Period 2 Let’s read!
(DESTINATIONS)
Goals
◆ Provide students with opportunities to know about the cities of Rio de Janeiro and Kitzbubel.
◆ Learn how to compare two cities and express preferences.
◆ Improve students’ abilities of reading comprehension.
◆ Master some key phrases and sentence patterns.
Procedures
Leading in: by brainstorm.
Good morning, class! Do you know something about Brazil and Austria Now please answer my questions.
Where are Brazil and Austria located
What are the capitals of Brazil and Austria
Do you know the cities of Rio de Janeiro and kitzbuhel
Can you tell me something about eh Carnival
What sport would you like to do in Kitzbuhel
In order to know more about the cities of Rio de Janeiro and Kitzbuhel, please turn to page 35. We shall learn DESTINATIONS today.
Task 1: Fast reading for general ideas.
Please read the text quickly and answer the following questions:
1. What are the people of Rio de Janeiro famous for
2. What does the word cariocas mean
3. What’s the best known beach in Rio de Janeiro
4. Where is Kitzbuhel
5. Why do visitors like to go to Kitzbuhel
Task 2: Reading and copying.
OK. Now it’s time for you to read the text again and copy down all the useful expressions.
Useful expressions from DESTINATIONS Get the itch for…, feel the urge to do sth., pack the bag, stretch itself along…, give …a glimpse of …, stand next to…, remind…that…, be known as…, celebrate one’s birthday, get tired of…, cool off, leave …feeling disappointed, all over the world, try a visit to… , be located in… , try a skiing, work out at the gym
Task 3: Discussing and finishing.
1. Now in groups discuss the following questions:
As a visitor, which city do you prefer to go to, Rio de Janeiro or Kitzbuhel Why
2. Fill in the blanks according to the text and your discussion.
I prefer to go to Rio de Janeiro because
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
I prefer to go to Kitzbuhel because
①_____________________________________________________.
②_____________________________________________________.
③_____________________________________________________.
④_____________________________________________________.
Homework
Make sentences with the useful expressions you have found in the text.Unit 17 Period 2 Let’s read!
(DISABLED NOT ME)!
Goals
◆ Get students to care more about disabled people.
◆ Better their reading skills through various reading activities.
◆ Enable the students to master more words and expressions.
Procedures
Leading in by talking about pictures.
Attention, everyone. Please look at the screens and see several pictures. (about disabled players at the 2004 Athens Paralympic Games). Then discuss them in pairs and tell me what you think of them.
Task 1: Fast reading for general ideas.
1. Skim the test and find out the topic sentence of each paragraph.
Topic sentence of each paragraph
Para. 1 I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.
Para. 2 Today there are more opportunities for disabled people to develop their potential, live a richer life and make a contribution to the society.
Para. 3 Disabled people need recognition, more than sympathy and help.
Para. 4 Like all of us, disabled people also need inspiration and encouragement.
Para. 5 About one third of the articles in Literature of Chinese Blind Children are written by disabled authors and blind children.
Para. 6 Living with disability is frustrating and challenging.
2. Scan the text and decide whether the following sentences are true or false.
(1) Zhong Xiaowen doesn’t wish to be treated as a little child.
(2) Xiaowen’s story serves as an example to show that physical disabilities can limit a person’s life.
(3) All the students in the Beijing Union University are disabled.
(4) The disabled people need both recognition and inspiration and encouragement.
(5) Literature of Chinese Blind Children is a great help in encouraging blind children to overcome difficulties and challenges.
(6) Ye Zijie’s story is mentioned to show how disabled people write articles for newspapers and magazines.
(7) In 2000 Ye Zijie was invited to London and became the first Chinese to study abroad.
(8) It might be frustrating and challenging to live with disability.
Task 2: Reading and copying,
Now it’s time to read the text again and copy down all the useful expressions.
Useful expressionstreat… as…, win an award for…, move around, have no feeling below…, use a wheelchair, get around, get dressed, create program, receive an award, at a science fair, receive education, limit a person’s life, make a contribution to…, a matter of…, offer guidance, launch a special education college, have no abilities, students without abilities, study together with…, reach one’s goals, play a valuable role within society, need recognition/inspiration/encouragement, realize one’s dream, overcome challenges and difficulties, live a meaningful and productive life, a visually impaired person, feel comfortable with…, adjust to…, get used to …
Task 3: Discussing and commenting.
1. Discuss the difficulties how Xiaowen and other disabled students overcome them in their everyday life.
2. According to the text, the way society views disabled people has changed. How has it changed and why
3. Imagine you are a disabled student, what kind of help would you need and how would you want others to treat you Unit 17 Disabilities
Period 1 Let’s listen and speak!
Goals
◆ Talking about disability.
◆ Practice talking about ability and inability.
◆ Improve students’ listening and speaking ability.
Procedures
Leading in: by discussing the pictures.
Hello, everyone. Look at the three pictures first and discuss the following questions:
1. What is his or her name
2. Why is he or she famous
3. What works did he or she write
4. What can we learn from them
Task 1: Looking and discussing.
Look at the first four pictures and discuss what they tell us:
1. Try to list the difficulties and dangers you might face if you were in a wheelchair or blind.
2. Try to offer some solutions to make the streets safer and better for the disabled.
Task 2: Listening and ticking.
Talk about the picture in this part to warm up first:
1. Listen to the tape and answer the three questions.
How did John’s parents help him in the morning What was wrong with John’s house How did John’s family change the house
2. Listen again, tick the obstacles John mentions and explain why they make his life difficult.
3. Work in pairs and think of more creative ideas to solve the problem John describes.
What are John’s obstacles Why do they make his life difficult How can you solve this problem
items Yes No
sidewalks
cars
elevators
Bikes
Escalators
Stairs
Fast food restaurants
parks
Task 3: Speaking and talking.
Situations Difficulties Solutions
Blind; visit a friend on the other side of the town; change bus once
Deaf; football players; join the school’s football team; learn English
In a wheelchair; go shopping; eat at a restaurant; go to a cinema; several floors
Closing up by having a discussion.
Hi, everyone. We can see it is not easy for the disabled people to lead a normal life. Suppose waking up tomorrow morning, you suddenly find you were unable to see, speak, hear or walk. Then how would you feel and what would you do
Homework
Write a short passage about a disabled person in your family, your school or your neighborhood.Unit 20 Archaeology
Period 1 Let’s listen and speak!
Goals
◆ Learn to talk about archaeological discoveries.
◆ Learn to express curiosity.
◆ Review the use of “it”.
Procedures
Leading in: by discussion.
Hi, boys and girls. We are now living in a highly developed world, with advanced culture and highly developed civilizations. But have you ever thought what are the base of all the culture and civilizations Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago. No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time. Anyway, we can imagine! So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time. Then I’ll ask some of you to report the results to the whole class.
Task 1: Looking and discussing
1) Look at page 73, boys and girls. There are 4 pictures, some questions and a table. Please look at the pictures, read the questions carefully, discuss these questions in groups of four and try to fill in the table with what you’ve discussed. In the end, I’ll ask some of you to make a report to the whole class.
2) Look at page 74, boys and girls. Let’s discuss the second question, “Can you give examples of important discoveries from these different periods Where were they unearthed and where can you go and see them ” While discussing, you should make use of your common sense, and if you are interested in archaeology, you are able to give a lot of examples of the important discoveries from these different periods. I will ask some of you to report the results to the whole class.
Task 2: Listening, filling and speaking.
1. Listen to the tape twice and fill in the blanks on page 74.
2. First, the students should try to make a drawing of the tool according to the content of the tape; second, they should write down five of the questions asked by the students; third, they should answer the questions according to what they’ve heard; fourth, they should try to guess what else the object could be used for with the help of the drawing on page 74.
Task 3: Speaking up.
1) Work in pairs to make a dialogue. The purpose is to practice students’ speaking ability. Students A talks about a topic he or she likes, while Student B gives suggestions.
Some useful topics for the students:
Student A wants to know something about the prehistoric housing of the early man.
Student B is interested in the food the prehistoric people had.
Student C is eager to know the history of Sanxingdui ruins.
Student D enjoys archaeological discoveries very much.
Student E wants to have a clear idea of all the ancient archaeological sites both at home and abroad.
Students F wants to know the development of agriculture in history.
2) Work in pairs or small groups and talk about archaeological findings, such as artifacts, tombs or unearthed towns.
Closing up by interviewing an archaeologist.
Suppose that a famous archaeologist is giving you a talk about what archaeology is. He tells you that archaeology is the scientific study of peoples in the past, their culture and their relationship with their environment. The purpose of archaeology is to understand how humans in the past interacted with their environment, and to preserve this history for present and future learning. After listening to the talk, you want to ask him some questions about archaeology. These questions should include the contents above.
Homework
Ask the students to write a short passage about archaeology. They may write something about whether they are interested in archaeology, what they think of archaeology, how much they know about archaeology, or what they have learned from the text.Unit 16 Period 2 Let’s read!
(THE AMERICAN SOUTH)
Goals
◆ Provide students with opportunities to know more about the USA.
◆ Learn and master some key language points.
◆ Improve students’ capability of comprehension.
Procedures
Leading in: by a puzzle.
Good morning, class! Please look at the screen, match the events and the time.
Great! To know more about the USA, please turn to page 43. We shall learn THE AMERICAN SOUTH.
USA: Flag description 13 equal horizontal stripes of red (top and bottom) alternating with white; there is a blue rectangle in the upper hoist-side corner bearing 50 small, white, five-pointed stars arranged in nine offset horizontal rows of six stars (top and bottom) alternating with rows of five stars; the 50 stars represent the 50 states, the 13 stripes represent the 13 original colonies; known as ld Glory; the design and colors have been the basis for a number of other flags, including Chile, Liberia, Malaysia, and Puerto Rico
Task 1: Reading for general ideas.
1. Ask the students to read the text quickly, then find the main idea to each paragraph.
2. Ask the students to read the text carefully, then finish POST-READING on page 44.
Task 2: Reading and copying.
Useful expressions from THE AMERICAN SOUTH Find ways to do sth., deal with…, drive… off…, be slow to heal, the scars run deep, be behind… in areas like education and economy, burn down…, recover from…, take away…, aim at…, a series of…, in honor of…, in vain, be proud of…, be determined to do sth., make a new beginning, be known for…, share… with…, be proud to do sth., display one’s image, a booming business center
Task 3: Discussing.
Ask the students to discuss the following questions:
Why did the people of Atlanta rebuild the city almost from nothing
Why does the text tell us about Martin Luther King, Jr.
What can we learn from the development of Atlanta
Closing up by retelling the text.
Finally I’d like one of you to retell the text in your own words.
Atlanta Olympic Games
The death of Martin Luther King, Jr
The American Civil War
The Great Depression
The Civil Rights movements
in 1968
in 1964
in the 1930s
in the 1960s
in 1996Unit 15 Destinations
Period 1 Let’s listen and speak!
Goals
◆ Talk about travel and cities.
◆ Practise making complaints.
◆ Improve students’ abilities of listening and speaking.
Procedures
Leading in: by discussion.
T: Morning class! In our last unit, we learned I Have a Dream by Martin Luther King, Jr. Do you have a dream to travel around the world
S: Yes.
T: Now there’s surprising news for you. I will “offer” you a free air ticket that lets you travel around the world. And you can make five stops along the way. Where would you go and why
(Organize the students to discuss and ask one or two students to give his/her answers.)
Task1: Drawing a flight line
First ask students to have a discussion and draw their flight lines, marking the cities they expect to visit and writing down the reasons why they choose the cities. Then have them exchange their maps and share their opinions.
Task2: Looking, listening and speaking.
1. Ask the students to look at the pictures on page 33 and answer some simple questions:
What can you see in picture1
What’s the most famous place of interest in picture 2
Do you want to stop in a place as shown in picture 5 Why or why not
2. Ask the students to listen to part 1 twice and fill in the missing information on page 34.
3. Ask the students to listen to part 2 twice and use the information on the tape to complete the role cards on page 34.
4. Divide the students into pairs or groups and ask them to discuss which plan they like best and the reason. After discussion, ask one or two students to report their decision to the class.
Task 3: Speaking up.
In our daily life, when we meet with some poor services, what shall we do Now here are some situations. Ask the students to turn to page 34 and ask them to act out the situations. Students A is a customer, Student B is a manager. Ask Student A to give his or her complaints about the poor service and Students B should explain, apologize or argue as a reply.
Useful expressions used to complain and explainI’m sorry to say…I hate to say this, but…I’m so sorry.Why didn’t you tell me the truth Could you do something about…!You really have to do something about…!I will look into it immediately.What seems to be the problem Why don’t you do something about it I’ll do everything I can to help you.I apologize to you for…What’s the matter/ trouble I admit it’s our fault.I’ll give back the money to you.
Homework
Ask the students to write a short letter to editors to describe one of the bad services he or she has ever been offered. (About 120 words.)Unit 15
Period 3 Let’s study!
Goals
◆ Improve the students’ abilities of proof reading.
◆ Help the students review Nonfinite Verbs.
Procedures
Leading in: by listening.
Hello, everybody! We learned DESTINATIONS yesterday. Now let’s listen to it. While listening to the tape, pay attention to Nonfinite Verbs in the reading.
Task 1: Filling in the blanks.
Ask the students to fill in the blanks with the words from the text on page 37.
Task 2:Correcting.
Ask the students to read the short paragraph on page 37 first. Then decide whether there is a mistake in each line. If there is, please find it and correct it.
Task 3: Studying Nonfinite Verbs.
1. Now it’s time for us to review Nonfinite Verbs. Please turn back to page 35, look at the text, and find out where Nonfinite verbs are used. It is excellent to find out their functions if possible.
2. Help the students to review the functions of Nonfinite Verbs. (Details seen in Part V Grammar)
3. Ask the students to choose the best answer.
(1) ___________ from the top, the 2008 Olympic stadium in Beijing books just like a bird’s nest made of tree branches.
A. To see B. Seeing C. Seen D. See
(2) The performance usually takes place outside the house, with the audience _________ on benches, chairs or boxes.
A. having seated B. seating C. seated D.having been seated
(3) I don’t mind ___________ the decision as long as it is not too late.
A. you to delay making B. your delaying making
C. you delaying to make D. you delay to make
(4) After the guests left, she spent as much time as she could ________ the rooms.
A. tidy up B. to clear away C. clear away D. tidying up
(5) Our daughter doesn’t know ____________ at the university; she can’t make up her mind about her future.
A. what to take up B. what taking up
C. taking up what D. what takes up
(6) __________ in an atmosphere of simple living was what her parents wished for.
A. The girl was educated B. The girl educated
C. The girl’s being educated D. The girl to be educated
(7) Jennifer Braunschweiger never dreams of _______ for her to be sent abroad for further education soon.
A. there being a chance B. there to be a chance
C. there be a chance D. being a chance
(8) The doctor advised her _________ oily food.
A. not eating B. not to eat C. not eat D. to not eat
(9) As early as 1647 Ohio made a decision that free, tax-supported schools must be set up in every town ________ 50 household or more.
A. having B. to have C. to have had D. having had
(10) People enjoy _________ with him because Jack Schlatter has a good sense of humor.
A. to work B. to have worked C. working D.having worked
Key: (1)-(5) CCBDA; (6)-(10): CABAC
Homework
Ask the students to finish the exercises on page 38.Unit 19 Period 4 Let’s read and write!
(THE MERCHANT OF VENICE 2)
Goals
◆ Provide the students with opportunities to develop their extensive reading skills.
◆ Enjoy the last part of the play “The Merchant of Venice”.
◆ Make the students practice in writing a short plays.
Procedures
Leading in: by brain storming.
Ask the students some questions about the first part of the play: Who wrote the play How many characters are there in the play Why was Antonio liked by everyone What was Shylock What do you think of him Why did shylock refuse to have mercy on Antonio
Task 1: Understanding of the last part of the play.
Now please read the last part of the play quickly to find the answer to this question: What happened to Shylock
Key: He had to give half of his money to the city of Venice and promised to leave the other half of his money upon his death to his daughter and her husband.
Task 2: Discussing.
Now, let’s read the play carefully. After that we will discuss the following questions in groups:
What mustn’t Shylock take
What did Shylock decide to take instead of the pound of flesh
Why couldn’t he take the money instead
What lessons can we learn from the play
Keys:
1. Any blood
2. Three times the money that he was owed.
3. Because he only wanted right to be done.
4. Answers varied.
Task 3: Writing a play
See Writing on page 71.
Debate in groups.
Who do you think is the real mother Give your reasons.
Write a short play based on the story. You can also find a good title for your play.
Task 4: Acting out your play in class.
Ask some students to play the roles of the King, two mothers, a soldiers and the children and act out in class.
Reading after class:用英语表达各式各样的“钱”
初学英语的人，常用expense来表示一切“费用”。其实expense主要是“花费”、“开支”之意，如current expenses“日常开支”，sell-ingexpenses“销售费用”，travelling expenses“旅费”等等。在现实生活中，各种“费用”有各种不同的表达法：
Ⅰ、admission(n.)指入场费。
如：admission by ticket only凭票入场
Ⅱ、charge(n.)“原价、要价”。
常用复数，主要用于一次性劳务所收取的费用，如服务费、行李超重费、旅馆费等等。
如：What are the charges in the hotel？
这家旅馆收费多少？
Ⅲ、cost(n.)本义为“成本”、“原价”。
常常用来表示对已取得的货物或劳务所支付的费用。
如：The cost of seeing a movie is seven dollars.看一场电影要花七美元。
Ⅳ、fare(n.)指旅客乘公共汽车、出租车、火车、轮船、飞机等所支付的费用。
如：All fares，please.
(公共汽车售票员用语)请买票。
Ⅴ、fee(n.)医生、律师或其它专门职业的佣金及会费、手续费、停车费等。
如：My lawyer‘s hourly fee is 130 dollars.
我的律师的佣金是每小时130美元。
Ⅵ、freight(n.)运费，指海运、空运、陆运的费用。
如：Who will pay the freight on this order？
谁支付这批定货的运费？Unit 20 Period 2 Let’s read!
(THE KING OF STONEHENGE)
Goals
◆ Learn to read for a general idea.
◆ Learn some useful words and expressions.
Procedures
Leading in: by story
Boys and girls, now I’d like to tell you a story. In the spring of 2002, people in Britain planned to build a school at Amesbury in Wiltshire. While the workers dug the work site, they discovered something unusual, which led to the discovery of the grave of the King of Stonehenge. It is thought that this is a very important discovery in archaeology, because archaeologists discovered the richest Bronze Age burial in Britain. Do you want to know more about the discovery Good. Now, I’ll give you five minutes for you to read the text and answer my question:
Why is the discovery important
Task 1: Reading for the main idea.
1. Read the text quickly and answer the following questions.
1 How many kinds of things were discovered in the grave of the King of Stonehenge
2 What is the most important reason to describe the discovery as an important one
2. Read the text carefully and then decide whether the given statements are true or false.
1 On March. 3, 2002, archaeologists in England found a grave of a man dating back to around 3000 BC.
2 People got to know where the man was from by testing his bones.
3 From what were found in the grave people had a clear idea of the dressing of the King of Stonehenge when he was buried.
4 All the relics found in the grave of the King of Stonehenge were buried with him for his future use in the next life because of the belief that a dead man would come back to life.
5 The discovery of the King of Stonehenge was far from important.
6 The two earrings are not only the oldest gold ever found in England, but also a proof that the ancient British were clever enough to make gold even in around 2,500 BC.
7 Because of his power and his successful organization of the construction of Stonehenge, the man got his title as the King of Stonehenge.
8 In ancient times it was very difficult for the people then to construct the Stonehenge not because the stones were huge and heavy but because they couldn’t use our modern machines.
Keys: ① F ② F ③ T ④ T ⑤ F ⑥ F ⑦ T ⑧ F
Task 2: Reading and copying.
Now it’s time to read the text again and copy down all the useful expressions.
Useful expressions from the text date back to around 2,300 BC, with his face to the north, a bone pin, carry… on one’s breast, gold earrings, be made of…, a second smaller copper knife, a cushion stone, work metal, a variety of reasons, tend to do sth., a member of a powerful class, the construction of Stonehenge, be linked to sth., have a hand in…, pull up, in terms of…, technical development, Stone Age, Iron Age, through trade and cultural links, the skills to make metal, be of high status, in the eyes of…, local people
Task 3: Discussing and filling blanks.
1. Now we are going to discuss the following questions in groups of four:
1 According to the text, the discovery of the grave of the King of Stonehenge is of great importance. Do you agree Why or why not
2 Archaeology is a scientific branch. Do you agree with this point of view Why or why not Can you give some examples to support your idea
2. Fill in the blanks according to the text>
Finds ___________ Why important _____________ People’s opinion ___________
(A possible key)
Finds: clothing, tools, weapons, pottery, spare materials to make new tools
Why important:
1. richest ever found from that era;
2. buried near Stonehenge site;
3. having a hand in Stonehenge;
4. making culture and technique exchange possible.
People’s opinion:
Thinking highly of what the King of Stonehenge had done.
Closing up by interview.
Finally we shall hold an interview with the chief archaeologist who was in charge of the excavation then. One of you will act as the archaeologist and others act as journalists, who are interviewing the archaeologist.
Homework
Try to find out some useful information about this part, write a short article on underwater archaeology.Unit 18 Period 2 Let’s read!
(What will You Think of Next …)
Goals:
● Improve the students’ reading abilities.
● Learn about creativity and thinking strategies.
Procedures
Learning in by discussing.
Last time you were asked to write a list of your possible inventions. Now we shall see whose inventions are both creative and practical.
T: What’s your invention, Sa
Sa: Flower Speaker Amplifiers.
T: What does it look like
Sa: It is the gadget that is hidden in a vase or a potted plant.
T: How does it work
Sa: It sends music at just the right frequency to vibrate up the stems and then be converted into audible sound by the entire plant. A device such as a CD player or radio can be connected to it. Music is also good for the plants, which are invigorated by the constant musical sounds.
T: Quite creative. Now according to the answer from Sa, I have got some questions for all of you to discuss in groups.
Task 1: Skimming for the main idea.
We shall learn more about creativity today. Now skim the reading passage to find out the main idea of each part.
Task 2: True or False.
1 Most inventors have high IQs.
2 The things we know can sometimes make it more difficult for us to understand.
3 It’s impossible to learn how to be creative.
4 The best way to find a good solution is to look for one good answer.
5 Inventors try to avoid failure.
6 The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7 Most good ideas are the result of a long process of trial and error.
Task 3: Listening and reading aloud.
Next, we are going to listen and read aloud. Pause at the correct places and find out the sentences difficult to you at the same time.
Useful ExpressionsUse one’s creativity, come up with anew idea, have much in common, have different backgrounds, do well in school, get high test scores, have a high IQ, practice good thinking strategies, limit one’s thinking, think out, rephrase a problem, allow for creative solutions, reject wrong ideas, get stuck, move towards a better solution, break away from old thought patterns, explore new possibilities, deepen one’s understanding, remain hidden, connect to, make connections. a process of trial and error, change the world
Task 4: Questions and answers.
First work in pairs, trying to analyze the difficult sentences, then put your questions to me. We will focus on the forms and structures of the passages.
Task 5: Fill in the blanks with the words in the text.
Creativity is a matter of _____. In order to be more creative, we should think about how we think and _______ good thinking strategies.
To “ think outside the box” is a conscious ______ to break away from old thought ______ in order to _______ new possibilities. A change in ________ ----- to take another look at the problem----may lead to good solutions and new ideas.
Great thinkers are ______of “making connections” and try to ______ new and old ideas in as many ______ ways as possible. By _______ and connecting ideas and objects in new ways, creative thinkers are able to think of new _________and solutions.
Good ideas are no _______. They are the result of a long _____ of trial and_____. If we want to develop our creativity, we can try using these thinking strategies to find new ways to _____ our life.
Closing up by discussion
To end this period, let’s have a discussion of the following questions:
1. How can we be more creative in thinking
2. How do people come up with new ideas for new inventions
3. How can creative thinking be used to better our studies Unit 16 Period 4 Let’s read and write!
(THE BISON ON THE PLAINS OF AMERICA)
Goals
◆Provide the students with opportunities to develop their extensive reading skills and learn about the bison.
◆Let the students practise in writing a comparison essay.
Procedures
Leading in: by listening.
Morning, class! We have learned something about the USA, especially about Atlanta. Today we’ll learn something about a large animal on the plains of America. Now please turn to page 46 and read the text THE BISON ON THE PLAINS OF AMERICA while listening to the recording.
Task 1: Reading and correcting.
Ask the students to read the text quickly and then decide whether the sentences are true or false on page 47.
Task 2: Copying down expressions.
Ask the students to read the text again and copy down the useful expressions.
Useful expressions from THE BISON ON THE PLAINS OF AMERICA
Useful expressions from THE BISON ON THE PLAINS OF AMERICAcross a land bridge, live by…, a type of…, in huge numbers, grow to a shoulder height of 1.5meters, weigh 1,100 kilograms, kill… for meat, provide warm clothing, make… from…, from 2004 onward, move westward, make agreements with…, break agreements, build railways cross the plains, cut off the skins, as a result, die out, in turn
Task 3: Discussing and finishing.
Now you are in groups to discuss the question of What’s the ecosystem on the plains of America
After the discussion, finishing the diagram on page 48.
Task 4: Writing an E-mail about the comparison between China and the USA.
1. Ask the students to go through the information on page 48.
2. Ask the students to finish their writing.
Closing up by presentation.
Have you finished your writing Now in groups you are asked to present your work by reading it aloud, and then decide on the best and recommend it to me after school. The top two pieces will get rewards.
Sample Writing
Dear Jenny,
Thank you for your e-mail. I’m glad to hear that you are interested in China and I will be happy to try to tell you something about my country.
China and the USA are both large countries. Some things about the two countries are similar, while other things are different.
The two countries are about the same size, but China is a little larger with an area of 9.6 million km2. However, the population of China is many times larger. It has a population of nearly 1.3 billion but the USA has only about 283 million. This means that there is much more space in the USA for its population.
Two of the most important cities in the USA are on the East Coast. They are New York, the largest city in the USA, and Washington DC, the capital. Los Angeles is the largest and most famous city in the West Coast. In China there are many cities with large populations. Among the best known are Beijing, the capital, Tianjin, Chongqing and Shanghai, the largest city in China.
I hope this will help you. If you want to know more about China, or about me, please send another e-mail. I would be happy to hear from you and I would like to know more about the USA.
Yours,
Zhang MinghuiUnit 17 Period 4 Let’s read and write!
(THE SPECIAL OLYMPICS)
Goals
◆ Provide the students with chances to develop their extensive reading skills.
◆ Get the students to understand and respect more about the disabled.
◆ Enable the students to learn some useful words and expressions.
Procedures
Leading in: by watching slides.
Hello, everyone. Please look at several wonderful pictures and try to ask some questions about the Special Olympics. Then make sure if you can find all the answers to your questions in our text.
Try to answer the following questions:
1. When and where will the next Special Olympic World Summer Games be held
2. How often are the Special Olympic World Summer Games held
3. How many athletes will take part in the next games
4. How much will it take to hold the Shanghai Special Olympics World Summer Games
5. Who founded the Special Olympic World Summer Games and when
Task 1: Fast reading.
Read the whole text fast and answer the following questions:
1. For the disabled athletes, which is more important, being the first one across the finish line or being the best one he or she can be
2. What might be the most difficult challenge a human being can ever face
3. Did the mentally disabled people use to be respected by the society And why or why not
4. When and where were the first Special Olympics World Summer Games held
Task 2: Copying and discussing.
1. Copy down all the important expressions from the text.
Useful expressions Mentally disabled people, be surrounded by grand ceremony, a strong sense of unity and friendship, train for years, overcome fear and hardships, score the most goals, face a challenge, treat… with dignity and respect, consider… shameful, receive treatment and encouragement, improve the quality of life, prepare for…, participate in…, develop one’s ability to do sth., improve one’s health, gain self-confidence, make friends, hold a game, compete for…, host an event, welcome… to China
2. Divide the class into several groups to discuss the followings:
(1) Why do many Special Olympics athletes think “taking part in the Games is a victory”
(2) How do events like the Special Olympics help mentally disabled people
(3) Why do people think the Special Olympics are becoming more and more popular
Task 3: Writing an argumentative essay.
1. Get the students to make a checklist for the survey.
2. Analyze the information they collect carefully.
3. Describe the current situation concerning the subject.
4. Suggest some possible ways to improve the situation.Unit 16 The United States of America
Period 4 Language Points
1. entry n. (1)进入, 入场; (演员)出场 (2)入口; 门口 (3)通道, 路口; 河口 (4)登记; 申报; 记录; 项目, 帐目; 词条输入, 引入, 引入线 (5)参加竞赛的人[物] (6)(海关)报关手续, 报单 (7)【律】对土地的侵占; 对家宅的侵入
make a triumphant entry into the town 凯旋入城
book keeping by double [single] entry复[单]式簿记 word entry(词典中的)词条
fifty entries for Marathon race 50名马拉松赛跑参加者
Their entry into the war changed the whole situation他们的参战改变了整个局势。
习惯用语
force one's entry into闯入 make an entry in 记入, 登记, 入场
make one's entry 出场 entry of satisfaction【律】偿清登记
2. mental adj (1)心理的；智力的(2)在心内做的；智力所为的
(3)精神病的 mental illness 精神病 mental patient 精神病患者
(4)疯的；精神不正常的
Don't listen to him; he's mental. "别听他的,他是个疯子。"
3. physical adj (1)（与思想、精神相对的）物质的
(2)自然的；按自然法则的 physical laws 自然法则
(3)身体的；肉体的 physical training 体育锻炼
Physical fitness is having a strong healthy body.
身体健康就是有一个强壮健康的身体。
(4)物理学的；物理的 physical change 物理变化
4. troubled adj. 困惑的; 骚乱的, 不安的
troubled times 乱世 troubled waters波涛汹涌的海; 混乱状态
fish in troubled waters [喻]浑水摸鱼, 趁火打劫
5. depression n. (1) 低气压区；低气压
A depression usually brings bad weather. 低气压通常带来坏天气。
(2)沮丧；愁苦；抑郁；失望情绪
A holiday will help his depression. 度假会帮助他改善抑郁情绪。
(3)萧条，不景气；经济萧条时期 economic depression 经济萧条
Many men lost their jobs during the business depression.
在商业萧条时期很多人都失业了。
6. unrest n. 不稳; 不安的状态; 骚乱, 动乱
campus unrest 大学学潮, 学生运动; financial unrest 金融动荡
monetary unrest 货币动荡
7. recover re-重 + cover盖vt, vi恢复,复原；收回；取回;
I recovered the money I had lost. 我找回了丢失的钱。
She soon recovered herself and stopped crying. 她很快就恢复了常态，不哭了。
She recovered from a cold. 她感冒好了。
I hope you will soon recover. 希望你早日康复。
8. unemployment n. 失业; 失业状态
A lot of workers were thrown into unemployment during the Great Depression.
经济大萧条时期很多工人被迫失业。
unemployment benefit [compensation]失业救济；
unemployment insurance失业保险；unemployment pay失业补贴
9. sacrifice n (1)供奉，祭祀； 祭品
A lamb was offered in sacrifice. 一只小羊用作祭祀。
(2)牺牲，献身 His parents made sacrifices to pay for his education. 他的父母为供他上学而作出了牺牲。
(3)牺牲品He gave his life as a sacrifice for his country. 他为国牺牲了。
sacrifice vt, vi -ficed, -ficing (1)（常与to连用）供奉，祭祀；献祭
He sacrificed a sheep in the temple. 他在寺庙里供奉上一只羊。
(2)（常与to连用）牺牲；献身 A mother will sacrifice her life for her children.母亲会为自己的孩子操劳一生的。 She has sacrificed herself to her husband's interests. 为了丈夫的利益，她牺牲了自己。
10. vain adj (1)无用的；无结果的；徒劳的
a vain attempt 无用的尝试 vain promises 空头许诺
(2)自负的；爱虚荣的
She's very vain about her good looks. 她为她那好的容貌而自负。
in vain 徒然，枉然
The police tried in vain to break up the protest crowds.
警察企图驱散抗议的人群,但没有成功。
All our work was in vain. 我们所有的工作都白费了。
11. overcome vt.(-came ; -come)
(1)打败, 征服; 克服(困难)
overcome difficulties 战胜困难 overcome one's shortcomings克服缺点
(2)[常用被动语态]压倒, 制服, ...不堪(with, by)
be overcome with liquor 喝醉; We were overcome with joy.我们喜出望外。
We were overcome by heat. 我们热得受不了。
12. despite prep 相当于in spite of , “不管；不顾；即使”
Despite the bad weather we enjoyed our holiday.
尽管天气不好，我们的假期仍过得很愉快。
Despite wanting to see him again, she refused to reply to his letters.
她尽管很想再见到他，但却不愿给他回信。
13. eventually adv最后
He worked so hard that eventually he made himself ill.
他工作太卖力，最后自己病倒了。
"When it was eventually brought to shore, it was found to be over thirteen feet long." "最后把它弄上岸时,发现这条鱼身长超过13英尺。"
These deserted orphans lived happily ever after.
此后,这些被遗弃的孤儿一直过得很幸福。
14. take a chance 冒一冒险, 碰碰运气, 利用一下机会
注：opportunity,chance,的一般含义是“时机”或“机会”。
(1)opportunity表示某时机符合自己想干某事的意愿、目的、雄心甚至野心。比方：“伺机而动”，这“而动”即去做自己想去完成的事情，此语可译为wait for an opportunity to take action；“借此机会说几句话”，这“说几句话”即说明该时机符合自己想干某事的意愿， 此语可译为to avail oneself of the opportunity to say a few words.
Perhaps there is an element of truth in both these pictures,but few of us have had the opportunity to find out. 或许这两种想象中都有一定的真实成分，但是我们中很少有人有机会去发现它。
A man without an education,many of us believe,is an unfortunate victim of adverse circumstances deprived of one of the greatest twenty-century opportunities. 我们许多人都相信，没有受过教育的人是境况不佳的不幸牺牲品，他们被剥夺了20世纪最了不起的机会之一。
(2) chance表示幸运或偶然的时机
Perhaps it is the desire for solitude or the chance of making an unexpected discovery that lures men down to the depths of the earth. 可能正是寻觅幽静的去处，或者找个猎奇的机会的欲望引诱着人们进入地球的深处。
No one discovers a rarity by chance. 侥幸发现一件珍品的人是没有的。
15. host n 主人;主办（地、机构）; hostess 女主持人，女主人
Mr Brown was our host at the party. 布朗先生是我们晚会的主人。
Miss Wang Xiaoya will be the hostess of today’s program.
王小丫将担任今天节目的女主持人。
"The host team and the guest team won each of the games, so they were even with each other." "客队和主队各赢一场,现在他们两队打平了。"
host vt 作东，作为主人招待；主办
The academic conference was hosted by our universtiy.
我们学校充当这次学术会议的东道主。
Atlanta and Los Angeles have hosted the Olympic Games. 亚特兰大和洛杉矶都主办过奥林匹克运动会。Unit 16 Period 3 Let’s study!
(Grammar: Review Nonfinite Verbs 2)
Goals
◆ Help the students to summarize methods of Word Formation.
◆ Help the students to improve their ability to define words in English.
◆ Help the students to review Nonfinite Verbs (2).
Procedures
Leading in (1): listening.
Good morning, class! We learned THE AMERICAN SOUTH yesterday. Now let’s listen to it.
OK. Today we re going to do with word study and review Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.
Leading in (2): by presentation.
Hello, everyone! Yesterday we learned the text THE AMERICAN SOUTH. I want one of you to retell the text in your own words. Who would like to try
Well done! Now today we are going to do with word study and review Nonfinite Verbs (2). Please turn to page 45, and let’s begin with word study.
Task 1: Picking out the different word.
Ask the students to pick out one word from each group that is different from the others and explain why it is different on page 45.
Task 2: Speaking and finishing.
Ask the students to write the correct forms of the words according to Word Formation on page 45.
Task 3: Filling in the blanks.
Ask the students to fill in each blank with the correct adjective given in the box. Then ask the students to translate the sentences into Chinese if necessary.
Task 4: Reviewing Nonfinite Verbs (2).
1. Help the students to review the functions of Nonfinite Verbs.
2. Ask the students to finish the exercises on page 46.
3. Ask the students to read The America South again to find any examples of Nonfinite verbs.
Homework: Read the following passage.
USA: A Brief Description
It’s thought that the Americas were first inhabited by Stone Age peoples that migrated from Siberia.
Over the many centuries that followed, the land was covered and territorialized from coast to coast by a wide variety of Indian tribes.
And then, the Whit Man came. First the Norseman from Greenland, and then a large group of European explorers.
Conflicts and wars over lands claimed by Indians and other established nations were followed by the Independence War, as America, and its upstart colonies, broke from England and declared their independence.
Today the United States of America, remains on the plant only true super power, both in economy and military.
As the world’s largest economy, it’s a significant leading in the fields of agriculture, education, energy, health care, high-tech, service industries, space exploration, and manufacturing of all descriptions.
The country includes 50 states; 48 continental states, plus Alaska and Hawaii, the newest states.
Dozens of major cities cover the land from coast-to –coast, and Washington D.C., the capital, reflects the incredible history of America, and stands as a symbol of its freedom, liberty, and justice for all.Unit 19 Period 3 Let’s study!
(Grammar Review Direct and Indirect Speech)
Goals
◆ Help the students to learn new words and phrases.
◆ Help the students to summarize the usage of the indirect speech.
Procedures
Leading in: by presentation.
Good morning, class. Yesterday we learned the first part of the play “The Merchant of Venice”. Now I want one of you to retell the story in your own words.
Task 1: Word study.
1. Turn to Word Study on page 69 and do the exercises.
2. Explain some words and phrases.
Task 2: Review Direct and Indirect Speech.
1. Now it’s time for us to review the Indirect Speech. First of all we will do some exercises. Please change the following sentences into indirect speech.
1) He said to me, “Don’t touch the machine”.
2) He said, “I will call on my uncle tomorrow”.
3) He said to me, “Did you see the play yesterday ”
4) He said to her, “How long have you had the car ”
2. Summing up. 直接引语和间接引语
1、 人称代词的变化
直接引语变间接引语时，人称代词的变化一般规律是：第一人称→第三人称；第二人称→第一人称；第三人称→第三人称，简记为“二一、一三、三留三”。这些变化需要在实践中体验，才能熟练运用。如：
“I’m thinking of changing my address.”he said.→
He said that he was thinking of changing his address. (I 和he指同一人)
Xiao Ming asked me, “Are you going to the park with us ”→
Xiao Ming asked me if I was going to the park with them.(us与them指相同的人，Xiao Ming是其中的一员；me和you指同一人)
Mr. Li said, “She will attend the meeting.”→
Mr. Li said that she would attend the meeting. (Mr. Li和she不是同一人)
但当说话者是第一人称，直接引语中的主语也是第一人称时，不作变化。如：
I said to my children, “I will give you some presents on Christmas Day.”→
I told my children I would give them some presents on Christmas Day. (I为同一说话者)
2、 时态的变化
直接引语变间接引语时，时态的变化规律是往“过去”相应的时态推移：
一般现在时→一般过去时，一般将来时→过去将来时，现在进行时→过去进行时，现在完成时→过去完成时，一般过去时/过去完成时→过去完成时。如：
My father told me, “He will come back next week.”→
My father told me that he would come back the next week.
She asked me, “Did you finish your homework ”→She asked me of I had finished my homework.
要注意，直接引语属于下列情况时，时态不作变化：
1、 直接引语属真理或客观事实时：
The teacher said to us, “Light runs much faster than sound.”→
The teacher told us light runs much faster than sound.
2、 主句谓语动词是现在或将来某个时态：
The old man often says, “I joined the Red Army when I was young.”→
The old man often says that he joined the Red Army when he was young.
3、 直接引语带有具体的过去时间状语时：
The politics teacher said to us, “The party was founded in 1921.”→
The politics teacher told us that the party was founded in 1921.
4、 直接引语谓语有情态动词：had better, would rather, 及need, must, ought to等时：He said to me, “I would rather live in the countryside.”→
He told me that he would rather live in the countryside.
5、 直接引语为虚拟语气谓语时：
She said, “I would be happy if I were a bird.” →
She said that she would be happy if she were a bird.
3、 其它词语的变化
常见需要变化的词语列表如下：
直接引语 间接引语
this, these that, those
here there
now then
today, tonight that day, that night
this evening that evening
Last week the week before
tomorrow the next / following day
yesterday the day before
next week / month / year the next week / month / year
ago before
come go
Task 3: Doing grammar items in the book..
Closing up by doing exercises in the workbook.
Turn to your workbook. We will do some grammar exercises.Unit 18 Period 3 Let’s study!
(Grammar: Review the Attributive Clause)
Goals
● Learn to define words in English with the attributive clause.
● Learn more about the attributive clause.
Procedures
Leading in: Reading and discovering.
Read the passages and underline all the attributive clauses.
Task 1: Reviewing the attributive clause.
学习定语从句的几个问题
1、 掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1) 指物时宜用 that 的情况：
a. 当先行词为 all, much, little, few, none, something, anything, everything, nothing 等不定代词时。All that can be done has been done.
b. 当先行词既指人又指物时。
He spoke of the men and the thing (that) he had seen abroad.
c. 当先行词被序数词或形容词的最高级修饰时。
This is one of the best films that I have ever seen.
d. 当先行词被 the very, the only, the last, any, every 等修饰时。
This is one of the very book that I am looking for.
e. 当先行词是疑问词 who, what, which 时。
Who that has such a home doesn’t love it
f. 关系代词在从句中作表语。
Mary is no longer the girl that she used to be.
2) 关系代词 as 和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Which you know, he is a good man. (×)
As you know, he is a good man. (√)
3)关系副词when, where, why其含义相当于on which, in which for which等，可以互换：
The day when /on which I met him first was May 1st.
I don’t know the reason why /for which he didn’t come.
47)whose指物时，可以与of which等结构互换，但应注意与冠词的位置关系：
This is the book the cover of which / of which the cover / whose cover is blue.
5)有时可用代替关系副词。在口语中常省略。
This is the reason (why / for which / that) he came late.
6)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。The sun, which gives us light and heat, is very big.
7)在先行词和定语从句之间有无逗号有时会引起名义的变化：
He said nothing that made her angry. 他没说使她生气的话。
He said nothing, which made her angry. 他一言不发，这使她很生气。
2、 定语从句与强调结构
It is the place where they lived before.
It is in the place that they lived before.
第一个句子为定语从句，where指代the place，在定语从句中作状语，第二个句子为强调结构，强调in the place, that没有意义，把放回后面句子，句子意思完整。
Where is it that he found the lost watch (强调句型，强调疑问副词where.)
Where is the watch he found yesterday (定语从句，that指代the watch.)
3、 定语从句中的先行词
Is this book the one that you bought yesterday
Is this the book that you bought yesterday
第一个句子中，this book是主句的主语，the one是先行词。在第二个句子中this是主句的主语，the book是先行词。一定要避免出现：Is this book that you bought yesterday
4、 定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
The news that we heard is not true. (定语从句)
The news that he won the prize is not true. （同位语从句）
另: 在“have no idea ＋从句”结构中，其从句都作idea的同位语。例如：
I have no idea when she will be back.
Task 2: Filling in and rewriting.
Now it is time for you to do the grammar exercises 1 and 2 on page 61.
Closing up by working out a word puzzle.
To relaxed, turn to page 62, and work out the word puzzle as quick as possible. The winner will win a little gift.Unit 20 Period 4
Let’s read and write!
Goals
◆ Provide the students with opportunities to develop their reading and writing skills.
◆ Ask the students to create a flow chart.
Procedures
Leading in: by introduction.
Hello, everyone. We’ve learned something about the archaeology in England, which shows its rich culture. But in fact, our country, China, is a very large country with even richer culture and more advanced civilization just because of its long history. Why do the Chinese people, no matter at home or abroad, call themselves Chinese It is because of the culture that they share, which no doubt is very important for all the Chinese people. But have you ever thought of what the root of Chinese culture is OK, today we are going to read something entitled BOOTS OF CHINSES CULTURE. Now, I’ll give you eight minutes to read the whole text and answer the questions:
Do you think that Chinese culture is rooted in the activities of the ancient people Why Why not
Task1: Read and fill the box with proper words
Main idea
Part 1(Paragraph 1-3): Jinsha Ruins (more than 1000 relics found in 2001, important materials for study, similar to those found at Sanxingdui, indicating Sichuan had wide trade links at home and abroad and was the political and culture center of the Shu Kingdom 3000 years ago)
Part2 (Paragraph 4): The discovery of Sanxingdui in 1929 (over 400 jade objects found, given to the government in 1953)
Part 3 (Paragraph 5): More discoveries (further excavation and continuous work)
Conclusion: Chinese culture is rooted on ancient people’s daily activities.
Task 2: Creating a flow chart.
Suppose that you are an archaeologist. One day you received a telephone call, which was about a discovery of an ancient tomb. It was at the construction site that workers found the ancient tomb. Of course you were excited at the news. But what should you do to deal with the situation Please draw a flow chart to tell what they should do.
Closing up by copying down expressions.
Useful expressions build roads, find… in the mud, close the site, belong to…, serve as materials for study, remind …of…, the lower areas of the Yangtze, have trade links with…, move from… to…, work in the fields, dig up…, warmly receive…, date back to…
Reading after class
The Terra-Cotta Warriors of Xi’an
— The Eighth Wonder of the World
The terra-cotta warriors have become known as the Eighth Wonder of the World, after the Seven Wonders of the world (the Egyptian pyramids, the Hanging Gardens of Babylon, the Mausoleum at Halicarnassus, the Temple Artemis at Ephesus, the Colossus of Rhodes, the Statue of Zeus by Phidias at Olympia, and the Pharos or Lighthouse at Alexandria.) Two thousand years later, among the seven wonders, only the pyramids are still intact.
No written record of the terra-cotta warriors exists. With the collapse of the Qin Dynasty, these artifacts of wonderful workmanship became unknown.
Since the discovery of the first fragments in 1974, three pits containing terra-cotta warriors and horses have been excavated.
In Pit No. 1 stand more than 6,000 life-size warriors and chariots arranged in rectangular battle formation. The soldiers wear helmets and armor and also carry real bows and arrows, swords, lances, javelins and crossbows. Two hundred and ten warriors in three rows make up the vanguard. Following them is the main body of the army, 38 rows of troops. There are also flanks and three rows of rear guards. The well ordered, tightly-knit military formation of combat-ready troops are a tribute to Qin Shi Huang’s tr5emendous drive to unify the country.
Pit No.2 contains a larger variety of soldiers arranged in a more complex battle formation. Unlike the first pit, where the chariots and foot soldiers are mixed, Pit No. 2 contains four separate units of archers, foot soldiers, cavalrymen, and chariots, each drawn by four horses.Unit 20 Period 3 Let’s study!
(Grammar: Review the use of “It”)
Goals
◆ Help the students to grasp some new words and improve the ability of defining words in English.
◆ Help the students to review the use of “it”.
Procedures
Leading in: by listening.
Hello, everyone! We learned THE KING OF STONEHENGE yesterday. Now let’s listen to the tape of the text.
(After listening to the text)
Now I’ll ask you a question: Are you interested in archaeology Do you want to be an archaeologist
Task 1: Defining words.
1. Turn to page 77 and ask the students to do exercises of word study and fill in the blanks with proper words from the text.
2. Explain the meaning and use of the words.
3. Ask the students to make sentences with the words.
Task 2: Studying Inversion.
语 法 精 讲It 的 用 法
1、 it 可指天气、温度、时间、距离等等
－It is cold today, isn’t it －Yes, isn’t it －What’s the temperature －It’s 26℃.
－What’s the date today －It’s May 1, 2005.
－What’s the distance between the two towns — It’s 10 miles.
It’s a fine day. Let’s go fishing, _________________ (全国高考90)
A. won’t we B. will you C. can you D. shall we
2、 用作人称代词，代替前文提到过的事物
The dog is not a cold-blooded animal. It doesn’t need to hibernate.
3、 为了避免重复，it可用来代替前面说过的短语或句子
I tried to persuade my father to give up smoking, but found it impossible. (it = to persuade my father to give up smoking)
He is a living Lei Feng and is always ready to help others. I know it clearly. (it = He is a living Lei Feng and is always ready to help others)
4、 代替指示代词this, that What’s this It’s an album.
Whose new bike is that It’s Mary’s.
【注意】it与one，that 的不同：
it = the (that, this) + 名词，特指并且代替前面提到的某特定事物
He’s bought a new car, so he drives it everywhere to show it off.
There is only one piano left in the shop. I wonder if you still want to buy _________
A. it B. one C. another D. any
one = a + 名词，one 指前面提到的同类事物中的不同的另一个0。
He needs ___________ computer, but he can’t afford ___________.
A. the; one B. a; one C. one; one D. that; it
that = the +名词，that指代的名词与前面的名词属于同一类，但不属于同一个。
The population of China is larger than that of Japan. 中国人口比日本人口多。（注意：that在句中指代population，但其后有一个of短语作定语，以区别于the population of China.）
it与that 的异同：it指同一事物，that指同类但非同一的事物
I like the climate of Kunming more than that of Beijing. The climate of Kunming is mild, and I like it.
— Why don’t we take a little break — Didn’t we just have ________ (全国高考，2002-23)
A. it B. that C. one D. this
For most students, their teacher’s advice is more important than _________ of their parents.
A. those B. that C. what D. which
5、 it作形式主语
it在句中可作形式主语，而真正作主语的主语从句需要放在句子的末尾。主语从句后置常用以下几种结构： 1）It is / was + adj. + subject-clause可用于此句型的形容词有：clear, certain, funny, good, impossible, likely, natural, obvious, possible, probable, strange, surprising, true, unusual, wonderful, 等。
It is certain that the constant rising of the oil price will affect the development of the world economy.
It is possible that the King of Stonehenge had a lot to do with the stones.
2) It is / was + 名词词组 + subject clause 可用于该结构的名词词组主要有：a pity / duty, a good thing, no surprise, good news, an honor, a fact, a mystery, a shame, manner, 等。Unit 18 Period 4 Let’s read and write!
(ALL IN THE MIND: SCIENTIFIC METAPHORS)
Goals
● Improve the students’ abilities of reading comprehension.
● Learn about the positive and negative of “scientific metaphors”.
● Enable the students to write brief essays.
Procedures
Leading in: by life experiences.
Good morning, class! Living in an information age, we are enjoying various inventions of modern technology. We make uses of computers, mobile phones, TV sets, and so on. Now tell me what uses you make of all those modern devices.
Task 1: Reading for the main idea of each paragraph.
To learn more about modern technologies, turn to page 63 and first read for the main idea of each paragraph.
Task 2: Discussing the language points.
Any problem with the article. Now in pairs try to find some questions about all the points difficult to you. You may ask me for help if necessary.
Task 3: Listening and reading aloud.
To understand better what’s talked about in the article, listen to the tape record and read aloud the text at the same time.
Closing up by writing a brief essay.
All right, now listen to my questions:
What will computers look like in the future
How will we use computers
How would you describe a computer to someone living in the 19th century
What would you compare a computer to
Words and Expressionslive in an information age, do… with computer, send mails, be similar to…, keep information in one’s memory, develop technology at a high pace, metaphor, storage, paste, glue, be different from…, in the best way, after all, now that, in the future, think about…
Homework
Reading material
以“鱼”喻人
Ⅰshark：(本义)鲨鱼；(喻义)贪诈的人。如：a loan shark(高利贷主)，the big sharks(垄断资本家)。
Ⅱeel：(本义)鳗鱼；(喻义)滑头的人。如：
He’s far from straightforward to deal with——a slippery eel.
他这个人与人打交道很不直爽———滑头精。
Ⅲ fish：(本义)鱼；(喻义)人。如：That old uncle of yours is a queer fish.你那位老伯伯，可真是个古怪的人。 a cold fish冷冰冰的人 a poor fish可怜虫
“植物”喻人
Ⅰ.He was the No.1 seed in the table-tennis championship.
他是这届乒乓球锦标赛头号种子选手。(种子——种子选手)
Ⅱ.A man of learning is supposed to be some pumpkins.
学问高深的人常被认为是重要人物。(南瓜——很重要的人物，通常用复数形式并与some连用)
Ⅲ.He is a real daisy. 他是个顶呱呱的人物。(雏菊——第一流的人物)
Ⅳ.The country lost the flower of its youth in the war.
那个国家在战争中失去了许多优秀青年。 (花——精华)
Ⅴ.I’ll leave you two young people alone；I’m sure you don’t want me to play gooseberry.
你们两个年轻人单独在一起吧，我敢肯定你们不希望我夹在你们中间。(醋栗———[作]陪妇，这短语源自青年男女相聚时须有老妇陪伴的古老习俗译成“当电灯泡”也是很形象的表达。)Unit 16 The United States of America
Period 1 Let’s listen and speak!
Goals
◆ Talk about the USA.
◆ Practise describing places.
◆ Improve students’ capability of listening and speaking.
Procedures
Leading in: by brainstorm.
Morning, class! As is known, America is one of the most developed and important countries in the world. How much do you know about America
Who is the president of America now
Who was the first president of America
What’s on the American national flag
When did America become an independent country
What are most famous universities in America
What’s the nickname of New York
Excellent! You did well. Now to learn more about America, please turn to page 41 and let’s learn Unit 16 The United States of America.
Location of USA North America, bordering both the North Atlantic Ocean and the North Pacific Ocean, between Canada and Mexico
Task 1: Looking, discussing and finishing.
1. Look at page 41 or the screen. This is a map of the United States of America and two related pictures. Decide whether the following 8 sentences (on page 41-42) are true or false.
2. OK, now you are in groups discussing what you know about USA and what you’d like to know more about it. After the discussion, you’d better make a list of the things discussed.
Task 2: Listening, correcting and speaking.
1. Ask the students to listen to part 1 and correct the errors in Wang Xiao’s notes on page 42.
2. Ask the students to listen to part 1 again and answer the questions on page 42.
3. Ask the students to listen part 2 and choose the best answers on page 42.
4. Ask the students to repeat the listening text of necessary.
Task 3: Speaking.
Put the students in pairs to discuss: What does your hometown look like
Useful expressionsWhat does it look like How long/wide/high/tall is the… It’s…meters long/wide/high/tall.There is … in the north.Where does it lie It lies in the east/west/north/west of…
Closing up by production.
Now, that’s all for the discussion. I’d like you to describe to the class what your hometown looks like. Who will have a try
Homework
Ask the students to write a short paragraph about his/her hometown or a city in his/her province.Unit 17 Period 3 Let’s study!
(Grammar Rewiew: Direct and Indirect Objects)
Goals
◆ Learn to make as choice of words according to the context.
◆ Learn to use direct and indirect objects correctly.
Procedures
Leaking in (1) by listening.
Hello everyone! We learned Disabled Not Me! in our last period. Now let’s listen to it. Please pay attention to the pronunciation and intonation while listening.
Leading in (2) by revision.
Good morning, class. Yesterday we learned the text Disabled Not Me! Here are some exercises for warming-up.
Complete the following sentencesI wish _________________ (我昨天见到了她).The teacher treats her students _____________________(好像是她自己的孩子似的).Hearing the alarm, __________________(她穿好衣服) and hurried to the school.Even the disabled people have the right _________________(受教育).As a caring girl, she often ____________________(帮助她母亲干家务).Disabled as she is, she ___________________ (过着有意义的生活).It is not easy __________________________(适应新的生活方式).Have you _______________________ (习惯于) living with disability now
Task 1: Defining words.
1. Turn to page 53. Check the meanings of the words in the box and fill in the blanks.
2. Read the story and fill in the blanks using the correct form of the words given in the box.
Task 2: Studying direct and indirect objects.
1. Get the students to tell direct object from indirect object by studying the examples.
2. Divide the words which are always connected with “to” or “for” into two kinds.
Kinds of verbs Examples Sentences
Put “to” before the I. O. 间接宾语前加 to Sell, take, give, send, tell, lend, show She has taught sewing to Jenny.
Put “for” before the I. O.间接宾语前加 for Bake, find, save, build, get, buy, make They have bought a dictionary for Jenny.
3. Ask the students to change the sentences on page 54 according to the examples.
4. Provide students with more examples to practice direct and indirect objects.
Please translate the sentences into English昨天我给格林先生写了一封信。老师问了我们许多问题。刚才玛莉为我们唱了一首英文歌。请递给我一杯茶。妈妈为我做了一个生日蛋糕。
Task 3: Closing up by checking the exercises.
For warming-up, we are going to check the exercises in the workbook with the answers on the screen.
PAGE
1语法精讲
定语从句（重点复习）
1、 定语从句在句中修饰某个名词或代词，被定语从句修饰的词叫先行词。定语从句需用下列关联词：
关系代词 关系副词
起连词作用，本身做从句的主语、宾语、表语或定语 起连词作用，本身在从句中作时间、地点或原因状语
who, whom, that, whose, which, as when, where, why
2、 掌握以上关系代词、关系副词的含义及使用时，要特别注意以下几点：
1） 指人时宜用who 的情况：
a. 当先行词是 one, ones, anyone 或 those 时，关系代词用 who。
Anyone who goes there will be punished.
b. 在there be 开头的句子中。
There’s a beautiful girl who came to see you this morning.
c. 先行词后有一个较长的定语。
I met a foreigner in the city last week who could speak Chinese well.
d. 在非限定性定语从句中。
She has a brother, who worked at that factory ten years ago.
2) 指物时宜用 that 的情况：
a. 当先行词为 all, much, little, few, none, something, anything, everything, nothing 等不定代词时。All that can be done has been done.
b. 当先行词既指人又指物时。
He spoke of the men and the thing (that) he had seen abroad.
c. 当先行词被序数词或形容词的最高级修饰时。
This is one of the best films that I have ever seen.
d. 当先行词被 the very, the only, the last, any, every 等修饰时。
This is one of the very book that I am looking for.
e. 当先行词是疑问词 who, what, which 时。
Who that has such a home doesn’t love it
f. 关系代词在从句中作表语。
Mary is no longer the girl that she used to be.
3) 只能用 which 不能用 that 的情况。
a. 引导非限定性定语从句修饰某物或整个句子。
Bruce went towards the fire, which was still smoking.
Tom came back late, which made his parents very angry.
b. 关系代词作介词的宾语。This is the house in which Lu Xun once lived.
4) 关系代词 as 和which都能引导非限定性定语从句代表整个句子的内容，as
引导的从句可位于句首或句末，which引导的定语从句则不能位于句首。
Which you know, he is a good man. (×)
As you know, he is a good man. (√)
6)关系副词when, where, why其含义相当于on which, in which for which等，可以互换：
The day when /on which I met him first was May 1st.
I don’t know the reason why /for which he didn’t come.
7)whose指物时，可以与of which等结构互换，但应注意与冠词的位置关系：
This is the book the cover of which / of which the cover / whose cover is blue.
8)有时可用代替关系副词。在口语中常省略。
This is the reason (why / for which / that) he came late.
9)先行词是专有名词、整个句子或世界上独一无二的物质名词时，一般用非限定性定语从句修饰。The sun, which gives us light and heat, is very big.
10)在先行词和定语从句之间有无逗号有时会引起名义的变化：
He said nothing that made her angry. 他没说使她生气的话。
He said nothing, which made her angry. 他一言不发，这使她很生气。
3、 定语从句与强调结构
It is the place where they lived before.
It is in the place that they lived before.
第一个句子为定语从句，where指代the place，在定语从句中作状语，第二个句子为强调结构，强调in the place, that没有意义，把放回后面句子，句子意思完整。
Where is it that he found the lost watch (强调句型，强调疑问副词where.)
Where is the watch he found yesterday (定语从句，that指代the watch.)
4、 定语从句中的先行词
Is this book the one that you bought yesterday
Is this the book that you bought yesterday
第一个句子中，this book是主句的主语，the one是先行词。在第二个句子中this是主句的主语，the book是先行词。一定要避免出现：Is this book that you bought yesterday
5、 定语从句与同位语从句
定语从句相当于形容词，它对先行词起修饰、描述或限制作用，而同位语从句则相当于名词，对其前面的词给予说明或作进一步解释，即说明该词所表示的具体内容。例如：
The news that we heard is not true. (定语从句)
The news that he won the prize is not true. （同位语从句）
另: 在“have no idea ＋从句”结构中，其从句都作idea的同位语。例如：
I have no idea when she will be back.
定语从句专项练习
1. I shall never forget those years ___________ I lived in the country with the farmers, _________ has a great effect on my life.
A. that; which B. when; which C. which; that D. when; who
2. Wilma became the first American woman to win three Olympic gold medals in track, _______ made her mother very proud.
A. it B. that C. which D. this
3. Can you tell me the name of the factory ____________ you visited last week
A. what B. where C. / D. when
4. I don’t like the way ___________ you speak to her.
A. / B. in that C. which D. of which
5. The most important thing __________ we should pay attention to is the first thing ______ I have said.
A. which; that B. that; which C. which; which D. that; that
6. She spent the whole evening talking about the things and persons __________ none of us has ever heard of.
A. which B. who C. whom D. that
7. He never reads anything _________ is not worth reading.
A. which B. as C. who D. that
8. I have bought such a watch ___________ was advertised on TV.
A. that B. which C. as D. it
9. _______ was expected, he failed in the exam.
A. That B. As C. Which D. It
10. I can never forget the day _________ we worked together and the day ________ we spent together.
A. when; which B. which; when C. what; that D. on which; when
11. The children climbed up the hill, _________ they picnicked.
A. on its top B. on the top of it C. on whose top D. on the top of that
12. I still remember the day __________ I first came to the college.
A. on which B. in which C. at which D. which
13. They will never forget the day _________ they got married.
A. that B. which C. in which D. when
14. He makes good use of the time _________ he can spare.
A. when B. that C. in that D. in which
15. The factory ___________ his mother works is in the east of the city.
A. that B. which C. on which D. where
16. The place _________ interested me most was the Children’s Palace.
A. which B. where C. what D. in which
17. That is the reason ________ he wasn’t here yesterday.
A. why B. which C. on which D. in which
18. That is the reason ________ he can’t say.
A. why B. that C. what D. in which
19. You have no idea _________ worried I was.
A. how B. however C. that D. where
高考试题选练
1. The film brought the hours back to me __________ I was taken good care of in that faraway village.
A. until B. that C. when D. where
2. John said he’d been working in the office for an hour, _________ was true.
A. he B. this C. which D. who
3. Recently I bought an ancient Chinese vase, _________ was very reasonable.
A. which price B. the price of which C. its price D. the price of whose
4. Have you seen the film “Titanic”, ________ leading actor is world famous.
A. is B. it’s C. whose D. which
5. The famous basketball star, _______ tried to make a comeback, attracted a lot of attention.
A. where B. when C. which D. who
6. The English play _______ my students acted at the New Year’s party was a great success.
A. for which B. at which C. in which D. on which
7. ________ is reported in the newspapers, talks between the two countries are making progress.
A. It B. As C. That D. What
8. I work in a business ________ almost everyone is waiting for a great chance.
A. how B. which C. where D. that
9. Anyway, that evening, _________ I’ll tell you more about later, I ended up staying at Rachel’s place.
A. when B. where C. what D. which
10. There were dirty marks on her trousers ________ she had wiped her hands.
A. where B. which C. when D. that语 法 精 讲
It 的 用 法
1、 it 可指天气、温度、时间、距离等等
－It is cold today, isn’t it －Yes, isn’t it －What’s the temperature －It’s 26℃.
－What’s the date today －It’s May 1, 2005.
－What’s the distance between the two towns — It’s 10 miles.
It’s a fine day. Let’s go fishing, _________________ (全国高考90)
A. won’t we B. will you C. can you D. shall we
2、 用作人称代词，代替前文提到过的事物
The dog is not a cold-blooded animal. It doesn’t need to hibernate.
3、 为了避免重复，it可用来代替前面说过的短语或句子
I tried to persuade my father to give up smoking, but found it impossible. (it = to persuade my father to give up smoking)
He is a living Lei Feng and is always ready to help others. I know it clearly. (it = He is a living Lei Feng and is always ready to help others)
4、 代替指示代词this, that What’s this It’s an album.
Whose new bike is that It’s Mary’s.
【注意】it与one，that 的不同：
it = the (that, this) + 名词，特指并且代替前面提到的某特定事物
He’s bought a new car, so he drives it everywhere to show it off.
There is only one piano left in the shop. I wonder if you still want to buy _________
A. it B. one C. another D. any
one = a + 名词，one 指前面提到的同类事物中的不同的另一个0。
He needs ___________ computer, but he can’t afford ___________.
A. the; one B. a; one C. one; one D. that; it
that = the +名词，that指代的名词与前面的名词属于同一类，但不属于同一个。
The population of China is larger than that of Japan. 中国人口比日本人口多。（注意：that在句中指代population，但其后有一个of短语作定语，以区别于the population of China.）
it与that 的异同：it指同一事物，that指同类但非同一的事物
I like the climate of Kunming more than that of Beijing. The climate of Kunming is mild, and I like it.
— Why don’t we take a little break — Didn’t we just have ________ (全国高考，2002-23)
A. it B. that C. one D. this
For most students, their teacher’s advice is more important than _________ of their parents.
A. those B. that C. what D. which
5、 it作形式主语
it在句中可作形式主语，而真正作主语的主语从句需要放在句子的末尾。主语从句后置常用以下几种结构： 1）It is / was + adj. + subject-clause可用于此句型的形容词有：clear, certain, funny, good, impossible, likely, natural, obvious, possible, probable, strange, surprising, true, unusual, wonderful, 等。
It is certain that the constant rising of the oil price will affect the development of the world economy.
It is possible that the King of Stonehenge had a lot to do with the stones.
2) It is / was + 名词词组 + subject clause 可用于该结构的名词词组主要有：a pity / duty, a good thing, no surprise, good news, an honor, a fact, a mystery, a shame, manner, 等。Unit 18 Inventions
Period 1 Let’s listen and speak!
Goals
● Help students understand the common sense about inventions.
● Do listening and make sure students understand it.
● Help improve the students’ listening and speaking abilities.
Procedures
Leading in by guessing.
Today, we are going to learn something about inventions that will do good to human beings or even smooth away difficulties brought by disabilities. Here are some of them. Please guess what they are or who the inventors are.
1. a man who made more than 1,000 inventions in his life and invented electric bulbs
2. a woman who discovered a way to alter and expand the range of natural cotton colors without using tints or dyes
3. a computer that fits comfortably on your nose and weighs less than a pair of glasses
4. a man born in 1876 who invented an effective gas motor engine and built the first practical four-stroke internal combustion engine called the “Otto Cycle Engine”
5. a shoe whose heels made electricity with every step the wearer takes
Key:
1. Thomas Alva Edison
2. Sally Fox
3. Nose-top computer
4. Nicolaus Otto
5. Electric shoes
To learn more about inventions please turn to page 57 or look at the screen.
Task 1: Looking and discussing.
Look at page 57 or the screen. There are four pictures and four descriptions. Read the descriptions individually first and then match each picture with the correct description.
Picture 1: Electric shoes
Picture 2: Inflatable bicycle
Picture 3: Edible chopsticks
Picture 4: Nose-top computer
Task 2: Discussing.
Now discuss the following questions in pairs:
1. Which of the four “invention” do you think would be more useful Why
2. Is there anything you would like to invent If so, what and why
Task 3: Listening and answering questions.
1. Now we are going to listen to dialogue 1 on the tape, which is about Mr. Dean’s new invention. Listen carefully and try to understand it. Then you should answer the following questions:
1) What are the advantages of Mr. Dean’s new invention
2) How does it work
3) What can it be used for
4) Why does the patent officer not want to give the man a patent
2. Listen to the tape of dialogue 2, which is about Mr. Scoles’ invention and then answer the following questions:
1) What has Mr. Scoles invented
2) Why did the man invent it
3) Do you think it works How does it work
4) Why does the patent officer not want to give the man a patent
Task 4: Speaking up.
In groups of four one is to play the role of an inventor to explain to the rest how his invention works. The patent officer should listen, ask questions and decide to give which one the patent.
Closing by writing.
To end the period, let’s try to write a list of new inventions we would like to make. Let’s see whose ideas are both creative and practical.Unit 15 Period 4 Let’s read and write!
(GETTING THERE-TRAVEL TIPS
AND PRACTICAL ADVICE)
Goals
◆ Provide the students with opportunities to learn about travel tips and practical advice.
◆ Let the students practise in writing a descriptive essay.
Procedures
Leading in: by discussing.
Good morning, class! I know most of you like traveling. Now let’s discuss the following questions:
1. What should we do before we set off traveling
2. What problems are likely to appear during our journey And how should we deal with them
Wonderful. Please turn to page 38 and see what useful travel tips and advice we need. Our task is to learn GETTING THERE-TRAVEL TIPS AND PRACTICAL ADVICE today.
Task 1: Listening and reading aloud.
Now listen to the tape and read aloud the passage on page 38, paying attention to the pronunciation and intonation.
Task 2: Copying down useful expression.
As is known, language is made up of words and expressions. So, why not read the article and write down all those useful to you
Useful expressions Go on a trip to…, avoid problems, find out about…, save money, read about…, get ideas for…, make copies of…, change… with…, make a list of…, make one’s own arrangements, keep… in a safe place, make photocopies of…, buy foreign currency, exchange money, leave time for rest, travel light, use… for…
Task 3: Discussing.
As we know, there are four topics in this passage. Now you are divided in groups to discuss each topic carefully. Then decide which topic you think is the most useful and give the reasons.
Closing up by reporting.
Now that’s all for the discussion. I’d like one of you to tell us which topic you think is the most use ful to you and why .
Homework
Ask the students to write a short paragraph about his or her favorite destination, including travel tips.
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