Unit
3
Tomorrow’s
world
Word
Power
Forming
abstract
nouns
from
verbs
and
adjectives
&
Words
related
to
computers
and
the
Internet
Teaching
Aims:
1)
To
learn
how
to
form
abstract
nouns
from
verbs
and
adjectives
by
adding
suffixes.
2)
To
know
some
words
related
to
computers
and
the
Internet,
and
to
apply
them
practically.
Teaching
Important
and
Difficult
Points:
1)
How
to
make
students
master
the
rules
of
forming
abstract
nouns
from
verbs
and
adjectives.
2)
Make
students
expand
related
vocabulary
and
apply
them
practically.
Teaching
Approaches:
1)
Explanation
method
to
make
students
master
the
rules
of
forming
abstract
nouns
from
verbs
and
adjectives.
2)
Description
method
to
make
students
to
master
some
words
related
to
computers.
3)
Exercise
method
to
consolidate
what
have
learnt
in
class.
Teaching
Aids:
multimedia
and
a
blackboard
Teaching
Procedures:
Step
1
Brainstorming
Show
them
two
groups
of
words
and
ask
them
to
tell
the
difference
between
the
two
groups
of
words.
Ask
them
to
think
about
more
abstract
nouns.
Give
them
more
abstract
nouns
and
ask
them
to
think
about
how
to
form
abstract
nouns
from
verbs
and
adjectives.
Step
2
Forming
abstract
nouns
from
verbs
and
adjectives
1.
We
can
form
abstract
nouns
from
some
verbs
and
adjectives
by
adding
suffixes.
1).
adjectives
→
abstract
nouns
Nouns
Adjectives
Suffix
loyalty
Loyal
-ty
illness
Ill
-ness
reality
Real
-ity
Exercise
2).
verbs
→
abstract
nouns
Nouns
Verbs
Suffix
training
train
+
ing
failure
fail
+
ure
performance
perform
+
ance
dependence
depend
+
ence
movement
move
+
ment
discussion
discuss
+
ion
information
inform
+
ation
Exercise
Tips:
Sometimes
we
need
to
change
the
final
letters
of
a
word
before
adding
suffix:
produce→production
silent→silence
decide→decision
pretty→prettiness
please→pleasure
2.
Read
about
the
history
of
the
world’s
most
successful
online
businesses.
Use
the
plural
forms
to
fill
in
the
blanks.
Answers:
1)
development
2)
failure
3)
connections
4)
improvements
5)
achievement
Step3
Words
related
to
computers
and
the
Internet
1
Revise
names
of
some
parts
of
the
computer.
(screen,
monitor,
speaker,
keyboard,
mouse,
CD-Rom,
printer)
2
Teach
Ss
to
learn
more
words
related
to
computers,
especially
the
most
up-to-date
hardware:
(hard
drive,
floppy
disk,
floppy
disk
drive,
U-Disk,
ROM,
RAM,
CPU)
3
Teach
Ss
to
understand
the
functions
of
different
parts
of
a
computer.
Part
function
flash
disk
a
flat
piece
of
plastic
for
storing
information
keyboard
a
set
of
keys
for
typing
printer
a
machine
that
puts
the
words
and
pictures
onto
paper
screen
a
part
where
you
can
see
the
words
and
pictures
monitor
a
screen
that
shows
information
from
a
computer
Step
4
More
words
related
to
computers
scanner
扫描器
sound
card声卡
Hyperlink
超链接
network
card
cursor
光标
click点击
Ask
them
to
complete
the
poster
on
page
47.
Answers:
1)
keyboard
2)
mouse
3)
data
4)
CPU
5)
e-mails
6)
surf
7)
download
8)
software
Step
5
Homework
1.
Revise
what
we
have
learnt
in
this
part.
2.
Try
to
find
more
information
about
computer
science.
3.
Preview
Grammar
and
usage.Unit
2
Sports
events
Word
power
Compound
words
&
Olympic
sports
and
events
Teaching
Objectives:
1.
To
enlarge
students’
vocabulary
by
applying
the
rules
of
making
compound
words.
2.
To
get
students
to
learn
some
words
and
expressions
related
to
Olympic
sports.
3.
To
improve
students’
speaking
ability.
Teaching
Important
and
Difficult
Point:
To
master
the
formation
rules
of
compound
words.
Teaching
Approaches:
Task-based
approaches
Form
of
Activities:
Individual,
pair
or
group
work
.
Teaching
Aids:
The
multimedia
and
the
blackboard
Teaching
Procedures:
Step
1.
Lead-in
Ask
the
students
to
read
the
following
dialogue:
A:
Did
you
know
that
Liu
Xiang
was
the
first
Asian
to
win
a
gold
medal
for
the
men’s
110-metre
hurdles
in
the
Olympic
Games
B.
Yes!
Everyone
knows
that
he
is
a
very
hard-working
athlete.
He
is
a
well-trained
winner.
Let
the
students
study
the
italicized
words
and
ask
them
two
questions:
Do
you
know
the
meanings
of
the
words
Do
you
know
how
the
words
are
made
Give
them
a
few
minutes
to
think.
They
may
discuss
with
their
partners
if
necessary.
110-metre(n.)---
110
(num.),
meter
(n.)
hard-working
(adj.)---
hard
(adv.),
working(v-ing)
sportsperson
(n.)---
sports(n.),
person(n.)
well-trained
(adj.)---
well(adv.),
trained
(v-ed)
Step
2.
Compound
words
1.
Tell
students
that
the
above
words
are
called
compound
words.
Ask
them
to
give
the
definition
of
a
compound
word:
A
compound
word
is
made
when
two
or
more
than
two
words
are
joined
together
to
form
a
new
word.
2.
Ask
students
to
think
about
other
words
that
are
created
this
way.
Organize
them
into
groups
of
four
and
have
a
competition.
Write
all
the
compound
words
that
students
can
think
of
on
the
blackboard.
The
winning
group
is
the
one
that
comes
up
with
the
most
words.
3.
Have
students
study
the
words
that
they
have
listed
and
then
read
the
words
on
page26
to
understand
the
formation
rules
of
compound
adjectives
and
compound
nouns.
To
form
compound
adjectives:
Formation
Compound
(adj.)
adj.+n.+-ed
warm-hearted,
cold-blooded
adj.+v-ing
easy-going,
ordinary-looking
adv.+v-ing
hard-working,
long-lasting
n.+adj.
tax-free,
world-famous
n.+v-ed
air-conditioned,
man-made
adj.+
v-ed
Soft-boiled,
well-paid
adv.+
v-ed
Well-educated,
well-paid
num.
+
n.
100-metre
To
form
compound
nouns:
Formation
Compound
n.+n.
handbag,
bookmark,
website,
motherland
n.+
v-ing
sightseeing,
window-shopping,
house-keeping
4.
Ask
the
students
to
match
the
words
in
column
A
with
the
ones
in
column
B.
A
B
1.black
a.
room
2.broad
b.
eyed
3.every
c.
cast
4.bed
d.
case
5.blue
e.
where
6.suit
f.
board
7.radio
g.
ground
8.bus
h.
throw
9.reading
i.
driver
10.passer
j.
by
11.play
k.
paper
12.over
l.
active
13.news
m.
room
5.
Ask
the
students
to
translate
the
words
into
Chinese.
Explain
that
some
English
words
are
derived
from
the
combination
of
two
different
words,
for
example:
hand-bag:
a
small
bag
carried
on
a
person’s
hand;
long-lasting:
that
can
last
for
a
long
time;
tea-cup:
a
cup
that
contains
tea;
three-day:
lasting
for
three
days;
sightseeing:
the
activity
of
seeing
sights
as
a
tourist.
6.
Ask
the
students
the
following
questions:
When
you
come
across
unfamiliar
words,
do
you
often
use
the
knowledge
of
word
formation
to
guess
the
meaning
of
the
new
word
If
so,
can
you
think
of
some
examples
7.
Ask
the
students
to
put
the
following
into
English:
1.项链
necklace
2.雨衣
raincoat
3
.男教师
man
teacher
4.聚会
get-together
5.书店
bookstore
6.地震
earthquake
7.消防队员
firefighter
8.气象员weatherman
9．金鱼goldfish
10.说英语的
English-speaking
8.
Ask
the
students:
Can
you
recognize
the
formation
of
the
following
compound
words
What
parts
of
speech
are
they
and
what
do
they
mean
Take
a
guess
and
then
check
in
the
dictionary.
Try
to
use
them
in
the
letter
below.
(
page26,
SB)
Step
3.
Olympic
sports
and
events.
Answers:
Part
A:
a
(3)
b
(2)
c
(1)
d
(4)
Part
B:
Athletics
Water
sports
discus
throw
springboard
diving
20
km
walk
200m
butterfly
high
jump
water
polo
110
m
hurdles
platform
diving
Step
4.
Homework
1.
Finish
the
Workbook.
2.
Pre-view
Grammar
and
usage.Unit
1
Advertising
Reading:
Advertisement
Teaching
Aims:
To
learn
more
about
advertisements
To
learn
how
to
read
a
expository
writing
To
read
the
passage
Advertisements
and
complete
related
answers
To
improve
their
reading
comprehension
skill
by
fully
participating
in
all
activities
Teaching
Key
Points
&
Teaching
Difficulties:
How
to
improve
their
reading
ability
through
teaching
activities
How
to
let
them
gain
some
insight
into
advertisements
and
help
them
deal
with
advertisements
in
their
daily
life
The
usages
of
some
key
words
Teaching
Procedure:
Step
One:
Leading-in
T:
(Greet
the
students
as
usual)In
the
last
lesson
we
discussed
four
advertisements
and
talked
about
their
effects
on
us.
Today
we
will
go
on
to
learn
more
about
ads
by
reading
a
passage
called
Advertisements.
Please
look
at
the
title
and
tell
me:
What
might
be
talked
about
in
the
article
Ss:
…
(Any
possible
answers
are
acceptable)
(This
step
is
to
help
them
predict
the
contents
of
the
passage
which
is
of
great
help
to
improving
their
reading
comprehension
ability)
Step
Two:
Reading
Comprehension
T:
Very
Good!
Now
let’s
read
the
article
to
check
whether
your
prediction
is
correct
or
not.
First
of
all,
please
open
your
book
to
page
2.
Go
through
the
questions
in
part
A
first
and
then
read
the
text
silently
to
find
the
answers
to
the
three
questions:
What
do
ads
try
to
persuade
people
to
do
What
does
PSA
stand
for
What
do
PSAs
aim
to
do
(Remind
students
to
use
skimming
and
scanning
skills
to
focus
on
and
identify
the
information
needed
to
answer
these
questions.
Let
them
pay
attention
to
the
three
subtitles
in
the
passage
which
can
help
them
find
the
information
they
want.
)
Ss:
…
(Encourage
them
to
give
their
answers
in
their
own
words.)
Suggested
Answers:
To
buy
a
product
service
or
service,
or
to
believe
in
an
idea.
Public
service
advertisements
They
aim
to
teach
us
and
help
us
lead
better
lives.
T:
Wonderful!
Since
we
read
the
article
once,
I
think
you
can
a
general
idea
of
the
passage.
But
if
you
want
to
get
a
better
understanding
of
the
article,
you
should
read
an
article
several
times.
So
please
look
at
Part
C1
on
page
4.
Do
the
true
and
false
exercise.
Part
C1:
Most
people
are
not
aware
of
how
many
ads
are
around
them.
Advertisements
are
always
meant
to
promote
a
product
or
service.
PSAs
are
only
found
in
newspapers
and
on
TV.
PSAs
and
commercial
ads
use
some
of
the
same
methods.
Commercial
ads
often
give
us
valuable
information
about
how
to
live
our
lives.
An
ad
warning
people
against
smoking
is
an
example
of
a
PSA.
Ss:
…
(Ask
them
finished
it
individually)
Suggested
Answers:
1.
T
2.
F
3.
F
4.
T
5.
F
6.
T
T:
Great!
Now
I
think
most
of
you
have
got
a
better
understanding
of
the
article.
Next
let’s
go
on
to
do
the
exercise
in
Part
C2.
Please
go
over
the
article
again
and
answer
the
following
questions.
Part
C2:
Where
are
advertisements
usually
found
What
is
the
major
distinction
between
commercial
advertisements
and
PSAs
Why
are
some
of
the
advertisements
clever
according
to
the
article
When
did
China
begin
a
nationwide
public
service
advertising
campaign
Why
should
we
follow
the
advice
in
PSAs
Step
Three:
Reading
Strategy
T:
Now
you
have
read
the
article
twice.
I
think
most
of
you
have
no
difficulty
in
understanding
it.
Yet
different
types
of
passages
require
different
reading
strategy.
The
article
we
have
learnt
is
an
expository
writing.
Then:
Do
you
know
how
to
read
an
expository
article
Ss:
No.
T:
Ok.
Please
read
the
reading
strategy
on
page
3
and
try
to
answer
the
two
questions:
What
is
expository
writing
meant
to
do
What
is
its
basic
format
Ss:
…
(Remind
them
to
concentrate
on
the
letters
in
bold
)
Possible
Answers:
It
is
meant
to
introduce
you
to
basic
information
on
a
topic.
It
usually
follows
the
basic
format:
introduction
of
the
subject,
examples
and
facts
that
develop
or
support
the
idea,
conclusion.
T:
Good!
If
you
read
expository
writing
in
future,
remember
to
use
what
you
have
learnt
today.
It
will
help
you
get
a
good
understanding
of
the
passage
and
improve
your
reading
ability.
That’s
all
for
the
reading.
If
you
have
any
problem,
please
point
it
out
and
ask
me
for
help.
(Give
explanations
if
necessary
and
ask
them
complete
the
left
exercises
after
class.)
The
Keys
to
Part
D:
1.h
2.c
3.b
4.d
5.f
6.g
7.e
8.a
The
Keys
to
Part
E:
1.dealing
with
2.comments
3.promote
4.fool
5.even
if
6.cheated
7.campaigns
8.benefit
Step
Four:
Post-reading
Discussion
T:
Well
done!
Last
but
not
least,
work
in
pairs
and
discuss
these
questions
with
your
partner.
What
are
the
differences
between
commercial
ads
and
public
service
ads
Do
you
think
young
people
are
easily
persuaded
by
ads
Why
or
why
not
What
is
the
best
PSA
you
have
ever
seen
Why
do
you
think
it
is
impressive
(This
serves
as
a
consolidating
exercise
for
students
to
practise
their
spoken
English.
Encourage
them
to
discuss
freely
and
bravely
in
English
and
later
ask
some
students
to
express
themselves.)
Step
Five:
Homework
to
complete
the
remaining
exercises
on
Page
4
and
5.
to
do
parts
A1
and
A2
on
Page
90
in
WorkbookUnit
3
Tomorrow’s
World
Grammar
被动语态用法小结
【语境展示】
1.
The
three
words
are
pronounced
in
the
same
way.
2.
They
were
given
a
warm
send-off
at
the
airport.
3.
The
matter
will
be
looked
into
in
the
future.
4.
I
didn’t
expect
that
I
would
be
asked
to
speak.
5.
The
children
are
being
taken
care
of
by
their
aunt.
6.
A
new
supersonic
aircraft
was
being
designed.
7.
They
have
been
warned
not
to
swim
there.
8.
He
told
me
that
the
factory
had
been
closed
down.
【归纳】
语态是动词的一种形式，用以表示主语和谓语之间的关系。英语的语态分为两种：主动语态和被动语态。主动语态表示主语是动作的执行者；被动语态表示主语是动作的承受者。被动语态常用于以下几种情况：
1.
不知道动作的执行者是谁。如：
Printing
was
introduced
into
Europe
from
China.
2.
不必提到动作的执行者。如：
Such
things
are
not
done
twice.
3.
强调或侧重动作的承受者。如：
The
girl
is
liked
by
everybody.
一、被动语态的构成
被动语态的基本形式是“be
+
V-ed
形式”。通过改变be
的时态，可以构成不同时态的被动语态。
二、各个时态的被动语态的构成
1.
一般现在时的被动语态：am
/
is
/
are
+
V-ed
形式(如例句1)
2.
一般过去时的被动语态：was
/
were
+
V-ed
形式(如例句2)
3.
一般将来时的被动语态：will
+
be
+
V-ed
形式(如例句3)
4.
一般过去将来时的被动语态：would
+
be
+
V-ed形式(如例句4)
5.
现在进行时的被动语态：am
/
is
/
are
+
being
+V-ed形式(如例句5)
6.
过去进行时的被动语态：was
/
were
+
being
+V-ed形式(如例句6)
7.
现在完成时的被动语态：has
/
have
+
been
+V-ed形式(如例句7)
8.
过去完成时的被动语态：had
+
been
+
V-ed
形式(如例句8)
其他时态或没有被动语态，或极少用被动语态。
三、一些特殊结构的被动形式
1.
双宾动词的被动结构。有些双宾动词（如give，lend，offer，send，show，tell
等）可用于被动结构，在多数情况下都把间接宾语变为主语，而把直接宾语保留下来。有时也可把直接宾语变为主语，把间接宾语改为to
引导的短语。如：
I
was
given
a
gift
on
my
birthday.
A
gift
was
given
to
me
on
my
birthday.
2.“be
+
V-ed形式+
动词不定式”结构。如：
She
is
reported
to
have
broken
a
world
record.
3.“情态动词+
be
+
V-ed形式”结构。如：
This
can’t
be
done
in
a
short
time.
4.“get
+
V-ed形式”结构。如：
Hundreds
of
people
get
killed
every
year
by
traffic
on
the
roads.
5.“it
+
be
+
V-ed
形式+
that
引导的从句”结构。
常用于此类结构的动词有believe，know，prove，report，say，suppose
等。如：
It
is
reported
that
he
was
driving
carelessly.
四、在用被动语态时应注意的几个问题
1.
在被动语态中，动作发出者往往置于by
之后。但在不必指出动作发出者是谁、动作发出者并不重要或很难指出动作发出者是谁时，一般不提及动作发出者。如：
The
match
had
to
be
put
off
because
of
bad
weather.
2.
一些感官动词（如feel，hear，look，notice，see，watch
等）及使役动词（如make，let，have
等）在主动语态中一般跟不带to
的动词不定式，但在被动语态中to不可省去。如：
We
often
hear
him
play
the
guitar.
→
He
is
often
heard
to
play
the
guitar.
3.
有些动词可用主动结构来表达被动意义，这类句子的主语通常是指物的，具有某些内在的特征，能够促使动词所表示的动作得以实现或难以实现。如：
My
voice
doesn’t
carry
well.
This
box
doesn’t
close
properly.
This
kind
of
rice
cooks
more
quickly
than
that
kind.
【即学即用】用所给动词的适当形式补全下列句子。
1.
It’s
said
that
the
long
bridge
_____
(build)
in
two
months.
2.
As
far
as
I
know,
the
injured
workers
_____
(treat)
at
a
local
hospital
now.
3.
Many
trees
and
flowers
_____
(plant)
in
our
school
last
year.
4.
Sorry
to
bother
you,
but
you
_____
(want)
on
the
phone
by
a
man
named
Smith.
5.
The
chairman
said
that
he
_____
(invite)
to
visit
America
before
long.
6.
The
window
which
_____
(break)
for
a
week
was
repaired
yesterday.
7.
The
man
turned
round
from
time
to
time
to
see
if
he
_____
(follow).
8.
The
meeting
of
the
old
classmates
_____
(plan)
since
the
new
year.__
Key:
1.
will
be
built
2.
are
being
treated
3.
were
planted
4.
are
wanted
5.
would
be
invited
6.
had
been
broken
7.
was
being
followed
8.
has
been
plannedUnit
1
Advertising
Grammar
and
usage
Direct
speech
and
reported
speech
&
Reported
speech:
statements,
questions
and
imperative
sentences
Teaching
Aims:
To
learn
the
direct
and
indirect
speech
and
how
to
change
from
one
to
the
other
To
identify
the
differences
between
direct
and
in
direct
speech
To
learn
how
to
use
reported
speech
in
statements,
questions,
and
imperative
sentences
To
complete
the
relevant
written
tasks
to
reinforce
the
grammar
and
usage
To
apply
what
they
learn
to
practice
by
fulfilling
some
written
mistakes.
Teaching
Key
Points
&
Teaching
Difficulties:
How
to
help
them
understand
the
changes
when
changing
direct
speech
into
indirect
speech
The
usages
of
persuade
and
discourage
How
to
apply
the
grammar
rules
to
compete
the
related
exercises
correctly
Teaching
Procedure:
Step
One:
Leading-in
T:
(Greet
the
class
as
usual)
Now
boys
and
girls,
please
look
at
the
screen.
There
is
a
short
dialogue.
Read
it
carefully
and
answer
the
two
questions.
‘What
are
you
going
to
do
this
summer
holiday,’
Tom
asked
Ann.
‘I
am
going
to
travel
to
Beijing
with
my
parents.’
said
Ann.
What
did
Tom
ask
Ann
What
did
Ann
say
Ss:
…
(This
step
is
to
attract
their
attention
to
direct
speech
and
indirect
speech.
Later
collect
their
answers
on
screen.)
Suggested
Answers:
Tom
asked
Ann
what
she
was
going
to
that
summer
holiday.
Ann
said
that
she
was
going
to
travel
to
Beijing
with
her
parents.
T:
Wonderful!
Yon
can
notice
that
when
you
answer
my
questions
you
have
made
some
changes
to
the
original
sentences.
In
fact
your
answers
are
written
in
reported
speech
or
indirect
speech
while
the
original
sentences
in
direct
speech.
Step
Two:
Direct
and
Indirect
Speech
T:
Ok.
This
is
what
we
will
talk
about
today.
Now
please
open
your
text
books
at
page
8.
Go
through
the
group
1
and
2
to
answer
the
next
two
questions:
What
are
direct
speech
and
indirect
speech
How
can
we
change
direct
speech
into
reported
speech
(Have
students
analyze
the
sample
sentences.
Give
them
some
time
to
discuss
the
sentences
in
pairs
first
and
then
check
the
answers.)
Ss:
…
Suggested
Answers:
Direct
speech
is
to
report
what
exactly
has
been
said
while
indirect
speech
is
to
report
the
meaning
of
what
has
been
said
without
using
exact
words.
We
can
do
it
by
changing
what
has
been
said
to
an
object
clause
or
an
infinitive
phrases.
(Make
sure
they
understand
what
direct
and
indirect
speech
is.
Help
the
students
to
grasp
the
meanings
of
the
sample
sentences.
Explain
them
to
the
students
if
necessary.)
T:
Very
good!
Then
When
you
change
direct
speech
into
indirect
speech,
what
else
should
you
make
changes
to
besides
the
major
changes
in
sentence
structure
Ss:
…
T:
Now
please
go
through
the
group
3
carefully,
especially
the
tables.
You
can
exchange
your
ideas
with
your
classmates
around
you
and
think
about
the
above
question
carefully.)
Ss:
Other
changes
in:
Personal
pronouns
Tenses
Adverbials
of
time
and
place
Other
cases
T:
Good!
Next
please
consider
how
to
change
the
following
sentence
in
direct
speech
into
reported
speech.
‘Light
travels
at
a
great
speed,’
said
the
teacher.
Ss:
The
teacher
said
that
light
travels
at
a
great
speed.
(It
doesn’t
matter
whether
they
are
able
to
give
correct
answer.
This
is
just
to
help
them
to
realize
something
different
when
changing
direct
speech
into
indirect
speech.)
T:
So
you
can
see
we
made
no
changes
to
the
sentence
in
direct
speech.
Dou
you
know
why
Please
look
at
the
tip
on
the
left
and
recall
what
you
have
learnt
before
and
them
tell
me
the
reason.
Ss:
…
Tips:
We
do
not
change
the
tense
when
we
report
a
proverb
or
a
fact
that
doesn’t
change
over
time.
T:
Terrific!
And
I
can
show
you
more
examples
as
follows:
My
teacher
told
me
that
practice
makes
perfect.
The
teacher
said
that
light
travels
faster
than
sound.
(Ask
them
go
through
the
content
on
page
8
again
and
deal
with
any
questions
raised
by
the
students.
Last
let
them
finish
the
exercise
on
page
9.
Make
sure
they
know
what
to
do.)
Suggested
Answers:
1.was
2.would
be
3.had
read
4.that
5.would
6.
had
bought
7.that
8.would
9.those
10.her
Step
Three:
Reporting
statements,
questions,
and
imperative
sentences
T:
Ok,
let’s
go
on
to
learn
how
to
report
sentences
in
statements,
questions
and
imperative
sentences.
Please
turn
your
book
to
page
10.
Go
through
them
one
by
one
and
share
your
ideas
with
your
partner.
Later
on
tell
me:
How
to
report
statements,
questions,
and
imperative
sentences
Ss:
…
(Give
them
enough
time
to
go
through
them
and
help
them
summarize
the
following:
Statements
Use
noun
clauses
introduces
by
that
to
report
statements
Say
and
tell
are
common
reporting
verbs
e.g.
‘There
two
main
types
of
advertisements,’
the
writer
said
to
us.
The
writer
told
us
that
there
two
main
types
of
advertisements.
Questions
Use
noun
clauses
introduced
by
whether/if
to
report
Yes/No
questions
Use
noun
clauses
introduced
by
WH-words
to
report
WH-questions
e.g.
‘Are
all
advertisements
playing
tricks
on
us ’
I
asked
her.
I
asked
her
whether/if
all
advertisements
playing
tricks
on
us.
e.g.
The
teacher
asked
Tom
‘What’s
the
matter ’
The
teacher
asked
Tom
what
was
the
matter.
Imperative
sentences
Use
the
structure:
reporting
verb
+
object
+
(not)
to-infinitive
to
report
imperative
sentences
Ask
and
tell
are
common
reporting
words
e.g.
‘Don’t
touch
anything
in
the
lab
without
permission.’
said
the
teacher.
The
teacher
told
us
not
to
touch
anything
in
the
lab
without
permission.
e.g.
‘Turn
down
the
radio
please,
Tom.’
Jen
said.
Jen
asked
Tom
turn
down
the
radio.
T:
You’ve
done
a
good
job.
Now
you
can
overview
what
we
have
learnt
on
page
10.
If
you
have
any
difficulty,
ask
me
for
help.
Ss:
…
(After
this
let
them
complete
the
Part
A
on
page
11.)
Suggested
Answers:
Part
A:
asked
how
it
could
help
him
remember
English
words.
asked
whether/if
it
taught
listening
and
speaking.
asked
what
the
designer
would
do
if
she
was
not
satisfied
with
the
software.
asked
whether/if
it
was
easy
to
use
(
After
this,
give
the
students
a
few
minutes
to
ask
for
help
if
they
have
any
questions)
Have
them
do
Part
B
together.
Suggested
Answers:
2.
encourages
use
interesting
and
attractive
photos
3.
recommends
we
(should)
use
eye-catching
logos
4.
suggests
we(should)
make
the
slogans
short
and
easy
to
remember
5.
tells
make
good
use
of
colours
to
attract
people’s
attention
Step
Four:
Homework
To
do
Part
C1
and
C2
on
Page
92.
To
preview
the
Task.Unit
3
Tomorrow’
world
Grammar
and
usage
The
passive
voice
&
Modal
verbs
and
the
passive
voice
&
Verbs
often
used
in
the
passive
voice
Teaching
Aims:
1.
Enable
students
to
learn
the
basic
verb
forms
of
the
passive
voice.
2.
Enable
students
to
learn
how
to
use
modal
verbs
in
the
passive
voice.
3.
Make
students
learn
some
verbs
that
are
often
used
in
Passive
Voice.
4.
Help
the
students
to
learn
how
to
use
the
passive
voice
in
a
reporting
article.
Teaching
Important
and
Difficult
Points:
1.
The
use
of
the
passive
voice.
2.
How
to
teach
the
students
to
use
passive
voice
in
different
tenses.
Teaching
Approaches:
Explaining
and
practicing
Teaching
Aids:
Multimedia
and
a
blackboard
Teaching
Procedures:
ⅠThe
passive
voice
In
this
step
the
students
will
learn
the
interchange
between
the
passive
voice
and
the
active
voice,
the
basic
verb
form
of
the
passive
voice,
and
some
special
passive
patterns.
Step
1
Lead-in
Show
some
pictures
to
help
students
to
something
about
the
passive
voice
and
also
introduce
the
verb,
the
subject
and
the
object
in
the
sentences
Step
2
Practice
1.
Change
the
following
sentences
into
the
passive
voice:
1)
The
cat
plays
the
ball.
2)
You
are
writing
a
letter.
3)
Sharon
will
bring
some
books.
4)
My
mum
bought
a
bag
for
me.
5)
Jane
was
doing
her
homework.
6)
We
had
painted
some
pictures
before
you
came.
7)
I
am
going
to
water
the
flowers.
8)
He
told
me
that
they
would
hold
the
meeting
the
next
day.
2.
Make
a
list
of
the
passive
voice
in
the
different
tenses
by
showing
two
pictures.
3.
Fill
in
the
blanks
to
consolidate
what
they
have
learnt.
1)
I
___________
(give)
a
new
book
by
my
father
on
my
birthday.
was
given
2)
English
___________
(find)
very
useful.
is
found
3)
The
picture
______________
(finish)
tomorrow.
will
be
finished
4)
The
bike
______________
(repair)
by
them
now.
is
being
repaired
5)
The
building_________________
(build)
this
time
last
year.
was
being
built
6)
How
______
the
flags
already
_______________(make)
have
been
made
7)
The
new
railway
___________
(build)
by
the
end
of
last
year.
had
been
built
8)
What_________________
(discuss)
now
is
being
discussed
9)
Rice
___________
(grow)
in
the
south
of
the
States.
is
grown
10)
Jane
said
her
friends_______________
(invite)
to
her
birthday
party
the
next
week.
would
be
invited
Step
3
Model
verbs
and
the
passive
voice
1.
Introduce
the
model
verbs
in
the
passive
voice
by
showing
two
sentences.
And
tell
them
the
structure:
modal
verb
+be
done
2.
Fill
in
the
blanks.
1)
Some
viewers
might
not
_____________
(impress)
by
the
RealCine
be
impressed
2)
Special
gloves
must_________
(wear).
be
worn
3)
A
real
sense
of
achievement
and
happiness
may________
(feel).
be
felt
3.
Do
the
exercise
on
Page50.
ⅡExercise
and
summary
In
this
period
seven
points
have
been
showed.
Make
the
summary
by
doing
exercise
first.
Point
1
He
often
tells
us
interesting
stories
We
are
often
told
interesting
stories.
Interesting
stories
are
often
told
to
us.
When
verbs
like
give,
lend,
offer,
send,
tell
and
show
can
be
followed
by
two
objects,
in
the
passive
voice
we
often
use
the
person
as
the
subject,
and
sometimes
the
thing
is
used
.
Point2
I
hear
the
girl
sing
English
songs.
The
girl
is
heard
to
sing
English
songs.
the
active
voice
→
make/see/hear
sb.
do
sth.
the
passive
voice→
sb.
be
made/seen/heard
to
do
sth.
Point3
This
sweater_______
(wash)
well.
washes
Your
article_______
(read)
well.
reads
The
pen________
(write)
smoothly.
writes
These
verbs
used
in
the
active
voice
give
a
passive
meaning.
Point4
Translate
the
sentences
using
get
done.
1.我的自行车昨晚被偷了。
My
bike
got
stolen
last
night.
2.这些蛋已经被打碎了。
The
eggs
have
got
broke.
3.工资已经付给了工人们。
The
workers
have
got
paid.
Get
can
also
be
used
in
the
passive
voice
instead
of
be.
Point5
Translate
the
sentences.
1.据说他很快恢复了。
It
is
said
that
he
will
recover
soon.
2.据报道下个月又一本书要出版。
It
is
reported
that
another
book
will
be
published
next
month.
It+
passive
verb+
that-clause
Subject+
passive
verb+
to-infinitive
Another
book
is
reported
to
be
published
next
month.
Point6
We
usually
use
by
to
introduce
the
doer
of
the
action,
but
we
do
not
mention
the
doer
when
it
is
not
necessary
or
not
important,
or
when
it
is
difficult
to
say
who
the
doer
is.
Point
out
the
passive
sentences
without
mentioning
the
doer
in
NOT
just
watching
a
film.
Point7
Some
transitive
verbs
cannot
be
used
in
the
passive
voice,
as
they
indicate
states
not
actions,
such
as
have,
like,
belong…
Ⅲ
Consolidation
Read
the
four
pieces
of
information
on
Page49.
Then
complete
the
report
on
the
event.
Ⅳ
Homework
1.
Review
what
we
learned
today.
2.
Preview
Task.Unit
1
Advertising
Project
Developing
an
Ad
Campaign
Teaching
Aims:
To
learn
about
some
basic
information
about
an
ad
campaign
To
apply
what
they
have
learnt
to
develop
an
ad
campaign
Teaching
Key
Points
&
Teaching
Difficulties:
How
to
help
them
to
develop
an
ad
campaign
The
usage
of
some
key
words
Teaching
Procedure:
Step
One:
Reading
T:
(Greet
the
class
as
usual)
In
this
unit
we
have
learnt
what
an
advertisement
is
and
even
have
written
one
in
the
last
lesson.
Then
do
you
know
what
an
ad
campaign
is
Ss:
No.
T:
Ok.
In
this
lesson
we
will
go
on
with
this
topic.
Please
open
your
text
books
at
page
18.
Read
the
article
silently
as
quickly
as
possible
to
answer
the
following
questions:
What
is
an
ad
campaign
What
must
you
have
in
mind
when
you
start
a
successful
ad
campaign
What
questions
must
you
first
consider
in
an
ad
campaign
Ss:
…
Suggested
Answers:
It
is
an
organized
programme
of
advertisements
using
various
kinds
of
ads
to
reach
a
particular
audience.
We
must
have
a
clear
goal
and
target
audience
in
mind.
We
must
first
consider
the
following
questions:
Who
is
the
audience
for
our
ad
campaign
What
do
we
want
our
ad
campaign
to
say
How
do
we
reach
our
audience
T:
Very
good!
Now
I
think
you
have
got
a
general
idea
of
the
passage.
In
fact,
nowadays
people
all
over
the
world
use
the
media
to
advertise
for
the
benefit
of
the
public
or
public
welfare.
Read
the
second
article
and
answer.
1.
What
is
the
subject
of
this
ad
campaign
2.
Why
do
they
build
this
ad
campaign
3.
Who
is
the
target
audience
for
this
ad
campaign
4.
What
is
the
ad
campaign
aimed
to
do
5.
What
is
the
slogan
for
this
campaign
Suggested
Answers:
1.
Anti-smoking.
2.
Because
the
problem
costs
countries
a
lot
of
money
and
causes
great
damage
to
the
welfare
of
the
people.
3.
High-school
teenagers.
4.
To
discourage
young
people
from
smoking.
5.
Smoking
kills!
Step
Two:
Developing
an
ad
campaign
T:
Ok,
next
we
will
plan
and
conduct
an
ad
campaign,
promoting
a
public
welfare
problem.
Discuss
the
questions
on
Page
19
with
your
group
members.
Planning:
Decide
which
subject
you
are
interested
in
and
choose
one
for
your
ad
campaign.
You
should
have
a
clear
idea
of
the
goal,
the
target
audience,
the
message
of
your
ad
and
the
media
you
will
use.
Preparing:
Divide
the
work
to
each
group
member.
Producing:
Put
what
you
have
written
together
and
add
a
logo.
You
must
proofread
your
ad
campaign
proposal
and
correct
mistakes
if
they
are
any.
Presenting:
Present
your
ad
campaign
to
the
class.
Step
Three:
Homework:
To
do
Parts
B1
and
B2
on
Page
91
in
Workbook.
To
do
Parts
D1
and
D2
on
Page
93
in
Workbook.Unit
3
Tomorrow’
world
Welcome
to
the
unit
Teaching
Aims:
To
make
students
know
and
discuss
what
people
could
do
in
the
future
and
imagine
what
tomorrow’s
world
would
be
like.
To
practice
students’
oral
English.
Teaching
Important
and
Difficult
Points:
How
to
develop
students’
speaking
ability
by
participating
fully
in
the
discussion.
Describe
a
future
world
Teaching
Approaches:
Visual-scene
teaching
method,
tasked-based
method
as
well
as
the
approaches
of
discussion
Emphasis
will
be
put
on
Ss’
ability
of
speaking,
expressing
and
brainstorming.
Introduce
a
rich
variety
of
activities
and
approaches
will
be
introduced
to
meet
different
needs
of
the
Ss.
Make
full
use
of
the
advantages
of
multimedia.
Interaction
Patterns:
Teachers
-class,
individuals,
pairs
Teaching
Aids:
multimedia
and
a
blackboard
Procedures
for
teaching:
Step
1
Greeting
and
Brainstorming
1.
Show
the
posters
to
the
Ss
and
ask
them
to
discuss:
Have
you
ever
read
any
science
fiction
stories
Do
you
like
them
1).
What
do
you
like
most
about
science
fiction
stories,
the
characters,
plot
or
the
language
used
2).
Why
are
so
many
people
interested
in
science
fiction
stories
Because
they
allow
people
to
use
their
imagination
and
think
about
what
life
will
be
like
in
the
future.
Ok,
let’s
make
up
the
story
together.
2.
Show
some
pictures
of
the
ET
film
and
watch
the
video.
1).
Ask
students
to
make
up
the
story.
2).
Answer
some
questions.
What
do
you
like
most
about
science
fiction
stories,
the
characters,
plot
or
the
language
used
Why
are
so
many
people
interested
in
science
fiction
stories
3.
Show
some
pictures
of
Kid
3000
and
ask
them
to
think
about
what
life
will
be
like
in
3000
with
the
help
of
the
pictures.
Step
2
Welcome
to
the
unit
Description:
Ask
students
to
form
pairs
to
describe
the
pictures
Discussion:
Ask
students
to
discuss
the
pictures
and
do
the
exercises
Picture
1
1)
What
is
the
robot
doing
2)
Do
you
think
robots
can
do
everything
for
humans
Why
or
why
not
3)
Do
you
think
you
will
have
a
robot
at
home
in
the
future
Picture
2
1)
Where
are
the
passengers
going
2)
Do
you
believe
that
one
day
travelling
to
the
Moon
or
planets,
like
Mars
or
Jupiter,
would
be
just
like
travelling
to
another
city
Why
or
why
not
3)
If
you
had
a
chance,
would
you
like
to
fly
to
the
Moon
or
Mars
Picture
3
1)
What
are
the
people
doing
And
how
old
is
the
man
2)
Do
you
think
people
can
live
that
long
in
the
future
Why
or
why
not
Picture
4
Can
you
tell
where
these
people
are
working
Can
you
tell
who
these
people
are
and
what
they
are
doing
there
What
problems
are
the
aliens
and
the
people
probably
talking
about
What
is
the
relationship
between
them
Step
3
Consolidation
(Group
work)
Ask
the
students
to
discuss
the
questions.
1)
What
developments
in
science
and
technology
would
you
like
to
see
happen
in
the
future
2)
Do
you
think
the
Moon
could
be
a
tourist
destination
in
the
future
3)
Do
you
think
robots
will
replace
human
beings
in
the
future
What
things
do
you
think
robots
can’t
do
Step
4
Homework
1.
Find
more
information
about
robots
and
science
fiction.
2.
Preview
Reading.Unit
3
Tomorrow’s
World
H.G.
Wells
H.G.
Wells
is
considered
by
some
to
be
the
father
of
modern
science
fiction.
Biography
Herbert
George
Wells
was
born
in
1866
in
Bromley,
Kent.
His
career
as
an
author
was
fostered
by
an
unfortunate
accident
as
a
child.
He
broke
his
leg
and
spent
the
mandatory
rest
period
reading
every
book
which
he
could
find.
Wells
was
awarded
a
scholarship
and
furthered
his
education
at
the
Normal
School
of
Science
in
London.
It
was
at
the
Normal
School
that
Wells
came
under
the
wing
of
the
famous
biologist
Thomas
H.
Huxley.
Wells'
"science
fiction"
(although
he
never
called
it
such)was
clearly
influenced
by
his
studies
at
the
Normal
School
and
his
interest
in
biology.
H.G.
Wells
gained
fame
with
his
first
major
fiction
work:
The
Time
Machine
in
1895.
Soon
after
the
publication
of
this
book,
Wells
followed
with
The
Island
of
Dr.
Moreau
(1895),
The
Invisible
Man
(1897),
and
perhaps
his
most
famous
popular
work:
The
War
of
the
Worlds
(1898).
Over
the
years
Wells
became
concerned
with
the
fate
of
human
society
in
a
world
where
technology
and
scientific
study
were
advancing
at
a
rapid
pace.
For
a
period
he
was
a
member
of
The
Fabian
Society,
a
group
of
social
philosophers
in
London.
Wells's
later
works
became
less
science
fiction
and
more
social
critique.
The
accuracy
of
the
"science"
in
Wells's
work
has
often
been
called
into
question.
It
is
rumored
that
Wells
and
the
French
novelist
Jules
Verne
actually
criticized
each
other's
writing.
Wells's
claim
was
that
"Verne
couldn't
write
himself
out
of
a
paper
sack"
and
Verne
accused
Wells
of
having
"scientifically
implausible
ideas."
The
science
may
not
be
accurate,
but
the
adventure
and
philosophy
in
those
books
makes
Wells'
early
science
fiction
fun
and
fascinating
to
read.
The
major
works
of
H.G.
Wells
The
Invisible
Man
The
War
of
the
Worlds
The
Island
of
Doctor
Moreau
The
Time
Machine
The
First
Men
in
the
MoonUnit
3
Tomorrow’s
World
guided
writing
Writing
a
proposal
【写作要求】
本单元的写作要求是Writing
a
proposal。
【情景呈现】
假定你是某国际学校的高一学生李华。请你用英语给外籍校长写一封信，就你
在使用学校图书馆时遇到的问题提出建议，并说明理由。要点包括：
1.
开放时间较短，建议延长时间；
2.
灯光较弱，建议配置台灯；
3.
书籍较旧，建议购置新书并推出电子图书馆。
注意：
1.
词数150左右；
2.
开头和结尾已给出，但不计入总词数；
3.
可适当增加细节，以使行文连贯。
参考词汇：
安装install；过时的outdated
Dear
sir,
I
am
Li
Hua,
a
student
from
Grade
1.
_______________________________________
____________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Yours
sincerely,
Li
Hua
【写作分析】
根据写作内容可知，我们的写作任务是写一封建议信。
建议信是向收信人就某事提出自己的建议或忠告，并说明理由，以便让对方接受自己的想法或主张，从而解决有关问题。建议信可以写给个人，就某个问题提出自己的看法或观点；也可以写给某个组织或者机构，就改进其服务等提出建议或忠告。
根据题目要求，信的主体可以分为三个部分：第一，表明写作意图；第二，针对你在图书馆使用过程中遇到的问题提出具体的改进建议；第三，希望对方接受自己的建议。此类写作的主要目的是提出建议，观点要合情合理，且语气一定要得当，既要委婉礼貌，又要有说服力。
【参考范文】
Dear
sir,
I
am
Li
Hua,
a
student
from
Grade
1.
I
am
writing
to
express
my
view
concerning
the
library
service
in
our
school.
I
came
across
some
problems
while
using
the
library
and
I’d
like
to
make
some
suggestions.
First
of
all,
the
library
closes
early.
It
might
be
a
good
idea
for
the
library
to
stay
open
longer,
especially
on
weekends.
Second,
the
light
in
the
reading
room
is
not
bright
enough.
It
would
be
better
if
table
lamps
could
be
installed.
Students
can
use
the
lamps
when
necessary.
Third,
I
find
that
the
books
in
our
library
are
a
little
outdated.
I
suggest
we
buy
more
new
books
and
magazines
so
that
students
can
get
the
latest
information
about
the
world.
Last
but
not
least,
I
suggest
an
electronic
library
be
developed
so
we
can
have
a
lot
more
reading
material.
I
really
hope
you
will
think
my
suggestions
useful
and
take
them
into
consideration.
Yours
sincerely,
Li
Hua
【必背佳句】
1.
I
am
writing
to
express
my
view
concerning
the
library
service
in
our
school.
2.
It
might
be
a
good
idea
for
the
library
to
stay
open
longer,
especially
on
weekends.
3.
It
would
be
better
if
table
lamps
could
be
installed.
4.
I
suggest
we
buy
more
new
books
and
magazines
so
that
students
can
get
the
latest
information
about
the
world.
5.
I
really
hope
you
will
think
my
suggestions
useful
and
take
them
into
consideration.
【举一反三】
假定你是李华，是一名高一学生。为了更好地为学生们服务，你校英文校报现向全体学生征求编写意见。请你根据以下要点用英语写一封信，向校英文报编辑反映你发现的问题，并提出自己的改进办法。
1.
文章多以校内事务为主，建议增加关于时事或学习方法的文章；
2.
版面形式不够活泼，建议增加新板块，用来展示学生自己的作品等。
注意：
1.
词数150左右；
2.
开头和结尾已给出，但不计入总词数；
3.
可适当增加细节，以使行文连贯。
参考词汇：
时事current
affair；展示display
Dear
editor,
I
am
Li
Hua,
a
student
from
Grade
1.
_____________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________________________
Yours
sincerely,
Li
Hua
One
possible
version:
Dear
editor,
I
am
Li
Hua,
a
student
from
Grade
1.
I
am
writing
to
tell
you
some
problems
I
have
found
while
reading
our
school
newspaper
as
well
as
my
suggestions.
I
have
read
many
articles
in
the
school
newspaper.
I
find
that
almost
all
the
essays
in
the
school
newspaper
are
about
the
daily
routines
in
our
school.
It
is
good
for
us
to
know
about
things
that
happen
in
our
school,
but
I
think
it
would
be
better
if
there
were
some
articles
about
current
affairs
and
learning
methods.
Reading
current
affairs
can
open
students’
eyes
so
they
can
get
to
know
more
about
the
world.
Sharing
learning
methods
can
help
students
find
the
best
way
to
study
effectively.
Furthermore,
I
think
the
form
of
the
newspaper
can
be
livelier.
I
think
it
is
a
good
idea
to
open
a
new
section
to
display
students’
own
works,
such
as
paintings
and
photos.
I
would
be
more
than
happy
if
my
suggestions
could
be
considered.
Yours
sincerely,
Li
HuaUnit
2
Sports
events
Welcome
to
the
unit
Teaching
Aims:
1.
Arrange
a
discussion
for
Ss
to
find
out
why
sports
are
popular
around
the
world.
2.
Encourage
Ss
to
express
their
own
opinions
in
the
discussion.
Try
to
develop
their
speaking
ability
Teaching
Important
Point:
Develop
students’
speaking
ability.
Teaching
Methods:
Discussion
and
free
talk
to
involve
each
student
in
class
activities.
Teaching
Aids:
1.
The
multimedia
2.
The
blackboard
Teaching
Procedures;
Step
1
Lead-in
by
asking
the
following
questions:
1.
Do
you
like
sports
Why
2.
What
are
your
favorite
sports
3.
What
sports
do
you
know
(Show
pictures
to
motivate
the
students)
Step
2
Presentation
Sport
plays
a
very
important
role
in
our
lives.
We
see
or
do
sports
almost
everyday.
Summarize
familiar
games
and
understand
unfamiliar
ones.
Ball
games:
Volleyball,
basketball,
football,
baseball,
badminton,
table
tennis,
golf,
rugby,
ice
hockey,
etc.
Track
and
field:
long
jump,
high
jump,
pole
jump,
discus,
shot-put,
race,
relay
race,
etc.
Water
games:
swimming,
diving
and
water
polo
Gymnastics:
Men’s
events---rings,
horizontal
bar,
double
bars,
parallel
bars,
vaulting
horse,
pummeled
horse,
floor
exercise,
etc.
Women’s
events---balance
beam,
high
and
low
bar,
uneven
bars,
vaulting
horse,
floor
exercise,
etc.
It
is
said
that
gymnastics
and
diving
are
two
of
the
most
beautiful
sports
in
the
world,
because
they
both
display
elements
of
strength
and
beauty.
Do
you
agree
Can
you
name
some
famous
Chinese
gymnasts
or
divers
Wrestling
is
an
ancient
sport
often
appeared
as
the
main
event
in
the
earliest
Olympic
Games.
Wrestling
exists
in
many
different
styles
but
only
two
styles
feature
in
the
Olympics,
namely
freestyle
and
Greco-Roman.
Greco-Roman
wrestling
allows
the
use
of
only
the
participants’upper
bodies;
however,
freestyle
allows
the
use
of
legs.
Boxing
became
an
Olympic
sport
in
688BC
and
is
still
popular
today.
The
boxer
uses
his
or
her
fists
to
punch
The
opponent’s
head
and
body
with
the
aim
to
knock
the
opponent
out.
Kung
fu
is
a
traditional
sport
in
China.
Are
you
interested
in
this
sport
Do
you
enjoy
watching
kung
fu
films
Step
3
Practice
:
Ask
Ss
to
discuss
the
following
questions
.
What
sports
do
you
usually
play
How
much
time
do
you
usually
spend
doing
sports
every
week
No
pains,
no
gains.
No
matter
what
kind
of
sports
you
take
part
in,
what
do
you
have
to
sacrifice
(牺牲)
in
order
to
be
successful
in
that
sport
Step
4
Homework
1.
Surf
the
Internet
to
find
more
information
about
sports.
2.
Write
a
composition
about
why
people
all
over
the
world
are
crazy
about
sports.Unit
2
Sports
events
Task:
Talking
about
sports
and
activities
Aims:
Learn
how
to
listen
for
specific
information
in
a
conversation
Learn
how
to
make
some
suggestions.
Learn
how
to
electing
relevant
information.
Procedures:
Skills
building1:
listening
for
specific
information
Tell:
When
talking
to
someone,
we
should
pay
close
attention
to
what
the
speaker
is
saying,
because
the
speaker
often
makes
mistakes,
correct
themselves,
change
their
minds
or
say
something
that
is
not
important.
Go
through
the
instructions,
and
try
to
understand
why
we
should
pay
attention
to
these
words:
but,
however,
or
and
I
mean.
Have
the
Ss
to
guidelines
on
page32.
Make
sure
that
they
understand
it
is
important
to
pay
close
attention
to
what
he
or
she
is
saying
to
select
the
information
you
want.
Listening.
Finish
the
exercise
on
page
32.
Answers:
1.Yes
2.England
3.Yes
4.Germany
5.
China
6.
Yes
7.No
Step
1:completing
a
new
training
schedule
Have
Ss
read
the
instructions
on
page
33.
Make
sure
they
will
know
what
they
are
going
to
listen
to.
And
ask
them
to
read
the
training
schedule.
Have
Ss
listen
to
a
recording
and
confirm
their
predicted
answers.
Finish
the
schedule
on
page
33.
1.
increased
2.
2
3.
lifting
weights
4.
8
5.
rice
6.
False
7.
True
8.vegetables
9.4
10.
water
weak
tea
Skills
building
2:
giving
advice
and
making
suggestions
Read
the
three
points
at
the
top
of
page
34
and
ask
them
to
pay
attention
to
the
differences
between
advice
and
advise
in
Pattern
1.
Have
students
to
read
the
five
question
forms
in
the
second
part.
Have
students
read
the
dialogue
on
page
34
in
pairs
and
underline
the
sentences,
which
give
advice
and
make
suggestions.
Step
2:
designing
a
new
daily
routine:
Begin
this
part
by
asking
students
if
they
can
tell
what
the
coach
and
the
athlete
talk
about
in
Skills
building
1.
Have
students
read
leaflets
1
and
2.
Have
students
make
changes
on
the
daily
routine
individually.
Try
to
give
different
answers.
Skills
building
3:
identifying/selecting
relevant
information:
Read
the
guidelines
on
page
36
to
make
sure
that
they
know
they
will
learn
to
identify
and
select
relevant
information
when
they
are
reading
or
listening
to
English.
Help
the
Ss
to
report
what
they
are
asked
to
write
about
and
what
information
they
should
get
from
the
letter.
Step
3:
writing
a
report
about
the
history
of
a
sport
Have
Ss
read
the
report
and
guess
the
meaning
of
the
word
“bowling”.
Ask
students
work
in
pairs
or
groups
to
find
out
how
the
report
should
be
written.
Have
students
read
the
directions
in
Part
B
on
the
page
37.
Ask
them
work
in
pairs
to
discuss
how
to
write
the
reports
about
the
history
of
table
tennis.
Homework:
1.
Write
a
report
about
the
history
of
table
tennis.
2.
Preview
the
Project
Part.Journey
to
the
Centre
of
the
Earth
The
plot
can
be
quickly
summarised:
Professor
Lidenbrock
and
his
nephew
Axel
discover
a
document
in
a
twelfth-century
Icelandic
book
which,
when
deciphered,
records
the
claim
of
a
certain
Arne
Saknussemm
to
have
gone
down
into
the
carter
of
SnFfells
and
reached
the
centre
of
the
Earth.
Lidenbrock
decides
to
try
this
for
himself
and,
dragging
Axel
away
from
his
fiancée
Gr uben,
travels
to
Reykjavik
and
across
Iceland.
With
the
help
of
the
stoical
Hans,
they
find
the
crater
and
travel
down
through
the
geological
layers
of
the
past,
experiencing
various
adventures.
A
long
way
down,
they
discover
a
huge
caver
containing
a
large
sea
-
plus
various
biological
specimens,
some
dead
and
some
very
much
alive.
After
trying
to
cross
the
sea,
they
discover
a
path
down
again,
marked
with
Saknussemm’s
runic
initials.
But
it
is
now
blocked.
They
attempt
to
blow
up
the
obstacle,
while
sheltering
on
the
raft,
but
instead
carry
part
of
the
sea
with
them
down
into
the
bowels
of
the
Earth.
They
then
start
rising
again;
and
end
up
riding
a
volcanic
eruption,
which
throws
them
out
on
the
slopes
of
Stromboli.
Journey
to
the
Centre
of
the
Earth
prefigures
many
of
the
ideas
of
Twenty
Thousand
Leagues
under
the
Seas,
Around
the
World
in
Eighty
Days,
and
From
the
Earth
to
the
Moon.
The
mood
is
light-hearted
-
although
hardly
optimistic,
for
it
contains
tragic,
obsessive
and
sometimes
morbid
elements.
There
is
even
a
love-element,
of
sorts.
In
this
novel,
more
than
elsewhere,
Verne
seems
to
let
himself
go,
while
at
the
same
time
drawing
inspiration
from
many
different
sources.
But
before
examining
these,
it
is
useful
to
look
at
Verne’s
life
and
the
Extraordinary
Journeys
as
a
whole.
Jules-Gabriel
Verne
was
born
in
1828,
on
an
island
in
central
Nantes
in
western
France.
His
father
had
a
successful
law
practice,
and
wrote
occasional
amateur
verses.
His
mother’s
maiden
name
was
Allotte
de
la
Fule,
derived
from
a
Scottish
Allott
who
had
emigrated
in
the
fifteenth
century
to
join
Louis
XI’s
Scottish
Guard
of
archers
and
eventually
been
ennobled.
There
have
been
over
a
dozen
biographies
of
Verne,
most
notably
by
his
niece
Marguerite
Allotte
de
la
Fule
and
his
grandson
Jean
Jules-Verne.
The
former,
however,
is
embellished
；and
even
the
latter
is
a
mixture
of
family
legends
and
manuscript
sources
often
readily
accessible,
including
over
1,000
letters
from
Verne
to
his
parents
and
publisher.
About
a
dozen
interviews
are
also
known
to
exist,
mostly
with
British
and
American
journalists,
plus
a
brief
autobiographical
piece,
‘Memories
of
Childhood
and
Youth’.
Lastly
there
is
Backwards
into
Britain,
a
lightly
fictionalised
account
of
his
visit
to
England
and
Scotland
in
1859
with
his
friend
Hignard.
A
no
doubt
apocryphal
story
has
Jules
running
away
to
sea
at
the
age
of
11
to
fetch
coral
on
the
Coralie
for
his
cousin
Caroline.
Her
rejection
of
him,
several
years
later,
certainly
seems
to
have
left
its
mark
on
him.
But
otherwise
his
schooldays
were
unexceptional
-
apart
from
a
passion
for
messing
about
on
makeshift
rafts
on
the
River
Loire
with
his
brother
Paul.
In
1847
Jules
arrived
in
Paris
to
study
law.
For
the
next
ten
years,
he
lived
in
a
succession
of
single
rooms,
sometimes
with
barely
enough
to
eat.
He
devoted
himself
during
this
period
to
writing
plays,
at
which
he
was
moderately
successful:
of
the
total
of
approximately
twenty-nine,
seven
had
been
performed
or
published
by
1863,
at
least
one
of
them
with
the
help
of
Dumas
pPre.
In
1856
he
met
Honorine
de
Viane,
a
widow
with
two
daughters,
and
married
her
a
few
months
later.
The
journey
to
Britain
(his
first
outside
France)
had
a
major
impact
on
him,
especially
Edinburgh
and
the
Highlands.
Although
his
visit
was
carefully
written
up
(making
it
the
first
book
Verne
completed),
Voyage
en
Angleterre
et
en
Ecosse
was
rejected
by
Hetzel
-
and
lay
hidden
until
1989,
when
it
was
published
and
hailed
as
a
brilliant
piece
of
travel
writing,
and
a
vital
document
for
understanding
Verne.
It
was
published
in
English
in
1992.
From
1851–5,
Verne
published
five
short
stories,
in
which
many
of
the
themes
and
structures
of
his
novels
are
already
visible.
Each
one
concerns
the
difficulty
of
getting
things
going
(like
Verne’s
own
careers).
All
are
set
in
foreign
parts,
all
are
influenced
by
late
Romanticism,
and
all
finish
more
or
less
tragically.
In
1862,
Hetzel
accepted
a
book
entitled
Five
Weeks
in
a
Balloon.
Within
months,
it
had
become
a
huge
success,
and
led
to
a
series
of
contracts
for
the
next
forty
years.
The
principal
aims
of
the
collected
works,
in
Hetzel’s
immodest
announcement,
were
‘to
sum
up
all
the
geographical,
geological,
physical
and
astronomical
knowledge
amassed
by
modern
science,
and
to
rewrite
the
history
of
the
universe’.
At
the
age
of
37,
Verne
acquired
some
security,
even
if
the
contracts
were
far
from
generous
(the
plays
adapted
from
the
novels
proved
more
lucrative).
Starting
in
1864
with
Journey
to
the
Centre
of
the
Earth,
one
or
two
books
duly
appeared
each
year,
eventually
totalling
sixty-three
novels
and
eighteen
short
stories.
Verne
continued
to
travel.
In
1862
he
had
visited
Norway
and
Denmark,
again
with
Hignard,
and
in
1867
he
sailed
to
America
on
the
liner
the
Great
Eastern.
He
also
bought
three
yachts
of
successively
greater
size,
on
which
he
went
back
to
Scotland
and
Scandinavia
and
visited
North
Africa.
In
1872
the
family
moved
permanently
to
Amiens.
In
1886,
for
reasons
which
remain
unknown,
Verne
sold
his
yacht
and
gave
up
travelling.
In
1861
his
only
child,
Michel,
had
been
born.
He
proved
unruly,
and
was
at
one
stage
forcibly
packed
off
to
India
as
an
apprentice
pilot.
In
1883,
he
eloped
with
a
16-year-old
girl
-
but
eventually
divorced
his
first
wife
and
re-married.
He
tried
his
hand
at
many
careers,
including
scientific
journalism
and
fiction-writing,
one
of
his
stories
being
published
in
1889
under
his
father’s
name.
After
Verne’s
death
in
1905,
eight
novels
and
three
short
stories
were
published
in
the
series
of
Extraordinary
Journeys.
These
works
are
slightly
different
from
the
previous
ones;
Michel
publicly
declared
that
he
had
prepared
some
of
them
for
publication,
but
denied
doing
anything
more.
Only
in
1978
was
it
proved,
on
the
basis
of
the
manuscripts,
that
he
had
made
considerable
changes,
including
writing
whole
chapters.
Two-thirds
of
The
Survivors
of
the
‘Jonathan’,
for
instance,
are
his,
including
the
many
philosophico-political
passages;
and
perhaps
even
more
of
the
masterpiece
‘The
Eternal
Adam’,
set
20,000
years
in
the
future.Unit
3
Tomorrow’s
World
words
expressions
【语境展示】
1.
The
strongroom
is
as
secure
as
we
can
make
it.
我们的保险库建造得十分安全。
2.
At
last
they
were
able
to
feel
secure
about
the
future.
他们终于觉得不必为将来担忧了。
3.
Our
victory
is
secure.
我们胜券在握。
4.
She
is
said
to
have
got
a
secure
job
in
a
big
company.
据说她在一家大公司得到一份稳定的工作。
5.
A
climber
needs
secure
footholds.
攀登的人脚踩的地方要很牢固。
6.
They’ve
secured
government
backing
for
the
project.
他们得到政府对该计划的支持。
7.
The
man
secured
the
ladder
with
ropes.
那个人用绳子把梯子捆好。
8.
The
sandbags
secured
the
town
during
the
flood.
沙袋使该镇免受水灾。
【归纳】
1.
根据例句1-5
可知，secure
可作形容词，意为“安全的；安心的；有把握的；
稳固的；牢固的”。
2.
根据例句6-8可知，secure还可作动词，意为“获得；使牢靠；使安全”。
【即学即用】汉译英。
1.
那个小男孩在父母身边感到安心。
__________________________________________________
2.
把所有门窗关好再出门。
__________________________________________________
add
to
【语境展示】
1.
Fireworks
added
to
the
attraction
of
the
festival
night.
焰火使节日的夜晚更加生色。
2.
His
remarks
add
to
the
proof
that
she
is
innocent.
他的话进一步证明她是无辜的。
3.
The
old
house
has
been
added
to
from
time
to
time.
这幢老房子一次又一次地在扩建。
【归纳】
根据以上例句可知，add
to意为“使增加，使增强，使扩大”。
【拓展】
1.
add
up意为“把……加起来”。如：
It
is
strange
that
the
waiter
can’t
add
up.
很奇怪，这个服务员不会算账。
2.
add
up
to意为“总共有”。如：
The
words
we
have
learned
so
far
add
up
to
about
3,500.
到目前为止，我们学过的单词总计大约有三千五百个。
【即学即用】用add
to，add
up
或add
up
to的适当形式补全下列句子。
1.
_____
these
figures
and
you
will
know
the
result
of
the
competition.
2.
The
bad
weather
_____
our
difficulties,
but
we
managed
to
top
the
hill.
3.
Do
you
believe
that
Lincoln
’s
education
_____
no
more
than
one
year
function
【语境展示】
1.
The
school
dining
room
can
function
as
a
meeting
place
for
teachers
and
students.
学校的餐厅可作为老师和学生的聚会场所。
2.
The
machine
won’t
function
well
if
you
don’t
oil
it.
你若不给机器加油，它就不能很好地运转。
3.
The
main
function
of
kidneys
is
to
remove
waste
products
from
the
blood.
肾脏的主要功能就是把废物从血液中排除掉。
4.
The
function
of
a
chairman
at
a
meeting
is
to
lead
and
control
the
meeting.
在会上，主席的职责是引导并控制会议。
【归纳】
1.
根据例句1、2
可知，function
可作动词，意为“起作用；运转”。常用搭配：function
as
...
意为“起……作用；具有……功能”。
2.
根据例句3、4
可知，function
还可作名词，意为“作用，功能；职责”。
【即学即用】汉译英。
1.
客厅里的沙发在夜里可以当床用。
______________________________________________
2.
桥梁起到提供水上通路的作用。
_____________________________________________
Key：
secure
1.
The
little
boy
felt
secure
near
his
parents.
2.
Secure
all
the
doors
and
windows
before
leaving.
add
to
1.
Add
up
2.
added
to
3.
added
up
to
function
1.
The
sofa
in
the
living
room
functions
as
a
bed
at
night.
2.
Bridges
perform
the
function
of
providing
access
across
water.Unit
3
Tomorrow’s
world
Project
Writing
a
science
fiction
story
Teaching
Aims:
To
learn
what
a
science
fiction
story
is
like
and
how
to
write
a
science
fiction
story.
Teaching
Important
and
Difficult
Points:
How
to
make
students
understand
the
science
stories
better.
How
to
write
a
science
fiction
story.
Teaching
Approaches:
Asking-and-answering
activity.
Individual,
pair
or
group
work
to
make
every
student
work
in
class.
Teaching
Aids:
Multimedia
and
a
blackboard
Teaching
Procedures:
Step
1
Lead-in
Have
you
ever
read
any
science
fiction
stories
Do
you
like
them
Do
you
know
about
some
science
fiction
writers
Who
are
they
Have
you
ever
heard
of
Jules
Verne
or
H.
G.
Wells
Show
them
the
pictures
of
Jules
Verne
and
H.G.
Wells,
tell
them
about
these
two
persons
briefly.
Step
2
Reading
Journey
to
the
Centre
of
the
Earth
Read
the
first
story
written
by
Jules
Verne.
Then
answer
the
following
questions.
With
whom
did
Professor
Lindenbrock
make
the
journey
What
was
the
destination
of
the
journey
How
did
they
go
there
What
did
they
see
during
their
journey
Which
do
you
think
was
the
most
thrilling
experience
during
their
journey,
why？
Time
machine
Lead
to
the
second
science
fiction
story.
Have
you
ever
read
about
or
seen
a
film
about
a
time
machine
What
do
you
think
a
time
machine
can
be
used
to
do
Many
people
are
interested
in
such
a
machine.
Can
you
think
of
the
reason(s)
Show
them
a
video
about
time
machine.
Ask
them
to
read
the
story
and
think
about
the
following
questions.
What
did
the
writer
decide
to
see
using
the
time
machine
the
writer
had
made
Which
year
did
the
writer
go
to
What
did
the
writer
find
there
The
writer
described
a
picture
about
the
future.
What
is
his
idea
about
the
future
of
the
world
What
is
your
opinion
about
the
future
4.
Ask
them
to
discuss.
If
you
had
a
time
machine,
what
would
you
like
to
see,
the
future
or
the
past
Why
What
would
you
expect
to
see
there
Step
3
Writing
a
science
fiction
story
(Group
Work)
Ask
them
to
discuss
the
questions
on
page
59.
What
interesting
science
fiction
stories
have
you
read
Which
one
do
you
like
best
Why
What
would
be
a
good
setting
for
a
story
Who
will
be
your
main
characters
What
do
the
main
characters
do
How
many
paragraphs
will
your
story
have
Who
will
write
each
paragraph
Who
will
read
the
story
to
your
classmates
Step
4
Homework
1.
Finish
the
WB
exercises
(D1,
D2)
2.
Finish
writing
a
science
fiction
story.Unit
1
Advertising
Welcome
to
the
unit
Teaching
Aims:
To
make
students
aware
of
the
role
of
advertising
in
our
daily
life
To
talk
about
the
six
ads
and
put
them
in
two
groups.
Finally
encourage
them
to
tell
the
difference
between
them
To
discuss
the
last
three
questions
to
improve
their
speaking
ability
Teaching
Key
&
Teaching
Difficulties:
To
help
students
understand
the
role
of
ads
The
usages
of
some
key
words.
Teaching
Procedure:
Step
One:
Leading-in
T:
(Greeting
the
class
as
usual)
Now
we
will
talk
about
advertising.
Then
by
the
way:
Do
you
like
reading
or
watching
advertisements
What
kind
of
ads
do
you
like
best
And
why
Where
can
you
find
advertisements
(T
can
give
the
students
enough
time
to
discuss
the
questions
in
pairs
or
groups.
Any
related
answers
are
acceptable.
This
step
is
just
to
arouse
their
interest
in
the
topic.)
Ss:
…
(Encourage
them
to
express
themselves)
Step
Two:
Speaking
T:
That’s
good!
So
in
fact
we
are
living
in
a
world
of
ads
and
whether
you
like
or
not,
they
are
influencing
our
life.
Ok,
now
please
open
your
book
to
page
1.
Here
are
six
pictures.
You
may
have
seen
some
similar
to
them.
Next
please
discuss
them
in
groups
of
four
and
try
to
answer
the
following
questions:
What
can
you
see
in
the
picture
What
can
you
read
on
it
What
does
it
persuade
us
to
do
or
what
does
it
try
to
tell
us
Ss:
…
(Show
the
pictures
in
pairs
and
let
the
students
to
discuss
them
one
by
one.
Remember
to
give
them
enough
time
to
think
about
the
above
questions)
T:
Well
done!
Now
you
can
see
that
advertisements
are
a
good
way
to
sell
products
or
services.
They
are
also
a
good
way
to
make
people
aware
of
the
needs
of
others
and
the
dangers
around
them.
Next
please
look
at
the
table
below
and
then
go
through
the
six
pictures
again.
Later
on
put
each
of
them
in
the
correct
group.
To
sell
a
product
or
service
Educate
about
people
Oxlin
Airlines
(1)Shine
Shampoo
(4)
Earth
Day
(2)Anti-drugs
(3)
T:
Wonderful.
I
think
most
of
you
have
realized
the
difference
between
the
two.
And
in
the
reading
we
will
have
a
further
discussion.
Step
Three:
Discussion
T:
So,
now
look
at
the
three
questions
and
discuss
them
in
groups
of
four.
1.
Which
advertisements
make
you
want
to
buy
a
product
or
service
Why
2.
Which
advertisements
make
you
think
about
social
problems
Why
3.
Do
you
believe
that
advertisements
tell
the
complete
truth
Why
or
why
not
Ss:
…
(T
can
help
the
students
to
conduct
the
activity
and
encourage
them
to
work
together
to
complete
the
task.
Later
let
some
students
to
show
off.)
T:
Well
done.
Now
I
think
most
of
you
have
know
what
an
advertisement
is
and
realize
the
role
of
them
in
our
life.
Step
Four:
Homework
Ask
students
to
read
the
passage
in
Part
B
on
Page
95
in
Workbook
as
their
homework.
Teachers
can
check
the
answers
in
or
after
class
Let
them
preview
the
next
period,
especially
the
new
words
in
the
instructions
or
requirements
but
not
included
in
the
wordlist.Unit
2
Sports
events
Reading
The
Olympic
Games
Teaching
Aims:
Enhance
students’
reading
abilities.
Enable
students
to
adopt
the
strategy
reading
a
speech
and
catch
the
main
idea
of
the
text.
Teaching
Important
Points:
Help
Ss
know
some
background
knowledge
about
the
history
and
the
development
of
the
Olympic
Games.
Help
them
learn
some
language
points.
Teaching
Methods:
1.
Improve
the
students’
reading
comprehension.
Practice
to
get
the
students
to
master
what
they’ve
learnt.
Discussion
to
make
every
student
work
in
class.
Teaching
aids:
the
multi-media
the
blackboard.
Teaching
procedures:
Step
1
Lead-
in
1.
Show
pictures
about
Olympic
Games
to
motivate
the
Ss’
enthusiasm.
2.
Talk
about
the
Olympics
and
encourage
the
students
to
share
their
information
and
express
their
opinions.
As
we
all
know,
the
Olympic
Games
are
held
every
four
years
and
it
is
a
great
honor
for
a
country
to
host
the
Games.
How
much
do
you
know
about
the
Olympics,
for
example,
its
history,
ceremonies
and
sporting
events
1.
How
many
Olympic
games
did
you
see
Where
were
they
held
2.
Do
you
think
they
are
exciting
3.
Who
is
your
favorite
athlete
and
who
do
you
think
is
the
greatest
Olympian
Why
Step
2
Fast
reading
Ask
Ss
to
scan
the
article
and
answer
the
three
questions
in
Part
A.
1.
What
is
the
speech
about
The
history
and
significance
of
the
Olympic
Games.
2.
What
was
Pierre
de
Coubertin’s
hope
when
he
brought
the
Olympic
Games
back
to
life
He
hoped
that
the
Olympic
Games
would
make
it
possible
for
people
of
all
countries
to
live
side
by
side
in
peace.
3.
What
does
speaker
wish
for
at
the
end
of
the
speech
He
wishes
the
Olympic
Movement
a
successful
future
to
match
its
past
glory.
Step
3
Careful
reading
1.
Read
the
passage
again
and
check
the
errors
in
each
sentence.
1)
According
to
the
speech,
the
speaker
is
an
athlete.
an
LOC
member
2).
The
first
ancient
Olympic
Games
were
held
in
AD776.
776BC
3).
Everyone
was
allowed
to
take
part
in
the
ancient
Olympics.
Only
men
were
4).
The
contemporary
Olympic
Games
were
first
held
in
Rome
in
1896.
Athens
5).
At
the
2008
Beijing
Olympic,
the
Chinese
women’s
badminton
team
won
the
gold
medal
for
the
first
time
in
history.
gymnastics
6).
Zhang
Ning
was
in
her
late
thirties
when
she
competed
in
the
2008
Olympic
Games.
early
2.
Try
to
fill
in
the
form
according
to
the
passage.
Answers:
Name
Nationality
Which
Olympic
Olympic
achievements
Other
information
Muhammad
Ali
American
1960
Rome
Olympics
Gold
medal,
boxing
won
his
first
World
Boxing
Championship
;lit
the
Olympic
flame
at
1966
Atlanta
Olympics
Michael
Jordan
American
1984
Los
Angles
Olympics;1992
Barcelona
Olympics
Two
gold
medals,
basketball
Xu
Haifeng
Chinese
1984
Los
Angeles
Olympics
Gold
medal
Won
the
first
Olympic
gold
medal
for
China
Deng
Yaping
Chinese
1992
Barcelona
Olympics;1996
Atlanta
Olympics
Four
gold
medals,
table
tennis
Liu
Xiang
Chinese
2004
Athens
Olympics
Gold
medal,
men’s
110-metre
hurdles
The
first
Asian
to
win
this
race
Zhang
Ning
Chinese
2008
Beijing
Olympics
gold
medals,
badminton
won
the
gold
medal
at
the
age
of
33
True
(T)
or
false
(F).
1)
Mr
Johnson
introduced
the
reason
why
the
ancient
Olympics
were
not
held
in
detail.
(
F
)
2)
The
long
jump,
wrestling
and
running
were
included
in
the
ancient
Olympics.
(
T
)
3)
Single
women
in
ancient
times
were
allowed
to
take
part
in
the
competition
held
at
a
festival.
(
T
)
4)
Muhammad
Ali
won
the
World
Heavyweight
Boxing
Championship
in
1960.
(
F
)
5)
The
Chinese
women’s
gymnastics
team
didn’t
win
the
gold
medal
until
2008.
(
T
)
3.
Finish
exercise
D
and
E.
Do
D
in
class.
Do
E
in
class
Answers:
D
1
a
2
c
3
e
4
b
5
f
6
d
E
(1)
significance
(2)
movement
(3)
medal
(4)
joy
(5)
competed
(6)
made
contributions
(7)
honour
(8)
excited
Step
4
Reading
strategy
Step
5
Discussion
1.
Do
you
think
Chinese
athletes
such
as
DengYaping
and
LiuXiang
are
as
great
as
Muhammad
Ali
or
Michael
Jordan
Why
2.
In
our
life,
we
often
hear
Sports
Spirit.
What
kind
of
Sports
Spirit
can
you
learn
from
them
And
how
can
you
use
the
sports
spirit
in
your
studies
Step
6
Homework
1.
Try
to
remember
the
useful
words,
phrases
and
sentence
patterns
and
know
how
to
use
them
freely.
2.
Finish
exercises
in
Workbook.Unit
2
Sports
events
Grammar
and
usage
Modal
verbs:
general
introduction
&
comparisons
Teaching
Aims:
1.
Show
Ss
that
modal
verbs
can
be
used
to
talk
about
ability,
obligation,
certainty
or
permission,
to
make
requests,
suggestions,
offers
and
to
give
advice.
2.
Enable
students
to
understand
that
some
modal
verbs
can
be
used
with
the
continuous
form
and
the
perfect
form
to
talk
about
current
affairs
or
past
actions.
Teaching
Important
Points:
1.
Develop
the
students’
ability
of
using
modal
verbs.
2.
How
to
make
students
master
the
usage
of
modal
verbs.
Teaching
Difficult
Points:
Develop
the
students’
ability
of
using
modal
verbs
and
how
to
make
students
master
the
usage
of
modal
verbs.
Teaching
Methods:
Explanation
and
exercise
Teaching
Procedures:
Step
1
Warming
up
Say
some
sentences
to
warm
up
students:
Now,
many
of
us
can
speak
English
quite
well,
but
a
few
years
ago,
we
couldn’t.
Yes
or
no
If
we
talk
about
the
ability
someone
has,
we
use
the
modal
verb
‘can’.
If
we
want
to
express
that
it
is
necessary
for
us
to
do
something,
what
modal
verb
do
we
use
must
What
other
modal
verbs
can
you
think
of
Step
3
Presentation
Show
the
usage
of
the
modal
verbs
on
the
screen.
Modal
verbs
can/could表能力
(1)
I
don’t
think
he
can
solve
the
problem
without
any
help.
(2)
Can
you
help
me
to
work
out
this
maths
problem
ought
to/should
1.表示义务，“应该”，用于各种人称
You
should
respect
your
parents.
You
shouldn’t
spend
much
time
surfing
the
Internet.
2.表示推测，“想必，估计”的意思。
If
Tom
starts
today,
he
should
complete
the
project
in
time.
3.表示与想象的不一样”照说应该……”
●
I
wonder
where
Mike
is.
He
should
be
here
now.
●
You
shouldn’t
have
told
David
what
Mike
told
you.
4.
在表示建议,
命令,
要求动词后用虚拟
语气。
1)
My
friends
suggested
that
I
(should)
pay
visit
to
shanghai
next
month.
2)
The
chairman
demanded
that
we
(should)
solve
the
problem
at
once.
5.
表示惊讶,
忧虑,
惋惜等感彩。
●
I
am
really
surprised
that
he
should
talk
to
his
parents
that
way.
●
Rose
should
turn
him
down.
●
Rose
ought
to/will
/must
give
me
a
hand
whenever
I
am
in
trouble.
Have
to/must
have
to
表客观需求
must
表主观愿望
●
I
have
to
finish
the
work
before
7
o’clock.
●
We
must
make
every
effort
to
protect
the
Earth.
●
You
must
work
hard
to
achieve
your
life
goal.
Certainty
might/may/could/should/ought
to/will
/must
●
Rose
might
become
upset
at
the
news.
●
Rose
may
be
pretty
busy
now.
●
Rose
could
cook
meals
for
herself
2
years
ago.
●John
isn’t
here
to
attend
the
party.
H
e
must
be
reviewing
his
notes
for
the
big
exam
tomorrow.
Make
requests
提出要求
Will;
can;
could;
would
A:
Can/Will
/Could/Would
you
lend
me
some
money
It
happens
that
I
don’t
have
any
with
me.
B:
Yes,
I
can/will/can/will.
Make
suggestions
提出建议
Shall
we/I
/He/She/They
turn
in
the
project
today
Shall常用于第一,
三人称,
表示征求对方意见
A:
Shall
he
come
in
B:
Ok.
Make
offers
提出请求
●
I’ll
wash
your
sports
jacket.
●
Shall
I
get
a
ticket
for
you
●
Shall
we
carry
the
books
for
you
●
Shall
I
clean
the
blackboard
for
you
Give
advice
给出建议
●
You
should
not/ought
not
to
speak
to
him
like
that.
●
We
should
focus
on
our
work.
●
We
should
not
laugh
at
those
who
are
disabled.
can/be
able
to
can
的形式只有can;
could两种
be
able
to
的形式有am/is/are
able
to;
was/were
able
to;
have/has
been
able
to等多种
can
一般指一个人的能力
be
able
to
经过努力后而达到的一定程度
●
My
brother
can
play
table
tennis.
●
My
brother
is
able
to
dive
under
water
for
10
minutes.
shall/
will
shall表达诺言;
will表示决心或决定
1)
Take
it
easy.
You
shall
be
offered
a
job
in
this
company.
2)
Mike
will
spare
no
effort
to
study.
mustn’t
/needn’t
mustn’t
“禁止,
不许”
语气强烈
needn’t
“不需要,
没有必要”
语气较
为缓和
1)
You
mustn’t
miss
the
speech
to
be
delivered
tomorrow.
It’s
of
great
importance.
2)
You
needn’t
do
that
if
you
don’t
want
to.
3)
Must
we
clean
the
classroom
Yes,
you
must.
/No,
you
needn’t.
4)
It
is
a
five-minute
walk
from
the
station
to
my
house.
You
needn’t
have
taken
a
taxi.
(However,
you
did
take
a
taxi.)
Step
4
Have
a
try:
Choosing
the
right
word
Answers:1.
(Page
29)
must
(2)
has
to
(3)should
(4)
must
(5)ought
to
(6)
should
2.
(Page31)
A
(1)
can
(2)
can/could
(3)
may/might/
could
(4)
mustn’t/shouldn’t/can’t
(5)
mustn’t/shouldn’t/can’t
(6)
can
(7)
needn’t
B
(1)
Shall
(2)
shall
(3)
Will
(4)
will/shall
(5)will
/shall
(6)
will
Step
5
Practice
1. —__ I water the trees on Tuesday
—
No, you needn’t.
A. Can B. Must C. May D. Shall
2. He _____ not pay unless he is punished to pay.
A. shall
B. will C. can D. would
3. I _____ such a mistake again.
A. shall never make B. may never make C. can never do D. need
4. —_____ I turn on the radio
You’d better not. It is noisy enough in this room.
A. Shall B. Must C. Need D. Do
5. Since the road is wet this morning, _____ last night.
A. it must rain
B. it must have rained
C. it must be rained
D. it must have been rained
6. Everyone _____ do his best to make the world safe and clean.
A. can
B. may C. should D. had to
7. They _____ that far; but they stopped to have a snack on the way.
A. might be gone B. needed go C. could have gone
D. ought have gone
8. You _____ get down the bus until the bus has stopped.
A. can’t
B. needn’t
C. mustn’t D. don’t
Step
6
Homework
1.
Read
the
book
from
Page
28
to
Page
31.
2.
Finish
the
exercises
on
Page
100
in
WB.
3.
Preview
the
Task
Part.Unit
1
Advertising
Word
Power
Using
suffixes
&
Sales
and
marketing
Teaching
Aims:
To
review
the
word
formation
and
learn
more
common
suffixes
To
expand
their
vocabulary
about
sales
and
marketing
To
complete
the
exercises
designed
to
reinforce
the
words
to
be
learnt
in
the
word
powder
To
help
them
grasp
the
rules
of
word
formation
and
learn
how
to
apply
them
in
English
learning
Teaching
Difficulties
&
Key
points:
How
to
make
use
of
word
formation
to
enlarge
their
vocabulary
and
improve
their
reading
ability
How
to
make
the
students
to
realize
the
rules
of
word
formation
and
use
it
to
understand
and
remember
new
words
The
usage
of
some
words
Teaching
Procedure:
Step
One:
Brainstorming
T:
(Greet
the
whole
class
as
usual)
Since
you
have
learnt
many
English
words.
Some
of
you
may
notice
that
even
if
some
words
have
different
meanings
and
parts
of
speech
they
share
similar
spellings
just
as
follows:
happy
happily,
happiness
care
careful,
careless
act
actor,
action
T:
(Show
the
above
on
screen)
You
can
see
they
have
letters
in
common.
Then
could
you
show
me
more
examples
Ss:
…
(Let
them
think
about
it
for
a
while
and
later
ask
three
students
or
so
to
tell
their
answers.)
T:
Well
done!
So
sometimes
we
can
add
some
letters
to
the
end
of
a
certain
word
and
we
can
get
a
new
word.
Now
please
read
the
short
dialogue.
Fix
your
eyes
on
the
words
in
blue
and
tell
me
how
they
are
formed.
Ss:
Root
Words
Adding
letters
commerce
commercial
persuade
persuasive
excite
exciting
(This
can
help
them
realize
the
rules
of
adding
suffixes
which
is
of
great
help
to
their
vocabulary
extension.)
Step
Two:
Using
Suffixes
T:
Well
done!
In
fact
the
letters
we
add
to
the
end
of
a
certain
word
are
called
suffixes.
Next
let’s
go
on
to
read
the
following
table,
there
are
some
other
ways
to
form
adjectives
from
nouns
and
verbs.
Go
through
the
table
and
discuss
it
with
your
partner
to
answer
the
two
question
below
the
table.
Noun
+y
+ly
+ic
+al
+ous
+ful
health
healthyweek
weeklyhero
heroicorigin
originaldanger
dangeroushelp
helpful
Verb
+ed
+ing
+able
+ive
amaze
amazingexcite
excitingenjoy
enjoyableattract
attractive
Can
we
always
add
a
suffix
to
a
word
directly
Does
the
meaning
of
the
created
word
have
anything
to
with
that
of
the
root
word
Ss:
…
(Let
them
to
express
what
is
in
them)
T:
Very
good!
Please
pay
attention
to
the
tip
on
the
right
side.
Sometimes
we
need
to
remove
the
final
letter(s)
of
a
word
before
adding
a
suffix.
Usually
we
can
get
the
meaning
of
the
word
created
by
adding
suffixes.
(Encourage
students
to
guess
the
meanings
of
the
words
by
studying
the
different
parts
of
the
word.
If
they
can’t,
let
them
refer
to
the
dictionary
and
check
for
mispronunciation.)
T:
Ok,
now
please
read
the
advertisement
and
fill
in
the
blanks
with
the
adjectives
by
adding
the
correct
suffixes
to
the
words
in
brackets.
Suggested
Answers:
1.lovely
2.attractive,
3.boring,
4.energetic,
5.friendly
6.enjoyable
7.wealthy
8.lucky
9.fantastic
(Remind
the
students
to
refer
to
the
table
above
for
help
or
look
them
up
in
the
dictionary.
Finally
check
the
answers
as
a
whole.)
Step
Three:
Vocabulary
Extension
T:
Ok,
in
the
last
lesson
we
learnt
something
about
advertisements.
Next
we
will
read
a
short
text
about
sales
and
marketing.
Please
read
it
and
do
your
best
to
grasp
the
meanings
of
the
words
in
blue.
Later
we’ll
use
these
words
to
fill
in
the
blank
in
the
dialogue
in
Part
B
on
page
7.
Follow
Ss:
Yes.
(Ask
students
to
read
the
passage
silently
as
quickly
as
possible.
T
can
also
ask
one
student
to
read
it
aloud.
After
this,
check
for
the
mispronunciation
and
ask
them
to
guess
their
meanings.
Make
sure
they
understand
what
the
article
is
about.)
T:
Ok.
Now
you
can
see
no
matter
what
a
company
is
trying
to
sell,
the
basic
rules
of
sales
and
marketing
are
always
the
same.
Now
Mr.
Carter
is
talking
with
Ms
Jones
about
the
sales
and
marketing
of
a
new
product.
Use
the
words
or
phrases
in
blue
from
the
above
to
finish
the
dialogue.
Remember
each
word
should
be
used
only
once.
Ss:
…
(Encourage
them
to
finish
Part
B
individually
and
then
check
the
answers
with
the
whole
class.)
Suggested
Answers:
market
share
(2)
sales
figures
(3)
consumers
(4)
market
research
(5)
sales&
marketing
department
(6)
sales
targets
(If
possible,
let
them
practice
the
dialogue
in
pairs
and
later
on
act
it
out
in
roles.)
Step
Four:
Language
Points
过去分词作定语：单个过去分词作定语一般置于被修饰词之前；过去分词词组作定语置于被修饰词之后。可以表示动作已经完成、处在某种状态或逻辑被动关系。（分词用法在模块5有详尽讲解，这里不易完全展开）
e.g.
a
retired
teacher
（完成）
e.g.
a
book
written
by
Lu
Xun
（被动）
e.g.
a
girl
dressed
in
white
（状态）
2)
for
sale
待售的、供出售的
not
for
sale
不出售的、非卖品
on
sale
上市的、出售的
3)
…
be
popular
with/among
sb.
……受某人的欢迎
4)
of
high
quality/value/importance/help/use/big
size
可以作表语、后置定语或宾语的补语。（在前几模块中曾多次出现，并有详尽解析，这里仅给以提示，不再赘述）
5)
ensure
vt.
保证（发生、获得）
ensure
(one’s)
doing
sth.
保证/确保（某人）做某事
ensure
…
against
…
保护/保证……免受……
ensure
that
…
接宾语从句
e.g.
All
necessary
measures
will
be
taken
to
ensure
the
safety
when
the
2008
Olympics
is
held
in
Beijing.
e.g.
I
cannot
ensure
his
telling
the
complete
truth.
e.g.
The
person
in
charge
of
the
construction
site
should
ensure
workers
against
accidents.
Step
Five:
Homework
to
go
over
what
you’ve
learnt
in
this
lesson.
to
preview
the
next
part
Grammar
and
usage.Unit
2
Sports
events
Language
points
Teaching
Aims:
Enable
the
students
to
learn
vocabularies
and
language
points
in
the
text.
Teaching
Important
and
Difficult
Points:
Help
the
students
to
use
these
language
points
properly.
Teaching
procedures
&
ways
Language
points:
1.
As
a
member
of
the
International
Olympic
Committee,
I
am
delighted
to
have
been
invited
to
your
school
to
talk
to
you
about
the
history
and
significance
of
the
Olympic
Games.
1)
delighted
adj.
高兴的;
欣喜的
e.g.
He
was
delighted
to
be
invited
to
the
wedding.
他很高兴被邀请参加婚礼。
I
am
delighted
at
your
progress
made
in
studies.
我很高兴你在学习上的进步。
2)
significance
n.意义;
意味;
重要性
e.g.
It’s
good
that
he
has
realized
the
significance
of
studying
English.
他认识到学英语的重要性非常好。
You
should
pay
more
attention
to
the
significance
of
the
speech
delivered
by
our
headmaster.
你应该注意校长演讲的意义。
significant
adj.有意义的;重要的
2.
At
the
ancient
Olympics,
by
tradition
the
athletes
were
all
men
and
they
had
to
compete
wearing
no
clothes.
compete
vi.竞争，对抗
compete
with/against
sb.
for
sth.
e.g.
Several
dogs
are
competing
with/against
each
other
for
a
bone.
几条狗为了一支骨头互相打架。
Companies
are
competing
against
each
other
for
the
contract.
公司间为了合同相互竞争。
competition
n.竞争;
比赛
competitor
n.
竞争者;
选手
3.
Single
women
were
allowed
to
take
part
in
their
own
competition,
at
a
separate
festival
in
honour
of
Hera,
the
wife
of
the
Greek
god
Zeus.
in
honour
of
sb.
为了纪念;
向……表示敬意
e.g.
The
ceremony
was
held
in
honour
of
those
killed
in
the
battle.
这个仪式是为了纪念牺牲在战场上的人。
honour
sb.
with
sth.
给某人以荣耀
1)
Will
you
honour
me
with
a
visit
2)
It’s
an
honour
to
be
invited
to
the
party.
4.
The
contemporary
Olympics
were
first
held
in
1896,
in
Athens.
contemporary
adj.
当代的；同时代的；同年龄的
e.g.
His
lecture
is
on
contemporary
American
novelists.
他的演讲是关于当代美国小说家的。
Was
Jonson
contemporary
with
Shakespeare
琼森是否与莎士比亚同辈
5.
At
the
1984
Los
Angeles
Olympics,
the
People’s
Republic
of
China
returned
to
the
Olympics
after
32
years’
absence.
absence
n.
缺席,
缺乏
反义词：presence
n.出席,
到场
e.g.
He
made
up
an
excuse
for
his
absence
from
the
meeting.
他为会议缺席找了一个借口。
absent
adj.
不在场，缺乏的
be
present
at
出席
be
absent
from
缺席
e.g.
Several
workers
were
absent
from
the
meeting
yesterday.
有几个工人缺席了昨天的会议。
6.
The
Chinese
led
the
way
at
the
2008
Beijing
Olympics,
winning
51
gold
medals.
lead
the
way
领先；引路；带路
e.g.
Can
you
lead
the
way
你能带路吗？
Mike
led
the
way
at
the
final
examination.
迈克在考试中领先。
7.
These
are
some
of
the
Olympic
athletes
who
have
brought
joy
to
people
across
the
world
with
their
attempts
to
push
the
boundaries
of
human
achievement.
attempts
vt.
试图；企图；试图
e.g.
They
attempted
to
finish
the
task
before
July.
他们试图在七月以前完成这项任务。
n.
企图，尝试
He
made
an
attempt
on
the
world
record.
他试图打破世界纪录。
Homework:
Learn
the
new
words
and
phrases
by
heart.Finding
foods
for
the
future
随着世界人口增长和气候变化，人类在未来可能会面临食物短缺的问题。目前，许多科学家和研究人员正在与时间赛跑，试图找到好的解决办法。
People
need
to
find
out
new
foods
because
the
world
has
so
many
mouths
to
feed.
As
of
2015,
there
are
more
than
seven
billion
people
on
Earth,
according
to
the
United
Nations.
And
by
2100
that
number
may
double,
according
to
some
predictions(预测).
Feeding
all
of
these
people
means
not
only
improving
the
way
food
is
grown,
but
also
finding
new
sources
of
foods.
And
that
need
is
becoming
ever
more
urgent.
If
nothing
changes,
within
35
years,
the
world’s
appetite
(胃口)
will
be
greater
than
the
amount
of
food
produced.
That’s
according
to
a
report
released
last
year.
It
was
prepared
by
the
Global
Harvest
Initiative,
a
private
agriculture
group
based
inWashington,
D.C.
Global
warming,
too,
is
changing
food
production.
Scientists
predict
that
rising
temperatures
will
reduce
the
growth
of
important
crops
like
wheat
and
corn.
Low-income
developing
countries
will
be
hit
the
hardest.
When
harvests
fall,
crops
become
more
expensive.
And
since
those
foods
are
also
used
to
feed
animals
like
cows
and
pigs,
meat
prices,
too,
will
rise.
All
over
the
world,
researchers
are
racing
against
the
clock
to
figure
out
how
best
to
feed
more
people
in
the
future.
And
some
surprising
ideas
have
begun
to
appear.
Three
years
ago,
scientists
showed
the
first
hamburger
made
from
meat
grown
in
a
lab.
Other
researchers
are
developing
seeds
that
can
manage
to
live
even
during
high
temperatures
and
drought.
Still
others
are
finding
ways
to
change
the
genes
(基因)
of
meat
animals
so
they
produce
more
meat
and
can
stand
the
heat.
For
example,
researchers
in
South
Korea
and
China
are
looking
into
developing
a
super-pig.
These
researchers
have
changed
the
genes
in
a
type
of
pig
to
create
an
animal
that
becomes
bigger
and
heavier,
packing
on
more
muscle
(肌肉).
Typically,
muscle
tissue
is
the
part
of
an
animal
that
becomes
meat
for
food.
Biologist
Jin-Soo
Kim
at
Seoul
National
University
in
South
Korea
leads
super-pig
research
there.
Kim
sees
a
lot
of
possible
uses
for
the
editing
technology.
Such
gene
correction,
he
says,
might
help
improve
crops,
fish
and
livestock
(家畜)
kept
on
a
farm.
“We’re
now
working
on
changing
genes
in
other
large
animals,
such
as
dogs
and
cows,”he
says.
Don’t
go
looking
for
super-bacon
at
your
local
grocery
just
yet.
Animals
with
genes
changed
in
the
lab
haven’t
yet
been
approved
for
eating.
More
studies
will
be
needed
to
make
sure
that
they’re
safe.
But
Kim
and
his
workmates
hope
that
day
won’t
be
far
away.Unit
3
Tomorrow’s
world
Language
points
Teaching
Aims:
Enable
the
students
to
learn
vocabularies
and
language
points
in
the
text.
Teaching
Important
and
Difficult
Points:
Help
the
students
to
use
these
language
points
properly.
Teaching
procedures
&
ways
Language
Points:
1.
The
RealCine
experience
will
amaze
you,
…
amaze
vt.
失惊奇，使惊诧
e.g.
He
amazed
us
by
his
knowledge
of
Welsh
history.
他对威尔士的历史知之甚多，让我们惊讶。
She
is
amazed
that
people
still
risk
travelling
without
insurance.
对于人们仍然不上保险就冒险去旅行，她很惊愕。
2.
Not
only
will
he
or
she
feel
every
step
of
climbing
Mount
Qomolangma,
but
the
user
will
also
experience
the
cold,
smells,
sights
and
sounds
of
the
surrounding
environment;
he
or
she
will
enjoy
a
feeling
of
happiness
and
a
sense
of
achievement
upon
reaching
the
top.
not
only…
but
also…
不但……
而且……
1)
not
only
A
but
also
B
＝
B
as
well
as
A
2)
not
only提到句首，它所在分句用部分倒装。
3)
not
only…but
also…
连接并列主语时，谓语遵循“就近原则”
。
e.g.
Franklin
was
considered
not
only
an
inventor,
but
also
a
statesman.
富兰克林不仅被看作发明家，而且被看作政治家。
=
Franklin
was
considered
a
statesman
as
well
as
an
inventor.
Not
only
does
television
appeal
to
those
who
can
read
but
also
to
those
who
can’t.
电视不仅吸引阅读的人，而且也吸引了不会阅读的人。
不但学生反对这个计划，老师也反对。
Not
only
the
students
but
also
the
teacher
was
against
the
plan.
Not
only
the
teacher
but
also
the
students
were
against
the
plan.
upon是介词，相当于on，意思是“当……的时候，一……就……”。
e.g.
Upon/On
his
arrival
in
Paris,
the
famous
star
was
warmly
welcomed
by
his
fans.
那位明星一到巴黎就受到影迷的热烈欢迎。
Upon/On
hearing
of
his
parents’
death,
he
fainted.
一听到他父母去世的消息，他晕倒了。
3.
To
add
to
the
virtual
world
of
RealCine,
the
headsets
even
have
small
openings
that
give
out
smells
to
match
the
environment.
add
to
使增强，使增加，使扩大
e.g.
The
news
added
to
his
anxiety.
这个消息增添了他的恐慌。
Buying
a
new
car
will
add
to
my
debt.
买一辆新车会增加我的债务。
也可以用作add
…
to…
e.g.
A
few
more
names
need
to
be
added
to
the
list
because
more
people
would
like
to
join
us.
还有一些名字要加进名单中，因为还有些人想加入我们。
4.
In
the
world
created
by
RealCine,
he
became
the
captain
of
the
Brazilian
football
team
and
scored
the
winning
goal
in
a
World
Cup
final.
winning
adj.
制胜的，获胜的
e.g.
the
leader
of
the
winning
party获胜党的领导人
Liu
Tao
scored
the
winning
goal.
刘涛攻入制胜的一球。
5.
An
argument
has
been
put
forward
that
some
users
will
be
disappointed
by
RealCine
because
VR
is
not
real.
put
forward
提出，建议
e.g.
They
have
put
forward
a
new
plan
at
the
meeting.
Many
suggestions
have
been
put
forward,
but
no
decision
has
been
made
yet.
be
disappointed
by/at/about
对……
感到失望
e.g.
Are
you
really
disappointed
about/at
losing
the
game
你真的对比赛输了感到失望吗？
The
old
man
was
disappointed
by
his
disappointing
son.
那位老人对那个令他失望的儿子感到失望。
注：disappointed
某人感到失望
disappointing
令人感到失望
6.
For
example,
firefighters
could
use
RealCine
to
train
safety,
without
the
risk
of
getting
injured
in
a
burning
building.
risk
n.
危险，风险
e.g.
Smoking
can
increase
the
risk
of
developing
heart
disease.
吸烟会增加得心脏病的危险。
risk
也可作动词，
“使……冒风险”，“冒……的风险/危险”
e.g.
He
risked
his
life
when
he
tried
to
rescue
the
kid
from
the
fire.
他冒着生命危险去救大火中的小孩。
It
was
a
difficult
decision
but
we
decided
to
risk
it.
这件事决心难下，
但我们决定冒险一试。
injure
vt.
伤害，损害
e.g.
Several
policemen
were
injured
in
the
clashes.
几名警察在冲突中受伤。
Don't let a little dispute injure a greatrelationship.
别让小小的争执伤害到深厚的关系。
难句解析
1.
Unlike
a
film,
where
a
passive
audience
watches
and
hears
what
is
happening
on
a
screen,
RealCine
puts
you
into
the
action
and
connects
with
your
senses
of
sight,
hearing,
smell
and
touch
in
an
active
way.
1)
句中where引导一个非限制性定语从句，修饰先行词film。由于句中film并非指具体的某一部电影，而是指一个抽象的地点，因此这里只能用关系副词where，而不能用关系代词which。该定语从句中，谓语watches
and
hears后接一个由what引导的宾语从句。
2)
句中sight和smell都用作不可数名词，指视觉和嗅觉。
2.
In
reality,
he
is
disabled
and
can
no
longer
walk,
but
he
was
able
to
see
and
touch
a
lion
while
still
in
the
convenience
of
the
VR
studio.
1)
句中while引导时间状语从句，该从句中承前省略了主语和谓语，完整形式为while
he
was
still
in
the
convenience
of
the
VR
studio。
2)
词组in
reality的意思是“事实上，实际上”。如：
Henry
always
seems
so
confident,
but
in
reality
he
is
rather
shy.
亨利看上去总是那么自信，但事实上他相当腼腆。
3.
This
kind
of
urban
planning
is
in
the
long
term
cheaper
and
more
practical,
compared
with
the
way
most
urban
planning
is
done
today.
句中compared
with…是过去分词短语，用作比较状语；the
way后接一个定语从句。
Homework
Learn
the
new
words
and
phrases
by
heart.Unit
3
Tomorrow’s
world
Reading
Not
just
watching
a
film…
Teaching
Aims:
1.
To
learn
some
information
about
how
RealCine
works,
why
it
is
better
than
ordinary
cinema,
and
how
it
can
be
used
in
many
other
ways.
2.
To
teach
students
the
basic
characteristics
of
a
business
proposal.
3.
To
enable
students
to
master
the
reading
strategy
and
become
more
competent
in
reading
a
business
proposal.
Teaching
Important
and
Difficult
Points:
1.
Make
the
students
understand
the
reading
material
better.
2.
Master
the
vocabulary
of
virtual
reality.
3.
Improve
the
students’
reading
ability.
4.
Know
the
structure
and
language
for
a
proposal.
Teaching
Approaches:
Discussion
before
reading
to
make
the
students
interested
in
what
they
will
learn.
Fast
reading
to
get
a
general
idea
of
the
text.
Reading
in
detail
to
get
the
detailed
information
of
the
text.
4.
Pair
discussion
and
group
discussion
to
get
students
to
participate
in
the
classroom
activities.
Interaction
Patterns:
Teachers
-class,
individuals,
pairs
Teaching
Aids:
The
multimedia,
a
record
and
a
blackboard.
Teaching
Procedures:
Step
1
Lead-in
Show
the
video
of
Avatar
and
ask
students:
Do
you
like
this
film
Can
you
imagine
how
you
feel
when
you
are
actually
in
the
film
Show
some
pictures
of
3D
films
and
tell
them
virtual
reality
could
change
the
way
we
watch
films.
3D
film
—It
is
a
film
people
watch
with
a
special
pair
of
spectacles,
which
gives
a
three-dimensional
effect
with
images
in
the
dimensions
of
width,
height
and
depth.
4D
film
—It
is
a
3D
film
with
an
added
environmental
effect,
such
as
water
or
wind
in
the
cinema.
Virtual
reality
could
change
the
way
we
watch
films.
Step
2
Skimming
Students
are
expected
to
skim
the
text
and
find
out
the
answers
to
the
questions
in
part
A.
1.What
is
the
name
of
the
product
2.
How
many
of
the
user’s
senses
does
this
product
connect
with
3.
What
are
the
advantages
of
using
RealCine
for
urban
palnning
Step
3
Scanning
Students
are
asked
to
scan
the
text
and
answer
the
questions.
1)
What
technology
is
behind
this
product
2)
What
do
users
wear
so
they
feel
that
they
are
really
in
a
new
world
3)
What
did
the
teenager
experience
in
RealCine
4)
Why
do
some
people
think
that
users
will
be
disappointed
by
RealCine
5)
How
could
firefighters
be
trained
with
this
new
technology
6)
What
might
people
use
RealCine
for
Step
4
Detailed-reading
Ask
students
to
find
more
information
about
RealCine
by
asking
the
question:
How
can
RealCine
excite
the
viewers’
four
senses
They
are
asked
to
fill
in
the
chart
according
to
the
proposal
Sense
Things
needed
Effects
in
RealCine
Sight
Hearing
Smell
Touch
True
(T)
or
false
(F).
1.
RealCine
helped
the
teenager
become
more
confident
by
creating
a
basketball
game
for
him.
(
F
)
2.
RealCine
can’t
help
the
people
who
have
trouble
in
walking
walk
as
normal
people.
(
T
)
3.With
the
help
of
RealCine,
the
seventy-year-old
grandfather
saw
and
touched
a
lion
in
America.
(
F
)
4.
RealCine
can
allow
students
to
experience
the
world
as
an
animal
while
learning
biology.
(
T
)
5.
According
to
the
text,
the
author’s
attitude
towards
the
future
of
RealCine
is
optimistic.
(
T
)
Step
5
Consolidation
Ask
students
to
divide
the
passage
into
several
parts
and
get
the
main
idea
of
each
part.
Step
6
Reading
strategy
Ask
students
to
read
the
strategy
and
fill
in
the
blank.
1.
A
business
presentation
is
a
plan
or
a
suggestion
that__________________.
2.
As
a
presentation
is
to
be
given
to
those
making
decisions,
it
has
to
be
________________.
3.
A
good
presentation
usually
includes
________________________.
4.
In
order
to
make
the
presentation
objective,______________
is
frequently
used.
Step
7
Discussion
Part
E
on
Page
45
Answers:
1)
presentation
2)
users
3)
disappointed
4)
urban
5)
confident
6)
put
forward
7)
studioUnit
1
Advertising
Language
points
Teaching
Aims:
Enable
the
students
to
learn
vocabularies
and
language
points
in
the
text.
Teaching
important
and
difficult
points:
Help
the
students
to
use
these
language
points
properly.
Teaching
Procedures
&
Ways
Language
points:
1.
An
advertisement
uses
words
and
pictures
to
persuade
people
to
buy
a
product
or
service,
or
to
believe
in
an
idea.
persuade
vt.
劝说、说服
e.g.
His
friends
failed
to
persuade
him
to
go
on
the
outdoor
camping
trip.
他的朋友们劝他去户外露营，但失败了。
常用结构：
persuade
sb.
to
do
sth.
说服某人做某事
persuade
sb.
into
doing
sth.
说服某人做某事
persuade
sb.
out
of
doing
sth.
说服某人不做某事
believe
in
相信……的存在，信任/信赖
e.g.
I
don’t
believe
in
ghosts.
I
think
that
stories
of
ghosts
were
made
up
by
human
beings.
我不相信鬼魂。我认为鬼魂的故事都是人类编造出来的。
They
need
a
leader
they
can
believe
in.
他们需要一个可以信赖的领导。
2.
A
commercial
advertisement
is
one
which
someone
has
paid
for
to
advertise
a
product
or
service.
1)
句中which引导一个定语从句，修饰先
行词one。
2)
短语pay
for的意思是“为……付费”。如：
Let
me
pay
for
dinner
this
time.
这次就让我来付饭钱吧。
3.
PSAs
are
often
run
for
free,
and
are
meant
to
educate
people
about
health,
safety
or
any
other
problem
that
affects
public
welfare.
for
free
免费
e.g.
Each
child
coming
to
the
bookshop
on
Children’s
Day
will
get
a
book
for
free.
任何一个儿童节那天来书店的小孩都能免费得到一本书。
be
meant
to
旨在，目的是
e.g.
What
he
said
at
the
meeting
was
meant
to
make
us
support
his
idea.
会议上他说的话是希望我们支持他的观点。
The
scholarship
is
meant
to
encourage
the
students
to
work
harder
at
their
lessons.
奖学金应该是用来鼓励学生在学业上更加努力的。
4.
There
are
laws
to
protect
people
from
advertisements
that
cheat
people.
protect…
from…
防止……；保护……免受……
e.g.
People
usually
wear
sunglasses
to
protect
their
eyes
from
the
strong
sunlight.
人们常常戴太阳镜来保护他们的眼睛免受强烈太阳光的伤害。
5.
However,
we
still
must
be
aware
of
the
skilful
methods
used
in
ads
to
try
and
sell
us
things.
be
aware
of
知道，意识到，明白
e.g.
Everybody
should
be
aware
of
the
risks
involved.
人人都应该认识到所涉及的风险。
6.
Even
if
an
ad
does
not
lie,
it
does
not
mean
it
is
altogether
innocent.
1)
even
if
即使，虽然
e.g.
Even
if
I
fail
this
time,
I
would
try
again.
即使我这次失败了，我还要再试试。
2)
副词altogether在句中意为“完全，全部”，表示强调。如：
It
was
an
altogether
different
situation.
那是完全不同的情形。
3)
单词innocent意为“无罪的，清白的”。有一些广告最然没有明目张胆地撒谎，但其中运用了一些花招，试图误导消费者，故说它们也并非完全清白。
7.
…
with
the
nice
comment,
remember
the
words
‘freshest
food’,
and
make
a
mental
connection
with
the
food
in
the
grocery.
comment
n.
评论、意见、评价
vt./vi.
评论
常用结构：
make
a
comment/comments
on
…
对……评论/评头论足
no
comment
无可奉告
comment
on
…
对……评论/评头论足
e.g.
It
is
impolite
to
comment
on
others
behind
their
back.
背后对他们评头论足是不礼貌的。
8.
We
must
not
fall
for
this
kind
of
trick!
fall
for
上……的当，受……的骗
e.g.
How
can
you
fall
for
the
words
of
the
door-to-door
salesman
你怎么会受上门推销的人的骗呢？
9.
Not
all
ads
play
tricks
on
us
though.
play
tricks
on
欺骗，捉弄
e.g.
The
naughty
boy
played
tricks
on
me
several
times
last
month.
那个调皮的男孩上个月捉弄了我好几次。
10.
These
ads
deal
with
widespread
social
concerns.
deal
with
…
对付……；和……打交道；处理……；涉及……（多和how连用）
e.g.
Could
you
tell
me
how
to
deal
with
the
problem
你能告诉我怎样处理这个问题吗？
[拓展]
do
with
…
对付/处置……；与……相处；忍受……
（多和what连用）
e.g.
I
don’t
know
what
to
do
with
the
problem.
我不知道如何处理这个问题。
Homework
Learn
the
new
words
and
phrases
by
heart.Unit
3
Tomorrow’
world
Task
Writing
a
proposal
Teaching
Aims:
Help
students
to
learn
how
to
distinguishing
between
facts
and
opinions,
asking
for
information,
write
formally.
Learn
to
complete
a
note,
to
find
more
about
the
computer
room.
3.
Learn
to
write
a
proposal
for
a
computer
room.
Teaching
Important
and
Difficult
Points:
Improve
students’
listening,
reading,
speaking,
and
writing
ability
How
to
complete
a
note
sheet.
How
to
interview
someone.
Learn
to
write
a
formal
proposal.
Teaching
Approaches:
Description,
explanation
and
practice
Teaching
Aids:
Multimedia,
a
record
and
a
blackboard
Teaching
Procedures:
Skills
building
1:
1.
Show
some
pictures
to
help
students
to
understand
the
definition
of
facts
and
opinions.
A
fact
is
a
piece
of
information
that
is
proved
to
be
true.
Facts
can
tell
us
numbers,
names,
places
and
events.
An
opinion
is
a
feeling
or
belief
that
is
not
certain
or
proved.
People
may
start
the
sentences
with:
In
my
opinion,…
I
(don’t)
believe
/
think
(that)
…
It
seems
(that)
/
looks
like
…
2.
Read
some
sentences
to
tell
whether
they
are
facts
or
opinions.
1).China
has
a
total
land
area
of
over
9.6
million
km2.
Fact
2).On
15th
October
2003,
China
sent
its
first
astronaut
into
space.
Fact
3).I
believe
our
painting
is
worth
quite
a
lot
of
money.
Opinion
4).Suzhou
is
over
80
km
away
from
Shanghai.
Fact
5).It
seems
that
people
prefer
living
in
urban
areas.
Opinion
6).I
think
that
you
should
find
a
secure
job.
Opinion
7).Mr.
Wang
came
home
to
find
his
computer
broken.
Fact
3.
Have
students
listen
to
the
tape
and
fine
Part
B.
Step
1
completing
a
note
sheet
Read
a
letter
concerning
problems
with
the
school
computer
room.
And
try
to
complete
a
note
sheet.
Name
of
student:
class:
Date
of
visit
to
computer
room:
Computer
number:
Problems
with
computer:
Other
problems:
Suggestion:
Skills
building
2:
asking
for
information
1.
Lead-in
We
have
known
much
about
the
computer
room
from
the
letter.
Do
you
want
to
know
more
information
about
it
And
how
2.Let
them
know
what
information
they
should
know
and
what
questions
they
should
ask
questions,
when
they
interview
someone
Information:
1)
Usual
time
for
doing
a
particular
activity
2)
How
often
or
much
it
is
done
3)
Reasons
for
doing
it
4)
Problems
found
when
doing
it.
5)
Suggestion
for
improving
things
Questions
When/what
time
do
you
usually
…
How
often
do
you
…
How
many
times
a
week/a
month/…
do
you…
For
what
reason(s)
do
you
…
What
problem(s)
have
you
got
when
you…
What
do
you
think
can
be
done
to
solve
the
problem(s)
3.
Complete
the
questions
according
to
the
answers.
_______
do
you
usually
go
to
your
local
cinema
to
watch
a
film
When
I
usually
go
on
Saturday
evenings.
___________
do
you
go
there
to
watch
a
film
How
often
I
go
there
twice
a
month.
______
do
you
think
so
many
people
would
like
RealCine
Why
Lots
of
people
would
like
RealCine
because
they
can
experience
something
that
they
might
never
experience
in
real
life.
_________
problem(s)
do
you
think
RealCine
could
have
What
Tickets
for
this
kind
of
experience
might
be
too
expensive.
______
do
you
think
can
be
done
to
solve
this
problem
What
I
think
better
and
newer
computer
technology
can
be
used
to
reduce
the
cost
of
making
virtual
reality
programs.
Step
2:
finding
out
about
the
computer
room
1.
Part
A
Listen
to
an
interview
and
complete
the
interview
form
Interview
form
Usual
time
of
use
How
often
it
is
used
Reasons
for
use
Problems
found
Suggestions
for
improving
the
computer
room
2.
Part
B
Interview
someone
using
the
questions
and
vocabulary
on
Page55
(pair
work)
Skills
building
3:
formal
writing
1.
A
business
proposal,
a
report
or
a
letter
to
a
stranger:
the
style
is
formal
and
businesslike.
2.
Read
the
general
rules:
Always
be
polite.
Be
very
serious.
Use
formal
greetings
and
endings.
Use
titles
and
surnames.
Use
Dear
Sir/Madam
if
you
don’t
know
the
person’s
name
Do
not
be
personal
Do
not
tell
jokes
or
try
to
be
funny.
Do
not
use
contractions.
Do
not
use
slang
3.
Read
some
sentences
to
tell
whether
they
are
formal
or
Casual.
1)
.I’m
sure
you’ll
agree
it’d
be
really
cool
to
buy
some
more
computers.
Casual
2).
Dear
Sir/Madam
Formal
3).
When
the
book
fell
off
the
bookshelf
and
hit
him
on
the
head,
I
laughed
until
I
cried！
Casual
4).
Thank
you
for
your
time.
Formal
5).I’m
sure
the
teacher
won’t
mind
you
using
the
computer.
Formal
6).
I
would
like
to
suggest
that
we
buy
some
new
equipment
for
the
computer
room.
Formal
7)
So
nice
to
hear
from
you
again,
Geoffrey.
Casual
8)
I
don’t
like
the
young
man.
He’s
really
rude
and
not
very
helpful.
Casual
Step
3:
writing
a
proposal
for
a
new
computer
room
Part
A
You
have
interviewed
many
students
and
gathered
more
information
about
the
school
computer
room.
Read
your
notes
and
then
complete
the
summary
of
the
survey.
For
example,
1.
Look
at
some
of
your
notes
first.
no
Internet
access
connect
Monitors,
keyboards
and
mouses
are
too
old
Replace
Only
one
printer
Buy
more
2.
Complete
the
survey
Part
B
Write
a
proposal
Write
a
proposal
to
your
headmaster
explaining
why
you
would
prefer
the
school
to
improve
the
computer
room.
1.
What
may
you
want
to
mention
The
government’s
desire
for
more
IT
to
be
taught
and
used
in
education.
The
increased
use
of
IT
in
the
lessons
of
all
the
subjects
The
importance
of
computer
skills
in
both
studies
and
work
Parents’
opinions
2.
Useful
phrases
A
survey
on
students’
opinions
was
carried
out.
Students
believe/feel/find/think
that
…
It
was
suggested
that…
As
more
and
more
subjects
require
the
use
of
computer
…
In
order
to
prepare
ourselves
for
the
future…
I
am
sure
that
most
parents
would
(not)
…
3.
Show
them
a
sample
and
explain
the
useful
phrases,
the
content
they
should
mention,
and
how
to
be
formal
to
them.
Dear
Sir,
Recently,
a
survey
regarding
the
school
computer
room
was
carried
out.
The
students
find
the
design
of
the
computer
room
impractical,
and
are
not
interested
in
studying
there
for
this
reason.
We
believed
that
the
computer
room
needs
improving.
There
are
not
enough
computers
in
our
computer
room.
The
computers
that
we
use
at
the
moment
are
old
and
slow,
and
they
often
crash,
which
wastes
a
lot
of
time.
The
computers
there
are
not
connected
to
the
Internet,
so
we
can
not
get
the
information
that
we
need
for
our
homework.
There
is
only
one
printer
in
the
room,
which
often
breaks
down.
As
more
and
more
subjects
involve
information
technology,
the
computer
room
plays
a
very
important
role
in
our
studies.
We
must
use
computers
to
do
our
homework
and
get
information
from
the
Internet.
Many
factories
and
companies
cannot
function
without
computers,
so
those
who
have
computer
skills
find
it
easier
to
find
a
job.
In
order
to
prepare
ourselves
for
the
future,
we
need
a
well-equipped
computer
room.
I
am
sure
that
most
parents
would
agree
with
our
proposal
that
the
computer
room
should
be
improved.
It
is
the
government’s
policy
that
we
should
be
taught
more
information
technology,
and
more
subjects
are
developing
rapidly
with
the
help
of
information
technology.
Computer
skills
are
becoming
more
and
more
important
to
our
further
studies.
We
will
not
keep
up
with
the
development
of
society
if
we
are
not
good
at
using
computers.
We
therefore
really
need
to
have
a
new
computer
room
and
hope
that
you
will
seriously
consider
our
request.
Best
wishes
(name)
Homework
1.
Go
through
the
contents
in
the
Task
Part.
2.
Preview
the
Project
Part.Unit
2
Sports
events
Project:
Making
a
speech
about
sport
Teaching
Aims:
Improve
the
students’
ability
and
provide
practice.
Master
the
usage
of
some
useful
words
and
expressions.
Write
a
speech
about
entering
a
new
sport
into
the
Olympics
Important
Points
&
Difficult
Points:
Write
a
speech
and
present
it
in
the
class
Procedure:
Step
1
Lead-in
1.
Can
you
name
some
sporting
events
that
are
performed
in
the
Olympics
2.
Which
of
them
do
you
like
best
Why
3.
What
can
we
do
to
enter
a
new
sport
into
the
Olympics
(show
pictures
to
help
the
Ss)
●根据国际奥委会的资料，奥运会比赛项目是这样的分的：大项（SPORT）、分项（DISCIPLINE）和小项（EVENT），与雅典奥运会一样，北京奥运会的比赛项目是大项28项，与雅典奥运会一样，这28项为：田径、赛艇、羽毛球、垒球、篮球、足球、拳击、皮划艇、自行车、击剑、体操、举重、手球、曲棍球、柔道、摔跤、水上项目、
现代五项、棒球、马术、跆拳道、网球、乒乓球、射击、射箭、铁人三项、帆船帆板和排球。其中，有些项目没有分项，而最多分项最多的项目是水上，包括了游泳、花样游泳、水球和跳水4个分项，而田径虽然没有分项，却有46个小项，男子24个小项，女子22个小项，是奥运会项目中金牌最多的；其次是游泳，虽然没有分项，但是有32
个小项，男女各16项。
●Requests
by
International
Federations
accepted
by
the
EB
for
the
2008
Olympic
Games
in
Beijing
Football
Request:
increase
number
of
female
teams
from
10
to
12.
Hockey
Request:
increase
number
of
female
teams
from
10
to
12.
Handball
Request:
increase
number
of
female
teams
from
10
to
12.
Aquatics
Request:
inclusion
of
open
water
swimming
10km
event
for
men
and
women.
Fencing
Requests
by
International
Federations
NOT
accepted
by
the
EB
for
the
2008
Olympic
Games
in
Beijing
Boxing
Request:
introduction
of
women's
boxing,
four
additional
weight
categories
and
32
athletes.
Step
2
Listening
and
reading
Listen
to
taping
of
the
passage
on
page
38,
and
find
out
answers
to
the
following
questions.
Part
1
What
requirements
must
be
met
before
a
sport
can
be
considered
by
IOC
First,
a
sport
must
have
its
own
international
association.
Next,
it
must
be
practiced
by
men
in
at
least
75
countries
on
at
least
four
continents
and
practiced
by
women
in
at
least
40
countries
and
on
three
continents.
Besides,
another
sport
must
be
dropped.
Part
2
What
kind
of
sports
have
been
removed
from
the
Olympics
Why
Baseball
and
power
boating.
Because
these
sports
were
judged
to
have
become
less
popular
and
had
to
make
way
for
new,
more
popular
sports.
Part
3
What
sports
have
been
added
in
the
Olympics
only
recently
And
in
which
year
Tae
kwon
do,
in
2000.
Part
4
Which
sport
is
still
trying
to
get
into
the
Olympics
Wushu
Step
3
Consolidation
Fill
in
the
blanks
_________
a
sport
into
the
Olympics
can
be
a
long
_______.
There
are
many
__________
that
must
be
met
before
a
sport
can
be
________
by
the
International
Olympic
Committee.
2.
Some
sports
that
were
part
of
the
Olympics
in
the
past
have
been
_______.
3.
In
2016,
rugby
and
golf,
which
were
earlier
played
at
the
Olympics
and
then
________,
will
be
_______
again,
as
they
are
now
very
popular
and
are
played
all
around
the
world.
4.
However,
the
IOC
is
__________
changing
the
number
and
type
of
sports
of
the
Olympic
in
the
future,
so
wushu
fans
nay
_____
get
what
they
are
hoping
for.
Step
4
Part
B
Preparing
a
speech
Winning
isn’t
everything.
Preparing
We
are
going
to
read
a
story
about
sport.
Firstly,
think
about
the
following
questions:
1.
What
is
the
purpose
sports
2.
Is
sport
just
about
winning,
or
are
there
other
reasons
to
take
part
in
Reading
Read
the
story
of
Part
B
and
find
the
answers
to
the
questions.
1.
How
many
matches
are
talked
about
in
this
article
What
are
they
2.
How
many
matches
are
talked
about
in
this
article
Which
team
won
in
each
match
3.
What
can
we
learn
from
the
Kangaroos
Presenting
Work
in
small
groups.
Your
group
is
going
to
prepare
a
speech
about
sport.
You
will
be
able
to
start
your
project
after
you
answer
the
following
questions.
1.
What
are
some
different
and
interesting
topics
about
sport
2.
What
topic
would
your
group
like
to
present
a
speech
on
3.
Where
will
you
find
information
about
this
topic
4.
How
long
should
your
speech
be
5.
Who
is
going
to
do
research
for
the
speech
6.
Who
will
write
and
check
the
speech
7.
Who
will
deliver
the
speech
to
your
class
8.
What
aids
will
you
need
for
the
speech,
and
who
will
provide
them
Homework:
1.
Finish
B1,
B2
on
Page
99
of
the
Workbook.
2.
Review
the
whole
unit.Unit
3
Tomorrow’s
World
sentence
explanations
1.
The
RealCine
experience
will
amaze
you,
and
you
will
agree
that
this
is
an
extraordinary
technology
that
deserves
to
be
developed
further.
(P42)
【分析】这是一个由and
连接的并列复合句。前一个分句是简单句。在后一个分句中，第一个that
引导一个宾语从句，作agree
的宾语；第二个that
引导一个定语从句，修饰technology。
【句意】感受RealCine
将让你惊叹，你一定会认为这是一项卓越的技术，值得进一步发展。
2.
RealCine
works
by
making
the
users
feel
that
they
are
really
in
a
new
world
—
a
world
that
does
not
exist
except
in
a
computer
program.
(P42)
【分析】这是一个主从复合句。RealCine
works
是主句。by
making
...
a
new
world
作方式状语，其中，that
引导一个宾语从句，作feel的宾语。破折号后的部分作a
new
world的同位语，对其作进一步说明；其中，that引导一个定语从句，修饰a
world。
【句意】RealCine
的工作原理是让用户感到他们实际上是在一个新世界——一个只存在于电脑程序中的世界。
3.
In
scientific
studies
it
has
been
shown
that
VR
can
be
a
good
treatment
for
people
who
have
social
problems.
(P42)
【分析】这是一个主从复合句。介词短语In
scientific
studies
作地点状语。it
作形式主语，真正的主语是that
引导的从句that
VR
...
problems。在该从句中，包含一个由who引导的定语从句，修饰people。
【句意】科学研究已经证明VR技术可以用于治疗有社交障碍的人。
4.
When
the
three
of
them
reached
the
volcano,
they
journeyed
underground
through
a
small
cave.
(P58)
【分析】这是一个主从复合句。They
journeyed
underground
through
a
small
cave
是主句，介词短语through
a
small
cave
是方式状语。When
the
three
of
them
reached
the
volcano
是由when
引导的时间状语从句。
【句意】他们三人到达火山后，通过一个小山洞，开始地下的旅行。
5.
They
set
sail
again,
and
saw
what
looked
like
an
exit,
but
it
was
blocked
by
rocks
which
had
fallen
down
from
the
ceiling.
(P58)
【分析】这是一个由but
连接的并列复合句。在前一个分句中，set
和saw
是并列谓语，what引导一个宾语从句作saw
的宾语；在后一个分句中，which
引导一个定语从句，修饰rocks。
【句意】他们继续航行，看到一个像出口的地方，但是出口被从
洞顶掉下来的石头堵住了。
5.
They
lived
underground,
where
they
kept
machines
running
so
that
the
Eloi
would
be
happy
and
well
fed.
(P59)
【分析】这是一个主从复合句。They
lived
underground
是主句。where
they
...
well
fed
是由where
引导的一个定语从句，修饰underground；其中，还包含一个由so
that
引导的目的状语从句。
【句意】他们住在地下，让机器保持运转，这样艾洛伊人就会很开心，被喂养得很好。Unit
1
Advertising
Task
Writing
an
Advertisement
Teaching
Aim:
To
train
and
improve
the
students’
abilities
of
listening,
speaking,
reading,
and
writing
To
learn
how
to
listen
for
statistics
and
descriptions,
and
how
to
state
opinions
and
five
supporting
reasons
To
apply
what
they
have
learnt
to
design
a
advertisement
for
a
chocolate
bar
Teaching
Key
Points
&
Teaching
Difficulties:
How
to
improve
their
integrated
skills
through
these
activities
How
to
help
them
to
write
an
advertisement
for
a
product
The
usage
of
some
key
words
and
structures
Teaching
Procedure:
Step
One:
Leading-in
T:
(Greet
the
class
as
usual)
Today
we
will
learn
how
to
write
an
advertisement
for
a
product.
But
first
of
all
I
want
to
ask
you
some
questions.
Since
you
have
study
English
for
years:
Are
you
at
listening
What
difficulties
do
you
have
in
listening
(It
is
to
focus
the
students’
attention
on
the
thyme
of
this
part.
Encourage
them
to
relate
it
to
their
own
experiences
and
speak
as
they
like.)
Ss:
...
(Any
related
answers
are
acceptable.)
T:
So
that’s
the
problem.
I
think
you
need
more
practice
to
improve
your
listening
skills.
If
so,
you
are
sure
to
do
it
better.
Step
Two:
Listening
T:
Today
in
the
first
step
we
will
learn
how
to
listen
for
statistics.
Now
please
open
your
book
to
page
12.
Read
the
instructions
(Group1
and
2)
and
consider
the
following
two
questions:
What
numbers
are
given
when
you
listen
for
statistics
What
phrases
or
phrases
should
you
listen
carefully
for
(Let
them
read
the
content
on
page
12
and
discuss
them
in
groups
of
four
or
so.
Remind
them
to
share
their
information.
T
can
offer
help
if
the
students
need
it.
Collect
their
answers
as
follows.)
Numbers
in
statistics:
Fractions:
1/2(a/one
half),
2/3(two
thirds),
3/4(three
quarters),
etc
Decimals:
0.3(zero
point
three),
6.79(six
point
seven
nine),
etc
Percentages:
63%(sixty-three
percent),
45.72(forty-five
point
seven
two),
etc
Phrases
describing
statistics:
An
increase:
an
increase
of,
increase/rise
by,
etc
A
decrease:
a
decrease
of,
decrease/fall
by,
etc
No
change:
no
change,
remain/stay
the
same,
etc
A
range:
between
…
and
…,
from
…
to
…,
etc
An
average:
average,
etc
A
limit:
lowest,
peak
at,
etc
(Let
them
go
over
the
above
again
and
pay
attention
to
the
pronunciation
of
numbers.
They
can
ask
T
for
help
if
they
have
any
questions.
)
T:
OK.
Now
I
think
you
have
made
it
clear
how
to
listen
for
statistics,
and
next
you
listen
five
short
descriptions.
Write
down
the
statistics
in
the
blanks.
Remember
you
may
need
some
simple
calculations
after
listening.
(Make
sure
they
know
what
to
do.
Play
the
tape
twice
for
them
to
complete
the
exercise.
If
possible,
T
can
play
a
third
time
for
the
students
to
get
a
better
understanding.)
Suggested
answers:
1).1200,
1400
2).85%,
65%
3).50%~60%,
75.5%
4).23.4%,
11.5%,
24.5%,
13.6%
5).9000,
3000
T:
Great!
It’s
a
piece
of
cake
for
you.
Next
let’s
go
on
to
listen
to
an
announcement.
Write
down
the
statistics
to
complete
a
chart.
Yet
some
of
the
information
is
given
to
help
you.
Year
Market
Share
(%)
Year
Market
Share
(%)
1990
10.5
2005
15
1995
12.5
2010
19.5
2000
12.5
2015
24
T:
So
please
use
these
statistics
to
complete
part
of
the
bar
chart.
The
first
has
been
given
to
help
you.
(Give
them
several
minutes
to
finish.
Be
sure
that
they
understand
the
instructions
and
know
what
to
do.)
T:
(After
a
while)
Now
you
can
see
some
information
in
the
table
are
missing.
Next
please
listen
to
the
announcement
and
write
down
the
numbers.
Later
we
can
complete
the
whole
bar
chart.
Understand
Ss:
Yes.
(Play
the
tape
at
least
twice
for
them
to
fill
in
the
table.
If
necessary,
play
it
a
third
time
for
them
to
make
sure
of
their
answers.
Collect
the
numbers
in
the
table
on
the
screen.)
(Let
them
complete
the
above
bar
chart
in
their
text
books
and
then
show
the
sample
one
on
the
screen
for
them
to
check
answers.)
Step
There:
Discussion
T:
Very
good!
Later
we
will
use
the
information
collected
in
the
bar
chart
to
write
an
advertisement
for
the
ChoccoLoco
Bar.
But
now
I
will
give
you
a
few
questions
for
you
to
talk
about
in
preparation
for
it.
What’s
your
opinion
of
advertising
in
public
places
What
advertisements
attract
your
attention
What
do
you
think
makes
advertisements
interesting
What
have
you
seen
in
an
ad
and
later
bought
What’s
your
favorite
advertisement
Why
Ss:
…
(Let
them
discuss
the
questions
in
groups
of
four.
Remind
them
to
refer
to
the
expressions
listed
on
page
14
and
in
Part
B
on
page
15
to
complete
the
task.)
Step
Three:
Writing
an
advertisement
T:
Now
I
think
you
have
got
something
about
what
an
advertisement
is
and
how
to
write
one.
Next
let’s
go
on
with
the
next
step.
We
will
write
an
advertisement
for
a
product
ChocoLoco
Bar.
T:
Ok.
Now
let’s
write
an
advertisement
for
the
ChocoLoco
Bar.
The
following
must
be
included
in
your
advertisement.
Try
our
ChocoLoco
Bar!
Taste/look/ingredients
what
is
unique
about
the
product
Benefits
comments
from
customers
Price/discounts
Where
it
is
available
(Ask
them
to
do
it
in
groups
of
four.
Remind
them
that
they
can
add
something
related.
If
they
can’t
finish,
let
them
complete
it
after
class.
They
can
surf
the
Internet
to
get
more
help.)
Step
Four:
Language
points
increase/rise/grow
by
…
上涨了……
increase/rise/grow
to
…
上涨到……
decrease/fall
by
…
下降了……
decrease/fall
to
…
下降到……
sth.
end
up
with
…
某事以……结束/告终
sb.
end
up
sth.
with
…
某人以……结束某事
in
one’s
opinion
in
the
opinion
of
sb.
在某人看来
“数词+
more
+
复数名词”或“another
+
数词+
复数名词”表示“还……；再……”
e.g.
The
professor
needs
another
two
assistants
to
do
the
experiment.
e.g.
I
am
given
two
more
hours
to
finish
my
paper.
Step
Five:
Homework:
to
go
over
the
Task.
to
complete
the
advertisement
after
class.
to
preview
the
Project.
