Teaching plan for Grammar and usage of Unit 2
一、Teaching aims
1. Let students learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause.
2. Students are expected to know that it acts as the grammatical subject of the sentence and what situations it is often used
二、Teaching steps
I. Revision
II. Revise Noun Clauses
名词从句分主语从句, 宾语从句, 表语从句和同位语从句
III. Noun Clauses introduced by question words
What, where, when, how, whether,who/whom, why
引导的名词从句
IV. Exercises for Noun Clauses introduced by question words
a. Exercises at page 28 A
b. Exercises at page 29 B
Answers:
A.1. O 2. S 3. P
4. O 5. O 6. P
B.1. why 2. what 3.which
4.how/why 5. How 6.who
7. How 8. Which
c. Choose the best answer
V. General Revision
a. Subject clause
b. Object clause
c. Predictive clause
d. Appositive clause
VI. More exercises for Noun clause
Exercises :
1. _____is going to America for further study.
a. He is said that b. People said that he
c. It was said he d. It is said that he
2. ____ happened _____ he was unfit for the office.
a. This;that b. That;that
c. It; that d. He;that
3. _____ still needs to be discussed.
a. How is the plan to be carried out
b. How the plan is to be carried out
c. Why is the plan carried out
d. When is the plan carried out
4._____ knows the secret will come here.
a. Whoever b. those c. Everyone d. Anyone
5.I wonder ____ he made such a careless mistake.
a. how b. that c. what d. why
6. We all know ____ he is getting along well with his studies.
a. that b. how c. what d. which
7. _____ do you think will join us in the work
a. Whom b. Who c. That d. How
8. I will give the book to _____ wants to read it.
a. whoever b. whomever c. whom…d. that
9. We took ____ for granted that they would accept our advice.
a. that b. this c. it d. them
10. They expressed the hope _____ they would come over to China again.
a. which b. whom c. what d. that
Answers: d/c/b/a/d/a/b/a/c/d
VII. Homework
Finish off workbook exercises
Grammar and Usage (2)
-----Empty Subject it
I. Revision for It
It’s a book.
It’s six now.
It’s fine today.
It’s two hours’ walk.
II. it做形式主语,宾语,从句或用在强调句
It’s difficult to learn English well.
I find it difficult to learn English well.
It is reported that a big storm would come this afternoon.
It was in Nanjing that I met him.
III.Exercises for “it ”
a. Exercises at page 31 A
b. Exercises at page 31 B
Answers:
A. 2. It depends upon what you see
and hear to decide what they are.
3. It always puzzles me why my dog
barks in certain ways.
4. It won’t be difficult buying
a machine like this.
B. 2. It is because there are several
racial groups living in Singapore
that Singapore has four official langueges.
3. It is for you that I’ve brought
something special from Singapore.
4. It will be something next week
that I’ll give it to you.
c. Translations
IV.Homework
Finish off Workbook exercises
南大附中
朱运慧
PAGE
2Unit 2 Task Report on body language
Aims in this section:
1. Learn how to anticipate a response
2. Learn hoe to formulate written questions
3. Learn how to conduct a survey and how to write a report
Procedures:
Skills Building1: Anticipating a response
1. Have the Ss to guidelines on page32. Make sure that they understand how to predict the answers to the questions while listening.
2. Read the statements 1 to 9. Let the Ss decide if the statements are true or false.
Listening. Finish the exercise on page 32.
Ans. 1T 2F 3F 4F 5T 6F 7F 8T 9T
Step 1: Filling in a chart
1. Ask Ss to say what these common gestures in the chart mean in China. And ask them to predict what they mean in America.
2. Have Ss listen to a recording and confirm their predicted answers.
Finish the chart on page 33.
1.good 2.telling the true 3.Yes 4.No 5.Hello or goodbye
6.crazy 7.where you are(you place) 8. good job 9.Ok
Skills building 2: Formulating written questions:
1. Read the guidelines on page 34 to make sure that they know what to.
2. Help the Ss to analyse why the questions should be asked like that.
Finish the rest two.
2.Last night, we watched a television show on CCTV8. Did you see it If so, did you like it
3.I finished a book last night. How about you What happened in the last book you read
Step2: Surveying your classmates
1. Revise the gestures in Step 2 on page 33. Let the Ss go over the guidelines on page 35 and make sure that they know what to do.
3. Take the first one as an example and ask them to finish the rest in pairs.
Sample answers:
1a 2b 3a 4a 5a 6b 7a
Skills building 3: Organizing a report
1. Read the four points at the top of page 36 check out the tips. Put emphasis on the four main sections.
2. Have the Ss go over the guidelines; work in groups to check their answers to find the appropriate sections for these sentences and number them in the logical order.
Answer 8 4 2 6 3 5 1 9 7
Step 3: writing a report on body language
1. Now the Ss are going to write a report on body language in China with the information they gathered in Step1 and Step2.
2. When writing, they may refer to the structure ------ Get the Ss to go through the second part on page37 to get the general idea for each section.
Introduction
Procedures/Method
Results/Findings
Conclusion
Homework:
1. Read A on page 99
2. Finish B on Page 99Unit 2 Language
Period 3 Word power
The general idea of this period
In this period we’ll deal with words and expressions related to language and enlarge students’ vocabulary by distinguishing formal English from informal English and by learning countries and their languages.
Teaching Aims:
1. Enlarge the students’ vocabulary.
2. Get the students to know about formal and informal English; and know something about countries and their official languages.
3. Through the listening practice, help the students know more how to improve their English.
Teaching important points:
1. Make the students know something about Formal and Informal English.
2. Master the words in this part and use them freely.
Teaching difficult points:
How to make the students use this skill freely to solve some problems
Teaching methods:
1. Talking to improve the students’ speaking ability.
2. Practice to get the students to master what they’ve learnt.
3. Discussion to make every student work in class.
Teaching aids:
1. the multimedia
2. the blackboard.
Teaching procedures:
Step 1.. Revision and lead in
Select some words and phrases often used in spoken English, then point out informal English expressions
① An informal letter:
Dear Mr. Lee,
I am so sorry that I cannot come to the dinner you and Mrs. Lee are giving next Saturday for your brother because of a previous engagement that evening.
I do appreciate your asking me and hope that I will have the opportunity to meet your brother on some other occasion in the near future.
② To judge which is the better expression:
1.(To a professor you first meet)
□ ----- Hi, Bob. Fancy meeting you here. ( Too familiar and informal. )
□ ----- Good morning , Mr. Mosley. How are you
2. (To a close friend)
□ ----- Mr. Wells, would you be kind enough to pass me the salt ( There is no need to be so formal.)
□ ----- Could you possibly pass me the salt ( There is no need to be so formal.)
□ ----- Pass me the salt, Jack .
③ Read the following sentence and find which part you think is informal.
I am sorry to say that a lot of your answers to those questions in your homework are not precise, so you must think about them.
Then ask students to present some other examples.
Formal and informal English
Formal English Informal English
a large amount/number of a lot of
arrange sort out
child kid
discard throw away
I regret to inform you… I’m sorry to say…
immediately right away
in addition plus
It is my hope… Hope…
prevent stop
purchase buy
reply answer
speak to have a word with
take my concerns into consideration think about it
Step 2. Presentation
1. Ask students to read the introductions to formal and informal English .Formal English is more common in writing, while informal English is more common in speaking.
2. Ask students to the formal English words with the informal English words listed in the chart on page 26.
Step 3 Practice
Ask students to practice what they have learnt above.
First point out the informal places while they are reading the letter.
Then rewrite the letter in formal English.
Answers:
Dear Mr. Smith,
I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yesterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospital immediately. In addition, the beautiful view of the park is spoiled.
I believe that there are a large number of actions you could take to solve this problem. For example, you should purchase additional litter bins and arrange security to prevent people from littering.
It is my hope that you will take my concerns into consideration. I look forward to your reply.
Yours sincerely, Jerry Broker
Step 4 Word power ( Group work )
1. How many languages are spoken in the world today ( About 6,ooo)
2. Do you know the ten most widely spoken languages What are they ( They are Chinese, English, Hindi, Spanish, Russian, Arabic, Bengali, Portuguese, Malay and French..)
①. Organize students into groups of four and provide each group with a word map. Have each group write down as many names of countries and their official languages as possible.
Use the following diagram as a pattern to organize the information.
Country Official language(s) Country Official language(s)
Australia English Mexico Spanish
Bengal Bengali New Zealand English, Maori
Canada English, French Portugal Portuguese
Chinese Chinese Russia Russian
Egypt Arabic Saudi Arabia Arabic
France French Singapore English,Chinese, Malay, Tamil
Germany German Spain Spanish
India English, Hindi Switzerland French, German, Italian
Ireland English, Irish U. k English
Italy Italian USA English
②. Then have students finish Part A and share their answers with their group members.
③.Ask students to fill in the blanks of the following diagram about country, official language(s), people and capital, this help students enlarge their vocabulary.
country official language(s) people Capital
Australia English Australian Canberra
Greece Greek Greek Athens
Spain Spanish Spanish Madrid
Egypt Arabic Egyptian Cairo
Russia Russian Russian Moscow
France French French Paris
Mexico Spanish Mexican Mexico City
Japan Japanese Japanese Tokyo
Italy Italian Italian Rome
④. Discussion (Groups or pairs):
What do you think the official languages of the United Nations are
Some resources about United Nations:
http:/www. un. org/English
http:/www.un.org/aboutun/index.html
Step 7 Listening practice
Ask students to do the exercises in Parts A and B in listening on page 98 in their Workbook. Let them know more about how to improve their English.
Step 8. Summary and homework
We’ve known something about formal and informal English, deal with some words and expressions related to languages, and go over the names of countries and their language(s).Use these skills to enlarge or reinforce your vocabulary and try your best to improve your English.
1. Homework:
2. Go over what we learned in this period.
3. Preview the next lesson
4. To get more information about UN, according to the website given to you .
( http:/www. un. org/English http:/www.un.org/aboutun/index.html)Advance With English Module 3
Unit 2 Language
Teacher: Fang Hong from Nanjing University Attached High School
Period 1 Welcome to the unit
Teaching Aims:
1. Learn about five different language forms
2. Develop students’ speaking ability by expressing their opinions in the discussion.
Teaching Important Point:
Develop students’ speaking ability.
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
1. Do you know what title of this unit is
2. What language do you speak Can you speak other languages
3. Do you know how many languages there are in the world
Stpe 2 Welcome to the unit
(Show the students 5 pictures )
When we talk with others we make ourselves understood not just by words. Can you tell us other language forms
1. Emoticons and Smileys are used by almost everyone using e-mail, chat, SMS and other forms of communication using computers.
2. Sign language is a language form used by the deaf and dumb. Show more gestures and let the students guess the meanings.
3. Braille is a special language for blind people.
4. Anima language
Watch a video
Step 3 Pair Work
Look at the illustrations at P. 21 and talk about the various forms of language.
Step 4 Group Work
1. Can you think of other ways that information can be exchanged
2. Do you think English is important Why or why not
3. Do you have any effective methods for studying the English language to share with your classmates
Step 5 Language Points
Step 6 Homework
1.Find more information on the Internet or in books.
2.Preview the reading text.Unit 2 Language
Reading
Period 1
The general idea of this period
This article deals with how English developed and why it has many confusing rules. All the activities involved aim at checking and enhancing students’ reading abilities.
Teaching Aims:
1. Check and enhance students’ reading abilities.
2. Train ss to gain an overall understanding of the article and learn to adopt different reading strategies.
Teaching important points:
1. Help Ss know some knowledge about English language and its history.
2. Help them learn some language items.
Teaching difficult points:
1. how to read a history article
2. how to grasp the new words.
Teaching methods:
1. Talking to improve the students’ speaking ability.
2. Practice to get the students to master what they’ve learnt.
3. Discussion to make every student work in class.
Teaching aids:
1. the multi-media
2. the blackboard.
Teaching procedures:
Step 1.. Revision and lead in
1. Revision about languages.
2. Talk about English.
Step 2. Reading
1. Ask Ss to skim the article and answer the three questions on P22.
2. Ask Ss to reread the passage and do C1 on P24 individually.
3. Get Ss to scan the article again and do C2.
4. Help Ss to get the idea of the reading strategies.
5. Help Ss to finish the time table on the PPT.
6. Ask Ss to finish T/ F on PPT.
Step 3. Language items.
1. Do D1, D2 in class.
2. Do E in class.
Step 4. Discussion
Hold discussion in class.
1. Languages borrow words from each other. List some. e.g.Chinese words from English:
English words from Chinese:
2．Do you think it possible for Chinese to be the most widely used language some day Why or why not
Step 4. Homework.
1． Do Part E.
2． Read the article in Part B on P97, WB.
3． Prepare for the language items.
4． Learn more about English and its history on this website. http://www.nhyz.org/student/2003 ( http: / / www.nhyz.org / student / 2003 / 030490 / eh.htm" \t "_parent )/030490/eh.htm ( http: / / www.nhyz.org / student / 2003 / 030490 / eh.htm" \t "_parent )
Period 2 Language Focus
Teaching aims:
1. To understand new words, phrases and sentence patterns in the reading passage;
2. To learn how to use them.
Teaching Important Points:
1. To help the students to understand the text better.
2. To help the students master the use of some important language points.
Teaching Difficult Points:
1. The usage of some words, phrases and sentence patterns.
Teaching Procedures:
Step 1 Revision and lead-in
Do part E on P25.
Step 2 Words to be learned
Do part D1.
Step 3 Phrases to be learned
Ask students to find the following phrases in the passage.
Express the langue items.
Step 4 Practice
Fill in the blanks with the new words learned.
Step 5 Assignments:
1. Keep in mind the useful words, phrases and sentence patterns and know how to use them.
2. Finish A1,A2,
PAGE
1Advance With English Module 3
Unit 2 Language
Teacher: Fang Hong from Nanjing University Attached High School
Project Designing a booklet
Teaching Aims:
1. Train the students’ writing, reading and speaking abilities.
2.
2. Get the students to talk about writing a booklet about Chinese characters.
3. Get the students to cooperate with others.
Teaching Difficult Point:
How to help the students finish the tasks of writing and speaking.
Teaching Methods:
1. Reading, talking and writing to improve students’ integrating skills.
2. Individual, pair work and group work to make every student take an active part in class.
3. Discussion to help the students cooperate.
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures;
Step 1 Greeting and Lead-in
(Show the students some beautiful pictures of
Step 2 Let the students read the travel leaflet “Step 2 ”. Ask them to find out answers to the following questions.
Read the passage and answer:
1.
Step 3 Read the passage again and divide the passage into several parts, then give the main idea of each part.
Para. 1. Brief introduction of Chinese characters.
Para. 2. The origins of Chinese characters.
Para.3-6 Form and development of Chinese characters.
Para. 7-8 Pronunciation of Chinese characters and simplified Chinese characters
Step 4 Designing a booklet
(1)
(1) Planning
Ask students to work in small groups and discuss the Chinese characters their group would like to research. Then they should discuss the layout of the booklet, and divide the work each group member will do to collect the information needed.
(2) Preparing
Look for information in as many sources as they can find. Then they meet, discuss and choose the information each group member has collected.
(3) Producing
Students each write a section of the booklet. They should put what they have written together and add photos or illustrations. They must proofread the draft to correct mistakes if there are any. New ideas can be added. Now the booklet is finished.
(4) Presenting
Students present their booklet to the whole class by taking turns to talk about each section of their booklet. Everyone in each group should have a chance to speak.
Step 5 Homework
1. Do Parts B1 and B2 on page 93 in Workbook.
2. Do Parts D1 and D2 on page 95 in Workbook.
3. Review words and phrases in this unit.
