unit 12[下学期]
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Unit 12 Fact and fantasy
Ⅰ.Brief Statements Based on the Unit
Science fiction is often about things we believe may be possible in the far future. It is fantasy based on science facts. The famous French writer Jules Verne, the father of science fiction, wrote many famous books, such as 20 000 Leagues Under the Sea, Journey to the Centre of the Earth, etc. This unit mainly deals with Jules Verne and his two famous science fictions, and the story of Dr Frankenstein. By learning this unit, we not only want the students to learn about science fiction, but also want to stimulate the students’ interest in science. Of course, it is necessary for the students to master the useful phrases and expressions in this unit. Meanwhile, we also learn about some word formation.
Ⅱ.Teaching Goals
1. Talk about science fiction.
2. Learn to express beliefs and doubts.
3. Learn about Word Formation (2).
4. Practice creative writing.
Ⅲ. Teaching Time: seven- eight periods
The First & Second Periods
Warming up, listening & speaking
Teaching Aims:
1. Learn about some scientific facts by doing a small science quiz.
2. Train the students’ listening ability.
3. Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.
Teaching Important Points:
1. Train the students’ listening ability.
2. Master the useful expressions for beliefs and doubts.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching Methods:
1. Free talk to arouse the students’ interest in science fiction.
2. Listening-and-answering activity to help the students go through the listening material.
3. Discussion to make the students finish the task of speaking.
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Free-talk and Lead-in
T: Do you like reading novels
Ss: Yes.
T: What kind of novel do you like best
S1: I like reading detective novels.
T: Why do you like novels of this kind
S1: Because this kind of novel is full of suspension and the end of it is often surprising.
T: Very good. Does anyone have a different opinion
S2:I enjoy reading about science fiction.
T: Tell us why, please.
S2: Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.
T: A good job. Sit down, please. Today we’re going to talk about science fiction.
(Bb: Unit 12 Fact and fantasy The First Period)
Step Ⅲ Warming up
(Teacher shows the students a picture of Jules Verne.)
T: Do you know who he is
Ss: No. / Yes. He is Jules Verne.
T: Please turn to page 154. Here is a brief introduction of him. Please read it by yourself first. (1 minute later.)
T: Have you read any of his books
(Some say “Yes”, while some say “No”. Teacher asks two students who say “Yes” to stand up and say something they know about the books.) ……
T: Jules Verne lived between 1828 and 1905, so there were many scientific facts that he didn’t know or guess. Do you know the following facts Now, let’s have a quiz to see if you know any better.
(Teacher uses the multimedia to show the following.)
1.What is the highest mountain on earth and how high it is
2.What is the deepest point in the ocean and where is it
3.Which is the longest river on earth and how long is it
4.What is the distance from the earth to the moon What is it to Mars What is it to
the nearest star
5.How far is it to the centre of the earth
6.How high are the temperatures near the centre of the earth
7.What is the longest distance around the world
8.How fast does a balloon travel How about an aero plane How about a space shuttle
T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.
(Five minutes later)Time is up. Have you finished
Ss: Yes.
T: Now check your answers.
(Show the answers on the screen.)
Suggested answers:
1. Mount Qiomolangma;8848.13 m
2. Mariana Trench; in the west of the Pacific
3. The Nile River;6 600 kilometers
4.380,000 kilometers; more than 56,000,000 kilometers
5.150,000,000 kilometers
6.7 500 K
7. 40 000 kilometers
8. about 30~40 kilometers per hour;
about 500 kilometers per hour;
about 7.4~11.2 kilometers per second
Step Ⅳ Listening
T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that
Ss: Yes.
T: Now, let’s listen to the tape carefully and finish the task.
(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)
T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready
Ss: Yes.
(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)
T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.
(Students do as the teacher says.)
Step Ⅴ Speaking
T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me
Ss: Yes.
T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard.
(Teacher writes the following on the blackboard.)
I believe… I suppose… I doubt…
I’m sure that… I’m(not) certain… I can’t imagine…
It could be…but… It’s likely… It would like…
T: Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear
Ss: Yes.
T: OK. You can begin.
(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)
T: (A few minutes later)Are you ready
Ss: Yes.
T: OK. Which group would like to act out your dialogue
(Two students stand up and act out their dialogue before the class.)
T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue
(Another two students stand up and their topic is about life in 3098.)
(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)
Step Ⅵ Practice and Consolidation
T: Can you talk more about what you believe may come true in the future For example, you can imagine Chinese astronauts land on the moon successfully in 2015, and you are one of them. Standing on the moon, what will you say to the people on the earth Who can try
S9:What I want to tell people is that I now stand on the Changjiang plain of the moon. As the gravity of the moon is only one sixth of that on the earth, walking on the moon becomes very difficult, but it is very interesting just like slow motions on the earth.
T: Wonderful! Anything else
S10: The moon is the only satellite of the earth. It is a common wish for us to develop and make use of it peacefully. We Chinese people should make contributions to it.
T: Yes. I really hope that one of you will realize the dream. Then I’ll be proud of you.
Step Ⅶ Summary and Homework
T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
Step Ⅷ The Design of the Writing on the Blackboard
Unit 12 Fact and fantasy
Useful Expressions:
I believe… I doubt…
It could be…but… I suppose…
I’m(not) certain… It’s likely…
I’m sure that…
I can’t imagine…
It would take…
Step Ⅸ Record after Teaching：
Period 3 Reading
Aims: Train the students’ reading ability.
Learn about the French writer Jules Verne and his two famous science fictions.
Guess the meaning of the new words and expressions by reading the context.
Key points: Improve the students’ reading ability.
Difficulties: How to make the students understand the text better.
How to help them to finish all the exercise in the Post- reading.
Methods: Discussion, fast-reading, careful- reading, pair work to discuss the tasks in Post- reading.
Teaching steps:
I. Greetings
II. Revision.
Check the useful expressions in the last period.
Get different students to say a sentence with the useful expressions.
I believe… I doubt… It could be … but… I suppose …
I’m not certain… It’s likely… I’m sure that…
I can’t imagine… I can’t believe my eyes.
III. Lead- in and Pre- reading
T: I am very glad you can use the expressions freely. Yesterday we talked about science
fiction and also had a scientific test. By doing exercises, we learnt some scientific facts.
Today, let’s continue to learn more about scientific facts.
1. Look at the pictures on the screen ( or in the book , Page11) and guess when these
inventions were made.
Picture 1: The first electric railway was built by the German Werner von Siemens in 1879.
Picture 2: The electric light bulb was invented in 1879 simultaneously by Thomas Alva Edison in the United States and Sir Joseph Wilson Swan in England.
Picture 3: in 1769 James Watt built a steam-powered boat.
2. 1). When was electricity discovered (It was discovered in 1600 by Gilbert.)
2). Match the name of the scientist and the application of electricity:
Year Scientist Invention
1844 – Morse: the radio
1876 – Bell: the electric battery
1821 – Fara day: the electric motor
1752 - Franklin: the telegraph
1904 – Tesla: the television
1928 – Farnsworth: the lightening rod
1800 – Volta: the telephone
3. What does the inside of the earth look like
IV. Reading
1. Show pictures, talking about Jules Verne and his works.
2. Fast reading
1).How many parts should the passage be divided into and what’s each part mainly about
2).Read the text quickly and fill the information about Jules Verne:
Jules Verne
Born in: 1828
Died in: 1905
Nationality: French
Interested in: botany and applied science
Remembered as: the father of science fiction
Famous novels: 20,000 Leagues under the Sea
Journey to the Center of
the Earth
3. Careful reading
Read the passage more carefully, then choose the best answer for each question below.
1).Which was true about Jules Verne
A. He was more of a scientist than a writer.
B. He and Franklin worked together to discover electricity.
C. He is remembered for his contributions to modern science fiction.
D. His books were not based on the latest ideas and inventions of his day.
2). What causes many ships to disappear in the novel 20,000 Leagues Under the Sea
A.A sea monster. B. Canadian whales.
C. Terrible collisions. D. An extraordinary submarine
3)._____ enabled people to walk freely in the underwater world.
A. Special diving suits B. Huge glass windows
C. Thick iron plates D. Magical powers
4). Why have readers wondered about the character of Captain Nemo
A. Because he is a cruel man. B. Because it’s hard to tell his character.
C. Because he has some weak points. D. Because he has no likes and dislikes.
5). According to the last paragraph in the text, what’s the center of the earth
A. Iceland. B.A boiling underground river.
C. Forests of mushrooms and plants. D. It’s not mentioned in the text.
6). More questions:
20,000 Leagues under the Sea
Why do Dr Aronnax and his followers set out to find the monster
What does the monster turn out to be
What does Nautilus look like
Journey to the center of the Earth
What did the two men do during the journey to the earth
1. travel to Iceland
2. enter…through a chimney in a dead volcano
3. through a narrow passage deep into…
4. Pass through layers of coal and marble
5. reach a huge lake or underground ocean
6. through forests of mushrooms and plants
7. cross the sea in a raft 8. drawn into a fast stream
9.shot out of a volcano in southern Italy
V. Post- reading
1. What do your think of the character of Captain Nemo
(Captain Nemo is the kind of person of whom it is difficult to say whether you like him or not. You may think he is hard and cruel, but he also has a soft and gentle side.)
2. Underwater travel and space travel have many things in common. Can you describe the similarities and differences between them
(Write the notes down in the form of the book, Page 13)
Similarities: Demand for skills is high, they are both exciting, tourists must be trained by experts, they are both expensive.
Differences:
submarine Spaceship
speed slow Fast
Landscape Underwater landscape Space landscape
Number for people A lot of people A few people
Food Common food Special food
clothes Diving suits Space suits
VI. Consolidation
1. Listening listen to the tape
2. Discussion: Think about the knowledge we know about the earth. Explain where Jules Verne might have got his ideas when he wrote his novels:
Why would there be a huge underground ocean
Why do the characters find plants and animals that lived on the earth millions of years ago
Why would there be a boiling river inside the earth
VII. Summary and homework
Get a student to summarize what he/she has learnt in this period of lesson.
Homework:
1.Read the passage again, find all the new words and expressions, learn to use them, do Word study exercises.
2. Paraphrase some sentences in Post-reading, Ex.2.
3. Retell the reading passage.
Record after teaching:
Period 4 Language Points and Word Study
Aims: Learn to use the new words and expressions in the last period.
Key points: the use of the words and expressions.
Difficulties: How to get the students to learn to use the words and expressions correctly.
Methods: retelling, paraphrasing, making sentences, translation, individual, pair work.
Teaching steps:
I. Greeting.
II. Revision.
T: In the last period, we learnt a reading passage about Jules Verne. Today I want you to retell the text. Any volunteers
III. Language points:
1. Get the students to speak out the new words in the reading passage and ask others to tell the meanings of them.
2. Phrases:
1).make a living
She made a living by singing in the nightclub.
The poor man makes a living by begging.
2). remind …of
The pictures remind me of the happy days when I lived in the country.
3). lay the foundation of
Four-year college life laid solid foundation of his career.
e true
The boy’s wish to become a PLA man has come true.
May your dreams come true!
5). set out to do sth
They set out to look for the lost child.
set about doing sth.
We have set about improving our learning methods.
6). turn out (to be)
The forecast reported that it was going to rain this afternoon but it turned out to be very lovely.
To my surprise, the well-dressed man turned out to be a thief.
7). defend… against/from
We should defend our country from attacks.
8). be dressed in
Dressed in uniform, he looks handsome.
The girl was always dressed in red.
dress sb/ oneself
3. Paraphrase the sentences in Post-reading
1). Verne had to write and sell stories to make money.
2). During the time they do all they can to continue to live, they realize that they come to the surface of the monster.
3). keep them as prisoners
IV. Word study
Page 14. If the students have finished it as homework, ask them to check answers in pairs. If not, work alone first, then check answers in pairs. In the end, check with the whole class and read the short passage.
V. Consolidation
Wb exercises Page 90.
Vocabulary:
Ss do individually, then check in pairs.
Translation work:
Get the students to translate orally and the teacher write down the key words or sentence patterns
on the Bb.
VI. Summary and homework
Get the students to speak out the new words and expressions learnt in this period quickly.
Homework:
Recite the words and phrases.
Do the translation work in the exercise books.
Preview Grammar.
Bb designing
Record after teaching:
Period 5 Language Study
Aims: Learn to use the rules of word formation to guess the meaning of words.
Key points: Learn to guess the meaning of the words by the meaning of some stems and affixes.
Difficulties: Master the meanings of the following stems and affixes:
mis- =wrong ex- =former inter- =between sub-=under
under- =below over- =too much dis- =not marine- = sea
How to get the Ss to guess the meaning of the words according to the stems and affixes.
Methods: guessing , discussing , practicing.
individual, pair or group work.
Teaching steps:
I. Greetings.
II. Revision and Lead- in.
Revise the words and expressions learnt in the last period.
Have a competition in class to check the reciting of words and expressions.
Tell the students: In the last unit, we learnt some about word formation. Today we are
going to learn more about it.
III. Word formation.
1. Warming up
T: As you know, learning the rules of word formation is one of the ways to enlarge our
vocabulary. We can guess the meanings of the words using them without looking them
up in the dictionary. Please look at the screen.
rewrite unhappy disappear impossible invisible non-smoker
illness movement useful action cooperate musical
Get different students to guess the meaning of one word, try to get the students to be
active in class.
2. Some other rules of word formation. Ask the Ss to study the meanings of the stems and
affixes in pairs and try to give some examples.
mis- =wrong ex- =former inter- =between sub-=under
under- =below over- =too much dis- =not marine- = sea
3. Check their work results.
( misunderstand, ex-premier, international, subsoil, underground, overcharge, overwork,
dislike, discourage, submarine, etc.)
4. Ask the students to explain the meaning of the words.
IV. Practice.
1. SB. Page 14. Word formation 1, 2.
For Ex. 1, Ss work alone first, then check answers in pairs. At last , the teacher checks the
answer with the whole class.
As for Ex. 2, Ss work in pairs or groups, then the teacher gets some to report the answers
to the whole class and make sure they have understood them correctly. If not, help them
explain the words italicized.
Suggested answers:
misbehave: behave badly or wrongly 行为不端
subtitles: the translation of what is being said by the actors in a film, shown at the bottom of the screen
transplant:: take sth from one place to another in some way. 运输
exchangeable: can be used instead of each other 可交换的
subway: another way of saying “underground” 地铁
overtime: too long (time), more than one’s normal working hours 超时
underpants: shorts /clothes one wears under trousers or skirt短裤
2. Add a proper affix to each of the following words to form another word.
___wife (ex-)
___ dependant (in-)
___ patient (im-)
___ stop (non-)
___ judge (mis-)
___ tired (over-)
___ heading (sub-)
___ clothing (under-)
___ advantage (dis-)
V. Consolidation.
Wb Grammar.
Exercise. 1.
VI. Summary and homework.
Get a good student to summarize what they have learnt in this period.
(We’ve learnt some rules of word formation. By doing so, we can guess the meaning of
some words without looking them up in the dictionary.)
Homework:
1. After class, learn the affixes by heart and learn to guess the meanings of new words in
reading materials.
2. Do Wb. Grammar Ex.2 ~ 4 as homework.
Record after teaching:
Period 6 Integrating skills
Aims: Review some word formation.
Train the Ss’ writing ability by practising creative writing.
Key points: Consolidate word formation.
Develop the Ss’ integrating skills.
How to help them to finish the creative writing.
Difficulties: how to help the Ss’ reading and creative writing ability.
Teaching methods: revision method, ask-and –answer method, discussion.
Individual, pair or group work.
Teaching steps:
I. Greetings and duty report.
II. Revision and Lead- in.
Ask the Ss to do the following exercise, tell how the word is formed and what it means in Chinese.
submarine = _____ + _______
disappear = ______ + ______
overturn = _______ + _______
Internet = _______ + ________
underwater = ______ + ______
prisoner = ______ + _______
T: In this unit we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 days, Journey to the Center of the Earth…. He combined fact with fantasy cleverly. Now we are going to read another passage about science fiction.
III. Reading
Books open, Page 15.
1. Read the passage quickly and then answer the following questions:
What did Dr Frankenstein want to do when he was young
After he was sent to university, what did he think of the things taught at university
What attracted his attention
Did he discover the cause of life
Although he knew how to creat life, what remained a difficult work for him
Why did he decide to creat a larger human being than man about 8 feet in height
2. Phrases.
throw light on/upon
attract sb’s attention
dream of
slow down
cut up
burn out
as white as snow
Get the students to tell the meanings of them according to the context and then fill in the blanks using the phrases, changing the verbs’ form if necessary.
1).The boy __________________ becoming a pilot.
2). _________ before you reach the crossroads.
3). He shouted to _____________.
4). The fire ________________.
5). Can you __________________ the problem
6). He _________________meat with a sharp knife.
7). Her skin is ________________.
3. Difficulties.
Help Ss to solve any problems they meet in reading.
IV. Listening and reading aloud.
1. Listen to the tape and follow it.
2. Ss read the passage. The teacher walk around to solve any problems.
V. Writing
1. Study Tips on writing.
2. Read through the instruction in writing, answer the questions and write down some words to be used in writing.
Suggested answers for the brainstorm diagram:
Materials: hospital, butcher, test tube, factory
Body: cells, arms, grow, teeth, nails, transplant, cut, organs
Animals: fur, feathers, tail
Machines: camera, computer, radar, radio, heater
Robot: mechanical
Human: dead, strange
3. Write an outline, then write the creative essay.
VI. Summary and homework
Summary ( ask a student to do it)
Homework:
1. Write the creative essay down in the exercise book.
2. Finish the Integrating Skills in the Wb, Page 92~94.
3. Revise the whole unit.
Record after teaching:
PAGE
14
Unit 12 Fact and fantasy
Ⅰ.Brief Statements Based on the Unit
Science fiction is often about things we believe may be possible in the far future. It is fantasy based on science facts. The famous French writer Jules Verne, the father of science fiction, wrote many famous books, such as 20 000 Leagues Under the Sea, Journey to the Centre of the Earth, etc. This unit mainly deals with Jules Verne and his two famous science fictions, and the story of Dr Frankenstein. By learning this unit, we not only want the students to learn about science fiction, but also want to stimulate the students’ interest in science. Of course, it is necessary for the students to master the useful phrases and expressions in this unit. Meanwhile, we also learn about some word formation.
Ⅱ.Teaching Goals
1. Talk about science fiction.
2. Learn to express beliefs and doubts.
3. Learn about Word Formation (2).
4. Practice creative writing.
Ⅲ. Teaching Time: seven- eight periods
The First & Second Periods
Warming up, listening & speaking
Teaching Aims:
1. Learn about some scientific facts by doing a small science quiz.
2. Train the students’ listening ability.
3. Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.
Teaching Important Points:
1. Train the students’ listening ability.
2. Master the useful expressions for beliefs and doubts.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching Methods:
1. Free talk to arouse the students’ interest in science fiction.
2. Listening-and-answering activity to help the students go through the listening material.
3. Discussion to make the students finish the task of speaking.
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Free-talk and Lead-in
T: Do you like reading novels
Ss: Yes.
T: What kind of novel do you like best
S1: I like reading detective novels.
T: Why do you like novels of this kind
S1: Because this kind of novel is full of suspension and the end of it is often surprising.
T: Very good. Does anyone have a different opinion
S2:I enjoy reading about science fiction.
T: Tell us why, please.
S2: Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.
T: A good job. Sit down, please. Today we’re going to talk about science fiction.
(Bb: Unit 12 Fact and fantasy The First Period)
Step Ⅲ Warming up
(Teacher shows the students a picture of Jules Verne.)
T: Do you know who he is
Ss: No. / Yes. He is Jules Verne.
T: Please turn to page 154. Here is a brief introduction of him. Please read it by yourself first. (1 minute later.)
T: Have you read any of his books
(Some say “Yes”, while some say “No”. Teacher asks two students who say “Yes” to stand up and say something they know about the books.) ……
T: Jules Verne lived between 1828 and 1905, so there were many scientific facts that he didn’t know or guess. Do you know the following facts Now, let’s have a quiz to see if you know any better.
(Teacher uses the multimedia to show the following.)
1.What is the highest mountain on earth and how high it is
2.What is the deepest point in the ocean and where is it
3.Which is the longest river on earth and how long is it
4.What is the distance from the earth to the moon What is it to Mars What is it to
the nearest star
5.How far is it to the centre of the earth
6.How high are the temperatures near the centre of the earth
7.What is the longest distance around the world
8.How fast does a balloon travel How about an aero plane How about a space shuttle
T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.
(Five minutes later)Time is up. Have you finished
Ss: Yes.
T: Now check your answers.
(Show the answers on the screen.)
Suggested answers:
1. Mount Qiomolangma;8848.13 m
2. Mariana Trench; in the west of the Pacific
3. The Nile River;6 600 kilometers
4.380,000 kilometers; more than 56,000,000 kilometers
5.150,000,000 kilometers
6.7 500 K
7. 40 000 kilometers
8. about 30~40 kilometers per hour;
about 500 kilometers per hour;
about 7.4~11.2 kilometers per second
Step Ⅳ Listening
T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that
Ss: Yes.
T: Now, let’s listen to the tape carefully and finish the task.
(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)
T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready
Ss: Yes.
(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)
T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.
(Students do as the teacher says.)
Step Ⅴ Speaking
T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me
Ss: Yes.
T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard.
(Teacher writes the following on the blackboard.)
I believe… I suppose… I doubt…
I’m sure that… I’m(not) certain… I can’t imagine…
It could be…but… It’s likely… It would like…
T: Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear
Ss: Yes.
T: OK. You can begin.
(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)
T: (A few minutes later)Are you ready
Ss: Yes.
T: OK. Which group would like to act out your dialogue
(Two students stand up and act out their dialogue before the class.)
T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue
(Another two students stand up and their topic is about life in 3098.)
(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)
Step Ⅵ Practice and Consolidation
T: Can you talk more about what you believe may come true in the future For example, you can imagine Chinese astronauts land on the moon successfully in 2015, and you are one of them. Standing on the moon, what will you say to the people on the earth Who can try
S9:What I want to tell people is that I now stand on the Changjiang plain of the moon. As the gravity of the moon is only one sixth of that on the earth, walking on the moon becomes very difficult, but it is very interesting just like slow motions on the earth.
T: Wonderful! Anything else
S10: The moon is the only satellite of the earth. It is a common wish for us to develop and make use of it peacefully. We Chinese people should make contributions to it.
T: Yes. I really hope that one of you will realize the dream. Then I’ll be proud of you.
Step Ⅶ Summary and Homework
T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
Step Ⅷ The Design of the Writing on the Blackboard
Unit 12 Fact and fantasy
Useful Expressions:
I believe… I doubt…
It could be…but… I suppose…
I’m(not) certain… It’s likely…
I’m sure that…
I can’t imagine…
It would take…
Step Ⅸ Record after Teaching：
Period 3 Reading
Aims: Train the students’ reading ability.
Learn about the French writer Jules Verne and his two famous science fictions.
Guess the meaning of the new words and expressions by reading the context.
Key points: Improve the students’ reading ability.
Difficulties: How to make the students understand the text better.
How to help them to finish all the exercise in the Post- reading.
Methods: Discussion, fast-reading, careful- reading, pair work to discuss the tasks in Post- reading.
Teaching steps:
I. Greetings
II. Revision.
Check the useful expressions in the last period.
Get different students to say a sentence with the useful expressions.
I believe… I doubt… It could be … but… I suppose …
I’m not certain… It’s likely… I’m sure that…
I can’t imagine… I can’t believe my eyes.
III. Lead- in and Pre- reading
T: I am very glad you can use the expressions freely. Yesterday we talked about science
fiction and also had a scientific test. By doing exercises, we learnt some scientific facts.
Today, let’s continue to learn more about scientific facts.
1. Look at the pictures on the screen ( or in the book , Page11) and guess when these
inventions were made.
Picture 1: The first electric railway was built by the German Werner von Siemens in 1879.
Picture 2: The electric light bulb was invented in 1879 simultaneously by Thomas Alva Edison in the United States and Sir Joseph Wilson Swan in England.
Picture 3: in 1769 James Watt built a steam-powered boat.
2. 1). When was electricity discovered (It was discovered in 1600 by Gilbert.)
2). Match the name of the scientist and the application of electricity:
Year Scientist Invention
1844 – Morse: the radio
1876 – Bell: the electric battery
1821 – Fara day: the electric motor
1752 - Franklin: the telegraph
1904 – Tesla: the television
1928 – Farnsworth: the lightening rod
1800 – Volta: the telephone
3. What does the inside of the earth look like
IV. Reading
1. Show pictures, talking about Jules Verne and his works.
2. Fast reading
1).How many parts should the passage be divided into and what’s each part mainly about
2).Read the text quickly and fill the information about Jules Verne:
Jules Verne
Born in: 1828
Died in: 1905
Nationality: French
Interested in: botany and applied science
Remembered as: the father of science fiction
Famous novels: 20,000 Leagues under the Sea
Journey to the Center of
the Earth
3. Careful reading
Read the passage more carefully, then choose the best answer for each question below.
1).Which was true about Jules Verne
A. He was more of a scientist than a writer.
B. He and Franklin worked together to discover electricity.
C. He is remembered for his contributions to modern science fiction.
D. His books were not based on the latest ideas and inventions of his day.
2). What causes many ships to disappear in the novel 20,000 Leagues Under the Sea
A.A sea monster. B. Canadian whales.
C. Terrible collisions. D. An extraordinary submarine
3)._____ enabled people to walk freely in the underwater world.
A. Special diving suits B. Huge glass windows
C. Thick iron plates D. Magical powers
4). Why have readers wondered about the character of Captain Nemo
A. Because he is a cruel man. B. Because it’s hard to tell his character.
C. Because he has some weak points. D. Because he has no likes and dislikes.
5). According to the last paragraph in the text, what’s the center of the earth
A. Iceland. B.A boiling underground river.
C. Forests of mushrooms and plants. D. It’s not mentioned in the text.
6). More questions:
20,000 Leagues under the Sea
Why do Dr Aronnax and his followers set out to find the monster
What does the monster turn out to be
What does Nautilus look like
Journey to the center of the Earth
What did the two men do during the journey to the earth
1. travel to Iceland
2. enter…through a chimney in a dead volcano
3. through a narrow passage deep into…
4. Pass through layers of coal and marble
5. reach a huge lake or underground ocean
6. through forests of mushrooms and plants
7. cross the sea in a raft 8. drawn into a fast stream
9.shot out of a volcano in southern Italy
V. Post- reading
1. What do your think of the character of Captain Nemo
(Captain Nemo is the kind of person of whom it is difficult to say whether you like him or not. You may think he is hard and cruel, but he also has a soft and gentle side.)
2. Underwater travel and space travel have many things in common. Can you describe the similarities and differences between them
(Write the notes down in the form of the book, Page 13)
Similarities: Demand for skills is high, they are both exciting, tourists must be trained by experts, they are both expensive.
Differences:
submarine Spaceship
speed slow Fast
Landscape Underwater landscape Space landscape
Number for people A lot of people A few people
Food Common food Special food
clothes Diving suits Space suits
VI. Consolidation
1. Listening listen to the tape
2. Discussion: Think about the knowledge we know about the earth. Explain where Jules Verne might have got his ideas when he wrote his novels:
Why would there be a huge underground ocean
Why do the characters find plants and animals that lived on the earth millions of years ago
Why would there be a boiling river inside the earth
VII. Summary and homework
Get a student to summarize what he/she has learnt in this period of lesson.
Homework:
1.Read the passage again, find all the new words and expressions, learn to use them, do Word study exercises.
2. Paraphrase some sentences in Post-reading, Ex.2.
3. Retell the reading passage.
Record after teaching:
Period 4 Language Points and Word Study
Aims: Learn to use the new words and expressions in the last period.
Key points: the use of the words and expressions.
Difficulties: How to get the students to learn to use the words and expressions correctly.
Methods: retelling, paraphrasing, making sentences, translation, individual, pair work.
Teaching steps:
I. Greeting.
II. Revision.
T: In the last period, we learnt a reading passage about Jules Verne. Today I want you to retell the text. Any volunteers
III. Language points:
1. Get the students to speak out the new words in the reading passage and ask others to tell the meanings of them.
2. Phrases:
1).make a living
She made a living by singing in the nightclub.
The poor man makes a living by begging.
2). remind …of
The pictures remind me of the happy days when I lived in the country.
3). lay the foundation of
Four-year college life laid solid foundation of his career.
e true
The boy’s wish to become a PLA man has come true.
May your dreams come true!
5). set out to do sth
They set out to look for the lost child.
set about doing sth.
We have set about improving our learning methods.
6). turn out (to be)
The forecast reported that it was going to rain this afternoon but it turned out to be very lovely.
To my surprise, the well-dressed man turned out to be a thief.
7). defend… against/from
We should defend our country from attacks.
8). be dressed in
Dressed in uniform, he looks handsome.
The girl was always dressed in red.
dress sb/ oneself
3. Paraphrase the sentences in Post-reading
1). Verne had to write and sell stories to make money.
2). During the time they do all they can to continue to live, they realize that they come to the surface of the monster.
3). keep them as prisoners
IV. Word study
Page 14. If the students have finished it as homework, ask them to check answers in pairs. If not, work alone first, then check answers in pairs. In the end, check with the whole class and read the short passage.
V. Consolidation
Wb exercises Page 90.
Vocabulary:
Ss do individually, then check in pairs.
Translation work:
Get the students to translate orally and the teacher write down the key words or sentence patterns
on the Bb.
VI. Summary and homework
Get the students to speak out the new words and expressions learnt in this period quickly.
Homework:
Recite the words and phrases.
Do the translation work in the exercise books.
Preview Grammar.
Bb designing
Record after teaching:
Period 5 Language Study
Aims: Learn to use the rules of word formation to guess the meaning of words.
Key points: Learn to guess the meaning of the words by the meaning of some stems and affixes.
Difficulties: Master the meanings of the following stems and affixes:
mis- =wrong ex- =former inter- =between sub-=under
under- =below over- =too much dis- =not marine- = sea
How to get the Ss to guess the meaning of the words according to the stems and affixes.
Methods: guessing , discussing , practicing.
individual, pair or group work.
Teaching steps:
I. Greetings.
II. Revision and Lead- in.
Revise the words and expressions learnt in the last period.
Have a competition in class to check the reciting of words and expressions.
Tell the students: In the last unit, we learnt some about word formation. Today we are
going to learn more about it.
III. Word formation.
1. Warming up
T: As you know, learning the rules of word formation is one of the ways to enlarge our
vocabulary. We can guess the meanings of the words using them without looking them
up in the dictionary. Please look at the screen.
rewrite unhappy disappear impossible invisible non-smoker
illness movement useful action cooperate musical
Get different students to guess the meaning of one word, try to get the students to be
active in class.
2. Some other rules of word formation. Ask the Ss to study the meanings of the stems and
affixes in pairs and try to give some examples.
mis- =wrong ex- =former inter- =between sub-=under
under- =below over- =too much dis- =not marine- = sea
3. Check their work results.
( misunderstand, ex-premier, international, subsoil, underground, overcharge, overwork,
dislike, discourage, submarine, etc.)
4. Ask the students to explain the meaning of the words.
IV. Practice.
1. SB. Page 14. Word formation 1, 2.
For Ex. 1, Ss work alone first, then check answers in pairs. At last , the teacher checks the
answer with the whole class.
As for Ex. 2, Ss work in pairs or groups, then the teacher gets some to report the answers
to the whole class and make sure they have understood them correctly. If not, help them
explain the words italicized.
Suggested answers:
misbehave: behave badly or wrongly 行为不端
subtitles: the translation of what is being said by the actors in a film, shown at the bottom of the screen
transplant:: take sth from one place to another in some way. 运输
exchangeable: can be used instead of each other 可交换的
subway: another way of saying “underground” 地铁
overtime: too long (time), more than one’s normal working hours 超时
underpants: shorts /clothes one wears under trousers or skirt短裤
2. Add a proper affix to each of the following words to form another word.
___wife (ex-)
___ dependant (in-)
___ patient (im-)
___ stop (non-)
___ judge (mis-)
___ tired (over-)
___ heading (sub-)
___ clothing (under-)
___ advantage (dis-)
V. Consolidation.
Wb Grammar.
Exercise. 1.
VI. Summary and homework.
Get a good student to summarize what they have learnt in this period.
(We’ve learnt some rules of word formation. By doing so, we can guess the meaning of
some words without looking them up in the dictionary.)
Homework:
1. After class, learn the affixes by heart and learn to guess the meanings of new words in
reading materials.
2. Do Wb. Grammar Ex.2 ~ 4 as homework.
Record after teaching:
Period 6 Integrating skills
Aims: Review some word formation.
Train the Ss’ writing ability by practising creative writing.
Key points: Consolidate word formation.
Develop the Ss’ integrating skills.
How to help them to finish the creative writing.
Difficulties: how to help the Ss’ reading and creative writing ability.
Teaching methods: revision method, ask-and –answer method, discussion.
Individual, pair or group work.
Teaching steps:
I. Greetings and duty report.
II. Revision and Lead- in.
Ask the Ss to do the following exercise, tell how the word is formed and what it means in Chinese.
submarine = _____ + _______
disappear = ______ + ______
overturn = _______ + _______
Internet = _______ + ________
underwater = ______ + ______
prisoner = ______ + _______
T: In this unit we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 days, Journey to the Center of the Earth…. He combined fact with fantasy cleverly. Now we are going to read another passage about science fiction.
III. Reading
Books open, Page 15.
1. Read the passage quickly and then answer the following questions:
What did Dr Frankenstein want to do when he was young
After he was sent to university, what did he think of the things taught at university
What attracted his attention
Did he discover the cause of life
Although he knew how to creat life, what remained a difficult work for him
Why did he decide to creat a larger human being than man about 8 feet in height
2. Phrases.
throw light on/upon
attract sb’s attention
dream of
slow down
cut up
burn out
as white as snow
Get the students to tell the meanings of them according to the context and then fill in the blanks using the phrases, changing the verbs’ form if necessary.
1).The boy __________________ becoming a pilot.
2). _________ before you reach the crossroads.
3). He shouted to _____________.
4). The fire ________________.
5). Can you __________________ the problem
6). He _________________meat with a sharp knife.
7). Her skin is ________________.
3. Difficulties.
Help Ss to solve any problems they meet in reading.
IV. Listening and reading aloud.
1. Listen to the tape and follow it.
2. Ss read the passage. The teacher walk around to solve any problems.
V. Writing
1. Study Tips on writing.
2. Read through the instruction in writing, answer the questions and write down some words to be used in writing.
Suggested answers for the brainstorm diagram:
Materials: hospital, butcher, test tube, factory
Body: cells, arms, grow, teeth, nails, transplant, cut, organs
Animals: fur, feathers, tail
Machines: camera, computer, radar, radio, heater
Robot: mechanical
Human: dead, strange
3. Write an outline, then write the creative essay.
VI. Summary and homework
Summary ( ask a student to do it)
Homework:
1. Write the creative essay down in the exercise book.
2. Finish the Integrating Skills in the Wb, Page 92~94.
3. Revise the whole unit.
Record after teaching:
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