高一英语全部教案 人教版 必修3[上学期]

高一英语全部教案
Unit 1 Festivals around the world
1. Teaching aims of this unit
Talk about festivals and celebrations
Talk about the ways to express request and thanks
Learn to use Modal verbs
Write a similar story with a different ending
2. Sentence patterns:
Request:
Could/ Would you please…
Could I have…
Could we look at…
I look forward to…
May I see…
Thanks:
It’s very kind of you…
Thank you very much/ Thanks a lot.
I’d love to.
It was a pleasure…
Don’t mention it.
You are most welcome.
3. Teaching importance :Modal verbs:
May might, can could will would shall should must can
4.Teaching methods: skimming, scanning, discussing.
5.Teaching aids: a tape recorder, a projector and a computer.
The first period Speaking
1. Teaching aims:
Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up
Phrases: Would you like … Could I have…
Might I offer help… May I see…
You should try…Could we like at…
Can you suggest… We might take…
Teaching Procedures
Step I Leading in
T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays
Ss. Yes. Of course!
T: When did you feel most happy and excited
Ss: At the Spring Festival.
T: Who can tell us why Any volunteers
S1: Because it is the most important festival in our country.
S2: Because I got a lot of lucky money from my parents.
S3: Because I needn’t study at festivals and there was a lot of delicious food to eat. How great.
S4: Because I met my cousins and friends who I hadn’t seen for a long time.
T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few
Ss: New year, Yuan xiao festival…
:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals
Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…
T: You have done a good job, boys and girls! .
Step ⅡWarming –up
Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.
Festivals Time of year/date What does it celebrate What do people do
Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends
Step Ⅲ Pre- reading
Discuss in groups of four
1. What’s your favourite holiday of the year Why
2. What festivals or celebrations do you enjoy in your city or town Do you like spending festivals with your family or with friends What part of a festival do you like best---the music, the things to see, the visits or the food
Step ⅣAssignment
1. Consolidation
2. Listening to the material again after class to be familiar with it.
3. Homework: Collect as much information about festivals as possible.
The second period Reading
Teaching Aims
1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily
2.To enable the students to know the earliest festivals with reasons for them and four
different kinds of festivals that occur in most parts of the world
3.To enable the students to master some English expressions and phrases about festivals.
4. Teach the basic reading skills: skimming and scanning.
5. Try to compare and make conclusion s of different festivals.
Step ⅠRevision
1. Greetings.
2. Review the new words of this part.
3. Check the students’ homework---festivals
Step ⅡReading
1.Scanning
T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.
( Ask the student to look through the questions and then read the text silently.)
( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)
2.Intensive reading
( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)
T: Read the text loudly for a second time and them try to tell if these sentences are True or False.
1. The ancient people needn’t worry about their food. ( F )
2.Halloween used to be a festival intended to honor the dead. ( T )
3.Qu Yuan was a great poet who people honor a lot in China. ( T )
4.Mid-autumn Festival is held to celebrate the end ot autumn( F )
5.Easter celebrates the birth of Jesus. ( F )
3.Reading and discussion
T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.
( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)
4.Explanation
(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
T: Now I will discuss some important sentences and phrases in the passage.
a. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
b. In memory of
c. In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.
d. People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.
e. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
f. The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.
The suggested explanation:
a. An attributive clause.
The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
b. in memory of … serving to recall sb, to keep him fresh in people’ minds.
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopes/the hope of (hoping)
in defence of (defending)
c. a noun phrase followed by an attributive clause as the appositive
d. two clauses for reason
e. energy→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. I’m looking forward to hearing from you.
Step Ⅲ Listening
T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).
The third period Learning about language
Teaching aims:
1. Let the students know the usage of modal verbs.
2. Enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.
Step Ⅰ Greeting and Revision
( Ask some students to retell the text we learned .)
StepⅡ. Practicing the useful words and expressions
T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples
Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.
T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.
S1. I’m looking forward to hearing form my friend
S2: We are talking about verbs.
S3: Would you like to talk with me
S4: Who can think of an effective solution to the problem
S5: Please think about my proposal.
Step Ⅲ Useful Structures
T: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94
Step Ⅳ Summing up and home work
T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.
Homework
1. Practice of WBP42EX.1,2,3.
2. Please find out10 sentences with modal verbs, and try to get their meanings.
The fourth period Listening
Teaching aims:
1. Vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes
2. Enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.
Step Ⅰ Revision
After checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.
Step Ⅱ Warming up
T: By the way, what’s the topic of this unit
Ss: Festivals around the world.
T: Would you like to know something more about festivals around the world
Ss: Of course.
T: Now I will show you several pictures. What’s the festival called
Ss: Carnival.
T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.
Step Ⅲ Listening
T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down the answers and then check them with your partners.
( It’s important to encourage the students to adapt their present knowledge any
skill to a variety of situations wherever they can. Make sure to allow various
expressions of the answers. Do not demand the same words form all students.)
Step Ⅳ Speaking
This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations.
Step Ⅴ Listening task
T: There are about 10 minutes left. Let’s come to listening task. Turn to page 43
and look at the pictures. They have something in common. Can you find it out
Ss: They are all about festivals bout the dead.
T: That’s right. I will play the tape for you. For the first time you should try to
write down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report.
The fifth period Extensive reading
Teaching aims:
1. Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,
2. Learn to compare the festivals in China and in western countries.
Step ⅠRevision
Check homework
Step ⅡReading (1)
T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival—Qi Qiao and Valentine’s Day. Now please read it quickly and find out the sentence below are true or false.
The girl Li Fang loved and waited but she didn’t turn up. But he didn’t lose heart.(F….)
Because her most lovely daughter got married to a human secretly, the Goddess got very angry. .(…T.)
Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F….)
Hu Jin had been waiting for Li Fang for a long time with a gift for him. .(…T.) T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.
Some language points:
1. turn up: appear
2.keep her word: keep her promise
3.hold his breath: wait without much hope
4.drown one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow
5.remind sb of sth: make sb think of sth
Step Ⅲ Discussion and writing
T: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.
Step Ⅳ Reading(2)
T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.
Unit2 Healthy eating
Teaching Aims of this unit
1. Talk about healthy eating
2. Making suggestions or giving advice on diet
3. Distinguish the meanings of Modal verbs
4. Make a balanced menu
5. Vocabulary:
6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
Teaching importance: The use of ought to
1. Statements
You ought to cook fresh vegetables and meat without too much fat if you want to stay slim.
You ought not to eat the same kind of food at every meal.
2. Difficulty
Distinguish and summarize the usage of ought to and should.
Teaching methods: skimming, scanning, discussing.
Teaching aids: a tape recorder, a projector and a computer.
The first period Warming up and reading
Step Ⅰ Warming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Step Ⅱ Pre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear
Which food contains more… Examples of foods Answer
Sugar Chocolate or grapes
Cakes or bananas Chocolate
Fat Cream or rice
Chocolate or chicken Cream
Chocolate
Fiber Peas or nuts
Pork or cabbage Nuts
Cabbage
protein Potato crisps or ham
Eggs or cream Ham
Step Ⅲ Reading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1. Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.
a. The two restaurants supplied the healthy diet.
b. The reason why Yong Hui’s restaurant was so popular with customers.
c. Wang Pengwei found out why he had lost his customers and decided to win them back
2. Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a. Usually Wang Pengwei’s restaurant was full of people. (T )
b. Yong Hui served a balanced diet. ( F)
c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)
d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)
e. Yong Hui’s menu gives them energy foods. (F )
f. Wang Pengwei’s menu gives tem foods containing fiber. (F )
g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )
h. Wang Pengwei decided to copy Yong Hui’s menu. (F )
Step Ⅳ Comprehending
By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
disadvantages advantages
Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods
Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods
T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant
T: You all have a point here. But what will they do We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:
a. Wang Pengwei sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies!
This sentence means that he will punish Yong Hui for her telling lies.
Step Ⅴ Homework
1. Try to retell the text. 2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)
The second period Language study
Step ⅠRevision
1. Check the students’ homework.
2. Ask some of the students to retell the text.
Step Ⅱ Word study
This part is a consolidation of the words in the text. Ask the students to do the exercise individually.
T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with your partners.
Step Ⅲ Grammar
The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text.
a. By lunchtime they would have all be sold---It indicates possibility.
b. His restaurant ought to be full of people.---It indicates possibility.
c. What could have happened --- It indicates possibility.
d. Nothing could have been better.--- It indicates possibility.
e. Something terrible must have happened if Maochang was not coming to eat with him as he always did.---It indicates guessing.
f. He could not believe his eyes. ---It indicates intension.
g. He wonder if he should go to the library to find out ---It indicates duty.
h. He wouldn’t have Yong Hui getting away with telling people lies!---It indicates intension.
…
Step Ⅳ Homework
1. Review the rules of word formation and the meanings of modal verbs.
2. Prepare the Using Structure on page 50 by making a dialogue in pairs.
The third period Listening
Step Ⅰ Revision
1. Check the using structure on page 50.
2. Ask the students to make a short dialogue in pairs.
Step Ⅱ Listening( using language)
The students will hear what Wang Pengwei did after leaving Yong
Hui’s restaurant. Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right.
Energy-giving Body-building Protective
Rice Meat Fruit
Noodles Fish vegetables
Nuts Tofu
butter
Step Ⅲ Listening (WB P48)
The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.
Red foods: stop (Only a little) Orange foods: be careful( some every day) Green foods: go( more every day)
Butter, cream, nuts, cakes, foods fried in fat Bread, noodles, rice, neat, cheese, egg, tofu All vegetables( potato, cabbage, carrots..)
Step Ⅳ Homework
1. Pre-view the reading(2) and reading task on Page 52. See how the story ended.
2. Find some information about healthy eating on the Internet.
The fourth period Extensive reading
Step ⅠRevision
1. Check the homework
2. Share the information the students have got form the Internet.
Step Ⅱ Pre-reading
Ask the students to read some proverbs and translate them into Chinese.
T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.
a. You are what you eat.
b. An apple a day keeps the doctor away.
c. First wealth is health.
The students discuss with their partners.
a. 人如其食.
b. 一天一个苹果,医生不来找我.
c. 健康是人生的第一财富.
Step Ⅲ Reading
The purpose of this reading is to complete the story of Wang Pengwei and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 15. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.
Ask the students to report their work.
What did they do Result
Combine their menu and provide a balanced one
1. raw vegetables with hamburgers
2. the boiled potatoes, not fried
3. fresh fruit with ice cream 1. cut down the fat
2. increase the fibre
3. a big success
Then find the words from the text to match the definitions.
Definitions words
Stare angrily or fiercely Glare
Take a long deep breath Sigh
Keep alive in a certain style Earn one’s living
Advantage or profit Benefit
Join or mix together to form a whole Combine
Owe a lot of money In debt
Step Ⅳ Homework
1. Collect eating attitudes from the Internet
2. Practice presenting reasons to support your ideas.
The fifth period Speaking
Step ⅠRevision
Check the students’homework.
Step Ⅱ Warming up
T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.
First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part the, try to make the class get active.
Step Ⅲ Talking
If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( Divide the class into two groups: team A and team B.)
T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.
Doctor Patient
What’s the matter What should I do
How long have you been like this What seem to be the trouble
I think you ought to.. Do you think you could give me some advice
Perhaps you should…
I suppose you had better…
Step Ⅳ Speaking task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.
T: In the reading task we have read two speakers’arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. Two of ou argue for and two against building the restaurant. The following is useful to you. Please look at the table.
I don’t agree That’s a good idea.
I’m afraid not Certainly/ Sure.
Of course not. All right.
I don’t think so. No problem.
Yes, I think so.
Step Ⅴ Homework
1. Review the sentence structures, new words and expressions.
2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your idea.
The sixth period Writing and re-viewing
Step ⅠRevision
Check the homework and take a dictation.
Step Ⅱ Writing
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new library is chosen because it would be very useful in a town.
T: You know, we have mad ea decision that we won’t build a Mcdonal’s. But what do you think should be built on the land Can you write an article to support your idea Give you 20 minutes and finish your articles. Pay attention to the orders.
1. Describe the new design
2. Draw a plan
3. explain the advantages of your ideas
Unit 3
Teaching aims:
1. Talk about short stories and dramas.
2. Learn how to act out a play
3. Learn how to request and order food
4. Learn noun clauses as the object and predicative
Teaching importance:
Noun clauses as the object I can’t say that I have any plans.
...and he does not know what he should do.
I did not know whether I could survive until morning.
Noun clauses as the predicative
That’s why we’ve given you the letter.
Teaching methods: skimming, scanning, discussing.
Teaching aids: a tape recorder, a projector and a computer.
The first period Intensive reading
Step I.Warming up
1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 23 so that you can know more about him.
1. Students read the passage about Mark Twain and answer the questions given in the form on page 23.
a. What’s the real name of Mark Twain
b. When was he born and when did he die
c. Do you know all the places where he lived
d. Can you name three of his famous stories
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
Step ⅡPre-reading
Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do Why
( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain Have you ever read the story So this class we will learn the story together.
Step Ⅲ While reading
1. Scanning
Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions
a. How did Henry Adams come to England
b. Where did Henry work before How much did he have
c. What did the two gentlemen give Henry
d. When can Henry open the letter.
2. After the students discuss the questions and then check the answers with the whole class.
T: Listen to the tape and try to find out the characteristics of the whole passage.
Ss: This is part of a play. So, the narration is written in the present tense.
T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.
Step Ⅳ Post-reading
Do comprehending exercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. They bought a large amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. We made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. My mother doesn’t permit me to ride in the street after it rained.
d. by accident: as a result of chance
e.g. I only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. To be honest, I don’t think we have a chance of winning.
Step Ⅴ Homework
1. Review the key sentences in this part
2. Preview the words in the second period.
3. Act out the play in groups
The second period Extensive Reading
Step 1 New words
Tell the new words in these part
steak: eat like a wolf: genuine: reserve: scream: fake:
shoulder
Step 2
Listen to Act One, Scene 4 in the restaurant
And answer the following questions:
1. What was it in the letter
2. Before Henry took the note out of the envelope, did the waiter serve him politely Why
3. Did the owner believe that the note was genuine or not Why
Step 3 acting
In group of four, play the parts of “Henry, waiter, owner, hostess and Clemens”.
Step 4 Explanation
1. It’ll cost a tiny bit.
1) tiny: very small 极小的，微小的
a tiny baby, a tiny school
2) not a little 许多，很
not a bit 一点也不
I’m not a bit tired. 我一点也不累。
I’m not a little hungry. 我非常饿。
2.take a/ the/ chance/ chances 碰运气；冒风险
3. in a rude manner
manner 表“方式，方法”，常用单数；
表“举止，态度”，也用单数；
表“礼貌，礼仪”，常用复数。
He answered in an arrogant manner.
His manner was impolite.
It is bad manners to talk with your
mouth full.
6. issue
1) publish 出版，发行
The Bank of England issued the
million pound notes.
2) come, go or flow out 流出
blood issuing from a wound
7. in rags 衣衫褴褛
rag: odd cloth
He is in rags.
8. indeed
1) in fact 事实上，其实
I don’t mind. Indeed, I am willing to help you.
2) truly, really, certainly
的确，实在的，确实
- Did he finish the work
- Indeed, he did.
9. even if
even though 即使
He doesn’t want to buy the nice house, even if he gets a lot of money.
They came to help us, even if they had many things to do.
Step 5 Homework
1. Read and perform the whole play with the help of the scripts in the book.
2. Review what you have learnt in the whole unit.
The third Period Grammar
Step 1 Learning about language
Ask some students to tell the right answer in this part
Step 2 Using words and expressions in Workbook P57
Encourage the students to read the sentences and correct them if there are some errors
Step 3 Grammar
1. What is the noun clause
2. the differences between what and that
Eg. (1) What you said yesterday is right.
(2) That she is still alive is a puzzle.
3. 否定的转移
若主语谓语动词为think, consider, suppose, believe, expect, guess, imagine等,其后的宾语从句若含有否定意义,一般要把否定词转移到主句谓语上,从句谓语用肯定式。
4 it常可以放在动词think, find, consider, believe, feel, make等后作为形式宾语
5.Then do some exercises about the noun clause.And finish the exercises in the Using structures (P57 and 58)
Step 4 Homework
1. Recite the key sentences on the grammar-noun clauses as the object and predicative.
2. Preview the third period
The fourth period Listening
Step 1 Listening
Listen to the tape and answer the following questions
1. Why does Henry worry after he leaves the restaurant
2. Why does he go back to the two brothers’ house
3. Why can’t he see the two brothers again
4. What do they ask him to do
Step 2 Listening text
Hand out the listening materials and listen to the tape and complete the passage, at last ask some students to read the passage with right answers.
Step 3 Listening in Workbook (P55-56)
Ask: What you think will happen in the tailor’s shop after Henry shows the clerk and the owner the bank-note.
Then listen to the tape and answer the following questions
1. Why doesn’t the clerk give Henry his change right away
2. Is the owner really angry at the clerk or does he just pretend to be angry How do you know
3. Is Henry glad to get more than one suit coat How do you know
4. Henry tells the owner that he is moving. Give two reasons why the owner isn’t surprised to hear this news.
5. What does the owner offer to do for Henry Why
At last , give them the listening materials and ask them to complete the passage
Step 4 Homework
Preview the fourth period.
The fifth period Speaking and Writing
Step 1 Cooperative learning
Have an interview with Henry.
1. What did you do before you came to London
2. Did you find it hard to get a job there
3. How did you feel when you were asked to the rich brother’s house
4. Did you believe that the letter will work
5. Did you feel angry when the clerk at the tailor’s shop treated you badly at first ......
Make a dialogue for Act Two and ask some students to act
Step 2 Listening, Speaking and Writing Task (P58)
Imagine that Henry meets the woman of his dreams-Portia, how will they talk with each other How would Portia know if Henry was telling her the truth How would Henry say that he likes her very much in a way that she would like
Step 3 Writing Task (P60-61
Imagine that after Henry marries Portia he has bad luck in business and becomes poor once again. Now he must tell his wife the bad news. Before you write, however, discuss these questions with your partner:
1) Do you think Henry would worry about what his wife would say to him after she heard the bad news For example, do you think she would get angry at him
2) Do you think Henry would worry that his wife would leave him
3) Do you think Portia would ask Henry how he suddenly became so poor
4) Do you think Portia would worry about their marriage now
Step 4 Homework
1. Review the words and expressions learnt this class.
2. Review Act One, Scene 4 on Page 21-22 and be ready to act it out.
Unit 4 Astronomy: The Science Of The Stars
Teaching aims:
1. Enable students to improve their listening skills and reading ability.
2. Enable students to understand the development of gravity and how gravity affects us in different times and places.
3. Arouse students’ interest to search for the mystery of space.
Emphasis:
1. Words and expressions: gravity, float, cheer up, now that, break out, etc
2. Astronomic knowledge like gravity and black hole.
Difficulties:
1. Help the students to understand the development of gravity.
2. Help the students to know how gravity influences us.
Teaching methods: skimming, scanning, discussing.
Teaching aids: a tape recorder, a projector and a computer.
Teaching procedures:
The first period reading
Step I Presentation
T: Hello, everyone! Today we’ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from Or we can say: Who are our ancestors
S1: Monkeys!
S2: Beijing Ren who lived many years ago.
S3: Reptiles.
S4: Mammals.
S5: Amphibians.
S6: Dinosaurs.
T: Very good! Can you put them in right order
S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.
T: Do you know what it was like before life appeared on earth
S8: It was full of water, perhaps.
T: Before that, what was it like
S9: Sorry, I don’t know.
T: Do you want to get more information Today we’ll learn something about How Life Began on the Earth. Turn to Page 25. Let’s come to Warming up first.
Step II Warming up
1. Read the three questions, while the students listen and follow.
2. Give the Ss several minutes to discuss the questions.
3. Collect answers from the whole class.
4. Check the answers while discussing.
T: I’ll read the three questions for you. You should listen to me carefully. (If students don’t know how to discuss, show them an example.) For example, medicine. When someone gets serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature, measure his blood pressure and give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used
S1: Biology.
S2: Chemistry.
T: So we can say medicine combines biology and chemistry. What about biochemistry and geophysics
S3: I think biochemistry combines biology and chemistry.
S4: Geophysics combines geology and physics.
T: What about astronomy
S5: Physics.
S6: Mathematics.
T: Very good. We should know that astronomy is a multidisciplinary subject and if we want to do some research on it, we should know many science subjects related to it. Now discuss the second question:
What do we mean when we say we are studying a subject scientifically Or what’s the correct attitude towards science
S7: We should be objective, not superstitious.
T: What’s the correct way to prove a scientific idea
S8: We should design experiments to test it for several times.
S9: Then we can analyze the results and draw a conclusion at last.
T: Let’s sum up the answers. To study a subject scientifically, we must try to be objective. In order to test our idea, we should design experiments, then analyze the results and draw a conclusion. Now let’s talk about the third question.
What are the most important skills we need to be real scientists
S10: We should be very careful.
S11: Be objective and logical.
S12: We should be wise enough to design an experiment and write the reports clearly.
S13: We should be able to draw conclusions from the experiments and not impose conclusions on the data.
T: I think you have done great work. From the discussion we know that it’s not easy to be a scientist. So you should work harder if you want to be a scientist.
Step Ⅲ Pre-reading
Get the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’t know any, tell them some.
T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some students to tell us their stories. Are you clear
Ss: Yes, Sir/Madam.
1. Do you know each religion or culture has its own ideas about the beginning of the universe Please give an example if you know.
2. Do you know what a scientific idea is
After the Ss’ discussion, teacher says the following.
T: Now who’d like to tell us a story Volunteer!
S1: Let me try. In China, we all know that Pangu separates the sky from the earth.
T: Can you describe the story in details
S1: Sorry, I can’t remember clearly.
T: Who can Nobody Now I’ll tell you. Look at the screen.
Step Ⅳ Reading
Scanning
Get the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask some detailed questions about the text on the slide show with their partners. Teacher should encourage the Ss to express their ideas.
T: We’re going to learn a passage about how life began on the earth. Now let’s look at the slide show. Read the text quickly and find answers to the following questions.
Show the questions on the screen.
1. What was there on the earth before life could begin
2. Why do scientists think there has never been life on the moon
3. Why did animals first appear in the seas
4. Why did green plants help life to develop
5. Why were mammals different from other animals
T: Now who can answer the first one
S1: Water vapour, carbon dioxide, oxygen, nitrogen and other gases.
T: What about the second one
S2: Because there is no water on the moon.
T: What about the third one
S3: Because water allowed the earth to dissolve harmful gases into the oceans and seas.
T: The fourth one
S4: Because green plants can take carbon dioxide from the atmosphere and fill the air with oxygen.
T: What about the last one
S5: They were different because they produced their young from within their bodies.
T: Well done! Now turn to Page 26 Comprehending1, I think you may continue to read it again to get more details.
Skimming
In this part, Ss will read the text again and then finish Part1, 2 and 3.
T: Now please skim the passage fast to finish Part1. Then we will check the answer.
Key to Part1: BCBB
T: Skim Paragraph 2, 3 and 4, and finish Part 2 and 3.
Key: DBIGEHACFJ
T: For Part 3, discuss them with your partner.
T: Why is it wrong in films and stories to show dinosaurs and people together
S: Because dinosaurs died out long before human beings developed on the earth.
T: Do you agree with him
S: Yes.
T: What about the answer to the second question
S: They are the cleverest animals because they have larger brains than any other creatures on the earth so far.
T: Excellent job! I’ll check how much you have learned about the passage.
Step V Listening
Listen to the tape for the students to follow and have further understanding of the passage.
T: Read after the tape, then answer me some questions with your book closed.
Play the tape
T: How did water come into being on the earth
If one student can’t answer completely, ask two or three or more students.
Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.
T: Why is water important on the earth
Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas.
T: No.3, finish the following form.
Key to the exercise:
2. shellfish and all sorts of fish 5.amphibian(on land and in water)
7. reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)
T: That’s all for this passage. Now let’s deal with some language points.
Explanation
T: Turn to Page 25. Let’s look at the sentences:
1. It exploded loudly with fire and rock, which were in time to produce the water vapour.
which leads non-restrictive attributive clause.
in time: sooner or later; eventually
I’ll see him in time.
in time (for sth. /to do sth.): not late
She will be back in time to prepare dinner.
in / out of time: in/not in the correct time
The audience clapped in time to the music.
2. Nobody knew that it was going to be different from other planets going around the sun.
be different from: not like someone or something else in one or more ways
Note: We can use very, much, quite, entirely, totally to modify different
City life is quite different from country life.
going around the sun is-ing form that serves as attributive.
Men breaking the law will be punished.
Can you see the girl dancing with your boyfriend
3. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
to come: serves as attributive
She is the last person to do such a thing.
depend on: something might only happen or be true if the circumstances are right for it
Our success depends on whether everyone works hard or not.
4. Walking does need a bit of practice now that gravity has changed.
now that: because of the fact that
Now that I’m free, I can enjoy music for a while.
Now that you’ve grown up you can decide it yourself.
Passage Analyzing
Chart of the text
How life began on the earth
Text Retelling
Retell the text using about 100 words.
Step Ⅵ Homework
Retell the passage according to the form.
Remember important language points.
The second period Extensive reading
Step 1
Show some pictures of the astronauts in the space
Step 2
Read the passage and fill in the form
Step 3 Language points
1. Last month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer.
Enough: pron adj adv
The boy is old enough to do to school.
He couldn’t run quickly enough to catch up with the cat.
2. Then we were off.
be off = set off
I am off today.
We are off today.
3 get close to
靠近，接近，指动态变化
be close to
距......近，指状态
The school is close to the post office
4. But when I tried to step forward I found I was carried twice as far as on the earth and fell over.
1). “A + be + 倍数 + as +形容词原级 + as +
B”.
This tree is three times as tall as that one.
His father is twice as old as he.
2). “A + be + 倍数 +形容词比较级 + than +
B ”
The Yangtze River is almost twice longer than the Pearl River.
The number of students in our school is three times larger than that in theirs.
3). “A + be + 倍数 + the +名词 (size, length, amount) + of + B”
The newly broadened square is four times the size of the previous one.
6. We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increased.
break out
1) 战争爆发
2) 发生争吵
3) (火灾)发生
7. cheer up; cheer sb. up
感到高兴振奋
8. masses of 许多，大量
9. get the hang of 熟悉,掌握,理解
10. exhausting (sth); exhausted (sb)
Step 4 Homework
Collect passages about gravity.
Prepare for speaking.
The third period Language Study
Step 1 Revision
Translate the following sentences
1. 你迟早会成功的。
You’ll succeed in time.
2. 我的车与你的不一样。
My car is different from yours.
3. 站在门旁边的那个人是谁？
Who is the person standing by the door
4. 他总是第一个来，最后一个离开。
He’s always the first to come and the last to leave.
5. 既然你已经长大了，你自己决定吧。
Now that you have grown up you can decide it yourself.
Step 2
Check the exercises in this part .
Step 3 Grammar
What part does the underlined part serve as in each sentence
A tree has fallen across the road.
You are a student.
To find your way can be a problem.
Smoking is bad for you.
“How do you do ” is a greeting.
What she said is not yet known.
That we shall be late is certain.
It is certain that we shall be late.
We can see from these sentences that a sentence serves as subject, so we call it Subject Clause
1. Noun Clauses as the Subject
To tell what it is and the importance with some examples
What the teacher said today was quite right.
That they are badly in need of help is quite clear.
Whether they will sell the house is not yet decided.
Whatever was said here must be kept secret.
2 it 作形式主语
It is a pity that she has made such a mistake.
1) It is + adj. / n. +从句
　 It is a pity/shame that... 遗憾的是……
　 It is possible that... 很可能……
　 It is unlikely that... 不可能……
2) It +不及物动词+从句
　 It seems/appears that... 似乎……
　 It happened that... 碰巧……
3) It + be +过去分词+从句
　　It is said that... 据说……
　　It is known to all that...
众所周知……
　　It is reported that... 据报道……
　　It is believed that...
据信……;人们相信……
　　It is suggested that... 有人建议……
3. Ask the students to do some exercises
Step 4 Homework
Finish the exercises about Noun Clauses as the Subject
The Fourth period Listening
Step 1 Pre-listening
Introduce Isaac Newton and Albert Einstein
Step 2 Listening
1. Listen to the tape and fill the form
2. Hand out the listening materials and listen to the tape again, then fill the bracket with the right answers. At last ask some students to read the passage
Step 3 Listening on P62
1. Discuss the following questions
1)_. Who’s Yang Liwei
He’s our hero who traveled into space on October15, 2003.
2). What’s the name of the spaceship
Shenzhou V.
3). Do you know what education and experience you need to become an astronaut
No.
2.Listen to the tape and answer some true or false questions
3. Give the students listening material and ask them to complete the passage while listening
Step 4 Homework
After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about one question: What needs to be an astronaut
The Fifth Period Speaking and Writing
Step 1 Speaking
1. Space walk is difficult and dangerous. What should an astronaut take with him
Oxygen can, spacesuit, gravity boots, water system, special food, special ropes.
2. Have an interview with the following two heroes.
1). How do you feel when you have just come back from outer space
2) What is the most exciting experience when you are in outer space
3) What about the most terrible thing
4) What difficulties have you gone through
3 Speak one or two sentences for each equipment you should take.
Step 2 Talking on Page 62
1. Show the useful expressions:
Please look at/ listen to...
Please check that...
You need...
Please pay attention to...
Don’t forget to...
You’d better...
Make sure you...
Watch out for...
You mustn’t...
2. Give the Sample dialogue
Step 3 Discussion
1. If you are going off on a holiday, what will you take
I will take clothes, shoes, food and many other things.
2. But for space travel, you need specialized equipment. What equipment should you take
Write down the dangers and the way to solve them.
Step 4 Writing Task
1. Have you ever remembered 16th Oct, 2003 What happened on that day
2. How many preparations have they made for this space travel
3. Suppose you are the scientist who visits the moon in the future, please tell us your plan. For example, you can think about these questions and write down your plan.
1). What preparations should you make
2). What will you see during your space travel
3). What will you do on the moon
4. show a Sample article to the students
Step 4. Homework
Sum up the whole unit.
Collect the materials about stars, space travel and different ideas about the beginning of life.
Unit 5 Canada—“The True North”
Teaching aims
Skill Goals
Talk about the basic information about Canada— location, main cities, customs and cultural diversity.
Learn how to read a traveling report and use maps.
Learn to express directions and positions.
Master the Noun Clause- Appositive clause.
Learn to write a report to express what you hear and see in a place.
Important sentences
Where is...
How does one go to...
In what direction is...
Is... close to/far from...
How far is...
It is/lies in the north/south of...
It is/lies to the south/east/northwest of...
It is within...
Kilometers of...
It is/lies on the west/east.
Teaching importance
Noun clause as the appositive
Teaching methods: skimming, scanning, discussing.
Teaching aids: a tape recorder, a projector and a computer.
Teaching procedures
The first period Reading (I)
Step 1 Revision
Check the students’ homework.
T: Before we come to the new lesson, let’s check your homework.
The teacher checks the assignment of the last class.
Step 2 Lead-in and Warming Up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag
Ss: Canada.
T: Which continent is Canada in
Ss: It is in North America.
T: How large is it
Ss: I only know it is the second largest country in the world. I don’t know the exact number.
T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor
Ss: The United States.
(The teacher shows a map of Canada to the students.)
T: Right. The United State is its neighbor. Canada is a beautiful country. First let’s have a quiz and see how much you know about Canada. Please turn to Page33. I will give you one minute to choose your answers. You can score 2 points for each correct answer.
Give one minute to the students to do the quiz.
One minute later.
T: OK. Time is up. Let’s check the answers.
1. C 2. D 3. A 4. B 5. A
T: Now figure out your score please. If you get 10 points, you did a good job. Did you do a good job If not, it doesn’t matter. The reading passage is about a trip to Canada. It will tell us more information about this country.
Step 3 Pre-reading
T: Now I want to ask you a question. Do you like traveling
Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)
T: I know most of us like traveling. Have you ever been abroad
Ss: No / Yes.
T: Few of us have ever been abroad. Then what is the longest trip you have ever taken
Sa: Beijing (Shanghai / Hainan / Harbin).
Sb: I have never been out of my hometown.
T: If you get a chance to go abroad, which three countries would you like to visit most Why
If you take a trip to Canada, what do you expect to see
What three words would you use to describe Canada
The teacher can ask some pairs to tell their ideas in class.
Step 4 Fast reading
Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title What is “the True North” Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.
Give the Ss five minutes for reading.
Ask: what the passage is mainly about
Sa: The passage is about a trip of two girls, and it tells us some information about Canada.
T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text
Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.
T: Look at the map on Page33. Draw the traveling route of the two girls on the map.
Give the students one minute to draw the route.
T: You did a good job. Do you have any difficulty in reading Let’s look at the difficult points together.
The teacher explains some important or difficult points to the students.
Step 5 Reading aloud
Let the students read the passage again and find the details from the passage.
T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.
Give the students a few minutes to read and find answers. Then ask some students to give their answers.
Suggested answers:
(Show them on the screen.)
1. They are not flying directly to the Atlantic Coast because they want to travel across Canada.
2. They are crossing the North America.
3. “The True North” is the train that runs through Canada.
4. People want to live in Vancouver because it is very beautiful. They can ski in the Rocky Mountains and sail in harbour.
5. Cowboys compete in riding wild horses, and some of them can win thousands of dollars.
6. Wheat grows in the center of Canada.
7. Ships are able to reach the center because they can follow the St. Lawrence River and the Great Lakes.
8. Canada has water from its lakes and rivers and wood from its forests.
Let the students do Exercise 2 by themselves. Then check the answers with the whole class.
1. The girls went to see their relatives on the Atlantic coast of Canada.
2. Danny Lin was going to drive them to the train station to catch the “the True North”.
3. You can’t cross Canada in five days by bike, and you can’t cross Canada in less than five days by train.
4. The girls looked out of the window and saw a grizzly bear, mountain goats and wild scenery.
5. Thunder Bay is a port city at the top end of the Great Lakes, near the center of the country.
Step 6 Listening and fill in the blanks
(1)Listening
T: Listen to the tape and underline some important sentences. Pay attention to your pronunciation. You can follow the tape in a low voice.
1. Rather than take the aeroplane all the way, they decided to fly from China to Vancouver.
2. It is the second biggest country in the world.
3. It is so wet there that the trees are extremely tall.
4. Many of them have a gift for working with animals and can win thousands of dollars in prizes.
5. There is more fresh water in Canada than in any other country in the world.
6. We don’t leave until this evening.
7. They were not leaving for Montreal until later...
8. The idea that they would cross the whole continent was exciting.
9. The fact that ocean ships can go there surprises many people.
10. The idea that you can cross Canada in less than five days is just wrong.
(2)Fill in the blanks
Li Daiyu and Liu Qian took the train in Canada from ____ to ___ . Their cousins’ friend, Danny Lin, took them to the train station to catch “___ ___ ___”. Canada is the ___biggest country in the world. It is 5,500 kilometers from ___ to___. As they go___, they saw beautiful scenery as well as cities. Vancouver is___ by mountains on the north and east. When the cousins___ ___in the seats, they looked out of the window. They saw mountain goats and even a bear. Calgary is famous for its competition. Many of the cowboys from all over North America___ ___ ___ ___ ___ working with animals. Then they ___ ___ a wheat-growing province. Thunder Bay is a busy port. It is ___ ___ the center of the country.
Suggested answers:
1. west; east 2. The True North 3. second 4. coast; coast
5. eastward 6. surrounded 7. settled down 8. grizzly 9. have a gift for
10. went through 11. close to
Step 7 Homework
1. Remember the underlined sentences.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.
The second period Reading (II)
Step 1 Warming up
Show the map of Toronto and the picture of CN Tower,
Toronto from the CN Tower. Niagara Falls, Chinatown
Old Montreal, St. Lawrence River
Step 2 reading
1. Do the exercises ------Fill in the blanks.
2.Answer the questions about the passage
1. How do we know it is fall in Canada
2. What can sometimes be seen from the CN Tower in Toronto
3.Where does the water from the lake go
4.Why is there good Cantonese food in Toronto
5.Which direction is the train going from Toronto
6. Why did the girls go to Old Montreal
7. What three things show us that Montreal is a French city
Step 3 Language points
1. They were not leaving for Montreal until later, so they went on a tour of the city
1) They were not leaving for...属于过去进行时表示将来的动作。
2) until/till 直到…为止
until常与否定句连用, not…until 直到…才
He didn’t finish the work until yesterday.
2. We can get good Cantonese food here, because most of the Chinese people here come from South China, especially Hong Kong.
especially表示“尤其, 格外,特别”,意思相当于“in particular ”或“particularly”。多用在介词短语或连词前面。
3. It’s too bad you can’t go as far as Ottawa.
as far as (程度副词) “远达，远至”
He walked as far as the railway station yesterday evening.
一些带有as...as 结构的常见短语：
as busy as a bee 像蜜蜂一样忙碌
as easy as ABC 像ABC一样容易
as deep as a well 像井一样深
as light as a feather 像羽毛一样轻
as soft as butter 像黄油一样软
as rich as a Jew 像犹太人一样富裕
4. The train left late that night and arrived in Montreal at dawn the next morning.火车在那夜晚些时候起程,第二天黎明到达了蒙特利尔。
at, on, in表示时间的用法区别
at表示时间点,常用来表示时刻,如果一段时间按时间点对待也用at。
Step 4 Reading Task on page 73
1 Read the passage and answer the following questions
1). Why did the reporter arrive there
2). What did the people use for transportation
3). Why did it become dark early
2 Compare China with Canada
Step 5 Homework
1. Read the two passages again and find the main characters of Toronto, Montreal and Iqaluit. What can you see and do in the three different cities.
2. Read Fun Reading by yourself. (P75)
The third period Learning about language
Step 1 Grammar
同位语从句
1. 概念:
2. 功能:
同位语从句对名词进一步解释，说明名词的具体内容。
3. 用法:
常跟的抽象名词有: fact/ idea/reason/ thought/order/ doubt/news/hope/ truth/belief …
4. 连词
that/whether/who/ which/ what /when /where/why/how
同位语从句与定语从句区别:
Then do some exercises
I.合并成一句:
1. We were excited at the news. Our football team had won a third match .
2. They have made a new plan. Another experiment building will be put up beside the library.
3. They had the question. Could he pass the final exam
4. Who did the damaged computer belong to No one had any idea.
5.The problem has been solved. Why were so many areas flooded during the heavy storm
Step 2 Discovering useful structures
1.
The idea that they would cross the
whole continent was exciting.
The idea that you can cross Canada in
less than five days is just wrong.
The fact that ocean ships can go there
surprises many people
2.
The possibility that the weather in
winter would be warmer pleased the
Canadians.
The idea that there will be an
earthquake terrifies many people.
The hope that we could go to France
was exciting.
Step 3 Using structures on P71
1. His suggestion that we should take the train from west to east across Canada sounds very exciting.
2. The idea that they would clone the first human being surprised many people at the meeting.
3. He broke the rule that no one is allowed to smoke on the campus.
4. The Chinese basketball fans were wild with joy when they heard the news that Yao Ming had collected forty points for the Houston Rockets in the game.
Step 4 Homework on P70
1. Exercise 2. Translate the sentences into English.
2. Exercise 3. Make up a story using the given words and expressions.
The fourth period Listening
Step 1 Listening
1 Listen to the tape and then Complete these sentences with correct information.
2 Hand out the listening material and listen to the tape ,then ask them to complete the passage
Step 2 Listening on 69
Listen to the tape and do the True or False
1. Friends in Canada invited the two cousins to dinner at a restaurant.
False
2. They could not talk about all the geography of China because it is too big.
True
3. China is over 7,000 kilometres from east to west.
False
4. Many rivers in China come from the mountains in the west.
True
5. The Gobi Desert is like the grasslands in Canada.
False
6. The Great Wall cannot keep the dust of the desert away from Beijing.
True
7. Canadian people cannot talk with their neighbouring country because they do not speak English.
False
8. Both China and Canada have world-famous waterfalls.
False
Step 3 Listening text
Listen to the tape again and complete the passage
Step 4 Homework
Read the listening text and remember the information about Canada
The fifth period Speaking and writing
Step 1 Warming up
Show the students some questions to discuss
Which official language do you think most people speak
Why do you think so
Why would you want to know that
Is it important to know that
Why is the Chinese language growing so fast in Canada
Can you answer the question “ what is a Canada ”
Step 2 Talking on page69
Imagine that you and your partner are Li Daiyu and Liu Qian. You have visited many places from west to east as well as Iqaluit. What would you talk about when you travel
Step 3 Writing
Write a report for Li Daiyu or Liu Qian
First give the sample of the report
Step 4 Writing Task on Page74
Show the map of China and discuss something of the map
Then give the sample to the students
Sample Tour Plan
Step 5 Homework
1. Write a passage. Introduce our hometown to the visitors. In what direction is it of the capital of our province What does a visitor can see and hear in our hometown
2. Finish summing up on Page40 after class.
2
1 small plants in water
3 green plants on land
4insects(on land)
5
7
8
9
6 forests
water
1 small plants in water
2 shellfish and all sorts of fish
3 green plants on land
6 forests
4 insects(on land)
5 amphibians(on land and in water)
7 reptiles (on land)
8 dinosaurs (on land)
9 mammals (on land)
10. small clever animals with hands and feet
11. human
4 insects (on land)
5 amphibians (on land and in water)
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