units1-10[上学期]

Teaching plan of Units1-5
(revision)
Step 1: Go over the words and expressions once again by a dictation or sentences making:
work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,
media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, AIDS, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update, go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love,
Prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.
Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;
Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.
Step 2: Come to the following topic and ask the Ss to say something about each topic:
Science and scientist; News and the media; Art and architecture; Literature and poetry; Geography
Step 3: Review the new Grammar Items:
The Past Participle and Noun Clauses
The Past Participle
1. My friends sent me some used stamps.
2. Books written by Cai Zhizhong are well received.
3. We are all interested in English.
4. He seemed confused at what I said.
5. Everybody thought the battle lost.
6. With my watch lost, I didn’t know what time it was.
7. He found two of the windows broken.
He found a number of people working there.
Greatly surprised, he couldn’t say a word.
8. When completed, the canal will connect the river with the lake.
9. Coated with sugar, bananas will taste better.
10. Even if invited, I wouldn’t go.
11. He stared at me, astonished.
Noun Clauses
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
Step 4: Some exercises on the Grammar.
Step 5: Review Functional Items in the Units1-5
Describing people/debating; Expressing opinions/ preferences/ intention/ agreement and disagreement.
A. use the following sentence structures:
That’s correct /true.
There is no doubt that ……
It’s clear that…..
It’s hard to say.
I doubt that … …
Well, maybe, but … …
What’s your idea
Have you thought about … …
B. Practise expressing opinions, using the following sentence structures:
I would rather choose … ….
I don’t think we could choose … …
Maybe it would be better to choose… …
What do you think of … ….
What’s your opinion
Why do you choose… …
C. Express preferences:
I’d prefer….
I prefer something that….
I’d rather…..
What I like is ….
I’m interested in….
I would feel happy if…
I can’t stand….
I don’t get very excited about…
D. Practise expressing intention and decision:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
E. Practise expressing agreement and disagreement
a. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
b. disagreement:
Don’t you think that…..
Aren’t you confusing …..
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
Step 6: Some additional exercises.
PAGE
1"Even as he sits helpless in his wheelchair, his mind seems to soar ever more brilliantly across the vastness of space and time to unlock the secrets of the universe."
- Time
"Brilliant book!"
- Nick Donaldson, Bit Wrangler Extraordinaire!.Teaching plan of Unit 4
A Garden of Poems
(Designed to the periods)
Teaching aims and demands
1. Topic: Talk about English poetry
1. Vocabulary and useful expressions:
Poetry, poet, poem, recite, loneliness, sadness, glory, pattern, belong, absence, translate, shade, extraordinary, idiom, stupidity, dust, mood, rue, length, apart, insane, guideline, essay, collection, recommend, contribute, dare, follow, avoid, among , as, worth, call up, belong to, come into being, contribute to, hear of/about, too… to , a number of, at the beginning of. Be supposed to do/be, be well-known for, get through, used to do.
1. Function:
Practise expressing intention and decision:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
4.Grammar:
The Past Participle used as Adverbial
过去分词用作状语
a. Greatly surprised, he couldn’t say a word.
b. When completed, the canal will connect the river with the lake.
c. Coated with sugar, bananas will taste better.
d. Even if invited, I wouldn’t go.
e. He stared at me, astonished.
5. Write about a poem
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Find as many words as the students can find to talk about poets and poetry:
Limerick, sonnets, Shakespeare, happiness, vividness, sadness, imagination,etc
1. Following the Step 3 of the warming-up on page 25.
1. pay attention to the rhyme of the limerick:
Corfu/Peru/through; Singapore/No 4/door
Step 2. Pre-reading
1. Show some pictures of some famous Chinese poets.
1. group work: work out 5 words related to poetry.
Step 3. While-reading
1. Scanning: Ss read quickly and do Ex1 on p28:
1. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
What do the words in bold refer to
Step 5. Assignment
1. surf the internet and get more information about the topic..
1. Retell the passage using your own words.
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 27--28.
1. Peotry also call up all the colours, feelings, experiences and curious images of a dream world.
Call up:
The music calls up old times.
On reaching the city, she called up.
1. Poetry often follows special patterns of rhythm and rhyme.
Follow:
Follow the directions on the package.
I can’t follow your lecture.
The typhoon was followed by fine weather.
1. Besides, no matter how well translated, something of the spirit of the original work is lost.
No matter how = however
No matter how hot the weather is, he doesn’t complain.
She always goes swimming, no matter how cold it is.
Step 3. Practice
1. Ss finish Ex 1 and 2 on page 29by themselves.
1. check the answer.
1. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Finish Wb. Ex1 –4 on page 103--104.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 4 on page 103 --104.
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the Past Participle.
f. Greatly surprised, he couldn’t say a word.
g. When completed, the canal will connect the river with the lake.
h. Coated with sugar, bananas will taste better.
i. Even if invited, I wouldn’t go.
j. He stared at me, astonished.
Let Ss themselves find the functions of the PP.
2.Ss study more examples on p30.
Once published, his work became famous for the absence of rhyme at each line.
3.More exercises to consolidate the Grammar.
.EX1—3 on p30
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 102
1. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.
1. Ss show their result to the class.
Step 4. Speaking
Ss work in pairs and discuss their preferences.
The following structures are helpful to students:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
Step 5. Assignment
Finish Grammar Ex on page 104--105.
Period 4.
Step 1. Warming up
Ask Ss some questions about poets and poetry:
Step 2. Reading
1. Ss read the passage on page 105,and then discuss the following question:
What are the differences between traditional poetry and modern poetry
1. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 107.
The following questions are important for the report:
a. What’s the form of the poem
b. Was it well written
c. Does the poem use rhyme or free verse
d. Is the poem modern or rather traditional
e. Are the ideas and use of language original
f. Which human feelings are expressed in the poem>
g. What makes the poem very good
Step 4.Recite one of the 3 poems.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 25.
1. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1—2 on p 102 of 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. write down the most important information
Period 6. (Writing )
Step 1. Pre-writing
1. Ss read the passage on p31 and get the general idea about it.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short essay commenting on an English poem.
1. Ss exchange their writing and correct the mistakes.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of an essay.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Arrange the paragraphs in a logical order.
Step 4. assignment
Find an English poem and recite it. And then tell your deskmate why you like it.
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 finish Assessing on page 108. It is very important to improve their learning and let them have a sense of assessing gradually. If necessary do some extrawork to enlarge their vocabulary.
PAGE
6Teaching plan of Unit 9
Saving the Earth
(Designed to the periods)
Teaching aims and demands
1. goals: talk about nature ecology and the environment
discuss the measurement we should take to solve the problems facing the earth
write an evaluation paragraph.
1. Vocabulary and useful expressions:
Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. Not to do sth,
1. Function:
We/ they should do…
We/ they would like to….
We must make sure that…
It’s clear that….
It would be better if we….
I’m all for….
1. Grammar: .
Inversion
Not until we know more will we be able to improve the situation.
Only by changing how 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 actions.
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Activity: discuss the question:
What is the biggest problem facing the earth
1. Following the steps of the warming-up on page 65.
Step 2. Pre-reading
1. Show some pictures of pollution.
1. group work: how serious the problem of pollution is.
Step 3. While-reading
1. Scanning: Ss read quickly and discuss
What have you learned from the passage
1. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
Discussion: how to solve the problem of pollution, and how to make the earth in which we live become more beautiful.
Step 5. Assignment
surf the internet and get more information about the topic..
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt in last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 67--68.
1. One of the main themes of the summit was “sustainable development”, or the question how we can continue developing the world without damaging the environment.
同位语从句。
1. Only by changing the way we live can we save the earth.
Inversion
Only in this way can we solve this problem.
1. A better understanding of the environment is necessary, as is the willingness to act.
As
He is a patriot, as are his brothers.
Willingness
I have the willingness to pass the exam.
1. With better education, people will be able to build a better society in harmony with nature and perhaps put an end to the death and sufferings caused by the big three.
In harmony with
The color of the sofa is in harmony with the sitting room.
Step 3. Practice
Ss finish Ex 1 and 2 on page 69 by themselves.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Finish Wb. Ex1 –4 on page 139.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 4on page 139.
Step 2. Discovering useful structures
1. Ss look at the following sentences and translate them into Chinese.
Not until we know more will we be able to improve the situation.
Only by changing how 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 actions.
2.Ss study more examples on p69.
3.More exercises to consolidate the Grammar.
.EX1—2 on p70
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 138
1. Ss make notes during the discussion, and try to make full use of the role cards.
Step 4. Speaking
We/ they should do…
We/ they would like to….
We must make sure that…
It’s clear that….
It would be better if we….
I’m all for….
.Step 5. Assignment
Finish Wb Ex 1 -2 on P140
Period 4.
Step 1. Warming up
Ask Ss some questions about how to protect the planet we live in:
Step 2. Reading
1. Ss read the passage on P141:
Liao Mingyu’s Journey
1. Help Ss to understand the passage entirely.
1. Finish the comprehending EX on P142
Step 3. Writing
a. read the passage quickly and get a main idea of Liao’s experience..
b. Finish the writing task on p 142.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 66.
1. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex on p 137 of 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 and get the general idea about it.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short paragraph to tell the readers the right process of giving first aid.
1. Ss exchange their writing and correct the mistakes.
1. Ss rewrite the process again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a process.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Prepare a speech on reducing rubbish.
The tips on p72 may be of good help.
Period 7.
Teachers can use this period freely.
Suggestion: 1.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 finish Assessing on page 143. It is very important to improve their learning and let them have a sense of achieving gradually.
2. Encourage the students to do the project part.
PAGE
5(共23张PPT)
我的故事
深圳首位艾滋患者:
一次好奇失去一切
他出生在湖南一个偏僻的农村山沟，家里祖祖辈辈才培养出他这么一个研究生，方圆几十里都曾以他为荣。
　 然而，人生中仅有的一次“好奇”冒险，仅有的一次国外红灯区的性生活经历，他就染上了艾滋病。从此，他失去了工作，失去了家庭，失去了儿子，失去了住所，失去了亲朋好友，失去了他所拥有的一切。
12年前发现感染去年发病
　 他是深圳市第一个被发现感染艾滋病毒的患者，1992年出国学习时在红灯区染病，去年开始发病。记者面前的李意辉（化名）懊悔万分，艾滋病毁掉了他的前程，毁掉了他的一切。
　
山沟里出的名牌大学研究生
　 记者在东湖医院病房见到他时，李意辉看上去挺年轻，憨厚朴实。
　 李意辉告诉记者，自己出生在湖南一个非常偏僻的农村，他靠着勤奋考上大学，又接着考上一所名牌大学读研究生，当时他是村里的骄傲。
　 1990年，研究生毕业以后，李意辉来到了深圳。
赴英培训在红灯区染上艾滋
　 1992年初，李意辉被派赴英国学习一年。到了英国，对艾滋病并没有深刻认识、又是第一次出国的他，对什么都充满新奇。就因为好奇，李意辉走进了一家并不高档的高危红灯区经营场所，搭讪了一个非常诱人的金发碧眼的姑娘，可他却没有意识到她的危险，没有采取任何保护措施。
李意辉说，就是这一次，他倒霉地感染上了艾滋。
查出艾滋病毒后失去工作
家搬了一次又一次
忍痛离开妻儿一个人住
曾在小岛生活了3年
记者手记：他是一个好人
HIV can be transmitted through unprotected sexual intercourse
How HIV is transmitted
To date, there are only four primary methods of transmission:
sexual intercourse (anal and vaginal);
contaminated blood and blood products, tissues and organs;
contaminated needles, syringes and other piercing instruments; and
mother-to-child transmission (MTCT).
How HIV is not transmitted
Family, friends and co-workers should not fear becoming infected with HIV through casual contact with an HIV-infected person at home, at work, or socially.
These activities will not transmit the virus:
shaking hands, hugging or kissing
coughing or sneezing
getting a mosquito or insect bite
sharing food, eating or drinking utensils
using drinking fountains
using toilets or showers
using a public phone
using public swimming pools
opening a door(共5张PPT)
Look at the picture and describe the architecture using your own words:
Modern;
Well-decorated;
Combined the modern design and ancient art;
Designed by famous architects
Guangzhou new airport
感法黝
ww.ycwB.(共1张PPT)
Grammar
It’s important to learn a foreign language well.
He offered to help us.
He usually has a lot of work to do on Sundays.
We eat to live , but we don’t live to eat.
He warned us not to go out at night.
What he wants to do is earn his own bread.
Used as subject
Used as object
Used as attributive
Used as adverbial
Used as object supplementary
Used as predictiveTeaching plan of Unit 8
First Aid
Teaching aims and demands
1. goals: Talk about first aid and medicine
Practise talking about what you should do and should not do
Learn to use the Subjunctive Mood (2)
Write a process paragraph.
1. Vocabulary and useful expressions:
Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of
1. Function:
Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…. .
1. Grammar:
Subjunctive Mood (虚拟语气2 )
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Activity: a quiz to test the knowledge of first aid.
1. Following the steps of the warming-up on page 57.
Step 2. Pre-reading
1. Show some pictures of people in danger..
1. group work: describe the process of giving first aid.
Step 3. While-reading
1. Scanning: Ss read quickly and discuss
What have you learned from the passage
1. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
Discussion: how to give first aid in various situation.
Step 5. Assignment
surf the internet and get more information about the topic..
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt in last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 59--60.
1. The car was upside down and the driver was bleeding and screaming.
Upside down/ scream
Turn the box upside down.
The wind screamed through the tree.
She screamed that there was a mouse under her bed.
1. If I had known more about giving first aid, I could have helped him.
You could stay with us. But you went to the cinema.
If I hadn’t taken the wrong bus, I wouldn’t have missed the contest.
1. People who have witnessed an accident often wish that they had done things differently.
Witness
He witnessed the battle.
Her flushed face witnessed the great excitement she felt.
None could witness that he was present.
1. If we were to panic, we would not be able to help.
Panic
the crowd panicked at the sound of the guns.
There was panic when the fire started.
1. We can also check a person’s pulse by putting a finger on the person’s neck or wrist.
1. if a person is bleeding, we should cover the wound with a clean piece of cloth and press on the wound to stop bleeding.
Step 3. Practice
Ss finish Ex 1 and 2 on page 61 by themselves.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Finish Wb. Ex1 –3 on page 132.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 3 on page 132.
Step 2. Discovering useful structures
1. Ss look at the following sentences and translate them into Chinese.
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
2.Ss study more examples on p61.
If I had known more about giving first aid, I could have helped them.
If we were to panic, we would not be able to help.
If we were to get hurt trying to save someone, we could not be able to help.
Many hospitals recommend that we use the letters DR ABC to remember what to do when we have to think fast.
3.More exercises to consolidate the Grammar.
.EX1—3 on p61-62
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 131
1. Ss make notes during the discussion, and try to make the process clear in mind.
Step 4. Speaking
Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…. .
.Step 5. Assignment
Finish Wb Ex 1 -4on P133
Period 4.
Step 1. Warming up
Ask Ss some questions about how to give first aid:
Step 2. Reading
1. Ss read the passage on P134:
First aid right and wrong
1. Help Ss to understand the passage entirely.
1. Finish the comprehending EX on P135
Step 3. Writing
a. read the passage quickly and get a main idea of dealing common injuries.
b. Finish the writing task on p 64.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 58.
1. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1—4 on p 130 of 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 and get the general idea about it.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short paragraph to tell the readers the right process of giving first aid.
1. Ss exchange their writing and correct the mistakes.
1. Ss rewrite the process again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a process.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Prepare a lecture on first aid.
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 finish Assessing on page 136. It is very important to improve their learning and let them have a sense of achieving gradually.
PAGE
4(共4张PPT)
Language Focus
1. The couple used up all their money to seek their 5-year-old son, who got lost months ago.
Use up 用完,用尽,筋疲力尽
eg: I have used up all the clue.
The soldiers were used up after the long battle.
　２．It was only later that the world recognized his greatness.
本句为强调句，原句式为：
Language Focus
Later the world recognized his greatness.
强调句的结构为：
It is / was … that / who …例如：
It was I that/who saw a film in the Youth Palace last night.（强调主语）
It was a film that I saw in the Youth Palace last night.（强调宾语）
It was last night that I saw a film in the Youth Palace .（强调时间状语）
It was in the Youth Palace that I saw a film last night.(强调地点）
It was because he mother was ill that she didn’t go with us.（强调原因）
３. …only by discovering what we do best can we hope to reach our goals and truly make a difference.
倒装句．正常语序应该是：We hope to reach our goals and truly make a difference by discovering what we do best.
用倒装的目的是为了加强语气，例如：
Only then did I realize its impirtance.
Language Focus
Only in this way can we solve the problem.
Only when people lose freedom do they know its value.1972年国际环境会议向全人类敲响警钟
　　1972年6月5日，在瑞典斯德哥尔摩召开了国际人类环境会议。此次大会共有183个国家和地区的代表团参加，约5000至8000名代表和联合国及其下属机构等70个国际组织的代表出席，102位国家元首亲自与会，这是一次史无前例的大会，也是人类环境与发展史上影响深远的一次盛会。联合国秘书长首先建议，全体代表肃立，为地球静默两分钟。大会的序幕就这样拉开了。这是值得载入人类史册的两分钟。会议发表了《人类环境宣言》，它指出：预测全球人口至2050年将达饱和容量100亿。同时，人类活动营力对地壳表层的改造与影响已接近自然营力，一些盲目的行为已形成新的地质灾害，全球城市化发展趋势迅猛，可耕地已占用2000万平方千米，剩余的不足1500万平方千米，每年有15万平方千米热带林在扩大耕地变成沙漠，由于表土流失、水浸、盐碱化、沙化、草地放牧过度等，每年约有21万平方千米肥沃耕地丧失生产能力。预测至2010年，全球将会有50~100万种动植物灭绝，地球上全部植物只能提供80亿人口的食物，地质灾害有增无减，如地震，火山，山崩，滑坡，泥石流，洪水，海啸，岸边侵蚀，地面沉降，地下水污染，垃圾及工业废弃物，核废料污染，矿区塌陷等。上述情况，已使人类面临资源，能源紧缺，生态平衡被破坏，环境污染危害，各类灾害损失剧增的局面。　　同年举行的第27届联合国大会上，通过了把这次会议的开幕日（6月5日）定为“世界环境日”的建议，提醒全世界注意全球环境状况和人类活动对环境所引起的危害；并要求各国政府在这一天开展各种活动来强调保护和改善人类环境的重要性。每年世界环境日都命名不同主题。1985的主题是：青年、人口、环境；1986：环境与和平；1987年：环境与居住；1988：保护环境、持续发展、公众参与；1989，警惕全球变暖等等。
　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:
Period 1.
Step 1.Warming up
1. Brainstorming:
Find as many words as the students can find about future lives.
1. Following the steps of the warming-up on page 41.
1. Activity:
Discuss in groups about the following areas in the future:
Communication/ housing/ transportation/ education/ hospital
Step 2. Pre-reading
1. Show some pictures of highly-developped technology used in daily life.
1. group work: describe the pictures.
Step 3. While-reading
1. Scanning: Ss read quickly and answer:
What is the passage about
1. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
Comprehending by answering the following questions:
What are the advantages of future transportation, smart card, online shopping and e-schools
What will happen in the field of health and medicine in the future
Why is it important to be lifelong learners
What should we do to make sure we will have a bright future
Step 5. Assignment
1. surf the internet and get more information about the topic..
1. find a few sentences in the passage which you like most, understand them entirely and then explain them to your deskmates.
Period 2.
Step 1. Warming up
Ask some Ss to recite the sentences that they have learnt last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 43--44.
1. What life will be like in the future is difficult to predict.
What’s….like
What’s the weather like today
What’s the picture like
1. E-commerce, or business done on the internet, is becoming more and more popular as people discover the advantages of online shopping.
Done on the Internet
The Past Participle used as Attributive.
1. Homework will always be homework, but the schools of the future will probably be quite different from what they are today.
the Noun Clause here used as object
Step 3. Practice
1. Ss finish Ex 1 and 2 on page 45 by themselves.
1. check the answer.
1. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Finish Wb. Ex1 –3 focusing on vocabulary on page 117--118.
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.
PAGE
5Teaching plan of Unit 5
The British Isles
(Designed to the periods)
Teaching aims and demands
1. Topic: Talk about British Isles---- the UK and Ireland.
1. Vocabulary and useful expressions:
Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;
Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.
1. Function:
Practise expressing agreement and disagreement
A. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
B. disagreement:
Don’t you think that…..
Aren’t you confusing …..
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
1. Grammar:
Noun Clauses (1)---- subject/ object/ predicative/ appositive
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
1. Using the language:
Write a description of a town and the countryside
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.
b. Use a map to let the Ss know the location of the British Isles.
1. Following the steps of the warming-up on page 33.
Step 2. Pre-reading
1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.
1. group work: describe the pictures.
Step 3. While-reading
1. Scanning: Ss read quickly and answer:
What are the most important facts about the United Kingdom
How many countries make up the British Isles
What are the most important facts about Ireland
1. Ss read and get the main ideas of each paragraph.
Step 4. Post-reading:
Finish the three questions on P 36.
Step 5. Assignment
surf the internet and get more information about the topic.
Period 2.
Step 1. Warming up
Divide the Ss into a few groups to do group work.:
Choose one of the following topic to discuss: history / geography /culture / language
(after the discussion each group elect a speaker to report their result to the whole class.)
Step 2. Learning about the language
Teacher explain some language points in the text on page 19--20.
1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.
That 引导同位语从句。More examples:
I made a promise that if anyone sent the bag back to me, I would share the money with him or her.
比较同位语从句和定语从句：
Mother made a promise that excited all her children.
1. Within the UK for many years now, there have been a growing movement to make the most of its cultural diversity.
Make the most of 充分利用
You have only a short holiday, so make the most of it.
1. Between Britain and Ireland , in the Irish Sea, lies the small isle of Man. To the southeast of Britain lie the Channel Islands.
介绍或复习倒装句。
1. Step 3. Practice
1. Ss finish the Word Study by themselves.
1. check the answer.
1. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Read the passage on P113—114, and finish the related exercises..
Period 3
Step 1. Revision
Check the comprehending Ex on P114
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the Noun Clauses.
Let Ss themselves find the functions of the Noun Clauses.
2.Ss study more examples .
3.More exercises to consolidate the Grammar.
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
4. finish EX1—4 on p38 for consolidation.
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 110
1. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.
1. Ss show their result to the class.
Step 4. Assignment
Finish Wb Ex 1and 2 on page 112.
Period 4. (Listening & speaking)
Step 1. Listening
1. Ss finish the listening task on page 33.
1. Ss listen to the tape again and check the answers.
Step 2 Speaking
Do the speaking practice as ususal, focusing the following expressions:
A. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
B. disagreement:
Don’t you think that…..
Aren’t you confusing …..
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
Step 2. dealing with the Ex 1—2 on p 109 of 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 5 (Writing )
Step 1. Pre-writing
1. Ss read the passage and get the general idea about it.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.
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.
Step 4. assignment
Ss in group 3-5, make an plan to travel around the British Isles.
Period 6.
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 finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.
PAGE
6高二英语教学参考进度表
序号 章节 内容
1 Unit 1 Making a difference
2 Unit 2 News media
3 Unit 3 Art and architecture
4 Unit 4 A garden of poems
5 Unit 5 The English Isles
6 Revision (Units1-5)
7 Mid-term Test
8 Unit 6 Life in the future
9 Unit 7 Living with disease
10 Unit 8 First aid
11 Unit 9 Saving the earth
12 Unit 10 Frightening nature
13 Revision (Units 6-10)
14 General revision (Units 1-10)
15 Final TestTeaching plan of Unit 7
Living With Disease
Teaching aims and demands
1. Goals: Talk about deadly diseases and attitude towards AIDS, cancer, etc..
Practise talking about imaginary situations
Practice supporting and challenging an opinion
Learn to use Subjunctive Mood： if I were you, I would …., I wish I could….
Write a personal narrative
1. Vocabulary and useful expressions:
Virus, via, mosquito, prevention, persuade, defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, network, specialist, meaningful, boyfriend, identify, billionaire, stranger, weep, cell, chemical, radiation, fighter, contrary.
Cheer….up, a great many, on the contrary
1. Function:
Supporting an opinion:
I think that …. Because ….
First,….
One reason is that…..
For example, …..
If we/they were to …. We/ they could …..
Challenging an opinion
Perhaps, but what if/ about….
Have you thought about….
What makes you think that ….
Could you please explain ….
If I were you, I would …..
4.Grammar:
Subjunctive Mood (虚拟语气)
If everyone in the country knew first aid, many lives might be saved.
I wish that she were here with me and that we weren’t sick.
I wish I could remember more about my mum.
We wish we could have arrived there two hours earlier.
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Activity: a quiz to test the knowledge of first aid.
1. Following the steps of the warming-up on page 57.
Step 2. Pre-reading
1. Show some pictures of people suffered from AIDS.
1. group work: discuss the difference between HIV and AIDS.
Step 3. While-reading
1. Scanning: Ss read quickly and discuss
How much do you know about AIDS
1. How HIV is transmitted
1. How HIV is not transmitted
Step 4. After-reading
Discussion: how to treat people who is suffering from AIDS .
Step 5. Assignment
Surf the internet and get more information about AIDS..
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt in last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 59--60.
1. People who see Xiaohua would never guess that she is one of millions of children in the world living and dying with AIDS.
Analyze the sentence structure to the students.
1. AIDS is a disease that breaks down the body’s immune system and leaves a person defenseless against infections and illnesses.
Break down
They broke down a door.
The car broke down on the way.
He has broken down from overwork.
The wind and waves can break the waste down.
1. For some, medicine can help keep them alive, but the treatment is expensive and doesn’t cure them.
Keep + object+object supplementary
I’m sorry to have kept you waiting for such a long time.
He wants you to keep him informed of how things are going with you.
Keep the door open, please.
You’d better keep the child away from the fire.
Once a cold kept him in bed for 3 days.
1. “I wish I could remember more about my mum,” Xiaohua says, “I wish she were here with me and that we weren’t sick.”
Wish 后接宾语从句时，从句多用虚拟语气。
I wish you would not smoke any more.
I wish very much you could manage to come over.
I wish I could help him.
1. The disease is spreading faster in Africa and parts of Asia, mainly because of a lack of proper health care, prevention and education.
1. She also goes to visit other AIDS patients in hospitals across the country to support them and cheer them up.
Cheer up
I cheered up at the news.
Cheer up.
Step 3. Practice
Ss finish Ex 1 and 2 on page 61 by themselves.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Finish Wb. Ex1 –2 on page 124.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 – 2 on page 124.
Step 2. Discovering useful structures
1. Ss look at the following sentences and translate them into Chinese.
If everyone in the country knew first aid, many lives might be saved.
I wish that she were here with me and that we weren’t sick.
I wish I could remember more about my mum.
We wish we could have arrived there two hours earlier.
2.Ss study more examples on p53.
I wish people would find out the facts and not act as if I were a bad or dangerous person.
If I were you, I would give an AIDS patient a hug.
If I had HIV, I would know because I would feel sick.
3.More exercises to consolidate the Grammar.
.EX1—6 on p53--54
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 124
1. Ss make notes during the discussion, and try to make your opinion clearly made in the group.
Step 4. Speaking : finish the task on P50 using the following structures.
Supporting an opinion:
I think that …. Because ….
First,….
One reason is that…..
For example, …..
If we/they were to …. We/ they could …..
Challenging an opinion
Perhaps, but what if/ about….
Have you thought about….
What makes you think that ….
Could you please explain ….
If I were you, I would …..
.Step 5. Assignment
Finish Wb Ex 1 -2on P125-126
Period 4.
Step 1. Warming up
Ask Ss some questions about how to give first aid and how to get along with AIDS patients.
Step 2. Reading
1. Ss read the passage on P54:
Diagnosed with cancer: the day my life ended… and began!
1. Help Ss to understand the passage entirely.
1. Finish the comprehending EX on P55
Step 3. Writing
a. read the passage quickly and get a main idea .
b. Finish the writing task on p 56.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 50.
1. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1—2 on p 123 of 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 on P127 and get the general idea about it.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short paragraph to explain why you think that the problem you have chosen is most important and suggest what could be done to solve the problem.
1. Ss exchange their writing and correct the mistakes.
1. Ss rewrite the process again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to reasoning.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Prepare a lecture on AIDS.
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 finish Assessing on page 129. It is very important to improve their learning and let them have a sense of achieving gradually.
PAGE
6Teaching plan of Units1-10
General revision
Step 1: Go over the words and expressions once again by a dictation or sentences making:
work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,
media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, AIDS, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update, go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love,
Prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.
Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;
Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.
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,
Virus, via, mosquito, prevention, persuade, defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, network, specialist, meaningful, boyfriend, identify, billionaire, stranger, weep, cell, chemical, radiation, fighter, contrary.
Cheer….up, a great many, on the contrary
Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of
Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. Not to do sth,
Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though
Step 2: Come to the following topic and ask the Ss to say something about each topic:
Science and scientist; News and the media; Art and architecture; Literature and poetry; Geography; life in the future; deadly diseases and attitude towards AIDS, cancer, etc.; first aid and medicine; nature ecology and the environment; natural disasters
Step 3: Review the new Grammar Items:
The Past Participle and Noun Clauses; Subjunctive Mood (虚拟语气); Inversion; Ellipsis
The Past Participle
1. My friends sent me some used stamps.
2. Books written by Cai Zhizhong are well received.
3. We are all interested in English.
4. He seemed confused at what I said.
5. Everybody thought the battle lost.
6. With my watch lost, I didn’t know what time it was.
7. He found two of the windows broken.
He found a number of people working there.
Greatly surprised, he couldn’t say a word.
8. When completed, the canal will connect the river with the lake.
9. Coated with sugar, bananas will taste better.
10. Even if invited, I wouldn’t go.
11. He stared at me, astonished.
Noun Clauses
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
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….
Subjunctive Mood (虚拟语气)
If everyone in the country knew first aid, many lives might be saved.
I wish that she were here with me and that we weren’t sick.
I wish I could remember more about my mum.
We wish we could have arrived there two hours earlier.
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
Inversion
Not until we know more will we be able to improve the situation.
Only by changing how 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 actions.
Ellipsis
A word about your composition.
Though tired, he was not disheartened.
You would do the same.
Sit down , please.
We’ll do the best we can.
Everybody gone
That letter was the last.
Step 4: Some exercises on the Grammar.
Step 5: Review Functional Items in the Units1-10
Describing people/debating; Expressing opinions/ preferences/ intention/ agreement and disagreement./ Making prediction/ Supporting an opinion/ Express dos and don’ts/ Express feelings
A. use the following sentence structures:
That’s correct /true.
There is no doubt that ……
It’s clear that…..
It’s hard to say.
I doubt that … …
Well, maybe, but … …
What’s your idea
Have you thought about … …
B. Practise expressing opinions, using the following sentence structures:
I would rather choose … ….
I don’t think we could choose … …
Maybe it would be better to choose… …
What do you think of … ….
What’s your opinion
Why do you choose… …
C. Express preferences:
I’d prefer….
I prefer something that….
I’d rather…..
What I like is ….
I’m interested in….
I would feel happy if…
I can’t stand….
I don’t get very excited about…
D. Practise expressing intention and decision:
I’m interested to…
I’m interested but…
I think I might want…
I want to….
I’d like to,,,,
I think it will be too difficult to…
I think it will be boring…
I hope to find….
I don’t know much about… but….
I never heard of… so….
I’m not interested in…. so….
E. Practise expressing agreement and disagreement
a. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
b. disagreement:
Don’t you think that…..
Aren’t you confusing …..
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong ….
F. 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…...
G. Supporting an opinion:
I think that …. Because ….
First,….
One reason is that…..
For example, …..
If we/they were to …. We/ they could …..
Challenging an opinion
Perhaps, but what if/ about….
Have you thought about….
What makes you think that ….
Could you please explain ….
If I were you, I would …..
H. Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…
I. Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
Step 6: Some additional exercises.
PAGE
6(共13张PPT)
1972年国际环境会议向全人类敲响警钟
1972年6月5日，在瑞典斯德哥尔摩召开了国际人类环境会议。此次大会共有183个国家和地区的代表团参加，约5000至8000名代表和联合国及其下属机构等70个国际组织的代表出席，102位国家元首亲自与会，这是一次史无前例的大会，也是人类环境与发展史上影响深远的一次盛会。联合国秘书长首先建议，全体代表肃立，为地球静默两分钟。大会的序幕就这样拉开了。这是值得载入人类史册的两分钟。
同年举行的第27届联合国大会上，通过了把这次会议的开幕日（6月5日）定为“世界环境日”的建议，提醒全世界注意全球环境状况和人类活动对环境所引起的危害；并要求各国政府在这一天开展各种活动来强调保护和改善人类环境的重要性。每年世界环境日都命名不同主题。1985的主题是：青年、人口、环境；1986：环境与和平；1987年：环境与居住；1988：保护环境、持续发展、公众参与；1989，警惕全球变暖等等。
Discussion:
What's the problem with rubbish
Why aren't landfills a good way of dealing with our rubbish
Surf the Internet and find out :
How London And Berlin deal with the rubbish Teaching Plan of Unit 1
Making a difference
Tasks which should be achieved in this unit:
a. Achieve language skills and related knowledge about the topic of science and scientist;
b. Learn to use the following sentence structures:
That’s correct /true.
There is no doubt that ……
It’s clear that…..
It’s hard to say.
I doubt that … …
Well, maybe, but … …
What’s your idea
Have you thought about … …
c. Vocabulary in this unit:
undertake, analysis, obvious, within, agriculture, gravity, debate, biologist, scan, boundary, promising, graduate, disable, theory, seek, misunderstand, scientific, observe, observation, match, predict, unhappiness, astronomer, curious, microscope, telescope, heaven, punish, intelligent, patient, experiment.
d. Useful expressions:
work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,etc.
e. Grammar:
the infinitive
some examples for you to illustrate its usages:
1. It’s important to learn a foreign language well.
2. Nothing in the world is to be feared.
3. It’s hard to say.
4. He offered to help us.
5. He usually has a lot of work to do on Sundays.
6. We eat to live , but we don’t live to eat.
7. In order to catch up with his classmates, he worked even harder.
8. He traveled around the world to give lectures.
9. To explain what they have seen, they built a theory about how things happen and the causes and effects.
10. Hawking explains what it means to be a scientist and how science works.
11. Readers are pleased and surprised to find that a scientist could write about his work in a way that ordinary people could understand.
12. Do you have anything more to say for yourself
Warming up
Activities: 1. Introduce the persons you visited during the summer holiday;
2.Collect the names of as many famous scientists as you know and explain what the one you know well did in his life.
(the following questions may help you in the discussion: Who is he /she What is he/she
What does / did he do in his life )
Listening:
Aim: to integrate listening
1. Make your students clear about the tasks first, and tell them what they should do after finishing the tape.
2. Play the tape once again if necessary.
3. Discussing the answers by group work.
4. Check the answers.
5. Finishing the listening tasks in the workbook.
Speaking:
1. Encourage your students to be brave enough to practice, and guide them to finish the speaking task in the workbook..
2. Allow them 10 minutes or more to do group work.
3. Ask every group to make one or two sentences using the words represent/ branch/ debate
Pre-reading: questions:
Have you ever heard of Hawking
How much do you know about him
Reading:
Skim the text quickly and answer the questions:
Read the story slowly for information and answer true/ false exercise.
Discussion in group of four or six:
What can we learn from the experience of Hawking
Writing:
Ask students to develop what they have discussed into a passage of about 100 words.
Tips for writing:
Write creatively so you end the story in an interesting style(for example :funny, sad or happy)
Use correct tenses and sentence structure
Pay attention to punctuation
Check your work for mistakes
Pair activity: Improve writing by examine each other’s work and give advice.
Language study:
Ask students to study the following sentences and try to get the meaning of the sentences, encouraging them to use a dictionary if necessary.
1. The couple used up all their money to seek their 5-year-old son, who got lost months ago.
2. The police let the man go after they found out that his DNA fingerprint didn’t match what they had got from the crime scene.
Grammar:
Give some examples to students and ask them to study the usage of the infinitive:
1. It’s important to learn a foreign language well.
2. He offered to help us.
3. He usually has a lot of work to do on Sundays.
4. We eat to live , but we don’t live to eat.
5. He warned us not to go out at night.
6. What he wants to do is earn his own bread.
Ask them to make as many sentences as they can, using the infinitive.
Integrating skills:
Aims: improve reading and writing skills.
Explain some important sentences and help students to solve problems they met during the course of studying this unit.
Out-of-class work:
Learn the new words by heart.
Read more materials about science and scientists from newspapers or magazines.
Collect some information about a famous scientist who you are most interested in.
PAGE
2Teaching plan of Units6-10
(Revision)
Step 1: Go over the words and expressions once again by a dictation or sentences making:
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,
Virus, via, mosquito, prevention, persuade, defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, network, specialist, meaningful, boyfriend, identify, billionaire, stranger, weep, cell, chemical, radiation, fighter, contrary.
Cheer….up, a great many, on the contrary
Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of
Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. Not to do sth,
Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though
Step 2: Come to the following topic and ask the Ss to say something about each topic:
life in the future; deadly diseases and attitude towards AIDS, cancer, etc.; first aid and medicine; nature ecology and the environment; natural disasters
Step 3: Review the new Grammar Items:
Noun Clauses:(2); Subjunctive Mood (虚拟语气); Inversion; Ellipsis
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….
Subjunctive Mood (虚拟语气)
If everyone in the country knew first aid, many lives might be saved.
I wish that she were here with me and that we weren’t sick.
I wish I could remember more about my mum.
We wish we could have arrived there two hours earlier.
If I had not been tired, I would have helped her.
If he had known the news, he might have told you.
If it were to rain, I would stay at home.
Inversion
Not until we know more will we be able to improve the situation.
Only by changing how 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 actions.
Ellipsis
A word about your composition.
Though tired, he was not disheartened.
You would do the same.
Sit down , please.
We’ll do the best we can.
Everybody gone
That letter was the last.
Step 4: Some exercises on the Grammar.
Step 5: Review Functional Items in the Units6-10
Making prediction/ Supporting an opinion/ Express dos and don’ts/ Express feelings
A. 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…...
B. Supporting an opinion:
I think that …. Because ….
First,….
One reason is that…..
For example, …..
If we/they were to …. We/ they could …..
Challenging an opinion
Perhaps, but what if/ about….
Have you thought about….
What makes you think that ….
Could you please explain ….
If I were you, I would …..
C. Express dos and don’ts:
You should always….
You ought to /should….
You must/ have to….
You should not …..
You should never….
You must never…
D. Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
Step 6: Some additional exercises.
PAGE
1(共6张PPT)
Find the following places in the map: England, Scotland, Wales, the Northern Ireland,…
Check the answers
What’s it
GUINNESS(共5张PPT)
The Past Participle used as Object Complement
Everybody thought the battle lost.
With my watch lost, I didn’t know what time it was.
He found two of the windows broken.
They wanted their buildings constructed in a way to look unnatural.
He only wanted traditional materials used.
A is to B what C is to D.
A 对B 而言正如C 对D 一样
We are to them what fish is to water.
certain
a certain Smith
on certain conditions
to a certain degree
for a certain reason
some
for some reason
There must be some mistake.
I remember reading about him in some magazine.
I’d prefer….
I prefer something that….
I’d rather…..
What I like is ….
I’m interested in….
I would feel happy if…
I can’t stand….
I don’t get very excited about….Teaching Plan of Unit 2
News media
Goals/Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of news and the media.
b. Practise expressing opinions, using the following sentence structures:
I would rather choose … ….
I don’t think we could choose … …
Maybe it would be better to choose… …
What do you think of … ….
What’s your opinion
Why do you choose… …
c. Vocabulary in this unit:
media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, AIDS, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update
d. Useful expressions:
go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love, etc.
e. Grammar:
Learn about the Past Participle: Used as Attributive and Predicative, here are some examples for you to illustrate its usages:
1. My friends sent me some used stamps.
2. Books written by Cai Zhizhong are well received.
3. We are all interested in English.
4. He seemed confused at what I said.
Warming up
Activities: Collect the names of as many famous newspapers and magazines as you know and introduce the one you are most interested in .
(the following questions may help you in the discussion: What newspaper/ magazine do you subscribe Why do you like it Can you introduce one section of it What section do you most like to read )
Listening:
Aim: to integrate listening
1. Make your students clear about the tasks first, and tell them what they should do after finishing the tape.
2. Play the tape once again if necessary.
3. Discussing the answers by group work.
4. Check the answers.
5. Finishing the listening tasks in the workbook.
Speaking:
1. Encourage your students to be brave enough to practice, and guide them to finish the speaking task in the workbook..
2. Allow them 10 minutes or more to do group work.:
Begin the work with the following question: How do you get the news of the 28th Olympics Then guide your students to discuss the advantages or disadvantages of the media you are familiar with.
3. Ask every group to make one or two sentences using the words face/ fire/go up/ burn down
Pre-reading: questions:
Allow the students a few minutes to discuss the questions listed on the text book, and then do Q&A practice:
---- How does a reporter decide what to write
---- How much does a newspaper cost
----Why do people read newspapers
----How do newspapers report what happens
----Where do people read newspapers
----How do newspaper help us understand the world
Reading:
Skim the text to get the main idea of the passage, and then ask Ss the question:
What does “Behind the headlines” really mean
Discussion in group of four or six:
How can the media help solve problems Give some examples.
Writing:
Ask students to develop what they have discussed into a passage of about 100 words.
Tips for writing:
Use correct tenses and sentence structure
Pay attention to punctuation
Check your work for mistakes
Pair activity: Improve writing by examine each other’s work and give advice.
Language study:
Ask students to study the following sentences and try to get the meaning of the sentences, encouraging them to use a dictionary if necessary.
1. Experienced editors and reporters make informed decisions about what events to report, how to report them, and why.
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
Grammar:
Give some examples to students and ask them to study the usage of the Past Participle:
1. the burned log/ an escaped prisoner/developed countries/fallen leaves.
2. I bought some painted chairs.
3. That is a newly-invented device.
4. After a tiring day , you feel tired.
5. Don’t get excited.
6. Summer is gone.
Ask them to make as many sentences as they can, using the infinitive.
Integrating skills:
Aims: improve reading and writing skills.
1. Explain some important sentences and help students to solve problems they met during the course of studying the two news items..
2. Discuss what is included in a news item:
4W+1H---- what/who/when/why+how
Out-of-class work:
Learn the new words and the useful expressions by heart.
Read more news items about science from newspapers or magazines.
Copy one news item from China Daily or other newspaper and study it carefully:
1. Find 4W+1H in the news item;
2. Write a piece of news using the skills you got in learning this unit.
3.
PAGE
1Teaching plan of Unit 3
Art and Architecture
(Designed to the periods)
Teaching aims and demands
1. Topic: Talk about architecture
1. Vocabulary and useful expressions:
Prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.
1. Function:
Express preferences:
I’d prefer….
I prefer something that….
I’d rather…..
What I like is ….
I’m interested in….
I would feel happy if…
I can’t stand….
I don’t get very excited about….
1. Grammar:
The Past Participle used as Object Complement
过去分词用作宾语补足语
a. Everybody thought the battle lost.
b. With my watch lost, I didn’t know what time it was.
c. He found two of the windows broken.
He found a number of people working there.
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Find as many words as the students can find about art and architecture.
1. Following the steps of the warming-up on page 17.
Step 2. Pre-reading
1. Show some pictures of famous architecture..
1. group work: describe the architectures on the pictures.
Step 3. While-reading
1. Scanning: Ss read quickly and answer:
What is the passage about
1. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
1. What do the words in bold refer to
1. Name the two architects mentioned in the passage. Their work was inspired by nature. What inspired them
Step 5. Assignment
1. surf the internet and get more information about the topic..
1. Retell the passage using your own words.
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 19--20.
1. If you were free to design your dream house, what would that house look like
虚拟条件句。
If I were a bird, I would fly to the island.
1. Every great culture or different period in the past had his own ideas of beauty expressed in art and architecture.
have sth. done
We must have this work finished by Monday.
We had our photo taken by a passer-by.
She had her bag snatched away on her way home.
1. certain
a certain Smith
on certain conditions
to a certain degree
for a certain reason
some
for some reason
There must be some mistake.
I remember reading about him in some magazine.
1. Despite using traditional materials, Gaudi was a modern architect.
Despite prep
Despite the bad weather we enjoyed our holiday.
Despite the traffic jam he arrived here on time.
Step 3. Practice
1. Ss finish Ex 1 and 2 on page 21by themselves.
1. check the answer.
Note: A is to B what C is to D.
A 对B 而言正如C 对D 一样。
Eg: We are to them what fish is to water.
1. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Finish Wb. Ex1 –4 on page 96--97.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 4 on page 96 and 97.
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the Past Participle.
Everybody thought the battle lost.
With my watch lost, I didn’t know what time it was.
He found two of the windows broken.
Let Ss themselves find the functions of the PP.
2.Ss study more examples on p22.
They wanted their buildings constructed in a way to look unnatural.
He only wanted traditional materials used.
3.More exercises to consolidate the Grammar.
.EX1—3 on p22
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 96
1. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.
1. Ss show their result to the class.
Step 4. Speaking
Ss work in pairs and discuss their preferences.
The following structures are helpful to students:
I’d prefer….
I prefer something that….
I’d rather…..
What I like is ….
I’m interested in….
I would feel happy if…
I can’t stand….
I don’t get very excited about….
Step 5. Assignment
Finish Wb Ex 1 on page 98.
Period 4.
Step 1. Warming up
Ask Ss some questions about modern architect:
Step 2. Reading
1. Ss read the passage :
A Second Life For Factory 798
In what way can people reuse the old buildings
1. Help Ss to understand the passage entirely.
Step 3. Writing
Finish the writing task on p 24.
The following chart may be a help for making logical thoughts
Using old buildings
Advantage 1 Disadvantage 1
2 2
3 3
4 4
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 18.
1. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex 1—4 on p 95 of 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 and get the general idea about it.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short letter to the headmaster explaining how you want to decorate the school with art works.
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, make an plan to decrorate a your school with art works on page 101.
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 finish Assessing on page 101. It is very important to improve their learning and let them have a sense of achieving gradually.
PAGE
6Teaching plan of Unit 10
Frightening Nature
(Designed to the periods)
Teaching aims and demands
1. Goals: Talk about natural disasters, volcanoes. Hurricanes and typhoons
Express emotion, anxiety and fear
Practice creative writing.
1. Vocabulary and useful expressions:
Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though
1. Function:
Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
1. Grammar:
Ellipsis
A word about your composition.
Though tired, he was not disheartened.
You would do the same.
Sit down , please.
We’ll do the best we can.
Everybody gone
That letter was the last.
Teaching procedure:
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
Activity: find as many words as they can to define a natural disaster
1. Following the steps of the warming-up on page 73.
Step 2. Pre-reading
1. Show some pictures of disasters such as typhoon, tsunami .
1. group work: how serious a loss people will suffer if there is a typhoon/ tsunami.
Step 3. While-reading
1. Scanning: Ss read quickly and get a main idea.
1. explain the words in bold.
1. Ss read and get the main ideas of each paragraph.
Step 4. After-reading
Finish the exercises on p77
Step 5. Assignment
surf the internet and get more information about volcanoes.
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt in last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 76.
1. The sight of it awoke the scientist in my uncle to go and see it from closer at hand.
At hand
I haven’t the dictionary at hand but I will show it to you later.
Awake
I awake at sic in the morning.
Awake to the danger.
1. What started out as a trip for knowledge now calls for courage.
Call for
The workers are calling for better working conditions.
The work calls for endurance and patience.
1. He hurried to a place from which others were fleeing, and held his course directly into danger.
1. he paused for a moment wondering whether to turn back as the captain urged him.
Urge
Urge a horse on
Urge the freedom of speech
Urge sb. To do sth./ into doing sth.
1. He looked more asleep than dead.
He’s more mad than stupid.
The book seems to be more a dictionary than a grammar.
Step 3. Practice
Ss finish Ex 1 and 2 on page 77-78 by themselves.
Step 4. Assignment
1. Learn the useful expressions by heart.
1. Finish Wb. Ex1 –4 on page 146-147.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 -- 4on page 146-147.
Step 2. Discovering useful structures
1. Ss look at the following sentences and translate them into Chinese.
A word about your composition.
Though tired, he was not disheartened.
You would do the same.
Sit down , please.
We’ll do the best we can.
Everybody gone
That letter was the last.
2.Ss study more examples on p78.
3.More exercises to consolidate the Grammar.
.EX1—2 on p78
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 145
1. Ss make notes during the discussion, and try to make full use of the role cards.
Step 4. Speaking
Express feelings
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant……
It makes me feel very worried….
I get very upset….
It’s a frightening thing….
I dare not….
I’m really scary….
It takes my hair stand on end.
Step 5 assignment
Finish Wb Ex 4 on P147
Period 4.
Step 1. Warming up
Ask Ss some questions about how to protect the planet we live in:
Step 2. Reading
1. Ss read the passage on P148-149, and then write down the titles
1. Help Ss to understand the passage entirely.
1. Finish the comprehending EX on P149
Step 3. Writing
a. read the passage quickly and get a main idea of natural disasters.
b. Finish the writing task on p 150.
Period 5. (Listening)
Step 1. Listening
1. Ss finish the listening task on page 73-74.
1. Ss listen to the tape again and check the answers.
Step 2. dealing with the Ex on p 144 of 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 on p79 and get the general idea about typhoon.
1. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a short paragraph to tell the readers how the Nanshan passes through the hurricane.
1. Ss exchange their writing and correct the mistakes.
1. Ss rewrite the process again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of narrative.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Prepare a speech on natural disasters.
The tips on p80 may be of good help.
Period 7.
Teachers can use this period freely.
Suggestion: 1.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 finish Assessing on page 150. It is very important to improve their learning and let them have a sense of achieving gradually.
2. Encourage the students to do the project part.
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