Teaching plan of Unit 6
Life in the future
Teaching aims and demands
Goals: Talk about life in the future
Practise making predictions
Learn about Noun Clauses(2).
1. Vocabulary and useful expressions:
Forecast, major, trend, contemporary, indicate, urban, energy, ensure, system, consumer, reform, customer, goods, purchase, tiny, cash, remain, importance, regularly, physician, cure, biochemistry, educator, hopeful, reality
In general, keep in touch with, pay attention to, in store,
1. Function:
Making prediction:
What will life be like in the future
How will people….
Where will people work….
It would be wonderful if …..
It would be bad for …. If…….
It’s possible/ impossible to …..
No one can predict what /when…...
1. Grammar:
Noun Clauses:(2)
What life will be like in the future is difficult to predict.
They are careful about what they wear.
If we learn to accept change and appreciate what is new and different….
Teaching procedure:
The First Period
Teaching Aims：
1.EnCoLlrage the students to use their imagination to talk about life in the future．
2.Train the students'1istening ability．
3.Improve the students’ speaking ability by practising making predictions．
Teaching Important Points：
1. Train the studcnts'1istening ability．
2. Let the students give free rein to their1 imagination.
Teaching Difficult Points：
1．How do improve the students' listening ability．
2．How to finish the task of speaking.
Teaching Methods:
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．some pictures
2．a tape recorder
3，a projector
4．the blackboard
Teaching Procedures：
Step I Greetings and Lead—in
T：Good morning／afternoon，everyone.
Ss：Good morning／afternoon，teacher.
T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past
(One student stands up．)
S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.
T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you imagine life will be like in the future Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.
Step Ⅱ Warming up
T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to re-
port the results．
T：Now please discuss some questions．(Show the picture and questions on the screen．)
How will people travel in the future
Where will they go Why
(Give the students another two minutes to discuss．)
T：Who’d like to tell me how people will travel in the future and where they will
go and why
(One Student puts up his hand．)
T：Oh，Li Jun，you have a try．
S：I think people will travel by using public transport．Electric cars will be
traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever they want．
S：I think people will travel by car，which doesn't burn gas，but solar energy．In-
stead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You
can go wherever you want as long as you press a button on the computer in the
car．What's more，it won't cause any pollution．
(And then ask some Students to re-port．)
How wi1l people communicate in the future
S: People will communicate with each other with computers, which are set in the watches.
Where will people work in the future
What kind of jobs will they have
S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．
How will people do business in the future
What kind of money will they use
S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．
What languages will people speak in the future
Will people still speak Chinese and Eng1ish
S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．
What will schools be like in the future
What subjects will people study
S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．
(After discussing all the questions，the teacher says the following．)
T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．
Step Ⅲ Listening
T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay
attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answers with you．Is that clear
Ss：Yes．
T：OK．Let's begin．
(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation
．Finally teacher checks the answers in Part l with the whole class．)
T：Next listen to Part 2 and do the two exercises in them．
(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)
Step Ⅳ Speaking
T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them
Ss：No．They are the same．Maybe they are twins．
T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue,
using the information in your books and the useful expressions on the blackboard.
(Bb：It would be wonderful if…
It would be bad for…if…
It’s possible/impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…)
(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)
Sample dialogue：
SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．
SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it.
SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate.
SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.
SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．
SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．
SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.
Step V Summary and Homework
T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．
Step Ⅵ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The First Period
Useful expressions:
It would be wonderful if…
It would be bad for…if…
It's possible／impossible to predict…
No one can predict what／when…
Just imagine if…
We can only guess…
Step Ⅶ Record after Teaching
_____________________________________
______________________________________
______________________________________
______________________________________
The Second Period
Teaching Aims：
1.Learn and master the following expressions：
in general，catch a glimpse of，keep in touch with，pay attention to，lead to，in store
2．Improve the students' reading ability．
3．Let the students know something about the life in the future．
Teaching Important Points：
1．Improve the students' reading ability．
2．Master the following phrases：
in general, catch a glimpse of, keep in touch with，pay attention to,1ead to, in store
3．Enable the students to understand the text better.
Teaching Difficult Point：
How to make the students understand the reading passage better．
Teaching Methods：
1．Discussion before reading to make students become interested in what they will learn．
2．Scaning the text to get a general idea of the text．
3．Careful reading to get the detailed information in the text．
4．Individual，pair or group work to make every student work in class．
Teaching Aids：
1．a multimedia
2．a tape recorder
3．the blackboard
Teaching Procedures：
Step I Greetings and Lead-in
Greet the whole class as usual．
T：Do you like watching plays
Ss：Yes．
T：Now I'll show you three plays．Watch carefully. After that I'll ask you a
question．
(Teacher shows the plays．After that，teacher says the following．)
T：What differences have you found in these plays Who’d like to answer this question Any volunteers
S：I think the ways that people work are different．In the first play，some people are working by hand．In the second play．some people are working with machines while some people are giving orders to robots to work for them in the last one．
T: Yes．Our society is developing very fast, so our life has also changed a lot．
With the development of science and technology, our life now is quite dif-ferent from that in the past．Do you want to know what life wi11 be like in the future
Ss：Yes．
T：Today we are going to read a passage about life in the future．
Step Ⅱ Pre—reading
T：Now first let's learn some new words on Page 110．
(Teach the words and explain them to the students．Then ask the students to read after the tape．At last teacher says the following．)
T：OK．Now I want you to discuss four questions. Look at the screen．
(Teacher uses the multimedia to show the questions on the screen．)
1．How will people shop in the future
2．How will people travel in the future
3．What will schools be like in the future
4．What will the future be like in genera1
(Teacher gives the students four minutes to discuss and then collects their answers．Finally ask them to read the text to find out the answers to the questions．)
Step Ⅲ Reading
T：OK．Please open your books at Page 43．Read the passage quickly to find out in which paragraph you can find the answers to the questions discussed just now．
(Teacher gives the students enough time to read the text and then collects their answers．)
Suggested answers：
1．How will people shop in the future
Paragraph 3
People can do online shopping(on the Internet)and they can go to a pleasant mall using smart cards．
2．How will people travel／in the future
Paragraph 2
We'll travel by car／taxi／bus／train that burns new fuels and uses new engines that will let us travel without worrying about whether we are polluting the environment
3．What will schools be like in the future
Paragraph 5
In the future，there may be more“ schools on the air ”and “e-schools”．We can study at home by watching educators on TV or on a computer screen．
4．What will the future be like in general
Paragraph 1
In general，the future will be brighter and our life will be more convenient．
T：Now read the passage again and then answer the questions on the screen．This time，you should read slowly and carefully．
(Show the following questions on the screen．)
1．What will happen in the field of health and medicine in the future
2．Can you explain the meaning of e-learning
3．Why is it important to be lifelong learners
4．What should we do to make sure we will have a bright future
(Teacher gives the students five minutes to read the text carefully．Finally ask some students to answer the questions on the screen．They can have a discussion in pairs if necessary．)
T：Now，who can answer the first question Guo Li，would you like to have a try
S：People in the future will be able to enjoy a longer and healthier life and re- main active even in old age。People wi1l pay more attention to the importance of a healthy diet and an active life．Some new diseases such as SARS，smallpox have already been defeated by new medicines．
T：Good．Please sit down. Now, let’s answer the second question. Who wants to have a try
S：Let me try. “E-learning” means to learn on the Internet. That is to say, we can study by watching educators on TV or on a computer screen, whenever we have time and wherever we are．
T：Do you agree with his／her answer
Ss：Yes．
T：OK．Now，who has got the answer to the third question
S：I have．Because knowledge is changing all the time，it is important and necessary to be lifelong learners．
T：That's right．Anybody volunteers to answer the 1ast question
S：We should try to learn to accept change and appreciate what is new and differ- net．And we should learn more knowledge to fit in with the needs of the society．
Step Ⅳ Explanation
T：Now you have known the general idea of the passage．But you should also pay attention to some useful phrases．Let's look at their usages．
(Show the following on the screen．)
1．In general，boys like playing football more than girls．
2．I caught a glimpse of a high building from the window of a train．
3．Mr. Wang kept in touch with his old friends by mobilephone．
4．You should pay more attention to your pronunciation.
5．Hard work leads to success．
6．I have some good news in store for you.
(Bb：in general，catch a glimpse of, keep in touch with, pay attention to，lead to，in store)
(Teacher explains the underlined phrases．Then ask some students to translate these sentences into Chinese．One student，one sentence．)
S：1．一般来说．男孩比女孩更喜欢踢足球。
S：2．透过火车车窗，我瞥见一座高楼。
S：3．王先生用手机同他的老朋友保持联系。
S：4．你应多注意你的发音。
S：5．努力就会成功。
S：6．我有一些好消息要告诉你。
Step V Listening and Discussion
T：Now listen to the tape and follow it in a low voice．Pay attention to your pronunciation and intonation．
(Teacher plays the tape．After that, teacher gives the students a few minutes to read the text aloud．At last ask the students to have a discussion．)
T:OK．Now look at the screen．I give you several minutes to discuss the advantages and disadvantages of the following things：future transportation，smart cards，online shopping and e-schools．
Then fill in the table on the screen．
(Show the screen．)
advantages disadvantages
futuretransportation
smart cards
online shopping
e-schools
(Students begin to have a discussion and after a while teacher asks some students to fill in the table．)
Suggested answers:
Step Ⅵ Summary and Homework
T:Today we've read a passage about life in the future．We’ve learned what will
happen in the fields of transportation，business, health and medicine and education and knowledge in the future．At the same time．we've also learned some useful phrases．After class，read the passage again and again until you can recite it．Besides，don't forget to preview “Word study and Grammar” in the next period．
Well,that’s all for today．Class is over．
Step Ⅶ The Design of the Writing on the Blackboard
Unit 6 Life in the future
The Second Period
Useful phrases:
in general catch a glimpse of
lead to keep in touch with
in store pay attention to
Step Ⅷ Record after Teaching
__________________________________________
___________________________________________
____________________________________________
____________________________________________
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 – 3 on P117--118
Step 2.
1. Discoverig useful structures and underline the Noun Clauses in passage:
Let Ss themselves find the functions of the Noun Clauses.
2.Ss study more examples on p46.
What life will be like in the future is difficult to predict.
They are careful about what they wear.
If we learn to accept change and appreciate what is new and different….
3.More exercises to consolidate the Grammar.
.EX1—3 on p118
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 117
1. Ss make notes during the discussion, and try to use wh-questions freely to get information needed.
Step 4. Speaking
Ss work in pairs and make prediction:
The following structures are helpful to students:
What will life be like in the future
How will people….
Where will people work….
It would be wonderful if …..
It would be bad for …. If…….
It’s possible/ impossible to …..
No one can predict what /when…...
Step 5. Assignment
Finish Wb Ex 2on page 117
Period 4.
Step 1. Warming up
Ask Ss some questions about Life in the future
Step 2. Reading
1. Ss read the passage :
Where is the future going
1. Help Ss to understand the passage entirely.
1. Finish the comprehending exercises on P121
Step 3. Writing
Finish the writing task on p 121
The following chart may be a help for making logical thoughts
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 42
1. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1—2 on p116 on Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Period 6. (Writing )
Step 1. Pre-writing
1. Ss read the passage onP47 and get a general idea about it.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short e-mail to an e-pal
1. Ss exchange their writing and correct the mistakes.
1. Ss rewrite the letter again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a letter.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Ss in group 3-5, discuss the life in 3044
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to learn to definite. It is very important to improve their learning and let them have a sense of achieving gradually.
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Page 13 of 13Unit 4 A garden of poems
教材分析
本单元中心话题是“诗歌与文化”。单元各部分围绕着这一中心，着重介绍了中学生并不熟悉的英语诗歌。由于语言鸿沟的存在和中西文化差异，学生要真正的懂得欣赏英语诗歌并从中获得乐趣美感并不容易。通过本单元的学习，使学生了解英语诗歌中包含的绚丽多彩的西方文化，并引导他们思考和探寻诗歌文化中蕴藏的人本色彩。
“热身”(Warming up) 部分由English Poetry的一个分支——学生较熟悉的“Songs”引入，继而介绍rhymes和limericks,并带入到课本中的两首limericks。在教学过程中强调师生互动，鼓励学生大胆将诗歌加上感情和动作表演出来，这样有助于学生更好的形成对本单元介绍的英语诗歌印象并产生较高的兴趣。
“听力”(Listening)部分的内容分两部分内容：WB与SB。SB内容可以由“热身”(Warming up)活动结束后自然过渡导入， SB部分是一则对话：一位男生到图书馆借有关POEM的书籍，不知如何选择，于是请图书管理员推荐相关书目。对话涉及了很多有关诗歌的基本知识，如管理员推荐那位男生在读欣赏诗歌前应先对诗歌文化作一定的了解而推荐的A garden of poems(是关于诗歌总述及类别的一本书)，然后又建议其分门别类的阅读诗歌，并有重点的欣赏自己喜欢的诗歌类型。这篇对话提出了一个概念：诗歌是按一定的特点和格式分类（type）的，阅读诗歌时应注意选择。WB包括一篇介绍诗歌起源的短文和三篇rhymes,有助于帮助学生了解并把握诗歌的节奏感和韵律美。通过“听力”(Listening)部分的学习，学生会更好的形成对诗歌的总体印象并了解英语诗歌中包含的丰富文化，为本单元后面部分的学习打下基础。
“读前”(Pre-reading)部分由一小部分有关诗歌创作的影片引入，直观地引起学生对诗歌的兴趣。然后再提到学生很熟悉的中国著名诗人，如李白，杜甫，并一起朗读李白的一篇名作，利用好母语，为承接到英语诗歌作好铺垫。
“阅读”(Reading)部分标题是English Poetry,里面简单介绍英语诗歌的形成和几个代表时期，重点提到了Modern English Poetry的诞生和19世纪浪漫主义诗潮，提及了几个著名诗人及代表作，风格等等。文章最后提到了英语诗歌被引入中国以及用本国语翻译诗歌的利与弊，起到了画龙点睛的作用：我们学诗，读诗就是要自己去思考，去欣赏，这样才能开拓我们的视野，形成自己的审美观。在授课过程中，要特别注意智育（课堂教学与语言知识的习得），德育（引导学生形成正确的审美观乃至人生观）和美育（去发现并欣赏和种文化中蕴含的美）的结合渗透。
“读后”(Post-reading)部分设计了两种练习。第一部分是针对文章的理解，检测学生对文章理解的程度。第二部分是学生去理解“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话，发现一种文化艺术形式中的内涵。这是对学生理解力和审美观的培养。
“口语”(Speaking)部分放在“阅读”(reading)部分之后，因为这一单元的学习一定要注重知识的承接，学了“阅读”(reading)后能更好的熟悉英语诗歌和诗人，流派，能“有话可说”，有助于表达自己对一种文化形式的看法和见解。本部分将通过“BRAINSTORM”回忆课文中学过的诗人。关于SB中的Speaking，在小组活动中，组织学生分组对有关诗歌的Topics, Periods, Human feelings等话题开展讨论。讨论时再次强调Useful Expressions的使用。而书中WB里的TALKING，讨论的是“现在诗歌是否依然流行还是已死亡”这个话题，可以将学生分成两组，设立裁判，让他们自由发言给出意见，最后由老师进行总结这种形式。通过“口语”(Speaking)部分，学生会在一定程度上将书本上的知识转化成自己的观点表达出来，既增加了他们对英语诗歌的理解又很好的锻炼了口语。
语言学习(Language Study)分词汇和语法两部分。词汇部分设计了一些题目来回顾复习文中出现的一些重点词汇和词组。在语法的讲解前，通过一个简单视频（儿歌）说明诗歌中的一种RHYME的压韵特点。本单元的语法项目是“过去分词作状语”的用法。在此要特别注意由于本单元是分词（包括现在分词和过去分词）用法的最后一个章节，需要对分词作一个总结和清理，因此需要将现在分词和过去分词用法共同点（如逻辑主语一致）及不同点（如现在分词常表主动，过去分词表被动）作一个罗列。当然简单罗列并不行，需要把最容易混淆的东西再过滤一遍，解释清楚。
学习技能(Integrating Skills)部分包括听、读、说、写三部份，有着一个很明显的结合，过渡，继承过程，相互渗透，讨论了一个有关如何带着感情去欣赏理解诗歌的问题。本部份先让学生听Keats和Wordsworth的两首诗作为引入，让学生朗读并谈感受。再转入课文，阅读简单的课文后有一个Assessment步骤，通过三个问题评估学生的理解能力。接下来是课文练习中的现代诗“Dust of snow”赏析，引导学生理解诗歌中的意境（IMAGE）并对诗歌中诗人情绪变化“changes of mood”作一个分解。至此，本单元对于学生能力的培养已到了一个更高的层次。在教学过程中，适当要求学生作朗读和背诵，加强互动，引导学生诵读诗歌时投入感情，注意语音语调的变化。在本课时最后一个环节中，让学生根椐一首现代诗写出其主题与意境（可参考使用英文名曲“Right here waiting”。
学习建议(Tips)部分向学生提供了如何找诗歌来朗读的一些建议，清楚明了，可以作为学生平时阅读的一个很实用有效的指导。
复习要点(Checkpoint)简要总结了本单元的语法重点——“过去分词作状语”的用法。最后一个问题引导学生对本单元所学的词汇作一次小结，以增强学生自主探索的学习能力。
课时安排
Teaching Plan for Unit 4 A garden of poems
1.Warming up&Listening
(1)Warming up
(2)Listening in SB
(3)Listening in WB
2.Post-reading
(1)Pre-reading
(2)Reading
3.Post-reading
(1)Reading
(2)Post-reading
(3)Extended reading
4.Speaking
(1)Warming up
(2)Speaking
(3)Talking in Work Book
5.Language Study
(1)Word Study
(2)Grammar
6.Integrating skills
(1)Reading
(2)Writing
(3)Checkpoint
教材重点和难点
1.重点单词
poem n.诗；韵文；诗体文
intention n.意图；目的；打算
recite vt.背诵；朗诵
pattern n.型；模式；方式
dialogue n.对话；（文学，戏剧，电影中的）对白
sort vt.将事物分类；整理 n.种类；类型
sadness n.悲哀；难过
grammar n.语法；语法学
glory n.光荣；荣誉；荣耀的事；壮丽
absence n.不在；缺席；缺乏
district n.地区；区域
atmosphere n.气氛；情绪；大气；大气层
introduction n.序言；介绍；引进
translate vt.翻译；用简单易懂的语言表达
translation n.翻译；译文
extraordinary adj.特别的；不平常的；惊人的
idiom n.习语；成语；语言习惯用法
apart adv.相隔；相距；除去；单独地
recommend vt.推荐；介绍；建议
contribute vi.作出贡献；捐献；投（稿） vt.贡献；提供；捐献；投稿
2.重点词组
put…together 把……结合成一整体；装配
play with 玩；玩耍；游戏
call up 召唤；使人想起；调动（力量，人员等）；（给……）打电话
stand out 突出；显眼；远远超过某人（物）
light up 照亮；使放光彩；点上（烟等）吸起来
come into being 出现；形成；产生
send for 使某人来到；要求将某物取来或送到
contribute to… 为……作贡献（或捐献）；有助于……；向……投稿
3.词汇拓展
poem (n.) → poetry (n.) → poet (n.)
absence (n.) →absent(adj.)
translate (vt.) →translation(n.)
contribute (vt.) → contribution(n.)
4.句型结构
1. Poetry also calls up all the colours, feelings, experiences and curious images of a dream world.
2. His sonnets, however, belong to the best English poetry.
3. Before the end of the century, there was another famous writer, John Milton. Once published, his work became famous for the absence of rhyme at the end of each line.
4. Greatly loved in China are the English Romantic poets.
5. They can help us to understand each other better, or as Mu Dan wrote:…
6. Quietly, we embrace in a world lit up by words.
7. If I see you next to never, how can I say forever
5、重点语法
本单元重点语法是“过去分词作状语”的用法。过去分词一般表示完成的和被动的动作，在句子中可以用作定语、表语、宾语补足语和状语，但不能单独构成谓语。本单元是过去分词分法的最后一章节，有必要将之前所学的内容（包括现在分词和过去分词用法）作归纳与总结，扫除最易混淆的几个盲点。
6、教学难点
(1) 如何循序渐进地引导学生去了解英语诗歌，懂得去欣赏发现诗歌中的美，在一定程度上学会去分析英语诗歌的韵律，意境及情境，最终明白“诗歌及文化是连接一门语言与另一门语言，一种文化与另一种文化的桥梁”这句话包含的道理。
(2) 分词用法的总结与难点解析。
(3) 帮助学生形成一定的审美观，学会用自己的角度去思考和发现西方文化的美感和人文色彩。
Unit 4 A Garden of Poems
The First Period Warming-up & Listening
Teaching Aims:
1.Talk about rhymes, songs, limericks and poems to raise the students’ interest in poetry.
2.Improveing the students’ listening ability.
3.Introduce some poems to the students.
Teaching Difficult points:
1.To teach the students how to grasp the detailed information to finish the listening task.
2.How to make every students active in this lesson.
Teaching Aids:
1.a computer
2.a projector
Teaching Procedures:
(Play the song “Ten little Indian boys”)
Step I Greetings and Lead in.
T: Good morning, everyone!
Ss: Good morning, Mrs/Mr …!
T: Sit down please. Just now we’ve enjoyed a song. Do you like it
Ss: Yes./(No)
T: Ok. This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let’s enjoy them now.
Step II Warming up.
1) Listen and read the rhyme
Good, better, best!
Never have it rest!
Till good is better!
And better, best!
2) Listen and read the limerick.
People laugh and people cry.
Some give up, some always try.
Some say hi while some say bye.
Others may forget you but never I.
Ok. Now please open your books and turn to page 25. Let’s enjoy two more limericks.
3)Read the limericks and ask “What is the pattern of each poem
Step III. Pre-listening
T:Mmm, it seems poems are really interesting. I’d like to know more about poetry.
But where can I find a certain poem Are poems put together in collections of poetry
Maybe these questions can help us.
Who wrote them
What are they about
When were they written
Step IV. While listening
In collections of poetry, poems are put together because they belong to the same group.
They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time.
1.Listen to the tape and list the name of the books on poems by different writers.
(Suggested answers: A Garden of Poems”
“1001 Songs or Poems in English”
2.Listen to the tape and list the the information of poems by a certain topic
Suggested answers: The topic can be human feeings (humour & love…)
“Poetry about Nature” (flowers, trees, plants & the old countryside)
“The Earth is Painted Green”
3.Poems by a certain period time
Suggested answers: “English Poem of the Early 17th Century”
“Poetry Between the World Wars”
4.OK, Since we learned some about poems. Now let’s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman.
Suggested answer: poem, collection, the World Wars , The countryside and nature
5.Listen to the tape again and answer the following questions.
1).What is the dialogue about
2)What kind of book is A Garden of Poems
3)Which period is meant when we say “between the World Wars”
4)How should you read a book such as 1001 Songs and Poems in English
5)Which topic for poetry does the student like
Step V. Post-listening
1.T: OK. What topic for poetry do you like
S: …….
T:Sometimes English poems can be read in a really interesting way. Now I’d like you to enjoy one of them.
(A rhyme
Pick an apple
Pick a pear
Pick a banana over there.
Let’s work and let’s play,
Picking apples every day.)
2.Listen and imitate.
Step VI. Listening on the workbook.
Good. I’m really interested in poems and I want to know why our ancestors invent poetry. Do you know the reason. If you don’t know, let’s look at the following questions.
1)Before the invention of writing, was there any other way but to remember important things
2)Were rhyme and rhythm very helpful when they are trying to remember things
3)Why did our ancestors invent poetry
4)What is the listening text about
Listen to the tape and find out the answers to the questions.
Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought.
(Collect the answers from the students.)
T: Yes. Before the invention of writing, there was no other way but to remember important things.
And rhyme and rhythm were very helpful when people are trying to remember things. That’s why our ancestors invented poetry.
Step VII. Listening and imitating.
T: OK. Poems are helpful to remember things. But what things can they help us remember Please listen to the following examples and find out some of the ways.
1.We can learn and remember important dates in history using rhyme. The rhyme most famous of these is: “In 1492, Columbus Sailed the Ocean Blue” to remember that it was in 1492 that Columbus discovered the Americas.
2.There are also short lines to remember how many days each month has. “30 days has September, April, June and November. The rest have 31. Fine! February 28 except when 29.”
3.We can even learn had spelling with words from a short poem. The words ‘receive’ sounds like ‘believe’. But the spelling is not the same. Listen to the following short poem, It is very useful to help students learn and remember how to spell some difficult words in English and it always works.
“I” before “E” except after “C” or when sounding like [ei] as in “neighbour” and “way”.
Suggested answers:
Rhyme 1 is useful to remember important dates in history. (to remember that it was in 1492 that Columbus discovered the Americas)
Rhyme 2 is useful to remember how many days each month has.
Rhyme 3 is useful to help students learn and remember how to spell some difficult words in English.
Rhymes and rhythms are helpful. Do you use poetry to remember things
Who sometimes still uses poetry to remember things today
(Collect answers then listen to the following.)
But people also need to remember practical things such as where to find good cages to sleep, where to find water that could be drunk or when to plant crops. We no longer need poetry to remember things. But it doesn’t mean we shouldn’t or coundn’t use it to help us remember things better.
So anyone who want to remember things better can still use poetry to remember things.
Step VIII. Post-listening
You’ve done a good job today. Let’s enjoy some more poems. And you are required to recite some of these poems. You can recite and many as possible. We will check the next period.
1)Women
If you kiss her, you are not a gentleman
If you don’t, you are not a man
If you praise her, she thinks you are lying
If you don’t, you are good for nothing
If you agree to all her likes, she is abusing
If you don’t, you are not understanding
If you make romance, you are an experienced man
If you don’t, you are half a man
If you visit her too open, she thinks it’s boring
If you don’t, she accuses you of double crossing
If you are well dressed, she says you are a playboy
If you don’t, you are a dull boy
….
“O Lord, tell me what to do. AMEN”
2)Always Have a Dream
Forget about the days when it’s been cloudy,
But don’t forget your hours in the sun.
Forget about the times you’ve been defeated,
But don’t forget the victories you’ve won.
Forget about the misfortunes you’ve encountered,
But don’t forget the times your luck has turned.
Forget about the days when you’ve been lonely,
But don’t forget the friendly smiles you’ve seen.
Forget about the plans that didn’t seem to work out right.
But don’t forget to always have a dream.
Step IX Homework.
Recite one or two poems and get ready for tomorrow’s lesson!
Teaching plan
For Unit 4 A Garden of Poems
The 2nd period
Reading (English Poetry)
Teaching Goals:
1. Learn about poets and poems of different countries.
2. The similarities and differences between the Chinese and English poets and poems.
3. Improve the student’s reading ability.
Teaching procedures:
Step1 Greeting & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)
T: Morning, boys & girls!
Ss: Morning, sir!
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world’s greatest poets. Can you name some famous poets
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布 on the screen)
T: Okay, let’s read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we’ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I’ll be the guide to show you around. Are you ready
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Q: 1. What are the differences between poetry and other forms of literature
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai Whose of Su Dongpo
(Give them 2 minutes to find the answers)
T: Well, let’s deal with the 2 questions.
A: 1. ① Poetry plays with sounds, words and grammar. ② Poetry is difficult to write, but interesting to read.③ Poetry calls up all the colors, feelings,experiences and curious images of a dream world.
2. ① William Wordsworth, George Gordon Byron & John Keats ② John Donne
Step 4 Careful-reading
Task 1. The main idea of each paragraph
T: Good job! How many paragraphs in the text (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph’s main idea.
(Then call some of them to give the main idea of the each paragraph)
Para. 1 The characters of poetry.
Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.
Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction
Para. 6 The introduction of English poetry to China.
Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
(After 3 minutes, check the answers)
Step 4 Post-reading
Task 1
T: Let’s turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3. B 4. D 5. C
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to
(Show the 5 sentences on the screen and call some of the students to answer)
Para. 1 That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.
Para. 3 Despite its short history,there is a lot of good poetry around.
------English poetry’s
Para. 4 The style and atmosphere in their poems has often…
------William Wordsworth,Byron,John Keats
Para. 5 Finally, modern poets have their special …in the language and images they use.
------modern poets
Para. 7 They can help us to understand each other better,…
------poems and literature
Step 5 Further-understanding
T: This lesson, we’ve learnt much of English poetry, it’s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem What are some differences
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).
(To make them understand what the word spirit means, give a example of the comparison between the original poem and its translation of the poem七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, “Quietly, we embrace In a world lit up by words.”.
Q: Can you use your own words to explain it
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that’s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea Who’d like to have a try
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem We need to know several simple principle, do you want to know what principles they are (Yes!) Well, let’s see a clip of video.
(After the end of the video, show the next slide)
T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.
Well, how about practice the short poem by the beautiful music (Sure!) I give you a model first.
Then I saw the Congo creeping through the black,
Cutting through the forest with a golden track.
Step 7 Discussion
T: It’s really amusing! At the end of this lesson, let’s have a discussion.
Topic: Are poems good for our life What can we get from poems
(After several minutes, let them to express their opinion)
Suggested answers: 1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here,we can make our life and the world more colorful!
Step 8 Homework
1. Read the text again to get a better understanding.
2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
Website
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www.robertfrost.org
Reference for Teaching
ON THE SEA
John Keats
It keeps eternal whisperings around
Desolate shores, and with its mighty swell
Gluts twice ten thousand Caverns, till the spell
Of Hecate leaves them their old shadowy sound.
Often 'tis in such gentle temper found,
That scarcely will the very smallest shell
Be mov'd for days from where it sometime fell,
When last the winds of Heaven were unbound.
Oh ye! who have your eye-balls vex'd and tir'd,
Feast them upon the wideness of the Sea;
Oh ye! who have your eye-balls vex'd and tir'd,
Feast them upon the wideness of the Sea;
Oh ye! whose ears are dinn'd with uproar rude,
Or fed too much with cloying melody -
Sit ye near some old Cavern's Mouth, and brood
Until ye start, as if the sea-nymphs quir'd!
A SOLDIER
Robert Frost
He is that fallen lance that lies as hurled,
That lies unlifted now, come dew, come rust,
But still lies pointed as it ploughed the dust.
If we who sight along it round the world,
See nothing worthy to have been its mark,
It is because like men we look too near,
Forgetting that as fitted to the sphere,
Our missiles always make too short an arc.
They fall, they rip the grass, they intersect
The curve of earth, and striking, break their own;
They make us cringe for metal-point on stone.
But this we know, the obstacle that checked
And tripped the body, shot the spirit on
Further than target ever showed or shone.
The Isles of Greece
George Gordon Byron
The isles of Greece! the isles of Greece!
Where burning Sappho loved and sung,
Where grew the arts of war and peace, --
Where Delos rose and Phoebus sprung!
Eternal summer gilds them yet,
But all, except their sun, is set.
The Scian and the Teian muse,
The hero's harp, the lover's lute,
Have found the fame your shores refuse;
Their place of birth alone is mute
To sounds which echo further west
Than your sires' "Islands of the Blest."
The mountains look on Marathon --
And Marathon looks on the sea;
And musing there an hour alone,
I dream'd that Greece might yet be free
For, standing on the Persians' grave,
I could not deem myself a slave.
哀希腊
拜伦
希腊群岛呵，美丽的希腊群岛！
火热的萨弗在这里唱过恋歌；
在这里，战争与和平的艺术并兴，
狄洛斯崛起，阿波罗跃出海面！
永恒的夏天还把海岛镀成金，
可是除了太阳，一切已经消沉。
开奥的缪斯，蒂奥的缪斯，
那英雄的竖琴，恋人的琵琶，
原在你的岸上博得了声誉，
而今在这发源地反倒喑哑；
呵，那歌声已远远向西流传，
远超过你祖先的“海岛乐园”。
起伏的山峦望着马拉松－
马拉松望着茫茫的海波；
我独自在那里冥想一刻钟，
梦想希腊仍旧自由而欢乐；
因为，当我在波斯墓上站立，
我不能想象自己是个奴隶。
Don Mclean – Vincent
Starry starry night
paint your palette blue and grey
look out on a summer's day
with eyes that know the darkness in my soul.
Shadows on the hills
sketch the trees and the daffodils
catch the breeze and the winter chills
in colors on the snowy linen land.
And now I understand what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
They would not listen
they did not know how
perhaps they'll listen now.
Starry starry night
flaming flo'rs that brightly blaze
swirling clouds in violet haze reflect in
Vincent's eyes of China blue.
Colors changing hue
morning fields of amber grain
weathered faces lined in pain
are smoothed beneath the artist's
loving hand.
And now I understand what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
perhaps they'll listen now.
For they could not love you
but still your love was true
and when no hope was left in sight on that starry
starry night.
You took your life as lovers often do;
But I could have told you Vincent
this world was never meant for one
as beautiful as you.
Starry starry night
portraits hung in empty halls
frameless heads on nameless walls
with eyes that watch the world and can't forget.
Like the stranger that you've met
the ragged men in ragged clothes
the silver thorn of bloddy rose
lie crushed and broken
on the virgin snow.
And now I think I know what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
They would not listen
they're not list'ning still
perhaps they never will.
繁星点点的夜晚
为你的调色盘涂上灰与蓝
你在那夏日向外远眺
用你那双能洞悉我灵魂的双眼
山丘上的阴影
描绘出树木与水仙的轮廓
捕捉微风与冬日的冷洌
以色彩呈现在雪白的画布上
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
繁星点点的夜晚
火红的花朵明艳耀眼
卷云在紫色的薄霭里飘浮
映照在文森湛蓝的瞳孔中
色彩变化万千
清晨里琥珀色的田野
满布风霜的脸孔刻画着痛苦
在艺术家充满爱的画笔下得到了抚慰
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
因为他们当时无法爱你
可是你的爱却依然真实
而当你眼中见不到任何希望
在那个繁星点点的夜晚
你像许多绝望的恋人般结束了自己的生命
我多么希望能有机会告诉你，文森
这个世界根本配不上
像你如此美好的一个人
繁星点点的夜晚
空旷的大厅里挂着一幅幅画像
无框的脸孔倚靠在无名的壁上
有着注视人世而无法忘怀的眼睛
就像你曾见过的陌生人
那些衣着褴褛、境遇堪怜的人
就像血红玫瑰上的银刺
饱受蹂躏之后静静躺在刚飘落的雪地上
如今我想我已明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
他们依然没有在倾听
或许他们永远也不会理解
Starry starry night
paint your palette blue and grey
look out on a summer's day
with eyes that know the darkness in my soul.
Shadows on the hills
sketch the trees and the daffodils
catch the breeze and the winter chills
in colors on the snowy linen land.
And now I understand what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
They would not listen
they did not know how
perhaps they'll listen now.
Starry starry night
flaming flo'rs that brightly blaze
swirling clouds in violet haze reflect in
Vincent's eyes of China blue.
Colors changing hue
morning fields of amber grain
weathered faces lined in pain
are smoothed beneath the artist's
loving hand.
And now I understand what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
perhaps they'll listen now.
For they could not love you
but still your love was true
and when no hope was left in sight on that starry
starry night.
You took your life
as lovers often do;
But I could have told you
Vincent
this world was never
meant for one
as beautiful as you.
Starry starry night
portraits hung in empty halls
frameless heads on nameless walls
with eyes
that watch the world and can't forget.
Like the stranger that you've met
the ragged men in ragged clothes
the silver thorn of bloddy rose
lie crushed and broken
on the virgin snow.
And now I think I know what you tried to say to me
how you suffered for your sanity
how you tried to set them free.
They would not listen
they're not
list'ning still
perhaps they never will.
繁星点点的夜晚
为你的调色盘涂上灰与蓝
你在那夏日向外远眺
用你那双能洞悉我灵魂的双眼
山丘上的阴影
描绘出树木与水仙的轮廓
捕捉微风与冬日的冷洌
以色彩呈现在雪白的画布上
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
繁星点点的夜晚
火红的花朵明艳耀眼
卷云在紫色的薄霭里飘浮
映照在文森湛蓝的瞳孔中
色彩变化万千
清晨里琥珀色的田野
满布风霜的脸孔刻画着痛苦
在艺术家充满爱的画笔下得到了抚慰
如今我才明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
那时他们不知道该如何倾听
或许他们现在会愿意听
因为他们当时无法爱你
可是你的爱却依然真实
而当你眼中见不到任何希望
在那个繁星点点的夜晚
你像许多绝望的恋人般结束了自己的生命
我多么希望能有机会告诉你，文森
这个世界根本配不上
像你如此美好的一个人
繁星点点的夜晚
空旷的大厅里挂着一幅幅画像
无框的脸孔倚靠在无名的壁上
有着注视人世而无法忘怀的眼睛
就像你曾见过的陌生人
那些衣着褴褛、境遇堪怜的人
就像血红玫瑰上的银刺
饱受蹂躏之后静静躺在刚飘落的雪地上
如今我想我已明白你想对我说的是什么
你为自己的清醒承受了多少的苦痛
你多么努力的想让它们得到解脱
但是人们却拒绝理会
他们依然没有在倾听
或许他们永远也不会理解
Teaching plan For Unit 4 A Garden of Poems
The 3rd period Speaking
Teaching aims:
1. Talking about poems to raise the ss’interest in poems.
2. Making dialogue to improve the ss’speaking ability.
Teaching procedures:
Step1 Greeting & Lead-in
(At the beginning of the class, show the ss a poem----twinkle,twinkle little star）
T：Just now, we enjoined a bit interesting poem. How do you feel about the poem (ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems!
Step 2 Warming-up
T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way
(Welcome some ss to perform and give some claps; if possible show them some flash for the poems)
Step 3 Speaking
1. T: It seems that you have mastered Chinese poems well.
T: 1) Do you all like the poems written by Li Bai or Du Fu
2) Whose style do you like best /Which poet do you like best
So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems.
2. T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and explain why you would /would not like to read a poem like that. You can repeat the exercise a few times.
3. T: When you are practising with your partner, do remember to use
the useful expressions listed in your book.
Step 4 Talking
T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don’t like them, for they think they are too sensitive. So some people are worried about their disappearing.
T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so.
------Poetry is dead! There are few people who read poetry in their free time. Who cares However, some people do care. They think it is important to stop poetry disappearing from culture life.
One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗).
Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry.
T: So having read this short passage, what’s your point of view about the destiny(命运) of the poetry？
T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 ss a group) and last let’s share your ideas. And the monitor will be the judge to host the discussion.
T: Monitor, you please! You may open the discussion like this: I’m honored to host the discussion. What’s the future of the poetry We don’t know, but maybe after the discussion we can have a clear understanding of poetry. Now let’s open our ears to their talking. Side A, you first……
(Then the monitor comes to host the discussion)
T: A really hot discussion. No matter how bad people’s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life!
Step 5 HK
T: You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea.
Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not.
THE END
The Fourth Period Word Study and Grammar
Teaching aims:
1.Learn and master the Past Participle used as adverbial.
2.Compare the differences between the Present Participle and the Past Participle used as adverbial.
Teaching Procedures:
Step 1 Song
Ask the students to watch the VCD programme and learn to sing the song AN APPLE A DAY.
An apple a day ,
Keeps the doctor away.
An apple a day,
Keeps the doctor away.
A-P-P-L-E, “apple”
Then ask the students to look at the words from the song---“day, away”.
T: What do these two words have in common
S: They end with the same vowel---/ei/.
T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme
S: Horse and mouse, school and fool…
Now look at Part 2. Please read them and match the words that rhyme.
Suggested answers:
mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile embrace-base
Step 2 Word study
T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we’ll check the answers:
Suggested answers:
1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put)
Step 3 Grammar
Show the two sentences on the screen.
The past participle used as adverbial.1.Once published, his work became famous for the absence of rhyme at the end of each line.2. No matter how well translated, something of the spirit of the original work is lost.
T: Look at the two sentences on the screen, who can tell us their Chinese meanings.
1.一经出版，他的作品就因不押韵而著名。
2．即使翻译得再好，一经翻译，原作的一些精华就没有了。
T: Can you think of another way to express these ideas
Suggested answers:
1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line.
2. No matter how well it is translated, something of the spirit of the original work is lost.
T: From the sentences we’ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box
Suggested answers:
1. Frightened 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot
Step 4 Practice
Show the sentences on the screen.
1. The castle , burned down in 1943, was never built.2. If left alone on a deserted island, what would you do to survive
T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions.
Suggested answers;
1.In the first sentence the past participle phrase “ burned down in 1943” is used as attribute, modifying the noun “castle”. The meaning of the whole sentence is:1943年被夷为平地的那座城堡，再也没有重建。
2. In the second sentence, “ left alone on a deserted island” is used as adverbial, expressing condition. The meaning of the whole sentence is: “如果你流落到一个荒凉的岛上，为了生存下去，你会怎么办呢？
Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups.
Suggested answers:
1. AT 2. AD 3. AD 4. AT
Step 5 Consolidation
T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.
Suggested answers:
1. When he was asked what had happened, he told us about it.
2. As he was well known for his expert advice, he received many invitations to give lectures,
3. If we were given more time, we would be able to do the work much better.
4. Once it was translated into Chinese, the book became very popular among Chinese teenagers.
5. As she was deeply interested in medicine, she decided to become a doctor.
6. Though she was left alone at home, Sam did not feel afraid at all.
Step 6 Comparison
Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial.
A. When crossing the street, you must be careful.
B. Followed by many students, the teacher came in.
T: Well done, so far we have finished learning the present and past participle used as adverbial. Let’s have a revision and make a comparison.
1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.
分词作状语时,其逻辑主语是句子的主语.如:
正确:Looking from the top of the hill, we can see the whole town..
错误:Being an orphan, the villagers take good care of the child.
正确:Seen from the hill, our school looks more beautiful.
错误:Seeing from the hill, our school looks more beautiful.
2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表”主动”和 “进行”;过去分词的一般式常表 “被动”和 “完成”.
式 语态 及物动词make的主动语态 及物动词make的被动语态 不及物动词rise
现在分词 一般式 making being made rising
完成式 having made having been made having risen
过去分词 made risen
3.易混淆点:
a.分词作伴随状语时,若表”正在被……” 的概念,常用过去分词,而不用现在分词的被动式.
Followed by some officials, Napoleon inspected his army.
b.现在分词的完成被动式和过去分词两者都可表示 “完成”和 “被动”,但前者更加强调分词动作明显先于谓语动作;而后者的时间性不强.
Having been told to stay in Beijing, the boy decided not to return to his village.
Step 7 Practice
“分词”专项能力训练题
单项填空
1. What’s the language _______ in Germany
A. speaking B. spoken C. be spoken D. to speak
2. He had his leg ________ in the match yesterday
A. to break B. broken C. break D. breaking
3. It was so cold that he kept the fire _______ all night.
A. to burn B. burn C. burning D. burned
4. She’s upstairs _________ letters.
A. writes B. is writing C. write D. writing
5. “ Can’t you read ” Mary said ________ to the notice.
A. angrily pointing B. and point angrily
C. angrily pointed D. and angrily pointing
6. The lecture was so _________ that they were all _________.
A. inspiring: exciting B. inspiring; excited
C. inspired; excited D. inspired; exciting
7. The wheat fields are irrigated by water _______ from a pond through bamboo pipes.
A. bring B. brings C. brought D. bringing
8. This is one of the books ________ by him now.
A. to be written B. being written
C. having been written D. is been written
9. The book ________ belongs to me.
A. which lying on the table B. lying on the table
C. is on the table D. lay on the table
10. The poor boy looked to the right and to the left, _______ where to go.
A. not knowing B. not to know C. didn’t know D. not being known
11. _________ anything about the accident, he went to work as usual.
A. Not known B. Known not C. Knowing not D. Not Knowing
12. This news sounds _________.
A. encouraging B. encouraged C. encourage D. to encourage
13. _________, the subject belongs to biology.
A. Strictly spoken B. Spoken strictly
C. Strictly speaking D. Speaking strictly
14. __________, the players tried their best to win the game for their country.
A. Greatly encouraged B. Having greatly encouraged
C. To be greatly encouraged D. Greatly encouraged
15. ________ that mistake once, I shall not make the same mistake again.
A. Made B. To make C. Making D. Having made
16. --- Will you go to the party
---Of course I will _________.
A. if invited B. if having invited
C. if I was invited D. if I will be invited
17. _________ a child, Elizabeth enjoyed studying art and music.
A. She was B. When was C. When being D. Being
18. The bridge _________ now over the Changjiang River will be completed at the end of this year.
A. built B. is being built C. being built D. to be built
19. _________ that there was an accident ahead, the bus driver changed course.
A. Warning B. Having warned C. To be warned D. Having been warned
20. The visiting Minister expressed his satisfaction with the talks, ________ that ha had enjoyed his stay here.
A. having added B. to add C. adding D. added
Suggested answers:
1---5 B B C D A 6---10 B C B B A 11---15 D A C A D 16---20 A D C D C
Homework
Finish the word study and grammar part on the workbook.
The 5th Period Integrating Skills
A Lesson Plan for Songs and Poems
Goals/objectives:
Students will:
1. Learn to read poems aloud with expression.
2. Learn to enjoy simple poems and interpret basic elements of poetry.
3. Practice listening actively
Time required
40 minutes
Step One
Warming-up
Play two recordings of the poems by Keats and Wordsworth as students listen; direct their attention to the rhythm, the rhyme and the sounds of the words. Guide them to forget about difficult words by getting the students to quickly go through the penultimate paragraph of the text. Highlight the sentence:
“Poetry uses many difficult words and idioms, but the best thing is to just forget about them.”
Brainstorm some of their understanding of the rhyming of poetry by letting them giving examples of rhyming words.
e.g.
Get them to practice reading aloud these couples of rhyming words for a little while and then ask several to demonstrate.
Ask for their favorite Chinese poems and when and how they read poems.
Also ask them if they sometimes read by the light of the candle and if reading poems is kind of romantic etc.
Ask them to compare singing songs to reading poems.
Step Two
Pre-reading
After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask “Are the song words also a kind of poem lines ” They may think of the fact that in ancient times poems were sung.
Step Three
While-reading
Invite students to list unfamiliar words that they noticed in the passage.
e.g. avoid, recite, extraordinary
Step Four
Post-reading
Assess students understanding by asking their a few questions:
e.g.
1. When does the writer sing songs
2. When did the writer begin to touch on poetry
3. When does the writer read Keats and when Wordsworth
Step Five
Exercise I
Briefly introduce "Dust of Snow" by Robert Frost.
Listening and reading aloud
Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression.
Discussion
Discuss how many characters are involved in the poem.
(There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.)
Possible answers include:
Two (a crow and a person),
Four ( a crow, a person, a tree a heart)
Analysis
Guide them to notice the line "A change of mood".
Ask them a few questions
1. his mood has changed, from what mood to what mood
2. What happens to bring about the change
Appreciation
Brainstorm about how students feel at the beginning of the poem.
Answers may vary:
The Crow may let some of them think of bad luck.
The Crow above the writer’s head may let some of them think of a lonely place.
Practice
Get students to read the poem aloud again and have some of them to recite the poem in class.
Step Six
Exercise II
Let students take out their exercise books. Do exercise 2 on Page 32 with the poem as "right here waiting".
Homework:
1. Draw a couple of comic strips according to the imagery of Dust of Snow
2. Finish the workbook passage "The Birth of Modern Poetry" by yourself.
time --- rhyme
death --- breath
days --- ways
cry --- sky
rove --- love
green --- seen
PAGE
5Unit 5 The British Isles
Teaching Aims:
1. Talk about the UK and Ireland.
2. Attention to listening and speaking.
Teaching Important Points:
1. Improve the students’ listening ability.
2. Master the expressions for agreement and disagreement.
Teaching Difficult Points:
1. Improve the students’ listening ability.
2. How to express agreement and disagreement.
Teaching Procedures:
Step 1 Warming up
1. Answer the questions about the UK.(Answers 见教参104页)
2. Discussion
Work in groups having a discussion and try to find out as much as you can about the geography, history, culture, famous people, building and other things in the UK.
Step 2 Listening
Listen to the listening materials and try to finish the listening practice within the limited time.
Step 3 speaking
Now let’s move to the next part, speaking. Get the Ss to know how to express their agreement and disagreement.
Language points:
Listening
1. The conversation workshop(研讨会，研习班) is taught on Wednesday afternoon.
2. Try to reach agreement on the main points.
1 reach agreement on sth .“在某方面取得一致意见，达成协议”
E.g. The two countries didn’t reach agreement on disarmament of nuclear weapons.
2 reach an agreement on sth. 在某方面达成协议
E.g. China reaches an agreement on anti-terrorism with the fire countries in the Middle Asia.
3. They think it’s just a matter of looking…
E.g. It’s just a matter of time before Taiwan and mainland unite.
⒋ The Group of Eight consists of the eight richest countries in the world.
Consist of(不用进行时态)，由…组成/构成，同义词为：be made up of, be composed of
E g. The class consists of 48 students =The class is made up of /is composed of 54 students.
Consist in存在，存在于，在于
E g. Happiness consists in contentment. (知足常乐)
Consist with一致，符合
E.g. Theory should consist with practice.
⒌ …island countries have better chances of becoming powerful.
Chance（可能性）+of sth./doing sth; to do sth; that clause
E.g. ① Do we have any chances of winning the game
3 There’s a faint chance that you’ll find him at home.
⒍ Do island nations have advantages over other countries
1 A have an advantage over B A优于或胜于B, A比B有优势
E g. In ancient movie, Jackie Chan has an obvious advantage over others.
2 have the advantage of sth. 有某种优势（优点）
eg. I have the advantage of a first-class education.
3 take advantage of 乘机利用某事物
eg. You ought to take advantage of English programs on TV.
The Second Period
Teaching Aims:
⒈ Get the Ss to know about the British Isles.
⒉ Learn the main languages points of the text.
Teaching Important Points:
⒈ Train the students’ reading ability and develop their reading skills.
Teaching Difficult Points:
⒈ Master the following sentence pattern:
⑴ A is in /on /to the north/east…of B
⑵ be of great value
⒉ Understand the following sentences:
⑴ The idea that England stands for Fish and chips, the Speaker’s Corner and the Tower of London is past.
⑵ The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many.
Teaching Procedures:
Step 1 Revision and warm up
Ask the questions about the British’s Isles:
What do you know about the United Kingdom
How many countries make up the British Isles
What do you know about Ireland
Step 2 Fast reading
Now read the text as fast as possible and try to decide whether the following statements are true or not.
⒈ The British Isles is made of 3 parts.
⒉ The British Isles lies off the west of Europe.
⒊ The English Channel is only 20 miles wide.
⒋ The British Isles is surrounded by the Atlantic Ocean to the British Isles.
⒌ There’s much rain in the British Isles.
⒍ Ireland is part of the United Kingdom.
⒎ There’s 6 languages that’re considered to be native to the British Isles.
Step 3 Careful reading
Read the text carefully and try to sum up the main idea of each paragraph.
Para 1 General idea about England.
Para 2 Position of the British Isles.
Para 3 The climate of the British Isles.
Para 4 The culture of the people in the British Isles.
Para 5 The language spoken in Great Britain and Ireland.
Para 6 The history of the United Kingdom.
Para 7 The languages spoken throughout the British Isles.
Step 4 Post-reading
Since the Ss have read the text, now get them to finish Exercise 1&2 within the limited time答案见教参110页
Step 5 Consolidation:
Language points:
⒈ The idea that England stands for Fish&Chips, Speaker’s corner, Big Ben and the Tower of London is past.
⑴that引导的是一个同位语从句，用于说明idea的内容 。同位语从句常用于说明idea, news, hope, wish,fact,suggestion等抽象名词的具体内容，连词that 没有词义，不充当句子成份，但不可省略 。
E.g. The news that team has won the game is exciting.
⑵stand for
a. 代表，象征，意味着
E.g. WTO stands for World Health Organization.
b.赞同，支持，主张
e.g. What principles do you stand for
⒉ …their view of British culture is sometimes narrow.
narrow 狭窄的，狭隘的，险胜的
A narrow river/steet a narrow idea about relics a narrow escape(九死一生)
⒊ The fact that the mainland of Great Britain is made up of three countries is still unknown to many.
⑴ be made up of =consist of 由…组成
E.g. The group is made up of five members. = The group consists of five members.
⑵ be unknown to sb.不为人所知道
E.g. The cause of the delay is still unknown to us.
⒋ …there has been a growing movement to make the most of its cultural diversity—to see it as it really is, a nation of different countries held together by a common language and culture.
⑴make the most of充分利用，也可以说make the best of
E.g. He wished to make the most of his chance.
⑵ diversity 多种多样，多样性
E.g. a wide diversity of opinions看法上的众说纷纭
Mary has a great diversity of hobbies such as stamp collecting, travelling.
⑶as it is 以现在的样子，根据下面的情况看
E.g. I’ll send it to you as it is, (我就照现在的样子卖给你，) but don’t complain, if it doesn’t work.
⑷ hold together 使不分开或团结一致
E.g. The needs of the children held their marriage together.
⒌ The largest island is called Britain, which is separated from France by the English Channel, which at one point is only 20 miles wide.
⑴separate A from B 把A与B分隔开，指把混在一起的或连在一快的分开
E.g. She separated the good apples from the bad ones.
Divide …into 指把整体分成部分
E.g. A year is divided into twelve months.
⑵at one point在某一地点；一度
E.g. A traffic accident happened at one point yesterday.
At one point, he was very weak.
⒍ In general, Scotland is colder throughout the year, and receives more rain.
⑴ in general总的说来，大体上，通常
E.g. In general, people like her.
⑵ throughout the year 整年，一年到头throughout 贯穿，介词
E.g. He worked hard throughout the year to support his family.
⑶ receive 动词，收到，接到
⒎ In the summer months the difference in temperature between London and north can be as much as nine degree.
英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 “雨（水）量”，时间 ，金钱，重量，钱数，价格等方面。表示 “总量”和“单位量”的大小，as many as用于人或物的具体数量前，as much as从总的角度出发，侧重于“总量”，as many as从个体出发，侧重于具体数目。
E.g. The rain is plentiful, often as much as seventy inches every year.
At the job, she could earn as many as eighty dollars every week.
The civil war in that country lasted as much as eighty 16 years.
We must learn as many as 300 English words.
The kind of English built as many as 50 pyramids.
As far as 远到；尽…程度
E.g. They walked as far as the seaside.
Don’t worry. I’ll help you as far as I can.
As long as 长达；只要
She spends as long as three hours on English study every day.
⒏ The culture of the people in the British Isles was influenced by the culture of the people on the European mainland.
Influence 指不易察觉到的，潜移默化的影响
E.g. Probably we influenced each other.
Affect表示使“变化，对…产生不良影响”，着重“影响”动作。
Influence 影响力，支配力
E.g. Parents have a great influence on Children.
⒐ ……Their languages formed the basis for English.
⑴ Form the basis for 构成/形成…的基础
E.g. This idea formed the basis for Theory of Relativity.
⑵ 为…⑶打下基础，lay foundations for
E.g. Four –year college life laid solid basis for his further improvement.
⑶provide a basis for 为…⑶提供依据
E.g. The result provided a sound basis for further research.
⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.
End up with以…结束，通常是 最后接受某东西，其意思为receive sth.in the end
E.g. We ended the supper up with fruit and coffee.
⒒ …but it was not only 250 years later that they formed a single state.
是一个强调句，有原句They didn’t formed a single state until 250 years later变化而来，此类句子需强调状语until时候，应将否定句not… 与状语until…一起作为强调部分，构成it was not until… that …的巨型
eg. It was not until 1969 that man set his first step on the moon.
原句：Man didn’t set his first step on the moon until 1969.
⒓…While the southern part of England was only part of the UK for some time…
⒔ There are six spoken languages that’re considered to be native to the British Isles as well as two local accents.
⑴ be considered to be 是（consider sth/sb.to be+形容词或名词）的被动式，
E.g. We considered this (to be) very important.
⑵ be native to本土的，本国的，土生的
E.g. Panda is native to China.
⒂ They realise that it is of great value to record and teach them to the younger generation.
Be of great value=be very valuable非常有价值的，可用于此巨型的词有：use ,help,importance,help etc.
E.g. We consider their works of be of great value.
The invention is of great value. =The invention is very useful.
Period 3 Grammar Noun Clauses
名词性从句介绍
名词性从句包括：主语从句，表语从句，同位语从句，多由连词that, wh-疑问词或由what,whatever等关系代词引导。
⒈ 主语从句
⑴ 主语从句在句子中充当主语，句子的谓语动词用第三人称单数。
E.g. Why he refused to work with you is still a mystery.
Whatever comes is welcome.
⑵ 主语从句前的that不能省略，仅起连接作用，有时候为保持句子平衡，that从句后置，而由it作形式主语。
E.g. That he became a lawyer may have been due to his mother’s influence.
It is not true that he has moved to New York.
⒉ 宾语从句在句子中充当宾语
E.g. I don’t know where the sound came from.
Don’t be satisfied with what you have achieved.
⒊ 当从句放在系动词be, look, remain, seem等后构成表语从句。
E.g. The trouble is that I have lost his address.
It seemed that the night would never end.
⒋ 同位语从句
⑴同位语从句是对与之同位的名词中心词作进一步解释，能接同位语从句的常见名词有：idea,fact,news,belief,hope,evidence,opinion,problem,truth,proposal,theory,decision.discovery.problem,thought.understanding等。
E.g. The fact that we talked about is very important.(定语从句)
The fact that he succeed in the experiment pleased everybody.(同位语从句)
⒌ whether与if 在名词性从句中的用法区别
if 一般 指用于引导从句，而whether可引导包括宾语从句在内的其他名词性从句。
⑴连词whether引导主语从句，表语从句时不能用if来替换。
Whether he will attend the meeting is uncertain.
The question is whether he will come.
⑵宾语从句中，whether常与or not搭配，也可以说 whether or not, 而不说if or not.
E.g. I don’t care whether or not she will attend the meeting.
⑶whether也可用在介词 后，或带to 不定式前，if or not.
E.g. She doesn’t know whether to get married now or wait.
I haven’t settled the question of whether I’ll go back home.
⑷ 某些动词后面（如discuss）只能用whether, 不用if .
E.g. We discussed whether we should go on climbing.
二．主语从句高考考点]
在句中做主语的从句叫主语从句，是一种 重要的名词性从句。
⒈由what等连词引导的从句
在主语从句 中，what=the thing(s) that, 它本身在从句中充当成份，或是主语，或是表语，或是宾语，其含义为“所做/说/想的”。
E.g. What you have done might do harm to other people.
⒉ 由that 引导的主语从句
that在主语从句中不充当具体的句子成份，也无实义，只起连接作用，而且当它在句首时候，不能省略。
E.g.It worried her a bit that her hair was turning grey.
That you don’t like him is none of my business.
⒊ 由whether,if等引导的主语从句,句首用Whether
E.g. Whether we’ll go camping tomorrow depends on the weather.
⒋ 由whoever. whatever等引导的主语从句
whoever=the person who或anyone who.who 也可以引导主语从句，但只能表示“谁”
E.g. Who will win is not important.
E.g. Whoever leaves the room last ought to turn off the lights.
Anyone 与the person皆不能引导从句。
⒌ 由it 作形式主语引起的主语 从句
that从句做主语时候，常用it做形式主语，而把that引导的主语从句放到句后。在下列情况下使用形式主语it，将主语从句放在句尾。
⑴位于是seem，appear，be（im）possible，be a pity，be a wonder，be likely等。
E.g. It seemed certain that this would win the prize.
It appeared that he was right.
⑵在It is known…; It is said…;It is hoped…; It is believed…等句型中。
E.g. It is still a question when we shall have our sports meet.
It doesn’t matter what you say.
注意：有时候在“It is necessary(important. suggested等)＋that从句”结构中, that从句常用”should+动词原形” 形式来表示虚拟语气, 其中should常可省去.
E.g. It is necessary that a college student should master at least a foreign language.
Period 4
Teaching Aims:
⒈ Enable the Ss to learn how to describe a place in its landscape, culture, relics, the people, their life, economy and etc.
⒉ More practice at Noun Clauses.
Teaching Important Points:
⒈ Learn to describe the countryside, the cities, the people and their life by reading the passage.
Teaching Difficult Points:
⒉Improve the students’ integrating skills—reading skills and writing skills:
Teaching Procedures:
Step 1 Reading
Get the students to read the passage quickly and ask some questions about it.
⒈ What can be seen across the fields of Salisbury
Sheep can be seen everywhere.
⒉ What’s the cathedral famous for
The cathedral is famous for the height of its tower. It’s 404 feet high. Daniel Defoe thinks the tower is the highest and the most handsome in England.
⒊ How many important kinds of produce and trade are there in the city of Salisbury What are they
There’re two important kinds of produce and trade in Salisbury. They’re making cloth and sheets called Salisbury whites.
⒋ How about the hills and fields there
The hill and fields are most beautiful with many small and clear rivers and rich fields bearing fruit and grain.
⒌ Say something about the hills of Salisbury(The last paragraph)
Step 2 Retelling
Get the students to read the text once again and have them retell the text.
Step 3 Language points:
⒈ …the great number of them is very wonderful.
The number of +复数名词(谓语动词用单数) a number of + 复数名词(谓语动词用复数)
E.g. A number of students were studying in the reading-room.
⒉ All around the city of Salisbury, as far as twenty-two miles to the west, and six miles south, down to the coast, farmers raise sheep.(此句中farmers raise sheep是句子的主干,前面均是表示方位, 距离的短语做状语. 其中south前面省略to the .由于coast是地势较低处,所以用down to the coast.
⒊ There could be as many as six hundred thousand sheep fed within six miles of Salisbury, measuring every way round and the town in the centre.
⑴句中fed within six miles of Salisbury是一个过去分词短语修饰sheep，measuring…是一个V-ing短语，修饰six miles of Salisbury。
⒋ The cathedral is famous for the height of its tower, which is without doubt the highest and the most handsome in England, being from the ground 410 feet.
⑴without doubt=certainly无疑地；确定地
e.g. Without doubt, our team will win the game.
⑵ being from the ground 404 feet在此句中做状语，用语说明tower的高度。
⒌ Neither of them is very big, but they become a larger river when joined together, and yet larger when joined by a third river.
⑴ a third river又一条河流，不定冠词a 用在序数词之前，表示“再一， 又一”。
Eg. You can have a second try if you fail the first time.
⑵Neither of the books is interesting.(这２本书都没意思。)表示“两者都”，用both of＋复数名词，表复数概念。
E.g. Both of you have to go there.
⒍ …, which employ the poor of a great part of the country round—namely, making cloth and sheets,
namely 副词，即，就是，用以补充或具体说明前面已提到的事物
e.g. Two boys are late for school today—namely, Tom and Jim.
⒎ …with many small and clear rivers, and rich fields bearing fruit and grain.
⑴bearing fruit and grain做宾语补足语，bear“结果实”，产生，长出
e.g. The tree is bearing a lot of apples this year.
⑵ with +宾语＋v－ing，在此做状语。
E.g. With you standing here, we can’t work.
⒏ …, village and houses, and among them(指代houses) many（后省略了are） of good size.
Of good size= have good size
E.g. The cellphone is of great high quality.
=The cellphone has high quality.
Page 8 of 9Unit 9 Saving the earth
本单元的中心话题为“拯救地球”，通过课堂导入引出水污染、空气污染、环境破坏，乱砍乱伐树木等环境问题，围绕这一主题，结合听、说、读、写的训练达到熟悉话题表述，语言熟练应用，能运用所学知识就环境问题展开讨论，在口头上和笔头上阐述自己的观点，达到语言输出的目的。
“热身”（Warming up）部分，运用图片导入法，通过对所展示图片的讨论，引出环境保护、拯救地球的主题，初步了解学生对现状、原因、解决办法的掌握程度，并通过提问了解学生对本单元学习内容、学习策略、学习途径的愿望，以便教师及时调整其后课堂教学的内容、难度、和深度的把握。
“听力”训练由两大部分组成，分别安排在“听力”（Listening）和“综合技能”（Integrating Skills）两个部分。前者又由两部分组成，第一部分为纪念“世界地球日”活动上的讲话，阐述了保护水资源的必要性和紧迫性。第二部分围绕保护水资源的主题，介绍了如何保护水资源的具体措施；后者，作为综合语言运用部分，听力内容主要为其后的写作作为铺垫，除了敏锐捕捉语言信息以外，学生还需要了解发言稿的开篇、论证、以及结束。
“阅读”（Reading）着重介绍世界地球峰会的由来，详细描述了2002年南非约翰内斯堡地球峰会的召开情况，展示了“可持续发展”这一主题，会上大多数代表所涉及的“世界三大杀手（被污染了的饮用水、简陋的卫生设备和空气污染，以及贫困、战争、和暴乱，指出世界的顺利发展，取决于各国的和平相处、互相合作、互相促进、共同进步，最后文章还阐述了世界地球峰会的作用和意义。
“语言学习”（Language Study）要求学生利用构词法的知识，灵活运用词形变化进行正确运用，在第二部分要求学生正确辨别－ly结尾词的词性。
“语法”（Grammar）通过对倒装形式的总结，全面了解倒装的具体结构和应用，结合句型转换和选词填空练习，帮助学生掌握这一语法现象。
“综合技能”（Integrating skills）采用高一课本中未曾出现过的展示方式，选用听力方式展示写作模式，通过口头讨论等方式，巩固学生对本单元知识的掌握，从而有效地指导学生进行写作练习， 并通过Unit 2中的checklist对所写的书面表达进行修改。
Period 1 Warming up, listening and Speaking
Time: December 13,2004
I. Goals:
1. To make Ss know pollution and present situation throughout the
world and encourage them to find solutions to this problem.
2. To encourage Ss to activate the relevant vocabulary.
3. To develop Ss' speaking by practicing supporting an opinion.
II. Teaching procedures
Step 1 Warming up
1. Greetings
2. Talk about the pictures Present the students a series of pictures to assure them how serious the pollution is
and ask them some questions about these pictures.
Q1: What can you see in these pictures How does it happen
Q2: What causes the problem
Q3: What are the biggest problems facing the earth Why do you think so
Q4: Have you ever done something bad to the environment
Q5: Can you give me more examples that happened in people's daily life and is bad
for the environment
Step 2 Listening
1. Lead in
More and more people are realizing the damage that is being done the environment and learning more and more harm that the environment is doing to our human inhabit. People are celebrating International Earth Day, when varieties of activities are held so that more people will be involved in environment protection.
2. While-listening
Listen to Part 1 and answer the questions.
1) Why is she giving this speech
2) What does she think the most serious problem is
3) What does she say that we should do about it
4) What do you think she will say next
Listen to Part 2 and fill in the blanks with what Ss hear.
Argument 1: We should _____________. We must _________________________.We should _______________________.If we _______, we ________________. Argument 2; _______________________Problem: _______________________Solutions: _______________________
3. Post-listening
Pair work: Infer what the speaker will say next, list like the above one and share the speech with the partner and the class.
Group work: Discuss with group members about the measures that we may take to protect air, forest; animals; grassland.
Ask Ss to deliver their speech on environment protection.
Step 3 Speaking
1. Talking about what Ss can see in the picture.
Q1: What is being piled in the picture 1
Q2: What can coal be used for
Q3: What is being giving off from the workshop
Q4: What is being polluted
Every coin has two sides. It is true with coal, which is a valuable resource that can be used to produce energy, but it can also cause serious pollution.
2. Group work: A debate Coal is/isn’t a valuable resource.
pros cons
A businessman An environmentalist
A scientist A local citizen
A local leader
… …
Period 2 Reading Welcome to the Earth Summit
Time: December 14 & 15, 2004
I. Goals:
1.To promote the students' understanding of the text
2. To get the students to grasp the detailed information of the text
3. To enable the students to master some words and expressions
4. To improve the students' reading ability
II. Teaching procedures
Step 1 Warming up
Ask the students some questions connected with pollution
Q1: Did you use to go swimming in a river when you were young
What about the children today Why not
Q2: Do you use one-off chopsticks while having fast food
Q3: How do you deal with the plastic bags
Q4: What do you think of the air today
Q5: What do you think of the relationship between economy development and
pollution
Step 2 Pre-reading
1. Discussion
Read the title and discuss in pairs what problems will be discussed at the summit.
(As the title states, problems related to the earth will be discussed at the summit, like air, water, forest, desert, grassland, etc)
2. Prediction
Group work: Fill in the chart with what Ss predict about what each part of the text will be about.
Introduction
Body
Conclusion
3. Problem-solving
Go through the whole passage and compare whose guess is the closest to the content of the passage.
4. Find the answers to these two questions.
Q1: When and where was the Earth Summit held
(In 2002 in Johannesburg in South Africa.)
Q2: Which Chinese officer attended the meeting What did he say
(Premier Zhu Rongji; Stressed the need for quality and fairness in the world. )
Step 3 While-reading
1. Individual work
Get the students to read the text carefully and ask some students to answer the following questions in their own words.
Q1: What was the meeting held in 1972 about
Q2: What's the main theme of the Earth Summit
Q3: Do you know the 'big three’ What are they
Q4: Where do you think usually has 'the big three' Why
Q5: What does global development mean nowadays What should developed
countries actually do
Q6: What's the use of conferences like the Earth Summit
Q7: What's the key to the future As a student, what should you do
2. Reading for information
Introduction Name The Earth Summit
When In 2002
Where Johannesburg, south Africa
Theme Sustainable developmentHow to continue developing the world without damaging the environment
Body The “big three” Contaminated drinking water; 20%
Poor sanitation:
Air pollution: three million deaths; in rural areas in developing countries
Global development Equality Each country takes part in
Fairness
International cooperation Rich counties help poor countries; Prosperity of developing countries; Possible sustainable development
Conclusion Impact help to understand the existing serious problemsthere’s still time to take actionchange the way we live to save the earthSs are learning “earth issues”a place to find solutions for the future
Step 4 Post-reading
1. Retelling
Suppose you were the Chinese girl who attended the Earth Summit, tell what she heard and saw at the Summit. Begin with “Hello, everyone. I’m the luckiest girl to attend the 2002 Earth Summit in Johannesburg. Now let me tell you about the summit. …”
2. Interview
Ss work in pairs, playing the role of a newspaper reporter, attendants from different continents attending the Earth Summit. Finally the teacher invites some pairs to act out their interview
3. Design the coming Earth Summit
Group work:
Task: Prepare the coming Earth Summit
Arrangement: S1: organization S2: Prepare necessities for the Summit S3: Mess media
S4: Attendants invited S5: budget S6: Transportation & accommodation
Have Ss present the preparations for the Summit in groups.
Period 3 Language Study & Grammar
Time: December 16 ,17, 20 &21, 2004 ( December 18,19 weekends)
I。Goals:
1. To get Ss to learn and master the usages of the new words and the useful expressions in this unit.
2. To enable Ss to grasp the grammar: Inversion.
II. Teaching procedures:
Step 1 Warming up
1. Greetings
2. Play a guessing game: first some items are shown on the screen, and each item is the paraphrase of one new word. Divide the class into four groups. Ss are encouraged to guess the word as quickly as possible. This game is to enlarge Ss’ vocabulary.
(1) To make a place or substance dirty and dangerous by adding sth to it.
(2) To make a short statement giving only the main information and not the details of a plan, report etc.
(3) The situation or experience of being poor.
(4) A position or situation in which people have the same rights, advantages.
(5) To do sth in order to protect someone or sth from being attacked
(6) To do sth that produces an effect or change in someone or sth
(7) .Behavior that is intended to hurt other people physically
(8).Not right or fair
(9).Sth that you can choose to do or use instead of sth else
Answers (( Key: possible answers: contaminate, summarize, poverty, equality, defend, affect; violence, unfair, alternative )
3.Step 2 Word studyComplete the following sentences with the words from the bracket, using the correct form.
1. According to the report, the environment has become a major _______ worldwide.
One in five children before age five die from diseases caused by environmental
problems. ( kill )
2. Internet use has been spreading at a(n) _________ speed in China. “Have you surfed the net ’’ has become a more common greeting than the traditional “ Have you eaten ’’ ( alarm )
3. The word “netizen”, which means a person who uses the Internet, comes from “net” and “________”. ( city )
4. During the interview, the young man asked about the job ____________ as a sales manager. ( responsible)
5. How many Chinese ______________ will be sent to the international meeting in Stockholm, Sweden ( represent )
6. The people who listened to the report were shocked by the ________ of the villagers. ( suffer )
7. It was there people’s __________ to work hard and well that impressed me most. ( willing )
( possible answers: killer, alarming, citizen, responsibility, representatives, suffering, willingness )
Step 3 language points and useful expressions
1． attend: 出席，上（大学等），照料
A To go to an event such as a meeting
eg: Only 7 people attended the meeting.
B To go regularly to a school, church etc
eg: All children between the ages of 5 and 16 must attend school.
C To look after someone, especially because they are ill
eg: The nurse attended the patient daily.
attend to sb/sth 处理，照应
eg: I may be late – I have got one or two things to attend to.
Are you being attended to in a shop
Then do some exercises to enable Ss to distinguish the following words:
Ex: Fill in the blanks with the expressions given
attend / join / join in / take part in / join sb in sth
.
1. He’ll _________ an important meeting tomorrow.
2. Almost all the teams in our school __________ the basketball match.
3. My wish is to ________ the army after graduation.
4. We’ll _______________ social activities during the summer vacation.
5. They didn’t ___________ the wedding.
6. I ________ the party last year.
7. Our headmaster will _______ us ____ the discussion this afternoon.
( possible answers: attend, join in, join, take part in, attend, joined, join in )
2. take notes: 作笔记，记录 take action: 采取行动
Eg: Do you takes notes of the lectures He sat quietly in the corner taking notes carefully.
They took action to stop him. The police took action to deal with this thing immediately.
The medicine will not take action for several hours.
开始起作用，见效，生效The pill takes effect as soon as you swallow it.
List some phrases related to take+n:
take turns take measures/steps take place take care take medicine
take time take cold take notice take sides
Eg: You always takes sides with him without even listening to me.
3. content: 1). n. 内容，目录 (常作 ~ s ) ; 容量，容积
Eg: the contents of a book a table of contents Look up the contents at the beginning of the book.
a bucket of more than usual content
2). Adj. 满足的，满意的
be content to do sth be content with sth content oneself with sth
Eg: He is quite content to watch TV for hours. I’m very content with my life at present.
As there’s no butter we must content ourselves with dry bread.
4.4. access: 进入，接近
Eg: The dead-end street was the only access to her home.
Access to the mountain-town is often difficult because of the bad roads.
have access to :
Eg: Twenty percent of the people on earth do not have access to clean drinking water.
have sth that you can use
Eg: The public don’t have access to the site.
the right to enter a place
5. 6.Not until we know more will we be able to improve the situation.
until的三种句式
I didn’t go to bed until my mother came back. （ 陈述句 ） v
Not until my mother came back did I go to bed. （ 倒装句 ）
It was not until my mother came back that I went to bed. （ 强调句 ）
直到她母亲把一切对杰克和盘托出，杰克才明白她为什么跟自己生气。
1).Jack didn’t understand why she was angry with him until her mother told him everything.
2).Not until her mother told him everything did Jack understand why she was angry with him.
3).It was not until her mother told him everything that Jack understood why she was angry with him.
6.6. A better understanding of the environment is necessary, as is the willingness to act. ( As 此处的用法与so相同。)
Eg: He is a patriot, as are his bothers. David works hard, as do his classmates.
Harry is unusually tall, as are his sisters. He believed, as did his family, that you were telling the truth.
7.7. With better education, people will be able to build a better society in harmony with nature.
in harmony with 与---- 协调 ,和谐
Eg: The color of the sofa is in harmony with the sitting room.
He soon found himself in harmony with his new co-workers.
Your suggestions are not in harmony with the aims of this project.
8. 8.…perhaps put an end to the death and suffering caused by the big three. put an end to 结束，毁掉
Eg: Winning the competition put an end to his financial problems.
The discussion was put an end to by his sudden arrival. The wind put an end to the pier.
10.9. wipe out : 擦洗---- 的内部，(
To make sth inside clean) Eg: wipe out the coffee pot
去除，消灭( To destroy, remove, or get rid of sth completely)
Eg: wipe out the enemy’s major military targets
Half the population was wiped out by this disease.
(informal ) to make you feel extremely tired Eg: The heat had wiped us out.
11.10.1111And if poverty is less of a problem and people are better educated, there is a good chance that we will see –
--there is a good chance ( that ) ----可能发生某事 ”
Eg: There is a good chance that I’ll finish the work tomorrow.
There is a good chance ( that ) he will be gone by then.
12.11. affect: vt.影响，感动，（疾病）侵袭 effect：n. 影响，效果，作用
Eg: This country was affected by draught. The amount of rain affects the growth of crops.
The sight affected her to tears. It may be the effect of the illness.
This accident had an effect on the future of both mother and son.
Important sentences
Step 4 Grammar ( Inversion )
1. Lead-in:
List some inverted sentences in this unit.
Not until we know more will we be able to improve the situation.
Only by changing the way we live can we save the earth.
Had I known that air conditioners cause so much pollution, I would never have bought one.
There exist serious problems and there is still time to take action.
Among the speakers was China’s then Premier ZhuRongji.
A better understanding of the environment is necessary, as is the willingness to act.
Without international cooperation, developing countries cannot prosper, nor will sustainable development be possible.
2. Study the structures of inverted sentences ive a brief introduction to inversion
A. Here comes the bus. There goes the bell. Down he went. On the wall hangs a picture.
B. Hardly had I got home when it began to rain. Never have I seen such a wonderful film.
Step 6 Practice
I. Complete the following sentences with the words given.
So neither nor as
1. Richer countries have a responsibility to protect the environment, ___________ the poor countries.
2. We shouldn’t waste so much water,________ we use things that are harmful to the environment.
3. Air conditioners cause much pollution,________ cars.
4. Many people are determined to change the way they live.___________ I.
5. I don’t buy products that cause pollution, ________ most people I know.
6. She is interested in environmental protection,________________ her mother.
7. If you don’t stay at the party,_____________ will I.
8. I can’t attend the meeting and _______________ you; we have some other work to do.
9. A: How old are you B: Can you keep a secret
A: Sure. B: ______________ I.
Possible answers: (so/as do, neither/nor should, so/as do, so/as am, neither/nor do, so/as is, neither/nor, neither/nor can, so/as am )
II. Rewrite the following sentences, beginning with the underlined part.
1. We will not have enough drinking water until we stop polluting our lakes and rivers.
Not until_______________________________________________
2. We can save the earth only by learning to live in harmony with nature.
Only __________________________________________________.
3. I knew that air pollution causes almost three million deaths every year only after the meeting.
Only___________________________________________________
4. Sustainable development can only be possible with international cooperation.
Only__________________________________________________.
5. The Earth Summit is not only a place to talk about problems, but also a place to find solutions for the future.
Not only___________________________________________________.
6. People will be able to build a better society in harmony with nature only with better education.
Only______________________________________________________.
7. We seldom think of the small changes that we can do to make a big difference.
Seldom___________________________________________________.
8. I have never realized that water is so precious.
Never ____________________________________________________.
Period 4 Integrating skills
I. Goals:
1. Listen for the details.
2. Learn to write an evaluation paragraph.
3. Help Ss express thoughts, comments, opinions and questions.
II. Teaching Procedures
Step 1 Warming up
1. Competition:
Divide the whole class into four large group and have Ss list as many ways as possible to protect the environment.
a. Laws should be made to make pollution illegal.
b. Try to be clean in our daily activities;
Use environmentally safe products
c. Dispose of trash properly
d. Recycle household waste, yard waste, and hazardous chemicals
e. Don’t pour waste water into rivers and lakes without being cleaned .
f. Recycle the used battery.
g. Use paper bags instead of plastic bags.
2. Report the ways to stop pollution in class.
Step 2 Listening
1. Listen to the speeches from the Earth Summit and complete the outlines below.
Speech 1 Speech 2
Problem: Most _______ don’t _______. Governments of the world should:Make sure lthat people have free access to _____ _____ _______. Limit the number of _____ per family, stop ____ ____ ______. People of the world must:Make use of alternative _____, such as ____, _____ and car-pooling. We need ______! The Earth Summit is not just about good _____ and big ______; it is about _____ _____ _____ the _______. I have brought a bag of ________. You may think that _____ is useless, but I will tell you how we can use _____ to make the future ______, cleaner land ______, and to ______ ______.
2. Pair work: Retell the speeches at the Earth Summit.
Step 3 Practice
1. Discussion
Topic: Do you agree with what they are saying
Have Ss write down the thoughts, comments, opinions and questions.
2. Outline
Write an outline for your speech and then give the speech in class.
Step 4 Writing
1. Study the words and phrases may help you(See P72).
2. Go over Tips for preparing a speech.
Make sure you know how to give a good speech.
Think about your audience.
Who are they
What are they interested in
What do they want to know
What do they already know
Prepare and practice.
Research the topic carefully and organize the material.
Practise in front of a mirror or together a friend.
3. Prepare a speech.
Complete the exercises on P71.
参考资料
补充语法
倒装语序分为“全部倒装”和“部分倒装”。在全部倒装的句子中，整个谓语都放在主语的前面；在部分倒装的句子中，只是谓语中的一部分（如助动词、情态动词或系动词be等）放在主语前面，其余部分仍放在主语后面。
Teach Ss the grammar rules one by one.
一、由there, here 或now 等引起，谓语为come（或go）的句子，例如：
There comes the bus! There goes the bell! Here comes Mary! Now comes your turn.
注：如果主语为人称代词，仍用自然语序，例如： There he comes! Here she comes!
二、由then 引起，谓语为come（或 follow）的句子，
Then came a new difficulty.
Then followed eight years of the Anti-Japanese War.
三、由here（或there）引导，谓语为be的句子
Here is China’s largest tropical forest. Here are some picture-books.
注：如果主语为人称代词，仍用自然语序， Here you are. / Here we are. / Here it is
四、由so引起的，表示前面所说的情况也适用于另一个人（或物）的句子，如：
Society has changed and so have the people in it. He plays the violin quite well. So does my sister.
如果一个句子只是重复前面一句话的意思，尽管so用开头，语序也不要倒装
--It was cold yesterday.–-So it was!
五、由neither或nor引起的，表示前面所说 的情况也适用于另一个人（或物）的句子，
-- I won’t do such a thing. –-Neither / Nor will I.
-- I haven’t done my homework. –- Neither / Nor have I.
If you don’t go, neither will I. I didn’t read the notice, nor did he.
六、在if引导的非真实条件句中，如有助动词had, should或were时，可以省略if，进行倒装，
Had I come five minutes earlier, I would have met the famous scientist. (If I had come five minutes …)
Should anyone call, tell him to wait for me here.
Were I ten years younger, I would with you. Should you change your mind, let us know.
七、out, in, up, down, away等副词放在主语前,主谓倒装
Up flew the red balloon. Out rushed a policeman from among the crowd.
注：如果主语是一个人称代词，谓语仍放在后面，如： Away they went./ Down it flew. / Up it went.
当as引导让步状语从句时，把表语提到前面来, 用“形容词（或副词、名词+ as +主语+谓语”这种形式
Child as he is, he knows a lot. Tired as he was, he continued to work.
Hard as I work, I can’t catch up with you. Much as we like the place, we can’t stay here.
九、当always, often, many a time等词放在句首时，后面常用倒装语序，如：
Always did he come to help us.
Often did we warn them not to do so.
Many a time did he go swimming in the river.
注：上述所说的词不放在句首，不用倒装语序。
十、only所修饰的副词、介词短语或状语从句放在句首时，其后面的主语部分要进行倒装，如：
Only in this way can you hope to improve the situation there.
Only then did I realize that I was wrong.
Only once did his father discuss his future with him.
Only yesterday did I realize what was going on.
Only after he came back was I able to see him.
注：only修饰主语，仍用自然语序，如：Only socialism can save China.
十一、含有否定意义副词、连词或短语构成的状语放在句首时，常用倒装语序
not, never, hardly, seldom, little, rarely scarcely, not until, not only…but also…,
neither…nor… no sooner…than…, hardly…when …, scarcely…when
Never shall I forget the day.
Not until I began to work did I realize Ihad wasted much time.
Not only did he read the book, but also he remembered what he had read.
No sooner had he arrived than he fell ill.
Hardly / Scarcely had he arrived when he fell ill.
注：上面所说的词和词组如果不在句首，句子不必用倒装语序。另外，not only…but also连接两个主语时, 不用倒装，如：Not only the students, but also the teacher wishes for a holiday.
十二、当so（或such）…that…结构中的so或such用于句首时，要采取倒装语序，如：
So loudly did he speak that he was heard upstairs. So angry was he that he couldn’t speak.
So hard does he study that he is the best in the class.
Such was the force of the explosion that all the windows were broken.
Such was his strength that he could bend iron bars.
注：such和be连用作表语时，也常用倒装语序，
Such was the result. Such were her words. Such was the story he told.
十三、在下列结构中也常用倒装语序：
In front of them stood a great castle. On the bed lay a sick old man.
Under the tree sat an old man. Seated on the ground are some young men.
Lying on the floor was a boy.
典型例题：
1. Not until I began to work ______ how much time I had wasted.
A. didn't I realize B. did I realize C. I didn't realize D. I realize
2. — Do you know Tom bought a new car — I don't know, _______.
A. nor don't I care B. nor do I care C. I don't care neither D. I don't care also
答案为B。 Not until 引导从句位于句首，后面的主句要倒装。
答案为B。句中的nor引出部分倒装结构，表示"也不"。由 so, neither, nor引导的倒装句，表示前一情况的重复出现。其中, so用于肯定句, 而 neither, nor 用在否定句中。
典型例题 — Why can't I smoke here — At no time _______ in the meeting-room.
A. is smoking permitted B. smoking is permitted C. smoking is it permitted D. does smoking permit
答案A. 这是一个倒装问题。当否定词语置于句首以表示强调时，其句中的主谓须用倒装结构。定词包括no, little, hardly, seldom, never, not only, not until等。本题的正常语序是 Smoking is permitted in the meeting-room at no time.
Not until the early years of the 19th century _______ what heat is.
A. man did know B. man know C. didn't man know D. did man know
答案D. 看到Not until…的句型，我们知道为一倒装句，答案在C，D 中选一个。改写为正常语序为，Man did not know what heat is until the early years of the 19th. 现在将not提前，后面就不能再用否定了,否则意思就变了。
典型例题 No sooner _______ than it began to rain heavily.
A. the game began B. has the game begun C. did the game begin D. had the game begun
答案D. 以具有否定意义的副词放在句首时，一般采用倒装句(谓语前置)。这类表示否定意义的词有never, seldom, scarcely, little, few, not, hardly, 以及not only…but (also), no sooner…than, hardly… when scarcely… when等等。
注意：只有当Not only… but also连接两个分句时，才在第一个分句用倒装结构。如果置于句首的Not only… but also仅连接两个并列词语，不可用倒装结构。Not only you but also I am fond of music.
知识点补充：
1.damage n. ＆vt. 毁坏；损害
do/cause damage to… 损害……
1)How much must he pay for the damage 他该赔多少损失费
2)Tell the boys not to damage the desks. 告诉那些男孩不要毁坏课桌。
3)The storm did/caused great damage to the crops. 那场暴风雨对农作物造成了极大的损害。
2. agree vi. ＆vt. 同意，取得一致意见
(1)单独使用；
(2)跟介词with(同意某人的意见)。后面接人或表示“意见”、“看法”的词。有时还可表示“与……一致”的意思。
(3)跟介词on或upon(就……取得一致意见，在……方面同意或意见一致)。主语常常是协商一件事的人们或单位，后面常接表示具体协议的文件、计划、行动等名词。
(4)跟介词to“同意……”、“赞成……”，后面接表示“提议”、“办法”、“计划”等的词。
(5)跟不定式(同意做某事)。有时不定式前可带连接副词。
例：1)In a (one) way I agree with you. 在某种程度上我同意你的意见。
2)I quite agree with what you say. 我很同意你说的话。
3)His words do not agree with his action. 他言行不一致。
4)Do you agree to the proposal(the plan) 你同意这个提议(计划)吗
5)We agreed on an early start.
6)We agreed on making an early start. 我们同意早动身。
7)We agreed that we should start early.
8)They agreed to come on Friday. 他们同意(答应)星期五来。
9)I asked him to help me and he agreed. 我请他帮忙，他答应了。
3. fit adj. (suitable) 适合的，合适的(多作表语)
be fit for… 适合；胜任
be fit to do sth. 适合，胜任(做某事)
例：1)The food is not fit(unfit) to eat. 那食物不适宜吃。
2)The man is not fit for the position. 那人不适合这职位。
fit vt. 合身，合适
3)This coat doesn’t fit me very well. 这件上衣我穿不太合身。
fit 有时也可用作定语。
4)We must decide on a fit time and place for the meeting. 我们必须决定开会的恰当的时间与地点。
fit 也可用作名词。
5)The dress is a nice fit. 这件衣服正合身。
4. cattle n. 牛(总称)、家畜，集体名词，作主语时谓语动词用复数形式。
1)The cattle have been sold. 那些牛已被卖掉了。
2)The farmer keeps ten head of cattle. 那农夫喂了十头牛。
3)My family raise lots of cattle, including two cows. 我家喂养了很多家畜，包括两头奶牛。
5. turn…into…把……变成……( = change…into…)；把……翻译成……( = put/translate… into…)
turn into 变成
例 ①We should try to～ waste land into rice fields. 我们应努力把荒地变成稻田。
②Heated, water can ～ into vapour. 水加热变成水蒸汽。
6. cause n. 原因，起因
1)Carelessness is the usual cause of accidents. 粗心大意是事故发生的通常原因。
2)What’s the cause of his stomachache 他胃痛的主要原因是什么
vt. 使产生，引起，给……带来
3)What caused his illness 他的病是什么引起的
4)What caused him to be so sad 是什么使他如此悲伤
5)He often causes trouble to his parents. 他常常给他的父母亲带来许多麻烦。
7. limit n. 界限，范围，极限 vt. 限制，限定
～ed a. 有限的 un ～ ed a. 无限的
例 ①There is a limit to what I can do for you. 我能为你做的事是有限的。
②There is little money left . We must ～ our cost. 剩下的钱不多了，我们必须限制消费。
③Her knowledge of English is ～ ed. 她的英语知识是有限的。
8. in place 在适当的位置；适合的，适当的
1)I like to have everything in place. 我喜欢一切各在其适当的位置。
2)I don’t think your suggestion is quite in place. 我认为你的建议并不十分适当。
9. Lose one’s sight 失明
catch sight of 看见，out of sight 看不见
1)The great musician lost his sight when he was quite young. 这位伟大的音乐家很小就丧失了视力。
2)Who caught sight of the plane first 谁先看见那架飞机的
10. dirty vt. 弄脏
I’m terribly sorry to dirty your new shirt. 把你的新衬衣弄脏了，真是抱歉。
【重点难点解析】
1. 词组to one’s joy的用法
词组“to one’s joy”意思是“使人高兴的是”，在句子中作状语，不能当作句子使用；其中的名词多为表示人的情绪的名词如：surprise, joy, astonishment, horror, relief, satisfaction, sorrow等，如：
1)To our great disappointment, our team lost the game. 使我们大为失望的是，我们队输了那场比赛。
2)To the horror of everyone, the house caught fire. 使大家惊恐的是，房子着火了。
2. 过去分词的用法
1)过去分词在句中起形容词或副词的作用，但保留动词的特征。及物动词的过去分词表被动动作，不及物动词的过去分词表完成的动作，如：fallen leaves 落叶，the polluted water 被污染了的水。
2)过去分词的语法功能：
①作定语：
单个过去分词作定语放于被修饰词之前，过去分词短语作定语放于被修饰词之后。
例 A broken cup is lying on the ground. 地上有一只摔破的杯子。
This is the lab built in 1990. 这是1990年建的实验室。
The canned food has gone bad. 这灌装食品已变质。
②作表语：
说明主语所处的状态。
例 We were deeply moved. 我们深受感动。
She felt rather disappointed at his failure. 他的失败令她感到非常失望。
We are determined to complete the work in time. 我们决心按时完成工作。
③作状语：
与句子主语为动宾关系，表示原因、时间、条件、伴随等。
例 Seen from the hill, the park looks very beautiful. 从山上看，公园看上去很美丽。
The scientist entered the room, followed by some young men. 这位科学家进了房间，后面跟着一些年青人。
④作宾语补足语，与宾语为动宾关系。
例 I didn’t know you had your hair cut. 我不知道你理了发。
We should make it known to the public. 我们应当让公众知道这件
PAGE
3Unit 1 Making a difference
The First Period
Teaching Aims:
1.Learn and master the following words:
Inspiration, perspiration, undertake, analysis, obvious, within, quote
2.Talk about science and scientists.
3.Listen to the description of some scientists.
4.Do some speaking, describing people and debating.
Teaching Important Points:
1.Train the students’ listening ability by listening practice.
2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.
Teaching Difficult Points:
1.How to improve the students’ listening ability.
2.How to help students finish the task of speaking.
Teaching Methods:
1.Warming up to arouse the students’ interest in science.
2.Listening-and-answering activity to help the students go through the listening material.
3.Individual, pair or group work to make every student work in class.
Teaching Aids:
1.a multimedia
2.a tape recorder
3.the blackboard
Teaching Procedures:
Step I Warming up
T: There are many outstanding scientists in the world, who made great contributions to society and science. What great scientists do you know And what are they famous for
S: Maria Curie is famous for her discoveries of radium and polonium and Zhang Heng is famous for his seismograph.
S: Thomas Alva Edison is famous for the invention of the light bulb.
(Bb) Scientists Contributions
Charles Darwin The Theory of Evolution
Albert Einstein The Theory of Relativity
…
T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist Have a discussion in pairs or groups of four. Then report the results of your discussion.
S: I think it is the way he uses his tools that makes a successful scientist.
S: I think a successful scientist must have much imagination and intelligence and he must be creative and hard-working.
S: I think a successful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science.
T: Now look at the photos on the screen. And tell me who they are.
S: They are Einstein, Madame Curie and Edison.
T: Good. They are all very famous in the world. You must have read some quotes from them. For example, never leave that until tomorrow, which is from Benjamin Franklin. Now look at the quotes on the screen. Whom do you think these quotes from and do you know what they mean
S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. In Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。
T: Do you agree with it
S: Yes.
S: It is from Einstein. It means if you want to succeed, it’s more important for you to have imagination than knowledge. In Chinese, it means 想象力比知识更重要。
S: It is from Madame Curie. It means there are only things to be understood in the world, while there is nothing to be feared. In Chinese, it means 生活中没有什么可怕的东西，只有需要理解的东西。
T: Do you know any other quotes about science and thinking
S: Wisdom is only found in truth. -- Johann Wolfgang von Goethe.
S: Knowledge is power. –Francis Bacon.
Step II Listening
T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx.
Step III Speaking
T: Now let’s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions.
S: I think biology is the most important because it is essential to protecting the ecological balance and environment. People can’t live without living things. And it goes hand in hand with our life. If there is no science of biology, there would not be medicine.
S: Well, maybe, but I think that chemistry is the most important. Because it is the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.
S: It’s hard to say. There are many physical products. And physics is widely used in many fields, such as medicine, Industry and agriculture. There would be no life without physics.
S: That’s true. But maths is the basic science. You can’t learn physics or chemistry well without a good knowledge of maths. It is a tool in science and engineering.
S: Well, there is no doubt that maths is an important. In my opinion, computer science is the most important in our modern information society. The computer is now an indispensable tool in many fields. It can settle all kinds of problems at a high speed and can help people work easily.
Step IV Homework
Preview the reading material.
Step V The Design of the Writing on the Bb
Unit 1 Making a difference
The First Period
Scientists Contributions
Madame Curie Radium/Polonium
Zhang Heng Seimograph
Darwin The Theory of Evolution
Edison The light bulb
Einstein The Theory of Relativity
…
Some words describing scientists:
creative, hard-working, curious, careful, confident…
The Second Period
Teaching Aims:
1.Learn and master the useful words and phrases.
2.Train the students’ reading ability.
3.Let the students learn from Stephen Hawking.
Teaching Important Points:
1.Master the following phrases and sentence pattern:
work on, go by, be engaged to, go on with sth, dream of, turn out
There is no point (in) doing sth.
2.Enable the students to understand the text better.
3.Improve the students’ reading ability.
Teaching Difficult Points:
1.How to make the students understand the reading text better.
2.How to make the students understand the following sentence.
There didn’t seem much point in working on the PhD.
Teaching Methods:
1.Scanning the text to get some information about Hawking.
2.Careful reading to answer some detailed questions.
3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.
4.Individural, pair or group work to make every student work in class.
Teaching Aids:
1.a computer
2.a tape recorder
3.the blackboard
Teaching Procedures:
Step I Lead-in and Pre-reading
T: Yesterday we learnt some quotes from some scientists. Look at the picture in our books. Do you know who the person is
S: He is Stephen Hawking.
T: Yes. Very good. He is one of the greatest physicists of our time. Do you know what book he published in 1988
S: Yes. A Brief History of Time, which is very popular.
T: OK. I think maybe you know sth about Hawking. Do you want to know sth more about him
S: Yes.
T: OK. Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories. First let’s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.
T: Why did Stephen Hawking need a PhD
S: Because he wanted a job.
T: Right. When did Hawking become famous
S: Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.
T: Good. When did Hawking visit Beijing
S: In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.
Step II Reading
T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.
T: What did Stephen Hawking do when he was told that he had an incurable disease
S: Instead of giving up, Hawking went on with his research, got his PhD and married a girl. He continued his exploration of the universe and traveled around the world to give lectures.
T: How would most people feel when they were told that they had incurable disease
S: They would probably feel very sad and give up their dreams and hopes for the future.
T: What did Hawking write in 1988
S: He wrote A Brief History of Time in 1988.
T: What did Hawking explain in the book
S: In the book, Hawking explains both what it means to be a scientist and how science works. He tells readers about how discoveries are made and how they change the world.
T: According to Hawking, how do people misunderstand science
S: According to Hawking, people often think that science is a number of “true” facts and never changes.
T: What are the basic steps of the scientific method
S: First, scientists observe what they are interested in. To explain what they have seen, they build a theory about how things happen and the causes and effects. Finally, the scientists test the theory to see if it matches what they have seen and if it can predict future events.
T: What is it that Hawking doesn’t like about his speech computer
S: Hawking doesn’t like his speech computer giving him an American accent.
T: OK. Now you have understood the detailed information. Please pick out the phrases or the sentences that you don’t understand. First have a discussion with your partner and exchange your different points. Then I’ll explain some language points to you.
Useful expressions:
work on +n./pron. /doing, go by: pass, be/get engaged (to sb.): be bound by a promise to marry, go on with sth: continue with sth, dream of: imagine, turn out: prove(to be),
Sentence pattern:
There is no point (in) doing sth.=There is no good reason for doing sth.
Step III Listening and Consolidation
T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.
Step IV Homework
T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text fluently and recite some important sentences. What’s more, preview Word study and Grammar.
Step V The Design of the Writing on the Bb
Unit 1 Making a difference
The Second Period
Useful expressions:
work on +n./pron. /doing,
go by: pass,
be/get engaged (to sb.): be bound by a promise to marry,
go on with sth: continue with sth,
dream of: imagine,
turn out: prove(to be),
Sentence pattern:
There is no point (in) doing sth.=There is no good reason for doing sth.
The Third Period
Teaching Aims:
1.Learn and master the phrase: use up
2.Review the words learnt in the last two periods.
3.Learn how to explain the words in English.
4.Learn and master the usages of the Infinitive.
Teaching Important Points:
1.Master the phrase: use up
2.Master the usages of the Infinitive.
Teaching Difficult Points:
1.How to help the students learn to explain words in English.
2.How to help the students master the usages of the Infinitive.
Teaching Methods:
1.Review method to help the students remember what they have learnt beore.
2.Explanation and inductive methods to make the students master the usages of the Infinitive.
3.Individual work or pair work to make every student work in class.
Teaching Aids:
1.a projector and some slides.
2.the blackboard
Teaching Procedures:
Step I Revision
T: What did you learn from Hawking
S: We should have a strong will whatever we do. We should have an indomitable spirit when we want to achieve great success. As long as we have this spirit, we can do it successfully no matter what we want to.
Step II Word Study
T: Now let’s have a dictation of some words.
T: OK. Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let’s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we’ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs.
Step III Grammar
Bb:1. He hoped to visit China again .
2. It took a lot of time to finish the report .
3. Please give the boy sth to play with .
4. He went home to see his sick mother .
5. Her wish is to become a pop singer .
T: Tell me the function of the underlined part in each sentence.
S: No.1 is used as the object.
S: No.2 is used as the subject. It is more usual to use formal subject “it” and the infinitive phrase is usually placed at the end of the sentence, that is “it is…to do sth.”.
S: No.3 is used as the attribute.
S: No.4 is used as the adverbial for purpose.
S: No.5 is used as the predicative.
T: Now let’s do an ex on the screen. Group the infinitives according to how they are used.
1.Some things need (1) to be believed (2) to be seen .
2.The doctor told him that he may not have more than twelve months (3) to live .
3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD.
4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .
5.He traveled around the world (7) to give lectures .
6.What does it mean (8) to be a scientist
7.People who listen to Hawking’s lectures sometimes find it difficult (9) to understand him .
8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects.
S: Subject:(8)
Attribute(2)(3)
Object(1)(9)
Adverbial(4)(5)(6)(7)(10)
Step IV Practice
T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with “to be done” or “to have been done”.
He wanted the nurses to take care of the patient.
—He wanted the patient to be taken care of.
Because “the patient” is the logical object of “take care of”, the passive infinitive should be used in the second sentence.
The car was reported to have been stolen.
But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.
Step V Consolidation
T: Now look at the pictures. Who can tell me what Hawking’s dream is from the picture
S: He wants to get married.
T: Right. Do you know how Hawking made his dream come true according to the passage we learnt in the second period
S: Hawking said, “In order to get a job, I need a PhD.”
T: Very good. Now let’s look at another picture. And tell me what the girl’s dream is and how she makes it realized.
S: Her dream is to get a doctor’s degree, she needs to go to university, she needs to study hard now.
T: Very good. Now please tell your partner what your dream is and how to realize it. You can use “in order to” to express it.
Step VI Homework
T: Finish all the exx in Grammar. Preview the content in Integrating skills.
Step VII The Design of the Writing on the Bb
Unit 1 Making a difference
The Third Period
Phrase: use up
Grammar: the Infinitive
1. He hoped to visit China again .
2. It took a lot of time to finish the report .
3. Please give the boy sth to play with .
4. He went home to see his sick mother .
5. Her wish is to become a pop singer.
6. He wanted the nurses to take care of the patient.
7. He wanted the patient to be taken care of.
The Fourth Period
Teaching Aims:
1.Revise the language points and grammar—the Infinitive.
2.Learn and master the following phrases:
take a look at, what if, the other way around
3.Do some reading and writing practice to improve the students’ integrating skills.
4.Learn how to write a descriptive paragraph.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Help the students write a descriptive paragraph.
Teaching Difficult Points:
1.How to help the students understand the passage better.
2.How to help the students learn to write a descriptive paragraph.
Teaching Methods:
1.Doing exx to revise what we’ve learnt before.
2.Asking-and-answering activity to go through the reading material.
3.Discussion to help the students understand the passage better.
4.Individual, pair or group work to make every student work.
Teaching Aids:
1.a projector
2.a tape recorder
3.the blackboard
Teaching Procedures:
Step I Revision
T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let’s do some exx to see if you have mastered them well enough. Look at the screen.
1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with .
2.It takes time (4)to know a man .
3.Please remember (5)to bring me a book.
4.I’ve got a lot of work (6)to do .
5.(7)In order to catch the first bus ,she got up early.
6.It is important for us (8)to learn English .
Subject:(4)(8)
Object:(2)(5)
Attribute:(3)(6)
Adverbial:(1)(7)
T: Let’s do another ex. Fill in the blanks, using the Infinitive.
1.The goal of Stephen Hawking’s research is to and to is his biggest dream.
2.The doctor thought he only had three more years to , which turned out .
3.We took a taxi to .We hurried there, only to . We were unhappy to .
4.He studied hard to .
5.Lunch is ready. Let’s stop to .
T: Now let’s revise the useful expressions. Do an ex to see whether you have mastered them well.
1.He one day becoming a famous violinist.
2.Tom Ann.
3.Two weeks slowly .
4.His suggestion to be a good one.
5.He his ink.
6.If we don’t finish painting the room today, we can it tomorrow.
7.He a novel.
Step II Reading
T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries
S: Yes. Einstein – the Theory of Relativity; Madame Curie – Radium, Polonium…
T: Do you know why and how they made these important discoveries or inventions The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen.
1.What’s the characteristic of Galileo Galilei
2.Why could Stephen Hawking make contributions to science work
3.What can be described as the ability to use knowledge
4.What’s the most important thing if we want to make a difference
5.How can we hope to reach our goals and truly make a difference
T: I’ll explain some expressions and sentence structures.
1. take a look at
2. what if
3. the other way round
4. …it was only later that the world recognized his greatness.
5. …only by discovering what we do best can we hope to reach our goals and truly make a difference.
Step III Listening and Discussion
T: Listen to the tape twice. Then discuss the questions in pairs or groups.
1. Of all the characteristics mentioned in the passage, which do you think is the most important Why
2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common Find out more about them and how they work and think: What is the scientific spirit How do scientists solve problems How do scientists make a difference What can we learn from great scientists
Use the questions below to get started.
What is the scientific spirit
How do scientists solve problems
How do scientists make a difference
What can we learn from great scientists
S: Being creative, I think, is the most important. Because scientists can make new discoveries by using their imagination all the time.
S: I think being curious is the most important. Only when someone is curious about sth can be come up with new idea.
Step IV Writing
T: Who is your favourite scientists Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her What is the most important or interesting fact about the scientist Why do you like him or her List an outline of the passage. Then write some useful sentences to help them.
Step V Homework
Go over all the important points learnt in this unit and finish your writing.
Step VI The Design of the Writing on the Bb
Unit 1 Making a difference
The Fourth Period
A good scientists must be curious and careful .
Great scientists use their creativity and imagination to come up with new ideas.
Scientists must also be intelligent and patient .
The experiment proved that her theory was correct.
Other scientists were surprised by her discovery and called it a success .
She used a model to solve the problem .
PAGE
12UNIT 7 LIVING WITH DISEASE
I. Brief statements Based on the Unit
This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar—the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2. Practise talking about imaginary situations.
3. Practise supporting and challenging an opinion.
4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …
5. Write a personal narrative.
III. Teaching Plan: (Seven Periods)
Time: From November 22 until December 2, 2004
Notes: The School Sports Meeting time: November 26 & 27
1st period: Warming-up, Listening (WB) & Talking (Optional)
2nd period: Speaking
3rd period: Reading—Born Dying
4th period: Integrating Skills (SB)
5th period: Language Study—Word Study
6th period: Language Study—Grammar
7th period: Exercises
The First Period
Time: November 22, 2004
GOALS:
To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.
To learn some basic knowledge about AIDS.
To help students build the right attitudes towards AIDS.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
1) Show a picture of AIDS logo to lead in the subject—AIDS
Are you familiar with this red ribbon
What’s it related to
What doesn’t it mean Do you know
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
Do you know them
What is their job besides acting
Is it just the problem in China
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brainstorming
Q1: While talking about AIDS, what other diseases can you think of
Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS
1) Pair work—questions for discussion
What’s the full name of AIDS
Can AIDS be transmitted
In what ways can it be transmitted
What kinds of people are likely to get AIDS
Do people with AIDS look healthy at first
Is it safe or dangerous to stay or to be friends with them Why
(Students don’t have to give the exact answers. These questions will help them think about this disease—AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)—check students’ knowledge about AIDS.
2) Picture quiz —Can the AIDS virus transmitted via the following routes
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.
II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for ”
2. While-listening: Listen to the tape and finish exercises in Part1&2.
(Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional)
Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.
(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.
The Second Period
Time: November 23, 2004
GOALS:
To practise supporting and challenging an opinion.
To practise listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo What can you learn from it
Q1: Do you remember what it means
Q2: In what ways is AIDS transmitted
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem Why or why not
(Through these questions—
Raise the idea of social problem and come to Speaking part.
Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some Can you use your own sentence to describe one of these social problems
(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input
Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.
(Refer to the PowerPoint Proper explanation is needed).
About AIDS
1. How many AIDS patients all over the world Where are they And are they young or old
2. What kinds of social problems can AIDS cause
3. How about the situation in China
About drugs
1. Is the use of drugs such as heroin, serious Why do you think so
2. What should we do with it
About Smoking
1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke
2. What kinds of danger can it cause to our body
3. Can you think of the other dangers of smoking
About drinking
1. Do your parents drink Do you think drinking is good or not, or it depends Give your reasons.
2. Can drinking cause some problem to our body What are they
3. Will drinking cause some social problems Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking
If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking
Role play
Group of four
Each acts as the expert on AIDS, drug, smoking and drinking.
Use the expressions to support your opinion or challenging other’s opinions. (p.50)
Language input (Useful expressions)
--Repeat it to strengthen students’ ability of use it.
Supporting an opinion Challenging an opinion
I think that …, because … Perhaps, but what if / about …
First, … Have you thought about …
One reason is that … What makes you think that …
For example, … Could you please explain …
If we / they were to …, we / they could … If I were you, I would …
3. Post-speaking
Conclusion—Class discussion
Q: Could these social problems be avoided Or could we get rid of social problems in modern times What can we do to deal with them
(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)
IV. Homework
1. Finish Listening (P.50) exercises
2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).
The Third Period
Time: November 24 & 25, 2004
GOALS:
To learn more knowledge about AIDS.
To help students understand the attitudes and spirits of living with disease
To learn some useful language point
TEACHING PROCEDURES
I. Pre-reading
1) Q1: What do they look
Show the picture of a father and his son.
(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient How do they look
Show the students some pictures of AIDS patients.
(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people Do they deserve it
Show more pictures of people infected with HIV or AIDS.
(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life
Our text is about Xiaohua’s life.
What questions do you think will be answered in the text
1._______________
2._______________
3._______________
4._______________
II. While-reading
1) Skimming:
Q: What’s Xiaohua’s attitude towards her disease
2) Scanning:
Q1: In what ways does AIDS spread
Q2: How many children were infected in 2002
3) Summary：
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS (para2)
3. How was Xiaohua infected (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
III. Post-reading
1) Questions
(Much of the answers to these questions can be referred to the reading material on P127.)
Q1: Why is AIDS a deadly disease
(Break down/ defenceless/treatment/not available/incurable)
Q2: Why do the young suffer the most
(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from
(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do
(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes
(I wish I could remember
If I were to live long …
I wish people could…
If I were you …
Q7: How do you find her
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person What would you do
2) Creation
AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.
Is it a good idea to invite Xiaohua to give us a lecture If you were Xiaohua, what would you say to us Please prepare a speech.
IV. Homework
1. Preview Integrating Skills—DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.
The Forth Period
Time: November 28, 2004
GOALS:
To learn some information of cancer and the attitude towards it.
To write a personal narrative.
TEACHING PROCEDURES
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Q: For example, if you found out that you had an incurable disease, how do you think your life would change And how would you act towards the change
-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”
-- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer’s life
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different
Q3: Do their experiences strike you
Q4: What have you learnt from them
(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.
I remember having an empty feeling in my stomach and thinking that my life was going to end.
There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy What made you very sad
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
Time: November 29, 2004
GOALS:
To learn about some antonyms
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua
Q2. What has happened to her
Q3. What is her attitude towards the disease
(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.
defenceless -- defensive
infect with -- immune to
protected -- unprotected
incurable -- curable
discourage -- encourage
visible -- invisible
3) Practice using these antonyms through exercises.
(Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ （恢复）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （宝贵）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.
5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
plete the short summary of the text with the proper forms of the following words and phrases.
break down the immune system leave defenceless
infect with live with
live life to the fullest die of
available deadly
a lack of on the contrary
AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.
So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.
Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.
Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.
VI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB
The Sixth Period
Time: November 30 & December 1, 2004
GOALS:
To learn the Subjunctive Mood
To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right
(Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS
(She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions:
If they go on doing this, what would happen
If you were Xiaohua, what would you like to tell them
If you were a doctor, what would you do
If you were one of them, what would you do
3. Some people do not take Xiaohua or doctor's advices. Finally, they die.
If they had not drunk so much wine, he would not have died at such an early age.
If he had (not)..., he would (not) have...
Ask students to make more similar sentences, using the Subjunctive Mood.
II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you
III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
The Tenth Period
Time: December 2, 2004
Goals: Consolidate some language points by doing some exercises.
IV. Background Information
What is AIDS
--http://www.aids.org/factSheets/index.html#Preventing
WHAT DO "AIDS" MEAN
AIDS stands for Acquired Immune Deficiency Syndrome:
Acquired means you can get infected with it;
Immune Deficiency means a weakness in the body's system that fights diseases.
Syndrome means a group of health problems that make up a disease.
AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make "antibodies", special molecules that are supposed to fight HIV.
When you get a blood test for HIV, the test looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called "HIV-Positive". Fact Sheet 102 has more information on HIV testing.
Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called "opportunistic infections" (see Fact Sheet 500).
HOW DO YOU GET AIDS
You don't actually "get" AIDS. You might get infected with HIV, and later you might develop AIDS.
You can get infected with HIV from anyone who's infected, even if they don't look sick, and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:
Having sex with an infected person.
Sharing a needle (shooting drugs) with someone who's infected
Being born when the mother is infected, or drinking the breast milk of an infected woman.
Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.
There are no documented cases of HIV being transmitted by tears or saliva, but it is possible to be infected with HIV through oral sex or in rare cases through deep kissing, especially if you have open sores in your mouth or bleeding gums.
In the United States, there are about 800,000 to 900,000 people who are HIV-positive. Over 300,000 people are living with AIDS. Each year, there are about 40,000 new infections. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly.
IS THERE A CURE FOR AIDS
There is no cure for AIDS. There are drugs that can slow down the HIV virus, and slow down the damage to your immune system. But there is no way to get all the HIV out of your body.
There are other drugs that you can take to prevent or to treat opportunistic infections (OIs). In most cases, these drugs work very well. The newer, stronger anti-HIV drugs have also helped reduce the rates of most OIs. A few OIs, however, are still very difficult to treat.
HOW CAN YOU PROTECT YOURSELF AND OTHERS
Unless you are 100% sure that you and the people you are with do not have HIV infection, you should take steps to prevent getting infected. This fact sheet provides an overview of HIV prevention, and refers you to other fact sheets for more details on specific topics.
Sexual Activity
You can avoid any risk of HIV if you practice abstinence (not having sex). You also won't get infected if your penis, mouth, vagina or rectum doesn't touch anyone else's penis, mouth, vagina, or rectum. Safe activities include kissing, erotic massage, masturbation or hand jobs (mutual masturbation).
Drug Use
If you're high on drugs, you might forget to use protection during sex. If you use someone else's equipment (needles, syringes, cookers, cotton or rinse water) you can get infected by tiny amounts of blood. The best way to avoid infection is to not use drugs.
Vertical Transmission
With no treatment, about 25% of the babies of HIV-infected women would be born infected. The risk drops to about 4% if a woman takes AZT during pregnancy and delivery, and her newborn is given AZT. The risk is 2% or less if the mother is taking combination antiviral therapy. Caesarean section deliveries probably don't reduce transmission risk if the mother's viral load is below 1000.
Contact with Blood
HIV is one of many diseases that can be transmitted by blood. Be careful if you are helping someone who is bleeding. If your work exposes you to blood, be sure to protect any cuts or open sores on your skin, as well as your eyes and mouth. Your employer should provide gloves, facemasks and other protective equipment, plus training about how to avoid diseases that are spread by blood.
THE BOTTOM LINE
HIV does not spread easily from person to person. To get infected with HIV, infected blood, sexual fluid, or mother's milk has to get into your body. HIV-infected pregnant women can pass the infection to their new babies.
To decrease the risk of spreading HIV:
Use condoms during sexual activity
Do not share drug injection equipment
If you are HIV-infected and pregnant, talk with your doctor about taking anti-HIV drugs
If you are an HIV-infected woman, don't breast feed any baby
Protect cuts, open sores, and your eyes and mouth from contact with blood.
If you think you've been exposed to HIV, get tested and ask your doctor about taking anti-HIV medications.
Page 1 of 13SEFCB2 Unit10 Frightening Nature
一、教材分析
1．教学内容分析
本单元的中心话题是自然灾害，由于earthquake, flood在高一已有涉及，所以本单元主要围绕volcano, typhoon, hurricane等进行听说读写，表达自己的情感体验，使学生在参与、体验中完成语言活动任务。
Warming up 部分设计了四幅图画和五个问题，要求学生讨论并描述他们所观察到的事物。这四幅画分别是关于地理、气象、天文和生物。让学生直观地感受到这几门功课的研究对象，引起学生联系日常生活的思考，认识到自然灾害的危害，激发学生学习知识探索科学的欲望，自觉承担社会的使命。
Listening部分是一则美国夏天的天气预报，包括是否下雨、温度、沿海地区的飓风。要求学生结合听力材料和所给的地图，抓住关键的信息，在完成练习中发展学生的听力。
Speaking 分三部分，第一部分设计了谈论台风的对话，供学生进行机械性的操练，为下面的创造性交际打基础。第二部分提供了六幅图画：thundering and lightening, volcano, earthquake, seeing deadly snakes, in SARS-affected area.第三部分提供了表达焦虑、畏惧的useful expressions,使学生能用这些句子和词组展开有意义的操练和交际性操练，表达自己的情感。
Reading部分分为pre-reading, reading和post-reading. pre-reading部分呈现两幅图画关于在2000多年前在意大利崛起的一座著名的火山Vesuvius和被火山埋葬的两个小城镇，激发学生的想象力和科学探究能力。Reading围绕作者叔叔的死Vesuvius火山爆发的真实情景，展示了当时的人们在巨大的灾难面前恐惧的心情，并赞扬了他叔叔从容不迫，舍己救人的高尚品质。整篇文章用第一人称，文章内容多取材于主人翁自己的记载，因此文章有很强的感染力，使人有身临其境的感觉，令人信服。本文又是以书信形式写的娓娓道来，使人有一种亲切感。文章格式正确，开头结尾完整，自然，语言材料地道。Post-reading部分有四个问题，旨在巩固和加强学生对课文的理解，词汇及相关语言知识。
Language study 包括词汇和语法两部分。词汇第一个练习中提供了一则新闻，引导学生使用所学主题词汇填空，第二个练习设计五个具有一定情境的句子，让学生练习使用表达感情的词汇及词性转换。语法部分学习省略句的用法，具体包括例句、机械操练、有意义的操练，使学生有易到难，循序渐进的掌握语法知识。
Integrating skills中的文章是关于一艘轮船在船长的带领下同可怕的台风做斗争的情景，文章没有结尾，要求学生在阅读的基础上进行大胆、合理的想象续写故事结局。体现了以读导写、以读促写、读写有机结合的教学指导思想。不仅提高了他们的读写技能，也有利于学生创造性思维能力的培养。
Tips部分提供了一些学习气象知识的方法和技巧。
Checkpoint 部分总结了本单元的语法重点——常见的省略结构。同时通过一个问题引导学生自己对本单元所学词汇进行归纳、小结。
2．重点和难点
重点：1. 本单元中出现的一些重要单词和词组的用法
2. 省略句的用法
3. 用一些本单元所写的词汇表达自己的感情
难点：展开想象力续写故事的结局
二、教学目标
1．语言知识
词汇：form a danger, scored to death, get into a total panic, on end, draw one’s attention, urge, calm down, knock about, all of a sudden, aware, at hand…
话题：talk about natural disasters: volcano, typhoon, hurricane
功能：表达情感、焦虑和畏惧：
how terrible!
It makes my hair stand on end.
She’s scared to death.
What terrifies me is…
He gets into a total panic when…
I’m frightened to death by…
What’s really scary is…
语法：学习常见的省略句
2．语言技能
听：能听懂天气预报，掌握天气预报的要素，获取关键信息。
说：能用有关词组和句型表达自己的感情
读：掌握记叙文的阅读技巧，能用五个W、一个H和first, next, then, finally复述课文。
写：学会续写故事结局。
3．学习策略
利用网络搜集资料并加工处理信息；自主合作探究学习能力和英语思维能力
4．情感态度
在英语学习中培养协作、互助精神，体验英语学习的乐趣；了解自然灾害的危害和科学的重要性，努力学习，加强对社会的责任感。
三、教学方法和教材处理
1． 教学方法
根据本校全体教师的教学经验和学校学生的实际情况，结合任务型教学和合作学习，建立模式为“设置任务--小组分工合作--大组竞争”。教师把班级分成四大组，然后把大组又分成几个小组，不改变学生座位，前后两排4个学生成一小组，每小组围绕任务进行讨论，小组四人自己分工合作，确定4个角色：组织者（本组开展活动的核心人物）；记录员（记录本组的意见和观点）；计时员（确保本组人员在规定的时间内完成规定）；记者（作为本组的发言人，活动结束后向全班汇报讨论的结果）。引进大组竞争，形式有，
1)每大组设置不同任务，讨论完成后，小组的记者汇报，同一大组的其他小组的记者补充完善，讲出几点，该大组就得几分，但不能重复；2）每大组同个任务抢答赛，该大组成员能抢答出正确答案，该大组得几分。3）记者招待会或辩论赛。以大组为单位记分，以小组为单位讨论。每节课的竞争形式并非单一的，可以自由组合，individual work, pair work的得分归在大组得分中，一节课结束后，得出大组总分记下，每一个月算出积分，和学校的品德分挂钩。这样，每个学生都会参与，都有机会作答，在相互合作的过程中，培养了合作能力。
课时安排和教学思路
period 1:warming up &listening
本节课从复习unit9的内容，talk about the problems and disasters because people destroy the environment导入，从而引出natural disasters,呈现四幅图片通过individual work, group work展开话题,然后提问学生可以从哪里得知台风或火山信息，学生自然联想到电视和报纸，导入到听力材料-天气预报。听力材料的难度在于材料的语言特色和大信息量，因此，在pre-listening中1）以中央电视台的天气预报图片用brainstorming形式处理天气预报的有关词汇：shower, thunderstorm snow, fine, sunny, cloudy, windy, rain, temperature…尤其是温度的单位国内外不同，中国用摄氏度℃，国外用华氏℉，30℃=86℉，2)出示美国地图，让学生猜测在夏天东南西北哪里可能有飓风，哪里多雨水，哪里少雨水，哪里可能最热，哪里比较凉快，再让学生听材料答题，降低难度。Listening的练习设计如下
weather forecast (time:_______________)
place Rain(yes/no) Temperature(F)
The northwest
The Midwest
The northeast
The East
The southeast
The South
根据学生的程度，可再听一次。听完后group work讨论：what advice can you give people when a hurricane hits the coast
增强学生的安全意识，也为下一课speaking做准备。作业布置：搜集温州十四号台风“云娜”登陆情况。
period 2:speaking
本节课先复习types of natural disasters,再呈现温州今年8月份十四号台风“云娜”登陆的视频（在google 键入视频 台风可搜索到），talk about danger of typhoon and feeling,从而引出example,进行听、读、问答、机械性操练，再呈现四幅画：thundering and lightening, volcano, earthquake and SARS-affected area,各大组各分不同主题进行小组合作讨论。If time permits, do Ex2 on page145.作业布置：1）完成书本其他两幅图片；2）上网查找台风、火山爆发成因和易发区。
period 3&4:reading
从复习上节课引出volcanoes的有关知识，情形、成因和易发区，导出讨论课文前面两幅图画和两个城镇及火山的地理位置地图（在yahoo键入a map of Vesuvius and Pompeii可得）再进入reading:
skimming
when where What disaster who The end
scanning
Action of uncle volcano
first
next
then
finally
在处理文章的脉络过程中，还要解决一些细节理解和篇章理解，讨论两个问题后，召开记者招待会， 假设uncle还活着，他 在his friend’s wife Rectina, his friend Pompy的陪同下，接受记者采访，选三个学生做被采访者，其他学生为记者。
period 5:language study
从retell the text 导入另一篇关于火山的报导，进入word study的第一个练习，就所学单词完成文章。做完第二个练习，由口语“Beg your parden ”导入省略句，通过pair work, group work学习省略句。
period 6:integrating skill
学完了speaking中的台风对话，学生对于台风有了一定的认识，因此问“but have you ever experienced typhoon when you are at sea 引出话题，通过skimming,了解地点、人物、轮船、事件，而scanning的三个问题分别涉及到bad weather, what did the captain do What happened to the ship 为下面的续写做铺垫，学生可以从这三个方面续写结尾。其中第二个问题又可以利用图片解决飓风风眼和气压的关系。关于续写，假如时间或者班级学生成绩不是很好，引用阅读老教材高三Unit6 a person with great determination 这篇文章，降低学生的难度。
Period 1 warming up & listening
Goals:
1. Train the student’s ability of listening
2. Get some nature disasters
3. Learn weather forecast
4. Know the importance of science
Step1 lead in
1. Review unit9 saving the earth, talk about the problems and disasters because people destroy the environment.
2. Talk about types of natural disasters (volcano/typhoon/hurricane…
Step2 warming up
1. Brainstorming: four pictures given in warming up (individual work)
Q: what natural disaster is described in the picture1/2
What can you see when a volcano\typhoon happens
What can you see in the picture3/4
What subject is about it
What instrument do we use to observe P3\P4
2. Discussion (group work)
Q: How do these disasters or phenomenon form a danger to people
How can science help reduce threat
四大组各分一个主题，小组合作讨论。
Step 3 listening
1. Pre-listening
Brainstorming (individual work): show a picture of weather forecast
Talk about the contents of a weather forecast
temperature (30℃——86℉)
rain
wind
shower
thunderstorm
snow
sunny
Match signs with weather
Guessing: show a map of America
Q: What’s the weather like in the east/south/west/north
Is there any rain in the west/southeast
Is it very hot in the north in summer
Are there any hurricanes in America
Where can there be hurricanes
2. While-listening
weather forecast in America (Time______________)
time Rain(yes/no) temperature
The Northwest
The Midwest
The Northeast
The East
The Southwest
The South
3. Post-listening
Discussion (group work):
What advice can you give people when a hurricane hits the coast
Homework:
1.Search some information about “Rananim” typhoon attacking Wenzhou.
2. Preview speaking
Period 2 speaking
Goals:
1. Train the students’ ability of speaking
2. Get students to express emotion: anxiety; fear…
3. Learn some useful expressions
Step1 presentation
1. Talk about natural disasters and danger to people
2. Show a video about the 14th typhoon “Rananim” attacking Wenzhou, ask students what they see and the feelings.
Step2 example
1. Read the example and find description for typhoon/emotion
Suggested answer:
typhoon: tops of trees moving in circles
sand and pieces of wood were swept into the air
the typhoon pulled the roofs off their houses
and cars went up in the air
destroyed most of houses
emotion: It was a bit scary, but I wasn’t really afraid
It was very frightening
He was scared to death
Get into a total panic
2. Drill (pair work)
First ask students to listen to the tape, paying attention to useful expressions above, then read and act out the dialogue.
Step 3 practice
1. Present 4 pictures in the book (thundering and lightening/ volcano/ earthquake/ SARS-affected areas)and ask what happen in the pictures.
2. Use useful expressions given in the book to make dialogues (pair work): each group is given one topic,
e.g. group1: thundering and lightening
group2: volcano
group3: earthquake
group4: SARS-affected area
Step4 practice
If time permits, ask students to do Ex.2on page145
Homework:
1. Make dialogues for the rest two pictures with your partner and write down.
2. Search in the Internet to find
Where can volcanoes usually happen
How does a volcano work
Period3 & 4 reading
Goals:
1. Learn some useful words and expressions: draw one’s attention, at hand, call for, urge, upon arrival, calm down, light up, in a panic, more than
2.Get the general idea of the text and master some detailed information in it.
3. Learn some from his uncle
Step 1 Pre-reading
Brainstorming (individual work):present pictures in the text and a map of Vesuvius
Q：Do you know any volcanoes in Asia
What’s the name of this volcano Where is it
Around the volcano, what city or town can you see
When the volcano erupted, what happened to Herculaneum and Pompeii
Step2 Reading
1. Skimming
when where What disaster who The end
On the 24th of August in 79 AD In southern Italy Moutain Vesuvius erupted Pliny, his mother, his uncle, other people His uncle died in the disaster
2 Scanning (pair work)
volcano uncle
first A cloud rising from the mountain Decided to go and see it from closer at hand
next Ash and bits of rock, darker and more, the closer they went Sailed to rescue his friend’s wife
then Flames lighted up many parts of Vesuvius Went to help his fiend Pompy
finally Shower of rocksdarkness Died in the disaster
3. Further understanding
1) What’s the main idea of Passage1
A. To tell sth. about Volcano happening in 79AD.
B. To tell sth. about the death of Uncle Pliny
C. To help Tacitus to recall what happened to Uncle Pliny.
D. To be in memory of Uncle Pliny.
2) We can infer from Passage that _________.
A. Uncle Pliny was a seismologist
B. Tacitus was Uncle Pliny’s friend
C. Tacitus would copy the whole story to the public
D. Pompy also died in the earthquake
3) He paused for a moment wondering whether to return back as the captain urged him.
Which following words are used with the same meaning as they have used in the sentence
A. She urged I apologize to him
B. He urged her to rest
C. When my old friend urged me to accept a cigarette, it was more than I could bear.
D. She urged her pony into an energetic trot.
Answers to questions(1-4): CAB
Step3 Post-reading
Discussion (group work)
Q: What quality does his uncle have
Is it worth risking his life doing research or rescuing his friend like this
Step4press conference: choose three students as uncle, Rectina, Pompy, others act as journalists, you can ask any question like this:
1. Was his uncle afraid of what was happening give examples
2. What did his uncle do to calm down Pompy
…
Homework:
1. Retell the story
2. Remember new words and phrases
3. Do exercise 1& 2 on page77
Period5 Word study & Grammar
Goals:
1. Get students to complete a passage according to the information given
2. Get the students to review the usage of the present participle and the past participle
3. Get students to learn some word formations
4. Get students to learn and master Grammar: Ellipsis
Step 1 revision
Ask students to retell the story using information given.
Step2 word study
1. Let’s read another story about volcano, fill in the blanks with words we’ve learned, the first letter of the words is given.(pair work)
2. Do exercise 2 then tell the reason
3. Do exercise 2 on page146
Step3grammar
1. Say “Beg your pardon I can’t hear you clearly”, then ask what is left out in this sentence, and explain.
2. Practice: exercise 2 (pair work)
3. Practice: exercise 3(group work)
Step4 practice
1. _______ time, he’ll make a first-class tennis player.(2003北京)
A. Having given B. To give C. Giving D. Given
2—Susan, go on. Your sister is cleaning the yard.(NMET20030)
--Why _____ John is sitting there doing nothing
A. him B. he C. I D. me
3. Generally speaking,_____ according to the directions, the drug has no side effect.(2003 上海)
A. when taking B. when taken C. when to take D. when to be taken
4. Unless_____ to speak, you should remain silent at the conference.(2003上海春)
A. invited B. inviting C. being invited D. having invited
5. ---The boys are not doing a good job at all, are they (2003北京春)
---________________.
A. I guess not so B. I don’t guess C. I don’t guess D. I guess not
6. The man we followed suddenly stopped and looked as if ____ whether he was going in the right direction.(2003春)
A. seeing B. having seen C. to have seen D. to see
7. When______, the museum will be open to the public next year.(2002上海春)
A. completed B.completing C. being completed D. to be completed
8. The director gave me a better offer than _____(1999 上海)
A. that of Dick’s B. Dick’s C. he gave Dick D. those of Dick
9. –Does your brother intend to study German (1998上海)
-- Yes, he intends _______.
A. / B. to C. so D. that
10. –Alice, why didn’t you come yesterday ( MET1997)
--- I ________, but I had an unexpected visitor.
A. had B. would C. was going to D. did
Answers 1—5 DDBCD 6---10 DACBC
Homework:
1. Do exercise 4
2. Do exercise 1 P146 & grammar P147
Period 6 integrating skills and writing
Goals:
1. Read a passage about typhoon
2. Learn and master the new words and expressions in this passage on board, knock down, all of a sudden, swear, live through…
3. Write a passage about how the story will end
Step 1 revision
1. Check the homework
2. Review something about typhoon and say:
Maybe you have experienced typhoons on land, but have you ever experienced a typhoon when you are at sea
Step 2 reading
1. Brainstorming: show 2 pictures and ask:
Q: what’s the weather will like at sea
How about waves when a typhoon happens
What happens to the ship
What will you do
What will the captain do in your opinion
2. Skimming
If you don’t know, lets read a passage “typhoon”, and find the answers
captain ship disaster place
Mac Whirr Nanshan typhoon From the south to Fuzhou
3. Scanning
1) Find out some words and expressions to describe the bad weather
2) What should the captain do in such bad weather (explain the very eye of the wind and the barometric pressure of it using a picture)
3) What does the captain mean by saying “Another one like this, and that’s the last of her”
A. that will be the last storm that the ship meets
B. the ship will be destroyed by that storm
C. that will be no other storm
D. that will be the last waterfall
Answer: B
Step3 Discussion and writing
1. Discuss in groups, when a second storm hit fell on the storm, what happened to the ship How did the captain do to live through it
2. Write a passage to end the story using your imagination, you can think in three ways: bad weather, ship, action of the captain
3. If your class is not good enough, first read a passage “a person with great determination ”before writing, this may help you.
Sample writing:
Before the captain could finish his words, a mountain of wave rushed to the ship. How big it was! It’s hard to see its top! The captain and the engineer were so frightened that they both closed their eyes. It came so violently with a crash. After that, they were all wet. The captain could not find his cap and the engineer couldn’t find his glasses. The Nanshan was full of water and began to sink.” Pumps! All at pumps!”
The captain cried out. All the passengers joined in them. They used all that could be used to get rid of the water. Some minutes later, there suddenly came the engineer’s voice, “The barometre!” The captain hurried to the bridge. There, they saw clearly that the barometre rose steadily,” My God!” The captain hugged the engineer, crying with tears dropping from their eyes!
ASSESSMENT
1 小组活动记录表（A 积极 B 尚积极 C 一般 D 不参与）
记录员： 组长_________
日 期 组 别
组 员 等 级 回答次数 形式(individual/pair/group)
2 大组积分表（以自然组四大组为单位）
记录员：课代表________
第________周
组别 日积分 日积分 日积分 日积分 日积分 日积分 周积分
一大组
二大组
三大组
四大组
Weather forecast
PAGE
2Unit 2 News media （新闻媒体）
Goals
Talk about news and the media
Practise expressing opinions
Learn about the Past Participle (1): used as Attribute and Predicative
Write a comparison paragraph
Period 1 Warming up & Listening
Teaching Aims:
1. Talk about news and the media
2.Train the students' listening ability by listening and answering some relative questions.
Teaching Procedures:
Step 1: Warming up
新闻媒介的基本类型和特点各是什么？
六种主要的大众传媒：口语、书籍、报纸、广播、电视、互联网。
1.报纸。便于保存和检索；新闻性较强；读者可以反复阅读，认真思考。但是，它受读者文化程度的限制，发行需要一定的时间。
2.新闻杂志，是以传播和解释国内外重大新闻为主要内容的一种杂志，由于出版周期不同，分为周刊、半月刊和月刊等。周刊因为比较符合人们的工作节奏和生活习性，时效性较半月刊和月刊强，所以在世界新闻杂志中占据绝大多数，我国也一样。相对于报纸等其他新闻媒介而言，新闻杂志表现新闻的方式更多的是提供新闻的背景资料（有时提供背景材料比新闻事件本身更重要），并且以此说明新闻的发生对现在以及将来的影响。也就是说，它不是像其他新闻媒介那样着重报道动态新闻，而是对新闻事件进行有纵深、有广度、有背景、有分析、有评论的深层报道。从事新闻杂志工作的业内人士也常说：新闻杂志与报纸相比的一个优势是"后发制人"，这种后发制人意味着它的大量的报道必须具有深刻性或者深入性，如同当各种媒介以它们各自的特点关注着露出海面的冰山一角时，新闻杂志则把目光更多地投入到了海面以下那巨大的山体。
3.广播。比报纸具有感染力；不受文化程度限制；传播迅速。但是，其保留性差；无法对文字进行深度开掘。
4.电视。有感染力和说服力；不受文化程度限制；传播迅速。但是，其保留性差。
5.网络“第四大众传媒”
公认的大众传媒主要包括报纸、广播、杂志、书籍和电影等六大媒介。随着数字化技术的发展，电脑硬件的更新换代，互联网技术迅速普及和网站的大量建立，互联网正成为一种新的媒体广泛进入人们的生活。如今，国际上已把互联网纳入六大媒介中，并将其称为继报纸、广播、电视之后的“第四大众传媒”。这说明，人们已经认同了互联网的作用，能够同报纸、广播、电视等新闻媒介一样，广泛地传递新闻信息。
依托于互联网进行的新闻传播活动，具备了其许多的优势，这主要表现在：
（1）．包容了传统传播媒介的所有信息形式，整合了文字、声音、图象等多种传播的方式，实现了真正意义上的“多媒体”。
（2）．传播质量得以提升，受干扰程度降低，接收效果的物质实体有了保证。
（3）．能够以不同的方式和手段，灵活的报道同一事件，不致使人产生疲劳感和厌烦。
此外，就网络新闻本身而言，除了具备了网络所共有的优势之外，它还具有时效性强、容量大、速度快、超地域、超链接、可检索等特点，这些都猛烈的冲击着传统的新闻出版方式乃至整个新闻出版产业。
Step 2: Listening(SB page 10)
Listening Text:
SB:
You will listen to four people talking about something that happened. Part 1 is an interview and Part 2 is a dialogue. Listen carefully to what it is said, and tick the information you hear in each part.
Part 1
Hunter: Good morning, Mr. Carol. My name is Harry Hunter, and I work for the Daily Times. I would like to ask you a few questions about Jim Gray.
Carol: Good morning, Mr. Hunter. What would you like to know about Mr. Gray
Hunter: Well, I want to know if it’s true that Mr. Gray no longer works for your company.
Carol: Yes, that’s true. Mr. Gray was fired today. He has been having problems lately, and it’s time for him to leave.
Hunter: I see. What kind of problems
Carol: Mr. Gray was too slow, and it took him too long to do his job. He talked too much. He was noisy and sometimes even wild. He was not serious enough. Instead of thinking about work, he spent too much time disturbing the other workers with questions and comments.
Hunter: So the other workers didn’t like Mr. Gray
Carol: Mr. Gray was very nosy. Always trying to find out what the other people was doing. Many people were also unhappy with Mr. Gray because he was rude and said bad things about people.
Hunter: I see. Were there any other reasons why you fired him
Carol: Yes, Mr. Gray was also careless with his money. Now if you excuse me, I have to get back to work.
Hunter: Thank you for answering my questions.
Part 2
Man: Hi, Wendy. Did you hear that Jim was fired today
Woman: Yes, I did. Isn’t it awful I have worked with him for ten years and he was one of my best friends. I can’t believe that he was fired.
Man: I don’t understand it, either. Jim faced many difficulties, but he wouldn’t give up. He was careful and always took the time to do a job well.
Woman: Even when he was very busy, Jim always found time to speak to others. He was funny and happy, and like to make others to laugh. He always had a kind word for me.
Man: Yes, he was always interested in other people and care about their life and troubles. When my wife was ill, he always asked me about her and tried to cheer me up.
Woman: Jim was always so generous. He was happy to spend money on good meals and gifts.
Man: Yes, he was. And he was also very honest, and always talked people what he thought about something
Woman: I suppose we wouldn’t see him very often in the future. I will miss him.
Man: I will miss him, too.
Step 3 Key Words
1. Which of the news media above is the most reliable 以上的新闻媒体中哪一种最可靠？
reliable adj. 可信赖的; 可依靠的； 确定的
They are reliable friends. 他们是可信赖的朋友。
Is the source of the information reliable 那个消息的来源可靠吗？
[链接] reliably adv. 可靠地；确实地 reliability n. 可靠性；可信赖性
2. The man was fired. 那个人被解雇了。
fire的动词用法
(1) 解雇，开除
The company fired him for not coming to work on time. 那个公司因他不按时上班解雇了他。
(2) 发射
He fired his gun at the big snake. 他开枪打那条大蛇。
(3) 激发（人、感情等），使充满热情
The story fired his imagination. 这个故事激发了他的想象力。
3. The man faced difficulties.
(1) face v.t. 面临（困难等），应付， 面对；（危险、困难等）迫近
e.g. We must face our trouble and bear it. 我们必须正视我们的困难并勇于承受。
[短语]
be faced with 面临，面对
face up to面对；承担
face the music接受（不愉快的后果或情况）
e.g. I was faced with a new problem.
She couldn’t face up to the fact that she was no longer young.
她无法面对自己不再年轻的现实。
The boy was caught cheating in the examination and had to face the music.
那个男孩被发现考试作弊，不得不接受惩罚。
(2) difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。
e.g. She learned to speak English without difficulty. 她毫无困难地学会了讲英语。
We will face many difficulties in the future. 将来我们要面临许多难题。
4. The man was generous.
generous adj. 慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的
e.g. He is generous with his money. 他出手大方。
He gave me a generous lunch. 他请我吃了一顿丰盛的午餐。
[链接] generous adv. 慷慨地 generosity n. 慷慨大方
Homework:
1. Read the new words.
1. Keep the Language Points in mind.
1. Get reading for Speaking
Period 2 Listening(WB page 88) & Speaking(SB page 10)
Teaching Aims:
1. Train the students’ listening ability.
2. Train the students’ speaking ability.
Teaching Procedures:
Step 1 Listening(WB page 88)
Listening Text:
WB:
The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today.
Good morning, everybody. Listen carefully. This is what I want you to do. Mick, Jane Scott, the sportswoman, is arriving at the airport this morning. Her plane will arrive at eleven. Will you be there, please I want you to get a good photograph of her. See if you can talk to her. Ask her what her future plans are. Okay Bob, the Medical Conference opens today at the Capital Hotel. It starts at nine o’clock. So, you have to hurry. I want you to listen to the opening talk and make some notes. Get a photograph two of the persons giving the talk. Susan, I want you to interview someone at the ome office. This new traffic plan is very interesting. I want you to set up an interview today. I want you to put your report in tomorrow’s paper. Gather as much information as you can. Try to collect some plans or diagrams. They will be very useful.
Step 2 Speaking(SB page 10)
Step 3 Key Words and Expressions:
1. Below is a list of ten things that happened today. 以下列出了今天发生的十件事。
本句为倒装句，正常语序应为：A list of ten things that happened today is below.
below看作副词，表示方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前。这类作状语或表语的词常见的有：away, down, in, off, out, over, up, above, below, here, there及介词短语与分词。
Here is a seat for you.这儿有你的一个座位。
There goes the bell!铃响了。
Written on the blackboard are the names of those who were late yesterday.黑板上写着昨天迟到的人的名字。
1. France elected a new president.
elect v.t. 选举，推选
e.g. They elected a president. / They elected him as President. 他们选举了总统。/ 他们选举他为总统。
注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。
e.g. Our classmates elected him as/to be/our/as our monitor.
They elected the old man to be chairman of the club.他们推选那位老人为俱乐部主席。
[辨析] elect, pick out, choose
elect是指通过正式手续的选举。
e.g. Roosevelt was elected four times to the presidency of the U.S.A.罗斯福四次当选为美国总统。
choose通常指在所提供的对象中，凭个人的判断力进行选择。
e.g. We had to choose between leaving early and paying for a taxi.我们不得不在早点动身和雇计程车中间作出选择。
There are ten to choose from.
pick out比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。
e.g. She picked out a scarf to wear with the dress.她挑选了一条围巾以配上她穿的衣服。
1. Food prices are going up. 食品价格在上涨。
go up上升，增长，提高
e.g. The temperature has gone up.
The lift went up to the fourth floor. 电梯升到了四楼。
1. A house in your city burnt down. Nobody was injured.你们镇上一座房子被烧毁。无人员伤亡。
(1) burn down 烧毁；使烧毁【强调破坏性】；（由于燃料烧尽）火力减弱
These houses were burnt down to the ground. 这些房子被烧毁。
The fire is burning down, get some more coal please.
[比较] burn up烧尽，烧光【强调动作的结果】；（火，炉等）烧起来，旺起来
e.g. Put some wood on the fire and make it burn up.
(2) injure v.t. 使受伤；损害，伤害（感情）
e.g. The boy injured his leg.
In the accident his back was seriously injured.
I hope I didn’t injure her feeling.
[辨析] injure, wound, hurt, harm的区别：
injure伤害，损害（感情），损害（名誉）。普通用词，常指各种性质的身体上或精神上的伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。
e.g. In the traffic accident, two were killed and three get injured.在交通事故中，两人遇难，三人受伤。
He was so injured in his pride that he stayed at home all day without meeting anyone.他的自尊受到了如此的伤害以至于他成天待在家里，不见外人。
wound使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。
e.g. The soldier was badly wounded in the head.这个士兵头部受了重伤。
The bullet wounded his arm.子弹打伤了他的胳膊。
hurt伤害（感情）。普通用词，没有injure正式，常用于口语。多用于有生命的东西，常指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛”。
e.g. Luckily no one was seriously hurt in the car accident.
The girl fell off her bike, and one of her legs hurt.
harm常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。
e.g. There was a fire in our street, but no one was harmed.
Getting up early won’t harm you! 早起对你没有害处。
Homework:
1. Read the new words.
1. Keep the language points above in mind
1. Get ready for reading.
Period 3-4 Pre-reading/Reading/Post-reading
Teaching Aims:
1. Train the students' reading ability,especially the skills of summarizing and scanning.
2. Study and have a good grasp of some key words and phrases.
Language Points:
1. Newspapers and other media do more than simply record what happens.报纸和其他媒介并不仅仅记录已发生的事情。
(1) 该句中的do是助动词，起强调作用，用以加强说话者的语气。
e.g. Do remember to remind me to return the book I borrowed from you.
(2) more than不仅仅；极为，非常；多于；难以；不能
e.g. She’s more than a teacher to us.
The boy more than smiled but laughed. 这男孩不仅是微笑，而是放声大笑了。
We are more than pleased with the results. 我们对结果极为满意。
He has more than 300 pictures.
This room is three time larger than that one.这个房间比那个房间大两倍。
The old man is two times older than I am. 这个老人的年龄比我大一倍。
That is more than I can tell. 那是怎么回事我实在难说。
1. Experienced editors and reporters make informed decisions about what events to report and how to report them.经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。
(1) 句中的experienced(富有经验的)和informed(见识广的，有知识的) 都是动词的过去分词作定词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。
e.g. a fallen tree一棵倒下的树 a broken chair一把破椅子 stolen cultural relics被盗的文物
(2) informed adj. 明智的，有知识的，了解情况的
e.g. He is a well-informed man.他是个消息灵通的人。
inform的用法:
inform sb. of sth.告知某人某事 inform sb. that/wh-…告知某人 inform sb.＋疑问词＋不定式
e.g. The singer informed us of their arrival.歌手们把他们到来的消息告诉了我们。
The nurse informed me that visiting hours were over.护士告诉我探病时间已经结束了。
Who informed you when to start 是谁告诉你们出发时间的？
1. They also make sure that readers can relate to the stories.他们还要确保报道的内容与读者的生活密切相关。
relate v.i. & v.t （和～）相关；涉及；把～与～关联起来
e.g. It is difficult to relate the two cases. 很难把两个案子联系起来。
We should learn to relate the results to the causes.我们应该学会把结果与原因联系起来看问题。
Light industry is closely related to the people’s life.轻工业与人们的生活有密切的关系。
1. The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read in made.两位记者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的。
(1) switch v. 转换，改变
e.g. He is always switching jobs. 他总变换工作。
He switched the recorder to the “off” position.他将录音机拧到“关”的位置。
(2) for once 就这（那）一次
e.g. For once they broke the rule.这一次，他们违规了。
For once our manager came late. 我们的经理这次来晚了。
He beat me for once.他只有一次赢了我。
(1) rather than的特点是连接前后两个平行结构，即要求前后成分要一致。
e.g. He decided to write to rather than (to) phone.他决定写信而不打电话了。
I’d like to go there in autumn rather than in summer.我愿意秋天去那里而不愿意夏天去。
He was engaging in writing a letter rather than reading a newspaper.他正忙着写信而不是看报纸。
1. After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.采访后，记者一定要提交出组织严密的材料，并确保文章的真实反映事实和舆论。
(1) present vt.呈现；描述；介绍；赠送
e.g. When will you present your report 你什么时候提出报告？
The government presented cars to the hospitals. 政府向医院赠送了一些车。
Allow me to present Mr. Brown to you. 请允许我把布朗先生介绍给你。
(1) reflect vt. 反映；表现；反射；映出
e.g. This letter is sure to reflect our real opinion.这封信会反映出我们的真实意见。
Her face was reflected in the mirror.她的脸映现在镜子里。
Mirrors reflect light.镜子能反射光线。
1. My favourite article is the one I wrote about the efforts to bring stolen cultural relics back to China.我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。
(1) 本句中的one是代词，用来指代article。one常用来代替前文提到的一种可数的事物。
e.g. I haven’t a pen. Can you lend me one
指代可数名词复数用ones。
e.g. On the desk there is a red pencil and two black ones.
(2)effort n. [U,C]努力；艰难的尝试；努力的结果
e.g. He did it without effort.他毫不费力地完成那件事
[短语] make an effort努力，尽力 spare no effort不遗余力
1. I want to write about people you seldom read about, for example people who have AIDS or who are addicted to drugs.我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的人。
(1) seldom adv. 很少；不常；难得
[扩展] 表示否定意义的状语位于句首时，句子通常采用倒装句。
e.g. Seldom does he quarrel with others.
Never did I dream of seeing him in America.
Never before have so many people come to see him.
Not a single word did she say.
(2)be / get / become addicted to sth. / doing sth.对~成瘾/成癖
e.g. It doesn’t take long to become addicted to these drugs.服用这些毒品不要多长时间就会上瘾。
It’s a pity that her child has got addicted to smoking.真可怜，她的孩子抽烟上瘾了。
Some children are addicted to computer games / TV.(喻)一些孩子玩电脑游戏/看电视上了瘾。
He is addicted to practicing Chinese Gongfu.他醉心于练习中国功夫。
1. We shouldn’t ignore what happens even if it is difficult for people to accept some stories.即使人们对一些现象很难接受，我们也不应该无视眼前发生的事情。
(1) ignore v.t. 不理睬；忽视
e.g. You shouldn’t ignore your father’s advice.你不该无视父亲的忠告。
I tried to tell her but she ignored me.我打算告诉她，可是她不理睬我。
(2) even if / even though即使，尽管
e.g. The young man didn’t lose heart even if he had failed many times in finding a job.这个年轻人没有放弃，尽管他多次未能找到工作。
1. The media can often help solve problems and draw attentions to situations where help is needed.媒介常可帮助解决难题，使人们关注需要得到帮助的情况。
draw attention to关注某事 draw / attract one’s attention引起某人的注意
e.g. This article will draw attention to farmers and agriculture.这篇文章奖让人关注农民和农业问题。
The fallen leaves drew /attracted the worker’s attention.这些落叶引起了那个工人的注意。
He drew my attention to a mistake in my homework.他要我注意作业中的一处错误。
1. The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.结果会使人们更好地了解世界地各个方面，给人们带来一个人人受到尊重，不同观念得到包容地未来世界。
(1) on all sides(=on every side) 在各方面，四面八方
e.g. They were trapped with enemies on all sides.他们四面楚歌。
The enemy were attacking on all sides.敌人从四面八方发起进攻。
(1) tolerate v.t. 容忍，忍受，允许
e.g. I can’s tolerate that loud music / that kind of behavior.我无法忍受那么响的音乐/那种行径。
Cheating on exams cant’ be tolerated. 考试作弊是不能容忍的。
11. I would not believe it, but I might check other sources and maybe change my mind.
change one’s mind改变主意
e.g. Since getting to know him better, I have changed my mind about him.更深入地了解以后，我改变了我对他地看法。
[相关短语] bear / keep in mind 记住 call/bring to mind 使人想起 out of one’s mind 精神错乱，发狂 never mind 不要紧，没关系 have sth. in mind 记得某事，想起某事
12.Famous people are often asked for their opinions on current affairs.名人经常接受采访、被问及对时事地看法
current affairs 当前的事件；时事
affairs复数形式表示“重要事件，事务”（常用复数形式，且一般不与定冠词连用）
e.g. The minister deals with important affairs of State.这位大臣处理重要的国务。
current adj. 此刻的，现时的，当前的
e.g. current fashions时装 current events时事
Homework:
1. Read the text.
1. Try to remember what have been taught above.
1. Work Book p89-90
Period 5 Language Study & Grammar
Teaching Aims:
1. Review the words learned in Reading.
2. Grammar Study: The Past Participle used as Attribute and Predicative
Grammar语法详释
The Past Participle used as Attribute and Predicative过去分词作定语和表语
过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。
1．过去分词作定语
(1) 在句中的位置
单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。
a broken heart一颗破碎的心 a lost dog丧家之犬 a risen sun已升起的太阳
an organized trip有组织的旅行 a broken glass被打破的玻璃杯
a trip organized by the league由共青团组织的旅行
a glass broken by the boy被这个男孩打破的玻璃杯
The excited people rushed out of the building.
They found a damaged car at the gate of the park.
(1) 所表示的时间
过去分词作定语时，所表示的动作或者在谓语所表示的动作之前发生，或者没有一定的时间性。
The letter posted yesterday will soon reach him.他很快就能收到昨天寄出的信了。
Have you read the books written by the young writer？你读过那位年轻作家写的小说吗？
(1) 语法功能
过去分词或过去分词短语作定语时，其功能相当于一个定语从句。
The stolen bike belongs to Jack.被偷的自行车是杰克的。
The bike which had been stolen belongs to Jack.
The lecture given by Professor Zhang is about environment protection.张教授所做的报告是关于环境保护的。
The lecture which was given by Professor Zhang is about the environment protection.
2. 过去分词作表语
(1) 过去分词作表语时，多表示主语所处的状态。
The door remained locked.门仍然锁着。
She looked disappointed.她看上去挺失望。
He seemed quite delighted at the good news.听到这个好消息，他似乎很开心。
(2) 常见作表语的过去分词有：upset, disappointed, drunk, amused, frightened, married, excited, experienced, interested, confused, pleased, puzzled, satisfied, tired, worried等。
(3) 有些过去分词作表语时，构成的谓语很接近被动结构。
Everything is settled down.一切都解决了。
Thank heavens! The boy is saved.谢天谢地，孩子得救了。
The town is surrounded on three sides by mountains.这座小镇三面环山。
Language Points:
1. Nine out of ten women who were interviewed about the product said they liked it.
nine out of ten(=nine in ten)十之八九，百分之九十
e.g. Nine out of ten people will not agree with you.
也可以说
Four out of the ten children there can go to school.在那里十个孩子中只有四个可以上学。
2. And I like the way the fans look up to them.
look up to尊敬，敬仰（反义：look down on轻视，看不起）
e.g. The young should look up to the old.年轻人应该尊敬老人。
3. Americans will fall in love with this game too.
fall in love with爱上（表示动作，不延续）
e.g. I fell in love with her at first sight.我对她一见钟情。
She fell in love with the house as soon as she saw it.
[比较] be in love (with) 相爱，喜欢（表示延续状态）
e.g. If you’re really in love with art, you don’t mind hard work.
Homework: Do exercises on page 13 / 91
Period 6 Integrating Skills
Teaching Aims:
1.Review the Grammar
2.Train the students' reading, acting and writing abilities.
Language Points:
1. Brave and strong, the activists talked to workers outside the factory…
brave and strong是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、方式、伴随状况等。
e.g. Cold and hungry, he decided to stop and have a rest. （表原因）又冷又饿，他决定停下来休息一会儿。
Ripe, the oranges taste sweet.（表方式）这些橘子熟了，味道甜美。
1. The peaceful meeting ended when the company sent out a group of angry men armed with sticks to fight with the citizens.
arm v.t. 武装，用武器装备
e.g. The robber was armed.那个强盗有武器。
The soldiers were armed to teeth.士兵们武装到牙齿
1. I’m sure they won’t feel disappointed.
disappoint v.t. 使失望 disappointing adj. 令人失望的 disappointed adj. 失望的
e.g. The book disappointed me.这本书令我失望。
The news was really disappointing.那个消息真令人感到失望。
Are you very disappointed about losing the game 你是不是因为比赛输了而感到很失望
Period 7 Review and Exercises.
Period 8-9 测练和评讲
WB Integrating Skills(page 92-92)
Yang Lan杨澜简介
Chairperson, Sun TV Cybernetworks Holdings, Hong Kong SAR
Sun Television Cybernetworks Holdings Co.
Aims to build China's largest multimedia and thematic programme library, covering history, culture, biography, technology and health etc. Through alliance, acquisition and self-production, the company operates the first thematic satellite channel on history and culture in the Greater China area. It also generates multiple sources of income through programme syndication and publishing.
Personal Profile:
1990, BA in English, Beijing Foreign Studies Univ.;
1996, MA in Int'l Affairs, School of Int'l and Public Affairs, Columbia Univ., New York.
1990, Co-Host, Zheng Da Variety Show (weekly talk show);
1996-97, Host, Yang Lan Horizon (weekly magazine show); Producer, Class of 2000, 48 Hours, CBS (1987);
1998-99, Creator, Executive Producer and Anchor, Yang Lan Studio, Phoenix Satellite Television, Hong Kong;
2000, Co-Founder, Sun TV; Producer and Host, Yang Lan Studio(杨澜工作室), Sun TV. Member of the Board, Project Hope.
1999, elected to the Board, China Green Foundation. Member of the Advisory Board, School of Int'l and Public Affairs, Columbia Univ., New York. Recipient of awards.
杨澜简介
出生月日：1968年 生肖：猴 出生地：北京
文化程度：北京外国语大学学士，美国哥伦比亚大学硕士
主要企业：阳光影视公司（Sun Media） 主要行业：媒体
个人简历及工作成就(获得奖项)：
1968年生于北京。1986年至1990年就读于北京外国语大学。
1990年，杨澜在千名候选人中脱颖而出，成为中国中央电视台《正大综艺》( Zheng Da TV Show / Zheng Da Variety Show)女主持人。
从1990年至1994年初，杨澜主持的《正大综艺》节目受到大陆观众一致喜爱，创造了收视之冠的佳绩。她本人于1994年获得中国首届主持人“金话筒奖”。
杨澜说她是非常幸运的，然而这个幸运女在事业巅峰时期告别《正大综艺》，去美国充电。她先在纽约大学电影学院攻读“纪录片导演”，之后进入全美排名首位的哥伦比亚大学国际传媒专业就读，于1996年5月以全优成绩毕业，获硕士学位。
1996年初，杨澜被美国媒体广泛报道。 在《纽约时报》头版报道后，《新闻周刊》又大 幅报道。
1996年夏，杨澜与哥伦比亚广播公司曾数次获得普利策奖的制片人莫利斯·莫米德共同制作导演了《2000年那一班》两小时纪录片，在哥伦比亚电视网晚7点黄金档向全美播出，创下了亚洲主持人进入美国主流媒体之先河，并获评论界好评。
在1996年，杨澜还被选入英国《大英百科全书世界名人录》。同年，她与上海东方电视台联合制作的《杨澜视线》(Horizon)节目成功发行全国52个省市电视台，收视率在各地文艺节目中均获得不俗成绩。
1997年4月，她应联合国副秘书长之邀，作为东亚唯一代表，出席了联合国世界媒体圆桌会议，11月又应邀出席联合国“97世界电视论坛”。
1997年1月，杨澜散文集《凭海临风》出版，销量超过50万册。
她在一路努力工作之余也不忘热心慈善公益，将第一笔稿酬收入全额捐献给希望工程，因而被选为中国青少年基金会常务理事。同年7月，杨澜被选为哥伦比亚大学国际关系学院 校董，成为这所美国长春藤名校有史以来最年轻的董事。
1997年7月，杨澜回归电视业，加盟凤凰卫视中文台，并于1998年 1月推出访谈节目《杨澜工作室》，自己既是制片也担任主持人，目前已有多名著名时事人物接受了她的采访，节目大受评论欢迎和赞赏。
1998年4月起开播的《百年吒 咤风云录》中，杨澜担任主持，引领观众走入过去时光，重温100年来影响历史进程人和事。
杨澜说：“电视是我一生的追求，不在乎这一、二年的辉煌，我认为我将来的事业还有20年”。杨澜已从单纯的主持人走向一名具有真正国际性的电视制片人。
1999年10月离开凤凰卫视中文台。
2000年8月8日阳光卫视（www.）正式开播，是阳光文化网络电视公司的附属公司。杨澜是阳光文化网络电视公司的主席。
《杨澜访谈录》(Yang Lan One on One)简介
《杨澜访谈录》为“阳光卫视”的名牌访谈节目，节目就政治、经济、社会、文化等不同方面的热门话题，与世界各地的知名人士进行广泛探讨，并且畅谈个人成长经历，折射出特有的历史瞬间和社会背景。
访谈录节目中畅谈的话题不仅仅围绕时事或专业，更以人的经历、感受和智慧为中心，剥丝抽茧地讲述人的故事，以成败得失、人生百味体现人的智慧和感情，让观众通过节目去感受那些平常可望而不可及的世界名人，拉近距离，彼此沟通。
目前，《杨澜访谈录》透过“阳光卫视”频道覆盖大中华区超过三千五百万户家庭，同时，该节目通过中国三十多家电视台的发行播出，已覆盖一亿五千万户观众。节目内容广受欢迎，尤其受到中高阶层知识人士的青睐，收视表现骄人。
PAGE
10Unit 8 First Aid-
Time: December 3, 2004.
Period 1 ( warming up and listening)
What happened to the girl What can we do to help her
What can we do to help her before the doctor comes
What do you already know about first aid
Step 1 warming up
Brainstorming: What words can you think of when you talk about accidents and first aid
Accident first aid ( drown, bleed, choke, burn/catch fire, cut, electrical, wound, unconscious, ambulance )
Pair work
Look at the pictures on Page 57
1. What would you do in these situations
2. What could we do to prevent these accidents
Drowning
Check to see if he/she is breathing, Try to start his/her breathing
Never swim in deep water.
Traffic accident
Call for a doctor or an ambulance, Never pull her out of the car
Find enough people to lift the car safely and take her to hospital at once.
Look at both side when crossing the street.
Burns
Call 119 first and tell them the exact
Address on the phone.
If someone is badly burnt, we should call 120 to ask for an ambulance.
Never play with fire. Be careful with gas. Make sure that all the electric wires are safe.
Bleeding
Try to stop the bleeding, Press a handkerchief onto the bleeding point and hold it there.
Hold up the part of body which is bleeding if possible.
Cuts
Go to the hospital at once . Never pull it out of the cut.
If the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.
Choking
Make him/her spit by patting her/him on the back..
To avoid this, we shouldn’t talk or laugh when eating.
Step 2 Listening
Pre-listening: Look at the pictures on Page 58
When are they
What do you guess has happened to the boy and the girl
Now read the requirements quickly and find out what to do .
While-listening: listen to the tape and finish the exercises on P58.
1. Listen to the tape. What happened to each child
Child 1 : _____________________________ Child 2 :_______________________________
2. Listen to the tape again and answer the questions.
Child 1 child 2
When did it happen Was any first aid given If so what was given
3. Listen to the nurse’s questions in the first dialogue and write them down..
1) Can __________________________
2) What’s ________________________
3) What did you do ________________
4) Does __________________________
Post-listening :
Look at the pictures
1 . What would you do in these situations
2.What could we do to prevent these accidents
Period 2 Speaking Time: December 6, 2004.
Nowaday, there are a lot of unexpected accidents. What would you do in such situations
Task 1 . Discussion:
What should you do if you find ……
1) a person fall off the second floor
2) a person who has stopped breathing
3) a person whose leg is bleeding
What things at home can be dangerous
electrical equipment knives Electric fires hot water Poisons windows ladders
Task 2. Discussion:
How to prevent us from being injured at home
Electricity:
Make sure that electric wires are safe and that children can’t touch them.
Cooking
If a pan of oil catches fire, turn off the gas and cover the pan quickly.
Things in mouth:
Don’t leave small things on the floor or table which a baby can put in its mouth.
Poisons :
Don’t pour poisons into other containers, for example, empty bottles . keep them on a high shelf out of the reach of children.
What must you do if you are badly burnt
Cool the area of skin at once . wash the area of skin under the cold tap of several minutes. Put a piece of dry clean cloth over the area of the burn.
How do you deal with a simple cut
Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.
What should you do when a person is bitten by an animal
Wash the wound under cold running water, then see a doctor as soon as possible.
More advice
Gas fires : If you are using one of these, check that a window is open.
Water: Make sure that young children can not get close to pools, lakes and rivers by themselves
Ladders : Don’t use them on a wet floor. Get someone to hold the ladder for you. Don’t reach sideways while standing on a ladder. Get down first and move the ladder.
Additional advice
1. put away knives, forks, containers with hot water beyond the reach of children.
2. tell children not to play with matches, lighters. In short, tell them not to play with fire.
Don’t forget to phone 120 and 110 whenever necessary !
Task 3 work in pairs.
Use the lists of dos and don’ts below to tell each other what you should and should not do.
Safety around the house
Dos
A . make sure that electric wires are safe and that children can’t reach them.
B. if a pan of oil catches fire, turn off the gas and cover the pan quickly.
C . make sure that everyone in your family knows how to call 110 and 120.
D. learn more about first aid.
Don’ts
A. Don’t put poisons into other containers, for example empty bottles.
B. Never leave small things a baby can put in its mouth on the floor or table.
C. Don’t play with electrical equipment.
D. Never use ladders on wet floor.
Useful expressions
You should always…. You must……Make sure that ……. You ought to/should…..
You have to ……You should not ………. You should never……..
You must never….. Never……….. Please don’t…………….
Task 4 . Talking
In China, 120 is the number to call when medical help is needed. Emergency line operators must always stay calm and make sure that they get all the information they need to send help.
Work in pair and use the role cards below to practise describing accidents and asking for help. Take turns being the eyewitness and the operator.
Eyewitness Operator
Description of accident :______________ what happened ________
Number of people injured: _____________ who was hurt _________________
Type of injuries _______________ Was any first aid given _______
Place _______________
The third period & fourth period Time: December7 & 8, 2004
Teaching aims:
1. improve the students’ reading ability.
2. help the students to master the new words and expressions.
3. Let the students know more about first aid.
If someone is badly hurt in a traffic accident, you should…/mustn’t….
Dos Don’t
Leave the person where she/he is. Move the person
Telephone for help
Tell the person not to worry carry tbe person
Tell the person to stay still let the person get up
Before the doctor comes, what is the most important
What is First Aid
First aid is the science of giving medical care to a person before a doctor can be found..
Look the outlines.
If you are asked to write a text about first aid, which of these outlines will you use
You may have a discussion in pairs and then I’ll ask some of you to tell us your opinion.
A B C
1. First aid is important 1. Learn how to give first aid 1. There are two types of first aid
2. Reason 1 2. First,…… 2. The first aid
3.Reason 2 3. Second,…. 3. The second type
4 Reason 3 4. Third, …… 4. Similarities and differences
Fast-reading
Which outline is used in the passage
What’s the topic of the paragraphs
Para. 1 First aid is very important
Para 2 The most important is to stay calm
Para 3-4 When we have to think fast, we must remember DR ABC to give first aid.
Para. 5-6 When we have checked the DR ABC we should give the first aid that is needed and call an ambulance.
Listen to the tape and answer the question.
Para. 1 First aid is very important
Why is first aid important in our daily life
Para 2 What is the most important thing to remember when dealing with an emergency
Para 3-4 What do the hospitals recommend
What do the letters DR ABC stand for
What are three important things
1. Check that the person can breathe .
2. If the person is not breathing , you must try to start his breathing at once.
3. If the person is bleeding badly, you must try to stop the bleeding .
Para 5 What should we do when we have checked the DR ABC
Para Can we do first aid correctly after reading this passage
Comprehension
1. By saying “ Second count in an emergency, ” the writer means _________.
A. time is important
B. you can count numbers by the second
C. time is life
D. to be calm down, in an emergency, just say numbers by the second
2. What should you do if you want to do first aid correctly
A. Learn with a teacher. B. Remember the letters DR ABC .
C. Stay calm D. All of the above
3. According to the passage , people in the accident _________
A. can be helped by anyone who’d like to do so
B. should be waken up as soon as possible
C. should be put in the recovery position when having been given first aid.
D. Can be given first aid even without checking the DR ABC
4. Which of the following sentences best expresses the main idea of the passage
A . DR ABC should be remembered
B Remembering the letters DR ABC is enough for first aid
C. Why first aid is important and what the letters DR ABC stand for in an emergency
D. What the letters DR mean
5. In the passage, the author seems to be ____________.
A. explaining the meaning of the letters DR ABC
B. telling us the importance of the first aid
C. giving some basic information about first aid
D. showing the importance of DR ABC
True or False
1. we can do nothing but call an ambulance or the police when someone is hurt
2. If you don’t know about first aid , never try to revive the wounded person.
3. We can check blood circulating only by looking for eye movement.
4. If the person is not breathing , we must start her breathing in ten minutes.
5. If a person is bleeding , make sure that the airway is clear and it is easy to breathe.
6. When the accident happens, go to save the wounded people immediately.
Post-reading
Look at the pictures on Page 60 . Use what you have learnt from the text to explain what the people are doing in the pictures.
Picture 1
The man is gently tipping the person’s head back to make sure that his airway is open and it is easy to breathe.
Picture 2
If a person is not breathing , we can use the mouth-to-mouth way to start his/her breathing. And this must be done within five minutes.
Picture 3
If a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop the bleeding .
Part 2 Work in pairs. Use the letters DR ABC to tell your partner how to give first aid .
First, you should _________. Second , ________Third,_____Fourth,_______. Last,______.
Match the sentences
Situation measures
1. If the person is not breathing, A. you mustn’t move him . you must get help.
2 If the person is bleeding badly, B. you must try to start his/her breathing at once.
3 If the person loses one third of his blood C. You must try to stop the bleeding.
4. If someone is badly hurt, D. you should hold up the part of the body which is bleeding.
6. If the person can breathe weakly, E. Open the mouth and tale the food out at the back of the mouth if any.
Language points.
1. drown vt. Vi The man drowned in the river.
The man drowned himself in the river.
The great flood drowned many houses . a drowning man/a drowned man
2. prevent……from
The heavy rain yesterday prevented us from coming .
Prevent…from doing sth. =stop ..from doing =keep…from doing
3. upside down Hang upside down from a tree. The boy turned the room upside down.
4. Seconds count in an emergency. Every minute counts.
5. keep/ bear …in mind
Please keep these rules in mind. Keep in mind that the petrol can only last 2 hours.
6. panic vt In case of fire, don’t panic.
Get in a panic The crowd was in a panic. She phoned the doctor in panic.
7. calm adj. Vt It was a calm, cloudless day.
He always keeps/stays calm in an emergency. Please go to calm the patient.
8. respond to He didn’t respond to my question.
She hasn’t responded to treatment yet.
Response n. He made/gave no response to my question.
Her cries for help met with no response.
In response to He opened the door in response to a knock.
9. witness Did you witness the accident
witness to She witnessed to seeing that man take the money .
witness n. The police found the witness to the murder case.
He was a witness to the accident.
10. on the way Christmas is on the way . She is on the way to getting well.
He is on the way to success.
Period 6 Language Study Time: December 9
Language study (p61) word study
1. Fill in the blank with words in the text.
1) The front part of the body between the neck and the stomach is called the __________
2) To_________ is to make a loud ,long and sharp cry.
3) She shouted at me ,but I tried to keep _________an ignore her.
4) When a doctor takes a person’s__________,he usually puts his finger on the wrist to feel the heart beat.
5) A________is a large piece of woven material that people use to stay warm.
2.Read the following story and fill in the blanks with words form the box.
Bleeding response aid slightly would recovery rolling ambulancer
Peter was walking back home from school ,thinking about the class today .It was about giving on the ground.She seemed to be asleep, But Peter saw that her face was very pale .He walked upto the girl and called softly,”Miss Miss” She moved_______,but gave no clear_______.He put his hand under her nose. Yes , she was still breathing. Then he suddenly saw that there was a________on her left leg,and blood was flowing out.She might have been hit by a car or a motorcycle.He knew what he should do mext .he dialed”120”and called a(n)__________.Whiling waiting for it,he took out his hand kerchief and tried to stop the ____.Then he put the girl in the ___________position by________her on to one side and placing her left upper arm under her chin.”she ‘ll be all right,”he thought when the ambulance arrived five minutes later.
P132 1 Fill in the blank with the wouds below.You may change the form if necessary.
Calm slight sudden witness loose panic bite tap
1)I staying________in an emergency and knowing what to do can mean the dillerence between life and death.
2)The middle-aged man died of a_________heart attack .His death shocked all his family.
3)A mouse _________the little boy on the arm when he tried to catch it.
4)They ran away in such a_________that they dropped their bags ane shoes.
5)Don’t worry about me .I’ve just got a_____________headache.
6) The sweeter does not fit you ;it is too___________.
7) A man who _______the accident said that the car was going at mearly 100 km per hour when it crashed.
8) Remember to turn off the _______after you wash you hands.
2 There is one error on each of the following sentences.Find and correct I
1) If we know more about giving the first aid ,we may help people in an emergency.
2) A drowned man is screarming for help in the river.
3) Knocked down by a car ,he was bled to death .
4) Help,the baby is choked on some candy!
5) My pen has run out inks .Can you lend me some
6) She witnessed to the traffic accident and reported it to the mearests police station.
7) Where is the wound Let me check them.
8) The car rolled over the bridge.Call for a ambulance!
3 Translate the following sentences into English
1) 这栋房子昨晚失火了，是小孩玩火引起的（catch fire ）
2) 我不相信你在读报，因为你把报纸拿倒了。(upside down)
3) 开车一定要小心。记住——任何一个小疏忽都有可能导致交通事故（keep in mind）
4) 这出戏是为了纪念那些火灾事故中遇难的消防队员们。（in honour of）
5) 外出旅游时最好带上手机，以防出现紧急情况。(in case of)
6) 购物时要想省钱又省时间，最好预先把要买的东西列在一张清单上。（a list of ）
7) 他翻过身，换了个舒服的姿势。（roll over）
8)
Period 7&8 Grammar Time: December 10& 11
The subjunctive Mood
语气是表示说话者对动词所表示的动作或状态的态度，是一种动词形式。英语中的语气有三种：
1、 陈述语气（the Indicative Mood ）用来陈述一个事实，或提出一个想法。有肯定、否定、疑问或感叹等形式。
日本东邻中国。Japan lies on the east of China.
鱼儿离不开水。The fish is not alive without water.
2 祈使语气（the Imperative Mood）用来表示请求、邀请、命令、警告或劝告等。
不要者急。 Don’t be worry.
3 虚语语气 （the subjunctive Mood）表示说话人的一种愿望、建议、命令、要求、有时是一种真实的假设、料想、或是不可能实现的与事实相反的愿望。
如果他在这儿，他就会同意我的意见。If he had been here ,he would have agreed with me.
我希望我能飞。I wish I could fly.
虚拟语气的用法
1、 虚拟语气在条件句中的用法。
条件句有真实条件句和非真实条件句两种。真实条件句所表示的假设是可能发生或实现的。句中的条件从句与结果主句皆用陈述语气。
你如果把油倒在水里，油就浮起来。Oil floats if you pour it on water.
假如明年我有钱，我就去日本。If I have enough money next year ,I will go to Japan.
非真实条件句所表的假设则是不可能或不大可能发生或实现的，句中的条件从句与结果主句皆用虚拟语气。
条件从句的谓语形式 主语的谓语从句形式
与现在事实相反 If 主语+动词过去式 主语 +should/would/could/might+动词原形
与过去事实相反 If 主语+had +动词过去分词 主语+should/would/could/migh+have+过去分词
与将来事实相反 If 主语+动词过去式+should+动词原形+were to +动词原形 主语+should/would/couldmight+动词原形
1． 表示跟现在事实相反
要是我是你，我就会对他说实话。
If I were you, I should (would, could, might)tell him the truth.
如果他有时间，他就会（可能）和你去。
If he had time, he would (could, might) go with you.
要是我哥哥在这儿，一切都没有问题了。
If my brother were here, everything would be all right.
2 与过去的事实相反
从句的谓语用had＋过去分词，构成If I (we, you, he, they)＋had＋过去分词的形式；主句的谓语用should（第一人称）/would（第二、三人称）/could/might have ＋动词过去分词。
如果你仔细一点， 这个错误是可以避免的.
If you had been more careful, the mistake might have been avoided.
有时间，我就会来看你的. If I had time last night, I should have come to see you.
昨晚如果假如受过良好的教育，他就不会表现成那样。
He would never have behaved like that if he had had a good education.
假如我的表不停，我就会准时的。If my watch had not stopped, I should have been on time.
3 与将来事实相反
从句的谓语用If I (we, you, he, they) ＋动词过去式或were to do 或should do 形式，主句谓语用should（第一人称）/would（第二、三人称）/could/ might ＋动词原形。
假如他来了， 我们对他说什么呢？
If he were to come, what should we say to him.
假如他看见我， 就会认识我。If he should see me, he would know me.
假如我们爬上山顶，我们能有一个好的视野吗？
If we climbed to the top of the mountain, should we get a good view
4 If从句中若含有should, had 或者were，那么就可以把它们放在句首，与主语颠倒形成倒装，但动词过去式不可以与主语倒装。
如果他在，他会来帮助我们。Were he here, he would come to help us.
假如你刚才在这里，你就会遇见她。Had you been here just now, you would have met her.
假如我明天看见他，我就会告诉他关于这一切。Should I see him tomorrow, I would tell him about it.
假如你按照我说的去做，你就会成功。Had you done as I told you, you would have succeeded.
5 当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要根据它所表示的时间作出相应的调整。
如果他早点出发，他现在已到家了。If he had set out earlier, he would be home now.
假如我不忙，我家会来了。If I were not busy, I would have come.
假如你接受了我的意见，你现在就会好的多。You would be much better now if you had taken my advice.
6 用介词短语代替条件状语从句。常用的介词由with, without, but for等。
What would you do with a million dollars =if you had a million dollars
We couldn’t have finished the work ahead of time without your help. (＝if we hadn’t got your help)
But for rain(=If it hadn’t been for the rain), we would have finished the work.
7 含蓄条件句
有时为了表达的需要，在虚拟语气中并不总是出现if引导的条件句，而通过其他手段代替条件句。I was ill that day. Otherwise, I would have taken part in the sports meet.（副词）
He telephoned to inform me of your birthday, or I would have known nothing about it .（连词）
A man who stopped drinking water would be dead in about seven days. （定语从句）
Everything taken into consideration, they would have raised their output quickly.（独立主格结构）
二、虚拟语气在宾语从句中的用法
1 在动词wish后的宾语从句中，表示与现在或过去的事实相反，或对将来的主观愿望，从句通常省略连词that。
（1）表示对现在情况的虚拟：从句动词用过去式或过去进行式（be动词一般用were）。
我希望知道这个问题的答案。I wish I knew the answer to the question.
但愿北京全年是秋天。I wish it were autumn in Beijing all the year around.
她希望仍和祖母住在一起。She wishes she were still living with her grandmother.
（2）表示对过去情况的虚拟：从句动词常用“had＋过去分词”。
我后悔不该花那么多钱。I wish I hadn’t spent so much money.
他真希望没有失去机会。He wishes he had not lost the chance.
（3）表示对将来的主观愿望：从句动词形式为“would＋动词原形”。
注意：主句的主语与从句的主要不能相同，因为主句的主语所期望的从句动作能否实现，取决于从句主语的态度或意愿（非动物名词除外）。
但愿雨能停止。I wish it would stop raining.
但愿你立刻来。I wish you would come soon.
2 在一个坚持（insist）,两个命令（order, command）,三个建议（ suggest, advice, propose）,四个要求（ ask,demand request, require）等动词后的宾语从句中，谓语动词用“(should)＋动词原形”，表示建议、要求、命令等。
我建议马上动身。I suggest that we (should) set off at once.
学生们坚持要多上英语课。The students insisted that they (should) have more English classes
3 在主语＋would (had) rather ＋that 宾语从句中，从句谓语用过去式表示虚拟形式。
我倒希望他们和我一起去。I would rather they went with me.
三、虚拟语气在主语从句中的用法。
主语从句是It’s necessary (natural, important, strange, surprising, better, a pity, no wonder) ＋that时， 谓语的虚拟形式用 （should）＋原形动词或should＋have＋过去分词来表示。
高中学生掌握一门外语很有必要。
It is necessary that a high school student should master a foreign language.
很遗憾他居然没有在It is a pity that he should be absent today.
我们说话要有礼貌，这是很重要的。It is important that we should speak politely.
注意：有些过去分词可以当形容词使用，在主语从句中要用虚拟语气，常见的有：desired, demanded, requested, suggested,required等。
四、虚拟语气在表语从句和同位语从句的用法。
在suggestion, proposal, order, plan, idea, request, advice等名词后的表语从句和同位语从句中要用虚拟语气。其构成是“should＋动词原形”。
My idea is that we should think it over before accepting it.
We all agreed to his suggestion that we should go to Dalian for sightseeing.
五、在It is (high) time (that)…的句型中，定语从句的虚拟形式常用过去式或should＋动词原形（should不能省略），表示“现在该……”
我们该走了。It is time we left.
六、 if only…表示一种假设情况，意思是“要是······就好了”，相当于主语＋wish。
要是今天是星期天就好了。If only it were Sunday today.
要是他幽默点就好了。If only he had a sense of humor.
七、由as if(as though) 或even though(even though) 引导的状语从句表示比较或方式时，从句谓语形式为动词的过去式（be用were）或“had＋过去分词”。
他那样对待我，好像我式陌生人似的。He treats me as if I were a stranger.
她谈论那部影片，就好像她确实看过一样。She talked about the film as if she had really seen it.
注意：如果表示的事情可能会发生，那么方式状语从句中的谓语动词可用陈述语气。
八、虚拟语气用在含有If it were not for或If it had not been for 条件句中。
If it were not for the rain, the crops would die.
If it had not been for your help, we couldn’t have finished the work ahead of time.
九、虚拟语气表示委婉语气的句型中。
It would be better for you not to do that.
Would you be so kind as to show me the way to the railway station.
十、 用于“may＋动词原形”表示“祝愿……”，may须置于句首。
May you succeed!
May you be happy!
P61 1Fill in the blanks with the words in brackets. You man change the form if necessary.
1 Our teacher suggested that we ____________(discuss) the question in groups of four.
2 If he had not made many mistake, he _________(pass) the test.
3 If you had gone to see the doctor earlier, you ________(fall) seriously ill.
4 If you had arrived at the airport ten minutes earlier, you ______(miss) the flight.
5 If you _______(be) here last night, you would have met the well-known cancer expert.
6 Someone recommended that the housing programme _______(carry out) soon after the conference.
7 If the little girl should take piano lessons, she _________(have) less free time.
8 If we had listened to her advice and brought a map with us, we_________(lose) our way.
9 If he ___________ (see) you yesterday, he would have told you.
10 If it were to rain tomorrow, we __________(go) for a picnic.
2 Join the pairs of sentence using the Subjunctive Mood.
1 The old man died of a sudden heart attack./ He was not sent to hospital in time.
2 The boy died of an electric shock./ He touched the electric wires.
3 The building had burnt down./ They did not fix the electric wires.
4 The woman was gas-poisoned./ She did not open the window while cooking.
5 The worker fell down the ladder and broke his leg./ He put the ladder on a wet floor.
6 The litter girl drowned./ She got too close to the lake.
7 The baby put small pieces of the toy in her mouth./ Her mother left them on the floor.
3 Find one error in each sentence and then correct it.
1 I don’t think it a good decision that he will be given this job since he has no experience at all.
2 If he didn’t choose to save the girl,he would not have died in the mountains.
3 If he hadn’t used his cellphone to make that SOS call, all the passengers on the boat would have left to die in the sea water, just like what happened to the people on the Titanic almost 100 years ago
4 If the poisoned girl was found two hours earlier, she could have been saved.
5 When Edison died, it was suggested that the American people turned off all power in their homes, streets and factories for several minutes in honor of this great man.
Integrating skills (1) Dealing with common injures
What are common injuries Common injuries are accidents that easily happen at home . We may not be able to prevent them from happening , but everyone should know what to do if an accident happens.
Scanning
How many kinds of common injuries are mentioned in this passage
Animal, bites, burns, cuts, poisoning
Task 1
You are a doctor, tell your classmates how to deal with these 4 common injuries,Now please finish the following table.
Common injuries:
Animal bites: wash the wound with cold running water. See a doctor as soon as possible.
Burns: cool the area of skin, wash it under the cold tap,
cover the wound with bandge/clean cloth.
Cuts: wash the area of cut, dry it, cover it with a piece of dry clean cloth, stop bleeding
Poisoning: get him or her to breathe and spit out poison, call for an ambulance,
search for any poison.
Applications: What should you do in the following situations
1. Your little brother is bitten by a big dog. First,……..
2. Your mother burned herself while she was cooking for you. Second,…..
3. You found your classmate with a knife in his leg. Third,…..
4. You found a person who has stopped breathing. Finally,……
5. You found a girl unconscious on the beach of the park.
Other common injuries.
How to deal with nose bleeding
1. stay calm
2. breathe through the mouth ,not the nose.
3. sit up and bend the head slightly forward.
4. Pinch both nostrils shut using a thumb and forefinger.
5. spit out any blood that collects in the mouth.
Sunburns
1. cool the burnt area with clean towels dipped in cool water.
2. test in a cool, quiet room. Find a comfortable position.
3. drink plenty of water.
4. put sunglasses on and cover sunburned skin when you go in the sun again so you don’t get burned more.
To remove a foreign object in the eye:
1. wash your hands.
2. twist a piece of tissue , moisten the tip with tap water, and gently try to touch it with the tip.
3. if the foreign object is under the upper lid, look down and pull the upper lid away from the eyeball by gently grabbing the eyelashes.
4. don’t rub the eye.
5. gently wash the eye with cool water.
Writing
Write a paragraph in which you tell your friends how to give first aid. Choose one of the accidents from the reading passage or from daily life.
What accident
How (basic steps) First,… second,/then… Finally,….
Tips to remember
Task 2 Making a first-aid kit
A first-aid kit is a box or bag of useful items and information that may be helpful in case of emergency. A well-stocked first-aid kit, kept in easy reach, is necessary in every room . It
Should include:
Bandage alcohol flashlight thermometer soap sharp scissors plastic gloves(at least 2 pairs)
Your list of emergency phone numbers…….
1. Homework (translation)
2. 如果我们在家发现有人胳臂严重被切伤或砍伤怎么办？首先我们必须止住血，然后为他找医生，不能抬起或动他。
3. 我们必须阻止小孩子误食毒药。
4. 你作为家长，应确保电线是安全的。
5. 他丧失知觉了，我们应马上叫救护车吗？
Period 9 Integrating skills Time: December 12, 2004
First Aid Right And Wrong
Read the following descriptions of accidents on page 14
and decide what the rescuers did wrong.
situation What they did wrong
Car accident
Skate accident
Hotel fire
poisoning
Use what you have learned about first aid to list
what they should have done
situation What they should have done
Car accident
Skating accident
Hotel fire
poisoning
Writing
Choose one of the situations in the reading and
write a description. In the new description,
the rescuer should give first aid in the right way.
从句的谓语用动词的过去式（be的过去式用were），构成If I （we, you, he, they）＋动词过去式的形式；主句的谓语用would(第二、三人称)/should（第一人称）/might/could＋动词原形。
Page 7 of 13Unit 3 A garden of poems
Period 1：Warming up, Speaking & Listening
Step 1. Greetings and warming-up
Greet the students as usual.
Ask the Ss to talk about their hometown and their houses.
Qs: where are you from, a city or a small town
Can you describe the buildings in your hometown
What kind of buildings do you live in, a traditional house or an apartment
Show students two pictures, a tall building and a traditional yard.
T: what can you see in the two pictures
What is the difference between them
(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)
Suggested answers:
Block of flats Traditional house
Modern.Convenient.The rooms are big.Every flat has a toilet and bathroom.Not much contact with their neighbors.People often feel lonely.Flat roof.… Old-style.The rooms are small.Sometimes no toilet or bathroom.Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.The roof is sloping.(why )…
In which house would you prefer to live Why
S: I like living in ….because….
I prefer living…
I’d rather live…
The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.
T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture
Show the students some different kinds of houses , ask them to describe them.
Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)
T: If you were free to design your own dream house, what would that house look like What materials would you use Explain why you made certain choices about your dream house
Architect: one who designs the construction of buildings or other large structures.
Give the students enough time to discuss the question. Collect their answers.
Step 2 Speaking
Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.
Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.
Two tasks: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.
T: In your dream houses, are there any chairs
(Show some chairs) which one do you like Why
When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.
Sample dialogue:
A: which do you like better, classical chairs or modern chairs
B: I prefer modern chairs.
A: Why
B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.
A:…
Step 3 : Preparation for listening
T: You have already designed your own dream house , it is time to buy some furniture. What kind of furniture will you buy And why do you prefer them
Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.
Step 4. Listening.
Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.
Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.
Then play it a third time for the students to check their answers. Check them with the whole class in the end.
Step 5.Homework
1.Decorate your bedroom and classroom. And talk about your decoration.
2.Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.
Period 2&3: Reading
Step1: Pre-reading
----Enjoy pictures of both modern architecture and classical architecture
1. Greetings
T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.
2.Brainstorming or guessing game
---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven…
Q: Among all of these pictures, which ones are different from others Or you may say which ones belong to modern architecture.
SS: …
Q: How do you know which ones belong to modern architecture What’s the difference between modern architecture and classical (ancient) architecture
SS: …
T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.
Step2: While-reading
1. Fast- reading
----Find the difference between modern architecture and classical architecture in the text.
Q: what’s the difference between modern architecture and classical architecture
Difference
Modern architecture Classical architecture
Materials Steel, iron, glass… Stone, brick, wood…
Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature
Q: What kind of materials is used What other materials do you know
Q: What’s the characteristic How do people feel towards modern architecture
2. Careful-reading
----Find out the information according to the key words
Modern architecture
Q1: When was modernism invented -----1920s
Q2: How many architects are there in the text ---Antonio Gaudi/ Wright
Q3: Where were they from ----Spanish/ American architect
Q4: What did Gaudi want to be used in his works What’s the characteristic of his architecture How is his architecture like
----Natural materials/ like a dream, full of fantastic colors and shapes.
Q5: What inspired Wright ----Japanese seashells
Q6: How many examples are there in the text
----The Opera House/ the new Olympic Stadium
Q7: How do they look like ----Seashell/ nest
Q8: Why do we call the 2008 Olympic Stadium in Beijing” the Bird’s nest”
Q9: What do they (two architects / two examples) have in common ---Nature
3. Listening
----While listening, pay attention to the key points in the text.
Step3. Post-reading
1. Task 1: Interview (group work)
2. Task2: Design (group work)
--- Design the architecture of a new school.
---Report four elements: what kind of materials is used / Why do you design in this way / How do the architecture look like / What’s the style
Step4. Homework
1. Exchange designs with your classmates and exhibit them.
2. Report what you have learned about modern architecture next time.
Period 4: Language study
Step 1, Lead—in
T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.
Step 2, Vocabulary
T: Welcome to my new house. Could you say something about my new home
T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live (nest, dog house)
T: Let’s learn some new words of house.
(balcony concrete nest brick roof)
Try to remember these new words, then fill in the blanks.
an area with a wall or bars around it, joined to the outside wall of a building ________________.
A strong construction material which is a mixture of stone, and sand and water _________________
a shelter made by a bird to hold its eggs and young ____________
the structure on the top of a building to keep the rain out_________
Step 3, Word Study
T: Can you tell me which is the most ancient building in my yard (nest)
A nest is to a bird what a house to a man.
Who can tell me the meaning of this sentence
(鸟剿和鸟的关系就和房子和人的关系一样)
T: Good. Let’s try another one
Water is to fish what air is to men.
(水和鱼的关系就于空气和人的关系一样)
T: Well done. These two sentences have something in common—they are using the same sentence pattern. What is it
→A is to B what C is to D
T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.
Fur is to a fox what the_____is to a banana.
____are to a house what words are to a text.
An architect is to____________what a painter is to art.
A___is to a boat what an engine is to a car.
A____is to a fisherman what a gun is to a hunter.
Arms are to the body what_______are to a tree.
Step 4, Grammar
T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.
show the Ss the picture and ask them to describe it.
--What can you see in the market
--Let’s see what can we do here
Give examples: I can have my hair cut here.
I can have my bike mended.
Ask the Ss to make similar sentences.
T: in all these sentences we use a sentence pattern—“have something done”.
Now let’s see the pairs of sentences, and compare A and B.
A: I can have my bike mended
B: I can have the car waiting for me.
A: I found myself tied to a tree.
B: I found myself walking in a forest.
Watch more sentences on page 22.
Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.
→ passive voice: -ed
active voice: -ing
Look at the pictures, can you find out another difference between –ing form and –ed form.
Let’s do some exercises.
Matching
Did you find the city done
When will he ever get the work greatly changed
She can’t make herself called.
Next week I’ll have my bedroom understood.
You’ve got to keep the door locked.
I got the watch repaired.
She heard her name decorated
Completing
I don’t want any bad words____(say) about him behind his back.
Please get the work____(do) as soon as possible.
I’ll have the materials_____(send) to you next Monday morning.
She won’t have her long and beautiful hair____ (cut) short.
You should make your voice______(hear).
I want you to keep me_________(inform) of how things are going with you.
The rent sounds reasonable. How would you like it________(pay).
At last I succeeded in making myself__________(understand).
We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report. Here are some phrases to help you:
Step 5, Homework
1.Workbook page 97, exercises 1—5
2.Workbook page 98, exercises 1—2
Period 5: Integrating skills
Step 1. Revision:
( Talk about new house decoration to revise the grammar: have… done)
--- Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house How should I decorate my room Please discuss it and give me some advice, OK
--- You should have your walls painted white.
--- You had better have … done.
A few minutes later, call out some pairs to report their design. >
--- Ok, which group will give me good suggestions
--- Thank you very much! You’re good designers. I’ll decorate my room according to your design.
Step 2. Lead-in
( Talk about how to deal with the old house.)
--- Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house Should I pull it down No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty No, not a good idea. I want to give it a second life. What shall I do Please discuss again in groups and this time give me advice on how to deal with the old house.
< Ss discuss and give advice. >
--- Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day
Step 3. Fast reading on “ Factory 798 ”
--- Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798 ”
< Ss fast reading for a few minutes. >
--- Who has found out the answer
→ an old army factory ; an arts centre;
Step 4. Careful reading
--- Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:
--- What was Factory 798 like
→ huge factory halls of bricks
→ small round windows that remind you of ships
→ bent roofs
→ 20-foot high walls of glass
More questions on the screen to guide the reading:
1. When was Factory 798 built Who designed it Who built it
2. Why is it very different from Chinese architecture
--- We’ve known that Factory 798 was built in 1950s. As time went by and things developed, what happened to it then
→ no longer used/ needed
→ stood empty
--- What has happened to it now
→ turned into an arts center
More questions:
3. How did Factory 798 turn into an arts center
4. Why was Factory 798 welcomed by painters, music bands, artists and musicians
Step 5. Listening and reading
--- Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English.
< Show the language points on the screen. >
1. pull down
2. stand
3. with… aid
4. remind … of
5. set aside
Step 6. Retelling
--- Now it’s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you’ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK
Step 7. Discussion
--- In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them Why
→To pull down the old buildings and set up new modern ones to keep up with the pace of the society.
→New uses should be given to old special buildings. It’s a great way to save the architecture from the past.
Step 8. Writing.
--- Since we all agree that giving the old special buildings new uses is a great way to save the architecture from the past, now it’s time for you to have a practice and show your ability. You know our school is moving to the new campus now and the old campus will be left empty then. Suppose you are young painters, artists, musicians, and you can rent some parts of the school building to practice. How do you want to change the school buildings What new uses can be given to the old school buildings Please work in groups and make a plan about it.
Step 9. Homework.
1. Finish the program about Factory 798 as a TV reporter.
2. Finish your plan about how to reuse our old school buildings.
In this unit you have learnt about art and architecture. How comfortable do you feel doing each of the skills below
The things I can do Evaluation
I can understand and read about art and architecture. 5 4 3 2 1
I can describe buildings and works of art. 5 4 3 2 1
I can tell the differences between traditional architecture and modern architecture. 5 4 3 2 1
I can express my preferences in English. 5 4 3 2 1
I can draw and talk about floor plans of a building. 5 4 3 2 1
I can use the past participle as the object complement. 5 4 3 2 1
I can remember and use the new words and expressions in new situations. 5 4 3 2 1
School
Gym
Library
Dormitory
Canteen/ dining room
Teaching building
Scientific building
---Situation: suppose a famous modern architect (Gaudi or Wright) is here. What do you want to know about modern architecture and him
---Roles: Gaudi/ Wright
Reporter
Para1: “…have its own ideas of beauty expressed”
“…find them designed, planned, built…”
Para2: “…went against people’s feeling of beauty”
“…wanted their buildings constructed…”
Para4: “…impress us because they are huge…”
“…glass walls that act as mirrors”
Para7: “Despite using traditional materials…”
Para8: “Viewed from the top, it looks…”
Time
Materials
Architects
Examples
Characteristics
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