Unit 2 Let’s celebrate
Developing ideas
【教材分析】
本板块呈现了从另一角度反映单元主题的课文，语篇类型为专栏文章。课文由两封读者来信构成，针对在哪里吃年夜饭表达了不同的观点，引发学生思考传统习俗是否应该改变。读写部分的范文是一篇报刊社论，简单介绍了中国春节走向世界这一现象，要求学生给编辑写信，谈谈自己对这一现象的看法。通过这一板块的学习，学生能够深入思考传统节日的变迁，了解中国文化逐渐走向世界这一趋势，并且初步掌握书信的文体特点和写法。
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生通过快速阅读，获取课文中不同人物的观点，并对不同的观点做出评价。
【教学重难点】
1. 重点：本课时的重要词汇与句式；
2. 难点：通过快速阅读，获取课文中不同人物的观点，并对不同的观点做出评价。
【教学过程】
Step 1 Lead in
Have the Ss look at the pictures and talk about Chinese Spring Festival traditions in Activity 1. And discuss the way of celebration and share their view in groups. Then ask several Ss to share their idea in class.
Teacher is supposed to support some words or expressions that are related with Spring Festival, such as let off fireworks/firecrackers, thoroughly clean the house, pay a New Year visit, paste Spring Festival couplets, hang red lanterns, paste the character “fu” to the door, go to the temple fair, give and receive a red envelope, watch a lion dance and so on。
Step 2 Reading
1. Read the passage and find out each person’s point of view in Activity 2.
(1) Have the Ss read the passage carefully by themselves and pay attention to people’s view. Then share in whole class.
(2) Get the Ss to read again quickly and summarize the main idea and purpose of the passage, and then share with the class.
2. Pay attention to the language points in the passage:
(1) We have eaten out for the Spring Festival family dinner for the last three years, and we have enjoyed it no less than eating at home.
no less than意为“不少于，多达”，这里可以理解为我们在外面吃春节团圆饭的乐趣不亚于在家吃。类似的用法还有no more than，意为“就是，正是”。例如：
It's no more than you deserve. (这完全是你应该得到的。）
(2) I really don't think it's worth the effort of spending so much time preparing for a single meal, and then another hour cleaning up the mess after it's over.
这个句子结构略复杂，教师应首先引导学生弄清楚句子的结构，以便学生能够更好地理解句意。
it's worth...it's over是主句中谓语动词think后接的宾语从句。be worth sth是固定搭配，意为“值……钱；拥有……价值的财产”。例如：This art collection is worth a large amount of money.（这批艺术收藏品值一大笔钱。）
be worth doing sth意为“值得做某事”。例如：The film is well worth seeing. (这部影片很值得一看。）
(3) Eating out is a good choice and it has nothing to do with loss of traditions.
Paraphrase: Eating out is a good choice and it is not connected with loss of traditions.这里要让学生掌握 have nothing to do with sb/sth这一固定搭配，其意为 someone or something is not connected with or involved in a particular fact or situation。类似的固定搭配还有have something/little/much to do with sb/sth。
(4) When I was a little boy, the dinner on the eve of Spring Festival was what I looked forward to most.
本句包含一个状语从句（when I was a little boy)和一个表语从句（what I looked forward to most)。一方面，教师可以引导学生换一种方式表达主句的意思，以帮助学生更好地理解句意和表语从句的句式结构。比如，学生可以说：When I was a little boy, what I looked forward to most was the dinner on the eve of Spring Festival.另一方面，教师可以引导学生思考能否把表语从句中的what换成that或其他词并给出理由，从而让学生认识到what在这里既起引导作用又充当表语从句中的宾语。
Step 3 Activity 3
1. Ask Ss to go through “Learning to learn” and know what a fact is and what an opinion is.
2. Go through the sentences from the passage and in groups decide if they’re facts or opinions. Then check the answers.
Step 4 Think and share
Have the Ss think or discuss the questions and then share their answers with the class.
1. What do you think the retired teacher means by “To me, the process is even more important than the dinner itself”?
2. Which of the two opinions do you agree with? Why?
3. How would you describe a Spring Festival family dinner to a friend from overseas?
4 Can you think of any other Chinese festival traditions? Share them with the class.
Step 5 Group work
Get the Ss to work in groups and have them give a talk about the importance of the Spring Festival family dinner for Chinese people.
1. Have them think about why Chinese people value the Spring Festival family dinner and make notes.
2. Organize your talk following the steps below.
·State the importance of the Spring Festival family dinner for Chinese people.
·Explain why it is important.
·Share your personal experience about the family dinner.
·End by summarizing the main points in your talk.
3. Finally have some Ss to give his/her talk to the class.
Step 6 Homework
课后练习
Unit 2 Let’s celebrate
Understanding ideas
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 带领学生通过略读，快速把握课文内容，准确理解和阐释标题的含义；
3. 引导学生了解书评类文章的特点，获取文中介绍作品的关键信息；
4. 引导学生通过了解《圣诞老人的来信》一书所赞颂的给予和奉献精神，加深对节日意义的理解。
【教学重难点】
1. 本课重要词汇与句式的灵活运用；
2. 了解书评类文章的特点，获取文中介绍作品的关键信息。
【教学过程】
Step 1 Warming up
Questions:
1. What do you think the significance of festivals is?
2. How do you like the traditional festivals both in west and east?
3. Why do people enjoy celebrating the festivals from ancient to modern times?
Ask some Ss to share their views about the questions and then teacher presents more information about festival.
Step 2 Before reading
Activity 1
Read the introduction to Tolkien and answer the questions.
1. Have you ever read any of Tolkien’s books or seen any of the films based on them? What do you think of them?
2. What else do you know about Tolkien? Find out more about him and share your research with the class.
And then share their views in whole class.
Step 3 While reading
Activity 2
1. Have the Ss read the passage and find out what Letters from Father Christmas is about and why Tolkien wrote these letters.
(1) Ask the Ss to go through the passage and then discuss the questions with their partners.
(2) Have several Ss share their views in whole class.
2. Pay attention to the language points during reading.
(1) It was addressed to Tolkien’s children.
教师应提醒学生注意address作为动词的用法。在课文语境中，address意为“在（信封、包裹等）上写姓名和地址”。
此外，address作为动词还有“解决（问题）；对……发表演说”等意思。例如：
We must address the problem of environmental pollution.
（我们必须解决环境污染问题。）
He’s going to address the meeting tomorrow.
（他明天要在会议上发表演讲。）
(2) In another letter, Father Christmas complained about how he could not stop his helpers playing games with the toys instead of wrapping them up.
教师应提醒学生了解complain的常见用法，如complain about/of/to/that引导的成分等。例如：
Dan’s been complaining of severe headaches recently.
（Dan最近一直抱怨自己头疼得厉害。）
Neighbors complained to the police about the dogs barking.
（邻居向警方投诉狗吠扰民。）
She complained that no one had been at the airport to meet her.
（她抱怨说没人到机场去接她。）
此外，句中的how he could not stop...wrapping them up作complained about的宾语，是一个宾语从句。教师可引导学生思考此处能否将about how改为that,并提醒学生体会改了以后该句在意思上有什么变化。
(3) Interestingly, the letters did not contain the usual warnings to children that they might not receive their presents if they were not good.
Paraphrase: Parents often warn their children to behave well before Christmas, or they might not receive their presents. It is interesting that Tolkien’s letters did not contain such warnings.
此句中interestingly的用法是英语中的一个常用表达法，即用副词（常置于句首）修饰整个句子。其他常用的副词还有fortunately, luckily, thankfully, hopefully等。
另外，如果学生有疑问，教师可以指出 that they might not receive their presents if they were not good 是同位语从句，是对抽象名词warnings的进一步解释说明。
(4) Letters from Father Christmas tells us that as well as enjoying the adventures of Father Christmas, Polar Bear and other characters at the North Pole, we can all share the true spirit of giving at Christmas time
此句中应注意as well as的用法，在句中意为in addition to。常见的搭配有as well as sth/doing sth。例如：
They sell magazines as well as books.（他们既卖书，也卖杂志。）
The organization gives help and support to people in need, as well as raising money for local charities.
（该机构为有需要的人提供帮助和支持，还为当地的慈善机构募集捐款。）
3. Activity 3
(1)Have the Ss go through the three sentences as below and then ask them to choose the best one that can explain the title of the passage properly, then check the answer in class.
(2)Ask several Ss to share his/her reasons for the answers.
4. Activity 4
(1) Have the Ss read the passage again and ask them to complete the notes with expressions from the passage, then check the answers in whole class.
(2) Then encourage Ss to try to retell the passage according to the notes.
Step 4 Think and Share
1. Would you like to read the book Letters from Father Christmas? Give your reasons.
2. What is the most special gift you have received from your family? Why is it special to you?
Step 5 Homework
Review the main idea of the passage and the language points.
Unit 2 Let’s celebrate
Using language
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握情态动词表示推测的基本用法,增强使用情态动词的意识,学会在真实语境中正确运用情态动词。
【教学重难点】
使学生能够了解并掌握情态动词表示推测的基本用法,增强使用情态动词的意识,学会在真实语境中正确运用情态动词。
【教学过程】
Step 1 课前自学
一、知识梳理
Activity 1
1. Look at the sentences from the reading passage and answer the questions.
a That is why Letters from Father Christmas could be the perfect book...
b The children must have been very excited as they opened it.
c ... they might not receive their presents if they were not good.
(1) What do the words in bold indicate: an order, a request, ability or possibility?
(Answer: The words in bold indicate possibility.)
(2) Will the meaning of sentence (a) change if we replace “could” with “must” or “might”?
(Answer: If we replace “could” with “must”, the meaning of sentence (a) will change. It means the speaker is quite sure about the statement. If we replace “could” with “might”, the meaning of sentence (a) will remain more or less the same. “Could” and “might” in affirmative sentences have a similar meaning when indicating possibility.)
(3) What happens if we change “must” and “might” in sentences (b) and (c) into “could”?
(Answer: If we change “must” in sentence (b) into “could”, it means the speaker is not sure about the statement, and it’s only a possibility. If we change “might” in sentence (c) into “could”, it means it’s impossible for the children to receive their presents.)
2. Now get the Ss to look for more sentences with modals in the reading passage.
二、主要用法精讲
本单元所学的情态动词表示推测的具体用法如下，教师可根据学生的学情安排教学。
1. 情态动词+动词原形
1) can+动词原形
A.用于肯定句，表示客观可能性，意为“可能”，即从理论上看是可能的，但不一定会发生。例如：
As a human being, anyone can make a mistake. (作为人类，任何人都有可能犯错。）
B.用于否定句或疑问句，表示对现在的动作或状态进行主观的猜测，意为“可能”，或表示惊异、怀疑等态度。例如：
a. He can’t have a lot of money. (他不可能有很多钱。）
b. Can it be that it was I, not he, who was mistaken? 难道是我弄错了，而不是他弄错了？
2) may动词原形，表示主观的推测，意为“或许”用于肯定句和否定句均可。例如
a. He may be very busy now. (他现在可能很忙。）
b. He may not be at home (他可能不在家。）
注意：表示可能性时，can’t语气较强，表示“不可能”；may not语气较弱；表示“可能不，或许不”。
3) might+动词原形，表示推测，意为“可能”，可以指过去的情况，也可以指现在的情况，但语气比may更加不肯定。用于肯定句或否定句均可。例如：
a. They might have a lot of work to do now but I’m not sure
(他们现在可能有很多活儿要干，不过我不确定。
b. She was afraid they might not like the idea.
(她担心他们可能不喜欢这个想法。）
4) could+动词原形，意为“可能”，可以指过去的情况，也可以指现在的情况，语气缓和。多用于否定句或疑问句。例如
a. He looks young. He couldn’t be over 50.(他看起来很年轻，不可能超过50岁。）
b. Could it be true? (那可能是真的吗？)
5)must+动词原形，表示猜测，意为“准是，一定”，通常用于肯定句。例如：
a. This must be your room.
(这一定是你的房间。）
b. Look at his new car. He must have a lot of money. (瞧他那辆新车。他肯定很有钱。）
2. 情态动词+完成式
1) must+完成式，表示对已发生情况的推测，通常用于肯定句。例如：
She must have gone home. (她肯定已经回家了。）
2) can+完成式，表示对已发生情况的推测，主要用于否定句或疑问句。例如：
a. You can’t have forgotten her. (你不可能已经忘记她了。）
b. Where can she have put it? (她到底把它放在哪儿了呢？)
3) could+完成式，表示对过去情况的推测，多用于否定句或疑问句。例如：
a. He could not have been more than 16 at that time. (他当时不可能超过16岁。）
b. Could she have forgotten my address? (她会忘记我的地址吗？)
4) may/might+完成式，表示对已发生事情的不肯定的推测，might相比may语气更加不肯定。例如：
He may / might have come by train. (他可能是坐火车来的。）
Step 2 语法探究
1. 表推测的情态动词用法小结：
英语中有不少情态动词都可以表示推测，其语气有强有弱，表示的可能性有大有小，情态动词表推测时，可能性由弱到袭的排列顺序如下：
might→may→could-can-should→would-must。
2. 情态动词（may/might，can/could，must等）无人称和数的变化：不能单独使用，必须与其后的动词原形构成谓语。
Step 3 自学检测
补全句子。
a. Sorry，I’m late. I __________________ the alarm clock and gone back to sleep again.
对不起，我迟到了。我可能已经关掉闹钟，又睡着了。
b.—Hi, Tom. Any idea where Jane is? 嗨，汤姆。知道简在哪里吗？
—She __________________. I saw her there just now. 她肯定在教室。我刚才在那儿看到她。
c.—The woman biologist stayed in Africa studying wild animals for 13 years before she returned.这位女生物学家在回国前在非洲研究野生动物长达13年。
—Oh，dear! She __________________ a lot of difficulties! 哦，天哪！她一定经历了很多困难！
d.—I’ve taken someone else’s green sweater by mistake.我错拿了别人的绿色毛衣。
—It __________________. He always wears green.可能是哈利的。他总是穿绿色的衣服。
e.—Do you know where David is？I couldn’t find him anywhere.你知道大卫在哪里吗？我到处都找不到他。
—He __________________. His coat’s still here.他不可能走得太远。他的外套还在这里。
1．根据本节语法（情态动词表猜测）：情态动词+动词原形/完成式，把句子补充完整；
2．根据所学，看看填入不同情态动词所表达的意思有何不同。
Step 4．教师讲解
1. 核对同学们自学检测的答案。
2. 根据课前自学内容，对情态动词表猜测的相关知识进行更详细的补充说明。
3. 让学生把从课文中找到的相关的句子写出并分析。
Step 5．小组合作学习
全班分为若干个小组并完成以下任务：
1. 完成课本第17页活动2。
2. 限时活动：在课本14-15页的课文中找出更多包含情态动词表猜测的句子，看看哪个组找得又多又快又准。
Step 6．Homework
完成课本P17活动3。
Unit 2 Let’s celebrate
Writing a letter to express ideas & Presenting ideas
【教学目的与核心素养】
1. 掌握本课时的重点单词/词组/句型；
2. 引导学生对某一节日现象展开分析和评论，并写一篇短文来表达自己的观点。
3. 带领学生通过本单元的学习，对节日这一话题有更深入的理解；
4. 引导学生进行小组活动，培养学生的语用能力和创新能力。
【教学重难点】
1. 学生能够对某一节日现象展开分析和评论，并写一篇短文来表达自己的观点。
2. 通过本单元的学习，学生能够对节日这一话题有更深入的理解，达成对本单元所学知识的迁移和运用。
【教学过程】
Part 1 Writing
Step 1 Reviewing
Have one student retell the passage of Time for a Change.
Step 2 Reading
Read the letter on page 23.
1. Ask the Ss to read the letter carefully and answer the questions.
(1) Which countries are mentioned and how do they celebrate Chinese Spring Festival?
(Russia, Ghana and the United States.
Russia: The 2017 Grand Chinese New Year Concert was held in St Petersburg, with its tickets sold out and 90% of the audience local Russians.
Ghana: Over 1,000 Ghanaian junior high school students got up on stage to perform Chinese songs and dances to celebrate the 2017 Spring Festival.
The United States: Students in New York City have since 2016 been able to enjoy an official day’s holiday for Chinese Spring Festival.)
(2) Which event would you most like to attend? Why?
(Students’ own answers.)
(3) Why do you think Chinese Spring Festival is “going global”?
(Possible reasons may include: increasing overseas Chinese population, China’s growing economic and political influence, the desire of overseas stores and recreational venues to profit from the celebration, China’s efforts to help the festival go global.)
2. Get several Ss to share their answers in the class and then check them.
3. Ask several students to try to retell the letter.
Step 3 Before writing
Get the Ss to complete the notes to help organize your idea.
What the phenomenon is:______________________________________
What reason lie behind it: _____________________________________
How you feel about it: ________________________________________
Step 4 Writing and showing
Now write a letter to the editor to express your ideas. Use the expressions in the box to help you, and then show it to the class．
Useful expressions
·In my opinion/For me...
·I (don’t) think...
·It’s not only..., but...
·I hope...
Part 2 Presentation
Step 1 Group work
1. Look at the pictures Activity 1. Answer the questions.
(1) Do you know any of these days?
(2) What do you think people create these days?
2. Consider what the significance of the festivals that show in the pictures. Then discuss and share.
3. Work in groups, have the Ss discuss and share their opinions. Then get some Ss to share in class.
Step 2 Presenting
1. Think of a special day you would like to create. Complete the table to help organize your ideas.
2. Work in groups. Talk about your ideas following the steps below.
(1) Say what day you would like to create and when it is.
(2) State why you would like to create it.
(3) Talk about special activities to celebrate it.
Now discuss and decide on a winning day.
3. Present your special day to the class. Use the expressions in the box to help you.
Use the expressions
·Our day is called...
·It celebrates...
·It could be held on...
·Everyone would...
·The activities include...
Step 3 Homework
课后练习。
Unit 6 Earth first
Understanding ideas
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言；
3. 引导学生基于课文内容联系生活实际，发表自己的意见和观点。
【教学重难点】
1. 本课重要词汇与句式的灵活运用；
2. 锻炼学生理解采访话题的内在逻辑，学习并掌握与话题相关的语言。
【教学过程】
Step 1 Warming up
Questions:
1. What do you think the environmental problems are?
2. What are the causes of these problems?
3. What do you think is the most serious environmental problem we face today? What should be done to help solve it?
Ask some Ss to share their views about the questions and then teacher presents more information about pollution.
Step 2 Before reading
Activity 1
Tick the words that you would use to describe sharks. Add any more you can think of. Then compare your choices with the class. And then share what you know about sharks.
Step 3 While reading
Activity 2
1. Have the Ss read the passage and find out how sharks are described in the film Jaws.
(1) Ask the Ss to go through the passage and then discuss the shark with their partners.
(2) Have several Ss share their views in whole class.
2. Pay attention to the language points during reading.
（1）Jaws was a great success, attracting huge audiences and winning many awards.
教师要结合语境帮助学生理解本句中attracting和winning的用法（作伴随状语），区别于本单元所学的语法（现在分词和过去分词作补语）。
（2）Finning would have an unexpected effect upon Peter Benchley, the man who wrote the book the film Jaws was based on.
Paraphrase: Peter Benchley did not expect that finning would have a great effect on him. He was the author of a book, which the film Jaws was based on.
教师应引导学生掌握固定搭配have an effect on/upon sth的用法。例如：A rise in temperature will have an effect on sea levels, drought frequency and more.（气温升高会影响到海平面高度、旱情发生频率及更多方面。）
（3）In 1980, Benchley was diving when he came across an awful sight.
教师应引导学生注意句中when表示“当（某事发生）时”，相当于at that/this time.
例如：We were about to go out and play when it started to rain.（我们正要出去玩，突然下起雨来。）The couple had hardly fallen asleep when the doorbell rang loudly.(这对夫妻刚刚入睡，突然门铃声大作。）
另外，教师可以拓展讲解come across的用法，这个短语在文中意为to meet, find, or discover someone or something by chance。例如：I came across this book in a bookshop in my home town.（我在家乡的一家书店里发现了这本书。）come across还有其他的含义，如“（感觉、想法等）被表达清楚”“给人的印象是……”。例如：Your words didn't come across.（你讲的话让人听不明白。）She came across to me as a pleasant young girl.（她在我印象里是个讨人喜欢的年轻女孩。）
（4）He came to see people as a danger to sharks, rather than the other way round.
Paraphrase: He finally started to realize that people are a danger to sharks, rather than the opposite.
教师向学生讲解come to do sth,相当于to finally reach a state in which something happens or you do something。例如：She had come to like the new teacher over the months.（过了几个月，她终于喜欢上了新老师。）
3. Activity 3
Have the Ss go through the three purposes as below and then ask them to choose the best one, then check the answer in class.
4. Activity 4
(1) Have the Ss read the passage again and ask them to complete the chart with words and expressions from the passage, then check the answers in whole class.
(2) Then encourage Ss to try to retell the passage according to the chart.
Step 4 Think and Share
1. How do you think Peter Benchley felt after diving in 1980?
2. What other films or books do you know that feature wild animals? Do they “paint” a good or bad picture of these animals? Say how the animals are described.
Have the Ss discuss the questions in groups, and then get several Ss to answer the questions. Open answer to the second question.
Step 5 Homework
Review the main idea of the passage and the language points.
