Unit 3 Going places
Teaching Aims and Demands
Words and Phrases
consider means experience vacation nature basic equipment simple normal excitement separate get away from watch out protect sb/sth from see sb off on the other hand as well as transportation board simply tip poisonous handle combine
Spoken English:
1.Intention and plans:
What would you prefer going …
When are you going off to…
How would you like to go to…
How are you going to…
2.Wishes:
Have a good trip. Have a nice/pleasant trip.
Grammar:
Using the Present Continuous Tense for future actions
1. Adventure travel is becoming more and more popular.
Look! He is waiting at the gate.
2. Bob is coming with me to the airport.
How are you getting there
How long are you staying in xi’an
Use of Language:
(1) Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text about traveling. Finish the exercise in their books.
(2) Get the students to learn some skills about giving intentions and wishes.
Important points: Grammar and learning about the basic skills and the purpose while traveling.
Difficult points: Using the Present Continuous Tense for future actions
Teaching aids: computer tape-recorder
Way of Teaching: communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
1. Ask the students to look at the pictures and write down the people are doing wrong.
(a).He is driving too fast.
(b).He is littering./He is throwing rubbish on the ground.
(c).The man is smoking where he shouldn’t . / The sign says that smoking is not allowed, but he is smoking anyway.
(d).The car is parked where no parking is allowed./ The car is parked in the wrong place.
2. Show the students pictures of different places. Ask them to choose the best way of transportation.
3. The students will discuss the advantages and disadvantages of different means of transportation.
Step 2 Listening
(a) Because when you are traveling, you need to listen to announcements to get enough information. Ask the student to listen to the tape and fill out the charts in 1 and 2.
(b) Finish the listening part in the workbook as well.
Step 3 Speaking
Imagine that you have a machine that lets you travel in time. With this machine you could travel to the past or the future. Then make a dialogue using the questions in the form as a guide. Here the teacher may first give an example as a guide.
Encourage more students to practise the dialogue.
Useful Expressions:
I would like to travel to the year…
I would like to know what life was like … years ago.
I want to know what like will be like…years from now.
To which year do you want to go
Do you want to travel to the future or to the past
Step 4 Homework
Ask the students to get previewed the reading material in the listening part.
Lesson2
Step 1 Introduction
Ask the students to close their books and ask individual students to answer the questions in Pre-reading.
1.Do you like traveling Why or why not
2.Where would you most like to travel Why
3.Have you ever heard about adventure travel What do you think of it
Divide the student into groups. Ask them to prepare a trip to the place they like. Encourage the students/the leader of a group to give reasons why they think their plan is the best.
Step 2 Fast-reading
Tell the students that there are kinds of travels. And get them give their idea of the possible variation of travel.
Then ask the students to read paragraph 1quickly and answer the following questions first:
Why do people travel
Why do people want adventure travel
What are the two examples of adventure travel
Step 3 Careful-reading
1.For part one, give the students the following questions and ask them to read paragraph 1 carefully.
1).What is hiking
2).Why is hiking a kind of adventure travel
3).Where can you go hiking
Deal with the language points if there is any.
2. For paragraph 2, give the students the following questions and answer the following questions:
1).What is rafting
2).Where is rafting done
3).Why is rafting a kind of adventure travel
Deal with the language points if there is any.
Step 4 Post-reading
Ask the students to listen to the tape while getting the exercise 1 done.
The answer is: a b d d c
Ask the students to read the text carefully and fill in the chart in exercise 2. Then check their answers.
Step 5 Homework
Get the students to be prepared for the talking part in their workbooks.
Lesson 3
Step 1 Revision
Check the students’ homework by asking several of them to report what they have done.
Step 2 Word-study
Give the students several minutes to finish the exercise in word-study. Then check the answer with them.
Step 3 Grammar
First give the students a brief explanation of “Using the Pressent Continuous Tense for Future Actions”.
1. When the present tense is used of the future in the main clause, there is often an indication of time. The action is usually regarded as having been dicided upon beforehand. Verbs that are often used in this way are go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.
e.g. “I’m leaving at seven tonight.”
2. The present tense is used of the future in a clause introduced by “when”, “if”, “before”, “till/untill”, “everytime”, “by the time”, “as soon as”, “the moment” etc.
e.g. We shall not go out for a hike if it rains tomorrow.
Step 4 Consolidation
Ask the students to read the dialogue and underline the verbs that express future in exercise 1.
For exercise 2 encourage the students to give as many answers as possible.
Step 5 Workbook
Get the students to finish the exercise 3 in the students workbook. Check the answers with the students.
Step 6 Homework
Finish the exercises 1 and 2.
Lessson 4
Step 1 Revision
Check the homework
Step 2 Discussion
First explain to the students what an Eco-travel is. Then divide the students into groups of four. Ask the students to decide where they will go and why. Here you may add more examples of destinations, so the student may have a larger choice.
At last ask each group leader to report their decisions while giving their reasons.
Step 3 Writing
Before the students start to write the passage, get them to read the requirement carefully. And make sure that they understand what they are asked to do.
Sample letters
Dear Mum and Dad,
We have just arrived at the hotel. We ate unpacking our bags and we will go to the park this morning. We are going to have a picnic in the park and eat sandwiches. After the picnic, we will go back to our hotel. In the afternoon we will go for a walk and maybe sing songs in the evening. On Sunday, we are going to play volley-ball on the beach and then go hiking. When we get back from hiking. When we get back from hiking, we will pack, go to the train station, and go home. This is our first day and we are very excited. I think we will have a great time.
Love
Sue
Dear Mum and Dad,
We are playing volleyball on the beach. Yesterday, we went swimming and played volleyball in the morning. We had lunch at our hotel and then went for a walk and sang songs in the evening. On Friday, our first day here, we arrived at the hotel and unpacked. We went to the park and had a picnic and ate sandwiches. After the picnic, we were tired and went back to the hotel and watched a film. We will go hiking today and then pack and go to the station. We are having a great time, but it will be nice to get back home.
Step 4 Homework
Finish the exercises in the workbookUnit 5 The silver screen
Teaching Aims and Demands
Words and Phrases
career role award prize choice degree speed creature adult industry owe happiness accept primary leader determine live action silver hero scene law drama actress director script actor academy studio outer follow-up cruelty peace icy boss comment
Spoken English:
1.Giving opinions & Making comments
I think the film has a good beginning/ending.
I think that DVDs shouldn’t be sold at such a high price/should be much cheaper.
The actors/actress are…
How do you like…
What do you think of/about…
We think highly of …
What do you feel about…
2.Sequence
You should/worked/acted at different…
Later on…
First... , and then…
What made you decide to…
What did you do next
What roles did you act
Finally you found a job as…
How long have you been working as…
Grammar:
The attributive Clause
1.描述特定时间的特征――由when 或介词＋which 引导定语从句：
This was the moment when/at which Spielberg’s career really took off.
2.描述特定地点的特征――由where 或介词＋which 引导定语从句：
Chuck survives the air crash and lands on a deserted island where/ on which there are no people.
3.描述特定原因或理由的内容――由why 或介词+ which 引导定语从句：
The reason why/for which Steven Spielberg could not go to the Film Academy was that his grades were too low.
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about The Silver Screen and finish the exercises. Get the students to learn more about films and widen the students view of life.
Important points: The Attributive Clause
Knowledge about films
Difficult points: The use of Attributive Clause
Teaching aids: Computer, tape-recorder
Way of Teaching: Discussion and way of communication
Lesson 1
Step 1 Warming Up
1.Ask the students to look at the photos and describe what they see. Encourage the students to forward all possible descriptions and interpretations of what they see in the pictures.
The teacher may ask some more questions as a guide for the students to better describe the pictures.
2.Ask the students to look at the photos and describe what they think happened before the scene in each picture.
3.Ask the students to look at the photos and describe what they think is going to happen.
Then ask the students what kind of film they think they are.
Step 2 Listening
Tell the students they will listen to a dialogue between a programme maker (R) and actor (L). The students may take down the key words as they are listening to the text. Finally, using the key words, the students may formulate the answer to the questions in full sentences.
The answers are:
1.It was a small town far from the big city.
2.When Malcolm was young he wanted to be teacher.
3.His father wanted him to study law.
4.When Malcolm met Fiona, he started his career in the theatre.
5.It was important because he did not have any experience.
Step 3 Speaking
1.Students read the biographies of Meryl Streep and answer the following questions:
When and where was Meryl Streep born
(She was born in a small village in America in 1949)
How did he begin to act in plays
(After high school she went to study at a famous drama school. While still a student, she played roles in many plays. After graduating, she went to New York, where she started working as an actress and won the Theater World Award for he role in a play.)
When did she began to act in her first film
(She made her first film, called Julia in 1977.)
What about his family
(She got married in 1978 and has a son and three daughters.)
2. Students read the biographies of Keanu Reeves and answer the following questions:
When and where was Keanu Reeves born
(He was born in Lebanon in 1964.)
Where did Keanu Reeves grow up
(He was born in 1964 and later moved to Toronto and grow up there.)
What about the time when he was young
(He left high school without a degree when he was 17 Then he started to doing all kinds of small jobs to make money.)
What did make him famous
(He first act in many cheap films for a few years, then he played a role in the film Speed in 1994, Which made him famous.)
Step 4Acting
Ask the students to make a dialogue between a report on Meryl Streep or Keanu Reeves. And then ask them to act it out. They can use the above questions as a guide.
Step 5 Homework
Prepare a similar dialogue on interviewing a famous actor/actress, such as Maggie Cheung(张曼玉).
Lesson 2
Step 1 Revision
Get the students played out their interview.
Step 2 Pre-reading
Ask the students to think out some names of famous films, like: Hero (英雄), Mood for Love（花样年华），Harry Port (哈利. 波特)，E.T. (外星人), The Matrix (黑客帝国), Jurassic Park (侏罗纪公园).
And then get them to give the director out as well as its famous actor or actress in it. Thus we can naturally mention the character in the text—Steven Spielberg.
Step 3 Reading
Before reading, the teacher may first give a introduction about Steven Spielberg like this: Steven Spielberg is one of the most important filmmakers in the United States. Many of his films are known to people all over the world. The reading offers some biographical information about Steven Spielberg and talks about some of his major motion pictures, such as Jaws(1975), ET(1982) and Jurassic Park(1993).
Then ask the students to read the text and try to find how the text is organized, or how many parts it should be divided into.
The first part (the first paragraph) --- Steven Spielberg is a passionate about film from a very early age.
The second part (the second paragraph) --- He could not go to the Film Academy but later his career began to take off.
The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.
The forth part (the last paragraph) What Steven Spielberg has said and written.
When the students are trying to find the main idea of each part, the teacher should explain some language points if there is any.
Step 4 Post-reading
Help the students to finish the exercise in this part.
Step 5 Homework
Be prepared for a interview on Steven Spielberg and his films.
Lesson 3
Step 1 Revision
Check the homework by getting the students to present their interview as assign last class.
Step 2 Vocabulary
Ask the students to finish this part and check their answers.
Step 3 Grammar
1. Revise the Attributive Clause by Letting the students to make some sentences using that, which, who, whom. Then ask the students to divide the sentences into small sentences to go over the formation of Attributive Clause.
2. First go over the examples in this part and tell the students how each sentences are formed.
3. Finish the exercises below the examples.
Step 4 Workbook
Ask the students to finish the exercises 1—2 and check their answers.
Step 5 Homework
Finish exercise 3 in the workbook.
Lesson 4
Step 1 Revision
Check the homework
Step 2 Reading
1.Get the students to name some films made by Zhang Yimou out, thus draw the students’ attention to Not One Less.
2.Students read the text and summary the story of Not One Less. The next is an example:
This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.
3.Next tell out the formation of the text/the story.
Step 3 Exercise
Ask the students to read the text on P 113 about the movie Across the Pacific and finish the exercises.
Step 4 Writing
Supply the students another film that most of the students have seen and ask them to write a comment on it. The tips on P35 may help them.
Step 5 Homework
Preview the next unit.(共15张PPT)
Unit 3
Going Places
1 2 3
Flight number
Destination
Gate
FILL IN THE FORM
CA 1145
UA 445
SE 3765
Tokyo
Changsha
Paris
D45
A15
E34
Where is/are the traveler(s) What did he/she/they do How did he/she/they travel
FILL IN THE FORM
Beijing
Forbidden City, Great Wall, Tian’anmen Square
Train
Paris/France
Eiffel Tower, Museum, saw “Mona Lisa”
Bus and lift
North Pole/South Pole
Walked, saw animals
Plane, walked
The Moon
Looked at the Earth, jumped
Spaceship
In the ocean
Looked at fish
Swam/had to swim
Name Which year would you like to go to Where would you go Why
Fill in the Form
Useful expressions
1.I would like to travel to the year…
2.I would like to know what life was like … years ago.
3.I want to know what like will be like…years from now.
4.To which year do you want to go
5.Do you want to travel to the future or to the past
HIKING
1).What is hiking
2).Why is hiking a kind of adventure travel
3).Where can you go hiking
RAFTING
1).What is rafting
2).Where is rafting done
3).Why is rafting a kind of adventure travel
Hiking Rafting
Similarities
Difference
Places
Equipment
Cost
Skills needed
Possible dangers
*Both are examples of adventure travel.
*Both take place outdoors.
*Both are fun and exciting.
*Both make people get close to nature.
*Both have safety tips.
In the mountains,in a forest,along a river,in a city
On rivers and streams
good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.
Boat,paddle,good clothes,lifejacket
Inexpensive
Somewhat expensive
Good walking skills
Good rafting and swimming skills
Getting lost,sunburn,poisonous animals or plants,hunger and thirst
Hitting rocks, trees,falling into water
destination any period of holiday
transportation the things needed for a particular activity
vacation to take care
get away from to think about something
consider a place you are going to
equipment being the main or important part of
watch out to be away from a place
basic have the effect of poison
poisonous a means or way of carrying passengers or goods
from one place to another
Word Study
Using the Present Continuous Tense
for Future Actions
1. When the present tense is used of the future in the main clause, there is often an indication of time. The action is usually regarded as having been decided upon beforehand. Verbs that are often used in this way are go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.
e.g. “I’m leaving at seven tonight.”
2. The present tense is used of the future in a clause introduced by “when”, “if”, “before”, “till/until”, “every time”, “by the time”, “as soon as”, “the moment” etc.
e.g. We shall not go out for a hike if it rains tomorrow.
What should you do before writing
Before you start writing, you need to think what you are going to write. List good ideas and make notes. Think what the readers already know and what they need to know. Consider what you are going to tell them and what you need to explain or give examples of.
Dear Mum and Dad,
We have just arrived at the hotel. We ate unpacking our bags and we will go to the park this morning. We are going to have a picnic in the park and eat sandwiches. After the picnic, we will go back to our hotel. In the afternoon we will go for a walk and maybe sing songs in the evening. On Sunday, we are going to play volley-ball on the beach and then go hiking. When we get back from hiking. When we get back from hiking, we will pack, go to the train station, and go home. This is our first day and we are very excited. I think we will have a great time.
Love
Sue
Sample Letter
Dear Mum and Dad,
We are playing volleyball on the beach. Yesterday, we went swimming and played volleyball in the morning. We had lunch at our hotel and then went for a walk and sang songs in the evening. On Friday, our first day here, we arrived at the hotel and unpacked. We went to the park and had a picnic and ate sandwiches. After the picnic, we were tired and went back to the hotel and watched a film. We will go hiking today and then pack and go to the station. We are having a great time, but it will be nice to get back home.
Sample Letter(共1张PPT)
Language Points
So 引起的句子或分句（在肯定句后），说某人、某事与刚才提到的相同，这时也用倒装语序。如有助动词或情态动词，把它放在主语之前。
e.g.
Ann can dance beautifully, and_______________________. (她姐姐也是)。
I like rock music. _______________. （我也是)。
I have a headache. ______________. （我也是)。
So can her sister.
So do I
So have I(共1张PPT)
Language Points
hunt for 意为“搜寻”、“寻找”。
e.g.
I’ve been hunting for you everywhere.
我一直在到处找你。
They are hunting for a house to let.
他们正在寻找出租的房屋。(共12张PPT)
Unit 2
Listening
Listen carefully to the tape. Mr. Brown’s landlady has many house rules. Write down five of them.
Example: The landlday asked Mr Brown to put his coat in the closet.
The landlady asked Mr Brown:
1._________________________________.
2._________________________________.
3._________________________________.
4._________________________________.
5._________________________________.
Complete the following sentences
1.Emily asked Karen______________________________.
The teacher asked Karen and Emily __________________
______________________.
Karen told the teacher that Emily had asked her
_________________________________________________.
2.Ms Smith told Harry_______________________________.
Harry asked Ms Smith ______________________________.
He also asked her __________________________________.
Ms Smith told Harry not_____________________________.
how to pronounce “kilometre”
if there is anything that
they are not clear
how to pronounce “kilometre”
to take two pizzas to Mr. Thompson
if she can spell the name
if she can repeat the address
to forget to buy her some ketchup
Make up A dialogue for three students and act it out in class, using the following expressions to help you.
Useful expressions
Can you spell that, please I beg your parden
Could you repeat that, please How do you say …in English
What do you mean by… How do you pronounce…
Could you speak a bit slowly, please What does … mean
English Around the World
Post- Reading
1.Why is it becoming more and more important to have a good knowledge of English
2.In which countries do we find most native speakers of English Give the names of three countries.
3.Living in China you can use English every day in different situations. Give two examples.
Because English is spoken and used all around the world.With so many people communicating in English, it is becoming more and more important to have a knowledge of English.
The United Kingdom, the United States of America, Canada, Australia, South Africa, Ireland and New Zealand.
We can use English when we are having an international meeting, having a business talk with our business partner.
Complete the Following summary.
English is a ________ ______all around the world. For more than 375million people in countries such as _______ and _______, English is their ______ ______. Another 375 million people _____ ______ as a second language. However, most people learn English at school as a ______ _______. The English language __also ____ by most international organizations as their working language, as well as in inter-national _____ and _______. Most foreigners visiting China are either__________ or ______. If they cannot ______ Chinese, they use ______ to communicate with Chinese people. In global culture, for example the Internet or popular music, English is widely used. In the future we will be speaking Chinese with our_______, but we will be _______ English with people around the world for our work.
language spoken
Australia
Canada
mother tongue
Learn English
foreign language
is
used
trade
tourism
businessmen
tourists
speak
English
using
people
WORD STUDY
1 closet A a number f people or things that form more
than half of a group
2 explain B information and understanding about a
subject
3 majority C the same
4 mother tongue D a cupboard where you can put clothes
5 equal E to make something clear to understand by
describing or giving information about it
6 communicate F native language
7 knowledge G the activity of buying ,selling or exchanging
goods or services
8 trade H to give information using speech, radio
signals or body movement
AMERICAN ENGLISH
AND
BRITISH ENGLISH
American English and British English
The differences between American English and British English
How come the differences:
1.At first the language in Britain and America was the same.
2.In 1776 America became an independent country.The language began to change.The language in America stayed the same,while the language in England changed.
3.At the same time, British English and the American English stared borrowing words from other languages, ending up with different words.
4.In 1828 Noah Webster published the first American dictionary. And he changed the spelling of some words.
word Borrowed from
cent Old French
English borrowed from other languages
What will you do if people don’t understand you
1.Saying something one or two more times, slowly, often helps.
2.Maybe you are not pronouncing the word right. Try changing sounds.
3.Try to say the same thing but use different words.
4.If you don’t know the exact word for an object, you can give a description of what it looks like.
5.Replace difficult words with simple ones.Unit 6 Good manners
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of good manners;
b. Learn to express thanks and apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
the attributive clause
Lesson 1
Step1 Warming up
Do you like people with good manners
Look at part1 warming up, work in pairs. Look at the pictures on the right and practice the short dialogue.
Ask students to act it out.
Step2 Listening
Now let’s learn more ways of apologizing by listening. Ask the Ss to close books and listen to the tape to get a general idea of the dialogue.
Then open their books and read the exercise to find out what information they need, listen to the tape a second time. After listening, let them fill in the blanks, and check the answers
Then , listen a third time and let them grasp what is being said. Finally, do the listening exercise in the workbook.
Step3 Speaking
Suppose you happen to meet such common mistakes as the one in the listening, what will you do Saying the right thing at the time and the right place is very important.
Please come to speaking. Look at situation 1 and 2, according to the situations and make up two dialogues in pairs, using the expressions in the box.
Then ask them to act out.
Homework: Grasp the ways of apologizing exercise “talking” in the workbook.
Lesson2
Step1 Revision
Check the homework
Step2 pre-reading
Let the Ss discuss in groups to write down the rules for being polite in the following situations in Chinese culture.
Situation Rules for being polite in China
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Step3 Reading
Looking at the title and the pictures, I guess that the reading text is about dinner parties in restaurants. Read the text silently and quickly to find the main idea of each paragraph.
Para1: It explains all the things we will find on a dinner table and introduce some Chinese items for the Chinese dinner table.
Para2: It tells us the starter and the soup.
Para3: It tells about the main course.
Para5: It tells about the final course of a formal dinner, drinks.
Para6: It tells us that table manners are only important at formal dinner parties.
Step 4 post- reading
Let the Ss do the exercises in order(1-4)
Step 5 listening
Listen to the text and pay attention to the pronunciation, stress and intonation.
Step 6 Language points
1. impression n. 印象
have /make a good ~ on sb. 给某人留下好印象
2. custom n. 习惯，风俗
keep up a ~ = follow a ~ 遵从习俗
break a ~ 打破习俗
manners and ~s 风俗习惯
3. course n. 过程，进行方向，课程， 一道菜
in the ~ of 在------当中
a summer ~ 暑期课程
take a ~ in law 上法律课
in the ~ of the discussion, many opinions are heard.
A dinner of five ~s = a five-~ dinner五道菜的一餐饭
4.start with
begin with /end up with
5.drink to ------ 为------干杯 为------ 祝酒
let’s drink to the friendship between our two peoples.
We all drank to Tom’s success in the experiment.
6. fashion n. 流行，时髦，时尚
a ~ show 时装表演
follow the ~ 赶时髦
come into ~ 流行起来
be in ~ 正流行 be out of ~ 不再流行
7. When drinking to someone’s health you raise your glasses.
---- you do not need to worry about all these rules while having dinner with friends or family.
这两句中划线部分师省略句。完整的句子分别是when you are drinking to someone’s health 及 while you are having dinner with friends or family.
当主从句的主语一致时，从句的主语及谓语动词的一部分可以省略，如：
Please be careful when crossing the road.
You need to be careful while reaching the apple on the top of the tree.
Homework: Recite the text.
Finish the exercise “Vocabulary” in the workbook.
Lesson 3
Step1 Revision
Check the reciting of the text.
Check the homework
Step2 Language study
1、 Word study
The prefixes in-, im- , non-and un- all change the meaning of a word to its opposite.
2、 Grammar
The restrictive attributive clause and non-restrictive attributive clause.
At first, explain the two clauses to the Ss. Then do the exercise on page41. Finally check the answers.
Step3 Practice
Ex2 in the workbook
Homework: Revise the grammar.
Ex1 in the workbook.
Lesson4
Step1 Revison
Check the homework
Step2 Reading and writing
Read the following thank-you letter and finish the exercise on Page42
At last, write a thank-you letter.
Step3 Workbook
Ask the Ss to read the text fast to find the main idea of the text.
Then read again and do the exercise on Page 119, then check the answers with the whole class.
Homework: Revise the contents of Unit6.
PAGE
3Unit 4 Unforgettable experiences
Teaching Aims and Demands
Words and Phrases
unforgettable disaster finally rescue advance seize swallow drag struggle fight flow fright shake strike destroy national fear opportunity touch note
Three Skills: king host scare upon tower deadline article Buddha agent temple naughty peanut
Spoken English:
1.Describing emotions:
Help! Don’t worry. Well done!
I’m afraid to … Don’t be afraid. You can do it.
I’m afraid. I’ll be OK/all e on!
It’ scares me! It’s all right! That’s better./Keep trying.
2.Describing sequences:
First, we went to Leshan. Next, we climbed Mount Emei.
Then we played with some monkeys.
Finally, towards evening we were on the way back to Chengdu.
Grammar: The Attributive Clause
1.能够用英语描述人物的特征、行为等一由 who/whom/that/whose 引导:
She looked at Jeff, who was waving his arms.
The girl whose leg was broken n the earthquake was taken to hospital.
2.能够用英语描述事物、事件的性质、内容等一由which/that引导：
And there she saw a wall of water which/that was quickly advancing towards her.
Use of Language:
1.Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about The Rescue as well as the basic skills in such situation.
Important points: The Attributive Clause
Describing one’s experience.
Difficult points: The use of Attributive Clause
Teaching aids: Computer, tape-recorder
Way of Teaching: Discussion and way of communication
Lesson1
Step 1 Warming up
Ask the students to look at the pictures and the words and phase below them. Tell the students have to make sentences using the words and phrases in a sentence with an Attributive Clause. Make the first one as an example.
The answers:
2. Howard Carter is the man who found King Tut’s tomb in 1937.
3. The Titanic is the ship that/which sank after hitting an iceberg.
4. Beijing is the city that/which has got the chance to host the 2008 Olympic Games.
Step 2 Listening
Ask the students to listen to a man who survived the 1989 earthquake in San Francisco, in the United States.
Ask the students to write down the answers for the questions.
Answers to Exercise 1:
1.The earthquake happened at a quarter past five in the afternoon/5:15.
2.The man was on his way to his daughter’s school.
3.The cars in front stared to move from side to side.
4.Before the earthquake he had finished his work and gone to the post office.
5.he was going to fetch his daughter from her school.
Answers to Exercise 2:
1. found
2. had happened
3. had been
4. heard, climbing
5. had come, was
Step 3 Speaking
Ask the students to look at the four pictures. The exercise consists of three dialogues about situations in which students must imagine experiencing some kind of difficulty or problem using the example as a guide.
Step 4 Homework
Ask the students to finish the exercise Talking in their workbooks.
Lesson2
Step 1 Revision
Check the homework by asking several students to reproduce their dialogue.
Step 2 Pre-reading
Ask several students to describe one disaster that they have seen or heard.
Step 3 Reading
(1). Pre-reading
Before read the text, ask the students to answer the three questions as a warm-up.
1.What natural disasters do you know about
2.Have you ever experienced a natural disaster Can you describe what it was like and how you felt
3.What would you do in the following situations
Disaster Flood Earthquake Typhoon Fire
Situation You are in the classroom. You are sleeping in your bedroom. You’re riding a bicycle on the road You are shopping in a supermarket.
First,…Next,…Then,…Finally,… First,…Next,…Then,…Finally,… First,…Next,…Then,…Finally,… First,…Next,…Then,…Finally,… First,…Next,…Then,…Finally,…
(2). Text
Students read the text again and find the answers to the questions 1-3 in the post-reading part.
Explain the language points if necessary.
Step 4 Consolidation
Ask the students to retell the text, using the table as a guide.
First
Next
Then
Finally
Step 5 Workbook
Finish exercise 2 in the students’ workbooks as the homework. The students can use the word in the brake as a guide.
Lesson3
Step 1 Revision
Check the students’ homework.
Step 2 Word-study
Go over the meaning of each word before asking the students to complete the exercise. Then check the answers with them.
The answers are: strike destroyed advanced drag pulled to shook struggled seize flowed swallowed
Step 3 Grammar
First, Revise what is the Attributive Clause by giving several examples:
1.She looked at Jeff who was waving his arms.
2.Do you know the boy whose parents are on holiday
3.The story that you read is “The Rescue”.
4.And there she saw a wall of water that was quickly advancing towards her.
Step 4 Consolidation
Ask the students to finish the exercises 1--2 in their books.
The answers are: 1.who 2.which/that 3.whose 4.which/that 5.that 6.whose 7.who 8.which/that 9.whom
The answers to exercise2 are:
1.A bookworm is someone who likes reading very much.
2.A couch potato is someone who spends a lot of time watching TV.
3.A sports fan is someone who loves to play or watch sports.
4.A workaholic is someone who often works very hard.
Step 5 Homework
Ask the students to finish the exercises 1—3 in their exercise books.
Lesson4
Step 1 Revision
Check the homework.
Revise the Relative Pronouns by giving some examples:
I met a boy who can speak English so fluently.
Anna was wearing a hat which was too big for her.
A plane is a machine that can fly.
This is the boy whose father is a great writer.
Is that your professor whom you mentioned a lot
Step 2 Reading
The students read the text and put a circle around the relative pronouns and the linking words as required above the text.
Step 3 Grammar
(1).List the sentences in the text which has Attributive Clause in it. And analysis the sentences into two or more sentences so that the students can learn more about the formation of Attributive Clauses.
Example:
I found some photos of interesting places which were too far away from Chengdu.→
I found some photos of interesting places.
They were not too far away from Chengdu.
I called a travel agent whose telephone number I found in a newspaper.→
I called a travel agent.
I found his telephone number in a newspaper.
(2).Turn to page 106 and finish the text in it.
Step 4 Writing
Before as the students to write a compositions out, get them read the six questions first to help the students to formulate some short sentences.
Ask the students to organize their ideas and sentences in a logical order, using First, Next, Then and Finally.
Step5 Homework
Write out a composition about an earthquake.(共1张PPT)
Language Points
动词-ing形式用作状语时，其逻辑主语一般应与句子的主语一致。例如：
Living in the country, we had few amusements.
Being unable to help in any other way, I gave her some money.
e.g.
1._____________________________, ( 从山上看 ) we can see as far as the sea.
2._____________________________, (我已经失望两次了) I decided to work much harder than before.
Seeing on the top of the hill
Having disappointed myself twice(共1张PPT)
Language Points
1 .Many people who saw the film were afraid to swim in the sea…
afraid 的用法如下：
1）be afraid of sb/sth
2）be afraid to do sth/of doing sth
3）be afraid of doing sth / be afraid +that clause
4）I’m afraid…
e.g.
1. He seldom stands on the river bank because he is afraid that he might fall into the river.
2. I’m afraid I can’t agree with you.(共2张PPT)
Language Points
2. After that it still took seven years before they finally got married.
Before….(以后) 才，
不等…就，
（不多久）就，
宁愿…, 也不…
e.g. It was not long before they got married. 例子：
1. 会议还没结束，他就离开了会场
He left before the meeting ended.
We hadn’t wait long before the bus came.
2. 我们没等多久，汽车就来了
3. 他宁愿饿死，也就不行窃
He will die of hunger before he will die.(共14张PPT)
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
What should a good friend be like
What qualities should a good friend have
Should they be funny, smart and strong
Questions
1.What doesn’t John like
2.What does Joe think of music and skiing
He doesn’t enjoy singing,nor does he like computers.
For Joe rock music is ok,and so is skiing.
Situation 1
Problem: Peter is often_____________________________________.
Solution: I think Peter should________________________________
Situation 2
Problem: Mary usually ________________________________
Solution: I think Mary should________________________________ ________________________________________________________.
Situation 3
Problem:________________________________________________. Solution:________________________________________________ ________________________________________________________.
Pre-reading
a knife a box of matches a mirror a radio a frying pan a gun
A hammer a book a saw an umbrella a rope a compass
1. I think that ____________would be the most useful, Because I could use it to ___________________, to ______________and to _________________________.
2. I also think that _____________________would be useful, because I could use it to _________________, to __________________and to _______________________________.
3. _____________________________________________________.
Tom Hanks
Froest Gump
How does Chuck Noland come to a deserted island
2. In order to survive on the island alone, what does he need to learn
3. What does he understand at last
4. For us, what lesson we can learn from Chuck
One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashed.
He need to learn how to collect water, hunt for food, and make fire. The most difficult challenge is how to survive without friend.
He understand that friendship is about feelings and that you must give as much as you take.
The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
Fill in the blanks using the words and phrases you have learnt in this unit.
1. My friend is_______. He never tells lies.
2. I like pop music. She likes ______ music, but we are good friends
3. I think a good friend should not only share happiness, but also ________ with me.
4. Although Father and I often ______ with each other, we are good friends.
5. Many people keep dogs as pets because dogs are regarded as ______ friends to people.
6. If you were alone on a deserted island, you would have to learn to ____ ____ water and food.
7. The young man is very ____ _ history. He reads books about it almost every day.
8. She is a ____ girl. She is never afraid of anything.
9. There will be many people at the theatre, so we will go there early__ _____ ___ get good seats.
10. If someone is quick in mind and action, we say he is _________.
honest
classical
sorrow
quarrel
loyal
hunt for
fond of
brave
in order to
wise
Direct Speech Indirect Speech
“I like reading adventure stories,” said John.
John said that he liked reading adventure stories.
“I don’t enjoy computers,” Sarah said to her friends.
Sarah told her friends that she didn’t enjoy computers.
“Ann”, have you seen my blue notebook Peter asked.
Peter asked Ann if she had seen his blue notebook.
“How can you co that ” Mary said to Ann.
Mary asked Ann how she could do that.
“What difference does it make ”
peter asked Jim what difference it made.
Checkpoint 1
Grammar Direct and Indirect Speech
1. When you change a sentence from Direct Speech to Indirect Speech, you sometimes change the verb tense.
“I broke your CD player.” He told me that__________________.
2. You often need to change pronoun froms in order to keep the same meaning.
“Are you sure you didn’t do anything to this ” He asked______.
3. You do not change the tense when reporting things that are always true.
“A friend in need is a friend indeed,” Mother said to me.
Mother told me_____________________________.
E-mail高一英语教学参考进度表
序号 章节 内容
1 Unit 1 Good friends
2 Unit 2 English around the world
3 Unit 3 Going places
4 Unit 4 Unforgetable experiences
5 Unit 5 The silver screct
6 Unit 6 Good manners
7 Revision
8 Mid-term test
9 Unit 7 Culture relics
10 Unit 8 Sports
11 Unit 9 Technology
12 Unit 10 The world around us
13 Unit 11 The sound of the world
14 Unit 12 Art and literature
15 Revision
16 General revision
17 Final test(共1张PPT)
Language Point
3. She wants them to let her appear live on the air, hoping that Huike will see her.
Live： 实况直播 e.g.
The football game was broadcast live.
More examples:
The Oscar ceremony is the biggest, most extravagant live event on television.
奥斯卡颁奖典礼是最大、最铺张的电视实况转播(共1张PPT)
Language Points:
1.I don’t enjoy singing, nor do I like computers.
enjoy +v-ing.
e.g.I really enjoy listening to classical music.
nor 在由neither 和nor引起句子或分句（在否定句后）说某人、某事与刚才提到过的相同，这时要用倒装语序， nor更正式。
e.g David isn’t here tonight.
____________________.( 汤姆也是 ).
Neither/Nor is Tom.(共11张PPT)
Unit 5
Bicentennial Man
Hero
Jurassic Park
MuLan
Listening
1 What do we know about the city where Malcolm Grew up
It was _________________________________________________
2 What did he want to be when he was a student
_______________________________________________________
3 What was the reason why Malcolm studied law
The reason is______________________________________________
4 When did Malcolm really start his career in the theatre
When___________________________________________________
5 Why was the film called The Dream Machine important to Malcolm
It was__________________________________________________.
a small town far from the big city
When Malcolm was young he wanted to be a teacher
his father wanted him to study law
Malcolm met Fiona, he started his career in the theatre
important because he did not have any experience
Meryl Streep
Keanu Reeves
1.When and where was Meryl Streep born
2.How did he begin to act in plays
3.When did she began to act in her first film
4. What about his family
1.When and where was Keanu Reeves born
2.Where did Keanu Reeves grow up
3.What about the time when he was young
4. What did make him famous
Keanu Reeves
Meryl Streep
INTERVIEWING
Useful expressions
You studied/worked/acted at different…
First…and then… What did you do next
Finally you found a job as … Later on…
What roles did you act How long have you been
working as…
1.The first part (the first paragraph) --- Steven Spielberg is a passionate about film from a very early age.
2.The second part (the second paragraph) --- He could not go to the Film Academy but later his career began to take off.
3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.
4.The forth part (the last paragraph) What Steven Spielberg has said and written.
Four parts of the text
Some famous films of Spielberg
1. Jaws(1975) is about a big shark that attacks and eats swimmers.
2. ET(1982) is about a little creature that comes from outer space and wants to go home.
3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.
4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.
5. Saving Private Ryan(1998) is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.
Not One Less
Not One Less
Characters:
Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils
Story:
This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.
Comments:
Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves
How to Make Comments on a film
1.First , tell the story in your own words.
2.Next, make comments on different things about the film, for Example:
How do you feel about the story Why
Are the actors/actresses very good or not Why do you think so
Is there a lot of action in the film
How do you feel about the ending of the film
3.Finally, you have to give your opinion about the whole of
the film. If you think highly of the film you may encourage
other people to go and see it.
TIPSUnit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like
What qualities should a good friend have
Should they be funny, smart and strong
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like
2.What does Joe think of music and skiing
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you… Why didn’t you… You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island
2. In order to survive on the island alone, what does he need to learn
3. What does he understand at last
4. For us, what lesson we can learn from Chuck
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.Unit 2 English Around the World
Teaching aims and demands:
a. Achieve language skills and related knowledge about the language of English;
b. Learn to communicate when in language difficulties:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson1
Step 1 Presentation
Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.
Step 2 Warming Up
Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom Why can’t he find it
Step 3 Reading
Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy If necessary, explain some language points.
Step 4 Speaking
Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.
Step 5 Practice
Ask the students to make a similar dialogue.
Step 6 Listening
Listen to the tape and fill the blanks in the part LISTENING.
Step 7 Homework
Finish exercise1 on page 91 in the TALKING part.
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures in different situations in order to get them know everywhere English is needed.
Step 3 Reading
Ask the students to read the text. And find the topic sentence in each paragraph.
Step 4 Post-Reading
Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.
Step 5 Homework
Finish exercise in the part PRACTISING in their workbooks..
Lesson 3
Step 1.Revision
Check the home work.
Step 2 Word Study
Ask the students to match the words on the left with their meaning on the right.
Step 3 Grammar
Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.
Step 4 Practice
Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.
Step 5 Workbook
If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.
Step 6 Homework
Review the last part what is Direct Speech and what is Indirect Speech.
Lesson 4
Step 1 Revision
Check the homework. by doing exercise 1 in part Grammar in the workbook..
Step 2 Presentation
Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell In this way draw the students’ attention to the difference on the pronunciation.
Step 3 Reading
Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.
Ask the students to read the text again carefully and finish the exercise on page 13.
Step 4 Retelling
Ask the students to say something about the difference between the American English and the British English according to what they just learned.
Step 5 Specific Reading
Students read the paragraph about American English and fill in the chart on page 14.
Step 6 Homework
Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.(共1张PPT)
Language Points
由连词when 起时间从句时，通常译为“当…时候”。此时，when相当于and then.
e.g
1. I was working in the garden when I suddenly felt the pain in my stomach.
2. Frank was about to leave when he noticed the letter lying on the floor.
3. We were doing our homework when the light went out.
