Unit 2 Task
Teaching Aim:
To learn and practise their listening, speaking, reading and writing skills
To learn how to anticipate a response.
To learn how to formulate written questions
To help students to organize a report.
Teaching Procedure:
Step One: Skill Building 1
Ask students to try to find some behavioral differences between Chinese and westerners with the pictures reference.
Help students to understand how to predict the answers to the questions while listening.
Step two: Skill Building 2
Help students to formulate written questions
Ask them to survey their classmates and see how much they know about body language.
Step three: Skill Building3
Ask students to organize a report. And ask them to write a report about body languages.
Help students to know how to write a report, which should contain introduction, methods, results and findings.
Ask students to share their reports.
Step four: Homework:
to go over the Task
to complete the report.
to preview the ProjectTask
Teaching Objectives:
1 to teach and instruct students some specific procedures when trying to achieve a goal
2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills
3 to make sure students have opportunities to combine the skills they have learned with reality
4 to aid students to choose and organize the information they have got and help them complete their products
5 to enhance students’ overall abilities and improve their integrated skills
Important and difficult points:
Make students learn how to write an outline of a speech and how to host a talk about a historical event.
Teaching procedures:
Part A: object complement
Step 1 lead in
Revise the grammar items in this unit (object complements, either…or…and neither…nor…, and subject-verb agreement).
Situation 1:
------ Did you find anything special
when you went to the classroom
------ No, I didn’t.
------ You found the door open, didn’t you
------ Oh, yes. But I found nobody in the classroom.
Position
V. + Object + object complement
eg: The inspector shot the drug-dealer dead.
(= The drug-deal was shot dead by the inspector.)
Step 2 learn the usage of object complement
Situation 2:
------ What do you think about her performance
------ We consider that her performance is a big success.
We consider her performance a big success. )
------ What do people think about dogs
------ People believe that dogs are honest.
( People believe dogs to be honest. )
Usage An object complement , which gives information about the object, can be a noun, a noun phrase, an adjective,
a to-infinitive, a bare infinitive, or a prepositional phrase.
Step 3 Practise in oject complement.
------What do you think about Harry Potter
------I find it ________________________.
------What happened to the man
------The man was kept _________.
Step 4: Use the words and phrases in the box to complete the following
Professor Zhang is a great archaeologist. His work has made the archaeological discovery of Loulan (1)_______________. We believe him (2)__________________________ as his work seems never ending.
We have all found Professor Zhang (3)______________. He took the time to answer all our questions and his answers were very wise. We have found him (4)_________________.
I walked in the desert with the other students this afternoon and we found the desert (5)_______________. The heart almost drove me (6)_____________even though I was wearing very thin cotton trousers to keep me (7)__________. It seems that I shouldn’t have brought all those thick clothes with me. I should have left them(8)____________________.
Part B: either…or and neither … nor
Step 1: the use of either …or and nether …nor
Situation
------ I have got one ticket for Liu Xiang’s 110m
hurdle race to be held in Nanjing.
_______ you _____ your desk-mate can have it.
------ Is it on Saturday or on Sunday
------ It is on next Monday.
------ Oh, what a pity. I am afraid __________ I ____ my desk-mate can enjoy it.
Step 2: summary:
(1) Either … or…
can be used to express the idea of alternatives.
eg: You can choose either A or B, which means you have two
choices, i. e, you can choose any one of the two.
(2) Neither … nor…
can be used to join two negative ideas together.
eg: Neither A nor B is proper in question one, which means
A is not proper, and B is not proper either.
Situation
------ Whose fault is it ( not yours / not mine )
------ It is neither your fault nor mine. It’s your friend Jack’s fault.
Part C: Subject-verb agreement
Step 1: Practise and summarize:
Fill in the blanks with the right verb forms:
1.The people’s republic of China _____(be) founded in 1949.
2.The food they offered on the plane ______(be) delicious.
The verb should be singular if the subject is.
3.Two hours_____(be) not enough for so much homework.
4.Twenty thousand dollars_____(be) a large amount of money to me.
The verb should be singular if the subject is a phrase of measurement,money or distance.
All of us _____ __ ( attend) the lecture about Pompeii .
Most of the lecture ______(be) about how the ancient city was discovered.
I spent only 30 yuan buying books and the rest of money_______(be) spent on my food.
When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.
An expert with some assistants_____ (be) sent to work in Gansu Province.
No on except two teachers________( know) the secret.
Xiao Ming as well as his parents_____(be) interested in music.
When the subject followed by with/ together with/as well as/, the verb agrees with the subject.
Either the team leader or the guides _____ (be) looking after the students.
Neither noodles nor rice______(be) delicious today.
Either you or the headmaster_______(be) to hand out prizes to those gifted students at the meeting.
Not only you but also I_______(be) puzzled at her worried look.
When neither…nor/ either…or/ not only…but also…are used to join the subjects of a sentence, the verb agrees with the subject closest to it.
His family_____(be ) to move to the countryside next month.
His family _____all (be) fond of popular music.
Our school ______(be) a key school in Jiangsu Province.
Our school ______doing (do) morning exercises now on the playground.
When the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.
Step 2: Exercise.
1. Each of you ______ responsible for the accident.
a. am b. be c. is d. are
2. Each man and woman ______ the same rights.
a. has b. have c. had d. is having
3. Every means ______ tried but without much result.
a. has been b. have been c. are d. is
4. There ______ in this room.
a. are too much furniture b. is too many furnitures
c. are too much furnitures d. is too much furniture
5. The manager or his assistant ______ planning to go.
a. were b. are c. was d. be
6. Not only I but also David and Iris ______ fond of playing basketball.
a. am b. is c. are d. was
7. Neither Tom nor his parents ______ at home.
a. is b. are c. has d. was
8. Either the dean or the principal ______ the meeting.
a. attends b . Attend
c. are attending d. have attended
9. ______ was wrong.
a. Not the teacher but the students
b. Both the students and the teacher
c. Neither the teacher not the students
d. Not the students but the teacher
10. “______ twenty dollars a big sum to her ”
“I suppose so.”
a. Will be b. Is c. Are d. Were
Homework:
Do exercise in the work book.Unit 2 Grammar and Usage
Teaching Aims:
To learn all noun clauses and help students judge different noun clauses
To learn question words in noun clause.
To learn how to use it as an empty subject.
Teaching Procedure:
Step One: Leading-in
Go over the different noun clauses such as subject clause, object clause, predictive clause, and appositive clause.
Step Two: question words in noun clause
Introduce all question words in noun clauses, such as what ,which, who ,whom, where, when, how, why, and whose.
Tell students to pay attention to the order of noun clauses and don’t leave out question words.
Ask students to do exercises on page 28 A and B
More exercises about subject clause, object clause and appositive clause
Step Three: it as empty subject and object
Introduce when it is used as an empty subject.
Ask students to do exercises to consolidate it.
Introduce when it is used as an empty object.
Ask students to translate sentences to understand it better.
Step Four: homework
Do C2 on page 94Unit 2 Project
the development of Chinese characters
Teaching Aims:
To help students to understand the development of Chinese characters.
To help students to learn useful words and phrases
To apply what they have learnt to prepare a booklet about languages
Teaching Procedure:
Step One: Reading
1. Show students some pictures about old Chinese pictograph and let them guess what they are.
Ask them to think about how Chinese characters developed.
2. Ask them to read the article and answer some questions.
3. Ask them to read again and get the main idea of each paragraph.
4. Help them to learn some useful phrases and important words.
5. Ask them to fill in the blanks to consolidate language points.
Step Two: make a booklet about languages
Planning
Preparing
Producing
Presenting
Step three: Homework:
Do parts B1 and B2 on page 93
Do parts D1 and D2 on page 95
Review the words and phrases in this unitUnit 1 Project
Teaching Aims:
To learn the passage
To help students to understand the kinds of sharks and the reasons why they attack humans
Prepare a tv show about sharks.
Teaching Procedure:
Step One: lead in
Show the students some pictures about sharks and let them know different kinds of them
Some questions to help students understand better about sharks.
Step Two: reading
1. Fast reading .ask students some questions about the passage.
2. second reading. Help students to get general information about the text.
3. detailed reading. Help students to get detailed information about sharks.
Step Three: Language Points
Ask students to fill in the blanks and help them understand some important words and phrases.
Show some useful phrases and let them tell the meanings of them.
Step Four: project
Ask students to discuss and prepare a tv show about sharks
Step five : homework
Finish the projectUnit 1 Grammar and Usage
Teaching Aims:
To learn what the noun clause is.
To learn how to tell noun clauses from other clauses.
To consolidate the usage of noun clauses by doing exercises.
Teaching Procedure:
Step One: Leading-in
Give the students some examples and let them judge what kind of noun clauses they are. And see how much they know about noun clauses.
Step Two: noun clauses
Explain the noun clause and the functions of it.
Noun clauses are used as noun ,acting as subject ,object ,predicative and appositive in the sentence.
Do an exercise to see if the students understand .
Step Three: more about usage of noun clauses
1. the order of noun clause
2. the conjunction
3. the difference of attributive clause and appositive clause
Step Four: practice
Ask students to do some exercises to consolidate what they have learnt.
Step Five :homework
More exercises about noun clauses.Unit 1 Welcome to the Unit
Teaching Aims:
To talk about our senses and the importance of them
To think about how to live without one or two senses.
To practise students’ speaking ability
Teaching Procedure:
Step One: Leading-in
Show students some pictures and let them talk about what senses are important.
Step Two: Speaking
Ask students to talk about our senses and their usage .
Ask students to talk about the pictures one by one .
Step three: discussion
Ask students to discuss what would happen if we lost one or two our senses.
Tell students senses sometimes cheat us. Let them see how that happens.
Step four: language points
Ask students to fill in the blanks with the senses we learnt.
Step five :homework
To find some information about famous people who are disabled or lost one or two senses.Unit 2 Reading
Teaching Aims:
To help students learn English and its history.
To learn important words and phrases in the reading.
To improve their reading comprehension skill by fully participating in the activities
Teaching Procedure:
Step One: Leading-in
Ask students to talk about some questions about English.
Step Two: Reading Comprehension
1. Fast reading . Ask students to read the text quickly and answer three questions.
2. Detailed reading. Ask students to read carefully and still answer questions and fill in the blanks.
3. Reading strategy. Help students to understand the reading strategy, that is to say ,help them to understand how to read the history article.
4. Use of reading strategy. Ask students to fill in the blanks and understand reading strategy better.
Step Three: Post-reading Discussion
Give students some words and help them to understand the development of English.
Ask students to discuss the question and predict the development of Chinese.
Step four: Homework
Do part E on page 25
Read the article in part B on page 97, wb.
Prepare for the language items
Learn more about English and its history.Unit 3 Back to the past
Project Creating an illustrated time chart
Part A
Step I Reading
Read the article and try to get the main idea of each paragraph
:
Paragraph 1 Main events in Rome and China between 753 BC and 479 BC.
Paragraph 2 Similarities between China and Rome during the Han Dynasty.
Paragraph 3 Both Rome and China influenced other areas between 212 BC and 100 BC.
Paragraph 4 Rome and China had a difficult time in the following hundred years.
Read the article again and answer the following questions:
1. When did Rome become a republic and what happened in China then
2. When was China united and by whom
3.
3. Which city did Han Dynasty have as its capital Where is it now
4. What did China and Rome have in common during the Han Dynasty
5. When Silk Road was in use And what was it used for
6.
6. When did the trade between China and Rome begin What goods were traded
7. When did Han Dynasty fall and what did it result in
8.
8. When was Roman Empire ended Was it the same story for China
Step 2 Time chart
Read the time chart carefully and answer the following questions:
1. What happened in both China and Rome in the year 509 BC
2. What about the year 27 BC
3.
3. When was Confucius born
4. How long did the Han Dynasty last
Conclusion:
What is a time chart
A time chart should be a chart marked with time periods and important events that take place in certain time periods.
Step 3 Language points
1. Not only was Rome a city and a republic, but it was also to become the capital of one of the
largest empires in history. 罗马不仅是一个城市和一个共和国，它还是历史上最大帝国的首都。
这里Not only…but also连接句子时, not only 可以置于句首表示强调,这时第一分句要采用倒装结构。如：
Not only ___ a first-class brain but also _____ a tremendously hard worker.
他不仅有着头等聪明的脑子，而且工作很能吃苦。
Not only _______ been arrested but he had been sent to prison as well.
这个可怜的人不仅被逮捕，而且被投进监狱。
Not only do the professors have their own ideas on the matter, but the students have theirs too.
对这件事不仅教授们有自己的看法，学生们也有自己的想法。
2. He greatly influenced the development of China’s culture and education.
他对中国的文化和教育產生了巨大的影响。
influence这里作动词用，意思是“影响”如：
My teacher ______ _ ______ to study science.
我的老师对我学理科的决定起了影响作用。
The weather ______ crops.天气影响农作物。
influence也作名词，“影响力；感化力”（常与on连用）
My teacher's _____ made me study science at college.
由于我老师的影响，我上大学学了理科。
Many a woman has had civilizing influence upon her husband. 许多妇女对其丈夫有影响。
influence 权力；势力（常与over, with连用）
Will you exercise your influence on my behalf
你愿意运用你的权力给我帮忙吗？
3. The audience will not be interested in something they can see for themselves.
观众不会对他们自己能看到的东西感兴趣.
比较:
by oneself 独自地, 单独地
for oneself 亲自地, 为自己
to oneself 独自享用
of oneself 自动地
One should not live ______ oneself alone.
人不应该专为自己而活。
The box is too heavy for me to lift ____ myself.
那个箱子太重, 我一个人提不动。
When one dines in a restaurant, one likes a table oneself.
人们在饭店吃饭时, 喜欢独占一张桌子。
The door opened __ itself. 门自动开了
Part B Creating an illustrated time chart
Step 1 .What is a time chart
A time chart should be a chart marked with time periods and important events that take place in certain time periods
Step 2 . Example
A common history between UK and France
“ Down the centuries, the histories of both countries often interlocked and sometimes merged. The Vikings fought King Albert in 871 and besieged Paris in 885. William of Normandy conquered much of England in 1066. From 1154 to 1485 England was under Anjou-Plantagenet rule. French monastic orders founded many abbeys and priories in Britain, including St Michael’s Mount in Cornwall, built in 1135 by the Abbot of Mont Saint-Michel in Normandy. For many years, English monarchs laid claim to much of France - a dispute resolved only in 1453 with the end of the Hundred Years’ War. Calais remained under English rule until 1558. After the Reformation and Henry VIII , the churches in France and England took separate paths.
The 19th century saw the peak of the European powers’ colonial expansion, often in competition.
The 20th century saw the two powers embark on genuine long-term cooperation through the Entente Cordiale.”
Step 3. Read the article on page 110, then create a time chart for it
Steps for creating an illustrated time chart
Planning
Work in small groups and do the following:
1. Discuss and research time periods in history you are interested in.
2.
2. Choose one as the time period you will illustrate in your time chart.
3. Discuss the tasks for each member.
Research ________________
Write the outline _________________
Illustrate the time chart ____________
Present the time chart ______________
Preparing
1. Find information from various sources on the time period.
2. Sort the information by date.
3. Discuss the information and decide what to include in the time chart and what to leave out.
4. Write an outline, paying attention to the time period and its significance.
Producing
5. Design the time chart based on the outline.
6. Proofread it and add new ideas, if any.
Homework
Complete the time chart
Do Parts B1, B2 on page 101 and D1, D2 on page 103 in the workbook.Unit 3 Back to the Past
Word Power
●Teaching objectives:
1. Can develop the students’ ability of using the target language in real situation.
2. Can enlarge the students’ vocabulary by learning some words about archaeology.
3. Can expand the students’ knowledge archaeology.
4. .Can help the students grasp the use of some commonly used pair nouns and group nouns.
●Teaching methods:
1. Students-centered.
2. Teacher and students’ interaction
3. Multimedia way.
Part A . Teach the pair nouns and group nouns
Step 1. lead in
Situation: Ann: I saw a group of people all try to take one
pair of binoculars.
Jane: Why
Ann: All of them wanted to be the first to get a
close look at Mount Vesuvius
Help the students to get the idea about pair nouns and group nouns by looking at some pictures.
e.g. a pair of sacks
a flock of birds
a herd of horses
Step 2. Label each picture, using an expression including a word in the box.
Then summarize the use of pair nouns.
The word pair is used for many things that are found in twos or have two parts. It is placed in front of the plural form of a noun.
Step 3. Label each picture, using an expression including a word in the box.
Then summarize the use of group nouns.
A group noun is used to refer to people or things as a group.
We can also use the words family, crowd and team to refer to people who appear collectively.
Step 4. competition.
Now let’s have a competition and see how much you know about group nouns
and pair nouns
Part B. Learn some words and information about archaeology.
Step 1.Show a picture of a famous archaeologist and ask questions.
Who is he
What is he
Where is he
What is he doing
Step 2. Label each picture, using an expression and words and information about archaeology
Step 3 Students read Part A carefully, paying attention to the word in blue.
Step 4 .Students read and fill in the blanks of Part B.
Step 5. Students have a group discussion
Which subject are you interested in
What are you going to be when you grow up
Step 6. Ask the students to write out as many words as possible.
Task 3. Homework
1. Remember the pair nouns and group nouns.
2. Preview the grammar.
PAGE
1Unit 1 Reading
Teaching Aims:
To improve the reading skill
To learn reading strategy.
To learn important words and phrases.
Teaching Procedure:
Step One: Leading-in
Ask students to discuss and help them prepare for the reading.
Step Two: Reading Comprehension
1. fast reading. Ask students read fast and finish part A.
2. second reading. Ask some questions and true or false statements to help them understand better.
3. third reading.. read again and get detailed information about the story.
4. deep understanding. Ask more questions to understand deeply.
Step Three: Post-reading Discussion
Ask students to discuss
Step Four: reading strategy
Step Five: Homework
Do exercises in the workbook.Grammar
Teaching Aims: Learn the grammar:
Object complement
Either… or and neither… nor
Subject-verb agreement
Teaching Points:
How to use the object complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.
Teaching Methods:
1. Inductive method
2. Comparative method
3. Communicative approach
Teaching Aids:
1. A multimedia
2. A blackboard
Teaching Procedures:
Step 1 Object complement
1). Situation one
------ Did you find anything special when you went to the classroom
------ No, I didn’t.
------ You found the door open, didn’t you
------ Oh, yes. But I found nobody in the classroom.
2). Position
V. + Object + object complement
eg: The inspector shot the drug-dealer dead.
(= The drug-dealer was shot dead by the inspector.)
3). Situation two
------ What do you think about her performance
------ We consider that her performance is a big success.
( We consider her performance a big success. )
------ What do people think about dogs
------ People believe that dogs are honest.
( People believe dogs to be honest. )
4). Usage
An object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.
5). More examples with an object complement
(1) We made him chairman of our Students’ Union.
(2) I find the novel interesting and amusing.
(3) Please keep the cat out.
(4) I am often kept at home all day long on Sunday.
6) More practice with an object complement
Show the students two pictures and fill in the blanks.
------What do you think about Harry Potter
------I find it ________________________. (very interesting / an interesting book)
------What happened to the man
------The man was kept _________. (in prison / jail)
7). Find out similar examples with an object complement from the reading passage.
(1)Unfortunately, all the people were buried alive, and so was the city!
(2)Sven found the remains of buildings buried under the sand, together with a lot of treasures.
(3)We found the ruins most interesting.
Step 2 either… or / neither… nor
1). Situation one
------ I have got one ticket for Liu Xiang’s 110m hurdle race to be held in Nanjing.
Either you or your desk-mate can have it.
------ Is it on Saturday or on Sunday
------ It is on next Monday.
------ Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.
2). Situation two
------ Which language can I use to write the speech ( English / Chinese )
------ You can write the speech either in English or in Chinese.
3). Situation three
------ It is neither your fault nor mine. It’s your friend Jack’s fault.
------ Whose fault is it ( yours / mine )
4). Situation four
------Which one can I take, Sir
------I am afraid, you can take _______________. (neither the gun nor the cigar)
5). Situation five
------Where can I stay on Saturday afternoon, Sir
------You can stay ______ in the classroom _____ in the dormitory. ( either … or)
Step 3 subject-verb agreement
Grammar rules
Read the 6 points on Page 10, find out the usages of subject-verb agreement.
Step 4 Practice
Part A Fill in the blanks using the correct forms:
Exercise one: Fill in the blanks with the right form of the given verbs:
1.The people’s republic of China _____(be) founded in 1949.
2.The food they offered on the plane ______(be) delicious.
The verb should be singular if the subject is a singular noun or an uncountable noun.
3.Two hours_____(be) not enough for so much homework.
4.Twenty thousand dollars_____(be) a large amount of money to me.
The verb should be singular if the subject is a phrase of measurement, money a title, a name or distance.
All of us _____ __ ( attend) the lecture about Pompeii .
Most of the lecture ______(be) about how the ancient city was discovered.
I spent only 30 yuan buying books and the rest of money_______(be) spent on my food.
When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.
An expert with some assistants_____ (be) sent to work in Gansu Province.
No on except two teachers________( know) the secret.
Xiao Ming as well as his parents_____(be) interested in music.
When the subject followed by with/ together with/as well as/, the verb agrees with the subject.
Either the team leader or the guides _____ (be) looking after the students.
Neither noodles nor rice______(be) delicious today.
Either you or the headmaster_______(be) to hand out prizes to those gifted students at the meeting.
Not only you but also I_______(be) puzzled at her worried look.
When neither…nor/ either…or/ not only…but also…are used to join the subjects of a sentence, the verb agrees with the subject closest to it.
His family_____(be ) to move to the countryside next month.
His family _____all (be) fond of popular music.
Our school ______(be) a key school in Jiangsu Province.
Our school ______doing (do) morning exercises now on the playground.
When the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.
Step 5 Exercise:
1. Each of you ______ responsible for the accident.
a. am b. be c. is d. are
2. Each man and woman ______ the same rights.
a. has b. have c. had d. is having
3. Every means ______ tried but without much result.
a. has been b. have been c. are d. is
4. There ______ in this room.
a. are too much furniture b. is too many furnitures
c. are too much furnitures d. is too much furniture
5. The manager or his assistant ______ planning to go.
a. were b. are c. was d. be
6. Not only I but also David and Iris ______ fond of playing basketball.
a. am b. is c. are d. was
7. Neither Tom nor his parents ______ at home.
a. is b. are c. has d. was
8. Either the dean or the principal ______ the meeting.
a. attends b . Attend
c. are attending d. have attended
9. ______ was wrong.
a. Not the teacher but the students
b. Both the students and the teacher
c. Neither the teacher not the students
d. Not the students but the teacher
10. “______ twenty dollars a big sum to her ”
“I suppose so.”
a. Will be b. Is c. Are d. Were
11. Three hours _____ enough for us to finish the task.
a. are b. has c. is d. were
12. Most of his savings ______ in the Xin Hua Bank.
a. has been kept b. is being kept
c. have kept d. have been kept
13. All that can be done ______.
a. has done b. has been done
c. have done d. have been done
14. One or perhaps more pages _______.
a. is missing b. has been missed
c. are missing d. was missing
15. More than one worker ______ dismissed.
a. have been b. are c. has been d. has
16. Many a student ______ the importance of learning a foreign language.
a. have realized b. has realize
c. have been realized d. has been realized
17. The gas works ______ near the city.
a. is b. are c. were d. be
18. The surroundings of his house ______ clean now.
a. is b. are c. was d. were
19. The committee ______ over the problem among themselves for two hours.
a. has argued b. has been arguing
c. have argued d. have been arguing
20. The public ______ generous in their contributions to the earthquake victims.
a. is b. was c. are d. has bee
Step 6 homework
Do the exercises in Workbook.
PAGE
6Unit 3 Back to the past
Period 1 Welcome to the unit
Teaching Objectives:
1) Get students to conduct a free discussion about ancient civilizations.
2) Encourage the students to share their ideas with each other.
Important points and difficult points:
1) Students are expected to describe what they have known about the ancient
civilizations.
2) Encourage the students to communicate with classmates.
Teaching procedures:
Step1 Lead in
Answer Questions
Do you like traveling Why
Where have you been
Will you please tell us something about your trip
The May Day holiday is coming . Where will you go on your holiday
Task One
My foreign friend John wrote a letter to me and said his students had formed a group called “ civilization trip” and they were going to visit China during the May Day holiday. He asked me to recommend 4 places where they could get the most. Now will you help me to find four best places and make a brief introduction for them.
Before doing it, please answer the following questions.
Do you know what is civilization about
What are the foreign students want to know
What are the four best places you think we should recommend
Step2 Talking about the pictures
The Statue of Zeus:
Who is Zeus (A god of Greek mythology, Cronus and Rhea’s youngest son, the supreme ruler of both Mount Olympus and the Pantheon of gods residing there)
What does the name Zeus mean (It is said to be related to the Greek word ‘dios’, with ‘bright’ as its meaning.)
Where was the Statue of Zeus once located (On the western coast of Greece)
The Taj Mahal:
Who built it (Shah Jehan, the fifth Mughal Emperor.)
For whom and why was it built (It was built by Shah Jehan for his beloved wife as a monument of eternal love.)
When was it built (From 1631 to 1648)
Where is it (On the banks of India’s most sacred river, the river Yamuna in Agra)
The Hanging Gardens:
Who built it (King Nebuchadnezzar, who ruled ancient Babylon for dozens of years)
Why did it appear to be ‘hanging’ in the sky (It looked so because it was constructed entirely on the roofs of a building, with a lot of trees surrounding it.)
Why was it built (To cheer up Nebuchadnezzar’s wife who was said to be very homesick)
The Potala Palace:
Where is it located (On the Red Hill in the Lhasa Valley of Tibet, China)
When was it rebuilt (In the 17th century)
What was it used as (The residence of the Dalai Lamas since the 7th century, as well as the religious and political centre of old Tibet)
Step3 Group discussion
People from ancient civilizations built many magnificent structures. Some of them have disappeared, while others remain today.
Do you think it is important to protect cultural heritage Why or why not Do you have any suggestions on how to protect it
Step 4 Interview
How do we protect our cultural heritage, in your opinion
Step 5 Competition
Cultural heritages is very important . There are many places in our country have been in the world heritage lists. Please name them as many as you can while looking at the following pictures.
Let’s see which group will win.
Step 6 Homework : Preview reading.
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2Unit 3 Back to the past
Period 2 Reading Lost Civilizations
Teaching aims:
1) To talk about lost civilizations
2) To help the students develop the ability of reading diary entries.
Important and difficult points:
The way of reading diary entries.
Teaching procedures:
Step1 Lead-in
1. Show students a video about ancient Pompeii.
2. Answer questions
1) Where is the city of Pompeii
2) What happened to it
3) What is it like now
4) What else do you want to know about them
Step2 Reading comprehension.
1. Ask students to read the passage quickly and try to find answers to the questions in Part A.
2. Ask students to read again and complete Part C1.
3. Let students complete Part C2.
Step 3 Reading strategy
1. Discuss in pairs about what features are usually included in diary entries.
2. Let students read the Reading strategy.
3. When you are reading diary entries recording someone’s travels, you should look for:
⑴ Dates and place names
⑵Facts and historical information
⑶Personal feelings and opinions
4. Answer questions according to the text.
1 What happened to Pompeii in August AD 79
2. How was the buried city discovered
3. What were the stepping stones along the road in Pompeii used for
4. Why was Loulan an important city about 2,000 years ago
5. How do many people think Loulan disappeared
6. According to the last sentence, how did the author feel about the loss of Loulan
5. Find out the facts and historical information about the two cities.
Pompeii time event
in the 8th century
in 89 BC
on 24th Aug. AD 79
in 1860
Loulan 2000 years ago
from AD 200 to AD 500
100 years ago
Step 4 Discussion
1. Is it useful for people to study things from the past Why or why not
2. Since as long ago as 1553 people have said, ‘History repeats itself.’ What do you think this saying means Do you agree with it Why or why not
Step 5 Homework.
1. Read the passage carefully and review the new words and phrases.
2. Make a summary of the text.
Period 3 Reading (2)
Teaching Objectives:
1） To understand the text better
2） To master some useful words and expressions
Important and difficult points:
Some useful words and expressions
Teaching procedures:
Step 1 Check the homework.
Step 2 Complete the summary with proper words.
Both Pompeii in ________and Loulan in China became ____ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC. On 24th Aug.AD79, Mount Vesuvius _________ and the city were _______ __________. Loulan was a _________ _________ on the Silk Road. It disappeared under the ________. There are just a few _________ left. Some _________, such as coins and painted pots, was found.
Step 3 language study
1. A British society arranged for ten high school students from different countries to go on a cultural expedition to sites of lost civilizations. arrange v. 安排，筹划，整理，布置
arrange + n. + for + n. 为…安排…
arrange + for + n. + to do 安排…做…
arrange + (with + n.) + to do (与人)约定干…
arrange + that clause(从句用should + v.) 商定…, 安排…
I arranged to meet him at 6 o’clock.
我约定在6点钟跟他见面.
The secretary ______ ______ the manager.
秘书替我向经理预约.
I’ve _______ for him ________ her.
我已安排他跟她见面.
He arranged that the meeting _______ off for a week.
他安排把会议延后一星期召开.
2. I am representing Canada. I feel lucky to have won a place on this trip.
我代表加拿大。能赢得这次旅行的资格我感到幸运。
⑴represent 在这里是‘代表’的意思：；如；
The union represents over 200,000 teachers.
工会代表着20余万教师的利益。
The competition attracted 500 athletes _____ 8 different countries.
这次比赛吸引了代表8个国家的500多名运动员。
represent还表示：维护…的利益；体现；象征等意思。
Those comments do not represent the views of us all.
这些言论不足以体现我们所有人的看法。
Each color on the chart ______ a different _______ .
图表中的每一种颜色都代表一个不同的部门。
They ___________ their concerns to the authorities.
他们向当局陈述了他们关心的问题。
. I am representing Canada. I feel lucky to have won a place on this trip.我代表加拿大。能赢得这次旅行的资格我感到幸运。
⑵win a place 意思是“赢得资格”如；
She will someday win a place in music's hall of fame.
她将来会在音乐方面获致不朽的成就。
She has _____ _____ ______ in the Olympic team.
她已获得奥运代表队的队员资格。
He __ ____ ___ in the first team.
他失去了甲级队员的资格。
3. The city was founded in the 8th century BC.
found 意思是“建立；创建; 创办。”如；
Her family ______ the college in 1895.
她家族1895年创办了这所学院。
The town was founded by English settlers in 1790.
这座城市是英国移民于1790建立的。
Their marriage __ ___ on love and mutual respect.
他们的婚姻建立在爱情和相互尊重的基础上的。
注意found; form; organize.的区别。
4. In 89 BC, the Romans took over Pompeii.公元前89年，罗马人接管了庞贝城。
take over的意思是“接任；接管；接收”如；
You watch them until ten o'clock, and then I'll take over.
你看他们看到10点钟，然后我接班。
CBS records ____ ___ _____ by Sony.
哥伦比亚广播公司的唱片公司已被索尼公司收购。
When Mr. Green retired, his son ____ ___ the business from him.
格林先生退休后由他儿子接管他的生意。
What is good and still useful ___ _____ ___ ___ .
好的有用的东西应该继承。
5. Unfortunately, all the people were buried alive, and so was the city.
不幸的是，所有的人被活埋，城市也埋没了。
⑴ bury 这里意思是“埋葬; 隐藏；掩蔽; 埋头于”如：
The house ______ ___ under snow.
房子一半埋在雪中。
He __ _____ in his work.
他埋头工作。
Many men __ ________ underground when there was an accident at the mine.矿上发生意外时,许多矿工都被埋在地下。
__________ in deep thought, he didn’t notice Mary coming in.
_________ himself in sorrow, he refused to see anyone.
_________ yourself in your study, and you will make progress.
She fell into the bed, ____________ her face in the pillow and sniffed sadly，(抽鼻子)
⑵ be buried alive 表示”活埋”，
alive 在这儿作状语使用。
6. People started to dig in the area for treasure, which caused much damage.
人们开始在这个地区挖财宝，这造成了重大损失。
damage 这里意思是“损失；损害，损坏”。如：
The storm did _________ to the crops.
暴风雨使庄稼受到了很大损失。
An earthquake sometimes causes great ____ .
地震有时造成重大损失。
本课出现表破坏的词有damage, destroy 和 ruin 这三个单词，如：
An archaeologist from the local cultural institute, Professor Zhang, told us that 100 years ago
the Swedish explorer Sven discovered the ruins of the Loulan Kingdom. 一位来自当地文化部门的考古学家张教授告诉我们，100年前瑞典勘探者Sven发现了楼兰王朝的遗址。
___ how this quiet volcano ______ the whole city.
很难想象这平静的火山是怎样毁掉整座城市的。
它们均表示"破坏"、"损坏"的意思,但各自的含义和用法不同。-
7. I also saw the bodies of people that had been turned to stone when they had been covered with ash--- they are kept exactly as they were 2,000 years ago. 我也看到了被火山灰覆盖而变成石头的人的身体---他们保持着和二千年前一样的姿势。
keep…as they were (/ as it was) 这里意思是“保持着原来的样子”。as是连词意思是“照…的方式”如：
Leave the books as they are. 别去碰那些书。
Put the papers __ they _ . 把文件放到原来的样子。
8. I looked at it through a pair of binoculars. 我们用双筒望远镜看着它。
a pair of 连接由两部分合在一起的单个物品一般。如：
a pair of trousers [scissors, tongs]
一条裤子[一把剪刀, 一把钳子]
a pair of glasses一副眼镜
9. Tomorrow we are off to Naples to visit the museum that houses many of the treasures from Pompeii. 明天我们将去那不勒斯参观藏有许多来自庞贝的宝物的博物馆。
house 作动词，意思是“提供住处；供给房子用 ”如：
Those caves may house snakes or some other wild animals.
那些洞里也许有蛇或者其它什么野兽。
Most animals house up in caves in winter.
冬天多数动物躲藏在洞穴里。
The personal picture exhibition _____ in that building.
个人画展设在那所房子里。
He is trying hard to feed and ______ his family.
他努力设法赡养和安置他的家属。
10. I ate neither the noodles nor the rice… 我既不吃面条也不吃米饭。
neither...nor...，并列连词。表示"既不......也不......"。如：
I have neither time nor money.
我既没时间也没钱。
The novel is neither realistic nor poetic.
那部小说既不写实也没有诗意。
连接两个并列的复数主语时，动词的单复数形式必须和最靠近的一个主语保持一致。
Neither boy students nor girl students right．
男生和女生都不对。
Neither he nor I well educated.
他和我都没受过良好教育。
Step 4 Word study
Step 5 Homework:
1. Review the new words.
2. Finish the exercises in the workbook.
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5Unit 1 Word Power
Teaching Aims:
To learn more words about our senses
To complete the relevant exercises to consolidate it
Teaching procedure:
Step One: Brainstorming
Ask students to do exercises to realize the fact that the same word has different parts of speech, so when using the word , they should pay attention.
Step Two: Vocabulary Learning
Ask them to do exercise and understand the word sense , desert , time present ,deal.
More exercises about observe , sight ,reduce
Step Three: Vocabulary Extension
Give students some words to describe the weather.
Step Four: discussion
What kinds of weather do you prefer
Forecast the weather of tomorrow
Step Five: Homework
Find more words with different parts of speech.
Finish the exercises on page 84-85.Unit2 Word Power
Teaching Aims:
To learn formal and informal English
To complete the relevant exercises to consolidate it
Teaching procedure:
Step One: Brainstorming
Show students an informal letter and ask them to find out too formal expressions.
Step Two: informal expressions
Ask students to judge which expression is better and which is informal.
Show students some formal and informal English .
Step Three: languages in different countries
Show a form and let students know one or two languages are spoken in a country. And the country and its people.
Step Four: listening
Ask students to do the listening exercise and check answers together.
Step Five: Homework
Go over what they learnt in the period
Preview the next lesson.
Get more information about UNUnit 1 Task
Teaching Aim:
To learn and practise their listening, speaking, reading and writing skills
To learn how to tell a story.
To get some practical advice on plotting a story.
Teaching Procedure:
Step One: Skill Building 1
Ask students to retell the story fog
Ask students what stories they like
Tell students how to plot a story.
Step Two: practice
Ask students to complete a checklist. And give an example.
Step Three: Skill Building
Help students to identify different elements of a comic strip and ask them to practice.
Ask students to tell a story according to the pictures.
Prepare a story with a surprising ending. And practice it.
Step Four: skill building 3
Help students to use adjectives and adverbs in the stories.
Help students to learn how to describe different things.
Step Five: improving stories
Ask students to do exercises in the textbook and share their stories. At the same time help them improve their stories.
Step Six: Homework:
Finish exercises in the workbook
Write a story with a surprising ending.Unit 2 Welcome to the Unit
Teaching Aims:
To introduce languages in the world.
To talk about other forms of languages .
To practise students’ speaking ability
Teaching Procedure:
Step One: Leading-in
Introduce languages in the world, such as Chinese, Russian ,English ,Spanish , Japanese, Tibetan ,French ,Arabic ,Greek, German.
Step Two: Speaking
Ask students the question: do you know other forms of languages And show them emoticon and see if they know all of them.
Ask students to think about what sign language is and show some pictures about it.
Step Three: Further Discussion
Introduce the language for the blind and the inventor of it. Ask students to discuss if English is important and why.
Step Four: Language Points
Ask students to fill in the blanks and at the same time deal with the language points.
Step Five: Homework
Prepare the text in the reading
