Unit 4 Behind beliefs 单元教案
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| 名称 | Unit 4 Behind beliefs 单元教案 |  | |
| 格式 | rar | ||
| 文件大小 | 3.9MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2010-07-25 08:21:00 | ||
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Module 9
Unit 4 Behind beliefs
Goal Reporting on a historic religious site
Plan for the whole unit
Teaching objectives
By the end of this unit, Ss will be able to:
Language
1 discuss the religions they’ve heard of
2 learn about idioms from the Bible
3 understand religious expressions
4 use religious expressions such as the apple of one’s eye, kill the fatted calf etc
5 analyze complicated sentences
Skills & strategies
6 read articles and gain much knowledge about idioms from the Bible
7 listen for information about a special person
8 talk about idioms and ask questions to find out about differences between cultures
9 report on a historic religious site
Culture & morals
10 understand Biblical idioms in English
11 get to know about religious around the world
12 know about the oldest temple in China—the White Horse Temple
Overview
Unit 4 Behind beliefs involves a wide coverage of religions from biblical idioms to religious sites, from a religious person—Father Christmas to a special focus on the oldest religious temple in China—the White Horse Temple, based on some beneficial reading and listening materials related to religions, including an article about Biblical idioms in English (P50-P53), another articles about a religious site, The White Horse Temple (P62-P63), and two recording clips about Father Christmas, a legendary person (P58-P61) etc. At last, with the aid of the varied resources, such as textbook, workbook, courseware, the Internet, this unit is to be task-based and unfolded section by section as the following:
1 In Welcome to the unit, Ss are expected to discuss the religious they have heard of, famous religious places and festivals associated with different religions.
2 In Reading, Ss are expected to read an Internet article about the Biblical idioms in English, they are expected to understand analogies.
3 In Word Power, Ss are to learn about some religious words such as angel, devil etc.
4 In Grammar and usage, Ss will learn how to analyze complicated sentences.
5 In Task, Ss will learn how to find information about a legendary person, how to ask questions about cultural differences and how to write a story about a legendary person.
4 In Project, students are applying what they have learned in this unit into practice. Again, students are practicing and polishing their four abilities, moreover, they are learning how to report on a religious site.
Period arrangement
Period Contents & pages or sources Self-assessment
Textbook Workbook(Page) Supplementary(Source) To M Y
Section Page
1 Welcome to the unit 49 A game (original) 1, 3 4
2 Reading (2-1) 50-51 Understanding analogies exercises (original) 610 5
3 Reading (2-2) 52-54 A1, A2 (126);B (131) Two tests(original) 4 5
4 Word power 54-55 An audio clip of part A (original) 11 4
5 Grammar and usage 56-57 C1 ,C2 (128) Consolidating exercises(original) 5 5
6 Task (2-1) 58-61 ABC (132) 7, 4
7 Project (2-1) 62-63 D1 (129) A schedule(original) 6, 12 5
8 Revision and exercises B1, B2 (127); D1 (129);ABC (130) 4 5
9 Self-assessment 64 A quiz(original) 4, 5
10 Total 15 ALL (8) 8 12 92
⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident
Plan for every period
Feedback
Mine
In general, 90% drafted teaching objectives have been fulfilled. In terms of language and knowledge, the students have learned a lot about school life in the UK, familiarized themselves with school facilities, had some achievements in understanding and forming relative clauses, and have experienced working on a listening and writing task alone and carrying out a project on a team. In the aspect of attitudes toward learning, learning strategies, and cultural awareness, students have also gained some knowledge. For example, most of them actively participated in the process of learning and took a lot of responsibility for the result of it. To my surprise and delight, students showed extraordinary interest in the project. They tried to come up with unique ideas, and really worked on it. One movie club even recruited a lot of members on the campus and they are planning to make it one of the best clubs in the school. The enthusiasm will carry them a long way, as far as I can see. On the whole, the teaching plans have worked well, mostly due to the sufficient need analyses. I’ll always bear it in mind that students’ needs are the window of their mind, and getting them deeply involved can double the efficiency of learning and teaching. However, after three weeks’ of teaching, I’ve come to realize that students seem to lack supplementary authentic reading materials to activate and internalize the newly-accumulated words and expressions. Also, while assigning the project, I should have given them an explicit schedule and do some formative assessment at different stages. Otherwise, students only run up for the deadline without much effort in wording and perfecting as they did in designing a poster advertising a new club. As for the reading materials, I may need to cooperate with someone to search more resources, and make sure to do it ahead of time.
Yours
Plan for every period
Period 1 Welcome to the unit
Teaching aims
1. Enable Ss to discuss their knowledge about beliefs or religions
2. Enable Ss to discuss famous religious places and festivals related to religious
3. Encourage Ss to share ideas in a group and practice their spoken English
Teaching approaches
1 Task-based Teaching Approach
2 Situational Teaching Approach
Teaching aids
1 Multi-media
Teaching procedures
In general
In Welcome to the unit, four pictures and three questions are all students can access to in the textbook. Each picture contents a religion, including Christian, Buddhism, Muslim and Taoism. To help Ss to talk something about these religions is the main purpose of this part. We can begin this part from the second picture, for maybe it is the most familiar topic for Ss. Brainstorming, discussing in groups or pairs are the main activities, which will pave the way for learning in the section of Reading.
(谈论大家最为熟悉的佛教 谈论其它图片涉及的宗教 谈论与宗教有关的景点
谈论熟悉的宗教节假日 布置作业)
In detail
Step 1 Warming up (5 minutes)
Ss are expected to talk about something, after they watch a clip of Journey to the West, one of the most popular TV plays, which was adapted from a classic Chinese novel.
Step 2 Presentation
1. Encourage Ss to talk about the Pictures on Page49
1) Picture 2 (Journey to the West)
Q1: Have you ever read this book or watched the play What do you know about it
(It’s a classic piece of Chinese literature; a combination of myth, parable and comedy
a trip to India for Buddhism)
Q2: Who are the main characters in the play
(The main characters include a Buddhist monk who is also know as the Priest of Tang and his three followers, Monkey King, Pigsy and Friar Sand.)
Q3: How many obstacles do they meet during the journey
(81 obstacles.)
Q4: Why do you think they face these obstacles
(To give the monk and his three followers an insight into their own characters and show that people must offer struggles to succeed; to symbolize the difficulties and challenges that people meet in the course of doing what they believe in.)
2) Picture 4 (The Yinyang of Taoism)
Because these two contents are related to Chinese Culture, we put them first.
Q1: What’s this Where have you seen it before
(It’s Taijitu, and it’s from Taoism.)
Q2: What do you know about Taoism
(Taoism is one of the major religions in China. It was founded by Lao-tzu in about the 6th century BC. The most important text of Taoism is Tao-te-Ching. In the 5th century AD, Taoism develop as a religious system.)
Q3: What is the quintessence (精髓) of Taoism
(Taoism believes in ‘Wuwei’(无为), which means that everything must follow its course and happen naturally.)
Q4：What’s the significance of Taoism
(The yinyang of Taoism has greatly influenced Chinese philosophy.)
3) Picture 1 (Christmas)
Q1：What are they doing
(They are celebrating Christmas.)
Q2： When is it now
(It’s Christmas Eve.)
Q3： What do people eat on Christmas Day
(People will prepare lots of chocolates, nuts and snacks. A roast turkey or goose is usually served for Christmas dinner.)
4) Picture 3 (Mosques)
Q1. What is a mosque used for
(A mosque is a place for Muslims to worship.)
Q2. Do you know any famous mosques in China
(The Id Kah Mosque in Kashgar, Xinjing. This mosque was built in 1442 and is the largest in China. The Great Mosque in Xi’an, Shaanxi Province. It was built in the 18th century with a traditional Chinese architectural style.)
2. Encourage Ss to talk about something else they know concerning religions..
Step 3 Discussion
Ss are encouraged to fully participate in a discussion about the functions of religions.
Q1: Although there are so many beliefs or religions, do you think they have something in common
Q2: What are the things that religions can do for people
Step 4 Homework
1 Do B1 on P. 127.
2 Read A on P150.
3 Preview Reading on Ps.2-3.
Feedback
Mine
I think it will take some time for Ss to get back on the track, or I would say, on my track. Getting everyone involved is always my style. It calls for patience though. One highlight in this period was that students were extremely interested in the TRUE OR FALSE game after a tedious discussion. It would have been a better choice to make it a lead-in since the class became so lively after some guessing and laughing. Anyway, 60% accomplishment is not satisfactory at all. For me, how to make a discussion heated and fruitful is something worth exploring all the time.
Yours
Period 2 Reading (2-1) Biblical idioms in English
此处链接课件 ( M9%20U4%20课件 / M9%20U4%20Reading.ppt )
Teaching aims
1. Enable Ss to understand some Biblical idioms
2. Enable Ss to practice and reinforce their reading comprehension
3. Help Ss to master the reading strategy of understanding analogies
4. Encourage Ss to put this skill into practice.
Keys & puzzles
1. The meanings of the Biblical idioms
2. The reading strategy of understanding analogies
Teaching approaches
Teaching aids
Multimedia
Teaching procedures
In general
In Reading, an Internet article about Biblical idioms is presented. Biblical idioms that have been incorporated in the English language are explained and illustrated. Ss are expected to understand the original meanings, to learn about their practical usage in English and to realize the significance of the effect that Bible has on English. Reading Strategy teaches Ss to understand analogies, which is helpful for Ss to understand idioms better and make good use of them.
(用《圣经》导入话题 泛读课文，了解大意 精读课文，读懂内容 习题巩固 课后作业)
In detail
Step 1 Lead-in
Show pictures to students, and introduce something about the Bible.
(The Bible is often described as "the greatest book ever written." This is because of its unending significance and influence on people throughout the ages. No other book in history has impacted peoples and cultures like the Bible.
Many basic concepts and principles of Western culture have come down from the Bible. Many common English phrases and expressions have their origin in the Bible well.
Even though it was written more than 2,000 years ago, the Bible continues to influence people today.)
Use some idioms to lead in the class:
1. as cool as a cucumber
2. hit the ceiling
3. be in the same boat
4. be like the cat that get the cream
5. be all ears
Step 2 Fast Reading
Scan the Internet article on page 50 quickly and find the answers to the knowledge questions which elicit factual answers and recognition of information, words, phrases or sentences in the passage as answers.
Q1: What is an idiom
(An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.)
Q2: Which languages was the Bible first written in
(In Hebrew.)
Q3: Which idiom is often used to describe children
(Apple of their parents’ eye.)
Step 3 Careful Reading
1. Listen to the recording and follow, then read it carefully and answer the following questions in Part C1. These questions interpret some information in the passage, so finish them and try to improve the students’ ability to find specific information.
1). Why does the Bible have a lot of idioms
(Because the Bible was first written in Hebrew and then translated into Greek, and many idioms are used in both of them. Because the Bible was translated into English hundreds of years ago, many Hebrew or Greek idioms have become part of the English language.)
2). What did ‘by and by’ originally mean in the Bible (Immediately.)
3). What does ‘by and by’ mean today (Before long.)
4). How many years ago was the Bible translated into English (Hundreds of years ago.)
5). What does ‘feet of clay’ mean
(There is a hidden weakness in somebody whom we admire or respect.)
6). Which animals are featured in the idioms in the articles (Bird and clay.)
7). Which foods are included in the idioms in the article (Apple and salt.)
8). How is studying idioms useful in language learning
(You can improve your comprehension and develop a high level of competence in level of competence in communication skills.)
2. Complete Part C2, and it serves as a strengthening activity.
Answers: 1. the apple of her grandmother’s eye
2. feet of clay
3. by and by
4. the salt of the earth
5. killed the fatted calf
6. A little bird told me
3. Ask Ss to finish the chart, to get further understanding of the text.
Definition An idiom is a group of words or an expression whose ①_____ can be completely different from the meanings of its components, using words to ②_______ a single object, person or concept.
Biblical idioms Quite a few idioms used in English came from the Bible, which was first written in Hebrew and then translated into③____, both of which use many idioms. We call them Biblical idioms in English.
Examples of different kinds related to stories This kind of idiom underlines the ④_____ of a story and gives audiences an image to help them understand the story better, such as “feet of clay”.
related to ⑤_____ This kind of idiom uses animals to create an image, such as “a little bird told me” and ⑥“_________”.
related to food This kind of idiom focuses on food or things related to food, like “⑦______” and “the salt of the earth”.
Conclusion Since idioms are an important part of a language as well as ⑧ ______ of history and culture and studying them can help improve comprehension and develop a high level of ⑨_____ in communication skills, it is necessary for learners to study them so as to better understand and appreciate the history and cultures of ⑩_______ countries.
1 meanings ②represents ③ Greek ④ moral ⑤animals
⑥kill the fatted calf ⑦the apple of one’s eye ⑧ carriers ⑨ competence
⑩ English speaking countries
Step 4 Comprehensions
1. Ask Ss to finish Part D by guessing the meanings of new words from the context.
Answers: 1.j 2.b 3.a 4.c 5.e 6.d 7.f 8. h 9. g 10.I
2. Then ask Ss to finish Part E to review and consolidate knowledge in the text.
Answers: (1) group (2) idioms (3) translated (4) Green (5) before long
(6) underline (7) concept (8) weakness (9) bird (10) hidden
Step 5 Reading strategy
1. Help Ss to understand the strategy of understanding analogies:
1) When trying to understand idiom, it is often helpful to consider the use of analogy, which is a
particular type of comparison.
2) Although analogy can be very hard to guess, clues can often be found in the context.
3) You should first look at the idiom and create an image in your mind.
4) Then look at the context to find out the context to find out the analogy and the message.
2. Help Ss to put the reading strategy into practice
1) I took my mother’s car without asking for permission. She is angry at me. I am in hot water now!
2) Don’t tell anyone else that I am looking for a new job. Please keep it under your hat.
3) We were not expecting to see Joan. When she suddenly arrived out of the blue, we were all surprised.
Answers: 1. (in trouble) 2. (not tell anybody the secret) 3. (suddenly; unexpected)
Step 6 Homework
1. Finish A1 on Page 126
2. Note the important knowledge in the text.
Feedback
Mine
First, biblical idioms are very attractive contents to Ss. But, meanwhile, Ss are not familiar with the idioms mentioned in the text as well as the Bible itself. It really took me a lot of time to introduce the so- called most important religious work in the world. Anyhow Ss were very interested in it, so the atmosphere of the class was rather lively. Getting everyone involved is always my goal. It calls for patience though. The students were involved in the exercises dealing with the six biblical phrases from the text. 90% accomplishment is rather satisfactory. For me, this class was a big success.
Yours
Period 3 Reading (2-2) Biblical idioms in English
Teaching aims
1. Enable Ss to understand the original meanings of idioms and learn about their practical usage in English.
2. Enable Ss to gain some knowledge about usage of some new phrases.
Keys & puzzles
1. The usage of the idioms.
2. The usage of the new phrases.
Teaching approaches
Discussion
Teaching aids
Multimedia
Teaching procedures
In general
In Reading, an Internet article about Biblical idioms is presented. Biblical idioms that have been incorporated in the English language are explained and illustrated. Ss are expected to understand the original meanings, to learn about their practical usage in English and to realize the significance of the effect that Bible has on English. Reading Strategy teaches Ss to understand analogies, which is helpful for Ss to understand idioms better and make good use of them.
（复习课文中的圣经成语 讨论更多的成语和中文中的类似现象 讲解语言点
布置课后作业）
In detail
Step 1 Revision
Provide Ss with these exercises to revise the Biblical phrases they have learned.
1. Sarah’s grandmother adores her; Sarah is ___________________.
2. Wilson was disappointed when he learnt that the coach had ___________.
3. She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work _________.
4. The people in my village are very honest and hard-working; they are ____________________.
5. When my brother came back home from his trip to Europe, we ___________________ for him.
6. She would not say who told her about the surprise party. She just said, ‘_________________.’
Answers:
1. the apple of her grandmother’s eye
2. feet of clay
3. by and by
4. the salt of the earth
5. killed the fatted calf
6. A little bird told me
Step 2 Discussion
Ask Ss to focus on the following questions, which can be used for further discussion.
1 What do you think about English idioms that come from the Bible
2 Do you know the origins of any Chinese idioms What are they
3 Do you think understanding idioms is an important part of language learning Why or why not
Ask several groups to share their ideas with the class. Any possible answer is acceptable.
Step 3 Language focus
1. (Lines 1-2) An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.
1) Separate here is used as an adjective with the meaning ‘each or individual (word in the group of words or the expression)’ or ‘ not together’.
e.g. ①The twins share one room, but they sleep in separate beds.
②Germany is one nation, but it used to be two separate countries for more than 30 years after World War Ⅱ.
2) Separate can also be used as a verb, which means ‘to become apart’ or ‘to be not together’.
e.g. ① It is extremely hard to separate two fighting oxen.
② The mountain range separates the two countries.
3) Have a try:
( )① As we joined the big crowd I got _____ from my friends.
A. separated B. spared C. lost D. missed
( )② Students should always remember theory and should not at all be _____ from practice.
A. divided B. stopped C. separated D. operated
2. (Lines 5-6) …, and unless you recognize when an idiom is being used, you can easily misunderstand what you read or hear spoken.
1) The word unless is a conjunction, which means ‘ if not’ or ‘except if’ and is used to introduce an adverbial clause of condition.
e.g. ①Unless I’m mistaken, she was at work yesterday.
②You won’t get paid for time off unless you have a doctor’s note.
2) Have a try:
_______ invited, you should keep silent.
A. When B. If C. Unless D. Since
3. (Lines 33-35) For instance, children are often referred to as the ‘apple of their parents’ eye’, meaning that their parents love them very much and are very proud of them.
1) The preposition as is something used with the phrase refer to, which means ‘to call somebody as’.
e.g. He is referred to as the naughtiest student in his class.
2) Refer to
① ‘Refer to sb/sth’ means to mention or speak about sb/sth
e.g. I promised not to refer to the matter again.
② ‘Refer to sb/sth’ means to describe or be connected to sb/sth.
e.g. This paragraph refers to the events of last year.
③‘Refer to sb/sth’ means to look at sth or ask a person for information.
e.g. You may refer to your note if you want.
3) Have a try:
( ) The incident ____ took place last Monday.
A. referred B. referring C. referred to D. referring to
Step 4 Post reading activities
Conduct the following activities to reinforce students’ understanding of reading passages:
Ask: Do you know the origin of these idioms
1. propose a toast 祝酒
2. pull the wool over someone’s eye 隐瞒真相
3. kill the goose that lays the golden eggs 杀鸡取卵
4. an eye for an eye 以眼还眼
5. as one man 一致地
6. clean hands 廉洁、清白
Step 5 Homework
1. Do Part A1 and A 2 on page 124 in Workbook so they will have more chances to use some useful words and phrases leant in this section.
2. Read an article about idioms.
Feedback
Mine
Teaching language points is not an easy problem, for most of us teachers will find the language points too boring. It’s also a big challenge for me to stimulate Ss’ interest and then maintain their attention for long. I taught this part in this way: first view the six biblical idioms appeared in Reading, and then provide Ss with some new ones to let Ss guess the meanings of them courageously. The truth was that Ss took part actively, much more actively than I had expected.
Yours
Period 4 Word Power
Teaching aims
1. Enable Ss to understand more Biblical idioms
2. Enable Ss to master the usage of these idioms
Keys & puzzles
1. The original meanings of angel and devil
2. The meanings of angel and devil now
Teaching approaches
1. Discussion
2. Task-based activities
Teaching aids
Multimedia
Teaching procedures
In general
In Word Power, different expressions related to religions are presented to students. They will read a passage about religious around the world and then learn some religious expressions that are used in everyday English with out religious meaning. Ss are expected to become familiar with the expressions related to religions and use them in their daily life.
导入话题 学习相关的宗教词汇 拓展有关宗教的词汇 运用常见的宗教词汇 布置课后作业
In detail
Step 1 Presentation
1 Tell Ss that religions play a significant part in the world, and show some pictures of different religions to students and motivate them to learn more knowledge about it.
2 ---Do you know any religious words that are used in our daily life now
--- Religions are important in our daily life. Different cultures are closely related to religions. Now we will learn some expressions related to it.
Step 2 Vocabulary learning
1. Read the article in Part A on page 54, and answer the following questions.
1). What religions are mentioned in this article
--- Hinduism, Buddhism, Judaism, Christianity and Islam.
2). When did the religions begin
--- Hinduism began over 4,500 years ago.
Buddhism began about 2,500 years ago.
Judaism began over 3,000 years ago.
Christianity is about 2.000 years old.
Islam was started about 1,400 years ago.
3). Is the Jewish Sabbath on Saturday Where do Jews worship
--- Yes. They worship in a synagogue.
4). What religion do Muslims believe in
---They believe in Islam.
2. Read the article again and complete the chart.
People who believe in it Who/What they believe in The religious book they read Place they worship
Hinduism
Buddhism
Judaism
Christianity
Islam
Answers: Hindus, Several different gods, Vedas， temple
Buddhist， The teachings of Buddha， Buddhist scriptures， temple
Judaist， God， Torah， synagogue
Christian， God and Jesus， Bible， church
Muslim， Allah， Koran， mosque
Step 3 Vocabulary extension
1．Can you tell me words and expressions related to religions
---Priest, bishop, nun, worship, angel, devil or soul.
1) Look at the pictures on page 55 and the sentences below.
2) Discuss and explain the religious words in your own language.
3) Make a comparison between the religious meanings and the meanings that are now used in daily English.
① angel
In religious books, an angel refers to a messenger and servant of God, usually represented as a person with wings and dressed in white.
While in our daily speaking, it can refer to a person who is very kind or you are very grateful to. When it is used to describe a child, it means the child behaves well.
② devil
In the religious term, it means the most powerful evil spirit.
While in our daily conversation, it refers to a person who behaves badly.
③ soul
In the religious term, it means the sprit inside one’s body, or the part of a person that is not the body. The soul is believed not to die even if the body is dead.
While in our daily conversation, it refers to a kind of human feeling which helps us recognize, create and enjoy the work of art.
2．Complete the information using religious words.
The ①_____ is the spirit inside someone’s body. It can suffer if it is in a bad person, but we use it to talk about our mood and feeling in general. The word ②_____ means a messenger or helper from God, but it is also used to describe a sweet or very good person. The③ _____ is the opposite of goodness and represents evil. We can also use the word to describe a naughty child.
Answers：①soul, ②devil, ③angel
Step 4 Homework
1. Surf the Internet or refer to some relevant resources about different religions.
2. Preview Grammar and usage.
Feedback
Mine
As Ss have little knowledge about religions, I do feel this class is a big challenge for me. At first I tried may best to explain some definitions in English, but it made things worse, for I found Ss so confused. I had to give Ss some Chinese explanations to make the part easier. I’d like to say this class wasn’t that satisfactory. Maybe I can come up with a better to deal with this content.
Yours
Period 5 Grammar and usage Analysis of complicated sentences
Teaching aims
1. Enable Ss to understand complicated sentences
2. Help Ss get familiar with complicated sentences and learn how to analyze them
Keys & puzzles
1. The analysis of complicated sentences
2. The use of complicated sentences
Teaching approaches
1. Question and answer method
2. Pair work
3. Explanation
Teaching aids
Multimedia
Teaching procedures
In general
Grammar and Usage in this unit focuses on how to analyze complicated sentences. Ss will learn what simple sentences, compound sentences, complex sentences, and complex-compound sentences are. This will help them better understand the meaning of a long sentence. Ss are expected to apply what they have learned by finishing two exercises.
用课文reading中的长句来导入 对例句分析并归类 讲解结构复杂句子的类别 带学生分析长句、练习 布置作业
In detail
Step 1 Warming up
1. Use the three sentences from Reading to introduce the conceptions of long simple sentences, compound sentences, complex sentences and complex-compound sentences.
1) An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.
(complex sentences)
2) In other words, its meaning can be completely different from the meanings of its components.
(simple sentences)
3) Idioms often use a number of words to represent a single object, person or concept, among other things, and unless you recognize when an idiom is being used, and you can easily misunderstand what you read or hear spoken.
(complex-compound sentences)
(Ask one student to recite and three students to write them on the blackboard)
Step 2 Presentation
1. Ask the students to analyze the sentences on the blackboard then summary with the aid of the teacher.
1). In other words, its meaning can be completely different from the meaning of its components.
The sentence is a long simple sentence.
Every sentence of this type contains a subject and a predicate. In these sentences, it is useful to identify the subject and the predicate.
The subject is what the sentence is about and the predicate tells us something about the subject and always includes a verb.
e.g. Islam was started about 1,400 years ago by a man called Muhammad.
2). An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.
The sentence is a Complex sentence. It is made up of a main clause and one subordinate (Attributive) clause.
A Complex sentence is made up of a main clause and one or more subordinate clauses. They are linked by subordinators such as because, when, where, if, since, that, unless, whereas, whose, while and although.
3) Idioms often use a number of words to represent a single object, person or concept, among other things, and unless you recognize when an idiom is being used, you can easily misunderstand what you read or hear spoken.
The sentence is a Complex-compound sentence. This happens when coordination and subordination occur in the same sentence. In compound sentences, there are two or more clauses. They are usually linked by coordinators such as and, or and but. Each clause can stand on its own.
Step 2 Summary
the simple sentence subject + predicate
the compound sentence subject + predicate +and/or/but+ subject + predicate
the complex sentence main clause + subordinate clause
the complex- compound sentence the simple sentence+ and/or/but+ the complex sentence
Ⅲ. Notes: The purpose of analyzing sentences
★ This will help students better understand the meaning of a long and complicated sentence, thus, they will read articles faster and understand them better as well as learn to use complicated sentences to express their views .
★ Use the knowledge to solve the problems correctly.
Step 3 Practice
Part A on Page 57
1 Look at the text below and decide if each sentence is (a) a long sentence ,(b) a compound sentence,(c)a complex sentence or(d) a compound-complex sentence.(to check if they master the important points of the knowledge)
2 Ask students to read the instructions of this part and find out what they will do in this section. Have them read the article and work out the answers individually. After they have finished, ask some students to share their answers with the class. At the same time, ask them to analyze the sentences to make sure that they know how to analyze long and complicated sentences.
3 Answers: 1 c 2 a 3 d 4 c 5 c 6 c 7 b
Step 4 Consolidation
Part B on Page 57
Look at each group of sentences and combine them to form one complicated sentence, using words in brackets to help you.
Ask one students to read the instructions of this part to the class and make sure that students how to do this exercise correctly. Have them first finish it individually, and then ask four of them to read their sentences to the class one by one. Check the answers and mispronunciation.
Keys:
1. One English proverb is ‘the early bird catches the worm’, which is frequently used to talk about hard work being the key to success.
2. The proverb ‘great minds think alike, but fools seldom differ’ is very famous although it is usually shortened to ‘ great minds think alike’.
3. The proverb ‘don’t count your chickens until they are hatched’ means ‘don’t count on something going well until it happens’, and this proverb is very popular.
4. The proverb ‘ make hay while the sun shines’ is very old, and it comes from the old day when people all worked on farms.
Step 5 Further study
Ask the students to finish and analyze the following problems and tell the reasons.
(If they understand the meaning of the sentences and know why the answer is “A”, not “B” or “C”, it means that they master the important points of the knowledge and solve the difficult points)
1. Have a try:
1)（2006湖南） We saw several natives advancing towards our party, and one of them came up to us,______ we gave some bells and glasses.
A. to which B. to whom C. with whom D. with which
2) (2005山东) He was educated at a local grammar school, ______ he went on to Cambridge.
A. from which B. after that C. after which D. from this
3) (2005江苏) The place ______ the bridge is supposed to be built should be _____ the cross-river traffic is the heaviest.
A. which; where B. at which; which C. at which; where D. which; in which
Keys: 1)B 2)A 3)C
2. Find the mistake in the following sentences and try to correct then give the reason.
1 Autumn comes, leaves turn yellow.
2 Have you ever asked him the reason why may explain his being late
3 If a man goes to work goes without breakfast, he may easily feel tired.
4 It was early morning that we reached the coast of that city.
5 The worker went on with the work which he had left it yesterday.
Keys: ①comes coming /, and ②that/which ③who goes without breakfast
④ when ⑤ which where
3. Fill in the blanks with appropriate subordinators.
⑴ In the autumn, leaves can be seen falling from the tree①_______ a strong wind blows. This kind of scene is often used to express sad feeling in films.
⑵ ②_________ all successful people have in common is ③________ they have perseverance.
⑶ The problem with ④______ we are now faced is that there are not enough desks in the classroom.
⑷ Our bad living habits, such as polling the air and water, have already destroyed much of the Earth. Only by changing ⑤________ we live can we save our planet.
Keys: ① when ② What ③that ④which ⑤how
Step 6 Homework:
Read the content on Page 56 and Page 57 after class.
Finish the exercises on Page 128 in WB.
Feedback
Mine
As we can expect, Grammar and usage is the most abstract and difficult part of all, particularly the conceptions of them. So how to introduce the new conceptions of conjunctions, conjunctive pronouns and conjunctive adverbs to Ss is the most challenge work for me. First I tried to explain them in English, but I found it of no use at all, then I had to use some Chinese, and this helped a lot. In the end, Ss can understand 85% of what I said, and they can deal with the exercises on their own.
Yours
Period 7 Task Telling a story about Father Christmas
此处链接课件 ( M9%20U4%20课件 / M9%20U4%20task%202.ppt )
Teaching aims
1. Learn about some stories about religious people
2. Learn how to tell a story about a religious person
Keys & puzzles
Help Ss learn more knowledge about religious people
Teaching approaches
1. Discussion
2. Listening
3. Task-based activities
Teaching aids
Multi media
Teaching procedures
In general
In Task we will first read an article about a religious person, Father Christmas and then listen to some information about him.
In detail
Step 1 Presentation
Show pictures to students to introduce the topic of this part
A legendary person is a person who is very famous and who is talked by a lot of people. Often, legendary people are real people who lived a long time ago, so the information you find about them might be true but some of it might be impossible or do not exist.
Step 2: Skills Building 1
1. Introducing some skills to the Ss
1) Speaking skills--- how to ask questions about cultural differences and get familiar with the different Christmas cultures in different countries
2) Writing skills--- how to write a story about Father Christmas
2. Introducing some questions to the Ss
1) He/She is said/supposed to…
2) He/She is known/described/pictured as …
3) People believe that …
4) According to the stories, he/she …
5) Apparently, he/she …
6) I have heard that he/she …
3. Introducing Christmas traditions questions to the Ss
Work in groups to talk about different Christmas traditions in different countries by using some pictures of different Father Christmas from different countries.
Show the Ss some pictures of Father Christmas
Then tell some differences among them.
3. Listen to a TV programmer about Father Christmas and fill in as much of the note sheet as possible.
B. Now listen to the second half of the programmer and finish the notes above.
Answers: 1) fat 2) white 3) red suit 4) black 5) North 6) toys 7) 12
8) deliver 9) presents 10) tree 11) bed 12) pies 13) green 14) 1931
4. Read the article about Father Christmas on a web about ST Nicholas ON Page 59, and then answer the following questions.
1) Where did ST Nicholas come from
--- ST Nicholas came from a village called Myra in Turkey.
2) Why is Father Christmas modeled after him
--- Because he was very kind and generous especially to young people.
3) What is the origin of Father Christmas coming down the chimney
--- Father Christmas threw small bags of gold down the chimney to help the three daughters in a poor family get married.
4) Where did the idea of hanging stockings near the fireplace come from
--- One of his bags of gold fell into a stockings hanging up to dry over the fireplace.
5) What does ST Nicholas look like
--- He is tall and thin with no beard and wears the traditional clothes of a priest.
Step 3 Skills building 2:
1 Asking questions about cultural differences
1) Is Father Christmas the same in every Western country
2) What is Father Christmas called in different country
3) Do people in Western countries all send presents to others on 24 December
2 Make a dialogue about the questions using the following structure.
1) Is/Are…the same everywhere
2) What is/are …called in each country
3) Which…is/are different in each country
4) How is/are…different in each country
Step 4 Skills building 3
1 Writing a story about a legendary figure
Tips: When you write a story a legendary figure, you need a way to start the story to get your readers interested. e.g.
1) I am going to tell you a story about…
2) I am sure you have all heard about … Well, I am going to tell a story about him/her.
2. Then you need to give descriptions of the legendary figures:
identity who he/she is
identity what he/she looks like
personality the different aspects of his or her character
occupation what he/she does
origin who the character is based on
other interesting facts e.g., the different names that are used for him/her around the world
Step 4: writing a story about Father Christmas
1. Opening sentence_________________
2. Identity______________________
3. Appearance____________________
4. Personality_______________________
5. Occupation____________________
6. Origin_____________________
7. Other interesting facts___________
Step 5 Homework
1. Write a story about Father Christmas.
2. Preview Project part.
Feedback
Mine
Ss are not very interested in learning about something about Father Christmas, for they thought they have learned enough. So before my introduction, I asked Ss some questions about St Nicholas. When they heard something new, Ss were more interested. And then did the listening comprehension. I got a rather good result, at last.
Yours
Period 8 Project Reporting on a historic religious site
此处链接课件 ( M9%20U4%20课件 / M9%20U4%20project.ppt )
Teaching aims
1. Enable Ss to understand reports on historic religious sites
2. Help Ss to finish a report on a historic site near their hometown
3. Enable Ss to master the useful expressions in the text
Keys & puzzles
Writing a report on Nanyue Temple
Teaching approaches
1. Discussion
2. Cooperative learning
Teaching aids
Multimedia
Teaching procedures
In general
In Project we will read an article about a religious historic site--- The White Horse Temple. During the class Ss will discuss what should be included in such a report. Ss are expected to read the article and imitate the way of writing one report on their familiar historic site.
（阅读《白马寺》一文 讨论文章中应该包含的内容 展示学生所熟悉的周边地区的宗教名胜地 仿写文章 布置作业）
In detail
Step 1 Extensive reading
1 Lead-in
lead in the text with some Qs and Pictures of some religious sites, such as Nanhua Si, Shaolin Si and Shangfeng Si.
1) Do you know which Buddhist temple is the oldest in China
2) Where is it located
3) What information do you want to know about the newly known religious site
(Five “W”s, Origin, Features, Function, History/ Development, Significance, Future…)
4) Do you know any historic religious sites in China Have you even visited any of these sites
2 Three pre-reading questions:
Q1: Where is the White Horse Temple located
It is located in Luo Yang, Henan Province in the central east of China.
Q2: Why is the temple called the White Horse Temple
It is famous for being the first Buddhist temple in China.
Q3: What did India and China make a plan to put together to do in 2005
Building a new Indian-style pagoda west of the two countries.
3 Six T or F Questions
( ) 1. The White Horse Temple is in Henan Province in the west of China.
( )2. One night in the year 64 BC, the Emperor Mingdi of the eastern Han Dynasty dreamt of a golden man flying over the palace.
( )3. The temple was first named the White Horse Temple to remind people of the white horse that the Buddhist reading and images had travelled on.
( )4. Now the Chinese word ‘si’ is no longer used to mean ‘ministry’, and instead only refers to a temple.
( )5. The White Horse Temple is varied in building height and style.
( )6. In 2005, India and China made a plan to work together to build a new Chinese-style pagoda west of the White Horse Temple.
(1. F 2. F .3. T 4. T 5. F 6.F)
Step 2 Intensive reading
1 Structure of the text
Paragraph 1 1.______________ of the White Horse Temple
Paragraph 2-5 2._______ of the White Horse Temple
Paragraph 6 3.________ of the structure of the White Horse Temple
Paragraph 7 4._________ of the White Horse Temple
Paragraph 8 5.__________ of the White Horse Temple
Paragraph 9 6.__________ of the White Horse Temple
(1. Brief introduction 2. Origin 3. Features
4. Function 5. History 6. Significance)
2 Vocabulary
Review some vocabulary from the text:
1). Then the Emperor instructed a group of official to go his behalf as agents to Indian….(L10)
Mary’s aunt is an ________ in the Russian Department. She often ________ Mary and her friends on how to study foreign languages effectively. (instructor; instructs)
2). There they met two Indian monks who were Buddhist masters and were working as educators without salary. (L14)
The men who gave the lecture last night are both _________ at a university. The two of them spoke about restoring historical buildings because they hope to _______ more people about the subject. (educators; educate)
3). The officials invited the monks to come to China and give lectures on Buddhism,….(L15)
Yesterday, Elizabeth ________ me to go to shopping with her. Though I do not like shopping, it was difficult for me to refuse her kind _________ . (invited; invitation)
4). They travelled on a white horse, carrying their few possessions, some Buddhist readings and images of Buddha.(L17)
Mr. Brown _________ a library full of very old and valuable books. The books are his proudest __________. (possesses; possession)
5). The following years, the monks were given sites that were newly built in Honglu Temple.(L22)
The beautiful young girl was ________ by a group of loyal ________. She will modal in the ________ fashion exhibitions in Milan and London. (followed; followers; following)
6). It is also one of the most famous tourist attractions in Luoyang, and will remain a popular sightseeing destination as it has always been. (L64)
The dress is very fashionable and _______ to young girls. They are ________ to the different patterns and beautiful colors. (attractive; attracted)
3 Useful expressions:
1) The White Horse Temple is located in Luo Yang, Henan Province. (L1)
2) It was the first Buddhist temple in China, and to this day, remains one of the most important temples in all of China. (L2)
3) The story behind the temple is ….(L4)
4) One of the most charming things about the White Horse is that it is not only the oldest Buddhist temple in China, but also the oldest one still in use. (L47)
5) The White Horse Temple has a lot of history. (L53)
6) The White Horse Temple is important to Chinese people and history. (L61)
7) It is also one of the most famous tourist attractions in Hunan, and will remain a popular sightseeing destination as it has always been. (L63)
Step 3 Writing Part
Material: The Grand Temple of NanYue
Method: Following the good examples from the reading material
Designing
Do the dame as in Step One in Reading, ask students to consider the structure of the report on the Grand Temple of Nan Yue.
(Five “W”s, Origin, Features, Function, History/ Development, Significance, Future…)
1. (When ) 南岳大庙历史悠久，始建于唐开元年间。
参考例句：… has a lot of history.
学生仿写：The Grand Temple has a long history, and it was first built in Kaiyuan, Tang Dynasty.
2. (Where ) 南岳大庙位于南岳山下的南岳古镇北街尽头.
参考例句： … is located/ situated ….
学生仿写：The Grand Temple is located/ situated at the end of the North Street in the town of Nan Yue, at the foot of Mount Nanyue.
3. (Features ) 它是我国五岳中规模最大，至今为止，依然是中国南方总体布局最完整、最复杂的古宫殿式的庙宇群。
参考例句： It was … in China, and to this day, remains …
学生仿写：It was the largest temple among the Five Great Mountains in China, and to this day, remains one of the best-preserved and most comprehensive ancient palatial architectural complex in South China.
4. (Features ) 南岳大庙最富魅力的地方之一就是它的宗教渊源。
参考例句：One of the most charming things about … is that …
学生仿写：One of the most charming things about The Grand Temple is that it has a relationship with religions.
5. (Function ) 每年有近百万香客（pilgrims）和游客光临南岳大庙。
Every year nearly 1.000.000 pilgrims and visitors come to the Grand Temple.
OR：Every year the Grand Temple greets nearly 1.000.000 pilgrims and visitors.
6. (Significance ) 南岳大庙对于湖南人民和历史十分重要。
参考例句：… is important to … people and history.
学生仿写：The Grand Temple is important to Hunan people and history.
7. (Significance ) 南岳大庙是湖南最著名的旅游胜地之一，向来很受欢迎，以后也将如此。
参考例句：… is also one of the most famous tourist attractions in …, and will remain a popular sightseeing destination as it always been.
学生仿写：The Grand Temple of Nan Yue is also one of the most famous tourist attractions in Hunan, and will remain a popular sightseeing destination as it has always been.
Step 4 A competition
Hold a composition competition between groups:
南岳大庙历史悠久，始建于唐开元年间。它位于南岳山下的南岳古镇北街尽头，是我国五岳中规模最大的庙宇群落。至今为止，依然是中国南方总体布局最完整、最复杂的古宫殿式的庙宇群。南岳大庙最富魅力之一的地方就是它的宗教渊源。每年有近百万香客和游客光临南岳大庙。南岳大庙对于湖南人民和历史十分重要。南岳大庙是湖南最著名的旅游胜地之一，向来很受欢迎，以后也将如此。
参考词汇：
香客pilgrims 古宫殿式庙宇群ancient palatial architectural complex
A Possible Version：
The Grand Temple of Nanyue
The Grand Temple has a long history, and it was first built in Kaiyuan, Tang Dynasty. It is located at the end of the North Street in the town of Nanyue, at the foot of Mount Nanyue.
It was the largest temple complex among the Five Great Mountains in China, and to this day, remains one of the best-preserved and most comprehensive ancient palatial architectural complex in South China. One of the most charming things about The Grand Temple is it has a relationship with religions.
Every year the Grand Temple greets nearly 1.000.000 pilgrims and visitors. The Grand Temple of Nan Yue is important to Hunan people and history. It is also one of the most famous tourist attractions in Hunan, and will remain a popular sightseeing destination as it has always been.
Step 4 Homework
Modify the composition.
Feedback
Mine
For my part, I really appreciate the teaching plan of Project, because I designed it to take part in a very important teaching skill competition. And I showed it in my open class and it indeed a nice one. Ss not only learned what’s been taught and they wrote many nice compositions, most of which were much better than I expected. If you want to have the same effect, you’d better do the first two steps faster, or you can’t finish the contents in one period.
Yours
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Module 9
Unit 4 Behind beliefs
Goal Reporting on a historic religious site
Plan for the whole unit
Teaching objectives
By the end of this unit, Ss will be able to:
Language
1 discuss the religions they’ve heard of
2 learn about idioms from the Bible
3 understand religious expressions
4 use religious expressions such as the apple of one’s eye, kill the fatted calf etc
5 analyze complicated sentences
Skills & strategies
6 read articles and gain much knowledge about idioms from the Bible
7 listen for information about a special person
8 talk about idioms and ask questions to find out about differences between cultures
9 report on a historic religious site
Culture & morals
10 understand Biblical idioms in English
11 get to know about religious around the world
12 know about the oldest temple in China—the White Horse Temple
Overview
Unit 4 Behind beliefs involves a wide coverage of religions from biblical idioms to religious sites, from a religious person—Father Christmas to a special focus on the oldest religious temple in China—the White Horse Temple, based on some beneficial reading and listening materials related to religions, including an article about Biblical idioms in English (P50-P53), another articles about a religious site, The White Horse Temple (P62-P63), and two recording clips about Father Christmas, a legendary person (P58-P61) etc. At last, with the aid of the varied resources, such as textbook, workbook, courseware, the Internet, this unit is to be task-based and unfolded section by section as the following:
1 In Welcome to the unit, Ss are expected to discuss the religious they have heard of, famous religious places and festivals associated with different religions.
2 In Reading, Ss are expected to read an Internet article about the Biblical idioms in English, they are expected to understand analogies.
3 In Word Power, Ss are to learn about some religious words such as angel, devil etc.
4 In Grammar and usage, Ss will learn how to analyze complicated sentences.
5 In Task, Ss will learn how to find information about a legendary person, how to ask questions about cultural differences and how to write a story about a legendary person.
4 In Project, students are applying what they have learned in this unit into practice. Again, students are practicing and polishing their four abilities, moreover, they are learning how to report on a religious site.
Period arrangement
Period Contents & pages or sources Self-assessment
Textbook Workbook(Page) Supplementary(Source) To M Y
Section Page
1 Welcome to the unit 49 A game (original) 1, 3 4
2 Reading (2-1) 50-51 Understanding analogies exercises (original) 610 5
3 Reading (2-2) 52-54 A1, A2 (126);B (131) Two tests(original) 4 5
4 Word power 54-55 An audio clip of part A (original) 11 4
5 Grammar and usage 56-57 C1 ,C2 (128) Consolidating exercises(original) 5 5
6 Task (2-1) 58-61 ABC (132) 7, 4
7 Project (2-1) 62-63 D1 (129) A schedule(original) 6, 12 5
8 Revision and exercises B1, B2 (127); D1 (129);ABC (130) 4 5
9 Self-assessment 64 A quiz(original) 4, 5
10 Total 15 ALL (8) 8 12 92
⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident
Plan for every period
Feedback
Mine
In general, 90% drafted teaching objectives have been fulfilled. In terms of language and knowledge, the students have learned a lot about school life in the UK, familiarized themselves with school facilities, had some achievements in understanding and forming relative clauses, and have experienced working on a listening and writing task alone and carrying out a project on a team. In the aspect of attitudes toward learning, learning strategies, and cultural awareness, students have also gained some knowledge. For example, most of them actively participated in the process of learning and took a lot of responsibility for the result of it. To my surprise and delight, students showed extraordinary interest in the project. They tried to come up with unique ideas, and really worked on it. One movie club even recruited a lot of members on the campus and they are planning to make it one of the best clubs in the school. The enthusiasm will carry them a long way, as far as I can see. On the whole, the teaching plans have worked well, mostly due to the sufficient need analyses. I’ll always bear it in mind that students’ needs are the window of their mind, and getting them deeply involved can double the efficiency of learning and teaching. However, after three weeks’ of teaching, I’ve come to realize that students seem to lack supplementary authentic reading materials to activate and internalize the newly-accumulated words and expressions. Also, while assigning the project, I should have given them an explicit schedule and do some formative assessment at different stages. Otherwise, students only run up for the deadline without much effort in wording and perfecting as they did in designing a poster advertising a new club. As for the reading materials, I may need to cooperate with someone to search more resources, and make sure to do it ahead of time.
Yours
Plan for every period
Period 1 Welcome to the unit
Teaching aims
1. Enable Ss to discuss their knowledge about beliefs or religions
2. Enable Ss to discuss famous religious places and festivals related to religious
3. Encourage Ss to share ideas in a group and practice their spoken English
Teaching approaches
1 Task-based Teaching Approach
2 Situational Teaching Approach
Teaching aids
1 Multi-media
Teaching procedures
In general
In Welcome to the unit, four pictures and three questions are all students can access to in the textbook. Each picture contents a religion, including Christian, Buddhism, Muslim and Taoism. To help Ss to talk something about these religions is the main purpose of this part. We can begin this part from the second picture, for maybe it is the most familiar topic for Ss. Brainstorming, discussing in groups or pairs are the main activities, which will pave the way for learning in the section of Reading.
(谈论大家最为熟悉的佛教 谈论其它图片涉及的宗教 谈论与宗教有关的景点
谈论熟悉的宗教节假日 布置作业)
In detail
Step 1 Warming up (5 minutes)
Ss are expected to talk about something, after they watch a clip of Journey to the West, one of the most popular TV plays, which was adapted from a classic Chinese novel.
Step 2 Presentation
1. Encourage Ss to talk about the Pictures on Page49
1) Picture 2 (Journey to the West)
Q1: Have you ever read this book or watched the play What do you know about it
(It’s a classic piece of Chinese literature; a combination of myth, parable and comedy
a trip to India for Buddhism)
Q2: Who are the main characters in the play
(The main characters include a Buddhist monk who is also know as the Priest of Tang and his three followers, Monkey King, Pigsy and Friar Sand.)
Q3: How many obstacles do they meet during the journey
(81 obstacles.)
Q4: Why do you think they face these obstacles
(To give the monk and his three followers an insight into their own characters and show that people must offer struggles to succeed; to symbolize the difficulties and challenges that people meet in the course of doing what they believe in.)
2) Picture 4 (The Yinyang of Taoism)
Because these two contents are related to Chinese Culture, we put them first.
Q1: What’s this Where have you seen it before
(It’s Taijitu, and it’s from Taoism.)
Q2: What do you know about Taoism
(Taoism is one of the major religions in China. It was founded by Lao-tzu in about the 6th century BC. The most important text of Taoism is Tao-te-Ching. In the 5th century AD, Taoism develop as a religious system.)
Q3: What is the quintessence (精髓) of Taoism
(Taoism believes in ‘Wuwei’(无为), which means that everything must follow its course and happen naturally.)
Q4：What’s the significance of Taoism
(The yinyang of Taoism has greatly influenced Chinese philosophy.)
3) Picture 1 (Christmas)
Q1：What are they doing
(They are celebrating Christmas.)
Q2： When is it now
(It’s Christmas Eve.)
Q3： What do people eat on Christmas Day
(People will prepare lots of chocolates, nuts and snacks. A roast turkey or goose is usually served for Christmas dinner.)
4) Picture 3 (Mosques)
Q1. What is a mosque used for
(A mosque is a place for Muslims to worship.)
Q2. Do you know any famous mosques in China
(The Id Kah Mosque in Kashgar, Xinjing. This mosque was built in 1442 and is the largest in China. The Great Mosque in Xi’an, Shaanxi Province. It was built in the 18th century with a traditional Chinese architectural style.)
2. Encourage Ss to talk about something else they know concerning religions..
Step 3 Discussion
Ss are encouraged to fully participate in a discussion about the functions of religions.
Q1: Although there are so many beliefs or religions, do you think they have something in common
Q2: What are the things that religions can do for people
Step 4 Homework
1 Do B1 on P. 127.
2 Read A on P150.
3 Preview Reading on Ps.2-3.
Feedback
Mine
I think it will take some time for Ss to get back on the track, or I would say, on my track. Getting everyone involved is always my style. It calls for patience though. One highlight in this period was that students were extremely interested in the TRUE OR FALSE game after a tedious discussion. It would have been a better choice to make it a lead-in since the class became so lively after some guessing and laughing. Anyway, 60% accomplishment is not satisfactory at all. For me, how to make a discussion heated and fruitful is something worth exploring all the time.
Yours
Period 2 Reading (2-1) Biblical idioms in English
此处链接课件 ( M9%20U4%20课件 / M9%20U4%20Reading.ppt )
Teaching aims
1. Enable Ss to understand some Biblical idioms
2. Enable Ss to practice and reinforce their reading comprehension
3. Help Ss to master the reading strategy of understanding analogies
4. Encourage Ss to put this skill into practice.
Keys & puzzles
1. The meanings of the Biblical idioms
2. The reading strategy of understanding analogies
Teaching approaches
Teaching aids
Multimedia
Teaching procedures
In general
In Reading, an Internet article about Biblical idioms is presented. Biblical idioms that have been incorporated in the English language are explained and illustrated. Ss are expected to understand the original meanings, to learn about their practical usage in English and to realize the significance of the effect that Bible has on English. Reading Strategy teaches Ss to understand analogies, which is helpful for Ss to understand idioms better and make good use of them.
(用《圣经》导入话题 泛读课文，了解大意 精读课文，读懂内容 习题巩固 课后作业)
In detail
Step 1 Lead-in
Show pictures to students, and introduce something about the Bible.
(The Bible is often described as "the greatest book ever written." This is because of its unending significance and influence on people throughout the ages. No other book in history has impacted peoples and cultures like the Bible.
Many basic concepts and principles of Western culture have come down from the Bible. Many common English phrases and expressions have their origin in the Bible well.
Even though it was written more than 2,000 years ago, the Bible continues to influence people today.)
Use some idioms to lead in the class:
1. as cool as a cucumber
2. hit the ceiling
3. be in the same boat
4. be like the cat that get the cream
5. be all ears
Step 2 Fast Reading
Scan the Internet article on page 50 quickly and find the answers to the knowledge questions which elicit factual answers and recognition of information, words, phrases or sentences in the passage as answers.
Q1: What is an idiom
(An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.)
Q2: Which languages was the Bible first written in
(In Hebrew.)
Q3: Which idiom is often used to describe children
(Apple of their parents’ eye.)
Step 3 Careful Reading
1. Listen to the recording and follow, then read it carefully and answer the following questions in Part C1. These questions interpret some information in the passage, so finish them and try to improve the students’ ability to find specific information.
1). Why does the Bible have a lot of idioms
(Because the Bible was first written in Hebrew and then translated into Greek, and many idioms are used in both of them. Because the Bible was translated into English hundreds of years ago, many Hebrew or Greek idioms have become part of the English language.)
2). What did ‘by and by’ originally mean in the Bible (Immediately.)
3). What does ‘by and by’ mean today (Before long.)
4). How many years ago was the Bible translated into English (Hundreds of years ago.)
5). What does ‘feet of clay’ mean
(There is a hidden weakness in somebody whom we admire or respect.)
6). Which animals are featured in the idioms in the articles (Bird and clay.)
7). Which foods are included in the idioms in the article (Apple and salt.)
8). How is studying idioms useful in language learning
(You can improve your comprehension and develop a high level of competence in level of competence in communication skills.)
2. Complete Part C2, and it serves as a strengthening activity.
Answers: 1. the apple of her grandmother’s eye
2. feet of clay
3. by and by
4. the salt of the earth
5. killed the fatted calf
6. A little bird told me
3. Ask Ss to finish the chart, to get further understanding of the text.
Definition An idiom is a group of words or an expression whose ①_____ can be completely different from the meanings of its components, using words to ②_______ a single object, person or concept.
Biblical idioms Quite a few idioms used in English came from the Bible, which was first written in Hebrew and then translated into③____, both of which use many idioms. We call them Biblical idioms in English.
Examples of different kinds related to stories This kind of idiom underlines the ④_____ of a story and gives audiences an image to help them understand the story better, such as “feet of clay”.
related to ⑤_____ This kind of idiom uses animals to create an image, such as “a little bird told me” and ⑥“_________”.
related to food This kind of idiom focuses on food or things related to food, like “⑦______” and “the salt of the earth”.
Conclusion Since idioms are an important part of a language as well as ⑧ ______ of history and culture and studying them can help improve comprehension and develop a high level of ⑨_____ in communication skills, it is necessary for learners to study them so as to better understand and appreciate the history and cultures of ⑩_______ countries.
1 meanings ②represents ③ Greek ④ moral ⑤animals
⑥kill the fatted calf ⑦the apple of one’s eye ⑧ carriers ⑨ competence
⑩ English speaking countries
Step 4 Comprehensions
1. Ask Ss to finish Part D by guessing the meanings of new words from the context.
Answers: 1.j 2.b 3.a 4.c 5.e 6.d 7.f 8. h 9. g 10.I
2. Then ask Ss to finish Part E to review and consolidate knowledge in the text.
Answers: (1) group (2) idioms (3) translated (4) Green (5) before long
(6) underline (7) concept (8) weakness (9) bird (10) hidden
Step 5 Reading strategy
1. Help Ss to understand the strategy of understanding analogies:
1) When trying to understand idiom, it is often helpful to consider the use of analogy, which is a
particular type of comparison.
2) Although analogy can be very hard to guess, clues can often be found in the context.
3) You should first look at the idiom and create an image in your mind.
4) Then look at the context to find out the context to find out the analogy and the message.
2. Help Ss to put the reading strategy into practice
1) I took my mother’s car without asking for permission. She is angry at me. I am in hot water now!
2) Don’t tell anyone else that I am looking for a new job. Please keep it under your hat.
3) We were not expecting to see Joan. When she suddenly arrived out of the blue, we were all surprised.
Answers: 1. (in trouble) 2. (not tell anybody the secret) 3. (suddenly; unexpected)
Step 6 Homework
1. Finish A1 on Page 126
2. Note the important knowledge in the text.
Feedback
Mine
First, biblical idioms are very attractive contents to Ss. But, meanwhile, Ss are not familiar with the idioms mentioned in the text as well as the Bible itself. It really took me a lot of time to introduce the so- called most important religious work in the world. Anyhow Ss were very interested in it, so the atmosphere of the class was rather lively. Getting everyone involved is always my goal. It calls for patience though. The students were involved in the exercises dealing with the six biblical phrases from the text. 90% accomplishment is rather satisfactory. For me, this class was a big success.
Yours
Period 3 Reading (2-2) Biblical idioms in English
Teaching aims
1. Enable Ss to understand the original meanings of idioms and learn about their practical usage in English.
2. Enable Ss to gain some knowledge about usage of some new phrases.
Keys & puzzles
1. The usage of the idioms.
2. The usage of the new phrases.
Teaching approaches
Discussion
Teaching aids
Multimedia
Teaching procedures
In general
In Reading, an Internet article about Biblical idioms is presented. Biblical idioms that have been incorporated in the English language are explained and illustrated. Ss are expected to understand the original meanings, to learn about their practical usage in English and to realize the significance of the effect that Bible has on English. Reading Strategy teaches Ss to understand analogies, which is helpful for Ss to understand idioms better and make good use of them.
（复习课文中的圣经成语 讨论更多的成语和中文中的类似现象 讲解语言点
布置课后作业）
In detail
Step 1 Revision
Provide Ss with these exercises to revise the Biblical phrases they have learned.
1. Sarah’s grandmother adores her; Sarah is ___________________.
2. Wilson was disappointed when he learnt that the coach had ___________.
3. She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work _________.
4. The people in my village are very honest and hard-working; they are ____________________.
5. When my brother came back home from his trip to Europe, we ___________________ for him.
6. She would not say who told her about the surprise party. She just said, ‘_________________.’
Answers:
1. the apple of her grandmother’s eye
2. feet of clay
3. by and by
4. the salt of the earth
5. killed the fatted calf
6. A little bird told me
Step 2 Discussion
Ask Ss to focus on the following questions, which can be used for further discussion.
1 What do you think about English idioms that come from the Bible
2 Do you know the origins of any Chinese idioms What are they
3 Do you think understanding idioms is an important part of language learning Why or why not
Ask several groups to share their ideas with the class. Any possible answer is acceptable.
Step 3 Language focus
1. (Lines 1-2) An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.
1) Separate here is used as an adjective with the meaning ‘each or individual (word in the group of words or the expression)’ or ‘ not together’.
e.g. ①The twins share one room, but they sleep in separate beds.
②Germany is one nation, but it used to be two separate countries for more than 30 years after World War Ⅱ.
2) Separate can also be used as a verb, which means ‘to become apart’ or ‘to be not together’.
e.g. ① It is extremely hard to separate two fighting oxen.
② The mountain range separates the two countries.
3) Have a try:
( )① As we joined the big crowd I got _____ from my friends.
A. separated B. spared C. lost D. missed
( )② Students should always remember theory and should not at all be _____ from practice.
A. divided B. stopped C. separated D. operated
2. (Lines 5-6) …, and unless you recognize when an idiom is being used, you can easily misunderstand what you read or hear spoken.
1) The word unless is a conjunction, which means ‘ if not’ or ‘except if’ and is used to introduce an adverbial clause of condition.
e.g. ①Unless I’m mistaken, she was at work yesterday.
②You won’t get paid for time off unless you have a doctor’s note.
2) Have a try:
_______ invited, you should keep silent.
A. When B. If C. Unless D. Since
3. (Lines 33-35) For instance, children are often referred to as the ‘apple of their parents’ eye’, meaning that their parents love them very much and are very proud of them.
1) The preposition as is something used with the phrase refer to, which means ‘to call somebody as’.
e.g. He is referred to as the naughtiest student in his class.
2) Refer to
① ‘Refer to sb/sth’ means to mention or speak about sb/sth
e.g. I promised not to refer to the matter again.
② ‘Refer to sb/sth’ means to describe or be connected to sb/sth.
e.g. This paragraph refers to the events of last year.
③‘Refer to sb/sth’ means to look at sth or ask a person for information.
e.g. You may refer to your note if you want.
3) Have a try:
( ) The incident ____ took place last Monday.
A. referred B. referring C. referred to D. referring to
Step 4 Post reading activities
Conduct the following activities to reinforce students’ understanding of reading passages:
Ask: Do you know the origin of these idioms
1. propose a toast 祝酒
2. pull the wool over someone’s eye 隐瞒真相
3. kill the goose that lays the golden eggs 杀鸡取卵
4. an eye for an eye 以眼还眼
5. as one man 一致地
6. clean hands 廉洁、清白
Step 5 Homework
1. Do Part A1 and A 2 on page 124 in Workbook so they will have more chances to use some useful words and phrases leant in this section.
2. Read an article about idioms.
Feedback
Mine
Teaching language points is not an easy problem, for most of us teachers will find the language points too boring. It’s also a big challenge for me to stimulate Ss’ interest and then maintain their attention for long. I taught this part in this way: first view the six biblical idioms appeared in Reading, and then provide Ss with some new ones to let Ss guess the meanings of them courageously. The truth was that Ss took part actively, much more actively than I had expected.
Yours
Period 4 Word Power
Teaching aims
1. Enable Ss to understand more Biblical idioms
2. Enable Ss to master the usage of these idioms
Keys & puzzles
1. The original meanings of angel and devil
2. The meanings of angel and devil now
Teaching approaches
1. Discussion
2. Task-based activities
Teaching aids
Multimedia
Teaching procedures
In general
In Word Power, different expressions related to religions are presented to students. They will read a passage about religious around the world and then learn some religious expressions that are used in everyday English with out religious meaning. Ss are expected to become familiar with the expressions related to religions and use them in their daily life.
导入话题 学习相关的宗教词汇 拓展有关宗教的词汇 运用常见的宗教词汇 布置课后作业
In detail
Step 1 Presentation
1 Tell Ss that religions play a significant part in the world, and show some pictures of different religions to students and motivate them to learn more knowledge about it.
2 ---Do you know any religious words that are used in our daily life now
--- Religions are important in our daily life. Different cultures are closely related to religions. Now we will learn some expressions related to it.
Step 2 Vocabulary learning
1. Read the article in Part A on page 54, and answer the following questions.
1). What religions are mentioned in this article
--- Hinduism, Buddhism, Judaism, Christianity and Islam.
2). When did the religions begin
--- Hinduism began over 4,500 years ago.
Buddhism began about 2,500 years ago.
Judaism began over 3,000 years ago.
Christianity is about 2.000 years old.
Islam was started about 1,400 years ago.
3). Is the Jewish Sabbath on Saturday Where do Jews worship
--- Yes. They worship in a synagogue.
4). What religion do Muslims believe in
---They believe in Islam.
2. Read the article again and complete the chart.
People who believe in it Who/What they believe in The religious book they read Place they worship
Hinduism
Buddhism
Judaism
Christianity
Islam
Answers: Hindus, Several different gods, Vedas， temple
Buddhist， The teachings of Buddha， Buddhist scriptures， temple
Judaist， God， Torah， synagogue
Christian， God and Jesus， Bible， church
Muslim， Allah， Koran， mosque
Step 3 Vocabulary extension
1．Can you tell me words and expressions related to religions
---Priest, bishop, nun, worship, angel, devil or soul.
1) Look at the pictures on page 55 and the sentences below.
2) Discuss and explain the religious words in your own language.
3) Make a comparison between the religious meanings and the meanings that are now used in daily English.
① angel
In religious books, an angel refers to a messenger and servant of God, usually represented as a person with wings and dressed in white.
While in our daily speaking, it can refer to a person who is very kind or you are very grateful to. When it is used to describe a child, it means the child behaves well.
② devil
In the religious term, it means the most powerful evil spirit.
While in our daily conversation, it refers to a person who behaves badly.
③ soul
In the religious term, it means the sprit inside one’s body, or the part of a person that is not the body. The soul is believed not to die even if the body is dead.
While in our daily conversation, it refers to a kind of human feeling which helps us recognize, create and enjoy the work of art.
2．Complete the information using religious words.
The ①_____ is the spirit inside someone’s body. It can suffer if it is in a bad person, but we use it to talk about our mood and feeling in general. The word ②_____ means a messenger or helper from God, but it is also used to describe a sweet or very good person. The③ _____ is the opposite of goodness and represents evil. We can also use the word to describe a naughty child.
Answers：①soul, ②devil, ③angel
Step 4 Homework
1. Surf the Internet or refer to some relevant resources about different religions.
2. Preview Grammar and usage.
Feedback
Mine
As Ss have little knowledge about religions, I do feel this class is a big challenge for me. At first I tried may best to explain some definitions in English, but it made things worse, for I found Ss so confused. I had to give Ss some Chinese explanations to make the part easier. I’d like to say this class wasn’t that satisfactory. Maybe I can come up with a better to deal with this content.
Yours
Period 5 Grammar and usage Analysis of complicated sentences
Teaching aims
1. Enable Ss to understand complicated sentences
2. Help Ss get familiar with complicated sentences and learn how to analyze them
Keys & puzzles
1. The analysis of complicated sentences
2. The use of complicated sentences
Teaching approaches
1. Question and answer method
2. Pair work
3. Explanation
Teaching aids
Multimedia
Teaching procedures
In general
Grammar and Usage in this unit focuses on how to analyze complicated sentences. Ss will learn what simple sentences, compound sentences, complex sentences, and complex-compound sentences are. This will help them better understand the meaning of a long sentence. Ss are expected to apply what they have learned by finishing two exercises.
用课文reading中的长句来导入 对例句分析并归类 讲解结构复杂句子的类别 带学生分析长句、练习 布置作业
In detail
Step 1 Warming up
1. Use the three sentences from Reading to introduce the conceptions of long simple sentences, compound sentences, complex sentences and complex-compound sentences.
1) An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.
(complex sentences)
2) In other words, its meaning can be completely different from the meanings of its components.
(simple sentences)
3) Idioms often use a number of words to represent a single object, person or concept, among other things, and unless you recognize when an idiom is being used, and you can easily misunderstand what you read or hear spoken.
(complex-compound sentences)
(Ask one student to recite and three students to write them on the blackboard)
Step 2 Presentation
1. Ask the students to analyze the sentences on the blackboard then summary with the aid of the teacher.
1). In other words, its meaning can be completely different from the meaning of its components.
The sentence is a long simple sentence.
Every sentence of this type contains a subject and a predicate. In these sentences, it is useful to identify the subject and the predicate.
The subject is what the sentence is about and the predicate tells us something about the subject and always includes a verb.
e.g. Islam was started about 1,400 years ago by a man called Muhammad.
2). An idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.
The sentence is a Complex sentence. It is made up of a main clause and one subordinate (Attributive) clause.
A Complex sentence is made up of a main clause and one or more subordinate clauses. They are linked by subordinators such as because, when, where, if, since, that, unless, whereas, whose, while and although.
3) Idioms often use a number of words to represent a single object, person or concept, among other things, and unless you recognize when an idiom is being used, you can easily misunderstand what you read or hear spoken.
The sentence is a Complex-compound sentence. This happens when coordination and subordination occur in the same sentence. In compound sentences, there are two or more clauses. They are usually linked by coordinators such as and, or and but. Each clause can stand on its own.
Step 2 Summary
the simple sentence subject + predicate
the compound sentence subject + predicate +and/or/but+ subject + predicate
the complex sentence main clause + subordinate clause
the complex- compound sentence the simple sentence+ and/or/but+ the complex sentence
Ⅲ. Notes: The purpose of analyzing sentences
★ This will help students better understand the meaning of a long and complicated sentence, thus, they will read articles faster and understand them better as well as learn to use complicated sentences to express their views .
★ Use the knowledge to solve the problems correctly.
Step 3 Practice
Part A on Page 57
1 Look at the text below and decide if each sentence is (a) a long sentence ,(b) a compound sentence,(c)a complex sentence or(d) a compound-complex sentence.(to check if they master the important points of the knowledge)
2 Ask students to read the instructions of this part and find out what they will do in this section. Have them read the article and work out the answers individually. After they have finished, ask some students to share their answers with the class. At the same time, ask them to analyze the sentences to make sure that they know how to analyze long and complicated sentences.
3 Answers: 1 c 2 a 3 d 4 c 5 c 6 c 7 b
Step 4 Consolidation
Part B on Page 57
Look at each group of sentences and combine them to form one complicated sentence, using words in brackets to help you.
Ask one students to read the instructions of this part to the class and make sure that students how to do this exercise correctly. Have them first finish it individually, and then ask four of them to read their sentences to the class one by one. Check the answers and mispronunciation.
Keys:
1. One English proverb is ‘the early bird catches the worm’, which is frequently used to talk about hard work being the key to success.
2. The proverb ‘great minds think alike, but fools seldom differ’ is very famous although it is usually shortened to ‘ great minds think alike’.
3. The proverb ‘don’t count your chickens until they are hatched’ means ‘don’t count on something going well until it happens’, and this proverb is very popular.
4. The proverb ‘ make hay while the sun shines’ is very old, and it comes from the old day when people all worked on farms.
Step 5 Further study
Ask the students to finish and analyze the following problems and tell the reasons.
(If they understand the meaning of the sentences and know why the answer is “A”, not “B” or “C”, it means that they master the important points of the knowledge and solve the difficult points)
1. Have a try:
1)（2006湖南） We saw several natives advancing towards our party, and one of them came up to us,______ we gave some bells and glasses.
A. to which B. to whom C. with whom D. with which
2) (2005山东) He was educated at a local grammar school, ______ he went on to Cambridge.
A. from which B. after that C. after which D. from this
3) (2005江苏) The place ______ the bridge is supposed to be built should be _____ the cross-river traffic is the heaviest.
A. which; where B. at which; which C. at which; where D. which; in which
Keys: 1)B 2)A 3)C
2. Find the mistake in the following sentences and try to correct then give the reason.
1 Autumn comes, leaves turn yellow.
2 Have you ever asked him the reason why may explain his being late
3 If a man goes to work goes without breakfast, he may easily feel tired.
4 It was early morning that we reached the coast of that city.
5 The worker went on with the work which he had left it yesterday.
Keys: ①comes coming /, and ②that/which ③who goes without breakfast
④ when ⑤ which where
3. Fill in the blanks with appropriate subordinators.
⑴ In the autumn, leaves can be seen falling from the tree①_______ a strong wind blows. This kind of scene is often used to express sad feeling in films.
⑵ ②_________ all successful people have in common is ③________ they have perseverance.
⑶ The problem with ④______ we are now faced is that there are not enough desks in the classroom.
⑷ Our bad living habits, such as polling the air and water, have already destroyed much of the Earth. Only by changing ⑤________ we live can we save our planet.
Keys: ① when ② What ③that ④which ⑤how
Step 6 Homework:
Read the content on Page 56 and Page 57 after class.
Finish the exercises on Page 128 in WB.
Feedback
Mine
As we can expect, Grammar and usage is the most abstract and difficult part of all, particularly the conceptions of them. So how to introduce the new conceptions of conjunctions, conjunctive pronouns and conjunctive adverbs to Ss is the most challenge work for me. First I tried to explain them in English, but I found it of no use at all, then I had to use some Chinese, and this helped a lot. In the end, Ss can understand 85% of what I said, and they can deal with the exercises on their own.
Yours
Period 7 Task Telling a story about Father Christmas
此处链接课件 ( M9%20U4%20课件 / M9%20U4%20task%202.ppt )
Teaching aims
1. Learn about some stories about religious people
2. Learn how to tell a story about a religious person
Keys & puzzles
Help Ss learn more knowledge about religious people
Teaching approaches
1. Discussion
2. Listening
3. Task-based activities
Teaching aids
Multi media
Teaching procedures
In general
In Task we will first read an article about a religious person, Father Christmas and then listen to some information about him.
In detail
Step 1 Presentation
Show pictures to students to introduce the topic of this part
A legendary person is a person who is very famous and who is talked by a lot of people. Often, legendary people are real people who lived a long time ago, so the information you find about them might be true but some of it might be impossible or do not exist.
Step 2: Skills Building 1
1. Introducing some skills to the Ss
1) Speaking skills--- how to ask questions about cultural differences and get familiar with the different Christmas cultures in different countries
2) Writing skills--- how to write a story about Father Christmas
2. Introducing some questions to the Ss
1) He/She is said/supposed to…
2) He/She is known/described/pictured as …
3) People believe that …
4) According to the stories, he/she …
5) Apparently, he/she …
6) I have heard that he/she …
3. Introducing Christmas traditions questions to the Ss
Work in groups to talk about different Christmas traditions in different countries by using some pictures of different Father Christmas from different countries.
Show the Ss some pictures of Father Christmas
Then tell some differences among them.
3. Listen to a TV programmer about Father Christmas and fill in as much of the note sheet as possible.
B. Now listen to the second half of the programmer and finish the notes above.
Answers: 1) fat 2) white 3) red suit 4) black 5) North 6) toys 7) 12
8) deliver 9) presents 10) tree 11) bed 12) pies 13) green 14) 1931
4. Read the article about Father Christmas on a web about ST Nicholas ON Page 59, and then answer the following questions.
1) Where did ST Nicholas come from
--- ST Nicholas came from a village called Myra in Turkey.
2) Why is Father Christmas modeled after him
--- Because he was very kind and generous especially to young people.
3) What is the origin of Father Christmas coming down the chimney
--- Father Christmas threw small bags of gold down the chimney to help the three daughters in a poor family get married.
4) Where did the idea of hanging stockings near the fireplace come from
--- One of his bags of gold fell into a stockings hanging up to dry over the fireplace.
5) What does ST Nicholas look like
--- He is tall and thin with no beard and wears the traditional clothes of a priest.
Step 3 Skills building 2:
1 Asking questions about cultural differences
1) Is Father Christmas the same in every Western country
2) What is Father Christmas called in different country
3) Do people in Western countries all send presents to others on 24 December
2 Make a dialogue about the questions using the following structure.
1) Is/Are…the same everywhere
2) What is/are …called in each country
3) Which…is/are different in each country
4) How is/are…different in each country
Step 4 Skills building 3
1 Writing a story about a legendary figure
Tips: When you write a story a legendary figure, you need a way to start the story to get your readers interested. e.g.
1) I am going to tell you a story about…
2) I am sure you have all heard about … Well, I am going to tell a story about him/her.
2. Then you need to give descriptions of the legendary figures:
identity who he/she is
identity what he/she looks like
personality the different aspects of his or her character
occupation what he/she does
origin who the character is based on
other interesting facts e.g., the different names that are used for him/her around the world
Step 4: writing a story about Father Christmas
1. Opening sentence_________________
2. Identity______________________
3. Appearance____________________
4. Personality_______________________
5. Occupation____________________
6. Origin_____________________
7. Other interesting facts___________
Step 5 Homework
1. Write a story about Father Christmas.
2. Preview Project part.
Feedback
Mine
Ss are not very interested in learning about something about Father Christmas, for they thought they have learned enough. So before my introduction, I asked Ss some questions about St Nicholas. When they heard something new, Ss were more interested. And then did the listening comprehension. I got a rather good result, at last.
Yours
Period 8 Project Reporting on a historic religious site
此处链接课件 ( M9%20U4%20课件 / M9%20U4%20project.ppt )
Teaching aims
1. Enable Ss to understand reports on historic religious sites
2. Help Ss to finish a report on a historic site near their hometown
3. Enable Ss to master the useful expressions in the text
Keys & puzzles
Writing a report on Nanyue Temple
Teaching approaches
1. Discussion
2. Cooperative learning
Teaching aids
Multimedia
Teaching procedures
In general
In Project we will read an article about a religious historic site--- The White Horse Temple. During the class Ss will discuss what should be included in such a report. Ss are expected to read the article and imitate the way of writing one report on their familiar historic site.
（阅读《白马寺》一文 讨论文章中应该包含的内容 展示学生所熟悉的周边地区的宗教名胜地 仿写文章 布置作业）
In detail
Step 1 Extensive reading
1 Lead-in
lead in the text with some Qs and Pictures of some religious sites, such as Nanhua Si, Shaolin Si and Shangfeng Si.
1) Do you know which Buddhist temple is the oldest in China
2) Where is it located
3) What information do you want to know about the newly known religious site
(Five “W”s, Origin, Features, Function, History/ Development, Significance, Future…)
4) Do you know any historic religious sites in China Have you even visited any of these sites
2 Three pre-reading questions:
Q1: Where is the White Horse Temple located
It is located in Luo Yang, Henan Province in the central east of China.
Q2: Why is the temple called the White Horse Temple
It is famous for being the first Buddhist temple in China.
Q3: What did India and China make a plan to put together to do in 2005
Building a new Indian-style pagoda west of the two countries.
3 Six T or F Questions
( ) 1. The White Horse Temple is in Henan Province in the west of China.
( )2. One night in the year 64 BC, the Emperor Mingdi of the eastern Han Dynasty dreamt of a golden man flying over the palace.
( )3. The temple was first named the White Horse Temple to remind people of the white horse that the Buddhist reading and images had travelled on.
( )4. Now the Chinese word ‘si’ is no longer used to mean ‘ministry’, and instead only refers to a temple.
( )5. The White Horse Temple is varied in building height and style.
( )6. In 2005, India and China made a plan to work together to build a new Chinese-style pagoda west of the White Horse Temple.
(1. F 2. F .3. T 4. T 5. F 6.F)
Step 2 Intensive reading
1 Structure of the text
Paragraph 1 1.______________ of the White Horse Temple
Paragraph 2-5 2._______ of the White Horse Temple
Paragraph 6 3.________ of the structure of the White Horse Temple
Paragraph 7 4._________ of the White Horse Temple
Paragraph 8 5.__________ of the White Horse Temple
Paragraph 9 6.__________ of the White Horse Temple
(1. Brief introduction 2. Origin 3. Features
4. Function 5. History 6. Significance)
2 Vocabulary
Review some vocabulary from the text:
1). Then the Emperor instructed a group of official to go his behalf as agents to Indian….(L10)
Mary’s aunt is an ________ in the Russian Department. She often ________ Mary and her friends on how to study foreign languages effectively. (instructor; instructs)
2). There they met two Indian monks who were Buddhist masters and were working as educators without salary. (L14)
The men who gave the lecture last night are both _________ at a university. The two of them spoke about restoring historical buildings because they hope to _______ more people about the subject. (educators; educate)
3). The officials invited the monks to come to China and give lectures on Buddhism,….(L15)
Yesterday, Elizabeth ________ me to go to shopping with her. Though I do not like shopping, it was difficult for me to refuse her kind _________ . (invited; invitation)
4). They travelled on a white horse, carrying their few possessions, some Buddhist readings and images of Buddha.(L17)
Mr. Brown _________ a library full of very old and valuable books. The books are his proudest __________. (possesses; possession)
5). The following years, the monks were given sites that were newly built in Honglu Temple.(L22)
The beautiful young girl was ________ by a group of loyal ________. She will modal in the ________ fashion exhibitions in Milan and London. (followed; followers; following)
6). It is also one of the most famous tourist attractions in Luoyang, and will remain a popular sightseeing destination as it has always been. (L64)
The dress is very fashionable and _______ to young girls. They are ________ to the different patterns and beautiful colors. (attractive; attracted)
3 Useful expressions:
1) The White Horse Temple is located in Luo Yang, Henan Province. (L1)
2) It was the first Buddhist temple in China, and to this day, remains one of the most important temples in all of China. (L2)
3) The story behind the temple is ….(L4)
4) One of the most charming things about the White Horse is that it is not only the oldest Buddhist temple in China, but also the oldest one still in use. (L47)
5) The White Horse Temple has a lot of history. (L53)
6) The White Horse Temple is important to Chinese people and history. (L61)
7) It is also one of the most famous tourist attractions in Hunan, and will remain a popular sightseeing destination as it has always been. (L63)
Step 3 Writing Part
Material: The Grand Temple of NanYue
Method: Following the good examples from the reading material
Designing
Do the dame as in Step One in Reading, ask students to consider the structure of the report on the Grand Temple of Nan Yue.
(Five “W”s, Origin, Features, Function, History/ Development, Significance, Future…)
1. (When ) 南岳大庙历史悠久，始建于唐开元年间。
参考例句：… has a lot of history.
学生仿写：The Grand Temple has a long history, and it was first built in Kaiyuan, Tang Dynasty.
2. (Where ) 南岳大庙位于南岳山下的南岳古镇北街尽头.
参考例句： … is located/ situated ….
学生仿写：The Grand Temple is located/ situated at the end of the North Street in the town of Nan Yue, at the foot of Mount Nanyue.
3. (Features ) 它是我国五岳中规模最大，至今为止，依然是中国南方总体布局最完整、最复杂的古宫殿式的庙宇群。
参考例句： It was … in China, and to this day, remains …
学生仿写：It was the largest temple among the Five Great Mountains in China, and to this day, remains one of the best-preserved and most comprehensive ancient palatial architectural complex in South China.
4. (Features ) 南岳大庙最富魅力的地方之一就是它的宗教渊源。
参考例句：One of the most charming things about … is that …
学生仿写：One of the most charming things about The Grand Temple is that it has a relationship with religions.
5. (Function ) 每年有近百万香客（pilgrims）和游客光临南岳大庙。
Every year nearly 1.000.000 pilgrims and visitors come to the Grand Temple.
OR：Every year the Grand Temple greets nearly 1.000.000 pilgrims and visitors.
6. (Significance ) 南岳大庙对于湖南人民和历史十分重要。
参考例句：… is important to … people and history.
学生仿写：The Grand Temple is important to Hunan people and history.
7. (Significance ) 南岳大庙是湖南最著名的旅游胜地之一，向来很受欢迎，以后也将如此。
参考例句：… is also one of the most famous tourist attractions in …, and will remain a popular sightseeing destination as it always been.
学生仿写：The Grand Temple of Nan Yue is also one of the most famous tourist attractions in Hunan, and will remain a popular sightseeing destination as it has always been.
Step 4 A competition
Hold a composition competition between groups:
南岳大庙历史悠久，始建于唐开元年间。它位于南岳山下的南岳古镇北街尽头，是我国五岳中规模最大的庙宇群落。至今为止，依然是中国南方总体布局最完整、最复杂的古宫殿式的庙宇群。南岳大庙最富魅力之一的地方就是它的宗教渊源。每年有近百万香客和游客光临南岳大庙。南岳大庙对于湖南人民和历史十分重要。南岳大庙是湖南最著名的旅游胜地之一，向来很受欢迎，以后也将如此。
参考词汇：
香客pilgrims 古宫殿式庙宇群ancient palatial architectural complex
A Possible Version：
The Grand Temple of Nanyue
The Grand Temple has a long history, and it was first built in Kaiyuan, Tang Dynasty. It is located at the end of the North Street in the town of Nanyue, at the foot of Mount Nanyue.
It was the largest temple complex among the Five Great Mountains in China, and to this day, remains one of the best-preserved and most comprehensive ancient palatial architectural complex in South China. One of the most charming things about The Grand Temple is it has a relationship with religions.
Every year the Grand Temple greets nearly 1.000.000 pilgrims and visitors. The Grand Temple of Nan Yue is important to Hunan people and history. It is also one of the most famous tourist attractions in Hunan, and will remain a popular sightseeing destination as it has always been.
Step 4 Homework
Modify the composition.
Feedback
Mine
For my part, I really appreciate the teaching plan of Project, because I designed it to take part in a very important teaching skill competition. And I showed it in my open class and it indeed a nice one. Ss not only learned what’s been taught and they wrote many nice compositions, most of which were much better than I expected. If you want to have the same effect, you’d better do the first two steps faster, or you can’t finish the contents in one period.
Yours
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同课章节目录
- 模块9
- Unit 1 Other countries, other cultures
- Unit 2 Witnessing time
- Unit 3 The meaning of colou
- Unit 4 Behind beliefs
- 模块10
- unit 1 building the future
- unit 2 people on the move
- unit 3 protecting ourselves
- unit 4 law and orde
- 模块11
- unit 1 careers and skills
- unit 2 getting a job
- unit 3 the secret of success
- unit 4 the next step