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Teaching plan of unit 5：Nelson Mandela — a modern hero
Teaching aims:
1. Topic
The qualities of a great person;
The lives of some great people.
2. Useful words and expressions:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
3. Functional items:
A. Giving opinions:
Why do you think so
What do you think of …
What’s your opinion
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
4. Structures
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
Teaching procedures
Period 1 (Reading)
Step 1. Warming up
1. Ask Ss some questions:
What are the qualities you should find in a great person
Who do you think is a great person
What qualities do you have
2. Ss finish the chart on page 33.
Step 2. Pre-reading
1. Show Ss some pictures about six great persons and let them guess who they are.
2. Ask Ss to tell why they are important persons in history.
Step 3. While-reading
1. First reading: Ss read the text and finish comprehending 1 on page 35.
2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.
1940______________ 1942 ______________
1944 ______________ 1946 ______________
1948 ______________ 1950 _______________
1952 ______________ 1954 _______________
3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.
Suggested answers:
Part I paragraph 1-2
The life of Elias’ before he met Nelson Mandela.
Part II paragraph 3-5
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
Step 4. After-reading
Ss discuss:
How the ANC Youth League fights the Government
What can we learn from the text about Nelson Mandela
Step 5. Extensive reading
Get the Ss to learn more about Nelson Mandela.
Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:
1. When did Elias lose his job
2. Does Elias like his present work
Homework
1. Recite the key sentences in the text.
2. Retell the text.
Period 2. (language learning and grammar)
Step 1. Revision
Ss try to retell the text, using their own words.
Step 2. Language points
1. The time when I first met Nelson Mandela was ….
2. advise…on
3. be …away
4. Less important than…
5. Only then did we decide to… (倒装句)
Step 3 discovering useful words and expressions
1. Ss read Elias’ story again and try to find words that mean the same in the form on page 35.
2. Ss read the passage on page 36, part 2 and try to complete the it with properate words.
Step 4. Grammar: The attributive clause
1. Ss read the following sentences and try to find the rules.
The mines where I got a job were 9km from my home.
The reason why I got a job was because of my hard work.
The time when I joined the ANC Youth League was late at night.
The government building where we voted was very grand.
The date when I arrived was the 5th August.
2. Practice: Ss finish the sentences on page 36, part 2.
Step 5. Practice
1. Ss do Wb using structures: exercise 1.
2. Ss do the exercise 2 on page 71, join two sentences into an attributive clause.
Period 3. Speaking
Step 1. Revision
Dictation: The teacher speaks the following sentences in Chinese, the Ss write them down in English.
1. The time when I first met Nelson Mandela was a very difficult period of my life.
2. Mandela had opened a black law firm to advise poor black people on their problems.
3. I was worried about whether I would be out of work.
4. We were put in a position in which we had either to accept we were less important, or fight the Government.
5. It was very dangerous because if I was caught I could be put in prison for years.
6. I knew it was to realize our dream of making black and white people equal.
Step 2. Talking
1. Ss answer the question:
What are the qualities you should find in a great person
2. Ss in groups talk about their hero/heroine on page 69. When they discuss, try to use the following words:
Good idea!
That’s an excellent idea!
I agree/ don’t agree.
I prefer…
In my opinion…
I think/don’t think…
I’m afraid…
Why do you think so
What do you think of …
What’s your opinion
Step 3. Speaking task
Ss in groups and try to finish the speaking task on page 74.
1. Ss read the passage and get to know what they are go to do;
2. Ss in groups and begin to discuss;
3. Ss should take notes while they are talking;
4. Ss should choose one to give a talk to the class.
5.
Step 4. Debating
Ss divide into two parts and debate.
Topic: Mao Zedong is a great person in history.
Mao Zedong is not a great person in history.
Period 4. Extensive reading
Step 1. Pre-reading
Show some pictures and ask Ss to say something about Bill Gates.
T: Do you know who he is
S: Bill Gates.
T: Who can say something about him
S: Bill set up his own company “Microsoft”.
He makes most people in the world use the computer.
He makes us learn about the world at home.
T: Do you think Bill Gates a great man
Ss discuss and answer.
Step 2. Reading
Ss read the passage on page 73 and fill in the information sheet.
Information about Bill Gates
Job
Achievements
What did he give up for his beliefs
Why does he have enemies
Why attacked by the government
Step 3. Discussion
Ss in groups discuss what kind of person Bill Gates is.
Suggested answers:
I think Bill Gates is a great man because he set up the biggest Internet cooperation “Microsoft” in the world. He made a lot of money with his software and gave his millions of dollars to help the education and health of many children around the world. His cooperation also provides a lot of job chances.
Period 5. Listening
Step 1. Using language- listening
Ss are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.
Ask the Ss pay much attention to these important points while listening. And tell them to take notes like this:
Passbook: a book…
Underground;
Surface:
Live:
Step 2. Listening
Ss turn to page 69 and listen to the tape three times. Before they listen, ask them to read the questions first.
Step 3. Listening task
1. First listening: Ss turn to page 72 and try to answer the four questions of part 1.
2. Ss listen again and complete the tables of part 2.
3. After listening: if time permits, ask two Ss to answer the question:
Who do you think caused the accident
Period 6. Writing
Step 1. Pre-writing
1. Ask the Ss to say something about Nelson Mandela.
2. Ss read more about his life.
Step 2. While-writing
1. Ss collect their ideas for the letter. Write them down in order.
2. Ss begin the letter with their address and the date. They may begin like this:
Dear president,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free….
3. Finish the letter like this:
Yours sincerely,
(Your name)
4. Choose some Ss to read their letters.
Suggested answers
Jinan No.1 Middle School
Shandong, China
October 27, 2004
Dear President,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free.
As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. I n1994, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.
In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to five years hard labor. One year later, as one of the leaders of the ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.
I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free.
Best wishes!
Yours truly,
Li Hua
Step 3. Writing task
Ask the Ss write a great person in their eyes.
Give the Ss a possible version after they finish it.
Mother Teresa
Personal information Was born in Yugoslavia, on August 27, 1910, a nurse, got the Noble Peace Prize
Hard work Achievement Help the poor and comforting the dying in the street of the city; her work spread to others parts of India
Good qualities Hard-working, kind-hearted, persistent
Your opinion A well-known person, worth the prize
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.
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Teaching plan for unit 4：Earthquakes
Teaching aims and demands:
1. Topic:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
2. Useful words and expressions:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
3. Functions:
Talking about past experiences:
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
Sequence
4. Grammar:
The attributive clause (I)
由that, which, who, whose引导的定语从句
The number of people who were killed or injured reached more than 400,000.
It was heard in Beijing which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
Teaching procedures:
Period 1.
Step 1. Warming up
Ss discuss and answer some questions:
1. Which of the following may cause people the greatest damage
A. earthquake B. typhoon C. flood D. drought
2. Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take Why
Step 2. Pre-reading
Ss discuss and answer:
1. Do you know what would happen before an earthquake
2. What can we do to keep ourselves safe from an earthquake
3. Do you know anything about Tangshan Earthquake in 1976
Step 3. Reading
1. Skimming and find the answers to the following questions:
a. What happened
b. When and where did it happen
2. Ss read again and fill in the following form:
Time What happened
Before the earthquake Wells:Animals:Lights and sound:Water pipes:
While the earthquake Houses, roads and canals:Hard hills of rock:The large city:The people:
After the earthquake Hospitals, factories and buildings:The ground:Dams:Railway tracks:Animals:Wells:
3. Ss read the whole passage again and get the main ideas of each part:
Part 1. The natural signs of a coming earthquake
Part 2. The damage of the city after the earthquake
Part 3. The help to the survivors
Step 4. Comprehending
Ss finish Ex 1 and 2 on page 27.
Step 5. Assignment
1. Surf the internet and get more information about the earthquake.
2. Retell the text.
Period 2.
Step 1. Warming up
1. Ss share more information about the earthquake.
2. Ask some Ss to retell the text by using their own words.
Step 2. Language points
1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态
The village lay in ruins after the war.
These machines have lain idle since the factory closed.
2. in ruins: severely damaged or destroyed 毁坏
an earthquake left the whole town in ruins.
His career is in ruins.
3. number (n.): a quantity of people or things 数目；数量
The number of people applying has increased this year.
We were fifteen in number.
a number of: a lot of
I have a number of letters to write.
A large number of people have applied.
4. injure (v.): to hurt oneself/sb./ sth. physically 受伤
He fell off the bicycle and injured his arm.
5. reach (v.): to achieve or obtain sth. 达成；达到；获得
You’ll understand it when you reach my age.
At last we reached a decision.
6. rescue (n.): an act of rescuing or being rescued 搭救；解救
A rescue team is trying to reach the trapped mines.
Rescue (v.): to save or set free from harm, in danger, or loss 解救；救出
The rescued the man from drowning.
7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境
They were trapped in the burning hotel.
8. all …not… = not all…: some but not all 一些；但不是全部
Not all the girls left.
=Only some of them left early.
Not all the children are noisy.
=Some of the children are not noisy.
全部否定应用: none of…
None of us were allowed to go there.
None of these reports is very helpful.
Step 3. learning about language
1. Ss finish Ex 1,2 and 3 on page 27 and 28.
2. Teacher checks the answer and give the Ss some help if they have some difficulty.
Step 4. assignment
1. Finish Wb.Ex.1 on page 63.
2. Ss try to remember the useful words and expressions by hearts.
Period 3
Step 1. Warming up
Ss read the passage again and try to find the sentences with attributive clauses.
e.g. Workers built shelters for survivors whose homes had been destroyed.
Step 2. Attributive clause
1. Give Ss more sentences and let the Ss to find the structures of the attributive clause.
2. Ss do some exercises about how to use that, which, who or whose.
3. Ss finish Ex 2 on page 28.
Some materials about attributive clause:
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
Is he the man who/that wants to see you 他就是你想见的人吗？（who/that在从句中作主语）
He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语）
2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：
They rushed over to help the man whose car had broken down. 那人车坏了，大家都跑过去帮忙。
Please pass me the book whose （of which） cover is green. 请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
A prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）
Step 3. Using structures
1. Ss read the passage on page 64.
2. Ss try to complete the sentences by using who, whom, which, that or whose.
3. Check the answer and explain any questions that the Ss may ask.
Step 4. Assignment
1. Ss learn by heart about how the structures of the attributive clause.
2. Ss do some exercises about the attributive clause.
Period 4. (reading)
Step 1. warming up
Ask the Ss:
Do you know anything about the earthquake in San Francisco
Step 2. Reading
1. Ss reading the passage and finish Wb. Ex 1 on page 65.
2. Ss read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on page pare the ways both writers give you details about the earthquakes and finish Ex 2 on page 65.
3. Listen to the tape and read the third paragraph with feeling.
Step 3. listening
1. Ss listen to the tape and finish the exercise 1 on page 62.
2. Ss listen to the tape again and then complete the following form:
Cause of earthquakes
Moving speed of the Pacific plate
In 1906 the Pacific plate suddenly jumped
The Pacific plate pushes on
The Indian plate pushes on
Ways of reducing losses from earthquakes
Period 5. (listening and speaking)
Step 1. pre-listening
Ss have a discuss about the earthquake in San Francisco in 1906 and answer:
1. What happened to the city
2. What’s the result
Step 2. listening
1. Ss read the statement of part 1,on page 30.
2. Ss listen to the tape and make their choice.
3. Ss listen again and answer the questions of part 2, on page 30.
Step 3.talking
1. Ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.
2. Share the stories in class.
Step 4. listening task
1. Ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66.
2. Ss listen again and give more detail about each of the “things”.
My earthquake plan
1st thing I must do:
2nd thing I must do:
3rd thing I must do:
Any other advice you think useful:
If you are outside, you:
If you are in the living room, you:
If you are in the house alone, you:
Step 5.talking task
1. Ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.
2. now join with another pair and discuss your choices. Make another list of items and put them into the following list:
my personal earthquake bag will contain:
1).___________ 2). ____________ 3). _______________ 4). ____________
5)._____________ 6).____________ 7). _____________ 8). _____________
Period 6. (writing)
Step 1. Pre-writing
1. Ss read the letter on page 29.
2. Ss make a list about the points that they want to write for the speech.
Step 2. writing
1. Ss write some sentences about their speech.
2. Ss write a speech by using the sentences.
3. Ss read their writings by themselves and correct the mistakes.
4. Peer revising.
5. Show some good writing in class.
Step 3. Practice
Ss finish part 4 on page 30.
Step 4. writing task
1. Four Ss in one group have a discuss. They are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why.
2. Ss design how many parts they will divide the poster.
3. Ss begin to write their poster.
4. Ss in groups show their poster in class.
Step 5. Assignment
Ss in groups finish the project on page 68.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.
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Teaching plan of Unit 1: Friendship
Teaching aims:
1. 能力目标：
a. Listening: get information and views from the listening material;
b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. Reading: enable the Ss to get the main idea
d. Writing: write some advice about making friend as an editor
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship
b. Use the following expressions:
I think so. / I don’t think so. I agree. / I don’t agree. That’s correct.
Of course not. Exactly. I’m afraid not.
c. to enable the Ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. To arose Ss’ interest in learning English;
b. To encourage Ss to be active in the activities and make Ss to be confident;
c. To develop the ability to cooperate with others.
4. 策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening;
b. To develop Ss’ communicative strategies.
5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps:
Period one
Step1. Warm-up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form
Name Age/hobbies/favorite sports, books, …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text ,P1
Sep 5. Listening and talking
Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I think so. / I don’t think so. I agree. / I don’t agree.
That’s correct. Of course not. Exactly. I’m afraid not.
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend
Topic 3: Does a friend always have to be a person What else can be your friend Why
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship
I want to find the answer to the question
What is friendship
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B,C
Contents 自评 他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3.I can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson..
5. Do you think you need to improve yourself in some aspects Which aspects
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
Step1.Warming up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.
How would you feel
What would you do
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the movies Schindler’s List
Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend
What will happen in the passage
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend
When did the story happen
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Step5. Intensive reading
Students work in group of four to discuss the following open questions:
1.Why did the windows stay closed
2.How did Anne feel
3.What do you think of Anne
4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
5.Which sentences attract you in the passage
Step6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take Why
How will you spend the 3 months
How will you treat each other and make friends
Step7.Assignment
Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task2.Ex2.3on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
What he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
The cost added up to 100 million yuan.
2. cheat v. 1). To act in a dishonest way in order to win 欺骗；作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
They cheated the old woman out of her money by making her sign a document she didn’t understand.
n. 1). an act of cheating 作弊行为
2). one who cheats 骗子
3. go through
1). To examine carefully 仔细阅读或研究
I went through the students’ papers last night.
2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about dancing.
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others 单独的
She lives alone.
2). only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 担心
We’re all concerned about her safety.
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset.
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his teacher.
8．well n. 井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish Ex.1, 2 and 3. on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Wb. Ex, 1 and2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6
Notes:
1. get along with
2. fall in love
Step 3. Listening
Ss should take notes while they are listning.
1. first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiaodong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
1. Ss make a list about the important information that they need.
2. Ss begin to write the letter to Xiaodong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step 5.Assignment
Do Wb writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.
How to enjoy herself
Why
What
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Teaching plan of unit 3: Travel journal
Teaching aims and demands
1. Topic: traveling; describing a journey
2. Vocabulary and useful expressions:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
change one’s mind, give in
3. Function:
Good wishes：
Have a good day/time!
Have a good journey/trip!
Good luck!
Enjoy yourself!
Best wishes to you.
Happy New Year!
Merry Christmas!
Happy birthday!
Thank you.
You, too.
The same to you.
Means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
4. Grammar: 现在进行表将来
Where are you going on holiday
I am going to Hawaii on holiday.
When are we coming back
Teaching procedure:
Period 1.
Step 1.Warming up
1. Ask some questions:
Do you often travel Where have you been
2. Following the steps of the warm-up on page 17.
Step 2. Pre-reading
1. Show some traveling pictures of the teacher’s.
2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China.
3. Ask Ss: how people who live along a river use it.
Step 3. While-reading
1. Scanning: Ss read quickly and answer:
What are they going to do
2. Skimming: Ss read again and finish comprehending 1 on page 19.
3. Ss read and get the main ideas of each paragraph.
4. Ss list the countries that the Mekong River flows through.
Step 4. After-reading
Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.
Similar attitudes about the trip Different attitudes about the trip
Both Wang Wei and Wang Kun think…1. taking this trip is a dream come true.2. that they will enjoy this trip a lot.3. they should see a lot of the Mekong.4. that most of the Mekong will be found in Southeast Asia. Wang Wei believes…1. they must start in Qinghai where the river begins /see all of the Mekong.2. that they don’t need to prepare muchWang Kun believes…1. it is too cold and high to start in Qinghai.2. that using an atlas is very important.
Step 5. Assignment
1. surf the internet and get more information about the Mekong River.
2. retell the passage use your own words.
Period 2.
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 18.
1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 说服或劝说某人（不）做某事
He is easily persuaded.
Wang Kun couldn’t persuade his sister to change her mind.
persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服
How can I persuade you that I am telling the truth
2. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求；
Since he insisted, I had to stay.
insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张
She insists on getting up early and playing her radio loud.
3. care about: be worried, concerned or interested 忧虑，关心，惦念
don’t you care about anybody
I don’t care about what happens to him.
care for /to do: be willing or agree to do sth.; wish or like to do sth.
Would you care a drink
Would you care to go for a walk
care for sb.
1). Like or love sb.
He cares for her deeply.
2). Look after sb; take care of sb; be responsible for sb
Who will care for your child if you are out
4. Once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。
once: adv.
1). for one time 一次
I have only been here once.
2). at some time in the past 一度；曾经
He once lived in Zambia.
3). all at once: suddenly 突然
All at once the door opened.
conj. = as soon as 一旦；一…就…
Once you understand this rule, you’ll have no further difficulty.
Step 3. Practice
1. Ss finish Ex 1 and 2 on page 20 by themselves.
2. check the answer.
3. Ss do Ex 3. on page 20.
4. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Wb. Ex1 on page 56.
3. Finish Wb. Ex 2 on page 57.
Period 3.
Step 1. Revision
Check the answers of Wb Ex 1 and 2 on page 56 and 57.
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the verbs.
Are you working this evening
We’re having an English party this weekend.
He is leaving tomorrow.
Let Ss themselves find the rules and tell what tense they are used.
2. Ss finish the dialogue on page 21 and pay attention to the tense.
Suggested answers:
are going, going, going/traveling, staying, are coming, coming, are going,
3. Ss finish part 3 on page 21.
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 55.
2. Ss make a list about the objects: which is the most useful and which is the least useful and why.
the most useful objects the least useful objects
3. Ss show their result to the class.
Step 4. Speaking
1. Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it
2. Make a list of some good and bad things a dam does.
3. Discuss your report with your classmates and then show it in class.
Step 5. Assignment
Finish Wb Ex 1 using structures on page 57.
Period 4.
Step 1. Warming up
Ask Ss some questions about Journey Down The Mekong (I).
1. What was Wang Kun and Wang Wei’s dream
2. What can they see when they travel along the Mekong
3. Will they have some difficulties in their journey What are they
Step 2. Reading
1. Ss read the passage : a night in the mountains and answer the following questions:
How does Wang Kun feel about the trip now
What do you think has changed his attitude
2. Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.
3. show the dialogue to the class.
Step 3. Reading
1. Ss read the passage: The End Of Our Journey on page 59
2. Ss fill in the form with the information from the travel journal.
Topic Laos Cambodia Vietnam
Population
Weather
Learning
Farming
Period 5. (Listening)
Step 1. Listening
1. Ss listen to part 3 and tick the words they hear on page 23.
2. Ss listen to the tape again and fill in the chart.
Topic Southwest China Laos
Local name of the river
Uses of the river
What to see
Scenery
Step 2. Listening
Ss listen to part 4 and finish Ex1 and 2 on Wb, page 55.
Step 3. Listening task
1. Ss listen to part 5 and finish Wb. Ex 1 on page 58.
2. Ss listen to the tape again and fill in the information on the chart.
Topic Laos
The river
Methods of land transport
Life in the villages
Food
Period 6. (Writing )
Step 1. Pre-writing
1. Ss read the passage and get the general idea about it.
2. Ss make a list of details from the travel journal that you believe are real and you don’t believe are real.
Step 2. While-writing
1. Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using some of the following expressions:
Have a nice/good time.
Have a nice/good trip.
Good luck on your journey.
Say “Hello” to …
Give my love/best wishes to…
Have fun.
Take care.
Write to me.
2. Ss read their writing and check the mistakes by themselves.
3. Ss exchange their writing and correct the mistakes.
4. Ss rewrite the letter again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a letter.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Ss in group 3-5, make an advertisement or finish the project on page 61.
Period 7.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.
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Teaching plan of Unit 2：English around the world
Teaching aims and demands:
1. Topic:
English language and its development; different kinds of English
2. Vocabulary:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block
3. Useful expressions:
play a role in, because of, come up, such as, give a command, play a part
4. Function: language difficulties in communication
Pardon
I beg your pardon I don’t understand. Could you say that again, please
Sorry, I can’t follow you. Could you repeat that, please
Can you speak more slowly, please
5. Grammar: imperative sentences and its indirect speech
Open the door. Please open the door.
Would you please open the door He told me to open the door.
Warming up
Aim: to make Ss to get to know some differences between British English and American English.
Activity 1.
Ss discuss how many countries use English as their native language and which countries.
Activity 2.
Ss discuss in groups about the differences between British English and American English, and give some examples.
Activity 3.
Ss guess which of the following words is British English and which is American English:
apartment/flat bathroom/toilet can/tin candy/sweet check/banknote (cheque) elevator/lift fall/autumn game/match line/queue penal /pen friend mad/angry mail/ post mom/mum movie(film)/film pants /trousers repair/mend sick/ill cookie/biscuit crazy/mad drugstore/chemist’s gas/petrol
Pre-reading
Aim: arouse Ss’ interest and make them be active in the class activities.
Ask Ss to answer the following questions:
1. How many people speak English in the world today
2. Why do so many people speak English
Reading:
Aim: to let Ss know how to get the key sentence of a paragraph.
Tasks:
1. Read the text quickly and answer questions
2. Ss read the passage and guess the meaning of the new words.
3. Ss read and find out the key sentence of each paragraph.
4. Ss finish comprehending 1.
5. Ss try to understand the meaning of the sentence: “Only time will tell.”
It means that something can only be known in the future. This sentence indicate that it remains to be seen just how much Chinese culture will influence the English language in the present century.
6. Discussion: Ss in groups discuss how their generation could influence English.
Learning about language:
1. Discovering useful words and expressions.
Answer key for Exercise 1: 1 C 2D 3E 4F 5A 6B 7J 8G 9 I 10 H
2. Ss finish Ex 2,3 and 4.
3. Discovering useful structures.
a. Let Ss see how to retell the following sentences into indirect speech:
“Open your books.” the teacher said to us.--The teacher told us to open our books.
“Would you please close the window ” she said.-- She asked me to close the window.
b. practice:
S1: What do you think about the play.
S2: I think it is wonderful.
S3: What did he say
S1: He said that he thinks it’s wonderful.
c. Tell Ss how to give commands and make requests.
d. Pairs work: Ss in pairs make some dialogues using the commands/requests that they have learned.
Using language:
Aim: to get Ss to know that there are a lot of different dialects in the same language.
Task:
1. Ss discuss and answer: why putonghua has to be used in China
2. Reading: Ss read and answer the following questions”
a. What is standard English and what is a dialect
b. Why does American English have so many dialects
3. Ss in pairs talk about how many dialects they know in Chinese language and give some examples.
Listening:
Aim: to let Ss to get special information and take notes while listening.
1. Ss listen to the tape and try to write down the American English words from the dialogue that have the same meanings as the British words listed on page 48, Ex 1.
2. Ss listen and answer the questions on page 48,Ex 2.
3. Ss listen to the dialogues on page 12 and find the British and American words which are different but have the same meaning.
4. Listen to the tape carefully and try to understand the passage with some accent. Then answer the questions on page 14 of the textbook.
Speaking:
Aim: to let Ss have the ability to ask ways by using indirect and direct speech and requests.
1. Tell the Ss what they are going to do.
2. Ss read the dialogues.
3. Ss find the different words used by American and British.
Subway/underground streets/ blocks
4. Role-play: use the words and give their own directions.
Writing:
1. Ask the Ss to brainstorm with a partner on the following topic: How can learning English help China in the future
2. Ss collect their ideas and begin to write a poster.
3. Ss revise the writing by themselves.
4. Ss exchange their writings with their partners and correct the mistakes.
5. Choose some writings to show in class.
Tips for writing:
Pay attention to your handwriting.
Pay attention to punctuation.
Use correct tenses and sentence structure.
Out-of-class work:
1. Learn the new words and expressions by heart.
2. Surf the internet and try to find more about the differences between British English and American English.
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