高一英语全套教案[上学期]

Unit 18 New Zealand
I. Teaching aims:
　　Talk about New Zealand.
　　learn how to describe location and direction.
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: tape recorder, pictures, slides
　　Step I Warming up
　　1. T show a map of China to Ss and let them speak out the names of city or province in the map, using the following useful expressions:
　　in the east of…, to the west of…, etc
　　e.g. Guangdong Province lies in the south of China.
　　　 Guangdong Province lies to the south of GuiZhou Province.

　　2. T teaches the phrases: lie to, lie in, lie off…etc.
　　3. T show the World Map to Ss and ask some questions:
　　 Which country lies to the north of China
　　 What’s the name of the island that lies off the eat coast
　　
　　4.Group Work: T speak out some names of places and then Ss point out the place in the World Map.
　　Step II. Listening
　　1. Group Work: let Ss discuss what they need to learn if they want to know about a country.
　　2. T says to Ss : Imagine that Dolphin Island is a small country look at the map. What is it made up of Please listen to the tape carefully, and find out the answers
　　(it’s made of eight islands, a big one and seven small ones)
　　T: what can you learn about Dolphin Island from the map
　　(There is a river in the north, named Ashton Creek is on it. Mount Ashton is in the northwest.)
　　3. T let Ss listen to the tape and finish the exercises in the book and then check the answers in the class.
　　4. Group Work: After the listening practice, if possible, let Ss describe the position of Dolphin Island in oral, looking at the map in the book.
　　5. T play the tape again and let Ss follow it.
　　Step III. Speaking
　　1. T introduce her/ his family to Ss--- my father is a doctor, he born in … which lies in the east / west/ north/ south of …; my mother is a …, she born in…which lies in…. . My grandpa is a …, born in…, which…; my grandma is ……etc. Then let Ss talk their family each other and finish the following table.
Family members Birthplace Location
Mother … …lies on/ lies in…
Father … …
… … …
　　2. let Se make a similar dialogue according to the examples in the book (Speaking, page 37)
　　Homework
　　Finish off the exercise “vocabulary” in the Workbook.
（二）
　　I. Teaching aims:
　　Talk about New Zealand.
　　Learn the geography, natural beauty, climate, history of New Zealand.
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: tape recorder, pictures, slides
　　Step 1 Pre-reading
　　 1. T show a picture and ask : Do you what is the place
　　 (Taiwan)
　　2. Pair work: let Ss describe the position of Taiwan, and cities, industry, history, natural beauty, climate etc.
　　3. Pair work: let Ss write down the names of five islands in the world and describe where they are.
　　Step II. Reading
　　1. T ask: Have you been to New Zealand
　　 What do you know about New Zealand (sheep, natural beauty, hot spring, capital…etc)
　　2. T show some pictures to Ss and introduce briefly New Zealand to Ss:
　　
sheep Auckland hot spring volcano
　　(capital of New Zealand)
　　 3. Skimming:
　　 let Ss read the passage carefully and answer the following questions:
　　 ① How many islands New Zealand is made up of What are they
　　(New Zealand is made up of two islands: North Island and South Island.)
　　② what is The North Island famous for
　　 (an area of hot springs)
　　4. skipping
　　let Ss read the passage carefully again and find out the title of each paragraph.
　　(slide show)_
Paragraph 1: GeographyParagraph 2: ClimateParagraph 3: NatureParagraph 4: History
　　5. listening
　　play the tape and let Ss follow the tape.
　　Step IV Post-reading
　　1. let Ss finish the exercises 1, 2 and 4 in the book (Post-reading, page 39)
　　2. Pair work: let Ss describe the location of the following places.
　　 Thailand, Japan, Singapore

　　Step V. Language points and useful expressions
Lie offBe made up ofBe surrounded byNatural landscapeBe famous forDead volcanoBe used toMake electricityDiscoverTake possession ofSign an agreement
　　Homework
　　Finish off the exercise on the Workbook.
　　教案点评：
　　《教学示例二》--根据新教材中的以阅读为主的教学环节所设计的一课时/两课时教案。本课阅读课的目的是让学生通过阅读英语材料，掌握实验步骤，领悟严谨的科学精神财富，体验英语语言、问题，学习灵活使用语言结构。
　　这个教学过程分三个步骤：pre-reading,reading,post-reading,language points。
　　pre-reading：在阅读课文之前，教师可适当的讲解与本单元有关的背景知识,运用图片向学生介绍一些著名的科学家，通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构，从不同的角度，引导学生对课文内容进行预测和讨论。
　　reading：课文分三个步骤：掠读（skimming），即带着某个问题进行搜索式阅读，这样能培养学生捕捉关键句的能力；略读(skipping)，即教师指导学生通读全文，理解课文大意，培养学生发现文章或段落的主题句及概括大意的能力；听读(listening)，即加深对课文理解。
　　post-reading：教师通过让学生完成课堂练习，加深学生对课文内容的理解。教师开展课堂小组活动，诱发学生的参与积极性，培养学生辩证的看待事物的能力，锻炼他们说话的条理性和逻辑性。
　　language points:教师点评课文中的知识点。
　　通过以上个步骤的训练，学生对课文理解得比较深刻，同时也掌握了文中的语言知识。
（三）
　　I. Teaching aims:
　　Talk about New Zealand.
　　learn grammar: the use of “It” as Subject.
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: none
　　Step I Revision
　　Step II word study
　　Finish the exercises in Student book, page 40.
　　Step III Practice
　　Let Ss finish the exercises “vocabulary, 2/3” in page 79, Workbook
　　Step IV Grammar
　　1. it也可以代替不定式或从句在句中作形式主语，即：
　　It be +adj. +（n.）+that +clause或It be adj. +to do sth.，那么that引导的从句和不定式是句子中的真正主语，这个用法是为了避免长句作主语导致句子的不对称，如：
　　It is difficult to finish this job on time（= To finish the job on time is difficult）.要按时完成这项工作是很困难的。
　　It is strange that she doesn’t want to travel. 她竟然不想旅游，这个让人感觉很奇怪。
　　It is a good thing that he helps me with English study on Sunday. 星期天他帮助我学习英语是一件好事。
　　2. it作主语时可以指时间，日期，距离或天气，也可以指无识性别的婴儿。如：
　　It’s ten past twelve. 现在是十二点十分。
　　It is two miles to the beech. 离海滨有两英里。
　　It was raining this morning. 今天早上天在下雨。
　　It is Saturday today. 今天星期六。
　　Step V Exercises
　　let Ss finish the exercises ‘grammar’ in Workbook
　　Homework
　　Finish off the exercises in Workbook
（四）
　　Teaching aims:
　　Talk about the Maori
　　learn how to describe direction.
　　Similar dialogue presentation with new words and expressions used within
　　Step I Reading
　　1. Let Ss read the passage carefully and let them find out the title for each paragraph.
　　2. let Ss answer the following questions:
　　How many Maori live in New Zealand
　　Where the common meeting place for Maori is
　　What is “hui”
　　Step III Writing
　　T help Ss write a shout description of the country or region in which you live.
　　Step IV Checkpoint
　　Revise the useful expressions , language points and grammar in this unit
　　Step V Exercise
　　Finish off all the exercise in the Workbook.Unit 1 Good Friends
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 Explaination
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 5
Teaching Aims and Demands
Words and Phrases
Four Skills: career role award prize choice degree speed creature adult industry owe happiness accept primary leader determine live action
Three Skills: 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.Sepuence
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.Unit 9
Teaching Aims and Demands
Words and Phrases
Four Skills: item agreement disagreement disagree absolutely depend press throughout add remind appointment behavior obey dare case whatever according unexpected particular negative interview department electricity defeat force succeed break down stay in touch with in case of call for according to take over
Three Skills: teenager image latest calendar clone planet wonder peaceful skip
Spoken English:
Agreement and disagreement:
Absolutely
That’s exactly what I was thinking.
That’s a good point.
That’s just how I see it.
That’s worth thinking about.
I disagree. /Well, yes, but …
I’m afraid I don’t agree.
You can’t be serious.
I would have to disagree with that.
I would have to disagree with that.
Well, I am not so sure about that.
Grammar:
The Present Continuous Passive Voice:
1．用英语描述事物正受到某种影响或某种处理――使用现在进行时被动语态（is/are being +过去分词）。例如：
New functions are being added to the phones.
Michael is being interviewed for the job.
Modern cellphones are being used as cameras and radios.
2．用英语描述人物正受到某种影响或某种处理――使用现在进行时被动语态（is /am/are being+过去分词）。例如：
The new student is being introduced to the class.
Look! The children are being led into the garden.
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 technology and finish the related exercises.
Important points: the use of the Present Continuous Passive Voice.
Difficult points: the use of the Present Continuous Passive Voice.
Teaching aids: tape-recorder and computer.
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Because the first part is designed to arose the students interest about creativity and practice problem solving skills. So ask the students to finish the exercise in the warming-up part.
Step 2 Listening
Listen to the tape and finish the exercise in the listening part.
Extension: Here we may encourage the students to make a guessing game. Encourage the students to supply more examples for guessing.
Step 3 Speaking
Divide the students into groups and make sure that the students know what they are going to do. If it is necessary put cards in front of each students to remind them which is which.
In the meanwhile, list the key sentences they can use to show others their opinion.
Agreement
Absolutely.
That’s exactly what I was thinking.
That’s a good point.
That’s worth thinking about.
Disagreement
I disagree.
I’m afraid I don’t agree.
Well, it depends.
Well, I’m not sure about that.
Step 4 Homework
Ask the students to prepare some information about the development of new technology for the next class.
Lesson 2
Step 1 Introduction
First get the students to mention some important inventions of the world that they prepared last class. And then list the positive and negative effects on our life.
Step 2 Reading
Fast-reading
Get the students to read the first paragraph of the text quickly to find the main idea of it.
The main idea is: it discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Carefully-reading
The students read the text more carefully. Then answer the following questions 1-4 in the Post-reading part.
Step 4 Post-reading
Ask the students to find the outline of the text --- that is how the text is organized, if it is necessary, explain the language points in the text. Finish the exercise 2 as well.
Step 5 Homework
1). Finish exercise 3 on page 60. the students may use the questions below it as a guide.
2). Translate the sentences in exercise 4 on page 135.
Lesson 3
Step 1 Revision
Ask several students to report their design of the new cellphone.
Step 2 Word-study
Finish the exercise in the word study part.
Finish the exercises 1 and 2 on page 134 as well.
Step 3 Grammar
First ask the students to list the sentences containing the use of Present Continuous Passive Voice.
1.Words and images are being sent throughout the world.
2. … They are being used as cameras and radios, …
3.New functions are being added to the phones.
4.They are being used everywhere – sometimes where they shouldn’t.
Then get the students to find the formation of the Present Continuous Passive Voice: be + being + pp.
Step 4 Consolidation
Finish the exercises on page 61.
Step 5 Homework
Finish the exercise about grammar on page 136.
Lesson 4
Step 1 Revision
Check the homework.
Step 2 Reading
Ask the students to read the text to find the main idea of the text: the world is ruled by the machines now and people lost happiness. Love and friendship do not exist any longer. There is only one hope --- that is you. Write a letter to the ruler Q12 to try manage to persuade it give up it inhuman ruling.
Step 3 Writing
Thinking that it is a little difficult for the students to write on such an abstract topic, we can first show them a letter as an example and try to analysis the way to write a good article. Here we may use the tips on page63 as aguide.
Step 4 Homework
Revise the text in this unit.Unit 11
Teaching Aims and Demands
Words and Phrases
Four Skills: suggestion perform performer characteristic contain traditional spread variety universal satisfy desire process express
Three Skills: musical instrument blues slave jazz folk guitar record inner emotion musician totally intelligence chant
Spoken English:
Asking for suggestions and giving advice:
What can you suggest Maybe we could …
Can I ask you for some advice I suggest (that) …
Can you help me decide … May be it would be better to …
That’s a good ides.
Well, but what about …
Have you considering doing …
Grammar:
Revise the different forms of different tenses:
1. 一般现在时被动语态
The classroom is cleaned every day.
2. 现在进行时被动语态
The plants is being watered.
3. 现在完成时被动语态
The work has been finished.
4. 一般过去时被动语态
The door was locked (by the boy).
5. 过去进行时被动语态
The meals were being severed.
6. 过去完成时被动语态
Over 10 songs had been learned (by us) by the end of last week.
7. 一般将来时被动语态
A lecture on birds will be given.
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 music and encourage the students to learn more about music esp. Chinese traditional folk music in order to expand the students’ vision.
Important points: 1. Talk about different kinds of music
2. Ask for suggestions and give advice.
3. Talk about famous musicians
4. Compare modern and tradition music
Difficult points: The pattern of the passive voice of different tenses
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Get the students to listen to some songs and try to guess where the music come from.
Answers to Exercise 1:
Music1: Russian Music 2: South America Music3:Asian
Music4:African
Step 2 Listening
Let the students listen to the songs and answer the questions. After each song, compare answers and ask the students to explain their answers: Where do you think the music comes from That is about the characteristic of each folk song. Here the students may get a general impression about the sounds of the world.
Get the students to find a song they like best and tell why.
Step 3 Speaking
First ask the students to get themselves prepared for Exercise 2 on p72, then ask them to perform it out.
Step 4 Homework
Prepare for the next class.
Lesson 2
Step 1 Introduction
The teacher may ask the questions in the Pre-reading part as an introduction of the text and in this way to arouse the students’ interest.
Step 2 Fast-reading
Students read the text quickly and make an outline of the text:
1. Most of us like pop music from China or the US, but we also like to listen to other kinds of music. The world is full of interesting music styles.
2. Blues music has a long history and is an important part of African –American culture and modern music. Blues music has influenced and created many other music styles, such as jazz and rock..
3. Modern American music is more than just blues and rock. Hip-hop and rap are two music styles that have become popular.
4. Latin music is an example of world music that has become part of American culture. The style comes from Latin America and is important to the growing number of Spanish-speaking people in the United States.
5. There are many other styles of music we can discover and enjoy if we explore the sounds of the world.
Step 3 Carefully-reading
(1) Ask the students to read the text again and be prepared to answer the questions in the Post-reading part.
The answers:
1. 1 Blue music came from African music that was brought
to the United States by slaves.
2 To rap is to speak the words of a song along with the beat.
3 Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking –population, but also because of the success of such artists as Santana and Ricky Martin.
4 The students may answer in any way.
2. False: 1,2,3,5 True: 4,6
(2) Explain the language points if necessary.
Step 4 Homework
Finish the exercises 1-3 on P146
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Word-study
Give the students several minutes to get prepared for the exercise, then check the answers with the students.
The answers are:
beat
1. vi. To strike repeatedly (esp. the heart)
2. n. a regular, rhythmical unit of time
3. vt. Defeat
pick
1.v. to gather, harvest
2. (pick up) v. to take on passengers
3. (pick out) v. to carefully select
rock
1. vt. To upset
2. a./n. akind of music, rock’roll
3. n. hard and large stones
style
1. n. the fashion of the moment
2. n. type, kind
3. n. a way of doing something
Step 3 Grammar
List several sentences in which the Passive Voice is used and other sentences which is of Active Voice structure, then ask the students to find the formation of Passive Voice.
1. Dinner is served from 5:00 to 8:00
Mary serves dinner from 5:00 to 8:00.
2. Five houses were destroyed by the tornado last night.
The tornado destroyed five houses last night.
The formation of the Passive sentences is: be and the past participle of the main verb.
Step 4 Consolidation
Get the students to finish the exercises1 and exercise 2 in the Grammar part.
Step 5 Workbook
Finish the exercises on P147 as well as a kind of consolidation.
Step 6 Homework
Be prepared for a song so as to give an presentation and learn more about music.
Lesson 4
Step 1 Revision
Let some students give their talk about the music they learned after class.
Step 2 Discussion
Fill the form:
1
Comparison Pop music Rock music
Why is music important to the musicians Music is their career. They use music to become rich and famous. Music is their life. They play music to satisfy their inner desire.
How are songs written One person writes the words, someone else the music, and other musicians record it. One person has a strong feeling and expresses it with music, and others help build the song
What are the songs about Most pop songs are simple stories about love that make people feel easy and forger about the real world. Rock music expresses true feelings about society, friendship and even war.
2
Comparison Traditional Chinese Music Modern Chinese Music
What instruments are used Pipa, erhu, suona, guqin, zheng, drums, luo, etc. Drums, fuita, keyboard, sometimes traditional instruments
What is the music played At weddings, during festivals, and in the royal courts Every day, on TV and radio
Who write the songs Songs are often handed down from generation to generation Pop stars or writers write new songs every year
What are songs about Love, life, news, legends Love, life, society
Step 3 Writing
Choose one of the two writing tasks below.
1 Write about a Chinese or English song that you like. Try to describe the song and how it makes you feel. Explain why you like the song and what the song makes you think of.
2 We write songs to say something about ourselves and the world. If you write a song, what will you say What will your message be Work in pairs and try to write a song --- you can use the music of a song you already know or you can make up your own.
Step 4 Homework
Finish the Checkpoint.Unit 22　A world of fun
Ⅰ.Teaching Goals:
1.Talk about amusement parks.
2.Practise giving directions.
3.Learn to use the v.-ing form(3)used as an adverb.
4.Write a description.
Ⅱ.Teaching Time:
Five periods
Ⅲ.Background Information:
1.Disney Parks
Millions of people pass through the gates of Disney's entertainment parks in California,Florida and Japan each year.What makes these places and almost universal(广泛的)attraction What makes foreign kings and queens and other important people want to visit these Disney parks Well,one reason is the way they're treated once they get there.The people at Disney go out of their way to serve their “guests”,as they prefer to call them,and to see that they enjoy themselves.
All new employees,from vice presidents to part-time workers,begin their employment by attending Disney University and talking“Tradition I”.Here,they learn about the company's history,how it is managed and why it is successful.They are shown how each department relates to the whole.All employees are shown how their part is important in making the park a success.
After passing“Tradition I”,the employees go on to more specialized training for their specific jobs.No detailed in missed.
Even Disney's managers get involved(加入)in the daily management of the park.Every year,the managers leave their desks and business suits and put on special service clothes.For a full week,the bosses sell hot dogs or ice cream,take tickets or drive the monorail(单轨车),and take up any of the 100 jobs that make the entertainment park come alive.The managers agree that this week helps them to see the company's goals more clearly.
All these efforts to serve the public well have made Walt Disney Productions famous.Disney is considered by many as the best mass(群体)service provider in America or the world.As one long-time business observer once said.“How Disney treats people,communicates with them,rewards(酬谢)them,is in my view the very reason for his fifty years of success.I have watched,very carefully and with great respect and admiration,the theory and practice of selling satisfaction and serving millions of people on a daily basis,successfully.It is what Disney does best”.
2.The Ocean Park in Hong Kong
Many countries of the world have natural parks.These parks provide the public with opportunity to see animals in surroundings as near as possible to their natural habitat(动物的栖息地).With this in mind,Hong Kong opened the Ocean Park in 1977.
The park lies in a site which juts(突出)out into the South China Sea.It is one of the largest ocean parks in the world.The park has two parts:the Lowland site and the Headland site,linked by a cable car system.The Lowland site shows all kinds of plants and a large number of animals and birds Education is the main aim(目的)of the attractions in this part of the park.Much can be learned about the animals by watching them and attending the shows which take place each day.
The Headland site shows marine(海的)life.There are all kinds of fish here.At Wave Cove,where a machine creates waves up to one meter high,visitors can observe(观察)marine birds and animals living together.The greatest attraction,however,is the Ocean Theatre.In a large show pool,trained dolphins(海豚),sea lions and a killer whale delight people with a variety of tricks(技巧；把戏).
The First Period
Teaching Aims:
1.Learn and master the following:
coaster　roller coaster　bungee　bungee jumping　free fall ride　racing car　amusement
2.Train the students' listening ability.
3.Enable the students to know how to ask the way politely if they want to go to some strange place and how to direct the way if someone asks you for help.
Teaching Important Points:
1.The understanding of listening materials.
2.Master the following expressions to make sure you can ask and direct the way freely.
Excuse me.Am I going in the right direction
It's in that direction.
Excuse me.Which…goes to…
Go down/up this path/street/road…
Excuse me.Does this road lead to…please
It's south/north of the…
Where can I find a…please
Turn left/right at…
Teaching Difficult Points:
1.How to improve the students' listening ability.
2.How to make the students talk freely.
Teaching Methods:
1.Listening-and-choosing activity to help the students go through with the listening materials.
2.Listening-and-answering activity to help the students go through with the dialogue in speaking.
3.Individual or pair work to make every student work in class.
Teaching Aids:
1.two maps
2.a tape recorder
3.a computer
4.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings and Lead-in
T:Good morning/afternoon,everyone.
Ss:Good morning/afternoon,teacher.
T:Sit down,please.Where did you go on Sunday
S1:I went to visit my grandparents with my father.
S2:I went to the bookstore to buy some books.
…
(The students all talk about what they did on Sunday.)
T:Yeah.I believe you all had a good time,did you (Ss:Yes.)Maybe some students went to the amusement park.(The teacher writes the word—amusement on the blackboard and gives an explanation.)In the amusement park,there are racing cars,roller coasters,free for rides,bungee jumping,monorails,swings,shooting galleries,roundabouts,bumper cars and other equipments for pleasure.
(The teacher shows the picture separately on the screen as he/she says the names of the equipments for pleasure.Then let the students read after him/her.)
Step Ⅱ.Warming up
T:Have you ever been to an amusement park,Li Lei
S:No,I haven't.
T:I hope you can go to an amusement park one day.
S:I hope so.
T:What about you,Wang Ping
S:I went there during that summer holiday.
T:What did you do and see there
S:I went boating and drove a bumper car.I saw lots of equipments for pleasure.But I had no time to try all of them.
T:Have you tried bungee jumping
S:No,I haven't.
T:Why didn't you try it
S:Because I think it is too dangerous.
T:Yes,I think so.But it is adventurous and exciting.Please sit down.Now turn to Page 51.Look at the five pictures.Talk about them with your partner.And think of at least one reason why some people may like the activities and one reason why others may not like them.After a while,I will ask some of you to give the reasons.Now let's begin.(The students begin to discuss and the teacher goes among the students to join them.Three minutes later,the teacher checks their discussion.)
Suggested answers:
Step Ⅲ.Listening
T:Let's do some listening.We are going to hear something about two parks.It will tell us the theme of each park and the reasons why they choose the park.You must listen carefully.Before listening,you should read the requirements by yourself.
(After a few seconds.)
T:Do you know what you should do after listening to the tape
S:Yes.
T:OK.Let's begin.
(The teacher plays the tape for the first time.The students choose the answers to the questions as they listen.Then the teacher plays for the second time.This time,the students should check their answers with their partners.Finally the teacher checks the answers with the whole class.If necessary,the teacher may play the tape again.After that,ask the students to discuss the questions in Ex 3 for a while.Then check their discussion.)
Step Ⅳ.Listening and Speaking
(Show the map of an amusement park on the screen.)
T:Now look at the map on the screen.This is a map of an amusement park.Student A is at the restaurant and he/she wants to go to the roller coaster.(The teacher may point to the places in the map.)Student B is using the map to help Student A find the place he or she is looking for.Please listen to the dialogue between them.Listen carefully and then answer my question.
(The teacher plays the tape for the students.After that,the teacher begins to ask the question.)
T:OK.Who'd like to tell me how Student A can get to the roller coaster from the restaurant Any volunteers Yeah,Liu Qing.
S:Go straight down the road,then turn right at the crossing.Go across the bridge.Walk past the Big Tower Free Fall Ride and the roller coaster will be on your left.
T:Is her answer right
S:No.“Turn left”,not“turn right”.
T:Very good.Sit down,please.If Student A goes straight down the road,then turns right at the crossing,he/she can't find the roller coaster.Now look at the useful expressions on the blackboard.
(Bb:Excuse me.Am I going in the right direction
It is in that direction.
Excuse me.Which…goes to…
Go down/up this path/street/road…
Excuse me.Does this road lead to…,please
It's south/north of the…
Where can I find a …,please
Turn left/right at…)
T:Work in pairs.Prepare three role cards.Then use the map on the screen to help your partner find the way to the attractions.Make up a dialogue using the expressions on the blackboard.You may exchange cards with your partner.Are you clear
Ss:Yes.
T:Let's begin.
(The students begin to practise asking and directing the way.After a while,the teacher asks some pairs to come to the front of the class and give their performances.)
Step Ⅴ.Consolidation
T:Well done.Thank you for all your wonderful performances.Now look at the map on the screen.(Show another map on the screen.)
T:Make up two dialogues according to the two situations.Listen carefully.Situation Ⅰ:Student A is on Zhongshan Road and wants to go to the library.Situation Ⅱ:Student C is on Guangming Road and wants to go to the theatre.Are you clear
Ss:Yes.
T:Let's begin.
(The teacher gives the students three minutes to prepare them.Then ask two pairs to act them out before the class.)
T:Who'd like to act out your dialogues before the class
S3 and S4:Let us try.We'll act out Situation Ⅰ.
S3:Excuse me.Can you tell me where the library is
S4:Yes.Go down Zhongshan Road,and turn right at the second crossing.Go across the bridge.You'll find the library on the left.It's between the post office and the hospital.You can't miss it.
S3:Thanks very much.
S4:You are welcome.
(Another pair act out Situation Ⅱ.)
S5:Excuse me.Where can I find the theatre
S6:Go straight down Guangming Road,and turn left at the second crossing.Go across the bridge.Walk past the park.Turn left at the crossing.Go down Zhongshan Road to the end.You will see it on your right.
S5:Thank you very much.
S6:That's all right.
Step Ⅵ.Summary and Homework
T:In this class,we've done some listening and speaking.We have also talked about some equipments for pleasure in an amusement park and practised asking the way and giving directions,using the expressions on the blackboard.After class,practise more dialogues about giving directions and preview the reading material“Theme Parks”.So much for today.Goodbye,everyone!
Ss:Goodbye,teacher!
Step Ⅶ.The Design of the Writing on the Blackboard
Unit 22　A world of fun
The First Period
Ⅰ.Words:
amusement,entertainment
Ⅱ.Useful expressions:
How to ask the way and how to direct the way
Excuse me.Am I going in the right direction
It's in that direction.
Excuse me.Which…goes to…
Go down/up this path/street/road…
Excuse me.Does this road lead to…,please
It's south/north of the…
Where can I find a…,please
Turn left/right at…
Step Ⅷ.Record after Teaching
_____________________________________
_____________________________________
_____________________________________
_____________________________________
The Second Period
Teaching Aims:
1.Learn and master the following:
attraction　minority　cartoon　thrill　entertainment　conversation　institution　coastal　divide　section　shuttle　discovery　butterfly　injury　helicopter
2.Develop the students' reading skills.
3.Learn something about the differences between theme parks and traditional amusement parks.
Teaching Important Points:
1.Improve the students' reading ability.
2.Let the students understand the passage better.
Teaching Difficult Points:
How to make the students understand the reading material better,especially the two difficult sentences:
Many people come to theme parks looking for thrills and entertainment.
Having enjoyed the rides at the Headland,visitors can take the shuttle to the lowland.
Teaching Methods:
1.Discussion to help the students know something about a theme park.
2.Fast reading and careful reading to understand the passage exactly.
3.Pair work or group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a computer
Teaching Procedures:
Step Ⅰ.Greetings and Revision
Greet the whole class as usual.
T:Yesterday we practised giving directions.We know it is very useful and important for a new comer to a strange place.We have known how to give directions.Now who'd like to act out a dialogue about giving directions before the class
(The teacher asks some pairs to act.)
Step Ⅱ.Pre-reading
T:OK.Thank you for your performances.In the last period,we have also talked about some equipments for pleasure in an amusement park.Today we are going to read a passage.It is about some theme parks in the world.It will show you what you can do in each theme park.Before we read it,let's learn the new words in this period first.
(The teacher deals with the new words with the whole class.)
T:Now,let's have a discussion.Discuss the following questions on the screen with your partner.
(Show the screen.)
1.What do you think you can see in a theme park
2.Do you like scary rides
3.What do you think about bungee jumping and other adventure sports
4.Does your town or city have an amusement park What can you do there
T:I'll give you five minutes to prepare it.After that,I'll ask some students to say their answers.Do you understand
Ss:Yes.
T:OK.Let's begin.
(The teacher goes among the students and joins them in the activities.)
T:(Five minutes later.)Time is up.Are you ready
Ss:Yes.
T:Wang Li,what do you think you can see in a theme park
S:I think I can see buildings,castles and statues…
T:What about you,Wang Ping
S:I think I can see monkeys,giant pandas lions and all kinds of rare animals and birds.And I can also see all kinds of rides in the park.
T:Do you like scary rides
S:I don't like them.Because I think scary rides are very dangerous with great speed.They may cause some injuries.
(Another student stands up.)
S:I like rides.I think it's really an awful yet exhilarating experience.
T:Thank you.What do you think about bungee jumping and other adventure sports
S:I think bungee jumping most stimulating.But I think people with heart diseases shouldn't try bungee jumping and other adventure sports.Because that may cause their diseases.What's more,cause death to them.
T:Very good.The last question.Does your town or city have an amusement park And what can you do there
S:Yes.In the park we can take pleasure—boating,go fishing and ride race cars or bumper cars and so on.There are plenty of equipments for pleasure in the amusement park in our city.There you can do anything you like.Welcome to our park.
T:Thank you.I'll go,if I have time.
Step Ⅲ.Reading
T:Now,open your books and turn to Page 53.Read the passage carefully and discuss the questions on the screen.Pair work or group work.
(The teacher shows the questionnaire on the screen.)
1.What's a theme park
2.How are theme parks different from traditional amusement parks
3.What's the theme of Ocean Park in Hong Kong
4.Why are theme parks so popular If you could visit one of the theme parks mentioned in the text,which one would you choose and why
5.Besides riding roller coasters,what do people do at the theme parks
(The teacher gives the students five minutes to read the passage and then asks some students to answer these questions.)
Suggested answers:
1.A theme park is a collection of rides,exhibitions and other attractions that are based on a common theme.
2.Traditional amusement parks only provide visitors with some equipments for pleasure.Visitors come to amusement parks looking for thrills and entertainment,while theme parks often teach visitors something and also try to make sure that they leave knowing more about the idea behind the park.
3.The theme of Ocean Park in Hong kong is the Ocean.
4.Because many people come to theme parks looking for thrills and entertainment.And theme parks also try to make sure that visitors leave knowing more about the idea behind the park.
If I could visit one of the theme parks,I would choose Ocean Park in Hong Kong.Because I will find all the rides and attractions there,which can be found in most parks.And I will also find many opportunities to learn about life in the Ocean.
5.Besides riding roller coasters,people can see many buildings,castles and status from more than 30 countries at the World Park in China,learn about the customs,costumes and culture of China's 55 minorities in the China Ethnic Culture Park and enjoy all kinds of equipments for pleasure.
T:Well done.Have you any problems in understanding the passage If any,please ask me.
S:I don't know the structure of the first sentence in the second paragraph,especially the function of“looking for…”.
(The teacher writes the sentence on the blackboard.)
T:A good question.This is an important sentence in this unit.Here“looking for thrills and entertainment “is used as an adverb for accompanied situation.The logical subject of“looking for thrills and entertainment“is the subject of the sentence-many people.e.g.Hearing the noises,he immediately rushed out of the room.
(Write the sentence on the blackboard.)Are you clear
Ss:Yes.
T:Any other questions
S:Is the function of“knowing more about the idea behind the park”in the second sentence in the second paragraph the same as that of“looking for thrills and entertainment”in the first sentence
T:Oh,Yes.You are very careful.
(Another student stands up to raise another question.)
S:I don't understand this sentence:Having enjoyed the rides at the Headland,visitors can take the shuttle to the Lowland.(The teacher writes it on the blackboard.)I don't know why“having enjoyed”is used instead of“enjoying”.
T:Oh.This is what I want to explain to you.When the action takes place at the same time or immediately before the action indicated by the main verb,we use“the -ing form”.When the action has been finished before the action indicated by the main verb,we use“having done form”.In this sentence,the action“enjoy”has been finished before the action“take the shuttle”.So we use“having enjoyed”as an adverb.e.g.Having finished the homework,he began to read the text.(Write it on the blackboard.)Do you understand
Ss:Yes.
Step Ⅳ.Listening and Reading Aloud
T:Well.Now please listen to the tape of the passage carefully to understand it better.I'll play the tape twice.When I first play it,just listen.When I play it for the second time.Listen and repeat it.At the same time,pay attention to the stress and intonation of the longer sentences.After that,read it aloud by yourself.If you still have any question,you can ask me to help you.
(The teacher plays the tape for the students to listen and repeat.While the students are reading,the teacher goes among the students to correct their mistakes in pronunciation,intonation and stress.At the same time,answer the students' questions.)
Step Ⅴ.Discussion
T:Suppose you will set up an English-speaking World Park,where visitors will learn English.But you must think of good-and-funny ways that people can learn English.You must consider what they want to learn and how they can learn while visiting it.Now you are given four minutes to discuss it in groups of four.After that,fill in the table on the screen.
(Show the screen.)
Suggested answers:
Step Ⅵ.Summary and Homework
T:Today,we have learned something about theme parks in China and other countries.In these parks,we can not only be entertained but also be educated.We can learn all kinds of knowledge such as nature,ocean,the environment,protecting animals and so on.I think it is necessary and important for us to set up a theme park in our hometown.So you must study hard and make a contribution to setting up a theme park in the future.Now today's homework:1.Master the two sentence structures on the blackboard.2.Preview the content in the next period.
Step Ⅶ.The Design of the Writing on the Blackboard
Unit 22　A world of fun
The Second Period
Difficult sentences:
Step Ⅷ.Record after Teaching
_____________________________________
_____________________________________
_____________________________________
_____________________________________
The Third Period
Teaching Aims:
1.Do some exercises to master some important words better.
2.Learn the“-ing”form used as `an adverb.
3.Get the students to do some exercises about the transformation of the “-ing”form and the clause.
Teaching Important Points:
Master the usage of the “-ing”form as an adverb,especially how to choose the correct form.
Teaching Difficult Points:
1.How to choose the correct form when the“-ing”form is used as an adverb.
2.How to change a clause into the“-ing”form.
Teaching Methods:
1.Review method to help the students remember what they have learnt before.
2.Inductive method to make the students master the“-ing”form as an adverb.
3.Exercises to consolidate what they've learnt.
Teaching Aids:
1.a projector and some sliders
2.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings and Revision
Greet the whole class as usual.
T:In the last period,we have learnt a passage about theme parks.Now let's answer some questions.Please listen carefully.1.Which park is China's largest theme park
S1:The China Ethnic Culture Park.
S2:The World Park.
T:Whose answer is right
Ss:S2's answer is right.The World Park.
T:Right.What can you do at the World Park in China
S3:We can look at buildings,castles and statues from more than 30 countries.
T:Very good.The second question:what can we learn at the China Ethnic Culture Park
S4:We can learn about the customs,costumes and culture of China's 55 minorities.
T:Quite right.Question 3:What's the theme of the Disney parks
S5:The world of Walt Disney and his characters:Mickey Mouse,Donald Duck and many others.
T:Yeah.The last question:Which section of the Ocean Park,in Hong Kong should you go to if you want to learn about the giant dinosaur's footprints
Ss:At the Lowland.
Step Ⅱ.Word Study
T:Very good.And in this passage,we have also learnt some important words.Now please look at the words on the screen.First try to think of their meanings and usages.Then finish the exercise on the screen to check if you can use them freely.After finishing,you may check your answers with your partner.
(Show the following on the screen.)
Study the meanings of the following words.Fill in each blank,using the correct word.
advanced　amusement　ancient　attraction　collection　entertainment　explore　minority　rocket　statue
1.In Beihai Park,which lies at the northwest corner of the Palace Museum in Beijing,you can see a __________ of Buddha made from a single piece of white jade.
2.Hi,kids!The Universal Studios Theme Park is all yours to __________,but you have only one day to see everything!
3.In the Harry Potter World of Magic Theme Park,you will find a surprising __________ of Harry Potter art works,words and films.
4.Since its first __________ was sent up into space in 1959,China has made rapid achievements in space technology.
5.Today many developing nations are experiencing the joy of the __________ park for the first time,while the older ones are looking for new and different ways to keep their visitors happy.
6.Many people who have visited Island of Adventure,which Steven Spielberg himself helped build,would agree that it is the most technologically __________ theme park in the world.
7.This company sells tickets to America's finest __________,including Walt Disney World and Universal studio.
8.The __________ Chinese were fond of food and eating.
9.Many people go to a theme park just for __________,but they usually leave the park learnt something.
10.The 55 __________ in China make up 8% of the total population.
(A few minutes later,the teacher may ask some students to say their answers.The teacher corrects the mistakes if any and gives some explanations.)
Suggested answers:
1.statue 2.attraction 3.collection 4.rocket 5.exploring 6.advanced 7.entertainments 8.ancient 9.amusement 10.minorities
Step Ⅲ.Grammar
T:Now,please look at the two sentences on the blackboard.
(Bb:He stood there.He read a newspaper.)How can we join these two sentences into one Who can do it
S6:It can be joined like this:He stood there and read a newspaper.［The teacher writes it on the blackboard.］
T:That's right.Sit down,please.We can also say:He stood there,reading a newspaper.(Write it on the blackboard and mark it with(1))Now look at another group of sentences:(Write the following on the blackboard.)First he graduated from the college.Then he went to a factory.Who can join them into one sentence
S7:Let me try.After he graduated from the college,he went to a factory.［The teacher writes it on the blackboard.］
T:Right.We can also say:Having graduated from the college,he went to a factory.(Write the sentence on the blackboard and mark it with(2)).Now pay attention to these two sentences marked with(1)and(2).In the second sentence,there are two actions.One is“graduated from the college”,and the other is“went to a factory”.Which happened first
Ss:The action“graduated from the college”happened first.
T:Right.“Graduated”happened first and then“went”happened.Now let's look at the first sentence.There're also two actions.Which happened first
S8:In this sentence,two actions happened at the same time.That is to say“stood”and“read”happened at the same time.
T:Very good.Attention,please.When two things happen at the same time,or almost at the same time in one sentence,we often use the following structure:v.-ing(phrase),main clause,or main clause,v.-ing(phrase).(Write the above on the blackboard.)While one thing happens first,the other happens later,we usually use the following structure:having done,main clause or main clause,having done.(Write them on the blackboard.)Are you clear
Ss:Yes.
T:Now open your books at Page 55.Look at the three sentences in the box in Grammar.Can you say something about the actions in them
(The teacher asks three students to do it.)
S9:In the first sentence,two actions happened at the same time.That's to say,“come to theme parks”and“look for thrills and entertainment”happened at the same time.
S10:In the second sentence,“leave”and“know”happened at the same time.
S11:In the third sentence,two things happened at different times.That's to say,the action“enjoy”happened first and the action“take”happened later.
Step Ⅳ.Practice
T:Quite right.Now look at Exercise 1 in Grammar.Rewrite these sentences using the“-ing”form.You can write your answers in your exercise-books and then check your answers in pairs.Then we'll check the answers together.
(A few minutes later,the teacher may ask some students to read out their answers.The teacher corrects the mistakes if any and gives some explanations if necessary.)
Suggested answers:
1)Hearing a sound,the baby stopped crying.
2)Living far from school,he is often late.
3)Knowing that her daughter got sick,she hurried to the school to take her home.
4)He cut off the electricity quickly,preventing an accident.
5)Having lived in the country for many years,she knows how to plant vegetables.
6)Not having received any news from home for a long time,she is becoming more and more homesick.
7)Having found that her handbag was missing,she went to the police for help.
8)Having won the game,all of them sang and danced the whole night.
T:Now look at the second exercise.Read these sentences.Add some information to the sentences,using the verb in the bracket in its“-ing”form.Before you do it,you can look at the sentence in the example.I'll give your four minutes to prepare it.After that,I'll ask some of you to read out your sentences.Are you clear
Ss:Yes.
T:Now let's begin.
(Four minutes later,the teacher asks six students to read out their sentences.One student,one sentence.)
Suggested answers:
1.Jack and Jane have just returned from their trip to Walt Disney World,saying they have learnt something about the world of Walt Disney and his characters,Mickey Mouse and Donald Duck.
2.Kids have great fun in this world-famous theme park,discovering they can experience almost anything without actually being in danger or risking injury.
3.He only paid half of the price for the 7-day ticket,having 20 dollars left.
4.Sandy has made enough money to buy a 5-day ticket to three water parks,working there two hours a day during the past week.
5.They went to visit Disney's Animal Kingdom Theme Park right after breakfast,arriving there at 10 a.m.
6.Hearing that there are many magic things on show,Jim decided to visit the World of Magic Theme Park instead of Universal studios.
Step Ⅴ.Consolidation
T:Well done!Now please finish the exercise on the screen quickly by yourselves and write down your answers on a piece of paper and hand it in when you finish.Let's see who can do it fastest and best.
(Show the following on the screen.)
Use the right verb in its correct form to complete each sentence.
hear　have　demand　think　do　use　arrive　mention
1.__________ a cry for help,he rushed out.
2.__________ his homework,the boy went to play outside.
3.__________ that he might be late,he took a taxi.
4.Please complete the following sentences,__________ the given words.
5.__________ many times to be set free at once,charles began to realize that this would not happen.
6.__________ plenty of money,Mr.White was able to travel at once.
7.On __________ in Paris,Charles was thrown into prison.
8.__________ that the old Marquis' nephew was living in England,the spy left.
Suggested answers:
1.Hearing 2.Having done 3.Thinking 4.using 5.Having demanded 6.Having 7.arriving 8.Having mentioned
Step Ⅵ.Summary and Homework
T:Today,we've done some exercises about important words.We have also learned the“-ing”form used as an adverb.In this part,you should pay attention to the time when things happened.After class you should practise more to master them better.Don't forget to prepare for the Integrating skills.OK.That's all for today.Class is over.
Step Ⅶ.The Design of the Writing on the Blackboard
Unit 22　A world of fun
The Third Period
Step Ⅷ.Record after Teaching
_____________________________________
_____________________________________
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The Fourth Period
Teaching Aims:
1.Revise the use of the“-ing”form used as an adverb.
2.Revise the useful expressions appearing in this unit.
3.Train the students' writing ability by writing a description.
Teaching Important Points:
1.Consolidate the use of the“-ing”form used as an adverb.
2.Help the students write a description of something.
Teaching Difficult Points:
How to master the useful expressions in this unit and how to write a description.
Teaching Methods:
1.Review method to help the students remember what they've learned.
2.Fast reading to make the students master the reading material.
3.Inductive method to help the students master some skills of writing.
Teaching Aids:
1.a projector and some slides
2.a tape recorder
3.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings and Revision
Greet the whole class as usual.
T:In the last period,we have learned the grammar—the“-ing”form used as an adverb,that is to say,used to modify verbs.There are two kinds of the“-ing”forms.One is the“-ing”form and the other is“having done”form.Who knows the differences between them
S:Let me try.The“-ing”form should be used when the action of“v.-ing”and the action of the“predicate verb”happen at the same time or almost at the same time.The“having done”form should be used when the action of“v.-ing”and the one of the“predicate verb”happen at different times.That is to say,the“v.-ing”happens first and the“predicate verb”in the main clause happens later.
T:Quite right.Sit down,please.Who'd like to make a sentence using the“-ing”form How about you,Lu Bing
S:Being ill,he didn't attend the meeting.
(Another student stands up to give his sentence.)
S:They listened attentively,writing something down from time to time.
T:Very good.Who'd like to make a sentence using the“having done”form
S:I want to have a try.Having finished her work,she went home.
(The teacher asks another student to make a sentence.)
S:Having won the game,the football team returned home in high spirits.
T:Very good.Now let's do some exercises on the screen to consolidate what we have learnt.Look at the screen.
(Show the following on the screen.)
Fill in each of the blanks with the verb given in its proper form.
1.__________(hear)the good news,she couldn't help singing.
2.__________(be)a League member,I should be strict with myself in everything.
3.__________(enter)the kitchen,she found the broken bowls lying on the ground.
4.__________(work)in his small room in the prison,Dr Manette made four pairs of shoes every day.
5.__________(not know)how to repair it,he asked me for advice.
6.__________(not do)the work successfully,we tried it once more.
7.__________(write)carelessly,he made a lot of mistakes in his exercise.
8.__________(live)in London for many years,she could speak very good English.
9.__________(write)the letter,I went out to post it.
10.__________(be)a teacher for many years,he can work out many complicated(复杂的)problems.
Suggested answers:
1.Hearing 2.Being 3.Entering 4.Working 5.Not knowing 6.Not having done
7.Having written 8.Having lived 9.Having written 10.Having been
T:OK.In this unit,we have also learnt some useful expressions.Now,please take out a piece of paper.I'll give you a dictation about them.I'll speak Chinese and you'll write them down in English.Who'd like to come to the front and write them down on the blackboard
S:Let me try.
T:OK.Let's begin.
(The teacher begins to say some useful expressions in Chinese.Meanwhile,the student writes them down on the blackboard,and all the others write on a piece of paper.)
(Bb:go straight down,go across the bridge,walk past,lead to,base on,have…in common,divide…into,step into)
(After dictation,the teacher and all the students check the expressions on the blackboard.)
T:OK.They are all right.And they are very useful.You must master them.In order to master them further,let's do an exercise.Make a sentence with each phrase.Well,I'll give you three minutes to prepare it.After that,I 'll ask some of you to read out your sentences.Do it by yourself.Is that clear
Ss:Yes.
T:Now,begin.
(Three minutes later,the teacher asks eight students to read out their sentences.One student,one phrase.Teacher may help them correct the mistakes in their sentences if any.)
Suggested answers:
1.go straight down　Go straight down the road,you'll find a bookshop at the end of it.
2.go across the bridge　Watch out when going across the bridge.
3.walk past　I walk past a supermarket on my way to school.
4.lead to　All roads lead to Rome.
5.base on　My hope is based on the news we had yesterday.
6.have…in common　They have something in common with one another.
7.divide…into　A year is divided into four seasons.
8.step into　The teacher stepped into the classroom,with a book in his hand.
Step Ⅱ.Reading
T:OK.In the last three periods,we have learnt much about amusements and the theme park.We have known that a theme park is a collection of rides,exhibitions and other attractions that are based on a common theme.There must be all kinds of rides not only in an amusement park but also in a theme park.Now we are going to read a passage about rides in the theme park.Read the passage quickly and then answer some questions on the screen.
(Show the screen.)
1.What kinds of ride are mentioned in the passage
2.What's the feature of today's roller caster
3.What's the feature of the thrill ride
(The teacher gives them four minutes to read it.After that,check their answers.)
T:Now,time is up.Who'd like to answer the first question Any volunteers (One student stands up.)
S:Roller coasters and thrill rides are mentioned in the passage.
T:Right.Sit down,please.What about the second question
S:Today's roller casters are wilder and scarier than ever.The cars run faster,the tracks are higher,and you must be ready to go through twists,loops,and drops.Some roller coasters even let you race against your friends:two tracks are next to each other and you fly through the air just metres away from your friends.
T:Good.The last one.
S:Like roller coasters,thrill rides use cars that ride on tracks,but instead of rolling,twisting and looping like the roller coasters,thrill rides use speed,motion,and special effects to give visitors a thrill.
T:Very good.Do you want to try one of the rides
Ss:Yes.
T:Be careful when you try any ride in the park.They are exciting but dangerous.
Ss:Thank you.
Step Ⅲ.Listening and Reading Aloud
T:Now,let's listen to the tape.First listen and repeat.Then read the passage aloud by yourselves.Pay attention to your pronunciation.
(Play the tape for the students to listen and follow.Then give them a few minutes to read.After that,ask some students to read the passage and correct the mistakes in pronunciation.)
Step Ⅳ.Designing and Writing
T:We have read a passage about rides in theme parks.They are all exciting and liked by young visitors.Now work in groups.Design the scariest and most exciting ride in the world.First you should decide what your ride should look like,how fast it should be,if there will be loops,corkscrews,or other features.Then draw a picture of your ride and give it a cool name.Of course,you may compare your idea with the other groups.Are you clear
Ss:Yes.
T:Now let's begin.Groups of your.
(After the students finish the task,the teacher may choose the best design and show it to the class.And then,give them another task.)
T:OK.Your designs are all wonderful.Now work in groups of four.Design a new theme park that will attract as many visitors as possible.You can use the questions on the screen to get started.
(Show the screen.)
1.What's the name of your park
2.What's the theme of your park
3.What kind of attractions will you have in your park
4.What kind of food and what kind of restaurants will you have in your park
5.How much will it cost to visit the park
6.What do you expect visitors to learn from it
T:You may draw a map of your park and make sure that you have included all the necessary parts.After finishing your map,show it to the class and compare your park with the other groups.Let's see whose park is the most beautiful and whose park will attract more visitors.Are you clear
Ss:Yes.
T:OK.Let's begin.
(The teacher goes among the students to help them design their parks.Then ask the students to write a description of the park.)
T:OK.Your designs are all wonderful.Now write a description of your park according to what you have designed.And explain what people can do there and why they should visit your park.Before writing,read the tips for writing on the screen.They will give you some help.
(Show the tips on the screen.)
How to write descriptions
Decide how you are going to describe the thing you are writing about.If it is a place,then perhaps you want to focus on what it looks like.If it is a ride,you may want to describe how it works.Use all your senses and ask yourself the following questions:
1.What does it feel like How big is it What color(s)is it
2.What does it sound like
3.What does it feel like
4.What does it smell like
5.What does it taste like
6.How does it work
T:Now please write it on a piece of paper.Let's begin.
(The teacher gives the students enough time to finish the task and then asks some of them to read their descriptions to the whole class.)
One possible version:
People's Park
People's park,which is about 50 000 square metres,lies in the northwest of the city.It is one of the largest animal parks in our province.A long lake divides the park into two parts,where you can go boating and swimming.
In the south of the park,there are all kinds of animals and birds as well as many flowers.You can learn more about them there.At the same time,you can also enjoy the shows of some animals.
There are all kinds of rides in the north of the park.If you want to take an adventure,you can enjoy a roller coaster ride,which will let you feel what it is like to fall through the air.It is really an awful yet exhilarating experience.There are lots of equipments for pleasure,such as,bungee jumping,free fall rides,fast cars,bumper cars…You can not only have fun but also learn a lot there.
At lunch time,you can go to the far end of the northern part,where there are several shops and two restaurants as well as enough rest rooms.You can enjoy fast food,all kinds of native food,and they are all delicious.After eating,you can have a rest then go on enjoying the park in the afternoon.If you take one hundred yuan with you,you can have some change in your pocket when you come back in the evening.
The park is really a good place for your weekend and holiday.You've welcome at any time.
Step Ⅴ.Summary and Homework
T:In this class,we've reviewed the important grammar item—the “-ing” form used as and adverb and the useful expressions.And we've also read a passage about rides and learnt how to write a description.After class,go over all the contents in this unit,especially the important points.You should try to write a description of someone.
Step Ⅵ.The Design of the Writing on the Blackboard
Unit 22　A world of fun
The Fourth Period
Useful expressions in this unit:
go straight down
go across the bridge
walk past
lead to
base on
have…in common
divide…into
step into
Step Ⅶ.Record after Teaching
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The Fifth Period
The “-ing” form as a noun and an adverb
Teaching Aims:
1.Review the “-ing” form as a noun and an adverb.
2.Master the usages and the functions of the “-ing” form as a noun.
3.Master the usages and the functions of the “-ing” form as an adverb.
Teaching Important Points:
1.How to use the “-ing” form as the Subject or Object.
2.How to choose the correct form when the “-ing” form is used as an adverb.
Teaching Difficult Points:
1.The use of the gerundial complex.
2.The choice of the correct form when the “-ing” form is used as an adverb.
3.How to change the “-ing” form into a clause.
Teaching Methods:
Review,explanation,inductive and discussion methods
Teaching Aids:
1.a projector
2.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings
Greet the whole class as usual.
Step Ⅱ.Revision
(The teacher shows some sentences on the screen.)
Fill in the blanks with the correct forms of verbs.
1.You can hardly avoid __________(meet) her if you both work in the same office.
2.My job is __________(teach).
3.I don't feel like __________(attend) the medical conference.
4.If you want to speak English well,you must practise __________(use) it every day.
5.I don't think it is much good __________(write) to him.
6.It is no use __________(cry).
T:Please look at the screen.In the first sentence,we can use “meeting” as the object of the verb “avoid”.It is the same with the third sentence and the fourth one.We often say “feel like doing sth.” and “practise doing sth.”That is to say,we should fill “attending” and “using” in the blanks of sentence 3 and sentence 4.Now can you think of other verbs that can be followed by the “-ing” form as their objects
S1:Finish,enjoy,mind…
S2:Escape,suggest,delay,consider,give up…
T:Very good.You should keep these words in mind and use them correctly.
(Bb:avoid,practise,feel like,finish,enjoy,mind,escape,suggest,delay,consider,give up…)
T:Now look at the second sentence.Who can give the answer to this sentence
S3:Let me try.“Teaching” should be filled.
T:Right.Can you tell me the function of “teaching”
S3:Yes.It is used as the Predicative.
T:Quite right.Now look at the last two sentences.Who can give the answers to the two sentences
S4:“Writing” and “crying”.
T:Can you tell us the function of the two words in each sentence
Ss:No.
Step Ⅲ.Explanation
T:In the last two sentences,we use“it”as the form subject and the“-ing”form as the real subject.Please remember the two sentence patterns:“It is no use/no good/a waste of time…+v.-ing…”and“There is no+v.-ing…”
(Bb:It's no use/no good/a waste of time…+v.-ing…
There is no+v.-ing…)
T:Now I'll give you more examples.Look at the screen,please.
1.It's no good having a car if you don't drive it.
2.It's no use helping him.He doesn't help himself.
3.It's a waste of time watching such a TV play.
4.There is no joking about such matters.
5.There is no saying what may happen.
(The teacher reads the sentences one by one and asks the students to give the Chinese for each sentence.)
T:Very good.Now look at the sentences on the blackboard.
(Bb:Do you mind my/me smoking in the room )In this sentence“my smoking”is called the gerundial complex.Here “my”is the logical subject of the gerund“smoking”.In oral English,we can also say“me”instead of“my”.Another example:Mary's being late for school again made Mr.Black very angry.(Write it on the blackboard.)In this sentence,“Mary's”is the logical subject of gerund“being”.Do you understand
Ss:Yes.
T:From those sentences,we know that the“-ing”form can be used as the Subject,Object or Predicative.Besides these functions,the“-ing”form can also be used as an adverb,modifying verbs.
Step Ⅳ.Discussion
T:Now,please look at the two sentences on the screen.
(Show the following on the screen.)
1.Hearing the noise,they immediately rushed out of the room.
2.Having graduated from the college,he went to a computer company.
T:Tell me the function of the underlined part in either sentence.
Ss:They are both used as adverbs,modifying verbs.
T:Right.Now have a discussion in groups of four and then find out when we should use the“-ing”form and when we should use“having done”form.
(After a while.)
T:OK.Now,who can tell me when we should use the“-ing”form Wang Bin,you try,please.
S:When the action takes place at the same time or immediately before the action indicated by the main verb,we use the“-ing”form.
T:Good.Please sit down.Now,who can tell us when we should use“having done”form
S5:Let me try.When the action has been finished before the action indicated by the main verb.
T:Quite right.Please sit down.Now rewrite the sentence,changing the“-ing”form or the“having done”form into a clause.You may discuss in pairs.
(A few minutes later.)
T:Who knows how to do the first sentence
S6:Let me have a try.It can be changed into“As soon as they heard the noise,they immediately rushed out of the room”.
T:Good.Please sit down.Who wants to try the second sentence
S7:After he had graduated from the college,he went to a computer company.
T:Is that right
Ss:Yes.
T:(Write the four sentences on the blackboard.)
1.Walking through the park,I saw some lovely flowers.
2.Walking through the park,the flowers looked beautiful.
3.Running into the house,the boy shut the door.
4.Running into the house,the door was shut after the boy.
Now look at the sentences on the blackboard.Can you tell which of them are wrong LiNing,you try,please.
S:I'm sorry to say I'm not sure.
T:OK.Please sit down.Now listen carefully.Generally speaking,the logical subject of the“-ing”form should be the same as the subject of the sentence.Are you clear
Ss:Yes.
T:OK.Look at these sentences again.Who knows which of them are wrong
S8:I know.The second and the fourth are wrong.
T:Do you know why
S:In the second sentence,the logical subject of the“-ing”form should be a person,but the subject of the sentence is“the flowers”.They are not the same,so the sentence is wrong.And in the fourth sentence,“the door”can't“run into the house”.
T:Good.Please sit down.Whenever you're using the“-ing”form,remember this point.
Step Ⅴ.Practice
T:Now,let's do some exercises.Look at the screen,please.Change the clause into a“v.-ing”form in each sentence.You can make any change if necessary.You may discuss in pairs.
(Show the following on the screen.)
1.As Jane was feeling ill,she decided to go to bed.
2.When I had finished my homework,I began to preview my lessons.
3.If you heat water,you can change it into steam.
4.We stood at the west end of the bridge and waited for the bus.
Suggested answers:
1.Being ill,Jane decided to go to bed.
2.Having finished my homework,I began to preview my lessons.
3.Heating water,you can change it into steam.
4.We stood at the west end of the bridge,waiting for the bus.
(A few minutes later,the teacher may ask a few students to say their answers.At last,the teacher gives the correct answers.)
T:From the sentences above,we can see that the“-ing”form can be used to express cause(1),time(2),condition(3)and manner or accompanied situation(4).Generally speaking,when the“-ing”form is used to express cause,time or condition,it is often put before the main clause;when the“-ing”form is used to express manner or accompanied situation,it is often put after the main clause.Are you clear
Ss:Yes.
Step Ⅵ.Consolidation
T:Now let's do some exercises to have a consolidation so that we can do it correctly and freely.Please look at the screen.
Ex 1.Complete the following sentences.
1.__________(打猎和钓鱼)are very good sports.
2.My great happiness is __________(为人民服务).
3.I've finished __________(读这本书).
4.I must apologize for __________(没有早让你知道).
5.It's no good __________(做这样一件事).
6.Many people consider __________(减肥).
7.Can you imagine their __________(从大火中逃生).
8.Most of us practise __________(每天早上朗读英语).
9.Do you feel like__________(休息一下)？
10.They are considering __________(制定一个新的计划).
Suggested answers:
1.Hunting and fishing
2.serving the people
3.reading his book
4.not having told you earlier
5.doing such a thing
6.losing weight
7.escaping from the great fire
8.reading English aloud every morning
9.taking/having a rest
10.making a new plan
Ex.2.Complete these sentences with the words using the “-ing”forms.
hide,wait,be,travel,beat,say,open,keep,set
1.__________ a cruel man,the Marquis did not treat his servants well.
2.__________ for three days,the revolutionary arrived at the castle.
3.While __________ near the gates,he saw a vegetable cart coming along the road.
4.__________ in the cart,he managed to get inside the castle.
5.__________ as silently as he could,he went up to the door.
6.With his heart __________ hard,he knocked at the door.
7.__________ the door,the servant was surprised to see a stranger.
8.__________ that he was a revolutionary,the stranger asked for help.
9.__________ a brave woman,the servant let him into the castle.
10.__________ fire to the castle,the two escaped into the woods.
Suggested answers:
1.Being 2.Having travelled 3.waiting 4.Hiding 5.Keeping 6.beating 7.Having opened 8.Having said 9.Being 10.Having set
(A few minutes later,the teacher checks the answers with the whole class.)
Step Ⅶ.Summary and Homework
T:In this class,we've reviewed the“-ing”form as a noun and an adverb.You should remember all the important points that I've told you.After class,do exercises as many as possible.That's all for today.Bye!
Step Ⅷ.The Design of the Writing on the Blackboard
The“-ing”form as a Noun and an Adverb
1.avoid,practise,feel like,finish,enjoy,mind,escape,suggest,delay,consider,give up…
2.It's no use/no good/a waste of time…+v.-ing…There is no+v.-ing…
3.Do you mind my/me smoking in the room
Mary's being late for school again made Mr.Black very angry.
4.Walking through the park,I saw some lovely flowers.(√)
Walking through the park,the flowers looked beautiful.(×)
Running into the house,the boy shut the door.(√)
Running into the house,the door was shut after the boy.(×)
Step Ⅸ.Record after Teaching
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Reference for Teaching
一、异域风情
Ranthambhore:Paradise in the Wild
Four hundred square kilometres of ecological expanse.Ranthambhore National Park is like an oasis in the deserts of Rajashthan.It is also one of the finest natural areas of the world.Small wonder,therefore,that since 1974 when Ranthambhore was declared a Project Tiger Reserve,the population of tigers in this park has increased from a mere 14 to over 40.?★Thanks to the management which ?★aims at continuously improving the ecosystem,the tiger has ample opportunity to rest and multiply.Though it is not easy to spot a tiger in this park yet there is a lot to see and enjoy.
［2］ Constant water supply and cool temperature even during the hot months provide a suitable habitat for the rich and diverse flora and fauna of this sanctuary.There are nearly 300 species of trees,50 aquatic plants and more than 100 species of herbs and seasonal plants.Besides,272 species of birds,30 varieties of mammals,a dozen species of reptiles and amphibians and profusion of insect life make it a paradise for the wildlife buff.Ranthambhore national park is visited by people from across;the globe—as varied as wildlife experts,vacationers and honeymooners.
［3］Through November to April are the best months to visit Ranthambhore National Park,it wears different hues during different seasons.During the monsoon the entire area turns lush green and dense,while in winter it is not so green.The temperature however is very low,as a result the tiger most of the time confines itself to higher reaches and is therefore difficult to spot.During summer the forest turns deep brown providing ideal camouflage to the tiger.The temperature touches 45 degree Celsius,sometimes even higher forcing the tiger to come down to shady areas around waterpoints.It is comparatively easier to locate a tiger during this period.
［4］The three huge lakes in the park provide excellent opportunity to sight a large number of species.Sambhar,Indian gazelle or chinkara,spotted deer and wild boar are found in plenty.There are also the main prey species of the big cat.Leopard,sloth bear,mongoose,Indian fox,hare etc.are some of the other species found in Ranthambhore.
［5］Among the resident birds are egrets,herons,kingfisher,rose-ringed parakeet,grey partrige and the peafowl,to name only a few.?★Black stork is an uncommon summer visitor here,while shaneen falcon a rare winter visitor to this sanctuary.There are also passage migrants and summer breeders found among the 272 species of birds chirping in the forests.
［6］A trip into the reserve is possible in petrol jeeps having four wheel drive.The 200-km track is motorable during fair weather.Divided into four specific routes the distance appears to be long and winding with a possibility of losing direction.It is best to go with local drivers who are familiar not only with the routes but also with the animal behaviour.
［7］Ranthambhore national park has acquired its name from the fort of the same name which lies within the park.Standing atop Vindhyachal ranges the fort presents an imposing look while chhatris and temples,mosques and ruins present an attractive silhouette.But it is the view of the sanctuary from the fort which is most captivating.
［8］Built in the 11th century the fort stands witness to the valour of the Chauhan Rajput?10 kings against Mughal?11 invasion.The fort even today is a crowd-puller due to a Ganesha temple,believed to be existing since the 8th century.People from different parts of the country visit this place every day to pay obeisance to the diety.
［9］Ever since 1954 when Ranthambhore was first recognised as a wildlife sanctuary it has increasingly been assuming importance and today as a Project Tiger Reserve and a national park,it enjoys the status of one of the best ecosystems in the world.
二、知识归纳
(一)thank的用法小议
thank这一词对我们来说，太熟悉了。它多表示“感谢，谢谢，道谢”之意。
e.g.Thank you very much.
非常感谢你。
I want to thank you for your kindness to me.
谢谢你这么和善地待我。
但除此之外，thank还有很多含义及用法，我们要注意。
1.它与to连用，可译为“由于，多亏”。
e.g.Thanks to your help,we finished the work in time.
多亏你的帮助，我们如期完成了这项工作。
Thanks to her efforts,the project will be a success.
由于她的努力，这方案将会取得成功。
注意：thank常用作动词，若作名词，只用复数形式，且不能和直接宾语连用。但后可跟a lot或very much等词语，用于非正式场合。
e.g.—Here is an ice-sucker for you.
给你一支棒冰。
—Thanks a lot/very much.
太感谢了。
2.表示责怪。
e.g.He can be thanked for his wrong.
他的差错要怪他。
You've got John to thank for your cold.He caught it first and passed it on to everyone.
你们的感冒要怪约翰，他第一个感冒，很快传染了大家。
注：Thank 后面常可以跟一个for引导的介词短语表示原因。
e.g.Thank you for your help.
谢谢你的帮助。
—Thanks for your coming.
谢谢你来看我。
—Not at all.Thank you for having me.
不客气，谢谢你招待我。
3.用作“I'll thank you to…”结构时，表示“求你(给我)……”(常带埋怨口吻)。
e.g.I'll thank you to be quiet while I'm speaking.
当我在发言时，求你们安静些。
I'll thank you to be a little more polite.
请你礼貌些。
此外，我们还要注意thank的一些其他用法。
Thank you常用于表示接受对方所给东西的时候(和Yes,please.一样)。如果表示拒绝，通常须说No,thank you.
e.g.“Would you like some more potatoes ”“Thank you.”“How many ”
“你再要些土豆吗？”“好，谢谢。”“要多少个？”
“Have some more meat ”“No,thank you.”“Are you sure There's plenty left.”
“再来点肉吗？”“不要了，谢谢。”“真不要了？还有好多呢。”
(二)more than的用法
1.many或much的比较级。“比……多”“甚于……”。
e.g.—Are there a lot of people in the parks
公园人多吗？
—Yes.There are far more than we expected.
是的。没想到有那么多人。
He loves his cats more than he loves his children.
他爱猫胜过爱他的孩子。
He loves his cats more than his children do.
他比孩子们更爱他的猫。
2.more than+a或数词“……多(个)，一(个)以上的，超过……”
e.g.It was more than a year since he had seen Miss Wang.
他已一年多未见王小姐了。
He can't be more than thirty.
他不可能超过三十岁。
3.more than“极其……，不止于是……”
e.g.They were more than glad to help.
他们非常高兴帮忙。
4.more than+名词，名词性从句，起名词作用的不定式。“不只”“不仅仅”“远不止”，“甚于”。
e.g.Hibernation is more than sleep.
冬眠不仅仅是睡觉。
Being a good listener means much more than just “listening with ears”.
作一名好的倾听者，决不只是“用耳朵听”。
5.more than sb.can/could
e.g.—Do you want any more books
你想要别的书吗？
—Yes,more than I can get.
想要，可是我买不起。
The beautiful of my hometown is more than words can describe.
我的家乡的美丽是语言所不能描述的。
6.倍数+more than“……的多少倍”
e.g.I will take the money.Give me three times more than Antonio borrowed from me.
我愿意要钱，请按安东尼奥借我的三倍给我。
7.…times as much as …和…times more than意思相同。
e.g.My new glasses cost me three times more than the last pair.
My new glasses cost me three times as much as the last pair.
我的新眼镜是过去那一副的三倍价格。
(三)feel的用法
1.vt.摸，触；摸索(道路)；试探，由触而得知。
(1)feel+名/代
e.g.He felt his way to the door.
他摸索着走到门口。
She felt the cloth to see how soft it was.
她摸了摸布，看看它有多软。
(2)feel+从句
e.g.Feel how cold my hands are.
摸摸我的手有多冷。
Feel whether there are any bones broken.
摸摸看有没有骨头断了。
2.vt.感觉，感到，觉得
feel+名/代+现在分词/过去分词/不带to的不定式/形容词/名词
e.g.I could feel my heart pounding.
我感到心里怦怦直跳。
He felt himself gently touched on the shoulder.
他感到有人在肩上轻轻拍了一下。
He did not turn around,as he felt someone come up.
他感到有一个人来到他身边，但他没有回头。
They felt the idea quite impractical.
他们感到这个想法不切实际。
At first I felt it very difficult to understand this book.
起初我感到这本书很难懂。
He felt himself a fool not to have seen that.
他觉得自己太傻，连这都没看出来。
However,we feel it a pity that we have not yet found a way of storing and utilizing the sun's heat on a large scale.
但是，我们感到遗憾的是我们还没找到一种方法来大规模地贮藏和利用太阳能。
3.vi.感觉
feel+副词性短语/介词短语
e.g.A new boy feels like a fish out of water when he first goes to school.
新学童初上学时，感到很不自在。
He felt in his pockets.There was nothing there to write with.
他在口袋里摸了摸，里面没有什么可以写字的东西。
4.link v.觉得，感到
(1)feel+形容词/过去分词/介词短语
e.g.The duckling sat alone in the corner and felt very sad.
丑小鸭独自坐在墙角里，觉得非常悲伤。
Recently he has not been feeling well.
最近他感到身体有些不舒服。
She felt very unsettled.
她的心境很不平静。
At first we didn't feel at ease before him.
开始时我们在他面前有些拘束。
(2)(东西)摸上去有种感觉
feel+形容词(表语)
e.g.The body feels so cold.
身体摸起来冰凉。
The face of the table feels smooth.
桌面摸起来很滑。
I feel as if it were going to rain.
我觉得好像要下雨了。
三、词语辨析
(一)excuse me/I'm sorry/I beg your pardon
1.excuse me,常常用来表示一种歉意，常常用于我们要说的话、要做的事可能引起对方的不便或可能打搅别人，比如，向陌生人问路，和别人谈话时要暂时离开一会儿，表示客气地请求允许或表示失礼，请求原谅，常用excuse me。回答excuse me时，常用never mind./That's all right.(没关系)或Certainly(可以)。
e.g.Excuse me for interrupting you.
请原谅，打扰你一下。
Excuse me,just a moment.
对不起，请等一下。
—Excuse me,but can I ask you a question
对不起，我可以问你个问题吗？
—Certainly.当然可以。
2.I'm sorry常用于以下几种情况：
(1)当我们做错了事，说错了话，而事后向别人道歉；
(2)当不赞成、不同意对方刚说过的事，表示委婉的拒绝或不同意；
(3)当没有理解或没有听清对方的话。
e.g.I'm sorry that I have kept you waiting so long.
对不起，让你久等了。
—Can I smoke in the office
我可以在办公室抽烟吗？
—I'm sorry,but it's not allowed.
对不起，这儿禁止吸烟。
I'm sorry,I didn't quite catch you just now.
对不起，刚才我没听懂。
3.I beg your pardon./Beg pardon./Pardon的用法和“I'm sorry”相似。更为客气，是书面语，比较正式。
e.g.I beg your pardon for being late.
请原谅我迟到了。
Pardon,could you say it again
对不起，请你再说一遍好吗？
注意：在表示“对不起”时，“Excuse me”和“I'm sorry”常用升调，而“I beg your pardon”，则用降调，但因没有听清或没有理解对方的话时，说“I beg your pardon.”“Beg pardon.”“Pardon”一律用升调。
(二)divide/separate
1.divide指把整体“划分”成若干份，其后接into,with,among(between)等
e.g.The island is divided into two parts.
这个岛屿被分成两部分。
He divided the cake among the children.
他把这个饼子分给孩子们。
We divided the money equally.
我们平分这钱。
What about dividing yourselves into four groups
把你们分成四个小组怎么样？
2.separate指把原来连在一起或靠近的“分隔”开来。
e.g.We'd better separate the good ones from the bad ones.
我们最好把好的和坏的分开。
The Taiwan Straits separates Taiwan from Fujian.
台湾海峡把台湾和福建隔开了。
另外separate也可指“离别”。
e.g.We are separated for the present.
我们暂时离别。
四、能力训练
(一)近义词填空
1.divide/separate
(1)A narrow strait __________ Europe from Africa.
(2)The largest land is usually __________ into two continents along the Ural Mountains.
简析：两词都有“分开，分离”之意，但含义不同。separate指把原来连在一起或靠近的部分分隔开来。divide指把整体划分成若干份，其后接into,in,among,between等。故
(1)separates　(2)divided
2.in danger/dangerous
(1)He fell off the building and has been __________ now.
(2)He is __________ of losing all his money if he continues to buy useless things.
(3)Don't get close to the tiger.It's __________.
(4)It's __________ to swim in the river alone.
简析：in danger表示“……处于危险之中”，受到外来威胁；dangerous表示“危险的”，有时含有“对……造成危险”之意。故(1)in danger　(2)in danger　(3)dangerous (4)dangerous
3.instead/instead of
(1)Shall we have meat __________ fish today
(2)He is tired,let me go __________.
(3)Tom never studies hard.__________,he plays tennis all day.
(4)__________ smiling,each of them made a face.
简析：instead意为“代替”，是副词，只能单独使用。可位于句首，也可位于句末。instead of的意思也是“代替”，是介词短语，后跟名词、代词、动词ing形式或介词短语。故(1)instead of　(2)instead　(3)Instead　(4)Instead of
(二)短文改错
The zoo had big baskets for rubbish,there people 1.__________
could throw their waste things.A Saturday afternoon, 2.__________
Mr Brown was walking near the cage where lions and 3.__________
tigers kept.Usually,there were a lot of people around 4.__________
on Saturday afternoon but that day there is nobody 5.__________
there.Mr Brown was surprised,but he was even much surprised 6.__________
when he saw a crowd around the rubbish basket nearby. 7.__________
He went towards the crowd.Most of whom were children. 8.__________
He looked at their heads and saw a little mouse, 9.__________
run about among the pieces of paper in the basket. 10.__________
答案及简析：
1.there→where　此处是一个非限制性定语从句。
2.A→One　“一个星期六下午”习惯用“one Saturday afternoon.”而不用“a Saturday afternoon.”同样说在某一天，也用one day而不用a day。
3.cage→cages　不可能把狮子和老虎关在一个笼子里，所以用cages。
4.kept→were kept　狮子和老虎是“keep”动作的承受者。
5.is→was　上下文都用的是过去式。
6.much→more　从意思上来说，前文已提到Mr.Brown感到惊奇了。这次更惊奇，所以要用more而不用much。从用词上来说，even修饰比较级“more surprised”。
7.√
8.whom→them　Most前有句号，所以这里不是定语从句，而是一个独立的句子。故把whom改为them。
9.at→over　“look at”为“看……”“look over”为“细看……”或“越过……看”，Unit 19
教学示例（一）
　　I. Teaching aims:
　　Talk about modern agriculture and its effects on people’s life
　　learn how to give somebody advice and make decisions.
　　learn to read statistical graphs
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: tape recorder, slides
　　Step I Warming up
　　1. Group Work: get Ss to work in pairs, and make a list of food which his grandparents and his parents and himself like to eat. Then Ss find out the difficulty among them.
Name Breakfast Snacks Lunch Dinner
Grandma/ grandpa
Mother/ father
yourself
　　2. let Ss look at the chart in the book, and ask them some questions:
　　T: “ What the graph is about, look at the words above or below the graph ”
　　Ss: “ Growth of major products 1991-95 compared with 1986-90 percentages ”
　　T: “ What kind of food were shown on the chart ”
　　Ss: “ There are grain, cotton, oil, sugar, meat, fish, fruit. ”
　　T: “ What is shown on the y-axis ”
　　Ss: “ the percentage in SB ”
　　3. let Ss answer the following questions in the book. If possible, students can discus three questions in groups.
　　Question 1: How are people’s eating habits changing over the years Why do you think this happens
　　(earn more money; learn about healthy food; eat more nutritious fruit juices; eat more fish and meat, etc.)
　　Question 2: How has agricultural produce changed during these years What do you think caused these changes
　　(various farming products; make more money; new and advanced farming technique,etc. )
　　Question 3: What effects do you think the changes in eating habits will have on agriculture or nature
　　(people need more meat and fruits; farmers need more farmland to grow different crops and produce different foods; farmers need to raise more poultry(家禽), etc. )
　　4. Teacher sum up in a few words
　　T: “In words, changes in agricultural produce shows that our living habit and eating habit has improved. Farmers have a different and happy life because they can grow different crop to meet people’s need.”
　　Step II Listening
　　1. lead- in
　　T: “ I often find the expression ‘return grain plots to forestry’ in newspapers, do you know what does it mean in Chinese ” (teacher write the expression on the blackboard)
　　Ss: “ In Chinese, ‘退耕还林’.”
　　T: “ Why do you know farmers should do so ”
　　Ss: “ They must protect forests. / in order to protect forests. ”
　　T: “ Have you even had experience of sandstorm in Beijing how about sandstorm ”
　　Ss: “yes , it is so terrible weather.”
　　T: “ What cause sandstorm ”
　　Ss: “ Many forests are destroyed, the environmental problems is serious.”
　　T: “How can farmers make the land fertile ”
　　Ss: to use chemical fertilizers to improve the soil.
　　…
　　2. T introduce: “ We will hear a short text. The listening text is about the history of farming, some of its problems and some solutions or alternatives to these problems.”
　　3. let Ss listen to the tape the first time, without taking notes. Then, ask them to look at Exercise 1. Make sure they understand all the words. Then, ask the students to listen again, and tick the items the listening text is about.
　　4. let Ss listen to the tape again and ask them to finish Exercise 2.
　　5. get Ss listen to the tape for third time and fill in the blank in the Exercise 3.
　　6. If time permitted, teacher can get Ss to listen another listening text and do some exercises.
　　7. If time permitted, teacher get Ss to finish the exercises in Workbook/ Listening (page 107)
　　Step III. Speaking
　　1. Group Work: get Ss to work in groups and divide Ss into groups of five. Each group , each topic. Let them act as each role. And discuss why we should grow wheat/ sugarcane/ wheat/ trees or raise pigs.
　　2. let Ss make sentences using the following expressions:
　　In my opinion you should…
　　If I were you…
　　As far as I can see the best thing would be to …
　　Wouldn’t it be better if …
　　I think he is right…
　　We have to make a choice…
　　We can’t do both, so…
　　The other idea sounds better to me…
　　3. Talking (Workbook, page 108)
　　① let Ss work in small groups of five and assign any of the three topic to the groups
　　② give Ss time to read the three descriptions and ask questions about them.
　　③ ask Ss to discuss these issues in a way that they develop and give their own opinion about the issues at hand.
　　Step IV. Summary
　　Teacher explain some language points in the book
　　ⅰ.what do you think cause these changes
　　① do you think 是插入语，经常位于疑问词（组）后，如
　　Where do you think the old lady is
　　有时也可以放在句尾。例如：
　　What is it, do you think
　　② cause v. = be the cause of (sth); make happen 造成（某事物）；使发生
　　如： Smoking can cause lung cancer. 吸烟可导致肺癌。
　　She’s always causing trouble for people. 她总是给人添麻烦。
　　ⅱ. Make a decision“做决定，决定”
　　如：I make a decision to learn English hard.
Because of bad weather, they make a decision to put off the meeting.
　　ⅲ. You want to use the land in the best way possible and do the best for everybody in the village 为了村里的每一个人，你想尽自己最大的努力，以最好的方法来使用这块地。
　　In the best way possible 尽能最好的方法。Possible表示“尽可能最……”
　　do the best表示“尽力”。如：
　　She do the best to help the old lady. 她尽力地帮助这个老妇人。
　　Step V Exercise
　　1. finish the exercises in Workbook, page108.
　　2. let Ss finish the follow exercises. （show slides）
　　1.He said he was going to ____ a lot of pigs on his far. (B)
　　A. rise B. keep C. grow D. support
　　2. My father studies ______ in his spare time. （C）
　　A. farm B. farmer C. farming D. to farm
　　3. He is ______ interested in English. He often works at it until ______ into the night. (A)
　　A．deeply; deep B．deep; deeply C．deep; deep D．deeply; deeply
　　4. They ____ chickens, cattle and crops as well on the farm. (A)
　　A. raise B. feed C. keep D. bring up
　　5. My brother stayed at home studying English ____ going to the cinema. (B)
　　A. instead B. instead of C. without D. didn’t
　　6. The accident was my fault, so I had to pay for the damage ____ the other car. (C)
　　A. of B. at C. to D. on
　　7. The old man is still suffering from pain. It seems that the medicine has _____ him. (B)
　　A. no effect to 　　B. is used for
　　C. some effect in 　 D. a good effect on
　　8. _____ should a man have courage, ______ he should have wisdom and knowledge. (D)
　　A. Neither…nor B. Both…and C. Either…or D. Not only …but also
　　9. He talked about his wonderful ____ in Africa, but he said he didn’t have _____ in dealing with some problems he met there. (A)
　　A. experiences…much experience
　　B. experience…many experiences
　　C. experiences… many experiences
　　D. experience…much more experience
　　10. A library with five thousand books _____ to the nation as a gift. (A)
　　A. is offered B. have offered C. are offered D. has offered
教学示例（二）
　　I. Teaching aims:
　　Talk about modern agriculture and its effects on people’s life
　　learn how to give somebody advice and make decisions.
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: tape recorder, pictures, slides
　　Step 1 Pre-reading
　　1.let Ss look at the following picture and find out the difference between the modern farming and traditional farming---- let Ss find out the advantages and disadvantages of each ways and fill in the table.


　　(slide show)
Raising chickens
Small scale Large scale
…
Horsepower
Animals (buffalo; also ox) Machines (tractor )
… …
Climate control
Open air Greenhouse
… …
　　2. Group work: Get Ss work in pair and discuss the question---what other changes have happened on farms in the last 100 years
　　3. T sum up in a few words: “ With the development of the new technique, the agricultural production has increased. The farmers can use chemical fertilization to make crop stronger and better and they can use advanced machines to irrigate or cultivate the farmland. ”
　　Step II. Reading
　　1.Skimming
　　① T: “ What’s the title of the reading passage ”
　　Ss: “modern agriculture”
　　T: “ What does it mean in Chinese ”
　　Ss: “现代农业”
　　T: “ How to say ‘传统农业’in English ”
　　Ss: “ traditional agriculture. ”
　　T: “ Can you imagine what traditional agriculture is like ”
　　Ss: …
　　② let Ss read the text firstly and answer the following questions:
　　How much land can be used for faming in China
　　(Seven percent of the land.)
　　What is the advantage and disadvantage of chemical fertilization
　　(it helps to produce better crops. But is harmful to the environment.)
　　What is the biggest problem of Chinese farmers
　　(The shortage of arable land.)
　　2. Skipping
　　let Ss read the passage for the second time and answer two questions:
　　What does “GM” stand for
　　(“G” stands for “genetically” from the word “genes”. “M” stands for “modified”, which means “changed”.)
　　What is the advantage of tomatoes which were using technique known as “GM”
　　(The tomatoes are bigger and healthier. They can grow without danger from diseases. They also need much less time to get ripe.)
　　3. Intensive reading
　　let Ss read the passage and fill in the table: (slide show)
1950s---1980s 1980s--present
The use of machines e.g. tractorsThe use of electric pumps for irrigationThe use of chemical fertilizersThe use of insect killers The use of special seedbeds The use of greenhousesTo make vegetables bigger or betterTo change vegetables so they can grow on poor soilKnowledge from abroad
Innovations Problems Advantages
Chemical fertilisers Shortage of arable land Bigger and better crops
Pumps for irrigation Weather conditions Bigger and better crops
Special seedbeds Shortage of arable land More crops in one year
Machines e.g. tractors How to make production cheaper (not in the text) Bigger crops on more land by fewer hands
International exchange Lack of knowledge Learn from other people
Greenhouses Weather condition Bigger and better crops
Greenhouses (roots in water tanks) Shortage of arable land More crops in one year
GM technique (can grow in poor soil) Shortage of arable land Can grow in poor soil; bigger & healthier; less time to ripe
　　4. Listening
　　Let Ss listen to the tape and follow it.
　　5. Discussion
　　①let Ss work in groups and imagine what other changes have happened on farms in the last 100 years.
　　② let Ss discussion the following questions
At the beginning of the passage, why does the writer say “It is on the arable land that the farmers produce food for the whole population of China” What does the writer want to tell us by saying, “Not only food production is important but also taking care of the environment.” What can we infer from the sentence “In China about one hundred research stations are now doing GM research to make better tomatoes, cotton… ”What can you imagine about the future of food production
　　Step IV Post-reading
　　1. finish the exercises in StudentsBook, page 46, Exercise 1-2
　　2. If possible, teacher can get Ss read a new text in Workbook, page111 , and finish all the exercises.
　　Step V. Language points and useful expressions
　　1.Let Ss by themselves find out some phrases or useful expressions, which are important in the text.
　　2. teacher explain language points :
Compare to/ withFor thousands of yearsMake use ofBe harmful toDepend onAs well asNot only …but also… Protect fromNo matter how Be different fromStand forIn other wordsThe way tomatoes grow from a natural seed is changed A variety of Over the yearsHave an effect on Make good moneyMake use of In the 1980sGo against
　　Homework
　　Finish off the exercise on the Workbook.
　　教案点评：
　　根据新教材中的以阅读为主的教学环节所设计的一课时/两课时教案。本课阅读课的目的是让学生通过阅读英语材料，掌握实验步骤，领悟严谨的科学精神财富，体验英语语言、问题，学习灵活使用语言结构。
　　这个教学过程主要分四个教学步骤：pre-reading,reading,post-reading,language points。
　　pre-reading：在阅读课文之前，教师可适当的讲解与本单元有关的背景知识,运用图片向学生介绍传统农业与现代农业的差异，通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构，从不同的角度，引导学生对课文内容进行预测和讨论。
　　reading：课文分三个步骤：掠读（skimming），即带着某个问题进行搜索式阅读，这样能培养学生捕捉关键句的能力；略读(skipping)，即教师指导学生通读全文，理解课文大意，培养学生发现文章或段落的主题句及概括大意的能力；听读(listening)，即加深对课文理解。
　　post-reading：教师通过让学生完成课堂练习，加深学生对课文内容的理解。教师开展课堂小组活动，诱发学生的参与积极性，培养学生辩证的看待事物的能力，锻炼他们说话的条理性和逻辑性。
　　language points:教师点评课文中的知识点。
　　通过以上个步骤的训练，学生对课文理解得比较深刻，同时也掌握了文中的语言知识。
教学示例（三）
　　I. Teaching aims:
　　learn to use “it ” for Emphasis.
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: slide, pictures
　　Step I Revision
　　Step II word study
　　Finish the exercises in Student book, page 47.
　　Step III Practice
　　Let Ss finish the exercises “vocabulary, 1-3” in page 108, Workbook
　　Step IV Grammar
　　1. give Ss some sentences to translate into Chinese and find out difference and sameness among these sentences (slide show)
It is on this arable land that the farmers produce food for the whole population of china.It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.It was they who/that cleaned the classroom yesterday.It was in the street that I met her father.It was the goat’s eyes that he had seen in the darkness.
　　2.teach Ss to find out the phrase from the sentence above----It is+被强调部分+that/who…
Translate the following sentences into English:1.写这本书的人就是玛丽。It is Mary who wrote this book.2.这个就是长满了美丽的鲜花的花园。It is garden that many beautiful flowers grow in.3.她就是擅长唱歌的女孩。It is a girl who is good at singing.4.那就是他叔叔移居纽约的季节。It was for this reason that his uncle moved out of New York.5. 错的人是我。 It is I who am wrong.
　　4. note:
　　a. 在强调句型中，若被强调部分指人，可以用关系代词who或that；若被强调的是状语，只能用that，不能用when或where。
　　b. 注意与“It is /was…that +clause”主语从句的区别。
　　强调句型与it作形式主语，that从句作真正主语十分相似，但主语从句中It is /was后通常用名词或形容词作表语。强调句型中It is /was后是对主语、宾语或状语的强调成分。
　　5. let Ss find out some sentence with ‘it’ in the text ‘Modern Agriculture’.
It is on this arable land that the farmers produce food for the whole population of China. (paragraph 1)It was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment. (paragraph 2)It was developed using a technique know as GM. (paragraph 4) (it is not for Emphasis)
　　3. exercises
　　let Ss finish the exercises in Student’s book, page 47-48, Exx 1-2.
　　let Ss finish the exercises in Workbook, page 109, Exx 1-3.
　　Finish all the exercises in the book.
教学示例（四）
　　Teaching aims:
　　read the passage “Farming and Gardening”
　　learn about Jia sixie and his advice to farming.
　　write a plan for a vegetable garden
　　Similar dialogue presentation with new words and expressions used within
　　Step I Reading
　　1. let Ss look at the picture and briefly introduce Jia Sixie,
　　2.skimming: let Ss read the text and find out the information about Jia Sixie (slide show)
Where/born: Yidu, Shandong Provincewhen/live: Six century ADwhere/work: Gaoyang, Shandong Provincewhat/do: study the science of farmingwhat book/write: Qi Min Yao Shuthe book/about: both the farming and gardeningthe importance of the book: an important summary of the knowledge of farming
　　3. Skipping(slide show)
He studied the ways of farmingDo things such sow seeds or grow young plants at the right time of the year.Improve the condition of the soilRough ground before sowing or planting cropsLet sheep or cows walk on the land to destroy the weeds or eat them.Plough the soil deeply the first time and less deep the second time.The autumn ploughing should be deeper than the spring ploughing. Don’t plant the same crop year after year in the same field.
　　4.listening: let Ss listen to the tape and follow it, then finish the exercises (slide show)
True or false:1.China was the earliest research center for agriculture. ( T )2.JiaSixie was born in Gaoyang in Shandong Province. ( F )3.Qi Min YaoShu includes advice on the following subjects:growing green vegetables and fruit trees,keeping cows and sheep,and there are also instructions for making metals. ( F )4.The spring ploughing should be deeper than the autumn ploughing. ( F )5.We should plant rice in the same field year after year. ( F )6.We’d better grow different plants next to each other in the same field. ( T )
　　Step II Writing
　　Write a plan for a vegetable garden , using the tips in the book, page49.
　　Check the composition with the class.Unit 10 The world around us
Lesson 1
Main points
1.Words
in danger; fur; cut down; left;sometimes;discuss; make sure; find out
2.Sentence patterns
...,tigers can no longer hide and hunt.
3.Functional item
Questions and answers
Difficult points
No longer&no more
Teaching procedures
Step 1 Lead-in
Ss tell the reasons why some animals have died out.
T:We know there are far fewer kinds of animals in the world than before.They have died out for different reasons.
Ask several students to tell the reasons.Get Ss to know about the fact many animals have died because of human beings.
Step 2 Warming up
1.Ss talk about the three pictures.
What kinds of animals are they
Why are they in danger
Why do people hunt them
2.Divide the class into groups and discuss the three questions.
3.Several groups report their answers.
Step 3 Listening
One of the reasons why animals are in danger is pollution.Next you will listen to a report about pollution to know how serious it is.
1.Go through each task and understand what to do.
2.Play the tape two times as necessary.Pause at important points and give the students help.
3.Let the Ss discuss their answers in pairs.
4.Check the answers.
5.Discuss Part Two in groups for a few minutes and then report the answers.
Step 4 speaking
1.Read the instructions.
2.Ss practise asking and answing in paits.
3.Ask two pairs to act out.
Step 5 language points
1.no longer/no more
no longer =not ...any longer
no more=not...any more
It is later. I can't wait any more.
Time lost will not return any more.
2.make sure(that)
Ep: Make sure that you understand what your teacher says.
Ep: Arrive early at the cinema to make sure of(getting) a seat
Homework
Practise asking and answering questions.
Lesson 2
Main points
1.Words
die out, act, measure, original, respond, vaheatle , keep...from...,live a better life, that is, first of all, by doing, pick up.
2.Sentence patterns
...but we don’t always do as we say...
The good news is that there is a lot we can do to help.
Difficult points
the predicative clause
Teaching procedures
Step 1. Revision
Check the homework
Step 2. Pre-reading
1.Q:What do plants and animals need to survive
A:Encourage the students to compare animals and humans.Animals and plants also have basic needs and animals live in social groups.
2.Q:What do animals do to survive in places where it is very hot or cold,where there isn't much water
A:Animals adapt to change in their habitat and try to learn to survive when the conditions of their habitat change.
Step 3 Reading
T:From last period we know many animals are in danger.Then do you know why some plants are in danger and even human beings Let's try to find the answer to the question above from the text and what we can do to stop it.
Ask students to read quickly in silence and find the answer to the following question.
Q:What can we do to protect the environment
A:We should create more space for animals and plants.We should stop pollution.
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.Why do animals and plants become endangered
A:Animals and plants become endangered when their habitat is destroyed or when conditions in the habitat change too quickly or too drastically.The text lists three main reasons: habitat change,the arrival of new species in the habitat,and the overuse of the species itself or the resources in the habitat.
2.A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause change in a habitat
A:Various answers are possible. Encourage the students to think of human behaviour that can cause problems:pollution, land use, hunting, farming, etc.
Step 5 Language points
1.as conj.
When in Rome do as the Romans do.
Do you have to feed plants as you feed chickens
2.take action
I didn't take immediate action.
active adj.
He was active in the 1798 revolution.
3.measure v.&n.
(1)vt.&vi.
We measured the room and found it was 200 feet long and 15 feet wide.
Can you wait till I have finished measuring
(2)n.
An inch is a measure of length.
Step 6 Listening to the tape
Homework
Review words and language points in the text.
Lesson 3
Main points
Words
devote...to...; at present; common; set...free; in the wilds; give a talk; what kind of; explain sth. to sb.; hope&wish; however; one day,some day&another day; stop doing&stop to do...
Difficult points
hope&wish
Teaching procedures
Step 1 Revision
1.check the homework
2.Ask several students to say something about the wildlife endangerment.
Step 2 Word study
Get students to know something about word formation and go over the use.
1.hope&wish
(1)hope
①for+n.
②to do...
③that...
(2)wish
①for+n.
②to do...
③sb./sth.+adj./done/to do...
④sb. sth.
⑤that...
2.stop doing&stop to do
He stopped smoking.(=He didn't smoke any more.)
He stopped to smok.(=He paused and began to smoke.)
Step 3 Grammar
1.Revise the rules for the Direct Speech and Indirect Speech.
2.Practice
(1)Read the news story on P68 in book.Pick out the sertences and then change them into Direct Speech.
(2)Do excercise on P141 in book. Grammar Ex 1.
Homework
1.Go over all words and expressions.
2.Preview: New words and phrases in next part.
Lesson 4
Main points
1.Words
energy; reduce; amount; harmful; material; organize; attractive; be careful with...; throw away; in fact; end up as waste; share; show sth. to sb.
2.Sentence patterns
It is important to do ...
Choose an environmental problem that you think is important.
Teaching porcedures
Step 1 Revision
1.Review the Direct Speech and Indirect Speech.
Change the sentences into Indirect Speech.
2.Make sentences with the following words and expressions.
hope&wish; stop doing&stop to do ; set...free
Step 2 Lead - in
Ss list some ways to protect the environment.
T:There are mays to protect the environment.List some of them.Next we will read a passage to find more ways of protecting environment.
Step 3 Presentation
1.Help the students understand what the passage tells us.
2.Divide the class into groups and discuss to find the answers.
3.Several groups report their answers.
Step 4 Language points
1.It is important to do...
(1)It is+adj./n.+to do sth.
It is wonderful to have a walk in the woods.
(2)It is+adj.+for sb. to do sth.
It was easy for me to answer the question.
(3)It is+adj.+of sb. to do sth.
It's kind of you to think so much of us.
2.show sth. to sb.=show sb. sth.
He showed me a photo of him.
3.be careful with...
be careful with+n.
be careful in+v-ing.
Step 5 Listening
Homework
Revise all the words and expressions in this unit and revise the new words in next unit.Unit 2 English Around the World
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.Unit 20
（一）
　　I. Teaching aims:
　　Talk about humor and comedians
　　Parctise saying tongue twisters
　　Express intentions and plans
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: tape recorder, slides, pictures
　　Step I Warming up
　　■1. Show a Chinese tongue twister to Ss and let them speak out as quickly as possible.(slide show)
　　“四是四，十是十；十四是十四，四十是四十；谁要把十四说成四十，我就打 他十四；谁要把四十说成十四，我就打他四十。”
　　T: “In fact, not only are there many Chinese tongue twisters, but also there are many English tongue twisters. ” let Ss read the following tongue twister as quickly as possible.
　　1. She sells sea shells on the seashore. The seashells she sells are seashells she is sure.　　2. There those thousand thinkers were thinking how did the other three thieves go through. 　　3. Picky people pick Peter Pan Peanut Butter. Peter Pan Peanut is the peanut picky people pick.　　4. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.　　5. I thought a thought. But the thought I thought wasn't the thought I thought I thought. If the thought I thought I thought had been the thought I thought, I wouldn't have thought so much.
　　T say: “ It is difficult for people to say the sentence without making errors, these types of sentences are called tongues twisters. Tongue twisters are also difficult for native speakers. It can be fun to practise a few and try to see who can say them fastest.”
　　Step II Listening
　　1. Make story
　　let Ss look at the following pictures and make a interesting story by themselves.
　　■ 2. let Ss listen to the tape the first time, without taking notes. Make sure they understand all the words before listening. Then, ask them to finish Exercise 1.
　　■ 3. let Ss listen to the tape again and ask them to finish Exercise 2. Then play the tape again to help them finish the Exercise 2
　　■ 4. If time permitted, teacher can get Ss to listen another listening text and do some exercises.
　　■ 5. If time permitted, teacher get Ss to finish the exercises in Workbook/ Listening (page 113)
　　Step III. Speaking
　　■ 1. T asks: “Do you like to watch comedies or crosstalk shows ”
　　“ Which comedies, little sketches, or crosstalk shows do you like best ”
　　“ Who is your favourite comedian Why do you like him/ her ”
　　2. let Ss read the dialogue in the book , then play the tape and let them follow it. If possible, let Ss act it out.
　　3. let Ss work in pairs, one act as a journalist and the other act as a circus clown and let them make a similar dialogue about interview between journalist and circus, then let Ss act it out in the class.
　　■ 4. Talking (Workbook, page 108)
　　Ask Ss to look at the pictures, explain what is happening and say whether they think the situations are funny or not.
　　Step IV. Summary
　　Teacher explain some language points in the book
　　Make sb. laugh
　　Act the role of
　　Tongue twister
　　Bitter
　　Couple/ a couple of
　　Intend to
（二）
　　I. Teaching aims:
　　Talk about humor and comedians
　　Parctise saying tongue twisters
　　Express intentions and plans
　　Learn the text “Laughing matter”
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: tape recorder, pictures, slides
　　Step 1 Pre-reading
　　■ 1. show some pictures to Ss :
　　T asks: “Do you know these people ”

　　　Charlie Chaplin Feng Gong 　 Mr. Bean
　　Dashan Zhao Benshan Dustin Hoffman Ma Ji
　　Step II. Reading
　　■ 1.Skimming
　　let Ss answer the following questions:
　　Why are some of Shakespeare’s comedies not so funny for us
　　(Some of Shakespeare’s plays are not so funny for us because we don’t understand the language and word play that Shakespeare used.)
　　How long has the tradition of crosstalk existed in China
　　(the tradition of crosstalk has existed in China for more than 2,000 years)
　　■ 2. Scanning
　　let Ss read the text again and give three examples of techniques that writers of comedies often use to make people laugh.
　　1. _____________ 2. _______________ 3. _________________
　　(keys: cross-dressing; stereotypes; word play)
　　■ 3. Listening
　　Let Ss listen to the tape and follow it.
　　Step IV Post-reading
　　1. Pair work let Ss describe a clown in their own words.
　　2. Discussion compare Western and Chinese comedy shows. What do they have in common How are they different
　　3. Exercise finish the exercise 2 in Studentbook, page 53
　　Step V. Language points and useful expressions
　　 make funny
　　 be famous for
　　 make fun of
　　 It sounds funny to…
　　 not at all
　　 make-up
　　 act out
　　 have in common with
　　 date back to
　　 a flow of
　　 make use of
　　教案点评：
　　根据新教材中的以阅读为主的教学环节所设计的一课时/两课时教案。本课阅读课的目的是让学生通过阅读英语材料，掌握实验步骤，领悟严谨的科学精神财富，体验英语语言、问题，学习灵活使用语言结构。
　　这个教学过程主要分四个教学步骤：pre-reading,reading,post-reading,language points。
　　pre-reading：在阅读课文之前，教师可适当的讲解与本单元有关的背景知识,运用图片向学生介绍国内外著名的喜剧演员，通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构，从不同的角度，引导学生对课文内容进行预测和讨论。
　　reading：课文分三个步骤：掠读（skimming），即带着某个问题进行搜索式阅读，这样能培养学生捕捉关键句的能力；略读(skipping)，即教师指导学生通读全文，理解课文大意，培养学生发现文章或段落的主题句及概括大意的能力；听读(listening)，即加深对课文理解。
　　post-reading：教师通过让学生完成课堂练习，加深学生对课文内容的理解。教师开展课堂小组活动，诱发学生的参与积极性，培养学生辩证的看待事物的能力，锻炼他们说话的条理性和逻辑性。
　　language points:教师点评课文中的知识点。
　　通过以上个步骤的训练，学生对课文理解得比较深刻，同时也掌握了文中的语言知识。Unit 4
Teaching Aims and Demands
Words and Phrases
Four Skills: 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.Teaching Plan
Period 1 Warming up & Listening
Learning Aims
1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.
2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.
3.To train the students’ ability of listening for information.
Learning Procedures
Step 1 Warming up
Today, we are going to talk something about the subjects you are learning.
Q1: How many subjects are you learning now
Q2: What are the subjects in which you learn science Is it easy for you to learn them
1). Group work
Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science ”, and the other “How are you learning these subjects ” Write down the result of the discussion in a card, and choose the best member to do the report.
2). Class work
Enjoy some pictures about the facilities in labs and students doing experiments in labs.
Q: Which subjects are connected with these pictures Do you often do experiments in the lab
Step2 Pre-listening
1).Group work
Is it necessary for you to do experiments in the lab List the reasons in the card and see which group can find more.
2).Class work
Do you still remember what your teacher often remind you before, when and after you do an experiment Divide the whole into several groups to have a competition in class and see which group will win the game.
Step 3 Listening
1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.
2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.
3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.
DOS DON’TS
Follow / teacher’s /instructions Don’t come into / without …
Be careful about / when… Don’t touch… / unless…
Always listen carefully to… Don’t throw… / unless…
Clean…away and leave …clean and neat Don’t forget to…
You should tie…up Never put / nose directly into…
Remember that… Never put /fingers into/ and taste…
Make sure that…
Step 4 Post-listening
1). Group work
List what you can do and can’t do in a lab as much as possible in groups.
2). Individual work
Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.
3). Group work
Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.
Homework:
Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.
Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.
Period 2 Speaking
Learning Aims
1. To learn to cooperate with partners to analysis a problem in different views.
2. Enable students to describe the advantages and disadvantages of something in specific words.
Learning Procedures
Step 1 Warming-up
Daily report
1). Class work
Watch a video about the successful launch of ShenZhou V manned space flight in China.
Nowadays, more and more new inventions and discoveries are made all over the world.
2). Brainstorming
List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.
Step 2 Pre-speaking
1). Pair work
Read the dialogue aloud to finish the following form:
inventions advantages disadvantages
Maglev train
2). Group work
Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.
Advantages Disadvantages
It’s good for… It is too expensive
It can help… It is dangerous to…
It is important for… It is unnecessary to..
It brings people… Some people will use it for…
It doesn’t pollute… It is bad / or harmful for…
Step 3 While speaking
1). Group work
Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.
2). Pair work
Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.
Step 4 Post-speaking
1). Debate
The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world
Divide the whole class into two groups to have a debate and see which group will perform better.
2). Imagination
If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover And why do you think so
Homework:
Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.
Compute
A compute is a machine. A computer is interesting.
A machine is useful. I can study a computer.
I can use it.
Who made it Humans being made it.
I am a human being. am warm. I am wise.
I have empathies for animals and people.
I conductor a computer. A computer does not conductor me.
Task 2 Find out one interesting story about some famous scientists and retell it in your own words.
Period 3 & 4 Reading
Learning Aims
1. To get to know something about the story of famous scientists.
2. Enable students to understand the given material better using different reading skills.
3. To have a better understanding about the importance of experiments in science.
Learning Procedures
Step 1 Warming up
Daily report: Share your poems with the other students.
1). Group competition
In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.
Physics chemistry medicine biology
2). Group work
A match competition. Match Column B with Column A correctly.
Column A Column B
Alexander Bell the Theory of Relativity
Thomas Edison the first telephone
Wright Brothers the electric lamp
Madame Curie black holes in Universe
Heinrich Dreser electricity
Franklin the first plane
Steven Hawking the Theory of Gravity
Elbert Einstein Radium
Isaac Newton aspirin
3) Class work
Q1. Is it easy for the scientists to make these inventions and discoveries
Q2. How could they succeed in their research
It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.
Step 2 Reading
1). Individual work
Skimming: Read the material fast to find out the right picture about Franklin’s experiment.
2). Individual work
Scanning: Listen to the tape part by part to find out the topic for each one.
Para 1-3 the description of the experiment
Para 4 the equipment of the experiment
Para 5-6 the steps of the experiment
Listen with the questions below:
(1). Why did Franklin do this experiment
(2). Was the experiment successful
(3). What were needed when it was being done
(4). How many steps were mentioned
(5). What should be paid great attentions to when it was being done
Step 3 Acting
1). Class work
With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.
2). Individual work
After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.
Step4 Further understanding
1). Pair work
Read through the passage to fill in the blanks in the form in pairs.
equipment usage
a kite
a key
a condenser
a sharp metal
strings
a silk ribbon
2). Class work
Listen to some sentences to judge whether they are true or false.
(1). In 1752 scientists already knew what electricity is.
(2). Franklin was helped by a friend to do the experiment.
(3). Franklin made the kite of silk because wet silk does not conduct electricity.
(4). A condenser was used in the experiment to store electricity.
(5). The key tied to the string was put into the door to stop the kite from flying away.
(6). The experiment can be done at any time.
(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.
Step 5 Post-reading
1). Pair work
Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.
2). Group work
Discuss the following questions in groups:
(1). Why did Franklin do his experiment with a kite
(2). Why the kite made of silk is better than the one made of paper
(3). Is it dangerous for Franklin to do the experiment Why do think so
(4). What can you learn from the experiment and also Franklin
Step 6 Oral practice
1). Individual work
After you read the interesting experiment of Franklin, do you think of one of your own experiments Is it a very successful one And what do you learn after you do the experiment Tell the story to your group members, and then choose the best one to share it with the whole class.
2). Class work
During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.
Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.
Step 7 Watching, reading and thinking
1). Class work
The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.
Q: Does the mixture taste good Why do you have a different taste from mine
2). Individual work
Read the passage titled “Look carefully and Learn” to find out the reason.
Q 1: What do you learn after you read such a story
Q 2: Do you think what is the most important when you are doing an experiment in the lab
Q 3: If you want to be a scientist, what do you think are the most important qualities
Homework:
Read the following passage with the questions below.
Flossie Wong-Staal
An interview with Emilio Alvarez and Ann Crystal Angeles
Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).
Emilio: How did you decide that you wanted to become scientist
Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.
Emilio: What was your high school like
Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.
Anne Crystal: Would you explain your research
Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.
Anne Crystal: Do you always enjoy your job in the laboratory
Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.
Anne Crystal: What would you tell students who would like to become research scientists
Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !
1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.
1. Look back over the reading to find the following information:
(1). Where Wong-Staal was born: (2). What she is studying in her research:
(3). What she was the first person to do:
(4). This article is primarily about______________.
A. the scientist Wong- Staal B. making an AIDS vaccine
C. preventing the spread of disease
(5). Which question is NOT answered in the reading
A. What college did Wong- Staal attend B. What type of biology did she specialize in
C. Where does she work now
(6). You can infer that Wong- Staal
A. didn’t want to become a scientist B. is happy she becomes a research scientist
C. plans to retire soon
2. Write about the following two questions in your journal.
(1). Wong- Staal says that there are frustrations in research. What do you think she means What frustrations might there be in doing research How would you deal with these frustrations
(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students Why or why not
Period 5 Language study
Learning Aims
Enable students to have a better knowledge of the rules of word-formation.
Learning Procedures
Step 1 Warming up
Daily report: Show your opinions about the two problems mentioned in the reading passage.
Individual work
Show a tongue twister to students:
If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring Or does he doctor the doctor the way the doctor who doctors doctors
Practise the tongue twister for some times and see who can say it correctly and fast.
Q: Do all “doctors” in this sentence have the same meaning
Conclusion: The meaning of the same word varies in different sentences and so does the gender.
Step 2 Reading and thinking
1). Pair work
Read the following sentences to distinguish the different meanings of the same word.
How much do you charge for repairing my CD player
The frightened animal charged into the toy shop.
It usually takes one hour to get my call phone fully charged.
The man was charged for being irresponsible for the job in the court.
We gave her the charge of the house when we were away for holiday.
What is the charge for using the hall
The guide conducted the tourists around the museum.
How well does this material conduct electricity or heat
The concert on this Saturday evening will be conducted by a world famous conductor.
The teacher scolded him because of his bad conduct.
The manager conducted the business carefully.
He was surprise to see so many crosses marked in his Maths homework.
This fruit is a cross between an apple an d appear.
The river was too deep to cross.
The two main roads cross in the center of the town.
He crossed his name off the list.
2). Group work
Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.
Step 3 Imagination
Group work
Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.
Step 4 Compound words
Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:
Blackboard is compounded with two words:
Part 1= a kind of deep color Part 2= a piece of thin wood
Show the students the formulation: Part 1 + Part 2 =
1). Class work
The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.
Part 1= part of the body used when we talk Part 2= a round thing to play with
Part 1= water of ten degrees below zero Part 2= medicine to put on your skin
Part 1= a liquid you need to make tea
Part 2= moving in snow with wooden thing tied to your shoes
2). Group work
Discuss to think of some some compound words in groups and then do the same game with the partners.
3) Class work
Have a competition about word guessing and see which team can give the most wonderful performance.
Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.
Step 5 Post-learning
Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.
Homework:
Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.
Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.
Period 6 Integrating skills
Learning Aims
1. Get the students to have reading extension for scientific experiments.
2. Enable students to write an argumentative essay by discussion.
Learning Procedures
Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals.
Q: What do you learn from it
(2). Class work
Enjoy some pictures about animals killed by humans:
Q: Why do people kill so many animals Can it be avoided
(3). Class work
Q: Why do scientists do experiments on animals
What would often be the result Can it be avoided
Step 2 Reading
(1). Individual work
Can scientists make experiments on animals to test new products People have different opinions about the problem. Let’s read such a passage now.
Q: How many questions are mentioned
( Does animals testing work Do people have the right to use animals )
(2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings
Prepare to make a short speech and speak it out.
(3). Group work
As a human being, do you agree with which side A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.
(4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay Discuss in pairs and show the ideas to the class.
(2). Individual work
Read the tips carefully to check if you have the same idea.
Title Choose a clear Pro or Contra animal testing title
Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist
Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2—3 pros.
Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1—2 cons
Conclusion Write what we should do with animals experiments in the future and why.
(3). Individual work
Then Write down your answers to the questions listed in the form one by one.
Why are animals used in the experiments
Are you on which side of them
Which views do you agree with Why
Which views don’t you agree with Why
What other ways can you think of to solve the problem in the future
(4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.
(5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
比较说明常用词语：
similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…
对比说明常用词语：
nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…
举例常用词语：
for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….
表示总结的常用词语：
in a word, generally speaking, in my opinion, to sum up, on the whole ,
Homework:
Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.
Task 2. Fill in the assessment form below:
Self-assessment
Learner log for unit 16 Class Name No:
In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below
1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable
Skills Comfort level
Talk about science and scientists 1 2 3 4 General assessment
Learn how to give instructions 1 2 3 4
Study some rules of word formation 1 2 3 4
Use new words and expressions 1 2 3 4
Learn to write an argumentative essay 1 2 3 4
Reflection
What is the most important thing you have learned in this unit
What do you think you did best in this unit
What do you find the most difficult in this unit
Where do you see the best improvement
Where do you need to work hard
Group assessment
姓 名
小组发言次数
全班发言次数
提出问题个数
解决问题个数
查找资料个数
与人合作次数
总体评价Unit 12 Art and literature
Lesson 1
Main points
1.Words
exhibition; give opinions; show; local
2.Functional items
Making decisions and give opinions
Diffcult points
give opinions
Teaching procedures
Step 1 Lead-in
T: Do you like painting Do you know anything about painting
Ss talk about painting.
Step 2 Warming up
1.Look at the following paintings and match them with the correct painters.
2.Check answers and talk about the pictures and painters.
3.Ask students to discuss the first two questions in pairs.
4.Several pairs report answers.
Step 3 Listening
1.Make sure the students know what to do.
2.Play the tape two or three times as necessary. Pause at important points and give the students help.
3.Check the answers.
Step 4 Speaking
1.Choose one situation and read the instructions.
2.Read the useful expressions for making decisions &giving opinions.
3.Ss work in pairs to make a dialogue.
4.Several pairs act out.
Step 5 Language points
1. opinion n.
in one's opinion
Ep: In my opinion, he has done a very good job.
give/express one's opinion on/upon
Ep: He has given his opinion on this problem.
2. local adj.
the local doctor
locl customs
locl government
Homework
Practise giving opinions and making decisions.
Lesson 2
Main points
1.Words
magic; power; wonder; a series of; treat; in trouble; come across; believe in; habit; welcome; enough; be afraid of; tell &say
2.Sentence patterns
as...as...
Difficult points
be afraid of doing &be afraid to do
speak, tell &say
Teaching procedures
Step 1. Revision
Check the homework.
Step 2. Pre-reading
1.Q: Have you read any of the Harry Potter books or watched the films
A: Any possible answers.
2.Harry Potter has magical powers .Do you know any other heroes who have strange powers
A: Any possible answers.
Step 3. Reading
T: I think you are all interested in stories about magic. Then we'll read a passage about a boy with magic--Harry Potter. Read the text and find answers to the questions.
1.Q:What's Harry's life like before he goes to Hogwarts
A:Unhappy.They treated him badly.
2.Q:What is taught in Hogwarts
A:Witchcraft and wizardy.
Step 4 Post-reading
Ask students to read the text again and answers the following questions.
1.Q:Why is Harry's life miserable before he goes to Hogwarts
A:His parents are dead and the family he is living with treats him badly.
2.Q:What does Harry learn about himself at Hogwarts
A:Harry learns that he needs to be strong/he needs friends/it is difficult to do the right thing/life is more complicated than he thought/...
Then finish Ex 2 on P81 and check answers.
Step 5 Language points
1.magic
adj.
The music is really magic.
n.
Some people still believe in magic.
the magic of great poetry
2.be afraid to do/be afraid of doing
I'm afraid to tell her.
He was afraid of falling into the river.
3.as...as...
It's as cold as ice.
He drove as fast as he could.
Step 6 Listening to the tape
Homework
Recite the text and language points.
Lesson 3
Main points
Words
one after another; go hiking
Difficult points
go+v.-ing
Teaching procedures
Step 1 Revision
1.Check the homework.
2.Ask several students to say something. about music.
Step 2 Grammar
The Non-Restrictive Attibutive Clause
1.Revise the rules.
2.Give the Ss several minutes to do the exercises in pairs orally.
3.Check the answers.
Step 3 Do Ex on P153
Homework
Review the grammar.
Lesson 4
Main points
1.Words
shoulder; whisper; turn around; stupid; compare; announcement; noise,sound&voice; work; open up; each other
2.Sentence patterns
It sounds like...
such...that...
It looked as if...
...not all of them are safe
If only they could find a way to...
He was just about to say something when...
She didn't have time to finish before the wall...
Difficult points
If only...
Teaching procedures
Step 1 Revision
1.Review the grammar.
2.Make sentence with the following words and expressions:
exhibition; wonder; a series of
Step 2 Presentation
In this period we'll read a passage about Harry Porter again.
1.T helps the Ss understand the passage and what to do.
2.Ss write the ending.
3.Several students read their endings and let the Ss choose which is the best.
Step 3 Language points
1.noise, voice &sound
noise: loud and unpleasant sound
Another kind of pollution is noise.
voice: the sound made through the mouth, esp. of human beings ,in speaking or singing.
He shouted at the top of his voice.
sound: the sound of music
2. if only...
If only I had more money, I could buy some new clothes.
If only she would listen to me!
3. turn around=turn round
He turned around to find a policeman following him.
Step 4 Listening
Homework
Revise all the words and expressions in this unit.Unit 17 the great women
（一）
　　I. Teaching aims:
　　Talk about great women.
　　learn how to describe people.
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: tape recorder, pictures, slides
　　Step I Warming up
　　1.T ask Ss: Do you know these women What were their name What were they famous for
　　And then introduce the following women to Ss one by one.
　　
Florence Nightingale 　　 Madame Curie
(弗洛伦斯·南丁格尔) （居里夫人）
　　
Song Qingling Helen Keller
（宋庆龄） （海伦·凯勒）
　　slide show
　　Florence Nightingale
　　Florence Nightingale (May 12, 1820 - August 13, 1910) was the pioneer of modern nursing.
　　Florence Nightingale was born May 12 1820 into an upper-middle class family in Britain. She, like her older sister Parthenope, was named after an Italian city. She rebelled against the expected role for a woman of her status, which was to become an obedient wife. Instead she chose nursing, a career with a poor reputation and filled mostly by poorer women.
　　Madame Curie
　　Marie Curie，an extraordinary woman scientist with extraordinary successes discovered a hidden power from which the world benefits much．
　　During her work, Marie discovered radiation could kill human cells. She reasoned that if it could kill healthy human cells, it could dill diseased human cells and went about isolating radium for use in killing tumors (肿瘤)。
　　She was able to isolate the radioactive source from a mixture called “ pitch -blend”, which was much more powerful. Marie named it radium. For this work, she was given the Nobel prize for Chemistry in 1911.
　　Song Qingling
　　Song Qingling (also known as Mme Soong Qingling, 1890-1981) was born into a rich Christian family which played an important role in Chinese politics in the first half of the 20th century.
　　Although being one of the Vice-Chairpersons of the People's Republic, her influence in political matters was limited. Instead, she busied herself with various welfare activities, ranging from heading the Women's Federation to a number of committees involving (orphaned) children.
　　Helen Keller
　　Helen Adams Keller (1880~1968) is an outstanding example of a person who overcame physical disabilities. A serious illness destroyed her sight and hearing when she was very small. But she rose above (克服) her disabilities to become internationally famous and to help disabled people to live fuller lives. Because of her illness, she was unable to speak and was entirely shut off from the world.
　　2. Discussion
　　let Ss work in pairs and discuss women are able to do more than men or not.
　　Let Ss finish the exercises:
A woman who is admired should…
Women can do ….because…
Women can no do…because…
…
　　Step II. Listening
　　1.T say to S： let us listen to a dialogue. In the dialogue, you will hear a teacher gives instructions to a group of students how to behave in a science lab.
　　2. let Ss listen carefully and remember the safety instructions, and complete the exercise in the book.
　　3. play the tape twice or more, and check the answers with the class.
　　Step III. Speaking
　　1.Ask the students to look at the three photos. And let them describe these women.
　　2. let Ss describe the following women in china.

(Yang Lan) (Gong Li) (Bing xin) （Wang xuan）
　　using the following useful expressions(slide show)
　　She seems to me to be the kind of woman who…
　　The impression she makes on me is…
　　I think she is the kind of person who…
　　She could be …
　　She might…
　　People like her…
　　She looks as if…
　　You can see that…
　　She doesn’t seem…
　　clever, pretty, intelligent, wise, brave, bighearted, generous, beautiful, openhanded(大方的), chipper(爽朗的)…etc.
　　blinkered（心胸狭隘的）, greedy贪婪的, lazy, weak, stupid, unkind, unfriendly, dishonest…etc.
　　3. let Ss work in pairs. Student A thinks of a famous woman. One of the other students begins by asking questions about her. (slide show)
　　Example:
　　A: Is she Chinese B: Yes, she is.
　　A: Is she a famous actress B: No, she isn’t.
　　A: Is she good at sports B: Yes, she is.
　　A: Has she ever been a world champion B: Yes, she has.
　　A: Does she play table tennis B: Yes, she does.
　　A: Is her name Deng Yaping B: Yes, it is.
　　Homework
　　Finish off the exercise “vocabulary” in the Workbook.
（三）
　　I. Teaching aims:
　　Talk about great women.
　　learn grammar: Subject-Verb Agreement.
　　Similar dialogue presentation with new words and expressions used within
　　II. Teaching aids: slides
　　Step I Revision
　　Let Ss retell the story of Helen Thayer’s journey in Antarctica.
　　Step II word study
　　Finish the exercise in Student book, page 32-33.
　　1. She is cheerful today, because she got “A” for her composition.
　　2. He inspires/ inspired many young people to take up sports.
　　3. She is very mean with money. She wouldn’t give a cent to help the poor child.
　　4. The boy told me that his life was so miserable that he decided to run away.
　　5. The man threatened the shop assistant with a knife.
　　6. In winter, many people think it is exciting to ski down mountain slopes.
　　7. She is quite optimistic about her company. She thinks it will become successful soon.
　　8. Suddenly it started to rain. They had to take shelter under a big tree.
　　9. The young pianist who won the first prize in the international competition last year held his first solo performance earlier this week.
　　10. Many countries highly value China’s role in keeping would peace.
　　Step III Practice
　　Let Ss finish the exercises “vocabulary, 2/3” in page 79, Workbook
　　Step IV Grammar
　　在句子中，谓语动词必须在人称和数两方面和它的主语保持一致，这是英语语法中必须遵循的主要原则。
　　主谓一致主要有以下几种情况：
　　1．and连接两个或两个以上单数名词或者代词作主语的时候，谓语动词有以下两种情况：
　　（1）如果指两个或两个以上不同的人或事物的时候，谓语动词用复数。如：
　　He and I are both students of this school. 我和他都是这个学校的学生。
　　（2）但如果连接两个以上的名词指的是同一个人或物，或者指同一概念的时候，谓语要用单数。
　　The singer and dancer is going to give us a performance. 那个歌唱家兼舞蹈演员要给我们一个表演。
　　The knife and fork is on the table. 刀叉在桌子上。
　　2．with，along with，together with，as well as，besides，like，without，except，but，including，如果句子中有这些连接词和主语连用，谓语动词与连接词的一部分保持一致。例如：
　　The teacher, together with his students, is planting trees in the street. 老师和他的学生们正在街道上植树。
　　Mary, like many girls, loves dancing. 玛丽和其他女孩一样喜欢跳舞。
　　No one except（but）me knows about it. 除了我没有人知道这件事情。
　　All the students, including Tom, are leaving. 包括汤姆在内的所有学生都要走了。
　　3．如果主语是不定式，动词ing形式或主语从句的时候，谓语动词用单数。例如：
　　What he is doing seems very important. 他在做的事情看起来是很重要的。
　　Collecting stamps is his hobby. 收集邮票是他的爱好。
　　4．or; either…or；neither…nor；not only…but also在句子中连接主语的时候或者在there be句型中，谓语动词要和较近的主语保持一致。例如：
　　Neither you no I am wrong. 你和我都不对。
　　Not only the students but also the teacher wishes for a holiday. 不但是老师，还有学生们都盼望着假期。
　　5．不定代词all；more；some；any；none作主语，谓语动词视情况而定。
　　All of the apples are rotten. 所有的苹果都烂了。
　　All of the apple is rotten. 整个苹果都烂了。
　　None of the money is left. 没有剩下一点钱。
　　None of the students were there. 没有学生在那里。
　　6．the rest of；half of；part of；majority of；percent of；one third of在句子中加名词作主语的时候，谓语动词与of后面的名词保持一致。例如：
　　Half of the students have finished their composition. 一半的学生已经完成了他们的作文。
　　Half of the apple is bad. 一半的苹果坏了。
　　About 60 percent of the students in our school are boys. 百分之六十的工作已经做完了。
　　7．集合名词作主语，动词可用单数，也可以用复数。主要由句子的意思决定的。强调整体谓语动词用单数。这一类常见的集合名词有people，public，family，class，crowd，population，team，group。例如：
　　His family is going outing. 他们全家要外出旅游。
　　His family are all music lovers. 他们全家人都是音乐爱好者。
　　8．复合不定代词作主语，谓语动词要用单数。
　　Someone is asking for you. 有人找你。
　　Nothing is found in the room. 在屋子里什么也没找到。
　　9．有些名词的单数和复数形式一样，作主语的时候，其谓语动词由上下文决定，这一类名词有：means，works，deer，fish，sheep，Chinese，Japanese等。
　　Not every means is useful. 不是每种方法都好使。
　　Not all means are useful. 不是所有的方法都好使。
　　10．every…and every…；each…and each…；no…and no…在以上短语中and连接的单数名词，整个短语在句中作主语时，谓语动词常使用单数。
　　Every boy and every girl in the class is diligent. 班级中的每个男孩女孩都很用功。
　　No sound and no voice is heard. 听不到任何声音。
　　11．many a，more than one，one and a half与单数名词组成的短语，谓语也用单数。
　　Many a boy has seen it. 许多孩子都看到了。
　　12．表示时间，距离，价格，度量衡等的复数名词作主语时，谓语动词常用单数。
　　Thirty years is not a long time.
　　Step V Exercises
　　let Ss finish the exercises ‘grammar, 1,2 and 3’in Workbook, page 98-99
　　Homework
　　Finish off the exercises in Workbook
（四）
　　Teaching aims:
　　Talk about great women.
　　learn how to describe people.
　　Similar dialogue presentation with new words and expressions used within
　　Step I Lead-in
　　T say: As we have seen, women often experience more difficulty reaching high positions. In America and many other places it is even more difficult when people are coloured. In addition to that, people from poor, remote areas or small villages and towns also often have more difficulty in going to good schools and finding good jobs than people who have grown up in bigger cities.
　　T ask Ss: have you heard Oprah Winfrey (show some pictures to Ss)She is a black woman who has been very successful in her life. She is a famous Talk-show compere in America.

　　Step II Background
　　T introduce the background of Oprah Winfrey (slide show)　　
Oprah Winfrey
She is a black woman. In her youth her family was very poor. She came from a small village in the US. Despite difficulties in her life, she worked hard and went on without giving up hope. Eventually, she earned a scholarship that allowed her to go to university. At university she continued working hard on her studies while at the same time working part-time to make money and get work experience. Her life-long efforts and hard work made Oprah Winfrey successful at her career in the media and in the USA she is now the Number One TV personality.Step III Reading
　　★ Let Ss read the passage carefully and let them discuss the following questions:
　　① What examples does the author use to support his opinions about Oprah Winfrey and her TV show
　　② What do you think is needed in order to be a successful woman
　　Step III Writing
　　T say : you can write a letter to pop singers and film actors and actresses. It is also possible to write fan letters to political leaders, writers, artists, sportsmen and women, and scientists. The only thing important thing is that these people should still be alive.
　　Check Ss’s composition in class.
　　Show a sample fan letter to Ss to read.
　　Step IV Checkpoint
　　Revise the useful expressions , language points and grammar in this unit
　　Step V Exercise
　　Finish off all the exercise in the Workbook.Unit 6 Good manners
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
3. 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.Unit 15 The necklace
Teaching Aims and Demands
Words and Phrases
Four Skills: dormitory explain recognise continue call on lovely bring back day and night pay off at most debt precious positive attend earn act out besides
Three Skills: surely ball lecture silly author outline quality
Spoken English:
Ask for permission
Could we/I …
May/can I …
Shall we …
Is it possible…
Do you mind…
Talk about possibilies
It can’t be …
It could …
HE might …
They must …
Grammar:
Use the modal verbs must, can/could, may/might
Certain possible impossible
He must /could/may/might can’t be working.
He must /could/may/might can’t be American.
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 the necklace, through which the students may get educated.
(2) Learn about communication skills, such as, asking for permission, ask about possibilities.
Important points: to get the students to receive the education morally.
Difficult points: to fell the real meaning of the modal verbs.
Teaching aids: Computer, tape-recorder
Way of Teaching: 交际法教学
Lesson1
Step 1 Presentation
If possible, it may be better to have a class, in which we can show a great drama to get the students mentally prepared for the coming class.
Step 2 Warming Up
First, ask the students to look at the pictures and describe what they think is happening in their own words. It is better to ask the students to act it out.
Step 3 Listening
Have a short listening test as shown in the students books and check the answers.
Step 4 Acting
(1) First divide the students into several groups. And then let them choose their favorite title.
(2) Read the short play one by one so as to better understand the play.
(3) Give the students several minutes to prepare for the play.
(4) At last act it out.
Step 5 Homework
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
First, introduce the general idea of the novel to the students as well as the writer.
Step 3 Reading
Get the students to read the play on scene by one scene and answer some questions in order to help the students to fully understand what the play is about.
Scene one
1. Why didn’t Jeanne recognize Mathilde at first
2. What was the life Mathilde lived in the past ten years like
3. Why did Mathilde borrow a necklace from her friend
4. Where was Pierre Loisel working
5. Why had she been working very hard
Scene two
1. How did Mathilde feel when her husband told her the good news
2. Why was Mathilde worried
3. How much did her dress cost her
4. What else did she want to wear
5. What did Pierre suggest
6. What did they decide to do Why
7. When did Mathilde decide to see her friend
Scene three
1. What kind of necklace did she get
2. How did they enjoy the ball at the palace？
3. What happened on their way home after the ball
4. What did they do for Jeanne
5. How much did the diamond necklace cost
6. What did they do in order to pay back the debt
Step 4 Language points
Explain the language points in the text. ( I think it is better to explain the language after the understanding of the text so the students will get a whole story.)
1) after all
2) marry/be married (to)/ get married (to)
3) call on sb call at sp visit/sb./sp pay a visit to sb./sp. drop in on /at
4) pay back 偿还 pay off 还清/pay for
5) worth/wothy
This VCD is worth 1,000 yuan..
What you said is worth considering
Step 5 Homework
Read the text again and fill in the blanks in the exerciseto understand it better.
Pierre Loisel used to work ________ a government office. One day he and his wife Mathilde received an invitation____ __ a ball __ ___the palace. Mathilde spent 400 francs ______ a new dress but had no more money ____ jewllery. She borrowed a beautiful necklace ____her friend Jeanne. The couple had a very good time in the palace. But____ __ the ball Mathilde found the necklace missing. They borrowed money t buy a diamond necklace __ Jeanne. The necklace that looked exactly___ __ Jeanne's cost them 36,000 francs. __ they returned the necklace, they had to work day and night __ ten years to pay back the money they had borrowed. _______ Mathilde met Jeanne again, she had changed so much her friend could not recognize her. She did not know__________ then that the necklace she borrowed was not made ________ diamonds. It was worth 500 francs______ the most
Lesson 3
Step 1.Revision
Check the home work and ask the students to retell the play in their own words.
Step 2 Word Study
Check the exercise about words on P14.
Step 3 Grammar
List all the modal verbs that we are going to learn. Then
Step 4 Practice
Use the exercise on P14 as to check if the students has really understand the use of the modal verb.
Step 5 Workbook
Check the exercises in the workbook.
Step 6 Homework
Lesson 4
Step 1 Revision
Check the homework by doing exercise 1 in part Grammar in the workbook..
Step 2 Reading
Ask the students to read the dialogue on P15-16.
Step 4 Discussion
Use the questions on P16 so as to understand what is a play.
Step 5 Writing
Then, according to what they have just discussed ask the students to write a short play.
Step 6 Homework
Read your play to your families.Unit 7
Teaching Aims and Demands
Words and Phrases
Four Skills: cultural represent ruin burn unite period stone damage ancient project official population breath limit sincerely
Three Skills: Pyramid include restore rebuild beauty photograph portrait recreate artist vase brick cave carbon
Spoken English:
1. Giving advice & Make suggestions
What shall we … Maybe we could …
Shall we … I’d like to …
Can’t we … What/how about …
Should we … Why don’t you …
Let’s … Why not …
Grammar: The passive Voice
1. 描述事物已经受到某种影响或某种处理——使用现在完成时被动语态。例如：
Now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
2. 描述人物已经被动地接受某种行为或某种处理——使用现在完成时被动语态。例如：
The sick woman has been sent to hospital, and now you can’t visit her.
Jack has been told about it, so you needn’t call him up.
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 cultural relics and finish the relative exercises and writing tasks, like write a report on the world’s cultural relics, write a brief introduction of my hometown.
Important points: The use of the Passive Voice
The cultural differences
Difficult points: Use of the Passive Voice
Teaching aids: Computer, tape-recorder
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Get the students to look at the pictures in their books: a pyramid in Egypt, the Great Wall in China, and Stonehenge in England. Ask the students to name more sites like these and ask what they have in common.
The answers may be: The pyramids, the Great Wall, the Stonehenge are not only the great places of interest but also the symbols of their countries and their cultures.
Step 2 Listening
First go through the listening part together with the students. Get the students to know what they are going to do.
Name of the site Why is it important What is being done to protect it
1
2
3
Step 3 Speaking
First get the students to know what they are going to do. Then explain that a “culture capsule” – an imaginary large box – will be sent into space. Ask the students to decide what objects to put in the box. The object should help whoever finds the box understand what and who human beings are. Students can work in pairs or groups. They have to decide what to put in the box and explain why they have chosen them. I.e. how the objects will help explain who we are and how we live.
Help the students to decide they want to put in the box and list the reason .
Step 4 Home work
Fish the exercise in the talking part in their workbooks.
Lesson 2
Step 1Revision and Introduction
Go over the homework.
List some cities like Beijing, Paris, Chang’an, Rome, then ask the students to discuss these questions with their partners.
1. Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great
2. What are your favourite cities Why
3. What cultural relics are there in the place where you live How important are they
Step 2 Fast-reading
First give a brief introduction of the text A City of Heroes.
Read the text fast and tell the following sentences true of false:
1. ( ) The city of St Petersburg was rebuilt by Peter the great.
2. ( ) The Germans attacked St Petersburg a hundred years ago.
3. ( ) A portrait of Peter the Great was destroyed by the Germans.
4. ( ) It was difficult for people to rebuild the old palaces.
5. ( ) Workers and painters used old photographs to help them rebuild the city.
6. ( ) St Petersburg will never be as beautiful as it was before.
The answers are: True: 3 4 5. False: 1 2 6.
Step 3 Carefully-reading
First tell the main idea of each paragraph.
Paragraph 1 St Petersburg lies on the banks of the river Lena in Russia. More than three hundred years ago, The Russian Czar, Peter the Great, built a new capital here. Peter the Great was a strong and proud man, and the city reflects his personality.
Paragraph 2 St Petersburg has been the center of many important historical events. These events are the reason why the city has become such an important part of Russian culture and history. The people of St Petersburg fought hard against the Nazis during World War II and were determined to rebuild the city when the Nazis had left it in ruins.
Paragraph 3 Rebuilding the great city was difficult, but the people of St Petersburg succeeded. Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former glory.
Paragraph 4 The people of St Petersburg are heroes because they managed to rebuild the city, proving that they are at least as great as Czar Peter.
Step 4 Retelling
Retell the text according to the above main ideas.
Step 5 Homework
Finish the exercise in the Post-reading Part on p46.
Find the sentences using the Present perfect passive Voice.
Lesson 3
Step 1 Revision
Check the homework..
Step 2 Word-study
Fill in the blanks with the proper words or phrases.
Step 3 Grammar
First list some sentences that are used in the Present Perfect Passive Voice.
1. It is true that many of the world’s greatest cities have been built on the banks of a river.
2. Many great palaces were built during his lifetime.
3. Building were destroyed, and paintings and …
4. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.
5. now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
6. Old paintings, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
Then ask the students to find the formation of the Present Perfect Passive Voice:
Be + pp → have/has been + pp
Step 4 Consolidation
Ask the students to finish the exercises 1-2 in part 1.
Step 5 Homework
Finish the exercise 2 in their workbooks.
Lesson 4
Step 1 Revision
Check the homework.
Step 2 Reading
Ask the students to read the passage in the Integrating Skills part. And they should find the way of a passage formation ---
That is how the passage is structured. The tips in their books may be used as a guide when they are reading.
Step 3 Writing
Ask the students to try to make their writing first orally. In the same while, ask several students to read their passage out and find the place where it may be written in other better way. Then show the students a sample writing and analysis the good of the passage.
Step 4 Homework
Leave the exercise of writing in their workbooks as the homework.Unit 8 Sports
Period 1
Main points
1.Words
stand for; well-known; host; shooting; interest; test; examine✓ match; sport; congratulation; fill in; information; while; beat&win
2.Sentence patterns
would rather…
be worth…
prefer…to…
3.Functional item
talk about interests&hobbies
Difficult points
would rather…
prefer…to…
Teaching procedures
Step 1 lead-in
Ss : talk about sports
T : Do you like sports What sports do you know
How much do you know about the Olympic Games
Many of you are sports fans.And we all know China will host the Olympics in 2008.Next I will give you a quiz to see which of you knows most about the Olympics.
Step 2 Warming up
1.Ss finish the multiple choices in given time.
2.Check the answers
Step 3 Listening
T : Most sports fans like to listen to sports news.How about you Next you’ll listen to three sports reports.
1.Go through each task and understand what to do.
2.Play the tape two or three times as necessary.Pause at important points and give the students help as necessary.
3.Let the Ss discuss in pairs and then check the answers.
Steps 4 Speaking
1.Go over the useful expressions listed.T asks and Ss answers.
2.Ss practice asking and answering in pairs.
3.Set an example of an interview.
4.Ss practice in groups of 4.Using the expressions.
Step 5 Language points
1.would rather
(1)+do (d’rather do)
EP:He said he would rather play football.
I’d rather stay here with you.
(2)+not do sth
EP:He would rather not listen to jazz.
2.Prefer to do rather than do
EP：I prefer to write to her rather than telephone her.
I prefer to stay at home rather than go out.
Homework :Review useful expressions and practice.
Period 2
Main points
1.Words
take part in; competitor; rank; prtpare; every 4 years; in modern times; further&farther; event; history-making; make change; whole&all; honour.
2.Sentence patterns
…the same as…
following…
Difficult points
…the same as…
every 4 years
Teaching procedures
Step 1 Recision
Ask students to talk about interests and hobbies.
Step 2 Pre-reading
1.T:Which sport event do you like to watch most Why
2.T:Are the Olympic Games important to our society Why or why not
Possible answer:Yes,they are important.It is an opportunity to show how strong you country is and how much the people in your coutry love sports.
Step 3 Reading
Today we are going to learn more about the Olympic.Ask students to read quickly in silence and find the answer to the following question.
Q :Which would be another title for the text
A .The Summer Olympic Games
B .The Winter Olympic Games
C. The World’s Greatest Sports Games
D. A Great Victory for China (c)
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.How have the Olympic Games changed since the old Olympic Games were held in ancient Greece
A :The Olympics have changed in many ways.Many sports are the same,but new sports have been added.Women are now allowed to take part in the Games.In 2000,over 10,000 athletes form 227 countries participated in the Olympics.
2. What will be done in preparation for the 2008 Olympics in Beijing
A :New buildings and sports venues will be built,more trees will be planted and new roads will be built.
Step 5 Language points
1.take part in; join in; attend
(1) John takes part in many school activities. He takes an active part in politics.
(2) Join in sth./join sb in sth.
All the family join me in wishing you a happy future.
(3) attend a meeting;
attend the concert ;
attend a class
2 .in modern times time pl.
Times have changed,and we shouldn’t fall behind them.It is the fastest computer of modern times.
3. the same as…
The jacket is the same as mine.
She goes to the same university as her father did.
Step 6 Listening to the tape
Homework:Review words and language points in the text.
Period 3
Revision
Ask several students to say something about what he will do for the 2008 Olympics.
Grammar : The Future Passive Voice
1. Structure:will+be+v.-ed
2. Model-making
T:The classroom is very dirty.I will clean it.So it will be cleaned.
3. Drill&practice
Do exercise on P54-55 in book.Grammar Ex 1.
Homework :Ex 2 on P55.
Period 4
Main points
1.Words
height; point; skill; facial; live; live his dream; speed
2.Sentence patterns
more than
Difficult points
more than
Theaching procedures
Step 1 Recision
Review the structure of the future passive voice.
Step 2 Lead-in
Ss talk about their favorite sports stars.
You have your favorite sports stars.Would you like to know something about Yao Ming.
In this period,we’ll read the profile of Yao Ming.
Step 3 Ask students to read the profile and make a summary.
Step 4 Teach students how to read and write a profile.
Step 5 Language points
1. height n.
What is its height (What height is it )
It has a height of 5cm,a length of 10cm and a width of 4cm.
2. more than
We were more than happy to hear of your success.
He is more than our teacher.He is also our best friend.
Step 6 Listening
Homework : Revise all the words and expressions in this unit.Unit 3 Going places
Teaching Aims and Demands
Words and Phrases
Four Skills: 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
Three Skills: 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 13 Healthy eating
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you /What’s the matter with you
Lie down and let me examine you.
Let me have a look.
Where does it hurt
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
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 healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat
(What kinds of nutrients that the food contain.)
3.What made our eating habit changing
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into
(Three parts.)
What’s the main idea of each part
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato
What does one have to pay special attention to in order to keep healthy (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.Unit 14 Festival
Lesson 1
Warming up， listening and speaking
Step1 Lead – in
Talk about the Spring Festival with students
Step2 Warming up
Part 1 and 2
Step3 Listening
First, talk about the pictures about three festivals. Then look at the exercises and listen to the tape. Listen for three times.
Step4 Speaking
From listening, we have learned a lot about foreign festivals. Now let’s talk about some other holidays. You can work in groups of four, and you can use the useful expressions on Page 10.
Step4 Homework
Write a passage “How I spent the Spring Festival”.
Lesson 2
Reading
Step1.lead-in
We have learned something about some foreign festivals.
Today we are going to read about another festivals ----Kwanzaa.
Step2.Fast---reading
Read the passage fast to find the main idea of it , which is the main idea of the passage (c)
A How Karenga created Kwanzaa.
B What are the seven principle of Kwanzaa.
C Why Karenga created Kwanzaa.
D How Karenga got the idea of creating Kwanzaa.
Step3.True or False
Exx on Page 11
Step4.careful ---reading
Read the passage carefully to finish the following exercise .
1. Which of the following is not true according to the test
A Kwanzaa is a young holiday .
B The word Kwanzaa means first fruit in Swahili.
C Dr Karenga created Kwanzaa to celebrate American culture and history .
Dkwanzaa is based on old African festivals .
2. The celibration of Kwanzaa lasts _______(A)
A 7days B 5days C 6days D11days
3. Why did Dr.Karenge creat the festival (B)
A. Because there was no festival in Africa.
B. The African history and culture can be kept alive in African –Americans.
C. Because he thought African festivals were better than American ones. D. He wanted to be remembered by African .
4. From the test we can draw a conclusion that ______(B)
A. the African-Americans don’t like Kwanzaa at all
B. the African-Americans have a strong feeling for their own history and culture
C. Kwanzaa is celebrated from December 26 to January.
D. Kwanzaa was created to celebrate the African culture and history
Step 5. Listening
Listen to the tape, let the ss pay attention to the pronunciation, stress and intonation.
Step 6. Language points
2. dress up. 盛装，打扮
dress up in… 穿…衣服，打扮
dress up as… 打扮成
eg. You don’t need to dress up for this dinner
I just love the fun of dressing up in ancient clothing.
The little girl dressed herself up as an angel.
4. would 可作情态动词，“过去常常做…”
eg. He would sit for hours day dreaming.
When I was a child, I would get up early.
Homework:
1.Recite the language points
2.Read the text
Lesson 3
Language study
Step1. Revision
Translate some important sentences in the text
Step2. Word study
First let the Ss do the exercise
Then check the answers
Step3. Grammar
First. explain the usages of the modal verbs___ must, have to, have got to
Then do Ex2 on pages 13,ex1 on page 74
Homework:
Revise the usages of the modal verbs
Lesson 4
Integrating skills
Step1. Fast-reading
Ask the Ss to read the four holidays and find out which one is the least important. ( April Fool’s Day )
Step2. Careful-reading
Read the passage carefully to finish the exercise
1. which of the following is true according to the text (D)
A. “Day of the Dead” is an American festival.
B. People often feel sad when they celebrate “ Day of the Dead”
C. “April Fool’s Day” falls on the 1st day of spring.
D. “ Earth Day” reminds us to value our world.
2. which of the festival is to celebrate the memory of a great person (B)
E. Earth Day
F. Martin Luther King , Jr day.
G. Day of the Dead .
H. April Fool’s Day.
3. The best title for the text is ______.
A. some Festivals celebrated in the world.
B. Celebration of life..
C. Celebration of Great Persons.
D. Celebration of Both the living and the dead.
Step3. Listening
Listen to the tape
Step4. Language points
1. care about 关心, 为…担心
care for 想, 喜欢
eg. She thinks only of herself ; she doesn’t care about other people.
Would you care for some tea
2. play tricks on
play a trick on
eg. That was an unfair trick to play on her.
He was always playing tricks on others.
3. take in
eg. Please take the washing in, if it rains.
They took her in for a week.
She didn’t take in what I said.
Step5. Writing
Write a short description of the Spring Festival.
Homework:
Finish the writing.Unit 21　Body language
Ⅰ.Teaching Goals:
1.Talk about body language.
2.Describe gestures and facial expressions.
3.Practise making offers and requests.
4.Learn to use the “-ing” form(2):used as a noun.
5.Write a narrative.
Ⅱ.Teaching Time:
Four periods
Ⅲ.Background Information:
1.Body Distance
Unconsciously,we all keep a comfortable distance around us when we interact with other people.This space between another person and us forms invisible walls.
The amount of space changes depending on the nature of the relationship.For example,we are usually more comfortable standing close to family members than to strangers.Personality also determines the size of the area with which we are comfortable when talking to people.Introverts often prefer to interact with others at a greater distance than do extroverts.Cultural styles are important too.A Japanese employer and employee usually stand farther apart while talking than do an American employer and an employee.Latin Americans and Arabs tend to stand closer than Americans do when talking.For Americans,the usual distance in social conversation ranges from about an arm's length to four feet.Less space in the American culture may be association with either greater intimacy or aggressive behavior.Americans will say,“Excuse me”,even for the slightest accidental touching of another person.This tells us how uncomfortable Americans are if people get too close.
Help:
①unconsciously adv. 无意识地
②interact with 原意“相互作用”，此句中可译成“相处”
③invisible adj.看不见的，无形的
④nature n.性质、本质
⑤personality n.个性
⑥determine v.决定着
⑦introvert n.性格内向的人
⑧extrovert n.性格外向的人
⑨cultural styles 文化风格
⑩Latin Americans and Arabs 拉丁美洲的人和阿拉伯人
tend to 倾向于
range v.范围是
be associated with 与……相联系
intimacy n.亲密
aggressive adj.有攻击性的
behavior n.行为，举止
accidental adj.意外的
2.Making a Gesture
As special body movement can carry meaning,gestures are important parts of nonverbal communication.Some gestures have come to be accepted in general as having the similar meanings,such as a handshake is the most common gesture that goes with a greeting,waving an outstretched(伸出的) hand with open palm is the gesture for ‘goodbye’ and so on.
Here are some gestures that are widely used in the English-speaking countries and certain other countries or places.Do you know the meaning of these gestures
The gestures which would be understood by speakers of English are:
Number 2,the ‘thumbs down’ sign,would be understood as a rejection(拒绝) or refusal.Number 4 means ‘good luck’ and ‘let's hope for the best’,and there is a verbal equivalent(相同) which is,‘Keep your fingers crossed!’.Number 7,stroking(轻抚) the chin,shows that the person is thinking carefully about a problem.Number 8 means,‘I do not know.’It often accompanies(伴随) the expression.‘Search me!’.Finally,number 10 indicates(表示) that a person is regarded as crazy.It is normally only used when talking privately(私下地) about a third person,but is more likely to be used as a joke.
The gestures which are not common to speakers of English are:
Numbers 1 and 3 are sometimes used to indicate that there is something strange or suspicious(怀疑的) surrounding the topic of conversation.Number 5 suggests some sorts of conspiratorial(搞阴谋的) behaviour used between people who know each other well.(All of the above signs may be known in some parts of Britain,but they are not widely used.)Number 6,which is widely used to mean ‘Wait’ or ‘Slowly’ in the Arab world,can be ‘insulting’(侮辱人的) in Italy.Number 9 is the gesture for ‘Hello!’ as used by Italians.Some English speakers might confuse(混淆) this with the wave that sometimes accompanies,‘Goodbye!’.
The First Period
Teaching Aims:
1.Learn and master the following:
confuse　confused　avoid　contact　disagree　ahead　go ahead
2.Train the students' listening ability by listening and answering some relative questions.
3.Learn to express yourself using facial expressions.
4.Help the students to make offers and requests.
Teaching Important Points:
1.Train the students' listening ability.
2.Encourage the students to learn to make offers and requests by speaking.
Teaching Difficult Points:
1.Learn to describe gestures and facial expressions.
2.Finish the task of speaking.
Teaching Methods:
1.Listening-and-choosing activity to help the students go through with the listening material.
2.Looking-and-guessing method to help the students learn to use gestures and facial expressions correctly.
3.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.a slide projector
2.a tape recorder
3.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings and Lead-in
T:Good morning/afternoon,everyone!
Ss:Good morning/afternoon,teacher!
(The teacher signs the students to sit down without saying,“Sit down,please.”And then the teacher says the following.)
T:How do you see what I meant
Ss:We know that by your gesture.
T:Yeah,sometimes we can express ourselves using gestures or facial expressions.Imagine that you are having a stomachache.How can you let us know that without speaking Who'd like to use your expressions and body movements to express it
(One student gives a performance.After that,the teacher may ask some other students to give some similar performances using expressions and body movements and let the class guess the meaning of them.)
Step Ⅱ.Warming up
T:Thank you for your performances.Today we're going to learn Unit 21 “Body language”.(Bb:Unit 21 Body language)First,let's learn some phrases and words in this period.
(The teacher and the students begin to learn the new words and phrases.)
T:OK.Now open your books at Page 45 and look at the five pictures in it.Discuss in pairs and see if the persons in the pictures are happy,sad,angry,confused or tired.And match each picture with the correct emotion and the correct sentence below the pictures.After a while,I'll ask at least five students to talk about the pictures before the class.(Three minutes later.)
T:Who'd like to describe Picture 1
S1:The person in Picture 1 is confused.Maybe he doesn't know what to do.
T:Are you sure your description is right
S1:Yes,I am.
T:What makes you think that the person in this picture is feeling confused
S1:His facial expression.
T:Very good.Can you give a performance to show you are confused
(The student gives a performance.)
T:Thank you.Sit down,please.Now let's talk about the other four pictures.And give performances.One student,one picture.
S2:(Picture 2)The person is feeling angry.—I can't believe she said that!That is so unfair.
S3:(Picture 3) The person is feeling sad because he/she have lost his/her wallet.
S4:(Picture 4) The person is happy because she/he got an A on her/his exam.
S5:(Picture 5) The person is feeling tired because he/she says it's been a long day and he/she can't keep his/her eyes open.
T:Very good.Now look at your classmates and tell how they are feeling today by the way they sit or stand.
(After two minutes,the teacher asks some students to tell how their classmates are feeling.After that,the teacher says the following.)
Step Ⅲ.Listening
T:Let's do some listening.Read the requirement first.
(After one minute.)
T:Do you know what you should do after you listen to the tape
Ss:yes.
T:OK.I'll play the tape only once.You must listen carefully and then choose the best answer to each question.
(At last the teacher asks some students to read out their answers and checks them.)
T:Right.Now I'll give you a performance task.I read out the following sentences.You must use body language to express what I mean.For example,you must use your body language to communicate this idea:You are enjoying something.(Then the teacher gives a performance.)Are you clear
Ss:Yes.
(The teacher begins to read out the following sentences.Meanwhile,the students give the performances.
1.You are not enjoying something.
2.You like someone.
3.You want to leave because you are in a hurry.
4.You are interested in what someone is saying.
5.You are not interested.
6.You disagree with what someone is saying.
7.You would like to talk to someone.
8.You are saying goodbye to sb.)
Step Ⅳ.Speaking
T:OK.So much for listening.It's time for us to do some oral practice.Listen carefully and answer some questions.We often go to the bus station,the railway station or the airport to meet someone.What should you say when seeing him/her coming
Ss:Hello!/Hi!
T:Yes.What should you say if he/she is carrying a heavy suitcase
Ss:Can I take the suitcase for you
Ss:Would you like me to help you with the suitcase
…
T:Very good.Here is a dialogue between Paul and an old man on Page 46.Paul saw the old man carrying a very heavy suitcase.Then he went up to help the old man…Now read it aloud and find out the sentences offering help and the ones accepting and refusing help.
(After a while,the teacher asks some pairs to act out the dialogue before the class.)
T:Thank you for your wonderful performances.Please go back to your seats.Now tell us how Paul offers help in the dialogue.
S6:Would you like me to help you with it
Is there anything else I can do for you
T:Right.How did the old man accept Paul's help
S7:Yes,please.It's very heavy.Thank you.That's very kind of you.
T:Good.How did the old man refuse Paul's help
S8:No,thank you.Thanks for all your help.
T:Quite right.Now,please look at the useful expressions on Page 46.Work in pairs.Use the expressions to make up a dialogue according to one of the situations in Speaking.And then I'll ask some of you to act it out.
Suggested answers:
(A is late for a flight and A wants to go ahead of the queue.)
A:Excuse me,sir.My plane is taking off.Could you please let me go ahead of you to take it
B:Yes,please.My flight has been put off for some reason.
A:Thank you very much.
B:Not at all.Is there anything I can do for you
A:No,thank you.Thanks for all your help.
Situation 2
(Being old and sick,you are on a crowded bus and you want to sit down.)
A:Excuse me,sir.I'm a little tired and I am not feeling very well.Could you please let me share the seat with you
B:Certainly.Come here and sit down.
A:Thanks a lot.
B:It's my pleasure.
Step Ⅴ.Consolidation
T:You did very well.Now let's fill in the table.Please write down the expressions making requests and offers,and accepting offers and refusing offers.You may write them on a piece of paper.After a while,I'll ask one of you to write them down on the blackboard.
(Write the table on the blackboard.)
(When the students write,the teacher goes around the students to help them.After a while,ask some students to write the phrases on the blackboard.After finishing the table,the teacher can give the students an exercise.)
T:Now let's do an exercise.This exercise is a bit difficult.You can have a discussion while doing it.
(Show the following on the screen.)
Complete the dialogue with the phrases given below.
1.A:Good morning.__________
B:I'd like to have one of the red T-shirts.
2.A:___________
B:Yes,please.Can you tell me the way to the railway station,please
3.A:___________
B:Yes,please.Put the box in that corner.
4.A:___________
B:No,thanks.I can manage it myself.
5.A:___________
B:No,thank you.Thanks for all your help.
A.Would you like me to do it for you
B.What can I do for you,sir
C.Can I help you
D.Would you like some help
E.Is there anything else I can do for you
Suggested answers:
1.B　2.C　3.D　4.A　5.E
Step Ⅵ.Summary and Homework
T:Today we've learned how to communicate using baby language.We have also learned some phrases to make requests,make offers,refuse offers and accept offers.
(Pointing to the Bb.)You must remember them.After class,try to make up a dialogue using the useful expressions and preview the reading passage.
Step Ⅶ.The Design of the Writing on theBlackboard
Unit 21　Body language
The First Period
Step Ⅷ.Record after Teaching
__________________________________________
__________________________________________
__________________________________________
__________________________________________
The Second Period
Teaching Aims:
1.Learn and master the following words and expressions:
fold　anger　vary　thumb　crazy　nod　part　hug　bow　palm　shrug　incredible　pat　get through　tear down　chart
2.Train the students' reading ability,especially the skills of summarizing and scanning.
3.Encourage the students to communicate using body language.
Teaching Important Points:
1.Train the students to summarize the main idea of each paragraph.
2.How to get the students to master the two useful expressions:get through,tear down.
3.How to let the students understand the body language in different countries and use them correctly.
Teaching Difficult Points:
1.Master the body language in this period.
2.How to summarize the main idea.
Teaching Methods:
1.Discussion before reading to make the students interested in what they will learn.
2.Fast reading to get the general idea of the text.
3.Discussion after reading to make the students understand what they've learned better.
4.Pair work or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.a tape recorder
3.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings and Revision
Greet the whole class as usual.
T:In the last period,we learned some expressions to make requests,make offers,accept offers and refuse offers.Who can make up a dialogue using them OK,you two.Please come to the front to act it out.
(Two students begin to act.After that,the teacher says the following.)
T:Thank you for your wonderful performance.Please go back to your seats.
Step Ⅱ.Pre-reading
T:As we all know,we can communicate not just by words but also by our expressions and body movements.But the same gestures in different countries have different meanings.For example,nodding the head means agreement in our country,while in some Asian countries it means disagreement.If you want to learn more about body language,please read the passage “Body Talk” on Page 47 carefully.Before reading,we'll learn the new words and phrases in this period.
(Let the Ss read the words and phrases after the tape.The teacher can give a brief introduction to the Ss if necessary.)
T:Now look at the three questions on the screen and discuss them in groups of four.
(The teacher uses the multimedia to show the questions on the screen.)
1.Can you guess what someone is thinking or feeling by looking at their body language
2.Do people from different parts of the world use different body language What about people who live in different parts of China
3.How do you communicate the following with body language Thank you!No.Yes.I don't e here!
(The teacher gives the students three minutes to discuss and then asks some students to answer them.)
T:(Three minutes later.)Have you finished
Ss:Yes.
T:OK.Who'd like to answer the first question
S1:Let me try.I can guess what someone is thinking or feeling by looking at their body language.For example,when I see someone holding their nose,I can see they are smelling something terrible.
T:Very good.Let's go on.The second question.Any volunteer
S2:I'll try.I think people from different parts of the world and from different parts of China use the same body language.For example,waving one's hand is to say “Goodbye” in both our country and foreign countries.
S3:I don't agree with S2.I think different countries have different body language.For example,men in Russia,France and Arab countries kiss each other when they meet,while men in China or Australia shake hands instead of kissing.People in different parts of China almost have the same body language.
(As to the third question,the teacher can ask some students to give performances before the class.)
Step Ⅲ.Reading
T:OK.You've known something about body language.Now we are going to read a passage “Body Talk”,from which we will learn more about body language.Open your books at Page 47.Read the passage quickly and summarize the main idea of each paragraph.
(After a while,the teacher checks their understanding.)
T:Now who'd like to tell me the main idea of the first paragraph
S4:Paragraph 1.We communicate with people not only by words but also by body language.
T:Yeah.Right.The second paragraph
S5:Paragraph 2.Body language varies from culture to culture.
S6:Paragraph 3.The same body language has different meanings in some different countries.
S7:Paragraph 4.Some gestures are universal.
S8:Paragraph 5.Smile is the best example of universally understood body language.
(Write the main idea of each paragraph on the blackboard.)
T:Quite right.We have known the main idea of each paragraph.Now read the passage again and answer the questions on the screen.This time you should read slowly and carefully.
(Show the following questions on the screen.)
1.Do people express their thoughts and opinions and communicate with others only by words What other ways can be used
2.In what countries does “shaking one's head” mean “Yes”
3.What are some situations where we need to be very careful about our body language and gestures
4.How is body language different from spoken language What do they have in common
5.Sometimes we say one thing but our body language says something different.Why does this happen Can you think of any examples
(The teacher gives the students another four minutes to read the passage and then asks some students to answer those questions.)
Suggested answers:
1.No,not just by words.We communicate with others also by our expressions and body movements.
2.In Bulgaria,parts of Greece,and Iran,“shaking one's head” means “Yes”.
3.Just like spoken language,body language varies from culture to culture.Making eye contact—looking directly into someone's eyes in some countries is a way to show that one is interested;in other countries,however,eye contact is rude or disrespectful.So we need to be very careful about our body language and gestures.
4.We use both spoken language and body language to express our thoughts and opinions and to communicate with other people.We can directly know what they are really saying by words.But when we want to express our complex thoughts,opinions and views,body language can't express them correctly.
5.Because body language varies from culture to culture.For example,for “OK”,making a circle with one's thumb and index finger,has different meanings in different cultures.In Japan,someone who sees another person making the gesture will think it means money.In France,a person seeing the same gesture will think it means zero.In Brazil and Germany,however,the gesture is rude.
Step Ⅳ.Language Study
T:OK.You are familiar with the passage.But you should also pay attention to some useful expressions.Let's look at their usages.
(Show the following on the screen.)
1.The weather varies from place to place.
2.He stood there,folding his arms.
3.He has got through the driving test.
4.They are tearing down that old building and a dangerous wall.
5.He is feeling down after losing the game.
(Bb:vary,fold one's arm,get through,tear down,feel down)
(The teacher asks some students to translate these sentences into Chinese.At the same time,the teacher explains the underlined phrases.)
Step Ⅴ.Listening and Consolidation
T:Now look at your books.I'll play the tape.Listen carefully.You can follow it in a low voice.Pay attention to the stress and intonation.
(After that,the teacher says the following.)
T:From the text,we know people can use body language to communicate,but some body language is different in different countries,that is to say,when we want to express the same meaning,people in different countries use different body language.Look at the chart in Pages 47~48.Work in pairs or in groups.First have a discussion.Then complete the chart.In the end,I'll check the answers.
(The teacher first asks the students to do the exercise orally and then shows the answers on the screen.)
Step Ⅵ.Summary and Homework
T:In this class,we've read a passage about body talk,and learned some body language.We have also known that not all the body language means the same thing in different countries.Different people have different ways of making communication through body language.After class,read the passage again and again till you can recite it.What's more,don't forget to preview “Word Study” and “Grammar” Draw at least 10 gestures and write out their meanings in your exercise books.And then explain each of them to your partners.Well,that's all for today.Class is over.
Step Ⅶ.The Design of the Writing on theBlackboard
Unit 21　Body language
The Second Period
Ⅰ.The main idea of each paragraph:
Para 1:We communicate with people not only by words but also by body language.
Para 2:Body language varies from culture to culture.
Para 3:The same body language has different meanings in some different countries.
Para 4:Some gestures are universal.
Para 5:Smile is the best example of universally understood body language.
Ⅱ.Word and expressions:
vary　fold one's arm　get through　tear down　feel down
Step Ⅷ.Record after Teaching
__________________________________
__________________________________
__________________________________
__________________________________
The Third Period
Teaching Aims:
1.Learn to define the words about body movements.
2.Review some gestures to make sure you know what they mean.
3.Learn and master the “-ing” form as the Subject,Object or Predicative.
Teaching Important Points:
1.The use of the “-ing” form as the Subject,Object or Predicative.
2.The different meanings of different gestures.
Teaching Difficult Points:
1.How to communicate with somebody by body movements.
2.The use of the “-ing” form as the Subject,Object or Predicative.
Teaching Methods:
1.Review method to consolidate the words learnt in the last two periods.
2.Explanation and inductive methods to make the students master the use of the“-ing” form as the Subject,Object or Predicative.
3.Individual work or pair work to make every student work in class.
Teaching Aids:
1.a projector
2.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings and Revision
Greet the whole class as usual.
(Ask several students to recite the passage “Body Talk”.)
Step Ⅱ.Word Study
T:Very good.In the last period,we've learned something about body language.We've known that different body movements and facial expressions express different meanings.Now let's review some words about body movements.Please do the exercise on the screen.Match the words about body movements in the left column with the correct definitions in the right column.First,do it by yourself.Then,check the answers with your partner.At last,I'll ask some of you to read the words and the definitions.
(Show the exercise on the screen.)
WordsDefinitions
1.lean　A.to put your arms around someone's body
2.fold　B.to bend forward
3.nod　C.to gently hit someone with your hand
4.embrace　D.to press again and move from side to side
5.bow　E.to move the head up and down
6.press　F.to move the upper part of your body in any direction
7.pat　G.to put one thing on top of another
8.rub　H.to push something with one's hand
Suggested answers:
1—F　2.—G　3.—E　4.—A 5.—B　6.—H　7.—C　8.—D
T:OK.Now let's review the words of some parts of your body.Look at the words on the screen and tell me the meanings of them together.
(Show the words on the screen.)
fist,hip,thumb,index finger,check,palm
Work together with your partner and try to think of how these parts of your body can be used to “talk” to someone.For each body part,try to come up with at least two different gestures.For example,for the word “fist”,we can use two different gestures to express two different meanings:1.Shaking your fist at someone is a way of saying that you are very angry.2.Bending your arm and making a fist is to say that you are strong.
(The teacher writes the two sentences on the blackboard.At the same time,show the two gestures to them.)
T:Are you clear
Ss:Yes.
T:Now you're given five minutes to discuss them with your partner.And then write your answers on a piece of paper.After a while,I'll ask you to read out the sentences and make the gestures.Do you understand
Ss:Yes.
T:OK.Let's begin.
(Five minutes later,the teacher checks their sentences and lets the students make the gestures.)
Suggested answers:
1.hip
Putting your hands on your hip(one's sides) is a way of saying you are unhappy.
Moving your hip from side to side is to say that you're cheering the victory.
2.thumb
Holding your thumb up is a way of saying that someone has done well.
Twiddling the thumb is to say that you are tired of a long report.
3.index finger
Pointing and shaking the index finger at somebody is a way of scolding somebody (usually done to a child or inferior.)
Putting your index finger on your closed mouth and giving out a sound of shh is to say “Be quiet”.
4.cheek
Twisting your cheeks is a way of saying that you're annoyed with somebody for something.
Kissing somebody on the cheek is to say “Hello./Hi.”to them.
5.palm
Pressing your palms together and resting your head on the back of your hand is a way of saying that you are tired.
Putting your left hand on the Bible and putting up your right hand with the right palm forward is to say that you will…
Step Ⅲ.Grammar
T:OK.Now look at the sentences on the blackboard.Let's go through with the sentences together.The first sentence: Shaking your fist at someone is a way of saying that you are very angry.Here “shaking your fist at someone” is used as the subject of the sentence.You should pay attention to its predicate,which is in the singular form.Well,can you tell us what function “saying that you are very angry” is in the sentence
Ss:Yes.It is used as the object of the preposition “of”.
T:Quite right.Now the second sentence: Bending your arm and making a fist is to say that you are strong.In this sentence,“bending your arm and making a fist” is used as the subject of the sentence.You should pay more attention to the predicate.It is also in the singular form.Now look at another sentence.His job is teaching in a middle school.
(The teacher writes it on the blackboard as he/she reads.)
T:Who'd like to tell us the function of the underlined part
(One student stands up to answer.)
S:I think it is used as the Predicative.
T:You're right.Sit down,please.From the sentences on the blackboard,we know that the -ing form can be used as the Subject,Object or Predicative.Are you clear
Ss:Yes.
T:OK.Open your books at Page 49.Now look at the three sentences at the top of the page.Translate them into Chinese and pay attention to the function of the words in bold.Who'd like to translate the first sentence Yeah,Xiao Jun.
S:1.在许多国家，摇头表示不同意，点头表示同意。
T:Right.The next sentences.
S:2.通过观察一个人的形体语言，我们可以了解到他在想什么。
S:3.表达“吃饱了”的一个最佳方法就是饭后拍拍肚子。
T:OK.Let's do some exercises.Look at Part 1 first.Join the phrases together to make new sentences.First do it by yourselves.Then discuss it in pairs.At last I'll show you the answers.(After the students finish it,the teacher shows the following on the screen.)
Suggested answers:
1.Shaking someone's hand is to say “Hello”.
2.Shaking one's fist is to show one's anger.
3.Holding up one's head is to say “I'm not afraid.”
4.Putting up one's hand is to say “Let me try”.
5.Making a face is to show one's pain perhaps.
T:Please look at Part 3.Rewrite the following sentences using an “-ing” phrase.First look at the sentences in the example.Then you can do them according to the example.Write them in your exercise books.After a while,I'll ask some of you to read out your sentences.
(The students begin to write and the teacher goes among the students to check their sentences.)
T:Now time is up.Who'd like to read out the first sentence
(One student stands up.)
S:Let me try.She stopped going to that big supermarket any more because it was always crowded.
(Another student stands up.)
S:I think his sentence is wrong.“Any more” should be cut off.The correct sentence should be:She stopped going to that big supermarket because it was always crowded.
T:Which sentence do you think is right
Ss:The second sentence.
T:Very good.The second sentence is right.We use “stop doing…” to take the place of “not do…any more”.Are you clear
Ss:Yes.
(The teacher asks the students to read out the sentences one by one.)
Suggested answers:
2)I feel like taking a rest.Would you mind my sitting down for a while.
3)He likes going to the mountains every weekend.
4)My grandfather is nearly seventy and he still enjoys playing tennis.
5)I can't go to the cinema today because I haven't finished doing homework.
6)He bought a new cell phone,but he ended up receiving a lot of useless short messages.
T:Besides the use of “-ing” form as the Subject,Object or Predicative,we have also learned the use of “-ing” form as the Attribute before.Now let's do an exercise to review it.Look at Part 2.Try to put the following phrases into Chinese.Do it orally.One student,one phrase.
(The teacher asks the students to do them one by one.)
Suggested answers:
a walking stick 手杖，拐杖
a waiting room 侯车室，侯诊室
a hiding place 藏身处
a sailing boat 帆船
an operating table 手术台
a bathing cap 泳帽，浴帽
a watering can 洒水壶，浇水桶
a packing case 集装箱
a weighing machine 秤
building materials 建筑材料
a dressing room 化妆室
a guessing game 猜谜游戏
a racing bicycle 赛车
a bathing suit 泳衣
drinking water 饮用水
Step Ⅳ.Consolidation
T:Now we'll do an exercise to consolidate the “-ing” form used as the Subject,Object or Predicative.
(Show the exercise on the screen.)
Fill in the blanks with the right verb forms.
1.__________(teach) is learning.
2.My pleasure is __________(play) chess.
3.You must practise __________(speak) English every day.
4.Hearing her story,I couldn't help __________(laugh).
5.We spend an hour __________(read) English every day.
6.I don't feel like __________(go) to the movie.
7.I can't help __________(paint) the wall,for I've got a lot of work to do.
8.—What has made you so upset
—__________(lose) the tickets for the concert.
Suggested answers:
1.Teaching　2.playing 3.speaking 4.laughing 5.reading 6.going 7.to paint 8.Losing
Step Ⅴ.Summary and Homework
T:Today we've reviewed some words about body movements and some parts of your body and some gestures.We have also learned the “-ing” form as the Subject,Object or Predicative.We've done plenty of exercises.After class,you should make three sentences using the “-ing” form as the Subject,Object or Predicative separately.Besides,please prepare the contents for the next period.
Step Ⅵ.The Design of the Writing on theBlackboard
Unit 21　Body language
The Third Period
The “-ing” form as the Subject,Object or Predicative.
Step Ⅶ.Record after Teaching
_________________________________
_________________________________
_________________________________
_________________________________
The Fourth Period
Teaching Aims:
1.Revise the useful expressions in this unit by making sentences.
2.Review the “-ing” form as the Subject,Object or Predicative.
3,Train the students' reading,acting and writing abilities.
Teaching Important Points:
1.Revise the useful phrases and expressions appearing in this unit.
2.Train the students' acting ability by acting out a story.
3.Train the students' writing ability by writing a narrative.
Teaching Difficult Points:
1.How to act out the story using body language.
2.How to write a narrative.
Teaching Methods:
1.Practice to have the students master what they've learned.
2.Observation and acting to make every student work in class.
Teaching Aids:
1.some pictures
2.a projector
3.the blackboard
Teaching Procedures:
Step Ⅰ.Greetings
Greet the whole class as usual.
Step Ⅱ.Revision
T:Yesterday we learned the grammar—the “-ing” form used as a noun.We have known that the “-ing” form can be used as the Subject,Object or Predicative.We've also known that the “-ing” form can be used as the Attribute.Now let's do some exercises to see if you have mastered them.Look at the screen.
(Show the following on the screen.)
Ⅰ.Join each pair of sentences,using the “-ing” form.
Model:I hate reading aloud in the reading room.It is a bad habit.→
Reading aloud in the reading room is a bad habit.
1.I don't like waiting in a long queue.It is a waste of time.
2.Few people like to fill in long forms.It takes a lot of time.
3.He gets up early every morning.That's a good habit.
4.Teachers should know the students' needs and interests.It is very important.
5.She went home last Sunday.She didn't visit the Summer Palace with us.
Suggested answers:
1.Waiting in a long queue is a waste of time.
2.Filling in long forms takes a lot of time.
3.Getting up early every morning is a good habit.
4.Knowing the students' needs and interests is very important for teachers.
5.She went home last Sunday instead of visiting the Summer Palace with us.
Ⅱ.Choose the right words in the brackets to fill in the blanks.
1.Mr.Black doesn't enjoy __________ (to sing;singing) folk songs.
2.You'll lose the chance if you fail __________(to pass;passing) the exam this time.
3.Jim thinks we should phone Kate now,but John suggests __________(to phone;phoning) her later.
4.I suggest that you should stop__________(to work;working) right now in order __________(to give;giving) your eyes a good rest.
5.Do you want to join us on holiday I don't think you care for __________(to travel;travelling) such a long way.
6.No one likes __________(laughing;being laughed) at in public.
7.__________(To do;Doing) morning exercises is good for our health.
8.His pleasure is __________(to surf;surfing) the Internet.
9.Missing the bus means __________(to walk;walking) home.
10.I mean __________(to start;starting) off early.
Suggested answers:
1.singing 2.to pass 3.phoning 4.working;to give 5.travelling 6.being laughed
7.Doing 8.surfing 9.walking 10.to start
Step Ⅲ.Test
T: OK.In this unit,we have also learned some useful expressions.Have you remembered them
Ss:Yes.
T:OK.Now make some sentences with the useful expressions learnt in this unit,please.One student,one sentence.Any volunteers
S1:disagree with
I disagree with what you are saying.
S2:go ahead
—I wonder if I could use your phone.
—Sure.Go ahead.
S3:fold one's arms
The old man stood against the wall,folding his arms.
S4:get through
I rang you several times yesterday but couldn't get through.
S5:tear down
He tore down the notice on the wall.
S6:feel down
Because of his not being elected monitor,the boy felt down.
(The teacher writes the useful expressions on the blackboard.)
Step Ⅳ.Watching and Acting
(The teacher hangs six pictures on the blackboard.)
T:Please look at the pictures on the blackboard carefully.I'll ask some of you to describe what you can see.Any volunteer
S1:There is a fat pig in Picture One.
(The teacher asks five more students to describe the other pictures one by one.)
S2:Picture Two.A man and a woman are dancing on a ship.
S3:Picture Three.A dog is chasing a man.
S4:Picture Four.There is a camera and a cell phone.
S5:Picture Five.Many people are playing basketball.
S6:Picture Six.There is a snake in the picture.
T:Very good.Now work in groups.Make up a story using the pictures you have described just now.Attention please.You must use all of the pictures in only one story.Are you clear
Ss:Yes.
T:First you should put the pictures in order based on your story.When you have created the story,make sure that all group members know the story.Then you will act out the story.But there are several rules.First of all,each member will have to act at least one part,and you must act out all the pictures in your story.Second,you cannot speak when you act out your story.You can only use body language to act it out.You may make sounds or noises,but you may not say any words.Do you understand
Ss:Yes.
T:OK.You are given five minutes to prepare the story.After that,I'll ask some of you to act out the story before the class.
(The students begin to make up stories in groups and the teacher goes among them.Five minutes later,the teacher says the following.)
T:Time is up.Which group would like to act out the story before the class (One group stand up.)
Ss:We will try.
T:OK.But you must remember that you may not speak when acting.You can only use body language.When you are acting the other groups will watch you and try to guess the story.When you have finished the story,the ther groups will try to retell your story.So you must act well so that the other groups can know what you are doing.Are you clear
Ss:Yes.
(The group begin to act out the story.The others are watching carefully.If time permits,you can ask several groups to act out their stories before the class.)
Step Ⅴ.Reading and Writing
T:Wonderful.Thank you for your performance.Now write a story based on the one your group or your classmates have acted out.But before writing,first read the tips for writing a narrative on the screen and make sure you know what you will write about and how you should write.
(Show the tips for writing a narrative on the screen.)
TIPS Writing a narrative
When you write a narrative you should give as much detail as possible and put things in order.Before you start writing,you need to do the following.
1.Think about the story you want to tell.
2.Make a list of all the things that happened.
3.Put numbers next to all the things in the order they occurred.
4.Think about the purpose and focus of your story.
5.Why are you telling the story
6.Add details and specific information.
7.Tell the reader what things look like and what people say.
8.Organise your essay by writing one paragraph for each of the things on your list.
(Teacher and the students read them together.Then the teacher explains “narrative” to the students.)
(Bb:narrative:story)
T:Now please begin to write a story.After finishing,you can exchange to check your writing in pairs.And then I'll collect your papers in ten minutes.
One possible version:
One day,a little dog saw a little fat pig badly bitten by a poisonous snake.The little dog,who knew he couldn't struggle with the snake,had no choice but to go about to ask for help.He went to a basketball court,where many people were playing basketball.They didn't notice him,though he barked all the time.He had to go away disappointedly.Then he got to the end of a river,where a ball was being held on a ship.Seeing a man and a woman dancing,he immediately jumped onto the ship to pull at the dancing man's trousers.Luckily,the man,whom he asked for help was an animal specialist.The man followed the dog and came to the little pig.After a while,all the others on the ship came there,too.Seeing the injured pig fighting with an ugly snake,the man went up to rescue the pig.With the help of many people,the pig was saved.However,that man was poisoned.It happened that a journalist among people took pictures of this frightening scene.Many people dialed 120 for help.
Step Ⅵ.Summary and Homework
T:In this class,we've reviewed the useful expressions in this unit and the important grammar—the “-ing” form as the Subject,Object or Predicative in a sentence.And we've also practised acting out a story only using body language and learned how to write a narrative.After class,go over all the important points learnt in this unit and write more stories.Prepare for next unit.Class is over.
Step Ⅶ.The Design of the Writing on theBlackboard.
Unit 21　Body language
The Fourth Period
phrases and a word
disagree with　go ahead
fold one's arms get through
tear down feel down
narrative:story
Step Ⅷ.Record after Teaching
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Reference for Teaching
一、异域风情
Ⅰ.The American Eye Behaviours
Americans are careful about how and when they meet one another's eyes.In their normal conversation,each eye contact lasts only about a second before one or both individuals look away.When two Americans look searchingly into each other's eyes,emotions are heightened and the relationship becomes more intimate.Therefore,they carefully avoid this,except in appropriate circumstances.
Proper street behaviour in the United States requires a nice balance of attention and inattention.You are supposed to look at a passer-by just enough to show that you're aware of his presence.If you look too little,you appear haughty or secretive;too much and you're inquisitive.Usually what happens is that people eye each other until they are about eight feet apart.At which point both cast down their eyes.In England the polite listener stares at the speaker attentively and blinks his eyes occasionally as a sign of interest.That eye-blink says nothing to Americans,who expect the listener to nod or to murmur something—such as“mm-hum.”
Americans abroad sometimes find local eye behaviours hard to interpret.Such complaints can often be heard:“People there were disturbing.They stared right at me on the street;they looked me up and down.I kept wondering if I was uncombed or unzipped.”They don't know that people in some places think nothing of staring at others on the street.
美国人对如何以及何时进行目光接触是较为认真的。在通常的交谈中，他们每次目光接触往往持续不过约1秒钟，然后便有一方或双方转移视线。如果两个美国人探究地望着彼此的眼睛，其感情便会升温，其间的关系便会更为亲密。因此除非在适当的场合，他们小心避免这样的目光接触。
形体语言：美国人的眼睛行为
在美国得体的路遇行为是保持注意与不注意间的平衡。你应当正视迎面而来的路人——但时间长短的掌握要以能表明你意识到双方的出现为准。如果你投去的目光过于短促，你会显得目中无人或有所遮掩；但如果你投去的目光过长，你则会显得有些过于好奇了。通常美国人看着对方直至彼此相距约8英尺(约2.5米)远，然后双方都会垂下眼帘。在英国，礼貌的听者会认真地注视讲话者并不时眨眨眼睛表示感兴趣。但眨眼对美国人来说并不意味什么，他们希望听者点头或发些呣，嗯之类的声音表示兴趣。
出国在外的美国人有时发现很难解释当地人的眼神。他们常常抱怨：“那儿的人真让人心烦。他们在大街上就那么盯着我；他们上上下下打量我。我总怀疑自己是不是没梳头或没系好拉锁。”他们不知道有些地方的人并不觉得在大街上盯着他人看有什么不妥。
Ⅱ.Body Language in America
Gestures are the “silent language”of every culture.We point a finger or move another part of the body to show what we want to say.It is important to know the body language of every country or we may be misunderstood.
In the United States,people greet each other with a handshake in a formal introduction.The handshake must be firm.If the handshake is weak,it is a sign of weakness or unfriendliness.Friends may place a hand on the other's arm or shoulder.Some people,usually women,greet a friend with a hug(紧抱).
Space is important to Americans.When two people talk to each other,they usually stand about two and a half feet(69 centimetres)away and at an angle,so they are not facing each other directly.Americans get uncomfortable when a person stands too close.They will move back to have their space.If Americans touch another person by accident,they say,“Pardon me,”or“Excuse me.”
Americans like to look the other person in the eyes when they are talking.If you don't do so,it means you are bored,hiding something,or are not interested.But when you stare at someone,it is not polite.
For Americans,“thumbs up”means yes,very good,or well done.“Thumbs down”means the opposite.To call a waiter,raise one hand to head level or above.To show you want the check,make a movement with your hands as if you are signing a piece of paper.It is all right to point at things but not at people with the hand and index finger(食指).Americans shake their index finger at children when they scold them and pat them on the head when they admire them.
Learning a culture's body language is sometimes confusing.If you don't know what to do,the safest thing to do is to smile.
二、知识归纳
(一)go ahead 的用法
1.前进，往前走(go forward)
e.g.They went ahead to see what had happened.
他们往前走看发生了什么事。
Go straight ahead till you see the entrance.
一直往前走，直到你看到入口为止。
2.先走(go first)
e.g.You can go ahead and tell them I'm coming.
你可以先走一步，并告诉他们我就来了。
They went ahead of us to clear the road.
他们走在我们前面，清除路上的障碍。
3.取得进展(make progress)
e.g.The girl is going ahead fast.
这个女孩取得的进步很快。
Everything is going ahead well.
一切进展得很顺利。
4.继续下去(go on with sth.)常与介词with连用
e.g.Please go ahead with your story;we're all listening.
请继续讲你的故事，我们都在听。
Go ahead with your concert.
继续演奏你的音乐会吧。
5.毫不犹豫地进行(preceed without hesitation)
一般用于祈使句中，根据句意灵活翻译，表示鼓励对方做某事，意思是“请吧”“说下去”，“请尽管用”等。
e.g.—I wonder if I could use your phone
我能用一下你的电话吗？
—Sure.Go ahead.好的，请尽管用。
A:May I ask you a question
我可以问你个问题吗？
B:Yes,go ahead.
可以，你问吧。
If you think you can deal with that problem,just go ahead.
如果你认为你能处理那个问题，请尽管干吧。
(二)不定式与动名词作主语的比较
不定式与动名词作为非谓语动词的一部分，是高中的一项重点语法项目。但不定式与动名词作主语的异同很难辨别，现就这一问题进行比较、归纳。
1.不定式与动名词作主语时，其意义没有多大差别，一般可以互换。
e.g.It's a pleasure to meet you.
见到你很高兴。
It's a pleasure meeting you.
见到你很高兴。
2.但在实际使用中，其选择取舍，主要依据以下原则：
(1)不定式作主语一般表示某个特定的、比较具体的动作；而动名词作主语则表示某个抽象的、泛指的动作。
e.g.It is bad manners to stare at a foreign guest.
盯着外国人看是不礼貌的。
Learning a foreign language is very useful to me.
学习外语对我来说是很有用的。
To make a plan first is a good idea.
首先制定计划是个好主意。
Eating too much is bad for your health.
吃多了对身体不好。
(2)在口语中，用动名词作主语置于句首的情况较不定式多。
(2)在疑问句中，一般用动名词的复合结构作主语，不用不定式的复合结构作主语。
e.g.Does our saying that mean anything to him (正)
Does for us to say that mean anything to him (误)
我们说这话，对他能起作用吗？
(4)在句型It is+表示否定的形容词(-less)或名词(no good,on use)后，一般多用动名词作主语，而不用不定式。
e.g.It's useless studying English without practice.
学习英语而不实践是无用的。
It's no use talking about it.
谈那事是无用的。
(5)在“there be”结构中，用动名词作主语，而不用不定式。
e.g.There is no holding back the wheels of history.
历史的车轮不容倒转。
(6)在“主-系-表”结构中，主语和表语所采用的非谓语形式要一致，即：表语是不定式时，主语也用不定式；表语用动名词时，主语也用动名词。
e.g.To see is to believe.
Seeing is believing.
眼见为实。
(7)在“It is worth while…”结构中，用不定式或动名词作主语均可，没有什么差别。
e.g.It is worth while discussing(to discuss)the question.
讨论一下这个问题是值得的。
Trying(To try)the experiment is worth while.
这个实验值得试一试。
三、词语辨析
(一)meet/meet with
1.meet 意为“碰见”“遇见”“见到”。
e.g.I'm glad to meet you.
很高兴见到你。
He had never met a foreigner who spoke such perfect chinese.
他从来没有遇见一个能说这样好的汉语的外国人。
而meet with则强调“偶然遇到”“碰到”(come across;meet sb.by chance)
e.g.I have met with this word many times in my reading.
我在阅读中多次碰到这个词。
I had not seen him for years but met with him in the street yesterday.
我几年没见他了，但昨天在街上碰到了他。
2.表示主动地去“接”或“迎接”要用meet。
e.g.I'll meet my uncle at the station.
我将到车站接我叔叔。
I'm to meet the seven o' clock train.
我去接7点钟的火车。
而表示“遭到”“遭遇”(后接抽象名词)，“受到”(=to receive)要用meet with。
e.g.He met with an accident when riding a bike.
他在骑车时遇到了意外事故。
We met with a warm reception.
我们受到了热情的接待。
3.表示一般性的“会见”“约见”“见面”，常用meet。
e.g.I didn't care to meet these people.
我不愿见这些人。
I must be off.I'm meeting a comrade from Beijing at six.
我得走了，我6点要会见一位北京来的同志。
但表示较正式的“会见”“会晤”，常用meet with。
e.g.He met with the Prime Minister of Japan for an hour.
他会见了日本首相一个小时。
4.meet 还有“应付”“满足”“适应”等意义，还可构成习语make both ends meet (使收支平衡，维持生活)。
e.g.They didn't know how to meet the situation.
他们不知道如何应付这一局面。
We must try our best to meet the demand of the market.
我们必须尽力满足市场的需求。
They could hardly make both ends meet in the past.
过去他们简直无法维持生活。
(二)tear(at)/tear down/tear up
1.tear为“撕，扯”意思，但tear可用于及物或不及物动词(常与at连用，只表“撕，扯”动作本身，并未言及结果)。试比较：
Why did you tear the cloth when I had advised you to cut it with scissors
为什么我劝你用剪子剪，你却把布扯了。
He is tearing at something.
他在扯什么东西。(并未言及结果)
2.tear down短语动词，“拆毁，撕下”。
e.g.They are tearing down the old houses to make way for a new road.
他们正在拆除那些旧房子，以便修一条新路。
He tore down the notice.
他撕掉了那个布告。
3.tear up短语动词“撕碎，撤销”。
e.g.She tore up the letter as soon as she had read it.
她看完信后就把它撕碎了。
He told the lawyer to tear up the old contract and prepare a new one.
他告诉律师撤销旧合同，制订一份新的。
另外，tear up 还有“(连根)拔起”之意。
e.g.An elephant can tear up a tree by the roots.
大象能把一棵树连根拔起来。
(三)China/Chinese/China's/of China
代表国家的专有词“China,China's,Chinese及of China”都可修饰名词，但用法又有所不同。
首先我们对这四个词做一个分析，China既可作名词又可作形容词，作名词时意为“中国”，作形容词时意为“中国的，中国产的”；Chinese同样既可用作名词，又可用作形容词，作名词时意为“中国人，汉语，中文”，作形容词时意为“中国的，中国人的，汉语的，中文的”；China's是China作名词时的所有格形式；of China是China作名词时与of构成的“of-结构”，作名词的后置修饰语，它们都可以修饰名词，其主要区别如下：
1.China与Chinese
(1)两者均可修饰名词，并常构成名词固定短语，表示特殊意义。China表示“中国产的，来自中国的，中国土生土长的”或“在中国流行式样的”，一般指来源。
e.g.China silk　中国丝绸
China tea　中国茶
China rose　月季花
另外，也有些词已形成单独一个词。
e.g.China town中国城，唐人街
但用Chinese时，一般指“与中国(人)有关的或具有中国(人)特点的”，侧重于“具有中国特色的”，更多地是指文化方面，多用于人文。
e.g.Chinese calendar　农历，阴历
Chinese classics　中国古典文学
(2)当China与Chinese与后面的名词构成固定短语时，有时两者可互用。
e.g.China ink=Chinese ink　墨
China wood oil=Chinese wood oil 桐油
但有时用China 或Chinese意义不同。
e.g.China policy 指其他国家的对华政策
American China policy 美国对华政策
Chinese policy 中国人自己所实行的政策
(3)China及Chinese均可构成专有名词
e.g.China Daily 中国日报
China Centre Television 中央电视台
Chinese Academy of Science 中国科学院
the Chinese Olympic Committee 中国奥委会
(4)Chinese除能构成固定名词短语及专有名词之外，还具有普通形容词的两种意思：
a.“中国的、中国人的、中文的”
e.g.Chinese characters 汉字
Chinese food 中国食物
b.“中国风味的”
eg.Chinese dishes 中国菜
a Chinese room 中国式建筑或房间布置
2.China's与Chinese的用法比较
(1)两者都有“中国的”之意，但用China's时，一般把国家作为众人构成的集合体看待，并常用拟人用法。
e.g.China's reform 中国改革
China's foreign trade 中国对外贸易
而Chinese一般只是表达“中国的，中文的”等形容词意义。
e.g.a Chinese girl 一个中国女孩
(2)有时在同一名词前用China's或Chinese时意义不同。
e.g.China's chi-pao 中国生产的旗袍
Chinese chi-pao 中国式样的旗袍(不一定中国生产)
3.China's及of China
(1)China's一般用于人文或与人文有关的场合，而of China一般用于构成所有格，表示所有关系。我们一般用the map of China而不用China's map。
(2)of China还常构成一些专有名词
e.g.the Communist Party of China 中国共产党
the People's Republic of China 中华人民共和国
the People's Bank of China 中国人民银行
注意当涉及到固定短语及专有名词，在判断用哪一种形式时，应以字典为据。
四、能力训练
(一)单句改错
1.He shook hand eagerly with me.
答案：可改为：He shook hands eagerly with me.或：He shook me eagerly by the hand.或:He shook my hand eagerly.
“和……握手”，有三种表示法，shake hands with sb.,shake sb.by the hand,shake sb's hand.
2.Don't forget locking the door.
答案：应改为：Don't forget to lock the door.因为“forget to do sth.”意思是“忘记去做某事”，而“forget doing sth.”意思是“忘记做过某事”。
3.I mean going to the exhibition.
答案：应改为：I mean to go to the exhibition.因为“mean to do sth.”意思是“打算做某事”或“有意要做某事”，而“mean doing sth.”意思是“意味着……”
4.“Shall I help you ”“No,you shan't.”
答案：应改为“Shall I help you ”“No,thanks/thank you.”因为“拒绝别人的帮助时”要用“No,thanks.I can manage it myself.”或“Thank you.I can manage”来表示。而且回答由“Shall I (we)… Would/Will you… Could you… ”表示征求意见的问语时，不用shall,would(will),could作答。
5.Soon it began raining hard.
答案：应改为：Soon it began to rain hard.因为“begin/start to do sth.”和“begin/start doing sth.”一般情况下区别不大，可以互换，但在下列三种情况下一般应接不定式作宾语。(1)当主语是物而不是人时。e.g.The ice began/started to melt.(2)当begin/start用于进行时态时。e.g.She is beginning/starting to cook the dinner.(3)当begin/start后面的非谓语动词指心理状态或精神活动时。e.g.I began/started to understand my past mistakes.
(二)近义词填空
1.meet/meet with
(1)The farmer　　　　　some difficulty.His crops need water badly.
(2)I want you　　　　　some of my friends.
(3)They had to change the plan in order to　　　　　the new situation.
(4)The Chinese leaders　　　　　the foreign guests in the hall yesterday.
(5)The foreign guests　　　　　a warm welcome when they arrived.
(6)Thank you very much for coming to　　　　　me.
答案：(1)met with　(2)to meet　(3)meet　(4)met with　(5)met with　(6)meet
简析：详见词语辨析(一)。
2.habit/custom
(1)Don't get into the　　　　　of smoking.
(2)It is the 　　　　　for westerners to celebrate Christmas.
(3)He was in the　　　　　of going for a walk before breakfast.
答案：(1)habit　(2)custom　(3)habit
简析：habit表示“习惯”，“习性”通常指个人的习惯，一旦养成，便难戒除。其后常接of doing sth.。如“养成……的习惯”，get/fall into the habit of doing sth.或form the habit of doing sth.如表示“戒掉……的习惯”，可用fall/get out of the habit of doing sth.。custom表“风俗”，“习惯”，常用来指某个国家、某个地方或某个社会的风俗习惯，有时也指生活习惯，后面接动词不定式。
e.g.The western customs are different from the Chinese ones.
五、高考真题
1.(上海2003春)　　　　　the meeting himself gave them a great deal of encouragement.
A.The president will attend
B.The president to attend
C.The president attended
D.The president's attending
简析：选D。动名词的复合结构作主语。在正式文体中，动名词的复合结构应为名词所有格或者形容词性物主代词加以动名词构成。
2.(上海2000)—Shall I help you with that suitcase
—　　　　　.
A.It's all right.Thank you
B.Yes,go ahead,please
C.I don't want to trouble you too much
D.No,please don't do it
简析：选A。当你要谢绝别人帮助时，常用答语有：It's all right,Thank you.No thanks,but I can manage it.No,it's OK.Thank you all the same.B项“Yes”可以表示接受帮助，但go ahead,please用得不对。C、D都不符合习惯表达。
3.(上海2000)Tony was very unhappy for　　　　　 to the party.
A.having not been invited
B.not having invited
C.having not invited
D.not having been invited
简析：选D。此题考查动名词作介词的宾语，此处动名词表被动的意思，应用动名词的完成被动式，且应把否定词not置于having之前。
4.(上海2003)The discovery of new evidence led to　　　　　.
A.the thief having caught
B.catch the thief
C.the thief being caught
D.the thief to be caught
简析：选C。此题考查动名词的复合结构作介词宾语。此处动名词表被动的意思，故用动名词的被动式。所以只有C项为正确答案。