
It is human activity that has caused this global warming.
It was a scientist called Charles Keeling who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997.
It is the burning of more and more fossil fuels that is resulting in this increase in carbon dioxide.
2. Ability goals 能力目标
Learn about "it" used for emphasis.
3. Learning ability goals 学能目标
Help the students learn how to use new words and expressions of this unit and how to use "it" for emphasis.
Teaching important points 教学重点
The structure of "It is ... that "
Teaching difficult points 教学难点
Teach the students how to master the use of "it" for emphasis.
Teaching methods 教学方法
Explanation and practice.
Teaching aids 教具准备
A computer.
Teaching procedures & ways 教学过程与方式
Revision; Discovering words and expressions; Using words and expressions; Discovering useful structures; Using Structures; Homework
The Fifth Period Language Study
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
environmental problem, plastic bags, reuse, litter, rubbish items, Clean Up Day, bring up
b. 重点句式
I'm sorry to bring this up, but ...
I'm sorry to have to say this, but ...
They shouldn't have done it.
They are to blame.
Why don't you do something about it
Perhaps they should/ought to do ...
2. Ability goals 能力目标
Enable the students to talk about some environmental problems and Clean Up Day.
3. Learning ability goals 学能目标
Help the students learn how to express their own ideas about some environmental problems.
Teaching important points 教学重点
Enable the students to talk about some environmental problems.
Teaching difficult points 教学难点
Enable the students to talk about some environmental problems.
Teaching methods 教学方法
Listening, speaking and group work.
Teaching aids 教具准备
A recorder, a computer and a projector.
Teaching procedures & ways 教学过程与方式
Revision; Listening; Talking; Listening task and Speaking task; Homework
The Six Period Writing
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
litter, butt, pollute, endanger, solution, add up to, break down
b. 重点句式
Apart from the fact that butts spoil the beauty of the environment, they contain some very toxic chemicals.
It is up to people not to let plastic bags become litter.
The earth would be a better place because it would be less polluted.
2. Ability goals 能力目标
Enable the students to write an essay on one of the environmental problems.
3. Learning ability goals 学能目标
Enable the students to learn how to write an essay.
Teaching important points 教学重点
The structure of an essay.
Teaching difficult points 教学难点
Enable the students to learn how to support their points of view.
Teaching methods 教学方法
Task-based method.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Revision and Lead-in; Reading; Pre-writing (Writing tips); Writing; HomeworkUnit 2 Poems
Period 5——Listening
Ⅰ.Teacher:
Ⅱ.Teaching material: NSEFC Book 6—— Unit 2
Ⅲ. Lesson type: listening
Ⅳ. Teaching aids:
1. a tape recorder
2. a projector
3. slides
Ⅴ. Teaching Objectives:
1. To improve students’ ability of listening
2. To help them learn how to enjoy English poems
Ⅵ.Teaching Important Point:
How to get the students to grasp the main idea of a passage by listening.
Ⅶ.Teaching Difficult Point:
How to direct the students to grasp the detailed information to finish the listening task.
Ⅷ.Teaching Methods:
1. To create a situation that helps the students know what they will hear from the conversation
2. To present an English poem and cultivate their interests.
Ⅸ.Teaching Procedure:
Step 1: Greeting. (1 minute)
T: Good morning, girls!
Ss: Good morning, Miss Luo!
Step 2: Pre-listening (7 minutes)
见课件
